ABSTRACT Having good moral character often involves shifting one’s focus of attention from the self to others and the world. Across three studies (N  =  605 adults), we found converging evidence that self-transcendent experiences, specifically awe and flow, enabled the expression of wisdom, as captured by wise reasoning and epistemic humility measures. Study 1 found that dispositionally awe- and flow-prone people have stronger wise reasoning and epistemic humility abilities, over and above dispositional happiness. Consistent with Study 1, Study 2 found that, across diverse recalled experiences, individuals who experienced more awe showed greater wise reasoning, and those who experienced more flow showed greater epistemic humility. In Study 3, using situated interventions, we induced awe (watching a video involving vast nature scenes) and flow (composing a song using an online music maker) and compared them with neutral and amusement experiences. Compared to these control conditions, eliciting awe and flow facilitated one’s (1) ability to address interpersonal conflicts with wise reasoning, (2) ability to acknowledge one’s epistemic gaps, and (3) willingness to improve those aspects and one’s general moral character. Altogether, these findings reveal the promising role of self-transcendent experiences in motivating people to appreciate others’ perspectives beyond one’s own.

Going beyond ourselves: the role of self-transcendent experiences in wisdom

Having good moral character often involves shifting one’s focus of attention from the self to others and the world. Across three studies (N = 605 adults), we found converging evidence that self-transcendent experiences, specifically awe and flow, enabled the expression of wisdom, as captured by wise reasoning and epistemic humility measures. Study 1 found that dispositionally awe- and flow-prone people have stronger wise reasoning and epistemic humility abilities, over and above dispositional happiness. Consistent with Study 1, Study 2 found that, across diverse recalled experiences, individuals who experienced more awe showed greater wise reasoning, and those who experienced more flow showed greater epistemic humility. In Study 3, using situated interventions, we induced awe (watching a video involving vast nature scenes) and flow (composing a song using an online music maker) and compared them with neutral and amusement experiences. Compared to these control conditions, eliciting awe and flow facilitated one’s (1) ability to address interpersonal conflicts with wise reasoning, (2) ability to acknowledge one’s epistemic gaps, and (3) willingness to improve those aspects and one’s general moral character. Altogether, these findings reveal the promising role of self-transcendent experiences in motivating people to appreciate others’ perspectives beyond one’s own. 

Going Beyond Ourselves: The Role of Self-Transcendent Experiences in Wisdom

Abstract This study proposes that science fiction (sci-fi), a specific entertainment genre or theme, can facilitate self-transcendence (i.e., moving beyond self-boundaries) by inducing epistemic humility (i.e., awareness of one’s epistemic limits accompanied by epistemic openness). Through increasing self-transcendence, sci-fi engagement can further promote prosocial intentions in a real-world context. We conducted three studies with different paradigms to test our hypotheses. Through a retrospective design, Study 1 found that sci-fi (vs. comedy or romance) films were recalled as eliciting stronger self-transcendence. Studies 2a and 2b, using an experimental design, revealed that sci-fi (vs. realistic) narratives induced stronger epistemic humility, and consequently led to heightened self-transcendence. Study 3, extending the findings in the pandemic context through a three-wave longitudinal design, demonstrated that sci-fi engagement within one month predicted the subsequent increase in self-transcendence, which in turn promoted coronavirus disease (COVID)-related prosocial intention over time. The potential of sci-fi to foster self-transcendence and prosociality is discussed. 

Science fiction and self-transcendence: evidence from retrospective, experimental, and longitudinal studies

There is a lack of culturally suitable tools to measure social problem-solving skills among young people in Malaysia. Hence, this study was conducted to determine the reliability and validity of our newly invented 14-item Young People-Social Problem-Solving Skills (YP-SPSS) questionnaire. Cronbach’s alpha analysis shows that YP-SPSS has good reliability (α=0.7640), and the factor loadings for the fourteen items are above 0.5. Exploratory Factor Analysis suggests four factors: emotional awareness, insight into having problems, steps in solving problems, and analyzing the problems. The study shows that this questionnaire is statistically suitable to measure the social problem-solving of young people. 

pdf/young-people-social-problem-solving-skills-development-and-4lurmj0uxg.pdf

Young People-Social Problem-Solving Skills: Development and Psychometric Properties

Eleştirel düşünme, eğitimin en önemli ilkelerinden biri olup, her ülkenin büyüme ve refaha ulaşmak için eleştirel düşünmeye ihtiyacı bulunmaktadır.Duygusal zeka, eleştirel düşünmenin önemli bir yordayıcısıdır. Bir kişinin duygusal zekası geliştikçe, eleştirel düşünme eğilimi de artmaktadır. Bu doğrultuda araştırmada, lisans düzeyinde turizm eğitimi alan öğrencilerin duygusal zeka düzeylerinin eleştirel düşünme eğilimi üzerindeki etkisinin belirlenmesi amaçlanmıştır. Araştırmada veri toplama tekniği olarak anket kullanılmış ve 3 fakülte, 2 yüksekokul olmak üzere 5 farklı üniversitenin lisans düzeyindeki turizm okullarından toplam 471 öğrenci üzerinde uygulama gerçekleştirilmiştir. Verilerin analizinde frekans, yüzde dağılımı, aritmetik ortalama, standart sapma, t testi, varyans analizi ve Pearson korelasyon analizi kullanılmıştır. Araştırma sonucunda, öğrencilerin duygusal zeka düzeyleri ile eleştirel düşünme eğilimlerinin orta düzeyin oldukça üzerinde olduğu tespit edilmiştir. Bununla birlikte öğrencilerin duygusal zeka düzeyleri ile eleştirel düşünme eğilimleri arasında r=0,671’lik pozitif ve kuvvetli bir korelasyon bulunmuştur. Ayrıca, öğrencilerin duygusal zeka düzeyleri ile eleştirel düşünme eğilimlerinin cinsiyet, akademik başarı ve aylık harcama değişkenlerine göre anlamlı farklılıklar gösterdiği saptanmıştır.

/pdf/turizm-ogrencilerinin-duygusal-zeka-duzeylerinin-elestirel-3rhpd3xa.pdf

Turizm Öğrencilerinin Duygusal Zeka Düzeylerinin Eleştirel Düşünme Eğilimi Üzerindeki Etkisi

Emotional intelligence (EI) and wisdom are psychological capacities claimed to be important foundations for positive social interactions, thus promoting human flourishing. Prior theorizations sugge...

Emotional intelligence predicts wise reasoning

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Emotional intelligence predicts wise reasoning