Are awe‐prone people more curious? The relationship between dispositional awe, curiosity, and academic outcomes

Anderson, Craig L.; Dixson, Dante D.; Monroy, María; Keltner, Dacher

doi:10.1111/jopy.12524

Cited by 76 publications

(67 citation statements)

References 95 publications

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“…In addition, awe reduces negative emotions from study stress and thus has positive psychological effects on study engagement (Fredrickson, 2001). Moreover, people with dispositional awe are more curious and seek more knowledge, thus encouraging them to engage more in their studies (Anderson et al, 2020). Students with high dispositional awe are more engaged in their studies, which noticeably weakens the relationship between future focus and study engagement.…”

Section: The Moderating Role Of Dispositional Awementioning

confidence: 99%

How does future focus promote study engagement? A moderated mediation model of self‐esteem and dispositional awe

Zhang

Feng

2020

Psychology in the Schools

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Sufficient engagement in studying promotes students' academic performance and ability to compete in the job market. In this study, we explore the role of future focus and dispositional awe in stimulating college students' study engagement. To examine our hypotheses, we conducted a questionnaire survey with 237 students from a national college in China. The results indicate that future focus is positively related to study engagement and that self-esteem mediates this relationship. Moreover, the mediating effect of self-esteem is moderated by dispositional awe such that the mediation relationship is weaker when the level of awe is higher. Implications and directions for future research are discussed. K E Y W O R D S dispositional awe, future focus, self-esteem, study engagement 1 | INTRODUCTION "You have to study hard for a better future!" Students have always heard these words from their teachers or parents and it's a common and effective incentive. Besides, scholars reveal that focusing on one's future is the key to goal pursuit in meaningful life (Andre et al., 2019). However, numerous students are indulged in the present temptation (e.g., internet or social networking sites) when they come to colleges. These activities may have many negative effects on study engagement, such as skipping class, playing games in classes, losing interest in learning, refusing to participate in social activities, and even dropping out (Li et al., 2019; Wang et al., 2018). These students ignore the truth that higher education is future-oriented as it contains the utility

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Section: The Moderating Role Of Dispositional Awementioning

confidence: 99%

How does future focus promote study engagement? A moderated mediation model of self‐esteem and dispositional awe

Zhang

Feng

2020

Psychology in the Schools

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“…Lastly, becoming aware of the limitation of one’s knowledge itself (McPhetres, 2019) can potentially threaten self-efficacy by eroding trust in one’s senses as a reliable source of understanding. However, at the same time, such awareness can provoke curiosity and the desire to seek the rewards of learning (C. L. Anderson et al, 2019; McPhetres, 2019; Valdesolo et al, 2016).…”

Section: Introductionmentioning

confidence: 99%

Individual and Cultural Differences in Predispositions to Feel Positive and Negative Aspects of Awe

Nakayama

Nozaki

Taylor

et al. 2020

Journal of Cross-Cultural Psychology

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Psychological research on awe has largely focused on its positive dimensions, both in terms of the experiential state of awe and individual trait-based predispositions to awe experience. Little is known, however, about awe’s negative-valence dimensions, such as individual tendencies to experience awe as threatening. To gain a broader understanding of awe, the current study investigates individual predispositions to feel negative aspects of awe (i.e., threat) and positive aspects of awe (e.g., beauty) and examines how these two tendencies are interrelated. Additionally, this study uses both Japanese and US samples to explore whether predispositions to feel awe vary across cultures. Two studies (total N = 1245) suggests that in both Japanese and US samples, predispositions to feel positive and negative aspects of awe were separable. However, there were cultural differences: North Americans were more predisposed to feel positive aspects than Japanese, and the predispositions to feel positive and negative aspects were positively correlated for Japanese, but not North Americans. This contributes to a better understanding of how the valence of awe may be influenced by culturally-mediated patterns of affect.

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“…For instance, awe has been linked to increased curiosity, better academic outcomes, and enhanced wellbeing. 31,32 When used with proper preparation, support, and integration, psychedelic experiences have been described as awe-provoking and incredibly personally meaningful: in one study in which participants were given psilocybin, two-thirds subsequently rated their session among the five most meaningful experiences of their entire lifetime. 33 Hendricks postulated that awe is an important mechanism underlying psychedelics’ therapeutic benefits, specifically by promoting unitive experiences as well as feelings of sacredness and gratitude.…”

Section: Parallelsmentioning

confidence: 99%

Psychedelics and virtual reality: parallels and applications

Aday

Davoli

Bloesch

2020

Therapeutic Advances in Psychopharmacology

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Psychedelic drugs and virtual reality (VR) each have the capacity to disrupt the rigidity and limitations of typical conscious experience. This article delineates the parallels among psychedelic and VR states as well as their potential synergistic applications in clinical and recreational settings. Findings indicate that, individually, psychedelics and VR are used in analogous ways to alter sensory experience and evoke awe. They are also both used in tandem with traditional therapies to treat a variety of mood disorders; their shared capacity to transiently alter perspective and disrupt rigid patterns of mental experience may underly their analogous and transdiagnostic therapeutic uses. In terms of their combined applications, a number of recreational users currently utilize psychedelics and VR together to enhance their experience. We propose that VR may be a useful tool for preparing hallucinogen-naïve participants in clinical trials for the sensory distortions experienced in psychedelic states. Given the critical role of “setting” in psychedelic treatment outcomes, we also detail how VR could be used to optimize the environment in psychedelic sessions. Finally, we provide considerations for future studies and detail how advancements in psychedelic and VR research can inform one another. Collectively, this article outlines a number of connections between psychedelics and VR, and, more broadly, is representative of growing scientific interest into the interactions among technology, psychopharmacology, and mental health.

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Are awe‐prone people more curious? The relationship between dispositional awe, curiosity, and academic outcomes

Cited by 76 publications

References 95 publications

How does future focus promote study engagement? A moderated mediation model of self‐esteem and dispositional awe

How does future focus promote study engagement? A moderated mediation model of self‐esteem and dispositional awe

Individual and Cultural Differences in Predispositions to Feel Positive and Negative Aspects of Awe

Psychedelics and virtual reality: parallels and applications

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