Abstract
Cognitive-motivational variables, approaches to learning, and academic achievement. The aim of this article is to analyze the viability of a cognitive-motivational model explanatory of the academic achievement in university students. The integration of these variables within a theoretical model that, thereinafter, it will be contrasted at empirical level with the data collected in present work is going us to permit to check the viability of the proposed model, as well as to know the causal relations between the variables that form part of the model and, consequently, to deepen in the cognitive-motivational functioning of the university students in their learning processes.
