Revisión del concepto de calidad educativa y modelos de bienestar desde una perspectiva psicológica 1

Framed on the evaluation of the quality of education, this work has two main aims: one, to argue the vision of the educational market that prevalent in the implementation of cognitive and non-cognitive indicators in national and transnational standardized tests (high-stakes) in the world, and particularly in Chile. ?e second aim is to offer a conceptual framework from the perspective of psychology that addresses well-being and other relevant variables associated with it (learning engagement, motivation, satisfaction, self-esteem, and self-determination) as pertinent measures of educational quality evaluation, which allow a better understanding of the interaction between personal and contextual resources that are displayed in the learning process. A documentary review of empirical research and public records of governmental and non-governmental organizations from the last three decades was carried out. Despite being nominally related to well-being, as established by the Sustainable Development Agenda 2015-2030 performed by the United Nations. Discussion. ?e theoretical support of non-cognitive indicators is directly related to the idea of productivity and academic achievement, associated with a neoliberal ideology, which has been shown to have negative effects on the educational management of schools and the mental health of teachers and students.