A goal orientation model of feedback-seeking behavior

Abstract

Why do individuals differ in their feedback-seeking behavior, and how do these differences impact their task performance? The current article addresses these questions by developing a theoretical model using the individual difference of goal orientation (an orientation toward developing or demonstrating one's ability) as a central influence in the feedback-seeking process. Goal orientation is proposed to influence how individuals cognitively process the cost and value of feedback-seeking opportunities. These cognitions are then proposed to influence the choices made for six dimensions of feedback-seeking behavior—the frequency, type, source, method, timing, and sign preference. The argument is then made that assessment of multiple dimensions of feedback seeking, compared to the customary frequency assessment, should enhance our ability to explain the relationship of feedback-seeking behavior with outcomes such as task performance. Finally, the theoretical model is discussed as a platform for future research and as a source of guidance for the management of feedback-seeking behavior.