Resumen:
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. The design was cross-sectional and
retrospective with attributional (or selection) variables, using correlations and structural
analysis. The results provide consistent and significant empirical evidence for the
relationships hypothesized, incorporating variables that are part of and influence the
teaching¿learning process in Higher Education. Findings confirm the importance of
interactive relationships within the teaching¿learning process, where personal selfregulation
is assumed to take place in connection with regulatory teaching. Variables
that are involved in the relationships validated here reinforce the idea that both personal
factors and teaching and learning factors should be taken into consideration when
dealing with a formal teaching¿learning context at university.
