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.
| Original language | English (US) |
|---|---|
| Pages (from-to) | 233-256 |
| Number of pages | 24 |
| Journal | Applied Psychology |
| Volume | 58 |
| Issue number | 2 |
| DOIs | |
| State | Published - Apr 1 2009 |
| Externally published | Yes |
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ASJC Scopus subject areas
- Developmental and Educational Psychology
- Arts and Humanities (miscellaneous)
- Applied Psychology
Cite this
Abusive supervision in advising relationships : Investigating the role of social support. / Hobman, Elizabeth V.; Restubog, Simon Lloyd D; Bordia, Prashant; Tang, Robert L.
In: Applied Psychology, Vol. 58, No. 2, 01.04.2009, p. 233-256.Research output: Contribution to journal › Article
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TY - JOUR
T1 - Abusive supervision in advising relationships
T2 - Investigating the role of social support
AU - Hobman, Elizabeth V.
AU - Restubog, Simon Lloyd D
AU - Bordia, Prashant
AU - Tang, Robert L.
PY - 2009/4/1
Y1 - 2009/4/1
N2 - 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.
AB - 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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U2 - 10.1111/j.1464-0597.2008.00330.x
DO - 10.1111/j.1464-0597.2008.00330.x
M3 - Article
AN - SCOPUS:61849184783
VL - 58
SP - 233
EP - 256
JO - Applied Psychology
JF - Applied Psychology
SN - 0269-994X
IS - 2
ER -