Relation between Subjective Measures of Metacognitive Awareness and Implicit Bias Among U.S. Undergraduate Students
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Abstract
Objective. e purpose of the present study was to explore the relation between subjective measures of metacognitive awareness
and implicit bias, and to investigate whether metacognition is a viable pathway to meet the two objectives. Method. A sample
of U.S. undergraduate students (N = 117) completed self-report measures of implicit bias (Situational Attitude Scale) and
metacognitive awareness (Metacognitive Awareness Inventory). Correlational analyses, Pearson’s r coefficients, and a hierarchical
linear regression analysis were conducted to address the research objectives. Results. Findings revealed that implicit bias and
metacognitive awareness were related, and that conditional knowledge, comprehension monitoring, information management,
debugging, and evaluation led to decrements in negatively charged implicit bias. Conclusion. Evidently, metacognition is a viable
pathway for raising awareness of one’s implicit biases and subsequently mitigating them through the development of tailored
educational interventions.
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