1,721,055 research outputs found
sj-docx-1-psp-10.1177_01461672221080979 – Supplemental material for Fallibility Salience Increases Intellectual Humility: Implications for People’s Willingness to Investigate Political Misinformation
No full textSupplemental material, sj-docx-1-psp-10.1177_01461672221080979 for Fallibility Salience Increases Intellectual Humility: Implications for People’s Willingness to Investigate Political Misinformation by Jonah Koetke, Karina Schumann, Tenelle Porter and Ilse Smilo-Morgan in Personality and Social Psychology Bulletin</p
Supplementary_Online_Materials - Changing Learner Beliefs in South African Townships: An Evaluation of a Growth Mindset Intervention
No full textSupplementary_Online_Materials for Changing Learner Beliefs in South African Townships: An Evaluation of a Growth Mindset Intervention by Tenelle Porter, Ammaarah Martinus, Rebecca Ross, Cameron F. Cyster and Kali Trzesniewski in Social Psychological and Personality Science</p
sj-docx-1-pss-10.1177_09567976211061109 – Supplemental material for Growth-Mindset Intervention Delivered by Teachers Boosts Achievement in Early Adolescence
No full textSupplemental material, sj-docx-1-pss-10.1177_09567976211061109 for Growth-Mindset Intervention Delivered by Teachers Boosts Achievement in Early Adolescence by Tenelle Porter, Diego Catalán Molina, Andrei Cimpian, Sylvia Roberts, Afiya Fredericks, Lisa S. Blackwell and Kali Trzesniewski in Psychological Science</p
Going Beyond Counting First Authors in Author Co-citation Analysis
Get PDFThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
PERC Validation
No full textExamining measurement validity of the Persistence, Effort, Resilience and Challenge-seeking (PERC) tas
Opening the Mind to Learn: Intellectual Humility and Growing from Mistakes
No full textAll humans err, but individuals differ in how they react to their mistakes, and whether they are willing to correct them. In the current study we test whether intellectual humility, recognizing the limits of one's knowledge, helps students react more adaptively when they make mistakes. In one arm of the study, we measure individual differences in self-reported intellectual humility and test whether it correlates with a behavioral measure of remediation. In the two additional arms of the study, we test whether boosting intellectual humility increases students' willingness to correct their errors. Here we randomly assign students to read information about the benefits of intellectual humility, or information about the benefits of healthy eating and nutrition. We then asses their responses to mistakes. We predict those in the intellectual humility condition will be more likely to correct their errors than those in the nutrition condition.
Publication: Porter, T., Schumann, K., Selmeczy, D., & Trzesniewski, K. (2020). Intellectual humility predicts mastery behaviors when learning. Learning and Individual Differences, 80, 101888. https://doi.org/10.1016/j.lindif.2020.10188
Promoting Intellectual Humility in Classrooms
No full textStudents learn more when they can admit what they do not know. Yet many students feel embarrassed about sharing when they are confused or do not understand. What are the classroom features that bring these feelings on most, or the least? We investigate these questions by asking students to share about when they have found it easy or difficult to admit ignorance and confusion in school. We will code students' responses for clues about how to promote these expressions of intellectual humility in classrooms in order to maximize learning for all students.
Publication: Porter, T., & Cimpian, A. (2023). A context’s emphasis on intellectual ability discourages the expression of intellectual humility. Motivation Science, 9(2), 120–130. https://doi.org/10.1037/mot000028
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