The influence of knowledge-hiding behavior on academic performance: empirical evidence from undergraduate students in Vietnam

This paper attempts to understand how emotional intelligence (EI) can affect students’ academic performance by investigating the relationship between EI and student performance. A structured questionnaire comprising 25 questions was developed on a five-point Likert scale employing the five components of EI stated by Daniel Goleman. The five elements are self-analysis, self-control, self-motivation, empathy, and social skills. 350 MBA students from premier institutes in Warangal, India, were taken as a sample through a convenience sampling technique. Correlation analysis was performed amongst students’ EI and their cumulative grade point average (CGPA). The coefficient value obtained showed a minimal linear relationship between EI and student performance. For further analysis, students were segregated gender-wise, male and female, and then a correlation was performed. In the case of female students, a negative relationship is exhibited between EI and performance. In contrast, in the case of male students, a positive relationship is exhibited that is higher than the overall coefficient. Moreover, correlation is applied to each component separately to identify which of the five components has higher linear relationship. The findings concluded that self-control and empathy followed by self-motivation had linear relationship, especially in the case of male students. Finally, it was difficult to correlate the EI of female students with their performance.

The study aims to establish the moderation of transformational leadership in the relationship between technostress and academic performance of university students during the COVID-19 pandemic. This study was of a quantitative nature with the support of the deductive method and of an explanatory correlational type. Technostress was measured with an instrument adapted from the RED-Technostress scale; transformational leadership was measured with an instrument adapted from the short version of the Multifactor Leadership Questionnaire 5X model; and academic performance was measured with a scale developed by the authors. A non-probabilistic convenience sampling was used, and the constructs were evaluated using SEM and SPSS AMOS software. In total, 245 questionnaires were administered. The results show a negative and significant relationship between transformational leadership and technostress (–0.338; p < 0.00), a positive and significant relationship between transformational leadership and academic performance (0.472; p < 0.00), a negative and significant direct relationship between technostress and academic performance (–0.553; p < 0.00), and moderation of transformational leadership of the relationship between technostress and academic performance (–0.159; p < 0.00). Thus, teacher leadership moderates the relationship between technostress and students’ academic performance, i.e., a high level of transformational leadership practices of teachers allows a lower impact of technostress and its manifestations on the students’ academic performance. Likewise, technostress manifested by students was relatively low, lower than the levels expected and evidenced in other studies carried out in the business environment, possibly explained by their age and their being in a context of continuous learning.

Acknowledgment
The authors thank the Universidad Surcolombiana for their support in the development of this study.

In recent times, creativity and innovation have emerged as a captivating theme for many researchers. However, the influence of personality traits on creativity and innovative work behavior remains insufficiently explored. The aim of this study is to examine how personality traits influence the creativity and innovative work behavior of employees in private companies in Vietnam. Data were collected through a survey of 261 employees. The research hypotheses were tested using structural equation modeling (SEM) with SPSS and AMOS 20 software. The results show that openness to experience, extraversion, and conscientiousness have a direct positive impact on creativity and an indirect effect on innovative work behavior through the mediating role of individual creativity. Among these, openness to experience is the most influential factor affecting creativity (βstandardized = 0.418), followed by extraversion (βstandardized = 0.229), and finally conscientiousness (βstandardized = 0.169). Creativity positively affects innovative work behavior (βstandardized = 0.563). The relationship between neuroticism, agreeableness, and creativity is not supported. This study has made a significant theoretical contribution by supplementing evidence on the relationship between personality traits, creative potential, and innovative work behavior. Additionally, it offers practical implications for fostering creative activities and innovative work behavior in private companies in Vietnam.