Mastery behaviors—such as seeking challenges and persisting after setbacks—can advance learning, but less is known about dispositions that promote them. In five studies (N = 1074), we find intellectual humility predicts mastery behaviors independent of a growth mindset. In Study 1, those higher in intellectual humility invested more effort to learn about a topic they initially failed to master. In Studies 2 and 3, high school students with more intellectual humility had higher mastery responses and higher teacher-reported mastery behaviors. In Study 4, intellectually humble high school students had higher mastery behaviors on a performance task. In Study 5, participants encouraged to be more intellectually humble invested more effort to learn about a topic they initially failed to master. The overall effect size across studies was 0.17 after accounting for growth mindset and gender, suggesting that intellectual humility boosts pursuit of mastery.

精通的行为（例如寻求挑战并在挫折后坚持不懈）可以促进学习，但对于促进它们的性格知之甚少。在五项研究（ñ = 1074），我们发现知识分子的谦卑可以预测精通行为，而与成长心态无关。在研究1中，那些谦虚的人投入了更多的精力来学习他们最初未能掌握的主题。在研究2和3中，具有较高知识谦逊感的高中生具有较高的掌握反应和较高的老师报告的掌握行为。在研究4中，智力低下的高中生在表演任务上具有较高的掌握行为。在研究5中，鼓励参与者变得更加谦虚，投入更多的精力来学习他们最初未能掌握的主题。在考虑了成长心态和性别之后，整个研究的总体效应大小为0.17，这表明智力上的谦卑促进了对精通的追求。