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The purpose of this paper is to investigate the influence of technological creativity for sports and knowledge sharing on individual performance, and to analyze the correlation among creativity for sports technologies, knowledge sharing, and individual performance, via the mediating effect of athletes' self‐efficacy.

This study selected 250 current athletes, including tennis players, track and field athletes, volleyball players, etc. as the subjects. Statistical methods, such as Cronbach's α, factor analysis, Pearson's correlation, regression analysis, and path analysis, were used to perform analyses.

It was found that among the technological creativity for sports, athletes' creativity and analytic capacity had significant positive influence on task performance and team performance in athletes' individual performance. In other words, the improvement in athletes' self‐efficacy may improve their creativity and level of technological capacity, which further improves team performance and task performance.

For coaches it is necessary to constantly strengthen athletes' self‐efficacy and provide them with the space for the development of creativity and technological capacity in order to specifically improve their athletic performance. This study integrated relevant theories of technological creativity with those of self‐efficacy to investigate issues regarding improvements in athletes' performance. At present, there is a lack of relevant studies on technological creativity for sports. The research results can serve as a reference to future studies for continuous clarification of investigations into technological creativity for sports.

Despite the existence of a vast body of research on entrepreneurship, little is known about why some entrepreneurs are able to generate and realize more business ideas than others. This study aims to present a prospective answer to this question by empirically examining the relationships among human capital outcomes (entrepreneurial knowledge and skills) and the number of business ideas generated and implemented. Additionally, the authors examined the moderating effect of the entrepreneurial self-efficacy on the proposed relationships.

A statistical analysis on a sample of 340 Russian entrepreneurs was conducted.

The results from the analysis indicated that human capital outcomes (entrepreneurial knowledge and skills) are positively related to the number of generated and implemented ideas. Furthermore, it was seen that entrepreneurial self-efficacy significantly moderates the relationship between human capital outcomes and the number of implemented ideas. However, self-efficacy has no significant moderating effect on the relationships among human capital outcomes and the number of generated ideas. Finally, the results showed that the number of ideas generated mediates the relationships among human capital outcomes and the number of ideas implemented.

To the best of the authors’ knowledge, no previous study has investigated the combination of such variables as entrepreneurial human capital outcomes, entrepreneurial self-efficacy and the number of new business ideas. This paper investigates this gap in the literature with an empirical analysis of the relations between the mentioned variables based on data collected from Russian entrepreneurs.

The purpose of this paper is to apply the self‐efficacy model to compare knowledge‐sharing activities in the Open Source community versus those in a traditional organization.

Current literature on tacit knowledge sharing and information about the Open Source community is synthesized in the study with research concerning self‐efficacy formation. The knowledge‐sharing literature is applied in the paper to the self‐efficacy model.

Through a synthesis of different streams of literature, the paper concludes that the self‐efficacy model serves as a useful framework for better understanding the effects of context on tacit knowledge sharing. Furthermore, it is concluded that the Open Source community may provide an ideal set of subjects to whom the model can be applied.

Only propositions are offered, and the conclusions are suggestions for future research. The self‐efficacy model has been successfully applied to other areas of research in early stages (e.g. entrepreneurship) and provides a valid, tangible framework that allows many research possibilities.

The self‐efficacy model is practical and usable in a real‐world situation. A software manager (or other manager) can easily look at the inputs and outcomes of the model and see where he/she could positively affect tacit knowledge sharing.

This paper takes a highly valid and respected model and applies it to individual tacit knowledge sharing, a field in which little cross‐discipline work is done. This paper bridges a central organizational behavior/psychological theory with knowledge management research.

There is a paucity of empirical research that explores the financial well-being of collegiate student-athletes. The purpose of this paper is to investigate the key aspects of financial well-being (e.g. financial knowledge, financial self-efficacy and finance-related stress levels) of varsity athletes at US colleges and universities.

The authors used data from the National Student Financial Wellness Study. The data were analyzed using general linear regression models.

The findings suggest student-athletes have lower financial knowledge than students who are non-athletes. Despite their lower levels of financial knowledge, these student-athletes report higher levels of financial self-efficacy. Furthermore, even when controlling for scholarship funding, student-athletes reported lower levels of financial stress than their counterparts. One could interpret this as student-athletes having a false sense of confidence in their money management behaviors. This overconfidence can impact many areas of their overall financial well-being. Alternatively, non-athletes may not be as financially confident as they should be.

This study could be replicated with stronger measures (e.g. Financial Self-Efficacy Scale), with the inclusion of subjective financial knowledge measures, comparing the impact of demographic variables. As, most financial constructs have gender differences (Farrell et al., 2016) and race differences (Amatucci and Crawley, 2011) and depend upon college major (Fosnacht and Calderone, 2017). Another limitation of this study is the small percentage of student-athletes, a common problem with research in this area. Further research is also needed to unpack the finding that self-efficacy decreases at higher levels of financial knowledge.

It is evident that college students (athletes/non-athletes) need financial education. For universities and college coaches, this study could be used as a rationale for providing financial education for their athletes. The addition of financial courses could be used as a recruiting tool for collegiate coaches and benefit the university. Requiring financial education could also benefit universities long term as it may potentially increase the donor possibilities by alumni. As a final note, it is important that financial courses figure out ways to improve financial self-efficacy alongside financial knowledge, as findings suggest both are integral to decreasing financial stress.

Less than 4 percent of universities in the USA require students to take a personal finance course (Bledsoe et al., 2016). If more universities included personal finance as a graduation requirement and did more to engage student-athletes (and non-athletes) in financial planning, then the average level of financial knowledge would likely improve on campuses across the USA. In addition, increasing young adults financial self-efficacy could improve financial stress which is linked to mental health and physical health.

This study provides the first empirical look into the financial well-being of collegiate student-athletes across the USA. Although there are many benefits to participation in college sports, student-athletes face additional time pressures and a predisposition to clustering around certain majors. Findings suggest that collegiate athletes need additional support around their financial literacy and non-athletes may need support developing financial self-efficacy. These two findings should be used by academic institutions and athletic departments to determine how to encourage financial health in their student-athletes and general student body.

Although the role of self-leadership is important, it remains understudied in business-to-business (B2B) selling context. This study aims to provide insights into the drivers and outcomes of behavioral self-leadership tested through a sample working in pharmaceutical sales in an emerging economy. In accord, the authors investigate the relationships between self-efficacy, behavioral self-leadership, adaptive selling and ultimately sales performance. This study also investigates the moderating role of technical knowledge.

Data were gathered from 208 salespeople working in pharmaceutical industry. AMOS 21.0 and SmartPLS3.0 were utilized to test the conceptual framework.

The study finds that self-efficacy is positively related to behavioral self-leadership that in turn is positively related to adaptive selling and sales performance. In addition, counter intuitive findings were uncovered related to salesperson’s technical knowledge. Those with high technical knowledge exhibited weaker relationship between self-efficacy and behavioral self-leadership, behavioral self-leadership and adaptive selling and that between behavioral self-leadership and sales performance than their counterparts with low technical knowledge.

This study extends work on self-leadership by exploring the effect of self-efficacy and behavioral self-leadership on sales performance. This study also extends the theory on salesperson’s knowledge by proposing the counter-intuitive effect of knowledge and self-efficacy and knowledge and behavioral self-leadership on adaptive selling and sales performance.

Sales managers should consider that not all employees indulging in behavioral self-leadership would reap benefits from the same. As such, sales managers should assess the level of technical knowledge of the salesforce and when determining their training programs that develop such self-leadership skills.

The study is one of the first to consider the drivers and outcomes of behavioral self-leadership and technical knowledge in a B2B sales context. By focusing on the interplay between knowledge and self-efficacy and knowledge and behavioral self-leadership, this study provides greater understanding of the effects of behavioral self-leadership than previously expected by sales researchers.

As demonstrated in the literature, teachers’ knowledge sharing, self-efficacy and creativity display certain levels of cause-and-effect and correlational connections from different perspectives. Nonetheless, few studies, if any, have been reported on the interplay of these three concepts in the context of the language classroom. As such, this study aims to test a structural model of English as a foreign language (EFL) teachers’ knowledge sharing, self-efficacy and creativity and specifically to examine the hypothesis that creativity mediates the relationship between EFL teachers’ knowledge sharing and self-efficacy.

The participants were 384 EFL teachers from different language institutes across Iran. The EFL teachers were selected based on random stratified sampling method. To verify the research hypotheses, a quantitative correlational design was used in the present study. The quantitative data was collected using three questionnaires, and then descriptive and inferential statistics were used to analyze the data. Therefore, we used the EFL teachers’ creativity questionnaire developed by Khany and Boghayeri (2014), knowledge sharing behavior scale by Ramayah et al. (2014) and teachers’ self-efficacy questionnaire by Tschannen-Moran and Hoy (2001). To analyze the data, Pearson correlation and multiple regression were run.

The findings revealed the hypothesized model of relationships among the study variables. The results also confirmed the mediator role of creativity. The implications of the findings in relation to creativity, knowledge sharing and self-efficacy are discussed.

The bulk of research on teacher self-efficacy has concentrated fairly adequately on its relationship with factors such as teachers’ reflective practice, critical thinking, emotional intelligence, personality and student achievement. What seems to be rather missing in this line of research has to do with the exploration of the possible links among knowledge sharing, self-efficacy and creativity as interacting variables, especially in the context of Iran where teachers’ knowledge sharing is lower than expected. More importantly, no previous investigation has tapped into the mediating effect of creativity on the connection between English teachers’ knowledge sharing and self-efficacy.

The purpose of this paper is to investigate how customer power of environmental factors affects customer support (CS) engineers’ personal motivations in a knowledge-sharing context. The authors examine extrinsic (i.e. organizational rewards, reputation, and reciprocity) and intrinsic motivations (i.e. knowledge self-efficacy) affecting knowledge-sharing intentions based on the social exchange theory (SET) and self-efficacy theory. Furthermore, the authors introduce the concept of the social power theory to investigate the moderating effect of customer power on the relationships between personal motivations and knowledge-sharing intentions.

This study collects 349 questionnaires of CS engineers from 16 countries, including the USA, China, Japan, South Korea, and Taiwan. After the data collection, the research model and hypotheses are tested using partial least squares.

The empirical results show that reputation, reciprocity, and knowledge self-efficacy are significantly and positively related to knowledge-sharing intentions. Also, the results show that customer power can significantly moderate the relationships between personal motivations and knowledge-sharing intentions.

The findings help multinational corporations employ the perception of customer power to motivate CS engineers to share knowledge. Especially, the results can help organizations increase customer added value through effective knowledge sharing.

The research model integrates personal motivations derived from the SET and self-efficacy theory and customer power of environmental factors. Additionally, this study is the first to investigate the moderating effect of customer power on employees’ personal motivations and behavioral intentions.

The purpose of this study is to investigate the effect of transformational leadership (TL) of school leaders on tacit and explicit knowledge sharing (KS) of teachers via the mediating roles of knowledge self-efficacy. This study also attempts to bring a deeper insight on the correlation between TL and KS by exploring the moderating effect of knowledge-oriented school culture (KSC).

The paper used the quantitative approach and structural equation modeling to test the relationship among the latent factors in the proposed research model using data collected from 335 teachers in Vietnamese universities.

The findings revealed that TL might be an important precursor to create significant influences on tacit and explicit KS behaviors of teachers directly or indirectly through its positive effect on knowledge self-efficacy. In addition, the paper highlights the moderating role of KSC in strengthening the impact of TL on tacit and explicit KS behaviors of teachers.

This paper offers principals and managers in higher education a novel approach and valuable understanding of the effective pathways to foster KS behaviors of teachers.

This study is unique in its attempts to bridge research gaps in the literature and advance the insights of how school leadership fosters knowledge self-efficacy and KS willingness of teachers through practicing TL style and building a knowledge-oriented climate in higher education.

This study aims to examine the influence of perceived supervisor support (PSS) for strengths use on knowledge sharing (KS) intentions, mediated through work engagement and knowledge self-efficacy, based on the job demand-resources theory and the broaden and build theory.

Structural equation modeling and bootstrap analyses were performed to examine the research model using data derived from a two-wave questionnaire survey of 162 employees from five health-care organizations.

The results indicate that PSS for strengths use promoted KS intentions fully mediated through work engagement and subsequently through knowledge self-efficacy. However, there was no direct relationship between PSS for strengths use and KS intention.

The contribution of this research to the literature on KS is to find the effectiveness of a strengths-based approach in promoting KS intentions across boundaries and identifying mediating factors that link PSS for strengths use to KS intentions.

Weblogs, or blogs, have been a significant new development in recent years. Many businesses have begun using blogs to stimulate discussions, garner ideas, and provide further visibility. Thus, blog usage as well as individual motives behind continued usage is an important area of research. This research aims to examine behavioral motivations underlying individual intention to keep using blogs.

Based on social cognitive theory and related technology adoption literature, this study considered knowledge self‐efficacy, subjective norms, feedback, and personal outcome expectations as the determinants of continuing to share information on blogs. The proposed model was empirically evaluated using randomized survey data collected from 155 users of a popular web site in Taiwan (WRETCH blog).

The results revealed that although both self‐efficacy and personal outcome expectations affected directly the intention of sharing information on blogs, personal outcome expectations had stronger impacts on behavioral intention. In addition, social persuasion has no direct but indirect impact via self‐efficacy and personal outcome expectations on the intention of sharing information.

This study contributes to a theoretical understanding of the factors that promote the usage of weblogs. For web log service providers, the results help them better develop tools to enhance people's intention to share information.

The paper verifies the effect of knowledge self‐efficacy, personal outcome expectations, and social persuasion on the behavior of blog users. Furthermore, verifies the determinants of knowledge self‐efficacy.