ABSTRACT

The present study seeks to develop an explanatory model of existing relationships between future work skills and academic self-efficacy of a sample of Unaccompanied foreign minors (UFM) (n = 340) in Spain. The structural model demonstrated that management of cognitive load represents the main future work skill amongst UFM. Nonetheless, adaptive thinking acquires more relevance amongst those who have spent less time residing in Spain, whilst multidisiplinary capability is more relevant for those who have already been schooled. On the other hand, a stronger relationship existed between future work skills and effort within UFM who had spent less time residing in the country. However, UFM who had already received schooling acquired a greater association for comprehension and self-confidence within the construct of academic self-efficacy. Thus, it is essential for educational and foster care institutions to develop priority actions that meet the needs of UFMs from early ages. These should be aimed at psychosocial diagnosis and the implementation of action plans that will favour cultural immersion, language learning, team work and technology skills; which determines various action guidelines for social workers.

摘要

本研究旨在为西班牙无人陪伴的外国未成年人 (UFM) (n = 340) 样本的未​​来工作技能和学术自我效能之间的现有关系建立一个解释模型。结构模型表明，认知负荷管理代表了 UFM 未来的主要工作技能。尽管如此，适应性思维在那些在西班牙居住时间较少的人中获得了更多的相关性，而多学科能力对于那些已经接受过教育的人来说更相关。另一方面，UFM 未来的工作技能和努力之间存在更紧密的关系，他们在该国居住的时间较少。然而，已经接受过学校教育的 UFM 在学术自我效能感的构建中获得了更大的理解和自信。因此，教育和寄养机构必须制定优先行动，以满足 UFM 从小就需要的需求。这些应以社会心理诊断和实施有利于文化沉浸、语言学习、团队合作和技术技能的行动计划为目标；它决定了社会工作者的各种行动指南。