To teach or to tell? Consequences of receiving help from experts and peers
Article first published online: 9 FEB 2011
Copyright © 2011 John Wiley & Sons, Ltd.
European Journal of Social Psychology
Volume 41, Issue 3, pages 397–402, April 2011
How to Cite
Alvarez, K. and van Leeuwen, E. (2011), To teach or to tell? Consequences of receiving help from experts and peers. Eur. J. Soc. Psychol., 41: 397–402. doi: 10.1002/ejsp.789
- Issue published online: 28 MAR 2011
- Article first published online: 9 FEB 2011
- Manuscript Accepted: 16 DEC 2010
- Manuscript Received: 26 MAY 2010
Previous research has stressed the positive effects of receiving autonomy-oriented help over dependency-oriented help but has overlooked a potential downside in terms of recipients' evaluations of the helper. Participants in the current experiment (n = 77) requested help while working on difficult puzzles and received either autonomy- or dependency-oriented help from either an expert or a peer. In line with previous findings, receiving autonomy-oriented help led to more self-competence and positive feelings than dependency-oriented help. However, in support of our prediction, participants also felt angrier, had less respect for and less trust in the peer who provided autonomy-oriented help than the peer who provided dependency-oriented help. No differences in the evaluation of the expert helper were found. These findings highlight the importance of considering both the helpers' characteristics and the type of help provided when investigating the psychological consequences of receiving help. Copyright © 2011 John Wiley & Sons, Ltd.