Goal orientation moderates the feedback environment/feedback-seeking link

2008 ◽  
Author(s):  
Brian Whitaker ◽  
Paul Levy ◽  
Jessica Whitaker
Keyword(s):  
Goal Orientation ◽  
Feedback Seeking ◽  
Feedback Environment

The effect of goal orientation on feedback-seeking behavior

2003 ◽  
Author(s):  
Guihyun Park ◽  
Aaron M. Schmidt ◽  
Christine Scheu ◽  
Richard P. DeShon
Keyword(s):  
Goal Orientation ◽  
Feedback Seeking ◽  
Seeking Behavior

Coworker feedback seeking and feedback environment in China: An expectation states theory approach

2019 ◽  
Vol 47 (9) ◽  
pp. 1-10 ◽  
Author(s):  
Zhenxing Gong ◽  
Mengshuang Liu ◽  
Di Xin ◽  
Faheem Gul Gilal ◽  
Kui Yin ◽  
...  
Keyword(s):  
Design And Technology ◽  
Theory Approach ◽  
Feedback Seeking ◽  
Feedback Environment ◽  
Expectation States ◽  
Industrial Enterprises ◽  
Seeking Behavior ◽  
Expectation States Theory ◽  
The Impact ◽  
The Relationship

We empirically explored the impact of feedback seeking, including feedback inquiry and monitoring, on the coworker feedback environment via coworker identification. Participants were 264 employees who worked in research and development, design, and technology sectors of industrial enterprises in China. The results indicated that feedback monitoring, feedback inquiry, and coworker identification were all positively related to the coworker feedback environment after controlling for the effects of demographic variables. Further, coworker identification fully mediated the relationship between feedback inquiry/monitoring and the coworker feedback environment. Our findings expand understanding of the feedback loop by bridging the gap between coworker feedback seeking and the coworker feedback environment. We recommend that coworkers encourage employees' feedback-seeking behavior so that the workplace feedback environment motivates them to ask for the help they need to work independently.

Learning Goal Orientation and Academic Performance: A Dynamic model

2021 ◽  
pp. 106907272110434
Author(s):  
Bingjie Lu ◽  
Yingxin Deng ◽  
Xiang Yao ◽  
Zhe Li
Keyword(s):  
Academic Performance ◽  
University Students ◽  
Goal Orientation ◽  
Self Efficacy ◽  
Self Regulation ◽  
Regulation System ◽  
Feedback Seeking ◽  
Learning Goal ◽  
Learning Goal Orientation ◽  
Academic Self Efficacy

Drawing on the reciprocal determinism of self-regulation system, a process-based model is used to examine the relationship of learning goal orientation (LGO) among university students with their academic performance, via reciprocal relationships between initial status and change trajectories in academic self-efficacy and feedback-seeking behaviors. A longitudinal study of 316 Chinese university students throughout their first year in college reveals that students who have high LGO in their first month after entering the university generally have higher academic self-efficacy and seek more feedback. Moreover, initial levels of feedback seeking are positively related to academic performance via linear change in academic self-efficacy over time. Limitations of the study and practical implications are discussed.

Effects of feedback motives on inquiry and performance

2015 ◽  
Vol 30 (2) ◽  
pp. 199-215 ◽  
Author(s):  
Jason Dahling ◽  
Alison L O'Malley ◽  
Samantha L Chau
Keyword(s):  
Image Enhancement ◽  
Task Performance ◽  
Public Image ◽  
Performance Ratings ◽  
Future Research ◽  
Feedback Seeking ◽  
Feedback Environment ◽  
Content Type ◽  
Seeking Behavior ◽  
And Performance

Purpose – The purpose of this paper is to examine how two motives for feedback-seeking behavior, the instrumental and image enhancement motives, impact the feedback-seeking process and supervisor ratings of task performance. Design/methodology/approach – Correlational data were collected from supervisor-subordinate dyads and analysed with path analysis. Findings – Results show that perceptions of a supportive supervisory feedback environment are associated with both higher instrumental and image enhancement motives. The instrumental motive fully mediates the relationship between the feedback environment and feedback-seeking behavior. However, the positive effect of feedback-seeking behavior on task performance ratings made by supervisors is only significant when the image enhancement motive is low. Contrary to expectations, no direct or moderating effects were found for the instrumental motive on performance ratings. Practical implications – These results demonstrate that many instances of feedback-seeking behavior are motivated by a desire to enhance one’s public image, and that high image enhancers can earn strong performance ratings even with low feedback-seeking behavior. Overall, the findings highlight the critical importance of measuring employees’ motives in research on feedback and performance management. Originality/value – This is the first study to explicitly examine how motives mediate and moderate the relationships between feedback environment perceptions, feedback-seeking behavior, and performance in the workplace. The findings suggest that future research on feedback-seeking behavior should measure and model the effects of motives on feedback processes.

Toward a Goal Orientation–Based Feedback-Seeking Typology

2016 ◽  
Vol 43 (4) ◽  
pp. 1234-1260 ◽  
Author(s):  
Yaping Gong ◽  
Mo Wang ◽  
Jia-Chi Huang ◽  
Siu Yin Cheung
Keyword(s):  
Goal Orientation ◽  
Feedback Seeking

scholarly journals Checking in? A dyadic and dynamic perspective on feedback conversations

2019 ◽  
Author(s):  
Frederik Anseel ◽  
Stéphane Brutus
Keyword(s):  
Dynamic Processes ◽  
Evidence Based ◽  
Feedback Seeking ◽  
Feedback Environment ◽  
Fundamental Properties ◽  
Research Areas ◽  
Dynamic Perspective ◽  
Informal Feedback ◽  
Evidence Based Guidelines ◽  
Over Time

Companies are increasingly moving toward more fluidity and flexibility inperformance management. The trend to “unstructure” feedback processes hasled to a renewed interest in evidence-based guidelines on how to organizefeedback in organizations differently. Unfortunately, there remains a dearth ofknowledge on two fundamental properties of feedback processes as they arenow being advanced in organizations. First, feedback is dyadic in that bothemployee and supervisor are active agents in a feedback exchange. Second,feedback is dynamic with feedback conversations being connected in time toprevious and future conversations. Drawing on conceptual and methodologicaladvances in studying dyadic and dynamic processes, we systematically addresspreviously unexplored research areas and paint a more complete picture ofhow informal feedback exchanges in organizations unfold over time. In doingso, we bring together the feedback-seeking, feedback-giving, and feedback environment literature to advance a dyadic and dynamic perspective on feedback processes in organizations.

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