Chinese students are more likely than US students to hold a malleable view of success in school, yet are more likely to hold fixed mindsets about intelligence. We demonstrate that this apparently contradictory pattern of cross-cultural differences holds true across multiple samples and is related to how students conceptualize intelligence and its…

Nowadays pedagogical testing technology has become the basic tool for diagnosis and assessment of the level of students' mastery of learning material. Primarily they allow testing the acquired knowledge and skills in their use as a technology of the definite types of problems solution. Thus, the level of logical reasoning development plays a…

This cross-cultural study investigated the relationship between attitudes toward statistics (ATS) and course achievement (CA) among Japanese college students. The sample consisted of 135 male and 134 female students from the first two-year liberal arts program of a four-year college in Tokyo, Japan. Attitudes about statistics were measured using…

The results from a cross-national study comparing calculus performance of students at East China Normal University (ECNU) in Shanghai and students at the University of Michigan before and after their first university calculus course are presented. Overall, ECNU significantly outperformed Michigan on both the pre- and post-tests, but the Michigan…

In 19 (sub)samples from seven countries (United States, Austria, Germany, Costa Rica, Ecuador, Vietnam, Brazil), we analyzed the impact of parental education compared with wealth on the cognitive ability of children (aged 4-22 years, total N = 15,297). The background of their families ranged from poor indigenous remote villagers to academic…