Deciding what items to restudy is an important aspect of self-regulated learning. Previous research (Robey et al. "Psychological Science," 28(11), 1683-1693, 2017) reports that having learners make different types of metacognitive judgments affects restudy decisions. More specifically, when learners made retrospective confidence judgments (RCJs), they were less likely to choose to restudy information they already knew compared to when they made judgments of learning (JOLs). Additionally, both metacognitive judgments and restudy decisions were better correlated with recall accuracy for learners who made RCJs compared to learners who made JOLs. The present study describes a conceptual replication of Robey et al., which sought to extend their findings in two ways: First, by using two different types of study material that extend the generalizability of the original findings, and second, by increasing the delay between study and test. The majority of the findings reported in Robey et al. replicated under these new conditions, and those that did not were in the same numerical direction as the original study, though not convincing based on the Bayes factor. We again found that metacognitive judgments and restudy decisions were better correlated with recall accuracy for learners who made RCJs than JOLs. Additionally, both metacognitive accuracy and restudy decisions varied as a function of the type of study material.