The study of the antecedents of knowledge sharing behavior

Liou, Dah‐Kwei; Chih, Wen‐Hai; Yuan, Chien-Yun; LIN, C. C.

doi:10.1108/intr-10-2014-0256

Cited by 71 publications

(38 citation statements)

References 75 publications

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“…Examples of relevant studies are summarised in Table 3. Information retrieval skills in academia Beile and Boote, 2004;Ford et al, 2001;Nahl, 1993;Ren, 2000 Information retrieval skills in the workplace Ren, 1999 Information literacy in academia Kim, 2010;Kurbangolu, 2003;Lim and Kwon, 2010;Pinto, 2010;Pinto, 2011;Ross et al, 2016;Stokes and Urquhart, 2010;Usluel, 2007 Online communities Chui et al, 2006;Cheung et al, 2013;Kuo and Young, 2008;Liou et al, 2016;Olapiriyakul and Kangsirikul, 2012;Zhou, 2014 Typically studies of information seeking behaviour and use that deploy SCT have been conducted in educational settings with students as their data subjects, as is the case with much information seeking behaviour research (O'Brien et al, 2017, p. 248). In the earlier published work researchers wished to explain differing levels of skill in information retrieval tasks.…”

Section: Social Cognitive Theory and Information Science Researchmentioning

confidence: 99%

Applications and applicability of Social Cognitive Theory in information science research

Middleton

Hall

Raeside

2018

Journal of Librarianship and Information Science

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Social Cognitive Theory is a theory that derives from Psychology yet has been adopted in other interdisciplinary subject areas, including information science. The origins and key concepts of Social Cognitive Theory are presented, and the value of its contributions to information science research analysed, with particular reference to research into information-seeking behaviour and use and knowledge sharing. Prior applications of Social Cognitive Theory in information science research are related to a study of employee-led workplace learning and innovative work behaviour that has been designed to create new insight on: (1) workplace information literacy; (2) knowledge management; and (3) the relationship between information behaviours and innovation processes. It is anticipated that this research will also extend understandings of Social Cognitive Theory as a valuable tool for theory development across a range of domains that focus on learning processes.

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Section: Social Cognitive Theory and Information Science Researchmentioning

confidence: 99%

Applications and applicability of Social Cognitive Theory in information science research

Middleton

Hall

Raeside

2018

Journal of Librarianship and Information Science

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“…Previous studies that compare the effectiveness of OPBL with that of face-to-face PBL have revealed that the learning efficiency or outcome of students is inconsistent in different PBL contexts (Erickson et al, 2020). Some studies suggest that social identity theory and commitment-trust theory are considered useful theoretical perspectives to investigate KSB in virtual groups (Hashim and Tan, 2015;Liou et al, 2016;Tsai and Hung, 2019). The two theories provide important insights into how interpersonal interaction and the relationship quality of an OPBL group influence the KSB of students (Lee et al, 2014).…”

Section: Introductionmentioning

confidence: 99%

Evaluating Factors Influencing Knowledge-Sharing Behavior of Students in Online Problem-Based Learning

Wang

Lin

2021

Front. Psychol.

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Adopting online problem-based learning (OPBL) to internship educational programs is an effective teaching method to stimulate self-directed and collaborative learning and knowledge-sharing behavior (KSB) of students. However, the OPBL collaboration experience is different from the traditional lecture-based learning experience for students. Integrating social identity theory and commitment-trust theory develops a formative research model that explains the KSB of students when using social media tools for the OPBL process. This process encourages social interaction and communication of students, in turn, facilitating the integration of collective intelligence or the creation, sharing, and exchange of knowledge. Data collected from 425 nursing students who studied at seven nursing colleges or medical universities in Taiwan were analyzed using the partial least squares (PLSs) technique. The results indicate that social identification is a crucial antecedent of KSB. Relationship quality plays a vital role in shaping the effects of interpersonal trust and relationship commitment (RC) on KSB during internship periods. The findings can contribute to theoretical discussions and enhance the effectiveness of KSB in the literature of internship and non-internship in the higher education field.

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“…The bootstrapping method has been applied by multiple authors to test mediation in the field of KSB (Liou, Chih, Yuan & Lin, 2016) and IIB (Du, Liu, Straub, & Knight, 2017). Cheung, Gong, Wang, Zhou, and Shi (2016) applied bootstrapping in studies involving both KSB and IIB.…”

Section: Discussionmentioning

confidence: 99%

Modelling Course-Design Characteristics, Self-Regulated Learning and the Mediating Effect of Knowledge-Sharing Behavior as Drivers of Individual Innovative Behavior

Ngugi

Goosen

2018

EURASIA J MATH SCI T

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Literature identifies factors promoting Individual Innovative Behaviour (IIB) among employees. The effects of Knowledge-Sharing Behaviour (KSB), Self-Regulated Learning (SRL) and Course-Design Characteristics (CDC) to facilitate developing IIB among undergraduate technology university students is not well understood. The research question and objectives aim to address this literature gap by examining how SRL and CDC act as antecedents of IIB, via the action of knowledge-sharing behaviour. The research employed a quantitative cross-sectional survey. The subjects were 268 students enrolled in technology programmes, from seven Kenyan public universities. Data collection was with the aid of a questionnaire. A 2,000-bootstrap sample generated tested standardised total, direct and indirect effects. Findings are summated in a KSB-IIB structural equation model, with the results largely supporting all hypotheses. Results reveal that CDC and SRL act as significant drivers of KSB and IIB among undergraduate technology students. Recommendations enable academic university education managers to leverage attributes of IIB antecedents.

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The study of the antecedents of knowledge sharing behavior

Abstract: 2016),"The study of the antecedents of knowledge sharing behavior: the empirical study of Yambol online test community", Internet Research, Vol. 26 Iss 4 pp. -Permanent link to this document: http://dx.

Cited by 71 publications

References 75 publications

Applications and applicability of Social Cognitive Theory in information science research

Applications and applicability of Social Cognitive Theory in information science research

Evaluating Factors Influencing Knowledge-Sharing Behavior of Students in Online Problem-Based Learning

Modelling Course-Design Characteristics, Self-Regulated Learning and the Mediating Effect of Knowledge-Sharing Behavior as Drivers of Individual Innovative Behavior

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