دوره 4، شماره 4 - ( Autumn 2016-- 1395 )                   جلد 4 شماره 4 صفحات 237-248 | برگشت به فهرست نسخه ها




DOI: 10.18869/acadpub.jpcp.4.4.237

XML English Abstract Print


Download citation:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:

Alsadat Makkiyan R, Malekitabar M, Farahbakhsh K. Attachment Styles and Self-Efficacy in Blind and Non-blind Female High School Students. PCP. 2016; 4 (4) :237-248
URL: http://jpcp.uswr.ac.ir/article-1-439-fa.html
Attachment Styles and Self-Efficacy in Blind and Non-blind Female High School Students. Practice in Clinical Psychology. 1395; 4 (4) :237-248

URL: http://jpcp.uswr.ac.ir/article-1-439-fa.html


چکیده:   (893 مشاهده)

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 self-efficacy of blind and non-blind students (P<0.05).

متن کامل [PDF 764 kb]   (387 دریافت)    
نوع مطالعه: پژوهشي | موضوع مقاله: رويكرد شناختي رفتاري
دریافت: ۱۳۹۴/۱۱/۱۳ | پذیرش: ۱۳۹۵/۴/۲۶ | انتشار: ۱۳۹۵/۷/۱۰

ارسال نظر درباره این مقاله : نام کاربری یا پست الکترونیک شما:
کد امنیتی را در کادر بنویسید

کلیه حقوق این وب سایت متعلق به می باشد.

طراحی و برنامه نویسی : یکتاوب افزار شرق

© 2015 All Rights Reserved | Practice in Clinical Psychology

Designed & Developed by : Yektaweb