Childhood preference for spatial toys. Gender differences and relationships with mental rotation in STEM and non-STEM students

Moè, Angelica; Jansen, Petra; Pietsch, Stefanie

doi:10.1016/j.lindif.2018.10.003

Cited by 31 publications

(19 citation statements)

References 56 publications

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“…A quasi-experimental study found that adolescents taking extended physical education classes performed better on a mental rotation test than adolescents in regular physical education classes (Jansen et al, 2018 ). This finding is in line with correlational evidence that individuals who regularly practiced sports have better spatial skills than those who do not (Moè, Jansen, & Pietsch, 2018 ; Pietsch & Jansen, 2012 ; see Quaiser-Pohl & Lehmann, 2002 for an exception). Not all sports, however, are spatial in nature.…”

Section: Introductionsupporting

confidence: 86%

“…When developing theoretical models and educational interventions, it is worth considering that spatial activities may be related to multiple facets of spatial thinking. Prior research has predominately focused on the relation between spatial activities and spatial skills (see Moè et al, 2018 for an exception); however, spatial skills are only one aspect of developing students as spatial thinkers (Kim & Bednarz, 2013 ; NRC, 2006 ). Indeed, present study suggests that childhood spatial activities may be even more important for spatial strategies than for spatial skills.…”

Section: Discussionmentioning

confidence: 99%

“…We are aware of only two studies that assessed participation in spatial activity participation at multiple points in time (Moè et al, 2018 ; Robert & Héroux, 2004 ); however, the focus of these studies was the relationship between activity participation and spatial skills rather than consistency in participation over time. Nonetheless, studies of participation in specific domains of spatial thinking (e.g., sports, blocks, videogames) provide some insight on how activity preferences may evolve over time.…”

Section: Introductionmentioning

confidence: 99%

“…In addition, gender may moderate the effect of spatial activities such that spatial activities differentially benefit males’ and females’ spatial thinking. Some studies have found that females benefit from spatial activities more than males (Feng et al, 2007 ; Moè et al, 2018 ; Quaiser-Pohl & Lehmann, 2002 ). Researchers have suggested that this effect occurs because males may already receive sufficient support for spatial skills through a variety of experiences, whereas females may require additional spatial experiences to catch up to their male peers (Quaiser-Pohl & Lehmann, 2002 ; Tzuriel & Egozi, 2010 ).…”

Section: Introductionmentioning

confidence: 99%

“…In relation to Research Question 2, we explored whether the impact of participation in spatial activities during childhood and adolescence on spatial thinking differed by gender. Although debate remains, prior work has provided some evidence that gender may mediate the ameliorating effects of spatial activities on spatial thinking (Levine et al, 2012 ; Moè et al, 2018 ; Wong & Yeung, 2019 ).…”

Section: Introductionmentioning

confidence: 99%

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Spatial activity participation in childhood and adolescence: consistency and relations to spatial thinking in adolescence

et al. 2020

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Background Prior research has revealed positive effects of spatial activity participation (e.g., playing with blocks, sports) on current and future spatial skills. However, research has not examined the degree to which spatial activity participation remains stable over time, and little is known about how participating in spatial activities at multiple points in development impacts spatial thinking. In this study, adolescents completed measures of spatial thinking and questionnaires assessing their current and previous participation in spatial activities. Results Participation in childhood spatial activities predicted adolescent spatial activity participation, and the relation was stronger for females than for males. Adolescents’ current participation in spatial activities predicted spatial thinking skills, whereas participation in childhood spatial activities predicted adolescents’ spatial habits of mind, even when accounting for factors such as gender and academic performance. No cumulative benefit was incurred due to participating in spatial activities in both childhood and adolescence, and a lack of spatial activities in childhood was not made up for by later spatial activity participation. Conclusions These findings reveal a consistently positive relationship in spatial activity participation between childhood and adolescence. Results highlight the importance of participating in spatial activities during childhood, and underscore the differential impact that participation in spatial activities during childhood versus adolescence has on different facets of adolescents’ spatial thinking. Implications for the timing of interventions is discussed.

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