Research in the area of feedback seeking behaviors (Ashford & Cummings, 1983) has failed to examine the impact of a supervisor's feedback style on a subordinate's subsequent feedback seeking. This is an important area for investigation due to the positive relationship between feedback seeking and performance. Deci and Ryan's cognitive evaluation theory suggests that intrinsic motivation may be an important mediator between feedback style and FSB in that feedback style impacts an individuals desire for mastery of his or her environment which is related to feedback seeking in Ashford and Cumming's model. It is hypothesized that a controlling, in contrast to an informational, feedback style will decrease feedback seeking. It was found that feedback style, while it did impact intrinsic motivation, did not have an effect on feedback seeking behaviors. The valence of the feedback also impacted intrinsic motivation but only had a marginally significant effect on feedback seeking from the experimenter and no effect on feedback seeking from the task itself. Feedback style and valence did not interact to effect level of intrinsic motivation or FSB. In only one case, the effect of feedback valence on feedback seeking from the experimenter, did it appear that intrinsic motivation acted as a mediator. Possible explanations for the results are discussed, including the nature of the task itself. / Master of Science

Two studies examined cultural differences in the propensity to seek performance feedback using an experimental policy-capturing design. Findings demonstrated differences between European-Canadians and Chinese participants in the importance of contextual and individual variables in predicting feedback-seeking intentions. In particular, European-Canadians were more motivated than Chinese participants to seek individual feedback when it was positive versus negative (feedback valence). Further, the ego-based motive (ego-defensiveness) predicted the relationship between feedback valence and feedback-seeking intentions for European-Canadians, whereas the motive did not predict the relationship for Chinese participants. Results indicated that both European-Canadians and Chinese participants were less likely to seek feedback when feedback seeking occurred in public versus private. This finding was qualified by a significant interaction between culture and the image-based motive (defensive impression management) in predicting the relationship between publicness of feedback seeking and feedback-seeking intentions. Specifically, the image-based motive predicted the relationship between the publicness of feedback seeking and feedback-seeking intentions for Chinese participants but did not predict this relationship for European-Canadians. Findings also revealed cultural differences in the propensity to seek feedback from different sources. European-Canadians were significantly more likely than Chinese participants to seek feedback when it came from a supervisor versus a peer. Contrary to prediction, the relationship between the mean beta weight for the Source cue was not predicted by the instrumental motive for European-Canadians. In support of prediction, power distance predicted the relationship between feedback source and feedback-seeking intentions for Chinese participants. Overall, the two studies provide evidence for differences in the motivation to seek feedback between East Asian and Western individuals. Study limitations and future research directions are discussed, as well as practical and theoretical implications of the current findings.

Two studies examined cultural differences in the propensity to seek performance feedback using an experimental policy-capturing design. Findings demonstrated differences between European-Canadians and Chinese participants in the importance of contextual and individual variables in predicting feedback-seeking intentions. In particular, European-Canadians were more motivated than Chinese participants to seek individual feedback when it was positive versus negative (feedback valence). Further, the ego-based motive (ego-defensiveness) predicted the relationship between feedback valence and feedback-seeking intentions for European-Canadians, whereas the motive did not predict the relationship for Chinese participants. Results indicated that both European-Canadians and Chinese participants were less likely to seek feedback when feedback seeking occurred in public versus private. This finding was qualified by a significant interaction between culture and the image-based motive (defensive impression management) in predicting the relationship between publicness of feedback seeking and feedback-seeking intentions. Specifically, the image-based motive predicted the relationship between the publicness of feedback seeking and feedback-seeking intentions for Chinese participants but did not predict this relationship for European-Canadians. Findings also revealed cultural differences in the propensity to seek feedback from different sources. European-Canadians were significantly more likely than Chinese participants to seek feedback when it came from a supervisor versus a peer. Contrary to prediction, the relationship between the mean beta weight for the Source cue was not predicted by the instrumental motive for European-Canadians. In support of prediction, power distance predicted the relationship between feedback source and feedback-seeking intentions for Chinese participants. Overall, the two studies provide evidence for differences in the motivation to seek feedback between East Asian and Western individuals. Study limitations and future research directions are discussed, as well as practical and theoretical implications of the current findings.

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Thesis advisor: Lauri Johnson / This qualitative case study examined teacher and administrator perceptions of how one Massachusetts school district used the feedback processes to facilitate teacher growth and development. Feedback was defined as any type of information about performance or progress towards a goal that is transferred from one individual or group to another individual or group. Data gathered from participant interviews, artifact analyses, and observations of district meetings found not only effective distribution and use of educator feedback, but also that teachers and administrators participated in feedback-seeking behavior. The district appeared to be successful in embedding a social learning culture that facilitated and conditioned the positive use of feedback as an activator for ongoing examination of teaching and learning as well as the development and progress monitoring of individual and collective district improvement goals. / Thesis (EdD) — Boston College, 2014. / Submitted to: Boston College. Lynch School of Education. / Discipline: Educational Leadership and Higher Education.

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The aim of the present study was to examine the effects of goal orientation on feedback seeking behaviors. While examining this, the effects of self-efficacy, feedback sign, and motives were considered to better understand how goal-orientation affects the way employees seek feedback. The secondary purpose was to investigate the effects of task characteristics (important/unimportant) and performance level (good/bad) on feedback seeking behaviors. A total of 204 people working in a wide range of organizations filled out the questionnaire. Participants rated the items measuring self-efficacy, goal-orientation, and feedback seeking motives. In addition, participants indicated how frequent they would demonstrate the feedback seeking behaviors listed in given two scenarios and four hypothetical situations. Learning-goal orientation predicted desire for useful information positively and defensive motive negatively. Performance-prove orientation predicted both desire for useful information, and defensive motive positively, and performance-avoid orientation predicted only defensive motive. Learning-goal orientation did not predict feedback seeking behaviors in both scenarios. However, performance-avoid orientation predicted longing for feedback negatively and feedback seeking through third parties, monitoring, and indirect inquiry positively in both positive and negative scenarios. However, the effects of self-efficacy and motives were not as expected. Self-efficacy did not moderate the relationship between goal-orientation and motives, and motives did not mediate the relationship between goal-orientation and feedback seeking behaviors with a few exceptions. Exploratory analysis revealed that task importance predicted the propensity of using specific feedback seeking methods, whereas performance expectancy predicted longing for feedback. The results are discussed with the implications, strengths, and limitations of the study. Some suggestions for future research are made.

Billions of dollars are invested annually on leadership development interventions within organizations. And while these leadership development programs are generally effective, as evidenced by meta-analytic findings, researchers and organizational leaders alike are perplexed by the fact that some individuals’ leadership abilities do not show improvement after participating in a leadership development program. Drawing from social psychology and implicit person theory, I extend implicit self-theory into the leadership domain to examine leadership mindset, the belief an individual has about the malleability of leadership ability, and its relationship to leadership growth. Individuals with a more incremental leadership mindset believe that through hard work and effort they can improve their leadership ability. Individuals with a more fixed mindset, conversely, believe that leadership ability cannot be purposefully changed. Implicit self-theory would suggest that individuals with a more incremental mindset will have more leadership growth than individuals with a more fixed leadership mindset. Using self-regulation theory as a foundation, I propose that the effect of leadership mindset on leadership growth will be transferred through three mechanisms: negative feedback-seeking, reflection, and fear of failure. I also hypothesize that the relationship between these mediators and leadership growth will be stronger for leaders who have more developmental opportunities. Thus, I hypothesize a second-stage moderated mediation effect whereby the effect of leadership mindset on leadership growth through negative feedback-seeking, reflection, and fear of failure is stronger when individuals have more developmental opportunities.

Goal Orientation (GO), the behavioral tendencies for the goals individuals will adopt in a variety of situations has been thoroughly utilized to understand feedback seeking behaviors. While previous and ongoing research has answered many questions within this area, there remains theoretical inconsistencies involving these relationships. For example, the relationship between prove performance goal orientation (PPGO) and feedback seeking has largely been inconsistent. There are also relationships yet to be tested such as how the GO dimensions are related to different sources of feedback within the workplace. Because of this, the purpose of the present research was to examine the relationships between the three GO dimensions and feedback seeking to different sources (supervisor and colleague). Additionally, the impact of impression management on the relationship between PPGO and feedback seeking behaviors, and the impact of feedback source credibility on the relationship between learning goal orientation (LGO) and feedback seeking behaviors was examined. Based on a sample of 291 working adults in southern California, results indicated that LGO and PPGO positively predicted feedback seeking to a supervisor and a colleague. Additionally, APGO (avoidance performance goal orientation) was unrelated to either feedback source in regression models containing LGO and PPGO, but bivariate correlations revealed a small positive relationship between APGO and a colleague. Impression management did not practically moderate the relationship between PPGO and feedback seeking to a supervisor and feedback source credibility did not impact the relationship between LGO and feedback seeking to a supervisor. This means that individuals with a LGO and PPGO have tendencies for seeking feedback from not just a supervisor, but also colleagues within the workplace, while APGO individuals may lean towards a colleague for feedback. For the two interactions, Impression management may not be an adequate measure for finding the inconsistencies between PPGO and feedback seeking. Finally, feedback source credibility does not seem a factor for LGO individuals in the feedback seeking process. Practical and theoretical implications are provided along with the limitations and suggestions for future research.