Perceived Overqualification in College Students: A Double-Edged Impact via Knowledge Hiding

Abstract

Perceived Overqualification (POQ) has been widely studied in organizational settings, yet the exploration of its implications in academic environments remain limited. Using Conservation of resources (COR) Theory as the primary theoretical framework, this study examines the mediating role of knowledge hiding in the relationship between POQ and academic performance. Data were collected through a survey of 307 college students, analyzing the direct and indirect effects of POQ on academic performance. Results reveal that POQ was positively correlated with academic performance and knowledge hiding, while the indirect effect of POQ on academic performance via knowledge hiding was statically significant. These findings highlight the complex impact of POQ, emphasizing the need for targeted strategies to minimize its negative effects and foster a more collaborative academic environment.