Links between intellectual humility and acquiring knowledge. Krumrei-Mancuso, E. J., Haggard, M. C., LaBouff, J. P., & Rowatt, W. C. The Journal of Positive Psychology, 15(2):155–170, March, 2020. ZSCC: NoCitationData[s0]
Links between intellectual humility and acquiring knowledge [link]Paper  doi  abstract   bibtex   
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.
@article{krumrei-mancuso_links_2020,
	title = {Links between intellectual humility and acquiring knowledge},
	volume = {15},
	issn = {1743-9760, 1743-9779},
	url = {https://www.tandfonline.com/doi/full/10.1080/17439760.2019.1579359},
	doi = {10.1080/17439760.2019.1579359},
	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.},
	language = {en},
	number = {2},
	urldate = {2020-04-05},
	journal = {The Journal of Positive Psychology},
	author = {Krumrei-Mancuso, Elizabeth J. and Haggard, Megan C. and LaBouff, Jordan P. and Rowatt, Wade C.},
	month = mar,
	year = {2020},
	note = {ZSCC: NoCitationData[s0]},
	pages = {155--170},
}
Downloads: 0