نوع مقاله : مقاله پژوهشی

عنوان مقاله [English]

Investigating the effect of ambiguity tolerance on the level of self-awareness and self-regulation strategies in the second elementary students of Rafsanjan city

نویسندگان [English]

Sediqeh Hashemi Ranjbar*: Second Elementary Teacher, Rafsanjan Education Department.

Detailed Abstract

Introduction: The aim of this study is to investigate the effect of tolerance of ambiguity on the level of self-awareness and self-regulation strategies in second grade elementary school students.

Materials and methods: The method of this semi-experimental study was conducted using a pre-test-post-test design with a control group. The statistical population of this study included all second grade elementary school students in Rafsanjan city in the academic year 2023-2024. The data collection tool included the self-awareness questionnaires of Nestor and Davis (2002) and the self-regulation strategies of Pintrich and Dergrot (1990).

Results and discussion: The estimated mean score of the self-awareness and self-regulation strategies variable in the experimental group subjects in the post-test stage is higher than that of the control group subjects. In other words, it can be said that tolerance of ambiguity improves the self-awareness and self-regulation strategies of the experimental group subjects compared to the control group. Therefore, only an explanation of it is provided. In explaining its potential, it can be said that although with the advancement of science and technology, human ambiguities are also expanding, and perhaps at a faster pace, from his expanding knowledge. However, it should be noted that ambiguous situations are not unique to today's world and have existed in various aspects of human life since ancient times. In many cases, these ambiguities act as a driving force for understanding; they cause efforts to eliminate the ambiguity factor. Therefore, it should be considered that ambiguity, if not properly managed, can create confusion and form, but if dealt with appropriately, it can provide the necessary curiosity to strive towards discovering the unknown. The ability to tolerate ambiguity is accepting uncertainty as part of life, the ability to continue living with incomplete knowledge about the environment, and the inclination to initiate independent action without knowing whether one will succeed or not. The concept of tolerating ambiguity refers to how an individual perceives and copes with feelings of threat and conflict in their interaction with the environment. When changes occur rapidly and unpredictably, knowledge becomes insufficient and unclear. Individual differences in the way people interpret such situations play a significant role. Someone with high ambiguity tolerance tends to make complex inferences about events and follows their own cognitive perceptual style in interpretation. Based on this, mindfulness training and cognitive skills help individuals gain insight into their thought patterns, emotions, reactions, and impulsive behaviours, enabling them to consciously select skilful and purposeful responses, rather than automatically reacting with ingrained and unconscious responses to environmental events. Teaching mindfulness on ambiguity tolerance is effective for second-grade students in Rafsanjan city. The results of the covariance analysis indicate a significant difference in ambiguity tolerance scores of second-grade students in Rafsanjan city between the mindfulness group and control group in the post-test phase. In other words, mindfulness training has been able to increase the ambiguity tolerance scores of second-grade students in Rafsanjan city in the post-test phase. It can be stated that mindfulness provides an opportunity for individuals to observe and accept their thoughts, physical sensations, cognitions, perceptions, and emotions without judgment, realising that thoughts are not necessarily aligned with reality. Mindfulness training leads individuals to gain insight into their cognitive models, emotions, feelings, and emotions, enabling them to make deliberate and informed choices in responding to environmental situations. Mindfulness helps individuals accept that although negative emotions exist in everyone's life, they are not a fixed part of one's personality and life trajectory. Accepting this enables individuals to consciously reflect on and respond to emotions and their triggering events in a more efficient manner, establishing a more mindful relationship with life. Self-regulatory strategies training is effective for ambiguity tolerance of second-grade students in Rafsanjan city. The covariance analysis results show a significant difference in ambiguity tolerance scores of second-grade students in Rafsanjan city between the self-regulatory strategies training group and control group in the post-test phase. In other words, self-regulatory strategies training has been able to increase the ambiguity tolerance scores of second-grade students in Rafsanjan city in the post-test phase. When an individual or group faces a set of unfamiliar, complex, and incomprehensible processes, they may experience ambiguity. Individuals with lower ambiguity tolerance usually experience more stress and fail in ambiguous tasks, whereas individuals with higher ambiguity tolerance perform well and enjoy ambiguous tasks. Overall, intolerance to ambiguity plays a significant role in emotions and feelings.

Conclusion: The overall conclusion of the study showed that in today's rapidly changing world, the ability to tolerate ambiguity is a key skill for students, which helps them cope with ambiguous and challenging situations and learn more effectively.

Keywords: Tolerance of ambiguity, self-awareness, self-regulation strategies, elementary students.