Feedback to know, to show, or both? A profile approach to the feedback process

Abstract

Learners seek feedback on their performance with varying motives. Using a latent profile analysis, we identified three subpopulations of college students with distinct patterns of feedback motives – instrumental isolated, undifferentiated, and instrumental enhancement. These groups differed in achievement goals, regulatory focus, and feedback orientation (Study 1, N=563). In Study 2 (N=294), we replicated the three profile groups and linked them to feedback-seeking behaviors. The instrumental enhancement profile group most frequently sought feedback across types of behaviors (monitoring, inquiry) and sources (peers, instructors). We discuss the implications of our findings for feedback research and practice involving learners in various contexts.