Department of Psychology, University of California, Berkeley, Berkeley, CA, USA.
Department of Counseling, Educational Psychology, and Special Education, Michigan State University, East Lansing, MI, USA.
J Pers. 2020 Aug;88(4):762-779. doi: 10.1111/jopy.12524. Epub 2019 Dec 10.
Guided by a functional account of awe, we aimed to test the hypothesis that people who often feel awe are also more curious (Studies 1 and 2), and that this relationship in turn relates to academic outcomes (Study 3).
In Study 1 (n = 1,005), we used a self-report approach to test the relationship between dispositional awe and curiosity. In Study 2 (n = 100), we used a peer-report approach to test if participants' dispositional awe related to how curious they were rated by their friends. In Study 3, in a sample of 447 high school adolescents we tested if dispositional awe related to academic outcomes via curiosity.
We found that dispositional awe was positively related to people's self-rated curiosity (Study 1) and how curious they were rated by their friends (Study 2). In Study 3, we found that dispositional awe was related to academic outcomes via curiosity.
We conclude that among the seven positive emotion dispositions tested, awe was related to unique variance in curiosity, and this link in turn predicted academic outcomes. This work further characterizes awe as an epistemic emotion and suggests that activities that inspire awe may improve academic outcomes.
受敬畏的功能解释的指导，我们旨在检验以下假设：经常感到敬畏的人也更有好奇心（研究 1 和 2），而这种关系反过来又与学业成绩有关（研究 3）。
在研究 1（n=1005）中，我们使用自我报告的方法来检验特质敬畏与好奇心之间的关系。在研究 2（n=100）中，我们使用同伴报告的方法来检验参与者的特质敬畏是否与他们的朋友对他们的好奇心评价有关。在研究 3 中，我们在 447 名高中生样本中测试了特质敬畏是否通过好奇心与学业成绩有关。
我们发现，特质敬畏与人们的自我报告的好奇心（研究 1）以及他们的朋友对他们的好奇心评价（研究 2）呈正相关。在研究 3 中，我们发现特质敬畏通过好奇心与学业成绩有关。
我们得出结论，在测试的七种积极情绪特质中，敬畏与好奇心的独特差异有关，而这种联系反过来又预示着学业成绩。这项工作进一步将敬畏描述为一种认知情感，并表明激发敬畏的活动可能会提高学业成绩。
