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Development and initial validation of the nonparticipation in nonformal education questionnaire

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dc.title Development and initial validation of the nonparticipation in nonformal education questionnaire en
dc.contributor.author Kočvarová, Ilona
dc.contributor.author Vaculíková, Jitka
dc.contributor.author Kalenda, Jan
dc.relation.ispartof Journal of Psychoeducational Assessment
dc.identifier.issn 0734-2829 Scopus Sources, Sherpa/RoMEO, JCR
dc.identifier.issn 1557-5144 Scopus Sources, Sherpa/RoMEO, JCR
dc.date.issued 2021
dc.type article
dc.language.iso en
dc.publisher SAGE Publications Inc.
dc.identifier.doi 10.1177/07342829211060571
dc.relation.uri https://journals.sagepub.com/doi/10.1177/07342829211060571
dc.subject nonformal education en
dc.subject lifelong learning en
dc.subject barriers to participation in adult education en
dc.subject factor analysis en
dc.description.abstract Nonformal adult education (NFE) provides adults with the opportunity to obtain competences needed to adapt to today’s changing job market. Despite the well-documented positive effects of NFE, there remains a lack of valid research instruments to assess factors of nonparticipation. Specifically, defining the perspectives of social groups with the highest incidence of barriers and the lowest level of participation in NFE has not been a primary research goal. This study describes the development and initial validation of a novel research tool entitled the Nonparticipation in Nonformal Education Questionnaire (NP-NFE-Q). The analysis covers the use of the NP-NFE-Q on a representative sample of the adult population (n = 878) as well as three additional cohorts: low-educated workers (n = 227), persons caring for children under the age of three (n = 227), and retired persons (n = 232). The results consistently support the validation of a correlated five-factor model, which includes two situational, one institutional and two dispositional factors. © The Author(s) 2021. en
utb.faculty Faculty of Humanities
dc.identifier.uri http://hdl.handle.net/10563/1010773
utb.identifier.obdid 43882843
utb.identifier.scopus 2-s2.0-85121804919
utb.identifier.wok 000736650400001
utb.source j-scopus
dc.date.accessioned 2022-01-03T12:44:50Z
dc.date.available 2022-01-03T12:44:50Z
dc.description.sponsorship Grantová Agentura České Republiky, GA ČR
dc.description.sponsorship Czech Science Foundation (GACR)Grant Agency of the Czech Republic [GA_19-00987S]
utb.contributor.internalauthor Kočvarová, Ilona
utb.contributor.internalauthor Vaculíková, Jitka
utb.contributor.internalauthor Kalenda, Jan
utb.fulltext.affiliation Ilona Kočvarová 1 https://orcid.org/0000-0002-7070-7998 and Jitka Vaculíková 1 and Jan Kalenda 1 1 Tomas Bata University, Zlín, Czech Republic Corresponding Author: Ilona Kočvarová, Research Centre of FHS, Faculty of Humanities, Tomas Bata University in Zlín, Štefánikova 5670, Zlín 760 01, Czech Republic. Email: kocvarova@utb.cz
utb.fulltext.dates -
utb.fulltext.sponsorship The author(s) disclosed receipt of the following financial support for the research, authorship, and/or publication of this article: This work was supported by the Czech Science Foundation (GACR) through the project Blind Spots of Nonformal Education in the Czech Republic: Non-participants and their Social Worlds, GA_19-00987S.
utb.wos.affiliation [Kocvarova, Ilona; Vaculikova, Jitka; Kalenda, Jan] Tomas Bata Univ, Zlin, Czech Republic
utb.scopus.affiliation Tomas Bata University, Zlín, Czech Republic
utb.fulltext.projects GA_19-00987S
utb.fulltext.faculty Faculty of Humanities
utb.fulltext.ou Research Centre
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