Acceso usuarios
James W. Westerman, B.G. Whitaker, Jacqueline Z. Bergman, Shawn M. Bergman, Joseph P. Daly
We examined the relationship between personality congruence on faculty and student narcissism with student perceptions of professor status, the perceived difficulty of the class, and student performance in the classroom. Data were collected from business students and faculty at an AACSB-accredited business school at a comprehensive state university. Results indicated that narcissism congruence was significantly related to a student's final grade in the class such that less congruence was associated with lower course grades and that this negative association was partially mediated by perceived professor status and perceived class difficulty. Particularly concerning was the finding that more narcissistic faculty were associated with detrimental outcomes for less narcissistic students. Considering the well-documented and profoundly negative implications of narcissism for workplace environments, this finding suggests a need for future research on the impact of narcissistic faculty on business students and on successful intervention strategies.
