In French universities, only one out of two students is successful in his/her first year. The change of the working rhythm and the importance of self-regulated learning (relying on metacognition) can to a large extent explain these dramatic rates. Metacognition, as the process of being aware of one's own cognition and activity implies awareness and consciousness. Nowadays, its improvement has only been achieved through the training of monitoring for a specific task. Regarding awareness, techniques like meditation and relaxation (attentional practices or APs) lead to its general development. Therefore, we investigated the possible improvement of metacognition thanks to AP. We conducted a longitudinal study with two groups of students: one group took a training programme in autogenic training (an AP), and the second one received no training in awareness or metacognition. We found out that metacognition could be improved thanks to an AP. This approach could therefore be used as a global metacognitive remediation for students.