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a
n
d
n
at
io
n
a
l
co
m
p
et
iti
o
n
s
.
Sc
h
o
o
ls
a
ll
o
c
ate
u
p
to
3
0
%
o
f
t
h
e
t
o
t
al
ad
m
is
s
i
o
n
f
o
r
t
h
is
s
c
h
e
m
e
.
B
es
id
es
t
h
e
tw
o
s
c
h
e
m
es
,
in
2
0
2
3
/
2
0
2
4
,
p
u
b
lic
s
c
h
o
o
ls
als
o
h
a
d
t
wo
o
t
h
er
s
c
h
e
m
es
:
af
f
i
r
m
ati
o
n
a
n
d
t
r
a
n
s
f
e
r
o
f
p
ar
en
t
al
d
u
t
y
.
T
h
e
f
i
r
s
t
s
ch
em
e
w
as
d
esi
g
n
e
d
t
o
a
cc
o
m
m
o
d
at
e
p
r
o
s
p
ec
t
iv
e
s
t
u
d
e
n
ts
f
r
o
m
p
o
o
r
f
a
m
ili
es
a
n
d
t
h
o
s
e
wh
o
s
e
p
a
r
en
t(
s
)
p
ass
ed
aw
ay
b
e
ca
u
s
e
o
f
C
OV
I
D
-
1
9
,
a
n
d
t
h
e
s
ec
o
n
d
o
n
e
was
p
r
e
p
a
r
e
d
f
o
r
p
r
o
s
p
e
cti
v
e
s
t
u
d
e
n
ts
w
h
o
h
a
d
to
m
o
v
e
g
e
o
g
r
a
p
h
ical
ly
b
e
ca
u
s
e
o
f
t
h
ei
r
p
a
r
e
n
t
’
s
j
o
b
s
.
Pro
b
lem
s
o
f
ed
u
ca
tio
n
q
u
ality
,
h
o
wev
er
,
ar
e
f
a
r
f
r
o
m
o
v
er
.
C
o
m
p
lain
ts
ar
e
v
o
iced
b
y
teac
h
er
s
o
f
th
e
s
ch
o
o
ls
th
at
u
s
ed
to
b
e
h
ig
h
l
y
f
av
o
r
ite.
W
ith
o
u
t
ac
h
ie
v
em
en
t
an
d
p
er
f
o
r
m
a
n
ce
r
eq
u
ir
e
m
en
ts
in
ad
m
is
s
io
n
,
class
r
o
o
m
s
n
o
w
b
ec
o
m
e
ac
ad
em
ically
m
o
r
e
h
eter
o
g
e
n
eo
u
s
.
B
ef
o
r
e
th
e
im
p
lem
en
tatio
n
o
f
th
e
zo
n
in
g
s
ch
em
e,
class
r
o
o
m
s
o
f
f
av
o
r
ite
s
ch
o
o
ls
wer
e
r
elativ
ely
h
o
m
o
g
e
n
eo
u
s
ac
ad
em
ically
.
T
h
e
y
wer
e
f
u
ll
o
f
h
ig
h
-
ac
h
iev
i
n
g
,
an
d
m
o
tiv
ated
s
tu
d
en
ts
wh
o
co
u
ld
s
tu
d
y
m
o
r
e
i
n
d
ep
e
n
d
en
tly
.
W
ith
a
litt
le
teac
h
in
g
ef
f
o
r
t,
th
ey
c
o
u
ld
s
till
ac
h
iev
e
s
atis
f
y
in
g
r
esu
lts
.
No
wad
ay
s
,
th
o
s
e
teac
h
er
s
m
u
s
t
ex
er
t
m
o
r
e
ef
f
o
r
t
to
h
el
p
m
an
y
lo
w
-
ac
h
ie
v
in
g
s
tu
d
en
ts
[
7
]
.
T
h
is
,
in
tu
r
n
,
r
ed
u
ce
s
th
e
teac
h
er
’
s
atten
tio
n
to
th
e
h
ig
h
-
ac
h
iev
in
g
g
r
o
u
p
wh
o
n
ee
d
s
en
r
ich
m
en
t
an
d
h
ig
h
er
ch
allen
g
es to
k
ee
p
th
em
m
o
tiv
ated
i
n
lear
n
in
g
.
Desp
ite
a
lo
t
o
f
p
r
ev
io
u
s
s
tu
d
ies
o
n
th
e
zo
n
in
g
s
ch
e
m
e
an
d
its
r
elate
d
asp
ec
ts
,
s
u
ch
as
z
o
n
in
g
a
n
d
ed
u
ca
tio
n
ac
ce
s
s
[
8
]
,
z
o
n
in
g
an
d
q
u
ality
o
f
e
d
u
ca
tio
n
[
9
]
,
t
h
e
c
h
allen
g
es
a
n
d
p
r
o
b
l
em
s
o
f
th
e
zo
n
in
g
s
ch
em
e
[
7
]
,
th
e
im
p
ac
ts
o
f
z
o
n
in
g
o
n
s
tu
d
en
t
ac
h
iev
e
m
en
t
an
d
s
ch
o
o
l
in
n
o
v
atio
n
[1
0
]
,
s
tu
d
ies
o
n
zo
n
in
g
s
ch
em
e
an
d
ac
ad
em
ic
s
elf
-
ef
f
icac
y
ar
e
s
till
l
im
ited
.
Am
o
n
g
a
f
ew
s
tu
d
ies
o
n
th
e
to
p
ic
was
th
e
s
tu
d
y
o
f
Yu
n
ita
an
d
B
ah
r
iah
[
11
]
.
T
h
e
s
tu
d
y
,
h
o
wev
er
,
f
o
cu
s
ed
o
n
g
en
e
r
al
s
elf
-
ef
f
icac
y
r
ath
e
r
th
an
o
n
ac
a
d
em
ic
s
elf
-
ef
f
icac
y
.
I
n
a
d
d
itio
n
,
it
d
id
n
o
t
co
m
p
a
r
e
th
e
s
elf
-
ef
f
ic
ac
y
o
f
th
e
s
tu
d
en
ts
ad
m
itted
th
r
o
u
g
h
th
e
zo
n
in
g
s
ch
em
e
an
d
th
o
s
e
ad
m
itted
th
r
o
u
g
h
o
th
er
s
ch
em
es.
T
h
er
ef
o
r
e,
th
is
s
tu
d
y
aim
ed
to
f
ill
th
e
g
ap
an
d
e
x
ten
d
th
e
p
r
ev
io
u
s
s
tu
d
ies
b
y
f
o
cu
s
in
g
o
n
ac
ad
em
ic
s
elf
-
ef
f
icac
y
an
d
a
ch
iev
em
en
t
o
f
th
e
s
tu
d
en
ts
ad
m
itted
th
r
o
u
g
h
th
e
zo
n
in
g
s
ch
em
e
an
d
c
o
m
p
ar
in
g
th
em
to
th
o
s
e
o
f
th
e
s
tu
d
en
ts
ad
m
itted
th
r
o
u
g
h
o
t
h
er
a
d
m
is
s
io
n
s
ch
em
es,
p
ar
ticu
lar
ly
th
e
ac
h
iev
em
en
t s
ch
em
e.
Self
-
ef
f
icac
y
is
a
c
o
n
s
tr
u
ct
d
er
iv
ed
f
r
o
m
th
e
s
o
cial
co
g
n
it
iv
e
th
eo
r
y
o
f
B
an
d
u
r
a.
I
t
is
d
ef
in
ed
as
p
eo
p
le’
s
b
elief
s
an
d
ju
d
g
m
en
t
o
n
th
e
ca
p
ab
ilit
y
to
s
u
cc
ess
f
u
lly
p
er
f
o
r
m
task
s
an
d
co
n
tr
o
l
ev
en
ts
th
at
af
f
ec
t
th
eir
liv
es
[
12
]
,
[
13
]
.
T
h
is
co
n
s
tr
u
ct
is
d
o
m
ain
-
s
p
ec
if
ic
in
th
e
s
en
s
e
th
at
p
eo
p
le’
s
p
er
ce
p
ti
o
n
o
f
t
h
eir
ab
ilit
y
is
d
if
f
er
en
t
ac
r
o
s
s
co
n
ten
t
a
r
ea
s
[
14
]
.
I
t
v
a
r
ies
d
ep
en
d
in
g
o
n
t
h
e
g
en
e
r
al
n
atu
r
e
o
f
th
e
task
at
h
an
d
a
n
d
ac
r
o
s
s
s
itu
atio
n
s
[
15
]
.
Fo
r
ex
am
p
le,
a
s
tu
d
en
t’
s
b
elief
in
h
is
ab
ilit
y
to
p
er
f
o
r
m
s
u
cc
ess
f
u
lly
in
t
h
e
ac
ad
em
ic
f
ield
ca
n
b
e
d
if
f
er
en
t
f
r
o
m
h
is
b
elief
in
s
p
o
r
ts
.
As
a
s
u
b
s
et
o
f
s
elf
-
ef
f
icac
y
,
ac
ad
em
ic
s
elf
-
ef
f
icac
y
i
s
p
eo
p
le’
s
b
elief
in
th
eir
ab
ilit
y
i
n
an
ac
ad
e
m
ic
d
o
m
ain
.
I
t
r
e
f
er
s
to
s
tu
d
en
ts
’
b
elief
s
ab
o
u
t
ed
u
ca
tio
n
al
ca
p
ab
ilit
ies
r
elev
an
t
to
th
eir
lear
n
in
g
b
eh
a
v
io
r
an
d
o
u
tco
m
es
[
16
]
,
[
17
]
.
I
t
is
a
s
tu
d
en
t’
s
co
n
f
i
d
en
ce
in
h
is
ab
ilit
ies
to
s
u
cc
ess
f
u
lly
p
er
f
o
r
m
an
d
ac
h
iev
e
ac
a
d
em
i
c
task
s
an
d
g
o
als
[
18
]
–
[
20
]
.
Fam
ily
’
s
s
o
cial
ec
o
n
o
m
ic
s
tatu
s
,
s
u
ch
as
p
ar
en
ts
’
jo
b
s
,
ed
u
ca
tio
n
,
i
n
co
m
e,
an
d
s
o
cial
ca
p
ital,
s
u
ch
as
m
e
n
to
r
o
r
teac
h
er
s
u
p
p
o
r
t,
was
f
o
u
n
d
t
o
co
r
r
elate
d
ir
ec
tly
to
ac
ad
em
ic
s
elf
-
ef
f
icac
y
[
21
]
,
[
22
]
.
Fu
r
th
e
r
m
o
r
e
,
m
o
tiv
atio
n
,
p
er
f
o
r
m
an
ce
ex
p
ec
tatio
n
s
,
p
ee
r
s
u
p
p
o
r
t,
an
d
f
ac
ilit
atin
g
co
n
d
itio
n
s
p
la
y
ess
en
tial r
o
les in
en
h
a
n
cin
g
s
tu
d
e
n
ts
’
ac
ad
em
ic
s
elf
-
ef
f
icac
y
[
23
]
,
[
24
]
.
Aca
d
em
ic
s
elf
-
ef
f
icac
y
p
r
e
d
ic
ts
ac
ad
em
ic
ac
h
iev
em
en
t
an
d
p
er
f
o
r
m
an
ce
[
25
]
,
[
26
]
.
Stu
d
e
n
ts
with
a
h
ig
h
er
s
en
s
e
o
f
ac
ad
em
ic
s
elf
-
ef
f
icac
y
d
ev
el
o
p
a
h
ig
h
e
r
in
t
er
est
in
ac
ad
em
ic
ac
tiv
ities
[
27
]
an
d
h
a
v
e
b
etter
co
u
r
ag
e
to
s
et
d
em
an
d
in
g
ac
ad
em
ic
g
o
als
[
28
]
.
T
h
e
y
ca
n
also
ex
er
cise
m
o
r
e
s
tr
en
u
o
u
s
ef
f
o
r
ts
to
ac
h
iev
e
g
o
als,
ex
h
ib
it
m
o
r
e
p
er
s
is
ten
ce
an
d
p
er
s
ev
er
a
n
ce
,
an
d
m
o
r
e
q
u
ick
l
y
r
ec
o
v
er
f
r
o
m
f
ailu
r
es
[
29
]
.
Hig
h
-
ef
f
icac
io
u
s
s
tu
d
e
n
ts
s
ee
d
if
f
icu
lt
ac
ad
em
ic
task
s
as
ch
allen
g
es
to
b
e
m
aster
ed
r
ath
e
r
th
an
th
r
ea
ts
to
b
e
av
o
id
ed
.
Fu
r
t
h
er
m
o
r
e,
th
ey
f
ee
l
less
s
tr
es
s
an
d
h
av
e
b
etter
p
s
y
ch
o
lo
g
ical
an
d
em
o
tio
n
al
h
ea
lth
.
On
th
e
co
n
tr
ar
y
,
less
ef
f
icac
io
u
s
s
tu
d
en
ts
s
ee
ac
ad
em
ic
task
s
as
h
ar
d
er
th
an
t
h
ey
r
ea
lly
a
r
e
[
3
0
]
.
T
h
is
p
er
s
p
ec
tiv
e
f
u
r
th
er
lead
s
th
e
m
to
th
e
f
ee
li
n
g
o
f
s
tr
ess
,
d
e
p
r
ess
io
n
,
a
n
x
ie
ty
,
an
d
u
n
willin
g
n
ess
to
tr
y
.
C
o
n
s
eq
u
en
tly
,
t
h
ey
will n
ev
er
d
ev
elo
p
m
aster
y
e
x
p
er
ien
ce
,
co
m
p
eten
ce
,
an
d
s
k
i
lls
.
Giv
en
its
im
p
o
r
tan
t
r
o
le
in
th
e
s
u
cc
ess
o
f
lea
r
n
in
g
,
th
is
s
tu
d
y
ex
p
lo
r
ed
th
e
ac
ad
em
ic
s
elf
-
ef
f
icac
y
o
f
th
e
ten
th
g
r
ad
e
r
s
as th
ey
s
tar
ted
th
eir
f
ir
s
t f
ew
wee
k
s
at
s
en
io
r
h
ig
h
s
ch
o
o
l.
T
h
r
ee
r
esear
ch
q
u
esti
o
n
s
wer
e
s
et:
i)
Ho
w
was
th
e
ac
a
d
em
ic
s
el
f
-
ef
f
icac
y
o
f
th
e
ten
t
h
g
r
ad
er
s
as
th
ey
s
tar
ted
s
tu
d
y
in
g
at
t
h
eir
n
ew
s
ch
o
o
ls
?
;
ii)
Ho
w
d
id
t
h
e
ac
ad
em
ic
s
elf
-
ef
f
icac
y
o
f
th
e
ten
th
g
r
ad
e
r
s
ad
m
itted
th
r
o
u
g
h
th
e
z
o
n
in
g
s
ch
em
e
d
if
f
er
f
r
o
m
th
o
s
e
ad
m
itted
th
r
o
u
g
h
th
e
a
ch
iev
em
en
t
s
ch
em
e?
;
an
d
iii)
Ho
w
d
id
th
e
ac
h
iev
em
e
n
t
o
f
th
e
ten
th
g
r
a
d
er
s
ad
m
itted
th
r
o
u
g
h
t
h
e
zo
n
i
n
g
s
ch
em
e
d
if
f
e
r
f
r
o
m
th
e
o
n
e
ad
m
itted
th
r
o
u
g
h
th
e
ac
h
iev
em
e
n
t sch
em
e?
C
o
n
g
r
u
en
ce
with
th
e
r
esear
c
h
q
u
esti
o
n
s
,
t
h
e
s
tu
d
y
aim
ed
to
d
escr
ib
e
th
e
ten
th
g
r
ad
e
r
s
’
ac
ad
em
ic
s
elf
-
ef
f
icac
y
as
th
ey
s
tar
ted
s
t
u
d
y
in
g
at
th
eir
n
ew
s
ch
o
o
l.
I
n
ad
d
itio
n
,
it
co
m
p
ar
e
d
th
e
ac
a
d
em
ic
s
elf
-
ef
f
icac
y
an
d
ac
h
ie
v
em
en
t
o
f
th
e
ten
t
h
g
r
ad
e
r
s
ad
m
itted
th
r
o
u
g
h
th
e
zo
n
in
g
s
y
s
tem
to
th
o
s
e
a
d
m
itted
th
r
o
u
g
h
th
e
ac
h
iev
em
en
t
s
ch
em
e
.
T
h
e
r
ese
ar
ch
was
cr
u
cial
f
o
r
s
o
m
e
r
ea
s
o
n
s
.
First,
d
u
r
i
n
g
th
e
f
ir
s
t
f
ew
wee
k
s
o
f
s
tu
d
y
i
n
g
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2
2
5
2
-
8
8
2
2
I
n
t
J
E
v
al
&
R
es E
d
u
c
,
Vo
l
.
14
,
No
.
4
,
Au
g
u
s
t
20
25
:
2
5
0
0
-
2
5
0
9
2502
at
a
n
ew
s
ch
o
o
l,
s
tu
d
e
n
ts
est
ab
lis
h
n
ew
r
elatio
n
s
h
ip
s
an
d
s
im
u
ltan
eo
u
s
ly
s
et
ac
ad
em
ic
ex
p
ec
tatio
n
s
.
T
h
is
cr
itical
p
er
io
d
will
d
eter
m
in
e
h
o
w
th
e
r
est
o
f
th
e
y
ea
r
will
g
o
an
d
th
e
ac
ad
e
m
ic
ac
h
iev
e
m
en
t
s
tu
d
en
ts
wo
u
ld
ex
p
ec
t
[3
1
]
.
Seco
n
d
ly
,
th
e
a
b
s
en
ce
o
f
a
s
tan
d
a
r
d
ized
test
e
ith
er
at
th
e
en
d
o
f
j
u
n
io
r
h
i
g
h
s
ch
o
o
l,
p
r
e
v
io
u
s
ly
k
n
o
wn
as
th
e
n
atio
n
al
ex
am
,
o
r
th
e
ad
m
is
s
io
n
test
co
n
d
u
cted
b
y
th
e
s
ch
o
o
l
m
a
k
es
s
tu
d
en
ts
h
av
e
n
o
clea
r
i
d
ea
o
f
th
eir
ac
a
d
em
ic
ab
ilit
y
r
elativ
e
to
th
eir
class
m
ates.
T
h
ir
d
ly
,
th
er
e
h
as
b
ee
n
a
n
ass
u
m
p
tio
n
in
th
e
p
u
b
lic
t
h
at
s
tu
d
en
ts
ad
m
itted
th
r
o
u
g
h
th
e
zo
n
in
g
s
ch
em
e
p
er
f
o
r
m
lo
w
er
ac
ad
em
ically
th
an
th
o
s
e
ad
m
itted
th
r
o
u
g
h
th
e
ac
h
iev
em
en
t sch
em
e.
T
h
is
s
tu
d
y
wo
u
ld
b
e
ab
le
to
o
f
f
er
p
r
o
o
f
to
v
alid
ate
o
r
r
ef
u
te
th
e
ass
u
m
p
tio
n
.
2.
RE
S
E
ARCH
M
E
T
H
O
D
2
.
1
.
Resea
rc
h
des
ig
n
T
h
is
s
tu
d
y
b
elo
n
g
ed
t
o
s
u
r
v
ey
r
esear
ch
as
it
co
llected
d
ata
t
o
an
s
wer
th
e
r
esear
ch
q
u
esti
o
n
s
[
32
]
.
I
t
d
escr
ib
ed
an
d
ex
p
lain
ed
th
e
ten
th
g
r
ad
er
s
’
ac
a
d
em
ic
s
elf
-
ef
f
icac
y
an
d
E
n
g
lis
h
ac
h
ie
v
em
en
t.
Nex
t,
th
e
ac
ad
em
ic
s
elf
-
ef
f
icac
y
an
d
a
ch
iev
em
en
t
o
f
th
e
ten
th
g
r
a
d
er
s
ad
m
itted
th
r
o
u
g
h
t
h
e
z
o
n
in
g
s
ch
em
e
wer
e
co
m
p
ar
ed
to
th
o
s
e
a
d
m
itted
th
r
o
u
g
h
th
e
ac
h
ie
v
em
en
t sch
em
e.
2
.
2
.
Respo
nd
e
nts
A
t
o
ta
l
o
f
4
8
3
te
n
t
h
g
r
a
d
e
r
s
f
r
o
m
f
i
v
e
p
u
b
l
ic
s
c
h
o
o
ls
we
r
e
r
e
c
r
u
ite
d
as
r
es
p
o
n
d
en
ts
f
o
r
th
e
s
t
u
d
y
.
T
h
ey
w
e
r
e
a
m
o
n
g
4
,
3
9
7
t
e
n
t
h
g
r
a
d
e
r
s
in
1
6
p
u
b
li
c
s
c
h
o
o
ls
i
n
Se
m
a
r
a
n
g
C
it
y
,
I
n
d
o
n
esi
a
w
h
o
s
ta
r
t
ed
t
h
e
ir
f
i
r
s
t
y
e
ar
at
s
en
io
r
h
i
g
h
s
c
h
o
o
ls
i
n
th
e
2
0
2
3
/
2
0
2
4
a
ca
d
em
i
c
y
e
a
r
.
T
h
e
f
i
v
e
s
c
h
o
o
ls
we
r
e
p
u
r
p
o
s
i
v
el
y
s
ele
ct
ed
to
r
e
p
r
ese
n
t
t
h
e
u
s
ed
-
to
-
b
e
cl
u
s
te
r
s
o
f
t
h
e
h
ig
h
l
y
f
av
o
r
it
e
t
o
les
s
f
a
v
o
r
it
e
s
c
h
o
o
ls
.
B
esi
d
es,
th
ey
als
o
r
e
p
r
es
en
te
d
th
e
g
e
o
g
r
a
p
h
i
c
l
o
c
ati
o
n
s
as
t
h
e
y
w
e
r
e
lo
ca
t
e
d
i
n
d
i
f
f
e
r
e
n
t
s
u
b
d
is
t
r
ic
ts
.
Fr
o
m
e
ac
h
s
ch
o
o
l
,
t
h
r
ee
cl
ass
es
o
f
g
r
a
d
e
X
we
r
e
r
a
n
d
o
m
l
y
s
ele
ct
ed
.
T
h
e
n
,
t
h
e
s
t
u
d
e
n
ts
we
r
e
r
e
q
u
est
ed
t
o
s
e
r
v
e
as
r
es
p
o
n
d
e
n
t
s
b
y
f
illi
n
g
o
u
t
t
h
e
ac
a
d
e
m
i
c
s
e
lf
-
e
f
f
ic
ac
y
q
u
esti
o
n
n
ai
r
e
an
d
co
m
p
le
ti
n
g
a
n
E
n
g
l
is
h
ac
h
i
ev
em
e
n
t
t
est
.
T
a
b
le
1
p
r
es
en
ts
t
h
e
d
e
m
o
g
r
a
p
h
i
c
ch
ar
ac
te
r
is
ti
cs
o
f
r
esp
o
n
d
e
n
ts
.
F
o
r
an
o
n
y
m
it
y
,
t
h
e
s
c
h
o
o
ls
w
e
r
e
la
b
e
le
d
A,
B
,
C
,
D
,
a
n
d
E
.
T
ab
le
1
.
T
h
e
d
em
o
g
r
ap
h
ic
ch
a
r
ac
ter
is
tics
o
f
th
e
r
esp
o
n
d
e
n
ts
V
a
r
i
a
b
l
e
F
r
e
q
u
e
n
c
y
%
G
e
n
d
e
r
M
a
l
e
2
1
1
4
3
.
7
F
e
mal
e
2
7
2
5
6
.
3
A
g
e
14
30
6
.
2
15
3
3
3
6
8
.
9
16
1
0
6
2
1
.
9
17
11
2
.
3
18
3
0
.
6
S
c
h
o
o
l
s
S
M
A
N
A
97
2
0
.
1
S
M
A
N
B
1
0
6
2
1
.
9
S
M
A
N
C
92
1
9
.
0
S
M
A
N
D
1
0
1
2
0
.
9
S
M
A
N
E
87
1
8
.
0
A
d
mi
ss
i
o
n
s
c
h
e
me
Zo
n
i
n
g
3
5
9
7
4
.
3
A
f
f
i
r
mat
i
o
n
10
2
.
1
Tr
a
n
sf
e
r
o
f
j
o
b
20
4
.
1
A
c
h
i
e
v
e
me
n
t
85
1
7
.
6
O
t
h
e
r
9
1
.
9
N
o
t
e
:
S
M
A
N
=
p
u
b
l
i
c
se
n
i
o
r
h
i
g
h
sc
h
o
o
l
2
.
3
.
I
ns
t
rum
ent
s
T
h
e
s
tu
d
y
u
s
ed
two
in
s
tr
u
m
e
n
ts
to
co
llect
d
ata.
T
h
e
f
ir
s
t
was
a
q
u
esti
o
n
n
air
e
to
m
ea
s
u
r
e
th
e
ten
th
g
r
ad
er
s
’
ac
ad
em
ic
s
elf
-
ef
f
icac
y
ad
ap
ted
f
r
o
m
B
y
r
n
e
et
a
l.
[2
6
]
.
I
t
was
a
L
ik
er
t
-
ty
p
e
q
u
esti
o
n
n
air
e
with
s
ev
en
s
ca
les
o
f
co
n
f
i
d
en
ce
le
v
el
f
r
o
m
“
t
o
tally
n
o
t
c
o
n
f
id
e
n
t”
(
s
ca
le
1
)
t
o
“a
b
s
o
lu
tely
v
er
y
c
o
n
f
id
en
t”
(
s
ca
le
7
)
.
T
h
er
e
wer
e
2
0
“can
-
d
o
”
s
tatem
en
ts
[
33
]
wr
itten
in
I
n
d
o
n
esian
wer
e
u
s
ed
to
m
ea
s
u
r
e
th
e
t
en
th
g
r
ad
er
s
’
b
elief
s
in
th
eir
ab
ilit
y
to
ac
co
m
p
lis
h
v
ar
io
u
s
ac
ad
em
ic
task
s
.
B
ef
o
r
e
its
u
s
e,
th
e
s
tatem
en
ts
an
d
t
h
e
lan
g
u
a
g
e
in
th
e
q
u
esti
o
n
n
air
e
wer
e
v
alid
ated
th
r
o
u
g
h
a
f
o
cu
s
g
r
o
u
p
d
is
cu
s
s
io
n
b
etwe
en
th
e
r
esear
ch
er
s
an
d
f
iv
e
teac
h
e
r
s
f
r
o
m
th
e
f
iv
e
s
ch
o
o
ls
wh
o
s
e
s
tu
d
en
ts
wer
e
r
ec
r
u
ited
as
th
e
r
esp
o
n
d
en
ts
.
T
h
is
was
to
en
s
u
r
e
th
at
th
e
lan
g
u
ag
e
in
th
e
q
u
esti
o
n
n
air
e
was
a
p
p
r
o
p
r
iate
an
d
ea
s
y
to
u
n
d
er
s
tan
d
.
I
n
a
d
d
itio
n
,
th
e
q
u
esti
o
n
n
air
e
was
also
co
n
s
u
lted
b
y
an
ex
p
er
t
in
p
s
y
c
h
o
m
etr
ics
,
an
d
it
was
d
ec
lar
ed
th
at
n
o
s
tatem
en
t
in
th
e
q
u
esti
o
n
n
air
e
p
o
ten
tially
h
ar
m
s
o
r
o
f
f
en
d
s
th
e
r
esp
o
n
d
en
ts
.
T
h
e
q
u
esti
o
n
n
air
e
was a
ls
o
f
r
ee
f
r
o
m
an
y
g
en
d
er
o
r
r
ac
ial
b
iases
.
An
ex
p
lo
r
ato
r
y
f
ac
to
r
a
n
aly
s
is
(
E
FA)
was
th
en
r
u
n
to
m
e
asu
r
e
its
v
alid
ity
.
B
ef
o
r
e
E
F
A,
Kaiser
-
Me
y
er
-
Olk
in
(
KM
O)
an
d
B
ar
tlett’s
te
s
ts
wer
e
r
u
n
.
T
h
e
KM
O
m
ea
s
u
r
e
o
f
s
am
p
lin
g
ad
eq
u
ac
y
(
MSA)
v
alu
e
was
0
.
9
5
4
-
f
a
r
ab
o
v
e
t
h
e
th
r
e
s
h
o
ld
s
u
g
g
ested
b
y
Hair
et
a
l.
[
34
]
,
an
d
th
e
Sig
.
f
o
r
B
ar
tlett’s
test
o
f
s
p
h
er
icit
y
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t
J
E
v
al
&
R
es E
d
u
c
I
SS
N:
2252
-
8
8
2
2
I
n
d
o
n
esia
n
ten
th
g
r
a
d
ers
’
a
ca
d
emic
s
elf
-
effica
cy
a
n
d
E
n
g
lis
h
a
ch
ieve
men
t
a
d
mitted
th
r
o
u
g
h
…
(
Ha
r
to
n
o
)
2503
was
0
.
0
0
0
.
Fu
r
th
er
,
th
e
MSA
o
f
th
e
in
d
icato
r
s
r
an
g
ed
b
etwe
en
0
.
9
2
2
an
d
0
.
9
7
5
.
T
h
ese
in
d
icate
th
at
E
FA
ca
n
b
e
r
u
n
.
W
ith
4
8
3
r
esp
o
n
d
e
n
ts
,
th
is
s
tu
d
y
also
m
et
th
e
r
e
q
u
i
r
em
en
t
f
o
r
th
e
m
in
im
u
m
E
FA
s
am
p
le
s
ize
[
35
]
.
T
h
e
s
co
r
es
o
f
e
x
tr
ac
tio
n
s
o
f
t
h
e
in
d
icato
r
s
wer
e
a
b
o
v
e
0
.
0
5
,
an
d
th
e
in
itial
E
ig
en
v
al
u
es
an
d
ex
tr
ac
tio
n
s
u
m
s
o
f
s
q
u
ar
e
d
lo
ad
in
g
an
d
th
e
s
cr
ee
p
lo
t su
g
g
est th
r
ee
f
ac
to
r
s
th
at
co
u
ld
ex
p
lain
6
0
.
0
2
8
% o
f
t
h
e
v
ar
ian
ce
.
T
h
e
s
ec
o
n
d
in
s
tr
u
m
e
n
t
was
an
E
n
g
lis
h
ac
h
iev
em
en
t
test
.
T
h
i
s
r
esear
ch
d
id
n
o
t
u
s
e
a
s
in
g
le
m
o
d
el
o
f
ac
h
iev
em
en
t
test
.
I
n
s
tead
,
it
al
lo
wed
th
e
class
r
o
o
m
teac
h
e
r
s
to
d
esig
n
an
d
ad
m
i
n
is
ter
th
e
test
th
em
s
elv
es
an
d
th
en
s
h
ar
ed
th
e
s
co
r
es
with
th
e
r
esear
ch
er
s
f
o
r
a
n
aly
s
is
.
I
n
t
h
is
way
,
th
e
co
n
ten
t
v
alid
ity
o
f
th
e
test
[
36
]
was
b
etter
g
u
ar
a
n
teed
.
2
.
4
.
Da
t
a
co
llect
ing
pro
ce
du
re
T
h
e
q
u
esti
o
n
n
air
e
was
d
is
tr
ib
u
ted
to
th
e
r
esp
o
n
d
e
n
ts
th
r
o
u
g
h
a
Go
o
g
le
Fo
r
m
d
u
r
i
n
g
t
h
e
E
n
g
lis
h
class
.
T
h
e
teac
h
er
an
d
t
h
e
r
es
ea
r
ch
er
s
wer
e
p
r
esen
t
i
n
th
e
c
lass
r
o
o
m
an
d
ex
p
lain
ed
th
e
r
e
s
ea
r
ch
p
u
r
p
o
s
e
an
d
th
e
q
u
esti
o
n
n
air
e
s
tatem
en
ts
.
Fo
r
th
e
test
,
th
e
E
n
g
lis
h
teac
h
er
s
an
n
o
u
n
ce
d
t
h
e
test
a
wee
k
b
ef
o
r
e
th
e
test
was
ad
m
in
is
ter
ed
s
o
th
at
th
e
s
tu
d
e
n
ts
co
u
ld
p
r
ep
ar
e
f
o
r
it.
I
t w
as a
clo
s
e
-
b
o
o
k
test
d
o
n
e
o
n
th
e
t
est s
h
ee
t.
2
.
5
.
Da
t
a
a
na
ly
s
is
T
h
e
d
ata
o
n
ac
a
d
em
ic
s
elf
-
ef
f
icac
y
an
d
E
n
g
lis
h
ac
h
iev
em
e
n
t
was
s
cr
u
tin
ized
to
en
s
u
r
e
th
at
all
d
ata
wer
e
co
m
p
lete.
R
esp
o
n
d
en
ts
wh
o
d
id
n
o
t
co
llect
th
e
q
u
esti
o
n
n
air
e
an
d
co
m
p
lete
th
e
ac
h
iev
em
en
t
test
wer
e
ex
clu
d
ed
f
r
o
m
f
u
r
t
h
er
an
al
y
s
is
.
T
o
an
s
wer
r
esear
ch
q
u
esti
o
n
1
,
t
h
e
d
ata
o
n
ac
ad
e
m
ic
s
elf
-
ef
f
icac
y
wer
e
an
aly
ze
d
d
escr
ip
tiv
ely
.
T
h
e
m
ea
n
s
co
r
e
an
d
th
e
s
tan
d
a
r
d
d
ev
iatio
n
(
SD)
wer
e
ca
lcu
late
d
,
an
d
b
ased
o
n
th
e
m
ea
n
,
th
e
lev
el
o
f
ac
a
d
em
ic
s
elf
-
ef
f
icac
y
was
ca
teg
o
r
ized
in
to
lo
w,
m
o
d
er
ate,
o
r
h
i
g
h
.
T
o
an
s
wer
r
esear
ch
q
u
esti
o
n
2
,
af
ter
d
escr
ip
tiv
e
a
n
aly
s
is
,
th
e
m
ea
n
s
co
r
e
o
f
ac
a
d
em
ic
s
elf
-
ef
f
icac
y
o
f
t
h
e
ten
th
g
r
ad
er
s
ad
m
itted
th
r
o
u
g
h
th
e
z
o
n
in
g
s
y
s
tem
was
co
m
p
ar
ed
t
o
th
at
o
f
th
e
t
en
th
g
r
a
d
er
s
ad
m
itted
th
r
o
u
g
h
th
e
ac
h
iev
e
m
en
t
s
ch
em
e.
A
s
im
ilar
p
r
o
ce
d
u
r
e
was
ap
p
lied
to
an
s
wer
r
esear
c
h
q
u
esti
o
n
3
,
b
u
t
th
e
d
ata
b
ein
g
co
m
p
ar
ed
wer
e
th
e
E
n
g
lis
h
ac
h
iev
em
e
n
t
test
s
co
r
es.
As
th
e
d
ata
wer
e
n
o
t
n
o
r
m
ally
d
is
tr
ib
u
ted
,
th
e
Ma
n
n
-
W
h
itn
ey
U
test
in
SP
SS
v
er
s
io
n
2
5
was u
s
ed
.
3.
RE
SU
L
T
S AN
D
D
I
SCU
SS
I
O
N
3
.
1
.
T
he
t
ent
h g
ra
ders’
a
ca
dem
ic
s
elf
-
ef
f
ica
cy
a
s
t
hey
s
t
a
rt
ed
s
t
ud
y
ing
a
t
t
heir
new
s
cho
o
l
s
T
h
e
f
ir
s
t
r
esear
ch
q
u
esti
o
n
o
f
th
is
s
tu
d
y
was
h
o
w
th
e
ac
ad
e
m
ic
s
elf
-
ef
f
icac
y
o
f
th
e
ten
t
h
g
r
ad
er
s
was
lik
e
wh
en
th
ey
s
tar
ted
th
eir
n
ew
s
ch
o
o
ls
.
T
h
is
ac
ad
em
ic
s
elf
-
ef
f
icac
y
was
m
ea
s
u
r
ed
b
y
twen
ty
s
tatem
en
t
s
r
eq
u
ir
in
g
r
esp
o
n
s
es
f
r
o
m
s
ca
l
e
1
to
s
ca
le
7
o
f
co
n
f
id
en
ce
le
v
el.
B
ased
o
n
E
FA
a
n
aly
s
is
,
t
h
e
twen
ty
in
d
icato
r
s
wer
e
g
r
o
u
p
ed
in
t
o
th
r
ee
f
ac
to
r
s
.
Facto
r
1
was
th
e
ten
th
g
r
ad
e
r
s
’
ab
ilit
y
to
m
an
a
g
e
lear
n
in
g
ac
tiv
ities
.
Facto
r
2
was
th
e
ten
th
g
r
a
d
er
s
’
a
b
ilit
y
to
d
em
o
n
s
tr
ate
th
e
ac
q
u
i
r
ed
le
s
s
o
n
s
,
an
d
f
ac
to
r
3
was
th
e
te
n
th
g
r
ad
er
s
’
ab
ilit
y
to
wo
r
k
a
n
d
co
m
p
ete
with
o
th
er
s
tu
d
en
ts
.
T
h
e
f
ac
to
r
s
,
th
e
n
u
m
b
er
o
f
r
esp
o
n
d
en
ts
(
N)
,
th
e
m
ea
n
s
co
r
es
(
m
ea
n
)
,
t
h
e
SD o
f
ea
ch
in
d
icat
o
r
,
an
d
th
e
lev
el
ca
te
g
o
r
y
ar
e
p
r
esen
ted
in
T
a
b
le
2
.
T
ab
le
2
s
h
o
ws
th
at
4
8
3
s
tu
d
en
ts
co
m
p
leted
t
h
e
q
u
esti
o
n
n
air
e
.
T
h
e
m
ea
n
s
co
r
es
o
f
th
e
s
tatem
en
ts
ar
e
b
etwe
en
4
.
7
1
4
(
I
f
m
y
teac
h
e
r
s
p
ea
k
s
in
E
n
g
lis
h
,
I
ca
n
u
n
d
er
s
tan
d
)
an
d
6
.
0
9
7
(
I
ca
n
u
s
e
th
e
in
ter
n
et
to
lo
o
k
f
o
r
m
o
r
e
in
f
o
r
m
atio
n
ab
o
u
t
m
y
less
o
n
s
)
,
wh
ile
f
o
r
th
e
SD,
t
h
ey
a
r
e
b
etwe
en
1
.
1
3
3
(
D
u
r
in
g
g
r
o
u
p
wo
r
k
,
I
ca
n
p
ar
ticip
ate
an
d
c
o
n
tr
ib
u
te)
a
n
d
1
.
6
0
3
(
I
f
m
y
teac
h
er
s
p
ea
k
s
in
E
n
g
lis
h
,
I
ca
n
u
n
d
er
s
tan
d
)
.
B
ased
o
n
th
e
m
ea
n
s
co
r
es,
th
e
r
esp
o
n
d
en
ts
’
b
elie
f
in
th
eir
a
b
ilit
y
to
s
u
cc
ess
f
u
l
ly
ex
ec
u
te
a
n
ac
ad
em
ic
task
is
ca
teg
o
r
ized
in
to
th
r
ee
lev
els:
lo
w
(
m
ea
n
s
co
r
e
1
to
2
.
9
9
9
)
,
m
o
d
er
ate
(
m
ea
n
s
co
r
e
3
.
0
0
0
to
4
.
9
9
9
)
,
a
n
d
h
ig
h
(
m
ea
n
s
co
r
e
5
.
0
0
0
to
7
.
0
0
0
)
.
T
ab
le
2
s
h
o
ws
th
at
th
e
r
esp
o
n
d
en
ts
m
o
s
tly
h
a
d
h
i
g
h
ac
a
d
e
m
ic
s
elf
-
ef
f
icac
y
.
T
h
ey
h
a
d
a
h
ig
h
b
elief
in
f
o
llo
win
g
th
e
less
o
n
s
,
co
m
p
letin
g
ass
ig
n
m
en
ts
an
d
h
o
m
ewo
r
k
,
u
n
d
er
s
tan
d
in
g
th
e
m
at
er
ials
in
th
e
b
o
o
k
s
,
p
ar
ticip
atin
g
i
n
g
r
o
u
p
w
o
r
k
a
n
d
d
is
cu
s
s
io
n
,
m
em
o
r
izin
g
i
m
p
o
r
tan
t
th
in
g
s
,
m
an
a
g
in
g
tim
e,
ac
h
iev
i
n
g
h
ig
h
s
co
r
es,
co
m
p
etin
g
to
b
e
t
h
e
b
est,
an
d
s
o
o
n
.
Ho
wev
er
,
t
h
er
e
ar
e
s
ix
ac
ad
em
ic
task
s
with
m
o
d
er
ate
lev
els
o
f
co
n
f
id
en
ce
.
B
esid
es
,
th
e
s
tatem
en
ts
“I
f
m
y
teac
h
e
r
s
p
ea
k
s
in
E
n
g
lis
h
,
I
ca
n
u
n
d
er
s
tan
d
,
”
th
at
f
all
in
t
o
th
e
m
o
d
er
ate
le
v
el
ar
e:
i
)
I
f
th
e
t
ea
ch
er
ask
s
m
e
t
o
d
o
a
task
in
f
r
o
n
t
o
f
th
e
class
,
I
ca
n
d
o
it;
ii
)
I
ca
n
u
s
e
th
e
lib
r
ar
y
to
s
ea
r
ch
f
o
r
in
f
o
r
m
a
tio
n
an
d
k
n
o
wled
g
e;
iii
)
I
ca
n
an
s
wer
m
y
teac
h
er
’
s
q
u
esti
o
n
s
;
iv
)
I
am
n
o
t
n
er
v
o
u
s
wh
en
p
r
ep
a
r
in
g
f
o
r
m
y
ex
am
s
;
an
d
v
)
I
ca
n
ex
p
lain
th
e
less
o
n
s
to
m
y
class
m
ate
s
.
T
h
ese
s
u
g
g
est
th
at
th
e
I
n
d
o
n
esian
ten
th
g
r
a
d
er
s
h
ad
m
o
d
e
r
ate
b
elief
s
in
th
eir
ab
ilit
y
to
p
r
ac
tice,
ex
p
r
e
s
s
,
an
d
s
h
ar
e
th
eir
ac
ad
em
ic
ab
ilit
y
(
1
,
3
,
an
d
5
)
.
Alth
o
u
g
h
th
ey
b
eliev
ed
th
at
t
h
ey
co
u
ld
f
o
llo
w
an
d
u
n
d
er
s
ta
n
d
th
e
less
o
n
s
an
d
ac
h
iev
e
h
i
g
h
s
co
r
es,
th
ey
wer
e
n
o
t
en
tire
ly
co
n
f
i
d
en
t
th
at
th
is
ac
ad
e
m
ic
k
n
o
wle
d
g
e
co
u
ld
b
e
ea
s
ily
co
m
m
u
n
icate
d
.
Stu
d
en
ts
m
i
g
h
t
s
u
f
f
er
f
r
o
m
co
m
m
u
n
icatio
n
a
p
p
r
eh
e
n
s
io
n
,
in
d
icate
d
b
y
th
ei
r
im
m
atu
r
e
s
k
ill
to
ex
p
r
ess
wh
at
th
ey
h
a
v
e
alr
ea
d
y
lear
n
ed
.
T
h
e
m
o
d
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[
37
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Descr
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teac
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p
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g
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n
g
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h
co
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m
s
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w
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f
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f
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d
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ian
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tu
d
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.
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v
en
a
m
o
n
g
A
s
ian
co
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n
tr
ies,
I
n
d
o
n
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was
r
an
k
ed
l
o
w
[
38
]
.
E
n
g
lis
h
p
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o
f
icien
cy
in
d
ex
(
E
PI
)
in
2
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r
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esia
1
0
th
o
f
th
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2
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co
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n
tr
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in
Asi
a
[
39
]
.
W
h
ile
v
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ca
b
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is
ess
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tial
in
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d
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,
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[4
0
]
.
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d
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ce
[
41
]
.
T
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d
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with
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Pra
s
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[4
2
]
in
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h
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h
is
f
in
d
in
g
alig
n
s
with
B
ak
ti
et
a
l.
s
tu
d
y
[4
3
]
.
T
h
is
was,
o
f
co
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r
s
e,
r
eliev
in
g
s
in
ce
ac
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elf
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icac
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p
la
y
s
a
v
ital
r
o
le
in
ac
ad
em
ic
ac
h
iev
em
en
t
an
d
p
e
r
f
o
r
m
an
ce
[
25
]
,
[
26
]
,
[
44
]
.
Stu
d
e
n
ts
with
h
ig
h
ac
ad
em
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s
elf
-
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icac
y
will
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a
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o
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ity
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ically
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m
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ick
ly
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ic
s
etb
ac
k
s
[
27
]
–
[
29
]
.
H
o
wev
er
,
it
is
wo
r
th
r
em
em
b
er
in
g
th
at
s
elf
-
ef
f
ica
cy
is
m
allea
b
le
[
13
]
;
it
m
ay
ch
an
g
e
alo
n
g
th
e
p
r
o
ce
s
s
o
f
s
tu
d
y
;
th
er
ef
o
r
e,
m
ain
tain
in
g
an
d
ev
e
n
en
h
a
n
ci
n
g
it will b
e
v
er
y
n
ec
ess
ar
y
.
3
.
2
.
T
he
a
ca
dem
ic
s
elf
-
ef
f
ica
cy
o
f
t
ent
h g
ra
ders a
dm
it
t
ed
t
hr
o
ug
h z
o
nin
g
a
nd
a
chiev
em
e
nt
s
chem
es
T
h
e
s
ec
o
n
d
r
esear
ch
q
u
esti
o
n
f
o
r
th
is
s
tu
d
y
was
h
o
w
th
e
ac
ad
em
ic
s
elf
-
ef
f
icac
y
o
f
th
e
te
n
th
g
r
ad
er
s
ad
m
itted
th
r
o
u
g
h
th
e
z
o
n
in
g
s
ch
em
e
d
if
f
er
ed
f
r
o
m
t
h
at
o
f
th
o
s
e
ad
m
itted
th
r
o
u
g
h
th
e
ac
h
iev
em
en
t
s
ch
em
e
.
T
h
e
ac
ad
em
ic
s
elf
-
ef
f
icac
y
o
f
th
e
ten
th
g
r
ad
er
s
ad
m
itted
th
r
o
u
g
h
o
t
h
er
s
ch
em
es:
af
f
ir
m
atio
n
an
d
th
e
tr
an
s
f
er
o
f
p
ar
e
n
ts
'
jo
b
s
ch
em
es,
wer
e
ex
clu
d
ed
f
o
r
f
u
r
th
e
r
an
aly
s
is
as
th
eir
n
u
m
b
er
s
wer
e
to
o
s
m
all
(
T
ab
le
1
)
.
T
ab
le
3
p
r
esen
ts
th
e
m
ea
n
s
co
r
es,
th
e
SD,
an
d
th
e
s
tan
d
ar
d
e
r
r
o
r
m
ea
n
.
T
ab
le
3
.
T
e
n
th
g
r
a
d
er
s
’
ac
ad
e
m
ic
s
elf
-
ef
f
icac
y
ad
m
itted
th
r
o
u
g
h
z
o
n
in
g
an
d
ac
h
iev
em
e
n
t
s
ch
em
es
V
a
r
i
a
b
l
e
A
d
mi
ss
i
o
n
N
M
e
a
n
SD
S
.
Er
r
o
r
m
e
a
n
A
c
a
d
e
mi
c
s
e
l
f
-
e
f
f
i
c
a
c
y
Zo
n
i
n
g
sc
h
e
m
e
3
5
9
1
0
6
.
1
7
6
1
8
.
0
2
0
0
.
9
5
1
A
c
h
i
e
v
e
me
n
t
sc
h
e
me
85
1
1
9
.
6
0
0
1
4
.
0
3
5
1
.
5
2
2
To
t
a
l
4
4
4
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t
J
E
v
al
&
R
es E
d
u
c
I
SS
N:
2252
-
8
8
2
2
I
n
d
o
n
esia
n
ten
th
g
r
a
d
ers
’
a
ca
d
emic
s
elf
-
effica
cy
a
n
d
E
n
g
lis
h
a
ch
ieve
men
t
a
d
mitted
th
r
o
u
g
h
…
(
Ha
r
to
n
o
)
2505
T
h
e
m
ea
n
s
co
r
e
o
f
ac
ad
em
ic
s
elf
-
ef
f
icac
y
o
f
t
h
e
ten
th
g
r
ad
er
s
ad
m
itted
th
r
o
u
g
h
th
e
z
o
n
i
n
g
s
ch
em
e
(
n
=3
5
9
)
was
1
0
6
.
1
7
6
,
wh
ile
th
e
o
n
e
o
f
th
e
ac
h
ie
v
em
en
t
s
ch
em
e
(
n
=8
5
)
was
1
1
9
.
6
0
0
.
T
h
e
ac
a
d
em
ic
s
elf
-
ef
f
icac
y
o
f
th
e
ten
th
g
r
a
d
er
s
ad
m
itted
th
r
o
u
g
h
th
e
ac
h
iev
em
en
t
s
ch
em
e
was
h
ig
h
e
r
th
an
th
at
o
f
th
o
s
e
ad
m
itted
th
r
o
u
g
h
th
e
zo
n
i
n
g
s
ch
em
e.
T
h
e
Ma
n
n
-
W
h
itn
ey
U
test
f
o
r
m
ea
n
d
if
f
er
en
ce
r
esu
lt
ed
in
8
4
9
3
.
5
0
0
,
th
e
W
ilco
x
o
n
W
was
7
3
1
1
3
.
5
0
0
,
an
d
Asy
m
p
.
Sig
.
(
2
-
tailed
)
was
0
.
0
0
0
.
T
h
is
s
u
g
g
ests
th
at
th
e
d
if
f
er
e
n
ce
was
s
ig
n
if
ican
t.
I
n
o
th
er
wo
r
d
s
,
th
er
e
was
a
s
ig
n
if
ican
t
d
if
f
er
e
n
c
e
in
th
e
ac
ad
em
ic
s
elf
-
e
f
f
icac
y
b
etwe
en
th
e
te
n
th
g
r
ad
er
s
ad
m
itted
t
h
r
o
u
g
h
t
h
e
z
o
n
in
g
s
ch
em
e
an
d
t
h
o
s
e
ad
m
it
ted
th
r
o
u
g
h
th
e
ac
h
iev
em
e
n
t sch
em
e.
So
m
e
p
o
in
ts
ca
n
b
e
p
r
o
p
o
s
ed
to
ex
p
lain
th
e
f
in
d
in
g
.
First,
a
s
B
an
d
u
r
a
s
u
g
g
ests
,
th
e
d
ev
el
o
p
m
en
t
o
f
s
elf
-
ef
f
icac
y
is
in
f
l
u
en
ce
d
b
y
f
o
u
r
s
o
u
r
ce
s
:
m
aster
y
ex
p
e
r
ien
ce
,
v
icar
i
o
u
s
ex
p
er
ien
ce
,
s
o
c
ial
p
er
s
u
asio
n
,
a
n
d
p
h
y
s
io
lo
g
ical
an
d
af
f
ec
tiv
e
s
tates
[
13
]
,
[
45
]
.
Of
th
e
f
o
u
r
s
o
u
r
ce
s
,
m
aster
y
ex
p
er
ie
n
ce
is
th
e
m
o
s
t
d
o
m
in
an
t
an
d
in
f
o
r
m
ativ
e
[
13
]
,
[
46
]
.
I
t
is
an
ex
p
er
ien
ce
o
f
d
o
in
g
tas
k
s
in
q
u
esti
o
n
,
i
n
th
is
ca
s
e,
a
ca
d
em
ic
task
s
.
T
h
e
m
o
r
e
f
r
e
q
u
en
tly
a
s
tu
d
en
t
d
o
e
s
an
ac
ad
em
ic
task
s
u
cc
ess
f
u
lly
,
th
e
m
o
r
e
co
n
f
id
en
t
h
e
will
b
e.
A
h
ig
h
e
f
f
icac
y
ex
p
ec
tatio
n
f
o
r
a
p
a
r
ticu
lar
task
is
en
h
an
ce
d
as
a
p
er
s
o
n
s
u
cc
ess
f
u
lly
co
m
p
letes
th
e
task
at
h
an
d
[
47
]
.
Stu
d
en
ts
ad
m
itted
th
r
o
u
g
h
th
e
zo
n
in
g
s
ch
em
e
h
a
d
lo
wer
ac
a
d
em
ic
s
elf
-
ef
f
icac
y
as
th
e
y
m
i
g
h
t
n
o
t
s
tr
u
g
g
le
to
g
et
s
ea
ts
in
th
eir
p
r
o
s
p
ec
tiv
e
s
ch
o
o
ls
.
T
h
e
zo
n
in
g
ad
m
is
s
io
n
s
ch
em
e
g
u
a
r
an
tees
th
ey
will
h
av
e
th
e
s
ea
ts
,
r
eg
ar
d
less
o
f
th
eir
ac
a
d
em
ic
p
er
f
o
r
m
an
ce
.
T
h
is
p
o
licy
h
as
ca
u
s
ed
s
o
m
e
s
tu
d
en
ts
to
d
e
v
elo
p
lo
w
lear
n
i
n
g
m
o
tiv
atio
n
b
ec
a
u
s
e
th
ey
b
eli
ev
e
g
r
ad
es
will
n
o
t
m
atter
[
48
]
.
Feelin
g
s
ec
u
r
ed
ab
o
u
t
b
ei
n
g
ad
m
itted
to
t
h
e
s
u
r
r
o
u
n
d
in
g
s
ch
o
o
l
h
as
r
esu
lted
in
lo
w
lear
n
in
g
ef
f
o
r
t,
lo
w
p
r
ac
tice,
an
d
,
c
o
n
s
eq
u
en
tly
,
lo
w
m
aster
y
ex
p
er
ien
ce
.
C
o
n
v
e
r
s
ely
,
s
tu
d
en
ts
wh
o
s
e
h
o
u
s
e
-
to
-
s
ch
o
o
l
p
r
o
x
im
al
d
is
tan
ce
d
o
es
n
o
t
s
ec
u
r
e
th
e
zo
n
in
g
ad
m
is
s
io
n
s
ch
em
e
h
ad
to
wo
r
k
h
ar
d
er
.
T
h
ey
wo
u
ld
s
p
en
d
m
u
ch
ef
f
o
r
t
in
lear
n
in
g
as
g
r
ad
e
was
v
ital
f
o
r
ad
m
is
s
io
n
.
T
h
is
wo
u
ld
m
ak
e
th
em
m
o
r
e
ex
p
e
r
ien
ce
d
an
d
co
n
f
id
en
t
in
ac
ad
em
ic
task
s
,
lead
in
g
th
em
to
h
ig
h
e
r
ef
f
icac
y
.
Seco
n
d
ly
,
th
e
d
ev
elo
p
m
en
t
o
f
ac
ad
em
ic
s
elf
-
e
f
f
icac
y
is
also
in
f
lu
en
c
ed
b
y
f
am
ily
,
p
ee
r
s
,
s
ch
o
o
lin
g
,
an
d
tr
an
s
itio
n
al
in
f
lu
en
ce
[
30
]
.
I
n
d
o
n
esian
p
ar
en
ts
wer
e
in
v
o
lv
ed
in
th
eir
s
tu
d
e
n
ts
lear
n
in
g
an
d
m
o
tiv
atio
n
[
49
]
,
[
50
]
.
Par
en
ts
m
o
tiv
ate,
m
o
n
ito
r
,
c
o
n
tr
o
l,
a
n
d
h
el
p
th
e
ir
ch
ild
r
en
lear
n
.
Kn
o
win
g
th
at
th
eir
ch
ild
r
en
ca
n
s
ec
u
r
e
s
ea
ts
in
p
r
o
s
p
ec
tiv
e
p
u
b
lic
s
ch
o
o
ls
d
im
in
is
h
es
th
e
in
ten
s
ity
o
f
th
e
i
n
v
o
lv
e
m
en
t.
I
n
co
n
tr
ast,
p
a
r
en
ts
wh
o
ca
n
n
o
t
tak
e
ad
v
a
n
tag
e
o
f
th
e
zo
n
in
g
s
ch
em
e
will
b
eh
av
e
o
th
er
wis
e.
T
h
ey
will
g
iv
e
m
o
r
e
m
o
tiv
ati
o
n
,
m
o
n
ito
r
,
an
d
h
elp
th
eir
ch
ild
r
en
to
ac
h
iev
e
g
o
o
d
g
r
ad
es.
T
h
is
lead
s
to
th
eir
ch
ild
r
en
s
tu
d
y
in
g
h
ar
d
er
.
Par
en
ts
ar
e
im
p
o
r
tan
t
f
ig
u
r
es
w
h
o
s
e
p
er
s
u
asio
n
im
p
ac
ts
th
eir
ch
ild
r
en
’
s
s
elf
-
ef
f
icac
y
.
I
n
ad
d
itio
n
to
f
a
m
ily
,
s
ch
o
o
ls
af
f
ec
t
ac
ad
em
ic
s
elf
-
ef
f
icac
y
d
ev
elo
p
m
en
t.
T
h
e
r
esear
ch
e
r
m
et
s
o
m
e
s
tu
d
en
ts
ad
m
itted
th
r
o
u
g
h
a
zo
n
i
n
g
s
ch
em
e
in
a
u
s
ed
-
to
-
b
e
h
ig
h
l
y
f
av
o
r
ite
s
ch
o
o
l
-
s
ay
in
g
th
at
th
e
s
ch
o
o
l'
s
r
ep
u
tatio
n
h
ad
m
ad
e
th
em
an
x
io
u
s
ab
o
u
t th
eir
ac
a
d
em
ic
ab
ilit
y
.
T
h
ey
wer
e
af
r
aid
o
f
n
o
t
b
ein
g
a
b
le
to
f
u
lf
ill th
e
s
ch
o
o
l’
s
ex
p
e
ctatio
n
s
.
3
.
3
.
T
he
a
chiev
em
ent
o
f
t
he
t
ent
h g
ra
ders a
dm
it
t
ed
t
hro
ug
h
zo
nin
g
a
nd
a
chiev
em
ent
s
chem
es
T
h
e
th
ir
d
r
esear
ch
q
u
esti
o
n
o
f
th
is
s
tu
d
y
was
h
o
w
th
e
ac
h
iev
em
en
t
o
f
th
e
ten
th
g
r
ad
e
r
s
ad
m
itted
th
r
o
u
g
h
th
e
zo
n
in
g
s
ch
em
e
d
if
f
er
ed
f
r
o
m
th
e
o
n
e
ad
m
itted
th
r
o
u
g
h
th
e
ac
h
iev
e
m
en
t
s
ch
em
e.
T
h
e
ac
h
iev
em
en
t
was
m
ea
s
u
r
ed
b
y
an
E
n
g
lis
h
ac
h
iev
em
e
n
t
test
as
th
e
s
tu
d
e
n
ts
co
m
p
leted
s
o
m
e
to
p
ics
d
u
r
in
g
th
e
f
ir
s
t
f
ew
m
o
n
th
s
o
f
th
eir
s
tu
d
y
.
T
h
is
ac
h
ie
v
em
en
t
test
was
d
i
f
f
er
en
t f
r
o
m
s
ch
o
o
l
to
s
ch
o
o
l a
s
th
e
s
ch
o
o
ls
wer
e
im
p
lem
en
tin
g
th
e
Me
r
d
ek
a
C
u
r
r
icu
lu
m
,
wh
ich
g
a
v
e
s
ch
o
o
l
s
an
d
class
r
o
o
m
teac
h
er
s
am
p
le
f
r
ee
d
o
m
to
s
elec
t
an
d
m
o
d
if
y
lear
n
in
g
m
ater
ials
.
Ho
wev
er
,
th
e
y
em
p
lo
y
ed
th
e
s
am
e
g
r
ad
in
g
s
ca
le
o
f
0
–
1
0
0
.
I
t
is
b
eliev
ed
th
at
th
is
class
r
o
o
m
ac
h
iev
em
e
n
t
te
s
t
co
u
ld
b
etter
r
ef
lect
s
tu
d
en
ts
’
ac
h
iev
em
e
n
t
th
a
n
a
s
in
g
le
u
n
if
o
r
m
test
p
r
ep
ar
e
d
b
y
th
e
r
esear
c
h
er
s
.
T
ab
le
4
p
r
e
s
en
ts
th
e
r
esu
lts
.
T
ab
le
4
.
T
est s
co
r
es o
f
t
h
e
ten
th
g
r
ad
e
r
s
ad
m
itted
th
r
o
u
g
h
zo
n
in
g
an
d
ac
h
iev
e
m
en
t sch
em
e
s
V
a
r
i
a
b
l
e
A
d
mi
ss
i
o
n
s
c
h
e
me
N
M
e
a
n
SD
S
.
Er
r
o
r
m
e
a
n
Te
st
sc
o
r
e
Zo
n
i
n
g
sc
h
e
m
e
3
5
9
6
0
.
3
8
1
2
4
.
2
1
8
1
.
2
7
8
A
c
h
i
e
v
e
me
n
t
sc
h
e
me
85
7
3
.
4
3
5
2
3
.
9
8
3
2
.
6
0
1
To
t
a
l
4
4
4
T
h
e
test
m
ea
n
s
co
r
e
o
f
th
e
zo
n
in
g
s
ch
em
e
was
6
0
.
3
8
1
with
SD=2
4
.
2
1
8
,
w
h
ile
th
e
o
n
e
o
f
t
h
e
ac
h
iev
em
en
t
s
ch
em
e
was
7
3
.
4
3
5
with
SD=2
3
.
9
8
3
.
T
h
e
f
in
d
in
g
s
s
h
o
w
th
at
th
e
m
ea
n
s
co
r
e
o
f
t
h
e
E
n
g
lis
h
ac
h
iev
em
en
t
test
o
f
th
e
ten
th
g
r
ad
er
s
ad
m
itted
th
r
o
u
g
h
th
e
zo
n
in
g
s
ch
em
e
an
d
th
e
o
n
e
th
r
o
u
g
h
th
e
ac
h
iev
em
en
t
s
ch
em
e
was
s
ig
n
if
ican
tly
d
if
f
er
e
n
t.
T
h
e
ten
t
h
g
r
ad
er
s
o
f
th
e
ac
h
iev
em
en
t
g
r
o
u
p
,
wh
o
in
th
e
p
r
ev
io
u
s
an
al
y
s
is
wer
e
f
o
u
n
d
to
h
av
e
h
i
g
h
er
ac
a
d
em
ic
s
elf
-
ef
f
icac
y
,
h
ad
a
h
ig
h
e
r
test
m
ea
n
s
co
r
e.
Ma
n
n
-
W
h
itn
ey
U
test
was
r
u
n
to
s
ee
wh
eth
er
th
e
d
if
f
er
e
n
c
e
in
th
e
m
ea
n
s
co
r
e
was
s
ig
n
if
ican
t.
I
t
r
esu
lted
in
Ma
n
n
-
W
h
itn
ey
U=
9
9
7
1
.
0
0
0
,
W
ilco
x
o
n
W
=7
4
5
9
1
.
0
0
0
,
Z
=
-
4
.
9
7
9
,
a
n
d
Asy
m
p
.
Sig
.
(
2
-
ta
iled
)
=0
.
0
0
0
.
So
,
it
was c
o
n
clu
d
ed
th
at
th
er
e
was
a
s
ig
n
if
ican
t d
if
f
er
en
ce
i
n
th
e
E
n
g
lis
h
test
m
ea
n
s
co
r
e
b
etwe
en
th
e
ten
th
g
r
a
d
er
s
ad
m
itted
th
r
o
u
g
h
t
h
e
zo
n
i
n
g
s
ch
em
e
an
d
th
e
th
o
s
e
o
f
th
e
ac
h
iev
em
en
t sch
em
e.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2
2
5
2
-
8
8
2
2
I
n
t
J
E
v
al
&
R
es E
d
u
c
,
Vo
l
.
14
,
No
.
4
,
Au
g
u
s
t
20
25
:
2
5
0
0
-
2
5
0
9
2506
T
h
o
u
g
h
n
o
t
s
u
r
p
r
is
in
g
,
th
is
f
in
d
in
g
g
a
v
e
em
p
i
r
ical
ev
id
en
ce
o
f
th
e
d
if
f
er
en
t
ac
ad
em
ic
a
b
ilit
ies
o
f
th
e
s
tu
d
en
ts
ad
m
itted
th
r
o
u
g
h
z
o
n
in
g
an
d
ac
h
iev
em
e
n
t
s
ch
em
e
s
.
As
th
e
zo
n
e
-
b
ased
ad
m
is
s
io
n
s
ch
em
e
d
o
es
n
o
t
u
s
e
ac
ad
em
ic
ac
h
iev
em
en
t
as a
cr
iter
io
n
f
o
r
ad
m
is
s
io
n
,
it
is
n
o
t
s
u
r
p
r
is
in
g
th
at
th
e
test
m
e
an
s
co
r
e
o
f
s
tu
d
en
ts
ad
m
itted
th
r
o
u
g
h
th
e
zo
n
in
g
s
ch
em
e
was
lo
wer
th
an
th
at
o
f
th
e
ac
h
iev
em
en
t
s
ch
em
e.
H
o
wev
er
,
it
d
o
es
n
o
t
m
ea
n
th
at
all
s
tu
d
en
ts
ad
m
itted
th
r
o
u
g
h
th
e
zo
n
i
n
g
s
y
s
tem
h
ad
a
lo
w
ac
ad
e
m
ic
p
e
r
f
o
r
m
a
n
ce
.
So
m
e
o
f
th
em
d
id
h
av
e
h
ig
h
s
co
r
es
o
n
th
e
te
s
t.
A
wid
e
s
co
r
e
g
ap
b
etwe
en
th
e
h
ig
h
-
p
er
f
o
r
m
in
g
an
d
l
o
w
-
p
er
f
o
r
m
in
g
s
tu
d
e
n
ts
h
as
m
ad
e
th
e
test
m
ea
n
s
co
r
e
o
f
s
tu
d
e
n
ts
ad
m
itted
th
r
o
u
g
h
t
h
e
zo
n
in
g
s
ch
em
e
s
ig
n
if
ican
tl
y
lo
wer
th
an
th
at
o
f
th
e
ac
h
iev
em
en
t
s
ch
em
e
.
W
h
ile
s
tu
d
en
ts
o
f
th
e
zo
n
in
g
s
ch
e
m
e
wer
e
ac
ad
em
ically
h
ete
r
o
g
en
eo
u
s
,
s
tu
d
en
ts
o
f
th
e
ac
h
iev
em
en
t sch
e
m
e
wer
e
m
o
r
e
h
o
m
o
g
e
n
o
u
s
.
T
h
e
f
in
d
in
g
t
h
at
th
e
ten
t
h
g
r
a
d
er
s
with
lo
wer
ac
a
d
em
ic
s
elf
-
ef
f
icac
y
,
i
n
th
is
ca
s
e,
th
e
te
n
th
g
r
ad
e
r
s
ad
m
itted
th
r
o
u
g
h
th
e
zo
n
in
g
s
ch
em
e,
h
ad
l
o
wer
test
s
co
r
e
s
s
u
p
p
o
r
ts
p
r
ev
i
o
u
s
s
tu
d
ies,
wh
ich
m
o
s
tly
f
o
u
n
d
th
at
s
elf
-
ef
f
icac
y
p
o
s
itiv
ely
af
f
ec
ts
ac
h
iev
em
en
t
an
d
p
e
r
f
o
r
m
an
ce
[5
1
]
.
T
h
e
s
tu
d
y
o
f
Mil
ls
et
a
l.
[5
2
]
o
n
t
h
e
in
f
lu
en
ce
o
f
s
elf
-
ef
f
icac
y
o
n
a
ch
iev
em
en
t
in
v
o
l
v
in
g
3
0
3
s
tu
d
en
ts
s
tu
d
y
in
g
f
o
r
eig
n
la
n
g
u
a
g
es
also
f
o
u
n
d
th
a
t
s
elf
-
ef
f
icac
y
f
o
r
s
elf
-
r
eg
u
latio
n
p
r
ed
icted
lan
g
u
a
g
e
ac
h
iev
e
m
en
t.
A
s
im
ilar
r
esear
ch
f
in
d
in
g
was
o
f
f
er
e
d
b
y
Pajar
es
[5
3
]
,
wh
ich
co
n
clu
d
e
d
th
at
s
elf
-
ef
f
icac
y
b
elief
s
an
d
p
er
f
o
r
m
an
ce
wer
e
r
elate
d
.
Stu
d
en
ts
with
h
ig
h
s
elf
-
ef
f
icac
y
ch
o
o
s
e
to
en
g
a
g
e
in
ac
tiv
ities
,
ex
er
cise
g
r
ea
ter
ef
f
o
r
ts
,
an
d
ca
n
p
e
r
s
is
t
lo
n
g
er
in
tim
es
o
f
d
if
f
icu
lty
[5
4
]
.
Stu
d
e
n
ts
with
h
ig
h
er
s
elf
-
ef
f
icac
y
s
tr
iv
ed
to
co
m
p
lete
ac
ad
e
m
ic
task
s
h
ar
d
er
,
p
er
s
is
t
b
etter
in
tim
es o
f
tr
o
u
b
le
a
n
d
s
ee
task
s
as c
h
allen
g
es to
d
o
r
at
h
er
th
a
n
a
tr
ea
t,
ex
er
t b
etter
c
o
m
m
itm
e
n
t to
th
e
task
s
,
an
d
q
u
ick
ly
r
ec
o
v
er
f
r
o
m
s
etb
ac
k
s
[
29
]
,
[
4
7
]
.
T
h
is
lead
s
th
em
to
d
ev
elo
p
a
b
etter
s
en
s
e
o
f
e
f
f
ic
ac
y
.
4.
CO
NCLU
SI
O
N
I
n
g
en
e
r
al,
th
e
I
n
d
o
n
esian
ten
th
g
r
ad
er
s
h
a
d
a
h
ig
h
lev
el
o
f
ac
ad
em
ic
s
elf
-
ef
f
icac
y
.
T
h
ey
h
ad
h
ig
h
co
n
f
id
en
ce
th
at
th
e
y
co
u
ld
ac
co
m
p
lis
h
ac
ad
em
ic
task
s
s
u
cc
ess
f
u
lly
.
Ho
wev
er
,
th
er
e
was
a
s
ig
n
if
ican
t
d
if
f
er
en
ce
in
ac
ad
e
m
ic
s
elf
-
ef
f
icac
y
b
etwe
en
th
e
ten
th
g
r
ad
er
s
ad
m
itted
th
r
o
u
g
h
th
e
z
o
n
i
n
g
s
ch
em
e
an
d
th
o
s
e
ad
m
itted
th
r
o
u
g
h
t
h
e
ac
h
iev
e
m
en
t
s
ch
em
e,
in
wh
ich
th
e
s
elf
-
ef
f
icac
y
o
f
th
e
ten
th
g
r
a
d
er
s
ad
m
itted
th
r
o
u
g
h
th
e
ac
h
iev
em
en
t
s
ch
em
e
was
h
ig
h
er
th
a
n
th
e
th
o
s
e
ad
m
itted
th
r
o
u
g
h
th
e
zo
n
in
g
s
ch
em
e.
T
h
is
d
if
f
er
en
ce
was
also
ev
id
en
t
in
th
e
ac
ad
e
m
ic
ac
h
iev
em
e
n
t.
Stu
d
e
n
ts
ad
m
it
ted
th
r
o
u
g
h
th
e
ac
h
iev
em
e
n
t
s
ch
em
e
p
er
f
o
r
m
e
d
h
ig
h
er
ac
ad
e
m
ically
th
an
th
o
s
e
ad
m
itted
th
r
o
u
g
h
t
h
e
zo
n
i
n
g
s
y
s
tem
.
T
h
e
f
in
d
in
g
s
o
f
th
e
s
tu
d
y
b
r
in
g
s
o
m
e
im
p
licatio
n
s
.
As
th
e
class
r
o
o
m
s
ar
e
ac
ad
em
ically
h
eter
o
g
e
n
eo
u
s
,
teac
h
e
r
s
m
u
s
t,
th
e
r
ef
o
r
e,
b
e
a
b
le
to
s
elec
t
an
d
im
p
lem
en
t
teac
h
in
g
s
tr
a
teg
ies
th
at
ca
n
clo
s
e
t
h
e
g
a
p
b
etwe
en
th
e
h
ig
h
-
p
er
f
o
r
m
in
g
an
d
t
h
e
lo
w
-
p
er
f
o
r
m
in
g
s
tu
d
en
ts
.
Atten
tio
n
s
h
o
u
ld
b
e
g
iv
en
to
th
o
s
e
p
er
f
o
r
m
in
g
l
o
w
s
o
th
at
t
h
ey
ca
n
s
p
ee
d
u
p
th
e
lear
n
in
g
p
r
o
ce
s
s
.
At
th
e
s
am
e
tim
e,
h
o
wev
er
,
teac
h
e
r
s
m
u
s
t
also
p
r
o
v
id
e
ch
allen
g
es
to
th
o
s
e
p
er
f
o
r
m
in
g
h
ig
h
s
o
th
at
th
is
g
r
o
u
p
o
f
lear
n
er
s
ca
n
b
e
k
ep
t
m
o
tiv
ated
.
T
h
is
s
tu
d
y
m
a
y
also
h
a
v
e
p
o
licy
im
p
licatio
n
s
.
Sch
o
o
ls
ar
e
ac
tu
ally
allo
wed
to
h
av
e
u
p
to
3
0
%
o
f
n
ew
s
tu
d
en
ts
th
r
o
u
g
h
th
e
ac
h
iev
em
e
n
t
s
ch
em
e.
T
h
e
d
ata,
h
o
wev
er
,
s
h
o
w
th
at
th
e
n
u
m
b
er
o
f
s
tu
d
en
ts
ad
m
itted
t
h
r
o
u
g
h
th
e
a
ch
iev
em
en
t
s
ch
em
e
was
less
th
an
2
0
%.
Sch
o
o
ls
s
h
o
u
ld
d
o
s
o
m
eth
in
g
to
att
r
ac
t
m
o
r
e
h
ig
h
-
ac
h
iev
in
g
p
r
o
s
p
ec
tiv
e
s
tu
d
en
ts
s
o
th
at
a
b
etter
ac
ad
em
ic
en
v
ir
o
n
m
en
t c
an
b
e
cr
ea
ted
an
d
d
ev
elo
p
ed
.
T
h
e
s
tu
d
y
h
ad
s
o
m
e
lim
itatio
n
s
.
Am
o
n
g
o
th
e
r
s
ar
e
th
e
u
n
eq
u
al
n
u
m
b
er
s
o
f
r
esp
o
n
d
en
ts
in
th
e
zo
n
in
g
an
d
ac
h
iev
e
m
en
t
g
r
o
u
p
s
as
th
is
cu
r
r
en
t
s
tu
d
y
t
o
o
k
th
e
wh
o
le
class
m
em
b
er
s
as
r
esp
o
n
d
e
n
ts
.
R
an
d
o
m
ly
p
ic
k
in
g
s
tu
d
e
n
ts
o
f
eq
u
al
n
u
m
b
er
a
n
d
co
m
p
ar
e
th
eir
ac
ad
e
m
ic
s
elf
-
ef
f
ic
ac
y
an
d
a
ca
d
em
ic
p
er
f
o
r
m
an
ce
ca
n
b
e
an
o
p
tio
n
.
T
h
e
s
ec
o
n
d
lim
itatio
n
was
th
e
E
n
g
lis
h
ac
h
iev
em
e
n
t
test
w
h
ich
c
o
v
er
ed
o
n
ly
a
f
ew
lear
n
in
g
o
b
jectiv
es;
th
er
ef
o
r
e,
it
m
ig
h
t
n
o
t
b
e
co
m
p
r
eh
e
n
s
iv
e.
Fu
tu
r
e
r
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is
ex
p
ec
ted
to
tak
e
a
m
o
r
e
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al
n
u
m
b
er
o
f
r
esp
o
n
d
e
n
ts
an
d
u
s
e
m
id
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te
r
m
o
r
f
in
al
ex
a
m
s
co
r
es a
s
d
ata
f
o
r
ac
h
iev
em
en
t.
ACK
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T
h
e
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th
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io
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f
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Un
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h
s
ch
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Neg
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Sem
ar
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f
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r
allo
win
g
th
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a
u
th
o
r
s
to
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llect
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ased
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titl
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“
A
ca
d
em
ic
s
elf
-
ef
f
icac
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an
d
s
elf
-
r
eg
u
latio
n
o
f
lo
w
ac
h
iev
in
g
s
tu
d
en
ts
in
h
eter
o
g
e
n
eo
u
s
class
es
im
p
ac
ted
b
y
zo
n
in
g
PP
DB
:
in
f
lu
en
cin
g
f
ac
to
r
s
an
d
lev
er
ag
in
g
s
tr
ateg
ies
(
in
I
n
d
o
n
esian
)
(
A
ca
s
e
s
tu
d
y
o
f
Sem
ar
an
g
C
ity
p
u
b
lic
h
ig
h
s
ch
o
o
l
s
tu
d
e
n
ts
)
.
”
I
t
ex
p
lo
r
es th
e
ac
ad
e
m
ic
s
elf
-
ef
f
icac
y
o
f
lo
w
-
ac
h
iev
in
g
s
tu
d
e
n
ts
in
h
eter
o
g
en
e
o
u
s
class
r
o
o
m
s
an
d
o
th
er
r
ele
v
an
t
is
s
u
es.
Fo
r
d
ata
co
llectio
n
,
th
e
au
th
o
r
s
g
o
t
a
letter
o
f
co
n
s
en
t
(
p
er
m
it)
f
r
o
m
th
e
E
d
u
ca
tio
n
an
d
C
u
ltu
r
e
Of
f
ice
o
f
C
en
tr
al
J
av
a
Pro
v
i
n
ce
No
.
0
7
1
/1
0
7
0
(
1
6
J
u
ly
2
0
2
3
)
.
I
n
c
o
llectin
g
th
e
d
ata,
th
e
au
t
h
o
r
s
also
g
o
t
p
er
m
is
s
io
n
f
r
o
m
t
h
e
s
ch
o
o
ls
.
Data
wer
e
c
o
llected
b
y
q
u
esti
o
n
n
air
e
a
n
d
in
ter
v
iew,
an
d
p
r
io
r
to
th
e
co
ll
ec
tio
n
,
r
esp
o
n
d
e
n
ts
h
ad
b
ee
n
g
iv
en
s
u
f
f
icien
t
in
f
o
r
m
atio
n
ab
o
u
t
th
e
o
b
jectiv
e
an
d
p
r
o
ce
d
u
r
e
o
f
th
e
r
esear
ch
.
R
esp
o
n
d
en
ts
’
n
am
es
ar
e
k
ep
t a
n
o
n
y
m
o
u
s
.
E
T
H
I
CAL AP
P
RO
V
AL
T
h
e
r
esear
ch
f
o
llo
wed
r
u
les
an
d
eth
ics;
n
o
item
o
f
th
e
q
u
esti
o
n
n
air
e
a
n
d
i
n
ter
v
iew
s
ca
n
b
e
co
n
s
id
er
ed
as o
f
f
en
s
iv
e
to
r
ac
es,
r
elig
io
n
s
,
o
r
p
er
s
o
n
al
v
alu
e
s
.
DATA AV
AI
L
AB
I
L
I
T
Y
T
h
e
d
ata
th
at
s
u
p
p
o
r
t
th
e
f
i
n
d
in
g
s
o
f
th
is
s
tu
d
y
ar
e
av
aila
b
le
f
r
o
m
t
h
e
c
o
r
r
esp
o
n
d
in
g
a
u
th
o
r
[
H]
,
u
p
o
n
r
ea
s
o
n
ab
le
r
eq
u
est.
RE
F
E
R
E
NC
E
S
[
1
]
M
a
r
t
i
t
a
h
,
“
Z
o
n
i
n
g
S
y
s
t
e
m
o
f
E
d
u
c
a
t
i
o
n
a
s
a
S
t
r
a
t
e
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y
f
o
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q
u
a
l
i
z
i
n
g
Ed
u
c
a
t
i
o
n
Q
u
a
l
i
t
y
i
n
t
h
e
D
i
sr
u
p
t
i
v
e
Er
a
(
Le
g
a
l
A
sp
e
c
t
R
e
v
i
e
w
)
,
”
i
n
Pr
o
c
e
e
d
i
n
g
s
o
f
t
h
e
1
s
t
I
n
t
e
rn
a
t
i
o
n
a
l
C
o
n
f
e
r
e
n
c
e
o
n
Ed
u
c
a
t
i
o
n
S
o
c
i
a
l
S
c
i
e
n
c
e
s
a
n
d
H
u
m
a
n
i
t
i
e
s
(
I
C
ES
S
H
u
m
2
0
1
9
)
,
2
0
1
9
,
p
p
.
3
2
–
3
6
,
d
o
i
:
1
0
.
2
9
9
1
/
i
c
e
ss
h
u
m
-
1
9
.
2
0
1
9
.
6
.
[
2
]
Y
.
R
a
h
a
w
a
r
i
n
,
P
.
J.
P
e
l
u
p
e
ss
y
,
R
.
R
.
H
a
u
l
u
s
y
,
C
.
O
.
M
.
R
u
ml
u
s,
a
n
d
J.
Ta
l
a
p
e
r
u
w
,
“
C
o
mm
u
n
i
t
y
P
e
r
c
e
p
t
i
o
n
s
o
f
t
h
e
Ed
u
c
a
t
i
o
n
Zo
n
i
n
g
S
y
st
e
m
i
n
A
m
b
o
n
C
i
t
y
M
a
l
u
k
u
,
”
I
n
t
e
rn
a
t
i
o
n
a
l
J
o
u
r
n
a
l
o
f
Mu
l
t
i
d
i
sc
i
p
l
i
n
a
ry
R
e
se
a
rc
h
o
f
H
i
g
h
e
r
E
d
u
c
a
t
i
o
n
(
I
J
MURH
I
C
A)
,
v
o
l
.
7
,
n
o
.
4
,
p
p
.
3
7
3
–
3
8
3
,
2
0
2
4
,
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[
28
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-
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7
1
.
[
44
]
A
.
A
.
H
a
y
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t
,
K
.
S
h
a
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e
r
i
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M
.
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d
N
.
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k
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r
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MC
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9.
[
45
]
E.
L
.
U
s
h
e
r
a
n
d
F
.
P
a
j
a
r
e
s
,
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D
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c
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s,
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v
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3
2
1
4
5
6
.
[
46
]
M
.
v
a
n
D
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n
t
h
e
r
,
F
.
D
o
c
h
y
,
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s
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t
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1
0
.
0
0
3
.
[
47
]
B
.
F
e
r
r
e
l
l
a
n
d
J
.
B
a
r
b
e
r
a
,
“
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n
a
l
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o
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st
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s’
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h
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m
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s
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Ed
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Re
se
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Pr
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:
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1
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9
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4
R
P
0
0
1
5
2
D
.
[
48
]
F
.
A
l
mi
r
a
,
T.
H
.
D
a
h
l
a
n
,
a
n
d
A
.
H
.
A
d
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w
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t
a
,
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t
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Le
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M
o
t
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v
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t
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o
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n
t
h
e
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o
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n
g
S
y
st
e
m,”
i
n
Pr
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d
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n
g
s
o
f
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st
I
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t
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r
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si
a
,
2
0
2
3
,
p
p
.
2
9
7
–
3
0
1
.
[
49
]
Q
.
Y
.
Z.
S
a
m
p
e
l
a
n
a
n
d
V
.
G
.
S
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g
k
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y
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n
v
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m
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t
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t
s’
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v
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t
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L
e
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r
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n
g
En
g
l
i
s
h
,
”
I
D
EAS
:
J
o
u
r
n
a
l
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En
g
l
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sh
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v
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2
.
3
2
5
7
.
[
50
]
Er
n
a
w
a
t
i
,
Z.
A
r
i
f
i
n
,
a
n
d
M
.
M
a
n
s
y
u
r
,
“
Th
e
I
n
f
l
u
e
n
c
e
of
P
a
r
e
n
t
s
in
I
n
c
r
e
a
si
n
g
Le
a
r
n
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n
g
M
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t
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v
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t
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o
n
on
S
t
u
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e
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t
A
c
h
i
e
v
e
m
e
n
t
(
C
h
i
l
d
r
e
n
)
,
”
Al
-
M
a
d
ra
s
a
h
:
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u
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n
a
l
P
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n
d
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d
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k
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n
M
a
d
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0
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6
9
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1
0
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3
5
9
3
1
/
a
m
.
v
6
i
1
.
8
9
8
.
[
51
]
T.
H
o
n
i
c
k
e
a
n
d
J
.
B
r
o
a
d
b
e
n
t
,
“
T
h
e
i
n
f
l
u
e
n
c
e
o
f
a
c
a
d
e
mi
c
s
e
l
f
-
e
f
f
i
c
a
c
y
o
n
a
c
a
d
e
mi
c
p
e
r
f
o
r
ma
n
c
e
:
A
s
y
s
t
e
ma
t
i
c
r
e
v
i
e
w
,
”
Ed
u
c
a
t
i
o
n
a
l
Re
s
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r
c
h
Re
v
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w
,
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l
.
1
7
,
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p
.
6
3
–
8
4
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b
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2
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:
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.
e
d
u
r
e
v
.
2
0
1
5
.
1
1
.
0
0
2
.
[
52
]
N
.
M
i
l
l
s,
F
.
P
a
j
a
r
e
s,
a
n
d
C
.
H
e
r
r
o
n
,
“
S
e
l
f
‐
e
f
f
i
c
a
c
y
o
f
C
o
l
l
e
g
e
I
n
t
e
r
me
d
i
a
t
e
F
r
e
n
c
h
S
t
u
d
e
n
t
s
:
R
e
l
a
t
i
o
n
t
o
A
c
h
i
e
v
e
m
e
n
t
a
n
d
M
o
t
i
v
a
t
i
o
n
,
”
L
a
n
g
u
a
g
e
L
e
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r
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g
,
v
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l
.
5
7
,
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o
.
3
,
p
p
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4
1
7
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4
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2
0
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d
o
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:
1
0
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1
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.
1
4
6
7
-
9
9
2
2
.
2
0
0
7
.
0
0
4
2
1
.
x
.
[
53
]
F
.
P
a
j
a
r
e
s
,
“
S
e
l
f
-
e
f
f
i
c
a
c
y
b
e
l
i
e
f
s,
m
o
t
i
v
a
t
i
o
n
,
a
n
d
a
c
h
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v
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me
n
t
i
n
w
r
i
t
i
n
g
:
A
r
e
v
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w
o
f
t
h
e
l
i
t
e
r
a
t
u
r
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,
”
Re
a
d
i
n
g
&
Wri
t
i
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g
Q
u
a
r
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l
y
,
v
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l
.
1
9
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2
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p
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3
9
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8
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1
0
8
0
/
1
0
5
7
3
5
6
0
3
0
8
2
2
2
.
[
54
]
D
.
H
.
S
c
h
u
n
k
a
n
d
M
.
K
.
D
i
B
e
n
e
d
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t
t
o
,
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S
e
l
f
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e
f
f
i
c
a
c
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n
d
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u
ma
n
mo
t
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v
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n
,
”
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n
A
d
v
a
n
c
e
s
i
n
M
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t
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v
a
t
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S
c
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e
,
v
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l
.
8
,
A
.
J.
El
l
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o
t
,
E
d
.
S
a
n
D
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e
g
o
,
C
A
:
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c
a
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mi
c
P
r
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ss,
2
0
2
1
,
p
p
.
1
5
3
–
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7
9
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d
o
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:
1
0
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1
0
1
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s.
a
d
ms
.
2
0
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0
.
1
0
.
0
0
1
.
B
I
O
G
RAP
H
I
E
S O
F
AUTH
O
RS
H
a
r
to
n
o
is
a
lec
tu
re
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a
t
En
g
li
sh
Ed
u
c
a
ti
o
n
De
p
a
rtme
n
t
o
f
Un
iv
e
rsitas
Isla
m
S
u
lt
a
n
A
g
u
n
g
(UN
IS
S
ULA).
He
g
o
t
h
is
b
a
c
h
e
lo
r
’
s
d
e
g
re
e
in
En
g
li
s
h
Li
tera
tu
re
fr
o
m
Un
iv
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Dip
o
n
e
g
o
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M
a
ste
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’
s
in
En
g
li
sh
E
d
u
c
a
ti
o
n
fro
m
Un
iv
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Ne
g
e
ri
S
e
m
a
ra
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g
.
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rre
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ly
,
h
e
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tak
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ra
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.
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tere
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g
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g
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h
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s
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b
li
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d
h
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ls,
p
r
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n
ted
a
t
c
o
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fe
re
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c
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s,
a
n
d
writt
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n
b
o
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k
s.
He
c
a
n
b
e
c
o
n
tac
te
d
a
t
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m
a
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:
h
a
rt
o
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o
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issu
la.ac
.
i
d
.
Ruse
n
o
Ar
ja
n
g
g
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is
a
lec
tu
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in
th
e
u
n
d
e
rg
ra
d
u
a
te
p
sy
c
h
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y
p
ro
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ra
m
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f
Un
iv
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Isla
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S
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lt
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u
n
g
.
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ra
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o
f
p
sy
c
h
o
lo
g
y
a
n
d
p
sy
c
h
o
l
o
g
is
t
p
ro
fe
ss
io
n
fro
m
Un
i
v
e
rsitas
M
u
h
a
m
m
a
d
iy
a
h
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u
ra
k
a
rta,
a
n
d
g
ra
d
u
a
ted
with
a
m
a
ste
r
o
f
Art
in
Ed
u
c
a
ti
o
n
a
l
P
sy
c
h
o
l
o
g
y
fr
o
m
Un
iv
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Ga
d
jah
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a
d
a
.
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se
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rc
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in
tere
sts
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re
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th
e
field
o
f
tea
c
h
in
g
p
sy
c
h
o
l
o
g
y
a
n
d
th
e
d
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lo
p
m
e
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t
o
f
m
e
a
su
rin
g
in
str
u
m
e
n
ts
(p
sy
c
h
o
m
e
tri
c
s).
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h
a
s
p
re
se
n
ted
h
is
re
se
a
rc
h
re
su
lt
s
in
se
v
e
ra
l
c
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re
n
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s
a
n
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wri
tt
e
n
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rti
c
les
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n
se
v
e
ra
l
jo
u
r
n
a
ls
a
n
d
b
o
o
k
c
h
a
p
ters
.
He
c
a
n
b
e
c
o
n
tac
ted
a
t
e
m
a
il
:
ru
se
n
o
@
u
n
issu
la.ac
.
id
.
K
u
r
n
ia
wa
n
Yud
h
i
Nu
g
r
o
h
o
i
s
a
n
a
ss
istan
t
p
r
o
fe
ss
o
r
,
i
n
En
g
li
s
h
E
d
u
c
a
ti
o
n
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tu
d
y
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ro
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ra
m
,
Un
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v
e
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Isla
m
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lt
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n
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u
n
g
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n
d
o
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e
sia
.
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g
o
t
h
is
b
a
c
h
e
lo
r’s
a
n
d
m
a
ste
r’s
d
e
g
re
e
s
in
E
n
g
li
s
h
E
d
u
c
a
ti
o
n
fr
o
m
Un
iv
e
rsitas
Ne
g
e
ri
S
e
m
a
ra
n
g
a
n
d
a
d
o
c
t
o
ra
l
d
e
g
re
e
in
lan
g
u
a
g
e
e
d
u
c
a
ti
o
n
fro
m
th
e
sa
m
e
u
n
iv
e
rsit
y
.
He
h
a
s
p
u
b
l
ish
e
d
se
v
e
ra
l
p
a
p
e
rs
in
in
tern
a
ti
o
n
a
l
a
n
d
n
a
ti
o
n
a
l
j
o
u
r
n
a
ls.
His
m
a
in
in
tere
sts,
a
m
o
n
g
o
t
h
e
rs,
a
re
tea
c
h
e
r
p
ro
fe
ss
io
n
a
l
d
e
v
e
lo
p
m
e
n
t
,
tea
c
h
in
g
E
n
g
l
ish
a
s
a
n
a
d
d
it
i
o
n
a
l
lan
g
u
a
g
e
,
a
n
d
a
c
a
d
e
m
ic
writi
n
g
.
He
c
a
n
b
e
c
o
n
tac
ted
a
t
e
m
a
il
:
k
u
rn
iaw
a
n
@
u
n
issu
la.ac
.
id
.
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