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Cognitive and Interpersonal Features of Intellectual Humility.
Abstract
Four studies examined intellectual humility-the degree to which people recognize that
their beliefs might be wrong. Using a new Intellectual Humility (IH) Scale, Study
1 showed that intellectual humility was associated with variables related to openness,
curiosity, tolerance of ambiguity, and low dogmatism. Study 2 revealed that participants
high in intellectual humility were less certain that their beliefs about religion
were correct and judged people less on the basis of their religious opinions. In Study
3, participants high in intellectual humility were less inclined to think that politicians
who changed their attitudes were "flip-flopping," and Study 4 showed that people high
in intellectual humility were more attuned to the strength of persuasive arguments
than those who were low. In addition to extending our understanding of intellectual
humility, this research demonstrates that the IH Scale is a valid measure of the degree
to which people recognize that their beliefs are fallible.
Type
Journal articleSubject
HumansPersonality
Interpersonal Relations
Cognition
Thinking
Personality Inventory
Adolescent
Adult
Aged
Aged, 80 and over
Middle Aged
Female
Male
Young Adult
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https://hdl.handle.net/10161/23967Published Version (Please cite this version)
10.1177/0146167217697695Publication Info
(2017). Cognitive and Interpersonal Features of Intellectual Humility. Personality & social psychology bulletin, 43(6). pp. 793-813. 10.1177/0146167217697695. Retrieved from https://hdl.handle.net/10161/23967.This is constructed from limited available data and may be imprecise. To cite this
article, please review & use the official citation provided by the journal.
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Show full item recordScholars@Duke
Rick Hoyle
Professor of Psychology and Neuroscience
Research in my lab concerns the means by which adolescents and emerging adults manage
pursuit of their goals through self-regulation. We take a broad view of self-regulation,
accounting for the separate and interactive influences of personality, environment
(e.g., home, school, neighborhood), cognition and emotion, and social influences on
the many facets of goal management. Although we occasionally study these influences
in controlled laboratory experiments, our preference is to study the pu
Mark R. Leary
Garonzik Family Distinguished Professor Emeritus
Mark Leary is Garonzik Professor of Psychology and Neuroscience at Duke University.
He earned his bachelor’s degree in Psychology from West Virginia Wesleyan College
and his Ph.D. in Social Psychology from the University of Florida. He taught previously
at Denison University, the University of Texas at Austin, and Wake Forest University.
Leary has published 14 books and more than 250 scholarly articles and chapters on
topics dealing with social motivation, emotion, a
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