Mental rotation ability in relation to self-perceptions of high school geometry

•Mental rotation positively related to achievement in geometry but not algebra.•Mental rotation positively related to self-perceptions of doing well in geometry.•Mental rotation was unrelated to self-perceptions of liking geometry.•Mental rotation was unrelated to self-perceptions of doing well or liking algebra.•Perceptions of doing well and liking geometry favored males over females.

The study examined relations among mental rotation ability, mathematics achievement and mathematical self-perceptions among 113 high school students. Each participant completed a mental rotations test, an assessment of self-perceptions of geometry and self-perceptions of algebra. Geometry and algebra grades along with a standardized geometry test were used as measures of mathematics achievement. Significant relations emerged between mental rotation and both geometry grades and the standardized geometry measure; no significant relation emerged between mental rotation and algebra grades. A significant relation also emerged between mental rotation and self-perceptions of doing well in geometry and algebra, but not between mental rotation and self-perceptions of either liking geometry or algebra. Implications pertaining to the improvement of spatial thinking as they relate to encouraging students' interests in mathematical and scientific careers are addressed.