Effects of Student Task Self-Efficacy and Expected Reciprocity on Intent to Share Knowledge

To extend our understanding of individual student knowledge sharing, we apply organizational knowledge sharing literature to classroom settings. Using data from 111 students representing 25 groups, we investigated the individual knowledge sharing process. Results show that task self-efficacy and expectation of reciprocal knowledge sharing from group members positively predicted intent to share task-related knowledge with group members. An interaction between self-efficacy and expected reciprocal knowledge affected intent to share knowledge, also. Low expectation of reciprocal knowledge sharing dampens the effects of a student’s self-efficacy on intent to share knowledge. The student has available ability, but does not intend to share it. A high expectation of reciprocal knowledge sharing is a facilitator of knowledge sharing. Even for students with low self-efficacy, the intent to share knowledge is high if others are perceived to be willing to share. We discuss the relevant literature, present data analysis and hypotheses results, and, finally, present limitations and implications of the study.