The Interplay of Locus of Control, Feedback Language, and Employee Learning Orientation

Authors

  • Hannan Khan Lecturer, Gift University

Keywords:

locus of control, feedback language, learning orientation, growth mindset, attribution, performance feedback

Abstract

This study examines the interplay of locus of control, feedback language, and employee learning orientation through a quantitative investigation of 100 employees assessed for locus of control, then randomly assigned to receive process-focused ('Your systematic approach worked well') vs. ability-focused ('You're naturally talented') feedback. Grounded in Attribution Theory (Weiner, 1985) + Implicit Theories of Intelligence (Dweck, 2006), the research investigates the psycholinguistic mechanisms underlying this phenomenon. Internal locus of control employees responded 38% more positively to process feedback (increased learning orientation by 34%) while external locus employees showed no differential response. Ability-focused feedback decreased effort investment by 22% among internal-locus employees (interpreted as 'I don't need to try') but increased confidence by 18% among external-locus employees. The three-way interaction (locus × feedback type × task difficulty) was significant (p=0.006): process feedback most beneficial for internal-locus employees facing challenging tasks. Regression: feedback-locus congruence (Beta=0.38), task difficulty (Beta=0.26), growth mindset baseline (Beta=0.24) explained 44% of variance in learning orientation change. The findings provide theoretical and practical contributions to the intersection of psychology, linguistics, and organizational science.

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Published

2025-08-31

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