Metacognitive Awareness and Academic Performance

Jarod T. Apperson, A. Nayena Blankson, Francesina Jackson, Angelino Viceisza, Bruce Wade and Jimmeka Guillory Wright

No 33380, NBER Working Papers from National Bureau of Economic Research, Inc

Abstract: Roughly 25 percent of first-year college students do not return for a second year. This has led to a range of policies and interventions aimed at increasing college performance, persistence, and graduation. In this article, we assess whether cognitive strategy instruction (CSI) has the potential to improve student performance in college. We conducted two randomized controlled trials in a mandatory, year-long, first-year, reading/writing-intensive course at Spelman College, a private historically Black institution for women. We find that CSI at best impacts grade-related outcomes like GPA, but not metacognitive knowledge or persistence. Future work will explore the impacts on longer-run outcomes such as graduation.

JEL-codes: C93 D91 I23 (search for similar items in EconPapers)
Date: 2025-01
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