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The literature on the antecedents and consequences of knowledge hiding remains fragmented, limiting its practical applications. Social exchange theory (SET), one of the most widely adopted sociological frameworks, offers unique insights into the dynamics of knowledge hiding. This study synthesizes the application of SET in analyzing the nomological framework of knowledge hiding through a systematic literature review and meta-analysis. A meta-analysis was conducted based on the random-effects model and the meta-analytic structural equation modeling method, incorporating 66 primary studies with a total of 20,603 participants. Additionally, we examined the mediating role of knowledge hiding by linking key antecedents and consequences. Moreover, an exploratory analysis was conducted to investigate the moderating effects of national culture and research methodology, providing evidence to justify the true heterogeneity in the pairwise relationships between knowledge hiding and its antecedents. The research results generally support most pairwise relationships between knowledge hiding and its correlates, which were theoretically developed based on SET. This study is the first attempt to explore the explanatory power of SET in analyzing the knowledge-hiding phenomenon, and whether the establishment of a knowledge exchange loop contributes to a deeper understanding of this dyadic construct. [ABSTRACT FROM AUTHOR]

Objective: This study aims to investigate students' academic performance by examining the role of knowledge hiding (KHi) as a mediating variable and using three antecedents as dependent variables. Additionally, it explores the moderating role of academic self-efficacy on KHi behavior and students' academic performance. The research objectives should be expressed clearly and concisely. Design/Methods/Approach: Eleven hypotheses were analyzed using structural equation modeling (SEM). Data were collected through a primary survey based on structured questionnaires, with a sample size of 252 undergraduate students from various universities. Findings: Performance motivation and sense of relatedness positively affect academic performance, while territoriality of knowledge negatively affects academic performance. Territoriality of knowledge and sense of relatedness increase KHi. Meanwhile, performance motivation doesn't notably influence it. KHi partially mediates the impact of knowledge territoriality and fully mediates the effect of relatedness on academic performance. Academic self-efficacy doesn't significantly moderate the relationship between KHi and academic performance. Originality/Value: The study was conducted among students, bringing an academic perspective into the KHi literature. This study contributes new insights from a developing country to human resource management by examining KHi and academic performance within higher education—a previously unexplored context. Conducted among students, it enriches the KHi literature with valuable academic perspectives. Practical/Policy implication: This study presents exciting insights for administrators and policymakers in academia. By establishing a model, the research highlights that the phenomenon of KHi exists among students, which may or may not have immediately apparent negative effects, especially when compared to an organizational context. However, it certainly does not bode well for their future in the workforce, where indulging in knowledge hiding within teams or groups as employees can be detrimental.

Abstract Purpose This study aimed to explore the relationship between knowledge sharing (KS) and knowledge hiding (KH), and the influence of study climate (SC), interpersonal trust (IT) and sharing intention (SI) on KS and KH among Chinese medical undergraduates within the same framework. Method A cross-sectional study was conducted among 761 undergraduates from two medical colleges in Wuhan, China. Measurements included five scales on KS, KH, SC, IT and SI. Three path analysis was performed using a structural equation model (SEM) to examine the influence of SC, IT, and SI on KS and KH for medical students with different academic performance levels. Results The mean scores for SC, IT, SI, KS and KH of medical students were 3.79 ± 0.67, 3.92 ± 0.62, 4.05 ± 0.64, 3.68 ± 0.68 and 1.64 ± 0.67, respectively. Path analysis showed that KS and KH were weakly related among three academic performance subgroups (coefficients ranging from -0.193 to -0.112). IT was significantly positively associated with KS (β = 0.268, 0.112 and 0.227, respectively, all P

The purpose of this study is to explore the impact of challenge and hindrance stressors on employees' knowledge-hiding behavior, based on self-reported data from 493 Chinese preschool teachers. The findings indicate that both challenge and hindrance stressors significantly increase knowledge hiding, with hindrance stressors exerting a more pronounced effect. Furthermore, the study reveals the mediating roles of job crafting and work withdrawal, highlighting the distinct mechanisms involved with these stressors. Specifically, challenge stressors increase the likelihood of knowledge hiding through work withdrawal while simultaneously decreasing it through job crafting; notably, the former pathway has a greater effect. In contrast, hindrance stressors consistently exert detrimental effects, amplifying the probability of knowledge hiding through both mediators, which explains their stronger impact compared to challenge stressors. Additionally, empowering leadership plays a crucial moderating role in this relationship. The adverse influence of hindrance stressors on knowledge hiding, as mediated by job crafting, intensifies under high levels of empowering leadership. These findings not only validate the newly constructed parallel mediation model within an educational context but also provide practical strategies for kindergarten administrators regarding knowledge management. Such strategies include effectively distinguishing and managing different types of job stressors, enhancing skills to empower employees, and organizing regular knowledge-sharing activities. [ABSTRACT FROM AUTHOR]

Purpose: Drawing on social information processing theory, this study constructs a multilevel moderated mediation model. This model seeks to delve into the intricate and previously overlooked interplay between supervisor bottom-line mentality (BLM) and knowledge hiding. Within this context, we introduce self-interest as a mediating factor and incorporate performance climate as a team-level moderating variable. Design/methodology/approach: The time-lagged data involve 336 employees nested in 42 teams from 23 automobile sales companies in five regions of China. The analysis was meticulously executed using Hierarchical Linear Modeling, complemented by bias-corrected bootstrapping techniques. Findings: The findings reveal that self-interest acts as a full mediator in the positive link between supervisor BLM and knowledge hiding. Furthermore, the performance climate plays a moderating role in both the relationship between supervisor BLM and self-interest, and the entire mediation process. Notably, these relationships are intensified in environments with a high performance climate compared to those with a low one. Originality/value: This research stands as one of the pioneering efforts to integrate supervisor BLM into the discourse on knowledge hiding, elucidating the underlying psychological mechanisms and delineating the boundary conditions that shape the "supervisor BLM–knowledge hiding" relationship. Further, our insights provide organizations with critical guidance on strategies to curtail knowledge hiding among their employees. [ABSTRACT FROM AUTHOR]

Purpose: This study aimed to explore the relationship between knowledge sharing (KS) and knowledge hiding (KH), and the influence of study climate (SC), interpersonal trust (IT) and sharing intention (SI) on KS and KH among Chinese medical undergraduates within the same framework. Method: A cross-sectional study was conducted among 761 undergraduates from two medical colleges in Wuhan, China. Measurements included five scales on KS, KH, SC, IT and SI. Three path analysis was performed using a structural equation model (SEM) to examine the influence of SC, IT, and SI on KS and KH for medical students with different academic performance levels. Results: The mean scores for SC, IT, SI, KS and KH of medical students were 3.79 ± 0.67, 3.92 ± 0.62, 4.05 ± 0.64, 3.68 ± 0.68 and 1.64 ± 0.67, respectively. Path analysis showed that KS and KH were weakly related among three academic performance subgroups (coefficients ranging from -0.193 to -0.112). IT was significantly positively associated with KS (β = 0.268, 0.112 and 0.227, respectively, all P<0.05) among all three subgroups, while IT was negatively associated with KH among medical student with good and average academic performance (β = -0.200 and -0.117, respectively, all P < 0.05). SC could indirectly positively influence KS and negatively influence KH through IT and SI regardless of their academic performance; SC had no direct influence on KH, while only a weak negative influence on KS was identified in the average academic performance group (β=-0.132, P < 0.05). For students with good, below average, and average performance, the models explained 48.7%, 36.3% and 42.0% of the variance in KS, and 34.6%,17.0% and 26.3% of those in KH, respectively. Conclusions: KS and KH could coexist among medical students in China. The influence of SC and IT on KS and KH varied among medical students with different academic performance. The results demonstrated that educators could develop knowledge management strategies targeting students with different academic performance. [ABSTRACT FROM AUTHOR]

The literature on the antecedents and consequences of knowledge hiding remains fragmented, limiting its practical applications. Social exchange theory (SET), one of the most widely adopted sociological frameworks, offers unique insights into the dynamics of knowledge hiding. This study synthesizes the application of SET in analyzing the nomological framework of knowledge hiding through a systematic literature review and meta-analysis. A meta-analysis was conducted based on the random-effects model and the meta-analytic structural equation modeling method, incorporating 66 primary studies with a total of 20,603 participants. Additionally, we examined the mediating role of knowledge hiding by linking key antecedents and consequences. Moreover, an exploratory analysis was conducted to investigate the moderating effects of national culture and research methodology, providing evidence to justify the true heterogeneity in the pairwise relationships between knowledge hiding and its antecedents. The research results generally support most pairwise relationships between knowledge hiding and its correlates, which were theoretically developed based on SET. This study is the first attempt to explore the explanatory power of SET in analyzing the knowledge-hiding phenomenon, and whether the establishment of a knowledge exchange loop contributes to a deeper understanding of this dyadic construct.

This study was conducted due to the scarcity of literature examining the impact of knowledge sharing climate on knowledge hiding. In line with that, many previous studies have focused on positive ethical leadership as an antecedent of knowledge hiding. However, no one has tested the moderating role of ethical leadership in helping to prevent knowledge-hiding intentions. This study aims to examine the influence of knowledge-sharing climate in organizations on knowledge-hiding behavior in the higher education sector and to test the moderating effect of ethical leadership in strengthening the influence of knowledge-sharing culture on knowledge-hiding behavior in the higher education sector. Data were collected from 156 lecturers from various state and private universities in Indonesia through a survey method. Data analysis was conducted using the SEM-PLS technique. The results showed a negative influence of knowledge sharing climate on knowledge hiding. Ethical leadership was proven to moderate the relationship based on the perceptions of several sample groups, except for the sample group with the generation category. This study contributes theoretically to complement the still limited literature that reviews the impact of a knowledge-sharing climate in preventing the emergence of knowledge-hiding behavior. Practically, the results suggest the need to implement ethical leadership to minimize the knowledge-hiding behavior of lecturers in higher education.

Supervisors' dispositions have not received enough attention as potential antecedents to employees' knowledge - hiding behaviors. Based on this, the current study investigates the impact of abusive supervision on knowledge-hiding behaviors, considering the mediating role of work disengagement in this relationship, as well as investigating the moderating role of perceived organizational support in the study model. Data was obtained from frontline service employees of five-star hotels in Sharm El-Sheikh and tourism companies in Cairo, Egypt, by a questionnaire that surveyed 298 employees. The collected data was scrutinized using the Smart PLS-structural equation modeling technique. The PLS-SEM statistics proved the highly positive and significant effect of abusive supervision on knowledge-hiding behavior and employees’ work disengagement, supported the mediating effect of work disengagement, and the moderating effect of perceived organizationa l support. The study highlights some practical implications for hotels, such as implementing integrated knowledge offering a digital library, continuous management and administrative skills training, and behavioral training to facilitate the gaining of knowledge and enhance staff skills, self-confidence, loyalty, and job security. It also strongly suggests adopting a strategy to monitor abusive supervisors through open communication channels, regularly conducting exit interviews to reduce turnover, and enhancing engagement, thereby preventing abusive practices.

Abstract The purpose of the current research is to investigate the effective factors in hiding knowledge in the country's water and sewage engineering company. This research is in the basic research category in terms of purpose. The current research was conducted using the qualitative method and based on the phenomenological approach. The sampling method in the present research was a purposive sampling, and theoretical saturation acquired by conducting 18 interviews. Semi-structured interviews were used to collect data. The data analysis method is based on coding and categorization. Data analysis was done using MAXQDA 2020 software. The findings of the research showed that all the criteria were confirmed, and it was found that Kendall's coordination coefficient improved in each round compared to the previous round. According to the analysis of the findings, all the identified variables are of appropriate importance and therefore the phenomenological model was presented. In the final results of the research, the main themes with the titles, human resource management, process system, knowledge concealment, and consequences were identified, and each main theme consists of several sub-themes as described in the text of the article. Extended Abstract Introduction Knowledge sharing is a voluntary activity, and organizations are trying to find ways to encourage people to share their knowledge with other members. Due to the strategic importance of knowledge sharing within organizations, several studies have been conducted to investigate the behavioral records related to knowledge sharing by individuals in the workplace. The fact that knowledge hiding is a common phenomenon in organizations was highlighted in a research conducted by Mil & Mil (2006). This study showed that 20% of employees hide their knowledge from their colleagues because they believe that knowledge belongs to privacy and should not be shared (Peng, 2015). Van & Hoff (2017) argued that knowledge hiding occurs when an individual does not intentionally disseminate his knowledge to other members of the organization (Kang et al, 2017; Hernaus et al, 2016). In their research model, they showed that knowledge concealment, like knowledge sharing, can have two dimensions: explicit knowledge concealment and implicit knowledge concealment. On one hand, the concealment of explicit knowledge can be easily found in non-recording, non-classification, and non-storage; and the concealment of implicit knowledge can be found hidden in people's daily actions and mental models (Hernaus et al., 2018). Aother reasons for hiding knowledge by employees is that people consider their knowledge as an important tool that helps them to continue being a valuable person in the organization (Hosseinpour et al, 2016). According to the explanation and explanation of the problem, the main question has been raised as follows: What are the effective factors in hiding knowledge in the country's water and sewage engineering company? Theoretical Framework According to Martin (2005); diverse cultures, lack of trust, lack of enough time, inefficient and fruitless communication and poor knowledge can cause knowledge to be hidden (Anand & Hassan, 2019). In most situations, organizational factors such as job participation and satisfaction, performance evaluation and performance recognition are also considered as motivators to increase and promote knowledge disclosure behavior among users. In addition, organizational culture, senior management support and organizational communication also affect knowledge disclosure behavior. Revealing knowledge is shared indirectly through learning activities existing among users (Ibrahim & Hock Heng, 2015). Weakness in the organization's reward and encouragement system is one of the factors that encourage knowledge concealment among employees. Since knowledge sharing is essentially a behavioral issue, using a reward system is one of the ways to increase the probability of this behavior from employees. If the organization does not provide material and spiritual support and appreciation to the employees who have a high motivation to share their knowledge with others, the motivation of other employees to follow this behavior will decrease and the organization's employees will manifest behaviors related to knowledge concealment. However, when employees do not believe in the value and importance of sharing their knowledge with colleagues, even the existence of a strong motivational system cannot be effective, and the behavior of hiding knowledge always becomes one of the favorite behaviors of employees. Haghsetan & Jantifar (2021) investigated the moderating role of professional commitment in studying the impact of perceived organizational policies on knowledge concealment (case study: Tehran's Hemian Fan Sanat Berq Company). The results show that professional commitment moderates the effect of perceived organizational policies on knowledge concealment. Chen et al, (2020) investigated the integration of light and dark aspects of communication transparency for knowledge management and creativity: the moderating role of regulatory focus. Their findings advance the understanding of communication visibility theory and regulatory focus theory in corporate social media contexts. For employees, the findings suggest that they need to share their knowledge with other colleagues to improve their creativity. For organizations, the findings recommend that they should implement various policies that highlight the organizational focus of employees to facilitate knowledge sharing and prevent knowledge hiding. Research methodology This research is in the category of basic research. This research was conducted using a qualitative method and a phenomenological approach for analysis. The statistical population of the research included 18 managers, senior experts and experts of the water and sewage department who have more than 20 years of experience in the company environment and at different levels. The sampling method in this research is stratified sampling. In order to collect data, semi-structured, in-depth, collaborative and long-term interviews were used. Research findings The method of analyzing the collected data was based on coding and categorization and using MAXQDA 2020 software. The findings of the research showed that all the criteria were confirmed, and it was found that Kendall's coordination coefficient improved in each round compared to the previous round. According to the analysis of the findings, all the identified variables are of appropriate importance and therefore the phenomenological model was presented. In the final results of the research, the main themes with the titles of human resource management, process system, knowledge concealment, and consequences were identified, and each main theme consists of several sub-themes as described in the text of the article. Conclusion This research was conducted with the aim of investigating the effective factors in hiding knowledge in the country's water and sewage engineering company. The results of this research are consistent with the researches of Hoseinpour (2020), Jiang & Xu (2020), Chen et al, (2020), harma & Toshinwal (2020), and Singh (2019). The biggest reason for concealment of knowledge in the country's water and sewage company can be attributed to deliberate concealment and retaliatory concealment, which the vast majority of the interviewees mentioned directly or indirectly. Every research has its own limitations. The duty of the researcher is to express the limitations of his research and try to bring his scientific work to criticism deliberately and bravely. This part of the thesis is dedicated to this part, which states the limitations of the upcoming research from the perspective of the researcher and criticizes its shortcomings, so that the statement of the limitations determines a way to improve and advance the future research. In this regard, the limitations of the research and suggestions for future research were presented, which are: In this research based on the phenomenological method, the modeling of knowledge concealment was discussed and finally the research model was tested in the relevant statistical population. Therefore, for a more accurate and consistent review, it is suggested that the model presented in this research be tested in other similar organizations and the results obtained be compared with the results of this research. Another limitation of this research is giving priority to conducting interviews and benefiting from the opinions of experts and professors rather than reviewing documents. Therefore, it is suggested that in the future research, the documents and records of the organization in the field of knowledge management should be studied for a more detailed examination, and appropriate categories and concepts should be extracted from them.

Objective: With extensive changes in educational environments, such as changes in students' needs, different teaching methods, changes in the characteristics of educational environments, and changes in teachers' demands, the need to acquire new knowledge is of great value and encourage teachers to actively participate in the yourself knowledge sharing process with colleagues seems essential, because acquiring new knowledge can have a positive effect on the level of learning, creativity, innovation, readiness for change and flexibility of teachers and increase their job success. But despite the many benefits inherent in knowledge sharing, many teachers refuse to share their knowledge with others. Hiding knowledge is a relatively common phenomenon in educational organizations and schools, which leaves destructive effects. For various reasons, teachers may not share the knowledge related to their job with other colleagues and in some cases, hide the knowledge from them. Therefore, it is necessary to investigate the effective variables on reducing knowledge hiding in the organization. It is likely that variables such as psychological ownership of knowledge, altruistic behavior and intrinsic motivation are effective in increasing or decreasing knowledge hiding. Thus, the purpose of this research was the moderating role of altruism behavior and intrinsic motivation in effect of knowledge psychological ownership on knowledge hiding behavior in teachers. Methodology: Type of research, descriptive correlation and statistical population including teachers in Aran & Bidgol City that sample size was obtained equal to 250 people through the Monte Carlo model. The research tool included four questionnaires of psychological ownership of knowledge, altruism, internal motivation and knowledge hiding. The validity of the questionnaires was confirmed as construct, convergent and divergent. The reliability of questionnaires was obtained through Cronbach’s alpha for psychological ownership 0.74, altruism 0.77, intrinsic motivation 0.84 and knowledge hiding 0.71. The data analysis of the research was done at two levels of descriptive and inferential statistics using SPSS version 26 and Smart Pls software. Findings: The results showed that the mean of variables of psychological ownership and knowledge hiding were lower than criterion score and altruism and internal motivation were higher than criterion score. The path coefficient of variables showed that psychological ownership with (Beta=0.24) has a positive & significant effect on knowledge hiding, altruism (Beta=-0.17) and intrinsic motivation (Beta=-0.16) has a negative & significant effect on knowledge hiding. Conclusion: Considering the positive and significant effect of intrinsic motivation and altruistic behavior in reducing the negative effect of psychological ownership of knowledge in knowledge hiding behavior, it can be seen that the moderating role of intrinsic motivation and altruistic behavior in reducing knowledge hiding behavior is significant and confirmed. Because motivation theory emphasizes the motivations that lead people to exchange knowledge and broadly determines knowledge behaviors, and altruistic behaviors consist of helping colleagues in the performance of their duties. That is, if teachers who have a high sense of psychological ownership may hesitate to exchange and share knowledge when requested due to internal motivation and altruistic behavior. Thus, it can be said that hiding or sharing knowledge depends not only on the level of one’s property relative to the purpose of ownership, but also on internal motivation and altruistic behavior. To prevent this phenomenon among teachers, the sense of collective ownership instead of individual ownership should be strengthened among teachers.

As emerging knowledge management platforms, enterprise social media (ESM) provide an important way for employees to engage in knowledge sharing and information communication within their organization. However, the question of how to encourage employees to engage in continuous knowledge sharing rather than knowledge hiding on ESM has not received sufficient attention from scholars. In contrast to previous studies that focused on a single theory perspective and a single knowledge behavior, in this study, we took a user cognition and emotion perspective and constructed a mechanism model for the impact of knowledge sharing and knowledge hiding among employees on ESM based on social cognition theory and emotion as social information theory. A total of 240 valid questionnaires were collected and used to empirically test the model. The results indicate that reciprocity and outcome expectancy have a significant positive effect on employees' knowledge-sharing behavior, while reciprocity and trust have a significant negative effect on employees' knowledge-hiding behavior. Positive emotions play a positive (enhancing) moderating role on the path between outcome expectancy and knowledge-sharing behavior, while negative emotions play a negative (weakening) moderating role on the path between reciprocity and knowledge-hiding behavior, as well as between trust and knowledge-hiding behavior. By incorporating employee emotions into the framework of social cognition's impact on employee knowledge behavior, this study enriches theories related to enterprise social media, knowledge management, and user behaviors. Our research findings have practical implications for guiding employees to engage in positive knowledge sharing and reducing knowledge hiding on enterprise social media. [ABSTRACT FROM AUTHOR]

Effective knowledge management (KM) and knowledge sharing (KS) are critical for the success of international construction projects (ICPs), but they are often hindered by knowledge-hiding (KH) behavior. This study examines the complex and multifaceted factors that affect KH in ICPs, informed by role identity theory (RIT) and social exchange theory (SET). In particular, we investigate how ethnic minorities (EMs), contingent workers (CWs), and interpersonal justice (IJ) influence KH in these projects. Using structural equation modeling (SEM) and artificial neural networks (ANNs), we reveal the significant effects of EMs and CWs on KH and the partial mediation of IJ between EMs and KH. We also find that control variables such as gender and age have significant impacts on KH. The findings underscore the pivotal role of inclusive practices in mitigating KH and enhancing KM in ICPs. This research provides actionable insights for creating a transparent and inclusive knowledge-sharing culture in multicultural project teams, which contributes to improved project outcomes and organizational success. This study also paves the way for future research on power asymmetries, contextual factors, and the influence of organizational cultures, leadership styles, and team dynamics on KM in ICPs. Practical Applications: To address the challenges of knowledge hiding in international construction projects, this study proposes a comprehensive strategy for effective knowledge management in international construction projects, based on established research and best practices. The strategy is designed to fit the unique dynamics of international construction projects and includes the following components: (1) implementing a knowledge-sharing framework that values the contributions of each team member, regardless of their demographic backgrounds; (2) supporting leadership with a focus on inclusivity and equity, and a reward system acknowledging knowledge-sharing efforts irrespective of demographic backgrounds; (3) investing in construction-specific knowledge-sharing technologies that are accessible to all team members; (4) fostering inclusive communities of practice and incorporating performance metrics for inclusive knowledge sharing; and (5) encouraging open communication, developing knowledge transfer plans, and ensuring continuous improvement in overall knowledge management. This multifaceted approach aims to create a transparent and inclusive culture of knowledge sharing in international construction projects, which contributes to improved project outcomes and organizational success. [ABSTRACT FROM AUTHOR]

Supervisors' dispositions have not received enough attention as potential antecedents to employees' knowledge - hiding behaviors. Based on this, the current study investigates the impact of abusive supervision on knowledge-hiding behaviors, considering the mediating role of work disengagement in this relationship, as well as investigating the moderating role of perceived organizational support in the study model. Data was obtained from frontline service employees of five-star hotels in Sharm El-Sheikh and tourism companies in Cairo, Egypt, by a questionnaire that surveyed 298 employees. The collected data was scrutinized using the Smart PLS-structural equation modeling technique. The PLS-SEM statistics proved the highly positive and significant effect of abusive supervision on knowledge-hiding behavior and employees' work disengagement, supported the mediating effect of work disengagement, and the moderating effect of perceived organizational support. The study highlights some practical implications for hotels, such as implementing integrated knowledge offering a digital library, continuous management and administrative skills training, and behavioral training to facilitate the gaining of knowledge and enhance staff skills, self-confidence, loyalty, and job security. It also strongly suggests adopting a strategy to monitor abusive supervisors through open communication channels, regularly conducting exit interviews to reduce turnover, and enhancing engagement, thereby preventing abusive practices. [ABSTRACT FROM AUTHOR]

The purpose of this study is to explore the impact of challenge and hindrance stressors on employees’ knowledge-hiding behavior, based on self-reported data from 493 Chinese preschool teachers. The findings indicate that both challenge and hindrance stressors significantly increase knowledge hiding, with hindrance stressors exerting a more pronounced effect. Furthermore, the study reveals the mediating roles of job crafting and work withdrawal, highlighting the distinct mechanisms involved with these stressors. Specifically, challenge stressors increase the likelihood of knowledge hiding through work withdrawal while simultaneously decreasing it through job crafting; notably, the former pathway has a greater effect. In contrast, hindrance stressors consistently exert detrimental effects, amplifying the probability of knowledge hiding through both mediators, which explains their stronger impact compared to challenge stressors. Additionally, empowering leadership plays a crucial moderating role in this relationship. The adverse influence of hindrance stressors on knowledge hiding, as mediated by job crafting, intensifies under high levels of empowering leadership. These findings not only validate the newly constructed parallel mediation model within an educational context but also provide practical strategies for kindergarten administrators regarding knowledge management. Such strategies include effectively distinguishing and managing different types of job stressors, enhancing skills to empower employees, and organizing regular knowledge-sharing activities.

Objective: With extensive changes in educational environments, such as changes in students' needs, different teaching methods, changes in the characteristics of educational environments, and changes in teachers' demands, the need to acquire new knowledge is of great value and encourage teachers to actively participate in the yourself knowledge sharing process with colleagues seems essential, because acquiring new knowledge can have a positive effect on the level of learning, creativity, innovation, readiness for change and flexibility of teachers and increase their job success. But despite the many benefits inherent in knowledge sharing, many teachers refuse to share their knowledge with others. Hiding knowledge is a relatively common phenomenon in educational organizations and schools, which leaves destructive effects. For various reasons, teachers may not share the knowledge related to their job with other colleagues and in some cases, hide the knowledge from them. Therefore, it is necessary to investigate the effective variables on reducing knowledge hiding in the organization. It is likely that variables such as psychological ownership of knowledge, altruistic behavior and intrinsic motivation are effective in increasing or decreasing knowledge hiding. Thus, the purpose of this research was the moderating role of altruism behavior and intrinsic motivation in effect of knowledge psychological ownership on knowledge hiding behavior in teachers. Methodology: Type of research, descriptive correlation and statistical population including teachers in Aran & Bidgol City that sample size was obtained equal to 250 people through the Monte Carlo model. The research tool included four questionnaires of psychological ownership of knowledge, altruism, internal motivation and knowledge hiding. The validity of the questionnaires was confirmed as construct, convergent and divergent. The reliability of questionnaires was obtained through Cronbach's alpha for psychological ownership 0.74, altruism 0.77, intrinsic motivation 0.84 and knowledge hiding 0.71. The data analysis of the research was done at two levels of descriptive and inferential statistics using SPSS version 26 and Smart Pls software. Findings: The results showed that the mean of variables of psychological ownership and knowledge hiding were lower than criterion score and altruism and internal motivation were higher than criterion score. The path coefficient of variables showed that psychological ownership with (Beta=0.24) has a positive & significant effect on knowledge hiding, altruism (Beta=-0.17) and intrinsic motivation (Beta=-0.16) has a negative & significant effect on knowledge hiding. Conclusion: Considering the positive and significant effect of intrinsic motivation and altruistic behavior in reducing the negative effect of psychological ownership of knowledge in knowledge hiding behavior, it can be seen that the moderating role of intrinsic motivation and altruistic behavior in reducing knowledge hiding behavior is significant and confirmed. Because motivation theory emphasizes the motivations that lead people to exchange knowledge and broadly determines knowledge behaviors, and altruistic behaviors consist of helping colleagues in the performance of their duties. That is, if teachers who have a high sense of psychological ownership may hesitate to exchange and share knowledge when requested due to internal motivation and altruistic behavior. Thus, it can be said that hiding or sharing knowledge depends not only on the level of one's property relative to the purpose of ownership, but also on internal motivation and altruistic behavior. To prevent this phenomenon among teachers, the sense of collective ownership instead of individual ownership should be strengthened among teachers. [ABSTRACT FROM AUTHOR]

This study aimed to explain the mediating role of knowledge hiding regarding the relationship between human resources components and the learning and creativity of the national water and wastewater engineering company employees. This quantitative and descriptive method was conducted on 987 national water and wastewater engineering company employees in Gilan province, 125 of whom were selected by purposive sampling. The data collection tool was a questionnaire, and content validity and construct validity were used for the validity of the questionnaire. Cronbach's alpha coefficient and composite reliability were utilized for the reliability of the questionnaire. SPSS software was used at the level of descriptive statistics and Smart PLS for the inferential part. The results of structural equation modeling with the partial least squares approach showed that human resources components have a negative relationship with knowledge hiding and human resources components have a positive relationship with learning and creativity. The results of the Sobel test and VAF index revealed that the knowledge hiding variable partially mediates the relationship between human resources components and the learning and creativity of employees of the water and wastewater engineering company. The results of the research hypotheses revealed that with the increase of human resources components, the level of knowledge hiding decreases, and subsequently, the level of creativity and learning increases. Therefore, the water and wastewater administration of Gilan province should try to improve perceived organizational policies, perceived organizational justice, and perceived organizational trust. [ABSTRACT FROM AUTHOR]

Negative behaviors at the workplace always disturb the management of the firms. This research investigates the link between the dark triad and various types of Knowledge hiding (Evasive hiding, Playing dumb, and Rationalized hiding) in firms. In addition, this study explores perceived organizational politics as a mediator. The design of this study is quantitative and positivist. The data were collected in three waves (45 days gap) with a random sampling approach from 383 personnel/staff working in Chinese commercial banking firms. The data were analyzed using the partial least squares structural equation modeling (PLS-SEM) technique and Smartpls-4 software. This study confirms that dark-triad has a positive relation with knowledge hiding, except psychopathy and Machiavellianism, which have no significant correlation with playing dumb and evasive hiding, respectively. Perceived organizational politics significantly mediate the association between dark triad personality traits and the types of knowledge hiding. Employees with political skills and a trust-based culture can counter the dark-triad personalities and discourage the knowledge-hiding culture. For effective management of knowledge-hiding issues in firms, codifying implicit and explicit Knowledge and developing knowledge repositories can discourage a knowledge-hiding culture.

In response to the competitive and dynamic business environment, understanding the determinants of knowledge sharing and knowledge-hiding behavior is crucial for optimizing knowledge utilization in achieving sustainable competitive advantage. This study aimed to develop a conceptual model of the relationships between overqualified employees, knowledge sharing, knowledge hiding, and respectful leadership. Data were collected from 94 BUMN Bank employees, and data were processed using PLS Structural Equation Modeling (SEM). This study proposes respectful leadership as a strategy to increase knowledge-sharing behavior and reduce knowledge-hiding behavior. The results of this study show that overqualified employees have an effect on knowledge sharing and knowledge hiding. Then, respectful leadership strengthens the effect of overqualified employees on knowledge sharing but weakens the effect of overqualified employees on knowledge hiding. The results of this study strengthen social exchange theory, where a respected leader will make individuals more concerned with social exchange than economic exchange so they don't hide information.

The present study examines the effect of ethical leadership on knowledge concealment by explaining the mediating role of relational social capital and instrumental thinking. This research is among quantitative research and also has a comparative approach in terms of research philosophy. The statistical population of the research is 360 employees of Lorestan University, considering that the size of the statistical population is limited and specific, Morgan's formula was used to determine the sample size, and at the level of 95% of the sample volume, 182 people were determined and selected by available sampling method. In this research, the standard questionnaire of Hong et al. (2019), Kabiz (2004), Kalshon et al. (2011), Connelly et al. (2011) was used whose validity and reliability have been confirmed using the content validity method and Cronbach's alpha. In this research, structural equation modeling approach and SPSS and PLS software were used to investigate and test the hypotheses. The findings showed that ethical leadership has a negative and significant effect on knowledge concealment. Also, ethical leadership has a positive and significant effect on relational social capital and a negative and significant effect on instrumental thinking. The research results show that relational social capital and instrumental thinking play a mediating role in the effect of ethical leadership on knowledge concealment.

Knowledge is always considered a valuable asset and strength for organizations, and its achievement is a competitive advantage for organizations. Just as sharing knowledge has positive consequences for the organization, knowledge hiding can have destructive effects on the organization's performance in various aspects. It is necessary to encourage the factors that reduce the knowledge hiding behavior of employees, and one of the strongest factors of this is the leadership in the organization. The aim of this study is to systematic review the impact of different leadership styles on knowledge hiding with a meta-analytical approach. From a total of 167 articles that were obtained in the initial search from reliable scientific information and citation databases, 24 articles were finally selected for meta-analysis based on the protocol clauses. The analyzes show that according to the heterogeneity of the reviewed studies in relation to the research hypotheses based on the random effect size, the effect of all leadership styles on knowledge hiding is confirmed. Also, the results of the fail-safe N test show the stability and immutability of the results of this research. The results of this research show that ethical, altruistic, knowledge, inclusive and empowering leadership styles have a negative effect on knowledge hiding and exploitative leadership style has a positive effect on knowledge hiding.

Drawing on affective events theory, this study considers knowledge sharing as an outcome of emotional responses resulting from an individual’s experience of workplace events. This study aimed to empirically examine how coworker support as a work event encourages employees’ knowledge contribution and knowledge-seeking behaviors through feelings of vitality. A structured, questionnaire-based survey was administered to 430 employees of knowledge-based organizations in India. The retrieved data were further analyzed using structural equation modeling. The results indicate that perceived coworker support positively influences the knowledge contribution and knowledge-seeking behavior of individuals in the workplace. Furthermore, vitality mediated the positive association between perceived coworker support and knowledge sharing. This implies that the perception of coworker support in the workplace augments employees’ feelings of vitality, which further motivates them to contribute to and seek knowledge from coworkers. Therefore, this study critically underscores the existence of a “performance loop” in knowledge sharing, as coworkers find it difficult to bypass an employee because of their outstanding performance and the fact that the same virtuous cycle elicits greater knowledge sharing by coworkers. Such perceived goodwill makes employees so good that they cannot be ignored within an organizational setting. This is a pioneering study investigating how coworker support in the workplace stimulates knowledge sharing among employees by considering the mediating effect of feelings of vitality. This study also contributes to the positive psychology and knowledge management literature by revealing the implications of vitality for extra-role behaviors such as knowledge sharing.

Impostorism and knowledge-hiding behaviors negatively impact employees and organizational performance. This study examines the association between impostor leaders and knowledge hiding (evasive hiding, playing dumb, and rationalized hiding). Attachment avoidance is discussed as a mediator between impostor leaders and knowledge-hiding. For quantitative analyses, this study collected the data from 429 individuals with two time lags by sharing the survey instrument link on different organizations' randomly selected official media pages. After obtaining approval from the administrators of these pages, leaders and subordinates from these organizations were asked to participate in the study. The partial least squares structural equation modeling method is employed with Smartpls-4 software for data analyses. The findings indicate that impostor leaders promote knowledge hiding in subordinates. However, impostor leaders highly promote rationalized hiding behavior in subordinates. Attachment avoidance mediates the relationship between the impostor leader and knowledge-hiding behaviors. However, the highest mediation relationship exists between an impostor leader and playing dumb behavior in subordinates. This study strengthens the generalizability of the social exchange theory. The implications mentioned in this study are beneficial in understanding and dealing with the Impostorism and knowledge-hiding phenomena.

The purpose of this research is to examine the importance of understanding employees' self-regulatory capacities and supervisors' leadership styles in enhancing employee knowledge-sharing and mitigating knowledge concealment through improvements in occupational self-efficacy. This research conducted quantitative methodology to investigate the relationships among leadership style, occupational self-efficacy, knowledge-related behavior, and self-regulatory focus. The authors conducted an online survey to investigate factors influencing the knowledge behavior of employees, with a sample of 299 employees in South Korea. This research revealed that both transformational and transactional leadership indirectly influence subordinates' knowledge-sharing and -hiding by enhancing occupational self-efficacy. Also, this research found that moderated mediation of subordinates' self-regulatory focus has significant effects on the relationships. This research emphasizes the importance of applying an employee's psychological state, including occupational self-efficacy, personal traits, and regulatory behavior, when assessing the effectiveness of leadership on employees' knowledge-related behavior. The research has practical implications for human resource development. It emphasizes the importance of monitoring employees' sense of professional self-efficacy. It also deals with the need for transparent rewards and performance evaluations to effectively manage the double-edged sword of transactional leadership. Finally, it discusses how to design customized leadership programs based on the personality traits of team members. [ABSTRACT FROM AUTHOR]

The aim of the current study is to investigate the influence of human capital dimensions on knowledge hiding behaviour of public sector employees. A simple random sampling technique was used, and data were collected through a survey from 336 individuals working in different companies within the Italian public sector. The results show that, in most cases, the influence of human capital dimensions on knowledge hiding behaviour was significant. Furthermore, these findings contribute to identifying and highlighting how gender also plays a significant role in the way people hide their knowledge. The work is novel in the context of investigating the factors that may influence knowledge hiding behaviour in the public sector and seeks to contribute to the development of knowledge risks strand and, more generally, to the research on knowledge management in public sector organisations. It also encourages managers to consider the potentially harmful effects of this practice. [ABSTRACT FROM AUTHOR]

Knowledge hiding – intentionally concealing knowledge from a colleague who requested it – is often damaging for individuals and organizations. Amongst the factors explaining knowledge hiding, one has been overlooked, despite being an important lens for understanding employee behaviours: gender. In this article, we investigate its relevance by examining whether and how gender shapes two complementary aspects of knowledge hiding behaviour: frequency of hiding, and the approaches that knowledge hiders employ to do so. Building on extant literature about gender roles at the workplace, we suggest that the social roles into which women and men are socialized, and the sanctions they face if they behave incongruently with these roles affect both aspects of knowledge hiding. We explore these ideas in a multi‐wave study of full‐time employees based in the United Kingdom (n = 449). Our findings suggest that men hide their knowledge from colleagues more frequently. In addition, both women and men hide knowledge in a way that is congruent with the expectations of others regarding their social role: that is, women use evasive hiding and playing dumb more than men, while men use rationalized hiding more than women. A male‐dominated context reduces these differences between genders. [ABSTRACT FROM AUTHOR]

This study investigates knowledge hiding (KH), a growing research area of increasing importance across multiple organisational levels. The rapid expansion of KH research runs the risk that existing knowledge is not accumulated but constantly re-invented. Therefore, this study aims to enhance our understanding by systematically reviewing the antecedents, boundary conditions and outcomes of KH. We develop a thematic mapping of 173 papers, identifying key antecedents, boundary conditions and outcomes of KH alongside emerging knowledge gaps and pertinent research questions. Leveraging these insights, we construct a multi-level framework that categorises KH at the micro, meso and macro levels, integrating findings from our thematic analysis. This study provides a consolidated view of KH literature and is a valuable guide for scholars seeking to advance this domain. [ABSTRACT FROM AUTHOR]

This study was conducted to assess the effects of abusive supervision on knowledge hiding, taking into account the moderating influence of coworker support and the mediating function of emotional exhaustion. The current study's model suggests that when supervisors are abusive, people become emotionally exhausted and hide knowledge. Our study proposed that employees who experienced abusive behaviors were more likely to withhold information and knowledge from others in the organization. There was a strong association between abusive supervision and emotional exhaustion. This means that employees who experienced abusive behaviors from their supervisors were more likely to feel emotionally drained and depleted. Another purpose of the research was to know whether coworker support moderates the relationship between abusive supervision and emotional exhaustion. Coworker support may offer a sense of support and social connection, which can help employees cope with the stress associated with abusive supervision. The model was supported by Social exchange theory. Convenience sampling was used to gather data from 181 workers in the telecom sectors of firms in Rawalpindi and Islamabad. Adapted questionnaires with five-point Likert scales for each variable were used. Results indicated that abusive supervision has a positive and significant relationship with knowledge hiding. The mediating role of emotional exhaustion between abusive supervision and knowledge hiding was also supported by results. However, contrary to expectations, moderating the role of coworkers' support, between abusive supervision and emotional exhaustion gained no acceptance. By incorporating specific training on recognizing and avoiding abusive behaviors from the outset, organizations can set clear expectations for supervisory conduct and create a culture that discourages abusive practices. Regular policy reviews will help the organization adapt to evolving challenges and best practices in preventing abusive supervision, ensuring that policies remain relevant and contribute to a positive work environment. Limitations and future directions are also provided. [ABSTRACT FROM AUTHOR]

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The purpose of the study is to uncover how and when ethical leadership impacts knowledge hiding behavior. First, by examining the individual level morality-based characteristics (moral identity and reflective moral attentiveness) as separate and serial mediators concerning ethical leadership and knowledge hiding (level 1). Second, by investigating the moderating role of team- level relational climates in relation to ethical leadership and knowledge hiding (level 2). Time- lagged design was used to collect data through a structured questionnaire from 300 employees of Information Technology (IT) organizations in Pakistan. Level 1 findings revealed a significant and negative relationship of ethical leadership with knowledge hiding. Follower's individual level morality-based characteristics served as individual and serial mediators to ethical leadership and knowledge hiding. Level 2 of the study only found the moderating role of team communal sharing climate in relation to ethical leadership and knowledge hiding. The study brings to fore the "morality-based perspective" for understanding knowledge hiding at the workplace. Plain Language Summary: The purpose of the study is to uncover how and when ethical leadership impacts knowledge hiding behavior. First, by examining the individual level morality-based characteristics (moral identity and reflective moral attentiveness) as separate and serial mediators concerning ethical leadership and knowledge hiding (level 1). Second, by investigating the moderating role of team-level relational climates in relation to ethical leadership and knowledge hiding (level 2). Time-lagged design was used to collect data through a structured questionnaire from 300 employees of Information Technology (IT) organizations in Pakistan. Level 1 findings revealed a significant and negative relationship of ethical leadership with knowledge hiding. Follower's individual level morality-based characteristics served as individual and serial mediators to ethical leadership and knowledge hiding. Level 2 of the study only found the moderating role of team communal sharing climate in relation to ethical leadership and knowledge hiding. The study brings to fore the "morality-based perspective" for understanding knowledge hiding at the workplace. [ABSTRACT FROM AUTHOR]

In this study, drawing on the conservation of resources theory, a moderated mediation model that examines prosocial motivation as a mediator and psychological entitlement as a moderator in the relationship between interpersonal trust (affect-based and cognition-based trust) and knowledge hiding was tested. Data were collected from 307 white-collar employees working full-time for two private companies operating in the manufacturing sector in Turkey. The results showed that prosocial motivation mediated the effects of affect-based and cognitionbased trust on evasive hiding and playing dumb but not on rationalized hiding. The results also revealed that psychological entitlement influenced the strength of the indirect effects of affect-based and cognition-based trust on evasive hiding and playing dumb but not on rationalized hiding through prosocial motivation. The theoretical and practical implications of the results are also discussed. [ABSTRACT FROM AUTHOR]

Jiping Wang,1 Shuhui Tian,1 Yu Wang,2 Yujie Guo,1 Xiaoyang Wei,3 Xingchi Zhou,1 Yishi Zhang4,5 1School of Management, Wuhan Textile University, Wuhan, People’s Republic of China; 2School of International Business and Management, Sichuan International Studies University, Chongqing, People’s Republic of China; 3School of Foreign Studies, Shanghai University of Finance and Economics, Shanghai, People’s Republic of China; 4School of Management, Wuhan University of Technology, Wuhan, People’s Republic of China; 5School of Management, Jinan University, Guangzhou, People’s Republic of ChinaCorrespondence: Yu Wang, School of International Business and Management, Sichuan International Studies University, 33 Zhuangzhi Road, Shapingba District, Chongqing, People’s Republic of China, 400031, Tel +86 13500320024, Fax +86 02365380035, Email wangyu@sisu.edu.cnPurpose: 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.Keywords: leader hypocrisy, basic psychological needs satisfaction, knowledge hiding, interdependent self-construal

Purpose: The purpose of the present study was to investigate the effect of job stress on the relationship between organizational ostracism and knowledge hiding in the metropolitan area of Ahvaz. Methodology: The research was applied and carried out using an analytical survey. The statistical population of the study included all the employees of the Ahvaz Metropolitan Municipality, over 3000 people, 341 of whom were selected as the research sample by stratified random sampling. The data were collected as part of a field study using questionnaires from previous studies on organizational ostracism (Chang et al., 2021), knowledge hiding (Demirkasimoglu, 2016), and job stress (Wooten et al., 2010). The validity of the instrument was approved formally and its reliability was confirmed using Cronbach's alpha coefficient (0.830, 0.869, and 0.884) levels, respectively. The data were analyzed with the structural equation modeling method and AMOS software. Findings: The test of research hypotheses showed that there is a relationship between organizational ostracism by knowledge hiding (β=0.51 and t-Value=8.5) and job stress (β=0.73 and t-Value 11.59) and there is a significant relationship between job stress and knowledge hiding (β=0.44 and t-Value=7.805). In addition, the results revealed that job stress had a direct effect on the causal relationship between organizational ostracism and knowledge hiding (β=0.828) and that (β=0.321) is significant at (p

This study was conducted to assess the effects of abusive supervision on knowledge hiding, taking into account the moderating influence of coworker support and the mediating function of emotional exhaustion. The current study's model suggests that when supervisors are abusive, people become emotionally exhausted and hide knowledge. Our study proposed that employees who experienced abusive behaviors were more likely to withhold information and knowledge from others in the organization. There was a strong association between abusive supervision and emotional exhaustion. This means that employees who experienced abusive behaviors from their supervisors were more likely to feel emotionally drained and depleted. Another purpose of the research was to know whether coworker support moderates the relationship between abusive supervision and emotional exhaustion. Coworker support may offer a sense of support and social connection, which can help employees cope with the stress associated with abusive supervision. The model was supported by Social exchange theory. Convenience sampling was used to gather data from 181 workers in the telecom sectors of firms in Rawalpindi and Islamabad. Adapted questionnaires with five-point Likert scales for each variable were used. Results indicated that abusive supervision has a positive and significant relationship with knowledge hiding. The mediating role of emotional exhaustion between abusive supervision and knowledge hiding was also supported by results. However, contrary to expectations, moderating the role of coworkers’ support, between abusive supervision and emotional exhaustion gained no acceptance. By incorporating specific training on recognizing and avoiding abusive behaviors from the outset, organizations can set clear expectations for supervisory conduct and create a culture that discourages abusive practices. Regular policy reviews will help the organization adapt to evolving challenges and best practices in preventing abusive supervision, ensuring that policies remain relevant and contribute to a positive work environment. Limitations and future directions are also provided.

This study sheds light on the literature on knowledge-hiding behavior in organizations and highlights a better and deeper understanding of the reasons for giving rise to knowledge hiding. In recent decades, knowledge hiding has been subjected to numerous studies in systematic literature reviews and organizational management regarding its impact on outcomes such as individual and organizational performance; however, the mechanism by which knowledge hiding is influenced by antecedents and the process of leading knowledge hiding has not been actively verified. In addition, most previous studies have classified knowledge hiding into one-factor or three-factor dimensions: evasive hiding, playing dumb, and rationalized hiding. To address these issues and limitations, we aimed to conduct empirical research, which have focused on four new dimensions (playing dumb, evasive hiding, rationalized hiding, and procrastination) of knowledge-hiding behavior. Unlike previous research, we provide a research framework for the process of hiding knowledge and verify the significance of the research model, drawing on the social exchange theory and conservation of resources theory to explore and verify the process of hiding knowledge. Specifically, we argue that knowledge hiding is caused by exploitative leadership, and psychological distress as mediators in the relationship between these two variables. Moreover, the moderating and mediating effects of leader incivility were verified. To empirically test the research model, a survey was conducted with 287 employees from small- and medium-sized enterprises in China. Partial least squares structural equation modeling (PLS-SEM), SPSS PROCESS, and AMOS software were used for statistical analyzes. The findings provide evidence that exploitative leadership positively influences both psychological distress and the four dimensions of knowledge hiding. In addition, the mediating effect of psychological distress and the moderating effect of leader incivility were verified and shown to be statistically significant. Based on these findings, the theoretical and practical implications, limitations, and directions for future research are discussed. Overall, the most important contribution is expanding the research field, as this is the first empirical study on the four dimensions of knowledge hiding.