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

Articles in Press

Document Type : Original Article

Authors

1 Department of Educational Sciences, Farhangian University, Isfahan, Iran

2 Department 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.

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History

  • Receive Date: 25 January 2023
  • Revise Date: 03 April 2023
  • Accept Date: 21 May 2023

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