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The study aimed to verify the structure of the mathematics learning motivation scale and its relationship to mathematics anxiety among university students with hearing disabilities at Dhofar University, and the study sample was selected in response to the horizontal expansion in the academic education tracks for students with hearing disabilities applied by the Ministry of Higher Education and Scientific Research to achieve the goals of Oman Vision 2040, and the sample was selected from university students with hearing disabilities at Dhofar University as it embraces the largest number of students with hearing disabilities in the Sultanate Oman for the academic year 2023-2024, and the sample consisted of 39 male and female students aged from 18 to 33 years, the study relied on the exploratory factor analysis method, and the study used the math anxiety scale after modifying its phrases, and the measure of motivation to learn mathematics The image and its phrases were adapted to suit the nature of the sample as a tool for the study, and the study found that there were two factors to explain the motivation of learning mathematics among the sample members amounted to 23.9% of the total variance of the scale, and using the Pearson correlation matrix for the relationship between the motivation of learning mathematics, it was found that there is a statistically significant relationship between mathematics motivation, math learning anxiety and math test anxiety, and the study also found an inverse relationship between age and math test anxiety, in addition to the effect of the age variable math learning anxiety, and it also found that the external motivation for this category is more external, so the study recommended the need for a guide for mathematics for the student with hearing disabilities, and the need to harmonize mathematics curricula so that It suits the characteristics of students with hearing disabilities, in addition to providing measurement and evaluation tools that suit the characteristics of these students, and the presence of incentives to increase their motivation towards mathematics. [ABSTRACT FROM AUTHOR]

attitude toward inclusion schools and its relationship to bullying of students of handicapped. The participants derived as the snowball method. A 73 male and female teachers of special education major have responded to tools. The study translated the Illinois Scale of Perceived Bullying Behavior, and the CATCH Scale of Teachers' Attitudes towards Students with handicapped. The credibility of the study tools was verified using confirmatory factor analysis and item parceling strategy, and the scales achieved good fitting. The McDonald's Omega coefficient were high values for the subscales of the study tools. The Spearman correlation estimates the relationships between the variables. The results reached that high rejection behavioral subscale of special education teachers towards students with handicaping which causes excessive bullying on the cases of special needs students. The results revealed the increasing of emotional subscale, because of distinguishing an excess of empathy towards people of determination. [ABSTRACT FROM AUTHOR]

The study aimed to verify the structure of the mathematics learning motivation scale and its relationship to mathematics anxiety among university students with hearing disabilities at Dhofar University, and the study sample was selected in response to the horizontal expansion in the academic education tracks for students with hearing disabilities applied by the Ministry of Higher Education and Scientific Research to achieve the goals of Oman Vision 2040, and the sample was selected from university students with hearing disabilities at Dhofar University as it embraces the largest number of students with hearing disabilities in the Sultanate Oman for the academic year 2023-2024, and the sample consisted of 39 male and female students aged from 18 to 33 years, the study relied on the exploratory factor analysis method, and the study used the math anxiety scale after modifying its phrases, and the measure of motivation to learn mathematics The image and its phrases were adapted to suit the nature of the sample as a tool for the study, and the study found that there were two factors to explain the motivation of learning mathematics among the sample members amounted to 23.9% of the total variance of the scale, and using the Pearson correlation matrix for the relationship between the motivation of learning mathematics, it was found that there is a statistically significant relationship between mathematics motivation, math learning anxiety and math test anxiety, and the study also found an inverse relationship between age and math test anxiety, in addition to the effect of the age variable math learning anxiety, and it also found that the external motivation for this category is more external, so the study recommended the need for a guide for mathematics for the student with hearing disabilities, and the need to harmonize mathematics curricula so that It suits the characteristics of students with hearing disabilities, in addition to providing measurement and evaluation tools that suit the characteristics of these students, and the presence of incentives to increase their motivation towards mathematics. [ABSTRACT FROM AUTHOR]