The impact of teacher−student relationship on knowledge sharing among Chinese graduate students: The moderating roles of proactive personality

Abstract

Abstract 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.

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