The Developmental Characters Of Middle School Students’ Feedback-seeking And The Relationships With Academic Achievement And Interpersonal Relationship

In organizations, providing and receiving feedback is a normal phenomenon. As one of the actions that reflect one’s initiative, feedback seeking has been studied by researchers in relevant areas. In this study, I put this initiative behavior in the environment of school, and study students’ feedback seeking. At the same time, I put students’ interpersonal relationship and academic achievement into consideration and study the relations between the three. This study can not only enrich the theoretical research about feedback seeking, but also provide a new way to improve the middle school students’ learning initiative which can improve their academic achievement.Based on the past research analysis, and combining with the practice, I define the feedback seeking that basing on the evaluation of behavior’s cost and value, individual spend a certain degree efforts, adopt many kinds of ways to acquire useful information to make sure the behavior is right, including feedback seeking cognitive, feedback seeking will and feedback seeking behavior. This study adopt interview, open questionnaire and expert discussing method to design a pre-questionnaire. Then adopt Item analysis, exploratory factor analysis and confirmatory factor analysis to determine the final structure of the questionnaire and feedback seeking theory. At last, I test 330 students to understand students’ feedback seeking and interpersonal relationship characteristics, analysis the relations between their three. The main research conclusions are below:①The middle school students’ feedback seeking can be divided into three parts: feedback seeking cognitive, feedback seeking will and feedback seeking behavior.②The middle school students feedback seeking questionnaire has been developed in this study through open-question questionnaire test, the initial test, exploring factor analysis and confirming factor analysis, reliability and validity tests. With good reliability and validity, it can be used in this study and provide a measuring tool for future research.③The score in teacher-student relation is the lowest and peer relation is the highest. Their feedback seeking level is low, especially in the feedback seeking cognition part. This reflects the middle school students’ feedback seeking consciousness is weak.④In the gender difference, boy is stronger than girl in feedback seeking will. In the family economic conditions, good family economic conditions students’ peer relations and self-relations are better than bad family economic conditions.⑤The middle school students’ interpersonal relationships have significant positive correlation with feedback seeking. Besides, the teacher-students relations to the feedback seeking will has good predictability,. The correlation between interpersonal relationships and academic achievement is not significant, but the teacher-student relations have significant positive correlation with academic achievement, and have good predictability. The correlation between middle school students feedback seeking and academic achievement is not significant, but feedback seeking will has significant positive correlation with academic achievement, and has good predictability. The feedback seeking will is part of mediating variables of teacher-student relation and academic achievement.