Maria A. Chumakova

Background. This study is based on the idea of unity between affect and intelligence. It explores how different types of intelligence (fluid, verbal, self-assessed, and emotional) contribute to emotional creativity and implicit theories of creativity and emotion.

Objective. To identify the contributions of various types of intelligence to emotional creativity and the implicit theories of creativity and emotion.

Design. Linear regression and mediation analyses were conducted on a sample of 244 students. These analyses aimed to uncover the relationships between different types of intelligence, emotional creativity, and related components of self-awareness (at the levels of self-assessment and implicit theories).

Results. The findings demonstrated the intricate connections between various forms of intelligence – fluid, crystallized, emotional, emotional creativity, and self-awareness components such as self-assessment of intelligence and creativity. Specifically, the impact of intelligence on emotional intelligence traits and emotional creativity was mediated by measures of self-esteem in intelligence and creativity. To test specific hypotheses, we conducted a series of regression analyses and developed two structural models. The first model included linear regression equations with each emotional creativity (EC) scale as the dependent variable and both types of intelligence, as well as self-assessments—SAI and SAC—as predictors. The second model demonstrated the mediation effect of implicit theories of emotions (ITE) in the influence of emotional intelligence (EI) on emotional creativity.

Conclusion. This study highlights the complexity of the interplay between different types of intelligence and emotional creativity. It reveals the mediating role of self-esteem in these relationships and underscores the distinct nature of emotional creativity domains. Additionally, it establishes the link between implicit theories of emotions and creativity, with emotional intelligence and self-esteem, offering valuable insights for further research.

Background. This article reports on the results of an empirical study of interrelationships between indicators of decision-making strategies (indexed by the Iowa Gambling Task, IGT) and traits of tolerance and intolerance for uncertainty that capture the unity of cognitive and personality components of situational representations. 

Objective. Our study tested the hypothesis that overcoming uncertainty in decision making goes beyond cognitive representations of the task but instead is rooted in the construction of the amodal image of an uncertain situation that captures the meaning regulation of perception and action. We hypothesized that when a person is faced with multi-stage decisions, their strategies reflect the contribution of individual differences in attitudes towards uncertainty. 

Design. Using data obtained from n=60 typically developing adults (68% men; Mage = 30.58), we examined the contribution of tolerance/intolerance for uncertainty to a variety of IGT dependent variables at five different stages of the game. 

Results. The data was analyzed using the mixed linear model method as implemented in the lme4 package for R. The results indicated that tolerance for uncertainty significantly contributes to the initial level of behavioral risk, ensuring readiness for decision making under uncertainty. 

Conclusion. Tolerance for uncertainty plays an important role in early stages of orientation in an uncertain modeled game situation, and contributes to the productive development of probabilistic expectations. Intolerance for uncertainty, on the other hand, was shown to contribute to risk in decision making after trial failure, potentially limiting learning in uncertain conditions through risk aversion. 

Background. Choice, under conditions of uncertainty, is mediated by integral dynamic regulatory systems that represent hierarchies of cognitive and personality processes. As such, individual decision-making patterns can be studied in the context of intellectual and personality potential. This article presents the results of a cross-cultural comparison of personality characteristics, such as coping with uncertainty, emotional intelligence, and academic achievement, between Azerbaijani and Russian university students.

Objective. We aimed at establishing metric invariance and at highlighting relationships between emotional intelligence and the scales of the Melbourne Decision Making Questionnaire (MDMQ).

Design. Azerbaijani and Russian student samples were selected for this study due to the almost identical educational programs offered by Moscow State University to students in Moscow and its branch in Baku. Coping with uncertainty was measured by the MDMQ, emotional intelligence by the EmIn questionnaire, and academic achievement by GPA scores. Confirmatory factor analysis was used to verify factor structure invariance and congruence.

Results. The congruence of factor structures for both questionnaires was verified. For the MDMQ four-factor structure for both samples was confirmed. For the EmIn questionnaire, invariance for two scales was established — “Understanding other people’s emotions” and “Managing own emotions”. Relationships among personality traits, gender, age, and academic achievements are explained for the Lomonosov Moscow State University students in Moscow (Russia) and its branch in Baku (Azerbaijan). No crosscultural differences were found for emotional intelligence and productive coping (Vigilance). A cultural difference was established in unproductive coping preference for Buck Passing. A similarity between the cultures was captured in the relationship of higher emotional intelligence (EQ) scores to higher Vigilance scores and to lower levels of unproductive coping patterns. Vigilance was a predictor of academic achievement, but only in the Russian sample.

Conclusion. The similarity of the educational systems, as both samples studied similar programs, demonstrates very few cross-cultural differences.

This paper presents the results of an empirical study investigating individual differences in tolerance and intolerance for uncertainty, using a multidimensional approach. We hypothesized that individual differences in attitudes towards uncertainty are rooted in expectations regarding different sources and subjective evaluations of uncertainty. The results of structural equation modeling and latent profile analysis largely supported these hypotheses. Importantly, latent profile analysis identified four distinct profiles of attitudes towards uncertainty that represented, in addition to classically understood tolerance and intolerance for uncertainty, intolerance for uncertainty with respect to different sources of uncertainty (environment vs. personal relationships).