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This is a Quantitative Study study.

The relation between spatial anxiety and spatial skills is moderated by visuospatial working memory and grade level

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Observational analysis found spatial anxiety impacts spatial skills in children, suggesting age and visuospatial working memory play critical roles.

A significant three-way interaction was found between spatial anxiety, visuospatial WM, and grade level affecting mental transformation skills.
Fourth-graders with high visuospatial WM reported a notable connection between higher spatial anxiety and lower mental transformation skills.
The study involved 402 U.S. children from first to fourth grades, assessing their spatial anxiety, visuospatial WM, and spatial skills.
Findings highlight how the interaction between spatial anxiety and working memory varies with age and task type in children.

Zhang et al. (2025) studied this question.

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Observational analysis found spatial anxiety impacts spatial skills in children, suggesting age and visuospatial working memory play critical roles.