Incivility and Knowledge Hiding in Academia: Mediating Role of Interpersonal Distrust and Rumination

Abstract

Workplace incivility is under investigation for the last three decades, and it holds a central position in organizational behavior literature. However, despite the extensive investigations in the past, there exists a missing link between workplace incivility and knowledge hiding in academia. This study aims to tap this missing link for which data were collected from the universities staff. Data were collected in two waves to reduce the common method biases. In the first wave, questions were asked from the respondents regarding their demographic characteristics and exposure to workplace incivility. At this stage, 400 questionnaires were floated and 355 completely filled responses were received back, while in the second wave, those respondents were approached for data collection who have completely filled questionnaires in the first wave. The time interval between the two waves was 1 month. In the second wave, questions related to distrust and knowledge hiding behavior were asked from the respondents. At this stage, 323 questionnaires were received back out of which 290 were filled and these were considered for final data analysis. Collected data were analyzed by applying structural equation modeling (SEM) through SmartPLS. Results indicated that employees tend to hide knowledge when they experience incivility at workplace. Moreover, they develop a sense of distrust in response to workplace incivility which further triggers them to hide knowledge. Limitations and future directions are also discussed.

Cognitive Loading and Knowledge Hiding in Art Design Education: Cognitive Engagement as Mediator and Supervisor Support as Moderator

“…The other two dimensions of knowledge hiding behavior were not aligned with the theoretical orientation of this study; therefore, only one dimension of the knowledge hiding behavior was considered in this study. For this purpose we have used the well-established scale developed by Connelly et al (2012) and recently used by Wu et al (2022). In case of supervisor support, we have used six items to ascertain the moderation.…”

“…Human working memory is responsible for knowledge processing, whereas the long-term memory is responsible for storing data in the form of schemata. Cognitive load theory is a branch of schema theory that explains how people learn and store knowledge by combining lower-order and higherorder schemata (Wu et al, 2022). Working memory resources are finite, according to cognitive load theory, and processing and retaining information consumes a portion of these resources.…”

“…The idea is derived from cognitive load theory and management of cognitive load. Knowledge sharing and knowledge hiding are two opposites sides which are determined by various psychological and management factors (Wu et al, 2022). It is proven that knowledge hording or hiding is influenced by many factors especially in Art design teaching whether it be physical or online.…”

Design Visual Elements and Brand-Based Equity: Mediating Role of Green Concept

“…Different benchmarks were scrutinized to select a suitable number of respondents for data collection, but this study followed the criteria recommended by Krejcie and Morgan (1970) and a sample size of 384 was considered sufficient in this regard. This criterion has been used by several researchers in the past ( Bashir et al, 2019 , 2020 ; Wu et al, 2022 ).…”

Teachers' Value Consonance and Employee-Based Brand Equity: The Mediating Role of Belongingness and Self-Efficacy

“…Before administrating questionnaires, suitable sample size was set based on the available literature and recommendations from the past studies. In this regard, the most used criteria of Krejcie and Morgan ( 1970 ) and previously used by Bashir et al ( 2019 , 2020 ) and Wu et al ( 2022 ).…”