How perceived team virtuality affects individual knowledge hiding in teams: unraveling the paradox when heads meet hearts
研究通过274名有虚拟工作经验的员工调查，发现感知团队虚拟性通过认知信任和情感信任促进个体知识隐藏，其中情感信任作用更强，而学习目标导向能削弱这一影响。
Purpose This study aims to enhance the understanding of team virtuality by exploring its impact on individual counterproductive knowledge behaviors, particularly knowledge hiding. It examines the mediating roles of cognitive and affective trust and the moderating influence of learning goal orientation, addressing a significant gap in understanding how virtual interactions affect knowledge management processes at the individual level. Design/methodology/approach We conducted a three-wave online survey with a matched sample of 274 employees who have virtual work experience in China. We performed a series of structural equation modeling (SEM) analyses using Mplus 8.3 to test our proposed hypotheses. Findings The results indicate a significantly positive association between perceived team virtuality and individual knowledge hiding, mediated by both cognition- and affect-based trust, with the latter showing a stronger mediation effect. Additionally, individual learning goal orientation negatively moderates the indirect relationship between perceived team virtuality and knowledge hiding via cognitive (affective) trust. Practical implications By understanding the mechanisms through which virtuality influences individual knowledge behaviors within teams, organizations can provide emotional and instructional support for virtual interactions to mitigate knowledge hiding and improve the efficiency and effectiveness of knowledge management. Originality/value This study offers a differentiated analysis by exploring the mediating roles of cognitive and affective trust and the moderating role of learning goal orientation within virtual environments. Previous research has not concurrently examined these variables within the framework of team virtuality and knowledge hiding, making this research pivotal in enhancing the theoretical and practical understanding of individual knowledge behaviors in virtual settings.