<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>0212-9728</journal-id>
<journal-title><![CDATA[Anales de Psicología]]></journal-title>
<abbrev-journal-title><![CDATA[Anal. Psicol.]]></abbrev-journal-title>
<issn>0212-9728</issn>
<publisher>
<publisher-name><![CDATA[Universidad de Murcia]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0212-97282020000200013</article-id>
<article-id pub-id-type="doi">10.6018/analesps.36.2.335431</article-id>
<title-group>
<article-title xml:lang="en"><![CDATA[Teaching quality: The satisfaction of university students with their professors]]></article-title>
<article-title xml:lang="es"><![CDATA[Calidad de la docencia: La satisfacción del alumnado universitario con sus profesores]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Santos del Cerro]]></surname>
<given-names><![CDATA[Jesús]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ruiz-Esteban]]></surname>
<given-names><![CDATA[Cecilia]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Castilla La Mancha  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Spain</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad de Murcia  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Spain</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>09</month>
<year>2020</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>09</month>
<year>2020</year>
</pub-date>
<volume>36</volume>
<numero>2</numero>
<fpage>304</fpage>
<lpage>312</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://scielo.isciii.es/scielo.php?script=sci_arttext&amp;pid=S0212-97282020000200013&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.isciii.es/scielo.php?script=sci_abstract&amp;pid=S0212-97282020000200013&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.isciii.es/scielo.php?script=sci_pdf&amp;pid=S0212-97282020000200013&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: For almost a century now, the concern of universities about student satisfaction with teaching quality has been increasing. A literature review has enabled the attributes of quality teaching to be classified into three main types: pedagogical, generic, and disciplinary. The aim of this paper is to identify the variables that, in the opinion of students, most influence student satisfaction regarding teaching quality. A total of 476 undergraduate students participated from Business Administration and Management of the University of Castilla-La Mancha (Spain). An ad hoc questionnaire was used to assess student satisfaction with teaching. Parametric (Logistic Regression Analysis) and non-parametric (Decision Tree) models were used. Our data indicate that if the professor explains the subject clearly, is concerned to find out whether the explanations have been understood, and carefully prepares the classes; the teaching-quality assessment will be very satisfactory. The identification of the attributes of quality teaching will enable universities to draw up initial and ongoing training plans for their teaching staff, bearing in mind the crucial role played by generic, pedagogical, and disciplinary competences in professor-student interaction.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: Desde hace casi un siglo la preocupación de las universidades sobre la satisfacción de los estudiantes con la calidad de la docencia recibida se ha ido incrementando. La revisión de la literatura permite clasificar los atributos de una docencia de calidad en tres grandes tipos de competencias: pedagógicas, genéricas y disciplinares. El objetivo de este trabajo es señalar las variables, que a juicio de los estudiantes, más influyen en la satisfacción del alumnado con la calidad de la docencia. Los participantes fueron 476 estudiantes del grado de Administración y Dirección de Empresas de la Universidad Castilla La Mancha. Se utilizó un cuestionario construido ad hoc para valorar la satisfacción de los estudiantes con la docencia. Se utilizaron pruebas paramétricas (Análisis de Regresión Logística) y no paramétricas (árbol de decisión). Nuestros datos indican que si el profesor explica con claridad, se preocupa por averiguar si los conceptos explicados han sido entendidos y prepara sus clases la valoración sobre la calidad de su docencia será muy satisfactoria. El identificar los atributos de una docencia de calidad permitirá a las universidades elaborar planes de formación inicial y permanente de su profesorado teniendo presente el papel crucial que juegan las competencias genéricas, pedagógicas y disciplinares en la interacción profesor-estudiante.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[Teaching quality]]></kwd>
<kwd lng="en"><![CDATA[Student satisfaction]]></kwd>
<kwd lng="en"><![CDATA[Higher education]]></kwd>
<kwd lng="en"><![CDATA[Teaching assessment]]></kwd>
<kwd lng="en"><![CDATA[Decision tree]]></kwd>
<kwd lng="en"><![CDATA[Logistic regression]]></kwd>
<kwd lng="es"><![CDATA[Calidad de la docencia]]></kwd>
<kwd lng="es"><![CDATA[satisfacción del alumnado]]></kwd>
<kwd lng="es"><![CDATA[Educación superior]]></kwd>
<kwd lng="es"><![CDATA[Evaluación de la docencia]]></kwd>
<kwd lng="es"><![CDATA[Árbol de decisión]]></kwd>
<kwd lng="es"><![CDATA[Regresión logística]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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