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Showing 4 results for Ambiguity Tolerance
Hamide Jahangad, Dr. Reza Ghorban Jahromi, Dr. Fariborz Dortaj, Dr. Aboutaleb Saadati Shamir,
year 12, Issue 3 (5-2023)
Abstract
The aim of this research was to investigate the mediating role of tolerance of ambiguity in the relationship between the need for cognition and the need for closure with working memory. In regard to the purpose, this research was applicable and in regard to procedure, it was a correlation study. The study community included all high school students of Tehran City in 2019-2020, among them 385 students were selected as samples by multi-stage cluster sampling. Research questionnaires included: working memory (WMQ- 2013), the need for cognition (NCS- 1996), the need for closure (NFCS- 2008), and ambiguity tolerance (MSTAT- 1993). Structural equation analysis was used to analyze the data. Findings showed that the need for cognition has a significant effect on working memory(P<0.001), the tolerance of ambiguity has a significant effect on working memory (P<0.001), whereas the need for structure (P<0. 1) and need for certainty (P<0. 08) has no such impact. Also, the results revealed that the need for cognition and the need for closure have an indirect effect on working memory through the mediation of ambiguity tolerance(P<0.001). Thus, interventions based on improving the need for cognition, the need for closure, and tolerance of ambiguity can help increase students' working memory capacity.
Vahid Maleki Kaliani, Dr. Mehdi Lesani, Hamed Hosseini, Sadegh Razaghi,
year 12, Issue 7 (10-2023)
Abstract
The purpose of the present study was to predict Academic Self-Efficacy in students based on emotion regulation strategies, ambiguity tolerance, and teacher affective support. The research method was descriptive -correlation. The study population included all high school boys students of Kermanshah city in 2021-2022 among them 195 students were selected as a sample by multi-stage random cluster sampling. Research questionnaires included: academic self-efficacy questionnaires (SES, Patrick et al, 1977), emotion regulation skills questionnaires (ERS, Shields, Cicchetti, 1997), ambiguity tolerance questionnaires (ERS, Freston et al, 1994), and teacher Affective support questionnaires (TASQ, Sakiz, 2007). Data were analyzed by Pearson correlation coefficient and multiple regression. The results of multiple regression showed that ambiguity intolerance, teacher Affective support, and emotion regulation skills s can explain the 0.40 variance in academic self-efficacy in students (P <0.001). In general, it can be said that emotion regulation strategies, tolerance of ambiguity, and emotional support of the teacher predict students' academic self-efficacy, and through them, students' self-efficacy can be determined.
Serveh Ghasemi, Mokhtar Veisani,
year 13, Issue 8 (11-2024)
Abstract
The purpose of the present study was to determine the effectiveness of teaching schema therapy concepts on cognitive avoidance and ambiguity tolerance in adolescents with symptoms of obsessive-compulsive disorder. The research method was semi-experimental with a pre-test-post-test design with a control group and a two-month follow-up period. The statistical population included all people with obsessive-compulsive disorder who were referred to counseling and psychology centers in Sanandaj in 1402, based on the purposeful sampling method, 30 people were randomly selected into the experimental group (N=15) and the control group (N=15). were replaced The measurement tools were Yale-Brown's (1989) Yale-Brown's (Y-BOCS-BDD), Cognitive Avoidance (CAQ, 2004), and Tolerance of Ambiguity (IUS) Friston et al. (1994). The experimental group received 8 sessions of 90 minutes for 4 consecutive weeks (2 sessions each week) and the control group did not receive any intervention. Statistical data analysis was done using the method of analysis of variance with repeated measurements. The results showed that the difference between the pre-test and post-test stages of cognitive avoidance (P<0.001) and follow-up pre-test (P<0.001) was significant. Also, the difference between the pre-test and post-test stages of ambiguity tolerance (P<0.001) and the follow-up pre-test (P<0.001) were significant; which shows the effectiveness of research intervention in these variables; Therefore, by using schema therapy training, it is possible to help reduce cognitive avoidance and increase ambiguity tolerance in adolescents with symptoms of obsessive-compulsive disorder.
Kobra Eghdampanah Foumani, Leila Moghtader, Samereh Asadi Mojreh, Bahman Akbari,
year 13, Issue 10 (12-2024)
Abstract
The purpose of the present study was to investigate the effectiveness of schema therapy on the tolerance of ambiguity and difficulty in regulating the emotions of drug addicts. The research method was semi-experimental with a pre-test-post-test design with a control group and a two-month follow-up period. The statistical population of the study included substance-dependent patients who were referred to addiction treatment centers in Tehran in 1402. Among these, 34 people were selected by the available sampling method and were randomly divided into experimental (17 people) and control (17 people) groups. Research tools included the Ambiguity Tolerance Questionnaire (ATQ) by McLean (2009) and Difficulty in Emotion Regulation (DERS) by Gratz and Roemer (2004). Schema therapy was performed on the experimental group in 10 sessions of 90 minutes with the frequency of one session per week. Analysis of variance with repeated measurements was used to analyze the data. The results showed that there was a significant difference between the two groups and schema therapy increased the tolerance of ambiguity (p<0.05) and reduced the difficulty in emotion regulation (p<0.05) in substance-dependent people. It also had a lasting effect in the follow-up period (p>0.05). According to the obtained results, addiction specialists can use schema therapy to emphasize increasing the tolerance of ambiguity and reducing the difficulty in regulating the emotions of drug addicts.
