Literaturnachweis - Detailanzeige
| Autor/in | Zare, Mortaza |
|---|---|
| Titel | The Formation and Management of Academic Entitlement: The Case of Extra Credit Assignments |
| Quelle | In: College Teaching, 70 (2022) 4, S.405-412 (8 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 8756-7555 |
| DOI | 10.1080/87567555.2021.1971601 |
| Schlagwörter | Student Attitudes; Expectation; College Students; Credits; Assignments; Grades (Scholastic); Criteria |
| Abstract | Academic entitlement formation will have adverse effects on both students and instructors, influence the teaching effectiveness and the learning experience, and threaten academic integrity and quality. Thus, it is crucial to know not only what factors may facilitate the development of academic entitlement, but also what strategies can be used to manage it. Academic entitlement shows itself primarily in students' prioritizing of grades over learning, and thus, this paper focuses on extra credit as a relatively common pedagogical approach that affects students' final grades. This paper presents the central ideas of the social and temporal comparison theories and the way they can explain entitlement, and then applies these theories' tenets to explain the long-term effects of extra credit on academic entitlement. The second half of the paper provides recommendations for all instructors, both proponents and opponents of extra credit, on how to control academic entitlement and improve desirable students' outcomes with regard to extra credit. (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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