Education of Prison Inmates: Course Experience, Motivation, and Learning Strategies as Indicators of Evaluation

Autor/inn/en	Diseth, Age; Eikeland, Ole-Johan; Manger, Terje; Hetland, Hilde
Titel	Education of Prison Inmates: Course Experience, Motivation, and Learning Strategies as Indicators of Evaluation
Quelle	In: Educational Research and Evaluation, 14 (2008) 3, S.201-214 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1380-3611
Schlagwörter	Learning Problems; Correctional Institutions; Learning Strategies; Correctional Education; Institutionalized Persons; Student Motivation; Educational Environment; Attitude Measures; Foreign Countries; Access to Computers; Access to Education; Student Attitudes; Self Control; Educational Quality; Self Efficacy; Test Anxiety; Norway + Suchen Sie Ihr Suchwort? Lernproblem; Jugendstrafvollzug; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Fürsorgeerziehung; Schulische Motivation; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Ausland; Education; Access; Bildung; Zugang; Bildungszugang; Schülerverhalten; Selbstbeherrschung; Quality of education; Bildungsqualität; Self-efficacy; Selbstwirksamkeit; Examination phobia; Testangst; Prüfungsangst; Norwegen
Abstract	Course experience, motivational beliefs, and self-regulated learning strategies may be considered to be important indicators of education quality. Inmates taking education in prison may also experience particular problems related to the learning environment and to their own learning difficulties. The present study investigated the level of these variables and the relationship between them among 534 inmates under education in Norwegian prisons. The results showed that the prison inmates are generally quite satisfied with the education quality, that they are highly motivated, and use appropriate learning strategies. However, many of them experience that problems such as lack of access to computer equipment and the security routines in prison interfere with their education. A structural equation modelling (SEM) analysis showed that motivational beliefs were mediators between course experience and self-regulated learning strategies. These findings were discussed with respect to improvement of the education quality in prisons and to theoretical issues with relevance beyond the prison context. (Contains 1 figure and 2 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10