【摘要】 教师效能感是教师在组织和实施教育活动中的主观判断和信心，对教师的教学表现和职业发展具有关键性作用．为深入探讨民族地区职前教师数学焦虑与教师效能感的关系，以及数学教学焦虑的中介作用，对新疆3所不同层次师范院校的1 153名职前数学教师进行调查．结果发现：民族地区职前数学教师的数学焦虑不能直接预测教师效能感，但可以通过数学教学焦虑间接影响其教师效能感；进一步的分析显示，数学焦虑能够通过数学教学焦虑中的内容知识和自信维度间接影响职前数学教师的教师效能感．应关注民族地区职前数学教师的数学焦虑及数学教学焦虑，夯实民族地区职前数学教师的内容知识，增强民族地区职前数学教师的教学自信．更多还原

【Abstract】 Teacher efficacy is the subjective judgment and confidence of teachers in organizing and implementing educational activities, which plays a key role in teachers’ teaching performance and professional development. In order to explore in depth the relationship between mathematics anxiety and teacher efficacy among pre-service teachers in ethnic regions and the mediating role of mathematics teaching anxiety, a survey was conducted on 1 153 pre-service mathematics teachers from three different levels of teacher training colleges in Xinjiang. The results found that mathematics anxiety of pre-service mathematics teachers in ethnic regions could not directly predict teacher efficacy; however, it could indirectly affect their teaching efficacy through mathematics teaching anxiety; further analyses showed that mathematics anxiety could indirectly affect pre-service mathematics teachers’ teacher efficacy through the content knowledge and self-confidence dimensions of mathematics teaching anxiety. The results of the study suggest that we should pay attention to the math anxiety and math teaching anxiety of pre-service math teachers in ethnic areas, strengthen the content knowledge of pre-service math teachers in ethnic areas, and enhance the teaching confidence of pre-service math teachers in ethnic areas.更多还原