Testing an intervention to reduce academic entitlement

This research tests an intervention to reduce academic entitlement. Academic entitlement is a student’s belief that they deserve positive outcomes despite their effort level. A student who expresses high academic entitlement negatively affects the classroom environment for the instructor, peers, and students themselves by impacting their learning, sense of responsibility, and rapport. After piloting, I longitudinally test an intervention that uses implementation intentions (e.g., if–then statements) in an effort to reduce academic entitlement. I also explore consequences to other psychological and academic variables such as openness to feedback; perceptions of course, instructor, and grading; perception of control; and anticipated grades. Across two studies ( n = 345), data reveal significant reductions in academic entitlement, which in turn predicts improvements in students’ sense of control and openness to critical feedback. This intervention helps researchers and educators alike by contributing to the science of entitlement and motivation while providing an easy activity that instructors or administrators can use to improve learning environments on their campus. Suggestions for employing the intervention are discussed. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: journal abstract)