عنوان مقاله [English]
نویسندگان [English]چکیده [English]
Objective:Initially, intolerance of ambiguity model developed to explain generalized anxiety disorders, but gradually they were in the field of learning studies. In order to extend this model to the academic area this study was conducted to analize the efficiency of the ambiguity tolerance on the meta-cognition beliefs and academic engagement among college students.
Method:The event study methodology is ex post facto research. Statistical population included all the female and male students at Islamic Azad University in Saveh. Their number was above 7000 students. Sample size was based on Krejcie and Morgan table which included 350 students. They were selected using a multistage cluster sampling method. Participants were assessed in terms of tolerance of ambiguity. Then, according to the level of the ambiguity tolerance, were divided into two groups that have high and low tolerance.
Results: Accordingly, the number of sample reduced to 190. Mobarake is ambiguty tolerance Scale (1388) was used to measure ambiguity tolerance, Cartwright-hatton & Wells Meta-cognition questionnaire (2004) was used to measure metacognition believes and De Groot & Pintrich Spontaneous learning strategies questionnaire (1990) was used to measure academic engagement. The multivariate analysis of variance (MANOVA) was used for statistical analysis.
Conclusion: The results showed that the tolerance of ambiguity affects students meta-cognition beliefs. Also, they showed that the ambiguity tolerance power increased academic engagement. The findings pointed out the role of the tolerance ambiguity are undeniable contrast in academic area.