2019/02/09 by Martijn Leenknecht, Martijn J. M. Leenknecht, Priscilla Hompus +1 · 4 citations
Social Sciences · #Evaluation of Teaching Practices #Higher Education Practises and Engagement #Student Assessment and Feedback
paper · doi:10.1080/02602938.2019.1571161
openalex publication_date 2019/02/09 · openalex created_date 2025/10/10 · openalex updated_date 2026/07/29
To make sure that feedback fulfils its aspirations, students’ active role in feedback should be acknowledged in higher education: It is students’ uptake of feedback that determines its effectiveness. In this study, feedback seeking behaviour of students is introduced in order to enrich our knowledge about students’ active role in feedback. Goal orientation was studied as antecedent of feedback seeking behaviour, and students’ deep learning approach as a mediating factor. Results indicated that students use both monitoring and inquiry strategies of feedback seeking, but they preferred monitoring. The association between feedback seeking behaviour and goal orientation was stronger for mastery goals than for performance goals. The preference for monitoring is stronger for students with more performance goal orientation. Deep learning approach was found to be a mediator in the relationship between goal orientation and feedback seeking behaviour. It can be concluded that students with the goal to learn from the activity will use more deep learning strategies and will seek more feedback, both in an active and passive way. This effect is less present for students with performance goals.