Abstract
We examine whether metacognitive skills are important for finance students. We find that students with better metacognitive skills perform better in intermediate corporate finance courses. We find a statistically significant and positive relationship between students' achievements and their metacognitive awareness even after controlling for performance in the introductory finance course, major, time spent on assignments, senior status, and gender. We overcome the literature's concerns regarding capturing metacognitive abilities by focusing on students' low stakes self-learning assignments and utilizing metacognitive data collected by the McGraw-Hill LearnSmart platform. We find evidence that teaching metacognitive skills may benefit students in higher education.
Recommended Citation
(2026)
"Metacognition and Performance: Evidence from Intermediate Corporate Finance Students,"
Journal of Economics and Finance Education: Vol. 20:
Iss.
2, Article 1.
Available at:
https://scholarship.rollins.edu/jefe/vol20/iss2/1
