کتابداری و اطلاع‌رسانی

کتابداری و اطلاع‌رسانی

نقش تعدیل‌گری رفتار نوع‌دوستی و انگیزش‌درونی در تاثیر مالکیت‌روانشناختی دانش بر رفتار پنهان‌سازی دانش (مورد مطالعه: معلمان شهرستان آران و بیدگل)

نوع مقاله : مقاله پژوهشی

نویسندگان
فاطمه سادات حسینی 1
حمید رحیمی 2
1 کارشناسی ارشد، گروه علوم تربیتی، دانشکده علوم انسانی، دانشگاه کاشان، کاشان، ایران
2 دانشیار، گروه علوم تربیتی، دانشکده علوم انسانی، دانشگاه کاشان، کاشان، ایران
10.30481/lis.2024.445383.2145
چکیده
هدف: پنهان‌سازی دانش یک پدیده نسبتاً رایج در سازمان‎‍‌های آموزشی و مدارس است که آثار مخربی را بر جای می‌گذارد. معلمان ممکن است به دلایل مختلفی، دانش مربوط به شغل‌شان را با دیگران به اشتراک نگذارند و در بعضی از موارد، دانش را از آ‎‍ن‌ها پنهان کنند. از این رو، ضرورت دارد سازه‌های مؤثر بر کاهش پنهان‌سازی دانش در سازمان مورد بررسی قرار گیرد. بنابراین، هدف پژوهش حاضر، بررسی نقش تعدیل‌گری رفتار نوع‌دوستی و انگیزش‌درونی در تأثیر مالکیت ‌روان‌شناختی دانش بر رفتار پنهان‌سازی دانش معلمان بود.
روش: نوع پژوهش، توصیفی همبستگی و جامعه آماری پژوهش شامل معلمان شهر آران و بیدگل بود که حجم نمونه از طریق الگوی مونت کارلو، 250 نفر تعیین شد. ابزار پژوهش شامل: چهار پرسشنامه مالکیت ‌روان‌شناختی دانش، نوع‌دوستی، انگیزش‌درونی و پنهان‌سازی دانش بود. روایی پرسشنامه‌ها به صورت سازه، همگرا و واگرا تأیید شد. پایایی پرسشنامه‌ها از طریق آلفای کرونباخ برای مالکیت ‌روان‌شناختی دانش 0/74، رفتار نوع‌دوستی 0/77، انگیزش‌درونی 0/84 و پنهان‌سازی دانش 0/71 به دست آمد.
یافته‌‍‌ها: نتایج نشان داد میانگین مالکیت‌ روان‌شناختی دانش و پنهان‌سازی دانش پایین‌تر از نمره ملاک و نوع‌دوستی و انگیزش‌درونی بالاتر از نمره ملاک بود. ضریب مسیر متغیرها نشان داد مالکیت روان‌شناختی روی پنهان‌سازی دانش، تأثیر مثبت و معنی‌دار، نوع‌دوستی روی پنهان‌سازی دانش و انگیزش‌درونی روی پنهان‌سازی دانش، تأثیر منفی و معنی‌دار دارد و نقش تعدیل‌کنندگی نوع‌دوستی و انگیزش‌درونی تأیید شد.
نتیجه‌گیری: طبق نتایج می‌توان گفت که پنهان کردن یا به اشتراک گذاشتن دانش نه تنها به سطح دارایی فرد نسبت به هدف مالکیت بلکه به انگیزه درونی و رفتار نوع‌دوستانه نیز بستگی دارد.
 
کلیدواژه‌ها
مالکیت‌روان‌شناختی دانش
پنهان‌سازی دانش
نوع‌دوستی
انگیزش‌درونی
معلمان

عنوان مقاله English

The Moderating Role of Altruism Behavior and Intrinsic Motivation in Effect of Knowledge Psychological Ownership on Knowledge Hiding Behavior (Case Study: Teachers in Aran & Bidgol City)

نویسندگان English

Fatemeh Sadat Hosseini 1
Hamid Rahimi 2
1 MA, Department of Education, School of Humanity, University of Kashan, Kashan, Iran
2 Associate Professor, Department of Education, School of Humanity, University of Kashan, Kashan, Iran.
چکیده English

Objective: With extensive changes in educational environments, such as changes in students' needs, different teaching methods, changes in the characteristics of educational environments, and changes in teachers' demands, the need to acquire new knowledge is of great value and encourage teachers to actively participate in the yourself knowledge sharing process with colleagues seems essential, because acquiring new knowledge can have a positive effect on the level of learning, creativity, innovation, readiness for change and flexibility of teachers and increase their job success. But despite the many benefits inherent in knowledge sharing, many teachers refuse to share their knowledge with others. Hiding knowledge is a relatively common phenomenon in educational organizations and schools, which leaves destructive effects. For various reasons, teachers may not share the knowledge related to their job with other colleagues and in some cases, hide the knowledge from them. Therefore, it is necessary to investigate the effective variables on reducing knowledge hiding in the organization. It is likely that variables such as psychological ownership of knowledge, altruistic behavior and intrinsic motivation are effective in increasing or decreasing knowledge hiding. Thus, the purpose of this research was the moderating role of altruism behavior and intrinsic motivation in effect of knowledge psychological ownership on knowledge hiding behavior in teachers.
Methodology: Type of research, descriptive correlation and statistical population including teachers in Aran & Bidgol City that sample size was obtained equal to 250 people through the Monte Carlo model. The research tool included four questionnaires of psychological ownership of knowledge, altruism, internal motivation and knowledge hiding. The validity of the questionnaires was confirmed as construct, convergent and divergent. The reliability of questionnaires was obtained through Cronbach’s alpha for psychological ownership 0.74, altruism 0.77, intrinsic motivation 0.84 and knowledge hiding 0.71. The data analysis of the research was done at two levels of descriptive and inferential statistics using SPSS version 26 and Smart Pls software.
Findings: The results showed that the mean of variables of psychological ownership and knowledge hiding were lower than criterion score and altruism and internal motivation were higher than criterion score. The path coefficient of variables showed that psychological ownership with (Beta=0.24) has a positive & significant effect on knowledge hiding, altruism (Beta=-0.17) and intrinsic motivation (Beta=-0.16) has a negative & significant effect on knowledge hiding.
Conclusion: Considering the positive and significant effect of intrinsic motivation and altruistic behavior in reducing the negative effect of psychological ownership of knowledge in knowledge hiding behavior, it can be seen that the moderating role of intrinsic motivation and altruistic behavior in reducing knowledge hiding behavior is significant and confirmed. Because motivation theory emphasizes the motivations that lead people to exchange knowledge and broadly determines knowledge behaviors, and altruistic behaviors consist of helping colleagues in the performance of their duties. That is, if teachers who have a high sense of psychological ownership may hesitate to exchange and share knowledge when requested due to internal motivation and altruistic behavior. Thus, it can be said that hiding or sharing knowledge depends not only on the level of one’s property relative to the purpose of ownership, but also on internal motivation and altruistic behavior. To prevent this phenomenon among teachers, the sense of collective ownership instead of individual ownership should be strengthened among teachers.
 

کلیدواژه‌ها English

knowledge psychological ownership
knowledge hiding
altruism
intrinsic motivation
teachers
عظیم‌‌زاده، حوریه؛ حسن‌زاده، رقیه؛ حقخواه، داوود (1394). رابطه‌ بین انگیزش کارکنان با اشتراک ‌دانش با توجه به نقش تعدیل‌گری سرمایه اجتماعی، کنفرانس بین‌المللی مدیریت و اقتصاد در قرن 21، مشهد.
یزدان‌شناس، مهدی (1397). نقش میانجی مالکیت‌ روان‌شناختی مثبت در تأثیرگذاری جو توسعه منابع انسانی بر رفتار تسهیم دانش، پژوهش‌نامه روا‌‌‌ن‌شناسی مثبت، 1(13)، 1-18.
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