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) |
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Pages (from-to) | 233-256 |
Number of pages | 24 |
Journal | Applied Psychology |
Volume | 58 |
Issue number | 2 |
DOIs | |
State | Published - Apr 2009 |
Externally published | Yes |
ASJC Scopus subject areas
- Developmental and Educational Psychology
- Arts and Humanities (miscellaneous)
- Applied Psychology