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"Here, Let Me Do It for You": Psychological Consequences of Receiving Direct and Indirect Help in Childhood.

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Title: "Here, Let Me Do It for You": Psychological Consequences of Receiving Direct and Indirect Help in Childhood.
Authors: Sierksma, Jellie (AUTHOR), Brummelman, Eddie (AUTHOR)
Source: Child Development. Sep/Oct2025, Vol. 96 Issue 5, p1660-1674. 15p.
Subjects: Helping behavior, Child psychology, Science museums, Self-perception in children, Tasks, Level of difficulty
Geographic Terms: Netherlands
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. [ABSTRACT FROM AUTHOR]
Copyright of Child Development is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: "Here, Let Me Do It for You": Psychological Consequences of Receiving Direct and Indirect Help in Childhood.
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  Data: <searchLink fieldCode="AR" term="%22Sierksma%2C+Jellie%22">Sierksma, Jellie</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Brummelman%2C+Eddie%22">Brummelman, Eddie</searchLink> (AUTHOR)
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  Data: <searchLink fieldCode="JN" term="%22Child+Development%22">Child Development</searchLink>. Sep/Oct2025, Vol. 96 Issue 5, p1660-1674. 15p.
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  Data: <searchLink fieldCode="DE" term="%22Helping+behavior%22">Helping behavior</searchLink><br /><searchLink fieldCode="DE" term="%22Child+psychology%22">Child psychology</searchLink><br /><searchLink fieldCode="DE" term="%22Science+museums%22">Science museums</searchLink><br /><searchLink fieldCode="DE" term="%22Self-perception+in+children%22">Self-perception in children</searchLink><br /><searchLink fieldCode="DE" term="%22Tasks%22">Tasks</searchLink><br /><searchLink fieldCode="DE" term="%22Level+of+difficulty%22">Level of difficulty</searchLink>
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  Data: 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. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Child Development is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1111/cdev.14259
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        Text: English
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      – SubjectFull: Science museums
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              Text: Sep/Oct2025
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              Y: 2025
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