The Effect of Mathematics Anxiety on Mathematics Achievement of Students with Hearing Impairment: The Mediating Role of Mathematics Self-efficacy
In order to explore the effect of mathematics anxiety on mathematics achievement of students with hearing impairment and the mediating role of mathematics self-efficacy in the relations between them， 250 students with hearing impairment from Grade 3 to 9 were investigated by Mathematics Self-efficacy Scale and Mathematics Anxiety Scale. The results were as the follows: (1) There was significant negative correlation between the class anxiety and mathematics achievement of students with hearing impairment. There was significant negative correlation between mathematics anxiety (exam anxiety， class anxiety) and mathematics self-efficacy of students with hearing impairment. And there was significant positive correlation between mathematics self-efficacy and mathematics achievement of students with hearing impairment. (2) There were no significant differences in mathematics achievement among the groups of mathematics anxiety， but the mathematics achievements of low anxiety group were higher than those of moderate anxiety group， and the mathematics achievements of moderate anxiety group were higher than those of high anxiety group. It showed a linear relation among mathematics anxiety groups. There were significant differences in mathematics self-efficacy among the groups of mathematics anxiety， the mathematics self-efficacy of low anxiety group were higher than those of high anxiety group.(3) Mathematics self-efficacy played a complete mediating role in the relationship between class anxiety and mathematics achievement of students with hearing impairment.
|關鍵詞||听障学生、课堂焦虑、数学焦虑、数学成绩、数学自我效能感、students with hearing impairment、class anxiety、mathematics anxiety、mathematics achievement、mathematics self-efficacy|