Relationship Research On Percepted Teacher Expectations And Academic Attribution, Learning Self-Confidence Among Hearing-Impaired Middle School Students

The middle school stage is a critical period of the hearing impaired middle school students academic career, and it is also an important period of knowledge accumulation and ability acquiring. Due to the auditory and language barriers, the hearing impaired middle school students are faced with more frustrations and they cannot correctly treat the academic attribution, which results in their lack of confidence to their study. In particular, they need concern, encouragement, help and support of special education teachers. Therefore, special education teachers should care for the hearing impaired middle school students, understand their characteristics, produce reasonable teacher expectations, and be good at passing the expectations to the hearing impaired middle school students. Only in this way can we help them to treat correctly the academic attribution and improve their learning confidence.The current study of teacher expectation, academic attribution and learning confidence in China mainly focus on the common a students. Many of the studies are descriptive and empirical, and they lack discussion about the relationships among the three, as well as empirical researches in-depth. There is no study on the hearingimpaired middle school students awareness to the expectations of teachers, and exploring the relationships between academic attribution and learning confidence. The research is carried out for this purpose. We think that it is necessary to study the hearing-impaired middle school students awareness to teacher expectation. The teacher expectation that hearing-impaired middle school students receive play an important role in their academic attribution. Positive academic attribution can promote the enthusiasm of learning and increase their learning confidence. This study can make up the domestic study deficiencies in this aspect, provide empirical evidence for making the expectation effect of special education teachers more useful, helping hearing-impaired middle school students to form the correct academic attribution and improving their learning confidence.The research of this study found:(1) The self-made questionnaire of !hearing-impaired students learning selfconfidence" has good validity and reliability, meet the requirements of educational surveying, and can be used as a measuring tool in this research.(2) Scores of teacher support, academic feedback and total teacher expectations have a significant differences in gender, deaf girls are significantly higher than boys. In the teaching Interactive and total teacher expectations, the only child students scored significantly higher than Non only child students. In the academic feedback, junior hearing impaired students scored significantly higher than the senior middle school students. In the teacher support, teaching Interactive and total teacher expectations, excellent students and middle-achievement students scored higher significantly than the other student. In three dimensions and total teacher expectations, scores of students who have a intimate relationship with teacher is significantly higher than have a harmony, alienates or apathy teacher-student relationship.(3) In scores of efforts attribution, deaf girls scored significantly higher than boys. Urban students scored higher than students in rural areas. On efforts to attribution, luck attribution and the total score, the only child students scored significantly higher than Non only child students. students with residual hearing are more inclined to make the effort attribution; deaf students are more likely scenarios and luck attribution. In four dimensions and total senior hearing impaired students scored significantly higher than the junior middle school students. In the effort attribution, ability attribution, scenarios attribution and total academic attribution, excellent students and middle-achievement students scored higher significantly than the other student. In the effort attribution, scenarios attribution and total academic attribution, scores of students who have a intimate relationship with teacher is significantly higher than have a harmony, alienates or apathy teacher-student relationship.(4) In scores of learning initiative and learning self-confidence, deaf girls are significantly higher than boys. In scores of learning Independence and learning persistence, the only child students scored significantly higher than Non only child students. In four dimensions and total learning self-confidence, urban students scored higher than students in rural areas. Excellent students and middle-achievement students scored higher significantly than the other student. Scores of students who have a intimate relationship with teacher is significantly higher than have a harmony, alienates or apathy teacher-student relationship.(5) Three dimensions of the hearing-impaired middle school students awareness of teacher expectation, three dimensions of total score and academic attribution and the total score is significantly positively correlated. Three dimensions of the hearingimpaired middle school students awareness of teacher expectation, three dimensions of total score and learning confidence and the total score is significantly positively correlated. the hearing-impaired students academic attribution plays a partial mediating role between their teacher expectations perception and learning self-confidence.(6) According to results of the study,special education teachers should strengthen the communication with hearing-impaired middle school students, form the correct expectations which is consistent with them, and pay attention to teach students in accordance with their aptitude. We also need to help them to form the correct academic attribution and teach them the methods of attribution. Developing their learning ability which aims at improving their learning confidence is also important.