[Perception of the teaching-learning process and academic achievement in diverse instructional contexts of Higher Education].
In Higher Education, performance and Teaching-Learning (T-L) contexts are highly current concerns. Based on the DEDEPRO model, interdependence can be established between instructional contexts and levels of performance as they relate to the T-L process. Partitipants were 2020 pupils from two Spanish universities. Measurements of both variables were used in a quasi-experimental and correlational design. The univariate and causal analyses showed the effect of context on the T-L process and on performance; thus, the interdependent relationships between the latter and perception of the T-L process. Partial interaction effects also appeared, as well as a causal model of academic performance. Results are discussed and implications for the ECTS (European Credit Transfer System) are analyzed.
Universidad de Almería, Facultad de Psicología, Almería, Spain. jfuente@ual.es
Jesús
J
de la Fuente Arias
José Manuel
JM
Martínez Vicente
Francisco Javier
FJ
Peralta Sánchez
Ana Belén
AB
García Berbén
D000328:Adult; D001290:Attitude; D004522:Educational Status; D006801:Humans; D007858:Learning; D008962:Models, Theoretical; D026684:Personal Autonomy; D012938:Social Perception; D013030:Spain; D013334:Students / Q000523:psychology*; D013663:Teaching / Q000379:methods*; D014495:Universities; D055815:Young Adult