Resumen:
The 3P and DEDEPRO Models predict interactive relationships among presage, process, and product variables in
teaching and learning. This study examines the effects of a teacher training programme in regulatory teaching-learning
strategies on students¿ perception of the two processes. The sample included 737 undergraduate students and 12 teachers
from two universities in southern Spain. Using a quasi-experimental design, data was collected using three validated
instruments: The Scales for Assessment of the Teaching-Learning Process, student version (ATLP-S), the Scales for
Interactive Assessment of the Teaching-Learning Process (IATLP) and the Experiences of Teaching and Learning
questionnaire (ETLQ). MANOVAs and structural equation analysis were applied. As predicted, results offer evidence for
a consistent effect of the training, in interaction with the level of regulation in teaching, on university students¿ perception
of regulatoryteaching, of self-regulated learning and on their level of satisfaction. Implications for the trainingof university
teachers are discussed.
