This thesis, titled "An Approximation to Feedback Styles in Undergraduate Thesis Supervision," by Esméralda Martínez Carrillo, explores the styles of feedback used by supervisors in undergraduate thesis supervision. The study aims to establish a proposal for feedback styles used by supervisors in this context. It begins with a problem formulation and a general objective to propose feedback styles for supervisors of undergraduate theses. Specific objectives include describing the characteristics of feedback through the analysis of statements made by supervisors during thesis supervision and defining the styles of feedback used by supervisors. The research methodology is a mixed design, combining qualitative and quantitative data analysis. The population consists of 16 full-time faculty members from a private university in Bogotá, Colombia, who have been assigned to supervise undergraduate theses. A non-probabilistic convenience sample of 6 participants was selected. The study involved six phases: literature review, consent acquisition, information collection, data preparation, and analysis. The results identify five categories for characterizing feedback in undergraduate thesis supervision: emphasis on feedback, orientation of supervision, psychological proximity, type of content, and type of feedback. Additionally, three functions of the supervisor's role were identified: directive orientation, methodological advisory, and formal feedback without positive or negative reinforcement. Four feedback styles were defined based on the analysis of statements: a task-focused and warm psychological proximity style, a process-focused and warm psychological proximity style, a task-focused and formal psychological proximity style, and a process-focused and warm psychological proximity style. These styles are characterized by their differentiating nature, integration of various subject dimensions, and neutral character, without a hierarchical ranking among them. The study contributes to the theoretical framework of feedback in undergraduate thesis supervision and provides a model for understanding feedback styles in this context. It also highlights the importance of adapting feedback styles to the learning characteristics of students to enhance the quality of supervision and support students in completing their theses.This thesis, titled "An Approximation to Feedback Styles in Undergraduate Thesis Supervision," by Esméralda Martínez Carrillo, explores the styles of feedback used by supervisors in undergraduate thesis supervision. The study aims to establish a proposal for feedback styles used by supervisors in this context. It begins with a problem formulation and a general objective to propose feedback styles for supervisors of undergraduate theses. Specific objectives include describing the characteristics of feedback through the analysis of statements made by supervisors during thesis supervision and defining the styles of feedback used by supervisors. The research methodology is a mixed design, combining qualitative and quantitative data analysis. The population consists of 16 full-time faculty members from a private university in Bogotá, Colombia, who have been assigned to supervise undergraduate theses. A non-probabilistic convenience sample of 6 participants was selected. The study involved six phases: literature review, consent acquisition, information collection, data preparation, and analysis. The results identify five categories for characterizing feedback in undergraduate thesis supervision: emphasis on feedback, orientation of supervision, psychological proximity, type of content, and type of feedback. Additionally, three functions of the supervisor's role were identified: directive orientation, methodological advisory, and formal feedback without positive or negative reinforcement. Four feedback styles were defined based on the analysis of statements: a task-focused and warm psychological proximity style, a process-focused and warm psychological proximity style, a task-focused and formal psychological proximity style, and a process-focused and warm psychological proximity style. These styles are characterized by their differentiating nature, integration of various subject dimensions, and neutral character, without a hierarchical ranking among them. The study contributes to the theoretical framework of feedback in undergraduate thesis supervision and provides a model for understanding feedback styles in this context. It also highlights the importance of adapting feedback styles to the learning characteristics of students to enhance the quality of supervision and support students in completing their theses.