Academic Entitlement is Associated with Lower Self-Efficacy and More Course Withdrawals

Academic entitlement is characterized by students' belief that they deserve favorable treatment in academic settings, often without regard to their effort or engagement. This entitlement often manifests in two ways: Externalizing Responsibility (ER), where students deflect accountability for their academic success onto others, and Entitled Expectations (EE), where students expect special accommodations from instructors. This study explores two psychological constructs, ER and EE, and the association with college students' academic outcomes. A sample of 251 college students completed the academic entitlement scale (AES), which included 15-items examining ER (10-items) and EE (five-items). Three academic outcomes were measured: (1) course failures (Fs), (2) course withdrawals (Ws) and (3) academic self-efficacy, as measured by the Educational Self-Efficacy Scale (5-items). It was hypothesized that students with higher ER and EE scores would have more Fs and Ws, and a strong negative correlation between ER and EE and an individual's academic self-efficacy. Correlation analysis suggests that ER is moderately positively associated with Ws, but not Fs. EE was not associated with Ws or Fs. Both ER and EE were negatively correlated with academic self-efficacy. These results support the hypothesis that students who rely on external support from others may lack the confidence derived from their own academic responsibility. Such insights emphasize the need for educational programs that promote self-efficacy and personal accountability, potentially reducing reliance on external supports and encouraging resilience in academic pursuits. This study highlights the importance of fostering academic accountability and self-efficacy to reduce maladaptive academic behaviors.