Purpose

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.

Design/methodology/approach

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.

Findings

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.

Originality/value

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.

中文翻译：

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预测数字环境中寻求反馈行为的前因：社会技术系统视角

目的

寻求反馈行为是个体主动寻求信息反馈以实现个体目标的重要方式。在非接触式数字技术驱动的环境中，个人通过间接监控寻求反馈的行为方式变得明显，尤其是对于在数字协作中在线完成工作的人而言。然而，以往对反馈寻求行为的实证研究主要集中在直接询问上。本文的目的是通过调查和监测的方法验证个人学习目标取向和数字反馈环境对个人反馈寻求行为的影响。并且还研究了时间压力对这些关系的调节作用。

设计/方法/途径

基于社会技术系统理论，本研究提出了一个模型来描述两种反馈寻求行为（询问和监控）方法的形成。使用结构方程模型方法对假设进行检验，并从完成在线调查的 152 名研究生中收集数据。

发现

结果表明，数字反馈环境和学习目标导向都可以促进反馈寻求的个体探究和监控方法。此外，时间压力消极地缓和了数字反馈环境和反馈监控之间的关系。

原创性/价值

本研究建立了一个前因模型，从社会技术系统的角度影响数字环境中反馈寻求方法的选择。实证结果补充了技术和社会因素对数字环境中个人反馈寻求行为的影响的解释。