ambiguity tolerance

Various individual differences, including ambiguity tolerance (AT), have gained momentum because of the influence they can exert on the process and product of learning, and thereby, on various aspects of the learner’s interlanguage system such as accuracy of oral speech. The present study was undertaken to examine the extent to which Iranian EFL learners’ AT was significantly correlated with the accuracy of their task-based speech. To serve the purpose, a random sample of 60 Iranian EFL learners studying English at New Pegah Institute in Tabriz were selected from a population of 150. The Second Language Tolerance of Ambiguity Scale (Ely, 1995) was employed to quantify the participants’ AT while the accuracy of their speech, based on a picture description task, was measured based on the ratio of the grammatical errors to the total number of t-units produced. Correlational analyses of the research data revealed that the participants were highly inaccurate in their oral performance and that there was a significant moderate relationship between the two research variables. The findings underscore the need to determine and promote Iranian EFL learners’ AT and offer a number of pedagogical implications.  

The present research was conducted to investigate the causal model of relationship between basic psychological needs and academic resilience in online education with the mediating role of ambiguity tolerance. The current research was applied in terms of purpose and correlational in terms of method. The population of the current research was Rahman Institute of Higher Education’s student studying in the academic year 2021-2022. Two hundred and seven students out of the population were selected through convenience sampling method. The data collection tool in the present research included The Basic Needs Satisfaction in General Scale (BNSG-S), Academic Resilience Inventory (ARI), and ambiguity tolerance (AT). Then the data were analyzed through structural equation method using SPSS 22 and Smart PLS 3 software. The research results showed that basic psychological needs positively and directly affect academic resilience (P<0.05). Moreover, the results revealed that ambiguity tolerance had a direct and positive effect on academic resilience (P<0.05). On the other hand, the indirect effect of basic psychological needs on academic resilience was confirmed through ambiguity tolerance (p<0.05); Therefore, it can be concluded that students whose basic psychological needs were satisfied more, had more tolerance for ambiguity; they were also more academically resilient; in the meantime, providing basic needs was especially important; Therefore, higher education administrators of the country should strive to develop these abilities in students.The present research was conducted to investigate the causal model of relationship between basic psychological needs and academic resilience in online education with the mediating role of ambiguity tolerance. 

 Objective: This study aimed to investigate the effectiveness of the integrated approach of meaning therapy and hope therapy on tolerance of ambiguity, alexithymia, and psychological hardiness of women with breast cancer in Dezful City. Method: The statistical population of this study consisted of all women with breast cancer in Dezful in 2021, from whom 30 people were randomly selected and assigned to experimental and control groups. Toronto Alexithymia Scale (Taylor, 1986), Ambiguity Tolerance Scale, and Hardiness Questionnaire (Kobasa et al.,1982) were administered to both groups. Then the experimental group was subjected to group therapy of the integrated approach of meaning therapy and hope therapy. The number of therapy sessions was eight 90-minute sessions, and after the end of the training course, both experimental and control groups completed the research questionnaires again. After collecting data, multivariate and univariate analyses of variance were used to analyze data via SPSS software. Results: The results of the data analysis confirmed the effectiveness of this integrated approach on tolerance of ambiguity, alexithymia, and psychological hardiness (p≤ 0/001). Also, the results showed the effect of this integrated approach on the dimensions of alexithymia (difficulty in recognizing emotions, difficulty in describing feelings, and extrovert thinking) and the dimensions of psychological hardiness (commitment, control, and struggle). Conclusion: The findings of this study could lead to positive consequences of the integrated approach of meaning therapy and hope therapy in women with breast cancer