Mind over math

This dissertation examines the use of metacognition interventions in a collegiate context. Metacognition journals were implemented in a gateway math course serving primarily first- and second-year students. This study explores how engagement with metacognition journals predicts students’ learning goals, grades, and retention. Using multiple regression analyses, the relationships between metacognition journal completion and these outcomes were examined when accounting for various student attributes (e.g. race, first-generation status, receiving federal financial aid, class attendance). The results indicated that metacognition journal completion was significantly related to course grades, while metacognition journal completion was not significantly associated with students’ learning goals or retention. Specifically, students who completed all journals had higher course grades than students who completed no journals, while students who completed some journals received lower course grades than students who completed no journals. In addition, completing some or all journals was more favorably related to grades and retention among students receiving a Pell grant than among students without a Pell grant. Utilizing metacognition interventions is a tool to support students in achieving their academic goals in gateway courses, and institutions should be strategic in which courses they place them.