Tolerance For Ambiguity Research Articles

Fostering Wonder Through the Arts and Humanities: Using Visual Thinking Strategies in Medical Education.

Philosophers and scientists alike argue that wonder-that emotion or state of consciousness in which one's attention is fixed on phenomena beyond one's comprehension-is the central virtue and driving force of all education. As in general education, wonder is central to all aspects of academic medicine's tripartite mission; a sense of wonder fuels the delivery of humanized patient care, sparks scientific discoveries, and supports engagement in lifelong learning. Despite its importance throughout medicine, developing a capacity for wonder among physicians has not been a stated goal of medical education, and innovative methods to foster a capacity for wonder have not been explored. There is a growing interest in the arts and humanities in medical education, and evidence suggests that these can support the development of a diverse array of clinically relevant skills and attitudes (including close observation, critical thinking, empathy, and tolerance for ambiguity) in medical learners across the learning continuum. However, even the potential of these methods to support a capacity for wonder has not yet been fully explored. In this article, the authors explore how one of the most widely used and studied arts-based learning activities in medical education, Visual Thinking Strategies, can help develop a capacity for wonder among physicians. They illustrate how Visual Thinking Strategies support the central elements of wonder-based pedagogy (i.e., exploration, improvisation, imagination, personal interest, and the ethos of educators) previously developed in education theory.

Spiritual intelligence and depression: The mediating role of the ambiguity tolerance

ABSTRACT The present study investigated the relationship between spiritual intelligence, depression, and ambiguity-tolerance among Imam Khomeini International University (IKIU) students. Using random sampling, The undergraduate students (N = 300) filled out Beck’s Depression Inventory, King’s Spiritual Intelligence test, and McLain et al. Ambiguity-Tolerance questionnaire. Results indicated that depression and spiritual intelligence can predict ambiguity-tolerance among students. Findings showed that depression has a negative relationship with ambiguity tolerance, while the relationship between spiritual intelligence and ambiguity tolerance was positive, the spiritual intelligence and depression showed a negative relationship. Also, the mediating role of ambiguity-tolerance in the relationship of spiritual intelligence and depression was approved.

From Tolerance for Ambiguity to Stress and Anxiety: The Mediating Role of Need for Cognitive Closure Among Chinese University Students.

Based on the Entropy Model of Uncertainty, this study examined the relationship between tolerance for ambiguity and stress and anxiety, as well as the mediating roles of overall need for cognitive closure and its dimensions in this relationship. Four hundred and eighty-eight Chinese university students were recruited online and completed the survey voluntarily and anonymously. The results of structural equation modeling revealed that tolerance for ambiguity negatively predicted students' perceived stress and anxiety. Moreover, overall need for cognitive closure, as well as its dimensions of preference for order and decisiveness played full mediating roles in this relationship. Specifically, tolerance for ambiguity negatively predicted students' overall need for cognitive closure, preference for order, preference for predictability, decisiveness, and closed-mindedness. Further, preference for order negatively predicted students' perceived stress and anxiety, while overall need for cognitive closure and decisiveness positively predicted such. However, preference for predictability and closed-mindedness were not significant predictors of perceived stress and anxiety.

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.

The Role of Interlanguage Practices in Feedback Mechanisms: A Case Study with Saudi EFL Learners

This study explored the efficacy and role of interlanguage feedback practices to and from EFL learners’ perspective at Qassim University which is a large university with a diverse Arabic speaker learner group. It also gauged the correlation between using interlanguage feedback practise, tolerance of language ambiguity and motivation to learn among the participants. A convenience sample of 48 EFL undergraduates at Qassim University were encouraged to judiciously adopt interlanguage in giving and receiving feedback in the EFL class for a period of eight weeks. Thereafter, a questionnaire was used to gather information on the predictors for interlanguage use in feedback and their outcomes on learning perceptions of the learners. Results indicated that students have moderate perceptions towards practicing interlanguaging feedback. Results also reported positive and moderate direct correlation between practicing interlanguaging feedback, tolerance of ambiguity and learning motivation. This was reflected in foreign language ambiguity tolerance, followed by learning motivation. Results also helped conclude that in the Saudi EFL context, an English-only classroom is not yet suitable to optimize learning, given the learners’ learning style and prevalent pedagogical methods, and as far as interlanguage use in feedback mechanisms is concerned, learners are positive to the idea as it aids in achieving their learning goals.

Ambiguity Tolerance as a Component of Life Self-Fulfillment

This article introduces a new view of ambiguity tolerance / intolerance in post-non-classical psychology as a component of life self-fulfillment strategies. After more than seventy years of scientific circulation, ambiguity tolerance still remains a vague term supported by very few empirical data. Since tolerance and intolerance to ambiguity are associated with different psychological modalities, this phenomenon is multidimensional and complex. In this respect, tolerance to ambiguity is much more than a character trait: it is a life strategy. This study approached tolerance to ambiguity as a component of life self-fulfillment strategies. It involved 73 subjects (7 men; 66 women) aged 18–25. The list of psychometric instruments included T. V. Kornilova’s New Ambiguity Tolerance / Intolerance Questionnaire, R. Norton’s Measurement of Ambiguity Tolerance (MAT-50), E. V. Bredun’s Temporal Modality of Life Fulfillment, and I. O. Loginova’s method for lifeworld stability studies. The cluster analysis revealed four types of life self-fulfillment strategies: unconstructive, compensatory, contradictory (paradoxical), and constructive (stable). Life self-fulfillment strategies proved to depend on a combination of lifeworld stability, temporal modalities of life self-fulfillment, and tolerance to ambiguity. Since self-fulfillment strategies are unlikely to be limited to the four abovementioned strategies, their range can become a new research perspective.

Coping Behavior in Young People with Different Levels of Ambiguity Tolerance

In the modern world, the growing uncertainty becomes a challenge for coping behavior as the current global changes bring about adaptive transformations in people. One’s coping strategies depend on one’s attitude towards uncertainty, which expresses itself via the construct of tolerance / intolerance to ambiguity. Coping strategies, in their turn, define the way one’s psychological adaptation unfolds under stress. The research objective was to determine the relationship between the coping pattern and the level of ambiguity tolerance in young people. The study involved 81 people aged 17–39 (22.48 ± 5.34 y.o.). Such coping strategies as accepting responsibility, avoidance, planful problem solving, and positive reassessment demonstrated a correlation between the coping behavior pattern and the ambiguity tolerance. In some cases, the strategy of accepting responsibility lost its adaptive focus. Adaptive and maladaptive coping strategies were used to describe the relationships between the level of frustration and subjective well-being. The research revealed a strong connection between ambiguity tolerance and frustration, as well as between ambiguity tolerance and subjective well-being. The article also introduces an analysis of self-reports made by the respondents regarding their emotional and subjective assessment of ambiguity tolerance.

Managerial mindset effects on international marketing strategy adaptation decisions

This research investigates how managerial implicit theories—people's implicit beliefs about the malleability of human characteristics—affect international marketing strategy adaptation decisions among B2B exporting managers. Building on mindset theory and the international marketing literature, we hypothesize that managers with a growth mindset will opt for higher levels of marketing strategy adaptation while fixed-mindset managers, who believe in the immutability of human traits, will likely standardize across markets. Across two experimental studies that manipulate mindset, we test these hypotheses and their underlying mechanism and boundary conditions. The results of Study 1 show that mindset affects lifestyle adaptation intentions for individuals in general, thus establishing the baseline relationship. Study 2 finds that business-to-business international marketing managers exposed to a growth (fixed) mindset are indeed more likely to adapt (standardize) their international marketing strategy toward foreign markets. We further show that mindset affects ambiguity tolerance, which in turn affects adaptation decisions, and that the effect of mindset is dampened (strengthened) under low (high) psychic distance conditions. This research enriches the international marketing literature by showing a managerially relevant antecedent of international marketing strategy adaptation decisions and extends implicit theory by showing a behavioral outcome of mindset.

Investigating ESL students' perceptions of ambiguity tolerance-An Analytical case study at Jizan University KSA

The objective of this study is to elucidate the perspective of students' tolerance of ambiguity to enhance proficiency in English as a secondary language. The aptitude to tolerate ambiguity, commonly referred to as AT, plays a crucial role in the process of language acquisition. It pertains to an individual's aptitude to manage and adapt to unfamiliar and uncertain aspects of the target language being learned. This skill is precious in comprehending and interpreting new information more effectively and flexibly. By cultivating AT, language learners can augment their overall proficiency, ultimately achieving greater fluency and mastery of the language they are studying. The interpretation of an ambiguous piece of language reflects the level of tolerance or intolerance of a language learner, as well as their capacity to endure the structure of the language and its impact on their emotional perception of progress. To illuminate the concern, a group of 110 students, consisting of 26 at the preparatory level, 50 at the proficient level, and 34 at the master's level in the English department at Jizan University, responded to a questionnaire comprising 12 items. The questionnaire focused on the Second Language Tolerance of Ambiguity Scale (SLTAS), modified by Erten and Topkaya in 2009. To feature a circumstantial perspective, A comprehensive assessment was conducted on students across various levels to evaluate students' capacity to tolerate ambiguity. It is evident from the study results that students must acquire the necessary skills to navigate and comprehend language structures that may be unclear or open to interpretation because of their high ambiguity tolerance. Additionally, findings indicate no significant difference exists in levels of ambiguity tolerance among students categorized by proficiency as preparatory, proficient, or master. Furthermore, four open-ended questions were executed to limited introductory, proficient and master levels, each aiming to measure the coherence between the statistical findings and data interpretation. The outcomes derived from the open-ended inquiries aligned with the most recently scrutinized studies.

What influences individuals' tolerance for ambiguity? Exploring the role of social comparison orientation, tendency to maximize and feel regret

Situations marked with ambiguity can induce an aversion due to heightened fear of the unknown augmented by individual differences in ambiguity tolerance levels (Einhorn & Hogarth, 1985). Under such situations, an individual's ambiguity tolerance levels can be influenced based on the need to compare with others for ability-related or opinion-related social comparisons. Moreover, specific personality dispositions and emotions like the tendency to maximize and proneness to feel regret are prone to be sensitive towards social comparison effects. Hence, by employing two survey studies across different cultural backgrounds of the Indian context (N = 259) and US context (N = 284), this study aims to examine the under-researched relation between an individual's social comparison orientation (SCO) and tolerance for ambiguity (ToA), along with the emotional disposition traits of maximization and proneness to regret. The results show that the relationship is significant across both survey studies. However, only for ability-related social comparisons. While maximization tendency came as a significant predictor in the Indian context, in the US context, proneness to feel regret came as a significant predictor between the relation of SCO and ToA. The results show that comparing with others influences the tolerance for ambiguity. However, different personality traits reflective of collectivist vs individualistic cultural backgrounds also are a significant predictor of this relation.

Personality Traits and Leadership Effectiveness. A Mini Review

The analysis of the relationship between personality traits and leadership effectiveness has been a central area of investigation within organizational psychology for an extended period. This review aims to examine the impact of fundamental personality traits on leadership effectiveness. Based on empirical findings derived from the Five-Factor Model (FFM), it has been observed that specific personality traits, namely conscientiousness and emotional stability, exhibit consistent associations with effective leadership behaviors. Conscientious leaders exhibit traits such as organization, diligence, and responsibility, which in turn contribute to enhanced decision-making capabilities and the successful execution of projects. Emotional stability enables leaders to effectively manage and navigate the various stressors encountered in the workplace, demonstrating composure and a clear understanding of the situation. Openness to experience, a personality trait identified in the Five-Factor Model (FFM), has the potential to facilitate innovative thinking and adaptability, both of which are crucial for effectively navigating the dynamic challenges of the business environment. Nevertheless, it is widely agreed upon that these characteristics hold significant value. Nonetheless, the ideal equilibrium of these traits differs depending on the specific circumstances, sectors, and societal norms. There is also evidence from research suggesting that situational factors and individual experiences may moderate the influence of personality. In summary, personality traits are a fundamental framework for assessing leadership potential. However, it is essential to recognize that the expression and influence of these traits are complex and varied, thus necessitating a comprehensive approach to cultivating leadership skills. This systematic review aims to compile a comprehensive body of evidence spanning thirteen years, focusing on the impact of personality traits on leadership performance. The study examines various personality traits, including extroversion, approachability, receptivity to new experiences, neuroticism, conscientiousness, narcissism, honesty-humility, approach to risk, and tolerance of ambiguity. A significant positive correlation was observed between effectiveness and all traits mentioned above except neuroticism and, in certain instances, narcissism. The results of our study can serve as a basis for future investigations in this field.

Association between tolerance for ambiguity specific to the clinical context and empathy in medical trainees: A multicenter cross-sectional study in Japan

Purpose Physicians’ empathy and ambiguity tolerance have recently become a focus of medical education. However, the association between the two concepts remains unclear. This study examined the association between empathy and ambiguity tolerance in the clinical context among medical trainees. Methods We conducted a multicenter cross-sectional study in 12 institutions: 2 universities for medical students and 10 hospitals for residents. We assessed ambiguity tolerance using the Japanese version of the Tolerance of Ambiguity in Medical Students and Doctors scale. The outcome variable was empathy, measured using the Japanese translation of the Jefferson Scales of Empathy (JSE). Results Data from 100 medical students and 135 residents were analyzed. After adjustment for possible confounders, the factor scores of ‘tolerance for things that are not black or white in medicine’ showed a dose-dependent association with the JSE. There was no clear trend in the association between the total scores or other factor scores and empathy. Conclusion This nationwide multicenter study showed that the factor scores of ‘tolerance for things that are not black or white in medicine’ were associated with empathy among medical trainees. Our findings may be helpful for developing interventions in the field of medical education to nurture empathy.

Want-to, have-to, amotivation, grit, self-control, and tolerance ambiguity among university students: latent profile analysis

The current study adopted a person-centered approach to identify distinctive university students’ profiles based on three variables (i.e., three academic motivations, grit, and self-control), regress multiple covariates (i.e., gender, age, study level, and college) on profile membership, and estimate differences on ambiguity tolerance across the estimated profiles. Data on 525 university students were modeled using Latent Profile Analysis. The findings found three latent profiles, which were: [1] Unmotivated and undisciplined students with low grit, [2] Moderately motivated and disciplined students with average grit, and [3] Highly motivated, gritty and disciplined students. Gender, study level, and college significantly predicted profile affiliation, identifying the characteristics of students within each profile. Significant differences were revealed in the ambiguity tolerance among the obtained profiles. These valuable results offer customized recommendations and prospective initiatives, strengthening the constructive effect of proper academic motivation types, purposeful grit, and intentional self-control (143 words).

Systematic review: Factors influencing creativity in the design discipline and assessment criteria

Using psychological instrument to measure creativity is getting popular in design research. However, unlike quantifying general creativity using divergent thinking, the complexity and interdisciplinarity of the design discipline have made it difficult to explore research on design creativity. Therefore, to better quantify and measure design creativity, 31 relevant studies were retrieved by Google Scholar and the University of London Common Research in this article. This study summarizes the factors that influence design creativity in different design disciplines, the rules for setting the internal dimensions, and the valid instruments for measuring design creativity. The factors affecting design creativity can be divided into internal factors (aesthetic, spatial ability, and ambiguity tolerance) and external factors (environment and visual stimulation). Among these factors, different instruments and evaluation criteria considerably impact the result, while the measurement of design creativity is still not mature enough. A single scale evaluation or creative task evaluation cannot comprehensively evaluate the design creativity, which consists of aesthetic, functional, and technical aspects. In addition, the reference value of ordinary creativity remains to be further discussed in design. Under some professional design fields, the effect of widely recognized factors closely related to creativity, such as divergent thinking, imagination, and personality, is insignificant.

Pembelajaran Bahasa Bahasa Asing dan Tolerance of Ambiguity: Sebuah Studi Kasus dari penguasaan Grammar

Tolerance for Ambiguity (TfA) which is commonly involved in the field of Human Resources in industry has been adopted in the development of the quality of foreign language learning, especially foreign language acquisition by learners. In this study, the reference is French language which is limited by Subject Verb Agreement involving the periodic verb [+Present]. There are two research objectives, namely (1) to describe the tendency of TfA level at the beginning of the lecture and (3) to describe the students' efforts in developing TfA. The results of the study using a qualitative descriptive approach show that, first, the students have a high level of TfA although the students still make mistakes in French but the problem is not too significant because the suffixes representing the features of Tense [+Present], Person [+1P, +2P, +3P] and Number [±Plural] on verbs from the grammar area Subject Verb Agreement (SVA). Secondly, a high level of TfA is well-established by the students because they have the ability to maintain and develop the aspect of efforts to master SVA in French.

Sanat Temelli Özel Çalışma Modülü: Tıp Öğrencilerinin Görsel Düşünme ve İletişim Becerilerinin Geliştirilmesi

Aim: Visual arts have been incorporated into medical education in different ways. The arts have been successfull in enhancing tolerance for ambiguity, fostering, empathy, and holistic views of medical students of all levels. Physical examination is a fundamental part of clinical diagnosis. A proper observation can provide critical information for the diagnostic evaluation and accuracy of treatment. The Special Study Module (SSM) is an educational method in which students are given the opportunity to study, research, and have experience in their own areas of interest. This training method places emphasis on changing students' attitudes towards self-learning techniques and other skills such as teamwork, problem solving, observation, communication, and presentation. In this study, we aimed to investigate the relationship between art and the skills to be a good physician, such as the development of observational skills in medical education. Methods: This is a survey-based prospective study. Second-year medical students enrolled in the "Medicine and Art History" Special Study Module (SSM), were included in the study. Demographic data was collected. Before and after the SSM period (24 weeks), students completed a survey on the impact of art on medical education. Groningen Reflection Ability Scale (GRAS) and Communication Skills Attitude Scale (CSAS) were administered. Data were analyzed using the statistical program SPSS v.22. Results: While the total GRAS score was 75 before the SSM, it increased to 79 after the SSM. The rate of students who completely agreed with the statement "I must have good communication skills to be a good doctor" was 50% before the SSM, and it increased to 80% after the SSM. Before the SSM, 80% of the students stated that they did not use art regularly to learn medical concepts, 20% stated that they were undecided. After the SSM, 60% of the students stated that they would use art regularly to learn medical concepts. Conclusions: In conclusion, the results of this innovative study are encouraging. All students considered art to be a valuable tool to learn medicine. Art-based medical education contributed significantly to students' communication skills, and observation skills when the pre- and post-module surveys were compared. Reflection ability and observational skills are essential in providing professional collaboration and working in a team. We believe that art can help medical students to become better clinical observers and improve personal and professional development as well as to be an empathetic person.

Intellectual Capital Potency and Firm Value in Nigeria; Evidence from Listed Nonfinancial Firms in Nigeria

The objective of this paper is to investigate the influence of intellectual capital potency on firm value of non-financial firms in Nigeria. This study uses analysis technique to measure ICD. Secondary data were obtained from the Audited account reports of selected non financial firms and Nigerian exchange factbook for the period 2011-2020.This study selected 76 firms out of 107 quoted firms in non-financial sector of Nigerian economy using simple purposive sampling method. The 76 firms were analyzed using regression analysis. The results shows that there is negative influence of capital employed efficiency on firm value while human capital employed efficiency have positive but no significant influence on firm value. The moderating variables of firm size (FISZ) have negative and significant influence, while firm age (FIRA) has positive and non significant influence on firm value of non- financial firms in Nigeria. The findings enhanced the knowledge base of intellectual capital in emerging economies such as Nigeria. Based on the findings this study recommended that, the human capital component of intellectual capital should be trained and educated regularly, innovated, nurture capacity, creativity, know-how and previous experience, teamwork capacity, employee flexibility, tolerance for ambiguity, motivated, satisfied, so as to enhance the usefulness of its output to total input. Also firm specific growth and sustainability policy should strongly placed using corporate governance code and other enhanced internal structural innovative processed to ensure that the firm does not extinct.

Assessment Of Workplace Related Factors Affecting Tolerance Of Ambiguity Among Trainee Doctors.

To assess workplace factorsinfluencing the tolerance of ambiguity among trainee doctors. The sequential mixed-method study was conducted from June 2021 to February 2022 at the Fauji Foundation Hospital, Islamabad, Pakistan, and comprised postgraduate trainee doctors of either gender associated with various specialties.Thebaseline toleranceof ambiguity scorewas establishedusingtheToleranceofAmbiguity in Medical Students and Doctors scale. A group of selected trainees was interviewed face-to-face to examine the workplace factors that they regarded as beneficial or detrimental to their tolerance of ambiguity. Quantitative data was analysed using SPSS 24 and thematic analysis was done for qualitative data. Of the 132 subjects, 59 (21.9%) were males and 73 (55.3%) were females. The overall mean age was 20.95±2.186 years. Of the total, 55(41.7%)subjects were in the first year of training, 28(21.2%) in the second year, 26 (19.6%) in the third year, and 23(17.4%) in the fourth year. There were 78(59.1%)trainees who were married compared to 54 (40.9%) who were unmarried. Against the baseline tolerance of ambiguity score of 132, the overall aggregate mean tolerance of ambiguity level was 71.28 ± 5.81 showing a moderate level. There was no significant correlation between the tolerance of ambiguity and the trainees'age, years oftraining and maritalstatus(p>0.05).The qualitative phase comprised interviews with 9(6.8%) subjects.Thematic analysis suggested that the traineesperceivedautonomy,peersupport,supervisorsupport,manageable workload, and professional development opportunities asfacilitat or softolerance of ambiguity,whilebarrierswere identified as poor physical environment, attitude ofseniors and supervisors, management issues and excessive workload.During the coronavirus diseae-2019 pandemic, excessive workload and fear of infection were identified asfactors affecting tolerance of ambiguity. The medical trainees were found to have a moderate level of tolerance to ambiguity. Autonomy, peer support, supervisor support, manageable workload, and professional development opportunities contributed positively to this aspect.

THE CORRELATION BETWEEN ARCHITECTURE STUDENTS’ AMBIGUITY TOLERANCE AND THEIR CREATIVITY: NEGATIVE CAPABILITY INSIDE THE DESIGN STUDIO

This research aims at shedding light on one of the needed skills inside the architectural design studio; that is, tolerance of ambiguity. Since design problems are characterized by complexity, unfamiliarity, and ambiguity; design process is described as a process where ambiguity is progressively resolved. Design process engenders negative feelings especially during experiencing states of not knowing and being stuck. However, most of architecture students, who are new to design process, find states of uncertainty and confusion threatening, annoying, and unnerving. Hence, the ability to navigate these negative feelings and work efficiently is important in creative design thinking. This skill is linked to a philosophical notion called negative capability; which means to have the ability to work amidst uncertainty despite the negative associations. Therefore, the researcher attempts to demonstrate the significance of negative capability, i.e. ambiguity tolerance, to students’ design performance via revealing its influence on their creativity and design behavior. The researcher aims at exploring the relation between architecture students’ attitudes towards ambiguity and their creativity via qualitative study. By recruiting 237 architecture students and assessing their ambiguity tolerance and creative thinking, the analysis revealed a significant correlation between the two variables.

Effects of plurilingualism and pluriculturalism on creativity: testing the mediating role of tolerance and intolerance of ambiguity

ABSTRACT This study continued a project aiming at empirically investigating the Plurilingual Creativity paradigm. It looked at the mediating role of tolerance and intolerance of ambiguity in the relation between plurilingualism/pluriculturalism and creativity. To test the research hypotheses, we recruited 261 participants using a simple random sampling technique. Participants were invited to respond to assessments of language repertoire (measured by the number of languages spoken by participants and overall proficiency in these languages), multicultural experience (measured by the Multicultural Experience Questionnaire), intercultural competence (measured by the Integrative Intercultural Competence Survey), and divergent thinking (measured by Unusual Uses test). A series of mediation analyses revealed that although both mediators were likely to mediate the link between plurilingualism/pluriculturalism and creativity, intolerance of ambiguity acted as a more potent mediator of this link. Specifically, tolerance of ambiguity mediated the link between multicultural experience and divergent thinking. Intolerance of ambiguity mediated the links between divergent thinking and language repertoire, intercultural competence, and multicultural experience, respectively. These findings suggested that plurilingual/pluricultural experience may primarily influence creative thinking by reducing the fear of an ambiguous situation. The findings emphasised the importance of considering personality related factors in the relation between plurilingualism/pluriculturalism and creativity.