Links between intellectual humility and acquiring knowledge
By Elizabeth J. Krumrei-Mancuso, M. Haggard, Jordan P. LaBouff, W. Rowatt. Journal of Positive Psychology, 2020
184 citations recorded by the source corpus.
ABSTRACT Five studies (N = 1,189) examined how intellectual humility (IH) relates to acquiring knowledge (learning). IH was associated with more general knowledge, but was unrelated to cognitive ability, and associated with slightly lower GPA. Findings were also mixed for meta-cognition. IH was associated with less claiming of knowledge one doesn’t have, indicating a more accurate assessment of one’s knowledge. However, IH was also associated with underestimating one’s cognitive ability. The differences may have resulted from using multiple measures of IH, each tapping unique aspects of the construct. Finally, IH was associated with a variety of characteristics associated with knowledge acquisition, including reflective thinking, need for cognition, intellectual engagement, curiosity, intellectual openness, and open-minded thinking. IH was also associated with less social vigilantism, which may promote collaborative learning. Finally, IH was associated with an intrinsic motivation to learn. These links may help explain the observed relationship between IH and possessing more knowledge.
Subfields: Education, Experimental and Cognitive Psychology
View Paper: https://www.semanticscholar.org/paper/69a8f2916a195aec76752fe942140ec07dd4a868
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In Education
In Experimental and Cognitive Psychology
Citations in the corpus
- Intellectual humility predicts mastery behaviors when learning (2020, background): “, 2017), have a high need for cognition (Krumrei-Mancuso et al., 2019; Leary et al., 2017; Porter & Schumann, 2018), engage in actively open-minded thinking (Krumrei-Mancuso et al.”