This qualitative study investigates the efficacy of metacognition in
enhancing the academic performance of African American students in a diverse
and inclusive university environment, utilizing Bandura’s Social Cognitive
Theory as a foundational perspective. The research highlights the potential to
overcome barriers to academic performance by exploring how metacognitive
strategies facilitate self-regulation. The study involved in-depth interviews
with 20 purposefully selected African American students enrolled in a diverse
and inclusive university. The open-ended interviews focused on understanding
the students’ perceptions and experiences regarding their metacognitive
processes and impact on academic performance. Thematic analysis was conducted
to identify recurring themes and patterns in the data. The findings reveal that
metacognitive strategies significantly contributed to students’ persistence,
adaptability, self-awareness, and time management, ultimately enhancing their
academic performance. This study emphasizes the importance of culturally
responsive teaching practices and supportive environments in promoting
metacognitive awareness among African American students.
