The persistent challenge of low user engagement in virtual academic communities necessitates an urgent investigation into knowledge-sharing determinants. The purpose of this study is to develop a combined motivation theory-theory of planned behaviour (MT-TPB) framework, systematically examining behavioural determinants in virtual academic communities through dual intrinsic-extrinsic motivational constructs.
Data were collected through a questionnaire survey, yielding 436 valid responses. Structural equation modelling was used to evaluate the proposed research model and hypotheses.
The findings demonstrated that intrinsic and extrinsic motivations influence users’ attitudes towards knowledge-sharing, subjective norm and perceived behavioural control (PBC). In turn, these factors positively affect users’ willingness and behaviour. The authors also found that user differences, including age and frequency of use, significantly affected knowledge-sharing attitudes and PBC.
Empirical evidence yields three actionable dimensions for community optimization: user interaction protocols amplifying intrinsic satisfaction, platform functionalities reinforcing extrinsic rewards and artificial intelligence-powered management mechanisms that strengthen behavioural governance.
This study developed an MT-TPB framework to identify key drivers of knowledge-sharing behaviour within virtual academic communities.
