SavedAdd your journal

Journals / Çanakkale Onsekiz Mart Üniversitesi Spor Bilimleri Dergisi / 2026 / Cilt: 8 Sayı: 3

The Relationship Between Hand-Eye Reaction Time and Academic Achievement in Individuals Aged 14–18

14-18 Yaş Bireylerde El Göz Tepki Süresi ile Akademik Başarı Arasındaki İlişki

Ahmet Kaan Aslan(GAZI UNIVERSITY, FACULTY OF SPORTS SCIENCE)0000-0001-9484-1625
Nurtekin Erkmen(SELCUK UNIVERSITY, FACULTY OF SPORTS SCIENCE)0000-0002-5220-887X
Pages
16–31
Publication Date
2025-09-30
DOI
—
🏛️Bibliographic metadata and full text access for this article are provided via DergiPark.
DergiPark Record ↗
✨

AI Summary & Key Takeaways

AI Insight
⚡ TL;DR(Too Long; Didn't Read)

Purpose: The purpose of this study is to examine the relationship between hand-eye coordination-based reaction time and academic achievement (numerical, verbal, and overall) among individuals aged 14–18, and to determine whether this relationship differs by gender.

📌 3 Key Takeaways

🎯
Objective & Hypothesis:Purpose: The purpose of this study is to examine the relationship between hand-eye coordination-based reaction time and academic achievement (numerical, verbal, and overall) among individuals aged 14–18, and to determine whether this relationship differs by gender.
📊
Key Findings & Data:Method: The study was conducted using a correlational survey model with the participation of 222 high school students (100 males, 122 females; mean age = 15.59 ± 1.15) in Konya, Türkiye.
💡
Conclusion & Impact:Incorporating cognitive-motor components such as attention, processing speed, and reaction time into educational programs may contribute to improving students’ learning outcomes.
🔬Design:Survey & Empirical Study
📍Scope:Comprehensive Sample
⚙️Variables:El-göz koordinasyonu · tepki süresi · akademik başarı

Abstract

Purpose: The purpose of this study is to examine the relationship between hand-eye coordination-based reaction time and academic achievement (numerical, verbal, and overall) among individuals aged 14–18, and to determine whether this relationship differs by gender. Method: The study was conducted using a correlational survey model with the participation of 222 high school students (100 males, 122 females; mean age = 15.59 ± 1.15) in Konya, Türkiye. Reaction times were measured using the BlazePod™ system with the “Formula Reactions” protocol, while academic achievement was determined based on students’ end-of-year weighted grade point averages (YANO). Data were analyzed using SPSS 25.0, employing Pearson correlation and simple linear regression analyses. Results: Findings revealed moderate, negative, and significant correlations between reaction time and numerical, verbal, and overall academic achievement (p < .001). Shorter reaction times were associated with higher levels of academic achievement. The predictive power of reaction time was higher for numerical achievement (R² = 0.163). Gender-based analysis indicated that the relationship was stronger among male participants. Conclusion: The study demonstrates that psychomotor skills are closely related to academic performance. Hand-eye reaction time is a significant predictor of academic achievement, particularly in numerical domains. Incorporating cognitive-motor components such as attention, processing speed, and reaction time into educational programs may contribute to improving students’ learning outcomes.

Özet

Amaç: Bu araştırmanın amacı, 14-18 yaş aralığındaki bireylerde el-göz koordinasyonuna dayalı tepki süresi ile akademik başarı (sayısal, sözel ve genel) arasındaki ilişkiyi incelemek ve bu ilişkinin cinsiyete göre farklılaşıp farklılaşmadığını ortaya koymaktır. Yöntem: İlişkisel tarama modeliyle yürütülen araştırmaya, Konya ilinde öğrenim gören 222 lise öğrencisi (100 erkek, 122 kız; yaş ort. 15,59 ± 1,15) katılmıştır. Tepki süresi ölçümleri BlazePod™ sistemi ile “Formula Reactions” protokolü kullanılarak gerçekleştirilmiş; akademik başarı, yıl sonu ağırlıklı not ortalamaları (YANO) üzerinden belirlenmiştir. Veriler SPSS 25.0 programıyla analiz edilmiş, Pearson korelasyon ve basit doğrusal regresyon testleri uygulanmıştır. Bulgular: Sonuçlar, el-göz tepki süresi ile sayısal, sözel ve genel akademik başarı arasında orta düzeyde, negatif yönde ve anlamlı ilişkiler olduğunu göstermiştir (p<.001). Tepki süresi kısaldıkça akademik başarı düzeylerinin yükseldiği bulunmuştur. Açıklayıcı güç, özellikle sayısal başarıda daha yüksektir (R²=0,163). Cinsiyet bazında ise erkeklerde ilişkinin daha güçlü olduğu tespit edilmiştir. Sonuç: Araştırma, psikomotor becerilerin akademik performansla yakından ilişkili olduğunu ortaya koymaktadır. El-göz tepki süresi, özellikle sayısal başarı için önemli bir yordayıcıdır. Eğitim programlarında dikkat, işlemleme hızı ve tepki süresi gibi bilişsel-motor bileşenlerin dikkate alınması, öğrencilerin öğrenme çıktılarının geliştirilmesine katkı sağlayabilir.

🔖

Cite This Article

Aslan, A. K., Erkmen, N. (2025). The Relationship Between Hand-Eye Reaction Time and Academic Achievement in Individuals Aged 14–18. Çanakkale Onsekiz Mart Üniversitesi Spor Bilimleri Dergisi, Cilt: 8 Sayı: 3, 16–31. https://ajindex.com/articles/1471842

📄 Full Text PDF Viewer

📄

PDF görüntüleyici hazırlanıyor...

References (45)

  1. Akyürek, G., & Öztürk, F. (2025). Okçuluk Yapan ve Yapmayan Çocuklarda Dikkat Seviyesi, Reaksiyon Hızı ve Akademik Başarının Karşılaştırılması Okçuluk Yapan Çocuklarda Akademik Başarı. Samsun Sağlık Bilimleri Dergisi, 10(1), 109-121.
  2. Arguz, A., Bayraktar, Y., Aslan, A. K., Kocaoğlu, Y., & Erkmen, N. (2023). The effect of warming on visual response time in dominant and non-dominant lower and upper extremities. Turkish Journal of Sport and Exercise, 25(3), 348–356. https://doi.org/10.15314/tsed.1380623
  3. Arslan, E. (2014). The effects of the exercise program on visual and audial reaction time of the healty children in the group of 8–11 ages. YYU J Educ Faculty, 11(1), 169-182.
  4. Aslan, A. K., Cicioğlu, H. İ., & Uysal, B. S. (2023). Elit voleybolcularda görme becerisinin smaç ve top karşılama performanslarıyla ilişkisi (Doktora tezi, Gazi Üniversitesi Sağlık Bilimleri Enstitüsü).
  5. Aslan, A. K., Cicioğlu, H. A., Kocaoğlu, Y., & Erkmen, N. (2023). 11–14 yaş grubu çocuklarda müzik türü ile el-göz tepki sürelerinin ilişkisi. Ulusal Kinesyoloji Dergisi, 4(1), 38–46.
  6. Aslan, A. K., Erkmen, N., Aktaş, S., & Güven, F. (2018). Postural control and functional performance after core training in young soccer players. Malaysian Journal of Movement, Health & Exercise, 7(2), 23–38. https://doi.org/10.15282/mohe.v7i2.234
  7. Aslan, A. K., Erkmen, N., Uysal, B. S., & Karabeyeser, Ö. (2025). Lise öğrencilerinde çoklu görev yapmanın derinlik algısı ve tepki süresi üzerine etkisi. Ulusal Kinesyoloji Dergisi, 6(1), 61–67.
  8. Aslan, M. (2023). Investigation of reaction time and hand-eye coordination in early adolescent female basketball and wrestler. Journal of Human Sciences, 20(2), 412–422.
  9. Brouwers, S. A., Van de Vijver, F. J., & Van Hemert, D. A. (2009). Variation in Raven's Progressive Matrices scores across time and place. Learning and Individual Differences, 19(3), 330-338.
  10. Brown, L. A., Brockmole, J. R., Gow, A. J., & Deary, I. J. (2012). Processing speed and visuospatial executive function predict visual working memory ability in older adults. Experimental aging research, 38(1), 1-19.
  11. Campbell, M. E. J., Sherwell, C. S., Cunnington, R., Brown, S., & Breakspear, M. (2023). Reaction time “mismatch costs” change with the likelihood of stimulus–response compatibility. Psychonomic Bulletin & Review, 30, 184–199. https://doi.org/10.3758/s13423-022-02161-6
  12. Castelli, D. M., Centeio, E. E., Hwang, J., Barcelona, J. M., Glowacki, E. M., Calvert, H. G., & Nicksic, H. M. (2014). VII. The history of physical activity and academic performance research: informing the future. Monographs of the Society for Research in Child Development, 79(4), 119-148.
  13. Cohen, J. (2013). Statistical power analysis for the behavioral sciences. Routledge.
  14. Çağın, M., Polat, S. Ç., Sarol, H., García Ramos, A., & Çeviker, A. (2024). Investigation of the effects of an 8-week cross-country skiing exercise program on various reaction time parameters, selective attention and academic achievement in adolescents. BMC Sports Science, Medicine and Rehabilitation, 16(116). https://doi.org/10.1186/s13102-024-00908-3
  15. Deary, I. J., Strand, S., Smith, P., & Fernandes, C. (2007). Intelligence and educational achievement. Intelligence, 35(1), 13-21.
  16. Demirtaş, A., Şahin, Ş., & Küçüker, M. (2023). El-Göz Koordinasyonu ile Akademik Başarı Arasındaki İlişkinin İncelenmesi. Ulusal Spor Bilimleri Dergisi, 7(1), 52–60.
  17. Donnelly, J. E., Hillman, C. H., Castelli, D., Etnier, J. L., Lee, S., Tomporowski, P.,. & Szabo-Reed, A. N. (2016). Physical activity, fitness, cognitive function, and academic achievement in children: a systematic review. Medicine and science in sports and exercise, 48(6), 1197.
  18. Fang, Q., & Frohlich, F. (2023). Dissection of neuronal circuits underlying sustained attention with the five-choice serial reaction time task. Neuroscience & Biobehavioral Reviews, 152, 105306. https://doi.org/10.1016/j.neubiorev.2023.105306
  19. Fang, X., & Frohlich, C. (2023). Sustained attention modulates visuomotor reaction time performance in adolescents. Journal of Experimental Child Psychology, 225, 105532.
  20. Ferguson, H. J., Brunsdon, V. E., & Bradford, E. E. (2021). The developmental trajectories of executive function from adolescence to old age. Scientific reports, 11(1), 1382.
  21. Kahneman, D. (1973). Attention and effort (Vol. 1063, pp. 218-226). Englewood Cliffs, NJ: prentice-Hall.
  22. Kiselev, S., Smirnov, V., Fedotova, A., & Gorbunov, V. (2024). Cognitive predictors of academic success: A cross-sectional study of processing speed, working memory, number sense and fluid intelligence. Psychology in Russia: State of the Art, 17(2), 1–20. https://doi.org/10.11621/pir.2024.0201
  23. Lowrie, T., Logan, T., & Ramful, A. (2017). Visuospatial training improves elementary students’ mathematics performance. British Journal of Educational Psychology, 87(2), 170-186.
  24. Luo, D., Thompson, L. A., & Detterman, D. K. (2006). The criterion validity of tasks of basic cognitive processes. Intelligence, 34(1), 79-120.
  25. Mahmoodi, K., Kerick, S. E., Grigolini, P., Franaszczuk, P. J., & West, B. J. (2023). Temporal complexity measure of reaction time series: Operational versus event time. Brain and Behavior, 13(7), e3069. https://doi.org/10.1002/brb3.3069
  26. Nisbett, R. E., Aronson, J., Blair, C., Dickens, W., Flynn, J., Halpern, D. F., & Turkheimer, E. (2012). Intelligence: new findings and theoretical developments. American psychologist, 67(2), 130.
  27. Reigal, R. E., Moral-Campillo, L., Mier, R. J. R. D., Morillo-Baro, J. P., Morales-Sánchez, V., Pastrana, J. L., & Hernández-Mendo, A. (2020). Physical fitness level is related to attention and concentration in adolescents. Frontiers in Psychology, 11, 110.
  28. Rindermann, H., & Neubauer, A. C. (2004). Processing speed, intelligence, creativity, and school performance: Testing of causal hypotheses using structural equation models. Intelligence, 32(6), 573-589.
  29. Rodic, M., Zhou, X., Tikhomirova, T., Wei, W., Malykh, S., Ismatulina, V.,. & Kovas, Y. (2015). Cross‐cultural investigation into cognitive underpinnings of individual differences in early arithmetic. Developmental Science, 18(1), 165-174.
  30. Rohde, T. E., & Thompson, L. A. (2007). Predicting academic achievement with cognitive ability. Intelligence, 35(1), 83-92.
  31. Rose, S. A., Feldman, J. F., & Jankowski, J. J. (2011). Modeling a cascade of effects: The role of speed and executive functioning in preterm/full‐term differences in academic achievement. Developmental science, 14(5), 1161-1175.
  32. Sneck, S., Viholainen, H., Syväoja, H., Kankaapää, A., Hakonen, H., Poikkeus, A. M., & Tammelin, T. (2019). Effects of school-based physical activity on mathematics performance in children: a systematic review. International Journal of Behavioral Nutrition and Physical Activity, 16(1), 109.
  33. Steinman, Y., Groen, E., & Frings-Dresen, M. H. W. (2023). Hypoxia impairs reaction time but not response accuracy in a visual choice reaction task. Applied Ergonomics, 113, 104079. https://doi.org/10.1016/j.apergo.2023.104079
  34. Tikhomirova, T. N., Malykh, S. B., Tosto, M. G., & Kovas, Y. (2014). Сognitive characteristics and mathеmatical achievement in high school students: cross-cultural analyses. Psychological Journal.
  35. Tikhomirova, T., Malykh, A., & Malykh, S. (2020). Predicting Academic Achievement with Cognitive Abilities: Cross-Sectional Study across School Education. Behavioral sciences (Basel, Switzerland), 10(10), 158.
  36. van Stralen M. M., Yıldırım, M., Wulp, A., Te Velde, S. J., Verloigne, M., Doessegger, A.,. & Chinapaw, M. J. (2014). Measured sedentary time and physical activity during the school day of European 10-to 12-year-old children: the ENERGY project. Journal of Science and Medicine in Sport, 17(2), 201-206.
  37. Verbitskaya, L. A., Malykh, S. B., Zinchenko, Y. P., & Tikhomirova, T. N. (2015). Cognitive predictors of success in learning Russian. Psychology in Russia: State of the Art, 8(4), 91-100.
  38. Verbitskaya, L. A., Zinchenko, Y. P., Malykh, S. B., Gaidamashko, I. V., Kalmyk, O. A., & Tikhomirova, T. N. (2020). Cognitive predictors of success in learning Russian among native speakers of high school age in different educational systems. Psychology in Russia: State of the Art, 13(2), 2-15.
  39. World Health Organization. (2016). Physical activity strategy for the WHO European Region 2016–2025. In Physical activity strategy for the WHO European Region 2016–2025.
  40. Zhang, X., Räsänen, P., Koponen, T., Aunola, K., Lerkkanen, M. K., & Nurmi, J. E. (2017). Knowing, applying, and reasoning about arithmetic: Roles of domain-general and numerical skills in multiple domains of arithmetic learning. Developmental psychology, 53(12), 2304.
  41. Ziv, G., Lidor, R., & Levin, O. (2022). Reaction time and working memory in middle-aged gamers and non-gamers. Acta Psychologica, 228, 103666. https://doi.org/10.1016/j.actpsy.2022.103666
  42. Ziv, G., Lidor, R., & Levin, O. (2022). The relationship between attention and reaction time: A review. Psychology of Sport and Exercise, 58, 102064.
  43. Donnelly, J. E., Hillman, C. H., Castelli, D., Etnier, J. L., Lee, S., Tomporowski, P.,. & Szabo-Reed, A. N. (2016). Physical activity, fitness, cognitive function, and academic achievement in children: a systematic review. Medicine and science in sports and exercise, 48(6), 1197.
  44. Rodic, M., Zhou, X., Tikhomirova, T., Wei, W., Malykh, S., Ismatulina, V.,. & Kovas, Y. (2015). Cross‐cultural investigation into cognitive underpinnings of individual differences in early arithmetic. Developmental Science, 18(1), 165-174.
  45. van Stralen M. M., Yıldırım, M., Wulp, A., Te Velde, S. J., Verloigne, M., Doessegger, A.,. & Chinapaw, M. J. (2014). Measured sedentary time and physical activity during the school day of European 10-to 12-year-old children: the ENERGY project. Journal of Science and Medicine in Sport, 17(2), 201-206.