Formal Operations and Academic Achievement

Abstract

Abstract Although Piaget's theory of cognitive development has been extensively researched cross culturally, not many studies have addressed the question of how it is related to university students' academic performance. The purpose of the present study was to examine the relationship between formal operations and academic achievement among Canadian university students. The results showed a statistically significant relationship between cognitive development and academic achievement; students who had fully attained formal operations performed better than those who had not.