1- Ph.D. Candidate ,Department of Psychology , BA.C.,Islamic Azad University , Bandar Abbas, Iran
2- Associate Professor,Department of Psychology , BA.C.,Islamic Azad University , Bandar Abbas, Iran ,afakhraei2002@iau.ac.ir
3- Assisstance Professor,Department of Psychology , BA.C.,Islamic Azad University , Bandar Abbas, Iran
2- Associate Professor,Department of Psychology , BA.C.,Islamic Azad University , Bandar Abbas, Iran ,
3- Assisstance Professor,Department of Psychology , BA.C.,Islamic Azad University , Bandar Abbas, Iran
Abstract: (70 Views)
Objective: This study aimed to evaluate the psychometric properties of the Intellectual Humility Questionnaire among students at Islamic Azad University, Bandar Abbas Branch, using a developmental psychometric approach.
Methods: A total of 500 students were selected through cluster sampling, and data from 492 participants were analyzed. The instrument was the Intellectual Humility Questionnaire developed by Cromery and Rose (2016). Content validity was assessed using the Waltz and Bausell method, calculating the Content Validity Ratio (CVR) and Content Validity Index (CVI). Item analysis was conducted using Classical Test Theory (CTT) and Graded Item Response Theory (IRT). Factor structure, item information functions, and reliability indices were examined.
Results: Content validity indices indicated satisfactory CVR and CVI values. Factor analysis supported a four-factor structure: intellectual independence, respect for others’ opinions, openness to reconsideration, and overconfidence, with factor loadings ranging from 0.60 to 0.92. Item 1 showed the highest loading (0.85) for intellectual independence, and item 19 showed the highest loading (0.92) for overconfidence. Item information function analysis revealed that most items provided maximum information around the average theta level. Item 1 was most informative within θ = 0 to +1.6, and item 19 within θ = −2 to +1.6. IRT marginal reliability coefficients ranged from 0.80 to 0.90. Internal consistency analysis showed an overall Cronbach’s alpha of 0.899, with subscale reliabilities ranging from 0.778 to 0.846.
Conclusions: The findings indicate that the Intellectual Humility Questionnaire demonstrates strong validity, reliability, and measurement precision, making it a suitable tool for assessing intellectual humility among university students.
Methods: A total of 500 students were selected through cluster sampling, and data from 492 participants were analyzed. The instrument was the Intellectual Humility Questionnaire developed by Cromery and Rose (2016). Content validity was assessed using the Waltz and Bausell method, calculating the Content Validity Ratio (CVR) and Content Validity Index (CVI). Item analysis was conducted using Classical Test Theory (CTT) and Graded Item Response Theory (IRT). Factor structure, item information functions, and reliability indices were examined.
Results: Content validity indices indicated satisfactory CVR and CVI values. Factor analysis supported a four-factor structure: intellectual independence, respect for others’ opinions, openness to reconsideration, and overconfidence, with factor loadings ranging from 0.60 to 0.92. Item 1 showed the highest loading (0.85) for intellectual independence, and item 19 showed the highest loading (0.92) for overconfidence. Item information function analysis revealed that most items provided maximum information around the average theta level. Item 1 was most informative within θ = 0 to +1.6, and item 19 within θ = −2 to +1.6. IRT marginal reliability coefficients ranged from 0.80 to 0.90. Internal consistency analysis showed an overall Cronbach’s alpha of 0.899, with subscale reliabilities ranging from 0.778 to 0.846.
Conclusions: The findings indicate that the Intellectual Humility Questionnaire demonstrates strong validity, reliability, and measurement precision, making it a suitable tool for assessing intellectual humility among university students.
Keywords: Intellectual Humility, Psychometrics, Classical theory of test scores, Graded item-response theory
Type of Study: Original |
Subject:
Evolutionary Psychology
Received: 2025/06/3 | Accepted: 2025/09/27
Received: 2025/06/3 | Accepted: 2025/09/27
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