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K
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C
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.
id
1.
I
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D
UCT
I
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N
E
d
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ca
tio
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a
co
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2
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;
E
f
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in
n
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d
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atin
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attitu
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es,
as
well
as
k
n
o
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e
an
d
s
k
ills
[
1
-
4
]
.
T
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er
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e,
th
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o
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State
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es
it
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g
o
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f
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cu
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[
5
,
6
]
.
T
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e,
s
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all
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W
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en
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s
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h
t
attitu
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e
to
wo
r
k
with
h
is
co
ll
ea
g
u
es [
7
-
1
1
]
.
Ma
th
em
atics
is
o
n
e
o
f
th
e
s
u
b
jects
tau
g
h
t
f
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s
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o
n
d
ar
y
,
a
n
d
h
ig
h
er
ed
u
c
atio
n
[
1
2
]
.
Fo
llo
win
g
th
e
o
b
jectiv
es
o
f
le
ar
n
in
g
m
ath
e
m
atics
at
th
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r
im
ar
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s
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d
ar
y
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r
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ar
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o
th
at
in
th
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ically
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ally
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itically
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th
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r
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tiv
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s
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,
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d
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ty
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ea
s
.
Kn
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ed
b
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d
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ased
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n
s
tu
d
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s
th
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u
g
h
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teac
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talk
s
o
n
ed
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ca
tio
n
[
1
2
,
1
3
]
.
Ma
th
em
atics
less
o
n
s
ar
e
o
f
ten
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ter
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as
th
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k
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d
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lly
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clea
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an
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a
cc
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r
ately
r
ep
r
esen
ted
b
y
s
y
m
b
o
ls
an
d
r
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le
Evaluation Warning : The document was created with Spire.PDF for Python.
I
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R
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8
8
2
2
I
d
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ch
o
o
l stu
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e
n
t
s
in
ma
th
ema
tics
(
S
ya
ifu
l
)
203
[
1
4
,
1
5
]
.
An
o
th
er
f
ac
to
r
th
at
s
u
p
p
o
r
ts
th
e
s
u
cc
ess
o
r
f
ailu
r
e
o
f
teac
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in
g
m
ath
em
atics
is
m
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th
e
th
eo
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y
o
f
m
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atics
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in
g
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d
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f
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th
a
t
s
u
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ess
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aster
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ter
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Ma
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atica
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e
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ig
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t
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s
tr
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,
k
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o
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ed
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ca
ti
o
n
al
an
d
lear
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o
b
jectiv
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o
r
ex
p
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t
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ap
p
r
o
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h
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s
ee
wh
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s
tu
d
e
n
ts
alr
ea
d
y
h
av
e
r
ea
d
in
ess
o
r
lea
r
n
in
g
ab
ilit
y
[
1
6
-
1
8
]
.
Attitu
d
es
ar
e
n
o
tewo
r
th
y
in
t
h
e
less
o
n
.
A
lear
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r
o
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s
in
m
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atics,
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en
tial
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e,
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wn
ed
b
y
th
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s
tu
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e
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s
e
it
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af
f
ec
t
th
em
in
th
e
lea
r
n
in
g
p
r
o
ce
s
s
[
1
9
-
2
2
]
.
Su
p
p
o
s
e
th
e
s
tu
d
en
ts
h
av
e
a
p
o
s
itiv
e
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d
e
in
lear
n
in
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e
d
if
f
er
e
n
t
s
tu
d
e
n
ts
wh
o
h
a
v
e
a
n
eg
ativ
e
attitu
d
e
[
2
3
]
.
I
n
u
n
d
er
s
tan
d
in
g
th
e
co
g
n
itiv
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asp
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ts
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also
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f
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d
im
en
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,
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s
e
s
tu
d
en
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with
th
e
h
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g
h
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o
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is
s
u
es
will
f
o
s
ter
th
e
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itical
an
d
cr
ea
tiv
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n
atu
r
e
o
f
th
e
s
tu
d
e
n
t.
Attitu
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ar
e
th
e
lik
elih
o
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d
o
f
s
tu
d
en
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iv
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a
co
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s
is
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t
,
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u
ca
ted
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n
eg
ativ
e
,
o
r
p
o
s
itiv
e
r
ea
ctio
n
/
r
esp
o
n
s
e
to
an
o
b
ject
[
2
4
,
2
5
]
.
Attitu
d
e
is
th
e
p
er
s
o
n
ality
o
f
an
in
d
iv
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d
u
al
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o
is
in
f
l
u
e
n
ce
d
b
y
th
e
b
eh
a
v
io
u
r
ass
o
ciate
d
with
it.
Stu
d
e
n
t
attitu
d
es
will
b
e
f
o
r
m
ed
f
r
o
m
o
u
tco
m
es a
n
d
lear
n
in
g
ex
p
e
r
ien
ce
s
th
at
will
g
iv
e
s
tu
d
en
ts
em
o
tio
n
al
q
u
o
tien
t [
2
6
]
.
T
h
e
en
v
ir
o
n
m
en
t
in
f
lu
en
ce
s
s
tu
d
en
ts
'
em
o
tio
n
al
in
tellig
en
c
e,
it
is
n
o
t
f
ix
e
d
,
b
u
t
ca
n
c
h
a
n
g
e
at
an
y
tim
e.
T
h
er
e
f
o
r
e,
p
ar
e
n
ts
'
r
o
le
i
n
ed
u
ca
tin
g
ch
ild
r
en
at
th
e
a
g
e
o
f
f
iv
e
h
as
a
s
ig
n
if
ican
t
r
o
le
in
th
e
f
o
r
m
atio
n
o
f
e
m
o
tio
n
al
in
tellig
en
ce
.
E
m
o
ti
o
n
al
in
tellig
en
ce
(
EQ
)
s
k
ills
d
o
n
o
t c
o
n
f
lict w
ith
in
tellectu
al
in
tellig
en
ce
(
IQ
)
o
r
co
g
n
itiv
e
a
b
ilit
ies,
b
u
t
b
o
th
i
n
ter
ac
t
d
y
n
am
ically
with
ea
c
h
o
th
e
r
,
b
o
th
in
t
h
e
r
ea
l
wo
r
l
d
an
d
co
n
ce
p
tu
ally
.
Ho
wev
er
,
E
Q
is
n
o
t
in
f
l
u
en
c
ed
b
y
h
er
e
d
ity
[
2
6
]
.
Go
lem
a
n
[
2
7
]
e
x
p
lain
s
th
at
n
o
o
n
e
ty
p
e
o
f
m
o
n
o
lith
ic
in
tellig
en
ce
is
ess
en
tial
f
o
r
s
u
cc
ess
in
liv
in
g
life
,
b
u
t
t
h
er
e
ar
e
s
ev
en
s
p
ec
tr
al
b
its
o
f
in
tellig
en
ce
with
s
ev
e
n
m
ain
v
ar
ieties.
I
n
te
r
p
er
s
o
n
al
in
tellig
en
ce
is
th
e
k
ey
to
k
n
o
win
g
o
n
eself
,
in
clu
d
i
n
g
o
n
e
'
s
f
ee
lin
g
s
an
d
th
e
ab
ilit
y
to
d
is
tin
g
u
is
h
b
etwe
en
th
ese
f
ee
lin
g
s
an
d
u
s
e
th
em
to
g
u
id
e
b
eh
a
v
io
u
r
[
2
8
]
.
E
m
o
tio
n
al
in
tellig
en
ce
h
as
a
r
o
le,
n
o
t o
n
ly
in
s
ch
o
o
l a
n
d
i
n
ac
ad
em
ic
s
u
cc
ess
,
b
u
t a
ls
o
in
th
e
p
r
o
g
r
ess
o
f
wo
r
k
an
d
m
a
r
r
iag
e
[
2
9
-
3
1
]
.
T
h
e
a
b
ilit
y
to
m
o
tiv
ate
th
em
s
elv
es,
co
n
tr
o
l
em
o
tio
n
s
,
an
d
r
ec
o
g
n
ize
s
tu
d
en
ts
'
em
o
tio
n
s
is
n
o
t
th
e
s
am
e,
ea
ch
s
tu
d
en
t
h
as
a
d
if
f
er
en
t
e
m
o
ti
o
n
al
in
tellig
en
ce
.
T
h
er
e
a
r
e
d
if
f
er
en
t
lev
els
o
f
s
tu
d
en
ts
'
em
o
tio
n
al
in
tellig
en
ce
an
d
h
o
w
th
e
y
k
n
o
w
th
em
s
elv
es.
B
ec
au
s
e
th
e
ab
ilit
y
o
f
em
o
tio
n
al
in
tellig
en
ce
lead
s
to
s
u
p
er
io
r
p
er
f
o
r
m
an
ce
ev
en
in
in
tellectu
al
ca
r
ee
r
s
.
Acc
o
r
d
in
g
to
K
u
s
ty
ar
in
i
[
3
1
]
,
EQ
h
as
a
m
u
ch
m
o
r
e
s
ig
n
i
f
ican
t
r
o
le
th
an
IQ
.
Me
an
wh
ile,
ac
co
r
d
in
g
to
Go
lem
an
[
2
7
]
I
Q
alo
n
e
is
n
o
m
o
r
e
th
e
o
n
l
y
m
ea
s
u
r
e
o
f
s
u
cc
ess
;
em
o
tio
n
al
in
tellig
en
ce
,
s
o
cial
in
tellig
en
c
e,
an
d
l
u
ck
also
p
lay
a
s
ig
n
if
i
ca
n
t
r
o
le
in
o
n
e'
s
s
u
cc
ess
.
T
h
er
ef
o
r
e,
th
e
p
u
r
p
o
s
e
o
f
th
is
s
tu
d
y
is
to
lo
o
k
at
em
o
tio
n
al
in
tellig
en
ce
p
o
s
s
ess
ed
b
y
s
tu
d
en
ts
.
2.
RE
S
E
ARCH
M
E
T
H
O
D
Th
is
was
m
ix
ed
m
eth
o
d
s
r
e
s
ea
r
ch
em
p
lo
y
ed
s
eq
u
e
n
tial
ex
p
lan
ato
r
y
.
Mix
e
d
r
esear
ch
with
an
ex
p
lan
ato
r
y
s
eq
u
en
tial
d
esig
n
is
a
r
esear
ch
th
at
tak
es
q
u
an
titativ
e
d
ata
f
ir
s
t,
an
d
co
n
tin
u
es
w
ith
q
u
alitativ
e
d
ata
co
llectio
n
[
3
2
,
3
3
]
.
T
h
is
s
tu
d
y
'
s
d
esig
n
was
ap
p
lied
b
e
ca
u
s
e
it
was
f
o
llo
wi
n
g
th
e
o
b
j
ec
tiv
es
o
f
th
e
s
tu
d
y
,
wh
er
e
th
e
aim
was
to
f
in
d
o
u
t
th
e
em
o
tio
n
al
in
tellig
en
ce
o
f
J
u
n
io
r
Hig
h
Sch
o
o
l
Stu
d
en
ts
to
war
d
s
Ma
th
em
atics Su
b
jects.
T
h
e
r
esear
c
h
s
am
p
le
was
o
b
t
ain
ed
f
r
o
m
1
0
2
J
u
n
io
r
Hig
h
S
ch
o
o
l
7
J
am
b
i
C
ity
ed
u
ca
tio
n
s
tu
d
en
ts
wh
o
u
s
ed
a
p
u
r
p
o
s
iv
e
s
am
p
lin
g
tech
n
iq
u
e.
Pu
r
p
o
s
iv
e
s
am
p
lin
g
is
a
s
am
p
lin
g
tech
n
iq
u
e
b
ased
o
n
th
e
cr
iter
ia
o
f
th
e
r
esear
ch
e
r
[
3
4
]
.
T
h
e
r
e
q
u
ir
em
en
ts
in
th
is
s
tu
d
y
wer
e
s
tu
d
en
ts
with
a
h
ig
h
r
an
k
in
g
o
f
3
p
eo
p
le
an
d
3
p
eo
p
le
r
a
n
k
ed
l
o
w
f
r
o
m
ea
ch
class
.
T
h
e
s
tu
d
y
u
s
ed
q
u
esti
o
n
n
air
es
an
d
in
ter
v
iew
in
s
tr
u
m
en
ts
.
T
h
e
q
u
esti
o
n
n
air
e
h
as
1
6
v
ali
d
s
tatem
en
ts
with
C
r
o
n
b
ac
h
alp
h
a
0
.
7
2
with
a
L
ik
er
t
4
s
ca
le,
b
ased
o
n
th
e
th
eo
r
y
o
f
Go
lem
an
[
2
8
]
.
Ac
co
r
d
in
g
to
Go
lem
a
n
[
2
8
]
,
s
tu
d
en
ts
'
em
o
tio
n
al
q
u
o
t
ien
t
h
as
f
iv
e
asp
ec
ts
:
r
ec
o
g
n
i
zin
g
th
em
s
elv
es,
m
an
ag
in
g
e
m
o
tio
n
s
,
m
o
tiv
atin
g
th
em
s
elv
es,
r
ec
o
g
n
izin
g
o
th
e
r
p
eo
p
le'
s
em
o
tio
n
s
,
an
d
b
u
ild
i
n
g
r
elatio
n
s
h
ip
s
[
2
9
]
.
An
d
u
s
in
g
s
em
i
-
s
tr
u
ctu
r
ed
in
ter
v
iews
aim
ed
at
s
tr
en
g
th
en
in
g
q
u
an
titativ
e
d
ata.
T
h
e
d
ata
u
s
ed
b
y
th
e
SP
SS
p
r
o
g
r
am
to
lo
o
k
f
o
r
d
escr
ip
tiv
e.
Descr
ip
tiv
e
s
tatis
t
ics
ar
e
p
r
esen
te
d
in
a
s
u
m
m
ar
y
f
r
e
q
u
en
c
y
,
f
o
r
ex
am
p
le,
m
o
d
e,
m
ea
n
,
m
ed
ian
,
m
in
im
u
m
,
m
a
x
im
u
m
,
a
n
d
s
tan
d
ar
d
d
ev
iatio
n
[
3
5
]
.
T
h
e
ca
teg
o
r
ie
s
o
f
em
o
tio
n
al
q
u
o
tien
t
ar
e
s
h
o
wn
i
n
T
ab
le
1
.
T
ab
le
1
.
C
ateg
o
r
izatio
n
o
f
e
m
o
tio
n
al
in
tellig
en
ce
C
a
t
e
g
o
r
y
I
n
t
e
r
v
a
l
R
e
c
o
g
n
i
z
e
e
mo
t
i
o
n
s
M
a
n
a
g
e
e
mo
t
i
o
n
s
M
o
t
i
v
a
t
e
y
o
u
r
se
l
f
V
e
r
y
n
o
t
g
o
o
d
6
.
0
–
1
0
.
5
5
.
0
–
8
.
7
5
.
0
–
8
.
7
N
o
t
g
o
o
d
1
0
.
6
–
1
5
.
0
8
.
8
–
1
2
.
5
8
.
8
–
1
2
.
5
G
o
o
d
1
5
.
1
–
1
9
.
5
1
2
.
6
–
1
6
.
2
1
2
.
6
–
1
6
.
2
V
e
r
y
g
o
o
d
1
9
.
6
–
2
4
.
0
1
6
.
3
–
2
0
.
0
1
6
.
3
–
2
0
.
0
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
2
0
2
1
:
2
0
2
-
2
0
8
204
All
d
ata
wer
e
o
b
tain
ed
f
r
o
m
em
o
tio
n
al
q
u
o
tien
t
q
u
esti
o
n
n
ai
r
es
co
llected
an
d
ca
lcu
lated
an
d
ass
is
ted
with
th
e
SP
S
S
2
1
ap
p
licatio
n
.
I
n
th
is
s
tu
d
y
,
q
u
an
titativ
e
d
at
a
wer
e
an
aly
ze
d
u
s
in
g
Me
an
,
Me
d
ian
,
Min
,
Ma
x
,
an
d
Per
ce
n
tag
e.
Descr
ip
tiv
e
s
tatis
tic
s
ar
e
g
iv
en
to
ca
lcu
late
th
e
f
r
eq
u
en
cy
,
p
er
ce
n
tag
e
,
m
ea
n
,
m
ed
ian
,
m
in
,
an
d
a
m
a
x
o
f
t
h
e
s
am
p
le
[
3
4
]
,
f
o
llo
wed
b
y
in
ter
v
iews u
s
ed
t
o
s
tr
en
g
th
en
th
e
q
u
an
titativ
e
d
ata
r
esu
lts
.
3.
RE
SU
L
T
S
A
ND
D
I
SCU
SS
I
O
N
3
.
1
.
Resul
t
s
I
n
th
is
s
tu
d
y
,
th
e
n
o
v
elty
p
r
esen
ted
is
id
en
tify
in
g
s
tu
d
en
ts
'
em
o
tio
n
al
in
tellig
en
ce
.
Acc
o
r
d
in
g
to
Go
lem
an
[
2
8
]
s
tu
d
en
ts
'
em
o
tio
n
al
q
u
o
tien
t
h
as
f
iv
e
asp
e
cts,
n
am
ely
r
ec
o
g
n
izi
n
g
th
e
m
s
elv
es,
m
an
ag
in
g
em
o
tio
n
s
,
m
o
tiv
atin
g
o
n
eself
,
r
ec
o
g
n
izin
g
th
e
em
o
tio
n
s
o
f
o
th
er
s
,
an
d
b
u
ild
in
g
r
elatio
n
s
h
ip
s
.
Ho
wev
er
,
i
n
th
is
s
tu
d
y
,
wh
at
is
u
s
ed
o
r
s
ee
n
is
o
n
ly
th
e
asp
ec
t
o
f
r
ec
o
g
n
i
zin
g
th
e
em
o
ti
o
n
s
o
f
o
th
er
s
,
m
an
ag
in
g
o
n
e'
s
o
wn
em
o
tio
n
s
,
an
d
m
o
tiv
atin
g
y
o
u
r
s
elf
[
2
9
]
.
T
h
e
r
esu
lts
ca
n
b
e
s
ee
n
in
T
ab
le
2
to
T
a
b
le
4.
3
.
1
.
1
.
Re
co
g
nize
emo
t
io
ns
T
h
e
r
esu
lts
o
f
th
e
em
o
tio
n
al
in
tellig
en
ce
q
u
esti
o
n
n
air
e
g
iv
en
an
d
o
b
tain
ed
an
d
p
r
o
ce
s
s
ed
b
y
th
e
r
esu
lts
th
at
ca
n
b
e
s
ee
n
in
T
ab
le
2
.
Fro
m
T
ab
le
2
,
wh
ich
ca
m
e
f
r
o
m
1
0
2
r
esp
o
n
d
e
n
ts
f
r
o
m
h
ig
h
s
ch
o
o
l
s
tu
d
en
ts
in
th
e
g
o
o
d
ca
teg
o
r
y
,
an
d
af
ter
b
ein
g
p
r
o
c
ess
ed
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d
o
b
tain
ed
th
e
r
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lts
u
s
in
g
th
e
SP
SS
2
1
ap
p
licatio
n
p
r
o
g
r
am
,
it
was
f
o
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n
d
to
r
ec
o
g
n
ize
e
m
o
tio
n
s
in
em
o
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al
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tellig
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ce
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a
v
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g
a
s
u
itab
le
g
r
ad
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o
f
6
1
.
8
%
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o
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6
3
s
tu
d
en
ts
f
r
o
m
1
0
2
to
tal
s
tu
d
e
n
ts
,
n
o
t
g
o
o
d
at
1
4
.
7
%
f
o
r
a
to
tal
o
f
1
5
s
tu
d
e
n
ts
o
u
t
o
f
1
0
2
to
tal
s
tu
d
en
ts
,
an
d
v
er
y
g
o
o
d
2
3
.
5
%
f
o
r
2
4
s
tu
d
en
ts
o
u
t
o
f
1
0
2
t
o
tal
s
tu
d
en
ts
.
T
ab
le
2
r
ev
ea
ls
Me
an
v
alu
e
o
f
1
7
.
5
,
Ma
x
im
u
m
Valu
e
o
f
2
2
,
a
n
d
M
in
im
u
m
Valu
e
o
f
1
1
.
T
ab
le
2
.
R
esu
lts
o
f
in
d
icato
r
s
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ec
o
g
n
ize
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o
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n
s
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em
o
tio
n
al
q
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o
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t
R
a
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g
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C
l
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f
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c
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M
e
a
n
M
i
n
M
a
x
%
R
e
s
p
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se
s
To
t
a
l
6
.
0
–
1
0
.
5
N
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v
e
r
y
g
o
o
d
0
1
7
.
5
1
1
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0
2
2
.
0
0
.
0
1
0
.
6
–
1
5
.
0
N
o
t
g
o
o
d
15
1
4
.
7
1
5
.
1
–
1
9
.
5
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d
63
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1
.
8
1
9
.
6
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4
.
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e
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y
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d
24
2
3
.
5
To
t
a
l
1
0
2
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0
3
.
1
.
2
.
M
a
na
g
ing
y
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ur
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o
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io
ns
T
h
e
r
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lts
o
f
th
e
q
u
esti
o
n
n
air
e
p
r
o
v
id
ed
a
n
d
h
av
e
b
ee
n
o
b
ta
in
ed
an
d
p
r
o
ce
s
s
ed
th
e
r
esu
lts
u
s
in
g
th
e
SP
SS
2
1
ap
p
licatio
n
th
at
ca
n
be
s
ee
n
in
T
a
b
le
3
.
Fro
m
T
ab
l
e
3
,
wh
ich
ca
m
e
f
r
o
m
1
0
2
r
es
p
o
n
d
e
n
ts
f
r
o
m
h
ig
h
s
ch
o
o
l
s
tu
d
en
ts
i
n
th
e
g
o
o
d
c
ateg
o
r
y
,
an
d
af
te
r
it
was
p
r
o
c
ess
ed
an
d
t
h
e
r
esu
lts
o
b
tain
ed
u
s
in
g
th
e
SP
SS
2
1
ap
p
licatio
n
p
r
o
g
r
am
,
it
was
f
o
u
n
d
t
o
m
a
n
ag
e
em
o
tio
n
s
i
n
e
m
o
tio
n
al
in
tellig
en
ce
h
a
v
in
g
a
s
u
it
ab
le
ca
teg
o
r
y
o
f
5
3
.
9
%
f
o
r
5
6
s
tu
d
en
ts
f
r
o
m
1
0
2
to
tal
s
tu
d
e
n
ts
,
n
o
t
g
o
o
d
at
1
6
.
6
%
f
o
r
a
to
tal
o
f
1
8
s
tu
d
e
n
ts
o
u
t
o
f
1
0
2
to
tal
s
tu
d
en
ts
,
v
er
y
g
o
o
d
2
4
.
6
%
f
o
r
2
3
s
tu
d
en
ts
o
u
t
o
f
1
0
2
to
tal
s
tu
d
en
ts
,
an
ab
y
s
m
al
4
.
9
%
f
o
r
5
s
tu
d
en
ts
o
u
t
o
f
1
0
2
to
tal
s
tu
d
en
ts
.
T
ab
le
3
s
h
o
ws
th
at
th
e
Me
an
v
alu
e
o
f
1
4
.
2
,
Ma
x
im
u
m
Valu
e
o
f
1
8
,
a
n
d
Min
im
u
m
Valu
e
o
f
6
.
T
ab
le
3
.
R
esu
lts
o
f
in
d
icato
r
s
,
m
an
ag
in
g
th
eir
o
wn
em
o
tio
n
s
in
em
o
tio
n
al
q
u
o
tien
t
R
a
n
g
e
C
l
a
s
si
f
i
c
a
t
i
o
n
M
e
a
n
M
i
n
M
a
x
%
R
e
s
p
o
n
se
s
To
t
a
l
5
.
0
–
8
.
7
N
o
t
v
e
r
y
g
o
o
d
5
1
4
.
2
6
.
0
1
8
.
0
4
.
9
8
.
8
–
1
2
.
5
N
o
t
g
o
o
d
18
1
6
.
6
1
2
.
6
–
1
6
.
2
G
o
o
d
56
5
3
.
9
1
6
.
3
–
2
0
.
0
V
e
r
y
g
o
o
d
23
2
4
.
6
To
t
a
l
1
0
2
1
0
0
3
.
1
.
3
.
M
o
t
iv
a
t
e
y
o
urs
elf
T
h
e
r
esu
lts
o
f
th
e
ar
m
atu
r
e
g
iv
en
an
d
h
av
e
b
ee
n
o
b
tain
e
d
an
d
p
r
o
ce
s
s
ed
th
e
r
esu
lts
u
s
in
g
th
e
SP
S
S
2
1
ap
p
licatio
n
t
h
at
ca
n
b
e
s
ee
n
in
T
ab
le
4
.
Fr
o
m
T
ab
le
4
,
wh
ich
ca
m
e
f
r
o
m
1
0
2
r
esp
o
n
d
e
n
ts
f
r
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h
ig
h
s
ch
o
o
l
s
tu
d
en
ts
in
th
e
g
o
o
d
ca
teg
o
r
y
,
an
d
af
ter
b
ein
g
p
r
o
c
ess
ed
an
d
o
b
tain
ed
th
e
r
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lts
u
s
in
g
th
e
SP
SS
2
1
ap
p
licatio
n
p
r
o
g
r
am
,
it
was
f
o
u
n
d
to
m
o
tiv
ate
y
o
u
r
s
elf
in
em
o
tio
n
al
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tellig
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ce
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in
g
a
s
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itab
le
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r
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e
o
f
6
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8
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f
o
r
6
2
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tu
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ts
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o
t
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d
at
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r
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tal
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d
2
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6
%
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r
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tal
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tu
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en
ts
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ab
y
s
m
al
2
.
9
%
f
o
r
3
s
tu
d
en
ts
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u
t
o
f
1
0
2
to
tal
s
tu
d
e
n
ts
.
T
ab
le
4
p
r
e
s
en
ts
m
ea
n
v
alu
e
o
f
1
4
.
6
,
m
a
x
im
u
m
v
alu
e
o
f
1
9
,
an
d
m
in
im
u
m
v
alu
e
o
f
7
.
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
I
d
en
tifyin
g
o
f e
m
o
tio
n
a
l
q
u
o
ti
en
t ju
n
io
r
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ig
h
s
ch
o
o
l stu
d
e
n
t
s
in
ma
th
ema
tics
(
S
ya
ifu
l
)
205
T
ab
le
4
.
T
h
e
r
esu
lts
o
f
th
e
i
n
d
icato
r
s
m
o
tiv
atin
g
th
em
s
elv
es
in
em
o
tio
n
al
q
u
o
tien
t
R
a
n
g
e
C
l
a
s
si
f
i
c
a
t
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e
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M
i
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a
x
%
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e
s
p
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t
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l
5
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7
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3
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4
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6
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0
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8
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8
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5
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d
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1
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.
6
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2
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6
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t
a
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1
0
2
1
0
0
3
.
2
.
Dis
cu
s
s
io
n
T
h
e
r
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lts
o
f
th
e
q
u
esti
o
n
n
air
e
an
aly
s
is
in
T
ab
le
2
s
h
o
w
th
a
t
th
e
in
d
icato
r
s
r
ec
o
g
n
ize
th
at
em
o
tio
n
s
h
av
e
a
g
o
o
d
a
b
ilit
y
o
f
6
1
.
8
%
(
6
3
o
f
1
0
2
)
s
tu
d
en
ts
in
m
ath
em
atics.
T
h
is
ab
ilit
y
is
d
em
o
n
s
tr
ated
b
y
s
tu
d
en
ts
b
ein
g
a
b
le
to
r
ec
o
g
n
ize
th
e
f
ee
lin
g
s
o
f
f
r
ien
d
s
wh
o
ar
e
n
e
ar
b
y
,
n
o
t
d
is
tu
r
b
in
g
th
eir
f
r
ie
n
d
s
wh
en
th
ey
ar
e
em
o
tio
n
al.
I
t c
a
n
also
b
e
s
ee
n
f
r
o
m
th
e
r
esu
lts
o
f
in
ter
v
iews
th
at
h
av
e
b
ee
n
d
o
n
e.
“W
h
en
yo
u
s
ee
th
a
t y
o
u
r
fr
ien
d
is
u
p
s
et
b
ec
a
u
s
e
o
f h
is
lo
w
e
xa
m
r
esu
lts
,
w
h
a
t a
ctio
n
d
o
yo
u
ta
ke
?
”
“I
w
a
ited
fo
r
my
fr
ien
d
to
ca
l
m
d
o
w
n
fir
s
t,
th
en
a
p
p
r
o
a
c
h
ed
h
im
w
ith
en
co
u
r
a
g
eme
n
t.
”
“W
h
en
yo
u
g
ive
h
im
en
co
u
r
a
g
eme
n
t,
b
u
t h
e
is
a
n
g
r
y
w
ith
yo
u
,
w
h
a
t d
o
yo
u
d
o
.
”
“I
w
ill s
ta
y
a
w
a
y
fo
r
a
mo
men
t u
n
til h
e
ca
lms
d
o
w
n
,
t
h
en
I
c
a
n
ta
lk
a
g
a
in
.
”
Fro
m
th
e
r
esu
lts
o
f
th
e
in
ter
v
i
ews
co
n
d
u
cted
,
it
ap
p
ea
r
s
th
at
s
tu
d
en
ts
r
ec
o
g
n
ize
th
eir
o
wn
em
o
tio
n
s
,
ev
en
if
th
ey
ar
e
also
ab
le
to
r
ec
o
g
n
ize
t
h
eir
f
r
ien
d
s
'
em
o
tio
n
s
.
Ma
y
er
an
d
Salo
v
ey
[
3
6
]
s
tates
th
at
em
o
tio
n
al
q
u
o
tien
t
co
n
s
is
ts
o
f
r
ec
o
g
n
izin
g
o
n
e'
s
em
o
tio
n
s
o
r
s
elf
-
aw
ar
en
ess
,
m
an
ag
in
g
em
o
tio
n
s
,
m
o
tiv
atin
g
o
n
eself
,
r
ec
o
g
n
izin
g
o
th
er
p
eo
p
le'
s
e
m
o
tio
n
s
o
r
em
p
ath
y
,
an
d
b
u
i
ld
in
g
r
elatio
n
s
h
ip
s
.
R
ec
o
g
n
iz
in
g
s
elf
-
em
o
tio
n
o
r
s
elf
-
awa
r
en
ess
is
th
e
ab
ilit
y
to
r
ec
o
g
n
ize
an
d
r
ea
lize
f
ee
lin
g
s
wh
en
th
ey
o
cc
u
r
.
Ma
n
a
g
in
g
E
m
o
tio
n
s
is
th
e
ab
ilit
y
to
h
an
d
le
f
ee
lin
g
s
s
o
th
at
s
o
u
ls
ca
n
b
e
a
d
eq
u
ately
ex
p
r
ess
ed
[
3
7
-
3
9
]
.
R
ec
o
g
n
izin
g
o
t
h
er
p
eo
p
le'
s
em
o
tio
n
s
o
r
em
p
ath
y
is
th
e
ab
ilit
y
to
k
n
o
w
o
t
h
er
p
eo
p
le'
s
o
p
in
io
n
s
.
T
h
e
p
s
y
ch
o
lo
g
ical
d
y
n
am
ics
th
at
o
cc
u
r
i
n
in
d
iv
id
u
als
wh
o
h
av
e
h
ig
h
e
m
o
tio
n
al
in
tellig
en
ce
wh
e
n
f
a
cin
g
s
tr
ess
o
r
co
n
f
lict
ar
e
as
f
o
llo
ws:
wh
en
f
ac
e
d
with
s
tr
ess
o
r
co
n
f
lict,
i
n
d
iv
id
u
als
wh
o
h
av
e
h
ig
h
em
o
tio
n
al
in
tellig
en
ce
will
im
m
ed
iately
r
ec
o
g
n
ize
c
h
an
g
es
in
em
o
tio
n
s
an
d
th
eir
ca
u
s
es
[
4
0
,
4
1
]
.
He
ca
n
ex
p
lo
r
e
th
ese
em
o
tio
n
s
o
b
jectiv
ely
s
o
th
at
h
e
d
o
es
n
o
t
d
is
s
o
lv
e
in
to
em
o
tio
n
s
.
T
h
is
m
ak
es
h
im
ab
le
to
th
in
k
o
f
v
ar
io
u
s
w
ay
s
o
f
co
p
in
g
with
r
eliev
in
g
s
tr
ess
an
d
r
eso
lv
in
g
o
n
g
o
in
g
co
n
f
licts
.
Ar
m
ed
wi
th
th
is
ab
ilit
y
,
h
e
tr
ied
to
m
an
ag
e
h
is
em
o
tio
n
s
s
o
th
at
em
o
tio
n
s
co
u
ld
b
e
r
ev
ea
led
a
p
p
r
o
p
r
iately
.
T
h
is
m
ea
n
s
th
at
th
e
in
d
iv
id
u
al
d
o
es
n
o
t
v
en
t
th
eir
e
m
o
tio
n
s
wild
ly
o
r
in
s
tead
s
u
p
p
r
ess
es th
em
.
T
h
e
r
esu
lts
o
f
th
e
q
u
esti
o
n
n
air
e
an
aly
s
is
in
T
ab
le
3
s
h
o
w
t
h
at
th
e
in
d
icato
r
s
o
f
m
an
ag
in
g
em
o
tio
n
s
in
em
o
tio
n
al
in
tellig
en
ce
h
av
e
a
g
o
o
d
ab
ilit
y
o
f
5
3
.
9
%
(
5
6
o
f
1
0
2
)
o
f
s
tu
d
en
ts
in
m
ath
em
a
tics
.
T
h
is
ab
ilit
y
i
s
s
h
o
wn
b
y
s
tu
d
en
ts
b
ei
n
g
a
b
le
to
co
n
tr
o
l
th
eir
em
o
tio
n
s
w
h
e
n
in
s
u
lted
b
y
th
ei
r
p
ee
r
s
wh
en
d
eliv
er
in
g
an
s
wer
s
th
at
ar
e
ask
ed
an
d
b
ein
g
ab
le
t
o
co
n
tr
o
l th
em
s
elv
es in
d
is
cu
s
s
io
n
s
wh
ile
s
tu
d
y
in
g
in
g
r
o
u
p
s
.
“W
h
en
yo
u
g
et
ta
lk
t
h
a
t d
o
esn
't
w
ea
r
yo
u
r
s
elf,
h
o
w
d
o
yo
u
r
esp
o
n
d
?
”
“I
d
o
n
't
ta
ke
w
h
a
t th
ey
s
a
y,
b
e
ca
u
s
e
I
d
o
n
't
feel
like
w
h
a
t th
e
y
s
a
y.
”
“W
h
en
yo
u
a
r
e
p
r
esen
tin
g
th
e
r
esu
lts
o
f
yo
u
r
g
r
o
u
p
d
is
cu
s
s
io
n
,
b
u
t
yo
u
r
cla
s
s
ma
tes
a
r
e
n
o
is
y,
a
n
d
in
terf
ere
w
ith
yo
u
r
g
r
o
u
p
's p
r
esen
ta
tio
n
,
h
o
w
d
o
yo
u
r
esp
o
n
d
t
o
th
is
?
”
“I
w
o
u
ld
h
a
ve
b
ee
n
a
n
n
o
ye
d
w
h
en
it
h
a
p
p
en
ed
,
b
u
t
I
w
a
s
a
b
le
to
h
o
ld
myself
b
a
ck
fr
o
m
g
ettin
g
emo
tio
n
a
l b
y
tu
r
n
in
g
it b
a
ck
to
t
h
e
mo
d
era
to
r
.
”
Stu
d
en
ts
with
p
o
s
itiv
e
m
o
o
d
s
wil
l
b
e
m
o
r
e
co
n
ce
n
tr
ated
in
lear
n
in
g
,
wh
ich
ca
n
s
u
p
p
o
r
t
s
tu
d
en
ts
'
cr
itical
th
in
k
in
g
s
k
ills
[
4
2
,
4
3
]
.
Dh
in
g
r
a
,
et
a
l.
[4
3
]
s
tate
d
t
h
at
p
o
s
itiv
e
m
o
o
d
s
ar
is
e
to
f
a
cilitate
cr
ea
tiv
e
an
d
in
teg
r
ativ
e
th
in
k
i
n
g
th
at
c
o
m
b
in
es m
an
y
p
e
r
s
p
ec
tiv
es a
n
d
es
s
en
tial
asp
ec
ts
o
f
cr
itical
th
in
k
in
g
.
T
h
e
r
esu
lts
o
f
t
h
e
q
u
esti
o
n
n
a
ir
e
an
aly
s
is
in
T
ab
le
4
s
h
o
w
th
at
th
e
in
d
icato
r
s
o
f
s
elf
-
m
o
tiv
atio
n
in
em
o
tio
n
al
i
n
tellig
en
ce
h
av
e
a
g
o
o
d
ab
ilit
y
o
f
6
0
.
8
%
(
6
2
o
f
1
0
2
)
o
f
s
tu
d
en
ts
in
m
ath
e
m
a
tics
.
T
h
is
ab
ilit
y
is
d
em
o
n
s
tr
ated
b
y
s
t
u
d
en
ts
b
ei
n
g
ab
le
to
m
o
tiv
ate
th
em
s
elv
es
wh
en
tr
ap
p
ed
i
n
wo
r
k
in
g
o
n
a
g
iv
en
p
r
o
b
lem
,
ca
n
m
o
tiv
ate
th
em
s
elv
es wh
en
th
ey
ar
e
d
o
wn
m
e
n
tally
b
y
lis
ten
in
g
to
m
u
s
ic
o
r
lo
o
k
in
g
f
o
r
en
ter
tain
m
en
t.
“W
h
en
yo
u
h
a
ve
d
iffi
cu
lty
w
o
r
kin
g
o
n
a
p
r
o
b
lem
i
n
ma
th
e
ma
tics
,
w
h
a
t
d
o
yo
u
d
o
to
s
o
l
ve
it?
”
“I
w
ill
lis
ten
to
mu
s
ic
u
s
in
g
my
a
ir
p
h
o
n
e
s
o
a
s
n
o
t
to
d
i
s
tu
r
b
my
fr
ien
d
s
o
r
s
ee
k
o
th
er
en
tert
a
in
men
t su
ch
a
s
p
la
yin
g
g
a
mes,
w
a
tch
in
g
vid
e
o
s
o
r
a
s
kin
g
fr
ien
d
s
to
d
is
cu
s
s
.
”
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2
2
5
2
-
8
8
2
2
I
n
t
J
E
v
al
&
R
es E
d
u
c
,
Vo
l
.
10
,
No
.
1
,
Ma
r
ch
2
0
2
1
:
2
0
2
-
2
0
8
206
I
n
T
ab
le
4
it
ca
n
b
e
s
ee
n
t
h
at
th
e
m
o
tiv
atio
n
p
o
s
s
ess
ed
b
y
s
tu
d
e
n
ts
is
g
o
o
d
.
T
h
is
s
h
o
ws
th
at
m
o
tiv
atio
n
p
r
o
v
id
es
en
co
u
r
a
g
em
en
t
an
d
ef
f
o
r
ts
to
f
u
lf
il
l
o
r
s
atis
f
y
th
e
n
ee
d
to
ac
h
i
ev
e
a
g
o
al.
E
v
er
y
in
d
iv
id
u
al
h
as
a
m
o
tiv
ati
o
n
with
in
th
em
s
elv
es
to
b
e
ab
le
to
b
eliev
e
in
th
em
s
elv
es
an
d
b
e
cr
ea
tiv
e.
T
h
is
is
f
o
llo
win
g
H
o
n
g
,
et
a
l.
[
4
4
]
;
W
o
lter
s
[
4
5
];
ac
co
r
d
in
g
to
th
em
,
th
e
m
o
s
t
im
p
o
r
tan
t
th
in
g
th
at
b
ec
o
m
es
h
u
m
a
n
n
ee
d
s
,
n
am
el
y
:
th
e
n
ee
d
f
o
r
ac
h
iev
em
en
t.
C
r
ea
tiv
e
th
in
k
in
g
is
m
o
r
e
d
o
m
in
an
t
in
in
tr
in
s
ic
m
o
tiv
atio
n
th
an
ex
tr
in
s
ic
[
4
6
-
4
8
]
.
So
m
e
o
n
e
w
h
o
ca
n
th
in
k
cr
ea
tiv
ely
will
d
o
s
o
m
eth
in
g
,
ca
u
s
ed
b
y
in
ter
n
al
im
p
u
ls
es
th
at
will
m
ak
e
a
p
er
s
o
n
p
r
o
ac
tiv
e
s
o
th
at
h
e
ca
n
ex
ce
e
d
n
o
r
m
al
lim
its
[
4
9
,
5
0
]
.
T
h
e
em
o
tio
n
al
q
u
o
tien
t
is
g
r
o
u
p
ed
in
to
th
r
ee
lev
els:
h
ig
h
em
o
tio
n
al
q
u
o
tien
t,
m
o
d
er
ate
em
o
tio
n
a
l
q
u
o
tien
t,
an
d
lo
w
em
o
tio
n
al
q
u
o
tien
t.
Acc
o
r
d
in
g
to
Nwo
k
ah
an
d
Ah
iau
zu
[
5
0
]
,
h
ig
h
em
o
tio
n
al
q
u
o
tien
t
h
a
s
ch
ar
ac
ter
is
tics
s
u
ch
as
s
o
cially
s
tab
le,
ea
s
y
to
g
et
al
o
n
g
,
n
o
t
ea
s
ily
s
ca
r
ed
o
r
ag
it
ated
,
an
d
a
g
r
ea
t
r
esp
o
n
s
ib
ilit
y
.
Stu
d
en
ts
wh
o
h
av
e
a
h
ig
h
em
o
tio
n
al
q
u
o
tien
t
will
b
e
ab
le
to
co
n
tr
o
l
th
em
s
elv
es
well,
h
av
e
th
e
m
o
tiv
atio
n
to
ex
ce
l
,
b
e
p
r
e
p
ar
ed
to
s
tu
d
y
with
en
th
u
s
iasm,
wo
r
k
h
ar
d
,
b
e
in
itiated
,
b
e
cr
e
ativ
e,
an
d
h
a
v
e
th
e
r
ig
h
t
attitu
d
e.
Me
d
iu
m
em
o
tio
n
al
q
u
o
tien
t,
ac
co
r
d
in
g
to
Y
ah
ay
a
,
et
a
l.
[
5
1
]
w
h
ich
is
c
h
ar
ac
ter
ized
b
y
r
ig
h
t
p
s
y
ch
o
lo
g
ical
co
n
d
itio
n
s
,
p
o
s
itiv
e
attitu
d
es
to
war
d
th
e
m
s
elv
es
an
d
h
ig
h
s
elf
-
esteem
,
as
well
as
m
atu
r
ity
in
m
ak
in
g
d
ec
is
io
n
s
wh
er
e
s
tu
d
en
ts
s
til
l
h
av
e
th
e
p
r
o
p
er
m
o
t
iv
atio
n
,
an
d
m
an
y
s
tu
d
en
ts
also
h
av
e
m
o
tiv
atio
n
lack
in
g
in
lear
n
in
g
m
ath
em
a
tics
.
Acc
o
r
d
in
g
to
Sch
u
tte,
e
t
a
l.
[
5
2
]
,
b
y
co
m
b
in
in
g
e
m
o
tio
n
al
lear
n
in
g
i
n
ac
ad
em
ic
s
u
b
jects,
esp
ec
iall
y
m
ath
em
atics,
s
tu
d
en
ts
ca
n
lear
n
h
o
w
th
ey
d
ea
l
with
s
tr
ess
,
an
x
iety
,
o
r
f
r
u
s
tr
atio
n
i
n
m
ath
e
m
atics
class
es.
T
h
u
s
,
th
e
n
ee
d
f
o
r
atten
tio
n
b
y
s
u
b
ject
teac
h
er
s
t
o
p
a
y
atten
tio
n
t
o
em
o
tio
n
al
in
tellig
en
ce
p
o
s
s
ess
ed
b
y
s
tu
d
e
n
ts
.
4.
CO
NCLU
SI
O
N
T
h
e
C
o
n
clu
s
io
n
s
h
o
u
ld
co
n
tain
th
e
co
n
f
ir
m
atio
n
o
f
th
e
p
r
o
b
lem
th
at
h
as
b
ee
n
an
aly
ze
d
in
th
e
r
esu
lt
an
d
d
is
cu
s
s
io
n
s
ec
tio
n
.
T
h
e
C
o
n
clu
s
io
n
s
h
o
u
ld
in
clu
d
e
th
e
a
p
p
r
o
v
al
o
f
th
e
p
r
o
b
lem
th
at
h
a
s
b
ee
n
in
v
esti
g
ated
in
th
e
r
esu
lt
an
d
d
is
cu
s
s
io
n
s
e
ctio
n
.
T
h
e
C
o
n
clu
s
io
n
s
h
o
u
l
d
co
n
tain
th
e
co
n
f
ir
m
atio
n
o
f
th
e
p
r
o
b
lem
t
h
at
h
as
b
ee
n
a
n
aly
ze
d
in
e
f
f
ec
t
a
n
d
d
i
s
cu
s
s
io
n
s
ec
tio
n
.
T
h
er
e
f
o
r
e,
it is
r
ec
o
m
m
en
d
ed
t
h
at
s
tu
d
en
ts
n
ee
d
to
b
e
allo
wed
to
d
ev
elo
p
d
ir
ec
t e
x
p
er
ien
ce
s
an
d
th
o
u
g
h
ts
o
n
lear
n
in
g
ac
tiv
ities
.
ACK
NO
WL
E
DG
E
M
E
NT
S
T
h
e
au
th
o
r
s
wo
u
ld
lik
e
to
th
a
n
k
th
e
p
r
in
cip
al
wh
o
allo
wed
us
to
co
n
d
u
ct
th
e
r
esear
ch
,
as
well
as
all
th
e
r
esp
o
n
d
en
ts
,
th
e
teac
h
er
c
o
u
n
cil
wh
o
s
u
p
p
o
r
ted
u
s
.
RE
F
E
R
E
NC
E
S
[1
]
V.
S
.
An
d
rin
i
,
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ter
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[4
]
J.
S
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A.
D
.
Co
re
b
ima
,
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r
o
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im,
a
n
d
M
.
S
a
p
tas
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ri
,
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C
o
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e
latio
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twe
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r
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[5
]
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d
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.
Wu
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b
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ls
,
“
Co
m
p
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se
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lt
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[6
]
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.
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l
u
,
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l
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in
k
in
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,”
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ra
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J
o
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rn
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[7
]
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Eze
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il
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t
,
a
n
d
R.
S
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g
e
e
,
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P
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u
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m
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rs
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ro
p
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J
o
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rn
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[8
]
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.
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Va
n
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y
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k
,
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.
Ak
k
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rm
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ra
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ff,
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Ve
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ro
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[9
]
W.
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m
,
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p
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n
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A.
S
ri
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ro
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sc
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c
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c
rit
ica
l
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in
k
in
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,”
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tary
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lo
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1
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As
talin
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A
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K
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rn
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R
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,”
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Rev
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[1
2
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.
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k
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Ak
k
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a
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d
A.
Ka
p
lan
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Ş
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lfeffica
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f
7
t
h
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ra
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e
stu
d
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ts
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u
c
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ti
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c
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s:
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&
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p
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4
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H.
L
.
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c
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n
,
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ma
t
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m
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ra
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c
.
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0
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6
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5
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.
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.
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M
a
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o
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Ex
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6
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.
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,
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.
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.
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7
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A.
S
.
Öz
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e
m
ir
a
n
d
T
.
S
e
rts
ö
z
,
“
Th
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ffe
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th
e
m
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th
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m
a
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s
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h
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M
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Un
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,
2
0
0
6
.
[1
8
]
D.
M
o
g
a
ri
a
n
d
M
.
C
h
ir
o
v
e
,
“
Co
m
p
a
rin
g
g
ra
d
e
s
1
0
–
1
2
m
a
th
e
m
a
ti
c
s
lea
rn
e
rs’
n
o
n
-
ro
u
ti
n
e
p
r
o
b
lem
so
lv
in
g
,”
EURA
S
IA
J
o
u
rn
a
l
o
f
M
a
th
e
m
a
ti
c
s
S
c
ien
c
e
a
n
d
T
e
c
h
n
o
lo
g
y
Ed
u
c
a
ti
o
n
,
v
o
l.
1
3
,
n
o
.
8
,
p
p
.
4
5
2
3
–
4
5
5
1
,
2
0
1
7
,
d
o
i:
1
0
.
1
2
9
7
3
/eu
ra
sia
.
2
0
1
7
.
0
0
9
4
6
a
[1
9
]
Y.
R
.
Kim
,
M
.
S
.
P
a
rk
,
T.
J,
M
o
o
re
,
a
n
d
S
.
Va
rm
a
,
“
M
u
l
ti
p
le
lev
e
ls
o
f
m
e
tac
o
g
n
it
i
o
n
a
n
d
th
e
ir
e
li
c
it
a
ti
o
n
th
r
o
u
g
h
c
o
m
p
lex
p
ro
b
lem
-
so
lv
in
g
tas
k
s
,”
T
h
e
J
o
u
rn
a
l
o
f
M
a
th
e
ma
t
ica
l
B
e
h
a
v
io
r
,
v
o
l.
3
2
,
n
o
.
3
,
p
p
.
3
7
7
–
396
,
2
0
1
3
,
d
o
i
:
1
0
.
1
0
1
6
/
j.
jma
th
b
.
2
0
1
3
.
0
4
.
0
0
2
.
[2
0
]
D.
A.
Ku
r
n
iaw
a
n
,
As
talin
i,
a
n
d
L.
An
g
g
ra
i
n
i
,
“
Ev
a
lu
a
ti
o
n
o
f
Ju
n
io
r
Hi
g
h
S
c
h
o
o
l
Atti
t
u
d
e
s
t
o
wa
rd
s
IP
A
i
n
M
u
a
ro
Ja
m
b
i
Re
g
e
n
c
y
(in
Ba
h
a
sa
)
,”
J
u
r
n
a
l
Ilmia
h
Did
a
k
ti
k
a
:
M
e
d
i
a
I
lmia
h
Pen
d
id
ik
a
n
d
a
n
Pen
g
a
j
a
ra
n
,
v
o
l.
1
9
,
n
o
.
1
,
p
p
.
1
2
3
-
139
,
2
0
1
8
.
[2
1
]
D.
A.
Ku
rn
iaw
a
n
,
e
t
a
l.
,
“
Et
n
o
sc
ien
c
e
In
v
e
stig
a
ti
o
n
in
P
ima
ry
S
c
h
o
o
ls:
Im
p
a
c
t
o
n
S
c
ien
c
e
Lea
rn
i
n
g
,”
Un
ive
rs
a
l
J
o
u
rn
a
l
o
f
E
d
u
c
a
t
io
n
a
l
Res
e
a
rc
h
,
v
o
l
.
7
,
n
o
.
1
2
,
p
p
.
2
7
8
9
-
2
7
9
5
,
2
0
1
9
.
[2
2
]
A.
As
talin
i,
D.
Da
rm
a
ji
,
D.
A.
Ku
rn
iaw
a
n
,
a
n
d
R.
M
e
lsa
y
a
n
ti
,
“
E
-
As
se
ss
m
e
n
t
o
f
S
tu
d
e
n
t
P
e
rc
e
p
ti
o
n
o
f
Na
tu
ra
l
S
c
ien
c
e
Ba
se
d
o
n
S
e
sk
a
in
M
id
d
l
e
S
c
h
o
o
l
S
tu
d
e
n
ts
i
n
In
d
o
n
e
sia
,”
In
ter
n
a
t
io
n
a
l
J
o
u
rn
a
l
o
f
S
c
ien
t
if
i
c
&
T
e
c
h
n
o
lo
g
y
Res
e
a
e
rc
h
,
v
o
l
.
8
,
n
o
.
9
,
p
p
.
8
5
8
-
863
,
2
0
1
9
.
[2
3
]
As
talin
i,
D.
A.
Ku
r
n
iaw
a
n
,
U
.
S
u
li
sti
y
o
,
R.
P
e
rd
a
n
a
,
a
n
d
S
.
S
u
sb
iy
a
n
t
o
,
“
E
-
As
se
ss
m
e
n
t
M
o
ti
v
a
ti
o
n
in
P
h
y
sic
s
S
u
b
jec
ts
f
o
r
S
e
n
i
o
r
Hi
g
h
S
c
h
o
o
l
,”
In
ter
n
a
ti
o
n
a
l
J
o
u
r
n
a
l
o
f
O
n
li
n
e
a
n
d
Bi
o
me
d
ica
l
E
n
g
in
e
e
rin
g
(i
J
OE),
v
o
l
.
1
5
,
n
o
.
9
,
p
p
.
4
-
15
,
2
0
1
9
.
[2
4
]
M
a
iso
n
,
As
tali
n
i,
D.
A.
K
u
rn
iaw
a
n
,
R.
P
e
r
d
a
n
a
,
a
n
d
L
.
An
g
g
ra
i
n
i
,
“
Th
e
P
h
e
n
o
m
e
n
o
n
o
f
P
h
y
sic
o
lo
g
y
S
e
n
io
r
Hig
h
S
c
h
o
o
l
Ed
u
c
a
ti
o
n
:
Re
latio
n
sh
i
p
o
f
S
tu
d
e
n
ts’
Att
it
u
d
e
s
to
wa
rd
s
P
h
y
sic
s,
Lea
rn
i
n
g
S
ty
le,
M
o
t
iv
a
t
io
n
,”
Un
ive
rs
a
l
J
o
u
rn
a
l
o
f
E
d
u
c
a
t
io
n
a
l
Res
e
a
rc
h
,
v
o
l
.
7
,
n
o
.
1
0
,
p
p
.
2
1
9
9
-
2
2
0
7
,
2
0
1
9
.
[2
5
]
M
.
B
u
lu
n
u
z
,
“
Th
e
Ro
le
o
f
P
lay
fu
l
S
c
ien
c
e
in
De
v
e
lo
p
i
n
g
P
o
si
t
iv
e
Atti
t
u
d
e
s
To
wa
rd
s
Tea
c
h
in
g
S
c
ien
c
e
i
n
a
S
c
ien
c
e
Tea
c
h
e
r
P
re
p
a
ra
ti
o
n
P
ro
g
ra
m
,”
Eu
ra
sia
n
J
o
u
rn
a
l
E
d
u
c
a
t
io
n
a
l
Res
e
a
rc
h
,
v
o
l.
5
8
,
n
o
.
2
,
p
p
.
6
7
-
88
,
2
0
1
5
,
d
o
i:
h
tt
p
:/
/
d
x
.
d
o
i.
o
rg
/
1
0
.
1
4
6
8
9
/ej
e
r.
2
0
1
4
.
5
8
.
2
.
[2
6
]
L.
E.
S
h
a
p
ir
o
,
H
o
w
to
r
a
ise
a
c
h
il
d
wit
h
h
ig
h
Emo
ti
o
n
a
l
Qu
o
ti
e
n
t
–
A
G
u
id
e
t
o
Emo
ti
o
n
a
l
I
n
tell
ig
e
n
c
e
.
Ha
rp
e
r
P
e
re
n
n
ial
,
1
9
9
8
.
[2
7
]
D.
G
o
lem
a
n
,
Emo
ti
o
n
a
l
in
tell
ig
e
n
c
e
(in
Ba
h
a
sa
).
G
ra
m
e
d
ia P
u
sta
k
a
Uta
m
a
,
2
0
0
0
.
[2
8
]
D.
G
o
lem
a
n
,
R.
Bo
y
a
tzis
,
a
n
d
A.
M
c
Ke
e
,
“
Th
e
Emo
ti
o
n
a
l
Re
a
li
ty
o
f
T
eams
,”
J
o
u
rn
a
l
o
f
Or
g
a
n
iza
ti
o
n
a
l
Exc
e
ll
e
n
c
e
,
v
o
l.
2
1
,
n
o
.
2
,
p
p
.
5
5
-
62
,
20
0
2
.
[2
9
]
G
.
Bh
a
rwa
n
e
y
,
R.
Ba
r
-
On
,
a
n
d
A.
M
a
c
Kin
lay
,
EQ
a
n
d
t
h
e
b
o
tt
o
m l
i
n
e
.
Lo
n
d
o
n
:
Ei
Wo
rl
d
,
2
0
0
7
.
[3
0
]
F
.
Cil
li
e
rs
a
n
d
D.
Da
h
l
,
“
T
h
e
re
latio
n
sh
ip
b
e
twe
e
n
c
o
g
n
it
i
v
e
a
b
i
li
ty
,
e
m
o
t
io
n
a
l
in
telli
g
e
n
c
e
a
n
d
n
e
g
a
ti
v
e
c
a
re
e
r
th
o
u
g
h
ts:
A
stu
d
y
o
f
c
a
re
e
r
-
e
x
p
lo
rin
g
a
d
u
lt
s
,”
S
A
J
o
u
rn
a
l
o
f
Hu
ma
n
Res
o
u
rc
e
M
a
n
a
g
e
me
n
t
,
v
o
l.
1
0
,
n
o
.
2
,
p
p
.
1
-
1
4
.
2
0
1
2
.
[3
1
]
K.
Ku
sty
a
ri
n
i
,
“
S
e
lf
-
Eff
ica
c
y
a
n
d
Emo
ti
o
n
a
l
Qu
o
ti
e
n
t
i
n
M
e
d
iati
n
g
Ac
ti
v
e
Lea
rn
in
g
Eff
e
c
t
o
n
S
t
u
d
e
n
ts'
Lea
rn
i
n
g
Ou
tco
m
e
,”
In
ter
n
a
ti
o
n
a
l
J
o
u
r
n
a
l
o
f
In
str
u
c
ti
o
n
,
v
o
l
.
1
3
,
n
o
.
2
,
p
p
.
6
6
3
-
6
7
6
,
2
0
2
0
.
[3
2
]
D.
Cra
m
e
r
,
Ad
v
a
n
c
e
d
q
u
a
n
ti
ta
ti
v
e
d
a
t
a
a
n
a
lys
is
.
UK
:
M
c
G
ra
w
-
Hil
l
Ed
u
c
a
ti
o
n
,
2
0
0
3
.
[3
3
]
J.
W.
Cre
sw
e
ll
,
Ed
u
c
a
ti
o
n
a
l
R
e
se
a
rc
h
:
Pl
a
n
n
i
n
g
,
C
o
n
d
u
c
ti
n
g
,
An
d
Ev
a
lu
a
ti
n
g
Qu
a
n
ti
t
a
ti
v
e
An
d
Qu
a
li
t
a
ti
v
e
Res
e
a
rc
h
.
Ne
w Yo
rk
:
P
e
a
rso
n
,
2
0
1
2
.
[3
4
]
F
.
N.
Ke
rli
n
g
e
r
,
F
o
u
n
d
a
ti
o
n
s
o
f
b
e
h
a
v
io
ra
l
re
se
a
rc
h
.
Yo
g
y
a
k
a
rta:
G
a
d
jah
M
a
d
a
Un
iv
e
rsity
P
re
ss
,
2
0
1
4
.
[3
5
]
L.
Co
h
e
n
,
L.
M
a
n
io
n
,
a
n
d
K.
M
o
r
riso
n
,
Res
e
a
rc
h
M
e
t
h
o
d
s In
Ed
u
c
a
ti
o
n
.
R
o
u
t
led
g
e
,
2
0
0
7
.
[3
6
]
J.
D.
M
a
y
e
r
a
n
d
P
.
S
a
l
o
v
e
y
,
M
a
y
e
r
-
S
a
lo
v
e
ry
-
Ca
ru
so
e
mo
t
io
n
a
l
i
n
telli
g
e
n
c
e
tes
t
.
To
r
o
n
t
o
:
M
u
l
ti
-
He
a
lt
h
S
y
ste
m
s
In
c
o
rp
o
ra
ted
,
2
0
0
7
.
[3
7
]
T.
He
m
m
a
ti
,
J.
F
.
M
i
ll
s,
a
n
d
D.
G
.
Kro
n
e
r
,
“
T
h
e
v
a
li
d
it
y
o
f
t
h
e
Ba
r
-
On
e
m
o
ti
o
n
a
l
i
n
telli
g
e
n
c
e
q
u
o
ti
e
n
t
i
n
a
n
o
ffe
n
d
e
r
p
o
p
u
lati
o
n
,”
Per
so
n
a
li
ty
a
n
d
I
n
d
ivi
d
u
a
l
Diff
e
re
n
c
e
s
,
v
o
l.
3
7
,
n
o
.
4
,
p
p
.
6
9
5
-
7
0
6
,
2
0
0
4
.
[3
8
]
J.
D.
P
a
rk
e
r,
K.
V.
Ke
e
fe
r,
a
n
d
L.
M
.
W
o
o
d
,
“
To
wa
rd
a
b
r
i
e
f
m
u
lt
id
ime
n
sio
n
a
l
a
ss
e
ss
m
e
n
t
o
f
e
m
o
ti
o
n
a
l
in
telli
g
e
n
c
e
:
P
sy
c
h
o
m
e
tri
c
p
ro
p
e
rti
e
s
o
f
th
e
Emo
ti
o
n
a
l
Qu
o
ti
e
n
t
I
n
v
e
n
to
r
y
—
S
h
o
rt
F
o
rm
,”
Psy
c
h
o
l
o
g
ic
a
l
Ass
e
ss
me
n
t
,
v
o
l.
2
3
,
n
o
.
3
,
p
p
.
7
6
2
-
7
7
7
,
2
0
1
1
.
[3
9
]
P
.
S
a
l
o
v
e
y
a
n
d
D.
G
re
wa
l
,
“
Th
e
sc
ien
c
e
o
f
e
m
o
ti
o
n
a
l
in
telli
g
e
n
c
e
,”
Cu
rr
e
n
t
Dire
c
ti
o
n
s
in
Psy
c
h
o
l
o
g
ica
l
S
c
ien
c
e
,
v
o
l.
1
4
,
n
o
.
6
,
p
p
.
2
8
1
-
2
8
5
.
2
0
0
5
[4
0
]
P
.
S
a
lo
v
e
y
,
J.
D.
M
a
y
e
r,
D.
Ca
r
u
so
,
a
n
d
S
.
H.
Yo
o
,
“
T
h
e
p
o
siti
v
e
p
sy
c
h
o
lo
g
y
o
f
e
m
o
t
io
n
a
l
in
telli
g
e
n
c
e
,”
in
S
.
J.
Lo
p
e
z
a
n
d
C.
R.
S
n
y
d
e
r
,
E
d
s.
T
h
e
Ox
fo
rd
H
a
n
d
b
o
o
k
o
f
P
o
siti
v
e
Psy
c
h
o
lo
g
y
,
2
n
d
e
d
.
Ox
f
o
rd
Un
iv
e
rsity
P
re
ss
,
2
0
0
9
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2
2
5
2
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8
8
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2
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208
[4
1
]
T.
P
.
Ba
ll
in
g
e
r,
E.
H
u
d
so
n
,
L.
Ka
rk
o
v
iata
,
a
n
d
N.
T.
W
il
c
o
x
,
“
S
a
v
in
g
Be
h
a
v
io
r
a
n
d
C
o
g
n
it
iv
e
Ab
il
i
ti
e
s
,
”
Exp
e
rime
n
ta
l
Ec
o
n
o
mic
s
,
v
o
l.
1
4
,
n
o
.
3
,
p
p
.
3
4
9
–
7
4
,
2
0
1
1
.
[4
2
]
S
.
U.
Ja
n
a
n
d
M
.
A.
An
wa
r
,
“
Emo
ti
o
n
a
l
I
n
telli
g
e
n
c
e
,
Li
b
ra
ry
Us
e
a
n
d
Ac
a
d
e
m
ic
a
c
h
iev
e
m
e
n
t
o
f
Un
i
v
e
rsity
S
tu
d
e
n
ts
,”
J
o
u
rn
a
l
o
f
th
e
A
u
stra
l
i
a
n
L
ib
ra
ry
a
n
d
I
n
fo
rm
a
t
io
n
Asso
c
ia
ti
o
n
,
v
o
l
.
6
8
,
n
o
.
1
,
p
p
.
3
8
-
5
5
,
2
0
1
9
.
[4
3
]
R.
Dh
in
g
ra
,
S
.
M
a
n
h
a
s,
a
n
d
N.
Th
a
k
u
r
,
“
Estab
li
s
h
in
g
c
o
n
n
e
c
ti
v
i
ty
o
f
e
m
o
ti
o
n
a
l
q
u
o
ti
e
n
t
(
EQ),
s
p
iri
tu
a
l
q
u
o
ti
e
n
t
(S
Q)
wit
h
s
o
c
ial
a
d
j
u
stm
e
n
t:
A
stu
d
y
o
f
Ka
sh
m
iri
m
ig
ra
n
t
w
o
m
e
n
,”
J
o
u
rn
a
l
o
f
Hu
ma
n
Eco
l
o
g
y
,
v
o
l.
1
8
,
n
o
.
4
,
p
p
.
3
1
3
-
317
,
2
0
0
5
.
[4
4
]
E.
Ho
n
g
,
H.
F
.
O’N
e
il
,
a
n
d
Y.
P
e
n
g
,
“
Eff
e
c
ts
o
f
Ex
p
li
c
it
In
str
u
c
ti
o
n
s,
M
e
tac
o
g
n
it
io
n
,
a
n
d
M
o
ti
v
a
ti
o
n
o
n
Cre
a
ti
v
e
P
e
rfo
rm
a
n
c
e
,”
Cre
a
ti
v
it
y
Res
e
a
rc
h
J
o
u
r
n
a
l
,
v
o
l.
2
8
,
n
o
.
1
,
p
p
.
3
3
–
45
,
2
0
1
6
,
d
o
i:
1
0
.
1
0
8
0
/
1
0
4
0
0
4
1
9
.
2
0
1
6
.
1
1
2
5
2
5
2
.
[4
5
]
C.
A.
Wo
lt
e
rs
,
“
Ad
v
a
n
c
in
g
a
c
h
iev
e
m
e
n
t
g
o
a
l
t
h
e
o
ry
:
Us
in
g
g
o
a
l
stru
c
tu
re
s
a
n
d
g
o
a
l
o
rien
tatio
n
s
t
o
p
re
d
ict
stu
d
e
n
ts’
m
o
ti
v
a
ti
o
n
,
c
o
g
n
it
i
o
n
,
a
n
d
a
c
h
iev
e
m
e
n
t
,”
J
o
u
rn
a
l
o
f
Ed
u
c
a
ti
o
n
a
l
Psy
c
h
o
l
o
g
y
,
v
o
l.
9
6
,
n
o
.
2
,
p
p
.
2
3
6
–
2
5
0
,
2
0
0
4
[4
6
]
E.
Ho
n
g
,
Y.
P
e
n
g
,
a
n
d
H.
F
.
O’
Ne
il
,
“
Ac
ti
v
it
ies
a
n
d
Ac
c
o
m
p
li
s
h
m
e
n
ts
in
Va
rio
u
s
Do
m
a
in
s:
Re
l
a
ti
o
n
sh
i
p
s
Wi
t
h
Cre
a
ti
v
e
P
e
rso
n
a
li
t
y
a
n
d
Cre
a
ti
v
e
M
o
ti
v
a
ti
o
n
in
Ad
o
les
c
e
n
c
e
,”
Ro
e
p
e
r
Rev
iew
,
v
o
l
.
3
6
,
n
o
.
2
,
p
p
.
9
2
–
1
0
3
,
2
0
1
4
,
d
o
i:
1
0
.
1
0
8
0
/0
2
7
8
3
1
9
3
.
2
0
1
4
.
8
8
4
1
9
9
.
[4
7
]
P.
M
a
n
tzic
o
p
o
u
l
o
s,
H.
P
a
tri
c
k
,
A.
S
trati
,
a
n
d
J.
S
.
Watso
n
,
“
P
re
d
ictin
g
Kin
d
e
rg
a
rten
e
rs’
Ac
h
iev
e
m
e
n
t
a
n
d
M
o
ti
v
a
ti
o
n
F
r
o
m
Ob
se
rv
a
ti
o
n
a
l
M
e
a
su
re
s
o
f
Tea
c
h
in
g
Ef
fe
c
ti
v
e
n
e
ss
,”
T
h
e
J
o
u
rn
a
l
o
f
Ex
p
e
rime
n
ta
l
Ed
u
c
a
ti
o
n
,
vo
l
.
8
6
,
n
o
.
2
,
p
p
.
2
1
4
–
2
3
2
,
2
0
1
7
,
d
o
i
:1
0
.
1
0
8
0
/0
0
2
2
0
9
7
3
.
2
0
1
6
.
1
2
7
7
3
3
8
.
[4
8
]
W.
Lee
a
n
d
J.
Re
e
v
e
,
“
Tea
c
h
e
rs’
e
stim
a
tes
o
f
th
e
ir
st
u
d
e
n
ts’
m
o
ti
v
a
ti
o
n
a
n
d
e
n
g
a
g
e
m
e
n
t:
b
e
i
n
g
in
s
y
n
c
h
wit
h
stu
d
e
n
ts
,”
Ed
u
c
a
ti
o
n
a
l
Psy
c
h
o
lo
g
y
,
v
o
l
.
3
2
,
n
o
.
6
,
p
p
.
7
2
7
–
7
4
7
,
2
0
1
2
,
d
o
i:
1
0
.
1
0
8
0
/
0
1
4
4
3
4
1
0
.
2
0
1
2
.
7
3
2
3
8
5
.
[4
9
]
M
.
Va
n
st
e
e
n
k
iste,
J.
S
imo
n
s,
W.
Len
s,
K.
S
h
e
ld
o
n
,
a
n
d
E.
L.
De
c
i
,
“
M
o
ti
v
a
ti
n
g
lea
rn
i
n
g
,
p
e
rfo
rm
a
n
c
e
,
a
n
d
p
e
rsiste
n
c
e
.
Th
e
sy
n
e
rg
isti
c
e
ff
e
c
ts
o
f
i
n
tri
n
sic
g
o
a
l
c
o
n
te
n
ts
a
n
d
a
u
to
n
o
m
y
-
s
u
p
p
o
rt
iv
e
c
o
n
te
x
ts
,”
J
o
u
rn
a
l
o
f
Per
so
n
a
li
ty
a
n
d
S
o
c
i
a
l
Psy
c
h
o
lo
g
y
,
v
o
l
.
8
7
,
n
o
.
2
,
p
p
.
2
4
6
–
2
6
0
.
2
0
0
4
.
[5
0
]
N.
G
.
N
wo
k
a
h
a
n
d
A.
I.
Ah
iau
z
u
,
“
Emo
ti
o
n
a
l
i
n
telli
g
e
n
c
e
a
n
d
m
a
rk
e
ti
n
g
e
ffe
c
ti
v
e
n
e
ss
,”
M
a
rk
e
ti
n
g
In
telli
g
e
n
c
e
&
Pl
a
n
n
in
g
,
v
o
l.
2
7
,
n
o
.
7
,
p
p
.
8
6
4
-
8
8
1
,
2
0
0
9
.
[5
1
]
A.
Ya
h
a
y
a
,
N.
S
a
rEe,
j.
D.
J.
Ba
c
h
o
k
,
N
.
Ya
h
a
y
a
,
Y.
Bo
o
n
,
S
.
H
a
sh
im,
a
n
d
G
.
M
.
Lee
,
“
Th
e
imp
a
c
t
o
f
e
m
o
ti
o
n
a
l
in
telli
g
e
n
c
e
e
lem
e
n
t
o
n
a
c
a
d
e
m
ic
a
c
h
iev
e
m
e
n
t
,”
Arc
h
ive
s De
s S
c
ien
c
e
s
,
v
o
l
.
6
5
,
n
o
.
4
,
p
p
.
2
–
17
,
2
0
1
2
.
[5
2
]
N.
S
.
S
c
h
u
tt
e
,
J.
M
.
M
a
l
o
u
ff
,
a
n
d
N.
Bh
u
ll
a
r
,
“
Th
e
a
ss
e
ss
in
g
e
m
o
ti
o
n
s
sc
a
le
,”
i
n
C.
S
to
u
g
h
,
D.
S
a
k
lo
fsk
e
,
a
n
d
J.
P
a
rk
e
r
,
Ed
s.
T
h
e
a
ss
e
ss
me
n
t
o
f
e
mo
ti
o
n
a
l
in
tell
ig
e
n
c
e
.
Ne
w Yo
r
k
:
S
p
ri
n
g
e
r
P
u
b
li
sh
i
n
g
,
2
0
0
9
,
p
p
.
1
1
9
–
1
3
5
.
Evaluation Warning : The document was created with Spire.PDF for Python.