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AbstractBackgroundMethodResultsConclusionsIn simulation-based education, the effectiveness of observation or active participation on the retention of knowledge and skills is uncertain. The aim of the study was to investigate knowledge retention, technical and non-technical skills and self-efficacy among observers and active participants in a simulated palliative extubation.We included medical and nursing undergraduates and residents. On the first day, participants were divided into observers and active participants, each with one participant from medical and nursing backgrounds. We presented a recorded lecture, followed by knowledge and self-efficacy tests for all participants before and after the simulation. After fourteen days, both groups actively participated in the scenario, without observers. We assessed technical and non-technical skills during the simulation and repeated the knowledge and self-efficacy tests after the training.Forty-four individuals participated in this study, half from each training programme. Knowledge improved after the first training in both groups, with a significant drop only for active participants after 14 days. Self-efficacy increased in both groups, being higher for the active participants. After 14 days, active participants performed better in technical skills compared to observers, but it was similar in both groups for non-technical skills.Active participation seems superior to observation in the development of self-efficacy and the retention of technical skills. Observation may be superior to active participation in knowledge retention. Retention of non-technical skills appears to be similar with both observation and active participation. The findings have important implications for current simulation-based education, but further research is recommended. [ABSTRACT FROM AUTHOR]

Live streaming technologies transform the information processing of customers by changing the way they interact with and acquire information. However, this emerging technological artefact may induce both positive and negative consequences for customer decision making. It is yet unknown what constitutes the dimensions of the juxtaposed IT affordances and how they affect customer behaviours in this new social phenomenon. This paper contributes to IS research by uncovering the specific bright and dark sides of IT affordances in live streaming e-commerce and by explaining the cognitive mechanisms underpinning customer purchase and brand citizenship behaviours. We employed a sequential mixed-methods design to embrace and contextualise the theory of affordance, vicarious learning, and cognitive load to rigorously develop a theoretical framework of the juxtaposed IT affordance in live streaming e-commerce. The results indicate that positive affordances (e.g., interactivity, visibility, and entertainment) have stronger effects on both economic and non-economic value. However, the potential dark side (e.g., broadcasting and source diversity) has more negative effects on purchase intention than brand citizenship behaviour, underscoring the importance of involving customers in co-creating brand-related value in live streaming e-commerce. Our findings contribute considerably to the emerging literature on live streaming e-commerce and provide actionable recommendations for practitioners. [ABSTRACT FROM AUTHOR]

The benefits of vicarious learning are usually conceptualized in terms of a mechanism for learners to utilize the superior knowledge of others. Building on the fact that vicarious learning typically co-occurs and interacts with individual learning-by-doing, we propose an alternative mechanism—one in which vicarious learning is useful because it corrects for certain well-known limitations of individual learning-by-doing. Using computational agent-based models, we show that, under this mechanism, vicarious learning can be beneficial, even without any ex ante differential knowledge to exploit. Our analysis contributes to a deeper understanding of the microfoundations of vicarious learning, which is a vital component of organizational learning. We draw implications for empirical analysis and managerial practice. This paper was accepted by Lamar Pierce, organizations. Funding: Financial support from The Desmarais Fund at INSEAD is gratefully acknowledged. Supplemental Material: The data file and online appendix are available at https://doi.org/10.1287/mnsc.2023.4842. [ABSTRACT FROM AUTHOR]

Episodic memory gives us the ability to mentally travel back in time to revisit and relive past experiences. In recent years, there has been an increased interest in the function of episodic memory. According to the orthodox view, episodic memory should be considered a part of a constructive system that simulates the future for sophisticated foresight and flexible planning. In this paper, I offer a novel alternative view. I argue that episodic memory provides invaluable information about the past behavior of others, allowing us to identify reliable and trustworthy partners while avoiding dealing with cheaters. Theoretical models demonstrate that cooperation in groups can be maintained if potential partners use information about an individual’s past behavior to guide their behavior toward that individual. In these reputation-based models of human cooperation, individuals with a history of cheating are ostracized, whereas those with a history of cooperative behavior flourish. Against this theoretical background, it is possible to see a function of episodic memory in facilitating information exchange about others, helping group members make effective partner choices, and avoiding the risk of interacting with cheaters. If correct, episodic memory may have played a significant role in the evolution of human cooperation. [ABSTRACT FROM AUTHOR]

Virtual Reality (VR) is increasingly recognized as a promising tool to enhance learning, yet research on the use of VR instructional approaches for online learning remains limited. The present study aims to address this research gap by examining the effects of VR instructional approaches and textual cues on learning. We conducted an educational VR study using a 2 × 2 + 1 between-subjects design involving 67 secondary vocational students. Participants learned computer assembly online and were exposed to either vicarious experience or direct manipulation instructional approaches, with or without textual cues. A control group received traditional online instruction using slides. We collected retention, transfer learning outcomes, cognitive load, and learning experience of students. The findings indicated that while vicarious VR had no effects on long-term retention, transfer, and learning experience, there were significant positive effects on the immediate acquisition of knowledge. Textual cues did not affect learning in general. However, for immediate knowledge gain, they did provide a positive boost to learning in VR involving direct manipulation, while they were unnecessary in vicarious VR experiences. This study contributes to how the cueing principle can be extended to educational VR contexts and expands the knowledge of vicarious VR learning. [ABSTRACT FROM AUTHOR]

Purpose: This study aims to examine some of the benefits and drawbacks of communication visibility. Specifically, building on communication visibility theory, the authors study how and why message transparency and network translucence may increase knowledge reuse and perceived overload through behavioral responses of vicarious learning and technology-assisted supplemental work. Design/methodology/approach: Drawing on survey data obtained from 1,127 employees of a global company operating in the industrial machinery sector, the authors used structural equation modeling to test the hypothesized model. Findings: The results demonstrate that the two aspects of communication visibility yield somewhat differential benefits and drawbacks in terms of knowledge reuse and communication overload, through vicarious learning and supplemental work practices. Research limitations/implications: The results demonstrate the relationship between different aspects of communication visibility and knowledge reuse, specifically through vicarious learning. Furthermore, the findings highlight a potential drawback of visibility – communication overload – specifically through technology-assisted supplemental work. Overall, network translucence seems more beneficial compared to message transparency in terms of knowledge reuse and communication overload. Originality/value: The study connects with recent work on communication visibility by distinguishing differential direct and indirect effects of message transparency and network translucence. It also extends this work by testing relationships between communication visibility and a potential drawback of visibility – communication overload – specifically through technology-assisted supplemental work.

This study explored the role of question types and prior knowledge in vicarious learning with an intelligent tutoring system. In experiment 1, the participants were assigned to three conditions (deep questions, shallow questions, control), the results showed that participants in the deep questions condition had higher retention test scores than those in the shallow questions condition and those in the control condition. In experiment 2, we conducted a 2 (prior knowledge: high, low) × 3 (question types: deep question, shallow question, control) between-subjects experimental design, and participants in the deep question condition again had higher retention test scores than the other conditions. Also, participants in the shallow question condition had higher retention test scores than those in the control condition. Additionally, no interaction between prior knowledge and question types was observed. In conclusion, deep questions can promote learning of experimental design, which replicates prior research results on deep level questions. [ABSTRACT FROM AUTHOR]

Varying risk-taking tendency is an important area of inquiry for the Carnegie perspective. Drawing on organizational learning literature, we develop a model to illuminate the mechanisms that can underlie time-varying risk taking tendency in entrepreneurship. In particular, we delineate conditions under which abrupt risk taking punctuates periods of risk-avoiding behaviors, a pattern that we call "intermittent risk taking." We use serial entrepreneurs whose bouts with risk taking are often depicted as driven by an entrepreneurial itch to illustrate our model. In our conceptualization, decision makers engage in an interplay of experiential and vicarious learning as they move into and out of higher-risk self-employment (i.e., venture creation) with in-between stints in lower-risk wage-employment. Using a computational model to simulate the dynamics of this conceptualization, we find that vicarious learning from satisfied risk-avoiding peers can exert a pull that draws disappointed entrepreneurs into periods of risk avoidance (i.e., wage-employment). However, the moment that the satisfaction of these peers fails to convince, this pull wanes. In effect, the entrepreneur vicariously learns that the grass may not be greener on the other side which then leads them to return into self-employment. The itch for risk taking then recurs not necessarily because risky venture creation offers higher payoffs than risk-avoiding options but because decision makers come to see that risk avoidance may not be a satisfactory alternative either -- a conceptualization that adds nuance to prior notions of varying risk tendencies and serial entrepreneurship. [ABSTRACT FROM AUTHOR]

The literature on college attrition rates has revealed that self-efficacy and locus of control play a critical role in academic performance and retention. However, despite the importance of students' attitudes in academic performance, there have been few studies focused on how to develop students' self-efficacy and internal locus of control. We examined the impact of motivational book reading on the promotion of self-efficacy and locus of control by leveraging a mixed method study, analyzing quantitative and qualitative data. One hundred diverse, business students participated in the research, where they read one motivational book and wrote essays to reflect their learning and took surveys that measured the quantitative variables before and after reading the book. The analysis revealed that motivational book reading significantly increased self-efficacy and locus of control of the participants. The qualitative analysis revealed that students expressed improvement in self-efficacy and internal locus of control after reading the book. The limitations, practical implications, and future research implications are discussed in this paper. [ABSTRACT FROM AUTHOR]

Knowledge transfer—the extent to which one unit learns from or is affected by the experience of another—has the potential to improve the performance of organizations. Through knowledge transfer, developments made in one unit of an organization can benefit others. Studies have found, however, considerable variation in the extent to which knowledge transfers across organizational units. In some cases, knowledge transfers seamlessly, whereas in others, knowledge transfer is far from complete. This article reviews research with the aim of explaining the variation observed in knowledge transfer. Key factors identified as explaining the variation include knowledge transfer opportunities, knowledge characteristics, mechanisms for knowledge transfer, motivation for transfer, and the depth of consideration of knowledge. These factors are integrated into a theoretical framework that predicts when knowledge transfer will be successful. The article concludes with a discussion of directions for future research to increase our understanding of knowledge transfer in organizations. [ABSTRACT FROM AUTHOR]

Social interaction in online teacher training can be challenging. Accordingly, we aim to explore how a massive open online course (MOOC) for teacher training affects the professional identity (PI) and development of teachers. This course was developed based on the reflective learning framework (RLF) and utilises modelling as a teaching method. For that, we enrolled in a mixed-method research study. Data were collected from 54 teachers and three discussion boards. Next, it was analysed through content analysis using grounded theory, the application of the narrative reflection assessment rubric (NARRA), and statistical tests. As a result, we observed a significant increase in teachers' evaluations regarding reflective thinking (from 24% to 67%) and sociocultural learning (from 13% to 39%) after completing the course. Pearson's r coefficient showed a positive relationship between the fourth NARRA element, transformation, and its predecessors. This indicates that each element plays a role in a continuous development process. The evidence was sufficient to conclude that the training promoted teachers' PI development, except in the domain of job satisfaction. [ABSTRACT FROM AUTHOR]

Using factory-level data from a large multinational manufacturer, we examine the effects of both organizational experience and knowledge transfer on an increasingly critical environmental performance measure, the consumption of water required for manufacturing. We estimate the direct effects on water consumption from in-factory cumulative production experience and the vicarious learning from peer factories in the same product category. We consider vicarious learning from three potential sources: observation of peer factories' cumulative production experience; and benchmarking of water consumption performance with the best and worst performing peer factories. For each learning channel, we test for the moderating effects of water scarcity and geographic proximity. We find that factories learn to reduce their water consumption from their own experience but at a greater rate in water-scarce locations. Although we find that factories learn significantly from observing the cumulative production experience of peer factories, this effect does not hold in water-scarce locations or across geographic regions. We document that learning effects from observing others' experience are quite distinct from learning effects by benchmarking others' performance. We find vicarious learning effects from benchmarking the best-performing peer factories result in significant reductions in water consumption, and this effect is greater when the factory is in a water-scarce location, and when benchmarking other regions rather than within the same region. Finally, we find less significant vicarious learning from observing the worst-performing factories. [ABSTRACT FROM AUTHOR]

Learning vicariously from the experiences of others at work, such as those working on different teams or projects, has long been recognized as a driver of collective performance in organizations. Yet as work becomes more ambiguous and less observable in knowledge-intensive organizations, previously identified vicarious learning strategies, including direct observation and formal knowledge transfer, become less feasible. Drawing on ethnographic observations and interviews with flight nurse crews in an air medical transport program, I inductively build a model of how storytelling can serve as a valuable tool for vicarious learning. I explore a multistage process of triggering, telling, and transforming stories as a means by which flight nurses convert the raw experience of other crews' patient transports into prospective knowledge and expanded repertoires of responses for potential future challenges. Further, I highlight how this storytelling process is situated within the transport program's broader structures and practices, which serve to enable flight nurses' storytelling and to scale the lessons of their stories throughout the entire program. I discuss the implications of these insights for the study of storytelling as a learning tool in organizations, as well as for revamping the field's understanding of vicarious learning in knowledge-intensive work settings. [ABSTRACT FROM AUTHOR]

There is an increasing use of graphic novels and comics (GnCs) in medical education, especially—but not only—to provide students with a vicarious learning experience in some areas of clinical medicine (palliative care, difficult communication, and rare diseases). This scoping review aimed to answer questions about how GnCs are used, the theories underlying their use, and the learning outcomes. Twenty-nine articles were selected from bibliographic databases and analyzed. A thematic analysis revealed four many themes: learning outcomes, students’ reactions, theories and methods, and use of GnCs as vicarious learning. GnCs can support the achievement of cognitive outcomes, as well as soft skills and professionalism. The reactions were engagement and amusement, but drawing comics was also perceived as a protected space to express concerns. GnCs proved to be a possible way to provide a vicarious experience for learning. We found two classes of theories on the use of GnCs: psychological theories based on the dual concurrent coding of text and images and semiotics theories on the interpretation of signs. All the studies but two were single arm and observational, quantitative, qualitative, or mixed. These results suggest that further high-quality research on the use of GnC in medical training is worthwhile.

As virtual reality (VR) technologies have been increasingly adopted in the educational field, careful consideration and evaluation of instructional modes to support learning with VR are needed. This study focuses on evaluation of two instructional modes: direct interaction and manipulation of the VR learning environment; and the vicarious approach of observing how a novice peer and an expert learn with VR. An experimental design was utilized with two comparison conditions: direct VR interaction (n = 72) and the vicarious approach (n = 69). Participants' knowledge and emotional engagement were evaluated via self-report questionnaires. Results showed that though learning with the direct VR condition was associated with more intense emotional engagement, there was no significant difference in knowledge gains between the two study conditions. The findings suggest that each of the two instructional modes has specific instructional affordances and that the cognitive and emotional components of learning via VR should be further explored. Since learning vicariously through observing the dialogue between an expert and a peer can have immediate knowledge gains comparable to the direct VR interaction, there is an effective and more accessible opportunity for VR-based learning. Future research should evaluate this instructional effect on knowledge retention. [ABSTRACT FROM AUTHOR]

Purposefully developed professional identity formation (PIF) learning activities within the didactic curriculum provide crucial groundwork to complement PIF within authentic settings. The aim of this didactic exercise was to explore the impact upon student pharmacists' PIF after viewing, analyzing, and reflecting upon a simulated pharmacist–patient encounter (PPE). A 12 min role-play video was created, featuring a pharmacist counseling a standardized patient on a new medication regimen; foundational principles of medication safety, health literacy, social determinants of health, empathic communication, and motivational interviewing were included in the counseling, with some aspects intentionally performed well, others in need of improvement. Also included were the patient's varied reactions to the counseling. Students assumed the observer role and learned vicariously through viewing the PPE. Postactivity debriefs included justifying a foundational principle performed well by the pharmacist, and another in need of improvement, and a self-reflection essay expressing the impact of viewing the PPE on their PIF, from which extracts were thematically analyzed for impact. The main themes of the impact included increased awareness of counseling techniques, patient-friendly medical jargon, patient perspectives/empathy, positive and negative pharmacist role-modeling, and the value of the observer role. This PPE exercise enhanced PIF in terms of students thinking, acting, and feeling like a pharmacist, based on students' self-reflections, which most often referenced effective pharmacist–patient communication and enacting optimal patient care. [ABSTRACT FROM AUTHOR]

Scholars' opinions diverge on the relationship between a firm's negative attainment discrepancy and its international expansion. To reconcile the dispute, we draw upon the behavioral theory of the firm and develop an empirical framework that integrates the perspectives of problemistic search, experiential learning, and vicarious learning. We contend that a firm's search behavior is jointly influenced by its performance feedback and accumulated (both direct and indirect) experience. Specifically, the international experience of the focal firm or its peers plays an important role in triggering the firm's internationalization process by shaping the direction of problemistic search: a firm is more likely to pursue international expansion as a solution for performance shortfalls if it (or its peers) possesses more general experience or successful experience in foreign markets. Analysis on longitudinal data (2011–2019) from publicly listed Chinese firms supports our hypotheses. This study makes theoretical contribution on firm internationalization literature and the behavioral theory of the firm, and provides a practical insight into firms' strategic decision-making process. [ABSTRACT FROM AUTHOR]

There is an increasing use of graphic novels and comics (GnCs) in medical education, especially—but not only—to provide students with a vicarious learning experience in some areas of clinical medicine (palliative care, difficult communication, and rare diseases). This scoping review aimed to answer questions about how GnCs are used, the theories underlying their use, and the learning outcomes. Twenty-nine articles were selected from bibliographic databases and analyzed. A thematic analysis revealed four many themes: learning outcomes, students' reactions, theories and methods, and use of GnCs as vicarious learning. GnCs can support the achievement of cognitive outcomes, as well as soft skills and professionalism. The reactions were engagement and amusement, but drawing comics was also perceived as a protected space to express concerns. GnCs proved to be a possible way to provide a vicarious experience for learning. We found two classes of theories on the use of GnCs: psychological theories based on the dual concurrent coding of text and images and semiotics theories on the interpretation of signs. All the studies but two were single arm and observational, quantitative, qualitative, or mixed. These results suggest that further high-quality research on the use of GnC in medical training is worthwhile. [ABSTRACT FROM AUTHOR]

Varying risk-taking tendency is an important area of inquiry for the Carnegie perspective. Drawing on organizational learning literature, we develop a model to illuminate the mechanisms that can underlie time-varying risk taking tendency in entrepreneurship. In particular, we delineate conditions under which abrupt risk taking punctuates periods of risk-avoiding behaviors, a pattern that we call “intermittent risk taking.” We use serial entrepreneurs whose bouts with risk taking are often depicted as driven by an entrepreneurial itch to illustrate our model. In our conceptualization, decision makers engage in an interplay of experiential and vicarious learning as they move into and out of higher-risk self-employment (i.e., venture creation) with in-between stints in lower-risk wage-employment. Using a computational model to simulate the dynamics of this conceptualization, we find that vicarious learning from satisfied risk-avoiding peers can exert a pull that draws disappointed entrepreneurs into periods of risk avoidance (i.e., wage-employment). However, the moment that the satisfaction of these peers fails to convince, this pull wanes. In effect, the entrepreneur vicariously learns that the grass may not be greener on the other side which then leads them to return into self-employment. The itch for risk taking then recurs not necessarily because risky venture creation offers higher payoffs than risk-avoiding options but because decision makers come to see that risk avoidance may not be a satisfactory alternative either — a conceptualization that adds nuance to prior notions of varying risk tendencies and serial entrepreneurship.

Infants can acquire fears vicariously by observing parents' fearful reactions to novel stimuli in everyday situations (i.e., modeling). To date, no systematic or meta-analytic review examined the role of modeling in parent–child transmission of fear and avoidance in early life. In our systematic review and meta-analysis, we aimed to investigate the effect of modeling parents' fearful reactions on infants' acquisition of fear and avoidance of novel stimuli and explore the moderation of this effect by child behavioral inhibition (BI) and parent trait anxiety. The search conducted in Web Of Science, Pubmed, Embase, and PsycINFO revealed 23 eligible studies for the systematic review and 19 for the meta-analysis. Eligible studies included published studies that measured infant fear and avoidance (infants aged up to 30 months) of novel stimuli following exposure to parental fearful expressions. Meta-analysis findings revealed a significant causal effect of modeling of parental fear on infants' fear [g =.44] and avoidance of novel stimuli [g =.44]. The findings support moderation by child BI on infant avoidance (not fear) acquisition, with the effects being larger for infants with higher BI. However, this moderation was only found, when including both experimental and correlational studies (p >.05), but not when exclusively including experimental studies (p =.17). This meta-analysis provides support for early parent-to-offspring fear transmission: a causal small to medium effect of parents' fearful reactions was shown on infants' fear and avoidance of novel stimuli. Elucidating parent-to-offspring anxiety transmission pathways can inform us about potential fear reduction and prevention strategies. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Small Business & Entrepreneurship is the property of Routledge and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Background: Alcohol use disorder (AUD) is a significant public health problem. A better understanding of the psychosocial factors contributing to AUD is important for developing public health policy. The purpose of this study was to identify social mechanisms involved in AUD and, more specifically, to determine whether vicarious learning deficits are related to the disorder. A secondary objective was to evaluate the role of empathy in social fear conditioning. Methods: Patients with severe AUD (n = 30) and healthy participants (n = 30) performed a social fear learning (SFL) task. The task assesses how an association between a stimulus and an aversive consequence is acquired through social means. Specifically, participants observed a person receiving an electric shock (unconditioned stimulus; US) that was associated (conditioned stimulus; CS+) or not (CS−) with a neutral CS. The skin conductance response was used to measure the effect of learning. Results: Individuals with severe AUD showed a deficit in SFL, indicating that they had difficulty learning from another's negative experience. Patients also evaluated the emotional experience as less unpleasant than healthy participants. Conclusions: This study is the first to show that patients with severe AUD have social learning deficits. The findings suggest that these individuals do not learn from another's negative experience. At a fundamental level, the findings demonstrate the importance of understanding the role of social mechanisms in AUD. At a clinical level, the study highlights the potential for using social learning enhancement to prevent relapse in individuals with severe AUD. [ABSTRACT FROM AUTHOR]

Copyright of Journal of International Business Studies is the property of Springer Nature and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

A school-based in-service (SBI) training program is a professional development program conducted among teachers of the same school or different schools. In SBI training, teachers collaborate, share and address challenges in their teaching. This study aims on the one hand to assess the degree to which biology teachers succeeded in implementing the knowledge and skills acquired through SBI training in their teaching. On the other hand, it aims to assess its impact on learners' outcomes and the challenges they faced in implementing them in the Nyanza and Kamonyi districts in Rwanda. A mixed-methods research design was adopted. Probability sampling technique was used to select a sample of 21 schools from the two districts which had 51 biology teachers (comprising 21 from Kamonyi district and 30 from Nyanza district). Data were collected using questionnaire and classroom observation checklist. The findings of this study showed that the majority of teachers (96%) who had participated in SBI programs agreed that it had increased their confidence and capacity to employ active learning pedagogies that had improved the lifelong learning skills and performance of their learners. However, 67% of teachers who participated agreed they experienced various challenges like scarcity of resources in implementing the gains. In view of its numerous benefits, it is recommended that further exploration should be carried out on how SBI activities and knowledge gained from it could be fruitfully implemented in secondary schools. [ABSTRACT FROM AUTHOR]

Managers need to periodically evaluate any exchange partner to decide whether to continue or dissolve the exchange tie, but doing so can be challenging because of causal ambiguity: it can be difficult to attribute organizational performance to any specific underlying factor. One way managers may evaluate their exchange partners is by observing the performance trajectories of competitors who rely on the same exchange partners. We propose a theory of vicarious performance feedback and test it in the context of Formula One motor racing. We find that a firm building a Formula One racing car is more likely to end an exchange relationship with an engine supplier after that supplier's other customers experience an episode of poor performance relative to their historic track record. In line with an attention-based view of the firm, this behavior occurs when the firm's own performance is below its aspiration level. This work extends our understanding of how managers use vicarious learning to supplement their direct experience when evaluating their exchange partners, expands our thinking about network dynamics by showing how network neighbors' experiences can influence tie decisions made within a dyad, and contributes to the cognitive foundations of problemistic search by showing how external information is integrated into managers' responses to their own firm's underperformance. [ABSTRACT FROM AUTHOR]

Strategy management alludes to the organizational and environmental factors that shape firms' propensities to make research and development (R&D) investments. We complement this literature by building on vicarious learning to explain how a firm determines its own R&D investment level based on the R&D investment patterns of partners and competitors. Using panel data on firms publicly traded in China, we show an inverted U-shaped relationship between a firm's R&D investment pattern and the R&D investment patterns of its partners and competitors. Convergence is driven by imitation and legitimation while divergence is explained by risk perception. We conclude that competitors represent a more valuable reference than partners. Our findings advance research on vicarious learning and the antecedents of R&D investments, underscoring the role of interdependence in influencing firms' R&D investment decisions. [ABSTRACT FROM AUTHOR]

Two experiments investigated perceived and physiological changes in anxiety in children (7–11 years; N = 222; 98 female) in a performance situation after they observed another child in a similar situation with a negative or neutral outcome. The sample's London, United Kingdom, school catchment areas ranged from low to high socioeconomic statuses with 31% to 49% of children from ethnic minority backgrounds. In Study 1, participants watched one of two films of a child playing a simple musical instrument (a kazoo). In one film, an audience of peers responds negatively to the performance. In the other film, the audience response was neutral. Participants were then filmed playing the instrument themselves and measures of perceived and actual heart rate were taken along with individual differences in trait social anxiety, anxiety sensitivity, and effortful control. To better understand findings from Study 1, Study 2 replicated Study 1 but added a manipulation check and measures of effortful control and self-reported anxiety. Multiple regression analyses found watching a negative performance film, compared with a neutral one, was associated with a blunted heart rate response for children with low effortful control (Study 1 and 2). These findings suggest that children who are low in effortful control may disengage during performance tasks if the situation's social threat is elevated. Hierarchical regression analyses found that, compared to the neutral film, the negative performance film elevated children's self-report anxiety (Study 2). Overall, the findings indicated that anxiety in performance situations can be elevated after observing peers' negative experiences. Public Significance Statement: These studies show that children's own feelings of performance-related anxiety are influenced by observing peers' experiences and poor self-regulation may alter how increased social threat is processed. Findings suggest negative experiences of peers in social contexts could contribute to children's anxiety development. [ABSTRACT FROM AUTHOR]

Vicarious learning—individual learning that occurs through being exposed to and making meaning from another's experience—has long been recognized as a driver of individual, team, and organizational success. Yet existing perspectives on this critical learning process have remained fairly limited, often casting vicarious learning as simply an intrapersonal, one-way process of observation and imitation. Largely absent in prior perspectives is a consideration of the relational dynamics and underlying behaviors by which individuals learn vicariously through interacting with others, rendering these perspectives less useful for understanding learning in the increasingly interconnected work of modern organizations. Integrating theories of experiential learning and symbolic interactionism, I offer a theoretical model of coactive vicarious learning, a relational process of coconstructed, interpersonal learning that occurs through discursive interactions between individuals at work. I explore how these interactions involve the mutual processing of another's experience; are influenced by characteristics of the individual, relational, and structural context in organizations; and lead to growth not only in individuals' knowledge but also in their individual and relational capacity for learning and applying knowledge. I close by discussing the implications of this conceptual model for the understanding and practice of vicarious learning in organizations. [ABSTRACT FROM AUTHOR]

This study highlights the significance of incorporating self-efficacy cues into training and its impact on perceived employee performance. The study examines the mediating role of self-efficacy beliefs of individuals in the relationship between training and employee performance. The population comprises of permanent employees of the banking sector of Pakistan. The sample of 384 individuals has been taken for the study. Mediation analysis is performed by using a regression analysis method. Results of the study confirmed the proposed relationship with partial mediation. The findings of this study shed light on the role of self-efficacy in the performance enhancement of employees through training and development. [ABSTRACT FROM AUTHOR]

Most studies on problemistic search do not pay sufficient attention to how below-aspiration organizations decide what types of strategic actions to use to cope with performance shortfalls. In this study, we examine the preferences of multinational corporations (MNCs) for selecting foreign investment or divestment as a near-term solution to performance shortfalls. We first argue that foreign divestment is generally a more preferred performance solution. Drawing on the literature on vicarious learning, we further argue that MNCs are more likely to engage in foreign investment or foreign divestment to combat large performance shortfalls if peers recently and actively undertook the same type of strategic action. Moreover, they are less likely to undertake the other type of strategic action simultaneously because they adopt the satisficing principle and time constraints deter them from implementing multiple types of strategic action substantially. The analysis of the data about Japanese manufacturing MNCs reveals that vicarious learning influences MNCs' selection preferences in certain conditions, thereby extending the literature on problemistic search. [ABSTRACT FROM AUTHOR]

End-of-life clinical experiences, particularly in pediatrics, are quite limited for pre-licensure nursing students. Though effective, end-of-life simulations can be costly, require facilitators trained in palliative and end-of-life care, and are restricted by limited space and time availability. Such barriers prompt the question as to whether there is an effective alternative to simulation by which students can gain improved self-efficacy in therapeutic communication during pediatric end-of-life situations. Bandura's Social Cognitive Theory and work exploring self-efficacy posits that vicarious learning provides learners opportunities to gain experience and knowledge through observation of peers in simulated settings. This study evaluated the effectiveness of vicarious versus active learning on pre-licensure nursing students' perceived self-efficacy in providing therapeutic communication during a pediatric end-of-life situation. Data were collected over three time points - pre-simulation, post-simulation, and post-debriefing - using a modified Self-Efficacy in Communication Scale. Learners in both groups had significant improvement in self-efficacy across all time points. Only two items had significant differences between vicarious and active learner groups, but the effect was minor. Vicarious learning presents as a viable pedagogical approach for providing pre-licensure nursing students important learning opportunities related to pediatric end-of-life simulations during both the scenario and debriefing. • Self-efficacy was measured pre-simulation, post-simulation, and post-debriefing. • The only demographic difference was prior patient death in clinical environments. • Active and vicarious learners demonstrated significantly increased self-efficacy. • There were few differences in self-efficacy between active and vicarious learners. • Due to small interaction effect sizes results should be interpreted cautiously. [ABSTRACT FROM AUTHOR]

Digital early-intervention programs for a variety of psychological conditions, including eating disorders (EDs) are increasing. Yet, none to date have leveraged gamification and vicarious learning components grounded in empirically-supported therapeutic approaches to engage young people at risk for developing EDs in behaviour change. The current paper describes the development and preliminary acceptability and feasibility testing of AcceptME, a novel self-directed, gamified digital ED early-intervention program based on Acceptance and Commitment Therapy (ACT). AcceptME helps women and girls identified at risk for an ED relate differently to their thoughts and feelings, such that these experiences do not have undue influence over their behaviour and actions can instead be guided by personal values. Users learned skills of psychological flexibility by helping a third-person avatar (a main character in a storyline) navigate situations that elicit distressing thoughts/feelings, and via interactive exercises, practiced applying these skills to their own experiences. Young women and girls in the Republic of Cyprus with high weight concern scores (N = 58, Mage = 15.27, SD = 2.25) completed six 30-min digital sessions and reported on session and intervention acceptability. Attrition was 46.55%. Of those who completed treatment, the majority of participants were either "Very" (40%) or "Mostly" (57%) Satisfied with the program. Fifty-two percent reported that the program "Helped a lot," and 48% said it "Helped a bit." Conclusion : Digital technology and gamification have advantages for engagement and delivery. The current study suggests a promising direction for early ED interventions to reach at risk youth and preliminary data to guide development. • Gamification and vicarious learning Acceptance and Commitment Therapy digital programs provide new means for eating disorder early-intervention. • Digital technology and gamification have advantages for engagement and delivery of therapy. • This study suggests a promising direction for early Eating Disorder interventions for at-risk youth and preliminary data to guide development. • Most participants were "Very" or "Mostly" satisfied with AcceptME and felt "Helped a lot,", yet effectiveness and efficacy trials should follow. [ABSTRACT FROM AUTHOR]

Based on social learning theory and regulatory focus theory, we propose that receiving positive and negative gossip from coworkers increases individuals' vicarious learning, which subsequently improves their adaptive behaviours in the workplace, namely, increasing task performance and decreasing interpersonal deviance. Furthermore, we propose that gossip receivers' regulatory foci determine the extent to which receivers engage in vicarious learning and change their behaviours. Results from two studies testing a moderated mediation model (Study 1: N = 214; Study 2: N = 189) showed that negative and positive gossip were indirectly related to increased receivers' task performance and decreased interpersonal deviance through vicarious learning. The indirect effect of negative gossip was stronger for receivers with a high prevention focus, and the indirect effect of positive gossip was stronger for receivers with a high promotion focus. This research documents the beneficial role of receiving gossip from coworkers and advances our understanding of its consequences in the workplace. Practitioner points: Managers should recognize gossip as a potentially effective channel for disseminating information, providing a valuable learning tool for the receivers, which they use according to their learning needs, as shaped by their regulatory focus.Organizations could implement measures to share experiences and bolster employees' vicarious learning through other means than gossip to mitigate potential negative effects of workplace gossip for the targets.Managers should support higher transparency and access to information to facilitate learning and improve organizational effectiveness. [ABSTRACT FROM AUTHOR]

Exergames offer both enactive and vicarious learning through the graphical representations of the self and virtual coach. This study established and tested a model of exergame motivation with Social Cognitive Theory as the foundation. A 2 (User Avatar: Absent versus Present) × 2 (Virtual Coach: Absent versus Present) between-subjects experiment was conducted with 137 high school students. Results supported a model in which the user avatar led to identification, with the relationship mediated by self-presence. Playing with a virtual coach increased social presence. Both identification and social presence were significantly related to future exercise intention, with the relationships mediated by in-game competence. These findings suggest notable theoretical and practical implications of using self-presence with avatars and social presence with virtual agents to enhance exergame outcomes through enactive and vicarious learning. [ABSTRACT FROM AUTHOR]