The Effect of Emotional Intelligence on Knowledge Sharing Behavior in Public Libraries

Articles in Press

Document Type : Original Article

Authors

• Ali Biranvand ¹
• Kimia Sahraian ²
• Nosrat Jafari ³
• Ziba Banaei ⁴

¹ Associate Professor, Department of Knowledge and Information Science, Payame Noor University, Tehran, Iran.

² Assistant Professor, Department of Psychology, Higher Education Center of Eghlid, Eghlid, Iran.

³ Instructor, Department of educational science, Payame Noor University, Tehran, Iran.

⁴ M.S. Department of Knowledge and Information Science, Payame Noor University, Tehran, Iran And Library expert of the public library of Hormozgan.

10.22067/infosci.2025.89705.1220

Abstract

Introduction: Knowledge sharing can be influenced both positively and negatively by intrinsic and extrinsic motivational factors. Emotional intelligence (EI) plays a critical role in shaping individuals’ perceptions of various situations, both in professional and personal contexts, and is recognized as a significant determinant of attitudes and behavior. As a key personality trait, emotional intelligence refers to individuals’ self-perception of a range of emotional competencies, typically assessed through self-report measures. EI enables individuals to recognize and regulate their own emotions as well as to influence the emotions of others, thereby facilitating the effective implementation of knowledge management processes. Given the importance of human capital within organizations and the role of emotional intelligence in fostering interpersonal relationships in the workplace, this study examines the impact of various dimensions of emotional intelligence on the stimulation of both implicit and explicit knowledge-sharing behaviors among public library employees.
Methodology: The study is applied in nature and examines the relationship between dimensions of emotional intelligence and the sharing of tacit and explicit knowledge among employees of public libraries in the Bushehr and Hormozgan provinces during the year 1403 (2024–2025). At the time of data collection, the target population comprised 141 individuals, from which a sample of 103 participants was selected using Cochran’s formula. Data were collected using Malik’s (2021) questionnaire, which consists of two components: the Emotional Intelligence Questionnaire developed by Wang and Lau (2017), and the Knowledge Sharing Behavior Questionnaire by Reychav and Weisberg (2010). Descriptive and inferential statistical analyses were conducted using SPSS version 25 and SmartPLS software. In the descriptive statistics section, frequency indices, means, and standard deviations were employed to summarize and categorize the data. In the inferential statistics section, the Kolmogorov-Smirnov test was used to assess the assumption of normality in the data distribution. Additionally, the Partial Least Squares (PLS) method was applied using SmartPLS software, and the Goodness of Fit index was used to evaluate the adequacy of the proposed model.
Findings: The findings indicate that self-evaluation of emotion influences the sharing of tacit knowledge, which reflects individuals' propensity to access the unarticulated knowledge of others. Prior research underscores the significant role of spontaneity in enhancing both tacit and explicit knowledge-sharing behaviors among employees, thereby emphasizing the importance of motivation in the emergence of such behaviors. According to this perspective, self-motivated employees are more likely to engage in social interactions to acquire the knowledge possessed by their colleagues. These individuals actively seek out diverse knowledge sources as a means of achieving their personal performance goals. In another section of the findings, it was revealed that the dimension of self-evaluating emotion does not exert a positive influence on explicit knowledge sharing. An individual's appraisal of their own emotional state does not necessarily translate into the behavioral application of those emotions. Moreover, explicit knowledge sharing is not solely driven by emotional factors; it also necessitates the presence of an external mechanism or medium for effective knowledge exchange. Additionally, the dimension of "evaluating others' emotions" was found to have no significant positive effect on the sharing of either tacit or explicit knowledge. This suggests that forming interpersonal or emotional connections does not inherently lead individuals to share their valuable knowledge with others. Similarly, the dimension of “use of emotion” was not found to have a significant positive impact on either tacit or explicit knowledge sharing. These results collectively indicate that the use of emotion does not significantly influence knowledge-sharing behaviors. Employees of public libraries do not perceive the use of emotion as an effective mechanism for knowledge sharing. The discrepancy between the findings of this study and those of previous research may be attributed to the limited emotional expression within the work environment of public libraries in Iran. However, the "emotion regulation" dimension demonstrates a positive and statistically significant impact on both tacit and explicit knowledge sharing. Notably, the influence of emotion regulation on explicit knowledge sharing is stronger than any of the other confirmed relationships. Emotion regulation also positively affects tacit knowledge sharing behavior. Individuals who are capable of regulating their emotions tend to cultivate more positive interpersonal relationships, which, in turn, facilitates the sharing of tacit knowledge. By managing negative emotions and sustaining constructive social interactions with colleagues, individuals are more likely to engage in prosocial behaviors, including tacit knowledge sharing.  
Conclusion Based on the findings of this study, the influence of emotional intelligence on the sharing of both implicit and explicit knowledge among public library librarians was observed only in two dimensions: "self-emotional appraisal" and "emotion regulation." The lack of a positive and significant effect of other emotional intelligence dimensions on knowledge-sharing behaviors may be attributed to additional factors, such as job satisfaction. Future research exploring potential mediating variables—particularly job satisfaction—in the relationship between emotional intelligence and knowledge sharing may yield valuable insights.

Keywords

• Emotional Intelligence
• tacit knowledge
• explicit knowledge
• knowledge sharing
• public libraries

Main Subjects

• Knowledge Management

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