Examining the role of spatial skills and mathematics motivation on middle school mathematics achievement

Authors

Kinnari Atit, University of California, RiversideFollow
Jason R. Power, University of LimerickFollow
Norma Veurink, Michigan Technological UniversityFollow
David H. Uttal, Northwestern UniversityFollow
Sheryl Sorby, University of CincinnatiFollow
Grace Panther, University of Nebraska-LincolnFollow
Camille Msall, Northwestern University
Logan Fiorella, University of GeorgiaFollow
Martha Carr, University of Georgia

ORCID IDs

Kinnari Atit http://orcid.org/0000-0002-3287-6336

Document Type

Article

Date of this Version

2020

Citation

Atit et al. International Journal of STEM Education (2020) 7:38

https://doi.org/10.1186/s40594-020-00234-3

Comments

© The Author(s). 2020 Open Access This article is licensed under a Creative Commons Attribution 4.0 International License,

Abstract

Background: Spatial 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.

Results: Using 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.

Conclusions: These results suggest that spatial skills in combination with motivation play a significant role in middle school students’ mathematics achievement.

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