One of the issues that has attracted considerable attention in the field of educational psychology in recent years is the manner in which intolerance of uncertainty (IU) and tolerance of ambiguity (TA) shape student motivation within digital learning environments. IU, understood as a dispositional aversion to the stress prompted by uncertainty, and TA, characterized as a cognitive-affective trait that facilitates the acceptance of ambiguous situations, reveal conceptual overlaps in their processing of uncertain or ambiguous stimuli, as demonstrated by moderate correlations between them. In this systematic review, IU and TA are examined as complementary predictors of motivational dynamics, with IU often heightening vulnerability to declines in motivation and TA appearing to promote resilience and adaptability in such contexts. While related investigations have addressed aspects of resilience in language learning, the role of self-regulated learning technologies, and anxiety within digital courses, few systematic reviews have sought to synthesize the specific contributions of IU and TA to motivation in online learning. This review addresses that gap through an analysis of 18 empirical studies spanning the period from 2003 to 2025, drawn from databases including Web of Science, Scopus, ProQuest, ScienceDirect, and Google Scholar, and selected according to PRISMA guidelines. Criteria for inclusion encompassed an empirical focus on IU or TA in relation to motivation within online or blended learning settings, publication in English, and the exclusion of non-empirical works or those confined solely to face-to-face instruction. A thematic synthesis of these studies identifies six key dimensions that influence the nexus between IU/TA and motivation: (1) psychological well-being, (2) academic adjustment, (3) engagement and persistence, (4) instructional design, (5) technological affordances, and (6) socio-emotional moderators such as self-efficacy and empathy. The findings indicate that elevated levels of IU are associated with diminished motivation, satisfaction, and persistence, frequently mediated by factors like stress or anxiety, with moderate negative effect sizes observed across investigations involving more than 5000 participants, predominantly university students from varied regions including Turkey, China, and the USA. In contrast, higher TA seems connected to improved engagement, adaptability, and achievement, reflecting moderate positive effects as reported in the literature.
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