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.

组织领域的反馈寻求引起了持续的关注，但在高等教育中似乎相对未得到充分利用。本次范围界定审查旨在综合本科教育中反馈寻求的实证研究，以全面了解学生寻求反馈的策略和动机以及相关的前因和结果。该方法包括与专家小组进行协商，并对通过严格检索程序确定的 42 项研究进行范围界定审查。主要发现讨论了学习增强、印象管理和寻求反馈的自我动机；直接询问、间接询问和监测策略；以及寻求与高成就相关的反馈结果的潜力。更广泛的影响集中在反馈寻求和反馈素养之间的相互依赖性；以及组织研究、医学教育和更广泛的高等教育之间的见解交叉融合的潜力。实践的意义在于培训和支持学生在心理安全的学习环境中寻求反馈。