Resumo

RAMOS HUACHO, Mariella Elvira; VEGA VILCA, Carlos Sixto; ROJAS ESPINOZA, Betty Iris  e  PILAR BUENO, Walter Tarsilio. Metacognitive strategies in learning: Systematic review. Horizontes Rev. Inv. Cs. Edu. [online]. 2025, vol.9, n.37, pp.1514-1525.  Epub 24-Fev-2025. ISSN 2616-7964.  https://doi.org/10.33996/revistahorizontes.v9i37.997.

Metacognition is a process that allows understanding the progress of learning by revaluing knowledge and stimulating the student's cognitive capacity. In this way, it generates a greater reflection that contributes and prepares the student to obtain a deep and lasting learning. The objective of the article was to analyze the impact of metacognitive strategies on learning. The systematic review was carried out with the PRISMA method considering studies from 2010 to 2023. The search was from Google Scholar considering the descriptors “Metacognition”, “Metacognitive strategies”, ‘Learning’, and “Academic performance”. The search equation was (“Metacognition” AND “Metacognitive strategies”) AND (‘Learning’ OR “Academic performance”). The analysis was based on inclusion and exclusion criteria that allowed the selection of 19 studies. As a result, it became evident that metacognition is a component that improves the transfer of knowledge, generating a resolution capacity to optimize learning in an effective and conscious manner.

Palavras-chave : Metacognition; Self-regulated learning; Learning strategies; Transfer of knowledge; Academic performance; Learning strategies.

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