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AI.
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o
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g
h
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rio
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h
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larly
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se
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icts
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o
ws
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o
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n
ifi
c
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n
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t.
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e
d
iatio
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a
n
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l
y
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s rev
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p
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rti
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ffe
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ts t
h
ro
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g
h
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e
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d
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se
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ss
a
n
d
se
lf
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ffica
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late
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a
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a
s
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T
h
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rsity
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n
ts’
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d
o
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ti
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o
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G
AI
th
a
n
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ial
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n
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e
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t
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l
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ig
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g
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h
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n
e
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d
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tar
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ted
su
p
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t
t
o
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d
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c
e
c
o
n
c
e
rn
s.
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e
s
e
fin
d
in
g
s
c
a
ll
fo
r
c
o
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rd
in
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ted
a
c
ti
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a
m
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g
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i
g
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c
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ti
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th
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rit
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n
iv
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p
o
li
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m
a
k
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rs,
a
n
d
stu
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n
t
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AI
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se
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ia.
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fo
rwa
rd
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l
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n
g
p
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icy
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m
e
wo
rk
is
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r
g
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tl
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ired
to
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le an
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ti
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AI i
n
T
h
a
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h
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d
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c
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ti
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K
ey
w
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d
s
:
AI
an
x
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Ar
tific
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in
tellig
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E
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v
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m
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ac
to
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in
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Desp
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th
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r
is
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in
ar
tific
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tellig
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(
AI
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u
s
ag
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its
ad
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T
h
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s
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ec
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h
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AI
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p
r
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f
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d
ly
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h
ap
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jo
b
m
ar
k
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A
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y
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Mc
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titu
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p
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3
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%
o
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r
r
e
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wo
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k
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n
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er
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f
4
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m
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llio
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r
k
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s
[
1
]
.
I
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lig
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o
f
t
h
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g
r
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win
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d
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m
an
d
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k
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s
im
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ativ
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f
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in
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ab
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[
1
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.
T
h
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C
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-
1
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p
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d
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in
s
tig
ated
an
u
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lead
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I
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15
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lear
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m
o
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[
2
]
.
Gen
e
r
ativ
e
ar
tific
ial
in
tellig
en
ce
(
GAI
)
is
th
e
latest
g
lo
b
al
f
o
r
ce
p
o
is
ed
to
r
ev
o
l
u
tio
n
ize
lear
n
in
g
an
d
teac
h
in
g
[
2
]
.
T
h
e
r
ap
id
ad
v
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ce
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en
t
o
f
AI
h
as
led
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tio
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o
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g
r
o
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n
d
b
r
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k
i
n
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GAI
tech
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o
lo
g
ies
th
at
d
ir
ec
tly
im
p
ac
t
ed
u
ca
tio
n
at
all
lev
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s
u
c
h
as
C
h
atGPT
[
3
]
.
T
h
ese
GAI
tech
n
o
lo
g
ies,
an
d
th
o
s
e
th
at
will
f
o
llo
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a
r
e
al
r
ea
d
y
r
esh
ap
in
g
th
e
ed
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ca
ti
o
n
al
lan
d
s
ca
p
e.
GAI
i
n
n
o
v
atio
n
s
ar
e
n
o
t
m
er
ely
tech
n
o
lo
g
ical
a
d
v
an
ce
m
e
n
ts
;
th
ey
r
ep
r
esen
t
a
p
a
r
ad
ig
m
s
h
if
t
f
o
r
m
o
r
e
all
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e
n
co
m
p
a
s
s
in
g
an
d
ad
ap
tiv
e
r
esp
o
n
s
es
to
war
d
s
e
d
u
ca
tio
n
a
l
p
r
ac
tices,
esp
ec
ially
in
t
h
e
T
h
ai
co
n
tex
t.
I
n
th
is
ed
ito
r
ial,
t
h
e
au
t
h
o
r
s
e
x
p
lo
r
e
th
e
r
is
e
o
f
GAI
an
d
its
im
p
l
icatio
n
s
f
o
r
u
n
iv
er
s
ity
s
tu
d
en
ts
an
d
s
ch
o
o
l
lead
er
s
in
cr
ea
tin
g
a
s
u
p
p
o
r
tiv
e
en
v
ir
o
n
m
en
t
f
o
r
th
e
u
s
e
o
f
G
AI
.
W
e
also
d
elv
e
in
to
th
e
ch
allen
g
es
o
f
AI
in
h
u
m
a
n
d
ail
y
liv
es,
s
u
ch
as
th
e
f
ea
r
o
f
j
o
b
r
ep
lace
m
e
n
t
an
d
s
o
cio
tech
n
ical
b
lin
d
n
ess
,
an
d
th
e
o
p
p
o
r
t
u
n
ities
ass
o
ciate
d
with
AI
.
Fin
ally
,
we
co
n
s
id
er
th
e
im
p
ac
t
o
f
th
i
s
tech
n
o
lo
g
ical
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is
r
u
p
tio
n
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n
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n
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ity
s
tu
d
en
ts
’
lear
n
in
g
a
n
d
th
eir
p
er
ce
p
tio
n
o
f
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lead
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h
i
p
g
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id
an
ce
o
f
th
e
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s
e
o
f
GAI
f
o
r
ac
a
d
em
ic
p
u
r
p
o
s
es
an
d
r
e
f
lect
o
n
h
o
w
it
m
a
y
alter
o
r
in
f
lu
en
ce
th
e
r
o
le
o
f
u
n
i
v
er
s
ity
lead
er
s
in
p
o
licy
d
ir
ec
tiv
es.
T
h
is
s
tu
d
y
aim
s
to
co
n
d
u
ct
a
d
etailed
in
v
esti
g
atio
n
f
o
c
u
s
in
g
o
n
f
o
u
r
p
r
im
ar
y
o
b
jectiv
es
,
v
iz,
f
ir
s
t,
to
ex
am
in
e
th
e
p
er
ce
iv
e
d
lev
el
o
f
s
tu
d
en
ts
’
an
x
iety
to
war
d
s
AI
.
Seco
n
d
ly
,
to
in
v
esti
g
ate
th
e
ef
f
icac
y
o
f
s
tu
d
en
ts
lear
n
in
g
h
o
w
to
u
s
e
GAI
b
ased
o
n
th
e
th
ir
d
o
b
jectiv
e,
th
e
p
er
ce
iv
ed
u
s
ef
u
ln
ess
o
f
AI
.
L
astl
y
,
we
ex
p
lo
r
ed
th
e
p
e
r
ce
p
tio
n
o
f
t
h
e
u
n
iv
e
r
s
ity
’
s
s
u
p
p
o
r
tiv
e
e
n
v
ir
o
n
m
e
n
t
th
r
o
u
g
h
v
is
ib
le
p
o
licies
o
n
s
tu
d
en
ts
’
in
ten
tio
n
to
u
s
e
GAI
.
Desp
ite
th
e
ex
ten
s
iv
e
r
esear
c
h
o
n
AI
i
n
ed
u
ca
tio
n
,
d
if
f
er
e
n
t
th
eo
r
ies
an
d
v
ar
iab
les
h
a
v
e
b
ee
n
u
s
ed
in
p
r
ed
ictin
g
u
n
iv
er
s
ity
s
tu
d
en
ts
’
b
eh
a
v
io
r
al
i
n
ten
tio
n
to
war
d
GAI
.
H
o
wev
er
,
its
p
o
licy
im
p
ac
ts
in
ed
u
ca
tio
n
al
ap
p
licatio
n
s
r
em
ain
r
elativ
ely
u
n
d
e
r
ex
p
lo
r
ed
,
c
r
ea
tin
g
a
r
esear
ch
g
ap
.
T
h
is
cr
itical
r
esear
ch
g
ap
is
im
p
o
r
tan
t
t
o
b
e
ex
p
lo
r
e
d
b
ec
au
s
e
u
n
d
er
s
tan
d
in
g
th
e
f
ac
t
o
r
s
th
at
in
f
lu
en
ce
s
tu
d
en
ts
’
i
n
ten
tio
n
to
u
s
e
GAI
tech
n
o
lo
g
y
is
ess
en
tial
f
o
r
ef
f
ec
tiv
e
p
o
licy
f
r
o
m
th
e
u
n
iv
er
s
ity
lead
er
s
h
ip
to
in
teg
r
ate
GAI
tech
n
o
lo
g
y
in
to
ed
u
ca
tio
n
al
s
ettin
g
s
.
T
h
e
au
th
o
r
s
ex
p
licitly
ex
p
lo
r
ed
an
d
ev
alu
ate
th
e
T
h
ai
p
o
licy
e
f
f
ec
tiv
en
ess
an
d
r
ea
d
i
n
ess
in
d
ea
lin
g
with
th
e
AI
an
x
iet
y
am
o
n
g
u
n
iv
e
r
s
ity
s
tu
d
en
ts
.
W
e
also
ex
p
lo
r
ed
th
e
r
is
k
s
o
f
n
o
t
ed
u
ca
tin
g
a
n
d
p
r
ep
ar
in
g
y
o
u
n
g
er
g
en
er
atio
n
f
o
r
AI
tech
n
o
lo
g
y
in
T
h
ai
co
n
tex
t.
W
e
in
ten
d
ed
to
p
r
o
v
id
e
a
h
o
lis
tic
u
n
d
er
s
tan
d
i
n
g
o
f
th
e
r
o
le
o
f
a
n
ef
f
ec
tiv
e
s
u
p
p
o
r
tiv
e
e
n
v
ir
o
n
m
en
t,
wh
ich
m
ig
h
t
h
elp
to
allev
iate
th
e
an
x
iety
o
f
AI
in
en
h
an
ci
n
g
teac
h
in
g
an
d
lear
n
in
g
in
t
h
e
h
ig
h
er
ed
u
ca
tio
n
s
ec
to
r
o
f
T
h
ailan
d
.
T
h
e
f
o
llo
win
g
q
u
esti
o
n
s
wer
e
ad
d
r
ess
ed
in
th
is
s
tu
d
y
:
−
W
h
at
is
th
e
p
er
ce
iv
ed
lev
el
o
f
u
n
iv
er
s
ity
s
tu
d
en
ts
’
an
x
iety
to
war
d
s
AI
?
−
W
h
at
is
th
e
s
elf
-
ef
f
icac
y
o
f
s
t
u
d
en
ts
lear
n
in
g
h
o
w
t
o
u
s
e
AI
,
b
ased
o
n
t
h
eir
p
er
ce
i
v
ed
u
s
ef
u
ln
ess
o
f
AI
?
−
Ho
w
d
o
es
th
e
p
e
r
ce
iv
ed
u
n
iv
er
s
ity
’
s
s
u
p
p
o
r
tiv
e
en
v
ir
o
n
m
e
n
t
th
r
o
u
g
h
v
is
ib
le
p
o
licies
im
p
ac
t
s
tu
d
en
ts
’
in
ten
tio
n
to
u
s
e
AI
?
2.
T
H
E
CO
M
P
RE
H
E
NS
I
VE
T
H
E
O
RE
T
I
CA
L
B
ASI
S
T
h
is
s
ec
tio
n
clea
r
ly
d
ef
in
es
th
e
co
n
ce
p
ts
an
d
th
eo
r
ies
ad
o
p
ted
i
n
th
is
s
tu
d
y
.
T
h
ailan
d
’
s
h
ig
h
er
ed
u
ca
tio
n
s
ch
o
lar
s
o
f
ten
f
o
c
u
s
o
n
th
e
ex
ten
t
to
wh
ich
n
ew
tech
n
o
l
o
g
y
,
p
ar
ticu
lar
l
y
G
AI
,
is
u
s
ed
in
ed
u
ca
tio
n
al
s
ettin
g
s
,
p
ar
ticu
la
r
ly
b
y
u
n
iv
er
s
ity
s
tu
d
en
ts
an
d
teac
h
er
s
,
d
u
e
t
o
its
p
o
ten
tial
to
r
ev
o
lu
tio
n
ize
teac
h
in
g
an
d
lear
n
in
g
m
eth
o
d
o
lo
g
ies
[
4
]
.
Fo
r
in
s
tan
ce
,
th
e
wid
esp
r
ea
d
ad
o
p
tio
n
an
d
d
e
p
lo
y
m
en
t
o
f
GAI
ar
e
clo
s
ely
lin
k
ed
to
th
e
r
ec
e
p
tio
n
an
d
p
r
o
p
e
n
s
ity
o
f
u
n
iv
er
s
ity
s
tu
d
en
ts
to
u
tili
ze
it.
Sch
o
lar
s
h
av
e
em
p
lo
y
ed
v
ar
io
u
s
v
ar
ia
b
les
an
d
co
n
ce
p
t
s
,
s
u
ch
as
th
e
th
eo
r
y
o
f
p
lan
n
ed
b
eh
a
v
io
r
an
d
th
e
th
eo
r
y
o
f
r
atio
n
al
ac
tio
n
,
to
in
v
esti
g
ate
u
n
iv
er
s
ity
s
tu
d
en
ts
’
in
ten
tio
n
s
to
u
tili
ze
GAI
.
I
n
th
is
s
tu
d
y
,
we
ad
o
p
ted
an
d
i
n
teg
r
ated
v
a
r
iab
les
d
er
iv
ed
f
r
o
m
th
e
liter
atu
r
e,
i
n
clu
d
in
g
s
o
ci
o
tech
n
ical
b
lin
d
n
ess
,
jo
b
r
ep
lace
m
en
t,
s
o
cial
f
ac
to
r
s
,
f
ac
ilit
atin
g
co
n
d
itio
n
s
,
p
er
ce
iv
e
d
u
s
ef
u
ln
e
s
s
,
an
d
s
elf
-
ef
f
icac
y
in
lear
n
in
g
AI
,
to
ex
am
in
e
u
n
iv
e
r
s
ity
s
t
u
d
en
ts
’
in
ten
tio
n
t
o
u
s
e
GAI
.
T
h
is
s
ec
tio
n
ex
p
lo
r
e
s
all
th
e
v
ar
iab
les ad
o
p
ted
in
t
h
is
s
tu
d
y
.
AI
,
f
r
o
m
its
in
ce
p
tio
n
in
1
9
5
6
,
h
as
m
ar
k
ed
a
g
r
o
u
n
d
b
r
ea
k
in
g
m
o
m
en
t
in
th
e
h
is
to
r
y
o
f
tec
h
n
o
lo
g
ical
d
ev
elo
p
m
e
n
t
an
d
is
ep
ito
m
i
ze
d
b
y
New
ell
an
d
Simo
n
[
5
]
th
e
d
ev
el
o
p
m
en
t
o
f
t
h
e
“th
in
k
in
g
m
ac
h
i
n
e
p
r
o
g
r
a
m
,
”
wh
ich
aim
ed
t
o
u
n
d
er
s
tan
d
a
n
d
em
u
late
h
u
m
a
n
r
ea
s
o
n
in
g
to
s
o
lv
e
co
m
p
lex
p
r
o
b
lem
s
.
T
h
is
tech
n
o
lo
g
ical
b
r
ea
k
t
h
r
o
u
g
h
p
av
ed
th
e
way
f
o
r
th
e
d
e
v
elo
p
m
en
t
an
d
ap
p
licatio
n
o
f
AI
in
ed
u
ca
tio
n
to
d
a
y
.
C
u
r
r
en
tly
,
AI
is
r
ap
i
d
ly
tr
a
n
s
f
o
r
m
in
g
th
e
ed
u
ca
tio
n
al
lan
d
s
c
ap
e
ac
r
o
s
s
c
o
n
tex
ts
.
AI
in
e
d
u
ca
tio
n
is
a
f
ield
th
at
ex
p
lo
r
es
h
o
w
AI
tec
h
n
o
lo
g
ie
s
ca
n
en
h
a
n
ce
lead
e
r
s
h
ip
d
ec
is
io
n
-
m
ak
in
g
p
r
o
ce
s
s
es
to
s
u
p
p
o
r
t
teac
h
in
g
an
d
lear
n
in
g
.
I
n
th
e
e
d
u
ca
tio
n
s
ec
to
r
,
AI
h
as
b
ee
n
u
s
ef
u
l,
p
ar
tic
u
lar
ly
in
E
n
g
lis
h
lan
g
u
a
g
e
lea
r
n
in
g
[
6
]
,
t
h
r
o
u
g
h
ad
ap
tiv
e
lear
n
in
g
to
o
ls
,
in
tellig
en
t
tu
to
r
in
g
s
y
s
tem
s
,
an
d
co
m
p
lex
ad
v
is
o
r
y
p
latf
o
r
m
s
.
Acc
o
r
d
in
g
to
C
h
iu
et
a
l.
[
7
]
r
ec
o
m
m
e
n
d
ati
o
n
s
f
o
r
tr
an
s
f
o
r
m
in
g
h
ig
h
er
ed
u
ca
tio
n
,
G
AI
in
t
h
e
ed
u
ca
t
io
n
s
ec
to
r
aim
s
to
p
er
s
o
n
alize
ed
u
ca
tio
n
al
ex
p
e
r
i
en
ce
s
f
o
r
s
tu
d
en
ts
to
e
n
h
an
ce
th
eir
lear
n
in
g
ef
f
icac
y
.
I
n
ten
tio
n
,
as
d
e
f
in
ed
b
y
Sh
ee
r
an
[
8
]
,
r
ef
er
s
to
a
“c
o
u
r
s
e
o
f
ac
tio
n
o
r
p
lan
th
at
an
ac
to
r
co
n
s
id
er
s
n
ec
ess
ar
y
an
d
in
ten
d
s
to
u
n
d
e
r
tak
e
to
ac
co
m
p
lis
h
a
s
p
ec
if
ic
b
eh
av
io
r
.
”
Similar
ly
,
Ajah
[
9
]
d
ef
in
ed
ad
o
p
tio
n
in
ten
tio
n
as
a
d
ec
is
io
n
to
ad
o
p
t
an
d
u
s
e
a
p
ar
ticu
lar
in
n
o
v
atio
n
.
Ajze
n
et
a
l.
[
1
0
]
b
r
o
a
d
ly
d
ef
in
ed
in
ten
tio
n
as
a
“m
o
tiv
atio
n
al
f
ac
to
r
a
n
d
a
p
er
s
o
n
’
s
willin
g
n
ess
to
en
g
ag
e
in
ce
r
tain
b
eh
av
i
o
r
s
.
I
n
th
is
s
tu
d
y
,
th
e
i
n
ten
tio
n
o
f
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
Un
d
ers
ta
n
d
in
g
A
I
a
n
xiety
a
n
d
GA
I
a
d
o
p
tio
n
a
mo
n
g
u
n
ivers
ity
s
tu
d
en
ts
in
Th
a
ila
n
d
(
S
imo
n
N
n
a
eme
ka
A
ja
h
)
1827
u
n
iv
er
s
ity
s
tu
d
en
ts
to
u
s
e
GAI
r
ef
er
s
to
th
eir
in
ten
d
ed
d
ec
i
s
io
n
to
ad
o
p
t
an
d
u
s
e
GAI
f
o
r
lear
n
in
g
ac
tiv
ities
an
d
p
u
r
p
o
s
es.
AI
an
x
iety
i
n
clu
d
es
s
o
cio
tech
n
ical
b
lin
d
n
ess
an
d
jo
b
r
ep
lac
em
en
t.
R
esear
ch
er
s
h
av
e
b
eg
u
n
to
f
o
cu
s
o
n
th
e
p
s
y
ch
o
lo
g
ical
an
d
b
eh
av
io
r
al
ef
f
ec
ts
o
f
AI
an
x
iety
o
n
s
tu
d
en
ts
.
So
cio
tech
n
ical
b
l
in
d
n
ess
“c
o
m
b
in
es
s
o
m
e
o
f
th
e
s
u
b
jectiv
e
an
d
p
s
y
ch
o
lo
g
ical
d
im
en
s
io
n
s
o
f
ag
e
n
cy
with
t
h
e
s
tr
u
ctu
r
ed
h
ar
d
n
e
s
s
o
f
tech
n
o
lo
g
ical
s
y
s
tem
s
,
p
o
licy
s
ty
les,
o
r
g
an
izatio
n
al
b
eh
a
v
io
r
s
,
an
d
p
o
liti
ca
l
cu
ltu
r
es”
[
1
1
]
.
So
cio
tec
h
n
ical
b
lin
d
n
ess
is
“th
e
s
tu
d
y
o
f
h
o
w
in
d
iv
id
u
al
s
ap
p
r
o
ac
h
n
ew
tech
n
o
lo
g
ies
an
d
h
o
w
th
eir
p
er
ce
p
tio
n
s
,
u
n
d
er
s
tan
d
i
n
g
,
an
d
ex
p
ec
tatio
n
s
o
r
i
g
in
ate
an
d
u
n
r
av
el,
o
f
f
er
in
g
in
s
ig
h
ts
o
n
th
e
m
u
ltid
im
en
s
io
n
al
r
elatio
n
b
etwe
en
tech
n
o
lo
g
y
an
d
s
o
ciety
”
[
1
1
]
.
Acc
o
r
d
i
n
g
t
o
W
an
g
et
a
l.
[
1
2
]
,
jo
b
r
ep
lac
em
en
t
AI
an
x
iety
is
d
ef
in
ed
a
s
th
e
f
ea
r
o
r
u
n
ea
s
e
an
in
d
iv
id
u
al
f
ee
ls
d
u
e
to
an
ti
cip
ated
n
eg
ativ
e
o
u
tco
m
es a
n
d
r
is
k
s
r
elate
d
to
GAI
u
s
e.
AI
an
x
iety
is
d
ef
in
ed
as
th
e
f
ea
r
o
r
u
n
ea
s
e
an
in
d
iv
id
u
al
ex
p
er
ien
ce
s
d
u
e
t
o
an
ticip
a
ted
n
eg
ativ
e
o
u
tco
m
es
an
d
r
is
k
s
ass
o
ciate
d
with
AI
tech
n
o
l
o
g
y
[
1
2
]
,
[
1
3
]
.
Sp
ec
if
ically
,
th
er
e
is
a
f
ea
r
th
at
AI
ex
a
ce
r
b
ates
s
o
cial
in
e
q
u
ality
,
co
m
p
r
o
m
is
es
p
r
iv
ac
y
r
ig
h
ts
,
an
d
ev
en
p
o
s
es e
x
is
ten
tial th
r
ea
ts
to
h
u
m
an
it
y
[
1
3
]
.
Su
p
p
o
r
tiv
e
en
v
ir
o
n
m
e
n
tal
f
ac
t
o
r
s
in
clu
d
e
s
o
cial
f
ac
to
r
s
an
d
f
ac
ilit
atin
g
co
n
d
itio
n
s
.
So
cial
in
f
lu
en
c
e
r
ef
er
s
to
th
e
d
eg
r
ee
to
w
h
ich
m
an
ag
er
s
,
p
ee
r
s
,
an
d
ac
ad
em
i
c
in
s
titu
tio
n
s
o
r
o
r
g
an
izatio
n
s
en
co
u
r
a
g
e
o
r
ex
p
ec
t
th
eir
m
em
b
er
s
to
u
s
e
tech
n
o
lo
g
y
[
1
4
]
,
wh
ile
f
ac
ilit
atin
g
co
n
d
itio
n
s
r
ef
er
t
o
th
e
b
elief
th
at
ad
eq
u
at
e
en
v
ir
o
n
m
en
tal
s
u
p
p
o
r
t f
r
o
m
th
e
in
s
titu
tio
n
o
r
o
r
g
an
izatio
n
,
a
n
d
tech
n
ical
s
u
p
p
o
r
t,
a
r
e
av
ail
ab
le
f
o
r
s
tu
d
e
n
ts
to
lear
n
an
d
to
u
s
e
GAI
tech
n
o
lo
g
y
[
1
4
]
.
Ad
d
itio
n
ally
,
f
ac
ilit
atin
g
co
n
d
itio
n
s
a
r
e
d
e
f
in
ed
as
t
h
e
ex
ten
t
to
w
h
ich
an
in
d
iv
id
u
al
p
er
ce
i
v
es
th
at
an
o
r
g
a
n
izatio
n
al
an
d
tech
n
ical
in
f
r
astru
ctu
r
e
e
x
is
ts
to
s
u
p
p
o
r
t
th
e
u
s
e
o
f
t
h
e
s
y
s
tem
[
1
5
]
.
Per
ce
iv
ed
u
s
ef
u
ln
ess
is
d
ef
in
ed
as
a
cr
u
cial
f
ac
to
r
th
at
in
f
l
u
e
n
ce
s
p
eo
p
le’
s
ac
ce
p
tan
ce
o
r
r
e
jectio
n
o
f
n
ew
tech
n
o
lo
g
y
.
I
n
d
iv
id
u
als
ten
d
to
ad
o
p
t
o
r
r
ejec
t
n
ew
tech
n
o
lo
g
y
b
ased
o
n
th
ei
r
b
elief
th
at
it
will
en
h
an
ce
th
eir
s
tu
d
y
ac
tiv
ities
.
T
h
is
co
n
ce
p
t
ap
p
lies
to
th
e
p
er
ce
iv
ed
u
s
ef
u
ln
ess
o
f
G
AI
.
Per
ce
iv
ed
u
s
ef
u
ln
ess
r
ef
er
s
to
an
in
d
iv
i
d
u
al’
s
b
elief
ab
o
u
t
h
o
w
m
u
c
h
a
s
y
s
tem
will
en
h
an
ce
h
is
/h
er
lear
n
in
g
p
e
r
f
o
r
m
an
ce
[
1
5
]
.
Self
-
ef
f
icac
y
,
wh
ic
h
is
th
e
last
v
a
r
iab
le
in
t
h
is
s
tu
d
y
,
is
a
f
u
n
d
am
en
tal
co
n
ce
p
t
i
n
lear
n
i
n
g
,
an
d
it
r
ef
e
r
s
to
a
s
tu
d
en
t’
s
b
elief
in
th
eir
a
b
ilit
y
to
ac
c
o
m
p
lis
h
s
p
ec
if
ic
task
s
[
1
6
]
.
I
t
en
co
m
p
ass
es
th
eir
co
n
f
id
en
ce
in
t
h
eir
ac
ad
em
ic
ab
ilit
ies,
th
eir
ca
p
ac
ity
to
o
r
g
an
ize
a
n
d
ca
r
r
y
o
u
t
ac
tio
n
s
to
attain
d
esire
d
lev
els
o
f
p
er
f
o
r
m
an
ce
,
an
d
th
eir
ass
ess
m
en
ts
o
f
th
eir
ab
ilit
y
to
e
x
ce
l
in
ass
ig
n
m
en
t
s
,
co
u
r
s
es,
o
r
ac
ad
e
m
ic
ac
tiv
it
ies
[
1
6
]
.
As
s
h
o
wn
in
Fig
u
r
e
1
,
th
e
p
r
o
p
o
s
ed
c
o
n
ce
p
tu
al
f
r
a
m
ewo
r
k
o
f
th
e
r
esear
ch
ad
o
p
ted
v
ar
ia
b
les
f
r
o
m
r
ec
en
t
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d
ies
to
test
th
e
r
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n
s
h
ip
b
etwe
en
th
e
v
ar
iab
les.
T
h
e
s
o
u
r
ce
s
o
f
th
e
v
ar
iab
les
wer
e
f
u
lly
d
is
cu
s
s
ed
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m
eth
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d
o
lo
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ec
tio
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o
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T
h
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r
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m
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lay
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h
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o
th
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y
.
Fig
u
r
e
1
.
C
o
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ce
p
tu
al
f
r
a
m
ewo
r
k
Evaluation Warning : The document was created with Spire.PDF for Python.
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1
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2
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5
1828
3.
M
E
T
H
O
D
3
.
1
.
P
o
pu
la
t
io
n a
nd
s
a
m
ples
,
re
s
ea
rc
h ins
t
rum
ent
,
a
nd
co
llect
io
n o
f
da
t
a
I
n
th
i
s
r
e
s
ea
r
ch
,
we
ad
o
p
t
ed
a
q
u
an
ti
ta
t
iv
e
r
e
s
ea
r
ch
m
e
th
o
d
.
I
n
i
ti
al
ly
,
a
p
ilo
t
te
s
t
w
a
s
c
o
n
d
u
ct
ed
u
s
in
g
a
s
a
m
p
l
e
o
f
5
0
r
e
s
p
o
n
d
en
t
s
a
s
r
ec
o
m
m
en
d
ed
[
1
7
]
t
o
t
es
t
th
e
lev
el
o
f
u
n
d
er
s
tan
d
in
g
an
d
t
im
i
n
g
to
co
m
p
l
et
e
t
h
e
q
u
e
s
t
io
n
n
a
ir
e
.
Af
t
er
th
e
p
il
o
t
te
s
t
an
d
f
ee
d
b
ac
k
,
we
ad
j
u
s
ted
f
o
r
cla
r
i
ty
b
ef
o
r
e
th
e
r
e
s
e
ar
c
h
in
s
tr
u
m
en
ts
wer
e
f
in
a
li
ze
d
.
T
h
e
q
u
e
s
ti
o
n
n
a
ir
e
w
a
s
d
is
tr
ib
u
t
ed
v
ia
Go
o
g
le
Fo
r
m
to
u
n
d
er
g
r
ad
u
a
te
u
n
iv
er
s
i
ty
s
t
u
d
en
t
s
in
B
an
g
k
o
k
,
T
h
a
il
an
d
,
f
r
o
m
ea
r
ly
J
u
ly
to
th
e
en
d
o
f
S
ep
t
em
b
er
2
0
2
5
.
A
to
ta
l
o
f
4
5
0
q
u
e
s
ti
o
n
n
a
ir
e
s
wer
e
co
l
lec
ted
.
T
h
er
e
w
as
n
o
m
i
s
s
in
g
d
a
ta
b
ec
au
s
e
an
in
co
m
p
le
te
r
e
s
p
o
n
s
e
co
u
ld
n
o
t b
e
s
u
b
m
it
ted
u
n
le
s
s
a
ll
th
e
p
ar
ts
o
f
th
e
q
u
e
s
t
io
n
n
air
e
wer
e
f
il
led
o
u
t
.
W
e
ad
o
p
ted
Ma
h
a
lan
o
b
i
s
m
e
th
o
d
[
1
8
]
f
o
r
th
e
d
a
ta
cl
ea
n
in
g
.
T
h
e
o
u
t
li
er
s
f
r
o
m
th
e
d
a
ta
s
et
s
th
a
t
co
n
ta
in
ed
m
i
s
s
in
g
d
at
a
w
er
e
r
em
o
v
ed
,
an
d
o
n
ly
4
0
0
s
u
r
v
ey
r
e
s
p
o
n
s
e
s
wer
e
u
s
ed
f
o
r
th
e
d
at
a
an
a
ly
s
i
s
af
t
er
th
e
d
a
ta
c
le
an
in
g
p
r
o
ce
s
s
.
W
o
lf
e
t
a
l.
[
1
9
]
s
u
g
g
e
s
t
ed
a
r
an
g
e
o
f
s
a
m
p
l
e
s
i
ze
r
eq
u
ir
em
en
t
s
f
r
o
m
3
0
to
4
6
0
c
as
e
s
wh
en
u
s
in
g
t
h
e
s
tr
u
ctu
r
al
eq
u
at
io
n
m
o
d
e
l
(
S
E
M)
o
f
an
aly
s
i
s
.
R
ec
e
n
t
s
t
u
d
i
es
o
n
s
tu
d
en
t
s
’
AI
l
ea
r
n
in
g
an
d
ad
o
p
t
io
n
in
t
en
t
io
n
h
av
e
u
s
ed
a
s
am
p
le
o
f
3
0
1
to
4
6
0
.
Fo
r
in
s
t
an
c
e
,
W
a
n
g
et
a
l.
[
1
2
]
s
tu
d
i
ed
u
s
i
n
g
a
s
a
m
p
l
e
s
iz
e
o
f
3
2
7
.
A
l
s
o
,
C
h
e
n
et
a
l.
[
1
3
]
s
tu
d
ied
wi
th
a
s
am
p
le
s
i
ze
o
f
3
8
7
.
Ad
d
i
tio
n
a
lly
,
Sh
ae
n
g
ch
ar
t
e
t
a
l
.
[
2
0
]
u
s
ed
4
0
0
s
a
m
p
le
s
iz
e
to
in
v
es
t
ig
a
te
.
T
h
er
ef
o
r
e,
w
e
ad
o
p
ted
a
s
am
p
l
e
s
i
ze
r
eq
u
ir
em
en
t o
f
4
0
0
v
al
id
ca
s
e
s
,
wh
ich
i
s
s
u
f
f
i
ci
en
t f
o
r
o
u
r
S
E
M
an
a
ly
s
i
s
.
A
s
elf
-
ad
m
in
is
ter
ed
q
u
esti
o
n
n
air
e
was
u
s
ed
as
th
e
in
s
tr
u
m
en
t
f
o
r
d
ata
co
llectio
n
in
t
h
is
s
tu
d
y
.
T
h
e
q
u
esti
o
n
n
air
e
c
o
n
s
is
ted
o
f
two
p
a
r
ts
.
T
h
e
f
ir
s
t
p
ar
t
c
o
l
lecte
d
d
em
o
g
r
ap
h
ic
d
ata,
wh
i
le
th
e
s
ec
o
n
d
p
ar
t
in
clu
d
ed
3
2
item
s
to
m
ea
s
u
r
e
th
e
co
n
s
tr
u
cts.
All
s
ca
le
item
s
wer
e
ad
o
p
ted
f
r
o
m
p
r
ev
i
o
u
s
r
esear
ch
p
u
b
lis
h
ed
in
to
p
-
tier
jo
u
r
n
als,
wh
ich
h
av
e
b
ee
n
test
ed
an
d
v
alid
ate
d
.
I
tem
-
a
n
x
iety
o
f
j
o
b
r
ep
lac
em
en
t
(
AJR
1
)
,
was
r
em
o
v
ed
d
u
e
to
lo
w
f
ac
to
r
lo
ad
in
g
.
T
o
v
alid
ate
th
e
m
ea
s
u
r
em
en
t
i
n
s
tr
u
m
en
t
o
f
th
is
s
tu
d
y
,
a
r
e
v
iew
was
co
n
d
u
cte
d
b
y
two
ex
p
er
ts
in
th
e
f
ield
o
f
ed
u
ca
tio
n
al
tech
n
o
lo
g
y
to
ass
ess
th
e
co
n
ten
t
v
alid
ity
o
f
th
e
s
ca
le.
Her
e
ar
e
th
e
v
a
r
iab
les,
th
e
n
u
m
b
er
o
f
item
s
,
an
d
t
h
e
r
ef
er
en
ce
s
o
u
r
ce
s
f
o
r
th
e
s
ca
le
item
s
u
s
ed
in
th
is
r
esear
ch
:
f
ir
s
t
,
th
e
in
te
n
tio
n
to
u
s
e
AI
h
as
4
item
s
,
an
d
p
er
c
eiv
ed
u
s
ef
u
ln
ess
o
f
AI
also
h
as
4
item
s
,
ad
o
p
ted
f
r
o
m
C
h
ai
et
a
l.
[
2
1
]
.
Seco
n
d
,
AI
an
x
iety
f
ac
to
r
s
in
clu
d
e
:
s
o
cio
tech
n
ical
b
lin
d
n
ess
wit
h
6
item
s
,
an
d
jo
b
r
ep
lace
m
en
t
with
4
item
s
,
ad
o
p
ted
f
r
o
m
An
et
a
l.
[
1
5
]
.
T
h
ir
d
,
s
u
p
p
o
r
tiv
e
en
v
i
r
o
n
m
e
n
tal
f
ac
to
r
s
e
n
co
m
p
ass
s
o
cial
f
ac
to
r
s
an
d
f
ac
ilit
atin
g
co
n
d
itio
n
s
,
ea
ch
with
4
ite
m
s
,
ad
o
p
ted
f
r
o
m
Ven
k
atesh
et
a
l.
[
2
2
]
.
L
astl
y
,
s
elf
-
ef
f
icac
y
h
as
6
item
s
,
ad
o
p
ted
f
r
o
m
C
h
e
n
et
a
l.
[
1
3
]
.
T
h
e
s
u
r
v
ey
em
p
lo
y
ed
a
5
-
p
o
in
t
L
ik
er
t
s
ca
le,
r
an
g
in
g
f
r
o
m
1
to
5
(
1
r
e
p
r
esen
tin
g
s
tr
o
n
g
ly
d
is
ag
r
ee
an
d
5
r
e
p
r
esen
t
in
g
s
tr
o
n
g
ly
ag
r
ee
)
.
3
.
2
.
Da
t
a
a
na
ly
s
is
:
m
ea
s
urem
ent
v
a
lid
it
y
a
nd
re
lia
bil
it
y
B
ef
o
r
e
co
n
d
u
ctin
g
th
e
f
in
al
SEM
p
ath
an
aly
s
is
,
all
f
o
u
r
s
tag
es
o
f
d
ata
an
aly
s
is
:
i
)
ex
p
lo
r
ato
r
y
f
ac
to
r
an
al
y
s
is
(
E
FA)
;
ii
)
co
n
f
ir
m
ato
r
y
f
ac
to
r
an
aly
s
is
(
C
FA)
;
iii
)
v
alid
ity
an
d
r
elia
b
ilit
y
an
aly
s
is
;
an
d
iv
)
SEM
—
wer
e
s
u
cc
ess
f
u
lly
p
er
f
o
r
m
ed
u
s
in
g
AM
OS
SP
SS
v
er
s
io
n
2
3
.
First,
we
test
ed
f
o
r
s
am
p
le
ad
eq
u
ac
y
with
th
e
Kaiser
–
Me
y
er
–
Olk
in
(
KM
O)
test
,
wh
ich
s
h
o
wed
an
o
v
er
all
v
alu
e
o
f
ap
p
r
o
x
im
atel
y
.
9
,
ex
ce
e
d
in
g
th
e
ac
ce
p
tab
le
th
r
esh
o
ld
o
f
.
6
[
2
3
]
,
as
s
ee
n
i
n
T
ab
le
1
.
Nex
t,
w
e
ev
alu
ated
th
e
c
o
n
s
tr
u
ct
v
alid
ity
—
d
is
cr
im
in
an
t
an
d
co
n
v
er
g
e
n
t
v
alid
ity
-
t
o
co
n
f
ir
m
th
e
m
e
asu
r
em
en
t
in
s
tr
u
m
en
ts
.
Dis
cr
im
in
an
t
an
d
co
n
v
er
g
en
t
v
alid
ity
we
r
e
estab
lis
h
ed
th
r
o
u
g
h
E
FA
an
d
C
FA
f
ac
to
r
lo
ad
in
g
s
(
>.
5
)
u
s
in
g
p
r
in
cip
al
co
m
p
o
n
en
t
an
a
ly
s
is
in
S
PS
S
an
d
m
ax
im
u
m
lik
elih
o
o
d
o
u
tp
u
t
in
AM
OS.
Ad
d
itio
n
ally
,
v
alid
ity
was
s
u
p
p
o
r
ted
b
y
av
er
a
g
e
v
ar
ia
n
ce
ex
tr
ac
ted
(
AVE
)
an
d
c
o
m
p
o
s
ite
r
eliab
ilit
y
(
C
R
)
.
On
e
item
,
AJR
1
–
J
o
b
r
e
p
lace
m
en
t,
was
r
em
o
v
ed
d
u
e
to
a
lo
w
f
ac
t
o
r
lo
a
d
in
g
.
Fo
r
a
cc
ep
tab
le
lev
els
o
f
v
alid
ity
an
d
r
eliab
ilit
y
,
Hair
et
a
l.
[
2
4
]
r
e
co
m
m
e
n
d
ed
th
r
esh
o
ld
s
o
f
C
FA
an
d
AVE
>.
5
,
an
d
C
R
>.
7
,
b
o
th
wer
e
s
atis
f
ied
in
th
is
s
tu
d
y
,
as
p
r
esen
ted
in
T
ab
le
2
an
d
Fig
u
r
e
2
.
Sev
er
al
f
it
in
d
ices
wer
e
also
u
s
ed
to
ass
ess
th
e
m
o
d
el
’
s
g
o
o
d
n
ess
o
f
f
it
in
T
a
b
les
3
an
d
4
,
in
clu
d
in
g
C
h
i
-
s
q
u
ar
e
m
in
im
u
m
/d
eg
r
ee
o
f
f
r
ee
d
o
m
(
C
MI
N/DF
)
<5
,
r
o
o
t
m
ea
n
s
q
u
ar
e
e
r
r
o
r
o
f
a
p
p
r
o
x
im
atio
n
(
R
MSE
A
)
<.
1
0
,
g
o
o
d
n
ess
o
f
f
it
in
d
ex
(
GFI
)
>9
,
co
m
p
ar
ativ
e
f
it
in
d
ex
(
C
FI
)
>.
9
0
,
T
u
ck
er
–
L
e
wis
in
d
ex
(
TLI
)
>.
9
0
,
am
o
n
g
o
th
er
s
,
f
o
llo
win
g
cr
iter
ia
f
r
o
m
Me
y
er
s
et
a
l.
[
2
5
]
.
Data
an
aly
s
is
was
p
er
f
o
r
m
ed
u
s
in
g
AM
OS
2
3
.
0
g
r
ap
h
ical
s
o
f
twar
e.
All
f
it
cr
iter
ia
wer
e
m
et,
in
d
icatin
g
n
o
is
s
u
es with
v
alid
ity
o
r
r
eliab
ilit
y
in
th
e
co
n
s
tr
u
ct
o
f
t
h
is
s
tu
d
y
.
T
ab
le
1
.
KM
O
an
d
B
ar
tlett
’
s
test
K
M
O
me
a
su
r
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o
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sam
p
l
i
n
g
a
d
e
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a
c
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8
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*
*
-
.
0
4
2
-
.
1
1
8
†
.
7
8
7
P
e
r
c
e
i
v
e
d
u
sef
u
l
n
e
ss
.
8
0
6
.
5
1
9
.
3
1
1
.
9
0
6
.
5
5
8
*
*
*
.
0
4
5
.
1
8
4
*
*
-
.
1
5
5
*
*
.
5
2
3
*
*
*
-
.
1
2
6
*
.
7
2
1
V
a
l
i
d
i
t
y
c
o
n
c
e
r
n
s:
n
o
v
a
l
i
d
i
t
y
c
o
n
c
e
r
n
s h
e
r
e
.
Ex
t
r
a
c
t
e
d
f
r
o
m
m
a
st
e
r
v
a
l
i
d
i
t
y
t
o
o
l
,
A
M
O
S
p
l
u
g
i
n
.
S
i
g
n
i
f
i
c
a
n
c
e
o
f
c
o
r
r
e
l
a
t
i
o
n
s
:
†
p
<
.
1
0
0
;
*
p
<
.
0
5
0
;
*
*
p
<
.
0
1
0
;
*
*
*
p
<
.
0
0
1
.
S
o
u
r
c
e
:
t
h
r
e
s
h
o
l
d
s fr
o
m
H
u
a
n
d
B
e
n
t
l
e
r
[
2
6
]
.
“
C
u
t
o
f
f
c
r
i
t
e
r
i
a
f
o
r
f
i
t
i
n
d
e
x
e
s
i
n
c
o
v
a
r
i
a
n
c
e
st
r
u
c
t
u
r
e
a
n
a
l
y
s
i
s:
c
o
n
v
e
n
t
i
o
n
a
l
c
r
i
t
e
r
i
a
v
e
r
s
u
s
n
e
w
a
l
t
e
r
n
a
t
i
v
e
s
S
E
M
”
[
2
6
]
.
T
ab
le
4
.
Statis
tical
r
esu
lts
f
o
r
ev
alu
atin
g
th
e
o
v
er
all
m
o
d
el
g
o
o
d
n
ess
o
f
f
it
A
b
so
l
u
t
e
R
e
l
a
t
i
v
e
P
a
r
si
mo
n
i
o
u
s
I
n
d
i
c
e
s
C
r
i
t
e
r
i
a
v
a
l
u
e
R
e
s
u
l
t
s
I
n
d
i
c
e
s
C
r
i
t
e
r
i
a
v
a
l
u
e
R
e
s
u
l
t
s
I
n
d
i
c
e
s
C
r
i
t
e
r
i
a
v
a
l
u
e
R
e
s
u
l
t
s
C
h
i
-
sq
u
a
r
e
p
>
.
0
5
.
0
0
0
C
F
I
>
.
9
0
.
9
7
0
P
C
F
I
>
.
5
0
.
8
0
5
C
M
I
N
/
D
F
<
5
.
0
1
.
9
0
3
TLI
>
.
9
0
.
9
6
4
P
N
F
I
>
.
5
0
.
7
8
0
G
F
I
>
.
9
0
.
9
0
0
I
F
I
>
.
9
0
.
9
7
0
A
G
F
I
>
.
8
0
.
8
7
1
R
M
S
EA
<
.
1
0
.
0
4
8
G
o
o
d
n
e
ss
o
f
f
i
t
c
r
i
t
e
r
i
a
a
d
a
p
t
e
d
f
r
o
m
M
e
y
e
r
s
e
t
a
l
.
[
2
5
]
4.
RE
SU
L
T
S
4
.
1
.
De
m
o
g
r
a
ph
ic
pro
f
ile
o
f
t
he
re
s
po
nd
ent
s
A
to
tal
o
f
4
0
0
d
ata
p
o
in
ts
co
llected
f
r
o
m
u
n
d
e
r
g
r
a
d
u
ate
s
tu
d
en
ts
in
B
an
g
k
o
k
,
T
h
ail
an
d
,
wer
e
elig
ib
le
f
o
r
an
al
y
s
is
in
th
is
s
tu
d
y
.
Fr
o
m
t
h
e
r
esu
lts
,
m
o
s
t
o
f
t
h
e
r
esp
o
n
d
en
ts
wer
e
m
ale.
T
h
o
u
g
h
th
e
d
if
f
e
r
en
ce
b
etwe
en
th
e
g
en
d
er
s
was
in
c
o
n
s
eq
u
en
tial.
T
h
e
m
ale
r
esp
o
n
d
en
ts
wer
e
5
4
.
2
6
%,
wh
er
ea
s
th
e
f
em
ales
wer
e
4
5
.
7
5
%
f
em
ale
,
r
esp
ec
tiv
ely
.
Mo
r
eo
v
er
,
m
o
s
t
o
f
th
e
r
esp
o
n
d
en
ts
wer
e
s
o
p
h
o
m
o
r
es
,
ac
c
o
u
n
tin
g
f
o
r
5
1
%
o
f
th
e
r
esp
o
n
d
en
ts
,
f
o
llo
wed
b
y
th
e
ju
n
io
r
s
2
8
.
7
5
%,
f
r
esh
m
en
1
8
%,
an
d
a
s
m
all
f
r
ac
tio
n
o
f
th
e
s
en
io
r
s
2
.
2
5
%.
I
n
ad
d
itio
n
,
th
e
r
esp
o
n
d
en
ts
wer
e
m
o
s
tly
in
th
e
b
u
s
in
es
s
ad
m
in
is
tr
atio
n
m
ajo
r
,
ac
co
u
n
tin
g
f
o
r
7
2
.
2
5
%,
f
o
llo
wed
b
y
en
g
in
ee
r
in
g
m
aj
o
r
s
2
5
.
7
5
%,
an
d
s
cien
ce
an
d
tech
m
ajo
r
s
2
%.
Fig
u
r
e
2
p
r
esen
ts
th
e
o
u
tp
u
t
o
f
p
ath
an
aly
s
is
f
o
r
t
h
e
m
o
d
el
o
f
th
e
s
tu
d
y
.
T
h
e
o
u
tp
u
t
was
e
x
tr
ac
ted
f
r
o
m
SEM
(
AM
OS
-
2
3
)
an
d
s
u
b
s
eq
u
e
n
t
s
ec
tio
n
ex
p
lain
ed
th
e
ca
u
s
al
ef
f
ec
t o
f
th
e
v
ar
iab
les in
d
etaile
d
.
4
.
2
.
Su
mm
a
ry
o
f
re
s
ult
As
s
h
o
wn
in
T
ab
le
5
,
th
e
r
esu
l
t
o
f
t
h
e
d
ata
an
aly
s
is
s
h
o
wed
t
h
at
s
o
cio
tech
n
ical
b
lin
d
n
ess
,
th
e
f
ea
r
o
f
jo
b
r
ep
lace
m
en
t
b
y
AI
,
a
n
d
t
h
eir
p
er
ce
iv
e
d
u
s
ef
u
ln
ess
in
f
l
u
en
ce
d
s
tu
d
en
ts
’
in
ten
tio
n
to
u
s
e
GAI
.
Ho
wev
er
,
s
elf
-
ef
f
icac
y
in
lear
n
in
g
AI
,
th
e
s
o
cial
f
ac
to
r
,
a
n
d
th
e
f
ac
ilit
atin
g
co
n
d
itio
n
s
wer
e
f
o
u
n
d
to
b
e
s
tatis
tically
in
s
ig
n
if
ican
t;
th
u
s
,
th
ey
wer
e
n
o
t
cr
itical
f
ac
to
r
s
in
f
lu
en
cin
g
s
tu
d
en
ts
’
in
ten
tio
n
to
u
s
e
GAI
.
Un
ex
p
ec
ted
ly
,
th
e
s
o
cial
f
ac
to
r
in
f
l
u
en
ce
s
t
h
e
p
er
ce
i
v
ed
u
s
ef
u
ln
ess
o
f
GAI
,
wh
ile
th
e
f
ac
ilit
atin
g
c
o
n
d
itio
n
s
s
im
ilar
ly
in
f
lu
en
ce
d
s
elf
-
ef
f
icac
y
in
lear
n
in
g
GAI
.
Alth
o
u
g
h
s
o
cial
f
ac
to
r
s
an
d
f
ac
ilit
atin
g
co
n
d
itio
n
s
wer
e
in
s
ig
n
if
ican
t
in
p
r
e
d
ictin
g
s
tu
d
en
ts
’
in
ten
tio
n
to
u
s
e
GAI
d
ir
ec
tly
,
th
ey
s
h
o
wed
a
p
o
s
itiv
e
r
elatio
n
s
h
ip
with
p
er
ce
iv
ed
u
s
ef
u
ln
ess
an
d
s
elf
-
ef
f
icac
y
in
lear
n
in
g
AI
.
T
h
e
i
m
p
licatio
n
will b
e
d
is
cu
s
s
ed
.
T
ab
le
5
.
Su
m
m
a
r
y
o
f
r
esu
lts
f
r
o
m
th
e
h
y
p
o
t
h
esis
test
in
g
ex
tr
ac
ted
(
AM
OS
-
23)
H
y
p
o
t
h
e
s
i
z
e
d
r
e
l
a
t
i
o
n
s
h
i
p
S
t
a
n
d
a
r
d
i
z
e
d
e
st
i
ma
t
e
s
(
β)
S
i
g
n
i
f
i
c
a
n
c
e
F
i
n
d
i
n
g
s
H
1
:
S
o
c
i
o
t
e
c
h
n
i
c
a
l
b
l
i
n
d
n
e
ss
→
I
n
t
e
n
t
i
o
n
t
o
u
se
G
A
I
.
2
6
1
***
S
u
p
p
o
r
t
e
d
H
2
:
J
o
b
r
e
p
l
a
c
e
m
e
n
t
→
I
n
t
e
n
t
i
o
n
t
o
u
se
G
A
I
.
1
5
9
***
S
u
p
p
o
r
t
e
d
H
3
:
S
o
c
i
a
l
F
a
c
t
o
r
→
I
n
t
e
n
t
i
o
n
t
o
u
se
G
A
I
.
0
8
0
.
1
2
3
N
o
t
s
u
p
p
o
r
t
e
d
H
4
:
F
a
c
i
l
i
t
a
t
i
n
g
c
o
n
d
i
t
i
o
n
s
→
I
n
t
e
n
t
i
o
n
t
o
u
se
G
A
I
.
0
3
4
.
2
4
7
N
o
t
s
u
p
p
o
r
t
e
d
H
5
:
P
e
r
c
e
i
v
e
d
u
sef
u
l
n
e
s
s
o
f
A
I
→
I
n
t
e
n
t
i
o
n
t
o
u
se
G
A
I
-
.
6
5
3
.
0
0
3
S
u
p
p
o
r
t
e
d
H
6
:
S
e
l
f
-
e
f
f
i
c
a
c
y
i
n
l
e
a
r
n
i
n
g
A
I
→
I
n
t
e
n
t
i
o
n
t
o
u
se
G
A
I
-
.
0
8
7
.
3
6
1
N
o
t
s
u
p
p
o
r
t
e
d
H
7
:
S
o
c
i
a
l
F
a
c
t
o
r
→
P
e
r
c
e
i
v
e
d
u
s
e
f
u
l
n
e
ss
o
f
A
I
-
.
0
4
8
.
0
4
1
S
u
p
p
o
r
t
e
d
H
8
:
F
a
c
i
l
i
t
a
t
i
n
g
c
o
n
d
i
t
i
o
n
s
→
S
e
l
f
-
e
f
f
i
c
a
c
y
i
n
l
e
a
r
n
i
n
g
A
I
.
5
7
9
***
S
u
p
p
o
r
t
e
d
N
o
t
e
:
s
i
g
n
i
f
i
c
a
n
c
e
o
f
r
e
g
r
e
ss
i
o
n
w
e
i
g
h
t
:
†
p
<
.
1
0
0
,
*
p
<
.
0
5
0
,
*
*
p
<
.
0
1
0
,
*
*
*
p
<
.
0
0
1
t
w
o
-
t
a
i
l
e
d
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
Un
d
ers
ta
n
d
in
g
A
I
a
n
xiety
a
n
d
GA
I
a
d
o
p
tio
n
a
mo
n
g
u
n
ivers
ity
s
tu
d
en
ts
in
Th
a
ila
n
d
(
S
imo
n
N
n
a
eme
ka
A
ja
h
)
1831
5.
DIS
CU
SS
I
O
N
An
x
iety
ass
o
ciate
d
with
u
s
in
g
GAI
,
wh
ich
i
n
clu
d
ed
s
o
cio
t
ec
h
n
ical
b
lin
d
n
ess
an
d
jo
b
r
e
p
lace
m
en
t,
was
th
e
m
ain
f
ac
to
r
in
f
l
u
en
c
in
g
s
tu
d
en
ts
’
in
ten
tio
n
in
th
i
s
p
r
esen
t
s
tu
d
y
an
d
in
th
e
T
h
ai
co
n
tex
t.
First,
H
1
:
s
o
cio
tech
n
ical
b
lin
d
n
ess
an
d
in
ten
tio
n
to
u
s
e
GAI
wer
e
s
tatis
t
ically
s
ig
n
if
ican
t
(
β=.2
6
1
,
p
<.
0
0
1
)
.
Seco
n
d
ly
,
H
2
:
jo
b
r
e
p
lace
m
en
t
a
n
d
in
te
n
tio
n
t
o
u
s
e
GAI
wer
e
s
tatis
tically
s
ig
n
if
ican
t
an
d
c
r
u
cial
f
ac
to
r
s
in
f
o
s
ter
in
g
s
tu
d
en
ts
’
in
ten
tio
n
s
to
lear
n
AI
(
β=.1
5
9
,
p
<.
0
0
1
)
.
T
h
ese
wer
e
co
n
s
is
ten
t
wit
h
p
r
ev
io
u
s
r
esear
ch
[
1
2
]
,
[
13
]
,
[
2
7
]
,
[
2
8
]
.
T
h
is
r
esu
lt
im
p
lies
th
at
an
x
iety
ass
o
ciate
d
with
u
s
in
g
GAI
,
s
u
c
h
as
s
o
cio
tech
n
ical
b
lin
d
n
ess
an
d
jo
b
r
e
p
lace
m
en
t
ar
e
v
er
y
cr
u
cial
d
eter
m
in
a
n
t
f
ac
to
r
in
t
h
e
m
i
n
d
s
o
f
th
e
y
o
u
n
g
e
r
g
e
n
er
atio
n
.
T
h
e
p
r
ac
tical
im
p
licatio
n
is
th
at
th
e
s
tu
d
en
ts
ex
p
r
ess
ed
a
g
en
u
in
e
co
n
ce
r
n
ab
o
u
t
th
eir
f
u
tu
r
e
jo
b
s
an
d
th
e
s
k
ills
n
ee
d
ed
to
f
ill
th
e
p
o
s
itio
n
s
.
Als
o
,
th
e
f
in
d
in
g
s
in
d
icate
th
at
s
tu
d
en
ts
ar
e
co
n
ce
r
n
ed
a
b
o
u
t
p
r
iv
ac
y
is
s
u
es,
s
u
ch
as
th
e
leak
ag
e
o
f
p
er
s
o
n
al
in
f
o
r
m
atio
n
,
ar
is
in
g
f
r
o
m
AI
tech
n
o
lo
g
y
,
wh
ic
h
ca
n
le
ad
to
p
s
y
ch
o
lo
g
ical
p
r
ess
u
r
e
an
d
a
n
x
iety
.
Hen
ce
t
h
e
n
ee
d
f
o
r
s
tak
eh
o
ld
er
s
’
in
ter
v
en
tio
n
.
Su
b
s
eq
u
en
tly
,
H
3
an
d
H
4
:
s
u
p
p
o
r
tiv
e
en
v
ir
o
n
m
e
n
ts
,
wh
ich
in
clu
d
e
s
o
cial
f
ac
to
r
s
an
d
th
e
f
ac
ilit
atin
g
co
n
d
itio
n
s
,
wer
e
s
tatis
tically
in
s
ig
n
if
ican
t
in
th
is
s
tu
d
y
.
T
h
e
s
o
cial
f
ac
to
r
,
H
3
(
β=.0
8
0
,
p
>.
1
0
)
a
n
d
th
e
f
ac
ilit
atin
g
co
n
d
itio
n
s
,
H
4
(
β=.0
3
4
,
p
>.
1
0
)
,
r
esp
ec
tiv
ely
.
T
h
ese
f
in
d
in
g
s
co
n
cu
r
r
ed
with
Ur
s
av
aş
et
a
l.
[
29
]
.
Als
o
,
W
an
g
et
a
l.
[
1
2
]
d
is
co
v
er
ed
th
at
s
o
cial
n
o
r
m
s
wer
e
u
n
s
atis
f
ac
to
r
ily
p
r
ed
ictiv
e
o
f
s
tu
d
en
ts
’
in
ten
tio
n
s
to
u
s
e
AI
in
C
h
in
a.
T
h
ese
f
in
d
in
g
s
s
u
g
g
ested
t
h
at
s
o
cial
in
f
lu
en
ce
is
n
o
t
s
ig
n
i
f
ican
tly
a
s
s
o
ciate
d
with
th
e
in
ten
tio
n
to
u
s
e
GAI
in
th
e
T
h
ai
u
n
i
v
er
s
ity
co
n
tex
t.
H
o
wev
er
,
s
ev
er
al
s
tu
d
ies
[
1
5
]
,
[
30
]
,
[
31
]
f
o
u
n
d
th
a
t
s
u
b
jectiv
e
f
ac
to
r
s
h
ad
a
n
in
f
l
u
en
ce
o
n
s
tu
d
en
ts
’
in
te
n
tio
n
s
to
u
s
e
GAI
to
o
ls
.
T
o
th
at
r
eg
a
r
d
s
,
an
o
th
er
f
in
d
i
n
g
s
[
30
]
,
[
31
]
s
u
g
g
ested
th
at
s
o
cial
f
ac
to
r
s
(
s
u
b
ject
n
o
r
m
s
)
p
o
s
itiv
ely
in
f
lu
en
ce
u
s
er
s
’
b
eh
av
i
o
r
al
in
ten
tio
n
s
to
u
s
e
C
h
atGPT
.
Mo
r
eo
v
er
,
th
e
f
ac
il
itatin
g
co
n
d
itio
n
s
’
e
f
f
ec
t
o
n
s
tu
d
en
ts
’
in
ten
tio
n
to
u
s
e
GAI
was
in
s
ig
n
if
ican
t
in
th
is
s
tu
d
y
.
T
h
is
r
esu
lt
s
u
p
p
o
r
ted
th
e
f
in
d
in
g
s
o
f
C
h
o
e
an
d
W
o
o
[
1
4
]
wh
ich
r
ev
ea
l
ed
th
at
f
ac
ilit
atin
g
co
n
d
itio
n
s
wer
e
n
o
t
s
ig
n
if
ica
n
tly
lin
k
ed
to
t
h
e
in
ten
tio
n
t
o
u
s
e
GAI
.
Ho
wev
er
,
W
an
g
et
a
l.
[
1
]
f
o
u
n
d
th
at
f
ac
ilit
atin
g
co
n
d
itio
n
s
h
av
e
a
p
o
s
itiv
e
r
elatio
n
s
h
ip
with
i
n
ten
tio
n
.
Ad
d
itio
n
ally
,
Kelly
et
a
l.
[
32
]
r
ev
ea
le
d
th
at
s
u
p
p
o
r
tiv
e
en
v
ir
o
n
m
en
tal
f
ac
to
r
s
,
b
o
th
s
o
cial
an
d
f
ac
ilit
atin
g
co
n
d
itio
n
s
,
wer
e
cr
u
cial
in
f
o
s
ter
in
g
s
tu
d
en
ts
’
in
ten
tio
n
s
to
u
s
e
GAI
.
T
h
e
th
eo
r
etica
l
im
p
licatio
n
is
th
at
th
e
AI
in
ed
u
ca
tio
n
p
h
en
o
m
en
o
n
is
i
n
co
n
clu
s
iv
e
.
T
h
e
th
eo
r
ies
an
d
v
ar
iab
le
ca
n
n
o
t
b
e
g
e
n
er
alize
d
,
f
o
r
in
s
tan
ce
in
th
e
co
n
tex
t
o
f
T
h
ai
u
n
iv
er
s
ity
s
tu
d
en
ts
,
o
u
r
s
tu
d
y
r
esu
lts
ch
allen
g
e
th
e
tr
ad
itio
n
al
ass
u
m
p
tio
n
s
a
b
o
u
t
s
o
cial
p
r
ess
u
r
es
in
f
l
u
en
cin
g
te
ch
n
o
lo
g
y
a
d
o
p
tio
n
in
ten
tio
n
.
C
o
n
tr
ar
y
to
p
o
p
u
lar
b
elief
,
s
u
p
p
o
r
tiv
e
e
n
v
ir
o
n
m
en
ts
ar
e
n
o
t th
e
m
o
s
t sig
n
if
ican
t
f
ac
to
r
s
in
s
tu
d
en
ts
’
in
ten
tio
n
to
u
s
e
GAI
.
I
n
s
tead
,
th
e
an
x
iety
s
tu
d
en
ts
f
elt,
b
o
t
h
o
n
th
e
s
o
cieta
l
lev
el
an
d
r
eg
ar
d
in
g
th
e
p
o
ten
tial
r
ep
lace
m
en
t o
f
h
u
m
an
lab
o
r
a
n
d
its
im
p
ac
t o
n
th
eir
f
u
tu
r
e
jo
b
p
r
o
s
p
ec
ts
,
p
lay
ed
a
m
u
ch
m
o
r
e
s
ig
n
if
ican
t
r
o
le.
W
h
ile
s
o
cial
p
r
ess
u
r
e
o
r
u
n
iv
e
r
s
ity
p
o
licies,
wh
eth
e
r
p
o
s
itiv
e
o
r
s
u
p
p
o
r
tiv
e,
wer
e
n
o
t
as
p
r
ess
in
g
co
n
ce
r
n
s
f
o
r
s
tu
d
en
ts
,
th
e
an
x
iety
th
ey
ex
p
er
ien
ce
d
was
a
m
ajo
r
f
ac
to
r
in
th
eir
d
ec
is
io
n
-
m
ak
in
g
p
r
o
ce
s
s
.
T
h
is
en
r
ich
es
th
e
o
n
g
o
in
g
liter
atu
r
e
t
o
ad
d
n
ew
k
n
o
wled
g
e
f
r
o
m
d
if
f
e
r
en
t p
e
r
s
p
ec
tiv
es.
Su
cc
ess
iv
ely
,
th
e
im
p
ac
t
o
f
p
er
ce
iv
ed
u
s
ef
u
ln
ess
o
f
GAI
o
n
s
tu
d
en
ts
’
in
ten
tio
n
to
ad
o
p
t
th
e
AI
tech
n
o
lo
g
y
is
s
tatis
t
ically
s
ig
n
if
ican
t
an
d
n
e
g
ativ
e,
H
5
(
β=
-
.
6
5
3
,
p
<.
0
0
1
)
.
T
h
is
r
esu
lt
alig
n
ed
with
s
ev
er
al
r
ec
en
t
s
tu
d
ies
[1
]
,
[
33
]
,
[
34
]
.
Ho
wev
er
,
Alm
o
g
r
en
et
a
l.
[
30
]
r
esu
lts
f
o
u
n
d
r
elatio
n
s
h
i
p
b
etwe
en
tr
u
s
t
in
C
h
atGPT
an
d
p
er
ce
iv
ed
u
s
ef
u
ln
ess
,
wer
e
n
o
t
s
ig
n
if
ican
t
f
ac
to
r
s
f
o
r
s
tu
d
en
ts
in
ten
tio
n
s
.
Fu
r
th
er
m
o
r
e
,
o
th
er
r
esear
ch
er
s
h
av
e
f
o
u
n
d
a
wea
k
an
d
in
s
ig
n
if
ica
n
t
r
elatio
n
s
h
i
p
b
etwe
en
p
er
ce
iv
e
d
u
s
ef
u
ln
e
s
s
an
d
th
e
in
ten
tio
n
to
u
s
e
G
AI
[
31
]
.
Ad
d
itio
n
al
ly
,
Ma
k
k
o
n
en
et
a
l.
[
35
]
a
n
aly
s
is
r
ev
ea
led
an
in
s
ig
n
if
ic
an
t
ef
f
ec
t
b
etwe
en
p
er
ce
iv
ed
u
s
ef
u
ln
ess
an
d
t
h
e
in
ten
tio
n
to
co
n
tin
u
e
u
s
in
g
G
AI
at
wo
r
k
.
Desp
ite
th
e
c
o
n
tr
ad
icto
r
y
r
esu
lts
,
o
v
er
wh
elm
in
g
r
esear
ch
s
u
p
p
o
r
ts
th
e
v
iewp
o
in
t
p
r
esen
ted
in
o
u
r
f
in
d
i
n
g
s
.
Fro
m
p
r
ac
tical
im
p
licatio
n
v
iewp
o
in
t,
th
ese
f
in
d
in
g
s
im
p
lies
th
at
T
h
ai
u
n
iv
er
s
ity
s
tu
d
en
ts
ar
e
co
n
s
id
er
in
g
ad
o
p
tin
g
GAI
o
r
an
y
n
ew
tech
n
o
lo
g
y
b
e
ca
u
s
e
th
ey
b
elie
v
e
it
will
en
h
a
n
ce
th
ei
r
s
tu
d
y
ac
tiv
ities
an
d
h
elp
th
em
p
r
ep
a
r
e
f
o
r
f
u
tu
r
e
j
o
b
s
,
r
ath
er
th
an
b
ein
g
i
n
f
lu
en
ce
d
b
y
s
o
cial
p
r
ess
u
r
e
o
r
th
e
u
n
iv
e
r
s
ity
en
v
ir
o
n
m
e
n
t.
T
h
is
s
h
o
ws
th
e
r
ea
l
in
ten
tio
n
s
o
f
s
tu
d
en
ts
an
d
will
h
elp
u
n
i
v
er
s
ity
p
o
licy
m
ak
er
s
in
s
h
a
p
in
g
th
e
r
ig
h
t
p
o
licy
f
r
am
ew
o
r
k
to
en
h
a
n
ce
th
e
ad
o
p
tio
n
.
Fu
r
th
e
r
m
o
r
e
,
ac
co
r
d
in
g
t
o
th
e
r
esu
lts
,
H
6
:
s
elf
-
ef
f
icac
y
in
lear
n
in
g
GAI
o
n
s
tu
d
en
ts
’
in
ten
tio
n
to
ad
o
p
t
th
e
AI
tech
n
o
lo
g
y
is
s
tatis
tically
s
ig
n
if
ican
t
an
d
n
e
g
ativ
e
(
β=
-
.
0
8
7
,
p
<.
1
)
.
T
h
ese
f
in
d
in
g
s
s
u
p
p
o
r
t
th
e
r
esu
lts
o
f
[
1
2
]
,
[
2
1
]
,
[
36
]
.
T
h
i
s
in
d
icate
s
th
at
T
h
ai
s
tu
d
en
ts
’
in
ter
est
in
lear
n
in
g
GAI
to
g
a
in
m
o
r
e
k
n
o
wled
g
e
o
f
th
e
n
ew
tech
n
o
l
o
g
y
is
n
e
g
a
tiv
ely
r
elate
d
to
th
eir
in
ter
est
i
n
ad
o
p
tin
g
it.
T
h
is
m
ig
h
t
b
e
d
u
e
to
AI
a
n
x
iety
,
as
th
e
m
o
r
e
k
n
o
wled
g
e
t
h
ey
g
ai
n
ab
o
u
t
AI
a
n
d
th
e
m
o
r
e
th
r
e
aten
ed
th
ey
f
ee
l
a
b
o
u
t
th
eir
f
u
tu
r
e
jo
b
p
r
o
s
p
ec
ts
,
th
e
less
lik
ely
th
ey
ar
e
to
d
ev
elo
p
a
p
o
s
itiv
e
in
ten
tio
n
to
u
s
e
GAI
.
T
h
is
h
as
b
o
th
th
eo
r
etica
l
an
d
p
r
ac
tical
im
p
licatio
n
;
th
eo
r
etica
lly
,
it
ad
d
ed
a
n
ew
k
n
o
wled
g
e
ab
o
u
t
th
e
AI
c
o
n
ce
p
ts
f
r
o
m
liter
atu
r
e.
T
h
e
n
ewe
r
tech
n
o
lo
g
y
s
p
r
in
g
s
u
p
th
e
m
o
r
e
th
e
s
tu
d
en
ts
n
ee
d
to
ca
tc
h
u
p
with
th
e
tr
en
d
s
th
e
r
eb
y
p
u
ttin
g
en
o
r
m
o
u
s
p
r
ess
u
r
e
o
n
th
em
.
T
h
is
r
eq
u
i
r
es
m
o
r
e
r
esear
ch
f
o
r
in
a
d
ep
t
u
n
d
er
s
tan
d
in
g
.
On
th
e
p
r
ac
t
ical
im
p
licatio
n
,
it
r
ev
ea
ls
th
e
n
ee
d
t
o
ad
d
r
ess
AI
an
x
iety
in
th
e
u
n
iv
e
r
s
ity
cu
r
r
ic
u
lu
m
.
T
h
e
r
esu
lt
o
f
H
7
an
d
H
8
h
ad
a
s
tatis
tical
s
ig
n
if
ican
ce
.
H
7
:
s
o
cial
f
ac
to
r
h
ad
a
s
ig
n
if
ican
t
n
eg
ati
v
e
in
f
lu
en
ce
o
n
th
e
p
e
r
ce
iv
ed
u
s
ef
u
ln
ess
o
f
AI
(
β=
-
.
0
4
8
,
p
<.
0
5
0
)
,
a
n
d
H
8
:
f
ac
ilit
atin
g
co
n
d
itio
n
s
’
in
f
lu
en
ce
o
n
s
elf
-
ef
f
icac
y
in
lear
n
i
n
g
AI
we
r
e
s
tatis
tical
ly
s
ig
n
if
ican
t (
β=.5
7
9
,
p
<.
0
0
1
)
.
Desp
ite
th
e
co
n
t
r
ad
icto
r
y
r
esu
lts
o
f
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
26
:
1
8
2
5
-
1
8
3
5
1832
o
u
r
f
in
d
in
g
s
o
n
s
u
p
p
o
r
tiv
e
e
n
v
ir
o
n
m
e
n
tal
f
ac
to
r
s
,
i.e
.
,
s
o
ci
al
f
ac
to
r
s
an
d
f
ac
ilit
atin
g
c
o
n
d
itio
n
s
o
n
s
tu
d
en
ts
in
ten
tio
n
to
u
s
e
GAI
;
s
u
p
p
o
r
t
iv
e
s
o
cial
f
ac
to
r
o
n
p
er
ce
iv
e
d
u
s
ef
u
ln
ess
o
f
AI
,
an
d
th
e
f
ac
ilit
atin
g
co
n
d
itio
n
s
o
n
s
elf
-
ef
f
icac
y
r
esu
lts
wer
e
co
n
s
is
ten
t
with
p
r
ev
io
u
s
r
ese
ar
ch
[
1
2
]
,
[
13
]
,
[
22
]
,
[
27
]
,
[
28
]
.
Als
o
,
th
is
s
tu
d
y
p
r
o
v
id
es
ev
id
e
n
ce
th
at
s
u
p
p
o
r
tiv
e
en
v
ir
o
n
m
en
ts
,
s
u
ch
as
f
r
ien
d
s
in
th
e
u
n
iv
er
s
ity
,
m
o
tiv
ate
s
tu
d
en
ts
to
r
ec
o
g
n
ize
th
e
b
en
ef
its
o
f
u
s
in
g
GAI
to
co
m
p
lete
s
ch
o
o
l
ass
ig
n
m
en
ts
m
o
r
e
q
u
ick
l
y
a
n
d
ef
f
icien
tly
.
T
h
e
f
in
d
in
g
s
im
p
lies
p
r
ac
tically
th
at
s
u
p
p
o
r
tiv
e
u
n
iv
er
s
ity
f
ac
ilit
ies
an
d
clea
r
p
o
licies
o
n
th
e
eth
ical
u
s
e
o
f
GAI
in
s
ch
o
o
l
ass
ig
n
m
en
ts
an
d
p
r
o
je
cts
s
er
v
e
as
m
o
tiv
atin
g
f
ac
to
r
s
f
o
r
s
tu
d
e
n
ts
to
lear
n
a
n
d
e
d
u
ca
te
th
em
s
elv
es
ab
o
u
t
AI
tech
n
o
lo
g
y
.
Ad
d
itio
n
ally
,
th
ese
r
esu
lts
u
n
d
er
s
co
r
e
s
th
e
th
eo
r
etica
l
im
p
licatio
n
o
f
th
e
im
p
o
r
tan
ce
o
f
cr
ea
tin
g
an
en
a
b
lin
g
an
d
s
u
p
p
o
r
tiv
e
lear
n
i
n
g
en
v
i
r
o
n
m
e
n
t
th
at
p
r
o
v
id
es
s
tu
d
en
ts
with
ad
eq
u
ate
r
eso
u
r
ce
s
,
tr
ain
in
g
,
an
d
tech
n
ical
ass
is
ta
n
ce
to
f
o
s
ter
th
eir
in
ten
tio
n
s
to
lear
n
an
d
u
s
e
GAI
[
32
]
.
Mo
r
eo
v
er
,
o
u
r
s
tu
d
y
r
ev
ea
ls
th
at
s
tu
d
en
ts
with
a
h
i
g
h
lev
el
o
f
s
o
cial
s
u
p
p
o
r
t
f
r
o
m
th
e
u
n
i
v
er
s
ity
en
v
ir
o
n
m
e
n
t
ar
e
m
o
r
e
lik
ely
to
p
er
ce
iv
e
th
e
u
s
ef
u
ln
ess
o
f
GAI
.
Fu
r
th
er
m
o
r
e,
co
n
d
u
civ
e,
s
u
p
p
o
r
tiv
e
,
an
d
r
ea
d
ily
av
ailab
le
lear
n
in
g
co
n
d
itio
n
s
co
n
tr
ib
u
te
to
an
in
c
r
ea
s
e
in
s
tu
d
en
ts
’
s
elf
-
ef
f
icac
y
in
lear
n
in
g
AI
.
T
h
is
s
tu
d
y
id
en
tifie
d
two
in
s
tan
ce
s
o
f
m
ed
iatin
g
e
f
f
ec
ts
.
First,
it
ex
am
in
ed
wh
eth
er
p
er
ce
iv
ed
u
s
ef
u
ln
ess
an
d
a
s
o
cial
f
ac
to
r
m
ed
iated
th
e
p
ath
f
r
o
m
p
e
r
ce
iv
ed
u
s
ef
u
ln
ess
to
b
eh
av
io
r
al
in
ten
tio
n
to
u
s
e
GAI
.
T
ab
le
6
s
h
o
w
s
th
at
th
e
to
tal
an
d
d
ir
ec
t
e
f
f
ec
ts
wer
e
n
o
t
s
tatis
tical
ly
s
ig
n
if
ican
t,
b
u
t
th
e
in
d
ir
ec
t
ef
f
ec
t
was.
Seco
n
d
,
it
e
x
am
in
e
d
w
h
eth
er
s
elf
-
ef
f
icac
y
a
n
d
f
ac
ilit
atin
g
co
n
d
itio
n
s
m
ed
iated
t
h
e
p
ath
f
r
o
m
s
elf
-
e
f
f
i
c
a
c
y
t
o
b
e
h
a
v
i
o
r
a
l
i
n
t
e
n
t
i
o
n
t
o
u
s
e
G
A
I
.
T
a
b
l
e
6
r
e
v
e
a
l
s
t
h
a
t
t
h
e
t
o
t
a
l
a
n
d
d
i
r
e
c
t
ef
f
ec
ts
wer
e
n
o
t
s
tatis
tically
s
ig
n
if
ican
t,
b
u
t th
e
in
d
ir
ec
t e
f
f
ec
t w
as.
T
h
ese
r
esu
lt
s
s
u
g
g
est
ed
th
e
p
r
esen
ce
o
f
an
in
d
ir
ec
t m
ed
iatio
n
ef
f
ec
t o
n
b
o
th
p
at
h
s
,
in
d
icatin
g
a
p
ar
tial
m
ed
iatin
g
ef
f
ec
t.
T
h
ese
r
esu
lt
s
alig
n
ed
with
W
an
g
et
a
l.
[
1
2
]
.
I
t
s
u
g
g
ested
t
h
at
wh
ile
s
u
p
p
o
r
tiv
e
en
v
ir
o
n
m
en
t
s
,
s
u
ch
as
s
o
cial
f
ac
to
r
s
an
d
f
ac
ilit
atin
g
co
n
d
itio
n
s
,
d
id
n
o
t
d
ir
ec
tly
in
f
lu
en
ce
s
tu
d
en
ts
’
in
ten
tio
n
to
u
s
e
GA
I
,
s
o
cial
in
f
lu
en
ce
f
r
o
m
class
m
ates,
f
r
ien
d
s
,
an
d
u
n
iv
er
s
ity
p
o
licies
s
u
p
p
o
r
tin
g
f
ac
ilit
ies
p
lay
ed
a
cr
u
cial
r
o
le
in
s
h
ap
in
g
s
tu
d
en
ts
’
p
er
ce
p
tio
n
s
o
f
lear
n
in
g
to
u
s
e
GAI
.
T
h
ese
p
o
licies
em
p
h
asized
th
e
im
p
o
r
tan
ce
a
n
d
u
s
ef
u
ln
ess
o
f
GAI
in
co
m
p
le
tin
g
s
ch
o
o
l ta
s
k
s
ef
f
ec
tiv
ely
a
n
d
ef
f
icien
tly
.
T
ab
le
6
.
Me
d
iatio
n
an
aly
s
is
r
e
s
u
lts
P
a
t
h
Ef
f
e
c
t
t
y
p
e
P
o
i
n
t
e
st
i
ma
t
e
M
e
d
i
a
t
i
o
n
t
y
p
e
S
o
c
i
a
l
f
a
c
t
o
r
→
P
e
r
c
e
i
v
e
d
u
sef
u
l
n
e
ss
o
f
A
I
→
I
n
t
e
n
t
i
o
n
t
o
u
se
G
A
I
To
t
a
l
e
f
f
e
c
t
-
.
1
3
6
P
a
r
t
i
a
l
(
i
n
d
i
r
e
c
t
me
d
i
a
t
i
o
n
)
I
n
d
i
r
e
c
t
e
f
f
e
c
t
.
0
0
0
D
i
r
e
c
t
e
f
f
e
c
t
-
.
1
3
6
F
a
c
i
l
i
t
a
t
i
n
g
c
o
n
d
i
t
i
o
n
s
→
S
e
l
f
-
e
f
f
i
c
a
c
y
→
I
n
t
e
n
t
i
o
n
t
o
u
se
G
A
I
To
t
a
l
e
f
f
e
c
t
.
5
0
0
P
a
r
t
i
a
l
(
i
n
d
i
r
e
c
t
me
d
i
a
t
i
o
n
)
I
n
d
i
r
e
c
t
e
f
f
e
c
t
.
0
0
0
D
i
r
e
c
t
e
f
f
e
c
t
.
5
7
9
N
o
t
e
:
s
i
g
n
i
f
i
c
a
n
c
e
o
f
r
e
g
r
e
ss
i
o
n
w
e
i
g
h
t
:
†
p
<
.
1
0
0
,
*
p
<
.
0
5
0
,
*
*
p
<
.
0
1
0
,
*
*
*
p
<
.
0
0
1
t
w
o
-
t
a
i
l
e
d
.
5
.
1
.
L
im
it
a
t
io
ns
a
nd
re
co
mm
enda
t
io
ns
f
o
r
f
urt
her
s
t
ud
ies
T
h
is
s
tu
d
y
h
as
s
ev
er
al
lim
it
atio
n
s
.
First,
th
e
s
am
p
le
wa
s
lim
ited
to
u
n
d
e
r
g
r
ad
u
ate
s
tu
d
en
ts
in
B
an
g
k
o
k
,
wh
ic
h
r
estricts th
e
g
en
er
aliza
b
ilit
y
o
f
th
e
f
in
d
in
g
s
.
Fu
tu
r
e
r
esear
ch
s
h
o
u
ld
i
n
clu
d
e
p
ar
ticip
an
ts
f
r
o
m
o
th
er
p
r
o
v
in
ce
s
,
r
e
g
io
n
s
,
a
n
d
ASEA
N
co
u
n
tr
ies
to
ca
p
t
u
r
e
b
r
o
a
d
er
cu
ltu
r
al
an
d
ed
u
ca
tio
n
al
d
if
f
e
r
en
ce
s
.
Seco
n
d
,
th
e
s
tu
d
y
em
p
l
o
y
ed
a
q
u
an
titativ
e
d
esig
n
b
ased
o
n
a
s
p
ec
if
ic
co
n
ce
p
tu
al
m
o
d
e
l,
wh
ich
m
a
y
h
av
e
ex
clu
d
ed
o
th
er
r
elev
an
t
f
ac
to
r
s
in
f
lu
en
cin
g
AI
an
x
iety
an
d
GAI
ad
o
p
tio
n
.
I
n
c
o
r
p
o
r
atin
g
ad
d
itio
n
al
b
eh
av
io
r
al,
p
s
y
ch
o
l
o
g
ical,
o
r
co
n
tex
tu
al
v
a
r
iab
les
in
f
u
tu
r
e
m
o
d
els
wo
u
ld
s
tr
en
g
th
en
e
x
p
lan
ato
r
y
p
o
wer
.
Fin
ally
,
b
ec
au
s
e
p
er
ce
p
tio
n
s
o
f
AI
m
ay
v
ar
y
ac
r
o
s
s
d
em
o
g
r
ap
h
ic
g
r
o
u
p
s
an
d
ed
u
ca
ti
o
n
al
en
v
ir
o
n
m
en
ts
,
f
u
r
th
er
c
o
m
p
ar
ativ
e
s
tu
d
ies ar
e
n
ee
d
ed
to
b
etter
u
n
d
er
s
tan
d
AI
an
x
iety
an
d
a
d
o
p
tio
n
in
ten
t
io
n
s
.
Su
ch
r
esear
ch
wo
u
ld
p
r
o
v
id
e
m
o
r
e
r
o
b
u
s
t
ev
id
en
ce
t
o
g
u
id
e
p
o
licy
m
ak
er
s
an
d
s
tak
eh
o
ld
e
r
s
in
d
ev
e
lo
p
in
g
ef
f
ec
tiv
e
AI
in
teg
r
atio
n
s
tr
ateg
ies ac
r
o
s
s
d
i
v
er
s
e
ed
u
ca
tio
n
al
c
o
n
tex
ts
.
5
.
2
.
Resea
rc
h no
v
elt
y
co
ntr
i
bu
t
io
n
T
h
is
s
tu
d
y
ad
v
an
ce
s
th
e
liter
atu
r
e
o
n
G
AI
ad
o
p
tio
n
in
h
i
g
h
er
ed
u
ca
tio
n
b
y
u
n
co
v
e
r
in
g
a
s
et
o
f
co
u
n
ter
in
tu
itiv
e
r
elatio
n
s
h
ip
s
th
at
ch
allen
g
e
d
o
m
in
a
n
t
ac
ce
p
tan
ce
m
o
d
els.
W
h
ile
p
r
io
r
r
esear
ch
f
r
eq
u
en
tly
id
en
tifie
s
s
o
cial
in
f
lu
en
ce
,
s
u
b
jectiv
e
n
o
r
m
s
,
an
d
in
s
titu
tio
n
al
s
u
p
p
o
r
t
as
p
r
im
ar
y
d
r
iv
er
s
o
f
s
tu
d
en
ts
’
tech
n
o
lo
g
y
ad
o
p
tio
n
[
2
2
]
,
[
29
]
,
th
e
p
r
esen
t
f
in
d
in
g
s
d
em
o
n
s
tr
ate
th
at
th
ese
s
u
p
p
o
r
tiv
e
en
v
ir
o
n
m
e
n
tal
f
ac
to
r
s
d
o
n
o
t
s
ig
n
if
ican
tly
p
r
ed
ict
T
h
ai
u
n
iv
er
s
ity
s
tu
d
en
ts
’
in
ten
t
io
n
to
u
s
e
GAI
.
I
n
s
tead
,
th
e
s
tu
d
y
r
ev
ea
ls
th
at
AI
r
elate
d
an
x
iety
—
p
ar
ticu
lar
ly
f
ea
r
s
o
f
s
o
cio
tech
n
ical
b
lin
d
n
e
s
s
an
d
jo
b
r
ep
lace
m
en
t
—
em
er
g
es a
s
th
e
s
tr
o
n
g
est
d
eter
m
in
an
t
o
f
ad
o
p
tio
n
in
te
n
tio
n
,
m
ar
k
i
n
g
a
clea
r
d
ep
ar
tu
r
e
f
r
o
m
c
o
n
v
e
n
tio
n
al
ass
u
m
p
tio
n
s
em
b
ed
d
e
d
in
tech
n
o
lo
g
y
ac
ce
p
tan
ce
m
o
d
el
(
T
AM
)
,
u
n
if
ie
d
th
eo
r
y
o
f
ac
ce
p
tan
ce
an
d
u
s
e
o
f
tech
n
o
lo
g
y
(
UT
AUT
)
,
an
d
AI
in
ed
u
ca
tio
n
f
r
am
ewo
r
k
s
.
A
f
u
r
th
e
r
n
o
v
el
co
n
tr
i
b
u
tio
n
l
ies
in
th
e
n
eg
ativ
e
ass
o
ciatio
n
b
etwe
en
b
o
th
p
e
r
ce
iv
ed
u
s
ef
u
ln
ess
an
d
s
elf
-
ef
f
icac
y
with
in
ten
tio
n
t
o
ad
o
p
t
GAI
.
T
h
is
c
o
n
tr
ad
ic
ts
th
e
f
o
u
n
d
atio
n
al
p
r
em
is
e
o
f
m
ajo
r
a
d
o
p
tio
n
Evaluation Warning : The document was created with Spire.PDF for Python.
I
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t
J
E
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&
R
es E
d
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c
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SS
N:
2252
-
8
8
2
2
Un
d
ers
ta
n
d
in
g
A
I
a
n
xiety
a
n
d
GA
I
a
d
o
p
tio
n
a
mo
n
g
u
n
ivers
ity
s
tu
d
en
ts
in
Th
a
ila
n
d
(
S
imo
n
N
n
a
eme
ka
A
ja
h
)
1833
m
o
d
els,
wh
ich
ty
p
ically
p
o
s
itio
n
p
e
r
ce
iv
ed
u
s
ef
u
ln
ess
an
d
s
elf
-
ef
f
icac
y
as
p
o
s
itiv
e
an
d
r
o
b
u
s
t
an
tece
d
en
ts
o
f
b
eh
av
io
r
al
in
ten
tio
n
.
T
h
e
f
in
d
in
g
s
s
u
g
g
est
th
at
in
c
r
ea
s
ed
k
n
o
wled
g
e
o
f
AI
an
d
h
eig
h
ten
ed
awa
r
en
ess
o
f
its
s
o
cieta
l
an
d
lab
o
r
m
ar
k
et
im
p
licatio
n
s
m
ay
am
p
lify
an
x
iety
an
d
s
u
p
p
r
ess
ad
o
p
tio
n
in
ten
ti
o
n
,
a
p
h
en
o
m
en
o
n
r
ar
ely
d
o
c
u
m
en
te
d
in
p
r
io
r
s
tu
d
ies
an
d
in
s
u
f
f
icien
tly
t
h
eo
r
ized
in
ex
is
tin
g
f
r
am
ew
o
r
k
s
.
Ad
d
itio
n
ally
,
th
e
s
tu
d
y
d
is
tin
g
u
is
h
es
b
etwe
en
d
ir
ec
t
a
n
d
in
d
ir
ec
t
e
f
f
ec
ts
o
f
s
u
p
p
o
r
tiv
e
en
v
ir
o
n
m
en
tal
f
ac
to
r
s
.
Alth
o
u
g
h
s
o
cial
in
f
lu
en
ce
an
d
f
ac
ilit
atin
g
co
n
d
itio
n
s
d
o
n
o
t
d
ir
e
ctly
p
r
ed
ict
in
ten
tio
n
,
th
ey
s
ig
n
if
ican
tly
s
h
ap
e
p
er
ce
iv
ed
u
s
ef
u
ln
ess
an
d
s
elf
-
ef
f
icac
y
,
in
d
icatin
g
an
im
p
o
r
tan
t,
p
r
ev
i
o
u
s
ly
u
n
d
er
ex
p
lo
r
ed
m
ed
iatin
g
r
o
le.
T
h
is
n
u
an
ce
co
n
tr
ib
u
tes
to
th
e
o
r
etica
l
r
ef
in
em
en
t
b
y
d
e
m
o
n
s
tr
atin
g
th
at
s
u
p
p
o
r
tiv
e
e
n
v
ir
o
n
m
en
ts
m
atter
,
b
u
t
n
o
t in
th
e
s
tr
aig
h
tf
o
r
war
d
m
an
n
er
tr
ad
itio
n
ally
ass
u
m
ed
.
T
ak
en
to
g
eth
e
r
,
th
ese
co
n
tr
ib
u
tio
n
s
p
r
o
v
id
e
n
ew
em
p
ir
ical
ev
id
en
ce
f
r
o
m
th
e
u
n
d
er
r
e
p
r
esen
ted
T
h
ai
h
ig
h
er
ed
u
ca
tio
n
co
n
tex
t,
c
h
allen
g
e
lo
n
g
s
tan
d
in
g
ass
u
m
p
ti
o
n
s
in
tech
n
o
lo
g
y
ad
o
p
tio
n
th
eo
r
y
,
an
d
h
ig
h
lig
h
t
th
e
ce
n
tr
al
r
o
le
o
f
A
I
r
elate
d
an
x
iet
y
as
a
p
s
y
ch
o
lo
g
ical
b
ar
r
ier
to
GAI
ad
o
p
tio
n
.
T
h
e
f
in
d
in
g
s
ca
ll
f
o
r
a
r
ec
o
n
s
id
er
atio
n
o
f
e
x
is
tin
g
th
eo
r
etica
l
m
o
d
els
an
d
u
n
d
er
s
co
r
e
th
e
n
ee
d
t
o
in
teg
r
ate
em
o
tio
n
al
an
d
s
o
cio
co
g
n
itiv
e
d
i
m
en
s
io
n
s
—
p
ar
ticu
lar
ly
AI
an
x
iety
—
in
to
f
u
tu
r
e
f
r
a
m
ewo
r
k
s
ex
p
lain
in
g
s
tu
d
en
t
en
g
ag
e
m
en
t
with
em
er
g
in
g
AI
tec
h
n
o
lo
g
i
es.
T
h
er
ef
o
r
e,
we
r
ec
o
m
m
e
n
d
th
at,
a
tar
g
eted
in
itiativ
e
—
s
u
ch
as
in
teg
r
atin
g
AI
-
f
o
cu
s
ed
lear
n
i
n
g
ac
tiv
ities
,
eth
ical
d
is
cu
s
s
io
n
s
,
an
d
s
k
ill
-
b
u
ild
in
g
m
o
d
u
les
in
to
th
e
cu
r
r
icu
lu
m
—
ca
n
en
h
an
ce
s
tu
d
e
n
ts
’
awa
r
en
ess
o
f
AI
’
s
ca
p
a
b
ilit
ies
an
d
lim
itatio
n
s
an
d
f
o
s
ter
m
o
r
e
p
o
s
itiv
e
attitu
d
es
to
war
d
GAI
.
B
y
ad
d
r
ess
in
g
an
x
ieties
an
d
im
p
r
o
v
in
g
p
er
ce
i
v
ed
u
s
ef
u
ln
ess
,
ed
u
ca
tio
n
al
in
s
titu
tio
n
s
ca
n
b
etter
s
u
p
p
o
r
t
r
esp
o
n
s
ib
le
an
d
e
f
f
ec
tiv
e
A
I
ad
o
p
tio
n
.
As
ed
u
ca
t
o
r
s
p
la
y
a
ce
n
tr
al
r
o
le
in
s
h
a
p
in
g
f
u
tu
r
e
g
en
e
r
atio
n
s
,
d
ev
elo
p
in
g
clea
r
p
ed
ag
o
g
ical
s
tr
ateg
ies
an
d
s
u
p
p
o
r
tiv
e
p
o
li
cies
is
es
s
en
tial
f
o
r
p
r
e
p
ar
in
g
s
tu
d
en
ts
to
en
g
ag
e
with
AI
-
d
r
iv
en
lear
n
in
g
en
v
ir
o
n
m
en
ts
.
6.
CO
NCLU
SI
O
N
C
o
n
clu
s
iv
ely
,
th
is
s
tu
d
y
ad
v
an
ce
s
th
e
u
n
d
e
r
s
tan
d
in
g
o
f
G
AI
ad
o
p
tio
n
i
n
h
ig
h
er
ed
u
ca
tio
n
b
y
p
r
o
v
id
i
n
g
e
m
p
ir
ical
e
v
id
en
ce
th
at
ch
allen
g
es
c
o
r
e
ass
u
m
p
ti
o
n
s
o
f
d
o
m
in
an
t
tech
n
o
l
o
g
y
a
cc
ep
tan
ce
m
o
d
els.
B
ased
o
n
th
e
f
in
d
in
g
s
o
f
th
is
s
tu
d
y
,
w
h
ich
s
h
o
ws
a
d
if
f
e
r
en
t
v
iewp
o
in
t
f
r
o
m
th
e
T
h
ai
u
n
iv
er
s
ity
s
tu
d
e
n
ts
’
co
n
tex
t,
th
e
r
esu
lts
s
h
o
w
th
at
s
o
cial
in
f
lu
en
ce
,
s
u
b
jectiv
e
n
o
r
m
s
,
a
n
d
in
s
titu
tio
n
al
s
u
p
p
o
r
t
d
o
n
o
t
d
ir
ec
tl
y
p
r
ed
ict
s
tu
d
en
ts
’
in
ten
tio
n
to
u
s
e
G
AI
,
co
n
tr
ad
ictin
g
ea
r
lier
r
esear
ch
g
r
o
u
n
d
e
d
in
T
AM
,
UT
AUT
,
an
d
r
elate
d
f
r
am
ewo
r
k
s
.
I
n
s
tead
,
AI
-
r
ela
ted
an
x
iety
—
p
a
r
ticu
lar
ly
co
n
ce
r
n
s
ab
o
u
t
s
o
ci
o
tech
n
ical
b
lin
d
n
ess
an
d
jo
b
d
is
p
lace
m
en
t
—
em
er
g
es
as
th
e
s
tr
o
n
g
est
d
eter
m
in
an
t
o
f
a
d
o
p
tio
n
in
ten
tio
n
,
wh
ile
th
e
u
n
ex
p
ec
ted
n
e
g
ativ
e
ef
f
ec
ts
o
f
p
er
ce
iv
ed
u
s
ef
u
ln
e
s
s
an
d
s
elf
-
ef
f
icac
y
s
u
g
g
est
th
at
in
cr
ea
s
ed
awa
r
en
ess
an
d
co
m
p
eten
ce
m
ay
in
ten
s
if
y
cr
itical
r
e
f
lectio
n
a
n
d
an
x
iety
r
at
h
er
th
a
n
e
n
co
u
r
ag
e
u
s
e.
At
t
h
e
s
am
e
tim
e,
th
e
s
tu
d
y
r
ef
in
es
e
x
is
tin
g
th
eo
r
ies
b
y
d
em
o
n
s
tr
atin
g
th
at
s
u
p
p
o
r
tiv
e
e
n
v
ir
o
n
m
en
tal
f
ac
to
r
s
ex
er
t
in
d
ir
ec
t
ef
f
ec
ts
th
r
o
u
g
h
p
e
r
ce
iv
ed
u
s
ef
u
ln
ess
an
d
s
elf
-
ef
f
icac
y
,
u
n
d
er
s
co
r
i
n
g
a
m
o
r
e
n
u
an
ce
d
an
d
m
ed
iated
ad
o
p
tio
n
p
r
o
ce
s
s
.
C
o
llec
tiv
ely
,
th
ese
f
in
d
in
g
s
m
o
v
e
th
e
liter
a
tu
r
e
f
o
r
war
d
b
y
r
ep
o
s
itio
n
in
g
em
o
tio
n
al
an
d
s
o
cio
co
g
n
itiv
e
f
ac
to
r
s
,
esp
ec
ially
AI
an
x
iety
,
at
th
e
ce
n
te
r
o
f
G
AI
ad
o
p
tio
n
r
esear
ch
an
d
h
ig
h
lig
h
tin
g
t
h
e
n
ee
d
to
r
ec
o
n
ce
p
tu
alize
ac
ce
p
tan
ce
f
r
am
ewo
r
k
s
to
b
etter
r
ef
lect
th
e
co
m
p
lex
ities
o
f
em
e
r
g
i
n
g
,
s
o
cially
d
is
r
u
p
tiv
e
tech
n
o
lo
g
ies
in
h
i
g
h
er
ed
u
ca
tio
n
.
F
UNDING
I
NF
O
R
M
A
T
I
O
N
T
h
is
r
esear
ch
was f
u
n
d
e
d
b
y
Ass
u
m
p
tio
n
Un
iv
er
s
ity
o
f
T
h
a
ilan
d
.
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
t
r
ib
u
to
r
R
o
les
T
a
x
o
n
o
m
y
(
C
R
ed
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