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1.
Academic entitlement characterises students who expect positive academic outcomes without personal effort. The current study examined the relations of perceived parental warmth and parental psychological control with two dimensions of academic entitlement (i.e. entitled expectations and externalised responsibility) among college students. Psychology students participated by completing measures of perceived parenting and academic entitlement through an online survey system. Results demonstrated that perceived parental warmth was a negative predictor of externalised responsibility and parental psychological control was a positive predictor of externalised responsibility. Additionally, there was a warmth by control interaction such that parental psychological control was related to greater externalised responsibility only when combined with moderate to high parental warmth. For entitled expectations, both perceived parental warmth and psychological control were positive predictors. The findings suggest that parenting practices may play an important role in academic entitlement and highlight the need for further research to elucidate potential developmental pathways of academic entitlement. 相似文献
2.
Academic entitlement, a term that defines students’ expectations of academic success independent of performance, has been linked with a number of maladaptive behaviors. This study examined the potential relationship between academic entitlement and prospective workplace entitlement in a sample of Canadian students (N=1024) using an online survey. Multivariate analyses produced a significant (p<0.05) positive relationship between academic entitlement and prospective workplace entitlement. Graduate students had higher levels of prospective workplace entitlement than did undergraduates, and those pursuing degrees in Education and Law had significantly lower levels of prospective workplace entitlement than students in other areas of study. Results support a need to develop strategies to minimize entitlement beliefs prior to an individual’s entry into the workforce. 相似文献
3.
Ashley Keener 《Psychology in the schools》2020,57(4):572-582
Academic entitlement (AE) has been a concern among college educators due to millennial college students entering the educational setting. Although there is theoretical justification to support such conjecture, it remains unclear whether AE is more prevalent among this generation. The present study examines the relationship between narcissism, self-esteem, gratitude, and AE between millennial and nonmillennial college students. Among millennial college students, narcissism, self-esteem, and gratitude were found to be significant predictors of AE; however, among nonmillennial college students, only self-esteem was found to be a significant predictor. Findings were consistent with the literature in that they demonstrate that millennial college students may be more prone to narcissism than previous generations. Implications for future research and practice are discussed. 相似文献
4.
Attitudes toward Family Obligations among American Adolescents with Asian, Latin American, and European Backgrounds 总被引：6，自引：0，他引：6
This study was designed to examine the attitudes toward family obligations among over 800 American tenth ( M age = 15.7 years) and twelfth ( M age = 17.7 years) grade students from Filipino, Chinese, Mexican, Central and South American, and European backgrounds. Asian and Latin American adolescents possessed stronger values and greater expectations regarding their duty to assist, respect, and support their families than their peers with European backgrounds. These differences tended to be large and were consistent across the youths' generation, gender, family composition, and socioeconomic background. Whereas an emphasis on family obligations tended to be associated with more positive family and peer relationships and academic motivation, adolescents who indicated the strongest endorsement of their obligations tended to receive school grades just as low as or even lower than those with the weakest endorsement. There was no evidence, however, that the ethnic variations in attitudes produced meaningful group differences in the adolescents' development. These findings suggest that even within a society that emphasizes adolescent autonomy and independence, youths from families with collectivistic traditions retain their parents' familistic values and that these values do not have a negative impact upon their development. 相似文献
5.
This study examined the utility of attachment and entitlement as predictors of the impostor phenomenon in female graduate students. Findings suggested that individuals with high levels of self‐reliance/self‐assurance entitlement are able to associate positive feedback with stable internal attributes. Those with anxious attachment and narcissistic expectations/self‐promotion entitlement, however, were unable to openly accept positive feedback because of perceived deficits in self‐worth. Implications are discussed for addressing these issues with female college counseling clients. 相似文献
6.
This study examined the roles of school climate, teacher expectations, and instructional practices in one elementary school in South Carolina (USA) that produced effective achievement outcomes with poor and minority students. Survey data, teacher interviews, and classroom videotaping was used to identify school characteristics and instructional behaviors of six teachers nominated by colleagues as exemplary. The school was characterized by an emphasis on high student expectations, school staff cohesiveness, engaging instruction, high parent involvement, and multicultural instruction integrated with curriculum. The practices identified are consistent with literature on effective American schools; and the practices are key aspects of the sound instruction of poor and minority children. Teachers stated that teacher education programs did not prepare them to teach these students and that they had to learn this on the job. 相似文献
7.
Samuel Irving Bellman 《College Teaching》2013,61(4):197-198
Abstract While not representative of all students, those who demonstrate a sense of entitlement demand a great deal of instructors' time and energy. Our article places student entitlement in its social context, with specific attention to the prevalence of the consumer mentality, grade inflation, and the self-esteem of the student generation. We then outline several strategies for dealing with entitlement behavior. We suggest that greater clarity in standards and assessment, combined with specific requirements guiding teacher-student interactions and general efforts to resocialize students and faculty, will help to curb these behaviors. 相似文献
8.
Relations Among Cultural Learning Beliefs,Self‐Regulated Learning,and Academic Achievement for Low‐Income Chinese American Adolescents 
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下载免费PDF全文 This mixed‐methods study of urban low‐income, English‐proficient Chinese American, second‐generation 15‐year‐olds (conducted in 2004; N = 32) examined the relation among the virtue model of learning communicated by parents and adolescents’ learning beliefs, self‐regulated learning (SRL) behaviors, and academic achievement. Analysis of in‐depth individual interviews revealed that for these adolescents, perceptions of family educational socialization predicted students’ endorsement of their culture's virtue‐oriented learning beliefs and that adolescents’ endorsement of these learning beliefs predicted their academic achievement. Importantly, adolescents’ reported that use of SRL strategies mediated the relationship between their endorsement of virtue‐oriented learning beliefs and their academic achievement. Findings are discussed in the context of further research linking cultural learning beliefs, SRL, and children's academic achievement. 相似文献
9.
《Parenting, science and practice》2013,13(2):119-151
Objective. This study examines variations in attitudes regarding child discipline by race/ethnicity and by characteristics of the residential neighborhood. Design. A survey of 3,115 adults living in 13 different neighborhoods in Texas was conducted. Respondents were asked to rate the effectiveness of 8 different discipline strategies: Explain, Ignore, Slap Hand, Spank with Hand, Threaten, Time Out, Withdraw Privileges, and Yell. Chi square analysis and multilevel logistic regression analysis were used to examine variations in the endorsement of these strategies by race/ethnicity, neighborhood structural characteristics, and neighborhood social processes. Results. Latin American respondents considered yelling and threatening to be less effective than did European American respondents. Neighborhood conditions were related to the endorsement of harsh discipline such as yelling and threatening, time out and withdrawal of privileges, and explaining to the child why the behavior is unacceptable, but they were not related to the endorsement of the use of physical discipline. However, the nature of the associations differed by race/ethnicity. Neighborhood cohesion and collective efficacy were associated with decreased endorsement of yelling/threatening for African American and U.S.-born Latin American respondents, and decreased endorsement of time out/withdrawal of privileges for European American respondents. Neighborhood physical disorder, social disorder, and fear were associated with increased endorsement of time out/withdrawal of privileges among European American respondents but were not associated with the endorsement of these strategies among ethnic minorities. Conclusion. Attitudes about discipline are shaped by myriad factors, including cultural heritage and community context. Furthermore, the influence of neighborhood conditions on parenting attitudes may be different for different racial/ethnic groups. 相似文献
10.
Lucile Merriwether 《Peabody Journal of Education》2013,88(3):126-133
In August 2000, the American Civil Liberties Union filed a class-action lawsuit on behalf of school children against the state of California. The suit, Williams v. State of California, alleged that the state failed to exercise its constitutional obligation to provide equal access to education for all students in the state by allowing deficient facilities, uncredentialed teachers, and inadequate or insufficient instructional materials. A successful outcome for the plaintiffs would entail expansion of current boundaries of entitlement to a new standard that would establish constitutional entitlement to specific resources and a standard of state responsibility for oversight. In this article I examine whether the relief that plaintiffs seek pushes the definition of entitlement to areas beyond judicially manageable and constitutionally defensible standards. 相似文献
11.
Alexander Serenko 《Assessment & Evaluation in Higher Education》2011,36(3):281-299
The purpose of this project is to empirically investigate several antecedents and consequences of student satisfaction (SS) with Canadian university music programmes as well as to measure students’ level of programme satisfaction. For this, the American Customer Satisfaction Model was tested through a survey of 276 current Canadian music students. The results indicate that customer satisfaction is strongly affected by programme quality, is slightly impacted by its perceived value but is not influenced by prior student expectations. Satisfaction strongly increases programme loyalty and positive word‐of‐mouth, marginally raises tuition change loyalty, and slightly decreases complaining behaviour. Contrary to expectations, tuition‐related constructs play only a minor role in the model. Therefore, money is a marginal factor in the educational environment; this empirically demonstrates the flaws underlying the premises of the students‐as‐customers metaphor. The resulting satisfaction index may facilitate the comparison among institutions. It was also found that the level of SS with Canadian music programmes was somewhat lower than those with services in other industries. 相似文献
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13.
Christson A. Adedoyin 《Journal of Teaching in Social Work》2013,33(2):196-208
This article discusses the experiences and challenges of a graduate teaching assistant in using a grading rubric in a social welfare policy course. Using a grading rubric as a debate-proof strategy against the grade entitlement of students is expatiated. In addition, the benefits of using grading rubrics to achieve CSWE/EPAS competency expectations in social work are explored. 相似文献
14.
Academic entitlement has been theoretically linked with uncivil student behavior; however, this relationship has not been tested. To address this gap in the literature, the authors used latent means modeling to estimate the relationship between the Academic Entitlement Questionnaire and uncivil student behavior. The authors gathered scores on the questionnaire from 2 samples of students: civil/compliant and uncivil/noncompliant. Measurement invariance was established for the Academic Entitlement Questionnaire, providing additional validity evidence for the scale and allowing for the estimation of the latent mean difference in academic entitlement. As predicted, noncompliant students were significantly higher in academic entitlement than were compliant students. These results empirically link academic entitlement and student incivility, further supporting that academic entitlement is an important construct in academia and should receive increased attention from educators. 相似文献
15.
Kathryn T. Stevenson M. Nils Peterson Sarah J. Carrier Renee L. Strnad Howard D. Bondell Terri Kirby-Hathaway 《The Journal of environmental education》2013,44(3):163-177
Significant life experience research suggests that the presence of role models, time outdoors, and nature-related media foster pro-environmental behavior, but most research is qualitative. Based on a random sample of middle school students in North Carolina, USA, we found limited positive associations between presence of a role model and time outdoors with behavior and a negative association between watching nature television and environmental knowledge. The strongest predictors of environmental knowledge and behavior were student/teacher ratio and county income levels, respectively. We also found that Native Americans engaged in environmental behaviors more than Caucasians, and that African American and Hispanic students had lower levels of environmental knowledge. Accordingly, life experiences appear less important than promoting small class sizes and addressing challenges associated with lower incomes in schools. 相似文献
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The purpose of the study was to investigate the relationship between academic self efficacy, ethnic identity and spirituality in African American STEM students. We hypothesize that there will be a significant relationship between three dimensions of spirituality and outcome expectations in African American STEM students and that there will be a significant relationship between outcome expectations and ethnic identity. 165 African American undergraduates in STEM disciplines enrolled at a historically-black university comprised the target population for this study. A regression and correlation analysis revealed that one dimension of religiosity was significantly related to and predicted academic outcome expectations among African American STEM students. 相似文献
18.
The purpose of this qualitative study was to explore the role of online communities and the impact of educational social media on 14 Saudi female college students who were studying in the United States. The findings revealed that social media was important to the participants for maintaining relationships and seeking out information from others. Social media was also an important way for participants to remain close to their communities and keep in contact with Saudi friends and family; however, the use of social media to interact with their communities was often shaped by Saudi cultural expectations. Most of the participants enjoyed online education and interacting with others in an online educational setting because it promotes collaborative learning and cultural interaction. Overall, social media used for educational purposes was mostly seen by the participants as a positive and beneficial part of their educational experiences. 相似文献
19.
An Author as a Counter-Storyteller: Applying Critical Race Theory to a Coretta Scott King Award Book
Wanda Brooks 《Children‘s Literature in Education》2009,40(1):33-45
This article analyzes the 2002 Coretta Scott King Award book by Mildred Taylor entitled The Land. The novel and its author are situated within a tradition of historical fiction written by and about African Americans. I
then offer an analysis that utilizes Critical Race Theory as an interpretive tool for examining the ways Taylor embeds meanings
of land ownership into the novel. In particular the following themes emerged: (1) inspiration and adoration, (2) entitlement
and privilege, and (3) freedom and security. The conclusion addresses the importance of applying Critical Race Theory to literary
studies as well as identifying ways to purposefully incorporate African American young adult historical fiction within today’s
classrooms.
In this article, the ownership of land as property is foregrounded although the term “property” is both literally and metaphorically
understood in Critical Race scholarship (Harris 1993). 相似文献
20.
Emily Aragona-Young 《Teachers and Teaching》2018,24(5):465-486
As the diversity of American schools is increasing, teachers should understand the role culture plays in the classroom and employ teaching practices that accommodate students from diverse cultural backgrounds. However, while more is known about pre-service teachers’ beliefs about multicultural education, less is known about what practices in-service teachers endorse and what factors influence those beliefs about practices. Specifically, the aims of the study were to determine (a) how teachers define culture, (b) what multicultural practices they endorse, and (c) what school-level factors (i.e. racial/ethnic demographics of the school) and teacher-level factors (i.e. multicultural professional development/coursework, grade level taught, comfort level facilitating multicultural discussions, and definitions of culture) are associated with teachers’ endorsement of multicultural practices. A sample of 45 elementary teachers (grades kindergarten to fifth) in three elementary schools completed a custom-developed survey. Findings indicated that teachers defined culture broadly with infrequent mention of specific identities and did not show strong endorsement of recommended multicultural practices. Teachers’ definitions of culture and their school of employment were associated with teachers’ beliefs about practices. Directions for future and implications for targeted professional development will be discussed. 相似文献