The influence of knowledge-hiding behavior on academic performance: empirical evidence from undergraduate students in Vietnam
This study aims to investigate the impact of knowledge-hiding behavior on individual creativity and academic performance through the mediating role of academic self-efficacy. Using a quantitative approach with questionnaires and convenient sampling offers insights into fostering a more open learning...
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| Main Authors: | , , , |
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| Format: | Article |
| Language: | English |
| Published: |
LLC "CPC "Business Perspectives"
2025-05-01
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| Series: | Knowledge & Performance Management |
| Subjects: | |
| Online Access: | https://www.businessperspectives.org/images/pdf/applications/publishing/templates/article/assets/22122/KPM_2025_1_Yen.pdf |
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| Summary: | This study aims to investigate the impact of knowledge-hiding behavior on individual creativity and academic performance through the mediating role of academic self-efficacy. Using a quantitative approach with questionnaires and convenient sampling offers insights into fostering a more open learning environment. This study examined a sample of 3,466 undergraduate students, with 3,232 valid responses from various universities in Vietnam. This study utilized a two-stage, second-order partial least squares structural equation modeling (PLS-SEM) approach to evaluate the proposed hypotheses. The findings demonstrate that knowledge-hiding behavior adversely affects academic performance (β = –0.054, sig. = 0.000), individual creativity (β = –0.153, sig. = 0.000), and academic self-efficacy (β = –0.109, sig. = 0.000). Furthermore, academic self-efficacy has a positive and significant effect on academic performance (β = 0.501, sig. = 0.000), and mediates the impact of knowledge-hiding behavior on academic performance. Based on the results, this study proposes several measures to encourage knowledge sharing and improve educational outcomes in educational institutions. |
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| ISSN: | 2543-5507 2616-3829 |