Explanatory model of the relationships between self-efficacy and personal learning environments in immigrant minors without a legal guardian
Metadata
Show full item recordAuthor
Martínez Martínez, Asunción; Tomé Fernández, María; García Garnica, Marina; Olmedo Moreno, Eva MaríaMateria
migrant children self-efficacy personal learning environment inclusive education
Date
2021Referencia bibliográfica
Martínez-Martínez, A., Tomé Fernández, M., García-Garnica, M. y Olmedo Moreno, E.M. (2021). Explanatory model of the relationships between self-efficacy and personal learning environments in immigrant minors without a legal guardian. Journal of Refugee Studies, 34(4), 4225–4241. DOI: 10.1093/jrs/feab002.
Abstract
This study addresses the need to analyse the personal learning environments and
self-efficacy of unaccompanied foreign minors. In addition, it seeks to identify exist-
ing relationships between these two parameters and establish an explanatory model
which can help to understand the present situation of this collective regarding their
inclusion in the educational sphere of society. A total of 292 unaccompanied foreign
minors (UFM) aged between 8 and 17 years participated in this comparative and
cross-sectional research study. A questionnaire to measure PLE and social integra-
tion in UFM, and the student’s self-efficacy scale (ACAES) was administered. From
the results, it is observed that once UFM pass the 9-month period, improvements are
seen in their academic planning and management, In addition to an improved use of
educational resources. They showing positive effort and being self-efficacious in their
academic performance. Nonetheless, communication and social interaction declines
considerably. The model established a strong relationship between self-efficacy and
PLE.