TABLE 4.

Indirect effects from visual–spatial ability to academic achievement.

	Paths	Indirect effect (B)	p
Model 2A	Visual–spatial ability → 5th grade math curriculum test
	Visual–spatial ability→ arithmetic ability→ math curriculum test	0.48 (90%)	< 0.0001
	Visual–spatial ability→ arithmetic ability→ reading ability→ math curriculum test	0.05 (10%)	= 0.0110
	Visual–spatial ability→ 5th grade Chinese curriculum test
	Visual–spatial ability→ arithmetic ability→ Chinese curriculum test	0.41 (73%)	< 0.0001
	VSL ability→arithmetic ability→ reading ability→ Chinese curriculum test	0.15 (27%)	< 0.0001
Model 2B	Visual–spatial ability→ 6th grade math curriculum test
	Visual–spatial ability→ arithmetic ability→ math curriculum test	0.46 (94%)	< 0.0001
	Visual–spatial ability→ arithmetic ability→ reading ability math curriculum test	0.04 (6%)	= 0.078
	Visual–spatial ability→ 6th grade Chinese curriculum test
	Visual–spatial ability→ arithmetic ability→ Chinese curriculum test	0.24 (62%)	= 0.018
	Visual–spatial ability→ arithmetic ability→ reading ability→ Chinese curriculum test	0.15 (38%)	< 0.0001
Model 3	Visual–spatial ability→ Academic achievement
	Visual–spatial ability→ arithmetic ability→ academic achievement	0.50 (83%)	< 0.0001
	Visual–spatial ability→ arithmetic ability→ reading ability→ academic achievement	0.10 (17%)	< 0.0001