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

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.