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Metacognitive Awareness and Academic Performance

Author

Listed:
  • Jarod T. Apperson
  • A. Nayena Blankson
  • Francesina Jackson
  • Angelino Viceisza
  • Bruce Wade
  • Jimmeka Guillory Wright

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.

Suggested Citation

  • Jarod T. Apperson & A. Nayena Blankson & Francesina Jackson & Angelino Viceisza & Bruce Wade & Jimmeka Guillory Wright, 2025. "Metacognitive Awareness and Academic Performance," NBER Working Papers 33380, National Bureau of Economic Research, Inc.
    • Handle: RePEc:nbr:nberwo:33380
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    More about this item

    JEL classification:

    • C93 - Mathematical and Quantitative Methods - - Design of Experiments - - - Field Experiments
    • D91 - Microeconomics - - Micro-Based Behavioral Economics - - - Role and Effects of Psychological, Emotional, Social, and Cognitive Factors on Decision Making
    • I23 - Health, Education, and Welfare - - Education - - - Higher Education; Research Institutions

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