Background: The aim of the present study was to validate and develop the dimensions of the Personal Learning Environments (PLE) questionnaire with regards to the social integration of unaccompanied foreign minors (MENA), in addition to analyzing its psychometric properties. Methods: This study was conducted using an expert panel and exploratory techniques in a population of unaccompanied foreign minors (referred to hereon as MENA). The sample used for the validation was formed of 250 MENA aged between 13 and 17 years, with 206 (83.6%) being male and 41 (16.4%) being female. An expert panel was formed including 10 scholars of Education Sciences. The panel identified four dimensions, which were confirmed through exploratory factorial analysis conducted using the program called FACTOR Analysis (Lorenzo-Seva and Ferrando, 2006). Results: The results indicate that the PLE questionnaire provides reliable dimensions at the level α = 0.902. Examination of Pearson correlations identified significant values (p < 0.01) for almost all dimensions, with the highest value being produced for the association between the dimensions of communication and social interaction (CIS) and planning and management of learning (r = 0.641). Conclusions: From this study, it is concluded that the results of the study and the validation of the PLE in MENA populations through the four identified dimensions are valid and reliable for enabling multi-dimensional analyses to be carried out.

The integration of young immigrants in the societies that host them highlights the need for the intervention of social workers to facilitate their adaptation and inclusion from an individualized diagnosis of their needs. The development of social skills in the immigrants is one of the main ways to make that integration happen, and therefore its diagnosis is fundamental. However, at present, there are no valid and reliable instruments that take into account the sociocultural factors that surround young immigrants for the evaluation of their social skills. It is for this reason that the purpose of this study was to adapt and validate a current and useful instrument for the diagnosis of such social skills to young immigrants welcomed in Spain. To do this, it was started on the choice and adaptation of The Social Skills Scale (Escala de Habilidades Sociales). Subsequently, the questionnaire was submitted to concurrent, predictive, and nomological validation processes. The construct validity was carried out by factor analysis first and second order to confirm the hierarchical structure of the scale. After validation with Exploratory Factor Analysis (n = 330), the structure was checked, and the model was later adjusted with Confirmatory Factor Analysis (n = 568) by means of structural equations. The reliability and internal consistency of the instrument was also tested with values in all dimensions above 0.8. It is concluded that this new instrument has 29 items and 6 dimensions, has acceptable validity and reliability, and can be used for the diagnosis of Social Skills in Young Immigrants.

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% (n = 575); ♀ = 7.9% (n = 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.

The objective of this research is to adapt and validate a useful instrument to diagnose cyberbullying, provoked by intolerance towards cultural and religious diversity, identifying the profile of the aggressor and the victim. The study was carried out using the Delphi technique, exploratory factor analysis (EFA), and confirmatory factor analysis (CFA). The selected sample was composed of 1478 adolescents, all students from Compulsory Secondary Education of Spain. The instrument items were extracted from relevant scales on the topic. The initial questionnaire was composed of 52 items and three underlying constructs. After validation with EFA (n = 723), the structure was checked, and the model was later corroborated with CFA (n = 755) through structural equations (RMSEA = 0.05, CFI = 0.826, TLI = 0.805). The reliability and internal consistency of the instrument were also tested, with values for all dimensions being higher than 0.8. It is concluded that this new questionnaire has 38 items and three dimensions. It has an acceptable validity and reliability, and can be used to diagnose cyberbullying caused by the non-acceptance of cultural and religious diversity in Compulsory Secondary Education students.

The aim of the present study was to predict the variables that facilitate integration of unaccompanied foreign minors (UFM) and to develop personal learning environment (PLE) questionnaire dimensions with respect to social integration of UFM. Methods: A social study that was descriptive in nature was conducted with a quantitative empirical-analytical focus. Results: Results from discriminant function analysis indicate that 86% of group membership was correctly classified from gender alone, with female learning environments leading to greater future success. Conclusions: It can be concluded that the predictive results possess methodological coherence. Thus, from them we can propose possible development strategies, particularly targeting males, in order to improve learning and promote social integration. According to the results obtained, improvement of learning strategies and strengthening of the very learning environments, demands new policies to be established which promote emotional improvement and better futures for UFM, especially males.