A goal orientation model of feedback-seeking behavior

By D. Vandewalle. 2003

360 citations recorded by the source corpus.

Subfields: Experimental and Cognitive Psychology, Organizational Behavior and Human Resource Management

View Paper: https://www.semanticscholar.org/paper/ac28491abc951e3736b08389a4d14c50fa443552

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In Experimental and Cognitive Psychology

In Organizational Behavior and Human Resource Management

Citations in the corpus

Taking Stock: Integrating and Differentiating Multiple Proactive Behaviors (2010, background): “Ashford, Blatt, and Van de Walle (2003) suggested that when individuals with a high performance goal orientation perceive that seeking feedback will make them look bad, they are less likely to seek feedback via inquiry, which is a more public feedback-seeking strategy, than via monitoring, which is…”
Motivation and feedback: How implicit theories of intelligence predict L2 writers’ motivation and feedback orientation (2017, background): “There have been other studies in the ﬁ elds of social and educational psychology linking learners ’ achievement goal orientations to their desire for and reaction to feedback (e.g., Mangels et al., 2006; VandeWalle, 2003; VandeWalle & Cummings, 1997).”
Toward An Integration of the Behavioral and Cognitive Influences on the Entrepreneurship Process (2016, background): “An entrepreneur who exhibits a learning goal orientation may more frequently deploy legitimation scripts to gather diagnostic feedback regarding his/her understanding of environmental conditions and more thoroughly conceptualize an opportunity (cf. VandeWalle, 2003).”
Feedback-seeking behavior in second language writing: motivational mechanisms (2019, background): “According to VandeWalle (2003), individuals with learning goals view feedback as “useful diagnostic information about how to develop competencies needed for task mastery”, whereas those with performance goals view feedback “as an evaluation and judgement about the self and revealing one’s…”
Linking Feedback Quality and Goal Orientation to Feedback Seeking and Job Performance (2012, methodology): “This aversion to self-threatening, failure-relevant information manifests itself in lower perceptions of value and greater costs associated with feedback seeking (VandeWalle, 2003).”
Individual and contextual influences on multiple dimensions of training effectiveness (2005, background): “Such a focus on performance is associated with what researchers call a “maladaptive response pattern” ( VandeWalle, 2003”
How Are We Doing After 30 Years? A Meta-Analytic Review of the Antecedents and Outcomes of Feedback-Seeking Behavior (2015, background): “Sixth, the reference sections of located primary studies and reviews (Anseel, Lievens, & Levy, 2007; Ashford et al., 2003; grant & Ashford, 2008; Morrison, 2002; VandeWalle, 2003) were examined for relevant citations.”
The dynamics of proactivity at work (2008, background): “…provides extensive evidence of the different ways in which employees express proactive behavior, including seeking feedback (Ashford, Blatt, & VandeWalle, 2003; Ashford & Cummings, 1983, 1985), taking initiative in pursuing personal and organizational goals (Frese & Fay, 2001; Roberson,…”
When does procedural fairness promote organizational citizenship behavior? Integrating empowering leadership types in relational justice models (2012, background): “In line with this argument, a focus on self-guided action has been shown to reduce people’s desire for social information that is diagnostic with respect to their competence and performance (see VandeWalle, 2003, for an overview).”
A meta-analytic examination of the goal orientation nomological net. (2007, background): “It would also be interesting to examine whether the type of feedback sought is influenced by GO (Butler, 1992, 1993; VandeWalle, 2003).”
The role of coachee characteristics in executive coaching for effective sustainability (2013, background): “” Other research has linked learning goal orientation with feedback seeking and feedback receptivity, where learning goal orientation increases the salience of the instrumental motive and feedback seeking behavior (Vandewalle, 2003).”
The Development and Validation of the Feedback Orientation Scale (FOS) (2010, background): “The literature suggests that attitudes toward feedback, self-efficacy, self-esteem, locus of control, learning goal orientation, need for achievement, and public self-consciousness can also influence the feedback process (Bernichon, Cook, & Brown, 2003; Brown, Ganesan, & Challagalla, 2001; Fedor & C”
Motivating Organizations to Learn (2015, background): “Mastery norms reflect group members’ shared meaning about the importance of competence development, which requires them to be open and aware of who knows what to appropriately coordinate their resources toward growth and innovation (e.g., VandeWalle, 2003).”