The objective of this research was to analyze the mediating role of academic motivation in the relationship between academic tutoring and academic performance among students at a private university in Huancayo. The study adopted a quantitative, explanatory, and non-experimental cross-sectional design. The population consisted of 10,000 students, from which a stratified probability sample of 370 participants was obtained. Data collection was carried out using Likert-type questionnaires validated by expert judgment and with adequate internal consistency (α > 0.84). The analysis was performed using Partial Least Squares Structural Equation Modeling (PLS-SEM), applying bootstrapping of 5,000 subsamples to evaluate the statistical significance of the coefficients. The results showed that academic guidance (β = 0.401, p < 0.001) and pedagogical support (β = 0.385, p < 0.001) significantly influence academic motivation, while the latter directly and significantly impacts academic performance (β = 0.540, p < 0.001). Furthermore, the mediation effect of academic motivation was found to be partial, given that the dimensions of tutoring also had significant direct effects on performance. The structural model explained 58% of the variance in academic performance (R² = 0.58), indicating a substantial explanatory capacity of the set of variables included. It is concluded that academic tutoring is most effective when it strengthens students' internal motivational processes, consolidating an integrative approach to improving university performance.

University Social Responsibility (USR) programs are closely linked to comprehensive student education, as they integrate academic learning with ethical, social, and civic development; these programs not only strengthen students' technical knowledge, but also promote values such as solidarity, commitment, and empathy by involving them in community actions and projects oriented to the common good; This study sought to establish the degree of connection between USR and comprehensive university education. A basic type study with a quantitative approach and correlational level, the survey technique and the instrument were used, the questionnaire called University Social Responsibility and Comprehensive Student Education. The population consisted of 221 students from the Faculty of Engineering of a public university in the department of Junín - Peru , the inclusion criterion being enrolled in the 2025-I academic period. The data were processed through structural equations (SEM); Within the results, we can see a Spearman Rho correlation coefficient of 0.831 with a significance level of 0.001, which demonstrates a positive and strong association between the variables studied. Furthermore, the general hypothesis of a significant relationship between University Social Responsibility and the comprehensive development of students is validated.