<?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>1688-9304</journal-id>
<journal-title><![CDATA[Cuadernos de Investigación Educativa]]></journal-title>
<abbrev-journal-title><![CDATA[Cuad. Investig. Educ.]]></abbrev-journal-title>
<issn>1688-9304</issn>
<publisher>
<publisher-name><![CDATA[Instituto de Educación Universidad ORT Uruguay]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1688-93042020000200157</article-id>
<article-id pub-id-type="doi">10.18861/cied.2020.11.2.2995</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Calidad educativa, apoyo docente y familiar percibido: la tridimensionalidad de la satisfacción escolar en niños y adolescentes]]></article-title>
<article-title xml:lang="en"><![CDATA[Educational quality, perceived teacher and family support: the three-dimensionality of school satisfaction in children and youth]]></article-title>
<article-title xml:lang="pt"><![CDATA[Qualidade educacional, percepção do professor e apoio familiar: a tridimensionalidade da satisfação escolar em crianças e adolescentes]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Rodríguez Garcés]]></surname>
<given-names><![CDATA[Carlos]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Padilla Fuentes]]></surname>
<given-names><![CDATA[Geraldo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Gallegos Fuentes]]></surname>
<given-names><![CDATA[Marcelo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad del Bío-Bío  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Chile</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad del Bío-Bío  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Chile</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad del Bío-Bío  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Chile</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2020</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2020</year>
</pub-date>
<volume>11</volume>
<numero>2</numero>
<fpage>157</fpage>
<lpage>173</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.edu.uy/scielo.php?script=sci_arttext&amp;pid=S1688-93042020000200157&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.edu.uy/scielo.php?script=sci_abstract&amp;pid=S1688-93042020000200157&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.edu.uy/scielo.php?script=sci_pdf&amp;pid=S1688-93042020000200157&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: Debido a que el bienestar subjetivo de niños y adolescentes ha tomado un lugar importante para la educación este artículo analiza su nivel de satisfacción con respecto a la experiencia escolar, la calidad educativa y el apoyo percibido desde docentes y la familia. Utilizando un modelo de ecuaciones estructurales con datos de la Encuesta de Desarrollo Humano en Niños, Niñas y Adolescentes del PNUD encontramos que el sentimiento de satisfacción escolar tiene un fuerte vínculo con la participación y el sentimiento de seguridad en la escuela. Asimismo, el apoyo percibido de profesores y padres refuerza las condiciones de educabilidad y las habilidades para enfrentar desafíos académicos y sociales. La satisfacción escolar, expresión del bienestar subjetivo, sería resultado del equilibrio dinámico entre recursos escolares, pedagógicos y familiares. Lo sustancial no solo es formar parte de un lugar sino poder colaborar y construir un ambiente agradable donde convivir y sentirse emocionalmente a salvo.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: 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.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo: A Lei Geral de Educação nº 18.437 (LGE), aprovada em 2008, levou a mudanças institucionais substanciais no contexto do ensino superior (ES). No campo da avaliação, surgem desenvolvimentos como a criação do Instituto Nacional de Avaliação Educacional (INEEd) ou a recente criação do Instituto Nacional de Acreditação e Avaliação do Ensino Superior (INAEET). Em face desse cenário, decorrida uma década do início deste processo, a discussão de dimensões e indicadores para a avaliação do ES a partir de uma abordagem sistêmica é mais do que pertinente. Nesse sentido, com base em uma revisão bibliográfica sobre os tópicos no campo da ES, sete dimensões são propostas para abordar a avaliação na ES de uma perspectiva sistêmica. Estes incluem: desenhos institucionais, o fator territorial que se torna mais relevante no marco do processo de descentralização experimentado pela política educacional em um nível superior, aspectos do processo sociodemográfico e educacional, questões relacionadas ao currículo, dimensão orçamentária e o crescente processo de internacionalização. Através da análise documental de relatórios e leis institucionais, entre outras, essas dimensões são descritas para o caso uruguaio. Embora o processo de diversificação institucional experimentado no campo da ES abranja o desenvolvimento de estratégias específicas pelas instituições, acreditamos que o principal desafio está em obter consenso entre as instituições do sistema para poder avançar na avaliação das dimensões consideradas.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[bienestar subjetivo]]></kwd>
<kwd lng="es"><![CDATA[satisfacción escolar]]></kwd>
<kwd lng="es"><![CDATA[clima de convivencia]]></kwd>
<kwd lng="es"><![CDATA[apoyo familiar percibido]]></kwd>
<kwd lng="es"><![CDATA[apoyo docente percibido]]></kwd>
<kwd lng="en"><![CDATA[subjective well-being]]></kwd>
<kwd lng="en"><![CDATA[school satisfaction]]></kwd>
<kwd lng="en"><![CDATA[climate of coexistence]]></kwd>
<kwd lng="en"><![CDATA[perceived family support]]></kwd>
<kwd lng="en"><![CDATA[perceived teaching support]]></kwd>
<kwd lng="pt"><![CDATA[bem-estar subjetivo]]></kwd>
<kwd lng="pt"><![CDATA[satisfação escolar]]></kwd>
<kwd lng="pt"><![CDATA[clima de convivência]]></kwd>
<kwd lng="pt"><![CDATA[suporte familiar percebido]]></kwd>
<kwd lng="pt"><![CDATA[suporte docente percebido]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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