Desempeño académico de alumnos de educación para adultos en prisión

  1. Claudia Héctor Moreira 1
  2. Ana María Martín Rodríguez 1
  3. Juan García García 2
  1. 1 Universidad de La Laguna
    info

    Universidad de La Laguna

    San Cristobal de La Laguna, España

    GRID grid.10041.34

  2. 2 Universidad de Almería
    info

    Universidad de Almería

    Almería, España

    GRID grid.28020.38

Journal:
Educación XX1: Revista de la Facultad de Educación

ISSN: 1139-613X

Year of publication: 2021

Volume: 24

Issue: 1

Pages: 189-212

Type: Article

Export: RIS
DOI: 10.5944/educXX1.26672 DIALNET GOOGLE SCHOLAR lock_openOpen access editor

Metrics

Cited by

  • Scopus Cited by: 1 (21-10-2021)

JCR (Journal Impact Factor)

(Indicator corresponding to the last year available on this portal, year 2020)
  • Year 2020
  • Journal Impact Factor: 3.265
  • Best Quartile: Q2
  • Area: EDUCATION & EDUCATIONAL RESEARCH Quartile: Q2 Rank in area: 67/265 (Ranking edition: SSCI)

SCImago Journal Rank

(Indicator corresponding to the last year available on this portal, year 2020)
  • Year 2020
  • SJR Journal Impact: 0.751
  • Best Quartile: Q1
  • Area: Education Quartile: Q1 Rank in area: 319/1543

Índice Dialnet de Revistas

(Indicator corresponding to the last year available on this portal, year 2020)
  • Year 2020
  • Journal Impact: 2.497
  • Field: EDUCACIÓN Quartile: C1 Rank in field: 6/230

CIRC

  • Social Sciences: A

CiteScore

(Indicator corresponding to the last year available on this portal, year 2020)
  • Year 2020
  • CiteScore of the Journal : 3.4
  • Area: Education Percentile: 86

Journal Citation Indicator (JCI)

(Indicator corresponding to the last year available on this portal, year 2020)
  • Year 2020
  • Journal Citation Indicator (JCI): 1.33
  • Best Quartile: Q1
  • Area: EDUCATION & EDUCATIONAL RESEARCH Quartile: Q1 Rank in area: 159/724

Abstract

Education in prison helps to reduce recidivism, but the relationship between academic performance and recidivism is spurious, as most prisoners belong to more vulnerable and deprived social groups with deficits that not only influence lower academic standards but also have a direct impact on fewer opportunities once released. The objective of this study is to analyze the relationship of cognitive-motivational variables such as academic self-concept, academic self-efficacy, learning orientation and school climate, with the academic achievement of inmates, as well as with other measures of their academic performance, such as satisfaction with the subject, perceived learning and expected grade. To this end, a group of students in Section I and II of the Education for Adults who were studying in prison was compared with another group of students of the same level who were attending adult education centers in the community. The total sample consisted of 233 participants between the ages of 18 and 64, of whom 124 were in prison. Participants answered a questionnaire including 11 scales that had previously obtained the necessary evidence of reliability and validity. The analysis of the data indicated that the academic performance and academic achievement of students in prison were better than those of students outside prison, that the cognitive-motivational variables were related in both groups only to academic performance and not to academic achievement and that this relationship varied within each group. The results are discussed focusing on the fact that imprisonment makes the teaching/learning process harder, but that the difficulties should be solved taking into account, not so much that students are people who have committed a crime for which they are serving a sentence, but that they are adults who have not completed compulsory education and are motivated to do so.

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