The Role of Need-for-Cognition in Tolerance of Ambiguity in Students of Different Majors

Abstract

AbstractThe contribution of ambiguity tolerance structure in various fields including educational discussions is undeniable. In this regard, different researches have been carried out implying the effective role of personality, motive and cognitive structures in developing and changing ambiguity tolerance. Thus, the recent Study has studied need-for-cognition contribution in ambiguity tolerance of students in different academic fields. To achieve this goal, 352 students consisting of 213 females and 149 males from different colleges of Persian Gulf University have been chosen by random cluster sampling method. They were asked to fill up need-for-cognition questionnaires and ambiguity tolerance scale forms. The results of regression analysis show that need-for-cognition can significantly positively predict students` ambiguity tolerance. Moreover, one-way variance analysis (ANOVA) of academic subject effect shows the significant effect of academic major on ambiguity tolerance. Our findings demonstrate ambiguity tolerance as a multiple structure not only affected by personality, motive and cognitive attributes but also by academic subject (as an index of outside

Keywords

• tolerance of ambiguity
• need for cognition
• academic majors
• students