جستجوی مقالات مرتبط با کلیدواژه "تاب آوری" در نشریات گروه "علوم تربیتی"

The main goal of the current research is to determine the fit of the causal model of psychological well-being based on resilience and self-expression with the mediation of interpersonal skills and mindfulness. The statistical population of the research included the students of different levels of psychology in North Tehran and East Tehran units of Tehran Azad University in the academic year 1401-1402, and a sample of 495 students was selected by random sampling method. 18-question psychological well-being standard questionnaires of Riff (1989), 25-questions of Connor and Davidson's resilience (2005) (CD-RIS) and 15-questions of Mattson's interpersonal communication skills (1983) were used. The results of the research showed that resilience has a significant and direct effect on psychological well-being with an impact coefficient (0.497). Also, resilience has an indirect effect on psychological well-being through the mediation of interpersonal skills (P<05). It can be concluded that the increase of individual skills and resilience leads to the promotion of psychological well-being of students, so universities should work more on the development of resilience and interpersonal skills.

The present study examined the effectiveness of play therapy with the schema mode therapy approach on the impulse control and resilience of male students with Attention-Deficit/Hyperactivity Disorder (ADHD).

This research was a quasi-experimental applied study with a p-retest-posttest-control group design with a one-month follow-up. The statistical population consisted of all 8-11-years elementary school male clients with AHDH in counseling and psychology centers in 2022. A total of 15 subjects were selected per group by purposeful sampling and randomly assigned into the experimental and control groups. Connors’ Parent-form questionnaire, the Dusseldorf Illustrated Schema Questionnaire for Children (DISC), Impulsive Behaviors Scale for Children, and Social-Emotional Assets and Resilience Scales (SEARS) were used for data collection. The experiential group underwent play therapy with a schema-mode therapy approach for ten 60-minute sessions.

The data were analyzed by repeated-measures multivariate analysis of variance. The results displayed that play therapy with a schema mode therapy approach improved impulse control and resilience in the post-test and maintained its influence in the follow-up phase, too. This implies the continued effectiveness of play therapy with the schema mode therapy approach.

Considering the results of the research, play therapy with a schema mode therapy approach enhances impulse control and resilience among students with Attention-Deficit/Hyperactivity Disorder.

The achievement of educational goals requires specialized and efficient staff and The efficiency of educational systems is affected by the performance of teachers, therefore, the Farhangian University which deals with the teaching of student teachers, should plan on empowering student teachers so that they can play a facilitating role in the development of the educational system. The purpose of this study was to investigate the relationship between communication skills, mental health and life expectancy with resilience in female student-teachers of the elementary school of Farhangian University.

The research method was correlational and The study population included all the female undergraduate students-teachers of Tehran's Nasibah Campus in the academic year of 2023 from which 327 people were selected by using Morgan's table and based on stratified random sampling method. In order to collect data, the questionnaires of academic resilience (Samuels & Woo, 2002), mental health (Goldberg, 1972), Communication Skills (Jerabek, 2004) and Academic Hope (Khormaei & Kamari, 2017) were used. The reliability of the questionnaires was examined separately using Cronbach's alpha method and the construct validity of the questionnaires. Data were analyzed through SPSS software version 25 and Pearson correlation coefficient and Multiple Regression Analyses.

The results showed that the variables of communication skills, mental health and life expectancy can predict the resilience of student teachers (p<0.05).

In general, the results indicated the role of communication skills, mental health and life expectancy in predicting student-teacher resilience, and the results can be part of Farhangian University's empowerment programs for student teachers.

This research aimed to investigate the mediating role of the sense of belonging to school in the relationship between teacher-student interaction and academic resilience among secondary school students. This descriptive study was correlational, using structural equation modeling. The statistical population included 430 male students in the second secondary level in Salas Babajani city, from which 205 were selected using an available sampling method. Data were collected using the Teacher-Student Interaction Questionnaire developed by Murray and Zwak (2011), the School Belonging Questionnaire by Barry, Betty, and Watt (2004), and the Academic Resilience Questionnaire by Martin (2006). Descriptive and inferential statistical methods were used to analyze the data with SPSS version 23 software, and PLS software was used to check the fit of the research model. The results showed that teacher-student interaction has a positive and direct effect on academic resilience, the sense of belonging to school has a positive and direct effect on academic resilience, and teacher-student interaction has a positive and direct effect on the sense of belonging to school. Additionally, academic resilience mediates the relationship between teacher-student interaction and academic resilience. Therefore, it can be concluded that teacher-student interaction and a sense of belonging to school are important and effective variables for academic resilience. These factors should be considered by researchers in the field of education to design preventive measures aimed at increasing academic resilience.

The present study was conducted with the aim of qualitatively identifying and explaining the factors affecting the resilience of divorced women who have also accepted custody of their children. The research community included all women under the support of welfare centers and aid committee of Firuzabad city in 1400. Using the purposeful sampling method, the sampling was continued until saturation (10 resilient divorced women). The research was conducted qualitatively using a phenomenological approach. Using a semi-structured interview, information related to the sample was collected, and after analyzing the content of the interviews and their final coding using thematic analysis method, three main indicators were extracted in resilient divorced women: 1- individual factors, 2- supportive factors, and 3- factors The presence of a child. The results showed that individual factors include cognitive self-regulation, behavioral self-regulation, spiritual-religious strategies and personality traits. Supporting factors include family support and social support, and the last core category, which is the presence of children, includes themes such as creating meaning in the presence of children and focusing on the role of parents, which are considered to be effective factors in the resilience of divorced women with the presence of children. The present research helps to understand the experience of resilience of divorced women and guardians of children and also to design specific interventions to facilitate their resilience

The purpose of the present study was to investigate the development of a psychological self-care model and its effectiveness on the resilience of vulnerable adolescents in Tehran.

The present research method was mixed (qualitative-quantitative) of exploratory type. In the qualitative part, the narrative research method was used, and in the quantitative part, the semi-experimental design of pre-test, post-test and follow-up with the control group was used. The research community was formed by teenage girls aged 13 to 18 years old in Tehran in 1401-1402. In the qualitative section, after interviewing a sample of 12 people, theoretical saturation was done in the targeted method, and in the quantitative section, 30 people were selected by non-random sampling method. Available randomly selected. The research tool was a semi-structured interview in the qualitative part, and the Connor and Davidson (2003) resilience scale was used in the quantitative part. After developing the educational model of psychological self-care, the subjects of the experimental group were exposed to the intervention for 12 90-minute sessions, and finally, the data were analyzed using the combined variance analysis method.

The present research method was mixed (qualitative-quantitative) of exploratory type. In the qualitative part, the narrative research method was used, and in the quantitative part, the semi-experimental design of pre-test, post-test and follow-up with the control group was used. The research community was formed by teenage girls aged 13 to 18 years old in Tehran in 1401-1402. In the qualitative section, after interviewing a sample of 12 people, theoretical saturation was done in the targeted method, and in the quantitative section, 30 people were selected by non-random sampling method. Available randomly selected. The research tool was a semi-structured interview in the qualitative part, and the Connor and Davidson (2003) resilience scale was used in the quantitative part. After developing the educational model of psychological self-care, the subjects of the experimental group were exposed to the intervention for 12 90-minute sessions, and finally, the data were analyzed using the combined variance analysis method.

According to the results of this research, the educational model of psychological self-care focusing on self-efficacy, source of control, emotion regulation and problem solving leads to improving the resilience of vulnerable teenagers.

Tokophobia is a severe fear of childbirth, which appears as a specific phobia; Therefore, the present study was conducted with the aim of investigating the effectiveness of schema therapy on resilience and its components in nulliparous pregnant women with tokophobia in Isfahan city.

The current research was semi-experimental research of pre-test, post-test and follow-up type with a control group, which was conducted in the statistical population of nulliparous pregnant women with tokophobia in Isfahan city in the autumn of 2021.The research sample consisted of 30 people who were purposefully selected and randomly divided into two control and experimental groups after matching. The experimental group receive schema therapy sessions for twelve 60-minute sessions, but the control group did not receive any intervention. All subjects of the research answered the questions of Resilience Conner -Davidson (2003) in three stages: pre-test, post-test and follow-up. Collected data were analyzed using spss-23 and with repeated measure analysis of variance.

The findings showed the resilience scores (β=0.64 & p<0.01) and components of the perception of individual competence (β=0.48 & p<0.01), trust in individual instincts (β=0.01). (β=0.26 & p>) and positive acceptance (β=0.26 & p<0.01) increased in the post-test stage compared to the pre-test scores and maintained its effectiveness in the follow-up stage (>0.05) p).

Schema therapy, due to the exposure of primary incompatible schemas, which has been effective in the formation of low resilience in pregnant women with tokophobia, reduces its amount and, as a result, increases resilience in them.

The aim of this study was to evaluate the effectiveness of acceptance and commitment training on anger control and resilience in parents and children with learning disabilities.

The research method is semi-experimental with pre-test design and post-test with control group. The statistical population consisted of parents of male and female students with learning disabilities who had referred to two special learning problems centers in Malekan city in 2020-2021. In this study, 30 parents of students with learning disabilities were selected by available sampling method and randomly assigned to experimental (15 people) and control groups (15 people). The subjects of the experimental group received training on acceptance and commitment in 8 sessions. In order to collect data, Spielberger's Anger Control (STAXI-2) and Connor-Davidson Resilience (CD-RIS) questionnaires were used. The obtained data were analyzed using SPSS.26 software and multivariate covariance analysis method.

The results showed that there is a significant difference between the anger control and resilience scores of the two groups after applying the acceptance and commitment training (P<0.05). In other words, the results showed that acceptance and commitment training increased anger control and increased resilience in the experimental group.

Considering that acceptance and commitment training has increased anger control and resilience in the experimental group, as a result, acceptance and commitment training can be used as an educational protocol to control anger and improve the resilience of parents of children with learning disabilities.

Introduction and Goal: 

Anxiety is one of the basic problems of students, which can cause a lot of psychological and emotional damage to students. Therefore, this research was conducted with the aim of determining the relationship between resilience and psychological well-being with academic performance in students With Generalized Anxiety Disorder.

The research design was correlational. The statistical population of the research included all the female students of the first secondary school in Paveh city in the academic year of 2021, of which 150 people were selected based on the formula (n=50 + 8m) and selected by the available sampling method and the research tools included Tab questionnaire. Avery (Connor and Davidson, 2003), psychological well-being (Reif, 2002) and academic performance questionnaire (Pham and Taylor, 1999) answered. Descriptive statistics, Pearson correlation coefficients, multivariate regression and spss software were used for data analysis.

The results showed that there is a positive and significant relationship between the total score of resilience (r=0.679 and p=0.000) and one of its dimensions with the academic performance of anxious students at the level of 0.05. Also, the results showed that the total score of psychological well-being (r=0.899 and p=0.000) and each of its dimensions have a positive and significant relationship with the academic performance of anxious students at the level of 0.05. Regression analysis with the simultaneous entry method also showed that the predictor variables together explained 40% of the variance of the academic performance score in students.

Considering that academic performance can be influenced by many psycho-social factors, it is necessary for educational planners and psychologists to take steps to improve students' academic performance by recognizing these factors.

The aim of this study was to determine the role of resilience components and self-regulatory strategies in differentiating between students’ acdemic procrastination and non- procrastination. This research was causal- comparative type; it was carried out with the method of analysis of the detection function. The statistical population of the present study included all female and male students of Qom University who were 10071 people in the academic year of 1399-1400. Based on the Morgan and Karjasi table, 420 students were selected by the available sampling method. The tools used in this study included the Solomon and Rothblum academic procrastination scale (1984), the Samuels academic resilience questionnaire (2004), and the Pintrich and DeGroot self-regulatory strategies questionnaire (1990). The data collected was analyzed using the diagnostic function analysis method. The findings of the diagnostic function analysis led to a meaningful function, according to which the metacognitive, motivational and problem-oriented self-regulation strategies related to resilience had the highest differentiation power in two groups of students. Also, the results of the detection function showed that about 78% of people were correctly grouped into the initial classes. According to the research findings, students ' academic procrastiration can be reduced and improved by developing appropriate educational programs as well as implementing strategies to strengthen academic resilience and self-regulation and to create a facilitating environment for learners

The aim of this research was to analyze the content of elementary social studies books from the perspective of resilience components. The field of research included social studies books for the fourth to sixth grades in the academic year 1401-1402. The research method was a descriptive type of quantitative content analysis and the unit of analysis was the theme and paragraph. For this purpose, first of all, 5 sub-components including: empathy and support from others, hope, problem solving skills, realistic view and emotional control were extracted from the study of related texts in the field of resilience and consultation with 4 professors of sociology and psychology department. Then the quantity of these components was counted separately in the same order in the mentioned book. The findings showed that in the fourth social studies book, 3 paragraphs deal with the component of empathy and support from others and 3 paragraphs with the component of problem solving skills. In the fifth book of studies, 9 paragraphs deal with the component of empathy and support from others and 2 paragraphs with the component of emotional control. In the sixth book of social studies, 4 paragraphs deal with the component of .

The purpose of the present research is to study the effect of religious beliefs on female students’ resilience in the 1st grade of high school in district 1 of Shiraz. The research method was descriptive correlation. The statistical population of the research consisted of all 9200 female students in the 1st grade of high school in the district 1 of Shiraz in 2022-2023 among whom 360 students were chosen by random cluster sampling. Data collection instruments in this research were Glock & Stark Religious Beliefs Scale (2003) and Samuels Resilience Scale (2004). Their validity and reliability were calculated and confirmed by object analysis and Cronbach’s alpha respectively. For data analysis, descriptive statistics (average and standard deviation) and inferential statistics (Pearson correlation coefficient and regression analysis) were used. The results indicated that there is a significantly positive relation between religious beliefs and resilience. Moreover, religious beliefs are considered as a significant predictor for students’ resilience as their religiosity predicted 36% of their resilience variation. Besides, theological, emotional, consequential, and ritual aspects determine 36.5% of their resilience variation. The beta level of theological, emotional, consequential, and ritual aspects is significant and can positively predict the students’ resilience. Therefore, it can be concluded that religion and religious instruction have a noticeable role in increasing the students’ resilience and creating calmness and security for them. In this regard, enforcement of religious attractions by holding educational, religious, and cultural programs to improve students’ religious attitude is suggested.

the aim of the present study was to investigate the mediating role of academic optimism in the relationship between mindfulness and resilience and academic performance of female high school students in Mashhad. The research method was descriptive correlational. The statistical population of the study consisted of female students of the seventh district of Mashhad in the academic year of 2022-2023. The sample size based on Klein's suggestion, was 250 students who were selected by available sampling method. The collection tools in this research are Connor-Davidson Resilience Questionnaire (2003), Baer et al.'s five-factor Mindfulness Questionnaire (2006), Tschannen-Moran et al.'s Academic Optimism Questionnaire (2013) and the grade point average was used for the students' academic performance. Descriptive statistics and inferential statistics methods such as correlation tests and structural equations with path analysis were used to analyze the data. The results of showed that the conceptual model of research fits well and academic optimism plays the role of a mediator in the relationship between mindfulness and resilience and academic performance of female high school students. The relationship between academic optimism on the resilience and academic performance was also direct and significant. According to the results, It can be concluded from the results of the study that academic optimism in the students has a facilitating role in the development of resilience and academic performance. Thus, mindfulness, academic optimism will be established, and eventually the resilience and academic performance will be upgraded and developed.

The purpose of this research was to compare job burnout, psychological flexibility and resilience in male and female secondary school teachers in Darab city. The current research method was applied in terms of purpose and causal-comparative in terms of method. The statistical population includes male and female middle school teachers of Darab city, whose number is 1742, and according to Morgan's table, 314 people (161 male teachers and 153 female teachers) were selected by stratified random sampling method. were selected as samples. The instrument used to measure was Moslesh and Jackson's job burnout questionnaire (1981), Bund et al.'s psychological flexibility or action acceptance questionnaire (2011), and Conner and Davidson's resilience questionnaire (2003). Data analysis was carried out in two parts: descriptive statistics and inferential statistics. The obtained results showed that there is a significant difference between job burnout, resilience and cognitive flexibility of male and female teachers, and the average variables of job burnout in male teachers are lower than in female managers, the average scores of resilience in male teachers are It is higher for female managers and the average cognitive flexibility is the same in male and female teachers. Also, the average of job burnout components in male teachers is lower than female teachers and the average of all resilience components of male teachers is higher than female teachers.

The experience of adolescence, with its dramatic changes in various aspects of a teenager’s life, presents demands that, in the absence of certain psychological qualities, can make a safe and less-damaged transition from those confrontations challenging. According to available evidence, one of the most critical psychological qualities specifying a teenager’s chosen lifestyle is emotional regulation. Various researchers have endeavored in different ways and by developing diverse conceptual models to emphasize the role of factors affecting the emotional regulation style of adolescents (Sabzi & Shokri, in press). In this study, the researcher aims to analyze the difference in the regulation style focused on positive reappraisal by emphasizing the informational power of psychological resilience constructs and coping strategies with stressful experiences, and also by referring to the mediating role of the psychological quality of mindfulness. The development of this conceptual model, with the collection of targeted constructs for the systematic study of emotional regulation style focused on cognitive reappraisal, is necessary for at least two reasons. First, the simultaneous emphasis on these conceptual domains in the form of a hypothesized model, based on theoretical and empirical foundations, is a novel approach. Therefore, the researcher assumes that the present study, with its innovative aggregation of selected concepts, is of undeniable importance in expanding the informational boundaries in the field of studies of emotional regulation styles in adolescents. Second, the logic of the conceptual community and the emphasis on the interpretative capacities of mindfulness play an important role in strengthening the content of preventive psychoeducational interventions for adolescents. Therefore, the results of the present research are crucial in the development of training programs for emotional regulation in adolescents. In the present study, the researcher sought to test the proposed mediation model of mindfulness in relation to resilience and coping strategies with cognitive reappraisal based on the conceptual positions derived from the coping process theory. In general, this theory emphasizes that the difference in the multiple consequences of facing stressful experiences, such as the difference in the processing styles of the motivating events, can be explained through the difference in the reserve of coping resources.

In this correlational study, the research population included female students of the first secondary school in the 11th district of Tehran in the academic year of 2021-2022. A total of 486 female adolescents, who were selected by the available sampling method, responded to the Adolescent Resilience Scale (ARS), the Adolescent and Adult Mindfulness Scale (AAMS), the Cognitive Reappraisal Scale (CRS), and the Proactive Coping Scale (PCS). Structural equation modelling was used to assess the mediating effect of mindfulness on the relationship between resilience and coping strategies with cognitive reappraisal among female adolescents. After collecting the data, the AMOS-18 statistical package was used to analyze them using the statistical method of structural equation modelling.

Initially, the data were checked for normality, outliers, and multicollinearity. Univariate outliers were examined via Z-score values in SPSS, revealing no abnormal or outside the range of predictable values. Furthermore, data were screened for instances of multicollinearity via analysis of tolerance (TOL) and variance inflation factor (VIF). Multicollinearity was not present as all TOL indices were >0.10 and all VIF measures were <3. Results indicated that for female students, the completely mediated model of mindfulness on the relationship between resilience and coping strategies with cognitive reappraisal among female adolescents exhibited a good fit to the data. Moreover, all of the regression weights in the hypothesized model were statistically significant, and the model’s predictors accounted for 52% of the variance in mindfulness and 60% of the variance in cognitive reappraisal.

According to the available empirical evidence, adolescence is a stage in a person’s life in which teenagers, upon entering this period and subsequently facing the inevitability of confronting challenging demands arising from being in different situations, exhibit distinct levels of resilient encounters. In other words, the period of adolescence and its coincidence with the accumulation of changes in various psychological and physical fields, and of course, the requirement to respond adaptively to such experiences, at this point, is considered an important developmental task (Chen, 2021). A review of various studies shows that educational researchers have always strived to include in their research priorities, in addition to understanding how teenagers respond to developmental tasks, a methodical examination of how they encounter motivating experiences in academic progress situations (Santos, Simoes, Cefai, Freitas, & Arriaga, 2021). According to the available evidence, adolescence is the period of facing a wide range of demands in different fields of personal and social life of the teenager. The quality of pursuing developmental tasks in this period of human life is understood in the context of the psychological qualities of adolescents (Chen, 2021). Based on the conceptual positions of the coping process theory (Lazarus, 2006), the quality of people’s evaluation in the face of surrounding motivating experiences is understood by referring to some of their psychological qualities such as psychological resilience and coping strategies with stressful experiences (Santos et al., 2021). According to the available evidence, one of the determinants of cognitive interpretations is resilient encounters. In this section, it is assumed that part of the difference in meaning creation for peripheral experiences can be understood through psychological resilience. In addition, people’s ways of coping with stressful experiences are also effective in using empowering interpretations or disempowering interpretations dimensions of cognitive interpretations (Hambour et al. 2018). A review of the research background shows that most of the researchers interested in the intellectual possibilities of the coping process theory have tried to study the positions of this theory by using each of the two causal methodologies of mediation and moderation. In sum, these findings of the present study, in line with the conceptual positions of coping process theory, show that predicting the preferred method of cognitive confrontation with peripheral demands through the functional characteristics of resilience variables and active confrontation in the context of information makes sense for other concepts such as mindfulness. In other words, in accordance with the realistic approach of coping process theory, the comprehensibility of different forms of people’s confrontations with surrounding stressful situations finds meaning in the informational context of a complex network of relationships between different interrelated constructs.

The purpose of this research was to investigate the relationship between school-oriented management style and resilience with job burnout in primary school teachers. The method of the current research was a correlational description. The statistical population of this research consisted of all primary teachers of Mashhad city, based on Morgan's table, the sample number was estimated to be 384 people. The sampling method in this research is random sampling. For this purpose, Davadipour et al.'s (2008) School Management Style Questionnaire, Meslech and Jackson's (1981) Job Burnout Questionnaire, and Tab Orikaner and Davidson's (2003) Questionnaire were used to collect information. After collecting the data, descriptive statistics, correlation and regression indicators were used to analyze the data using SPSS 24 software. The results of the analysis showed that there is a relationship between school-oriented management style and resilience with job burnout in primary school teachers (p<0.05).

The purpose of this study was to identify and explain the underlying factors of curriculum based on resilience and skills needed by primary school teachers.

This research is applied and qualitative method is used. The statistical population was a group of Farhangian University professors (20 experts in the field of educational management and elementary education), teachers (20 exemplary teachers in the festival of superior teaching models) and educational science specialists (20) in 1401, who were sampled - Targeted recruitment of 60 of them were selected. Research data was collected through semi-structured interviews. To determine the validity of the interview, content validity was used, and the reliability of the interview form was checked by placing a summary of the content and the determined categories at the disposal of the experts.

Qualitative findings were analyzed based on itemization and categorization. According to the results of the research, the most important characteristics needed by resilient teachers include personality traits (high self-awareness in teaching problem-solving skills, etc.), teacher's specialized knowledge (specialized efficiency, etc.), teacher's professional skills (problem-solving skills, etc.). .), the teacher's teaching method (cultivation of spirituality and faith, etc.), interaction (empathic communication, etc.), discipline (oriental control, etc.), monitoring and evaluation (self-monitoring, etc.), classroom atmosphere (enthusiasm, etc.), educational technology (educational films, etc.) and the most important features of the elements of the curriculum based on resilience, including goals (candor, psychological science, skill-oriented), content (interdisciplinary and constructivism), The teaching activities are learning (interactions and teaching life skills) and evaluation (multiple approach).

A resilient teacher as a curriculum implementer can create a platform for implementing an efficient and effective curriculum, and finally, capable, resilient learners and cultivate the master.

This research investigated the effectiveness of Mindfulness-Based Cognitive Therapy (MBCT) on the resilience and academic motivation of high school students. The study employed a quasi-experimental design with pre-test and post-test involving two groups (experimental and control). The statistical population comprised students enrolled in the second year of high school (tenth grade of humanities) during the academic year 2022-2033 in Zabol City. Using convenience sampling, 40 students were selected and assigned into experimental and control groups (n=20). Data were collected using the Connor-Davidson Resilience Scale (CD-RISC; 2003) and the Academic Motivation Scale (AMS; Fairchild et al., 2004). The experimental group received 8-session Mindfulness-Based Cognitive Therapy, with each session lasting 2 hours and weekly, while no intervention was conducted for the control group. Data analysis was performed with descriptive statistics and analysis of covariance (univariate and multivariate) using SPSS-26 software. The Results revealed significant differences between the experimental and control groups in terms of resilience (F=73.48, p=0.000, η²=0.69) and academic motivation (F=11.14, p=0.000, η²=0.37). Following the implementation of Mindfulness-Based Cognitive Therapy, both resilience and academic motivation showed improvement. Considering the research findings, it is evident that Mindfulness-Based Cognitive Therapy (MBCT) was beneficial in enhancing resilience and academic motivation. This study contributes to the understanding of the potential positive impact of mindfulness-based interventions on the resilience and academic motivation of high school students.