Prior mathematical competence by spatial ability (MRT) interaction was only a trend, with competence slopes strongest in the high-MRT group¶

Claim · All claims
Evidence · 1 study · associational r2 · q2
Currency · newest study 2021 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? The sixth-grade mathematical competence by MRT interaction was only a trend, F(1, 297) = 3.00, p = .085, but slope contrasts showed significant high-versus-low and high-versus-middle MRT group differences. → Geary 2021

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

Simple-slope breakdown of the competence-by-MRT interaction in the multilevel model; contrasts showed significant differences across the high- and low-groups, t(309.23) = 2.93, p = .004, and high- and middle-groups, t(309.92) = 2.89, p = .004.

"The interaction was strongest in the high-MRT group [b = 1.23, SE = 0.19], followed in turn by the middle- [b = 0.83, SE = 0.15] and low-MRT [b = 0.67, SE = 0.14] groups (ps < .05)."

Discussion¶

Learner Variables¶

• Spatial Ability — moderator: an instructional effect differs with it

Related Claims¶

• In-class attention and complex spatial ability (MRT) predict seventh-grade mathematics achievement above and beyond prior mathematical knowledge — related
• Prior mathematical competence by in-class attention interaction: attention benefits were strongest among students with stronger prior knowledge — related
• No reliable moderation of depth effects by baseline knowledge, though simple slopes suggest an exploratory pattern — related