Digital Well-Being and Academic Resilience among University Students: The Mediating Role of Self-Regulated Learning

Abstract

This study aims to examine the relationship between digital well-being and academic resilience among university students, with particular attention to the role of self-regulated learning as a mediating mechanism. A qualitative case study design was employed at STAIAS Situbondo, Indonesia. Data were collected through in-depth interviews, observations, and documentation involving purposively selected students and relevant academic personnel. Data were analyzed through data condensation, data display, and conclusion drawing and verification, while credibility was established through source and technique triangulation, member checking, and peer discussion. The findings indicate that digital well-being supports academic resilience by enabling students to establish digital boundaries, control distractions, maintain psychological balance, and sustain academic engagement. Self-regulated learning emerged as a central mechanism through which students transformed healthy digital practices into adaptive learning behaviors, including goal setting, time management, self-monitoring, strategy modification, and persistence. The study concludes that digital well-being and self-regulated learning jointly strengthen students’ academic resilience. The findings imply that universities should integrate digital well-being and self-regulated learning interventions into student-support programs.