Title:
OVERCOMING ENTITLEMENT IN STEMM EDUCATION: A LITERATURE REVIEW ON CULTIVATING RESILIENCE AMONG FIRST-YEAR UNIVERSITY STUDENTS

Authors:
Ukala, Azunka Nwawuba and Ukala, Chinyere Catherine

Abstract:
This study investigates entitlement attitudes among first-year STEM students, examining the belief that academic success is deserved regardless of effort or engagement. Using a mixed-methods approach, the research assesses how these attitudes impact academic resilience and integrity, integrating both qualitative and quantitative data from educator feedback and student surveys. These surveys reveal expectations for unearned academic success and a resistance to rigorous evaluation (Cassidy, 2015; Könings et al., 2005). Simultaneously, the study evaluates 'resilience'—students' ability to overcome academic challenges, a vital trait for adapting to the rigorous demands of higher education. Resilience is measured through responses to adversity scenarios specifically designed for the STEM context. The research aims to develop strategies that recalibrate student expectations to align with the realities of academic life, thus promoting resilience and accountability. The study also seeks to refine teaching methodologies in response to prevalent student attitudes (Olsen, 2014), emphasising the creation of educational environments that foster both personal growth and academic excellence. By exploring the prevalence of fixed mindsets and their contribution to entitlement attitudes, and by mapping student readiness against academic performance and engagement, this research provides a nuanced understanding of how such attitudes may detract from educational outcomes. Overall, this work employs comprehensive methods to examine the interplay between student attitudes and academic experiences in STEM, aiming to enhance both educational practices and student preparedness.

Keywords:
Entitlement Attitudes, STEM Education, Academic Resilience, Growth mindset Pedagogical practices

DOI:
https://doi.org/10.37500/IJESSR.2024.7611

Date of Publication: 12-12-2024