Feedback acceptance in developmental assessment centers: the role of feedback message, participant personality, and affective response to the feedback session
研究了141名参与者在发展性评估中心中接受反馈的情况，发现评估者评分越高，反馈接受度越高，且这一关系部分由参与者的情感反应中介；外向性通过情感反应影响反馈接受，宜人性调节情感反应与反馈接受的关系。
Abstract We investigated feedback acceptance by participants ( N = 141) in an operational developmental assessment center (AC). Consistent with predictions based on self‐enhancement theory and the Affective Infusion Model, results indicated that higher assessor ratings were associated with higher feedback acceptance, and this relationship was partially mediated by the participant's affective reaction to the feedback session. Participants' self‐ratings of their AC performance did not affect this relationship suggesting no support for our prediction based on self‐verification theory. We also investigated the role of participants' self‐ratings of agreeableness, extraversion, and emotional stability in feedback acceptance by testing specific moderated mediation hypotheses. Extraversion was related to feedback acceptance through the affective reaction to the feedback session. Agreeableness moderated the affective reaction to the feedback session and feedback acceptance relationship such that there was a strong relationship between affective reaction and feedback acceptance for highly agreeable participants, but no relationship for low agreeable individuals. For low agreeable individuals, there was a positive direct relationship between the assessor ratings and feedback acceptance which was not observed for highly agreeable individuals. The hypothesized role of emotional stability in predicting feedback acceptance was not supported. Implications for the delivery of feedback in developmental ACs are discussed in light of these findings. Copyright © 2008 John Wiley & Sons, Ltd.