First Advisor
Records, Kathryn A.
First Committee Member
Pool, Natalie
Second Committee Member
Morin, Karen H.
Degree Name
Doctor of Philosophy
Document Type
Dissertation
Date Created
8-2024
Department
College of Natural and Health Sciences, Nursing, Nursing Student Work
Abstract
Concern over academic entitlement has grown in higher education in the last two decades. Academic entitlement, defined as unfounded expectations of academic success, undeserved services and unrealistic accommodations (McLellan & Jackson, 2017), in nursing students is an under investigated phenomena. The purpose of this study was to examine the impacts of academic stress and general student satisfaction on academic entitlement beliefs in baccalaureate, junior, and senior level nursing students. In this correlational, cross-sectional study, the transactional theory of stress (Lazarus & Folkman, 1987), and Jeffreys’ (2022) nursing universal retention and success model were used to understand how academic stress and student general satisfaction might affect academic entitlement and impact student success. A stratified random sample of 100 prelicensure, junior and senior nursing students representing all regions of the United States participated in this study. Instruments used to measure study variables included the Academic Entitlement Scale (Chowning & Campbell, 2009), the Undergraduate Nursing Student Academic Satisfaction Scale (Dennison & El-Masri, 2012), and the Perceptions of Academic Stress Scale (Bedewy & Gabriel, 2015). Descriptive statistics, correlation testing, simple linear regression analyses, and hierarchical multiple linear regression analyses determined that lower levels of academic stress and higher levels of general student satisfaction were associated with lower levels of academic entitlement. Additionally, changes in the levels of academic stress and general student satisfaction significantly predicted changes in academic entitlement. The findings of the study could be used in nursing academia to mitigate academic entitlement and might improve student success. There remains a need for future research on academic entitlement in nursing academia including studies to investigate the effectiveness of interventions to reduce academic entitlement, how faculty perceive the problem of academic entitlement, and the impact academic entitlement has on student success.
Abstract Format
html
Extent
171 pages
Local Identifiers
Nemec_unco_0161D_11244.pdf
Rights Statement
Copyright is held by the author.
Recommended Citation
Nemec, Rebbecca L., "“I’m Stressed—You Have to do Something to Help Me:” The Relationship Between Student Academic Entitlement, Academic Stress, and Satisfaction" (2024). Dissertations. 1101.
https://digscholarship.unco.edu/dissertations/1101