Customers or Academic Trainees? An Experimental Investigation to Reduce Academic Entitlement in the College Classroom

Zhu, Lin; Anagondahalli, Deepa; Yılmaz, Gamze

doi:10.1080/10510974.2019.1597745

Cited by 6 publications

(8 citation statements)

References 21 publications

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“…Researchers proposed approaches to abate academic entitlement on college students. For example, Zhu et al (2019) used role theory and message framing to impact students' grade negotiation behavior in face-to-face course settings. It would be applicable in online learning environments, as well.…”

Section: Conclusion and Discussionmentioning

confidence: 99%

“…Singleton-Jackson et al (2010) stated that only when students' cognitive shift from consumers to scholars occurs, then higher education will not be a business. Meanwhile, message framing impacts student enactment of roles as customers or students (Zhu et al, 2019). Therefore, students' academic entitlement can be mitigated by the role theory and framing of education.…”

Section: Conclusion and Discussionmentioning

confidence: 99%

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

Dai

Lin

et al. 2022

IJPES

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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.

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Section: Conclusion and Discussionmentioning

confidence: 99%

Section: Conclusion and Discussionmentioning

confidence: 99%

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

Dai

Lin

et al. 2022

IJPES

View full text Add to dashboard Cite

show abstract

“…e exclusion criteria for this scoping review were as follows: (1) students enrolled in kindergarten through 12th grade; (2) college students enrolled in an international university; (3) academic entitlement questionnaires that have not been validated; (4) academic entitlement questionnaires that have not been constructed by American researchers; (5) academic entitlement questionnaires that have not been published in a peer-reviewed journal; (6) no direct correlation between academic entitlement and an educational factor; (7) factors that are causes, not consequences, of increased academic entitlement; (8) noneducational consequences that may result from increased academic entitlement; (9) qualitative studies; (10) literature reviews; (11) quantitative studies that have been written in a foreign language; and (12) quantitative studies that have not been published in a peerreviewed journal.…”

Section: Methodsmentioning

confidence: 99%

“…e internal consistency validity of this questionnaire has been calculated to lie between 0.71 10 and 0.88. 11 Miller 12 developed an 8-item questionnaire in which each item was rated on a 5-point Likert scale from 1 (strongly disagree) to 5 (strongly agree). A higher rating was correlated with a greater sense of academic entitlement on all 8 items.…”

Section: Background and Purposementioning

confidence: 99%

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Academic Entitlement and Its Potential Educational Consequences: A Scoping Review

Kinne¹,

Goehring²,

Williams³

2022

JOPTE

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Do factual rehearsal, emotion reflection, or instructor acknowledgment increase academic performance and academic entitlement?

Hong¹,

Lishner²,

Vogels³

et al. 2024

Scholarship of Teaching and Learning in Psychology

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The present study examined whether simple, in-class factual rehearsal and emotion reflection writing activities and use of minimal instructor acknowledgment increase students' objective academic performance, academic entitlement, perceived instructor support, and course/instructor evaluation. Three hundred fourteen undergraduate students in two introductory psychology courses (N Course 1 = 126 and N Course 2 = 188) were randomly assigned to one of five in-class writing activity conditions (poem-control, factual rehearsal, factual rehearsal plus instructor acknowledgment, emotion reflection, emotion reflection plus instructor acknowledgment). After completing weekly writing assignments, students' objective academic performance, academic entitlement attitudes, perceived instructor support, and course/instructor evaluations were obtained. Results revealed no statistically significant or practically meaningful impact of experimental condition on any of the outcome measures. The findings suggest that although minimal instructor acknowledgment of work on simple factual rehearsal and emotion reflection assignments does not increase academic entitlement, completion of multiple such assignments also has no meaningful impact on objective academic performance or course/instructor evaluations. The results suggest college instructors should be cautious in assuming that simple, in-class writing activities will enhance student learning in their courses.

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Customers or Academic Trainees? An Experimental Investigation to Reduce Academic Entitlement in the College Classroom

Cited by 6 publications

References 21 publications

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

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

Academic Entitlement and Its Potential Educational Consequences: A Scoping Review

Do factual rehearsal, emotion reflection, or instructor acknowledgment increase academic performance and academic entitlement?

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