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The present research investigates entitlement in the workplace through three related papers—a review and two empirical studies. In the first paper, I conduct a review of entitlement and offer an agenda for future research. I examine entitlement’s various historical roots, definitions and conceptualizations, measures, theoretical frameworks, antecedents, consequences, and role as a moderator. I also outline avenues for future entitlement research and advocate for research that considers the effects of perceived coworker entitlement from a state perspective. Following the research agenda of paper one, I empirically delve into the negative effects of perceived coworker entitlement in the second two papers. Specifically, in the second paper I explore how the individual can mitigate the negative effects associated with perceived coworker entitlement and in the third paper I explore how the organization can mitigate the negative effects associated with perceived coworker entitlement. In the second paper, I utilize equity theory and referent cognitions theory to examine the relationships between perceived coworker entitlement and individual outcomes including in-role behavior, organizational citizenship behavior, pay satisfaction, and counterproductive work behavior via psychological distress. I further explore the moderating role of individual difference variables including core-self evaluations, positive and negative affect, and equity sensitivity in the relationship between perceived coworker entitlement and psychological distress. Using a sample of 200 working adults, I found that core self-evaluations and equity sensitivity significantly moderate the relationship between perceived coworker entitlement and psychological distress. However, I did not find any significant mediation or moderated mediation relationships. In the third paper, I utilize fairness theory as a theoretical framework to study the relationships among perceived coworker entitlement, job satisfaction, organizational citizenship behavior, and emotional exhaustion. I further explore the moderating role of Colquitt’s (2001) four dimensions of organizational justice: distributive justice, procedural justice, interpersonal justice, and informational justice. Using the same sample of 200 working adults, I found that perceived coworker entitlement is negatively related to organizational citizenship behavior; distributive justice moderates the relationship between perceived coworker entitlement and emotional exhaustion; interpersonal justice moderates the relationship between perceived coworker entitlement and job satisfaction and emotional exhaustion; and informational justice moderates the relationship between perceived coworker entitlement and emotional exhaustion. Contributions to research, practical implications, strengths and limitations, and directions for future research are discussed. / Includes bibliography. / Dissertation (Ph.D.)--Florida Atlantic University, 2018. / FAU Electronic Theses and Dissertations Collection

Abstract In places such as Australia, the United States and the United Kingdom, girls are increasingly hailed as contemporary educational success stories and are positioned as presenting ‘ideal’ and ‘good’ student subjectivities. While it is not all girls who are succeeding in schools in these places, the middle-class girls who are more likely to succeed academically are often still constrained in classroom spaces. These constraints are exemplified in comments from the participants in this research who suggest that these girls are responsible, do not push boundaries, are not entertaining, interesting or lively, and have nothing to say. This is in contrast to the perceptions they have of boys as entertaining, lively, interesting, boundary-pushing, verbal and irresponsible. This thesis explores the ways that students in the case study school fill their classroom spaces, and suggests that many female students are constrained within these spaces, partly due to immediate constraints (such as uniforms), but also due to broader discourses of sacrifice and entitlement. This feminist research project draws on poststructuralism in looking at the ways one group of 14-15 year old middle-school students at an elite private school in Australia made use of their classroom spaces. While this was a gender-focused study, other aspects of difference between students were persuasive in shaping and constraining student subjectivities. These differences between students related to race/ethnicity, class and gender, as well as to alliances between students and familiarity with the structures of schooling. These differences between are made sense of in relation to discourses of sacrifice, as well as in relation to discourses of entitlement. Rather than residing in fixed subject positions, it is within the way that differences between subjects are made meaningful that the impact of discourses of entitlement and sacrifice can be observed. In this research, entitled subjectivities, such as the ‘entertainer’ or the ‘lad’, were less accessible for girls, as well as for students designated ethnically/racially marginal/Other, for students who were unfamiliar within the hierarchies of the class and the school, and for students who lacked influential alliances. This ‘entertaining’ subjectivity formed the most popular and valued subject position for certain boys. While in some ways this subjectivity worked against academic application, ‘entertainers’ were popular with students and staff. This subjectivity, however, involved the objectification of students deemed less desirable in their subjective presentation. It also often disrupted the learning context. The entertaining subjectivity exercised entitlement and rendered many students sacrificial due to the denigration of others that was often a part of being entertaining as well as due to the necessary toleration of noise and disruption. Disruption partially explains the allure of the entertaining subjectivity – it can present a valued disruption to the routines of the classroom. It often involves (and plays a role in constituting) students deemed popular and worth watching in the classroom space and thus is tied up with popularity. That this subjectivity is inaccessible for many students indicates constraint. This research calls into question the claim that girls are educational success stories. Instead, the ‘success’ of middle-class girls is complex and must be contextualized. Many of the girls and a number of the boys within this research accessed discourses of sacrifice as a protective posture, as a way of minimising the disruptive potential of their success, application and/or desires, and as a way of embracing an acceptable subjectivity. The consequences of taking a sacrificial position in relations of power are particularly clear in more physical subjects where many of these students were observed as less confident in the use of their bodies; but the consequences are subtly influential in an array of learning contexts through physical constraint, immobility, low-level volume and tolerance of entitled subjectivities. Thus discourses of sacrifice and entitlement are indicative of competing discourses and political struggle. This research concludes that attention needs to be paid to the ways that students resist dominant versions of gender. While some of the students in this research resisted these dominant versions, resistance often has the contradictory effect of reinforcing dominant discourses. Schools, particularly teachers, can play a role in harnessing the transformative potential of points of resistance, opening up the possibilities for student subjectivities, particularly in terms of reducing the constraints that inhibit engagement with education. A feminist politics of difference and a recognition of female masculinity and male femininity presents productive ways of thinking about differences between students in contrast to a current state of affairs in which difference doubles as deficit. Such a process of discursive destabilisation problematises notions of gender, particularly those notions that constrain students. Embracing female masculinities and male femininities may enable a more ‘feminine’ approach to learning from boys, and a more ‘masculine’ approach to physical participation from girls. In problematising notions of gender, and explicitly labelling behaviours within one body as masculine and feminine, possibilities for student subjectivities will be broadened.

Both clinical theory (Kernberg, 1974a) and diagnostic nomenclature (DSM-IV-TR; APA, 2000) describe narcissists as envious, although what little evidence exists suggests this relationship may be weak or nonexistent (Gold, 1996). To examine this discrepancy, 204 young adult students completed dispositional measures of narcissism (grandiose [adaptive, pathological] and vulnerable), entitlement, and envy. Later, students competed against ostensibly advantaged opponents in a betting simulation, completed self-report measures of relative deprivation and envy, and could spend some of their earnings to burn their opponents' earnings (assessing possible behavioural effects of envy). Structural equation models were evaluated for each episodic envy variant (self-reported, behavioral, indirect). Only the self-reported envy model demonstrated adequate fit and variance explained. Vulnerable narcissism strongly predicted envy via a "trait" route entailing susceptibility to chronic envy and a "triggered" route implicating frustrated entitlements, whereas adaptive narcissism predicted envy via the "triggered" route only. Possible theoretical and clinical implications are discussed.

Both clinical theory (Kernberg, 1974a) and diagnostic nomenclature (DSM-IV-TR; APA, 2000) describe narcissists as envious, although what little evidence exists suggests this relationship may be weak or nonexistent (Gold, 1996). To examine this discrepancy, 204 young adult students completed dispositional measures of narcissism (grandiose [adaptive, pathological] and vulnerable), entitlement, and envy. Later, students competed against ostensibly advantaged opponents in a betting simulation, completed self-report measures of relative deprivation and envy, and could spend some of their earnings to burn their opponents' earnings (assessing possible behavioural effects of envy). Structural equation models were evaluated for each episodic envy variant (self-reported, behavioral, indirect). Only the self-reported envy model demonstrated adequate fit and variance explained. Vulnerable narcissism strongly predicted envy via a "trait" route entailing susceptibility to chronic envy and a "triggered" route implicating frustrated entitlements, whereas adaptive narcissism predicted envy via the "triggered" route only. Possible theoretical and clinical implications are discussed.

Orientation: Psychological contract theory is expanded by making a distinction between entitlements beliefs and obligations and expectations of prospective employees. Research purpose: To explore and substantiate themes associated with perceived entitlements and utilise this information to develop a structural model of the anticipatory psychological contract. Motivation for the study: Without taking the entitlement beliefs and reasons therefore into account when examining the psychological contract of an individual, a full view on the psychological contract and its expected consequences cannot be achieved. Research design, approach and method: A qualitative approach to research was adopted consisting of interviews with final year graduate and post-graduate students to derive themes associated with expectations and entitlement beliefs of prospective employees. These themes were utilised to develop a structural model portraying the anticipatory psychosocial contract. Main Findings: A structural model was developed that illustrates the anticipatory psychological contract of prospective employees. The model suggests that there are certain factors that determine an individual's entitlement beliefs, and in turn that individual's entitlement beliefs will influence the level of expectation of that individual regarding future employment. Practical/managerial implications: By fully comprehending the effects of the entitlement beliefs on the anticipatory psychological contract of prospective employees the organisation may minimise the occurrence of psychological breach or violation, which may decrease new employee turnover. Contribution/value-add: Although entitlement was mentioned in previous psychological contract research it has never been investigated as a separate component of the psychological contract. Psychological entitlement must be treated as a scientific construct in organisational sciences since understanding an employee‟s perception of entitlement is essential to understanding the expectations of that employee and, in particular, the nature of exchange between employees and the organisation. The purpose of this research is to determine the relationship between entitlement beliefs and expectations of students‟ future employment. A sample of 179 final year economic and management sciences students was used for this study. A questionnaire was used that measured entitlement perceptions and perceived expectations in future employment of the students. This study concluded that all graduates had a relatively high level of perceived entitlement and expectations regarding future employment. A strong correlation was measured between entitlement beliefs and expectations of the anticipatory psychological contract. This study is unique in the sense that it includes entitlement beliefs in the research of the psychological contract as a separate construct to expectations. / Thesis (MCom (Labour Relations Management))--North-West University, Potchefstroom Campus, 2013.

Orientation: Psychological contract theory is expanded by making a distinction between entitlements beliefs and obligations and expectations of prospective employees. Research purpose: To explore and substantiate themes associated with perceived entitlements and utilise this information to develop a structural model of the anticipatory psychological contract. Motivation for the study: Without taking the entitlement beliefs and reasons therefore into account when examining the psychological contract of an individual, a full view on the psychological contract and its expected consequences cannot be achieved. Research design, approach and method: A qualitative approach to research was adopted consisting of interviews with final year graduate and post-graduate students to derive themes associated with expectations and entitlement beliefs of prospective employees. These themes were utilised to develop a structural model portraying the anticipatory psychosocial contract. Main Findings: A structural model was developed that illustrates the anticipatory psychological contract of prospective employees. The model suggests that there are certain factors that determine an individual's entitlement beliefs, and in turn that individual's entitlement beliefs will influence the level of expectation of that individual regarding future employment. Practical/managerial implications: By fully comprehending the effects of the entitlement beliefs on the anticipatory psychological contract of prospective employees the organisation may minimise the occurrence of psychological breach or violation, which may decrease new employee turnover. Contribution/value-add: Although entitlement was mentioned in previous psychological contract research it has never been investigated as a separate component of the psychological contract. Psychological entitlement must be treated as a scientific construct in organisational sciences since understanding an employee‟s perception of entitlement is essential to understanding the expectations of that employee and, in particular, the nature of exchange between employees and the organisation. The purpose of this research is to determine the relationship between entitlement beliefs and expectations of students‟ future employment. A sample of 179 final year economic and management sciences students was used for this study. A questionnaire was used that measured entitlement perceptions and perceived expectations in future employment of the students. This study concluded that all graduates had a relatively high level of perceived entitlement and expectations regarding future employment. A strong correlation was measured between entitlement beliefs and expectations of the anticipatory psychological contract. This study is unique in the sense that it includes entitlement beliefs in the research of the psychological contract as a separate construct to expectations. / Thesis (MCom (Labour Relations Management))--North-West University, Potchefstroom Campus, 2013.

This study examined differences in faculty and students' perspectives regarding the frequency, acceptability, and attributions for classroom incivilities and academic entitlement (AE). Nine behaviors commonly defined as incivility were measured and include: 1) sleeping in class, 2) inappropriate use of technology, 3) talking to other students during lecture, 4) leaving lecture without permission, 5) answering the phone during lecture, 6) displaying rude behavior, 7) expressing boredom, 8) expressing anger, and 9) confrontations regarding grades during class. A qualitative analysis of incivility and academic entitlement (AE) was also conducted. Examinations of both faculty and student perceptions of incivility have been reported; however, including faculty and student measures of both incivility and AE behaviors is a new addition to the literature. The sample included 31 faculty and 82 students from a Southwestern research-1 university. Both faculty and students agreed that on some level all nine incivilities were unacceptable. However, students were significantly less likely than faculty to say that inappropriate use of technology, talking during lecture, and leaving class without permission were unacceptable student behaviors. Reasons explaining why faculty and students believe the incivilities and AE behavior occurred are outlined. Implications for college policy are also discussed in light of the significant faculty and student differences in perception regarding what constitutes appropriate classroom behavior.

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Thesis (Ph. D.)--University of Texas at Austin, 2002. / Vita. Includes bibliographical references.