Contrasting self-report and consensus ratings of intellectual humility and arrogance

Meagher, Benjamin R.; Leman, Joseph; Bias, Joshua P.; Latendresse, Shawn J.; Rowatt, Wade C.

doi:10.1016/j.jrp.2015.07.002

Cited by 56 publications

(67 citation statements)

References 45 publications

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“…However, previous research examining links between intellectual arrogance and grades has offered mixed results, with some finding a negative link (Zakay & Glicksohn, 1992) and some finding a positive link (Meagher et al, 2015). The current findings may relate to the sample consisting of honors college students, where the not-a-know-it-all subscale may have functioned as a proxy for accurate intellectual selfassessment rather than intellectual humility.…”

Section: Intellectual Humility and Knowledge Acquisitioncontrasting

confidence: 58%

“…However, the available research on this topic is limited and there are some inconsistencies across studies. For example, some empirical evidence suggests intellectual arrogance predicts better course grades among college students (Meagher, Leman, Bias, Latendresse, & Rowatt, 2015) and, as noted, findings regarding links between IH and overclaiming of knowledge are not consistent (Alfano et al, 2017;Deffler et al, 2016). Therefore, further research is needed to examine these relationships.…”

Section: Meta-knowledgementioning

confidence: 98%

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Links between intellectual humility and acquiring knowledge

Krumrei-Mancuso

Haggard

LaBouff

et al. 2019

The Journal of Positive Psychology

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113

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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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Section: Intellectual Humility and Knowledge Acquisitioncontrasting

confidence: 58%

Section: Meta-knowledgementioning

confidence: 98%

Links between intellectual humility and acquiring knowledge

Krumrei-Mancuso

Haggard

LaBouff

et al. 2019

The Journal of Positive Psychology

Self Cite

113

View full text Add to dashboard Cite

show abstract

“…Individuals high in SIH may be less likely than people lower in SIH to dismiss information and arguments that are incompatible with their existing views or to accept compatible arguments automatically without considering the strength of the argument. Research has found people with higher IH to be more open to new ideas and experiences in general (Krumrei-Mancuso & Rouse, 2016;Leary et al, 2017;McElroy et al, 2014;Meagher, Leman, Bias, Latendresse, & Rowatt, 2015) and more open to hearing new political arguments, in particular (Porter & Schumann, 2018). On these bases, we expected SIH may enhance the effects of an accuracy motivation manipulation and depress the impact of a defense motivation manipulation when it comes to adjusting beliefs on a political topic.…”

Section: Sociopolitical Intellectual Humility and Change In Attitudesmentioning

confidence: 81%

Intellectual humility in the sociopolitical domain

Krumrei-Mancuso

Newman

2020

Self and Identity

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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.

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“…Although the concept of IH has been discussed among philosophers, research on the construct is in its early stages. Recent studies show that IH varies among individuals (Krumrei-Mancuso & Rouse, 2016;Meagher, Leman, Bias, Latendresse, & Rowatt, 2015) and that the folk construal of IH encompasses both epistemic and social dimensions (Samuelson et al, 2015). The epistemic dimension of IH includes being knowledgable and acknowledging the limitations of one's knowledge, whereas the social dimension involves accurately representing one's knowledge to other people and being open to their input.…”

mentioning

confidence: 99%

Intelligence and Neurophysiological Markers of Error Monitoring Relate to Children's Intellectual Humility

et al. 2017

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This study explored developmental and individual differences in intellectual humility (IH) among 127 children ages 6-8. IH was operationalized as children's assessment of their knowledge and willingness to delegate scientific questions to experts. Children completed measures of IH, theory of mind, motivational framework, and intelligence, and neurophysiological measures indexing early (error-related negativity [ERN]) and later (error positivity [Pe]) error-monitoring processes related to cognitive control. Children's knowledge self-assessment correlated with question delegation, and older children showed greater IH than younger children. Greater IH was associated with higher intelligence but not with social cognition or motivational framework. ERN related to self-assessment, whereas Pe related to question delegation. Thus, children show separable epistemic and social components of IH that may differentially contribute to metacognition and learning.

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Contrasting self-report and consensus ratings of intellectual humility and arrogance

Cited by 56 publications

References 45 publications

Links between intellectual humility and acquiring knowledge

Links between intellectual humility and acquiring knowledge

Intellectual humility in the sociopolitical domain

Intelligence and Neurophysiological Markers of Error Monitoring Relate to Children's Intellectual Humility

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