ArticleJournal of experimental child psychology2021
Boys' visuospatial abilities compensate for their relatively poor in-class attentive behavior in learning mathematics.
Article in Journal of experimental child psychology, 2021. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 7 papers.
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Who cites it
7 citing papers in PubMed, 16 citations in OpenAlex.
- Attention and social problems are uniquely associated with academic achievement beyond overall psychopathology: multicohort replication in 3,800 participants.Journal of child psychology and psychiatry, and allied disciplines · 2026Article
- Sex/gender differences in general cognitive abilities: an investigation using the Leiter-3.Cognitive processing · 2024Article
- Gender differences in elementary school students' fraction learning: roles of spatial ability and mathematical anxiety.Frontiers in psychology · 2024Article
- Gender Differences in the Wechsler Intelligence Scale for Children in a Large Group of Italian Children with Attention Deficit Hyperactivity Disorder.Journal of Intelligence · 2023Article
- Sex Differences and Similarities in Relations Between Mathematics Achievement, Attitudes, and Anxiety: A Seventh-to-Ninth Grade Longitudinal Study.Journal of educational psychology · 2023Article
- Sex Differences in Developmental Pathways to Mathematical Competence.Journal of educational psychology · 2023Article
- The Effect of Animation-Guided Mindfulness Meditation on the Promotion of Creativity, Flow and Affect.Frontiers in psychology · 2022Article
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Authors and funding
3 authors at 1 institution in 1 country.
Funding
Abstract
The mathematics and reading achievement of 322 adolescents (159 boys) was assessed in seventh and eighth grades, as were their intelligence, working memory, and spatial abilities. Their seventh- and eighth-grade mathematics and English language arts teachers reported on their in-class attentive behavior. The latter emerged as an important predictor of achievement, but more so for mathematics than for reading. Boy were less attentive in classroom settings than girls (d = -.34) and performed better than expected in mathematics given their level of engagement in the classroom. Boys' better-than-expected mathematics achievement was related to advantages on visuospatial measures (ds = .28-.56), which fully mediated a sex difference in mathematics (ds = .27-.28) but not in reading achievement, with control of in-class attentive behavior. The results suggest that boys' advantages in visuospatial skills compensate for lower levels of classroom engagement in the learning of mathematics but not in reading competencies.
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