An Examination of Psychological Characteristics and Their Relationship to Academic Entitlement among Millennial and Nonmillennial College Students

Autor/in	Keener, Ashley
Titel	An Examination of Psychological Characteristics and Their Relationship to Academic Entitlement among Millennial and Nonmillennial College Students
Quelle	In: Psychology in the Schools, 57 (2020) 4, S.572-582 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Keener, Ashley)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0033-3085
DOI	10.1002/pits.22338
Schlagwörter	Age Groups; College Students; College Faculty; Correlation; Personality Problems; Self Esteem; Prosocial Behavior; Student Attitudes; Predictor Variables; Psychological Patterns; Academic Achievement; Comparative Analysis; Student Characteristics + Suchen Sie Ihr Suchwort? Age grop; Altersgruppe; Collegestudent; Fakultät; Korrelation; Self-esteem; Selbstaufmerksamkeit; Schülerverhalten; Prädiktor; Schulleistung
Abstract	Academic entitlement (AE) has been a concern among college educators due to millennial college students entering the educational setting. Although there is theoretical justification to support such conjecture, it remains unclear whether AE is more prevalent among this generation. The present study examines the relationship between narcissism, self-esteem, gratitude, and AE between millennial and nonmillennial college students. Among millennial college students, narcissism, self-esteem, and gratitude were found to be significant predictors of AE; however, among nonmillennial college students, only self-esteem was found to be a significant predictor. Findings were consistent with the literature in that they demonstrate that millennial college students may be more prone to narcissism than previous generations. Implications for future research and practice are discussed. (As Provided).
Anmerkungen	Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/1/01