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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]

Human resource management (HRM) literature often uses motivational theories to examine how job design motivates employees to manage newly established employee behaviours such as knowledge-hiding. However, the literature finds that whereas job-design characteristics reduce knowledge hiding, others unexpectedly encourage it. By integrating the cost-benefit analysis framework into the job demands–resources (JD–R) theory, we examine how job demands and job resources as two distinct types of job-design characteristics influence the expected costs and benefits of sharing solicited knowledge to affect knowledge hiding differently. In summary, we find that job demands encourage knowledge hiding, whereas job resources lower it. We contribute that job-design characteristics act as job demands or resources to affect knowledge hiding differently. Further, we explain the unexpected findings concerning why and how job-design characteristics – as job demands – encourage knowledge hiding by stimulating the expected costs but do not motivate employees to produce the expected benefits. In addition, by integrating the cost-benefit analysis framework into the JD–R theory, we contribute that job demands and resources affect the cost-benefit analyses, influencing employees' rational choice behaviour. This integration considerably expands the JD–R theory's application scope from employee well-being and performance to rational choice behaviours. [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]

Given the dearth of information on why, how, and when workplace ostracism affects targets' knowledge hiding behavior, the present study examines the effect of workplace ostracism on knowledge hiding with workplace withdrawal as a mediator and authentic leadership as a moderator. A two-phase mixed method research design was used where the quantitative phase of data collection and analysis was followed by the qualitative phase. In the quantitative phase, the hypothesized model was tested using a three-wave time-lagged multi- study (Study 1: hotels and Study 2: banks) design for better generalizability. The findings of the quantitative survey were validated qualitatively using case study method in Study 3. The results demonstrated a significant positive influence of workplace ostracism on knowledge hiding behaviors, and workplace withdrawal was found to mediate this relationship. The results also provided support for the moderated mediation model by establishing the buffering effect of authentic leadership on the direct and indirect relationship between workplace ostracism and knowledge hiding through workplace withdrawal. This study makes important theoretical contributions to workplace mistreatment literature and incentivizes practicing managers to address the issue of workplace ostracism by providing empirical evidence on its undesirable negative consequences. [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]

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Knowledge hiding is a negative workplace phenomenon that needs to be controlled for effective organizational functioning. Therefore, researchers are increasingly trying to identify its antecedents and outcomes in organizational settings. The objective of this study is to examine the impact of cronyism on job performance. Besides, evaluate the mediating role of different dimensions of knowledge hiding behaviors (evasive hiding, playing dumb, and rationalized hiding) between cronyism and job performance. These data were collected in three-time lags through a self-administered questionnaire from 299 research-oriented academic staff from public sector universities of Pakistan. A partial least squares-structural equation modeling approach was used for data analysis. The results confirm the significant negative association between cronyism and job performance. The evasive hiding and playing dumb partially mediate the negative impact of cronyism on job performance. However, rationalized hiding behavior controls the negative impact of cronyism and positively impacts job performance. The implications of the findings of this study are beneficial to the workplaces where knowledge creation and sharing activities are regularly performed, i.e., universities. The management of these institutions should control organizational workplace cronyism to discourage knowledge hiding behavior and improve the job performance of 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]

Purpose: The recent COVID-19 pandemic caused a severe economic downturn. Employees working in these organisations face employment uncertainty. The pandemic disrupted their daily routines, and it added a layer of complexity to the already resource-constrained environment. During these times, employees would conserve their resources to maintain competitiveness, one of which is knowledge hiding. While economic activities are resuming, the appearance of new variants could mean the transition towards endemicity could be put on hold. Hence, there is a need to rethink the behaviour of employees as they would have elevated levels of anxiety towards resuming daily work activities. Therefore, this study aims to address the question of understanding employees' perspectives toward knowledge sharing and knowledge hiding. Design/methodology/approach: Drawing on the conservation of resources theory, social learning theory and the social exchange theory (SET), a conceptual framework involving ethical leadership was developed to examine if knowledge hiding or knowledge sharing behaviour is a resource for employees during these times. The partial least squares method of structural equation modelling was used to analyse results from 271 white-collar employees from Singapore. Findings: The results show that ethical leadership encourages knowledge sharing but does not reduce knowledge hiding. At the same time, knowledge hiding, not knowledge sharing, improves one's perception of work performance. Additionally, psychological safety is the key construct that reduces knowledge hiding and encourages sharing behaviour. Originality/value: Overall, this study extends the theories, demonstrating that, first and foremost, knowledge hiding is a form of resource that provides employees with an added advantage in work performance during the endemic. At the same time, we provide a new perspective that ethical leaders' demonstration of integrity, honesty and altruism alone is insufficient to encourage knowledge sharing or reduce knowledge hiding. It must lead to a psychologically safe environment. [ABSTRACT FROM AUTHOR]

Purpose: The aim of the article was to capture factors associated with knowledge hiding in Polish enterprises. This was important due to the negative impact of a lack of knowledge sharing on the functioning of organisations. On the one hand, the author attempted to verify previous assumptions; on the other hand, a new category of variables in the form of emotions accompanying cooperation with colleagues was taken into account in the study. Design/methodology/approach: The study drew on previous publications identifying the dimensions of knowledge hiding. Based on the CATI method, empirical material was obtained from 575 employees of Polish enterprises, some of which was used in the presented study. Four formulated hypotheses were tested using Spearman's rank correlation coefficient. Findings: The study showed that frustration was the main negative emotion associated with knowledge hiding, particularly in the case of remote work. Yet, no significant statistical correlations were observed between positive emotions and the mitigation of knowledge hiding. Other factors clearly related to knowledge hiding in Polish enterprises were the pressure to innovate and the perceived general atmosphere of competitiveness. Research limitations/implications: Due to the fact that only approximately 20% of respondents admitted to hiding knowledge, the research would need to be repeated on a much larger sample. Practical implications: The study results may allow for modification of enterprise policies regarding pro-innovation activities in the context of the possibility of sharing knowledge between employees. Originality/value: Certain statistical correlations between emotions associated with collaboration and the dimensions of knowledge hiding were observed. Most of the earlier studies suggested such correlations based on observation of other variables. [ABSTRACT FROM AUTHOR]

This study aims to shed light on the dual impact of appraisals of pandemic‐induced job stressors on employee knowledge sharing and hiding behaviors. Drawing on the transactional attribution model, we hypothesize that employee perceptions of supervisor compassionate and self‐serving behavior would positively mediate the impact of employee challenge and hindrance appraisals of pandemic‐induced job stressors on employee knowledge sharing and knowledge hiding, respectively. Moreover, stressor appraisals are expected to interact with employee attributions of supervisor compassionate and self‐serving motives in shaping perceptions of supervisor compassionate and self‐serving behavior, respectively. To test our hypotheses, we conducted two independent studies—a three‐wave full longitudinal study with 230 employees from UK and U.S. firms during the first COVID‐19 outbreak and a randomized scenario‐based experiment with 210 U.S. employees. Cross‐lagged structural equation analyses, analyses of variance, and path analyses fully supported our predictions, thus providing a nuanced understanding of the role of perceived supervisor behavior and attributions of supervisor motives in accounting for the differential effects of employee appraisals of pandemic‐induced job stressors on knowledge behaviors. [ABSTRACT FROM AUTHOR]

BACKGROUND Knowledge sharing is a prerequisite for organizational success, while knowledge hiding is often detrimental to organizational development. OBJECTIVE Drawing upon regulatory focus theory and interactionism, this research aims to investigate how regulatory focus influences employees' knowledge hiding and the moderating role of cooperative climate. METHODS Data were collected through a time-lagged survey of 320 full-time employees enrolled in a professional training program at a Chinese university. Confirmatory factor analysis, descriptive analysis, hierarchical regression analyses, and bootstrap analysis were some of the analytical techniques used. RESULTS The results indicate that promotion focus has a positive impact on knowledge hiding, whereas prevention focus is negative to knowledge hiding. Furthermore, cooperative climate moderates the influence of regulatory focus on knowledge hiding. CONCLUSIONS This study contributes to our understanding of the important role of employees' regulatory focus on knowledge hiding behavior in the workplace. [ABSTRACT FROM AUTHOR]

As remote work has become prevalent in recent years, it has brought to light several concerning challenges, such as the issue of knowledge hiding. This study uses social information processing theory to investigate knowledge hiding in remote work. It investigates the antecedents, i.e., job characteristics and consequence, i.e., workplace loneliness of perceived knowledge hiding among knowledge workers. The study investigates the phenomenon from the lens of knowledge seekers. Using PROCESS MACRO, a survey-based field study of 500 mid-level executives was conducted in two phases to test the hypothesised model. The results support the hypothesised framework and reveal a positive relationship between work characteristics, i.e., role and task conflict with knowledge hiding. It further confirms the mediating effect of knowledge hiding between work characteristics and workplace loneliness. This study highlights the challenges knowledge workers face in remote setups and offers implications for future research and practice. [ABSTRACT FROM AUTHOR]

Drawing on social capital and motivational theories, this research examines how organisational members' network centralities and motivational traits impact their reactions to the tension between their pursuit of social capital and preservation of personal intellectual capital. Specifically, this study focuses on how work team members' communication network centralities (degree and betweenness centralities) and their goal orientations (performance and learning goal orientations) are related to their knowledge hiding behaviours. Online survey data were collected from 200 employees in 31 organisational teams across the U.S. and China. Multiple regression analyses of these cross-sectional data reveal that a member's betweenness centrality in the communication network is positively related to knowledge hiding, and one's learning goal orientation is negatively related to knowledge hiding. The integration of both the network and motivational perspectives allows for a more inclusive and nuanced understanding of knowledge hiding, and offers pragmatic insights into effective knowledge management. [ABSTRACT FROM AUTHOR]

This study examined the impact of knowledge hiding (KH) and occupational stress (OS) on the employees' performance (EP) within the logistics businesses in the contrasting economies: Canada, United Kingdom, India, and Pakistan. The matrix-based questionnaire circulated and total 224 valid responses (56 from each country) out of 408 sample gathered through networking, disproportionate quota, and purposive sampling technique. For the data analysis, PLS-SEM was employed. The results showed that knowledge hiding and occupational stress affect the performance of the employees negatively in all considered distinctive economies. Interestingly, the usage of funnel approach revealed that higher knowledge hiding (KH) is evident in Canada and the UK (developed economies) as compared to Pakistan and India (emerging economies). The comparison revealed that the knowledge hiding is higher than the occupational stress in affecting the employees' performance. Furthermore, knowledge hiding creates unfriendly environment with higher depression and anxiety, that are contributing factors towards lower performance at all levels of the organisation. [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.