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Motivated by the significant role of uncertainty in affecting investment decisions and China's economic leadership in Asia, this paper investigates the predictive role of exposure to Chinese economic policy uncertainty at the individual stock level in large Asian markets.

We estimate the monthly uncertainty exposure (beta) for each stock and then employ the portfolio-level sorting analysis to investigate the relationship between the China’s uncertainty exposure and the future returns of major Asian markets over multiple trading horizons. The raw returns of the high-minus-low portfolios are then adjusted using conventional asset pricing models to investigate whether the relationship is explained by common risk factors. Finally, we check the robustness of the portfolio-level results through firm-level Fama and MacBeth (1973) regressions.

Applying portfolio-level sorting analysis, we reveal that exposure to Chinese uncertainty is negatively related to the future returns of large stocks over multiple trading horizons in Japan, Hong Kong and India. We discover this is unexplained by common risk factors, including market, size, value, profitability, investment and momentum, and is robust to the specification of stock-level Fama and MacBeth (1973) regressions.

Our analysis demonstrates the spillover effects of Chinese economic policy uncertainty across the region, provides evidence of China's emerging economic leadership, and offers trading strategies for managing uncertainty risks.

The findings of the study significantly improve our understanding of stock return predictability in Asian markets. Unlike previous studies, our results challenge the leading role of the US by providing a new intra-regional return predictor, namely, China’s uncertainty exposure. These results also evidence the continuing integration of the Asian economy and financial markets. However, contrary findings for some Asian markets point toward certain market-specific features. Compared with market-level research, our analysis provides deeper insights into the performance of individual stocks and is of particular importance to investors and other market participants.

This study aims to examine the impact of stakeholder engagement on accountability, within nonprofit organizations (NPOs). Given the pivotal role NPOs play in disaster management and community welfare, it is crucial to gain an understanding of the obligations of NPOs, in terms of their disaster responses and accountability.

Using a case-study approach, the investigation features a content analysis of social media comments regarding the Australian Red Cross’ (ARC) funds’ allocation during the 2019/2020 bushfires, followed by a similar analysis of ARC's reports. Inspired by Carnegie et al.'s (2021) definition of accounting as a social science, this study uses dialogic theory and a transformative participatory framework, to evaluate how interactive stakeholder engagement influenced accountability strategies used by the NPO, to ensure its sustainable development.

The findings reveal that there was a significant increase in stakeholder engagement on social media, following negative media coverage, with participants voicing concerns over ARC’s method of funds’ allocation, delays in funds distribution and seemingly excessive administrative costs. ARC addressed these concerns by issuing Bushfire Reports, and conducting online Q&A sessions, in a bid to establish transparency. This study emphasizes how dialogic accounting can challenge accounting's limited scope – one that often overlooks ecological concerns and social justice.

This study uses the perspective of dialogic accounting theory to explore the relationship between stakeholder engagement on social media, and NPO accountability. It demonstrates how robust stakeholder engagement can challenge NPOs to establish accountability, thereby bridging the information gap between themselves and the public. The use of dialogic accounting theory allows the study to shift from the traditional focus of accounting research, which is the financial objectives of powerful entities, to the voices of the marginalized, the stakeholders, who are impacted by NPO decisions, and, in doing so, it highlights the potential for NPOs to foster accountability, and so advance sustainable development initiatives.

Multimedia facilitates knowledge acquisition, which has a significant impact on students' learning and is a big potential of information and communication technology. Learning through multimedia has psychological benefits for the learner in addition to being used for recreational learning. To define the cognitive theory of multimedia in successful learning and to develop the study's hypothesis, this study aims to focus on the psychological expedients of the learner and their perception of multimedia learning.

The longitudinal study was conducted to understand the effect of the use of multimedia applications in learning on blended learning and the metamemory satisfaction of learners. The data were collected in three phases and analysed on partial least squares structural equation modelling 4 software.

Learners' use of multimedia applications is positively connected with their perceptions of themselves as critical thinkers and their attitudes towards learning. Blended learning and the satisfaction of metamemory are directly impacted by the learner's attitude. The same is true for how critical thinking self-perception affects blended learning. Additionally, the association between the use of multimedia applications and one's critical thinking self-perception is positively moderated by mindfulness. Similarly, conscientiousness influences the connection between attitude and metamemory satisfaction in a favourable way. Finally, metamemory satisfaction is positively and significantly impacted by blended learning.

Learning through multimedia affects the sensory system and then imitates the real world which helps in a better understanding of the stimuli. The psychological effects and applications (rational utilization of perception, memory and emotions) are highlighted which shows scrutiny of the multimedia content in effective learning.

Multimedia learning helps in gaining attention, increasing retention and improving comprehension resulting in remembering the content and boosting effective learning. To the best of the authors’ knowledge, this paper is the first one to look into how the usage of multimedia effects blended learning and metamemory satisfaction in terms of learners' attitudes and perceptions. It also discusses two phenomena: the multimodality of human perception and the so-called polyphony of reality in the emergence of this new technology.

This study aims to explore both the drivers (performance expectancy and perceived usefulness of ChatGPT) and the barrier (effort expectancy) that Indonesian youth encounter when adopting generative AI technology, such as ChatGPT, as they pursue digital entrepreneurship.

This study utilizes Hayes' Process Model to evaluate the proposed hypotheses through survey data collected from 518 Indonesian youth.

This study's findings highlight a paradoxical relationship that emerges when effort expectancy intersects with performance expectancy and perceived usefulness of ChatGPT. Specifically, we discovered that when young individuals perceive the adoption of generative AI technology as requiring significant effort, their motivation to engage in digital entrepreneurship is significantly enhanced if they also view the tool as highly useful and beneficial to their future business endeavors.

The findings provide valuable insights for educators and policymakers focused on advancing digital entrepreneurship in developing nations through the integration of generative AI technology.

Our study enriches an underexplored niche within the field of entrepreneurship by examining the intersection of Indonesian youth, generative AI technology and digital entrepreneurship. By incorporating the Expectancy-Value Theory, it brings a fresh perspective to the study of paradoxical relationships in contemporary research in this domain.

Information systems (IS) research in general and health IS studies, in particular, are prone to a positivity bias – largely focusing on upside gains rather than the potential misuse practices. This paper aims to explore failures in health IS use and shortcomings in data privacy and cybersecurity and to provide an explanatory model for health record misuse.

This research is based on four data sets that we collected through a longitudinal project studying digital health (implementation, use and evaluation), interviews with experts (cybersecurity and digital health) and healthcare stakeholders (health professionals and managers). We applied qualitative analysis to explain health records misuse from a sociotechnical perspective.

We propose a contextualized model of “health records misuse” with two overarching dimensions: data misfit and improper data processing. We explain sub-categories of data misfit: availability misfit, meaning misfit and place misfit, as well as sub-categories of improper data processing: improper interaction and improper use-related actions. Our findings demonstrate how health records misuse can emerge in sociotechnical health systems and impact health service delivery and patient safety.

Through contextualizing system misuse in healthcare, this research advances the understanding of ineffective use and failures in health data protection practices. Our proposed theoretical model provides explanations for unique patterns of IS misuse in healthcare, where data protection failures are consequential for healthcare organizations and patient safety.

Social avoidance disorders can be disruptive to the individual as they begin to over-manage their lives, at times avoiding social and work commitments. A potential therapeutic approach is exposure therapy and a virtual reality (VR) treatment approach, gameChange VR, has been developed. This provides an opportunity to test their fears in virtual environments. This study aims to investigate the feasibility of using this VR approach to treat people with social avoidance problems within a secure mental health setting.

Nine participants completed the gameChange VR sessions. Participants received 30-minute VR sessions for up to six weeks using selected scenarios at five levels of difficulty. Patients’ comments and behaviours were noted and clinical staff also provided feedback on their observations of patients’ use and experience with VR.

Overall, patients felt that the gameChange VR helped them to build their confidence and reduce their overall anxiety as they became more comfortable with the equipment. Both patients and staff generally found the intervention easy to use and the staff reported an overall high level of engagement among the participants. The key issues raised largely related to technical and safety issues.

While a previous study was carried out using gameChange VR with an outpatient cohort, this was the first using an inpatient group in a secure mental health setting. It has demonstrated that the intervention is viable in this setting, although further studies are required to identify the specific patient population that would benefit optimally from the therapy.

The application of artificial intelligence chatbots is an emerging trend in educational technology studies for its multi-faceted advantages. However, the existing studies rarely take a perspective of educational technology application to evaluate the application of chatbots to educational contexts. This study aims to bridge the research gap by taking an educational perspective to review the existing literature on artificial intelligence chatbots.

This study combines bibliometric analysis and citation network analysis: a bibliometric analysis through visualization of keyword, authors, organizations and countries and a citation network analysis based on literature clustering.

Educational applications of chatbots are still rising in post-COVID-19 learning environments. Popular research issues on this topic include technological advancements, students’ perception of chatbots and effectiveness of chatbots in different educational contexts. Originating from similar technological and theoretical foundations, chatbots are primarily applied to language education, educational services (such as information counseling and automated grading), health-care education and medical training. Diversifying application contexts demonstrate specific purposes for using chatbots in education but are confronted with some common challenges. Multi-faceted factors can influence the effectiveness and acceptance of chatbots in education. This study provides an extended framework to facilitate extending artificial intelligence chatbot applications in education.

The authors have to acknowledge that this study is subjected to some limitations. First, the literature search was based on the core collection on Web of Science, which did not include some existing studies. Second, this bibliometric analysis only included studies published in English. Third, due to the limitation in technological expertise, the authors could not comprehensively interpret the implications of some studies reporting technological advancements. However, this study intended to establish its research significance by summarizing and evaluating the effectiveness of artificial intelligence chatbots from an educational perspective.

This study identifies the publication trends of artificial intelligence chatbots in educational contexts. It bridges the research gap caused by previous neglection of treating educational contexts as an interconnected whole which can demonstrate its characteristics. It identifies the major application contexts of artificial intelligence chatbots in education and encouraged further extending of applications. It also proposes an extended framework to consider that covers three critical components of technological integration in education when future researchers and instructors apply artificial intelligence chatbots to new educational contexts.

The authors' study aims to examine to what extent managerial religiosity does influence human resource (HR) managers' attitudes towards women as managers (ATWM), and whether such posi(nega)tive attitudes can facilitate or impede the adoption of supportive HR practices (SHRP).

This study empirically examines a theoretical model by employing partial least squares-based structural equation modelling (PLS-SEM) using quantitative survey data from 182 HR managers in Bangladesh.

The authors' findings reveal that individual religiosity may adversely affect HR managers' attitudes towards recognising women as managers, and such stereotyped attitudes, in turn, may attenuate the adoption of supportive HR practices in organisations operating particularly in highly religious socio-culture environments.

The findings of the authors based on self-report, cross-sectional survey data collected from HR managers/equivalent working in the Bangladeshi organisations may unlikely to predict the ATWM held by the top leaders in organisations and other employees in similar socio-cultural settings.

The authors' findings suggest that religiosity cannot be ignored in management development and recruitment processes for HR managers, particularly in a society characterised by relatively weaker formal institutions and people with a higher degree of religiosity.

To the best of the authors' knowledge, this study is the first attempt explicating how top management's religiosity interacts with the attitudes towards the acceptance of women as managers and how such attitudes can influence the adoption of supportive HR practices.

Through the lens of the Social Exchange Theory, this study investigates the role of emotional and psychological well-being in explaining the relationship between academic stress and friendship quality.

Using a cross-sectional quantitative research design, the study gathered data from 298 tertiary students. Statistical analysis was conducted using Hayes Process Macro in SPSS.

Results from the study challenge conventional assumptions, indicating a positive and significant relationship between academic stress and friendship quality. In addition, the study revealed that psychological well-being partially mediates the relationship between academic stress and friendship quality, while emotional well-being fully mediates the relationship between academic stress and friendship quality.

This study is limited to the tertiary institutions in Ghana. Future studies may consider expanding the scope to other levels of education to gain a more comprehensive perspective of the variables of the study.

This study presents a novel approach by examining the proposed model within the Ghanaian setting. It offers valuable perspectives on the interplay between academic stress, well-being, and friendship quality.