Psychological Factors Influencing Learners’ Engagement and Academic Performance in Blended Learning Environments: A Systematic Review

Abstract

This systematic review investigates the psychological factors that influence learners’ engagement and academic performance in blended learning environments. Guided by the PRISMA framework, 26 empirical studies published between 2015 and 2025 were analysed. The synthesis identified six key psychological factors that shape learners’ engagement and learning outcomes in blended learning, which are motivation, emotional engagement, psychological capital, cognitive engagement, social presence and interaction, and technology acceptance and design quality. Intrinsic motivation and emotional engagement consistently predicted academic success, while psychological capital, which includes resilience and self-efficacy, supported persistence in demanding learning contexts. Cognitive engagement, expressed through active thinking and problem-solving, and social presence, developed through peer and instructor interaction, further enhanced learning experiences. Furthermore, technology acceptance and design quality were found to influence satisfaction and engagement, especially when learning tools were reliable and user-friendly. These findings can guide educators in designing blended learning environments that promote both engagement and academic performance. This research contributes by providing a comprehensive framework that identifies the interplay of key psychological factors, such as motivation, emotional engagement, and cognitive engagement, in shaping learners' academic performance in blended learning environments. The findings offer practical insights for educators to design more effective, engaging, and supportive blended learning experiences that promote both learner engagement and academic success.