Skip to main content
Log in

Mediation Relationships Among Gender, Spatial Ability, Math Anxiety, and Math Achievement

  • Published:
Educational Psychology Review Aims and scope Submit manuscript


In this review, findings from studies investigating gender differences in spatial ability, math anxiety, and math achievement, the relationship between spatial ability and math anxiety, between spatial ability and math achievement, and between math anxiety and math achievement are synthesized. As a result of this synthesis, a sequential mediation model that allows simultaneous testing of two mediational relationships has been derived. Within this model, paths from gender to spatial ability, from spatial ability to math anxiety, and from math anxiety to math achievement are more strongly supported by prior studies than the paths from gender to math anxiety, from gender to math achievement, and from math achievement to math anxiety.

This is a preview of subscription content, log in via an institution to check access.

Access this article

Price excludes VAT (USA)
Tax calculation will be finalised during checkout.

Instant access to the full article PDF.

Fig. 1

Similar content being viewed by others


Download references

Author information

Authors and Affiliations


Corresponding author

Correspondence to Lu Wang.

Additional information

Publisher’s Note

Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.

Rights and permissions

Reprints and permissions

About this article

Check for updates. Verify currency and authenticity via CrossMark

Cite this article

Wang, L. Mediation Relationships Among Gender, Spatial Ability, Math Anxiety, and Math Achievement. Educ Psychol Rev 32, 1–15 (2020).

Download citation

  • Published:

  • Issue Date:

  • DOI: