Education Inside. Motives for Participation in Prison Education Programmes.

Autor/in	Boshier, Roger
Institution	British Columbia Univ., Vancouver. Inst. for Research and Study in Prison Education.
Titel	Education Inside. Motives for Participation in Prison Education Programmes.
Quelle	(1983), (212 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Academic Achievement; Adult Education; Correctional Education; Correctional Rehabilitation; Educational Attainment; Enrollment Influences; Individual Characteristics; Lifelong Learning; National Surveys; Participant Characteristics; Prisoners; Questionnaires; Student Attitudes; Student Educational Objectives; Student Motivation; Student Participation; Canada + Suchen Sie Ihr Suchwort? Schulleistung; Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Fürsorgeerziehung; Bildungsabschluss; Bildungsgut; Personality characteristic; Personality traits; Persönlichkeitsmerkmal; Life-long learning; Lebenslanges Lernen; Prisoner; Gefangener; Fragebogen; Schülerverhalten; Schulische Motivation; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Kanada
Abstract	A study analyzed the motives of inmates participating in prison educational programs in Canada. During the study, a prison education participation scale was developed to measure the interrelationship among motivational orientations and the following factors: inmates' personal characteristics, criminal background, present offence and sentence, institutional history, and educational background. The motivational variables examined on the scale could be grouped into five broad areas: personal control, self-assertion, outside contact, self-preservation, and cognitive interest. The inmates surveyed had higher mean scores on personal control and cognitive interest than on the remaining factors. Examination of the survey correlations matrix revealed that conservatism and having a relative noted on an inmate's file were the variables most strongly associated with personal control scores. The correlation between conservatism and a desire to obtain education in order to gain more self-control led the researcher to theorize that since conservatism is often evoked by a harsh environment, antecedents of conservatism such as a bad marriage or a broken home are likely to evoke motivational variables that mediate the relationship between the origins and behavioral tendencies associated with conservatism. Based on this theory, the researcher formulated a number of recommendations pertaining to the structuring of prisons as lifelong learning institutions. (MN)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC