Multiple Stimulus Types Ambiguity Tolerance Research Articles

PERSONAL RESOURCES OF CREATIVE POTENTIAL:TOLERANCE OF UNCERTAINTY

The article presents the results of an experimental study of the state of tolerance to uncertainty, the relevance of which is related to the problem of developing creativity in a university. During the study, a modified version of the McLane Uncertainty Tolerance Scale (Multiple Stimulus Types Ambiguity Tolerance Scale-I, MSTAT-I), developed by E.N. Osin, was used for both groups of subjects. Gender differences among master's students on the subscales of the general D. McLane Scale were identified, and prospects for further study were identified. The main goal of this study was to study the state of tolerance to uncertainty and its connection with creativity among undergraduates. According to the overall indicator and the values of the three subscales, it was revealed that in men the level of tolerance is significantly higher at a statistically significant level.

Comparison of the Effectiveness of Schema Therapy and Acceptance and Commitment Therapy on Ambiguity Tolerance in Male High School Students

Objective: Adolescence can profoundly and significantly impact one's entire life. This study aimed to compare the effectiveness of schema therapy and acceptance and commitment therapy (ACT) on ambiguity tolerance. Methods and Materials: This research is a semi-experimental study with a pre-test-post-test design and a control group. The statistical population included all male high school students in the second year of Bostanabad County in the 2021-2022 academic year. A total of 45 participants were selected through purposive sampling and randomly assigned to two experimental groups and one control group. The research instrument was the second version of the Multiple Stimulus Types Ambiguity Tolerance Scale (MSTAT-II) by McLain (1993). The research hypothesis was analyzed using multivariate analysis of covariance (MANCOVA). Findings: The results of the covariance analysis test showed that the significance level in all comparisons was less than 0.05, indicating a significant difference in the effectiveness of schema therapy and ACT on ambiguity tolerance (p < 0.05). The effect size analysis showed a difference with a coefficient of 0.138. Conclusion: According to the results of this study, schema therapy has a greater impact on ambiguity tolerance than ACT. Therefore, it is suggested that schema therapy be taught to school counselors as an effective strategy so that they can apply these strategies in their interventions.

Psychological profiles associated with positive and negative risk-taking in adults

Although risk is often considered in the context of maladaptive behaviors, risks can also be positive, allowing individuals to pursue meaningful goals in a socially accepted way. In this study, we were interested in examining psychological profiles associated with positive and negative risk-taking in adults (N = 275, ages 19–71 years, M = 39.25; SD = 13.73) using latent profile analysis. Specifically, we examined whether distinct profiles of psychological characteristics such as future time perspective, tolerance to ambiguity, and sensitivity to reward and punishment are differentially associated with positive and negative risk-taking. We used the Future Time Perspective Scale (FTPS), the Multiple Stimulus Types Ambiguity Tolerance Scale (MSTAT-II), the Short Version of the Sensitivity to Punishment and Sensitivity to Reward Scale (SPSRQ-SF), the Positive Risk-Taking Scale (PRTS), and the Negative Risk-Taking Scale (NRTS). Findings yielded two profiles: individuals in the first profile, characterized by lower sensitivity to punishment and higher tolerance to ambiguity, future time perspective, and sensitivity to reward, endorsed greater positive and negative risk-taking. Conversely, individuals in the second profile, characterized by heightened sensitivity to punishment and lower tolerance to ambiguity, future time perspective, and sensitivity to reward, endorsed lower positive and negative risk-taking. The study contributes to previous findings by identifying additional psychological characteristics that may be associated with both positive and negative risk-taking in adults.

PSYCHOLOGICAL WELL-BEING AND MENTAL HEALTH OF ADOLESCENTS

Demographic, socio-cultural, technological information, and communication changes in the country affect the mental state of young people, their emotional and psychological state, as well as the degree of their social adaptation and self-realization. Therefore, the study and understanding of the mechanisms that affect psychological well-being and mental health of young people in a transitive society is a key and urgent task for modern psychology. Not only the personal development of young people depends on this, but also, more broadly, the socio-economic well-being of society as a whole. The purpose is to study the factors affecting psychological well-being, life satisfaction and mental health of young people. Psychological well-being and mental health were studied with the Scales of psychological well-being, Satisfaction with life scale, WHO. Factors affecting well-being and mental health were studied with Multiple stimulus types ambiguity tolerance scale-I; Hardiness questionnaire; General self-effi cacy scale; Self-control scale; Test of meaningful life orientations. The study involved  students. .% of this sample are students aged - (M=.; SD=.). Mathematical analysis was carried out on this sample of  teenagers. Results. Positive correlations were found between well-being and hardiness, involvement, control, acceptance of uncertainty and its preference. With an increase in life satisfaction, mental health, the well-being signifi cantly increases. Negative correlations were obtained between well-being and inability to maintain positive relationships with others. Conclusion. Adolescents with high psychological well-being and mental health are self-confi dent. They are convinced that their activities can change the situation for the better. They adhere to the principle “There are no failures, there is only experience.” They have life goals and meaning in life. They are able to control their lives, freely make decisions, set goals and implement them in life. They believe that their life is interesting and emotionally rich.

An Investigation Into the Interplay Between Chinese EFL Teachers' Emotional Intelligence, Ambiguity Tolerance, and Work Engagement.

Teachers' work engagement is regarded as a critical issue in educational contexts, so the emotional factors and personality traits, and their effects on teacher engagement have drawn the attention of investigators. This study seeks to investigate the relationship between teachers' emotional intelligence, ambiguity tolerance, and work engagement. Moreover, this study tries to investigate the contribution of emotional intelligence and ambiguity tolerance to teachers' work engagement. To do so, 322 teachers (96 males and 226 females) participated in this study. Schutte's Self Report Emotional Intelligence Test (SSEIT), Multiple Stimulus Types Ambiguity Tolerance Scale-II (MSTAT-II), and Self-report engagement Questionnaire were used in this study. The statistical techniques used in this study are the Spearman Rho test and ANOVA. The findings showed that there are significant correlations between work engagement, emotional intelligence, and ambiguity tolerance. Comparing the predictability power, teachers' emotional intelligence (B = 0.611) proved to have a higher index compared to their index of ambiguity tolerance (B = 0.2). This study concluded that emotionally intelligent teachers and teachers with higher levels of ambiguity tolerance are more engaged in the EFL contexts. Moreover, the study has some pedagogical implications and suggestions for different teacher educators, policy-makers, and advisors. The ideas can improve their awareness of teachers' emotional intelligence, ambiguity tolerance, and work engagement in educational environments.

The Analysis of Internal Consistency and Internal Structure of Questionnaires of Tolerance / Intolerance to Ambiguity: IAS, TAN, MSTAT-I and MSTAT-II

The article presents the results of internal consistency and internal structure analysis on a sampleof 184 subjects of the four most widely used questionnaires of tolerance / intolerance to ambiguity: the Intolerance to Ambiguity Scale (IAS) by S. Badner, Multiple Stimulus Types Ambiguity Tolerance Scale (MSTAT-I and MSTAT-II) D. McLane and the Tolerance-intolerance of ambiguity new questionnaire (TAN) by T. V. Kornilova. The IAS subscales showed low internal consistency, the Tolerance-intolerance of ambiguity new questionnaire scale showed satisfactory internal consistency and the MSTAT-I and MSTAT-II scales showed high internal consistency. Confirmatory factor analysis confirmed the five-factor model of MSTAT-I, the other models were not confirmed on our data. Exploratory factor analysis revealed unsatisfactory internal structure of the IAS, TAN, MSTAT-II. The results of the study are discussed.

On the Relationship Between Uncertainty Tolerance and Hardiness in Adolescents

Objective – identify the relationship between the phenomena of uncertainty tolerance and hardiness in adolescents. Uncertainty tolerance (UT) is understood as a personality trait that manifests itself in an ability to accept uncertainty and act confidently in unstable situations. Adolescence is characterized as a period of instability. It is thus assumed that uncertainty tolerance is a significant parameter in the structure of adolescents’ hardiness. The research was designed to identify the relationship between uncertainty tolerance and hardiness in adolescents using Spearman’s rank correlation coefficient. Survey respondents: 66 schoolchildren in grades 9 and 11 (15–18 years old), of which 34 are boys and 32 are girls. For the research, a set of methods was used. Hardiness Survey (S. Maddi adapted by D. A. Leont’ev); McLane’s Multiple Stimulus Types Ambiguity Tolerance Scale-I ((MSTAT-I) adapted by E. G. Lukovitskaia); Adaptive behavioural strategies Questionnaire (adolescent form: ASP‑1) by N. N. Mel’nikova. The results of the research indicate that the relationship between uncertainty tolerance to and the scales (p ≤ 0.0001) of Risk Acceptance (r = 0.75), Control (r = 0.71), Engagement (r = 0.65), Vitality (r = 0.65) has been determined. Empirical data contribute to the understanding of uncertainty tolerance as a basic personality trait that contributes to the effective organization of life with a limited amount of information about future events. Building hardiness enables adolescents to cope with age-related challenges in a more efficient way

REALIZABILITY OF PERSONAL VALUES AT DIFFERENT LEVEL OF TOLERANCE FOR AMBIGUITY

Drawing on the idea of the need for a balance of external and internal ambiguity, we proposed a hypothesis that the difference in meaning types of values is defined by the degree of barrier-feasibility of meaning-formation processes in the context of the realization of personal values in life. This assumption was checked by comparing the contrasting groups on tolerance for ambiguity (n = 59 and n = 60). These groups were created on the basis of data from 227 respondents collected with D. McLain's Multiple Stimulus Types Ambiguity Tolerance Scale (MSTAT). The realizability and barrier indices for twelve terminal values (M. Rokich) and the individual realizability indices of the values of each participant were compared. Higher realizability of personal values was found in highly tolerant subjects. Among low-tolerance subjects levels of barrier values were higher. We identified values, the meaning types of which differ to the greatest and least degree in people with different levels of tolerance for ambiguity. The data obtained deepens the understanding of the cycles of human existential interaction with the world.

Peculiarities of manifestation of innovation potential among young people of Russia and Kazakhstan

The subject of this research is the innovation potential and psychological resistance of young people with various degree of involvement in entrepreneurial activity. The authors provide the results of study focused on determination intergroup discrepancies of indicated phenomenon in different sampling frame (from Russia and Kazakhstan). The article also presents the results of worth with high school students, who make first tryouts in entrepreneurship and view this activity as their future profession. Special attention is paid to the form in which the work was conducted: a business game on the basis of Business Forum for youth. The following methods were applied in the course of research:  G. Hofstede’s value assessment technique; R. Inglehart’s modified value survey; E. Y. Mandrikova’s self-organization of activity questionnaire; D. A. Leontiev’s “Differential Test of Reflection”; E. Diener’s satisfaction with life scale; S. Maddy’s viability test; D. McLain’s Multiple Stimulus Types Ambiguity Tolerance (MSTAT-I); K. M. Sheldon’s/J. C. Hilpert’s BMPN (balanced measure of psychological needs) method; D. Jackson’s PDF (personality research form) method; R. McCrae’s/P.Costa’s “Openness” scale B5; N. M. Lebedeva’s/A. N. Tatarko’s Scale of self-esteem of innovation personality traits. The conclusion is made that the participants from Karaganda (Kazakhstan) have higher innovation potential and level of psychological resistance that the high school students from Tomsk Region of Russia. The young people from Kazakhstan are more motivated towards development and have conscious perception of the choice of their professional activity. The participants from Russia also show preparedness for development, but certain deficits that may serve as a barrier were determined: reduced interest to own activity, low level of orientation towards environment.

Tolerance Peculiarities to Uncertainty of Working Students

The article covers results of an empirical study of the characteristics of tolerance to uncertainty of working students. The sample consisted of 44 participants - students of the V.N. Karazin Kharkiv National University. The first group consisted of 22 subjects who combine their studies at a higher educational institution with work, the second group - 22 subjects who do not work. Tolerance for uncertainty was measured by «Multiple Stimulus Types Ambiguity Tolerance Scale-I» (D. McLain, the adaptation by E. Osin) and «New questionnaire of tolerance for uncertainty» (T. Kornilova). Student's t-test for independent samples was used for statistical processing of the results. Findings of the study revealed that working students have a more positive attitude to new events, a deeper awareness of themselves as the subject of their own actions, and confidence that they control their lives, a greater tendency to make choices quickly and flexibly and the ability to maintain a vision of many opportunities, and greater tolerance for uncertainty in general. For these subjects are more inherent in the desire for change, novelty and originality, willingness to follow unpaved paths and prefer more complex tasks, to be able to be independent of the accepted limitations. Non-working students are characterized by a more pronounced desire for clarity and control in interpersonal relationships and a sense of discomfort in the event of uncertainty in relationships with others. The results obtained make it possible to improve the theoretical understanding of the characteristics of manifestations of tolerance to uncertainty at a student age, determine the prospects for further scientific research and can be used in practical psychological and pedagogical work with students.

Characteristic features of the life-meaning and value orientations of sales department employees during the transformation of professional activity

The current threat of the COVID-19 pandemic has crucially changed the familiar life and caused the shift in all spheres including the professional one. Ambiguity of the nearest future and anxiety about oneself health have shifted the sphere of trade into online format. The purpose of the research was to study correlations between life-meaning and value orientations and professional motivation, and ambiguity tolerance of sales department employees. The theoretical grounds of the research are the concepts of meaning-value sphere and life-meaning orientations (Abakumova I.V., Baumeister R.F., Kruteleva L.J., Leontiev D.A., Rokeach M., Yanitskiy M.S., Seryy A.V., Schwartz S.H., etc.); professional motivation (Abakumova I.V., Barabanshchikova V.V., Ivanova S.A., Klimova O.A., etc.) and ambiguity tolerance (Asmolov A.G., Shekter E.D., Chernorizov A.M., etc.). The sample comprised 49 sales department employees aged 22 to 49 with the professional experience from 1 to 9 years. The empirical research includes the following techniques (adapted into Russian): Purpose-in-Life Test, Rokeach Value Survey, Career Anchors, Work Motivation Inventory, and Multiple Stimulus Types Ambiguity Tolerance Scale-I. The results indicate the life-meaning orientations and the general level of life meaningfulness do not correlate to ambiguity tolerance. Values of private life help to cope with the changing circumstances. The forced transformation of the professional activity frustrates respondents to achieve professional self-realization, facilitates the sales department employees to promote new products and services.

Polish version of the Inventory of Complicated Grief - preliminary validation.

The purpose of the following study was to verify the psychometric properties of the Polish version of the Inventory of Complicated Grief. 278 people who experienced loss of a close relative or a friend participated in the research on adaptation of the tool. The following research methods were applied: ICG (Inventory of Complicated Grief), BDI (Beck Depression Inventory), STAI (State-Trait Anxiety Inventory), IES-R (Impact of Events Scale-Revised), AHS (Adult Hope Scale), LOT-R (Life Orientation Test-Revised), GSES (General Self-Efficacy Scale), MSTAT-2 (Multiple Stimulus Types Ambiguity Tolerance). The statistical analyses conducted as part of the research prove the Polish version of the ICG to be a reliable and valid tool (Cronbach's alpha = 0.941). Amoderate positive correlation was noted between the overall ICG score and depression (r = 0.50; p < 0.001), post-traumatic stress disorder (r = 0.67; p < 0.001) and trait anxiety (r = 0.59; p < 0.001). The general ICG results also display negative correlation between variables related to positive expectations of the future: optimism (r = -0.37; p < 0.001), hope for success (r =-0.19; p =0.001), general self-efficacy (r = - 0.27; p < 0.001), and ambiguity tolerance (r = - 0.27; p < 0.001). The conducted confirmatory factor analysis (CFA) revealed that the one-factor model of the Polish version of the Inventory of Complicated Grief can be considered wellfitted to the data (correlation of measurement errors was allowed). Preliminary studies on the adaptation of the Polish version of the ICG prove, therefore, that it is a valid and reliable tool. However, further research is needed to help better understand the structure of complicated grief symptoms.

PRE-SERVICE TEACHERS' AMBIGUITY TOLERANCE

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.

Effects of Conceptions of Intelligence and Ambiguity Tolerance on Teacher Burnout: A Case of Iranian EFL Teachers

This study investigated teachers’ conceptions of intelligence (TCoI) and ambiguity tolerance in the burnout levels of 202 Iranian EFL teachers. To this end, 3 inventories were utilized: Language Teachers’ Conceptions of Intelligence Scale (LTCI-S), Multiple Stimulus Types Ambiguity Tolerance Scale-II (MSTAT-II), and Maslach Burnout Inventory (MBI). Pearson multiple correlation coefficients and path analysis were employed for the data analysis. Results exhibited significant relationships among TCoI, ambiguity tolerance, and teacher burnout. Moreover, the results indicated that increasibility and applied ELT subscales of TCoI were negative significant predictors of emotional exhaustion and reduced personal accomplishment dimensions of teacher burnout. Additionally, ambiguity tolerance was found to be a negative significant predictor of all teacher burnout dimensions. Finally, the results are discussed and implications are provided in the context of education.

Wyniki wstępnej walidacji polskiej wersji Skali Tolerancji Niejednoznaczności Wielorakich Typów Bodźców

This paper presents the Polish version of the Multiple Stimulus Types Ambiguity Tolerance Scale (MSTAT-II) developed by D. L. McLain: a short 13-item measure of an individual’s orientation, ranging from aversion to attraction, toward stimuli that are complex, unfamiliar, and insoluble. The aim of the study was to determine the validity and reliability of the scale. The participants in the study were 303 first-year students, aged 17 to 24: 234 women and 69 men. The authors chose this kind of sample because the significance of ambiguity tolerance should be particularly high in the case of the individual’s adaptation to the demands of a new and complex situation, such as the beginning of studies. Confirmatory factor analysis confirmed the hypothesized one-factor structure of the model of ambiguity tolerance. The study also revealed a moderate positive relationship between MSTAT-II/PL scores and scores on the Tolerance for Ambiguity Scale (TAS) by Herman and colleagues, measuring ambiguity tolerance; MSTAT-II/PL scores were positively related to extraversion, openness to experience, conscientiousness, positive affect, and satisfaction with life, as well as negatively related to neuroticism and negative affect. The results obtained support the use of the Polish version of the Multiple Stimulus Types Ambiguity Tolerance Scale as a reliable (Cronbach’s α = .85) and valid measure of ambiguity tolerance.

Wyniki wstępnej walidacji polskiej wersji Skali Tolerancji Niejednoznaczności Wielorakich Typów Bodźców

This paper presents the Polish version of the Multiple Stimulus Types Ambiguity Tolerance Scale (MSTAT-II) developed by D. L. McLain: a short 13-item measure of an individual’s orientation, ranging from aversion to attraction, toward stimuli that are complex, unfamiliar, and insoluble. The aim of the study was to determine the validity and reliability of the scale. The participants in the study were 303 first-year students, aged 17 to 24: 234 women and 69 men. The authors chose this kind of sample because the significance of ambiguity tolerance should be particularly high in the case of the individual’s adaptation to the demands of a new and complex situation, such as the beginning of studies. Confirmatory factor analysis confirmed the hypothesized one-factor structure of the model of ambiguity tolerance. The study also revealed a moderate positive relationship between MSTAT-II/PL scores and scores on the Tolerance for Ambiguity Scale (TAS) by Herman and colleagues, measuring ambiguity tolerance; MSTAT-II/PL scores were positively related to extraversion, openness to experience, conscientiousness, positive affect, and satisfaction with life, as well as negatively related to neuroticism and negative affect. The results obtained support the use of the Polish version of the Multiple Stimulus Types Ambiguity Tolerance Scale as a reliable (Cronbach’s α = .85) and valid measure of ambiguity tolerance.

La tolerancia a la ambigüedad y los procesos cognitivos del traductor

Tolerance for ambiguity (TA) is a cognitive factor that influences the perception of uncertainty and that, when not sufficiently present, may adversely affect problem solving and decision making, both key processes in translation. This being so, it has even been stated that TA is a personality trait which must be taken into account as far as translator training and recruitment are concerned (Tirkkonen-Condit 2000). After reviewing the main research conducted so far on TA from the disciplines of psychology and translation, the results of an exploratory field study based on descriptive methodology and self-report measures are shown. The Multiple Stimulus Types Ambiguity Tolerance Scale (Arquero and McLain 2010) or MSTAT-II is the main psychometric instrument applied to all participants (n=107). On the one hand, a positive correlation was found between tolerance of ambiguity and individuals’ own assessment of their self-efficacy when searching the Internet for documentation. On the other hand, those subjects who thought that they did not meet the requirements for becoming professional translators in the future obtained low scores in TA, and a significant difference in TA was found between them and those who believed to meet such requirements. The results of this preliminary work suggest that TA is relevant to the study of the cognitive processes of translators and that psychometric instruments of proven reliability and validity can be useful for process-oriented translation research.

Relationship between obstetricians’ cognitive and affective traits and delivery outcomes among women with a prior cesarean

We sought to investigate the relationship between obstetricians' cognitive traits and delivery outcomes among women with a prior cesarean delivery. A total of 94 obstetricians completed 5 standardized psychometric scales: Reflective Coping, Proactive Coping, Multiple Stimulus Types Ambiguity Tolerance (MSTAT), Need for Cognition, and State-Trait Anxiety Inventory. Scores were analyzed by quartile. Delivery data were collected for primiparas with 1 prior low transverse cesarean delivery and a term, cephalic singleton. We used χ(2) tests and random effects logistic regression to examine the relationship between obstetricians' cognitive traits and their patients' frequency of trial of labor after cesarean (TOLAC) and vaginal birth after cesarean (VBAC). Of 1502 eligible patients, 22.6% underwent TOLAC. Women were more likely to undergo TOLAC when cared for by physicians with scores in the highest quartile of the proactive coping (33.6% vs 19.6%; P < .001), MSTAT (29.2% vs 21.0%; P = .002), and Need for Cognition (27.9% vs 21.5%; P = .02) assessments, or in the lowest quartile for anxiety assessment (28.0% vs 20.6%; P = .001). Similarly, those with high proactive coping (18.0% vs 11.3%; P = .001), high MSTAT (16.6% vs 11.8%; P = .03), and low anxiety (19.2% vs 10.4%; P < .001) had greater VBAC rates. Random effects regression analyses revealed physicians with high proactive coping remained significantly more likely to have patients undergo TOLAC (adjusted odds ratio, 1.86; 95% confidence interval, 1.10-3.14) and those with low anxiety remained significantly more likely to have patients experience VBAC (adjusted odds ratio, 2.08; 95% confidence interval, 1.28-3.37). There is an increased likelihood of TOLAC and VBAC for women delivered by physicians with more proactive coping and less anxiety.

Preliminary Validation of the Spanish Version of the Multiple Stimulus Types Ambiguity Tolerance Scale (MSTAT-II)

Despite widespread interest in ambiguity tolerance and other information-related individual differences, existing measures are conceptually dispersed and psychometrically weak. This paper presents the Spanish version of MSTAT-II, a short, stimulus-oriented, and psychometrically improved measure of an individual's orientation toward ambiguous stimuli. Results obtained reveal adequate reliability, validity, and temporal stability. These results support the use of MSTAT-II as an adequate measure of ambiguity tolerance.

Evidence of the Properties of an Ambiguity Tolerance Measure: The Multiple Stimulus Types Ambiguity Tolerance Scale–II (MSTAT–II)

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.