Motivación académica en estudiantes universitarios: una revisión sistemática
Academic motivation in university students: a systematic reviewContenido principal del artículo
Introducción: La motivación académica es un factor crítico en el rendimiento y compromiso de los estudiantes universitarios, influyendo en su aprendizaje y desarrollo integral. Objetivo: Analizar la producción científica sobre motivación académica en estudiantes universitarios publicada entre 2020 y 2026, identificando dimensiones, tendencias y aportes conceptuales. Metodología: Se realizó una revisión sistemática guiada por PRISMA 2020, examinando estudios empíricos y revisiones recuperadas de Scopus, SciELO y Web of Science, en español e inglés, sobre motivación académica. Resultados: Se identificaron tres dimensiones interrelacionadas del constructo: (1) factores personales y emocionales, incluyendo autoeficacia, autorregulación e inteligencia emocional; (2) factores pedagógicos y académicos, como estrategias docentes, flexibilidad curricular y aprendizaje significativo; y (3) factores contextuales e institucionales, tales como clima de aula, apoyo social y entorno universitario. Conclusiones: La motivación académica es un fenómeno multidimensional que requiere integrar dimensiones individuales, pedagógicas y contextuales para su comprensión. Los hallazgos orientan el diseño de intervenciones educativas contextualmente sensibles que fortalezcan la motivación y el desempeño académico en la educación superior.
Introduction: Academic motivation is a critical factor in the performance and engagement of university students, significantly influencing their learning process and holistic development. Objective: This study aims to analyze the scientific production on academic motivation in university students published between 2020 and 2026, identifying key dimensions, trends, and conceptual contributions. Methodology: A systematic review was conducted following the PRISMA 2020 guidelines, examining empirical studies and reviews retrieved from Scopus, SciELO, and Web of Science. The search included literature in both Spanish and English. Results: Three interrelated dimensions of the construct were identified: (1) personal and emotional factors, including self-efficacy, self-regulation, and emotional intelligence; (2) pedagogical and academic factors, such as teaching strategies, curricular flexibility, and meaningful learning; and (3) contextual and institutional factors, including classroom climate, social support, and the university environment. Conclusions: Academic motivation is a multidimensional phenomenon that requires the integration of individual, pedagogical, and contextual dimensions for its full understanding. These findings provide a foundation for designing contextually sensitive educational interventions aimed at strengthening motivation and academic performance in higher education.
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