The role of personal self-regulation and regulatory teaching to predict motivational-affective variables, achievement, and satisfaction: a structural model.

The present investigation examines how personal self-regulation (presage variable) and regulatory teaching (process variable of teaching) relate to learning approaches, strategies for coping with stress, and self-regulated learning (process variables of learning) and, finally, how they relate to performance and satisfaction with the learning process (product variables). The objective was to clarify the associative and predictive relations between these variables, as contextualized in two different models that use the presage-process-product paradigm (the Biggs and DEDEPRO models). A total of 1101 university students participated in the study.

Students' Factors Affecting Undergraduates' Perceptions of their Teaching and Learning Process within ECTS Experience.

Introduction: In the present study, we investigated the potential factors that influenced the level of students satisfaction with the teaching-learning process (TLP), from the perspective of students participating in the European Credit Transfer System (ECTS) experience.

Method: A total of 1490 students from the Universities of Almería and Granada (Spain) participated in an evaluation of their class discipline area. They completed the new revised protocol for evaluating the ECTS experience.

Looking at teacher identity through self-regulation.

In the present study, we designed a model of self-regulated inquiry that connects theory to practice for teachers to deepen their understanding of the core beliefs, commitment, and the experiences shaping their professional identity. The rationale of this model was grounded in motivational and identity theories related to self-regulation, self-efficacy, and goal setting. We posed three questions to 342 participants enrolled in graduate courses in educational psychology.