The relationship between hemispheric lateralization of spatial relations representations and academic achievement of high school students

Hemispheric lateralization varies among individuals, prompting ongoing debate regarding its connection to academic achievement. Here, 247 right-handed high school students finished two distinct spatial relations tasks, categorical and coordinate, which were thought to have left- and right-hemisphere dominance, respectively. Results revealed a categorical-coordinate lateralization dichotomy among adolescent students. Correlation analyses revealed that the degree of lateralization for students who exhibited right-hemisphere dominance in categorical tasks, was correlated negatively with academic scores. For those exhibiting such dominance in coordinate tasks, the degree of lateralization was correlated negatively with math but not Chinese scores, aligning with expectations. Conversely, no similar significant correlation emerged for students with left-hemisphere dominance in tasks, potentially influenced by the unique role of left-hemisphere dominance in current educational contexts. ANOVA results highlighted that students with atypical lateralization in coordinate tasks displayed lower math performance, while Chinese scores remained consistent across lateralization patterns. These findings supported hypotheses on degree and direction of lateralization. Unexpectedly, atypical lateralization in categorical tasks did not associate with poorer academic achievement, possibly attributed to limited left-hemisphere dominance in categorical spatial relations. This study emphasizes that the association between cognitive function and academic subjects serves as a foundational element for exploring the link between lateralization and academic achievement. The implications suggest that excessive or atypical lateralization may not be conducive to academic achievement, providing fresh insights into individual differences in lateralization and academic learning.