open access
메뉴
open access
메뉴
ISSN : 1229-0696
Artificial intelligence (AI) technology is rapidly advancing, leading to an increase in receiving AI-based feedback in the workplace. In this study, we explored how individuals respond to negative feedback from AI on creative tasks. Drawing upon feedback acceptance theory, we hypothesized that individuals would be less accepting AI-based negative feedback compared to feedback from humans. We expected that this effect would be mediated by higher levels of identity and realistic threats, and lower perceived source credibility, in the AI condition compared to the human condition. Furthermore, we hypothesized that the internal locus of control moderate the effects of these two threats on feedback acceptance. In an experimental study using Korean adults, we found that AI-based negative feedback increased both realistic and identity threats compared to human feedback. Contrary to our expectations, there were no significant differences in feedback acceptance or source credibility between the AI and human feedback conditions. While identity threat mediated the effect of AI-based feedback on lower feedback acceptance, realistic threat led to increased acceptance of AI feedback. Additionally, the internal locus of control moderated the relationship between identity threat and feedback acceptance. Based on these results, we discussed implications, limitations, and recommendations for future research.
The purpose of this study was to investigate the effect of coaching leadership on learning goal orientation and constructive voice behavior, and test the effect to the extent to which the relationship varies by job engagement. Therefore, the relationship between coaching leadership and constructive voice behavior was examined, and the mediating effect of learning goal orientation was confirmed in the effect of coaching leadership on constructive voice behavior. In addition, the moderating effect of job engagement was confirmed in the influence of learning goal orientation on constructive voice behavior. Finally, the moderated mediating effect of job engagement was verified in mediating the relationship between coaching leadership and constructive voice behavior by learning goal orientation. To this end, 282 domestic workers were collected through an online survey, and the data were analyzed using SPSS 23.0 and Process Macro to derive results. The results showed that there is a partial mediating effect by significantly mediating the relationship between coaching leadership and constructive voice behavior. In addition, both the moderating effect and the moderated mediation effect of job engagement were significant. The implications and limitations derived from these research results, as well as suggestions for future research, were discussed.