The Influence Of Awe And Self-Control On Risk-Taking Behavior Of High School Students And Educationl Implications

High school students are in a period of rapid development in emotional and cognitive aspects,and their emotions have instability,and emotion is an important factor leading to risky behavior.As a special positive emotion,few studies have explored the influence on risk-taking behavior,and the awe is also divided into trait awe and state awe.This study discusses the influence of trait awe and state awe on risktaking behavior,respectively.On the other hand,high school students are more inclined to seek external stimuli,leading to risktaking behavior due to the low level of self-control.Self-control is also divided into trait self-control and state self-control,and this study explored the effects of trait self-control and state self-control on adolescent risk-taking behavior,respectively.Previous studies have shown that positive emotions can promote selfcontrol,but can awe regulate the effects of self-control on risk-taking behavior by promoting selfcontrol?Therefore,this study explored the role of awe in self-control and risk-taking behavior from both trait and state aspects by questionnaire method and experimental method,respectively.In conclusion,this study used high school students as the subjects from the following aspects.Study 1 explored the relationship between trait self-control,trait awe mood,and adolescent risk-taking behavior in the form of a questionnaire,and tested the regulation of trait awe emotion between trait self-control and risk-taking behavior.The results showed that trait awe and trait self-control,trait self-control and risk-taking behavior,trait fear and risky behavior,and trait awe regulated trait self-control and risk-taking behavior.Meanwhile,the results showed that boys had significantly higher risk-taking behavior than girls.Study Ⅱ A measured the risk-taking behavior of subjects by inducing state fear through video and using balloon simulating risk task(BART).The results showed that the risk-taking behavior under state fear was significantly lower than the happy mood and neutral mood,among which the happy emotion adventure behavior had the highest score.Boy adventure behavior was significantly higher than that among girls.Study Ⅱ B used the Stroop task to induce both high and low levels of state self-control,and explored the subjects’ risk-taking behavior under high,high-level state self-control and low-level state self-control.At the same time,video was used to induce state awe,which tested whether state awe could compensate for the influence of low self-control behavior caused by self-loss.The results showed that subjects with low-level state self-control had significantly higher risk-taking behavior scores than subjects with highlevel state self-control.At the same time,inducing state awe can compensate for the impact of self-loss on the risky behavior of high school students.Therefore,this study draws the following educational implications:(1)Teach Students in awe.Awe education can be carried out alone or integrated with other courses to cultivate students’ awareness and emotion of awe of nature and life.(2)Pay attention to students’ daily stressors and reduce self-loss.Take measures to promote students’ selfloss recovery.(3)Exercise students ’self-control level,improve students’ ability to control the source of external stimuli.