In
te
r
n
ation
a
l Jou
rn
al
o
f E
v
al
u
a
t
i
on
a
n
d
R
e
se
arc
h
in
Ed
u
c
ation
(
IJERE
)
V
o
l.7,
N
o.2,
Ju
n
e
20
1
8
,
pp. 152~
158
ISSN
: 2252-
88
22,
D
O
I
:
10.11
59
1
/ijer
e
.
v
7
.
i
2
.13
2
6
3
152
Jou
rn
a
l
h
o
me
pa
ge
:
ht
tp:
//i
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e
score
.
com
/
j
o
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r
na
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s
/
i
n
d
e
x
.
p
hp/IJ
ERE
An
xiety in Visually Impaired
Studen
t
s about th
e Future
Ay
d
ı
n Kı
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la
sl
a
n
1
,
M. Meral Kızılaslan
2
1
Dep
artm
en
t
o
f
Edu
cati
on, Ibrahim Cecen
Un
i
ve
rs
it
y,
T
urk
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y
2
D
epart
m
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f
E
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i
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A
t
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u
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Un
iv
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ity, Tu
r
key
Art
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fo
ABSTRACT
A
r
tic
le hist
o
r
y
:
R
e
c
e
i
v
e
d
M
ay
1
6
, 2
018
Re
vise
d Ma
y
2
7
, 201
8
Ac
ce
p
t
ed
M
a
y
3
1
,
2
018
Th
e
ai
m
o
f
t
his
s
t
u
dy
w
a
s
t
o
d
et
erm
i
ne
t
h
e
a
nx
iety
l
evel
t
h
a
t
v
is
u
a
ll
y
impa
ire
d
s
tu
de
n
t
s
m
a
y
ha
v
e
f
or
t
h
e
f
u
t
u
r
e
wh
e
n
p
la
n
n
ing
the
i
r
p
rof
e
ssi
on.
An
xi
ety
i
s
d
e
f
ined
a
s
exc
e
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s
i
v
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lev
e
l
f
e
ar
a
nd
w
orry
a
b
o
u
t
r
eal
o
r
imaginary
situ
ati
ons.
S
o
t
h
e
e
x
c
essi
ve
w
orry
can
a
ff
ect
t
he
a
bil
i
t
y
t
o
ac
t
t
o
s
o
l
v
e
a
pro
b
l
e
m.
T
his
st
ud
y
w
a
s
a
cas
e
st
udy
b
a
s
e
d
on
the
semi-s
tru
c
tur
ed
interviews.
The
study
group
con
s
ists
o
f
six
8th
gra
d
e
students
wi
t
h
v
isual
im
p
a
irm
e
nt.
The
a
i
m
of
s
e
l
ectin
g
stu
d
ent
s
w
ith
visu
al
i
m
p
airm
en
t
a
s
a
sam
p
le
g
rou
p
i
s
t
o
d
et
ermi
ne
t
h
e
i
ndi
v
i
du
als
wh
o
are
aw
are
t
h
at
e
ducation
is
an im
p
o
r
tan
t
f
o
r
t
h
e
ir
f
u
t
u
r
e p
l
ans
bu
t at
t
h
e
s
ame
time aware
t
h
at the barriers
created
b
y
s
o
ciet
y
hav
e
g
reat
e
r
i
m
p
act
o
n
the
so
cializati
on.
A
s
a
r
e
s
u
l
t
,
vi
su
all
y
i
m
p
a
i
red
in
di
v
i
duals
a
re
w
illi
n
g
t
o
b
e
part
o
f
t
h
e
so
c
i
e
t
y
,
but
the
created
o
bs
tacl
es
caus
e
a
nxi
ety
in
m
an
y
diff
erent
ways
a
s
t
h
ey
c
o
n
s
t
i
tu
te
their
f
u
t
u
res.
T
h
i
s
situa
t
i
o
n
negat
i
ve
l
y
a
ff
ects
the
i
r
moti
vati
on
a
n
d
a
ca
de
m
i
c
perf
o
r
man
ce, an
d
d
imin
is
hes
th
e im
p
o
rt
ance o
f
e
ducat
io
n f
o
r th
e
m as we
ll.
K
eyw
ord
:
An
xi
e
t
y
Ca
s
e
s
t
u
dy
Interview
Vi
su
all
y
i
mp
airme
n
t
s
t
ud
en
t
s
Co
pyri
gh
t © 2
018 In
stit
u
t
e
of Advanced
En
gi
neeri
n
g
an
d
Scien
ce.
All
rights
res
e
rv
ed.
Corres
pon
d
i
n
g
Au
th
or:
Ay
dı
n
Kı
zı
l
a
slan
,
D
e
pa
rtme
nt
o
f
Educ
at
i
on,
Agri I
brahim
Cece
n Uni
v
er
sit
y
,
Erz
u
r
u
m
Y
o
lu 5.
Km
,
04
0
00
A
ğ
rı Mer
kez
/
A
ğ
rı,
Turke
y
.
Em
ail:
ydn
kiz
i
las
l
an
@gm
a
il.
c
o
m
1.
I
N
TR
OD
U
C
TI
O
N
A
ltho
u
gh
i
t
v
a
r
ie
s
from
c
ou
n
t
ry
t
o
co
u
n
tr
y,
i
n
d
i
v
i
dua
ls
w
i
t
h
vi
su
al
i
mp
airmen
t
(VI
)
a
re
c
o
mmo
nl
y
defi
ne
d
i
n
t
w
o
d
iffe
ren
t
w
ay
s:
l
e
g
al
a
nd
e
duca
t
io
na
l.
A
f
t
e
r
a
l
l
c
orr
ect
i
v
e
a
d
j
u
s
t
me
n
t
s,
p
eo
pl
e
wi
t
h
v
isua
l
ac
uit
y
o
f
1/
10
or
20/
20
0
or
l
e
s
s
tha
n
t
h
i
s,
i
n
ot
her
w
o
r
d
s
t
h
os
e
can
n
o
t
see
m
o
re
t
han
2
0
d
egr
ee
of
v
isua
l
fie
l
d
are
d
e
fi
ned
as
l
ega
l
l
y
b
l
i
n
d
.
B
e
side
s
t
h
a
t
a
fter
a
ll
cor
r
ec
t
i
ve
a
dju
s
t
m
ent
,
t
ho
se
h
av
e
v
i
su
al
a
c
u
it
y
bet
w
e
e
n
20
/70
a
n
d
2
0
/
20
0
ar
e
de
fi
ne
d
a
s
i
nd
iv
i
dua
l
s
w
i
t
h
low
v
i
si
on.
A
n
e
duca
t
i
ona
l
de
fin
i
ti
on
p
ro
p
o
ses
t
h
a
t
t
h
o
se
nee
d
t
he
b
ra
il
l
e
-ta
c
t
i
le
a
l
p
ha
bet
(
B
r
a
i
lle
A
l
pha
be
t),
or
u
se
s
o
f
a
u
d
i
tory
m
ater
i
a
l
s
a
re
r
eferr
e
d
a
s
e
du
ca
t
i
o
n
a
l
blind
[1-2].
There
are
d
i
ffe
re
nces
i
n
c
h
ara
c
ter
i
s
t
i
c
s
o
f
s
t
u
den
t
s
w
ith
V
I
su
ch
a
s
fun
c
t
i
on
a
l
v
i
e
ws,
so
cio
e
co
no
mi
c
st
a
t
us,
cu
lt
ural
b
a
c
k
g
rou
n
d
s,
a
ge
a
t
on
se
t
of
v
isi
on
los
s
,
the
pre
s
e
n
ce
o
f
o
t
her
di
sa
b
ili
tie
s,
a
nd
c
o
g
n
it
iv
e
com
p
ete
n
c
e
.
B
e
si
des
t
h
a
t
,
whi
l
e
the
s
e
i
n
d
i
vi
d
u
al
s
pr
ese
n
t
com
m
o
n
ch
ara
c
t
eri
s
ti
c
s
a
s
t
h
e
i
r
no
rmal
p
e
e
rs
i
n
term
s
of
t
he
ir me
n
t
a
l fu
nc
ti
o
n
s, the
y
c
a
n
e
x
p
erie
nc
e som
e
limi
t
a
t
i
o
ns in t
h
e
a
r
ea
s of ps
y
chom
ot
or,
c
o
n
cept
u
a
l
lear
n
i
n
g
,
an
d
la
ng
ua
ge
d
e
v
e
l
opme
n
t
d
u
e
to
l
ac
k
o
f
v
i
s
i
o
n.
S
o
t
h
e
e
f
fe
c
t
o
f
V
I
o
n
t
h
e
de
ve
lo
pm
ent
o
f
a
c
h
i
ld
depe
n
d
s
o
n
the
se
v
erit
y,
t
he
t
ype
o
f l
o
ss,
a
nd ons
et
o
f im
p
a
irm
ent [3-
4
].
The
fee
l
i
n
gs
o
f
be
i
n
g
depe
n
d
e
n
t
on
a
n
o
t
he
r
pe
rson
a
nd
s
o
cia
l
b
a
rri
ers
are
t
h
e
l
eadin
g
f
a
c
t
o
r
s
th
at
nega
t
i
ve
l
y
a
f
f
ec
t
t
h
e
m
e
n
t
al
h
ea
lt
h
o
f
i
n
d
i
v
i
dua
ls
a
n
d
c
a
u
se
p
s
y
c
h
o
lo
gica
l
a
nd
be
h
a
vi
oral
d
ysfu
n
c
ti
o
n
.
Me
nta
l
i
l
l
n
ess
or
m
enta
l
d
i
stre
ss
o
r
the
m
a
nife
s
t
a
tio
n
of
b
e
h
a
v
ior
s
a
nd
experienc
e
s
ar
e
referr
e
d
a
s
psy
c
h
o
p
at
h
o
lo
gic
a
l
d
isorde
rs
[
5-8].
P
s
ych
o
p
a
t
h
o
l
o
gic
a
l
s
i
t
u
a
tio
ns
t
ha
t
c
a
n
be
e
x
p
erie
n
c
ed
b
y
the
stu
d
e
n
t
s
w
ith
i
mpa
i
rme
n
t
due t
o
d
i
sab
i
l
ity
c
a
n
n
e
g
a
t
i
v
el
y
affec
t
t
he
ir
a
cade
m
ic
a
ch
ievem
e
n
t
s,
t
hei
r
a
tten
t
i
o
n leve
l
in a
less
on
a
nd
the
i
r
mot
i
v
a
t
i
on
t
o
w
a
rds
the
le
sson
[9]
.F
or
t
h
i
s
r
e
a
s
on
,
t
e
ach
e
r
s
shou
l
d
b
e
in
fo
rme
d
a
bou
t
the
Evaluation Warning : The document was created with Spire.PDF for Python.
IJERE
I
S
S
N
:
2252-
88
22
Anx
i
ety
i
n
Vis
u
ally
Im
pa
ired
S
t
u
d
en
ts a
b
o
u
t
the
Fu
ture
(A
y
d
ı
n K
ı
z
ı
l
a
sl
an)
15
3
psy
c
h
o
p
at
h
o
lo
gica
l
co
n
d
i
t
io
ns
(
em
otio
na
l
and
be
ha
v
i
ora
l
d
is
orde
rs,
a
bnorm
a
l
/inc
o
mp
ati
b
le
b
e
h
a
v
i
o
r,
a
nd
me
ntal d
epr
e
ss
i
o
n)
tha
t st
ud
e
n
t
s
w
it
h V
I
a
r
e
like
l
y to
e
xper
i
e
n
ce.
F
o
r
insta
n
ce
a
g
e-
relate
d
ma
cular
de
ge
nera
t
i
on
(
A
MD
)
tha
t
c
ause
de
teri
o
r
a
tion
i
n
r
et
ina
a
ffe
cts
th
e
pat
i
e
n
t
'
s
cen
tra
l
v
isi
on
pr
ogr
esses
a
n
d
lead
s
t
o
a
l
oss
of
v
isi
on
i
n
o
ne
o
r
bo
t
h
e
y
e
s.
A
s
A
M
D
pr
ogr
ess
e
s,
a
bl
urred
a
r
ea
n
e
a
r
the
cen
ter
o
f
v
i
s
i
o
n
is
b
e
c
o
min
g
c
om
m
o
n
s
y
m
p
t
o
m
.
O
v
e
r
t
i
m
e
,
t
h
e
b
l
u
r
r
e
d
a
r
e
a
m
a
y
g
r
o
w
large
r
or
b
l
an
k
spo
t
s m
a
y
dev
e
lo
p. O
bjec
ts a
lso m
a
y n
o
t a
p
pear
to be
a
s
b
rig
h
t
as the
y
us
e
d to be
[1
0].
S
h
oc
k,
di
sbe
lie
f,
d
e
p
r
e
ssion,
a
n
d
a
n
g
er
a
re
c
omm
on
rea
c
t
i
ons
a
m
o
n
g
p
eo
p
l
e
w
h
o
are
dia
g
nose
d
w
i
t
h
A
M
D
.
3
0
%
o
f
in
div
i
dua
ls
w
i
t
h
th
is
t
y
p
e
o
f
d
isease
o
f
te
n
e
xpe
ri
ence
d
e
p
ress
i
on
[11
]
.
H
a
lluc
i
na
t
i
o
n
s
yn
drom
es
c
an
b
e
dia
g
no
sed
a
t
t
h
e
se
i
nd
i
v
id
ua
ls
b
y
incre
a
s
i
n
g
o
f
the
v
i
s
u
a
l
l
oss
.
Alth
ough
t
h
e
se
h
all
u
c
i
n
a
t
i
o
n
s
are
h
a
rml
e
ss,
t
h
ey
m
a
y
l
ea
d
t
o
e
mo
tion
a
l
d
i
s
o
r
d
e
rs.
Fo
r
e
x
amp
l
e
at
f
i
r
s
t
,
st
u
de
nts
w
h
o
cle
a
rl
y
see
w
h
a
t
i
s
w
r
itte
n
on
t
he
boar
d
m
a
y
e
xpe
rienc
e
a
di
l
em
ma
after
a
w
hi
l
e
w
hether
w
ha
t
he se
es correct
or
not [
12].
S
itua
t
io
ns
t
ha
t
do
n
o
t
c
ause
a
ny
a
n
x
i
e
t
y
for
ind
i
vi
d
u
al
s
bef
o
r
e
ha
n
d
h
ave
t
h
e
p
o
te
n
t
ial
t
o
c
a
u
se
anx
i
e
t
y
a
f
ter
v
i
si
on
loss
[1
3].
D
e
n
s
e
streets,
c
row
d
ed
r
ooms,
n
ois
y
c
orri
d
o
rs,
c
o
mplex
i
n
str
u
c
t
iona
l
m
a
teria
l
s
in
itia
l
l
y
l
ea
d
t
o
t
he
c
rea
tio
n o
f
t
re
me
ndo
us
f
e
a
r
re
actio
ns.
Th
ese
fe
ars
are
ul
t
i
m
a
te
l
y
a
c
c
o
m
p
an
ie
d
b
y
f
e
e
lin
gs
of
a
n
x
ie
t
y
[
1
4
-
16].
I
n
a
ddi
t
i
on,
s
t
u
de
nt
s
w
ith
l
ow
v
is
io
n
m
a
y
e
x
p
e
r
ien
c
e
va
ri
ou
s
ne
ga
tive
s
t
re
ss
e
m
o
t
i
on
s
depe
n
d
i
n
g
on
t
he
s
e
v
er
ity
o
f
vi
sua
l
i
mpa
i
r
m
e
n
t
i
n
t
he
c
la
ss
room
.
P
r
ovid
i
ng
a
n
e
duca
t
i
o
n
a
l
e
n
v
i
ro
nm
en
t
an
d
trai
ni
n
g
m
ater
ia
ls
t
ha
t
e
n
hanc
e
the
ta
c
t
ile
o
r
aud
i
tor
y
e
x
p
er
ie
nce
is
t
he
b
e
s
t
w
a
y
t
o
ove
rc
om
e
t
h
i
s
s
it
ua
t
i
o
n
i
n
t
h
e
cl
assroo
m.
A
n
x
i
et
y
is
a
f
e
e
li
ng
o
f
f
ear
,
w
o
rry,
or
une
ase
.
W
hen
w
o
rr
yi
n
g
b
ec
ome
s
e
xce
s
si
ve,
it
c
a
n
l
ea
d
to
anx
i
e
t
y,
p
a
n
ic
a
nd
e
v
en
c
a
u
se
ill
ne
ss.
A
nxie
t
y
d
i
s
o
rde
r
i
s
stro
n
g
l
y
a
ffe
c
ts
s
t
ude
n
t
s
w
ith
V
I.
A
nxi
ety
i
s
descr
i
be
d
as
a
s
ense
o
f
u
n
e
a
s
i
ne
ss,
n
e
r
vo
us
ness,
w
o
r
ry,
fea
r
w
h
en
f
ac
ed
w
i
t
h
d
ang
e
r,
t
h
r
ea
t
,
o
r
st
re
ss
[
1
7
]
.
Job
l
o
ss,
r
ela
t
i
ons
h
i
p
bre
a
k
d
o
w
n
,
serious
illness,
m
ajor
a
cci
d
e
n
t
a
nd
grie
f
c
a
n
b
e
m
a
i
n
s
ource
o
f
a
nxie
t
y
[1
8-
19].
F
u
r
t
he
rm
ore
the
r
o
le
s
and
bas
i
c
a
n
d
d
i
verse
re
sp
ons
ib
i
l
i
t
i
e
s
o
f
th
e
i
ndi
vid
u
a
l
s’
a
sso
ci
a
t
e
d
w
i
t
h
th
e
fu
t
u
re,
the
job
and
al
so w
ork-
r
e
late
d
fea
r
s a
r
e
anot
her
sourc
e
of
a
nx
ie
ty [
2
0
-
2
2].
Em
p
i
r
i
c
a
l
e
vid
e
nce has show
n tha
t
s
t
ude
n
t
s w
i
t
h
V
I en
ga
g
e
l
e
s
s
i
n
the
l
e
a
r
ni
ng pr
oces
s be
ca
use
t
h
e
y
fa
ce
a
range
o
f
anx
i
e
t
y
re
spo
n
ses
c
o
mpa
r
ed
w
it
h
the
i
r
pee
r
s
[23
].
W
i
t
h
a
n
x
i
e
t
y
,
in
d
i
vidu
a
l
s
c
a
nno
t
f
o
cu
s
on
the
fu
tur
e
.
So
t
h
i
s
si
t
u
at
i
o
n
has
po
te
n
tia
l
to
l
e
a
d
t
he
a
ppe
ara
nce
of
p
a
n
i
c
w
h
i
ch
i
s
the
one
o
f
the
su
b-
com
p
o
n
e
n
t
s
o
f
a
nxie
t
y
i
n
c
h
i
l
d
re
n
w
ith
V
I.
A
lso,
n
o
t
b
e
i
ng
a
b
le
t
o
co
ntr
o
l
e
m
o
t
i
o
na
l
st
a
t
e
a
n
d
t
h
e
be
l
i
ef
t
ha
t
some
thi
n
g
w
e
n
t
w
r
o
n
g
c
a
u
ses
'a
nger
se
iz
ure
s
'.
T
he
a
n
x
ie
ty of
c
o
rr
ect
r
ea
d
i
ng
a
n
d
w
r
it
ing dur
in
g
e
x
a
m
s
l
eads
to
'
lac
k
o
f
s
t
a
b
ili
ty
',
w
h
i
c
h
i
s
ano
t
her
of
t
he
s
ub-c
o
mpo
n
e
n
ts
of
t
e
n
sio
n
a
nd
i
r
rit
a
b
ili
t
y
d
uri
ng
the
e
x
am
s
[24]
.
Be
ing
hi
g
h
ly
s
ens
i
t
i
v
e
ab
o
u
t
the
perc
ep
t
i
on
t
ha
t
s
o
m
e
t
h
ing
i
s
m
i
s
un
de
rs
t
o
o
d
o
n
t
h
e
ex
am
l
e
a
ds
t
o
rea
d
in
g
aga
i
n an
d le
a
d
s to 'lac
k
o
f sel
f
-c
on
fide
nce
'
,
a
n
o
t
he
r sub-
c
o
mpo
ne
n
t
o
f an
xie
t
y. P
er
haps gi
v
ing en
o
u
g
h
tim
e t
o
stude
nt
s
w
i
th
V
I
i
n
t
his
regard
m
a
y
i
nc
rea
s
e
the
i
r
mot
i
vat
i
on
b
y
red
u
c
in
g
e
m
ot
i
o
na
l
te
ns
ion
[25-
27].
In
add
i
tio
n
low
self-e
st
e
e
m
and
h
i
gh
le
vel
s
o
f
a
n
x
i
et
y
c
a
u
se
a
d
e
c
re
ase
of
s
ocia
l
an
d
fam
i
l
y
rela
tio
ns
hips
[
28-
29].
Future
a
n
x
i
e
t
y
is
a
n
o
the
r
k
i
nd
of
a
nx
ie
ty.
Zalesk
i
d
e
fin
e
d
i
t
a
s
"a
s
t
a
te
o
f
ap
pre
h
e
n
s
i
o
n
,
fear
,
u
n
c
ert
a
int
y
a
nd
f
ea
r
of
u
nd
esi
r
ed
c
h
a
n
g
e
s
e
x
p
ect
ed
t
o
oc
c
u
r
in
the
fu
t
u
r
e
,
a
nd
the
r
e
m
a
y
be
a
t
hre
a
t
t
ha
t
some
thi
n
g
unr
eal
i
s
g
o
i
n
g
t
o
h
a
p
pe
n
t
o
t
h
e
i
n
d
i
v
i
dua
l
w
h
en
h
e
/
s
he
i
s
e
x
tre
m
e
l
y
an
x
i
ous
a
b
o
u
t
t
he
f
u
t
ur
e"
[3
0].
The
lac
k
o
f
se
lf-c
on
fid
e
nce,
t
he
w
ea
k
n
ess
o
f
s
e
l
f-c
o
mpete
nc
e
a
n
d
unc
er
tai
n
ty
a
b
out
a
n
u
n
p
r
e
di
ctab
le
f
u
tu
re
t
h
r
e
a
t
d
isru
pt
s
a
b
il
i
t
y
to
a
vo
id
i
t
o
r
t
o
mi
ti
g
a
te
i
t
s
n
eg
at
iv
e
i
m
p
a
c
t
,
a
n
d
t
h
u
s
r
es
ul
ts
i
n
f
u
tu
re
anx
i
e
t
y [
1
9].
Ed
uca
t
i
on
i
s
t
he
m
o
s
t
im
por
ta
nt
d
r
i
v
i
ng
f
o
rce
for
bet
t
e
r
f
u
t
ure
o
r
be
tte
r
life
.
E
d
u
ca
ti
on,
n
ot
onl
y
con
t
ri
b
u
tes
to
t
he
s
oc
ia
l
i
za
t
i
o
n
a
nd
a
c
c
u
l
t
ur
aliza
t
i
on
of
i
n
d
i
v
id
ua
ls
b
y
tr
ansfe
rri
ng
the
kn
ow
le
d
g
e,
v
alue
a
n
d
sk
i
l
ls
o
f
t
h
e
so
c
i
e
t
y
to
n
e
w
g
ene
r
at
io
ns
b
ut
a
lso
it
is
a
ls
o
l
i
n
k
e
d
t
o
be
tter
ph
ys
ica
l
a
n
d
m
ental
hea
lth,
few
e
r
crim
es,
less
inca
rce
r
atio
n,
good
l
i
fe
s
ta
nd
ar
ds
[
3
1
-3
3].
The
r
ef
ore,
it
is
v
ery
importa
nt
f
or
V
I
ind
i
v
i
d
u
a
l
s
t
o
pos
se
ss
a
p
r
o
fessi
on
t
ha
t
is
a
ppr
op
r
i
a
t
e
i
n
t
heir
i
nte
r
es
ts
a
nd
a
b
i
l
i
t
i
es
t
hrou
g
h
e
d
u
c
a
t
i
o
n.
L
i
t
era
t
ure
review
s
show
t
ha
t
t
h
ere
are
ve
ry
f
ew
s
t
u
d
i
e
s
h
a
v
e
b
een
c
on
d
u
c
t
e
d
on
t
h
e
a
nx
ie
ty
o
f
the
vis
u
a
l
l
y
i
m
p
aire
d
i
n
di
v
i
d
u
a
l
s
abo
u
t
t
he
f
u
t
ure
pla
n
s
an
d
ex
pec
t
a
t
i
ons
f
or
t
he
ir
p
r
o
fess
io
na
l
l
i
fe.
Th
is
s
t
u
dy
a
i
me
d
t
o
e
x
a
m
i
ne
t
he
a
n
x
ie
t
y
of
the v
i
s
u
a
l
l
y
impa
i
re
d
stu
d
e
n
ts
a
bou
t
fut
u
re
e
xpec
t
a
t
i
o
ns a
n
d
th
e
act
ua
l
i
za
tio
n
of these
ex
p
e
c
ta
t
i
on
s.
2.
RESEARCH
M
ETH
O
D
Th
is
q
ua
li
tat
i
ve
s
tu
dy
f
oc
use
s
o
n
a
de
ep
u
nd
ersta
n
d
i
n
g
o
f
a
n
x
i
e
ty
d
ise
a
se
o
f
the
V
I
s
t
ude
n
t
s.
Q
u
al
ita
t
i
ve
r
ese
a
rc
h
is
d
e
s
ign
e
d
t
o
r
evea
l
th
ou
g
h
t
s
a
n
d
f
e
e
l
i
n
g
s
of
r
ese
a
rc
h
part
ici
p
a
n
ts
i
n
a
foc
u
se
d
w
a
y
i
n
order
to
e
xa
mi
ne
t
he
l
ive
d
e
x
p
er
i
e
nces
[
3
4
].
T
he
p
urpos
e
o
f
t
he
p
hen
o
m
e
no
l
o
g
i
c
a
l
r
esea
rch
t
h
at
w
as
u
s
e
d
as
met
h
od
o
f
t
h
is
s
t
udy
w
a
s
t
o
a
n
al
y
z
e
an
xi
e
t
y
in
V
I
st
ud
e
n
t
s
a
bou
t
th
e
fut
u
r
e
w
it
h
i
n
t
h
e
c
o
nte
x
t
of
a
phe
n
o
m
e
no
l
ogy.
T
o
de
t
e
rm
ine
stu
d
e
n
t’s
an
xie
t
y
a
b
out
f
u
t
ur
e
a
nd
to
a
c
c
e
ss
the
de
p
t
h
of
t
he
ir
e
m
o
t
i
o
n
s
a
n
d
th
oug
h
t
s
sem
i
-
s
t
r
uc
ture
d
i
n
t
e
rview
fo
r
m
w
a
s
u
se
d
as
d
at
a
col
l
ec
t
i
o
n
t
ool
[
3
5
]
.
F
ur
t
h
e
r
m
o
re
,
att
e
n
tio
n
ha
s
bee
n
p
a
i
d
t
o
n
oise
p
ol
l
u
ti
on.
O
nc
e
par
tici
p
a
n
t
s
p
ro
vi
de
d
t
h
e
i
r
i
n
form
ed
c
ons
en
t,
a
n
i
n
te
rview
w
a
s
con
duc
te
d
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SSN: 2252-
8822
IJERE
V
ol
.
7,
N
o.
2,
June
20
1
8
:
15
2
– 15
8
15
4
w
ith
eac
h
par
t
i
c
ipa
n
t
in
a
p
r
i
va
t
e
r
oom
t
o
e
n
sure
c
o
n
fide
n
tia
l
i
ty.
In-de
p
t
h
q
ues
t
io
ns
w
e
r
e
used
t
o
de
te
rm
in
e
to
e
l
i
c
it
a
vi
v
i
d
p
i
c
t
ur
e
of
t
he
p
ar
tic
i
p
an
t
’
s
pe
rspec
t
i
v
e
a
b
ou
t
resea
r
ch
q
u
e
s
tio
n.
E
xper
t
f
e
e
d
bac
k
a
nd
sug
g
es
tio
ns w
e
r
e
also sol
ic
it
e
d
fo
r
the
q
ues
t
i
ons a
nd t
h
e
y
a
re
re
vi
se
d ac
cor
d
i
n
gl
y.
The
da
ta
o
b
t
a
i
ne
d
thr
o
ugh
t
h
e
inte
r
v
iew
s
w
ere
a
n
alyze
d
u
si
ng
d
e
sc
ri
p
t
i
v
e
ana
l
ys
is
p
roce
dur
e
.
“
D
e
s
cript
i
ve
a
nal
y
sis
c
h
ar
act
er
izes
t
he
w
or
ld or
a
p
h
e
nom
e
n
o
n
-a
nsw
e
ri
ng ques
t
i
o
ns
a
b
o
u
t
w
ho,
w
h
a
t,
w
here
,
w
h
en,
an
d
to
w
hat
e
x
t
e
n
t
.
Wh
e
t
her
the
g
o
al
i
s
t
o
i
de
nt
i
f
y
a
n
d
d
esc
r
ibe
tre
n
d
s
a
n
d
v
a
r
iat
i
o
n
i
n
p
o
p
u
l
a
tio
ns
,
c
r
e
a
t
e
n
e
w
m
e
a
s
u
r
e
s
o
f
k
e
y
p
h
e
n
o
m
e
n
a
,
o
r
d
e
s
c
r
i
b
e
s
a
m
p
l
e
s
i
n
s
t
u
d
i
e
s
a
i
m
e
d
a
t
i
de
nt
ifyi
n
g
c
a
u
sal
e
f
fe
cts,
descr
i
pt
i
o
n
pla
y
s
a
c
r
i
tic
al
r
ol
e
in
t
he
s
c
i
e
n
t
i
f
ic
p
roc
e
s
s
i
n
gene
ra
l
an
d
e
d
uc
at
ion
re
sear
ch
i
n
pa
rt
i
c
ul
a
r
”
[36]
.
Interv
ie
w
da
ta
c
o
n
sis
t
o
f
ta
p
e
r
ec
ordi
ng
s,
t
ype
d
transcr
i
p
t
s
of
t
a
p
e
r
ecor
d
i
n
gs,
an
d
the
in
terv
iew
e
r’s
n
o
t
e
s
.
Ty
ped t
r
anscr
i
pt
s
a
r
e
the
mos
t
u
t
i
l
i
z
e
d
f
orm
of
i
n
t
erv
i
ew
d
a
t
a
.
D
urin
g
t
h
e data
a
na
l
y
s
i
s
p
h
a
s
e
o
f
t
he
r
ese
a
rc
h,
aft
e
r
da
t
a
c
o
lle
c
t
i
o
n,
t
r
a
nscr
ip
ts
a
r
e
c
o
d
ed
a
ccor
d
in
g
to
p
a
r
ti
ci
p
a
nt
r
es
pon
se
s
t
o
e
a
c
h
qu
e
s
t
i
o
n
a
nd/
o
r
t
o
th
e
mo
st
s
ali
e
n
t
t
he
me
s
e
m
e
r
g
i
ng
ac
ro
ss
the
set
of
i
nterviews.
H
owe
ve
r,
c
ode
s
w
e
r
e
n
ot
f
orm
e
d
o
n
t
he
g
r
o
u
n
d
s
tha
t
a
s
m
a
ll
n
u
m
be
r
of
s
t
ude
n
t
s
part
ici
p
a
t
ed
i
n
t
h
e
s
t
ud
y
a
n
d
t
ha
t
s
t
u
d
e
n
t
s
d
i
d
n
ot
a
nsw
e
r
al
l
t
h
e
q
u
es
ti
ons
o
f
the i
n
terv
ie
w
for
m
. S
o the
answ
ers
gi
ve
n by
stu
den
t
s t
o
e
ac
h qu
e
s
t
i
o
n
w
e
r
e
a
nalyz
e
d
des
cr
ipti
ve
ly.
2
.
1
.
S
tudy
G
ro
up
P
a
rti
c
i
p
an
ts
o
f
this
s
t
u
dy
c
o
n
s
i
s
t
o
f
t
w
o
b
li
nd
s
t
ude
n
t
s
a
n
d
t
h
e
ot
h
e
rs
h
av
e
l
o
w
vi
s
i
on.
A
s
ca
n
b
e
seen
i
n
Ta
b
l
e
1,
one
o
f
thes
e
st
ude
n
t
s
is
f
em
ale
an
d
t
h
e
othe
rs
a
re
m
ale.
T
he
f
em
ale
stude
n
t
i
s
b
l
i
nd.
A
ll
st
u
d
e
nt
s
a
r
e
stu
dyi
ng
i
n
t
h
e
8t
h
g
r
ad
e
of
t
h
e
s
cho
o
l
o
f
VI.
As
the
hea
l
t
h
c
ertifica
t
e
a
b
ou
t
t
h
e
stu
d
e
n
ts
w
as
not
rea
c
he
d
from
t
he
f
irs
t
h
an
d,
t
he
i
n
f
orm
a
ti
on
a
b
o
u
t
t
he
s
tu
d
e
nts
'
v
i
si
o
n
acu
it
y
wa
s
att
a
ine
d
a
t
th
e
i
n
t
e
r
v
i
e
ws.
Stude
n
t
s ha
ve no
ad
d
iti
on
al
d
i
s
a
b
i
l
itie
s.
Ta
b
l
e
1.
P
artici
p
an
t o
f
t
he st
u
dy
S
t
ude
nt C
ode
V
i
su
al
A
cu
i
t
y
Gen
d
e
r
Le
ve
l
of
i
m
p
a
i
r
m
e
n
t
S
1
Lo
w v
i
s
i
o
n
Ma
le
On
e
ey
e
S
2
B
lind
Ma
le
T
o
ta
lly
S
3
Lo
w v
i
s
i
o
n
Ma
le
Bo
t
h
e
y
e
s
S
4
Lo
w v
i
s
i
o
n
Ma
le
Bo
t
h
e
y
e
s
S
5
B
lind
Fe
mal
e
T
o
ta
lly
S
6
Lo
w v
i
s
i
o
n
Ma
le
On
e
ey
e
3.
RESULT
S
A
N
D
DISCU
SSIO
N
I
n
t
h
i
s
s
e
c
t
i
o
n
,
t
h
e
r
e
s
u
l
t
s
o
f
t
h
e
i
n
t
e
r
v
i
e
w
s
b
a
s
e
d
o
n
t
h
e
r
e
s
ear
ch
questi
ons
w
e
r
e
a
n
alyze
d
.
Th
e
answ
e
r
o
f
the
stude
nts
rela
te
d
t
o
t
he
que
st
ion
"
W
hat
i
s
y
our
t
h
e
ex
p
ecta
t
ion
f
r
o
m
t
h
e
s
ch
oo
l
?
"
shows
t
h
at
sc
ho
ol
i
s c
h
a
n
ce
f
o
r
st
u
d
e
nt
s VI
f
ac
i
l
i
t
a
tin
g
th
e
se
lf-ac
t
ua
l
i
z
a
tio
n
or a
w
a
y
to bu
i
l
d t
h
e
i
r ow
n fu
t
u
re.
“
…
S
c
ho
ol
ha
s t
h
e
o
ppo
rt
uni
ty t
h
ro
ugh
e
d
u
c
a
t
io
n
to
pu
rsu
e
m
y
d
r
ea
ms.”
(
S
1
)
“
…
Sc
h
o
o
l
is
i
n
sp
i
r
i
ng
m
e
to
ach
i
ev
e m
y
g
oal
s and
hel
p
m
e
t
o
fee
l
bet
t
er.
It gi
v
e
s m
e
the
be
lie
f
tha
t
I c
an do som
e
thi
n
g
.” (S2)
“…
I want
s
o
m
e
one
to
acce
pt
m
e
like
t
h
is. Scho
o
l
is
a
f
a
ct
o
f
l
ife
, an
d ge
tti
ng
an
e
duc
a
t
i
o
n ca
n
hel
p
m
e
bui
l
d
t
h
e k
i
nd
o
f
f
u
tur
e
lif
e
I
wa
n
t
.” (S4)
“…
Wit
h
o
u
t
sc
ho
ol,
I c
a
n
n
o
t
bui
ld m
y
o
w
n
f
u
t
u
re.
I hav
e
t
o
be
we
ll-e
d
uc
ate
d
t
o
d
o
e
n
o
r
m
o
u
s
thi
n
g
s
.” (
S
5
)
The
a
n
sw
er
s
g
i
ve
n
b
y
t
he
s
tude
n
t
s
to
t
he
que
st
i
on
"Wh
i
ch
p
rofe
s
sion
d
o
you
w
a
n
t
to
s
tu
dy
i
n
t
h
e
fu
t
u
re
?
"
s
how
t
ha
t
the
y
do
n
o
t
car
e
m
u
ch
a
b
o
u
t
t
he
b
arr
i
e
r
s
tha
t
c
o
m
m
un
it
y
bu
i
lt
f
o
r
th
em
.
The
a
n
sw
ers
ar
e
gene
ra
ll
y re
l
a
t
e
d to t
he
ir
dai
l
y
e
x
p
e
r
ienc
es.
“…
I
wan
t
to
s
t
udy
s
o
c
i
al s
t
ud
i
e
s.
I like
s
o
c
i
a
l
le
sso
ns v
e
ry
m
u
ch;
ac
t
u
a
l
ly
I
love
al
l m
y
l
e
sso
ns.
I wa
nt
t
o
b
e
soc
i
al
stud
i
e
s
t
e
ac
h
e
r b
e
c
a
u
s
e th
e
c
o
nt
en
t
of
th
e
s
e l
e
sson
s i
s
v
e
ry
e
n
jo
y
abl
e
.” (
S
1
)
“…
I wan
t
t
o
be
pol
ice
of
ficer
.
F
o
r ex
am
p
l
e, whe
n
an in
j
u
s
t
ic
e
i
s
do
ne t
o
one
pe
rso
n,
eve
ryo
n
e
else
h
a
s
to
w
o
n
d
e
r
wha
t
it
wo
ul
d t
a
ke
fo
r
th
a
t
sam
e
in
j
u
stic
e
to be
do
ne
t
o
m
e
.”
(
S
3
)
“…
I
wan
t
t
o
be
a
doct
o
r. I
n
m
y
case
peop
le
can se
e be
t
t
e
r
.”(
S
6)
A
n
sw
er
o
f
the
que
sti
on
"
W
ha
t
pro
f
ess
i
on
do
y
o
u
p
l
a
n
to
h
a
v
e
?
?
”
sh
ow
s
t
h
at
s
t
ude
n
t
s
a
r
e
no
t
aw
a
r
e
abo
u
t
re
q
u
i
rem
e
nt o
f t
h
e pr
ofe
ssi
ons t
ha
t t
h
e
y
w
ant t
o
ha
v
e
“…I have to
w
o
rk
h
a
rd. We have to
s
t
u
d
y my lessons very
much and
s
o
on.”
(S
1
)
“
…
T
h
e
only
th
in
g
I
kn
o
w
is t
o
ove
r
c
o
m
e
th
e obs
tac
l
e
s
pe
op
l
e
are
b
u
i
lt.
I have
to
work
har
d
to
g
ood
p
r
of
ess
i
on
.”
(
S
3
)
“…
I n
e
ve
r t
hou
ght
tha
t
wha
t
p
r
of
e
s
si
on
I sh
oul
d
ha
v
e
. My
f
a
m
i
l
y
in
si
sts me
t
o
con
t
inu
e
my
educ
a
t
i
o
n. No
w, I
am
work
in
g i
n
m
y
lesso
n
s
.
I do
not
k
n
o
w
wh
at
e
l
se
I ha
ve to
do.”
(S
5
)
“
…I
j
u
st w
a
n
t
t
o
have
p
r
o
f
ess
i
on
t
hat
I c
an fe
e
l
m
y
self c
o
m
f
orta
b
l
e
.”
(
S
6
)
Evaluation Warning : The document was created with Spire.PDF for Python.
IJERE
I
S
S
N
:
2252-
88
22
Anx
i
ety
i
n
Vis
u
ally
Im
pa
ired
S
t
u
d
en
ts a
b
o
u
t
the
Fu
ture
(A
y
d
ı
n K
ı
z
ı
l
a
sl
an)
15
5
S
t
ude
n
t
s’
a
ns
w
e
r
abou
t
q
u
e
s
t
i
o
n
"
A
r
e
y
o
u
se
l
f
-c
onf
i
d
e
n
t
e
nou
g
h
to
c
a
rry
o
u
t
you
r
f
u
t
u
re
p
l
a
ns
?
"
show
t
ha
t m
o
st
of
t
h
e
st
u
d
en
ts
ar
e
ide
al
i
s
t
i
c
abo
u
t
the
ir fu
t
ur
e pla
n
s
“…
I be
l
i
ev
e
th
at I h
a
ve
as m
u
ch se
lf-c
o
nfi
d
enc
e
as I am
.
T
h
is
se
l
f
-c
o
n
f
i
d
enc
e
he
lp
s m
e
to
fee
l
com
f
or
t
a
b
l
e.
I bel
i
ev
e
in m
y
sel
f
t
hat I c
a
n
accom
p
l
i
s
h
al
m
o
st ev
ery
t
hi
ng.
Sel
f
-co
n
f
i
d
e
n
ce
i
s
wha
t
m
o
tiv
ates
us for
ev
eryt
h
i
ng.
”
(S
1)
“…
Yes, beca
us
e I know
I
c
a
n
ove
r
c
o
m
e
the
r
e
qu
i
r
e
m
e
n
ts of
the pr
o
f
e
ssio
n
t
h
at I
like
m
o
r
e
.
But
som
e
t
i
m
e
s I
fee
l
tha
t
I c
annot
do it ve
ry we
l
l
be
cau
s
e I
canno
t
se
e
very
well.
”
(S2)
“…
If I do no
t
bel
i
ev
e
in
the
im
p
o
rta
n
c
e
o
f
t
h
e ed
uc
a
t
i
o
n, I
wil
l
no
t
c
o
n
tin
ue
to s
t
u
d
y.
My
par
en
ts
live
i
n
c
i
t
y
f
a
r fr
om
here.
Bec
a
use
th
e
sc
h
o
o
l
f
o
r
the v
i
s
u
a
l
ly im
pa
i
r
e
d
is o
n
ly
loc
a
te
d
in t
h
is ci
ty.
I
f
I do
no
t be
l
i
eve
in
be
i
ng succ
e
ssf
ul
,
why
d
o
I
c
o
m
e
a
n
d
st
u
d
y
here
a
w
ay
fr
om
m
y
fam
i
ly
? I
t
is
im
por
ta
n
t
f
o
r
m
e
to
c
o
n
t
i
n
u
e
the
st
udy,
b
u
t m
y
fa
t
h
er s
a
ys
t
hat y
o
u c
a
n
n
o
t
b
e
succe
ssf
ul
a
nd
pre
pare
y
o
urse
l
f
for
t
h
is
si
t
u
a
tio
n
b
u
t
i
t
d
o
es
n
o
t m
a
t
t
er
f
o
r m
e
. I trus
t m
y
sel
f
.
”
(S3)
“
…I
canno
t se
e
ve
ry well,
so I'
m
pessim
i
stic
a bit a
b
o
u
t
t
h
is
as
wel
l
.
I'
m worrie
d
.
”
(S4)
It
i
s
u
nder
s
to
o
d
t
ha
t
st
ude
n
t
s
w
ho
ha
ve
V
I
a
r
e
w
o
rried
a
b
o
u
t
t
h
e
f
u
t
u
r
e
w
he
n
w
e
a
s
k
t
he
ques
t
io
n
"D
o yo
u
t
h
i
nk
tha
t
y
our im
p
a
i
rme
n
t m
a
y a
ffe
ct yo
u
r
fu
ture
pla
ns
?"
“
…No, I do no
t
t
h
i
n
k t
h
at
m
y
plan
wi
ll ch
an
ge.
Peop
le m
u
st be a
b
l
e t
o
d
o
w
h
a
t
t
h
ey
be
li
e
v
e
.
I
bel
i
eve
I can b
ecom
e
a t
e
ac
h
e
r.
”
(S1)
“
…I don’t th
in
k
so. Bec
ause
it d
o
e
s
n
o
t
m
e
a
n
th
at a pers
on
wit
h
v
i
su
a
l
im
pa
irm
e
nt, he
ar
i
n
g
i
m
pa
i
r
men
t
o
r
p
h
y
s
i
c
al
i
m
pa
ir
m
e
n
t
a
r
e
not
c
a
pab
l
e
o
f
doin
g
an
y
t
hing
.
I
a
l
so
ha
ve
t
h
e
fea
t
u
r
es
tha
t
I nee
d
t
o
have
in or
de
r t
o
be
a l
a
wye
r
. In ot
her
wor
d
s
,
a perso
n
m
u
s
t
be a
b
l
e
t
o
be
l
i
eve
in
his/
her a
b
il
i
t
ie
s.
” (S2)
“…
I
t
h
i
n
k
we h
a
v
e
to
g
o
a
f
t
e
r w
hat
we
be
l
i
ev
e.
Eve
n
if there
i
s
no o
n
e
sup
por
t us.
” (S3)
S
t
ude
n
t
s
w
ith
v
i
s
ua
l
i
m
pa
irm
e
nt
s
om
et
im
es
w
a
n
t
t
o
s
ha
re
t
he
ir
f
u
t
ur
e
pl
a
n
s
w
i
t
h
t
he
ir
f
am
ilie
s
or
w
ith
t
he
ir
p
ee
rs
a
n
d
t
he
a
nsw
e
rs
t
he
y
re
ce
i
v
e
from
in
d
i
vi
d
u
al
s
ca
n
a
f
fec
t
t
he
ir
i
dea
.
T
o
ge
t
s
t
u
d
e
n
ts’
i
d
ea
s
o
n
t
h
i
s
c
as
e
fol
l
o
wi
ng
q
u
e
st
io
ns
a
sk
ed:
"Wit
h
wh
o
m
d
o
you
sh
a
r
e
p
l
ans
f
o
r
the
future
?
"
A
nd
"
What
k
i
n
d
of
respo
n
se
d
o yo
u ge
t
?
”
“
…My
f
r
ie
nd
s,
m
y
te
acher,
m
y
fam
i
ly .
.
.
The
y
giv
e
p
o
s
itive
feed
b
a
c
k
.
For
exam
p
le
whe
n
I
talk
e
d
w
ith
fa
m
i
l
y
a
b
o
u
t
m
y
caree
r
,
m
y
m
o
the
r
say
s
t
h
at
I trust
y
ou
and
I
w
i
l
l
alw
a
ys
sup
p
o
rt
you.
T
h
e
y
sup
p
o
r
t
an
d re
spe
c
t
m
y
idea
s.
” (S2)
“
…In ge
ne
ra
l
,
I do n
o
t
s
har
e m
y
ide
a
s
wi
th
a
n
yo
ne
. Be
c
a
u
s
e I
f
e
a
r
tha
t
th
ose
pe
o
p
le
w
i
ll
o
ppo
s
e
me. Bu
t
so
met
i
m
es
I
sha
r
e my id
ea
s
wi
th
my fami
l
y
, but
my rel
a
ti
ves mmm
n
e
ver.
Bec
ause
m
any
of t
h
ese
pe
o
p
le
do
no
t tr
ust
m
e
.
”
(S5
)
“
…My
bro
t
her
,
m
y
m
o
th
er,
m
y
fa
ther, m
y
scho
o
l
f
r
ie
n
d
s
. M
y
fam
ily
sup
p
o
r
t
s m
e
ab
ou
t m
y
fut
u
re
pl
ans.
My bro
t
her su
pp
orts m
e
a l
o
t
.
G
e
ne
rally
ev
e
r
y
o
ne is try
i
n
g
to
giv
e
m
e
advice
s
.
”
(S6)
In
o
r
d
er
t
o
determ
ine
the
effect
o
f
frus
t
r
a
t
i
o
n
s
o
n
an
xi
et
y
lev
e
l
,
the
s
t
ud
e
n
ts
w
ere
aske
d:
“
Do
y
o
u
some
tim
es
f
i
n
d
y
o
u
rsel
f
fe
e
l
in
g
di
sap
p
o
i
n
te
d
w
i
t
h
e
d
u
cat
io
n
a
n
d
f
rie
n
d
s
hi
ps
s
uc
cess
f
u
l
?
".
A
cc
ordi
n
g
t
o
t
h
e
answ
e
r
s gi
ven,
t
he st
ude
n
t
s
'
fa
i
l
u
re
s in da
i
l
y
life
lea
d
t
o
inc
re
ase
i
n
a
nx
ie
t
y
leve
l
ab
o
u
t
t
he
f
u
t
ure.
“…
Som
et
im
es
whe
n
I
ta
lk w
i
th
m
y
sc
h
o
o
l
f
r
ie
nds. In s
o
m
e
cases, I ex
pe
rie
n
ce
f
r
us
t
r
a
t
ions.
”
(S1)
“…
Fo
r exa
mple,
w
h
en
my t
e
ach
e
r so
met
i
m
es yel
l
s
at
me
i
n
cl
a
s
sro
o
m
, my
mo
t
i
v
ati
o
n
fal
l
s
. As
you kn
o
w
I
c
anno
t
see m
y
teache
r'
s face whe
n
I t
h
i
n
k
th
a
t
m
y
t
e
ache
r is m
ad
m
e
.
” (S
3)
“…
It happe
ns at sch
o
o
l m
u
c
h
. I f
e
el d
i
sa
p
p
o
i
nte
d
w
h
en
m
y
pare
n
ts do
no
t le
t
m
e
t
o
go o
u
t.
Wh
en
I go
o
u
t
a
l
on
e
,
my
f
r
i
e
nd
s
d
o
not
p
l
a
y
t
h
e ga
me wit
h
me. In
t
h
e
mean
ti
m
e
I fo
rgo
t
t
o
say
tha
t
I ge
t
disap
p
o
i
nte
d
m
u
c
h
w
h
en I
cann
o
t
do
ex
am
q
u
es
ti
ons.
”
(S6)
The
q
u
es
tio
n
abo
u
t
"
What
i
s
pessim
i
sm
f
or
y
o
u
?
"
w
a
s
a
sked
t
o
fi
nd
o
u
t
t
he
m
ost
pe
ssim
i
s
t
i
c
situa
t
io
n for s
t
ude
n
t
s w
i
t
h
V
I.
A
c
c
ordi
ng
to
answ
er
s stu
d
e
n
t
s
’
d
i
sa
b
ili
tie
s a
r
e no
t
rea
s
on t
o
be
pess
imis
tic
, b
ut
ac
cept
i
n
g in
d
i
v
i
d
u
a
l
s w
i
t
h
d
is
abi
l
i
t
ies
as o
bs
tacle
s
i
n soc
i
e
t
y
is the
m
a
in source o
f their
p
e
ssi
m
i
sm.
“
…It is po
in
t
l
e
ss for m
e
to be
pess
im
i
s
t
i
c.
” (S2)
“
…H
avi
ng
a
di
strust
of
peo
p
l
e is th
e m
o
st p
e
ssim
i
s
tic si
tua
t
i
o
n
f
o
r m
e
. For exam
p
le
on
e of ou
r
frie
nds pl
aye
d
t
h
e
inst
rum
e
nt ve
ry
we
ll
,
b
u
t
he
d
i
d
n
o
t acc
e
pte
d
at fine
arts
sc
ho
o
l
bec
aus
e of
his th
e
v
i
s
u
al i
m
pa
irm
e
n
t
.
” (
S
4
)
“
…Peop
l
e a
l
way
s
t
a
l
k
wit
h
m
e
ab
ou
t
m
y
bli
n
d
n
ess. T
h
i
s
is scari
n
g m
e
fo
r the m
y
fu
t
u
re
plan.
”
(S5)
The
m
o
st
p
es
s
i
mis
t
i
c
s
i
t
ua
t
i
o
n
s
o
f
s
t
u
de
nt
s
w
ith
V
I
a
r
e
impor
t
a
nt
i
n
th
a
t
w
e
c
o
uld
d
e
ter
m
ine
the
st
r
e
ss
a
n
d
a
n
xi
e
t
y le
vel of
s
tu
den
t
s
tha
t
the
y
m
a
y
have
i
n t
h
e
future
.
In
t
h
i
s
respec
t,
t
he
q
ues
t
i
o
n
a
b
out
"
Wha
t
is
t
he
o
p
tim
i
s
t
i
c
s
itua
t
i
o
n
ab
o
u
t
fu
t
u
re
?
"
w
as
a
sked
t
o
i
d
e
n
t
i
f
y
t
h
eir
fear
a
bo
u
t
f
ut
ure.
T
he
s
t
u
den
t
s
ga
ve
t
he
fo
l
l
ow
i
n
g
ans
w
er
s
to this
qu
est
i
o
n
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SSN: 2252-
8822
IJERE
V
ol
.
7,
N
o.
2,
June
20
1
8
:
15
2
– 15
8
15
6
“
…T
he
m
o
st hope
f
u
l s
i
t
u
ati
o
n fo
r m
e
is to c
o
m
p
lete m
y
e
duca
t
ion.
”
(S1)
“
…T
he
m
o
st hope
f
u
l t
h
in
g is
fo
r m
e
to have
a
go
od
pr
of
e
s
sio
n
.
” (S2
)
“…
No
t
bei
n
g i
n
ne
ed o
f
pe
op
le
c
a
n
be
t
h
e
m
o
s
t
prom
is
i
n
g
thi
n
g fo
r m
e
.
” (S3)
“…
I do
no
t
w
a
nt
pe
o
p
le to t
r
e
a
t
m
e
l
i
k
e
a m
o
ns
t
e
r.
”
(S
4)
“…
the f
u
ture is mysterious
for me
now
.
” (S5)
“…
I
wan
t
t
o
be
a
doct
o
r a
n
d
hea
l
pe
op
le.
” (S6
)
Espec
i
a
l
l
y
e
co
nom
i
c
p
lan
s
a
re
a
t
t
h
e
forefr
on
t
w
h
e
n
w
e
ask
v
i
s
u
a
lly
i
m
p
aire
d
st
u
d
en
ts
a
bo
u
t
t
he
ir
most im
p
orta
nt
plan
s
f
or
t
he
fut
ure
.
“…
No
w o
u
r p
a
re
nts
are
in
te
re
ste
d
i
n
o
u
r
n
eeds,
an
d I wo
ul
d l
i
k
e
to
tak
e
care
o
f
m
y
f
a
m
i
ly'
s
ec
onom
ic
nee
d
s
in t
h
e
f
u
t
u
re
.”
(
S
1
)
“…
My
future
ex
pec
t
a
t
io
n is t
o
be
self-su
ffic
ie
nt
in
div
i
du
a
l
i
n
ev
ery
sense.
” (S2)
“…
Mak
i
ng m
o
ney,
hav
in
g a
j
o
b
.”
(
S
5
)
Vi
su
al
d
i
ffi
cul
t
i
e
s
may
i
n
fl
u
e
n
c
e
i
n
phy
si
cal
,
men
t
al
,
so
c
i
al
,
e
duc
a
tio
na
l
a
nd
voca
tio
na
l
aspec
t
s.
V
isua
l
i
m
p
a
i
r
ment
i
n
d
i
v
id
u
a
l
s
h
av
e to
d
ea
l
not
o
nly
wi
th
th
e
d
i
ffi
cu
lt
i
e
s of h
i
s
/
h
e
r
ph
y
s
i
c
a
l
im
p
a
irm
e
nt b
ut
a
l
s
o w
i
t
h
the
psyc
h
o
l
o
g
i
cal
a
nd
be
h
a
vio
u
r
a
l
pro
b
l
e
m
s
spec
ifica
l
l
y
d
urin
g
a
d
ol
e
s
c
e
nc
e
[
3
7
]
.
S
o
cial
a
nd
ph
ys
ical
isola
t
io
n
a
l
so
c
rea
t
e
s
p
ro
b
l
e
m
o
f
a
n
x
i
e
t
y
a
nd
de
p
r
essi
on.
I
n
t
u
r
n
,
a
nxie
t
y
a
n
d
ot
her
se
ptom
s
re
l
a
te
d
anx
i
e
t
y
ma
y
cause
a
f
u
r
ther
d
ec
line
i
n
qua
l
ity
o
f
l
i
fe,
m
a
y
ag
gr
avat
e
d
i
s
ab
i
l
i
t
y
ca
u
s
ed
by
t
h
e
v
i
s
u
al
i
m
p
a
i
rme
n
t
[38]
.
V
i
s
u
a
l
i
m
p
a
i
r
m
e
n
t
m
a
y
h
a
v
e
a
s
u
b
s
t
a
n
t
i
a
l
i
m
p
a
c
t
o
n
v
a
r
i
o
u
s
l
i
f
e
d
om
ain
s
s
uc
h
a
s
i
nter
p
e
rso
n
al
r
ela
t
i
o
n
s
,
mobi
l
ity,
w
o
rk
,
m
e
ntal
w
e
ll-b
e
in
g.
A
s
it
i
s
k
now
n
t
h
e
e
c
o
n
o
m
i
c
im
pact
o
f
v
i
si
o
n
l
os
s
i
s
a
ls
o
subs
ta
nt
ia
l.
I
t
is
nec
e
ssary
t
o
m
a
ke
p
la
ns
f
or
t
he
f
ut
ure
b
y
kn
ow
i
ng
the
c
o
mpe
t
e
n
c
e
of
t
he
p
e
r
so
n.
H
ow
ever
,
st
u
d
e
n
t
s
w
i
t
h
vi
sua
l
i
m
p
a
i
rm
ent
are
n
o
t
p
l
a
nn
ing
a
fu
t
u
re
t
ha
t
is
a
p
p
ro
pri
a
te
f
or
t
he
ir
v
i
s
ua
l
d
i
sa
bi
l
ity.
They
u
sua
l
l
y
do
not
ca
re
a
bou
t
the
i
r
visua
l
d
isa
b
i
lit
y
w
h
i
l
e
p
l
a
n
nin
g
t
he
ir
f
u
t
u
r
e,
c
hoos
in
g
t
h
e
profe
ssi
on.
S
tu
de
nt
s
w
i
t
h
v
is
ual
impa
i
r
me
n
t
s
n
e
ed
a
n
ed
uca
t
i
on
pro
g
ra
m
o
p
ti
o
n
s
t
o
m
e
e
t
t
h
eir
fut
ure
p
l
a
n
s.
V
isua
ll
y
i
m
pa
i
r
ed
s
t
u
de
nt
s
ha
ve
in
dic
a
t
e
d
t
h
at
t
he
y
are
c
o
n
tin
ui
n
g
t
o
sc
ho
o
l
i
n
or
d
e
r
t
o
m
a
k
e
b
etter
plans
f
o
r
the
f
u
ture
.
It
i
s
also
u
nde
rstood
tha
t
t
he
y
t
h
in
k
ther
e
w
i
l
l
b
e
no
pla
n
s
for
th
e
futur
e
w
it
h
o
u
t
s
c
h
ooling.
T
his
shows
tha
t
s
t
ude
n
t
s
w
i
th
V
I
ar
e
pla
n
ni
ng
t
h
eir
fu
t
u
re
l
i
k
e
a
s
t
heir
p
e
e
rs.
I
t
i
s
als
o
unde
rs
to
o
d
tha
t
t
he
y
are
no
t
a
w
are
of
t
he
r
eq
u
i
re
me
nts
t
h
is
profe
s
si
o
n
w
h
e
n
c
h
o
o
si
n
g
a
p
rofe
s
s
i
o
n.
T
he
y
a
l
s
o
s
t
a
te
t
ha
t
the
y
ar
e
awa
r
e
of
t
h
e
i
r
d
i
s
ap
p
o
i
n
tme
n
t.
T
his
sug
g
es
t
s
t
ha
t
a
l
t
h
ou
g
h
s
tude
nts
a
r
e
idea
lis
t
i
c
,
t
he
y
ha
ve
c
onc
e
r
n
s
a
bou
t
th
e
f
u
ture
d
u
e
t
o
t
h
eir
d
i
sa
bi
lit
y.
A
ltho
u
g
h
t
h
e
st
ude
n
t
s
w
h
o
a
r
e
a
w
are
of
t
he
i
r
V
I
ha
ve
w
orr
i
e
s
a
n
d
i
n
dec
i
si
ve
ne
ss
a
bo
u
t
t
he
f
u
t
ur
e,
it
i
s
deter
m
i
n
ed
tha
t the
i
r sel
f
-c
o
n
fide
nce i
s
a
t th
e
u
ppe
r leve
l.
T
h
e
y
t
hi
nk
t
h
a
t
th
ei
r
v
i
si
o
n
d
ef
i
c
it
s
will
not
c
h
a
nge
the
i
r pla
n
s
for
t
h
e
fu
t
u
re
. F
utu
r
e me
ans hope
a
n
d
c
o
n
c
e
rn
f
o
r
t
he
m.
O
n
e
o
f
t
he
s
i
t
uat
i
on
s
in
w
h
i
c
h
i
nd
ivi
d
uals
f
ee
l
i
s
ola
t
e
d
i
s
fru
st
ra
ti
on
.
B
u
t
th
e
f
r
u
s
t
r
a
t
ion
i
s
t
h
e
nega
t
i
ve
a
s
p
ec
t
of
t
he
n
e
g
a
t
i
v
e
e
x
ter
n
a
l
i
tie
s.
P
eople
w
i
t
h
ou
t
d
i
s
ab
il
i
t
y
can
q
ui
ck
ly
g
et
o
u
t
o
f
sit
u
ati
o
n
s
t
hat
ca
use
frus
t
rat
i
on.
H
ow
ever
,
an
i
nd
i
v
id
ua
l
w
i
th
V
I
is
g
e
n
er
a
lly
fr
ustra
t
e
d
d
uri
ng
a l
i
fe
t
i
m
e
.
A
lth
ou
g
h
t
hi
s
m
a
y
seem
f
am
ili
a
r
t
o
in
di
v
i
d
u
a
l
s
w
ith
v
is
ua
l
im
pairm
e
n
t
,
frus
tra
t
i
o
n
i
s
c
a
u
s
i
n
g
a
n
x
ie
ty
i
n
the
i
r
live
s
.
Whe
n
stude
n
t
s
are
di
sap
p
o
i
nt
e
d
i
n
si
t
u
a
tio
ns
s
uc
h
as
p
r
o
v
i
ng
t
h
e
m
se
l
ve
s,
i
den
t
i
t
y
f
or
ma
t
i
on,
o
r
a
ny
disr
up
t
i
o
n
t
o
the
i
r fu
t
u
r
e
p
la
ns,
it has
bee
n
d
eter
mi
ned
tha
t
t
he
se
f
rustra
ti
ons ar
e
the source of
their anxi
ety.
I
ndiv
i
dua
ls
w
i
t
h
v
i
sua
l
i
mp
a
i
r
m
e
n
t
m
a
y
be
p
es
simis
t
i
c
b
ec
ause
o
f
t
h
e
ne
ga
ti
v
ity
e
xper
i
e
n
ces
thr
o
u
g
hou
t
the
i
r
l
i
ves.
S
om
et
ime
s
t
hey
ca
n
l
o
o
k
p
osi
t
i
v
e,
r
e
g
ar
d
l
e
s
s
o
f
a
n
y
o
f
t
h
e
n
e
g
a
t
i
v
i
t
i
e
s
.
B
u
t
d
e
s
p
i
t
e
the
s
e
s
t
u
d
e
n
ts
do
no
t
d
e
ve
l
o
p
a
pes
s
imi
s
t
i
c
pic
t
ure
of
t
he
f
u
t
u
re
.
Emp
l
oy
me
n
t
o
f
in
di
v
i
du
a
l
s
with
v
i
s
u
a
l
impa
i
r
me
n
t
h
a
s
t
he
l
ow
e
s
t
ra
te
a
m
o
n
g
p
e
o
p
l
e
w
i
th
d
isa
b
il
it
ies
i
n
T
u
rke
y
.
S
o
it
ca
n
be
p
r
e
dic
t
e
d
h
ow
d
i
f
f
i
c
u
lt
it
w
i
l
l
be f
or th
e
v
isua
ll
y
i
m
pa
ire
d
i
nd
ivi
d
ual
s
to be
pa
r
t o
f
com
m
uni
t
y
a
s
an
econ
o
m
i
c e
n
ti
ty.
I
t
i
s
t
h
e
m
a
nife
sta
t
i
o
n
of
t
he
e
xiste
n
c
e
o
f
a
pro
b
l
e
ma
t
i
c
th
a
t
t
h
e
i
n
div
i
dua
l
s
w
i
t
h
vi
su
al
i
mp
a
i
rme
n
t
are
e
x
p
e
c
t
ed
t
o
ha
ve
g
r
eat
e
xpec
t
a
tio
ns
a
b
o
u
t
t
he
f
ut
ure.
A
s
a
re
sul
t
,
conce
r
ns
a
b
o
u
t
th
e
futur
e
a
ris
e
.
Their
prese
n
ce
i
n
t
he
i
rr
atio
na
l
e
x
p
ecta
t
i
o
ns
o
f
t
h
e
fut
u
re
c
a
n
b
e
a
si
g
n
o
f
t
h
e
qua
l
i
t
y
o
f
re
fer
r
al
s
er
vic
e
s
for
t
h
em
[3
9].
D
i
sab
i
l
i
t
y
e
mp
lo
ym
en
t
re
g
u
la
ti
on
s
ca
n
be
o
n
e
o
f
th
e
simp
l
es
t
s
t
ep
s
t
h
at
c
an
b
e
t
a
ken
to
m
i
n
im
ize
the
fu
t
u
re
a
nx
iet
y
o
f
t
h
e
vis
u
a
l
l
y
i
m
p
aired
i
n
d
i
vi
d
u
al
s.
T
he
s
cope
of
t
h
e
e
d
u
cat
i
on
gi
ve
n
for
v
i
sua
l
l
y
i
m
p
a
i
re
d
in
div
i
dua
ls
t
o
deve
lop
i
n
t
he
d
ire
c
t
i
o
n
of
t
h
e
ir
q
ual
i
fica
tio
ns
c
a
n
b
e
e
x
pa
nde
d.
I
n
t
h
is
d
ire
c
ti
on,
t
he
i
nte
r
ests,
sk
i
l
ls
a
nd
c
o
mpe
t
e
n
ce
s
of
v
isua
l
l
y
imp
a
i
r
ed
i
n
d
i
v
i
dua
ls
s
h
o
u
l
d
be
a
sse
s
se
d
r
eal
ist
i
c
a
l
ly.
V
o
cat
io
na
l
g
u
i
d
a
n
c
e
ac
t
i
v
i
ti
e
s
s
ho
u
l
d
be
car
ried
o
u
t
i
n
a
mor
e
r
ig
or
o
u
s
orde
r
e
v
en
w
i
t
h
o
u
t
i
nterru
pt
i
on.
O
n
the
o
t
he
r
h
a
n
d
,
g
u
i
d
an
c
e
a
n
d
p
s
yc
hol
ogi
ca
l
c
o
un
seli
ng
s
e
r
v
i
ces
f
o
r
v
i
s
ual
l
y
i
mp
a
i
r
e
d
ind
i
v
i
dua
ls
s
h
o
u
l
d
be
c
arr
i
e
d
out
w
ith
c
a
r
e.
4.
CONCL
U
S
ION
A
s
a
r
esul
t
c
o
mpa
r
ed
t
o
th
eir
pee
r
s,
s
t
u
de
nt
s
w
i
t
h
v
is
u
a
l
i
m
pai
rm
ents
a
re
a
t
a
higher
r
isk
for
depre
ssi
on,
a
n
x
i
e
t
y
,
and
o
t
h
e
r
psyc
ho
l
o
g
i
c
a
l
pr
ob
lem
s
.
U
n
em
pl
oy
ment
i
s
a
not
h
e
r
ma
j
o
r
risk
f
ac
tor
for
depre
ssi
on.
B
y
reduci
n
g
ba
rri
er
s
t
o
w
a
rds
e
n
te
ri
ng
th
e
lab
o
u
r
ma
rket
f
or
p
eo
p
l
e
w
i
t
h
V
I
and
by
en
ha
nc
h
i
ng
educ
a
t
i
o
n
q
u
a
lity,
pre
v
a
l
ence
o
f
an
x
i
et
y a
m
ong
the
st
u
d
en
ts
w
it
h VI
can
b
e
reduc
ed.
Evaluation Warning : The document was created with Spire.PDF for Python.
IJERE
I
S
S
N
:
2252-
88
22
Anx
i
ety
i
n
Vis
u
ally
Im
pa
ired
S
t
u
d
en
ts a
b
o
u
t
the
Fu
ture
(A
y
d
ı
n K
ı
z
ı
l
a
sl
an)
15
7
REFE
RENCES
[1]
Am
erican
F
o
u
n
d
at
io
n
f
o
r
th
e
Blin
d
[AF
B
].
(
20
00).
Optical character
recognition systems
.
Re
tr
ie
v
e
d
Fe
bru
a
ry
2
2
,
20
18
f
ro
m
t
h
e W
o
rld W
i
de
W
e
b
:
ht
tp:
//www
.
a
fb.org
/info_document_
v
i
ew.as
p
?do
c
um
en
tid
=12
8
3
[2]
L
e
w
i
s
,
S
.
,
&
A
l
l
m
a
n
,
C
.
B
.
(
2
0
0
0
)
.
S
e
e
i
n
g
e
y
e
t
o
e
y
e
:
A
n
a
d
m
i
n
i
s
t
r
ator'
s
g
u
i
de
t
o
stud
ent
s
w
it
h
l
o
w
visio
n
.
N
e
w
Yo
rk: Am
erican
F
ou
nd
a
tion
f
o
r
the Bl
ind.
[3]
Levack
,
N.,
&
L
o
um
i
e
t
,
R
.
(1
9
9
3
)
.
In
dep
e
nd
ent
living
series
-
A
c
u
rricu
lum
wi
th
a
dap
t
atio
ns
f
or
s
t
u
d
e
nts
wit
h
vi
su
al
i
m
p
airm
e
n
ts.
Tex
a
s
S
c
h
ool
f
or
the B
l
i
n
d
a
n
d
Visual
l
y
I
m
p
aired.
[4]
P
a
pad
opo
ul
os
,
K.
,
M
e
tsi
ou,
K
.,
&
A
galiotis,
I.
(
2
007
).
A
d
a
ptive
b
ehav
ior
o
f
c
h
i
l
d
ren
and
ad
ol
e
s
cent
s
w
it
h
v
i
sual
im
p
a
irm
e
nts.
R
e
s
earch
i
n
D
e
vel
o
p
m
ental D
i
sabi
li
ti
es
,
32(3)
, 108
6
–
96
.
doi:
10
.
1
0
1
6
/j.
rid
d
.
2
01
1.
0
1
.
021
[5]
Al
exand
e
r,
L
.,
&
M
artray
,
C.
(
19
89
).
T
h
e
d
evel
opm
en
t
o
f
a
n
ab
br
evi
a
ted
vers
io
n
of
t
he
m
a
t
hemat
i
cs
a
nx
iety
r
atin
g
scal
e. M
easu
r
em
en
t
a
n
d
Eva
l
uatio
n
i
n
Co
un
seli
n
g
and
Dev
elo
p
ment
,
2
2
,
143
–1
50.
[6]
B
a
k
e
r
,
S
.
,
H
e
i
n
r
i
c
h
s
,
N
.
,
K
i
m
,
H
.
,
&
H
o
f
m
a
n
n
,
S
.
(
2
0
0
2
)
.
T
h
e
L
i
ebo
w
itz
S
o
c
i
a
l
anx
i
et
y
s
c
a
l
e
as
a
s
e
lf
-repo
rt
ins
t
rumen
t
:
a
preliminary psyc
ho
met
r
ic analy
s
i
s
. Beh
avio
r Resea
rc
h a
n
d The
r
a
p
y
,
4
0, 70
1
-
71
5.
[7]
P
a
ll
ero
,
R. (20
0
8
).
Psy
cho
s
oci
a
l ad
ju
stm
e
n
t
t
o v
i
su
al i
mp
a
i
rm
en
t i
n
o
ld
er
p
eo
pl
e. Int
egraci
ón,
5
5
, 3
4–
42.
[8]
Sc
h
m
id
,
K.
,
Ph
e
l
ps,
E
.
,
&
Le
r
n
e
r
,
R.
(
20
11
)
.
C
o
n
stru
c
tin
g
p
o
si
t
ive
f
u
tures
:
M
odeli
ng
t
h
e
re
lationship
bet
w
een
ado
l
es
c
e
n
t
s
’
h
o
p
ef
ul
f
u
t
ure
ex
pe
ct
a
t
io
n
s
a
nd
i
n
t
ent
i
o
n
a
l
s
ell
r
egulation
i
n
p
redi
ct
ing
pos
itive
youth
de
velopment
.
Jo
urn
a
l
of
A
d
o
le
s
cence,
6
,
1
12
7-1
1
3
5
.
[9]
M
u
s
c
hall
a,
B
.
,
Lin
d
en
,
M.
,
&
Ol
bri
c
h
,
D
.
(2010
).
T
he
r
ela
t
i
o
n
s
h
ip
b
e
t
ween
j
ob
-anxi
ety
an
d
trait-anx
i
et
y
A
diff
erenti
al
d
iag
n
os
ti
c
i
n
v
e
s
t
igatio
n
with
t
h
e
J
ob-An
xiet
y-S
cal
e
an
d
t
h
e
S
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a
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2
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r
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m
h
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im
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A
s
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2
0
0
7
)
.
Dep
r
essi
o
n
a
n
d
a
n
x
i
e
t
y
i
n
v
i
s
u
a
l
l
y
i
m
p
a
i
r
e
d
o
l
d
e
r
p
e
o
p
l
e
.
Oph
t
h
a
l
m
o
l
og
y,
1
14
(2), 2
83
–2
88
.
[38]
Bu
rmed
i
,
D
.,
Be
ck
er,
S.,
Hey
l
,
V.,
W
a
h
l
,
H
.
W.
&
H
immelsbach
,
I.
(
20
02
)
E
m
ot
io
n
a
l
a
n
d
so
c
i
a
l
c
on
se
qu
e
n
ce
s
o
f
age-rel
a
ted
low
vi
si
on
.
Visu
al
Im
p
airm
ent
Rese
arch
, 4
, 47
-
71.
[39]
Kı
zı
l
a
slan,
A.
,
&
Sözbilir,
M.
(
20
17).
H
erkes
İçi
n
b
il
i
m
:
gör
m
e
e
n
g
ell
i
ö
ğ
r
enciler
içi
n
ö
rnek
uygul
am
alar.
Ko
ny
a:
Çizg
i K
i
t
a
bevi
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