Exploring the specific predictive ability of multiple domains of spatial ability on STEM educational outcomes

Abstract

AbstractResearch has implicated spatial ability as a robust predictor of aptitude, interest, and choice in STEM education and career pursuits. We address three under-explored questions regarding the role of spatial ability in STEM. First, can spatial ability consistently predict STEM success beyond other cognitive skills? Second, what aspects of spatial ability, if any, can predict success in STEM more accurately? Third, to what extent can genetic and environmental factors account for these predictions? We addressed these questions by leveraging data from the Twins Early Development Study (N = 3,936; age range = 16-22) and using 16 tests that assessed three domains of spatial ability: navigation, object manipulation, and visualization. Results show that all three domains are highly predictive of STEM educational outcomes, especially STEM degree choice. These associations persisted after accounting for verbal and general cognitive abilities (g), albeit attenuated. Associations were strongest for tests of object manipulation (e.g., 2D and 3D drawing, pattern assembly and mental rotation). Genetic factors accounted for most of the observed associations between spatial ability and STEM outcomes (62% - 86%) --genetic variance was mostly shared with g ([~] 40%) and, to a lesser extent, verbal ability ([~] 25%). Our findings highlight the potential utility of spatial ability as a specific predictor of success in STEM education and career choice beyond other cognitive abilities. Screening for and training spatial skills is likely useful for identifying potential, fostering talent, and improving outcomes in STEM. Significance StatementLeveraging a comprehensive battery of 16 spatial ability tests across multiple domains, we show that spatial ability has specific utility for predicting success in STEM education. Spatial skills predict success in STEM above and beyond other cognitive abilities, particularly when it comes to STEM engagement and pursuing further STEM education. Thus, spatial skills may be a fruitful target for policymakers, stakeholders, and industries looking to develop interventions, identify and foster talent, and reduce outcome disparities.