Dang Thu Huong

This study aims to investigate the impact of knowledge-hiding behavior on individual creativity and academic performance through the mediating role of academic self-efficacy. Using a quantitative approach with questionnaires and convenient sampling offers insights into fostering a more open learning environment. This study examined a sample of 3,466 undergraduate students, with 3,232 valid responses from various universities in Vietnam. This study utilized a two-stage, second-order partial least squares structural equation modeling (PLS-SEM) approach to evaluate the proposed hypotheses. The findings demonstrate that knowledge-hiding behavior adversely affects academic performance (β = –0.054, sig. = 0.000), individual creativity (β = –0.153, sig. = 0.000), and academic self-efficacy (β = –0.109, sig. = 0.000). Furthermore, academic self-efficacy has a positive and significant effect on academic performance (β = 0.501, sig. = 0.000), and mediates the impact of knowledge-hiding behavior on academic performance. Based on the results, this study proposes several measures to encourage knowledge sharing and improve educational outcomes in educational institutions.