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首页> 美国卫生研究院文献>International Journal of Environmental Research and Public Health >An Analysis of Personal Learning Environments and Age-Related Psychosocial Factors of Unaccompanied Foreign Minors
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An Analysis of Personal Learning Environments and Age-Related Psychosocial Factors of Unaccompanied Foreign Minors

机译：无人陪伴的未成年人的个人学习环境及与年龄相关的社会心理因素分析

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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% ( = 575); ♀ = 7.9% ( = 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.
机译：西班牙是移民特别是无人陪伴的外国未成年人（UFM）流入最多的国家之一。无人陪伴的外国未成年人的教育和社会包容既对现行政策构成挑战，也构成威胁。然而，将教育方面与这些儿童的融合现象联系起来的研究很少，并且没有指明最有影响力的教育工具和策略。从这个意义上讲，本文提供了描述性，定量和横断面研究。这项研究的目的是检查诸如年龄，应用程序和社交网络的使用等变量是否确定无人陪伴的外国未成年人的个人学习环境（PLE）。本研究的样本由年龄在8至17岁之间的624个人（♂= 92.1％（= 575）;♀= 7.9％（= 49））组成。大多数人来自摩洛哥，居住在休达和梅利利亚两个城市。使用“ UFM的PLE与社会融合”问卷作为研究工具。在主要发现中，由于与无人陪伴的外国未成年人有关的年龄相关的社会心理因素，个人学习环境中存在着显着差异。与无人陪伴的外国未成年人的个人学习环境有关的因素有四个：学习过程的自我概念，学习的计划和管理，资源和工具的使用以及沟通和社会互动。在四个因素中观察到了相同的趋势，年龄较大的组报告了更好的分数。另一方面，结果表明，应用程序和社交网络的使用对个人学习环境的建设具有重大而有利的影响。

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