Development and validation of a measure of academic entitlement: individual differences in students' externalized responsibility and entitled expectations

By Karolyn Chowning, Nicole Campbell. 2009

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Dancing Backwards in High Heels: Female Professors Experience More Work Demands and Special Favor Requests, Particularly from Academically Entitled Students (2018, background): “Given our focus on special favor requests, we felt it important to assess students’ general level of academic entitlement, which is the tendency for students to believe that they deserve to succeed academically, independent of performance or effort (Chowning and Campbell 2009; Kopp et al. 2011).”
Linking Academic Entitlement and Student Incivility Using Latent Means Modeling (2013, background): “…AEQ scores and uncivil student behaviors, as well as the utility the AEQ possesses for measuring AE in both behaviorally compliant and noncompliant students, provide further validity evidence that AEQ scores represent AE as it has been theoretically defined (e.g., Chowning & Campbell, 2009).”
The Development and Evaluation of the Academic Entitlement Questionnaire (2011, methodology): ““Students who behave in an entitled fashion in their academic coursework may not display this behavior with their peers, family, or health professionals, and they may not internalize more general entitlement statements as applying to them” (Chowning & Campbell, 2009, p. 983).”