فهرست نشریات علمی دسترسی آزاد ایران

Spatial intelligence is critical for comprehending STEM‑related English for Academic Purposes (EAP) materials, yet few diagnostic tools assess fine‑grained spatial abilities among English-major students, and gender differences remain underexplored. This study developed and validated a spatial intelligence test based on cognitive diagnostic models (CDM) and examined gender differences in five components: mental rotation, spatial visualization, understanding of 3D relationships, spatial perceptual speed, and visual memory. Using an exploratory mixed‑methods design, the test was initially piloted on a general high school sample (N = 250) to establish basic psychometric properties, then re‑administered to a separate validation sample of 98 Iranian English‑major university students (52 male and 46 female). Content validity (CVR = 0.80–1.00; CVI = 0.80–1.00), exploratory factor analysis (five factors explaining 59.18% of variance), confirmatory factor analysis (χ²/df = 1.66, RMSEA = 0.047, CFI = 0.95, TLI = 0.95), and internal consistency (Cronbach’s α = 0.85–0.90) confirmed strong psychometric properties. The G‑DINA model was fitted. Gender differences significantly favored males in mental rotation (77% vs. 63%), spatial visualization (74% vs. 63%), and understanding of 3D relationships (64% vs. 51%), but not in spatial perceptual speed or visual memory. The test provides a valid, reliable, culturally adapted diagnostic tool for EAP contexts. Implications include targeted visual interventions (e.g., flowchart tasks, annotated 3D diagrams) and visual feedback reports for personalized instruction.