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The relationship between spatial ability self-efficacy and visualization performance: psychometric evidence
1Faculty of Education, Kırşehir Ahi Evran University, Kırşehir, Türkiye.
Frontiers in Psychology
|August 6, 2026
Summary
Preservice teachers report high spatial self-efficacy, particularly in visualization and orientation. Spatial self-efficacy positively correlates with visualization performance, offering insights for teacher education.
Area of Science:
- Educational Psychology
- Cognitive Science
- Teacher Education
Background:
- Spatial ability is crucial for STEM fields.
- Understanding preservice teachers' spatial self-efficacy is vital for effective instruction.
- Existing research often separates cognitive and affective aspects of spatial skills.
Purpose of the Study:
- To develop and validate the Spatial Ability Self-Efficacy Perception Scale.
- To assess spatial self-efficacy among preservice teachers.
- To examine relationships between spatial self-efficacy, academic programs, gender, and visualization performance.
Main Methods:
- Developed a 35-item scale measuring spatial visualization, relations, and orientation.
- Administered the scale to preservice teachers.
- Analyzed data for differences across variables and correlations with performance.
Main Results:
- Preservice teachers reported high overall spatial self-efficacy, with variations across factors.
- No significant gender differences were found.
- Academic program influenced spatial self-efficacy, with higher scores in Math and Social Studies Education.
- Spatial self-efficacy showed moderate positive associations with visualization performance.
Conclusions:
- Spatial ability is a multidimensional construct influenced by self-efficacy and cognitive performance.
- Findings support integrating affective and cognitive dimensions in spatial thinking research.
- Implications for teacher education programs to enhance spatial skills and confidence.
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