Motivación y autoformación en entornos de educación en línea: revisión integrativa en educación superior

Mauricio Cicerón Alcívar-Vélez

Authors

Alcívar-Vélez Mauricio Cicerón Docente de la Carrera de Psicopedagogía, Universidad Estatal del Sur de Manabí. Jipijapa, Ecuador. https://orcid.org/0009-0007-8461-2926

Keywords:

academic self-regulation; self-efficacy; student engagement; formative feedback; social presence

Abstract

DOI: https://doi.org/10.46296/ig.v9i18.0363

Abstract

Online education broadens flexibility and access to university education, but it also increases students’ demands for autonomy, self-regulation, and persistence. This study aimed to analyse recent scientific evidence on the factors that foster motivation and self-directed learning among higher-education students in online environments. An integrative literature review was conducted through a structured search of peer-reviewed publications from 2020 to 2025. The analytical corpus comprised 20 studies located through PubMed, SciELO, Redalyc, ERIC, and scientific publishers’ platforms and selected for their direct relationship with academic motivation, self-regulated learning, self-efficacy, interaction, feedback, and digital competence. The thematic synthesis identified five convergent dimensions: motivational beliefs and attitudes towards online learning; planning, metacognition, and effort management; self-efficacy and resilience; teaching presence, interaction, and feedback; and the technological-pedagogical design of the learning environment. The evidence indicates that effective self-directed learning does not depend solely on individual willingness but on the interaction between students’ self-regulatory capacities and institutional and teaching support conditions. It is concluded that online courses should explicitly teach self-regulation strategies, provide timely feedback, strengthen social and teaching presence, and reduce technological barriers in order to sustain academic motivation and engagement.

Keywords: academic self-regulation; self-efficacy; student engagement; formative feedback; social presence.

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