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Intellectual Humility Scale - Children

Before beginning the survey, we recommend playing our sound check video. You can then ask, "Could you hear that okay?"

Please play Video 1: Introduction or read this transcription to make sure the child is thinking about evidence-based beliefs. 

 
After playing the video, please ask the child: "Does that make sense?" If they say no, you can play the video again. If they still say it doesn't make sense, please say, "That's okay, let's keep going. After I read the first question, let me know if you still don't understand."

Present the following two blocks in a randomized order

Block 1: Similarity Items

Play the Similarity-First or Similarity-Second instruction video (depending on the order of blocks for this participant), or read one of following transcriptions to explain the response scale for similarity items:

  • Similarity-First Transcription

  • Similarity-Second Transcription

 

After playing the video, please ask the child: "Does that make sense?" If they say no, you can play the video again. If they still say it doesn't make sense, please say, "That's okay, let's keep going. After I read the first question, let me know if you still don't understand."

Present the following six items in a randomized order on separate pages

1. It’s important to think about whether my ideas are right or wrong. How much is this like you? ​

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2. When someone says that I am wrong, I try to understand why they think that I am wrong. How much is this like you?

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​3. I listen to other people’s ideas because they might know things that I don’t know. How much is this like you?

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4. When solving a hard problem, I learn a lot from people who have different ideas than me. How much is this like you?

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5. When I learn I am wrong about something, I change my mind. How much is this like you?

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​6. I will probably change my ideas if I learn something new that shows me that I am wrong. How much is this like you?

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Not like me​

1num(1).png

A little like me​

2num(1).png

Somewhat like me​

3num(1).png

A lot like me

Almost exactly
like me​

4num(1).png
5num(1).png

Not like me​

1num(1).png

A little like me​

2num(1).png

Somewhat like me​

3num(1).png

A lot like me

Almost exactly
like me​

4num(1).png
5num(1).png

Not like me​

1num(1).png

A little like me​

2num(1).png

Somewhat like me​

3num(1).png

A lot like me

Almost exactly
like me​

4num(1).png
5num(1).png

Not like me​

1num(1).png

A little like me​

2num(1).png

Somewhat like me​

3num(1).png

A lot like me

Almost exactly
like me​

4num(1).png
5num(1).png

Not like me​

1num(1).png

A little like me​

2num(1).png

Somewhat like me​

3num(1).png

A lot like me

Almost exactly
like me​

4num(1).png
5num(1).png

Not like me​

1num(1).png

A little like me​

2num(1).png

Somewhat like me​

3num(1).png

A lot like me

Almost exactly
like me​

4num(1).png
5num(1).png

Block 2: Frequency Items

Play the Frequency-First or Frequency-Second instruction video (depending on the order of blocks for this participant), or read one of following transcriptions to explain the response scale for frequency items:

  • Frequency-First Transcription

  • Frequency-Second Transcription

 

After playing the video, please ask the child: "Does that make sense?" If they say no, you can play the video again. If they still say it doesn't make sense, please say, "That's okay, let's keep going. After I read the first question, let me know if you still don't understand."

Present the following four items in a randomized order on separate pages

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7. How often do you think more about your ideas to see if they are actually correct?

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8. How often do you think about whether your ideas are right or wrong?

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​9. How often does listening to other people’s ideas give you new ideas?

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​10. How often do you change your mind when you find out that you are wrong?

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Never

1num(1).png

Rarely

2num(1).png

Sometimes

3num(1).png

Often

Almost always

4num(1).png
5num(1).png

Never

1num(1).png

Rarely

2num(1).png

Sometimes

3num(1).png

Often

Almost always

4num(1).png
5num(1).png

Never

1num(1).png

Rarely

2num(1).png

Sometimes

3num(1).png

Often

Almost always

4num(1).png
5num(1).png

Never

1num(1).png

Rarely

2num(1).png

Sometimes

3num(1).png

Often

Almost always

4num(1).png
5num(1).png

At the end of the survey, please debrief the participant:
"Thank you for participating in our study, you did a great job! Would you like to hear about why we're doing this study?"

If yes: "In this study, we asked questions to learn more about how kids like you think about what they already know or do not know, how they learn new things, and how they change their minds when they learn something new."

If no: "If you have questions at any point, feel free to email us!"
 

Note: Items 1, 2, 7, and 8 measure Metacognitive Core; items 3, 4, and 9 measure Other's Perspectives; and items 5, 6, and 10 measure Revising Beliefs. Items 1-6 are rated by similarity ('Not like me' ... 'Almost exactly like me'), and items 7-10 are rated by frequency ('Never' ... 'Almost always').

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The order of the two blocks (similarity and frequency) should be randomized, and the order of the items within each block should be randomized. Preview the survey flow here.

Instructions for Experimenters:
  

  • Move your cursor away from the response options when playing videos. 

  • Read slowly and clearly.

  • Read all questions and response options in a consistent, neutral tone. 

  • Read off the screen word-for-word and do not paraphrase. 

  • Do not give any feedback (e.g., "Great!") until the end of the survey.

  • For each question, read the item off the screen, then point to each option while reading it out loud. For example, "How often do you change your mind when you find out that you are wrong? Never, Rarely, Sometimes, Often, or Almost Always?" 

  • Move your cursor away from the response options after reading the question.

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How to Respond:

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  • If the child doesn't respond after 10 seconds or says "I don't know": "There are no right or wrong answers - we’re just interested in what you think!" You can also read the question again and ask, "What do you think?"
    If they still don't want to answer: "That's okay, we can skip this one," and click Next.
     

  • If the child understands the question but is unsure how to select an answer (e.g., they’re pointing to their screen or show you with their hands): "Can you tell me which number that is?"
     

  • If the child says they’re in between two response options: "Which one is it closer to? Is it closer to this one or to this one?"   (point to the options)
    If they still can’t choose after prompting them twice, leave it blank and click Next.
     

  • If the child asks for clarification, please repeat the question and say: "What do you think? There are no right or wrong answers."
    If they still don’t know: "Do you want to take a guess or skip this one?"    ​

 

Demo video coming soon

© Developing Intellectual Humility

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