The Influence of Psychological Entitlement on Cheating in AI-assisted language assessment and Its Countermeasures

Abstract Psychological entitlement is a stable and universal feeling that people think they deserve more and enjoy more than others. This study aims to explore the influence of psychological entitlement on cheating in AI assisted language tests. The research questions focus on whether psychological entitlement impacts cheating, the reasons behind this link, and potential measures to address it in language education. A questionnaire survey was conducted among 121 students, revealing high reliability and validity with Cronbach's α coefficient at 0.79 and KMO value at 0.766. Exploratory factor analysis and principal component analysis identified six common factors, all with an absolute factor load greater than 0.5. Results indicate that students with strong psychological entitlement are more likely to cheat due to their belief in inherent academic success without personal effort. This is influenced by family, school, and societal factors. Based on these findings, the paper suggests countermeasures such as enhancing ethical integrity, adopting multiple test methods, implementing language learning processes, and strengthening remote exam supervision. These measures provide theoretical support for understanding and preventing cheating in AI assisted language assessments.