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Post published on Bluesky on 13 Jun 2025 11:15

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"providing children with unsolicited help may inadvertently undermine children's self-perceived ability, liking of the task, and willingness to embrace challenges--even if the help is provided in indirect ways, like offering a hint" srcd.onlinelibrary.wiley.com/doi/10.1111/... autism-relevant, free

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DOI work

Jellie Sierksma, Eddie Brummelman (2025). “Here, Let Me Do It for You”: Psychological Consequences of Receiving Direct and Indirect Help in Childhood. Child Development, 96(5), 1660-1674. Oxford University Press (OUP).

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DOI work Fetched Post crossref

Jellie Sierksma, Eddie Brummelman (2025). “Here, Let Me Do It for You”: Psychological Consequences of Receiving Direct and Indirect Help in Childhood. Child Development, 96(5), 1660-1674. Oxford University Press (OUP).

Publication date
26 Aug 2025
Identifier
10.1111/cdev.14259
Authors
Jellie Sierksma, Eddie Brummelman
Source
Child Development
Details
96(5), 1660-1674
Reference type
article
Publisher
Oxford University Press (OUP)
Metadata source
crossref

Abstract

Abstract What are the psychological consequences of receiving direct and indirect help in childhood? We conducted three preregistered experiments (N = 619, 7–9 years, 80% Dutch, 51% girls, 49% boys, mostly higher socioeconomic status) in the Netherlands (July 2020–July 2022). Children received direct help (correct answer), indirect help (hint), or no help. An internal meta-analysis showed that children who received help felt less competent, liked the task less, and felt more in need of help. Children who received help also sought fewer challenges (Study 3). Effect sizes were modest. Direct and indirect help had largely similar effects, except that children disliked and misreported receiving direct help more. Thus, despite being well-intentioned, direct and indirect help can be discouraging.

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