Dissertations / Theses: 'Tolerance for ambiguity'

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Paralkar, Urvi Pradeep. "RELATIONSHIP BETWEEN TOLERANCE OF AMBIGUITY, TOLERANCE OF UNCERTAINTY, AND COPING WITH ACADEMIC STRESS." OpenSIUC, 2019. https://opensiuc.lib.siu.edu/theses/2522.

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Robinson, Jennifer J. "Mindfulness, Tolerance of Ambiguity, and Attitudes Toward Interracial Relationships." Thesis, Alliant International University, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=13426037.

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This investigation considered the relationship among attitudes toward interracial relationships, tolerance of ambiguity, and mindfulness using a correlational design. The exploratory research question was: Does a tolerance of ambiguity plays a role in the acceptance of interracial relationships? Adult participants (N = 253) between the ages of 18 and 78 included male, female, and genderqueer adult individuals in the United States. Participants were recruited through online advertisements. They responded to items on a demographic questionnaire, along with four assessment instruments measuring mindfulness (MAAS), tolerance for ambiguity (MSTAT-II), attitudes toward interracial relationships (ATID), and cognitive load (WPM). The key finding in this study was that level of mindfulness was positively related to the level of tolerance for ambiguity (p < .001). However, no significant relationships among mindfulness, cognitive load, or attitudes toward interracial relationships were found. Results for the variable measuring attitudes toward interracial relationships was heavily skewed in the negative direction, indicating a very accepting group, which influenced the nature of data analysis.

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Grant, Lorissa Ann. "Moderating effects of tolerance for ambiguity on role ambiguity and stress: The impact on feedback seeking behavior." CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2748.

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This thesis examined factors related to employee (particularly new employee) stress. In particular it looked at stress caused by role ambiguity. It looked at the moderating effect of tolerance for ambiguity on the relationship between role ambiguity and stress. It also examined the indirect effect of feedback seeking behavior to gain desired role clarity as an intervening variable on stress level.

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Fountain, Amy Velita 1963. "Need for cognition, ambiguity tolerance and symbol systems: An initial exploration." Thesis, The University of Arizona, 1988. http://hdl.handle.net/10150/276850.

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This study explored the interaction between three individual variables, need for cognition and tolerance of ambiguity, and the symbol system used in messages. Goodman's (1976) dimension of notationality of systems is proposed as the continuum of interest upon which sources of information vary. It was hypothesized that high tolerance for ambiguity and need for cognition would lead to increased numbers of interpretations of nonnotational messages over notational ones, and over people low in these traits. Methods utilized in the study are overviewed. Results indicate that subjects high in need for cognition do generate more interpretations of messages in general than do others, however no effect was found for ambiguity tolerance or for message type. Reasons for these results are offered, and directions for further research suggested.

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Orgel, Ling Chen. "Tolerance of ambiguity and marital satisfaction in Chinese Euro-American interracial marriages." Click to view the dissertation via Digital dissertation consortium, 1998.

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Weir, Warren Bradley. "Construction and validation of a figural measure of tolerance/intolerance of ambiguity." Thesis, University of British Columbia, 1988. http://hdl.handle.net/2429/28307.

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The Tolerance/Intolerance of Ambiguity literature is plagued by conceptual confusion and methodological inadequacies. In particular, formulations of the construct and the instruments constructed to measure it suffer from a number of faults, including (1) incomplete and logically inconsistent definitions, (2) confusion regarding the relation between Tolerance/Intolerance of Ambiguity and Rigidity, (3) test confounds such as verbal ability and reactivity, (4) problems of item interpretation due to their verbal nature, (5) low estimates of internal consistency, and (6) questionable construct validity. In this study, a reconceptualization of Tolerance/Intolerance of Ambiguity was distinguished from the construct of Rigidity, and a non-verbal measure was developed which employs ambiguous figures as item stimuli and reaction statements as a response format for each item. Figural stimuli were utilized in order to circumvent confounding factors such as verbal ability, reactivity, and "fakeability." Analysis of 142 ambiguous figures yielded five categories which served as subscales of the test. After pilot testing and refinement, the psychometric properties of the resultant 30-item test, the Figural Measure of Ambiguity Tolerance (FMAT), were investigated by including it as part of battery of tests administered to high school, college, and university students (N=160). This battery included verbal and non-verbal tests of Authoritarianism, Intolerance of Ambiguity and Cognitive Ability chosen so as to allow for an evaluation of construct validity via examination of a Multi-Trait, Multi-Method correlation matrix. A second matrix, generated by adjusting for verbal and non-verbal Cognitive Ability, was also examined. In addition, a criterion-group referencing approach was used to examine construct validity. The Figural Measure of Ambiguity Tolerance showed evidence of good internal consistency reliability at the subscale and total scale levels. The a priori subscale structure was well-supported by factor-analytic results. Results of the validation portion of the study were inconclusive in that evidence of construct validity was minimal for all the measures involved. Given the limitations of previous conceptualizations and current verbal tests of Tolerance/Intolerance of Ambiguity, however, the results support the viability of this non-verbal measurement approach.
Education, Faculty of
Educational and Counselling Psychology, and Special Education (ECPS), Department of
Graduate

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McClary, Rob B. "An investigation into the relationship between tolerance of ambiguity and creativity among military officers." Diss., Manhattan, Kan. : Kansas State University, 2009. http://hdl.handle.net/2097/2210.

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Bledsoe, Jordan Ray. "Tolerance of Ambiguity and Inductive vs. Deductive Preference Across Languages and Proficiency Levels at BYU: A Correlational Study." BYU ScholarsArchive, 2011. https://scholarsarchive.byu.edu/etd/2657.

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This study explored the relationships between roughly 330 participants' tolerance of ambiguity and their preference for either an inductive or deductive presentation of grammar by means of an online survey. Most participants were college students. Other variables examined included years of study, in-country experience, proficiency, age, year in school, and language of choice. A new instrument for measuring inductive vs. deductive preference was also created based on Cohen, Oxford, and Chi's (2001) Learning Style Survey (LSS). Results showed weak correlations between: tolerance of ambiguity and inductive preference (.25), tolerance of ambiguity and proficiency (.25), and inductive preference and proficiency (.20). Additional findings include: a correlation (.62) between proficiency and years of instruction received, a slight correlation (.22) between age and tolerance of ambiguity, no correlation between years of language instruction and tolerance of ambiguity, no correlation between studying abroad and ambiguity tolerance or inductive/deductive preference, and no correlation between age and inductive vs. deductive preference. Lastly, data was analyzed to determine whether language was a contributing factor or not, and only the participants learning Japanese were significantly different (p = .004), with a higher preference for inductive learning.

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DeBusk, Gerald Kenneth. "An Examination of Organizatinal Performance Measurement System Utilization." Diss., Virginia Tech, 2003. http://hdl.handle.net/10919/11130.

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This dissertation provides results of three studies, which examine the utilization of organizational performance measurement systems. Evidence gathered in the first study provides insight into the number of perspectives or components found in the evaluation of an organization's performance and the relative weight placed on those components. The evidence suggests that the number of performance measurement components and their relative composition is situational. Components depend heavily on the strategies selected by the organization. Bottom-line financial measures like return on invested capital and net profit, while perceived as more important than their nonfinancial counterparts, were not part of the extracted components suggesting that they were viewed as outcomes to be achieved by controlling key nonfinancial measures. The second study examines potential cognitive difficulties inherent in the use of performance measurement systems. Results suggest that whether performance was better than target, worse than target, or equal to target does not affect the perceived importance of the measures. Results also suggest an emphasis on historical financial measures and a lack of emphasis on more forward-looking nonfinancial measures. In addition, there is evidence of a halo effect in that an organization's performance on financial measures appears to influence an individual's perception of the organization's performance on nonfinancial measures. The third study uses structural equation modeling and other related procedures to examine the relationships surrounding an executive's use of performance measurement information. Results suggest that a personality characteristic of executives, specifically their intolerance of ambiguity, affects the amount of information perceived to be important in a performance measurement system. The results further suggest that the amount of information perceived to be important affects the evaluation of organizational performance with perceived risk serving as a mediating variable. Overall, these three studies add to our knowledge of organizational performance measurement system utilization by examining the relative weightings of performance measures, the judgmental effects from utilization of performance measurement systems, and the impact of intolerance of ambiguity on the importance of performance measurement data. In addition, this dissertation examines the link between performance measurement data and the perception of risk in the evaluation of organizational performance.
Ph. D.

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Lee, Jun-Yong. "Language learning strategies and tolerance of ambiguity of Korean midshipmen learning English as a foreign language." Virtual Press, 1998. http://liblink.bsu.edu/uhtbin/catkey/1115721.

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This study explores patterns of language learning strategies and the degree of tolerance of ambiguity of Korean Naval Academy midshipmen. The subjects, 377 midshipmen, were divided into three groups according to class, major, and proficiency, and the results were analyzed by group. The study also sought to find out relationships between motivation, attitude, language learning strategies, and tolerance of ambiguity. For the study, the Strategy Inventory Language Learning (SILL for ESL/EFL) developed by Oxford (1990a) and the Second Language Tolerance of Ambiguity Scale by Ely (1995) were used, along with items about motivation and attitude toward language learning.It was found that the language learning strategy mean and tolerance of ambiguity mean were not high overall. The proficiency levels showed significant mean differences: the high proficiency level students showed a significantly higher mean use of language learning strategies and tolerance of ambiguity than did the low and mid proficiency level students. With respect to class levels, there were no significant mean differences relating to language learning strategies. The seniors' mean of tolerance of ambiguity, however, was significantly higher than that of the other class levels. For major, there were no significant differences in the use of language learning strategies and tolerance of ambiguity. Correlations between tolerance of ambiguity and language learning strategies were significant and positive, although modest.The midshipmen's means of motivation and attitude were comparatively high. It was also found that while motivation showed a strong correlation with language learning strategies, attitude showed a strong correlation with tolerance of ambiguity. Through the analysis of six open questions, in addition, it confirmed that the Korean midshipmen generally did not use active strategies in learning English, although high proficiency level students used more than the mid or low proficiency ones.
Department of English

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Mistler, Brian J. "Bisociation and second-order change relationships among tolerance for ambiguity, sense of humor, and humor styles /." [Gainesville, Fla.] : University of Florida, 2009. http://purl.fcla.edu/fcla/etd/UFE0024493.

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Richardson, Diane Fern, and Diane Fern Richardson. "Toward a Pedagogy of Ambiguity: Incorporating and Assessing Ambiguity in a Multiliteracies-Based Foreign Language Classroom." Diss., The University of Arizona, 2016. http://hdl.handle.net/10150/621855.

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One of the major challenges that persists in postsecondary foreign language (FL) education in the US today is how to implement a more integrated approach to language and literature instruction, that is, one that fosters critical awareness on multiple levels and prepares learners to be globally-connected and engaged citizens (MLA, 2007; Swaffar & Urlaub, 2014). Major contributions for achieving these goals have come from an array of pedagogical approaches that share in common their focus on language as a resource for making socially and symbolically rich meanings that do more than convey facts or express objectives. These include those designated as multiliteracies and genre-based approaches, as well as those that promote intercultural, symbolic and literary competencies as integral to the language learning experience. All of these frameworks acknowledge to some extent the fact that ambiguity-understood here as the multiplicity, indeterminacy, or destabilization of meaning-characterizes language itself and thus also our day-to-day and global communication, as well as the experience and process of FL learning. This dissertation, based on a qualitative classroom-based research study, considers how ambiguity can more be comprehensively integrated into FL learning and in particular into text-oriented teaching practices. The approach taken was a pedagogy that embraces ambiguity by providing learners and educators with strategies for navigating the moments of indeterminacy, uncertainty, and doubt that they will inevitably encounter in and out of the FL classroom. The study, set in an intermediate German language and culture course at a large public university, investigates 1) how to incorporate and assess moments of ambiguity more comprehensively across the curriculum and 2) how learners responded to various encounters with ambiguity, including ambiguity of genre, perspective, and silence. Data analysis revealed that purposeful integration of induced ambiguity can facilitate more comfort with those three dimensions and that it complements the principles of a multiliteracies-based FL pedagogy.

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Hladkyj, Stephen. "The narrative emplotment of chance events, desire for control and tolerance of ambiguity in the experience of "meaningful coincidence"." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp05/NQ62640.pdf.

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Belz, Jeanette Richardson. "The relationship of dual relationship ethicality to therapeutic stress, tolerance for ambiguity, personal boundary preference and gender: A national survey /." The Ohio State University, 1994. http://rave.ohiolink.edu/etdc/view?acc_num=osu1249488060.

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植村, 善太郎, and Zentarou Uemura. "内集団・外集団カテゴリー化とあいまいさへの耐性が異質な新参者への受容反応に及ぼす効果." 名古屋大学教育学部, 1999. http://hdl.handle.net/2237/2950.

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Vries, Herie de. "Cultural differences of scientific creativity : a relation with tolerance of ambiguity/uncertainty : an empirical study with children in Luxembourg, France, Thailand, India, and Russia Cultural differences in creativity: the role of immigration Scientific creativity: divergent and convergent thinking and the impact of culture Scientific creativity and ambiguity tolerance: "surface/process/core" products and student's cultural backgrounds Culture's actuation of scientific creativity: a relation with tolerance of ambiguity/uncertainty Scientific creativity in russia: fairytales or knowledge?" Thesis, Sorbonne Paris Cité, 2018. http://www.theses.fr/2018USPCB052.

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Ce travail est une exploration de la relation entre la culture, en tant que facteur sociale et la cognition de la créativité scientifique des étudiants. Cinq études ont été réalisées. Les résultats ont indiqué plusieurs facteurs sociaux associés à la cognition créative scientifique des élèves. La première étude exploratoire, a révélé une découverte surprenante et inattendue liée aux origines culturelles. Pour les étudiants immigrants d'origine asiatique, mais pas pour les étudiants d'origine européenne ou américaine, la corrélation généralement constatée entre le trait de personnalité «ouverture» et la créativité a été inversée. Les étudiants asiatiques moins «ouverts» étaient plus créatifs que les étudiants plus «ouverts», dans les deux contextes culturels. La deuxième étude a confirmé que la divergence et la convergence sont des processus distincts du processus en deux étapes de la créativité scientifique. Les résultats confirment également que le processus convergent est particulièrement important pour la créativité scientifique. Enfin, l'étude 2 a montré que plus le nombre de membres de la famille d'un enfant nés hors de France est grand, moins ils ont intégré les concepts au cours du processus convergent. De plus, l'originalité divergente des idées était également significativement moindre pour ces étudiants. La diminution de la créativité divergente et convergente ne peut s'expliquer par le nombre de langues parlées ou par les différences socio-économiques. La troisième étude a révélé une catégorisation des idées des enfants, où elles se concentrent davantage sur des aspects observables (réponses de surface) ou non-observables "noyau" ou "processus". Cette catégorisation n'était pas liée à l'intelligence générale. Il a été observé que les idées étaient liées au niveaux spécifiques de TA. Un autre fait inattendu est que plus les élèves eux-mêmes et les membres de leur famille étaient nés à l'étranger, plus les élèves proposaient des «réponses de surface», pas explicable par le nombre de langues parlées. La quatrième étude visait à démontrer une relation entre la TA et les idées de «surface-processus-noyau» des enfants dans différents contextes culturels: la France, l'Inde et la Thaïlande. Le niveau d'AT correspondait relativement aux niveaux nationaux existants sur la dimension culturelle de l'évitement des incertitudes, ainsi qu'a la catégorisation des réponses. Par exemple, en Inde, les enfants donnaient plus d'idées de "surface" qu'en France ou Thaïlande. Cela révèle que TA, déjà entre 9 et 11 ans, est liée aux différences de potentiel créatif scientifique. La cinquième étude a montré que la catégorisation établie n'était pas liée à la réussite en science. L'étude globale a établi un lien entre la cognition et la culture, ce qui a conduit à plus de compréhension pour favoriser la créativité scientifique pour les enfants de toutes les cultures
This work is an exploration of the relationship between culture as a social factor and the cognition of students' scientific creativity. Five studies were conducted. The results indicated several social factors associated with students' creative scientific cognition. The first exploratory study revealed a surprising and unexpected discovery related to cultural origins. For immigrant students of Asian origin, but not for students of European or American origin, the generally observed correlation between the personality trait "openness" and creativity has been reversed. The less "open" Asian students were more creative than the more "open" students in both cultural contexts. The second study confirmed that divergence and convergence are distinct processes of the two-step process of scientific creativity. The results also confirm that the convergent process is particularly important for scientific creativity. Finally, study 2 showed that the greater the number of family members of a child born outside France, the less they integrated the concepts during the convergent process. In addition, the divergent originality of ideas was also significantly lower for these students. The decrease in divergent and convergent creativity cannot be explained by the number of languages spoken or by socio-economic differences. The third study revealed a categorization of children's ideas, where they focus more on observable aspects (surface responses) or unobservable 'core' or 'process'. This categorization was not related to general intelligence. It was observed that the ideas were related to the specific levels of TA. Another unexpected fact is that the more the students themselves and their family members were born abroad, the more the students proposed "surface answers", not explicable by the number of languages spoken. The fourth study aimed to demonstrate a relationship between MT and the "surface-process-core" ideas of children in different cultural contexts: France, India and Thailand. The level of TA corresponded with existing national levels on the cultural dimension of uncertainty avoidance and categorization of responses. For example, in India, children gave more "surface" ideas than in France or Thailand. This reveals that TA, already between 9 and 11 years old, is related to differences in creative scientific potential. The fifth study showed that the categorization established was not related to success in science. The global study established a link between cognition and culture, which led to more understanding to foster scientific creativity for children of all cultures

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Triantis, Georgios. "The effect of dichotomous/bipolar thinking, rigid thinking, and tolerance of ambiguity on communication styles : a comparative study of American and Japanese students /." View abstract, 1998. http://library.ctstateu.edu/ccsu%5Ftheses/1552.html.

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Thesis (M.S.) -- Central Connecticut State University, 1998.
Thesis advisor: Dr. Yanan Ju. "...in partial fulfillment of the requirements for the degree of Master of Science in Communication." Includes bibliographical references (leaves 56-59).

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Almutlaq, S. "Second language writing self-efficacy and tolerance of ambiguity : an investigation of their interactions and developmental change in the Saudi higher education context." Thesis, University of Salford, 2018. http://usir.salford.ac.uk/47475/.

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The aims of the current research are threefold. Firstly, to investigate the relationship between second language self-efficacy (SLSE) and second language tolerance of ambiguity (SLTA) among Saudi L2 learners at two levels of specificity; general and domain-specific. Secondly, to examine the change that takes place in second language writing self-efficacy (SLWSE), tolerance of ambiguity (SLWTA), and the interaction between them over time and what factors contribute to it. Finally, to apply a relatively new dynamic systems theory (DST) perspective for the interpretation of research findings with the aim of obtaining a holistic view of the currently investigated areas. To that end, participants were asked at the outset of the study to complete two general questionnaires that assess their general senses of perceived self-efficacy in learning English, Questionnaire of English Self-Efficacy (QESE) developed by Wang and Pape (2005), and assess their tolerance of ambiguity in relation to their English language learning, Second Language Tolerance of Ambiguity Scale (SLTAS) developed by Ely (1989). In the second phase of the research, data were collected at different timescales using domain-specific questionnaires, SLWSES which was developed from Shell, Murphy and Bruning (1989) and SLWTAS which was developed from Ely (1989). Along with that, every time participants completed their domain-specific questionnaires, they were asked to write an essay to explain their evaluations, elaborate on their responses and to give examples to support their choices. The findings of this research fill in the gap in SLA literature by indicating a significant correlation between SLSE and SLTA. Additionally, results reveal that the interaction between SLWSE and SLWTA is dynamic, as it changes over time from being significant to not significant. Factors that contribute to these results were discussed. The study concluded with highlighting its implications, for both theory and practice, and outlining its limitations and recommendations for further research.

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Forsberg, Erik. "Tvetydighet som moderator : om sambandet mellan moraliska intuitioner, attityd till tvetydighet och fördomar." Thesis, Högskolan Kristianstad, Sektionen för lärande och miljö, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:hkr:diva-16973.

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Med ett urval om 430 deltagare avsåg denna studie att undersöka om sambandet mellan individens moralfundament och fördomsfulla attityder modereras av individens attityd mot tvetydighet, förstådd som faktorerna obekväm inför tvetydighet, moralisk absolutism och behov av komplexitet. För att skapa ett mätinstrument för fördomsfulla attityder utfördes en explorativ faktoranalys utifrån deltagarnas positiva eller negativa attityd responser gentemot 21 olika sociala grupper och kategorier. Analysen replikerade tidigare studier och visade en närvaro av 3 fördomsfaktorer: förringade-, farliga- och dissidenta grupper. För att testa den centrala hypotesen utfördes 6 multipla regressioner som samtliga kontrollerade för ålder. Resultatet visade inte på någon närvaro av en moderationseffekt men väl flertalet huvudeffekter. Överlag var prediktionseffekten av fördomsfulla attityder starkare för bindande fundament relativt individens attityd mot tvetydighet. Bindande fundament predicerade mer fördomsfulla attityder oavsett typ av fördom men effekten var starkast för fördomsfulla attityder mot dissidenta grupper. Moralisk absolutism predicerade fördomsfulla attityder mot dissidenta- och förringade grupper. Behov av komplexitet predicerade mer fördomsfulla attityder mot dissidenta grupper. Obekväm inför tvetydighet predicerade mindre fördomsfulla attityder mot dissidenta grupper. I jämförelse uppvisade moralisk absolutism den starkaste prediktionseffekten av tvetydighetsfaktorerna och detta vid prediktion av attityder mot dissidenta grupper. Ålder uppvisade tecken på en huvudeffekt i det att äldre individer tenderade att vara mer toleranta mot förringade- och dissidenta grupper. Avslutningsvis diskuteras begränsningar och uppslag inför framtida studier.
With a sample of 430 participants this study aimed to investigate if the relationship between the individual’s moral foundations and prejudice attitudes is moderated by the individual’s attitude towards ambiguity, understood as the factors discomfort with ambiguity, moral absolutism and need for complexity. To create a measurement for prejudice attitudes an exploratory factor analysis was performed on the participants positive or negative affective attitude responses towards 21 different social groups and categories. The analysis replicated earlier findings and showed the presence of 3 prejudice factors: derogated-, dangerous- and dissidient groups. To test the main hypothesis 6 multiple regressions controlling for age was performed. The result showed no presence of a moderation effect but there was support for several main effects. Overall the prediction effect for prejudice attitudes was stronger for binding foundations than the individuals attitude towards ambiguity. Binding foundations predicted more prejudice attitudes regardless of type of prejudice but the effect was strongest for prejudice attitudes towards dissident groups. Moral absolutism predicted prejudice attitudes towards dissident- and derogated groups. Need for complexity predicted more prejudice attitudes towards dissident groups. Discomfort with ambiguity predicted less prejudice attitudes towards dissident groups. In comparison moral absolutism showed the strongest prediction effect of the ambiguity factors in predicting attitudes towards dissident groups. Age showed signs of a main effect in that older individuals tended to be more tolerant towards derogated- and dissident groups. Limitations and suggestions for further research is also discussed.

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Lin-Steadman, Patricia V. "Studying Abroad and Intercultural Outcomes: Differences Experienced Between International Exchange Students and U.S. Study Abroad Students." Digital Commons @ East Tennessee State University, 2020. https://dc.etsu.edu/etd/3800.

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A major focus of many U.S. higher-education institutions is to increase internationalization of their campus through, in part, the promotion of study abroad experiences among domestic students and to recruit and retain international students to their institution. This study explored the effects of certain factors on various domains of the Global Engagement Measurement Scale (GEMS) – Cultural Engagement, Ambiguity Tolerance, Knowledge of Host Site, and Diversity Openness – among U.S. students who have studied abroad and international exchange students who have studied in the U.S. There was a particular focus, on determining whether U.S. study abroad students, compared to international students, rate differently on GEMS scales, after controlling for other possible confounding variables. Participants were recruited from three Southeastern, public, 4-year universities and were eligible if they were enrolled at any of those universities in the last five years. A hierarchical regression analysis revealed several factors significantly affected each of the various outcomes on the GEMS. Cultural Engagement and Ambiguity Tolerance were both predicted by the institution of study and the type of student (U.S. study abroad versus international exchange). Knowledge of Host Site was predicted by whether or not the trip was government sponsored, pre-trip familiarity with the host culture, and type of student. The overall regression model for Diversity Openness was not significant. These results provide insights into key factors that affect the overall global engagement of college students and can be used to inform university faculty and staff about features they can add to improve campus internationalization efforts.

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Walley, Matthew John Craig. "The Association between Psychological Attributes and Organisational Performance in New Zealand Small to Medium Sized Enterprises." Thesis, University of Canterbury. Management, 2007. http://hdl.handle.net/10092/872.

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This thesis reports on the association between particular psychological attributes of owner/operators and organisational financial performance in New Zealand small to medium sized enterprises (SME's). The specific psychological attributes of interest are ambiguity tolerance, self efficacy, resilience and planning orientation. A direct response mail survey was sent to 4,500 New Zealand organisations fitting the criteria for this study. Ambiguity tolerance, self efficacy and resilience were assessed using established item scales from the literature. Planning orientation was assessed using planning scenario analysis. Data analysis was conducted using structural equation modeling. Results show that the planning orientation of owner/operators has a significant direct association with organisational financial performance. Ambiguity tolerance, self efficacy and resilience were found to have a significant indirect association with financial performance. The findings of this research have implications for both theory and practice. Theoretically there are implications for cognitive and personality psychology, organisational theory and behaviour, entrepreneurship and research related to the psychological attributes of interest in this thesis. Practically, the results provide managers with a meaningful tool to aid in the selection, training and management of individuals responsible for strategic decision making in SME and other organisational settings.

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Шаньгина, Е. П., and E. P. Shangina. "Исследование толерантности к неопределенности у подростков 14 – 17 лет в связи с их мотивацией достижения и самоэффективностью : магистерская диссертация." Master's thesis, б. и, 2020. http://hdl.handle.net/10995/86635.

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Based on the data obtained, the features of tolerance for ambiguity in adolescents and its relationship with achievement motivation and self-efficacy are demonstrated.
В работе продемонстрированы особенности толерантности к неопределенности старших подростков, взаимосвязь толерантности к неопределенности с мотивацией достижения и самоэффективностью.

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Stowers, Kimberly. "Stress and performance in uncertainty-avoiding individuals: an introductory literature review." Honors in the Major Thesis, University of Central Florida, 2013. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/914.

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Uncertainty avoidance as a cultural construct has been known to affect worker stress and performance in organizations, but a review of these findings has not been done up until this point. In effort to clarify the relationship between uncertainty avoidance and stress and performance, a comprehensive literature search was performed. Findings from articles on this topic have been presented. In addition, organizational practices for accommodating uncertainty avoidance and other cultural dimensions have been explored. This review shows that uncertainty avoidance appears to be linked to higher stress, while its relationship to performance appears to depend on other factors. Best practices for accommodating uncertainty avoidance tend to include enhanced communication and structure. Ideas for future research on this topic are discussed.
B.S.
Bachelors
Sciences
Psychology

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Берсенева, Л. Е., and L. E. Berseneva. "Исследование взаимосвязи жизнестойкости, толерантности к неопределенности и самоотношения практических психологов : магистерская диссертация." Master's thesis, б. и, 2021. http://hdl.handle.net/10995/100005.

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Объектом исследования явилась жизнестойкость личности. Предметом исследования стала связь жизнестойкости и ее показателей с толерантностью к неопределенности и показателями профессионального самоотношения. Магистерская диссертация состоит из введения, двух глав, заключения, списка литературы (80 источников) и приложений, включающего в себя бланки применявшихся методик и результаты статистической обработки данных. Объем магистерской диссертации 86 страниц, на которых размещены 12 рисунков и 8 таблиц. Во введении раскрывается актуальность проблемы исследования, разработанность проблематики, ставятся цель и задачи исследования, определяются объект и предмет исследования, формулируются основная и дополнительные гипотезы, указываются методы и эмпирическая база, а также этапы проведения исследования, научная новизна, теоретическая и практическая значимость работы. Первая глава включает в себя обзор иностранной и отечественной литературы по темам жизнестойкости, толерантности к неопределенности и профессионального самоотношения. Представлены разделы, посвященные анализу специфики профессиональной деятельности практического психолога. Выводы по первой главе представляют собой итоги по изучению теоретического материала. Вторая глава посвящена эмпирической части исследования. В ней представлено описание организации и методов проведенного исследования и результатов, полученных по всем использованным методикам: теста жизнестойкости С. Мадди (в адаптации Д.А. Леонтьева и Е.И. Рассказовой), методики определения толерантности к неопределенности С. Баднера (в адаптации А.Г. Солдатовой), а также опросника профессионального самоотношения К.В. Карпинского и А.М. Колышко. Также в главе представлен корреляционный и регрессионный анализ результатов исследования. Выводы по главе 2 включают в себя основные результаты эмпирического исследования. В заключении в обобщенном виде изложены результаты теоретической и эмпирической частей работы, а также выводы по выдвинутым гипотезам, обоснована практическая значимость исследования и описаны возможные перспективы дальнейшей разработки данной проблематики.
The object of the study was the resilience of the individual. The subject of the study was the relationship of hardiness and its indicators with tolerance to uncertainty and indicators of professional self-attitude. The master's thesis consists of an introduction, two chapters, a conclusion, a list of references (80 sources) and appendices, including forms of the applied methods and the results of statistical data processing. The volume of the master's thesis is 86 pages, which contain 12 figures and 8 tables. The introduction reveals the relevance of the research problem, study problem, put the goal and objectives of the study, defines the object and subject of research, formulates the main and additional hypotheses that specifies the methods and empirical base, as well as the stages of the study, scientific novelty, theoretical and practical significance of the work. The first chapter includes a review of foreign and domestic literature on the topics of hardiness, tolerance to uncertainty and professional self-attitude. The sections devoted to the analysis of the specifics of the professional activity of a practical psychologist are presented. The conclusions of the first chapter are the results of the study of the theoretical material. The second chapter is devoted to the empirical part of the study. It describes the organization and methods of the study and the results obtained by all the methods used: the test of hardiness of S. Maddi (in the adaptation of D. A. Leontiev and E. I. Rasskazova), the method of determining tolerance to uncertainty of S. Badner (in the adaptation of A. G. Soldatova), as well as the questionnaire of professional self-attitude of K. V. Karpinsky and A. M. Kolyshko. The chapter also presents a correlation and regression analysis of the results of the study. The conclusions of chapter 2 include the main results of the empirical study. In conclusion, the results of the theoretical and empirical parts of the work, as well as conclusions on the hypotheses put forward, are summarized, the practical significance of the study is justified and possible prospects for further development of this problem are described.

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Pham, Phuong Thao. "Architecture à base de situations pour le traitement des quiproquos dans l'exécution adaptative d'applications interactives." Thesis, La Rochelle, 2013. http://www.theses.fr/2013LAROS415/document.

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Nos travaux s’inscrivent dans le cadre de la définition d’architectures pour la conception des applications informatiques se basant sur l’interactivité avec l’utilisateur. Nous nous plaçons dans un contexte de système médiateur, dans lequel les interactions sont traitées par le système afin de maitriser au mieux l’exécution de l’application interactive. Un point-clé de notre approche est l’hypothèse que le concepteur conçoit son application interactive en fonction d’un présupposé qu’il a sur l’utilisateur (compétence, comportement...). Afin de maintenir la cohérence de l’exécution vis-à-vis du comportement de l’utilisateur pour l’activité en cours, le mécanisme d’adaptation doit alors prendre en compte la logique perçue et interprétée de l’utilisateur. Le principe d’exécution adaptative permet donc à un système interactif d’ajuster sa logique d’exécution en fonction de l’état, des comportements, des réactions et des capacités de l’utilisateur. Ainsi, le point de départ de l’exécution adaptative est la définition des propriétés caractérisant l’état de l’utilisateur et/ou de son environnement, et l’observation ou la capture de cet état, qui permettra par la suite de prendre une décision sur la poursuite du déroulement du scénario. Cependant, cette décision d’adaptation peut être influencée ou entravée par la distance entre l’état observé et l’état réel de l’utilisateur, ainsi que par la distance entre l’état observé et l’état prédit (espéré) par le système. Les principaux obstacles à l’exécution adaptative dans un système interactif sont de 3 types : les ambiguïtés, les incohérences et les quiproquos. Ils peuvent survenir à chaque fois qu’un ensemble d’acteurs du système considéré interagissent, partagent des connaissances globales et gèrent leurs connaissances locales. Un quiproquo se produit lorsque deux acteurs ont des connaissances incohérentes dans leurs visions locales et les utilisent pendant leurs interactions ; cela peut entraîner une déviation de ces interactions. L’ambiguïté causant possiblement des mauvaises perceptions est une des origines de quiproquo. Les ambiguïtés et les quiproquos sont des entraves pouvant entrainer des conséquences graves pour le système, tel que la déviance du scénario, la propagation des quiproquos, l’interruption des interactions, la perte de motivation des utilisateurs... Ils diminuent à la fois la qualité de l’adaptation et la pertinence de l’interaction. La question principale à laquelle veulent répondre nos travaux est : comment peut-on gérer les quiproquos entre les acteurs du système lors de l’exécution, afin d’améliorer l’adaptativité dans les applications interactives ? Le principe de notre solution est de proposer un gabarit de conception et d’organisation des interactions ainsi qu’un gabarit de mécanisme de gestion de cohérence, que les concepteurs d’une application interactive pourront reprendre comme support pour développer leurs propres algorithmes de détection ou de correction. Ce modèle d’architecture doit être générique et réutilisable, les mécanismes doivent être transparents et préserver les propriétés importantes des systèmes interactifs. Pour atteindre cet objectif, notre recherche s’est divisée en trois points : proposer un cadre méthodologique à base de la notion de « situation » pour la conception des applications interactives, pour confiner les interactions et suivre les parcours d’actions de chaque acteur, afin de contrôler l’utilisation des ressources et assurer la cohérence des visions locales ; proposer une architecture robuste à base d’agents avec la surcharge des composants spécifiques en tant qu’infrastructure des systèmes interactifs adaptatifs ; enfin, transférer des techniques du domaine de la sûreté de fonctionnement et de la tolérance aux fautes, vers le domaine de l’interactivité et l’adaptativité pour traiter les quiproquos
Our works focus on defining an architectural model for interactivity-based computer applications. The research context is placed in the mediator systems where the interactions are treated by the system itself, and in the scenarized applications where its execution is considered as a scenario. This aims to manage at best the interactive application execution. The observation and adaptation are key points of our approach where the designer develops his interactive application according to the presuppositions about users (behaviour, skills...). To maintain an execution consistence towards user’s behaviour in current activities, the adaptation mechanism has to take into account the perceived and interpreted user’s logic. That allows the system to adjust its execution logic to user’s state, behaviour, reactions and capacities. Hence, the starting point of adaptive execution is to define a set of proprieties characterising user’s state and his environment of which the observation permits thereafter to make decisions about the future scenario continuity. However, this decision can be influenced or hampered by the difference distance between the observed state and the real state of user, also the distance between the observed state and the expected one by the system. The principal obstacles against the adaptation and interactions are : the ambiguity, the inconsistency, and the misunderstanding. They can occur when the participant actors interact, share global data, and manage the local knowledge contained in their local visions at the same time. A misunderstanding in interaction arises during actors’ interactions using the inconsistent data in their local visions that can impact badly on interaction. The ambiguity causing possibly the wrong perceptions is one of the principal misunderstanding origines. Theses obstacles lead to serious consequences for the system and application such as scenario deviation, misunderstanding propagation, interaction interruption, user’s motivation lost...They decrease the adaptation quality and interaction pertinence. Hence, the principal question of this thesis is : how can we handle the misunderstanding in interactions between the actors during system execution in order to improve adaptability in the interactive applications ? Our solution principle is to propose a model for interaction designing and organizing, together with a model for consistency handling mechanisms that application designers can employ as a necessary support to install his own detection or correction algorithms. These models have to be generic, reusable to be applied in different types of application. The consistency managements have to be transparent to users, and preserve important properties of interactive systems. To attain this objective, our works follow three major points : propose a situation-based methodological model for interactive application designing to confine a sequence of interactions into a situation with the constraints of context and resource utilisation. This structuration into situations propose a robust system architecture with additional specific components that ensure misunderstanding in interaction detection and management. Integrate the adaptive treatment mechanisms to the dynamic system’s execution through the proposed situation-based architectural model. They are inspired and adapted from fault-tolerance techniques in dependability domain

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Engelbrecht, Johanna Catharina. "Tolerance of ambiguity : a context-specific construct." Thesis, 2000. http://hdl.handle.net/10413/3520.

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This thesis provides some evidence of variability in cognitive style, and refutes the notion of it being a stable, generalisable personality trait. The study is statistical in nature and uses the cognitive style construct tolerance/intolerance of ambiguity as the main dependent variable. The main independent variables are context, content, ideological conservatism and ideological commitment. The theoretical context for this thesis is the long.,.standing debate about the nature of cognitive style within the field of social psychological research. The four major theories constituting this context are the theory of authoritarianism, the theory of extremism, context theory and value pluralism theory. However, these appear to be inadequate to explain the contextual variability of value conflict. Hence an attempt has been made to develop a new theory, tentatively named the contextual value conflict theory. The founding hypothesis of contextual value conflict theory is that the different characteristics of the manipulated contexts would present subjects with different levels of contextual value conflict, thus resulting in the expression of different levels of tolerance of ambiguity. The assumption was that higher conflict leads to higher attitudinal ambiguity tolerance and lower conflict to lower attitudinal ambiguity tolerance. The quantitative part of the research is constituted by two studies in which the Attitudinal Ambiguity Tolerance (AAT) Scale (Durrheim, 1995) was used to measure cross-context and crosscontent variations in tolerancelintolerance of ambiguity. This was done by first administering the scale across two different contexts with a fixed university student sample. This procedure was repeated in a follow-up study in two different contexts with a fixed church sample. The AAT scale was used in conjunction with 3 scales measuring ideological conservatism/ideological belief, and two scales measuring ideological commitment. These were the Subtle Racism scale (Duckitt, 1991), the Conservatism scale (Durrheim & Foster, 1997) and the Right-Wing Authoritarian Scale (Duckitt, 1990). Scales measuring ideological commitment included the Religiosity Scale (Rohrbaugh & Jessor, 1975) and the Political Interest scale (an adaptation of the one used by Sidanius, 1988b). Results have indicated that it is important to distinguish between the various dimensions of ideological conservatism as the shape and direction of the relationship with attitudinal ambiguity tolerance depend on these dimensions. Although contextual value conflict has managed to better account for the vast variability in patterns of associations than any of the four other theories mentioned above, it too has its limitations. It was found that conflict caused by context is difficult to control and pre-define, and future studies need to address this shortfall by finding ways of determining more efficiently the level of contextual value conflict inherent in different situations. A recommendation for further research is that an attempt be made to develop an instrument for quantifying the level of contextual value conflict present in a particular situation. These shortfalls resulted in the major limitation of this study, i.e. the post hoc nature of explanations offered for the results. Thus, although contextual value conflict theory was not confirmed without contradiction, this thesis did uncover a degree of support for it. Due to the small sample size in both studies, but in particular that of the church study it is important, however, to treat the findings with caution. In conclusion, although the support for contextual value conflict was not conclusive, some confIrmation was found. What was most strongly evidenced though, was that tolerance of ambiguity cannot be seen as a stable, generalisable personality trait, but should rather be seen as performance in context that is fluid in nature.
Thesis (M.A.) - University of Natal, Pietermaritzburg, 2000.

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Liu, Shih Hsing, and 劉世興. "The effects of tolerance of ambiguity and situational ambiguity on the choice of negotiation behavior." Thesis, 1996. http://ndltd.ncl.edu.tw/handle/53748998959289795920.

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Wang, Yi-Ting, and 王怡婷. "Persuasion Effect of e-WOM：The Distribution of Product Reviews and Ambiguity Tolerance." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/49453905205871318144.

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碩士
國立臺北大學
資訊管理研究所
98
Consumers usually search information and consult with others to ensure a smart purchase decision. Electronic word-of-mouth (e-WOM) serves as an important information source to evaluate the product. This article focuses on the influence to individuals' purchase intention of e-WOM quantity and distribution. Personal differences of personal involvement and personality traits of ambiguity tolerance are considered as two factors influencing the persuasion effect of e-WOM. This article conducted three empirical surveys to investigate the persuasion effect of e-WOM. Study 1 examined the impact of consumers’ characteristics of tolerance of ambiguity and involvement on persuasion effect of e-WOM. Study 2 focused on the relation between the quantity of e-WOM and consumers’ purchase intention. Study 3 aimed to discuss the impact of e-WOM distribution on consumers’ purchase intention. The moderate of involvement and ambiguity tolerance on persuasion effect are also discussed in both study 2 and 3. In all the three studies, a restaurant was selected as the target of e-WOM. This article revealed the following finds: Ambiguity tolerance is negative relative with persuasion effect; Personal involvement and E-WOM quantity is positively relative to purchase intention. This positive relationship between e-WOM quantity and purchase intention exists only for individuals with high involvement; Distribution of J-shape rating score of e-WOM, in which few reviews are negative, is with superior persuasion effect than other shapes of e-WOM distribution. These results are useful for both academics and practice to better understand the influence factors for persuasion effect of e-WOM.

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Lakhana, Arun. "Tolerance of Ambiguity in Educational Technology: A Review of Two Social Science Concepts." Thesis, 2012. http://spectrum.library.concordia.ca/975020/1/Lakhana_MA_S2013.pdf.

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How does a concept acquire its meaning? How does a learner acquire a concept? Answers are explored through historical review of two social science concepts: tolerance of ambiguity (TA) and educational technology (ET). Each of these concepts accommodates multiple interpretations. Limitations in dominant interpretations of each concept are exposed using three analytic perspectives: theoretical, ecological, and phenomenological. The first concept, TA, originally conceived as a personality trait, acquires additional meaning when re-interpreted as a metacognitive skill. As such, TA refers to an ability to cope with increasing sensitization to novel features of a phenomenon in order to redefine prior conceptual interpretations, contingent on trust and motivation. The second concept, ET, concerns the application of technology for purposes of learning. ET is popularly conflated to mean the application of computer technology; however, less intuitively, technology refers to myriad ideas and processes, including cultural, biological, and metacognitive processes. As a metacognitive strategy for conceptual change, TA can be exploited in ET theory and practice. In particular, securely experiencing the ambiguity that is inherent in a phenomenon (for example, the ambiguity inherent in a concept such as TA or ET) equips learners to overcome the restraints of prior knowledge, toward the cultivation of new knowledge.

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"Career Decision Ambiguity Tolerance: A Longitudinal Examination of its Relation to Career Indecision." Doctoral diss., 2017. http://hdl.handle.net/2286/R.I.44302.

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abstract: The current study investigated the dynamic interplay of career decision ambiguity tolerance and career indecision over three assessment times in a sample of college students (n=583). While the previous research has repeatedly shown an association of career decision ambiguity tolerance with career indecision, the direction of this association has not been adequately assessed with longitudinal investigation. It was hypothesized in this study that there is a reciprocal pattern of career decision ambiguity tolerance leading to subsequent career indecision and career indecision leading to subsequent career decision ambiguity tolerance. Using a cross-lagged panel design, this study found support for the reciprocal pattern that aversion with ambiguity led to increased negative experience, choice anxiety, and lack of readiness in career decision making, while negative experience, choice anxiety, and lack of readiness led to increased aversion with ambiguity as well. Additionally, this study revealed that choice anxiety and readiness for career decision making led to increased interests in new information. The key findings were discussed with respect to the theoretical and clinical implications for career counseling along with limitations and suggestions for future research.
Dissertation/Thesis
Doctoral Dissertation Counseling Psychology 2017

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Hu, Fang-Jing, and 胡芳菁. "Consumer’s Forgiveness and Consequent Behavior towards Corporate Apology-The Application of Theory of Tolerance Ambiguity." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/4837gb.

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碩士
國立東華大學
國際企業學系
103
In the recent years, many product problems occurred so that firms need apologize in public. How to analyze consumers’ behaviors and psychology becomes an important issues. Therefore, companies began to pay attention to consumer behavior in the corporate apology. Past research literatures mentioned corporate apologize to explore the problem from the success of the principle of how to use the opportunity to apologize and strengthen the relationship between consumers. This article is addressed by examining how corporate apology and tolerance ambiguity and product properties affected purchase intention of consumer. Study 1 observes corporate apology and purchase intention of consumer. Study 2 shows that factors such as tolerance ambiguity moderate the corporate apology effect. Study3 considers whether the product properties moderate the corporate apology effect. By demonstrating these studies, we suggest that： 1. If the corporate apology text is clearly will be show high forgiveness and high purchase intention. 2. Tolerance ambiguity and product properties do ply a significant part in shaping the subjects’ effect. These findings will be very useful to researchers and companies for understanding the corporate apology. Most importantly, the result suggests that company apology must be clean and sincerity offer apology information. In particular, in these results will help understanding consumer behavior and their truly forgiveness degree.

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HUANG, WEI-CHEN, and 黃薇真. "Ambiguity Tolerance and Self-Rated English Proficiency of Adult Learners of English as a Foreign Language." Thesis, 2019. http://ndltd.ncl.edu.tw/handle/8ar4r7.

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碩士
銘傳大學
應用英語學系碩士在職專班
107
Learning a foreign language can make EFL (English as a Foreign Language) learners feel traumatic and uncertain when exposed to complexity or confusion. According to Ehrman (1999), for adult learners, the process of cognitive complexity and ambiguity from linguistic and cultural inputs might make them feel uncertain and incompetent in mastering a foreign language. This study aimed to explore the level of ambiguity tolerance of the adult EFL learners and relationships between AT and self-rated general and listening English proficiency. Ely’s (1995) “Second Language Tolerance Ambiguity Scale” (α= .92) was adapted. Descriptive statistics, Pearson product-moment correlation analysis and Analysis of Variance (ANOVA) were utilised. The findings revealed that the adult EFL learners in northern Taiwan, in general, had a moderate level of AT (N = 218, X = 3.63, s = .75). Correlation results indicated a negative significant relationship between ambiguity tolerance and self-rated general proficiency (r = -.455, p < .001), and a negative significant relationship between ambiguity tolerance and self-rated listening proficiency (r = - .380, p < .001). ANOVA results showed that there were significant differences (p = .000) among the three stratified AT groups (Group H; High Tolerance, Group M; Moderate Tolerance, and Group L; Low Tolerance) in both self-rated general proficiency and self-rated listening proficiency. Also, High Tolerance group outscored the other groups in self-rated language proficiency. The findings are in line with previous literature that, with a certain level of ambiguity tolerance in L2 learning, EFL learners will achieve a higher language proficiency level. However, the findings that learners with moderate tolerance of ambiguity did not perceive their language proficiency better than those with high tolerance did not support some of the literature that moderate level of AT is optimal for L2 learners. It is, then, helpful for EFL instructors to know that ambiguity tolerance serves as an important role fostering EFL learners’ learning.

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Wu, Shou-Hsin, and 伍守信. "Ambiguity Tolerance as a moderator to explore the relationship between Extension Similarity and Brand Extension Evaluation." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/36271182832008977602.

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碩士
中國文化大學
國際貿易學系碩士班
97
The purpose of this study is to explore the moderating effect of ambiguity tolerance on the relationship between extension similarity and brand extension evaluation. The study used the experimental research including a pretest and final experiment. The purpose of pretest is to select core brands (high similarity/low similarity, high-awareness, high-quality, same preference). The usable samples consisted of 62 participants. The outcome of pretest was Canon as the high similar extension brand, and Levi’s as the low similar extension brand. The design was 2(extension similarity, high/low) between-subjects factors × 2(ambiguity tolerance, high/low) within-subjects factors design. Each experimental treatment of between-subjects factors design was assigned to 150 students randomly. The result shows that similarity was positively affect brand extension evaluation. In additional, ambiguity tolerance does have moderate effect on the positive relationship in extension similarity and brand extension evaluation. Comparatively to high ambiguity tolerance consumer, the lower ambiguity tolerance the consumer is, the more extension similarity positively affects the brand extension evalu-ation.

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Lin, Hsiu Chin, and 林秀芩. "A study on different tolerance of ambiguity of elementary school students in English reading with annotation system." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/17735432013574234663.

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碩士
國立政治大學
圖書資訊學數位碩士在職專班
99
This research focused on studying 34 elementary grade 5 students at Magong City, Penghu County and proceed five weeks of classes on students’ with different tolerance of ambiguity in English reading study through the assistance of annotation system. The purpose is to learn the differences on the students studying performance through the assistance of annotation system on students with different tolerance of ambiguity and the changes of reading result and annotating behavior after using the annotation system. This research collected a lot of quantitative and qualitative data, in terms of quantitative data, there are second language tolerance of ambiguity scale chart, the general English proficiency tests’ articles and tests for children and teenagers, and the statistical analysis gathered using the Glias reading annotation system tool developed by NCCU Graduate Institute of Library, Information and Archival Studies’ “digital library and digital learning laboratory.”; in terms of qualitative data are data and statistics gathered through class discussion and semi-structured interviews. A summary of the key findings are: 1. Annotation system effectively increases the English reading scores for students especially with low tolerance of ambiguity. 2. Through open annotation labeling, different students with different tolerance of ambiguity effectively reduced some types and the total numbers of annotation labeling, especially for students with medium and low tolerance of ambiguity. 3. Through open annotation labeling, the number of labeling in students personal opinion have increased. 4. Students with different level of tolerance of ambiguity have different performance in terms of the number of open annotation labeling system and the number of system that were voted, but after using open annotation system for two times, there were little differences. 5. Students with different level of tolerance of ambiguity like to establish and also think the most useful annotation labeling is the explanation types, but their reason for liking the system varies. 6. The favrorite browsing type of annotation labeling for students with different level of tolerance of ambiguity varies. 7. After two open annotation labeling, the score doesn’t increase when there are more annotation labeling. 8. The better annotation labeling for the main point is related to the higher score on the English reading test. 9. In different groups of students of different level of tolerance of ambiguity, the students that improve the most are students who know how to use the annotation system to its advantage. 10. Most students agreed that open annotation system is effective in assisting reading English articles. In conclusion, this research will also propose related suggestions to practice educators and the follow-up studies.

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Hossack, Robert C. "Ego identity status, locus of control, and tolerance of ambiguity in late adolescent youth in religious and secular academic settings." 1990. http://hdl.handle.net/1993/17169.

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YEH, YUNG-HAO, and 葉永浩. "The effects of achievement motivation ambiguity tolerance and attachment style on expatriate willingness and overseas entrepreneur intention: A study of college students." Thesis, 2017. http://ndltd.ncl.edu.tw/handle/97xvmm.

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碩士
國立高雄應用科技大學
人力資源發展系碩士班
105
The purpose of this study was to investigate the effect of workplace’s achievement motivation, ambiguity tolerance, and attachment theory on expatriate willingness and overseas entrepreneur intention.Hope we can find out that those variable have some effect on expatriate willingness and overseas entrepreneur intention.Questionnaires are issued by University fourth grade students and master students.We use convenience sampling for collecting data.Total issued 400 Questionnaires, Actual recovery 352 valid questionnaire.The result of the study were that achievement motivation’s Pursuit of success had positive impact to expatriate willingness and overseas entrepreneur intention. Achievement motivation’s avoid failure had Negative impact to expatriate willingness and had no effect on overseas entrepreneur intention. Ambiguity tolerance had both no effect on expatriate willingness and overseas entrepreneur intention. Attachment theory’s secure attachment had both posrive impact on expatriate willingness and overseas entrepreneur intention. Attachment theory’s avoidant-attachment had both posrive impact on expatriate willingness and overseas entrepreneur intention. Attachment theory’s disorganized attachment had both no effect on expatriate willingness and overseas entrepreneur intention.

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Martins, Rita Isabel Alturas Dias Varela. "Analysis of antecedents of global mindset in a multi-cultural environment." Master's thesis, 2014. http://hdl.handle.net/10362/120288.

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The rapid growth pace of globalization resulted in changes in the business world dynamics and, as consequence, the importance of having a global mindset has been increasing. Global mindset has been considered a key attribute to successfully operate in a complex global business environment. The goal of this work project is to answer to what are the characteristics of a global leader with a global mindset. Focusing on the cultural diversity and cultural distance associated with the global market place, it is suggested that cultural intelligence and tolerance for ambiguity contribute to high levels of global mindset in global leaders. It is also proposed a positive relationship between tolerance for ambiguity and openness to new experiences, where high levels of the latter characteristic has a potential positive influence in the variance of tolerance for ambiguity. Regarding to cultural intelligence, it is suggested that its variance is positively influenced by high levels of learning agility, and that this is moderated by the level of cultural self-awareness. The hypothesis were tested in a population with different nationalities, where age, gender, international work experience and being global leaders or not were used as control variables. All the hypothesis were verified validating the relationships among the diverse variables were verified, with exception for the moderation effect.

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Унесихина, В. А., and V. A. Unesikhina. "Исследование личностных предикторов непрерывного обучения у профессионалов в зрелом возрасте : магистерская диссертация." Master's thesis, 2019. http://hdl.handle.net/10995/78993.

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Обучение в течение всей жизни – пространство развития каждого человека, в связи с этим следует обратиться к данной теме с точки зрения психологических предпосылок. Обучение в разных формах понимается не только как социальная, профессионально-значимая функция, но и как атрибут личностного здоровья. Какая именно черта характера формирует потребность учиться у зрелого человека или препятствует этому? Изучается взаимосвязь выделенных переменных опросника «Оценка готовности к непрерывному обучению» со шкалами методик Баднера (толерантность к неопределенности) и Гослинга (открытость опыту, добросовестность, эмоциональная стабильность, экстравертность и дружелюбие). В онлайн-опросе приняли участие 65 человек в возрасте 40-55 лет со стажем работы не менее 10 лет. Магистерская диссертация состоит из введения, трех глав, заключения, списка литературы (104 источника) и приложений, включающих в себя бланки применявшихся методик, данные по ранним исследованиям. Объем магистерской диссертации без приложений составляет 97 страниц, на которых размещены 29 рисунков и 6 таблиц. Во введении раскрывается актуальность проблемы исследования, разработанность проблематики, ставятся цель и задачи исследования, определяются объект и предмет исследования, формулируется основная и конкретизирующие гипотезы, указываются методы и эмпирическая база. Первая глава включает в себя обзор иностранной и отечественной литературы по теме исследования: описание основных понятий и их характеристики. Выводы по первой главе представляют собой итоги по изучению теоретического материала. Вторая и третья главы посвящены эмпирической части исследования. В них представлено описание хода исследования и интерпретация полученных результатов. В заключении в обобщенном виде изложены результаты теоретической и эмпирической частей работы, а также выводы по выдвинутым гипотезам, обоснована практическая значимость исследования. В заключении показано, что наиболее тесно готовность к обучению в течение всей жизни связана с экстравертностью, открытостью опыту и дружелюбием.
Lifelong learning sustains an ongoing personal development and it should be analyzed with regard to its psychological premises. Any form of education not only enhances person's social and professional integration but also fosters his or her personal fulfillment and health. What personality trait forms or suppresses eagerness to learn at mature age? In this article we study the correlation between selected variables from «Life Long Learning Inventory» questionnaire and «Tolerance of ambiguity scale» developed by S.Budner (tolerance of ambiguity – novelty, complexity, or insolubility) and Ten-Item Personality Inventory-(TIPI) by S.D.Gosling (extraversion, agreeableness, conscientiousness, emotional stability, openness to experiences). 65 respondents at the age between 40 and 55 having over 10 years of work experience participated in the online questionnaire. The master's thesis consists of an introduction, three chapters, conclusion, a list of literature (104 sources) and applications, including forms of applied techniques, the classifier of associative connections, early research data. The volume of the master's thesis is 97 pages, on which are placed 29 figures and 6 tables. The introduction reveals the relevance of the research problem, the development of the problem, the purpose and objectives of the research, the object and subject of the research, the main hypothesis are formulated, the methods and the empirical base are specified. The first chapter include a review of foreign and domestic literature on the topic of the study: a description of the basic concepts and their characteristics. The first chapter include a review of foreign and domestic literature on the topic of the study. Conclusions on the first chapter are the results of the study of theoretical material. The two and three chapter is devoted to the empirical part of the study. On the basis of the obtained data, the developed models of intelligence and performance are demonstrated. In conclusion, the results of the theoretical and empirical parts of the work, as well as conclusions on the hypotheses put forward, the practical significance of the study. The results of our research demonstrate that readiness to acquire new knowledge at mature age is closely connected to extroversion, openness to experience and agreeableness.

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Aumer-Ryan, Paul R. "Information triage : dual-process theory in credibility judgments of web-based resources." Thesis, 2010. http://hdl.handle.net/2152/ETD-UT-2010-05-868.

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This dissertation describes the credibility judgment process using social psychological theories of dual-processing, which state that information processing outcomes are the result of an interaction “between a fast, associative information- processing mode based on low-effort heuristics, and a slow, rule-based information processing mode based on high-effort systematic reasoning” (Chaiken & Trope, 1999, p. ix). Further, this interaction is illustrated by describing credibility judgments as a choice between examining easily identified peripheral cues (the messenger) and content (the message), leading to different evaluations in different settings. The focus here is on the domain of the Web, where ambiguous authorship, peer- produced content, and the lack of gatekeepers create an environment where credibility judgments are a necessary routine in triaging information. It reviews the relevant literature on existing credibility frameworks and the component factors that affect credibility judgments. The online encyclopedia (instantiated as Wikipedia and Encyclopedia Britannica) is then proposed as a canonical form to examine the credibility judgment process. The two main claims advanced here are (1) that information sources are composed of both message (the content) and messenger (the way the message is delivered), and that the messenger impacts perceived credibility; and (2) that perceived credibility is tempered by information need (individual engagement). These claims were framed by the models proposed by Wathen & Burkell (2002) and Chaiken (1980) to forward a composite dual process theory of credibility judgments, which was tested by two experimental studies. The independent variables of interest were: media format (print or electronic); reputation of source (Wikipedia or Britannica); and the participant’s individual involvement in the research task (high or low). The results of these studies encourage a more nuanced understanding of the credibility judgment process by framing it as a dual-process model, and showing that certain mediating variables can affect the relative use of low-effort evaluation and high- effort reasoning when forming a perception of credibility. Finally, the results support the importance of messenger effects on perceived credibility, implying that credibility judgments, especially in the online environment, and especially in cases of low individual engagement, are based on peripheral cues rather than an informed evaluation of content.
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