خلاصة:
Objective: The present study aimed at investigating the relationship between attachment styles and
self-efficacy in blind and non-blind female high school students in Tehran.
Methods: The statistical population consisted of all female students studying in grades one or two
in Tehran girl’s high schools, in the academic year 2014. The study design was causal-comparative,
conducted on 120 subjects consisting of 60 blind girls selected through convenient sampling
method and 60 non-blind girls selected through randomized clustering sampling method. Data were
collected through two questionnaires of attachment styles of Collins and Read (1990) (RAAS) and
self-efficacy scale (SEQ-C) of Muris. To analyze the data, descriptive (mean and standard deviation)
and inferential statistics (multivariate analysis of variance) were used.
Results: The study results indicated a significant difference between blind and non-blind students’
efficacy and attachment styles. Avoidance attachment style as well as emotional, social, and public
efficacy of these two groups revealed no significant difference. Moreover, the results indicated a
significant difference between anxiety attachment style and emotional, social, and public efficacy of
these two groups (P>0.05). Finally, a significant difference was observed between secure attachment
style and emotional, social, and general efficacy of blind and non-blind students.
Conclusion: The blind and non-blind students are significantly different with regard to anxiety and
secure attachment styles. However, their emotional, social, and academic self- efficacy seems to be
the same. Although there was a significant difference between blind and non-blind students with
regard to attachment styles, a significant association was seen between different dimensions of selfefficacy
of blind and non-blind students (P<0.05).
ملخص الجهاز:
Attachment Styles and Self-Efficacy in Blind and Non- blind Female High School Students CrossMark Raziyeh Alsadat Makkiyan1, Mahmoud Malekitabar1*, Kumars Farahbakhsh1 1.
Finally, a significant difference was observed between secure attachment style and emotional, social, and general efficacy of blind and non-blind students.
Some researchers have reported that blind people compared to normal counter- parts feel more lonely and isolated (Hadidi, & Khateeb, 2013); have weak self-concept (Halder, & Datta, 2012), weak body image (Pinquart, & Pfeiffer, 2012), low self- esteem (Papadopoulos, Montgomery, & Chronopoulou, 2013); suffer from more emotional problems (Pinquart, & Pfeiffer, 2012), depression and anxiety (Bolat, Dogangun, Yavuz, Demir, & Kayaalp 2011); experience more physi- cal activity (Aslan, Calik, Kitis, 2012), limited social par- ticipation (Engel-Yeger, & Hamed-Dahe, 2013), and have lower compatibility and emotional intelligence.
No research study, however, was found which investigated the effects of blindness on the attachment styles, emotional re- lations, and self-efficacy dimensions of blind students.
The present research, therefore, aims at studying at- tachment styles and self-efficacy in blind and non-blind female high school students.
• There is a significant difference between the attach- ment styles and self-efficacy dimensions of non- blind students.
3. Results Table 1 presents descriptive statistics (mean and standard deviation) of scores of attachment style and self-efficacy subscales in blind and non-blind female students.
In other words, those with high levels of anxious or avoidant attachment have less social self-efficacy (Mallinckrodt, & Wei, 2005).