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W
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20
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a
g
o
g
ical
k
n
o
wled
g
e
o
f
teac
h
in
g
an
d
lear
n
in
g
th
eo
r
ies,
wh
ich
is
cr
u
cial
in
co
n
f
r
o
n
tin
g
th
e
ac
tu
al
class
r
o
o
m
r
ea
liti
es
[
8
]
,
[
9
]
.
I
n
ad
d
itio
n
to
th
e
alig
n
m
en
t o
f
co
m
p
eten
cies a
n
d
p
r
o
g
r
am
d
e
liv
er
y
,
v
ar
io
u
s
f
ac
to
r
s
p
lay
a
s
ig
n
if
ican
t
r
o
le
in
in
f
lu
en
cin
g
B
L
E
PT
o
u
tco
m
es
.
Am
o
n
g
th
ese
f
ac
t
o
r
s
,
th
e
p
s
y
ch
o
l
o
g
ical
s
tate
o
f
s
tu
d
en
ts
is
a
cr
u
cial
elem
en
t
f
o
r
licen
s
u
r
e
s
u
cc
ess
.
Pre
v
io
u
s
s
tu
d
ies
em
p
h
asized
th
at
s
elf
-
ef
f
icac
y
is
a
k
ey
v
ar
iab
le
s
h
ap
ed
b
y
p
s
y
ch
o
lo
g
ical
f
ac
to
r
s
s
u
ch
as
m
o
tiv
atio
n
,
in
ter
est,
an
d
s
o
cial
s
u
p
p
o
r
t
[
1
0
]
.
I
t
h
as
b
ee
n
f
o
u
n
d
o
u
t
th
at
h
ig
h
m
o
tiv
atio
n
a
n
d
a
r
o
b
u
s
t
in
te
r
est
in
a
s
u
b
ject
p
air
e
d
with
s
o
cial
s
u
p
p
o
r
t
f
r
o
m
p
ee
r
s
,
f
am
ily
,
o
r
m
en
t
o
r
s
s
tr
en
g
th
en
s
s
tu
d
en
t’
s
ac
a
d
em
i
c
g
r
it
an
d
p
e
r
s
is
ten
ce
.
T
h
ese
p
s
y
ch
o
lo
g
ical
f
ac
to
r
s
co
llecti
v
ely
in
f
lu
e
n
ce
s
elf
-
ef
f
icac
y
,
wh
ich
is
r
ef
lecte
d
in
tan
g
ib
le
o
u
tco
m
es,
s
u
ch
as
i
m
p
r
o
v
e
d
ex
am
p
er
f
o
r
m
an
ce
[
1
1
]
,
[
1
2
]
.
M
o
r
eo
v
e
r
,
q
u
an
titativ
e
an
d
q
u
alitativ
e
r
esear
ch
estab
lis
h
es
h
o
w
cr
u
cial
s
o
cial
s
u
p
p
o
r
t
n
etwo
r
k
s
ca
n
b
e
in
im
p
r
o
v
in
g
co
lleg
e
s
tu
d
en
ts
’
ac
ad
em
ic
ac
h
iev
em
en
t,
h
ig
h
lig
h
tin
g
th
e
n
ee
d
f
o
r
p
r
o
m
o
tin
g
p
o
s
itiv
e
s
o
cializa
tio
n
ex
p
er
ien
ce
s
to
f
o
s
ter
s
u
cc
ess
in
s
tu
d
ies
[
1
3
]
,
[
1
4
]
.
Su
b
s
e
q
u
en
tly
,
a
cr
o
s
s
-
s
ec
tio
n
al
an
d
lo
n
g
itu
d
i
n
al
s
tu
d
y
r
ev
ea
led
th
at
in
te
r
est
an
d
m
o
tiv
atin
g
b
elief
s
ar
e
s
tr
o
n
g
d
et
er
m
in
an
ts
o
f
ac
a
d
em
ic
ac
h
ie
v
em
en
t,
elu
cid
atin
g
th
at
th
ese
f
ac
to
r
s
ar
e
n
o
t
ju
s
t
p
h
ilo
s
o
p
h
ical
f
r
am
ewo
r
k
s
[
1
5
]
.
I
n
lin
e
with
th
ese,
a
s
tu
d
y
h
ig
h
lig
h
te
d
th
at
s
tr
o
n
g
ac
ad
em
ic
ac
h
iev
em
e
n
t,
f
o
s
ter
ed
b
y
h
ig
h
m
o
tiv
ati
o
n
an
d
a
s
u
p
p
o
r
tiv
e
en
v
ir
o
n
m
en
t,
en
h
a
n
ce
s
a
s
tu
d
en
t
’
s
r
ea
d
in
ess
an
d
p
er
f
o
r
m
an
ce
o
n
licen
s
u
r
e
ex
am
s
s
ig
n
if
ican
tly
.
T
h
u
s
,
d
ev
elo
p
i
n
g
th
ese
f
ac
to
r
s
ca
n
h
elp
cr
ea
te
a
p
o
s
itiv
e
f
ee
d
b
ac
k
lo
o
p
,
h
er
e
b
y
h
el
p
in
g
g
r
ad
u
ates a
ch
iev
e
p
r
o
f
ess
io
n
al
licen
s
es
[
1
6
]
.
Fu
r
th
er
m
o
r
e
,
in
s
titu
tio
n
al
p
ar
am
eter
s
also
p
lay
a
v
ital
r
o
le
in
th
e
s
tu
d
en
ts
’
licen
s
u
r
e
ac
h
iev
em
en
t
.
Stu
d
ies
s
h
o
wed
a
p
o
s
itiv
e
ass
o
ciatio
n
b
etwe
en
o
v
e
r
all
ac
ad
em
ic
p
er
f
o
r
m
an
ce
d
u
r
in
g
teac
h
er
ed
u
ca
tio
n
a
n
d
licen
s
u
r
e
ex
am
r
esu
lts
,
wh
ich
in
d
icate
s
th
e
co
n
s
tr
u
ctiv
e
a
lig
n
m
en
t
o
f
th
e
tea
ch
e
r
’
s
ass
ess
m
en
t
with
in
th
e
u
n
iv
er
s
ity
to
th
e
s
co
p
e
o
f
th
e
l
icen
s
u
r
e
ex
am
in
atio
n
[
1
7
]
,
[
1
8
]
.
Similar
ly
,
r
ec
e
n
t
s
tu
d
ies
p
r
o
p
o
s
e
a
m
o
d
er
ately
p
o
s
itiv
e
co
r
r
elatio
n
b
etwe
en
licen
s
u
r
e
ex
a
m
r
esu
lts
an
d
s
tan
d
ar
d
ized
ap
titu
d
e
e
x
am
in
atio
n
p
er
f
o
r
m
an
ce
.
T
h
is
s
u
g
g
ests
th
at
ap
p
lican
ts
with
h
ig
h
er
e
n
tr
an
ce
e
x
am
s
co
r
es
h
av
e
ef
f
e
ctiv
e
s
tu
d
y
h
ab
its
,
a
s
tr
o
n
g
er
b
ase
o
f
k
n
o
wled
g
e,
an
d
a
cr
itical
th
in
k
in
g
s
k
ill th
at
f
ac
ilit
ates th
em
to
ac
h
iev
e
a
b
etter
l
icen
s
u
r
e
o
u
tco
m
e
[
1
9
]
,
[
2
0
]
.
L
astl
y
,
th
e
g
r
ad
u
ates’
d
em
o
g
r
ap
h
ic
b
ac
k
g
r
o
u
n
d
h
as
a
s
ig
n
if
ican
t
in
f
lu
e
n
ce
o
n
th
eir
ac
h
iev
em
en
t.
Pre
v
io
u
s
s
tu
d
ies
[
2
1
]
,
[
2
2
]
p
r
o
v
id
ed
ev
id
en
ce
th
at
h
i
g
h
er
s
o
c
io
ec
o
n
o
m
ic
s
tatu
s
an
d
av
ailab
ilit
y
o
f
s
ch
o
lar
s
h
ip
co
n
tr
ib
u
te
to
ac
h
iev
i
n
g
g
r
ea
ter
ac
ad
em
ic
s
u
cc
ess
.
R
e
s
u
l
ts
s
h
o
w
th
at
im
p
r
o
v
ed
p
er
f
o
r
m
an
ce
o
n
m
ajo
r
ex
am
in
atio
n
s
with
f
in
an
cial
s
tab
ilit
y
m
ay
b
e
d
u
e
to
test
-
tak
in
g
an
x
iety
m
an
ag
em
e
n
t
s
tr
ateg
ies,
av
ailab
ilit
y
o
f
test
p
r
ep
ar
atio
n
m
ate
r
ials
,
an
d
tu
to
r
in
g
,
am
o
n
g
o
t
h
er
th
in
g
s
.
Su
b
s
eq
u
en
tly
,
B
ac
h
er
-
Hick
s
et
a
l.
[
2
3
]
p
i
n
p
o
in
t
th
at
ex
p
er
ien
ce
s
g
ain
ed
with
in
ed
u
ca
tio
n
al
s
ettin
g
s
p
r
o
v
i
d
e
h
an
d
s
-
o
n
ex
p
er
ie
n
ce
r
elatin
g
to
th
e
co
n
ten
t
co
v
er
ed
b
y
licen
s
in
g
ex
am
s
,
p
ar
ticu
lar
ly
th
o
s
e
co
n
ce
r
n
in
g
s
tu
d
en
t
in
v
o
lv
e
m
en
t,
class
r
o
o
m
co
n
tr
o
l
m
eth
o
d
s
,
an
d
teac
h
in
g
tech
n
iq
u
es.
W
h
ile
th
ese
s
tu
d
ies
h
av
e
ex
p
l
o
r
ed
th
e
r
elatio
n
s
h
ip
o
f
i
n
d
iv
i
d
u
al
in
d
icato
r
s
with
B
L
E
PT
o
u
tco
m
es,
th
ey
o
f
ten
f
ail
to
ac
co
u
n
t
f
o
r
t
h
e
co
llectiv
e
in
f
lu
en
ce
o
f
all
p
o
s
s
ib
le
co
n
tr
ib
u
tin
g
f
ac
to
r
s
.
T
h
e
n
o
v
elty
o
f
th
is
s
tu
d
y
lies
in
its
d
ev
elo
p
m
en
t
o
f
a
co
m
p
r
eh
en
s
iv
e
m
o
d
el
th
a
t
co
n
s
id
er
s
th
e
co
m
b
in
e
d
ef
f
e
ct
o
f
p
s
y
ch
o
l
o
g
ical,
co
g
n
itiv
e,
an
d
d
em
o
g
r
a
p
h
ic
v
ar
iab
les,
allo
win
g
f
o
r
a
h
o
lis
tic
u
n
d
er
s
tan
d
in
g
o
f
th
e
f
ac
to
r
s
in
f
lu
e
n
cin
g
licen
s
u
r
e
s
u
cc
ess
am
o
n
g
p
r
e
-
s
er
v
ice
teac
h
er
s
.
T
h
is
ap
p
r
o
ac
h
ad
d
r
ess
es
th
e
ex
is
tin
g
g
ap
b
y
p
r
o
v
id
in
g
a
clea
r
er
u
n
d
e
r
s
tan
d
in
g
o
f
h
o
w
th
ese
f
ac
to
r
s
in
ter
ac
t.
Key
f
in
d
in
g
s
o
n
th
e
p
at
h
m
o
d
el
wo
u
ld
s
er
v
e
as
b
ase
d
ata
f
o
r
T
E
I
s
in
cr
itically
u
n
d
er
s
ta
n
d
in
g
th
e
co
m
p
lex
ities
in
th
e
r
o
u
te
o
f
b
ec
o
m
in
g
a
licen
s
ed
p
r
o
f
ess
io
n
al
teac
h
er
th
r
o
u
g
h
cr
u
cially
id
en
tif
y
in
g
p
r
o
b
a
b
le
cu
r
r
icu
la
r
e
v
i
s
io
n
s
,
tar
g
eted
in
ter
v
e
n
tio
n
s
,
an
d
f
o
r
m
u
latio
n
o
f
teac
h
er
ex
ce
llen
ce
p
r
o
g
r
am
s
am
o
n
g
p
r
e
-
s
er
v
ice
ed
u
ca
t
o
r
s
with
g
r
ea
ter
co
n
f
id
e
n
ce
an
d
p
r
e
p
ar
atio
n
.
T
h
e
p
u
r
p
o
s
e
o
f
th
is
s
tu
d
y
w
as
to
ev
alu
ate
an
d
d
eter
m
in
e
th
e
v
alu
ab
le
in
f
lu
en
ce
o
f
th
e
f
ac
to
r
s
,
n
am
ely
,
d
em
o
g
r
ap
h
ic
p
r
o
f
ile
,
p
s
y
ch
o
lo
g
ical
s
tate,
an
d
in
s
titu
tio
n
al
p
ar
am
eter
s
o
n
th
e
B
L
E
PT
am
o
n
g
b
ac
h
elo
r
o
f
s
ec
o
n
d
ar
y
e
d
u
ca
tio
n
(
B
SEd
)
m
ath
em
atics
an
d
s
cien
ce
g
r
ad
u
ates.
T
h
e
p
r
i
m
ar
y
g
o
al
was
to
p
r
o
v
id
e
a
h
o
lis
tic
o
v
er
v
iew
o
f
h
o
w
th
ese
f
ac
to
r
s
s
h
ap
e
t
h
e
m
u
ltifa
ce
ted
n
a
tu
r
e
o
f
th
e
lic
en
s
u
r
e
ex
am
in
atio
n
o
u
tco
m
es.
B
y
c
o
n
d
u
ctin
g
a
c
o
m
p
r
eh
e
n
s
iv
e
an
aly
s
is
,
th
e
s
t
u
d
y
aim
e
d
to
p
r
o
v
id
e
v
alu
ab
l
e
in
s
ig
h
ts
o
n
h
o
w
to
ef
f
ec
tiv
ely
c
o
n
tr
ib
u
te
to
th
e
en
h
a
n
ce
m
en
t
o
f
teac
h
er
p
r
ep
ar
atio
n
p
r
o
g
r
am
s
an
d
s
er
v
ices.
T
h
is
s
tu
d
y
is
s
p
ec
if
ically
ai
m
ed
to
an
s
wer
t
h
e
f
o
llo
win
g
q
u
esti
o
n
s
:
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
R
o
u
te
to
w
a
r
d
s
ce
r
tifi
ca
tio
n
:
a
p
a
th
a
n
a
lysi
s
o
n
licen
s
u
r
e
p
erfo
r
ma
n
ce
o
f n
ew
…
(
Ted
r
ic
Da
ve
E
.
S
e
n
o
s
a
)
3381
i)
W
h
at
is
th
e
lev
el
o
f
p
s
y
ch
o
lo
g
ical
s
tate,
ac
h
iev
em
en
t
in
in
s
titu
tio
n
al
p
ar
am
eter
s
,
an
d
B
L
E
PT
p
er
f
o
r
m
an
ce
am
o
n
g
B
SEd
m
a
th
em
atics a
n
d
s
cien
ce
g
r
a
d
u
at
es?
ii)
W
h
at
b
est
-
f
it
m
o
d
el
will
illu
s
tr
ate
th
e
d
ir
ec
t
an
d
in
d
ir
ec
t
i
n
f
lu
en
ce
o
f
th
e
ex
o
g
en
o
u
s
v
ar
i
ab
le
n
am
ely
,
g
r
ad
u
ates’
d
em
o
g
r
ap
h
ic
p
r
o
f
il
e,
p
s
y
ch
o
lo
g
ical
s
tate,
an
d
ac
h
iev
em
en
t
in
in
s
titu
tio
n
al
p
a
r
a
m
eter
s
,
o
n
th
e
ex
o
g
en
o
u
s
v
ar
ia
b
le
wh
ich
is
B
L
E
PT
p
er
f
o
r
m
an
ce
?
2.
M
E
T
H
O
D
2
.
1
.
Resea
rc
h
des
ig
n
T
h
e
o
b
jectiv
e
o
f
th
is
r
esear
ch
was
to
as
s
es
s
th
e
ef
f
ec
ts
o
f
g
r
ad
u
ates’
d
em
o
g
r
ap
h
ic
b
a
ck
g
r
o
u
n
d
,
p
s
y
ch
o
lo
g
ical
s
tate,
a
n
d
ac
h
iev
em
en
t
with
in
i
n
s
titu
tio
n
al
p
a
r
am
eter
s
o
n
B
L
E
PT
p
e
r
f
o
r
m
a
n
ce
.
T
o
ac
h
iev
e
t
h
is
o
b
jectiv
e,
th
e
r
esear
ch
e
r
s
em
p
lo
y
ed
a
p
ath
an
aly
s
is
d
e
s
ig
n
t
h
r
o
u
g
h
s
tr
u
ct
u
r
al
e
q
u
atio
n
m
o
d
elin
g
(
SEM
)
.
Path
an
aly
s
is
,
as
d
escr
ib
ed
b
y
C
h
o
et
a
l.
[
2
4
]
,
ex
am
in
es
n
etw
o
r
k
s
o
f
r
elatio
n
s
h
ip
s
to
m
ea
s
u
r
e
th
e
in
f
lu
en
ce
o
f
in
d
ep
en
d
en
t
v
a
r
iab
les
o
n
a
d
ep
en
d
en
t
v
ar
iab
le
th
r
o
u
g
h
d
ir
ec
t
an
d
in
d
ir
ec
t
p
ath
s
.
M
o
r
eo
v
er
,
W
eiser
[
2
5
]
ex
p
lain
ed
th
at
SEM
g
o
es
b
ey
o
n
d
r
eg
r
ess
io
n
b
y
en
ab
lin
g
t
h
e
s
im
u
ltan
eo
u
s
esti
m
atio
n
o
f
m
u
ltip
le
v
ar
iab
les
an
d
laten
t
co
n
s
tr
u
cts,
with
g
o
o
d
n
ess
-
of
-
f
it
test
s
co
n
f
ir
m
in
g
h
o
w
well
th
e
m
o
d
el
alig
n
s
with
ac
tu
al
d
ata.
B
y
u
tili
zin
g
th
ese
m
eth
o
d
s
,
th
e
r
esear
ch
er
s
co
u
ld
d
is
s
ec
t
an
d
m
ea
s
u
r
e
th
e
ef
f
ec
ts
o
f
d
em
o
g
r
a
p
h
ic,
p
s
y
ch
o
lo
g
ical,
an
d
in
s
titu
tio
n
al
f
ac
t
o
r
s
o
n
B
L
E
PT
p
er
f
o
r
m
a
n
ce
,
c
ap
t
u
r
in
g
b
o
t
h
d
ir
ec
t
an
d
in
d
ir
ec
t
in
f
lu
en
ce
s
f
o
r
a
co
m
p
r
eh
e
n
s
iv
e
u
n
d
er
s
tan
d
in
g
.
2
.
2
.
P
a
rt
icipa
nts
T
h
e
p
ar
ticip
an
ts
wer
e
th
e
1
0
1
B
SEd
m
ath
em
atics
an
d
s
ci
en
ce
g
r
ad
u
ates
in
th
e
ac
ad
e
m
ic
y
ea
r
s
2021
-
2
0
2
2
an
d
2
0
2
2
-
2
0
2
3
o
f
W
est
Vi
s
ay
as
State
Un
iv
er
s
i
ty
(
W
VSU)
—
C
o
lleg
e
o
f
E
d
u
ca
tio
n
;
s
p
ec
if
ically
,
4
6
o
b
tain
e
d
a
B
SEd
m
ath
em
atics
d
eg
r
ee
an
d
5
5
o
b
tain
ed
a
B
SEd
s
c
ien
ce
d
eg
r
ee
.
A
p
u
r
p
o
s
iv
e
s
am
p
lin
g
ap
p
r
o
ac
h
was
u
s
ed
in
th
e
s
elec
tio
n
o
f
th
e
r
esp
o
n
d
en
ts
,
co
n
s
is
ten
t
with
th
e
d
ef
in
itio
n
o
f
C
am
p
b
ell
et
al
.
[
2
6
]
,
wh
ich
p
r
io
r
itizes
s
elec
tin
g
in
f
o
r
m
atio
n
-
r
ich
ca
s
es
th
at
d
ir
ec
tly
alig
n
with
th
e
o
b
jec
tiv
e
o
f
th
e
s
tu
d
y
.
Par
ticip
an
ts
s
elec
ted
f
o
r
th
e
s
tu
d
y
m
et
th
e
f
o
llo
win
g
in
clu
s
io
n
c
r
iter
ia:
i
)
g
r
a
d
u
ates
o
f
B
SEd
m
ath
e
m
atics
o
r
s
cien
ce
p
r
o
g
r
am
s
u
n
d
er
th
e
n
ew
teac
h
er
e
d
u
ca
tio
n
cu
r
r
icu
l
u
m
s
tip
u
lated
in
C
MO
7
5
;
ii
)
ca
n
d
id
ates
wh
o
h
a
d
tak
en
th
e
B
L
E
PT
in
Ma
r
ch
2
0
2
3
,
Sep
tem
b
er
2
0
2
3
,
o
r
Ma
r
ch
2
0
2
4
;
an
d
iii
)
in
d
iv
id
u
a
ls
wh
o
ag
r
ee
d
to
allo
w
ac
ce
s
s
to
th
eir
ac
ad
em
ic
r
ec
o
r
d
s
f
o
r
th
e
r
esear
c
h
.
I
n
a
d
d
iti
o
n
,
to
m
ee
t
th
e
10
-
tim
es
r
eq
u
ir
em
en
t
co
m
m
o
n
in
SEM
,
th
e
s
am
p
le
s
ize
wa
s
ca
l
cu
lated
to
en
s
u
r
e
it
was
at
leas
t
1
0
tim
es
th
e
n
u
m
b
er
o
f
v
ar
ia
b
les
lead
in
g
to
an
y
co
n
s
tr
u
ct
with
in
th
e
m
o
d
el
as
p
r
escr
ib
ed
b
y
W
ag
n
er
a
n
d
Gr
i
m
m
[
2
7
]
.
T
o
u
p
h
o
ld
eth
ical
s
tan
d
a
r
d
s
,
a
co
n
s
en
t
f
o
r
m
o
u
tlin
in
g
th
e
p
ar
ticip
an
t
’
s
r
ig
h
ts
an
d
o
b
lig
atio
n
s
was
p
r
o
v
id
e
d
b
ef
o
r
e
d
ata
co
llectio
n
.
A
clea
r
ex
p
lan
atio
n
o
f
th
e
s
tu
d
y
’
s
p
u
r
p
o
s
e
was
p
r
esen
ted
to
g
au
g
e
th
eir
v
o
lu
n
tar
y
p
ar
ticip
atio
n
.
C
o
n
f
id
en
tiality
an
d
an
o
n
y
m
ity
wer
e
em
p
h
asized
,
an
d
ea
ch
r
esp
o
n
d
en
t’
s
d
ata
was
p
r
o
tecte
d
th
r
o
u
g
h
o
u
t
th
e
r
e
s
ea
r
ch
p
r
o
ce
s
s
.
Stra
teg
ies
wer
e
also
im
p
lem
en
ted
to
p
r
ev
en
t
r
esear
ch
er
s
’
in
f
lu
en
ce
,
e
n
s
u
r
in
g
p
ar
ticip
an
t
s
jo
in
ed
v
o
lu
n
tar
ily
a
n
d
h
a
d
th
e
r
ig
h
t to
with
d
r
aw
at
an
y
tim
e.
2
.
3
.
Da
t
a
g
a
t
hering
ins
t
rum
ent
2
.
3
.
1
.
Su
rv
ey
qu
estio
nn
a
ire
T
h
e
s
u
r
v
e
y
q
u
esti
o
n
n
air
e
u
s
e
d
in
th
is
s
tu
d
y
was
d
iv
id
e
d
i
n
to
f
o
u
r
p
ar
ts
.
T
h
e
f
ir
s
t
p
ar
t
g
ath
er
e
d
p
ar
ticip
an
ts
'
p
er
s
o
n
al
in
f
o
r
m
a
tio
n
,
in
clu
d
in
g
o
p
tio
n
al
n
am
e
en
tr
y
,
s
ex
ass
ig
n
ed
at
b
ir
th
,
em
p
lo
y
m
e
n
t
s
tatu
s
.
T
h
e
s
ec
o
n
d
p
ar
t
ass
ess
ed
ac
ad
em
ic
s
elf
-
ef
f
icac
y
,
wh
ile
th
e
t
h
ir
d
p
ar
t
e
v
alu
ated
m
o
tiv
atio
n
an
d
in
ter
est
in
th
e
teac
h
in
g
p
r
o
f
ess
io
n
.
T
h
e
f
o
u
r
th
p
ar
t
was
ad
o
p
ted
f
r
o
m
th
e
s
o
cial
s
u
p
p
o
r
t
m
ea
s
u
r
e
to
ass
ess
s
o
cial
s
u
p
p
o
r
t
lev
els.
T
h
r
ee
f
ac
u
lty
m
em
b
e
r
s
f
r
o
m
W
est
Vis
ay
as
Sta
te
Un
iv
er
s
ity
—
C
o
lleg
e
o
f
E
d
u
c
atio
n
r
ev
iewe
d
th
e
s
u
r
v
ey
f
o
r
f
ac
e
an
d
c
o
n
s
tr
u
ct
v
alid
ity
,
a
n
d
ad
ju
s
tm
en
ts
wer
e
m
ad
e
b
ased
o
n
th
eir
f
ee
d
b
ac
k
.
R
eliab
ilit
y
test
in
g
v
ia
C
r
o
n
b
ac
h
’
s
alp
h
a
y
ield
ed
co
e
f
f
icien
ts
o
f
0
.
8
3
4
f
o
r
s
elf
-
ef
f
icac
y
an
d
0
.
8
4
9
f
o
r
m
o
tiv
atio
n
an
d
in
ter
est,
in
d
icatin
g
s
tr
o
n
g
r
eliab
ilit
y
.
2
.
3
.
2
.
I
ns
t
it
utio
na
l
da
t
a
T
h
e
s
tu
d
y
also
in
co
r
p
o
r
ated
d
ata
r
etr
iev
e
d
f
r
o
m
in
s
titu
tio
n
al
r
ec
o
r
d
s
:
i
)
Aca
d
em
ic
p
er
f
o
r
m
an
ce
:
ac
ad
em
i
c
p
er
f
o
r
m
an
ce
was
b
ased
o
n
g
r
ad
u
ates’
g
en
e
r
al
weig
h
ted
av
er
ag
e
(
GW
A)
u
p
o
n
p
r
o
g
r
am
co
m
p
letio
n
.
Acc
ess
was
g
r
an
ted
th
r
o
u
g
h
a
f
o
r
m
al
r
eq
u
est
to
th
e
u
n
iv
e
r
s
ity
r
eg
is
tr
ar
;
ii
)
W
VSU
co
ll
eg
e
ad
m
is
s
io
n
tes
t
(
W
VSU
C
AT
)
an
d
s
tan
d
ar
d
iz
ed
ad
m
is
s
io
n
test
(
SAT)
Sco
r
es:
W
VSU
C
AT
is
a
te
s
t
a
d
m
in
is
ter
ed
b
y
th
e
u
n
iv
er
s
ity
,
wh
ile
th
e
SAT
is
a
m
u
ltip
le
-
ch
o
ice
an
d
ess
ay
ex
am
f
o
r
ap
p
lican
ts
to
th
e
c
o
lleg
e
o
f
e
d
u
ca
tio
n
;
iii
)
Sch
o
lar
s
h
ip
in
f
o
r
m
atio
n
:
d
etails
o
n
g
r
a
n
ts
p
r
o
v
i
d
ed
to
B
SEd
m
ath
an
d
s
cien
ce
g
r
a
d
u
ates
d
u
r
in
g
th
ei
r
u
n
d
er
g
r
ad
u
ate
y
ea
r
s
;
an
d
iv
)
B
L
E
PT
p
er
f
o
r
m
an
ce
:
d
a
ta
o
n
B
L
E
PT
r
esu
lts
,
in
cl
u
d
in
g
o
v
er
all
a
n
d
s
u
b
co
m
p
o
n
en
t
s
co
r
es
in
g
en
e
r
al
ed
u
ca
tio
n
,
p
r
o
f
ess
io
n
al
ed
u
ca
tio
n
,
an
d
s
p
ec
ializatio
n
.
Data
s
ets
s
u
ch
as
th
e
W
VSU
C
AT
,
SAT,
s
ch
o
lar
s
h
ip
i
n
f
o
r
m
atio
n
,
an
d
B
L
E
PT
Per
f
o
r
m
a
n
ce
am
o
n
g
B
SEd
m
ath
em
atics
an
d
s
cien
ce
g
r
ad
u
ates
wer
e
o
b
tain
e
d
f
r
o
m
th
e
C
o
lleg
e
o
f
E
d
u
ca
tio
n
Dea
n
’
s
Of
f
ice
th
r
o
u
g
h
a
f
o
r
m
al
r
eq
u
est.
Ov
er
all,
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
.
5
,
Octo
b
er
20
25
:
33
7
9
-
33
8
9
3382
T
ab
le
1
s
h
o
w
s
th
e
s
u
m
m
ar
y
o
f
in
s
tr
u
m
en
ts
u
s
ed
,
th
e
v
ar
iab
l
es
with
in
d
icato
r
s
in
clu
d
ed
,
th
e
r
esp
o
n
s
es/
L
ik
er
t
s
ca
les u
tili
ze
d
,
an
d
th
e
lev
el
o
f
m
ea
s
u
r
em
en
t
o
f
ea
ch
in
d
icat
o
r
.
T
ab
le
1
.
Su
m
m
a
r
y
o
f
in
s
tr
u
m
e
n
ts
u
s
ed
I
n
st
r
u
me
n
t
s
V
a
r
i
a
b
l
e
s wi
t
h
i
n
d
i
c
a
t
o
r
s
R
e
s
p
o
n
se
s/
L
i
k
e
r
t
s
c
a
l
e
Le
v
e
l
o
f
m
e
a
s
u
r
e
m
e
n
t
S
u
r
v
e
y
q
u
e
st
i
o
n
n
a
i
r
e
(
1
se
t
)
a.
D
e
mo
g
r
a
p
h
i
c
p
r
o
f
i
l
e
i.
N
a
me
O
p
t
i
o
n
a
l
N
o
mi
n
a
l
ii.
G
e
n
d
e
r
a
ssi
g
n
e
d
a
t
b
i
r
t
h
M
a
l
e
/
f
e
ma
l
e
D
i
c
h
o
t
o
m
o
u
s
-
n
o
mi
n
a
l
i
i
i
.
Emp
l
o
y
me
n
t
st
a
t
u
s
Emp
l
o
y
e
d
/
u
n
e
m
p
l
o
y
e
d
D
i
c
h
o
t
o
m
o
u
s
-
n
o
mi
n
a
l
b.
P
sy
c
h
o
l
o
g
i
c
a
l
s
t
a
t
e
i.
A
c
a
d
e
mi
c
s
e
l
f
-
e
f
f
i
c
a
c
y
3
.
2
6
–
4
.
0
0
“
v
e
r
y
h
i
g
h
”
,
2
.
5
1
–
3
.
2
5
“
h
i
g
h
”
,
1
.
7
6
–
2
.
5
0
“
l
o
w
”
,
a
n
d
1
.
0
0
–
1
.
7
5
“
v
e
r
y
l
o
w
”
R
a
t
i
o
ii.
M
o
t
i
v
a
t
i
o
n
t
o
w
a
r
d
s
t
e
a
c
h
i
n
g
p
r
o
f
e
ss
i
o
n
R
a
t
i
o
i
i
i
.
S
o
c
i
a
l
su
p
p
o
r
t
R
a
t
i
o
I
n
st
i
t
u
t
i
o
n
a
l
d
a
t
a
(
1
s
e
t
)
c.
I
n
st
i
t
u
t
i
o
n
a
l
p
a
r
a
met
e
r
s
i
v
.
A
c
a
d
e
mi
c
p
e
r
f
o
r
m
a
n
c
e
1
.
0
0
-
1
.
2
4
“
e
x
c
e
l
l
e
n
t
”
,
1
.
2
5
-
1
.
4
9
“
o
u
t
s
t
a
n
d
i
n
g
”
,
1
.
5
0
-
1
.
7
4
“
v
e
r
y
g
o
o
d
”
,
1
.
7
5
-
1
.
9
9
“
g
o
o
d
,
”
2
.
0
0
-
2
.
2
5
“
v
e
r
y
s
a
t
i
sf
a
c
t
o
r
y
”
,
2
.
2
6
-
2
.
4
9
“
sat
i
sf
a
c
t
o
r
y
”
,
2
.
5
0
-
2
.
7
5
“
f
a
i
r
”
,
2
.
7
6
-
3
.
0
0
“
p
a
ssi
n
g
”
,
3
.
0
1
-
5
.
0
0
“
f
a
i
l
.
”
R
a
t
i
o
ii.
C
A
T
9
0
.
0
-
1
0
0
.
0
0
“
o
u
t
st
a
n
d
i
n
g
”
,
8
5
.
0
0
–
8
9
.
9
9
“
v
e
r
y
sat
i
sf
a
c
t
o
r
y
”
,
8
0
.
0
0
–
8
4
.
9
9
“
s
a
t
i
sf
a
c
t
o
r
y
”
,
7
5
.
0
0
-
7
9
.
9
9
“
f
a
i
r
”
,
a
n
d
b
e
l
o
w
7
5
.
0
0
“
p
o
o
r
”
.
R
a
t
i
o
i
i
i
.
S
t
a
n
d
a
r
d
i
z
e
d
a
p
t
i
t
u
d
e
t
e
st
R
a
t
i
o
i
v
.
B
LEPT
p
e
r
f
o
r
ma
n
c
e
9
0
.
0
0
-
1
0
0
.
0
0
“
o
u
t
st
a
n
d
i
n
g
”
,
8
5
.
0
0
-
8
9
.
9
9
“
h
i
g
h
l
y
p
r
o
f
i
c
i
e
n
t
”
,
8
0
.
0
0
-
8
4
.
9
9
“
p
r
o
f
i
c
i
e
n
t
”
,
7
5
.
0
0
-
7
9
.
9
9
“
p
a
ssi
n
g
”
,
a
n
d
b
e
l
o
w
7
5
.
0
0
“
f
a
i
l
”
R
a
t
i
o
v.
S
c
h
o
l
a
r
sh
i
p
W
i
t
h
/
w
i
t
h
o
u
t
sc
h
o
l
a
r
s
h
i
p
D
i
c
h
o
t
o
m
o
u
s
-
n
o
mi
n
a
l
2
.
4
.
P
r
o
ce
du
re
a
nd
inte
rv
ent
io
n
T
h
is
s
tu
d
y
f
o
llo
wed
a
th
r
ee
-
p
h
ase
ap
p
r
o
ac
h
to
en
s
u
r
e
r
ig
o
r
in
d
ata
co
llectio
n
an
d
an
aly
s
i
s
:
p
h
ase
I
(
p
r
elim
in
ar
y
)
,
p
h
ase
I
I
(
d
ata
c
o
llectio
n
)
,
an
d
p
h
ase
I
I
I
(
d
ata
an
aly
s
is
).
-
Pre
lim
in
ar
y
:
t
h
e
s
tu
d
y
’
s
in
s
tr
u
m
en
ts
u
n
d
er
wen
t
ex
p
er
t
v
alid
atio
n
,
with
r
ev
is
io
n
s
m
ad
e
b
ased
o
n
f
ee
d
b
ac
k
an
d
s
u
g
g
esti
o
n
s
f
r
o
m
t
h
e
p
an
el
o
f
ex
p
er
ts
.
T
h
e
v
alid
ated
q
u
esti
o
n
n
air
e
was
th
en
tr
a
n
s
f
e
r
r
ed
to
G
o
o
g
le
Fo
r
m
s
to
f
ac
ilit
ate
ef
f
icien
t
d
a
ta
r
etr
iev
al.
T
h
en
,
th
e
d
ig
itize
d
s
u
r
v
e
y
q
u
esti
o
n
n
air
e
was
p
il
o
ted
o
n
3
5
n
o
n
-
B
SED
m
ath
em
atics
an
d
s
cien
ce
g
r
ad
u
ates
wh
o
to
o
k
th
e
B
L
E
PT
ex
am
in
atio
n
with
in
th
e
s
am
e
tim
e
in
ter
v
al
as
th
e
f
in
al
r
esp
o
n
d
e
n
ts
.
R
eliab
ilit
y
was
co
n
f
ir
m
ed
u
s
in
g
C
r
o
n
b
ac
h
’
s
alp
h
a
,
with
a
co
ef
f
icien
t
th
r
esh
o
ld
o
f
0
.
7
,
in
d
icatin
g
th
e
in
ter
n
al
co
n
s
is
ten
cy
o
f
th
e
s
u
r
v
ey
q
u
esti
o
n
n
air
e.
-
Data
co
llectio
n
:
d
ata
wer
e
co
l
lecte
d
th
r
o
u
g
h
Go
o
g
le
Fo
r
m
s
,
with
a
co
n
s
en
t
letter
o
u
tlin
in
g
co
n
f
i
d
en
tiality
m
ea
s
u
r
es
to
r
ea
s
s
u
r
e
p
ar
ticip
an
ts
o
f
th
eir
p
r
iv
ac
y
.
I
n
s
titu
t
io
n
al
d
ata
s
u
ch
as
W
VSU
C
AT
s
co
r
es,
SAT
s
co
r
es,
an
d
ac
ad
em
ic
p
er
f
o
r
m
an
ce
wer
e
r
eq
u
ested
v
ia
f
o
r
m
al
letter
s
to
en
s
u
r
e
p
r
o
p
er
ac
c
ess
to
n
ec
ess
ar
y
r
ec
o
r
d
s
.
R
esp
o
n
s
es
an
d
r
ec
o
r
d
s
wer
e
o
r
g
an
ized
a
n
d
e
n
co
d
e
d
in
Mic
r
o
s
o
f
t
E
x
ce
l
to
p
r
e
p
ar
e
f
o
r
s
u
b
s
eq
u
en
t
an
aly
s
is
.
-
Data
an
aly
s
is
:
d
escr
ip
tiv
e
s
tat
is
tical
to
o
ls
s
u
ch
as
m
ea
n
an
d
s
tan
d
ar
d
d
e
v
iatio
n
wer
e
u
s
ed
to
p
r
o
v
id
e
a
clea
r
o
v
er
v
iew
o
f
th
e
g
r
ad
u
ates’
p
s
y
ch
o
lo
g
ical
s
tates,
ac
h
iev
em
en
t
in
in
s
titu
tio
n
al
p
ar
am
eter
s
,
an
d
B
L
E
PT
p
er
f
o
r
m
a
n
ce
.
Mo
r
eo
v
er
,
p
ath
an
aly
s
is
v
ia
SP
SS
AM
OS
was
u
s
ed
to
estab
lis
h
a
m
o
d
el
th
at
s
h
o
ws
th
e
r
elatio
n
s
h
ip
s
am
o
n
g
th
ese
v
ar
iab
les,
en
ab
lin
g
th
e
id
e
n
tific
atio
n
o
f
k
ey
p
r
ed
icto
r
s
th
at
c
au
s
e
d
ir
ec
t
an
d
in
d
ir
ec
t
in
f
l
u
en
ce
o
n
th
e
B
L
E
PT
p
er
f
o
r
m
an
ce
.
T
h
e
d
esig
n
o
f
th
e
r
ef
e
r
en
ce
m
o
d
el
f
o
r
p
r
ed
ictin
g
B
L
E
PT
p
er
f
o
r
m
an
ce
in
v
o
lv
es
a
th
e
o
r
etica
l
f
r
am
ewo
r
k
th
at
i
d
en
tifi
es
k
ey
p
r
ed
ict
o
r
s
(
e.
g
.
,
d
em
o
g
r
ap
h
ic
p
r
o
f
ile,
p
s
y
ch
o
lo
g
ical
s
tate,
an
d
ac
h
iev
em
en
t
in
in
s
titu
tio
n
al
p
ar
am
eter
)
as
ex
o
g
e
n
o
u
s
v
a
r
iab
les,
B
L
E
PT
p
er
f
o
r
m
an
ce
as
th
e
e
n
d
o
g
en
o
u
s
v
ar
iab
les,
an
d
p
o
ten
tial
m
ed
iato
r
s
(
e.
g
.
,
s
elf
-
ef
f
icac
y
an
d
ac
ad
e
m
ic
p
er
f
o
r
m
an
ce
)
to
ca
p
tu
r
e
i
n
d
ir
ec
t
ef
f
ec
ts
.
Usi
n
g
p
at
h
an
al
y
s
is
in
SP
SS
AM
OS,
th
e
m
o
d
el
h
y
p
o
th
esizes
d
ir
ec
t
an
d
in
d
ir
ec
t
r
elatio
n
s
h
ip
s
am
o
n
g
th
ese
v
ar
iab
les,
s
tr
u
ctu
r
ed
h
ier
a
r
ch
ically
to
r
ef
le
ct
lo
g
ical
ca
u
s
e
-
an
d
-
ef
f
ec
t
p
ath
wa
y
s
.
T
h
is
i
n
i
tial
m
o
d
el
s
er
v
es
as
a
r
ef
e
r
e
n
ce
,
test
ed
a
n
d
r
ef
in
e
d
u
s
in
g
g
o
o
d
n
ess
-
of
-
f
it
in
d
ices
(
e.
g
.
,
C
h
i
-
s
q
u
ar
e
,
r
o
o
t
m
ea
n
s
q
u
ar
e
er
r
o
r
o
f
ap
p
r
o
x
im
atio
n
(
R
MSE
A
)
,
co
m
p
a
r
ativ
e
f
it
in
d
e
x
(
C
FI
)
,
g
o
o
d
n
ess
o
f
f
it
in
d
ex
(
GFI
)
,
Ad
ju
s
ted
g
o
o
d
n
ess
o
f
f
it
in
d
ex
(
AGFI
)
,
n
o
r
m
ed
f
it
in
d
ex
(
NFI
)
,
an
d
T
u
ck
er
-
L
ewis
i
n
d
ex
(
TLI
)
)
to
d
eter
m
in
e
th
e
b
est
-
f
itti
n
g
m
o
d
el
th
at
ac
cu
r
ately
e
x
p
lain
s
B
L
E
PT
p
er
f
o
r
m
an
ce
.
T
h
is
m
eticu
lo
u
s
m
eth
o
d
o
lo
g
y
r
ef
lects
th
e
s
tu
d
y
'
s
co
m
m
itm
en
t
to
m
ain
tain
i
n
g
th
e
i
n
teg
r
ity
an
d
r
eliab
ilit
y
o
f
its
r
esu
lts
.
T
h
is
atten
tio
n
to
d
etail
en
s
u
r
es
th
at
th
e
co
n
clu
s
io
n
s
d
r
awn
f
r
o
m
th
e
d
ata
ar
e
tr
u
s
two
r
th
y
an
d
ca
n
b
e
co
n
f
id
en
tly
u
tili
ze
d
f
o
r
th
e
im
p
r
o
v
em
en
t
o
f
th
e
b
o
d
y
o
f
k
n
o
wled
g
e
in
th
e
ed
u
ca
tio
n
al
s
ec
to
r
.
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I
n
t
J
E
v
al
&
R
es
E
d
u
c
I
SS
N:
2252
-
8
8
2
2
R
o
u
te
to
w
a
r
d
s
ce
r
tifi
ca
tio
n
:
a
p
a
th
a
n
a
lysi
s
o
n
licen
s
u
r
e
p
erfo
r
ma
n
ce
o
f n
ew
…
(
Ted
r
ic
Da
ve
E
.
S
e
n
o
s
a
)
3383
3.
RE
SU
L
T
S AN
D
D
I
SCU
SS
I
O
N
3
.
1
.
L
ev
el
o
f
g
r
a
du
a
t
es’
ps
y
cho
lo
g
ica
l
s
t
a
t
e
,
a
chiev
e
m
ent
i
n
ins
t
it
utio
na
l
pa
ra
m
et
er
s
,
a
nd
B
L
E
P
T
perf
o
rm
a
nce
T
ab
le
2
p
r
esen
ts
d
ata
o
n
th
e
p
s
y
ch
o
lo
g
ical
s
tate,
in
s
titu
tio
n
al
p
ar
a
m
eter
s
,
an
d
B
L
E
PT
p
er
f
o
r
m
a
n
ce
o
f
1
0
1
g
r
ad
u
ates,
h
ig
h
lig
h
ti
n
g
k
e
y
asp
ec
ts
o
f
t
h
eir
a
ca
d
em
ic
an
d
p
s
y
ch
o
lo
g
ical
r
ea
d
in
ess
.
I
n
ter
m
s
o
f
p
s
y
ch
o
lo
g
ical
s
tate,
g
r
ad
u
ates
s
h
o
wed
h
ig
h
lev
els
o
f
ac
a
d
e
m
ic
s
elf
-
ef
f
icac
y
(
M
=
3
.
0
4
,
SD
=
0
.
4
4
)
,
m
o
tiv
atio
n
to
war
d
s
th
e
teac
h
in
g
p
r
o
f
ess
io
n
(
M
=
2
.
8
9
,
SD
=
0
.
4
7
)
,
an
d
s
o
cial
s
u
p
p
o
r
t
(
M
=
3
.
1
9
,
SD
=
0
.
3
5
)
.
T
h
e
lo
w
s
tan
d
ar
d
d
ev
iatio
n
s
ac
r
o
s
s
th
ese
in
d
icato
r
s
s
u
g
g
est
u
n
if
o
r
m
ity
in
g
r
ad
u
ates’
p
s
y
ch
o
lo
g
i
ca
l
s
tates,
im
p
ly
in
g
th
at
th
ey
s
h
ar
e
s
im
ilar
lev
els
o
f
co
n
f
i
d
en
ce
,
m
o
tiv
atio
n
,
a
n
d
s
u
p
p
o
r
t.
T
h
is
co
n
s
is
ten
cy
m
ay
r
ef
lect
ef
f
ec
tiv
e
p
r
ep
ar
atio
n
an
d
a
s
u
p
p
o
r
tiv
e
en
v
ir
o
n
m
e
n
t
th
at
b
o
ls
ter
s
g
r
ad
u
ates’
co
n
f
id
en
ce
a
n
d
d
r
iv
e
to
war
d
teac
h
in
g
,
wh
ich
ca
n
p
o
s
itiv
ely
in
f
lu
en
ce
th
eir
ac
ad
em
ic
a
n
d
p
r
o
f
ess
io
n
al
p
er
f
o
r
m
an
ce
.
Fo
r
th
eir
p
s
y
ch
o
lo
g
ical
s
tate,
g
r
ad
u
ates’
ac
ad
em
ic
ac
h
iev
em
en
t
is
class
if
ied
as
o
u
ts
tan
d
in
g
an
d
in
d
icate
s
h
ig
h
ly
c
o
n
s
is
ten
t
ac
ad
em
ic
p
er
f
o
r
m
an
ce
(
M
=
1
.
4
5
,
SD
=
0
.
1
3
)
.
T
h
is
s
tab
ilit
y
in
ac
a
d
em
ic
ac
h
iev
em
en
t
im
p
lies
s
tr
o
n
g
f
o
u
n
d
atio
n
al
p
r
e
p
ar
atio
n
in
co
r
e
,
p
ed
ag
o
g
ical,
an
d
s
p
ec
ializatio
n
co
u
r
s
es
am
o
n
g
g
r
ad
u
ates.
I
n
co
n
tr
ast,
th
e
W
VSUC
AT
s
co
r
es
ex
h
ib
it
g
r
ea
ter
v
ar
iab
ilit
y
(
M
=
8
2
.
1
3
,
SD
=
8
.
4
9
)
,
s
h
o
win
g
a
s
atis
f
ac
to
r
y
lev
el
b
u
t a
wid
er
s
p
r
ea
d
,
p
o
s
s
ib
ly
in
d
icatin
g
d
if
f
er
en
ce
s
in
ac
ad
em
ic
b
ac
k
g
r
o
u
n
d
.
Me
an
wh
ile,
th
e
s
tan
d
ar
d
ized
ap
titu
d
e
test
s
co
r
es
(
M
=
8
7
.
9
3
,
SD
=
4
.
5
8
)
ar
e
v
er
y
s
atis
f
ac
to
r
y
a
n
d
d
is
p
lay
m
o
d
e
r
ate
co
n
s
is
ten
cy
,
s
u
g
g
esti
n
g
a
g
e
n
er
ally
h
ig
h
a
p
titu
d
e
am
o
n
g
g
r
ad
u
ates.
T
h
ese
r
esu
lts
u
n
d
er
s
co
r
e
th
e
r
o
le
o
f
in
s
titu
tio
n
al
ass
es
s
m
en
ts
in
ca
p
tu
r
in
g
d
iv
er
s
e
ac
ad
em
ic
s
tr
en
g
th
s
an
d
ar
ea
s
f
o
r
tar
g
eted
s
u
p
p
o
r
t.
Mo
s
t
im
p
o
r
tan
tly
,
g
r
ad
u
ates
attain
ed
a
h
ig
h
p
r
o
f
icien
c
y
le
v
el
ac
r
o
s
s
all
B
L
E
PT
co
m
p
o
n
en
ts
.
T
h
e
g
en
er
al
ed
u
ca
tio
n
r
atin
g
(
M
=
8
8
.
6
1
,
SD
=
2
.
7
6
)
s
h
o
ws
tig
h
tly
clu
s
ter
ed
s
co
r
es
ar
o
u
n
d
th
e
m
ea
n
,
in
d
icatin
g
s
tr
o
n
g
,
co
n
s
is
ten
t
p
er
f
o
r
m
an
c
e
in
g
en
er
al
k
n
o
wled
g
e.
T
h
e
p
r
o
f
ess
io
n
al
ed
u
ca
tio
n
r
atin
g
(
M
=
8
5
.
7
8
,
SD
=
2
.
8
1
)
an
d
t
h
e
s
p
ec
ializatio
n
r
ati
n
g
(
M
=
8
5
.
2
6
,
SD
=
3
.
7
2
)
,
h
o
wev
er
,
s
h
o
w
s
lig
h
tly
l
o
wer
a
v
er
a
g
e
s
co
r
es,
with
th
e
s
p
ec
ializatio
n
r
atin
g
ex
h
ib
itin
g
g
r
ea
ter
v
ar
iab
ilit
y
.
T
h
is
s
u
g
g
ests
th
at
wh
ile
g
r
ad
u
ates
ar
e
g
en
er
ally
p
r
o
f
icien
t,
th
er
e
is
s
till
r
o
o
m
f
o
r
im
p
r
o
v
em
en
t
in
th
e
a
r
ea
s
o
f
p
r
o
f
e
s
s
io
n
al
ed
u
ca
tio
n
an
d
s
p
ec
ial
izatio
n
.
E
n
h
a
n
cin
g
cr
itical
th
in
k
in
g
s
k
ills
in
th
es
e
s
u
b
jects
co
u
ld
h
elp
g
r
a
d
u
at
es
ac
h
iev
e
g
r
ea
ter
c
o
n
s
is
ten
cy
an
d
p
er
f
o
r
m
an
ce
,
p
ar
ticu
lar
ly
in
s
p
ec
ialized
t
o
p
i
cs th
at
d
em
an
d
d
ee
p
er
a
n
aly
ti
ca
l sk
ills
.
Ad
d
itio
n
ally
,
t
h
er
e
is
a
n
ee
d
to
s
tr
en
g
th
en
g
r
a
d
u
ates’
u
n
d
er
s
tan
d
in
g
o
f
p
e
d
ag
o
g
y
a
n
d
lear
n
i
n
g
co
u
r
s
es,
with
a
g
r
ea
ter
em
p
h
asis
o
n
s
itu
atio
n
al
d
ec
is
io
n
-
m
ak
in
g
.
T
h
is
h
o
lis
tic
ap
p
r
o
ac
h
will
b
etter
p
r
ep
ar
e
g
r
ad
u
ates
to
n
av
ig
ate
co
m
p
l
ex
ed
u
ca
tio
n
al
en
v
ir
o
n
m
e
n
ts
an
d
ad
d
r
ess
th
e
ch
allen
g
es
th
ey
m
ay
f
ac
e
in
class
r
o
o
m
r
ea
liti
es.
Ov
er
all,
th
e
B
L
E
PT
r
atin
g
(
M
=
8
6
.
1
4
,
SD
=
2
.
6
5
)
r
ef
lects
a
co
m
m
en
d
ab
le
lev
el
o
f
p
r
o
f
icien
c
y
am
o
n
g
g
r
a
d
u
ates,
d
em
o
n
s
tr
atin
g
th
eir
r
ea
d
in
ess
to
m
ee
t
th
e
d
em
a
n
d
s
o
f
th
e
licen
s
u
r
e
ex
am
.
T
h
is
s
tr
o
n
g
p
er
f
o
r
m
an
ce
h
ig
h
lig
h
ts
th
e
e
f
f
e
ctiv
en
ess
o
f
t
h
eir
ac
a
d
em
ic
p
r
ep
ar
atio
n
a
n
d
p
s
y
ch
o
lo
g
ical
r
esil
ien
ce
,
p
o
s
itio
n
in
g
th
em
well
f
o
r
s
u
cc
ess
in
th
eir
teac
h
in
g
ca
r
ee
r
.
T
ab
le
2
.
L
e
v
el
o
f
p
s
y
ch
o
lo
g
ic
al
s
tate,
ac
h
iev
em
en
t
in
in
s
titu
tio
n
al
p
ar
am
eter
s
,
an
d
B
L
E
PT
p
er
f
o
r
m
an
ce
V
a
r
i
a
b
l
e
s wi
t
h
i
n
d
i
c
a
t
o
r
s
N
SD
M
I
n
t
e
r
p
r
e
t
a
t
i
o
n
i)
P
sy
c
h
o
l
o
g
i
c
a
l
s
t
a
t
e
-
A
c
a
d
e
mi
c
s
e
l
f
-
e
f
f
i
c
a
c
y
1
0
1
0
.
4
4
3
.
0
4
H
i
g
h
-
M
o
t
i
v
a
t
i
o
n
t
o
w
a
r
d
s
t
h
e
t
e
a
c
h
i
n
g
p
r
o
f
e
ssi
o
n
1
0
1
0
.
4
7
2
.
8
9
H
i
g
h
-
S
o
c
i
a
l
su
p
p
o
r
t
1
0
1
0
.
3
5
3
.
1
9
H
i
g
h
ii)
I
n
st
i
t
u
t
i
o
n
a
l
p
a
r
a
met
e
r
s
-
A
c
a
d
e
mi
c
a
c
h
i
e
v
e
me
n
t
1
0
1
0
.
1
3
1
.
4
5
O
u
t
s
t
a
n
d
i
n
g
-
W
V
S
U
C
A
T
1
0
1
8
.
4
9
8
2
.
1
3
S
a
t
i
sf
a
c
t
o
r
y
-
S
t
a
n
d
a
r
d
i
z
e
d
a
p
t
i
t
u
d
e
t
e
st
1
0
1
4
.
5
8
8
7
.
9
3
V
e
r
y
s
a
t
i
sf
a
c
t
o
r
y
iii)
B
LEPT
p
e
r
f
o
r
ma
n
c
e
-
O
v
e
r
a
l
l
r
a
t
i
n
g
1
0
1
2
.
6
5
8
6
.
1
4
H
i
g
h
l
y
p
r
o
f
i
c
i
e
n
t
-
G
e
n
e
r
a
l
e
d
u
c
a
t
i
o
n
r
a
t
i
n
g
1
0
1
2
.
7
6
8
8
.
6
1
H
i
g
h
l
y
p
r
o
f
i
c
i
e
n
t
-
P
r
o
f
e
ssi
o
n
a
l
e
d
u
c
a
t
i
o
n
r
a
t
i
n
g
1
0
1
2
.
8
1
8
5
.
7
8
H
i
g
h
l
y
p
r
o
f
i
c
i
e
n
t
-
S
p
e
c
i
a
l
i
z
a
t
i
o
n
r
a
t
i
n
g
1
0
1
3
.
7
2
8
5
.
2
6
H
i
g
h
l
y
p
r
o
f
i
c
i
e
n
t
N
o
t
e
:
T
h
e
i
n
t
e
r
p
r
e
t
a
t
i
o
n
o
f
t
h
e
sc
a
l
e
s
w
a
s c
l
e
a
r
l
y
o
u
t
l
i
n
e
d
i
n
T
a
b
l
e
1
3
.
2
.
P
a
t
h
a
na
ly
s
is
m
o
del
T
ab
le
3
s
h
o
ws
h
o
w
th
e
r
ev
is
ed
m
o
d
el
f
its
th
e
d
ata
e
x
ce
llen
t
ly
to
th
e
v
ar
i
o
u
s
f
it
in
d
ices,
s
u
ch
as
th
e
ab
s
o
lu
te,
in
cr
em
e
n
tal,
an
d
p
ar
s
im
o
n
io
u
s
f
it in
d
ex
.
T
o
g
ain
a
b
etter
u
n
d
e
r
s
tan
d
in
g
o
f
h
o
w
w
ell
a
m
o
d
el
f
its
th
e
d
ata,
Sto
n
e
[
2
8
]
r
ec
o
m
m
en
d
u
s
in
g
a
co
m
b
in
atio
n
o
f
at
le
ast
two
in
d
ices
f
r
o
m
ab
s
o
lu
t
e,
in
cr
em
en
tal,
a
n
d
p
ar
s
im
o
n
io
u
s
f
it
in
d
ices.
T
h
e
ab
s
o
lu
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Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2
2
5
2
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8
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2
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I
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J
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14
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5
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Octo
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3384
ter
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it
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T
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3
.
Statis
tical
p
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am
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on
f
itn
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[
2
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]
Fig
u
r
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1
.
B
est
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f
it p
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m
o
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el
with
s
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if
ican
t in
f
lu
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3
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3
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Dire
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ex
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s
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5
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h
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o
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e,
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a
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r
f
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r
m
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i
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a
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f
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,
as it su
g
g
ests
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at
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cr
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es in
th
e
v
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iab
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ar
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ass
o
ciate
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with
im
p
r
o
v
ed
o
u
tco
m
es.
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
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8
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R
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(
Ted
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3385
T
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ig
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s
elf
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β=0
.
2
3
9
)
,
with
g
r
ad
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ates
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esil
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u
s
t su
p
p
o
r
t sy
s
tem
is
al
s
o
ass
o
ciate
d
w
ith
b
etter
ac
ad
em
ic
p
er
f
o
r
m
an
ce
(
β=
-
0
.
2
1
4
)
,
as it
f
o
s
ter
s
em
o
tio
n
al
v
alid
atio
n
,
p
ee
r
-
to
-
p
ee
r
lear
n
i
n
g
,
a
n
d
co
llab
o
r
atio
n
.
Fu
r
th
er
m
o
r
e,
th
e
s
tu
d
y
r
ev
ea
ls
th
at
s
o
cial
s
u
p
p
o
r
t
h
as
b
o
th
d
ir
ec
t
an
d
in
d
i
r
ec
t
ef
f
ec
ts
o
n
B
L
E
PT
p
er
f
o
r
m
an
ce
,
with
a
d
ir
ec
t,
u
n
m
ed
iated
ef
f
ec
t
(
β=0
.
1
0
6
)
an
d
a
m
ed
iated
ef
f
ec
t
(
β=0
.
0
5
5
)
.
T
h
is
s
u
g
g
ests
th
at
s
o
cial
s
u
p
p
o
r
t
h
elp
s
g
r
ad
u
ates
m
an
ag
e
s
tr
ess
an
d
an
x
iety
,
im
p
r
o
v
in
g
f
o
cu
s
an
d
p
er
f
o
r
m
a
n
ce
.
Sp
ec
if
ically
,
s
elf
-
ef
f
icac
y
an
d
ac
a
d
em
ic
p
e
r
f
o
r
m
a
n
ce
m
ed
iate
th
e
in
f
lu
en
ce
o
f
s
o
cial
s
u
p
p
o
r
t
o
n
B
L
E
PT
p
e
r
f
o
r
m
an
ce
[
3
2
]
–
[
3
4
]
.
I
n
ess
en
ce
,
s
o
cial
s
u
p
p
o
r
t
ac
ts
as
a
k
ey
f
ac
to
r
in
en
h
an
cin
g
g
r
a
d
u
ates'
r
esil
ien
ce
an
d
p
er
f
o
r
m
a
n
ce
,
u
ltima
tely
im
p
r
o
v
in
g
th
eir
r
ea
d
in
ess
f
o
r
licen
s
u
r
e
an
d
s
u
cc
ess
in
th
e
teac
h
in
g
p
r
o
f
ess
io
n
.
3
.
3
.
2
.
Dire
ct
a
nd
in
direct
ef
f
ec
t
s
o
f
m
o
t
iv
a
t
io
n
a
nd
inte
re
s
t
t
o
wa
rds
t
he
t
ea
ching
pro
f
es
s
io
n
o
n
t
he
B
L
E
P
T
perf
o
rm
a
nce
T
h
e
p
ath
m
o
d
el
also
u
n
d
er
s
co
r
es
th
e
cr
itical
im
p
o
r
tan
ce
o
f
m
o
tiv
atio
n
in
i
n
f
lu
en
ci
n
g
ac
ad
em
ic
s
elf
-
ef
f
icac
y
,
p
er
f
o
r
m
an
ce
,
an
d
B
L
E
PT
r
esu
lts
am
o
n
g
B
SEd
m
ath
em
atics
an
d
s
cien
ce
g
r
ad
u
ates.
I
t
r
e
v
ea
ls
h
ig
h
er
m
o
tiv
atio
n
co
n
tr
ib
u
te
s
to
a
s
tr
o
n
g
in
f
lu
en
ce
in
i
n
cr
ea
s
in
g
th
e
g
r
a
d
u
ates’
ac
a
d
em
ic
s
elf
-
ef
f
icac
y
(β
=
0
.
8
5
5
)
,
in
d
icatin
g
th
at
m
o
tiv
ated
in
d
iv
id
u
als
ar
e
m
o
r
e
p
er
s
is
ten
t,
co
n
f
id
en
t,
a
n
d
r
esil
ien
t
in
o
v
er
c
o
m
in
g
ac
ad
em
ic
ch
allen
g
es.
T
h
is
g
r
ea
ter
s
elf
-
ef
f
icac
y
co
n
tr
ib
u
tes
to
b
etter
ac
ad
e
m
ic
p
e
r
f
o
r
m
a
n
ce
(
β
=
-
0
.
7
1
1
)
,
as
m
o
tiv
ated
s
tu
d
en
ts
ar
e
m
o
r
e
lik
ely
to
ex
ce
l
in
th
eir
co
u
r
s
e
wo
r
k
.
I
n
ad
d
itio
n
,
m
o
tiv
atio
n
e
x
er
ts
b
o
th
d
i
r
ec
t
(β
=
0
.
4
3
9
)
an
d
in
d
ir
ec
t
(
β
=
0
.
3
6
3
)
ef
f
ec
ts
o
n
B
L
E
PT
p
e
r
f
o
r
m
a
n
ce
,
with
m
o
tiv
ated
p
r
eser
v
ice
teac
h
er
s
s
h
o
win
g
a
h
ig
h
er
lik
elih
o
o
d
o
f
ac
h
iev
in
g
b
etter
r
esu
lts
o
n
th
e
licen
s
u
r
e
ex
am
.
T
h
is
in
f
lu
en
ce
is
lar
g
ely
m
ed
iated
b
y
i
m
p
r
o
v
ed
ac
ad
em
ic
p
er
f
o
r
m
a
n
ce
a
n
d
s
elf
-
ef
f
icac
y
.
T
h
is
ef
f
ec
t
is
p
r
im
ar
ily
m
e
d
iated
b
y
en
h
an
ce
d
ac
ad
em
ic
p
er
f
o
r
m
an
ce
an
d
s
elf
-
e
f
f
icac
y
.
T
h
e
f
in
d
in
g
s
ar
e
co
n
s
is
ten
t
with
ex
is
tin
g
liter
atu
r
e
[
3
5
]
–
[
3
7
]
,
f
u
r
th
er
s
u
p
p
o
r
tin
g
th
e
id
ea
th
at
in
tr
in
s
ic
m
o
ti
v
atio
n
d
r
iv
es
ac
ad
em
ic
r
esil
ien
cy
an
d
b
etter
h
ig
h
-
s
tak
es
ex
am
o
u
tco
m
es.
Ov
er
all,
it
s
u
g
g
ests
th
at
m
o
tiv
atio
n
an
d
in
ter
est
in
th
e
teac
h
in
g
p
r
o
f
ess
io
n
ar
e
k
e
y
p
r
ed
icto
r
s
th
at
co
n
tr
ib
u
te
a
s
ig
n
if
ican
t in
f
lu
e
n
ce
to
war
d
s
B
L
E
PT
p
er
f
o
r
m
an
ce
.
3
.
3
.
3
.
Dire
ct
ef
f
ec
t
o
f
em
plo
y
m
ent
s
t
a
t
us
o
n t
he
B
L
E
P
T
perf
o
r
m
a
nce
T
h
e
p
ath
m
o
d
el
p
in
p
o
in
ts
th
at
p
r
eser
v
ice
teac
h
er
s
wh
o
ar
e
e
m
p
lo
y
ed
in
e
d
u
ca
tio
n
al
s
ettin
g
s
n
o
t o
n
ly
g
ain
p
r
ac
tical
e
x
p
er
ien
ce
b
u
t
also
d
ev
elo
p
a
d
ee
p
e
r
u
n
d
er
s
t
an
d
in
g
o
f
teac
h
in
g
m
eth
o
d
o
lo
g
ies
an
d
class
r
o
o
m
d
y
n
am
ics,
wh
ic
h
ar
e
ce
n
tr
al
t
o
th
e
s
co
p
e
o
f
t
h
e
B
L
E
PT
ex
a
m
in
atio
n
.
L
an
d
o
n
-
Hay
s
et
a
l.
[
3
8
]
f
u
r
th
er
s
u
p
p
o
r
t
th
e
id
ea
th
at
s
u
ch
h
an
d
s
-
o
n
e
x
p
er
ien
ce
en
a
b
les
p
r
eser
v
ice
teac
h
er
s
to
en
h
an
ce
th
eir
r
ea
d
i
n
ess
f
o
r
r
ea
l
-
wo
r
ld
teac
h
in
g
ch
alle
n
g
es.
I
t
all
o
ws
th
e
m
to
r
e
f
in
e
th
ei
r
s
k
i
lls
in
class
r
o
o
m
m
an
a
g
em
e
n
t
an
d
in
s
tr
u
ctio
n
al
s
tr
ateg
ies,
d
ir
ec
tly
alig
n
in
g
wi
th
th
e
co
n
te
n
t a
r
ea
s
ass
ess
ed
i
n
th
e
licen
s
u
r
e
e
x
am
in
atio
n
.
3
.
3
.
4
.
Dire
ct
ef
f
ec
t
o
f
a
ca
de
m
ic
s
elf
-
ef
f
ica
cy
o
n t
he
B
L
E
P
T
perf
o
rm
a
nce
T
h
e
p
at
h
m
o
d
el
r
ec
o
g
n
ized
th
at
an
en
h
a
n
ce
d
le
v
el
o
f
s
elf
-
ef
f
icac
y
s
ig
n
if
ican
tly
co
n
tr
ib
u
tes
to
im
p
r
o
v
e
d
B
L
E
PT
p
er
f
o
r
m
a
n
c
e.
Sp
ec
if
ically
,
h
ig
h
er
s
elf
-
ef
f
icac
y
p
r
o
v
id
es
a
d
ir
ec
t
a
n
d
p
o
s
itiv
e
in
f
lu
en
ce
o
n
licen
s
u
r
e
ex
am
o
u
tco
m
es
(
β
=
0
.
3
7
3
)
.
T
h
e
s
tu
d
ies
o
f
C
o
o
h
e
y
an
d
C
u
m
m
in
g
s
[
3
9
]
h
a
v
e
c
o
n
s
is
ten
t
ly
in
d
icate
d
th
at
in
d
iv
id
u
als
with
h
ig
h
er
s
elf
-
ef
f
icac
y
ar
e
m
o
r
e
lik
ely
to
ex
ce
l
in
h
ig
h
-
s
tak
es
e
x
a
m
s
,
as
th
ey
e
x
h
ib
it
g
r
ea
ter
co
n
f
id
en
ce
,
p
er
s
ev
er
a
n
ce
,
an
d
t
h
e
ab
ilit
y
to
m
a
n
a
g
e
ch
allen
g
es
ef
f
ec
tiv
el
y
.
T
h
er
ef
o
r
e,
c
u
ltiv
atin
g
s
tr
o
n
g
s
elf
-
ef
f
icac
y
am
o
n
g
p
r
e
s
er
v
ice
teac
h
er
s
is
ess
en
tial,
as
it
s
tr
en
g
th
en
s
th
eir
ca
p
ac
ity
to
n
a
v
ig
ate
th
e
p
r
ess
u
r
es o
f
r
ig
o
r
o
u
s
test
in
g
e
n
v
ir
o
n
m
en
ts
an
d
p
er
f
o
r
m
at
th
eir
b
est.
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
.
5
,
Octo
b
er
20
25
:
33
7
9
-
33
8
9
3386
3
.
3
.
5
.
Dire
ct
ef
f
ec
t
o
f
a
ca
de
m
ic
perf
o
rm
a
nce
o
n t
he
B
L
E
P
T
per
f
o
rm
a
nce
T
h
e
p
ath
m
o
d
el
s
h
o
ws
th
at
b
etter
ac
ad
em
ic
p
e
r
f
o
r
m
an
c
e
(
β
=
-
0
.
1
5
7
)
is
ass
o
ciate
d
with
h
ig
h
er
B
L
E
PT
p
er
f
o
r
m
an
ce
.
R
esear
ch
co
n
s
is
ten
tly
s
h
o
ws
a
p
o
s
itiv
e
co
r
r
elatio
n
b
etwe
en
co
lleg
e
GPA
an
d
p
er
f
o
r
m
an
ce
o
n
licen
s
u
r
e
e
x
a
m
s
[
1
7
]
,
[
4
0
]
.
T
h
ese
r
esu
lts
s
u
g
g
est
th
at
a
s
o
lid
ac
ad
em
ic
f
o
u
n
d
atio
n
d
u
r
i
n
g
teac
h
er
p
r
ep
ar
atio
n
p
lay
s
a
cr
u
cial
r
o
le
in
licen
s
u
r
e
o
u
tco
m
es.
T
h
is
s
tr
e
s
s
es
th
e
im
p
o
r
tan
ce
o
f
f
o
s
ter
in
g
ac
ad
em
ic
ex
ce
llen
ce
t
h
r
o
u
g
h
o
u
t
teac
h
er
p
r
ep
ar
atio
n
p
r
o
g
r
a
m
s
[
4
0
]
,
[
4
1
]
,
as
it
b
etter
eq
u
i
p
s
f
u
tu
r
e
e
d
u
ca
to
r
s
f
o
r
s
u
cc
ess
o
n
h
ig
h
-
s
tak
es e
x
a
m
s
lik
e
th
e
B
L
E
PT.
E
n
h
an
ce
d
ac
ad
em
ic
s
u
p
p
o
r
t a
n
d
r
ig
o
r
o
u
s
co
u
r
s
ewo
r
k
m
a
y
,
th
er
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o
r
e,
b
e
k
ey
f
ac
to
r
s
in
im
p
r
o
v
i
n
g
licen
s
u
r
e
p
ass
r
ates
an
d
o
v
er
all
teac
h
er
ef
f
ec
tiv
en
ess
.
Ov
er
all,
th
e
r
esu
lts
u
n
d
er
lin
e
th
e
im
p
o
r
t
an
ce
o
f
p
s
y
ch
o
lo
g
ical
s
tate,
ac
h
iev
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en
t
in
i
n
s
titu
tio
n
al
p
ar
am
eter
s
,
a
n
d
em
p
lo
y
m
e
n
t
s
tatu
s
in
p
r
ep
ar
in
g
g
r
ad
u
ates
f
o
r
th
e
licen
s
u
r
e
ex
am
,
h
ig
h
lig
h
tin
g
th
e
n
e
ed
f
o
r
a
b
alan
ce
d
ap
p
r
o
ac
h
to
teac
h
e
r
ed
u
ca
tio
n
p
r
o
g
r
a
m
th
at
f
o
s
ter
s
m
o
tiv
atio
n
,
well
-
b
ein
g
,
an
d
ac
a
d
em
ic
e
x
ce
llen
ce
.
4.
CO
NCLU
SI
O
N
I
n
a
n
u
ts
h
ell,
B
SEd
m
ath
em
atics
an
d
s
cien
ce
g
r
ad
u
ates
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o
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s
tr
ated
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ig
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o
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ac
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s
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o
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ad
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ate
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h
is
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ly
s
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at
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d
u
ca
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in
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ef
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ter
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ly
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ltiv
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ter
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y
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tab
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th
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ates
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ten
t
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th
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lear
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in
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p
r
o
ce
s
s
with
in
th
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teac
h
er
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u
ca
tio
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i
n
s
titu
tio
n
.
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t
r
e
f
lects
th
e
in
s
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tio
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s
co
m
m
itm
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jectiv
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u
ctio
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e
th
o
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s
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d
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ess
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en
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ac
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ar
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esiv
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teg
r
ated
to
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u
p
p
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t stu
d
en
t su
cc
ess
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Fu
r
th
er
m
o
r
e
,
th
e
p
at
h
an
al
y
s
is
m
o
d
el
h
ig
h
lig
h
ts
th
e
cr
u
cial
r
o
le
o
f
s
o
cial
s
u
p
p
o
r
t
an
d
m
o
tiv
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in
en
h
an
cin
g
ac
a
d
em
ic
s
elf
-
ef
f
icac
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d
r
esil
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wh
ich
ar
e
k
ey
d
r
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er
s
o
f
ac
ad
em
ic
p
er
f
o
r
m
an
ce
a
n
d
B
L
E
PT
s
u
cc
ess
.
B
o
th
s
o
cial
s
u
p
p
o
r
t
an
d
a
s
tr
o
n
g
in
ter
est
in
th
e
teac
h
in
g
p
r
o
f
ess
io
n
s
er
v
e
as
th
e
co
r
n
er
s
to
n
e
f
o
r
im
p
r
o
v
in
g
s
elf
-
ef
f
icac
y
,
s
tr
en
g
th
en
in
g
ac
ad
em
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p
e
r
f
o
r
m
an
ce
,
an
d
u
ltima
tely
b
o
o
s
ti
n
g
licen
s
u
r
e
ex
am
o
u
tco
m
es.
T
h
e
f
in
d
in
g
s
also
h
ig
h
lig
h
t
th
e
d
ir
ec
t
s
ig
n
if
ican
ce
o
f
ac
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s
elf
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ef
f
icac
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an
d
p
r
io
r
ac
a
d
em
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p
er
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o
r
m
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ce
i
n
d
eter
m
in
in
g
B
L
E
PT
s
u
cc
ess
,
em
p
h
asizin
g
th
at
m
o
tiv
ated
,
co
n
f
i
d
en
t
g
r
ad
u
ates
with
s
tr
o
n
g
ac
ad
em
ic
f
o
u
n
d
atio
n
s
ar
e
m
o
r
e
lik
ely
to
ex
ce
l.
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d
itio
n
al
ly
,
p
r
ac
tical
ex
p
er
ien
ce
th
r
o
u
g
h
em
p
lo
y
m
en
t
in
ed
u
ca
tio
n
al
s
ettin
g
s
f
u
r
th
e
r
r
e
f
in
es
teac
h
in
g
s
k
ills
,
d
ir
ec
tly
co
r
r
elatin
g
with
b
etter
B
L
E
PT
p
er
f
o
r
m
a
n
ce
.
T
h
is
d
em
o
n
s
tr
ates
th
at
t
h
e
licen
s
u
r
e
p
er
f
o
r
m
a
n
ce
o
f
B
SEd
m
at
h
em
atics
an
d
s
cien
ce
g
r
a
d
u
at
es
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s
h
ap
ed
b
y
a
co
m
p
lex
in
ter
p
lay
o
f
th
eir
d
em
o
g
r
a
p
h
ic
p
r
o
f
ile,
p
s
y
ch
o
lo
g
ical
s
tate,
an
d
ac
h
iev
em
en
t
in
in
s
titu
tio
n
al
p
ar
am
eter
s
.
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ased
o
n
th
ese
f
in
d
in
g
s
,
it
is
r
ec
o
m
m
e
n
d
ed
T
E
I
s
s
h
o
u
ld
s
tr
en
g
t
h
en
teac
h
er
p
r
ep
ar
atio
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b
y
estab
lis
h
in
g
a
teac
h
er
ex
ce
llen
ce
p
r
o
g
r
am
.
T
h
is
in
itiativ
e
s
h
o
u
ld
in
clu
d
e
em
o
tio
n
al
g
u
id
an
ce
to
estab
lis
h
a
h
ea
lth
y
p
s
y
ch
o
lo
g
ical
s
tate
an
d
co
m
p
r
eh
en
s
iv
e
in
-
h
o
u
s
e
r
ev
iew
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ess
io
n
s
th
at
f
o
s
ter
cr
itical
th
in
k
in
g
an
d
p
r
o
b
lem
-
s
o
lv
in
g
,
wh
ich
ar
e
ess
en
tial
tes
t
-
tak
in
g
s
k
ills
.
Su
b
s
eq
u
en
tly
,
th
e
P
h
ilip
p
in
e
R
eg
u
lato
r
y
C
o
m
m
is
s
io
n
(
PR
C
)
m
u
s
t
en
s
u
r
e
th
at
th
e
co
n
ten
t
v
alid
ity
an
d
co
n
s
tr
u
ct
alig
n
m
en
t
o
f
test
item
s
ef
f
ec
tiv
ely
ass
ess
wh
eth
er
g
r
ad
u
ates
p
o
s
s
ess
th
e
s
u
f
f
icien
t
co
m
p
eten
ce
to
b
ec
o
m
e
ef
f
ec
tiv
e
teac
h
er
s
in
th
e
f
ield
,
t
h
er
eb
y
f
o
s
ter
in
g
a
s
tr
o
n
g
t
ea
ch
in
g
f
o
r
ce
ca
p
ab
le
o
f
d
eliv
er
in
g
h
ig
h
-
q
u
ality
in
s
tr
u
ctio
n
.
Fin
ally
,
th
is
s
tu
d
y
lay
s
a
f
o
u
n
d
atio
n
f
o
r
f
u
tu
r
e
r
esear
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h
b
y
p
r
o
v
id
in
g
a
s
p
r
in
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b
o
a
r
d
f
o
r
u
n
f
o
r
eseen
f
a
cto
r
s
s
u
ch
as
ter
m
in
al
ass
ess
m
en
ts
an
d
p
r
e
-
b
o
ar
d
o
r
m
o
c
k
b
o
a
r
d
e
x
am
in
atio
n
s
,
en
ab
lin
g
c
o
n
tin
u
o
u
s
im
p
r
o
v
e
m
en
t in
teac
h
er
lice
n
s
u
r
e
ex
a
m
p
er
f
o
r
m
an
ce
.
ACK
NO
WL
E
DG
M
E
N
T
S
T
h
e
r
esear
ch
er
s
wo
u
ld
lik
e
t
o
ex
p
r
ess
th
eir
s
in
ce
r
e
g
r
atitu
d
e
to
th
e
Dep
ar
tm
en
t
o
f
Scien
ce
an
d
T
ec
h
n
o
lo
g
y
–
Scien
ce
E
d
u
ca
ti
o
n
I
n
s
titu
te
(
DOST
-
SEI
)
u
n
d
er
th
e
C
ap
ac
ity
B
u
ild
in
g
f
o
r
Scien
ce
an
d
Ma
th
em
atics
E
d
u
ca
tio
n
Pr
o
g
r
am
f
o
r
th
eir
g
en
er
o
u
s
f
u
n
d
in
g
,
an
d
r
ec
o
g
n
ize
th
e
u
n
wa
v
er
i
n
g
s
u
p
p
o
r
t
o
f
W
est
Vis
ay
as
Sta
te
Un
iv
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s
ity
,
C
o
l
leg
e
o
f
E
d
u
ca
tio
n
,
f
o
r
th
eir
in
v
alu
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in
f
ac
ilit
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an
d
en
d
o
r
s
in
g
th
is
r
esear
ch
in
itiativ
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F
UNDING
I
NF
O
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M
A
T
I
O
N
T
h
is
s
tu
d
y
is
u
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r
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a
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f
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m
Dep
ar
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f
Scien
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T
ec
h
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lo
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–
Scien
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E
d
u
ca
tio
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I
n
s
titu
te
(
DOST
-
SEI
)
an
d
W
est
Vi
s
ay
as
Sta
te
Un
iv
er
s
ity
–
R
esear
ch
an
d
Dev
elo
p
m
en
t
C
en
ter
(
W
VSU
-
U
R
DC
)
.
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