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Abstract
Cognitive-developmental reasoning level in dealing with illness and psychological concepts, experiences with physical illness and psychological difficulties, locus of control orientation, and demographic variables were assessed in 101 college students. On average, the students' reasoning about both illness and psychological concepts was in transition from concrete to formal operational levels. However, the students' cognitive-developmental reasoning levels varied across illness and psychological domains and across some concepts within each domain. The reasoning levels for illness concepts were found to be significantly more advanced than the reasoning levels for psychological concepts. Female students' reasoning scores for psychological concepts were significantly higher than those of male students. Descriptive information for locus of control orientation, experience with illness, and psychological problems, as well as associations between variables and comparisons of means, are provided. The study's implications for college health providers in terms of treatment, prevention, and educational strategies are discussed.
