Academic Entitlement and the Association of Attitude toward Learning and Perseverance for Goals, and Identity Processes.
Honors in Teacher Education
Date of Award
Thesis Professor Department
Human Development and Learning
Deborah Harley-McClaskey, Rosalind Gann
The purpose of this study was to examine associations between academic entitlement and attitude toward learning, perseverance for goals, and identity processes. Participants included 364 undergraduate students, ages 18-29. Results revealed that overall, participants in this study reported low academic entitlement. Nevertheless, students who reported higher academic entitlement reported lower attitude toward learning (mastery approach), and lower perseverance for goals (consistency of interest, perseverance of effort). In addition, students who reported higher academic entitlement were more likely to score higher on diffused, foreclosed, and moratorium identity processes (ideological and interpersonal domains). Lastly, results indicated that participants who reported higher academic entitlement fell into the age category of 18-20. Overall, it appeared that students age 18-20 reported higher academic entitlement, lower attitude toward learning, perseverance for goals, and were more likely to score higher on diffusion, foreclosure, and moratorium. Older students age 21-29 appeared to be more likely to be achieved.
Honors Thesis - Open Access
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Jones, Samantha K., "Academic Entitlement and the Association of Attitude toward Learning and Perseverance for Goals, and Identity Processes." (2013). Undergraduate Honors Theses. Paper 67. https://dc.etsu.edu/honors/67
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