Abstract
Overview: It has been shown that there is a positive correlation between a reduction in recidivism and prisoners’ acquisition of education while in prison. Correctional institutions have invested heavily in the provision of education for prisoners in order to reduce recidivism. Career and vocational programs are the most important. Prisons collaborate with a number of businesses in the provision of vocational education to inmates in the form of release programs where inmates get acquired with various job skills through on-the-job training occasions.
Objective: To evaluate the role of Bandura’s social learning theory and self-efficacy and self-determination theory in the learning process of inmates and the provision of prison work release programs.
Method: Sample size of 200. Correlational Research with ANOVA analysis.
Introduction
Over half a million prisoners are released from correctional institutions annually. Upon re-entry into society, ex-inmates, face a couple of challenges. Searching for employment is one of the hardest challenges that ex-convicts face. Since most of these ex-convicts have little education and low literacy levels, they have minimal chances of getting employment. A recent study has shown a positive correlation between a reduction in recidivism and prisoners’ acquisition of education while in prison. Federal and State prisons, as well as private prisons, have invested heavily in the provision of education for prisoners in order to reduce recidivism.
Although there are many programs offered, career and vocational programs are the most important. Prisons collaborate with a number of businesses in the provision of vocational education to inmates in the form of release programs where inmates get acquainted with various job skills through on-the-job training occasions (Astray-Caneda, Busbee and Fanning 6). Such training includes a series of counseling, support and provision of mentoring services. This may include the use of role models as well as mentoring programs that enhance inmates’ self-efficacy. This goal can be achieved on the account of Bandura’s social learning theory. In this paper, we research the significance of Bandura’s social theory and self-efficacy and self-determination theory in the improvement of prison work release programs.
Bandura’s social theory and self-efficacy and self-determination theory improve the learning process of inmates during their prison work release programs.
Research question
Does Bandura’s social learning theory and self-efficacy enhance the prison work release programs?
Objectives
Methodology
This study will take the form of quantitative research design: correlational research. This form of research design is essential in the determination how variables are related. In line with this study, there will be an investigation between of Bandura’s social learning theory and self-efficacy and self-determination theory in the learning process of inmates and the provision of prison work release programs.
A sample of 200 inmates from various state and federal correctional facilities will be selected. Two teaching programs will be made: one will take into account the use of Bandura’s social learning theory and self-efficacy and self-determination theory while the other group will not. Outcomes from both groups will be evaluated and compared. ANOVA will be used in the analysis of the collected results.
Literature Review
Two Theorists: Bandura’s Social learning theory
In order for prison work release programs to be successful, it is paramount for educators to provide more than skill based education. Such programs ought to include pro-social behavior as this will help the trainees to understand the consequences of their actions. According to learning social theory, learning takes center stage in a social context. As such, people, learn through the observation of others’ behavior as well as outcomes of those behaviors. According to Bandura, social learning entails continuous reciprocal association between environmental, cognitive and behavioral influences (3). It has been shown that humans control their behaviors through self-regulation.
In essence, self-regulation has three parts namely self-observation, self-judgment and self-response. Individuals track their own behavior through self-observation but, self-judgment helps them compare their behavior with established societal standards (Astray-Caneda, Busbee and Fanning 6). On the other hand, self-response assists individuals to reward themselves either negatively or positively on the basis of their own behavior and performance. The incorporation of social learning process in the training process helps in the reduction of recidivism. According to this theory, people learn through observation, which has four components: attention, retention, motor reproduction and motivation. Individuals must perceive and attend the features of the modeled behavior. This is followed by coding that information in long-term memory. In addition, the trainee must learn and possess the physical features of the modelled behavior. Furthermore, the trainee must receive positive reinforcement for the modelled behavior.
Prison release programs encounter various challenges in transforming inmates from prison life to real world life. Increasing the educational level for prisoners is one such challenge. Most prisoners have low educational levels when compared to others in society, and this reduces their chances of getting employment. Bandura’s theory argues that this is because their role models have low education levels and to avert this, these programs should employ successful role models. Environment also affect this process. Since most inmates come from environments that condone criminal behavior, it is essential that when they leave prison, they are taken to a new environment that allows for legal work. In addition, substance abuse is a solid challenge. In line with this; the programs ought to help inmates who are addicts to change.
Self Determination Theory
This theory was developed by Ryan and Deci and relates to motivation and personality. Autonomy, competence and psychological relatedness the main focus. If these needs are met, according to Ryan and Deci, people will grow optimally (Vansteenkiste and Deci 3). In order to optimize people’s inherent potential, it is essential for the environment needs to nurture these needs. Relatedness promotes social interaction while competence calls for mastery. On the other hand, motivation can be intrinsic or extrinsic. While intrinsic motivation involves doing something out of fun, extrinsic motivation promotes doing something with the expectation of a reward (Vansteenkiste and Deci 3). In this paper, we theorize that the self-determination theory will assist inmates realize their relatedness with the rest of the society, enhance their motivation and competency in whatever they intend to do after their release.
Conclusion
Searching for employment is one of the hardest challenges that ex-convicts face. Since most of these ex-convicts have little education and low literacy levels, they have minimal chances of getting employment. There is a positive correlation between a reduction in recidivism and prisoners’ acquisition of education while in prison. This research paper will evaluate this connection. In particular, it will study the relationship between Bandura’s social learning theory and self-efficacy and self-determination theory in the learning process of inmates and the provision of prison work release programs.
Works Cited
Astray-Caneda, Vivian, Busbee, Malika and Fanning, Markel. Social Learning Theory and Prison Work Release Programs. Proceedings of the Tenth Annual College of Education & GSN Research Conference (pp. 2-8). Miami: Florida International University.
Bandura, A. Social cognitive theory. In R. Vasta (Ed.), Annuals of child development: Six theories of child development (Vol. 6, pp. 1-60). Greenwich, CT: JAI Press, 1989.
Vansteenkiste, M., Lens, W., & Deci, E. L. Intrinsic versus extrinsic goal contents in self- determination theory: Another look at the quality of academic motivation. Educational Psychologist, 41 (2006): 19-31.
