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Cognitive abilities predict success in science, technology, engineering, and mathematics (STEM) fields. Spatial ability is crucial for engineering design, while numerical and verbal reasoning are key for math and physics achievements in higher education.

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Area of Science:

  • Cognitive Psychology
  • STEM Education Research

Background:

  • Cognitive abilities, particularly spatial ability, are known predictors of Science, Technology, Engineering, and Mathematics (STEM) success.
  • The predictive role of spatial ability is often studied years before higher STEM education, with less focus on its impact within higher education, especially for mathematics.

Purpose of the Study:

  • To investigate the predictive power of spatial, verbal, and numerical abilities on first-year undergraduate STEM achievements.
  • To determine the relative importance of different cognitive abilities for success in engineering design versus math and physics courses.

Main Methods:

  • Assessed 317 undergraduate students (mechanical engineering and math-physics majors) on spatial, verbal, and numerical abilities.
  • Employed structural equation modeling to analyze the relationship between latent ability factors and course achievements.

Main Results:

  • Spatial ability significantly predicted achievements in an engineering design course, beyond other cognitive abilities.
  • Numerical, verbal, and general reasoning abilities were the strongest predictors of success in mathematics and physics courses.
  • Evidence supports the predictive power of individual cognitive differences even in high-achieving student groups.

Conclusions:

  • While spatial ability is important for specific STEM fields like engineering design, numerical and verbal reasoning abilities are more critical for math-intensive STEM disciplines.
  • Individual differences in cognitive abilities remain significant predictors of academic achievement throughout higher STEM education.