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The Journal of Early Adolescence
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Achievement Test Scores in the Middle Grades: The Influence of Cognitive Reasoning

David B. Strahan

University of North Carolina at Greensboro

Rita G. O'Sullivan

University of North Carolina at Greensboro

The purpose of this study was to examine how middle school students' cognitive reasoning level (e.g. concrete versus formal reasoning ability) contributes to the variability of their achievement test performance. While previous investigations have indicated that measures of reasoning development are associated with measures of achievement, few such studies have attempted to control for differences in scholastic aptitude. In this particular investigation, the performance of 213 middle grades students on a test of formal reasoning was analyzed in comparison with scores on tests of achievement and scholastic aptitude. Results support cognitive reasoning as a significant correlate of achievement test performance when considered alone and when controlling for scholastic aptitude. Results suggest that performance on reasoning tests is related to performance on achievement tests in a fashion different from performance on scholastic aptitude tests. Results further encourage middle grades educators to consider students' levels of reasoning when planning instruction.

The Journal of Early Adolescence, Vol. 8, No. 1, 53-61 (1988)
DOI: 10.1177/0272431688081004
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Home page
 Educational and Psychological MeasurementHome page
W. J. Hagborg and E. M. Wachman
The Arlin Test of Formal Reasoning and the Identification of Accelerated Mathematics Students
Educational and Psychological Measurement, June 1, 1992; 52(2): 437 - 442.
[Abstract]