Abstract
The exploratory study presents the role of individual cognition and immersion in individual knowledge development. Mediation effect of knowledge essence on the role is also examined. Data from 296 valid subjects from elementary and junior high school teachers are analysed and reveal several findings. Knowledge essence alternates the effect of individual cognition on knowledge development. Consistent cognition is significantly associated with knowledge development in richness and metacognition in usefulness. Similarity in knowledge context mediates the effect of metacognition on knowledge development in usefulness, but alternates the effect of cognition consistency on richness. Knowledge explicitness mediates the effect of situational immersion on rich and useful knowledge development, but alternates the mediation effect of context similarity on useful knowledge development. Implications and suggestions are also addressed.
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