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Feedback seeking in the organisational field has attracted sustained attention but seems relatively under-exploited in higher education. This scoping review aims to synthesize empirical research on feedback seeking in undergraduate education to develop a comprehensive understanding of students’ feedback seeking strategies and motivations, and related antecedents and outcomes. The method involved consultations with an expert panel, and a scoping review of 42 studies identified through rigorous search procedures. The key findings discuss learning enhancement, impression management and ego-based motives for feedback seeking; direct inquiry, indirect inquiry and monitoring strategies; and potential for feedback seeking outcomes to relate to high achievement. Broader implications focus on the interdependence between feedback seeking and feedback literacy; and the potential for cross-fertilisation of insights between research in organisations, medical education and broader higher education. Implications for practice focus on training and supporting student feedback seeking within psychologically safe learning environments.
Leenknecht et al. (Tue,) studied this question.
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