STUDENTS' DISTRESS OVER GRADES: ENTITLEMENT OR A COPING RESPONSE?

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Bibliographic Details
Title:	STUDENTS' DISTRESS OVER GRADES: ENTITLEMENT OR A COPING RESPONSE?
Authors:	Baer, Judith C. (AUTHOR), Cheryomukhin, Alexander (AUTHOR)
Source:	Journal of Social Work Education. Fall2011, Vol. 47 Issue 3, p565-577. 13p.
Subjects:	Academic achievement, Psychological adaptation, Analysis of variance, Behavior, Cluster analysis (Statistics), Statistical correlation, Goodness-of-fit tests, Internet, Latent structure analysis, Motivation (Psychology), Probability theory, Regression analysis, Self-esteem testing, Social workers, Psychological stress, Students, Surveys, Teacher-student relationships, Masters programs (Higher education)
Geographic Terms:	New Jersey
Abstract:	Faculties across disciplines have noted an increasing number of students who are highly distressed over grades, and this distress is accompanied by pervasive demands on professors. The student behavior takes several forms, including demands for higher grades, expectations of special accommodations by faculty, and the predictions of dire outcomes for grades less than an A. This study surveyed a group of MSW students using an instrument consisting of the Academic Entitlement Scale and the Rosenberg Self-Esteem Scale. Using Latent Class Analysis, 2 distinct subgroups were identified: students with high and low self-esteem. High self-esteem students were more likely to make pervasive demands on professors. Findings suggest this behavior is a coping response to internal distress. Suggestions and implications follow. [ABSTRACT FROM AUTHOR]
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Database:	Psychology and Behavioral Sciences Collection

Description
Abstract:	Faculties across disciplines have noted an increasing number of students who are highly distressed over grades, and this distress is accompanied by pervasive demands on professors. The student behavior takes several forms, including demands for higher grades, expectations of special accommodations by faculty, and the predictions of dire outcomes for grades less than an A. This study surveyed a group of MSW students using an instrument consisting of the Academic Entitlement Scale and the Rosenberg Self-Esteem Scale. Using Latent Class Analysis, 2 distinct subgroups were identified: students with high and low self-esteem. High self-esteem students were more likely to make pervasive demands on professors. Findings suggest this behavior is a coping response to internal distress. Suggestions and implications follow. [ABSTRACT FROM AUTHOR]
ISSN:	10437797
DOI:	10.5175/JSWE.2011.200900127