We thank Cristina Espineda and Peter Lemuel Cayayan for assistance in data collection and Gillian Yeo for advice on the statistical analyses. An earlier version of this manuscript was presented at the 114th Annual Convention of the American Psychological Association, New Orleans, Louisiana, USA, 10–13 August 2006.
Abusive Supervision in Advising Relationships: Investigating the Role of Social Support
Version of Record online: 29 MAY 2008
© 2008 The Authors. Journal compilation © 2008 International Association of Applied Psychology
Volume 58, Issue 2, pages 233–256, April 2009
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:An International Review, 58: 233–256. doi: 10.1111/j.1464-0597.2008.00330.x
- Issue online: 5 MAR 2009
- Version of Record online: 29 MAY 2008
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.