Links between intellectual humility and acquiring knowledge

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.

Intellectual humility in the sociopolitical domain

“…Sometimes people make claims and provide evidence for them (e.g., official statistics, video or photographic evidence of an event, expert analyses) and sometimes people make claims without providing much or any evidence. Given that IH is associated with characteristics such as reflective thinking, need for cognition, intellectual engagement, curiosity, cognitive flexibility, and intelligence (Krumrei-Mancuso, Haggard, LaBouff, & Rowatt, 2019;Zmigrod, Zmigrod, Rentfrow, & Robbins, 2019), individuals high in IH may be more likely to think about the claims they encounter. Indeed, SIH seems to be associated with paying attention to the evidentiary basis of one's views (Hoyle et al, 2016) and is even associated with more recognition memory, meaning that those higher in IH are better at judging what they do and don't know (Deffler, Leary, & Hoyle, 2016).…”

Owning One’s Intellectual Limitations: A Review of Intellectual Humility

“…Research on these relationships has somewhat consistent results, such as the relationship between IH and Big Five; however, some inconsistent results need to be investigated further. For example, general IH was related to better academic achievement in some cases (Rowatt et al, 2006) and a low GPA in other cases (Krumrei-Mancuso et al, 2020). Research on the relationship between intellectual arrogance and academic performance also showed a positive (Meagher et al, 2015) and a negative (Zakay & Glicksohn, 1992) correlation.…”

“…This scale is proven applicable across cultures, as has been demonstrated by its use in Germany (Alfano et al, 2017). (Davis et al, 2016;Haggard et al, 2018;Hoyle et al, 2016;Krumrei-Mancuso, Haggard, LaBouff, & Rowatt, 2020;McElroy et al, 2014;Meagher et al, 2015;Porter & Schumann, 2018). Furthermore, they are more tolerant of the ambiguous, and less closed-minded and dogmatic (Haggard et al, 2018;Hoyle et al, 2016).…”

“…Their capacity for empathy and gratitude may further lead to prosocial value, such as altruism, benevolence, universalism (a broader focus on the welfare of all people and even nature), and lower levels of power-seeking (Krumrei-Mancuso, 2016). Moreover, IH was negatively related to social vigilantism so that it can enhance collaborative learning (Krumrei-Mancuso et al, 2020).…”

“…As for mindset, people high in IH are more rational and objective. They are good at reflective and open-minded thinking, have more intellectual engagement, and are more tolerant of others' ideas(Krumrei-Mancuso et al, 2020; …”