Hobman, ElizabethRestubog, SimonBordia, PrashantTang, Robert L.2015-12-076269-994Xhttp://hdl.handle.net/1885/17328The 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.Abusive Supervision in Advising Relationships: Investigating the Role of Social Support200910.1111/j.1464-0597.2008.00330.x2015-12-07