Since 1976, when Marton and Saljo published their pioneering work on student learning, an important number of studies have been carried out in different countries, resulting in a shift in perspective on how to approach the learning process within the context of higher education. The findings and theoretical framework derived from these studies have resulted in a new approach to learning, known as SAL (Student Approaches to Learning), which currently receives contributions from an important number of researchers around the world (Australia, Great Britain, Sweden, China, Spain, etc), and which clearly departs from other currents, such as the SRL (Self-Regulated Learning). In Spain, the first study to look at approaches to learning appeared in paper titled Concepciones en el estudio del aprendizaje de los estudiantes universitarios (Hernández Pina, 1993). In it, results from a study initiated in 1991 and involving 1905 university students from 14 different disciplines were analysed. In particular, the paper looked at the validity of the LPQ questionnaire and the theory of approaches to learning in a different context to the one in which it had originally being formulated. Since then, a number of other researchers have carried out similar studies using the Biggs (LPQ) and Entwistle (ASI) questionnaires, always within the context of the SAL theoretical framework. This paper present a summary of the most relevant studies on the subject carried out in Spain over the past two decades. The objectives of the paper are as follows: 1. Analyse the factorial structure of the LPQ in its two versions: the 1987 (42 items), and the 2001 (20 items). 2. Analyse the internal consistency in motives and strategies included in each of the approaches within each of the two LPQ versions. 3. Analyse the dimensionality of Approaches to Learning throught the confirmatory factor analyses using EQS. 4. On the basis of the different studies reviewed, describe the learning approaches followed by Spanish university students.

A total of 30 papers have been reviewed during the course of the present study, all of which have been published in Spanish journals. Additionally, all studies have been carried out on students registered in Spanish universities. Meta-analysis and comparative studies have been carried out using data published in the above papers.

For each of the selected objectives, the results derived from this study are in agreement with those reported in similar studies carried out on international students.