Achievement can be a cultural habit. In parts of East Asia, rice farming demanded meticulous, repetitive labor and constant attention to timing. The work rewarded persistence more than flair.
Over generations, that logic becomes a worldview: effort is not a backup plan; effort is the plan. Schoolwork then inherits the same ethic—patient practice, incremental improvement, tolerance for boredom. Language can play a role too: some number systems are quicker to say and easier to hold in memory, which can make early arithmetic feel more manageable and build confidence.
The broader point is that what looks like “natural ability” often reflects long cultural training in how to approach difficulty. When you change the story from talent to task, you also change the policy question: how do you build environments that teach persistence, not just measure it?