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Title:
Abusive supervision in advising relationships: Investigating the role of social support
Authors:
Hobman, E. V., Restubog, S. L. D., Bordia, P., & Tang, R. L.
Journal:
Applied Psychology: An International Review, 58(2), 233-256

 

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.

 

Accessed: 5234 times
Created: Tuesday, 5th May 2009 by goodwinh
Modified: Monday, 7th March 2011 by paulj
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