With the rapid development of information technology (IT) and the advent of globalization, enterprises have entered the knowledge economy era. Thus, knowledge has become a power for future enterprises to win. In practice, the more actively the employees in the organization share knowledge, the more they can exert the value of knowledge. This study adopted the theory of planned behavior (TPB) as the basic theory in the research model. Besides, by reviewing previous studies on knowledge management and knowledge sharing (KS), we found nine exogenous variables and examined their relationships with KS attitude, subjective norm, and perceived behavior control. With a sample of 325 IT engineers in Vietnam, the study used Structural Equation Modeling (SEM) to test the hypotheses. The findings showed that the exogenous variables affecting KS attitude are expected relationship, expected loss, altruism, and task interdependence. The exogenous variables affecting the subjective norm are affect-based trust and task interdependence. An exogenous variable affecting perceived behavioral control is the adequacy of personal resources. In the relationships among endogenous variables in the TPB model, only the causal relationship of subjective norm influencing intention is not supported, and the rest of the causal relationships are supported. In the influence relationship between endogenous variables in the theoretical model of planned behavior, only the causal relationship of subjective norm influencing intention does not exist, and the rest of the causal relationships are established. Finally, findings can serve as references and suggestions for subsequent KS research in academic and practical aspects.
Introduction. From the students’ perspective, social loafing has also become a major challenge and problem in group tasks in the classroom. Social loafing may affect students’ enthusiasm and attitude to share knowledge.Aim. This study aims to investigate the mediating effects of knowledge sharing (KS) attitudes on the relationships between KS intentions, perceived social loafing, and learning goal orientation.Methodology and research methods. This study used a game-based team learning situation to explore the students’ KS attitudes and intentions. Questionnaires were also delivered to 336 students in business colleges in Ho Chi Minh City, Vietnam. The authors used Structural Equation Modelling (SEM) with bootstrapping estimation to test all the hypotheses.Results and scientific novelty. The findings show that (1) perceived social loafing has a negative influence on KS attitudes and intentions; (2) learning goal orientation has a positive influence on KS attitudes and intentions; (3) KS attitudes have mediating effects on the relationships of perceived social loafing, learning goal orientation and KS intentions.Scientific novelty. This study uses business simulation games as team learning activities to verify the impact of students’ attitudes and intentions on KS in the context of perceived social loafing.Practical significance. Based on the findings, the authors suggest that teachers should not only enhance students’ learning goal orientation, decrease perceived social loafing to promote the intention to share knowledge in teams, but also make students have positive attitudes towards KS.
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