Analysis of Psychometric Properties and Validation of the Personal Learning Environments Questionnaire (PLE) and Social Integration of Unaccompanied Foreign Minors (MENA)
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AuthorMartínez Martínez, Asunción; Olmos Gómez, María Del Carmen; Tomé Fernández, María; Olmedo Moreno, Eva María
Learning environmentsUnaccompanied foreign minorsPersonal Learning Environment (PLE)MENA
Martínez-Martínez, A., Olmos-Gómez, M. D. C., Tomé-Fernández, M., & Olmedo-Moreno, E. M. (2019). Analysis of Psychometric Properties and Validation of the Personal Learning Environments Questionnaire (PLE) and Social Integration of Unaccompanied Foreign Minors (MENA). Sustainability, 11(10), 2903.
SponsorshipThis research was funded by I + D + I Project “Hybrid learning models for educational intervention with Unaccompanied Foreign Minors (MENAs)”. Effective tools for school and social integration “(EDU2017-88641-R)”.
Background: The aim of the present study was to validate and develop the dimensions of the Personal Learning Environments (PLE) questionnaire with regards to the social integration of unaccompanied foreign minors (MENA), in addition to analyzing its psychometric properties. Methods: This study was conducted using an expert panel and exploratory techniques in a population of unaccompanied foreign minors (referred to hereon as MENA). The sample used for the validation was formed of 250 MENA aged between 13 and 17 years, with 206 (83.6%) being male and 41 (16.4%) being female. An expert panel was formed including 10 scholars of Education Sciences. The panel identified four dimensions, which were confirmed through exploratory factorial analysis conducted using the program called FACTOR Analysis (Lorenzo-Seva and Ferrando, 2006). Results: The results indicate that the PLE questionnaire provides reliable dimensions at the level alpha = 0.902. Examination of Pearson correlations identified significant values (p < 0.01) for almost all dimensions, with the highest value being produced for the association between the dimensions of communication and social interaction (CIS) and planning and management of learning (r = 0.641). Conclusions: From this study, it is concluded that the results of the study and the validation of the PLE in MENA populations through the four identified dimensions are valid and reliable for enabling multi-dimensional analyses to be carried out.