Perceived overqualification and knowledge behaviors: Investigations from affective and self-regulatory perspectives

Integrating the person-environment fit theory with the regulatory focus theory, this research examined why and when perceived overqualification related to knowledge behaviors. Recruiting 791 employees as participants, a scenario experiment with a 2 (overqualified vs. not overqualified) × 2 (promotion focus vs. prevention focus) between-subjects design was carried out in Study 1. Study 2 was a time-lagged survey, and data were collected from 622 employees. The results showed that perceived overqualification increased negative and decreased positive emotions, thereby leading to less knowledge sharing and more knowledge hiding behaviors. Emotions caused by perceived overqualification were contingent on employees' regulatory focus and Mianzi. A prevention focus attenuated the relationship between perceived overqualification and negative emotions, as well as the mediating role of negative emotions in the associations between perceived overqualification and knowledge behaviors. Similarly, when exhibiting a promotion focus, perceived overqualification was less likely to influence positive emotions and weaken its mediating effect in the relationships between perceived overqualification and knowledge behaviors. Furthermore, Mianzi, a cultural value orientation, contributed to mitigating the decline in positive emotions associated with perceived overqualification. The obtained findings emphasize individual differences and protective mechanisms that shape emotional responses to perceived overqualification.