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Feedback seeking research envisages pro-active student roles in feedback processes but students seem to hesitate to seek feedback from their teachers despite the potential benefits it offers. Appreciating variation in students' experiences of feedback seeking is crucial for understanding this issue. This phenomenographic interview-based research investigated variation in the experiences of 24 undergraduate students regarding feedback seeking. An outcome space of five categories was developed: (1) feedback seeking as unnecessary, (2) feedback seeking through monitoring, (3) feedback seeking as impression management, (4) feedback seeking for academic achievement and (5) feedback seeking for broader learning. Broader significance emerges through charting interplay between the mutually reinforcing concepts of feedback seeking and feedback literacy, suggesting benefits of enabling students to appreciate the value of feedback seeking when transitioning to higher education. Surfacing some of the negative views of feedback seeking expressed by students enables us to propose some teaching and learning approaches to reduce their concerns. These implications for practice include developing curriculum-wide opportunities for sustained feedback seeking; establishing psychologically safe environments for feedback seeking to flourish; and designing complex iterative assessments that encourage feedback seeking and uptake. Future possibilities for students to seek feedback from generative artificial intelligence are briefly sketched. [ABSTRACT FROM AUTHOR]

A significant and somewhat under-exploited aspect of feedback literacy research lies in students' feedback-seeking behaviors. This research charts progress in oral feedback seeking by means of a three-year longitudinal inquiry focused on the feedback literacy development of an undergraduate co-author. The study is framed through sociocultural learning theories and the notion of feedback encounters to illustrate how social and relational feedback interactions encourage meaning-making and feedback uptake. Data comprise the student's reflective journal of feedback experiences; regular documented interactions between the two co-researchers; digitally recorded and transcribed feedback encounters over four consecutive semesters; and teacher feedback on completed assignments. Sociocultural discourse analysis is deployed to uncover how the student and her teachers used talk to co-construct shared thinking about assignment work-in-progress. Features of the selected feedback encounters include interthinking and the interweaving of cumulative and exploratory talk. Reflecting on feedback-seeking experiences over time stimulated student feedback literacy development through progress in preparing for, participating in, following up, and working with emotions in feedback encounters. Originality and significance lie in drawing conceptual linkages between feedback seeking, reflection, and the development of student feedback literacy and in exemplifying innovative ways of conducting feedback research on the student experience of feedback. We introduce the concept of student reflective feedback literacy to represent considered analysis of feedback evidence and experiences informing ongoing efforts to seek, make sense of, and use feedback. Incorporating within the curriculum sustained opportunities for student reflections about feedback carries the potential to develop student feedback literacy and merits further investigation. [ABSTRACT FROM AUTHOR]

Objectives: The ways that people seek support during times of stress influence their mental health outcomes, including depression. Insecure attachment is a risk factor for depression and may also interfere with adaptive support and feedback‐seeking behaviour during stress. The purpose of the present study was to test theorized associations between insecure attachment, support and feedback seeking, and changes in depression symptoms over 1 year, in a sample of mothers of school‐age children in the context of stress elicited by the COVID‐19 pandemic. Methods: Participants (N = 70 mothers) completed self‐report measures of anxious and avoidant attachment and depression severity at baseline in spring 2020 and then completed measures of past‐year engagement in direct and indirect support seeking and excessive reassurance seeking (ERS), preference for negative feedback, and depression severity at a follow‐up assessment in summer 2021. Results: Greater attachment anxiety at baseline predicted more frequent direct support seeking, indirect support seeking, and ERS during the 1‐year follow‐up period. In turn, greater indirect support seeking predicted greater increases in depression from baseline to follow‐up. Greater attachment avoidance at baseline predicted less direct support seeking during the 1‐year follow‐up period. Greater attachment avoidance at baseline also predicted depression severity at follow‐up, particularly among mothers with moderate to high levels of attachment anxiety, although none of the examined support and feedback‐seeking behaviours mediated this association. Conclusions: These results provide support for the role of activated attachment systems in determining support and feedback‐seeking behaviour during stress, as well as the role of support and feedback‐seeking behaviour in the maintenance and exacerbation of depression. [ABSTRACT FROM AUTHOR]

AbstractGrowth mindset and learning goal orientation are related to positive outcomes and experiences for both students and instructors in the higher education context. The present study examined growth mindset and learning goal orientation toward teaching as predictors of instructors’ likelihood of seeking feedback about their teaching. Considering that all feedback may not be perceived as equally valuable, we also examined the sources from which instructors were likely to seek feedback. Full-time faculty members (n = 103) responded to measures of general mindset, teaching mindset, teaching goal orientation, and likelihood of seeking feedback about teaching from multiple sources. They reported being more likely to seek feedback from students and department colleagues than from more distant colleagues. Learning goal orientation mediated the relationship between teaching mindset and likelihood of seeking feedback from students; instructors with more of a learning goal orientation reported a more growth-oriented mindset for teaching and greater likelihood of seeking feedback from students. We conclude that instructors who are learning goal-oriented are more likely to perceive teaching as a skill to be developed and thus are more likely to seek feedback, especially from students and close colleagues. Professional development programs (and reward systems in universities) may do well to focus on encouraging learning goal orientation in order to improve instructor performance. [ABSTRACT FROM AUTHOR]

Organizations have come to recognize the importance of their human capital, particularly their top-performing employees, in sustaining their businesses in today's competitive 21st-century landscape. To reward these few talented employees, organizations offer them preferential treatment in the form of idiosyncratic deals (i-deals). I-deals can effectively improve the performance of recipients, but this is not enough to demonstrate their management effectiveness. We should also measure their functional impact from the perspective of bystanders. This study seeks to explore the functional and dysfunctional impacts of i-deals on bystanders. We collected two-wave leader–employee matching data from sales teams, obtaining a sample of 108 leaders and 546 employees. The results indicate that coworkers' perceptions of other employees' i-deals (CPOEID) can provoke either malicious envy, which can lead to negative workplace gossip, or benign envy, which encourages feedback seeking. Developmental HRM practices not only lessen the positive effect of CPOEID on malicious and benign envy but also reduce the indirect effect of CPOEID on negative workplace gossip and feedback-seeking through malicious or benign envy. Our study, which applies social comparison theory, examines the double-edged effects of differentiated HRM practices on coworker interactive behavior. Additionally, our findings demonstrate the complementarity between differentiated and standardized HRM practices. [ABSTRACT FROM AUTHOR]

In response to dissatisfaction with testing cultures in higher education, programmatic assessment has been introduced as an alternative approach. Programmatic assessment involves the longitudinal collection of data points about student learning, aimed at continuous monitoring and feedback. High-stakes decisions are based on a multitude of data points, involving aggregation, saturation and group-decision making. Evidence about the value of programmatic assessment is emerging in health sciences education. However, research also shows that students find it difficult to take an active role in the assessment process and seek feedback. Lower performing students are underrepresented in research on programmatic assessment, which until now mainly focuses on health sciences education. This study therefore explored low and high performing students' experiences with learning and decision-making in programmatic assessment in relation to their feedback-seeking behaviour in a Communication Sciences program. In total, 55 students filled out a questionnaire about their perceptions of programmatic assessment, their feedback-seeking behaviour and learning performance. Low-performing and high-performing students were selected and interviewed. Several designable elements of programmatic assessment were distinguished that promote or hinder students' feedback-seeking behaviour, learning and uptake of feedback. [ABSTRACT FROM AUTHOR]

Purpose: Based on the feedback intervention theory, the main objective of this study was to explore the association of supervisor positive feedback with employee performance and the roles of feedback seeking and feedback orientation. Design/methodology/approach: Hierarchical regression and bootstrap analyses are used to test the above hypotheses and theoretical model on 368 dyad data obtained from Chinese employees and their direct supervisors at three different times. Findings/results: The results show that positive supervisor feedback has a positive effect on employee performance. Feedback seeking partially mediates the effect of positive feedback on employee performance. Feedback orientation positively moderates the influence of positive supervisor feedback on employee feedback seeking and performance, that is, for employees with high feedback orientation, the above two reinforcing effects are more obvious. Practical implications: The findings of this study demonstrate that supervisors should provide feedback to their employees in a positive manner in their daily work, so as to motivate employees to actively seek feedback and ultimately achieve the purpose of improving employee performance. Also, it is equally important for organisations and supervisors to actively cultivate the feedback orientation traits of employees. Originality/value: This study provides new insights into the impact mechanism and boundary conditions of positive feedback impact on employee performance and helps to complement the existing literature on feedback theory and performance management. In addition, applying feedback intervention theory to the research on the association between supervisor feedback and employee performance has made some contributions to the related research of feedback intervention theory.

It is possible that individuals do not endorse a general mindset or theory of intelligence and that their mindset is specific to particular domains. There is currently a dearth of evidence to support this possibility. It is also not known how these two types of mindset influence learning behaviors and outcomes. This study investigates the roles of generic mindsets (i.e. beliefs about general ability) and domain-specific mindsets (i.e. beliefs about domain-specific abilities) in students' learning of graphic design principles. Pre-service teachers (n = 107) played an online assessment game in which they designed three posters. For each poster, they had three chances to seek critical (i.e. constructive) feedback and one chance to revise their posters. Students' poster performance was measured by the game, whereas their learning of graphic design principles was measured by a post-test. Results show that critical feedback-seeking moderated the relation between generic and domain-specific growth mindsets. Critical feedback-seeking improved learning outcomes only when students endorsed a weak fixed generic mindset. Theoretical implications suggest that generic and domain-specific mindsets are distinct psychological constructs, and that generic mindsets seem to be more important than domain-specific mindsets in predicting learning of graphic design principles. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Management & Business Research (2521-4306) is the property of Chinese Management Association and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Both student feedback literacy and self-assessment are crucial for developing self-regulated and lifelong learning in higher education. The relationship between these two concepts is important but as yet understudied. Using self-assessment to develop students' feedback literacy has been mentioned in relevant literature, but how feedback literacy can facilitate self-assessment practice remains unclear. The purpose of this conceptual article is twofold. First, we articulate the interplay between feedback literacy and self-assessment based on a reframing and integration of the two concepts. Secondly, we unfold the self-assessment process into three steps: (1) determining and applying assessment criteria, (2) self-reflection, and (3) self-assessment judgement and calibration. For each step, we propose a pedagogical principle and recommend feedback practices that facilitate meaningful self-assessment. Implications for learning and teaching in both face-to-face and online learning environments are discussed. [ABSTRACT FROM AUTHOR]

Social entrepreneurs need resources to develop their organizations and catalyze social impact. Existing research focuses on how social entrepreneurs access and use resources, yet it neglects how they search for resource holders. This issue is particularly salient in social entrepreneurs' decisions about whom to approach for interpersonal feedback as a valuable resource. The current literature offers lists of individuals whom social entrepreneurs approach for feedback and implies these individuals can be easily accessed. Thus, it offers little insight into how social entrepreneurs select whom to approach for feedback and why, or why they struggle to access feedback. We conducted an in-depth inductive study based on 82 interviews with 36 nascent social entrepreneurs to investigate how they search for and select individuals to approach for feedback within and outside their social networks through an iterative appraisal process. Our findings start to open the black box of searching for resource holders in the resource mobilization process and offer insights on power and stigma in social entrepreneurship. [ABSTRACT FROM AUTHOR]

We use self-determination theory (SDT) as a framework for investigating how perceived autonomy-supportive supervision positively influences conditions that motivate newcomer subordinates to engage in feedback seeking. Based on data collected from MBA interns at two time periods, perceived autonomy support predicted task autonomy, informal supervisor feedback, and subordinate relationship building, and the latter two mediated the relationship between autonomy support and feedback seeking. Our study provides an SDT perspective on newcomer socialization by highlighting the important role supervisor support for autonomy can play in motivating feedback seeking as a proactive socialization tactic. Organizations and human resources management professionals should consider including training around autonomy support in supervisory training programs. © 2016 Wiley Periodicals, Inc. [ABSTRACT FROM AUTHOR]

Lifelong learning is crucial for professionals to continuously develop and update their knowledge and skills, and for organizations to create and sustain competitive advantage. In this regard, feedback seeking is a powerful vehicle to gain new knowledge and insights in one's development and performance. The current research dives deeper in the concept of feedback seeking by investigating the act and use of feedback as well as multiple feedback seeking methods. Leadership as a contextual factor can affect employees' feedback seeking behavior. As such, this study also explores the role of learning leadership for feedback seeking. Learning leadership supports, facilitates and encourages employees' professional development. To address these aims, two independent studies were conducted. Study 1 was a quantitative, survey study that investigated the direct relationship between learning leadership and (the act and use of) feedback seeking. Study 2 was a qualitative, interview study that explored which concrete learning leadership behaviors were linked to different methods of feedback seeking. The findings confirmed the pivotal role of leaders in employees' feedback seeking behavior and provided an overview of concrete learning leadership behaviors. [ABSTRACT FROM AUTHOR]

Lifelong learning is crucial for professionals to continuously develop and update their knowledge and skills, and for organizations to create and sustain competitive advantage. In this regard, feedback seeking is a powerful vehicle to gain new knowledge and insights in one’s development and performance. The current research dives deeper in the concept of feedback seeking by investigating the act and use of feedback as well as multiple feedback seeking methods. Leadership as a contextual factor can affect employees’ feedback seeking behavior. As such, this study also explores the role of learning leadership for feedback seeking. Learning leadership supports, facilitates and encourages employees’ professional development. To address these aims, two independent studies were conducted. Study 1 was a quantitative, survey study that investigated the direct relationship between learning leadership and (the act and use of) feedback seeking. Study 2 was a qualitative, interview study that explored which concrete learning leadership behaviors were linked to different methods of feedback seeking. The findings confirmed the pivotal role of leaders in employees’ feedback seeking behavior and provided an overview of concrete learning leadership behaviors.

Drawing on the reciprocal determinism of self-regulation system, a process-based model is used to examine the relationship of learning goal orientation (LGO) among university students with their academic performance, via reciprocal relationships between initial status and change trajectories in academic self-efficacy and feedback-seeking behaviors. A longitudinal study of 316 Chinese university students throughout their first year in college reveals that students who have high LGO in their first month after entering the university generally have higher academic self-efficacy and seek more feedback. Moreover, initial levels of feedback seeking are positively related to academic performance via linear change in academic self-efficacy over time. Limitations of the study and practical implications are discussed. [ABSTRACT FROM AUTHOR]

Aim: To analyse junior nurses' transition shock status and its associated factors. Background: When nurses experience transition shock, turnover intentions followed by turnover behaviour are likely, which is unfavourable for the stable development of nursing teams. Methods: Using convenience sampling, 1,148 Chinese junior nurses were recruited. Those recruited completed a demographic questionnaire and the head nurses' humanistic care behaviour for nurses, feedback‐seeking behaviour and transition shock of nurses scales. Data and associated factors of transition shock were analysed using SPSS and univariate and multivariate analyses, respectively. Results: Head nurses' humanistic care behaviour and nurses' feedback‐seeking behaviour were significantly and negatively correlated with junior nurses' transition shock (mean score: 2.87 ± 0.85). Income satisfaction, head nurses' humanistic care behaviour, night shift frequency and educational background entered the regression equation. Conclusions: Transition shock exists not only in new nurses but also in junior nurses with ≤5‐year service. Those dissatisfied with their income have frequent night shifts, and higher education backgrounds have higher levels of transition shock. Implications for Nursing Management: Head nurses need to reduce transition shock of nurses with ≤5‐year service by integrating humanistic care into nursing management and creating a friendly environment to stimulate feedback‐seeking behaviour. [ABSTRACT FROM AUTHOR]

Informed by the notion of help seeking (Newman, 2008), this study aims to examine a group of MATESOL students' online feedback experience in relation to their professional learning during the COVID-19 pandemic. Analysis of interviews with the participants and their written reflections produced during the online courses revealed that while online feedback afforded learning opportunities such as the provision and reception of feedback in diverse groups within a safe space, it also created challenges such as limited real-time and extensive feedback. While the participants exhibited nonadaptive help seeking at times, they also adopted adaptive help seeking strategies for feedback, including having internal conversations with learning materials to generate feedback, creating a space for feedback and interaction with significant others, and staying resilient and finding alternatives for feedback. The paper concludes with practical implications on supporting pre-service teachers' online feedback experience and fostering their adaptive help seeking strategies in feedback situations as critical and self-regulated learners to contribute to their professional learning. [ABSTRACT FROM AUTHOR]

The article is aimed at studying medical students’ reflective strategies for learning the Pediatric Surgery course at medical university. We used a modified version of the Motivated Strategies for Learning questionnaire (Soemantri et al., 2018), which has four subscales: self-orientation, critical thinking, self-regulation, and feedback seeking. The self-orientation component deals with students’ perceptions on their self-efficacy and internal motivation. The participants were fourty-six 5-th year medical students from the Bogomolets National Medical University, Kyiv, Ukraine. The survey was held in May 2021 when the students finished their spring semester in the online mode. We observed the prevalence of high and moderate levels in all the variables, but the indicators of Feedback seeking are lower which can be explained by the specificities of online learning. The authors propose methodological recommendations for educators how to create an environment for reflective learning to develop students’ reflective skills and employ alternative assessment strategies in the classroom.

This paper proposes that Self-Determination Theory (SDT) has considerable potential for filling some crucial feedback-seeking behavior (FSB) literature gaps. Some key issues are theoretically addressed. First, the influence mechanism of FSB on performance improvement may be explained by the role of motivational factors introduced by this theory in forming positive feedback reactions and the quality of feedback received by the feedback seeker. Second, SDT can be used to explain the feedback seekers' subjective well-being during the FSB process, which is almost overlooked in the FSB literature despite its importance. Third, this paper also relates motivational self-regulation mechanisms to FSB dimensions (e.g., method, sign, type) beyond the popular dimension of FSB frequency analyzed in the literature. The paper also suggests that the quality of FSB, based on these dimensions, is related to the quality of the feedback-seeker's motivation. This paper presents avenues for future empirical studies on different aspects of FSB based on SDT. [ABSTRACT FROM AUTHOR]

Within the context of demand-ability fit among newcomers, we developed a dynamic model of demand-ability fit change and tested specific predictions concerning its time-sequential effects based on the self-regulation perspective of person-environment fit. Latent change score analyses based on longitudinal data collected from a sample of 235 university newcomers (i.e., freshmen) in six waves over a period of three months show that feedback seeking affects subsequent changes in task mastery, which, in turn, leads to subsequent positive changes in demand-ability fit perceptions. Learning goal orientation (but not political skill) moderates the dynamic mediated relationship, such that the indirect effect (i.e., the effect of feedback seeking on subsequent changes in demand-ability fit via subsequent changes in task mastery) will be stronger for university newcomers with higher levels of learning goal orientation. The broader theoretical and practical implications of this research are discussed. • Newcomer's proactive socialization helps to shape the changes in D-A fit perceptions. • Feedback seeking affects changes in D-A fit via changes in task mastery. • LGO moderates the relationship between feedback seeking and changes in task mastery. [ABSTRACT FROM AUTHOR]

Zhenxing Gong,1 Chao Shan,1 Haizhen Yu2 1Department of Business Administration, School of Business, Liaocheng University, Liaocheng 252000, People’s Republic of China; 2Technical Reconnaissance Department, Liaocheng Public Security Bureau, Liaocheng 252000, People’s Republic of ChinaCorrespondence: Zhenxing GongDepartment of Business Administration, School of Business, Liaocheng University, No. 1 Hunan Road, Dongchangfu District, Liaocheng 252000, People’s Republic of ChinaTel +86 1 890 635 0166Email zxgong118@163.comBackground: For companies, employee creativity is vital to gaining competitive business advantages. Research regarding creativity has focused on contextual factors such as feedback, but results of studies on the relationship between feedback and creativity are inconsistent; further, only a handful of studies have been carried out from the perspective of coworkers. In this study, we aimed to analyze the association between the coworker feedback environment and creativity, to test the mediating role of feedback monitoring in this relationship and to test the moderating role of self-motivation among employees in China.Methods: A coworker feedback environment survey, a coworker feedback monitoring questionnaire, a self-motivation scale and a creativity scale were used. The staff submitted 264 questionnaires, of which 235 (74.6%) were completed by the participants. Among the respondents in the sample, 132 (56.2%) were men, and 103 (43.8%) were women. The mean age is 30 and age range from 24–49. Mplus 7.11 software was used to perform descriptive analysis, Spearman’s correlation analysis, mediating analysis and moderation analysis.Results: Coworker feedback environment was positively associated with creativity (β=0.60, p

Summary: This Special Issue on "Justice enactment ‐ research on doing justice in organizations" was developed to address questions relating to the prerequisites and conditions for and processes and outcomes of doing and enacting justice in organizations. In this editorial, we briefly introduce the collection of the seven empirical papers included in this Special Issue, thereby providing an overview of the recent progress in the field. We also identify key aspects and gaps in the literature in order to guide future efforts to move the research in the field forward and to create more just workplaces. [ABSTRACT FROM AUTHOR]

Summary: There is growing recognition that justice enactment is a complex activity and that managers face significant contextual and situational roadblocks when attempting to enact justice. However, research has not fully examined how managers, in the course of their jobs, can (a) identify and respond to justice‐related issues and (b) assemble and synthesize relevant information required to act in a manner consistent with justice rules. To begin addressing these concerns, we posit feedback seeking as a key managerial behavior that can facilitate greater justice enactment because it promotes the flow of both solicited and unsolicited information from employees to managers. Such information flows enhance the saliency of fairness goals and allow managers to learn about employees' contextualized needs in ways that facilitate increased justice enactment. However, we argue that these effects are less likely to occur when feedback‐seeking managers have lower generalized self‐efficacy. An analysis of archival data (NManagers = 8,706, NEmployees = 40,830), a study with manager–employee dyads (N = 181), and a time‐separated study of managers (N = 196) provide preliminary evidence in line with these arguments. We discuss the implications of our theory and findings with respect to the justice and feedback‐seeking literature. [ABSTRACT FROM AUTHOR]

The purpose of this paper is to examine how feedback seeking impact safety performance through feedback environment and the moderating role of consideration of future consequence. Correlation data were collected from 202 participants in three industries of China. Results indicate that feedback seeking is positively associated with feedback environment and safety performance, the feedback environment mediated the relationship between feedback seeking and safety performance. However, the positive effect of feedback environment on safety performance is more significant when consideration of future consequence is high. Overall, the findings highlight the critical importance of individual features in the research on safety performance. The conclusion is conducive to a more detailed understanding of the antecedents that affect safety performance and provides a new perspective for the improvement of safety performance.

Social networking sites (SNSs) may be transforming young people's social experiences, and browsing SNSs in particular may harm psychological well-being. However, browsing different types of SNS profiles may differentially relate to psychological well-being. In a large and ethnically diverse sample of emerging adults (N = 405), this experimental study examined changes in state affect and self-perceptions after browsing one of three different types of profiles on Instagram: an acquaintance, an influencer, or one's own profile. Moreover, this study investigated how individual characteristics may moderate relations between browsing and well-being, by exploring feedback seeking behaviors and the fear of missing out. Browsing one's own Instagram profile led to positive changes in psychological well-being, whereas browsing the profile of either an acquaintance or an Instagram influencer led to negative changes in psychological well-being. Many observed effects, especially those found for the acquaintance and influencer conditions, were moderated by participants' dispositional levels of the fear of missing out and feedback seeking, in which effects were primarily observed for those higher in these characteristics. Findings suggest that SNSs may have positive or negative effects on well-being depending on who is online and what those individuals are browsing.

The purpose of this paper is to examine how feedback seeking impact safety performance through feedback environment and the moderating role of consideration of future consequence. Correlation data were collected from 202 participants in three industries of China. Results indicate that feedback seeking is positively associated with feedback environment and safety performance, the feedback environment mediated the relationship between feedback seeking and safety performance. However, the positive effect of feedback environment on safety performance is more significant when consideration of future consequence is high. Overall, the findings highlight the critical importance of individual features in the research on safety performance. The conclusion is conducive to a more detailed understanding of the antecedents that affect safety performance and provides a new perspective for the improvement of safety performance. [ABSTRACT FROM AUTHOR]

We sought to expand on the concept of the moral self to include not just the duty to develop the moral self but the moral duty to develop the self in both moral and non-moral ways. To do this, we focused on how leaders can promote a climate in which individuals feel a sense of duty to develop themselves for the betterment of the team and organization. In our theoretical model, duty orientation plays a key role in determining whether followers will seek performance feedback to develop their work selves. We hypothesized that followers with ethical leaders would experience a greater sense of duty to improve themselves and would therefore be more likely to seek and less likely to avoid leader feedback. Drawing on social learning theory, we hypothesized that (a) duty orientation would mediate the relationship between ethical leadership and feedback-seeking/feedback-avoiding behavior, (b) expert power would moderate the relationship between ethical leadership and duty orientation such that duty orientation would be higher when followers perceived their leader to be both highly ethical and competent, and (c) expert power would moderate the indirect effect of ethical leadership on feedback-seeking/feedback-avoiding behavior through duty orientation. We tested our hypotheses using a sample of 249 followers across two waves of data collection. Results suggest that ethical leadership and leader competence interact to drive followers' duty orientation, thereby reducing followers' feedback-avoiding behaviors. Further, ethical leadership had a direct positive relationship with followers' feedback-seeking behaviors. [ABSTRACT FROM AUTHOR]

We tested the effect of feedback on the self-efficacy of 317 people from other countries who were teaching English in China, to establish the influence of their perceived value of feedback on the relationship between feedback seeking and receiving and self-efficacy. We used hierarchical regression to analyze the data and found that participants' perceived value of feedback seeking had a significant positive moderating effect on their feedback seeking and self-efficacy. In addition, value perceptions played a critical role in determining behavior through feedback. A practical implication of these results is that managers and employees should cultivate a positive feedback-seeking and receiving attitude to enhance self-regulation. [ABSTRACT FROM AUTHOR]

A 2 time-point survey was used to examine the mediating mechanism and boundary conditions through which proactive personality affects graduate students' innovative behavior. Results revealed that a proactive personality positively affected the innovative behavior of the students; feedback seeking mediated the influence of proactive personality on innovative behavior, and academic self-efficacy moderated the relationship between proactive personality and innovative behavior through feedback seeking. Namely, when graduate students' academic self-efficacy is high, for those with a proactive personality there is a stronger positive influence on their innovative behavior through feedback seeking. When graduate students' academic self-efficacy is low, a proactive personality has a weaker positive impact on their innovative behavior through feedback seeking. In this study we have, therefore, established a new mediating mechanism and boundary conditions through which proactive personality influences innovative behavior and have expanded existing innovation theory. Finally, we proposed management recommendations for ways to enhance and increase graduate students' innovative behavior. [ABSTRACT FROM AUTHOR]

Given its capacity to cultivate a range of positive outcomes in the workplace, humor has been recognized as a valuable tool for leadership purposes. However, the theoretical understanding of leader humor remains relatively limited and the mechanism through which it influences follower outcomes has not been clearly identified. Drawing on signaling theory, we developed and empirically tested a model which delineates the relationship between leader humor and a specific follower behavior – proactive feedback seeking. We collected data from 304 employees and their respective leaders working in a large Canadian retail organization. Results of our analyses indicate that leader humor can impact subordinate feedback-seeking behavior via its influence on subordinates' affect-based and cognition-based trust in the leader. [ABSTRACT FROM AUTHOR]

Notwithstanding their concern with intra-MNC control mechanisms, scholars have overlooked the complementary phenomenon of self-regulatory behavior by subsidiaries. In this paper, we take the first steps towards addressing this gap by advancing and testing hypotheses dealing with the determinants of a major element of self-regulatory behavior at the subsidiary level, i.e., the performance-oriented feedback-seeking behavior of subsidiary presidents. Utilizing data from 374 subsidiaries of 75 MNCs, we test hypotheses regarding the impact of subsidiary task and organizational context on the feedback-seeking behavior of subsidiary presidents. The results of this study can be summarized as follows: (i) subsidiary presidents do engage in proactive performance-oriented feedback-seeking behavior; (ii) they vary in the extent to which they engage in such behavior; and (iii) these variations in feedback-seeking behavior are at least partially systematic. [ABSTRACT FROM AUTHOR]

We examined the impact of feedback seeking, including feedback inquiry and monitoring, on career adaptability via the mediator of supervisor feedback environment and the moderator of person--organization fit (P--O fit). Participants were 415 full-time employees in China, who completed the research measures in 3 waves each spaced 3 months apart. The results revealed that supervisor feedback environment mediated the relationship between feedback seeking and career adaptability, and that the effect of feedback inquiry and feedback monitoring on the supervisor feedback environment was moderated by P--O fit. The positive effect of feedback inquiry and feedback monitoring on career adaptability was significant only when P--O fit was poor (vs. good). Supervisors should encourage employees to seek feedback and organizations could also design training sessions to improve employee career adaptability, promote employee performance, and facilitate career development. [ABSTRACT FROM AUTHOR]

Resource seeking, or the act of asking others for things that can help one attain one's goals, is an important behavior within organizations because of the increasingly dynamic nature of work that demands collaboration and coordination among employees. Over the past two decades, there has been growing research in the organizational sciences on four types of resource seeking behaviors: feedback seeking, information seeking, advice seeking, and help seeking. However, research on these four behaviors has existed in separate silos. We argue that there is value in recognizing that these behaviors reflect a common higher order construct (resource seeking), and in integrating the findings across the four literatures as a basis for understanding what we do and do not know about the predictors and outcomes of resource seeking at work. More specifically, we use conservation of resources (COR) theory as a framework to guide our integration across the four literatures and to both deepen and extend current understandings of why and when employees engage in resource seeking, as well as how resource seeking behaviors may lead to both individual- and collective-level outcomes. We conclude with a discussion of future research needs and how COR theory can provide a fruitful foundation for future resource seeking research. [ABSTRACT FROM AUTHOR]

Aim: The aim of this study was to explore nurses' feedback seeking, the contextual issues established by mentors and career adaptability in a Chinese context. In addition, this research explored the moderating role of nurses' political skill. Background: Mentors play a direct, important and distinct role in supporting mentees. However, little is known about the relationship between the contextual elements of mentor feedback and nurses' career adaptability. Design: This study was based on cross‐sectional data collected from 303 frontline nurses. Method: SPSS 22.0 was used for correlation and regression analysis, and the SPSS PROCESS macro was used for mediating, moderating and conditional process analysis. Results: Feedback environment established by the mentor is associated with nurses' feedback‐seeking behaviour and career adaptability. The indirect association of feedback environment with career adaptability via feedback seeking is stronger for employees with high political skill than those with low political skill. Conclusion: When mentors create a suitable context for feedback, nurses' career adaptability can be enhanced through feedback seeking, especially for nurses with high political skill. Implications for Nursing Management: Nurse managers should strive to build a supportive feedback environment established by mentor. It is necessary to improve nurses' political skills. [ABSTRACT FROM AUTHOR]

We empirically explored the impact of feedback seeking, including feedback inquiry and monitoring, on the coworker feedback environment via coworker identification. Participants were 264 employees who worked in research and development, design, and technology sectors of industrial enterprises in China. The results indicated that feedback monitoring, feedback inquiry, and coworker identification were all positively related to the coworker feedback environment after controlling for the effects of demographic variables. Further, coworker identification fully mediated the relationship between feedback inquiry/monitoring and the coworker feedback environment. Our findings expand understanding of the feedback loop by bridging the gap between coworker feedback seeking and the coworker feedback environment. We recommend that coworkers encourage employees' feedback-seeking behavior so that the workplace feedback environment motivates them to ask for the help they need to work independently. [ABSTRACT FROM AUTHOR]

Teachers' feedback seeking is considered as important for their professional learning. This study aims to investigate which school leaders are sought out for informal feedback by teachers and what leadership characteristics might influence this choice in secondary schools in Flanders, Belgium. Data from 436 teachers of 14 secondary schools are used for social network analysis and multilevel regression analyses. In these schools, the average size of the leadership team is eight, consisting of principals, assistant principals and teacher leaders. Results indicate that the frequency of teachers' informal feedback seeking towards their leadership team is rather low. However, teachers turn the most towards their principals for informal feedback. Multilevel regression analyses show that transformational leadership seems to be the most influential characteristic for this choice. Instructional leadership is only influential for the informal feedback seeking from principals, while transformational leadership shows to be important for all three leadership categories (principal, assistant principals and teacher leaders). The article identifies several pathways for further research to extend our knowledge about informal feedback seeking of teachers in schools. Also for leadership development programmes implications are formulated including the needed attention on the topic of feedback provision for teachers. [ABSTRACT FROM AUTHOR]

Although significant scholarly attention has been devoted to understanding subordinates' information seeking from supervisors, researchers have not paid adequate attention to information sharing by supervisors. Moreover, research on supervisors' information sharing behavior has focused almost exclusively on work‐related information sharing, disregarding supervisors' sharing of information not related to work (e.g., that related to family). Drawing on self‐disclosure theory, we argue that supervisors share both work‐related and nonwork information with their subordinates and propose that these two forms of information sharing are conceptually distinct. Furthermore, to unravel the role of supervisors' nonwork information sharing, we develop an interactive model to test how it may be associated with important employee outcomes. We conducted pilot studies using five samples and, through a sixth study, tested the hypothesized model using a four‐wave data collection design. This study makes three major contributions to research and theory. First, it integrates information sharing and information seeking literatures. Second, it underlines the importance of supervisors' nonwork information sharing in organizations by testing its direct and interactive effects. Third, it contributes to theory by presenting trust as a mechanism that links information disclosure in dyads. Results obtained using structural equation modeling generally supported the proposed model. [ABSTRACT FROM AUTHOR]