The Factorial Structure of Spatial Abilities in Russian and Chinese Students

Background: Recent research suggested a unifactorial structure of spatial ability (SA). Research is needed to replicate this finding in different populations. Objective: This study aims to explore the factorial structure of SA in samples of 921 Russian and 229 Chinese university students. Design: A gamified spatial abilities battery was administered to all participants. The battery consists of 10 different domains of SA, including 2D and 3D visualization, mental rotation, spatial pattern assembly, spatial relations, spatial planning, mechanical reasoning, spatial orientation and spatial decision making speed and flexibility. Results: The results of the factor analysis showed a somewhat different pattern for different samples. In the Russian sample, the unifactorial structure, shown previously in a large UK sample (Rimfeld et al., 2017), was replicated. A single factor explained 40% of the variance. In the Chinese sample two factors emerged: first factor explained 26% of the variance and the second factor, including only Mechanical reasoning and Cross-Sections tests, explained 14%. The results also showed that the Chinese sample significantly outperformed the Russian sample in 5 out of the 10 tests. Russian students showed better performance only in two of the tests. The effects of all group comparisons were small. Conclusion: Overall, a similar amount of variance in the 10 tests was explained in the two samples, replicating results from the UK sample. Future research is needed to explain the observed differences in the structure of SA

Comparing spatial ability of male and female students completing Humanities vs. technical degrees

Background. Spatial ability (SA) has long been the focus of research in psychology, because it is associated with performance in science, technologies, engineering, and mathematics (STEM). Research has shown that males consistently outperform females in most aspects of SA, which may partially explain the observed overrepresentation of male students seeking STEM degrees

Comparing spatial ability of male and female students completing humanities vs. technical degrees

Background. Spatial ability (SA) has long been the focus of research in psychology, because it is associated with performance in science, technologies, engineering, and mathematics (STEM). Research has shown that males consistently outperform females in most aspects of SA, which may partially explain the observed overrepresentation of male students seeking STEM degrees