Over the past decade, social media have significantly changed the way people communicate and interact with one another, which might result in positive or negative consequences. Every day, people use these technologies to share knowledge in the form of short messages, articles, images, videos and voice. Universities use social media to better connect the learners and educational communities. Previous studies have reported the positive impact of using social media by students to share knowledge. Despite the significance of social media usage in educational activities, there still remain limitations. Few studies have empirically investigated drivers related to knowledge sharing behavior in social media, and there are some inconsistent findings concerning effective factors. Therefore, the purpose of this study is to empirically examine the effect of personality traits on knowledge sharing behavior in social media among students by the mediating role of trust and subjective well-being (SWB).,To obtain this aim, cross-sectional survey was conducted. Convenience sampling technique was used to select the sample of 527 Iranian students, out of which 425 were used in the final analysis. Regression analysis and bootstrap method were used to test the research hypotheses.,The research findings revealed that the big five personality traits are associated with SWB, perceived trust and knowledge sharing behavior among students. With the exception of conscientiousness trait, all the traits used in this study lead to a significant change of the knowledge sharing behavior among students.,The findings offer further understanding about the mechanisms by which personality traits lead to knowledge sharing behavior through trust and SWB. They suggest the students to enhance personality profile and improve SWB for the benefit of these new educational platforms. Also, policymakers are encouraged to create trustworthy social media platforms to increase perceived trust and eventually knowledge sharing behavior among students.,Little is known about the effect of personality traits, as well as trust and SWB on knowledge sharing behavior among students. The study contributes to the related literature through empirically indicating how personality traits influence knowledge sharing behavior by the mediating role of trust and SWB.

中文翻译：

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社交媒体中的人格特质和知识共享行为：信任和主观幸福感的中介作用

在过去的十年中，社交媒体极大地改变了人们彼此交流和互动的方式，这可能会带来积极或消极的后果。人们每天都使用这些技术以短消息，文章，图像，视频和语音的形式共享知识。大学使用社交媒体更好地联系学习者和教育社区。先前的研究报告了学生使用社交媒体分享知识的积极影响。尽管在教育活动中使用社交媒体具有重要意义，但仍然存在局限性。很少有研究对与社交媒体中知识共享行为相关的驱动因素进行过实证研究，并且在有效因素方面也存在一些不一致的发现。所以，本研究的目的是通过信任和主观幸福感（SWB）的中介作用，实证研究人格特质对学生社交媒体中知识共享行为的影响。为达到这一目的，进行了横断面调查。便利抽样技术用于选择527名伊朗学生的样本，其中425名用于最终分析。研究结果表明，五种人格特质与SWB，感知信任和学生的知识共享行为有关。除尽责性特质外，本研究中使用的所有特质均导致学生之间知识共享行为的重大变化。研究结果进一步了解了人格特质通过信任和SWB导致知识共享行为的机制。他们建议学生利用这些新的教育平台来增强个性，并改善SWB。此外，鼓励政策制定者创建可信赖的社交媒体平台，以增加学生之间的感知信任并最终增进学生之间的知识共享行为。对人格特质以及信任和SWB对学生之间知识共享行为的影响知之甚少。该研究通过经验表明人格特质如何通过信任和SWB的中介作用来影响知识共享行为，从而为相关文献做出了贡献。他们建议学生利用这些新的教育平台来增强个性，并改善SWB。此外，鼓励政策制定者创建可信赖的社交媒体平台，以增加学生之间的感知信任并最终增进学生之间的知识共享行为。对人格特质以及信任和SWB对学生之间知识共享行为的影响知之甚少。该研究通过经验表明人格特质如何通过信任和SWB的中介作用来影响知识共享行为，从而为相关文献做出了贡献。他们建议学生利用这些新的教育平台来增强个性，并改善SWB。此外，鼓励政策制定者创建可信赖的社交媒体平台，以增加学生之间的感知信任并最终增进学生之间的知识共享行为。对人格特质以及信任和SWB对学生之间知识共享行为的影响知之甚少。该研究通过经验表明人格特质如何通过信任和SWB的中介作用来影响知识共享行为，从而为相关文献做出了贡献。鼓励政策制定者创建可信赖的社交媒体平台，以增加感知的信任，并最终增进学生之间的知识共享行为。关于人格特质以及信任和SWB对学生知识共享行为的影响知之甚少。该研究通过经验表明人格特质如何通过信任和SWB的中介作用来影响知识共享行为，从而为相关文献做出了贡献。鼓励政策制定者创建可信赖的社交媒体平台，以增加感知的信任，并最终增进学生之间的知识共享行为。关于人格特质以及信任和SWB对学生知识共享行为的影响知之甚少。该研究通过经验表明人格特质如何通过信任和SWB的中介作用来影响知识共享行为，从而为相关文献做出了贡献。