The Necessity for Research on Academic Entitlement among Chinese College Students
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| Title: | The Necessity for Research on Academic Entitlement among Chinese College Students |
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| Language: | English |
| Authors: | Guizhi Song, Muhammad Asyraf Che Amat, Maizura Yasin |
| Source: | Higher Education Studies. 2026 16(1):307-316. |
| Availability: | Canadian Center of Science and Education. 1595 Sixteenth Ave Suite 301, Richmond Hill, Ontario, L4B 3N9 Canada. Tel: 416-642-2606; Fax: 416-642-2608; e-mail: hes@ccsenet.org; Web site: http://www.ccsenet.org/journal/index.php/hes |
| Peer Reviewed: | Y |
| Page Count: | 10 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Information Analyses |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Foreign Countries, College Students, Personality Traits, Self Efficacy, Beliefs, Higher Education, Student Behavior, Cultural Influences, Cultural Differences, Research Needs |
| Geographic Terms: | China |
| ISSN: | 1925-4741 1925-475X |
| Abstract: | Academic entitlement has emerged as a pervasive and increasingly problematic issue in higher education worldwide. This review synthesizes existing international and Chinese research to clarify the definition, characteristics, and multidimensional consequences of academic entitlement for students, teachers, institutions, and the broader academic environment. Although academic entitlement has been extensively examined in Western contexts, empirical research on this construct among Chinese college students remains scarce--despite China's large undergraduate population and the growing incidence of uncivilized or entitlement-related academic behaviors. Drawing on cultural, educational, and empirical perspectives, this article argues that investigating academic entitlement among Chinese college students is both necessary and urgent. The review further identifies current research gaps and proposes three key directions for advancing academic entitlement studies in China: (a) developing localized measurement tools and diverse research methods, (b) expanding sampling coverage across different regions and types of institutions, and (c) exploring cultural consistencies and differences in academic entitlement within the Chinese sociocultural context. This work aims to deepen the understanding of academic entitlement and provide guidance for future research, educational policy, and university teaching practices in China. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1505464 |
| Database: | ERIC |
| Abstract: | Academic entitlement has emerged as a pervasive and increasingly problematic issue in higher education worldwide. This review synthesizes existing international and Chinese research to clarify the definition, characteristics, and multidimensional consequences of academic entitlement for students, teachers, institutions, and the broader academic environment. Although academic entitlement has been extensively examined in Western contexts, empirical research on this construct among Chinese college students remains scarce--despite China's large undergraduate population and the growing incidence of uncivilized or entitlement-related academic behaviors. Drawing on cultural, educational, and empirical perspectives, this article argues that investigating academic entitlement among Chinese college students is both necessary and urgent. The review further identifies current research gaps and proposes three key directions for advancing academic entitlement studies in China: (a) developing localized measurement tools and diverse research methods, (b) expanding sampling coverage across different regions and types of institutions, and (c) exploring cultural consistencies and differences in academic entitlement within the Chinese sociocultural context. This work aims to deepen the understanding of academic entitlement and provide guidance for future research, educational policy, and university teaching practices in China. |
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| ISSN: | 1925-4741 1925-475X |
