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Attachment, Supervisor Support, & Burnout in Professors Open Access


Other title
Social Support
University Teachers
Job Engagement
Supervisor Support
Type of item
Degree grantor
University of Alberta
Author or creator
Tremblay, Jacob W
Supervisor and department
Dr. William Whelton, Educational Psychology
Examining committee member and department
Dr. Derek Truscott, Educational Psychology
Dr. Ronald Martin, University of Regina, Educational Psychology
Dr. George Buck, Educational Psychology
Dr. Jose Da Costa, Educational Policy Studies
Dr. Alison Taylor, Educational Policy Studies
Department of Educational Psychology
Counselling Psychology
Date accepted
Graduation date
Doctor of Philosophy
Degree level
Burnout is a chronic syndrome characterized by emotional exhaustion, cynicism, and reduced efficacy that has long-term ill effects for individuals, organizations, families, and health-care systems. Job engagement is considered to be the positive opposite of the burnout experience, and it is conceptualized by energy, involvement with work, and efficacy. The presence of supervisor support has been shown to mitigate against the development of burnout more than collegial and non-work forms of social support across occupations, and it is believed to do this as a result of the supervisor’s influence over work-related demands and resources. Using a sample of 213 university professors, this study proposed that individual differences in attachment orientations would predict burnout and job engagement, and that supervisor support would moderate these relationships. Regression analyses identified anxious attachment and supervisor support as predictors of burnout and job engagement in this study. However, collegial support was a stronger predictor of these outcomes. The hypothesis that supervisor support would moderate the relationship between attachment and burnout was not supported.
Permission is hereby granted to the University of Alberta Libraries to reproduce single copies of this thesis and to lend or sell such copies for private, scholarly or scientific research purposes only. Where the thesis is converted to, or otherwise made available in digital form, the University of Alberta will advise potential users of the thesis of these terms. The author reserves all other publication and other rights in association with the copyright in the thesis and, except as herein before provided, neither the thesis nor any substantial portion thereof may be printed or otherwise reproduced in any material form whatsoever without the author's prior written permission.
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