Abstract
A developmental model of recipients' reactions to aid, which is based on the threat-to-self-esteem model (the dominant theoretical framework in the field), is presented. Various refinements of the threat-to-self-esteem model are proposed to extend its range of applicability and heuristic value to encompass the study of children's reactions to aid. The moderating influences of developmental changes in cognitions regarding self and others, as well as in children's social environment, are examined. Literature from a variety of sources that is relevant to children's reactions to aid, or to processes that may be involved, is reviewed and discussed in light of our model.
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