Adaptation of Academic Entitlement Questionnaire

Abstract

Academic entitlement is one of the most significant problems that affect not only students' academic success but also lead them to engage in various uncivil and undesired behaviors such as disrespect, anger and aggression. It might disrupt individuals' psychological and social adaptation by itself or interacting with other problems. Academically entitled students are inconsiderate of their friends, intolerant to even constructive feedback, and exhibit unethical behaviors such as cheating, plagiarism, etc.. This global phenomenon is a significant problem in Turkey as well. Therefore, the need for having a sound grasp of academic entitlement led to initial reliability and validity studies of Academic Entitlement Questionnaire in Turkish Culture in this study. Analyses were carried out on 469 participants data, 351 (75%) of whom were females and 118 (25%) of whom were males. It was found that Turkish and English forms were equivalent, the construct with a-five-item unidimensional scale was confirmed. Furthermore, for concurrent validity, relationship between academic entitlement and similar structures of narcissism, entitlement and academic self-efficacy was investigated. Results indicated that academic entitlement was found to be significantly related to narcissism and entitlement and negatively related to academic selfefficacy. This indicates that academic entitlement despite related to these three structures is a different construct. For reliability, internal consistency coefficients and test-retest methods were used. These analyses indicated that the scale assess academic entitlement consistently. Thus, it can be stated that Academic Entitlement Questionnaire is a valid and reliable instrument for measuring academic entitlement of Turkish university students.

Institutionalization at Universities: Case Study of the Focal Institution and the Spawning Institutions

“…The university students believe that there is favoritism in the universities, and favoritism is more common than any other form of corruption such as bribery, fraud and embezzlement (Julián and Bonavia, 2020;Walters et al, 2019). The students may expect privileges from the faculty members (Achacoso, 2002) as they focus on performance and have the tendency to keep their grades up (Kurtyilmaz, 2019). In the domestic literature, no studies are encountered regarding student favoritism in Turkish universities.…”

“…Üniversite öğrencileri, üniversitelerde kayırmacılık olduğuna ve kayırmacılığın rüşvet, dolandırıcılık ve zimmete para geçirme gibi diğer yolsuzluk türlerinden daha yaygın olduğuna inanmaktadırlar (Julián ve Bonavia, 2020;Walters ve diğ., 2019). Öğrenciler, performansa (edime) odaklandıkları ve notlarını yüksek tutma eğiliminde oldukları (Kurtyilmaz, 2019) için öğretim üyelerinden ayrıcalık bekleyebilmektedirler (Achacoso, 2002). Ulusal alanyazında, Türk üniversitelerinde öğrenci kayırmacılığı ile ilgili herhangi bir çalışmaya rastlanmamıştır.…”

Predictive Ability Of Moral Intelligence In Academic Entitlement Among University Students

“…Goodboy and Frisby (2014) concluded that students with high academic entitlement engage in negative, undesirable behaviours and are highly critical of others. Kurtyilmaz (2019) reported that entitlement promotes undesirable behaviours among students in academic situations, such as anger, disrespect, and aggression. Elias (2017) found a positive correlation between academic entitlement and exam cheating.…”

“…Chowning and Campbell (2009) claimed that entitlement most affects university students. (Kurtyilmaz, 2019) believes that academic entitlement among university students may lead to students engaging in unethical and unacceptable behaviours such as aggression, disrespect, intolerance, and cheating. In the same context, (Campbell et al, 2004) added that academic entitlement among university students leads to negative effects that appear in the form of negative behaviours such as aggression, difficulty in adapting, difficulty in forming social relationships, conflicts with oneself and with others, selfishness, and the inability to control oneself.…”

Moral Intelligence and its Relationship to Academic Entitlement and Academic Performance of Secondary School Students

“…Goodboy and Frisby (2014) found that students with an unrealistic belief in academic entitlement engage in severe oppositional behaviors and are highly critical of others. While, Kurtyilmaz (2019) explained that entitlement is one of the most critical issues that impact students' academic performance and promote their engagement in undesirable behaviors such as anger, disrespect, and aggression through educational situations.…”