Project Summary

As schools continue to educate young minds for the future, there has been an increasing difference in students' approaches to challenges in learning. Some students embrace it, while others reject it. This is due to a variety of socioeconomic factors, and has especially been highlighted by the recent pandemic. Students who embrace challenges are known to have mastery behaviors, which is to improve on previously missed skills. Students with mastery behaviors have increased internal satisfaction and higher grades. One possible solution to help increase these mastery behaviors is through intellectual humility; a relatively new field. Intellectual humility is the belief that you can be wrong, accompanied by an attempt to learn. So how can we increase intellectual humility? And if possible, should we be teaching children to be more intellectually humble at a younger age? This is the question my study seeks to answer. I will be gathering participants from both Nyack High School and Nyack Middle School. Three groups will be created in each school that will be shown different videos, designed to either increase, decrease, or serve as a control for intellectual humility. Afterwards, I will compare the means of the groups to see if my videos successfully increased intellectual humility and mastery behaviors. I will then see which age group had the highest changes in intellectual humility. My study may offer ways to increase intellectual humility and help figure out what age group accepts learning about intellectual humility the best.