The Development and Evaluation of the Academic Entitlement Questionnaire

Abstract

AbstractValidity evidence was gathered for the Academic Entitlement Questionnaire (AEQ). After reviewing entitlement literature, items were written to cover the breadth of academic entitlement. Results provide evidence for the substantive, structural, and external aspects of validity of the AEQ. Implications for research and use of the AEQ are discussed.Keywordsacademic entitlementscale developmentvaliditymeasurement Additional informationNotes on contributorsJason P. KoppJason P. Kopp is a graduate student in the Quantitative Psychology Concentration within the Psychological Sciences MA program at James Madison University. His research focuses on utilizing structural equation modeling techniques to evaluate different theories of student development.Tracy E. ZinnTracy E. Zinn is an associate professor in the Department of Psychology at James Madison University. She earned her doctoral degree from Auburn University in Industrial/Organizational psychology. Currently, she conducts research on various aspects of the university environment, including academic entitlement and effective teaching practices.Sara J. FinneySara J. Finney is an associate professor in the Department of Graduate Psychology at James Madison University. The majority of her research involves the use of structural equation modeling to gather construct validity evidence for various selfreport measures. Her other research interests include mixture modeling and practical issues in the application of structural equation models.Daniel P. JurichDaniel P. Jurich is a graduate student in the Quantitative Psychology Concentration within the Psychological Sciences MA program at James Madison University. His primary research interests include practical applications of item response theory, test equating procedures, and the handling of missing data.