Metacognitive judgements are crucial for monitoring and improving learning processes, as they allow students to evaluate their knowledge, methodologies and academic performance. These judgements contribute to the search for strategies for successful learning. This research analysed the metacognitive accuracy between predictive judgements and actual performance in university students (N= 56) after a metacognitive intervention during one semester. The intervention allowed students to explore various study strategies, planning and monitoring activities. A quantitative methodology was used with an experimental design, including a control group and an experimental group. Predictive judgements were recorded, such as expected grade estimates and the level of confidence in those estimates, as well as actual grades obtained in four cut-offs during the semester. These data were used to measure the...