This theoretical review explores the interplay between motivation, self-efficacy, and self-regulated learning (SRL) in higher education, highlighting their combined impact on academic success. Drawing from established frameworks such as Self-Determination Theory (SDT) and Achievement Goal Theory (AGT), the review examines how motivation influences students’ intrinsic and extrinsic drives, while self-efficacy shapes their belief in their ability to succeed. SRL, encompassing goal-setting, self-monitoring, and reflection, is presented as the bridge that links motivation and self-efficacy, empowering students to take control of their learning processes. The article brings together recent literature and empirical studies, offering practical strategies that professors can apply to strengthen these constructs. In particular, it addresses how instructors can design learning environments that promote student autonomy, resilience, and adaptive learning strategies. Specific attention is given to the Moroccan higher education context, providing culturally relevant recommendations for enhancing student engagement and achievement. This review emphasizes the importance of integrating motivation, self-efficacy, and SRL into institutional practices, urging professors and policymakers to adopt these visions to drive academic success. The review concludes with actionable recommendations for professors and institutions, highlighting the need for programs that foster these psychological factors to improve student outcomes.