attachment styles and self-efficacy in blind and non-blind female high school students

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).