A Study On The Relationship Among Need For Cognitive Closure,tolerance Of Ambiguity And Curiosity Of College Students

In this study,554 college students from four universities in Hubei Province were selected as the research objects.Questionnaire survey and literature review were used to investigate connotation and influencing factors of the need for cognitive closure,tolerance of ambiguity and curiosity of College students.By using the Need For Cognitive Closure Scale,the Tolerance of Ambiguity Scale and the Curiosity Scale for College Students,this paper analyzed the distribution and differences of college students' need for cognitive closure,tolerance of ambiguity and the curiosity in demographic variables,understood the relationship among the need for cognitive closure and the tolerance of ambiguity and curiosity,and explored the effects of College Students' need for cognitive closure on their tolerance of ambiguity and curiosity.The basic conclusions of this study are as follows:Firstly,through analysis,it is found that college students' need for cognitive closure,tolerance of ambiguity and curiosity questionnaires have good reliability and validity,and meet the requirements of psychometrics.Secondly,Using independent sample t-test and variance analysis,it was found that there were differences in demographic variables between College Students' need for cognitive closure,tolerance of ambiguity and curiosity.In terms of the need for cognitive closure,there are significant differences in structural preference and decisiveness between male and female college students;There are significant differences in the decisive dimension among college students of different majors.there are significant differences in total scores of the need for cognitive closure among college students of different grades and places of origin;and there are significant differences in vague intolerance,structural preference and decisiveness between only-child and non-only-child College students.There are significant differences in the total score of tolerance of ambiguity among college students of different grades,different places of origin,only-child and non-only-child.In terms of curiosity,there are significant differences between male and female college students in the dimensionof type I curiosity,and there are significant differences in the total score of curiosity among students of different grades.Thirdly,Bivariate analysis of variance found that college students' need for cognitive closure,ambiguity tolerance and curiosity had no significant interaction on grade and source variables.Fourthly,Pearson product correlation analysis showed that there were significant correlations among need for cognitive closure,tolerance of ambiguity and curiosity of College students.There is a significant negative correlation between College Students' need for cognitive closure and their ambiguity tolerance(P<0.01).The need for cognitive closure of college students were negatively correlated with type I curiosity(P<0.01).The need for cognitive closure of college students were positively correlated with type D curiosity.There was a significant positive correlation between tolerance of ambiguity and type I curiosity(P <0.01),and a significant negative correlation between tolerance of ambiguity and type D curiosity.Fifthly,regression analysis shows that college students' need for cognitive closure has a certain predictive power on tolerance of ambiguity and curiosity,and college students' need for cognitive closure has a certain impact on tolerance of ambiguity and curiosity.After discussing and analyzing the results,the author puts forward the following educational suggestions from the perspectives of school,family and individual: to explore effective classroom teaching and improve the ability of ambiguity tolerance;to create a good family education environment to strengthen the guidance of the need for cognitive closure;to enhance their cognitive ability and play a positive role of curiosity.