Intellectual virtues are important characteristics for pursuing life-long learning. Unfortunately, some intellectual virtues are not conceptualized or empirically assessed using a life-long, or developmental, framework; one such intellectual virtue is that of intellectual humility (IH). The purpose of this study is to begin to contribute to the development of a change-sensitive, self-report measure of IH. Using a sample of first-year United States Military Academy cadets (N =1,257), the study assessed the factor structure of a self-report adaptation of an already existing other-report IH measure, the Intellectual Humility Scale (IHS; McElroy et al., 2014). In addition, the present analyses assessed whether the measure was invariant by gender (i.e., men and women). The self-report IHS showed best model fit with a two-factor structure, and this factor structure was invariant by gender, with only a minor modification. By establishing the foundation for a psychometrically sound self-report measure of IH, researchers can begin to measure IH developmentally, to assess how this intellectual virtue may co-act within the individualcontext process of life-long learning
Electronic reproduction. Ann Arbor, Mich. : ProQuest, 2017
