The Relationship Between Deaf Students Feel Love And Learning Self-efficacy:the Mediating Effect Of Learning Motivation

Teachers’ love is a special affection which is the selfless giving and sacrifice from the teachers. Teachers’ love plays a huge role in education. The developmen t of all aspects of the deaf students is worse than ordinary as a result of their hearing disability. They tend to experience more frustration in their life so they n eed special education teachers’ love and esteem.Only special education teachers C are for deaf students, respecting their personality, understand their characteristics an d find the education method which is suitable for the deaf, can improve their learni ng motivation and learning efficacy.There has been some research on teachers’ love, but these researches tend to be descriptive and discussed. there has not been research about the relationship bet ween teachers’ love for deaf students and learning motivation, learning self-efficac y. So this research with deaf students as subjects, to respect teachers’love combini ng with their learning motivation and self-efficacy,and investigate the inherent r elationship of the three elements. This research can provide an empirical basis f or construction of teachers’ morality and provide reference and suggestions for fur ther improving the quality of education for the deaf.The conclusions of this study:(1) the self-made questionnaire of "deaf students feel teachers’ love" has go od Reliability and validity, accord with the requirement of education measuremen ts, can be used as a research tool.(2)That deaf students feel the teachers’ love is divided into five dimensions. the dimension scores from high to low is caring for> understanding> responsib le> respect> trust.(3) teachers’love and learning self-efficacy between the sexes have significa nt differences, girls scored higher than boys. There are significant difference in a chievement motivation, expectation motivation on deaf students, girls score higher th an boys. The other motivation and learning motivation has no significant differenc e between the sexes.(4) The teachers’ love and learning self-efficacy of different grade deaf studen ts have significant differences. primary school and high school students scored hig her than middle school students. The deaf students of different grades has signific ant difference in achievement motivation, task motivation, reward motivation, expe ctation motivation and learning motivation. primary school and high school student s scored higher than middle school students. In avoiding punishment motivation, attri bution motivation, group motivation does not exist significant grade differences.(5) The teachers’love, learning motivation, learning self-efficacy of different h earing loss deaf students have significant difference. Mild hearing loss of deaf stu dents scored significantly higher than moderate and severe deaf.(6) The teachers’ love, learning motivation, learning self-efficacy of the stude nts who have different relations with teachers has significant difference. The scor e from high to low:intimate> Harmonious> Estranged>Indifference(7) The teachers’ love, learning motivation, learning self-efficacy of different1earning achievement students have significant difference. The score from high to low:outstanding> good> general>Poor performance(8) There are significant differences of the deaf in different areas on five d imensions and total score of the teachers. On understanding the dimensions of the deaf, Central reward the highest score, West reward the lowest score. On caring, r especting, trusting, responsible and total score of love, East reward the highest scor e, West reward the lowest score. There are not significant differences of the deaf in different areas on conformity motivation.But there are significant differences i n the other six dimensions of motivation and learning motivation. On reward motiv ation, expectation motivation, attribution motivation and learning motivation, East re ward the highest score, West reward the lowest score. on the task motivation, avo id punishing motivation, Central reward the highest score, West reward the lowest score. There are significant differences of the deaf in different areas on learning self-efficacy, East reward the highest score, West reward the lowest score. (9) There is significant positive correlation between the teachers’ love and th e learning motivation. There is significant positive correlation between the teache rs’ love and the learning self-efficacy. There is significant positive correlation be tween the learning self-efficacy and the learning motivation.(10) Deaf students’ learning motivation plays a partial mediating role betwee n the teachers’ love and the learning efficiency.