The mediating role of fear of negative evaluation in the relationship of attachment dimensions with social and academic adjustment among visually impaired students

Considering the effect of vision on emotional, communication, and academic activities, also to prevent the negative impact of impaired vision, the present study aimed to investigate the mediating role of fear of negative evaluation in the relationship between attachment dimensions and social and academic adjustment in students with visual impairment.

The statistical population of this descriptive-correlational study included students with visual impairment at the undergraduate and postgraduate levels of all Iranian universities in the academic year 2017-2018. Amongst them, 211 cases were selected through snow-ball sampling method and responded to Collins' Attachment Scale, a brief version of the Fear of Negative Evaluation of Leary and social and academic adjustment subscales of the Student Adaptation to College Questionnaire Baker and Siryk. Data analyzed by structural equation modeling using AMOS 22 software.

The results showed that the hypothesized model fits the experimental data and the direct effects of attachment anxiety and fear of negative evaluation on social (p < /em><0.05) and academic adjustment were significant (p < /em><0.01). Also, attachment avoidance by mediating fear of negative evaluation had a significant effect on social (p < /em><0.01) and academic adjustment (p < /em><0.05). The effect of attachment anxiety on fear of negative evaluation in social (p < /em><0.05) and academic adjustment (p < /em><0.01) was also confirmed.

Based on the research findings, attachment and fear of negative evaluation can predict students' social and academic adjustment with visual impairment. Therefore, it is necessary to pay attention to secure attachment, adjustment and prevention of fear of negative evaluation in these students.