Mindset Matters: The Role of Mathematics Self-concept and Age in Mental Rotation Performance Among Primary School Children

This cross-sectional study investigates the role of maths self-concept in spatial skills development among primary school children. The study, conducted on a sample of students (mean age M = 8.48, SD = 1.11) consisting of 70 girls and 74 boys, explores the relationship between maths self-concept and mental rotation skills, with a focus on gender and the stage of childhood development. Students completed a computerized mental rotation task measuring accuracy and response time and a maths self-concept questionnaire. Results reveal girls and tweens (pre-adolescents) demonstrate lower maths self-concept compared to boys and younger children. Moreover, maths self-concept and the stage of childhood development significantly influence mental rotation performance, with those with higher self-concept and tweens scoring better on the task. These findings emphasize the importance of addressing low maths self-concept, particularly in girls and students transitioning to secondary education, to foster spatial skills development. Targeted support during this critical educational phase is crucial.