Abstract
ABSTRACTFive 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.
Highlights
Individuals’ epistemological beliefs play a critical role in acquiring knowledge (Kardash & Scholes, 1996)
The first theme we examined was whether Intellectual humility (IH) is associated with indicators of knowledge acquisition, including cognitive ability (Study 1), grade point average (GPA; Study 2), and general knowledge (Study 3)
The third theme we examined was how IH relates to a host of thinking styles, interpersonal dispositions, and learning goals that contribute to gaining knowledge (Studies 3–5)
Summary
Individuals’ epistemological beliefs play a critical role in acquiring knowledge (Kardash & Scholes, 1996). The current work examined empirically whether IH contributes to the intellectual goods of acquiring knowledge, having insight into one’s knowledge, and other underlying cognitive traits associated with learning. One definition of IH is a non-threatening awareness of one’s intellectual fallibility (Krumrei-Mancuso & Rouse, 2016) This assumes intellectually humble people understand and accept that their cognitive faculties are not perfect and that their viewpoints may, at times, be erroneous. Thereby, IH involves openness to new information that may improve people’s current knowledge In this conceptualization, IH involves a healthy independence between intellect and ego, meaning people will not feel threatened by intellectual disagreements, will not be overconfident about their knowledge, will respect the viewpoints of others, and will be open to revising their viewpoints when warranted (Krumrei-Mancuso & Rouse, 2016). Through a series of studies, we examined links between IH and three categories of variables relevant to gaining knowledge: (a) indicators of past knowledge acquisition, (b) meta-knowledge, and (c) thinking styles, interpersonal dispositions, and learning goals that may contribute to knowledge acquisition
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