Cognition, emotion, and arithmetic in primary school: A cross-cultural investigation

Rodic, Maja; Cui, Jiaxin; Malykh, Sergey; Zhou, Xinlin; Gynku, Elena I.; Bogdanova, Elena L.; Zueva, Dina Y.; Y. Bogdanova, Olga; Kovas, Yulia and UNSPECIFIED. 2018. Cognition, emotion, and arithmetic in primary school: A cross-cultural investigation. British Journal of Developmental Psychology, 36(2), pp. 255-276. ISSN 0261-510X [Article]

Rodic_et_al-2018-British_Journal_of_Developmental_Psychology (1).pdf - Published Version
Available under License Creative Commons Attribution Non-commercial.

Download (339kB) | Preview

Abstract or Description

The study investigated cross‐cultural differences in variability and average performance in arithmetic, mathematical reasoning, symbolic and non‐symbolic magnitude processing, intelligence, spatial ability, and mathematical anxiety in 890 6‐ to 9‐year‐old children from the United Kingdom, Russia, and China. Cross‐cultural differences explained 28% of the variance in arithmetic and 17.3% of the variance in mathematical reasoning, with Chinese children outperforming the other two groups. No cross‐cultural differences were observed for spatial ability and mathematical anxiety. In all samples, symbolic magnitude processing and mathematical reasoning were independently related to early arithmetic. Other factors, such as non‐symbolic magnitude processing, mental rotation, intelligence, and mathematical anxiety, produced differential patterns across the populations. The results are discussed in relation to potential influences of parental practice, school readiness, and linguistic factors on individual differences in early mathematics.

Item Type:


Identification Number (DOI):


arithmetic, cognitive ability, cross‐cultural, mathematical anxiety, spatial ability

Departments, Centres and Research Units:



7 April 2018Accepted
21 May 2018Published Online
1 June 2018Published

Item ID:


Date Deposited:

21 Feb 2019 12:48

Last Modified:

12 Jun 2021 06:03

Peer Reviewed:

Yes, this version has been peer-reviewed.


View statistics for this item...

Edit Record Edit Record (login required)