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An Analysis of Personal Learning Environments and Age-Related Psychosocial Factors of Unaccompanied Foreign Minors

Author

Listed:
  • María Tomé-Fernández

    (Department Methods of Research, Faculty of Education, University of Granada, 10871 Granada, Spain)

  • Marina García-Garnica

    (Department Methods of Research, Faculty of Education, University of Granada, 10871 Granada, Spain)

  • Asunción Martínez-Martínez

    (Department Methods of Research, Faculty of Education, University of Granada, 10871 Granada, Spain)

  • Eva María Olmedo-Moreno

    (Department Methods of Research, Faculty of Education, University of Granada, 10871 Granada, Spain)

Abstract

Spain is one of the countries with the greatest influx of immigrants and, specifically, of unaccompanied foreign minors (UFMs). The educational and social inclusion of unaccompanied foreign minors poses both a challenge and a threat to current policy. Nonetheless, studies linking educational aspects to the phenomenon of the integration of these children are scarce and do not specify the most influential educational tools and strategies. In this sense, a descriptive, quantitative and cross-sectional research study is presented. The aim of this study is to examine whether variables such as age and the use of applications and social networks determine the personal learning environments (PLE) of unaccompanied foreign minors. The sample of the present study was formed by 624 individuals (♂ = 92.1% ( n = 575); ♀ = 7.9% ( n = 49)) aged between 8 and 17 years old. The majority came from Morocco and resided in the cities of Ceuta and Melilla. The “PLE and Social Integration of UFMs” questionnaire was used as the study instrument. Amongst the main findings, significant differences are highlighted in the personal learning environments as a function of age-related psychosocial factors as they pertain to unaccompanied foreign minors. Four factors were seen to exist in relation to the personal learning environments of unaccompanied foreign minors: self-concept of the learning process, planning and management of learning, use of resources and tools, and communication and social interaction. The same trend was observed in the four factors, with older age groups reporting better scores. On the other hand, results show that the use of applications and social networks have a significant and favourable impact on personal learning environment construction.

Suggested Citation

  • María Tomé-Fernández & Marina García-Garnica & Asunción Martínez-Martínez & Eva María Olmedo-Moreno, 2020. "An Analysis of Personal Learning Environments and Age-Related Psychosocial Factors of Unaccompanied Foreign Minors," IJERPH, MDPI, vol. 17(10), pages 1-13, May.
    • Handle: RePEc:gam:jijerp:v:17:y:2020:i:10:p:3700-:d:362313
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    References listed on IDEAS

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    1. B. Rivera & B. Casal & L. Currais, 2015. "Length of stay and mental health of the immigrant population in Spain: evidence of the healthy immigrant effect," Applied Economics, Taylor & Francis Journals, vol. 47(19), pages 1972-1982, April.
    2. Luisa Alamá-Sabater & Maite Alguacil & Joan Serafí Bernat-Martí, 2017. "New patterns in the locational choice of immigrants in Spain," European Planning Studies, Taylor & Francis Journals, vol. 25(10), pages 1834-1855, October.
    3. Asunción Martínez-Martínez & María del Carmen Olmos-Gómez & María Tomé-Fernández & Eva María Olmedo-Moreno, 2019. "Analysis of Psychometric Properties and Validation of the Personal Learning Environments Questionnaire (PLE) and Social Integration of Unaccompanied Foreign Minors (MENA)," Sustainability, MDPI, vol. 11(10), pages 1-13, May.
    4. Crea, Thomas M. & Lopez, Anayeli & Taylor, Theresa & Underwood, Dawnya, 2017. "Unaccompanied migrant children in the United States: Predictors of placement stability in long term foster care," Children and Youth Services Review, Elsevier, vol. 73(C), pages 93-99.
    5. María Tomé & Lucía Herrera & Sonia Lozano, 2019. "Teachers’ Opinions on the Use of Personal Learning Environments for Intercultural Competence," Sustainability, MDPI, vol. 11(16), pages 1-16, August.
    6. Irwin Andrés Ramirez-Granizo & María Sánchez-Zafra & Félix Zurita-Ortega & Pilar Puertas-Molero & Gabriel González-Valero & Jose Luis Ubago-Jiménez, 2020. "Multidimensional Self-Concept Depending on Levels of Resilience and the Motivational Climate Directed towards Sport in Schoolchildren," IJERPH, MDPI, vol. 17(2), pages 1-12, January.
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    Cited by:

    1. Noelia Parejo-Jiménez & Jorge Expósito-López & Ramón Chacón-Cuberos & Eva María Olmedo-Moreno, 2022. "Critical Thinking and Motivation in Vocational Training and Baccalaureate: A Comparison Study of Students of Spanish Nationality, Unaccompanied Foreign Minors and Young Care Leavers," IJERPH, MDPI, vol. 19(9), pages 1-16, April.
    2. María del Carmen Olmos-Gómez & María Tomé-Fernández & Eva María Olmedo-Moreno, 2020. "Personal Learning Environments that Facilitate Socio-Educational Integration of Unaccompanied Foreign Minors," IJERPH, MDPI, vol. 17(14), pages 1-16, July.

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