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Abusive Supervision in Advising Relationships: Investigating the Role of Social Support
Article first published online: 29 MAY 2008
DOI: 10.1111/j.1464-0597.2008.00330.x
© 2008 The Authors. Journal compilation © 2008 International Association of Applied Psychology
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How to Cite
Hobman, E. V., Restubog, S. L. D., Bordia, P. and Tang, R. L. (2009), Abusive Supervision in Advising Relationships: Investigating the Role of Social Support. Applied Psychology, 58: 233–256. doi: 10.1111/j.1464-0597.2008.00330.x
Publication History
- Issue published online: 5 MAR 2009
- Article first published online: 29 MAY 2008
- Abstract
- Article
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- Cited By
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.