Does the Measurement or Magnitude of Academic Entitlement Change Over Time?

Abstract

Academic entitlement (AE) characterizes students who believe they deserve positive academic outcomes independent of performance. Using the Academic Entitlement Questionnaire, we evaluated the longitudinal stability of the measurement and magnitude of AE. Results indicated partial measurement invariance, slight average increase in AE, and differential individual change in AE over time.

Challenging Notions of Academic Entitlement and Its Rise among Liberal Arts College Students

“…Excoriation of the “Me Generation” [ 8 , 9 ] includes reports of students pressuring faculty to succumb to relaxed academic standards as well as students’ consumer/customer-oriented mentality [ 10 , 11 , 12 , 13 , 14 , 15 , 16 , 17 ]. Despite contrasting data that show low levels of college student entitlement (e.g., [ 18 ]), media outlets have decried the entitled mentality of millennials responsible for “a changed relationship between the schools and the schooled [in] one of the most striking transformations in higher education over the last quarter-century” in which “[s]tudents get the message that they call the shots” ([ 19 ], para 5 and 15).…”

Entitlement in Higher Education: Evaluating the Measurement Invariance Properties of the Academic Entitlement Questionnaire

“…Subsequently, metric invariance was evaluated by constraining the factor loadings to be equal across appropriate groups for both of the invariance analyses (i.e., invariance across gender and invariance across college rank). To be consistent with and comparable with Kopp and Finney’s (2013) study and Sessoms et al’s (2016) study, the first factor loading was used as the referent indicator. To perform the invariance analyses (i.e., test the constrained vs. the unconstrained model), the chi-square difference (i.e., likelihood ratio, Δχ 2 ) test was used to evaluate statistically significant reductions in model fit; in addition, delta goodness-of-fit indices (ΔGOF), where delta comparative fit index (ΔCFI) < −.002, delta root mean square error of approximation (ΔRMSEA) > .01, and delta standard root mean square residual (ΔSRMR) > .02, were used as descriptive indicators (of model fit) to support the chi-square difference test (Chen, 2007; Cheung & Rensvold, 2002; French & Finch, 2006; Khojasteh & Lo, 2015; Meade, Johnson, & Braddy, 2008).…”

“…determined scores from the items were essentially unidimensional" (p. 123) which defined the AEQ as a one-factor model. Sessoms, Finney, and Kopp (2016) evaluated the invariance properties of the AEQ longitudinally and it met configural and metric invariance; however, only partial scalar invariance held (i.e., only four out of the eight-item intercepts were noninvariant). Sessoms et al (2016) recommended further research to establish the measurement properties of the AEQ and called for similar studies to try to replicate their findings.…”

“…Sessoms, Finney, and Kopp (2016) evaluated the invariance properties of the AEQ longitudinally and it met configural and metric invariance; however, only partial scalar invariance held (i.e., only four out of the eight-item intercepts were noninvariant). Sessoms et al (2016) recommended further research to establish the measurement properties of the AEQ and called for similar studies to try to replicate their findings. Given the previous research on AE and the development of the AEQ (Greenberger et al, 2008; Kopp & Finney, 2013; Kopp et al, 2011; Sessoms et al, 2016), more research is needed to evaluate its invariance properties.…”

“…Sessoms et al (2016) recommended further research to establish the measurement properties of the AEQ and called for similar studies to try to replicate their findings. Given the previous research on AE and the development of the AEQ (Greenberger et al, 2008; Kopp & Finney, 2013; Kopp et al, 2011; Sessoms et al, 2016), more research is needed to evaluate its invariance properties. The purpose of this study was to examine if the AEQ is invariant across gender, as well as college rank, in a sample of university students.…”