While existing research on second or foreign (L2) feedback has predominantly focused on the effectiveness of various feedback practices and their impacts on writing performance, limited attention has been devoted to learners’ proactive role in seeking feedback, and how this important yet underexplored construct correlates with conative and affective variables remains insufficiently examined. To help fill that void, we sought to explore the concept of feedback-seeking behavior and its antecedents in L2 writing by examining the correlations with future L2 writing selves and emotions, particularly unpacking the mediating effect of emotions in the emotion-driven chain of “motivation→emotion→increased or decreased behavior” among 225 undergraduate English major students. Structural equation modeling unveiled that ideal and ought-to L2 writing selves directly and significantly influenced emotions, and emotions impacted the two dimensions of feedback-seeking behavior significantly. More importantly, ideal L2 writing self indirectly influenced feedback monitoring and feedback inquiry through the mediation of writing enjoyment. Nevertheless, writing boredom exercised no significant mediating effect on future L2 selves and feedback-seeking behavior. These findings reinforced the learner-centered perspective that positions students as proactive agents and provide some notable implications for L2 writing instruction to advance our understanding of teacher feedback. • Learners with heightened L2 selves deployed more feedback-seeking strategies. • Experiencing L2 enjoyment fostered distinct feedback-seeking behaviors. • No variations in L2 boredom existed in the link between L2 selves and behavior. • More high-quality research evaluating L2 learners as proactive agents is needed.