Feedback seeking is a proactive process whereby students elicit performance-related information from their learning environment (De Stobbeleir et al., 2011). Existing research has suggested an emerging positive relationship between feedback seeking and learning outcomes in higher education (Leenknecht & Carless, 2023). Students are driven to seek feedback by diverse motivations which develops in the interplay between the students and their surroundings.
Self-determination theory (SDT) outlines six motivational orientations, encompassing both autonomous and controlled forms (Ryan & Deci, 2017). Three of these orientations are relevant to this blog article. Intrinsic motivation represents individuals’ inherent tendencies for their own inner satisfaction, interest and enjoyment in the activity itself. Identification involves individuals willingly engaging in an activity because they realize and endorse its value and significance. Amotivation arises when individuals perceive limited value or interest in the activity, due to a sense of incompetence or excessive cost associated with engagement.
My research in progress, which involves interviews with Chinese university students, has identified four prevailing experiential patterns: cultivating rapport, receiving appreciation, gaining helpful information, and sub-optimal feedback experiences. These patterns were found to be related to the development of the three earlier mentioned motivation types: intrinsic motivation, identification, and amotivation.
Firstly, establishing a rapport between the feedback seeker and provider, with both parties arriving at a shared understanding and mutually recognized new insights, can evoke a genuine sense of satisfaction and enjoyment within students. This experience serves to promote the development of intrinsic motivation, which typically arises when students seek feedback from their peers. Students tend to perceive their peers as having comparable academic levels and identities, which allows the feedback seeking process to take place in a two-way exchange of ideas and discussion rather than a one-way provision of information from the provider to the seeker.
Secondly, receiving appreciation during feedback seeking can cultivate a heightened sense of competence within students, thereby also bolstering their intrinsic motivation. This scenario is often identified when teachers commend students for the quality of their performance. The authoritative position of the teacher has a profound impact on the students’ self-perceptions and internal drive in learning.
Thirdly, when students obtain helpful information for their learning, they perceive feedback seeking as valuable. Such experiences provide students with a sense of identification with the feedback seeking activity. This occurs across a wide range of sources, including soliciting information from GenAI, existing materials, teachers and peers.
Fourthly, when students are unable to obtain useful information or when they perceive costs in feedback seeking, it can lead to amotivation to continue seeking feedback from that particular sources. For example, if teachers provide only generalized or impractical feedback, students may fail to make progress on the issues they face. They will be less inclined to continue seeking feedback from those instructors.
As seeking feedback is an important source of learning, the more autonomous the student’s motivation, the more consistently it will drive them to seek feedback. This research provides insights into how to cultivate students’ autonomous motivation to seek feedback. First, peer feedback is useful amongst students with complementary interests and expertise in order to facilitate a sense of shared understanding. Second, fostering constructive feedback environments that provide actionable information and acknowledge students’ prior achievements encourage students’ autonomy to seek feedback.
References
De Stobbeleir, K. E., Ashford, S. J., & Buyens, D. (2011). Self-regulation of creativity at work: The role of feedback-seeking behavior in creative performance. Academy of management journal, 54(4), 811-831. https://journals.aom.org/doi/10.5465/amj.2011.64870144
Leenknecht, M. J. M., & Carless, D. (2023). Students’ feedback seeking behaviour in undegraduate education: A scoping review. Educational Research Review, 40, 100549. https://www.sciencedirect.com/science/article/pii/S1747938X23000428
Ryan, R. M., & Deci, E. L. (2017). Self-determination theory: Basic psychological needs in motivation, development, and wellness. Guilford publications. https://psycnet.apa.org/record/2017-04680-000
