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[
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with
it
[
1
3
]
.
Ho
wev
er
,
em
p
ir
ical
r
esear
ch
f
o
cu
s
in
g
s
p
ec
if
ically
o
n
s
tu
d
en
ts
’
co
m
m
it
m
en
t
in
m
ath
em
atics
r
em
ain
s
lim
ited
.
C
u
r
r
en
tly
,
th
er
e
is
n
o
v
alid
ated
in
s
tr
u
m
e
n
t
d
esig
n
ed
to
ca
p
tu
r
e
th
e
u
n
d
er
ly
in
g
d
im
e
n
s
io
n
s
o
f
m
ath
e
m
atica
l
co
m
m
itm
en
t.
Hen
ce
,
th
is
s
tu
d
y
s
o
u
g
h
t to
ad
d
r
ess
th
ese
g
ap
s
.
T
h
e
p
r
esen
t
s
tu
d
y
is
m
ain
ly
f
o
u
n
d
e
d
o
n
th
e
s
elf
-
d
eter
m
in
at
io
n
th
eo
r
y
(
SDT)
[
1
4
]
an
d
e
x
p
ec
tan
cy
-
v
alu
e
th
eo
r
y
(
E
VT
)
[
1
5
]
.
S
DT
r
ev
ea
ls
th
at
p
eo
p
le
a
r
e
s
elf
-
m
o
tiv
ated
b
y
th
e
n
ee
d
s
th
at
ar
e
in
h
er
e
n
tly
p
s
y
ch
o
lo
g
ical
s
u
c
h
as
au
to
n
o
m
y
,
co
m
p
eten
ce
,
a
n
d
r
elate
d
n
ess
.
On
ce
th
ese
n
ee
d
s
ar
e
s
atis
f
ied
,
in
d
iv
i
d
u
als
ar
e
m
o
r
e
in
clin
e
d
to
en
g
ag
e
a
n
d
b
ec
o
m
e
m
o
r
e
co
m
m
itted
to
l
ea
r
n
in
g
task
s
[
1
6
]
.
Me
a
n
wh
ile,
E
VT
estab
lis
h
es
h
o
w
in
d
i
v
id
u
als’
e
x
p
ec
tatio
n
s
o
f
s
u
cc
ess
an
d
v
al
u
e
p
lace
m
en
t
o
f
lear
n
in
g
g
o
als
in
f
lu
e
n
c
e
co
m
m
itm
en
t
an
d
en
g
ag
em
e
n
t
[
1
7
]
.
B
ased
o
n
th
is
th
eo
r
y
,
s
tu
d
en
ts
will
en
g
ag
e
in
lear
n
in
g
task
s
if
th
ey
th
in
k
th
ey
will
b
e
s
u
cc
ess
f
u
l
in
co
m
p
letin
g
th
em
(
ex
p
ec
tan
cy
)
,
an
d
if
th
ey
t
h
in
k
th
e
ac
tiv
ities
ar
e
b
en
ef
icial
to
th
em
(
v
alu
e)
.
B
o
th
th
eo
r
ies
co
n
v
er
g
e
in
ex
p
lain
in
g
co
m
m
itm
en
t
as
a
f
u
n
ctio
n
o
f
lear
n
er
s
’
p
er
ce
iv
e
d
ca
p
ab
ilit
y
an
d
th
e
m
ea
n
in
g
th
e
y
ass
ig
n
to
lear
n
i
n
g
task
s
.
E
m
p
ir
ical
ev
id
e
n
ce
f
u
r
th
er
s
u
p
p
o
r
ts
th
is
in
teg
r
ati
o
n
,
as
s
elf
-
ef
f
icac
y
an
d
task
v
alu
e
h
a
v
e
b
ee
n
s
h
o
wn
to
p
o
s
itiv
ely
p
r
e
d
ict
lear
n
in
g
p
er
s
is
ten
ce
an
d
s
u
s
tain
ed
en
g
ag
em
e
n
t
[
1
8
]
.
T
ak
en
t
o
g
eth
er
,
th
ese
t
h
eo
r
ies
p
r
o
v
id
e
a
co
m
p
lem
en
tar
y
t
h
eo
r
etica
l
b
asis
f
o
r
u
n
d
er
s
tan
d
in
g
co
m
m
itm
en
t
i
n
m
ath
em
atics lea
r
n
in
g
an
d
f
o
r
i
n
f
o
r
m
i
n
g
m
o
tiv
atio
n
al
in
ter
v
e
n
tio
n
s
in
ed
u
ca
tio
n
al
s
ettin
g
s
.
T
h
e
cu
r
r
en
t
s
tu
d
y
in
ten
d
s
t
o
f
u
r
th
er
ex
p
lo
r
e
th
e
f
r
am
ewo
r
k
o
f
lear
n
in
g
co
m
m
itm
e
n
t
in
th
e
co
n
tex
t
o
f
m
ath
em
atics
lear
n
in
g
,
b
u
ild
in
g
u
p
o
n
e
x
is
tin
g
th
eo
r
ies.
I
t
is
also
ev
id
en
t
th
at
c
o
m
m
itm
en
t
in
f
lu
en
ce
s
v
ar
io
u
s
asp
ec
ts
o
f
ed
u
ca
tio
n
al
ex
p
er
ien
ce
,
f
r
o
m
m
o
tiv
atio
n
an
d
en
g
ag
em
en
t,
to
r
esil
ien
ce
an
d
s
elf
-
r
eg
u
latio
n
.
C
o
m
m
itm
en
t
is
a
m
u
ltifa
ce
t
ed
co
n
s
tr
u
ct
with
im
p
o
r
tan
t
im
p
licatio
n
s
in
ed
u
ca
tio
n
.
H
en
ce
,
th
is
r
esear
ch
g
en
er
ally
aim
ed
to
d
e
v
elo
p
a
s
tan
d
ar
d
ized
,
v
alid
,
an
d
r
eliab
le
in
s
tr
u
m
en
t
to
b
etter
u
n
d
er
s
tan
d
th
e
m
u
ltid
im
en
s
io
n
al
co
n
s
tr
u
ct
o
f
s
tu
d
en
ts
’
co
m
m
itm
en
t
to
l
ea
r
n
in
g
m
ath
em
atics.
Sp
ec
if
i
ca
lly
,
it
s
o
u
g
h
t
t
o
:
i
)
d
eter
m
in
e
th
e
u
n
d
e
r
ly
in
g
d
i
m
en
s
io
n
s
o
f
th
e
s
tu
d
e
n
t
m
ath
em
atica
l
co
m
m
itm
en
t
s
ca
le
(
S
MCS
)
;
ii
)
estab
lis
h
th
e
co
n
v
e
r
g
en
t
v
alid
ity
o
f
th
e
SMC
S
; a
n
d
iii
)
estab
lis
h
th
e
d
is
cr
im
in
an
t v
alid
ity
o
f
th
e
SMC
S.
2.
M
E
T
H
O
D
2
.
1
.
Resea
rc
h
des
ig
n
T
h
is
s
tu
d
y
em
p
lo
y
ed
m
ix
e
d
m
eth
o
d
s
ap
p
r
o
ac
h
,
s
p
ec
if
ically
u
s
in
g
an
ex
p
lo
r
at
o
r
y
s
eq
u
en
ti
al
r
esear
ch
d
esig
n
.
T
h
e
s
tu
d
y
b
eg
an
with
a
q
u
alitativ
e
p
h
ase
to
g
at
h
er
in
-
d
ep
th
in
s
ig
h
ts
an
d
p
er
s
o
n
al
p
er
s
p
ec
tiv
es
f
r
o
m
p
ar
ticip
an
ts
o
n
th
e
co
n
ce
p
t
o
f
m
ath
em
atica
l
co
m
m
itm
en
t.
S
ig
n
if
ican
t
s
tatem
en
ts
f
r
o
m
th
i
s
p
h
ase
wer
e
u
s
ed
f
o
r
in
itial
d
ev
elo
p
m
e
n
t
o
f
t
h
e
s
ca
le,
en
s
u
r
in
g
th
at
th
e
in
s
tr
u
m
en
t
r
ef
lecte
d
au
th
e
n
tic
p
er
s
p
ec
tiv
es,
an
d
ca
p
tu
r
ed
th
e
m
u
ltid
im
e
n
s
io
n
ality
o
f
th
e
co
n
s
tr
u
ct.
I
n
th
e
q
u
an
titativ
e
p
h
ase,
ex
p
lo
r
ato
r
y
f
ac
to
r
a
n
aly
s
is
(
E
FA)
was
co
n
d
u
cted
to
i
d
en
tify
th
e
u
n
d
er
ly
i
n
g
d
im
e
n
s
io
n
s
o
f
th
e
s
ca
le.
Fro
m
th
e
r
esu
lts
o
f
E
FA,
a
co
n
f
ir
m
ato
r
y
f
ac
to
r
an
aly
s
i
s
(
C
F
A)
was
th
en
ca
r
r
ied
o
u
t
to
s
tati
s
tically
te
s
t
wh
eth
er
th
e
id
en
tifie
d
f
ac
to
r
s
tr
u
ctu
r
e
ac
cu
r
ately
r
ef
lects th
e
d
ata
f
r
o
m
th
e
s
tu
d
en
t sam
p
le.
2
.
2
.
Resea
rc
h
pa
rt
icipa
nts/resp
o
nd
ent
s
Fo
r
th
e
q
u
alitativ
e
p
ar
t
o
f
th
is
s
tu
d
y
,
p
a
r
ticip
an
ts
wer
e
s
elec
ted
u
s
in
g
p
u
r
p
o
s
iv
e
n
o
n
-
p
r
o
b
ab
ilit
y
s
am
p
lin
g
.
T
h
er
e
wer
e
two
s
et
s
o
f
p
ar
ticip
an
ts
s
elec
ted
:
s
en
i
o
r
h
ig
h
s
ch
o
o
l
s
tu
d
en
ts
an
d
m
ath
em
atics
teac
h
er
s
o
r
ad
m
in
is
tr
ato
r
s
.
T
h
e
r
esear
c
h
er
s
also
ad
h
er
ed
t
o
d
ata
s
atu
r
atio
n
wh
ich
s
er
v
ed
as
th
e
d
ata
ad
eq
u
ac
y
p
o
in
t
at
wh
ich
n
o
n
ew
in
f
o
r
m
atio
n
ca
n
b
e
ac
q
u
ir
ed
f
r
o
m
p
ar
ticip
a
n
ts
[
1
9
]
.
I
n
th
is
s
tu
d
y
,
d
ata
s
atu
r
atio
n
was
r
ea
ch
ed
af
ter
th
e
in
-
d
e
p
th
in
ter
v
iews
(
I
DI
s
)
o
f
1
6
p
ar
ticip
an
ts
co
n
s
is
tin
g
o
f
eig
h
t
s
en
io
r
h
ig
h
s
ch
o
o
l
s
tu
d
en
ts
,
an
d
eig
h
t te
ac
h
er
s
o
r
a
d
m
in
is
tr
ato
r
s
.
Fo
r
th
e
q
u
an
titativ
e
p
h
ase,
a
t
o
tal
o
f
1
,
1
5
2
s
en
io
r
h
ig
h
s
ch
o
o
l
s
tu
d
en
ts
p
ar
ticip
ated
ac
r
o
s
s
two
s
tag
es
u
s
in
g
s
tr
atif
ied
r
a
n
d
o
m
s
am
p
l
in
g
,
with
p
r
o
p
o
r
tio
n
al
allo
ca
ti
o
n
ac
r
o
s
s
n
in
e
m
u
n
icip
alities
in
Dav
ao
d
el
Su
r
.
T
h
e
p
r
o
v
i
n
ce
was
s
elec
ted
as
th
e
r
esear
ch
lo
ca
le
b
ec
au
s
e
o
f
its
ac
ce
s
s
ib
ilit
y
an
d
ec
o
n
o
m
ic
co
n
s
id
er
atio
n
s
.
Ho
wev
er
,
th
e
r
esear
ch
er
s
ac
k
n
o
wled
g
e
its
lim
itatio
n
to
g
en
er
aliza
b
ilit
y
o
f
r
esear
ch
f
in
d
in
g
s
.
Mo
r
eo
v
er
,
in
th
e
f
ir
s
t
s
tag
e,
5
4
6
s
tu
d
en
ts
wer
e
s
elec
ted
f
o
r
E
FA,
ad
h
er
i
n
g
to
th
e
tr
ad
itio
n
al
g
u
id
elin
e
o
f
f
iv
e
r
esp
o
n
d
e
n
ts
p
er
item
[
2
0
]
,
wh
ich
was
s
u
itab
le
f
o
r
th
e
7
9
-
item
d
r
af
t
s
ca
le.
Fo
r
C
FA,
th
e
r
esear
ch
er
s
co
llected
d
ata
f
r
o
m
6
0
6
s
tu
d
e
n
ts
,
ex
ce
ed
in
g
th
e
r
ec
o
m
m
en
d
atio
n
o
f
3
0
0
p
ar
tici
p
an
ts
f
o
r
r
o
b
u
s
t
m
o
d
el
v
alid
a
tio
n
[
2
1
]
.
Af
ter
t
h
e
r
ef
in
em
en
t
o
f
th
e
s
ca
le,
th
e
d
a
ta
o
b
tain
ed
f
r
o
m
t
h
e
s
am
e
s
am
p
le
wer
e
s
u
b
jecte
d
to
r
eliab
ilit
y
test
s
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t
J
E
v
al
&
R
es E
d
u
c
I
SS
N:
2252
-
8
8
2
2
Dev
elo
p
men
t a
n
d
p
s
yc
h
o
metr
ic
va
lid
a
tio
n
o
f th
e
s
tu
d
en
t m
a
th
ema
tica
l c
o
mmitmen
t
… (
R
e
tch
elle
P
.
S
a
n
g
co
)
1281
2
.
3
.
Resea
rc
h
ins
t
rum
ent
T
h
e
d
e
v
elo
p
m
e
n
t
o
f
th
e
SMC
S
b
eg
an
with
item
co
n
s
tr
u
c
tio
n
b
ased
o
n
th
e
s
ig
n
if
ican
t
s
tatem
en
ts
ex
tr
ac
ted
f
r
o
m
t
h
e
q
u
alitativ
e
p
h
ase.
T
h
e
q
u
esti
o
n
s
f
o
r
t
h
e
s
em
i
-
s
tr
u
ctu
r
ed
in
ter
v
iew
g
u
id
e
wer
e
cr
af
ted
b
ased
o
n
th
e
th
e
o
r
etica
l
u
n
d
er
p
in
n
in
g
t
h
at
co
m
m
itm
en
t
r
ef
l
ec
ts
a
s
elf
-
r
eg
u
lato
r
y
p
r
o
ce
s
s
in
wh
ich
ev
alu
ativ
e
b
elief
s
ab
o
u
t
th
e
s
elf
,
th
e
teac
h
er
,
a
n
d
i
n
s
tr
u
ctio
n
al
p
r
ac
tice
s
g
u
id
e
s
tu
d
e
n
ts
’
in
ten
tio
n
s
a
n
d
p
la
n
n
ed
lear
n
in
g
b
eh
av
io
r
s
[
1
0
]
.
T
h
e
q
u
esti
o
n
s
wer
e
th
en
in
itially
g
r
o
u
p
ed
in
to
th
o
s
e
r
elate
d
to
t
h
e
s
elf
,
teac
h
er
,
an
d
in
s
tr
u
ctio
n
wh
ich
wer
e
also
tr
an
s
lated
in
to
lo
ca
l la
n
g
u
ag
e
f
o
r
co
n
tex
tu
aliza
tio
n
an
d
r
elata
b
ilit
y
.
Usi
n
g
an
in
d
u
ctiv
e
ap
p
r
o
ac
h
an
d
f
r
o
m
t
h
e
q
u
alitativ
e
co
n
t
en
t
an
aly
s
is
,
th
e
r
esear
ch
er
s
f
o
r
m
u
lated
7
9
item
s
to
ca
p
tu
r
e
v
ar
io
u
s
d
im
en
s
io
n
s
o
f
th
e
co
n
s
tr
u
ct.
T
h
e
item
s
wer
e
co
n
s
o
lid
ated
f
o
r
th
e
s
u
r
v
ey
an
d
p
r
esen
ted
in
a
5
-
p
o
in
t
L
ik
e
r
t
s
ca
le
(
1
=
s
tr
o
n
g
ly
d
is
ag
r
ee
,
2
=d
is
ag
r
ee
,
3
=n
eith
er
ag
r
ee
n
o
r
d
is
ag
r
ee
,
4
=
ag
r
ee
,
5
=stro
n
g
ly
ag
r
ee
)
,
wh
ich
w
as
tr
ea
ted
as
in
ter
v
al
o
r
r
at
io
ty
p
e
o
f
d
ata
to
r
ef
lect
i
n
cr
ea
s
in
g
lev
els
o
f
co
m
m
itm
en
t.
T
o
en
s
u
r
e
f
ac
e
an
d
co
n
ten
t
v
alid
ity
,
th
e
in
s
tr
u
m
en
t
was
r
ev
iewe
d
b
y
th
r
ee
ex
p
er
ts
:
o
n
e
with
m
aster
’
s
d
eg
r
ee
in
p
s
y
ch
o
lo
g
y
,
an
d
two
with
Ph
Ds
in
m
ath
em
atics
ed
u
ca
tio
n
.
T
h
ei
r
f
ee
d
b
ac
k
o
n
th
e
p
o
in
t
-
s
ca
le
u
s
ed
,
co
n
s
tr
u
ctio
n
o
f
item
s
tatem
en
ts
,
an
d
p
s
y
ch
o
lo
g
ical
co
n
s
id
er
ati
o
n
s
wer
e
tak
en
in
to
ac
co
u
n
t
in
th
e
r
ev
is
io
n
an
d
r
e
f
in
em
en
t
o
f
th
e
s
ca
le.
T
h
e
r
ef
in
ed
SM
C
S
wa
s
th
en
p
ilo
t
-
test
ed
to
6
1
s
en
io
r
h
ig
h
s
ch
o
o
l
s
tu
d
en
ts
wh
ich
y
ield
ed
a
v
e
r
y
h
ig
h
lev
el
o
f
r
eliab
ilit
y
,
in
d
icatin
g
th
at
it
s
h
o
u
ld
p
r
o
ce
ed
to
E
FA.
T
h
e
s
ca
le
was m
ad
e
av
ailab
le
in
b
o
th
p
r
in
ted
an
d
elec
tr
o
n
ic
f
o
r
m
ats d
u
r
in
g
th
e
q
u
an
titativ
e
d
ata
g
ath
er
in
g
p
h
ase.
2
.
4
.
Da
t
a
g
a
t
hering
pro
ce
du
re
T
h
e
d
ata
g
ath
er
in
g
p
r
o
ce
d
u
r
e
f
o
llo
wed
a
m
u
ltip
le
-
s
tag
e
ap
p
r
o
ac
h
to
en
s
u
r
e
eth
ical
an
d
ef
f
icien
t
d
ata
co
llectio
n
.
Fo
r
th
e
q
u
alitativ
e
p
h
ase,
in
f
o
r
m
ed
co
n
s
en
t
wa
s
o
b
tain
ed
p
r
i
o
r
t
o
d
ata
co
lle
ctio
n
.
Par
ticip
an
ts
wer
e
g
iv
en
th
e
o
p
tio
n
to
ch
o
o
s
e
b
etwe
en
o
n
lin
e
in
ter
v
ie
ws
(
v
ia
Go
o
g
le
Me
et,
Z
o
o
m
,
o
r
Me
s
s
en
g
er
)
o
r
f
ac
e
-
to
-
f
ac
e
in
ter
v
iews,
b
o
t
h
co
n
d
u
cted
with
s
tr
ict
a
d
h
er
en
ce
to
p
r
iv
ac
y
an
d
eth
ical
g
u
id
elin
es.
Sem
i
-
s
tr
u
ctu
r
ed
I
DI
s
wer
e
u
s
ed
,
g
u
id
ed
b
y
v
alid
ated
p
r
o
b
in
g
q
u
esti
o
n
s
to
en
s
u
r
e
d
ep
th
an
d
cla
r
ity
o
f
r
esp
o
n
s
es,
an
d
in
ter
v
iew
s
ettin
g
s
wer
e
ch
o
s
en
b
ased
o
n
p
ar
ti
cip
an
t c
o
n
v
en
ien
ce
.
T
h
e
q
u
an
titativ
e
d
ata
co
llectio
n
p
r
o
ce
s
s
b
eg
a
n
o
n
ce
th
e
i
n
itial
s
u
r
v
ey
q
u
esti
o
n
n
air
e
was
cr
af
ted
an
d
v
alid
ated
b
y
e
x
p
er
ts
.
Pil
o
t
test
in
g
was
co
n
d
u
cted
r
ig
h
t
af
ter
th
e
r
ev
is
io
n
an
d
ap
p
r
o
v
al
o
f
e
x
p
er
ts
to
d
eter
m
in
e
th
e
in
itial
r
eliab
ilit
y
s
co
r
e
o
f
th
e
in
s
tr
u
m
en
t.
A
f
ter
en
s
u
r
i
n
g
th
at
th
e
s
ca
le
ac
h
iev
ed
a
n
a
cc
ep
tab
le
d
eg
r
ee
o
f
co
n
s
is
ten
cy
,
it
was
th
en
ad
m
in
is
ter
ed
to
th
e
tar
g
et
r
esp
o
n
d
en
ts
in
-
p
er
s
o
n
(
f
ac
e
to
f
ac
e)
o
r
o
n
lin
e
(
Go
o
g
l
e
Fo
r
m
s
)
.
L
astl
y
,
th
e
s
tu
d
y
s
tr
ic
tly
ad
h
er
ed
t
o
eth
ical
s
tan
d
ar
d
s
s
o
th
at
th
e
id
en
tity
o
f
th
e
r
e
s
p
o
n
d
en
ts
,
an
d
th
e
d
ata
co
llected
th
r
o
u
g
h
o
u
t th
e
r
esear
ch
p
r
o
ce
s
s
ar
e
p
r
o
tecte
d
.
2
.
5
.
Da
t
a
a
na
ly
s
is
pro
ce
du
r
e
Fo
r
th
e
q
u
alitativ
e
p
ar
t
o
f
th
i
s
s
tu
d
y
,
th
e
d
ata
co
llected
an
d
o
r
g
a
n
ized
wer
e
s
u
b
jecte
d
t
o
co
n
ten
t
an
aly
s
is
.
I
n
th
is
m
eth
o
d
,
in
t
er
v
iew
tr
an
s
cr
ip
ts
u
n
d
e
r
wen
t
th
e
f
o
llo
win
g
p
r
o
ce
s
s
es:
i
)
id
en
tific
atio
n
an
d
tr
an
s
latio
n
o
f
s
ig
n
if
ican
t
s
tatem
en
ts
;
ii
)
in
ter
p
r
etatio
n
an
d
f
o
r
m
u
latio
n
o
f
m
ea
n
in
g
s
;
an
d
iii
)
cr
af
tin
g
o
f
item
s
f
o
r
th
e
s
ca
le.
T
a
b
le
1
p
r
esen
ts
th
e
s
am
p
le
an
aly
s
is
an
d
co
d
in
g
o
f
th
e
in
ter
v
iew
tr
an
s
cr
ip
ts
.
T
ab
le
1
.
Sam
p
le
a
n
aly
s
is
o
f
th
e
in
ter
v
iew
tr
an
s
cr
ip
ts
Tr
a
n
s
c
r
i
p
t
S
i
g
n
i
f
i
c
a
n
t
st
a
t
e
me
n
t
w
i
t
h
t
r
a
n
sl
a
t
i
o
n
F
o
r
mu
l
a
t
e
d
me
a
n
i
n
g
I
t
e
m fo
r
t
h
e
sca
l
e
“
k
a
n
a
n
g
a
n
o
si
r
p
a
g
n
a
a
s
y
a
y
a
c
t
i
v
i
t
y
n
g
a
i
h
a
t
a
g
f
o
r e
x
a
m
p
l
e
,
p
a
g
n
a
a
y
i
h
a
t
a
g
n
g
a
a
c
t
i
v
i
t
y
a
n
g
a
m
o
n
g
m
g
a
t
e
a
c
h
e
rs k
a
n
a
n
g
m
a
k
u
a
n
n
i
y
a
d
a
y
u
n
,
l
i
k
e
k
a
n
a
n
g
d
i
l
i
s
i
y
a
t
a
p
u
l
a
n
…
”
(
P
a
r
t
i
c
i
p
a
n
t
2
–
Li
n
e
s
8
8
-
9
0
)
S
i
g
n
i
f
i
c
a
n
t
st
a
t
e
me
n
t
:
“
p
a
g
n
a
a
y
i
h
a
t
a
g
n
g
a
a
c
t
i
v
i
t
y
a
n
g
a
m
o
n
g
m
g
a
t
e
a
c
h
e
rs
k
a
n
a
n
g
m
a
k
u
a
n
n
i
y
a
d
a
y
u
n
,
l
i
k
e
k
a
n
a
n
g
d
i
l
i
si
y
a
t
a
p
u
l
a
n
.
”
C
o
mm
i
t
t
e
d
s
t
u
d
e
n
t
s
d
i
v
e
i
n
t
o
t
a
sk
s
i
mm
e
d
i
a
t
e
l
y
,
mak
i
n
g
t
h
e
m
o
s
t
o
f
t
h
e
i
r
t
i
m
e
.
I
g
e
t
i
n
t
o
ma
t
h
t
a
sk
s
p
r
o
m
p
t
l
y
,
m
a
k
i
n
g
t
h
e
mo
st
o
f
my
t
i
me.
Tr
a
n
s
l
a
t
i
o
n
:
“
S
i
r
,
w
h
e
n
e
v
e
r
t
h
e
r
e
i
s
a
n
a
c
t
i
v
i
t
y
g
i
v
e
n
—
f
o
r
e
x
a
m
p
l
e
,
w
h
e
n
o
u
r
t
e
a
c
h
e
r
s
g
i
v
e
a
n
a
c
t
i
v
i
t
y
,
h
e
/
s
h
e
c
o
m
p
l
e
t
e
s
i
t
r
i
g
h
t
a
w
a
y
,
l
i
k
e
h
e
’
s/
s
h
e
’
s n
o
t
l
a
z
y
…
”
(
P
a
r
t
i
c
i
p
a
n
t
2
,
Li
n
e
s
8
8
-
90)
Tr
a
n
s
l
a
t
i
o
n
:
“
W
h
e
n
t
h
e
r
e
’
s
a
n
a
c
t
i
v
i
t
y
g
i
v
e
n
,
f
o
r
e
x
a
mp
l
e
,
w
h
e
n
o
u
r
t
e
a
c
h
e
r
s
g
i
v
e
a
n
a
c
t
i
v
i
t
y
,
h
e
/
s
h
e
c
o
m
p
l
e
t
e
s
i
t
r
i
g
h
t
a
w
a
y
,
l
i
k
e
h
e
’
s
/
sh
e
’
s
n
o
t
l
a
z
y
.
”
Fo
r
th
e
q
u
an
titativ
e
p
ar
t,
m
u
ltip
le
ass
e
s
s
m
en
t
o
f
th
e
d
ata
's
s
u
itab
ilit
y
f
o
r
p
r
in
cip
al
ax
is
f
ac
to
r
in
g
(
PAF)
an
d
o
b
liq
u
e
r
o
tatio
n
s
wer
e
co
n
d
u
cte
d
b
ef
o
r
e
p
r
o
c
ee
d
in
g
to
E
FA.
T
h
is
in
clu
d
e
d
in
itial
r
eliab
ilit
y
an
aly
s
is
an
d
v
er
if
icatio
n
o
f
ass
u
m
p
tio
n
s
u
s
in
g
B
ar
tlett’s
test
o
f
s
p
h
er
icity
a
n
d
t
h
e
Kaiser
-
Me
y
er
-
Olk
in
(
KM
O)
m
ea
s
u
r
e.
A
s
ig
n
if
ican
t
B
ar
tlett’s
test
(
p
<.
0
5
)
an
d
a
KM
O
v
alu
e
b
etwe
en
.
6
0
an
d
.
9
0
in
d
icate
th
at
th
e
d
ata
is
ap
p
r
o
p
r
iate
f
o
r
f
ac
to
r
an
al
y
s
is
[
2
2
]
.
PAF
was
th
en
p
e
r
f
o
r
m
ed
o
n
th
e
d
ataset,
with
f
ac
to
r
lo
ad
in
g
s
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
2
7
9
-
1
2
8
9
1282
o
f
.
4
0
o
r
h
ig
h
e
r
ar
e
co
n
s
id
er
ed
m
ea
n
in
g
f
u
l
[
2
3
]
.
T
h
e
f
ac
t
o
r
r
o
tatio
n
m
eth
o
d
em
p
l
o
y
ed
in
th
e
an
aly
s
is
was
d
ir
ec
t
o
b
lim
in
d
u
e
t
o
th
e
ass
u
m
p
tio
n
th
at
t
h
e
ex
tr
ac
ted
f
ac
t
o
r
s
m
ay
b
e
co
r
r
elate
d
.
Ad
d
itio
n
ally
,
to
d
eter
m
in
e
th
e
o
p
tim
al
n
u
m
b
er
o
f
f
ac
to
r
s
to
r
etain
,
a
p
ar
allel
an
aly
s
is
was
co
n
d
u
cted
,
wh
ich
is
a
m
o
r
e
r
eliab
le
m
eth
o
d
f
o
r
d
ec
i
d
in
g
h
o
w
m
an
y
f
ac
to
r
s
s
h
o
u
ld
b
e
r
etain
ed
f
o
r
r
o
tatio
n
[
2
3
]
.
T
o
d
eter
m
in
e
th
e
u
n
d
er
ly
i
n
g
f
ac
to
r
s
tr
u
ctu
r
e
,
in
itial
f
a
cto
r
s
wer
e
r
etr
ie
v
ed
f
r
o
m
t
h
e
m
atr
ix
p
o
s
t
-
r
o
tatio
n
,
wh
ich
in
v
o
lv
ed
s
ep
ar
atin
g
ea
ch
v
ar
iab
le'
s
co
m
m
o
n
o
r
s
h
ar
ed
v
a
r
ian
ce
f
r
o
m
i
ts
u
n
iq
u
e
an
d
er
r
o
r
v
ar
ian
ce
[
2
3
]
.
T
h
e
f
ac
to
r
s
we
r
e
th
en
n
am
ed
b
ased
o
n
th
e
c
o
n
ten
t
o
f
th
e
item
s
ass
o
ciate
d
with
ea
ch
f
ac
to
r
.
R
eliab
ilit
y
an
aly
s
is
was
th
en
c
o
n
d
u
cte
d
o
n
ea
ch
d
er
iv
ed
f
ac
t
o
r
an
d
th
e
o
v
er
all
s
ca
le,
en
s
u
r
in
g
th
at
th
e
SMC
S
d
em
o
n
s
tr
ated
ac
ce
p
tab
le
r
elia
b
ilit
y
af
ter
f
ac
to
r
ex
tr
ac
tio
n
.
C
FA
wa
s
p
er
f
o
r
m
ed
to
ex
am
i
n
e
wh
eth
er
th
e
r
esu
ltin
g
f
ac
to
r
s
tr
u
ctu
r
e
id
en
tifie
d
th
r
o
u
g
h
E
FA
was
p
r
esen
t
with
in
a
d
i
f
f
er
en
t
s
am
p
le
o
f
s
en
io
r
h
ig
h
s
ch
o
o
l
s
tu
d
en
ts
.
Sev
er
al
f
it
in
d
ices
wer
e
u
s
ed
to
ass
ess
m
o
d
el
f
itn
ess
.
T
h
e
C
h
i
-
s
q
u
ar
e
f
it
in
d
ex
ev
alu
ates
o
v
er
all
m
o
d
el
f
it,
th
o
u
g
h
it
is
s
en
s
it
iv
e
to
l
ar
g
e
s
am
p
le
s
izes,
p
r
o
m
p
tin
g
th
e
u
s
e
o
f
th
e
n
o
r
m
ed
C
h
i
-
s
q
u
ar
e
(
χ²/d
f
)
r
atio
,
wh
er
e
v
alu
es
≤
2
s
u
g
g
est
g
o
o
d
f
it,
an
d
v
alu
es
≤
3
ar
e
ac
ce
p
tab
le
[
2
4
]
.
T
h
e
c
o
m
p
ar
a
tiv
e
f
it
in
d
ex
(
C
FI)
an
d
T
u
ck
er
L
ewis
in
d
e
x
(
T
L
I
)
wer
e
u
s
ed
to
ass
ess
m
o
d
el
-
d
ata
co
r
r
esp
o
n
d
en
ce
,
with
v
al
u
es
≥
.
9
5
in
d
icatin
g
a
g
o
o
d
f
it
[
2
4
]
.
Ad
d
itio
n
ally
,
th
e
s
tan
d
ar
d
ized
r
o
o
t
m
ea
n
s
q
u
ar
e
r
esid
u
al
(
SR
MR)
an
d
r
o
o
t
m
ea
n
s
q
u
ar
e
er
r
o
r
o
f
ap
p
r
o
x
im
atio
n
(
R
MSE
A)
wer
e
em
p
lo
y
ed
to
ev
alu
ate
r
esid
u
als
an
d
a
p
p
r
o
x
im
atio
n
e
r
r
o
r
,
with
v
alu
es
≤
.
0
8
f
o
r
SR
MR
an
d
≤
.
0
6
f
o
r
R
MSE
A
s
ig
n
if
y
in
g
g
o
o
d
m
o
d
el
f
it [
2
4
]
.
T
h
e
f
in
al
q
u
esti
o
n
n
air
e
u
n
d
er
wen
t
v
alid
ity
an
d
r
eliab
ilit
y
test
in
g
u
s
in
g
s
ev
er
al
s
tatis
tical
m
ea
s
u
r
es.
C
o
n
v
er
g
en
t
v
alid
ity
was
ass
ess
ed
th
r
o
u
g
h
a
v
er
ag
e
v
ar
ia
n
ce
ex
tr
ac
te
d
(
AVE
)
,
wh
er
e
v
alu
es
a
b
o
v
e
.
5
0
in
d
icate
th
at
a
laten
t
c
o
n
s
tr
u
c
t
ex
p
lain
s
m
o
r
e
th
an
h
alf
o
f
th
e
v
ar
ia
n
ce
in
its
in
d
icato
r
s
[
2
5
]
.
Dis
cr
im
in
an
t
v
alid
ity
was
ev
alu
ated
u
s
in
g
th
e
h
eter
o
tr
ait
-
m
o
n
o
tr
ait
r
at
io
(
HT
MT
)
,
wh
er
e
v
al
u
es
b
elo
w
.
8
5
co
n
f
ir
m
d
is
cr
im
in
an
t
v
alid
ity
[
2
6
]
.
L
a
s
tly
,
co
m
p
o
s
ite
r
eliab
ilit
y
(
C
R
)
an
d
C
r
o
n
b
ac
h
’
s
alp
h
a
(
α
)
wer
e
u
s
ed
to
ass
ess
th
e
r
eliab
ilit
y
o
f
th
e
L
ik
er
t
-
s
ca
le
item
s
,
with
v
alu
es ≥
.
7
0
c
o
n
s
id
er
ed
ac
ce
p
tab
le
f
o
r
in
ter
n
al
co
n
s
is
ten
cy
[
2
5
]
.
3.
RE
SU
L
T
S AN
D
D
I
SCU
SS
I
O
N
3
.
1
.
Di
m
ens
io
ns
o
f
t
he
s
t
ud
e
nt
m
a
t
hema
t
ica
l c
o
mm
it
m
en
t
s
ca
le
B
ef
o
r
e
co
n
d
u
ctin
g
th
e
E
FA,
an
in
itial
r
eliab
ilit
y
test
y
ield
ed
a
v
er
y
h
ig
h
C
r
o
n
b
ac
h
’
s
alp
h
a
o
f
=.
9
9
3
,
s
u
g
g
esti
n
g
th
at
th
e
s
ca
le
s
h
o
u
ld
p
r
o
ce
e
d
with
E
FA.
Fo
llo
win
g
th
is
,
T
a
b
le
2
s
h
o
ws
th
e
r
esu
lts
o
f
th
e
KM
O
test
an
d
B
ar
tlett’s
test
o
f
s
p
h
er
icity
,
r
ev
ea
lin
g
a
KM
O
v
alu
e
o
f
.
9
6
9
an
d
a
s
ig
n
if
ican
t
B
ar
tlett’s
test
(
C
h
i
-
s
q
u
ar
e
=2
3
3
3
5
.
5
1
,
p
=<
.
0
0
1
)
wh
ich
ar
e
in
d
icativ
e
o
f
s
u
i
tab
le
co
n
d
itio
n
s
f
o
r
co
n
d
u
ctin
g
f
ac
to
r
a
n
aly
s
is
.
T
ab
le
2
.
KM
O
test
an
d
B
ar
tlett’s
test
o
f
s
p
h
er
icity
K
M
O
t
e
st
f
o
r
s
a
mp
l
i
n
g
a
d
e
q
u
a
c
y
.
9
6
9
B
a
r
t
l
e
t
t
’
s
t
e
s
t
o
f
sp
h
e
r
i
c
i
t
y
C
h
i
-
S
q
u
a
r
e
2
3
3
3
5
.
5
1
df
3
0
8
1
S
i
g
.
<
.
0
0
1
Af
ter
en
s
u
r
in
g
th
at
th
e
c
r
ea
te
d
f
ac
to
r
s
wer
e
s
u
itab
le,
th
e
n
e
x
t
s
tep
was
to
em
p
lo
y
PAF
an
d
o
b
liq
u
e
(
d
ir
ec
t
o
b
lim
in
)
r
o
tatio
n
to
ev
alu
ate
th
e
ap
p
r
o
p
r
iaten
ess
o
f
th
e
d
ataset.
Ad
d
itio
n
ally
,
it
was
r
ec
o
m
m
en
d
ed
to
s
et
a
m
in
im
u
m
f
ac
to
r
l
o
ad
in
g
o
f
.
3
0
,
with
a
p
r
ef
er
en
ce
f
o
r
.
4
0
o
r
h
ig
h
er
to
e
n
s
u
r
e
th
at
o
n
ly
v
a
r
iab
les
th
at
m
ea
n
in
g
f
u
lly
co
n
tr
i
b
u
te
to
a
f
ac
to
r
ar
e
r
etain
e
d
[
2
3
]
.
C
o
n
s
eq
u
en
tly
,
item
s
with
f
ac
to
r
l
o
ad
in
g
s
b
elo
w
.
4
0
wer
e
r
em
o
v
ed
.
T
o
d
eter
m
in
e
th
e
n
u
m
b
er
o
f
f
ac
to
r
s
,
p
ar
allel
an
aly
s
is
was
em
p
lo
y
ed
b
ec
au
s
e
it
is
less
p
r
o
n
e
to
o
v
er
-
e
x
tr
ac
tio
n
o
f
f
ac
to
r
s
[
2
7
]
.
Af
ter
co
m
p
letin
g
all
th
e
n
ec
ess
ar
y
an
aly
s
es,
th
e
r
esear
ch
er
s
co
n
s
id
er
ed
th
e
r
ec
o
m
m
e
n
d
atio
n
o
f
r
em
o
v
in
g
f
ac
to
r
s
with
f
ewe
r
t
h
an
th
r
ee
item
s
[
2
3
]
.
As
a
r
esu
lt,
s
ix
f
ac
to
r
s
wer
e
r
etain
e
d
a
s
s
h
o
wn
in
T
ab
le
3
.
E
ac
h
o
f
th
e
id
e
n
tifie
d
d
im
en
s
io
n
was
th
en
ex
am
in
ed
in
li
g
h
t
o
f
ex
is
tin
g
liter
atu
r
e
h
ig
h
lig
h
tin
g
its
r
o
le
in
s
h
ap
in
g
s
tu
d
en
ts
’
m
at
h
em
atica
l c
o
m
m
itm
en
t.
3
.
1
.
1
.
Str
a
t
eg
ic
le
a
rning
eng
a
g
em
ent
(
SL
E
)
I
t
is
an
im
p
o
r
tan
t
d
im
en
s
io
n
o
f
m
ath
em
atica
l
co
m
m
itm
en
t,
em
p
h
asizin
g
th
e
d
elib
e
r
ate
u
s
e
o
f
co
g
n
itiv
e
a
n
d
m
etac
o
g
n
itiv
e
s
tr
ateg
ies
to
ac
h
iev
e
lear
n
in
g
g
o
als.
Acc
o
r
d
in
g
l
y
,
s
tr
ateg
ic
lear
n
in
g
in
v
o
lv
es
s
tu
d
en
ts
’
m
etac
o
g
n
itiv
e
p
r
o
ce
s
s
es
an
d
ad
ap
tiv
e
m
in
d
s
ets
wh
ich
en
ab
le
th
em
to
b
ec
o
m
e
s
elf
-
d
ir
ec
ted
lear
n
er
s
wh
o
ar
e
ca
p
a
b
le
o
f
e
f
f
ec
tiv
ely
n
av
ig
atin
g
d
iv
er
s
e
e
d
u
ca
tio
n
a
l
en
v
ir
o
n
m
en
ts
[
2
8
]
.
T
h
is
f
ac
t
o
r
alig
n
s
with
SDT
b
ec
au
s
e
s
tu
d
en
ts
wh
o
ac
tiv
ely
p
lan
,
m
o
n
ito
r
,
an
d
r
e
g
u
late
th
eir
lear
n
in
g
d
em
o
n
s
tr
ate
au
to
n
o
m
y
an
d
co
m
p
eten
ce
.
I
t
is
lik
ewise
s
u
p
p
o
r
ted
b
y
E
VT
as
th
e
d
elib
er
ate
u
s
e
o
f
s
tr
ateg
ies
r
ef
lect
s
an
ex
p
ec
ta
n
cy
o
f
s
u
cc
ess
an
d
th
e
p
er
ce
iv
e
d
v
alu
e
o
f
ac
h
iev
i
n
g
th
eir
lear
n
in
g
g
o
als.
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
Dev
elo
p
men
t a
n
d
p
s
yc
h
o
metr
ic
va
lid
a
tio
n
o
f th
e
s
tu
d
en
t m
a
th
ema
tica
l c
o
mmitmen
t
… (
R
e
tch
elle
P
.
S
a
n
g
co
)
1283
T
ab
le
3
.
R
o
tated
f
ac
t
o
r
m
atr
ix
S
M
C
S
i
t
e
ms
F
a
c
t
o
r
1
2
3
4
5
6
7
6
.
I
c
o
mm
u
n
i
c
a
t
e
m
y
i
d
e
a
s
a
n
d
t
h
o
u
g
h
t
s
i
n
ma
t
h
c
l
a
ss.
.
5
7
1
7
8
.
I
t
a
k
e
a
d
v
a
n
t
a
g
e
o
f
t
h
e
g
u
i
d
a
n
c
e
a
n
d
f
e
e
d
b
a
c
k
o
f
m
y
t
e
a
c
h
e
r
t
o
i
m
p
r
o
v
e
my
mat
h
l
e
a
r
n
i
n
g
.
.
5
5
3
7
7
.
I
st
r
i
v
e
t
o
u
n
d
e
r
s
t
a
n
d
a
n
d
f
o
l
l
o
w
t
h
e
i
n
st
r
u
c
t
i
o
n
s
a
n
d
g
u
i
d
e
l
i
n
e
s fo
r
ma
t
h
a
c
t
i
v
i
t
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e
s
a
n
d
d
i
s
c
u
ss
i
o
n
s
.
.
5
3
5
7
2
.
I
a
d
a
p
t
m
y
l
e
a
r
n
i
n
g
s
t
r
a
t
e
g
i
e
s
t
o
d
i
f
f
e
r
e
n
t
t
y
p
e
s
o
f
ma
t
h
a
c
t
i
v
i
t
i
e
s
a
n
d
a
s
sessme
n
t
.
.
5
3
1
7
3
.
I
a
c
t
i
v
e
l
y
c
o
l
l
a
b
o
r
a
t
e
w
i
t
h
my
c
l
a
s
smat
e
s a
n
d
t
e
a
c
h
e
r
d
u
r
i
n
g
m
a
t
h
a
c
t
i
v
i
t
i
e
s
.
.
5
2
1
6
9
.
I
st
a
y
d
e
d
i
c
a
t
e
d
t
o
l
e
a
r
n
i
n
g
m
a
t
h
r
e
g
a
r
d
l
e
ss
o
f
m
y
t
e
a
c
h
e
r
’
s c
l
a
ssr
o
o
m
man
a
g
e
me
n
t
.
.
5
1
4
7
1
.
I
a
c
t
i
v
e
l
y
s
e
e
k
t
o
c
o
n
n
e
c
t
ma
t
h
c
o
n
c
e
p
t
s t
o
r
e
a
l
-
w
o
r
l
d
s
i
t
u
a
t
i
o
n
t
o
d
e
e
p
e
n
m
y
u
n
d
e
r
s
t
a
n
d
i
n
g
.
.
4
5
6
6
6
.
I
t
a
k
e
t
h
e
i
n
i
t
i
a
t
i
v
e
t
o
s
e
e
k
h
e
l
p
w
i
t
h
mat
h
w
h
e
n
n
e
e
d
e
d
e
v
e
n
b
e
y
o
n
d
sc
h
o
o
l
h
o
u
r
s.
.
4
4
5
6
2
.
I
t
a
k
e
a
d
v
a
n
t
a
g
e
o
f
t
h
e
a
ssi
s
t
a
n
c
e
a
n
d
s
u
p
p
o
r
t
p
r
o
v
i
d
e
d
b
y
my
t
e
a
c
h
e
r
t
o
e
n
h
a
n
c
e
my
m
a
t
h
l
e
a
r
n
i
n
g
.
.
4
4
0
7
4
.
I
u
t
i
l
i
z
e
v
a
r
i
e
d
l
e
a
r
n
i
n
g
ma
t
e
r
i
a
l
s
a
n
d
t
e
c
h
n
o
l
o
g
y
d
u
r
i
n
g
mat
h
a
c
t
i
v
i
t
i
e
s
t
o
i
m
p
r
o
v
e
my
l
e
a
r
n
i
n
g
.
.
4
2
6
7
5
.
I
set
h
i
g
h
s
t
a
n
d
a
r
d
s
a
n
d
g
o
a
l
s f
o
r
my
se
l
f
d
u
r
i
n
g
m
a
t
h
a
c
t
i
v
i
t
i
e
s
a
n
d
d
i
sc
u
ssi
o
n
s.
.
4
2
4
6
5
.
I
c
o
mm
u
n
i
c
a
t
e
m
y
n
e
e
d
s a
n
d
q
u
e
s
t
i
o
n
s
e
f
f
e
c
t
i
v
e
l
y
t
o
my
t
e
a
c
h
e
r
t
o
f
a
c
i
l
i
t
a
t
e
my
mat
h
l
e
a
r
n
i
n
g
.
.
4
0
4
3
7
.
I
a
m c
o
m
p
e
t
i
t
i
v
e
w
h
e
n
i
t
c
o
mes
t
o
l
e
a
r
n
i
n
g
m
a
t
h
.
.
5
8
9
3
1
.
I
a
c
t
i
v
e
l
y
p
a
r
t
i
c
i
p
a
t
e
i
n
a
c
t
i
v
i
t
i
e
s
i
n
m
y
m
a
t
h
c
l
a
s
s.
.
5
6
8
4
5
.
I
h
a
v
e
a
s
t
r
o
n
g
p
a
ss
i
o
n
,
i
n
t
e
r
e
st
,
a
n
d
i
n
c
l
i
n
a
t
i
o
n
i
n
m
a
t
h
.
.
5
5
8
2
3
.
I
a
m c
o
n
f
i
d
e
n
t
w
i
t
h
m
y
a
b
i
l
i
t
y
t
o
so
l
v
e
ma
t
h
p
r
o
b
l
e
ms
.
.
5
4
3
3
3
.
I
e
n
j
o
y
l
e
a
r
n
i
n
g
m
a
t
h
c
o
n
c
e
p
t
s.
.
5
2
0
3
2
.
I
c
o
n
si
s
t
e
n
t
l
y
p
e
r
f
o
r
m
t
o
t
h
e
b
e
st
o
f
m
y
a
b
i
l
i
t
y
i
n
mat
h
.
.
5
0
5
3
4
.
I
c
a
n
se
e
m
y
se
l
f
e
n
g
a
g
i
n
g
w
i
t
h
m
a
t
h
i
n
t
h
e
f
u
t
u
r
e
.
.
4
8
1
2
7
.
I
st
a
y
f
o
c
u
se
d
a
n
d
n
o
t
e
a
s
i
l
y
d
i
s
t
r
a
c
t
e
d
w
h
e
n
l
e
a
r
n
i
n
g
m
a
t
h
.
.
4
5
4
5
2
.
I
st
r
i
v
e
t
o
ma
i
n
t
a
i
n
f
o
c
u
s
o
n
l
e
a
r
n
i
n
g
ma
t
h
e
v
e
n
w
h
e
n
f
a
c
e
d
w
i
t
h
p
e
r
so
n
a
l
a
n
d
f
a
mi
l
y
p
r
o
b
l
e
ms.
.
5
6
9
5
8
.
I
s
t
a
y
d
e
d
i
c
a
t
e
d
t
o
l
e
a
r
n
i
n
g
m
a
t
h
e
v
e
n
w
h
e
n
I
d
o
n
o
t
f
e
e
l
m
e
n
t
a
l
l
y
r
e
a
d
y
.
.
5
4
1
5
7
.
I
r
e
m
a
i
n
d
e
d
i
c
a
t
e
d
t
o
l
e
a
r
n
i
n
g
m
a
t
h
r
e
g
a
r
d
l
e
s
s
o
f
c
l
a
s
s
r
o
o
m
a
t
m
o
s
p
h
e
r
e
.
.
5
2
3
5
9
.
I
r
e
mai
n
d
e
d
i
c
a
t
e
d
t
o
l
e
a
r
n
i
n
g
ma
t
h
e
v
e
n
w
i
t
h
l
i
m
i
t
e
d
f
a
m
i
l
y
s
u
p
p
o
r
t
.
.
4
8
0
5
6
.
I
st
a
y
d
e
d
i
c
a
t
e
d
t
o
l
e
a
r
n
i
n
g
m
a
t
h
e
v
e
n
i
f
I
p
l
a
n
t
o
p
u
r
s
u
e
a
n
u
n
r
e
l
a
t
e
d
c
a
r
e
e
r
i
n
t
h
e
f
u
t
u
r
e
.
.
4
3
7
5
1
.
I
st
r
i
v
e
t
o
e
n
g
a
g
e
i
n
ma
t
h
c
l
a
ss
r
e
g
a
r
d
l
e
s
s
o
f
t
e
a
c
h
e
r
’
s
p
e
r
s
o
n
a
l
i
t
y
.
.
4
3
2
4
0
.
I
f
i
n
d
w
a
y
s
t
o
e
n
g
a
g
e
i
n
l
e
a
r
n
i
n
g
m
a
t
h
e
v
e
n
i
f
t
h
e
l
e
a
r
n
i
n
g
e
n
v
i
r
o
n
m
e
n
t
i
s
n
o
t
i
d
e
a
l
.
.
4
1
8
5
5
.
I
r
e
m
a
i
n
d
e
d
i
c
a
t
e
d
t
o
l
e
a
r
n
i
n
g
m
a
t
h
e
v
e
n
w
i
t
h
l
i
m
i
t
e
d
f
i
n
a
n
c
i
a
l
a
n
d
m
a
t
e
r
i
a
l
r
e
s
o
u
r
c
e
s
.
.
4
1
0
5
0
.
I
a
m
n
o
t
d
i
s
t
r
a
c
t
e
d
b
y
p
h
o
n
e
s
o
r
s
o
c
i
a
l
me
d
i
a
w
h
e
n
l
e
a
r
n
i
n
g
m
a
t
h
.
.
4
0
3
1
9
.
I
a
m
d
e
d
i
c
a
t
e
d
t
o
l
e
a
r
n
i
n
g
m
a
t
h
,
e
v
e
n
i
f
I
a
m n
o
t
g
o
o
d
a
t
i
t
.
.
6
4
3
2
0
.
I
a
m
d
r
i
v
e
n
b
y
c
u
r
i
o
si
t
y
t
o
l
e
a
r
n
mo
r
e
a
n
d
i
m
p
r
o
v
e
i
n
m
a
t
h
.
.
4
5
2
4
7
.
I
s
t
a
y
d
e
d
i
c
a
t
e
d
t
o
l
e
a
r
n
i
n
g
m
a
t
h
e
v
e
n
i
f
I
d
o
n
o
t
h
a
v
e
g
o
o
d
f
o
u
n
d
a
t
i
o
n
s
i
n
i
t
.
.
4
3
1
1
8
.
I
k
e
e
p
p
u
s
h
i
n
g
m
y
se
l
f
t
o
l
e
a
r
n
m
a
t
h
e
v
e
n
w
h
e
n
i
t
g
e
t
s c
h
a
l
l
e
n
g
i
n
g
.
.
4
2
6
1
2
.
I
c
o
n
si
s
t
e
n
t
l
y
p
u
t
i
n
e
f
f
o
r
t
t
o
l
e
a
r
n
a
n
d
g
e
t
b
e
t
t
e
r
a
t
m
a
t
h
.
.
4
0
4
2
2
.
M
y
d
e
d
i
c
a
t
i
o
n
t
o
l
e
a
r
n
i
n
g
m
a
t
h
i
s
s
h
a
p
e
d
b
y
b
o
t
h
s
u
c
c
e
s
s
a
n
d
f
a
i
l
u
r
e
i
n
t
h
e
s
u
b
j
e
c
t
.
.
4
0
1
2
.
I
r
e
g
u
l
a
r
l
y
p
r
a
c
t
i
c
e
,
mas
t
e
r
,
a
n
d
u
p
d
a
t
e
m
y
s
k
i
l
l
s a
n
d
k
n
o
w
l
e
d
g
e
i
n
m
a
t
h
e
mat
i
c
s
.
.
6
1
5
3
.
I
a
c
t
i
v
e
l
y
s
e
e
k
o
p
p
o
r
t
u
n
i
t
i
e
s
t
o
l
e
a
r
n
a
n
d
i
m
p
r
o
v
e
m
y
m
a
t
h
e
m
a
t
i
c
a
l
s
k
i
l
l
s
.
.
5
9
1
1
.
I
st
a
y
d
e
d
i
c
a
t
e
d
t
o
l
e
a
r
n
i
n
g
ma
t
h
e
m
a
t
i
c
s
e
v
e
n
w
h
e
n
I
f
a
c
e
c
h
a
l
l
e
n
g
e
s
o
v
e
r
t
i
m
e
.
.
4
7
6
8
.
I
h
a
v
e
t
h
e
c
o
n
f
i
d
e
n
c
e
i
n
l
e
a
r
n
i
n
g
m
a
t
h
s
k
i
l
l
s
a
n
d
c
o
n
c
e
p
t
s
.
.
4
1
5
7
.
I
a
m
o
p
e
n
t
o
c
o
n
s
t
r
u
c
t
i
v
e
c
r
i
t
i
c
i
sm
a
s t
h
i
s
h
e
l
p
s
me
i
m
p
r
o
v
e
my
sk
i
l
l
s
i
n
mat
h
.
.
6
1
3
4
2
.
I
a
p
p
r
e
c
i
a
t
e
m
y
t
e
a
c
h
e
r
’
s
d
e
d
i
c
a
t
i
o
n
,
s
u
p
p
o
r
t
,
a
n
d
p
r
e
s
e
n
c
e
i
n
h
e
l
p
i
n
g
m
e
l
e
a
r
n
m
a
t
h
.
.
4
2
8
1
7
.
I
u
n
d
e
r
st
a
n
d
t
h
e
i
m
p
o
r
t
a
n
c
e
a
n
d
r
e
l
e
v
a
n
c
e
o
f
l
e
a
r
n
i
n
g
ma
t
h
.
.
4
2
8
3
.
1
.
2
.
Af
f
ec
t
iv
e
lea
rning
eng
a
g
em
ent
(
AL
E
)
Af
f
ec
tiv
e
lear
n
i
n
g
en
g
a
g
em
en
t
(
AL
E
)
,
wh
ich
r
ef
lects
s
tu
d
e
n
ts
'
em
o
tio
n
al
in
v
o
lv
em
en
t
an
d
attitu
d
es
to
th
eir
lea
r
n
in
g
ex
p
er
ien
ce
s
,
p
lay
s
a
cr
u
cial
r
o
le
in
s
h
a
p
in
g
th
eir
lear
n
in
g
co
m
m
itm
en
t.
L
iter
atu
r
e
s
u
g
g
ests
th
at
s
tu
d
en
ts
wh
o
b
elie
v
e
in
th
eir
ab
ilit
ies
(
s
elf
-
ef
f
icac
y
)
ar
e
m
o
r
e
en
g
ag
ed
,
an
d
p
er
f
o
r
m
b
etter
,
with
em
o
tio
n
al
in
tellig
en
ce
also
p
l
ay
in
g
a
s
ig
n
if
ican
t
r
o
le
[
2
9
]
.
Fro
m
th
e
th
eo
r
etica
l
p
er
s
p
ec
tiv
e,
th
is
d
im
en
s
io
n
r
ef
lects
h
o
w
s
tu
d
e
n
ts
’
p
o
s
itiv
e
em
o
tio
n
s
a
n
d
c
o
n
f
i
d
en
ce
s
u
p
p
o
r
t
au
to
n
o
m
o
u
s
m
o
tiv
atio
n
an
d
co
m
p
eten
ce
(
SDT)
,
wh
ile
th
eir
b
elief
in
th
eir
s
u
cc
ess
an
d
th
e
v
alu
e
th
e
y
attac
h
to
lear
n
in
g
task
s
(
E
VT
)
s
tr
en
g
th
e
n
s
th
eir
s
u
s
tain
ed
co
m
m
itm
en
t a
n
d
ac
t
iv
e
p
ar
ticip
atio
n
i
n
lear
n
in
g
.
3
.
1
.
3
.
L
ea
rning
eng
a
g
em
ent
re
s
ilience
(
L
E
R)
T
h
is
d
im
en
s
io
n
p
lay
s
a
cr
u
ci
al
r
o
le
in
s
h
ap
in
g
m
ath
em
ati
ca
l
co
m
m
itm
en
t
b
y
en
a
b
lin
g
lear
n
er
s
to
s
tay
m
o
tiv
ated
,
en
g
ag
ed
,
an
d
p
er
s
is
ten
t
d
esp
ite
ac
ad
em
ic
ch
allen
g
es.
I
t
was
al
s
o
f
o
u
n
d
th
at
r
esil
ien
ce
an
d
d
ilig
en
ce
s
ig
n
if
ican
tly
p
r
ed
ic
t
in
tellectu
al
en
g
ag
em
en
t,
r
e
in
f
o
r
cin
g
th
e
id
ea
th
at
s
tu
d
en
ts
wh
o
p
er
s
ev
er
e
th
r
o
u
g
h
d
if
f
icu
lties
ar
e
m
o
r
e
l
ik
ely
to
s
tay
co
m
m
itted
to
t
h
e
ir
s
tu
d
ies
[
3
0
]
.
I
n
r
elatio
n
t
o
SDT
an
d
E
VT
,
th
is
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
2
7
9
-
1
2
8
9
1284
f
ac
to
r
r
ef
lects
s
tu
d
en
ts
wh
o
ac
tiv
ely
p
er
s
is
t
th
r
o
u
g
h
ac
a
d
em
ic
s
etb
ac
k
s
,
an
d
ad
ap
t
s
tr
ateg
ies
s
h
o
w
s
elf
-
m
o
tiv
atio
n
a
n
d
c
o
n
f
id
e
n
ce
in
t
h
eir
ab
ilit
ies
(
SDT)
,
wh
ile
th
e
ir
b
elief
th
at
th
ese
ef
f
o
r
ts
will
lead
to
m
ea
n
in
g
f
u
l
lear
n
in
g
o
u
tco
m
es r
ein
f
o
r
ce
s
s
u
s
tain
ed
ef
f
o
r
t a
n
d
l
o
n
g
-
te
r
m
co
m
m
itm
en
t to
th
ei
r
s
tu
d
ies (
E
VT
)
.
3
.
1
.
4
.
P
o
s
it
iv
e
lea
rning
m
i
nd
s
et
(
P
L
M
)
I
t
is
in
cr
ea
s
in
g
ly
r
ec
o
g
n
ize
d
as
a
k
ey
d
im
e
n
s
io
n
o
f
lear
n
i
n
g
co
m
m
itm
e
n
t,
em
p
h
asizin
g
t
h
e
r
o
le
o
f
attitu
d
es
an
d
b
elief
s
in
f
o
s
ter
in
g
en
g
ag
e
m
en
t
an
d
p
e
r
s
is
ten
ce
in
lear
n
in
g
.
I
t
was
f
o
u
n
d
th
a
t
a
g
r
o
wth
m
in
d
s
et
f
o
s
ter
s
h
ig
h
er
lev
els
o
f
g
r
it,
p
ass
io
n
,
an
d
d
ete
r
m
in
atio
n
,
all
o
f
wh
ich
co
n
tr
ib
u
te
to
im
p
r
o
v
e
d
ac
ad
em
i
c
p
er
f
o
r
m
an
ce
an
d
s
u
s
tain
ed
co
m
m
itm
en
t
to
lear
n
in
g
[
3
1
]
.
T
h
is
f
ac
to
r
is
co
n
s
is
ten
t
w
ith
S
DT
,
as
s
tu
d
en
ts
wh
o
em
b
r
ac
e
ch
allen
g
es
an
d
v
iew
ef
f
o
r
t
as
a
p
ath
to
g
r
o
wth
d
e
m
o
n
s
tr
ate
s
elf
-
d
ir
ec
ted
m
o
tiv
atio
n
an
d
a
s
en
s
e
o
f
co
m
p
eten
ce
.
I
t
also
r
e
f
lects
E
VT
,
as
co
n
f
id
en
ce
in
m
aster
in
g
task
s
an
d
r
ec
o
g
n
iti
o
n
o
f
th
e
p
er
s
o
n
al
im
p
o
r
tan
ce
o
f
lear
n
i
n
g
s
tr
en
g
t
h
en
lear
n
in
g
co
m
m
itm
en
t.
3
.
1
.
5
.
P
ro
a
c
t
iv
e
pers
ev
er
a
nc
e
T
h
is
f
ac
to
r
r
ef
er
s
to
th
e
s
u
s
tain
ed
,
s
tr
ateg
ic
ef
f
o
r
t
an
d
tim
e
a
lear
n
er
in
v
ests
in
th
e
lear
n
in
g
jo
u
r
n
ey
b
y
an
ticip
atin
g
ch
alle
n
g
es,
ad
ap
tin
g
s
tr
ateg
ies,
an
d
p
e
r
s
is
ten
tly
o
v
e
r
co
m
in
g
o
b
s
tacle
s
.
A
s
tu
d
y
r
ev
ea
le
d
h
o
w
a
p
r
o
ac
tiv
e
m
in
d
s
et
an
d
p
er
s
e
v
er
an
ce
,
c
o
m
b
in
e
d
with
f
o
r
m
al
ed
u
ca
tio
n
,
co
n
tr
ib
u
te
to
s
u
s
tain
ed
co
m
m
itm
e
n
t
to
lear
n
in
g
an
d
ac
ad
e
m
ic
s
u
cc
ess
[
3
2
]
.
M
o
r
eo
v
e
r
,
th
is
d
im
e
n
s
io
n
r
ef
lects
SDT
as
s
tu
d
en
ts
wh
o
ta
k
e
in
itiativ
e
to
an
ticip
ate
c
h
allen
g
es
an
d
a
d
ap
t
s
tr
ateg
ies
d
em
o
n
s
tr
ate
a
u
to
n
o
m
o
u
s
en
g
ag
em
e
n
t
an
d
a
s
en
s
e
o
f
m
aster
y
,
wh
ile
E
VT
is
s
u
p
p
o
r
ted
b
y
t
h
eir
b
elief
th
at
th
ese
ef
f
o
r
ts
will
lead
to
m
ea
n
i
n
g
f
u
l
o
u
tco
m
e
s
wh
ich
r
ei
n
f
o
r
ce
s
th
eir
s
u
s
tain
ed
co
m
m
itm
en
t a
n
d
g
o
al
-
d
ir
ec
ted
b
eh
av
i
o
r
s
.
3
.
1
.
6
.
L
ea
rning
s
up
po
rt
a
pp
re
cia
t
io
n
I
t
r
ef
lects
s
tu
d
en
ts
’
g
r
atitu
d
e
,
an
d
r
ec
o
g
n
itio
n
o
f
t
h
e
p
e
o
p
le,
r
eso
u
r
ce
s
,
an
d
en
v
ir
o
n
m
en
ts
th
at
co
n
tr
ib
u
te
t
o
th
eir
lea
r
n
in
g
p
r
o
ce
s
s
.
E
x
ter
n
al
s
u
p
p
o
r
t,
s
u
c
h
as
en
co
u
r
ag
e
m
en
t
f
r
o
m
teac
h
e
r
s
an
d
p
ee
r
s
,
f
o
s
ter
s
s
elf
-
r
eg
u
latio
n
a
n
d
cu
ltiv
ates
a
p
o
s
itiv
e
lear
n
in
g
attitu
d
e,
b
o
th
o
f
w
h
ich
co
n
t
r
ib
u
te
to
s
u
s
tain
ed
co
m
m
itm
en
t
an
d
ef
f
o
r
t
in
lear
n
in
g
[
3
3
]
.
T
h
is
d
im
en
s
io
n
r
ef
lects
SDT
b
y
s
h
o
win
g
th
at
wh
en
s
tu
d
en
ts
r
ec
o
g
n
ize
an
d
ap
p
r
ec
iate
ex
ter
n
al
s
u
p
p
o
r
t,
t
h
ey
ar
e
m
o
r
e
lik
ely
to
in
ter
n
alize
m
o
tiv
atio
n
,
f
ee
l
ca
p
ab
le
o
f
m
an
a
g
in
g
t
h
eir
o
wn
lear
n
in
g
.
Me
an
w
h
ile,
E
VT
is
r
ef
lecte
d
wh
en
s
tu
d
en
ts
p
er
ce
iv
e
th
at
lev
er
ag
in
g
th
ese
s
u
p
p
o
r
ts
will
h
elp
th
em
s
u
cc
ee
d
an
d
ac
h
iev
e
m
e
an
in
g
f
u
l
g
o
als,
wh
ich
i
n
tu
r
n
r
ein
f
o
r
ce
s
s
u
s
tain
ed
ef
f
o
r
t a
n
d
co
m
m
itm
en
t.
3
.
2
.
Co
nv
er
g
ent
v
a
lid
it
y
o
f
t
he
s
t
ud
ent
m
a
t
hem
a
t
ica
l c
o
m
m
it
m
ent
s
ca
le
T
o
ass
ess
th
e
s
u
itab
ilit
y
o
f
ite
m
s
with
in
th
e
d
e
r
iv
ed
f
ac
to
r
s
an
d
th
e
v
alid
ity
o
f
t
h
e
s
ca
le,
a
C
FA
was
p
er
f
o
r
m
ed
.
An
o
th
e
r
s
am
p
le
o
f
6
0
6
r
esp
o
n
d
en
ts
wer
e
r
an
d
o
m
ly
s
elec
ted
f
r
o
m
n
in
e
p
u
b
li
c
s
ch
o
o
ls
in
Dav
ao
d
el
Su
r
.
Mu
ltip
le
f
it
in
d
ices
wer
e
u
s
ed
to
ass
ess
m
o
d
el
f
itn
ess
,
in
clu
d
in
g
C
h
i
-
s
q
u
ar
e
f
it
in
d
ex
,
n
o
r
m
ed
C
h
i
-
s
q
u
a
r
e
(
≤
3
)
,
C
FI
(
≥
.
9
5
)
,
T
L
I
(
≥
.
9
5
)
,
SR
MR
(
≤
.
0
8
)
,
a
n
d
R
MSE
A
(
≤
.
0
6
)
.
C
o
n
v
e
r
g
en
t
an
d
d
is
cr
im
in
an
t
v
alid
ity
wer
e
also
ev
alu
ated
u
s
in
g
th
e
AVE
(
AVE
≥
.
5
0
)
an
d
th
e
HT
MT
(
HT
MT
≤
.
8
5
)
.
T
h
r
ee
m
o
d
els
wer
e
test
ed
to
id
en
tify
th
e
b
est
-
f
itti
n
g
f
ac
t
o
r
s
tr
u
ctu
r
e.
Mo
d
el
1
(
6
d
i
m
en
s
io
n
s
,
4
2
item
s
)
s
er
v
ed
as
th
e
b
asel
in
e
f
r
o
m
E
FA.
Mo
d
el
2
(
5
d
i
m
en
s
io
n
s
,
2
7
item
s
)
was
an
ad
ju
s
ted
v
er
s
io
n
o
f
Mo
d
el
1
,
an
d
Mo
d
el
3
(
4
d
i
m
en
s
io
n
s
,
2
4
item
s
)
was
a
r
e
f
in
em
en
t
o
f
Mo
d
el
2
.
T
h
ese
m
o
d
els
wer
e
r
ef
in
ed
b
ased
o
n
s
tatis
tical
an
d
th
eo
r
etica
l
co
n
s
id
er
atio
n
s
.
I
tem
s
wer
e
r
em
o
v
ed
f
r
o
m
th
e
m
o
d
els
b
ased
o
n
th
e
m
o
d
if
icatio
n
in
d
ices,
an
d
th
ei
r
co
n
ce
p
tu
al
r
elev
an
ce
to
th
e
f
ac
to
r
to
wh
ich
th
e
y
in
itially
b
elo
n
g
e
d
.
B
ased
o
n
th
e
f
it in
d
ices in
T
ab
l
e
4
,
Mo
d
el
2
d
em
o
n
s
tr
ated
b
etter
f
it m
o
d
el
s
in
ce
it h
as sati
s
f
ied
all
t
h
e
n
ec
ess
ar
y
in
d
ices
f
o
r
th
e
p
a
r
am
eter
s
b
ein
g
s
et
:
No
r
m
ed
C
h
i
-
s
q
u
ar
e
(
χ²/
d
f
=
2
.
0
5
1
)
,
C
FI=
.
9
7
5
,
T
L
I
=.
9
7
2
,
SR
M
R
=.
0
3
4
,
an
d
R
MSE
A=
.
0
4
2
.
Ho
wev
er
,
T
ab
l
e
5
s
h
o
ws
th
at
lear
n
in
g
s
u
p
p
o
r
t
ap
p
r
ec
iatio
n
f
ac
to
r
in
Mo
d
el
2
h
a
d
an
AVE
o
f
.
4
3
7
wh
ich
f
alls
b
elo
w
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t th
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im
en
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ests
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it
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Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t
J
E
v
al
&
R
es E
d
u
c
I
SS
N:
2252
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8
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2
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Dev
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1285
Fu
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th
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4
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d
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,
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All
f
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h
a
v
e
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h
i
ev
ed
an
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g
r
ea
ter
th
a
n
.
5
0
in
d
icatin
g
s
tr
o
n
g
co
n
v
er
g
en
t
v
alid
ity
.
W
ith
its
estab
lis
h
ed
g
o
o
d
n
ess
o
f
f
it,
Mo
d
el
3
was
ad
o
p
te
d
as
t
h
e
f
in
al
a
n
d
m
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s
t
ap
p
r
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r
iate
s
tr
u
ctu
r
e
f
o
r
th
e
SMC
S.
T
ab
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5
.
Su
m
m
a
r
y
o
f
AVE
f
o
r
th
e
th
r
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m
o
d
els
F
a
c
t
o
r
s
M
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l
1
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l
2
M
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e
l
3
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LE
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4
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6
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5
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5
1
7
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5
0
6
.
5
2
9
.
5
2
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4
7
1
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5
0
2
.
5
0
3
P
LM
.
5
3
2
.
5
1
3
.
5
1
3
P
r
o
a
c
t
i
v
e
p
e
r
se
v
e
r
a
n
c
e
.
4
8
9
-
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Le
a
r
n
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g
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p
p
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a
t
i
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n
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4
3
7
.
4
3
7
-
3
.
3
.
Dis
cr
im
ina
nt
v
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lid
it
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o
f
t
he
s
t
ud
ent
m
a
t
hem
a
t
ic
a
l c
o
m
m
it
m
ent
s
ca
le
T
o
estab
lis
h
d
is
cr
im
in
an
t
v
ali
d
ity
,
HT
MT
an
aly
s
is
wa
s
p
er
f
o
r
m
ed
,
with
all
v
alu
es
f
allin
g
b
elo
w
th
e
.
8
5
th
r
esh
o
ld
,
as
s
h
o
wn
in
T
ab
le
6
,
in
d
icatin
g
th
at
th
e
f
ac
to
r
s
ar
e
d
is
tin
ct.
T
h
u
s
,
th
e
SMC
S
d
em
o
n
s
tr
ates
s
tr
o
n
g
d
is
cr
im
in
an
t
v
alid
ity
.
T
o
f
u
r
th
e
r
en
s
u
r
e
th
e
r
eliab
il
ity
o
f
th
e
s
ca
le,
b
o
th
C
R
an
d
C
r
o
n
b
ac
h
’
s
alp
h
a
in
d
ices
wer
e
co
m
p
u
te
d
.
As
s
h
o
wn
in
T
a
b
le
6
,
th
e
r
eliab
ilit
y
v
alu
es
f
o
r
all
f
ac
to
r
s
ex
ce
ed
ed
th
e
ac
ce
p
ta
b
le
th
r
esh
o
ld
o
f
.
7
0
,
in
d
icatin
g
g
o
o
d
in
ter
n
al
co
n
s
is
ten
cy
.
Fig
u
r
e
1
illu
s
tr
ates
th
e
f
in
al
f
ac
t
o
r
s
tr
u
ctu
r
e
o
f
th
e
SMC
S,
wh
ich
in
clu
d
es
th
e
f
o
u
r
d
im
en
s
io
n
s
:
SLE
,
AL
E
,
L
E
R
,
an
d
PLM
.
E
ac
h
d
im
en
s
io
n
r
ef
lects
a
d
is
tin
c
t
asp
ec
t
o
f
s
tu
d
en
ts
’
co
m
m
itm
en
t
to
lear
n
in
g
m
ath
em
atics,
with
th
e
co
r
r
esp
o
n
d
in
g
item
s
clea
r
ly
m
ap
p
ed
to
th
eir
r
esp
ec
tiv
e
f
ac
to
r
s
,
p
r
o
v
id
in
g
a
r
o
b
u
s
t
f
r
am
ewo
r
k
f
o
r
ass
es
s
in
g
th
e
v
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d
im
en
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io
n
s
o
f
s
tu
d
en
ts
’
m
ath
em
atica
l c
o
m
m
itm
en
t.
T
ab
le
6
.
Su
m
m
a
r
y
tab
le
f
o
r
d
i
s
cr
im
in
an
t v
alid
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an
d
r
eliab
i
lity
test
s
S
LE
A
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LER
P
LM
O
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r
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l
H
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T
a
m
o
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c
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LE
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8
1
1
1
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0
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8
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2
.
8
1
0
1
.
0
0
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LM
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8
4
0
.
7
7
9
.
7
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2
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R
e
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i
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b
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0
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6
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8
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C
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o
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a
c
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s
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α)
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8
5
6
.
8
4
4
.
8
2
6
.
7
7
5
.
9
4
0
Fig
u
r
e
1
.
Facto
r
s
tr
u
ct
u
r
e
o
f
th
e
f
in
al
SMC
S
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
2
7
9
-
1
2
8
9
1286
B
ased
o
n
th
e
r
i
g
o
r
o
u
s
an
al
y
s
es,
th
e
f
i
n
al
v
e
r
s
io
n
o
f
th
e
SMC
S
was
d
ev
elo
p
e
d
.
T
h
is
s
ca
le
d
em
o
n
s
tr
ates
an
o
p
tim
al
f
a
cto
r
s
tr
u
ctu
r
e
,
with
c
o
n
f
ir
m
ed
co
n
v
er
g
e
n
t
an
d
d
is
cr
im
in
an
t
v
alid
ity
,
an
d
well
-
estab
lis
h
ed
r
eliab
ilit
y
.
T
h
e
f
in
al
s
ca
le
co
m
p
r
is
es f
o
u
r
f
a
cto
r
s
an
d
a
to
tal
o
f
2
4
item
s
as sh
o
wn
in
T
ab
le
7.
T
h
e
p
r
esen
t
s
tu
d
y
c
o
n
ce
p
tu
ali
ze
s
m
ath
em
atica
l
co
m
m
itm
en
t
as
a
m
u
ltid
im
en
s
io
n
al
co
n
s
tr
u
ct
th
at
is
r
elate
d
to
,
y
et
d
is
tin
ct
f
r
o
m
,
e
x
is
tin
g
s
ca
les
s
u
ch
as
g
r
it,
s
el
f
-
ef
f
icac
y
,
ac
ad
em
ic
r
esil
ien
c
e,
an
d
en
g
ag
em
e
n
t.
Gr
it
s
ca
le
s
em
p
h
asize
p
er
s
ev
er
an
ce
,
p
ass
io
n
,
an
d
r
esil
ien
ce
to
war
d
lo
n
g
-
ter
m
g
o
als
[
3
4
]
,
[
3
5
]
,
wh
e
r
ea
s
th
e
SMC
S
ex
ten
d
s
b
ey
o
n
d
p
e
r
s
is
ten
ce
b
y
in
te
g
r
atin
g
s
tr
ateg
ic,
af
f
ec
tiv
e
,
r
esil
ien
t,
a
n
d
m
in
d
s
et
-
o
r
ie
n
ted
d
im
en
s
io
n
s
s
p
ec
if
ic
to
m
ath
em
atics lea
r
n
in
g
.
Similar
ly
,
s
elf
-
r
eg
u
lated
lear
n
in
g
in
s
tr
u
m
en
ts
lik
e
th
e
m
o
tiv
ated
s
tr
ateg
ies
f
o
r
lear
n
in
g
q
u
esti
o
n
n
air
e
(
MSL
Q)
ass
ess
m
o
tiv
atio
n
an
d
lear
n
in
g
s
tr
ateg
ies
a
cr
o
s
s
d
o
m
ain
s
[
3
6
]
b
u
t
d
o
n
o
t
ca
p
tu
r
e
s
tu
d
e
n
ts
’
s
u
s
tain
ed
co
m
m
itm
en
t
to
m
ath
em
atics
as
a
s
u
b
ject
.
Aca
d
em
ic
r
esil
ien
ce
s
ca
les
f
o
cu
s
p
r
im
ar
ily
o
n
s
tu
d
en
ts
’
ca
p
ac
ity
to
co
p
e
with
ad
v
er
s
ity
[
3
7
]
,
wh
ile
th
e
SMC
S
p
o
s
itio
n
s
r
esil
ien
ce
as
o
n
e
co
m
p
o
n
en
t
with
in
a
b
r
o
ad
e
r
f
r
am
ewo
r
k
o
f
e
n
g
ag
em
en
t
an
d
p
o
s
itiv
e
lear
n
i
n
g
o
r
ien
ta
tio
n
.
E
n
g
a
g
em
en
t
m
ea
s
u
r
es,
alth
o
u
g
h
m
u
ltid
im
en
s
io
n
al
(
b
eh
a
v
io
r
al,
em
o
tio
n
al,
an
d
co
g
n
itiv
e)
,
p
r
im
ar
ily
r
ef
lect
p
ar
ticip
atio
n
r
ath
er
th
an
en
d
u
r
in
g
p
s
y
ch
o
l
o
g
ical
in
v
estme
n
t
[
3
8
]
.
C
o
llectiv
ely
,
th
e
SMC
S
o
f
f
er
s
a
h
o
lis
tic
an
d
d
o
m
ai
n
-
s
p
ec
if
ic
m
ea
s
u
r
e
th
at
c
o
m
p
le
m
en
ts
ex
is
tin
g
co
n
s
tr
u
cts
wh
i
le
ad
d
r
ess
in
g
a
d
is
tin
ct
g
ap
i
n
ass
ess
in
g
s
tu
d
en
ts
’
co
m
m
itm
en
t to
lear
n
in
g
m
ath
em
atics.
T
ab
le
7
.
Fin
al
SMC
S
D
i
me
n
si
o
n
S
t
a
t
e
me
n
t
s
S
LE
I
c
o
mm
u
n
i
c
a
t
e
m
y
i
d
e
a
s
a
n
d
t
h
o
u
g
h
t
s
i
n
ma
t
h
c
l
a
ss
.
I
t
a
k
e
a
d
v
a
n
t
a
g
e
o
f
t
h
e
g
u
i
d
a
n
c
e
a
n
d
f
e
e
d
b
a
c
k
o
f
m
y
t
e
a
c
h
e
r
t
o
i
m
p
r
o
v
e
my
mat
h
l
e
a
r
n
i
n
g
.
I
a
d
a
p
t
m
y
l
e
a
r
n
i
n
g
s
t
r
a
t
e
g
i
e
s
t
o
d
i
f
f
e
r
e
n
t
t
y
p
e
s
o
f
m
a
t
h
a
c
t
i
v
i
t
i
e
s a
n
d
a
s
sess
men
t
.
I
a
c
t
i
v
e
l
y
c
o
l
l
a
b
o
r
a
t
e
w
i
t
h
my
c
l
a
ssm
a
t
e
s
a
n
d
t
e
a
c
h
e
r
d
u
r
i
n
g
ma
t
h
a
c
t
i
v
i
t
i
e
s.
I
a
c
t
i
v
e
l
y
s
e
e
k
t
o
c
o
n
n
e
c
t
ma
t
h
c
o
n
c
e
p
t
s
t
o
r
e
a
l
-
w
o
r
l
d
si
t
u
a
t
i
o
n
t
o
d
e
e
p
e
n
my
u
n
d
e
r
st
a
n
d
i
n
g
.
I
u
t
i
l
i
z
e
v
a
r
i
e
d
l
e
a
r
n
i
n
g
ma
t
e
r
i
a
l
s
a
n
d
t
e
c
h
n
o
l
o
g
y
d
u
r
i
n
g
m
a
t
h
a
c
t
i
v
i
t
i
e
s
t
o
i
mp
r
o
v
e
my
l
e
a
r
n
i
n
g
.
I
c
o
mm
u
n
i
c
a
t
e
m
y
n
e
e
d
s a
n
d
q
u
e
st
i
o
n
s e
f
f
e
c
t
i
v
e
l
y
t
o
m
y
t
e
a
c
h
e
r
t
o
f
a
c
i
l
i
t
a
t
e
m
y
m
a
t
h
l
e
a
r
n
i
n
g
.
A
LE
I
a
c
t
i
v
e
l
y
p
a
r
t
i
c
i
p
a
t
e
i
n
a
c
t
i
v
i
t
i
e
s
i
n
m
y
m
a
t
h
c
l
a
ss
.
I
h
a
v
e
a
s
t
r
o
n
g
p
a
ss
i
o
n
,
i
n
t
e
r
e
st
,
a
n
d
i
n
c
l
i
n
a
t
i
o
n
i
n
m
a
t
h
.
I
a
m c
o
n
f
i
d
e
n
t
w
i
t
h
my
a
b
i
l
i
t
y
t
o
s
o
l
v
e
ma
t
h
p
r
o
b
l
e
ms.
I
e
n
j
o
y
l
e
a
r
n
i
n
g
m
a
t
h
c
o
n
c
e
p
t
s.
I
c
o
n
si
s
t
e
n
t
l
y
p
e
r
f
o
r
m
t
o
t
h
e
b
e
s
t
o
f
m
y
a
b
i
l
i
t
y
i
n
mat
h
.
I
c
a
n
se
e
m
y
se
l
f
e
n
g
a
g
i
n
g
w
i
t
h
ma
t
h
i
n
t
h
e
f
u
t
u
r
e
.
LER
I
st
r
i
v
e
t
o
ma
i
n
t
a
i
n
f
o
c
u
s
o
n
l
e
a
r
n
i
n
g
mat
h
e
v
e
n
w
h
e
n
f
a
c
e
d
w
i
t
h
p
e
r
s
o
n
a
l
a
n
d
f
a
mi
l
y
p
r
o
b
l
e
ms.
I
st
a
y
d
e
d
i
c
a
t
e
d
t
o
l
e
a
r
n
i
n
g
m
a
t
h
e
v
e
n
w
h
e
n
I
d
o
n
o
t
f
e
e
l
me
n
t
a
l
l
y
r
e
a
d
y
.
I
r
e
mai
n
d
e
d
i
c
a
t
e
d
t
o
l
e
a
r
n
i
n
g
ma
t
h
r
e
g
a
r
d
l
e
s
s
o
f
c
l
a
ssr
o
o
m
a
t
mo
s
p
h
e
r
e
.
I
r
e
mai
n
d
e
d
i
c
a
t
e
d
t
o
l
e
a
r
n
i
n
g
ma
t
h
e
v
e
n
w
i
t
h
l
i
mi
t
e
d
f
a
mi
l
y
su
p
p
o
r
t
.
I
st
a
y
d
e
d
i
c
a
t
e
d
t
o
l
e
a
r
n
i
n
g
m
a
t
h
e
v
e
n
i
f
I
p
l
a
n
t
o
p
u
r
s
u
e
a
n
u
n
r
e
l
a
t
e
d
c
a
r
e
e
r
i
n
t
h
e
f
u
t
u
r
e
.
I
st
r
i
v
e
t
o
e
n
g
a
g
e
i
n
ma
t
h
c
l
a
ss
r
e
g
a
r
d
l
e
ss
o
f
t
e
a
c
h
e
r
’
s
p
e
r
so
n
a
l
i
t
y
.
I
r
e
mai
n
d
e
d
i
c
a
t
e
d
t
o
l
e
a
r
n
i
n
g
ma
t
h
e
v
e
n
w
i
t
h
l
i
mi
t
e
d
f
i
n
a
n
c
i
a
l
a
n
d
ma
t
e
r
i
a
l
r
e
s
o
u
r
c
e
s.
P
LM
I
a
m d
r
i
v
e
n
b
y
c
u
r
i
o
si
t
y
t
o
l
e
a
r
n
m
o
r
e
a
n
d
i
m
p
r
o
v
e
i
n
m
a
t
h
.
I
k
e
e
p
p
u
s
h
i
n
g
m
y
se
l
f
t
o
l
e
a
r
n
m
a
t
h
e
v
e
n
w
h
e
n
i
t
g
e
t
s
c
h
a
l
l
e
n
g
i
n
g
.
I
c
o
n
si
s
t
e
n
t
l
y
p
u
t
i
n
e
f
f
o
r
t
t
o
l
e
a
r
n
a
n
d
g
e
t
b
e
t
t
e
r
a
t
ma
t
h
.
M
y
d
e
d
i
c
a
t
i
o
n
t
o
l
e
a
r
n
i
n
g
ma
t
h
i
s
sh
a
p
e
d
b
y
b
o
t
h
su
c
c
e
ss a
n
d
f
a
i
l
u
r
e
i
n
t
h
e
su
b
j
e
c
t
.
4.
CO
NCLU
SI
O
N
T
h
e
SMC
S
h
as
u
n
d
er
g
o
n
e
a
co
m
p
r
eh
e
n
s
iv
e
s
tatis
tical
d
ata
r
ed
u
ctio
n
p
r
o
ce
s
s
,
r
ed
u
cin
g
its
o
r
ig
in
al
7
9
item
s
to
a
r
e
f
in
ed
s
et
o
f
2
4
item
s
,
with
f
o
u
r
id
en
tifie
d
an
d
co
n
f
ir
m
e
d
d
im
en
s
io
n
s
.
T
h
is
r
ig
o
r
o
u
s
p
r
o
ce
s
s
h
as
en
s
u
r
ed
r
eliab
ilit
y
,
as
well
as
co
n
v
er
g
en
t
an
d
d
is
cr
im
in
an
t
v
alid
ity
o
f
th
e
s
ca
le.
W
ith
f
o
u
r
d
im
en
s
io
n
s
:
SLE
,
AL
E
,
LER
,
an
d
PLM
,
t
h
e
SMC
S
p
r
o
v
id
es
a
h
o
lis
tic
v
iew
o
f
m
ath
em
atica
l
co
m
m
itm
en
t
b
y
ex
a
m
in
in
g
th
e
co
g
n
itiv
e,
em
o
tio
n
al,
p
s
y
ch
o
lo
g
ical,
an
d
m
o
tiv
atio
n
a
l
asp
ec
ts
o
f
s
tu
d
en
ts
’
lear
n
in
g
b
eh
av
i
o
r
.
E
ac
h
d
im
en
s
io
n
o
f
th
e
SMC
S
s
tr
en
g
th
en
s
th
e
o
v
er
all
c
o
n
s
tr
u
ct
o
f
m
ath
em
atica
l
c
o
m
m
itm
en
t,
m
ak
in
g
it
a
v
alu
a
b
le
in
s
tr
u
m
en
t
th
at
is
also
p
r
ac
tical
to
u
s
e
b
y
teac
h
er
s
,
s
ch
o
o
l
a
d
m
in
is
tr
ato
r
s
,
p
s
y
ch
o
l
o
g
is
ts
,
an
d
f
u
tu
r
e
r
esear
ch
er
s
.
B
ey
o
n
d
class
r
o
o
m
u
s
e,
th
e
SMC
S
h
as
wid
er
i
m
p
licatio
n
s
f
o
r
ed
u
ca
tio
n
al
p
r
ac
tice
an
d
p
o
licy
b
y
in
f
o
r
m
in
g
teac
h
er
t
r
ain
in
g
t
h
r
o
u
g
h
tar
g
eted
m
o
tiv
atio
n
a
l
s
tr
ateg
ies,
s
u
p
p
o
r
tin
g
s
ch
o
o
l
in
itiativ
es
with
ev
id
en
ce
-
b
ased
i
n
d
icato
r
s
f
o
r
cu
r
r
icu
lu
m
,
an
d
s
tr
en
g
th
e
n
in
g
f
am
ily
e
n
g
ag
e
m
en
t
in
f
o
s
ter
in
g
s
tu
d
en
ts
’
s
u
s
tain
ed
co
m
m
itm
en
t
to
lear
n
in
g
m
ath
em
atics.
B
y
m
ea
s
u
r
in
g
an
d
u
n
d
er
s
tan
d
in
g
m
ath
em
atica
l
co
m
m
itm
en
t,
th
e
SMC
S
o
f
f
er
s
th
e
p
o
ten
tial
to
tr
an
s
f
o
r
m
th
e
c
u
ltu
r
e
o
f
m
ath
lear
n
i
n
g
in
th
e
Ph
il
ip
p
in
es,
cu
ltiv
atin
g
s
tu
d
en
ts
wh
o
ar
e
n
o
t
o
n
ly
c
o
m
p
eten
t
b
u
t
also
m
o
tiv
ated
,
r
esil
ien
t,
an
d
c
o
n
f
id
e
n
t
in
th
eir
m
ath
em
atica
l
jo
u
r
n
ey
.
Desp
ite
its
s
tr
en
g
th
s
,
th
e
s
tu
d
y
h
as
lim
itatio
n
s
wh
ich
in
clu
d
e
a
r
eg
io
n
al
s
am
p
le
th
at
is
c
o
n
s
tr
ain
ed
o
n
ly
to
Dav
a
o
d
el
Su
r
,
r
elia
n
c
e
o
n
s
elf
-
r
ep
o
r
t
o
f
th
e
r
esp
o
n
d
en
ts
,
an
d
th
e
ab
s
en
ce
o
f
lo
n
g
itu
d
in
al
d
ata.
Fu
tu
r
e
r
esear
ch
s
h
o
u
ld
ad
d
r
ess
th
ese
g
ap
s
b
y
r
ep
licatin
g
th
e
s
ca
le
in
o
th
er
r
eg
io
n
s
an
d
g
r
ad
e
lev
els,
ev
alu
atin
g
its
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f
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f
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th
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co
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tu
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wo
r
k
was c
ar
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AUTHO
R
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M
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N
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h
is
jo
u
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C
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u
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au
th
o
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tr
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u
tio
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s
,
r
ed
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o
r
s
h
ip
d
is
p
u
tes,
an
d
f
ac
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ate
co
llab
o
r
atio
n
.
Na
m
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o
f
Aut
ho
r
C
M
So
Va
Fo
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Vi
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Pime
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C
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c
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s
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m
th
at
in
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lly
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ed
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r
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r
to
th
eir
in
clu
s
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f
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ts
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ad
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p
r
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tiality
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t th
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s
.
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T
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CAL AP
P
RO
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h
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th
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co
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t
h
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with
all
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al
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e
g
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l
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d
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s
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p
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licies,
in
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ll
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ce
with
th
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p
r
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n
cip
les
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u
tlin
ed
in
th
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Helsin
k
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Dec
lar
atio
n
.
Ap
p
r
o
v
al
to
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n
d
u
ct
th
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s
tu
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y
was
g
r
a
n
ted
b
y
th
e
Un
i
v
er
s
ity
R
esear
ch
E
th
ics
C
o
m
m
ittee,
en
s
u
r
in
g
th
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s
af
ety
,
d
i
g
n
ity
,
an
d
r
ig
h
ts
o
f
all
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u
m
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r
esp
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n
d
e
n
ts
.
Sh
o
u
ld
v
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if
icatio
n
b
e
r
e
q
u
ir
ed
,
th
e
o
f
f
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r
tific
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g
r
an
ti
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g
p
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m
is
s
io
n
to
co
n
d
u
ct
th
e
r
esear
ch
is
av
ailab
le
f
o
r
r
ev
iew
u
p
o
n
r
eq
u
est.
DATA AV
AI
L
AB
I
L
I
T
Y
T
h
e
d
ata
th
at
s
u
p
p
o
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t
th
e
f
i
n
d
in
g
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o
f
th
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s
tu
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y
ar
e
av
aila
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n
r
eq
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est
f
r
o
m
th
e
co
r
r
esp
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n
d
in
g
au
th
o
r
,
[
R
PS
]
.
T
h
e
d
ata,
w
h
ich
co
n
tain
in
f
o
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m
atio
n
th
at
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p
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is
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th
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h
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ticip
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ts
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t p
u
b
licly
a
v
ailab
le
d
u
e
to
ce
r
tain
r
estrictio
n
s
.
RE
F
E
R
E
NC
E
S
[
1
]
O
r
g
a
n
i
sa
t
i
o
n
f
o
r
Ec
o
n
o
mi
c
C
o
-
o
p
e
r
a
t
i
o
n
a
n
d
D
e
v
e
l
o
p
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e
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t
(
O
EC
D
)
,
PI
S
A
2
0
2
2
res
u
l
t
s
(
V
o
l
u
m
e
I
)
:
t
h
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s
t
a
t
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f
l
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rn
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n
g
a
n
d
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q
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d
u
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0
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3
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:
1
0
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1
7
8
7
/
5
3
f
2
3
8
8
1
-
e
n
.
[
2
]
P
.
Jo
h
n
,
E.
C
a
l
a
m
,
M
.
A
n
t
o
n
i
e
t
a
,
a
n
d
A
.
B
a
c
a
b
a
c
,
“
U
n
v
e
i
l
i
n
g
t
h
e
d
e
t
e
r
mi
n
a
n
t
s
o
f
u
n
d
e
r
p
e
r
f
o
r
ma
n
c
e
i
n
t
h
e
P
r
o
g
r
a
mm
e
f
o
r
I
n
t
e
r
n
a
t
i
o
n
a
l
S
t
u
d
e
n
t
A
sses
sme
n
t
(
P
I
S
A
)
:
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sy
s
t
e
m
a
t
i
c
l
i
t
e
r
a
t
u
r
e
r
e
v
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e
w
,
”
J
o
u
r
n
a
l
o
f
I
n
n
o
v
a
t
i
o
n
s
i
n
T
e
a
c
h
i
n
g
a
n
d
L
e
a
r
n
i
n
g
,
v
o
l
.
4
,
n
o
.
1
,
p
p
.
4
4
–
4
7
,
2
0
2
4
,
[
O
n
l
i
n
e
]
.
A
v
a
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l
a
b
l
e
:
h
t
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p
:
/
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p
u
b
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c
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e
p
u
b
.
c
o
m
/
j
i
t
l
/
4
/
1
/
7
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2
2
5
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8
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2
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20
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[
3
]
O
r
g
a
n
i
sa
t
i
o
n
f
o
r
Ec
o
n
o
m
i
c
C
o
-
o
p
e
r
a
t
i
o
n
a
n
d
D
e
v
e
l
o
p
m
e
n
t
(
O
E
C
D
)
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PI
S
A
2
0
2
2
res
u
l
t
s
(
V
o
l
u
m
e
I
I
)
:
l
e
a
rn
i
n
g
d
u
ri
n
g
–
a
n
d
f
ro
m
–
d
i
sr
u
p
t
i
o
n
.
P
a
r
i
s
:
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3
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1
7
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7
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9
7
d
b
6
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c
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.
[
4
]
Y
.
M
.
B
a
h
,
“
P
o
o
r
p
e
r
f
o
r
ma
n
c
e
i
n
mat
h
e
m
a
t
i
c
s
a
mo
n
g
se
n
i
o
r
s
e
c
o
n
d
a
r
y
sc
h
o
o
l
s
t
u
d
e
n
t
s
:
l
e
ss
o
n
s
f
o
r
e
d
u
c
a
t
i
o
n
p
l
a
n
n
e
r
s
a
n
d
p
a
r
e
n
t
s
,
”
I
n
t
e
r
n
a
t
i
o
n
a
l
J
o
u
rn
a
l
o
f
Ed
u
c
a
t
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o
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n
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,
v
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o
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1
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2
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3
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v
4
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0
5
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[
5
]
A
.
B
.
I
d
d
r
i
s
u
e
t
a
l
.
,
“
S
t
u
d
e
n
t
s’
c
h
a
r
a
c
t
e
r
i
s
t
i
c
s
a
n
d
a
c
a
d
e
m
i
c
p
e
r
f
o
r
ma
n
c
e
i
n
m
a
t
h
e
m
a
t
i
c
s
,
”
J
o
u
r
n
a
l
o
f
E
d
u
c
a
t
i
o
n
,
S
o
c
i
e
t
y
a
n
d
Be
h
a
v
i
o
u
r
a
l
S
c
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n
c
e
,
v
o
l
.
3
6
,
n
o
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3
,
p
p
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5
4
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7
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[
6
]
J.
D
i
N
a
p
o
l
i
,
“
D
i
st
i
n
g
u
i
s
h
i
n
g
b
e
t
w
e
e
n
g
r
i
t
,
p
e
r
si
s
t
e
n
c
e
,
a
n
d
p
e
r
se
v
e
r
a
n
c
e
f
o
r
l
e
a
r
n
i
n
g
ma
t
h
e
ma
t
i
c
s
w
i
t
h
u
n
d
e
r
st
a
n
d
i
n
g
,
”
Ed
u
c
a
t
i
o
n
S
c
i
e
n
c
e
s
,
v
o
l
.
1
3
,
n
o
.
4
,
p
.
4
0
2
,
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2
0
2
3
,
d
o
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1
0
.
3
3
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0
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d
u
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sci
1
3
0
4
0
4
0
2
.
[
7
]
N
.
I
sen
b
e
r
g
a
n
d
M
.
B
r
a
u
e
r
,
C
o
m
m
i
t
m
e
n
t
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n
d
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o
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s
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st
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n
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y
.
N
e
w
Y
o
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k
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L
o
n
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n
:
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2
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3
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8
4
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R
EPRW
1
2
6
-
1.
[
8
]
N
.
S
a
a
i
d
i
n
,
“
T
h
e
i
n
f
l
u
e
n
c
e
b
e
t
w
e
e
n
me
t
a
c
o
g
n
i
t
i
o
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p
r
a
c
t
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c
e
,
st
u
d
e
n
t
s’
l
e
a
r
n
i
n
g
c
o
mm
i
t
me
n
t
a
n
d
a
c
a
d
e
mi
c
a
c
h
i
e
v
e
me
n
t
o
f
mat
r
i
c
u
l
a
t
i
o
n
st
u
d
e
n
t
s
i
n
p
h
y
s
i
c
s
,
”
I
n
t
e
r
n
a
t
i
o
n
a
l
J
o
u
r
n
a
l
o
f
Ac
a
d
e
m
i
c
Re
s
e
a
r
c
h
i
n
Bu
s
i
n
e
ss
a
n
d
S
o
c
i
a
l
S
c
i
e
n
c
e
s
,
v
o
l
.
1
0
,
n
o
.
3
,
M
a
r
.
2
0
2
0
,
d
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:
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0
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6
0
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/
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JA
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B
S
S
/
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1
0
-
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3
/
7
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5
1
.
[
9
]
X
.
Li
u
,
“
Ef
f
e
c
t
o
f
t
e
a
c
h
e
r
–
st
u
d
e
n
t
r
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l
a
t
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o
n
sh
i
p
o
n
a
c
a
d
e
mi
c
e
n
g
a
g
e
me
n
t
:
t
h
e
me
d
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a
t
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n
g
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o
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p
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s
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t
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a
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a
d
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m
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c
p
r
e
ssu
r
e
,
”
Fr
o
n
t
i
e
rs
i
n
Psy
c
h
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l
o
g
y
,
v
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