Abstract
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 existing 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 integration 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.
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