Honors Program

Honors in Teacher Education

Date of Award

5-2013

Thesis Professor(s)

Karin Bartoszuk

Thesis Professor Department

Human Development and Learning

Thesis Reader(s)

Deborah Harley-McClaskey, Rosalind Gann

Abstract

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.

Document Type

Honors Thesis - Open Access

Copyright

Copyright by the authors.

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