PERFORMANCE FEEDBACK EFFECTS IN TRAINING: THE ROLE OF PERCEIVED CONTROLLABILITY
通过86名员工的实地实验，研究将绩效归因于可控因素（相对于不可控因素）的反馈如何影响软件自我效能、目标承诺、情绪和学习，发现可控归因反馈提升自我效能，进而促进学习，但未影响目标承诺和情绪。
A field experiment with 86 employees tested whether performance feedback that attributes past performance to factors within trainees' control would result in heightened software efficacy, goal commitment, positive mood, and learning, compared to feedback that attributes past performance to factors outside trainees' control. In addition, we assessed whether the use of feedback would produce a Galatea effect, or gain in trainees' performance that is the result of a boost in their self‐efficacy. The results show that trainees who received feedback that attributed their performance to factors within their control had higher software efficacy. Software efficacy was positively related to learning (both declarative knowledge and compilation). Contrary to our expectations, feedback did not influence goal commitment or positive mood. Further, a statistically significant Galatea effect was not obtained; however, feedback that attributes performance to factors outside trainees' control was related to a decrease in software efficacy.