Exploring the relationship between intellectual humility and academic performance among post-secondary students: The mediating roles of learning motivation and receptivity to feedback

Abstract

Focusing on the sub-domain of intellectual humility, this study tested a path model and hypothesised that intellectual humility enhanced academic performance via stronger intrinsic motivation and greater receptivity to feedback. A sample of 217 post-secondary students enrolled in sub-degree programmes in Hong Kong participated in an online survey and reported their semester grade point averages (GPAs) three months later. Results showed a small, positive indirect effect of intellectual humility on academic performance through receptivity to feedback, where more intellectually humble students were more receptive to coursework feedback in that they perceived it as constructive and engaged with it more, and had subsequently higher GPAs. While intellectual humility positively predicted intrinsic motivation, intrinsic motivation was not significantly predictive of academic performance. By conducting a path analysis on variables previously identified as correlates of intellectual humility, this study suggested that intellectual humility may facilitate academic performance via active engagement and learning behaviour underpinning effective self-regulation.