Critical thinking, problem-solving strategies and individual development assessment among NEETs – research conducted in Slovakia, Poland and Estonia

References

• Alfieri, S., Sironi, E., Marta, E., Rosina, A., & Marzana, D. (2015). Young Italian NEET (Not in employment, education, or training) and the influence of their family background. Europe’s Journal of Psychology, 11(2), 311–322.
   PubMed Web of Science ®Google Scholar
• Avis, J. (2014). Comfort radicalism and NEET: A conservative praxis. International Studies in Sociology of Education, 24(3), 272–289.
   Google Scholar
• Babbie, E. (2009). Podstawy badań społecznych. Warszawa: Wydaw. Naukowe PWN.
   Google Scholar
• Bardak, U., Maseda, M., & Rosso, F. (2015). Young people not in employment, education or training (NEET) an overview in ETF partner countries. Torino: European Training Foundation.
   Google Scholar
• Blinova, T. V., & Vial’shina, A. A. (2017). Youth not in the educational system and not employed. Sociological Research, 56(5), 348–362.
   Google Scholar
• Cabasés Piqué, M. À., Pardell Veà, A., & Strecker, T. (2016). The EU youth guarantee – A critical analysis of its implementation in Spain. Journal of Youth Studies, 19(5), 684–704.
   Web of Science ®Google Scholar
• Cacioppo, J. T., & Petty, R. E. (1982). Need for cognition scale. PsycTESTS Dataset. doi:10.1037/t04601-000
   Google Scholar
• Clemons, A. C. (2019). Manifesto for critical andragogy. Advances in Educational Technologies and Instructional Design, 73–90. doi:10.4018/978-1-5225-3474-7.ch005
   Google Scholar
• Coates, H. (2016). Disadvantaged youth in Southern Scotland experience greater barriers to information access resulting from poor technology skills, information literacy, and social structures and norms. Evidence Based Library & Information Practice, 11(4), 75–78.
   Web of Science ®Google Scholar
• Csintalan, C., & Badulescir, A. (2017). Unemployment, NEET and the social role of education in Europe. In Annals of the University of Oradea, economic science series (pp. 2619). Oradea: University of Oradea.
   Google Scholar
• Dacre Pool, L., & Sewell, P. (2007). The key to employability: developing a practical model of graduate employability. Education + Training, 49, 4. doi:10.1108/00400910710754435
   Google Scholar
• Dvorakova, M., & Serak, M. (2016). Andragogika a vzdelavani dospelych. Praha: Karlova Univerzita.
   Google Scholar
• Eurofound. (2012). NEET – Young people not in employment education or training: Charakteristics costs and policy responses in Europe. Luxembourg: Publications Office of the European Union.
   Google Scholar
• Fawson, P. C., & And, O. (1982). Basic functional competency: An analysis of curriculum objectives. Education of the Visually Handicapped, 14(1), 15–20.
   Google Scholar
• Frankfor-Nachmias, C., & Nachmias, D. (2001). Metody badawcze w naukach społecznych. Poznań: Wydaw. Zysk i S-ka.
   Google Scholar
• Frisby, C. L. (1992). Construct validity and psychometric properties of the Cornell critical thinking test (Level Z): A contrasted groups analysis. Psychological Reports, 71(1), 291–303.
   Web of Science ®Google Scholar
• Harte, E., Herrera, F., Stepanek, M., & Rand, E. (2016). Education of EU Migrant children in EU member states. Research Report. Santa Monica: RAND Corporation.
   Google Scholar
• Hazenberg, R., Seddon, F., & Denny, S. (2013). Investigating the outcome performance of work-integration social enterprises (WISEs): Do WISEs offer ‘added value’ to NEET? Public Management Review, 16(6), 876–899.
   Web of Science ®Google Scholar
• Henderson, J. L., Hawke, L. D., & Chaim, G. (2017). Not in employment, education or training: Mental health, substance use, and disengagement in a multi-sectoral sample of service-seeking Canadian youth. Children and Youth Services Review, 75, 138–145.
   Web of Science ®Google Scholar
• Holte, B. H. (2017). Counting and meeting NEET young people. Young, 110330881667761. doi:10.1177/1103308816677618
   Web of Science ®Google Scholar
• Jääger, T., & Tomson, M. (2017). National report Estonia. In Tomczyk, Ł., Vanek, B. (eds.), Adults Literacies as Benefit for Inclusion and Equity Reports on young adults being NEETs: Estonia, Iceland, Poland and Slovakia. Cracow: Pedagogical University.
   Google Scholar
• Kariková, S., Krystoň, M., & Pavlov, I. (2017). Literacy and quality of life in young adulthood. Theoretical background. In Ł. Tomczyk & B. Vanek (Eds.), Adults literacies as benefit for inclusion and equity reports on young adults being NEET: Estonia, Iceland, Poland and Slovakia (pp. 9–33). Kraków: Wydaw. Katedra pedagogiki społecznej i andragogiki, Uniwersytet Pedagogiczny.
   Google Scholar
• Kariková, S., & Bírešová, B. (2017). Research battery for ALBIE project. Banská Bystrica: Matej Bel University in Banská Bystrica, Department of Andragogy.
   Google Scholar
• Katznelson, N. (2017). Rethinking motivational challenges amongst young adults on the margin. Journal of Youth Studies, 20(5), 622–639.
   Web of Science ®Google Scholar
• Kiliç, Y. (2014). Young people in Turkey who are not in education, employment or training (NEET). TED EGITIM VE BILIM, 39, 175.
   Web of Science ®Google Scholar
• Kopecký, M., & Šerák, M. (2015). Adult education and learning policy in the Czech Republic. Global Perspectives on Adult Education and Learning Policy, 29–43. doi:10.1057/9781137388254_3
   Google Scholar
• Krystoň, M., & Kupcová, V. (2013). Kvalita v oblasti inštitucionálneho zabezpečenia záujmového vzdelávania dospelých. ACTA ANDRAGOGICA, 3, 293–308.
   Google Scholar
• Leino, M., Hintsanen, M., Hintsa, T., Merjonen, P., & Keltikangas-Jarvinen, L. (2013). Family factors and NEET status: An Estonian case study. Research in Post-Compulsory Education, 18(1–2), 115–126.
   Google Scholar
• Łobacz, K., & Klimek, J. (2014). VET trainers for young NEET in the European Countries training needs and good practices. Belfast: Uniwersytet Szczeciński.
   Google Scholar
• Maguire, S. (2015). NEET, unemployed, inactive or unknown – Why does it matter? Educational Research, 57(2), 121–132.
   Web of Science ®Google Scholar
• Mawn, L., Oliver, E. J., Akhter, N., Bambra, C. L., Torgerson, C., Bridle, C., & Stain, H. J. (2017). Are we failing young people not in employment, education or training (NEET)? A systematic review and meta-analysis of re-engagement interventions. Systematic Reviews, 6(1), 16.
   PubMed Web of Science ®Google Scholar
• Muszyński, M. (2015). Edukacja i uczenie się – Wokół pojęć. Rocznik Andragogiczny, 21, 77.
   Google Scholar
• Nardi, B., Lucarelli, C., Talamonti, M., Arimatea, E., Fiori, V., & Moltedo-Perfetti, A. (2015). NEET versus EETs: An observational study in Italy on the framework of the HEALTH25 European project. Research in Post-Compulsory Education, 20(4), 377–399.
   Web of Science ®Google Scholar
• Nawrat, D. (2014). Career guidance in combating social exclusion and pathology among adolescents. Pedagogika Rodziny, 4, 2.
   Google Scholar
• Ng-Knight, T., & Schoon, I. (2017). Can locus of control compensate for socioeconomic adversity in the transition from school to work? Journal of Youth & Adolescence, 46(10), 2114.
   PubMed Web of Science ®Google Scholar
• Niewęgłowski, J. (Ed.). (2017). Młodzież i jej świat: Praca, ekologia, wychowanie, małżeństwo i rodzina. Biblioteka Towarzystwa Naukowego Franciszka Salezego, vol. 3. Warszawa: Towarzystwo Naukowe Franciszka Salezego. doi:10.21852/tnfs.2017.1
   Google Scholar
• Oliver, E. J., Mawn, L., Stain, H. J., Bambra, C. L., Torgerson, C., Oliver, A., & Bridle, C. (2014). Should we ‘hug a hoodie’? Protocol for a systematic review and meta-analysis of interventions with young people not in employment, education or training (so-called NEET). Systematic Reviews, 373. doi:10.1186/2046-4053-3-73
   Google Scholar
• Organisation for Economic Cooperation and Development. (1997). Literacy skills for the knowledge society: Further results from the international adult literacy survey. Paris : OECD : Human Resources Development Canada.
   Google Scholar
• Ose, S. O., & Jensen, C. (2017). Youth outside the labour force – Perceived barriers by service providers and service users: A mixed method approach. Children and Youth Services Review, 81, 148–156.
   Web of Science ®Google Scholar
• Pavlov, I. (2015). Súčasnosť a perspektívy teórie výchovy dospelých v sústave andragogických vied [Present and Perspectives of the Adult Education Theory in the System of Andragogical Sciences]. Lifelong Learning – celoživotní vzdělávání, roč. 5(1), 8–28.DOI: http://dx.doi.org/10.11118/lifele201505018.
   Google Scholar
• Pilz, M., Schmidt-Altmann, K., & Eswein, M. (2015). Problematic transitions from school to employment: Freeters and NEET in Japan and Germany. Compare: A Journal of Comparative And International Education, 45(1), 70–93.
   Web of Science ®Google Scholar
• Reifman, A., Arnett, J. J., & Colwell, M. J. (2007). Emerging adulthood: Theory, assessment, and application. Journal of Youth Development, 2, 1.
   Google Scholar
• Robert, S., Lesieur, S., Chastang, J., Kergoat, V., Dutertre, J., & Chauvin, P. (2017). Health and access to health care of 18–25 years old people not in employment, education or training (NEET) attending the French ‘missions locales’. Revue D’epidemiologie Et De Sante Publique, 65(4), 265–276.
   PubMed Web of Science ®Google Scholar
• Sadowski, C. J. (1993). An examination of the short need for cognition scale. The Journal of Psychology, 127(4), 451–454.
   Web of Science ®Google Scholar
• Salvà-Mut, F., Tugores-Ques, M., & Quintana-Murci, E. (2017). NEET in Spain: An analysis in a context of economic crisis. International Journal of Lifelong Education, 1–16. doi:10.1080/02601370.2017.1382016
   Web of Science ®Google Scholar
• Simões, F., Meneses, A., Luís, R., & Drumonde, R. (2017). NEET in a rural region of Southern Europe: Perceived self-efficacy, perceived barriers, educational expectations, and vocational expectations. Journal of Youth Studies, 20(9), 1109–1126.
   Web of Science ®Google Scholar
• Siraj, I., Hollingworth, K., Taggart, B., Sammons, P., Melhuish, K., & Sylva, K. (2014). Report on students who are not in Education, Employment or Training (NEET). London: University of London.
   Google Scholar
• Skupa, M., Vanek, B., Sladkayova, M., Michalovic, V., & Biresova, B. (2017). National report Slovakia. In Tomczyk, Ł., Vanek, B. (eds.). Adults Literacies as Benefit for Inclusion and Equity Reports on young adults being NEETs: Estonia, Iceland, Poland and Slovakia. Cracow: Pedagogical University.
   Google Scholar
• Stanwick, J., Forrest, C., & Skujins, P. (2017). Who are the persistently NEET young people? Adelaide: National Centre for Vocational Education Research.
   Google Scholar
• Starineca, O., & Voronchuk, I. (2015). Human development under knowledge economy circumstances: Case of the Baltic States’ rural areas. Economic Science For Rural Development Conference Proceedings, 40(40), 186–195.
   Google Scholar
• Szarota, Z. (2012). Oświata dorosłych wobec jednostek i grup defaworyzowanych: Ku społecznej jedności. Kraków: Wydaw. Naukowe UP.
   Google Scholar
• Szcześniak, M. (2011). Pokolenie „ani-ani”: O młodzieży, która się nie uczy, nie pracuje i nie dba o samokształcenie. Psychologia Spoleczna, 3(18), 241–251.
   Google Scholar
• Tomassini, M. (2016). Overcoming the low-learning scar effect: Narratives of Learning and resilience of Italian low-skilled. British Journal of Guidance & Counselling, 44(2), 185–197.
   Web of Science ®Google Scholar
• Tomczyk, Ł., & Vanek, B. (Eds.). (2017). Adults literacies as benefit for inclusion and equity reports on young adults being NEET: Estonia, Iceland, Poland and Slovakia. Kraków: Wydaw. Katedra pedagogiki społecznej i andragogiki, Uniwersytet Pedagogiczny.
   Google Scholar
• Tureckiová, M., & Veteška, J. (2011). Význam kvalifikací a kompetencí v profesním vzdělávání dospělých. Smíšený Design v Pedagogickém Výzkumu: Sborník Příspěvků z 19. Výrocní Konference Ceské Asociace Pedagogického Výzkumu. doi:10.5817/pdf.p210-capv-2012-79
   Google Scholar
• Turek, D. (2015). Do NEET have employability value? Study of the Mazovian labor market. Human Resource Management/Zarzadzanie Zasobami Ludzkimi, 107(6), 61–89.
   Google Scholar
• Uchida, Y., & Norasakkunkit, V. (2015). The NEET and Hikikomori spectrum: Assessing the risks and consequences of becoming culturally marginalized. Frontiers in Psychology, 61117. doi:10.3389/fpsyg.2015.01117
   Web of Science ®Google Scholar
• Veteska, J. (2016). Přehled andragogiky. Praha: Portal.
   Google Scholar
• Walawender, P. (2016). Rynek pracy i bezrobocie. Wspólczesny Rzeszów. Problemy Spoleczno-Kulturowe, 96–110. doi:10.15584/978-83-7996-333-1_6
   Google Scholar
• Wilson, S., Cunningham-Burley, S., Bancroft, A., & Backett-Milburn, K. (2008). ‘Joined up’ thinking? Unsupported ‘fast-track’ transitions in the context of parental substance use. Journal of Youth Studies, 11(3), 283–299.
   Web of Science ®Google Scholar
• Yu-Wen, C. (2011). Once a NEET always a NEET? Experiences of employment and unemployment among youth in a job training programme in Taiwan. International Journal of Social Welfare, 20(1), 33–42.
   Web of Science ®Google Scholar