Abstract
Up until the mid-1970s, neither the general public nor the social sciences could agree on whether schooling has a significant impact on cognitive development, how large this impact is or may be, and which variables are responsible for any potential effects it may have. In the meantime, the findings from numerous empirical studies have banished any serious doubts concerning whether schooling impacts on both the cognitive and motivational development of students. This article reports the arguments questioning the importance of school for the mental development of children and adolescents and assesses their scientific validity; presents the empirical evidence on the strong impact of school on cognitive development, while simultaneously showing the limits to its generalizability; and sketches the findings on the role of school in motivational development. The final section presents some conclusions on the relations between cognitive and motivational development under the influence of school.
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