Exploring the relationship between intellectual humility and academic performance among post-secondary students: The mediating roles of learning motivation and receptivity to feedback

Wong, Ivy H. M.; Wong, Terry Tin‐Yau

doi:10.1016/j.lindif.2021.102012

Cited by 25 publications

(17 citation statements)

References 46 publications

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“…According to Ballantyne, 27 intellectual humility, like gratitude, concerns the prosocial aspects of life and relationships with others. Wong and Wong 70 suggest that both constructs entail other-oriented components. Humility consists in a lack of self-focus and reflects an appreciation for others.…”

Section: Discussionmentioning

confidence: 99%

A Preliminary Validation of the Polish Version of the Comprehensive Intellectual Humility Scale (CIHS)

Kroplewski¹,

Krumrei-Mancuso²,

Bielecka³

et al. 2022

PRBM

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Background In the last few years, empirical research on intellectual humility has grown notably, involving the elaboration of promising measures that provide a different outlook on the construct. Although all of them offer valid, theoretically sound, and meaningful contributions, we selected the 22-item Comprehensive Intellectual Humility Scale (CIHS) by Krumrei-Mancuso and Rouse for validation. The rationale for choosing this questionnaire for Polish validation stands in its multidimensional nature, which enables the study of various nuances of this psychological concept. Methods The research was carried out with the participation of 260 adults (Study 1) and 210 adults (Study 2). The respondents completed a Polish translation of the original version of the CIHS, the Gratitude Questionnaire—Six Item Form (GQ-6), the General Self-Efficacy Scale (GSES), and the Positive Orientation Scale (P-Scale). Results The findings obtained in both studies support the four-factor model of the CIHS with the higher order factor. The good fit indices of the CFA and MGCFA show the psychometric solidity of the 22-item structure of the Polish version of the CIHS. With respect to convergent validity, the validation study (Study 2) confirmed that gratitude, self-efficacy, and positive orientation are significant correlates of the CIHS. Conclusion Since intellectual humility is still a little-known psychological construct, both as a concept and as a possible antecedent or consequence, it would be worth examining it in the future with other variables of an intraindividual and interindividual nature.

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Section: Discussionmentioning

confidence: 99%

A Preliminary Validation of the Polish Version of the Comprehensive Intellectual Humility Scale (CIHS)

Kroplewski¹,

Krumrei-Mancuso²,

Bielecka³

et al. 2022

PRBM

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“…However, for intelligence-related subjects-such as mathematics, etc.-in order to improve the intrinsic motivation of learning, it is necessary to demonstrate a support leadership style (support leadership). Students will have the improved learning effect [46]. Figure 6 shows, in the context of high schools, that the slopes of support for leadership and class management are higher than that of middle schools.…”

Section: Hypothesis 8bmentioning

confidence: 95%

Stimulating the Influence of Teaching Effectiveness and Students’ Learning Motivation by Using the Hierarchical Linear Model

2022

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In the context of school learning and teaching, teachers are leaders who stimulate students’ learning outcomes through leadership styles. The teacher efficacy of this study is discussed by using multiple teaching and class management strategies. Because the situation of each school is different, the contingency theory is used to design the research structure. This study changed the original leadership style to the new leadership style; effectiveness to teacher effectiveness; and context to school context, and set them as moderators. Since the unit of analysis is teachers, it is difficult to find factors such as differences in regression coefficients in the school context. Therefore, the HLM hierarchical linear analysis is used, and the school context is set as the second level, and then statistical analysis is performed. Teachers’ leadership styles have significant differences in multiple teaching strategies for teacher effectiveness. Moral leadership and charismatic leadership have a moderating effect on the multiple teaching strategies of teacher effectiveness. The multiple teaching strategies of teacher effectiveness have a significant effect in middle school situations with lower moral leadership. On the other hand, charismatic leadership is more pronounced in middle school situations than in high school situations. Teachers’ leadership styles have a significant impact on classroom management of teacher effectiveness. Under the situational control of schools, moral leadership, charismatic leadership, and supportive leadership have moderating effects on classroom management of teacher effectiveness. When the classroom management of teacher effectiveness is in the middle school situation, low moral leadership is more significant; in the high school situation, charismatic leadership will reduce the effectiveness of the class management; in the moderate or high situation, the higher the support of the leader, the greater the effect of class management.

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“…Intellectually humbler people are more motivated to learn and more knowledgeable about general facts 39 . Likewise, intellectually humbler high school and university students expend greater effort when learning difficult material, are more receptive to assignment feedback and earn higher grades 14 , 118 .…”

Section: Importance Of Intellectual Humilitymentioning

confidence: 99%

Predictors and consequences of intellectual humility

et al. 2022

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In a time of societal acrimony, psychological scientists have turned to a possible antidote — intellectual humility. Interest in intellectual humility comes from diverse research areas, including researchers studying leadership and organizational behaviour, personality science, positive psychology, judgement and decision-making, education, culture, and intergroup and interpersonal relationships. In this Review, we synthesize empirical approaches to the study of intellectual humility. We critically examine diverse approaches to defining and measuring intellectual humility and identify the common element: a meta-cognitive ability to recognize the limitations of one’s beliefs and knowledge. After reviewing the validity of different measurement approaches, we highlight factors that influence intellectual humility, from relationship security to social coordination. Furthermore, we review empirical evidence concerning the benefits and drawbacks of intellectual humility for personal decision-making, interpersonal relationships, scientific enterprise and society writ large. We conclude by outlining initial attempts to boost intellectual humility, foreshadowing possible scalable interventions that can turn intellectual humility into a core interpersonal, institutional and cultural value.

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Exploring the relationship between intellectual humility and academic performance among post-secondary students: The mediating roles of learning motivation and receptivity to feedback

Cited by 25 publications

References 46 publications

A Preliminary Validation of the Polish Version of the Comprehensive Intellectual Humility Scale (CIHS)

A Preliminary Validation of the Polish Version of the Comprehensive Intellectual Humility Scale (CIHS)

Stimulating the Influence of Teaching Effectiveness and Students’ Learning Motivation by Using the Hierarchical Linear Model

Predictors and consequences of intellectual humility

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