The Impact of Culture on Feedback-Seeking Behavior: An Integrated Model and Propositions

By Mary Sully de Luque, S. M. Sommer. 2000

262 citations recorded by the source corpus.

Subfields: Organizational Behavior and Human Resource Management, Social Psychology, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/88c4b31b485757aeec768d4f7ee05951ea98d5f7

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In Organizational Behavior and Human Resource Management

In Social Psychology

In Sociology and Political Science

Citations in the corpus

Handbook of Research on Learning and Instruction (2011, background): “In a previously described study, Belcher et al. (2003) manipulated the learning environment by providing “gender-appropriate” feedback to reinforce learners’ original “gen-der-appropriate” belief, resulting in a gendered difference in skill performance outcome.”
The performance effects of coaching: a multilevel analysis using hierarchical linear modeling (2009, background): “Further, the process of feedback-giving typically occurs at both individual and team levels of the organizational structure (Sully de Luque and Sommer 2000) but extant research has not investigated the impact of developmental coaching from a multi-level perspective.”
Offshore information systems project success: the role of social embeddedness and cultural characteristics (2009, background): “Project leaders exhibiting high uncertainty avoidance are likely to aggressively reduce risks, enforce conformance to plans, and reduce deviations from them (Sully de Luque and Sommer 2000).”
Cronyism: a cross-cultural analysis (2006, background): “Adopting a contingency perspective (e.g., Chen et al., 1998; Sully de Luque and Sommer, 2000), we argue that cronyism will vary in likelihood across two cultural dimensions, individualism–collectivism and verticalness–horizontalness, as will its specific types.”
The knowledge hiding link: a moderated mediation model of how abusive supervision affects employee creativity (2019, background): “More specifically, in a high-power distance culture, employees are more likely to respect, defer to, and trust supervisors and hold the belief that they should not go against their superiors’ decisions (Sully De Luque & Sommer, 2000).”
Self-assessment in the process of self-regulated learning and its relationship with academic achievement (2020, background): “For example, De Luque and Sommer (2000) found that, in seeking feedback, collectivist cultures tend to prefer indirect inquiry or self-monitoring, but not direct-inquiry behavior, since it might bring too much undesired individual attention to a person.”
Cross-cultural organizational behavior. (2007, background): “Feedback giving and feedback seeking are theorized to vary across cultures (De Luque & Sommer 2000).”
Service employee burnout and engagement: the moderating role of power distance orientation (2016, background): “…supervisors treat employees with dignity and fairness, this leads to more positive evaluations of the supervisor for low (vs. high) PDO employees because low PDO employees expect and appreciate a personalized and horizontal relationship where social bonding is important (de Luque and Sommer 2000).”
Investigating organizational socialization: a fresh look at newcomer adjustment strategies (2011, background): “Additionally, their specific roles as client-facing professional service providers may have limited available or sanctioned strategies (De Luque and Sommer, 2000).”
Toward a model of issue-selling by subsidiary managers in multinational organizations (2005, background): “Trompenaars, 1993), the last cultural syndrome Sully de Luque and Sommer (2000) derive is specific-holistic orientation.”
Cross-Cultural Code-Switching: The Psychological Challenges of Adapting Behavior in Foreign Cultural Interactions (2007, background): “…as highly discrepant from the native cultural norms and in conflict with Taiwanese cultural values regarding power distance (Hofstede, 1980; Javidan & House, 2001), communication directness/indirectness (Morris et al., 1998; Sully de Luque & Sommer, 2000), and assertiveness (Javidan & House, 2001).”