Vicarious Experience (vicarious + experience)

Distribution by Scientific Domains


Selected Abstracts


Connecting Vicarious Experience to Practice

CURRICULUM INQUIRY, Issue 4 2002
Carola Conle
Looking at student teachers' assignments in an educational foundations course, we explore the function of vicarious experience in relation to several candidates' practical knowledge. Finding that students could develop resonance,type responses to a multitude of segments from autobiographical works, we explore what can be recognized about the usefulness of such responses in relation to particular students' practical knowledge and action. Three hypotheses are developed concerning the connections we recognized among vicarious experience, resonance, and practical knowledge. [source]


Seeing other women breastfeed: how vicarious experience relates to breastfeeding intention and behaviour

MATERNAL & CHILD NUTRITION, Issue 2 2010
Pat Hoddinott
Abstract Vicarious experience gained through seeing women breastfeed may influence infant feeding decisions and self-efficacy. Our aim was to measure the attributes of seeing breastfeeding and to investigate how these relate to feeding intention (primary outcome) and behaviour (secondary outcome). First, we developed a Seeing Breastfeeding Scale (SBS), which consisted of five attitudes (Cronbach's alpha of 0.86) to most recently observed breastfeeding: ,I felt embarrassed'; ,I felt uncomfortable'; ,I did not know where to look'; and ,It was lovely' and ,It didn't bother me'. Test,retest reliability showed agreement (with one exception, kappas ranged from 0.36 to 0.71). Second, we conducted a longitudinal survey of 418 consecutive pregnant women in rural Scotland. We selected the 259 women who had never breastfed before for further analysis. Following multiple adjustments, women who agreed that ,It was lovely to see her breastfeed' were more than six times more likely to intend to breastfeed compared with women who disagreed with the statement [odds ratio (OR) 6.72, 95% confidence interval (CI) 2.85,15.82]. Women who completed their full-time education aged 17 (OR 3.09, 95% CI 1.41,6.77) or aged 19 (OR 7.41 95% CI 2.51,21.94) were more likely to initiate breastfeeding. Women who reported seeing breastfeeding within the preceding 12 months were significantly more likely to agree with the statement ,It was lovely to see her breastfeed' (P = 0.02). Positive attitudes to recently seen breastfeeding are more important determinants of feeding intention than age of first seeing breastfeeding, the relationship to the person seen and seeing breastfeeding in the media. [source]


Connecting Vicarious Experience to Practice

CURRICULUM INQUIRY, Issue 4 2002
Carola Conle
Looking at student teachers' assignments in an educational foundations course, we explore the function of vicarious experience in relation to several candidates' practical knowledge. Finding that students could develop resonance,type responses to a multitude of segments from autobiographical works, we explore what can be recognized about the usefulness of such responses in relation to particular students' practical knowledge and action. Three hypotheses are developed concerning the connections we recognized among vicarious experience, resonance, and practical knowledge. [source]


Teaching Foreign Policy with Memoirs

INTERNATIONAL STUDIES PERSPECTIVES, Issue 2 2002
Terry L. Deibel
Excerpts from the memoirs of high foreign policy officials, if carefully selected and structured, can be a valuable resource in the teaching of diplomatic history, American foreign policy, and international relations. Two decades of teaching a memoirs-only course to mid-career military officers and foreign affairs professionals in a seminar discussion format reveals many of their advantages. Memoirs are interesting reading that rarely fail to engage a reader's attention; they impart detailed knowledge of historical events; they provide a rich understanding of process and the neglected area of policy implementation; like case studies, they let students build vicarious experience in policymaking and execution; and they often provide what Alexander George called "policy-relevant generalizations." While lack of objectivity can be a serious drawback of first-person accounts, it provides its own lessons on the nature of history and can be offset by using multiple accounts of the same events and by combining memoirs with documents and historical works, or countering analytical studies. Although picking the most interesting and worthwhile excerpts, getting them in students' hands, and accommodating their length within the boundaries of a standard college course are additional challenges, professors who take them on should find that memoirs add a new level of excitement and realism to their courses. [source]


Seeing other women breastfeed: how vicarious experience relates to breastfeeding intention and behaviour

MATERNAL & CHILD NUTRITION, Issue 2 2010
Pat Hoddinott
Abstract Vicarious experience gained through seeing women breastfeed may influence infant feeding decisions and self-efficacy. Our aim was to measure the attributes of seeing breastfeeding and to investigate how these relate to feeding intention (primary outcome) and behaviour (secondary outcome). First, we developed a Seeing Breastfeeding Scale (SBS), which consisted of five attitudes (Cronbach's alpha of 0.86) to most recently observed breastfeeding: ,I felt embarrassed'; ,I felt uncomfortable'; ,I did not know where to look'; and ,It was lovely' and ,It didn't bother me'. Test,retest reliability showed agreement (with one exception, kappas ranged from 0.36 to 0.71). Second, we conducted a longitudinal survey of 418 consecutive pregnant women in rural Scotland. We selected the 259 women who had never breastfed before for further analysis. Following multiple adjustments, women who agreed that ,It was lovely to see her breastfeed' were more than six times more likely to intend to breastfeed compared with women who disagreed with the statement [odds ratio (OR) 6.72, 95% confidence interval (CI) 2.85,15.82]. Women who completed their full-time education aged 17 (OR 3.09, 95% CI 1.41,6.77) or aged 19 (OR 7.41 95% CI 2.51,21.94) were more likely to initiate breastfeeding. Women who reported seeing breastfeeding within the preceding 12 months were significantly more likely to agree with the statement ,It was lovely to see her breastfeed' (P = 0.02). Positive attitudes to recently seen breastfeeding are more important determinants of feeding intention than age of first seeing breastfeeding, the relationship to the person seen and seeing breastfeeding in the media. [source]


Beliefs about cancer causation and prevention as a function of personal and family history of cancer: a national, population-based study

PSYCHO-ONCOLOGY, Issue 10 2008
Emily L. B. Lykins
Abstract Objective: Research suggests individuals possess multifaceted cognitive representations of various diseases. These illness representations consist of various beliefs, including causal attributions for the disease, and are believed to motivate, guide, and shape health-related behavior. As little research has examined factors associated with beliefs about cancer causation, this study examined the relationship between personal and family history of cancer and beliefs about the causes and prevention of malignant disease. Methods: Data were obtained from 6369 adult respondents to the 2003 Health Information National Trends Survey, a national population-based survey. Information about personal and family history of cancer and beliefs regarding cancer causation and prevention was obtained. Results: Results showed both a personal and family history of cancer were associated with differences in beliefs about the causes of cancer. In general, a personal history of cancer was not significantly linked to causal attributions for cancer relative to those without a personal history. In contrast, a family history of cancer tended to increase the likelihood a respondent viewed a particular cause as increasing cancer risk. Thus, personal and vicarious experience with cancer had dramatically diverging influences on attributions of cancer causation, which may be due to differing self-protection motives. Conclusion: Results support the belief that illness representations, in this case the causal belief component, are influenced by both personal and vicarious experience with a disease and also suggest illness representations may influence receptivity to messages and interventions designed to increase appropriate cancer risk reduction behavior. Copyright © 2007 John Wiley & Sons, Ltd. [source]


Associate and Baccalaureate Degree Final Semester Students' Perceptions of Self-Efficacy Concerning Community Health Nursing Competencies

PUBLIC HEALTH NURSING, Issue 4 2000
Linda Moore Rosen D.N.Sc.
A quantitative study was undertaken to examine whether final semester associate degree nursing (ADN) and baccalaureate degree nursing (BSN) students who experienced community health nursing content perceived themselves as self-efficacious to work as community health nurses (CHNs) with individuals, families, and communities. Additionally, the study examined the variance of perceived self-efficacy (PSE) accounted for by antecedent variables, performance accomplishments (PA), vicarious experience (VE), verbal persuasion (VP), and emotional arousal (EA). Questionnaires were mailed to faculty liaisons from 34 randomly selected National League for Nursing (NLN)-accredited schools in the United States. Statistical analysis revealed that the ADN and BSN final semester students perceived themselves to be equally self-efficacious to work with individuals and families. Significant differences were found, however, between the ADN and BSN students on PSE to work with communities. PA and VE explained 15% of the PSE variance suggesting that actual and VE contributes positively to a students' PSE to work as a CHN. [source]


Formation and use of covariation assessments in the real world

APPLIED COGNITIVE PSYCHOLOGY, Issue 1 2002
Elliot J. Coups
In this study we examined covariation assessments made using real-world information held by individual participants about an important preventive health behaviour: receiving an influenza vaccine (,flu shot'). Four hundred and seventy-seven healthy adult participants completed a questionnaire, indicating both their personal experience and vicarious experience (knowledge of other people's experiences) with the flu shot and the flu. Additionally, participants provided a covariation assessment by indicating how effective they thought the flu shot is in preventing the flu. We examined whether the experience information was related to the covariation assessment, and whether it in turn was related to the decision to receive a flu shot. Our results indicated that people use a simple intuitive strategy to combine their personal experience information. For vicarious experience information, we found evidence for use of a normative strategy, as well as simpler intuitive strategies. Consistent with our hypothesis, both types of experience information were associated with the effectiveness judgement, which was subsequently related to the decision to obtain a flu shot. Practical applications of these findings are discussed. Copyright © 2002 John Wiley & Sons, Ltd. [source]


The Role of Effective Modeling in the Development of Self-Efficacy: The Case of the Transparent Engine,

DECISION SCIENCES JOURNAL OF INNOVATIVE EDUCATION, Issue 1 2007
Kevin P. Scheibe
ABSTRACT Computing technology augments learning in education in a number of ways. One particular method uses interactive programs to demonstrate complex concepts. The purpose of this article is to examine one type of interactive learning technology, the transparent engine. The transparent engine allows instructors and students to view and directly interact with educational concepts such as Web-enabled software development. The article first presents a framework describing transparent engines. The framework details four types of transparent engines: (1) enactive mastery/manipulatable, (2) enactive mastery/nonmanipulatable, (3) vicarious experience/manipulatable, and (4) vicarious experience/nonmanipulatable. Following this, we present the results of an experiment designed to examine this framework by testing its predictions for one quadrant, vicarious experience/nonmanipulatable. The results support the framework in that students taught concepts with the aid of the vicarious experience/nonmanipulatable transparent engine had significantly higher domain-specific self-efficacy compared to those taught the same concepts without this tool. [source]


A comparative study of the self-efficacy beliefs of successful men and women in mathematics, science, and technology careers

JOURNAL OF RESEARCH IN SCIENCE TEACHING, Issue 9 2008
Amy L. Zeldin
Abstract The purpose of this study was to explore the personal stories of men who selected careers in science, technology, engineering, or mathematics (STEM) to better understand the ways in which their self-efficacy beliefs were created and subsequently influenced their academic and career choices. Analysis of 10 narratives revealed that mastery experience was the primary source of the men's self-efficacy beliefs. These results are compared to those from Zeldin and Pajares' earlier study involving women in STEM careers. For women, social persuasions and vicarious experiences were the primary sources of self-efficacy beliefs. Together, these findings suggest that different sources are predominant in the creation and development of the self-efficacy beliefs of men and women who pursue STEM careers. The self-efficacy beliefs of men in these male-dominated domains are created primarily as a result of the interpretations they make of their ongoing achievements and successes. Women, on the other hand, rely on relational episodes in their lives to create and buttress the confidence that they can succeed in male-dominated domains. Findings were consistent with the theoretical tenets of A. Bandura's social cognitive theory. © 2008 Wiley Periodicals, Inc. J Res Sci Teach 45: 1036,1058, 2008 [source]


Sources of science self-efficacy beliefs of middle school students

JOURNAL OF RESEARCH IN SCIENCE TEACHING, Issue 5 2006
Shari L. Britner
The purpose of this study was to investigate the degree to which A. Bandura's (1997) hypothesized sources of self-efficacy predict the science self-efficacy beliefs of middle school students (N,=,319), to replicate previous findings that science self-efficacy predicts science achievement, and to explore how science self-efficacy and its antecedents differ by gender. Significant correlations were found between mastery experiences, vicarious experiences, social persuasions, physiological arousal, and self-efficacy. Only mastery experiences significantly predicted science self-efficacy. Girls reported stronger science self-efficacy than did boys. Findings support and extend the theoretical tenets of Bandura's social cognitive theory. © 2006 Wiley Periodicals, Inc. J Res Sci Teach 43: 485,499, 2006 [source]


Self-efficacy in the context of online learning environments: A review of the literature and directions for research

PERFORMANCE IMPROVEMENT QUARTERLY, Issue 3-4 2008
Charles B. Hodges
The purpose of this paper is to examine the construct of self-efficacy in the context of online learning environments. Self-efficacy is defined as "beliefs in one's capabilities to organize and execute the courses of action required to produce given attainments" (Bandura, 1997, p. 3). Traditionally, the four main sources of self-efficacy development are enactive master experiences, vicarious experiences, verbal persuasion, and physiological and affective state (Bandura, 1997). In this paper, self-efficacy is introduced in general. Research related to academic self-efficacy and self-efficacy in online learning environments is reviewed. The study of self-efficacy in online learning environments is new relative to the construct of self-efficacy. Research on self-efficacy and the use of computers in instructional situations has been included to broaden the literature base. The development of self-efficacy beliefs in online environments is highlighted as well as self-efficacy assessment issues. Possible areas of self-efficacy research in online environments are suggested, including pedagogical agents, persuasive feedback, and self-efficacy assessment. [source]