Background: Inconsistencies are found regarding the relationship between academic achievement and visual-motor integration (VMI), gender and socio-economic status (SES). Aim: The study examined the associations between academic achievement in different compulsory learning areas and VMI skills, and what role gender and SES play. Setting: A total of 863 participants ( n = 538, low SES group; n = 325, high SES group) from 20 schools in four school districts in the North West province of South Africa were randomly selected to participate. Methods: The Beery Visual-Motor Integration Test, 4th edition (VMI-4) was used to evaluate the VMI, visual perception and motor coordination skills; and the June mid-year school assessment (JMSA) and the Annual National Assessment (ANA) marks were used to examine their academic achievements. Spearman rank-order correlations and stepwise regression analyses were used to, examine significant associations and unique contributors, respectively. Results: Small-to-moderate significant correlations were found between all the learning areas assessed during the JMSA and the ANA examinations and the VMI-4. The strongest correlations occurred between visual perception and most of the learning areas. Socio-economic status had the greatest predictive association with most of the academic learning areas. The largest contributions (≥ 10% moderate, ≥ 25% great) of SES were found during the JMSA in English, life orientation, mathematics, natural science, social sciences and in the grade point averages. During the ANA, SES had the highest predictive contribution to English and mathematics. Conclusion: The overall academic achievement of learners could be negatively affected by their SES and visual perception skills, that suggest timeously prevention strategies to counter these effects.

中文翻译：

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学业成就，视觉运动融合，性别与社会经济地位之间的关系：结合学习与发展研究的西北儿童健康

背景：在学术成就与视觉运动整合（VMI），性别与社会经济地位（SES）之间的关系上发现不一致。目的：该研究检查了不同义务学习领域的学业成就与VMI技能之间的关联，以及性别和SES所起的作用。背景：来自南非西北省四个学区的20所学校的863名参与者（n = 538，低SES组； n = 325，高SES组）被随机选择参加。方法：使用比里视觉电机整合测试，第4版（VMI-4）评估VMI，视觉感知和运动协调能力。并使用6月中旬的学校评估（JMSA）和年度国家评估（ANA）标记来检查他们的学业成绩。Spearman等级相关性和逐步回归分析分别用于检验重要的关联和唯一的贡献者。结果：在JMSA和ANA考试以及VMI-4评估的所有学习领域之间发现了中度到中度的显着相关性。视觉感知与大多数学习领域之间的相关性最强。社会经济地位与大多数学术学习领域具有最大的预测关联。在JMSA期间，英语，生活方向，数学，自然科学，社会科学和平均绩点中，SES的贡献最大（≥10％中等，≥25％出色）。在ANA中，SES对英语和数学的预测贡献最大。结论：