Strengthening learning in higher education: relationship between study techniques

Abstract

The purpose of the study was to analyze the most effective study techniques among university students, considering self-regulated learning and academic motivation as central factors. The research aimed to examine the relationship between the use of study techniques, self-regulation, and academic performance; identify the impact of self-regulation on academic planning and learning outcomes; and describe the motivational factors that influenced the choice of strategies. A descriptive-analytical qualitative approach was adopted through a systematic literature review, structured under the PRISMA guidelines. Ten studies published between 2020 and 2025 in recognized academic databases were reviewed, selected for their methodological and contextual relevance. As a complement, the Pareto method was applied to prioritize the findings and determine the factors that had the greatest influence on academic performance. The results showed that self-regulated learning was the most decisive factor, as it fostered planning, monitoring, and self-evaluation of cognitive processes. Academic motivation emerged as a key mediator, since students with higher motivation levels applied more effective strategies and maintained greater continuity in their studies. Likewise, planning and structured study habits demonstrated a direct relationship with academic performance, while teacher support and attention management functioned as supporting variables. It was concluded that university performance largely depended on strengthening cognitive self-regulation, fostering intrinsic motivation, and consolidating planning habits.