Objective: Existing evidence regarding the magnitude and variability of the relationship between abusive supervision and employee knowledge hiding remains heterogeneous. This study aimed to estimate the magnitude of this relationship, examine heterogeneity and potential moderators, compare different forms of knowledge hiding, and assess the robustness of the findings.

Method: This meta-analysis included 25 studies published between 2018 and 2026, comprising a total of 8,060 participants. Effect sizes were synthesized using a random-effects model. Between-study heterogeneity, methodological moderators, different forms of knowledge hiding, publication bias, and the robustness of the findings were examined.

Findings: Abusive supervision was positively and significantly associated with knowledge hiding (r = .507, 95% CI [.403, .598]). Substantial heterogeneity was observed across studies, and the prediction interval indicated that both the magnitude and potentially the direction of the association may vary in future studies. Research design and the definition and extraction of effect sizes did not significantly moderate the association, whereas methodological quality was significantly associated with effect size, with higher-quality studies yielding smaller effects. Abusive supervision was positively and significantly associated with all examined forms of knowledge hiding, although differences among these forms were not statistically significant. Sensitivity analyses supported the robustness of the direction of the association, although its magnitude was sensitive to study quality. No statistically significant evidence of small-study effects was detected.

Conclusion: Abusive supervision is an important factor associated with employee knowledge hiding; however, the strength of this relationship is not uniform across contexts. The findings highlight the importance of preventing abusive supervisory behaviors while considering the quality of available evidence, organizational contexts, and the underlying mechanisms that may shape knowledge-hiding behavior.