Anxiety and Depression among Students with Visual Impairment: In the Case of Shashemene and Sebeta Primary Schools.
| dc.contributor.advisor | Mengistu Legesse (PhD) | |
| dc.contributor.author | Redwan Idris | |
| dc.date.accessioned | 2025-08-08T08:13:29Z | |
| dc.date.available | 2025-08-08T08:13:29Z | |
| dc.date.issued | 2025-06-01 | |
| dc.description.abstract | This study assessed levels of anxiety and depression along with the associated factors. coping mechanisms among students with visual impairments at Shashemene and Sebeta Primary Schools was among the concern. An institution-based cross-sectional design was employed. 175 students were selected via multistage sampling (purposive setting selection) and stratified random sampling. Validated instruments measured anxiety (YAM-5), depression (Reynolds Adolescent Depression Scale), perceived social support (SS-A), and coping mechanisms (CRI-Y adapted). Data were analyzed in SPSS 26 and Stata 14 using descriptive statistics and binary logistic regression. Results revealed high prevalence: 39.4% experienced severe anxiety disorders and 36% severe major depressive disorders. Protective factors against anxiety included older age (OR: 0.643, p=0.002), supportive school environments (OR: 0.576, p=0.007), family/friend support, and parental education (OR: 0.434, p=0.011). Higher impairment severity significantly increased anxiety risk (OR: 1.709, p=0.021). Duration of impairment, parental income, and employment were non-significant. For depression, critical determinants were female gender (OR: 6.708, p=0.000), younger admission age (OR: 2.918, p=0.000), and longer school duration (OR: 3.72, p=0.000). Students from Sebeta faced five times the depression risk of Shashemene students (OR: 5.106, p=0.006). Visually impaired students predominantly favored adaptive coping strategies, especially positive reappraisal and problem-solving. The findings underscore an urgent need for targeted mental health interventions. Key strategies include enhancing social support networks, addressing institutional disparities between schools, and promoting adaptive coping mechanisms. Interventions must be tailored considering gender, age at admission, duration of stay, and degree of visual impairment to effectively support this vulnerable population. Keywords: Anxiety, Depression, copying strategies, risky factors, visual impairment | |
| dc.identifier.uri | https://etd.aau.edu.et/handle/123456789/6251 | |
| dc.language.iso | en_US | |
| dc.publisher | Addis Ababa University | |
| dc.subject | Anxiety | |
| dc.subject | Depression | |
| dc.subject | copying strategies | |
| dc.subject | risky factors | |
| dc.subject | visual impairment | |
| dc.title | Anxiety and Depression among Students with Visual Impairment: In the Case of Shashemene and Sebeta Primary Schools. | |
| dc.type | Thesis |