The article is devoted to investigation of correlation between gender role and tolerance for ambiguity of 14–17‑years old teenagers. An empirical research has been established relationship between tolerance for ambiguity and achievement motivation, autonomy and self-efficacy of adolescence. It is assumed that gender-specific development of tolerance for ambiguity is manifested in adolescence. It is determined that boys and girls have a general tolerance to uncertainty associated with age: then older the teenagers, the more pronounced their ability to respond to uncertain stimuli. Gender preferences in relation to ambiguity are observed. Boys have a significantly higher tolerance for ambiguity, mainly due to their openness to new experiences and positive attitude to situations of uncertainty and ambiguity. In contrast to girls, boys with high achievement motivation are more tolerant to ambiguity and prefer difficult tasks. For girls, the choice of difficult tasks is associated with autonomy and self-efficacy in activities that are important to them, but their level of self-efficacy is not related to a positive attitude to situations of ambiguity. The results of the study can be taken into account when developing additional educational programs for high school students engaged in project activities, taking into account the age and gender.