Impact of Personality Traits on Knowledge Hiding: A Comparative Study on Technology-Based Online and Physical Education

The Relationship Between Perceptions of Leader Hypocrisy and Employees' Knowledge Hiding Behaviors: Testing a Moderated Mediation Model

Purpose

Knowledge-sharing is critical for the survival and development of today's organization, but employees are not always willing to share their knowledge and sometimes even hide it intentionally or unintentionally. Taken from the leadership perspective, this paper aims to investigate the influence of leader hypocrisy on employees' knowledge-hiding behaviors. Drawing on the self-determination theory (SDT), this paper explores the mediating role of basic psychological needs satisfaction, as well as the moderating effect of employees' interdependent self-construal on the relationship between basic psychological needs satisfaction and knowledge-hiding behaviors. The moderated mediation effect is also tested.

Methods

The data were collected from companies located in mainland China. The data sample for analysis consists of 336 employees. Hierarchical regression analysis was adopted to test the hypotheses of our proposed model.

Results

Leader hypocrisy are positively related to knowledge-hiding behaviors (b = 0.490, p < 0.01). Basic psychological needs satisfaction plays a partial mediating role in such relationship (b =0.118, [0.056, 0.210]). The interdependent self-construal moderates the relationship between basic psychological needs satisfaction and knowledge-hiding behaviors (b = 0.134, p < 0.01), as well as the moderated mediation effect (BootSE = 0.018, [-0.083, -0.009]).

Conclusion

The results show that leader hypocrisy is positively related to knowledge-hiding behaviors, and basic psychological needs satisfaction partially mediates such relationship. The interdependent self-construal weakens the negative relationship between basic psychological needs satisfaction and knowledge hiding.

Cognitive Loading and Knowledge Hiding in Art Design Education: Cognitive Engagement as Mediator and Supervisor Support as Moderator

The aim of the study is to document a new predictor of knowledge hiding from the perspective of Art design trainers and Art design trainees in virtual training’s and this study tends to add new theoretical insights into the body of literature. For this purpose, this study approached a sample of 500 respondents under a cross-sectional research design and respondents who have participated in virtual trainings or their trainings were at the final stage were recruited through the snowball sampling technique. The useable responses remained at 406 and these have been analyzed through SPSS for demographic analysis and Smart-PLS has been used to test the structural model, while a process macro has been used to test the moderation. Results indicate that cognitive loading has the potency to reduce the knowledge hiding behavior of the trainees. Similarly, it has been observed that cognitive loading increases the cognitive engagement of the trainees, and it moreover reduces the knowledge hiding tendency of trainees. In case of mediation, a partial mediation has been documented through the variance accounted for (VAF) approach while testing moderation. The role of supervisor support has not been found to be statistically significant.