Personal development can be a long-term educational goal. As an instruction method, coaching provides motivational guidance for meaningful learning.

Since the instruction process involves unexpected obstacles that may always challenge understanding and recall, approaching a given learning challenge is dependent on one's personal beliefs for self-development.

Feedback is one of the core factors in self-regulated learning. Providing feedback may encourage the student's development, while requesting feedback is a way of showing commitment for one's development.

The objectives of this study are as follows:

(1) Observing the impact of implicit theories on the coaching relationship in an educational context;

(2) Investigating the dynamic process between need for feedback and coaching interaction, as a function of implicit theories involved in the learning process.

Using instruments with good psychometric properties, three hypotheses have been advanced; the results being relevant for learning and development settings.

Educational Coaching can always become an instruction alternative, where individual availability for learning is strongly influenced by incremental theories which shape the cognitive mindset involved in both achievement and mastery.