Search

ObjectiveMethodFindingsConclusionTo synthesise the qualitative research related to the processes of loss and grief experienced by adults who have sustained a moderate to severe ABI.We conducted a systematic review and thematic synthesis of the experiences of loss and grief in adults with moderate to severe ABI. Five electronic database searches (PubMed, CINAHL, EMBASE, PsycINFO and Scopus) were conducted, identifying 2434 studies, of which 25 met inclusion criteria.Thematic synthesis generated four overarching analytical themes: the loss within me; devaluation of social roles and social identity; acceptance of grief and loss as an active process; and an ambivalent experience of loss. Our findings indicate that the experiences of grief and loss following brain injury are dynamic processes, requiring significant adjustment to and reappraisal of the sense of self, an often uncomfortable reconstruction and sometimes reluctant acceptance of new personal and social identities, and development of tolerance for the ambiguity of one’s experience.Findings suggest that people with moderate to severe ABI go through a significant process of change and adaptation in relation to grief and loss and their sequelae. Given the enduring nature of the injury and changing needs of the individual, rehabilitation may need to be increasingly personalised and responsive. [ABSTRACT FROM AUTHOR]

Objective: The aim of this study was to examine the effectiveness of mindfulness-based compassion therapy and positive cognitive-behavioral therapy on ambiguity tolerance in female heads of households in Shahrekord. Methods: The research design was a quasi-experimental one, employing a pre-test, post-test, and follow-up with a control group. The statistical population included female heads of households in Shahrekord. Sixty participants were selected through purposive sampling and randomly assigned to three groups (20 participants per group). The experimental groups underwent 8 sessions of mindfulness-based compassion therapy and positive cognitive-behavioral therapy, each lasting 120 minutes. To determine the effectiveness of the interventions, the McLain Ambiguity Tolerance Questionnaire (1993) was used, and the data were analyzed using repeated measures analysis of variance. Findings: The findings showed that the effectiveness of mindfulness-based compassion therapy and positive cognitive-behavioral therapy compared to the control group on ambiguity tolerance in the post-test were (0.691) and (0.560), and in the follow-up were (0.755) and (0.632), respectively. Additionally, the results indicated that mindfulness-based compassion therapy was more effective than positive cognitive-behavioral therapy. Conclusion: Based on the results of this study, mindfulness-based compassion therapy can be used as a more sustainable and effective intervention than positive cognitive-behavioral therapy to increase ambiguity tolerance in female heads of households. [ABSTRACT FROM AUTHOR]

Based on the Entropy Model of Uncertainty, this study aimed to investigate the predictive effect of tolerance for ambiguity on happiness among Chinese college students, the mediating role of students' creativity in this relationship, and the differences in the predictive and mediating effects between art and science students. Using one-wave cross-sectional survey research design and convenience sampling method, participants were voluntarily and anonymously recruited online. The final sample included 378 college students aged from 16.93 to 26.76 years, with 92 males and 286 females. The self-reported data were accumulated via the Chinese versions of the Multiple Stimulus Types Tolerance for Ambiguity Scale-II, the self-rated creativity scale, and the short-form version of the Oxford Happiness Questionnaire. The structural equation modeling results revealed that tolerance for ambiguity positively predicted happiness, and creativity fully mediated this relationship among the total sample and art students, rather than science students. Specifically, for the total sample and art students, tolerance for ambiguity positively predicted creativity, which, in turn, positively predicted happiness. However, for science students, the positive predictive effects of tolerance for ambiguity on happiness and creativity were not significant. When controlling for tolerance for ambiguity, creativity positively predicted happiness. Furthermore, the multiple-group invariance test results revealed that the predictive paths from tolerance for ambiguity to happiness and creativity, and from tolerance for ambiguity and creativity to happiness, were invariant across majors. Meanwhile, the major differences in the estimates of the direct and indirect effects were not significant. Therefore, the predictive patterns were equivalent across majors. [ABSTRACT FROM AUTHOR]

This study investigates how engagement (E), foreign language enjoyment (FLE), and ambiguity tolerance (AT) exert mediation/moderation in metaverse-based foreign language learning (FLL). Featuring augment/simulation-based experiences and self-fulfillment/external-control-oriented mechanics, metaverse provides virtualized interactive circumstances involving individuals' embodied presence/behaviors, aligning with FLL that emphasizes social interaction. Based on the quantified survey data, partial least squares structural equation modeling (PLS-SEM) analyses investigate the significance and positivity of the mediation/moderation relations. According to the results, E exerts fully positive mediation in the effect of intrinsic motivation (IM) on learning effectiveness (LE), FLE exerts partially positive mediation in the effect of classroom social climate (CSC) on E, and AT exerts negative moderation in the positive effect of E on LE. Notably, FLE exerts insignificant mediation in the effect of growth mindset (GM) on E. Therefore, efficient metaverse-based FLL requires synergies of affective factors, i.e., intrinsic motivation, perceptions of classroom social climate, moderate degrees of ambiguity tolerance, and engagement, for sustainable and long-term language learning progress in virtual interactive experiences. At the theoretical level, the findings extend the FLL-related models and advance the understanding of FLL. At the practical level, the findings provide references for more efficient metaverse implementations in FLL. [ABSTRACT FROM AUTHOR]

The purpose of this study was to examine how individual openness to experience influences humor production and to explore the underlying psychological mechanisms of this relationship, specifically focusing on cognitive flexibility (the cognitive path) and ambiguity tolerance (the motivational path). To comprehensively evaluate individuals' humor production ability, Study 1 employed a subjective self‐report questionnaire on sense of humor, while Study 2 used an objective humor dialogue generation task. The results of Study 1 indicated that openness to experience did not directly impact sense of humor; instead, the relationship between openness to experience and sense of humor was fully mediated by cognitive flexibility. In Study 2, findings showed that openness to experience positively predicted humor production ability, with ambiguity tolerance partially mediating this effect. These results suggest that individuals with higher levels of openness to experience have a greater capacity for generating humorous perspectives. Moreover, the study identified two psychological pathways—cognition and motivation—in the process of generating funny ideas. The specific pathway influenced by the measurement method used for humor production further highlights the importance of both cognitive flexibility and ambiguity tolerance in understanding how openness to experience contributes to humor production. [ABSTRACT FROM AUTHOR]

Interest in nurturing individuals' creative potential is rising. Yet, the potential benefits of incorporating creative embodied activities have been neglected in both applied and research settings. To address this gap, this study examined the effects of a Creative Dance program on university students' creative self‐efficacy, emotional creativity, tolerance to ambiguity, and ideation behaviors. A total of 143 undergraduate students participated, either in the Creative Dance intervention or a sport‐based control group for 15 weeks. A mixed‐method approach using questionnaires and focus groups was adopted. Linear mixed effects models showed that engaging in Creative Dance had a significant effect on ideational behaviors and tolerance to ambiguity. Specifically, students in the intervention condition improved their ideational behaviors and remained stable in their tolerance to ambiguity compared to student in the control condition who remained stable and regressed on those variables respectively. Focus group results highlighted the social effects of the intervention, which help to contextualize the quantitative findings. This study underscores the importance of integrating creative embodied activities to foster individuals' creative potential while highlighting the need to develop comprehensive assessment tools to capture the dynamic interplay between individuals and their environment throughout this process. [ABSTRACT FROM AUTHOR]

Copyright of Gruppe. Interaktion. Organisation: Zeitschrift für Angewandte Organisationspsychologie (GIO) is the property of Springer Nature and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Abstract This study investigates how engagement (E), foreign language enjoyment (FLE), and ambiguity tolerance (AT) exert mediation/moderation in metaverse-based foreign language learning (FLL). Featuring augment/simulation-based experiences and self-fulfillment/external-control-oriented mechanics, metaverse provides virtualized interactive circumstances involving individuals’ embodied presence/behaviors, aligning with FLL that emphasizes social interaction. Based on the quantified survey data, partial least squares structural equation modeling (PLS-SEM) analyses investigate the significance and positivity of the mediation/moderation relations. According to the results, E exerts fully positive mediation in the effect of intrinsic motivation (IM) on learning effectiveness (LE), FLE exerts partially positive mediation in the effect of classroom social climate (CSC) on E, and AT exerts negative moderation in the positive effect of E on LE. Notably, FLE exerts insignificant mediation in the effect of growth mindset (GM) on E. Therefore, efficient metaverse-based FLL requires synergies of affective factors, i.e., intrinsic motivation, perceptions of classroom social climate, moderate degrees of ambiguity tolerance, and engagement, for sustainable and long-term language learning progress in virtual interactive experiences. At the theoretical level, the findings extend the FLL-related models and advance the understanding of FLL. At the practical level, the findings provide references for more efficient metaverse implementations in FLL.

Introduction: Hypertension is a prevalent condition among the elderly, significantly contributing to the burden of cardiovascular disease and related complications. This study examined how depression and perfectionism influence hypertension in older adults. It also explored how worry, tolerance for ambiguity, and problem-solving skills might influence this relationship. Methods: Researchers recruited 192 participants with hypertension from a health center in Khoy city, Urmia, Iran. Participants completed questionnaires that assessed depression, perfectionism, worry, ambiguity tolerance, and problem-solving skills. Statistical methods were used to analyze the data and identify relationships between these factors and hypertension. Results: Depression, perfectionism, worry, and ambiguity tolerance were all significantly associated with hypertension. Interestingly, problem-solving skills were not linked to blood pressure. Further analysis revealed that worry played a reinforcing role in the link between depression/perfectionism and hypertension, while ambiguity tolerance had a protective effect. In other words, higher worry levels strengthened the association between depression/perfectionism and high blood pressure, while greater tolerance for ambiguity lessened this association. Conclusion: These findings suggest that emotional factors like worry and intolerance for ambiguity can significantly impact blood pressure in older adults. Therefore, managing these emotions alongside depression and perfectionistic tendencies may be crucial for controlling hypertension. Corresponding Author: Masood Ghorbanalipour View Orcid in Profile You can search for this author in PubMed Google Scholar Profile

Abstract Purpose Ambiguity tolerance specific to the clinical context – in contrast to ambiguity tolerance as a personality trait – may vary with experience and has received considerable attention. Although this tolerance appears to be related to burnout and work engagement, few studies have examined this association among physicians. Thus, we aimed to examine the relationships between clinical context-specific ambiguity tolerance, burnout, and work engagement among physicians in Japan. Methods We conducted a nationwide cross-sectional study in Japan. We invited family physicians from 14 family medicine residency programs and physicians with specialties other than family medicine from monitors of an Internet survey company to participate in the study. We measured ambiguity tolerance in the clinical context using the Japanese version of the Tolerance of Ambiguity in Medical Students and Doctors (J-TAMSAD) scale, burnout using the Japanese version of the Burnout Assessment Scale (BAT-J), and work engagement using the Utrecht Work Engagement Scale (UWES). We performed a multivariable linear regression analysis to determine whether the J-TAMSAD scale score was associated with the BAT-J and UWES scores. Results 383 respondents were included in the analysis. After adjustment for possible confounders, clinical context-specific ambiguity tolerance showed a dose-dependent negative association with burnout (adjusted mean difference -0.39, 95% confidence interval (CI) -0.56 to -0.22 for the highest J-TAMSAD score quartile compared with the lowest). Ambiguity tolerance in the clinical context also showed a dose-dependent positive association with work engagement (adjusted mean difference 0.83, 95% CI 0.49 to 1.16 for the highest J-TAMSAD score quartile compared with the lowest). Conclusions Our study showed that tolerance for ambiguity in the clinical context was negatively associated with burnout, and positively associated with work engagement. These findings will be useful in developing interventions aimed at preventing burnout and promoting work engagement among physicians.

Model‐eliciting activities (MEAs) challenge students to interpret a problem and collaboratively create solutions using the engineering design process. This Innovation to Practice article describes how science, technology, engineering, and mathematics (STEM) teacher educators can use MEAs to build elementary teachers' understanding of computational thinking (CT). Our Countdown Timer MEA is aligned with Grade 2 mathematics and computer science standards. We discuss how this MEA created opportunities for teachers in an online graduate STEM education course to engage as learners in unplugged and plugged CT activities. Teachers used algorithmic design and debugging to model a digital display and to create block‐based code for a recess countdown timer. Teachers' reflections on how their learning experiences were different than those offered in step‐by‐step CT lessons allowed teachers to envision how MEAs can promote important CT dispositions of persistence in open‐ended problem solving and tolerance for ambiguity. By aligning MEA design and facilitation with the phases of the engineering design process, teacher educators can use modeling to engage elementary teachers in facets of CT that are transferable to the elementary STEM classroom. [ABSTRACT FROM AUTHOR]

Copyright of Praxis der Kinderpsychologie und Kinderpsychiatrie is the property of Vandenhoeck & Ruprecht GmbH & Co. KG and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

In the realm of language education, the influence of learners’ personality traits on their educational outcomes within novel instructional frameworks has gained prominence, prompting an exploration into the effects of ambiguity tolerance on grammar acquisition among English as a Foreign Language (EFL) students. This study investigates the impact of learners’ personality traits on their learning outcomes in innovative instructional models, such as flipped and blended classes. A sample of 120 EFL students was divided into four comparative groups and two control groups based on their proficiency and ambiguity tolerance (AT) scores. The study utilized a Learning Management System (LMS) to deliver instruction to the different groups. The blended group received a combination of online and face-to-face instruction, while the flipped group received online instruction using the flipped approach. The control group received only face-to-face instruction. After a semester of instruction, a posttest on grammar learning was administered. The findings showed that the blended group performed better than the flipped and face-to-face groups in terms of grammar learning. The study also found no significant differences in grammar learning between high AT and low AT participants in the flipped and blended classes. However, high AT students in the face-to-face class demonstrated higher levels of success in grammar learning compared to low AT students. [ABSTRACT FROM AUTHOR]

Introduction: The present study conducts a retrospective bibliometric analysis to examine the quantifiable and qualitative evolution of the concept of tolerance to ambiguity (TA) over time. Additionally, a scientometric analysis using quantitative methods on scientific measurements and trends aims to profile and identify the concept, as well as its development in research themes. The relevance of this study is underscored by the growing interest and development of research on TA, particularly in fields like entrepreneurship where psychological factors are significant. Methods: The research includes highly relevant literature, such as Budner and Frenkel-Brunswick, which define TA as a predisposition to perceive ambiguous situations as desirable and as a personality variable centered on the emotional and perceptual domain, respectively. Data was obtained from the eight indices comprising the main Web of Science collection, covering research from 1975 to December 2022. A total of 378 articles were identified. Results: The analysis reveals that scientific production peaked in 2022 with 45 articles. In terms of citations, 7,773 were found, with the highest concentration in 2022, totaling 1,203 citations. This indicates a significant increase in research interest and output related to TA. Discussion: The study highlights the growing exploration of the concept of TA, emphasizing its importance across multiple disciplines in dealing with uncertainty. The research demonstrates that TA significantly influences decisionmaking and adaptability, highlighting its value in business and educational settings. By analyzing leading publications, authors, and research centers, the study shows the diversity of approaches to understanding TA, indicating a promising direction for future research. [ABSTRACT FROM AUTHOR]

The study examines the mediation role of fear of COVID-19 on the relationships between the ambiguity of death and intolerance of uncertainty related to the holiday. Data was obtained from a total of 538 participants in the quantitative research and a total of 19 participants in the qualitative research in Türkiye. Quantitative results showed that the relationship between intolerance of uncertainty related to holiday and ambiguity of death was partially mediated by fear of COVID-19. Qualitative results differ in some points. This study sheds light on the perception of travel risk and its causes and offers a new perspective. [ABSTRACT FROM AUTHOR]

Covid-19 Pandemic was a very stressful life event full of frustration, ambiguity and uncertainty. A good capacity to tolerate such frustrations and ambiguity can lead to better adaptation to such stress. In this study, it was aimed to understand the trends of frustration and ambiguity tolerance during the second wave of the pandemic as well as gender differences to frustration and ambiguity tolerance. A total of 160 school, university students and employees of age range 15 to 44 years were included in the study. The findings revealed that both genders had moderate and high levels of frustration and ambiguity tolerance to stress. A one way MANOVA was done showing that there were no gender differences seen for frustration tolerance though significant gender differences existed for ambiguity tolerance to stress. The importance of the findings and future directions of research were discussed. [ABSTRACT FROM AUTHOR]

This study was conducted to design a rural women's social entrepreneurship (RWSE) development model in Varamin. A total of 176 rural women were selected as the study's statistical population through- proportionate stratified sampling. The data collection tool is a questionnaire. The reliability of the questionnaire was confirmed by Cronbach's alpha and theta coefficient. SPSS and AMOS software was used to analyse the results. The results showed individual factors include risk-taking, locus of control, and ambiguity tolerance with a regression coefficient of 0.537, had the most significant impact on the RWSE. The results also showed that hiring people according to human rights has the most significant impact on the RWSE development. [ABSTRACT FROM AUTHOR]

Purpose: Ambiguity tolerance specific to the clinical context – in contrast to ambiguity tolerance as a personality trait – may vary with experience and has received considerable attention. Although this tolerance appears to be related to burnout and work engagement, few studies have examined this association among physicians. Thus, we aimed to examine the relationships between clinical context-specific ambiguity tolerance, burnout, and work engagement among physicians in Japan. Methods: We conducted a nationwide cross-sectional study in Japan. We invited family physicians from 14 family medicine residency programs and physicians with specialties other than family medicine from monitors of an Internet survey company to participate in the study. We measured ambiguity tolerance in the clinical context using the Japanese version of the Tolerance of Ambiguity in Medical Students and Doctors (J-TAMSAD) scale, burnout using the Japanese version of the Burnout Assessment Scale (BAT-J), and work engagement using the Utrecht Work Engagement Scale (UWES). We performed a multivariable linear regression analysis to determine whether the J-TAMSAD scale score was associated with the BAT-J and UWES scores. Results: 383 respondents were included in the analysis. After adjustment for possible confounders, clinical context-specific ambiguity tolerance showed a dose-dependent negative association with burnout (adjusted mean difference -0.39, 95% confidence interval (CI) -0.56 to -0.22 for the highest J-TAMSAD score quartile compared with the lowest). Ambiguity tolerance in the clinical context also showed a dose-dependent positive association with work engagement (adjusted mean difference 0.83, 95% CI 0.49 to 1.16 for the highest J-TAMSAD score quartile compared with the lowest). Conclusions: Our study showed that tolerance for ambiguity in the clinical context was negatively associated with burnout, and positively associated with work engagement. These findings will be useful in developing interventions aimed at preventing burnout and promoting work engagement among physicians. [ABSTRACT FROM AUTHOR]

AbstractThis study was designed to explore the role played by ambiguity in the experience of creepiness, as well as the relevance of personality traits for predicting individual differences in susceptibility to getting “creeped out,” In an online study, a mixed sample of 278 college undergraduates and adults (60 males, 206 females, 12 nonbinary or chose not to report; Mean age = 31.43, range 18-68) recruited through social network platforms filled out scales measuring their tolerance for ambiguity and their susceptibility to having “Not Just Right Experiences.” They then rated 25 images (12 normal, 13 prejudged to be creepy or confusing) on creepiness and several other adjective dimensions. The findings indicated that individuals who were less tolerant of ambiguity and those highly susceptible to not just right experiences perceived ambiguous or creepy persons, places, and objects to be more creepy, confusing and disturbing. Both measures were negatively related to time spent looking at confusing or creepy images, and females were generally more easily creeped out by creepy and confusing images than were males. The results support the conclusion that current models of creepiness are correct; the emotional experience of getting “creeped out” does indeed appear to be triggered by the need to resolve ambiguity. [ABSTRACT FROM AUTHOR]

Objective: The current investigation scrutinizes a proposed theoretical model grounded in the principles of evolution concerning the etiology of obsessive-compulsive disorder (OCD). The primary aim of this research is to explore the intermediary function of intolerance of ambiguity in the association between childhood anxieties and brain-behavioral mechanisms exhibiting indications and manifestations of OCD in male and female high school students from Kouhdasht city, Iran. Methods: The target population encompassed all male and female students attending secondary schools in Kouhdasht city. Utilizing cluster sampling, data collection involved the employment of the revised fear questionnaire for children and adolescents, Carver and White's (1994) scale measuring behavioral inhibition/activation systems, the uncertainty intolerance questionnaire, and Fawa et al.'s (2002) practical obsession questionnaire. Data analysis was conducted utilizing SPSS and Amos software. Results: Findings from the data analysis indicated a direct impact of childhood fears and intolerance of ambiguity on obsessive-compulsive disorder. Furthermore, childhood fears and behavioral brain systems were found to indirectly influence this disorder through the activation of intolerance of ambiguity. Conclusions: Consequently, it is recommended that familiarity with evolution should not be limited to professionals in scientific domains but should also be accessible to the broader public. [ABSTRACT FROM AUTHOR]

Purpose: Given the significance of entrepreneurship training in fostering and promoting entrepreneurship as well as the appropriateness of childhood for its acquisition, entrepreneurship is seen as a crucial skill for children. Therefore, seeking techniques which help children acquire this skill is highly recommended. As children's literature, particularly storybooks, play a significant role in entrepreneurship training, paying attention to its components becomes more crucial. The purpose of the present research is to explore the extent of the use of entrepreneurship components in children's storybooks of age group 'C'. Method: The current research employed a 'content analysis' method and was 'applied' in terms of purpose. The research population consisted of 80 storybooks that were selected by the Children's Book Council for the age category 'C' during the years 2018-2020. Out of these, 30 storybooks were selected as the research sample using a simple random sampling procedure. Theses storybooks were examined by a researcher-generated checklist. As for content validity, ten psychology department faculty members were asked to assess the checklist. After receiving their feedback, the content validity ratio index as well as content validity index were calculated, and the initial checklist was revised. As for the reliability of the checklist, 10% of all the storybooks were randomly selected and reviewed by two evaluators. The checklist was completed for these books. The percentage of agreement among the opinions of the evaluators was then verified by computing Scott's pi coefficient. The coefficient value of 0/94 showed that the checklist had an acceptable level of reliability. Six entrepreneurship components and 40 sub-components made up the final checklist. Finally, SPSS was used to analyze the data collected via the checklist. Findings: The overall rate of employing entrepreneurship components in the selected storybooks was 38/9%. Based on the Friedman Test results, there was a significance difference between the priority of the entrepreneurship components, with 'creativity and innovation' and 'need for success' being the most frequently used components, followed by 'need for independence', 'risk-taking', 'ambiguity tolerance', and 'locus of internal control' respectively. At the population level, on average, each entrepreneurship component received the following amount of attention: creativity and innovation (36/5% to 57/5%), need for success (33/8% to 53/5%), need for independence (28/6% to 52/6%), risk-taking (26/5% to 48/5%), ambiguity tolerance (22% to 44/4%), and locus of internal control (22% to 37%). Furthermore, out of 30 storybooks reviewed by the evaluators, only seven covered more than half of the entrepreneurship components, thus were considered among the rich and suitable storybooks for entrepreneurship training. The story of 'Pushka' was discovered to be the richest storybook in terms of the use of entrepreneurship components. Originality/value: For the first time, entrepreneurship components in children's storybooks were examined in this study. The results of this study can serve as a guide for authors to create books for teaching entrepreneurship to children. Moreover, the valuable storybooks identified in this study in terms of entrepreneurial components can be recommended to educators, parents, and librarians as books suitable for teaching entrepreneurship to children. [ABSTRACT FROM AUTHOR]

While much research has examined the correlates of climate change beliefs from an alarmist perspective, less work has systematically measured climate change skepticism. This study aims to create a comprehensive tool capturing climate skeptics’ beliefs and test its association with individual difference variables. 502 European adults completed a 22-item questionnaire on climate change (CC) skepticism as well as measures of ambiguity tolerance, belief in a just world (BJW), dark-side personality traits, and self-esteem. Principal components analysis revealed a four dimension structure of CC. Political ideology was the most consistent and significant predictor across the climate change skepticism factors. Dark-side traits, also played a role. Future research should further validate this measure and explore how climate change information could be tailored to different audiences. Understanding the nuances and causes of climate skepticism can enable more effective communication to promote sustainability. [ABSTRACT FROM AUTHOR]

Prototype theory, which argues that categories have graded (and thus fuzzy) membership based on prototypes, has been used as cognitive evidence to support moral particularism because if categories (in moral rules) only have fuzzy conceptual boundaries, moral rules are not enough for moral judgment, as specific situations also need to be considered to determine how these fuzzy categories should be understood, which is what moral particularism believes. The importance of literature for ethics, especially for moral imagination, has also been extensively discussed because literature can provide vivid examples for us to imagine different moral dilemmas, the consequences of different moral choices, and the feelings of different people facing different situations. Martha Nussbaum specifically argues that the literary form is the only adequate form to imagine certain complex moral situations. By analyzing concrete literary examples as well as the related ethical discussions and empirical findings, this article argues that, building on Nussbaum's argument, prototype theory can serve as a cognitive basis for the importance of literary form for moral imagination, because the literary form's tolerance of ambiguity suits how we ambiguously categorize the world. [ABSTRACT FROM AUTHOR]

Since March 2020, Russia has been facing three lasting challenges of uncontrollable threat and uncertainty: the COVID-19 pandemic taking place at the global scale, and two national-level ones, the radical amendments to the Constitution and a drop in oil prices and national currency. We used this opportunity to investigate the way personality resources predict individual differences in the cognitive evaluations of uncertainty and emotional responses associated with each situation. We conducted a longitudinal study with 4 measurement waves between April and November 2020 in a sample of Russian-speaking volunteers (N = 219). The assessment of each of the three situations at each measurement occasion included the evaluation of its degree of certainty/uncertainty, general orientation, positive and negative emotions. We used repeated-measures ANOVA to explore the differences in cognitive appraisals and emotional reactions across time and situations, and multilevel modeling with random slopes to investigate the individual differences in the change trends for these variables. The results suggest that individuals with higher levels of personality resources tend to appraise the challenging situations as more certain, have a better sense of orientation in these situations, show more positive emotional responses, and exhibit more positive change trends over time reflecting successful adaptation. [ABSTRACT FROM AUTHOR]

All languages contain inherent ambiguities, and foreign language learners often encounter various uncertainties when learning a new language. Ambiguity tolerance is a crucial personality trait that can significantly influence the foreign language learning process. Over time, ambiguity tolerance has gained importance due to its impact on different aspects of language learning. This study investigates the relationship between ambiguity tolerance, the optimal choice of language learning approaches, and the degree of anxiety in learning English as an additional foreign language. The research was conducted with graduate and undergraduate students from the United Arab Emirates University, specifically those studying in the education field and enrolled in an English foreign language learning course. A quantitative Google survey was administered, gathering data from 270 students, which was subsequently analyzed using SmartPLS 3. The results revealed that ambiguity tolerance is negatively associated with students' anxiety levels and positively correlated with their choice of language learning strategies, ultimately enhancing their oral speech accuracy. This study offers valuable insights for academicians to design strategies that promote ambiguity tolerance among learners, thereby boosting their motivation and reducing anxiety levels. It also contributes significantly to the body of knowledge for researchers in this field. [ABSTRACT FROM AUTHOR]

Copyright of Perspektive Mediation is the property of Verlag Oesterreich GmbH and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Perspektive Mediation is the property of Verlag Oesterreich GmbH and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The present study examines the influence of individual competencies on knowledge integration in inter- and transdisciplinary work. Perspective taking, reflexivity, analogical reasoning, and tolerance of ambiguity and uncertainty were investigated as core competencies for fostering knowledge integration. Additional hypotheses assumed that the positive effects are valid in the scientific and economic contexts and that individual competencies predict knowledge integration at different levels of expertise. To test the hypotheses, 421 participants, comprised of students (N = 165) and individuals working in science (N = 152) and economics (N = 104), answered questionnaires on knowledge integration and competencies of knowledge integration in an online survey. Further questions collected demographic data and inquired about experience and expertise in inter- and transdisciplinary work. The main result was that all postulated competencies positively related to knowledge integration. Analogical reasoning and perspective taking showed the strongest relationships with knowledge integration. Further results show that all competencies are positively related to knowledge integration in the student and expert sample, yet the interrelationships differ between the scientific and economic sample. This investigation into the competencies of knowledge integration contributes to the education of inter- and transdisciplinarians in academia and business practice. [ABSTRACT FROM AUTHOR]

Purpose: The purpose of this study is to construct and test a new measure of auditor orientation using two audit quality-related tasks. Design/methodology/approach: The sample consists of 66 Dutch and US graduate auditing students. Participants complete two tasks: one involving a lease classification and another, supplemental experiment involving a contingent liability judgment. The purpose is to construct a new measure for rules-based/ principles-based orientation. Rigorous, psychometric testing confirms that parts of tolerance for ambiguity (TOA) and need for cognition (NFC), together, form a new construct the authors identify as auditor orientation. The authors next conduct a main and supplemental experiment with novice auditor participants from both the USA and the Netherlands. Findings: The authors begin with rigorous, psychometric testing using participants from the USA and the Netherlands. The resulting 10-item scale combines parts of TOA and NFC to reflect auditor orientation. The common themes across scale items are high (low) adaptability to complexity and a substance-over-form (form-over-substance) preference for principles-oriented (PO) (rules-oriented [RO]) auditors. Conducting two experiments, results from two distinct tasks confirm our research question; novice auditors classified as RO (PO) are more (less) likely to recommend a more aggressive/client-favorable disclosure judgment. Originality/value: Auditor orientation (i.e. rules or principles) has a significant impact on the application of rules-based or principles-based standards. How the standards are applied, therefore, influences auditor decision-making and thus audit quality. However, there is a paucity of auditor orientation research to date, including a validated measure. The study contributes a new measure for future research in the related accounting standards and audit quality literatures, while also identifying a potentially important construct in auditor training. [ABSTRACT FROM AUTHOR]

Previous literature presents a gap to study the mediating mechanism in the relationship between use of social media to perform a job and employees’ productivity. Based on the transactional stress and coping model, we conducted the present research to assess the serial mediation of information overload and ambiguity intolerance for this relationship. Using adapted research questionnaires, we used an online data collection technique to collect data from a sample of 232 employees working with Pakistan International Airlines (PIA). Results obtained through structural equation modeling, indicate significant serial mediation of information overload and ambiguity intolerance in the relationship between use of social media and overall employees’ productivity. We also found that use of social media is positively related to information overload and ambiguity intolerance and negatively related to employees’ overall productivity. The study has contributed to the literature by identifying situational, psychological, and behavioral consequences of use of social media at work. Research has discussed several implications for organizations and researchers. [ABSTRACT FROM AUTHOR]

Background Healthcare is a complex system with overarching challenges that arise from the different hierarchically organized structures and the diversity of people interacting and communicating in the same environment. This complexity can be addressed by strengthening healthcare professional leadership and entrepreneurship competencies. This study aims to evaluate the self-perception of healthcare professionals regarding these skills and their association with demographic characteristics and university attributes. Method A cross-sectional survey conducted online from July to December 2021 recruited 245 Lebanese health professionals from different health-related institutions (hospitals, pharmaceutical industry, health professions universities, and others) using snowball sampling. A cluster analysis was performed based on the socio-demographic and work characteristics of the participants to classify their profiles. Bivariate and multivariate analyses were performed after ensuring the adequacy of the models. Significance was set at a P value < 0.05. Results Cluster analysis showed two distinct profiles, reflected by Cluster 1 for older individuals with moderate/high management versus Cluster 2 for younger people with low management profiles. The logistic regression showed that Cluster 1 was significantly associated with higher leadership with administrative, interpersonal, and conceptual skills. The interpersonal skills represented best Cluster 1 (ORa = 7.47), followed by the conceptual skills (ORa = 4.40). Linear regression analysis showed that Cluster 1 was significantly associated with higher decision-making (β = 0.69) and higher tolerance of ambiguity (β = 1.01). No association was found between other subscales, total entrepreneurship scales, and belonging to any cluster (P > 0.05). Conclusion Although most healthcare professionals showed moderate to high perceptions related to their leadership and entrepreneurship, younger ones were aware of the need to develop these skills to meet the challenges of the complex dynamic health system. Educating students and training professionals to acquire these skills would create value in emerging health services while fostering innovation, creativity, and quality improvement in the workplace. [ABSTRACT FROM AUTHOR]

Objective: The aim of this study was to compare the efficacy of cognitive-behavioral therapy and emotional schema therapy in reducing anxiety sensitivity and ambiguity intolerance in students with anxiety disorders in the city of Sari. Methods: This is a quasi-experimental design that followed a pre-test and post-test format with a control group. The study sample consisted of 45 students diagnosed with anxiety disorders by the psychologist at the Education Department's consultation center in Sari. The students were randomly assigned to three groups (first experimental group: 15 individuals; second experimental group: 15 individuals; control group: 15 individuals). The first experimental group received training in the cognitive-behavioral therapy program, while the second experimental group received training in the emotional schema therapy program. The control group did not receive any specific intervention. Data collection was based on the anxiety sensitivity questionnaire by Floyd et al. (2005) and the ambiguity tolerance questionnaire by Weden et al. (2003). The data was analyzed using covariance analysis. Results: The findings of the study revealed no significant difference in the effectiveness of the two treatment methods, indicating that both cognitive-behavioral therapy and emotional schema therapy were equally effective in reducing anxiety sensitivity in students with anxiety disorders. The results also indicated that despite the effectiveness of both treatment methods, there was no significant difference between cognitive-behavioral therapy and emotional schema therapy in increasing ambiguity tolerance in students with anxiety disorders. Conclusions: Consequently, this study demonstrates the considerable effects of CBT and EST on students with anxiety disorders. [ABSTRACT FROM AUTHOR]

Given that societies across the globe are increasingly multicultural and multilingual, the notion of communicative competence grounded in constricting definitions of national cultures and languages reflects neither our instructional realities nor the sociolinguistic reality of the languages and cultures we teach. To foster students' development of second language (L2) competence grounded in an awareness of the symbolic construction of language and culture as well as "tolerance for ambiguity" (Kramsch, 2006), students must create with L2, rather than just reproduce what they have learned. After briefly outlining changing conceptions of language competency, this paper first describes how public uses of language and images through signs and graffiti make up a given place's linguistic landscape (LL), defines an evolving concept, and illustrates how it can be effectively used in L2 instruction. Then it highlights how a variety of LL‐based activities help language learners become cognizant of their own sociolinguistic contexts and provides concrete examples from intermediate to advanced‐level classes in two distinctly different German programs. The different approaches encourage students to combine LL‐based activities with visual, literary, and film analysis to develop symbolic competencies that prepare them to negotiate unpredictable and diverse cultural norms. [ABSTRACT FROM AUTHOR]

IntroductionThe present study conducts a retrospective bibliometric analysis to examine the quantifiable and qualitative evolution of the concept of tolerance to ambiguity (TA) over time. Additionally, a scientometric analysis using quantitative methods on scientific measurements and trends aims to profile and identify the concept, as well as its development in research themes. The relevance of this study is underscored by the growing interest and development of research on TA, particularly in fields like entrepreneurship where psychological factors are significant.MethodsThe research includes highly relevant literature, such as Budner and Frenkel-Brunswick, which define TA as a predisposition to perceive ambiguous situations as desirable and as a personality variable centered on the emotional and perceptual domain, respectively. Data was obtained from the eight indices comprising the main Web of Science collection, covering research from 1975 to December 2022. A total of 378 articles were identified.ResultsThe analysis reveals that scientific production peaked in 2022 with 45 articles. In terms of citations, 7,773 were found, with the highest concentration in 2022, totaling 1,203 citations. This indicates a significant increase in research interest and output related to TA.DiscussionThe study highlights the growing exploration of the concept of TA, emphasizing its importance across multiple disciplines in dealing with uncertainty. The research demonstrates that TA significantly influences decision-making and adaptability, highlighting its value in business and educational settings. By analyzing leading publications, authors, and research centers, the study shows the diversity of approaches to understanding TA, indicating a promising direction for future research.

Previous research has shown that bilingual speakers may be more tolerant to ambiguity, they might perceive situations of ambiguity more interesting, challenging and desirable (e.g., Dewaele & Li, 2013). To our knowledge, no data are available addressing the question whether the language in use can have an effect on the personality trait of tolerance of ambiguity (ToA). This study investigated whether and how reading statements in a second language (L2), as opposed to the native language (L1), affects ToA. 387 Italian–English bilingual adults completed a questionnaire measuring levels of ToA either in English or Italian. Results revealed that processing information in L2 promoted higher scores of ToA overall and in sentences that were related to challenging perspectives and change. Age, gender and L2 proficiency were significant predictors of higher ToA scores. This study offers new evidence that processing information in a L2 can affect tolerance of ambiguous situations. [ABSTRACT FROM AUTHOR]

Aim. Acquiring the skill of listening comprehension can be considered as a difficult process, which is influenced by the personality traits of the student. Tolerance of novelty is an inherent and innovative factor in teaching a foreign language, which plays an important role in the effective processing of new information. The aim of the research is to determine the difference in listening comprehension performance between groups with different levels of tolerance of novelty. Methods. We used standardised test to determine listening comprehension efficiency and the subscale of the Tolerance of Ambiguity Scale instrument to determine the degree of tolerance of novelty. The research was implemented with 154 university students who studied professional English at language level B2. Results. A statistically significant difference in listening comprehension between respondents with high and average levels of tolerance of novelty was confirmed. Furthermore, we found significantly different listening performance between respondents with high and low tolerance of novelty. Respondents with a high tolerance of novelty deliver greater results in listening in a foreign language than people with an average and low level of tolerance of novelty. Conclusion. Research shows that students with a higher tolerance of novelty are more willing to experiment with new, alternative forms and language structures in a foreign language. The personality factor of tolerance of novelty belongs to relatively dynamic personality characteristics that can be optimised with the help of the teacher's deliberate action and in this way simultaneously stimulate the cognitive processes of listening and understanding. [ABSTRACT FROM AUTHOR]

Introduction: Hypertension is a prevalent condition among the elderly, significantly contributing to the burden of cardiovascular disease and related complications. This study examined how depression and perfectionism influence hypertension in older adults. It also explored how worry, tolerance for ambiguity, and problem-solving skills might influence this relationship. Methods: Researchers recruited 192 participants with hypertension from a health center in Khoy city, Urmia, Iran. Participants completed questionnaires that assessed depression, perfectionism, worry, ambiguity tolerance, and problem-solving skills. Statistical methods were used to analyze the data and identify relationships between these factors and hypertension. Results: Depression, perfectionism, worry, and ambiguity tolerance were all significantly associated with hypertension. Interestingly, problem-solving skills were not linked to blood pressure. Further analysis revealed that worry played a reinforcing role in the link between depression/perfectionism and hypertension, while ambiguity tolerance had a protective effect. In other words, higher worry levels strengthened the association between depression/perfectionism and high blood pressure, while greater tolerance for ambiguity lessened this association. Conclusion: These findings suggest that emotional factors like worry and intolerance for ambiguity can significantly impact blood pressure in older adults. Therefore, managing these emotions alongside depression and perfectionistic tendencies may be crucial for controlling hypertension. [ABSTRACT FROM AUTHOR]

While accountants working in financial institutions possess extensive expertise in accounting, finance, and investment activities, it can be challenging to identify the primary factors influencing their investment decisions. This study examines the alertness of experienced accountants to investment opportunities (AIOs), with a particular focus on their propensity for risk-taking (RT). A random sample of 468 Iranian accountants, including accounting students and graduates from public and private institutions, was selected to achieve this. Data analysis was conducted using Structural Equation Modeling (SEM) and SPSS 26 software. In this study, financial intelligence, ambiguity tolerance, and optimism positively influenced RT and AIOs. Additionally, there was a positive relationship between RT and AIOs. However, it was observed that accounting education significantly impacted AIOs, whereas the propensity for RT decreased with age among accountants. From a theoretical perspective, the findings of this study can contribute to the understanding of decisionmaking processes among accountants, investors, and entrepreneurs, shedding light on the factors affecting their RT and AIOs. In terms of practical implications, the results of this study can be valuable for those involved in establishing rules and regulations, as well as educational planners. By promoting the best possible investments and rational decision-making, these insights can contribute to the optimal allocation and utilization of resources, facilitate job creation and entrepreneurship, and ultimately foster economic growth and development within society. [ABSTRACT FROM AUTHOR]

Problem finding (PF) is a crucial element of creative thinking. PF facility allows us to manage the rapidly changing world. Tolerance of ambiguity (AT) is a personality variable that plays a vital role in creative thinking. However, few studies have explored PF's brain mechanisms and their relationship with AT. This study aimed to filled this gap using behavioral and voxel-based morphometry (VBM) methods. The behavioral results revealed a significant positive correlation between AT and PF. The VBM analysis found that novel PF positively correlated with the cluster's regional gray matter density (GMD) involving the left dorsolateral prefrontal cortex (DLPFC) and precentral cortex. Additionally, novel and appropriate PF was positively correlated with the GMD of the right inferior frontal gyrus (IFG) and regional white matter density (WMD) of the bilateral thalamus. Further mediation analysis revealed that the rGMD of the right IFG mediated the relation between AT and PF, which showed that the right IFG is associated with inhibitory control and novelty-seeking. Individuals with high AT and regional GMD in right IFG had a greater novel and appropriate PF ability. These findings shed light on the correlation between AT and PF from the brain's structural basis perspective. [ABSTRACT FROM AUTHOR]

Transference phenomena such as bodily sensations, feelings and associations that observers experience in themselves have already been shown in previous studies to be suitable for learning more about processes in analytic groups. For this study, we compared the manifest interactions of around 100 participants in a large group that took place in Altaussee, Austria, in spring of 2022 in the context of the Covid pandemic and the Russian threat of war with the content-analyzed perceptions of 10 observers. Above all, it proved important to express and share personal fears – according to the observers' associations, the group became a mirror of society affected by the pandemic, war and the movement of refugees. The mature processing of the threatening feelings of fear and anger is striking. Divisions are dissolved, images of the enemy are scrutinized and aspects of own perpetratorship are recognized. In the group, it is possible to look together at the threatening aspects, which is also reflected in the transference feelings of the observers. Parallel to a case-by-case „regression in the service of the ego", evil-punishing superego parts are weakened: not being allowed to feel good oneself in times of war and global crisis. Some aspects of the manifest group harmony were perceived by the observers as exaggerated, some aspects of the regression as denying reality, some aspects of the insular setting as sectarian. In a mature way of dealing with external pressures, the knowledge of threats seems to be shifted from the constantly agonizingly conscious to the co-conscious, where it remains available when needed without dominating the state of mind. At the same time, it is not blocked from perception, i.e. it is not denied, split off and repressed. Tolerance of ambiguity is developed as a resource that strengthens personal resilience and everyday competence in society: the participants reflect on their basic ethical attitude of human solidarity as well as their ability to abstain from unproductive actionism as well as their ability to endure powerlessness. [ABSTRACT FROM AUTHOR]

The article "D3G-certified core curriculum for psychodynamic group therapy - an update" reports on the revision of the core curriculum for psychodynamic group therapies. The aim of the core curriculum is to provide a common basic literature for training and to standardize the training content. It is emphasized that further education and supervision in psychoanalytic group psychotherapy is often inadequate. The need for group psychotherapies for mentally and psychosomatically ill children and adolescents is also mentioned. Studies have confirmed the effectiveness of group psychotherapies compared to individual psychotherapies. The article deals with the diversity and differences of group psychotherapies in terms of praxeology and theory. Various aspects such as patient preparation, different settings, admission of new patients, group leadership, frequency, indication, and type of supervision are considered. It is emphasized that high flexibility and ambiguity tolerance are required from the teachers. Furthermore, the requirements for further training regulations for specialist psychotherapists and the importance of inpatient and day clinic concepts in group psychotherapy are explained. The clinic and day clinic management plays an important role in conceptualizing the therapeutic milieu and preparing for group psychotherapy. The tasks of group therapy supervisors and the core curriculum for psychodynamic group therapy are also discussed. The given text presents various concepts and literature for modules on group analysis and group psychotherapy. Recommendations for literature on psychoanalysis, group analysis, attachment theory, and group psychotherapy are given. Various concepts and interventions in group leadership and in inpatient and day clinic settings are also discussed. The literature includes works by authors such as Bion, Foulkes, Schultz-Venrath, and Yalom. Specific topics such as psychoeducation, structural disorders, and online group therapy are also addressed. The present list contains a variety of books and articles on the subject of group analysis and group psychotherapy. The works cover various aspects such as the application of group analysis in children and adolescents, the implementation of online group therapy, intercultural aspects, and ethical issues. Topics such as diagnosis, supervision, and research are also addressed. The list includes both theoretical works and practical guides and recommendations for the implementation of group psychotherapy. [Extracted from the article]

Purpose: We implemented and evaluated a hybrid 4-week arts-based elective for clinical medical students to support flourishing. Materials and Methods: Five students participated in early 2022. Twelve sessions occurred inperson at art museums and other cultural centers, and five occurred online. Sessions incorporated varied arts-based learning activities, including Visual Thinking Strategies, a jazz seminar, and a maskmaking workshop. We evaluated the course via weekly reflective essays, interviews 6 weeks after the course, and pre-post surveys that included four scales with clinical relevance: capacity for wonder (CfW), tolerance for ambiguity (TFA), interpersonal reactivity index, and openness to diversity. Results: Qualitatively, the course helped learners: 1) reconnect with individual characteristics and interests that had been neglected during medical education; 2) better appreciate others' perspectives; 3) develop identities as physicians; and 4) engage in quiet reflection, renewing their sense of purpose. Quantitatively, pre-post mean totals increased for the CfW (32.0 [SD 6.8] vs 44.0 [SD 5.7], p=.006) and TFA scales (16.4 [SD 5.2] vs 24.2 [SD 6.9], p=.033). Conclusions: This elective facilitated learners' connecting with themselves, others, and their profession with improvement in clinically-relevant measures. This provides further evidence that arts-based education can foster professional identity formation and be transformative for students. [ABSTRACT FROM AUTHOR]

Mindsets attributed to design are often prized in industries outside of design practice; the creative economy demands individuals who can think creatively, confront complex problems, and engage critically with the changing marketplace. Despite these demands, many higher education institutions struggle to center creativity in the learning experience. This exploratory sequential mixed-methods study examines design mindsets formed by college students who have experience with design thinking and creative problem-solving in first-year experience courses. Three institutions with three different pedagogical approaches to integrating design thinking form the context of the study. Semistructured interviews asked sixteen participants to reflect meta-cognitively on experiences and outcomes gained from the courses. Findings indicated a range of design mindsets developed, including openness to diverse perspectives, tolerance of ambiguity, problem framing, empathy, and bias to action. A survey instrument assessing design mindsets followed the qualitative analysis; twenty-three respondents across three institutions demonstrated high scores in openness to diverse perspectives, desire to make a difference, optimism, learning orientation, and empathy. Comparison between qualitative and quantitative findings supports the integration of creativity, creative problem-solving, and design thinking in the first year to encourage the development of attitudes and mindsets best suited for the creative and knowledge economy. [ABSTRACT FROM AUTHOR]