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The present study investigated the interaction effect of time beliefs and interests in learning on the academic performance among Japanese junior high school students. We conducted a secondary analysis of a social science study whose data was provided by the Social Science Japan Data Archive. A total of 1672 junior high school students took an achievement test and responded to questionnaires that included items about time beliefs and interest in learning. The results of hierarchical multiple regression analysis showed that hedonists' academic performance was worse than ascetics'. However, the results also showed that interests in learning had a positive influence on academic performance, and this effect was stronger for hedonists than for ascetics. These results indicate additional positive aspects of concentrating on the present time in the field of learning, and these findings may be helpful for students who do not have a future perspective.

is study examined the process of transmission of implicit theories of intelligence (ITI) between parents and children and the possibility of being moderated by the degree of agreement in ITI between the parents. We measured parents' and children's ITI in 211 households comprising fathers, mothers, and middle school-age children and asked the children about their perceptions of their parents' ITI. e moderated mediation analysis revealed that when there was high agreement between the parents' ITI, the father's ITI mediated the children's perception of the father's ITI and in uenced the children's. However, with the low agreement between the parents' ITI, the father's ITI did not predict the children's perceptions of it. e mother's ITI mediated the child's perception of the mother's ITI and in uenced the child's ITI regardless of the degree of agreement with the father's. e direct e ect of parents' ITI on their children's ITI was signi cant, regardless of the level of agreement. e results indicate the need to examine the degree of agreement between the parents' ITI.

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