I
nte
rna
t
io
na
l J
o
urna
l o
f
E
v
a
lua
t
io
n a
nd
Resea
rc
h in E
du
ca
t
io
n (
I
J
E
RE
)
Vo
l.
10
,
No
.
1
,
Ma
r
ch
2
0
2
1
,
p
p
.
8
~
15
I
SS
N:
2252
-
8
8
2
2
,
DOI
: 1
0
.
1
1
5
9
1
/
ije
r
e
.
v
10
i
1
.
2
0
5
7
3
8
J
o
ur
na
l ho
m
ep
a
g
e
:
h
ttp
:
//ij
ere.
ia
esco
r
e.
co
m
The co
rrelatio
n
b
etwe
en
self
-
ef
fica
cy
and peer
int
e
r
a
ction
towa
rds stude
nts’
emplo
y
a
bility in
v
o
ca
tiona
l
hig
h scho
o
l
F
a
t
wa
T
ent
a
ma
,
M
uh
a
m
m
a
d Z
ulfik
a
r
Nur
F
a
c
u
lt
y
o
f
P
s
y
c
h
o
l
o
g
y
,
U
n
iv
e
rsit
a
s
Ah
m
a
d
Da
h
lan
,
I
n
d
o
n
e
sia
Art
icle
I
nfo
AB
S
T
RAC
T
A
r
ticle
his
to
r
y:
R
ec
eiv
ed
Mar
8
,
2
0
20
R
ev
is
ed
No
v
17
,
2
0
20
Acc
ep
ted
J
an
1
2
,
2
0
2
1
Emp
lo
y
a
b
il
it
y
is
a
n
imp
o
rtan
t
fa
c
to
r
th
a
t
c
a
n
d
e
term
in
e
t
h
e
q
u
a
li
t
y
o
f
p
ro
sp
e
c
ti
v
e
g
ra
d
u
a
tes
,
e
sp
e
c
iall
y
i
n
v
o
c
a
ti
o
n
a
l
h
i
g
h
sc
h
o
o
ls
.
Th
e
re
fo
re
,
v
o
c
a
ti
o
n
a
l
h
i
g
h
sc
h
o
o
ls,
a
s
o
n
e
o
f
th
e
e
d
u
c
a
ti
o
n
a
l
i
n
stit
u
ti
o
n
s
th
a
t
p
re
p
a
re
wo
rk
fo
rc
e
re
so
u
rc
e
s,
n
e
e
d
to
p
a
y
a
t
ten
ti
o
n
t
o
fa
c
t
o
rs
t
h
a
t
c
a
n
i
n
c
re
a
se
th
e
ir
stu
d
e
n
ts'
e
m
p
l
o
y
a
b
il
it
y
.
T
h
is
st
u
d
y
a
ims
to
e
m
p
iri
c
a
ll
y
e
x
a
m
in
e
th
e
ro
le
o
f
se
lf
-
e
ffica
c
y
a
n
d
th
e
p
e
e
r
in
tera
c
ti
o
n
o
n
stu
d
e
n
t
e
m
p
lo
y
a
b
il
it
y
.
T
h
e
su
b
jec
ts
o
f
th
is
stu
d
y
we
re
1
3
2
stu
d
e
n
ts
a
t
Vo
c
a
ti
o
n
a
l
Hig
h
S
c
h
o
o
l
M
u
h
a
m
m
a
d
iy
a
h
P
ra
m
b
a
n
a
n
.
Th
e
d
a
ta
we
re
c
o
ll
e
c
ted
th
ro
u
g
h
a
n
e
m
p
lo
y
a
b
il
it
y
sc
a
le,
a
se
lf
-
e
ffica
c
y
sc
a
le,
a
n
d
a
p
e
e
r
i
n
tera
c
ti
o
n
sc
a
le.
Th
e
d
a
ta
we
re
t
h
e
n
a
n
a
ly
z
e
d
wit
h
m
u
lt
ip
le
l
in
e
a
r
re
g
re
ss
io
n
tec
h
n
i
q
u
e
s.
T
h
e
re
su
lt
s
s
h
o
we
d
th
a
t
:
1
)
S
imu
lt
a
n
e
o
u
sly
,
t
h
e
re
wa
s
a
v
e
ry
sig
n
ifi
c
a
n
t
r
o
le
t
h
a
t
se
lf
-
e
ffica
c
y
a
n
d
p
e
e
r
in
tera
c
ti
o
n
h
a
v
e
o
n
e
m
p
l
o
y
a
b
il
it
y
wit
h
p
=
0
.
0
0
0
(
p
<
0
.
0
1
)
;
2
)
P
a
rt
ially
,
th
e
re
wa
s
a
lso
a
v
e
ry
si
g
n
if
ica
n
t
r
o
le
t
h
a
t
se
lf
-
e
ffica
c
y
h
a
s
o
n
e
m
p
lo
y
a
b
il
it
y
wit
h
p
=
0
.
0
0
0
(
p
<
0
.
0
1
)
;
3
)
P
e
e
r
in
tera
c
ti
o
n
a
lso
h
a
d
a
p
a
rti
a
ll
y
sig
n
ifi
c
a
n
t
ro
le
o
n
e
m
p
lo
y
a
b
i
li
ty
with
p
=
0
.
0
0
1
(p
<
0
.
0
1
)
.
Bo
t
h
se
lf
-
e
ffica
c
y
a
n
d
p
e
e
r
in
tera
c
ti
o
n
sim
u
lt
a
n
e
o
u
sl
y
c
o
n
tri
b
u
te
d
4
0
.
8
%
t
o
e
m
p
l
o
y
a
b
i
li
ty
,
b
u
t
se
lf
-
e
ffica
c
y
h
a
d
a
m
o
re
d
o
m
in
a
n
t
r
o
le (2
6
.
7
%
)
t
h
a
n
p
e
e
r
in
tera
c
ti
o
n
s
(
1
4
.
1
%
).
K
ey
w
o
r
d
s
:
E
m
p
lo
y
ab
ilit
y
Peer
in
ter
ac
tio
n
Self
-
ef
f
icac
y
T
h
is i
s
a
n
o
p
e
n
a
c
c
e
ss
a
rticle
u
n
d
e
r th
e
CC B
Y
-
SA
li
c
e
n
se
.
C
o
r
r
e
s
p
o
nd
ing
A
uth
o
r
:
Fatwa
T
en
tam
a
Facu
lty
o
f
Ps
y
ch
o
lo
g
y
Un
iv
er
s
itas
Ah
m
ad
Dah
lan
Kap
as Str
ee
t
No
.
9
,
Um
b
u
l
h
ar
jo
,
Yo
g
y
a
k
ar
ta,
I
n
d
o
n
esia
E
m
ail:
f
atwa
.
ten
tam
a@
p
s
y
.
u
ad
.
ac
.
id
1.
I
NT
RO
D
UCT
I
O
N
T
h
e
g
o
v
er
n
m
en
t
d
esig
n
s
v
o
c
atio
n
al
h
ig
h
s
ch
o
o
l
ed
u
ca
tio
n
as
a
v
eh
icle
f
o
r
d
ev
el
o
p
in
g
k
n
o
wled
g
e
an
d
s
k
ills
,
wh
ich
is
ex
p
ec
ted
to
b
e
th
e
an
s
wer
to
th
e
ch
allen
g
es
in
th
e
wo
r
k
f
o
r
ce
s
ec
to
r
.
Vo
ca
tio
n
al
h
ig
h
s
ch
o
o
l
g
r
ad
u
ates
ar
e
n
o
w
ex
p
ec
ted
to
b
e
ab
le
to
m
ee
t
th
e
d
em
an
d
s
o
f
an
in
cr
ea
s
in
g
ly
co
m
p
etitiv
e
in
d
u
s
tr
y
.
Ho
wev
er
,
th
e
e
x
is
ten
ce
o
f
th
i
s
k
in
d
o
f
s
ch
o
o
l
is
co
n
s
id
e
r
e
d
to
b
e
to
o
p
r
em
atu
r
e
to
p
r
ep
ar
e
g
r
ad
u
ates
to
b
e
wo
r
k
er
s
wh
o
ar
e
r
ea
d
y
in
ter
m
s
o
f
k
n
o
wled
g
e,
s
k
ills
,
an
d
p
s
y
ch
o
lo
g
y
.
T
h
e
b
ig
g
est
c
h
allen
g
e
in
th
e
wo
r
ld
o
f
ed
u
ca
tio
n
to
d
a
y
is
to
p
r
o
d
u
ce
g
r
a
d
u
ates
wh
o
h
a
v
e
j
o
b
r
ea
d
in
ess
o
r
g
o
o
d
e
m
p
lo
y
a
b
ilit
y
,
s
u
ch
as
ac
ad
em
ic
ab
ilit
y
,
ab
ilit
y
to
m
aster
s
k
ills
,
an
d
p
e
r
s
o
n
ality
.
E
m
p
lo
y
ab
ilit
y
s
k
ills
ar
e
a
v
er
y
im
p
o
r
tan
t
b
asis
f
o
r
ev
er
y
in
d
iv
id
u
al
in
ed
u
ca
tio
n
al
in
s
titu
tio
n
s
,
esp
ec
ially
in
v
o
ca
tio
n
al
h
ig
h
s
ch
o
o
l.
Vo
ca
tio
n
al
h
ig
h
s
ch
o
o
ls
m
u
s
t
p
r
ep
ar
e
th
eir
s
tu
d
en
ts
to
h
a
v
e
em
p
lo
y
ab
ilit
y
as
a
p
r
o
v
is
io
n
f
o
r
f
u
tu
r
e
em
p
lo
y
m
e
n
t
[
1
]
.
De
v
elo
p
in
g
an
d
in
cr
ea
s
in
g
s
tu
d
e
n
t'
s
em
p
lo
y
ab
ilit
y
is
clea
r
ly
an
ess
en
tial
th
in
g
[
2
]
,
b
ec
au
s
e
it
ca
n
g
iv
e
s
tu
d
en
t
s
a
b
etter
s
k
ill
t
o
m
a
n
ag
e
t
h
eir
ca
r
ee
r
s
[
3
,
4
]
.
E
m
p
lo
y
ab
ilit
y
ca
n
im
p
r
o
v
e
te
am
wo
r
k
,
c
o
m
m
u
n
icatio
n
,
s
elf
-
m
an
ag
em
en
t,
an
aly
s
is
,
an
d
cr
i
tical
th
in
k
in
g
s
k
ills
[
5
]
.
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
Th
e
co
r
r
ela
tio
n
b
etw
ee
n
s
elf
-
effica
cy
a
n
d
p
ee
r
in
tera
ctio
n
to
w
a
r
d
s
s
tu
d
en
ts
’
...
(
F
a
tw
a
Ten
ta
ma
)
9
T
h
e
im
p
ac
t
o
f
lo
w
em
p
lo
y
ab
ilit
y
is
lo
w
s
elf
-
esteem
,
lack
o
f
e
f
f
o
r
t,
an
d
willin
g
n
ess
to
en
ter
th
e
wo
r
k
f
o
r
ce
[
6
]
.
I
n
d
iv
id
u
als
wit
h
lo
w
e
m
p
lo
y
ab
ilit
y
ten
d
to
b
e
m
o
r
e
ch
allen
g
in
g
to
e
n
ter
t
h
e
wo
r
k
f
o
r
ce
to
g
et
a
jo
b
th
e
y
h
a
v
e
e
x
p
ec
ted
[
7
]
.
B
esid
es,
a
lar
g
e
n
u
m
b
er
o
f
u
n
e
m
p
lo
y
ed
p
e
o
p
le
to
d
ay
ar
e
als
o
ca
u
s
ed
b
y
th
e
lo
w
em
p
lo
y
ab
ilit
y
o
f
in
d
iv
id
u
als
[
8
]
.
Oth
er
im
p
ac
ts
ca
u
s
ed
b
y
lo
w
em
p
lo
y
ab
ilit
y
ar
e
in
a
p
p
r
o
p
r
iate
d
ec
is
io
n
m
ak
in
g
,
c
o
n
f
lict,
in
a
p
p
r
o
p
r
ia
te
lead
er
s
h
ip
,
lo
w
m
eta
-
co
g
n
itiv
e
s
k
ills
,
in
ef
f
ec
tiv
e
p
er
f
o
r
m
an
ce
,
lo
w
s
o
cial
r
esp
o
n
s
ib
ilit
y
,
an
d
p
ess
im
is
m
[
9
]
.
E
m
p
lo
y
ab
ilit
y
as
a
s
k
ill
is
k
n
o
wled
g
e
an
d
co
m
p
eten
c
y
th
at
c
an
im
p
r
o
v
e
an
in
d
iv
id
u
al'
s
ab
ilit
y
to
g
et
a
jo
b
o
r
to
en
ter
th
e
jo
b
m
ar
k
e
t
[
1
0
]
.
E
m
p
lo
y
a
b
ilit
y
r
ef
er
s
to
th
e
ab
ilit
y
o
f
in
d
iv
id
u
als
to
e
n
ter
th
e
wo
r
k
f
o
r
ce
,
ad
ap
t
to
th
e
wo
r
k
p
lace
,
an
d
b
e
d
y
n
am
ic
in
th
e
wo
r
k
p
lace
[
1
1
,
1
2
]
.
I
t
is
th
e
co
n
s
tan
t
ab
ili
ty
o
f
in
d
iv
id
u
als
to
d
o
,
to
g
et,
o
r
t
o
cr
ea
te
w
o
r
k
[
1
3
,
1
4
]
.
I
t
is
also
d
ef
in
e
d
a
s
a
f
o
r
m
o
f
s
k
ill
f
r
o
m
s
p
ec
ial
s
k
ills
th
at
en
ab
le
in
d
iv
id
u
als to
id
e
n
tify
an
d
r
ea
l
ize
ca
r
ee
r
o
p
p
o
r
tu
n
ities
[
1
5
]
.
Hig
h
o
r
lo
w
em
p
lo
y
ab
ilit
y
is
v
er
y
m
u
ch
in
f
l
u
en
ce
d
b
y
an
in
d
iv
id
u
al'
s
b
elief
ab
o
u
t
th
eir
ab
ilit
ies.
T
h
er
ef
o
r
e,
in
cr
ea
s
in
g
s
elf
-
ef
f
i
ca
c
y
,
in
g
en
er
al,
is
th
e
k
ey
to
in
cr
ea
s
e
em
p
l
o
y
ab
ilit
y
[
1
6
]
.
C
h
ar
ac
ter
is
tics
o
f
in
d
iv
id
u
als
wh
o
h
a
v
e
s
elf
-
e
f
f
icac
y
ar
e
ab
le
to
co
m
p
lete
d
i
f
f
icu
lt
task
s
,
ar
e
co
n
f
id
en
t
in
th
eir
a
b
ilit
ies,
ar
e
p
er
s
is
ten
t
in
ac
h
iev
in
g
g
o
als
ev
en
th
o
u
g
h
th
ey
m
ay
n
o
t
h
av
e
ex
p
er
ien
ce
d
,
an
d
ca
n
ca
r
r
y
o
u
t
task
s
f
r
o
m
s
tar
t
to
f
in
is
h
.
Pre
v
io
u
s
r
esear
c
h
al
s
o
s
u
p
p
o
r
ts
th
at
p
s
y
ch
o
lo
g
ical
co
n
s
tr
u
cts
s
u
ch
as
s
elf
-
ef
f
ica
cy
ca
n
b
e
u
s
ef
u
l
in
p
r
ed
ictin
g
s
tu
d
e
n
ts
'
wo
r
k
r
ea
d
in
ess
[
1
7
]
.
I
n
d
iv
id
u
als n
ee
d
to
u
n
d
er
s
tan
d
h
o
w
im
p
o
r
tan
t th
e
r
o
le
o
f
p
e
r
s
o
n
ality
(
s
elf
-
ef
f
icac
y
)
a
n
d
i
n
d
iv
id
u
al
v
alu
es
ar
e
in
ch
o
o
s
in
g
wo
r
k
item
s
an
d
p
r
ep
ar
i
n
g
th
e
m
[
1
8
]
.
Self
-
ef
f
icac
y
af
f
ec
ts
th
e
s
co
p
e
o
f
ca
r
e
er
ch
o
ices,
jo
b
in
ter
ests
,
ca
r
ee
r
d
ec
is
io
n
m
ak
in
g
,
a
n
d
p
e
r
s
ev
er
an
ce
in
d
if
f
icu
lt
f
ield
s
[
1
9
,
2
0
]
.
Po
s
itiv
e
s
elf
-
ef
f
icac
y
is
d
em
o
n
s
tr
ated
b
y
b
etter
ca
r
e
er
ex
p
lo
r
atio
n
p
la
n
s
[
2
1
,
2
2
]
.
Self
-
ef
f
icac
y
is
a
co
n
ce
p
t
t
h
at
ex
p
lain
s
h
u
m
a
n
b
eh
a
v
io
r
a
n
d
p
lay
s
an
im
p
o
r
tan
t
r
o
le
in
d
e
ter
m
in
in
g
in
d
iv
id
u
al
c
h
o
ices,
lev
els
o
f
ef
f
o
r
t,
an
d
p
er
s
ev
er
a
n
ce
[
2
3
]
.
Self
-
ef
f
icac
y
is
a
p
er
s
o
n
al
a
s
s
es
s
m
en
t
o
f
o
n
e'
s
ab
ilit
y
to
ad
o
p
t
ce
r
tain
b
eh
a
v
io
r
s
an
d
ac
tio
n
s
to
ac
h
iev
e
s
p
ec
if
ic
g
o
als
with
ex
p
ec
ted
r
esu
lts
[
2
4
]
.
I
t
also
r
ef
er
s
to
a
n
in
d
i
v
id
u
al'
s
ev
alu
atio
n
o
f
h
is
s
k
ills
an
d
co
m
p
et
en
cies
in
ca
r
r
y
i
n
g
o
u
t
a
task
,
ac
h
iev
in
g
a
g
o
al,
o
r
o
v
er
co
m
i
n
g
a
p
r
o
b
le
m
[
2
5
]
.
Self
-
ef
f
icac
y
r
ef
lects
an
in
d
iv
id
u
al'
s
b
elief
s
ab
o
u
t
h
is
ab
ilit
y
t
o
lear
n
o
r
p
er
f
o
r
m
b
eh
av
io
r
at
a
s
p
ec
if
ied
le
v
el
,
with
th
e
h
o
p
e
th
at
th
e
r
esu
lts
will
r
ef
er
to
h
is
b
elief
s
ab
o
u
t
th
e
p
o
s
s
ib
le
co
n
s
eq
u
en
ce
s
o
f
h
is
b
eh
a
v
io
r
[
2
6
]
.
On
e
s
tr
ateg
y
f
o
r
d
ev
e
lo
p
in
g
k
n
o
wled
g
e
an
d
ex
p
an
d
in
g
co
o
p
er
atio
n
n
etwo
r
k
s
is
b
y
in
ter
ac
tin
g
[
2
7
,
2
8
]
.
C
h
ar
ac
ter
is
tics
o
f
in
d
iv
id
u
als
wh
o
h
av
e
g
o
o
d
p
ee
r
in
ter
ac
tio
n
ar
e
in
d
iv
id
u
al
o
p
e
n
n
ess
to
th
e
g
r
o
u
p
,
ac
ce
p
tan
ce
o
f
th
e
p
r
esen
ce
o
f
in
d
iv
i
d
u
als
in
t
h
e
g
r
o
u
p
,
in
d
iv
id
u
al
i
n
v
o
lv
e
m
en
t
in
g
r
o
u
p
ac
tiv
ities
,
ab
le
to
p
r
o
v
id
e
id
ea
s
f
o
r
g
r
o
u
p
p
r
o
g
r
ess
,
talk
to
ea
ch
o
th
er
in
clo
s
e
r
elatio
n
s
h
ip
s
an
d
in
d
iv
id
u
al
i
n
ten
s
ity
in
m
ee
tin
g
g
r
o
u
p
m
em
b
e
r
s
.
A
s
tu
d
y
f
o
u
n
d
th
at
o
n
e
o
f
th
e
k
ey
s
to
d
ev
elo
p
i
n
g
em
p
lo
y
ab
ilit
y
w
h
ile
in
th
e
s
ch
o
o
l
en
v
ir
o
n
m
en
t
i
s
to
in
ter
ac
t
r
ep
ea
ted
ly
with
o
th
er
s
tu
d
en
t
s
[
2
9
]
.
I
n
te
n
s
iv
e
in
ter
ac
tio
n
s
ar
e
th
e
b
asis
f
o
r
in
cr
ea
s
in
g
wo
r
k
r
ea
d
i
n
ess
an
d
o
r
ien
tatio
n
in
i
n
d
iv
id
u
al
c
ar
ee
r
lear
n
in
g
[
3
0
]
.
I
n
ter
ac
ti
o
n
with
p
ee
r
s
will
d
ev
elo
p
team
wo
r
k
s
k
ills
.
Pee
r
p
ee
r
s
will
al
s
o
p
r
o
v
id
e
in
f
o
r
m
atio
n
ab
o
u
t
h
o
w
to
b
u
ild
r
elatio
n
s
h
ip
s
with
f
ello
w
s
tu
d
en
ts
in
a
ca
r
ee
r
c
o
n
tex
t,
wh
at
ac
tiv
ities
to
d
o
,
a
n
d
wh
at
ex
p
er
ien
ce
s
ca
n
b
e
s
h
ar
e
d
[
3
1
]
.
Peer
in
ter
ac
tio
n
is
a
p
r
o
ce
s
s
o
f
m
u
tu
al
s
tim
u
latio
n
an
d
in
ter
ac
tiv
ity
b
etwe
en
at
least
two
in
d
iv
id
u
al
s
o
f
eq
u
al
p
o
s
itio
n
[
3
2
]
.
Peer
in
ter
ac
tio
n
is
a
p
r
o
ce
s
s
in
wh
ich
in
d
iv
id
u
als
ac
t
an
d
r
ea
ct
in
f
r
ien
d
s
h
ip
s
with
o
n
e
an
o
th
er
[
3
3
]
.
I
t
r
ef
e
r
s
to
an
y
r
elatio
n
s
h
ip
b
etwe
en
two
o
r
m
o
r
e
in
d
iv
id
u
als
[
3
4
]
,
wh
o
g
en
er
ally
s
p
en
d
a
lo
t
o
f
tim
e
in
o
p
en
s
p
ac
es
with
co
n
tact
in
te
n
s
ity
[
3
5
,
3
6
]
.
I
t
is
d
ef
in
ed
as
th
e
a
b
ilit
y
o
f
in
d
iv
id
u
als
to
r
elat
e
ap
p
r
o
p
r
iately
with
o
th
er
in
d
iv
id
u
als
th
at
in
v
o
lv
e
r
ec
ip
r
o
ca
l
b
eh
av
io
r
[
3
7
]
.
B
ased
o
n
th
e
e
x
p
lan
atio
n
ab
o
v
e,
th
e
r
o
le
o
f
s
elf
-
ef
f
icac
y
a
n
d
th
e
p
ee
r
in
ter
ac
tio
n
o
n
em
p
lo
y
a
b
ilit
y
ca
n
b
e
ill
u
s
tr
ated
in
Fig
u
r
e
1
.
Fig
u
r
e
1
.
T
h
e
r
elatio
n
s
h
ip
b
et
wee
n
s
elf
-
ef
f
icac
y
an
d
p
ee
r
in
ter
ac
tio
n
to
war
d
s
em
p
l
o
y
ab
ilit
y
T
h
e
f
o
r
m
u
latio
n
o
f
th
e
p
r
o
b
lem
in
th
is
s
tu
d
y
is
wh
at
i
s
th
e
r
o
le
o
f
s
elf
-
ef
f
icac
y
an
d
th
e
p
ee
r
in
ter
ac
tio
n
o
n
s
tu
d
e
n
t
em
p
lo
y
ab
ilit
y
?
T
h
is
s
tu
d
y
aim
s
to
em
p
ir
ically
ex
am
in
e
th
e
r
o
le
o
f
s
elf
-
ef
f
icac
y
an
d
th
e
p
ee
r
in
ter
ac
tio
n
o
n
e
m
p
lo
y
a
b
ilit
y
in
s
tu
d
en
ts
at
Vo
ca
tio
n
al
H
ig
h
Sch
o
o
l M
u
h
am
m
a
d
iy
ah
Pr
am
b
an
an
.
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
.
10
,
No
.
1
,
Ma
r
ch
202
1
:
8
-
15
10
2.
RE
S
E
ARCH
M
E
T
H
O
D
2
.
1
.
P
o
pu
la
t
io
n,
s
a
m
ple a
nd
s
a
mp
lin
g
t
ec
hn
iq
ues
T
h
e
p
o
p
u
l
atio
n
in
th
is
s
tu
d
y
co
n
s
is
ted
o
f
eig
h
t
class
es
to
talin
g
1
7
2
s
tu
d
en
ts
o
f
cl
ass
XI
I
at
Mu
h
am
m
ad
iy
a
h
Pra
m
b
an
a
n
Vo
ca
tio
n
al
Hig
h
Sch
o
o
l.
T
h
e
s
am
p
le
in
th
is
s
tu
d
y
wer
e
1
3
2
s
tu
d
en
ts
,
in
clu
d
in
g
s
ix
class
es
an
d
f
o
u
r
m
ajo
r
s
,
n
am
ely
:
elec
tr
ical
en
g
in
ee
r
in
g
,
lig
h
t
v
e
h
icle
en
g
in
ee
r
in
g
,
m
o
to
r
c
y
cle
en
g
in
ee
r
in
g
,
a
n
d
m
ec
h
an
ical
en
g
in
ee
r
in
g
.
T
h
e
s
am
p
lin
g
tech
n
iq
u
e
was
clu
s
ter
r
an
d
o
m
s
am
p
lin
g
,
th
is
tech
n
iq
u
e
is
d
o
n
e
b
y
s
elec
tin
g
a
s
am
p
le
th
at
is
b
ased
o
n
t
h
e
clu
s
ter
,
n
o
t th
e
in
d
iv
id
u
al
.
2
.
2
.
M
ea
s
uri
ng
ins
t
rum
ent
T
h
e
d
ata
in
th
is
s
tu
d
y
ar
e
co
llected
th
r
o
u
g
h
s
o
m
e
s
ca
les,
in
clu
d
in
g
th
e
e
m
p
lo
y
a
b
ilit
y
s
ca
le,
s
elf
-
ef
f
icac
y
s
ca
le,
an
d
p
ee
r
in
ter
a
ctio
n
s
ca
le.
T
h
e
d
ata
co
llectio
n
was
ca
r
r
ied
o
u
t
b
y
d
i
v
id
in
g
th
e
th
r
ee
r
esear
ch
s
ca
les
d
ir
ec
tly
to
th
e
r
esear
ch
s
u
b
jects,
n
am
ely
th
e
em
p
l
o
y
ab
il
ity
s
ca
le
co
n
s
is
tin
g
o
f
2
4
item
s
,
th
e
s
elf
-
ef
f
icac
y
s
ca
le
co
n
s
is
tin
g
o
f
1
5
item
s
,
an
d
th
e
s
ca
le
o
f
p
ee
r
in
ter
ac
tio
n
co
n
s
is
tin
g
o
f
1
8
item
s
.
Af
ter
th
e
d
ata
is
co
llected
,
th
en
s
co
r
e
in
p
u
t d
at
a,
an
d
an
aly
ze
it with
I
B
M
SP
SS
Stati
s
tic
s
2
1
.
0
.
T
h
e
s
ca
le
i
n
th
is
s
tu
d
y
h
as f
o
u
r
alter
n
ativ
e
an
s
wer
s
,
th
ey
ar
e
v
er
y
in
ap
p
r
o
p
r
iate,
n
o
t
ap
p
r
o
p
r
iate,
ap
p
r
o
p
r
iate,
v
e
r
y
ap
p
r
o
p
r
iate,
a
n
d
ea
ch
s
ca
le
is
d
iv
id
ed
in
to
a
f
av
o
r
a
b
le
s
tatem
en
t
an
d
u
n
f
av
o
r
a
b
l
e
s
tatem
en
t,
with
th
e
a
s
s
e
s
s
m
en
t
r
esp
o
n
s
e
u
s
in
g
f
o
u
r
ca
teg
o
r
ies
o
f
an
s
wer
s
.
T
h
e
s
ca
le
o
f
em
p
lo
y
a
b
ilit
y
is
e
x
p
r
ess
ed
in
r
ef
e
r
en
ce
to
asp
ec
ts
o
f
em
p
lo
y
a
b
ilit
y
,
ac
co
r
d
in
g
to
Fu
g
ate,
et
a
l.
[
3
8
]
,
n
am
el
y
:
ca
r
ee
r
id
e
n
tity
,
p
er
s
o
n
al
ad
ap
ta
b
ilit
y
,
an
d
s
o
cial
an
d
h
u
m
an
ca
p
ital.
T
h
e
s
ca
lin
g
m
o
d
el
u
s
ed
f
o
r
em
p
lo
y
ab
ilit
y
is
th
e
L
ik
er
t
s
ca
le
m
o
d
el.
E
x
a
m
p
les
o
f
ite
m
s
o
n
th
e
s
ca
le
o
f
em
p
lo
y
ab
ilit
y
ar
e
"
I
h
av
e
t
h
e
s
k
ills
n
ee
d
ed
in
th
e
wo
r
ld
o
f
wo
r
k
,
"
"
I
f
ee
l
th
e
p
r
ac
tical
e
x
p
er
ien
ce
at
s
ch
o
o
l
ca
n
h
elp
g
et
a
jo
b
,
"
an
d
"
I
h
o
p
e
to
g
et
a
jo
b
th
at
s
u
its
m
y
m
aj
o
r
.
"
T
h
e
s
elf
-
ef
f
icac
y
s
ca
le
r
ef
er
s
to
asp
ec
t
s
o
f
s
elf
-
ef
f
icac
y
,
ac
co
r
d
in
g
to
B
an
d
u
r
a
[
3
9
]
,
n
am
ely
:
m
ag
n
itu
d
e,
s
tr
en
g
th
,
an
d
g
e
n
e
r
ality
.
T
h
e
s
ca
lin
g
m
o
d
el
u
s
ed
f
o
r
th
e
s
elf
-
ef
f
icac
y
s
ca
le
is
a
ls
o
th
e
L
ik
er
t
s
ca
le
m
o
d
el.
E
x
am
p
les
o
f
item
s
o
n
th
e
s
elf
-
ef
f
icac
y
s
ca
le
ar
e
"I
b
eliev
e
I
ca
n
s
u
cc
ee
d
with
th
e
ab
ilit
ies
I
h
av
e,
"I
m
aster
th
e
s
k
ills
th
at
s
u
p
p
o
r
t m
e
wh
en
I
wo
r
k
later
,
"
an
d
"T
h
e
ab
ilit
ies I
h
av
e
ca
n
m
ak
e
it
ea
s
ier
f
o
r
m
e
to
g
et
a
jo
b
.
"
T
h
e
s
ca
le
o
f
p
ee
r
in
ter
ac
ti
o
n
is
wr
itten
b
ased
o
n
asp
ec
ts
o
f
p
ee
r
in
ter
ac
tio
n
,
ac
co
r
d
in
g
to
Par
to
wis
ast
r
o
[
4
0
]
,
n
am
ely
:
t
h
e
o
p
e
n
n
ess
o
f
i
n
d
iv
id
u
als
in
g
r
o
u
p
s
,
th
e
c
o
o
p
er
ati
o
n
o
f
in
d
iv
id
u
als
in
g
r
o
u
p
s
,
an
d
f
r
e
q
u
en
c
y
o
f
i
n
d
iv
id
u
al
r
elatio
n
s
h
ip
s
with
g
r
o
u
p
s
.
L
ik
er
t
s
ca
lin
g
m
o
d
el
is
also
u
s
ed
f
o
r
th
is
s
ca
le.
E
x
am
p
les
o
f
p
ee
r
i
n
ter
ac
tio
n
s
ca
le
item
s
ar
e
"I
h
av
e
lo
ts
o
f
f
r
ien
d
s
,
"
"
I
lik
e
to
s
tu
d
y
t
o
g
e
th
er
with
f
r
ie
n
d
s
,
"
an
d
"Fr
ien
d
s
in
m
y
g
r
o
u
p
ar
e
h
ap
p
y
with
m
y
p
r
esen
ce
.
"
2
.
3
.
Va
lid
it
y
a
nd
re
lia
bil
it
y
o
f
mea
s
uring
ins
t
rum
ent
s
T
h
e
tr
ial
a
n
aly
s
is
r
esu
lts
o
f
4
0
s
u
b
jects
o
n
th
e
s
ca
le
o
f
e
m
p
lo
y
ab
ilit
y
s
h
o
wed
th
at
th
e
r
eli
ab
ilit
y
co
ef
f
icien
t
(
α
)
is
0
.
8
8
2
with
a
d
if
f
er
en
t
p
o
wer
in
d
e
x
item
(
co
r
r
ec
ted
item
-
to
tal
co
r
r
elatio
n
)
th
at
m
o
v
es
f
r
o
m
0
.
3
1
0
to
0
.
6
7
2
.
Valid
an
d
r
elia
b
le
q
u
esti
o
n
s
th
at
will b
e
u
s
ed
f
o
r
r
esear
c
h
ar
e
2
4
item
s
.
A
tr
ial
an
aly
s
is
o
f
4
0
s
u
b
ject
s
o
n
a
s
elf
-
ef
f
ica
cy
s
ca
le
s
h
o
wed
th
at
a
r
eliab
ilit
y
c
o
ef
f
ici
en
t
(
α
)
is
0
.
8
8
0
with
a
d
if
f
e
r
en
ce
in
p
o
wer
in
d
ex
item
(
co
r
r
ec
ted
i
tem
-
to
tal
co
r
r
elatio
n
)
th
at
m
o
v
es
f
r
o
m
0
.
2
9
7
to
0
.
6
9
5
.
T
h
e
v
alid
an
d
r
eliab
le
i
tem
s
th
at
will b
e
u
s
ed
f
o
r
r
esear
ch
ar
e
1
5
item
s
.
A
tr
ial
an
aly
s
is
o
f
4
0
s
u
b
jects
o
n
a
p
ee
r
in
te
r
ac
tio
n
s
ca
le
o
b
tain
ed
a
r
eliab
ilit
y
co
ef
f
icien
t
(
α
)
o
f
0
.
9
2
9
with
a
d
i
f
f
er
en
t
item
p
o
wer
in
d
ex
(
c
o
r
r
ec
ted
item
-
t
o
tal
co
r
r
elatio
n
)
th
at
m
o
v
ed
f
r
o
m
0
.
3
4
2
to
0
.
7
7
6
.
Valid
an
d
r
eliab
le
item
s
th
at
will b
e
u
s
ed
f
o
r
r
esear
ch
ar
e
1
8
i
tem
s
.
2
.
4
.
Da
t
a
a
na
ly
s
is
T
h
e
d
ata
ar
e
th
en
an
aly
ze
d
w
ith
th
e
p
ar
am
etr
ic
s
tatis
tical
m
eth
o
d
.
Data
an
al
y
s
is
is
d
o
n
e
with
I
B
M
SP
SS
Stati
s
tics
2
1
.
0
,
th
r
o
u
g
h
m
u
ltip
le
r
eg
r
ess
io
n
test
tech
n
iq
u
es,
wh
ich
ar
e
s
tatis
tical
an
a
ly
s
is
tech
n
iq
u
es
to
d
eter
m
in
e
th
e
r
o
le
o
f
s
el
f
-
e
f
f
icac
y
an
d
p
ee
r
in
ter
ac
tio
n
i
n
p
r
e
d
ictin
g
em
p
lo
y
a
b
ilit
y
.
B
ef
o
r
e
test
in
g
th
e
h
y
p
o
th
esis
,
a
d
escr
ip
tiv
e
an
aly
s
is
an
d
p
r
er
eq
u
is
ite
test
s
co
n
s
is
t
in
g
o
f
n
o
r
m
ali
ty
,
lin
ea
r
ity
,
an
d
m
u
ltico
llin
ea
r
ity
test
s
wer
e
co
n
d
u
cted
.
3.
RE
SU
L
T
S
A
ND
D
I
SCU
SS
I
O
N
3
.
1
.
Descript
iv
e
a
na
ly
s
is
C
ateg
o
r
ies
f
o
r
ea
c
h
v
ar
iab
le
b
y
ass
ig
n
in
g
ca
te
g
o
r
y
cr
iter
ia
a
r
e
b
ased
o
n
th
e
ass
u
m
p
tio
n
th
at
s
u
b
jects
'
s
co
r
es
in
th
e
p
o
p
u
latio
n
ar
e
n
o
r
m
ally
d
is
tr
ib
u
ted
ac
c
o
r
d
in
g
to
th
e
s
tan
d
ar
d
n
o
r
m
al
cu
r
v
e.
T
h
e
ca
teg
o
r
izatio
n
u
s
ed
is
th
e
ca
teg
o
r
izat
io
n
o
f
l
ev
el
b
ased
o
n
th
e
n
o
r
m
al
d
is
tr
ib
u
tio
n
.
T
h
e
ca
teg
o
r
izatio
n
n
o
r
m
is
p
r
esen
ted
in
T
ab
le
1
.
T
ab
le
1
s
h
o
ws
th
at
f
r
o
m
1
3
2
s
u
b
jects
r
esear
ch
,
s
u
b
jects
wh
o
h
ad
em
p
lo
y
ab
ilit
y
i
n
th
e
l
o
w
ca
teg
o
r
y
wer
e
1
5
s
tu
d
e
n
ts
(
1
1
.
3
6
%),
s
u
b
jects
wh
o
h
ad
em
p
lo
y
ab
i
lity
in
t
h
e
m
e
d
iu
m
ca
teg
o
r
y
wer
e
9
8
s
tu
d
en
ts
(
7
4
.
2
4
%),
an
d
s
u
b
jects
wh
o
h
ad
em
p
lo
y
ab
ilit
y
with
a
h
ig
h
ca
teg
o
r
y
wer
e
1
9
s
tu
d
en
ts
(
1
4
.
3
9
%).
T
h
u
s
,
th
e
em
p
lo
y
ab
ilit
y
ca
teg
o
r
izatio
n
o
f
s
tu
d
en
ts
is
m
o
d
er
ate.
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
Th
e
co
r
r
ela
tio
n
b
etw
ee
n
s
elf
-
effica
cy
a
n
d
p
ee
r
in
tera
ctio
n
to
w
a
r
d
s
s
tu
d
en
ts
’
...
(
F
a
tw
a
Ten
ta
ma
)
11
T
ab
le
1
.
E
m
p
lo
y
a
b
ilit
y
s
co
r
e
ca
teg
o
r
izatio
n
V
a
r
i
a
b
l
e
I
n
t
e
r
v
a
l
F
r
e
q
u
e
n
c
y
P
e
r
c
e
n
t
a
g
e
(
%)
C
a
t
e
g
o
r
i
z
a
t
i
o
n
Emp
l
o
y
a
b
i
l
i
t
y
<
6
7
15
1
1
.
3
6
%
Lo
w
6
7
≤
≤
8
1
98
7
4
.
2
4
%
M
o
d
e
r
a
t
e
>
8
1
19
1
4
.
3
9
%
H
i
g
h
T
ab
le
2
s
h
o
ws
th
at
f
r
o
m
1
3
2
s
u
b
jects
r
esear
ch
,
s
u
b
jects
wh
o
h
ad
s
elf
-
ef
f
icac
y
i
n
th
e
lo
w
ca
teg
o
r
y
wer
e
1
5
s
tu
d
en
ts
(
1
1
.
3
6
%),
s
u
b
jects
wh
o
h
ad
s
elf
-
ef
f
ica
cy
in
th
e
m
ed
iu
m
ca
te
g
o
r
y
wer
e
1
0
0
s
tu
d
en
ts
(
7
5
.
7
6
%
)
,
an
d
s
u
b
jects
wh
o
h
ad
s
elf
-
ef
f
icac
y
with
a
h
ig
h
ca
teg
o
r
y
wer
e
1
7
s
tu
d
e
n
ts
(
1
2
.
8
8
%
)
.
T
h
u
s
,
th
e
s
elf
-
ef
f
icac
y
ca
teg
o
r
izatio
n
o
f
s
tu
d
en
ts
is
m
o
d
er
ate.
T
ab
le
2
.
Self
-
ef
f
icac
y
s
co
r
e
ca
teg
o
r
izatio
n
V
a
r
i
a
b
l
e
I
n
t
e
r
v
a
l
F
r
e
q
u
e
n
c
y
P
e
r
c
e
n
t
a
g
e
(
%)
C
a
t
e
g
o
r
i
z
a
t
i
o
n
S
e
l
f
-
e
f
f
i
c
a
c
y
<
3
7
1
5
1
1
.
3
6
%
Lo
w
3
7
≤
≤
5
1
1
0
0
7
5
.
7
6
%
M
o
d
e
r
a
t
e
>
5
1
17
1
2
.
8
8
%
H
i
g
h
T
ab
le
3
s
h
o
ws
th
at
f
r
o
m
1
3
2
s
u
b
jects
r
esear
ch
,
s
u
b
jects
wh
o
h
ad
p
ee
r
in
ter
ac
tio
n
i
n
th
e
lo
w
ca
teg
o
r
y
we
r
e
1
8
s
tu
d
en
ts
(
1
3
.
64%
)
,
s
u
b
jects
wh
o
h
ad
p
e
er
in
ter
ac
tio
n
in
th
e
m
ed
iu
m
ca
teg
o
r
y
wer
e
9
7
s
tu
d
en
ts
(
7
3
.
4
8
%
)
,
an
d
s
u
b
je
cts
wh
o
h
ad
p
ee
r
in
ter
ac
ti
o
n
with
a
h
ig
h
ca
te
g
o
r
y
wer
e
1
7
s
tu
d
en
ts
(
1
2
.
88%
)
.
T
h
u
s
,
th
e
p
ee
r
in
ter
ac
tio
n
ca
teg
o
r
izatio
n
o
f
s
tu
d
en
ts
is
m
o
d
e
r
ate.
T
ab
le
3
.
Peer
in
ter
ac
ti
o
n
s
co
r
e
ca
teg
o
r
izatio
n
V
a
r
i
a
b
l
e
I
n
t
e
r
v
a
l
F
r
e
q
u
e
n
c
y
P
e
r
c
e
n
t
a
g
e
(
%)
C
a
t
e
g
o
r
i
z
a
t
i
o
n
P
e
e
r
i
n
t
e
r
a
c
t
i
o
n
<
46
1
8
1
3
.
6
4
%
Lo
w
46
≤
≤
60
9
7
7
3
.
4
8
%
M
o
d
e
r
a
t
e
>
60
17
1
2
.
8
8
%
H
i
g
h
3
.
2
.
P
re
re
qu
is
it
e
t
est
3
.
2
.
1
.
No
rma
lity
t
est
B
ased
o
n
th
e
r
esu
lts
o
f
th
e
n
o
r
m
ality
test
lis
ted
in
T
ab
le
4
,
it
is
k
n
o
wn
th
at
th
e
s
ig
n
if
ican
ce
v
alu
e
o
f
em
p
lo
y
ab
ilit
y
,
s
elf
-
ef
f
icac
y
,
an
d
p
ee
r
i
n
ter
ac
tio
n
v
ar
iab
les
ar
e
0
.
5
9
9
,
0
.
1
1
0
,
an
d
0
.
1
7
3
,
r
esp
ec
tiv
ely
,
with
p>
0
.
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attr
ac
t
jo
b
s
h
e
lp
s
th
em
to
ex
p
lo
r
e
th
eir
ca
r
ee
r
[
4
7
]
.
T
h
u
s
,
s
elf
-
ef
f
icac
y
is
n
ee
d
ed
b
y
ea
c
h
in
d
iv
id
u
al
in
an
e
f
f
o
r
t t
o
g
et
a
j
o
b
[
4
8
]
.
T
h
e
r
esu
lts
o
f
th
e
an
aly
s
is
f
o
r
th
e
th
ir
d
h
y
p
o
th
esis
ar
e
ac
ce
p
ted
,
wh
ich
m
ea
n
s
th
at
p
ee
r
i
n
ter
ac
tio
n
p
lay
s
a
ce
r
tain
r
o
le
in
s
tu
d
en
ts
'
em
p
lo
y
ab
ilit
y
.
T
h
is
f
in
d
in
g
s
u
p
p
o
r
ts
th
e
r
esu
lts
o
f
p
r
ev
io
u
s
s
tu
d
ies,
wh
ich
f
o
u
n
d
th
at
p
ee
r
in
te
r
ac
tio
n
s
a
r
e
r
esp
o
n
s
ib
le
f
o
r
em
p
lo
y
ee
e
m
p
lo
y
ab
ilit
y
[
4
9
]
.
I
n
ter
ac
tio
n
with
p
ee
r
s
en
ab
les
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
Th
e
co
r
r
ela
tio
n
b
etw
ee
n
s
elf
-
effica
cy
a
n
d
p
ee
r
in
tera
ctio
n
to
w
a
r
d
s
s
tu
d
en
ts
’
...
(
F
a
tw
a
Ten
ta
ma
)
13
in
d
iv
id
u
als
to
j
o
in
tly
id
e
n
tify
,
an
aly
ze
,
an
d
s
o
lv
e
p
r
o
b
lem
s
,
as
well
as
s
ee
k
an
d
p
r
o
ce
s
s
in
f
o
r
m
atio
n
t
o
a
lev
el
th
at
is
q
u
ite
ef
f
ec
tiv
e
an
d
ef
f
i
cien
t.
Als
o
,
th
e
in
f
o
r
m
atio
n
g
iv
en
b
y
p
ee
r
s
r
elate
d
to
n
o
r
m
s
an
d
ex
p
ec
tatio
n
s
r
eg
ar
d
in
g
wo
r
k
b
eh
a
v
io
r
te
n
d
s
to
b
e
m
o
r
e
ea
s
ily
ac
ce
p
ted
[
5
0
]
.
Po
s
itiv
e
p
ee
r
in
ter
ac
tio
n
s
ca
n
b
e
d
ir
ec
te
d
to
a
d
ec
is
io
n
m
a
k
i
n
g
a
n
ef
f
o
r
t
r
elate
d
to
p
r
o
b
lem
-
s
o
lv
in
g
.
E
ac
h
in
d
iv
id
u
al
h
as
th
eir
o
wn
id
ea
s
an
d
ex
p
er
ie
n
ce
s
in
in
ter
ac
tio
n
an
d
b
y
co
n
n
ec
tin
g
ea
ch
o
f
th
ese.
Kn
o
wled
g
e,
t
h
ey
ca
n
g
et
n
e
w
k
n
o
wled
g
e
wh
ich
ca
n
late
r
b
e
a
s
o
lu
tio
n
r
elate
d
to
h
i
s
ca
r
ee
r
[
5
1
]
.
Peer
in
ter
ac
tio
n
will
b
r
o
ad
e
n
th
e
an
aly
s
is
o
f
id
en
tity
an
d
ca
r
ee
r
o
r
ien
tatio
n
o
f
in
d
iv
id
u
als.
C
o
n
tr
ib
u
tio
n
s
g
en
er
ate
d
b
y
p
ee
r
i
n
ter
ac
tio
n
ar
e
f
o
s
t
er
in
g
m
o
tiv
atio
n
an
d
ca
r
ee
r
in
ter
ests
,
b
u
ild
in
g
in
ter
p
er
s
o
n
al
r
elati
o
n
s
h
ip
s
,
team
wo
r
k
,
p
e
r
s
ev
er
an
ce
,
i
n
cr
ea
s
in
g
u
n
d
er
s
tan
d
in
g
o
f
k
n
o
wled
g
e,
co
m
p
lian
c
e
with
n
o
r
m
s
,
in
s
er
tio
n
in
th
e
wo
r
k
e
n
v
ir
o
n
m
en
t,
p
r
o
d
u
ctiv
it
y
,
in
itiativ
e,
ab
ilit
y
to
tak
e
r
es
p
o
n
s
ib
ilit
y
,
cr
ea
tiv
it
y
in
p
r
o
p
o
s
in
g
s
o
lu
tio
n
s
,
a
n
d
co
n
f
id
en
ce
in
co
m
p
etin
g
i
n
th
e
lab
o
r
m
a
r
k
et
[
5
2
]
.
T
h
e
f
in
d
i
n
g
s
o
f
th
is
r
esear
ch
ar
e
d
if
f
er
e
n
t
f
r
o
m
p
r
ev
io
u
s
r
e
s
ea
r
ch
.
T
h
e
r
esu
lts
o
f
p
r
e
v
io
u
s
r
esear
ch
th
at
ex
am
in
ed
em
p
l
o
y
ab
ilit
y
f
o
u
n
d
t
h
at
f
ac
to
r
s
r
elate
d
t
o
em
p
lo
y
ab
ilit
y
wer
e
s
elf
-
co
n
ce
p
t
an
d
lear
n
i
n
g
en
v
ir
o
n
m
en
t
[
5
3
]
,
en
tr
ep
r
en
eu
r
in
ten
tio
n
[
5
4
]
,
an
d
r
esp
o
n
s
ib
ilit
y
[
5
5
]
,
lear
n
in
g
ac
h
iev
em
e
n
t
[
41
]
,
m
o
tiv
atio
n
to
lear
n
an
d
s
o
cial
s
u
p
p
o
r
t
[
5
6
]
.
T
h
is
r
esear
ch
is
ex
p
ec
ted
to
d
ev
elo
p
t
h
e
r
esu
lts
o
f
p
r
e
v
io
u
s
r
esear
ch
to
b
e
m
o
r
e
co
m
p
r
eh
e
n
s
iv
e
in
u
n
co
v
er
in
g
th
e
p
r
o
b
lem
s
o
f
s
tu
d
e
n
t
em
p
lo
y
ab
i
lity
.
T
h
e
im
p
licatio
n
o
f
th
is
r
esear
ch
is
to
p
r
o
v
id
e
i
n
f
o
r
m
atio
n
to
s
tu
d
en
ts
an
d
teac
h
er
s
r
elate
d
to
s
tu
d
en
ts
'
em
p
lo
y
ab
ilit
y
.
T
h
e
r
esu
lts
o
f
th
is
s
tu
d
y
in
d
icate
th
at
s
elf
-
ef
f
icac
y
an
d
p
ee
r
i
n
ter
ac
tio
n
c
an
c
o
n
tr
ib
u
te
to
th
e
s
tu
d
en
t
to
b
e
b
etter
p
r
ep
ar
ed
t
o
en
ter
th
e
wo
r
k
f
o
r
ce
.
Peer
s
p
lay
a
s
ig
n
if
ican
t
r
o
le
as
th
e
o
n
es
wh
o
p
r
o
v
id
e
an
d
s
h
ar
e
in
f
o
r
m
atio
n
a
n
d
allo
w
in
ter
ac
tio
n
to
h
ap
p
en
.
T
h
er
ef
o
r
e,
b
y
c
o
n
d
u
ctin
g
in
ten
s
iv
e
in
ter
ac
tio
n
s
,
th
e
in
d
iv
id
u
al
ca
n
g
et
n
ew
in
s
i
g
h
ts
r
elate
d
to
h
is
ca
r
ee
r
later
.
B
esid
es,
th
e
r
esu
lts
o
f
in
ter
ac
tio
n
with
p
ee
r
s
ca
n
also
f
o
s
ter
in
d
iv
id
u
al
co
n
f
id
e
n
ce
in
h
is
ab
ilit
y
to
g
et
a
jo
b
.
T
h
e
r
esu
lts
o
f
th
e
s
tu
d
y
ca
n
b
e
u
s
ed
as
a
r
e
f
er
e
n
ce
to
m
o
tiv
ate
s
tu
d
en
ts
to
h
av
e
p
o
s
itiv
e
b
elief
s
ab
o
u
t th
eir
ab
ilit
ies b
ec
au
s
e
s
e
lf
-
ef
f
icac
y
h
as a
m
o
r
e
d
o
m
in
a
n
t c
o
n
tr
ib
u
tio
n
in
in
cr
ea
s
in
g
th
e
em
p
lo
y
ab
ilit
y
o
f
s
tu
d
en
ts
in
th
e
Vo
ca
tio
n
al
Hig
h
Sch
o
o
l
Mu
h
am
m
ad
iy
a
h
Pra
m
b
an
an
.
T
h
u
s
,
it
is
h
o
p
ed
th
at
s
tu
d
en
ts
will
h
av
e
b
etter
r
ea
d
in
ess
to
en
ter
t
h
e
jo
b
m
ar
k
et.
4.
CO
NCLU
SI
O
N
E
m
p
lo
y
ab
ilit
y
is
a
v
er
y
im
p
o
r
tan
t
th
in
g
to
h
av
e
in
class
XI
I
s
tu
d
en
ts
wh
o
will
g
r
ad
u
ate
to
f
in
d
wo
r
k
an
d
ca
r
r
y
o
u
t
wo
r
k
.
Stu
d
en
ts
'
wo
r
k
r
ea
d
in
ess
n
ee
d
s
to
b
e
p
r
ep
ar
e
d
ea
r
ly
in
th
e
e
d
u
ca
t
io
n
p
r
o
ce
s
s
at
th
e
Vo
ca
tio
n
al
Hig
h
Sch
o
o
l.
Stu
d
en
ts
in
class
XI
I
at
Mu
h
am
m
ad
iy
ah
Pra
m
b
an
a
n
Vo
ca
tio
n
al
Hig
h
Sch
o
o
l m
o
s
tly
h
av
e
a
m
o
d
er
ate
lev
el
o
f
em
p
lo
y
ab
ilit
y
s
o
it
n
ee
d
s
to
b
e
in
cr
ea
s
ed
ag
ain
b
y
p
ay
i
n
g
atten
tio
n
to
th
e
f
ac
t
o
r
s
th
at
in
f
lu
en
ce
it,
i
n
clu
d
in
g
s
elf
-
ef
f
icac
y
an
d
p
ee
r
in
te
r
ac
tio
n
.
Self
-
ef
f
icac
y
an
d
p
ee
r
in
ter
ac
ti
o
n
ca
n
s
im
u
ltan
eo
u
s
ly
co
n
tr
ib
u
te
to
th
e
em
p
lo
y
a
b
ilit
y
s
tu
d
en
ts
o
f
class
XI
I
at
M
u
h
am
m
ad
iy
ah
Pra
m
b
an
an
Vo
ca
tio
n
al
Hig
h
Sch
o
o
l
.
T
h
e
co
n
tr
ib
u
tio
n
o
f
s
elf
-
ef
f
icac
y
an
d
th
e
p
ee
r
in
ter
ac
tio
n
o
n
em
p
lo
y
ab
ilit
y
was
4
0
.
8
%.
T
h
e
co
n
t
r
ib
u
tio
n
o
f
s
elf
-
ef
f
icac
y
to
em
p
lo
y
ab
ilit
y
i
s
m
o
r
e
d
o
m
in
an
t
th
a
n
th
at
o
f
p
ee
r
in
ter
ac
tio
n
to
em
p
lo
y
ab
ilit
y
.
ACK
NO
WL
E
DG
E
M
E
NT
S
T
h
e
au
t
h
o
r
s
wo
u
ld
lik
e
to
t
h
an
k
th
e
Facu
lty
o
f
Ps
y
ch
o
l
o
g
y
o
f
Un
iv
er
s
itas
Ah
m
ad
Dah
lan
an
d
Vo
ca
tio
n
al
Hig
h
Sch
o
o
l
Mu
h
am
m
ad
iy
ah
Pra
m
b
a
n
an
f
o
r
th
e
tech
n
ical
ass
is
tan
c
e
in
th
is
s
tu
d
y
.
T
h
e
a
u
th
o
r
s
also
th
an
k
all
p
ar
ticip
atin
g
s
tu
d
en
ts
,
teac
h
er
s
,
s
ch
o
o
l
a
d
m
i
n
is
tr
ato
r
s
,
an
d
o
th
er
in
d
iv
id
u
als
f
o
r
th
eir
ef
f
o
r
ts
,
ass
is
tan
ce
,
an
d
in
v
o
lv
em
en
t i
n
th
is
r
esear
ch
.
RE
F
E
R
E
NC
E
S
[1
]
Y.
F
.
Wan
g
a
n
d
C.
T.
Tsa
i
,
“
Emp
lo
y
a
b
il
it
y
o
f
h
o
sp
it
a
li
ty
g
ra
d
u
a
tes
:
S
tu
d
e
n
t
a
n
d
i
n
d
u
stry
p
e
rsp
e
c
ti
v
e
s,”
J
o
u
rn
a
l
o
f
Ho
sp
it
a
li
ty &
T
o
u
rism
E
d
u
c
a
t
io
n
,
v
o
l.
2
6
,
n
o
.
3
,
p
p
.
1
2
5
-
1
3
5
,
2
0
1
4
.
[2
]
S
.
M
.
Ja
m
e
so
n
,
“
A
c
a
se
stu
d
y
o
f
in
tern
a
ti
o
n
a
l
h
o
s
p
it
a
li
t
y
st
u
d
e
n
ts’
d
e
v
e
l
o
p
m
e
n
t
o
f
e
m
p
l
o
y
a
b
il
it
y
s
k
il
ls,”
T
o
u
rism
a
n
d
Ho
sp
it
a
l
it
y
Res
e
a
rc
h
,
p
p
.
5
7
-
5
9
,
2
0
0
8
.
[3
]
N.
He
ss
,
D.
M
.
Je
p
se
n
,
a
n
d
N.
Drie
s
,
“
Ca
re
e
r
a
n
d
e
m
p
l
o
y
e
r
c
h
a
n
g
e
i
n
th
e
a
g
e
o
f
th
e
‘b
o
u
n
d
a
r
y
les
s’
c
a
re
e
r,
”
J
o
u
rn
a
l
o
f
V
o
c
a
ti
o
n
a
l
Beh
a
v
io
r
,
v
o
l.
8
1
,
n
o
.
2
,
p
p
.
2
8
0
-
2
8
8
,
2
0
1
2
.
[4
]
S
.
M
c
Ard
le,
L
.
Wate
rs,
J.
P
.
Brisc
o
e
,
a
n
d
D.
T
.
T.
Ha
ll
,
“
Emp
lo
y
a
b
il
it
y
d
u
rin
g
u
n
e
m
p
l
o
y
m
e
n
t:
A
d
a
p
tab
il
i
ty
,
c
a
re
e
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e
n
ti
t
y
a
n
d
h
u
m
a
n
a
n
d
so
c
ial
c
a
p
it
a
l,
”
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o
u
rn
a
l
o
f
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o
c
a
ti
o
n
a
l
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a
v
io
r
,
v
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l.
7
1
,
n
o
.
2
,
p
p
.
2
4
7
-
2
6
4
,
2
0
0
7
.
[5
]
K.
Lo
wd
e
n
,
S
.
Ha
ll
,
D.
El
li
o
t,
a
n
d
J.
Lew
in
,
Em
p
lo
y
e
rs
’
p
e
rc
e
p
ti
o
n
s
o
f
t
h
e
e
mp
lo
y
a
b
il
it
y
sk
il
ls
o
f
n
e
w
g
ra
d
u
a
tes
.
Lo
n
d
o
n
:
E
d
g
e
F
o
u
n
d
a
t
io
n
,
2
0
1
1
.
[6
]
R.
Be
n
a
b
o
u
a
n
d
J.
Ti
r
o
le
,
“
S
e
l
f
-
c
o
n
fid
e
n
c
e
a
n
d
p
e
rso
n
a
l
m
o
ti
v
a
ti
o
n
,
”
T
h
e
Qu
a
rte
rly
J
o
u
rn
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l
o
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n
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s
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l.
1
1
7
,
n
o
.
3
,
p
p
.
8
7
1
–
9
1
5
,
2
0
0
2
.
[7
]
M
.
Y
o
rk
e
a
n
d
P
.
K
n
ig
h
t
,
“
Ev
id
e
n
c
e
-
in
fo
rm
e
d
p
e
d
a
g
o
g
y
a
n
d
th
e
e
n
h
a
n
c
e
m
e
n
t
o
f
stu
d
e
n
t
e
m
p
lo
y
a
b
il
it
y
,
”
T
e
a
c
h
in
g
in
Hig
h
e
r E
d
u
c
a
ti
o
n
,
v
o
l.
1
2
,
n
o
.
2
,
p
p
.
1
5
7
–
1
7
0
,
2
0
0
7
.
Evaluation Warning : The document was created with Spire.PDF for Python.
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14
[8
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P
.
R
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å
s
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n
d
L.
S
h
a
m
c
h
iy
e
v
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Emp
lo
y
me
n
t
d
i
a
g
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lys
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M
a
l
u
k
u
,
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d
o
n
e
sia
.
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e
n
e
v
a
:
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ter
n
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ti
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l
Lab
o
u
r
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2
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[9
]
D.
Ja
c
k
so
n
a
n
d
E.
C
h
a
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a
n
,
“
N
o
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s
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3
,
p
p
.
9
5
-
1
1
3
,
2
0
1
2
.
[1
0
]
L.
Bre
we
r
,
En
h
a
n
c
in
g
y
o
u
t
h
e
mp
lo
y
a
b
il
it
y
:
W
h
a
t?
W
h
y
?
A
n
d
Ho
w?
Gu
i
d
e
to
c
o
re
wo
rk
sk
il
ls
.
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e
n
e
v
a
:
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tern
a
ti
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n
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l
Lab
o
u
r
Org
a
n
iza
ti
o
n
,
2
0
1
3
.
[1
1
]
M
.
Co
e
tze
e
a
n
d
H.
R
o
y
th
o
rn
e
-
J
a
c
o
b
s
,
Ca
re
e
r
c
o
u
n
se
ll
i
n
g
a
n
d
g
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id
a
n
c
e
i
n
t
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wo
rk
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la
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e
:
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m
a
n
u
a
l
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o
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re
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ra
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ti
ti
o
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rs
.
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p
e
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o
wn
:
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ta an
d
Co
m
p
a
n
y
Lt
d
.
,
2
0
0
7
.
[1
2
]
E.
He
rr,
S
.
Cra
m
e
r,
a
n
d
S
.
Niles
,
Ca
re
e
r
g
u
i
d
a
n
c
e
a
n
d
c
o
u
n
se
ll
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n
g
th
r
o
u
g
h
t
h
e
li
fes
p
a
n
.
L
o
n
d
o
n
:
P
re
n
ti
c
e
Ha
ll
,
2
0
0
4
.
[1
3
]
D.
T.
Ha
ll
a
n
d
D.
E
.
C
h
a
n
d
ler
,
“
P
sy
c
h
o
l
o
g
ica
l
su
c
c
e
ss
:
Wh
e
n
th
e
c
a
re
e
r
is
a
c
a
ll
in
g
,
”
Jo
u
rn
a
l
o
f
Or
g
a
n
iz
a
ti
o
n
a
l
Beh
a
v
io
r:
T
h
e
I
n
ter
n
a
ti
o
n
a
l
J
o
u
rn
a
l
o
f
In
d
u
stria
l,
Oc
c
u
p
a
ti
o
n
a
l
a
n
d
Or
g
a
n
iza
ti
o
n
a
l
Psy
c
h
o
lo
g
y
a
n
d
Beh
a
v
i
o
r
,
v
o
l.
2
6
,
n
o
.
2
,
p
p
.
1
5
5
-
1
7
6
,
2
0
0
5
.
[1
4
]
C.
M
.
Va
n
d
e
r
He
ij
d
e
a
n
d
B.
I.
Va
n
De
r
He
ij
d
e
n
,
“
A
c
o
m
p
e
ten
c
e
-
b
a
se
d
a
n
d
m
u
l
ti
d
ime
n
si
o
n
a
l
o
p
e
ra
ti
o
n
a
li
z
a
ti
o
n
a
n
d
m
e
a
su
re
m
e
n
t
o
f
e
m
p
l
o
y
a
b
i
li
t
y
,
”
Hu
ma
n
Res
o
u
rc
e
M
a
n
a
g
e
me
n
t
,
v
o
l.
4
5
,
n
o
.
3
,
p
p
.
4
4
9
-
4
7
6
,
2
0
0
6
.
[1
5
]
M
.
F
u
g
a
te
a
n
d
B.
E
.
As
h
f
o
rth
,
“
Emp
lo
y
a
b
il
it
y
:
T
h
e
c
o
n
str
u
c
t,
it
s
d
ime
n
si
o
n
s,
a
n
d
a
p
p
li
c
a
ti
o
n
s,”
Aca
d
e
my
o
f
M
a
n
a
g
e
me
n
t
Pro
c
e
e
d
in
g
s
,
v
o
l
.
1
,
p
p
.
1
-
6
,
2
0
0
3
.
[1
6
]
R.
Ha
z
e
n
b
e
rg
,
F
.
S
e
d
d
o
n
,
a
n
d
S
.
De
n
n
y
,
“
P
ro
g
ra
m
m
e
re
c
ru
it
m
e
n
t
a
n
d
e
v
a
l
u
a
ti
o
n
:
T
h
e
e
ffe
c
t
o
f
a
n
e
m
p
lo
y
a
b
il
it
y
e
n
h
a
n
c
e
m
e
n
t
p
r
o
g
ra
m
m
e
o
n
t
h
e
g
e
n
e
ra
l
se
lf
-
e
ffica
c
y
lev
e
ls
o
f
u
n
e
m
p
lo
y
e
d
g
ra
d
u
a
tes
,
”
J
o
u
rn
a
l
o
f
Ed
u
c
a
ti
o
n
a
n
d
W
o
rk
,
v
o
l.
2
8
,
n
o
.
3
,
p
p
.
2
7
3
-
3
0
0
,
2
0
1
5
.
[1
7
]
M
.
Yo
rk
e
a
n
d
L
.
Ha
rv
e
y
,
“
G
ra
d
u
a
te
a
tt
rib
u
tes
a
n
d
th
e
ir
d
e
v
e
lo
p
m
e
n
t,
”
Ne
w
Dire
c
ti
o
n
s
fo
r
In
stit
u
ti
o
n
a
l
Res
e
a
rc
h
,
v
o
l.
4
,
n
o
.
1
2
8
,
p
p
.
4
1
-
5
8
,
2
0
0
5
.
[1
8
]
G
.
G
b
a
d
a
m
o
si,
e
t
a
l.
,
“
Emp
lo
y
a
b
il
it
y
a
n
d
stu
d
e
n
ts’
p
a
rt‐t
ime
wo
rk
i
n
th
e
UK
:
d
o
e
s
se
lf‐effica
c
y
a
n
d
c
a
re
e
r
a
sp
iratio
n
m
a
tt
e
r?
”
Brit
ish
Ed
u
c
a
ti
o
n
a
l
Res
e
a
rc
h
J
o
u
rn
a
l
,
v
o
l.
4
1
,
n
o
.
6
,
p
p
.
1
0
8
6
-
1
1
0
7
,
2
0
1
5
.
[1
9
]
G
.
D.
M
a
rk
m
a
n
,
D.
B.
Ba
lk
in
,
a
n
d
R.
A.
Ba
ro
n
,
“
In
v
e
n
t
o
rs
a
n
d
n
e
w
v
e
n
tu
re
f
o
rm
a
ti
o
n
:
Th
e
e
ffe
c
ts
o
f
g
e
n
e
ra
l
se
lf
–
e
ffica
c
y
a
n
d
re
g
re
tfu
l
th
in
k
in
g
,
”
En
tre
p
re
n
e
u
rs
h
i
p
T
h
e
o
ry
a
n
d
Pra
c
ti
c
e
,
v
o
l.
2
7
,
n
o
.
2
,
p
p
.
1
4
9
-
1
6
5
,
2
0
0
2
.
[2
0
]
D.
Olwa
g
e
,
“
P
re
d
icto
rs
o
f
b
u
r
n
o
u
t
a
n
d
e
n
g
a
g
e
m
e
n
t
o
f
u
n
iv
e
r
sity
stu
d
e
n
ts,”
P
h
.
D.
Diss
e
rtatio
n
,
N
o
rth
-
Wes
t
Un
iv
e
rsity
,
P
o
tch
e
fstro
o
m
,
S
o
u
t
h
Afric
a
,
2
0
1
2
.
[2
1
]
K.
Au
stin
a
n
d
F
.
Cil
li
e
rs
,
“
Th
e
p
sy
c
h
o
m
e
tri
c
re
latio
n
sh
i
p
b
e
twe
e
n
c
a
re
e
r
th
in
k
i
n
g
a
n
d
sa
lu
t
o
g
e
n
ic
fu
n
c
ti
o
n
in
g
a
m
o
n
g
st
u
n
e
m
p
l
o
y
e
d
a
d
u
l
ts,”
J
o
u
rn
a
l
o
f
I
n
d
u
stria
l
Psy
c
h
o
l
o
g
y
,
v
o
l
.
7
,
n
o
.
1
,
p
p
.
1
-
1
1
,
2
0
1
1
.
[2
2
]
L.
A.
Oc
h
s
a
n
d
R.
T.
Ro
e
ss
ler
,
“
P
re
d
icto
rs
o
f
c
a
re
e
r
e
x
p
l
o
ra
ti
o
n
in
te
n
ti
o
n
s:
A
s
o
c
ial
c
o
g
n
it
i
v
e
c
a
re
e
r
th
e
o
r
y
p
e
rsp
e
c
ti
v
e
,
”
Reh
a
b
il
it
a
t
io
n
Co
u
n
se
li
n
g
B
u
ll
e
ti
n
,
v
o
l
.
4
7
,
n
o
.
4
,
p
p
.
2
2
4
-
2
3
3
,
2
0
0
4
.
[2
3
]
G
.
Ch
e
n
,
M
.
S
.
G
u
ll
y
,
a
n
d
D.
Ed
e
n
,
“
G
e
n
e
ra
l
se
lf
-
e
ffica
c
y
a
n
d
se
lf
-
e
ste
e
m
:
To
wa
rd
th
e
o
re
ti
c
a
l
a
n
d
e
m
p
iri
c
a
l
d
isti
n
c
ti
o
n
b
e
twe
e
n
c
o
rre
late
d
s
e
lf
-
e
v
a
lu
a
ti
o
n
s,”
J
o
u
rn
a
l
o
f
Or
g
a
n
iza
ti
o
n
a
l
Beh
a
v
i
o
r,
v
o
l.
2
5
,
n
o
.
3
,
p
p
.
3
7
5
–
3
9
5
,
2
0
0
4
.
[2
4
]
W.
K.
Ho
y
a
n
d
C.
G
.
M
isk
e
l
,
E
d
u
c
a
t
io
n
a
l
a
d
min
istra
ti
o
n
:
T
h
e
o
r
y
,
re
se
a
rc
h
a
n
d
p
ra
c
ti
c
e
.
Ne
w
Yo
rk
:
M
c
G
ra
w
-
Hill
,
2
0
1
2
.
[2
5
]
R.
A.
Ba
ro
n
a
n
d
D.
By
rn
e
,
S
o
c
i
a
l
p
sy
c
h
o
l
o
g
y
:
Un
d
e
rs
ta
n
d
i
n
g
h
u
m
a
n
i
n
ter
a
c
ti
o
n
.
Bo
st
o
n
:
Al
ly
n
a
n
d
Ba
c
o
n
,
2
0
0
2
.
[2
6
]
D.
L.
F
e
lt
z
,
a
n
d
T.
M
.
M
a
g
y
a
r
,
“
S
e
lf
-
e
ffica
c
y
a
n
d
a
d
o
les
c
e
n
ts
in
sp
o
rt
a
n
d
p
h
y
sic
a
l
a
c
ti
v
it
y
,
”
A
d
o
les
c
e
n
c
e
a
n
d
Ed
u
c
a
ti
o
n
,
v
o
l
.
4
,
p
p
.
1
6
1
-
1
7
9
,
2
0
0
6
.
[2
7
]
M
.
I.
Da
sc
a
lu
,
B.
Tes
il
a
,
G
.
Dra
g
o
i,
a
n
d
C.
N
.
Bo
d
e
a
,
“
In
telli
g
e
n
t
v
irt
u
a
l
c
o
m
m
u
n
it
ies
t
o
su
sta
i
n
l
ifelo
n
g
lea
rn
e
rs
a
n
d
re
late
d
re
c
ru
it
m
e
n
t
p
r
o
c
e
ss
e
s,”
e
L
e
a
rn
in
g
&
S
o
ft
w
a
re
fo
r E
d
u
c
a
ti
o
n
,
v
o
l
.
1
,
p
p
.
5
2
4
-
5
3
1
,
2
0
1
5
.
[2
8
]
P
.
A.
Tes
s
,
“
Th
e
ro
le
o
f
s
o
c
ial
m
e
d
ia
in
h
i
g
h
e
r
e
d
u
c
a
ti
o
n
c
las
se
s
(re
a
l
a
n
d
v
irt
u
a
l)
:
A
li
tera
tu
re
re
v
i
e
w,”
Co
mp
u
ter
s
in
Hu
m
a
n
Be
h
a
v
i
o
r,
v
o
l.
2
9
,
n
o
.
5
,
p
p
.
6
0
–
6
8
,
2
0
1
3
.
[2
9
]
C.
Jo
n
e
s,
“
Cre
a
ti
n
g
e
m
p
l
o
y
a
b
il
it
y
sk
il
ls
in
S
M
Es:
M
o
d
ifi
c
a
ti
o
n
t
h
ro
u
g
h
in
tera
c
ti
o
n
,
”
In
d
u
st
ry
a
n
d
Hig
h
e
r
Ed
u
c
a
ti
o
n
,
v
o
l
.
1
9
,
n
o
.
1
,
p
p
.
2
5
-
3
4
,
2
0
0
5
.
[3
0
]
Eu
ro
p
e
a
n
C
o
m
m
issio
n
,
Pr
o
mo
ti
n
g
e
mp
l
o
y
a
b
il
it
y
th
r
o
u
g
h
h
ig
h
e
r
e
d
u
c
a
t
io
n
.
Dire
c
to
ra
te
-
G
e
n
e
ra
l
fo
r
Ed
u
c
a
ti
o
n
a
n
d
Cu
lt
u
re
:
Br
u
ss
e
ls,
2
0
1
5
.
[3
1
]
C.
N.
Bo
d
e
a
,
M
.
I.
Da
sc
a
lu
,
M
.
Hu
e
m
a
n
n
,
G
.
Ve
li
k
ic,
a
n
d
R.
I.
M
o
g
o
s
,
“
S
o
c
ial
m
e
d
ia
in
f
o
rm
a
ti
o
n
sy
ste
m
s
a
n
d
g
ra
d
u
a
te
e
m
p
l
o
y
a
b
il
it
y
:
A
q
u
a
li
t
a
ti
v
e
re
g
i
o
n
a
l
re
se
a
rc
h
,
”
Iss
u
e
s
i
n
I
n
fo
rm
a
ti
o
n
S
y
ste
ms
,
v
o
l.
1
9
,
n
o
.
3
,
p
p
.
5
3
-
6
0
,
2
0
1
8
.
[3
2
]
R.
Ha
ri
a
n
d
M
.
V.
Ku
jala
,
“
Bra
in
b
a
sis
o
f
h
u
m
a
n
so
c
ial
i
n
tera
c
ti
o
n
:
F
r
o
m
c
o
n
c
e
p
ts
to
b
ra
in
ima
g
in
g
,
”
Ph
y
sio
l
o
g
ica
l
Rev
iews
,
v
o
l.
8
9
,
n
o
.
2
,
p
p
.
4
5
3
-
4
7
9
,
2
0
0
9
.
[3
3
]
V.
M
e
le
,
S
o
c
ia
l
in
ter
a
c
ti
o
n
.
Ne
w Je
rse
y
:
Jo
h
n
Wi
ley
&
S
o
n
s,
2
0
1
7
.
[3
4
]
M
.
L.
Krin
g
e
lb
a
c
h
a
n
d
E.
T
.
Ro
ll
s
,
“
Ne
u
ra
l
c
o
rre
late
s
o
f
ra
p
id
re
v
e
rsa
l
lea
rn
in
g
in
a
sim
p
le
m
o
d
e
l
o
f
h
u
m
a
n
s
o
c
ial
in
tera
c
ti
o
n
,
”
Ne
u
ro
ima
g
e
,
v
o
l
.
2
0
,
n
o
.
2
,
p
p
.
1
3
7
1
-
1
3
8
3
,
2
0
0
3
.
[3
5
]
M
.
Ca
rm
o
n
a
,
S
.
Ti
e
sd
e
ll
,
T.
He
a
th
,
a
n
d
T.
Oc
,
Pu
b
li
c
p
la
c
e
s
-
u
r
b
a
n
sp
a
c
e
s:
T
h
e
d
ime
n
si
o
n
s
o
f
u
rb
a
n
d
e
sig
n
.
Ne
w
Yo
rk
:
Arc
h
i
tec
tu
ra
l
P
re
ss
,
2
0
1
0
.
[3
6
]
J
.
G
e
h
l,
Cit
ies
fo
r p
e
o
p
le
.
Was
h
in
g
to
n
:
Isla
n
d
P
re
ss
,
2
0
1
1
.
[3
7
]
S
.
G
.
Li
tt
le,
J.
S
wa
n
g
ler
,
a
n
d
A.
Ak
in
-
Li
tt
le
,
De
fi
n
in
g
so
c
ia
l
sk
il
ls
.
Be
rli
n
:
S
p
ri
n
g
e
r,
2
0
1
7
.
[3
8
]
M
.
F
u
g
a
te,
A.
J
.
Ki
n
ick
i,
a
n
d
B.
E.
As
h
fo
rth
,
“
Emp
l
o
y
a
b
il
it
y
:
A
p
s
y
c
h
o
-
so
c
ial
c
o
n
stru
c
t,
it
s
d
ime
n
sio
n
s
,
a
n
d
a
p
p
li
c
a
ti
o
n
s,”
J
o
u
r
n
a
l
o
f
Vo
c
a
ti
o
n
a
l
Beh
a
v
i
o
r
,
v
o
l.
6
5
,
n
o
.
1
,
p
p
.
1
4
-
3
8
,
2
0
0
4
.
[3
9
]
A.
Ba
n
d
u
ra
,
S
e
lf
-
e
ff
ic
a
c
y
.
S
a
n
F
ra
n
c
isc
o
:
S
tan
f
o
rd
Un
i
v
e
rsity
,
2
0
1
0
.
[4
0
]
K.
P
a
rto
wisa
stro
,
T
h
e
d
y
n
a
mic
s
o
f
so
c
ia
l
p
sy
c
h
o
l
o
g
y
(
in
Ba
h
a
sa
)
.
J
a
k
a
rta:
Erl
a
n
g
g
a
,
2
0
0
9
.
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
Th
e
co
r
r
ela
tio
n
b
etw
ee
n
s
elf
-
effica
cy
a
n
d
p
ee
r
in
tera
ctio
n
to
w
a
r
d
s
s
tu
d
en
ts
’
...
(
F
a
tw
a
Ten
ta
ma
)
15
[4
1
]
F.
Ten
tam
a
a
n
d
M
.
H.
Ab
d
il
lah
,
“
S
tu
d
e
n
t
e
m
p
lo
y
a
b
il
it
y
e
x
a
m
in
e
d
fro
m
a
c
a
d
e
m
ic
a
c
h
iev
e
m
e
n
t
a
n
d
se
lf
-
c
o
n
c
e
p
t,
”
In
ter
n
a
t
io
n
a
l
J
o
u
rn
a
l
o
f
Ev
a
lu
a
ti
o
n
a
n
d
Res
e
a
rc
h
i
n
E
d
u
c
a
ti
o
n
(IJ
ER
E)
,
v
o
l.
8
,
n
o
.
2
,
p
p
.
2
4
3
-
2
4
8
,
2
0
1
9
.
[4
2
]
N.
Ju
h
d
i
,
F
.
P
a
’W
a
n
,
N.
A.
Oth
m
a
n
,
a
n
d
H.
M
o
k
si
n
,
“
F
a
c
to
rs
in
flu
e
n
c
in
g
in
t
e
r
n
a
l
a
n
d
e
x
tern
a
l
e
m
p
lo
y
a
b
il
it
y
o
f
e
m
p
lo
y
e
e
s,”
Bu
si
n
e
ss
a
n
d
Eco
n
o
mic
s J
o
u
rn
a
l
,
v
o
l.
1
1
,
p
p
.
1
-
1
0
,
2
0
1
0
.
[4
3
]
D.
J.
F
in
c
h
,
L.
K.
Ha
m
il
t
o
n
,
R
.
B
a
ld
win
,
a
n
d
M
.
Zeh
n
e
r
,
“
An
e
x
p
l
o
ra
to
ry
st
u
d
y
o
f
fa
c
to
rs
a
ffe
c
ti
n
g
u
n
d
e
r
g
ra
d
u
a
te
e
m
p
lo
y
a
b
i
li
ty
,
”
Ed
u
c
a
ti
o
n
+
T
r
a
i
n
in
g
,
v
o
l
.
5
5
,
n
o
.
7
,
p
p
.
6
8
1
-
7
0
4
,
2
0
1
3
.
[4
4
]
N.
Wh
e
lan
,
S
.
M
c
G
il
lo
wa
y
,
M
.
P
.
M
u
rp
h
y
,
a
n
d
C.
M
c
G
u
in
n
e
ss
, “
EE
P
IC
-
En
h
a
n
c
in
g
e
m
p
lo
y
a
b
il
it
y
th
ro
u
g
h
p
o
siti
v
e
in
terv
e
n
t
io
n
s
fo
r
i
m
p
r
o
v
i
n
g
c
a
re
e
r
p
o
ten
ti
a
l:
T
h
e
imp
a
c
t
o
f
a
h
i
g
h
su
p
p
o
rt
c
a
re
e
r
g
u
id
a
n
c
e
in
terv
e
n
ti
o
n
o
n
t
h
e
we
ll
b
e
in
g
,
h
o
p
e
fu
l
n
e
ss
,
se
lf
-
e
ffica
c
y
a
n
d
e
m
p
lo
y
a
b
il
it
y
o
f
th
e
lo
n
g
-
term
u
n
e
m
p
l
o
y
e
d
-
a
stu
d
y
p
ro
t
o
c
o
l
f
o
r
a
ra
n
d
o
m
ise
d
c
o
n
tr
o
ll
e
d
tri
a
l,
”
T
ri
a
ls
,
v
o
l.
1
9
,
n
o
.
1
4
1
,
p
p
.
1
-
1
8
,
2
0
1
8
.
[4
5
]
R.
Ka
n
fe
r,
C.
R.
Wan
b
e
rg
,
a
n
d
T.
M
.
Ka
n
tro
witz
,
“
Jo
b
se
a
rc
h
a
n
d
e
m
p
lo
y
m
e
n
t
:
A
p
e
rso
n
a
li
t
y
–
m
o
ti
v
a
ti
o
n
a
l
a
n
a
ly
sis a
n
d
m
e
ta
-
a
n
a
ly
ti
c
re
v
iew
,
”
J
o
u
rn
a
l
o
f
A
p
p
l
ied
Psy
c
h
o
lo
g
y
,
v
o
l
.
8
6
,
n
o
.
5
,
p
p
.
8
3
7
-
8
5
5
,
2
0
0
1
.
[4
6
]
R.
Kre
it
n
e
r,
a
n
d
A.
Ki
n
ick
i
,
Or
g
a
n
iza
ti
o
n
a
l
b
e
h
a
v
i
o
r
.
Ne
w Yo
r
k
:
M
c
G
ra
w
-
Hill
,
2
0
1
2
.
[4
7
]
M
.
C
o
e
tze
e
,
a
n
d
A.
S
c
h
re
u
d
e
r
,
“
Th
e
re
latio
n
b
e
twe
e
n
c
a
re
e
r
a
n
c
h
o
rs,
e
m
o
t
io
n
a
l
i
n
telli
g
e
n
c
e
a
n
d
e
m
p
l
o
y
a
b
i
li
ty
sa
ti
sfa
c
ti
o
n
a
m
o
n
g
w
o
rk
e
rs
i
n
th
e
se
rv
ice
in
d
u
str
y
,
”
S
o
u
t
h
e
rn
Af
r
ica
n
B
u
sin
e
ss
Rev
iew
,
v
o
l.
1
5
,
n
o
.
3
,
p
p
.
7
6
–
9
7
,
2
0
1
1
.
[4
8
]
M
.
Va
n
d
e
r
Ve
ld
e
,
a
n
d
P
.
Va
n
d
e
n
Be
rg
,
“
M
a
n
a
g
in
g
f
u
n
c
ti
o
n
a
l
fl
e
x
ib
il
i
ty
i
n
a
p
a
ss
e
n
g
e
r
tran
sp
o
rt
firm,”
Hu
ma
n
Res
o
u
rc
e
M
a
n
a
g
e
me
n
t
J
o
u
rn
a
l
,
v
o
l.
1
3
,
n
o
.
4
,
p
p
.
4
5
-
5
5
,
2
0
0
3
.
[4
9
]
R.
Ju
n
c
o
,
J.
M
.
M
a
stro
d
ica
sa
,
A.
V.
Ag
u
iar,
E.
M
.
L
o
n
g
n
e
c
k
e
r,
a
n
d
J.
N.
Ro
k
k
u
m
, “
Im
p
a
c
t
o
f
tec
h
n
o
lo
g
y
-
m
e
d
iate
d
c
o
m
m
u
n
ica
ti
o
n
o
n
stu
d
e
n
t
e
v
a
lu
a
ti
o
n
s
o
f
a
d
v
isin
g
,
”
NACA
D
A
J
o
u
r
n
a
l
,
v
o
l.
3
6
,
n
o
.
2
,
p
p
.
5
4
-
6
6
,
2
0
1
6
.
[5
0
]
A.
E.
G
re
e
n
,
M
.
De
Ho
y
o
s,
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ter
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5
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