The mediating role of cognitive ability on the relationship between motor proficiency and early academic achievement in children

Cadoret, Geneviève; Bigras, Nathalie; Duval, Stéphanie; Lemay, Lise; Tremblay, Tania; Lemire, Julie

doi:10.1016/j.humov.2017.12.002

Cited by 46 publications

(59 citation statements)

References 46 publications

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“…Most studies (86%) examining these variables reported findings from participants in pre-kindergarten to year 2, with only three (11%) studies [43,44,45] reporting findings from participants in high school. A total of 19 (65%) studies [21,40,44,48,49,52,53,55,56,57,58,59,60,61,62,63,64,65,66] used standardized assessment tools to measure both fine motor proficiency and academic performance in mathematics. Of the 29 studies that examined these variables, 12 (41%) [40,48,51,54,56,57,59,64,65,66,67,68] were categorized as having ‘good’ methodological quality, 10 (34%) [44,49,52,55,58,60,61,62,69,70] were categorized as having ‘fair’ methodological quality, and seven (24%) [21,43,45,53,63,71,72] were categorized as having ‘poor’ methodological quality.…”

Section: Resultsmentioning

confidence: 99%

“…Finally, a total of three studies [45,54,61] with poor to good methodological quality reported significant associations between total motor proficiency (a combination of fine and gross motor scores) and academic performance in mathematics using the BOT-2 (Short Form) to assess total motor proficiency. Significant positive correlations reported were found to be weak (r = 0.21–0.23).…”

Section: Resultsmentioning

confidence: 99%

“…Standardized assessment tools were used to measure both fine motor proficiency and academic performance in reading for 24 (80%) of the studies. Of the 30 studies that examined these variables, nine (30%) [40,48,54,57,59,66,68,79,80] were categorized as having ‘good’ methodological quality, 14 (47%) [44,52,55,58,60,61,62,69,81,82,83,84,85,86] were categorized as having ‘fair’ methodological quality, and seven (23%) [21,39,53,63,71,87,88] were categorized as having ‘poor’ methodological quality. A summary of the overall levels of evidence from the studies examining the associations between the components of fine motor proficiency and academic performance in reading can be found in Table 2.…”

Section: Resultsmentioning

confidence: 99%

“…Findings from participants in pre-kindergarten to year 2 were reported in 14 (67%) studies, and four (19%) studies [41,42,44,47] examined these variables in participants in high school. A total of 14 (67%) studies [21,41,44,55,57,59,61,73,75,76,78,80,84,89] used standardized assessment tools to measure both gross motor proficiency and academic performance in reading. Of the 21 studies that examined these variables, eight (38%) [42,54,57,59,67,68,73,80] were categorized as having ‘good’ methodological quality, nine (43%) [44,55,61,69,75,76,78,84,89] were categorized as having ‘fair’ methodological quality, and four (19%) [21,41,47,87] were categorized as having ‘poor’ methodological quality.…”

Section: Resultsmentioning

confidence: 99%

“…Finally, four studies [54,61,80,84] classified as having fair to good methodological quality, examined associations between total motor proficiency (combined fine and gross motor scores) and academic performance in reading. Total fine and gross motor scores were assessed using the MABC [80,84] and the BOT-2 (Short Form) [54,61].…”

Section: Resultsmentioning

confidence: 99%

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Relationships between Motor Proficiency and Academic Performance in Mathematics and Reading in School-Aged Children and Adolescents: A Systematic Review

Macdonald

Milne

Orr

et al. 2018

IJERPH

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Positive associations exist between physical activity, cognition, and academic performance in children and adolescents. Further research is required to examine which factors underpin the relationships between physical activity and academic performance. This systematic review aimed to identify, critically appraise, and synthesize findings of studies examining relationships between motor proficiency and academic performance in mathematics and reading in typically developing school-aged children and adolescents. A systematic search of electronic databases was performed to identify relevant studies. Fifty-five eligible articles were critically appraised and key data was extracted and synthesized. Findings support associations between several components of motor proficiency and academic performance in mathematics and reading. There was evidence that fine motor proficiency was significantly and positively associated with academic performance in mathematics and reading, particularly during the early years of school. Significant positive associations were also evident between academic performance and components of gross motor proficiency, specifically speed and agility, upper-limb coordination, and total gross motor scores. Preliminary evidence from a small number of experimental studies suggests motor skill interventions in primary school settings may have a positive impact on academic performance in mathematics and/or reading. Future research should include more robust study designs to explore more extensively the impact of motor skill interventions on academic performance.

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Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

See 3 more Smart Citations

Relationships between Motor Proficiency and Academic Performance in Mathematics and Reading in School-Aged Children and Adolescents: A Systematic Review

Macdonald

Milne

Orr

et al. 2018

IJERPH

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Effects of dexmedetomidine on the expression of inflammatory factors in children with congenital heart disease undergoing intraoperative cardiopulmonary bypass: a randomized controlled trial

Qiu

et al. 2020

Pediatric Investigation

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Importance Dexmedetomidine inhibits the inflammatory response associated with cardiopulmonary bypass (CPB) and protects neural function. However, the mechanism of dexmedetomidine’s anti‐inflammatory pathway is unclear. Objective To investigate the effect of dexmedetomidine on the cognitive level and expression of inflammatory factors in children with congenital heart disease undergoing intraoperative CPB. Methods Ninety children with congenital heart disease were recruited and randomly divided into 3 groups of 30 children in each. In Group 1, a 1.0 µg·kg‐1·h‐1 intravenous bolus of dexmedetomidine was administered 10 minutes after induction of anesthesia, followed by a 0.2 µg·kg‐1·h‐1 infusion until the surgical incision. In Group 2, a 0.5 µg/kg intravenous bolus of dexmedetomidine was administered 10 minutes after induction of anesthesia, followed by a 0.1 µg·kg‐1·h‐1 infusion until the surgical incision. The control group was given physiological saline using the same method as in Groups 1 and 2. The serum levels of nuclear factor‐kappa B (NF‐κB), S‐100β protein, neuron‐specific enolase (NSE), tumor necrosis factor‐α (TNF‐α), and interleukin‐6 (IL‐6) were measured before the surgery (T1), at the end of CPB (T2), 2 hours after CPB (T3), 6 hours after CPB (T4), and 24 hours after CPB (T5). The Wechsler Intelligence Scale for children (WISC) was measured before the operation and at 3, 6, and 12 months after the operation to evaluate the neurodevelopmental state of the children. Results The levels of the NF‐κB, S‐100β protein, NSE, TNF‐α, IL‐6 were significantly higher at T2, T3, or T4 than before the surgery (T1) in the control group or the dexmedetomidine groups. However, the increases of NF‐κB, TNF‐α, IL‐6, S‐100β and NSE levels were significantly smaller in the dexmedetomidine groups than those in the control group (P < 0.017). The WISC scores were similar among the three groups before or after the operation. Interpretation The increases in NF‐κB, TNF‐α, and IL‐6 levels indicated aggravation of the inflammatory reaction and the increase S‐100β protein and NSE levels indicated that the nervous system was damaged. Administration of dexmedetomidine to children with congenital heart disease undergoing intraoperative CPB can inhibit the inflammatory response and may ameliorate the neurodevelopmental damage caused by CPB.

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Constructivism and Social Constructivism in the Study of Relationship Between Early Childhood Education Quality and Executive Function at 5–6 years Old

Belolutskaya

Bukhalenkova²,

Krasheninnikov-Khait³

et al. 2022

Early Childhood Research and Education: An Inter-Theoretical Focus

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The mediating role of cognitive ability on the relationship between motor proficiency and early academic achievement in children

Cited by 46 publications

References 46 publications

Relationships between Motor Proficiency and Academic Performance in Mathematics and Reading in School-Aged Children and Adolescents: A Systematic Review

Relationships between Motor Proficiency and Academic Performance in Mathematics and Reading in School-Aged Children and Adolescents: A Systematic Review

Effects of dexmedetomidine on the expression of inflammatory factors in children with congenital heart disease undergoing intraoperative cardiopulmonary bypass: a randomized controlled trial

Constructivism and Social Constructivism in the Study of Relationship Between Early Childhood Education Quality and Executive Function at 5–6 years Old

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