负面反馈在生活和工作中无处不在。企业管理者常常会认为负面反馈可以帮助员工改进绩效，然而在实际运用时，由于负面反馈所表现出的惩罚性，可能会使员工抵触并影响其注意力，效果往往大打折扣。因此，本文以上级该如何有效地进行负面反馈，以提高员工工作效能感为出发点，通过三个研究调查了上级建设性批评（vs 破坏性批评）这种负面反馈类型对员工工作效能感的影响，包含负面情绪的中介作用，及员工个体所持有的思维模式在其中起到的调节作用。

研究1对建设性批评（vs 破坏性批评）与工作效能感之间的关系和负面情绪的影响机制进行探究，发现相较于破坏性批评，收到上级建设性批评的员工产生更低水平的负面情绪和更高的工作效能感。研究2在研究1的基础上引入了思维模式（成长型思维模式/固定型思维模式）作为调节变量，发现思维模式调节负面情绪影响员工工作效能感这一过程。为了扩展研究的生态效度，研究3采用了日记法，在真实的职场环境中招募被试，连续10个工作日收集研究数据，采用多水平结构方程模型（Multilevel Structural Equation Model, MSEM）再次检验假设。

三个研究的结果表明，相较于破坏性批评而言，建设性批评可以提高员工的工作效能感。这一过程是由员工产生的负面情绪下降所介导的，较低水平的负面情绪对员工工作效能感影响较少。同时，思维模式调节了这一影响机制。相较于持有固定型思维模式的个体而言，持有成长型思维模式的个体在收到建设性批评后产生的负面情绪更少，工作效能感也更高。

本文探寻了组织中个体遭受批评时的情绪反应这一内在机制，并探讨了其外在影响，同时引入了思维模式这一新视角，丰富了建设性批评中关于个体差异的研究。在应用方面，本文可以为管理者如何有效发挥负面反馈的作用提供管理启示，呼吁企业管理者在进行绩效管理时可以采用建设性批评这样有助于推动增长的有效方式，以便员工能适应负面情绪并从批评中受益；同时，也可以启示员工发展成长型思维模式，用成长和发展的眼光看待问题，激发个体在工作中更加敏锐、积极地面对困难，发挥主观能动性，在为自身打造适宜的工作环境。

Negative feedback is ubiquitous in both life and work settings. Organizational leaders often assume that providing negative feedback can help employees improve their performance. However, in practice, negative feedback can be experienced as punitive and may trigger resistance in employees, leading to attentional disruption and ultimately reducing its effectiveness. Therefore, this paper investigates how organizational leaders can deliver negative feedback effectively to enhance employee job self-efficacy, with a specific focus on the impact of constructive (vs. destructive) criticism on job self-efficacy and the moderating role of mindset.

The first study explores the relationship between constructive (vs. destructive) criticism and job self-efficacy and the mediating effect of negative emotions. The results indicate that employees who receive constructive feedback experience fewer negative emotions and higher job self-efficacy compared to those who receive destructive feedback. Building on these findings, the second study introduces mindsets (growth-oriented vs. fixed) as a moderator and demonstrates that mindsets moderate the effect of negative emotions on job self-efficacy. To extend ecological validity, the third study adopts a diary method to collect data over 10 working days in real-life workplaces and uses the Multilevel Structural Equation Model to test the proposed hypotheses.

Overall, the findings demonstrate that constructive feedback is more effective than destructive feedback in promoting employee job self-efficacy. This effect is mediated by the reduction of negative emotions triggered by constructive criticism, which has a weaker impact on employee job self-efficacy. Additionally, growth-oriented mindset plays a moderating role in this process, with individuals with a growth-oriented mindset experiencing fewer negative emotions and higher job self-efficacy than those with a fixed mindset.

The study contributes to the understanding of the emotional reactions of individuals to criticism within organizations and highlights the external effects of this mechanism. By introducing mindsets as a new perspective, the research enriches the study of individual differences in constructive criticism. In terms of practical applications, the author suggest that organizational leaders adopt a constructive feedback approach to promote growth and development and encourage individuals to develop a growth-oriented mindset to cope with negative emotions and benefit from criticism.