Visual-Motor Integration and Its Influencing Factors: A Study of Primary School Students
DOI:
https://doi.org/10.56380/Keywords:
Visual-motor integration , Bender–Gestalt Test II , Primary school studentsAbstract
In the context of educational reform, there is an increasing need to identify individual differences among learners and to detect learning difficulties at an early stage. Visual-motor integration (VMI) serves as a fundamental basis for writing and reading skills in primary school students; however, reliable assessment methods suitable for educational settings remain relatively limited.
The purpose of this study was to determine the level of visual-motor integration among primary school students and to examine the cognitive factors influencing it in relation to age characteristics. The study involved 139 students aged 6–10 years. VMI was assessed using the Bender–Gestalt Test II (copy and recall tasks), while cognitive abilities were measured using standardized tests. Descriptive statistics, correlation, and multiple regression analyses were conducted.
The results indicated that students’ VMI performance was generally above average. For children aged 6–7, VMI was significantly associated with attention and concrete visual thinking (r = .407, p < .01). In contrast, for children aged 8–10, observational skills (β = .267, p < .01) and visual memory (β = .321, p < .01) showed significant effects on VMI performance.
In conclusion, visual-motor integration becomes increasingly dependent on more specific and differentiated cognitive abilities as age increases. Furthermore, the Bender–Gestalt Test II was found to be a useful tool for assessing students’ learning readiness and identifying individual learning needs in educational settings.
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