Tolerance to Uncertainty as a Determinant of Learners’ Coping Behavior

Introduction. The objective is to reveal the differences in coping strategies of persons with different levels of tolerance to uncertainty. Materials and Methods. The authors used MacLaine tolerance to uncertainty scale modified by E. N. Osin, R. Lazarus questionnaire and diagnostic methodology of cognitive-behavioral strategies of overcoming by I. G. Sizova and S. I. Filippchenkova and methods of mathematical statistics. Results and Discussion. First-year students with a high level of tolerance to uncertainty in difficult life situation show active actions aimed at understanding new conditions of educational activity, predict the image of the future result, mentally constructing a sequence of possible actions. Students with a medium level of tolerance to uncertainty try to think through their future actions, but tend to focus on the negative result, which negatively affects their activity and autonomy in new difficult life conditions. Students with a low level of tolerance to uncertainty in difficult life conditions exhibit low activity, distance from solving emerging problems, and are prone to seeking social support and avoid unclear uncertain learning conditions. Conclusions. How effectively the students will act in these conditions, which coping strategies they will use, depends on both the success of learning and the degree of their social well-being.