Cognitive and Interpersonal Features of Intellectual Humility.

Background: Intellectual humility, defined as the recognition of one’s knowledge limitations and openness to learning, is essential for fostering inclusivity, particularly in education. Teachers’ religious orientation, shaped by their beliefs and attitudes towards religion, impacts their pedagogy and approach to inclusivity. Personality traits such as extroversion and openness to experience may further influence how intellectual humility interacts with religious orientation, especially in culturally rich contexts like Pakistan. Objective: This study aimed to examine the relationship between intellectual humility and religious orientation among teachers in Pakistan and assess whether personality traits—specifically extroversion and openness—moderate this relationship. Methodology: A cross-sectional quantitative design was applied, sampling 332 primary and elementary school teachers from Punjab, Pakistan, via convenience sampling. Key variables were measured using the Comprehensive Intellectual Humility Scale, Age Universal Religious Orientation Scale, and Big Five Inventory (assessing extroversion and openness). Data were analyzed using Pearson correlation and moderation analysis with the PROCESS Macro in SPSS. Results: Findings revealed a significant positive relationship between intellectual humility and religious orientation (r = .42, p < .01). Extroversion (β = 0.18, p < .01) and openness (β = 0.22, p < .01) moderated this relationship, with teachers high in both traits exhibiting the highest degree of inclusive religious orientation. Conclusion: The study demonstrates a positive association between intellectual humility and religious orientation, enhanced by high levels of extroversion and openness. These findings highlight the role of personality traits in fostering inclusive educational environments and underscore the need to integrate intellectual humility and personality development into teacher training to promote tolerance and respect for diversity.

People vary drastically in their intellectual humility (i.e., their ability to recognize gaps in their knowledge). Little is known about how intellectual humility develops or why some children might demonstrate more intellectual humility than others. The present study examines the possibility of parent-to-child transmission of intellectual humility. Parents (N = 108; 88% college graduates; 56% with household income over $100,000) of children ages 7-10 completed two primary measures of intellectual humility: a self-report measure (i.e., the Comprehensive Intellectual Humility Scale; Krumrei-Mancuso & Rouse, 2016) and a behavioral measure (i.e., the Prompted Explanation Task; Mills, Danovitch, Mugambi, Sands, & Monroe, 2022), which measured how often parents referenced knowledge limits or how to handle uncertainty. Separately, children (N = 108; M = 8.2 years; 51% girls, 49% boys; 70% White; 86% non-Hispanic) completed a knowledge estimation task where they rated their ability to answer explanatory questions about animals and vehicles. Contrary to expectations, self-report and behavioral measures of intellectual humility in parents were not correlated. Moreover, parents who self-reported higher levels of intellectual humility had children who were less humble in their knowledge ratings. That said, consistent with predictions, parents who were less humble in the way they indicated knowledge gaps had children who were less humble in the way they assessed their knowledge. These findings support that there are links between parent and child intellectual humility, but the pattern may depend on how parent intellectual humility is measured. Implications for understanding the development of intellectual humility are discussed. (PsycInfo Database Record (c) 2025 APA, all rights reserved).

During Coronavirus Disease 2019 (COVID-19) pandemic, the spread of fake news on social media occurred massively. To avoid any negative impacts, people are expected to exhibit investigative behavior towards the news they encounter, including conducting fact checks. Previous research has shown that intellectual humility can influence investigative behavior when exposed to fake news about COVID-19. This study aims to examine intellectual humility’s ability to predict investigative behavior when dealing with news about the COVID-19 vaccine. The study involved 227 students (157 female and 70 male, M = 21, SD = 1.19) as respondents who were selected by convenience sampling. The instruments used in revealing the two variables are the General Intellectual Humility Scale, headlines of news articles about the COVID-19 vaccine, and the scale of investigative behavior tendencies towards news about the COVID-19 vaccine. The results showed that intellectual humility could predict investigative behavior towards fake (B = 0.89; 95% CI [0,62, 1,15], p < 0,001) and fact news headlines (B = 0,87; 95% CI [0,60, 1,15], p < 0,001) about the COVID-19 vaccine. This finding implies that higher intellectual humility in individuals is predicted to increase investigative behavior towards news about the COVID-19 vaccine.

Intellectual humility involves recognizing one’s own epistemic limitations and is associated with several beneficial outcomes. This work presents a French version of the General Intellectual Humility Scale (Leary et al., 2017) to investigate this concept in French-speaking populations. We translated the scale and, across five studies (NTotal = 2172), provide evidence of its structure (through EFA, CFA, internal consistency, test-retest reliability, and measurement invariance across French and English speakers) and the validity of its scores (convergent, divergent, and predictive). Study 1 showed that the scale related to need for evidence. Study 2 revealed that the scale (a) positively related to openness and need for cognition, (b) negatively related to dogmatism, and (c) had a negligible relationship with social desirability. In Study 3, scores predicted attention paid to the quality of persuasive arguments over and above need for closure. Study 4 showed that the scale correlated positively with another self-report measure of intellectual humility. A test-retest analysis also indicated adequate reliability for the French version of the scale. Finally, Study 5 tested measurement invariance and revealed that the structure of the scale was similar between French and English speakers and that their latent scores were comparable. Overall, this work offers evidence of the (French) General Intellectual Humility Scale as a valid measure of intellectual humility.

Previous work has suggested that the problems hindering the success of interdisciplinarity could be overcome by fostering certain intellectual character strengths in scholars. However, how to assess and cultivate the specific virtues required for interdisciplinarity among researchers is still a matter of inquiry. The general objective of this paper was to develop a psychometric instrument to assess intellectual virtues that are essential for interdisciplinary inquiry among researchers. To achieve this goal, two studies were conducted. Study 1 developed a new scale and studied its correlation with other validated measures. Study 2 focused on conducting a confirmatory analysis of the structure obtained in Study 1 and investigated the relationships between the new scale and the researchers’ levels of (i) experience and productivity in interdisciplinary collaboration and (ii) satisfaction regarding the results of their interdisciplinary inquiry. The EFA conducted for Study 1 identified four dimensions: (1) intellectual empathy, (2) open-mindedness and intellectual humility, (3) intellectual perseverance, and (4) curiosity. Indeed, the pools of items that were initially developed to measure intellectual humility and open-mindedness in a separate way converged into a unique factor or dimension. The confirmatory factor analysis conducted for Study 2 corroborated the four-dimensional structure observed in Study 1 via a new different sample. In addition, Studies 1 and 2 also analyzed convergent validity through the AVE and correlated the IVIRS with other scales that measure intellectual virtues (open-mindedness, curiosity, intellectual humility, and perseverance) in a general epistemic context. The second study demonstrated that researchers with significant experience, productivity, and satisfaction in the context of interdisciplinary investigation also presented elevated levels of the intellectual virtues that we identified as essential for such research. Our analysis demonstrates that the IVIRS is a valid measure of the intellectual virtues needed for interdisciplinarity and paves the way for the future design of interventions to cultivate these character traits in scholars.

In this final chapter I tie things together, in part, by addressing the concern that if the Benefits to Inquiry Argument is sound it will license an irrational dogmatism by allowing an agent to remain steadfast in her beliefs by appealing to some vague notion of potential future epistemic benefits. I conclude the project by discussing this worry within the context of intellectual humility and competing epistemic values. My discussion will shed light on the appropriate conclusions to draw about the scope and strength of my argument. I will also note some of the similarities between my view and three dynamic responses to disagreement, Thomas Kelly’s ‘Total Evidence View’ (2010), Jennifer Lackey’s ‘Justificationist View’ (2010a, b), and Han van Wietmarschen’s ‘Well-Groundedness’ (2013).

Background: With the development of Internet, many people with suicide risk tend to express their thoughts on social media platforms. AI-based model can early identify social media users with suicide risk and analyze their cognitive and interpersonal characteristics. Then we can do early intervention to help them.Objective: To build an automatic crisis balance analysis model based on artificial intelligence which can perform automatic early suicide identification, suicide risk classification and analyze cognitive distortion and interpersonal relationship of users. Then to validate the predictive efficiency of model.Method: Firstly, based on the suicide knowledge graph, free annotation data set was generated and then Bert-based model was built. Secondly, the data set was refined by psychology students and experts to build fine-tuning model and Psychology+ model. The Psychology+ model was used as final suicide risk assessment model. We enriched and quantified the variables of cognitive and interpersonal characteristics and built the cognitive distortion and interpersonal relationship analysis model. Using F1 score, precision, recall and accuracy to evaluate the model performance and the consistence of model results with expert judgment and scales results to evaluate the model prediction ability.Results: For the suicide risk assessment model, the F1 score, precision, recall rate and accuracy rate of the model are 77.98%, 80.75%, 75.41% and 78.68% respectively. For the cognitive distortion and interpersonal relationship analysis model, the F1 score, accuracy and recall rate of the model are 77.26%, 78.22% and 76.33% respectively. Comparing the results with the results of the scale by chi square test, there was no significant difference in cognitive distortion(P = 0.521) and interpersonal relationship(P = 0.189) aspect.Conclusion: The model showed good performance and can be used as a guideline and evaluation tool for intervention.KeywordsSuicideArtificial intelligenceSocial mediaModel validation

The extent to which anticipatory anhedonia (an important determinant of outcome in schizophrenia) is determined by interpersonal characteristics, cognitive biases, or even artifacts of measurement remains unclear. The present study aims to provide understanding cognitive, affective and phenomenological characteristics of this construct by examining the lexical characteristics of life narratives with schizophrenia with computerized lexical analysis. A total of 41 individuals with a diagnosis of schizophrenia or schizoaffective disorder completed the Indiana Psychiatric Illness Interview, and the lexical characteristics of these narratives were examined for their relationships to both anticipatory and consummatory anhedonia. Results revealed that relatively higher levels of both anticipatory and consummatory anhedonia were linked with fewer past-related words and by lesser use of first-person plural pronouns. This may suggest anhedonia is linked to diminished access to past narrative episodes and a lesser sense of shared important moments with others.

The current study examines rates of psychoactive substance use among Druze adolescent dropouts and links between use rates and socio-demographic, interpersonal, cognitive, and personality characteristics. 204 adolescents took part in the study in late 2004. Approximately 21% had consumed tobacco 10 times or more in the last year, 25% reported consuming alcohol in the same timeframe, and nearly 6% used an illegal substance at least once in the last year. Boys had significantly higher rates of alcohol and tobacco use than girls. Religiosity, attitudes and behavioral intentions regarding use were also linked with consumption of the three substances.

This research utilized a gerontology laboratory to study students’ prior contact with the elderly, their views of the elderly, their anticipated and actual experiences in the laboratory, and their perspectives of working professionally with the elderly. The instrumentation was a pretest and posttest which contained 24 descriptive physical, interpersonal, cognitive, and affective characteristics reflecting students’ views of the elderly. Learning theory was the basis for studying attitude formation. Respondents were 60 graduate and undergraduate students enrolled across the curricula of a southern university during 1989‐1991. Analysis was by paired t‐tests with a .05 level of significance. Most students reported substantial previous contact with the elderly and rated their experiences from good to excellent. Six of the 24 characteristics had significant differences from the pretest to the posttest; most were physical descriptors. Most students were excited about the laboratory experience, and two thirds co...

Background and objectiveVulvodynia is a prevalent chronic vulval pain condition affecting 10%–28% of women, and significantly impacting their health and quality of life. It is currently poorly understood and biomedical treatments achieve only modest benefits for pain and sexual functioning. A wider psychosocial conceptualization of this condition may improve outcomes. There is currently no coherent understanding of how psychosocial factors may contribute to outcomes in Vulvodynia. The aim of this review is to identify and systematically review psychosocial factors associated with pain and sexual outcomes and to inform a psychosocial model of Vulvodynia.Databases and data treatmentObservational/experimental studies reporting on the association between psychosocial factors and pain/sexual outcomes in adult women with Vulvodynia were eligible. Two reviewers independently conducted eligibility screening, data extraction and quality assessment. Twenty‐one studies were included, all focused on women with Provoked Vestibulodynia (PVD). Most of the studies were low‐to‐medium quality.Results/ConclusionA range of general/pain‐related distress and avoidance processes, and sex/intimacy avoidance or engagement processes were significantly associated with pain, sexual functioning or sexual distress and sexual satisfaction, supporting the role of a psychosocial approach to PVD. Depression, anxiety, catastrophizing, pain‐anxiety, pain acceptance, body‐exposure anxiety, attention to sexual cues, partner hostility and solicitousness, self‐efficacy and penetration cognitions are highlighted as potentially important treatment targets in PVD. Due to the limited data available, developing a psychosocial model was not possible. Directions for future research include examining the replicability and generalizability of the factors identified, exploring differences/similarities across Vulvodynia subsets and testing tailored theoretically based treatments.SignificanceThe systematic review highlights the role of psychosocial factors associated with pain and sexual functioning in Vulvodynia. The review findings reveal that Vulvodynia presents both similar and unique cognitive, behavioural and interpersonal features compared to other chronic pain conditions. There may be important roles for negative sexual cues, body image–related factors during intercourse, partner factors, self‐efficacy beliefs and penetration cognitions, in relation to pain and sexual functioning.

Language carried within it one’s affective notions, psychological struggles, and cognitive abilities. These were expressed through emotions, thoughts, and opinions that reflected one’s social role and status. In this way, language served as a vital tool for communication at the social, institutional, and interpersonal levels. Among its many forms was graffiti. Graffiti represented a form of communication that allowed writers to express their thoughts and feelings freely. This article was based on the premise that classroom wall graffiti played a significant role in voicing the opinions, emotions, and ideologies of their writers. It examined the classroom graffiti written by students at the Lebanese University’s English Department, Faculty of Arts and Humanities. The aim was to highlight the cognitive, behavioral, and interpersonal features of the students’ graffiti in order to demonstrate its effectiveness in expressing their voices. The findings showed that classroom graffiti by these students functioned as a powerful discursive social practice, enabling them to articulate the thoughts and emotions that weighed on their minds.