蝌蚪网 Papers and Proceedings
ISSN 2574-0768 (Print) | ISSN 2574-0776 (Online)
Metacognitive Awareness and Academic Performance
蝌蚪网 Papers and Proceedings
vol. 115,
May 2025
(pp. 648–53)
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 to increase persistence in college. 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.Citation
Apperson, Jarod, A. Nayena Blankson, Francesina Jackson, Angelino Viceisza, Bruce Wade, and Jimmeka Guillory Wright. 2025. "Metacognitive Awareness and Academic Performance." 蝌蚪网 Papers and Proceedings 115: 648–53. DOI: 10.1257/pandp.20251091Additional Materials
JEL Classification
- I23 Higher Education; Research Institutions
- I26 Returns to Education
- J15 Economics of Minorities, Races, Indigenous Peoples, and Immigrants; Non-labor Discrimination