School of Behavioral Sciences


Doctor of Education in Community Care and Counseling (EdD)


Daniel Marston


Academic entitlement, noncompliance, student incivility, adverse childhood experiences, trauma, personality


Counseling | Education


This work examined the relationship between academic entitlement and noncompliance among college students using trauma or adverse childhood experiences to moderate the relationship. Additionally, this study explored how gender, enrollment type (full-time vs. part-time), and type of student (residential vs. online) impacted noncompliance. This study was comprised of 149 participants from Liberty University that were at least 18+ years of age and an undergraduate or graduate student. Using a quantitative research design, participants completed the following self-report measures: demographics questionnaire, HEXACO-PI-R personality domains honesty-humility, and Adverse Childhood Experiences Survey. Logistic regression analyses were conducted, and the results of the study indicate a low, positive, statistically insignificant relationship exists between academic entitlement and noncompliance. Additionally, no moderating effect between academic entitlement, adverse childhood experiences, and noncompliance was found. Gender was negatively correlated with adverse childhood experiences, while enrollment type was negatively correlated with academic entitlement. The type of student was negatively correlated with academic entitlement, adverse childhood experiences, and noncompliance. Recommendations for further research include exploring academic entitlement with other forms of noncompliance and trauma, as well as differences in religious beliefs.