The relation between formal operational reasoning and academic course selection and performance among college freshmen and sophomores

Abstract

The significance of Inhelder and Piaget's (1958) construct of “formal operations” depends in part on establishing the extent to which formal operations have real-world relevance beyond the narrow domain of assessment situations in which Inhelder and Piaget studied them. The present research investigates this question by examining the effect of exhibiting a concrete versus formal operational level of reasoning in an isolation of variables task on academic program selection and performance of beginning college students over a two-year period. Students who reasoned at the concrete operational level did not differ from students matched on ACT scores who reasoned at a formal operational level with respect to either number of college credits obtained or overall grade point average. When courses were broken down into three categories, however, “formals” took significantly more science/math courses and received significantly higher grades in them. No differences were found in the other two categories: liberal arts/social sciences or activities/vocational courses. A further study of beginning college students already enrolled in science/math courses confirmed that very few concrete operational reasoners were present in these courses, suggesting that a process of self-selection is in operation.