We introduce the Situational Awe Scale (SAS), a self-report measure to assess the momentary, phenomenological experience of awe. An exploratory factor analysis in Study 1 suggested a four-factor structure (connection, oppression, chills, and diminished self), and provided initial evidence of the measure’s convergent and criterion validity. Study 2 provided evidence for the structural validity of the SAS by confirming the factor structure uncovered in Study 1, and replicated the convergent and criterion validity evidence. Study 3 established that the SAS truly assesses situational awe by demonstrating that SAS scores varied in response to situations that elicit more versus less awe. Finally, Study 4 extended the evidence for the convergent and criterion validity of the SAS to a field setting (Museum of Science and Industry, Chicago). Across four studies, we constructed and validated the SAS, laying the groundwork for fruitful future investigation into the determinants and outcomes of awe.

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Museums are located at the intersection of awe and learning: When guests arrive, they are expecting to be amazed, inspired, and educated. This is particularly true in science museums, and researchers have pointed to awe as an epistemic emotion that can promote science learning. We present two studies of awe in a science museum. The first study (n = 293) examined how awe—conceptualized as a multifaceted construct associated with positive feelings of liberation/connection, negative feelings of oppression/isolation, chills, and diminished-self perceptions—differed across museum locations and in relation to prior knowledge. The second study (n = 708) expanded the investigation to also examine the relationship between awe and critical thinking. Across both studies, we found that, relative to baseline spaces, vast, beautiful spaces elicited positive awe-related emotions (amazement, curiosity) and stronger awe correlates (chills, diminished-self perceptions); vast, threatening spaces also elicited stronger amazement, chills, and diminished-self perceptions—but also stronger oppression/isolation. In both studies, pre-visit knowledge was associated with awe experiences during the visit. In Study 2, we also found evidence for relationships between awe and skepticism and aesthetic thought, two aspects of critical thinking: Positive aspects of awe (liberation/connection, curiosity) were associated with more skepticism, and negative aspects of awe (oppression/isolation, disorientation) with less skepticism. In terms of aesthetic thinking, diminished-self perceptions were associated being able describe observed roles and actions, and chills were associated with being able to describe personal opinions. These results support the assertion that awe can be used to encourage engagement and learning in informal science settings.