Abstract
The purpose of this study was to propose and test an integrated model of feedback seeking behavior by including antecedent and outcome variables of feedback-seeking behavior. Structural equation modeling analysis was used to analyze data collected from a sample of 8th and 9th graders (N = 460) from three middle schools located in G district of Korea. The proposed model was partially supported with the following results. First, the contextual factor of feedback environment had indirect effects on feedback seeking behavior through the individual disposition of autonomous motivation. Second, the relationships of feedback seeking behavior with cognitive and affective achievement were mediated by the process of students’ self-reflection. Third, the relationships of academic motivation with feedback seeking behavior were found to be differential across their types. The autonomous motivation had the stronger effect on inquiry while the controlled motivation was more related to monitoring. The paper discusses the implications of the findings and concludes with suggestions for promoting students’ use of feedback including feedback seeking behavior.
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