This thesis explores the styles of feedback in academic tutoring within higher education. The study aims to identify and define the feedback styles used by faculty members who guide undergraduate research projects. The research focuses on the characteristics of feedback provided by professors during tutoring sessions, analyzing the statements they make to students. The study employs a mixed-methods design, combining qualitative and quantitative analysis of the feedback given by six professors in the Psychology Faculty of a private university in Bogotá. The research identifies five categories that characterize feedback in academic tutoring: emphasis on feedback, orientation of tutoring, psychological closeness, type of content, and type of feedback. Based on these categories, four distinct feedback styles are defined: emphasis on task and warm psychological closeness, emphasis on process and warm psychological closeness, emphasis on task and formal psychological closeness, and emphasis on process and warm psychological closeness. The study highlights the importance of understanding these feedback styles to improve the quality of academic tutoring and support students in completing their research projects. The findings contribute to the theoretical understanding of feedback in academic tutoring and provide a framework for educators to adapt their teaching styles to better meet the needs of students. The study also addresses the challenges faced by students in completing their academic programs and the role of tutors in mitigating these challenges. The research underscores the need for a more nuanced understanding of feedback styles in academic tutoring to enhance the learning experience and improve student outcomes.This thesis explores the styles of feedback in academic tutoring within higher education. The study aims to identify and define the feedback styles used by faculty members who guide undergraduate research projects. The research focuses on the characteristics of feedback provided by professors during tutoring sessions, analyzing the statements they make to students. The study employs a mixed-methods design, combining qualitative and quantitative analysis of the feedback given by six professors in the Psychology Faculty of a private university in Bogotá. The research identifies five categories that characterize feedback in academic tutoring: emphasis on feedback, orientation of tutoring, psychological closeness, type of content, and type of feedback. Based on these categories, four distinct feedback styles are defined: emphasis on task and warm psychological closeness, emphasis on process and warm psychological closeness, emphasis on task and formal psychological closeness, and emphasis on process and warm psychological closeness. The study highlights the importance of understanding these feedback styles to improve the quality of academic tutoring and support students in completing their research projects. The findings contribute to the theoretical understanding of feedback in academic tutoring and provide a framework for educators to adapt their teaching styles to better meet the needs of students. The study also addresses the challenges faced by students in completing their academic programs and the role of tutors in mitigating these challenges. The research underscores the need for a more nuanced understanding of feedback styles in academic tutoring to enhance the learning experience and improve student outcomes.