Student and teacher intellectual humility at a diverse research university: the role of academic, demographic, and behavioral metrics.
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| Title: | Student and teacher intellectual humility at a diverse research university: the role of academic, demographic, and behavioral metrics. |
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| Authors: | DeVries, Jeffrey M. (AUTHOR), Orona, Gabe Avakian (AUTHOR), Arum, Richard (AUTHOR) |
| Source: | Studies in Higher Education. Mar2026, Vol. 51 Issue 3, p471-488. 18p. |
| Subjects: | Humility, College teacher attitudes, News consumption, Teaching methods, Psychology of students, Behavioral assessment, Universities & colleges |
| Abstract: | The development of intellectual humility (IH) is increasingly important to institutions of higher learning and society in general. IH disposes individuals to reflect on their own fallibility and relates to their willingness to change their beliefs in light of new evidence. This study explores the complementary role of students' perceptions of their own and their instructors' IH. It compares them across different course subjects and types in a large, diverse American West Coast university. We examine students' (n = 1,272) IH across multiple classrooms and multiple students' ratings of the same instructors (n = 1,070 instructors). Results indicate that students' IH and perceived instructor IH vary considerably across classroom contexts, but average student and instructor IH are positively correlated with each other. Student and instructor IH was lower in social science classrooms than in arts and humanities courses; at the same time, student and instructor IH was higher in STEM and health classes than in arts and humanities courses. However, much of the variation due to course subjects was accounted for by course types. Instructor IH was lower in lectures, labs, and discussions, while student IH was lower in lectures and seminars but higher in labs. Furthermore, neutral news-seeking behaviors positively predicted student IH, suggesting the significance of this trait in balancing perspectives. Our results provide a basis for future research examining IH and its relationship to student outcomes and classroom contexts and for policies to support its development in students. [ABSTRACT FROM AUTHOR] |
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| Database: | Psychology and Behavioral Sciences Collection |
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| Abstract: | The development of intellectual humility (IH) is increasingly important to institutions of higher learning and society in general. IH disposes individuals to reflect on their own fallibility and relates to their willingness to change their beliefs in light of new evidence. This study explores the complementary role of students' perceptions of their own and their instructors' IH. It compares them across different course subjects and types in a large, diverse American West Coast university. We examine students' (n = 1,272) IH across multiple classrooms and multiple students' ratings of the same instructors (n = 1,070 instructors). Results indicate that students' IH and perceived instructor IH vary considerably across classroom contexts, but average student and instructor IH are positively correlated with each other. Student and instructor IH was lower in social science classrooms than in arts and humanities courses; at the same time, student and instructor IH was higher in STEM and health classes than in arts and humanities courses. However, much of the variation due to course subjects was accounted for by course types. Instructor IH was lower in lectures, labs, and discussions, while student IH was lower in lectures and seminars but higher in labs. Furthermore, neutral news-seeking behaviors positively predicted student IH, suggesting the significance of this trait in balancing perspectives. Our results provide a basis for future research examining IH and its relationship to student outcomes and classroom contexts and for policies to support its development in students. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 03075079 |
| DOI: | 10.1080/03075079.2025.2472921 |
