Abstract
(1) Background: New migratory flows taking place in Europe and the USA are categorised by a huge arrival of unaccompanied foreign minors (UFM), requiring appropriate attention to schooling in order to guarantee their integration. In facing this situation, the various political and educational administrations of the European Union (EU) have promoted an action plan for schools. Despite this, it has been shown that schooling does not totally guarantee social integration, encouraging the development of a new social model to generate new ways of understanding the learning process. (2) Methods: The aim of the present study is to adapt and validate Bandura’s academic self-efficacy scale (2006) within a sample of UFM. This scale is composed of 18 items distributed according to three underlying constructs. (3) Results: The validation analysis consisted of an exploratory factorial analysis using principal component analysis with varimax rotation, followed by confirmatory factorial analysis using structural equations (root mean squared error of approximation (RMSEA) = 0.052; normalised fit index (NFI) = 0.90; incremental fit index (IFI) = 0.91; confirmatory fit index (CFI) = 0.91). Reliability and internal consistency of the instrument was also tested with values being higher than 0.7 for all dimensions. (4) Conclusions: The final instrument was reduced to 12 items which were grouped into three dimensions (effort, self-confidence and understanding). Finally, the conducted multi-group analysis showed a stronger relationship between understanding, self-confidence and effort within UFM who had resided in Spain for a longer time. This could be linked to the more prolonged schooling process received.
Highlights
Unaccompanied immigrant minors (UFM) constitute a group whose number is increasing every day in border cities in the south of Europe
(3) Results: The validation analysis consisted of an exploratory factorial analysis using principal component analysis with varimax rotation, followed by confirmatory factorial analysis using structural equations (root mean squared error of approximation (RMSEA) = 0.052; normalised fit index (NFI) = 0.90; incremental fit index (IFI) = 0.91; confirmatory fit index (CFI) = 0.91)
The present study shows as main findings the adaptation of the academic self-efficacy scale in a sample of unaccompanied foreign minors who were residents in Spain, obtaining good fit indices in the exploratory and confirmatory analysis
Summary
Unaccompanied immigrant minors (UFM) constitute a group whose number is increasing every day in border cities in the south of Europe. According to information provided by Spain’s Ministry of Interior in 2018, 11,164 UFM were registered across the entire territory of Spain From these data it can be suggested that there is a need to generate hybrid and cross-border educational proposals, which help to democratically address cultural differences in order to create a socio-culturally integrated citizen [2]. Europe continues to be “the golden dream” for many children and young people faced with a lack of opportunities and an uncertain future in their countries of origin. In this sense, the cities of Ceuta and Melilla represent their closest entry point. This means that border crossings here occur out of step with other potential locations, giving them a special visibility [3]
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