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Resumen
Los juicios metacognitivos se refieren a las creencias que tienen los estudiantes antes, durante o después de verse enfrentados a una tarea de aprendizaje. En la perspectiva de los análisis bibliométricos, se encuentran como antecedentes del presente estudio, dos metaanálisis sobre juicios de aprendizaje realizados en Estados Unidos, en los que se demostró el efecto de los juicios demorados vs inmediatos.Objetivo: Establecer las tendencias conceptuales en la investigación actual sobre juicios metacognitivos para población infantil mediante una revisión sistemática. Método: Se desarrolló una búsqueda en las bases de datos Web of Science y Scopus en el período de análisis 2016-2020 para artículos publicados en idioma inglés. Una vez se aplicaron los criterios de selección, se procedió a realizar la elaboración de tablas, gráficas y análisis descriptivos. Resultados: Se analizaron finalmente 11 artículos que cumplieron con los criterios de inclusión en el estudio. Se encontraron 4 tendencias conceptuales entre las que se evidenció una importante orientación del campo hacia los estudios de monitoreo metacognitivo y aprendizaje autorregulado; una orientación menor de las investigaciones sobre trabajos en medición de juicios y en evaluación formativa a nivel de la autoevaluación. Conclusión: Se evidencia un énfasis en las tendencias de investigación por los trabajos de intervención sobre el monitireo metacognitivo.
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