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Previous research indicated that instructors holding entity belief tended to judge students to have low ability and provided ability-comforting feedback following math failure. Students receiving such feedback tended to quit and change course, creating a potential decrease in the pool of students pursuing math related fields. In Confucian heritage cultures (CHCs), the ideal society is primarily based on fulfillment of duties. Thus, the ability-based findings, derived from WEIRD samples, may not apply to duty-based CHCs. We hypothesized that CHC’s teachers holding obligation belief tend to attribute students’ failure to lack of duty fulfillment and provide duty-based feedback, including duty-comforting and duty-advising feedback, which motivates students to stay on rather than change course. To validate our hypothesis, we conducted three scenario experiments with 160 college students with teaching experiences, 273 high school students, and 369 pre-service teachers in Taiwan. Results showed that while ability-based paradigm may be culture-free, duty-based paradigm seems to be culture-bound. Consistent with previous research, teachers with entity belief tended to give ability-comforting feedback, pushing students to pursue non-math related fields. In contrast, teachers with obligation belief were likely to offer duty-comforting and duty-advising feedback, contributing to students’ persistent pursuit in math. Furthermore, three fifths of teachers were inclined to provide ability-comforting, duty-comforting and duty-advising feedback concurrently, thus putting students in an unpleasant predicament that might be detrimental to their psychological well-being. Theoretical and practical implications are discussed.

Stroke individuals’ daily function has been demonstrated to be influenced by their somatosensory capability, cognitive capability, and upper extremity (UE) motor abilities. However, the structural relationships among these abilities on stroke individuals’ independence in daily function remain unclear. We analyzed the pretest measures of 153 stroke individuals in outpatient rehabilitation settings by structural equation modeling to determine the structural relationship among somatosensory capability, UE muscle strength, UE motor function, and cognitive capability that influences independence in daily function. The standardized results indicated somatosensory capability negatively influenced UE muscle strength, but positively influenced UE muscle strength mediated by UE motor function. UE muscle strength, then, positively influenced individuals’ independence in daily function. On the other hand, somatosensory capability positively influenced cognitive capability, which marginally and positively affected the performance of independence in daily function. To the best of our knowledge, this is the first study to demonstrate the influence of somatosensory capability on the daily function is mediated mainly by motor functions and marginally by cognitive capability. This structural model may allow future clinical therapists to design more effective task-related training protocols to promote the independence in daily function for stroke individuals.

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