CSL REPOSITORY-English

This questionnaire was developed based on the hypothesis that people's intellectual humility may vary by specific topic or issues. Thus, the questionnaire contains items that can be easily adapted to a specific topic/issue. 


It contains 9 statements to which participants indicate how well or poorly each statement described them and their views about the domain or topic using on 5-point scale from 1= not at all like me to 5 = very much like me.


Source: Hoyle, R. H., Davisson, E. K., Diebels, K. J., & Leary, M. R. (2016). Holding specific views with humility: Conceptualization and measurement of specific intellectual humility. Personality and Individual Differences, 97, 165–172. https://doi.org/10.1016/j.paid.2016.03.043

A 22-item survey asking participants to rate all items on a 5-point Likert scale ranging from 1 strongly disagree to 5 strongly agree.


Intellectual humility is conceptualized as "a nonthreatening awareness of one’s intellectual fallibility", resulting in "openness to revising one’s viewpoints, lack of overconfidence about one’s knowledge, respect for the viewpoints of others, and lack of threat in the face of intellectual disagreements."


Source: Krumrei-Mancuso, E. J., & Rouse, S. V. (2016). The development and validation of the comprehensive intellectual humility scale. Journal of Personality Assessment, 98(2), 209–221. https://doi.org/10.1080/00223891.2015.1068174 

Six items to which participants respond on a 5-point scale with endpoints labeled not at all like me and very much like me.

In this scale, intellectual humility is conceptualized as "recognizing that a particular personal belief may be fallible, accompanied by an appropriate attentiveness to limitations in the evidentiary basis of that belief and to one’s own limitations in obtaining and evaluating relevant information".

Leary, M. R., Diebels, K. J., Davisson, E. K., Jongman-Sereno, K. P., Isherwood, J. C., Raimi, K. T., Deffler, S. A., & Hoyle, R. H. (2017). Cognitive and Interpersonal Features of Intellectual Humility. Personality and Social Psychology Bulletin, 43(6), 793–813. https://doi.org/10.1177/0146167217697695

In this small questionnaire, we want to know from you how you think about the future of schools. Such reflections about the future are based on an activity or approach called scenario thinking or scenario technique. It is about creating specific scenarios about the possible and preferred future, regarding a particular question.  We will focus on the future of school in the year 2040. Imagine it is the year 2040 - What will the secondary school that you are currently attending, or that you went to as a student, be like?  Think about the range of possible scenarios (i.e. think about what you consider realistically possible). In this questionnaire, we will ask you to describe a scenario of your most preferred (possibl…

The Six Ways to Well-Being (6W-WeB) is a measure of valued action (anything that an individual finds important and meaningful). It assesses valued activity in six behavioral domains that have been shown to promote well-being and mental health.

You can complete this anonymous survey an unlimited number of times and you can view all your previous responses. 

In this survey, you will learn about eight Design Principles (or if you are already familiar with the design principles, you will get a short summary of them), and you will be asked how well your group is doing on each of them. Becoming more aware of the design principles and improving their implementation can substantially increase the efficacy of your group.