Background: Repetitive thinking (RT) is a perseverative cognitive process which predicts and maintains mental ill health in children and young people (CYP). Metacognitive skills are implicated in self-regulatory processes. The association and developmental trajectory of RT and metacognitive skills in CYP is unknown. Objectives: The aim of this review was to investigate the associations between metacognitive skill and RT in nonclinical CYP. In addition, gender and age effects on the associations between metacognitive skill and RT were explored. Method: A systematic review of the literature to date was conducted using Web of Science, PsychINFO, MEDLINE and PubMed. Results: Twelve cross-sectional studies across 11 papers were identified and included in the final narrative synthesis. All 12 studies had weak overall quality and investigated the association between metacognitive skill and worry. No studies were found on the association between metacognitive skill and rumination. Eleven studies used a CYP version of the Metacognitions Questionnaire (MCQ) and one study used a problem-solving confidence subscale. Small correlations were found between cognitive self-consciousness (CSC) and worry, and cognitive confidence (CC) and worry, with a larger effect for CSC. Results were inconclusive for age and gender effects, although tentative findings suggested higher CSC scores for boys and higher CC scores for girls. Two studies reported contradictory age-effects for CSC. Conclusions: Longitudinal, large sample studies investigating metacognitive skills and RT are needed, particularly for metacognitive skills and rumination. Furthermore, studies using different methods to test metacognitive skill are warranted to disentangle the subconstructs. Objective: The typical developmental trajectory of rumination and metacognitive skill (MCS) in children and young people (CYP), are unknown. Empirical evidence and theory suggest shared underlying cognitive processes. This study tested the hypothesis that rumination and MCS are associated and explored effortful control (EC) as a moderator of this relationship. Temporal relationships between MCS and rumination were explored in a longitudinal design. Methods: Typically developing CYP between the ages of 7-15 years old completed self-report measures and a judgment of confidence task at baseline (N = 121) and at follow-up (N = 99). Data analysis included hierarchical multiple regression, moderation and path analysis. Results: A linear association was found between MCS and rumination, with overconfident MCS being associated with low rumination, accurate MCS associated with moderate rumination and underconfident MCS associated with high rumination. EC was found to moderate the relationship between MCS and rumination. As levels of EC decreased, the strength of the relationship between MCS and rumination increased. Preliminary evidence supports rumination prospectively predicting MCS for the causal model, adjusted for age and gender. Conclusion: MCS and rumination are positively and linearly associated. MCS as measured by confidence bias provides both magnitude and direction of effects. Further longitudinal studies are required. Objective: The typical developmental trajectory of rumination and metacognitive skill (MCS) in children and young people (CYP), are unknown. Empirical evidence and theory suggest shared underlying cognitive processes. This study tested the hypothesis that rumination and MCS are associated and explored effortful control (EC) as a moderator of this relationship. Temporal relationships between MCS and rumination were explored in a longitudinal design. Methods: Typically developing CYP between the ages of 7-15 years old completed self-report measures and a judgment of confidence task at baseline (N = 121) and at follow-up (N = 99). Data analysis included hierarchical multiple regression, moderation and path analysis. Results: A linear association was found between MCS and rumination, with overconfident MCS being associated with low rumination, accurate MCS associated with moderate rumination and underconfident MCS associated with high rumination. EC was found to moderate the relationship between MCS and rumination. As levels of EC decreased, the strength of the relationship between MCS and rumination increased. Preliminary evidence supports rumination prospectively predicting MCS for the causal model, adjusted for age and gender. Conclusion: MCS and rumination are positively and linearly associated. MCS as measured by confidence bias provides both magnitude and direction of effects. Further longitudinal studies are required. Objective: The typical developmental trajectory of rumination and metacognitive skill (MCS) in children and young people (CYP), are unknown. Empirical evidence and theory suggest shared underlying cognitive processes. This study tested the hypothesis that rumination and MCS are associated and explored effortful control (EC) as a moderator of this relationship. Temporal relationships between MCS and rumination were explored in a longitudinal design. Methods: Typically developing CYP between the ages of 7-15 years old completed self-report measures and a judgment of confidence task at baseline (N = 121) and at follow-up (N = 99). Data analysis included hierarchical multiple regression, moderation and path analysis. Results: A linear association was found between MCS and rumination, with overconfident MCS being associated with low rumination, accurate MCS associated with moderate rumination and underconfident MCS associated with high rumination. EC was found to moderate the relationship between MCS and rumination. As levels of EC decreased, the strength of the relationship between MCS and rumination increased. Preliminary evidence supports rumination prospectively predicting MCS for the causal model, adjusted for age and gender. Conclusion: MCS and rumination are positively and linearly associated. MCS as measured by confidence bias provides both magnitude and direction of effects. Further longitudinal studies are required.