Academic learning and achievement of higher education students are significantly influenced by their chosen approaches to learning and relational experiences within academic environments. Grounded in interpersonal acceptance-rejection theory (IPARTheory), which proposes that perceived relational acceptance from significant others, including peers and educators, influences students’ learning strategies and motivation, this systematic review examines metacognitive, cognitive, motivational and digital strategies employed by higher education students, along with relational factors shaping their use, and their perceived impact on enhancing academic learning and performance. Following PRISMA-P guidelines, a comprehensive literature search was conducted across four databases, targeting peer-reviewed qualitative and mixed-method studies that report specific study strategies and self-regulation practices among higher education students. Out of 19,605 articles, only 155 met the criteria, and data extraction was subsequently completed. Findings reveal that spaced practice, deep processing, metacognitive monitoring, self-reflection, technology-based learning and goal-setting are the most consistently reported strategies linked to improved learning outcomes and performance. Notably, social and relational factors, including help-seeking from teachers, peer collaboration, and group commitment, appeared as significant facilitators of effective strategy use and motivation, directly aligning with IPARTheory’s proposition that perceived acceptance from significant others shapes academic engagement and strategy use. This suggests thatIPARTheory provides a valuable perspective for understanding how relational acceptance moderates the adoption of learning strategies in higher education settings. However, literature on how relational acceptance influences strategy selection across higher education contexts is limited. Addressing this gap could guide educators in designing relationally-sensitive learning environments that foster strategy use and academic success.
LEARNING STRATEGIES AND RELATIONAL ACCEPTANCE IN HIGHER EDUCATION: A SYSTEMATIC REVIEW
Khan, Fatima
;Ariemma, Lucia
2026
Abstract
Academic learning and achievement of higher education students are significantly influenced by their chosen approaches to learning and relational experiences within academic environments. Grounded in interpersonal acceptance-rejection theory (IPARTheory), which proposes that perceived relational acceptance from significant others, including peers and educators, influences students’ learning strategies and motivation, this systematic review examines metacognitive, cognitive, motivational and digital strategies employed by higher education students, along with relational factors shaping their use, and their perceived impact on enhancing academic learning and performance. Following PRISMA-P guidelines, a comprehensive literature search was conducted across four databases, targeting peer-reviewed qualitative and mixed-method studies that report specific study strategies and self-regulation practices among higher education students. Out of 19,605 articles, only 155 met the criteria, and data extraction was subsequently completed. Findings reveal that spaced practice, deep processing, metacognitive monitoring, self-reflection, technology-based learning and goal-setting are the most consistently reported strategies linked to improved learning outcomes and performance. Notably, social and relational factors, including help-seeking from teachers, peer collaboration, and group commitment, appeared as significant facilitators of effective strategy use and motivation, directly aligning with IPARTheory’s proposition that perceived acceptance from significant others shapes academic engagement and strategy use. This suggests thatIPARTheory provides a valuable perspective for understanding how relational acceptance moderates the adoption of learning strategies in higher education settings. However, literature on how relational acceptance influences strategy selection across higher education contexts is limited. Addressing this gap could guide educators in designing relationally-sensitive learning environments that foster strategy use and academic success.I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.
