Resumo

RODRIGUEZ GARCES, Carlos; PADILLA FUENTES, Geraldo  e  GALLEGOS FUENTES, Marcelo. Educational quality, perceived teacher and family support: the three-dimensionality of school satisfaction in children and youth. Cuad. Investig. Educ. [online]. 2020, vol.11, n.2, pp.157-173.  Epub 01-Dez-2020. ISSN 1510-2432.  https://doi.org/10.18861/cied.2020.11.2.2995.

Taking into account that the subjective well-being of children and teenagers has gained an important place in the educational field, this article analyzes their level of satisfaction as regards school experience, educational quality and perceived support from teachers and family. Using a model of structural equations with data obtained from the Human Development Survey in Boys, Girls and Teenagers conducted by UNDP, we found that the feeling of school satisfaction is strongly connected with participation and feeling of safety at school. Moreover, the perceived support from teachers and parents reinforces the conditions of educability and skills to face academic and social challenges. School satisfaction as an expression of subjective well-being would be the result of a dynamic balance among school, pedagogical and family resources. The important thing is, not only to be part of a certain place, but also to be able to collaborate and build up a pleasant environment where to live and feel emotionally safe.

Palavras-chave : subjective well-being; school satisfaction; climate of coexistence; perceived family support; perceived teaching support.

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