Personality Characteristics of Chinese Students With High and Low Levels of Tolerance For Uncertainty

Tolerance for uncertainty is considered a significant resource for the subjective regulation of life, is a prerequisite for the process of self-determination of the individual, and plays an important role in the process of overcoming difficult situations. Tolerance for uncertainty mobilizes other internal resources, influencing the orientation of decision-making in relation to the world. The purpose of the study was to identify the personal characteristics of Chinese students with different levels of tolerance to uncertainty. The sample consisted of 212 Chinese students from two universities aged 18 to 25 years. Of these, there are 149 women and 62 men. The average age of the respondents was 19.2 ± 1.0 years. The following techniques were used: The Scale of Intolerance to Uncertainty, IUS-12 (M. Freeston et al., adapted by W. Lijuan, W. Jianing, and Q. Xiaodong), the Achievement Motivation Scale, AMS (T. Gjesme, R. Nygard, adapted by Y. Renmin and K. A. Hagtvet), the Melbourne Decision-Making Questionnaire (L. Mann, P. Burnett et al.); and the Five- Factor Personality Questionnaire (P. Costa and R. McCrae, adapted by W. Mengcheng). Students with high levels of neuroticism and low tolerance for uncertainty are more likely to use ineffective response strategies. Students who are characterized by a tendency to avoid failures but have a high tolerance can adapt more flexibly and constructively to changes. The obtained results can be used in psychological counseling of students.

Толерантность к неопределенности считается значимым ресурсом для субъективной регуляции жизни, является необходимым условием для процесса самоопределения личности и играет важную роль в процессе преодоления сложных ситуаций. Терпимость к неопределенности мобилизует другие внутренние ресурсы, влияя на ориентацию принятия решений в отношении мира. Целью исследования стало выявление личностных характеристик китайских студентов, отличающихся разным уровнем толерантности к неопределенности. Выборку составили 212 китайских студентов двух вузов в возрасте от 18 до 25 лет. Из них женщин – 149, мужчин – 62. Средний возраст респондентов 19.2 ± 1.0 года. Использованы методики: Шкала нетерпимости к неопределенности, IUS-12 (M. Freeston et al., в адаптации В. Лицзюань, В. Цзяньнин и Ц. Сяодун), Шкала мотивации достижения, AMS (T. Gjesme, R. Nygard, в адаптации Е. Жэньминя и K. A. Hagtvet), Мельбурнский опросник принятия решений (L. Mann, P. Burnett et al.), Пятифакторный опросник личности (P.  Costa и R. McCrae, в адаптации В. Мэнчэн). Студенты с высоким уровнем нейротизма и низким уровнем толерантностью к неопределенности более склонны использовать неэффективные стратегии реагирования. Студенты, которые характеризуются склонностью к избеганию неудач, но обладают высокой толерантностью, могут более гибко и конструктивно адаптироваться к изменениям. Полученные результаты могут использоваться в психологическом консультировании студентов.

Ключевые слова: толерантность к неопределенности, китайские студенты, личностные характеристики, саморегуляция

Introduction

The paradox of the modern world lies in the fact that technological advances, while significantly increasing human well-being, simultaneously increase the uncertainty of the future. We live in an era of “fluid modernity,” characterized by uncertainty, complexity, and ambiguity. Meanwhile, during the pandemic and in the post-unlocking period, various psychological studies have increasingly turned to aspects such as the active exploration of coping resources, resilience, tolerance, personal resources, etc.

On the other hand, the uncertainty of modern society prompts students to adapt to new laws, norms, and values. Simultaneously, in the process of learning, they develop clear life goals, pathways to achieve those goals, and value principles, and on this basis, develop life strategies to adapt to future development. Their uncertainty is closely related to their choice of life strategies. Therefore, in-depth research into students’ uncertainty and their life strategies is of great significance.

D.A. Leontiev argues that the future is inherently uncertain and unpredictable; it has neither occurred nor existed, making it impossible to know exactly what will happen. Self-determined subjects transform this uncertainty (entropy) into partial certainty (negentropy), accepting that much uncertainty persists (Leontiev, 2015). Neurotic problems often arise from excessive subjective confidence mismatched with objective unpredictability. Irvin Yalom, a leading figure in existential psychology, posits that uncertainty is a part of human life, appearing to him as a given of existence.

Defining tolerance for uncertainty is a complex task. Tolerance for uncertainty has been regarded as a character trait, a personality trait, a cognitive style, a sociopsychological attitude, or an ability (E. Frankel-Brunswik, T. Adorno, G. Allport, A. Furnham, V. P. Zinchenko). It can be viewed as the ability to make decisions and act in new or complex situations, as well as the ability to remain open and calm in the face of uncertainty or conflict (Kornilova, 2016;). Tolerance for uncertainty can also be understood as a tendency, namely, whether individuals perceive uncertainty as a threat or as something desirable or a new developmental opportunity (Budner, 1962). E. G. Lukovitskaya (1998) and T.V. Kornilova (2016; 2022) proposed three components of uncertainty tolerance: emotional, cognitive, and behavioural. They preferred to view it as a sociopsychological attitude.

Tolerance for uncertainty is considered a relatively stable personality trait and is closely linked to many other personality traits. Clearly, tolerance of uncertainty, acting as a foundation, mobilizes and influences other internal resources, influencing one’s decision-making orientation toward the world. I.N. Leonov asserts that the scientific structure of tolerance for uncertainty as a personality trait remains stable over extended periods, changing only under the influence of new experiences and the subject’s purposeful activities (Leonov, 2014).

An individual’s capacity to cope with uncertainty determines the level of their psychological energy, success, well-being, and quality of life. Tolerance for uncertainty is considered a crucial resource for subjective life regulation (Klementyeva, 2021; Kondrashikhina, 2021), a necessary condition for individual self-determination (Gorlova, 2020), and plays a crucial role in overcoming difficult situations (Kondrashikhina, 2021). Furthermore, tolerance for uncertainty is closely related to creativity, self-esteem, emotional intelligence, self-efficacy, goal-achieving motivation, and a sense of mission. Individuals with high tolerance for uncertainty possess a worldview characterized by positivity, interest, and dynamism, which creates conditions for them to strive to achieve their goals. Tolerance for uncertainty can mobilize other internal resources and influence an individual’s decision-making orientation towards the world.

Individuals build life strategies that reflect their personal characteristics as a result of accepting and conquering uncertainty. According to E.Yu. Korzhova, humans, as active agents, actively construct their life activities based on their own goals and values. The interaction between humans and their life situations is considered a key process influencing the formation and implementation of life strategies (Korzhova, 2015).

The study by T.V. Kornilova examined tolerance for uncertainty and emotional intelligence in decision-making under external cues. This study designed a series of experimental tasks by varying the degree and nature of prompted information to analyze how these two constructs jointly influence decision strategies, confidence, and outcomes. The study found that higher tolerance for uncertainty and more developed emotional intelligence is associated with more adaptive and flexible decision-making when prompts or suggestions are involved. This reflects how an individual behaves when setting and achieving goals (Kornilova, 2014).

In R. Sternberg’s theory of creativity, tolerance for uncertainty is a necessary condition for creativity. This implies uncertainty must be accepted and overcome when creating new works. In a related area of research, E.M. Pavlova constructed a structural model linking three latent variables of creativity, tolerance of uncertainty, and self-assessment of creativity and intelligence (Pavlova, 2018). Based on the fact that intelligence constitutes one of the six primary factors underlying the manifestation of creativity. T.V. Kornilova defines tolerance for uncertainty and the relationship between intelligence and creativity (Kornilova, 2010).

According to S.E. Mukhin and Yu.S. Knyazev, tolerance for uncertainty serves as a key condition for socio-psychological adaptation in adults. This tolerance enables individuals to effectively cope with ambiguous situations, thereby fostering resilience and adaptive behavior in dynamic social environments. The study concluded that individuals with a high tolerance for uncertainty adapt more easily to situations and thereby achieve success, and the higher the tolerance, the more pleasure they derive from any activity. A person with a high degree of self-acceptance regarding their personality and individuality is capable of self-disclosure amid uncertainty and of accumulating experience from any situation. (Mukhin & Knyazev, 2021).

A study by A.I. Poluyanova and G.V. Semenova reveals the results of a study examining the relationship between tolerance for uncertainty and self-attitude. This study found that students with a high tolerance for uncertainty exhibited high self-confidence, self-management ability, reflected self-esteem, subjective accessibility to areas of expertise, a desire and willingness to discuss problems, and openness to change. In contrast, students with a low tolerance for uncertainty demonstrated isolation, self-attachment, and internal conflict. Graduates’ self-confidence, self-management, and self-esteem increased with increasing university prestige. Important results show that uncertainty tolerance has a mediating role in the development of self-attitude characteristics such as internality, self-esteem, and autotranscendence; high tolerance promotes integrative self-views, whereas low tolerance reinforces fragmented or negative ones.  The authors advocate for focused treatments to improve adaptive self-relations, concluding that tolerance for uncertainty plays a crucial role in the formation of self-attitudes during transitional academic phases (Poluyanova & Semenova, 2019).

Some academics (DeRoma et al., 2003; Geller et al., 1990; Weissenstein et al., 2014) contend that tolerance for uncertainty may be developed and should be incorporated into professional education in a variety of disciplines. L.V. Menshikova discovered that, in the absence of intervention, most aspects of tolerance for uncertainty do not alter considerably throughout three years of university education (Menshikova, 2020). However, with the help of specialized education and numerous psychological trainings designed for different levels, a holistic pattern of distinct psychological features emerges that is accountable for an individual’s behavior in uncertain situations. It was discovered that training may change the degree of close association between tolerance of uncertainty and some related qualities. O.I. Titova suggests adopting this at the university level by organizing roles and commercial contacts in the classroom, as well as solving particular challenges within the context of industrial practice (Titova, 2018).

O.V. Kozhevnikova and P.I. Oshvintseva discuss the characteristics of people with a high tolerance for uncertainty. Students with a high tolerance for uncertainty tend to have more subjective control over their triumphs and failures. They are also more emotionally secure and show confidence and a readiness to take risks while being less worried and distrustful. Furthermore, they tend to utilize more constructive coping mechanisms, such as accepting responsibility for their actions and exhibiting positive conduct (Kozhevnikova & Oshvintseva, 2020).

A.B. Salikhov used a student sample to uncover a link between uncertainty tolerance and achievement motivation. Uncertainty tolerance correlates positively and dramatically with students’ impersonal enthusiasm for academic engagement. This suggests that students with a high uncertainty tolerance require extrinsic reinforcement, such as the prospect of a reward or other coercive measures. Low uncertainty tolerance influences students’ intrinsic drive for academic activities, and they attempt to overcome ambiguity and develop certainty through exploration. According to the study, individuals who are motivated by achievement are more tolerant of uncertainty, and this feature can be regarded as a characteristic of people who are uncertain (Salikhov, 2019).

T.V. Evtukh conducted a study on the different aspects of tolerance for uncertainty among students in social-humanities training programs and discovered substantial differences in tolerance profiles across cognitive, affective, and behavioral dimensions. Students with a low tolerance for uncertainty exhibit sensitivity, emotional susceptibility to external factors, a lack of self-confidence and conscientiousness, a proclivity to act according to plan and be self-critical, difficulty adapting to new conditions, and decreased activity, aspirations, and egocentrism. Students with a high tolerance for uncertainty, on the other hand, exhibit adventurism, unconventional behavior and thinking, sociability, activity, difficulty maintaining discipline and regularity, a preference for self-reliant problem-solving, a positive attitude toward novelty, and a desire to find solutions to complex problems and uncertain, unusual situations (Evtukh, 2022).

Psychological resilience, a notion connected to psychological toughness and tolerance for uncertainty, is also being investigated in China.  Chinese schoolchildren’s psychological resilience has improved over time, with studies indicating that primary and middle school students have moderate levels, high school students have above-average levels, and university students have high levels (Wen et al., 2015; Zhao et al., 2022).

Chinese students are characterized by a strong desire for self-actualization, high levels of engagement, confidence in social interactions, and future planning based on their own abilities and past experiences (Knyazeva, 2018). In a cross-cultural investigation of prospective decision-making style traits, Chinese individuals showed higher levels of avoidance and hypervigilance than Russian participants (Kornilova et al., 2022).

Chinese scholars on student motivation (Chang, 2023) show that internal and extrinsic motivations are the key drivers among Chinese undergraduates. Studies emphasize the importance of pursuing achievement, with a focus on credentials, professional skills, practical experience, and job opportunities. Self-efficacy is a mediator of engagement and achievement, supporting confidence, challenging objectives, tenacity, strategic learning, well-being, social adaptation, and career resilience in high-efficacy students (Liu et al., 2022).

Personality qualities among college students are significantly predictive of well-being.  The Big Three and Big Five personality scales are commonly used by studies to correlate with subjective well-being. In China, Wang Dengfeng and Cui Hong (2008) proposed a seven-dimensional content structure for Chinese personality: active, straightforward, persistent, strict, altruistic, affectionate, and easy. Tang Huimin, Miao Yuanjiang, et al. investigated the Big Seven personality dimensions of college students to determine their ability to predict life satisfaction and discovered that all seven personality dimensions could effectively predict psychological well-being, with four of them, strictness, altruism, affection, and ease, also predicting subjective well-being (Tang, Miao, & Du, 2010). Wang Fangfang’s study is largely consistent with Professor Miao Yuanjiang’s (2015) findings, who discovered that seven personality dimensions of college students were significantly correlated with psychological well-being dimensions, with the dimensions of rigor, ease, and activity having the best positive predictive power and the dimension of altruism having the best negative predictive power.

At present, research evidence is insufficient to understand the relationship between tolerance of uncertainty and personality characteristics.

The purpose of the study is to identify the personal characteristics of Chinese students with different levels of tolerance for uncertainty.

Method

2.1. Participants

The sample consisted of 212 Chinese students from two universities, aged 18 to 25. A total of which 149 were women and 62 were men. The respondents’ average age was 19.2 ± 1.0 years.

The complete sample was divided into two groups for comparison: students with a high level of uncertainty tolerance (60 people) and students with a low level of uncertainty tolerance (55 people).

2.2. Measures

The Intolerance of Uncertainty Scale (IUS-12) (M. Freeston et al., adapted by W. Lijuan, W. Jianing, and Q. Xiaodong) was used to assess uncertainty tolerance and distinguish high and low levels; higher scores indicate lower tolerance and greater difficulty enduring uncertainty. The IUS-12 consists of two subscales: Prospective anxiety is defined as fear of unknown future events. Inhibitory anxiety is the tendency to avoid, become dysfunctional, and restrict behaviors when confronted with unknown events or situations.

The Achievement Motivation Scale (AMS) (T. Gjesme, R. Nygard, adapted by Y. Renmin and K.A. Hagtvet) assessed success motivation and failure avoidance motivation.

The Melbourne Decision Making Questionnaire (L. Mann, P. Burnett et al.) assessed decision-making styles across four scales: alertness, procrastination, avoidance, and hypervigilance.

The Five-Factor Personality Inventory (P. Costa and R. McCrae, adapted by W. Mengcheng) assessed the following characteristics:

• Extraversion;
• Agreeableness;
• Conscientiousness;
• Neuroticism;

2.3. Data Analysis 

To delineate comparison groups, data from the Intolerance of Uncertainty Scale were divided using quartiles. Group 1 (total scores ≤23) was identified as students with high tolerance for uncertainty, while Group 2 (total scores ≥37) represented students with low tolerance for uncertainty.

The Mann-Whitney U test was used to compare samples with different levels of tolerance.

The correlational analysis using Spearman’s ρ criterion found significant correlations between uncertainty tolerance and personality traits, including scores from the Achievement Motivation Scale, Melbourne Decision Making Questionnaire, and Five-Factor Personality Inventory.

The multiple regression method was used to assess the impact of Chinese students’ personality traits on their uncertainty tolerance levels, with influence degrees established separately for high- and low-tolerance groups.

Empirical data were processed using STATISTICA 10.0 for Windows.

Results

3.1. Relationship between uncertainty tolerance and personality characteristics

Table 1 presents the correlations between scales in the high tolerance for uncertainty sample.

The largest number of correlations in the sample with high tolerance for tolerance was found on the scales of “Prospective Anxiety” and “Conscientiousness.” (rs= 0.48, p≤0.05). (Table 1).

The “Inhibitory Anxiety” scale has a positive correlation with the ” Avoid Failure ” scale (r_s= 0.26, p≤0.05), which is presented in Table 1. This means that a high tolerance for uncertainty can arise from a motivation to avoid failure.

The “Prospective Anxiety” scale has positive correlations with the “Vigilance” scale (r_s= 0.40, p≤0.05).

Table 2 presents the correlations between scales in the low tolerance for uncertainty sample.

Table 2 reveals the strongest correlational relationships in the low tolerance for uncertainty sample between the “Prospective Anxiety” subscale and Neuroticism (N).

As shown in Figure 2, the “Prospective Anxiety” subscale exhibits positive correlations with Conscientiousness (r_s= 0.3, p≤0.05) and Neuroticism (r_s= 0.47, p≤0.05).

The “Inhibitory Anxiety” subscale demonstrates positive correlations with Conscientiousness (r_s= 0.31, p≤0.05) and Neuroticism (r_s= 0.39, p≤0.05), as well as with ” Avoid Failure” (r_s= 0.36, p≤0.05) and “Vigilance” (r_s= 0.27, p≤0.05)

Figure 1. Correlation pleiads reflecting the interrelationships between the “Intolerance of Uncertainty” scales and the scales of the “Five-Factor Personality Questionnaire,” “Achievement Motivation,” and “Melbourne Decision Making Questionnaire” in a sample with a high level of tolerance for uncertainty.

Correlational Relationships Between the Intolerance of Uncertainty Scale and Scales from the Five-Factor Personality Inventory, Achievement Motivation Scale, and Melbourne Decision Making Questionnaire Among the High Tolerance for Uncertainty Sample.

3.2 The influence of personality characteristics on tolerance for unc ertainty among Chinese students

The regression model was significant (F(3. 56) = 5.56, p <.01) and explained approximately 23% of the variance in uncertainty tolerance (R2 =.23) (Table 3). Uncertainty tolerance was not significantly correlated with conscientiousness (β =.2, p >.05.). Uncertainty tolerance and motivation to avoid failure are significantly and positively related: β = .36, p < .05. Finally, there was no significant relationship between uncertainty tolerance and vigilance. β = .2, p > .05. This illustrates that the goal to avoid failure promotes high uncertainty tolerance and shows a substantial positive association, with a relatively strong effect

Table 3. Results of Hierarchical Regression for High Tolerance of Uncertainty (n = 60)

Table 2. Correlational Relationships Between the Intolerance of Uncertainty Scale and Scales from the Five-Factor Personality Inventory, Achievement Motivation Scale, and Melbourne Decision Making Questionnaire Among the Low

Tolerance for Uncertainty Sample.

3.2 The influence of personality characteristics on tolerance for unc ertainty among Chinese students

The regression model was significant (F(3. 56) = 5.56, p <.01) and explained approximately 23% of the variance in uncertainty tolerance (R2 =.23) (Table 3). Uncertainty tolerance was not significantly correlated with conscientiousness (β =.2, p >.05.). Uncertainty tolerance and motivation to avoid failure are significantly and positively related: β = .36, p < .05. Finally, there was no significant relationship between uncertainty tolerance and vigilance. β = .2, p > .05. This illustrates that the goal to avoid failure promotes high uncertainty tolerance and shows a substantial positive association, with a relatively strong effect

Table 3. Results of Hierarchical Regression for High Tolerance of Uncertainty (n = 60)

The regression model was significant (F(4. 50) = 8.02, p <.01) and accounted for 39% of the variance in uncertainty tolerance (R2 =.39). Low uncertainty tolerance was substantially associated with conscientiousness (β =.41, p <.05) and neuroticism (β =.31, p <.05). The study found no significant relationship between uncertainty tolerance and motivation to avoid failure (β =.02, p >.05.). Uncertainty tolerance was not substantially associated to alertness (β =.05, p >.05), suggesting that both neuroticism-avoidance and conscientiousness contribute to low uncertainty tolerance, with neuroticism outweighing conscientiousness. The influence is greater (Table 4).

Table 4. Results of Hierarchical Regression for Low Tolerance of Uncertainty (n = 56)

Figure 2. Correlation pleiads reflecting the interrelationships between the scales of the “Intolerance of Uncertainty” questionnaire and the scales of the “Five-Factor Personality Questionnaire,” “Achievement Motivation” and “Melbourne Decision Making Questionnaire” in a sample with a low level of tolerance for uncertainty.

Discussion

Research reveals that students with high tolerance for uncertainty are more susceptible to failure-avoidance motivation. These students demonstrate clear goal-directedness, responsibility, self-control, attention to detail, and reliability, as well as a tendency to make balanced decisions. They are better able to perceive new and uncertain situations, adapt flexibly, and make effective decisions. Meanwhile, research indicates that tolerance for uncertainty may be driven by a desire to avoid failure. The fear of failure and mistakes, coupled with the desire to avoid setbacks, increases an individual’s tolerance for uncertainty. This means that high-tolerant individuals may be more reluctant to engage in perceived high-risk circumstances. Students with elevated prospective anxiety have a proactive problem-solving attitude, as seen by rigorous choice appraisal and increased attention to detail aimed at avoiding failure.

Students with a low tolerance for uncertainty are characterized by high levels of neuroticism. They tend to perceive uncertainty as a threat. This suggests that students with a low tolerance for uncertainty initially experience increased anxiety when confronted with unknown occurrences, leading them to avoid and control their behaviors. Low tolerance for uncertainty causes trouble making decisions and rigid thinking.

Although Chinese students exhibit relatively low tolerance for uncertainty, their behavior remains consistently reliable and methodical, merely displaying greater emotional instability when confronted with uncertain events. The motivation to avoid failure causes inhibition anxiety, in which students have a low tolerance for uncertainty and tend to avoid, distract, and inhibit activity in the face of unknown events or situations. Research has found that students with low uncertainty tolerance often have a cautious decision-making style. In some instances, students with higher levels of inhibition anxiety may channel anxious thoughts and experiences into motivation, leading to more careful consideration of options and more informed decisions.

Chinese students who are characterized by a tendency to avoid failure but possess high tolerance tend to choose stable strategies. However, because of their high tolerance, they may respond to change more flexibly and constructively. These students can use the parameters of self-regulation and satisfaction to develop more sustainable and flexible life strategies. They may choose a well-being strategy or a self-actualization strategy, such as creative activity, seeking out new opportunities, etc. Students with high levels of neuroticism and a limited tolerance for uncertainty are more prone to choose unproductive reaction methods such as avoiding difficulties, repressing emotions, and avoiding active participation. They are more likely to pick solutions based on the goal of comfort and stress reduction.

Based on empirical findings, we recommend enrolling high uncertainty tolerance students in deep learning and leadership development programs, alongside targeted plans to cultivate confidence and positive risk perception. Resource mobilization can further encourage viewing errors as constructive experiences for learning and personal growth. Conversely, students with low uncertainty tolerance, elevated neuroticism, and inhibitory anxiety exhibit limited adaptability and reduced self-confidence. Targeted interventions should prioritize supportive atmospheres that mitigate stress, build anxiety regulation competencies, and bolster self-worth.

Conclusions

This study analyzed the personality characteristics of Chinese students with various levels of uncertainty tolerance and determined which personality traits are most closely related to their level of uncertainty tolerance. The findings can be applied to psychological counseling for students.

According to the findings, students with a high tolerance for uncertainty avoid failure, pay special attention to detail, and think extensively before making decisions.

Students with a limited tolerance for uncertainty are more likely to experience anticipatory and inhibitory anxiety, as well as a desire to avoid failure and ambiguity. Conscientiousness, on the other hand, can lead to greater thoroughness and better decisions in some pupils suffering from inhibitive anxiety.

Chinese students with a higher tolerance for uncertainty exhibit more conscientiousness and alert decision-making.

Neuroticism becomes increasingly prominent in Chinese pupils as their tolerance for uncertainty decreases.

Failure avoidance motivated students with a high tolerance for uncertainty, whereas neuroticism encouraged individuals with a poor tolerance for ambiguity.

Competing interests:  The author state that the study was conducted in the absence of any commercial or financial relationships that could be interpreted as a potential conflict of interest.

Acknowledgments: The author thanks the volunteers for their free participation in the experiment for the benefit of the development of science.

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