Search

Recent studies have suggested that intellectual humility (IH) might facilitate (a) better learning outcomes, (b) more scientific mindedness, and (c) better peer and professional relationships. However, recent philosophical work has raised concerns that too much IH might lead to intellectual servility (IS), and thus might be vicious (albeit not blameworthy) rather than virtuous. We define IS as a disposition to over-own one's intellectual limitations and disregard one's intellectual strengths. We begin by outlining the importance of distinguishing IS from IH, noting that marginalized social groups (e.g., students of color) may be at greater risk for developing the vice of IS than the vice of intellectual arrogance. Then, in a sample of 94 racially diverse undergraduate students, we provide evidence that IS may be detrimental in educational contexts. IS was positively related to maladaptive perfectionism, and it was negatively related to civic engagement, conscientiousness, and openness. We conclude by discussing implications for fostering virtuous IH in higher educational settings. Namely, if IH interventions do not correct for the possibility of over-owning limitations, we risk exacerbating IS.

We investigated the relationship between self-reported multicultural competence and social issues awareness among school counselors and raters' assessment of multicultural orientation skills (cultural humility and cultural comfort) using a recorded mock counseling session. Results revealed a positive correlation between multicultural competence and cultural comfort. However, findings demonstrated overestimated self-reports of multicultural competence compared to raters' assessment of cultural humility. We discuss overreliance on self-report of multicultural competence and address implications for further research.

Prior research has linked victimization to mental health outcomes, but more work is needed to understand factors that may serve a protective role. In the present study, in a sample of 290 undergraduates who had experienced bullying, we examined a moderated-mediator model in which self-esteem mediates the relationship between victimization and depressive symptoms later in life. We hypothesized that this direct path would be weaker at higher levels of self-forgiveness. We discuss implications for future research and practice.

More than twenty different models of how forgiveness occurs have been proposed within forgiveness literature. One idea highlighted in many of these models was that forgiveness entails, at some point, a decision to forgive the offender. The Decision to Forgive Scale (DTFS) is a 5-item measure that allows the assessment of this construct. The aim of this study is to translate and validate the DTFS into Spanish (DTFS-S) and to provide evidence of measurement invariance across Spanish and American samples. The scale was translated using the back-translation process. A total of N = 571 participants completed the final version of the DTFS-S. Confirmatory factor analyses were computed to assess dimensionality, test for measurement invariance across populations, and provide evidence differentiating decisional forgiveness from total forgiveness. Reliability and additional validity analyses were performed. Results indicated a unidimensional structure of the scale. Partial metric invariance was achieved between Spanish and American samples. A 4-factor model demonstrated that DTFS-S is different from the Transgression-Related Inventory of Motivations (TRIM)-18-S (i.e., Spanish version) subscales. The results obtained suggested that scores on the Spanish version of the Decision To Forgive Scale are reliable and correlate with theoretically consistent variables. Researchers should consider the differences between cultures when assessing decisional forgiveness., Author(s): Silvia Recoder [sup.1] , María Gámiz [sup.1] , Everett L. Jr Worthington [sup.2] , Don E. Davis [sup.3] , Maria Fernández-Capo [sup.1] Author Affiliations: (1) grid.410675.1, 0000 0001 2325 [...]