I
nte
rna
t
io
na
l J
o
urna
l o
f
E
v
a
lua
t
io
n a
nd
Resea
rc
h in E
du
ca
t
io
n (
I
J
E
RE
)
Vo
l.
15
,
No
.
1
,
Feb
r
u
ar
y
20
26
,
p
p
.
53
~
65
I
SS
N:
2
2
5
2
-
8
8
2
2
,
DOI
: 1
0
.
1
1
5
9
1
/
ijer
e
.
v
15
i
1
.
3
5
6
4
2
53
J
o
ur
na
l ho
m
ep
a
g
e
:
h
ttp
:
//ij
ere.
ia
esco
r
e.
co
m
Cla
ss
ro
o
m
lea
rning
enviro
nment a
s a
det
ermi
na
nt
o
f
psy
cho
lo
g
ica
l well
-
being
in
ado
lescents
Yice
n M
e
ng
,
Nik
Ro
s
ila
Nik
Ya
a
co
b,
Ya
s
m
in O
t
hm
a
n M
y
din
S
c
h
o
o
l
o
f
E
d
u
c
a
t
i
o
n
a
l
S
t
u
d
i
e
s,
U
n
i
v
e
r
si
t
i
S
a
i
n
s
M
a
l
a
y
s
i
a
,
G
e
o
r
g
e
T
o
w
n
,
M
a
l
a
y
si
a
Art
icle
I
nfo
AB
S
T
RAC
T
A
r
ticle
his
to
r
y:
R
ec
eiv
ed
Ap
r
29
,
2
0
2
5
R
ev
is
ed
Oct
1
,
2025
Acc
ep
ted
Dec
9
,
2
0
2
5
P
sy
c
h
o
l
o
g
ica
l
we
ll
-
b
e
in
g
(
P
WB
)
is
c
rit
ica
l
in
a
d
o
les
c
e
n
t
d
e
v
e
l
o
p
m
e
n
t
a
s
we
ll
a
s
a
c
a
d
e
m
ic
su
c
c
e
ss
.
In
term
s
o
f
se
lf
-
d
e
term
in
a
ti
o
n
t
h
e
o
ry
,
sa
ti
sfa
c
ti
o
n
o
f
a
u
t
o
n
o
m
y
,
c
o
m
p
e
ten
c
e
,
a
n
d
re
late
d
n
e
ss
p
sy
c
h
o
l
o
g
ica
l
n
e
e
d
s
lea
d
s
to
P
WB.
In
sc
h
o
o
li
n
g
c
o
n
tex
ts,
th
e
s
e
p
sy
c
h
o
l
o
g
ica
l
n
e
e
d
s
c
a
n
b
e
sa
ti
sfie
d
in
a
su
p
p
o
rti
v
e
c
las
sro
o
m
lea
rn
i
n
g
e
n
v
iro
n
m
e
n
t
(CL
E),
w
h
ich
i
n
tu
rn
wil
l
p
ro
m
o
te
a
d
o
les
c
e
n
ts’
o
v
e
ra
ll
we
l
l
-
b
e
in
g
.
Th
e
stu
d
y
e
x
a
m
in
e
s
th
e
p
re
d
ictiv
e
imp
a
c
t
o
f
CLE
o
n
C
h
in
e
se
a
d
o
les
c
e
n
t
P
WB
a
s
we
ll
a
s
wh
ic
h
sp
e
c
ifi
c
d
ime
n
sio
n
s
o
f
CLE
a
re
e
ffe
c
ti
v
e
p
re
d
i
c
to
rs
t
o
P
WB.
A
sa
m
p
le
c
o
n
sistin
g
o
f
9
1
8
1
4
-
to
1
9
-
y
e
a
r
-
o
ld
a
d
o
les
c
e
n
ts
p
a
rti
c
ip
a
ted
.
W
h
a
t
Is
Ha
p
p
e
n
i
n
g
In
th
i
s
Clas
s
(
WI
HIC
)
q
u
e
stio
n
n
a
ire
a
n
d
th
e
Brief
Ch
i
n
e
se
Ve
rsio
n
o
f
th
e
p
sy
c
h
o
lo
g
ica
l
we
ll
-
b
e
in
g
sc
a
le
(
P
WBS
)
we
re
a
p
p
li
e
d
fo
r
d
a
ta
c
o
ll
e
c
ti
o
n
.
P
e
a
rso
n
c
o
rre
latio
n
sh
o
we
d
a
p
o
siti
v
e
c
o
rre
lati
o
n
b
e
twe
e
n
CL
E’s
se
v
e
n
d
ime
n
sio
n
s
a
n
d
P
WB.
M
e
a
n
w
h
il
e
,
stru
c
tu
ra
l
e
q
u
a
ti
o
n
m
o
d
e
ll
in
g
(S
EM
)
a
n
a
ly
sis
i
d
e
n
ti
fie
d
st
u
d
e
n
t
c
o
h
e
si
v
e
n
e
ss
,
tea
c
h
e
r
s
u
p
p
o
rt,
i
n
v
o
lv
e
m
e
n
t,
a
n
d
tas
k
o
rien
tatio
n
,
d
ime
n
sio
n
s
o
f
CLE
,
sig
n
ifi
c
a
n
t
ly
p
re
d
ict
P
WB.
Th
e
re
su
l
t
in
d
ica
ted
CLE
p
lay
s
a
c
ru
c
ial
ro
le
in
p
re
d
ictin
g
P
WB.
T
h
e
fin
d
in
g
s
in
fo
r
m
re
c
o
m
m
e
n
d
a
ti
o
n
s
fo
r
imp
ro
v
in
g
a
d
o
les
c
e
n
ts’
P
WB
a
n
d
d
isc
u
ss
e
s
fu
rth
e
r
imp
li
c
a
ti
o
n
s.
K
ey
w
o
r
d
s
:
C
h
in
ese
ad
o
lescen
ts
C
las
s
r
o
o
m
clim
ate
Hig
h
s
ch
o
o
l stu
d
en
ts
L
ea
r
n
in
g
e
n
v
ir
o
n
m
en
t
Ps
y
ch
o
lo
g
ical
well
-
b
ein
g
Stru
ctu
r
al
eq
u
atio
n
m
o
d
elin
g
T
h
is i
s
a
n
o
p
e
n
a
c
c
e
ss
a
rticle
u
n
d
e
r th
e
CC B
Y
-
SA
li
c
e
n
se
.
C
o
r
r
e
s
p
o
nd
ing
A
uth
o
r
:
Nik
R
o
s
ila
Nik
Yaa
co
b
Sch
o
o
l o
f
E
d
u
ca
tio
n
al
Stu
d
ies,
Un
iv
er
s
iti Sain
s
Ma
lay
s
ia
Geo
r
g
e
T
o
wn
,
Pen
an
g
-
1
1
8
0
0
,
Ma
lay
s
ia
E
m
ail: n
ik
r
u
s
ila@
u
s
m
.
m
y
1.
I
NT
RO
D
UCT
I
O
N
Ad
o
lescen
ts
in
th
e
i
n
itial
tr
a
n
s
itio
n
to
h
ig
h
s
ch
o
o
l
f
ac
e
c
o
m
p
lex
ch
allen
g
es
d
u
e
t
o
th
e
in
cr
ea
s
in
g
ac
ad
em
ic
task
s
,
wh
ich
p
r
o
f
o
u
n
d
ly
in
f
l
u
en
cin
g
th
eir
p
s
y
ch
o
l
o
g
ical
well
-
b
ein
g
(
PW
B
)
[
1
]
.
C
las
s
r
o
o
m
lear
n
in
g
en
v
ir
o
n
m
en
t
(
C
L
E
)
h
as
s
h
o
w
n
its
elf
as
a
cr
itical
co
n
tr
ib
u
to
r
to
PW
B
an
d
o
th
er
ad
o
lescen
ts
’
b
eh
av
io
r
s
.
C
L
E
en
co
m
p
ass
es
th
e
s
o
cio
p
s
y
ch
o
lo
g
ical,
an
d
p
e
d
ag
o
g
ical
co
n
t
ex
ts
in
wh
ich
lear
n
in
g
o
cc
u
r
s
,
in
clu
d
in
g
teac
h
er
b
eh
av
io
r
s
,
teac
h
er
-
s
tu
d
e
n
t
in
t
er
ac
tio
n
s
,
an
d
p
ee
r
in
ter
ac
tio
n
s
[
2
]
,
[
3
]
.
Prio
r
s
tu
d
ies
h
av
e
r
ev
ea
led
s
tr
o
n
g
co
r
r
elatio
n
s
b
etwe
en
C
L
E
an
d
ac
ad
em
ic,
s
o
cio
-
em
o
tio
n
al,
a
n
d
b
e
h
av
io
r
al
o
u
tco
m
es
[
4
]
–
[
6
]
.
Sp
ec
if
ically
,
th
e
r
elatio
n
s
h
ip
b
etwe
en
a
d
o
lescen
ts
’
p
er
ce
p
tio
n
o
f
C
L
E
an
d
P
W
B
h
as b
ee
n
well
-
r
esear
ch
ed
in
p
r
io
r
s
tu
d
ies
[
7
]
.
Ho
wev
er
,
ex
is
tin
g
r
esear
ch
m
o
s
tly
em
p
h
asizes
th
e
p
ed
ag
o
g
ical
asp
ec
ts
,
f
o
r
in
s
tan
ce
,
th
e
teac
h
in
g
s
tr
ateg
ies
an
d
class
r
o
o
m
m
an
ag
em
en
t,
n
eg
lectin
g
th
e
a
tten
tio
n
to
th
e
p
s
y
ch
o
s
o
cial
an
d
in
ter
p
e
r
s
o
n
a
l
d
im
en
s
io
n
s
o
f
th
e
lear
n
in
g
en
v
ir
o
n
m
e
n
t,
wh
ich
ar
e
ess
en
tia
l
d
eter
m
in
an
t
f
o
r
f
o
s
ter
in
g
a
h
o
lis
tic
ed
u
ca
tio
n
al
ex
p
er
ien
ce
a
n
d
PW
B
[
8
]
.
Fu
r
th
er
m
o
r
e
,
to
th
e
b
est
o
f
o
u
r
k
n
o
wled
g
e
,
lim
ited
r
esear
ch
h
as
s
y
s
tem
atica
lly
in
v
esti
g
ated
h
o
w
all
s
ev
en
C
L
E
d
im
en
s
io
n
s
p
r
ed
ict
a
d
o
le
s
ce
n
ts
’
PW
B
in
th
e
co
n
tex
t
o
f
No
r
t
h
ea
s
t
C
h
in
a.
T
h
is
s
tu
d
y
ex
ten
d
s
p
r
io
r
wo
r
k
b
y
ad
o
p
tin
g
a
co
m
p
r
eh
e
n
s
iv
e
f
r
am
ewo
r
k
b
ased
o
n
th
e
W
h
at
I
s
Hap
p
en
in
g
I
n
th
is
C
la
s
s
?
(
W
I
HI
C
)
s
ca
le
an
d
ap
p
ly
in
g
it
to
an
u
n
d
er
r
ep
r
esen
ted
p
o
p
u
latio
n
.
I
n
d
o
in
g
s
o
,
it
n
o
t
o
n
ly
f
ills
a
g
eo
g
r
ap
h
ic
an
d
m
eth
o
d
o
lo
g
i
ca
l
g
ap
b
u
t
also
o
f
f
er
s
a
n
o
v
el
in
s
ig
h
t
in
to
th
e
co
m
p
le
x
r
o
le
o
f
teac
h
e
r
s
u
p
p
o
r
t,
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2252
-
8
8
2
2
I
n
t
J
E
v
al
&
R
es E
d
u
c
,
Vo
l
.
15
,
No
.
1
,
Feb
r
u
a
r
y
20
26
:
53
-
65
54
wh
ich
em
er
g
e
d
as
a
n
eg
ativ
e
p
r
ed
icto
r
o
f
well
-
b
ein
g
—
an
o
u
tco
m
e
th
at
in
v
ites
f
u
r
th
er
e
x
p
lo
r
atio
n
in
f
u
tu
r
e
r
esear
ch
.
T
h
is
s
tu
d
y
en
d
ea
v
o
r
s
to
e
x
a
m
in
e
th
e
r
o
le
o
f
C
L
E
in
s
h
a
p
in
g
PW
B
an
d
id
en
tify
t
h
e
s
ig
n
if
ican
t
p
r
ed
icto
r
s
o
f
PW
B
am
o
n
g
ad
o
lescen
ts
in
No
r
th
ea
s
t
C
h
in
a.
T
h
e
p
r
esen
t
s
tu
d
y
s
ee
k
s
to
a
n
s
wer
th
e
f
o
llo
win
g
r
esear
ch
q
u
esti
o
n
s
:
i)
W
h
at
is
th
e
lev
el
o
f
C
L
E
an
d
PW
B
am
o
n
g
th
e
a
d
o
lescen
ts
in
No
r
th
ea
s
t Ch
in
a?
ii)
I
s
th
er
e
a
s
ig
n
if
ican
t r
elatio
n
s
h
ip
b
etwe
en
C
L
E
an
d
PW
B
a
m
o
n
g
t
h
e
ad
o
lescen
ts
in
No
r
t
h
ea
s
t Ch
in
a?
iii)
Do
th
e
C
L
E
d
im
en
s
io
n
s
(
s
tu
d
en
t
co
h
esiv
en
ess
,
teac
h
er
s
u
p
p
o
r
t,
in
v
o
lv
em
en
t,
in
v
e
s
tig
atio
n
,
task
o
r
ien
tatio
n
,
c
o
o
p
e
r
atio
n
,
a
n
d
e
q
u
ity
)
p
r
ed
ict
PW
B
am
o
n
g
th
e
ad
o
lescen
ts
in
No
r
th
ea
s
t Ch
in
a?
2.
L
I
T
E
R
AT
U
RE
R
E
VI
E
W
C
L
E
r
ef
er
s
to
“th
e
s
o
cial,
p
s
y
ch
o
lo
g
ical,
an
d
p
ed
a
g
o
g
ical
co
n
tex
ts
in
wh
ich
lear
n
in
g
o
cc
u
r
s
an
d
wh
ich
af
f
ec
t
s
tu
d
en
t
ac
h
ie
v
e
m
en
t
an
d
attitu
d
es”
[
2
]
.
C
L
E
co
n
tain
s
s
tu
d
en
t
r
elatio
n
s
h
ip
s
,
teac
h
er
-
s
tu
d
en
t
in
ter
ac
tio
n
s
an
d
th
e
in
s
tr
u
ctio
n
al
s
tr
ateg
ies
im
p
lem
en
te
d
in
class
r
o
o
m
s
[
2
]
,
[
3
]
.
I
t
is
wid
ely
ac
ce
p
ted
as
a
n
im
p
o
r
tan
t
p
r
e
d
icto
r
o
f
ad
o
les
ce
n
t’
s
o
u
tco
m
es
o
f
b
o
th
em
o
tio
n
al
an
d
b
e
h
av
io
r
al
asp
ec
ts
.
R
esear
ch
r
ev
ea
le
d
C
L
E
d
ir
ec
tly
in
f
lu
e
n
ce
s
s
tu
d
en
ts
’
en
g
ag
e
m
en
t,
m
o
tiv
atio
n
,
an
d
PW
B
[
4
]
,
[
5
]
,
[
9
]
.
C
L
E
d
im
en
s
io
n
s
wo
r
k
to
g
eth
er
to
f
o
s
ter
a
s
u
p
p
o
r
ti
v
e
an
d
n
u
r
tu
r
in
g
class
r
o
o
m
clim
ate
[
10
]
.
E
m
p
ir
ical
s
tu
d
ies
h
av
e
id
en
tifie
d
th
ese
d
im
en
s
io
n
s
as e
f
f
ec
tiv
e
p
r
ed
ic
to
r
s
o
f
s
tu
d
en
ts
’
ac
ad
em
ic
s
u
c
ce
s
s
as we
ll a
s
s
o
cio
-
em
o
tio
n
a
l g
r
o
wth
[
6
]
,
[
1
0
]
.
PW
B
r
ef
er
s
to
liv
in
g
life
t
o
its
f
u
lles
t
p
o
ten
tial,
m
ar
k
ed
b
y
a
u
to
n
o
m
y
,
p
o
s
itiv
e
in
ter
p
er
s
o
n
al
r
elatio
n
s
h
ip
s
,
s
elf
-
ac
ce
p
tan
ce
,
a
clea
r
s
en
s
e
o
f
p
u
r
p
o
s
e,
co
n
tin
u
al
p
er
s
o
n
al
d
e
v
elo
p
m
en
t,
an
d
ef
f
ec
tiv
e
m
an
ag
em
en
t
o
f
o
n
e’
s
en
v
ir
o
n
m
en
t
[
1
1
]
,
[
1
2
]
.
As
Su
ld
o
an
d
Sh
af
f
er
[
1
3
]
p
r
o
p
o
s
ed
in
t
h
eir
d
u
al
-
f
ac
to
r
m
o
d
el,
PW
B
is
a
f
u
n
d
a
m
en
tal
co
m
p
o
n
en
t
o
f
m
e
n
tal
h
ea
lth
,
n
o
t
m
er
ely
th
e
a
b
s
en
ce
o
f
p
s
y
c
h
o
p
ath
o
lo
g
y
.
R
esear
ch
er
s
also
b
eliev
ed
th
at
PW
B
is
a
d
y
n
am
ic
co
n
s
tr
u
ct
en
co
m
p
ass
in
g
s
u
b
jectiv
e,
s
o
cial,
a
n
d
p
s
y
ch
o
lo
g
ical
d
o
m
ain
s
,
alo
n
g
with
h
ea
lth
-
r
elate
d
b
e
h
av
io
r
s
[
1
4
]
.
A
c
c
o
r
d
i
n
g
t
o
s
e
l
f
-
d
e
t
e
r
m
i
n
a
ti
o
n
t
h
e
o
r
y
,
P
W
B
i
s
a
t
t
ai
n
e
d
w
h
en
i
n
d
i
v
i
d
u
a
l
s
’
f
u
n
d
a
m
e
n
t
a
l
n
e
ed
s
f
o
r
a
u
t
o
n
o
m
y
,
c
o
m
p
e
t
e
n
c
e
,
a
n
d
r
e
l
a
t
e
d
n
e
s
s
a
r
e
s
a
t
is
f
i
e
d
[
1
5
]
,
[
1
6
]
.
I
n
t
h
e
s
c
h
o
o
l
-
r
e
l
a
te
d
c
o
n
t
e
x
t
,
t
h
e
s
e
n
e
e
d
s
a
r
e
cl
o
s
el
y
l
i
n
k
e
d
t
o
t
h
e
s
u
p
p
o
r
t
t
h
a
t
s
t
u
d
e
n
ts
r
e
ce
i
v
e
f
r
o
m
t
e
a
c
h
e
r
s
,
t
h
e
e
n
c
o
u
r
a
g
e
m
e
n
t
o
f
p
e
e
r
s
,
a
n
d
t
h
e
i
r
e
n
g
a
g
e
m
e
n
t
w
it
h
c
h
a
l
l
e
n
g
i
n
g
b
u
t
m
a
n
a
g
e
a
b
l
e
t
as
k
s
[
1
7
]
–
[
2
0
]
.
A
wid
e
ar
r
ay
o
f
em
p
ir
ical
wo
r
k
h
as
em
p
h
asized
th
e
p
r
o
f
o
u
n
d
im
p
ac
t
o
f
C
L
E
o
n
s
tu
d
en
ts
’
b
eh
av
i
o
r
an
d
PW
B
ac
r
o
s
s
v
ar
io
u
s
ed
u
ca
tio
n
al
s
ettin
g
s
[
2
1
]
–
[
2
3
]
.
On
e
f
in
d
in
g
th
at
h
as
em
er
g
ed
co
n
s
is
ten
tly
is
th
at
a
n
u
r
tu
r
in
g
an
d
e
n
g
ag
in
g
C
L
E
is
s
ig
n
if
ican
tly
r
elate
d
to
h
i
g
h
er
PW
B
,
wh
ich
in
t
u
r
n
is
a
s
s
o
ciate
d
with
b
etter
ac
ad
em
ic
m
o
tiv
atio
n
,
en
g
a
g
em
en
t,
an
d
o
v
er
all
ac
h
ie
v
e
m
en
t.
Pre
v
io
u
s
em
p
ir
ical
s
tu
d
ies
in
d
icate
s
th
at
s
tu
d
en
ts
’
p
er
ce
p
tio
n
s
o
f
th
eir
C
L
E
s
ig
n
if
ican
tly
in
f
lu
en
ce
th
eir
PW
B
.
W
h
en
s
tu
d
en
ts
p
er
c
eiv
e
th
eir
class
r
o
o
m
en
v
ir
o
n
m
en
t
as
s
u
p
p
o
r
tiv
e
,
well
-
s
tr
u
ctu
r
ed
,
an
d
c
o
n
d
u
civ
e
to
au
t
o
n
o
m
y
,
th
e
y
ten
d
to
ex
p
er
ien
ce
p
o
s
itiv
e
em
o
tio
n
s
,
cu
ltiv
ate
r
esil
ien
ce
,
an
d
d
em
o
n
s
tr
ate
g
r
ea
ter
p
er
s
is
ten
ce
in
ac
ad
em
ic
e
n
d
ea
v
o
r
s
[
1
6
]
,
[
2
4
]
.
A
p
o
s
itiv
e
C
L
E
f
o
s
ter
s
a
s
e
n
s
e
o
f
b
elo
n
g
in
g
an
d
co
m
p
e
ten
ce
,
th
er
eb
y
en
h
an
cin
g
ad
o
lescen
ts
’
co
n
f
id
en
ce
in
th
eir
ac
ad
e
m
ic
ca
p
ab
ilit
ies
an
d
co
n
tr
ib
u
tin
g
to
th
eir
lo
n
g
-
ter
m
well
-
b
ei
n
g
[
2
5
]
,
[
2
6
]
.
Fo
r
in
s
tan
ce
,
a
No
r
weg
ian
s
tu
d
y
f
o
u
n
d
th
at
a
p
o
s
itiv
e
class
r
o
o
m
clim
ate
is
s
ig
n
if
ican
tly
lin
k
ed
to
ad
o
lescen
ts
’
s
elf
‑
ef
f
icac
y
an
d
m
en
tal
wellb
ein
g
[2
5
]
.
A
co
n
d
u
civ
e
class
r
o
o
m
clim
ate,
ch
ar
ac
ter
ized
b
y
s
u
p
p
o
r
tiv
e
teac
h
er
-
s
tu
d
en
t
r
elatio
n
s
h
ip
s
,
co
n
s
tr
u
ctiv
e
s
o
cial
in
ter
ac
tio
n
s
,
an
d
elev
ated
ac
ad
em
ic
an
d
b
e
h
av
io
r
al
ex
p
ec
tatio
n
s
,
th
u
s
en
h
an
ce
s
s
tu
d
en
ts
’
PW
B
.
C
o
n
v
er
s
ely
,
a
n
eg
ativ
e
class
r
o
o
m
clim
ate,
m
ar
k
ed
b
y
te
n
s
io
n
,
co
n
f
lict,
an
d
d
im
in
is
h
ed
ac
ad
em
ic
an
d
b
eh
av
io
r
al
ex
p
ec
tatio
n
s
,
ad
v
er
s
ely
af
f
ec
ts
s
tu
d
en
ts
’
PW
B
.
Sim
ilar
ly
,
r
esear
ch
b
y
L
o
n
g
et
a
l.
[
1
8
]
also
f
o
u
n
d
th
at
th
e
q
u
ality
o
f
p
u
p
il
-
p
e
er
r
elatio
n
s
h
ip
s
an
d
p
u
p
il
-
te
ac
h
er
r
elatio
n
s
h
ip
s
,
as
d
im
en
s
io
n
s
o
f
C
L
E
,
s
ig
n
if
ican
tly
in
f
lu
en
ce
s
a
d
o
lescen
ts
’
PW
B
.
Ad
d
itio
n
ally
,
W
an
g
et
a
l.
[
7
]
an
aly
ze
d
6
1
s
tu
d
ies
—
in
clu
d
in
g
6
7
9
ef
f
ec
t
s
izes
an
d
7
3
,
8
2
4
p
ar
t
icip
an
ts
—
f
r
o
m
2
0
0
0
to
2
0
1
6
,
an
d
co
n
tr
ib
u
ted
a
co
m
p
r
eh
e
n
s
iv
e
o
v
e
r
v
iew,
d
em
o
n
s
tr
atin
g
a
p
o
s
itiv
e
ass
o
ciatio
n
b
etwe
en
a
p
o
s
itiv
e
class
r
o
o
m
clim
ate
an
d
b
o
th
th
e
ac
a
d
em
ic
p
e
r
f
o
r
m
an
c
e
an
d
s
tu
d
en
ts
’
PW
B
.
I
n
th
e
C
h
in
ese
co
n
tex
t,
C
ao
[2
7
]
ex
p
an
d
e
d
th
e
ex
is
tin
g
r
esear
ch
b
y
em
p
h
asizin
g
th
e
m
e
d
iatin
g
r
o
le
o
f
teac
h
er
–
s
tu
d
e
n
t
r
ap
p
o
r
t
in
s
h
ap
in
g
a
s
u
p
p
o
r
tiv
e
class
r
o
o
m
en
v
ir
o
n
m
en
t
th
at
en
h
a
n
ce
s
ad
o
lescen
ts
’
PW
B
.
C
las
s
r
o
o
m
s
d
is
tin
g
u
is
h
ed
b
y
co
n
s
tr
u
ctiv
e
teac
h
er
-
s
tu
d
en
t
r
elatio
n
s
h
ip
s
an
d
th
e
p
r
o
v
i
s
io
n
o
f
au
to
n
o
m
y
s
u
p
p
o
r
t
d
e
m
o
n
s
tr
ated
a
p
o
s
itiv
e
co
r
r
elatio
n
with
a
d
o
lescen
ts
’
attitu
d
es
an
d
o
v
er
all
well
-
b
ein
g
.
C
o
m
p
lem
en
tin
g
th
is
,
W
u
a
n
d
Do
n
g
[
2
8
]
in
v
esti
g
ated
3
8
7
u
n
iv
er
s
ity
s
tu
d
en
ts
tak
in
g
Fre
n
ch
co
u
r
s
es
in
C
h
in
a
an
d
f
o
u
n
d
th
at
p
o
s
itiv
e
teac
h
er
-
s
tu
d
en
t
in
ter
ac
tio
n
s
,
s
tr
o
n
g
p
ee
r
r
elatio
n
s
h
ip
s
,
an
d
p
er
ce
iv
ed
au
to
n
o
m
y
s
u
p
p
o
r
t a
ll jo
in
tly
en
h
a
n
ce
s
tu
d
en
ts
’
PW
B
.
Desp
ite
th
ese
f
in
d
in
g
s
,
g
ap
s
p
er
s
is
t
r
eg
ar
d
in
g
k
n
o
wled
g
e
a
b
o
u
t
C
L
E
in
C
h
in
a.
Mu
c
h
o
f
th
e
ex
tan
t
liter
atu
r
e
tar
g
ets
p
e
d
ag
o
g
ical
asp
ec
ts
an
d
n
eg
lect
s
th
e
p
s
y
ch
o
s
o
cial
d
im
en
s
io
n
s
r
elatin
g
to
PW
B
[
8
]
.
Pre
v
i
o
u
s
s
tu
d
ies
h
av
e
p
r
ed
o
m
in
an
tly
t
ar
g
eted
u
n
iv
er
s
ity
s
tu
d
en
ts
o
r
r
eg
io
n
s
,
s
u
ch
as
So
u
th
west
an
d
So
u
th
-
C
en
tr
al
C
h
in
a,
wh
ile
g
iv
in
g
less
we
i
g
h
t
to
h
ig
h
s
ch
o
o
l
co
n
te
x
ts
,
esp
ec
ially
in
No
r
th
ea
s
t
C
h
in
a.
T
o
b
r
id
g
e
th
ese
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
lea
r
n
in
g
en
viro
n
m
en
t a
s
a
d
etermin
a
n
t
o
f p
s
yc
h
o
lo
g
ica
l well
-
b
ein
g
…
(
Yicen
M
en
g
)
55
r
esear
ch
g
ap
s
,
th
is
p
r
esen
t
s
t
u
d
y
in
v
esti
g
ates
th
e
p
r
ed
ictiv
e
ef
f
ec
ts
o
f
C
L
E
d
im
en
s
io
n
s
o
n
PW
B
am
o
n
g
C
h
in
ese
ad
o
lescen
ts
in
h
ig
h
s
c
h
o
o
ls
in
No
r
th
ea
s
t
C
h
in
a.
Fo
r
th
is
s
tu
d
y
,
Dec
i
an
d
R
y
an
’
s
s
elf
-
d
eter
m
in
atio
n
th
eo
r
y
(
SDT)
[
1
5
]
p
r
o
v
id
es
a
u
s
ef
u
l
p
er
s
p
ec
tiv
e
to
an
aly
ze
h
o
w
s
tu
d
en
ts
’
PW
B
is
in
f
lu
en
ce
d
b
y
th
e
C
L
E
.
SDT
s
u
g
g
ests
th
at
p
eo
p
le
ar
e
m
o
tiv
ated
wh
en
th
eir
co
r
e
p
s
y
ch
o
lo
g
ical
n
ee
d
s
o
f
c
o
m
p
eten
ce
,
a
u
to
n
o
m
y
,
an
d
r
e
lated
n
ess
ar
e
m
et.
W
ith
in
th
e
class
r
o
o
m
co
n
tex
t,
s
tu
d
en
ts
wh
o
f
ee
l su
p
p
o
r
ted
b
y
teac
h
er
s
an
d
p
ee
r
s
in
th
e
class
r
o
o
m
ar
e
m
o
r
e
lik
ely
t
o
d
ev
elo
p
s
tr
o
n
g
er
s
en
s
es
o
f
co
m
p
eten
ce
,
au
t
o
n
o
m
y
,
a
n
d
r
elate
d
n
ess
.
T
h
is
lead
s
to
h
ig
h
er
m
o
tiv
atio
n
a
n
d
b
etter
r
elatio
n
s
h
ip
s
with
o
th
er
s
,
p
e
r
s
o
n
al
g
r
o
wth
an
d
s
e
lf
-
ac
ce
p
tan
ce
,
wh
ich
ar
e
ess
en
tial
d
im
en
s
io
n
s
o
f
PW
B
.
W
h
en
s
tu
d
en
ts
f
ee
l
th
at
th
ey
ar
e
ca
p
a
b
le
o
f
s
u
cc
ee
d
i
n
g
in
th
eir
s
tu
d
ies
an
d
th
at
t
h
e
y
ar
e
s
u
p
p
o
r
ted
b
y
o
th
e
r
s
,
th
e
y
will
ex
p
er
ien
ce
a
m
ea
n
in
g
f
u
l
p
u
r
p
o
s
e
in
life
a
n
d
s
tay
m
o
tiv
ated
to
lea
r
n
[
1
6
]
.
C
h
in
ese
ad
o
lescen
ts
ar
e
u
n
d
er
p
r
e
s
s
u
r
e
s
t
o
p
e
r
f
o
r
m
a
c
a
d
e
m
i
c
a
l
l
y
,
w
h
i
c
h
m
a
k
e
s
m
e
e
ti
n
g
t
h
e
i
r
p
s
y
c
h
o
l
o
g
i
c
a
l
n
ee
d
s
esp
ec
ially
im
p
o
r
tan
t.
B
ased
o
n
th
e
r
ev
iewe
d
liter
atu
r
e
an
d
g
u
id
ed
b
y
SDT
,
th
is
s
tu
d
y
p
r
o
p
o
s
es
th
e
f
o
llo
win
g
h
y
p
o
th
eses
.
T
h
e
f
ir
s
t
h
y
p
o
th
esis
is
:
a
s
i
g
n
if
ican
t
ass
o
ciatio
n
ex
is
ts
b
etwe
en
th
e
C
L
E
an
d
s
tu
d
en
ts
’
PW
B
am
o
n
g
ad
o
lescen
ts
in
No
r
th
ea
s
t
C
h
in
a
(
H1
)
.
T
h
e
s
ec
o
n
d
h
y
p
o
th
esis
is
:
d
im
en
s
io
n
s
o
f
C
L
E
s
ig
n
if
ican
tly
p
r
ed
ict
PW
B
(
H2
)
.
A
clo
s
e
r
elatio
n
s
h
ip
b
etwe
en
th
e
C
L
E
an
d
a
d
o
lescen
ts
’
PW
B
is
h
y
p
o
th
esized
.
Sp
ec
if
ically
,
th
e
s
tu
d
y
test
s
wh
eth
er
o
v
er
all
C
L
E
an
d
its
s
ev
en
d
im
en
s
io
n
s
s
ig
n
if
ican
tly
p
r
ed
ict
s
tu
d
en
ts
’
PW
B
.
T
h
e
co
n
ce
p
tu
al
m
o
d
el
illu
s
tr
atin
g
t
h
ese
p
r
o
p
o
s
ed
r
elatio
n
s
h
ip
s
is
p
r
esen
ted
in
Fig
u
r
e
1
.
Fig
u
r
e
1
.
C
o
n
ce
p
tu
al
f
r
a
m
ewo
r
k
3.
M
E
T
H
O
D
3
.
1
.
P
a
rt
icipa
nts
T
h
is
s
tu
d
y
r
ec
r
u
ited
9
1
8
a
d
o
l
escen
ts
,
ag
ed
1
4
to
1
9
,
f
r
o
m
two
h
ig
h
s
ch
o
o
ls
in
a
city
in
No
r
th
ea
s
t
C
h
in
a,
s
p
ec
if
ically
f
r
o
m
th
e
1
0
th
an
d
1
1
th
g
r
ad
es,
u
s
in
g
a
s
tr
atif
ied
s
am
p
lin
g
ap
p
r
o
ac
h
.
Af
ter
o
b
tai
n
in
g
eth
ical
ap
p
r
o
v
al,
1
,
0
0
0
q
u
e
s
tio
n
n
air
es
wer
e
d
is
tr
ib
u
ted
to
th
e
s
elec
ted
s
ch
o
o
ls
.
Am
o
n
g
th
e
elig
ib
le
p
ar
ticip
an
ts
,
4
1
7
wer
e
m
ale
a
n
d
5
0
1
wer
e
f
em
ale,
all
o
f
w
h
o
m
co
m
p
leted
th
e
q
u
esti
o
n
n
air
es,
r
esu
ltin
g
in
9
1
8
v
alid
r
esp
o
n
s
es.
Giv
en
th
at
th
e
s
tr
u
ctu
r
al
m
o
d
el
in
clu
d
es
m
u
ltip
le
laten
t
v
ar
iab
les
an
d
a
m
o
d
er
ate
n
u
m
b
er
o
f
o
b
s
er
v
ed
in
d
icato
r
s
an
d
esti
m
ated
p
ar
am
ete
r
s
,
a
s
am
p
le
s
ize
o
f
9
1
8
i
s
well
ab
o
v
e
th
e
r
ec
o
m
m
en
d
ed
r
atio
o
f
1
0
–
2
0
p
ar
ticip
an
ts
p
er
p
a
r
am
eter
[
29
]
,
a
n
d
f
ar
ex
ce
e
d
s
th
e
m
in
i
m
u
m
r
eq
u
ir
e
m
en
t
o
f
2
0
0
ca
s
es f
o
r
s
tr
u
ct
u
r
al
eq
u
atio
n
m
o
d
ellin
g
(
SEM
)
[3
0
]
.
3
.
2
.
I
ns
t
rum
ent
s
3
.
2
.
1
.
WI
H
I
C
q
ues
t
io
nn
a
ire
T
h
e
W
I
HI
C
q
u
esti
o
n
n
air
e
is
a
n
ex
ten
s
iv
ely
u
s
ed
in
s
tr
u
m
en
t
f
o
r
e
v
alu
atin
g
th
e
C
L
E
.
T
h
is
q
u
esti
o
n
n
air
e
in
clu
d
es
5
6
ite
m
s
o
r
g
an
ize
d
in
t
o
s
ev
en
d
i
m
en
s
io
n
s
:
s
tu
d
en
t
c
o
h
esiv
en
ess
,
teac
h
er
s
u
p
p
o
r
t,
in
v
o
lv
em
e
n
t,
in
v
esti
g
atio
n
,
t
ask
o
r
ien
tatio
n
,
c
o
o
p
er
atio
n
,
an
d
eq
u
it
y
.
R
esp
o
n
d
en
ts
r
a
te
ea
ch
item
u
s
in
g
a
f
iv
e
-
p
o
in
t
L
i
k
er
t
s
ca
le,
wit
h
1
r
ep
r
esen
tin
g
s
tr
o
n
g
d
is
ag
r
ee
m
en
t
a
n
d
5
r
ep
r
esen
tin
g
s
tr
o
n
g
ag
r
ee
m
e
n
t.
Nu
m
er
o
u
s
s
tu
d
ies
co
n
f
ir
m
ed
its
r
eliab
ilit
y
an
d
v
alid
ity
a
cr
o
s
s
d
iv
er
s
e
ed
u
ca
tio
n
al
s
ettin
g
s
an
d
c
u
ltu
r
al
b
ac
k
g
r
o
u
n
d
s
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2252
-
8
8
2
2
I
n
t
J
E
v
al
&
R
es E
d
u
c
,
Vo
l
.
15
,
No
.
1
,
Feb
r
u
a
r
y
20
26
:
53
-
65
56
T
h
e
W
I
HI
C
s
u
b
s
ca
le
s
d
em
o
n
s
tr
ate
h
ig
h
r
eliab
ilit
y
ac
r
o
s
s
item
s
,
wi
th
C
r
o
n
b
ac
h
’
s
alp
h
a
v
alu
es
r
an
g
in
g
f
r
o
m
0
.
7
0
to
0
.
9
0
[3
1
]
,
[
3
2
]
.
A
r
ec
en
t
m
eta
‑
an
aly
s
i
s
co
n
f
ir
m
ed
h
ig
h
r
eliab
ilit
y
o
f
th
e
W
I
HI
C
,
with
o
v
er
all
α
=0
.
8
5
(
9
5
%
C
I
0
.
8
3
–
0
.
8
7
)
an
d
s
u
b
s
ca
le
alp
h
as
r
an
g
in
g
f
r
o
m
0
.
8
0
t
o
0
.
8
8
[3
3
]
.
C
o
n
f
ir
m
ato
r
y
f
ac
to
r
an
aly
s
is
(
C
FA
)
f
u
r
th
er
s
u
p
p
o
r
ts
th
e
in
s
tr
u
m
en
t’
s
s
ev
en
-
f
ac
to
r
s
tr
u
ctu
r
e
with
s
tr
o
n
g
m
o
d
el
f
it
in
d
ices
(
R
MSE
A=
0
.
0
4
4
an
d
C
FI=
0
.
9
6
)
[
3
2
]
.
I
n
th
e
p
r
esen
t
s
tu
d
y
,
th
e
W
I
HI
C
d
em
o
n
s
tr
ated
ex
c
ellen
t
p
s
y
ch
o
m
et
r
ic
p
r
o
p
er
ties
.
I
t
s
h
o
wed
ex
ce
p
ti
o
n
al
in
ter
n
al
co
n
s
is
ten
cy
,
with
a
to
tal
C
r
o
n
b
ac
h
’
s
alp
h
a
o
f
0
.
9
6
6
an
d
s
u
b
s
ca
le
co
ef
f
icien
ts
r
an
g
in
g
f
r
o
m
0
.
8
7
7
to
0
.
9
2
5
.
C
FA
r
esu
lts
f
u
r
th
er
illu
s
tr
ate
a
g
o
o
d
m
o
d
el
f
it
(
χ²/d
f
=3
.
0
1
,
C
FI=
0
.
9
2
,
R
MSE
A=
0
.
0
5
)
,
s
u
p
p
o
r
tin
g
th
e
s
ca
le’
s
co
n
s
tr
u
ct
v
alid
ity
.
3
.
2
.
2
.
T
he
B
rief
C
hin
e
s
e
Ver
s
io
n o
f
t
he
ps
y
cho
lo
g
ica
l w
ell
-
being
s
ca
le
(
P
WB
S)
T
h
e
B
r
ief
C
h
in
ese
Ver
s
io
n
o
f
th
e
p
s
y
ch
o
l
o
g
ical
well
-
b
ein
g
s
ca
le
(
PW
B
S
)
was
ad
ap
ted
b
y
C
h
an
et
a
l.
[3
4
]
f
r
o
m
R
y
f
f
’
s
o
r
ig
in
al
m
ea
s
u
r
e
[
1
1
]
.
T
h
is
2
4
-
item
in
s
tr
u
m
en
t
u
s
es
a
f
iv
e
-
p
o
in
t
L
ik
er
t
r
esp
o
n
s
e
f
o
r
m
at
a
n
d
e
n
co
m
p
ass
es
s
ix
f
ac
ets:
au
to
n
o
m
y
,
en
v
ir
o
n
m
e
n
tal
m
aster
y
,
p
e
r
s
o
n
al
g
r
o
wt
h
,
p
o
s
itiv
e
r
elatio
n
s
with
o
th
er
s
,
p
u
r
p
o
s
e
in
life
,
a
n
d
s
elf
-
ac
ce
p
tan
ce
.
Prio
r
s
tu
d
i
es
ha
ve
d
em
o
n
s
tr
ated
th
e
s
ca
le’
s
r
eliab
ilit
y
,
with
C
r
o
n
b
ac
h
’
s
al
p
h
a
co
ef
f
icien
ts
f
o
r
its
s
u
b
s
ca
les
f
allin
g
b
etwe
en
0
.
6
7
an
d
0
.
8
3
[
3
4
]
,
wh
ich
in
d
icate
s
ac
ce
p
tab
l
e
to
g
o
o
d
in
ter
n
al
co
n
s
is
ten
cy
.
Ad
d
itio
n
ally
,
C
FA
h
as
d
em
o
n
s
tr
ated
a
s
o
lid
m
o
d
el
f
it
(
χ²/
d
f
=2
.
8
9
,
C
FI=
0
.
9
3
,
R
MSE
A=
0
.
0
5
)
.
I
n
alig
n
m
en
t
with
p
r
ev
io
u
s
r
esear
ch
[3
5
]
,
in
o
u
r
s
tu
d
y
,
th
e
PW
B
S
s
ca
le
also
d
em
o
n
s
tr
ated
s
tr
o
n
g
r
eliab
ilit
y
,
with
a
n
o
v
er
all
C
r
o
n
b
ac
h
’
s
alp
h
a
o
f
0
.
9
3
7
.
C
FA
r
esu
lts
in
d
icate
d
a
g
o
o
d
m
o
d
el
f
i
t
(
χ²/d
f
=4
.
3
3
,
C
FI=
0
.
9
4
,
R
MSE
A=
0
.
0
6
)
,
s
u
p
p
o
r
tin
g
th
e
s
ca
le’
s
co
n
s
tr
u
ct
v
alid
ity
.
3
.
3
.
Da
t
a
co
llect
io
n p
ro
ce
du
re
s
E
th
ical
ap
p
r
o
v
al
was
s
ec
u
r
ed
f
r
o
m
th
e
Hu
m
an
R
esear
ch
C
o
m
m
ittee
o
f
th
e
f
i
r
s
t
au
th
o
r
’
s
i
n
s
titu
tio
n
b
ef
o
r
e
d
ata
co
llectio
n
co
m
m
e
n
ce
d
.
P
ar
ticip
an
ts
r
ec
eiv
e
d
a
f
u
ll
ex
p
lan
atio
n
o
f
th
e
s
tu
d
y
’
s
o
b
jectiv
es
an
d
t
h
eir
r
ig
h
ts
,
in
clu
d
in
g
in
f
o
r
m
ed
c
o
n
s
en
t,
v
o
lu
n
tar
y
p
ar
ticip
atio
n
,
an
d
th
e
r
ig
h
t
to
with
d
r
aw
at
an
y
tim
e
with
o
u
t
r
ep
er
cu
s
s
io
n
.
C
o
n
f
id
en
tiality
o
f
r
esp
o
n
s
es
was
g
u
ar
an
tee
d
,
an
d
it
was
m
ad
e
clea
r
th
at
th
e
d
ata
wo
u
l
d
b
e
u
s
ed
s
o
lely
f
o
r
ac
ad
em
ic
r
esear
c
h
.
Par
en
tal
wr
itten
co
n
s
en
t
was
o
b
tain
ed
f
o
r
all
p
ar
ticip
an
ts
.
S
u
b
s
eq
u
en
tly
,
1
,
0
0
0
p
r
in
ted
q
u
esti
o
n
n
ai
r
es
wer
e
a
d
m
in
is
ter
ed
p
h
y
s
ically
to
th
e
s
elec
ted
s
ch
o
o
ls
,
an
d
d
ata
wer
e
co
llected
d
u
r
i
n
g
a
30
-
m
in
u
te
s
ess
io
n
d
u
r
in
g
r
eg
u
lar
s
ch
o
o
l h
o
u
r
s
th
r
o
u
g
h
a
f
ac
e
-
to
-
f
ac
e
ap
p
r
o
ac
h
.
3
.
4
.
Da
t
a
a
na
ly
s
is
SP
SS
v
er
s
io
n
2
6
an
d
AM
OS
v
er
s
io
n
2
6
wer
e
em
p
lo
y
e
d
to
an
aly
ze
th
e
d
ata.
Of
th
e
1
,
0
0
0
q
u
esti
o
n
n
air
es
d
is
tr
ib
u
te
d
,
8
2
wer
e
e
x
clu
d
ed
d
u
e
to
ir
r
e
g
u
lar
ities
,
r
esu
ltin
g
in
9
1
8
v
ali
d
r
esp
o
n
s
es
an
d
an
ef
f
ec
tiv
e
r
esp
o
n
s
e
r
ate
o
f
9
1
.
8
%.
T
h
e
in
ter
n
al
co
n
s
is
ten
cy
was a
s
s
e
s
s
ed
u
s
in
g
C
r
o
n
b
ac
h
’
s
alp
h
a
(
α
)
,
v
er
if
y
in
g
th
at
th
e
item
s
ac
cu
r
ately
m
e
asu
r
ed
th
e
in
ten
d
ed
c
o
n
s
tr
u
ct
s
.
C
FA
wa
s
ex
ec
u
ted
in
AM
OS
to
ev
alu
ate
th
e
v
alid
ity
an
d
r
eliab
ilit
y
o
f
th
e
m
ea
s
u
r
em
en
t
m
o
d
el.
Ad
d
it
io
n
ally
,
d
escr
ip
tiv
e
s
tatis
tics
wer
e
co
m
p
u
ted
t
o
s
u
m
m
ar
ize
k
ey
f
ea
t
u
r
es
o
f
th
e
d
ataset,
in
clu
d
in
g
s
am
p
le
c
h
ar
ac
ter
is
tics
an
d
m
ea
s
u
r
em
en
t
v
ar
iab
les.
Pear
s
o
n
co
r
r
elatio
n
an
aly
s
is
was
p
er
f
o
r
m
ed
t
o
in
v
esti
g
ate
th
e
co
r
r
elatio
n
s
am
o
n
g
v
ar
iab
les,
a
n
d
SEM
was
ap
p
lie
d
t
o
ex
am
in
e
c
o
m
p
lex
in
ter
co
n
n
ec
tio
n
s
an
d
d
ev
elo
p
a
p
r
e
d
ictiv
e
m
o
d
el.
Po
ten
tial
co
n
f
o
u
n
d
i
n
g
v
ar
ia
b
les
s
u
ch
as
g
en
d
er
wer
e
co
n
s
id
er
e
d
d
u
r
in
g
p
r
elim
in
ar
y
an
aly
s
is
.
Ho
we
v
er
,
r
eg
r
ess
io
n
r
esu
lts
in
d
icat
ed
th
at
g
en
d
er
h
ad
n
o
s
tatis
tically
s
ig
n
if
ican
t
ef
f
ec
t
o
n
PW
B
(
p
>.
0
5
)
.
T
h
e
r
ef
o
r
e
,
it
was
n
o
t
in
clu
d
ed
as
a
co
n
tr
o
l
v
ar
iab
le
in
th
e
f
in
al
SEM
.
T
ab
le
1
illu
s
tr
ates
th
e
in
d
ices
o
f
th
e
C
FA,
wh
ich
ar
e
th
e
C
h
i
-
s
q
u
ar
e
m
i
n
im
u
m
d
iv
id
e
d
b
y
d
eg
r
ee
s
o
f
f
r
ee
d
o
m
(
C
MI
N/DF)
,
co
m
p
ar
ativ
e
f
it
in
d
e
x
(
C
FI)
,
T
u
c
k
er
-
L
ewis
in
d
ex
(
T
L
I
)
,
r
o
o
t
m
e
an
s
q
u
ar
e
er
r
o
r
o
f
ap
p
r
o
x
im
atio
n
(
R
MSE
A)
,
s
tan
d
ar
d
ized
r
o
o
t
m
e
an
s
q
u
ar
e
r
esid
u
al
(
SR
MR).
T
h
e
m
o
d
el
f
it
in
d
ices
ar
e
all
with
in
s
atis
f
ac
to
r
y
th
r
esh
o
ld
s
.
T
h
ese
v
alu
es
in
d
icate
th
at
th
e
m
ea
s
u
r
em
en
t
m
o
d
el
f
its
th
e
d
ata
well
an
d
s
u
p
p
o
r
ts
th
e
co
n
s
tr
u
ct
v
alid
ity
o
f
th
e
in
s
tr
u
m
en
ts
u
s
ed
in
th
is
s
tu
d
y
.
T
ab
le
1
.
Ass
ess
m
en
t o
f
th
e
C
FA m
o
d
el
’
s
g
o
o
d
n
ess
o
f
f
it
Th
r
e
s
h
o
l
d
C
r
i
t
e
r
i
a
Te
r
r
i
b
l
e
A
c
c
e
p
t
a
b
l
e
Ex
c
e
l
l
e
n
t
Ev
a
l
u
a
t
i
o
n
C
M
I
N
7
2
5
7
.
9
1
3
DF
2
9
5
2
C
M
I
N
/
D
F
2
.
4
5
9
>5
<5
<3
Ex
c
e
l
l
e
n
t
C
F
I
0
.
9
1
1
<
0
.
9
>
0
.
9
>
0
.
9
5
A
c
c
e
p
t
a
b
l
e
TLI
0
.
9
0
7
<
0
.
9
>
0
.
9
>
0
.
9
5
A
c
c
e
p
t
a
b
l
e
R
M
S
EA
0
.
0
4
0
>
0
.
0
8
<
0
.
0
8
<
0
.
0
6
Ex
c
e
l
l
e
n
t
S
R
M
R
0
.
0
5
3
1
>
0
.
1
0
<
0
.
0
8
<
0
.
0
5
A
c
c
e
p
t
a
b
l
e
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
lea
r
n
in
g
en
viro
n
m
en
t a
s
a
d
etermin
a
n
t
o
f p
s
yc
h
o
lo
g
ica
l well
-
b
ein
g
…
(
Yicen
M
en
g
)
57
4.
RE
SU
L
T
S
T
ab
le
2
s
h
o
ws
th
e
d
escr
ip
tiv
e
s
tatis
t
ics
o
f
th
e
s
tu
d
ied
v
ar
iab
les.
R
esu
lt
s
in
d
icate
th
e
o
v
er
all
C
L
E
m
ea
n
s
co
r
e
o
f
3
.
3
9
,
a
n
d
t
h
e
av
er
ag
e
s
co
r
es
ac
r
o
s
s
th
e
v
a
r
io
u
s
W
I
HI
C
d
im
en
s
io
n
s
r
an
g
e
d
f
r
o
m
2
.
8
1
to
3
.
71
—
ea
ch
f
allin
g
b
elo
w
4
—
wh
ich
in
d
icate
s
th
at,
o
n
all
s
u
b
s
ca
les,
p
ar
ticip
an
ts
f
elt
t
h
eir
cla
s
s
r
o
o
m
o
f
f
er
ed
th
e
co
r
r
esp
o
n
d
in
g
ac
tiv
ities
less
t
h
an
“o
f
te
n
”,
wh
ich
in
d
icate
a
m
o
d
er
ate
lev
el.
T
h
e
m
ea
n
s
co
r
e
f
o
r
PW
B
is
3
.
5
4
,
s
u
g
g
esti
n
g
an
ab
o
v
e
a
v
er
ag
e
l
ev
el.
T
ab
le
2
.
Descr
ip
tiv
e
s
tatis
tics
o
f
th
e
SEM
v
ar
ia
b
les
C
o
n
st
r
u
c
t
s (N
=
9
1
8
)
S
t
a
t
i
st
i
c
s
D
i
sp
e
r
s
i
o
n
D
i
st
r
i
b
u
t
i
o
n
M
i
n
.
M
a
x
.
M
e
a
n
S
t
d
.
D
e
v
i
a
t
i
o
n
V
a
r
i
a
n
c
e
S
k
e
w
n
e
ss
K
u
r
t
o
si
s
C
LE
(
o
v
e
r
a
l
l
)
1
.
7
3
4
.
9
5
3
.
3
9
0
.
6
2
0
.
3
8
7
-
0
.
0
6
-
0
.
2
2
C
LE
d
i
m
e
n
s
i
o
n
s
S
t
u
d
e
n
t
c
o
h
e
si
v
e
n
e
s
s
1
.
0
0
5
.
0
0
3
.
6
8
0
.
7
1
0
.
5
0
5
-
0
.
3
6
0
.
0
7
Te
a
c
h
e
r
su
p
p
o
r
t
1
.
0
0
5
.
0
0
3
.
3
6
0
.
8
8
0
.
7
6
6
-
0
.
0
9
-
0
.
3
5
I
n
v
o
l
v
e
m
e
n
t
1
.
0
0
5
.
0
0
3
.
0
8
0
.
8
4
0
.
7
0
7
0
.
1
6
-
0
.
3
1
I
n
v
e
st
i
g
a
t
i
o
n
1
.
0
0
5
.
0
0
2
.
8
1
0
.
8
8
0
.
7
8
0
0
.
0
2
-
0
.
4
1
Ta
sk
o
r
i
e
n
t
a
t
i
o
n
1
.
0
0
5
.
0
0
3
.
6
9
0
.
7
1
0
.
5
0
5
-
0
.
4
7
0
.
1
1
C
o
o
p
e
r
a
t
i
o
n
1
.
0
0
5
.
0
0
3
.
3
6
0
.
8
5
0
.
7
2
9
-
0
.
3
3
-
0
.
1
5
Eq
u
i
t
y
1
.
0
0
5
.
0
0
3
.
7
1
0
.
8
6
0
.
7
3
7
-
0
.
4
3
-
0
.
1
7
PWB
1
.
3
8
5
.
0
0
3
.
5
4
0
.
7
1
0
.
5
0
3
-
0
.
0
9
-
0
.
4
8
T
ab
le
3
s
h
o
ws
th
e
r
eliab
ilit
y
an
d
th
e
v
alid
ity
o
f
th
e
co
n
s
tr
u
cts
u
s
ed
in
t
h
is
s
tu
d
y
ar
e
a
cc
ep
tab
le.
T
h
e
r
esu
lts
o
f
C
FA
illu
s
tr
ated
th
at
all
th
e
co
n
s
tr
u
cts
ex
ce
e
d
e
d
th
e
th
r
esh
o
ld
(
C
R
>0
.
7
)
o
f
c
o
m
p
o
s
ite
r
eliab
ilit
y
(
C
R
)
an
d
d
e
m
o
n
s
tr
ate
d
ac
ce
p
tab
le
co
n
v
er
g
e
n
t
v
alid
ity
with
m
o
s
t
v
alu
es
o
f
th
e
av
e
r
ag
e
v
ar
ian
ce
ex
tr
ac
te
d
(
AVE
)
ab
o
v
e
0
.
5
.
On
e
item
in
W
I
HI
C
(
S
C
6
)
was
r
em
o
v
ed
d
u
e
to
th
e
f
ac
t
o
r
lo
ad
in
g
lo
wer
th
an
0
.
5
.
I
n
ad
d
itio
n
,
d
is
cr
im
in
an
t
v
ali
d
ity
was
estab
lis
h
ed
b
y
a
p
p
ly
in
g
th
e
Fo
r
n
ell
-
L
a
r
ck
er
cr
iter
i
o
n
[3
6
]
.
Acc
o
r
d
in
g
to
th
is
s
tan
d
ar
d
,
f
o
r
ea
ch
co
n
s
tr
u
ct,
th
e
s
q
u
ar
e
r
o
o
t
o
f
it
s
AVE
m
u
s
t
ex
ce
ed
its
co
r
r
elatio
n
s
with
o
th
er
co
n
s
tr
u
cts
,
as seen
in
T
ab
le
4
.
E
m
p
ir
ical
d
is
tin
ctiv
en
ess
am
o
n
g
co
n
s
tr
u
cts is
co
n
f
ir
m
ed
t
h
r
o
u
g
h
t
h
is
cr
iter
io
n
.
T
ab
le
3
.
C
o
m
p
o
s
ite
r
eliab
ilit
y
an
d
d
is
cr
im
in
an
t
v
alid
ity
o
f
th
e
co
n
s
tr
u
cts
C
o
n
st
r
u
c
t
s
I
n
d
i
c
a
t
o
r
s
R
e
l
i
a
b
i
l
i
t
y
C
o
n
v
e
r
g
e
n
t
v
a
l
i
d
i
t
y
D
i
scri
m
i
n
a
n
t
v
a
l
i
d
i
t
y
C
r
o
n
b
a
c
h
’
s
a
l
p
h
a
(
α)
CR
AVE
S
q
u
a
r
e
r
o
o
t
s
o
f
A
V
E
>
0
.
7
>
0
.
7
>
0
.
5
——
C
LE
d
i
m
e
n
s
i
o
n
s
S
t
u
d
e
n
t
c
o
h
e
si
v
e
n
e
s
s
0
.
8
9
2
0
.
9
6
6
0
.
9
0
3
5
0
.
5
7
4
0
0
.
7
5
8
Te
a
c
h
e
r
su
p
p
o
r
t
0
.
9
2
5
0
.
9
2
3
5
0
.
6
0
2
5
0
.
7
7
6
I
n
v
o
l
v
e
m
e
n
t
0
.
9
0
0
0
.
8
9
4
8
0
.
5
1
6
4
0
.
7
1
9
I
n
v
e
st
i
g
a
t
i
o
n
0
.
9
2
4
0
.
9
2
4
0
0
.
6
0
4
3
0
.
8
0
2
Ta
sk
o
r
i
e
n
t
a
t
i
o
n
0
.
8
7
7
0
.
8
7
5
6
0
.
4
6
9
5
1
0
.
6
8
5
C
o
o
p
e
r
a
t
i
o
n
0
.
9
0
6
0
.
9
0
7
4
0
.
5
5
2
5
0
.
7
4
3
Eq
u
i
t
y
0
.
9
1
8
0
.
9
0
8
0
0
.
5
5
5
4
0
.
7
4
5
PWB
A
u
t
o
n
o
m
y
0
.
8
4
6
0
.
9
3
7
0
.
9
7
1
3
0
.
5
8
7
2
En
v
i
r
o
n
m
e
n
t
a
l
m
a
st
e
r
y
0
.
8
7
1
P
e
r
so
n
a
l
g
r
o
w
t
h
0
.
8
0
8
P
o
si
t
i
v
e
r
e
l
a
t
i
o
n
s w
i
t
h
o
t
h
e
r
s
0
.
7
7
1
0
.
7
6
6
P
u
r
p
o
se
i
n
l
i
f
e
0
.
8
9
6
S
e
l
f
-
a
c
c
e
p
t
a
n
c
e
0
.
8
6
3
N
o
t
e
:
1
F
o
r
n
e
l
l
a
n
d
L
a
r
c
k
e
r
p
o
si
t
e
d
t
h
a
t
w
h
e
n
t
h
e
A
V
E
i
s
b
e
l
o
w
0
.
5
,
y
e
t
t
h
e
c
o
m
p
o
si
t
e
r
e
l
i
a
b
i
l
i
t
y
(
C
R
)
e
x
c
e
e
d
s
0
.
6
,
t
h
e
c
o
n
st
r
u
c
t
’
s
c
o
n
v
e
r
g
e
n
t
v
a
l
i
d
i
t
y
r
e
ma
i
n
s sa
t
i
sf
a
c
t
o
r
y
[3
6
]
.
T
ab
le
4
s
h
o
ws
th
e
r
esu
lts
o
f
t
h
e
Fo
r
n
ell
-
L
ar
ck
e
r
cr
iter
io
n
[
3
6
]
with
th
e
s
q
u
ar
e
r
o
o
t
o
f
th
e
AVE
f
o
r
ea
ch
co
n
s
tr
u
ct
o
n
th
e
d
iag
o
n
al,
an
d
th
e
c
o
r
r
elatio
n
al
a
n
aly
s
is
,
wh
ich
in
d
icate
d
s
ig
n
if
ican
t
r
elatio
n
s
h
ip
s
b
etwe
en
th
e
s
ev
en
d
im
e
n
s
io
n
s
o
f
C
L
E
an
d
PW
B
.
As
s
h
o
wn
in
th
e
tab
le,
th
e
s
q
u
ar
e
r
o
o
t
o
f
th
e
AVE
f
o
r
ea
ch
co
n
s
tr
u
ct
all
e
x
ce
ed
s
its
co
r
r
elatio
n
s
with
o
th
er
co
n
s
tr
u
cts,
s
u
g
g
esti
n
g
th
e
d
is
cr
im
in
an
t
v
alid
ity
is
with
in
s
p
ec
if
icatio
n
s
.
I
n
ad
d
itio
n
,
th
e
co
r
r
elatio
n
al
an
aly
s
is
in
d
icate
d
s
ig
n
if
ican
t
r
elatio
n
s
h
ip
s
b
etwe
en
th
e
s
ev
en
d
im
en
s
io
n
s
o
f
C
L
E
a
n
d
PW
B
.
Sp
ec
if
ically
,
i
n
v
o
lv
em
e
n
t
(
I
NVO)
ex
h
ib
ited
th
e
h
i
g
h
est
p
o
s
itiv
e
co
r
r
elatio
n
with
PW
B
(
r
=.
4
7
1
,
p
<.
0
1
)
,
f
o
llo
wed
b
y
task
o
r
ie
n
tatio
n
(
T
O)
(
r
=
.
4
4
9
,
p
<.
0
1
)
a
n
d
c
o
o
p
er
atio
n
(
C
OOP)
(
r
=.
4
1
8
,
p
<.
0
1
)
.
Stu
d
en
t
c
o
h
esiv
en
ess
(
SC
)
also
d
em
o
n
s
t
r
ated
a
n
o
tab
le
p
o
s
itiv
e
co
r
r
elatio
n
with
PW
B
(
r
=.
4
1
5
,
p
<.
0
1
)
.
Oth
er
d
im
e
n
s
io
n
s
,
s
u
ch
as
i
n
v
esti
g
atio
n
(
I
NVE
)
(
r
=.
4
0
3
,
p
<.
0
1
)
,
e
q
u
it
y
(
E
QUI
)
(
r
=.
3
7
6
,
p
<.
0
1
)
,
an
d
t
ea
c
h
er
s
u
p
p
o
r
t
(
T
S)
(
r
=.
3
2
1
,
p
<.
0
1
)
,
wer
e
p
o
s
itiv
ely
ass
o
ciate
d
with
PW
B
,
alb
eit
to
a
s
lig
h
tl
y
less
er
d
eg
r
ee
.
Hen
ce
,
H1
is
s
u
p
p
o
r
ted
,
as
th
e
all
d
im
e
n
s
io
n
s
o
f
C
L
E
ar
e
s
ig
n
if
ican
tly
p
o
s
itiv
ely
co
r
r
elate
d
with
PW
B
at
th
e
0
.
0
1
lev
el
(
p
<0
.
0
1
)
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2252
-
8
8
2
2
I
n
t
J
E
v
al
&
R
es E
d
u
c
,
Vo
l
.
15
,
No
.
1
,
Feb
r
u
a
r
y
20
26
:
53
-
65
58
T
h
e
ass
o
ciatio
n
s
b
etwe
en
C
L
E
d
im
en
s
io
n
s
an
d
ad
o
lescen
ts
’
PW
B
wer
e
an
aly
ze
d
u
s
in
g
SEM
.
T
h
e
m
o
d
el
ex
h
ib
ited
a
s
atis
f
ac
to
r
y
f
it
to
th
e
d
ata,
as
r
ef
lecte
d
b
y
th
e
f
it
in
d
ices:
χ²/d
f
=2
.
4
5
9
,
C
FI=
0
.
9
1
1
,
T
L
I
=0
.
9
0
7
,
R
MSE
A=
0
.
0
4
0
,
a
n
d
SR
MR=0
.
0
5
3
1
,
all
o
f
wh
i
ch
f
all
with
in
th
e
ac
ce
p
tab
le
r
an
g
e,
s
u
g
g
esti
n
g
a
well
-
f
itti
n
g
m
o
d
el.
T
h
e
f
in
d
in
g
s
in
T
ab
le
5
h
ig
h
lig
h
ts
th
e
f
a
cto
r
s
in
f
lu
en
cin
g
th
e
ad
o
lescen
ts
’
PW
B
with
C
L
E
d
im
en
s
io
n
s
.
Sp
ec
if
ically
,
as sh
o
wn
in
th
e
s
tan
d
ar
d
ized
p
ath
d
iag
r
am
as in
Fig
u
r
e
2
,
th
e
m
o
d
el
ex
p
lain
s
3
7
.
1
%
o
f
th
e
v
ar
ian
ce
in
PW
B
,
h
ig
h
l
ig
h
tin
g
th
e
s
ig
n
if
ican
t
r
o
le
o
f
C
L
E
in
s
h
ap
in
g
ad
o
lescen
ts
’
PW
B
.
T
h
is
s
u
g
g
ests
th
at
th
e
ad
o
lescen
ts
wh
o
p
er
ce
iv
e
a
m
o
r
e
p
o
s
itiv
e
C
L
E
ar
e
lik
ely
to
ex
p
er
ien
ce
g
r
ea
ter
PW
B
.
Fu
r
th
er
m
o
r
e,
th
e
m
o
d
el
id
en
tifie
d
s
ig
n
if
ic
an
t
p
r
e
d
icto
r
s
o
f
PW
B
am
o
n
g
th
e
s
ev
en
C
L
E
d
im
e
n
s
io
n
s
,
task
o
r
ie
n
tatio
n
(
β=0
.
3
1
9
,
p
<.
0
0
1
)
,
in
v
o
l
v
em
e
n
t (
β=0
.
3
5
4
,
p
<.
0
0
1
)
,
an
d
s
tu
d
en
t c
o
h
esiv
en
ess
(
β=0
.
1
7
4
,
p
<
.
0
0
1
)
em
er
g
e
d
as a
s
ig
n
if
ican
t
p
o
s
itiv
e
p
r
e
d
icto
r
o
f
PW
B
,
s
u
g
g
esti
n
g
th
at
ad
o
l
escen
ts
wh
o
ar
e
h
ig
h
l
y
in
v
o
lv
ed
in
lear
n
in
g
task
s
,
tak
e
an
ac
tiv
e
r
o
le
in
class
r
o
o
m
ac
tiv
ities
,
an
d
f
ee
l
a
s
tr
o
n
g
s
en
s
e
o
f
b
elo
n
g
in
g
g
en
e
r
ally
e
x
h
ib
it
h
ig
h
er
lev
els
o
f
PW
B
.
T
ab
le
4
.
R
esu
lts
o
f
th
e
co
r
r
ela
tio
n
an
aly
s
is
an
d
Fo
r
n
ell
-
L
ar
c
k
er
cr
iter
ia
V
a
r
i
a
b
l
e
s
1
2
3
4
5
6
7
8
C
LE
d
i
m
e
n
s
i
o
n
s
1
.
S
C
.
7
5
8
*
2
.
TS
.
4
6
1
**
.
7
7
6
*
3
.
I
N
V
O
.
5
4
8
**
.
6
2
3
**
.
7
1
9
*
4
.
I
N
V
E
.
3
9
7
**
.
4
7
0
**
.
7
0
5
**
.
8
0
2
*
5
.
TO
.
3
9
2
**
.
3
7
8
**
.
4
3
7
**
.
4
6
7
**
.
6
8
5
*
6
.
C
O
O
P
.
5
6
1
**
.
4
1
4
**
.
6
0
3
**
.
5
6
6
**
.
5
5
1
**
.
7
4
3
*
7
.
EQ
U
I
.
4
3
2
**
.
5
8
0
**
.
5
2
1
**
.
4
1
4
**
.
4
8
3
**
.
5
4
3
**
.
7
4
5
*
8
.
P
W
B
.
4
1
5
**
.
3
2
1
**
.
4
7
1
**
.
4
0
3
**
.
4
4
9
**
.
4
1
8
**
.
3
7
6
**
.
7
6
6
*
**
C
o
r
r
e
l
a
t
i
o
n
i
s s
i
g
n
i
f
i
c
a
n
t
a
t
t
h
e
0
.
0
1
l
e
v
e
l
(
2
-
t
a
i
l
e
d
)
.
*
T
h
e
s
q
u
a
r
e
r
o
o
t
o
f
A
V
E
i
s
b
o
l
d
e
d
a
n
d
o
n
t
h
e
d
i
a
g
o
n
a
l
.
T
ab
le
5
.
L
in
ea
r
r
eg
r
ess
io
n
r
esu
lts
v
ia
SEM
Est
i
m
a
t
e
S
.
E.
C
.
R
.
P
S
t
d
.
e
s
t
i
m
a
t
e
R
2
PWB
<
---
Ta
sk
o
r
i
e
n
t
a
t
i
o
n
0
.
2
8
1
0
.
0
4
5
6
.
2
2
4
***
0
.
3
1
9
0
.
3
7
1
PWB
<
---
S
t
u
d
e
n
t
c
o
h
e
si
v
e
n
e
s
s
0
.
1
6
1
0
.
0
4
2
3
.
8
3
9
***
0
.
1
7
4
PWB
<
---
Te
a
c
h
e
r
su
p
p
o
r
t
-
0
.
0
8
6
0
.
0
3
9
-
2
.
2
0
.
0
2
8
-
0
.
1
2
5
PWB
<
---
I
n
v
o
l
v
e
m
e
n
t
0
.
2
5
5
0
.
0
6
3
4
.
0
2
6
***
0
.
3
5
4
PWB
<
---
I
n
v
e
st
i
g
a
t
i
o
n
-
0
.
0
0
8
0
.
0
4
9
-
0
.
1
6
5
0
.
8
6
9
-
0
.
0
1
0
PWB
<
---
Eq
u
i
t
y
0
.
0
3
8
0
.
0
3
4
1
.
1
0
6
0
.
2
6
9
0
.
0
5
6
PWB
<
---
C
o
o
p
e
r
a
t
i
o
n
-
0
.
0
3
9
0
.
0
4
5
-
0
.
8
6
3
0
.
3
8
8
-
0
.
0
5
1
Fig
u
r
e
2
.
T
h
e
f
in
al
m
o
d
el
with
s
tan
d
ar
d
ized
esti
m
ates
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
lea
r
n
in
g
en
viro
n
m
en
t a
s
a
d
etermin
a
n
t
o
f p
s
yc
h
o
lo
g
ica
l well
-
b
ein
g
…
(
Yicen
M
en
g
)
59
Un
ex
p
ec
ted
ly
,
teac
h
er
s
u
p
p
o
r
t
(
β=
-
0
.
1
2
5
,
p
=.
0
2
8
)
n
e
g
ativ
ely
p
r
ed
icted
PW
B
,
s
u
g
g
e
s
tin
g
th
at
in
cr
ea
s
ed
p
er
ce
iv
ed
teac
h
er
s
u
p
p
o
r
t
m
ay
n
o
t
alwa
y
s
lead
to
en
h
an
ce
d
well
-
b
ein
g
,
p
o
ten
tially
r
ef
lectin
g
a
m
o
r
e
co
m
p
lex
o
r
b
i
d
ir
ec
tio
n
al
r
elatio
n
s
h
ip
th
at
war
r
an
ts
f
u
r
th
er
in
v
esti
g
atio
n
.
Me
an
wh
ile,
i
n
v
esti
g
atio
n
(
β=
-
0
.
0
1
0
,
p
=.
8
6
9
)
,
e
q
u
ity
(
β=0
.
0
5
6
,
p
=.
2
6
9
)
,
an
d
c
o
o
p
er
atio
n
(
β=
-
0
.
0
5
1
,
p
=.
3
8
8
)
wer
e
n
o
t
s
ig
n
if
ican
t
p
r
ed
icto
r
s
o
f
PW
B
,
im
p
ly
in
g
t
h
at
th
ese
asp
ec
ts
o
f
C
L
E
m
i
g
h
t
n
o
t
h
av
e
a
d
ir
ec
t
i
m
p
ac
t
o
n
ad
o
lescen
ts
’
PW
B
.
Fu
r
th
er
m
o
r
e
,
th
e
m
ea
s
u
r
em
en
t
m
o
d
el
co
n
f
i
r
m
ed
th
e
m
u
ltid
im
en
s
io
n
al
n
atu
r
e
o
f
PW
B
,
with
s
tr
o
n
g
s
tan
d
ar
d
ized
f
ac
to
r
lo
ad
in
g
s
ac
r
o
s
s
its
s
ix
d
im
e
n
s
io
n
s
:
au
to
n
o
m
y
,
en
v
ir
o
n
m
en
tal
m
aster
y
,
p
er
s
o
n
al
d
ev
elo
p
m
e
n
t,
p
o
s
itiv
e
r
elatio
n
s
,
p
u
r
p
o
s
e,
an
d
s
elf
-
ac
ce
p
ta
n
ce
.
T
h
ese
d
im
en
s
io
n
s
wer
e
well
-
r
ep
r
esen
ted
b
y
th
eir
r
esp
ec
tiv
e
o
b
s
er
v
ed
in
d
icato
r
s
,
s
u
p
p
o
r
tin
g
th
e
c
o
n
s
tr
u
ct
v
alid
ity
o
f
t
h
e
PW
B
m
ea
s
u
r
em
en
t.
Ov
er
all,
th
ese
f
i
n
d
in
g
s
em
p
h
asize
th
e
im
p
o
r
tan
ce
o
f
task
en
g
ag
em
e
n
t,
s
tu
d
e
n
t
co
h
esiv
en
ess
,
an
d
ac
tiv
e
in
v
o
lv
em
en
t
in
f
o
s
ter
in
g
ad
o
lescen
ts
’
PW
B
.
T
h
e
s
e
th
r
ee
f
ac
to
r
s
wer
e
id
en
tifie
d
as
s
ig
n
if
ican
t
p
r
ed
icto
r
s
in
th
e
s
tr
u
ctu
r
al
m
o
d
el,
ex
p
lain
in
g
a
co
n
s
id
er
ab
le
p
o
r
tio
n
o
f
th
e
v
ar
ia
n
ce
in
well
-
b
ein
g
.
Me
an
wh
ile,
th
e
u
n
ex
p
ec
te
d
n
eg
ativ
e
ef
f
ec
t
o
f
teac
h
er
s
u
p
p
o
r
t
h
i
g
h
lig
h
ts
a
c
o
m
p
lex
an
d
p
o
s
s
ib
ly
c
o
n
tex
t
-
s
p
ec
if
ic
r
elatio
n
s
h
ip
th
at
war
r
an
ts
f
u
r
th
er
i
n
v
esti
g
atio
n
.
5.
DIS
CU
SS
I
O
N
5
.
1
.
T
he
lev
els o
f
CL
E
a
nd
P
WB
a
m
o
ng
a
do
lescent
s
T
h
e
r
esu
lts
o
f
th
is
s
tu
d
y
r
ev
ea
l
a
m
o
d
er
ate
o
v
e
r
all
lev
el
o
f
C
L
E
an
d
an
a
b
o
v
e
av
er
a
g
e
le
v
el
o
f
PW
B
o
f
ad
o
lescen
ts
in
No
r
t
h
ea
s
t
C
h
in
a.
T
h
e
r
esu
lts
ar
e
in
co
n
s
is
ten
t
with
th
o
s
e
o
f
s
o
m
e
p
r
ev
i
o
u
s
s
tu
d
ies.
Fo
r
C
L
E
,
s
ev
er
al
s
tu
d
ies
h
av
e
in
d
icate
d
th
at
C
h
in
ese
s
tu
d
en
ts
g
e
n
er
a
lly
p
er
ce
iv
e
th
eir
C
L
E
less
p
o
s
itiv
ely
[3
7
]
–
[
39
]
.
On
th
e
o
th
er
s
id
e,
Fan
an
d
Kar
n
jan
ap
u
n
[
4
0
]
r
e
p
o
r
ted
th
at
Gr
ad
e
9
s
tu
d
en
ts
in
Ku
n
m
in
g
,
a
city
i
n
s
o
u
th
wester
n
C
h
in
a,
h
ad
an
o
v
er
all
p
o
s
itiv
e
p
er
ce
p
tio
n
o
f
th
eir
class
r
o
o
m
en
v
ir
o
n
m
en
t.
On
e
p
o
s
s
ib
le
ex
p
lan
atio
n
f
o
r
th
ese
i
n
co
n
s
is
ten
t
r
esu
lts
is
th
e
g
eo
g
r
ap
h
ic
al
lo
ca
tio
n
o
f
th
e
s
tu
d
ies.
Ma
n
y
o
f
t
h
e
p
r
ev
io
u
s
s
tu
d
ies
wer
e
co
n
d
u
cted
in
less
d
ev
elo
p
ed
r
eg
io
n
s
o
f
C
h
in
a,
s
u
ch
as
W
est
an
d
So
u
th
C
h
in
a,
wh
er
e
ed
u
ca
tio
n
al
r
eso
u
r
ce
s
ar
e
o
f
ten
s
ca
r
ce
,
an
d
s
tu
d
en
ts
m
ay
f
ac
e
g
r
ea
ter
ac
ad
em
ic
p
r
ess
u
r
es
d
u
e
to
l
im
ited
ed
u
ca
tio
n
al
f
ac
ilit
ies.
Fo
r
th
is
cu
r
r
en
t
s
tu
d
y
,
wh
ich
was
c
o
n
d
u
cted
in
a
c
ity
in
th
e
d
ev
elo
p
ed
p
r
o
v
i
n
ce
i
n
No
r
th
ea
s
t
C
h
in
a,
wh
er
e
s
tu
d
en
ts
m
ay
b
en
ef
it f
r
o
m
h
ig
h
er
ed
u
ca
tio
n
al
s
tan
d
ar
d
s
an
d
b
etter
lear
n
in
g
f
ac
ilit
ies.
Fo
r
th
e
lev
el
o
f
PW
B
,
th
e
f
in
d
in
g
s
o
f
C
h
a
n
et
a
l.
[4
1
]
ali
g
n
with
th
e
r
esu
lts
o
f
th
e
c
u
r
r
en
t
s
tu
d
y
,
r
ev
ea
lin
g
a
m
o
d
e
r
ate
to
h
ig
h
lev
el
o
f
well
-
b
ein
g
am
o
n
g
8
5
6
ad
o
lescen
ts
in
Ho
n
g
Ko
n
g
.
B
esid
e
s
,
s
tu
d
y
b
y
L
u
o
an
d
M
u
[4
2
]
also
r
ep
o
r
t
ed
m
o
d
er
ate
PW
B
am
o
n
g
6
1
0
h
ig
h
s
ch
o
o
l
s
tu
d
en
ts
f
r
o
m
s
o
u
th
er
n
r
e
g
io
n
o
f
C
h
in
a.
T
h
ese
co
n
s
is
ten
t
f
in
d
in
g
s
ac
r
o
s
s
d
if
f
e
r
en
t
r
e
g
io
n
s
h
ig
h
lig
h
t
a
c
o
m
m
o
n
tr
e
n
d
o
f
m
o
d
er
ate
well
-
b
ei
n
g
am
o
n
g
C
h
in
ese
s
tu
d
en
ts
,
s
u
g
g
esti
n
g
th
at
wh
ile
s
tu
d
en
ts
ar
e
g
en
er
ally
n
o
t
at
r
is
k
,
th
eir
P
W
B
i
s
s
ti
ll
f
ar
f
r
o
m
o
p
tim
al.
I
n
th
is
s
tu
d
y
,
s
tu
d
e
n
t
s
’
C
L
E
an
d
PW
B
ar
e
n
o
t
p
ar
ticu
lar
ly
lo
w,
b
u
t
th
eir
m
o
d
er
ate
o
r
m
o
d
e
r
ate
to
h
ig
h
le
v
els
s
u
g
g
est
th
at
th
ey
s
till
h
av
e
r
o
o
m
f
o
r
im
p
r
o
v
e
m
en
t
an
d
s
h
o
u
ld
n
o
t
b
e
o
v
er
lo
o
k
ed
an
d
ce
r
tai
n
f
ac
to
r
s
m
ay
b
e
im
p
ac
tin
g
t
h
eir
o
u
tco
m
es.
5
.
2
.
T
he
pred
ict
iv
e
ro
le
o
f
CL
E
in
P
WB
T
h
e
r
esu
lts
r
e
v
ea
l
th
at
am
o
n
g
th
e
d
im
en
s
io
n
s
o
f
th
e
C
L
E
,
in
v
o
lv
em
en
t
(
β=0
.
3
5
4
,
p
<
.
0
0
1
)
,
task
o
r
ien
tatio
n
(
β=0
.
3
1
9
,
p
<.
0
0
1
)
,
an
d
s
tu
d
en
t
co
h
esiv
en
ess
(
β=
0
.
1
7
4
,
p
<.
0
0
1
)
ar
e
s
ig
n
i
f
ican
t
p
o
s
itiv
e
p
r
e
d
icto
r
s
o
f
PW
B
,
wh
er
ea
s
teac
h
er
s
u
p
p
o
r
t
(
β=
-
0
.
1
2
5
,
p
=.
0
2
8
)
is
a
s
ig
n
if
ican
t
n
eg
ativ
e
p
r
ed
ict
o
r
.
SEM
an
aly
s
is
in
d
icate
s
th
at
wh
ile
th
ese
f
o
u
r
d
im
en
s
io
n
s
s
ig
n
if
ican
tly
co
n
t
r
ib
u
te
to
th
e
v
ar
ia
n
ce
in
PW
B
.
I
n
c
o
n
tr
ast,
o
th
e
r
d
im
en
s
io
n
s
,
s
u
ch
as
in
v
esti
g
at
io
n
,
co
o
p
er
atio
n
,
an
d
eq
u
ity
,
a
r
e
n
o
t statis
tically
s
ig
n
if
ican
t (
p
>.
0
5
)
.
5
.
2
.
1
.
P
o
s
it
iv
e
predict
o
rs o
f
P
WB
:
t
a
s
k
o
rient
a
t
io
n,
inv
o
lv
e
m
ent
a
nd
s
t
ud
ent
co
hes
iv
ene
s
s
T
h
e
r
esu
lts
o
f
SEM
an
aly
s
is
id
en
tifie
d
th
r
ee
s
ig
n
if
ican
t
p
o
s
itiv
e
p
r
ed
icto
r
s
o
f
PW
B
am
o
n
g
th
e
ad
o
lescen
ts
in
No
r
t
h
ea
s
t
C
h
in
a,
n
am
ely
,
in
v
o
lv
em
e
n
t,
task
o
r
ien
tatio
n
a
n
d
s
tu
d
en
t
c
o
h
esiv
en
ess
.
Ou
r
r
esu
lts
alig
n
with
SDT
[
1
6
]
,
[
4
3
]
,
a
s
tr
o
n
g
task
o
r
ien
tatio
n
ap
p
ea
r
s
to
en
h
an
ce
s
tu
d
en
ts
’
s
en
s
e
o
f
co
m
p
eten
ce
an
d
ac
h
iev
em
en
t,
wh
ich
in
tu
r
n
p
o
s
itiv
ely
in
f
lu
e
n
ce
s
th
eir
o
v
er
all
well
-
b
ein
g
.
Activ
e
p
ar
ticip
atio
n
n
o
t
o
n
ly
en
h
an
ce
s
in
v
o
lv
em
e
n
t
b
u
t
als
o
cu
ltiv
ates
a
d
ee
p
e
r
c
o
n
n
ec
ti
o
n
with
th
e
lear
n
in
g
p
r
o
ce
s
s
,
t
h
er
eb
y
co
n
tr
ib
u
tin
g
to
im
p
r
o
v
ed
e
m
o
tio
n
al
well
-
b
ein
g
.
Fu
r
th
er
m
o
r
e,
s
tr
o
n
g
s
tu
d
en
t
co
h
esiv
en
ess
f
o
s
ter
s
a
s
u
p
p
o
r
ti
v
e
p
ee
r
n
etwo
r
k
th
at
allev
iates
s
tr
ess
an
d
b
o
ls
ter
s
r
esil
ien
ce
.
T
h
ese
f
in
d
in
g
s
ar
e
co
n
s
is
ten
t
with
p
r
io
r
s
tu
d
ies
em
p
h
asizin
g
th
e
p
iv
o
tal
r
o
le
o
f
a
s
tr
u
ctu
r
ed
an
d
i
n
ter
ac
tiv
e
c
lass
r
o
o
m
en
v
ir
o
n
m
en
t in
p
r
o
m
o
tin
g
PW
B
[
7
]
.
Pas
t
r
esear
ch
ef
f
o
r
ts
h
av
e
co
n
s
is
ten
tly
d
em
o
n
s
tr
ated
a
p
o
s
itiv
e
co
r
r
elatio
n
b
etwe
en
s
tu
d
en
t
en
g
ag
em
e
n
t
an
d
g
r
ea
ter
s
atis
f
ac
tio
n
with
th
e
ed
u
ca
tio
n
al
e
n
v
ir
o
n
m
e
n
t,
as
well
as
e
n
h
an
ce
d
em
o
tio
n
al
h
ea
lth
[4
4
]
.
O
u
r
f
in
d
in
g
s
ar
e
also
co
n
s
is
ten
t
with
th
o
s
e
o
f
Z
h
an
g
[4
5
]
,
wh
o
d
em
o
n
s
tr
ated
th
at
s
tu
d
en
t
en
g
ag
em
en
t
p
lay
s
a
k
ey
m
ed
iatin
g
r
o
le
in
th
e
r
elatio
n
s
h
ip
b
etwe
en
tea
ch
er
s
u
p
p
o
r
t
an
d
PW
B
,
h
ig
h
lig
h
tin
g
h
o
w
ac
tiv
e
ac
ad
em
ic
in
v
o
lv
em
en
t
co
n
tr
i
b
u
tes
p
o
s
itiv
ely
to
s
tu
d
en
ts
’
o
v
er
all
m
e
n
tal
h
ea
lth
.
Ad
d
iti
o
n
ally
,
task
-
o
r
ien
ted
s
tu
d
en
ts
ar
e
m
o
r
e
in
clin
ed
t
o
s
y
s
tem
atica
lly
m
an
ag
e
th
ei
r
ac
ad
em
ic
r
esp
o
n
s
ib
ilit
ies,
cu
ltiv
atin
g
p
er
s
o
n
al
f
u
lf
illme
n
t
an
d
s
tr
o
n
g
er
s
elf
-
b
elief
.
R
am
za
n
et
a
l.
[4
6
]
s
im
ilar
ly
id
en
tifie
d
a
s
ig
n
if
ican
t
p
o
s
itiv
e
ass
o
ciatio
n
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2252
-
8
8
2
2
I
n
t
J
E
v
al
&
R
es E
d
u
c
,
Vo
l
.
15
,
No
.
1
,
Feb
r
u
a
r
y
20
26
:
53
-
65
60
b
etwe
en
task
o
r
ien
tatio
n
an
d
PW
B
am
o
n
g
Pak
is
tan
i
ad
o
lescen
ts
,
p
ar
ticu
lar
ly
in
a
r
e
as
r
elate
d
to
s
elf
-
d
ev
elo
p
m
e
n
t
an
d
p
u
r
p
o
s
e.
M
o
r
eo
v
er
,
s
tu
d
en
t
co
h
esiv
e
n
ess
ac
ts
as
a
b
u
f
f
er
ag
ain
s
t
a
d
v
er
s
e
ex
p
e
r
ien
ce
s
,
s
u
ch
as
ac
ad
em
ic
s
tr
ess
an
d
p
ee
r
co
n
f
lict.
Yan
g
et
a
l.
[4
7
]
r
e
p
o
r
ted
th
at
h
i
g
h
er
class
r
o
o
m
co
h
esiv
en
ess
was
s
ig
n
if
ican
tly
ass
o
ciate
d
with
im
p
r
o
v
e
d
well
-
b
ein
g
am
o
n
g
C
h
in
ese
ad
o
lescen
ts
.
W
h
en
s
tu
d
en
ts
f
ee
l
th
ey
ar
e
p
ar
t o
f
a
co
h
esiv
e
g
r
o
u
p
,
th
ey
ar
e
m
o
r
e
lik
ely
to
ex
p
er
ien
ce
ac
ce
p
tan
ce
an
d
em
o
tio
n
al
s
ec
u
r
ity
,
b
o
th
o
f
wh
ich
co
n
tr
ib
u
te
to
th
eir
o
v
er
all
PW
B
[4
8
]
.
T
h
e
f
in
d
in
g
s
o
f
th
is
s
tu
d
y
h
i
g
h
lig
h
t
t
h
ese
co
n
n
ec
tio
n
s
,
an
d
I
n
v
o
lv
e
m
en
t
b
ec
am
e
t
h
e
m
o
s
t
p
o
ten
t
p
r
ed
icto
r
o
f
PW
B
wh
en
it
y
i
eld
ed
th
e
h
i
g
h
est
b
eta
co
ef
f
icien
t
(
β=0
.
3
5
4
)
.
I
n
o
th
er
wo
r
d
s
,
ad
o
lescen
ts
wh
o
ac
tiv
ely
en
g
ag
e
in
task
-
o
r
ien
t
ed
an
d
co
h
esiv
e
en
v
ir
o
n
m
en
t
s
th
at
em
p
h
asize
m
aster
y
,
p
e
r
s
o
n
al
g
r
o
wth
,
an
d
s
k
ill ac
q
u
is
itio
n
ar
e
m
o
r
e
in
clin
ed
to
cu
ltiv
ate
a
s
en
s
e
o
f
co
n
f
id
en
ce
in
r
elatio
n
to
th
eir
wel
l
-
b
ein
g
.
T
h
is
r
esu
lt
s
u
p
p
o
r
ts
SDT
[
1
5
]
.
Fu
n
d
am
en
tally
,
PW
B
i
s
p
r
ed
o
m
in
an
tly
i
n
f
lu
en
ce
d
b
y
th
e
s
atis
f
ac
tio
n
o
f
th
r
ee
co
r
e
n
ee
d
s
:
au
to
n
o
m
y
,
co
m
p
eten
ce
,
a
n
d
r
e
lated
n
ess
[4
3
]
.
5
.
2
.
2
.
Neg
a
t
iv
e
predict
o
r
o
f
P
WB
:
t
ea
cher
s
up
po
rt
T
h
is
s
tu
d
y
f
o
u
n
d
t
h
at
teac
h
e
r
s
u
p
p
o
r
t
h
a
d
a
s
ig
n
if
ican
t
n
eg
ativ
e
ef
f
ec
t
o
n
PW
B
(
β=
-
0
.
1
2
5
)
,
wh
ic
h
was
b
o
th
s
u
r
p
r
is
in
g
an
d
t
h
e
o
r
etica
lly
im
p
o
r
tan
t.
T
h
is
u
n
ex
p
ec
ted
f
in
d
in
g
u
n
d
er
s
co
r
es
th
e
co
m
p
lex
ity
o
f
teac
h
er
-
s
tu
d
en
t
in
ter
ac
tio
n
s
an
d
s
u
g
g
ests
th
at
s
u
p
p
o
r
t
f
r
o
m
teac
h
er
s
m
ay
n
o
t
alwa
y
s
b
e
p
er
ce
iv
ed
p
o
s
itiv
ely
b
y
s
tu
d
en
ts
.
W
h
ile
tr
ad
itio
n
al
r
esear
ch
h
as
g
en
e
r
ally
lin
k
ed
teac
h
er
s
u
p
p
o
r
t
to
im
p
r
o
v
e
d
s
tu
d
en
t
o
u
tco
m
es,
r
ec
en
t stu
d
ies in
d
icate
th
at
its
ef
f
ec
ts
m
ay
v
ar
y
d
e
p
en
d
in
g
o
n
s
p
ec
if
ic
co
n
tex
ts
an
d
in
d
iv
i
d
u
al
d
if
f
er
e
n
ce
s
.
A
p
o
ten
tial
r
ea
s
o
n
f
o
r
th
is
in
c
o
n
s
is
ten
cy
co
u
l
d
b
e
th
e
p
r
ese
n
ce
o
f
o
t
h
er
f
ac
to
r
s
th
at
m
ig
h
t
af
f
ec
t
t
h
e
r
elatio
n
s
h
ip
b
etwe
en
teac
h
er
s
u
p
p
o
r
t
an
d
PW
B
.
B
r
an
d
s
eth
et
a
l.
[
49
]
h
av
e
r
ep
o
r
ted
th
a
t
alth
o
u
g
h
teac
h
er
s
u
p
p
o
r
t
was
p
o
s
itiv
ely
co
r
r
ela
ted
with
s
tu
d
en
ts
’
s
en
s
e
o
f
b
elo
n
g
in
g
,
its
im
p
ac
t
o
n
m
en
tal
well
-
b
ein
g
v
ar
ied
.
T
h
eir
s
tu
d
y
s
u
g
g
ested
th
at
t
ea
ch
er
s
u
p
p
o
r
t
m
ig
h
t
ex
e
r
t
i
ts
ef
f
ec
ts
th
r
o
u
g
h
m
ed
iato
r
s
s
u
ch
as
au
t
o
n
o
m
y
s
u
p
p
o
r
t
an
d
p
er
ce
p
tio
n
s
o
f
th
e
class
r
o
o
m
clim
ate.
W
h
en
teac
h
er
s
u
p
p
o
r
t
is
p
er
ce
iv
ed
as
o
v
er
ly
d
i
r
ec
tiv
e
o
r
co
n
tr
o
llin
g
,
it c
an
u
n
d
er
m
i
n
e
s
tu
d
en
ts
’
s
en
s
e
o
f
au
t
o
n
o
m
y
,
u
l
tim
ately
d
im
in
is
h
in
g
th
eir
PW
B
[
1
6
]
.
Acc
o
r
d
in
g
to
s
elf
-
d
eter
m
in
atio
n
th
e
o
r
y
,
i
n
d
iv
id
u
als
ac
h
iev
e
o
p
tim
al
P
W
B
wh
en
au
to
n
o
m
y
,
c
o
m
p
ete
n
ce
,
an
d
r
elate
d
n
ess
ar
e
in
eq
u
ilib
r
iu
m
[5
0
]
.
I
f
teac
h
er
s
u
p
p
o
r
t
b
ec
o
m
es
ex
ce
s
s
iv
ely
p
r
escr
ip
tiv
e,
it
m
a
y
cl
ash
with
s
tu
d
en
ts
’
in
tr
in
s
ic
n
ee
d
f
o
r
au
to
n
o
m
y
,
l
ea
d
in
g
to
u
n
i
n
ten
d
e
d
n
e
g
ativ
e
co
n
s
eq
u
e
n
ce
s
f
o
r
th
eir
well
-
b
ein
g
.
Mo
r
eo
v
er
,
th
e
em
o
tio
n
al
au
th
e
n
ticity
o
f
teac
h
er
s
u
p
p
o
r
t p
lay
s
a
k
ey
r
o
le
in
s
h
ap
in
g
its
im
p
ac
t.
T
h
is
p
er
s
p
ec
tiv
e
is
r
ein
f
o
r
ce
d
b
y
L
a
v
y
an
d
Naa
m
a
-
Gh
a
n
ay
im
’
s
s
tu
d
y
[
5
1
]
,
w
h
ich
f
o
u
n
d
th
at
wh
en
teac
h
er
s
e
x
p
r
es
s
g
en
u
in
e
ca
r
e,
it
en
h
an
ce
s
s
tu
d
en
ts
’
s
elf
-
esteem
an
d
en
g
a
g
em
en
t.
C
o
n
v
e
r
s
ely
,
if
s
tu
d
en
ts
p
er
ce
iv
e
s
u
ch
s
u
p
p
o
r
t
as
m
er
ely
o
b
lig
ato
r
y
o
r
lack
i
n
g
g
en
u
in
e
em
o
tio
n
al
in
v
estme
n
t,
it
ca
n
h
av
e
th
e
o
p
p
o
s
ite
ef
f
ec
t,
p
o
te
n
tially
co
n
tr
i
b
u
tin
g
to
p
s
y
ch
o
lo
g
ical
d
is
tr
ess
.
Ad
d
itio
n
ally
,
in
s
tr
u
ctio
n
al
s
ty
l
es,
p
ar
ticu
lar
ly
th
e
n
atu
r
e
o
f
teac
h
er
-
s
tu
d
e
n
t
in
ter
ac
tio
n
s
,
m
ay
f
u
r
th
er
in
f
l
u
en
ce
th
ese
o
u
tco
m
es.
Z
h
en
g
[
5
2
]
u
n
d
er
s
co
r
ed
t
h
e
im
p
o
r
tan
ce
o
f
b
ala
n
cin
g
s
u
p
p
o
r
tiv
e
teac
h
er
en
g
ag
em
e
n
t
with
r
esp
ec
t
f
o
r
s
tu
d
en
t
i
n
d
ep
en
d
en
ce
.
T
h
is
f
in
d
in
g
s
u
g
g
ests
th
at
wh
en
teac
h
er
s
u
p
p
o
r
t
lack
s
em
o
ti
o
n
al
r
esp
o
n
s
iv
en
ess
o
r
f
ails
to
f
o
s
ter
s
tu
d
en
t
au
to
n
o
m
y
,
it
ca
n
g
e
n
er
ate
u
n
in
ten
d
e
d
p
r
ess
u
r
es,
u
ltima
te
ly
h
ar
m
in
g
PW
B
.
I
n
co
n
cl
u
s
io
n
,
o
u
r
f
i
n
d
in
g
s
h
ig
h
lig
h
t
a
co
m
p
licated
in
ter
p
lay
b
etwe
en
teac
h
er
s
u
p
p
o
r
t
an
d
o
th
e
r
teac
h
er
-
r
elate
d
asp
ec
ts
in
C
L
E
.
W
h
en
s
u
p
p
o
r
t
is
ex
p
e
r
ien
ce
d
as
o
v
er
ly
co
n
tr
o
llin
g
,
it
m
ay
co
n
f
lict
with
s
tu
d
en
ts
’
in
tr
in
s
ic
n
ee
d
s
,
th
er
eb
y
r
ed
u
cin
g
PW
B
.
Fu
tu
r
e
in
v
esti
g
atio
n
s
s
h
o
u
ld
f
u
r
t
h
er
ex
p
lo
r
e
th
ese
d
y
n
am
ics
—
ex
am
in
in
g
f
ac
to
r
s
s
u
ch
as
cu
ltu
r
al
co
n
tex
t,
in
s
tr
u
ctio
n
al
s
ty
les,
an
d
in
d
iv
id
u
al
s
tu
d
en
t
m
o
tiv
atio
n
—
to
clar
if
y
u
n
d
er
wh
at
co
n
d
itio
n
s
teac
h
e
r
s
u
p
p
o
r
t f
o
s
ter
s
v
er
s
u
s
h
in
d
e
r
s
PW
B
.
5
.
2
.
3
.
Ro
les o
f
o
t
her
dim
ens
io
ns
:
inv
estig
a
t
io
n,
co
o
pera
t
io
n a
n
d e
qu
it
y
W
h
ile
in
v
o
lv
em
en
t,
task
o
r
ie
n
tatio
n
an
d
s
tu
d
en
t
c
o
h
esiv
e
n
ess
em
er
g
ed
as
th
e
s
ig
n
i
f
ican
t
p
o
s
itiv
e
p
r
ed
icto
r
s
an
d
teac
h
e
r
s
u
p
p
o
r
t
as
th
e
n
eg
ativ
e
p
r
ed
icto
r
o
f
PW
B
in
th
is
s
tu
d
y
,
o
th
er
d
im
en
s
io
n
s
o
f
C
L
E
—
in
v
esti
g
atio
n
,
co
o
p
er
atio
n
a
n
d
eq
u
ity
—
co
llectiv
ely
co
n
tr
i
b
u
te
to
f
o
s
ter
in
g
PW
B
.
T
h
ese
d
i
m
en
s
io
n
s
,
alth
o
u
g
h
less
s
tati
s
tically
im
p
ac
tf
u
l
in
d
iv
id
u
ally
,
cr
ea
te
a
s
u
p
p
o
r
ti
v
e
an
d
in
ter
ac
tiv
e
en
v
ir
o
n
m
en
t
th
at
in
d
ir
ec
tly
n
u
r
tu
r
es
ad
o
lescen
ts
o
v
er
all
w
ell
-
b
ein
g
.
Su
ch
an
en
v
ir
o
n
m
e
n
t
m
ay
in
d
ir
ec
tly
en
h
a
n
ce
s
tu
d
en
ts
’
o
v
er
all
well
-
b
ein
g
b
y
f
o
s
ter
in
g
cu
r
i
o
s
ity
,
co
llab
o
r
atio
n
,
an
d
a
s
en
s
e
o
f
f
ai
r
n
ess
.
I
n
v
esti
g
atio
n
r
ef
e
r
s
to
th
e
f
o
cu
s
o
n
in
q
u
ir
y
s
k
ills
an
d
p
r
o
ce
s
s
es,
an
d
th
eir
ap
p
licatio
n
in
p
r
o
b
lem
s
o
lv
in
g
an
d
ex
p
lo
r
atio
n
[3
1
]
,
[
3
2
]
,
[
5
3
]
.
W
h
ile
in
v
esti
g
ati
o
n
s
u
p
p
o
r
ts
th
e
d
e
v
elo
p
m
e
n
t
o
f
au
to
n
o
m
y
an
d
co
m
p
eten
ce
b
y
f
o
s
ter
in
g
c
u
r
i
o
s
ity
an
d
in
d
ep
en
d
en
t
th
in
k
in
g
[5
4
]
,
[
5
5
]
,
its
f
o
cu
s
o
n
co
g
n
itiv
e
en
g
ag
e
m
en
t
m
ay
n
o
t
d
ir
ec
tly
tr
an
s
late
in
t
o
em
o
tio
n
al
b
e
n
ef
its
f
o
r
s
tu
d
en
ts
[5
6
]
.
I
n
v
esti
g
atio
n
is
o
f
ten
m
o
r
e
s
tr
o
n
g
l
y
ass
o
ciate
d
with
ac
ad
em
ic
o
u
tc
o
m
es,
f
o
r
e
x
am
p
le,
cr
itical
th
i
n
k
in
g
s
k
ills
an
d
ac
ad
e
m
ic
p
er
f
o
r
m
an
ce
[
5
5
]
,
th
an
to
PW
B
.
T
h
is
m
ay
ac
co
u
n
t
f
o
r
its
n
o
n
-
s
ig
n
if
ican
t
co
n
tr
ib
u
ti
o
n
to
PW
B
in
th
is
s
tu
d
y
.
W
h
ile
co
o
p
er
atio
n
m
ay
n
o
t
s
h
o
w
s
tatis
tical
s
ig
n
if
ican
ce
,
it
r
em
ain
s
cr
u
cial
in
f
o
s
ter
in
g
s
tu
d
e
n
t
en
g
a
g
em
en
t
an
d
is
co
n
s
is
ten
t
with
s
o
cial
in
ter
d
ep
en
d
e
n
ce
th
eo
r
y
[5
7
]
.
C
o
llab
o
r
ativ
e
lear
n
in
g
f
o
s
ter
s
s
o
cial
in
ter
ac
tio
n
an
d
team
wo
r
k
,
y
et
its
lim
ited
im
p
ac
t
o
n
PW
B
m
ay
b
e
d
u
e
to
th
e
c
o
m
p
lex
itie
s
o
f
p
ee
r
r
elatio
n
s
h
ip
s
.
W
h
ile
co
o
p
er
atio
n
ca
n
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
lea
r
n
in
g
en
viro
n
m
en
t a
s
a
d
etermin
a
n
t
o
f p
s
yc
h
o
lo
g
ica
l well
-
b
ein
g
…
(
Yicen
M
en
g
)
61
s
tr
en
g
th
en
s
o
cial
co
n
n
ec
tio
n
s
,
it
d
o
es
n
o
t
alwa
y
s
lead
to
a
p
o
s
itiv
e
em
o
tio
n
al
ex
p
er
ien
ce
—
esp
ec
ially
wh
en
s
tu
d
en
ts
f
ee
l
p
r
ess
u
r
ed
to
co
n
f
o
r
m
o
r
e
x
p
er
ie
n
ce
in
ter
p
er
s
o
n
al
co
n
f
lict
i
n
a
g
r
o
u
p
s
ettin
g
[
5
7
]
.
T
h
e
em
o
tio
n
al
b
en
ef
its
o
f
co
o
p
er
atio
n
m
ay
b
e
m
o
r
e
p
r
o
n
o
u
n
ce
d
in
in
d
i
v
id
u
alis
tic
s
o
cietie
s
,
wh
er
e
s
tu
d
en
ts
ar
e
en
co
u
r
ag
ed
to
m
ak
e
p
er
s
o
n
al
c
o
n
n
ec
tio
n
s
f
o
r
g
r
o
u
p
wo
r
k
w
h
ile
m
ain
tain
in
g
th
eir
in
d
iv
id
u
ality
[
5
7
]
.
I
n
co
n
tr
ast,
in
co
llectiv
is
t
cu
ltu
r
es,
wh
er
e
g
r
o
u
p
h
ar
m
o
n
y
h
as
lo
n
g
b
ee
n
d
ee
p
-
r
o
o
ted
in
ev
er
y
d
ay
life
,
c
o
o
p
er
atio
n
m
a
y
n
o
t
p
r
o
v
id
e
ad
d
itio
n
al
em
o
tio
n
al
b
en
ef
its
as
it
is
an
ex
p
ec
ted
p
ar
t
o
f
th
e
ed
u
ca
tio
n
al
p
r
o
ce
s
s
[5
8
]
.
Ad
d
itio
n
ally
,
co
o
p
er
ativ
e
lear
n
in
g
ten
d
s
to
h
av
e
s
tr
o
n
g
er
e
f
f
ec
ts
o
n
co
g
n
itiv
e
an
d
s
o
cial
d
ev
elo
p
m
en
t
th
an
o
n
em
o
tio
n
al
well
-
b
ein
g
[
59
]
.
Similar
ly
,
eq
u
ity
r
ef
er
r
in
g
to
h
o
w
teac
h
er
s
tr
ea
t
s
tu
d
en
ts
eq
u
ally
b
y
f
air
ly
d
is
tr
ib
u
tin
g
p
r
aise,
q
u
esti
o
n
s
,
an
d
o
p
p
o
r
tu
n
ities
f
o
r
in
clu
s
io
n
in
d
is
cu
s
s
io
n
s
[
3
1
]
,
[
3
2
]
,
[
5
3
]
,
p
lay
s
an
in
d
ir
ec
t
r
o
le
in
s
u
p
p
o
r
tin
g
PW
B
b
y
p
r
o
m
o
tin
g
a
s
en
s
e
o
f
b
elo
n
g
in
g
an
d
co
m
p
ete
n
ce
t
h
r
o
u
g
h
p
er
ce
iv
ed
f
air
n
ess
an
d
en
g
ag
e
m
en
t
[6
0
]
.
Ho
wev
er
,
its
im
p
ac
t
is
n
o
t
u
n
if
o
r
m
ac
r
o
s
s
all
cu
ltu
r
al
co
n
tex
ts
.
I
n
s
o
cieties
th
at
p
r
io
r
itize
in
d
iv
id
u
alis
m
,
f
air
n
ess
in
r
eso
u
r
ce
d
is
tr
ib
u
tio
n
is
d
ee
p
ly
tied
to
th
e
p
r
in
cip
le
o
f
eq
u
ity
,
h
ig
h
lig
h
tin
g
p
e
r
s
o
n
al
au
to
n
o
m
y
an
d
in
d
iv
id
u
al
r
ig
h
ts
.
W
h
en
p
eo
p
l
e
in
th
ese
cu
ltu
r
es
p
er
ce
iv
e
u
n
f
air
tr
ea
tm
en
t,
it
ca
n
lead
to
em
o
tio
n
al
d
is
tr
ess
,
d
im
in
is
h
ed
s
elf
-
esteem
,
an
d
ev
en
d
is
en
g
ag
em
e
n
t
f
r
o
m
ac
ad
em
ic
s
ettin
g
s
[6
1
]
,
as
f
air
n
ess
is
clo
s
e
ly
co
n
n
ec
ted
to
a
d
o
lescen
ts
’
s
en
s
e
o
f
s
elf
-
wo
r
th
an
d
o
v
er
all
w
ell
-
b
ein
g
[
1
6
]
.
On
th
e
o
th
er
h
a
n
d
,
in
cu
ltu
r
es
with
h
ig
h
er
co
llectiv
is
m
,
s
u
ch
as
t
h
o
s
e
f
o
u
n
d
in
E
ast
Asi
a,
p
r
eser
v
in
g
s
o
cial
h
ar
m
o
n
y
o
f
ten
tak
es
p
r
ec
ed
en
ce
o
v
e
r
s
tr
ictly
en
f
o
r
cin
g
e
q
u
al
d
is
tr
i
b
u
tio
n
.
R
ath
er
th
a
n
v
iewin
g
f
air
n
ess
th
r
o
u
g
h
an
in
d
iv
id
u
ali
s
tic
len
s
,
p
eo
p
le
in
th
ese
s
o
cieties
s
ee
eq
u
ity
as
s
o
m
eth
in
g
s
h
a
p
ed
b
y
r
elatio
n
s
h
ip
s
,
en
s
u
r
in
g
th
at
s
o
cial
b
ala
n
ce
is
u
p
h
eld
.
Fo
r
ex
am
p
le,
C
h
in
ese
s
tu
d
en
ts
m
ay
b
e
m
o
r
e
in
clin
ed
to
ac
ce
p
t
p
er
ce
iv
ed
in
e
q
u
alities
if
d
o
in
g
s
o
co
n
tr
ib
u
tes
to
m
ain
tain
in
g
g
r
o
u
p
s
tab
ilit
y
[6
2
]
.
As
a
r
esu
lt,
in
co
llectiv
is
t
cu
ltu
r
es,
th
e
em
p
h
asis
o
n
p
r
eser
v
in
g
h
a
r
m
o
n
io
u
s
r
elatio
n
s
h
ip
s
m
ay
b
u
f
f
e
r
s
tu
d
en
ts
ag
ain
s
t
th
e
n
e
g
ativ
e
ef
f
e
cts
o
f
p
er
ce
iv
e
d
in
e
q
u
ities
,
m
ak
in
g
e
q
u
ity
a
less
ce
n
tr
al
f
ac
to
r
in
s
h
ap
in
g
th
eir
well
-
b
ein
g
[6
3
]
.
W
h
ile
in
v
esti
g
atio
n
,
co
o
p
er
at
io
n
an
d
eq
u
ity
m
ay
n
o
t
h
a
v
e
a
s
tr
o
n
g
d
ir
ec
t
im
p
ac
t
o
n
P
W
B
,
th
e
y
co
n
tr
ib
u
te
to
a
lear
n
in
g
en
v
ir
o
n
m
en
t
th
at
s
u
p
p
o
r
ts
s
tu
d
e
n
t
w
ell
-
b
ein
g
i
n
o
th
er
way
s
.
T
h
eo
r
etica
l
p
er
s
p
ec
tiv
es
s
u
ch
as
s
elf
-
d
eter
m
in
atio
n
th
eo
r
y
an
d
s
o
cial
in
ter
d
ep
en
d
e
n
ce
th
eo
r
y
e
m
p
h
asize
h
o
w
t
h
ese
elem
en
ts
wo
r
k
to
g
eth
er
to
s
h
ap
e
s
tu
d
en
ts
’
e
x
p
er
ien
ce
s
.
T
o
m
ax
im
ize
wel
l
-
b
ein
g
,
e
d
u
ca
to
r
s
s
h
o
u
ld
p
r
i
o
r
itize
task
-
o
r
ien
ted
lear
n
in
g
,
s
tu
d
en
t
in
v
o
l
v
em
en
t,
an
d
class
r
o
o
m
co
h
esio
n
wh
ile
also
s
im
u
ltan
eo
u
s
ly
f
o
s
ter
in
g
au
t
o
n
o
m
y
-
s
u
p
p
o
r
tiv
e
teac
h
in
g
p
r
ac
tices.
W
h
en
co
m
b
in
e
d
,
th
ese
s
tr
ateg
ies
cr
ea
te
a
p
o
s
itiv
e
e
d
u
ca
tio
n
al
atm
o
s
p
h
er
e
t
h
at
n
u
r
tu
r
es st
u
d
en
ts
’
c
o
n
f
id
e
n
ce
,
m
o
tiv
atio
n
,
a
n
d
ac
ad
e
m
ic
s
u
c
ce
s
s
.
5
.
3
.
L
im
it
a
t
io
ns
a
nd
re
co
m
m
end
a
t
io
ns
f
o
r
f
uture
s
t
ud
ies
Data
f
o
r
th
is
s
tu
d
y
wer
e
d
er
i
v
ed
s
o
lely
f
r
o
m
s
elf
-
ad
m
in
is
ter
ed
q
u
esti
o
n
n
air
es,
wh
ich
m
ay
h
av
e
led
to
b
iases
,
in
clu
d
in
g
s
o
cial
d
es
ir
ab
ilit
y
ef
f
ec
ts
an
d
r
ec
all
er
r
o
r
s
.
I
n
f
u
tu
r
e
s
tu
d
ies,
em
p
l
o
y
i
n
g
a
m
i
x
ed
-
m
et
h
o
d
ap
p
r
o
ac
h
—
in
co
r
p
o
r
atin
g
class
r
o
o
m
o
b
s
er
v
atio
n
s
,
teac
h
er
ev
alu
atio
n
s
,
an
d
p
a
r
ticip
an
t
in
ter
v
iews
—
co
u
ld
y
ield
m
o
r
e
n
u
an
c
ed
an
d
co
m
p
r
eh
en
s
iv
e
in
s
ig
h
ts
.
Ad
d
itio
n
ally
,
th
e
u
s
e
o
f
a
cr
o
s
s
-
s
ec
tio
n
al
d
esig
n
lim
its
th
e
s
tu
d
y
’
s
ab
ilit
y
to
d
eter
m
in
e
ca
u
s
al
r
elatio
n
s
h
ip
s
b
etwe
en
th
e
v
ar
iab
les
i
n
v
esti
g
ated
.
F
u
tu
r
e
s
tu
d
ies
c
o
u
ld
b
en
ef
it
f
r
o
m
im
p
lem
en
tin
g
l
o
n
g
itu
d
in
al
o
r
q
u
asi
-
ex
p
er
im
en
tal
d
esig
n
s
to
d
elin
ea
te
ca
u
s
al
p
ath
way
s
an
d
tr
ac
k
d
ev
elo
p
m
e
n
tal
ch
an
g
es
o
v
er
tim
e.
Giv
en
th
e
s
tu
d
y
’
s
cr
o
s
s
-
s
ec
tio
n
al
n
atu
r
e
an
d
f
o
cu
s
o
n
a
s
in
g
le
laten
t
co
n
s
tr
u
ct
C
L
E
,
n
o
co
n
tr
o
l v
ar
i
ab
les we
r
e
in
clu
d
ed
in
th
e
f
i
n
a
l stru
ctu
r
al
m
o
d
el.
Alth
o
u
g
h
g
en
d
er
was in
itially
co
n
s
id
er
ed
as
a
p
o
ten
tial
co
n
f
o
u
n
d
in
g
v
ar
iab
le,
p
r
elim
in
ar
y
r
eg
r
ess
io
n
an
aly
s
is
f
o
u
n
d
n
o
s
ig
n
if
ica
n
t
ass
o
ciatio
n
with
P
W
B
,
an
d
th
u
s
it
was
ex
clu
d
ed
.
T
h
is
li
m
itatio
n
m
ay
af
f
ec
t
th
e
g
en
er
aliza
b
ilit
y
o
f
th
e
f
in
d
in
g
s
ac
r
o
s
s
d
em
o
g
r
ap
h
ic
s
u
b
g
r
o
u
p
s
,
a
n
d
f
u
tu
r
e
s
tu
d
ies
ar
e
en
co
u
r
ag
e
d
to
in
c
o
r
p
o
r
ate
ad
d
itio
n
al
co
v
ar
iates
s
u
ch
as
s
o
cio
-
ec
o
n
o
m
ic
s
tatu
s
,
ac
ad
em
ic
p
er
f
o
r
m
an
ce
,
an
d
teac
h
e
r
ch
ar
ac
ter
i
s
tics
.
Fu
r
th
er
m
o
r
e,
s
elec
tin
g
p
ar
ticip
an
ts
f
r
o
m
tw
o
h
ig
h
s
ch
o
o
ls
in
a
s
in
g
le
city
in
No
r
th
ea
s
t
C
h
in
a
p
r
esen
ts
lim
itatio
n
s
in
ter
m
s
o
f
g
en
er
aliza
b
ilit
y
.
Giv
en
th
e
d
is
p
ar
ities
in
ed
u
ca
tio
n
al
r
e
s
o
u
r
ce
s
ac
r
o
s
s
r
eg
io
n
s
,
o
n
e
s
h
o
u
ld
b
e
ca
u
tio
u
s
wh
en
g
en
er
alizin
g
th
ese
f
in
d
i
n
g
s
to
o
th
er
co
n
tex
ts
.
T
o
b
ett
er
ev
alu
ate
th
e
b
r
o
ad
er
r
ele
v
a
n
ce
o
f
th
ese
r
esu
lts
,
f
u
tu
r
e
r
esear
ch
s
h
o
u
l
d
in
clu
d
e
m
o
r
e
d
iv
er
s
e
an
d
cu
ltu
r
ally
h
eter
o
g
en
e
o
u
s
p
o
p
u
latio
n
s
ac
r
o
s
s
v
ar
io
u
s
ed
u
ca
tio
n
al
an
d
s
o
cio
cu
ltu
r
al
s
ettin
g
s
.
5
.
4
.
Co
ntr
ibu
t
io
ns
a
nd
i
m
pli
ca
t
i
o
ns
T
h
is
r
esear
ch
co
n
tr
ib
u
tes
to
th
e
ex
is
tin
g
liter
atu
r
e
i
n
s
ev
e
r
al
m
ea
n
in
g
f
u
l
way
s
.
First,
it
p
r
o
v
id
es
em
p
ir
ical
ev
id
en
ce
f
r
o
m
h
ig
h
s
ch
o
o
l
s
tu
d
en
ts
in
No
r
th
ea
s
t
C
h
in
a
—
a
co
n
tex
t
th
at
h
as
r
ec
eiv
ed
litt
le
atten
tio
n
in
s
tu
d
ies
o
n
C
L
E
an
d
PW
B
.
T
h
is
r
eg
io
n
al
f
o
c
u
s
en
r
ich
es
t
h
e
g
eo
g
r
ap
h
ic
an
d
d
e
v
elo
p
m
e
n
tal
s
co
p
e
o
f
cu
r
r
en
t
u
n
d
er
s
tan
d
i
n
g
.
Seco
n
d
,
b
y
e
m
p
lo
y
in
g
th
e
f
u
ll
s
ev
en
-
d
im
en
s
io
n
W
I
HI
C
f
r
am
ewo
r
k
,
th
e
s
tu
d
y
o
f
f
er
s
a
n
u
an
ce
d
ex
am
in
atio
n
o
f
th
e
class
r
o
o
m
en
v
ir
o
n
m
e
n
t
’
s
m
u
ltifa
ce
ted
in
f
lu
e
n
ce
o
n
well
-
b
ein
g
,
b
ey
o
n
d
th
e
co
m
m
o
n
l
y
s
tu
d
ied
d
im
en
s
io
n
s
s
u
ch
as
p
ee
r
r
elatio
n
s
h
ip
s
o
r
en
g
ag
em
e
n
t.
T
h
ir
d
,
th
e
d
is
co
v
er
y
o
f
a
s
ig
n
if
ican
t
n
eg
ativ
e
ass
o
ciatio
n
b
etwe
en
p
er
ce
iv
ed
teac
h
er
s
u
p
p
o
r
t
an
d
PW
B
in
tr
o
d
u
ce
s
a
n
o
v
el
an
d
cu
ltu
r
ally
s
en
s
itiv
e
in
s
ig
h
t,
s
u
g
g
esti
n
g
th
at
s
u
p
p
o
r
t,
if
p
er
ce
iv
e
d
as
c
o
n
tr
o
lli
n
g
o
r
in
a
u
th
en
tic,
m
ay
h
in
d
er
r
ath
er
th
an
h
elp
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2252
-
8
8
2
2
I
n
t
J
E
v
al
&
R
es E
d
u
c
,
Vo
l
.
15
,
No
.
1
,
Feb
r
u
a
r
y
20
26
:
53
-
65
62
ad
o
lescen
t
well
-
b
ein
g
.
T
h
ese
f
in
d
in
g
s
n
o
t
o
n
ly
c
h
allen
g
e
p
r
ev
ailin
g
ass
u
m
p
tio
n
s
b
u
t
also
u
n
d
er
s
co
r
e
th
e
im
p
o
r
tan
ce
o
f
co
n
tex
tu
alize
d
,
s
tu
d
en
t
-
ce
n
ter
ed
p
ed
ag
o
g
ical
p
r
ac
tices.
6.
CO
NCLU
SI
O
N
T
h
is
s
tu
d
y
r
ev
ea
ls
th
e
s
u
b
s
tan
tial
p
r
ed
ictiv
e
r
o
le
o
f
t
h
e
C
L
E
o
n
th
e
PW
B
o
f
a
d
o
lescen
ts
in
No
r
th
ea
s
t
C
h
in
a.
W
h
ile
p
ar
ticip
an
ts
r
ated
m
o
d
e
r
ate
o
v
e
r
all
lev
els
o
f
C
L
E
an
d
m
o
d
er
ate
-
to
-
h
ig
h
lev
els
o
f
PW
B
,
o
u
r
r
esear
ch
id
en
tifie
d
a
clea
r
tr
en
d
:
th
e
m
o
r
e
p
o
s
itiv
e
th
e
lear
n
i
n
g
en
v
ir
o
n
m
en
t,
th
e
h
i
g
h
er
s
tu
d
en
ts
’
well
-
b
ein
g
.
I
n
p
ar
ticu
lar
,
th
r
ee
k
ey
f
ac
to
r
s
s
to
o
d
o
u
t
—
task
o
r
ien
tatio
n
,
in
v
o
lv
em
e
n
t,
an
d
s
tu
d
en
t
co
h
esiv
en
ess
.
W
h
en
class
r
o
o
m
s
ar
e
well
-
s
tr
u
ctu
r
e
d
,
en
g
a
g
in
g
,
an
d
f
o
s
ter
a
s
en
s
e
o
f
b
elo
n
g
i
n
g
,
s
tu
d
en
ts
ten
d
to
th
r
iv
e
em
o
tio
n
ally
an
d
p
s
y
ch
o
lo
g
ically
.
C
o
n
v
er
s
ely
,
th
e
u
n
e
x
p
ec
ted
n
eg
ativ
e
i
m
p
ac
t
o
f
teac
h
er
s
u
p
p
o
r
t
o
n
PW
B
em
p
h
asizes
th
e
co
m
p
lex
ity
o
f
teac
h
er
-
s
tu
d
en
t
in
ter
ac
tio
n
s
an
d
in
d
icate
s
th
at
th
is
asp
ec
t
o
f
th
e
lear
n
in
g
en
v
ir
o
n
m
en
t
m
a
y
r
eq
u
ir
e
f
u
r
th
er
in
v
esti
g
atio
n
t
o
f
u
lly
u
n
d
er
s
tan
d
its
im
p
licatio
n
s
.
Ov
er
all,
th
is
r
esear
ch
em
p
h
asizes
th
e
cr
itical
r
o
le
o
f
o
p
tim
izin
g
class
r
o
o
m
e
n
v
ir
o
n
m
en
ts
to
s
u
p
p
o
r
t stu
d
en
t d
ev
elo
p
m
en
t a
n
d
well
-
b
ein
g
,
th
er
eb
y
p
r
o
v
id
i
n
g
cr
itical
im
p
licatio
n
s
f
o
r
ed
u
ca
to
r
s
an
d
p
o
licy
m
ak
e
r
s
s
ee
k
in
g
to
im
p
r
o
v
e
ed
u
ca
tio
n
al
o
u
tc
o
m
es.
Alth
o
u
g
h
th
is
s
tu
d
y
h
as
h
i
g
h
lig
h
ted
th
e
p
r
e
d
ictiv
e
r
o
l
e
o
f
C
L
E
o
n
a
d
o
lescen
t
P
W
B
,
f
u
tu
r
e
in
v
esti
g
atio
n
s
ar
e
e
n
co
u
r
ag
e
d
to
ad
o
p
t
lo
n
g
itu
d
in
al
d
esi
g
n
s
to
ex
p
lo
r
e
ca
u
s
ality
o
v
er
tim
e.
M
o
r
eo
v
er
,
q
u
alitativ
e
ap
p
r
o
ac
h
es
(
e.
g
.
,
i
n
ter
v
iews
o
r
class
r
o
o
m
o
b
s
er
v
atio
n
s
)
co
u
ld
u
n
c
o
v
er
th
e
n
u
an
ce
d
m
ec
h
a
n
is
m
s
u
n
d
er
ly
i
n
g
teac
h
er
s
u
p
p
o
r
t
a
n
d
p
ee
r
in
ter
ac
tio
n
s
.
I
n
clu
s
io
n
o
f
ad
d
itio
n
al
v
ar
iab
les
s
u
ch
as
s
o
cio
-
ec
o
n
o
m
ic
s
tatu
s
,
ac
ad
em
ic
ac
h
iev
em
en
t
,
o
r
teac
h
e
r
ch
ar
ac
te
r
is
tics
w
o
u
ld
f
u
r
th
er
e
n
h
an
ce
th
e
m
o
d
el
’
s
r
o
b
u
s
tn
ess
an
d
g
en
er
aliza
b
ilit
y
.
F
UNDING
I
NF
O
R
M
A
T
I
O
N
Au
th
o
r
s
s
tate
n
o
f
u
n
d
in
g
in
v
o
lv
ed
.
AUTHO
R
CO
NT
RI
B
UT
I
O
NS ST
A
T
E
M
E
N
T
T
h
is
jo
u
r
n
al
u
s
es
th
e
C
o
n
tr
ib
u
to
r
R
o
les
T
ax
o
n
o
m
y
(
C
R
ed
iT
)
to
r
ec
o
g
n
ize
in
d
iv
id
u
al
au
th
o
r
co
n
tr
ib
u
tio
n
s
,
r
ed
u
ce
au
th
o
r
s
h
ip
d
is
p
u
tes,
an
d
f
ac
ilit
ate
co
llab
o
r
atio
n
.
Na
m
e
o
f
Aut
ho
r
C
M
So
Va
Fo
I
R
D
O
E
Vi
Su
P
Fu
Yice
n
Me
n
g
✓
✓
✓
✓
✓
✓
✓
✓
✓
✓
✓
Nik
R
o
s
ila
Nik
Yaa
co
b
✓
✓
✓
✓
✓
✓
Yasm
in
Oth
m
an
My
d
in
✓
✓
✓
✓
✓
✓
C
:
C
o
n
c
e
p
t
u
a
l
i
z
a
t
i
o
n
M
:
M
e
t
h
o
d
o
l
o
g
y
So
:
So
f
t
w
a
r
e
Va
:
Va
l
i
d
a
t
i
o
n
Fo
:
Fo
r
mal
a
n
a
l
y
s
i
s
I
:
I
n
v
e
s
t
i
g
a
t
i
o
n
R
:
R
e
so
u
r
c
e
s
D
:
D
a
t
a
C
u
r
a
t
i
o
n
O
:
W
r
i
t
i
n
g
-
O
r
i
g
i
n
a
l
D
r
a
f
t
E
:
W
r
i
t
i
n
g
-
R
e
v
i
e
w
&
E
d
i
t
i
n
g
Vi
:
Vi
su
a
l
i
z
a
t
i
o
n
Su
:
Su
p
e
r
v
i
s
i
o
n
P
:
P
r
o
j
e
c
t
a
d
mi
n
i
st
r
a
t
i
o
n
Fu
:
Fu
n
d
i
n
g
a
c
q
u
i
si
t
i
o
n
CO
NF
L
I
C
T
O
F
I
N
T
E
R
E
S
T
ST
A
T
E
M
E
NT
Au
th
o
r
s
s
tate
n
o
co
n
f
lict o
f
in
t
er
est.
I
NF
O
RM
E
D
CO
NS
E
N
T
I
n
f
o
r
m
ed
co
n
s
en
t
was
s
ec
u
r
ed
f
r
o
m
th
e
p
ar
en
ts
o
f
all
p
a
r
ticip
an
ts
,
an
d
co
n
s
en
t
f
o
r
p
u
b
licatio
n
o
f
an
o
n
y
m
ized
d
ata
was g
r
a
n
ted
b
y
th
e
p
ar
ticip
an
ts
.
E
T
H
I
CAL AP
P
RO
V
AL
T
h
e
s
tu
d
y
ad
h
er
ed
to
all
ap
p
licab
le
n
atio
n
al
r
e
g
u
latio
n
s
a
n
d
in
s
titu
tio
n
al
g
u
id
elin
es,
in
lin
e
with
th
e
Dec
lar
atio
n
o
f
Helsin
k
i.
Ap
p
r
o
v
al
f
r
o
m
th
e
eth
ics co
m
m
itte
e
o
f
th
e
f
ir
s
t a
u
t
h
o
r
’
s
in
s
titu
tio
n
was secu
r
ed
p
r
io
r
to
d
ata
co
llectio
n
.
Evaluation Warning : The document was created with Spire.PDF for Python.