This study analyzes PISA 2022 data using a two-level hierarchical linear model (HLM) to explore the impact of a competitive learning atmosphere (CLA) on East Asian students’ cognitive and non-cognitive abilities, with comparisons to OECD countries. CLA shows a significant negative effect on both outcomes across the full sample, with weaker impacts in East Asia. However, moderate CLA levels may enhance academic performance but offer no benefits for non-cognitive abilities. When CLA is further disaggregated into standardized testing and ability grouping, the results remain consistent. In summary, CLA negatively affects students' overall development, though it provides limited academic advantages under specific conditions.

The study utilized descriptive statistics, t-tests, regression analysis, and hierarchical linear modeling (HLM) with SPSS 27.0 and Stata 18.0. HLM was applied due to the nested PISA data structure. Three models were developed： Model 1: Null Model. Examines the intra-class correlation coefficient (ICC) to assess the proportion of variance attributable to differences between schools. Model 2: Random Coefficient Regression Model at Level 1 (Student Level), controlling for individual variables to assess within-group differences. Model 3: Random Coefficient Regression Model at Level 2 (School Level), incorporating school-level predictors like CLA while controlling for individual and school characteristics to assess inter-group effects. To further explore the non-linear relationship, a quadratic term model was established based on Model 3 .

CLA and Cultural Differences East Asian schools exhibit a stronger CLA (average score: 47.99) compared to OECD countries (46.11). Descriptive analysis reveals East Asian schools emphasize standardized testing (scores of 55.30 for use and 50.61 for frequency) while scoring lower on ability grouping measures. Impact on Cognitive and Non-Cognitive Abilities Hierarchical linear modeling (HLM) shows CLA negatively impacts cognitive performance, particularly in mathematics and reading across OECD and global samples. East Asian students' strong math and science achievements mitigate this effect. For non-cognitive abilities, a significant negative impact is observed in OECD and global models, especially for cooperation and perseverance, with minimal effect in East Asia. Nonlinear Relationships Quadratic modeling identifies a U-shaped relationship for cognitive outcomes, where excessive competition (above inflection points: 56 for math, 60 for reading) begins to enhance performance. Nonlinear impacts are also evident in stress resistance and perseverance dimensions. These findings suggest nuanced, context-specific effects of CLAs.

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