The relationship between the dark traits personality and counterproductive academic behaviors with the mediating role of academic entitlement

Document Type : Scientific Articles

Authors

1 Ph.D. candidate, Department of Psychology, Faculty of Psychology and Educational Sciences, Shahid Chamran University, Ahvaz, Iran.

2 Professor, Department of Psychology, Faculty of Psychology and Educational Sciences, Shahid Chamran University, Ahvaz, Iran.

3 Associate Professor, Department of Psychology, Faculty of Psychology and Educational Sciences, Shahid Chamran University, Ahvaz, Iran.

Abstract

The present study was conducted with the aim of determining the relationship between the dark traits personality and counterproductive academic behaviors with the mediating role of academic entitlement-concept in students. The present research method was descriptive and correlational. The statistical population of the research was all students of the second secondary school in Ramhormoz city in the academic year of 2023-2024. Among the statistical population, a sample of 480 people was selected by multi-stage cluster random sampling. The data collection tool included the dark triats personality questionnaire (jonason and Webster, 2010), academic entitlement (Chowning and Campbell, 2009) and the scale of counterproductive academic behaviors (Rimkus, 2012). For data analysis, Pearson's correlation method and structural equation modeling and SPSS version 22 and AMOS version 21 were used. was used The findings of the research indicate the appropriate fit of the model and the direct effect of the dark triad of personality traits on academic entitlement was confirmed. Also, academic entitlement had a direct effect on cunproductive academic behaviors. The model showed that dark triad traits of personality with the mediation of academic entitlement were positive and significant predictors of cunproductive academic behaviors of students (P≤0.001). According to the obtained results, it is recommended that in order to reduce cunproductive academic behaviors, students with these characteristics should be identified and educational workshops should be held to reduce the effect of these variables on students' cunproductive academic behaviors.

Keywords

References

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Journal of Educational Psychology Studies
Volume 22, Issue 57
April 2025
Pages 148-121

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