How spatial skills relate to science achievement: A meta-analytic review

Although extensive research demonstrates positive links between spatial skills and science achievement, the size and nature of this relation is unknown. Questions regarding whether the relation varies based on educational level and gender, across different spatial tasks and science domains, and if it persists over time remain. Additionally, the extent to which this link stands after accounting for related skill sets, specifically mathematical and verbal skills, presents another important question. We conducted a meta-analysis with the following aims: (a) to identify the overall correlation between spatial skills and science achievement; (b) to examine the extent to which the spatial-science relation is moderated by gender, educational level, type of spatial skill assessed, domain of science, and time between assessments; and (c) to determine the strength of the association after accounting for mathematical and verbal skills. Our analysis focused on samples from kindergarten to undergraduates and included a total of 94 article reports (total averaged N = 14,851.59). Results revealed a moderate positive association between spatial skills and science achievement (r = .27, τ = .12) that did not vary by gender, educational level, science domain, or time between assessments. That said, the relation did vary by type of spatial skill. Additionally, spatial skills were significantly associated with science achievement, even when mathematical and verbal skills were included as simultaneous predictors. These findings suggest that spatial skills may represent a promising target for supporting science learning outcomes. (PsycInfo Database Record (c) 2026 APA, all rights reserved).