Contrasting self-report and consensus ratings of intellectual humility and arrogance

How do you see your role as a follower? A quantitative exploration of followers' role orientation

How people see and define their role in different social settings has been of interest in psychological science for several decades. However, followers' role orientations, followers' beliefs about their role in the workplace, and how they execute their roles, have mostly been omitted in research so far. Nevertheless, followers' role orientations are important as they can affect (work-related) behavior. Therefore, this study quantitatively investigates the structure, heterogeneity, and consistency of followers' role orientations as well as the role orientations' link to work-related traits and behaviors. For this purpose, content and statistical analysis of an Implicit-Followership-Theory Scale and latent profile analyses were conducted with data from two points in time via a sample of German employees (t1: n = 211, t2: n = 69). The results indicate that a passive/active work attitude (Enthusiasm) plays the most prominent part in differences in followers' role orientation, followed by a positive/negative work ethic (Industry), and cooperativeness toward the leader (Good Citizen). Moreover, followers can be differentiated according to their role orientations into three distinct types: the Anti-Prototype, the Moderate Anti-Prototype, and the Moderate Prototype. Followers of the Moderate Prototype have the highest values in work-related traits and behaviors like conscientiousness and personal initiative. Followers' profile affiliation is stable for three-quarters of the sample over 4-6 weeks. Overall, these findings point to role orientation being a (performance-related) follower characteristic, making role orientations relevant for application processes, especially for positions with frequent leader-follower interactions. Lastly, results show a current conceptual inaccuracy. They indicate the need to differentiate more rigorously between role orientations and Implicit Followership Theories (IFT), although currently both are often used synonymously. Therefore, recommendations for alterations to the used Implicit Followership Theory scale for capturing followers' role orientations are given, including the elimination of items with situational character and changes in wording and factor structure.

The Extended Social Relations Model: Understanding Dissimilation and Dissensus in the Judgment of Others

The Social Relations Model (SRM), which has been an important tool for personality researchers, presumes the variabilities in the SRM components, perceiver, target, and relationship effects, are consistent across perceivers and targets. We introduce the extended SRM (eSRM) to examine individual differences in the variances of each component of the SRM. We explore the tendency for perceivers to see targets in different ways, Dissimilation, and the tendency for targets to be viewed in different ways, Dissensus. Furthermore, slopes are used to tap the extent to which perceivers agree with other perceivers, Sensitivity, and the extent to which target judgments depend on how perceivers generally see others, Prototypicality. Moreover, the correlation of a perceiver’s judgments with how the target is generally viewed measures Accuracy, and the correlation of judgments of a target with how the perceiver generally views others measures Amplification. Standard deviations assess how a perceiver uniquely views targets, Differentiation, and how a target is uniquely viewed by perceivers, Volatility. A study illustrates the utility of these elements to understand response styles, the accuracy of judgment, and the meaning of SRM effects. The eSRM is discussed in relation to Funder’s Realistic Accuracy Model and Biesanz’s Social Accuracy Model.

Predictors and consequences of intellectual humility

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.

Intellectual humility involves acknowledging the limitations of one’s knowledge and that one’s beliefs might be incorrect. In this Review, Porter and colleagues synthesize concepts of intellectual humility across fields and describe the complex interplay between intellectual humility and related individual and societal factors.

Similar or Different Effects? Quantifying the Effects of Humility and Modesty on Job Performance

Humility and modesty are both emphasized in Eastern and Western societies. However, people usually conflate them in everyday usage. To reduce the confusion of the two constructs, it is very vital to carefully differentiate the two constructs and examine whether they lead to similar or different effects on job performance. In this study, we scrutinized the effects of the two constructs on four dimensions of job performance simultaneously, including task performance, citizenship behavior (helping and voicing), unethical pro-organizational behavior, and innovative behavior. Using a dataset of 239 employees and 77 supervisors, we showed that modesty is not related to task performance and voicing, but that it is positively related to unethical pro-organizational behavior and negatively related to helping and innovative behavior. In contrast, we showed that humility is negatively related to unethical pro-organizational behavior and positively related to task performance, helping, voicing, and innovative behavior. Our findings reveal that modesty and humility can lead to very divergent work outcomes. The results strongly support the idea that modesty and humility are distinct constructs embedded in separate nomological networks and strongly suggest that organizations should encourage employees’ humility rather than modesty. The theoretical and practical implications of this work are discussed.

Clarifying the Content of Intellectual Humility: A Systematic Review and Integrative Framework

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.

Intellectual humility: an old problem in a new psychological perspective

Though having been emphasised by philosophers and theologians for centuries, it is only in the last few years that the concept of intellectual humility has been explicitly defined and studied by empirical psychology. However, it has been long enough to recognise the prominent role that being intellectually humble plays for humane functioning, both at an intra- and inter-individual level. Having started with a broader philosophical and historical context, the present paper discusses the psychological conceptualisations of intellectual humility. Then the recent empirical studies are reviewed, including four strands of research referring to personality traits, cognitive functioning, social relations and religiosity. After presenting selected results, the prospects of psychological research on intellectual humility are discussed, including the limitations and challenges of measurement techniques as well as possible directions for future studies.

Intellectual humility and perceptions of political opponents

OBJECTIVE

Intellectual humility (IH) refers to the recognition that personal beliefs might be wrong. We investigate possible interpersonal implications of IH for how people perceive the intellectual capabilities and moral character of their sociopolitical opponents and for their willingness to associate with those opponents.

METHOD

In four initial studies (N = 1,926, M_age  = 38, 880 females, 1,035 males), we measured IH, intellectual and moral derogation of opponents, and willingness to befriend opponents. In two additional studies (N = 568, M_age  = 40, 252 females, 314 males), we presented participants with a specific opponent on certain sociopolitical issues and several social media posts from that opponent in which he expressed his views on the issue. We then measured IH, intellectual, and moral derogation of the opponent, participants' willingness to befriend the opponent, participants' willingness to "friend" the opponent on social media, and participants' willingness to "follow" the opponent on social media.

RESULTS

Low-IH relative to high-IH participants were more likely to derogate the intellectual capabilities and moral character of their opponents, less willing to befriend their opponents, and less willing to "friend" and "follow" an opponent on social media.

CONCLUSIONS

IH may have important interpersonal implications for person perception, and for understanding social extremism and polarization.

Foundations of Arrogance: A Broad Survey and Framework for Research

We consider the topic of arrogance from a cross-disciplinary viewpoint. To stimulate further research, we suggest three types of arrogance (individual, comparative, and antagonistic) and six components contributing to them, each logically related to the next. The components progress from imperfect knowledge and abilities to an unrealistic assessment of them, an unwarranted attitude of superiority over other people, and related derisive behavior. Although each component presumably is present to some degree when the next one operates, causality might flow between components in either direction. The classification of components of arrogance should reduce miscommunication among researchers, as the relevant concepts and mechanisms span cognitive, motivational, social, and clinical domains and literatures. Arrogance is an important concept warranting further study for both theoretical and practical reasons, in both psychopathology and normal social interaction. Everyone seems to have qualities of arrogance to some degree, and we consider the importance of arrogance on a spectrum. We contend that humankind can benefit from a better understanding of the cognitive limitations and motivational biases that, operating together, appear to contribute to arrogance. We bring together information and questions that might lead to an invigorating increase in the rate and quality of cross-disciplinary research on arrogance.

Does humility facilitate knowledge sharing? Investigating the role of humble knowledge inquiry and response

Purpose

Despite the strong focus on virtues in firms, humility is little recognized in the management literature and, more particularly in the literature about knowledge sharing (KS). Despite efforts to foster KS among employees in firms, the effectiveness of this process narrows down to the dyadic relationship between the knowledge seeker and provider within firm. This paper aims to investigate the role of humility in the KS process in dyadic activity.

Design/methodology/approach

The authors undertake an exploratory investigation to fill some of the gaps found in the literature. The paper draws insights from psychology, history, religion, current events and management literature.

Findings

The authors identify several individual propensities that help predict humility towards sharing knowledge from seeker (humble knowledge-inquiry) and provider perspectives (humble response). They propose a new conceptual process model of KS with humility as an important variable to consider. This work highlights several promising directions for future research.

Originality/value

As per the authors’ knowledge, this is the first paper that investigates the role of humility in knowledge sharing from dyadic perspective. The authors also introduce concepts of humble knowledge inquiry and humble response in a dyadic context for effective knowledge sharing process.

Leaders' Expressed Humility and Followers' Feedback Seeking: The Mediating Effects of Perceived Image Cost and Moderating Effects of Power Distance Orientation

We developed and tested a model to identify the role of leaders' expressed humility on employees' feedback-seeking processes. The data used in our study was from a sample of 248 employees and 57 of their immediate supervisors. The results revealed that: (1) leader's expressed humility positively related to employees' feedback seeking mediated by employees' perceived image cost; and (2) power distance orientation moderated the relationship between leader's expressed humility and employees' perceived image costs, such that the relationship was stronger when the power distance orientation was lower rather than higher. The results offer new insight into potential managerial practices that aim at stimulating feedback seeking. We conclude with a discussion for future research.

Sociodemographic Differences in Humility: The Role of Social Relations

The present research builds upon recent scientific developments in the field of social relations and ongoing advances in the study of humility. We examine whether gender, education, and racial/ethnic group are associated with humility as well as how social relations mediate the association between these sociodemographic variables and humility across the life course. Data are from the Detroit Community Study and were collected via a telephone survey focused on three groups prominent in the metro-Detroit area: Arab Americans, African Americans, and Non-Hispanic White Americans (N=907). Findings indicate that racial/ethnic group membership is associated with humility. Arab Americans and African Americans report greater humility than Whites. Further, social relations partially mediate this association, but only among Arab Americans. Arab Americans report a higher proportion of family than White Americans, which are associated with greater humility. Examination of whether these links depend on age indicates that the partial mediating role of social relations on the link between race/ethnicity and humility is replicated among older, but not younger adults. Findings are discussed within a developmental science perspective to consider the relational aspects of the individual and context over the life course.

Intelligence and Neurophysiological Markers of Error Monitoring Relate to Children's Intellectual Humility

This study explored developmental and individual differences in intellectual humility (IH) among 127 children ages 6-8. IH was operationalized as children's assessment of their knowledge and willingness to delegate scientific questions to experts. Children completed measures of IH, theory of mind, motivational framework, and intelligence, and neurophysiological measures indexing early (error-related negativity [ERN]) and later (error positivity [Pe]) error-monitoring processes related to cognitive control. Children's knowledge self-assessment correlated with question delegation, and older children showed greater IH than younger children. Greater IH was associated with higher intelligence but not with social cognition or motivational framework. ERN related to self-assessment, whereas Pe related to question delegation. Thus, children show separable epistemic and social components of IH that may differentially contribute to metacognition and learning.