Prisoners’ academic motivation, viewed from the perspective of self-determination theory: Evidence from a population of Norwegian prisoners
Abstract The study presented in this article explores prisoners’ academic motivation structure from the theoretical perspective of self-determination theory, using the Academic Motivation Scale (AMS). Analysing survey responses from 529 (29 female, 500 male) prisoners with Norwegian citizenship who...
Ausführliche Beschreibung
Gespeichert in:
| Autor*in: |
Manger, Terje [verfasserIn] |
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| Format: |
Artikel |
|---|---|
| Sprache: |
Englisch |
| Erschienen: |
2020 |
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| Schlagwörter: |
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| Anmerkung: |
© The Author(s) 2020 |
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| Übergeordnetes Werk: |
Enthalten in: International review of education - Springer Netherlands, 1955, 66(2020), 4 vom: Aug., Seite 551-574 |
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| Übergeordnetes Werk: |
volume:66 ; year:2020 ; number:4 ; month:08 ; pages:551-574 |
| Links: |
|---|
| DOI / URN: |
10.1007/s11159-020-09855-w |
|---|
| Katalog-ID: |
OLC2119403759 |
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| 520 | |a Abstract The study presented in this article explores prisoners’ academic motivation structure from the theoretical perspective of self-determination theory, using the Academic Motivation Scale (AMS). Analysing survey responses from 529 (29 female, 500 male) prisoners with Norwegian citizenship who participated in education while being incarcerated, the authors investigate how prison students’ motivation might be “reduced” or summarised using a smaller set of factors or components than extant studies. A confirmatory factor analysis suggested that a five-factor model, including intrinsic motivation, three types of extrinsic motivation (namely identified regulation, introjected regulation, and external regulation) and amotivation, yielded the best fit with the data provided by the prisoners. An alternative three-factor model created by collapsing the three extrinsic dimensions into a single dimension was found to fit the data poorly. The structural model revealed that younger prisoners displayed more controlled academic motivations than older ones, who displayed more autonomous motivations. Contrary to the authors’ expectations, prisoners with a higher level of education did not display more autonomous academic motivations than those with a lower level. | ||
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10.1007/s11159-020-09855-w doi (DE-627)OLC2119403759 (DE-He213)s11159-020-09855-w-p DE-627 ger DE-627 rakwb eng 370 VZ 370 VZ 5,3 ssgn Manger, Terje verfasserin (orcid)0000-0003-0799-9702 aut Prisoners’ academic motivation, viewed from the perspective of self-determination theory: Evidence from a population of Norwegian prisoners 2020 Text txt rdacontent ohne Hilfsmittel zu benutzen n rdamedia Band nc rdacarrier © The Author(s) 2020 Abstract The study presented in this article explores prisoners’ academic motivation structure from the theoretical perspective of self-determination theory, using the Academic Motivation Scale (AMS). Analysing survey responses from 529 (29 female, 500 male) prisoners with Norwegian citizenship who participated in education while being incarcerated, the authors investigate how prison students’ motivation might be “reduced” or summarised using a smaller set of factors or components than extant studies. A confirmatory factor analysis suggested that a five-factor model, including intrinsic motivation, three types of extrinsic motivation (namely identified regulation, introjected regulation, and external regulation) and amotivation, yielded the best fit with the data provided by the prisoners. An alternative three-factor model created by collapsing the three extrinsic dimensions into a single dimension was found to fit the data poorly. The structural model revealed that younger prisoners displayed more controlled academic motivations than older ones, who displayed more autonomous motivations. Contrary to the authors’ expectations, prisoners with a higher level of education did not display more autonomous academic motivations than those with a lower level. prison education self-determination theory intrinsic motivation extrinsic motivation amotivation Hetland, Jørn aut Jones, Lise Øen aut Eikeland, Ole Johan aut Asbjørnsen, Arve E. aut Enthalten in International review of education Springer Netherlands, 1955 66(2020), 4 vom: Aug., Seite 551-574 (DE-627)12950923X (DE-600)209872-6 (DE-576)014915847 0020-8566 nnns volume:66 year:2020 number:4 month:08 pages:551-574 https://doi.org/10.1007/s11159-020-09855-w lizenzpflichtig Volltext GBV_USEFLAG_A SYSFLAG_A GBV_OLC SSG-OLC-BIF GBV_ILN_11 GBV_ILN_22 GBV_ILN_40 GBV_ILN_90 GBV_ILN_121 GBV_ILN_147 GBV_ILN_183 GBV_ILN_267 GBV_ILN_2018 GBV_ILN_2031 GBV_ILN_2037 GBV_ILN_2040 GBV_ILN_2505 GBV_ILN_2547 GBV_ILN_4320 GBV_ILN_4385 AR 66 2020 4 08 551-574 |
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10.1007/s11159-020-09855-w doi (DE-627)OLC2119403759 (DE-He213)s11159-020-09855-w-p DE-627 ger DE-627 rakwb eng 370 VZ 370 VZ 5,3 ssgn Manger, Terje verfasserin (orcid)0000-0003-0799-9702 aut Prisoners’ academic motivation, viewed from the perspective of self-determination theory: Evidence from a population of Norwegian prisoners 2020 Text txt rdacontent ohne Hilfsmittel zu benutzen n rdamedia Band nc rdacarrier © The Author(s) 2020 Abstract The study presented in this article explores prisoners’ academic motivation structure from the theoretical perspective of self-determination theory, using the Academic Motivation Scale (AMS). Analysing survey responses from 529 (29 female, 500 male) prisoners with Norwegian citizenship who participated in education while being incarcerated, the authors investigate how prison students’ motivation might be “reduced” or summarised using a smaller set of factors or components than extant studies. A confirmatory factor analysis suggested that a five-factor model, including intrinsic motivation, three types of extrinsic motivation (namely identified regulation, introjected regulation, and external regulation) and amotivation, yielded the best fit with the data provided by the prisoners. An alternative three-factor model created by collapsing the three extrinsic dimensions into a single dimension was found to fit the data poorly. The structural model revealed that younger prisoners displayed more controlled academic motivations than older ones, who displayed more autonomous motivations. Contrary to the authors’ expectations, prisoners with a higher level of education did not display more autonomous academic motivations than those with a lower level. prison education self-determination theory intrinsic motivation extrinsic motivation amotivation Hetland, Jørn aut Jones, Lise Øen aut Eikeland, Ole Johan aut Asbjørnsen, Arve E. aut Enthalten in International review of education Springer Netherlands, 1955 66(2020), 4 vom: Aug., Seite 551-574 (DE-627)12950923X (DE-600)209872-6 (DE-576)014915847 0020-8566 nnns volume:66 year:2020 number:4 month:08 pages:551-574 https://doi.org/10.1007/s11159-020-09855-w lizenzpflichtig Volltext GBV_USEFLAG_A SYSFLAG_A GBV_OLC SSG-OLC-BIF GBV_ILN_11 GBV_ILN_22 GBV_ILN_40 GBV_ILN_90 GBV_ILN_121 GBV_ILN_147 GBV_ILN_183 GBV_ILN_267 GBV_ILN_2018 GBV_ILN_2031 GBV_ILN_2037 GBV_ILN_2040 GBV_ILN_2505 GBV_ILN_2547 GBV_ILN_4320 GBV_ILN_4385 AR 66 2020 4 08 551-574 |
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10.1007/s11159-020-09855-w doi (DE-627)OLC2119403759 (DE-He213)s11159-020-09855-w-p DE-627 ger DE-627 rakwb eng 370 VZ 370 VZ 5,3 ssgn Manger, Terje verfasserin (orcid)0000-0003-0799-9702 aut Prisoners’ academic motivation, viewed from the perspective of self-determination theory: Evidence from a population of Norwegian prisoners 2020 Text txt rdacontent ohne Hilfsmittel zu benutzen n rdamedia Band nc rdacarrier © The Author(s) 2020 Abstract The study presented in this article explores prisoners’ academic motivation structure from the theoretical perspective of self-determination theory, using the Academic Motivation Scale (AMS). Analysing survey responses from 529 (29 female, 500 male) prisoners with Norwegian citizenship who participated in education while being incarcerated, the authors investigate how prison students’ motivation might be “reduced” or summarised using a smaller set of factors or components than extant studies. A confirmatory factor analysis suggested that a five-factor model, including intrinsic motivation, three types of extrinsic motivation (namely identified regulation, introjected regulation, and external regulation) and amotivation, yielded the best fit with the data provided by the prisoners. An alternative three-factor model created by collapsing the three extrinsic dimensions into a single dimension was found to fit the data poorly. The structural model revealed that younger prisoners displayed more controlled academic motivations than older ones, who displayed more autonomous motivations. Contrary to the authors’ expectations, prisoners with a higher level of education did not display more autonomous academic motivations than those with a lower level. prison education self-determination theory intrinsic motivation extrinsic motivation amotivation Hetland, Jørn aut Jones, Lise Øen aut Eikeland, Ole Johan aut Asbjørnsen, Arve E. aut Enthalten in International review of education Springer Netherlands, 1955 66(2020), 4 vom: Aug., Seite 551-574 (DE-627)12950923X (DE-600)209872-6 (DE-576)014915847 0020-8566 nnns volume:66 year:2020 number:4 month:08 pages:551-574 https://doi.org/10.1007/s11159-020-09855-w lizenzpflichtig Volltext GBV_USEFLAG_A SYSFLAG_A GBV_OLC SSG-OLC-BIF GBV_ILN_11 GBV_ILN_22 GBV_ILN_40 GBV_ILN_90 GBV_ILN_121 GBV_ILN_147 GBV_ILN_183 GBV_ILN_267 GBV_ILN_2018 GBV_ILN_2031 GBV_ILN_2037 GBV_ILN_2040 GBV_ILN_2505 GBV_ILN_2547 GBV_ILN_4320 GBV_ILN_4385 AR 66 2020 4 08 551-574 |
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10.1007/s11159-020-09855-w doi (DE-627)OLC2119403759 (DE-He213)s11159-020-09855-w-p DE-627 ger DE-627 rakwb eng 370 VZ 370 VZ 5,3 ssgn Manger, Terje verfasserin (orcid)0000-0003-0799-9702 aut Prisoners’ academic motivation, viewed from the perspective of self-determination theory: Evidence from a population of Norwegian prisoners 2020 Text txt rdacontent ohne Hilfsmittel zu benutzen n rdamedia Band nc rdacarrier © The Author(s) 2020 Abstract The study presented in this article explores prisoners’ academic motivation structure from the theoretical perspective of self-determination theory, using the Academic Motivation Scale (AMS). Analysing survey responses from 529 (29 female, 500 male) prisoners with Norwegian citizenship who participated in education while being incarcerated, the authors investigate how prison students’ motivation might be “reduced” or summarised using a smaller set of factors or components than extant studies. A confirmatory factor analysis suggested that a five-factor model, including intrinsic motivation, three types of extrinsic motivation (namely identified regulation, introjected regulation, and external regulation) and amotivation, yielded the best fit with the data provided by the prisoners. An alternative three-factor model created by collapsing the three extrinsic dimensions into a single dimension was found to fit the data poorly. The structural model revealed that younger prisoners displayed more controlled academic motivations than older ones, who displayed more autonomous motivations. Contrary to the authors’ expectations, prisoners with a higher level of education did not display more autonomous academic motivations than those with a lower level. prison education self-determination theory intrinsic motivation extrinsic motivation amotivation Hetland, Jørn aut Jones, Lise Øen aut Eikeland, Ole Johan aut Asbjørnsen, Arve E. aut Enthalten in International review of education Springer Netherlands, 1955 66(2020), 4 vom: Aug., Seite 551-574 (DE-627)12950923X (DE-600)209872-6 (DE-576)014915847 0020-8566 nnns volume:66 year:2020 number:4 month:08 pages:551-574 https://doi.org/10.1007/s11159-020-09855-w lizenzpflichtig Volltext GBV_USEFLAG_A SYSFLAG_A GBV_OLC SSG-OLC-BIF GBV_ILN_11 GBV_ILN_22 GBV_ILN_40 GBV_ILN_90 GBV_ILN_121 GBV_ILN_147 GBV_ILN_183 GBV_ILN_267 GBV_ILN_2018 GBV_ILN_2031 GBV_ILN_2037 GBV_ILN_2040 GBV_ILN_2505 GBV_ILN_2547 GBV_ILN_4320 GBV_ILN_4385 AR 66 2020 4 08 551-574 |
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Manger, Terje |
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Prisoners’ academic motivation, viewed from the perspective of self-determination theory: Evidence from a population of Norwegian prisoners |
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prisoners’ academic motivation, viewed from the perspective of self-determination theory: evidence from a population of norwegian prisoners |
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Prisoners’ academic motivation, viewed from the perspective of self-determination theory: Evidence from a population of Norwegian prisoners |
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Abstract The study presented in this article explores prisoners’ academic motivation structure from the theoretical perspective of self-determination theory, using the Academic Motivation Scale (AMS). Analysing survey responses from 529 (29 female, 500 male) prisoners with Norwegian citizenship who participated in education while being incarcerated, the authors investigate how prison students’ motivation might be “reduced” or summarised using a smaller set of factors or components than extant studies. A confirmatory factor analysis suggested that a five-factor model, including intrinsic motivation, three types of extrinsic motivation (namely identified regulation, introjected regulation, and external regulation) and amotivation, yielded the best fit with the data provided by the prisoners. An alternative three-factor model created by collapsing the three extrinsic dimensions into a single dimension was found to fit the data poorly. The structural model revealed that younger prisoners displayed more controlled academic motivations than older ones, who displayed more autonomous motivations. Contrary to the authors’ expectations, prisoners with a higher level of education did not display more autonomous academic motivations than those with a lower level. © The Author(s) 2020 |
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Abstract The study presented in this article explores prisoners’ academic motivation structure from the theoretical perspective of self-determination theory, using the Academic Motivation Scale (AMS). Analysing survey responses from 529 (29 female, 500 male) prisoners with Norwegian citizenship who participated in education while being incarcerated, the authors investigate how prison students’ motivation might be “reduced” or summarised using a smaller set of factors or components than extant studies. A confirmatory factor analysis suggested that a five-factor model, including intrinsic motivation, three types of extrinsic motivation (namely identified regulation, introjected regulation, and external regulation) and amotivation, yielded the best fit with the data provided by the prisoners. An alternative three-factor model created by collapsing the three extrinsic dimensions into a single dimension was found to fit the data poorly. The structural model revealed that younger prisoners displayed more controlled academic motivations than older ones, who displayed more autonomous motivations. Contrary to the authors’ expectations, prisoners with a higher level of education did not display more autonomous academic motivations than those with a lower level. © The Author(s) 2020 |
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Abstract The study presented in this article explores prisoners’ academic motivation structure from the theoretical perspective of self-determination theory, using the Academic Motivation Scale (AMS). Analysing survey responses from 529 (29 female, 500 male) prisoners with Norwegian citizenship who participated in education while being incarcerated, the authors investigate how prison students’ motivation might be “reduced” or summarised using a smaller set of factors or components than extant studies. A confirmatory factor analysis suggested that a five-factor model, including intrinsic motivation, three types of extrinsic motivation (namely identified regulation, introjected regulation, and external regulation) and amotivation, yielded the best fit with the data provided by the prisoners. An alternative three-factor model created by collapsing the three extrinsic dimensions into a single dimension was found to fit the data poorly. The structural model revealed that younger prisoners displayed more controlled academic motivations than older ones, who displayed more autonomous motivations. Contrary to the authors’ expectations, prisoners with a higher level of education did not display more autonomous academic motivations than those with a lower level. © The Author(s) 2020 |
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