The development of students' engineering identity revolves around cultivating their technical skills (Chachra et al., 2008; Meyers et al., 2012), and they rely on feedback to provide competence information with respect to engineering work (Godwin, 2014). This study explores the relationship between achievement goal orientations and feedback-seeking behaviors among engineering students, addressing a gap in the literature on how multiple goal profiles influence students' proactive engagement in seeking feedback. For this purpose, 432 engineering students participated in this research. Using Latent Profile Analysis (LPA), three distinct achievement goal profiles were identified: moderate mastery, ideal, and goal conflict. The ideal group exhibited high approach goals and low avoidance goals, aligning with optimal academic outcomes, while the goal conflict group showed high levels of both approach and avoidance goals, indicating potential internal conflict. A series of MANOVAs revealed significant differences between these profiles in students' perceived costs and benefits of feedback-seeking, as well as their feedback-seeking behaviors from instructors and peers. Notably, students in the ideal group perceived the lowest costs and the highest benefits from feedback, while those in the goal conflict group reported higher levels of both perceived costs and benefits. The results revealed significant differences across the identified profiles and students' feedback-seeking behaviors. The study's findings highlighted the important role of achievement goals in shaping students' motivation to seek feedback. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]