Why do students hide knowledge in peer assessment? The role of knowledge interaction inequalities

Knowledge hiding in peer assessment is widespread among students, seriously hindering knowledge flow. Drawing on equity theory, this study focuses on the impact of knowledge interaction inequalities on knowledge hiding. Samples were collected from 148 students in China. We developed and tested a behavioral index to measure knowledge-hiding behaviors based on students’ feedback depth and scores. We longitudinally analyzed the effects of knowledge interaction inequalities using the Tobit model and examined the moderating effects of academic performance and gender. The results showed that (1) feedback length, helpfulness, and sentiment inequalities affected knowledge hiding; (2) academic performance weakened the relationship between helpfulness inequality and knowledge hiding; (3) gender exerted different moderating effects in the relationship between inequalities and knowledge hiding. It revealed that knowledge hiding is students' active adjustment behaviors to inequalities. Practically, instructors can reduce knowledge hiding by using the proposed index to promote more balanced and supportive feedback exchanges.