Advisor-student relationship in business education project collaborations: A psychological contract perspective

Sarbari Bordia, Elizabeth V. Hobman, Simon Lloyd D. Restubog, Prashant Bordia

Research output: Contribution to journalArticle

Abstract

Fulfillment of students' expectations in the educational context is likely to generate a sense of satisfaction and well-being. The current study examines the association between students' perceptions of psychological contract breach and their psychological well-being and satisfaction in a project collaboration context with a thesis advisor. The moderating role of conscientiousness on these relationships is considered. Students in 48 group thesis projects of the undergraduate management program at a private university in the Philippines were surveyed. Students perceiving higher levels of psychological contract breach in the advisor-student relationship reported lower levels of psychological well-being and project satisfaction. The negative effects of psychological contract breach on psychological well-being were stronger for students high in conscientiousness compared with students low in conscientiousness.

Original languageEnglish (US)
Pages (from-to)2360-2386
Number of pages27
JournalJournal of Applied Social Psychology
Volume40
Issue number9
DOIs
StatePublished - Sep 1 2010
Externally publishedYes

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Contracts
Students
Psychology
Education
Philippines

ASJC Scopus subject areas

  • Social Psychology

Cite this

Advisor-student relationship in business education project collaborations : A psychological contract perspective. / Bordia, Sarbari; Hobman, Elizabeth V.; Restubog, Simon Lloyd D.; Bordia, Prashant.

In: Journal of Applied Social Psychology, Vol. 40, No. 9, 01.09.2010, p. 2360-2386.

Research output: Contribution to journalArticle

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