Chinese college students endorse more fixed intelligence mindsets, more effort attribution for school-level achievement, and more ability attribution for expert-level achievement than US students¶
Claim · All claims
Evidence · 1 study (2 entries) · associationalr1–r2·q3·i2–i3
Currency · newest study 2021 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q3 i3 The Chinese college sample endorsed a less growth intelligence mindset than the US sample, d = 1.07. → Xin Sun 2021
q3 i2 The Chinese sample endorsed significantly more effort-oriented attribution on school-level achievement (d = 0.61) but was more ability-oriented for expert-level achievement (d = 0.71). → Xin Sun 2021 (2)
Evidence¶
Xin Sun 2021¶
Xin Sun, Shaylene Nancekivell, Susan A. Gelman and Priti Shah. (2021). Growth mindset and academic outcomes: a comparison of US and Chinese students. npj Science of Learning 6:21. https://doi.org/10.1038/s41539-021-00100-z
q3 · i3 · associational · r2
Conceptual replication with college samples (US N = 190; China N = 171 per abstract) using the ITIQ; the comparison "t(358) = −10.08, p < 0.001, d = 1.07" replicated Study 1.
"the Study 2 Chinese sample ( M (SD) = 3.08 (.83)) endorsed a less growth intelligence mindset than the US sample ( M (SD) = 4.12 (1.09)), t(358) = −10.08, p < 0.001, d = 1.07."
Xin Sun 2021 (2)¶
Xin Sun, Shaylene Nancekivell, Susan A. Gelman and Priti Shah. (2021). Growth mindset and academic outcomes: a comparison of US and Chinese students. npj Science of Learning 6:21. https://doi.org/10.1038/s41539-021-00100-z
q3 · i2 · associational · r1
Effort-ability attribution measured on a 7-point scale for school- and expert-level achievements; for expert-level achievement "the Chinese sample (M (SD) = 2.55 (1.09)) was more ability-oriented than the US sample ( M (SD) = 3.44 (1.38))", d = 0.71.
"the Chinese sample (M (SD) = 5.53 (1.09)) endorsed a significantly more effort-oriented attribution on school-level achievement compared to the US sample ( M (SD) = 4.85 (1.14)), t(358) = 5.83, p < 0.001, d = 0.61."
Discussion¶
Related Claims¶
- Chinese students' spontaneous definitions of intelligence include more fluid and less crystallized intelligence than US students', corresponding to their more fixed mindsets — a narrower finding that bears on this claim
- Chinese middle-school students endorse significantly more fixed mindsets of intelligence than US students (PISA 2018) — related
- Intelligence mindsets correlate with effort-ability attributions and achievement more strongly in the US than in the Chinese college sample — related
- Students in countries culturally more distant from the US (less WEIRD) endorse growth mindsets less, r(46) = -.47 — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
study2-mindset-attribution-cultural-differences |
title |
Chinese college students endorse more fixed intelligence mindsets, more effort attribution for school-level achievement, and more ability attribution for expert-level achievement than US students |
description |
Chinese college students endorse more fixed intelligence mindsets, more effort attribution for school-level achievement, and more ability attribution for expert-level achievement than US students |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2021 |
generated |
by process:wiki-ingest on 2026-10-26 |
trust |
unverified — no one has confirmed this page's content |
sources |
2 — xin-sun-2021, xin-sun-2021-2 |
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