Negative effects of destructive criticism: Impact on conflict, self-efficacy, and task performance.
Abstract
In Study 1, 83 undergraduates received either constructive criticism (feedback that was specific, considerate, and did not attribute poor performance to internal causes) or destructive criticism (feedback that violated these basic principles) of their work. Those who received destructive criticism reported greater anger and tension and indicated that they would be more likely to handle future disagreements with the source through resistance or avoidance and less likely to handle disagreements through collaboration or compromise. In Study 2, 106 undergraduates who received destructive criticism of their work on an initial task set lower goals and reported lower self-efficacy on two additional tasks than did subjects who received constructive criticism or no feedback. In Study 3, 108 employees of a large food-processing company rated the importance of 14 potential causes of conflict in their organization. Poor use of criticism was perceived as a more important cause of conflict and received higher ratings than did competition over resources or disputes overjurisdiction.
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Toxic reviews can severely impact authors, causing feelings of discouragement, anger, or even depression.
“Such reviews, characterized by harsh and unconstructive criticism, rude comments, and unprofessionalism, can severely impact authors, causing feelings of discouragement, anger, or even depression (Baron 1988;Mavrogenis, Quaile, and Scarlat 2020).”
From Benchmark on Peer Review Toxic Detection: A Challenging Task with a New Dataset (2025) · cites this paper as Baron 1988
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“In addition, do not provide feedback that is either too controlling or critical of the learner (Baron, 1993; Fedor, Davis, Maslyn, & Mathieson, 2001). 13 Use praise sparingly, if at all. Kluger & DeNisi (1996), Butler (1987), and others have noted that use of praise as feedback directs the learner’s attention to self,…”
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Benchmark on Peer Review Toxic Detection: A Challenging Task with a New Dataset
Luo, M., Peterson, B., Gan, R., Ramalingame, H., Gangrade, N., Dimarogona, A., Banerjee, I., & Howard, P. (2025) · arXiv · doi:10.48550/arxiv.2502.01676 · Cited by 1 · see citing works
- Authors
- Baron, R. A.
- Affiliations
- Rensselaer Polytechnic Institute (US)
- Corresponding author
- Baron, Robert A.
- ORCID
- Baron, Robert A.
- Venue
- Journal of Applied Psychology
- Published
- 1988
- Volume
- 73
- Issue
- 2
- Pages
- 199-207
- ISSN
- 0021-9010 (ISSN-L)
- 1939-1854
- OpenAlex
- W2101310351
- Cited by
- 408
- References
- 0
- Citations by year
- 2026: 11 · 2025: 15 · 2024: 16 · 2023: 13 · 2022: 22 · 2021: 14 · 2020: 14 · 2019: 13 · 2018: 19 · 2017: 13 · 2016: 14 · 2015: 16 · 2014: 20 · 2013: 26 · 2012: 14
- FWCI
- 37.56
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Journal of Applied Psychology (publishedVersion)
- PubMed (publishedVersion)
- Topics
- Social Sciences › Sociology and Political Science › Conflict Management and Negotiation
- Social Sciences › Education › Student Assessment and Feedback
- Social Sciences › Business, Management and Accounting › Organizational Behavior and Human Resource Management › Job Satisfaction and Organizational Behavior
- Keywords
- destructive criticism, constructive criticism, feedback, workplace conflict, self-efficacy, task performance, anger, goal setting, interpersonal conflict, organizational conflict
- MeSH terms
- Adult, Emotions, Feedback, Female, Goals, Humans, Internal-External Control, Interpersonal Relations, Male, Middle Aged, Task Performance and Analysis
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