000			02674nam a22002537a 4500
005			20231107103710.0
008			231106b ||||| |||| 00| 0 eng d
022			_a0007-0998
037			_bRIEBPL Library
082			_a370.1505
100			_aMaxim Likhanov et al...
245			_aThis is the way: Network perspective on targets for spatial ability development programmes _b(Journal Article)
260			_aUK _b: Wiley and sons _c,December 2022
300			_a1597-1620p.
490			_aBritish Journal of Educational Psychology,Volume92, Issue4
505			_a***______{For Hard Copy, Please visit Library.}________***
520			_aAbstract- Background Spatial ability (SA) was shown to be important for success in different fields, including STEM. Recent research suggested that SA is a unitary construct, rather than a set of related skills. However, it is not clear how individual differences in different facets of SA emerge, and how they relate to variance in general cognitive ability. Aims The aim of the present study was threefold: 1) to examine the structure of SA testing nine theoretical models; 2) to explore the relation between 16 different facets of SA with general cognitive ability; and 3) to identify central facet(s) within the network of SA – with most links and/or strongest links to other facets. Sample The study participants were 958 university students from Russia. Methods The study used a comprehensive battery of 16 SA tests and a verbal ability measure. Results Results supported previous research, suggesting moderate overlap between all SA facets. Factor analysis suggested several potential structures, with similar fit indices for five different theoretically driven models, including split into small- and large scale; partially independent manipulation, visualization and navigation facets. Confirmatory factor analysis, mediation and network analyses showed spatial ability being largely independent from verbal ability. In addition, network analysis showed that navigation according to directions is in the centre of the network, potentially linking all SA facets. Conclusion The results have potential implications for identifying the best targets for SA interventions. The next step in research is conducting experimental studies to evaluate effectiveness of interventions targeting navigation in comparison with other facets of SA.
650			_acentrality measures
650			_aeducational intervention
650			_a factor structure network
650			_a centrality spatial ability
856			_u https://bpspsychub.onlinelibrary.wiley.com/doi/epdf/10.1111/bjep.12524
942			_cPER
999			_c44762 _d44761