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

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.