Academic Entitlement, GradernOrientation, and Classroom Justice as Predictors of Instructional Beliefs and Learning Outcomes

摘要

The current study utilized the instructional beliefs model to explore the relationships andrnimpact of students’ focus on instrumental outcomes (i.e., grade orientation, academicrnentitlement) and perceptions of classroom justice on mediating variables of expectancyrnand affect beliefs, which were proposed to influence student learning. The results of arnstructural equation model indicated that students’ instrumental focus negativelyrnpredicted, and perceptions of classroom justice positively predicted, expectancy beliefsrnand affective learning. These instructional beliefs, in turn, positively predicted students’rnlearning behaviors. The increasing prevalence of academic entitlement combined with arngrade orientation negatively impact student learning through students’ instructionalrnbeliefs.