Prison education is an important aspect of adult education. The study investigated current participation in prison education, as well as previous convictions, sentence length, and the portion of sentence served as predictors of academic self-efficacy. Survey data derived from prisoners in all Norwegian prisons provided the empirical evidences for the analyses. A principal component analysis of a 40-item academic self-efficacy questionnaire revealed self-efficacy components in literacy, mathematics, ICT, and self-regulated learning. Educational participation had a positive influence on self-efficacy in both mathematics and self-regulated learning. Participants who reported no previous conviction scored higher than others did on self-efficacy in mathematics, self-regulated learning, and ICT. Furthermore, the results showed that perceived efficacy in ICT decreased with longer sentence length. Portion of sentence served was not significantly related to any of the four self-efficacy components. The findings are discussed with reference to a need for mastery experiences in prison and implications for policy and practice

中文翻译：

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囚犯的学业自我效能感与教育参与，先前的信念，句子长度和所服句子部分之间的关​​系

监狱教育是成人教育的重要方面。这项研究调查了当前参与监狱教育的情况，以及以前的信念，句子的长度和句子的比例，这些都是学术自我效能感的预测指标。来自所有挪威监狱中囚犯的调查数据为分析提供了经验证据。对40项学术自我效能感调查问卷的主成分分析显示，识字，数学，ICT和自我调节学习中的自我效能成分。教育参与对数学和自我调节学习的自我效能有积极影响。在数学，自我调节学习和ICT的自我效能感方面，以前没有被定罪的参与者的得分高于其他人。此外，结果表明，随着时间的延长，人们对ICT的感知效能下降。服刑的部分与四个自我效能感成分中的任何一个都不显着相关。讨论结果时参考了对监狱掌握经验的需求以及对政策和实践的影响