Academic entitlement: Its personality and general mental ability correlates, and academic consequences

‘See Me as I see Myself:’ A Phenomenological Analysis of Grade Bump Requests

“…While Bonaccio et al (2016) also found externalized responsibility significantly negatively predicted final grades, this was not the case after controlling for the Big 5 personality traits and general mental ability. Bonaccio et al (2016) found agreeableness, openness, and conscientiousness were negatively correlated with entitled expectations, but externalized responsibility was not correlated with any of the Big 5 traits. Turnipseed and Cohen (2015) found positive and significant correlations between the dark triad personality traits (Machiavellianism, Psychopathy, and Narcissism) and both subscales of AE.…”

“…The results shed light on how students' understandings of grades are revelatory of the projects they have for themselves and others regarding their place in the academic world. The literature is mostly concerned with identifying individual traits that coincide with AE (e.g., Chowning & Campbell, 2009;Sohr-Preston & Boswell, 2015) as well as exploring the consequences of these entitled attitudes and behaviors (e.g., Bonaccio et al, 2016;Knepp, 2016;Linvill & Grant, 2017). By focusing on the lived meanings of the grade and exploring the purpose of these requests, the results reveal how students are taking a stance when confronted with a lower grade and how these requests are a claim before a world that challenges their self-understanding.…”

“…Knepp (2016) found that higher externalized responsibility, but not entitled expectations, significantly predicted lower student and schoolwork engagement. Perhaps not surprisingly, both AE subscales weakly, negatively, and significantly correlated with final course grades (Bonaccio et al, 2016). If students forsake personal responsibility for their academic work and perceive the grade as given (and entitled to), rather than earned, their engagement and final grades suffer.…”

“…The latter describes the degree to which students believe the teacher is responsible for the students' learning and holding others responsible for one's performance in class. The relationship between these two constructs is mixed with one study finding a moderate correlation (Turnipseed & Cohen, 2015) but two finding no significant correlation (Bonaccio, Reeve, & Lyerly, 2016;Chowning & Campbell, 2009). These two components of AE appear to be two different, but interrelated, ways of attuning to one's grades.…”

Effects of Psychological and Demographic Factors on Academic Performance

“…In his study of the influence of academic competencies, cognitive ability and personality on academic performance, Bonaccio et al (2016) found that this performance is significantly related to an agreeableness personality dimension. Wihler et al"s (2017) study proved that there is significant relation between an extravert personality and nurses" working performance.…”