Learning during Imprisonment: Prisoners' Motives to Educational Participation within a Remand Prison in Belgium

Autor/inn/en	Halimi, Myriam; Brosens, Dorien; De Donder, Liesbeth; Engels, Nadine
Titel	Learning during Imprisonment: Prisoners' Motives to Educational Participation within a Remand Prison in Belgium
Quelle	In: Journal of Correctional Education, 68 (2017) 1, S.3-31 (29 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0740-2708
Schlagwörter	Correctional Education; Correctional Institutions; Foreign Countries; Questionnaires; Regression (Statistics); Learning Motivation; Individual Characteristics; Age Differences; Goal Orientation; Curriculum Development; Educational Attainment; Academic Degrees; Participatory Research; Belgium + Suchen Sie Ihr Suchwort? Fürsorgeerziehung; Jugendstrafvollzug; Ausland; Fragebogen; Regression; Regressionsanalyse; Motivation for studies; Lernmotivation; Personality characteristic; Personality traits; Persönlichkeitsmerkmal; Age; Difference; Age difference; Altersunterschied; Zielorientierung; Zielvorstellung; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Bildungsabschluss; Bildungsgut; Degree; Degrees; Academic level graduation; Akademischer Grad; Hochschulabschluss; Forschungstätigkeit; Belgien
Abstract	This study focuses on prisoners' motivation for participation in educational programs within a remand prison in Flanders (Belgium), using a standardized questionnaire (N = 486). Descriptive, bivariate, and logistic regression analyses are used to map differences in educational motives. The results show that 29% of the respondents participated in education within the institution before or during the study. The most indicated motive for participation is the desire to learn (63.2%), followed by obtaining a degree (54.7%), and making plans for the future (40.2%). These motives were clustered in motivational categories. The most occurring motivational orientations, or categories, are the micro goal (79.49%), learning (63.2%), and normalization orientation (54.7%). Social reasons and recommendations by others are less common. Furthermore, this research demonstrates differences in motivational orientations based on individual and prison-related features of the prisoners. Younger respondents, for example, are more likely to have a micro-goal orientation. Also, increased length of incarceration goes hand in hand with a decreased likelihood of the presence of the normalization orientation towards the learning. The article concludes with some practical recommendations to empower educational activity providers in responding to different motives of prisoners while developing the educational curriculum. (As Provided).
Anmerkungen	Correctional Education Association. 8182 Lark Brown Road Suite 202, Elkridge, MD 21075. Tel: 443-459-3080; Fax: 443-459-3088; e-mail: ceaoffice@aol.com; Web site: http://www.ceanational.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01