How does motivation influence students’ feedback seeking processes
Bibliographic Data
| ID | 19378917 |
|---|---|
| Authors | Huiling Zhou (0009-0003-9007-9284, Faculty of Education, The University of Hong Kong, corresponding author), Juuso Henrik Nieminen (0000-0003-3087-8933, Deakin University), Gaowei Chen (0000-0002-6847-4013, Faculty of Education, The University of Hong Kong) |
| Year | 2025 |
| Volume | 50 |
| Issue | 7 |
| Pages | 1025-1039 |
| Publication date | 2025-10-03 |
| Open Access | No |
| Type | ARTICLE |
| Venue | Assessment & Evaluation in Higher Education (JOURNAL) |
| Journal identifiers | ISSN: 0260-2938 • E-ISSN: 1469-297X |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/02602938.2025.2501696 |
| OpenAlex | W4410493561 |
| Language | EN |
| Citations received | 4 |
| References cited | 54 |
Feedback seeking is a proactive process through which students solicit performance-relevant information from their environment. Students’ motivation to seek feedback predicts their related perceptions and behaviours. However, the motivational rationale for feedback seeking in higher education is not well understood. Here, we investigate the relationships between motivation, cost–value perception and behaviour frequency in feedback seeking processes. This quantitative study uses the data of 930 Chinese university students from a survey on five types of motivation for feedback seeking according to self-determination theory (intrinsic motivation, identification, introjection, external regulation and amotivation), cost–value perceptions and behaviour frequencies (monitoring and inquiry). Structural equation modelling is used to explore the relations between these constructs. Our findings indicate that identification, introjection and amotivation predict the perceived cost or value. Intrinsic motivation, identification and introjection are related to monitoring or inquiry frequency. Cost–value analysis is shown to directly affect the monitoring or inquiry frequency. Our research recommends educators mitigate students’ introjection while fostering their identification for feedback seeking. Incorporating feedback seeking as a regular curricular activity may develop students’ self-directed learning competencies. Given students’ greater propensity for monitoring over inquiry, future research could target enhancing their monitoring skills
Higher education · Mathematics education · Applied Psychology · Education, Achievement, and Giftedness · Innovative Teaching and Learning Methods · Motivation and Self-Concept in Sports · Psychology · Social Psychology
Research Methods in Education
Applied Multivariate Statistics for the Social Sciences
Self-Determination Theory
How Are We Doing After 30 Years? A Meta-Analytic Review of the Antecedents and Outcomes of Feedback-Seeking Behavior
Intrinsic Motivation, Learning Goals, Engagement, and Achievement in a Diverse High School
Sampling Methods in Research Methodology; How to Choose a Sampling Technique for Research
Brick by Brick
Feedback‐Seeking Behavior in Language Learning
Self-Regulation of Creativity at Work
Proactivity during organizational entry
Reflections on the Looking Glass
Feedback-Seeking in Individual Adaptation
The antecedents and consequences of autonomous self‐regulation for college
Motivational profiles from a self-determination perspective
The development of the five mini-theories of self-determination theory
Psychologically controlling teaching
Cutoff criteria for fit indexes in covariance structure analysis
Reporting Structural Equation Modeling and Confirmatory Factor Analysis Results
Intrinsic and extrinsic motivation from a self-determination theory perspective
PLS-SEM or CB-SEM
In Search of Golden Rules
Psychological safety in feedback
Detecting and Deterring Insufficient Effort Responding to Surveys
Student agency in feedback
Self-assessment is about more than self
What can higher education learn from feedback seeking behaviour in organisations? Implications for feedback literacy
Exploring students’ feedback seeking behavior in the context of programmatic assessment
Investigating variation in undergraduate students’ feedback seeking experiences
Feedback seeking behaviour in higher education
Ascertaining the validity of individual protocols from Web-based personality inventories
Coefficient alpha and the internal structure of tests
Methods for the detection of carelessly invalid responses in survey data
The "What" and "Why" of Goal Pursuits
Perceived locus of causality and internalization
| Citations per year | 4 |
|---|---|
| Citation span | 2025 - 2026 (2) |
| Highly cited | No |