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ABSTRACT Knowledge hiding has become a growing concern in academic settings, where knowledge exchange is central to learning, research, and scholarly development. Drawing on Conservation of Resources (COR) Theory and Social Cognitive Theory (SCT), this study examines the effect of perceived competition, knowledge complexity, and knowledge territoriality on knowledge hiding, as well as the moderating role of self‐efficacy. This study employed a quantitative method using a self‐administered survey, collecting 673 valid responses from graduate students in Indonesia. PLS‐SEM was utilized for data analysis. The results revealed that competition, knowledge complexity, and knowledge territoriality positively affect knowledge hiding, while self‐efficacy weakens these effects. Additional analyses further show that the moderating role of self‐efficacy varies across demographic groups. Specifically, self‐efficacy weakens the positive effect of knowledge complexity on knowledge hiding among female and older students, weakens the effects of competition and knowledge territoriality among younger students, and weakens the effect of competition among doctoral students. By integrating COR theory and SCT, this study extends knowledge hiding research by explaining both why graduate students may hide knowledge under conditions of perceived resource threat and when this tendency is less likely to occur. The findings also offer practical insights for higher education institutions seeking to reduce knowledge hiding by strengthening students' self‐efficacy and creating more supportive academic environments.
Amelia et al. (Wed,) studied this question.