ABSTRACT

Scant literature exists on the topic of academic entitlement in the social work discipline, especially within the context of social work experiential learning, also known as field education. This dearth of literature prompted the present exploratory study examining the prevalence and identifying predictors of academic entitlement through the lens of field education. This study collected data via online surveys completed by master of social work (MSW) students and field supervisors. The total sample size, 288, comprised 141 students and 147 field supervisors. Central measures of the study empirically assessed academic entitlement and anxiety. The results indicated significance in the following variables relative to students: parental income, year in the graduate program, and field satisfaction. Among field supervisors, the data yielded no significant levels for predicting variables, indicating solidarity. Implications from this study encourage field educators to examine policies and training procedures offered to students and supervisors accounting for the influence of academic entitlement. Consistent and evidence-informed responses to students and supervisors may increase satisfaction of all parties involved in field education. It is intended to build a more supportive network of collaborative resources for students experiencing challenges in field education through a strengths-based infrastructure.

摘要

关于社会工作学科学术权利主题的文献很少，特别是在社会工作体验式学习（也称为实地教育）的背景下。文献的缺乏促使目前的探索性研究通过实地教育的视角检查学术权利的普遍性并确定预测因素。本研究通过社会工作硕士 (MSW) 学生和现场主管完成的在线调查收集数据。总样本量为 288，包括 141 名学生和 147 名现场主管。该研究的核心措施是根据经验评估学术权利和焦虑。结果表明，与学生相关的以下变量具有显着性：父母收入、研究生课程年份和现场满意度。在现场监督员中，数据没有得出预测变量的显着水平，表明团结一致。这项研究的启示鼓励现场教育工作者检查提供给学生和主管的政策和培训程序，以考虑学术权利的影响。对学生和导师的一致和循证的回应可以提高参与现场教育的各方的满意度。它旨在通过基于优势的基础设施为在实地教育中遇到挑战的学生建立一个更具支持性的协作资源网络。对学生和导师的一致和循证的回应可以提高参与现场教育的各方的满意度。它旨在通过基于优势的基础设施为在实地教育中遇到挑战的学生建立一个更具支持性的协作资源网络。对学生和导师的一致和循证的回应可以提高参与现场教育的各方的满意度。它旨在通过基于优势的基础设施为在实地教育中遇到挑战的学生建立一个更具支持性的协作资源网络。