Self-regulated learning and academic success under digital inequality among Peruvian university students: the moderating role of institutional support

Abstract

Academic success in higher education is influenced by both psychological competencies and contextual conditions, particularly in environments characterized by unequal access to digital resources. Although previous studies have examined self-regulated learning and digital inequality separately, limited evidence has integrated these constructs within a single analytical framework in Latin American higher education. This study examined the relationships among digital inequality, self-regulated learning, institutional support, and academic success in a sample of 742 undergraduate students from a public university in Peru. A quantitative cross-sectional design was employed, and the proposed theoretical model was evaluated using covariance-based structural equation modeling (CB-SEM). The findings revealed significant associations among the study variables. Self-regulated learning showed the strongest positive association with academic success and partially mediated the relationship between digital inequality and academic success. Institutional support moderated the associations between digital inequality and academic success, as well as between self-regulated learning and academic success, suggesting that supportive educational environments may buffer the adverse effects of limited digital access. Although the cross-sectional nature of the study precludes causal inference, the findings contribute to understanding how psychological and contextual factors jointly relate to academic success in resource-constrained higher education settings. These results provide evidence to support institutional strategies aimed at strengthening students’ self-regulated learning competencies while reducing digital inequalities.