A series of studies was conducted to create the 22-item Comprehensive Intellectual Humility Scale on the basis of theoretical descriptions of intellectual humility, expert reviews, pilot studies, and exploratory and confirmatory factor analyses. The scale measures 4 distinct but intercorrelated aspects of intellectual humility, including independence of intellect and ego, openness to revising one's viewpoint, respect for others' viewpoints, and lack of intellectual overconfidence. Internal consistency and test-retest analyses provided reliable scale and subscale scores within numerous independent samples. Validation data were obtained from multiple, independent samples, supporting appropriate levels of convergent, discriminant, and predictive validity. The analyses suggest that the scale has utility as a self-report measure for future research.

Student success is at the heart of the educational enterprise. College success helps students to meet long-term personal and career goals and provides a range of monetary, psychosocial, and physical benefits (Baum & Ma, 2007). For years, concern has been expressed about graduation rates (Swail, 2004). Only slightly more than half (57%) of full-time students first going to a 4-year institution seeking a bachelor's degree end up achieving that goal within 6 years (National Center for Education Statistics, 2010, Indicator 21). Furthermore, given the high rate of students who discontinue their education at their original institution, retention is a popular topic within provides a reference list of over 1,400 publications on student retention. In addition, the entrepreneurial market has developed numerous consulting organizations that aid universities in increasing retention.Retaining students until graduation is often a direct fulfillment of the mission of institutions of higher learning. Colleges and universities are concerned with preparing students for productive roles in society. Students who terminate their education prior to graduation lose the time and finances that they have invested in the educational process without gaining the benefits of a degree. Admitting a student into the institution carries with it a certain level of commitment on the part of the institution to support the success of the student. Secondarily, retention is of concern to institutions for financial reasons. When students discontinue, a university is faced with the loss of campus resources that have been invested in the student as well as the loss of future revenue in the form of tuition.Students discontinuing their education may reflect a failure on the part of the institution to support students' progress or respond to students' needs. Colleges and universities have invested a great amount of money in retention services (e.g., preparation courses, first-year seminars, academic success centers, advising interventions, tutorial programs, and counseling) in the hopes of retaining students through graduation. These represent substantial investments to improve student opportunities for success. Seidman (2005) indicated that promoting student success involves early identification of individual needs followed by a prescription for action.Psychosocial learning factors are useful points of intervention for professionals to actively promote student success (Krumrei & Newton, 2009). Institutions of higher education are in need of assessments of psychosocial learning factors that can be used to customize interventions to students' characteristics . Given institutional cost Psychosocial Factors 4 restraints, it would benefit colleges and universities to make use of tools in house rather than allocating substantial funding toward private consulting organizations promising retention results. Measuring College Student SuccessTinto (1987, 2005) observed that efforts to promote student success are hampered when research focuses on student attrition ra...

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.

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A growing body of research has demonstrated the relevance of intellectual humility to a variety of interpersonal and social attitudes and behaviors. There is a need for further replication and expansion of findings about the role of intellectual humility in the sociopolitical domain. We examined sociopolitical intellectual humility (SIH), i.e., a non-threatening awareness of the fallibility of one's views about sociopolitical topics in relation to attitudes toward specific political groups and issues in a U.S. sample of adults (N = 587). We found SIH was distinct from political apathy and indifference and unrelated to belief in under-supported political claims. SIH was associated with less affective polarization with regard to political and religious groups. In addition, SIH was related to more responsiveness to information on the topic of immigration among individuals primed to think from a defense rather than accuracy motivated perspective. Finally, for individuals primed to think about the fallibility of their knowledge specific to immigration, having higher trait levels of SIH was associated with more responsiveness to information on the topic of immigration.