Self-regulated learning has emerged as a key construct for understanding academic performance in higher education, particularly in learning environments that demand high levels of student autonomy. This study aims to analyze the impact of self-regulated learning on academic performance among higher education students. A quantitative, non-experimental, cross-sectional design was employed, involving a sample of 1,200 university students from different academic disciplines and learning modalities. Self-regulated learning was measured using an adapted version of the Motivated Strategies for Learning Questionnaire, while academic performance was operationalized through students’ grade point average (GPA). Descriptive statistics, Pearson correlation analyses, and multiple linear regression models were conducted. The results revealed a positive and statistically significant relationship between self-regulated learning and academic performance. Metacognitive strategies and behavioral regulation emerged as the strongest predictors of GPA, explaining 43% of the variance in academic performance. These findings highlight the critical role of self-regulated learning in higher education and underscore the importance of integrating instructional strategies aimed at fostering students’ metacognitive, motivational, and self-management skills. The study provides empirical evidence to support the design of pedagogical interventions that enhance academic success and promote lifelong learning competencies.