Abstract—Improving the quality of higher education can be done, among other things, by increasing the performance of lecturers. The research used a quantitative causality approach and was carried out at universities in Indonesia by taking a sample of 181 university lecturers in management study programs. Data was obtained through a questionnaire distributed online using Google Forms. The data was processed using a Simultaneous Equation Model (SEM) with the AMOS program. The research results show that knowledge sharing has a positive and significant effect on intrinsic motivation. Likewise, cohesiveness has a positive and significant effect on intrinsic motivation. Furthermore, intrinsic motivation has a positive and significant effect on lecturer performance. Thus, intrinsic motivation mediates the influence of knowledge sharing and cohesiveness on lecturer performance. Knowledge sharing and cohesiveness have a positive and significant effect on basic psychological needs. However, fulfilling basic psychological needs has no effect on lecturer performance, meaning that basic psychological needs do not mediate the influence of knowledge sharing and cohesiveness on lecturer performance. 
 

Keywords—knowledge sharing, group cohesiveness, self-determination theory, lecturer performance 

Cite: Anik Herminingsih, Suprapto, and Lina Mahardiana, "Implementation of Knowledge Sharing and Group Cohesiveness to Improve Lecturer Performance through Satisfaction of Basic Psychological Needs and Intrinsic Motivation," International Journal of Learning and Teaching, Vol. 10, No. 6, pp. 669-673, 2024.

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