In-class attention and complex spatial ability (MRT) predict seventh-grade mathematics achievement above and beyond prior mathematical knowledge¶

Claim · All claims
Evidence · 1 study (2 entries) · associational r2 · q2
Currency · newest study 2021 · checked against its sources 2026-10-24 (automated, 2 of 2 entries) · not reviewed by a person

Subclaims¶

q2 i? Bayesian model selection retained in-class attention and Mental Rotation Test scores, with sixth-grade mathematical competence, as predictors of seventh-grade Numerical Operations scores, with very strong evidence for attention and MRT beyond prior knowledge. → Geary 2021 q2 i? Multilevel models confirmed that in-class attention and spatial ability predicted seventh-grade mathematics achievement controlling prior achievement (ps < .002). → Geary 2021 (2)

Evidence¶

Geary 2021¶

Geary, D. C., Hoard, M. K., Nugent, L., & Scofield, J. E. (2021). In-Class Attention, Spatial Ability, and Mathematics Anxiety Predict Across-Grade Gains in Adolescents' Mathematics Achievement. Journal of Educational Psychology, 113(4), 754-769. https://doi.org/10.1037/edu0000487

q2 · i? · associational · r2

Bayesian regression model selection on data from 317 seventh-graders; dropping any of mathematical competence, in-class attention, or MRT produced models less than 4% as probable, so "all three were retained for the multilevel models."

"In other words, there is very strong evidence that in-class attention and MRT contribute to seventh-grade mathematics achievement above and beyond prior mathematics knowledge and thus all three were retained for the multilevel models."

Geary 2021 (2)¶

Geary, D. C., Hoard, M. K., Nugent, L., & Scofield, J. E. (2021). In-Class Attention, Spatial Ability, and Mathematics Anxiety Predict Across-Grade Gains in Adolescents' Mathematics Achievement. Journal of Educational Psychology, 113(4), 754-769. https://doi.org/10.1037/edu0000487

q2 · i? · associational · r2

Multilevel models (students recruited from six schools, with seventh-grade school as the level-2 unit) with family-income and race dummy variables as demographic covariates confirmed both predictors at ps < .002; the three-way interaction was not significant and was dropped.

"The results confirm the Bayes factors regarding the importance of in-class attention and spatial ability in predicting seventh-grade mathematics achievement, controlling prior achievement (ps < .002)."

Discussion¶

Learner Variables¶

• Attention — predictor: learners who differ on it differ in outcomes
• Spatial Ability — predictor: learners who differ on it differ in outcomes

Related Claims¶

• The core predictors of seventh-grade word reading achievement differ from those predicting seventh-grade mathematics achievement — related
• Mathematics anxiety for learning is indirectly related to seventh-grade mathematics achievement through reduced in-class attention — related
• Intelligence and working memory predicted seventh-grade mathematics before prior achievement was controlled, but their direct effects were masked by sixth-grade competence — related
• Prior mathematical competence by spatial ability (MRT) interaction was only a trend, with competence slopes strongest in the high-MRT group — related
• Spatial ability correlates with educational performance across many STEM disciplines and sub-disciplines — a broader claim this one bears on
• Prior mathematical competence by in-class attention interaction: attention benefits were strongest among students with stronger prior knowledge — related
• General ability, spatial abilities, and in-class attention together explain 83% of individual differences in mathematical competence from 6th to 9th grade — related
• Sixth-grade understanding of mathematical equality predicts ninth-grade expression evaluation above and beyond general mathematics ability — related
• Spatial abilities and in-class attention each uniquely predict mathematical competence from 6th to 9th grade, controlling general ability — a broader claim this one bears on
• Spatial ability predicts algebra word problem performance above and beyond its general relation to mathematics ability — a narrower finding that bears on this claim