HIGHLIGHTS
SUMMARY
Variables such as interest in STEM (Caprile et_al, 2015), a sense of belonging in STEM fields (Dortch and Patel, 2017; Murphy et_al, 2020), and self-efficacy in learning STEM (Lent et_al, 2010; Tracey, 2010) all influence students` decisions to follow STEM studies and careers, and have been the focus of efforts to encourage students to enter the STEM field (Kearney, 2011; Caprile et_al, 2015). Surprisingly, initiatives promoting STEM education have paid relatively little attention to cognitive factors such as the spatial ability levels of students, which appears to be a key predictor of future . . .
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