Academic cheating is common, but little is known about its early emergence. It was examined among Chinese second to sixth graders (N = 2094; 53% boys, collected between 2018 and 2019) using a machine learning approach. Overall, 25.74% reported having cheated, which was predicted by the best machine learning algorithm (Random Forest) at a mean…

Across three pre-registered studies (n = 221 4-9-year olds, 51% female; 218 parents, 80% female; working- and middle-class backgrounds; data collected during 2019-2021) conducted in the United States (Studies 1-2; 74% White) and China (Study 3; 100% Asian), we document the emergence of a preference for "strivers." Beginning at age 7,…

This 1-year longitudinal study examined the effects of academic performance and depression in friendships among elementary school children in China. Participants included 1122 children (44% boys) within 561 stable friendship dyads initially in fourth and fifth grades (initial M[subscript age] = 11 years). Data on academic performance, depression,…

Recent studies established that making concurrent judgments of learning (JOLs) can significantly alter (typically enhance) memory itself--a "reactivity" effect. The current study recruited 190 Chinese children (M[subscript age] = 8.68 years; 101 female) in 2020 and 2021 to explore the reactivity effect on children's learning, its…

This study examined reciprocal contributions between academic self-perceptions and academic achievement. Data were collected each year in four consecutive years from a sample of children in China (initial N = 1,156; 581 boys; initial M[subscript age] = 9.33 years). Analyses using random intercept cross-lagged panel models revealed that the effects…

The present longitudinal study examined how and why classroom-level victimization moderates the prospective association between peer victimization and depressive symptoms with 2,643 third- and fourth-graders (M[subscript age] = 10.01 years) in China. Multilevel modeling revealed that peer victimization was more strongly associated with increasing…

Academic socialization by low-income immigrant mothers from Mainland China was investigated in two studies. Immigrant Chinese mothers of first graders (n = 52; M[subscript age] = 38.69) in the United States (Study 1) and kindergartners (n = 86; M[subscript age] = 36.81) in Hong Kong (Study 2) tell stories that emphasized achieving the best grade…

This study examined reciprocal contributions between shyness-sensitivity and social, school, and psychological adjustment in urban Chinese children. Longitudinal data were collected once a year from Grade 3 to Grade 6 (ages 9-12 years) for 1,171 children from multiple sources. Shyness-sensitivity positively contributed to social, school, and…

The purpose of this study was to examine how shyness-sensitivity and unsociability were associated with social, school, and psychological adjustment in rural Chinese children. Participants were third- to fifth-grade students (N = 820; M age = 10 years) in rural schools in P. R. China. Data on shyness-sensitivity, unsociability, and adjustment were…

This study examined the additive and interactive effects of temperament and harsh and indulgent parenting on Chinese children's proactive and reactive aggression. Participants were 401 children (M [subscript age] = 9.29 years, 203 girls) and their parents who were recruited from 2 elementary schools in Shanghai, People's Republic of China. The…

Performance of U.S. first and fifth graders was consistently inferior to that of Chinese children on both problems requiring computation and problems requiring application of knowledge about mathematics. The poor performance of U.S. students appeared to be attributable to low motivation of students, low standards of parents, and low interest of…

Compares the cognitive representation of number of 24 American, 25 Chinese, 24 Japanese, and 40 Korean first-graders, and 20 Korean kindergartners. Chinese, Japanese, and Korean children preferred to use a construction of tens and ones to show numbers, whereas English-speaking children preferred to use a collection of units. (RJC)

Cultural differences in the amount of time spent on homework and in beliefs and attitudes about homework were investigated through interviews with elementary school students, their mothers, and their teachers in China, Japan, and the United States. (PCB)

Surveyed 4,000 third and sixth graders and their parents and teachers, from 4 Chinese provinces. Found that, although only children scored higher on tests of verbal ability, were taller, and weighed more than firstborn and later born children, other measures of academic and personality development were similar between the groups. (MDM)

Assessed the arithmetical competencies of 105 American and 104 Chinese elementary school students at the beginning and end of the U.S. school year. Results suggest the Chinese advantage in early mathematical development is related to a combination of language- and school-related factors. (MDM)