Self-regulated learning and academic success under digital inequality among Peruvian university students: the moderating role of institutional support
- DOI
- 10.3389/fpsyg.2026.1838281
- Published
- 2026-08-18
- Container
- Frontiers in Psychology
- Publisher
- Frontiers Media SA
- Open access
- unknown
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Cite this work
BibTeX
@article{allodium:10.3389/fpsyg.2026.1838281,
title = {Self-regulated learning and academic success under digital inequality among Peruvian university students: the moderating role of institutional support},
author = {Mónica Beatriz Juárez López and Walter Stalin Gil Quevedo and Abraham William García Chapoñan and Elena Luida Laos Fernández},
year = {2026},
journal = {Frontiers in Psychology},
doi = {10.3389/fpsyg.2026.1838281},
url = {https://doi.org/10.3389/fpsyg.2026.1838281}
}RIS
TY - JOUR TI - Self-regulated learning and academic success under digital inequality among Peruvian university students: the moderating role of institutional support AU - Mónica Beatriz Juárez López AU - Walter Stalin Gil Quevedo AU - Abraham William García Chapoñan AU - Elena Luida Laos Fernández PY - 2026 JO - Frontiers in Psychology DO - 10.3389/fpsyg.2026.1838281 UR - https://doi.org/10.3389/fpsyg.2026.1838281 ER -
APA
López, M. B. J., Quevedo, W. S. G., Chapoñan, A. W. G., & Fernández, E. L. L. (2026). Self-regulated learning and academic success under digital inequality among Peruvian university students: the moderating role of institutional support. Frontiers in Psychology. https://doi.org/10.3389/fpsyg.2026.1838281
Source records
- crossref · retrieved 2026-09-25T13:09:21.281Z