Li Yucen, Wu Xin, Ye Danni, Zuo Jinye, Liu Liu
Department of Sports Science, Sichuan University, Chengdu, China.
Front Sports Act Living. 2025 Jan 9;6:1386967. doi: 10.3389/fspor.2024.1386967. eCollection 2024.
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.
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.
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 ( = 0.47).
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.
https://www.crd.york.ac.uk/PROSPERO/, identifier (CRD42023415498).
近年来，越来越多的学者开始关注儿童运动发展与学校活动之间的关系，其中儿童精细运动技能与学业成绩之间的关系是一个特别受研究的领域。然而，由于学者们的研究视角不同，该领域的研究结果存在一定争议。因此，本研究旨在通过系统综述和荟萃分析，更深入地探究儿童精细运动技能与他们的各种学业能力之间的关系。
检索了英文数据库（PubMed、Web of Science、Embase）和中文数据库（CNKI、维普），并使用STATA软件进行定量荟萃分析，同时对纳入文献进行系统描述性分析。
从检索到的1147篇文献中，最终纳入了11项研究。所有荟萃分析结果均具有显著性，精细运动技能与阅读能力之间存在中等相关性，与数学能力的相关性更大。在各精细运动技能成分与学业能力的亚组分析中，除精细运动协调与阅读能力仅显示出较小相关性外，其他亚组中的变量均呈现中等程度的相关性。值得注意的是，视觉运动整合与数学能力之间的相关性在亚组中最强（r = 0.47）。
荟萃分析提供了证据，支持学龄前儿童精细运动技能与学习成果之间存在积极且具有统计学意义的相关性。然而，该领域所考察的学业能力范围主要局限于数学和阅读。此外，现有研究大多集中在表面层次的相关性分析，有必要对潜在机制进行更深入的探索。
