INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)  
ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue XII December 2025  
Influence of Knowledge Sharing Behaviour on Academic  
Performance, Group Cohesion and Trust among the Students of  
Higher Education Institutions in Maldives  
Ahmed Zubair1,Zubair Hassan2  
1KED, Islamic University of Maldives, Maldives  
2CRP, Islamic University of Maldives, Maldives  
DOI: https://doi.org/10.47772/IJRISS.2025.91200024  
Received: 12 December 2025; Accepted: 20 December 2025; Published: 31 December 2025  
ABSTRACT  
The purpose of this conceptual analysis is to examine the influence of knowledge sharing behaviour on  
academic performance, group cohesion and trust by conducting a thorough review of past literature. Several  
empirical, review, and conceptual papers were reviewed, and it showed that most of the literature indicated that  
by fostering knowledge sharing behaviour among the students causes to increase academic performance, group  
cohesion and trust. Also, the past literature suggested that theory of planned behaviour is dominantly applied to  
determine the knowledge sharing behaviour. A large body of literature indicated that knowledge sharing  
attitude, social norms, behavioral control and knowledge sharing intention are key determinants of knowledge  
sharing behaviour. The overall conclusion is that the key attributes of Theory of Planned Behaviour play a key  
role in determining students’ engagement in knowledge sharing behaviour that leads to high academic  
performance, group cohesion and trust among the students. The finding of the conceptual analysis has practical  
and theoretical implications, which are addressed in the last part of the paper.  
Keywords: Knowledge sharing behaviour, attitude, social norms, perceived behavioral control, knowledge  
sharing intention, academic performance, group cohesion, trust  
INTRODUCTION  
Knowledge sharing behavior (KSB) plays a pivotal role in shaping academic performance, group cohesion,  
and trust among students in higher education institutions (HEIs). KSB refers to the process through which  
students exchange ideas, information, and experiences, which can enhance both individual and collective  
academic performance (Bock et al., 2005). In collaborative academic environments, group cohesion is essential  
for fostering effective teamwork and mutual support, while trust enhances communication and the willingness  
to share knowledge (Jehn & Mannix, 2001). Studies indicate that students who actively engage in knowledge  
sharing are more likely to perform better academically, as they gain diverse perspectives and insights from  
their peers (Lee & Choi, 2017). While much research has explored these dynamics globally, there is limited  
focus on the Maldives, where the educational system is evolving rapidly. In this context, understanding how  
KSB influences academic performance, group cohesion, and trust among Maldivian students is crucial. This  
study aims to examine these relationships in Maldivian higher education institutions, offering insights into how  
KSB can be leveraged to improve student outcomes and foster a more collaborative learning environment.  
BACKGROUND  
Knowledge sharing behaviour (KSB) is the voluntary exchange of information, skills, and ideas among  
students and has become a central pillar in contemporary higher-education pedagogy, particularly in contexts  
that encourage collaborative and peer-based learning. In recent years, empirical studies have documented how  
KSB can enhance academic performance by providing access to diverse perspectives, richer resources, and  
collective problem-solving capabilities (e.g., Impact of online social capital on academic performance:  
exploring the mediating role of online knowledge sharing, 2022). Similarly, KSB supports group cohesion and  
cooperative dynamics: when students share knowledge, they tend to engage more actively in group discussion,  
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mutual support, and shared understanding, which fosters stronger group performance (e.g., A study on the  
effects of college students’ knowledge-sharing behavior on group performance and individual social status,  
2023).  
Trust also plays a pivotal role in this process. Research shows that when peers trust one another, they are more  
willing to share knowledge openly, reducing fear of misuse or loss, and enabling a supportive learning culture  
(Al-kfairy, Sendaba & Alfandi, 2025; Hassan & Hamid, 2025). Moreover, individual-level factors such as self-  
efficacy, prosocial motivation, and perceived benefits have been shown to influence a student’s propensity to  
participate in knowledge sharing (Lin, Jin & Yang, 2024; Zhao, Ding, Janssen & Liu, 2025).  
In addition, the rise of digital platforms and social–technological tools in higher education has expanded the  
avenues for knowledge sharing beyond traditional classroom interactions. Online social capital, virtual  
learning environments, and social media facilitate peer-to-peer exchanges, resource sharing, and collaborative  
learning, which may be particularly relevant in geographically dispersed or resource-constrained contexts. For  
institutions in small island nations like the Maldives where students may face limitations in access,  
infrastructure, or peer networks, leveraging KSB through both face-to-face and digital means might  
significantly influence academic success, cohesion, and trust.  
Given these evidences from international contexts, there is a compelling need to investigate KSB, academic  
performance, group cohesion, and trust among students in Maldivian higher education institutions. Such  
research would help determine whether the positive dynamics observed elsewhere hold in the Maldives, and  
could inform policies and practices to strengthen collaborative learning, peer support, and trust-based  
knowledge exchange among students.  
Problem Statement  
Knowledge Sharing Behaviour (KSB) has been widely identified as a crucial factor influencing learning  
effectiveness, collaboration, and trust among students in higher education institutions (Hassan & Hamid, 2025;  
Abdel Fattah, Mohamed, Bashir & Al Alawi, 2021). International studies have consistently demonstrated that  
effective knowledge sharing contributes to improved academic performance, stronger group cohesion, and  
increased levels of interpersonal trust among learners (Hernández-Soto, Gutiérrez-Ortega, Rubia-Avi &  
Fàbregues, 2025; Dzenopoljac, Ognjanovic, Dzenopoljac, Kraus, Cheng & Puumalainen, 2025; Hassan &  
Hamid, 2023). These outcomes are particularly valuable in learning environments that emphasize collaborative  
tasks, peer learning, and digital engagement. However, despite the growing recognition of its importance, the  
extent to which KSB influences student outcomes varies across cultural, institutional, and contextual settings,  
making it inappropriate to generalize findings b lindly across different countries or education systems (Hassan,  
Osman-Gani & Hamid,2022).  
In the context of the Maldives, higher education institutions operate within a unique socio-cultural and  
geographical environment characterized by dispersed island communities, increasing dependence on digital  
learning platforms, and diverse student demographics. While collaborative learning and online engagement are  
increasingly promoted, there is limited empirical evidence on how students in Maldivian higher education  
institutions share knowledge and how such behavior impacts their academic performance, group cohesion, and  
trust. The absence of localized research presents a significant gap in understanding whether knowledge sharing  
practices observed internationally are applicable within the Maldivian educational context.  
Significance of the study  
This study is significant in both theoretical and practical dimensions, particularly within the context of higher  
education in the Maldives.  
From a theoretical perspective, this research contributes to the existing body of knowledge by extending  
empirical understanding of Knowledge Sharing Behaviour (KSB) to a small island developing state context,  
where limited studies currently exist. While international research has established relationships between KSB,  
academic performance, group cohesion, and trust, there is a lack of context-specific evidence from the  
Maldives. This study therefore addresses a critical research gap by examining whether established theories and  
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models of knowledge sharing apply within the Maldivian higher education environment, thereby contributing  
to the cross cultural validation and contextualization of knowledge management and educational theories.  
From a practical perspective, the findings will provide valuable insights for institutional leaders, policymakers,  
and educators in Maldivian higher education institutions. Evidence of how KSB influences academic  
outcomes, cooperation among students, and trust will inform the development of policies, teaching strategies,  
and student-support initiatives that encourage collaborative learning and responsible knowledge exchange. The  
study may also guide institutions in integrating digital platforms and collaborative technologies more  
effectively to strengthen students’ engagement, peer interaction, and learning experience.  
Additionally, students will benefit directly through improved awareness of the role of knowledge sharing in  
academic success and interpersonal development. Understanding the importance of trust and collaboration may  
encourage students to adopt more open and cooperative learning behaviors.  
Finally, this research will serve as a foundation for future studies in educational research and knowledge  
management in the Maldives, stimulating further investigation into collaborative learning, digital learning  
environments, and student engagement in the national context.  
Research Objectives  
This study seeks to examine the influence of Knowledge Sharing Behaviour (KSB) on academic performance,  
group cohesion, and trust among students of higher education institutions in the Maldives. In order to achieve  
this, the following objectives are addressed.  
1. To determine the level of Knowledge Sharing Behaviour among students in higher education  
institutions in the Maldives.  
2. To examine the relationship between Knowledge Sharing Behaviour and academic performance among  
students.  
3. To assess the influence of Knowledge Sharing Behaviour on group cohesion among students.  
4. To evaluate the effect of Knowledge Sharing Behaviour on trust among students in higher education  
institutions.  
5. To identify key individual and technological factors that influence students’ Knowledge Sharing  
Behaviour in the Maldivian context.  
6. To provide evidence-based recommendations for higher education institutions to strengthen  
knowledge-sharing practices and collaborative learning environments.  
LITERATURE REVIEW  
Knowledge sharing behaviour (KSB) among university students is widely recognised as a key driver of  
learning and performance in higher education. Recent empirical work shows that when students actively share  
information, ideas, and learning resources, they gain access to diverse perspectives and support that enhance  
academic achievement. For example, Salimi et al. (2022) found that online social capital improves students’  
academic performance indirectly through online knowledge sharing, indicating that KSB functions as a  
mediating mechanism between students’ networks and their academic outcomes. Similarly, studies on social  
media based learning environments report that knowledge sharing via platforms such as Facebook and other  
networks significantly improves students’ academic motivation, engagement, and achievement (Haque et al.,  
2023; Sivakumar & Jayasingh, 2023).  
KSB is also closely linked to group cohesion and collective performance. Jia et al. (2023) demonstrated that  
college students’ knowledge-sharing behaviour positively affects group performance and individual social  
status, highlighting how mutual exchange of knowledge strengthens intra-group cooperation and role  
recognition. Group-focused research suggests that cooperative climates and recognition for sharing encourage  
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more frequent KSB, which in turn improves team expressiveness, coordination, and outcomes in collaborative  
tasks. These findings imply that in group-based learning settings, knowledge sharing not only benefits  
individuals but also contributes to stronger, more cohesive learning communities.  
Trust consistently emerges as a central antecedent of students’ willingness to share knowledge. Nguyen (2021)  
found that trust, knowledge self-efficacy, and institutional support significantly predict KSB among  
Vietnamese university students, underscoring the importance of relational and contextual factors in fostering  
sharing intentions. Similarly, Ali (2021) reported that trust, positive attitudes, and effective use of information  
and communication technology positively influence knowledge sharing among undergraduate students. More  
recently, Long et al. (2024) showed that interpersonal trust and a supportive study climate promote knowledge  
sharing and reduce knowledge hiding among medical undergraduates, reinforcing the role of trust as a  
cornerstone of collaborative learning cultures.  
Digital platforms further extend the scope of KSB beyond the physical classroom. Studies emphasise that  
social media, learning management systems, and other online tools can create rich spaces for peer interaction,  
resource exchange, and collaborative problem solving, provided that their educational use is guided and  
purposeful (Salimi et al., 2022; Sivakumar & Jayasingh, 2023).  
However, despite this growing international evidence, there is a notable absence of empirical research  
examining how KSB shapes academic performance, group cohesion, and trust within higher education  
institutions in small island contexts such as the Maldives. Addressing this gap is crucial for understanding  
whether these positive dynamics generalise to Maldivian students and for informing context-specific strategies  
to cultivate trust-based, collaborative, and knowledge-rich learning environments.  
Review of Key Concepts  
Academic Performance  
Academic performance is broadly defined as a student’s ability to complete academic assignments, typically  
assessed through objective indicators such as final course grades and grade point averages (Carroll &  
Garavalia, 2004; Naser & Hamzah, 2018; Olivier et al., 2019; Anthonysamy et al., 2020; Busalim et al., 2019).  
Furthermore, academic performance can also be understood as the extent to which a student achieves his or her  
educational objectives (Al-Rahmi et al., 2015). In addition, reading plays a crucial role in this process, as it  
requires significant concentration, and success in tertiary education largely depends on one’s reading ability;  
therefore, students are expected to enhance their reading capacity to achieve better academic performance  
(Ogbodo, 2010).  
Thus academic performance is the students ability to reach the defined academic goals and objectives.  
Group Cohesion  
Cohesion has been defined in various ways across the literature, all emphasizing the strong bonds between  
group members. Carron (1982, p. 124) defines cohesion as the inclination of group members to forge social  
bonds, which results in them sticking together and remaining united. In more recent literature, cohesion has  
been referred to as the ‘stick-togetherness’ of the group (Guzzo & Dickson, 1996; Salisbury, Parent, & Chin,  
2008). Furthermore, Aoyagi, Cox, and McGuire (2008, p. 30) describe it as how individual members of a team  
relate and work together as a cohesive unit. Similarly, Banki (2010, p. 364) highlights cohesion as the desire of  
group members to stay together as a group. Collectively, these definitions underline cohesion as the  
fundamental force that binds group members together and promotes unity.  
Hence, cohesion is working together as a group to get a better outcome in their work.  
Trust  
Trust is the underpinning of cooperation in everyday interactions (Baier, 1986; Zucker, 1986), and without it,  
societies would ultimately collapse (Bok, 1978). Moreover, trust is considered a necessary component in  
various domains, including economic exchange (Hirsch, 1969; Coleman, 1984; Fukuyama, 1995), social  
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relationships (Lewis & Weigert, 1985; Coleman, 1990), and organizational effectiveness (Tyler & Kramer,  
1996). In addition to its broad societal importance, the five-facet model of trust conceptualized by Hoy and  
Tschannen-Moran (1999) describes trust as a willingness to be vulnerable based on assessments of  
benevolence, honesty, openness, reliability, and competence. Consistent with this, trust is often defined as the  
willingness to be vulnerable arising from these same evaluative dimensions (Hoy & Tschannen-Moran, 1999).  
Furthermore, trust has also been described as an emotion of belief and commitment without fear, hesitation, or  
doubt (TDK, 2014).  
Thus, trust is the assurance and commitment shared between two or more individuals.  
Knowledge Sharing Behaviour  
Knowledge sharing is the process of exchanging knowledge between people, communities, organizations, or  
groups (Mahmood et al., 2016; Ganguly, Talukdar & Chatterjee, 2019). Moreover, KSB can be communicated  
from leaders to subordinates, from subordinates to other subordinates, and can also exist within groups  
(Intezari et al., 2017). In addition, Knowledge Sharing Behaviour (KSB) is defined as an organization  
member’s perceived tendency and predisposition to share their knowledge and expertise with co-workers  
(Dalati & Alchach, 2018, p. 194). Furthermore, for an organization, KSB involves capturing, organizing,  
reusing, and transferring experience-based knowledge that resides within the organization among employees  
(Lakshmanan & Latha, 2018; Iftikhar & Ahola, 2020). Finally, knowledge sharing behaviour is also viewed as  
an activity in which knowledge is exchanged between two or more people (Hassan & Hamid, 2025).  
Hence knowledge sharing behavior (KSB) is a process to share knowledge from lecturers to students, or to  
share and exchange knowledge between students, and can exist among groups.  
Critical Review of Underlying Theory  
This study is primarily underpinned by the Theory of Planned Behavior (TPB) (Ajzen, 1991), which posits that  
human behaviour is driven by intentions shaped by attitudes, subjective norms, and perceived behavioural  
control. Knowledge Sharing Behaviour (KSB) among higher education students is considered a voluntary and  
planned action influenced by individual beliefs, social pressure, and perceived ease of sharing knowledge. TPB  
has been extensively applied in explaining knowledge sharing intention in academic and organisational  
contexts (Bock & Kim, 2002; Moghavvemi et al., 2017).  
Conceptual Framework  
Attitude  
The attitude of students toward knowledge sharing behaviour (KSB) within the framework of the Theory of  
Planned Behavior (TPB) reflects students’ positive or negative evaluations of engaging in sharing academic  
knowledge with peers, influenced by perceived benefits, personal beliefs, and intrinsic motivations. According  
to TPB, attitude is shaped by behavioural beliefs regarding the outcomes of sharing knowledge such as  
enhanced learning, collaboration, and academic success which in turn influence the intention to share (Ajzen,  
2020). In higher education contexts, studies show that when students perceive knowledge sharing as beneficial  
for personal and collective academic performance, their attitude toward sharing strengthens, leading to higher  
knowledge sharing intention (Al-Jubari et al., 2019; Lin, 2020). Moreover, intrinsic motivations like enjoyment  
in helping others and mutual trust enhance positive attitudes toward sharing (Salisu & Awang, 2018; Alzougool  
& Alharbi, 2023). Recent empirical evidence indicates that favourable attitudes predict not only stronger  
knowledge sharing intention but also improved academic performance, group cohesion, and trust among  
university students (Cheng & Lee, 2022; Hassan et al., 2024).  
Thus, within the Maldivian higher education context, students’ attitudes toward knowledge sharing driven by  
perceived usefulness, altruism, and social connectedness serve as a critical determinant of their knowledge  
sharing behaviour, reinforcing the TPB’s predictive validity for academic and interpersonal outcomes in  
learning communities.  
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Based on the conceptual framework applying the Theory of Planned Behavior (TPB) to the attitude of students  
toward knowledge sharing behaviour (KSB), the following hypothesis can be formulated:  
H1: Students’ positive attitude toward knowledge sharing significantly influences their intention to engage in  
knowledge sharing behaviour among higher education institutions in the Maldives.  
This hypothesis is grounded in the TPB assertion that attitude toward a behavior, formed through beliefs about  
expected outcomes and personal evaluations directly predicts behavioural intention (Ajzen, 2020). When  
students hold favorable attitudes, perceiving knowledge sharing as useful, enjoyable, and beneficial for mutual  
learning, they are more likely to develop a strong intention to share knowledge with peers (Lin, 2020;  
Alzougool & Alharbi, 2023; Hassan et al., 2024). Therefore, in the Maldivian higher education context, a  
positive attitude is expected to serve as a primary motivational driver of students’ intention to participate in  
knowledge sharing activities.  
Social Norms  
The social norm toward knowledge sharing behaviour (KSB), as described by the Theory of Planned Behavior  
(TPB), refers to the perceived social pressure that students experience from peers, educators, or institutional  
culture to engage in or refrain from sharing academic knowledge. Within higher education, social norms  
influence students’ motivation to share knowledge when they perceive that such behaviour is expected, valued,  
and supported by their academic community (Ajzen, 2020). Empirical studies show that social norms,  
including peer encouragement, faculty expectations, and collaborative learning environments, strongly predict  
students’ intention to share knowledge (Alzougool & Alharbi, 2023; Cheng & Lee, 2022). Moreover, when  
institutions cultivate a culture that rewards collaboration and mutual support, students are more likely to  
internalize these expectations as social obligations, thereby reinforcing positive KSB (Hassan et al., 2024;  
Susanty et al., 2021).  
In the Maldivian higher education context, the collective and community-oriented nature of student  
interactions may further amplify the effect of social norms on KSB, where shared values and peer influence  
enhance participation in collaborative learning and knowledge exchange (Al-Jubari et al., 2019; Wang & Yang,  
2021). Thus, perceived social approval and normative beliefs act as critical social motivators that drive  
students’ intentions and actual engagement in knowledge sharing activities  
Based on the Theory of Planned Behavior (TPB) and the conceptual framework for social norm toward  
knowledge sharing behaviour (KSB), the following hypothesis can be proposed:  
H2: Social norms positively and significantly influence students’ intention to engage in knowledge sharing  
behaviour among higher education institutions in the Maldives.  
This hypothesis is supported by TPB’s premise that subjective or social norms, the perceived expectations of  
important referent groups such as peers, instructors, and academic communities directly shape an individual’s  
behavioural intention (Ajzen, 2020). When students believe that people they value expect them to share  
knowledge, or when their institution fosters a collaborative learning culture, they are more inclined to engage  
in KSB (Alzougool & Alharbi, 2023; Susanty et al., 2021; Hassan et al., 2024). Thus, in the Maldivian higher  
education context, perceived social approval and collective academic values are expected to enhance students’  
intentions to share knowledge effectively.  
Behavioural Control  
The perceived behavioral control (PBC) of students toward knowledge sharing behaviour (KSB), as outlined in  
the Theory of Planned Behavior (TPB), represents the students’ perception of their ability, confidence, and  
opportunity to perform knowledge sharing activities effectively. PBC encompasses both internal factors (such  
as self-efficacy, digital literacy, and communication skills) and external factors (such as technological support,  
institutional infrastructure, and access to collaborative platforms) that either facilitate or hinder sharing  
behaviour (Ajzen, 2020). Recent studies demonstrate that when students feel capable of using digital tools,  
possess adequate academic knowledge, and perceive institutional environments as supportive, their intention to  
share knowledge increases significantly (Hassan et al., 2024; Tran & Hoang, 2022). Moreover, higher  
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perceived behavioral control not only strengthens the intention but also enhances the actual performance of  
KSB, as students are more confident in contributing to peer learning and group collaboration (Alzougool &  
Alharbi, 2023; Nguyen & Le, 2021).  
In the context of Maldivian higher education, where access to learning technology and cooperative culture is  
growing, students’ sense of control both over their knowledge resources and the platforms available plays a  
decisive role in determining how effectively they engage in academic knowledge sharing.  
Based on the Theory of Planned Behavior (TPB) and the conceptual framework for Perceived Behavioral  
Control (PBC) toward Knowledge Sharing Behaviour (KSB), the following hypothesis can be proposed:  
H3: Perceived behavioral control positively and significantly influences students’ intention to engage in  
knowledge sharing behaviour among higher education institutions in the Maldives.  
This hypothesis aligns with TPB, which posits that individuals are more likely to form strong behavioural  
intentions when they believe they possess the necessary skills, resources, and opportunities to perform the  
behaviour (Ajzen, 2020). In the higher education context, students who feel confident in their academic  
competence, technological ability, and access to collaborative tools are more inclined to share knowledge  
effectively (Nguyen & Le, 2021; Tran & Hoang, 2022; Alzougool & Alharbi, 2023; Hassan et al., 2024).  
Therefore, in Maldivian higher education institutions, a higher sense of control and self-efficacy is expected to  
strengthen students’ intention and engagement in knowledge sharing practices.  
Knowledge Sharing Intention  
The knowledge sharing intention (KSI) of students toward knowledge sharing behaviour (KSB), within the  
framework of the Theory of Planned Behavior (TPB), represents the motivational readiness and deliberate  
willingness of students to engage in sharing academic information, ideas, and experiences with peers.  
According to TPB, intention serves as the immediate antecedent of behaviour, influenced by attitude,  
subjective norm, and perceived behavioural control (Ajzen, 2020). When students hold positive attitudes  
toward sharing, perceive social support from peers and faculty, and feel confident in their ability to share  
effectively, their intention to engage in KSB strengthens (Hassan et al., 2024; Alzougool & Alharbi, 2023).  
Recent studies confirm that knowledge sharing intention is a strong predictor of actual knowledge sharing,  
mediating the relationship between TPB constructs and behavioural outcomes (Tran & Hoang, 2022; Nguyen  
& Le, 2021). Moreover, higher KSI enhances collaborative learning, academic performance, and group  
cohesion by fostering consistent engagement in mutual exchange of information (Cheng & Lee, 2022).  
In the context of Maldivian higher education, students’ knowledge sharing intention, driven by favorable  
attitudes, social norms, and perceived control plays a crucial role in translating motivation into real knowledge  
sharing behaviour within academic communities.  
Based on the Theory of Planned Behavior (TPB) and the conceptual framework for Knowledge Sharing  
Intention (KSI) toward Knowledge Sharing Behaviour (KSB), the following hypothesis can be formulated:  
H4: Knowledge sharing intention positively and significantly influences students’ knowledge sharing  
behaviour among higher education institutions in the Maldives.  
This hypothesis aligns with TPB, which posits that behavioural intention is the most immediate and strongest  
predictor of actual behaviour (Ajzen, 2020). When students possess a strong intention driven by positive  
attitudes, supportive social norms, and high perceived behavioural control they are more likely to engage  
actively in sharing knowledge with peers. Empirical studies over the past five years have consistently  
demonstrated that students’ intention to share knowledge leads to greater participation in collaborative learning  
and actual sharing activities (Nguyen & Le, 2021; Tran & Hoang, 2022; Alzougool & Alharbi, 2023; Hassan et  
al., 2024). Thus, in the Maldivian higher education context, a strong knowledge sharing intention is expected  
to translate into frequent and meaningful knowledge sharing behaviour that enhances collective academic  
performance.  
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Academic Performance  
The knowledge sharing behaviour (KSB) of students toward academic performance, grounded in the Theory of  
Planned Behavior (TPB), emphasizes that students’ actual engagement in sharing academic information, ideas,  
and learning resources directly contributes to improved academic outcomes. According to TPB, KSB arises  
when students possess strong behavioural intentions supported by positive attitudes, social norms, and  
perceived control (Ajzen, 2020). In academic contexts, students who actively share knowledge enhance their  
understanding of course materials, develop critical thinking, and strengthen collective learning, leading to  
higher academic performance (Hassan et al., 2024; Cheng & Lee, 2022). Recent studies confirm that  
knowledge sharing promotes academic success through increased problem-solving capability, peer feedback,  
and collaborative learning environments (Tran & Hoang, 2022; Alzougool & Alharbi, 2023). Furthermore, a  
culture of mutual knowledge exchange fosters intellectual engagement, enabling students to reinforce their  
own learning while contributing to group achievement (Nguyen & Le, 2021).  
In the Maldivian higher education context, where cooperative learning and community-based values are  
essential, students’ active participation in knowledge sharing serves as a key behavioural determinant of  
enhanced academic performance, aligning with the TPB’s behavioural outcome dimension.  
Based on the Theory of Planned Behavior (TPB) and the conceptual framework linking Knowledge Sharing  
Behaviour (KSB) to Academic Performance, the following hypothesis can be proposed:  
H5: Knowledge sharing behaviour positively and significantly influences students’ academic performance  
among higher education institutions in the Maldives.  
This hypothesis is consistent with TPB, which posits that actual behavior driven by intention, attitude, social  
norms, and perceived behavioural control—leads to observable outcomes (Ajzen, 2020). When students  
actively engage in knowledge sharing, they enhance their understanding of academic materials, improve  
problem-solving skills, and contribute to collective learning, resulting in better academic achievement (Cheng  
& Lee, 2022; Hassan et al., 2024). Empirical evidence supports that frequent and purposeful knowledge  
sharing among students strengthens both individual and group learning performance (Nguyen & Le, 2021;  
Alzougool & Alharbi, 2023; Tran & Hoang, 2022). Therefore, in the Maldivian higher education context,  
consistent engagement in knowledge sharing is expected to significantly improve students’ academic  
performance through collaborative and reflective learning practices.  
Group Cohesion  
The knowledge sharing behaviour (KSB) of students toward group cohesion, viewed through the lens of the  
Theory of Planned Behavior (TPB), highlights how students’ actual engagement in exchanging academic  
information and collaborative learning strengthens interpersonal bonds and unity within academic groups.  
According to TPB, behaviour is a direct outcome of intention, which is influenced by attitude, subjective norm,  
and perceived behavioural control (Ajzen, 2020). When students intentionally share knowledge, assist peers,  
and contribute to collective learning goals, they foster mutual trust, respect, and a shared sense of purpose—  
core elements of group cohesion (Hassan et al., 2024; Cheng & Lee, 2022). Recent studies confirm that active  
knowledge sharing enhances team synergy and cooperation, as it promotes open communication and reduces  
interpersonal barriers (Tran & Hoang, 2022; Nguyen & Le, 2021). Furthermore, collaborative sharing  
environments encourage interdependence and emotional bonding, which are essential for cohesive group  
functioning (Alzougool & Alharbi, 2023; Wang & Yang, 2021).  
In the Maldivian higher education context, where collectivist values and cooperation are culturally embedded,  
students’ knowledge sharing behaviour is expected to significantly enhance group cohesion by promoting  
unity, collaboration, and shared academic success.  
Based on the Theory of Planned Behavior (TPB) and the conceptual framework linking Knowledge Sharing  
Behaviour (KSB) to Group Cohesion, the following hypothesis can be formulated:  
H6: Knowledge sharing behaviour positively and significantly influences group cohesion among students in  
higher education institutions in the Maldives.  
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This hypothesis aligns with TPB, which posits that actual behavior driven by positive attitudes, supportive  
social norms, and strong perceived behavioural control produces desirable social and interpersonal outcomes  
(Ajzen, 2020). When students actively engage in knowledge sharing, they contribute to collective problem-  
solving, mutual learning, and peer support, which in turn strengthen interpersonal relationships and unity  
within academic groups (Cheng & Lee, 2022; Nguyen & Le, 2021). Empirical evidence over the past five  
years supports that effective knowledge exchange enhances teamwork, communication, and shared  
commitment, fostering higher levels of group cohesion (Tran & Hoang, 2022; Alzougool & Alharbi, 2023;  
Hassan et al., 2024). Therefore, in the Maldivian higher education context, consistent engagement in  
collaborative knowledge sharing is expected to create more cohesive, supportive, and goal-oriented student  
groups.  
Trust  
The knowledge sharing behaviour (KSB) of students toward trust, grounded in the Theory of Planned Behavior  
(TPB), highlights that active engagement in sharing academic knowledge fosters reliability, openness, and  
mutual confidence among peers. According to TPB, behaviour is the ultimate outcome of intention shaped by  
attitude, subjective norms, and perceived behavioural control (Ajzen, 2020). When students willingly share  
information, resources, and learning experiences, they demonstrate transparency and dependability key  
elements that strengthen interpersonal trust (Hassan et al., 2024; Cheng & Lee, 2022). Recent research  
indicates that consistent KSB encourages reciprocal exchanges and reduces uncertainty, thereby enhancing  
both cognitive and affective trust within academic communities (Alzougool & Alharbi, 2023; Wang & Yang,  
2021). Moreover, trust serves as both an outcome and a reinforcing mechanism, as it motivates further  
collaboration and openness in future knowledge exchanges (Tran & Hoang, 2022; Nguyen & Le, 2021).  
In the Maldivian higher education context, where cultural values emphasize cooperation and community,  
sustained knowledge sharing behaviour is expected to play a crucial role in developing trustful academic  
relationships that support collective learning and long-term academic success.  
Based on the Theory of Planned Behavior (TPB) and the conceptual framework linking Knowledge Sharing  
Behaviour (KSB) to Trust, the following hypothesis can be proposed:  
H7: Knowledge sharing behaviour positively and significantly influences trust among students in higher  
education institutions in the Maldives.  
This hypothesis aligns with TPB’s behavioural outcome principle, which states that actual behavior arising  
from strong intention, positive attitudes, and supportive social and environmental factors leads to beneficial  
social results (Ajzen, 2020). When students actively and consistently share academic knowledge, they build  
credibility, reliability, and openness, which strengthen interpersonal and group trust (Wang & Yang, 2021;  
Alzougool & Alharbi, 2023). Empirical evidence from higher education contexts confirms that frequent  
knowledge exchange fosters both affective and cognitive trust, enhancing collaboration and mutual respect  
within academic networks (Cheng & Lee, 2022; Tran & Hoang, 2022; Hassan et al., 2024). Therefore, in the  
Maldivian higher education setting, sustained engagement in knowledge sharing is expected to play a key role  
in developing and maintaining trust among students, thereby supporting cohesive and cooperative learning  
communities.  
CONCLUSION AND IMPLICATIONS  
Conclusion  
The study explored the influence of knowledge-sharing behavior on academic performance, group cohesion,  
and trust among students in higher education institutions in the Maldives. The findings indicate that an active  
exchange of information and ideas positively impacts students' academic performance by facilitating a richer  
learning experience. Knowledge-sharing behaviors foster group cohesion by encouraging collaboration and  
mutual support among peers, creating an inclusive learning environment. Trust is also enhanced as students  
engage in open and honest communication, building stronger relationships and fostering a sense of community  
within educational settings.  
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Implications  
1. Educational Strategies  
Institutions should encourage practices that promote knowledge sharing among students. This could include  
group projects, peer mentoring programs, and collaborative learning platforms.  
2. Curriculum Design  
Incorporating collaborative activities within the curriculum can naturally enhance knowledge-sharing  
behaviors. Activities should be designed to ensure that all students can participate actively and contribute  
meaningfully.  
3. Teacher Training  
Educators should be trained to facilitate and encourage an environment of open communication and trust. This  
includes recognizing and mitigating barriers to knowledge sharing, such as competition and distrust.  
4. Technological Integration  
Investment in digital platforms that support collaboration can be beneficial. These tools can remove  
geographical and temporal barriers to knowledge sharing, facilitating ongoing communication outside the  
classroom.  
5. Cultural Awareness  
Understanding the local cultural context of universities and colleges in the Maldives is crucial. Strategies  
tailored to align with cultural values and social norms are more likely to be effective.  
6. Policy Development  
Institutions should consider implementing policies that recognize and reward knowledge-sharing behaviors as  
part of academic assessment and performance evaluation.  
By focusing on these areas, higher education institutions in the Maldives can create a robust framework that  
supports academic excellence, fosters group cohesion, and builds trust among students.  
Future Research Direction  
Future studies could strengthen the research by using longitudinal or mixed-method designs to better capture  
causal relationships and changes in knowledge-sharing behaviour over time  
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