edscienceОбразование и наукаThe Education and science journal1994-56392310-5828RSVPU10.17853/1994-5639-2022-5-41-63edscience-2727Research ArticleПРОФЕССИОНАЛЬНОЕ ОБРАЗОВАНИЕVOCATIONAL EDUCATIONВлияние воспринимаемой социальной лености на намерения меняться знаниями среди студентов колледжаThe influence of perceived social loafing on knowledge sharing intentions among college studentshttps://orcid.org/0000-0001-6757-797XДуонгН. Т.DuongN. T.

Дуонг Нам Тьен – PhD (менеджмент), преподаватель факультета коммерции

Хошимин

Nam Tien Duong – PhD (Management), Lecturer, Faculty of Commerce

Ho Chi Minh City

tien.dn@vlu.edu.vnhttps://orcid.org/0000-0003-0391-6762Фам ТхиТ. Д.Pham ThiT. D.

Фам Тхи Туи Зунг – PhD (менеджмент), преподаватель факультета коммерции

Хошимин

Thuy Dung Pham Thi – PhD (Management), Lecturer, Faculty of Commerce

Ho Chi Minh City

Университет Ван ЛангVan Lang University2022140520222454163Copyright © Дуонг Н.Т., Фам Тхи Т.Д., 20222022Дуонг Н.Т., Фам Тхи Т.Д.Duong N.T., Pham Thi T.D.Данная работа распространяется под лицензией Creative Commons Attribution 4.0.This work is licensed under a Creative Commons Attribution 4.0 License.https://www.edscience.ru/jour/article/view/2727Введение

Введение. С точки зрения учащихся, социальная леность стала серьезным препятствием и проблемой при выполнении групповых заданий в классе. Она может повлиять на энтузиазм учащихся и их отношение к обмену знаниями.

Цель

Цель. Настоящее исследование направлено на изучение опосредующего влияния установок обмена знаниями на взаимосвязь между намерениями меняться знаниями, воспринимаемой социальной леностью и ориентацией на цели обучения.

Методология и методы исследования. В этом исследовании использовалась игровая ситуация командного обучения для изучения отношения студентов к обмену знаниями и их намерений. Анкеты были также разосланы 336 студентам бизнес-колледжей в Хошимине (Вьетнам). Авторы использовали моделирование структурными уравнениями (SEM) с начальной оценкой для проверки всех гипотез.

Результаты и научная новизна. Результаты показывают, что: (1) воспринимаемая социальная леность оказывает негативное влияние на установки и намерения меняться знаниями; (2) ориентация на цели обучения оказывает положительное влияние на установки и намерения меняться знаниями; (3) установки обмена знаниями оказывают опосредующее воздействие на отношения воспринимаемой социальной лености, ориентации на цели обучения и намерений меняться знаниями.

Научная новизна

Научная новизна. В этом исследовании бизнес-симуляционные игры используются в качестве командной учебной деятельности для проверки влияния отношения учащихся к обмену знаниями и их намерений в контексте воспринимаемой социальной лености.

Практическая значимость

Практическая значимость. Основываясь на полученных данных, авторы предлагают учителям не только повышать целеустремленность учащихся, уменьшать воспринимаемую социальную леность, чтобы стимулировать намерение делиться знаниями в группах, но и формировать у студентов положительное отношение к обмену знаниями.

Introduction

Introduction. From the students’ perspective, social loafing has also become a major challenge and problem in group tasks in the classroom. Social loafing may affect students’ enthusiasm and attitude to share knowledge.

Aim

Aim. This study aims to investigate the mediating effects of knowledge sharing (KS) attitudes on the relationships between KS intentions, perceived social loafing, and learning goal orientation.

Methodology and research methods. This study used a game-based team learning situation to explore the students’ KS attitudes and intentions. Questionnaires were also delivered to 336 students in business colleges in Ho Chi Minh City, Vietnam. The authors used Structural Equation Modelling (SEM) with bootstrapping estimation to test all the hypotheses.

Results and scientific novelty. The findings show that (1) perceived social loafing has a negative influence on KS attitudes and intentions; (2) learning goal orientation has a positive influence on KS attitudes and intentions; (3) KS attitudes have mediating effects on the relationships of perceived social loafing, learning goal orientation and KS intentions.

Scientific novelty

Scientific novelty. This study uses business simulation games as team learning activities to verify the impact of students’ attitudes and intentions on KS in the context of perceived social loafing.

Practical significance

Practical significance. Based on the findings, the authors suggest that teachers should not only enhance students’ learning goal orientation, decrease perceived social loafing to promote the intention to share knowledge in teams, but also make students have positive attitudes towards KS.

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The authors declare that there are no conflicts of interest present.