Designing an Instrument to Enrich the University Students’ Ples

Olmedo-Moreno, Eva María; García-Quirante, Guillermo

doi:10.21125/edulearn.2016.1095

Cited by 1 publication

(1 citation statement)

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“…The personal learning environments questionnaire (PLE) constituted 40 questions which target the concepts of self-concept, management and planning of PLE, use of communication tools, and social skills. This tool was developed based on literature contributions by Bandura [23], Bryman [24], and Castañeda and Adell [25]; the academic auto-efficiency scale (ACAES) was developed by various authors [15,22,[26][27][28][29][30][31][32]. These works relate learning processes with student aptitude mainly by using educational models, self-regulation processes, and styles of thought.…”

Section: Methodsmentioning

confidence: 99%

Analysis of Psychometric Properties and Validation of the Personal Learning Environments Questionnaire (PLE) and Social Integration of Unaccompanied Foreign Minors (MENA)

Martínez-Martínez¹,

Gómez²,

Fernández³

et al. 2019

Sustainability

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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.

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