Feedback and Finding Your Inner Self: Self-Perception as a Filter for Change

Marcela Peterson

Have you noticed how people often react in completely different ways to the same type of feedback? While some become motivated to change, others withdraw or even reject what they hear. What explains these differences? The answer may lie less in the content of the feedback and more in the receiver, specifically in their core self-evaluation.

This concept, which combines self-esteem, self-efficacy, locus of control, and neuroticism, works like a lens through which individuals interpret the world, including criticism and suggestions. People with positive self-evaluations tend to see feedback as an opportunity for growth, whereas those with negative self-evaluations may interpret the same input as a threat or a form of devaluation.

In practice, this explains why some people feel motivated when told they need to improve, while others feel shaken or defensive. And it’s not just about sensitivity: research shows that these core self-evaluations are directly related to the likelihood of change after receiving feedback. In other words, delivering a well-structured 360-degree evaluation is not enough—it is also essential to understand who is on the receiving end.

This insight made me reflect on the role of leadership and HR. It is not enough to simply deliver feedback results if we do not prepare the psychological ground for it to be well received. Promoting self-confidence, strengthening professional identity, and practicing active listening should precede—or at least accompany—the moment of formal feedback. Feedback is not only technique; it is relationship.

Another key aspect is the emotional mediation in the process of change. Those who see themselves as valuable, capable of learning, and in control of their actions tend to transform feedback into growth. This is especially relevant in environments where feedback is continuous, such as agile cultures or competency-based management models.

The impact of feedback lies not only in the quality of the tool but in the quality of the self-perception of the person receiving it. This challenges standardized practices and points toward more human, personalized, and respectful approaches to professional development.

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