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      The influence of proactive personality on students’ knowledge sharing: the chain mediating effect of class climate and learning engagement

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          Abstract

          Introduction

          Knowledge sharing is an effective means of knowledge management in colleges and universities, which is of great significance for improving the quality and efficiency of universities and enhancing the balanced development of educational resources. The present study investigated the influence students’ proactive personalities drive knowledge-sharing activities, and examined the significance of class climate and learning engagement as mediating factors, utilizing the perspectives of social exchange theory (SET) and the job demands and resources model (JD-R) .

          Methods

          A convenience sampling method was employed to survey 1,053 Chinese college students, and evaluated them using the Proactive Personality Scale (PPS), Learning Engagement Scale (LES), Class Climate Scale (CCS), and Knowledge Sharing Behavior Scale (KSBS). The structural equation model and bootstrap method to explore the significance of the mediating effect of class climate and learning engagement between proactive personality and knowledge sharing of college students.

          Results

          (1) Proactive personality was positively associated with students’ knowledge sharing behavior; (2) Class climate had a significant mediating effect between proactive personality and knowledge sharing behavior of college students, and the mediating effect of class climate is 21.2%; (3) Learning engagement mediated effect between proactive personality and knowledge sharing behavior, and the mediating effect ratio of learning engagement is 8.4%; (4) Class climate and learning engagement play a chain mediating role in the relationship between proactive personality and knowledge sharing behavior of students, and the chain mediating role accounted for 2.1% of the total effect.

          Conclusion

          Proactive personality exerts a significant impact on students’ knowledge-sharing behaviors. However, this effect is not direct; it is mediated by both class climate and learning engagement. Specifically, students exhibiting higher levels of proactivity are more likely to actively engage in the learning process and foster a positive class climate, which, in turn, enhances their propensity to share knowledge with peers.

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          Most cited references62

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                Author and article information

                Contributors
                Ye Lin: URI : http://loop.frontiersin.org/people/2828179/overviewRole: Role: Role: Role: Role: Role: Role:
                Yongchao Jin: Role: Role: Role: Role:
                Rui Yang: Role: Role: Role: Role: Role: Role:
                Journal
                Journal ID (nlm-ta): Front Psychol
                Journal ID (iso-abbrev): Front Psychol
                Journal ID (publisher-id): Front. Psychol.
                Title: Frontiers in Psychology
                Publisher: Frontiers Media S.A.
                ISSN (Electronic): 1664-1078
                Publication date (Electronic): 24 December 2024
                Publication date Collection: 2024
                Volume: 15
                Electronic Location Identifier: 1487345
                Affiliations
                [1] 1School of Psychology and Mental Health, North China University of Science and Technology , Tangshan, China
                [2] 2School of Philosophy and Sociology, Jilin University , Changchun, China
                Author notes

                Edited by: Cinzia Perlini, University of Verona, Italy

                Reviewed by: Maria Magdalena Stan, National University of Science and Technology POLITEHNICA Bucharest, Romania

                Alina Mag, Lucian Blaga University of Sibiu, Romania

                *Correspondence: Rui Yang, yangrui@ 123456jlu.edu.cn
                Article
                DOI: 10.3389/fpsyg.2024.1487345
                PMC ID: 11703995
                SO-VID: 52e3b912-e554-4b0f-8ca9-882eb3c0972a
                Copyright © Copyright © 2024 Lin, Jin and Yang.
                License:

                This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.

                History
                Date received : 28 August 2024
                Date accepted : 13 December 2024
                Page count
                Figures: 2, Tables: 2, Equations: 0, References: 62, Pages: 11, Words: 8385
                Funding
                The author(s) declare financial support was received for the research, authorship, and/or publication of this article. This work is financially supported by the Basic Scientific Research Project of Hebei Provincial Department of Education (grant JJC2024059).
                Categories
                Subject: Psychology
                Subject: Original Research
                Custom metadata
                section-at-acceptance Personality and Social Psychology

                ScienceOpen disciplines: Clinical Psychology & Psychiatry
                Keywords: proactive personality,knowledge sharing,class climate,learning engagement,chain mediating effect,student
                Data availability:
                ScienceOpen disciplines: Clinical Psychology & Psychiatry
                Keywords: proactive personality, knowledge sharing, class climate, learning engagement, chain mediating effect, student

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