Objective: The present study investigated the relationship between academic performance, self

efficacy and perceived social support of visually impaired students. Sample: A purposive sample
consisting of 60 visually impaired students was selected from three institutions in Lahore, comprising
boys and girls in equal number. Instruments: Translated versions of Multidimensional Perceived
Social Support Scale by Zimet, Dehlam and Farley and Generalized Self Efficacy Scale by
Jerusalem were used for the purpose of data collection. Results: Significant correlation was found
between academic performance, self efficacy, and perceived social support. Gender differences
were found in academic achievement. Girls secured a higher percentage of marks than boys.
Conclusion: Visually impaired students can make significant educational attainments if they are
provided support. This in turn will add to their self-efficacy which may lead to even greater
achievement. Educational institutions need to design and set up support networks by involving
faculty and students for promoting higher achievement and self-reliance in visually impaired
students.

2-This research has been carried out for determining the association of Social
Support and Self-Efficacy with Academic Achievement and School
Satisfaction among female junior high school students in Birjand. For this
purpose, 240 students were selected from 10 schools using the Multi-Stage
Sampling Method. The results revealed that two components, i.e. Self-
Regulation and Test Taking, are meaningful predictors for Academic
Achievement, where as the component, Reading and Social Support are not
meaningful predictors for the same. Moreover, the same two components of
Self-Regulation and Test Taking along with the component Teacher are
seen to be meaningful predictors for School Satisfaction.

3-The Role of Social Supports and Self-Efficacy in College Success

The brief points to the concept of academic self-efficacy as playing a critical role
in influencing the academic success of underrepresented students, particularly
during their first year of college. It also lays out the connection between meeting
national college completion goals and influencing retention through social
supports.