In this study we focus on math anxiety, comparing its dimensions, levels, and relationship with mathematics achievement across samples of 6th-grade students from China, Taiwan, and the United States. The results of confirmatory factor analyses supported the theoretical distinction between affective and cognitive dimensions of math anxiety in all 3 national samples. The analyses of structural equation models provided evidence for the differential predictive validity of the 2 dimensions of math anxiety. Specifically, across the 3 national samples, the affective factor of math anxiety was significantly related to mathematics achievement in the negative direction. Gender by nation interactions were also found to be significant for both affective and cognitive math anxiety.

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The study analyzed three therapeutic interviews using FORTRAN to process natural language. The three sessions represented client-centered, gestalt, and rational emotive theories. Each of the three sessions were conducted by different therapists with the same client. Transcripts were reproduced on data cards. Selected words and cooccurrences of words within sentences were used as dependent variables. Frequencies and ratios were generated for analysis. In general, the analysis pointed to more questions concerning methodology in counseling research. Interactions between portions of interview, counselor, and dependent variables were observed.

Discrepancy between predicted and actual achievement scores was standardized within China, Japan, and the United States; 85 of 738 fourth-grade students were identified as underachievers. An equal-sized group of students achieving in the expected range was created with a matching procedure. All subjects responded to open-ended questions addressing their beliefs about the reasons for successful and unsuccessful mathematics performance. The students' responses were categorized and analyzed according to Weiner's attributional theory of achievement motivation. Asian students perceived controllable causes, particularly effort, to play a greater role in performance outcomes than did their American peers. Implications are discussed regarding the role causal beliefs and cultural factors may play in the underachievement phenomenon.

Kindergarten plays an important role in a child’s socialization to the school system. Increased academic accountability at upper grades has resulted in an “escalation” of the curriculum in many kindergarten programs. As a result of this policy, many parents are holding children out of school until they are more academically “ready.” Kindergarten retention for children who are not ready for first grade has also become a common practice, despite evidence that many children do not benefit from this intervention. The impact of these policies and practices on Anglo and Latino children was the focus of this study. Differences in the age of entry to kindergarten and the use of kindergarten retention as functions of a child’s sex and ethnicity were assessed in three school districts. The impact of these policies on early school failure and alternative methods for addressing diverse student needs are discussed.