This study examines the rules used by Chinese students to integrate information, and examines the perceived importance of academic ability, effort, and study skills to students and teachers. Information integration theory indicates that individuals use simple algebraic rules (averaging, adding, or multiplying) to integrate information. Cultural background appears to strongly influence the rules used. Six hundred nine Chinese elementary, secondary, and university students, and 102 teachers were asked to predict the academic achievement of hypothetical students using information on academic ability, effort, and study skills. The following findings are presented: (1) younger students used an averaging rule; (2) older students used an adding rule; (3) a multiplying rule was not used at any level; (4) study skills were perceived to be most important by students in grades 3 and 4; (5) effort was perceived to be as important as study skills by intermediate and junior high school students; and (6) ability, effort, and study skills were perceived to be equally important by senior high school students and university students and teachers. The use of the information integration rules by Chinese, American, and Indian students is discussed. A list of 23 references and four tables of statistical data are appended. (FMW)