In lecture halls and seminar rooms across Bangladesh’s universities, a common academic ritual unfolds after exam scripts or assignments are graded.
Students receive their papers marked with detailed comments, corrections, and suggestions – often filling entire pages.
While such extensive feedback is typically seen as a sign of thorough instruction, new research suggests it may not always benefit students in the way educators intend.
A growing body of evidence by scholars from California State University, Sheffield Hallam University, University of Iowa, University of Toronto, University of Dhaka, and University of Asia Pacific – Bangladesh indicates that students tend to respond more positively when they receive fewer, more focused feedback comments rather than an overload of critique.
This finding challenges a long-standing assumption within higher education that more feedback naturally leads to better learning outcomes.
At the centre of this issue is a psychological concept known as the “negativity effect.” Even when instructors carefully frame their comments as constructive, students often interpret them as negative.
Research shows that negative cues tend to stand out more than positive ones because praise is generally expected in social interactions.
As a result, critical feedback, no matter how well-intentioned, is perceived more revealing of the instructor’s true opinion.
In Bangladesh’s university system, where academic relationships often carry a strong sense of authority and hierarchy, this effect can be particularly pronounced. Students may be less likely to question or critically engage with feedback, instead internalising it.
When faced with a large number of critical comments, they may feel discouraged rather than motivated to improve.
Researchers also reported that the amount of feedback can shape how students perceive their instructors. For instance, two students receiving the same grade on a written assignment may interpret their performance very differently depending on the volume of comments.
A student whose paper is filled with critical notes may conclude that the instructor has a negative impression of them, while another receiving fewer comments alongside the same grade may feel more reassured.
These perceptions are not trivial, rather they carry emotional consequences. Students who receive extensive critical feedback often report lower levels of satisfaction and increased feelings of frustration or even anger.
In some cases, they begin to view their instructors as overly judgmental, authoritarian, or detached. Such perceptions can weaken the student-instructor relationship, which is essential for meaningful learning in university settings.
Studies also shows that students frequently misunderstand the purpose of feedback. What an instructor intends as guidance for improvement may be perceived by the student as discouraging criticism. This disconnect can reduce the effectiveness of feedback, turning what should be a learning tool into a source of stress.
Another issue is how students interpret their academic performance through attribution. Students often rely on a “self-serving bias” to protect their self-esteem.
This means they tend to attribute success to internal factors such as their own ability or effort, while blaming failures on external factors like difficult grading or unclear expectations.
When students receive a low grade accompanied by heavy criticism, this bias can intensify. Instead of reflecting on areas for improvement, they may dismiss the feedback altogether, attributing their performance to external circumstances.
This defensive response undermines the very purpose of feedback, limiting opportunities for growth.
For university educators in Bangladesh, these findings offer an important opportunity for reflection. Rather than overwhelming students with numerous corrections, instructors may achieve better results by focusing on a smaller number of key, actionable comments.
This approach not only makes feedback easier to process but also reduces the emotional burden on students.
Balancing criticism with positive reinforcement is equally important. Acknowledging what students have done well can help offset the negativity effect and encourage a more constructive response.
In high-pressure academic environments, this balance can make a meaningful difference in student motivation and engagement. Hence, scholars have suggested that effective feedback is less about quantity and more about clarity and impact.
As Bangladesh’s universities continue to evolve and aim for higher academic standards, adopting more thoughtful feedback practices could play a crucial role in improving both student learning and well-being.
The writer is an Assistant Professor, School of Business, University of Liberal Arts Bangladesh (ULAB)
