Feedback-seeking behavior is an important way for individuals to actively seek information feedback to achieve individuals' goals. In the environment driven by contactless digital technologies, the way of individual feedback-seeking behavior through monitoring indirectly becomes obvious, especially for people who complete the work online in digital collaboration. However, previous empirical research on feedback-seeking behavior mainly focused on direct inquiry. The purpose of this paper is to verify the impact of individual learning goal orientation and the digital feedback environment on individuals' feedback-seeking behaviors through inquiry and monitoring approaches. And the moderating effect of time pressure on these relationships was also investigated.
Based on socio-technical system theory, this study proposes a model to describe the formation of the two approaches of feedback-seeking behaviors (inquiry and monitoring). The hypotheses were examined with the structural equation model method and data were collected from 152 graduate students who completed online surveys.
The results show that both the digital feedback environment and learning goal orientation can promote individual inquiry and monitoring approaches of feedback-seeking. Furthermore, time pressure moderates the relationship between the digital feedback environment and feedback monitoring negatively.
This study establishes an antecedent model that influences the choice of feedback-seeking approaches in digital environments from the perspective of a socio-technical system. The empirical results supplement the explanation of the influence of both technical and social factors on individual feedback-seeking behavior in digital environments.
