Il ruolo dell’ansia matematica e dell’autoefficacia disciplinare nell’apprendimento matematico in bambini con Bisogni Educativi Speciali

Students with special educational needs exhibit difficulties in school achievements, especially in mathematics. However, few studies have simultaneously assessed the affective-motivational profiles and mathematical performance of these students. This study aims to examine closely these two aspects. The results show that students with special needs appear lower mathematical self-efficacy (both academic and regulatory) compared to typically developing peers, as well as lower mathematical performance. The results underline the need to propose educational interventions aimed at promoting the self-efficacy of special education needs students.