The rapid integration of artificial intelligence (AI) into higher education has generated growing interest in its potential implications for students’ learning processes and psychological outcomes. In particular, academic motivation and self-regulated learning have emerged as two key constructs that may be substantially influenced by AI-supported learning environments. This study presents a literature review that synthesizes existing research on the effects of AI-supported learning on university students’ academic motivation and self-regulated learning. Drawing on peer-reviewed empirical studies, review articles, and systematic reviews published in reputable international journals, the review examines how various AI applications—such as intelligent tutoring systems, adaptive learning platforms, learning analytics, and generative AI tools—affect students’ engagement, persistence, motivational orientations, and self-regulatory processes.