Academic Self-Efficacy in Unaccompanied Foreign Minors: Structural Equation Modelling According to Schooling
Abstract
1. Introduction
2. Materials and Methods
2.1. Design and Participants
2.2. Measures
2.3. Procedure
2.4. Data Analysis
3. Results
4. Discussion
5. Conclusions
Author Contributions
Funding
Conflicts of Interest
Appendix A
References
- Martínez-Martínez, A.; Olmos-Gómez, M.C.; Tomé-Fernánez, M.; Olmedo-Moreno, E.M. Analysis of Psychometric Properties and Validation of the Personal Learning Environments Questionnaire (PLE) and Social Integration of Unaccompanied Foreign Minors (MENA). Sustainability 2019, 11, 2903. [Google Scholar] [CrossRef]
- Ambrosini, M. Irregular Immigration in Southern Europe: Actors, Dynamics and Governance; Springer: Cham, Switzerland, 2018. [Google Scholar]
- Alscher, S. Knocking at the Doors of “Fortress Europe”: Migration and Border Control in Southern Spain and Eastern Poland; Center for Comparative Immigration Studies, University of California: San Diego, CA, USA, 2017. [Google Scholar]
- Fokkema, T.; De Haas, H. Pre-and post-migration determinants of socio-cultural integration of African immigrants in Italy and Spain. Int. Migr. 2015, 53, 3–26. [Google Scholar] [CrossRef]
- Bruquetas, M.; Claro, I.; García, E. Evolución política y normativa sobre inmigración y asilo en la Unión Europea. Anu. CIDOB Inmigr. 2015, 53–90. [Google Scholar]
- García, L. El discurso de la Unión Europea sobre medidas de integración de inmigrantes y sus derivaciones en España. Migr. Int. 2015, 8, 127–158. [Google Scholar]
- Bandura, A. Self-Efficacy in Changing Societies; Cambridge University Press: Cambridge, UK, 2015. [Google Scholar]
- Stajkovic, A.D.; Bandura, A.; Locke, E.A.; Lee, D.; Sergent, K. Test of three conceptual models of influence of the big five personality traits and self-efficacy on academic performance: A meta-analytic path-analysis. Personal. Individ. Differ. 2018, 120, 238–245. [Google Scholar] [CrossRef]
- Bandura, A. Self-Efficacy: The Exercise of Control; Freeman: New York, NY, USA, 1997. [Google Scholar]
- Pajares, F.; Schunk, D. Self-Beliefs and School Success: Self-Efficacy, Self-Concept, and School Achievement. Perception 2001, 11, 239–266. [Google Scholar]
- Pintrich, P.; De Groot, E. Motivational and self-regulated learning components of classroom academic performance. J. Educ. Psychol. 1990, 82, 33–40. [Google Scholar] [CrossRef]
- Zee, M.; Koomen, H.M. Teacher self-efficacy and its effects on classroom processes, student academic adjustment, and teacher well-being: A synthesis of 40 years of research. Rev. Educ. Res. 2016, 86, 981–1015. [Google Scholar] [CrossRef]
- Gans, A.; Kenny, M.; Ghany, D. Comparing the self-concept of students with and without learning disabilities. J. Learn. Disabil. 2003, 36, 287–295. [Google Scholar] [CrossRef]
- Bandura, A. Guide for constructing self-efficacy scales. In Self-Efficacy Beliefs of Adolescents; Information Age Publishing: Grenwich, UK, 2006; Volume 5, pp. 307–337. [Google Scholar]
- Galleguillos-Herrera, P.; Olmedo-Moreno, E. Autoeficacia académica y rendimiento escolar: Un estudio metodológico y correlacional en escolares. Reidocrea 2017, 6, 156–169. [Google Scholar]
- Rania, N.; Migliorini, L.; Sclavo, E.; Cardinali, P.; Lotti, A. Unaccompanied migrant adolescents in the Italian context: Tailored educational interventions and acculturation stress. Child Youth Serv. 2014, 35, 292–315. [Google Scholar] [CrossRef]
- Bandura, A. Guide for Constructing Self-Efficacy Scales; Information Age Publishing: Charlotte, NC, USA, 2006. [Google Scholar]
- Zimmerman, B.; Kitsantas, A.; Campillo, M. Evaluación de la Autoeficacia Regulatoria: Una Perspectiva Social Cognitiva. Rev. Evaluar 2005, 5, 1–21. [Google Scholar] [CrossRef]
- Kock, N. Advanced mediating effects tests, multi-group analyses, and measurement model assessments in PLS-based SEM. Int. J. e-Collab. (IJeC) 2014, 10, 1–13. [Google Scholar] [CrossRef]
- Hu, L.T.; Bentler, P.M. Fit indices in covariance structure modeling: Sensitivity to underparameterized model misspecification. Psychol. Methods 1998, 3, 424–453. [Google Scholar] [CrossRef]
- Schmider, E.; Ziegler, M.; Danay, E.; Beyer, L.; Bühner, M. Is it really robust? Reinvestigating the Robustness of ANOVA Against Violations of the Normal Distribution. Eur. Res. J. Methods Behav. Soc. Sci. 2010, 6, 147–151. [Google Scholar] [CrossRef]
- Lorenzo-Seva, U.; Ferrando, P.J. FACTOR: A computer program to fit the exploratory factor analysis model. Behav. Res. Methods 2006, 38, 88–91. [Google Scholar] [CrossRef]
- Zurita, F.; Castro, M.; Chacón, R.; Chacón, J.; Cofre, C.; Knox, E.; Muros, J. Analysis of the Psychometric Properties of Perceived Motivational Climate in Sport Questionnaire and its Relationship to Physical Activity and Gender Using Structural Equation Modelling. Sustainability 2018, 10, 632. [Google Scholar] [CrossRef]
- Jöreskog, K.G.; Sörbom, D. LISREL 8: Structural Equation Modeling with the SIMPLIS Command Language; SSI: Lincolnwood, IL, USA, 1993; pp. 123–135. [Google Scholar]
- Byrne, B.M. Structural Equation Modeling with AMOS: Basic Concepts, Applications, and Programming; Routledge: New York, NY, USA, 2016. [Google Scholar] [CrossRef]
- George, D.; Mallery, P. SPSS for Windows Step by Step: A Simple Guide and Reference, 4th ed.; 11.0 Update; Allyn & Bacon: Boston, MA, USA, 2003. [Google Scholar]
- Komarraju, M.; Nadler, D. Self-efficacy and academic achievement: Why do implicit beliefs, goals, and effort regulation matter? Learn. Individ. Differ. 2013, 25, 67–72. [Google Scholar] [CrossRef]
- Baas, D.; Castelijns, J.; Vermeulen, M.; Martens, R.; Segers, M. The relation between Assessment for Learning and elementary students’ cognitive and metacognitive strategy use. Br. J. Educ. Psychol. 2015, 85, 33–46. [Google Scholar] [CrossRef]
- Núñez, J.C.; Suárez, N.; Rosário, P.; Vallejo, G.; Cerezo, R.; Valle, A. Teachers’ feedback on homework, homework-related behaviors, and academic achievement. J. Educ. Res. 2015, 108, 204–216. [Google Scholar] [CrossRef]
- Keles, S.; Friborg, O.; Idsøe, T.; Sirin, S.; Oppedal, B. Resilience and acculturation among unaccompanied refugee minors. Int. J. Behav. Dev. 2018, 42, 52–63. [Google Scholar] [CrossRef]
- Schachner, M.K.; Noack, P.; Van de Vijver, F.J.; Eckstein, K. Cultural diversity climate and psychological adjustment at school—Equality and inclusion versus cultural pluralism. Child Dev. 2016, 87, 1175–1191. [Google Scholar] [CrossRef]
- Riding, R.; Rayner, S. Cognitive Styles and Learning Strategies: Understanding Style Differences in Learning and Behavior; David Fulton Publishers: London, UK, 2013. [Google Scholar]
- Närhi, V.; Kiiski, T.; Peitso, S.; Savolainen, H. Reducing disruptive behaviours and improving learning climates with class-wide positive behaviour support in middle schools. Eur. J. Special Needs Educ. 2015, 30, 274–285. [Google Scholar] [CrossRef]
- Rienties, B.; Beausaert, S.; Grohnert, T.; Niemantsverdriet, S.; Kommers, P. Understanding academic performance of international students: The role of ethnicity, academic and social integration. High. Educ. 2012, 63, 685–700. [Google Scholar] [CrossRef]
- Tran, V.D. The effects of cooperative learning on the academic achievement and knowledge retention. Int. J. High. Educ. 2014, 3, 131–140. [Google Scholar] [CrossRef]
- Dent, A.L.; Koenka, A.C. The relation between self-regulated learning and academic achievement across childhood and adolescence: A meta-analysis. Educ. Psychol. Rev. 2016, 28, 425–474. [Google Scholar] [CrossRef]
- Høigaard, R.; Kovač, V.B.; Øverby, N.C.; Haugen, T. Academic self-efficacy mediates the effects of school psychological climate on academic achievement. Sch. Psychol. Q. 2015, 30, 64–74. [Google Scholar] [CrossRef]
- Salmerón-Pérez, H.; Gutierrez-Braojos, C.; Fernández-Cano, A.; Salmerón-Vílchez, P. Self-regulated learning, self-efficacy beliefs, and performance during the late childhood. Relieve 2010, 16, 1–18. [Google Scholar]
Frequency (n) | Percentage (%) | ||
---|---|---|---|
Gender | Male | 100.0% | 340 |
Female | 0.0% | 0 | |
Age | 8–10 years | 1.9% | 6 |
11–13 years | 14.3% | 49 | |
14–16 years | 42.2% | 144 | |
17 or more | 41.6% | 141 | |
City of residence | Ceuta | 60.7% | 206 |
Melilla | 39.3% | 134 | |
Time in Spain | Less than nine months | 63.4% | 216 |
More than nine months | 36.6% | 124 | |
Country of birth | Not Available | 22.4% | 76 |
Guinea | 1.9% | 6 | |
Morocco | 75.3% | 256 | |
Algeria | 0.3% | 2 |
Items | Mean | Confidence Interval (95%) | Variance | Skewness | Kurtosis |
---|---|---|---|---|---|
I.1. Trabajar con cualquier compañero y lograr buenas notas [Work with any partner and achieve good marks]. | 3.893 | [3.68–4.11] | 1.882 | −0.991 | −0.329 |
I.2. Hacer una tarea con éxito [Do a task successfully] | 3.767 | [3.56–3.98] | 1.721 | −0.745 | −0.602 |
I.3. Entender lo que enseña cualquier profesor [Understand what any teacher teaches] | 3.702 | [3.50–3.91] | 1.659 | −0.582 | −0.838 |
I.4. Realizar bien cualquier tarea que me den [Do well any task that teachers give me] | 3.893 | [3.69–4.10] | 1.630 | −0.904 | −0.267 |
I.5. Aportar buenas ideas para hacer las tareas [Provide good ideas to do the tasks] | 3.958 | [3.74–4.18] | 1.880 | −1.084 | −0.158 |
I.6. Esforzarme más que mis compañeros para tener éxito en las tareas [Work harder than my partners to succeed in tasks] | 3.981 | [3.77–4.19] | 1.805 | −1.141 | 0.059 |
I.7. Realizar cualquier tarea que los profesores den, aunque sea difícil [Do any task that teachers give me, even if it is difficult] | 3.893 | [3.70–4.09] | 1.477 | −0.921 | −0.031 |
I.8. Organizar mi tiempo para hacer todo lo que los profesores piden [Organize my time to do everything that teachers ask] | 4.038 | [3.84–4.24] | 1.579 | −1.162 | 0.244 |
I.9. Sacar buenas notas en pruebas difíciles [Get good marks in difficult test] | 3.592 | [3.40–3.79] | 1.494 | −0.566 | −0.521 |
I.10. Trabajar más tiempo cuando tengo tareas difíciles [Work more time when I have difficult tasks] | 3.996 | [3.80–4.19] | 1.546 | −1.021 | −0.054 |
I.11. Esforzarme más para resolver tareas difíciles [Try harder to solve diffult tasks] | 4.137 | [3.95–4.32] | 1.355 | −1.304 | 0.761 |
I.12. Repetir una tarea hasta lograr hacerla bien [Repeat a task until I get it right] | 4.305 | [4.12–4.49] | 1.350 | −1.655 | 1.665 |
I.13. Entender bien la idea que explica el profesor o el libro [Understand the idea explained by the teacher or the book] | 3.901 | [3.70–4.10] | 1.555 | −0.926 | −0.211 |
I.14. Esforzarme en trabajar bien con otros compañeros en tareas en grupo [Strive to work well with other partners in group tasks] | 4.275 | [4.09–4.46] | 1.306 | −1.647 | 1.821 |
I.15. Estudiar solo para sacar buenas notas [Study alone and get good marks] | 3.885 | [3.69–4.09] | 1.590 | −0.918 | −0.219 |
I.16. Expresar mi opinión aunque no esté de acuerdo con el profesor [Give my opinion even if I do not agree with the teacher] | 3.469 | [3.22–3.72] | 2.539 | −0.450 | −1.380 |
I.17. Entender lo que dice el profesor cuando hay ruido en clase [Understand what the teacher says when there is noise in class] | 2.672 | [2.42–2.92] | 2.518 | 0.365 | −1.411 |
I.18. Estudiar primero y hacer otras cosas luego [Study first and do other things later] | 3.874 | [3.64–4.11] | 2.232 | −0.886 | −0.804 |
Items | Rotated Factor Matrix | Items | Factor Dimensions | ||||
---|---|---|---|---|---|---|---|
Factor 1 | Factor 2 | Factor 3 | Factor 1 | Factor 2 | Factor 3 | ||
I.1 | 0.072 | 0.225 | 0.241 | I.1 | |||
I.2 | −0.047 | −0.139 | 0.672 | I.2 | 0.672 | ||
I.3 | 0.209 | 0.017 | 0.290 | I.3 | |||
I.4 | −0.037 | −0.078 | 0.764 | I.4 | 0.764 | ||
I.5 | 0.195 | 0.284 | 0.027 | I.5 | |||
I.6 | −0.090 | 0.481 | 0.158 | I.6 | 0.481 | ||
I.7 | 0.108 | 0.271 | 0.282 | I.7 | |||
I.8 | 0.179 | 0.179 | 0.335 | I.8 | 0.335 | ||
I.9 | 0.453 | 0.080 | 0.104 | I.9 | 0.453 | ||
I.10 | 0.466 | 0.175 | 0.055 | I.10 | 0.466 | ||
I.11 | −0.093 | 0.514 | 0.070 | I.11 | 0.514 | ||
I.12 | −0.189 | 0.727 | 0.083 | I.12 | 0.727 | ||
I.13 | 0.157 | 0.177 | −0.032 | I.13 | |||
I.14 | 0.047 | 0.554 | −0.256 | I.14 | 0.554 | ||
I.15 | 0.492 | −0.116 | 0.222 | I.15 | 0.492 | ||
I.16 | 0.214 | 0.244 | −0.201 | I.16 | |||
I.17 | 0.624 | −0.203 | −0.146 | I.17 | 0.624 | ||
I.18 | 0.417 | 0.235 | 0.013 | I.18 | 0.417 | ||
α = 0.812 | α = 0.701 | α = 0.733 | α = 0.721 |
Relationships between Factors and Items | R.W. | S.R.W. | |||||
---|---|---|---|---|---|---|---|
Estimate | S.E. | C.R. | p | Estimate | |||
I.2 | ← | Self-Confidence | 1.000 | - | - | *** | 0.420 |
I.4 | ← | Self-Confidence | 1.426 | 0.285 | 5.007 | *** | 0.617 |
I.8 | ← | Self-Confidence | 1.493 | 0.295 | 5.067 | *** | 0.658 |
I.6 | ← | Effort | 1.000 | - | - | *** | 0.489 |
I.11 | ← | Effort | 0.876 | 0.180 | 4.871 | *** | 0.498 |
I.12 | ← | Effort | 1.090 | 0.206 | 5.283 | *** | 0.623 |
I.14 | ← | Effort | 0.542 | 0.150 | 3.613 | *** | 0.314 |
I.9 | ← | Understanding | 1.000 | - | - | *** | 0.534 |
I.10 | ← | Understanding | 1.150 | 0.187 | 6.161 | *** | 0.607 |
I.15 | ← | Understanding | 0.987 | 0.176 | 5.621 | *** | 0.513 |
I.17 | ← | Understanding | 0.634 | 0.192 | 3.309 | *** | 0.258 |
I.18 | ← | Understanding | 1.445 | 0.231 | 6.262 | *** | 0.630 |
Effort | ↔ | Understanding | 0.245 | 0.061 | 4.021 | *** | 0.588 |
Effort | ↔ | Self-Confidence | 0.234 | 0.062 | 3.771 | *** | 0.667 |
Self-Confidence | ↔ | Understanding | 0.225 | 0.057 | 3.970 | *** | 0.644 |
Relationships between Factors and Items | R.W. | S.R.W. | |||||
---|---|---|---|---|---|---|---|
Estimate | S.E. | C.R. | p | Estimate | |||
I.2 | ← | Self-Confidence | 1.000 | - | - | *** | 0.510 |
I.4 | ← | Self-Confidence | 1.162 | 0.246 | 4.712 | *** | 0.654 |
I.8 | ← | Self-Confidence | 1.141 | 0.247 | 4.621 | *** | 0.611 |
I.6 | ← | Effort | 1.000 | - | - | *** | 0.424 |
I.11 | ← | Effort | 1.192 | 0.296 | 4.023 | *** | 0.609 |
I.12 | ← | Effort | 1.337 | 0.326 | 4.101 | *** | 0.673 |
I.14 | ← | Effort | 0.483 | 0.200 | 2.409 | ** | 0.253 |
I.9 | ← | Understanding | 1.000 | - | - | *** | 0.540 |
I.10 | ← | Understanding | 1.102 | 0.226 | 4.876 | *** | 0.608 |
I.15 | ← | Understanding | 0.939 | 0.216 | 4.339 | *** | 0.492 |
I.17 | ← | Understanding | 0.427 | 0.220 | 1.943 | * | 0.186 |
I.18 | ← | Understanding | 1.336 | 0.271 | 4.931 | *** | 0.625 |
Effort | ↔ | Understanding | 0.231 | 0.075 | 3.075 | *** | 0.587 |
Effort | ↔ | Self-Confidence | 0.272 | 0.087 | 3.141 | *** | 0.675 |
Self-Confidence | ↔ | Understanding | 0.279 | 0.082 | 3.388 | *** | 0.611 |
Relationships between Factors and Items | R.W. | S.R.W. | |||||
---|---|---|---|---|---|---|---|
Estimate | S.E. | C.R. | p | Estimate | |||
I.2 | ← | Self-Confidence | 1.000 | - | - | *** | 0.301 |
I.4 | ← | Self-Confidence | 2.288 | 0.999 | 2.291 | ** | 0.623 |
I.8 | ← | Self-Confidence | 2.264 | 0.983 | 2.302 | ** | 0.701 |
I.6 | ← | Effort | 1.000 | - | - | *** | 0.635 |
I.11 | ← | Effort | 0.293 | 0.231 | 2.109 | * | 0.201 |
I.12 | ← | Effort | 0.921 | 0.248 | 3.706 | *** | 0.665 |
I.14 | ← | Effort | 0.668 | 0.206 | 3.238 | *** | 0.470 |
I.9 | ← | Understanding | 1.000 | - | - | *** | 0.528 |
I.10 | ← | Understanding | 1.197 | 0.320 | 3.736 | *** | 0.587 |
I.15 | ← | Understanding | 1.087 | 0.299 | 3.636 | *** | 0.559 |
I.17 | ← | Understanding | 1.044 | 0.372 | 2.803 | ** | 0.381 |
I.18 | ← | Understanding | 1.631 | 0.419 | 3.892 | *** | 0.640 |
Effort | ↔ | Understanding | 0.253 | 0.096 | 2.618 | ** | 0.630 |
Effort | ↔ | Self-Confidence | 0.128 | 0.070 | 2.519 | ** | 0.571 |
Self-Confidence | ↔ | Understanding | 0.146 | 0.073 | 2.266 | ** | 0.672 |
© 2020 by the authors. Licensee MDPI, Basel, Switzerland. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license (http://creativecommons.org/licenses/by/4.0/).
Share and Cite
Olmedo-Moreno, E.M.; Expósito López, J.; Olmos-Gómez, M.d.C.; Sánchez Martín, M.; Chacón-Cuberos, R. Academic Self-Efficacy in Unaccompanied Foreign Minors: Structural Equation Modelling According to Schooling. Sustainability 2020, 12, 4363. https://doi.org/10.3390/su12114363
Olmedo-Moreno EM, Expósito López J, Olmos-Gómez MdC, Sánchez Martín M, Chacón-Cuberos R. Academic Self-Efficacy in Unaccompanied Foreign Minors: Structural Equation Modelling According to Schooling. Sustainability. 2020; 12(11):4363. https://doi.org/10.3390/su12114363
Chicago/Turabian StyleOlmedo-Moreno, Eva María, Jorge Expósito López, María del Carmen Olmos-Gómez, Micaela Sánchez Martín, and Ramón Chacón-Cuberos. 2020. "Academic Self-Efficacy in Unaccompanied Foreign Minors: Structural Equation Modelling According to Schooling" Sustainability 12, no. 11: 4363. https://doi.org/10.3390/su12114363
APA StyleOlmedo-Moreno, E. M., Expósito López, J., Olmos-Gómez, M. d. C., Sánchez Martín, M., & Chacón-Cuberos, R. (2020). Academic Self-Efficacy in Unaccompanied Foreign Minors: Structural Equation Modelling According to Schooling. Sustainability, 12(11), 4363. https://doi.org/10.3390/su12114363