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Autodeterminação e motivação académica na população reclusa: estudo comparativo no Estabelecimento Prisional do Funchal
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Advisor(s)
Abstract(s)
Nos últimos anos tem-se verificado que a população reclusa tem um elevado nível de
reincidência sendo importante evitar esta situação. Estudos indicam que a educação no meio
prisional tem impacto na vida do sujeito no exterior, baixando o nível de reincidência. Neste
sentido, importa compreender o que leva os sujeitos em situação de reclusão a frequentar o
ensino neste meio, para podermos evitar uma futura reincidência. Assim, o presente estudo
tem como principal objetivo compreender os fatores motivacionais e os níveis de
autodeterminação dos indivíduos que se encontram a estudar no estabelecimento prisional,
comparativamente com os sujeitos que não estão a frequentar a escola. A amostra foi
constituída por 73 reclusos, do sexo masculino, com idades compreendidas entre os 19 e os
62 anos (M= 36; DP= 10). No estudo foram aplicados um questionário sociodemográfico e
motivacional, a Escala da Autodeterminação (Self-Determination Scale) e a Escala de
Motivação para a Aprendizagem Escolar. A partir dos resultados obtidos verificou-se que as
variáveis sociodemográficas não possuem nenhuma influência na participação dos reclusos
na escola; não existem diferenças estatisticamente significativas dos níveis de motivação
académica e de autodeterminação dos indivíduos que estão a frequentar a escola e daqueles
que não se encontram a estudar no meio prisional; existe apenas uma relação entre a
autoconsciência e a motivação extrínseca. Conclui-se neste estudo que a motivação
académica e a autodeterminação não diferenciam os indivíduos que frequentam a escola no
estabelecimento prisional.
In the last years there has been found that the prison population has a high level of recidivism that is important to avoid. Studies indicate that education in prisons has an impact on the life of the individual abroad, reducing the level of recidivism. In this sense, it’s important to understand what takes the people in confinement to go to school in prison, so that we can avoid a future recidivism. Thus, this study aims to understand the main motivational factors and the self-determination levels of the individuals that are studying in prison school, comparatively to those who aren’t studying. The sample consisted of 73 prisoners, male, aged 19 to 62 years (M= 36; DP= 10). In the study were applied a sociodemographic and motivational questionnaire, the Self-Determination Scale and the Motivation for School Learning Scale. From the results it was found that the sociodemographic variables don’t influence the participation of the prisoners in school; there are no statistically significant differences of school motivation levels and self-determination of the prisoners that are studying and those that are not studying in prison; there’s just a relation between the self-consciousness and extrinsic motivation. The results show that prisoners see education in prison as a way of get more knowledge and it’s an important factor for their future in freedom. We conclude in this study that school motivation and self determination don’t differentiate the individuals that attend school in prison.
In the last years there has been found that the prison population has a high level of recidivism that is important to avoid. Studies indicate that education in prisons has an impact on the life of the individual abroad, reducing the level of recidivism. In this sense, it’s important to understand what takes the people in confinement to go to school in prison, so that we can avoid a future recidivism. Thus, this study aims to understand the main motivational factors and the self-determination levels of the individuals that are studying in prison school, comparatively to those who aren’t studying. The sample consisted of 73 prisoners, male, aged 19 to 62 years (M= 36; DP= 10). In the study were applied a sociodemographic and motivational questionnaire, the Self-Determination Scale and the Motivation for School Learning Scale. From the results it was found that the sociodemographic variables don’t influence the participation of the prisoners in school; there are no statistically significant differences of school motivation levels and self-determination of the prisoners that are studying and those that are not studying in prison; there’s just a relation between the self-consciousness and extrinsic motivation. The results show that prisoners see education in prison as a way of get more knowledge and it’s an important factor for their future in freedom. We conclude in this study that school motivation and self determination don’t differentiate the individuals that attend school in prison.
Description
Keywords
Autodeterminação Motivação académica Educação Reclusão Estabelecimento Prisional do Funchal Madeira (Portugal) Self-determination School motivation Education Reclusion Psicologia da Educação . Faculdade de Artes e Humanidades