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s
wh
ile
av
o
id
in
g
p
r
esen
tis
t
ju
d
g
m
en
ts
th
at
im
p
o
s
e
co
n
tem
p
o
r
ar
y
v
alu
es
o
n
p
ast
ev
en
ts
[
8
]
,
[
9
]
.
B
y
f
o
s
ter
in
g
m
u
ltip
er
s
p
ec
tiv
i
ty
an
d
cr
itical
th
in
k
in
g
ca
p
a
b
ilit
ies,
h
is
to
r
ical
em
p
ath
y
t
r
an
s
f
o
r
m
s
p
ass
iv
e
m
em
o
r
izatio
n
in
to
ac
tiv
e
i
n
ter
p
r
etatio
n
,
u
ltima
tely
en
h
an
cin
g
s
tu
d
en
ts
’
h
is
to
r
ical
co
n
s
cio
u
s
n
ess
an
d
p
r
o
m
o
tin
g
d
ee
p
e
r
en
g
a
g
em
e
n
t
with
co
m
p
lex
s
o
cial
is
s
u
es
[
5
]
,
[
1
0
]
.
T
h
e
d
e
v
elo
p
m
en
t
o
f
em
p
ath
etic
u
n
d
er
s
tan
d
i
n
g
s
er
v
es
as
a
b
r
id
g
e
co
n
n
ec
tin
g
p
ast
an
d
p
r
esen
t,
en
ab
lin
g
s
tu
d
en
ts
to
ap
p
r
ec
i
ate
th
e
co
m
p
lex
ity
o
f
h
u
m
an
ac
tio
n
s
ac
r
o
s
s
d
if
f
er
en
t te
m
p
o
r
al
a
n
d
cu
lt
u
r
al
co
n
t
ex
ts
[
1
1
]
.
T
h
e
s
ig
n
if
ican
ce
o
f
h
is
to
r
ical
em
p
ath
y
ex
te
n
d
s
b
e
y
o
n
d
ac
a
d
em
ic
u
n
d
er
s
tan
d
in
g
.
T
h
is
p
e
d
ag
o
g
ical
ap
p
r
o
ac
h
r
ep
r
esen
ts
a
f
u
n
d
a
m
en
tal
co
m
p
o
n
en
t
o
f
s
o
cial
s
tu
d
ies
ed
u
ca
tio
n
,
en
ab
lin
g
s
t
u
d
en
ts
to
tr
an
s
ce
n
d
m
em
o
r
izatio
n
an
d
cr
itically
an
aly
ze
p
ast
ev
en
ts
th
r
o
u
g
h
u
n
d
er
s
tan
d
in
g
h
is
to
r
ical
ac
to
r
s
’
m
o
tiv
es,
b
elief
s
,
an
d
em
o
tio
n
s
with
in
th
eir
c
o
n
tex
ts
[
7
]
.
His
to
r
ical
em
p
ath
y
f
o
s
ter
s
d
ee
p
er
h
is
to
r
ical
u
n
d
er
s
tan
d
in
g
,
e
n
h
an
ce
s
m
em
o
r
y
r
ete
n
tio
n
,
an
d
d
ev
e
lo
p
s
cr
itical
th
in
k
in
g
s
k
ills
b
y
r
eq
u
i
r
in
g
s
tu
d
en
ts
to
an
aly
ze
m
o
tiv
es
an
d
co
n
s
eq
u
en
ce
s
with
in
ap
p
r
o
p
r
i
ate
h
is
to
r
ical
f
r
a
m
ewo
r
k
s
[
1
1
]
.
Fu
r
th
er
m
o
r
e,
it
c
u
ltiv
ates
civ
ic
v
alu
es,
cu
ltu
r
al
u
n
d
er
s
tan
d
i
n
g
,
an
d
eth
ical
r
ea
s
o
n
in
g
,
m
ak
in
g
h
is
to
r
y
e
d
u
ca
tio
n
m
o
r
e
tr
an
s
f
o
r
m
ativ
e
an
d
r
elev
a
n
t
to
co
n
tem
p
o
r
ar
y
is
s
u
es
wh
ile
h
elp
in
g
s
tu
d
en
ts
av
o
id
p
r
esen
t
is
m
-
th
e
ten
d
en
cy
to
ju
d
g
e
h
is
to
r
ical
ev
en
ts
b
y
m
o
d
er
n
s
tan
d
a
r
d
s
[
8
]
.
C
o
n
s
eq
u
en
tly
,
co
n
tem
p
o
r
ar
y
p
ed
ag
o
g
y
h
as
in
cr
ea
s
in
g
ly
em
p
h
asized
h
is
to
r
ical
em
p
ath
y
as
cr
u
cial
f
o
r
d
e
v
elo
p
in
g
civ
ic
liter
ac
y
,
d
em
o
cr
a
tic
p
ar
ticip
atio
n
s
k
ills
,
an
d
n
av
ig
atin
g
co
m
p
lex
s
o
cial
is
s
u
es th
r
o
u
g
h
tar
g
eted
in
s
tr
u
ctio
n
al
s
tr
ateg
ies [
1
2
]
.
Desp
ite
its
r
ec
o
g
n
ized
im
p
o
r
tan
ce
,
s
tu
d
en
ts
en
co
u
n
ter
s
ig
n
if
ican
t
b
ar
r
ier
s
wh
e
n
d
ev
elo
p
in
g
h
is
to
r
ical
em
p
ath
y
d
u
e
to
c
o
g
n
itiv
e,
em
o
tio
n
al,
an
d
co
n
tex
tu
al
ch
allen
g
es
th
at
im
p
ed
e
th
eir
ab
ilit
y
to
u
n
d
er
s
tan
d
h
is
to
r
ical
p
er
s
p
ec
tiv
es
ef
f
ec
tiv
ely
[
9
]
,
[
1
3
]
.
T
h
e
tem
p
o
r
al
a
n
d
ex
p
er
ien
tial
d
is
tan
ce
b
etwe
en
co
n
tem
p
o
r
ar
y
s
tu
d
e
n
ts
an
d
h
is
to
r
ical
f
ig
u
r
es
cr
ea
tes
em
p
ath
etic
d
if
f
icu
lties
co
m
p
ar
ab
l
e
to
u
n
d
er
s
tan
d
i
n
g
s
tr
an
g
er
s
,
p
ar
ticu
lar
ly
ch
alle
n
g
in
g
f
o
r
y
o
u
n
g
lear
n
er
s
wh
o
m
ay
lack
th
e
ab
s
tr
ac
t
th
in
k
in
g
s
k
ills
n
ec
es
s
ar
y
f
o
r
co
n
tex
tu
alizin
g
h
is
to
r
ical
ac
tio
n
s
an
d
m
o
tiv
atio
n
s
[
7
]
,
[
1
4
]
.
Pre
-
ex
is
tin
g
m
ed
ia
r
ep
r
esen
tatio
n
s
an
d
in
s
u
f
f
icien
t
co
n
tex
tu
al
k
n
o
wled
g
e
c
o
m
p
o
u
n
d
th
ese
ch
alle
n
g
es,
o
f
ten
lea
d
in
g
to
b
iased
in
ter
p
r
etatio
n
s
an
d
m
o
r
al
ju
d
g
m
en
ts
b
ased
o
n
cu
r
r
en
t v
alu
es r
ath
e
r
th
an
h
is
to
r
ical
co
n
tex
ts
[
1
5
]
,
[
1
6
]
.
Pre
v
io
u
s
r
esear
ch
o
n
h
is
to
r
ical
em
p
ath
y
h
as
b
ee
n
p
r
ed
o
m
in
an
tly
c
o
n
d
u
cted
in
e
d
u
ca
tio
n
al
s
ettin
g
s
ac
r
o
s
s
No
r
th
Am
er
ica
an
d
E
u
r
o
p
e,
with
em
er
g
in
g
s
ch
o
la
r
s
h
ip
in
Asi
a.
Stu
d
ies
h
av
e
b
ee
n
im
p
lem
en
ted
in
s
ec
o
n
d
ar
y
an
d
p
o
s
t
-
s
ec
o
n
d
ar
y
in
s
titu
tio
n
s
,
p
ar
ticu
lar
ly
with
in
u
n
iv
er
s
ity
-
b
ased
p
r
e
-
s
er
v
ic
e
teac
h
er
p
r
o
g
r
am
s
an
d
h
ig
h
s
ch
o
o
l
class
r
o
o
m
s
in
th
e
Un
ited
States
,
Neth
er
la
n
d
s
,
I
n
d
o
n
esia,
Sp
ain
,
a
n
d
C
an
ad
a
[
8
]
,
[
1
7
]
–
[
1
9
]
.
R
esear
ch
p
r
o
jects
h
av
e
f
r
eq
u
en
tly
ce
n
ter
ed
o
n
l
o
ca
l
h
is
to
r
y
co
n
te
x
ts
,
in
clu
d
in
g
b
lack
ce
m
eter
ies
in
th
e
Un
ited
States
So
u
th
ea
s
t,
th
e
C
OVI
D
-
1
9
p
an
d
em
ic,
an
d
u
n
d
er
r
ep
r
esen
te
d
h
is
to
r
ical
f
ig
u
r
es,
u
tili
zin
g
p
lace
-
b
ased
an
d
in
q
u
ir
y
-
b
ased
p
ed
a
g
o
g
ical
ap
p
r
o
ac
h
es [
1
0
]
,
[
1
6
]
.
R
esear
ch
d
em
o
n
s
tr
ates
th
at
s
tu
d
en
ts
ex
h
i
b
it
th
eir
h
ig
h
est
le
v
els
o
f
h
is
to
r
ical
e
m
p
ath
y
d
u
r
in
g
ac
tiv
e,
co
n
tex
tu
alize
d
lear
n
in
g
e
x
p
er
ien
ce
s
th
at
ex
ten
d
b
ey
o
n
d
tr
a
d
itio
n
al
class
r
o
o
m
s
ettin
g
s
,
p
ar
ticu
lar
ly
th
r
o
u
g
h
im
m
er
s
iv
e
in
q
u
ir
y
-
b
ased
ac
ti
v
ities
s
u
ch
as
au
g
m
en
ted
r
ea
lity
f
ield
tr
ip
s
,
m
u
s
eu
m
v
is
its
,
an
d
l
o
ca
l
h
is
to
r
y
r
esear
ch
p
r
o
jects
,
wh
er
e
th
e
y
ca
n
f
o
r
g
e
em
o
tio
n
al
an
d
co
g
n
itiv
e
co
n
n
ec
tio
n
s
with
h
is
to
r
ical
f
ig
u
r
es
an
d
co
n
tex
ts
[
6
]
,
[
2
0
]
.
T
h
ese
en
g
a
g
em
en
t
p
ea
k
s
o
cc
u
r
wh
en
s
tu
d
en
ts
p
ar
ticip
ate
in
co
m
m
u
n
it
y
-
b
ased
r
esear
ch
o
r
in
ter
ac
tiv
e
m
u
s
eu
m
s
ess
io
n
s
th
at
allo
w
d
ee
p
er
e
x
p
lo
r
atio
n
o
f
d
iv
er
s
e
v
iewp
o
i
n
ts
an
d
p
er
s
o
n
al
h
is
to
r
ical
co
n
n
ec
tio
n
s
[
1
6
]
.
Mo
tiv
atio
n
p
ar
ticu
lar
ly
im
p
ac
ts
em
p
ath
y
d
ev
elo
p
m
e
n
t
wh
en
s
tu
d
en
ts
p
er
ce
iv
e
h
is
to
r
y
as
p
er
s
o
n
ally
r
elev
an
t
t
o
th
eir
liv
es
o
r
id
en
titi
es,
with
c
u
r
io
s
ity
an
d
o
p
p
o
r
t
u
n
ities
to
ex
p
l
o
r
e
m
u
ltip
le
p
er
s
p
ec
tiv
es
as
k
ey
ca
taly
s
ts
[
8
]
,
[
2
1
]
.
T
h
e
m
o
s
t
ef
f
ec
tiv
e
i
n
ter
s
ec
tio
n
o
f
c
o
g
n
itiv
e
a
n
d
m
o
tiv
atio
n
al
f
ac
to
r
s
o
cc
u
r
s
wh
en
co
n
tex
tu
al
u
n
d
er
s
tan
d
in
g
a
n
d
p
e
r
s
p
ec
tiv
e
-
tak
in
g
ab
ilit
ies
ar
e
s
tr
ateg
ically
p
air
ed
with
m
o
tiv
atio
n
al
elem
en
ts
lik
e
p
er
s
o
n
al
r
elev
an
ce
an
d
em
o
ti
o
n
al
en
g
ag
em
en
t,
m
ax
im
ized
th
r
o
u
g
h
s
tr
ateg
ies
in
clu
d
in
g
e
y
ewitn
ess
ac
co
u
n
ts
,
h
is
to
r
ical
s
ite
v
is
its
,
an
d
ex
p
licit d
is
cu
s
s
io
n
s
o
f
p
o
s
itio
n
ality
[
1
3
]
,
[
2
2
]
.
Ach
iev
em
en
t
m
o
tiv
atio
n
h
as
em
er
g
ed
as
a
cr
itical
f
ac
to
r
in
s
tu
d
en
t
s
u
cc
ess
an
d
en
g
ag
em
en
t.
Ach
iev
em
en
t
m
o
tiv
atio
n
co
m
p
r
is
es
two
f
u
n
d
am
e
n
tal
co
m
p
o
n
en
ts
:
i)
h
o
p
e
o
f
s
u
cc
ess
,
wh
ich
r
ef
lects
s
tu
d
en
ts
’
co
n
f
id
en
ce
a
n
d
d
esire
to
ac
h
ie
v
e
g
o
als
o
f
ten
lin
k
ed
to
m
aster
y
o
r
ien
tatio
n
an
d
s
elf
-
ef
f
icac
y
[
2
3
]
,
[
2
4
]
,
an
d
ii)
f
ea
r
o
f
f
ailu
r
e,
in
v
o
lv
in
g
an
x
iety
a
n
d
av
o
i
d
an
c
e
b
eh
a
v
io
r
s
th
at
ca
n
lead
to
m
alad
ap
tiv
e
s
tr
ateg
ies
an
d
ac
ad
em
ic
d
is
en
g
a
g
em
en
t
[
2
5
]
.
M
u
ltip
le
f
ac
to
r
s
s
ig
n
if
ican
tly
in
f
lu
en
ce
s
tu
d
e
n
ts
’
m
o
ti
v
atio
n
f
o
r
a
ca
d
em
ic
s
u
cc
ess
,
in
clu
d
in
g
ac
a
d
em
ic
s
elf
-
ef
f
icac
y
as
a
s
tr
o
n
g
p
r
e
d
icto
r
o
f
en
g
a
g
em
en
t
an
d
ac
h
i
ev
em
en
t
[
2
6
]
,
[
2
7
]
,
ac
ad
em
ic
s
elf
-
co
n
ce
p
t
[
2
8
]
,
p
ee
r
an
d
teac
h
er
s
u
p
p
o
r
t
s
y
s
tem
s
[
2
9
]
,
[
3
0
]
,
n
ee
d
f
o
r
c
o
g
n
it
io
n
d
r
i
v
in
g
i
n
tr
in
s
ic
m
o
tiv
atio
n
[
2
4
]
,
[
3
1
]
,
an
d
en
g
ag
em
en
t f
ac
ilit
ato
r
s
s
u
ch
as g
a
m
if
icatio
n
an
d
lea
r
n
in
g
s
u
p
p
o
r
t [
2
9
]
,
[
3
2
]
.
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
A
ch
ieve
men
t m
o
tiva
tio
n
a
s
a
p
r
ed
icto
r
o
f h
is
to
r
ica
l e
mp
a
th
y:
a
s
tu
d
y
o
f so
ci
a
l
…
(
Mo
h
a
m
ed
A
li N
emt
-
a
lla
h
)
1437
T
h
e
r
elatio
n
s
h
ip
b
etwe
en
m
o
ti
v
atio
n
an
d
co
g
n
itiv
e
en
g
ag
e
m
en
t
d
em
o
n
s
tr
ates
th
at
m
o
tiv
atio
n
s
er
v
es
as
a
d
ir
ec
t
an
tece
d
en
t
o
f
co
g
n
itiv
e
en
g
ag
e
m
en
t,
with
h
ig
h
ly
m
o
tiv
ated
s
tu
d
e
n
ts
m
o
r
e
lik
ely
to
en
g
ag
e
co
g
n
itiv
ely
an
d
ac
h
ie
v
e
b
etter
ac
ad
em
ic
o
u
tc
o
m
es
[
2
5
]
,
[
3
3
]
,
[
3
4
]
.
C
o
g
n
itiv
e
en
g
a
g
em
en
t
m
ed
iates
th
e
e
f
f
ec
t
o
f
m
o
tiv
atio
n
o
n
ac
h
iev
e
m
en
t,
cr
ea
tin
g
a
p
ath
way
wh
er
e
m
o
tiv
atio
n
e
n
h
an
ce
s
en
g
a
g
e
m
en
t,
s
u
b
s
eq
u
en
tly
p
r
ed
ictin
g
ac
a
d
em
ic
s
u
cc
ess
[
2
7
]
,
[
2
9
]
,
[
3
5
]
.
R
esear
ch
co
n
s
i
s
ten
tly
d
em
o
n
s
tr
ates th
at
ac
h
i
ev
em
en
t m
o
tiv
atio
n
s
er
v
es
as
a
r
o
b
u
s
t
p
r
ed
icto
r
o
f
lear
n
in
g
o
u
tco
m
es,
with
m
eta
-
an
aly
s
es
r
ev
ea
lin
g
p
o
s
itiv
e
ass
o
ciatio
n
s
b
etwe
en
b
o
th
in
tr
in
s
ic
an
d
ex
tr
in
s
ic
m
o
tiv
atio
n
an
d
a
ca
d
em
ic
p
e
r
f
o
r
m
an
ce
,
th
o
u
g
h
in
tr
in
s
ic
m
o
ti
v
atio
n
y
ield
s
m
o
r
e
s
u
b
s
tan
tial a
n
d
m
o
r
e
s
u
s
tain
ed
im
p
ac
ts
[
3
6
]
–
[
3
8
]
.
I
n
h
is
to
r
ical
lear
n
in
g
,
m
o
tiv
a
ted
s
tu
d
en
ts
ap
p
r
o
ac
h
co
m
p
l
ex
h
is
to
r
ical
co
n
ten
t
th
r
o
u
g
h
en
h
an
ce
d
en
g
ag
em
e
n
t,
s
elf
-
r
eg
u
lated
le
ar
n
in
g
s
tr
ateg
ies,
an
d
s
u
s
tain
ed
p
er
s
is
ten
ce
wh
en
e
n
co
u
n
t
er
in
g
ch
allen
g
in
g
m
ater
ial,
f
ac
ilit
atin
g
d
ee
p
er
c
o
m
p
r
eh
e
n
s
io
n
a
n
d
co
n
n
ec
tio
n
-
m
ak
in
g
ac
r
o
s
s
m
u
ltip
le
p
er
s
p
ec
tiv
es
[
3
9
]
–
[
4
1
]
.
Ach
iev
em
en
t
m
o
tiv
atio
n
,
p
a
r
t
icu
lar
ly
in
tr
in
s
ic
o
r
ien
tatio
n
,
en
h
an
ce
s
p
er
s
p
ec
tiv
e
-
tak
in
g
a
b
ilit
ies
b
y
f
o
s
ter
in
g
o
p
en
n
ess
to
d
iv
er
s
e
v
iewp
o
i
n
ts
an
d
willin
g
n
ess
to
a
n
aly
ze
h
is
to
r
ical
ev
en
ts
f
r
o
m
m
u
ltip
le
s
tan
d
p
o
in
ts
em
p
ath
etica
lly
[
4
2
]
,
[
4
3
]
.
Fu
r
th
er
m
o
r
e
,
m
aster
y
-
o
r
ien
te
d
ac
h
iev
em
en
t
m
o
tiv
atio
n
p
r
o
m
o
tes
d
ee
p
lear
n
i
n
g
p
r
o
ce
s
s
es
an
d
cr
itical
th
in
k
in
g
,
wh
ile
p
er
f
o
r
m
an
ce
-
o
r
ien
ted
m
o
tiv
atio
n
m
ay
d
r
iv
e
s
h
o
r
t
-
ter
m
ac
h
iev
em
en
t b
u
t
lim
its
co
n
ce
p
tu
al
u
n
d
e
r
s
tan
d
in
g
,
m
ak
in
g
i
n
tr
in
s
ic
m
o
tiv
atio
n
ess
en
tial
f
o
r
m
ea
n
in
g
f
u
l
h
is
to
r
ica
l
co
m
p
r
eh
e
n
s
io
n
[
4
4
]
,
[
4
5
]
.
Giv
en
th
e
im
p
o
r
tan
ce
o
f
h
is
to
r
ical
em
p
ath
y
i
n
s
o
cial
s
tu
d
ies
ed
u
ca
tio
n
an
d
ac
h
iev
e
m
en
t
m
o
tiv
atio
n
in
lear
n
in
g
o
u
tco
m
es,
a
co
m
p
ellin
g
n
ee
d
ex
is
ts
to
in
v
esti
g
ate
th
e
r
elatio
n
s
h
ip
b
etwe
en
th
ese
two
co
n
s
tr
u
cts.
W
h
ile
r
esear
ch
h
as
ex
am
in
ed
ea
ch
c
o
n
ce
p
t
in
d
ep
e
n
d
e
n
tly
,
lim
ited
atten
tio
n
h
as
b
ee
n
d
ev
o
ted
to
u
n
d
er
s
tan
d
i
n
g
h
o
w
ac
h
ie
v
em
e
n
t
m
o
tiv
atio
n
m
ig
h
t
p
r
e
d
ict
o
r
in
f
lu
en
ce
th
e
d
e
v
elo
p
m
en
t
o
f
h
is
to
r
ical
em
p
ath
y
am
o
n
g
u
n
i
v
er
s
ity
s
tu
d
en
ts
.
T
h
is
s
tu
d
y
aim
s
to
ex
p
lo
r
e
th
e
r
elatio
n
s
h
ip
b
etwe
en
ac
h
iev
em
en
t
m
o
tiv
atio
n
an
d
h
is
to
r
ical
em
p
ath
y
an
d
in
v
es
tig
ate
th
e
p
o
s
s
ib
ilit
y
o
f
p
r
e
d
ictin
g
h
is
to
r
ical
em
p
ath
y
t
h
r
o
u
g
h
ac
h
iev
em
e
n
t
m
o
tiv
atio
n
am
o
n
g
s
o
cial
s
tu
d
i
es u
n
iv
er
s
ity
s
tu
d
en
ts
.
T
h
is
s
tu
d
y
ad
d
r
ess
es th
e
f
o
llo
win
g
r
e
s
ea
r
ch
q
u
esti
o
n
s
:
−
W
h
at
is
th
e
r
elatio
n
s
h
i
p
b
etwe
en
ac
h
ie
v
em
en
t
m
o
tiv
atio
n
d
i
m
en
s
io
n
s
(
h
o
p
e
o
f
s
u
cc
ess
an
d
f
ea
r
o
f
f
ailu
r
e
)
an
d
h
is
to
r
ical
em
p
at
h
y
am
o
n
g
s
o
cial
s
tu
d
ies u
n
iv
er
s
ity
s
tu
d
e
n
ts
?
(
R
Q1
)
−
T
o
wh
at
ex
ten
t c
a
n
ac
h
iev
e
m
e
n
t m
o
tiv
atio
n
p
r
ed
ict
h
is
to
r
ical
em
p
ath
y
?
(
R
Q2
)
2.
M
E
T
H
O
D
2
.
1
.
P
a
rt
icipa
nts
T
h
e
s
tu
d
y
co
m
p
r
is
ed
two
d
is
tin
ct
s
am
p
les:
a
p
s
y
ch
o
m
etr
ic
v
alid
atio
n
an
d
a
m
ai
n
r
esear
c
h
s
am
p
le.
T
h
e
p
s
y
c
h
o
m
etr
ic
v
alid
atio
n
s
am
p
le
co
n
s
is
ted
o
f
3
3
1
u
n
iv
er
s
ity
s
tu
d
en
ts
f
r
o
m
th
e
Facu
l
ties
o
f
E
d
u
ca
tio
n
at
Al
-
Azh
ar
Un
iv
er
s
ity
,
in
clu
d
in
g
th
e
m
en
’
s
ca
m
p
u
s
in
T
af
h
n
a
Al
-
Ash
r
af
an
d
th
e
wo
m
en
’
s
ca
m
p
u
s
in
C
air
o
.
Par
ticip
an
ts
ag
ed
1
8
t
o
2
4
(
M=
2
0
.
1
0
5
,
SD=1
.
6
7
6
)
.
T
h
e
s
am
p
le
in
clu
d
ed
2
4
3
m
ale
s
tu
d
en
ts
(
7
3
.
4
%)
an
d
8
8
f
em
ale
s
tu
d
e
n
ts
(
2
6
.
6
%),
with
2
4
5
p
ar
ticip
an
ts
(
7
4
.
0
%
)
f
r
o
m
r
u
r
al
b
ac
k
g
r
o
u
n
d
s
an
d
8
6
(
2
6
.
0
%)
f
r
o
m
u
r
b
an
a
r
ea
s
.
Stu
d
en
ts
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e
d
is
tr
ib
u
ted
ac
r
o
s
s
ac
ad
em
i
c
y
ea
r
s
,
with
1
0
3
f
i
r
s
t
-
y
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r
s
tu
d
en
ts
(
3
1
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1
%),
5
4
s
ec
o
n
d
-
y
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r
s
tu
d
en
ts
(
1
6
.
3
%),
5
0
t
h
ir
d
-
y
ea
r
s
tu
d
e
n
ts
(
1
5
.
1
%),
an
d
1
2
4
f
o
u
r
t
h
-
y
ea
r
s
tu
d
en
ts
(
3
7
.
5
%).
T
h
e
s
am
p
le
was
f
u
r
th
er
d
iv
id
ed
b
y
s
p
ec
ializatio
n
,
with
1
3
6
g
eo
g
r
ap
h
y
s
tu
d
en
ts
(
4
1
.
1
%)
an
d
1
9
5
h
is
to
r
y
s
tu
d
en
ts
(
5
8
.
9
%).
Par
ticip
an
ts
wer
e
r
ec
r
u
ited
u
s
in
g
s
y
s
tem
atic
s
am
p
lin
g
f
r
o
m
th
e
tar
g
et
u
n
i
v
er
s
ities
.
T
h
e
m
ain
r
esear
c
h
s
am
p
le
co
n
s
is
ted
o
f
4
2
8
u
n
iv
er
s
ity
s
tu
d
en
ts
f
r
o
m
t
h
e
s
am
e
e
d
u
ca
tio
n
al
in
s
titu
tio
n
s
,
ag
ed
1
8
to
2
4
y
e
ar
s
(
M=
2
0
.
4
5
5
,
SD
=1
.
6
4
6
)
.
T
h
is
s
am
p
le
in
clu
d
ed
3
3
9
m
a
le
s
tu
d
en
ts
(
7
9
.
2
%)
an
d
8
9
f
em
ale
s
tu
d
e
n
ts
(
2
0
.
8
%),
with
3
2
7
p
ar
ticip
an
ts
(
7
6
.
4
%)
f
r
o
m
r
u
r
al
b
ac
k
g
r
o
u
n
d
s
an
d
1
0
1
(
2
3
.
6
%)
f
r
o
m
u
r
b
an
ar
ea
s
.
T
h
e
d
is
tr
ib
u
tio
n
ac
r
o
s
s
ac
ad
em
ic
y
ea
r
s
s
h
o
wed
1
0
3
f
ir
s
t
-
y
ea
r
s
tu
d
en
ts
(
2
4
.
1
%),
5
5
s
ec
o
n
d
-
y
ea
r
s
tu
d
en
ts
(
1
2
.
9
%),
5
0
th
ir
d
-
y
ea
r
s
tu
d
e
n
ts
(
1
1
.
7
%),
a
n
d
2
2
0
f
o
u
r
th
-
y
ea
r
s
tu
d
en
ts
(
5
1
.
4
%)
.
B
y
s
p
ec
ializatio
n
,
2
0
3
s
tu
d
en
ts
(
4
7
.
4
%)
wer
e
en
r
o
lled
in
g
eo
g
r
ap
h
y
p
r
o
g
r
am
s
an
d
2
2
5
s
tu
d
en
ts
(
5
2
.
6
%)
in
h
is
to
r
y
p
r
o
g
r
am
s
.
2
.
2
.
I
ns
t
rum
ent
s
T
h
e
ac
h
ie
v
em
en
t
m
o
tiv
es
s
ca
l
e
-
r
ev
is
ed
(
AM
S
-
R)
,
d
ev
elo
p
e
d
b
y
L
a
n
g
a
n
d
Frie
s
[
4
6
]
,
m
e
asu
r
es
two
p
r
im
ar
y
ac
h
ie
v
em
en
t
m
o
tiv
a
tio
n
d
im
en
s
io
n
s
:
h
o
p
e
o
f
s
u
cc
ess
(
5
item
s
)
an
d
f
ea
r
o
f
f
ailu
r
e
(
5
item
s
)
.
T
h
e
s
ca
le
em
p
lo
y
s
a
4
-
p
o
in
t
L
ik
er
t
f
o
r
m
at
with
r
esp
o
n
s
e
o
p
tio
n
s
r
an
g
in
g
f
r
o
m
s
tr
o
n
g
ly
d
is
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r
ee
=
1
to
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tr
o
n
g
ly
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g
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ee
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T
h
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s
ca
l
e
d
o
es
n
o
t
p
r
o
d
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ce
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to
tal
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m
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o
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ite
s
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e,
as
th
e
t
wo
d
im
en
s
io
n
s
ar
e
co
n
ce
p
tu
alize
d
as
d
is
tin
ct
m
o
t
iv
atio
n
al
o
r
ie
n
tatio
n
s
.
T
h
e
o
r
ig
in
al
E
n
g
lis
h
v
er
s
io
n
o
f
th
e
s
ca
le
was
tr
an
s
lated
in
to
Ar
ab
ic
u
s
in
g
a
f
o
r
war
d
-
b
ac
k
war
d
tr
an
s
latio
n
p
r
o
ce
d
u
r
e
to
e
n
s
u
r
e
lin
g
u
is
tic
ac
cu
r
ac
y
a
n
d
c
u
ltu
r
al
ap
p
r
o
p
r
iaten
ess
f
o
r
Ar
a
b
ic
-
s
p
ea
k
in
g
p
a
r
ticip
an
ts
.
Ps
y
ch
o
m
etr
ic
v
alid
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r
eq
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i
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ed
d
u
e
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o
s
s
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cu
ltu
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al
tr
an
s
latio
n
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d
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o
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tex
tu
al
a
d
a
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T
h
e
p
s
y
ch
o
m
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ic
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o
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th
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AM
S
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R
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C
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ato
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ited
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tr
o
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g
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ter
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s
is
ten
cy
with
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Do
n
ald
’
s
o
m
eg
a
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t
o
f
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8
5
9
,
C
r
o
n
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ac
h
’
s
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a
o
f
.
8
5
8
,
an
d
av
er
a
g
e
in
ter
-
item
co
r
r
elatio
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o
f
.
5
4
9
.
T
h
e
f
ea
r
o
f
f
ailu
r
e
s
u
b
s
ca
le
d
em
o
n
s
tr
ated
ad
e
q
u
ate
r
eliab
i
lity
with
Mc
Do
n
ald
’
s
o
m
eg
a
o
f
.
8
1
5
,
C
r
o
n
b
ac
h
’
s
alp
h
a
o
f
.
8
1
4
,
a
n
d
av
e
r
ag
e
in
ter
-
item
co
r
r
elatio
n
o
f
.
4
6
8
.
C
o
m
p
o
s
ite
r
eliab
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y
v
alu
es
wer
e
.
8
5
9
f
o
r
h
o
p
e
o
f
s
u
cc
ess
an
d
.
7
8
4
f
o
r
f
ea
r
o
f
f
ailu
r
e
,
with
co
r
r
esp
o
n
d
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g
a
v
er
ag
e
v
ar
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n
ce
ex
tr
ac
ted
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s
o
f
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5
4
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an
d
.
4
2
2
,
r
esp
ec
tiv
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y
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T
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e
h
is
to
r
ical
em
p
ath
y
s
ca
le
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ad
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f
o
r
m
(
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S
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AF
)
was
d
e
v
elo
p
ed
b
y
Ç
aliş
k
an
et
a
l.
[
4
7
]
to
ass
es
s
ad
u
lt
lear
n
er
s
’
em
p
at
h
etic
u
n
d
er
s
tan
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6
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th
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g
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itiv
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at
h
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8
it
em
s
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ec
tiv
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ath
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5
ite
m
s
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d
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io
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al
em
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a
th
y
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3
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s
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Par
ticip
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n
ts
r
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n
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s
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g
a
5
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p
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t
L
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s
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le
r
a
n
g
in
g
f
r
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m
“
n
ev
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”
to
“
alwa
y
s
”
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T
h
e
s
ca
le
y
ield
s
b
o
th
s
u
b
s
ca
l
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s
co
r
es
an
d
a
to
tal
h
is
to
r
ical
em
p
ath
y
s
co
r
e.
T
h
e
o
r
i
g
in
al
E
n
g
lis
h
v
er
s
io
n
was
tr
an
s
lated
in
to
Ar
ab
ic
t
h
r
o
u
g
h
a
s
y
s
tem
atic
f
o
r
war
d
-
b
ac
k
wa
r
d
tr
a
n
s
latio
n
p
r
o
ce
s
s
,
f
o
llo
we
d
b
y
e
x
p
er
t
r
ev
iew
to
en
s
u
r
e
s
em
an
tic
eq
u
iv
alen
c
e
an
d
cu
ltu
r
al
ap
p
r
o
p
r
iate
n
ess
f
o
r
th
e
tar
g
et
p
o
p
u
latio
n
.
T
h
e
HE
S
-
AF
d
em
o
n
s
tr
ated
r
o
b
u
s
t
p
s
y
ch
o
m
etr
ic
p
r
o
p
er
tie
s
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r
o
s
s
its
th
r
ee
-
d
im
en
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io
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al
s
tr
u
ctu
r
e.
C
o
n
f
ir
m
ato
r
y
f
ac
t
o
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aly
s
is
r
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led
g
o
o
d
m
o
d
el
f
it:
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f
=1
.
7
4
6
,
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=.
9
3
7
,
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=.
9
1
5
,
C
FI=
.
9
4
1
,
T
L
I
=.
9
3
0
,
an
d
R
MSE
A=
.
0
4
8
(
9
0
%
C
I
:
.
0
3
6
-
.
0
5
9
)
.
T
h
e
co
g
n
itiv
e
e
m
p
ath
y
s
u
b
s
ca
le
s
h
o
wed
ac
ce
p
tab
le
in
ter
n
al
co
n
s
is
ten
cy
with
Mc
Do
n
ald
’
s
o
m
eg
a
o
f
.
7
9
0
,
C
r
o
n
b
ac
h
’
s
alp
h
a
o
f
.
7
8
9
,
an
d
av
er
ag
e
in
ter
-
item
co
r
r
elatio
n
o
f
.
3
1
9
(
M=
2
8
.
2
9
9
,
SD=5
.
6
6
6
)
.
T
h
e
af
f
ec
tiv
e
em
p
ath
y
s
u
b
s
ca
le
d
em
o
n
s
tr
ated
a
d
eq
u
ate
r
eliab
ilit
y
with
Mc
Do
n
ald
’
s
o
m
eg
a
o
f
.
7
2
4
,
C
r
o
n
b
ac
h
’
s
alp
h
a
o
f
.
7
2
1
,
an
d
a
v
er
ag
e
in
ter
-
item
c
o
r
r
elatio
n
o
f
.
3
4
1
.
T
h
e
b
eh
a
v
io
r
al
em
p
ath
y
s
u
b
s
ca
l
e
ex
h
ib
ited
s
atis
f
ac
to
r
y
r
eliab
ilit
y
with
Mc
Do
n
ald
’
s
o
m
eg
a
o
f
.
7
4
0
,
C
r
o
n
b
ac
h
’
s
al
p
h
a
o
f
.
7
3
9
,
a
n
d
av
er
a
g
e
i
n
ter
-
item
c
o
r
r
elati
o
n
o
f
.
4
8
6
.
T
h
e
to
tal
HE
S
s
h
o
wed
s
tr
o
n
g
o
v
er
all
r
eliab
ilit
y
with
Mc
Do
n
ald
’
s
o
m
eg
a
o
f
.
8
5
8
,
C
r
o
n
b
ac
h
’
s
alp
h
a
o
f
.
8
5
7
,
an
d
av
er
ag
e
in
ter
-
item
co
r
r
elatio
n
o
f
.
2
7
3
(
M=
5
6
.
5
8
0
,
SD=1
0
.
4
6
0
)
.
T
h
e
co
m
p
o
s
ite
r
eliab
ilit
y
f
o
r
th
e
o
v
er
all
s
ca
le
was
.
8
5
4
with
an
av
er
a
g
e
v
ar
ian
ce
ex
tr
ac
te
d
o
f
.
6
6
1
.
2
.
3
.
P
r
o
ce
du
re
Data
co
llectio
n
was
co
n
d
u
cte
d
p
er
eth
ical
r
esear
ch
s
tan
d
ar
d
s
an
d
in
s
titu
tio
n
al
ap
p
r
o
v
al
p
r
o
ce
d
u
r
es.
Par
ticip
an
ts
wer
e
r
ec
r
u
ited
th
r
o
u
g
h
s
y
s
tem
atic
s
am
p
lin
g
f
r
o
m
th
e
tar
g
et
u
n
iv
er
s
ities
,
wit
h
in
f
o
r
m
e
d
co
n
s
en
t
o
b
tain
ed
f
r
o
m
all
p
ar
ticip
a
n
ts
p
r
io
r
to
d
ata
co
llectio
n
.
T
h
e
in
s
tr
u
m
en
ts
wer
e
ad
m
i
n
is
ter
ed
in
g
r
o
u
p
s
ettin
g
s
with
in
class
r
o
o
m
e
n
v
ir
o
n
m
en
t
s
to
en
s
u
r
e
s
tan
d
ar
d
ized
c
o
n
d
i
tio
n
s
.
Par
ticip
an
ts
co
m
p
leted
t
h
e
AM
S
-
R
an
d
th
e
HE
S
-
AF
d
u
r
in
g
s
in
g
le
test
in
g
s
ess
io
n
s
la
s
tin
g
ap
p
r
o
x
im
ate
ly
3
0
m
in
u
tes.
C
lear
in
s
tr
u
ctio
n
s
wer
e
p
r
o
v
id
ed
r
eg
ar
d
in
g
co
m
p
letin
g
b
o
th
in
s
tr
u
m
en
ts
,
an
d
p
ar
ticip
an
ts
wer
e
ass
u
r
ed
o
f
co
n
f
id
e
n
tiality
an
d
an
o
n
y
m
ity
o
f
th
eir
r
esp
o
n
s
es.
T
h
e
r
esear
ch
team
was
a
v
ailab
le
to
ad
d
r
ess
an
y
q
u
esti
o
n
s
o
r
co
n
ce
r
n
s
d
u
r
i
n
g
t
h
e
d
ata
co
llectio
n
.
2
.
4
.
Da
t
a
a
na
ly
s
is
Data
an
aly
s
is
was
co
n
d
u
cted
u
s
in
g
SP
S
S
2
7
.
0
an
d
AM
OS
2
6
.
0
s
o
f
twar
e
p
ac
k
ag
es.
Descr
ip
tiv
e
s
tatis
t
ics
an
d
co
r
r
elatio
n
an
aly
s
es
ex
am
in
ed
r
elatio
n
s
h
ip
s
b
etwe
en
ac
h
iev
em
en
t
m
o
tiv
at
io
n
d
im
en
s
io
n
s
an
d
h
is
to
r
ical
em
p
ath
y
c
o
m
p
o
n
e
n
ts
.
Mu
ltip
le
r
eg
r
ess
io
n
an
aly
s
is
in
v
esti
g
ated
th
e
p
r
ed
ictiv
e
ca
p
ac
ity
o
f
ac
h
iev
em
en
t
m
o
tiv
atio
n
(
h
o
p
e
o
f
s
u
cc
ess
an
d
f
ea
r
o
f
f
ailu
r
e
)
o
n
t
o
tal
h
is
to
r
ical
em
p
at
h
y
s
co
r
es.
Sig
n
if
ican
ce
lev
els we
r
e
s
et
at
p
<.
0
5
.
3.
RE
SU
L
T
S
T
h
e
co
r
r
elatio
n
an
aly
s
is
r
ev
e
a
led
s
ig
n
if
ican
t
p
o
s
itiv
e
r
elatio
n
s
h
ip
s
b
etwe
en
ac
h
iev
em
e
n
t
m
o
tiv
atio
n
d
im
en
s
io
n
s
an
d
h
is
to
r
ical
em
p
ath
y
co
m
p
o
n
e
n
ts
am
o
n
g
th
e
4
2
8
u
n
i
v
er
s
ity
s
tu
d
en
ts
i
n
th
e
s
tu
d
y
s
am
p
le.
As
p
r
esen
ted
in
T
ab
le
1
,
h
o
p
e
o
f
s
u
cc
ess
d
em
o
n
s
tr
ated
s
tr
o
n
g
p
o
s
itiv
e
c
o
r
r
elatio
n
s
with
all
d
im
e
n
s
io
n
s
o
f
h
is
to
r
ical
em
p
ath
y
,
with
th
e
s
tr
o
n
g
est
r
elatio
n
s
h
ip
o
b
s
er
v
ed
with
b
e
h
av
io
r
al
e
m
p
ath
y
(
r
=.
5
3
4
,
p
<.
0
0
1
)
,
f
o
llo
wed
b
y
to
tal
h
is
to
r
ical
em
p
ath
y
(
r
=.
5
2
8
,
p
<.
0
0
1
)
,
co
g
n
itiv
e
em
p
ath
y
(
r
=
.
4
6
7
,
p
<.
0
0
1
)
,
an
d
af
f
ec
tiv
e
em
p
at
h
y
(
r
=
.
3
2
7
,
p
<.
0
0
1
)
.
T
h
ese
co
r
r
elatio
n
s
in
d
icate
th
at
s
tu
d
en
ts
with
h
ig
h
er
lev
els
o
f
h
o
p
e
f
o
r
s
u
cc
ess
ten
d
to
ex
h
i
b
it
g
r
ea
te
r
em
p
ath
etic
u
n
d
e
r
s
tan
d
in
g
ac
r
o
s
s
co
g
n
itiv
e,
af
f
ec
tiv
e
,
a
n
d
b
eh
av
i
o
r
al
d
im
en
s
io
n
s
wh
e
n
en
g
ag
in
g
with
h
is
to
r
ical
co
n
ten
t.
T
h
e
m
ag
n
itu
d
e
o
f
th
ese
co
r
r
elatio
n
s
s
u
g
g
ests
m
ea
n
in
g
f
u
l
r
elatio
n
s
h
ip
s
th
at
war
r
an
t f
u
r
t
h
er
in
v
esti
g
atio
n
t
h
r
o
u
g
h
p
r
ed
ictiv
e
m
o
d
elin
g
.
Fear
o
f
f
ailu
r
e
also
d
em
o
n
s
tr
ated
s
ig
n
if
ican
t
p
o
s
itiv
e
co
r
r
elatio
n
s
with
all
h
is
to
r
ical
em
p
ath
y
d
im
en
s
io
n
s
,
th
o
u
g
h
th
ese
r
el
atio
n
s
h
ip
s
wer
e
g
e
n
er
ally
we
ak
er
th
a
n
th
o
s
e
o
b
s
er
v
e
d
with
h
o
p
e
o
f
s
u
cc
ess
.
T
h
e
co
r
r
elatio
n
s
r
an
g
e
d
f
r
o
m
.
2
4
9
(
f
ea
r
o
f
f
ailu
r
e
with
af
f
e
ctiv
e
em
p
ath
y
)
to
.
3
2
8
(
f
ea
r
o
f
f
ailu
r
e
with
t
o
tal
h
is
to
r
ical
em
p
ath
y
)
,
all
r
ea
c
h
in
g
s
tatis
tical
s
ig
n
if
ican
ce
at
p
<.
0
0
1
.
I
n
ter
esti
n
g
ly
,
t
h
e
m
o
d
er
ate
p
o
s
itiv
e
co
r
r
elatio
n
b
etwe
en
h
o
p
e
o
f
s
u
cc
ess
an
d
f
ea
r
o
f
f
ailu
r
e
(
r
=.
4
5
6
,
p
<.
0
0
1
)
s
u
g
g
ests
th
at
th
ese
two
ac
h
iev
em
en
t
Evaluation Warning : The document was created with Spire.PDF for Python.
I
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J
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2252
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8
8
2
2
A
ch
ieve
men
t m
o
tiva
tio
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a
s
a
p
r
ed
icto
r
o
f h
is
to
r
ica
l e
mp
a
th
y:
a
s
tu
d
y
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f so
ci
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(
Mo
h
a
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A
li N
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1439
m
o
tiv
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d
im
en
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io
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d
ep
e
n
d
en
t
co
n
s
tr
u
cts,
as
s
tu
d
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ay
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im
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ltan
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s
ly
ex
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ap
p
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h
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v
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m
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ti
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atio
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d
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T
h
e
in
ter
co
r
r
elatio
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s
am
o
n
g
h
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ical
em
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ath
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im
en
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io
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wer
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b
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tial,
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ath
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h
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th
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tr
o
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est
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elatio
n
s
h
ip
with
to
tal
h
is
to
r
ical
em
p
ath
y
(
r
=.
8
8
7
,
p
<
.
0
0
1
)
,
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o
llo
wed
b
y
af
f
ec
tiv
e
em
p
ath
y
(
r
=.
7
9
3
,
p
<.
0
0
1
)
an
d
b
eh
a
v
io
r
al
em
p
ath
y
(
r
=.
7
6
8
,
p
<.
0
0
1
)
,
co
n
f
ir
m
in
g
th
e
m
u
ltid
im
en
s
io
n
al
y
et
co
h
esiv
e
n
atu
r
e
o
f
h
is
t
o
r
ical
em
p
ath
y
as m
ea
s
u
r
ed
b
y
th
e
HE
S
-
AF.
T
ab
le
1
.
C
o
r
r
elatio
n
s
b
etwe
en
ac
h
iev
em
en
t m
o
tiv
atio
n
d
im
e
n
s
io
n
s
an
d
h
is
to
r
ical
em
p
ath
y
co
m
p
o
n
en
ts
V
a
r
i
a
b
l
e
M
SD
1
2
3
4
5
6
1
.
H
o
p
e
o
f
s
u
c
c
e
ss
1
5
.
4
2
0
2
.
9
0
9
1
2
.
F
e
a
r
o
f
f
a
i
l
u
r
e
1
4
.
3
2
1
2
.
7
3
0
.
4
5
6
**
1
3
.
C
o
g
n
i
t
i
v
e
e
m
p
a
t
h
y
2
8
.
3
6
9
5
.
5
3
2
.
4
6
7
**
.
2
7
9
**
1
4
.
A
f
f
e
c
t
i
v
e
e
m
p
a
t
h
y
1
7
.
1
4
0
4
.
0
1
0
.
3
2
7
**
.
2
4
9
**
.
5
0
0
**
1
5
.
B
e
h
a
v
i
o
r
a
l
e
mp
a
t
h
y
1
1
.
0
0
7
2
.
9
0
9
.
5
3
4
**
.
2
9
0
**
.
5
5
6
**
.
4
8
4
**
1
6
.
To
t
a
l
h
i
s
t
o
r
i
c
a
l
e
mp
a
t
h
y
5
6
.
6
1
6
1
0
.
3
1
8
.
5
2
8
**
.
3
2
8
**
.
8
8
7
**
.
7
9
3
**
.
7
6
8
**
1
N
o
t
e
:
**
p
<
.
0
1
;
M
=
m
e
a
n
;
S
D
=
st
a
n
d
a
r
d
d
e
v
i
a
t
i
o
n
Mu
ltip
le
r
eg
r
ess
io
n
an
aly
s
is
ex
am
in
ed
th
e
p
r
e
d
ictiv
e
ca
p
ac
ity
o
f
ac
h
ie
v
em
en
t
m
o
tiv
atio
n
d
im
en
s
io
n
s
o
n
to
tal
h
is
to
r
ical
em
p
ath
y
s
co
r
es.
T
h
e
r
esu
lts
,
as
s
u
m
m
ar
ized
in
T
ab
le
2
,
in
d
icate
th
at
th
e
co
m
b
in
atio
n
o
f
h
o
p
e
o
f
s
u
cc
ess
an
d
f
ea
r
o
f
f
ailu
r
e
s
ig
n
if
ican
tly
p
r
e
d
icted
h
is
to
r
ical
em
p
ath
y
,
F(2
,
4
2
5
)
=8
6
.
0
3
5
,
p
<.
0
0
1
.
T
h
e
m
o
d
el
ex
p
lai
n
ed
2
8
.
8
%
o
f
th
e
v
ar
ia
n
ce
in
h
is
to
r
ical
em
p
ath
y
s
co
r
es
(
R
²=
.
2
8
8
,
ad
j
u
s
te
d
R
²=
.
2
8
5
)
,
s
u
g
g
esti
n
g
th
at
ac
h
iev
em
e
n
t
m
o
tiv
atio
n
r
ep
r
esen
ts
a
m
ea
n
in
g
f
u
l
p
r
ed
icto
r
o
f
em
p
ath
etic
u
n
d
er
s
tan
d
in
g
in
h
is
to
r
ical
co
n
tex
ts
.
T
h
e
s
tan
d
a
r
d
er
r
o
r
(
SE)
o
f
t
h
e
esti
m
ate
was
8
.
7
3
,
in
d
icatin
g
r
ea
s
o
n
ab
le
p
r
ec
is
io
n
in
p
r
e
d
ictin
g
h
is
to
r
ical
em
p
ath
y
s
co
r
es f
r
o
m
ac
h
iev
e
m
en
t m
o
ti
v
atio
n
v
ar
iab
les.
T
ab
le
2
.
Mu
ltip
le
r
e
g
r
ess
io
n
a
n
aly
s
is
s
u
m
m
ar
y
: a
ch
iev
em
e
n
t m
o
tiv
atio
n
p
r
ed
ictin
g
h
is
to
r
ical
em
p
ath
y
M
o
d
e
l
R
R²
A
d
j
u
st
e
d
R
²
SE
F
df
p
1
.
5
3
7
.
2
8
8
.
2
8
5
8
.
7
2
6
8
6
.
0
3
5
2
<
.
0
0
1
N
o
t
e
:
S
E
=
st
a
n
d
a
r
d
e
r
r
o
r
;
P
r
e
d
i
c
t
o
r
s
:
h
o
p
e
o
f
su
c
c
e
ss,
f
e
a
r
o
f
f
a
i
l
u
r
e
;
d
e
p
e
n
d
e
n
t
v
a
r
i
a
b
l
e
:
t
o
t
a
l
h
i
st
o
r
i
c
a
l
e
m
p
a
t
h
y
.
E
x
am
in
in
g
in
d
iv
i
d
u
al
p
r
ed
ict
o
r
co
n
tr
ib
u
tio
n
s
r
ev
ea
led
d
if
f
er
en
tial
ef
f
ec
ts
o
f
th
e
two
ac
h
iev
em
en
t
m
o
tiv
atio
n
d
im
en
s
io
n
s
o
n
h
is
to
r
ical
em
p
ath
y
.
As
s
h
o
wn
in
T
ab
le
3
,
h
o
p
e
o
f
s
u
cc
ess
em
er
g
ed
as
th
e
p
r
im
ar
y
p
r
ed
icto
r
,
co
n
tr
ib
u
tin
g
s
ig
n
if
ican
tly
to
th
e
r
eg
r
ess
io
n
m
o
d
el
(
β=.4
7
8
,
t=1
0
.
3
9
1
,
p
<.
0
0
1
)
,
with
an
u
n
s
tan
d
ar
d
ize
d
co
ef
f
icien
t
o
f
1
.
6
9
5
(
SE=
.
1
6
3
)
.
T
h
is
f
in
d
in
g
in
d
icate
s
th
at
f
o
r
ea
c
h
u
n
it
in
cr
ea
s
e
in
h
o
p
e
o
f
s
u
cc
ess
s
co
r
es,
h
is
to
r
ical
em
p
ath
y
is
p
r
ed
icted
t
o
in
cr
ea
s
e
b
y
ap
p
r
o
x
im
ately
1
.
7
p
o
in
ts
,
co
n
tr
o
llin
g
f
o
r
f
ea
r
o
f
f
ailu
r
e.
Fear
o
f
f
ailu
r
e
also
co
n
tr
ib
u
ted
s
ig
n
if
ica
n
tly
b
u
t
m
o
r
e
m
o
d
estl
y
to
th
e
p
r
ed
ictio
n
o
f
h
is
to
r
ical
em
p
ath
y
(
β=.
1
0
9
,
t=2
.
3
8
0
,
p
=
.
0
1
8
)
,
with
an
u
n
s
tan
d
ar
d
ized
co
ef
f
icien
t
o
f
.
4
1
4
(
SE=
.
1
7
4
)
.
T
h
e
s
tan
d
ar
d
ized
b
eta
co
ef
f
icie
n
ts
r
ev
ea
l
th
at
h
o
p
e
o
f
s
u
cc
ess
h
as
ap
p
r
o
x
im
a
tely
f
o
u
r
tim
es
th
e
p
r
e
d
ictiv
e
s
tr
en
g
th
o
f
f
ea
r
o
f
f
ailu
r
e
in
ex
p
lain
in
g
h
is
to
r
i
ca
l
em
p
ath
y
v
ar
ian
ce
,
h
ig
h
lig
h
tin
g
th
e
im
p
o
r
tan
ce
o
f
ap
p
r
o
ac
h
-
o
r
ien
ted
ac
h
iev
em
en
t m
o
tiv
atio
n
in
f
o
s
ter
in
g
em
p
ath
etic
h
is
to
r
ical
u
n
d
er
s
tan
d
in
g
.
T
ab
le
3
.
R
eg
r
ess
io
n
co
e
f
f
icien
ts
f
o
r
ac
h
iev
em
e
n
t m
o
tiv
atio
n
p
r
ed
ictin
g
h
is
to
r
ical
em
p
ath
y
P
r
e
d
i
c
t
o
r
B
SE
β
t
p
C
o
n
st
a
n
t
2
4
.
5
5
4
2
.
6
4
3
-
9
.
2
9
0
<
.
0
0
1
H
o
p
e
o
f
su
c
c
e
ss
1
.
6
9
5
.
1
6
3
.
4
7
8
1
0
.
3
9
1
<
.
0
0
1
F
e
a
r
o
f
f
a
i
l
u
r
e
.
4
1
4
.
1
7
4
.
1
0
9
2
.
3
8
0
.
0
1
8
D
e
p
e
n
d
e
n
t
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em
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tr
ates
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im
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io
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.
Evaluation Warning : The document was created with Spire.PDF for Python.
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ical
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eq
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Ho
p
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m
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s
y
s
tem
th
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izes
s
tu
d
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war
d
m
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e
n
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f
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tan
d
i
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g
[
4
8
]
,
[
4
9
]
.
T
h
i
s
ap
p
r
o
ac
h
m
o
ti
v
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n
f
o
s
ter
s
co
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lex
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,
r
esil
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ce
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an
d
o
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n
n
ess
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e
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co
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co
m
p
o
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e
n
ts
ess
en
tial
f
o
r
h
is
to
r
ical
em
p
ath
y
d
ev
elo
p
m
en
t
[
5
0
]
,
[
5
1
]
.
Stu
d
en
ts
ch
ar
ac
ter
ized
b
y
h
ig
h
h
o
p
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o
f
s
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d
em
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n
s
tr
ate
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n
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with
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allen
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h
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t th
r
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ely
s
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ical
ac
to
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s
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ex
p
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an
d
m
o
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s
[
5
2
]
,
[
5
3
]
.
T
h
e
m
u
ltip
le
r
eg
r
ess
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al
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is
,
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lin
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th
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h
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en
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o
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ex
p
lain
s
2
8
.
8
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f
th
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v
ar
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ce
in
h
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at
h
y
,
r
ep
r
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ts
a
s
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b
s
tan
tial
co
n
tr
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u
tio
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to
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n
d
er
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tan
d
in
g
f
a
cto
r
s
th
at
in
f
lu
en
ce
em
p
ath
etic
h
is
to
r
ical
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n
d
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s
tan
d
in
g
.
R
esear
ch
co
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tly
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em
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tr
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r
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d
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h
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r
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ater
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s
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tak
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g
ab
ilit
ies
ce
n
tr
al
to
h
is
to
r
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em
p
ath
y
[
5
4
]
,
[
5
5
]
.
W
h
ile
f
ea
r
o
f
f
ailu
r
e
m
ay
m
o
tiv
ate
ac
a
d
em
ic
ef
f
o
r
t,
its
ef
f
ec
ts
ar
e
g
en
er
ally
less
ad
ap
tiv
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an
d
m
o
r
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co
n
tex
t
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d
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en
d
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n
t
th
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h
o
p
e
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f
s
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cc
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as
f
ea
r
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b
ased
m
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ten
d
s
to
n
a
r
r
o
w
att
en
tio
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al
f
o
cu
s
an
d
r
ed
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ce
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e
c
o
g
n
itiv
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f
lex
ib
ilit
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r
eq
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i
r
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f
o
r
u
n
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er
s
tan
d
i
n
g
m
u
ltip
le
h
is
to
r
ical
p
er
s
p
ec
tiv
e
s
[
5
6
]
.
T
h
e
d
if
f
er
en
tial
p
r
ed
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e
s
tr
en
g
th
o
f
th
e
two
ac
h
ie
v
em
en
t
m
o
tiv
atio
n
d
im
e
n
s
io
n
s
h
as
im
p
o
r
tan
t
th
eo
r
etica
l
im
p
licatio
n
s
f
o
r
u
n
d
er
s
tan
d
i
n
g
th
e
p
s
y
ch
o
l
o
g
ical
m
ec
h
an
is
m
s
u
n
d
er
l
y
in
g
h
is
to
r
ical
em
p
ath
y
d
ev
elo
p
m
e
n
t.
T
h
e
f
o
u
r
-
f
o
ld
s
tr
o
n
g
er
p
r
e
d
ictiv
e
ca
p
ac
ity
o
f
h
o
p
e
o
f
s
u
cc
ess
co
m
p
ar
ed
to
f
ea
r
o
f
f
ai
lu
r
e
s
u
g
g
ests
th
at
f
o
s
ter
in
g
ap
p
r
o
ac
h
-
o
r
ien
ted
ac
h
iev
em
e
n
t
m
o
tiv
atio
n
s
h
o
u
ld
b
e
p
r
io
r
it
ized
in
ed
u
ca
tio
n
al
in
ter
v
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tio
n
s
d
esig
n
ed
to
en
h
an
ce
h
is
to
r
ical
em
p
ath
y
.
Fro
m
a
p
ed
ag
o
g
ical
p
er
s
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ec
tiv
e,
th
ese
r
esu
lts
s
u
g
g
est
th
at
s
o
cial
s
tu
d
ies
ed
u
ca
to
r
s
s
h
o
u
ld
f
o
cu
s
o
n
cr
ea
tin
g
lear
n
in
g
en
v
ir
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n
m
e
n
ts
th
at
cu
ltiv
a
te
h
o
p
e
o
f
s
u
cc
ess
r
ath
er
th
a
n
r
el
y
in
g
o
n
f
ea
r
o
f
f
ailu
r
e
as
a
m
o
tiv
atio
n
al
s
tr
ateg
y
.
E
d
u
ca
tio
n
al
p
r
ac
tices
th
a
t
en
h
an
ce
s
tu
d
en
ts
’
co
n
f
id
en
ce
in
t
h
eir
ab
ilit
y
to
s
u
cc
ee
d
,
p
r
o
v
id
e
m
ea
n
in
g
f
u
l
c
h
o
ices,
an
d
em
p
h
asize
m
aster
y
o
v
e
r
p
e
r
f
o
r
m
an
ce
will
lik
ely
y
ield
g
r
ea
ter
im
p
r
o
v
em
en
ts
in
h
is
to
r
ical
em
p
a
th
y
.
T
h
e
p
r
ac
tical
im
p
licatio
n
s
o
f
th
is
r
esear
c
h
ex
ten
d
b
e
y
o
n
d
th
e
i
m
m
ed
iat
e
ed
u
ca
tio
n
al
c
o
n
tex
t
t
o
en
c
o
m
p
ass
b
r
o
ad
er
s
o
cieta
l
g
o
a
ls
r
elate
d
to
civ
ic
ed
u
ca
tio
n
an
d
d
em
o
c
r
atic
p
ar
ticip
atio
n
,
as
h
is
to
r
ical
em
p
ath
y
s
er
v
es
as
a
f
o
u
n
d
atio
n
f
o
r
cr
itical
th
in
k
in
g
ab
o
u
t c
o
n
tem
p
o
r
ar
y
s
o
cial
is
s
u
es,
cu
ltu
r
al
u
n
d
er
s
tan
d
in
g
,
an
d
eth
ical
r
ea
s
o
n
in
g
.
Sev
er
al
lim
itatio
n
s
s
h
o
u
ld
b
e
ac
k
n
o
wled
g
ed
wh
e
n
in
ter
p
r
etin
g
th
e
f
i
n
d
in
g
s
o
f
th
is
s
tu
d
y
.
First,
th
e
cr
o
s
s
-
s
ec
tio
n
al
d
esig
n
p
r
ec
lu
d
es
ca
u
s
al
in
f
er
e
n
ce
s
ab
o
u
t
t
h
e
r
elatio
n
s
h
ip
b
etwe
en
ac
h
ie
v
em
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t
m
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h
is
to
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ical
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p
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ality
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h
ig
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h
is
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ical
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p
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ay
d
ev
elo
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s
tr
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n
g
er
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m
en
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m
o
tiv
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,
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r
u
n
m
ea
s
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r
ed
th
ir
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les
in
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lu
en
ce
b
o
t
h
co
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tr
u
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s
im
u
ltan
eo
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s
ly
.
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n
d
,
th
e
s
am
p
le
was
lim
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to
E
g
y
p
tian
u
n
iv
er
s
ity
s
tu
d
en
ts
f
r
o
m
s
p
ec
if
ic
in
s
titu
tio
n
s
,
w
h
ich
m
ay
lim
it
th
e
g
en
er
ali
za
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y
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f
f
in
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s
to
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th
er
cu
ltu
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tex
ts
,
ed
u
ca
tio
n
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s
y
s
tem
s
,
o
r
ag
e
g
r
o
u
p
s
.
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h
ir
d
,
r
elian
ce
o
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s
el
f
-
r
ep
o
r
t
m
ea
s
u
r
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in
tr
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ce
s
p
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ten
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b
ias
an
d
m
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ar
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,
wh
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m
ay
h
a
v
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in
f
lated
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b
s
er
v
ed
co
r
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elatio
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s
b
etwe
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ac
h
iev
em
en
t
m
o
tiv
atio
n
a
n
d
h
is
to
r
ical
em
p
ath
y
.
Fin
ally
,
wh
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th
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s
tu
d
y
ex
p
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d
2
8
.
8
%
o
f
th
e
v
a
r
ian
ce
in
h
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to
r
ical
em
p
ath
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,
a
s
u
b
s
tan
tial p
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n
e
x
p
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u
g
g
est
in
g
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th
er
im
p
o
r
tan
t p
r
e
d
icto
r
s
wer
e
n
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clu
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r
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e
th
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p
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n
t
m
o
ti
v
atio
n
an
d
h
is
to
r
ical
em
p
ath
y
o
v
er
tim
e,
u
s
in
g
lo
n
g
itu
d
in
al
s
tu
d
ies
with
m
u
ltip
le
m
ea
s
u
r
em
en
t
p
o
i
n
ts
.
C
r
o
s
s
-
cu
ltu
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al
v
alid
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s
tu
d
ies
in
d
iv
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e
e
d
u
ca
tio
n
al
co
n
tex
ts
co
u
ld
r
e
v
e
al
p
o
ten
tial
cu
ltu
r
al
v
ar
iatio
n
s
in
th
e
r
elatio
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s
h
ip
.
E
x
p
er
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en
tal
d
esig
n
s
im
p
lem
en
tin
g
m
o
tiv
ati
o
n
-
en
h
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ce
m
e
n
t
in
ter
v
en
tio
n
s
co
u
ld
p
r
o
v
id
e
d
ir
ec
t
ev
id
e
n
ce
f
o
r
th
e
ca
u
s
al
im
p
ac
t
o
f
ac
h
iev
e
m
en
t
m
o
tiv
atio
n
o
n
h
is
to
r
ical
em
p
ath
y
d
ev
elo
p
m
e
n
t.
Ob
j
ec
tiv
e
m
ea
s
u
r
es
o
f
em
p
ath
etic
u
n
d
er
s
tan
d
in
g
,
s
u
ch
as
b
e
h
av
io
r
al
o
b
s
er
v
atio
n
s
o
r
p
er
f
o
r
m
a
n
ce
-
b
ased
ass
es
s
m
en
ts
,
co
u
ld
co
m
p
lem
en
t
s
elf
-
r
e
p
o
r
t
in
s
tr
u
m
en
ts
.
I
n
v
esti
g
atin
g
p
o
ten
t
ial
m
ed
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g
m
ec
h
an
is
m
s
,
s
u
ch
as
co
g
n
itiv
e
en
g
ag
em
e
n
t
o
r
em
o
tio
n
al
r
eg
u
latio
n
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co
u
ld
ad
v
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ce
th
eo
r
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e
r
s
tan
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in
g
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iev
em
en
t
m
o
tiv
atio
n
in
f
l
u
en
ce
s
em
p
ath
etic
ca
p
ac
ity
.
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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A
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men
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p
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(
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1441
5.
CO
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g
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ten
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h
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r
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to
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s
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m
ec
h
an
is
m
s
u
n
d
er
ly
in
g
h
is
to
r
ical
em
p
ath
y
an
d
p
r
ac
tical
g
u
i
d
an
ce
f
o
r
e
d
u
ca
to
r
s
s
ee
k
in
g
t
o
en
h
an
ce
em
p
ath
etic
u
n
d
e
r
s
tan
d
in
g
in
th
eir
s
tu
d
e
n
ts
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y
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en
tify
in
g
ac
h
ie
v
em
en
t
m
o
tiv
ati
o
n
as
a
s
ig
n
if
ican
t
p
r
ed
icto
r
o
f
h
is
to
r
ical
em
p
ath
y
,
th
is
r
esear
ch
o
f
f
e
r
s
a
f
o
u
n
d
atio
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f
o
r
d
ev
elo
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n
g
m
o
r
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ef
f
ec
tiv
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ed
ag
o
g
ical
ap
p
r
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ac
h
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th
at
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p
r
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ca
d
em
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tco
m
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n
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f
o
r
m
i
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en
g
ag
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a
n
d
em
p
ath
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citizen
s
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im
m
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iate
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n
tex
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m
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ass
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r
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cieta
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g
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als
r
elate
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e
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ticip
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th
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ev
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co
n
s
tr
u
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lex
s
o
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ased
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.
AUTHO
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.
No
.
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6
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Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2
2
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Ap
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1442
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[
1
]
R
.
C
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[
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.
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[
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T.
T.
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[
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[
5
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.
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[
6
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G
.
M
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[
7
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T.
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I
saw
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[
8
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H
.
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[
9
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J.
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[
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.
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6
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