Empowering Exceptional Children

Empowering Exceptional Children

Investigating the role of cognitive ability, depression, anxiety and stress in predicting the self-efficacy of students with visual impairment

Document Type : Original Article

Authors
1 Department of Psychology and Counseling, Farhangian University, P.O. Box 14665-889, Tehran, Iran
2 M.A. of Psychology and Education of People with Special Needs, Faculty of Education and Psychology, University of Isfahan, Isfahan, Iran.
10.22034/ceciranj.2023.383068.1741
Abstract
This research was conducted with the aim of investigating the role of cognitive ability, depression, anxiety and stress in predicting the self-efficacy of students with visual impairment in Isfahan city. The current research was of correlational type and the statistical population included all students with visual impairment in Isfahan city, of which 62 people were selected by convenient sampling method. The research tools included the Cognitive Abilities Questionnaire (CAQ); Depression, Anxiety, and Stress Scale (DASS); and Self-Efficacy Questionnaire (SEQ). Grades were analyzed by stepwise regression analysis in SPSS software version 26. The findings indicated a positive and significant relationship between cognitive ability and self-efficacy. In addition, depression, anxiety and stress also had a negative and significant relationship with self-efficacy. In total, cognitive ability, depression, anxiety and stress were able to predict 40% of the variance of self-efficacy and cognitive ability had the largest role in predicting this variable. As a result, the role of cognitive ability, depression, anxiety and stress in predicting self-efficacy is significant. Therefore, it is very important to pay attention to these factors in students with visual impairment.
Keywords

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Volume 14, Issue 4
Spring 2023
Pages 81-70

  • Receive Date 01 December 2023
  • Revise Date 20 December 2023
  • Accept Date 28 January 2024