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

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dc.contributor.author Atit, Kinnari
dc.contributor.author Power, Jason Richard
dc.contributor.author Veurink, Norma
dc.contributor.author Utta, David H.
dc.contributor.author Sorby, Sheryl
dc.contributor.author Panther, Grace
dc.contributor.author Msall, Camille
dc.contributor.author Fiorella, Logan
dc.contributor.author Carr, Martha
dc.date.accessioned 2020-08-06T07:43:27Z
dc.date.available 2020-08-06T07:43:27Z
dc.date.issued 2020
dc.identifier.uri http://hdl.handle.net/10344/9081
dc.description peer-reviewed en_US
dc.description.abstract 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 playa significant role in middle school students’ mathematics achievement. en_US
dc.language.iso eng en_US
dc.publisher SpringerOpen en_US
dc.relation.ispartofseries International Journal of STEM Education;7,38
dc.subject Spatial skills en_US
dc.subject Mathematics achievement en_US
dc.subject Motivation en_US
dc.title Examining the role of spatial skills and mathematics motivation on middle school mathematics achievement en_US
dc.type info:eu-repo/semantics/article en_US
dc.type.supercollection all_ul_research en_US
dc.type.supercollection ul_published_reviewed en_US
dc.identifier.doi 10.1186/s40594-020-00234-3
dc.contributor.sponsor US Department of Education en_US
dc.relation.projectid R305A150365 en_US
dc.rights.accessrights info:eu-repo/semantics/openAccess en_US


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