The Longitudinal Association Between Students’ Extrinsic–Dynamic Spatial Ability and Achievement in Science Education in Elementary School: A Random‐Intercept Cross‐Lagged Panel Model

ABSTRACT

Research has shown that extrinsic–dynamic spatial ability is relevant to achievement in science education. However, the direction of the relationship between extrinsic–dynamic spatial ability and achievement remains unclear; this issue was thus addressed in a longitudinal study. Fourth graders ( N = 335) from Hong Kong were assessed on these two constructs three times, at 4‐month intervals; control variables were also included during the first assessment. Data were analyzed using a Random‐Intercept Cross‐Lagged Panel Model (RI‐CLPM). After accounting for between‐person variation, within‐person variation in science achievement at Time 1 significantly predicted within‐person variation in extrinsic–dynamic spatial ability at Time 2, which in turn predicted within‐person variation in achievement at Time 3. The findings confirmed the dynamic reciprocal relationship between these two constructs. Overall, they suggest that spatial and scientific skills co‐develop over time. Furthermore, they indicate that tasks involving extrinsic–dynamic spatial ability can be incorporated into elementary science curricula to foster students’ cognitive development, thereby enhancing learning outcomes in science education.