Kerli Kõiv , Katrin Saks , Abraham Azzopardi , Valentina Todoroska , Esen Şen
{"title":"增强 NEET 青年的能力:评估自主学习技能干预措施的影响","authors":"Kerli Kõiv , Katrin Saks , Abraham Azzopardi , Valentina Todoroska , Esen Şen","doi":"10.1016/j.ijer.2024.102497","DOIUrl":null,"url":null,"abstract":"<div><div>A low level of education is a significant risk factor for yo ung people with long-term NEET (Not in Education, Employment or Training) status. Currently, there is a lack of research focusing on supporting young people who have dropped out of school so they can continue their educational paths. In this quasi-experimental study, the effect of an intervention on the SDL skills of NEET youth was investigated. The study group consisted of 60 participants (experimental group <em>N</em> = 30, control group <em>N</em> = 26, and mentors <em>N</em> = 4) from Estonia, Malta, North Macedonia and Turkey. The intervention was applied to the experimental group in the form of four different activities over six months. The impact was assessed using interviews and the SDL-NEET scale in pre, post and follow-up tests. The Mann-Whitney <em>U</em> Test indicated a significant difference in SDL skills between the control and experimental group. The Wilcoxon Signed Rank Test confirmed a significant change in SDL skills within the experimental group when comparing pre-test and follow-up test results. The results of the post-tests testified to the positive effect of the intervention activities on the youth's SDL skills. The NEET youth pointed out mentorship's importance and noted the intervention pushed them out of their comfort zone, prompting goal-oriented thinking. Mentors valued the pre-intervention training course and emphasized professional skill development during the intervention. This study confirmed the six-month SDL-NEET intervention effectively improved the SDL skills of NEET youth in the experimental group.</div></div>","PeriodicalId":48076,"journal":{"name":"International Journal of Educational Research","volume":"129 ","pages":"Article 102497"},"PeriodicalIF":2.6000,"publicationDate":"2024-11-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Empowering NEET youth: Assessing the impact of self-directed learning skills intervention\",\"authors\":\"Kerli Kõiv , Katrin Saks , Abraham Azzopardi , Valentina Todoroska , Esen Şen\",\"doi\":\"10.1016/j.ijer.2024.102497\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<div><div>A low level of education is a significant risk factor for yo ung people with long-term NEET (Not in Education, Employment or Training) status. Currently, there is a lack of research focusing on supporting young people who have dropped out of school so they can continue their educational paths. In this quasi-experimental study, the effect of an intervention on the SDL skills of NEET youth was investigated. The study group consisted of 60 participants (experimental group <em>N</em> = 30, control group <em>N</em> = 26, and mentors <em>N</em> = 4) from Estonia, Malta, North Macedonia and Turkey. The intervention was applied to the experimental group in the form of four different activities over six months. The impact was assessed using interviews and the SDL-NEET scale in pre, post and follow-up tests. The Mann-Whitney <em>U</em> Test indicated a significant difference in SDL skills between the control and experimental group. The Wilcoxon Signed Rank Test confirmed a significant change in SDL skills within the experimental group when comparing pre-test and follow-up test results. The results of the post-tests testified to the positive effect of the intervention activities on the youth's SDL skills. The NEET youth pointed out mentorship's importance and noted the intervention pushed them out of their comfort zone, prompting goal-oriented thinking. Mentors valued the pre-intervention training course and emphasized professional skill development during the intervention. This study confirmed the six-month SDL-NEET intervention effectively improved the SDL skills of NEET youth in the experimental group.</div></div>\",\"PeriodicalId\":48076,\"journal\":{\"name\":\"International Journal of Educational Research\",\"volume\":\"129 \",\"pages\":\"Article 102497\"},\"PeriodicalIF\":2.6000,\"publicationDate\":\"2024-11-16\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"International Journal of Educational Research\",\"FirstCategoryId\":\"95\",\"ListUrlMain\":\"https://www.sciencedirect.com/science/article/pii/S0883035524001824\",\"RegionNum\":3,\"RegionCategory\":\"教育学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"International Journal of Educational Research","FirstCategoryId":"95","ListUrlMain":"https://www.sciencedirect.com/science/article/pii/S0883035524001824","RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 0
摘要
对于长期处于 NEET(未接受教育、就业或培训)状态的青少年来说,受教育程度低是一个重要的风险因素。目前,还缺乏对辍学青少年提供支持以帮助他们继续学业的研究。在这项准实验研究中,我们调查了干预措施对双待青少年 SDL 技能的影响。研究小组由来自爱沙尼亚、马耳他、北马其顿和土耳其的 60 名参与者组成(实验组 30 人,对照组 26 人,导师 4 人)。干预措施以四种不同活动的形式应用于实验组,为期六个月。通过访谈和 SDL-NEET 量表,在事前、事后和跟踪测试中对干预效果进行了评估。曼-惠特尼 U 检验表明,对照组和实验组在 SDL 技能方面存在显著差异。Wilcoxon Signed Rank Test 证实,在比较测试前和后续测试结果时,实验组的 SDL 技能有明显变化。后测结果证明了干预活动对青少年 SDL 技能的积极影响。双待青少年指出了导师的重要性,并指出干预活动促使他们走出舒适区,激发了他们以目标为导向的思考。辅导员重视干预前的培训课程,并强调在干预过程中的专业技能发展。本研究证实,为期六个月的 SDL-NEET 干预措施有效地提高了实验组双待青少年的 SDL 技能。
Empowering NEET youth: Assessing the impact of self-directed learning skills intervention
A low level of education is a significant risk factor for yo ung people with long-term NEET (Not in Education, Employment or Training) status. Currently, there is a lack of research focusing on supporting young people who have dropped out of school so they can continue their educational paths. In this quasi-experimental study, the effect of an intervention on the SDL skills of NEET youth was investigated. The study group consisted of 60 participants (experimental group N = 30, control group N = 26, and mentors N = 4) from Estonia, Malta, North Macedonia and Turkey. The intervention was applied to the experimental group in the form of four different activities over six months. The impact was assessed using interviews and the SDL-NEET scale in pre, post and follow-up tests. The Mann-Whitney U Test indicated a significant difference in SDL skills between the control and experimental group. The Wilcoxon Signed Rank Test confirmed a significant change in SDL skills within the experimental group when comparing pre-test and follow-up test results. The results of the post-tests testified to the positive effect of the intervention activities on the youth's SDL skills. The NEET youth pointed out mentorship's importance and noted the intervention pushed them out of their comfort zone, prompting goal-oriented thinking. Mentors valued the pre-intervention training course and emphasized professional skill development during the intervention. This study confirmed the six-month SDL-NEET intervention effectively improved the SDL skills of NEET youth in the experimental group.
期刊介绍:
The International Journal of Educational Research publishes regular papers and special issues on specific topics of interest to international audiences of educational researchers. Examples of recent Special Issues published in the journal illustrate the breadth of topics that have be included in the journal: Students Perspectives on Learning Environments, Social, Motivational and Emotional Aspects of Learning Disabilities, Epistemological Beliefs and Domain, Analyzing Mathematics Classroom Cultures and Practices, and Music Education: A site for collaborative creativity.