| dc.description.abstract | In order to be able to use feedback to improve practice, students´ active engagement in feedback processes in higher education is vital. The aim of this study was to measure the effect of feedback literacy training, mastery and performance goal orientation, and the interaction effect of feedback literacy training and goal orientation on feedback seeking monitoring and inquiry behaviour in workplace learning. Using a quasi-experimental design, an experimental group of students at a University of Applied Sciences received a feedback literacy training, a control group did not. Effects of the training were evaluated through a manipulation check. Multiple regression analyses were used to analyze the data. Results indicated that feedback literacy training, goal orientation or the interaction effect did not significantly affect feedback seeking behaviour. Future research on the indirect connection between feedback literacy and feedback seeking behaviour, transfer of training, and students’ feedback experiences in a feedback-friendly culture may offer insights on found results. | |
