The Absence of the Moderating Role of Positive Attribution: Can Positive Attribution Buffer the Impact of Negative Feedback on the Proactivity of Student Leaders in Higher Education?

Xing Tang, Li Liao

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¹ Xiangnan University, Chenzhou 423000, China,

erd 2024 , 6(8), 243–252; https://doi.org/10.26689/erd.v6i8.7909

© 2024 by the Authors. Licensee Whioce Publishing, Singapore. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution 4.0 International License ( https://creativecommons.org/licenses/by/4.0/ )

Abstract

The proactivity of college student leaders is essential for their individual growth, team synergy and the enhancement of campus culture. Given that many student affairs management teachers in Chinese higher education institutions primarily employ negative feedback as a developmental tool for student leaders, this study explores whether such feedback diminishes the proactivity of student leaders and whether positive attribution can effectively mitigate this adverse effect. The findings reveal that negative feedback from student affairs management teachers significantly undermines the proactivity of student leaders, and surprisingly, the practice of positive attribution does not ameliorate this trend. This study underscores the necessity for student affairs management teachers to refrain from utilizing negative feedback when evaluating the outcomes of activities and facilitating reflection among student leaders. Instead, it advocates for fostering a positive and supportive communication environment to encourage the proactivity and personal development of student leaders.

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