The Development of Spatial Skills in Elementary School Students
Saved in:
| Title: | The Development of Spatial Skills in Elementary School Students |
|---|---|
| Language: | English |
| Authors: | Carr, Martha, Alexeev, Natalia, Wang, Lu (ORCID |
| Source: | Child Development. Mar-Apr 2018 89(2):446-460. |
| Availability: | Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA |
| Peer Reviewed: | Y |
| Page Count: | 15 |
| Publication Date: | 2018 |
| Sponsoring Agency: | Institute of Education Sciences (ED) |
| Contract Number: | 305A110920 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Education |
| Descriptors: | Spatial Ability, Skill Development, Elementary School Students, Mathematics Achievement, Prediction, Child Development, Profiles, Short Term Memory, Socioeconomic Status, Verbal Ability, Gender Differences, Longitudinal Studies, Tests, Mathematics Tests, Role |
| DOI: | 10.1111/cdev.12753 |
| ISSN: | 0009-3920 |
| Abstract: | Through five waves of data collection, this longitudinal study investigated the development of spatial skills in 304 elementary school children (M[subscript age] = 7.64 years) as they progressed from the second to fourth grade. The study focused on whether multiple latent classes with different developmental profiles best explain development. Spatial skills were measured by tests featuring two-dimensional figures. Mathematics achievement was measured by the statewide end-of-year test and was included as a distal outcome variable. The role of covariates, including socioeconomic status, verbal working memory, and gender, was also explored. The results indicate a need to view two-dimensional spatial skills development as multidimensional with two developmental profiles predicted by socioeconomic status, verbal working memory, and gender. The developmental profiles predicted differences in mathematics achievement. |
| Abstractor: | As Provided |
| IES Funded: | Yes |
| Entry Date: | 2018 |
| Accession Number: | EJ1172410 |
| Database: | ERIC |
|
Full text is not displayed to guests.
Login for full access.
|
|
| Abstract: | Through five waves of data collection, this longitudinal study investigated the development of spatial skills in 304 elementary school children (M[subscript age] = 7.64 years) as they progressed from the second to fourth grade. The study focused on whether multiple latent classes with different developmental profiles best explain development. Spatial skills were measured by tests featuring two-dimensional figures. Mathematics achievement was measured by the statewide end-of-year test and was included as a distal outcome variable. The role of covariates, including socioeconomic status, verbal working memory, and gender, was also explored. The results indicate a need to view two-dimensional spatial skills development as multidimensional with two developmental profiles predicted by socioeconomic status, verbal working memory, and gender. The developmental profiles predicted differences in mathematics achievement. |
|---|---|
| ISSN: | 0009-3920 |
| DOI: | 10.1111/cdev.12753 |
