Advisor–Student Relationship in Business Education Project Collaborations: A Psychological Contract Perspective
Article first published online: 15 SEP 2010
© 2010 Wiley Periodicals, Inc.
Journal of Applied Social Psychology
Volume 40, Issue 9, pages 2360–2386, September 2010
How to Cite
Bordia, S., Hobman, E. V., Restubog, S. L. D. and Bordia, P. (2010), Advisor–Student Relationship in Business Education Project Collaborations: A Psychological Contract Perspective. Journal of Applied Social Psychology, 40: 2360–2386. doi: 10.1111/j.1559-1816.2010.00662.x
- Issue published online: 15 SEP 2010
- Article first published online: 15 SEP 2010
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.