Academic Entitlement as a Mediating Variable between Cognitive Biases and Self-Advocacy to the Special Programs in English Students in Minia University

Document Type : Original Article

Author

Faculty of Education, Minia University, Egypt

Abstract

The present study aimed at identifying the differences in academic entitlement according to sex, the correlation relationship between academic entitlement, cognitive biases, and self-advocacy, and the extent to which academic entitlement contribute to the prediction of cognitive biases and self-advocacy, and also aimed at reaching a causal model that explains the relationship between academic entitlement, cognitive biases, and self-advocacy. The sample consists of (304) students from The Special Programs In English Students in the Faculty of Education- Minia University. The average age level of the participants is (19.47) years, and the standard deviation is (0.89). The scales of the study are: The academic entitlement prepared by the researcher, the cognitive biases prepared by Van der Gaag et al. (2013) translated and classified by the researcher, and The self-advocacy prepared by the researcher. The following results were reached: statistically significant differences between males and females in academic entitlement at (0.01), (0.05) level favoring the males. statistically significant positive correlation at (0.01) level between the academic entitlement, and cognitive biases. statistically significant negative correlation at (0.01) level between the academic entitlement, and self-advocacy. statistically significant negative correlation at (0.01) level between the cognitive biases, and self-advocacy. The academic entitlement and its' domains contributed to predicting their scores in cognitive biases, and self-advocacy. The cognitive biases contributed to predicting their scores in self-advocacy. The academic entitlement plays the role of the mediating variable in the relationship between cognitive biases and self-advocacy.

Keywords

Main Subjects


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