Female’s self-concept as online learners in the context of lifelong learning in prisons

Figures & data

Table 1. Mean results for the SCAL.

Dimensions	Mean (1–6)
Motivation	4.24
Task orientation	4.78
Problem-solving ability	4.01
Class membership	4.87

Table 2. Items with highest and lowest SCAL scores – motivation.

Motivation	F1	F2	F3	F4	F5	F6	F7	mode	mean
‘I do not understand what goes on in class’	6	6	5	6	5	5	6	6	5.57
‘If I do not understand something, I give up’	6	6	5	5	6	3	6	6	5.29

Table 3. Items with highest and lowest SCAL scores – task orientation.

Task orientation	F1	F2	F3	F4	F5	F6	F7	mode	mean
‘When I know I am doing something wrong, I try to change’	6	5	6	6	6	5	6	6	5.75
‘I make an effort to understand the points of view of others’	6	6	5	6	6	6	5	6	5.71

Table 4. Items with highest and lowest SCAL scores – problem-solving.

Problem Solving	F1	F2	F3	F4	F5	F6	F7	mode	mean
‘I know the answers before the rest of the class’	6	6	4	6	6	5	3	6	5.14
‘I am an important person for my colleagues in the training course’	4	4	4	4	1	1	4	4	3.14

Table 5. Items with the highest and lowest SCAL scores – class membership.

Class membership	F1	F2	F3	F4	F5	F6	F7	mode	mean
‘I make an effort to understand the points of view of others’	6	6	5	6	6	6	5	6	5.71
‘My classmates do not trust me’	1	3	2	1	4	4	2	1	2.43
‘I am not interested in what my classmates do’	6	6	5	5	6	6	6	6	5.71
‘I feel left out in my class’	6	6	5	6	6	5	6	6	5.71