Spatial abilities and in-class attention each uniquely predict mathematical competence from 6th to 9th grade, controlling general ability¶

Claim · All claims
Evidence · 1 study · associational r2 · q3
Currency · newest study 2023 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? In SEM, the path from In-Class Attention to Mathematics was significant (β = 0.36) as was the path from Spatial to Mathematics (β = 0.42), controlling General Ability. → Geary David C. 2023

Evidence¶

Geary David C. 2023¶

Geary David C., Hoard Mary K., Nugent Lara, Ünal Zehra E. (2023). Sex Differences in Developmental Pathways to Mathematical Competence. Journal of Educational Psychology. https://doi.org/10.1037/edu0000763

q3 · i? · associational · r2

Structural equation modeling (Model 3) in the 342-adolescent longitudinal sample, estimating direct paths from Spatial and In-Class Attention latent variables to a second-order Mathematics latent variable. The article prints "β = 0.36" and "β = 0.42"; no standardized effect-size magnitude beyond these path coefficients is given.

"The path from In-Class Attention to Mathematics was significant, β = 0.36, t = 7.34, p < .001, as was the path from Spatial to Mathematics, β = 0.42, t = 3.33, p < .001."

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¶

• General ability, spatial abilities, and in-class attention together explain 83% of individual differences in mathematical competence from 6th to 9th grade — related
• The spatial pathway to mathematical competence is relatively more important for boys and the in-class attention pathway for girls, confirming the differential contributions hypothesis — related
• In-class attention and complex spatial ability (MRT) predict seventh-grade mathematics achievement above and beyond prior mathematical knowledge — a narrower finding that bears on this claim