Suchergebnisse

This article discusses some of the lessons that our multidisciplinary team (spanning Economics, Education, Psychology, and Sociology) learned from implementing randomized controlled trials (RCTs) to assess the impact of metacognitive training on outcomes of Black female college students. Because our data collection is ongoing, the purpose of this article is to describe the collaborative efforts required to make such a project a success and share lessons learned. Future papers will focus on the quantitative findings of the RCTs by looking at the impacts on outcomes such as metacognitive awareness, grade point average, and retention.