Examining the Relations between Spatial Skills and Mathematical Performance: A Meta-Analysis

Autor/inn/en	Atit, Kinnari; Power, Jason Richard; Pigott, Terri; Lee, Jihyun; Geer, Elyssa A.; Uttal, David H.; Ganley, Colleen M.; Sorby, Sheryl A.
Titel	Examining the Relations between Spatial Skills and Mathematical Performance: A Meta-Analysis
Quelle	(2021), (22 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Spatial Ability; Mathematics Achievement; Mathematics Skills; Thinking Skills; Verbal Ability; Gender Differences; Age Differences; Correlation; Preschool Education; Elementary Secondary Education; Postsecondary Education; Short Term Memory + Suchen Sie Ihr Suchwort? Räumliches Vorstellungsvermögen; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Mathematics ability; Denkfähigkeit; Mündliche Leistung; Geschlechterkonflikt; Age; Difference; Age difference; Altersunterschied; Korrelation; Pre-school education; Vorschulerziehung; Post-secondary education; Tertiäre Bildung; Kurzzeitgedächtnis
Abstract	Much recent research has focused on the relation between spatial skills and mathematical skills, which has resulted in widely reported links between these two skill sets. However, the magnitude of this relation is unclear. Furthermore, it is of interest whether this relation differs in size based on key demographic variables, such as gender and grade-level, and the extent to which this relation can be accounted for by shared domain-general reasoning skills across the two domains. Here we present the results of two meta-analytic studies synthesizing the findings from 45 articles to identify the magnitude of the relation, as well as potential moderators and mediators. The first meta-analysis employed correlated and hierarchical effects meta-regression models to examine the magnitude of the relation between spatial and mathematical skills, and to understand the effect of gender and grade-level on the association. The second meta-analysis employed meta-analytic structural equation modeling to determine how domain-general reasoning skills, specifically fluid reasoning and verbal skills, influence the relationship. Results revealed a positive moderate association between spatial and mathematical skills (r = 0.36, robust standard error = 0.035, [tau][superscript 2] = 0.039). However, no significant effect of gender or grade-level on the association was found. Additionally, we found that fluid reasoning and verbal skills mediated the relationship between spatial skills and mathematical skills, but a unique relation between the spatial and mathematical skills remained. Implications of these findings include advancing our understanding for how to leverage and bolster students' spatial skills as a mechanism for improving mathematical outcomes. [This is the online version of an article published in "Psychonomic Bulletin & Review."] (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01