Introduction: Knowledge hiding is a significant challenge in educational environments and social networks, with implications for students’ learning, cognitive development, and social interactions. As digital learning and educational social networks become increasingly integrated into formal education, understanding the psychological and social factors underlying knowledge-related behaviors has become essential. Among these factors, social identity and social uncertainty may play important roles in shaping students’ willingness to share or conceal knowledge. While social identity can foster cooperation, perceived injustice, competition, or threats to group identity may encourage defensive knowledge-hiding behaviors. Similarly, social uncertainty may reduce trust and willingness to share knowledge, particularly in virtual environments where limited social cues can increase ambiguity and perceived vulnerability. Accordingly, this study examines the mediating roles of social identity and social uncertainty in the relationship between sociability and historical knowledge hiding in educational social networks. Focusing on Afghan students, the study aims to clarify how identity-related concerns, self-concept, and perceived threats influence knowledge behaviors in virtual environments. Particular attention is given to concerns surrounding identity disclosure and historical background, which may constrain students’ participation and knowledge sharing. The findings are expected to contribute to a better understanding of the individual and social mechanisms underlying knowledge hiding in educational virtual environments.
Methodology: This study employed an applied research design and a descriptive–survey methodology. The statistical population comprised Afghan-national secondary school students enrolled in schools in Alborz Province during the 2025 academic year who used virtual educational networks for academic interaction and information exchange. Given the complexity of the structural equation model, a sample of more than 300 participants was deemed appropriate. Ultimately, 314 valid questionnaires were collected from Afghan students enrolled in secondary schools in Alborz Province. Data were collected using a composite standardized questionnaire comprising measures of perceived threat severity and vulnerability (Wu, 2020), interdependence (Hong et al., 2018), reciprocity (Ganguly et al., 2019), and knowledge-hiding intention (Nadim et al., 2021). The reliability of the instrument was assessed using Cronbach’s alpha and composite reliability, while construct validity was evaluated through confirmatory factor analysis. Partial least squares structural equation modeling (PLS-SEM) was conducted using SmartPLS. The measurement and structural models were evaluated using relevant criteria, including the standardized root mean square residual (SRMR), average variance extracted (AVE), composite reliability (CR), and variance inflation factor (VIF). Common method bias was assessed using Harman’s single-factor test and the Colling/Collings procedure. Following data screening and cleaning, hypothesis testing was performed using 5,000 bootstrap resamples to assess the significance of direct and indirect effects. This approach enabled the examination of relationships among observed and latent variables, including direct and indirect effects and moderating relationships.
Findings: The path analysis revealed that perceived threat intensity and perceived vulnerability, as components of Protection Motivation Theory, had positive and significant effects on interdependence. This finding suggests that greater perceptions of threats and interactional risks in social networks may strengthen students’ reliance on others and encourage defensive behaviors, including knowledge hiding. Perceived autonomy and competence also positively influenced interdependence, indicating that students who perceive greater control and efficacy in their social interactions are more likely to develop cooperative and trust-based relationships. The structural model further demonstrated that interdependence had a direct and positive effect on knowledge-hiding behavior. This finding suggests that strong dependence on others within competitive or unequal social environments may encourage defensive knowledge behaviors. Trust and reciprocity exhibited weak moderating effects, indicating that these factors may have limited capacity to mitigate knowledge hiding when stronger influences, such as social identity and social uncertainty, are present. The model demonstrated acceptable overall fit, with GOF = 0.623, RMS_theta = 0.102, SRMR = 0.071, NFI = 0.734, and normalized χ² = 1.364. These indices indicate an adequate fit between the proposed model and the observed data.
Discussion and Conclusion: The findings indicate that social identity and social skepticism are important factors associated with students’ tendency to hide historical knowledge in virtual environments. A strong social identity, particularly when accompanied by perceived injustice, competition, or negative evaluation, may promote defensive knowledge-hiding behaviors aimed at protecting social standing. Social skepticism also appears to reduce students’ willingness to share knowledge openly, particularly when they perceive greater threats and vulnerability in online social networks. These findings are consistent with Protection Motivation Theory and prior research on defensive behaviors in digital environments. Although trust and reciprocity showed positive effects, their relatively weak influence suggests that reducing knowledge hiding requires interventions that address perceived threats, strengthen social belonging, and foster a healthy collective identity. Overall, the findings highlight the importance of socio-psychological factors in online education and suggest that promoting trust, communication skills, empowerment, and safer digital environments may facilitate knowledge sharing and improve learning outcomes.