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During the last decade, intellectual humility has gone from a topic of philosophical inquiry to one of serious scientific investigation. It has been variously described as a remedy for political polarization, a tool for advancing scientific credibility, and a disposition that promotes learning. However, less attention has been paid to how intellectual humility has been defined and measured or how well psychologists' definitions and measures align with one another or with philosophers' accounts. Through a systematic review of empirical intellectual humility research, we identified 18 separate definitions and 20 measures including16 unique questionnaires. We then synthesized this research to advance a new framework of intellectual humility. Implications of this framework for measurement and future research on intellectual humility are discussed.

When it comes to the integration of positive psychology and the psychology of religion/spirituality (R/S), there are three second-order, philosophical questions that need answering: Can these two fields be integrated? Should these two fields be integrated? And, if so, how is it best to integrate these two fields? Although this chapter touches on the logical and normative questions, it is the third, methodological question that receives the greatest attention. We argue that although, from a philosophical perspective, there are no methodological barriers to integrating these two subfields, there is a methodological bonanza in their integration. The golden opportunity is for integrative researchers to abandon a methodological exclusivism that privileges the research methods of the natural sciences in favor of a methodological pluralism that critically engages the philosophical schools and religious/spiritual traditions within which features of human well-being and religious/spiritual life are located. This more eclectic epistemology will provide a broader evidential basis for integrative conclusions and will help connect those conclusions to the realities and complexities of human lives.

Assessments often fail to clearly answer whether a program “worked” or not. Here, I reflect on the broader purpose of assessment, and offer five questions to consider before undertaking an evaluation: Who are you trying to help? What is the intervention? How will you measure effects? Compared to What? and When will you measure effects? This reflection demonstrates that assessments can reveal more than whether a program worked and provides recommendations for making the most of assessment opportunities.

School underachievement is a persistent problem in the United States. Direct-to-student, computer-delivered growth-mindset interventions have shown promise as a way to improve achievement for students at risk of failing in school; however, these interventions benefit only students who happen to be in classrooms that support growth-mindset beliefs. Here, we tested a teacher-delivered growth-mindset intervention for U.S. adolescents in Grades 6 and 7 that was designed to both impart growth-mindset beliefs and create a supportive classroom environment where those beliefs could flourish ( N = 1,996 students, N = 50 teachers). The intervention improved the grades of struggling students in the target class by 0.27 standard deviations, or 2.81 grade percentage points. The effects were largest for students whose teachers endorsed fixed mindsets before the intervention. This large-scale, randomized controlled trial demonstrates that growth-mindset interventions can produce gains when delivered by teachers.

Recent studies have suggested that quality of delivery matters to achieve better student outcomes in the context of school interventions. However, studies rarely measure quality of delivery and test its association with students’ outcomes, perhaps due to lack of clarity regarding how to measure it. Here, we offer recommendations on how to select or design measures of quality of delivery. These recommendations focus on identifying teaching practices that help students to develop proximal outcomes during the delivery of an intervention. Additionally, we illustrate an application of these recommendations to the study of quality of delivery in a cluster-randomized efficacy study of Brainology, a program that promotes students’ motivation and learning. We found that, although teachers fluctuated in their quality of delivery across lessons, students who received the intervention with higher quality of delivery on average increased more in targeted proximal outcomes (effort beliefs and learning goals) than students exposed to low quality. We discuss these results in terms of their implications for measuring quality of delivery, supporting teachers, and studying the conditions that make school interventions successful.

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.

The effects of the COVID-19 pandemic have been felt across the globe. While health experts work to spread life-saving information, misinformation and fake news about the virus undermine these efforts. What actions can people take when confronting COVID-19 misinformation, and what factors motivate people to take these actions? We propose that people can engage in investigative behaviors (e.g., fact-checking, seeking alternative opinions) to scrutinize the validity of the information they encounter, and we examine intellectual humility as a predictor of these important behaviors. In three studies ( N = 1,232) examining both behavioral intentions (Studies 1 and 2) and real behavior (Study 3), we find that those higher in intellectual humility are more likely to engage in investigative behaviors in response to COVID-19 misinformation.

We tested the effectiveness of a growth mindset intervention for N = 354 adolescents from low resource schools in the Western Cape, South Africa. Growth mindset measures demonstrated good psychometric properties in our sample. We found mixed evidence of an intervention effect: We did not find evidence that the intervention improved mastery behavior or math achievement test scores, but treatment-on-the-treated (TOT) analyses showed positive effects on growth mindset for those who received the intervention (0.32 SDs). TOT analyses provided some evidence for effects on math grades, comparable in magnitude with previous research (0.24–0.34 SDs), although tests were underpowered and not all reached significance. The intervention cost approximately R4.4 (31 U.S. cents) per student. A growth mindset intervention may be a low-cost way to shape motivation and grades for those attending low resource schools, but more research is needed to address the mixed results obtained in the current study.

Beliefs about the malleability of intellectual ability—mindsets—shape achievement. Recent evidence suggests that even young children hold such mindsets; yet, no reliable and valid instruments exist for measuring individual differences in young children’s mindsets. Here, we developed an instrument for this purpose—the Growth Mindset Scale for Children (GM-C), suitable for children as young as 4. Evidence on US (Study 1; N = 220; 50% girls; 39% White) and South African (Study 2; N = 331; 54% girls; 100% Black) children suggested the GM-C scale has strong internal consistency and test-retest reliability; it is also valid (e.g., GM-C scores predicted learning goals). The GM-C is a reliable, valid, and cross-culturally robust measure of young children’s mindsets.

The spread of online political misinformation has ramifications for political polarization, trust in political systems, and the functioning of democracy. In this article, we advance findings on investigative behaviors—actions aimed at determining the veracity of information encountered online—in response to political misinformation. Across three preregistered studies ( N = 889), we find that investigative behaviors increase accuracy discernment of political misinformation (Study 1), that intellectual humility reliably predicts investigative behaviors in this context (Study 2), and test a novel fallibility salience manipulation to increase intellectual humility (Study 3). We discuss the implications of these findings for reducing the impacts of political misinformation.

Supplemental Material, 12-15_FINAL_Supplement_12-22 for Intellectual Humility Predicts Scrutiny of COVID-19 Misinformation by Jonah Koetke, Karina Schumann and Tenelle Porter in Social Psychological and Personality Science

Strong disagreements have stymied today’s political discourse. We investigate intellectual humility – recognizing the limits of one’s knowledge and appreciating others’ intellectual strengths – as one factor that can make disagreements more constructive. In Studies 1 and 2, participants with higher intellectual humility were more open to learning about the opposition’s views during imagined disagreements. In Study 3, those with higher intellectual humility exposed themselves to a greater proportion of opposing political perspectives. In Study 4, making salient a growth mindset of intelligence boosted intellectual humility, and, in turn, openness to opposing views. Results suggest that intellectual humility is associated with openness during disagreement, and that a growth mindset of intelligence may increase intellectual humility. Implications for current political polarization are discussed.

Supplementary_Online_Materials for Changing Learner Beliefs in South African Townships: An Evaluation of a Growth Mindset Intervention by Tenelle Porter, Ammaarah Martinus, Rebecca Ross, Cameron F. Cyster and Kali Trzesniewski in Social Psychological and Personality Science

Information-seeking after making mistakes or when experiencing uncertainty, including bids for help, is an important aspect of self-regulated learning. We compared information-seeking during a puzzle-solving task in 8- and 9-year-olds, 11- and 12-year-olds, and 16- and 17-year-olds (N = 197). We found that 8- and 9-year-olds were less efficient in their information-seeking, in that they were more likely than other age groups to seek help following a correct response. Additionally, the rate of information-seeking following an error was positively related to academic achievement, measured as Grade Point Average (GPA), above and beyond general task performance. This result was replicated in a larger and more diverse sample of 13- to 20-year-olds (N = 2,922). Overall, this research shows that information-seeking improves throughout childhood and this behaviour predicts academic success, highlighting the practical importance of this self-regulated behavior.

Participating in civic life is an important developmental task of adolescence and a central tenet of democracy. What motivates diverse youth in the United States to become involved in civic life? Using a mixed-method and person-centered approach, the authors (1) identified subgroups of participants based on their motivations for political and nonpolitical volunteering and (2) explored differences in civic motivations by ethnic and immigration backgrounds among Asian and Latino adolescents. Using latent class analysis, the authors identified four classes of motivation for political (n = 414) and nonpolitical volunteer (n = 1,066) activities: helping identity, instrumental, personal issue, and weak motivation. Overall, first- and second-generation Latino and Asian youth and nonimmigrants showed more similarities than differences in civic motivations. Survey and interview data revealed that youth from immigrant backgrounds were more motivated to volunteer by instrumental reasons compared to nonimmigrants. Qu...

The scientific study of youth entrepreneurship is truly in its infancy, with research on the development of entrepreneurship constrained by theoretical foundations that rely on static, trait-like approaches that equate entrepreneurship with stable personality characteristics. In this article, we define entrepreneurship as a fluid process that relies on the bidirectional interplay between a developing individual and his or her context. We report initial findings from the Young Entrepreneurs Study that clarify how entrepreneurial intentions and actions manifest in youth. We present quantitative analyses that examined the relations between entrepreneurial strengths and entrepreneurial activities in a sample of 3461 college students, and we describe the results of semi-structured interviews from a 48-person subset of our larger sample that explored how entrepreneurial intentions and actions manifested in our sample. We describe a mixed-method triangulation that integrates these two sets of findings, then discuss implications for future research.

Entrepreneurship offers a viable and proven pathway to economic growth and personal fulfillment. However, the number of individuals engaged in entrepreneurial behaviors remains low. This discrepancy between entrepreneurial attitudes and action underscores the need for programs that foster the development of entrepreneurship in today's youth. We argue that a relational developmental systems approach can help researchers understand and facilitate the development of entrepreneurship. In this study, we triangulate across quantitative and qualitative data from the Young Entrepreneurs Study, showing that self-regulation skills, financial risk tolerance, innovation orientation, and the presence of entrepreneurial adults may be especially important for promoting entrepreneurial intent in older adolescents and young adults. We discuss limitations of the present data set and future directions for research.

In the USA, civic involvement in adolescence includes political and nonpolitical activities. Given that identities can motivate behavior, how do political and moral identities relate to civic activity choices? In this study, high school students (N = 1578) were surveyed about their political and nonpolitical civic actions and their moral and political identities. Overall, students were more involved in service than they were in political activities. Hierarchical regression analyses were used to investigate the relation between identity and involvement, controlling for known correlates of involvement: sex, ethnicity, parent education, peer civic engagement, parent civic engagement and school civic opportunities. Moral and political identity were positively related to overall involvement. Political identity was positively related to political involvement, but was not related to nonpolitical service. Moral identity was positively related to service and expressive-political involvement, but negatively related...

The correspondence hypothesis maintains that people with secure parental attachments will experience gradual religious conversions, with internal working models of childhood attachment figures forming the basis of attachment to God. The compensation hypothesis predicts that people with insecure attachments will experience sudden and dramatic conversions as they seek a relationship with God to compensate for insecure attachment relationships. In Study 1, faith narratives from 162 adolescents were analyzed; associations between parental attachment and the type of conversion reflected in the narrative support both hypotheses. In Study 2, data were prospectively collected from 240 adolescents attending religious summer camps; after camp, 138 participants reported a gradual conversion and 21 reported a sudden conversion. Participants who rated themselves securely attached to their parents before camp were more likely to report a gradual conversion, supporting the correspondence hypothesis. Precamp insecure par...

part of a larger study on ‘spiritual fruit formation’ in adolescents, teenaged participants in Young Life outreach “camping” programs completed surveys immediately before and immediately after the camping experience. Participants were American teens attending standard Young Life camps in the United States (Lake Champion, New York and Sharp Top Cove, Georgia) in summer 2007 and teens from international schools from six European nations (primarily American and British by birth) attending a service-oriented Young Life camp in Kovachevzi, Bulgaria, spring 2007. The outreach components of both types of camps (including talks, small group discussions, special music, games and skits) were similar as they were conducted by American Young Life program staff. Nevertheless, personality inventories revealed that a different profile of teen was more likely to ‘make a commitment to God’ during the Young Life service trip as compared with the standard Young Life camp. ‘Making a decision’ at standard Young Life camps was predicted by high extroversion and high emotional instability; whereas those teens that made a decision during the service trip were high on introversion and intellectual curiosity. Results suggest that different types of outreach camping experiences may be better at preparing different types of kids to respond positively to the Gospel message.

Abstract The present study sought to (1) determine whether Barrett's counterintuitiveness coding and quantifying scheme (CI-Scheme) could be applied to cultural materials with sufficient intercoder reliability, (2) provide evidence concerning just how counterintuitive is too counterintuitive for a concept to be a recurrent cultural idea, and (3) test whether counterintuitive intentional agent concepts are more common in folktales than other classes of counterintuitive concepts. Seventy-three folktales from around the world were sampled from larger collections. Using Barrett's CI-Scheme, two independent coders identified 116 counterintuitive objects and scored them for degree of counterintuitiveness with very high inter-rater concordance. Of folktales, 79% had one or two counterintuitive objects. Of the counterintuitive objects 93% had a counterintuitiveness score of only one. Of counterintuitive objects, 98% were agents. Results suggest the CI-Scheme may have utility for analyzing cultural materials, that the cognitive optimum for cultural transmission falls around one counterintuitive feature, and that counterintuitive agents are more common than other types of counterintuitive objects in folktales.