Abstract
This study investigated the level of consistency between demonstrated proficiency in giving and taking criticism and related personal beliefs and feelings about doing so. Accordingly, the proficiency of 87 female and 45 male college students was tested in terms of the extent to which they actually did give and take criticism effectively in response to a standardized interaction with a confederate. There were no effects associated with sex of confederate; men were more effective in taking criticism. Those who showed greater skills had previously reported higher aspiration for improvement and greater difficulty in giving and taking criticism as well as higher social anxiety and irrational beliefs. Significant low eta coefficients suggested that higher performers set higher goals for themselves, felt more risk, and reported more social anxiety and irrational beliefs.
Get full access to this article
View all access options for this article.