The Intersection of Metacognition, Cultural Identity, and Academic Performance Among African American and International Students in Diverse Educational Contexts

Authors

  • Stephen O. Okojie Jackson State University, Jackson, MS 39204

Keywords:

Metacognition, Cultural Identity, Academic Performance, African American Students, International Students, Social Cognitive Theory

Abstract

This article encapsulates a critical examination of the intersection between metacognition, cultural identity, and academic performance, with a specific focus on African American and international students in a diverse educational setting. Anchored in Bandura’s Social Cognitive Theory, this investigation synthesizes findings from two qualitative studies [1], [2]. Utilizing semi-structured interviews with a total of 40 participants, comprising 20 African American students and 20 international students at a mid-size university in the United States, this study shows how metacognitive strategies shape the academic experiences of these distinct populations. The application of Bandura’s Social Cognitive Theory as a theoretical framework underscored the critical roles of self-efficacy, motivation, and cultural context in influencing students’ academic outcomes. The findings showed that while both demographic groups employ metacognitive practices, they encountered unique challenges that were informed by their cultural identities and social dynamics, thereby highlighting the need for tailored educational interventions. The results of this study make a significant contribution to the existing literature by advancing inclusive educational practices and proposing future research directions that address the specific needs of these diverse student populations.

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Published

2025-06-20

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Articles

How to Cite

Stephen O. Okojie. (2025). The Intersection of Metacognition, Cultural Identity, and Academic Performance Among African American and International Students in Diverse Educational Contexts. International Journal of Natural Sciences: Current and Future Research Trends , 23(1), 25-46. https://ijnscfrtjournal.isrra.org/Natural_Sciences_Journal/article/view/1289