Uncertainty Response Scale: Adaptation on a Belarusian Sample

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Abstract

The article presents the results of testing the Uncertainty Response Scale method on a Belarusian sample. The scale includes subscales: Emotional uncertainty, Cognitive uncertainty, and Desire for change. The sample included 425 teenagers from the Republic of Belarus aged 10 to 18 years (average age 14,8 ± 1,4 years, 54,35% female). The Uncertainty Response Scale demonstrated good internal consistency (Cronbach’s alphas for subscales 0.81–0.95; confirmatory factor analysis fit indices GFI = 0.86; CFI = 0.91; RMSEA = 0.069 [0.064; 0.074]; SRMR = 0.0656; CMIN/df = 3.0) and invariance with respect to gender, age group, and country of residence (Republic of Belarus, Russian Federation). The Multidimensional Life Satisfaction Scale was used to test external validity. No differences by gender and age were found. Adolescents with different academic performance differ in their style of coping with uncertainty: successful students are characterized by much higher values of Cognitive uncertainty and Desire for change and lower values of the Emotional uncertainty.

General Information

Keywords: uncertainty, Uncertainty Response Scale (URS), stress, adolescences, “Multidimensional Students’ Life Satisfaction Scale”, academic performance, GPA, Russians, Belarusians

Journal rubric: Independent Evaluation of the Effectiveness of Psychological and Pedagogical Methods and Programs

Article type: scientific article

DOI: https://doi.org/10.17759/bppe.2024210417

Funding. the study was carried out within the framework of the state assignment of the Ministry of Education of the Russian Federation dated 02/09/2024 No. 073-00037-24-01 “Development of a standardized psychodiagnostic tools package in digital format for assessing the individual psychological characteristics of students at different levels of education”.

Received: 29.08.2024

Accepted:

For citation: Radchikova N.P., Odintsova M.A., Kozyreva N.V., Sorokova M.G. Uncertainty Response Scale: Adaptation on a Belarusian Sample [Elektronnyi resurs]. Vestnik prakticheskoi psikhologii obrazovaniya = Bulletin of Practical Psychology of Education, 2024. Vol. 21, no. 4, pp. 185–199. DOI: 10.17759/bppe.2024210417. (In Russ., аbstr. in Engl.)

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Information About the Authors

Nataly P. Radchikova, PhD in Psychology, Leading Researcher of Scientific and Practical Center for Comprehensive Support of Psychological Research «PsyDATA», Moscow State University of Psychology & Education, Chief Specialist of the Laboratory of Biophysics of Excitable Media, Institute of Theoretical and Experimental Biophysics, Russian Academy of Sciences, Pushchino;, Moscow, Russia, ORCID: https://orcid.org/0000-0002-5139-8288, e-mail: nataly.radchikova@gmail.com

Maria A. Odintsova, PhD in Psychology, Docent, Head of the Department of Psychology and Pedagogy of Distance Learning, Faculty of Distance Learning, Moscow State University of Psychology & Education, Moscow, Russia, ORCID: https://orcid.org/0000-0003-3106-4616, e-mail: mari505@mail.ru

Nina V. Kozyreva, PhD in Psychology, Associate Professor of the Department of Psychology of Education and Personality Development, Institute of Psychology,, Belarusian State Pedagogical University Named After Maxim Tank, Minsk, Belarus, ORCID: https://orcid.org/0000-0001-6635-0925, e-mail: kozyreva_nina@tut.by

Marina G. Sorokova, Doctor of Education, PhD in Physics and Matematics, docent, Head of Scientific and Practical Center for Comprehensive Support of Psychological Research "PsyDATA", Head of the Department of Digital Education, Moscow State University of Psychology and Education, Moscow, Russia, ORCID: https://orcid.org/0000-0002-1000-6487, e-mail: sorokovamg@mgppu.ru

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