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Stru
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CC B
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SA
li
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.
C
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A
uth
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:
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Ma
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Sch
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ca
tio
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,
L
o
v
ely
Pro
f
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Un
iv
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s
ity
J
alan
d
h
ar
-
Delh
i G
.
T
.
R
o
ad
,
Ph
ag
war
a,
Pu
n
ja
b
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I
n
d
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m
ail:
r
aju
m
aju
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d
e
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5
6
@
g
m
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o
m
1.
I
NT
RO
D
UCT
I
O
N
Stu
d
en
t
ab
s
en
teeism
,
b
o
th
p
h
y
s
ical
an
d
m
en
tal,
p
r
esen
ts
an
escalatin
g
ch
allen
g
e
with
in
g
o
v
er
n
m
en
t
-
s
p
o
n
s
o
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ed
s
ch
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o
ls
in
W
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B
en
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al,
I
n
d
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ex
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u
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r
al
an
d
s
o
cio
ec
o
n
o
m
ic
f
ac
to
r
s
[
1
]
.
T
h
is
s
tu
d
y
f
o
cu
s
es
o
n
f
o
u
r
k
ey
co
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s
tr
u
cts:
class
r
o
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m
clim
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s
tu
d
en
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g
ag
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m
en
t,
E
n
g
lis
h
as
a
s
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o
n
d
lan
g
u
ag
e
(
E
SL)
ac
h
iev
em
en
t
,
an
d
ab
s
en
teeism
.
C
lass
r
o
o
m
clim
ate
r
ef
er
s
to
th
e
o
v
e
r
all
em
o
tio
n
al
a
n
d
in
s
tr
u
ctio
n
al
to
n
e
o
f
t
h
e
lear
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n
v
ir
o
n
m
en
t,
ch
a
r
ac
ter
i
ze
d
b
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r
ex
p
ec
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s
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e
m
p
ath
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teac
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-
s
tu
d
en
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elatio
n
s
,
a
n
d
p
s
y
ch
o
l
o
g
ical
s
af
ety
[
2
]
–
[
6
]
.
Stu
d
en
t
en
g
ag
em
e
n
t
en
c
o
m
p
ass
es
b
eh
av
io
r
al,
em
o
tio
n
al,
an
d
co
g
n
itiv
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d
im
en
s
io
n
s
,
r
ec
o
g
n
ized
as
a
cr
itical
p
r
ed
icto
r
o
f
ac
ad
em
ic
s
u
cc
ess
an
d
atten
d
an
ce
[
7
]
,
[
8
]
.
E
SL
ac
h
iev
em
en
t
d
e
n
o
tes co
m
p
ete
n
cy
in
E
SL
,
wh
ile
ab
s
en
teeism
is
d
ef
in
ed
as th
e
f
r
eq
u
e
n
cy
o
f
v
o
lu
n
tar
y
ab
s
en
ce
f
r
o
m
s
ch
ed
u
led
ed
u
ca
tio
n
al
ac
tiv
ities
.
T
h
ese
p
iv
o
tal
ed
u
ca
tio
n
al
v
ar
iab
les
s
ig
n
if
ican
tly
in
f
lu
en
ce
E
S
L
ac
h
iev
em
en
t a
n
d
s
u
s
tain
ed
s
tu
d
en
t
p
a
r
ticip
atio
n
[
2
]
,
[
3
]
.
Pre
v
io
u
s
s
tu
d
ies
h
i
g
h
lig
h
t
th
at
f
a
cto
r
s
lik
e
em
o
tio
n
al
r
eg
u
latio
n
a
n
d
teac
h
e
r
au
to
n
o
m
y
s
u
p
p
o
r
t a
r
e
in
f
lu
en
t
ial
in
E
SL
o
r
E
FL
co
n
te
x
ts
[
9
]
–
[
1
2
]
.
T
o
estab
lis
h
a
clea
r
c
o
n
ce
p
t
u
al
f
o
u
n
d
atio
n
,
t
h
is
s
tu
d
y
o
p
er
atio
n
ally
d
ef
in
es
f
o
u
r
k
e
y
co
n
s
tr
u
cts.
C
las
s
r
o
o
m
clim
ate
r
ep
r
esen
ts
s
tu
d
en
ts
’
p
er
ce
p
tio
n
s
o
f
th
ei
r
lear
n
in
g
e
n
v
ir
o
n
m
en
t,
e
n
co
m
p
ass
in
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p
h
y
s
ical,
s
o
cial,
em
o
tio
n
al,
an
d
in
telle
ctu
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d
im
en
s
io
n
s
,
as
co
n
ce
p
t
u
alize
d
b
y
Mu
th
ee
[
1
3
]
.
Stu
d
en
t
en
g
ag
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m
en
t
is
d
ef
in
ed
as a
m
u
ltid
im
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s
io
n
al
p
s
y
ch
o
lo
g
ical
p
r
o
ce
s
s
r
ef
lectin
g
s
tu
d
en
ts
’
co
g
n
itiv
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em
o
tio
n
al,
an
d
b
eh
a
v
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r
al
in
v
estme
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t
in
lear
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in
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ac
tiv
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f
o
llo
win
g
Sh
a
r
m
a
an
d
C
h
o
wd
h
u
r
y
[
1
4
]
f
r
am
ewo
r
k
.
E
SL
ac
h
iev
em
en
t
r
ef
er
s
Evaluation Warning : The document was created with Spire.PDF for Python.
I
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C
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(
P
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Ma
ju
md
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)
4433
to
s
tu
d
en
ts
d
em
o
n
s
tr
ated
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m
p
eten
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in
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SL
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u
ctio
n
al
tim
e
an
d
p
o
ten
tial a
ca
d
em
ic
s
etb
ac
k
s
.
Alth
o
u
g
h
ex
is
tin
g
liter
atu
r
e
estab
lis
h
es
th
ese
in
d
iv
id
u
al
co
n
n
ec
tio
n
s
,
a
s
ig
n
if
ican
t
r
e
s
ea
r
ch
g
ap
p
er
s
is
ts
in
co
m
p
r
e
h
en
s
iv
ely
m
o
d
elin
g
class
r
o
o
m
clim
at
e,
s
tu
d
en
t
en
g
a
g
em
en
t,
E
SL
ac
h
iev
em
e
n
t,
a
n
d
ab
s
en
teeism
as
in
ter
r
elate
d
co
n
s
tr
u
cts,
p
ar
ticu
lar
ly
with
i
n
th
e
m
u
ltil
in
g
u
al
I
n
d
ian
E
SL
co
n
tex
t.
L
o
w
en
g
ag
em
e
n
t
is
k
n
o
wn
to
co
r
r
elate
with
p
o
o
r
p
er
f
o
r
m
an
ce
a
n
d
ab
s
en
teeism
[
7
]
,
[
1
5
]
,
a
d
i
s
co
n
n
ec
t
esp
ec
ially
ac
u
te
f
o
r
E
SL
lear
n
e
r
s
f
ac
in
g
lan
g
u
a
g
e
an
x
iety
o
r
ex
clu
s
io
n
ar
y
p
ed
ag
o
g
y
[
5
]
,
[
1
6
]
.
Ho
wev
er
,
f
ew
s
tu
d
ies
h
av
e
em
p
lo
y
e
d
r
o
b
u
s
t
m
eth
o
d
o
lo
g
ies
lik
e
s
tr
u
ctu
r
al
eq
u
at
io
n
m
o
d
el
in
g
(
SEM
)
to
ex
p
l
o
r
e
th
ese
co
m
p
lex
in
ter
r
elatio
n
s
h
ip
s
as
m
ed
iated
p
ath
way
s
th
at
co
u
ld
in
f
o
r
m
s
tr
ateg
ies
f
o
r
ed
u
ca
tio
n
al
s
u
s
ta
in
ab
ilit
y
.
T
h
is
lack
o
f
a
n
in
teg
r
ated
u
n
d
er
s
tan
d
in
g
lim
its
th
e
d
ev
elo
p
m
en
t
o
f
t
ar
g
eted
i
n
ter
v
en
tio
n
s
to
im
p
r
o
v
e
b
o
th
ac
ad
em
ic
o
u
tco
m
es a
n
d
s
tu
d
en
t r
eten
tio
n
in
th
ese
s
p
ec
if
ic
ed
u
ca
ti
o
n
al
s
ettin
g
s
.
T
o
ad
d
r
ess
th
is
g
a
p
,
t
h
e
p
r
esen
t
s
tu
d
y
p
r
o
p
o
s
es
a
n
o
v
el
a
p
p
r
o
ac
h
b
y
ex
am
in
i
n
g
t
h
e
m
e
d
iat
in
g
r
o
le
o
f
s
tu
d
en
t
en
g
ag
e
m
en
t
in
th
e
r
elatio
n
s
h
ip
b
etwe
en
class
r
o
o
m
clim
ate,
E
SL
ac
h
iev
e
m
en
t,
an
d
s
tu
d
en
t
ab
s
en
teeism
am
o
n
g
s
ec
o
n
d
ar
y
s
ch
o
o
l
s
tu
d
e
n
ts
in
W
est
B
en
g
al.
T
h
e
p
r
im
a
r
y
in
n
o
v
ati
o
n
o
f
th
is
r
esear
ch
lies
in
its
ap
p
licatio
n
o
f
SEM
to
te
s
t
a
h
y
p
o
th
esized
p
ath
way
m
o
d
el,
th
er
eb
y
o
f
f
er
in
g
a
n
u
an
ce
d
u
n
d
er
s
tan
d
in
g
o
f
h
o
w
th
ese
f
ac
to
r
s
in
ter
ac
t
t
o
in
f
lu
en
ce
e
d
u
ca
tio
n
al
o
u
tc
o
m
es,
with
a
s
p
ec
if
ic
alig
n
m
en
t
to
s
u
s
tain
ab
le
d
ev
elo
p
m
e
n
t
g
o
al
4
(
SDG
4
)
wh
ich
ad
v
o
ca
tes
f
o
r
in
clu
s
iv
e
an
d
eq
u
itab
le
q
u
ality
ed
u
ca
tio
n
.
T
h
is
r
esear
ch
aim
s
to
p
r
o
v
id
e
em
p
ir
ical
ev
i
d
en
ce
th
at
ca
n
g
u
id
e
th
e
d
ev
el
o
p
m
en
t
o
f
in
ter
v
en
tio
n
s
to
f
o
s
ter
m
o
r
e
s
u
p
p
o
r
tiv
e
an
d
en
g
ag
in
g
lear
n
in
g
en
v
ir
o
n
m
en
ts
,
u
ltima
tely
co
n
tr
ib
u
tin
g
to
m
o
r
e
s
u
s
tain
ab
le
e
d
u
ca
tio
n
al
p
r
ac
tices.
T
h
e
s
p
ec
if
ic
o
b
jectiv
es
g
u
id
i
n
g
th
is
r
esear
ch
ar
e
m
u
ltifa
ce
ted
,
aim
in
g
to
co
m
p
r
eh
en
s
iv
e
ly
ex
p
lo
r
e
th
e
in
ter
p
lay
o
f
th
ese
cr
itical
ed
u
ca
tio
n
al
v
a
r
iab
les.
Firstl
y
,
th
e
s
tu
d
y
s
ee
k
s
to
ass
ess
th
e
b
aselin
e
lev
els
o
f
class
r
o
o
m
clim
ate,
s
tu
d
e
n
t
en
g
ag
em
e
n
t,
E
SL
ac
h
iev
em
en
t,
an
d
a
b
s
en
teeism
am
o
n
g
s
ec
o
n
d
ar
y
s
ch
o
o
l
s
tu
d
en
ts
in
th
e
tar
g
et
r
eg
io
n
.
Seco
n
d
ly
,
it
en
d
ea
v
o
r
s
to
m
et
icu
lo
u
s
ly
ex
am
in
e
th
e
in
tr
icat
e
in
ter
r
elatio
n
s
h
ip
s
th
at
ex
is
t
am
o
n
g
th
ese
f
o
u
r
k
ey
v
ar
iab
les,
m
o
v
in
g
b
e
y
o
n
d
s
im
p
le
co
r
r
elatio
n
s
to
u
n
d
er
s
tan
d
th
eir
d
y
n
am
ic
co
n
n
ec
tio
n
s
.
T
h
ir
d
ly
,
a
c
o
r
e
o
b
jectiv
e
is
to
r
ig
o
r
o
u
s
ly
te
s
t
a
h
y
p
o
t
h
esized
s
tr
u
ctu
r
al
m
o
d
el,
s
p
ec
if
ically
in
v
esti
g
atin
g
h
o
w
class
r
o
o
m
c
lim
ate
in
d
ir
ec
tly
in
f
lu
en
ce
s
ab
s
en
teeism
th
r
o
u
g
h
th
e
m
e
d
iatin
g
r
o
les
o
f
s
tu
d
en
t
en
g
ag
em
e
n
t
an
d
E
SL
ac
h
iev
em
en
t.
Fo
u
r
th
ly
,
th
e
r
esear
c
h
aim
s
to
ass
ess
th
e
o
v
er
all
f
i
t
o
f
t
h
is
p
r
o
p
o
s
ed
p
ath
way
m
o
d
el
u
s
in
g
SEM
tech
n
iq
u
es,
en
s
u
r
i
n
g
its
s
tatis
tical
v
alid
ity
an
d
r
o
b
u
s
tn
ess
.
Fin
ally
,
a
cr
u
cial
o
b
jectiv
e
is
to
in
ter
p
r
et
th
e
em
p
ir
ical
f
in
d
in
g
s
with
in
th
e
b
r
o
ad
er
co
n
tex
t o
f
SDG
4
,
with
a
p
ar
ticu
lar
f
o
cu
s
o
n
h
o
w
th
e
i
n
s
ig
h
ts
g
ain
ed
c
an
co
n
tr
i
b
u
te
to
f
o
s
ter
in
g
m
o
r
e
s
u
s
tain
ab
le
an
d
in
cl
u
s
iv
e
E
SL
lear
n
in
g
en
v
ir
o
n
m
en
ts
.
T
h
is
alig
n
m
en
t
s
p
ec
if
ically
ad
d
r
ess
es
SDG
4
tar
g
ets
,
s
u
ch
as
SDG
4
.
1
(
en
s
u
r
in
g
all
g
ir
ls
an
d
b
o
y
s
co
m
p
lete
f
r
ee
,
eq
u
itab
le
,
an
d
q
u
ality
p
r
im
ar
y
an
d
s
ec
o
n
d
ar
y
e
d
u
ca
tio
n
lead
in
g
to
r
el
ev
an
t
an
d
e
f
f
ec
tiv
e
lear
n
in
g
o
u
tc
o
m
es),
SDG
4
.
5
(
elim
in
atin
g
g
en
d
e
r
d
is
p
ar
ities
in
ed
u
ca
tio
n
an
d
en
s
u
r
i
n
g
eq
u
al
ac
ce
s
s
to
all
lev
els
o
f
ed
u
ca
tio
n
an
d
v
o
ca
ti
o
n
al
tr
ain
in
g
f
o
r
t
h
e
v
u
l
n
er
ab
l
e,
in
clu
d
in
g
p
er
s
o
n
s
with
d
is
a
b
ilit
ies,
in
d
ig
en
o
u
s
p
eo
p
les
an
d
c
h
ild
r
en
i
n
v
u
l
n
er
ab
le
s
itu
atio
n
s
)
,
an
d
SDG
4
.
A
(
b
u
ild
in
g
an
d
u
p
g
r
ad
in
g
ed
u
c
atio
n
f
ac
ilit
ies
th
at
ar
e
ch
ild
,
d
is
ab
ilit
y
an
d
g
en
d
er
s
en
s
itiv
e
an
d
p
r
o
v
id
e
s
a
f
e,
n
o
n
-
v
io
le
n
t,
in
clu
s
iv
e
a
n
d
ef
f
ec
tiv
e
lea
r
n
in
g
en
v
ir
o
n
m
en
ts
f
o
r
all)
.
W
h
ile
th
e
p
r
im
ar
y
f
r
am
ewo
r
k
em
p
h
asizes
m
ed
iated
r
elatio
n
s
h
ip
s
th
r
o
u
g
h
en
g
ag
em
e
n
t,
r
esear
ch
s
u
g
g
ests
clas
s
r
o
o
m
en
v
ir
o
n
m
en
ts
m
ay
d
ir
ec
tly
in
f
lu
en
ce
a
ca
d
em
ic
o
u
tco
m
es
[
1
7
]
,
[
1
8
]
.
T
h
e
d
ir
ec
t
p
ath
wa
y
f
r
o
m
class
r
o
o
m
clim
ate
to
E
SL
ac
h
iev
em
en
t
ac
k
n
o
wled
g
e
s
th
at
s
u
p
p
o
r
tiv
e
en
v
ir
o
n
m
e
n
ts
ca
n
im
m
ed
iately
f
ac
ilit
ate
lan
g
u
ag
e
ac
q
u
is
itio
n
th
r
o
u
g
h
r
ed
u
ce
d
an
x
iety
,
en
h
an
ce
d
m
o
tiv
atio
n
,
an
d
r
ich
lin
g
u
is
tic
in
p
u
t
[
1
9
]
,
[
2
0
]
.
T
h
is
m
u
ltip
le
m
ed
i
atio
n
m
o
d
el
r
ec
o
g
n
izes
th
e
co
m
p
lex
ity
o
f
e
d
u
ca
tio
n
al
p
r
o
ce
s
s
es
an
d
alig
n
s
with
ev
id
en
ce
s
u
g
g
esti
n
g
m
u
ltip
le
r
o
u
tes
th
r
o
u
g
h
w
h
ich
en
v
ir
o
n
m
en
tal
f
ac
to
r
s
in
f
lu
en
ce
lear
n
in
g
o
u
tc
o
m
es
[
2
1
]
.
Dr
awin
g
f
r
o
m
th
e
th
e
o
r
etica
l f
r
am
ewo
r
k
a
n
d
em
p
ir
ical
ev
id
e
n
ce
s
,
th
is
s
tu
d
y
test
s
th
e
f
o
llo
win
g
h
y
p
o
th
eses
:
i)
C
las
s
r
o
o
m
clim
ate
d
em
o
n
s
tr
a
tes
a
s
ig
n
if
ican
t
p
o
s
itiv
e
r
elatio
n
s
h
ip
with
s
tu
d
en
t
en
g
ag
e
m
en
t,
s
u
ch
th
at
m
o
r
e
s
u
p
p
o
r
tiv
e
an
d
s
tr
u
ctu
r
ed
lear
n
in
g
e
n
v
ir
o
n
m
en
ts
f
o
s
ter
g
r
ea
ter
s
tu
d
en
t
in
v
estme
n
t
in
lear
n
in
g
ac
tiv
ities
(
H₁
)
.
ii)
Stu
d
en
t
en
g
ag
em
e
n
t
ex
h
ib
its
a
s
ig
n
if
ican
t
p
o
s
itiv
e
ass
o
ciatio
n
with
E
SL
ac
h
iev
em
en
t,
w
h
er
eb
y
s
tu
d
en
ts
d
em
o
n
s
tr
atin
g
h
ig
h
er
en
g
a
g
e
m
en
t le
v
els ac
h
iev
e
s
u
p
er
i
o
r
E
n
g
lis
h
lan
g
u
a
g
e
lear
n
in
g
o
u
tco
m
es
(
H₂
)
.
iii)
C
las
s
r
o
o
m
clim
ate
d
ir
ec
tly
in
f
lu
en
ce
s
E
SL
ac
h
iev
em
en
t,
in
d
ep
en
d
en
t
o
f
its
m
ed
iatio
n
th
r
o
u
g
h
s
tu
d
en
t
en
g
ag
em
e
n
t,
r
ef
lectin
g
th
e
im
m
ed
iate
im
p
ac
t o
f
en
v
ir
o
n
m
en
tal
f
ac
to
r
s
o
n
ac
ad
e
m
ic
p
er
f
o
r
m
an
ce
(
H₃
)
.
iv
)
E
SL
ac
h
iev
em
en
t
d
em
o
n
s
tr
ates
a
s
ig
n
if
ican
t
n
eg
ativ
e
r
elatio
n
s
h
ip
with
ab
s
en
teeism
,
s
u
ch
th
at
s
tu
d
en
ts
with
h
ig
h
er
E
n
g
lis
h
lan
g
u
ag
e
co
m
p
eten
cy
s
h
o
w
r
ed
u
ce
d
ten
d
en
cies to
war
d
s
ch
o
o
l w
ith
d
r
a
wal
(
H₄
)
.
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
.
6
,
Dec
em
b
er
20
25
:
4
4
3
2
-
4
4
4
2
4434
v)
C
las
s
r
o
o
m
clim
ate
e
x
er
ts
s
ig
n
if
ican
t
in
d
ir
ec
t
ef
f
ec
ts
o
n
ab
s
en
teeism
th
r
o
u
g
h
t
h
e
s
eq
u
e
n
tial
p
ath
way
s
o
f
s
tu
d
en
t
en
g
a
g
em
en
t
an
d
E
SL
ac
h
iev
em
e
n
t,
estab
lis
h
in
g
m
ed
iated
r
elatio
n
s
h
ip
s
wh
er
eb
y
en
v
ir
o
n
m
en
tal
f
ac
to
r
s
in
f
lu
en
ce
atten
d
an
ce
t
h
r
o
u
g
h
ac
ad
em
ic
a
n
d
m
o
tiv
atio
n
al
m
ec
h
an
is
m
s
(
H₅
)
.
v
i)
T
h
e
p
r
o
p
o
s
ed
SEM
,
i
n
co
r
p
o
r
atin
g
b
o
th
d
ir
ec
t
an
d
m
e
d
iated
p
ath
way
s
,
will
d
em
o
n
s
tr
ate
ac
ce
p
tab
le
f
it
in
d
ices a
cc
o
r
d
in
g
to
estab
lis
h
ed
SEM
cr
iter
ia
(
H₆
)
.
2.
M
E
T
H
O
D
2
.
1
.
Resea
rc
h
des
ig
n
T
h
is
s
tu
d
y
em
p
lo
y
ed
a
co
r
r
el
atio
n
al,
cr
o
s
s
-
s
ec
tio
n
al
d
esig
n
u
s
in
g
a
s
tr
u
ctu
r
al
m
o
d
elin
g
a
p
p
r
o
ac
h
to
ex
p
lo
r
e
t
h
e
in
ter
r
elatio
n
s
h
ip
s
am
o
n
g
class
r
o
o
m
clim
ate,
s
tu
d
en
t
en
g
ag
em
e
n
t,
E
SL
ac
h
iev
em
en
t,
a
n
d
ab
s
en
teeism
.
A
SEM
was
u
s
e
d
to
test
th
e
h
y
p
o
t
h
esized
m
u
ltip
le
m
ed
iatio
n
m
o
d
el
in
c
o
r
p
o
r
atin
g
b
o
th
d
ir
ec
t
an
d
in
d
ir
ec
t
r
elatio
n
s
h
i
p
s
am
o
n
g
class
r
o
o
m
clim
ate,
s
tu
d
en
t
en
g
ag
em
e
n
t,
E
SL
ac
h
iev
em
en
t,
an
d
ab
s
en
teeism
.
2
.
2
.
P
a
rt
icipa
nts
T
h
e
s
am
p
le
co
m
p
r
is
ed
2
4
0
cl
ass
I
X
s
tu
d
en
ts
(
ag
ed
1
3
–
1
5
)
f
r
o
m
g
o
v
e
r
n
m
e
n
t
-
s
p
o
n
s
o
r
e
d
s
ch
o
o
ls
in
b
o
th
r
u
r
al
(
n
=
1
2
0
)
an
d
s
em
i
-
u
r
b
an
(
n
=1
2
0
)
ar
ea
s
o
f
W
es
t
B
en
g
al,
I
n
d
ia.
Sch
o
o
ls
wer
e
s
elec
ted
th
r
o
u
g
h
s
tr
atif
ied
r
an
d
o
m
s
am
p
lin
g
,
en
s
u
r
in
g
b
alan
ce
d
r
ep
r
esen
ta
tio
n
ac
r
o
s
s
r
u
r
al
an
d
s
em
i
-
u
r
b
an
r
eg
io
n
s
an
d
r
ef
lectin
g
d
i
v
er
s
e
s
o
cio
ec
o
n
o
m
ic
an
d
e
d
u
ca
tio
n
al
b
ac
k
g
r
o
u
n
d
s
.
Sp
ec
if
ically
,
s
ch
o
o
ls
w
er
e
ch
o
s
en
b
ased
o
n
th
eir
g
eo
g
r
ap
h
ical
lo
ca
tio
n
(
r
u
r
al
v
s
.
s
em
i
-
u
r
b
an
)
an
d
w
illi
n
g
n
ess
to
p
ar
ticip
ate,
with
an
em
p
h
asis
o
n
o
b
tain
in
g
a
r
ep
r
esen
tativ
e
cr
o
s
s
-
s
ec
tio
n
o
f
g
o
v
er
n
m
en
t
-
s
p
o
n
s
o
r
ed
s
ch
o
o
ls
in
th
e
r
eg
io
n
.
T
h
is
s
tr
atif
icat
io
n
allo
wed
f
o
r
c
o
m
p
ar
ativ
e
an
aly
s
is
o
f
co
n
tex
tu
al
d
if
f
er
en
ce
s
in
class
r
o
o
m
ex
p
er
ie
n
ce
an
d
en
g
ag
em
en
t.
2
.
3
.
I
ns
t
rum
ent
s
Fo
u
r
in
s
tr
u
m
en
ts
ass
es
s
ed
th
e
k
ey
co
n
s
tr
u
cts.
C
las
s
r
o
o
m
clim
ate
was
m
ea
s
u
r
ed
u
s
in
g
Mu
th
ee
[
1
3
]
36
-
item
s
ca
le
ev
alu
atin
g
em
o
tio
n
al
s
af
ety
,
s
tu
d
en
t
-
teac
h
er
r
elatio
n
s
h
ip
s
,
f
air
n
ess
,
an
d
p
ee
r
in
ter
ac
tio
n
s
o
n
a
5
-
p
o
i
n
t
L
ik
er
t
s
ca
le
(
α
=
0
.
9
1
)
.
Stu
d
en
t
e
n
g
ag
em
en
t
was
ass
es
s
ed
th
r
o
u
g
h
Sh
ar
m
a
a
n
d
C
h
o
wd
h
u
r
y
[
1
4
]
30
-
item
s
ca
le
m
ea
s
u
r
i
n
g
b
eh
av
io
r
al,
em
o
tio
n
al,
an
d
co
g
n
itiv
e
d
im
en
s
io
n
s
u
s
in
g
5
-
p
o
in
t
r
atin
g
s
(
α
=
0
.
8
9
)
.
E
SL
ac
h
iev
em
e
n
t
was
ev
alu
ated
u
s
in
g
a
r
esear
ch
er
-
d
ev
el
o
p
ed
5
0
-
item
m
u
ltip
le
-
ch
o
ice
test
alig
n
ed
with
W
B
B
SE
cu
r
r
icu
lu
m
,
co
v
er
in
g
g
r
am
m
ar
,
c
o
m
p
r
e
h
en
s
io
n
,
v
o
ca
b
u
lar
y
,
a
n
d
u
s
ag
e
.
T
o
e
n
s
u
r
e
its
v
alid
ity
,
th
e
test
u
n
d
er
wen
t
a
r
ig
o
r
o
u
s
v
alid
atio
n
p
r
o
ce
s
s
,
in
clu
d
i
n
g
ex
p
er
t
r
ev
iew
b
y
th
r
ee
e
x
p
er
ien
ce
d
E
n
g
lis
h
lan
g
u
ag
e
e
d
u
ca
to
r
s
an
d
p
ilo
t
test
in
g
with
a
s
im
ilar
s
tu
d
en
t
p
o
p
u
latio
n
to
r
e
f
in
e
item
s
an
d
co
n
f
ir
m
co
n
ten
t
r
elev
an
ce
(
KR
-
2
0
=
0
.
8
5
)
.
Ab
s
en
teeism
d
ata
wer
e
co
llected
th
r
o
u
g
h
s
elf
-
r
e
p
o
r
ted
r
ec
o
r
d
s
v
er
if
ied
ag
ain
s
t
s
ch
o
o
l a
tten
d
an
ce
l
o
g
s
,
r
ef
lect
in
g
f
u
ll
-
d
ay
ab
s
en
ce
s
o
v
er
3
0
s
ch
o
o
l d
ay
s
.
2
.
4
.
P
r
o
ce
du
re
T
h
e
d
ata
wer
e
co
llected
d
u
r
in
g
th
e
s
ch
o
o
l
h
o
u
r
s
o
v
er
a
2
-
w
ee
k
p
er
io
d
.
Qu
esti
o
n
n
air
es
an
d
th
e
E
SL
test
wer
e
ad
m
in
is
ter
ed
i
n
clas
s
r
o
o
m
s
ettin
g
s
u
n
d
er
s
u
p
er
v
is
io
n
.
Fo
r
s
ch
o
o
ls
in
r
u
r
al
a
r
ea
s
,
s
p
ec
ial
atten
tio
n
was g
iv
en
to
en
s
u
r
in
g
clea
r
c
o
m
m
u
n
icatio
n
o
f
in
s
tr
u
ctio
n
s
,
s
o
m
etim
es tr
an
s
lated
in
to
B
en
g
ali.
T
h
e
to
o
ls
wer
e
ex
p
lain
ed
to
all
s
tu
d
en
ts
p
r
io
r
to
ad
m
in
is
tr
atio
n
,
an
d
th
e
y
wer
e
en
co
u
r
a
g
ed
to
p
ar
ticip
at
e
with
o
u
t
p
r
ess
u
r
e.
C
o
n
f
id
en
tiality
an
d
a
n
o
n
y
m
ity
wer
e
ass
u
r
ed
.
2
.
5
.
Da
t
a
a
na
ly
s
is
Data
an
aly
s
is
em
p
lo
y
e
d
SP
SS
(
v
er
s
io
n
2
6
)
a
n
d
AM
OS
(
v
er
s
io
n
2
6
)
th
r
o
u
g
h
a
s
y
s
tem
atic
ap
p
r
o
ac
h
.
Descr
ip
tiv
e
s
tatis
t
ics
ex
am
in
ed
v
ar
ia
b
le
d
is
tr
ib
u
tio
n
s
,
m
ea
n
s
,
s
tan
d
ar
d
d
ev
iatio
n
s
,
an
d
n
o
r
m
ality
ass
u
m
p
tio
n
s
.
Pear
s
o
n
co
r
r
elatio
n
s
ass
es
s
ed
b
iv
a
E
SL
r
iate
r
elatio
n
s
h
ip
s
am
o
n
g
s
tu
d
y
v
ar
i
ab
les.
I
n
d
ep
en
d
en
t
s
am
p
les
t
-
test
s
ex
p
lo
r
ed
r
u
r
al
v
er
s
u
s
s
em
i
-
u
r
b
an
d
if
f
e
r
en
ce
s
ac
r
o
s
s
k
ey
m
ea
s
u
r
es.
SEM
u
s
in
g
AM
OS
te
s
ted
th
e
h
y
p
o
th
esized
p
ath
way
m
o
d
el,
ex
am
i
n
in
g
d
ir
ec
t
a
n
d
i
n
d
ir
ec
t
ef
f
ec
ts
wh
ile
e
v
alu
atin
g
m
o
d
el
f
it
th
r
o
u
g
h
C
h
i
-
s
q
u
ar
e,
co
m
p
ar
ativ
e
f
it
in
d
ex
(
C
FI
)
,
r
o
o
t
m
ea
n
s
q
u
ar
e
er
r
o
r
o
f
a
p
p
r
o
x
im
ati
o
n
(
R
MSE
A
)
,
a
n
d
s
tan
d
ar
d
ized
r
o
o
t
m
ea
n
s
q
u
ar
e
r
esid
u
al
(
SR
MR
)
in
d
ices.
T
o
test
th
e
r
o
b
u
s
tn
ess
o
f
d
ir
ec
t
an
d
in
d
ir
ec
t
ef
f
ec
ts
,
a
b
o
o
ts
tr
ap
p
in
g
p
r
o
ce
d
u
r
e
wi
th
5
,
0
0
0
s
am
p
les
an
d
9
5
%
b
i
as
-
co
r
r
ec
ted
co
n
f
id
en
ce
in
ter
v
als
was
em
p
lo
y
ed
u
s
in
g
AM
OS to
g
en
er
ate
r
o
b
u
s
t p
ar
am
eter
esti
m
ates a
n
d
ass
ess
th
e
s
ig
n
if
ican
ce
o
f
m
ed
iati
o
n
p
ath
way
s
.
2
.
6
.
E
t
hica
l
co
ns
idera
t
io
ns
All
p
r
o
ce
d
u
r
es
ad
h
er
ed
to
eth
ical
r
esear
ch
s
tan
d
ar
d
s
as
r
ec
o
m
m
en
d
e
d
b
y
t
h
e
I
n
d
ian
C
o
u
n
cil
o
f
So
cial
Scien
ce
R
esear
ch
(
I
C
SS
R
)
.
Par
ticip
an
ts
an
d
th
eir
g
u
ar
d
ian
s
wer
e
in
f
o
r
m
e
d
ab
o
u
t
th
e
p
u
r
p
o
s
e
o
f
th
e
s
tu
d
y
,
th
eir
r
ig
h
t
to
with
d
r
aw
at
an
y
s
tag
e,
an
d
th
e
co
n
f
id
e
n
tiality
o
f
r
esp
o
n
s
es.
No
id
en
tify
in
g
p
er
s
o
n
al
d
ata
wer
e
co
llected
.
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
C
la
s
s
r
o
o
m
clima
te
a
n
d
a
b
s
en
teeism:
mo
d
elin
g
E
n
g
lis
h
a
ch
i
ev
eme
n
t m
ed
ia
ted
b
y
…
(
P
a
la
s
h
Ma
ju
md
er
)
4435
3.
RE
SU
L
T
S AN
D
D
I
SCU
SS
I
O
N
3
.
1
.
Descript
iv
e
s
t
a
t
is
t
ics
Descr
ip
tiv
e
an
aly
s
es
wer
e
co
n
d
u
cted
to
u
n
d
er
s
tan
d
th
e
d
is
tr
ib
u
tio
n
o
f
k
ey
s
tu
d
y
v
ar
iab
les
ac
r
o
s
s
th
e
s
am
p
le
o
f
2
4
0
s
ec
o
n
d
ar
y
s
ch
o
o
l
s
tu
d
en
ts
.
T
h
e
m
ea
n
cla
s
s
r
o
o
m
clim
ate
s
co
r
e
was
M=
1
0
8
.
0
2
,
SD=9
.
4
7
,
s
tu
d
en
t
en
g
a
g
em
en
t
a
v
er
ag
e
d
M=
9
2
.
7
8
,
SD=9
.
9
7
,
E
SL
ac
h
i
ev
em
en
t
h
a
d
a
m
ea
n
o
f
M=
2
7
.
4
6
,
SD=7
.
1
1
,
a
n
d
ab
s
en
teeism
r
ec
o
r
d
ed
a
m
ea
n
o
f
M=
5
.
2
8
,
SD=2
.
9
2
.
All v
ar
i
ab
les d
em
o
n
s
tr
ated
ac
ce
p
ta
b
le
v
ar
iab
ilit
y
.
3
.
2
.
G
ro
up
diff
er
ence
s
:
rura
l
v
s
.
s
em
i
-
urba
n
I
n
d
ep
e
n
d
en
t
s
am
p
les
t
-
test
s
wer
e
co
n
d
u
cted
t
o
co
m
p
ar
e
s
tu
d
en
ts
f
r
o
m
r
u
r
al
an
d
s
em
i
-
u
r
b
an
r
eg
io
n
s
.
R
esu
lts
s
h
o
wed
s
ig
n
if
ican
t
d
if
f
er
en
ce
s
ac
r
o
s
s
all
v
ar
iab
les.
T
ab
le
1
s
h
o
ws
th
e
g
r
o
u
p
d
i
f
f
er
en
ce
s
b
etwe
en
r
u
r
al
an
d
s
em
i
-
u
r
b
an
s
tu
d
e
n
ts
on
class
r
o
o
m
cli
m
ate,
s
tu
d
en
t
en
g
ag
em
en
t
,
E
SL
ac
h
iev
em
en
t
,
an
d
ab
s
en
teeism
.
T
h
is
tab
le
p
r
esen
ts
th
e
t
-
test
r
esu
lts
co
m
p
a
r
in
g
k
ey
v
ar
iab
les
ac
r
o
s
s
r
u
r
al
an
d
s
em
i
-
u
r
b
a
n
s
tu
d
en
t
g
r
o
u
p
s
,
h
ig
h
lig
h
tin
g
s
ig
n
if
ican
t
d
is
p
ar
ities
th
at
in
f
o
r
m
th
e
co
n
tex
tu
al
u
n
d
e
r
s
tan
d
in
g
o
f
t
h
e
s
tu
d
y
.
Fig
u
r
e
1
v
is
u
ally
r
ep
r
esen
ts
th
ese
d
is
p
ar
ities
,
h
ig
h
lig
h
tin
g
th
at
s
em
i
-
u
r
b
an
s
tu
d
en
t
g
en
er
all
y
ex
p
er
ien
ce
m
o
r
e
p
o
s
itiv
e
class
r
o
o
m
clim
ates,
b
etter
en
g
ag
em
e
n
t,
an
d
h
ig
h
er
E
SL
ac
h
iev
em
en
t,
wh
ile
r
u
r
al
s
tu
d
en
ts
f
ac
e
g
r
ea
ter
ab
s
en
teeism
.
T
h
is
b
ar
ch
ar
t
v
is
u
ally
r
ep
r
esen
ts
th
e
m
ea
n
s
co
r
es
o
f
class
r
o
o
m
clim
ate,
s
tu
d
en
t
en
g
ag
em
e
n
t,
E
SL
ac
h
iev
em
e
n
t,
an
d
ab
s
en
teeism
f
o
r
r
u
r
al
an
d
s
em
i
-
u
r
b
a
n
s
tu
d
en
t
g
r
o
u
p
s
,
illu
s
tr
atin
g
th
e
s
ig
n
if
ican
t d
is
p
ar
ities
id
en
tifie
d
in
th
e
s
tu
d
y
.
T
ab
le
1
.
Gr
o
u
p
d
if
f
er
e
n
ce
s
b
et
wee
n
r
u
r
al
a
n
d
s
em
i
-
u
r
b
an
s
tu
d
en
ts
V
a
r
i
a
b
l
e
t
p
-
v
a
l
u
e
C
o
h
e
n
’
s
d
D
i
r
e
c
t
i
o
n
C
l
a
s
sr
o
o
m
c
l
i
ma
t
e
-
5
.
8
3
<
0
.
0
0
1
-
0
.
7
5
S
U
>
R
S
t
u
d
e
n
t
e
n
g
a
g
e
me
n
t
-
4
.
1
6
<
0
.
0
0
1
-
0
.
5
4
S
U
>
R
ESL a
c
h
i
e
v
e
m
e
n
t
-
3
.
9
8
<
0
.
0
0
1
-
0
.
5
1
S
U
>
R
A
b
se
n
t
e
e
i
s
m
4
.
8
0
<
0
.
0
0
1
0
.
6
2
R
>
S
U
Fig
u
r
e
1
.
Key
v
ar
iab
les
b
etwe
en
r
u
r
al
a
n
d
s
em
i
-
u
r
b
an
s
tu
d
e
n
ts
3
.
3
.
Co
rr
el
a
t
io
na
l
a
na
l
y
s
is
Pear
s
o
n
co
r
r
elatio
n
s
r
ev
ea
led
s
tr
o
n
g
p
o
s
itiv
e
ass
o
ciatio
n
s
a
m
o
n
g
ed
u
ca
tio
n
al
v
ar
iab
les
an
d
n
eg
ativ
e
r
elatio
n
s
h
ip
s
with
ab
s
en
teei
s
m
.
C
lass
r
o
o
m
clim
ate
co
r
r
elate
d
s
ig
n
if
ican
tly
with
s
t
u
d
en
t
e
n
g
ag
e
m
en
t
(r=
0
.
5
9
8
,
p
<
0
.
0
0
1
)
,
s
tu
d
en
t
e
n
g
ag
em
e
n
t
with
E
SL
ac
h
ie
v
e
m
en
t
(
r
=
0
.
5
9
1
,
p
<
0
.
0
0
1
)
,
an
d
class
r
o
o
m
clim
ate
with
E
SL
ac
h
iev
em
en
t (
r
=
0
.
4
7
6
,
p
<
0
.
0
0
1
)
.
Ab
s
en
teeism
s
h
o
wed
n
eg
ativ
e
c
o
r
r
elatio
n
s
wi
th
E
SL
ac
h
iev
em
en
t
(r=
–
0
.
4
2
4
,
p
<
0
.
0
0
1
)
,
class
r
o
o
m
clim
ate
(
r
=
–
0
.
4
2
8
,
p
<
0
.
0
0
1
)
,
a
n
d
e
n
g
ag
e
m
en
t
(
r
=
–
0
.
4
7
3
,
p
<
0
.
0
0
1
)
.
T
h
ese
p
atter
n
s
s
u
p
p
o
r
ted
th
e
h
y
p
o
th
esized
m
o
d
el
s
tr
u
ctu
r
e.
T
h
ese
co
r
r
elatio
n
s
s
u
p
p
o
r
t
th
e
h
y
p
o
th
esized
m
o
d
el
o
f
class
r
o
o
m
clim
ate
in
f
lu
en
ci
n
g
en
g
a
g
em
en
t,
E
SL
o
u
tc
o
m
e
s
,
an
d
atten
d
a
n
ce
.
Fig
u
r
e
2
d
is
p
lay
s
th
e
Pear
s
o
n
co
r
r
elatio
n
c
o
ef
f
icien
ts
am
o
n
g
class
r
o
o
m
clim
ate,
s
tu
d
en
t
en
g
ag
em
e
n
t,
E
SL
ac
h
iev
em
e
n
t,
an
d
a
b
s
en
teeism
,
p
r
o
v
id
i
n
g
a
clea
r
o
v
er
v
iew
o
f
th
e
s
tr
en
g
th
an
d
d
ir
ec
tio
n
o
f
th
ese
r
elatio
n
s
h
ip
s
th
at
s
u
p
p
o
r
t
th
e
h
y
p
o
th
esized
m
o
d
el
s
tr
u
ctu
r
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
.
6
,
Dec
em
b
er
20
25
:
4
4
3
2
-
4
4
4
2
4436
Fig
u
r
e
2
.
C
o
r
r
elatio
n
h
ea
tm
a
p
o
f
s
tu
d
y
v
ar
iab
les
3
.
4
.
Str
uct
ura
l
equa
t
io
n
m
o
delin
g
A
co
m
p
r
e
h
en
s
iv
e
SEM
was
t
ested
u
s
in
g
AM
OS
2
6
to
ex
a
m
in
e
th
e
co
m
p
lex
r
elatio
n
s
h
i
p
s
am
o
n
g
s
tu
d
y
v
ar
iab
les.
T
h
e
f
i
n
al
m
o
d
el
s
p
ec
if
ied
class
r
o
o
m
clim
ate
as
th
e
ex
o
g
en
o
u
s
v
ar
iab
le
w
ith
d
ir
ec
t
p
ath
way
s
to
th
r
ee
e
n
d
o
g
en
o
u
s
v
ar
iab
l
es:
s
tu
d
en
t
en
g
ag
e
m
en
t
,
E
S
L
ac
h
iev
em
e
n
t
,
an
d
ab
s
en
te
eism
.
T
h
e
m
o
d
el
in
co
r
p
o
r
ated
b
o
th
m
e
d
iated
a
n
d
d
ir
ec
t
ef
f
ec
ts
,
with
s
tu
d
en
t
en
g
ag
em
e
n
t
an
d
E
SL
ac
h
ie
v
em
en
t
s
er
v
in
g
as
m
ed
iatin
g
v
ar
iab
les
in
th
e
r
e
latio
n
s
h
ip
b
etwe
en
class
r
o
o
m
clim
ate
an
d
a
b
s
en
teeism
,
w
h
ile
also
in
clu
d
in
g
d
ir
ec
t
p
ath
way
s
f
r
o
m
b
o
th
m
e
d
iato
r
s
to
th
e
o
u
tco
m
e
v
ar
ia
b
le.
R
o
b
u
s
t
co
n
f
id
en
ce
i
n
ter
v
al
s
f
o
r
all
p
a
r
am
eter
esti
m
ates w
er
e
g
en
er
ated
th
r
o
u
g
h
b
o
o
ts
tr
ap
r
esam
p
li
n
g
with
5
,
0
0
0
s
am
p
les.
3
.
4
.
1
.
M
o
del
f
it
a
s
s
ess
m
ent
T
h
e
SEM
ac
h
iev
ed
ex
ce
p
tio
n
al
f
it
to
th
e
o
b
s
er
v
ed
d
ata,
r
ep
r
esen
tin
g
a
s
atu
r
ated
s
o
lu
tio
n
th
at
ex
ce
llen
tly
r
ep
r
o
d
u
ce
s
th
e
co
v
ar
ian
ce
s
tr
u
ctu
r
e
am
o
n
g
th
e
m
ea
s
u
r
ed
v
ar
iab
les.
W
ith
C
h
i
-
s
q
u
ar
e=
0
.
0
0
0
an
d
ze
r
o
d
e
g
r
ee
s
o
f
f
r
ee
d
o
m
,
th
e
m
o
d
el
u
tili
ze
s
all
av
ailab
le
i
n
f
o
r
m
atio
n
in
th
e
d
ata
with
o
u
t
an
y
d
is
cr
ep
an
c
y
b
etwe
en
th
e
h
y
p
o
th
esized
r
el
atio
n
s
h
ip
s
an
d
o
b
s
er
v
e
d
co
v
a
r
ian
ce
s
.
T
h
is
o
p
tim
al
f
it
v
alid
ates
th
e
th
eo
r
etica
l
f
r
am
ewo
r
k
,
co
n
f
ir
m
in
g
th
at
th
e
m
u
ltip
le
m
ed
iatio
n
m
o
d
el
ac
cu
r
ately
ca
p
tu
r
es v
ar
iab
le
r
ela
tio
n
s
h
ip
s
.
3
.
4
.
2
.
P
a
t
h
co
e
f
f
icient
s
a
nd
ef
f
ec
t
deco
m
po
s
it
io
n
T
h
e
s
tr
u
ctu
r
al
an
aly
s
is
r
e
v
ea
led
s
ig
n
if
ican
t
r
elatio
n
s
h
ip
s
ac
r
o
s
s
all
h
y
p
o
th
esized
p
ath
way
s
,
with
b
o
o
ts
tr
ap
co
n
f
id
en
ce
in
ter
v
al
s
co
n
f
ir
m
in
g
th
e
r
o
b
u
s
tn
ess
o
f
p
ar
am
eter
esti
m
ates.
T
h
e
d
ec
o
m
p
o
s
itio
n
o
f
ef
f
ec
ts
r
ev
ea
led
b
o
th
d
ir
ec
t
an
d
in
d
i
r
ec
t
p
ath
way
s
th
r
o
u
g
h
wh
ich
class
r
o
o
m
clim
ate
in
f
lu
en
ce
s
s
tu
d
en
t
o
u
tco
m
es,
d
em
o
n
s
tr
atin
g
th
e
co
m
p
lex
ity
o
f
ed
u
ca
tio
n
al
p
r
o
ce
s
s
es.
As
d
etailed
in
T
ab
le
2
,
class
r
o
o
m
clim
ate
s
ig
n
if
ican
tly
p
r
ed
icted
s
tu
d
en
t
en
g
ag
em
en
t
(
β=
0
.
5
9
8
,
p
<
0
.
0
0
1
)
an
d
E
SL
ac
h
iev
em
en
t
(
β=
0
.
4
7
6
,
p
<
0
.
0
0
1
)
.
B
o
th
s
tu
d
en
t
en
g
ag
em
en
t
(
β=
-
0
.
2
5
0
,
p
=
0
.
0
0
2
)
an
d
E
SL
ac
h
iev
em
en
t
(
β=
-
0
.
1
8
6
,
p
=
0
.
0
1
5
)
wer
e
n
eg
ativ
ely
ass
o
ciate
d
with
ab
s
en
teeism
,
an
d
a
d
ir
ec
t
ef
f
ec
t
o
f
class
r
o
o
m
clim
ate
on
a
b
s
en
teeism
was
also
o
b
s
er
v
ed
(
β=
-
0
.
1
9
1
,
p
=
0
.
0
0
8
)
.
Fu
r
th
e
r
d
ec
o
m
p
o
s
itio
n
o
f
ef
f
ec
ts
,
p
r
esen
ted
in
T
ab
le
3
,
s
h
o
wed
a
s
ig
n
if
ican
t
to
tal
in
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3
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ate
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d
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n
ce
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tc
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Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t
J
E
v
al
&
R
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d
u
c
I
SS
N:
2252
-
8
8
2
2
C
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m
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P
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Ma
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4437
T
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2
.
Stan
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Fig
u
r
e
3
.
Stan
d
a
r
d
ized
p
ath
d
i
ag
r
am
o
f
th
e
f
in
al
SEM
m
o
d
el
with
b
o
o
ts
tr
ap
esti
m
ate
s
(
N
=
240)
3
.
4
.
3
.
Va
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T
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tr
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d
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ated
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b
s
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ex
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y
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o
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ac
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s
all
en
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g
e
n
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s
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iab
les,
as
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s
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ated
in
Fig
u
r
e
4
.
Stu
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en
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ig
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R
²
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)
,
in
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at
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ated
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.
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e
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e
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tio
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e
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r
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l
m
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d
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n
s
o
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th
e
s
y
s
tem
atic
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tu
d
en
t
b
eh
av
io
r
al
an
d
ac
ad
em
ic
o
u
tco
m
es.
Fig
u
r
e
4
.
E
x
p
lain
ed
v
ar
ian
ce
(
R
²)
b
y
th
e
m
o
d
el
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
.
6
,
Dec
em
b
er
20
25
:
4
4
3
2
-
4
4
4
2
4438
Fig
u
r
e
4
illu
s
tr
ates th
e
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r
o
p
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n
d
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o
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n
t
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em
o
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ates
th
e
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ig
h
est
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p
lain
ed
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ar
ian
ce
at
3
5
.
7
%,
f
o
llo
wed
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y
ab
s
en
teeism
at
2
7
.
8
%,
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d
E
SL
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h
iev
em
en
t
at
2
2
.
6
%.
T
h
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alu
es
in
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icate
s
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s
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tial
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d
el
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lan
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o
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y
p
o
wer
ac
r
o
s
s
all
o
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tc
o
m
e
v
ar
i
ab
les.
3
.
4
.
4
.
M
o
del
inte
rpre
t
a
t
io
n
T
h
e
f
in
al
SEM
p
r
o
v
id
e
d
s
tr
o
n
g
em
p
ir
ical
s
u
p
p
o
r
t
f
o
r
t
h
e
h
y
p
o
th
esized
t
h
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r
etica
l
f
r
am
ewo
r
k
,
d
em
o
n
s
tr
atin
g
th
at
class
r
o
o
m
clim
ate
in
f
lu
en
ce
s
s
tu
d
en
t
ab
s
en
teeism
th
r
o
u
g
h
m
u
ltip
le
p
ath
way
s
.
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h
e
s
ig
n
if
ican
t
d
ir
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t
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f
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ts
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n
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s
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ely
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in
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r
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5
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T
h
is
s
tu
d
y
i
n
v
esti
g
ated
h
o
w
class
r
o
o
m
clim
ate
i
n
f
lu
en
ce
s
s
tu
d
en
t
e
n
g
ag
e
m
en
t
an
d
E
SL
ac
h
iev
em
en
t,
an
d
h
o
w
th
ese
f
ac
to
r
s
r
elate
to
ab
s
en
teeism
a
m
o
n
g
s
ec
o
n
d
ar
y
s
ch
o
o
l
s
tu
d
en
ts
in
W
e
s
t
B
en
g
al.
Gu
id
ed
b
y
SDG
4
,
wh
ich
a
d
v
o
ca
tes
f
o
r
in
clu
s
iv
e,
e
q
u
itab
le
ed
u
ca
tio
n
,
t
h
e
s
tu
d
y
e
x
am
in
ed
n
o
t
o
n
ly
ac
ad
em
i
c
o
u
tco
m
es
b
u
t
also
th
e
e
m
o
tio
n
al
an
d
b
e
h
av
io
r
al
d
im
e
n
s
io
n
s
o
f
s
tu
d
e
n
t
e
x
p
er
ien
ce
th
r
o
u
g
h
a
co
m
p
r
eh
e
n
s
iv
e
SEM
ap
p
r
o
ac
h
th
at
ac
h
iev
e
d
e
x
ce
p
tio
n
al
m
o
d
el
f
it.
3
.
5
.
1
.
H
y
po
t
hes
es
t
esting
T
h
e
SEM
an
aly
s
is
p
r
o
v
id
e
d
s
tr
o
n
g
e
m
p
ir
ical
s
u
p
p
o
r
t
f
o
r
all
h
y
p
o
t
h
esized
r
elatio
n
s
h
ip
s
,
with
b
o
o
ts
tr
ap
v
alid
atio
n
co
n
f
ir
m
in
g
th
e
r
o
b
u
s
tn
ess
o
f
p
ar
a
m
eter
esti
m
ates:
−
H₁
is
s
tr
o
n
g
ly
s
u
p
p
o
r
ted
{β
=
0
.
5
9
8
,
p
<
0
.
0
0
1
,
9
5
%
C
I
(
0
.
5
1
4
,
0
.
6
7
1
)
}.
T
h
is
s
u
b
s
tan
tial
s
tan
d
ar
d
ized
co
ef
f
icien
t
co
n
f
i
r
m
s
th
e
ce
n
tr
al
r
o
le
o
f
class
r
o
o
m
clim
ate
i
n
s
h
ap
in
g
s
tu
d
en
ts
’
p
s
y
ch
o
l
o
g
ical
in
v
estme
n
t
in
lear
n
in
g
,
i
n
d
icatin
g
th
at
cl
ass
r
o
o
m
clim
ate
ac
co
u
n
ts
f
o
r
3
6
%
o
f
t
h
e
v
ar
ian
ce
in
s
tu
d
en
t
en
g
a
g
em
en
t
lev
els.
−
H₂
is
s
u
p
p
o
r
ted
{β
=
0
.
4
7
6
,
p
<
0
.
0
0
1
,
9
5
%
C
I
(
0
.
3
7
8
,
0
.
5
6
5
)
}.
T
h
e
m
o
d
el
d
em
o
n
s
tr
ated
a
r
o
b
u
s
t
ef
f
ec
t
o
f
en
g
ag
em
e
n
t
o
n
E
SL
ac
h
ie
v
e
m
en
t,
h
ig
h
lig
h
tin
g
h
o
w
en
g
a
g
ed
lear
n
er
s
ar
e
m
o
r
e
lik
ely
t
o
p
er
f
o
r
m
b
etter
ac
ad
em
ically
in
s
ec
o
n
d
-
lan
g
u
ag
e
co
n
tex
ts
.
−
H₃
is
s
u
p
p
o
r
ted
{β
=
0
.
4
7
6
,
p
<
0
.
0
0
1
,
9
5
%
C
I
(
0
.
3
7
8
,
0
.
5
6
5
)
}.
T
h
e
s
ig
n
i
f
ican
t
d
ir
ec
t
p
ath
way
co
n
f
i
r
m
s
th
at
s
u
p
p
o
r
tiv
e
class
r
o
o
m
en
v
i
r
o
n
m
en
ts
im
m
ed
iately
f
ac
ilit
ate
lan
g
u
ag
e
ac
q
u
is
itio
n
in
d
ep
en
d
en
t
o
f
g
en
e
r
al
en
g
ag
em
e
n
t
lev
els,
d
em
o
n
s
tr
atin
g
th
e
im
m
ed
iate
im
p
ac
t
o
f
en
v
ir
o
n
m
e
n
tal
f
ac
to
r
s
o
n
ac
ad
em
ic
p
er
f
o
r
m
an
ce
.
−
H₄
is
s
u
p
p
o
r
ted
{β
=
-
0
.
1
8
6
,
p
=
0
.
0
1
5
,
9
5
%
C
I
(
-
0
.
3
2
7
,
-
0
.
0
3
7
)
}.
Stu
d
en
ts
with
h
ig
h
er
ac
h
iev
em
en
t
in
E
SL
wer
e
s
ig
n
if
ican
tly
less
lik
ely
to
b
e
ab
s
en
t,
d
em
o
n
s
tr
atin
g
th
e
b
eh
av
io
r
al
im
p
ac
t
o
f
ac
ad
e
m
ic
s
u
cc
ess
an
d
co
n
f
ir
m
in
g
th
at
co
m
p
eten
cy
s
er
v
es a
s
a
p
r
o
tectiv
e
f
ac
t
o
r
ag
ain
s
t sch
o
o
l w
ith
d
r
awa
l.
−
H₅
is
s
tr
o
n
g
ly
s
u
p
p
o
r
te
d
{β
=
-
0
.
2
3
8
,
p
<
0
.
0
0
1
,
9
5
%
C
I
(
-
0
.
3
1
9
,
-
0
.
1
5
5
)
}.
T
h
e
s
u
b
s
tan
tial
in
d
ir
ec
t
ef
f
ec
ts
in
d
icate
a
ca
s
ca
d
in
g
p
ath
w
ay
f
r
o
m
clim
ate
th
r
o
u
g
h
e
n
g
ag
em
e
n
t
an
d
ac
h
iev
em
e
n
t
to
atten
d
a
n
ce
,
estab
lis
h
in
g
a
co
m
p
r
e
h
en
s
iv
e
m
ed
iatio
n
m
o
d
el.
−
H₆
is
f
u
lly
s
u
p
p
o
r
ted
.
T
h
e
m
o
d
el
ac
h
iev
ed
ex
ce
llen
t
f
it
(
s
atu
r
ated
m
o
d
el
with
χ²
=
0
.
0
0
0
,
d
f
=
0
)
,
v
alid
atin
g
th
e
th
eo
r
etica
l
f
r
am
ewo
r
k
an
d
co
n
f
ir
m
in
g
th
at
th
e
p
r
o
p
o
s
ed
r
elatio
n
s
h
ip
s
ac
cu
r
ately
r
e
p
r
esen
t
th
e
d
ata
s
tr
u
ctu
r
e.
3
.
5
.
2
.
Dis
cus
s
io
n o
f
k
ey
f
ind
ing
s
−
Ob
jectiv
e
1
:
to
ex
am
i
n
e
th
e
r
e
latio
n
s
h
ip
b
etwe
en
class
r
o
o
m
clim
ate
an
d
s
tu
d
en
t e
n
g
ag
em
e
n
t
T
h
e
r
esu
lts
r
ein
f
o
r
ce
ex
is
tin
g
ev
id
en
ce
th
at
p
o
s
itiv
e
class
r
o
o
m
en
v
i
r
o
n
m
e
n
ts
—
ch
ar
ac
ter
ized
b
y
s
u
p
p
o
r
t,
s
tr
u
ct
u
r
e,
a
n
d
f
air
n
e
s
s
—
n
u
r
tu
r
e
s
tu
d
en
t
en
g
ag
em
en
t
[
2
2
]
,
[
2
3
]
.
I
n
d
ee
d
,
f
ac
to
r
s
s
u
ch
as
p
o
s
itiv
e
teac
h
er
-
s
tu
d
en
t
r
elatio
n
s
h
ip
s
an
d
in
clu
s
iv
e
lear
n
in
g
e
n
v
ir
o
n
m
en
ts
ar
e
r
ec
o
g
n
ized
as
s
ig
n
if
ican
t
co
n
tr
i
b
u
to
r
s
to
s
tu
d
en
ts
’
ac
ad
em
ic
an
d
s
o
cio
-
em
o
tio
n
al
d
ev
elo
p
m
e
n
t
[
2
4
]
.
W
h
en
s
tu
d
en
ts
f
ee
l
em
o
tio
n
ally
an
d
p
s
y
ch
o
lo
g
ically
s
af
e,
th
eir
i
n
v
estme
n
t
in
lear
n
in
g
in
cr
ea
s
e
s
,
wh
ich
alig
n
s
with
o
th
er
r
ec
en
t
in
s
ig
h
ts
in
to
em
o
tio
n
al
r
eg
u
latio
n
an
d
r
ap
p
o
r
t
-
b
u
ild
i
n
g
[
2
5
]
,
[
2
6
]
.
T
h
e
s
t
r
o
n
g
e
f
f
ec
t
s
ize
o
b
s
er
v
ed
in
t
h
is
s
tu
d
y
(
β
=
0
.
5
9
8
)
p
r
o
v
id
es c
o
m
p
ellin
g
e
v
id
en
ce
f
o
r
th
e
f
u
n
d
am
en
tal
im
p
o
r
tan
c
e
o
f
class
r
o
o
m
clim
ate
in
e
d
u
c
atio
n
al
s
ettin
g
s
.
−
Ob
jectiv
e
2
:
to
d
eter
m
in
e
th
e
i
m
p
ac
t o
f
class
r
o
o
m
clim
ate
an
d
s
tu
d
en
t e
n
g
ag
em
en
t
o
n
E
SL
ac
h
iev
em
en
t
T
h
e
m
o
d
el
co
n
f
i
r
m
ed
th
at
b
o
th
class
r
o
o
m
clim
ate
an
d
en
g
ag
em
e
n
t
s
ig
n
if
ican
tly
in
f
lu
en
ce
E
SL
ac
h
iev
em
en
t
th
r
o
u
g
h
m
u
ltip
l
e
p
ath
way
s
.
T
h
e
d
ir
ec
t
ef
f
ec
t
o
f
clim
ate
(
β
=
0
.
4
7
6
)
an
d
t
h
e
m
ed
iated
ef
f
ec
t
th
r
o
u
g
h
e
n
g
ag
e
m
en
t
d
em
o
n
s
tr
ate
th
e
d
u
al
in
f
lu
e
n
ce
o
f
t
h
e
class
r
o
o
m
s
ettin
g
—
b
o
t
h
as
an
em
o
tio
n
al
s
p
ac
e
an
d
a
co
g
n
itiv
e
s
ca
f
f
o
l
d
f
o
r
s
ec
o
n
d
lan
g
u
ag
e
d
ev
elo
p
m
en
t [
2
7
]
,
[
2
8
]
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
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t
J
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&
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2252
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8
8
2
2
C
la
s
s
r
o
o
m
clima
te
a
n
d
a
b
s
en
teeism:
mo
d
elin
g
E
n
g
lis
h
a
ch
i
ev
eme
n
t m
ed
ia
ted
b
y
…
(
P
a
la
s
h
Ma
ju
md
er
)
4439
−
Ob
jectiv
e
3
:
to
ex
p
lo
r
e
th
e
lin
k
b
etwe
en
E
SL
ac
h
ie
v
em
en
t a
n
d
ab
s
en
teeism
Hig
h
er
E
SL
ac
h
iev
em
en
t
was
ass
o
ciate
d
with
lo
wer
a
b
s
en
t
ee
is
m
(
β
=
-
0
.
1
8
6
)
,
h
ig
h
lig
h
tin
g
ac
ad
em
ic
s
u
cc
ess
a
s
a
b
u
f
f
er
ag
ain
s
t
s
c
h
o
o
l
d
is
en
g
ag
em
e
n
t.
T
h
ese
f
in
d
in
g
s
s
u
p
p
o
r
t
th
e
r
o
le
o
f
m
ea
n
in
g
f
u
l
f
ee
d
b
ac
k
an
d
s
tr
u
ctu
r
e
d
in
s
tr
u
ctio
n
in
r
ed
u
cin
g
d
r
o
p
o
u
t
b
e
h
av
io
r
[
2
9
]
,
[
3
0
]
.
T
h
e
s
ig
n
if
ican
t
r
elatio
n
s
h
ip
d
em
o
n
s
tr
ates
th
at
co
m
p
eten
cy
in
E
n
g
lis
h
lan
g
u
ag
e
lear
n
in
g
s
er
v
es
as
a
p
r
o
tectiv
e
f
ac
to
r
th
at
en
co
u
r
ag
es
co
n
tin
u
ed
s
ch
o
o
l
p
ar
ticip
atio
n
.
−
Ob
jectiv
e
4
:
to
test
a
s
tr
u
ctu
r
a
l
m
o
d
el
co
n
n
ec
tin
g
class
r
o
o
m
clim
ate,
en
g
ag
em
e
n
t,
E
SL
ac
h
iev
em
en
t,
an
d
ab
s
en
teeism
T
h
e
f
in
al
SEM
r
ev
ea
led
s
ig
n
if
ican
t
p
ath
way
s
ac
r
o
s
s
all
h
y
p
o
th
esized
r
elatio
n
s
h
ip
s
,
ac
h
iev
in
g
ex
ce
llen
t
m
o
d
el
f
it
th
at
v
alid
a
tes
th
e
th
eo
r
etica
l
f
r
am
ew
o
r
k
.
T
h
e
m
o
d
el
d
em
o
n
s
tr
ated
s
u
b
s
tan
tial
ex
p
lan
ato
r
y
p
o
wer
with
3
5
.
7
% v
ar
ian
ce
e
x
p
lain
ed
in
en
g
ag
e
m
en
t,
2
2
.
6
% in
E
SL
ac
h
iev
em
en
t,
an
d
2
7
.
8
% in
ab
s
en
teeism
.
T
h
e
ac
h
iev
e
m
en
t
o
f
s
atu
r
ate
d
m
o
d
el
f
it,
c
o
m
b
in
e
d
with
s
ig
n
if
ican
t
b
o
o
ts
tr
ap
-
v
alid
ate
d
ef
f
ec
ts
,
p
r
o
v
i
d
es
r
o
b
u
s
t e
v
id
e
n
ce
f
o
r
th
e
p
r
o
p
o
s
ed
th
eo
r
etica
l r
elatio
n
s
h
i
p
s
[
3
1
]
.
3
.
5
.
3
.
I
m
pli
ca
t
io
ns
f
o
r
s
us
t
a
ina
ble le
a
rning
a
nd
SDG
4
T
h
is
s
tu
d
y
p
r
o
v
i
d
es
s
tr
o
n
g
em
p
ir
ical
s
u
p
p
o
r
t
f
o
r
SDG
4
.
1
(
e
n
s
u
r
in
g
eq
u
itab
le
q
u
ality
ed
u
c
atio
n
)
an
d
SDG
4
.
7
(
p
r
o
m
o
tin
g
lear
n
er
well
-
b
ein
g
an
d
s
u
s
tain
ab
ilit
y
co
m
p
eten
cies)
.
B
y
d
e
m
o
n
s
tr
a
tin
g
h
o
w
class
r
o
o
m
clim
ate
an
d
en
g
a
g
em
en
t
co
n
tr
ib
u
te
to
E
SL
o
u
tc
o
m
es
an
d
r
ed
u
ce
ab
s
en
teeism
th
r
o
u
g
h
m
u
ltip
le
v
alid
ated
p
ath
way
s
,
th
e
s
tu
d
y
p
r
o
v
id
e
s
ac
tio
n
ab
le
s
tr
ateg
ies
f
o
r
e
d
u
ca
tio
n
al
s
u
s
tain
ab
ilit
y
i
n
r
eso
u
r
ce
-
co
n
s
tr
ain
e
d
s
ettin
g
s
[
3
2
]
.
T
h
e
ex
ce
llen
t
m
o
d
el
f
it
a
n
d
s
u
b
s
tan
tial
ef
f
ec
t
s
izes
o
f
f
er
co
n
f
id
en
c
e
in
th
e
p
r
ac
tical
ap
p
licab
ilit
y
o
f
t
h
ese
f
in
d
in
g
s
f
o
r
p
o
licy
d
e
v
elo
p
m
e
n
t.
3
.
5
.
4
.
Rura
l v
s
.
s
em
i
-
urba
n diff
er
ence
s
Stu
d
en
ts
f
r
o
m
s
em
i
-
u
r
b
an
s
ch
o
o
ls
r
e
p
o
r
ted
s
ig
n
if
ican
tly
m
o
r
e
p
o
s
itiv
e
class
r
o
o
m
clim
ates,
h
ig
h
er
en
g
ag
em
e
n
t,
b
etter
E
SL
ac
h
iev
em
en
t,
an
d
lo
wer
ab
s
en
teei
s
m
.
T
h
ese
d
is
p
ar
ities
r
ef
lect
i
n
f
r
astru
ctu
r
e
g
a
p
s
,
teac
h
er
-
s
tu
d
en
t
r
atio
d
if
f
er
e
n
c
es,
an
d
v
ar
y
i
n
g
lev
els
o
f
d
i
g
ital
ac
ce
s
s
—
co
m
m
o
n
ac
r
o
s
s
d
ev
elo
p
in
g
c
o
u
n
tr
ies
[
3
3
]
,
[
3
4
]
.
T
h
e
co
n
s
is
ten
t
p
a
tter
n
o
f
d
if
f
e
r
en
ce
s
ac
r
o
s
s
all
v
ar
iab
les
s
u
g
g
ests
th
at
co
n
tex
tu
al
f
ac
to
r
s
p
lay
a
cr
u
cial
r
o
le
i
n
ed
u
ca
tio
n
al
o
u
tco
m
es a
n
d
r
eq
u
ir
e
ta
r
g
eted
i
n
ter
v
en
tio
n
s
.
3
.
5
.
5
.
T
heo
re
t
ica
l a
nd
pra
ct
ica
l im
pli
ca
t
io
ns
T
h
is
s
tu
d
y
o
f
f
er
s
b
o
t
h
th
eo
r
eti
ca
l
an
d
p
r
ac
tical
im
p
licatio
n
s
b
y
v
alid
atin
g
a
c
o
m
p
r
e
h
en
s
iv
e
m
u
ltip
le
m
ed
iatio
n
m
o
d
el
in
wh
ich
en
v
ir
o
n
m
e
n
tal
an
d
p
s
y
ch
o
l
o
g
ic
al
v
ar
iab
les
jo
in
tly
in
f
lu
en
ce
s
tu
d
en
ts
’
ac
ad
em
ic
an
d
b
eh
a
v
io
r
al
o
u
tc
o
m
es.
T
h
e
ac
h
iev
em
en
t
o
f
e
x
ce
llen
t
m
o
d
el
f
it
p
r
o
v
id
es
s
tr
o
n
g
th
eo
r
etica
l
v
alid
atio
n
,
wh
ile
th
e
s
u
b
s
tan
tial
ef
f
ec
t
s
i
ze
s
d
em
o
n
s
tr
ate
p
r
ac
tical
s
ig
n
if
ican
ce
.
T
h
e
f
in
d
in
g
s
u
n
d
er
s
co
r
e
th
e
n
ee
d
f
o
r
teac
h
er
tr
ain
in
g
in
e
m
o
tio
n
al
r
eg
u
latio
n
an
d
cu
ltu
r
ally
r
esp
o
n
s
iv
e
p
ed
a
g
o
g
y
,
ad
v
o
ca
te
f
o
r
lear
n
er
-
ce
n
tr
ic,
en
g
ag
em
e
n
t
-
f
o
c
u
s
ed
E
SL
in
s
tr
u
ctio
n
,
an
d
r
ec
o
m
m
en
d
m
o
n
ito
r
in
g
ab
s
en
teeism
as
an
in
d
ir
ec
t
in
d
icato
r
o
f
d
is
en
g
ag
em
en
t a
n
d
em
o
tio
n
al
d
is
tr
ess
[
3
5
]
,
[
3
6
]
.
3
.
6
.
L
im
it
a
t
io
ns
a
nd
f
uture
direct
io
ns
W
h
ile
th
is
s
tu
d
y
p
r
o
v
id
es v
alu
ab
le
in
s
ig
h
ts
in
to
th
e
r
elatio
n
s
h
ip
s
b
etwe
en
class
r
o
o
m
clim
ate,
s
tu
d
en
t
en
g
ag
em
e
n
t,
E
SL
ac
h
iev
em
e
n
t,
an
d
ab
s
en
teeism
,
it
is
im
p
o
r
tan
t
to
ac
k
n
o
wled
g
e
ce
r
tain
lim
itatio
n
s
.
Fir
s
tly
,
th
e
cr
o
s
s
-
s
ec
tio
n
al
d
esig
n
lim
its
th
e
ab
ilit
y
to
in
f
er
ca
u
s
ality
,
an
d
lo
n
g
itu
d
in
al
s
tu
d
ies
wo
u
ld
b
e
b
en
ef
icial
to
tr
ac
k
ch
a
n
g
es
o
v
er
tim
e.
Seco
n
d
ly
,
wh
ile
th
e
s
tu
d
y
co
n
tr
o
lled
f
o
r
r
u
r
al
an
d
s
em
i
-
u
r
b
an
s
ettin
g
s
,
it
d
id
n
o
t
in
co
r
p
o
r
ate
o
th
er
p
o
ten
tial
co
n
f
o
u
n
d
in
g
v
ar
iab
les
s
u
ch
as
s
o
cio
ec
o
n
o
m
ic
s
tatu
s
,
p
ar
en
tal
ed
u
ca
tio
n
,
o
r
s
ch
o
o
l
in
f
r
astru
ctu
r
e.
T
h
ese
f
ac
to
r
s
co
u
ld
in
f
lu
e
n
ce
th
e
o
b
s
er
v
e
d
r
elatio
n
s
h
ip
s
an
d
r
ep
r
esen
t
an
im
p
o
r
tan
t
ar
ea
f
o
r
f
u
tu
r
e
r
esear
ch
.
Fu
tu
r
e
s
tu
d
ies
co
u
ld
also
ex
p
lo
r
e
th
e
d
is
tin
c
tio
n
s
b
etwe
en
ex
cu
s
ed
an
d
u
n
ex
cu
s
ed
ab
s
en
ce
s
,
an
d
ch
r
o
n
ic
v
er
s
u
s
s
p
o
r
ad
ic
ab
s
en
teeism
,
to
p
r
o
v
id
e
a
m
o
r
e
n
u
a
n
ce
d
u
n
d
er
s
t
an
d
in
g
o
f
s
tu
d
en
t
d
is
en
g
ag
em
en
t.
Ad
d
itio
n
ally
,
r
ep
licatin
g
th
is
s
tu
d
y
in
d
i
v
er
s
e
g
eo
g
r
ap
h
ical
an
d
cu
ltu
r
al
co
n
te
x
ts
wo
u
ld
en
h
an
ce
th
e
g
en
er
aliza
b
ilit
y
o
f
th
e
f
in
d
in
g
s
.
3
.
7
.
P
r
a
ct
ica
l
a
nd
po
licy
imp
lica
t
io
ns
T
h
e
f
in
d
i
n
g
s
o
f
th
is
s
tu
d
y
o
f
f
er
s
ev
er
al
p
r
ac
tical
a
n
d
p
o
licy
im
p
licatio
n
s
,
p
ar
ticu
lar
l
y
in
t
h
e
co
n
tex
t
o
f
W
est
B
en
g
al.
I
t
u
n
d
er
s
co
r
es
th
e
n
ee
d
f
o
r
tar
g
eted
in
t
er
v
en
tio
n
s
th
at
f
o
s
ter
s
u
p
p
o
r
tiv
e
an
d
en
g
ag
in
g
lear
n
in
g
en
v
ir
o
n
m
e
n
ts
.
Fo
r
p
o
licy
m
ak
er
s
,
th
is
s
u
g
g
ests
an
e
m
p
h
asis
o
n
teac
h
er
tr
ain
in
g
p
r
o
g
r
am
s
th
at
eq
u
ip
ed
u
ca
to
r
s
with
s
tr
ateg
ies
f
o
r
cr
ea
tin
g
p
o
s
itiv
e
class
r
o
o
m
clim
ates,
s
u
ch
as
p
r
o
m
o
tin
g
clea
r
ex
p
ec
tatio
n
s
,
em
p
ath
etic
teac
h
er
-
s
tu
d
en
t
r
elatio
n
s
h
ip
s
,
an
d
p
s
y
ch
o
lo
g
i
ca
l
s
af
ety
.
Fu
r
t
h
er
m
o
r
e,
i
n
itiativ
es
aim
ed
at
en
h
an
cin
g
s
tu
d
en
t
en
g
a
g
em
e
n
t
—
th
r
o
u
g
h
ac
tiv
e
lear
n
in
g
s
tr
ateg
ies,
p
er
s
o
n
alize
d
in
s
tr
u
c
tio
n
,
an
d
f
o
s
ter
in
g
a
s
en
s
e
o
f
b
elo
n
g
in
g
—
ar
e
c
r
u
cial
f
o
r
im
p
r
o
v
in
g
E
SL
ac
h
iev
em
en
t a
n
d
r
ed
u
cin
g
s
ch
o
o
l w
ith
d
r
awa
l.
Ad
d
r
ess
in
g
th
e
o
b
s
er
v
ed
r
u
r
al
-
u
r
b
an
d
is
p
ar
ities
r
eq
u
ir
es
s
p
ec
if
ic,
eq
u
ity
-
f
o
cu
s
ed
r
ec
o
m
m
en
d
atio
n
s
.
I
n
r
u
r
al
co
n
tex
ts
,
wh
er
e
s
tu
d
e
n
ts
ex
p
er
ien
ce
less
p
o
s
itiv
e
cl
ass
r
o
o
m
clim
ates,
lo
wer
en
g
ag
em
en
t,
an
d
h
ig
h
er
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
.
6
,
Dec
em
b
er
20
25
:
4
4
3
2
-
4
4
4
2
4440
ab
s
en
teeism
,
in
ter
v
en
tio
n
s
s
h
o
u
ld
b
e
tailo
r
ed
to
ad
d
r
ess
u
n
iq
u
e
ch
allen
g
es.
T
h
is
co
u
ld
in
clu
d
e:
i
)
r
eso
u
r
ce
allo
ca
tio
n
:
d
ir
ec
tin
g
m
o
r
e
r
e
s
o
u
r
ce
s
to
r
u
r
al
s
ch
o
o
ls
to
i
m
p
r
o
v
e
in
f
r
astru
ctu
r
e,
p
r
o
v
id
e
ac
ce
s
s
to
d
ig
ital
lear
n
in
g
to
o
ls
,
an
d
en
s
u
r
e
ad
eq
u
ate
teac
h
in
g
m
ater
ials
;
ii
)
teac
h
er
p
r
o
f
ess
io
n
al
d
ev
elo
p
m
en
t:
im
p
lem
en
tin
g
s
p
ec
ialized
tr
ain
in
g
f
o
r
r
u
r
al
ed
u
ca
to
r
s
o
n
c
u
ltu
r
ally
r
esp
o
n
s
iv
e
p
ed
ag
o
g
y
,
s
tr
ateg
ies
f
o
r
en
g
ag
in
g
d
iv
er
s
e
lear
n
er
s
,
an
d
tech
n
iq
u
es
f
o
r
m
an
ag
in
g
lar
g
e
r
class
s
izes
with
lim
ited
r
eso
u
r
ce
s
;
iii
)
co
m
m
u
n
ity
e
n
g
ag
e
m
en
t:
f
o
s
ter
in
g
s
tr
o
n
g
e
r
p
ar
tn
er
s
h
i
p
s
b
etwe
en
r
u
r
al
s
ch
o
o
ls
,
p
ar
e
n
ts
,
an
d
lo
ca
l
co
m
m
u
n
ities
to
cr
ea
te
a
s
u
p
p
o
r
tiv
e
ec
o
s
y
s
tem
f
o
r
lear
n
in
g
an
d
ad
d
r
ess
s
o
cio
-
ec
o
n
o
m
ic
b
ar
r
ie
r
s
to
atten
d
an
ce
;
an
d
iv
)
cu
r
r
icu
lu
m
ad
ap
tatio
n
:
d
ev
elo
p
in
g
E
SL
cu
r
r
icu
la
th
a
t
ar
e
m
o
r
e
r
elev
an
t
an
d
r
elat
ab
le
to
th
e
liv
ed
ex
p
er
ie
n
ce
s
o
f
r
u
r
al
s
tu
d
en
ts
,
in
co
r
p
o
r
atin
g
lo
ca
l
c
o
n
tex
ts
a
n
d
e
x
am
p
les
to
en
h
an
ce
en
g
a
g
em
en
t
a
n
d
m
o
tiv
atio
n
.
B
y
i
m
p
lem
en
tin
g
th
ese
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t
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4.
CO
NCLU
SI
O
N
T
h
is
s
tu
d
y
p
r
o
v
id
es
co
m
p
ellin
g
em
p
ir
ical
ev
id
e
n
ce
th
at
class
r
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o
m
clim
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s
er
v
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as
a
f
o
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n
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atio
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r
s
tu
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n
t,
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SL
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ab
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d
ar
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s
ch
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l
s
tu
d
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ts
in
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t
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g
al.
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h
e
SEM
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n
aly
s
is
ac
h
iev
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ce
llen
t
m
o
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co
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f
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m
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ix
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p
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th
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s
th
r
o
u
g
h
b
o
o
ts
tr
ap
v
alid
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n
,
with
class
r
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o
m
cli
m
ate
ac
co
u
n
tin
g
f
o
r
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%
o
f
v
ar
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ce
in
s
tu
d
en
t
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n
g
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e
m
e
n
t
an
d
s
u
b
s
tan
tial
in
d
ir
ec
t
ef
f
ec
ts
o
n
ab
s
en
teei
s
m
(
β
=
-
0
.
2
3
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.
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h
e
m
u
ltip
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m
ed
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n
th
e
o
r
etica
l
f
r
am
ewo
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eled
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th
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an
d
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t
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ip
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em
o
n
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atin
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th
at
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t
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s
ig
n
if
ican
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ef
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ec
ts
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en
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g
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t
(
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8
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ch
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n
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wh
il
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f
lu
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cin
g
o
u
tco
m
es
th
r
o
u
g
h
m
ed
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n
al
p
ath
way
s
.
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h
e
ac
h
iev
e
m
en
t
o
f
s
atu
r
ate
d
m
o
d
el
f
it
v
alid
ates
th
is
co
m
p
r
eh
e
n
s
iv
e
ap
p
r
o
ac
h
an
d
p
r
o
v
id
es
co
n
f
id
en
ce
i
n
p
r
ac
tical
ap
p
licatio
n
s
.
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h
is
r
esear
ch
co
n
tr
ib
u
tes
s
ig
n
if
ican
tly
to
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y
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r
o
v
id
in
g
b
o
o
ts
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ap
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v
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v
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f
o
r
f
o
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ter
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g
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s
u
p
p
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m
s
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ly
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r
ce
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wh
er
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ig
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if
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t
r
u
r
al
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r
b
a
n
d
is
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ar
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ties
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e
o
b
s
er
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h
e
f
in
d
i
n
g
s
o
f
f
er
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o
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u
s
t,
e
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ased
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s
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ak
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r
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v
e
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o
th
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h
iev
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en
t
an
d
atten
d
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n
ce
t
h
r
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g
h
class
r
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m
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e
n
h
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ce
m
en
t.
T
h
e
ex
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n
t
m
o
d
el
f
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s
u
b
s
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tial
ef
f
ec
t
s
izes,
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d
co
m
p
r
eh
en
s
iv
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b
o
o
ts
tr
ap
v
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p
r
o
v
id
e
s
tr
o
n
g
em
p
ir
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s
u
p
p
o
r
t
f
o
r
s
tr
en
g
th
en
in
g
class
r
o
o
m
en
v
ir
o
n
m
en
tal
d
im
en
s
io
n
s
as
a
p
ath
way
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m
o
r
e
r
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t,
eq
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d
s
u
s
tain
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a
l
o
u
tco
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es
in
m
u
ltil
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g
u
al
lear
n
in
g
en
v
ir
o
n
m
en
ts
.
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h
is
m
u
ltip
le
m
ed
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n
m
o
d
el
o
f
f
e
r
s
a
r
o
b
u
s
t
th
eo
r
etica
l
f
o
u
n
d
atio
n
f
o
r
f
u
tu
r
e
in
te
r
v
en
t
io
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s
an
d
p
o
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in
itiativ
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ACK
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DG
M
E
N
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h
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au
th
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s
g
r
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k
n
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wled
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e
th
e
s
u
p
p
o
r
t
o
f
L
o
v
ely
Pro
f
ess
io
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al
Un
iv
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s
ity
,
th
e
co
o
p
er
atio
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o
f
th
e
p
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g
s
ch
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l a
u
t
h
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r
ities
,
an
d
th
e
v
alu
ab
le
p
ar
ti
cip
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o
f
t
h
e
s
tu
d
en
ts
in
v
o
lv
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in
th
is
s
tu
d
y
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F
UNDING
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NF
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M
A
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Au
th
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s
s
tate
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Aut
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4441
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RE
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NC
E
S
[
1
]
A
n
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l
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u
s
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d
u
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a
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p
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(
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,
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.
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.
[
2
]
A
.
J.
M
a
r
t
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a
n
d
H
.
W
.
M
a
r
s
h
,
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c
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m
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p
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s:
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c
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v
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S
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s
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3
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.
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[
5
]
X
.
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,
Y
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.
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n
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ro
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[
6
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Y
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,
“
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ro
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0
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[
7
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.
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o
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[
8
]
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.
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.
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me
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[
9
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.
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[
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0
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.
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J.
H
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,
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g
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d
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s:
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4
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1
1
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.
W
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g
,
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me
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o
n
t
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e
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n
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v
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l
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3
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[
1
2
]
H
.
S
h
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a
n
d
R
.
Li
u
,
“
T
h
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m
p
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c
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f
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s
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p
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r
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v
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m
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g
a
g
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me
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t
:
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e
med
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v
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me
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m
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n
s
,
”
i
n
Fr
o
n
t
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e
rs i
n
E
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7
.
[
1
3
]
J.
M
.
M
u
t
h
e
e
,
“
P
r
e
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c
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m
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c
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m
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s:
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P
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h
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e
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.
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8
.
[
1
4
]
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.
S
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a
r
ma
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n
d
M
.
C
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o
w
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y
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En
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l
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:
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,
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0
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0
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[
1
5
]
N
.
S
mi
t
,
M
.
v
a
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D
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,
K
.
d
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B
o
t
,
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d
W
.
Lo
w
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e
,
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T
h
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mi
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v
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c
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:
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serv
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R
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[
1
6
]
R
.
P
e
k
r
u
n
,
“
A
c
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d
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m
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c
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m
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t
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a
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d
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Y
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,
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6
,
p
p
.
1
2
0
–
1
4
4
.
[
1
7
]
J.
A
.
D
u
r
l
a
k
,
R
.
P
.
W
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ssb
e
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g
,
A
.
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i
,
R
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.
Ta
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.
S
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En
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t
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S
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Em
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Le
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.
x
.
[
1
8
]
J.
C
o
h
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n
,
E.
M
.
M
c
c
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,
N
.
M
.
M
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d
T.
P
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c
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,
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