The Online Learning Academic Achievement of Chinese Students during the COVID-19 Pandemic: the Role of Self-Regulated Learning and Academic Entitlement

Abstract

In the spring semester of 2020, all Chinese higher education institutions delivered courses online across the nation in response to the COVID-19. This study explores Chinese college students’ self-regulated learning, academic entitlement, and academic achievement during the transitioning from face-to-face to online learning environments during this special time. Structure equation modeling was conducted, and results indicate that academic entitlement associates with students’ online learning academic achievement. Whereas self-regulated learning does not relate to academic achievement in the online learning setting. Additionally, academic entitlement is marginally associated with academic achievement only among male students, while self-regulated learning is not a significant predictor for both genders. However, self-regulated learning is marginally linked with higher academic achievement among students who do not have previous online learning experiences but not among those who took online courses before.

Examining the validity and reliability of the academic entitlement scale in Turkish culture

“…However, since they may show a pattern of holding others responsible for the consequences of their behavior, they may have found a relationship with narcissism in the externalized responsibility dimension. AE is associated with decreasing academic success in the university student population, damaging the belief in justice in academic environments, and deteriorating the quality of education (Bonaccio et al, 2016;Greenberger et al, 2008;Yan et al, 2021). In addition, it is known that students with high levels of AE have unrealistic expectations in their business lives (vanWieirngen et al, 2013).…”

“…However, recent studies have started to reveal the universal nature of academic entitlement (Blincoe & Garris, 2017). Studies conducted in different countries on this subject indicate that AE is not only in a certain group or field; indicates that it can be seen universally and in all educational environments (e.g., Aksoy & Sural, 2022;Kantar et al, 2023;Pilotti et al, 2022;Reysen et al, 2022;Yan et al, 2021;Zarei, 2022). This shows that the measured construct has the same meaning in all cultures compared.…”

“…It has been found that AE is associated with the use of mobile phones in the classroom much more strongly than nomophobia (Bhattacharya et al, 2019), which is defined as the fear of disconnection from communication established through mobile phones which considerably affects the use of mobile phones (Reysen et al, 2020). As AE and academic achievement are negatively correlated (Bonaccio et al, 2016;Yan et al, 2021), entitled students tend to exploit and manipulate the efforts of other students (Morrow, 1994;Greenberger et al, 2008). This characteristic of AE, which disrupts the classroom teaching environment, student-instructor interaction, and student-student communication, can potentially harm the value of university education (Morrow, 1994).…”

Predictive Ability Of Moral Intelligence In Academic Entitlement Among University Students

“…The study sample consisted of (404) male and female students chosen using the convenient sample method. (35) items distributed over seven dimensions: Sympathy (1-5), Conscience (6-10), Selfcontrol (10)(11)(12)(13)(14)(15), Respect (16)(17)(18)(19)(20), Kindness (20)(21)(22)(23)(24)(25), Tolerance (26)(27)(28)(29)(30), and Justice (30)(31)(32)(33)(34)(35).…”