失败情境下创业学习的方式、影响因素和作用机制

In the times of public entrepreneurship and innovation, more and more people are willing to start a new venture for its low entry barriers. However, high failure rate, together with low value-added potential, make entrepreneurship a waste of social resources rather than a way of wealth creation. Although painful and costly, failure also provides an excellent opportunity for entrepreneurs to learn. And anecdotal evidence shows that many successful entrepreneurs see their past failure experience as a learning opportunity. The tradition of studies on entrepreneurial learning overwhelmingly focused on how to learn from success. However, taken the importance of learning from failure, studies now start paying more attention on how entrepreneurs learn from failure, regarding failures as opportunities to change ways of thinking, enrich knowledge, in turn build entrepreneurship competence..Due to context similarity, the heterogeneity of learning largely lies in the heterogeneity of individual entrepreneurs’ characteristic. Extensive studies have shown that there are significant differences in the process and content of learning from failure. And differences in the content, process and effect of learning arise from ways of learning. However, to our best knowledge, little research has been conducted on why there is a difference in ways of learning and what does this difference lead to. This study plans to conduct a research via combination of real-time and retrospective case studies, along with the combination of qualitative and quantitative methodologies. We build on knowledge from psychology and learning from failure to explore the antecedents and mechanism of ways of learning from failure. Specifically, we aim to investigate the role of narcissism and counterfactual thinking in learning from failure and the boundary conditions. This study contributes to the field of entrepreneurial learning from failure and entrepreneurial competence, and shed light on how to deal with failure and optimize allocation of resources.

在大众创业、万众创新的时代背景下，创业者大众化，创业门槛降低，创业活动活跃，高失败率和低创新潜力并存导致创业活动的价值创造与社会资源浪费不成比例。在学术界，失败研究从避免失败，降低失败率的思路转变为挖掘失败价值，学者们从学习视角关注创业者如何通过失败转变思维模式、丰富知识结构、提升创业能力。.在情境相似的情况下创业学习的差异性更多来自于创业者的个体因素。失败情境下创业者学习内容、学习过程和学习效果的差异来源于学习方式不同。本项目主要探索失败情境下创业者采取不同学习方式的深层次原因和后果。本项目从人格心理学和创业认知视角，采取回溯式访谈与实时案例动态跟踪、质化与量化研究相结合思路，聚焦创业者的自恋心理特质和失败后产生的反事实思维对创业学习的影响路径和边界条件，揭示创业学习对创业能力的作用机制。研究结果对于认识和应对失败，提升创业者学习能力和创业能力，优化社会资源配置等具有重要理论和现实价值。

失败情境下创业学习是联结创业失败研究微观化和创业学习情境化的重要桥梁，助推创业认知和创业行为理论发展，启发失败后创业者的情绪管理、行动选择和反思学失败情境下创业学习是联结创业失败研究微观化和创业学习情境化的重要桥梁，助推创业认知和创业行为理论发展，启发失败后创业者的情绪管理、行动选择和反思学习。本项目结合创业失败的典型特征，基于创业者个体差异性构建失败情境下影响创业学习选择前因后果的研究模型，主要研究成果分为4部分。.第一，系统梳理“创业失败”、“反事实思维”、“自恋”等主题文献，构建项目研究的理论模型，在《外国经济与管理》等期刊发表多篇论文，为案例和实证研究奠定基础。第二，围绕“为什么有一些创业者从失败中学习更少？”的问题，从创业者人格入手，实证数据发现自恋的创业者失败后更不容易学习。因为自恋的创业者在动机上不断寻求外界的关注和认可，在认知上选择忽略负面反馈，降低信息扫描、解释的效果。第三，基于学习效果差异取决于学习方式的理论判断，围绕着“失败后创业者会选择什么样学习方式以及为什么会采取不同的学习方式”展开了系列实证研究。对203位有失败经历的连续创业者问卷调查发现，失败后创业者采取上行反事实思维，通过事后判断和心理模拟调整后续行为，促进单环学习；采取下行反事实思维有助于缓解失败带来的悲痛等负向情绪，但不利于双环学习。第四，聚焦于失败后创业者采用不同的学习方式的对后续创业行为和结果的影响，以案例研究为主，辅以数据调查，发现采用反事实思维更有助于识别创新性机会，采用单环学习和双环学习有助于获取不同类型的创业知识，进而影响后续创业绩效。.本项目以有失败经历的创业者为研究对象，识别和分析创业学习方式差异性的原因和后果，构建研究模型，拓展和深化创业认知和创业失败的理论研究。启发创业者辩证地看待失败带来的成本，通过思维培训和情绪管理调整心理压力，将反事实思维当作一种重要的认知工具，更高效地从失败中学习获益。创业者需要认识到自恋人格制约失败后的学习动机和学习效果，需要启动一定刺激因素帮助其更好从失败中学习。