Incivility is an expression of disregard toward others in a social interaction. The current study predicts that incivility will inflict more damage when perpetrated by higher status holders, for the intention to leave the organization, the possibility that the psychological contract will be violated and concerning organizational citizenship behaviors (OCB) that are expected to diminish.333 workers were sampled through a web based survey. Results showed that incivility can predict psychological contract violation and withdrawal intention. In addition, results showed that perceived incivility (i.e the perceived frequency with which incivility is experienced by its targets), was higher among those uncivil acts perpetrated by their managers compared to perceived incivility if perpetrated by a peer. Moreover, results suggested that while for some outcomes (i.e. OCB-O, withdrawal intentions, and psychological contract violation) managers inflict more damage as predicted, for OCB-I, the impact was greater when peers acted in an uncivil manner. Results as well as practical and theoretical implications are discussed.

This research set out to measure the impact of the lockdown condition and social distancing imposed on higher education by the Israeli government during the COVID-19 period and the shift to online learning, on students’ emotional well-being, the way they perceived their teachers’ just behavior, and faculty incivility, compared to pre-pandemic conditions. An additional aim was to explore the set of connections among these factors. The total sample included 396 undergraduate students from three academic colleges. Data were gathered via three questionnaires: Positive/negative affect, Faculty Incivility, and Teacher Justice. Data were analyzed using Partial Least Squares-Structural Equation Modeling (PLS-SEM). The main finding showed that students’ negative emotions were informed by the lockdown condition. This perceived negative affect had an impact on how the participants experienced social interactions with their faculty. Those who exhibited higher levels of negative affect perceived themselves as targets of faculty incivility. The same trajectory was detected with the way students experienced their teachers’ just behavior. Students who held negative emotions, partly because of the COVID-19 restrictions, also viewed their teachers’ behavior toward them as unjust. This study stresses the role of one’s emotional condition in instigating negative interpretations of social interactions. Directions for subsequent research and practical implications for promoting students’ well-being and civil and just communications in the learning environment are discussed.

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