462
Views
0
CrossRef citations to date
0
Altmetric
Research Article

Development of an instrument to measure NEET-youth self-directed learning skills

ORCID Icon & ORCID Icon
Article: 2306256 | Received 13 Jun 2023, Accepted 11 Jan 2024, Published online: 06 Feb 2024

References

  • Ajzen, I., & Fishbein, M. (2000). Attitudes and the Attitude-behavior relation: Reasoned and automatic processes. European Review of Social Psychology, 11(1), 1–20. https://doi.org/10.1080/14792779943000116
  • Barth, E., Keute, A. L., Schøne, P., von Simson, K., & Steffensen, K. (2021). NEET status and early versus later skills among young adults: Evidence from linked register-PIAAC data. Scandinavian Journal of Educational Research, 65(1), 140–152. https://doi.org/10.1080/00313831.2019.1659403
  • Bolhuis, S. (2003). Towards process-oriented teaching for self-directed lifelong learning: A multidimensional perspective. Learning and Instruction, 13(3), 327–347. https://doi.org/10.1016/S0959-4752(02)00008-7
  • Brockett, R. G., & Hiemstra, R. (1991). Self-direction in adult learning: Perspectives on theory, research, and practice. Routledge.
  • Brown, C., Rueda, P., Batlle, I., & Sallán, J. (2021). Introduction to the special issue: A conceptual framework for researching the risks to early leaving. Journal of Education & Work, 34(7–8), 723–739. https://doi.org/10.1080/13639080.2021.2003007
  • Candy, P. (1991). Self-direction for lifelong learning. Jossey-Bass.
  • Chang, C.-C. (2006). Development of Competency-Based Web learning material and effect evaluation of self-directed learning aptitudes on learning achievements. Interactive Learning Environments, 14(3), 265–286. https://doi.org/10.1080/10494820600954112
  • Cheng, S.-F., Kuo, C.-L., Lin, K.-C., & Lee-Hsieh, J. (2010). Development and preliminary testing of a self-rating instrument to measure self-directed learning ability of nursing students. International Journal of Nursing Studies, 47(9), 1152–1158. https://doi.org/10.1016/j.ijnurstu.2010.02.002
  • Cheng, W., & Nguyen, P. N. T. (2022). Gender differences in future time perspectives and risk of being not in employment, education, or training: The mediating role of achievement goal motivations. Current Psychology, 42(32), 1–11. https://doi.org/10.1007/s12144-022-03921-2
  • Connell, J. P., & Ryan, R. M. (1989). Perceived locus of causality and internalization: Examining reasons for acting in two domains. Journal of Personality and Social Psychology, 57(5), 749–761. https://doi.org/10.1037/0022-3514.57.5.749
  • Costello, A. B., & Osborne, J. (2005). Best practices in exploratory factor analysis: Four recommendations for getting the most from your analysis. Practical Assessment, Research & Evaluation, 10(1), 7.
  • Duckworth, K., & Schoon, I. (2012). Beating the odds: Exploring the Impact of Social Risk on Young People’s School-to-Work Transitions during Recession in the UK. National Institute Economic Review, 222(1), 38–51. https://doi.org/10.1177/002795011222200104
  • Duckworth, A. L., & Yeager, D. S. (2015). Measurement matters: Assessing personal qualities other than cognitive ability for educational purposes. Educational Researcher, 44(4), 237–251. https://doi.org/10.3102/0013189X15584327
  • Duffy, G., & Elwood, J. (2013). The perspectives of ‘disengaged’ students in the 14–19 phase on motivations and barriers to learning within the contexts of institutions and classrooms. London Review of Education, 11(2), 112–126. https://doi.org/10.1080/14748460.2013.799808
  • Edmondson, D. R., Boyer, S. L., & Artis, A. B. (2012). Self-directed learning: A Meta-analytic review of adult learning constructs. International Journal of Education Research, 7(1), 40–48.
  • Ellena, A. M., Marta, E., Simões, F., Fernandes-Jesus, M., & Petrescu, C. (2021). Soft skills and psychological well-being: A study on Italian Rural and urban NEETs. Calitatea Vieții, 32(4), 352–370. https://doi.org/10.46841/RCV.2021.04.02
  • Estonian social welfare Act. (2023). Riigi TeatajaI, I(10). https://www.riigiteataja.ee/en/eli/531052023001/consolide
  • European Commission. (2020). A bridge to jobs - reinforcing the Youth Guarantee Council recommendation. Brussels. https://eur-lex.europa.eu/legal-content/EN/TXT/?qid=1594047695309&uri=CELEX:52020DC0277
  • Eurostat. (2022). Statistics on young people neither in employment nor in education or training. https://ec.europa.eu/eurostat/statistics-explained/index.php/Statistics_on_young_people_neither_in_employment_nor_in_education_or_training#The_transition_from_education_to_work
  • Farrington, C. A., Roderick, M., Allensworth, E., Nagaoka, J., Keyes, T. S., Johnson, D. W., & Beechum, N. O. (2012). Teaching adolescents to become learners. The role of non-cognitive factors in shaping school performance: A critical literature review. University of Chicago consortium on Chicago School.
  • Fisher, M. J., King, J., & Tague, G. (2001). Development of a self-directed learning readiness scale for nurses. Nurse Education Today, 21(7), 516–525. https://doi.org/10.1054/nedt.2001.0589
  • Fisher, D. M., Ragsdale, J. M., & Fisher, E. C. (2019). The importance of definitional and temporal issues in the study of resilience. Applied Psychology, 68(4), 583–620. https://doi.org/10.1111/apps.12162
  • Flavell, J. H. (1979). Metacognition and cognitive monitoring: A new area of cognitive–developmental inquiry. American Psychologist, 34(10), 906–911. https://doi.org/10.1037/0003-066X.34.10.906
  • Furlong, A. (2006). Not a very NEET solution: Representing problematic labour market transitions among early school-leavers. Work, Employment and Society, 20(3), 553–569. https://doi.org/10.1177/0950017006067001
  • Garrison, D. R. (1997). Self-directed learning: Toward a Comprehensive Model. Adult Education Quarterly, 48(1), 18–33. https://doi.org/10.1177/074171369704800103
  • Goldman-Mellor, S., Caspi, A., Arseneault, L., Ajala, N., Ambler, A., Danese, A., Fisher, H., Hucker, A., Candice, O., Williams, T., Wong, C., & Moffitt, E. (2016). Committed to work but vulnerable: Self-perceptions and mental health in NEET 18-year-olds from a contemporary British cohort. Child Psychol Psychiatry, 57(2), 196–203. https://doi.org/10.1111/jcpp.12459
  • Guglielmino, L. M. (1977). Development of the Self-Directed Learning Readiness Scale. [Doctoral Dissertation. University of Georgia].
  • Hu, L., & Bentler, P. (1999). Cutoff criterion for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling, 6(1), 1–55. https://doi.org/10.1080/10705519909540118
  • Humphries, J. E., & Kosse, F. (2017). On the interpretation of non-cognitive skills–what is being measured and why it matters. Journal of Economic Behavior & Organization, 136, 174–185. https://doi.org/10.1016/j.jebo.2017.02.001
  • Jebb, A. T., Ng, V., & Tay, L. (2021). A review of key likert scale development advances: 1995–2019. Frontiers in Psychology, 12, 12. https://doi.org/10.3389/fpsyg.2021.637547
  • Jongbloed, J., & Giret, J.-F. (2021). Untangling the roles of low skill and education in predicting youth NEET statuses: Negative signalling effects in comparative perspective. Compare: A Journal of Comparative and International Education, 53(4), 674–692. https://doi.org/10.1080/03057925.2021.1951664
  • Jongbloed, J., & Giret, J. F. (2022). Quality of life of NEET youth in comparative perspective subjective well-being during the transition to adulthood. Journal of Youth Studies, 25(3), 321–343. https://doi.org/10.1080/13676261.2020.1869196
  • Kline, R. B. (2005). Principles and practice of structural equation modeling. Guilford Press.
  • Knowles, M. (1951). Informal adult education. Association Press.
  • Knowles, M. (1975). Self-directed learning. A guide for learners and teachers. Prentice Hall/Cambridge.
  • Kõiv, K., & Saks, K. (2023). The role of self-directed learning while supporting NEET-youth: Theoretical model based on systematic literature review. International Journal of Adolescence and Youth, 28(1), 2242446. https://doi.org/10.1080/02673843.2023.2242446
  • Konle-Seidl, R. (2021). Youth in Europe: Effects of COVID-19 on their economic and social situation. European Parliament. https://www.europarl.europa.eu/RegData/etudes/STUD/2021/662942/IPOL_STU(2021)662942_EN.pdf
  • Lounsbury, J. W., Levy, J. J., Park, S.-H., Gibson, L. W., & Smith, R. (2009). An investigation of the construct validity of the personality trait of self-directed learning. Learning and Individual Differences, 19(4), 411–418 . https://doi.org/10.1016/j.lindif.2009.03.001
  • Luthar, S., Cicchetti, D., & Becker, B. (2000). The con- struct of resilience: A critical evaluation and guide- lines for future work. Child Development, 71(3), 543–562. https://doi.org/10.1111/1467-8624.00164
  • Mascherini, M. (2019). Origins and future of the concept of NEETs in the European policy agenda. In J. O’Reilly, J. Leschke, R. Ortlieb, M. Seeleib‐Kaiser, & P. Villa (Eds.), Comparing youth transitions in Europe: Joblessness, insecurity, and inequality (pp. 503–529). Oxford Press. https://doi.org/10.1093/oso/9780190864798.003.0017
  • McCrae, R. R., & Costa, P. T., Jr. (1997). Conceptions and correlates of openness to experience. In Handbook of personality psychology (pp. 825–847). Academic Press. https://doi.org/10.1016/B978-012134645-4/50032-9
  • Miller, K., Willson, S., Chepp, V, and Ryan, J. M. 2014. Analysis. In K. Miller, S. Willson, V. Chepp, & J. L. Padilla (Eds.), Cognitive interviewing methodology (pp. 35–50). John Wiley & Sons.
  • Morris, T. H. (2019). Self-directed learning: A fundamental competence in a rapidly changing world. International Review of Education, 65(4), 633–653. https://doi.org/10.1007/s11159-019-09793-2
  • Nachar, N. (2008). The mann-whitney U: A test for assessing whether two Independent samples come from the same distribution. Tutorials in Quantitative Methods for Psychology, 4(1), 13‐20. https://doi.org/10.20982/tqmp.04.1.p013
  • Paabort, H., Flynn, P., Beilmann, M., Petrescu, C. (2023). Policy responses to real world challenges associated with NEET-youth: A scoping review. Frontiers in Sustainable Cities, 5, 1154464. https://doi.org/10.3389/frsc.2023.1154464
  • Parola, A., Marcionetti, J., Sica, L. S., & Donsì, L. (2022). The effects of a non-adaptive school-to-work transition on transition to adulthood, time perspective and internalizing and externalizing problems. Current Psychology, 42(29), 1–15. https://doi.org/10.1007/s12144-022-03605-x
  • Santilli, S., Ginevra, M. C., Sgaramella, T. M., Nota, L., Ferrari, L., & Soresi, S. (2017). Design my future: An instrument to assess future orientation and resilience. Journal of Career Assessment, 25(2), 281–295. https://doi.org/10.1177/1069072715621524
  • Seginer, R. (2008). Future orientation in times of threat and challenge: How resilient adolescents construct their future. International Journal of Behavioral Development, 32(4), 272–282. https://doi.org/10.1177/0165025408090970
  • Shaghaghi, A., Bhopal, R. S., & Sheikh, A. (2011). Approaches to recruiting ‘hard-to-reach’ populations into Re-search: A review of the literature. Health Promot Perspect, 1(2), 86–94. https://doi.org/10.5681/hpp.2011.009
  • Statistics Estonia. (2022). Statistical database: LES39: Persons aged 15-29 neither in employment nor in education and training (NEET) by age group and group of persons, sex, ethnic nationality, educational level etc.
  • Stockdale, S.-L., & Brockett, R.-G. (2011). Development of the PRO-SDLS: A measure of self-direction in learning based on the personal responsibility orientation Model. Adult Education Quarterly, 61(2), 161–180. https://doi.org/10.1177/0741713610380447
  • Suh, H. N., Wang, K. T., & Arterberry, B. J. (2015). Development and initial validation of the self-directed learning inventory with Korean college students. Journal of Psychoeducational Assessment, 33(7), 687–697. https://doi.org/10.1177/0734282914557728
  • Tayfur, S. N., Prior, S., Roy, A. S., Maciver, D., Forsyth, K., & Fitzpatrick, L. I. (2022). Associations between adolescent psychosocial factors and disengagement from education and employment in young adulthood among individuals with common mental health problems. Journal of Youth and Adolescence, 51(7), 1397–1408. https://doi.org/10.1007/s10964-022-01592-7
  • Vasalampi, K., Kiuru, N., & Salmela-Aro, K. (2018). The role of a supportive interpersonal environment and education-related goal motivation during the transition beyond upper secondary education. Contemporary Educational Psychology, 55, 110–119. https://doi.org/10.1016/j.cedpsych.2018.09.001
  • Vugt, L., Levels, M., & Velden, R. (2022). The low skills trap: The failure of education and social policies in preventing low-literate young people from being long-term NEET. Journal of Youth Studies. https://doi.org/10.1080/13676261.2022.2118036
  • Watkins, M. W. (2018). Exploratory Factor Analysis: A Guide to best practice. Journal of Black Psychology, 44(3), 219–246. https://doi.org/10.1177/0095798418771807
  • Whittaker, T. A. (2012). Using the modification index and standardized expected parameter change for Model modification. The Journal of Experimental Education, 80(1), 26–44. https://doi.org/10.1080/00220973.2010.531299
  • Wu, G., Feder, A., Cohen, H., Kim, J. J., Calderon, S., Charney, D. S., & Mathé, A. A. (2013). Understanding resilience. Frontiers in Behavioral Neuroscience, 7, 10. https://doi.org/10.3389/fnbeh.2013.00010
  • Zimmerman, B. J., & Pons, M. M. (1986). Development of a structured interview for assessing Student use of self-regulated learning strategies. American Educational Research Journal, 23(4), 614–628. https://doi.org/10.3102/00028312023004614