Referencias

• Barca, A., Porto, A. & Santorum, R. (1997). Los enfoques de aprendizaje en contextos y situaciones educativas, una aproximación conceptual y metodológica. En A. Barca, J. L. Marcos, J.C. Núñez, A. M. Porto & M. R. Santorum (Eds.), Procesos de aprendizaje en ambientes educativos (pp. 387–435). Madrid: Centro de Estudios Ramón Areces.
   Google Scholar
• Berbén, A. B. G. (2005). Estudio de los enfoques de aprendizaje en estudiantes de Magisterio y Psicopedagogía. Revista de Investigación Psicoeducativa, 3 (2), 47–57.
   Google Scholar
• Biggs, J. (1979). Individual differences in study processes and the quality of learning outcomes. Higher Education, 8, 381–394.
   Web of Science ®Google Scholar
• Blggs, J. (1987) Study Process Questionnaire (SPQ) Manual. Melbourne: Australian Council for Educational Research
   Google Scholar
• Biggs, J. (1988). The role of metacognition in enhancing learning. Australian Journal of Education, 32, 127–138.
   Web of Science ®Google Scholar
• Biggs, J. (1993). What do inventories of students' learning processes really measure? A theoretical review and clarification. British Journal of Educational Psychology, 63, 3–19.
   PubMed Web of Science ®Google Scholar
• Biggs, J. (2001). Teaching for Quality Learning at University (3a Ed.). Buckingham: Open University Press.
   Google Scholar
• Biggs, J., Kember, D. & Leung, D. (2001). The revised two-factor Study Process Questionnaire: R-SPQ-2F. British Journal of Educational Psychology, 71, 133–149.
   PubMed Web of Science ®Google Scholar
• Cano, F. (2005). Consonance and dissonance in students' learning experience. Learning and Instruction, 15, 201–223.
   Web of Science ®Google Scholar
• Darlaston-Jones, D., Pike, L., Cohen, L., Young, A., Haunold, S. & Drew, N. (2003). Are they being served? Students' expectations of higher education. Issues in Educational Research, 13 (1), 31–52. http://education.curtin.edu.au/iier/iier13/darlaston-jones.html.
   Google Scholar
• De LA Fuente, J. & Martínez, J. M. (2003). Cuestionario revisado del proceso de estudio. Versión castellana. Universidad de Almería. No publicado.
   Google Scholar
• De LA Fuente, J., Justicia, F., Sander P., Cano, F., Martínez, J. M. & Pichardo, M. C. (2004). Evaluación de la percepción del proceso de enseñanza-aprendizaje en los alumnos universitarios. VII Congreso Europeo de Evaluación Psicológica. Málaga (Spain), 1–4 de abril de 2004.
   Google Scholar
• De LA Fuente, J., Nievas, F. & Rius, N. (2002). Cuestionario sobre las expectativas de enseñanza de los estudiantes universitarios. Almería: Universidad de Almería.
   Google Scholar
• Entwistle N. J. & Tait, H. (1990). Approaches to learning, evaluations of teaching, and preferences for contrasting academic environments. Higher Education, 19, 169–194.
   Web of Science ®Google Scholar
• Fernández, E. & Fernández, M. (2006). El Espacio Europeo de Educación Superior. En J. L. Benítez, A. B. G. Berbén, J. de La Fuente & F. Justicia (Eds.), La universidad ante el reto del espacio europeo de educación superior: investigaciones recientes (pp. 17–46). Madrid: EOS.
   Google Scholar
• Hativa, N. & Birenbaum, M. (2000). Who prefers what? Disciplinary differences in students' preferred approaches to teaching and learning styles. Research in Higher Education, 41 (2), 209–235.
   Web of Science ®Google Scholar
• Hernández-pina, F. (1997). El aprendizaje de los alumnos en el marco del Plan Nacional de Evaluación de las Instituciones Universitarias. En H. Salmerón (Ed.), Evaluación Educativa (pp. 175–206). Granada: GEU
   Google Scholar
• Hernández-pina, F., García, M. P. & Maquilón, J. J. (2001). Estudio empírico de los enfoques de aprendizaje de los estudiantes universitarios en función del perfil de su titulación (profundo vs. superficial). Revista de Orientación y Psicopedagogía, 12 (22), 303–318.
   Google Scholar
• Kember, D. & Gow, L. (1994). Orientations to teaching and their effect on the quality of student learning. Journal of Higher Education, 65, 59–74.
   Web of Science ®Google Scholar
• Kember, D. & Wong, A. (2000). Implications for evaluation from a study of students' perceptions of good and poor teaching. Higher Education, 40 (1), 69–97.
   Web of Science ®Google Scholar
• Keogh, K. M. & Stevenson, K. (2001). Student expectations of tutor support: An expectations led quality assurance model. Comunicación presentada en el Congreso ICDE, Dusseldorf, abril 2001.
   Google Scholar
• Latorre, A., Del Rincón, D. & Arnal, J. (1996). Bases metodológicas de la investigación educativa. Barcelona: GR92
   Google Scholar
• Lea, S. J., Stephenson, D. & Troy, J. (2003). Higher Education Students' Attitudes to Student-centred Learning: beyond ‘educational bulimia’? Studie in Higher Education, 28 (3), 321–334.
   Web of Science ®Google Scholar
• Marshall, D. & Linder, C. (2005). Students' Expectations of Teaching in Undergraduate Physics. International Journal of Science Education, 21 (10–19), 1255–1268
   Google Scholar
• Marton, F. & Säljö, R. (1976a). On qualitative differences in learning I-Outcome and process. British Journal of Educational Psychology, 46, 4–11.
   Web of Science ®Google Scholar
• Marton, F. & Säljö, R. (1976b). On qualitative differences in learning. II-Outcome and process. British Journal of Educational Psychology, 46, 115–127.
   Web of Science ®Google Scholar
• Marton, F. & Säljö, R. (1984). Approaches to learning. En F. Marton, D. J. Hounsell & N. J. Entwistle (Eds.), The experience of learning (pp. 39–58) Edinburgo: Scottish Academic Press.
   Google Scholar
• Meyer, J. H. F. (1991). Study orchestration: the manifestation, interpretation and consequences of contextualised approaches to studying. Higher Education, 22, 297–316.
   Web of Science ®Google Scholar
• Meyer, J. H. F. (2000). The modelling of ‘dissonant’ study orchestration in higher education. European Journal of Psychology of Education, 15, 5–18.
   Web of Science ®Google Scholar
• Plntrich, P. R. (2004). A conceptual framework for assessing motivation and self-regulated learning in college students. Educational Psychology Review, 16 (4), 385–407.
   Google Scholar
• Ramsden, P. (2003). Learning to teach in higher education (2 Ed.). Nueva York: Routledge Falmer.
   Google Scholar
• Ramsden, P. & Entwistle, N. J. (1981). Effects of academic departments on students' approaches to studying. British Journal of Educational Psychology, 51, 368–383.
   Web of Science ®Google Scholar
• Richardson, R. T. E. (2004). Methodological Issues in Questionnaire-Based Research on Student Learning in Higher Education. Educational Psychology Review, 16, 347–358.
   Web of Science ®Google Scholar
• Sander, P., Stevenson, K., King, M. & Coates, D. (2000). University Students' Expectations of Teaching. Studie in Higher Education, 25 (3), 309–323.
   Web of Science ®Google Scholar
• Spencer, F. H. (2005). The teaching and learning expectations of undergraduate Educational Psychology Students. En M. Katsikitis (Ed.), Proceedings of the 40th APS Annual Conference (pp. 303–307). Melbourne: The Australi Psychological Society.
   Google Scholar
• Stevenson, K., Sander, P. & Naylor, P. (1997). ELPO—a model that uses student feedback to develop effective open tutoring. Open Learning, 12 (2), 54–59.
   Google Scholar
• Trigwell, K., Prosser, M. & Waterhouse, F. (1999). Relations between teachers' approaches to teaching and students' approaches to learning. Higher Education, 37, 57–77.
   Web of Science ®Google Scholar
• Valle, A., González, R. & Vieiro, P. (1997). Atribuciones causales y enfoques de aprendizaje en estudiantes universitarios. Revista de Orientación y Psicopedagogía, 8 (14), 287–298
   Google Scholar
• Van Rossum, E., Deijkers, R., & Hamers, R. (1985). Students' learning conceptions and their interpretation of significant educational concepts. Higher Education, 14, 617–641.
   Web of Science ®Google Scholar
• Watkins, D. (2001). Correlates of approaches to learning: a cross-cultural meta-analysis. En R. J. Sternberg & L. F. Zhang (Eds.), Perspective on thinking, learning, and cognitive style (pp. 165–195). Mahwah, NJ: Lawrence Erlbaum Associates.
   Google Scholar
• Yanhong-Li, R. & Kaye, M. (1999). Measuring service quality in the context of teaching: a study on the longitudinal nature of students' expectations and perceptions. Innovations in Education and Training International, 36 (2), 145–154.
   Google Scholar