Abstract
BackgroundSpatial skills and mathematical ability have been repeatedly identified as critical for achievement in Science, Technology, Engineering, and Mathematics (STEM). Previous studies have identified correlations between spatial skills and mathematical achievement; however, questions remain regarding improvements in non-spatial areas associated with STEM achievement. The current study examined whether competency in spatial skills could be related to individuals’ motivation for mathematics. Measures of spatial skills and mathematics motivation were completed by 1056 seventh grade students.ResultsUsing hierarchical linear modeling, spatial skills and math motivation were examined relative to students’ performance on a state standardized mathematics subtest. Results indicate that spatial skills and motivation interact to significantly predict students’ mathematics performance.ConclusionsThese results suggest that spatial skills in combination with motivation play a significant role in middle school students’ mathematics achievement.
Highlights
Despite substantial efforts to increase achievement in science, technology, engineering, and mathematics (STEM) fields, children’s STEM performance in the USA continues to lag behind their international counterparts (e.g., Organization for Economic Co-operation and Development, 2016), in mathematics
Building on prior research, we aim to examine whether the relationships between spatial skills, motivation, and mathematics performance differ for students demonstrating different levels of mathematics motivation and mathematics-relevant skillsets
Related to mathematics learning, Ferguson et al (2015) found that low spatial skills are a significant predictor of mathematics anxiety in adults. Consistent with these findings, our results suggest that spatial skills and students’ motivation for learning mathematics interact to predict mathematics performance in middle school students
Summary
Despite substantial efforts to increase achievement in science, technology, engineering, and mathematics (STEM) fields, children’s STEM performance in the USA continues to lag behind their international counterparts (e.g., Organization for Economic Co-operation and Development, 2016), in mathematics. Much research aims to understand factors underlying students’ mathematics performance (e.g., Pajares & Graham, 1999; Verdine, Golinkoff, Hirsch-Pasek, & Newcombe, 2017), including spatial skills (e.g., Casey, Nuttall, & Pezaris, 2001) and motivation No studies have examined how spatial skills and motivational factors together predict middle school students’ mathematics achievement. Research has established that cognitive skills and motivation are closely related (e.g., Ashcraft & Kirk, 2001) and together can help explain students’ mathematics achievement. Spatial skills and mathematical ability have been repeatedly identified as critical for achievement in Science, Technology, Engineering, and Mathematics (STEM). The current study examined whether competency in spatial skills could be related to individuals’ motivation for mathematics. Measures of spatial skills and mathematics motivation were completed by 1056 seventh grade students
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
