The study aimed to uncover the correlation between academic entitlement and the development of academic self-concept within a select group of students from Mu’tah University. To fulfill this objective, a descriptive analytical methodology was employed. The study population comprised the entirety of Mu’tah University’s student body, encompassing a total of 36,618 male and female students. The study’s sample, specifically selected in accordance with the statistical data provided by the enrollment and registration department, consisted of 1,000 students. This sampling process was conducted during the summer semester of the academic year 2021/2022. The findings of this research revealed a statistically significant impact of academic entitlement domains on the formation of the academic self-concept, with a notable emphasis on external responsibility and supporting expectations. These domains exhibited a positive and statistically substantial association with academic entitlement, exerting a pronounced effect on the students’ academic dedication and commitment. Furthermore, the study’s results revealed an absence of statistically significant discrepancies within the sample’s responses in relation to the variables examined, which included gender, college major, and cumulative GPA. This lack of variation was observed concerning the impact of academic entitlement on the development of the academic self-concept.