Psychological contracts and work engagement in higher education: The impact of knowledge sharing, illegitimate tasks, and emotional support

Abstract

This study aims to explore the factors influencing psychological contracts within the context of higher education. Although psychological contracts have been widely examined in prior research, this study is conducted in a distinct setting, shifting the focus from traditional organizational environments to the higher education sector. Grounded in Social Exchange Theory (SET), a framework developed in social psychology to explain relationships between individuals and within groups, this research seeks to provide a deeper understanding of interpersonal dynamics in academic contexts. To address the research objectives, a quantitative approach was employed to examine multiple dimensions of psychological contracts. Data were collected in Ho Chi Minh City through a structured survey, yielding 550 valid responses, equally divided between two groups: 275 lecturers and 275 students. The findings indicate that the key factors included in the research model, knowledge sharing, illegitimate tasks, and emotional support significantly influence psychological contracts. The findings demonstrate that psychological contract plays a significant mediating role in the relationships between knowledge sharing, illegitimate tasks, emotional support, and work engagement. Specifically, knowledge sharing and emotional support strengthen psychological contracts, which subsequently enhance work engagement, whereas illegitimate tasks weaken psychological contracts and reduce engagement. These findings highlight the importance of psychological contract as the key psychological mechanism linking environmental factors to engagement outcomes. By emphasizing the mediating role of psychological contract and its influence on work engagement, this study extends the application of the SOR framework and Social Exchange Theory within the higher education context, while providing practical implications for fostering sustainable lecturer-student relationships and improving engagement in teaching and learning activities.