ABSTRACT
Investigators of cognitive socialization in Confucian heritage cultures are confronted with a paradox. On the one hand, it is commonly believed that in these cultures a high value is placed on educational achievement, and that children are highly motivated to succeed in school. Given that a culture tends to excel in what it values, it is hardly surprising that tangible dividends in terms of actual achievement have been obtained. Superior levels of achievement in mathematics and/or science by Chinese and Japanese children have been consistently reported in cross-national studies (Comber & Keeves, 1973; Garden, 1987; Husen, 1967; Rodd, 1959; Stevenson et al., 1990; Stevenson, Lee, & Stigler, 1986).
