La relación entre satisfacción de las necesidades básicas de los alumnos, sus enfoques de aprendizaje, y lo que informan sobre sus estrategias de evitación y su logro

Referencias bibliográficas

• Baron, R. M. & Kenny, D. A. (1986). The moderator-mediator variable distinction in social psychology research: Conceptual, strategic, and statistical considerations. Journal of Personality and Social Psychology, 51, 1173-1182.
• Baumeister, R. F., & Leary, M.R. (1995). The need to belong: Desire for interpersonal attachments as a fundamental human motivation. Psychological Bulletin, 117, 497-529.
• Bentler, P. M. (1995). EQS Structural equations program manual. Encino, CA: Multivariate Software, Inc.
• Bentler, P. M. (1990). Comparative fix indexes in structural models. Psychological Bulletin, 107, 238-246.
• Biggs, J. (1987). Students approaches to learning and studying. Melbourne, Australia: Australian Council for Educational Research.
• Biggs, J. (1989). Approaches to the enhancement of tertiary teaching. Higher Education Research and Development. 8, 7-25.
• Biggs, J., & Moore, P. (1993). The process of learning (3rd ed.). New York: Prentice Hall.
• Biggs, J., Kember, D., & Leung, D.Y.P. (2001). The revised two-factor study Process questionnaire: R-SPQ-2F. British Journal of Educational Psychology, 71, 133-149.
• Browne, M. W., & Cudeck, R. (1993). Alternative ways of assessing model fit. In K. A. Bollen & J. S. Long (Eds.), Testing Structural Equation Models. Beverly Hills, CA: Sage, 132-162.
• Cacioppo, J. T., & Petty, R. E. (1982). The need for cognition. Journal of Personality and Social Psychology, 42,116-131.
• Cleave-Hogg, D., & Rothman, A. I. (1991). Discerning views: medical students' perceptions of their learning environment. Evaluation and the Health Professions, 14, 456-474.
• Covington, M. V. (1992). Making the grade: A self-worth perspective on motivation and school reform. New York: Cambridge University Press.
• Dart, B. C., Burnett, P. C., Boulton-Lewis, G., Campbell, J., Smith, D., and McCrindle, A. (1999). Classroom learning environment and students' approaches to learning. Learning Environments Research, 2, 137-156.
• Dart, B. C., Burnett, P. C., Purdie, N., Boulton-Lewis. G., Campbell, J.& Smith, D. (2000). Students' conceptions of learning, the classroom environment, and approaches to learning. Journal of Educational Research, 93, 4, 262-272.
• Deci, E. (1971). The effect of externally mediate rewards on intrinsic motivation. Journal of Personality and Social Psychology, 18, 105-115.
• Deci, E., & Ryan, R. (1985). Intrinsic motivation and self-determination in human behavior. New York: Plenum.
• Deci, E., & Ryan, R. (2000). The "what" and "why" of goal pursuits: Human needs and the self-determination of behavior. Psychological Inquiry, 11, 227-268.
• Diseth, A., Martinsen, O. (2003). Approaches to learning, Cognitive Style, and Motives as Predictors of Academic Achievement. Educational Psychology, 23, 196-207.
• Doménech-Betoret, F. (2007). The influence of students' and teachers' thinking styles on student course satisfaction and on their learning process. Educational Psychology, 27, 219-234.
• Doyle, W. (1977). Paradigms for research on teacher effectiveness. In L. Shulman (Ed.), Review of Research inEducation (Vol. 5; pp. 163-198). Ithaca, IL: Peacock.
• Entwistle, N. J. (1987). Understanding classroom learning. London: Hodder and Stoughton.
• Entwistle, N. J., & Waterson, S. (1988). Approaches to studying and levels of processing in university students. British Journal of Educational Psychology, 58, 258-265.
• Eshel, Y., & Kohavi, R. (2003). Perceived classroom control, self-regulated learning strategies, and academic achievement. Educational Psychology, 23, 249-260.
• Filak, V. F., & Sheldon, K. M. (2003). Student psychological need satisfaction and college teacher-course evaluation. Educational Psychology, 23(3), 235-247.
• Fraser, B. (1989). Twenty years of classroom climate work: progress and prospect. Journal of Curriculum studies, 21, 307-327.
• Fraser, B. (1998). Science learning environments: assessment, effects and determinants. In B. J. Fraser & K. G. Tobin (Eds.), International handbook of science education (pp. 527-564). Dordrecht, The Netherlands: Kluwer.
• Gagné, M., & Deci, E. L. (2005). Self-determination theory and work motivation. Journal of Organizational Behavior, 26, 331-362.
• García-Ros, R., Pérez-González, F., Talaya, I. (2008). Preferencias respecto a métodos instruccionales de los estudiantes universitarios de nuevo acceso y su relación con estilos de aprendizaje y estrategias motivacionales. Electronic Journal of Research in Educational Psychology, 6, (3), 547-570.
• Goodenow, C. (1992). Strengthening the links between educational psychology and the study of social context. Educational Psichologist, 27, 177-196.
• Hoyle, R. H. (1995). The structural equation modeling approach: Basic concepts and fundamental issues. In R. H. Hoyle (Ed.), Structural equation modeling, concepts, issues, and applications (pp. 1-15). Thousand Oaks, CA: Sage.
• Ilardi, B. C., Leone, D., Kasser, R., & Ryan, R.M. (1993). Employee and supervisor rating of motivation: Main effects and discrepancies associated with job satisfaction and adjustment in a factory setting. Journal of Applied Social Psychology, 23, 1789-1805.
• Justicia, F., Pichardo, M. C., Cano, F., Berbén, A. B. G., De la Fuente, J. (2008). The Revised Two-Factor Study Process Questionnaire (R-SPQ-2F): Exploratory and confirmatory factor analyses at item level. European Journal of Psychology of Education, 23 (3), 355-372.
• Leung, D. Y. P., & Kember, D. (2003). The relationship between approaches to learning and reflexion upon practice. Educational Psychology, 23, 61-71.
• Lord, F.M., & Novick, M. R. (1968). Statistical theories of mental test scores. Reading: Addison-Wesley.
• Newble, D., & Hejka, E. J. (1991). Approaches to learning of medical students and practising physicians: Some empirical evidence and its implication for medical education. Educational Psychology, 11, 333-342.
• Nichols, J. C., & Miller, A. T. (1984). Developments and its discontents: The differences of the concept of ability. In J. G. Nicholls (Ed.), Advances in motivation and achievement (pp. 185-218). Greenwich, CT: JAI Press.
• Norusis, M.J. (1999). SPSS for Windows (Versión 10.0). Chicago; IL: SPSS Inc.
• Phan, H. P. (2009). Pensamiento reflexivo, persistencia, desorganización y ejecución académica: un enfoque mediacional. Electronic Journal of Research in Educational Phychology, 7(3), 927-952.
• Ramsden, P. (1992). Learning to teach in higher education. London: Routledge.
• Ramsden, P., Martin, E., & Bowden, J. (1989). School environment and sixth form pupils' approaches to learn. British Journal of Educational Psychology, 59, 129-142.
• Ramsden, P., & Entwistle, N. (1981). Effects of academic departments on students' approaches to studying. British Journal of Educational Psychology, 51, 367-383.
• Reis, H., Sheldon, K., Gable, S., Roscoe, J., & Ryan, R. (2000). Daily well-being: The role of autonomy, competence and relatedness. Personality and Social Psychology Bulletin, 26, 419-435.
• Roeser, R. W., Midgley, C., & Urdan, T. C. (1996). Perceptions of school psychological environmental and early adolescents' psychological and behavioral functioning in school: the mediating role of goals and belonging. Journal of Educational Psychology, 88, 3, 408-422.
• Ryan, M. R., Connell, J. P., & Grolnick, W. S. (1992). When achievement is not intrinsically motivated: A theory of internalization and self-regulation in school. In A. K. Boggiano & T. S. Pittman (Eds.), Achievement and motivation. A social-developmental perspective (pp. 167-188). New York: Cambridge University Press.
• Ryan, M. R., & Deci, E. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55, 68-78.
• Ryan, R., & Stiller, J. (1991). The social contexts of internalization: Parents and teacherinfluences on autonomy, motivation and learning. In P.R. Pibtrich & M. L. Maehr (Rds), Advances in motivation and achievement, 7. Goals and self-regulating process (pp. 115-149), Greenwich, CT: JAI Press.
• Schmeck, R. R. (1988). Strategies and styles of learning: An integration of varied perspectives. In Ronald Ray Schmeck (Ed) Learning strategies and learning styles, pp. 317-347. New York, NY, US: Plemun Press.
• Sheldon, K. M., Elliot, A.J., Kim, Y., & Kasser, T. (2001). What's satisfying about satisfying events? Comparing ten candidate psychological needs. Journal of Personality and Social Psychology, 80, 325-339.
• Sheldon, K., & Biddle, B. (1998). Standards, accountability and school reform: Perils and pitfalls. Teacher College Record, 100, 164-180.
• Sheldon, K., Ryan, R., & Reis, H. (1996). What makes for a good day? Competence and autonomy in the day and in the person. Personality and Social Psychology Bulletin, 22, 66-84.
• Schmitt, N. (1996). Uses and abuses of coefficient alpha. Psychological Assessment, 8, 350-353.
• Sternberg, R. J. (1997). Thinking Styles. Cambridge University Press.
• Turner, J. C., Meyer, D. K., Anderman, E. M., Midgley, C., Gheen, M., & Kang, Y. (2002). The classroom environment and students' reports of avoidance strategies in mathematics: a multimethod study. Journal of Educational Psychology, 94, 1, 88-106.
• Valas, H., & Sovik, N. (1993). Variables affecting students' intrinsic motivation for school mathematics: two empirical studies based on Deci and Ryan's theory on motivation. Learning and Instruction, 3, 281-298
• Waxman, H. (1991). Investigating classroom and school learning environments: a review of recent research and developments in the field. Journal of Classroom Interaction, 26(2), 1-4.
• Yuen-Yee, G. C. &Watkins, D. (1994). Classroom environment and approaches to learning: an investigation of the actual and preferred perceptions of Hong Kong secondary school students. Instructional Science, 22, 233-246.