What makes youth become NEET? Evidence from Russia

Zudina, Anna

doi:10.1080/13676261.2021.1923673

Cited by 17 publications

(12 citation statements)

References 30 publications

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“…Unlike girls who are acknowledged for their efforts, boys are admired for their abilities (Kollmayer et al, 2018 ). Accordingly, with findings that students who pursue a performance-avoidance goal fear to be evaluate as talentless and unproductive (Elliot & Harackiewicz, 1996 ), and NEET status might indicate a mismatch between required skills and expected jobs (Zudina, 2021 ), males may have a higher level of motivation to avoid failure (e.g., performance-avoidance orientation) and an increase in NEET risk when feeling less confident in their ability.…”

Section: Discussionmentioning

confidence: 99%

Gender differences in future time perspectives and risk of being not in employment, education, or training: the mediating role of achievement goal motivations

Cheng

Nguyen

2022

Curr Psychol

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This study aimed to investigate the relationships between future time perspectives (FTP) and risk of being not in employment, education, or training (NEET) with the mediating role of achievement goal motivations among undergraduate students in Vietnam. It revealed that FTP was negatively related to NEET risk, indicating students who focused on their future seemed more likely to decrease the risk of being NEET. Among achievement goals, mastery-approach orientation and performance-avoidance orientation played mediating roles in the FTP and NEET risk relationship. Precisely, mastery-approach orientation played a complete mediating effect in the female sample while performance-avoidance orientation acted as a partial mediator in the male sample (explained by the social role theory). The findings enrich the understanding of NEET risk and its relevant factors, as well as contribute to the educational field regarding undergraduates’ future planning and intervention to enhance motivation across genders. The implications and limitations of these findings were discussed.

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Section: Discussionmentioning

confidence: 99%

Gender differences in future time perspectives and risk of being not in employment, education, or training: the mediating role of achievement goal motivations

Cheng

Nguyen

2022

Curr Psychol

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“…Whether their universities are producing too many graduates has become a matter for debate in all countries including Czechia which is in the next to bottom group in Table 2 (Pabian et al, 2011). The situation where university graduates have become the group at highest risk of unemployment while they wait for suitable job offers, already well established in Southern Europe (Albert et al, 2021;Bernardi, 2003;Cairns et al, 2014), has now been noted in Russia (Zudina, 2022) but not (yet) in any post-2004 EU member states where graduates are more likely to respond by moving "down" the labour market or enrolling for courses that will make them even better qualified. A university degree can become the minimum requirement for any decent job (Minina and Pavlenko, 2022) without guaranteeing such an outcome.…”

Section: Pan-european Trends In Career Pathways Since 1989mentioning

confidence: 99%

How Europe’s Former Communist States Have Added More Variety without Extending the Range of Variation in the Continent’s Education-to-Work Transitions

Roberts¹

2023

AASoci

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Europe's family of diverse education-to-work transition regimes has been able to enlarge eastwards without adding to the range of variation. Former communist states have been able to restart their pre-communist educational histories without difficulty. This is largely on account of the pivotal position of academic secondary schools throughout the continent. This position was established prior to, and continued under communism. The schools were able to preserve their country-specific titles and qualifications, and also ages of entry for pupils which always depended on a test of academic ability. The schools had already become and remained their countries' principal routes towards careers in the professions and management, and also in the public services and administration that were enlarged everywhere as countries industrialised and modernised, and as access to academic schools was opened to all the talents, not just children whose families were able to pay. Since the collapse of communism, the proportions of children receiving an academic secondary education then enrolling in their countries' universities, have expanded across the continent, east and west, north and south. The extent of this expansion has depended on the career prospects associated with alternative routes forward in secondary education and training. These alternatives are sometimes, but always misleadingly, all called "vocational". However, their attractions and repulsions always depend on the severity of any "sideling", and the strength of the "safety-nets" that the alternatives offer. In these respects, the new EU member states exhibit the same range of variation as found among older EU members, but with one importance difference. All types of employment within their own countries towards which youth in the new member states can head are much lower-paid, and the gap is not closing.

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“…These factors include being female, belonging to a certain religion or ethnic group, belonging to the 20 to 24 age group, low or high level of education, poor knowledge of English, low income, having young children, and living in remote areas (Abayasekara & Gunasekara, 2019). It is worth stressing that higher education does not necessarily protect from getting into the NEET category (Zudina, 2021). Personal and family circumstances contribute to belonging to the NEET group (Saczynska-Sokol, 2018).…”

Section: Literature Reviewmentioning

confidence: 99%

Social-Emotional Education Prototype Modelling in On-line Learning COVID-19 Environment (SEEP)

Kvieskienė¹

2021

Proceedings of the 3rd International Conference on Modern Research in Education, Teaching and Learning

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The presented article analyzes how the innovations of social and socio-emotional education help to systematize distance learning, help to analyze the socio-emotional competences of children and youth and develop them. Low social capital (as recorded in the well-being index) and poor mental health, a key feature of the COVID-19 pandemic, are leading to an increasing number of adolescent suicides. It is the leading cause of death for people aged 15-19 in Lithuania and Estonia. In Lithuania, the extent and pressure of bullying at school remains high and does not change. It remains the same in Estonia and Latvia. It is difficult for all Eastern European countries to build a relationship of trust among youth population. These factors, which reflect the changed social-emotional situation in schools during COVID-2019, require a new vision of learning. The constructed Social Emotional Education Prototype (SEEP) would include integrated family support, support for each teacher and child, the use of success stories in the development of emotional therapy, and integrated practice in social institutions and Non-Governmental Organizations (NGOs). Therefore, the authors sought to make SEEP suitable for family therapy, school practice, and comprehensive support, and to help address everyday social emotional issues for children, especially those from disadvantaged backgrounds and NEETs (Not in Education, Employment, or Training). The article examines the initiatives for the development of social emotional competencies in European countries, giving priority to the initiatives of rural municipalities. NEET youth is highlighted through good case studies to motivate and involve this group in active learning and work processes. The examples presented in the article confirm that the socio-emotional education of children and youth contributes not only to the success of children and youth, but also to the communities in which they study or work.

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What makes youth become NEET? Evidence from Russia

Cited by 17 publications

References 30 publications

Gender differences in future time perspectives and risk of being not in employment, education, or training: the mediating role of achievement goal motivations

Gender differences in future time perspectives and risk of being not in employment, education, or training: the mediating role of achievement goal motivations

How Europe’s Former Communist States Have Added More Variety without Extending the Range of Variation in the Continent’s Education-to-Work Transitions

Social-Emotional Education Prototype Modelling in On-line Learning COVID-19 Environment (SEEP)

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