The psychomotor-abilities association with academic achievement (r = 0.37) is preliminary, resting on a single first-order meta-analysis¶

Claim · All claims
Evidence · 1 study · quant-synthesis r2 · q2 · i3 large
Currency · newest study 2026 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i3 Psychomotor skills show a relatively strong apparent relationship with achievement (r = 0.37), but the estimate comes from one first-order meta-analysis and could not be robustness-tested. → Erdem Cahit 2026

Evidence¶

Erdem Cahit 2026¶

Erdem Cahit, Kaya Metin, Polat Mustafa, Eğmir Eray. (2026). Thinking and feeling matter: a second-order meta-analysis of student characteristics across developmental domains and their effect on academic outcomes. BMC Psychology, 14, 919. https://doi.org/10.1186/s40359-026-05035-x

q2 · i3 · quant-synthesis · r2

Second-order meta-analysis moderator analysis: the psychomotor domain contributed k = 6 effect sizes (r = 0.37, LL = 0.29, UL = 0.45) but all from one first-order meta-analysis. The authors state the finding "should be interpreted with caution due to limited statistical power and restricted generalizability".

"The relationship between psychomotor skills and academic achievement appeared relatively strong; however, this effect size was derived from a single first-order meta-analysis and therefore was not subjected to moderator or robustness analyses."

Discussion¶

Related Claims¶

• Student characteristics across cognitive, affective, and psychomotor domains show a medium-level overall relationship with K-12 academic achievement (r = 0.26) — a broader claim this one bears on
• Cognitive abilities show the strongest correlation with academic achievement among the student-characteristic domains examined — related
• Mathematics achievement correlates more strongly with learners' knowledge, skills and cognitive abilities than with their personality traits, goals or emotions — related