Personality Traits of Academic Librarians and Their Knowledge Acquisition and Application Behavior

3.1 Gender Differences in Knowledge Management Behaviors Personality Traits

The review of previous literature shows that personality traits have either positive or negative effects on knowledge management behavior. Esmaeelinezhad and Afrazeh (2018) confirmed the positive effect of two personality traits, openness and conscientiousness, on knowledge acquisition and application. In contrast, neuroticism negatively impacts knowledge acquisition and application behavior. Esmaeelinezhad and Afrazeh (2018) found that openness positively affects the knowledge acquisition, knowledge application, and knowledge-sharing behavior of individuals. Conscientiousness positively affects the “knowledge acquisition,” “knowledge application,” and “knowledge storage behavior” of individuals. The results of this study are contrary to the findings by Zhang, Zhou, and Zhang (2016) that extraversion and agreeableness were positively associated with knowledge sharing, however, conscientiousness, openness, and neuroticism were not significant in predicting knowledge sharing.

Gender differences in knowledge application behaviors among academic librarians have garnered attention due to their potential interaction with Big Five personality traits. Heisig and Kannan (2020) suggest that these traits may manifest differently across genders, influencing knowledge application patterns. Moreover, Tseng, Liang, and Tsai (2022) highlight how gender disparities in risk-taking and communication styles shape attitudes towards knowledge application, while Keshavarz (2022) underscores women’s predisposition to agreeableness, facilitating cooperative behaviors conducive to knowledge sharing.

However, Omar and Zaidi Adruce (2019) argue that agreeableness, although fostering collaborative environments, may not directly contribute to knowledge application. Nevertheless, women’s inclination towards cooperation and understanding can promote inclusive decision-making processes, facilitating knowledge implementation in collaborative settings. Meanwhile, Bleidorn, Hopwood, and Lucas (2018) note the ambiguity surrounding the impact of conscientiousness on knowledge application, particularly regarding gender differences. Additionally, gender disparities in openness to experience, cognitive curiosity, and receptiveness to new ideas appear minimal, as both men and women can exhibit high levels of openness (Heisig and Kannan 2020).

3.2 Relationship of Knowledge Acquisition and Personality Traits

Psychology focuses on the relationship between knowledge acquisition and Big Five personality traits. This section further elaborates on the Big Five personality traits and their relationship with knowledge acquisition as described and studied in the previously published literature. The Big Five personality traits are discussed in the sequence of their original model (Extraversion, Agreeableness, Conscientiousness, Neuroticism, and Openness).

Zhao and Seibert (2006) found that individuals with high scores in extraversion exhibit heightened levels of excitement, motivation, cheerfulness, and a stronger inclination toward teamwork. In this context, the research of Habashi, Graziano, and Hoover (2016) highlighted that the extraversion has a positive impact on knowledge acquisition engagement among academic librarians; their sociability and ability to interact with other professionals in the industry, as well as students, may provide a means for them to gather information, participate in research projects collaboratively, and assist users adequately (Thomas et al. 2020). In addition, Bleidorn, Hopwood, and Lucas (2018) illustrated that their assertive communication style contributes to the implementation of knowledge by sharing ideas and explaining to others in the exploitation of acquired knowledge. Elsewhere, Gupta (2008) found that extraversion personality traits positively affect students’ knowledge acquisition behavior, while Hsieh, Hsieh, and Wang (2011) investigated biotechnological companies in Taiwan, revealing a positive impact of the extraversion trait on knowledge acquisition. Conversely, in a study focusing on an Iranian firm by Esmaeelinezhad and Afrazeh (2018), no association between extraversion and knowledge acquisition was found. This was further explained by Borges (2012) who cited how introverts were more motivated to acquire, share, and apply new knowledge and ideas than extroverts. Extroverts were better listeners which allowed them to acquire knowledge effectively, discuss it objectively, and apply it effectively.

Agreeableness is a vital personality trait, with highly agreeable individuals known for their kindness, cooperativeness, and cheerfulness (Barrick and Mount 1991; Hofmann and Jones 2005). Some studies reported no effect of agreeableness on knowledge acquisition behavior (Esmaeelinezhad and Afrazeh 2018; Gupta 2008), however, Hsieh, Hsieh, and Wang (2011) claimed that agreeableness positively correlated with knowledge acquisition behavior.

The conscientiousness trait endows individuals with meticulousness and self-discipline, enabling them to adeptly handle diverse tasks (Barrick and Mount 1991). Those who exhibit conscientiousness are driven toward achieving their goals and demonstrating organization, discipline, and reliability (Perry et al. 2010). However, Ji et al. (2021) detailed that concerning academic librarians, conscientiousness is a dynamic personality trait as it defines their organized and goal-directed nature in the pursuit of knowledge. Taking advantage of professional development opportunities, lifelong learning, and staying up-to-date with various new information resources as well as technologies is something conscientious librarians are very enthusiastic about. This learning-focused commitment amplifies their abilities to disseminate accurate and relevant information as well as knowledge application. Highly conscientious individuals are more likely to acquire and apply their knowledge systematically and efficiently, with literature evidencing that there was a significant effect of conscientiousness on knowledge acquisition behavior (Esmaeelinezhad and Afrazeh 2018; Gupta 2008; Hsieh, Hsieh, and Wang 2011).

Zitny and Halama (2011) explored neuroticism, noting its features such as heightened anxiety, depression, angry hostility, and impulsiveness. Literature showed that neuroticism personality traits had a negative impact on an individual’s knowledge acquisition and application behavior (Esmaeelinezhad and Afrazeh 2018; Hsieh, Hsieh, and Wang 2011).

Bozionelos (2004) defines openness to experience as encompassing adaptive thinking, high responsiveness, and the ability to set realistic goals and ideas, while Digman (1990) emphasizes creative thinking, collaborative learning eagerness, and contextual versatility. Elsewhere, Brown and Palincsar (2018) mentioned that openness is also important for academic librarians as it makes them curious and responsive to new ideas and technology. The librarians who are open to new information and ideas in the field of information science, experiment with innovative practices of library services, and receive new knowledge that can benefit their work constitute this category. This openness toward newness helps librarians in changing and applying expanded knowledge (Harvey et al. 2019).

Based on the above discussion, the following hypotheses were developed to provide clear expectations regarding the relationships between personality traits and knowledge acquisition behaviors of academic librarians:

3.3 Relationship of Knowledge Application and Personality Traits

The relationship between personality traits and knowledge application behavior has become more significant concerning academic librarians. This section describes the literature that has studied the relationship between any of the Big Five personality traits and knowledge application.

People with extraversion traits are naturally upbeat and social, facilitating relationship building and maintenance. They are sociable, talkative, and assertive (Mushonga and Torrance 2008), embodying high energy levels and optimism (Rothmann and Coetzer 2003). Furthermore, extraversion supports teamwork and related activities in the library setting, especially for those who are sociable and outgoing to disseminate knowledge and work with their fellow workers (Mammadov 2022). However, Roberts (2018) mentioned that it is important to note that by itself, extraversion does not ensure the effective transmission of knowledge since critical thinking and decision-making skills are also necessary for the practical application of knowledge.

People who possess agreeableness traits are characterized by being affable, polite, trusting, forgiving, kind-hearted, and attentive to the well-being of others, as well as adept in interpersonal communication skills (Giluk and Postlethwaite 2015). Thomas et al. (2020) elucidated that the relationship between agreeableness and knowledge application behavior in academic librarians is unclear; although agreeable people are perceived as cooperative, it remains unclear if there is a direct correlation between agreeableness and efficient knowledge implementation. Other variables such as motivation, problem-solving, and flexibility contribute significantly to determining the level of knowledge application by librarians (Bleidorn, Hopwood, and Lucas 2018). The study of biotechnological companies in Taiwan conducted by Hsieh, Hsieh, and Wang (2011) found that the extraversion personality trait positively affected knowledge application, however, some studies reported that knowledge application behavior had no effect of agreeableness on knowledge acquisition (Esmaeelinezhad and Afrazeh 2018; Gupta 2008).

Conscientiousness is characterized by individuals possessing strong-mindedness, responsibility, and organization, and remaining focused and accountable in their tasks (Rothmann and Coetzer 2003). Esmaeelinezhad and Afrazeh (2018) argued that conscientiousness favored knowledge application behavior because individuals with high conscientiousness are likelier to use their knowledge to solve problems, make decisions, and create new ideas.

Templer (2012) described neuroticism as a disposition towards reduced activity levels, consistent negative thinking, and experiencing emotions such as fear, sadness, and embarrassment. Mandal and Dasgupta (2019) stated that neuroticism, which stands for instability and anxiety, could challenge the behaviour of knowledge application in academic librarians; individuals that score high on the neuroticism factor may have fear of failure, self-doubt, and stressor management difficulties, with all these factors potentially undermining their confidence and depriving them of the opportunity to apply acquired knowledge in real life. Furthermore, literature also showed that neuroticism personality traits have a negative impact on an individual’s knowledge acquisition and application behaviour (Esmaeelinezhad and Afrazeh 2018; Hsieh, Hsieh, and Wang 2011). Nevertheless, it is important to point out that neuroticism is not the only predictor of knowledge application behaviour as self-efficacy and coping strategies could also influence this trait among librarians (Heisig and Kannan 2020).

Openness traits encompass individuals who are imaginative, intelligent, and creative, possessing a diverse array of interests (Bui 2017). Research reveals that openness has a positive relationship with knowledge application behaviour. Those with higher openness scores are likely to use their knowledge in group discussions and assignments, originate new knowledge to solve workplace problems, and share their expertise during problem-solving (Barak and Levenberg 2016).

As previously explained, hypotheses are essential for understanding the relationship between personality traits and knowledge-related activities. In this section, five hypotheses are developed to explore the connection between personality traits and knowledge application behaviors:

4.1 Study Participants

The library professionals serving in the Punjab province and in the capital city, Islamabad, were selected as the population of the study. Punjab is the world’s largest and fifth-most populous province, accounting for about 55 % of Pakistan’s total population and being diverse in respect of languages, cultures, and customs. The economic condition and literacy rate are comparatively higher here than in the other provinces of Pakistan. Islamabad, the capital city of Pakistan, is well-developed, economically established, and has a high literacy rate.

The inclusive criteria for participants were; 1. They are working in the university libraries of Punjab and Islamabad; and 2. They have at least a Master’s degree in Library and Information Science. Following this criterion, a list of professionals was prepared by the researcher. As per the Higher Education Commission Pakistan, there are 118 public and private sector universities in Punjab and Islamabad. A total of 534 professionals were working in the central libraries of these universities.

4.2 Instrument

Seeking help from the literature by keeping in mind the objectives of the study, a questionnaire consisting of three parts was compiled. The parts of the questionnaire were comprised of the Big Five personality traits, knowledge acquisition and application, and demographic information of the respondents. The Big Five Personality Traits included extraversion, agreeableness, conscientiousness, neuroticism, and openness. It was developed by John and Srivastava (1999) and successfully employed in several relevant studies of Library and Information Science, teachers, and healthcare (Agyemang, Dzandu, and Boateng 2016; Ahmed, Rehman, and Sheikh 2019; Ganu and Kogutu 2014).

The second part of the questionnaire was related to knowledge acquisition and application behavior. The literature guided the development of 11 statements of knowledge acquisition and application behavior (Akhavan et al. 2016; Gharakhani and Mousakhani 2012; Kim and Lee 2010; Liu and Liu 2008; Majid and Panchapakesan 2015; Reio and Wiswell 2000). The ten statements of the second sub-section, i.e., knowledge application, were taken from previous literature (Alosaimi et al. 2016; Esmaeelinezhad and Afrazeh 2018; Kim and Lee 2010; Sarrafzadeh, Martin, and Hazeri 2010; Sood and Chaubey 2011). The second portion of the instrument was examined by a group of library and information science specialists to ensure validity, while the third section of the questionnaire was about demographic information including gender, age, education, employment position, and experience. The study employed a Likert scale ranging from Strongly Disagree = 1 to Strongly Agree = 5 to assess both the Big Five Personality Traits and knowledge application behavior. However, for knowledge acquisition behavior, a Likert-type scale ranging from Never = 1 to Frequently = 5 was utilized, as it was deemed more suitable for the types of questions asked.

4.3 Data Collection Procedure

The questionnaire was created in the Google form for online data collection and the printed questionnaires were also distributed among library professionals accessible to the researchers. The researchers meticulously compiled a comprehensive list (including contact details) of librarians employed in the university libraries of Punjab and Islamabad, with this process involving tapping into various resources, including library websites, personal contacts, and professional groups within the library community. In the first phase, the questionnaires (Google form link) were emailed and sent through WhatsApp depending upon the availability of contact details to the researcher. Reminders were later sent to follow up the questionnaires. Finally, 371 responses were received, from which 14 questionnaires were discarded due to more than 30 % missing entries.

4.4 Data Analysis

The gathered data of 357 academic librarians were analyzed through the Statistical Package for Social Sciences (SPSS) employing descriptive and inferential statistics. The reliability, sampling accuracy, and sphericity of the Big Five personality traits and knowledge acquisition and application were examined using Cronbach’s alpha, KMO, and Brettlet tests. To examine whether there were any gender differences in personality traits, knowledge acquisition, and application, an independent sample t-test was used. The link and impact of the Big Five personality traits on knowledge acquisition and application behavior were also examined using Pearson correlation and multiple regressions. By employing these statistical tests, the study aimed to provide comprehensive insights into the relationships between personality traits, knowledge acquisition, and application behaviors among academic librarians, thereby contributing to the understanding of factors influencing their professional practices.

4.5 Reliability and Validity of the Instrument

According to the Frankfort-Nachmias and Nachmias (2008) proposed criterion of 0.70, the study’s alpha values, which ranged from 0.898 to 0.960, were good. The Kaiser-Meyer-Olkin (KMO) and Bartlett tests were used to determine the appropriateness of the sampling. According to Table 1, the values of KMO were more than the cutoff point of > 0.50 proposed by Kaiser (1970) and ranged between 0.947 and 0.975. Additionally, the principal component analysis (PCA) was used to perform Bartlett’s test of sphericity, and the findings were significant (p = .000), demonstrating a strong correlation between the items and the suitability of the data for PCA.

5.1 Personality Traits of Academic Librarians

5.2 Total Mean Score of Big Five Personality Traits

Table 8 presents the total mean score of the Big Five personality traits of the academic librarians. The result revealed that out of five personality traits, the majority of the participants had an openness to experience personality traits (μ = 3.26, SD = 0.59) followed by agreeableness (μ = 3.22, SD = 0.29), extraversion (μ = 3.21, SD = 0.35), and conscientiousness (μ = 3.19, SD = 0.33). Surprisingly, neuroticism personality traits also got a mean score of 2.86, with participants saying they neither agreed nor disagreed.

5.3 Knowledge Acquisition

Table 9 presents the knowledge acquisition of academic librarians. The analysis found that most academic librarians acquired their knowledge by attending training programs (µ = 3.62) and participating in group meetings (µ = 3.61). The participants also occasionally got knowledge by using social media platforms such as Facebook and Twitter (µ = 3.30), reading journal articles (µ = 3.28), reading books, and through personal experience (µ = 3.22). They also acquired knowledge on an occasional basis from research reports (µ = 3.08), meeting their senior colleagues (µ = 3.04), best practices, benchmarking within or outside their organization (µ = 2.80), reading newspapers (µ = 2.77), and practical assignments (µ = 2.65).

5.4 Knowledge Application Behavior

Table 10 presents the knowledge application behavior of academic librarians within their organizations. The results found that academic librarians used their knowledge to furnish their daily assignments (µ = 3.65) and solve problems and challenges (µ = 3.61). Academic librarians also know how to use their knowledge to solve problems (µ = 3.59), apply their knowledge to deal with different types of library users (µ = 3.55), and improve their workplace efficiency (µ = 3.51).

5.5 Gender-wise Differences in Personality Traits

5.6 Relationship Between Personality Traits and Knowledge Acquisition and Application Behavior

Table 12 shows the correlation matrix between the Big Five personality traits and academic librarians’ knowledge acquisition and application behavior. The results found that the extraversion personality trait was significantly associated with knowledge acquisition (r = 0.225**) and knowledge application (r = 0.189**). Similarly, agreeableness was significantly associated with knowledge acquisition (r = 0.186**) but not significantly associated with the knowledge application behavior of academic librarians. Meanwhile, the neuroticism personality trait was negatively associated with knowledge acquisition (r = −0.460**) and knowledge application (r = 0.233**) behavior of academic librarians. Elsewhere, openness was positively associated with knowledge acquisition (r = 0.412**) and knowledge application (r = 0.452**) behavior of study participants.

Conscientiousness had no significant correlation with academic librarians’ knowledge acquisition and application behavior. The result revealed that socialized academic librarians with unique ideas and trust in other people were more likely to acquire and apply their knowledge in their organization, while depressed participants who had a lot of tension, fear, and negative thinking usually avoided acquiring new knowledge and then applying their knowledge in their organizations.

5.7 Regression Analysis Between Personality Traits and Knowledge Acquisition and Application Behavior

Multiple regression is usually used to predict and weigh the relationship between a group of independent and dependent variables (Lotfi et al. 2016). Multiple regression was applied to measure the effect of the present study’s independent variables on dependent variables, considering personality traits as independent variables and two aspects of knowledge management behavior (knowledge acquisition and application) as dependent variables.

5.7.2 Effect of Big Five Personality Traits on Knowledge Application

The effect of the Big Five personality traits on knowledge application behavior was explained in Table 14, which revealed that the extraversion (β = 0.282, t = 2.49, p = 0.0.13) and openness personality traits (β = 0.581, t = 8.27, p = 0.000) significantly affected knowledge application behavior of the academic librarians. Similarly, neuroticism personality traits (β = −0.251, t = −2.68, p = 0.008) significantly but negatively affected knowledge application behavior. The result also indicated that the regression model predicted knowledge application behavior that was not significant was measured well with agreeableness (β = 0.044, t = 0.319, p = 0.750) and conscientiousness (β = 0.106, t = 0.885, p = 0.377). The result also revealed that the Big Five personality traits explain 23.8 % (R ²  = 0.238) of the variance in knowledge application behavior of the academic librarians (Figure 2).

Table 14:

Effect of Big Five personality traits on knowledge application behavior.

	Unstandardized Coefficients		Standardized Coefficients	t	p
	Beta	Std. Error	Beta
Extroversion	0.282	0.113	0.118	2.49	0.013
Agreeableness	0.044	0.137	0.015	0.319	0.750
Conscientiousness	0.106	0.120	0.041	0.885	0.377
Neuroticism	−0.251	0.094	−0.129	−2.68	0.008
Openness	0.581	0.070	0.404	8.27	0.000

1. a. Dependent variable: knowledge application, N = 357, p < 0.05, b. R² = 0.238.

Figure 2:

Structural model. Notes: ∗p<0.05; ∗∗p<0.01; ∗∗∗p<0.001.