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F
o
ste
rin
g
n
a
ti
o
n
a
l
i
d
e
n
ti
t
y
(NI)
in
p
rima
ry
sc
h
o
o
l
st
u
d
e
n
ts
is
e
ss
e
n
ti
a
l
fo
r
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ro
m
o
ti
n
g
c
i
v
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a
wa
re
n
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ss
a
n
d
su
p
p
o
rti
n
g
su
sta
in
a
b
le
n
a
ti
o
n
a
l
d
e
v
e
lo
p
m
e
n
t.
Early
sc
h
o
o
l
y
e
a
rs
a
re
p
a
rti
c
u
larly
c
rit
ica
l
f
o
r
s
h
a
p
i
n
g
NI
,
wh
i
c
h
p
lac
e
s
a
d
d
it
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o
n
a
l
d
e
m
a
n
d
s
o
n
tea
c
h
e
rs
a
n
d
th
e
p
rima
ry
e
d
u
c
a
ti
o
n
sy
ste
m
.
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re
-
se
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p
rima
ry
sc
h
o
o
l
tea
c
h
e
rs
(P
P
S
Ts)
o
ften
fa
c
e
c
h
a
ll
e
n
g
e
s
in
tran
sla
ti
n
g
th
e
ir
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ten
ti
o
n
s
to
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h
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ti
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l
id
e
n
t
it
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in
t
o
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las
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ra
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ti
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e
.
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is
st
u
d
y
in
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e
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ted
t
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e
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c
to
rs
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n
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e
n
c
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g
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e
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ten
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n
s
a
n
d
t
h
e
m
e
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h
a
n
ism
s
th
ro
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g
h
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te
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d
e
v
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g
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e
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IT)
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ta
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o
ll
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ted
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m
2
5
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Ka
z
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k
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sta
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n
i
v
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rsity
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n
d
a
n
a
ly
z
e
d
u
sin
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a
rti
a
l
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st
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u
a
re
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stru
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tu
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l
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ti
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e
li
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g
(P
L
S
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S
E
M
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.
Re
su
lt
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led
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t
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n
stit
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ti
o
n
a
l
re
so
u
r
c
e
s
sh
a
p
e
tea
c
h
e
rs’
in
ten
ti
o
n
s
in
d
i
re
c
tl
y
b
y
e
n
h
a
n
c
i
n
g
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tt
it
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d
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to
wa
rd
te
a
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in
g
NI
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tea
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h
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g
se
lf
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n
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ti
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a
l
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d
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ti
t
y
a
wa
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e
ss
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,
w
h
il
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d
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t
e
ffe
c
ts
w
e
re
n
o
t
sig
n
ifi
c
a
n
t
.
In
te
rn
a
li
z
a
ti
o
n
o
f
n
a
ti
o
n
a
l
v
a
lu
e
s
(I
NV
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h
a
d
a
we
a
k
e
r
b
u
t
m
e
a
n
in
g
f
u
l
imp
a
c
t.
Th
e
fin
d
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g
s
h
i
g
h
li
g
h
t
th
e
imp
o
rtan
c
e
o
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tea
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h
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r
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d
u
c
a
ti
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ro
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ra
m
s
e
m
p
h
a
siz
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p
r
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ss
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fi
d
e
n
c
e
,
p
o
siti
v
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a
tt
it
u
d
e
s,
a
n
d
id
e
n
t
it
y
a
wa
re
n
e
ss
to
p
re
p
a
re
tea
c
h
e
rs
e
ffe
c
ti
v
e
ly
f
o
r
imp
lem
e
n
ti
n
g
NI
e
d
u
c
a
ti
o
n
in
p
ri
m
a
ry
sc
h
o
o
ls.
K
ey
w
o
r
d
s
:
I
n
ten
tio
n
to
teac
h
Natio
n
al
id
en
tity
ed
u
ca
tio
n
PLS
-
SEM
Pre
-
s
er
v
ice
p
r
im
ar
y
s
ch
o
o
l
teac
h
er
s
T
ea
ch
er
ed
u
ca
tio
n
r
eso
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r
ce
s
T
h
is i
s
a
n
o
p
e
n
a
c
c
e
ss
a
rticle
u
n
d
e
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e
CC B
Y
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SA
li
c
e
n
se
.
C
o
r
r
e
s
p
o
nd
ing
A
uth
o
r
:
Gu
ls
u
m
Ay
ap
b
er
g
en
o
v
a
Dep
ar
tm
en
t o
f
Ped
ag
o
g
y
an
d
Ps
y
ch
o
lo
g
y
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Pav
l
o
d
ar
Ped
a
g
o
g
ical
Un
iv
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s
ity
n
am
ed
af
ter
Alk
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Ma
r
g
u
lan
Kair
b
ae
v
a
s
tr
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t 8
2
,
Pav
l
o
d
ar
,
Kaz
ak
h
s
tan
E
m
ail:
Gu
ls
u
m
as@
m
ail.
r
u
1.
I
NT
RO
D
UCT
I
O
N
T
h
e
d
ev
elo
p
m
en
t
o
f
m
o
d
er
n
s
o
ciety
h
as
b
ee
n
ch
ar
ac
ter
ized
b
y
in
cr
ea
s
in
g
ten
s
io
n
s
b
etwe
en
m
u
lticu
ltu
r
alis
m
an
d
n
atio
n
al
id
en
tity
(
NI
)
.
C
o
n
tem
p
o
r
ar
y
p
o
liti
ca
l
a
n
d
s
o
cial
p
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s
s
es
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s
h
ap
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b
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in
d
iv
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ef
f
o
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ts
to
d
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in
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t
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eir
p
lace
with
in
a
m
u
lticu
ltu
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m
u
ltire
lig
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,
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d
m
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ltieth
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wo
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ld
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as
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y
th
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f
o
r
m
atio
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o
f
p
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s
o
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al
wo
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ld
v
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with
in
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p
lex
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y
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am
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ar
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ef
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d
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ly
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ical
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at
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m
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f
k
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w
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g
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[
1
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,
[
2
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.
I
n
d
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p
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s
o
f
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elv
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th
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an
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I
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8
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P
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3
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[
4
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C
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ay
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m
es p
ar
ticu
lar
ly
im
p
o
r
tan
t
[
5
]
.
T
h
e
is
s
u
e
o
f
NI
d
ev
el
o
p
m
e
n
t
is
esp
ec
ially
s
alien
t
d
u
r
in
g
th
e
ea
r
ly
s
ch
o
o
l
y
ea
r
s
[
6
]
,
p
lacin
g
ad
d
itio
n
al
r
esp
o
n
s
ib
ilit
y
o
n
t
h
e
p
r
im
ar
y
ed
u
ca
tio
n
s
y
s
tem
an
d
p
r
im
ar
y
s
ch
o
o
l
teac
h
e
r
s
.
Acc
o
r
d
in
g
ly
,
th
is
s
tu
d
y
f
o
c
u
s
es
o
n
p
r
e
-
s
er
v
ice
p
r
im
ar
y
s
ch
o
o
l
teac
h
e
r
s
(
PP
STs),
wh
o
c
o
n
s
titu
te
n
o
t
o
n
ly
a
f
u
tu
r
e
p
r
o
f
ess
io
n
al
wo
r
k
f
o
r
ce
b
u
t
also
a
d
is
tin
ct
s
o
cio
-
p
r
o
f
ess
io
n
al
g
r
o
u
p
th
at
will
s
ig
n
if
ican
tly
co
n
tr
i
b
u
te
to
th
e
civ
ic
ed
u
ca
tio
n
o
f
p
r
im
a
r
y
s
ch
o
o
l
s
tu
d
en
ts
.
T
h
is
h
ig
h
lig
h
ts
th
e
m
ain
th
e
m
e
o
f
th
e
w
o
r
k
a
n
d
em
p
h
as
izes
its
in
tellectu
a
l
co
n
tr
ib
u
tio
n
.
T
h
e
im
p
o
r
ta
n
ce
o
f
th
is
s
tu
d
y
lies
in
t
h
e
s
y
s
tem
atiza
tio
n
an
d
d
ee
p
en
in
g
o
f
s
cien
tific
k
n
o
wled
g
e
r
eg
ar
d
in
g
PP
STs’
in
ten
tio
n
as
a
p
r
o
x
im
al
d
eter
m
in
a
n
t
o
f
teac
h
in
g
NI
to
y
o
u
n
g
s
tu
d
e
n
t
s
.
I
n
th
is
r
esear
ch
,
in
ten
tio
n
is
c
o
n
ce
p
t
u
alize
d
as:
i
)
t
h
e
c
o
n
s
cio
u
s
r
e
ad
in
ess
o
f
PP
STs
to
in
co
r
p
o
r
ate
NI
-
r
elat
ed
co
n
ten
t
i
n
to
t
h
eir
teac
h
in
g
p
r
ac
tices
;
an
d
ii
)
a
d
ir
ec
t
p
r
e
d
icto
r
o
f
b
e
h
av
io
r
th
at
allo
ws
ass
ess
m
en
t
o
f
th
e
lik
elih
o
o
d
o
f
im
p
lem
en
tin
g
NI
in
s
tr
u
ctio
n
in
th
eir
f
u
tu
r
e
p
r
o
f
ess
io
n
al
ac
tiv
ities
.
T
h
is
co
n
ce
p
tu
aliza
tio
n
ad
d
r
ess
es
th
e
s
p
ec
if
ic
r
esear
ch
o
b
jectiv
es a
n
d
clar
if
ies th
e
g
o
als o
f
th
e
s
tu
d
y
d
esig
n
an
d
ap
p
r
o
ac
h
.
T
h
is
co
n
ce
p
tu
aliza
tio
n
en
a
b
l
es
th
e
ex
am
in
atio
n
o
f
b
o
th
t
h
e
s
tr
en
g
th
an
d
d
ir
ec
tio
n
o
f
in
d
iv
id
u
al
in
f
lu
en
cin
g
f
ac
to
r
s
an
d
th
e
i
d
e
n
tific
atio
n
o
f
alter
n
ativ
e
p
ath
way
s
f
o
r
in
ten
tio
n
f
o
r
m
atio
n
,
th
er
eb
y
p
r
o
v
id
i
n
g
a
m
u
ltid
im
en
s
io
n
al
u
n
d
er
s
tan
d
in
g
o
f
th
e
p
h
en
o
m
en
o
n
u
n
d
er
in
v
esti
g
atio
n
[
7
]
.
Sch
o
lar
s
ar
g
u
e
th
at
th
e
p
r
ep
ar
atio
n
o
f
PP
STs
lar
g
el
y
d
e
p
en
d
s
o
n
teac
h
er
ed
u
c
atio
n
r
eso
u
r
ce
s
(
T
E
R
)
,
in
cl
u
d
in
g
in
s
titu
tio
n
al
co
n
d
itio
n
s
,
e
d
u
ca
tio
n
al
p
r
o
g
r
am
s
,
teac
h
in
g
p
r
ac
tices,
r
ese
ar
ch
an
d
m
eth
o
d
o
l
o
g
ical
s
u
p
p
o
r
t,
an
d
f
ac
u
lty
g
u
id
an
ce
[
8
]
.
A
h
ig
h
-
q
u
ality
ed
u
ca
tio
n
al
en
v
i
r
o
n
m
e
n
t
is
b
eliev
ed
to
f
o
s
ter
b
o
th
b
eh
a
v
io
r
al
an
d
id
e
n
tity
-
r
elate
d
p
r
e
r
eq
u
is
ites
f
o
r
PP
STs’
in
ten
tio
n
s
to
teac
h
n
atio
n
al
id
en
tity
(
I
NT
NI
)
[
9
]
,
[
1
0
]
,
h
ig
h
lig
h
tin
g
th
e
r
elev
an
ce
o
f
th
e
t
h
eo
r
etica
l
co
n
tr
ib
u
tio
n
.
T
h
u
s
,
T
E
R
m
ay
f
u
n
ctio
n
as
an
e
x
ter
n
al
f
ac
to
r
i
n
f
lu
en
cin
g
attitu
d
es,
id
en
tity
awa
r
en
ess
,
an
d
I
NT
NI
.
At
th
e
s
am
e
tim
e,
a
s
ig
n
if
ican
t
p
r
o
b
lem
p
er
s
is
ts
wit
h
in
th
e
p
r
o
f
ess
io
n
al
tr
ain
in
g
s
y
s
tem
,
wh
ich
u
n
d
e
r
s
co
r
es th
e
p
r
ac
tical
s
ig
n
if
ican
c
e
o
f
th
e
s
tu
d
y
f
o
r
teac
h
er
e
d
u
c
atio
n
p
r
o
g
r
am
s
.
Alth
o
u
g
h
t
h
e
im
p
o
r
tan
ce
o
f
N
I
in
s
ch
o
o
l
ed
u
ca
tio
n
is
wid
el
y
ac
k
n
o
wled
g
ed
,
in
s
u
f
f
icien
t
atten
tio
n
is
p
aid
to
th
e
s
y
s
tem
atic
d
ev
elo
p
m
en
t
o
f
PP
STs’
r
ea
d
in
ess
to
teac
h
it.
T
h
er
e
is
a
lack
o
f
em
p
ir
ical
r
esear
ch
id
en
tify
in
g
th
e
f
ac
t
o
r
s
th
at
s
h
ap
e
PP
STs’
I
NT
NI
to
y
o
u
n
g
s
tu
d
en
ts
,
as
well
as
lim
it
ed
an
aly
s
is
o
f
t
h
e
m
ec
h
an
is
m
s
an
d
p
ath
way
s
lea
d
in
g
to
th
e
f
o
r
m
ati
o
n
o
f
s
u
ch
in
ten
tio
n
s
.
T
h
is
f
u
r
th
er
d
em
o
n
s
tr
ates
th
e
s
tu
d
y
'
s
in
tellectu
al
co
n
tr
ib
u
tio
n
.
M
o
r
eo
v
er
,
cu
r
r
en
t
teac
h
er
e
d
u
ca
ti
o
n
m
o
d
els
r
em
ain
p
r
ed
o
m
in
a
n
tly
o
r
ien
ted
to
war
d
s
u
b
ject
-
k
n
o
wled
g
e
ap
p
r
o
ac
h
e
s
r
ath
er
th
an
to
war
d
v
alu
e
-
b
ased
o
r
id
en
tity
-
o
r
ien
ted
e
d
u
ca
tio
n
al
o
u
tco
m
es.
T
h
is
s
tu
d
y
m
ak
es
a
two
f
o
ld
co
n
tr
ib
u
tio
n
:
i
)
it
ad
v
a
n
ce
s
th
eo
r
etica
l
u
n
d
er
s
tan
d
in
g
o
f
th
e
m
ec
h
an
is
m
s
u
n
d
er
ly
i
n
g
th
e
f
o
r
m
atio
n
o
f
I
NT
NI
;
an
d
ii
)
it
clar
if
ies
th
e
r
o
le
o
f
in
s
titu
tio
n
al,
ed
u
ca
tio
n
al,
m
eth
o
d
o
l
o
g
ical,
an
d
o
r
g
an
izatio
n
al
r
eso
u
r
ce
s
in
s
h
ap
in
g
PP
STs’
attitu
d
e
s
,
p
er
ce
iv
ed
s
elf
-
ef
f
icac
y
,
an
d
n
atio
n
al
id
en
tity
awa
r
en
ess
(
NI
A)
.
T
h
e
n
o
v
el
ty
o
f
th
e
s
tu
d
y
lies
in
:
i
)
th
e
d
ev
elo
p
m
en
t
an
d
em
p
i
r
ical
v
alid
atio
n
o
f
a
co
n
ce
p
tu
al
m
o
d
el
ex
p
lain
in
g
f
ac
to
r
s
in
f
lu
e
n
cin
g
PP
STs’
I
NT
NI
in
th
e
co
n
tex
t
o
f
Kaz
a
k
h
s
tan
;
an
d
ii
)
th
e
test
in
g
o
f
th
is
m
o
d
el
u
s
in
g
p
ar
tial
least
s
q
u
ar
es
s
tr
u
ctu
r
al
eq
u
atio
n
m
o
d
elin
g
(
PLS
-
SE
M
)
with
in
a
r
eg
io
n
al
s
ettin
g
th
at
h
as
r
ec
eiv
ed
lim
it
ed
atten
tio
n
in
p
r
io
r
r
esear
ch
.
T
h
ese
p
o
in
ts
d
ir
ec
tly
ad
d
r
ess
th
e
ed
ito
r
’
s
r
eq
u
est
to
h
ig
h
lig
h
t th
e
m
ain
t
h
em
e,
s
p
ec
if
ic
g
o
als,
an
d
th
e
s
u
b
s
tan
t
ial/in
tellectu
al
co
n
tr
ib
u
tio
n
o
f
th
e
s
tu
d
y
.
On
e
o
f
t
h
e
p
r
im
ar
y
o
b
jectiv
es
o
f
Kaz
ak
h
s
tan
’
s
e
d
u
ca
tio
n
an
d
y
o
u
th
d
ev
elo
p
m
en
t
s
y
s
tem
is
to
s
tr
en
g
th
en
s
tu
d
en
ts
’
NI
.
T
h
is
o
b
jectiv
e
is
in
ten
s
if
ied
b
y
g
lo
b
al
tr
en
d
s
ass
o
ciate
d
with
id
en
tity
cr
is
es
an
d
s
o
cial
tr
an
s
f
o
r
m
atio
n
.
Ad
d
itio
n
ally
,
Kaz
ak
h
s
tan
’
s
em
er
g
e
n
c
e
as
an
i
n
d
ep
e
n
d
en
t
s
tate
in
t
h
e
1
9
9
0
s
f
o
llo
win
g
th
e
d
is
s
o
lu
tio
n
o
f
th
e
So
v
iet
Un
io
n
r
esh
a
p
ed
citizen
s
’
co
llectiv
e
s
elf
-
p
er
ce
p
tio
n
.
Pre
v
i
o
u
s
ly
,
id
en
tity
was
lar
g
ely
g
r
o
u
n
d
ed
in
b
elo
n
g
in
g
to
a
u
n
if
ied
m
u
ltin
atio
n
al
s
tat
e,
s
h
ar
ed
id
eo
l
o
g
y
,
an
d
t
h
e
d
e
clar
ed
p
ar
ticip
atio
n
o
f
citizen
s
in
s
h
ap
in
g
th
e
co
u
n
tr
y
’
s
f
u
tu
r
e
[
1
1
]
.
Kaz
ak
h
s
t
an
is
a
m
u
ltieth
n
ic
co
u
n
tr
y
cu
r
r
en
tly
h
o
m
e
to
r
ep
r
esen
tativ
es
o
f
1
2
4
eth
n
ic
g
r
o
u
p
s
[
1
2
]
.
I
n
a
m
u
lticu
ltu
r
a
l
s
o
ciety
,
NI
r
ef
er
s
to
an
in
d
i
v
id
u
al’
s
co
n
s
cio
u
s
af
f
iliatio
n
with
a
s
u
p
r
a
-
eth
n
ic
n
atio
n
al
co
m
m
u
n
ity
th
at
in
teg
r
ates
eth
n
o
cu
ltu
r
ally
a
n
d
s
o
ci
ally
d
iv
er
s
e
g
r
o
u
p
s
o
n
th
e
b
asis
o
f
s
h
ar
ed
n
atio
n
al
cu
ltu
r
e.
I
n
th
e
p
r
esen
t
s
tu
d
y
,
NI
i
s
co
n
ce
p
tu
alize
d
as
a
civ
i
c,
s
u
p
r
a
-
eth
n
ic
f
o
r
m
o
f
i
d
en
tific
atio
n
(
Kaz
ak
h
s
tan
i
id
en
tity
)
r
ath
er
th
an
as
an
eth
n
ic
(
Kaz
ak
h
)
id
en
tity
.
Ho
wev
er
,
ch
an
g
in
g
s
o
cio
p
o
liti
ca
l
co
n
d
itio
n
s
h
av
e
co
m
p
licated
citizen
s
’
p
er
ce
p
tio
n
s
o
f
th
ei
r
Kaz
ak
h
o
r
Kaz
ak
h
s
tan
i
id
en
tity
,
with
in
cr
ea
s
in
g
em
p
h
asis
p
lace
d
o
n
alter
n
ativ
e
f
o
r
m
s
o
f
id
en
tific
atio
n
[
1
3
]
,
[
1
4
]
.
T
h
ese
p
r
o
ce
s
s
es
ar
e
f
u
r
th
er
in
ten
s
if
ied
b
y
th
e
n
o
n
lin
ea
r
ity
an
d
f
lu
id
it
y
o
f
s
o
cial
i
d
en
tity
d
y
n
am
ics.
T
h
is
s
itu
atio
n
r
ef
lects
a
n
o
n
g
o
in
g
c
r
is
is
o
f
NI
in
citizen
s
’
s
elf
-
p
er
ce
p
tio
n
.
I
n
r
e
s
p
o
n
s
e,
th
e
s
tate
h
as
in
itiated
ef
f
o
r
ts
to
co
n
s
tr
u
ct
a
u
n
if
ie
d
NI
as
a
f
o
u
n
d
atio
n
f
o
r
n
atio
n
al
c
o
n
s
cio
u
s
n
ess
an
d
y
o
u
th
e
d
u
ca
tio
n
,
em
p
h
asizin
g
civ
ic
ed
u
ca
tio
n
at
t
h
e
p
r
i
m
ar
y
s
ch
o
o
l
lev
el.
R
esear
ch
er
s
n
o
te
th
at
p
r
im
ar
y
s
ch
o
o
l
ag
e
r
ep
r
esen
ts
a
p
a
r
ticu
lar
ly
s
en
s
itiv
e
p
er
io
d
f
o
r
th
e
d
ev
elo
p
m
en
t
o
f
eth
n
ic
awa
r
en
ess
,
v
alu
e
o
r
ie
n
t
atio
n
s
,
an
d
d
ee
p
e
r
u
n
d
er
s
tan
d
in
g
o
f
p
e
r
s
o
n
al
an
d
co
llectiv
e
id
en
tity
[
1
5
]
–
[
1
7
]
.
I
t
is
wid
ely
r
ec
o
g
n
ize
d
th
at
d
u
r
in
g
th
is
d
ev
elo
p
m
en
tal
s
tag
e,
ch
ild
r
e
n
f
o
r
m
f
o
u
n
d
atio
n
al
wo
r
ld
v
iews,
v
alu
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
.
15
,
No
.
2
,
Ap
r
il
20
2
6
:
1
5
0
6
-
1
5
1
5
1508
s
y
s
tem
s
,
an
d
p
er
ce
p
tio
n
s
o
f
b
elo
n
g
in
g
t
o
a
n
atio
n
an
d
s
tate.
At
th
e
s
am
e
tim
e,
s
tu
d
ies
in
d
icate
th
at
p
r
im
ar
y
s
ch
o
o
l
s
tu
d
en
ts
ar
e
o
f
ten
d
is
co
n
n
ec
ted
f
r
o
m
cu
ltu
r
al
tr
a
d
i
tio
n
s
an
d
h
is
to
r
ical
h
e
r
itag
e
an
d
p
o
s
s
ess
lim
ite
d
k
n
o
wled
g
e
o
f
th
e
tr
ad
itio
n
s
,
n
o
r
m
s
,
an
d
v
alu
es o
f
o
th
er
c
u
ltu
r
al
g
r
o
u
p
s
[
1
8
]
–
[
2
2
]
.
C
u
r
r
en
tly
,
t
h
e
is
s
u
e
o
f
f
o
s
ter
in
g
NI
o
cc
u
p
ies
a
ce
n
tr
al
p
o
s
itio
n
in
ed
u
ca
tio
n
al
r
esear
ch
ac
r
o
s
s
m
an
y
d
ev
elo
p
in
g
co
u
n
tr
ies
[
2
3
]
–
[
2
5
]
.
Ho
wev
er
,
n
o
em
p
i
r
ical
s
tu
d
ies
h
av
e
s
y
s
tem
atica
lly
ex
am
in
ed
th
ese
p
r
o
ce
s
s
es
with
in
th
e
r
eg
io
n
al
co
n
te
x
t
o
f
Kaz
ak
h
s
tan
[
2
6
]
–
[
3
0
]
.
Fiv
e
cr
itical
r
esear
ch
g
ap
s
u
n
d
er
p
in
th
is
in
v
esti
g
atio
n
.
First,
P
PS
T
s
’
in
ten
tio
n
s
an
d
r
ea
d
in
ess
to
teac
h
NI
to
y
o
u
n
g
s
tu
d
en
ts
r
em
ain
in
s
u
f
f
i
cien
tly
u
n
d
er
s
to
o
d
.
Seco
n
d
,
th
e
r
o
les
o
f
p
er
s
o
n
al
attitu
d
es,
s
u
b
jectiv
e
n
o
r
m
s
(
SN)
,
an
d
p
er
ce
iv
ed
p
ed
a
g
o
g
i
ca
l
s
elf
-
ef
f
icac
y
in
s
h
ap
in
g
I
NT
NI
r
eq
u
ir
e
em
p
ir
i
ca
l
ex
am
in
atio
n
.
T
h
ir
d
,
th
e
in
f
lu
en
ce
o
f
T
E
R
an
d
teac
h
er
e
d
u
ca
tio
n
p
r
o
g
r
am
s
o
n
attitu
d
es,
s
elf
-
ef
f
icac
y
,
an
d
NI
A
h
as
n
o
t
b
ee
n
co
m
p
r
e
h
en
s
iv
ely
an
aly
ze
d
.
Fo
u
r
th
,
t
ea
ch
er
s
’
p
er
s
o
n
al
n
atio
n
al
v
alu
es
a
n
d
id
e
n
tity
a
war
en
ess
as
p
r
ed
icto
r
s
o
f
p
e
d
ag
o
g
ical
b
eh
av
i
o
r
r
em
ain
u
n
d
er
ex
p
lo
r
ed
.
Fifth
,
em
p
ir
ical
ev
id
en
ce
f
r
o
m
m
u
ltin
atio
n
al
o
r
p
o
s
t
-
So
v
iet
co
n
te
x
ts
is
lim
ited
.
Ad
d
r
ess
in
g
th
ese
g
ap
s
,
th
e
p
r
esen
t
s
tu
d
y
in
teg
r
ates
th
e
th
eo
r
y
o
f
p
lan
n
e
d
b
e
h
av
io
r
(
T
PB
)
an
d
s
o
cial
id
en
tity
th
e
o
r
y
(
SIT
)
,
in
co
r
p
o
r
atin
g
b
o
th
T
E
R
an
d
p
er
s
o
n
al
d
im
e
n
s
io
n
s
o
f
NI
i
n
to
a
u
n
if
ied
f
r
a
m
ewo
r
k
f
o
r
a
n
aly
zin
g
PP
STs’
I
NT
NI
to
y
o
u
n
g
s
tu
d
en
ts
.
Acc
o
r
d
in
g
ly
,
th
e
s
tu
d
y
aim
s
t
o
in
v
esti
g
ate
th
e
f
ac
to
r
s
in
f
lu
en
ci
n
g
PP
STs’
I
NT
NI
an
d
to
ex
am
in
e
th
e
m
ec
h
an
is
m
s
an
d
p
ath
way
s
u
n
d
er
l
y
in
g
th
e
d
ev
elo
p
m
en
t
o
f
th
is
in
ten
tio
n
.
2.
T
H
E
O
R
E
T
I
CA
L
F
RAM
E
WO
RK
I
d
en
tity
is
a
h
u
m
an
p
s
y
ch
o
lo
g
ical
co
n
s
tr
u
ct
th
at
r
ef
lects,
in
a
co
n
ce
n
tr
ated
f
o
r
m
,
h
o
w
in
d
iv
id
u
al
s
p
er
ce
iv
e
th
eir
b
elo
n
g
in
g
to
v
ar
io
u
s
s
o
cial,
n
atio
n
al,
p
r
o
f
es
s
io
n
al,
lin
g
u
is
tic,
p
o
liti
ca
l,
r
elig
io
u
s
,
r
ac
ial,
an
d
o
th
er
g
r
o
u
p
s
[
3
1
]
.
T
h
e
d
e
v
el
o
p
m
en
t
o
f
s
u
c
h
a
h
ig
h
-
le
v
el
id
en
tity
r
eq
u
ir
es
an
in
itially
h
ig
h
d
eg
r
ee
o
f
s
elf
-
awa
r
en
ess
,
civ
ic
r
esp
o
n
s
ib
ilit
y
,
s
o
cializa
tio
n
,
a
well
-
s
tr
u
ct
u
r
ed
h
ier
ar
c
h
y
o
f
v
alu
es
—
in
clu
d
in
g
h
u
m
an
is
tic
o
n
es
—
an
d
th
e
p
r
esen
ce
o
f
b
o
th
in
d
i
v
id
u
al
a
n
d
b
r
o
a
d
er
s
o
cial
in
ter
ests
[
3
2
]
,
[
3
3
]
.
NI
is
a
co
m
p
o
n
en
t
o
f
a
p
er
s
o
n
’
s
id
en
tity
ass
o
ciate
d
with
a
s
en
s
e
o
f
b
elo
n
g
in
g
to
a
p
ar
ticu
lar
n
atio
n
,
co
u
n
tr
y
,
o
r
cu
ltu
r
al
s
p
ac
e
[
3
4
]
.
NI
is
n
o
t
in
n
ate;
it
em
e
r
g
es
f
r
o
m
an
ac
q
u
ir
e
d
awa
r
e
n
ess
o
f
s
h
ar
e
d
c
u
ltu
r
e,
h
is
to
r
y
,
an
d
lan
g
u
ag
e
with
in
a
s
p
ec
if
ic
g
r
o
u
p
o
f
p
e
o
p
le
[
3
5
]
.
T
h
is
p
r
o
ce
s
s
ca
n
b
e
f
u
r
th
er
r
ein
f
o
r
ce
d
b
y
a
s
en
s
e
o
f
b
elo
n
g
in
g
to
a
s
tate
an
d
a
co
m
m
itm
en
t
to
its
n
atio
n
al
id
ea
ls
an
d
s
y
m
b
o
ls
.
T
h
e
ed
u
ca
tio
n
s
y
s
tem
is
a
k
ey
s
o
cial
in
s
titu
tio
n
r
esp
o
n
s
ib
le
f
o
r
c
o
n
s
cio
u
s
ly
s
h
ap
i
n
g
th
e
NI
o
f
y
o
u
n
g
p
eo
p
le
.
Ho
wev
er
,
th
e
p
ed
ag
o
g
ical
d
im
en
s
io
n
o
f
th
is
co
n
ce
p
t
is
u
n
d
er
r
ep
r
esen
ted
in
th
e
liter
atu
r
e,
wh
ich
co
m
p
licates
th
e
p
ed
ag
o
g
ical,
o
r
g
an
izatio
n
al,
an
d
m
eth
o
d
o
l
o
g
ical
s
u
p
p
o
r
t f
o
r
teac
h
e
r
d
ev
el
o
p
m
e
n
t a
im
ed
at
f
o
s
ter
in
g
s
tu
d
en
ts
’
NI
.
Prim
ar
y
s
ch
o
o
l stu
d
en
ts
h
av
e
ch
ar
ac
ter
is
tics
th
at
s
ig
n
if
ican
tl
y
in
f
lu
en
ce
th
e
d
e
v
elo
p
m
e
n
t o
f
th
eir
NI
.
R
esear
ch
er
s
h
av
e
id
en
tifie
d
th
e
f
o
llo
win
g
:
ch
ild
r
en
r
eg
a
r
d
th
e
teac
h
er
,
i
n
ad
d
itio
n
to
p
ar
en
ts
,
as
an
au
th
o
r
itativ
e
ad
u
lt;
th
ey
d
is
p
lay
a
h
ig
h
d
eg
r
ee
o
f
im
itativ
e
b
eh
av
io
r
;
an
d
th
e
y
s
h
o
w
r
elativ
ely
h
ig
h
s
u
g
g
esti
b
ilit
y
[
3
6
]
,
[
3
7
]
.
Mo
r
eo
v
e
r
,
p
r
im
ar
y
s
ch
o
o
l
s
tu
d
en
ts
ar
e
p
a
r
ticu
lar
ly
v
u
ln
er
ab
le,
tr
u
s
tin
g
,
an
d
r
ec
ep
tiv
e
to
n
ew
in
f
o
r
m
atio
n
.
T
h
e
s
o
cial
c
o
n
tex
t
p
lay
s
a
cr
it
ical
r
o
le
i
n
s
h
ap
i
n
g
a
s
tu
d
e
n
t’
s
NI
,
af
f
ec
tin
g
b
o
th
p
o
s
itiv
e
an
d
n
eg
ativ
e
id
en
tit
y
co
m
p
o
n
en
ts
,
esp
ec
ially
in
d
o
m
ain
s
wh
er
e
th
e
ch
ild
h
as
lim
ited
p
er
s
o
n
al
ex
p
er
ien
ce
.
Fig
u
r
e
1
illu
s
tr
ates
a
c
o
n
ce
p
t
u
al
m
o
d
el
o
f
t
h
e
f
ac
to
r
s
in
f
lu
en
cin
g
PP
STs’
in
ten
tio
n
to
teac
h
NI
to
y
o
u
n
g
s
tu
d
e
n
ts
.
T
h
e
m
o
d
el
in
t
eg
r
ates
co
n
s
tr
u
cts
d
e
r
iv
ed
f
r
o
m
th
e
T
PB
an
d
SIT
,
with
T
E
R
co
n
ce
p
tu
alize
d
as
an
in
s
titu
tio
n
al
f
ac
to
r
th
at
s
h
ap
es
k
ey
a
n
tece
d
en
ts
o
f
in
te
n
tio
n
.
Key
p
r
e
d
icto
r
s
o
f
in
te
n
tio
n
in
t
h
e
m
o
d
el
in
clu
d
e:
attitu
d
e
to
war
d
teac
h
in
g
n
atio
n
al
id
en
tity
(
AT
NI
E
)
,
SN
,
p
er
ce
i
v
ed
teac
h
i
n
g
s
elf
-
ef
f
icac
y
(
PTSE
)
,
NI
A
,
an
d
in
te
r
n
aliza
tio
n
o
f
n
atio
n
al
v
al
u
es
(
I
NV)
,
al
o
n
g
s
id
e
T
E
R
.
T
h
e
f
o
llo
win
g
h
y
p
o
th
eses
wer
e
f
o
r
m
u
lated
an
d
test
ed
:
−
H
1
:
AT
NI
E
p
o
s
itiv
ely
in
f
lu
en
ce
s
I
NT
NI
.
−
H
2
: SN
p
o
s
itiv
ely
in
f
lu
en
ce
s
I
NT
NI
.
−
H
3
:
PTSE
p
o
s
itiv
ely
in
f
lu
en
ce
s
I
NT
NI
.
−
H
4
:
NI
A
p
o
s
itiv
ely
in
f
lu
en
ce
s
I
NT
NI
.
−
H
5
:
I
NV
p
o
s
itiv
ely
in
f
lu
en
ce
s
I
NT
NI
.
−
H
6a
:
T
E
R
p
o
s
itiv
ely
in
f
lu
en
ce
s
AT
NI
E
.
−
H
6b
:
T
E
R
p
o
s
itiv
ely
in
f
lu
en
ce
s
PTSE
.
−
H
6c
:
T
E
R
p
o
s
itiv
ely
in
f
lu
en
ce
s
NI
A.
−
H
7
:
T
E
R
p
o
s
itiv
ely
in
f
lu
en
ce
s
I
NT
NI
.
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
P
r
eser
vice
p
r
i
ma
r
y
s
ch
o
o
l te
a
ch
ers
’
in
ten
tio
n
to
tea
c
h
n
a
tio
n
a
l id
en
tity
ed
u
ca
tio
n
…
(
N
u
r
b
ek
S
a
b
a
n
b
a
ye
v
)
1509
Fig
u
r
e
1
.
Stru
ctu
r
e
o
f
th
e
co
n
c
ep
tu
al
m
o
d
el
t
o
teac
h
NI
3.
DATA CO
L
L
E
C
T
I
O
N
AND
M
E
T
H
O
D
3
.
1
.
Da
t
a
c
o
llect
io
n
T
h
is
s
tu
d
y
em
p
lo
y
ed
a
q
u
an
ti
tativ
e
s
u
r
v
ey
d
esig
n
to
ex
am
i
n
e
th
e
r
elatio
n
s
h
ip
s
am
o
n
g
in
s
titu
tio
n
al,
p
s
y
ch
o
lo
g
ical,
a
n
d
id
e
n
tity
-
r
e
lated
f
ac
to
r
s
in
f
lu
en
ci
n
g
PP
STs
’
in
ten
tio
n
to
teac
h
NI
.
A
5
-
p
o
in
t
L
i
k
er
t
s
ca
le
(
1
=stro
n
g
ly
d
is
ag
r
ee
to
5
=stro
n
g
ly
ag
r
ee
)
was
u
s
ed
to
m
ea
s
u
r
e
all
co
n
s
tr
u
cts,
wh
ich
wer
e
r
ev
iewe
d
b
y
th
r
ee
ex
p
er
ts
in
elem
en
tar
y
ed
u
ca
t
io
n
to
en
s
u
r
e
co
n
ten
t
v
alid
it
y
an
d
clar
ity
.
T
h
e
s
u
r
v
e
y
ca
p
tu
r
ed
p
ar
ticip
a
n
ts
’
attitu
d
es to
war
d
teac
h
in
g
NI
,
SN
,
PTSE
,
NI
A
,
I
NV
,
TER
,
an
d
in
ten
tio
n
to
teac
h
NI
,
as
s
h
o
wn
in
T
ab
le
1
.
T
ab
le
1
.
Su
r
v
ey
item
s
an
d
ass
o
ciate
d
laten
t c
o
n
s
tr
u
cts
C
o
n
st
r
u
c
t
C
o
d
e
I
t
e
m
A
TN
I
E
A
TN
I
E
1
I
b
e
l
i
e
v
e
t
h
a
t
N
I
e
d
u
c
a
t
i
o
n
i
s
a
n
i
m
p
o
r
t
a
n
t
c
o
m
p
o
n
e
n
t
o
f
p
r
i
m
a
r
y
s
c
h
o
o
l
e
d
u
c
a
t
i
o
n
.
A
TN
I
E
2
Te
a
c
h
i
n
g
N
I
e
d
u
c
a
t
i
o
n
c
o
n
t
r
i
b
u
t
e
s
t
o
t
h
e
m
o
r
a
l
a
n
d
c
i
v
i
c
d
e
v
e
l
o
p
me
n
t
o
f
p
r
i
mary
sc
h
o
o
l
s
t
u
d
e
n
t
s.
A
TN
I
E
3
I
c
o
n
si
d
e
r
N
I
e
d
u
c
a
t
i
o
n
t
o
b
e
v
a
l
u
a
b
l
e
f
o
r
t
h
e
o
v
e
r
a
l
l
e
d
u
c
a
t
i
o
n
a
l
d
e
v
e
l
o
p
m
e
n
t
o
f
c
h
i
l
d
r
e
n
.
SN
SN
1
M
y
u
n
i
v
e
r
si
t
y
l
e
c
t
u
r
e
r
s
e
x
p
e
c
t
p
r
e
-
s
e
r
v
i
c
e
t
e
a
c
h
e
r
s
t
o
a
d
d
r
e
ss N
I
e
d
u
c
a
t
i
o
n
i
n
p
r
i
mary
sc
h
o
o
l
c
l
a
ssr
o
o
ms.
SN
2
S
c
h
o
o
l
a
d
m
i
n
i
st
r
a
t
o
r
s a
n
d
e
d
u
c
a
t
i
o
n
a
l
a
u
t
h
o
r
i
t
i
e
s
e
mp
h
a
si
z
e
t
h
e
i
mp
o
r
t
a
n
c
e
o
f
N
I
e
d
u
c
a
t
i
o
n
.
SN
3
P
e
o
p
l
e
w
h
o
a
r
e
i
m
p
o
r
t
a
n
t
t
o
me
a
p
p
r
o
v
e
o
f
t
e
a
c
h
i
n
g
N
I
e
d
u
c
a
t
i
o
n
.
P
TSE
P
TSE
1
I
f
e
e
l
c
o
n
f
i
d
e
n
t
i
n
my
a
b
i
l
i
t
y
t
o
t
e
a
c
h
N
I
e
d
u
c
a
t
i
o
n
e
f
f
e
c
t
i
v
e
l
y
i
n
p
r
i
mar
y
s
c
h
o
o
l
.
P
TSE
2
I
h
a
v
e
su
f
f
i
c
i
e
n
t
p
e
d
a
g
o
g
i
c
a
l
k
n
o
w
l
e
d
g
e
t
o
t
e
a
c
h
t
o
p
i
c
s
r
e
l
a
t
e
d
t
o
N
I
e
f
f
e
c
t
i
v
e
l
y
.
P
TSE
3
I
a
m c
a
p
a
b
l
e
o
f
se
l
e
c
t
i
n
g
a
p
p
r
o
p
r
i
a
t
e
t
e
a
c
h
i
n
g
m
e
t
h
o
d
s f
o
r
N
I
e
d
u
c
a
t
i
o
n
.
P
TSE
4
I
f
e
e
l
p
r
e
p
a
r
e
d
t
o
e
x
p
l
a
i
n
N
I
c
o
n
c
e
p
t
s
i
n
a
w
a
y
t
h
a
t
i
s
u
n
d
e
r
s
t
a
n
d
a
b
l
e
f
o
r
p
r
i
mary
sc
h
o
o
l
s
t
u
d
e
n
t
s.
N
I
A
N
I
A
1
I
h
a
v
e
a
c
l
e
a
r
u
n
d
e
r
st
a
n
d
i
n
g
o
f
my
N
I
.
N
I
A
2
I
a
m a
w
a
r
e
o
f
t
h
e
c
u
l
t
u
r
a
l
t
r
a
d
i
t
i
o
n
s a
n
d
h
i
st
o
r
i
c
a
l
b
a
c
k
g
r
o
u
n
d
o
f
m
y
n
a
t
i
o
n
.
N
I
A
3
M
y
N
I
i
s a
n
i
mp
o
r
t
a
n
t
p
a
r
t
o
f
h
o
w
I
d
e
f
i
n
e
m
y
se
l
f
.
I
N
V
I
N
V
1
N
a
t
i
o
n
a
l
v
a
l
u
e
s
p
l
a
y
a
n
i
m
p
o
r
t
a
n
t
r
o
l
e
i
n
s
h
a
p
i
n
g
m
y
p
e
r
s
o
n
a
l
b
e
l
i
e
f
s.
I
N
V
2
N
a
t
i
o
n
a
l
v
a
l
u
e
s
i
n
f
l
u
e
n
c
e
t
h
e
w
a
y
I
e
v
a
l
u
a
t
e
s
o
c
i
a
l
a
n
d
c
i
v
i
c
i
ss
u
e
s
.
I
N
V
3
I
c
o
n
si
d
e
r
n
a
t
i
o
n
a
l
v
a
l
u
e
s
t
o
b
e
r
e
l
e
v
a
n
t
f
o
r
e
d
u
c
a
t
i
n
g
y
o
u
n
g
e
r
g
e
n
e
r
a
t
i
o
n
s.
TER
TER
1
M
y
t
e
a
c
h
e
r
e
d
u
c
a
t
i
o
n
p
r
o
g
r
a
m
i
n
c
l
u
d
e
s s
u
f
f
i
c
i
e
n
t
c
o
u
r
sew
o
r
k
r
e
l
a
t
e
d
t
o
N
I
e
d
u
c
a
t
i
o
n
.
TER
2
I
r
e
c
e
i
v
e
a
d
e
q
u
a
t
e
met
h
o
d
o
l
o
g
i
c
a
l
g
u
i
d
a
n
c
e
o
n
h
o
w
t
o
t
e
a
c
h
N
I
e
d
u
c
a
t
i
o
n
.
TER
3
Te
a
c
h
i
n
g
p
r
a
c
t
i
c
e
d
u
r
i
n
g
m
y
s
t
u
d
i
e
s
h
e
l
p
s
p
r
e
p
a
r
e
me
t
o
t
e
a
c
h
N
I
e
d
u
c
a
t
i
o
n
.
I
N
TN
I
I
N
TN
I
1
I
i
n
t
e
n
d
t
o
t
e
a
c
h
N
I
e
d
u
c
a
t
i
o
n
i
n
my
f
u
t
u
r
e
w
o
r
k
a
s
a
p
r
i
m
a
r
y
sc
h
o
o
l
t
e
a
c
h
e
r
.
I
N
TN
I
2
I
p
l
a
n
t
o
a
c
t
i
v
e
l
y
i
n
c
o
r
p
o
r
a
t
e
N
I
e
d
u
c
a
t
i
o
n
i
n
t
o
my
t
e
a
c
h
i
n
g
p
r
a
c
t
i
c
e
.
I
N
TN
I
3
I
a
m w
i
l
l
i
n
g
t
o
d
e
v
o
t
e
t
i
me
a
n
d
e
f
f
o
r
t
t
o
t
e
a
c
h
i
n
g
N
I
i
n
p
r
i
mary
sc
h
o
o
l
.
Per
m
is
s
io
n
to
co
n
d
u
ct
th
e
s
tu
d
y
was
o
b
tain
ed
f
r
o
m
E
.
B
u
k
eto
v
Kar
ag
an
d
a
Natio
n
al
R
esear
ch
Un
iv
er
s
ity
(
Kar
ag
an
d
a
,
Kaz
ak
h
s
tan
)
.
Af
ter
in
s
titu
tio
n
al
ap
p
r
o
v
al,
in
v
itatio
n
letter
s
wer
e
s
en
t
to
s
tu
d
en
ts
m
ee
tin
g
th
e
in
clu
s
io
n
cr
iter
ia:
i)
en
r
o
llm
en
t in
a
p
r
im
ar
y
teac
h
er
ed
u
ca
tio
n
p
r
o
g
r
am
;
ii)
p
r
o
v
is
io
n
o
f
in
f
o
r
m
ed
co
n
s
en
t
;
an
d
iii)
v
o
l
u
n
tar
y
p
ar
ticip
atio
n
.
A
ce
n
s
u
s
-
ty
p
e
s
a
m
p
lin
g
ap
p
r
o
ac
h
was
u
s
ed
;
a
ll
elig
ib
le
s
tu
d
en
ts
wer
e
in
v
ited
.
Data
wer
e
co
llected
o
v
er
a
o
n
e
-
m
o
n
t
h
p
er
i
o
d
(
2
0
Ma
r
c
h
–
2
0
Ap
r
il
2
0
2
5
)
,
r
esu
ltin
g
in
2
6
0
r
etu
r
n
ed
q
u
esti
o
n
n
air
es,
o
f
wh
ich
2
5
4
wer
e
v
alid
(
v
al
id
r
esp
o
n
s
e
r
ate=
9
7
.
8
6
%).
T
h
e
d
em
o
g
r
ap
h
ic
ch
ar
ac
ter
is
tics
o
f
p
ar
ticip
an
ts
ar
e
s
u
m
m
ar
ized
in
T
ab
le
2
.
T
h
e
s
am
p
le
s
ize
is
s
u
f
f
ici
en
t
f
o
r
PLS
-
SEM
,
en
s
u
r
in
g
ad
eq
u
ate
s
tatis
tical
p
o
wer
to
test
th
e
p
r
o
p
o
s
ed
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
.
15
,
No
.
2
,
Ap
r
il
20
2
6
:
1
5
0
6
-
1
5
1
5
1510
T
ab
le
2
.
C
h
ar
ac
ter
is
tics
o
f
s
tu
d
y
p
ar
ticip
a
n
ts
I
t
e
ms
C
a
t
e
g
o
r
i
e
s
F
r
e
q
u
e
n
c
y
P
e
r
c
e
n
t
a
g
e
(
%)
G
e
n
d
e
r
F
e
mal
e
,
n
(
%)
2
5
0
9
8
.
4
M
a
l
e
,
n
(
%)
4
1
.
6
G
r
a
d
e
l
e
v
e
l
S
e
c
o
n
d
y
e
a
r
57
2
2
.
4
Th
i
r
d
y
e
a
r
72
2
8
.
3
F
i
n
a
l
y
e
a
r
1
2
5
4
9
.
3
P
l
a
c
e
o
f
o
r
i
g
i
n
U
r
b
a
n
1
5
6
6
1
.
4
R
u
r
a
l
98
3
8
.
6
3
.
2
.
M
et
ho
d
PLS
-
SEM
was
u
s
ed
to
test
h
y
p
o
th
esized
r
elatio
n
s
h
ip
s
am
o
n
g
in
s
titu
tio
n
al,
p
s
y
c
h
o
l
o
g
ical,
an
d
id
en
tity
-
r
elate
d
f
ac
to
r
s
af
f
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Sm
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4.
RE
SU
L
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S
As
s
h
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T
a
b
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3
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all
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n
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3
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R
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d
c
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d
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s
h
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5
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test
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d
i
d
e
n
t
it
y
-
r
e
l
a
t
e
d
o
r
i
e
n
t
a
t
i
o
n
s
r
a
t
h
e
r
t
h
a
n
b
y
d
i
r
e
c
t
l
y
m
o
ti
v
a
t
i
n
g
b
e
h
a
v
i
o
r
a
l
i
n
t
e
n
t
i
o
n
s
.
T
h
e
d
i
r
ec
t
e
f
f
e
c
ts
o
f
S
N
a
n
d
T
E
R
o
n
I
N
T
N
I
w
e
r
e
n
o
t
s
t
at
is
t
i
ca
l
l
y
s
i
g
n
i
f
i
c
a
n
t
.
T
h
e
r
esu
lts
o
f
th
e
m
ed
iatio
n
a
n
aly
s
is
ar
e
p
r
esen
ted
in
T
ab
le
6
.
T
h
e
m
ed
iatio
n
an
al
y
s
is
in
d
icate
s
th
at
TER
in
f
lu
en
ce
s
p
r
e
-
s
er
v
ice
t
ea
ch
er
s
’
in
ten
tio
n
to
teac
h
NI
p
r
im
ar
ily
th
r
o
u
g
h
i
n
ter
n
al
p
s
y
ch
o
lo
g
ical
an
d
id
en
tity
-
r
elate
d
m
ec
h
an
is
m
s
r
ath
er
th
an
d
ir
ec
tly
.
Sp
ec
if
ical
ly
,
r
eso
u
r
ce
s
en
h
a
n
ce
attitu
d
e
s
to
war
d
teac
h
in
g
NI
,
p
ed
ag
o
g
ical
s
elf
-
ef
f
icac
y
,
an
d
NI
A
,
wh
ich
i
n
tu
r
n
i
n
cr
ea
s
e
teac
h
in
g
in
ten
tio
n
s
.
I
n
d
i
r
ec
t
ef
f
ec
ts
th
r
o
u
g
h
I
NV
an
d
SN
wer
e
n
o
t
s
ig
n
if
i
ca
n
t,
s
u
g
g
esti
n
g
t
h
at
in
s
titu
tio
n
al
s
u
p
p
o
r
t
is
m
o
s
t
ef
f
ec
tiv
e
wh
en
it
s
tr
en
g
th
e
n
s
co
g
n
itiv
e
en
g
ag
em
e
n
t
an
d
id
en
tity
-
r
elate
d
o
r
ien
tatio
n
s
,
r
at
h
er
th
an
m
er
ely
p
r
o
v
id
in
g
s
tr
u
ctu
r
al
g
u
id
an
ce
o
r
ex
ter
n
al
ex
p
ec
tatio
n
s
.
Ov
er
all
,
th
e
f
in
d
in
g
s
h
ig
h
lig
h
t
th
e
c
en
tr
al
r
o
le
o
f
in
ter
n
al
d
is
p
o
s
i
tio
n
s
in
tr
an
s
latin
g
in
s
titu
tio
n
al
an
d
cu
r
r
icu
lar
r
eso
u
r
ce
s
in
to
co
n
c
r
ete
teac
h
in
g
in
ten
tio
n
s
,
em
p
h
asizin
g
th
e
im
p
o
r
tan
ce
o
f
d
esig
n
in
g
teac
h
e
r
ed
u
ca
tio
n
p
r
o
g
r
a
m
s
th
at
ac
tiv
ely
f
o
s
ter
b
o
th
p
r
o
f
ess
io
n
al
co
n
f
id
e
n
c
e
an
d
m
ea
n
in
g
f
u
l
id
en
tity
d
ev
elo
p
m
en
t.
T
ab
le
6
.
Sp
ec
if
ic
in
d
ir
ec
t e
f
f
e
cts
R
e
l
a
t
i
o
n
s
h
i
p
O
r
i
g
i
n
a
l
s
a
mp
l
e
(
β)
t
p
M
e
d
i
a
t
i
o
n
e
f
f
e
c
t
TER
→A
TN
I
E→I
N
TN
I
0
.
1
2
0
3
.
4
5
0
.
0
0
1
I
n
d
i
r
e
c
t
-
o
n
l
y
m
e
d
i
a
t
i
o
n
TER
→P
TSE→I
N
TN
I
0
.
1
0
5
3
.
1
2
0
.
0
0
2
I
n
d
i
r
e
c
t
-
o
n
l
y
m
e
d
i
a
t
i
o
n
TER
→N
I
A
→I
N
TN
I
0
.
1
0
2
3
.
0
8
0
.
0
0
2
I
n
d
i
r
e
c
t
-
o
n
l
y
m
e
d
i
a
t
i
o
n
TER
→I
N
V
→I
N
TN
I
0
.
0
5
6
1
.
8
5
0
.
0
6
5
N
o
me
d
i
a
t
i
o
n
TER
→S
N
→I
N
TN
I
0
.
0
2
2
1
.
1
0
0
.
2
7
2
N
o
me
d
i
a
t
i
o
n
5.
DIS
CU
SS
I
O
N
B
ased
o
n
th
e
r
esu
lts
o
f
th
e
PLS
-
SEM
an
aly
s
is
,
v
ar
io
u
s
m
ec
h
an
is
m
s
u
n
d
er
l
y
in
g
th
e
in
ten
tio
n
o
f
f
u
tu
r
e
p
r
im
ar
y
s
ch
o
o
l
teac
h
er
s
to
teac
h
NI
ed
u
ca
tio
n
we
r
e
id
en
tifie
d
.
T
h
e
r
esu
lts
in
d
icate
t
h
at
AT
NI
E
,
PTSE
,
an
d
NI
A
h
av
e
s
ig
n
if
ican
t
p
o
s
itiv
e
ef
f
ec
ts
o
n
in
ten
tio
n
to
tea
ch
NI
.
T
h
ese
f
in
d
in
g
s
ar
e
co
n
s
is
ten
t w
ith
r
esear
ch
g
r
o
u
n
d
ed
in
t
h
e
T
PB
f
r
am
ewo
r
k
,
wh
ich
h
ig
h
lig
h
ts
th
e
k
ey
r
o
le
o
f
attitu
d
es
an
d
s
elf
-
ef
f
icac
y
in
s
h
ap
in
g
teac
h
er
s
’
p
r
o
f
ess
io
n
al
in
ten
tio
n
s
[
3
8
]
–
[
4
1
]
.
T
h
e
im
p
o
r
t
an
ce
o
f
p
ar
ticip
an
ts
’
p
e
d
ag
o
g
ical
s
elf
-
ef
f
icac
y
s
u
p
p
o
r
ts
p
r
ev
io
u
s
f
in
d
in
g
s
th
at
p
r
o
s
p
ec
tiv
e
teac
h
er
s
’
co
n
f
i
d
en
ce
in
th
eir
p
r
o
f
ess
io
n
al
ab
ilit
ies
i
s
o
n
e
o
f
th
e
m
o
s
t
s
tab
le
p
r
ed
icto
r
s
o
f
th
eir
willin
g
n
ess
to
im
p
lem
en
t
v
alu
es
-
lad
en
ed
u
ca
tio
n
al
p
r
ac
tices,
in
clu
d
in
g
civ
ic
an
d
id
e
n
tity
ed
u
ca
tio
n
[
4
2
]
,
[
4
3
]
.
T
h
e
s
ig
n
if
ican
t
ef
f
ec
ts
o
f
NI
A
an
d
I
NV
in
d
icate
th
at
th
e
p
a
r
ticip
an
ts
’
p
er
s
o
n
al
id
en
tific
atio
n
with
t
h
eir
n
atio
n
al
c
o
m
m
u
n
ity
p
la
y
s
an
im
p
o
r
tan
t
r
o
le
in
s
h
ap
i
n
g
th
eir
i
n
ten
tio
n
s
.
T
h
ese
r
esu
lts
ar
e
co
n
s
is
ten
t
w
ith
th
e
p
r
o
p
o
s
itio
n
s
o
f
SIT
an
d
with
e
m
p
ir
ical
e
v
id
en
ce
ex
a
m
in
in
g
t
h
e
r
o
le
o
f
id
en
tity
in
p
e
d
ag
o
g
ical
p
r
ac
tic
e
[
4
4
]
–
[
4
7
]
.
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
.
15
,
No
.
2
,
Ap
r
il
20
2
6
:
1
5
0
6
-
1
5
1
5
1512
T
h
e
ef
f
ec
t
o
f
I
NV
was
s
tatis
tically
s
ig
n
if
ican
t
b
u
t
less
p
r
o
n
o
u
n
ce
d
th
an
th
e
c
o
g
n
itiv
e
v
ar
iab
les
(
AT
NI
E
,
PTSE
,
an
d
NI
A)
,
s
u
g
g
esti
n
g
th
at
v
alu
es
alo
n
e
d
o
n
o
t
alwa
y
s
tr
an
s
late
in
to
p
ed
ag
o
g
ical
in
ten
tio
n
s
u
n
less
th
ey
a
r
e
s
u
p
p
o
r
ted
b
y
p
r
o
f
ess
io
n
al
co
n
f
id
en
ce
an
d
a
p
o
s
itiv
e
attitu
d
e
t
o
war
d
te
ac
h
in
g
t
h
e
r
ele
v
an
t
co
n
ten
t.
T
h
is
in
ter
p
r
etatio
n
alig
n
s
with
r
esear
ch
s
h
o
win
g
th
at
v
alu
e
o
r
ie
n
tatio
n
s
r
e
q
u
ir
e
p
ed
ag
o
g
ical
“
tr
an
s
latio
n
”
in
to
p
r
ac
tice
[
4
8
]
.
SN
d
id
n
o
t
em
er
g
e
as
a
s
ig
n
if
ican
t
p
r
ed
icto
r
o
f
in
ten
t
io
n
,
in
d
icatin
g
th
at
p
ar
ticip
an
ts
r
elied
m
o
r
e
o
n
i
n
ter
n
al
b
elief
s
an
d
p
r
o
f
ess
io
n
al
co
m
p
eten
ce
th
an
o
n
ex
ter
n
al
ex
p
ec
tatio
n
s
f
r
o
m
teac
h
er
s
o
r
ed
u
ca
tio
n
al
in
s
titu
tio
n
s
.
A
k
ey
f
in
d
in
g
is
th
e
ab
s
en
ce
o
f
a
d
ir
ec
t
ef
f
ec
t
o
f
T
E
R
o
n
in
ten
tio
n
to
teac
h
NI
,
d
esp
ite
s
ig
n
if
ican
t
in
d
ir
ec
t
ef
f
ec
ts
th
r
o
u
g
h
AT
NI
E
,
PTSE
,
an
d
NI
A.
T
h
is
in
d
i
ca
tes
in
d
ir
ec
t
-
o
n
ly
m
ed
iatio
n
a
n
d
h
as
im
p
o
r
tan
t
th
eo
r
etica
l
im
p
licatio
n
s
,
s
u
g
g
esti
n
g
t
h
at
in
s
titu
tio
n
al
r
eso
u
r
ce
s
in
f
lu
e
n
ce
in
ten
tio
n
p
r
im
a
r
ily
th
r
o
u
g
h
in
ter
n
al
co
g
n
itiv
e
an
d
i
d
en
tity
-
r
elate
d
m
ec
h
an
is
m
s
.
T
h
ese
f
in
d
in
g
s
ar
e
co
n
s
is
ten
t
with
r
esear
ch
em
p
h
asizin
g
th
at
ed
u
ca
tio
n
al
p
r
o
g
r
am
s
ar
e
o
n
ly
e
f
f
ec
tiv
e
wh
e
n
th
e
y
tr
an
s
late
in
to
attitu
d
es,
p
r
o
f
ess
io
n
al
co
n
f
id
en
ce
,
an
d
m
ea
n
in
g
f
u
l id
en
tity
in
f
u
tu
r
e
t
ea
ch
er
s
[
4
9
]
,
[
5
0
]
.
6.
CO
NCLU
SI
O
N
T
h
is
s
tu
d
y
ex
am
in
e
d
th
e
f
ac
t
o
r
s
in
f
lu
en
ci
n
g
p
r
e
-
s
er
v
ice
te
ac
h
er
s
’
I
NT
NI
to
y
o
u
n
g
s
tu
d
e
n
ts
an
d
th
e
m
ec
h
an
is
m
s
th
r
o
u
g
h
wh
ich
th
ese
in
ten
tio
n
s
d
ev
elo
p
.
T
h
e
f
i
n
d
in
g
s
in
d
icate
th
at
in
s
titu
tio
n
al
s
u
p
p
o
r
t p
r
im
a
r
ily
o
p
er
ates
in
d
ir
ec
tly
b
y
s
h
ap
in
g
in
ter
n
al
co
g
n
itiv
e
a
n
d
id
e
n
tity
-
r
elate
d
m
ec
h
an
is
m
s
—
attitu
d
es
to
war
d
teac
h
in
g
NI
,
teac
h
in
g
s
elf
-
ef
f
icac
y
,
an
d
NIA
—
r
ath
er
th
an
ex
er
tin
g
a
d
ir
ec
t
ef
f
ec
t
o
n
b
e
h
av
io
r
al
in
ten
tio
n
.
Per
s
o
n
al
v
alu
es
h
ad
a
s
u
p
p
o
r
tin
g
,
th
o
u
g
h
wea
k
e
r
,
r
o
le.
T
h
e
s
tu
d
y
co
n
f
ir
m
s
th
at
ef
f
ec
tiv
e
teac
h
er
e
d
u
ca
tio
n
p
r
o
g
r
am
s
tr
an
s
late
in
s
titu
tio
n
al
r
eso
u
r
c
es
in
to
p
s
y
ch
o
lo
g
ical
d
is
p
o
s
itio
n
s
an
d
i
d
en
tity
-
r
elate
d
o
r
ie
n
tatio
n
s
,
s
u
p
p
o
r
tin
g
f
r
am
ewo
r
k
s
b
ased
o
n
th
e
T
P
B
an
d
SIT
.
T
ea
ch
er
p
r
ep
ar
ati
o
n
p
r
o
g
r
am
s
s
h
o
u
ld
p
r
i
o
r
itize
f
o
s
ter
in
g
p
o
s
itiv
e
attitu
d
es
to
war
d
NI
e
d
u
ca
tio
n
,
en
h
an
ci
n
g
p
ed
ag
o
g
ical
s
elf
-
e
f
f
icac
y
,
a
n
d
p
r
o
m
o
tin
g
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2252
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1513
DATA AV
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RE
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NC
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[
1
]
C
.
M
.
Le
i
t
c
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d
R
.
T
.
H
a
r
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.
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6
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B
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