The present research studies the effects of motivational scaffolding that favor self-efficacy and improve learning achievement in students with different cognitive styles in the Field Dependence/Independence (FDI) dimension, when they interact in an e-learning environment on mathematics. The research has an experimental design with two groups and a posttest. One group of students interacted with an e-learning environment that contained the motivational scaffolding within its structure and the other group interacted with a computational environment without the scaffolding. The results showed significant differences in learning achievement and academic self-efficacy attributable to the effect of the scaffolding. In addition, it was found that the interaction with the computational environment neutralized cognitive style effects.