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Adopting a social exchange framework, this article examines the relationship between organizational cynicism and leader–member exchange (LMX) using two different methodologies.

Study 1 utilizes a longitudinal panel design (N = 291) to examine the reciprocal relationships between organizational cynicism and LMX over time. Study 2 (N = 348) positions loyalty as a possible mechanism through which organizational cynicism might impair LMX.

Study 1 provides evidence for the existence of some reciprocity in the relationships between organizational cynicism and LMX; however, organizational cynicism appears to be a stronger predictor of LMX than the obverse. The results of Study 2 suggest that cynical employees are less loyal to their supervisors, and this cynicism can interfere with the reciprocity process inherent in the creation and maintenance of high-quality social exchanges at work.

This is the first study to examine the relations between organizational cynicism and LMX in a longitudinal design. Additionally, the inclusion of loyalty and demonstration that organizational cynicism impacts loyalty to supervisors negatively represents a novel direction in organizational cynicism research.

Organizational cynicism is on the increase. The purpose of this paper is to explore how dispositions promote cynical attitudes and how to mitigate the negative impact of organizational cynicism for employees.

The data consisted of two samples (n=312 and n=529) of employed adults. All participants completed online surveys containing the variables of interest. The hypothesized model was tested using structural equation modeling.

Low levels of core self-evaluation (CSE) predict organizational cynicism which, in turn, mediates the relations between CSE and job attitudes. Importantly, the authors find that supervisory support moderates both the relations between CSE and organizational cynicism and organizational cynicism and job satisfaction.

Little research has directly assessed the role of dispositions in the development of organizational cynicism. The authors suggest that CSE contributes to the development of cynical attitudes. Further, the authors demonstrate that a supportive supervisor can serve as a buffer to mitigate the expression and effects of organizational cynicism on workplace outcomes.

This chapter unpacks the unique characteristics of online students, research that exists pertaining to support of online students in American higher education, and reviews the subsequent chapters in this volume. The chapters in this book focus on research, theoretical foundations for supporting the success of online student. Authors present case studies in various context including a large state university system, a large and increasingly growing public master’s degree, two private institutions, and a Scottish institution. Various theoretical constructs are provided to help inform practices for supporting online students including “communities of practice” (Wenger, 2000) or “communities of inquiry” (Garrison, 2007) and the Dynamic Student Development Metatheodel (DSDM). The final chapters of this book unpack the experiences of specific populations including post-baccalaureate, students, and doctoral students, understanding that each subset of students encounters different challenges throughout their online experiences. Finally, this book closes with a focus on a very important topic for all professionals: accessibility discussing the importance of inclusion, participation, and engagement for students with disabilities no matter the modality of learning. The last chapter compares two models of support (medical and social) and offers recommended changes for implementation of best practices to enhance literacy supports in online learning environments.