{"id":791,"date":"2024-06-03T17:11:17","date_gmt":"2024-06-03T16:11:17","guid":{"rendered":"https:\/\/sites.cardiff.ac.uk\/changingattitudes\/?p=791"},"modified":"2024-06-03T17:13:59","modified_gmt":"2024-06-03T16:13:59","slug":"on-line-series-talk-philosophical-and-psychological-approaches-to-virtue-value","status":"publish","type":"post","link":"https:\/\/sites.cardiff.ac.uk\/changingattitudes\/2024\/06\/03\/on-line-series-talk-philosophical-and-psychological-approaches-to-virtue-value\/","title":{"rendered":"On Line Series Talk : Philosophical and Psychological Approaches to Virtue & Value"},"content":{"rendered":"

Wednesday 5th\u00a0June, 2.30pm – 4.00pm (London BST)<\/strong><\/p>\n

 <\/p>\n

Dr Tenelle Porter (Rowan University)<\/strong><\/h2>\n

Title: Investigating the Effect of Teachers\u2019 Intellectual Humility on Students\u2019 Interest and Learning\u00a0<\/strong><\/h4>\n

Abstract: The expression of intellectual humility \u2013 publicly admitting confusion, ignorance, and mistakes \u2013 can benefit individuals, but can it also benefit others? Five studies tested the hypothesis that teachers\u2019 expressions of intellectual humility would boost U.S. students\u2019 motivation and engagement in learning. In two pilot studies (one preregistered, combined N = 231), adults (50% women; 58% White, 25% Black) and adolescents (48% girls; 53% White, 33% Hispanic) anticipated being most comfortable expressing intellectual humility and interested in a hypothetical math class when a teacher\u2019s class description modeled expression of intellectual humility relative to when the teacher recommended that students show intellectual humility or mentioned nothing about intellectual humility. Two fully powered, preregistered experiments with undergraduates (both 50% women; Study 3: 58% Asian, 17% Hispanic or Latinx, 16% White; Study 4: 53% White, 16% Asian, 16% Hispanic or Latinx; combined N = 767) replicated these effects and identified three mechanisms: an increase in sense of acceptance with the teacher, an increase in the sense of belonging with peers, and a decrease in the belief that failure hurts learning. Study 5 (preregistered) revealed that high school students (51% girls; 92% White; N = 411) were more motivated and engaged in their classes when they perceived their teachers to be more intellectually humble, with the largest benefits for young women. Longitudinally, teachers\u2019 modeling intellectual humility predicted changes in students\u2019 grades via willingness to express intellectual humility. Teachers\u2019 intellectual humility may benefit students\u2019 interest, engagement, and learning in school.<\/p>\n

 <\/p>\n

Follow the link below to register your attendance for the talk (hosted on Zoom):<\/p>\n

 <\/p>\n

https:\/\/cardiff.zoom.us\/meeting\/register\/tZAodeygqzMqE9xL-uILT34LHucWPW3tq_oz<\/a><\/p>\n","protected":false},"excerpt":{"rendered":"

Wednesday 5th\u00a0June, 2.30pm – 4.00pm (London BST)   Dr Tenelle Porter (Rowan University) Title: Investigating the Effect of Teachers\u2019 Intellectual Humility on Students\u2019 Interest and Learning\u00a0 Abstract: The expression of intellectual humility \u2013 publicly admitting confusion, ignorance, and mistakes \u2013 can benefit individuals, but can it also benefit others? Five\u2026<\/p>\n

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