Motor coordination, working memory, and academic achievement in a normative adolescent sample: testing a mediation...

Area of Science:

• Developmental Psychology
• Neuroscience
• Educational Psychology

Background:

• Motor coordination and academic achievement are crucial for adolescent development.
• Working memory (WM) is a key cognitive function linking various skills.
• Previous research suggests potential links, but the mediating role of WM requires clarification.

Purpose of the Study:

• To investigate if working memory (WM) mediates the relationship between motor coordination and academic achievement in adolescents.
• To identify specific motor skills contributing to this association.
• To explore the implications for understanding learning difficulties.

Main Methods:

• A sample of 93 adolescents (aged 12-16) was assessed.
• Motor coordination was measured using the Movement Assessment Battery for Children-2.
• Working memory was assessed via the Wechsler Intelligence Scale for Children-IV WM Index and N-back task.
• Academic achievement was evaluated using the Wechsler Individual Achievement Test-II.
• Structural equation modeling was employed, controlling for covariates.

Main Results:

• Structural equation modeling indicated that motor coordination, specifically aiming and catching skills, indirectly influences academic achievement.
• This indirect effect is mediated by working memory (WM).
• The findings remained significant after controlling for verbal comprehension, ADHD symptoms, and socioeconomic status.

Conclusions:

• Working memory (WM) acts as a mediator in the relationship between motor coordination and academic achievement in adolescents.
• Aiming and catching skills appear particularly important in this pathway.
• These findings inform interventions for motor and learning difficulties and contribute to understanding underlying neural mechanisms.