Sex differences have been previously found in cognitive and affective predictors of math
achievement, including spatial skills and math attitudes. It is important to determine whether
there are sex differences not only in the predictors themselves, but also in the nature of their
relation to math achievement. The present paper examined spatial skills and math attitudes
as predictors of curriculum-based measures of math performance in middle-school students,
specifically comparing the patterns of these predictive relations for boys and girls. The …