Abusive Supervision in Advising Relationships: Investigating the Role of Social Support
Date
2009
Authors
Hobman, Elizabeth
Restubog, Simon
Bordia, Prashant
Tang, Robert L.
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Blackwell Publishing Ltd
Abstract
The present study examines the consequences of abusive supervision in an educational setting. The study contrasts the cross-domain stress-buffering hypothesis with the within-domain stress exacerbation hypothesis in examining the moderating role of advisor and team member support on the relationship between abusive supervision and student outcomes in student-advisor relationships. Using a temporal research design, results provided support for both hypotheses. In support of the stress exacerbation hypothesis, in the presence of high advisor support, there was a significant positive relationship between abusive supervision and anxiety, and a significant negative association between abusive supervision and psychological well-being. Consistent with the stress-buffering hypothesis, in the presence of high team member support, there was a negligible association between abusive supervision and satisfaction and anxiety.
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Applied Psychology: An International Review
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Journal article
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2037-12-31
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