41 men and women incarcerated in provincial prisons of Québec were asked why they enrolled in educational activities. Relying on self-determination theory to describe and categorize their motivations, I found that most respondents had extrinsic motivations to participate in educational activities and that only three respondents could be described as intrinsically motivated. Respondents joined programmes to escape boredom, to receive fi nancial compensation or to receive some other benefi ts; not for the pleasure of learning. These results are diff erent from other research reporting that a majority of incarcerated learners were intrinsically motivated. After addressing this contrast, I conclude it is more likely that most incarcerated learners are initially motivated by extrinsic factors. However, our data also shows that motivation can change and deepen during participation. In this context, education practitioners should not try to avoid attracting learners with fi nancial incentives or other extrinsic motivators. Learning to get out of the wing is as good a reason as any.
41 men and women incarcerated in provincial prisons of Québec were asked why they enrolled in educational activities. Relying on self-determination theory to describe and categorize their motivations, I found that most respondents had extrinsic motivations to participate in educational activities and that only three respondents could be described as intrinsically motivated. Respondents joined programmes to escape boredom, to receive fi nancial compensation or to receive some other benefi ts; not for the pleasure of learning. These results are diff erent from other research reporting that a majority of incarcerated learners were intrinsically motivated. After addressing this contrast, I conclude it is more likely that most incarcerated learners are initially motivated by extrinsic factors. However, our data also shows that motivation can change and deepen during participation. In this context, education practitioners should not try to avoid attracting learners with fi nancial incentives or other extrinsic motivators. Learning to get out of the wing is as good a reason as any.
