Research progress on the relationship between fine motor skills and academic ability in children: a systematic review and meta-analysis.

IF 2.3 Q2 SPORT SCIENCES Frontiers in Sports and Active Living Pub Date : 2025-01-09 eCollection Date: 2024-01-01 DOI:10.3389/fspor.2024.1386967

Yucen Li, Xin Wu, Danni Ye, Jinye Zuo, Liu Liu

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Abstract

Background: In recent years, an increasing number of scholars have begun to focus on the relationship between children's motor development and school activities, with the relationship between children's fine motor skills and academic achievement being a particularly researched area. However, due to different research perspectives among scholars, the results in this field have been somewhat controversial. Therefore, this study aims to delve deeper into the relationship between children's fine motor skills and their various academic abilities through systematic review and meta-analysis.

Method: English databases (PubMed, Web of Science, Embase) and Chinese databases (CNKI, Wei Pu) were searched, and a quantitative meta-analysis was conducted using STATA software, along with a systematic descriptive analysis of the included literature.

Results: From the 1,147 documents retrieved, 11 studies were ultimately included. All meta-analysis results are significant, and there is a medium correlation between fine motor skills and reading ability, a larger correlation is observed with mathematical ability. In the subgroup analysis of each fine motor skill component and academic ability, except for the fine motor coordination, which shows only a small correlation with reading ability, the variables in the other subgroups all exhibit a medium degree of correlation. Notably, the correlation between visual-motor integration and mathematical ability is the strongest in subgroup (r = 0.47).

Conclusion: The meta-analysis provides evidence supporting a positive and statistically significant correlation between preschool children's fine motor skills and learning outcomes. However, the scope of academic abilities examined in this domain is predominantly confined to mathematics and reading. Moreover, existing research largely focuses on surface-level correlational analyses, necessitating deeper exploration into the underlying mechanisms.

Systematic review registration: https://www.crd.york.ac.uk/PROSPERO/, identifier (CRD42023415498).

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