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Hig
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CC B
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C
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On
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d
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ts
to
f
u
r
th
er
th
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s
tu
d
y
at
d
is
tan
ce
[
1
]
.
Als
o
,
Z
o
u
et
a
l
.
[
2
]
f
o
u
n
d
t
h
at
o
n
lin
e
lea
r
n
in
g
s
h
o
u
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ativ
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b
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titu
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f
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r
o
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m
lear
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in
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wh
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is
u
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ab
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co
n
d
u
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Ho
wev
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r
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m
an
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s
tu
d
en
ts
s
tr
u
g
g
le
in
th
i
s
tr
an
s
itio
n
[
3
]
d
u
e
to
m
an
y
f
ac
to
r
s
.
E
d
u
ca
to
r
s
n
ee
d
to
p
a
y
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tio
n
to
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o
w
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tu
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ts
ad
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th
is
s
u
d
d
en
ch
an
g
e
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lear
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eth
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s
.
Ma
n
y
r
esear
ch
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av
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p
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e
n
th
e
ef
f
ec
tiv
en
ess
o
f
o
n
lin
e
lear
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in
g
[
4
]
.
Ho
wev
er
,
s
o
m
e
ar
g
u
e
th
at
o
n
lin
e
lear
n
in
g
is
s
ti
ll
a
ch
allen
g
e
f
o
r
s
tu
d
en
ts
an
d
teac
h
er
s
[
5
]
.
T
h
e
ef
f
ec
tiv
en
ess
o
f
o
n
li
n
e
lear
n
in
g
co
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ld
b
e
d
if
f
er
en
t
d
ep
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d
in
g
o
n
its
lo
ca
tio
n
,
c
u
ltu
r
e,
f
ac
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ies,
an
d
s
tu
d
en
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’
r
ea
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in
ess
.
R
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ar
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in
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lo
ca
tio
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,
o
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lin
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in
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is
s
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r
ely
m
o
r
e
ef
f
ec
tiv
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to
b
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i
m
p
lem
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in
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Evaluation Warning : The document was created with Spire.PDF for Python.
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2
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Th
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f fa
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li
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lea
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ex
p
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ca
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(F
r
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3091
cities
with
en
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s
tech
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s
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p
p
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u
p
p
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attitu
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s
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lear
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tin
u
o
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ly
co
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tu
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f
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Sy
m
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C
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s
[
6
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f
o
u
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th
at
s
tu
d
en
ts
o
f
ten
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s
id
er
o
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lin
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lear
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in
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u
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r
ea
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d
u
n
n
atu
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al.
T
h
e
s
tu
d
en
ts
s
tr
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g
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in
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x
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elv
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h
in
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elatio
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h
ip
s
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d
o
f
ten
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p
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r
in
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th
em
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elv
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th
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s
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Ho
wev
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o
m
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f
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s
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o
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n
d
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h
av
e
af
f
ec
ted
o
n
lin
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lear
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s
u
cc
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J
an
[
7
]
d
is
co
v
er
ed
t
h
at
s
tu
d
en
ts
with
h
ig
h
s
elf
-
ef
f
icac
y
an
d
p
r
io
r
o
n
lin
e
lear
n
in
g
ex
p
er
ien
ce
s
ten
d
to
h
a
v
e
m
o
r
e
s
atis
f
ac
tio
n
in
o
n
lin
e
lear
n
in
g
.
C
o
n
tin
u
o
u
s
ly
,
s
tu
d
e
n
ts
with
p
r
io
r
o
n
lin
e
lear
n
in
g
ex
p
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ien
ce
s
wer
e
m
o
r
e
lik
ely
to
ch
o
o
s
e
o
n
lin
e
lear
n
in
g
[
8
]
.
B
esid
es,
p
r
io
r
lear
n
in
g
e
x
p
er
ie
n
ce
s
also
p
o
s
itiv
ely
af
f
ec
t
s
tu
d
e
n
ts
’
lear
n
in
g
attitu
d
es
an
d
m
o
tiv
atio
n
to
lea
r
n
[
9
]
.
Ho
w
ev
er
,
r
e
g
ar
d
in
g
s
elf
-
ef
f
icac
y
an
d
p
r
i
o
r
lear
n
i
n
g
ex
p
er
ien
ce
s
,
Kr
eth
et
a
l
.
[
1
0
]
s
u
r
p
r
is
in
g
ly
f
o
u
n
d
th
at
s
tu
d
en
ts
with
p
r
io
r
lear
n
in
g
ex
p
er
ie
n
ce
s
h
av
e
lo
wer
lear
n
in
g
s
elf
-
ef
f
icac
y
an
d
m
o
r
e
n
eg
ativ
e
v
iew
o
f
o
n
lin
e
lear
n
in
g
.
Sti
ll,
o
th
er
s
tu
d
ies
r
esu
lt
d
if
f
er
en
tly
.
L
im
et
a
l
.
[
1
1
]
d
i
s
co
v
er
ed
th
at
h
ig
h
s
elf
-
ef
f
icac
y
s
u
p
p
o
r
ts
s
tu
d
en
t
s
’
o
n
lin
e
lear
n
i
n
g
p
r
o
ce
s
s
es.
T
h
ey
p
r
o
v
ed
th
at
o
n
lin
e
lea
r
n
in
g
s
elf
-
e
f
f
icac
y
r
esu
lts
in
p
o
s
itiv
e
lear
n
in
g
o
u
t
co
m
es.
C
o
n
clu
s
iv
ely
,
it is
s
till
ar
g
u
ab
le
h
o
w
th
ese
f
ac
to
r
s
af
f
ec
t o
n
lin
e
lear
n
in
g
im
p
lem
en
tatio
n
.
C
o
n
s
id
er
in
g
p
r
io
r
s
tu
d
ies
as
s
u
ch
,
it
s
e
em
s
th
at
r
esear
c
h
er
s
p
a
y
le
s
s
atten
tio
n
to
th
e
in
ter
r
elate
d
f
ac
to
r
s
af
f
ec
tin
g
o
n
lin
e
lear
n
in
g
ex
p
er
ien
ce
,
s
p
ec
if
ically
v
iewe
d
f
r
o
m
a
q
u
an
titativ
e
s
tu
d
y
’
s
p
er
s
p
ec
tiv
e
u
s
in
g
an
e
x
p
lo
r
at
o
r
y
f
ac
to
r
a
n
aly
s
is
(
E
FA)
.
T
h
u
s
,
it
r
aises
o
u
r
c
u
r
io
s
ity
ab
o
u
t
h
o
w
t
h
o
s
e
f
ac
to
r
s
ac
tu
ally
in
ter
p
la
y
in
ac
h
iev
i
n
g
s
u
cc
ess
f
u
l
o
n
lin
e
lear
n
in
g
.
Fin
ally
,
th
is
s
tu
d
y
is
in
ten
d
e
d
to
in
v
esti
g
ate
th
e
in
ter
p
lay
o
f
co
n
s
tr
u
cts
n
a
m
e
ly
an
x
iety
,
m
o
tiv
atio
n
f
o
r
l
ea
r
n
in
g
,
s
elf
-
d
ir
ec
ted
lear
n
in
g
,
o
n
lin
e
lear
n
in
g
attitu
d
e,
co
m
p
u
ter
-
in
ter
n
et
s
elf
-
ef
f
icac
y
,
an
d
o
n
lin
e
lear
n
in
g
ex
p
er
ien
ce
b
y
em
p
lo
y
in
g
an
E
FA
.
Self
-
ef
f
icac
y
is
k
n
o
wn
as
th
e
s
tu
d
en
ts
’
b
elief
s
in
th
eir
o
wn
ab
ilit
ies
to
s
u
cc
ee
d
.
C
o
m
p
u
ter
in
ter
n
et
s
elf
-
ef
f
icac
y
is
id
e
n
tifie
d
as
s
tu
d
en
ts
’
b
elief
s
in
th
eir
o
wn
ab
ilit
ies
to
u
s
e
co
m
p
u
ter
s
a
n
d
in
ter
n
et
to
h
elp
th
em
s
u
cc
ee
d
in
th
eir
s
tu
d
ies.
I
t
p
lay
s
a
cr
itical
r
o
le
i
n
o
n
lin
e
lea
r
n
in
g
s
in
ce
th
eir
lear
n
in
g
is
h
ig
h
ly
s
u
p
p
o
r
ted
b
y
tech
n
o
lo
g
y
,
in
t
h
is
ca
s
e,
co
m
p
u
ter
s
,
an
d
in
ter
n
et.
H
ig
h
co
m
p
u
ter
s
elf
-
ef
f
icac
y
co
n
tr
i
b
u
tes
p
o
s
itiv
ely
to
s
tu
d
en
ts
’
lear
n
in
g
o
u
tco
m
es
[
1
1
]
.
I
t
g
iv
es
th
em
m
o
r
e
s
atis
f
y
in
g
lear
n
in
g
o
u
tco
m
es
s
in
c
e
th
ey
b
eliev
e
th
at
th
ey
ca
n
m
ak
e
u
s
e
o
f
co
m
p
u
ter
s
an
d
in
ter
n
et
ef
f
ec
tiv
e
ly
.
Fu
r
th
er
m
o
r
e,
s
tu
d
en
ts
’
h
ig
h
tech
n
o
lo
g
ical
s
elf
-
ef
f
icac
y
im
p
r
o
v
es
th
eir
m
o
tiv
atio
n
in
lear
n
in
g
[
1
2
]
.
I
t
s
ee
m
s
th
at
s
tu
d
en
ts
’
b
elief
s
in
u
s
in
g
tech
n
o
l
o
g
y
tr
ig
g
er
t
h
eir
m
o
tiv
atio
n
t
o
co
n
tin
u
e
lear
n
in
g
o
n
lin
e,
lead
in
g
th
em
to
s
u
cc
ess
f
u
l
o
u
tco
m
es
o
f
lear
n
in
g
.
On
lin
e
lear
n
in
g
ex
p
er
ien
ce
is
h
ig
h
l
y
in
f
lu
en
ce
d
b
y
m
a
n
y
f
ac
t
o
r
s
.
I
t
m
ay
co
m
e
f
r
o
m
t
h
e
s
tu
d
en
ts
,
lear
n
in
g
en
v
ir
o
n
m
en
t,
o
r
f
ac
ilit
ies.
R
es
ea
r
ch
er
s
f
o
u
n
d
th
at
o
n
lin
e
lea
r
n
in
g
e
x
p
er
ien
ce
is
af
f
ec
ted
b
y
an
x
iety
[
6
]
,
[
1
3
]
,
teac
h
er
p
r
esen
ce
[
1
1
]
,
co
m
p
u
ter
s
elf
-
ef
f
icac
y
[
7
]
,
p
r
io
r
lear
n
in
g
e
x
p
er
ien
ce
[
8
]
,
[
9
]
,
m
o
ti
v
atio
n
f
o
r
lea
r
n
in
g
[
1
4
]
,
s
elf
-
di
r
ec
te
d
lear
n
in
g
[
1
5
]
,
an
d
m
an
y
o
th
er
f
ac
to
r
s
.
T
h
eir
f
in
d
in
g
s
ar
e
s
o
m
eh
o
w
m
ix
ed
,
an
d
s
u
ch
a
co
n
d
itio
n
n
ee
d
s
f
u
r
th
er
s
tu
d
i
es
to
co
n
f
ir
m
an
d
s
tr
en
g
th
en
p
r
io
r
f
in
d
in
g
s
o
n
ac
h
iev
in
g
a
s
u
cc
ess
f
u
l
o
n
lin
e
lear
n
in
g
.
C
o
n
s
id
er
in
g
th
o
s
e
th
eo
r
ies
an
d
p
r
io
r
s
tu
d
ies’
r
esu
lts
,
it
i
s
lik
ely
th
at
th
e
s
ix
co
n
s
tr
u
cts
n
am
ely
an
x
iety
,
m
o
tiv
ati
o
n
f
o
r
lea
r
n
in
g
,
s
elf
-
d
ir
ec
ted
lear
n
i
n
g
,
o
n
lin
e
lear
n
i
n
g
attitu
d
e,
co
m
p
u
ter
-
in
ter
n
et
s
elf
-
ef
f
icac
y
,
an
d
o
n
lin
e
lear
n
in
g
ex
p
er
ie
n
ce
ar
e
in
ter
r
elate
d
to
o
n
e
a
n
o
th
er
.
Stu
d
en
ts
’
a
n
x
iety
is
co
r
r
elate
d
with
s
elf
-
ef
f
icac
y
.
I
t
s
ee
m
s
t
h
at
h
ig
h
co
m
p
u
ter
-
in
te
r
n
et
s
elf
-
ef
f
icac
y
m
ak
es
s
tu
d
en
ts
less
an
x
io
u
s
in
o
n
lin
e
lear
n
in
g
.
Fu
r
th
e
r
m
o
r
e
,
o
th
er
f
ac
to
r
s
also
af
f
ec
t
o
n
e
an
o
th
e
r
.
Ma
s
ter
i
n
g
co
m
p
u
te
r
-
in
ter
n
e
t
f
o
r
lear
n
in
g
p
u
ts
m
o
r
e
m
o
tiv
atio
n
to
th
e
s
tu
d
en
ts
.
I
t
al
s
o
ea
s
es
s
tu
d
en
ts
in
m
an
ag
in
g
th
eir
o
n
lin
e
lear
n
in
g
as
th
ey
k
n
o
w
wh
at
th
ey
s
h
o
u
ld
d
o
with
th
e
m
e
d
i
a
o
f
lea
r
n
in
g
,
co
m
p
u
ter
s
,
an
d
in
ter
n
et.
L
ast,
lear
n
in
g
attitu
d
e
h
as
b
ee
n
f
o
u
n
d
to
b
e
ab
le
to
p
r
ed
ict
s
tu
d
e
n
ts
’
lear
n
in
g
o
u
tco
m
es
an
d
s
atis
f
ac
tio
n
.
I
t
is
clea
r
ly
s
ee
n
t
h
at
th
o
s
e
f
ac
to
r
s
ar
e
also
in
ter
r
elate
d
with
o
n
e
an
o
th
er
.
Ho
wev
er
,
t
h
ese
f
ac
to
r
s
’
in
ter
p
lay
h
as
n
o
t
b
ee
n
clea
r
ly
an
d
s
tatis
tically
p
r
o
v
en
.
T
h
u
s
,
th
is
s
tu
d
y
f
o
r
m
u
lates
eig
h
t
h
y
p
o
th
eses
r
eg
a
r
d
in
g
th
is
is
s
u
e
as:
i)
an
x
iety
is
ass
o
ciate
d
with
co
m
p
u
ter
-
in
ter
n
et
s
elf
-
ef
f
icac
y
in
o
n
lin
e
lear
n
in
g
(
H1
)
;
ii)
an
x
iety
is
ass
o
ciate
d
with
m
o
tiv
atio
n
f
o
r
lear
n
in
g
in
o
n
lin
e
lear
n
in
g
(
H2
)
;
iii)
an
x
iety
is
ass
o
ciate
d
with
s
elf
-
d
ir
ec
ted
lea
r
n
in
g
i
n
o
n
li
n
e
lear
n
in
g
(
H3
)
;
iv
)
m
o
tiv
atio
n
f
o
r
lear
n
in
g
is
as
s
o
ciate
d
with
o
n
lin
e
lear
n
in
g
attitu
d
e
in
o
n
lin
e
lear
n
in
g
(
H4
)
;
v)
co
m
p
u
ter
-
in
ter
n
et
s
elf
-
ef
f
icac
y
is
ass
o
ciate
d
wi
th
s
e
lf
-
d
ir
ec
ted
lear
n
i
n
g
in
o
n
lin
e
lear
n
in
g
(
H5
)
;
v
i)
s
elf
-
d
ir
ec
ted
lear
n
i
n
g
is
a
s
s
o
ciate
d
with
o
n
lin
e
lear
n
in
g
ex
p
e
r
ien
ce
(
H6
)
;
v
ii)
s
elf
-
d
ir
ec
ted
lear
n
i
n
g
is
ass
o
ciate
d
with
an
o
n
lin
e
lear
n
in
g
attitu
d
e
(
H7
)
;
a
n
d
v
iii)
o
n
lin
e
lear
n
in
g
attitu
d
e
is
ass
o
ciate
d
with
o
n
lin
e
lear
n
in
g
ex
p
er
ien
ce
(
H8
)
.
2.
M
E
T
H
O
D
T
h
is
q
u
an
titativ
e
s
tu
d
y
em
p
lo
y
ed
an
E
FA.
T
h
e
f
ac
to
r
s
an
al
y
ze
d
co
n
s
is
ted
o
f
a
n
x
iety
,
m
o
tiv
atio
n
f
o
r
lear
n
in
g
,
s
elf
-
d
ir
e
cted
lear
n
in
g
,
o
n
lin
e
lear
n
in
g
attitu
d
e,
co
m
p
u
ter
-
in
ter
n
et
s
elf
-
ef
f
icac
y
,
an
d
o
n
lin
e
lea
r
n
in
g
ex
p
er
ien
ce
in
o
n
lin
e
lear
n
in
g
,
s
p
ec
if
ically
in
th
is
p
an
d
em
ic
er
a
o
f
C
OVI
D
-
1
9
.
T
h
er
e
wer
e
eig
h
t
h
y
p
o
t
h
eses
f
o
r
m
u
lated
in
th
is
s
tu
d
y
wh
ic
h
ar
e
r
ep
r
esen
te
d
in
th
e
c
o
n
ce
p
t
u
al
m
o
d
el
in
Fig
u
r
e
1.
T
h
e
p
a
r
ticip
an
ts
o
f
th
is
s
tu
d
y
wer
e
u
n
d
er
g
r
ad
u
ate
s
tu
d
en
ts
o
f
o
n
e
I
n
d
o
n
esian
u
n
iv
e
r
s
ity
in
Pap
u
a,
I
n
d
o
n
esia.
T
h
e
y
wer
e
f
r
o
m
th
e
Facu
lty
o
f
T
ea
ch
er
T
r
ain
i
n
g
an
d
E
d
u
ca
tio
n
,
Facu
lty
o
f
E
n
g
in
ee
r
in
g
,
Facu
lty
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
.
13
,
No
.
5
,
Octo
b
er
2
0
2
4
:
3
0
9
0
-
3
099
3092
o
f
So
cial
Scien
ce
an
d
L
aw,
an
d
Facu
lty
o
f
E
co
n
o
m
y
an
d
B
u
s
in
ess
.
T
h
is
s
tu
d
y
em
p
lo
y
ed
r
an
d
o
m
s
am
p
lin
g
to
s
elec
t
th
e
p
ar
ticip
an
ts
wh
o
atten
d
ed
o
n
lin
e
lear
n
in
g
in
C
OVI
D
-
1
9
p
an
d
em
ic.
T
h
e
d
ata
wer
e
co
llected
b
y
d
eliv
er
in
g
o
n
lin
e
q
u
esti
o
n
n
ai
r
e
u
s
in
g
Go
o
g
le
f
o
r
m
in
wh
ic
h
th
e
lin
k
was
ad
m
in
is
ter
ed
b
y
ea
ch
d
ep
ar
tm
e
n
t
ch
air
p
er
s
o
n
g
iv
en
to
t
h
e
s
tu
d
en
ts
.
T
h
e
d
ata
wer
e
co
llected
in
J
u
ly
2
0
2
2
.
T
h
e
p
a
r
ticip
an
t
s
in
to
tal
wer
e
3
2
9
s
tu
d
en
ts
.
T
h
is
r
esp
o
n
d
en
t
is
a
s
am
p
le
o
f
t
h
e
s
tu
d
en
t
p
o
p
u
la
tio
n
o
f
1
,
6
4
5
p
eo
p
le.
T
h
e
d
et
er
m
in
atio
n
o
f
th
is
s
am
p
le
r
ef
er
s
to
th
e
cr
iter
ia
,
wh
ich
is
a
s
m
u
ch
as
2
0
%
o
f
t
h
e
to
tal
p
o
p
u
latio
n
[
1
6
]
.
W
e
ad
ap
ted
th
e
p
r
e
v
io
u
s
s
tu
d
y
in
f
o
r
m
u
latin
g
th
e
q
u
e
s
tio
n
n
air
e.
T
h
e
v
ar
iab
les
o
f
t
h
is
s
tu
d
y
wer
e
an
x
iety
u
s
in
g
SASE
;
co
m
p
u
ter
in
ter
n
et
s
elf
-
ef
f
icac
y
,
m
o
tiv
at
io
n
f
o
r
lear
n
in
g
,
s
elf
-
d
ir
ec
ted
lear
n
i
n
g
;
o
n
lin
e
lear
n
in
g
a
ttit
u
d
e;
an
d
o
n
lin
e
lear
n
in
g
e
x
p
e
r
ien
ce
.
T
h
e
q
u
e
s
tio
n
n
air
e
co
n
s
is
ted
o
f
2
0
ite
m
q
u
esti
o
n
s
.
Af
ter
th
e
d
ata
wer
e
co
llected
,
we
v
alid
ated
th
e
d
ata
u
s
in
g
f
a
ce
v
alid
atio
n
with
lin
g
u
is
tic
an
d
teac
h
in
g
m
ed
i
a
ex
p
er
t
s
to
ap
p
r
aise
th
e
q
u
esti
o
n
n
air
e
co
n
ten
ts
an
d
lin
g
u
is
tic
f
ea
tu
r
es.
T
h
ey
u
s
ed
L
in
k
er
t scale
f
r
o
m
1=
v
er
y
p
o
o
r
t
o
5=
v
er
y
g
o
o
d
.
T
h
e
f
ac
e
v
alid
atio
n
s
h
o
wed
a
n
a
v
e
r
ag
e
o
f
4
.
3
in
r
esu
lts
.
W
e,
th
e
n
,
h
el
d
q
u
esti
o
n
n
air
e
p
ilo
t
test
in
g
to
5
0
s
tu
d
e
n
ts
in
E
n
g
lis
h
m
ajo
r
.
T
h
e
r
esu
lts
wer
e
th
en
test
ed
f
o
r
th
e
v
alid
ity
an
d
r
eliab
ilit
y
u
s
in
g
SP
SS
2
3
ap
p
licatio
n
.
T
h
e
r
esu
lts
s
h
o
wed
th
at
th
e
in
s
tr
u
m
en
t
h
ad
a
g
o
o
d
d
eg
r
ee
o
f
r
eliab
ilit
y
with
th
e
C
r
o
n
b
ac
h
alp
h
a
o
f
.
8
2
3
.
Fu
r
th
er
m
o
r
e
,
ev
e
r
y
q
u
esti
o
n
was
ca
teg
o
r
ized
as
a
v
alid
ite
m
with
th
e
r
v
alu
es
in
th
e
r
a
n
g
e
f
r
o
m
.
6
1
t
o
.
8
3
co
m
p
ar
ed
with
r
tab
le
o
f
.
1
3
8
.
T
h
is
s
tu
d
y
em
p
lo
y
e
d
s
u
r
v
ey
u
s
in
g
p
ar
tial
least
s
q
u
ar
es
s
tr
u
ctu
r
al
eq
u
atio
n
m
o
d
elin
g
(
PLS
-
SEM
)
an
aly
s
i
s
m
o
d
el
b
y
th
r
ee
s
tep
s
n
am
ely
m
o
d
el
s
p
ec
if
icatio
n
,
o
u
te
r
m
o
d
el
ev
alu
ati
o
n
,
an
d
in
n
er
m
o
d
el
ev
alu
atio
n
.
T
h
e
f
ir
s
t
s
tep
was
d
o
n
e
b
y
co
n
s
tr
u
ctin
g
in
n
e
r
an
d
o
u
ter
m
o
d
el
(
ex
o
g
e
n
o
u
s
an
d
en
d
o
g
e
n
o
u
s
co
n
s
tr
u
ct)
.
T
h
e
s
ec
o
n
d
s
tep
was
b
y
co
m
p
o
s
itin
g
r
eliab
ilit
y
ev
alu
atio
n
,
c
o
n
v
er
g
en
t
v
alid
it
y
ass
es
s
m
en
t,
an
d
d
is
cr
im
in
an
t
v
alid
ity
ass
ess
m
en
t.
T
h
e
last
s
tep
was
th
e
an
aly
s
is
o
f
th
e
c
o
ef
f
icien
t
,
cr
o
s
s
-
v
alid
ated
r
ed
u
n
d
a
n
cy
,
p
ath
co
ef
f
icien
t,
a
n
d
e
f
f
ec
t size.
Fig
u
r
e
1
.
C
o
n
ce
p
tu
al
m
o
d
el
3.
RE
SU
L
T
S AN
D
D
I
SCU
SS
I
O
N
T
h
e
f
ir
s
t
s
tep
o
f
d
ata
an
aly
s
is
was
to
co
n
s
tr
u
ct
th
e
v
ar
iab
le
m
o
d
el.
Fig
u
r
e
2
s
h
o
ws
th
at
th
is
s
tu
d
y
h
ad
s
ix
in
n
er
m
o
d
el
with
1
7
o
u
ter
m
o
d
els.
Fu
r
th
e
r
m
o
r
e
,
a
n
x
iety
to
o
k
a
r
o
le
as
th
e
ex
o
g
en
o
u
s
co
n
s
tr
u
ct,
wh
ile
co
m
p
u
ter
in
te
r
n
et
s
elf
-
ef
f
icac
y
,
m
o
tiv
atio
n
f
o
r
lear
n
in
g
,
s
e
lf
-
d
ir
ec
ted
lear
n
i
n
g
,
an
d
o
n
li
n
e
lear
n
in
g
attitu
d
e
wer
e
f
u
n
ctio
n
ed
as
en
d
o
g
en
o
u
s
an
d
ex
o
g
en
o
u
s
co
n
s
tr
u
cts,
an
d
last
,
o
n
lin
e
lear
n
in
g
e
x
p
er
ien
ce
to
o
k
a
r
o
le
as
th
e
en
d
o
g
en
o
u
s
co
n
s
tr
u
ct
.
T
h
is
s
tep
b
eg
an
b
y
test
in
g
th
e
i
n
d
icato
r
a
n
d
in
ter
n
al
co
n
s
is
ten
cy
r
eliab
ilit
y
.
T
h
e
r
esu
lt
o
f
item
lo
ad
in
g
was
u
s
ed
to
test
th
e
in
d
icato
r
r
eliab
ilit
y
,
as
s
ee
n
in
Fig
u
r
e
2
.
T
h
e
s
u
g
g
ested
th
r
esh
o
ld
was
m
o
r
e
th
an
.
5
[
1
7
]
.
T
h
e
ite
m
lo
ad
in
g
o
f
C
I
S_
3
,
MFL
_
3
,
an
d
SDL_
1
h
a
d
a
v
alu
e
less
th
an
.
5
,
s
o
t
h
e
item
s
wer
e
d
r
o
p
p
e
d
.
T
h
e
r
est
o
f
item
lo
ad
in
g
v
alu
es
wer
e
ca
teg
o
r
ized
as
g
o
o
d
with
t
h
e
v
alu
es
r
an
g
in
g
f
r
o
m
.
6
1
2
to
.
9
0
6
.
T
h
o
s
e
r
esu
lts
s
h
o
wed
th
at
th
e
in
d
icato
r
o
f
r
eliab
ilit
y
was
estab
lis
h
ed
.
T
h
e
n
ex
t
s
tep
was
to
te
s
t
th
e
co
m
p
o
s
i
te
r
eliab
ilit
y
to
k
n
o
w
th
e
in
ter
n
al
c
o
n
s
is
ten
cy
r
elia
b
ilit
y
with
s
u
g
g
ested
th
r
esh
o
l
d
with
in
.
7
0
to
.
9
0
[
1
8
]
.
T
h
e
o
b
t
ain
ed
v
alu
es
f
r
o
m
co
m
p
o
s
ite
r
eliab
ilit
y
,
as
s
ee
n
in
T
ab
le
1
,
wer
e
b
etwe
en
.
7
7
5
t
o
.
8
8
9
wh
ich
was c
ateg
o
r
ized
as r
eliab
ilit
y
s
atis
f
ac
to
r
y
.
C
o
n
v
er
g
en
t
an
d
d
is
cr
im
in
an
t
v
alid
ity
an
aly
s
es
wer
e
co
n
d
u
cted
to
en
s
u
r
e
th
e
m
o
d
el
v
a
lid
ity
.
W
e
em
p
lo
y
ed
it
to
f
in
d
o
u
t
th
e
a
v
er
ag
e
v
ar
ia
n
ce
ex
tr
ac
ted
(
A
VE
)
with
s
u
g
g
ested
th
r
esh
o
ld
m
o
r
e
th
an
.
5
0
.
T
h
e
o
b
tain
ed
AVE
v
alu
e
lied
with
in
.
5
3
8
to
.
7
6
6
,
m
ea
n
in
g
t
h
at
co
n
v
er
g
en
t
v
alid
ity
was
o
b
tain
ed
.
T
h
e
last
s
tep
in
th
is
s
ec
o
n
d
p
h
ase
was
to
test
d
is
cr
im
in
an
t
v
alid
ity
to
g
ain
h
eter
o
tr
ait
-
m
o
n
o
tr
ait
r
atio
(
HT
MT
)
v
alu
e
with
th
e
s
u
g
g
ested
th
r
esh
o
l
d
less
th
an
.
8
5
.
T
h
e
o
b
tain
ed
v
alu
e
o
f
HT
MT
,
as
s
h
o
wn
in
T
a
b
le
2
,
was
with
in
.
5
0
4
to
.
7
5
6
,
m
ea
n
in
g
th
at
th
e
d
is
cr
im
in
an
t
v
alid
ity
was
o
b
tai
n
ed
.
I
n
n
er
m
o
d
el
an
aly
s
is
b
eg
an
with
test
in
g
co
llin
ea
r
ity
to
g
a
in
v
a
r
ian
ce
i
n
f
latio
n
f
ac
to
r
(
VI
F)
v
alu
e
with
s
u
g
g
ested
th
r
esh
o
ld
less
th
an
th
r
ee
.
T
ab
le
3
s
h
o
ws th
at
th
e
o
b
tain
ed
VI
F wa
s
with
in
1
.
0
0
0
to
1
.
3
7
3
.
I
t m
e
an
s
th
at
th
er
e
was n
o
is
s
u
e
in
co
llin
ea
r
ity
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
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J
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Th
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in
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s
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ig
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3093
Fig
u
r
e
2
.
C
o
n
f
ir
m
ato
r
y
f
ac
to
r
an
aly
s
is
T
ab
le
1
.
C
o
m
p
o
s
i
te
r
eliab
ilit
y
an
d
AVE
V
a
r
i
a
b
l
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C
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m
p
u
t
e
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e
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f
i
c
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c
y
0
.
8
6
8
0
.
7
6
6
M
o
t
i
v
a
t
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e
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6
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9
O
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e
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r
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n
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t
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t
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d
e
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8
8
9
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.
6
6
6
O
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e
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e
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e
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7
7
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S
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T
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le
2
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H
TMT
V
a
r
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A
n
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C
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M
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s
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6
.
Stru
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Th
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(
O
/
S
TD
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P
v
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A
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ab
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E
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V
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M
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O
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O
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8
8
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
in
terp
la
y
o
f fa
cto
r
s
a
ffectin
g
o
n
li
n
e
lea
r
n
in
g
ex
p
erien
ce
in
h
ig
h
er e
d
u
ca
tio
n
(F
r
ed
y
)
3095
Fig
u
r
e
3
.
Stru
ctu
r
al
m
o
d
el
ass
ess
m
en
t
T
h
e
f
ir
s
t
r
esu
lt
was
th
at
s
tu
d
en
ts
’
a
n
x
iety
was
p
o
s
itiv
ely
ass
o
ciate
d
with
co
m
p
u
t
er
in
ter
n
e
t
s
elf
-
ef
f
icac
y
(
β=0
.
4
8
0
,
t=9
.
9
0
3
,
an
d
p
=<
0
.
0
5
)
.
I
t
in
d
icate
s
th
at
s
tu
d
en
ts
’
an
x
iety
is
h
ig
h
l
y
af
f
ec
ted
b
y
th
eir
b
elief
s
in
th
eir
ab
ilit
y
in
u
s
in
g
co
m
p
u
ter
an
d
in
ter
n
et.
St
u
d
en
ts
with
lo
w
ef
f
icac
y
in
u
s
in
g
co
m
p
u
ter
an
d
in
ter
n
et
wer
e
lik
ely
to
b
e
m
o
r
e
an
x
i
o
u
s
in
o
n
lin
e
lear
n
i
n
g
th
an
th
e
o
n
es
wit
h
h
ig
h
ef
f
icac
y
.
Similar
ly
,
Valle
et
a
l
.
[
1
9
]
r
ep
o
r
ted
th
a
t
g
o
o
d
a
b
elief
in
co
m
p
u
ter
u
s
e
in
f
lu
en
ce
s
s
tu
d
en
ts
’
an
x
iety
.
Fu
r
th
er
m
o
r
e
,
it
s
u
r
ely
af
f
ec
ts
th
eir
lear
n
in
g
o
u
tco
m
es.
Stu
d
en
ts
with
g
o
o
d
co
n
tr
o
l
o
f
an
x
iety
ar
e
p
r
ed
icted
to
h
av
e
m
o
r
e
s
u
cc
ess
f
u
l
o
n
lin
e
lear
n
in
g
.
Ho
wev
er
,
h
o
w
th
is
an
x
iety
co
n
tr
i
b
u
tes
to
lear
n
i
n
g
o
u
tco
m
es
is
b
ey
o
n
d
o
u
r
s
co
p
e
,
s
o
it
n
ee
d
s
to
b
e
s
tu
d
ied
f
u
r
t
h
er
.
Oth
er
s
tu
d
ies
h
av
e
also
r
ev
ea
led
d
if
f
er
e
n
t
f
in
d
in
g
s
d
elin
ea
tin
g
o
n
v
a
r
io
u
s
v
ar
iab
les
o
th
er
th
an
an
x
iety
th
at
p
o
ten
tially
af
f
ec
t
co
m
p
u
ter
in
ter
n
et
s
elf
-
ef
f
icac
y
.
Fo
r
in
s
t
an
ce
,
lear
n
er
s
’
au
to
n
o
m
y
o
f
u
s
in
g
c
o
m
p
u
ter
s
,
th
eir
ca
p
ac
ities
o
f
lear
n
in
g
,
an
d
s
u
p
p
o
r
ts
f
r
o
m
th
eir
co
lle
ag
u
es
co
u
ld
p
r
e
d
ict
th
e
d
eg
r
ee
o
f
co
m
p
u
ter
s
elf
-
e
f
f
icac
y
.
Stu
d
ies
d
em
o
n
s
tr
ated
t
h
at
th
e
ex
ten
t
o
f
s
elf
-
ef
f
icac
y
in
u
s
in
g
co
m
p
u
ter
s
is
af
f
ec
ted
b
y
ex
p
er
i
en
ce
s
an
d
tim
e
s
p
en
t
f
o
r
o
p
e
r
atin
g
c
o
m
p
u
ter
s
.
Stu
d
y
s
u
g
g
ested
th
a
t
attitu
d
es
to
war
d
s
u
s
in
g
in
ter
n
et
to
s
o
m
e
e
x
ten
t
af
f
ec
t
co
m
p
u
ter
s
elf
-
ef
f
icac
y
.
Als
o
,
it
ca
n
b
e
lear
n
e
d
f
r
o
m
s
tu
d
y
th
at
in
ter
n
et
s
elf
-
ef
f
icac
y
is
af
f
ec
ted
b
y
o
n
es’
p
er
s
o
n
al
p
o
s
s
ess
io
n
s
o
f
co
m
p
u
ter
a
n
d
i
n
ter
n
et
co
n
n
ec
tio
n
.
T
h
e
f
o
r
e
g
o
in
g
h
ig
h
lig
h
ts
o
f
d
if
f
e
r
en
t
f
in
d
i
n
g
s
ex
h
ib
it
a
n
u
m
b
er
o
f
n
o
n
-
in
d
iv
id
u
al
f
ac
to
r
s
u
n
d
er
ly
in
g
co
m
p
u
ter
in
ter
n
et
s
elf
-
ef
f
icac
y
.
Ho
wev
e
r
,
th
e
c
u
r
r
en
t
s
tu
d
y
’
s
r
esu
lt
co
n
tr
ib
u
t
es
to
th
e
liter
atu
r
e
b
y
a
d
d
in
g
an
o
th
er
in
d
iv
i
d
u
al
f
ac
to
r
,
th
e
s
o
-
ca
lled
an
x
iety
,
wh
ich
m
ay
ca
u
s
e
co
m
p
u
ter
in
ter
n
et
s
elf
-
ef
f
icac
y
in
s
u
c
h
a
way
th
at
o
n
es
with
lo
wer
an
x
iety
m
a
y
h
a
v
e
h
ig
h
e
r
s
elf
-
ef
f
icac
y
in
u
s
in
g
co
m
p
u
t
er
s
an
d
ac
ce
s
s
in
g
th
e
i
n
ter
n
et.
T
h
e
s
ec
o
n
d
r
esu
lt
r
e
v
ea
led
t
h
at
s
tu
d
en
ts
’
an
x
iety
was
p
o
s
itiv
ely
ass
o
ciate
d
with
m
o
ti
v
atio
n
f
o
r
lear
n
in
g
(
β=0
.
3
4
9
,
t=6
.
3
5
9
,
an
d
p
=<
0
.
0
5
)
.
I
t
m
ea
n
s
t
h
at
s
tu
d
en
ts
’
an
x
iety
af
f
ec
ts
th
eir
m
o
tiv
atio
n
f
o
r
lear
n
in
g
.
Hig
h
an
x
iety
will
g
iv
e
s
tu
d
en
ts
u
n
ce
r
tain
ty
f
ee
lin
g
o
f
th
eir
s
u
cc
ess
in
lear
n
in
g
.
T
h
is
f
in
d
in
g
s
o
m
eh
o
w
co
n
f
ir
m
s
Ag
u
iler
a
-
Her
m
id
a’
s
s
tu
d
y
[
2
0
]
th
at
s
tu
d
en
ts
’
h
ig
h
an
x
iet
y
will
ev
en
t
u
ally
d
ec
r
ea
s
e
th
eir
m
o
tiv
atio
n
f
o
r
lea
r
n
i
n
g
.
T
h
ei
r
lo
w
an
x
iety
i
n
o
n
lin
e
lear
n
in
g
,
wh
ich
ca
n
b
e
ca
u
s
ed
b
y
p
r
io
r
e
x
p
er
ien
ce
s
,
k
ee
p
s
th
em
m
o
tiv
ated
to
c
o
n
tin
u
e
lear
n
i
n
g
o
n
lin
e.
Ou
r
f
in
d
in
g
s
ig
n
if
ican
tly
p
r
o
v
i
d
es
an
o
th
er
f
ac
to
r
in
f
lu
en
cin
g
s
tu
d
en
ts
’
m
o
tiv
ati
o
n
f
o
r
lear
n
in
g
wh
er
e
s
tu
d
en
ts
with
lo
w
a
n
x
iety
p
r
o
b
ab
ly
h
a
v
e
h
ig
h
m
o
tiv
atio
n
f
o
r
lear
n
in
g
.
I
t seem
s
th
at
p
ee
r
s
an
d
teac
h
er
s
ar
e
o
f
ten
f
ailed
to
g
iv
e
f
o
r
ce
to
th
e
s
tu
d
en
ts
to
k
ee
p
m
o
tiv
ated
i
n
o
n
lin
e
lear
n
in
g
.
Fu
r
th
er
s
tu
d
i
es
ar
e
n
ee
d
e
d
to
k
n
o
w
th
e
e
f
f
ec
tiv
e
way
s
to
m
ain
tain
s
tu
d
en
ts
’
m
o
tiv
atio
n
f
o
r
lear
n
i
n
g
.
T
h
e
th
ir
d
r
esu
lt
was
th
at
s
tu
d
en
ts
’
an
x
iety
was
p
o
s
itiv
ely
ass
o
ciate
d
with
s
elf
-
d
ir
ec
ted
lear
n
in
g
(
β=0
.
3
1
8
,
t=5
.
4
6
3
,
p
=<
0
.
0
5
)
.
I
t
in
d
icate
s
th
at
s
tu
d
e
n
ts
with
h
ig
h
an
x
iety
will
en
co
u
n
ter
m
o
r
e
d
if
f
icu
lties
in
m
o
n
ito
r
in
g
an
d
ev
alu
atin
g
th
eir
lear
n
in
g
p
r
o
g
r
ess
.
T
h
is
f
i
n
d
in
g
is
in
lin
e
with
p
r
e
v
io
u
s
f
in
d
in
g
[
2
1
]
th
at
s
tu
d
en
ts
with
g
o
o
d
co
n
t
r
o
l
o
f
an
x
iety
h
av
e
h
i
g
h
er
ab
ilit
ies
in
th
eir
s
elf
-
d
ir
ec
te
d
lear
n
in
g
.
I
t
p
r
o
b
ab
ly
m
ea
n
s
th
at
s
tu
d
en
ts
wh
o
ca
n
m
a
n
ag
e
th
eir
an
x
iety
ca
n
also
h
av
e
b
etter
lear
n
in
g
s
tr
ateg
ies
th
an
th
o
s
e
wh
o
h
av
e
an
x
iety
is
s
u
es.
T
h
u
s
,
th
ey
ca
n
h
av
e
b
etter
lea
r
n
in
g
o
u
tco
m
es
an
d
ex
p
er
ie
n
ce
s
.
Prio
r
s
tu
d
ies
r
ep
o
r
ted
t
h
at
s
tu
d
en
ts
’
an
x
iety
is
co
m
m
o
n
l
y
in
f
lu
en
ce
d
b
y
th
eir
d
em
o
g
r
ap
h
ics,
p
r
io
r
lea
r
n
in
g
ex
p
er
ie
n
ce
s
,
an
d
lear
n
in
g
s
itu
atio
n
s
[
2
2
]
.
E
d
u
ca
to
r
s
n
ee
d
to
co
n
s
id
er
th
ese
f
ac
to
r
s
to
r
ed
u
ce
s
tu
d
e
n
ts
’
an
x
iety
in
lear
n
in
g
.
T
h
e
f
in
d
i
n
g
s
h
ig
h
lig
h
t
th
e
im
p
o
r
tan
ce
o
f
c
o
n
tr
o
llin
g
s
tu
d
en
ts
’
an
x
iety
b
y
co
n
s
id
er
in
g
f
ac
to
r
s
in
f
lu
en
cin
g
s
tu
d
en
ts
’
an
x
iety
as
f
o
r
co
n
tr
o
lled
o
r
lo
w
an
x
iety
cr
ea
tes
h
ig
h
s
elf
-
d
ir
ec
t
ed
lear
n
in
g
wh
ich
im
p
ac
ts
o
n
b
etter
lear
n
in
g
o
u
tco
m
es.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
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2
2
5
2
-
8
8
2
2
I
n
t
J
E
v
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&
R
es E
d
u
c
,
Vo
l
.
13
,
No
.
5
,
Octo
b
er
2
0
2
4
:
3
0
9
0
-
3
099
3096
T
h
e
f
o
u
r
th
r
esu
lt
r
ev
ea
le
d
t
h
at
th
er
e
was
a
p
o
s
itiv
e
r
e
latio
n
s
h
i
p
b
etwe
en
co
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p
u
ter
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ter
n
et
s
elf
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ef
f
icac
y
an
d
s
elf
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ir
ec
te
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1
9
1
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2
7
9
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I
t
in
d
icate
s
th
at
s
tu
d
en
ts
with
h
ig
h
b
elief
s
in
th
eir
ab
ilit
y
in
u
s
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g
co
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ter
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ter
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et
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f
in
d
it
ea
s
ier
to
h
an
d
le
o
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lin
e
lear
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in
g
.
T
h
ese
b
elief
s
will
ea
s
e
th
em
i
n
m
a
n
ag
in
g
,
co
n
tr
o
llin
g
,
an
d
m
ain
tain
in
g
th
eir
p
r
o
g
r
ess
in
o
n
lin
e
lear
n
i
n
g
as
th
e
y
h
av
e
ab
ilit
ies
to
u
s
e
co
m
p
u
ter
an
d
in
ter
n
et
ef
f
ec
tiv
el
y
.
Als
o
,
th
ese
b
elief
s
af
f
ec
t
th
eir
m
o
tiv
atio
n
f
o
r
lear
n
i
n
g
.
C
o
m
p
u
ter
i
n
ter
n
et
s
elf
-
e
f
f
icac
y
is
also
a
f
f
ec
ted
b
y
th
eir
v
ie
ws
o
f
c
o
m
p
u
te
r
r
o
le
an
d
p
r
io
r
k
n
o
wled
g
e
o
f
u
s
in
g
co
m
p
u
ter
an
d
in
ter
n
et
[
2
3
]
.
I
t
in
d
icate
s
th
at
to
g
ai
n
a
g
o
o
d
s
elf
-
d
ir
ec
ted
lear
n
in
g
,
ed
u
ca
t
o
r
s
n
ee
d
to
c
o
n
s
id
er
th
o
s
e
f
ac
to
r
s
in
f
lu
e
n
cin
g
c
o
m
p
u
ter
in
ter
n
et
s
elf
-
ef
f
icac
y
.
Fu
r
th
er
m
o
r
e,
s
elf
-
d
ir
ec
te
d
lear
n
in
g
is
af
f
ec
ted
b
y
ex
ter
n
al
f
ac
to
r
s
s
u
ch
as
f
am
ily
s
u
p
p
o
r
t
an
d
ac
ad
em
ic
en
v
i
r
o
n
m
en
t
an
d
in
ter
n
al
f
ac
to
r
s
s
u
ch
as
m
o
tiv
atio
n
[
2
4
]
.
T
h
u
s
,
to
h
elp
s
tu
d
en
ts
o
b
tain
g
o
o
d
s
elf
-
d
ir
e
cted
lear
n
in
g
ab
ilit
ies,
ed
u
ca
to
r
s
n
ee
d
to
co
n
s
id
er
th
ese
f
ac
to
r
s
.
T
h
e
f
if
th
r
e
s
u
lt
r
e
p
o
r
ted
th
at
s
tu
d
en
ts
’
m
o
tiv
atio
n
is
f
o
u
n
d
to
b
e
ass
o
ciate
d
with
th
eir
s
el
f
-
d
ir
ec
ted
lean
in
g
ab
ilit
ies
(
β=0
.
2
2
5
,
t=4
.
3
0
4
,
a
n
d
p
=<
0
.
0
5
)
.
Mo
tiv
atio
n
al
b
elief
s
in
f
lu
en
ce
s
tu
d
en
ts
’
lear
n
in
g
s
tr
ateg
ies.
Mo
tiv
ated
s
tu
d
en
ts
ar
e
lik
ely
to
h
av
e
m
o
r
e
ef
f
ec
tiv
e
lear
n
in
g
s
tr
ateg
ies
wh
ich
lead
to
b
etter
lear
n
in
g
o
u
tco
m
es
an
d
s
atis
f
ac
tio
n
.
Als
o
,
th
is
f
in
d
in
g
is
s
o
m
eh
o
w
s
im
ilar
to
Sam
an
th
u
la
et
a
l.
[
2
5
]
f
in
d
i
n
g
th
at
s
tu
d
en
ts
’
m
o
tiv
atio
n
is
clo
s
ely
r
elate
d
to
th
eir
s
e
lf
-
m
o
n
ito
r
i
n
g
ab
ilit
ies
to
le
ar
n
.
T
h
e
s
tu
d
en
ts
’
s
elf
-
m
o
n
ito
r
in
g
ab
ilit
y
in
cr
ea
s
es
wh
en
th
ey
ar
e
m
o
tiv
ated
in
lear
n
in
g
.
Self
-
d
ir
ec
te
d
lear
n
i
n
g
is
in
f
lu
en
ce
d
b
y
s
tu
d
en
ts
’
m
o
tiv
atio
n
.
I
n
t
h
eir
s
tu
d
y
,
h
ig
h
m
o
tiv
ated
s
tu
d
e
n
ts
p
er
f
o
r
m
h
i
g
h
s
elf
-
d
ir
e
cte
d
lear
n
in
g
,
s
o
th
e
y
p
er
f
o
r
m
g
o
o
d
an
d
h
ig
h
lear
n
i
n
g
s
tr
ateg
ies.
Fu
r
th
er
m
o
r
e,
s
tu
d
en
ts
’
m
o
tiv
atio
n
is
af
f
ec
te
d
b
y
ac
a
d
em
ic
a
n
d
s
o
cial
s
u
p
p
o
r
ts
[
6
]
.
T
h
ese
s
u
p
p
o
r
ts
will
k
ee
p
s
tu
d
en
ts
m
o
tiv
ated
to
lear
n
,
s
p
ec
if
ically
in
o
n
lin
e
lear
n
i
n
g
.
E
d
u
ca
to
r
s
n
ee
d
to
p
ay
atten
tio
n
to
th
is
f
ac
to
r
to
m
ain
tai
n
s
tu
d
en
ts
’
m
o
tiv
atio
n
t
h
at
th
ey
ca
n
h
a
v
e
h
ig
h
s
elf
-
d
ir
ec
ted
lear
n
i
n
g
a
b
ilit
ies
as
f
o
u
n
d
b
y
o
u
r
s
tu
d
y
.
Stu
d
en
ts
’
m
o
tiv
atio
n
,
s
p
ec
if
ically
in
n
o
n
-
b
len
d
e
d
lear
n
in
g
en
v
ir
o
n
m
en
t,
is
n
o
t
af
f
ec
ted
b
y
th
eir
s
elf
-
d
ir
ec
ted
lear
n
in
g
a
b
ilit
ies.
T
h
e
p
o
s
s
ib
le
r
ea
s
o
n
was
th
eir
s
tu
d
en
ts
p
r
ef
e
r
f
ac
e
-
to
-
f
ac
e
class
r
o
o
m
lear
n
in
g
r
ath
er
th
an
o
n
lin
e
lear
n
in
g
.
I
t
in
d
ic
ates
th
at
s
tu
d
en
ts
’
m
o
tiv
atio
n
also
d
e
p
en
d
s
o
n
t
h
eir
p
r
ef
e
r
en
ce
s
f
o
r
teac
h
in
g
m
eth
o
d
s
.
Ho
wev
er
,
f
u
r
th
er
r
e
s
ea
r
ch
is
n
ee
d
ed
to
in
v
esti
g
ate
th
is
m
atter
.
T
h
e
s
ix
th
r
esu
l
t
w
as
th
at
th
er
e
wa
s
a
s
tr
o
n
g
p
o
s
it
iv
e
r
el
at
io
n
s
h
ip
b
e
tw
ee
n
s
e
lf
-
d
ir
ec
ted
lea
r
n
in
g
an
d
o
n
lin
e
lea
r
n
in
g
a
tt
itu
d
e
(
β=
0
.
3
5
6
,
t
=6
.
4
3
5
,
an
d
p
=<
0
.
0
5
)
.
I
t
m
e
an
s
th
a
t
s
e
lf
-
d
ir
e
ct
ed
l
ea
r
n
in
g
a
f
f
e
ct
s
o
n
l
in
e
lea
r
n
in
g
a
t
ti
tu
d
e
s
.
As
f
o
u
n
d
b
y
Ho
f
er
e
t
a
l
.
[
2
1
]
,
s
tu
d
en
t
s
w
ith
g
o
o
d
w
o
r
k
et
h
ic
s
an
d
in
ter
e
s
t
s
ar
e
m
o
r
e
lik
ely
to
h
an
d
l
e
o
n
l
in
e
l
ea
r
n
in
g
ea
s
ier
.
Stu
d
en
t
s
’
p
o
s
it
iv
e
a
tt
i
tu
d
e
s
to
war
d
o
n
lin
e
le
a
r
n
in
g
m
ak
e
o
n
l
in
e
lea
r
n
in
g
le
s
s
th
r
e
at
en
i
n
g
,
s
o
t
h
at
th
ey
ca
n
co
p
e
wi
th
i
t
ea
s
i
er
.
L
am
b
an
d
Ar
i
s
an
d
y
[
9
]
r
e
p
o
r
ted
th
a
t
s
tu
d
en
t
s
’
at
ti
tu
d
e
s
to
war
d
o
n
lin
e
lea
r
n
in
g
ar
e
h
ig
h
ly
af
f
ec
ted
b
y
t
h
eir
p
r
i
o
r
o
n
li
n
e
le
ar
n
in
g
ex
p
er
i
en
c
es
s
u
ch
a
s
ex
p
er
ien
ce
s
f
o
r
o
n
lin
e
i
n
f
o
r
m
al
le
ar
n
i
n
g
o
f
E
n
g
li
s
h
(
OI
L
E
)
.
T
h
e
s
tu
d
en
t
s
w
ith
p
r
i
o
r
e
x
p
e
r
ien
ce
s
h
av
e
m
o
r
e
p
o
s
it
iv
e
v
ie
w
s
o
f
o
n
lin
e
l
ea
r
n
in
g
.
Fu
r
th
er
m
o
r
e,
o
n
l
in
e
le
ar
n
in
g
a
tt
it
u
d
e
s
ar
e
a
l
s
o
af
f
ec
ted
b
y
ex
t
er
n
a
l
f
a
cto
r
s
s
u
ch
a
s
lo
ca
tio
n
s
an
d
l
ea
r
n
in
g
s
u
p
p
o
r
t
s
[
2
6
]
.
T
h
e
lo
c
at
io
n
s
w
h
er
e
s
tu
d
e
n
t
s
liv
e
h
av
e
a
n
im
p
o
r
tan
t
r
o
le
in
o
n
lin
e
le
ar
n
in
g
a
s
th
e
p
r
o
p
er
te
ch
n
o
lo
g
i
ca
l
s
u
p
p
o
r
t
s
a
r
e
m
o
s
tly
f
o
u
n
d
in
b
ig
c
it
ie
s
r
a
th
er
th
an
i
n
b
o
r
d
er
ar
ea
s
.
I
t
s
ee
m
s
th
a
t
w
h
en
th
e
y
h
av
e
g
o
o
d
l
ea
r
n
in
g
s
u
p
p
o
r
t
s
,
th
ey
w
il
l
g
a
in
g
o
o
d
o
n
l
in
e
l
ea
r
n
in
g
a
tt
i
tu
d
e
s
.
I
t
in
d
i
ca
te
s
th
at
s
tu
d
en
t
s
’
p
r
i
o
r
ex
p
er
ien
ce
s
an
d
th
o
s
e
e
x
ter
n
al
f
ac
to
r
s
in
o
n
li
n
e
l
e
ar
n
in
g
al
s
o
a
f
f
e
ct
s
e
lf
-
d
ir
e
ct
ed
le
ar
n
in
g
in
d
ir
ec
tl
y
.
T
h
e
s
ev
en
th
r
e
s
u
lt
r
ep
o
r
t
ed
th
at
s
e
lf
-
d
ir
e
ct
ed
le
ar
n
in
g
al
s
o
a
s
s
o
c
ia
te
s
p
o
s
i
tiv
el
y
w
ith
o
n
lin
e
lea
r
n
in
g
ex
p
er
ien
ce
s
(
β
=0
.
2
6
6
,
t=5
.
0
9
7
,
an
d
p
=
<0
.
0
5
)
.
I
t
m
ea
n
s
th
a
t
s
tu
d
en
t
s
wi
th
g
o
o
d
s
el
f
-
d
i
r
ec
ted
lea
r
n
in
g
ar
e
p
r
ed
i
ct
ed
to
h
av
e
b
et
ter
o
n
lin
e
l
ea
r
n
in
g
ex
p
er
ie
n
ce
s
.
Stu
d
en
t
s
’
p
o
s
i
tiv
e
v
i
ew
s
,
p
e
r
ce
p
t
io
n
s
,
an
d
b
eh
av
io
r
in
o
n
li
n
e
l
ea
r
n
in
g
ar
e
p
r
e
d
ic
te
d
to
g
i
v
e
th
em
s
at
is
f
y
in
g
o
n
li
n
e
l
ea
r
n
in
g
ex
p
er
i
en
ce
s
.
S
tu
d
en
t
s
’
o
n
lin
e
l
ea
r
n
in
g
ex
p
er
ien
ce
s
ar
e
in
f
lu
en
c
ed
b
y
s
tu
d
en
ts
’
l
ea
n
i
n
g
s
tr
at
eg
i
e
s
.
Stu
d
en
t
s
wi
th
g
o
o
d
le
ar
n
in
g
s
t
r
a
teg
ie
s
ar
e
l
ik
e
ly
to
h
av
e
m
o
r
e
p
l
ea
s
an
t
an
d
s
a
ti
s
f
y
in
g
o
n
lin
e
le
ar
n
in
g
ex
p
er
i
en
c
e
s
.
A
l
s
o
,
as
f
o
u
n
d
b
y
v
an
Al
ten
e
t
a
l
.
[
2
7
]
,
s
tu
d
en
t
s
w
i
t
h
h
ig
h
s
e
lf
-
d
ir
e
ct
ed
le
ar
n
i
n
g
i
s
p
r
ed
ic
ted
to
h
av
e
h
ig
h
e
r
lea
r
n
in
g
o
u
t
co
m
e
s
an
d
ex
p
er
ien
ce
s
a
s
w
el
l.
Me
a
n
w
h
il
e,
s
tu
d
en
t
s
’
o
n
l
in
e
l
ea
r
n
in
g
ex
p
er
ien
ce
s
ar
e
al
s
o
af
f
e
ct
ed
b
y
o
th
e
r
f
a
cto
r
s
s
u
ch
a
s
s
t
u
d
en
t
s
’
d
e
m
o
g
r
ap
h
i
cs
(
i.
e.
,
g
en
d
er
an
d
lo
ca
tio
n
)
,
p
r
io
r
o
n
l
in
e
le
ar
n
i
n
g
ex
p
er
ien
ce
s
,
a
n
d
a
l
s
o
th
e
ir
s
en
s
e
o
f
p
r
ep
ar
ed
n
e
s
s
f
o
r
th
e
co
u
r
s
e
[
2
8
]
.
H
e
al
s
o
r
ep
o
r
ted
th
a
t
th
o
s
e
f
a
c
to
r
s
a
l
s
o
i
n
f
lu
en
ce
s
t
u
d
en
t
s
’
an
x
i
ety
i
n
le
ar
n
i
n
g
.
I
t
m
ay
in
f
er
th
a
t
an
x
ie
ty
i
s
a
s
s
o
c
ia
t
ed
wi
th
s
tu
d
en
t
s
’
o
n
li
n
e
l
ea
r
n
in
g
ex
p
er
i
en
c
e
s
.
Ou
r
f
in
d
in
g
p
r
o
v
e
s
an
o
th
er
f
ac
to
r
in
f
l
u
en
c
in
g
o
n
l
in
e
l
ea
r
n
in
g
ex
p
er
ien
ce
s
ap
a
r
t
f
r
o
m
th
e
f
a
cto
r
s
f
o
u
n
d
b
y
p
r
io
r
s
tu
d
ie
s
.
T
h
e
eig
h
t
h
r
esu
lt
s
h
o
wed
a
s
tr
o
n
g
p
o
s
itiv
e
r
elatio
n
s
h
ip
b
et
wee
n
o
n
lin
e
lear
n
i
n
g
attitu
d
e
an
d
o
n
lin
e
lear
n
in
g
ex
p
e
r
ien
ce
(
β=0
.
3
8
9
,
t=7
.
1
1
5
,
a
n
d
p
=<
0
.
0
5
)
.
I
t
in
d
icate
s
th
at
s
tu
d
en
ts
’
o
n
lin
e
lear
n
in
g
ex
p
er
ien
ce
s
ar
e
in
f
lu
e
n
ce
d
b
y
th
eir
lear
n
in
g
attitu
d
es.
S
tu
d
e
n
ts
wh
o
h
a
v
e
p
o
s
itiv
e
v
iews
o
f
o
n
lin
e
lear
n
in
g
ar
e
lik
ely
to
b
e
m
o
r
e
m
o
tiv
ated
in
lear
n
in
g
,
lead
in
g
to
a
m
o
r
e
s
u
cc
ess
f
u
l
an
d
s
atis
f
y
in
g
o
n
lin
e
le
ar
n
in
g
ex
p
e
r
ien
ce
.
T
h
is
f
in
d
in
g
s
o
m
eh
o
w
s
u
p
p
o
r
ts
f
in
d
in
g
th
at
s
tu
d
en
ts
’
p
o
s
itiv
e
attitu
d
es
to
war
d
th
e
b
en
e
f
it
s
o
f
o
n
lin
e
lear
n
in
g
af
f
ec
ts
th
eir
lear
n
i
n
g
s
atis
f
ac
tio
n
[
2
9
]
.
Stu
d
en
ts
with
p
o
s
itiv
e
lear
n
in
g
attitu
d
es
ar
e
h
ig
h
l
y
b
eliev
ed
to
h
av
e
m
o
r
e
s
atis
f
y
in
g
o
n
lin
e
lear
n
i
n
g
ex
p
e
r
ien
ce
s
th
an
th
o
s
e
w
ith
m
o
r
e
n
eg
ativ
e
lea
r
n
in
g
a
ttit
u
d
es.
Ho
wev
e
r
,
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
in
terp
la
y
o
f fa
cto
r
s
a
ffectin
g
o
n
li
n
e
lea
r
n
in
g
ex
p
erien
ce
in
h
ig
h
er e
d
u
ca
tio
n
(F
r
ed
y
)
3097
Ag
u
iler
a
-
Her
m
id
a
[
2
0
]
r
ep
o
r
t
ed
th
at
s
tu
d
en
ts
o
f
ten
co
n
s
id
er
o
n
lin
e
lear
n
in
g
as
an
u
n
p
lea
s
an
t
ex
p
er
ien
ce
an
d
s
h
o
w
n
eg
ativ
e
attitu
d
es
to
war
d
it.
T
h
ey
p
r
ef
e
r
f
ac
e
-
to
-
f
ac
e
class
r
o
o
m
lear
n
in
g
as
th
ey
ca
n
h
av
e
r
ea
l
an
d
d
ir
ec
t
in
ter
ac
tio
n
s
with
o
th
er
s
tu
d
en
ts
an
d
teac
h
er
s
.
T
h
u
s
,
i
t
s
h
o
u
ld
b
e
a
co
n
ce
r
n
f
o
r
f
u
tu
r
e
r
esear
ch
to
f
i
n
d
th
e
ef
f
ec
tiv
e
way
s
to
h
an
d
le
s
t
u
d
en
ts
’
attitu
d
es to
war
d
o
n
lin
e
lear
n
in
g
.
An
o
th
er
in
ter
esti
n
g
f
in
d
i
n
g
is
th
at
th
e
m
o
d
el
o
f
o
u
r
s
tu
d
y
al
s
o
d
em
o
n
s
tr
ates
th
at
an
x
iety
,
m
o
tiv
atio
n
f
o
r
lear
n
in
g
,
an
d
co
m
p
u
ter
-
in
t
er
n
e
t
s
elf
-
ef
f
icac
y
in
d
ir
ec
tly
a
f
f
ec
t
o
n
lin
e
lear
n
in
g
ex
p
er
ien
ce
s
.
T
h
ese
f
in
d
in
g
s
p
ar
tially
s
u
p
p
o
r
t
f
in
d
in
g
s
th
at
s
tu
d
en
ts
’
an
x
iety
af
f
ec
ts
th
ei
r
p
er
f
o
r
m
an
ce
s
[
2
8
]
.
Hig
h
an
x
iety
h
as
a
n
eg
ativ
e
im
p
a
ct
o
n
s
tu
d
e
n
ts
’
p
er
f
o
r
m
a
n
ce
s
an
d
lear
n
in
g
o
u
tco
m
es.
T
h
en
,
s
tu
d
en
ts
’
o
n
lin
e
lear
n
in
g
ex
p
e
r
ien
ce
s
ar
e
also
in
d
ir
ec
tly
af
f
ec
ted
b
y
th
ei
r
m
o
tiv
atio
n
f
o
r
lear
n
in
g
.
T
h
is
f
in
d
in
g
is
co
n
s
is
ten
t
with
p
r
io
r
s
tu
d
ies
[
1
4
]
th
at
m
o
tiv
ated
s
tu
d
en
ts
ar
e
f
o
u
n
d
to
h
av
e
m
o
r
e
s
u
cc
ess
f
u
l
an
d
s
atis
f
y
in
g
lear
n
in
g
ex
p
e
r
ien
ce
s
.
Stu
d
en
ts
p
er
ce
iv
e
o
n
lin
e
lear
n
in
g
as
b
en
e
f
icial
an
d
ef
f
ec
tiv
e
wh
e
n
th
e
y
ar
e
co
m
f
o
r
ta
b
le
with
u
s
in
g
co
m
p
u
ter
s
-
in
ter
n
et,
a
r
e
well
-
ac
q
u
ain
ted
with
th
e
lear
n
in
g
s
y
s
tem
,
an
d
f
ac
e
n
o
d
if
f
i
cu
lties
in
it
s
u
s
ag
e
[
3
0
]
.
Als
o
,
co
m
p
u
ter
-
i
n
ter
n
et
s
elf
-
ef
f
icac
y
was
f
o
u
n
d
to
b
e
ab
le
to
p
r
ed
ict
s
tu
d
e
n
ts
’
lear
n
in
g
ex
p
er
ien
ce
s
.
I
t
m
ay
im
p
ly
th
at
s
tu
d
en
ts
wh
o
f
in
d
it
ea
s
ier
to
u
s
e
c
o
m
p
u
te
r
an
d
i
n
ter
n
et
will
ex
p
e
r
ien
c
e
m
o
r
e
ef
f
ec
tiv
e
an
d
s
atis
f
y
in
g
o
n
lin
e
lear
n
in
g
.
Stu
d
en
ts
p
er
ce
iv
e
o
n
lin
e
lea
r
n
in
g
as
b
en
ef
icial
a
n
d
ef
f
e
ctiv
e
wh
en
t
h
ey
a
r
e
co
m
f
o
r
tab
le
with
u
s
in
g
co
m
p
u
ter
s
-
in
ter
n
et,
ar
e
well
-
a
cq
u
ain
ted
with
th
e
lear
n
in
g
s
y
s
tem
,
an
d
f
ac
e
n
o
d
if
f
icu
lties
in
its
u
s
ag
e.
Ou
r
f
in
d
in
g
m
ay
im
p
ly
th
at
s
tu
d
en
ts
with
lo
w
an
x
iety
ar
e
ex
p
ec
ted
to
h
a
v
e
m
o
r
e
p
leasan
t
o
n
lin
e
lear
n
in
g
ex
p
er
ien
ce
s
.
I
t in
d
ica
tes th
at
h
ig
h
an
x
io
u
s
f
ee
lin
g
s
p
r
o
b
a
b
ly
m
ak
e
th
e
s
tu
d
e
n
ts
f
ac
e
m
o
r
e
th
r
ea
ten
in
g
o
n
lin
e
lear
n
i
n
g
e
x
p
er
ien
ce
s
.
Ho
wev
er
,
it
is
s
o
m
eh
o
w
in
co
n
tr
ast
with
Hilliar
d
et
a
l.
[
1
3
]
f
in
d
in
g
as
th
e
st
u
d
en
ts
th
er
e
p
e
r
ce
iv
ed
an
x
ie
ty
m
o
r
e
p
o
s
itiv
ely
.
T
h
ey
ar
g
u
e
th
at
h
ig
h
an
x
iety
will
b
e
p
er
ce
iv
ed
b
y
s
tu
d
en
ts
as
a
ch
allen
g
e
to
m
a
k
e
th
em
m
o
r
e
m
o
tiv
ate
d
in
th
ei
r
lear
n
i
n
g
.
T
h
e
ex
p
la
n
atio
n
f
o
r
th
is
is
s
u
e
p
r
o
b
a
b
ly
lies
o
n
ea
ch
in
d
iv
i
d
u
al
d
if
f
er
en
ce
.
A
p
o
s
s
ib
le
r
ea
s
o
n
is
th
at
e
v
er
y
s
tu
d
en
t
m
u
s
t
h
av
e
a
d
if
f
er
en
t
v
iew
o
n
an
x
iety
a
n
d
d
if
f
er
en
t
way
s
to
o
v
er
co
m
e
a
n
x
iety
.
I
t
s
ee
m
s
th
at
o
u
r
s
tu
d
e
n
ts
ten
d
to
h
av
e
n
eg
ativ
e
v
ie
ws
o
n
an
x
iety
as
f
o
r
s
tu
d
en
ts
with
lo
w
an
d
co
n
tr
o
lled
an
x
iety
ar
e
p
r
ed
icted
to
h
av
e
m
o
r
e
p
leasan
t
o
n
lin
e
le
ar
n
in
g
ex
p
e
r
ien
ce
s
.
Ho
wev
er
,
s
till
,
f
u
r
th
er
r
esear
c
h
er
s
ar
e
n
ee
d
e
d
to
c
o
m
p
lete
a
n
d
co
n
f
ir
m
th
is
f
in
d
in
g
.
4.
CO
NCLU
SI
O
N
I
n
co
n
clu
s
io
n
,
th
e
r
esu
lts
r
ev
ea
led
th
at
s
ix
c
o
n
s
tr
u
cts
in
th
is
s
tu
d
y
n
am
ely
an
x
iety
,
m
o
tiv
atio
n
f
o
r
lear
n
in
g
,
s
elf
-
d
ir
e
cted
lea
r
n
in
g
,
o
n
lin
e
lear
n
in
g
attitu
d
e,
co
m
p
u
ter
-
in
ter
n
et
s
elf
-
ef
f
icac
y
,
an
d
o
n
lin
e
lea
r
n
in
g
ex
p
er
ien
ce
wer
e
p
o
s
itiv
ely
an
d
s
ig
n
if
ican
tly
ass
o
ciate
d
with
o
n
e
a
n
o
th
er
.
Hen
ce
,
all
eig
h
t
h
y
p
o
th
eses
o
f
th
is
s
tu
d
y
wer
e
ac
ce
p
ted
.
I
t
in
d
icate
s
th
at
s
tu
d
en
ts
’
o
n
lin
e
lea
r
n
in
g
e
x
p
er
ien
ce
s
ar
e
af
f
ec
te
d
b
y
t
h
eir
an
x
iety
,
m
o
tiv
atio
n
f
o
r
lear
n
in
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ter
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s
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a
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d
al
s
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lin
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lear
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attitu
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Ho
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s
tu
d
y
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m
e
lim
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s
.
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tio
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f
m
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d
f
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tu
d
e
n
t
p
ar
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a
n
ts
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q
u
ite
d
if
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er
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n
t
in
to
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th
at
it
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m
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w
d
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f
icu
lt
to
g
en
e
r
alize
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e
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lar
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er
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ex
t.
Similar
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tu
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ies
with
p
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in
a
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atio
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f
g
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d
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n
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ag
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ar
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to
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ct.
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th
e
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ata
o
f
th
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s
tu
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y
w
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e
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m
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ce
,
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o
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s
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r
v
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.
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s
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ies
m
ay
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clu
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e
m
u
ltip
le
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ata
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s
s
u
ch
as
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tu
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d
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m
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lid
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p
r
etatio
n
.
RE
F
E
R
E
NC
E
S
[
1
]
S
.
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O
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2
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[
3
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Tr
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[
4
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L.
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[
5
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.
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[
6
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R
.
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C
.
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7
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.
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J
a
n
,
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[
8
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W
.
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[
9
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M
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[
1
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J.
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