My grade, my right: linking academic entitlement to academic performance

The identifcation of determinants and correlates of academic entitlement is of particular interest for researchers and (academic) tutors alike. Whilst personality traits have been linked to academic entitlement in the past, the relative importance of familial influence remains unclear. Hence, to address this deficit, this study utilizes a sample of business and psychology undergraduates (N=170) in the United Arab Emirates. Additionally, the impact of academic entitlement on students’ misestimation of coursework grades was assessed in a subsample of psychology undergraduates (N=92). Multiple regression analyses revealed honesty–humility as the strongest predictor of academic entitlement, indicating lower entitlement of more honest students. In contrast, familial influences were unrelated to academic entitlement. Interestingly, higher entitled expectations were associated with larger overestimation of grades. Our findings indicate honesty–humility as an important driver of academic entitlement, whilst entitled expectations appear to be associated with misperceptions of students' own academic performance.

This version of the article has been accepted for publication, after peer review (when applicable) and is subject to Springer Nature’s AM terms of use, but is not the Version of Record and does not reflect post-acceptance improvements, or any corrections. The Version of Record is available online at: http://dx.doi.org/10.1007/s11218-019-09509-2