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Billet publié sur Bluesky le 13/06/2025 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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Publication avec DOI

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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Publication avec DOI Récupéré Publication 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).

Date de publication
26/08/2025
Identifiant
10.1111/cdev.14259
Auteurs
Jellie Sierksma, Eddie Brummelman
Source
Child Development
Détails
96(5), 1660-1674
Type de référence
article
Éditeur
Oxford University Press (OUP)
Source de métadonnées
crossref

Résumé

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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