Raziyeh Alsadat Makkiyan - Department of Counseling, Faculty of Psychology and Education, Allameh Tabataba’i University, Tehran, Iran.
Mahmoud Malekitabar - Department of Counseling, Faculty of Psychology and Education, Allameh Tabataba’i University, Tehran, Iran.
Kumars Farahbakhsh - Department of Counseling, Faculty of Psychology and Education, Allameh Tabataba’i University, Tehran, Iran.

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 ۲۰۱۴. The study design was causal-comparative, conducted on ۱۲۰ subjects consisting of ۶۰ blind girls selected through convenient sampling method and ۶۰ non-blind girls selected through randomized clustering sampling method. Data were collected through two questionnaires of attachment styles of Collins and Read (۱۹۹۰) (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>۰.۰۵). 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<۰.۰۵).

Attachment styles, Self-efficacy, Blind, Non-blind, High school students