RESUMEN
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.
RESUMEN
The aim of the present study was to adapt the educational motivation scale into an abbreviated version (EMS-SF), in addition to analyzing its psychometric properties for use with vocational training (VT) and baccalaureate students using structural equations. A cross-sectional and ex post facto study was conducted with a sample of 1,159 students from the autonomous community of Andalusia (Spain). IBM SPSS® and IBM AMOS® software programs were used for data analysis. With regard to the main outcomes, the scale reflected good fit indices in its short form, presenting a more parsimonious and easily understood questionnaire. The questionnaire was reduced from a total of 28-19 items. In the same way, the number of dimensions was reduced from seven to four, facilitating scale understanding and interpretation according to self-determination theory. As a main finding, it was observed that the most relevant items for baccalaureate students pertained to the pleasure derived from discovering things and to overcoming challenges, whereas in VT students, items pertaining to the satisfaction generated from exerting effort, achieving one's best and being well paid were more relevant. In conclusion, findings urge the need to strengthen intrinsic motivation in VT students with the aim of avoiding demotivation and poor academic performance.
