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Advisor–Student Relationship in Business Education Project Collaborations: A Psychological Contract Perspective
Author(s) -
Bordia Sarbari,
Hobman Elizabeth V.,
Restubog Simon Lloyd D.,
Bordia Prashant
Publication year - 2010
Publication title -
journal of applied social psychology
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.822
H-Index - 111
eISSN - 1559-1816
pISSN - 0021-9029
DOI - 10.1111/j.1559-1816.2010.00662.x
Subject(s) - conscientiousness , psychological contract , psychology , perspective (graphical) , social psychology , context (archaeology) , perception , applied psychology , personality , big five personality traits , extraversion and introversion , paleontology , artificial intelligence , neuroscience , biology , computer science
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.