Azad University of Karaj
Introduction: The aim of the present research was investigation of effectiveness of group problem-solving skill training on increase of ambiguity tolerance in secondary school female teenagers in Karaj.Methods: The design of study is pre-test - post-test accompanied by follow-up and control group. Statistic universe included secondary school female students in Karaj among whom 30 students were selected by cluster random multi-stage sampling method. Then, they were put into two groups by random: experiment group (15 students) and control group (15 students). The research tool was “Ahmadpour-Mobarake” ambiguity tolerance questionnaire (2009). At the pre-test stage, all of the students completed the questionnaire. Then the experiment group participated in ten sessions of one hour problem-solving skill training, whereas, the control group didn’t get any training at all. At the post-test stage, both of the groups answered the ambiguity tolerance scale again and the incoming data were analyzed using one-way co-variance analysis and variance analysis with repetitious measuring.Results: The results showed that the group problem-solving skill training increased the ambiguity tolerance in experiment group in comparison to the control group, and this effect continued later two-month when the follow-up was taken .Conclusions: Ambiguity tolerance is one of the most important personal infrastructures. Problem-solving skill training enables an individual to cope with problems in ambiguous and unforeseen situations.