AUTHOR=Gao Tao , Kuang Lihong 

TITLE=Cognitive Loading and Knowledge Hiding in Art Design Education: Cognitive Engagement as Mediator and Supervisor Support as Moderator

JOURNAL=Frontiers in Psychology

VOLUME=Volume 13 - 2022

YEAR=2022

URL=https://www.frontiersin.org/journals/psychology/articles/10.3389/fpsyg.2022.837374

DOI=10.3389/fpsyg.2022.837374

ISSN=1664-1078

ABSTRACT=The aim of this study is to document a new predictor of knowledge hiding from the perspective of trainers and trainees in virtual trainings and this study tends to add new theoretical insights into the body of literature. For this purpose this study approached a sample of 500 respondents under a cross sectional research design and respondents were recruited through snowball sampling technique who have participated in virtual trainings or their trainings were at final stage. The useable responses remained at 406 and these have been analyzed through SPSS for demographic analysis and Smart PLS has been used to test the structural model. While process macro has been used to test the moderation. Results indicate that cognitive loading has the potency to reduce the knowledge hiding behavior of the trainees. Similarly it has been observed that cognitive loading increases the cognitive engagement of the trainees and it moreover reduces the knowledge hiding tendency of trainees also. In case of mediation a partial mediation has been documented through VAF approach while testing the moderation, role of supervisor support has not been found statistically significant. Research limitations and future directions has also been discussed.