Abstract
Embedded in higher educational settings, this study examines the relationship between abusive supervision and psychological capital and the mechanism through which abusive supervision and team member support interact to influence psychological capital with supervisor-student exchange mediating the interaction with psychological capital. Data collected from 222 graduate students in six Chinese universities supports our mediated moderation model: abusive supervision negatively relates to psychological capital and supervisor-student exchange mediates the positive moderating effect of team member support on the relationship between abusive supervision and psychological capital. Theoretical and practical implications of these findings are discussed.
Sign-in/Register to access full text options 
Free) 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call
