Considerable evidence suggests that holding overly positive views of one’s own abilities is not only normal but may also be beneficial. Unfortunately, research demonstrating the consequences of holding inflated self-views remains relatively sparse, and research examining the interpersonal consequences of inflated self-views has come up with mixed results. In this dissertation I examine the interpersonal consequences of an employee’s inflated self-views. I specifically look at how an employee’s self-views influence coworker perceptions of the employee, the decision to share information with the employee, and whether coworkers will choose to help the employee. I find that making a clear distinction between inflated self-views and entitlement can help illustrate why coworkers may respond positively or negatively to a specific employee. / text

This thesis examines the creation of the Witchekan Lake Reserve in Saskatchewan, the resulting treaty land entitlement (TLE) for Witchekan Lake First Nation, and the 1992 Framework Agreement for Saskatchewan Treaty Land Entitlement (TLEFA). The history of the Witchekan Lake Reserve between 1913 and 1919 is reconstructed and reveals a unique situation within TLE. The creation of a Reserve some thirty seven years prior to adherence to Treaty Six presents a challenge to the interpretation of TLE. It also points to the importance of the historical context of Reserve creation within TLE A study of land use and occupancy of Witchekan Lake First Nation and the area occupied by Settlers was facilitated by the use of Department of Indian Affairs files, map biographies, oral interviews, transcripts of earlier interviews with deceased elders, records and correspondence from Saskatchewan Environment and Resource Mangement (SERM) and the Department of the Interior Homestead Files. The analysis employs a non-traditional definition of the ethnicity of Settlers. That definition is based on their birthplace, their land use and their life experiences before arriving at Witchekan Lake. Employing theoretical concepts of colonization and underlying ideologies of racial inferiority, the work proposes that the existence of two opposing types of land use and occupancy and their respective value systems led to a TLE for Witchekan Lake First Nation. It is argued here that these ideologies were present in the homestead period and have persisted into the present due to the late timing of settlement and the pluralistic composition of Settlers. A review of the events around the acquisition of the Bapaume Community Pasture by Witchekan Lake First Nation demonstrates the continuance of conflict with Settlers. This conflict first arose in the homestead era. A critique of the TLEFA, specific to the case of Witchekan Lake First Nation, proposes that lack of attention to their unique circumstances has left the community with unresolved claims. The community hoped that these unresolved claims would be settled in the TLEFA.

The purpose of this study was to explore the relationship between identification with feminist beliefs and sexual assertiveness, by examining three potential mediators of that relationship: self-objectification, empowered entitlement, and self-silencing. Cross-sectional survey data were collected via online survey from 188 women. Results from correlational analyses indicated that active commitment to feminist beliefs was significantly related to lower levels of self-objectification and self-silencing and higher levels of empowered entitlement, but was not related to sexual assertiveness. Identification with nonfeminist beliefs (passive acceptance of sexism) was significantly related to higher levels of self-objectification and self-silencing and decreased empowered entitlement, as well as lower levels of sexual assertiveness. Baron and Kenny's (1986) regression approach was used to explore potential mediators of the relationship between identification with nonfeminist beliefs and sexual assertiveness. In individual regression analyses, self-silencing fully mediated the relationship between identification with nonfeminist beliefs and sexual assertiveness. Regression analyses examining empowered entitlement as a mediator approached significance and analyses examining self-objectification as mediator were non-significant. An integrative analysis utilizing Preacher and Hayes' (2008) method for evaluating indirect effects in multiple mediator models was used to further explore the impact of all three mediator variables and two covariates (age and education level) on the relationship between nonfeminist beliefs and sexual assertiveness. The overall model accounted for a significant portion of the variance in sexual assertiveness and the total indirect effect of nonfeminist beliefs on sexual assertiveness through the set of mediators was significant, whereas the direct effect of nonfeminist beliefs on sexual assertiveness was not significant, indicating that, after controlling for covariates, the set of three mediators together (self-objectification, empowered entitlement, and self-silencing) fully mediated the relationship between nonfeminist beliefs and sexual assertiveness. However, self-silencing appeared to contribute the only unique significant mediation in the model, accounting for approximately 84% of the total indirect effect. Unique indirect effects for self-objectification and empowered entitlement were not significant. Implications for understanding the relationship between identification with nonfeminist beliefs and sexual assertiveness and directions for future research are discussed.

As the Millennial workforce grows, understanding how Millennials are viewed specifically in terms of entitlement - is an issue that merits attention, since perceived entitlement could negatively impact the extent to which an individual's contributions are valued in the workplace. While prior research suggests that Millennials are entitled (Allen 2015; Fisk 2010; Myers 2010), it neglects how perceptions of entitlement may differ across generations. We aim to address this gap by examining whether Baby Boomers and Millennials differ in their perceptions of what constitutes entitled behavior. Specifically, we test whether an individual's age, together with situational factors, may influence the extent to which an identical behavior is perceived as entitled. We addressed our research question in three stages that involved multiple research methods. First, we reviewed the existing literature on entitlement to better understand what behaviors are typical of individuals who are viewed as entitled. Second, we conducted exploratory research to understand qualitative differences that may exist in perceptions of entitlement by running four focus groups comprised of either Baby Boomers or Millennials. Third, leveraging the focus group findings, we performed an experiment involving over 400 participants across the United States to test our hypotheses regarding generational differences in perceptions of entitlement. Consistent with prior research that Millennials are more entitled than other generations, our focus group results suggested that Millennials are viewed as more entitled than other generations, both by themselves and by Baby Boomers. Similarly, our experimental results did not reveal a difference across generations in perceptions of what constitutes entitled behavior. Together, these findings suggest that behaviors judged to constitute entitlement are viewed similarly across generations, and may be exhibited more frequently among Millennial s than Baby Boomers.

In the 12 years since the passage of Public Law 99-457, early intervention systems have greatly expanded and are now stabilizing. This article examines the resulting entitlements for infants, toddlers, and preschoolers currently extended by all states. Perspectives from the legislative process, federal and state implementation, judicial interpretation, and professional views are included. Distinctions among the key provisions for differing early intervention service systems are presented. Influential Office of Special Education letters and significant legal cases are reviewed. Finally, essential standards for viewing entitlements are presented to assist an interdisciplinary audience to explore the question, "Entitled to what?".

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Rådande föreställningar, förväntningar och normer bland högskolestudenter menas vara präglade av samhälleliga förändringar, varav det akademiska förhållningssättet till högre studier manifesteras annorlunda mot vad det tidigare har gjort (Arensmeier & Lennqvist Lindén, 2014). Detta hänvisas bland annat till de senaste decenniernas kraftigt ökade studentvolym och breddade rekrytering från tidigare underrepresenterade grupper (Universitetskanslersämbetet, 2018). Detta har i sin tur har följts av friktion i att mötet mellan studenter, lärare och utbildning som konsekvens av att tidigare etablerade förväntansstrukturer successivt omförhandlas (Olofsson, 2013), vilket menas vara präglat av negativa tendenser i förhållande till utbildningens kvalitet (Arensmeier & Lennqvist Lindén, 2014). Föreliggande studie syftade därmed till att studera hur problematiken kan förklaras i termer av akademiskt berättigande hos svenska högskolestudenter. Med en svensk översättning av Academic Entitlement Scale (Wasieleski et al., 2014) kartläggs potentiella förklaringsfaktorer genom åskådliggörande av dagens högskolestudenters attityd till högre utbildning. Resultatet erhöll underlag för preliminär validering av den svenska översättningen av Academic Entitlement Scale, vars reliabilitet uppmätte Cronbach’s α =.78 (n = 274) hos en svensk studentpopulation. Vidare indikerades ett signifikant negativt samband mellan akademiskt berättigande och studiemotiv, baserat på intresse inför ämnet studenten läser. Sammanfattningsvis framhåller studien att förklaringsfaktorer som bakomligger svenska studenters förhållningssätt till högre studier kan erhållas med hjälp av akademiskt berättigande, varav studiens diskussion förs kring resultatets möjliga implikationer samt hur framtida forskning förslagsvis kan bedrivas för att fortsatt undersöka området. / Current beliefs, expectations and norms among today's Swedish university students are meant to be characterized by the social changes, of which the academic approach to higher studies manifests differently to what it was done in the past (Arensmeier & Lennqvist Lindén, 2014). This is referred to the recent decades of increasing student volume and broadened recruitment from previously under-represented groups (Universitetskanslersämbetet, 2018). This has in turn been followed by friction in that the meeting between the pupil, teachers and education as a consequence of the earlier established expectation structure is gradually renegotiated (Olofsson, 2013), which is meant to be characterised by negative tendencies in relation to the education’s quality (Arensmeier & Lennqvist Lindén, 2014). The present study aimed to investigate how the problems can be explained in terms of Academic Entitlement among Swedish university students. With a Swedish translation of the Academic Entitlement Scale (Wasieleski et al., 2014), potential explanatory factors are pointed out by illustrating the current attitudes toward higher education among students. The result supported a preliminary validation of the Swedish translation of Academic Entitlement Scale, which reliability measured Cronbach’s α =.78 (n = 274) within a Swedish student population. Further on was an indication of a significant negative correlation between academic entitlement and study motives, based on interest regarding the subject which the student is involved in. In conclusion, the study gives prominence to that explaining factors underlaying Swedish students approach to higher studies can be obtained by using academic entitlement, of which the study’s discussion is conducted around the result’s possible implications as well as which course of action future research suggestively might apprehend in their further research of the field.

This study examines present beliefs and expectations amongst university students which define the higher educational setting in Sweden. These beliefs and expectations can be understood as a Teaching Contract, which refers to a Social Contract between students, instructors, and higher education in general. The Teaching Contract is a part of a larger Educational Contract, that occurs between higher education and society. Furthermore, the study examines how beliefs and expectations concerning special treatment amongst Swedish students can be understood as a manifestation of Academic Entitlement. The current study indicates that Swedish university students give expression to an individualistic paradox. The individualistic paradox consists of an intrinsic conflict, due to a wish that higher education should be available for a large and diverse student population while at the same time, a broadened student population limits the possibility for individual preferences to be met. The intrinsic conflict is assumed to exist within a given group of students, while consequently affecting the Teaching Contract in general. Accordingly, the current study suggests a development of the existing definition of the Teaching Contract by including a Student Contract. Additionally, Academic Entitlement is suggested to be understood as an interpersonal phenomenon that is situationally bound withing a given interaction at a given moment. / Föreliggande studie behandlar hur den svenska högskolans konkreta undervisningsverksamhet villkoras av högskolestudenters föreställningar och förväntningar. Föreställningarna och förväntningarna antas lägga grund för ett undervisningskontrakt; ett socialt kontrakt mellan studenter, lärare och utbildning som utgör en del av ett större utbildningskontrakt, vilket omfattar förhållandet mellan samhället och den högre utbildningen. Vidare behandlas hur samtida studenters föreställningar och förväntningar om individanpassning kan förstås som ett generellt problematiskt beteende i termer av akademiskt berättigande. Studiens huvudsakliga fynd tolkas vara att studenter ger uttryck för en individualistisk paradox, där studenter vill att högskolan ska vara tillgänglig för en heterogen sammansättning samtidigt som ökad tillgänglighet står i konflikt med möjligheter för tillgodoseende av individuella behov. Konflikten antas utspela sig inom studentgruppen, samtidigt som den får konsekvenser för det sammantagna undervisningskontraktet. Därmed föreslås en begreppsutveckling genom att inkludera ett studentkontrakt som en självständig komponent inom undervisningskontraktet. Vidare föreslås akademiskt berättigande vara en relationell företeelse, vars definition är bunden till en given interaktion vid en given tidpunkt mellan student och lärare.

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Narcissism has increased in the past 3 decades. Entitlement is a component of narcissism, and substantial research indicates that entitlement is associated with negative behaviors such as aggression, relationship conflict, incivility, and unreasonable expectations in the workplace, learning environments, and relationships. Despite such findings, factors such as self-control, work ethic, and self-efficacy that might explain the variance in entitlement in adolescents has received little investigation. Social cognitive theory indicates that continuous reciprocal relationships exist between personal, behavioral, and environmental factors. The study employed cross-sectional survey research to gather data from 118 students in Grades 10, 11, and 12 in the United States. A multiple regression was used to investigate whether each of self-control, as measured by the Self-Control Scale; work ethic, as measured by the Multidimensional Work Ethic Profileâ??Short Form; and self-efficacy, as measured by the General Self-Efficacy Scale, explained unique variance in the criterion variable entitlement, as measured by the Psychological Entitlement Scale, and a correlational analysis was used to examine the relationships between the variables. Self-control and work ethic displayed statistically significant negative correlations with entitlement, and each explained unique variance in entitlement. Self-efficacy was not a predictor of entitlement. The findings indicate that parents, teachers, and practitioners should design interventions aimed to increase work ethic and increase self-control to curb entitlement and its negative effects.