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      Characterizing Unaccompanied Foreign Minors: Educational Level and Length of Stay as Individual Difference Factors That Impact Academic Self-Efficacy

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          Abstract

          The aim of the present study is to analyze individual differences in academic self-efficacy within a population of Unaccompanied Foreign Minors (UFM) from the European cities of Ceuta and Melilla (Spain). Variables describing educational level and length of stay were considered in a sample of 377 individuals being cared for in different youth centers. Of these, 63.4% belonged to the group who had stayed at the center for less than 9 months and 36.6% reported a length of stay of more than 9 months. The age of participants ranged between 8 and 17 years old ( M = 14.87 years). Once the quality parameters of the instrument (academic self-efficacy) were elaborated, reliability and validity was confirmed through Confirmatory Factor Analysis (CFA) using Structural Equation Modeling (SEM) methodology. Data collection was then initiated. The results overall indicate that 87.6% of those who completed the questionnaire reported a higher level of self-efficacy with regards to working with any classmate, whilst at the same time seeing themselves as capable of achieving good marks. ANOVA results indicated significant differences with respect to educational level and length of stay. In this regard, students who had received professional training and had been at the Center for more than 9 months, were the ones who developed greater academic self-efficacy for spending more time working when tasks were judged to be difficult. The results obtained demonstrate that any intervention will be positive as long as it promotes different institutions to develop strategies that cater to a length of stay of more than 9 months and target education, academic self-efficacy, socialization and strengthening the future workforce. Such interventions can be directed through new European, Spanish or local level policies. It is clear that institutions still have a lot of work left to do.

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          Self-Efficacy : The Exercise of Control

          1 Theoretical Perspectives The Nature of Human Agency Human Agency in Triadic Reciprocal Causation Determinism and the Exercise of Self-Influence Related Views of Personal Efficacy 2 The Nature and Structure of Self-Efficacy Perceived Self-Efficacy as a Generative Capability Active Producers versus Passive Foretellers of Performances The Self-Efficacy Approach to Personal Causation Multidimensionality of Self-Efficacy Belief Systems Self-Efficacy Causality Sources of Discordance Between Efficacy Judgment and Action 3 Sources of Self-Efficacy Enactive Mastery Experience Vicarious Experience Verbal Persuasion Physiological and Affective States Integration of Efficacy Information 4 Mediating Processes Cognitive Processes Motivational Processes Affective Processes Selection Processes 5 Developmental Analysis of Self-Efficacy Origins of a Sense of Personal Agency Familial Sources of Self-Efficacy Peers and the Broadening and Validation of Self-Efficacy School as an Agency for Cultivating Self-Efficacy Growth of Self-Efficacy through Transitional Experiences of Adolescence Self-Efficacy Concerns of Adulthood Reappraisals of Self-Efficacy with Advancing Age 6 Cognitive Functioning Students' Cognitive Self-Efficacy Teachers' Perceived Efficacy Collective School Efficacy 7 Health Functioning Biological Effects of Perceived Self-Efficacy Perceived Self-Efficacy in Health Promoting Behavior Prognostic Judgments and Perceived Self-Efficacy 8 Clinical Functioning Anxiety and Phobic Dysfunctions Depression Eating Disorders Alcohol and Drug Abuse 9 Athletic Functioning Development of Athletic Skills Self-Regulation of Athletic Performance Collective Team Efficacy Psychobiological Effects of Physical Exercise 10 Organizational Functioning Career Development and Pursuits Mastery of Occupational Roles Self-Efficacy in Organizational Decision Making Self-Efficacy in Enactment of Occupational Roles Collective Organizational Efficacy 11 Collective Efficacy Gauging Collective Efficacy Political Efficacy Enablement by Media Modes of Influence Enablement for Sociocultural Change Underminers of Collective Efficacy References Name and Subject Indexes.
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            Eta squared and partial eta squared as measures of effect size in educational research

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              Teacher Self-Efficacy and Its Effects on Classroom Processes, Student Academic Adjustment, and Teacher Well-Being

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                Author and article information

                Contributors
                URI : http://loop.frontiersin.org/people/1487835/overview
                URI : http://loop.frontiersin.org/people/1306844/overview
                URI : http://loop.frontiersin.org/people/665605/overview
                URI : http://loop.frontiersin.org/people/1225355/overview
                URI : http://loop.frontiersin.org/people/1653412/overview
                URI : http://loop.frontiersin.org/people/563042/overview
                Journal
                Front Psychol
                Front Psychol
                Front. Psychol.
                Frontiers in Psychology
                Frontiers Media S.A.
                1664-1078
                15 February 2022
                2022
                : 13
                : 780488
                Affiliations
                Department of Research Methods and Diagnosis in Education, University of Granada , Granada, Spain
                Author notes

                Edited by: Mukhtiar Baig, King Abdulaziz University, Saudi Arabia

                Reviewed by: Alberto Crescentini, University of Applied Sciences and Arts of Southern Switzerland (SUPSI), Switzerland; Sundus Tariq, University of Faisalabad, Pakistan

                *Correspondence: María Dolores Pistón-Rodríguez, lolapiston@ 123456ugr.es

                This article was submitted to Educational Psychology, a section of the journal Frontiers in Psychology

                Article
                10.3389/fpsyg.2022.780488
                8896354
                90b42cc8-08f2-4857-bec5-db6c167acc18
                Copyright © 2022 Olmos-Gómez, Pistón-Rodríguez, Chacón-Cuberos, Romero-Díaz de la Guardia, Cuevas-Rincón and Olmedo-Moreno.

                This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.

                History
                : 21 September 2021
                : 20 January 2022
                Page count
                Figures: 3, Tables: 4, Equations: 0, References: 59, Pages: 12, Words: 8928
                Funding
                Funded by: Universidad de Granada, doi 10.13039/501100006393;
                Categories
                Psychology
                Original Research

                Clinical Psychology & Psychiatry
                academic self-efficacy,multilevel analysis,inclusion,socio-economic policies,social development,vulnerable groups

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