Examining the Role of Childhood Experiences in Developing Altruistic and Knowledge Sharing Behaviors among Children in Their Later Life: A Partial Least Squares (PLS) Path Modeling Approach
Abstract
:1. Introduction
2. Theoretical Background and Hypotheses
2.1. Knowledge Sharing Behavior
2.2. Childhood Development Theories
2.3. Hypotheses Development
2.3.1. Parent Educational Background and Children Altruistic Behavior
2.3.2. Parenting Practices and Children Altruistic Behavior
2.3.3. Parental Socialization Goals and Children Altruistic Goals
2.3.4. Altruistic Behavior and Knowledge Sharing Behavior
2.4. The Research Framework of This Study
3. Method
3.1. Data and Sample
3.2. Measures
3.3. Data Analysis and Results
4. Results
4.1. Evaluation of Measurement Model
4.1.1. Reliability
4.1.2. Validity
4.1.3. Assessing of Hierarchical Second-Order Constructs
4.2. Evaluation of Structural Model
4.2.1. Model Fit
4.2.2. Predictive Validity
5. Discussion and Conclusions
6. Limitations and Future Lines of Research
Author Contributions
Conflicts of Interest
Appendix A. Questionnaire Items Used
Parenting Practices [52] | |
Authoritarian Please recall your childhood memories and inform us about your perceptions regarding the behavior of your parents for the following items? | |
AURIAN1 | In my childhood, my parents never allowed me to question their decisions. |
AURIAN2 | In my childhood, my parents always taught me to keep control of my feelings at all times. |
AURIAN3 | In my childhood, my parents never allowed me to say bad things about my teachers. |
AURIAN4 | In my childhood, my parents never allowed me to get angry with them. |
AURIAN5 | In my childhood, my parents frequently gave me a good many duties and family responsibilities. |
AURIAN6 | In my childhood, my parents always taught me to learn early and not to cry. |
AURIAN7 | In my childhood, my parents always instructed me not to get dirty while playing. |
Authoritative Please recall your childhood memories and inform us about your perceptions regarding the behavior of your parents for the following items? | |
AUTIVE1 | In my childhood, my parents always respected my opinions and encourage me to express them. |
AUTIVE2 | In my childhood, my parents always encouraged me to talk about my troubles. |
AUTIVE3 | In my childhood, my parents always encouraged me to make many decisions myself. |
AUTIVE4 | In my childhood, my parents always encouraged me to be curious, to explore and question things. |
AUTIVE5 | In my childhood, my parents always appreciated for what I tried or accomplished. |
AUTIVE6 | In my childhood, my parents always encouraged me to wonder and think about life. |
AUTIVE7 | In my childhood, my parents were always strict, having well-established rules for me. |
AUTIVE8 | In my childhood, my parents and myself had warm, intimate times together. |
AUTIVE9 | In my childhood, my parents always encouraged me to do my best. |
AUTIVE10 | In my childhood, my parents always encouraged me often took it over and reasoned with me I misbehaved with them. |
AUTIVE11 | In my childhood, my parents always wanted me to be independent from them. |
Training Please recall your childhood memories and inform us about your perceptions regarding the behavior of your parents for the following items? | |
TRG1 | My parents believed that children are by nature born good. |
TRG2 | My parents believed that child training must begin as soon as he/she is ready. |
TRG3 | In my childhood, my parents always expressed their love for me by helping me succeed, especially in school. |
TRG4 | My parents always believed that children can improve in almost anything if they work hard. |
TRG5 | My parents believed that a mother must train her child to work very hard and be disciplined. |
TRG6 | My parents believed that a mother should teach her child by pointing out good behavior in others. |
TRG7 | My parents always believed that the best way a child learns how to behave is by being around adults. |
TRG8 | My parents believed that when a child continues to disobey you, he/she deserves some punishment. |
TRG9 | My parents believed that a mother’s sole interest is in taking care of her child. |
TRG10 | In my childhood, my parents believed that children should be in the constant care of their mothers or family. |
TRG11 | In my childhood, my parents believed that a mother should do everything for her child’s education and make many sacrifices. |
TRG12 | In my childhood, my parents believed that a child should be able to be with his/her mother and taken on errands and gatherings. |
Socialization Goals [48,52,74] | |
Socio-emotional development | |
SED1 | During my childhood, my parents always wanted me to respect my elders. |
SED2 | During my childhood, my parents always wanted me to trust family members. |
SED3 | During my childhood, my parents always wanted me to achieve emotional independence. |
SED4 | During my childhood, my parents always wanted me to feel comfortable about sharing my hopes and fears with them. |
SED5 | During my childhood, my parents always wanted me to feel close to my grandparents. |
SED6 | My parents believed that children should visit parents on traditional family celebrations, even when they have their own children. |
SED7 | During my childhood, my parents always wanted me to feel that they care about my happiness. |
SED8 | During my childhood, my parents always wanted me to learn about the importance of close family ties. |
SED9 | My parents believed that, it is important for children to always get along with their siblings. |
SED10 | During my childhood, my parents always wanted me to be helpful and considerate with others. |
SED11 | During my childhood, my parents always wanted me to share my belongings and ideas with classmates. |
SED12 | During my childhood, my parents always wanted me to get along with my teachers. |
SED13 | During my childhood, my parents always wanted me to love and care for other people. |
SED14 | During my childhood, my parents always wanted me to fulfill my own hopes and wishes. |
SED15 | During my childhood, my parents always wanted me to be loved and cared for by others. |
Children altruism [25,75,76] | |
Altruism for personal satisfaction | |
APS1 | I enjoy sharing my knowledge with colleagues. |
APS2 | I feel good helping my colleagues by sharing my knowledge. |
APS3 | Sharing my knowledge with colleagues is pleasurable. |
Altruism for organizational benefits | |
AOB1 | My knowledge sharing would help my company achieve its goals.; |
AOB2 | My knowledge sharing would help my company enrich its knowledge base. |
AOB3 | My knowledge sharing would help my company grow. |
Knowledge Sharing Behavior [77] | |
Knowledge collecting | |
KC1 | When I have learned something new, I tell my colleagues about it. |
KC2 | I share information I have with my colleagues. |
KC3 | I thinkg it is important that my colleagues know what I am doing. |
KC4 | I regularly tell my colleagues what I am doing. |
Knowledge donating | |
KD1 | When I need certain knowledge, I ask my colleagues about it. |
KD2 | I like to be informed of what my colleagues know. |
KD3 | I ask my colleagues about their abilities, when I need to learn something. |
KD4 | When a colleague is good at something, I ask them to teach me how to do it. |
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Demographic Characteristics | Numbers | Percent (%) | |
---|---|---|---|
Gender | |||
Male | 198 | 63.87 | |
Female | 112 | 36.13 | |
Respondent’s age | |||
Less than 20 years | 19 | 6.1 | |
21–30 years | 158 | 51.0 | |
31–40 years | 126 | 40.6 | |
41–50 years | 7 | 2.3 | |
51 to 60 years | 0 | 0.0 | |
More than 61 years | 0 | 0.0 | |
Respondent’s education | |||
Less than Matriculation | 0 | 0.0 | |
Intermediate | 4 | 1.3 | |
Undergraduate (Bachelors) | 62 | 20.0 | |
Postgraduate (Masters) | 195 | 74.8 | |
Postgraduate (PhD) | 12 | 3.9 | |
Currently employed | |||
Yes | 242 | 78.1 | |
No | 68 | 21.9 | |
Respondent’s work experience | |||
Less than 1 year | 66 | 21.3 | |
2–5 years | 88 | 28.4 | |
5–10 years | 78 | 25.2 | |
11–15 years | 52 | 16.8 | |
More than 16 years | 26 | 8.4 | |
Respondent’s father educational background | |||
Never went to school | 10 | 3.2 | |
Less than Marticulation | 15 | 4.8 | |
Undergraduate (Bachelors) | 142 | 45.8 | |
Postgraduate (Masters) | 138 | 44.5 | |
Postgraduate (PhD) | 5 | 1.6 | |
Respondent’s mother educational background | |||
Never went to school | 7 | 2.3 | |
Less than Marticulation | 19 | 6.1 | |
Undergraduate (Bachelors) | 100 | 32.3 | |
Postgraduate (Masters) | 149 | 58.4 | |
Postgraduate (PhD) | 3 | 0.1 |
Step I: Results of the Assessment of Measurement Model for First-Order Constructs | ||||||
First-order Compiste Mode A | SFL | SE | t-Value | CR | α | AVE |
Parent educational background (first-order composite Mode A) | 0.81 | 0.60 | 0.68 | |||
FEDU | 0.78 | 0.05 | 16.70 | |||
MEDU | 0.87 | 0.03 | 31.92 | |||
Authoritarian (first-order composite Mode A) | 0.91 | 0.89 | 0.61 | |||
AURIAN1 | 0.71 | 0.04 | 19.94 | |||
AURIAN2 | 0.70 | 0.03 | 21.23 | |||
AURIAN3 | 0.79 | 0.03 | 31.05 | |||
AURIAN4 | 0.84 | 0.02 | 43.27 | |||
AURIAN5 | 0.80 | 0.02 | 32.91 | |||
AURIAN6 | 0.78 | 0.03 | 25.51 | |||
AURIAN7 | 0.81 | 0.02 | 32.56 | |||
Authoritative (first-order composite Mode A) | 0.91 | 0.89 | 0.50 | |||
AUTIVE1 | 0.55 | 0.04 | 13.01 | |||
AUTIVE2 | 0.68 | 0.03 | 20.23 | |||
AUTIVE3 | 0.60 | 0.06 | 10.33 | |||
AUTIVE4 | 0.52 | 0.06 | 8.85 | |||
AUTIVE5 | 0.60 | 0.06 | 10.57 | |||
AUTIVE6 | 0.62 | 0.05 | 13.60 | |||
AUTIVE7 | 0.76 | 0.03 | 23.88 | |||
AUTIVE8 | 0.78 | 0.03 | 27.94 | |||
AUTIVE9 | 0.79 | 0.03 | 30.00 | |||
AUTIVE10 | 0.83 | 0.02 | 34.83 | |||
AUTIVE11 | 0.81 | 0.02 | 34.93 | |||
Training (first-order composite Mode A) | 0.93 | 0.92 | 0.54 | |||
TRG1 | 0.74 | 0.03 | 23.11 | |||
TRG2 | 0.75 | 0.03 | 25.09 | |||
TRG3 | 0.78 | 0.03 | 30.78 | |||
TRG4 | 0.77 | 0.03 | 30.70 | |||
TRG5 | 0.73 | 0.04 | 20.07 | |||
TRG6 | 0.77 | 0.03 | 26.86 | |||
TRG7 | 0.81 | 0.02 | 34.58 | |||
TRG8 | 0.79 | 0.03 | 30.95 | |||
TRG9 | 0.77 | 0.03 | 27.98 | |||
TRG10 | 0.60 | 0.04 | 13.66 | |||
TRG11 | 0.70 | 0.03 | 20.10 | |||
TRG12 | 0.60 | 0.05 | 12.22 | |||
Parental socialization goals Socio-emotional development (first-order composite Mode A) | 0.93 | 0.92 | 0.50 | |||
SED1 | 0.55 | 0.05 | 11.26 | |||
SED2 | 0.70 | 0.03 | 22.24 | |||
SED3 | 0.75 | 0.03 | 25.73 | |||
SED4 | 0.76 | 0.03 | 27.62 | |||
SED5 | 0.76 | 0.03 | 28.83 | |||
SED6 | 0.73 | 0.03 | 23.51 | |||
SED7 | 0.57 | 0.05 | 10.51 | |||
SED8 | 0.69 | 0.03 | 20.55 | |||
SED9 | 0.57 | 0.06 | 10.45 | |||
SED10 | 0.70 | 0.04 | 19.31 | |||
SED11 | 0.69 | 0.04 | 18.33 | |||
SED12 | 0.75 | 0.03 | 25.76 | |||
SED13 | 0.72 | 0.03 | 21.13 | |||
SED14 | 0.72 | 0.03 | 21.61 | |||
SED15 | 0.67 | 0.04 | 18.01 | |||
Altruism for personal satisfaction (first-order composite Mode A) | 0.88 | 0.80 | 0.72 | |||
APS1 | 0.87 | 0.02 | 50.52 | |||
APS2 | 0.79 | 0.02 | 33.97 | |||
APS3 | 0.87 | 0.02 | 49.92 | |||
Altruism for organizational benefits (first-order composite Mode A) | 0.92 | 0.88 | 0.80 | |||
AOB1 | 0.89 | 0.01 | 79.78 | |||
AOB2 | 0.93 | 0.01 | 96.50 | |||
AOB3 | 0.86 | 0.02 | 42.07 | |||
Knowledge collecting (first-order composite Mode A) | 0.93 | 0.90 | 0.77 | |||
KC1 | 0.88 | 0.01 | 58.99 | |||
KC2 | 0.88 | 0.02 | 49.00 | |||
KC3 | 0.91 | 0.01 | 72.44 | |||
KC4 | 0.85 | 0.02 | 35.01 | |||
Knowledge donating (first-order composite Mode A) | 0.84 | 0.75 | 0.57 | |||
KD1 | 0.71 | 0.05 | 13.79 | |||
KD2 | 0.75 | 0.05 | 16.42 | |||
KD3 | 0.76 | 0.03 | 26.14 | |||
KD4 | 0.80 | 0.03 | 30.54 | |||
Step II: Results of the assessment of measurement model after generating second-order constructs | ||||||
Second-order compite Mode A | CW | SE | t-Value | CR | α | AVE |
Parenting practices (second-order composite Mode A) | 0.92 | 0.86 | 0.78 | |||
Authoritarian | 0.89 | 0.01 | 63.26 | |||
Authoritative | 0.90 | 0.02 | 50.00 | |||
Training | 0.87 | 0.02 | 48.98 | |||
Children altruistic behavior (second-order composite Mode A) | 0.91 | 0.81 | 0.84 | |||
Altruism for personal satisfaction | 0.92 | 0.01 | 97.08 | |||
Altruism for org. benefits | 0.91 | 0.01 | 66.11 | |||
Knowledge sharing behavior (second-order composite Mode A) | 0.84 | 0.63 | 0.72 | |||
Knowledge collecting | 0.78 | 0.04 | 19.03 | |||
Knowledge donating | 0.91 | 0.01 | 76.80 |
Mean | SD | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | |
---|---|---|---|---|---|---|---|---|---|---|---|
1. Parent educational background | 3.55 | 0.71 | 0.82 | 0.75 | 0.83 | 0.75 | 0.84 | 0.82 | 0.78 | 0.69 | 0.79 |
Parenting practices | |||||||||||
2. Authoritarian | 3.18 | 0.81 | 0.45 ** | 0.79 | 0.71 | 0.75 | 0.64 | 0.78 | 0.45 | 0.50 | 0.79 |
3. Authoritative | 3.29 | 0.78 | 0.48 ** | 0.63 ** | 0.70 | 0.71 | 0.79 | 0.66 | 0.82 | 0.59 | 0.82 |
4. Training | 3.38 | 0.80 | 0.43 ** | 0.58 ** | 0.53 ** | 0.74 | 0.78 | 0.67 | 0.76 | 0.48 | 0.76 |
Parental socialization goals | |||||||||||
5. Socio-emotional development | 3.24 | 0.80 | 0.46 ** | 0.59 ** | 0.71 ** | 0.63 ** | 0.69 | 0.69 | 0.79 | 0.60 | 0.84 |
Children altruistic behavior | |||||||||||
6. Altruism for personal satisfaction | 3.40 | 0.72 | 0.47 ** | 0.61 ** | 0.59 ** | 0.61 ** | 0.70 ** | 0.85 | 0.80 | 0.41 | 0.69 |
7. Altruism for organizational benefits | 3.55 | 0.79 | 0.52 ** | 0.59 ** | 0.58 ** | 0.58 ** | 0.62 ** | 0.684 ** | 0.89 | 0.47 | 0.80 |
Knowledge sharing behavior | |||||||||||
8. Knowledge Collecting | 3.43 | 0.77 | 0.49 ** | 0.69 ** | 0.61 ** | 0.55 ** | 0.62 ** | 0.59 ** | 0.56 ** | 0.88 | 0.55 |
9. Knowledge Donating | 3.48 | 0.95 | 0.35 ** | 0.33 ** | 0.42 ** | 0.42 ** | 0.44 ** | 0.43 ** | 0.36 ** | 0.38 ** | 0.75 |
Structural Path | Hypotheses | Path Coefficient | t-Value (Bootstrap) | 95% BCa Confidence Interval | f2 Value | |
---|---|---|---|---|---|---|
Number | Sign | |||||
Parent educational background → Children altruistic behavior | H1 | + | 0.18 *** | 3.77 | (0.09, 0.28) | 0.11 |
Parenting practices → Children altruistic behavior | H2 | + | 0.56 *** | 8.29 | (0.42, 0.68) | 0.24 |
Parental socialization goals → Children altruistic behavior | H3 | + | 0.15 ** | 2.14 | (0.01, 0.29) | 0.09 |
Children altruistic behavior → Knowledge sharing behavior | H4 | + | 0.67 *** | 17.71 | (0.59, 0.74) | 0.80 |
SRMR composite model = 0.063 R2(Children altruistic behavior) = 0.65; Q2(Children altruistic behavior) = 0.49 R2(Knowledge sharing behavior) = 0.45; Q2(Knowledge Sharing Behavior) = 0.32 |
© 2018 by the authors. Licensee MDPI, Basel, Switzerland. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license (http://creativecommons.org/licenses/by/4.0/).
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Ali, I.; Ali, M.; Badghish, S.; Baazeem, T.A.S. Examining the Role of Childhood Experiences in Developing Altruistic and Knowledge Sharing Behaviors among Children in Their Later Life: A Partial Least Squares (PLS) Path Modeling Approach. Sustainability 2018, 10, 292. https://doi.org/10.3390/su10020292
Ali I, Ali M, Badghish S, Baazeem TAS. Examining the Role of Childhood Experiences in Developing Altruistic and Knowledge Sharing Behaviors among Children in Their Later Life: A Partial Least Squares (PLS) Path Modeling Approach. Sustainability. 2018; 10(2):292. https://doi.org/10.3390/su10020292
Chicago/Turabian StyleAli, Imran, Murad Ali, Saeed Badghish, and Thamer Ahmad S. Baazeem. 2018. "Examining the Role of Childhood Experiences in Developing Altruistic and Knowledge Sharing Behaviors among Children in Their Later Life: A Partial Least Squares (PLS) Path Modeling Approach" Sustainability 10, no. 2: 292. https://doi.org/10.3390/su10020292