A Comparison of Students’ Self-concept on the Basis of Visual Impairment and Normal Vision

Oct 15, 2026

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This quantitative study analyzes the self-concept of students with visual impairment in Lahore, Pakistan, compared with students with normal vision. A modified self-description questionnaire by Jayne E. Stake (1992) assessed six self-concept subscales: Likability, Task accomplishment, Morality, Power, Giftedness, and Vulnerability. Urdu translations collected data from 120 students—60 with visual impairment and 60 without—balanced by gender. Results show no significant overall differences, except that sighted students rated morality more positively than students with visual impairment.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages12

Reading Time30 min

AccessFree to download

Abstract

Introduction

Definitions and background

Self-concept theory

Review of related literature

Rationale for the study

A Comparison of Students’ Self-concept on the Basis of Visual Impairment and Normal Vision Sajida Mah Jabeen * and Mumtaz Akhter** Abstract The focus of this quantitative study was on analyzing the self-concept of the students with visual impairment in Lahore (Pakistan). A modified self-description questionnaire used by Jayne E. Stake (1992) was used to assess the six subscales (Likability, Task accomplishment, Morality, Power, Giftedness and Vulnerability) of the self-concept of the students with VI (visual impairment) and normal sight. The questionnaire was translated into Urdu to collect data from randomly selected 60 students with visual impairment from the special education schools (30 males and 30 females), and 60 students without visual impairment (30 males and 30 females) from public schools. No significant difference of self-concept was found between the students with visual impairment and students with normal sight. Only sighted students’ self-concept about morality was more positive than the students with visual impairment. Keywords: Self-concept, Visual impairment, Likability, Task accomplishment, Morality, Power, Giftedness and Vulnerability *PhD Scholar, Department of Special Education, University of the Punjab, Lahore E-mail: [sajida_jabeen84@yahoo.com](sajida_jabeen84@yahoo.com) ** Professor Institute of Education and Research, University of the Punjab, Lahore. Introduction The gist of present study is the premise to elucidate the comparison of students’ selfconcept on the basis of visual impairment and normal vision. Self-concept may be visualized as the level of universal regard that an individual has for him or herself as a person (Leary & Baumeister, 2000) . Visual impairment is defined as “impairment in vision that, even with correction, adversely affects a child's educational performance. The term includes both partial sighted and blindness” (Pierangelo, 2007, p. 331) . It is very difficult for the families to cope with blindness or significant visual impairment. The pessimistic views about blindness produce social segregation and denial of the blind. The blind persons have restricted options for education and vocational training which keeps them away from the decision making process. This leads to low self-perception and a feeling of insignificance. Inadequate social relations with unemployment and harsh standards of living result in depression (Awan, Mehar, & Memon, 2011) . Self-concept, social identity and self-evaluation may vary in students who differ in their visual status (Huurre & Aro, 1998; Pinquart & Pfeiffer, 2013) . As illustrated by Augestad & Elmer (2017, p.2), “Children with vision loss may have reduced mobility, fewer opportunities to learn social skills, greater independency on help, and experience loneliness. Moreover, less participation in leisure-time activities with their significant others may contribute to them having an increased risk of mood disorders.” Persons with visual impairment are different in their characteristics, behaviors, needs and activities from sighted individuals. Positive self-concept can enhance their abilities because it is proved that better self-Concept (SC) of the students indicated higher Academic Competence (AC) than low achievers (Barbara, 2011).Thus equal opportunities and useful access to psychoanalysis can help the students with visual impairment to lead a better quality of life. Therefore, the study was conducted to investigate whether differences are present in the self-concept of students with vision loss and with normal sight. Psychologists have explained self-concept in different ways. "A self-concept is a collection of beliefs about one's own nature, unique qualities, and typical behavior. Yourself-concept is your mental picture of yourself. It is a collection of self-perceptions. For example, a self-concept might include such beliefs as 'I am easygoing' or 'I am pretty' or 'Iam hard working”(Weiten, Dunn, & Hammer, 2015, p

FAQs

What was the main purpose of the study?

To compare students’ self-concept based on visual impairment versus normal vision.

How was self-concept measured?

Using a modified self-description questionnaire (Jayne E. Stake, 1992) assessing six subscales.

What differences were found between the two groups?

No significant overall difference in self-concept was found, but morality scores were more positive among sighted students than among students with visual impairment.

Oct 15, 2026

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