The Relationship between Piaget-Type Questionnaire Scores and Academic Achievements of Engineering Freshmen

The role of cognitive development, as measured by Piaget-type questionnaire scores, in the prediction of freshman engineering academic achievement is discussed. It is pointed out that, since cognitive development is a relevant students´ attribute in performance in the university, more attention should be paid by university teachers in selecting classroom activities and course content appropriate to the actual level of the students´ intellectual development.