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Coddling removes the important benefit of students developing "internal locus of control" (or self-efficacy) from the college experience;
students who do not exercise their own ingenuity to solve dilemmas, avoid potentially detrimental situations, and advance their advocacy skills may instead learn a sense of dependence on the system which supported them.

The result may be a college system which is turning out adults who are not resilient, independent, capable, organized, self-reliant producers, contributors, schedulers, planners, leaders, negotiators, and problem solvers who value their self-discipline and ability to prioritize and budget their time, money, and talent, and seek or create opportunities to better themselves, increase their knowledge base through lifelong learning, and help others... but may instead remain stuck in an immature mindest of requiring and being dependent upon constant and continual assistance at others' expense of time, money, and talent.