Journal articles: 'Tolerance for ambiguity'

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BALGIU, Beatrice Adriana. "Ambiguity Tolerance in Productional Creativity." Logos Universality Mentality Education Novelty: Social Sciences III, no. 1 (December 31, 2014): 29–40. http://dx.doi.org/10.18662/lumenss.2014.0301.02.

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Geller, Gail. "Tolerance for Ambiguity." Academic Medicine 88, no. 5 (May 2013): 581–84. http://dx.doi.org/10.1097/acm.0b013e31828a4b8e.

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Bos, Jaap. "Tolerance and Ambiguity." Psychoanalysis and History 8, no. 1 (January 2006): 171–74. http://dx.doi.org/10.3366/pah.2006.8.1.171.

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Magid, C. S. "Developing Tolerance for Ambiguity." JAMA: The Journal of the American Medical Association 285, no. 1 (January 3, 2001): 88. http://dx.doi.org/10.1001/jama.285.1.88.

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Craik, Rebecca L. "A Tolerance For Ambiguity*." Physical Therapy 81, no. 7 (July 1, 2001): 1292–94. http://dx.doi.org/10.1093/ptj/81.7.1292.

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Bowen, James, Zi-lei Qiu, and Yi Li. "Robust Tolerance for Ambiguity." Organizational Behavior and Human Decision Processes 57, no. 1 (January 1994): 155–65. http://dx.doi.org/10.1006/obhd.1994.1009.

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Sokolová, Lenka, and Viera Andreánska. "PRE-SERVICE TEACHERS' AMBIGUITY TOLERANCE." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 2 (May 21, 2019): 610. http://dx.doi.org/10.17770/sie2019vol2.3676.

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Teachers encounter many ambiguous situations in their every-day practice. They have to deal with pupils with various disabilities, personality and background diversity. The aim of this study is to examine pre-service teachers' ambiguity tolerance and perceived knowledge and skills for work with various types of diversity in the classroom. Pre-service teachers (N = 176) self-assessed their knowledge and teaching skills for 20 different types of children with special educational and social needs. The Multiple Stimulus Types Ambiguity Tolerance Scale-II was used to assess their ambiguity tolerance. Pre-service teachers' ambiguity tolerance appeared to be moderate. There was no significant difference across years of study and only weak or slight relationship between ambiguity tolerance and self-reported inclusive competences.

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Moore, Shirley, Michael Ward, and Barry Katz. "Machiavellianism and Tolerance of Ambiguity." Psychological Reports 82, no. 2 (April 1998): 415–18. http://dx.doi.org/10.2466/pr0.1998.82.2.415.

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The relationship of Machiavellianism and Tolerance of Ambiguity was studied in 47 African-American college and university administrators. The mean score on Machiavellianism in the youngest group (30–40 yr.) of administrators was significantly higher on Machiavellianism than the mean of the oldest group (50 yr. and older) of administrators.

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Xu, Hui, and Terence J. G. Tracey. "Ambiguity Tolerance With Career Indecision." Journal of Career Assessment 23, no. 4 (September 30, 2014): 519–32. http://dx.doi.org/10.1177/1069072714553073.

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Hancock, Jason, and Karen Mattick. "Increasing Students’ Tolerance of Ambiguity." Academic Medicine 87, no. 7 (July 2012): 834. http://dx.doi.org/10.1097/acm.0b013e318257d085.

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Wayne, Sharon, Deborah Dellmore, and Summers Kalishman. "Increasing Students’ Tolerance of Ambiguity." Academic Medicine 87, no. 7 (July 2012): 835. http://dx.doi.org/10.1097/acm.0b013e3182586bdd.

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Li, Qian, Zhuowei(Joy) Huang, and Kiel Christianson. "Ambiguity tolerance and advertising effectiveness." Annals of Tourism Research 63 (March 2017): 216–22. http://dx.doi.org/10.1016/j.annals.2016.12.004.

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McLain, David L. "Evidence of the Properties of an Ambiguity Tolerance Measure: The Multiple Stimulus Types Ambiguity Tolerance Scale–II (MSTAT–II)." Psychological Reports 105, no. 3 (December 2009): 975–88. http://dx.doi.org/10.2466/pr0.105.3.975-988.

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Despite widespread interest in ambiguity tolerance and other information-related individual differences, existing measures of ambiguity tolerance are conceptually disparate and are often psychometrically weak. This paper presents evidence of reliability and validity for a 13-item measure of ambiguity tolerance (MSTAT–II) based on a definition of ambiguity tolerance as an orientation, ranging from aversion to attraction, toward stimuli that are complex, unfamiliar, and insoluble. The MSTAT–II addresses each basic type of ambiguous stimulus, contains fewer items than many other scales, and reduces references to specific contexts and objects not directly related to ambiguity. Data from three studies using diverse samples and measures, including other popular ambiguity tolerance scales, were examined, and the results suggest the MSTAT–II may improve upon other paper-and-pencil measures of ambiguity tolerance.

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Moulaei, Akbar. "Investigating the Relationship between Tolerance of Ambiguity, Individual Characteristics and Listening Comprehension Ability among Iranian EFL Learners." International Journal of English Linguistics 6, no. 7 (March 6, 2017): 185. http://dx.doi.org/10.5539/ijel.v6n7p185.

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This study investigated the relationship between tolerance of ambiguity, individual differences and the listening comprehension ability of university students. The study was carried out at Azad University of Ahvaz, Foreign Languages Teaching Centre. It involved 150 MA and BA students in the Faculty of language teaching center in university (78 females, 72 males) with the age range of 18-40. At first the Persian version of the questionnaire of tolerance of ambiguity provided by Ely (1995) was distributed among students of each class. Then the second questionnaire which was listening comprehension one was given to the students to collect the data on the base is of these hypotheses: H01: There is no significant relationship between university students’ tolerance of ambiguity and their listening comprehension ability. H02: Gender has no effect on tolerance of ambiguity of the students. H03: There is no significant relationship between age and student’ tolerance of ambiguity. H04: There is no significant relationship between academic level and students’ tolerance of ambiguity Findings showed that there is a significant relationship between tolerance of ambiguity and listening comprehension. To answer second hypothesis, independent samples t-test was run. The results showed that gender did not have any significant impact on the students’ ambiguity tolerance. The results one-way ANOVA depicted that there is significant difference between three different age groups (below 25, between 25-29, and above 29) (p<0.05) in terms of tolerance of ambiguity (F=4.291), p=0. 015. And at last, the results of the independent sample t-test showed that there is a significant difference between these two academic levels in tolerance of ambiguity.

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Uhr, PhD, Christian, Henrik Tehler, PhD, and Misse Wester, PhD. "An empirical study on approaches to ambiguity in emergency and disaster response decision-making." Journal of Emergency Management 16, no. 6 (November 1, 2018): 355. http://dx.doi.org/10.5055/jem.2018.0384.

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Results from previous research suggest that the ability to manage ambiguous problems during acute emergency and disaster management is a desirable quality among decision-makers. Ambiguity is a perception that arises when the problem-solver is dissatisfied with his or her understanding of the structure of the problem, and consequently of the problem-solving process. This article presents the results of an empirical study of ambiguity tolerance among Swedish fire commanders. Two different personality tests have been employed. The findings show that the sampled fire commanders are no more ambiguity tolerant than other individuals with no experience of emergency and disaster management; consequently, there appears to be no correlation between ambiguity tolerance and this professional role. Commanders who see themselves as practically oriented are more ambiguity tolerant than those who see themselves as academics. Increasing professional experience and age decreases the frequency of situations in which commanders experience some form of ambiguity. However, experience and age do not affect tolerance if ambiguity is perceived. No correlation between risk tolerance and ambiguity tolerance is found. More research needs to be conducted on how ambiguity tolerance affects performance among decision- makers during emergency and disaster responses.

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Endres, Megan L., Sanjib Chowdhury, and Morgan Milner. "Ambiguity tolerance and accurate assessment of self-efficacy in a complex decision task." Journal of Management & Organization 15, no. 1 (March 2009): 31–46. http://dx.doi.org/10.1017/s1833367200002868.

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AbstractOrganizational decision making requires the ability to process ambiguous information while dealing with overload and conflicting requirements. Although researchers agree that ambiguity tolerance is a critical skill for making high-quality complex decisions, few have investigated the effects of ambiguity tolerance on self-efficacy to make complex decisions. In the current experiment, 151 participants were randomly assigned to either a moderate complexity or high complexity decision task. Ambiguity tolerance moderated the relationships between task complexity and self-efficacy, and between task complexity and the accuracy of self-efficacy in predicting future performance. In the highly complex task, individuals with a higher tolerance for ambiguity reported higher self-efficacy and more accurate self-efficacy versus individuals with lower tolerance for ambiguity. In the moderately complex task, tolerance for ambiguity had no effects on self-efficacy or accuracy. Implications for research and practice are presented, along with study limitations.

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Houran, James. "Preliminary Study of Tolerance of Ambiguity of Individuals Reporting Paranormal Experiences." Psychological Reports 82, no. 1 (February 1998): 183–87. http://dx.doi.org/10.2466/pr0.1998.82.1.183.

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This research tested the notion that poltergeist-like experiences reflect the need to explain anomalous personal experiences, Thus, it was hypothesized that percipients of poltergeists would score lower on tolerance of ambiguity than controls. Further, it was hypothesized that tolerance of ambiguity would negatively correlate with the number of different categories of poltergeist experience. 30 self-identified percipients of poltergeist-like phenomena and 30 self-identified nonpercipients of the paranormal were administered the Rydell-Rosen Ambiguity Tolerance Scale and Houran and Lange's Poltergeist Experiences Checklist. Results partially supported predictions Percipients of the paranormal scored significantly lower on tolerance of ambiguity than nonpercipients, but scores on the experiences checklist did not significantly correlate with scores on tolerance of ambiguity. The results supported the main hypothesis but more detailed research is needed to clarify the roles of age and tolerance of ambiguity in the perception of anomalous phenomena.

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Endres, Megan L., Sanjib Chowdhury, and Morgan Milner. "Ambiguity tolerance and accurate assessment of self-efficacy in a complex decision task." Journal of Management & Organization 15, no. 1 (March 2009): 31–46. http://dx.doi.org/10.5172/jmo.837.15.1.31.

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AbstractOrganizational decision making requires the ability to process ambiguous information while dealing with overload and conflicting requirements. Although researchers agree that ambiguity tolerance is a critical skill for making high-quality complex decisions, few have investigated the effects of ambiguity tolerance on self-efficacy to make complex decisions. In the current experiment, 151 participants were randomly assigned to either a moderate complexity or high complexity decision task. Ambiguity tolerance moderated the relationships between task complexity and self-efficacy, and between task complexity and the accuracy of self-efficacy in predicting future performance. In the highly complex task, individuals with a higher tolerance for ambiguity reported higher self-efficacy and more accurate self-efficacy versus individuals with lower tolerance for ambiguity. In the moderately complex task, tolerance for ambiguity had no effects on self-efficacy or accuracy. Implications for research and practice are presented, along with study limitations.

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Yurtsever, Gülçimen. "ETHICAL BELIEFS AND TOLERANCE OF AMBIGUITY." Social Behavior and Personality: an international journal 28, no. 2 (January 1, 2000): 141–48. http://dx.doi.org/10.2224/sbp.2000.28.2.141.

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This study examined the relationship between ethical beliefs and tolerance of ambiguity. Two dimensions of ethical belief were examined: ethical relativism and idealism. Findings reported here are based on a questionnaire survey of 145 exporting and importing managers of Turkey. The results show a positive correlation between ethical relativism and tolerance of ambiguity, and a negative correlation between idealism and tolerance of ambiguity.

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Valutis, Stephanie. "Tolerance of Ambiguity: Individual Differences and Teaching." Journal of Baccalaureate Social Work 20, no. 1 (November 1, 2015): 79–88. http://dx.doi.org/10.18084/1084-7219.20.1.79.

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Uncertainty is inherent in social work practice, yet there is minimal research in the profession's literature on ambiguity tolerance or its implications for professional socialization and education. There is substantial evidence that ambiguity tolerance is a stable personality trait or cognitive style. In light of such evidence, professional education should acknowledge individual differences and include pedagogical strategies that promote student self- awareness, make explicit student differences in tolerance of ambiguity, and consider implications for practice. This teaching note first discusses the construct of tolerance of ambiguity and the need for educators' attention to it as a variable and stable characteristic in students. Teaching strategies for future social work practitioners, including the measurement of ambiguity tolerance; adaptations to traditional uses of case studies; and uncertainty management strategies are presented to address these issues in the classroom.

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Liu, Chen. "Relevant Researches on Tolerance of Ambiguity." Theory and Practice in Language Studies 5, no. 9 (September 20, 2015): 1874. http://dx.doi.org/10.17507/tpls.0509.15.

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Yurtsever, Gülcimen. "Tolerance of Ambiguity, Information, and Negotiation." Psychological Reports 89, no. 1 (August 2001): 57–64. http://dx.doi.org/10.2466/pr0.2001.89.1.57.

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This study examines the relationship between the tolerance of ambiguity and the outcomes of negotiation and the misrepresentation of information. The data were obtained from 98 middle managers of a bank in Turkey. A positive correlation of .74 ( p<.01) obtained between scores on tolerance of ambiguity with the outcomes of negotiation and a negative correlation of –.66 ( p<.01) with misrepresentation of information.

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YURTSEVER, GOLCIMEN. "TOLERANCE OF AMBIGUITY, INFORMATION, AND NEGOTIATION." Psychological Reports 89, no. 5 (2001): 57. http://dx.doi.org/10.2466/pr0.89.5.57-64.

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Pressler, Jana L., and Carole A. Kenner. "Tolerance of Ambiguity in Nursing Academia." Nurse Educator 35, no. 4 (July 2010): 139–40. http://dx.doi.org/10.1097/nne.0b013e3181e33813.

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Li, Haishan, and Qingshun He. "Ambiguity Tolerance and Perceptual Learning Styles of Chinese EFL Learners." English Language Teaching 9, no. 6 (May 16, 2016): 213. http://dx.doi.org/10.5539/elt.v9n6p213.

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Ambiguity tolerance and perceptual learning styles are the two influential elements showing individual differences in EFL learning. This research is intended to explore the relationship between Chinese EFL learners’ ambiguity tolerance and their preferred perceptual learning styles. The findings include (1) the learners are sensitive to English ambiguities and are more reliable on the tactile and kinesthetic learning styles than on visual and auditory styles, (2) most Chinese EFL learners have more than one learning style preferences, (3) significant gender difference exists in ambiguity tolerance, but not in perceptual learning style preferences, and (4) the four perceptual learning styles are significantly correlated with ambiguity tolerance and the auditory learning style would exert more influence on ambiguity tolerance than the visual, tactile and kinesthetic learning styles.

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Tsui, Judy. "Tolerance for Ambiguity, Uncertainty Audit Qualifications and Bankers' Perceptions." Psychological Reports 72, no. 3 (June 1993): 915–19. http://dx.doi.org/10.2466/pr0.1993.72.3.915.

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Using 24 bankers as volunteer subjects, this study examined the effects of tolerance for ambiguity, a personality variable, on bankers' perceptions of loan risk. Subjects who were classified as scoring high and low on tolerance for ambiguity on the basis of a median score split on MacDonald's version of Rydell and Rosen's scale were given identical financial information about a company including a footnote disclosure on an uncertainty regarding pending litigation and a “subject to” audit qualification. They were requested to estimate interest rate premiums they would recommend for a loan application. The subjects' estimates of interest rate premiums were used to operationalize loan risk. Tolerance for ambiguity affected subjects' perceptions of loan risk, with individuals low on tolerance for ambiguity requiring higher interest rate premiums than individuals high on tolerance for ambiguity.

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Firoozabadi, A., and M. J. Bahredar. "Ambiguity tolerance in students entering medical school (SHIRAZ-2006)." European Psychiatry 26, S2 (March 2011): 1015. http://dx.doi.org/10.1016/s0924-9338(11)72720-1.

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IntroductionThe ability to tolerate uncertainty or ambiguity was first identified as a stable personality variable by Budner (1962) who defined it as an individual's propensity to view ambiguous situation as either threatening or desirable.ObjectivesWe tried to measure ambiguity tolerance of medical students and compare the scale according to age, major and medical speciality preference.MethodBy a questionnaire designed by Budner(Budner Ambiguity Scale), we measured the ambiguity tolerance of 240students entering medical school.ResultsAnalysis of data showed significant difference between men and women (60.81, 63.24). We found no difference of ambiguity tolerance according to the other variables. Conclusion: These data show the higher degree of ambiguity intolerance among Iranian students compared to the levels reported by Budner (44–48). Proper education could lead to better understanding of own potentiality in the students. Ambiguity tolerance may be an important variable to assess and train so that students are better prepared for unstructured situations that promote thinking and parallel the complexities of the applied world.

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Kurniasari, Fera Aldila, and Lilia Indriani. "A Study of EFL Students’ Perspective on Ambiguity Tolerance." English Learning Innovation 2, no. 1 (February 13, 2021): 10–16. http://dx.doi.org/10.22219/englie.v2i1.14858.

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This research aims to investigate the EFL students' perspective on ambiguity tolerance. The researcher used a descriptive qualitative approach for this research. To collect the data, the researcher used the Second Language Tolerance of Ambiguity Scale (SLTAS) as the instrument. This research involved 30 students of the 5th semester of Tidar University Magelang as the participant. The result shows that the participants have low ambiguity tolerance in the term reading and listening and more tolerance in speaking and writing.

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Kara, Zhanna, and Liudmila Kruteleva. "The relationship of ambiguity tolerance and personality traits of youth in a transitive society." E3S Web of Conferences 210 (2020): 19007. http://dx.doi.org/10.1051/e3sconf/202021019007.

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The relevance of the topic is determined by the study of human personality and the quality of the existence in the world. It is necessary to study the ambiguity tolerance of young people for understanding the psychology of the future society. The purpose of the research is to reveal correlations of ambiguity tolerance and personality traits of young people under present-day conditions which are characterized as high-speed, rapidly changing, and unstable. Materials and methods: analysis of scientific literature on the research problem, testing, qualitative and quantitative methods of empirical data processing, including statistical processing of the obtained data, meaningful interpretation of the results. Results and discussion: The correlations between the parameters of ambiguity tolerance and personality traits of young people (male and female samples) have been revealed. There are negative correlations between the components of anxiety and ambiguity tolerance in the male sample, and positive correlations between ambiguity tolerance and personality traits in the female sample.

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Chiang, Hui-Hua. "A Study of Interactions among Ambiguity Tolerance, Classroom Work Styles, and English Proficiency." English Language Teaching 9, no. 6 (May 3, 2016): 61. http://dx.doi.org/10.5539/elt.v9n6p61.

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This article presents a preliminary investigation of the inter-relationships between English learners’ tolerance for ambiguity, their classroom work styles, and their level of English proficiency. The study population comprised 46 English as a foreign language (EFL) students attending a technical college in Taiwan. The findings indicated that a large percentage of these students had moderate to high levels of tolerance for ambiguity. In contrast to the findings of previous studies, our results showed no significant relationship between ambiguity tolerance and classroom work styles. The relationship between ambiguity tolerance and English proficiency in terms of the Test of English for International Communication (TOEIC) scores was almost statistically significant. However, tolerance for ambiguity and classroom work styles showed a statistically significant association with English proficiency. Recommended extensions of the study are discussed, and general directions for future research are suggested. Teaching implementations are also proposed.

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Madlock, Paul E., Carrie D. Kennedy-Lightsey, and Scott A. Myers. "Employees' Communication Attitudes and Dislike for Working in a Group." Psychological Reports 101, no. 3_suppl (December 2007): 1037–40. http://dx.doi.org/10.2466/pr0.101.4.1037-1040.

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This study examined 128 working adults' attitudes of tolerance for disagreement, tolerance for ambiguity, and argumentativeness in relation to their dislike for working in a group. They completed the Revised Tolerance for Disagreement Scale, the Multiple Stimulus Types Ambiguity Tolerance Scale, the Argumentativeness Scale, and the Grouphate Scale. Dislike for working in a group correlated negatively with Tolerance for Disagreement ( r = -.28, p>.01, r2 = .08), Tolerance for Ambiguity ( r = -.21, p>.05, r2 = .04), and Argumentativeness ( r = -.21, p>.05, r2 = .04). Although these correlations are in the expected directions, magnitudes are very weak; unaccounted for variance should be examined.

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Wong, Alan, and Bernie Carducci. "Do sensation seeking, control orientation, ambiguity, and dishonesty traits affect financial risk tolerance?" Managerial Finance 42, no. 1 (December 31, 2015): 34–41. http://dx.doi.org/10.1108/mf-09-2015-0256.

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Purpose – The purpose of this paper is to determine relationships between financial risk tolerance and the personality traits of sensation-seeking, locus of control, ambiguity tolerance, and financial dishonesty. Design/methodology/approach – A pretested questionnaire was used to gather information from 255 respondents. With risk tolerance as a criterion variable and the four personality traits as predictor variables, a regression procedure was performed to determine which variables contributed to the variability of the criterion variable and the extent of such contribution. An analysis was also done to find out whether gender, age, GPA, and academic standing had an influence on each personality trait’s contribution to risk tolerance. Findings – Risk tolerance is directly related to sensation-seeking and the link is so strong that it is not mitigated by the effects of gender, age, GPA, and college academic standings. As for locus of control, the more one believes one has control over one’s outcome, the higher risk one can tolerate. Surprisingly, there is no relationship between risk and ambiguity tolerances. Dishonesty also does not affect risk tolerance behavior. However, the relationship is found to exist among younger individuals and those with lower GPA, possibly due to not having reached an adequate level of matured or critical reasoning yet. Originality/value – The relationship between risk tolerance and sensation-seeking is an established fact but whether the relationship still holds across several demographic groups is part of this study’s focus. Although much has been done on risk tolerance, very little has been done on its relationship to locus of control, ambiguity tolerance, and financial dishonesty.

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Steenkamp, L. P., and P. L. Wessels. "An Analysis Of The Tolerance For Ambiguity Among Accounting Students." International Business & Economics Research Journal (IBER) 13, no. 2 (February 27, 2014): 275. http://dx.doi.org/10.19030/iber.v13i2.8442.

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Tolerance for ambiguity is a personality characteristic that reflects the general feelings and attitudes of an individual toward ambiguity and ambiguous situations. Prior research has found accounting students to be significantly less tolerant of ambiguity than the general population, with female accounting students less tolerant than their male counterparts. The research on which this article is reporting aimed to examine the personality characteristic tolerance for ambiguity among accounting students to determine whether those currently being attracted to the profession are still less tolerant of ambiguity than the norm as reported by prior research, taking into account the drive from the accounting profession to attract individuals to the profession who are effective communicators, who can think and act strategically, are able to solve unstructured problems, and are aware of business issues. Tolerance for ambiguity was measured using the AT-20 scale, a widely used and validated instrument developed by MacDonald (1970). The results of this study confirm that students enrolled for accounting degree programmes are less tolerant for ambiguity (mean = 7.50) than students enrolled for other business programmes (mean = 8.16). Female students enrolled in accounting degree programmes were significantly less tolerant for ambiguity than their male counterparts.

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Wright, Michael E., and Ronald A. Davidson. "The Effect of Auditor Attestation and Tolerance for Ambiguity on Commercial Lending Decisions." AUDITING: A Journal of Practice & Theory 19, no. 2 (September 1, 2000): 67–81. http://dx.doi.org/10.2308/aud.2000.19.2.67.

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We begin this study by developing a model of the decisions made by bank loan officers when they evaluate a commercial loan. The model indicates that loan officers make three sequential decisions: level of risk associated with the loan, whether to recommend the loan, and the interest rate to be charged. We assume that the financial information included with a commercial loan application can be audited, reviewed, or prepared by management with no involvement by their auditors. We argue that the level of attestation should affect the perceived credibility, or conversely, the relative amount of ambiguity of the financial statements presented by management. Tolerance for ambiguity should affect how commercial lending officers handle this ambiguity. We test these effects by varying the level of attestation in a between-subjects experiment with commercial loan officers. Subjects are asked to make judgments on the risk of the loan, whether they would recommend the loan, and the interest rate to be charged. Subjects also completed a tolerance-for-ambiguity instrument. Results of the study indicate that only tolerance for ambiguity significantly affects the risk-assessment judgment. Auditor attestation had no effect on risk assessment. Risk assessment in turn significantly affects the decision to recommend the loan. Finally, the previous risk-assessment decision, tolerance for ambiguity, and the interaction between attestation and tolerance for ambiguity significantly affect the interest rate decision.

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Moardi, Mahdi, Mahdi Salehi, and Zakiyeh Marandi. "The role of tolerance of ambiguity on ethical decision-making students." Humanomics 32, no. 3 (August 8, 2016): 300–327. http://dx.doi.org/10.1108/h-01-2016-0006.

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Purpose This paper aims to investigate the role of affect and tolerance of ambiguity on ethical decision-making of management and accounting students. Design/methodology/approach Weisbrod’s (2009) questionnaire on ethical decision-making in individual and organizational situations, McDonald’s (1970)16-factor questionnaire on tolerance of ambiguity and Watson et al.’s (1988) Positive and Negative Affect Schedule were used to study the students’ views toward research hypotheses. The population used in this study includes graduate and PhD students of accounting and management during the academic year 2014-2015. The number of samples is 398 and sample members selected using simple random sampling method. Hypotheses test using structural equation modeling in the AMOS software version 18. Findings Results of hypotheses shows that individual characteristics of positive and negative affect and tolerance of ambiguity have no effect on accounting students’ ethical decision-making, but there is a significant positive relationship between management students’ negative affect and ethical decision-making, and a significant negative relationship between management students’ increased level of tolerance of ambiguity and ethical decision-making. The findings also show that affect (positive and negative) and tolerance of ambiguity have no interactive effect on accounting students’ ethical decision-making, whereas among students of management, there is a significant relationship between interactive effect of negative affect and tolerance of ambiguity on ethical decision-making. The results show that there is a significant difference between students of management and accounting based on negative effects and tolerance of ambiguity on ethical decision-making. Originality/value The current paper is almost the first paper which was conducted in developing countries.

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Robertson-Malt, Suzie. "Tolerance in ambiguity: supporting the donor family." Nursing Inquiry 5, no. 3 (September 1998): 194–96. http://dx.doi.org/10.1046/j.1440-1800.1998.530194.x.

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Tsirikas, Athanasios N., Kleanthis K. Katsaros, and Christos S. Nicolaidis. "Knowledge management, tolerance of ambiguity and productivity." Employee Relations 34, no. 4 (June 22, 2012): 344–59. http://dx.doi.org/10.1108/01425451211236814.

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Bokuniewicz, Sylwia. "Tolerance of uncertainty and ambiguity of the situation and anxiety as a state and as a feature." Journal of Education Culture and Society 11, no. 2 (September 11, 2020): 224–36. http://dx.doi.org/10.15503/jecs2020.2.224.236.

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Aim. The aim of the undertaken research is to explain to what extent the tolerance of uncertainty and ambiguity of the situation is associated with anxiety as a state and with anxiety as a trait. Methods. The survey was conducted in electronic form with the aid of a form created on the Profitest.pl platform. The Uncertainty Tolerance Scale (own translation), COPE, STAI and Ambiguity tolerance scale were used. The examined variables were: coping with stress, feeling of anxiety as a state and anxiety as a trait (explained variables); uncertainty tolerance and ambiguity tolerance (explanatory variables). Results and conclusion. The research shows that people who feel anxious in uncertainty situations can absorb it and start using it as a trait. It was also noted that the greater the tolerance of uncertainty they have to reply to, the worse they cope in critical ambiguity situations. It has also been found that in order to overcome discomfort in difficult situations, people use equal coping strategies. Greater ambiguity tolerance allows participants to experience less stress. On the other hand, the lower the tolerance, the more often they reach for emotional and instrumental support and focus on emotions. Originality. Understanding the mediating processes related to the studied phenomenon may be of fundamental importance in the development of support systems promoting the improvement of mental functioning of people who have problems with quick adaptation to changes and in the creation of appropriate prevention programs aimed at helping these people.

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Beer, John. "Learning Effects While Passively Viewing the Necker Cube." Perceptual and Motor Skills 69, no. 3_suppl (December 1989): 1391–94. http://dx.doi.org/10.2466/pms.1989.69.3f.1391.

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Over a 2-wk. period 15 high school students passively viewed a Necker cube for 5 trials (90 sec. per trial). The number of reversals per trial indicates there were practice effects. Measures of tolerance of ambiguity (Tolerance of Ambiguity), anxiety (General Anxiety Scale and Test Anxiety Scale), and rigidity (Breskin's Rigidity) were administered. Pearson correlations indicate that tolerance of ambiguity was not associated with viewing an ambiguous figure, the Necker cube. Analysis also suggests the more rigid the person's outlook, the fewer reversals were reported, and exposure to viewing the figure lowers anxiety.

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Beer, John. "Learning Effects While Passively Viewing the Necker Cube." Perceptual and Motor Skills 69, no. 3-2 (December 1989): 1391–94. http://dx.doi.org/10.1177/00315125890693-259.

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Over a 2-wk. period 15 high school students passively viewed a Necker cube for 5 trials (90 sec. per trial). The number of reversals per trial indicates there were practice effects. Measures of tolerance of ambiguity (Tolerance of Ambiguity), anxiety (General Anxiety Scale and Test Anxiety Scale), and rigidity (Breskin's Rigidity) were administered. Pearson correlations indicate that tolerance of ambiguity was not associated with viewing an ambiguous figure, the Necker cube. Analysis also suggests the more rigid the person's outlook, the fewer reversals were reported, and exposure to viewing the figure lowers anxiety.

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Leichsenring, Falk, Elke Steuernagel, Jens Steuernagel, and H. A. Meyer. "Tolerance of Ambiguity: Text Analytic vs Self-Report Measures in Two Nonclinical Groups." Perceptual and Motor Skills 104, no. 3 (June 2007): 855–69. http://dx.doi.org/10.2466/pms.104.3.855-869.

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Avoidance of ambiguity can be examined by both text analytic and self-report methods. In previous studies using text analytic methods, clinical groups showed a higher avoidance of ambiguity than nonclinical subjects. In nonclinical subjects, however, higher avoidance of ambiguity did not correlate with emotional processes. In these studies, higher avoidance of ambiguity was assessed by a text analytic method (DoTA), which was applied to the Holtzman Inkblot Technique. However, the Inkblot Technique may not activate those cognitive-affective structures in nonclinical subjects required to elicit higher avoidance of ambiguity. Thus, the following discrepant results can be predicted: in nonclinical subjects, DoTA indicators of higher avoidance of ambiguity based on Holtzman Inkblot Technique do not show correlations with self-report measures of higher avoidance of ambiguity such as the Ambiguity Tolerance Questionnaire, the Inventory for the Measurement of Tolerance of Ambiguity (Reis inventory), or self-report measures of related traits of personality such as the Giessen Test. Self-report measures of higher avoidance of ambiguity should show such correlations. Two studies were carried out to test these hypotheses. In Study 1, 80 nonclinical subjects (48 women, M age = 34.5 yr.) were examined using the DoTA text analytic method, the Ambiguity Tolerance Questionnaire-14 and the Giessen Test. In Study 2, 82 nonclinical subjects (43 women, M age = 34.0 yr.) were tested using the Reis inventory. The results obtained in these subjects are consistent with the hypothesis.

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Rezaei, Omid, Mehrdad Vasheghani Farahani, and Fatemeh Musaei Sejzehei. "Relationship between novice versus experienced EFL teacher’s Big Five personality traits and their ambiguity tolerance and risk taking." Journal of Applied Research in Higher Education 11, no. 3 (July 1, 2019): 342–51. http://dx.doi.org/10.1108/jarhe-08-2018-0172.

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Purpose The purpose of this paper is to investigate the possible relationship between novice vs experienced EFLs teachers’ Big Five personality traits, ambiguity tolerance and risk taking. To this purpose, 30 teachers of TEFL courses were randomly selected, and three instruments of NEO Five-Factor Inventory, Ambiguity Tolerance Scale and Risk-taking Propensity Measure were employed to measure their Big Five personality traits, their ambiguity tolerance and risk taking, respectively. Design/methodology/approach The study was a quantitative ex post facto study. The first phase of the study was to investigate the relationship among variables of the study. On the other hand, the second phase of the study examined the impact of experience of teachers on their risk taking and ambiguity tolerance. Findings The results showed that the more experienced the teachers are, the less risk they take and the more ambiguity tolerant they are. On the other hand, the less experienced the teachers are, the more risk they will take and the less they can tolerate ambiguity. The findings of this research can have useful implications for teacher training programs as well as teaching practices. Originality/value This study can add to the circle of knowledge and enhance theoretical assumptions of the field. Moreover, considering the Iranian context, a few studies have focused on the importance of uncovering relationship between five big personality traits and teachers’ personality factors. Therefore, this study is an attempt to investigate the relationship between the Big Five personality traits of teachers and their ambiguity tolerance and risk taking.

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Leonov, I. N. "CORRELATION OF TOLERANCE FOR AMBIGUITY WITH BURNOUT IN NURSING PROFESSION." Bulletin of Udmurt University. Series Philosophy. Psychology. Pedagogy 29, no. 4 (December 25, 2019): 441–49. http://dx.doi.org/10.35634/2412-9550-2019-29-4-441-449.

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The paper analyzes the problem of burnout in nursing profession. The situation of ambiguity is considered as one of the situations that nurses face in their professional activities. The correlation of tolerance for ambiguity as a multidimensional psychological construct and personal decision-making factors with professional burnout and its indicators is analyzed. It was found that a negative attitude to situations of ambiguity contributes to the development of emotional exhaustion, and the inability to cope with ambiguity due to the most complete orientation in a situation can accelerate development and increase the intensity of all aspects of professional burnout.

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Houran, James, and Carl Williams. "Relation of Tolerance of Ambiguity to Global and Specific Paranormal Experience." Psychological Reports 83, no. 3 (December 1998): 807–18. http://dx.doi.org/10.2466/pr0.1998.83.3.807.

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We examined the relationship of tolerance of ambiguity to severe global factors and specific types of anomalous or paranormal experience. 107 undergraduate students completed MacDonald's 1970 AT-20 and the Anomalous Experiences Inventory of Kumar, Pekala, and Gallagher. Scores on the five subscales of the Anomalous Experiences Inventory correlated differently with tolerance of ambiguity. Global paranormal beliefs, abilities, experiences, and drug use were positively associated with tolerance of ambiguity, whereas a fear of paranormal experience showed a negative relation. The specific types of anomalous experiences that correlated with tolerance of ambiguity often involved internal or physiological experience, e.g., precognitive dreams, memories of reincarnation, visual apparitions, and vestibular alterations. We generally found no effects of age or sex. These results are consistent with the idea that some paranormal experiences are misattributions of internal experience to external (‘paranormal’) sources, a process analogous to mechanisms underpinning delusions and hallucinations.

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Vynohradova, Viktoriia, Iryna Bila, Olena Kostyuchenko, Svitlana Oborska, and Liudmyla Dykhnych. "Creativity, Readiness for Changes and Tolerance for Ambiguity." BRAIN. BROAD RESEARCH IN ARTIFICIAL INTELLIGENCE AND NEUROSCIENCE 12, no. 3 (August 23, 2021): 44–63. http://dx.doi.org/10.18662/brain/12.3/219.

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Under the conditions of precarious situation, caused by the global pandemic and unprecedented restrictions, aimed at countering it, productivity of specialists in various fields of work is reducing significantly. This is particularly true of activities, conducted through direct communication between concerned parties. In order to counter instability, workers have to develop creativity, readiness for changes and tolerance for ambiguity. The goal of research is to establish correlations between the type of professional activity and creativity, readiness for changes and tolerance for ambiguity. The respondents of the study were 260 people of working age –the staff of event, tourism, restaurant business, trade, IT spheres. The research procedure included organizational, target-oriented, empirical, final stages. Time limits of the study – April – July 2020. For psychodiagnostics the article uses the Torrance test of creative thinking, diagnostics of personal creativity by Tunik, the methodology “personal readiness for changes”, the scale of individual’s tolerance for ambiguity by McLain. The study found clear correlations between the indicators of creativity, readiness for changes and tolerance for ambiguity. The original model of a creative specialist (endowed with originality, adaptability, optimism and common sense) in the conditions of changes and uncertainty was formed in the research. The results of psychodiagnostics showed the highest indicators of creativity among IT workers, readiness for changes–among the staff of IT and event spheres, tolerance for ambiguity–among retail workers. In the conditions of pandemic destruction, the workers of the tourism industry were the least creative, while the workers of the event sphere turned out to be unprepared for changes and the workers of the event and tourism industries –intolerant for ambiguity. The results of the study can be used to develop correctional programs to increase the staff’s creativity, readiness for changes, tolerance for ambiguity. It is the development and implementation of effective psycho-correctional programs for the use of real communication and digital tools that are the prospect of further scientific research on the ways to solve the problem.

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Mahmoud, Naiera Ebrahim, Shaimaa Mohamed Kamel, and Tamer Samir Hamza. "THE RELATIONSHIP BETWEEN TOLERANCE OF AMBIGUITY AND CREATIVITY IN ARCHITECTURAL DESIGN STUDIO." Creativity Studies 13, no. 1 (March 23, 2020): 179–98. http://dx.doi.org/10.3846/cs.2020.9628.

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Creativity is a cognitive ability that enables individuals to come up with both original and functional ideas and products. As architectural design requires producing aesthetic and practically useful solutions, it is a primary concern to enhance creativity in design disciplines. Many theorists argued that design is a non-linear process and many components of design problems are not clear at the beginning. At the start of the process, designers are always working at the periphery of a solution space where there is less coherence and more ambiguity. Thus, they must deal with a lot of ambiguity in every design situation. These states of uncertainty and confusion can be annoying for architecture students. On the other hand, tolerance of ambiguity is a personality trait that has been linked to creative thinking. Therefore, this paper attempts to investigate the correlation between tolerance of ambiguity of architectural students and their creativity via a qualitative study. The researchers implemented a mixed-method approach and recruited 18 architecture students. The results from this study revealed that there is a significant correlation between students’ creative thinking abilities and their tolerance for ambiguity. Our results also indicated that there is no statistically significant correlation between students’ tolerance of ambiguity and their design creativity.

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Houran, James, and Rense Lange. "Tolerance of Ambiguity and Fear of the Paranormal." Perceptual and Motor Skills 83, no. 2 (October 1996): 365–66. http://dx.doi.org/10.2466/pms.1996.83.2.365.

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Houran, et al.'s model for haunting phenomena predicts that fear of “paranormal phenomena” is associated with intolerance of ambiguity. Consistent with this prediction, ratings by 86 undergraduates (14 men and 72 women) showed a correlation of .33 between the scores on the Anomalous Experiences Inventory and the Rydell-Rosen Ambiguity Tolerance Scale.

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Leung, Janni, C. Robert Cloninger, Barry A. Hong, Kevin M. Cloninger, and Diann S. Eley. "Temperament and character profiles of medical students associated with tolerance of ambiguity and perfectionism." PeerJ 7 (June 13, 2019): e7109. http://dx.doi.org/10.7717/peerj.7109.

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BackgroundCertain personal attributes, such as perfectionism and tolerance of ambiguity, have been identified as influential in high achieving students. Medical students have been identified as high achievers and perfectionistic, and as such may be challenged by ambiguity. Medical students undertake a long and challenging degree. Personality has been shown to influence the well-being and coping and may equip some students to better cope with challenges. This paper examines the association between temperament and character personality profiles with measures of tolerance of ambiguity and with both adaptive and maladaptive constructs of perfectionism.MethodsA self-report questionnaire collected data on a sample of 808 Australian medical students in 2014 and 2015. Personality was measured using the Temperament and Character Inventory (TCIR-140) and classified traits as profiles using a latent class analysis. Two profiles were found. Profile 1 was characterized by low-average levels of Harm Avoidance, and high to very high levels of Persistence, Self-Directedness and Cooperativeness. Moderately-high levels of Harm Avoidance and high levels of Persistence, Self-Directedness and Cooperativeness characterized Profile 2. Moderation regression analyses were conducted to examine the association between the personality profiles with levels of Tolerance of Ambiguity (MSAT-II), Perfectionism-Concern over Mistakes and Perfectionism-High Standards (FMPS), considering demographic characteristics.ResultsStudents with Profile 1 were higher in levels of Tolerance of Ambiguity, and Perfectionism-High Standards, and lower levels of Perfectionism-Concern over Mistakes compared to Profile 2. These findings remained statistically significant after adjusting for age and gender. A significant personality by age interaction on Tolerance of Ambiguity was found. While higher levels of Tolerance of Ambiguity were associated with older age overall, it remained low across age for students with a personality Profile 2.ConclusionsA particular combination of personality traits was identified to be associated with low Tolerance of Ambiguity and high levels of maladaptive Perfectionism. An intolerance of ambiguity and over concern about mistakes may be maladaptive and underlie vulnerability to stress and poor coping. The psychobiological model of personality provides insight into traits that are stable and those that can be self-regulated through education and training. The interaction between biological mechanisms and socio-cultural learning is relevant to a sample of medical students because it accounts for interaction of the biological or innate aspects of their personal development within an intense and competitive learning environment of medical school.

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Taylor, Deborah, Bethany Picker, Donald Woolever, Erin K. Thayer, Patricia A. Carney, and Ari B. Galper. "A Pilot Study to Address Tolerance of Uncertainty Among Family Medicine Residents." Family Medicine 50, no. 7 (July 2, 2018): 531–38. http://dx.doi.org/10.22454/fammed.2018.634768.

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Background and Objectives: Because patients often present to their family physicians with undifferentiated medical problems, uncertainty is common. Family medicine residents must manage both the ambiguity inherent in the field as well as the very real uncertainty of learning to become a skilled physician with little experience to serve as a guide. The purpose of this analysis was to assess the impact of a new curriculum on family medicine residents’ tolerance of ambiguity. Methods: We conducted an exploratory quasi-experimental study to assess the impact of a novel curriculum designed to improve family medicine residents’ tolerance of ambiguity. Four different surveys were administered to 25 family medicine residents at different stages in their training prior to and immediately and 6 months after the new curriculum. Results: Although many constructs remained unchanged with the intervention, one important construct, namely perceived threats of ambiguity, showed significant and sustained improvement relative to before undertaking this curriculum (score of 26.2 prior to the intervention, 22.1 immediately after, and 22.0 6 months after the intervention). Conclusions: A new curriculum designed to improve tolerance to ambiguity appears to reduce the perceived threats of ambiguity in this small exploratory study.

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Lamberton, Barbara, Jane Fedorowicz, and Saeed J. Roohani. "Tolerance for Ambiguity and IT Competency among Accountants." Journal of Information Systems 19, no. 1 (March 1, 2005): 75–95. http://dx.doi.org/10.2308/jis.2005.19.1.75.

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The accounting profession must attract and retain individuals with the interest, attitudes, and competencies demanded by the marketplace. This paper examines the influence of tolerance for ambiguity, computer anxiety, and gender on interest in acquiring IT competency among 123 accounting and AIS majors. In comparison to individuals majoring in accounting, the AIS majors were more tolerant of ambiguity (p = .025) and had slightly more positive attitudes toward computers. However, neither computer anxiety (p = .112) nor gender (p = .915) explained major selection. The results suggest the accountants with strong interests in IT are more comfortable with ill-defined, ambiguous problem-solving situations. The study implies that tolerance for ambiguity, a characteristic increasingly valued by the profession, should be considered in the classroom and in hiring decisions.

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Journal articles on the topic 'Tolerance for ambiguity'

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