In efforts to understand how to motivate adult learners within the correctional education setting, educators must be aware of the inhibiting and motivating factors that either hinder or improve student self-efficacy. While there are numerous factors that influence each, this study provides a focused lens to spotlight the major components of both the inhibiting factors being psychological hindrances, goals, and negative learning environments as well as the motivating factors being future aspirations, a sense of normalcy and goals for a better life for adult learners within the prison walls. These factors are then utilized in creating and executing effective instructional strategies that will continue to build student motivation, self-efficacy, and self-confidence. Building a respectful environment, employing motivational interviewing tactics, building self-regulated students, and guiding towards release plan goals are the essential skills to be implemented by teachers within adult correctional education in order to build a strong sense of motivation within students.
Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-No Derivative Works 4.0 International License.
Larson, K. A. (2019). Understanding the Adult Correctional Education Student: A Review of Inhibiting Factors, Motivating Factors, and Effective Instructional Strategies for the Classroom [Masterʼs thesis, Bethel University]. Spark Repository. https://spark.bethel.edu/etd/388