Introduction:

Metacognitive judgments have become an object of study in the field of metacognition in recent decades, since they analyze the beliefs that students have regarding their academic performance, to contribute to the adaptation of strategies for the improvement of the autonomy and judgment of learners.

Objective:

To identify the metacognitive judgments that are most frequently used in university students based on a systematic review between the years 2018 to 2023.

Method:

The methodology of this article was based on the PRISMA Statement and the search was conducted in the Science Direct, Scopus and Springer databases; use was made in the purification criteria, 61 articles were analyzed.

Results:

It was found that the metacognitive judgments that are applied most regularly concern pre-test and post-test judgments, while the judgments during the test are those that are used less regularly; likewise, those that present greater precision are those that are applied after the test.

Discussion and conclusions:

The results allow us to conclude that in order to obtain high calibration between metacognitive judgments and real academic results, different categories of metacognitive judgments must be involved, which contribute to the construction of a complex and complete system that provides the student with a variety of tools that can be optimally implemented in their learning processes.

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