The impact of teacher−student relationship on knowledge sharing among Chinese graduate students
The moderating roles of proactive personality
Bibliographic Data
| ID | 21375845 |
|---|---|
| Authors | Weiting Su (0000-0001-6582-1481, Capital Normal University), Weilin Su (School of Literature Capital Normal University Beijing China), Fujun Xiao (0000-0002-7885-5987, School of Marxism Beijing University of Chemical Technology Beijing China), Shangfeng Jiang (0000-0001-6549-9189, Development Planning Office Central University of Finance and Economics Beijing China), Bei Lyu (0000-0001-7023-6009, School of Economics and Management Huaibei Normal University Huaibei China, corresponding author) |
| Year | 2024 |
| Volume | 61 |
| Issue | 5 |
| Pages | 1881-1896 |
| Publication date | 2024-05-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Psychology in the Schools (JOURNAL) |
| Journal identifiers | ISSN: 0033-3085 • E-ISSN: 1520-6807 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1002/pits.23144 |
| OpenAlex | W4390945983 |
| Language | EN |
| Citations received | 4 |
| References cited | 82 |
Introducing knowledge sharing into higher education research and exploring the internal influence mechanism of teacher−student relationship on knowledge sharing of graduate students can provide better guidance and reference for the current stage of higher education knowledge management practice. Against this background, this study built and verified a theoretical model to explore in detail the impact of teacher−student relationship on knowledge sharing of graduate students, and the moderating role of proactive personality in such process. This study collected data across two time points, and finally obtained a sample of 365 Chinese graduate students. The empirical results showed that the teacher−student relationship was positively related to knowledge sharing behavior of graduate students, and their knowledge sharing willingness partly mediated this correlation. Furthermore, the influence of teacher−student relationship on knowledge sharing willingness and behavior is positively moderated by proactive personality. Therefore, the findings of this study provide educational guidance and recommendations for promoting knowledge sharing of graduate students
Empirical research · Graduate students · Knowledge management · Knowledge sharing · Mathematics education · Pedagogy · Personality · Sample (material) · Innovative Teaching and Learning Methods · Knowledge Management and Sharing · Psychology · Social Psychology
Modern factor analysis
Knowledge sharing in context
Teachers as Facilitators
Change driven by nature
Teacher–student relationships and students’ engagement in high school
What's Mine Is Ours, or Is It? A Study of Attitudes about Information Sharing
Knowledge sharing behavior in virtual communities
The teacher‐student relationship as an interpersonal relationship
Knowledge sharing
Knowledge Sharing in Organizations
Behavioral Intention Formation in Knowledge Sharing
Social networking, knowledge sharing, and student learning
Teacher Wellbeing
Linking proactive personality and the Big Five to motivation to learn and development activity.
A Practical Primer To Power Analysis for Simple Experimental Designs
Further Support for the Developmental Significance of the Quality of the Teacher–Student Relationship
Social Cognitive Theory in Cultural Context
Efficacy of the Theory of Planned Behaviour
Common methods variance detection in business research
The theory of planned behavior
Statistical power analyses using G*Power 3.1
The association between teacher‐student relationship and academic achievement
Breaking down buy‐in
Impact of student-supervisor relationship on postgraduate students’ subjective well-being
An Index and Test of Linear Moderated Mediation
Quantifying and Testing Indirect Effects in Simple Mediation Models When the Constituent Paths Are Nonlinear
A Study on Influence of Psychological Capital of Chinese University Teachers Upon Job Thriving
Entrepreneurial passion, entrepreneurial expectation and entrepreneurial decision-making among college students
Cultivating high-level innovative talents by integration of science and education in China
The moderator–mediator variable distinction in social psychological research
The proactive component of organizational behavior
Life of the mind
| Unique citing works | 4 |
|---|---|
| Citations per year | 2 |
| Citation span | 2024 - 2026 (3) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 4 |