SavedAdd your journal

Journals / Anadolu Journal of Educational Sciences International / 2019 / Cilt: 9 Sayı: 2

Adaptation of Academic Entitlement Questionnaire

Yıldız Kurtyılmaz(ANADOLU ÜNİVERSİTESİ)0000-0003-0298-4579
Pages
314–351
Publication Date
2019-07-01
🏛️Bibliographic metadata and full text access for this article are provided via DergiPark.
DergiPark Record ↗
✨

AI Summary & Key Takeaways

AI Insight
⚡ TL;DR(Too Long; Didn't Read)

It was found that Turkish and English forms were equivalent, the construct with a-five-item unidimensional scale was confirmed.

📌 3 Key Takeaways

🎯
Objective & Hypothesis: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.
📊
Key Findings & Data:Academically entitled students are inconsiderate of their friends, intolerant to even constructive feedback, and exhibit unethical behaviors such as cheating, plagiarism, etc..
💡
Conclusion & Impact:It was found that Turkish and English forms were equivalent, the construct with a-five-item unidimensional scale was confirmed.
🔬Design:Survey & Empirical Study
📍Scope:Comprehensive Sample
⚙️Variables:Academic entitlement · narcissism · entitlement

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 self-efficacy. 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.

🔖

Cite This Article

Kurtyılmaz, Y. (2019). Adaptation of Academic Entitlement Questionnaire. Anadolu Journal of Educational Sciences International, Cilt: 9 Sayı: 2, 314–351. https://doi.org/10.18039/ajesi.577234

📄 Full Text PDF Viewer

📄

PDF görüntüleyici hazırlanıyor...

References (52)

  1. Achacoso, M. V. (2002). “What do you mean my grade is not an A?” An investigation of academic entitlement, causal attributions, and self-regulation in college students. (Unpublished doctoral dissertation). Available from ProQuest Dissertations and Theses Global Database. (UMI No. 3225897)
  2. Akıncı, İ. (2015). The relationship between the types of narcissism and psychological well-being: The roles of emotions and difficulties in emotion regulation. [Narsisizm türleri ve psikolojik iyilik hali arasındaki ilişki: Duyguların ve duygu düzenleme güçlüklerinin rolü.] (Master Thesis. Orta Doğu Teknik Üniversitesi, Ankara, Türkiye). Retrieved from http://etd.lib.metu.edu.tr/upload/12619052/index.pdf
  3. Ames, D. R., Rose, P., & Anderson, C. P. (2006). The NPI-16 as a short measure of narcissism. Journal of Research in Personality, 40(4), 440–450. https://doi.org/10.1016/j.jrp.2005.03.002
  4. Anderson, D., Halberstadt, J., & Aitken, R. (2013). Entitlement attitudes predict students’ poor performance in challenging academic conditions. International Journal of Higher Education, 2(2), 151-158. doi:10.5430/ijhe.v2n2p151
  5. Atay, S. (2009). Narsistik Kişilik Envanteri’nin Türkçe’ye standardizasyonu. Gazi Üniversitesi İktisadi ve İdari Bilimler Fakültesi Dergisi, 11(1), 181-196. Retrieved from https://scholar.google.com.tr/scholar?output=instlink&q=info:aS2DGracyxoJ:scholar.google.com/&hl=en&as_sdt=0,5&scillfp=8210132015291129990&oi=lle
  6. Baranoff, J., Oei, T. P., Cho, S. H., & Kwon, S. M. (2006). Factor structure and internal consistency of the Young Schema Questionnaire (Short Form) in Korean and Australian samples. Journal of Affective Disorders, 93(1-3), 133-140. doi:10.1016/j.jad.2006.03.003
  7. Barton, A. L., & Hirsch, J. K. (2016). Permissive parenting and mental health in college students: Mediating effects of academic entitlement. Journal of American College Health, 64(1), 1-8. doi: 10.1080/07448481.2015.1060597
  8. Benson, J. (1998). Developing a strong program of construct validation: A test anxiety example. Educational Measurement: Issues and Practice, 17, 10–17.
  9. Boswell, S. S. (2012). “I deserve success”: Academic entitlement attitudes and their relationships with course self-efficacy, social networking, and demographic variables. Social Psychology of Education, 15(3), 353-365. doi:10.1007/s11218-012-9184-4
  10. Campbell, W. K., Bonacci, A. M., Shelton, J., Exline, J. J., & Bushman, B. J. (2004). Psychological entitlement: Interpersonal consequences and validation of a self-report measure. Journal of Personality Assessment, 83(1), 29–45. Retrieved from https://doi.org/10.1207/s15327752jpa8301pass:[_]04
  11. Chowning, K. & Campbell, N. J. (2009). Development and validation of a measure of academic entitlement: Individual differences in students’ externalized responsibility and entitlement expectations. Journal of Educational Psychology, 101, 982-997. doi:10.1037/a0016351
  12. Ciani, K. D., Summers, J. J., & Easter, M. A. (2008). Gender differences in academic entitlement among college students. The Journal of Genetic Psychology, 169(4), 332-344. Retrieved from https://doi.org/10.3200/GNTP.169.4.332-344
  13. Çuhadaroğlu, F. (1985). Adolesanlarda benlik saygısı. (Yayımlanmamış yüksek lisans tezi). Hacettepe Üniversitesi, Ankara, Türkiye.
  14. Gardner, D. G., & Pierce, J. L. (1998). Self-esteem and self-efficacy within the organizational context: An empirical examination. Group & Organization Management, 23, 48-70. doi: 10.1177/1059601198231004
  15. Gotschall, N. P. (2016). Teaching in the Entitlement Age: Faculty Perceptions Regarding Student Academic Entitlement Behavior. Retrieved from https://scholarworks.waldenu.edu/cgi/viewcontent.cgi?article=2799&context=dissertations
  16. Greenberger, E., Lessard, J., Chen, C., & Farruggia, S. P. (2008). Self-entitled college students: Contributions of personality, parenting, and motivational factors. Journal of Youth and Adolescence, 37, 1193-1204. doi: 10.1007/s10964-008-9284-9
  17. Hartman, T. B. (2012). An analysis of university student academic self-entitlement: Levels of entitlement, academic year, and gender. (Master Thesis). Available from ProQuest Dissertations and Theses Global Database. (UMI No. 1510403).
  18. Hinton, P. R., Brownlow, C., McMurray, I., & Cozens, B. (2004). SPSS explained. London: Routledge.
  19. Hwang, Y. G. (1995). Student apathy, lack of self-responsibility and false self-esteem are failing American schools. Education, 115, 484-490.
  20. Jackson, D. L., Singleton-Jackson, J. A., & Frey, M. P. (2011). Report of a Measure of Academic Entitlement. American International Journal of Contemporary Research, 1(3), 53-65. Retrieved from http://www.aijcrnet.com/journals/Vol_1_No_3_November_2011/8.pdf
  21. Juvonen, J., Le, Vi-Nhuan, Kaganoff, T., Augustine, C. H., &Constant, L. (2004). Focus on the wonder years: Challanges facing the American middle school. USA: RAND Corporation.
  22. Kazdin, A. E. (1993). Adolescent mental health: Prevention and treatment programs. American Psychologist, 48, 127–141.
  23. Kershaw, T. (1992). The effects of educational tracking on the social mobility of African Americans. Journal of Black Studies, 23(1), 152-169.
  24. Kopp, J. P., & Finney, S. J. (2013). Linking academic entitlement and student incivility using latent means modeling. The Journal of Experimental Education, 81(3), 322-336. doi:10.1080/00220973.2012.727887
  25. Kopp, J. P., Zinn, T. E., Finney, S. J., & Jurich, D. P. (2011). The development and evaluation of the academic entitlement questionnaire. Measurement and Evaluation in Counseling and Development, 44(2), 105-129. doi: 10.1177/0748175611400292
  26. Koşan, Y. (2015). Üniversite öğrencilerinin facebook kullanımının narsisizm ve saldırganlık düzeyleri ile ilişkisinin incelenmesi. (Yayımlanmamış yüksek lisans tezi). Yüzüncü Yıl Üniversitesi, Van, Türkiye.
  27. Lippmann, S., Bulanda, R. E., & Wagenaar, T. C. (2009). Student entitlement: Issues and strategies for confronting entitlement in the classroom and beyond. College Teaching, 57(4), 197-204. Retrieved from https://link.springer.com/content/pdf/10.1007/s11218-012-9184-4.pdf
  28. Lombardi, J. V. (2007). The Academic Success Entitlement. Inside Higher Education, 26. Retrieved from https://www.insidehighered.com/blogs/reality-check/academic-success-entitlement
  29. Luckett, M., Trocchia, P. J., Noel, M. N., & Marlin, D. (2017). A typology of students based on academic entitlement. Journal of Education for Business, 92(2), 96-102. doi:10.1080/08832323.2017.1281214
  30. Luckett, M., Trocchia, P. J., Noel, N. M., & Marlin, D. (2017) A typology of students based on academic entitlement. Journal of Education for Business, 92(2), 96-102. doi:10.1080/08832323.2017.1281214
  31. Menon, M. K., & Sharland, A. (2011). Narcissism, exploitative attitudes, and academic dishonesty: An exploratory investigation of reality versus myth. Journal of Education for Business, 86, 50–55. doi: 10.1080/08832321003774772
  32. Miller, B. K. (2013). Measurement of academic entitlement. Psychological Reports: Sociocultural Issues in Psychology, 113(2), 654-674. doi: 10.2466/17.08.PR0.113x25z1
  33. Miller, M. A., & Murray, C. (2005). Advising academically underprepared students. NACADA Clearinghouse of Academic Advising Resources. Retrieved from https://www.nacada.ksu.edu/Resources/Clearinghouse/View-Articles/Academically-underprepared-students.aspx
  34. Morrow, W. (1994). Entitlement and achievement in education. Studies in Philosophy and Education, 13, 33-47. doi: https://doi.org/10.1007/BF01074084 Retrieved from https://link.springer.com/content/pdf/10.1007%2FBF01074083.pdf
  35. Oei, T. P. S. & Baranoff, J. (2007). Young Schema Questionnaire: Review of Psychometric and measurement issues. Australian Journal of Psychology. 59 (2), 78-86. doi:10.1080/00049530601148397
  36. Pimentel, M. (2011). Perceptions and realities of academic entitlement behaviors, beliefs, and actions within the basic skills student population at the two-year college. (Doctoral Dissertation). Available from ProQuest Dissertations and Theses Global Database. (UMI No.3457973).
  37. Raskin, R., & Terry, H. (1988). A principal-components analysis of the Narcissistic Personality Inventory and further evidence of its construct validity. Journal of Personality and Social Psychology, 54(5), 890-902. Retrieved from https://scholar.google.com.tr/ scholar?hl=en&as_sdt=0%2C5&q=raskin+%26+Terry+1988+NPI&btnG=
  38. Reinhardt, (2012). Conceptualizing academic entitlement: What are we measuring?. (Master Thesis). Available from ProQuest Dissertations and Theses Global Database. (UMI No. MR77287).
  39. Roeser, R. W., Eccles, J. S., & Sameroff, A. J. (1998). Academic and emotional functioning in early adolescence: Longitudinal relations, patterns, and prediction by experience in middle school. Development and Psychopathology, 10(2), 321-352.
  40. Schmidt, N. B., Joiner, T. E., Young, J. E., & Telch, M. J. (1995). The Schema Questionnaire: Investigation of psychometric properties and the hierarchical structure of maladaptive schemas. Cognitive Therapy and Research, 19, 295 – 321. Retrieved from https://labs.la.utexas.edu/telch/files/2015/02/The-Schema-Questionnaire.pdf
  41. Shapiro, D. P. (2012). Entitled to cheat: An examination of ıncoming freshmen at a small regional university. The Journal of Public and Professional Sociology, 4(1), 1-14.
  42. Singleton-Jackson, J. A., Jackson, D. L., & Reinhardt, J. (2010). Students as consumers of knowledge: Are they buying what we’re selling? Innovative Higher Education, 35, 343-358. https://doi.org/10.1007/s10755-010-9151-y
  43. Singleton-Jackson, J. A., Jackson, D. L., & Reinhardt, J. (2011). Academic entitlement: Exploring definitions and dimensions of entitled students. The International Journal of Interdisciplinary Social Sciences, 5, 229-236. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=73151254&lang=tr&site=eds-live&authtype=uid
  44. Soygüt, G., Karaosmanoğlu, A., & Çakır, Z. (2009). Erken dönem uyumsuz şemaların değerlendirilmesi: Young şema ölçeği kısa form 3’ün psikometrik özelliklerine ilişkin bir inceleme. Türk Psikiyatri Dergisi, 20(1), 78-84. Retrieved from http://www.turkpsikiyatri.com/c20s1/75-84.pdf
  45. Stopa, L., Thorne, P., Waters, A., & Preston, J. (2001). Are the short and long forms of the Young Schema Questionnaire comparable and how well does each version predict psychopathology scores? Journal of Cognitive Psychotherapy: An International Quarterly, 15, 253–272. doi: 10.1891/0889-8391.15.3.253
  46. Sümer, N. (2000). Yapısal eşitlik modelleri: Temel kavramlar ve örnek uygulamalar. Türk Psikoloji Yazıları, 3(6), 49-74.
  47. Şimşek, Ö. F. (2007). Yapısal eşitlik modellemesine giriş. Temel ilkeler ve LISREL uygulamaları. Ankara: Ekinoks Yayınevi.
  48. Twenge, J. M. (2009). Generational changes and their impact in the classroom: Teaching Generation Me. Medical Education, 43(5), 398-405. Retrieved from https://onlinelibrary.wiley.com/doi/pdf/10.1111/j.1365-2923.2009.03310.x
  49. Twenge, J. M., & Campbell, W. K. (2008). Increases in positive self-views among high school students: Birth-cohort changes in anticipated performance, self-satisfaction, self-liking, and self-competence. Psychological Science, 19(11), 1082-1086. doi: 10.1111/j.1467-9280.2008.02204.x
  50. Waller, G., Meyer, C. & Ohanian, V. (2001). Psychometric properties of the long and short versions of the Young Schema Questionnaire: Core beliefs among bulimic and comparison women. Cognitive Therapy and Research, 25(2), 137-147. doi: https://doi.org/10.1023/A:1026487018110
  51. Welburn, K. R., Coristine, M., Dagg, P., Pontefract, A., & Jordan, S. (2002). The Schema Questionnaire-Short Form: Factor analysis and relationship between schemas and symptoms. http://dx.doi.org/10.1023/A:1016231902020
  52. Yılmaz, M., Gürçay, D., & Ekici, G. (2007). Akademik özyeterlik ölçeğinin Türkçe’ye uyarlanması (Adaptation of the academic self-efficacy scale to Turkish). Hacettepe Üniversitesi Eğitim Fakültesi Dergisi (H. U. Journal of Education), 33, 253-259. Yılmaz, M., Gürçay, D., & Ekici, G. (2007). Akademik özyeterlik ölçeğinin Türkçe’ye uyarlanması (Adaptation of the academic self-efficacy scale to Turkish). Hacettepe Üniversitesi Eğitim Fakültesi Dergisi (H. U. Journal of Education), 33, 253-259.