Student and Teacher Intellectual Humility: The Effects of Subject, Course Type, and Student Background (Poster 20): Division C - Section 2b: Learning and Motivation in Social and Cultural Contexts, Stage 1, 8:12 AM

• In Event: e-Lightening Ed-Talk Session 5 - Stage 1

Abstract

Intellectual humility (IH) disposes individuals to reflect on their own fallibility, with sensitivity to revising their beliefs in light of new evidence. We examine students’ (n=1,272) perceptions of their and their instructors’ (n=1,070 instructors) IH across multiple classroomcontexts. Results indicate that student IH and perceived instructor IH relate to each other with a consistent, positive relationship between student and instructor IH. Student IH was lower in social science classrooms. Student IH was higher in lab classrooms but lower in other classrooms. Larger classes were also negatively associated with IH. Our results identify the relationship between IH and a number of important classroom contexts and provide a baseline for future work examining IH variation and its association with student outcomes.

Authors

• Jeffrey M. DeVries, University of California - Irvine

• Gabe Avakian Orona, Boston College

• Richard B. Arum, University of California - Irvine