Comparative study of attachment dimensions, fear of negative evaluation, social and academic adjustment based on academic achievement in students with visual impairment

The purpose of this study was to compare the dimensions of attachment, fear of negative evaluation, social and academic adjustment based on different levels of academic achievement in students with visual impairment. Descriptive research design was causal-comparative. Participants of this study included 211 people of students with visual impairment in undergraduate and postgraduate degrees in all universities of the country during the academic year of 1396 - 97. The snowball method was selected. In order to collect the research data, each participant completed the Collins' Attachment Scale (1996), A brief version of the Fear of Negative Evaluation Leary (1983) and Social and Academic Adjustment Subscales of the Student Adaptation to College Questionnaire Baker and Siryk (1984). Data analysis method was multivariate analysis of variance. The results showed that there was a significant difference between students in high and low academic achievement in all research variables (p<0/05). Also, there was a significant difference in anxiety and avoidance of attachment, fear of negative evaluation and social adjustment among students with moderate and lower academic achievement. In high and moderate educational groups, the differences in all variables were significant except for avoiding attachment and academic adjustment. Considering that people with visual impairment have an attachment, fear of negative evaluation and adjustment with more problems than sighted people, on the other hand, in today's advanced world, one of the symptoms of a person's success is his academic achievement, hence attention Social support for students with visual impairment is essential to their academic achievement.