Author ORCID Identifier
https://orcid.org/0009-0005-6869-3047
Defense Date
2025
Document Type
Thesis
Degree Name
Master of Science
Department
Psychology
First Advisor
Jeffrey Green
Abstract
Might intellectual humility (IH) be contagious? Across two studies, we examined how individuals respond to constructive criticism depending on whether the feedback-giver demonstrated IH—defined as acknowledging one’s limitations and valuing learning. We focused on outcomes related to intellectual (or epistemic) openness in the context of writing, including self-focused state IH (acknowledging one’s own knowledge limitations), other-focused IH (valuing the insights of a peer expert), corrigibility (comfort with being corrected), feedback engagement, and attitudes toward future academic help-seeking in writing (AHS).
In Experiment 1, participants received feedback from a peer who conveyed IH through a brief self-descriptive statement. This subtle manipulation did not produce significant differences in perceived IH or primary outcomes, though moderation analyses revealed that peer humility influenced the relationship between select traits and AHS attitudes.
Experiment 2 addressed these limitations with a more salient, video-based manipulation in which a peer recounted a tutoring experience that either demonstrated IH “in action” or did not. This approach was more effective: participants in the humility condition perceived greater IH in the intended direction, and it was the only observer-rated trait that significantly differed between conditions. While the manipulation did not directly impact the primary outcomes, a small but significant interaction was observed between peer humility and trait narcissism—replicating the pattern from Experiment 1. Specifically, receiving feedback from a humble peer weakened the association between narcissism and perceiving AHS as a threat. Post hoc exploratory analyses further revealed that the manipulation’s effect on feedback engagement, corrigibility, and AHS attitudes (though not self- or other-focused IH) was moderated by how much IH participants detected in their peer.
Together, these studies offer valuable insight into the effects and boundaries of humility contagion—highlighting how, when, and to what extent witnessing IH in others may shape our own epistemic openness in a specific context.
Rights
© The Author
Is Part Of
VCU University Archives
Is Part Of
VCU Theses and Dissertations
Date of Submission
4-29-2025