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,
No
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8
1
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3
4
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Kü
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1.
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p
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p
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E
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Hig
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A
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m
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n
t,
an
d
t
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e
ab
ilit
y
to
u
s
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th
e
m
[
1
]
.
B
an
d
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r
a
[
2
]
,
d
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in
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co
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th
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in
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Ho
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to
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[
3
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d
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[
4
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5
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th
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1
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5
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6
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1
9
7
3
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[
7
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W
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[
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.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
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8822
I
n
t.
J
.
E
v
al
.
&
R
es
.
E
d
u
c
.
Vo
l.
9
,
No
.
3
,
Sep
tem
b
er
2
0
2
0
:
583
-
593
584
P
er
s
o
n
al
-
p
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o
f
ess
io
n
al
co
m
p
et
en
cies
ca
n
also
b
e
d
esc
r
ib
ed
in
ter
m
s
o
f
o
b
s
er
v
ab
le
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eh
av
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s
th
at
in
cl
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d
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d
is
cr
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m
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n
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n
g
k
n
o
w
l
ed
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e,
attitu
d
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n
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s
in
cr
ea
tin
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ce
lle
n
t
p
er
f
o
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m
a
n
ce
[
9
]
.
I
n
in
d
ep
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d
en
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tu
d
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s
f
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u
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it
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p
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cie
s
,
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ai
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g
ai
n
q
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lific
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r
elate
d
to
tak
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esp
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n
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lear
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c
o
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m
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icatio
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ld
[
1
0
]
.
P
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s
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f
f
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th
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cc
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1
1
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an
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m
p
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[
1
2
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.
P
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w
it
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m
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s
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f
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ter
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m
cr
ad
le
to
g
r
av
e.
I
n
ad
d
itio
n
,
L
i
n
d
e
m
a
n
tr
ied
to
ex
p
lai
n
t
h
e
i
m
p
o
r
tan
ce
o
f
li
f
elo
n
g
le
ar
n
in
g
i
n
h
is
w
o
r
k
"
T
h
e
Me
an
in
g
o
f
P
u
b
lic
E
d
u
ca
tio
n
"
w
i
th
t
h
e
w
o
r
d
s
"
E
d
u
ca
tio
n
is
L
i
f
e"
[
1
3
]
.
W
ith
th
e
e
m
p
h
asi
s
o
n
th
e
u
n
i
v
er
s
al
d
i
m
e
n
s
io
n
o
f
e
d
u
ca
tio
n
r
ef
o
r
m
,
1
9
9
6
w
as
d
ec
lar
ed
as
th
e
y
ea
r
o
f
lif
elo
n
g
lear
n
i
n
g
[
1
4
,
1
5
]
.
A
t
th
e
m
ee
tin
g
h
eld
i
n
L
i
s
b
o
n
in
2
0
0
0
b
y
m
e
m
b
er
s
o
f
t
h
e
C
o
u
n
cil
o
f
E
u
r
o
p
e,
a
1
0
-
y
ea
r
s
tr
ateg
y
w
a
s
s
i
g
n
ed
b
y
s
tate
lead
er
s
an
d
li
f
elo
n
g
lear
n
in
g
w
a
s
co
n
s
id
er
ed
th
e
m
o
s
t
i
m
p
o
r
tan
t
ele
m
e
n
t.
"
T
h
e
L
i
f
elo
n
g
L
ea
r
n
in
g
Me
m
o
r
an
d
u
m
"
ad
o
p
ted
b
y
th
e
C
o
u
n
cil
o
f
E
u
r
o
p
e
h
as
g
r
ea
tl
y
co
n
tr
ib
u
ted
to
th
e
d
ev
elo
p
m
en
t
o
f
th
e
li
f
elo
n
g
lear
n
in
g
ap
p
r
o
ac
h
an
d
it
s
ac
t
iv
e
r
o
le
in
al
l
co
u
n
tr
ies.
"
T
h
e
L
i
f
elo
n
g
L
ea
r
n
in
g
Me
m
o
r
a
n
d
u
m
"
w
h
ic
h
w
as
i
m
p
le
m
en
t
ed
b
y
t
h
e
C
o
u
n
c
il
o
f
E
u
r
o
p
e,
em
p
h
asized
th
a
t
lif
elo
n
g
ed
u
ca
tio
n
a
n
d
lear
n
in
g
is
n
o
t
o
n
l
y
co
m
p
u
ls
o
r
y
f
o
r
w
o
r
k
li
f
e
a
n
d
ac
q
u
is
itio
n
o
f
k
n
o
w
led
g
e
f
o
r
ed
u
ca
tio
n
,
b
u
t
co
m
p
u
ls
o
r
y
a
ls
o
f
o
r
"
p
r
o
f
ess
io
n
a
l
an
d
p
er
s
o
n
al
d
ev
elo
p
m
e
n
t"
,
"
s
o
cial
co
h
esio
n
"
,
"
ac
tiv
e
citize
n
s
h
ip
"
an
d
"
E
u
r
o
p
ea
n
citizen
s
h
ip
"
[
1
6
]
.
OE
C
D
[
1
7
]
em
p
h
asize
s
t
h
at,
t
h
e
co
u
n
tr
ies
t
h
at
w
a
n
t
to
p
lace
in
n
o
v
atio
n
a
t
th
e
ce
n
tr
e
o
f
n
a
tio
n
al
an
d
s
o
cial
-
ec
o
n
o
m
ic
p
o
licies
w
it
h
in
th
e
f
r
a
m
e
w
o
r
k
o
f
lif
e
lo
n
g
lear
n
i
n
g
,
n
ee
d
to
ad
o
p
t
a
n
e
w
c
u
ltu
r
e
f
o
r
th
e
s
o
ciet
y
i
n
o
r
d
er
to
g
ai
n
i
n
d
iv
i
d
u
al
in
n
o
v
ativ
e
b
eh
a
v
io
u
r
s
.
T
o
cr
ea
te
s
u
c
h
a
n
i
n
n
o
v
ati
v
e
cu
ltu
r
e
a
n
d
to
ed
u
ca
t
e
in
n
o
v
ati
v
e
in
d
i
v
id
u
a
ls
,
en
tr
ep
r
en
eu
r
s
h
ip
,
in
n
o
v
at
io
n
an
d
cr
ea
tiv
it
y
o
f
i
n
d
iv
id
u
als
s
h
o
u
ld
b
e
g
ain
ed
w
it
h
th
e
y
o
u
n
g
a
g
e
an
d
teac
h
th
e
tr
u
t
h
o
f
th
e
s
u
s
ta
in
ab
ili
t
y
o
f
ed
u
ca
tio
n
at
all
ag
es
[
1
8
]
.
A
cc
o
r
d
in
g
to
th
is
ap
p
r
o
ac
h
,
th
e
ag
e
o
f
th
e
in
d
i
v
id
u
al
d
o
es
n
o
t
m
atter
.
L
i
f
elo
n
g
lear
n
i
n
g
ap
p
r
o
ac
h
s
ee
s
p
e
o
p
le
as
s
tu
d
en
ts
at
all
ag
es
[
1
9
]
.
L
i
f
elo
n
g
lear
n
in
g
is
v
alid
an
d
n
ec
es
s
ar
y
f
o
r
all.
I
t
is
an
o
p
p
o
r
tu
n
i
t
y
f
o
r
ad
u
l
ts
to
co
m
p
lete
t
h
eir
s
h
o
r
tco
m
in
g
s
,
it
also
allo
w
s
co
m
p
letio
n
o
f
p
ar
ts
o
f
ed
u
ca
tio
n
in
th
e
d
ail
y
l
if
e
[
2
0
]
.
L
i
f
elo
n
g
lear
n
i
n
g
a
ls
o
m
ea
n
s
p
r
o
v
id
in
g
a
s
ec
o
n
d
lear
n
in
g
o
p
p
o
r
tu
n
it
y
f
o
r
th
e
d
ev
elo
p
m
e
n
t
o
f
b
asic
s
k
ill
s
[
2
1
]
.
Nu
m
er
o
u
s
d
ef
i
n
it
io
n
s
h
av
e
b
ee
n
m
ad
e
o
n
lif
elo
n
g
lear
n
i
n
g
.
ME
B
[
2
2
]
d
ef
in
es
lif
elo
n
g
lear
n
i
n
g
as
"a
ll
k
in
d
s
o
f
lear
n
i
n
g
ac
ti
v
itie
s
th
at
th
e
in
d
i
v
id
u
al
p
ar
tici
p
ates
in
o
r
d
er
to
d
ev
elo
p
h
is
/
h
er
k
n
o
w
led
g
e,
s
k
ill
s
an
d
co
m
p
eten
ce
s
w
it
h
an
a
p
p
r
o
ac
h
r
elate
d
t
o
p
er
s
o
n
al,
s
o
cial,
s
o
cial
an
d
e
m
p
lo
y
m
en
t
”.
L
i
f
elo
n
g
lear
n
i
n
g
is
al
s
o
d
escr
ib
ed
as,
b
etter
f
ea
t
u
r
ed
lab
o
r
f
o
r
c
e
an
d
as
a
d
em
o
cr
atic
en
v
ir
o
n
m
en
t
th
at
i
n
clu
d
e
s
s
o
ciet
y
co
m
p
letel
y
[
2
3
]
.
L
if
elo
n
g
lear
n
in
g
en
co
m
p
ass
e
s
b
o
th
f
o
r
m
al
a
n
d
n
o
n
-
f
o
r
m
al
ed
u
ca
t
io
n
an
d
en
ab
les
t
h
e
e
n
r
ich
m
e
n
t
o
f
li
f
e
an
d
lear
n
in
g
i
n
m
u
t
u
al
in
ter
ac
tio
n
[
2
4
]
.
A
lt
h
o
u
g
h
t
h
er
e
ar
e
d
if
f
er
en
ce
s
in
t
h
e
d
ef
i
n
it
io
n
s
m
ad
e
ab
o
u
t
lif
elo
n
g
lear
n
i
n
g
ac
co
r
d
in
g
to
th
eir
p
er
s
p
ec
tiv
e
s
,
it
is
s
ee
n
t
h
at
li
f
elo
n
g
lear
n
i
n
g
h
as
v
ital
i
m
p
o
r
tan
ce
i
n
a
ll
d
ef
in
i
tio
n
s
[
2
5
]
.
L
if
elo
n
g
l
ea
r
n
in
g
is
s
ee
n
as
an
i
n
teg
r
al
p
ar
t
o
f
h
ig
h
er
ed
u
c
atio
n
w
it
h
i
n
t
h
e
s
co
p
e
o
f
th
e
B
o
lo
g
n
a
Dec
lar
atio
n
[
2
6
]
.
I
n
m
o
tiv
a
tio
n
,
it
is
al
s
o
an
in
te
g
r
al
p
ar
t o
f
li
f
elo
n
g
lear
n
in
g
.
Mo
tiv
atio
n
is
a
n
i
m
p
o
r
ta
n
t
f
a
cto
r
th
at
f
ac
ilit
ate
s
lear
n
i
n
g
[
2
7
]
.
Mo
tiv
atio
n
is
t
h
e
p
o
w
er
th
at
d
r
iv
e
s
th
e
i
n
d
iv
id
u
al
to
w
ar
d
s
a
s
p
ec
i
f
ic
g
o
al
[
2
8
]
.
T
h
an
k
s
to
th
i
s
p
o
w
er
,
s
u
cc
ess
is
ac
h
ie
v
ed
.
On
e
o
f
th
e
i
m
p
o
r
tan
t
is
s
u
es
to
b
e
e
m
p
h
a
s
ized
in
e
d
u
ca
tio
n
a
n
d
tr
ain
i
n
g
ar
e
m
o
tiv
atio
n
f
o
r
s
u
cc
e
s
s
a
n
d
its
c
h
ar
ac
ter
is
tic
s
[
2
9
]
.
J
u
s
t
lik
e
m
o
ti
v
atio
n
,
m
o
tiv
at
io
n
f
o
r
s
u
cc
ess
i
s
a
co
m
p
lex
an
d
m
u
lti
f
ac
eted
p
r
o
ce
s
s
[
3
0
]
.
M
o
tiv
atio
n
f
o
r
s
u
cc
e
s
s
h
elp
s
t
h
e
in
d
iv
id
u
al
to
u
s
e
h
is
ti
m
e
an
d
en
er
g
y
to
r
ea
ch
h
is
o
r
h
er
g
o
als
[
3
1
]
.
Mo
tiv
atio
n
o
f
s
u
cc
es
s
is
all
th
e
e
f
f
o
r
ts
th
at
ar
e
m
ad
e
c
o
n
tin
u
o
u
s
l
y
to
ac
tiv
ate
o
n
e
o
r
m
o
r
e
p
eo
p
le,
to
w
ar
d
s
a
ce
r
ta
in
s
u
cc
es
s
(
in
o
n
e
d
ir
ec
tio
n
an
d
o
n
e
g
o
al)
[
3
2
]
.
Mo
tiv
atio
n
f
o
r
s
u
cc
es
s
is
cl
o
s
el
y
r
elate
d
to
th
e
in
te
g
r
it
y
o
f
lear
n
i
n
g
an
d
t
h
e
r
esu
lti
n
g
q
u
alit
y
o
f
lear
n
i
n
g
[
3
3
]
.
Mo
tiv
atio
n
f
o
r
s
u
cc
es
s
ca
n
also
b
e
c
o
n
s
id
er
ed
as
a
p
h
en
o
m
en
o
n
th
at
d
ir
ec
ts
th
e
in
d
iv
id
u
al
to
s
u
cc
es
s
o
r
f
a
ilu
r
e
[
3
4
]
.
T
h
e
lear
n
in
g
o
f
t
h
e
s
t
u
d
en
t
w
it
h
h
ig
h
m
o
ti
v
atio
n
f
o
r
s
u
cc
ess
is
s
ee
n
at
h
ig
h
lev
els
[
3
5
]
.
Stu
d
en
ts
w
it
h
h
i
g
h
m
o
t
iv
at
io
n
f
o
r
s
u
cc
e
s
s
ar
e
g
en
er
all
y
s
u
cc
es
s
f
u
l
s
t
u
d
en
t
s
[
3
6
]
.
A
cc
o
r
d
in
g
to
Mc
C
lle
lan
d
[
3
7
]
,
m
o
ti
v
atio
n
f
o
r
s
u
cc
es
s
is
e
x
p
r
ess
ed
as
i
n
d
iv
id
u
als
w
h
o
g
iv
e
i
m
p
o
r
tan
ce
to
d
ev
elo
p
m
en
t,
w
h
o
ar
e
w
il
lin
g
to
tak
e
r
is
k
s
,
w
h
ich
s
ee
m
to
b
e
co
m
m
itted
to
th
eir
j
o
b
s
an
d
w
h
o
en
d
u
r
e
d
if
f
ic
u
lt
ies
an
d
ac
h
ie
v
e
s
u
cc
ess
.
I
t
is
em
p
h
asized
th
at
t
h
e
r
e
is
a
d
if
f
er
en
ce
b
et
w
ee
n
in
d
iv
id
u
al
s
w
i
th
th
is
f
ea
t
u
r
e,
f
r
o
m
in
d
i
v
id
u
al
to
in
d
iv
id
u
al,
f
r
o
m
s
o
ciet
y
to
s
o
ciet
y
.
Mo
tiv
atio
n
h
as
n
o
w
a
y
o
f
ac
h
ie
v
i
n
g
s
u
cc
es
s
,
w
h
ic
h
is
s
h
ap
ed
b
y
th
e
b
e
h
av
i
o
u
r
o
f
t
h
e
en
v
ir
o
n
m
e
n
t,
s
o
cial
v
al
u
es a
n
d
th
e
in
d
i
v
id
u
al
an
d
lead
s
to
g
o
als [
3
8
]
.
Mo
tiv
atio
n
h
a
s
n
o
r
elatio
n
o
f
ac
h
iev
i
n
g
s
u
cc
e
s
s
;
it
is
s
h
ap
ed
b
y
th
e
b
eh
a
v
io
u
r
o
f
th
e
en
v
ir
o
n
m
e
n
t,
s
o
cial
v
al
u
es
an
d
t
h
e
i
n
d
iv
id
u
al
an
d
lead
s
to
g
o
als
[
3
8
]
.
Mo
tiv
atio
n
f
o
r
s
u
cc
es
s
is
clas
s
if
ied
as
a
th
eo
r
y
t
h
at
d
eter
m
in
e
s
t
h
r
ee
d
if
f
er
e
n
t
n
ee
d
s
as
a
n
ee
d
f
o
r
s
u
cc
ess
,
m
e
m
b
er
s
h
ip
n
ee
d
a
n
d
n
ee
d
f
o
r
p
o
w
er
[
3
9
]
.
Mo
tiv
atio
n
f
o
r
s
u
cc
e
s
s
i
s
a
v
er
y
s
tr
o
n
g
p
r
ed
icto
r
o
f
p
er
ce
iv
ed
s
u
cc
ess
a
n
d
ac
ad
e
m
ic
s
k
ill [
4
0
]
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
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&
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N:
2252
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t o
f m
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tio
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f su
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s
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f u
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ity
s
tu
d
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ts
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p
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-
p
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io
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l c
o
mp
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…
(
Ha
lil E
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585
W
h
en
t
h
e
r
elate
d
l
iter
atu
r
e
i
s
ex
a
m
i
n
ed
,
it
is
s
ee
n
t
h
at
t
h
e
r
e
ar
e
m
an
y
r
e
s
ea
r
ch
es
o
n
t
h
e
s
u
b
j
ec
t.
So
m
e
o
f
th
ese
r
esear
ch
e
s
w
er
e
ex
a
m
i
n
ed
w
h
eth
er
th
er
e
is
a
r
elatio
n
s
h
ip
b
et
w
ee
n
d
if
f
er
e
n
t
v
ar
iab
les
r
elate
d
to
lif
elo
n
g
lear
n
in
g
,
s
o
m
e
o
f
t
h
e
m
ar
e
p
er
s
o
n
al
-
p
r
o
f
es
s
io
n
al
co
m
p
ete
n
cies
an
d
s
o
m
e
o
f
th
e
m
ar
e
r
elate
d
to
m
o
tiv
a
tio
n
o
f
s
u
cc
e
s
s
a
n
d
t
h
e
y
ar
e
s
u
b
j
ec
ted
to
an
al
y
s
is
o
f
th
ese
v
ar
iab
les.
I
n
r
e
s
ea
r
c
h
o
n
li
f
elo
n
g
lear
n
i
n
g
;
s
tu
d
e
n
ts
'
li
f
elo
n
g
lear
n
i
n
g
ten
d
en
cies
an
d
p
r
o
f
ess
io
n
al
s
el
f
-
e
f
f
icac
y
p
er
ce
p
tio
n
s
an
d
p
r
o
f
ess
io
n
al
co
n
ce
r
n
s
[
4
1
-
4
3
]
,
th
e
r
elatio
n
s
h
ip
b
et
w
ee
n
li
f
elo
n
g
lear
n
in
g
co
m
p
e
ten
ce
a
n
d
s
el
f
-
e
f
f
icac
y
ex
p
ec
tatio
n
an
d
p
er
s
o
n
alit
y
[
4
4
]
,
th
e
ef
f
ec
t
o
f
u
n
d
er
g
r
ad
u
ate
ed
u
ca
ti
o
n
o
n
lif
elo
n
g
lear
n
i
n
g
[
4
5
]
,
th
e
co
m
p
ar
is
o
n
o
f
lif
elo
n
g
lear
n
in
g
w
it
h
i
n
ter
n
et
u
s
a
g
e
ti
m
e
a
n
d
th
e
m
ai
n
d
is
c
ip
lin
e
[
4
6
]
,
an
al
y
s
i
s
o
f
li
f
elo
n
g
lear
n
i
n
g
i
n
ter
m
s
o
f
g
en
d
er
v
ar
iab
le
[
4
7
]
an
d
th
e
lev
el
o
f
li
f
elo
n
g
lear
n
i
n
g
a
n
d
p
er
s
o
n
al
-
p
r
o
f
e
s
s
io
n
a
l
co
m
p
ete
n
cies
[
4
8
]
w
er
e
i
n
v
esti
g
ated
.
I
n
r
esear
ch
es
r
elate
d
to
m
o
tiv
a
tio
n
f
o
r
s
u
cc
es
s
,
th
e
r
elatio
n
s
h
ip
b
et
w
e
en
s
u
cc
es
s
-
o
r
ien
ted
m
o
tiv
a
tio
n
s
an
d
in
d
ep
en
d
en
t
v
ar
iab
les
(
g
e
n
d
er
,
class
,
d
ep
a
r
t
m
en
t,
ac
ad
e
m
ic
av
er
ag
e,
u
n
i
v
er
s
it
y
p
r
ef
er
en
c
e
r
an
k
i
n
g
s
)
[
3
4
]
,
d
im
en
s
io
n
o
f
th
e
r
elatio
n
s
h
ip
b
et
w
ee
n
m
o
tiv
at
io
n
o
f
s
u
cc
e
s
s
a
n
d
p
h
ilo
s
o
p
h
ies
o
f
ed
u
ca
tio
n
[
4
9
]
,
ef
f
ec
ts
o
f
s
u
cc
ess
m
o
ti
v
atio
n
o
n
p
r
o
f
es
s
io
n
al
p
er
f
o
r
m
a
n
ce
[
5
0
]
h
av
e
f
o
u
n
d
.
A
lt
h
o
u
g
h
t
h
er
e
ar
e
n
u
m
er
o
u
s
s
tu
d
ie
s
ab
o
u
t t
h
ese
t
h
r
ee
v
ar
ia
b
les
w
h
i
ch
ar
e
th
e
s
u
b
j
ec
t o
f
e
d
u
ca
tio
n
al
r
esear
ch
,
th
er
e
ar
e
n
o
s
t
u
d
ie
s
th
a
t
id
en
ti
f
y
t
h
r
ee
v
ar
iab
le
s
at
t
h
e
s
a
m
e
ti
m
e
a
n
d
d
ea
l
w
i
th
th
e
m
t
h
r
o
u
g
h
a
m
o
d
el.
T
h
e
ef
f
ec
t
o
f
s
u
cc
e
s
s
m
o
ti
v
atio
n
o
n
p
er
s
o
n
al
-
p
r
o
f
ess
io
n
al
co
m
p
ete
n
ce
an
d
th
e
m
ed
iat
in
g
r
o
le
o
f
lif
elo
n
g
lea
r
n
i
n
g
in
th
is
i
m
p
a
ct
p
r
o
ce
s
s
is
t
h
o
u
g
h
t
to
b
e
an
i
m
p
o
r
tan
t
e
le
m
e
n
t
i
n
t
h
e
o
cc
u
p
atio
n
s
an
d
ta
s
k
s
th
at
u
n
i
v
er
s
i
t
y
s
t
u
d
en
t
s
w
ill
p
er
f
o
r
m
i
n
later
li
f
e.
Fro
m
t
h
i
s
p
o
in
t
o
f
v
ie
w
,
t
h
e
ai
m
o
f
t
h
e
s
tu
d
y
is
to
r
e
v
ea
l
th
e
r
elatio
n
s
h
ip
b
et
w
ee
n
u
n
i
v
e
r
s
it
y
s
t
u
d
en
t
s
'
m
o
ti
v
atio
n
s
f
o
r
s
u
cc
e
s
s
,
p
er
s
o
n
al
-
p
r
o
f
e
s
s
io
n
al
co
m
p
eten
c
ies
an
d
lif
elo
n
g
lear
n
in
g
a
n
d
to
ex
p
lain
th
i
s
r
elatio
n
s
h
ip
th
r
o
u
g
h
li
f
e
lo
n
g
lear
n
in
g
.
2.
RE
S
E
ARCH
M
E
T
H
O
D
R
elatio
n
a
l
s
u
r
v
e
y
m
o
d
el
w
a
s
e
m
p
lo
y
ed
to
d
eter
m
i
n
e
th
e
r
elatio
n
s
h
ip
b
et
w
ee
n
m
o
ti
v
atio
n
f
o
r
s
u
cc
e
s
s
,
p
er
s
o
n
al
-
p
r
o
f
ess
io
n
a
l
co
m
p
ete
n
cies
a
n
d
lif
elo
n
g
lear
n
i
n
g
te
n
d
en
cie
s
o
f
u
n
iv
er
s
it
y
s
t
u
d
en
t
s
.
T
h
e
r
elatio
n
al
s
u
r
v
e
y
m
o
d
el
is
a
r
esear
ch
m
o
d
el
th
at
is
co
n
d
u
cted
to
d
eter
m
in
e
t
h
e
r
elatio
n
s
h
ip
s
an
d
co
n
n
ec
tio
n
s
b
et
w
ee
n
t
w
o
o
r
m
o
r
e
v
ar
iab
les [
5
1
]
.
I
n
th
e
s
tu
d
y
,
a
m
o
d
el
w
a
s
tr
ied
to
b
e
test
ed
to
ex
p
lain
th
e
r
o
le
o
f
m
ed
iatio
n
i
n
th
e
r
elatio
n
s
h
ip
b
et
w
ee
n
m
o
ti
v
atio
n
f
o
r
s
u
cc
ess
an
d
p
er
s
o
n
al
-
p
r
o
f
e
s
s
io
n
a
l
co
m
p
ete
n
ce
o
f
lif
elo
n
g
lea
r
n
in
g
ten
d
e
n
c
y
o
f
u
n
i
v
er
s
i
t
y
s
tu
d
e
n
ts
.
A
cc
o
r
d
in
g
to
th
e
m
o
d
el;
m
o
ti
v
atio
n
o
f
s
u
cc
es
s
af
f
ec
ts
b
o
th
s
el
f
-
o
cc
u
p
atio
n
al
co
m
p
ete
n
ce
(
d
ep
en
d
en
t
v
ar
iab
le)
as
a
n
in
d
ep
en
d
en
t
v
ar
iab
le
d
ir
ec
tl
y
a
n
d
lif
e
lo
n
g
lear
n
i
n
g
(
m
ed
iati
n
g
v
ar
iab
le)
t
h
r
o
u
g
h
in
d
ir
ec
tl
y
.
T
h
e
in
d
ep
en
d
en
t
v
ar
iab
le
-
m
o
tiv
at
io
n
f
o
r
s
u
cc
e
s
s
to
g
et
h
er
w
ith
to
o
l
v
ar
iab
le
-
lif
e
lo
n
g
L
ea
r
n
in
g
af
f
ec
ts
t
h
e
p
er
s
o
n
al
-
p
r
o
f
es
s
io
n
al
co
m
p
eten
ce
(
d
ep
en
d
en
t
v
ar
i
ab
le)
.
T
h
e
test
o
f
th
e
m
o
d
el
was c
ar
r
ied
o
u
t
w
it
h
th
e
s
tr
u
ctu
r
al
eq
u
a
tio
n
m
o
d
el.
Stru
ct
u
r
al
eq
u
atio
n
m
o
d
ell
in
g
is
m
o
r
e
p
o
w
er
f
u
l
th
a
n
o
th
e
r
m
u
ltip
le
a
n
al
y
s
i
s
tech
n
iq
u
es
i
n
o
r
d
er
to
p
r
o
v
id
e
s
ep
ar
ate
an
d
co
m
p
le
x
r
elatio
n
s
h
ip
s
b
et
w
ee
n
a
g
r
o
u
p
o
f
v
ar
iab
les
[
5
2
]
.
Stru
ct
u
r
al
eq
u
atio
n
m
o
d
elli
n
g
is
a
m
u
l
tiv
ar
iate
m
eth
o
d
th
a
t
d
ef
in
es
th
e
ca
u
s
alit
y
a
n
d
r
elatio
n
s
h
ip
b
et
w
ee
n
o
b
s
er
v
ab
le
an
d
h
id
d
en
v
ar
iab
l
es
as
a
m
o
d
el
b
ased
o
n
a
s
p
ec
if
ic
t
h
eo
r
y
[
5
3
]
.
T
h
e
s
tr
u
ctu
r
a
l
eq
u
alit
y
m
o
d
el
i
s
a
s
tatis
tical
m
eth
o
d
u
s
ed
b
y
ed
u
ca
tio
n
al
s
cie
n
ti
s
ts
an
d
s
o
cio
lo
g
is
t
s
an
d
h
as
r
ec
en
tl
y
b
ee
n
u
s
ed
b
y
ec
o
n
o
m
is
t
s
an
d
b
io
lo
g
is
ts
.
T
h
e
s
tr
u
ct
u
r
al
eq
u
atio
n
m
o
d
el
also
p
r
o
v
id
es
r
esear
ch
er
s
w
it
h
a
co
m
p
r
eh
en
s
i
v
e
m
e
th
o
d
f
o
r
test
i
n
g
th
eo
r
ies.
C
o
n
s
id
er
in
g
th
e
m
ea
s
u
r
e
m
e
n
t
er
r
o
r
s
f
o
u
n
d
in
m
o
s
t
d
is
cip
lin
e
s
h
as
also
in
cr
ea
s
ed
its
i
m
p
o
r
tan
ce
o
n
e
m
o
r
e
ti
m
e
[
5
4
]
.
2
.
1
.
Univ
er
s
e
a
nd
s
a
m
p
le
T
h
e
p
o
p
u
latio
n
o
f
th
e
s
t
u
d
y
co
n
s
is
ts
o
f
u
n
i
v
er
s
it
y
s
t
u
d
en
t
s
s
tu
d
y
in
g
in
I
s
ta
n
b
u
l
Sab
a
h
attin
Z
ai
m
Un
i
v
er
s
it
y
Facu
l
t
y
o
f
E
d
u
ca
tio
n
,
Kır
k
lar
eli
Un
i
v
er
s
i
t
y
F
ac
u
lt
y
o
f
Scien
ce
an
d
L
e
tte
r
s
,
an
d
Facu
lt
y
o
f
E
d
u
ca
tio
n
o
f
Uk
s
h
i
n
Ho
ti
Un
iv
er
s
it
y
i
n
P
r
izr
en
,
Ko
s
o
v
o
in
2
0
1
8
/2
0
1
9
ac
ad
em
ic
y
ea
r
.
I
n
d
eter
m
i
n
in
g
th
e
s
a
m
p
le
s
ize,
S
tr
u
ct
u
r
al
E
q
u
at
io
n
Mo
d
el
f
ea
tu
r
es
w
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ta
k
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i
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t
o
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A
cc
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[
5
5
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,
th
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tr
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ct
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atio
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el
h
as
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eter
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ed
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e
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e
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et
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ee
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2
0
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5
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;
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es
to
n
an
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r
e
[
5
6
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s
u
g
g
e
s
t
th
at
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le
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ize
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.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2252
-
8822
I
n
t.
J
.
E
v
al
.
&
R
es
.
E
d
u
c
.
Vo
l.
9
,
No
.
3
,
Sep
tem
b
er
2
0
2
0
:
583
-
593
586
2
.
2
.
Da
t
a
co
llect
io
n t
o
o
ls
T
h
r
ee
s
ca
les
w
er
e
u
s
ed
as
d
a
ta
co
llectio
n
to
o
ls
to
in
v
esti
g
ate
w
h
et
h
er
lif
e
lo
n
g
lear
n
i
n
g
ten
d
en
c
y
p
lay
s
a
r
o
le
in
th
e
ac
h
ie
v
e
m
en
t
m
o
ti
v
atio
n
an
d
p
er
s
o
n
al
-
p
r
o
f
es
s
io
n
al
co
m
p
ete
n
ce
l
ev
els
o
f
u
n
iv
er
s
it
y
s
tu
d
e
n
ts
p
ar
ticip
ati
n
g
i
n
t
h
e
r
esear
ch
.
a.
P
ers
o
n
a
l
-
p
r
o
fess
io
n
a
l
co
mp
et
en
cies
p
ercep
tio
n
s
ca
le
:
T
h
e
f
iv
e
-
p
o
in
t
L
i
k
er
t
-
t
y
p
e
“
P
er
s
o
n
al
-
P
r
o
f
ess
io
n
al
C
o
m
p
ete
n
cies
P
er
ce
p
tio
n
Scale
w
as
d
ev
e
lo
p
ed
b
y
Kaz
u
a
n
d
De
m
ir
alp
[
1
0
]
in
o
r
d
er
to
d
eter
m
i
n
e
th
e
p
er
s
o
n
al
-
p
r
o
f
es
s
io
n
al
co
m
p
et
en
ce
s
o
f
u
n
d
er
g
r
ad
u
ate
s
t
u
d
en
ts
s
t
u
d
y
in
g
at
th
e
u
n
i
v
er
s
it
y
.
T
h
e
s
ca
le
co
n
s
is
ts
o
f
f
o
u
r
s
u
b
-
d
i
m
en
s
i
o
n
s
an
d
1
8
item
s
.
T
h
e
s
u
b
-
d
i
m
en
s
io
n
s
w
er
e
lis
ted
as
“A
b
ilit
y
to
w
o
r
k
in
d
ep
en
d
en
tl
y
a
n
d
ta
k
e
r
esp
o
n
s
ib
ili
t
y
(
I
ca
n
u
s
e
m
y
s
tr
en
g
t
h
s
in
m
y
w
o
r
k
)
”,
“Field
-
s
p
ec
i
f
ic
co
m
p
e
ten
ce
(
I
an
al
y
ze
p
r
o
b
le
m
s
r
elate
d
to
m
y
f
ield
)
”,
“
L
ea
r
n
i
n
g
co
m
p
et
en
ce
(
So
lu
tio
n
s
to
p
r
o
b
le
m
s
t
h
at
p
r
e
v
e
n
t
m
e
f
r
o
m
lear
n
i
n
g
I
p
r
o
d
u
ce
)
”
an
d
“
C
o
m
m
u
n
icatio
n
an
d
s
o
cial
co
m
p
eten
ce
(
I
tr
y
to
g
et
to
k
n
o
w
d
if
f
er
en
t
cu
lt
u
r
es)”
.
T
h
e
C
r
o
n
b
ac
h
'
s
alp
h
a
co
ef
f
icie
n
t i
n
t
h
i
s
s
t
u
d
y
w
a
s
0
.
9
1
.
b.
Li
felo
n
g
lea
r
n
in
g
ten
d
en
cy
s
ca
le
:
F
iv
e
-
p
o
in
t
L
i
k
er
t
-
t
y
p
e
“L
if
elo
n
g
L
ea
r
n
i
n
g
T
en
d
en
c
y
S
ca
le
w
as
u
s
ed
b
y
Gü
r
a
n
d
A
r
s
al
[
5
7
]
to
d
eter
m
in
e
th
e
li
f
elo
n
g
lear
n
in
g
t
en
d
en
cie
s
o
f
u
n
iv
er
s
it
y
s
t
u
d
e
n
ts
.
T
h
e
s
ca
le
co
n
s
is
ts
o
f
t
w
o
s
u
b
-
d
i
m
e
n
s
io
n
s
a
n
d
1
7
ite
m
s
.
T
h
e
s
u
b
-
d
i
m
en
s
io
n
s
w
er
e
lis
ted
a
s
w
i
llin
g
n
es
s
to
lear
n
(
I
p
r
ep
ar
e
th
e
n
ec
ess
ar
y
r
eso
u
r
ce
s
f
o
r
lear
n
in
g
in
ad
v
a
n
c
e)
”
an
d
o
p
en
n
ess
to
d
ev
elo
p
m
e
n
t
(
I
g
iv
e
i
m
p
o
r
tan
ce
to
p
r
o
g
r
ess
in
p
r
o
f
ess
io
n
al
ca
r
ee
r
)
”.
T
h
e
C
r
o
n
b
ac
h
'
s
alp
h
a
co
e
f
f
icien
t in
t
h
is
s
t
u
d
y
w
as 0
.
8
6
.
c.
Su
cc
ess
o
r
ien
ted
mo
tiva
tio
n
s
ca
le
:
Se
m
er
ci
[
3
6
]
d
ev
elo
p
ed
a
f
iv
e
-
p
o
in
t
L
i
k
er
t
-
t
y
p
e
“
S
u
cc
ess
-
Or
ien
ted
Mo
tiv
atio
n
Scale
w
h
ic
h
i
s
u
s
ed
as
a
d
ata
co
llect
io
n
to
o
l
to
d
eter
m
i
n
e
t
h
e
m
o
t
iv
at
io
n
o
f
s
u
cc
es
s
o
f
u
n
i
v
er
s
i
t
y
s
tu
d
e
n
ts
.
T
h
e
s
ca
le
co
n
s
is
t
s
o
f
f
o
u
r
s
u
b
-
d
i
m
e
n
s
i
o
n
s
an
d
3
5
ite
m
s
.
T
h
e
s
u
b
-
d
im
en
s
io
n
s
w
er
e
lis
ted
as
“
E
x
ter
n
a
l
ef
f
ec
t
s
(
n
e
w
i
n
f
o
r
m
a
tio
n
o
p
en
s
u
p
m
y
h
o
r
izo
n
)
”,
“
I
n
ter
n
a
l
ef
f
ec
t
s
(
m
y
d
es
ir
e
to
s
u
cc
ee
d
in
cr
ea
s
e
s
as
I
s
u
cc
ee
d
)
”,
“
T
a
r
g
et
en
lar
g
e
m
en
t
(
m
y
d
esire
to
s
u
cc
ee
d
in
cr
ea
s
es
w
h
il
e
s
u
cc
e
s
s
f
u
l)
”
an
d
“
Sel
f
-
a
w
ar
en
es
s
(
I
b
eliev
e
I
w
ill
s
u
cc
ee
d
n
o
m
atter
w
h
at)
”.
T
h
e
C
r
o
n
b
ac
h
'
s
alp
h
a
co
ef
f
i
cie
n
t
i
n
t
h
is
s
t
u
d
y
w
a
s
0
.
8
9
.
Du
r
in
g
t
h
e
d
ata
co
llectio
n
p
r
o
ce
s
s
,
th
e
s
tu
d
e
n
ts
w
er
e
in
f
o
r
m
ed
ab
o
u
t
th
e
s
ca
le
a
n
d
th
e
s
u
b
j
ec
t o
f
th
e
s
tu
d
y
a
n
d
th
e
q
u
e
s
tio
n
n
air
es
w
er
e
ap
p
lied
in
th
e
cla
s
s
r
o
o
m
.
2
.
3
.
Da
t
a
a
na
ly
s
is
T
h
e
s
tatis
tical
an
al
y
s
is
o
f
th
e
d
ata
o
b
tain
ed
f
r
o
m
th
e
r
esea
r
ch
w
a
s
ca
r
r
ied
o
u
t
b
y
u
s
i
n
g
SP
SS
an
d
A
MO
S
s
tati
s
tical
p
r
o
g
r
a
m
s
o
n
co
m
p
u
ter
.
I
n
th
e
an
al
y
s
is
o
f
th
e
d
ata,
co
r
r
elatio
n
an
aly
s
i
s
an
d
s
tr
u
ct
u
r
al
eq
u
atio
n
m
o
d
el
w
er
e
u
s
ed
t
o
d
eter
m
in
e
th
e
r
elatio
n
s
h
ip
b
et
w
ee
n
f
r
eq
u
en
c
y
,
p
er
ce
n
ta
g
e
ca
lc
u
latio
n
s
a
n
d
v
ar
iab
les,
w
h
ic
h
ar
e
d
escr
ip
ti
v
e
s
tatis
t
ical
m
et
h
o
d
s
.
I
n
ad
d
i
tio
n
,
ex
tr
e
m
e
v
al
u
es
an
a
l
y
s
is
,
n
o
r
m
alit
y
a
n
al
y
s
i
s
,
lin
ea
r
it
y
a
n
al
y
s
is
w
as
co
n
d
u
ct
ed
an
d
m
u
ltip
le
co
n
n
ec
tio
n
p
r
o
b
lem
s
w
er
e
i
n
v
esti
g
ated
.
I
n
o
r
d
er
to
d
eter
m
in
e
n
o
r
m
alit
y
,
s
k
e
w
n
es
s
an
d
k
u
r
t
o
s
is
v
al
u
e
s
w
er
e
u
s
ed
.
A
cc
o
r
d
in
g
to
Ha
h
s
-
Va
u
g
h
n
&
L
o
m
ax
[
5
8
]
,
th
e
n
o
r
m
al
d
is
tr
ib
u
tio
n
o
f
d
ata
is
co
n
s
id
er
ed
to
b
e
in
th
e
r
an
g
e
o
f
-
2
to
2
o
f
s
k
e
w
n
es
s
an
d
k
u
r
to
s
i
s
.
I
n
t
h
is
s
t
u
d
y
,
t
h
e
co
e
f
f
icien
t
s
o
f
s
k
e
w
n
e
s
s
o
f
t
h
e
v
ar
iab
l
es
w
er
e
d
eter
m
i
n
ed
a
s
;
m
o
ti
v
atio
n
f
o
r
s
u
cc
e
s
s
w
as
-
0
.
5
,
p
er
s
o
n
al
-
p
r
o
f
ess
io
n
al
co
m
p
ete
n
ce
w
a
s
-
0
.
3
an
d
lif
elo
n
g
lear
n
in
g
w
as
-
0
.
1
1
in
th
e
w
il
lin
g
n
es
s
s
u
b
-
d
i
m
e
n
s
io
n
a
n
d
-
0
.
1
4
in
th
e
o
p
en
n
es
s
to
lif
elo
n
g
lear
n
i
n
g
s
u
b
-
d
im
en
s
io
n
.
K
u
r
to
s
i
s
co
ef
f
icie
n
t
s
o
f
v
ar
iab
les
w
e
r
e
d
eter
m
in
ed
as;
m
o
ti
v
atio
n
f
o
r
s
u
cc
es
s
w
a
s
-
0
.
9
,
p
e
r
s
o
n
al
-
p
r
o
f
e
s
s
io
n
al
co
m
p
ete
n
ce
w
a
s
-
0
.
6
,
li
f
elo
n
g
lear
n
in
g
w
a
s
0
.
1
in
t
h
e
w
il
li
n
g
n
es
s
s
u
b
-
d
i
m
e
n
s
io
n
an
d
0
.
2
in
t
h
e
o
p
en
n
ess
to
lif
elo
n
g
lear
n
i
n
g
s
u
b
-
d
i
m
en
s
i
o
n
.
T
h
e
lin
ea
r
d
is
tr
ib
u
tio
n
a
s
s
u
m
p
t
io
n
o
f
th
e
d
ata
w
as
d
eter
m
in
ed
o
n
th
e
s
ca
tter
in
g
d
iag
r
a
m
.
I
t
is
s
ee
n
t
h
at
th
e
v
ar
iab
les
i
n
th
e
s
ca
tter
in
g
m
atr
i
x
ar
e
s
ca
tter
ed
ar
o
u
n
d
th
e
lin
e
a
n
d
f
u
lf
il
th
e
lin
ea
r
it
y
r
u
le.
Data
an
al
y
s
i
s
co
ef
f
icien
t
s
an
d
s
h
ap
es
th
at
co
n
f
o
r
m
to
th
e
n
o
r
m
alit
y
an
d
lin
ea
r
it
y
ass
u
m
p
tio
n
s
h
a
v
e
co
n
f
ir
m
ed
th
e
ab
ilit
y
to
u
s
e
th
e
d
ata
in
th
e
s
p
ec
if
ied
an
al
y
s
i
s
o
p
er
atio
n
s
.
P
ea
r
s
o
n
C
o
r
r
elatio
n
C
o
ef
f
ic
ien
t
w
a
s
ca
lcu
lated
to
d
eter
m
i
n
e
th
e
r
elat
i
o
n
s
h
ip
b
et
w
ee
n
v
ar
iab
le
s
.
C
o
r
r
elatio
n
al
r
esear
ch
in
d
icate
s
t
h
e
r
elatio
n
s
h
ip
b
e
t
w
ee
n
t
w
o
o
r
m
o
r
e
v
ar
iab
l
es
[
5
1
]
an
d
th
e
d
ir
ec
tio
n
a
n
d
d
eg
r
ee
o
f
t
h
i
s
r
elatio
n
s
h
ip
[
5
9
]
.
T
h
e
co
r
r
elatio
n
co
ef
f
ic
ien
t
i
s
b
et
w
ee
n
+1
an
d
-
1
.
A
co
r
r
elatio
n
co
ef
f
icien
t
o
f
+1
an
d
-
1
in
d
icate
s
a
p
er
f
ec
t
r
elatio
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s
h
ip
an
d
a
co
r
r
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e
f
f
ic
i
en
t
o
f
0
in
d
icate
s
n
o
co
r
r
elatio
n
.
T
h
e
p
o
s
itiv
e
co
ef
f
icie
n
t i
n
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icate
s
t
h
at
o
n
e
o
f
th
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v
ar
iab
les i
n
cr
ea
s
e
s
w
h
i
le
th
e
o
th
er
i
n
cr
ea
s
es,
w
h
ile
n
eg
ativ
e
i
n
d
icate
s
t
h
at
o
n
e
o
f
th
e
m
i
n
cr
ea
s
es
a
n
d
th
e
o
th
er
d
ec
r
ea
s
es.
I
f
th
e
co
r
r
elatio
n
co
ef
f
icie
n
t
is
le
s
s
t
h
a
n
0
.
3
0
,
th
e
r
elatio
n
s
h
ip
is
lo
w
/
w
ea
k
,
th
e
r
elatio
n
s
h
ip
i
n
t
h
e
r
an
g
e
o
f
0
.
3
0
-
0
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7
0
is
m
ed
iu
m
a
n
d
i
f
t
h
e
r
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h
ip
is
h
i
g
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er
th
a
n
0
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7
0
,
in
d
icate
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th
at
th
e
r
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s
h
i
p
is
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ig
h
/s
tr
o
n
g
.
Stru
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r
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q
u
atio
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m
o
d
el
w
as
u
s
ed
to
test
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h
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t
h
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r
etica
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m
o
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el
[
5
1
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.
Ma
x
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u
m
lik
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d
(
ML
)
m
et
h
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d
w
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u
s
e
d
in
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s
tr
u
ctu
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eq
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atio
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m
o
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el.
Ma
x
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m
u
m
lik
eli
h
o
o
d
is
th
at
t
h
e
o
b
s
er
v
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n
s
ar
e
in
d
ep
en
d
e
n
t
o
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ea
ch
o
th
er
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d
th
a
t
th
e
o
b
s
er
v
ed
v
ar
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les
h
av
e
a
m
u
l
tiv
ar
iate
n
o
r
m
al
d
is
tr
ib
u
tio
n
[
5
3
]
.
T
h
er
e
ar
e
t
w
o
s
ep
ar
ate
m
o
d
els
to
b
e
f
o
llo
w
ed
in
s
tr
u
ct
u
r
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eq
u
atio
n
m
o
d
ell
in
g
.
T
h
e
f
ir
s
t
is
t
h
e
m
e
asu
r
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m
en
t
r
eq
u
ir
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cc
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l
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d
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is
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g
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ex
v
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T
h
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ir
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r
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to
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ch
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e
n
in
Fig
u
r
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1
.
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1
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r
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1
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u
r
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1
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RE
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s
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2
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2
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M
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P
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As
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ip
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Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2252
-
8822
I
n
t.
J
.
E
v
al
.
&
R
es
.
E
d
u
c
.
Vo
l.
9
,
No
.
3
,
Sep
tem
b
er
2
0
2
0
:
583
-
593
588
b
et
w
ee
n
o
f
m
o
ti
v
atio
n
f
o
r
s
u
c
ce
s
s
an
d
w
illi
n
g
n
e
s
s
f
o
r
lif
elo
n
g
lear
n
in
g
;
t
h
er
e
w
a
s
a
p
o
s
itiv
e
an
d
s
i
g
n
if
ica
n
t
r
elatio
n
s
h
ip
(
r
=.
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6
0
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p
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0
.
0
1
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b
et
w
ee
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m
o
ti
v
atio
n
f
o
r
s
u
cc
e
s
s
an
d
o
p
en
n
es
s
to
lif
elo
n
g
le
ar
n
in
g
.
On
t
h
e
o
th
er
h
an
d
,
t
h
er
e
w
er
e
p
o
s
iti
v
e
an
d
m
ed
i
u
m
r
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n
s
h
ip
(
r
=.
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6
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;
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<
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.
0
1
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b
etw
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p
e
r
s
o
n
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p
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f
e
s
s
io
n
al
co
m
p
ete
n
ce
an
d
w
illi
n
g
n
e
s
s
to
lif
elo
n
g
lear
n
i
n
g
;
an
d
th
er
e
w
as
a
p
o
s
itiv
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a
n
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ed
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m
(
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ig
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t r
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ip
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et
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o
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s
to
li
f
elo
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n
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g
.
A
cc
o
r
d
in
g
to
Fig
u
r
e
2
,
s
tr
u
ctu
r
al
eq
u
alit
y
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o
d
el
w
as
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s
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to
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e
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r
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eter
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i
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e
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e
f
f
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atio
n
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o
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io
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et
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ce
.
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a
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s
w
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co
n
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u
cted
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eter
m
in
e
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e
lin
ea
r
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o
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n
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ip
s
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et
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n
m
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ti
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atio
n
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o
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cc
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i
n
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o
f
u
n
i
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er
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t
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s
t
u
d
en
t
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d
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h
e
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le
o
f
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o
n
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i
n
th
i
s
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s
h
ip
d
i
m
e
n
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io
n
.
I
f
t
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er
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a
ca
u
s
al
s
eq
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en
ce
o
f
t
h
r
ee
(
o
r
m
o
r
e)
v
ar
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les,
t
h
e
m
ed
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ar
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n
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e
m
en
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.
T
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er
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ar
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tain
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u
les
t
h
at
a
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ar
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m
u
s
t
p
r
o
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r
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e
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m
ed
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.
T
ak
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g
t
h
ese
r
u
le
s
in
to
co
n
s
id
er
atio
n
,
p
ath
an
a
l
y
ze
s
w
er
e
p
er
f
o
r
m
ed
.
T
h
e
in
d
ep
en
d
en
t
v
ar
iab
le
(
m
o
t
iv
at
io
n
f
o
r
s
u
cc
e
s
s
)
s
h
o
u
ld
h
av
e
a
n
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f
ec
t o
n
t
h
e
d
ep
en
d
e
n
t v
ar
iab
le
(
p
er
s
o
n
al
-
p
r
o
f
ess
io
n
al
co
m
p
ete
n
ce
)
.
Fig
u
r
e
2
.
First
m
o
d
el
o
f
p
ath
a
n
al
y
s
i
s
W
h
en
t
h
e
m
o
t
iv
atio
n
o
f
s
u
cc
es
s
an
d
p
er
s
o
n
al
-
p
r
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f
es
s
io
n
al
co
m
p
ete
n
ce
m
o
d
el
wer
e
test
ed
,
th
e
r
elatio
n
s
h
ip
b
et
w
ee
n
t
h
e
m
w
a
s
f
o
u
n
d
to
b
e
s
tati
s
ticall
y
s
ig
n
if
ican
t.
Mo
ti
v
atio
n
o
f
s
u
cc
ess
(
R
2
=.
5
9
;
p
<.
0
5
)
h
as
a
p
o
s
itiv
e
e
f
f
ec
t
o
n
p
er
s
o
n
al
-
p
r
o
f
es
s
io
n
al
co
m
p
ete
n
ce
.
T
h
e
in
d
ep
en
d
en
t
v
ar
iab
le
(
m
o
ti
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atio
n
f
o
r
s
u
cc
es
s
)
s
h
o
u
ld
h
a
v
e
an
i
m
p
ac
t
o
n
th
e
m
ed
iati
n
g
v
ar
iab
le
(
w
illi
n
g
n
ess
to
li
f
elo
n
g
lear
n
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g
a
n
d
o
p
en
n
es
s
t
o
li
f
elo
n
g
lear
n
in
g
)
as s
h
o
w
n
in
F
ig
u
r
e
3
.
Fig
u
r
e
3
.
Seco
n
d
m
o
d
el
o
f
p
ath
an
al
y
s
is
W
h
en
t
h
e
m
o
d
el
estab
li
s
h
ed
w
it
h
m
o
ti
v
atio
n
f
o
r
s
u
cc
e
s
s
,
li
f
elo
n
g
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n
i
n
g
s
u
b
s
ca
le
a
n
d
w
il
lin
g
n
es
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an
d
o
p
en
n
e
s
s
to
d
e
v
elo
p
m
e
n
t
w
er
e
test
ed
,
t
h
e
r
elatio
n
s
h
i
p
b
et
w
ee
n
t
h
e
m
w
as
f
o
u
n
d
to
b
e
s
tatis
t
icall
y
s
ig
n
i
f
ica
n
t.
I
t
w
as
d
eter
m
i
n
ed
th
at
m
o
t
iv
at
io
n
f
o
r
s
u
cc
es
s
h
ad
a
p
o
s
itiv
e
ef
f
ec
t
o
n
t
h
e
r
el
atio
n
s
h
ip
b
et
w
ee
n
m
o
tiv
a
tio
n
f
o
r
s
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cc
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s
s
,
w
i
lli
n
g
n
e
s
s
to
lear
n
(
R
2
=.
5
6
;
p
<.
0
5
)
an
d
o
p
en
n
es
s
to
li
f
elo
n
g
d
ev
elo
p
m
e
n
t
(
R
2
=.
3
6
;
p
<
0
5
)
.
T
h
e
m
ed
iato
r
v
ar
iab
le
(
lif
elo
n
g
lear
n
i
n
g
)
s
h
o
u
ld
h
av
e
an
i
m
p
ac
t
o
n
th
e
d
ep
en
d
en
t
v
ar
iab
le
(
p
er
s
o
n
al
-
p
r
o
f
ess
io
n
al
co
m
p
ete
n
ce
)
as s
h
o
w
n
i
n
Fi
g
u
r
e
4
.
Fig
u
r
e
4
.
T
h
ir
d
m
o
d
el
o
f
p
ath
an
al
y
s
is
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t J
E
v
al
&
R
e
s
E
d
u
c
.
I
SS
N:
2252
-
8822
Th
e
effec
t o
f m
o
tiva
tio
n
o
f su
c
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s
s
o
f u
n
ivers
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s
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d
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a
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s
s
io
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a
l c
o
mp
et
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…
(
Ha
lil E
kşi
)
589
I
n
th
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s
tr
u
c
tu
r
al
m
o
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an
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ar
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ete
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tes
ted
.
T
h
e
r
elatio
n
s
h
ip
b
et
w
ee
n
li
f
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g
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n
in
g
,
w
il
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es
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to
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i
n
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a
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ete
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ce
w
er
e
f
o
u
n
d
to
b
e
s
tatis
ticall
y
s
ig
n
i
f
ic
an
t.
W
illi
n
g
n
e
s
s
to
lif
elo
n
g
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n
i
n
g
h
as
a
p
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itiv
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d
s
ig
n
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ica
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ef
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t
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er
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eten
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(
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5
)
;
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o
es
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ig
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t
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er
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m
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ete
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ce
(
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2
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;
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.
T
h
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o
r
e,
th
e
p
ath
b
et
w
ee
n
li
f
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n
g
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n
i
n
g
o
p
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e
s
s
an
d
p
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o
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o
cc
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p
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al
co
m
p
et
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w
a
s
r
e
m
o
v
ed
f
r
o
m
t
h
e
m
o
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el.
T
h
e
f
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al
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er
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f
t
h
e
m
o
d
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is
s
h
o
w
n
in
Fig
u
r
e
5
.
W
h
e
n
t
h
e
m
ed
iato
r
v
ar
iab
le
(
li
f
elo
n
g
lear
n
in
g
)
an
d
th
e
in
d
ep
en
d
e
n
t
v
ar
iab
le
(
s
u
cc
es
s
m
o
ti
v
ati
o
n
)
ar
e
a
d
d
ed
to
th
e
m
o
d
el,
th
e
ef
f
ec
t
o
f
t
h
e
in
d
ep
en
d
en
t
v
ar
iab
le
(
s
u
cc
es
s
m
o
ti
v
atio
n
)
o
n
t
h
e
d
ep
en
d
en
t
v
ar
iab
le
(
p
er
s
o
n
al
-
p
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f
e
s
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io
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e
ten
ce
)
d
ec
r
ea
s
es;
th
e
e
f
f
ec
t
o
f
t
h
e
m
ed
iato
r
v
ar
iab
le
(
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elo
n
g
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n
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g
)
o
n
t
h
e
d
ep
en
d
en
t
v
ar
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le
(
p
er
s
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p
r
o
f
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n
al
co
m
p
e
te
n
ce
)
s
h
o
u
ld
b
e
s
ig
n
i
f
ican
t [
6
3
]
.
Fig
u
r
e
5
.
Fo
u
r
th
m
o
d
el
o
f
p
at
h
an
al
y
s
is
A
t
th
e
b
e
g
i
n
n
i
n
g
o
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th
e
a
n
al
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s
i
s
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h
ile
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h
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m
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atio
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es
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a
n
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l
-
p
r
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f
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io
n
al
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m
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ete
n
ce
af
f
ec
t
R
2
=.
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8
at
f
ir
s
t,
R
2
=.
4
8
d
ec
r
ea
s
es
th
r
o
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g
h
li
f
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n
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n
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.
I
n
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er
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eter
m
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e
m
ea
s
u
r
e
m
e
n
t
v
al
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it
y
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h
e
m
o
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el,
C
h
i
-
s
q
u
ar
e
a
n
d
f
it
in
d
ex
es
w
er
e
ex
a
m
i
n
ed
a
n
d
t
w
o
m
o
d
i
f
icat
io
n
s
w
er
e
m
ad
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th
i
s
p
r
o
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s
s
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c
o
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ian
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d
ed
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et
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r
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n
t
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au
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e
th
er
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r
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et
w
ee
n
li
f
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is
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o
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itio
n
a
n
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n
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e
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s
to
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ar
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d
o
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e
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n
th
e
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o
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e,
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h
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o
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u
b
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d
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m
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io
n
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o
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li
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n
o
t
s
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g
n
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ica
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y
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f
ec
t
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er
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o
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al
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p
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m
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ce
,
s
o
th
e
ar
r
o
w
in
d
icati
n
g
th
e
p
ath
co
ef
f
icien
t
w
a
s
d
elete
d
an
d
th
e
an
al
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is
w
a
s
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ep
ea
ted
.
A
s
a
r
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lt
o
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th
e
m
o
d
i
f
icatio
n
,
C
h
i
-
s
q
u
ar
e
v
a
lu
e
(
X
2
=2
.
4
9
;
d
f
=1
;
p
=
0
.
1
1
)
ca
lcu
lated
f
o
r
th
e
m
ea
s
u
r
e
m
e
n
t
m
o
d
el
w
a
s
s
ig
n
i
f
ican
t.
W
h
en
th
e
r
atio
o
f
ch
i
-
s
q
u
ar
e
v
al
u
e
to
f
r
ee
d
o
m
d
eg
r
ee
is
u
n
d
er
5
(X
2
/d
f
=2
.
4
9
)
,
it sh
o
w
s
t
h
at
t
h
e
r
esu
lt
s
o
f
t
h
e
an
a
l
y
s
is
ar
e
i
n
g
o
o
d
ag
r
ee
m
e
n
t.
W
h
e
n
t
h
e
v
al
u
es o
f
t
h
e
g
o
o
d
n
es
s
o
f
f
it
i
n
d
ex
e
s
,
o
f
t
h
e
m
ea
s
u
r
e
m
en
t
m
o
d
el
ar
e
e
x
a
m
i
n
ed
(
R
MSE
A
=.
0
6
6
,
R
MR=.
0
0
6
,
NFI
=.
9
9
5
,
T
L
I
=.
9
8
3
,
GFI
=.
9
9
6
,
A
GFI
=.
9
6
4
an
d
C
FI=
.
9
9
7
)
,
it
w
a
s
f
o
u
n
d
t
h
at
t
h
e
m
o
d
el
h
ad
g
o
o
d
f
it
v
al
u
es.
T
h
e
r
eg
r
ess
io
n
p
ath
co
ef
f
icie
n
t
s
an
d
v
ar
ian
ce
v
al
u
es
s
h
o
u
ld
b
e
s
ig
n
if
ican
t
i
n
ad
d
itio
n
to
th
e
f
ac
t
th
at
th
e
f
it
in
d
ex
es
ar
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w
it
h
i
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e
ad
eq
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ate
f
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r
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e
n
e
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alu
atin
g
t
h
e
m
ed
iatio
n
m
o
d
el.
T
h
er
ef
o
r
e,
th
e
r
e
g
r
ess
io
n
a
n
d
v
ar
ian
ce
v
al
u
es
o
f
t
h
e
m
o
d
el
ar
e
g
i
v
e
n
in
T
ab
le
3
an
d
T
ab
le
4
.
A
s
s
ee
n
in
T
ab
le
3
an
d
T
ab
le
4
,
r
eg
r
ess
io
n
co
ef
f
i
cien
ts
a
n
d
v
ar
ian
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alu
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s
o
f
m
ed
iatio
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s
w
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f
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to
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ig
n
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ca
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t (
p
<.
0
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)
.
T
ab
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3
.
R
eg
r
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io
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co
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f
ic
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r
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Est
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.
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***
O
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***
P
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***
P
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.
8
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7
***
Evaluation Warning : The document was created with Spire.PDF for Python.
I
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N
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8822
I
n
t.
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.
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v
al
.
&
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.
E
d
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c
.
Vo
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9
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.
3
,
Sep
tem
b
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2
0
2
0
:
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-
593
590
T
ab
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4
.
Var
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o
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th
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cu
r
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m
o
d
el
Est
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.
E.
C
.
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.
P
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su
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ss
.
2
2
9
.
0
1
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1
3
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9
6
***
W
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***
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***
4.
DIS
CU
SS
I
O
N
I
n
th
is
s
t
u
d
y
,
t
h
e
th
eo
r
etica
l
m
o
d
el
d
ev
elo
p
e
d
f
o
r
th
e
m
ed
iat
in
g
r
o
le
o
f
lif
elo
n
g
lear
n
i
n
g
ten
d
en
c
y
i
n
th
e
r
elatio
n
s
h
ip
b
et
w
ee
n
s
u
cc
ess
-
o
r
ien
ted
m
o
ti
v
atio
n
s
a
n
d
p
er
s
o
n
al
-
p
r
o
f
es
s
io
n
al
co
m
p
e
t
en
cies
o
f
u
n
i
v
er
s
it
y
s
tu
d
e
n
ts
w
as
tr
ied
to
b
e
test
ed
.
A
cc
o
r
d
in
g
to
th
e
f
i
n
d
in
g
s
,
s
u
cc
e
s
s
-
o
r
ien
ted
m
o
ti
v
atio
n
s
ig
n
if
ican
t
l
y
a
f
f
ec
t
s
p
er
s
o
n
al
-
p
r
o
f
es
s
io
n
al
co
m
p
et
en
ce
.
T
h
is
r
esu
lt
is
co
n
s
is
ten
t
w
it
h
th
e
liter
at
u
r
e
an
d
s
u
p
p
o
r
ted
b
y
r
esear
ch
o
n
p
er
s
o
n
al
-
p
r
o
f
es
s
io
n
al
co
m
p
et
en
ce
w
it
h
s
u
cc
e
s
s
-
o
r
ien
ted
m
o
tiv
a
tio
n
[
3
4
,
6
4
,
6
5
]
.
In
ad
d
itio
n
,
s
u
cc
ess
-
o
r
ien
ted
m
o
ti
v
atio
n
is
p
ar
allel
to
o
th
er
v
ar
iab
les
i
n
t
h
e
r
esear
ch
[
6
6
]
.
E
d
u
ca
tio
n
al
r
esear
ch
er
s
s
tated
th
at
m
o
ti
v
atio
n
f
o
r
s
u
cc
es
s
i
s
p
r
ed
icto
r
o
f
ac
ad
e
m
ic
s
u
c
ce
s
s
o
r
p
er
s
o
n
al
-
p
r
o
f
ess
io
n
al
co
m
p
eten
ce
[
6
7
]
.
I
n
ad
d
itio
n
,
r
esear
ch
er
s
s
tate
d
th
at
s
u
cc
e
s
s
m
o
ti
v
atio
n
w
a
s
s
ig
n
i
f
ica
n
tl
y
r
elate
d
to
p
r
o
f
ess
io
n
al
c
h
o
ice,
lif
e
g
o
als,
f
o
c
u
s
o
f
co
n
tr
o
l
an
d
u
n
i
v
er
s
it
y
s
ati
s
f
ac
tio
n
[
6
8
].
A
cc
o
r
d
in
g
to
an
o
th
er
r
es
u
lt
o
f
th
e
s
tu
d
y
,
s
u
cc
ess
-
o
r
ien
ted
m
o
tiv
a
tio
n
s
ig
n
i
f
ica
n
tl
y
a
f
f
ec
ts
lif
e
lo
n
g
lear
n
in
g
.
T
h
is
r
es
u
lt
i
s
co
n
s
i
s
t
en
t
w
it
h
p
r
ev
io
u
s
s
t
u
d
ies
[
4
3
,
3
4
]
.
W
h
en
s
o
m
e
s
t
u
d
ies
t
h
at
s
u
p
p
o
r
t
th
is
id
ea
ar
e
ex
a
m
in
ed
,
it
i
s
s
ee
n
t
h
at
tea
ch
er
s
'
li
f
elo
n
g
lear
n
in
g
te
n
d
e
n
cies
ar
e
h
ig
h
a
n
d
w
h
e
n
t
h
e
s
u
b
-
d
i
m
e
n
s
io
n
s
o
f
lif
elo
n
g
lear
n
i
n
g
te
n
d
en
cies
a
r
e
ex
a
m
in
ed
,
it
is
s
ee
n
th
a
t
m
o
tiv
atio
n
o
f
s
u
cc
e
s
s
h
as
th
e
h
i
g
h
e
s
t
a
v
er
ag
e
[
6
9
]
.
I
n
th
i
s
co
n
tex
t,
u
n
iv
er
s
it
y
s
tu
d
en
ts
ar
e
s
ee
n
as
lear
n
in
g
i
n
d
iv
id
u
al
s
in
li
n
e
w
it
h
th
eir
g
o
als
an
d
o
b
j
ec
tiv
es.
T
h
er
e
ar
e
v
ar
io
u
s
s
o
u
r
ce
s
o
f
m
o
tiv
a
tio
n
f
o
r
lear
n
in
g
,
ev
e
n
if
lear
n
i
n
g
o
b
j
ec
tiv
es
c
h
a
n
g
e
.
I
n
lin
e
w
it
h
th
ese
s
o
u
r
ce
s
o
f
m
o
tiv
a
tio
n
,
t
h
e
in
d
iv
id
u
al
is
w
illi
n
g
to
lear
n
.
W
i
th
i
n
t
h
e
s
co
p
e
o
f
all
th
e
s
e
e
x
p
lan
atio
n
s
,
i
n
o
r
d
er
f
o
r
s
tu
d
en
t
s
to
b
e
s
u
cc
ess
f
u
l
i
n
lif
elo
n
g
lear
n
i
n
g
,
th
eir
m
o
ti
v
atio
n
f
o
r
s
u
cc
e
s
s
s
h
o
u
ld
b
e
h
ig
h
a
n
d
th
eir
n
ee
d
s
s
h
o
u
ld
b
e
s
h
ap
ed
an
d
o
r
ien
ted
to
w
ar
d
s
p
ar
ticip
atin
g
in
lear
n
i
n
g
e
x
p
er
ien
ce
s
[
7
0
]
.
A
cc
o
r
d
in
g
to
an
o
t
h
er
f
i
n
d
i
n
g
o
f
th
e
s
t
u
d
y
,
li
f
elo
n
g
lear
n
in
g
ten
d
en
c
y
s
i
g
n
i
f
ican
tl
y
a
f
f
ec
t
s
p
er
s
o
n
al
-
p
r
o
f
ess
io
n
al
co
m
p
ete
n
ce
.
W
ith
i
n
th
e
s
co
p
e
o
f
th
e
s
tu
d
ie
s
s
u
p
p
o
r
tin
g
th
is
id
ea
,
it
is
s
tated
th
at
lif
elo
n
g
lear
n
in
g
ten
d
e
n
c
y
o
f
u
n
i
v
er
s
i
t
y
s
tu
d
e
n
ts
i
s
i
m
p
o
r
tan
t
i
n
p
r
o
f
ess
io
n
al
d
ev
e
lo
p
m
en
t
[
7
1
]
.
P
e
r
s
o
n
al
-
p
r
o
f
e
s
s
io
n
al
co
m
p
ete
n
ce
r
eq
u
ir
es
p
er
s
o
n
al
-
p
r
o
f
ess
io
n
al
q
u
alit
y
a
n
d
p
er
s
o
n
al
-
p
r
o
f
e
s
s
io
n
a
l
ad
v
an
ce
m
e
n
t
w
ith
in
th
e
s
co
p
e
o
f
p
r
o
f
ess
io
n
al
o
r
ien
tatio
n
.
Per
s
o
n
al
-
p
r
o
f
e
s
s
io
n
al
d
ev
elo
p
m
en
t
ca
n
b
e
d
ef
in
ed
as
a
ca
r
ee
r
ac
h
iev
ed
th
r
o
u
g
h
co
n
tin
u
o
u
s
ef
f
o
r
ts
[
7
2
]
.
C
o
n
ti
n
u
o
u
s
e
f
f
o
r
t e
m
p
h
as
izes t
h
e
f
e
atu
r
e
o
f
li
f
elo
n
g
lear
n
i
n
g
.
W
h
en
t
h
e
r
es
u
lt
s
o
f
t
h
e
r
es
ea
r
ch
w
er
e
ev
al
u
ated
i
n
i
n
te
g
r
it
y
,
i
t
w
as
s
ee
n
th
a
t
th
e
r
elatio
n
s
h
ip
b
et
w
ee
n
s
u
cc
ess
m
o
ti
v
atio
n
a
n
d
p
er
s
o
n
al
-
p
r
o
f
e
s
s
io
n
a
l
co
m
p
eten
ce
an
d
lif
e
lo
n
g
lear
n
i
n
g
ten
d
en
c
y
ac
ted
as
a
p
ar
tial
m
ed
iato
r
w
i
th
i
n
t
h
i
s
r
elatio
n
s
h
ip
.
I
n
t
h
i
s
co
n
te
x
t,
th
er
e
ar
e
s
tu
d
ie
s
i
n
t
h
e
l
it
er
atu
r
e
co
n
f
ir
m
in
g
th
e
r
es
u
lts
[
7
3
]
.
I
t
is
s
ee
n
t
h
at
th
er
e
is
a
p
o
s
iti
v
e
r
elatio
n
s
h
ip
b
et
w
ee
n
ac
h
iev
e
m
e
n
t
-
o
r
ien
ted
m
o
t
iv
atio
n
,
lif
elo
n
g
lear
n
i
n
g
an
d
p
er
s
o
n
al
-
p
r
o
f
ess
io
n
al
co
m
p
eten
ce
o
f
u
n
iv
er
s
it
y
s
tu
d
e
n
ts
.
I
t
is
an
in
d
icato
r
o
f
th
e
ef
f
o
r
ts
to
in
cr
ea
s
e
t
h
e
m
o
ti
v
atio
n
o
f
s
u
cc
e
s
s
a
n
d
li
f
elo
n
g
lea
r
n
i
n
g
ten
d
e
n
cies
in
o
r
d
er
to
en
s
u
r
e
t
h
e
p
o
s
iti
v
e
p
er
s
o
n
al
-
p
r
o
f
es
s
io
n
al
co
m
p
et
en
ce
o
f
u
n
iv
er
s
it
y
s
tu
d
e
n
ts
.
L
if
elo
n
g
lear
n
i
n
g
d
eter
m
in
e
s
t
h
e
n
e
w
f
u
n
ctio
n
o
f
u
n
i
v
er
s
i
ties
.
I
t
s
h
o
u
ld
n
o
t
b
e
f
o
r
g
o
tten
th
a
t
u
n
iv
er
s
it
y
s
t
u
d
en
ts
ca
n
s
ta
y
u
p
to
d
ate
af
ter
g
r
ad
u
ati
o
n
b
y
co
n
tin
u
i
n
g
li
f
elo
n
g
lear
n
i
n
g
[
7
4
]
.
A
s
a
r
es
u
lt,
li
f
elo
n
g
lear
n
i
n
g
te
n
d
en
c
y
h
as b
ee
n
ac
ce
p
ted
as o
n
e
o
f
t
h
e
m
o
s
t
v
alu
ab
le
d
eter
m
in
a
n
ts
o
f
u
n
i
v
er
s
it
y
s
t
u
d
en
ts
i
n
ter
m
s
o
f
p
er
ce
p
tio
n
o
f
p
er
s
o
n
al
-
p
r
o
f
e
s
s
io
n
al
co
m
p
ete
n
ce
an
d
m
o
tiv
a
tio
n
f
o
r
s
u
cc
es
s
.
5.
CO
NC
L
U
SI
O
N
I
n
th
e
r
e
s
ea
r
ch
,
a
m
o
d
el
f
o
r
th
e
r
o
le
o
f
m
ed
iatio
n
in
th
e
r
elatio
n
s
h
ip
b
et
w
ee
n
t
h
e
m
o
t
iv
atio
n
o
f
ac
h
iev
e
m
e
n
t
an
d
p
er
s
o
n
al
-
p
r
o
f
es
s
io
n
al
co
m
p
ete
n
cies
o
f
u
n
i
v
er
s
it
y
s
t
u
d
en
t
s
'
lif
elo
n
g
lear
n
in
g
te
n
d
en
c
y
w
a
s
test
ed
u
s
i
n
g
th
e
s
tr
u
ctu
r
al
eq
u
atio
n
m
o
d
el.
A
c
co
r
d
in
g
to
th
e
m
o
d
el
test
ed
;
s
u
cc
es
s
m
o
ti
v
a
tio
n
an
d
p
er
s
o
n
al
-
p
r
o
f
ess
io
n
al
co
m
p
ete
n
ce
s
wer
e
also
f
o
u
n
d
to
b
e
s
tatis
ticall
y
s
ig
n
i
f
ica
n
t
in
t
h
e
r
el
atio
n
s
h
ip
b
et
w
ee
n
ac
h
iev
e
m
e
n
t
m
o
t
iv
at
io
n
an
d
lif
elo
n
g
lear
n
i
n
g
in
cl
in
atio
n
s
u
b
-
d
i
m
en
s
io
n
s
o
f
w
illi
n
g
n
es
s
to
le
ar
n
an
d
o
p
en
n
es
s
to
d
ev
elo
p
m
e
n
t.
W
ith
th
e
m
ea
s
u
r
e
m
e
n
t
an
al
y
s
i
s
u
s
ed
in
th
e
s
tr
u
ct
u
r
al
eq
u
atio
n
m
o
d
el
tes
t
p
r
o
ce
s
s
,
it
w
a
s
d
eter
m
i
n
ed
t
h
at
t
h
e
m
o
tiv
atio
n
o
f
s
u
cc
es
s
af
f
ec
t
s
p
er
s
o
n
al
-
p
r
o
f
e
s
s
io
n
al
co
m
p
ete
n
ce
th
r
o
u
g
h
li
f
elo
n
g
lear
n
in
g
a
n
d
is
a
p
ar
tial to
o
l o
f
lif
elo
n
g
lear
n
in
g
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t J
E
v
al
&
R
e
s
E
d
u
c
.
I
SS
N:
2252
-
8822
Th
e
effec
t o
f m
o
tiva
tio
n
o
f su
c
ce
s
s
o
f u
n
ivers
ity
s
tu
d
en
ts
o
n
p
ers
o
n
a
l
-
p
r
o
fe
s
s
io
n
a
l c
o
mp
et
en
ce
…
(
Ha
lil E
kşi
)
591
RE
F
E
R
E
NC
E
S
[1
]
T
YÇÇ
,
T
ü
rk
i
y
e
Yü
k
se
k
ö
ğ
re
ti
m
Ye
terlil
ik
ler
Çe
rç
e
v
e
si:
T
e
m
e
l
A
lan
Ye
terlil
ik
leri
Ra
p
o
ru
(
T
u
rk
e
y
Hig
h
e
r
Ed
u
c
a
ti
o
n
Qu
a
li
f
ica
ti
o
n
s
F
ra
m
e
w
o
rk
),
2011
.
[
On
li
n
e
]
.
A
v
a
il
a
b
le:
h
tp
p
:/
/w
ww
.
t
y
y
c
.
sa
k
a
r
y
a
.
e
d
u
.
tr/
ra
p
o
rlar/
1
4
_
EG
I
T
IM
BIL
IM
L
ERI_
1
3
_
0
1
_
2
0
1
1
.
p
d
f
[2
]
A
.
Ba
n
d
u
ra
,
“
Re
g
u
latio
n
o
f
c
o
g
n
it
iv
e
p
ro
c
e
ss
e
s
tro
u
g
h
p
e
rc
e
iv
e
d
se
l
f
-
e
ff
ica
c
y
,
”
D
e
v
o
lo
p
me
n
t
a
l
Psy
c
h
o
l
o
g
y
,
v
o
l.
2
5
,
n
o
.
5
,
p
p
.
7
2
9
-
7
3
5
,
1
9
8
9
.
[3
]
R.
A
.
S
wa
n
so
n
a
n
d
E.
F
.
Ho
l
d
to
n
,
F
a
u
n
d
a
ti
o
n
s
o
f
h
u
m
a
n
re
so
u
rc
e
s
d
e
v
e
lo
p
me
n
t
.
S
a
n
F
ra
n
c
isc
o
:
Be
rre
t
Ko
e
h
ler
P
u
b
l
ish
i
n
g
,
2
0
1
0
.
[4
]
A
.
Z.
Ko
n
a
n
,
“
T
h
e
HRD
c
o
m
p
e
ten
c
ies
a
s
p
e
rc
e
v
ied
b
y
th
e
h
u
m
a
n
re
so
u
rc
e
d
e
v
e
lo
p
m
e
n
t
p
ro
f
e
ss
i
o
n
a
ls
in
b
a
n
k
in
c
o
te D’Iiv
o
re
,
”
(Do
c
to
ra
l
T
h
e
sis),
In
d
ia
n
a
S
tate
Un
iv
e
rsity
,
In
d
ian
a
,
2
0
1
0
.
[5
]
W
.
W
e
ste
r
a
,
“
Co
m
p
e
ten
c
e
s
in
e
d
u
c
a
ti
o
n
:
A
c
o
n
f
u
sio
n
o
f
to
n
g
u
e
s,
”
J
o
u
rn
a
l
o
f
C
u
rr
icu
lu
m
S
t
u
d
ies
,
v
o
l.
3
3
,
n
o
.
1
,
p
p
.
7
5
-
8
8
,
2
0
0
1
.
[6
]
G
.
N
y
b
o
,
“
P
e
rso
n
e
l
m
a
n
a
g
e
m
e
n
t
f
o
r
d
isso
lv
in
g
jo
b
s:
T
o
w
a
rd
s
a
c
o
m
p
e
ten
c
y
-
b
a
se
d
a
p
p
ro
a
c
h
?
”
I
n
ter
n
a
ti
o
n
a
l
J
o
u
rn
a
l
o
f
Hu
ma
n
Res
o
u
rc
e
s M
a
n
a
g
e
me
n
t
,
v
o
l.
1
5
,
n
o
.
3
,
p
p
.
5
4
9
-
5
6
4
,
2
0
0
4
.
[7
]
S
.
Öz
d
e
m
ir,
“
Co
m
p
e
ten
c
ies
o
f
h
u
m
a
n
re
se
u
rc
e
s
p
ro
f
e
ss
io
n
a
ls
a
n
d
a
re
se
a
rc
h
c
o
n
c
e
rn
in
g
p
e
rc
e
p
ti
o
n
s
o
f
u
n
iv
e
rsity
stu
d
e
n
ts,” (
M
a
ste
r
th
e
sis),
Ça
n
a
k
k
a
le On
se
k
iz M
a
rt
Un
iv
e
rsit
y
S
o
c
ial
S
c
ien
c
e
s In
stit
u
te,
Ça
n
a
k
k
a
le,
2
0
1
4
.
[8
]
R.
E.
B
o
y
a
tsiz,
T
h
e
c
o
mp
e
ten
t
me
n
a
g
e
r: A
mo
d
e
l
fo
r
e
ff
e
c
ti
v
e
p
e
rfo
rm
a
n
c
e
.
Ne
w
Yo
rk
:
W
il
e
y
,
1
9
8
2
.
[9
]
M
.
Çe
ti
n
k
a
y
a
,
“
A
re
se
a
rc
h
o
n
m
a
n
a
g
e
rs’
p
e
rc
e
p
ti
o
n
s
o
f
m
a
n
a
g
e
rial
c
o
m
p
e
ten
c
e
,
”
J
o
u
rn
a
l
o
f
Af
y
o
n
K
o
c
a
tep
e
Un
ive
rs
it
y
,
v
o
l.
1
1
,
n
o
.
2
,
p
p
.
2
1
9
-
2
3
9
,
2
0
0
9
.
[1
0
]
H.
Ka
z
u
a
n
d
D.
De
m
iralp
,
“
P
e
rso
n
a
l
-
P
ro
f
e
ss
io
n
a
l
C
o
m
p
e
ten
c
ies
P
e
rc
e
p
ti
o
n
S
c
a
le
f
o
r
T
e
a
c
h
e
r
Ca
n
d
id
a
tes
:
V
a
li
d
it
y
a
n
d
Re
li
a
b
il
it
y
S
tu
d
y
,
”
Ed
u
c
a
ti
o
n
a
l
A
d
min
istr
a
ti
o
n
:
T
h
e
o
ry
a
n
d
Pr
a
c
ti
c
e
,
v
o
l.
2
3
,
n
o
.
3
,
p
p
.
4
2
5
-
4
6
5
,
2
0
1
7
.
[1
1
]
G
.
M
.
M
a
ra
k
a
s,
M
.
Y.
Yi
a
n
d
R.
D.
Jo
h
n
so
n
,
“
T
h
e
m
u
lt
il
e
v
e
l
a
n
d
m
u
lt
ifac
e
ted
c
h
a
ra
c
ter
o
f
c
o
m
p
u
t
e
r
se
lf
-
e
ff
ic
a
c
y
:
T
o
wa
rd
c
larif
i
c
a
ti
o
n
o
f
th
e
c
o
n
s
tru
c
t
a
n
d
a
n
in
teg
ra
ti
v
e
f
r
a
m
e
w
o
rk
f
o
r
re
s
e
a
rc
h
,
”
In
fo
rm
a
ti
o
n
S
y
ste
m
Res
e
a
rc
h
,
v
o
l.
9
,
n
o
.
2
,
p
p
.
1
2
6
-
1
6
3
,
1
9
9
8
.
[1
2
]
M
.
F
.
P
a
jare
s,
“
S
e
lf
-
e
ff
ica
c
y
b
e
li
e
f
s
in
a
c
a
d
e
m
ic
se
tt
in
g
s,”
Rewie
w
o
f
Ed
u
c
a
ti
o
n
a
l
Res
e
a
rc
h
,
v
o
l.
6
6
,
n
o
.
4
,
p
p
.
5
4
3
-
5
7
8
,
1
9
9
6
.
[1
3
]
S
.
Ay
h
a
n
,
L
if
e
lo
n
g
lea
rn
i
n
g
fro
m
y
e
ste
rd
a
y
to
to
d
a
y
.
A
n
k
a
ra
:
P
e
g
e
m
P
u
b
l
ish
in
g
,
2
0
0
6
.
[1
4
]
N.
A
k
k
u
ş,
“
A
s
a
to
k
e
n
o
f
li
f
e
lo
n
g
lea
rn
in
g
sk
il
ls
P
isa
2
0
0
6
re
su
lt
s
o
f
th
e
e
v
u
lati
o
n
o
f
T
u
rk
e
y
,
”
(M
a
ste
r
th
e
sis)
,
Ha
c
e
tt
e
p
e
Un
iv
e
rsit
y
S
o
c
ial
S
c
ien
c
e
s In
stit
u
te.
A
n
k
a
ra
,
2
0
0
8
.
[1
5
]
M
.
C
h
ien
,
“
P
o
w
e
r
a
n
d
k
n
o
w
led
g
e
in
e
d
u
c
a
ti
o
n
:
A
c
rit
ica
l
e
x
p
lo
ra
t
io
n
o
f
li
f
e
lo
n
g
lea
rn
i
n
g
,
”
(Un
p
u
b
li
sh
e
d
D
o
c
to
ra
l
th
e
sis),
No
rt
h
e
r
Ili
n
o
is U
n
iv
e
rsity
,
1
9
9
6
.
[1
6
]
E.
Kıv
ra
k
,
“
Eu
ro
p
e
a
n
U
n
io
n
a
n
d
li
f
e
lo
n
g
lea
rn
in
g
p
o
li
c
ies
a
n
d
e
v
u
latio
n
o
f
e
m
p
lo
y
m
e
n
t,
”
(M
a
ste
r
th
e
sis),
A
n
k
a
ra
Un
iv
e
rsit
y
In
stit
u
d
e
o
f
Ed
u
c
a
ti
o
n
a
l
S
c
ien
c
e
s.
A
n
k
a
r
a
,
2
0
0
7
.
[1
7
]
OECD,
“
Bu
il
d
i
n
g
a
n
d
In
o
v
a
ti
o
n
Cu
lt
u
re
,
i
n
OECD
sc
ien
c
e
,
T
e
c
n
o
l
o
g
y
a
n
d
In
d
u
stry
Ou
tl
o
o
k
,
”
2
0
1
2
.
[
On
li
n
e
]
.
Av
a
il
a
b
le:
h
tp
p
:/
/w
ww
.
o
e
c
d
.
o
rg
/s
ti
/o
e
c
d
sc
ien
c
e
tec
h
n
o
l
o
g
y
a
n
d
in
d
u
str
y
o
u
tl
o
o
k
.
h
tm
[1
8
]
Ş
.
El
ç
i,
In
n
o
v
a
t
io
n
:T
h
e
k
e
y
to
d
e
v
e
lo
p
me
n
t
a
n
d
c
o
m
p
e
ti
ti
o
n
.
A
n
k
a
ra
:
No
v
a
P
u
b
l
ish
in
g
,
2
0
0
6
.
[1
9
]
E.
Ku
r
t,
T
.
Ce
v
h
e
r
a
n
d
N.
A
rsla
n
,
“
P
re
-
se
rv
ice
T
u
rk
ish
tea
c
h
e
rs’
ten
d
e
n
c
ies
to
w
a
rd
s
li
f
e
lo
n
g
lea
rn
in
g
,
”
T
ra
k
y
a
J
o
u
rn
a
l
o
f
E
d
u
c
a
t
io
n
,
v
o
l.
9
,
n
o
.
1
,
p
p
.
1
5
2
-
1
6
0
,
2
0
1
9
.
[2
0
]
K.
Ru
b
e
n
s
o
n
,
“
A
d
u
lt
e
d
u
c
a
ti
o
n
a
n
d
train
in
g
:
t
h
e
p
o
o
r
c
o
u
sin
.
A
n
a
n
a
l
y
sis
o
f
R
e
w
iev
o
f
Na
ti
o
n
a
l
P
o
l
ice
s
f
o
r
Ed
u
c
a
ti
o
n
,
”
M
I
M
EO,
P
a
ris
,
1
9
9
7
.
[2
1
]
H.
S
o
ra
n
,
B.
A
k
k
o
y
u
n
lu
,
a
n
d
Y.
Ka
v
a
k
,
“
L
i
f
e
-
lo
n
g
lea
rn
in
g
s
k
il
ls
a
n
d
train
in
g
f
a
c
u
lt
y
m
e
m
b
e
rs:
A
p
ro
jec
tat
Ha
c
e
tt
e
p
e
Un
iv
e
rsit
y
,
”
H.
U.
J
o
u
rn
a
l
o
f
E
d
u
c
a
ti
o
n
,
v
o
l
.
3
0
,
n
o
.
3
0
,
p
p
.
2
0
1
-
2
1
0
,
2
0
0
6.
[2
2
]
M
in
istry
o
f
Ed
u
c
a
ti
o
n
,
S
tra
teg
y
o
f
li
felo
n
g
lea
rn
i
n
g
.
A
n
k
a
ra
:
M
in
istry
o
f
Ed
u
c
a
ti
o
n
,
2
0
0
9
.
[2
3
]
J.
Ch
a
p
m
a
n
n
,
J.
G
a
ff
,
R.
T
o
o
m
e
y
a
n
d
D.
A
sp
in
,
“
P
o
li
c
y
o
f
li
fe
lo
n
g
lea
rn
in
g
in
A
u
stra
li
a
,
”
In
ter
n
a
ti
o
n
a
l
J
o
u
rn
a
l
o
f
L
if
e
lo
n
g
E
d
u
c
a
ti
o
n
,
v
o
l.
2
4
,
n
o
.
2
,
p
p
.
3
9
7
-
4
1
4
,
2
0
1
5
.
[2
4
]
G
.
Erd
a
m
a
r,
“
L
i
f
e
lo
n
g
lea
rn
in
g
,
”
Ö.
De
m
irel,
(Ed
i),
Ne
w
o
rie
n
t
a
ti
o
n
i
n
e
d
u
c
a
ti
o
n
(5
th
e
d
it
i
o
n
)
,
A
n
k
a
r
a
:
P
e
g
e
m
Ak
a
d
e
m
i
,
2
0
1
1
.
[2
5
]
E.
Ş
e
n
y
u
v
a
,
“
Nu
rsin
g
stu
d
e
n
t’s
v
iew
a
b
o
u
t
d
istan
c
e
e
d
u
c
a
ti
o
n
,
”
In
ter
n
a
ti
o
n
a
l
On
li
n
e
J
o
u
r
n
a
l
o
f
E
d
u
c
a
ti
o
n
a
l
S
c
ien
c
e
s,
v
o
l.
5
,
n
o
.
2
,
p
p
.
4
0
9
-
4
2
0
,
2
0
1
3
.
[2
6
]
Bo
lo
g
n
a
De
c
lara
ti
o
n
,
“
Jo
in
d
e
c
lara
ti
o
n
o
f
t
h
e
Ev
ro
p
e
a
n
M
in
isters
o
f
E
d
u
c
a
ti
o
n
,
(1
9
Ju
n
e
1
9
9
9
),
”
1
9
9
9
.
[
On
l
in
e
]
.
Av
a
il
a
b
le:
h
tt
p
:/
/www
.
e
h
e
a
.
in
f
o
/Up
lo
a
d
s/De
c
lara
ti
o
n
s/BOL
OG
N
A
_
DECLA
R
AT
İ
ON
S
1
.
p
d
f
[2
7
]
Z.
Ka
y
a
,
Psy
c
h
o
lo
g
ica
l
fo
u
n
d
a
t
i
o
n
s
o
f
e
d
u
c
a
ti
o
n
:
In
tr
o
d
u
c
ti
o
n
t
o
tea
c
h
in
g
p
r
o
fes
sio
n
(Ö.
De
m
irel
a
n
d
Z
.
Ka
y
a
,
tran
s.).
A
n
k
a
ra
:
P
e
g
e
m
Ak
a
d
e
m
i,
2
0
0
1
.
[2
8
]
E.
Eren
,
M
a
n
a
g
e
me
n
t
a
n
d
o
r
g
a
n
i
za
ti
o
n
.
Ista
n
b
u
l
:
Be
ta E
d
it
io
n
,
2
0
0
1
.
[2
9
]
D.
H.
S
c
h
u
n
k
,
L
e
a
rn
i
n
g
th
e
o
rie
s:
An
e
d
u
c
a
ti
o
n
a
l
p
e
rs
p
e
c
ti
v
e
.
Bo
st
o
n
:
P
e
a
rso
n
E
d
u
c
a
ti
o
n
,
2
0
1
2
.
[3
0
]
P
.
A
.
S
to
ry
,
J.
W
.
Ha
rt,
M
.
F
.
S
tas
so
n
a
n
d
J.
M
.
M
a
h
o
n
e
y
,
“
Us
in
g
tw
o
-
fa
c
to
r
th
e
o
ry
o
f
a
c
h
ie
v
e
m
e
n
t
m
o
ti
v
a
ti
o
n
to
e
x
a
m
in
e
p
e
rf
o
r
m
a
n
c
e
-
b
a
se
d
a
n
d
se
lf
-
r
e
g
u
lato
r
y
p
ro
c
e
ss
e
s,”
Per
so
n
a
li
ty
a
n
d
In
v
i
d
u
a
l
Dif
fer
e
n
c
e
ss
,
v
o
l.
4
6
,
n
o
.
4
,
pp.
3
9
1
-
3
9
5
,
2
0
0
9
.
[3
1
]
G
.
Ülg
ü
n
,
Ed
u
c
a
ti
o
n
p
sy
c
lo
g
y
.
A
n
k
a
ra
:
A
l
k
ı
m
P
u
b
li
sh
i
n
g
,
1
9
9
7
.
[3
2
]
İ.
E.
Ba
şa
ra
n
,
Or
g
a
n
iz
a
ti
o
n
a
l
b
e
h
a
v
io
r ma
n
a
g
e
me
n
t
.
A
.
Ü.
A
n
k
a
ra
:
F
a
c
u
lt
y
o
f
Ed
u
c
a
ti
o
n
P
u
b
li
c
a
ti
o
n
s,
1
9
8
2
.
[3
3
]
M
.
P
o
z
a
rn
ik
,
L
e
a
rn
in
g
a
n
d
tea
c
h
i
n
g
p
sy
c
h
o
l
o
g
y
.
L
ju
b
lj
a
n
a
:
DZ
,
2
0
0
3
.
[3
4
]
A
.
Erg
in
a
n
d
H.
Ka
ra
taş
,
“
A
c
h
iev
e
m
e
n
t
-
o
rien
ted
m
o
ti
v
a
ti
o
n
le
v
e
ls
o
f
u
n
iv
e
rsit
y
stu
d
e
n
ts,”
H.
U.
J
o
u
r
n
a
l
o
f
Ed
u
c
a
ti
o
n
,
v
o
l
.
3
3
,
n
o
.
4
,
p
p
.
8
6
8
-
8
8
7
,
2
0
1
8
.
[3
5
]
N.
S
e
n
e
m
o
ğ
lu
,
De
v
e
lo
p
me
n
t
lea
r
n
in
g
a
n
d
tea
c
h
i
n
g
:
Fro
m t
h
e
o
ry
t
o
p
r
a
c
ti
c
e
.
A
n
k
a
ra
:
No
b
e
l
P
u
b
li
s
h
in
g
,
20
07.
[3
6
]
Ç.
S
e
m
e
r
c
i,
“
De
v
e
lo
p
m
e
n
t
o
f
s
u
c
c
e
ss
-
o
rien
ted
m
o
ti
v
a
ti
o
n
sc
a
le,”
Ne
w
W
o
rld
S
in
c
e
Aca
d
e
my
,
v
o
l.
5
,
n
o
.
4
,
p
p
.
2
1
2
3
-
2
1
3
3
,
2
0
1
0
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2252
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8822
I
n
t.
J
.
E
v
al
.
&
R
es
.
E
d
u
c
.
Vo
l.
9
,
No
.
3
,
Sep
tem
b
er
2
0
2
0
:
583
-
593
592
[3
7
]
D.
C.
M
c
Cll
e
lan
d
,
“
Ho
w
m
o
ti
v
e
s,
sk
il
ls
a
n
d
v
a
lu
e
s
d
e
term
in
e
wh
a
t
p
e
o
p
le
d
o
?
”
Ame
ric
a
n
Psy
c
h
o
lo
g
ist
,
v
o
l
.
4
0
,
n
o
.
7
,
p
p
.
8
1
2
-
82
5
,
1
9
8
5
.
[3
8
]
E.
L
.
De
c
i,
In
trin
sic
m
o
ti
v
a
t
io
n
.
Ne
w
Yo
rk
:
P
le
n
u
m
,
1
9
7
5
.
[3
9
]
D.
C.
M
c
Cll
e
lan
d
,
T
h
e
a
c
h
iev
in
g
so
c
iety
.
Ne
w
J
e
rse
y
:
V
a
n
No
stra
n
d
Co
m
p
a
n
y
ln
c
,
1
9
6
1
.
[4
0
]
H.
L
iao
,
A
.
C.
F
e
rd
e
n
z
i
a
n
d
M
.
Ed
li
n
,
“
M
o
ti
v
a
ti
o
n
,
se
lf
-
re
g
u
late
d
lea
rn
in
g
e
ff
ica
c
y
a
n
d
a
c
a
d
e
m
ic
a
c
h
iev
e
m
e
n
t
a
m
o
n
g
in
tern
a
ti
o
n
a
l
a
n
d
d
o
m
e
stic
stu
d
e
n
ts
a
t
a
n
u
rb
a
n
c
o
m
u
n
ıt
y
c
e
ll
e
g
e
:
Ac
o
m
p
a
riso
n
,
”
Co
mm
u
n
it
y
C
o
ll
e
g
e
En
ter
p
rise
,
v
o
l.
1
8
,
n
o
.
2
,
p
p
.
9
-
3
8
,
2
0
1
2
.
[4
1
]
S
,
A
k
b
u
lu
t,
A
.
Ero
l
a
n
d
S
.
S
a
y
,
“
T
h
e
re
latio
n
sh
ip
b
e
tw
e
e
n
li
f
e
lo
n
g
lea
rn
in
g
ten
d
e
n
c
ies
a
n
d
o
c
c
u
p
a
ti
o
n
a
l
a
n
x
iety
o
f
th
e
p
r
o
sp
e
c
ti
v
e
tea
c
h
e
rs,”
J
o
u
rn
a
l
o
f
E
d
u
c
a
ti
o
n
a
n
d
Ne
w
A
p
p
ro
a
c
h
e
s
,
v
o
l.
1
,
n
o
.
1
,
p
p
.
1
-
1
1
,
2
0
1
8
.
[4
2
]
M
.
Ay
ra
a
n
d
İ.
Kö
ste
re
li
o
ğ
lu
,
“
T
h
e
re
latio
n
sh
ip
b
e
tw
e
e
n
tea
c
h
e
rs’
li
f
e
lo
n
g
lea
rn
in
g
ten
d
e
n
c
ies
a
n
d
th
e
ir
p
e
rc
e
p
ti
o
n
s
o
f
p
ro
f
e
ss
io
n
a
l
se
lf
-
e
ff
ica
c
y
,
”
NW
S
A
-
Ed
u
c
a
ti
o
n
S
c
ien
c
e
s,
v
o
l.
1
0
,
n
o
.
1
,
p
p
.
1
7
-
2
8
,
2
0
1
5
.
[4
3
]
D.
Ka
ra
m
a
n
a
n
d
U.
Ay
d
o
ğ
m
u
ş,
“
L
iv
in
g
len
g
th
lea
rn
in
g
tren
d
s o
f
u
n
iv
e
rsity
,
”
Ne
v
şe
h
ir
Ha
c
ı
Bek
ta
ş
Veli
Un
ive
rs
it
y
J
o
u
rn
a
l
o
f
S
o
c
ia
l
S
c
ien
c
e
s In
stit
u
e
,
v
o
l.
8
,
n
o
.
1
,
p
p
.
2
3
-
4
4
,
2
0
1
8
.
[4
4
]
S
.
Ek
şio
ğ
lu
,
S
.
T
a
rh
a
n
a
n
d
H.
Ç
.
G
ü
n
d
ü
z
,
“
T
h
e
re
lati
o
n
sh
i
p
s
b
e
t
w
e
e
n
se
lf
e
f
f
i
c
a
c
y
e
x
p
e
c
tatio
n
s
a
n
d
p
e
rso
n
a
li
ty
traits
w
it
h
li
f
e
lo
n
g
lea
rn
in
g
ten
d
e
n
c
y
,
”
Ka
sta
mo
n
u
J
o
u
rn
a
l
o
f
E
d
u
c
a
ti
o
n
s
,
v
o
l
.
2
5
,
n
o
.
5
,
p
p
.
1
9
2
5
-
1
9
4
0
,
2
0
1
7
.
[4
5
]
Y.
Du
y
m
u
ş
a
n
d
S
.
S
u
lak
,
“
T
h
e
e
ff
e
c
t
o
f
u
n
d
e
rg
ra
d
u
a
te
e
d
u
c
a
ti
o
n
,
g
e
n
d
e
r
a
n
d
d
e
p
a
rm
e
n
t
o
n
p
ro
s
p
e
c
ti
v
e
tea
c
h
e
rs’
li
f
e
lo
n
g
lea
rn
in
g
,
”
T
h
e
J
o
u
rn
a
l
o
f
L
imit
les
s E
d
u
c
a
ti
o
n
a
n
d
Res
e
a
rc
h
,
v
o
l.
3
,
n
o
.
2
,
p
p
.
5
8
-
7
4
,
2
0
1
8
.
[4
6
]
H.
G
ü
z
e
l,
“
L
i
f
e
lo
n
g
lea
rn
in
g
ten
d
e
n
c
y
in
v
e
st
ig
a
ti
o
n
s
o
f
p
ro
sp
e
c
ti
v
e
,
”
T
h
e
J
o
u
rn
a
l
o
f
In
ter
n
a
ti
o
n
a
l
Ed
u
c
a
ti
o
n
S
c
ien
c
e
,
v
o
l.
4
,
n
o
.
1
0
,
p
p
.
3
1
2
-
3
2
5
,
2
0
1
7
.
[4
7
]
N.
T
u
n
c
a
,
S
.
A
l
k
ın
Ş
a
h
in
a
n
d
Ö.
Ay
d
ın
,
“
L
ife
-
lo
n
g
lea
rn
in
g
ten
d
e
n
c
ies
o
f
p
re
-
se
r
v
ice
t
e
a
c
h
e
rs,”
M
e
rs
in
Un
ive
rs
it
y
J
o
u
rn
a
l
o
f
th
e
Fa
c
u
l
ty o
f
Ed
u
c
a
ti
on,
v
o
l.
1
1
,
n
o
.
2
,
p
p
.
4
3
2
-
4
4
6
,
2
0
1
5
.
[4
8
]
B.
T
u
rh
a
n
a
n
d
B.
B
u
rg
a
z
,
“
U
n
iv
e
rsity
stu
d
e
n
ts’
v
iew
s
a
b
o
u
t
th
e
lev
e
l
o
f
th
e
ir
p
e
rso
n
a
l
a
n
d
p
ro
f
e
ss
io
n
a
l
c
o
m
p
e
ten
c
e
s,”
J
o
u
rn
a
l
o
f
Hig
h
e
r E
d
u
c
a
ti
o
n
,
v
o
l
.
4
,
n
o
.
3
,
p
p
.
1
3
4
-
1
4
4
,
2
0
1
4
.
[4
9
]
E,
Yılm
a
z
,
“
Re
latio
n
sh
i
p
s
b
e
tw
e
e
n
e
d
u
c
a
ti
o
n
a
l
p
h
il
o
sp
h
ies
f
a
v
o
u
re
d
b
y
p
ro
sp
e
c
ti
v
e
tea
c
h
e
rs
a
n
d
t
h
e
ir
a
c
h
iev
e
m
e
n
t
m
o
ti
v
a
ti
o
n
,
”
Ba
rti
n
Un
ive
rs
it
y
J
o
u
rn
a
l
o
f
Fa
c
u
lt
y
Ed
u
c
a
ti
o
n
,
v
o
l.
6
,
n
o
.
3
,
p
p
.
1
4
2
0
-
1
4
2
9
,
2
0
1
7
.
[5
0
]
A
.
Ça
lı
ş
k
a
n
,
İ,
A
k
k
o
ç
a
n
d
Ö.
T
u
ru
n
ç
,
“
T
h
e
ro
le
o
f
m
o
ti
v
a
ti
o
n
a
l
b
e
h
a
v
io
r
in
c
re
a
sin
g
o
rg
a
n
iza
ti
o
n
a
l
p
e
rf
o
r
m
a
n
c
e
:
T
h
e
m
e
d
iatin
g
ro
le
o
f
in
n
o
v
a
ti
o
n
a
n
d
e
n
tre
p
re
n
e
u
rsh
i
p
,
”
S
u
ley
ma
n
De
mire
l
Un
ive
rs
it
y
T
h
e
J
o
u
rn
a
l
o
f
Fa
c
u
lt
y
o
f
Eco
n
o
mic
s
a
n
d
A
d
min
istra
ti
v
e
S
c
ien
c
e
s,
v
o
l.
16
,
n
o
.
3
,
p
p
.
3
6
3
-
4
0
1
,
2
0
1
1
.
[5
1
]
Ş
.
Bü
y
ü
k
ö
z
tü
rk
,
E.
K.
Ça
k
m
a
k
,
Ö,
E,
A
k
g
ü
n
,
Ş
.
Ka
ra
d
e
n
iz
a
n
d
F
.
De
m
irel,
S
c
ien
ti
fi
c
re
se
a
rc
h
m
e
th
o
d
s.
A
n
k
a
ra
:
P
e
g
e
m
P
u
b
li
sh
i
n
g
,
2
0
1
4
.
[5
2
]
J.
F
.
Ha
ir,
W
.
C.
Blac
k
,
B.
J.
Ba
b
in
,
R
.
E.
A
n
d
e
rso
n
a
n
d
R.
L
.
T
a
h
tam
,
M
u
lt
iva
ria
te
d
a
t
a
a
n
a
lys
i
s
.
Ne
w
Je
rs
e
y
:
P
e
a
rso
n
Ed
u
c
a
ti
o
n
,
2
0
0
6
.
[5
3
]
Y.
Ka
ra
g
ö
z
,
S
PS
S
v
e
AM
OS
a
p
p
l
ied
q
u
a
l
it
a
t
ive
-
q
u
a
n
ti
ta
ti
v
e
-
mix
e
d
sc
ien
ti
fi
c
re
se
a
rc
h
me
th
o
d
s
a
n
d
p
u
p
l
ica
ti
o
n
e
th
ics
.
A
n
k
a
ra
:
No
b
e
l
P
u
b
li
sh
i
n
g
,
2
0
1
7
.
[5
4
]
T
.
Ra
y
k
o
v
a
n
d
G
.
A
.
M
a
rc
o
u
li
d
e
s,
A
fi
rs
t
c
o
u
rs
e
in
stru
c
t
u
ra
l
e
q
u
a
t
io
n
mo
d
e
ll
in
g
.
M
a
h
w
a
h
,
NJ
:
L
a
wre
n
c
e
Erl
b
a
u
m
,
2
0
0
6
.
[5
5
]
Ero
ğ
lu
,
E
.
,
“
A
n
a
l
y
si
s
o
f
to
tal
q
u
a
li
ty
m
a
n
a
g
e
m
e
n
t
p
ra
c
ti
c
e
s
b
y
S
tru
c
tu
ra
l
E
q
u
a
ti
o
n
M
o
d
e
li
n
g
,
”
Ista
n
b
u
l
Un
ive
rs
it
y
J
o
u
rn
a
l
o
f
th
e
S
c
h
o
o
l
o
f
Bu
si
n
e
ss
,
v
o
l.
6
,
n
o
.
1
,
p
p
.
7
-
2
5
,
2
0
0
5
.
[5
6
]
R.
W
e
sto
n
a
n
d
Jr.
P
.
A
.
G
o
re
,
“
A
b
rie
f
g
u
id
e
to
stru
c
tu
ra
l
e
q
u
a
ti
o
n
m
o
d
e
ll
in
g
,
”
T
h
e
Co
u
n
se
li
n
g
Psy
c
h
o
l
o
g
ist,
v
o
l.
3
4
,
n
o
.
5
,
p
p
.
7
1
9
-
7
5
1
,
2
0
0
6
.
[5
7
]
G
.
D.
Erd
o
ğ
a
n
a
n
d
Z.
A
rsa
l,
“
Th
e
d
e
v
e
lo
p
m
e
n
t
o
f
li
fe
lo
n
g
lea
rn
in
g
tren
d
s
sc
a
le,”
S
a
k
a
ry
a
Un
ive
rs
it
y
J
o
u
rn
a
l
o
f
Ed
u
c
a
ti
o
n
,
v
o
l
.
6
,
n
o
.
1
,
p
p
.
1
1
4
-
1
2
2
,
2
0
1
6
.
[5
8
]
D.
L
.
Ha
h
s
-
V
a
u
g
h
n
a
n
d
R.
G
.
L
o
m
a
x
,
An
in
d
r
o
d
u
c
t
io
n
to
st
a
ti
stic
a
l
c
o
n
c
e
p
ts,
(3
th
e
d
it
i
o
n
).
Ne
w
Y
o
rk
:
Ro
u
t
led
g
e
,
2
0
1
2
.
[5
9
]
A
.
Ura
l
a
n
d
İ.
Kılı
ç
,
S
c
ien
ti
f
ic res
e
a
rc
h
p
ro
c
c
e
s a
n
d
d
a
ta an
a
ly
sis
with
S
P
S
S
.
A
n
k
a
ra
:
De
ta
y
,
2
0
1
3
.
[6
0
]
N.
Ba
y
r
a
m
,
In
tro
d
u
c
ti
o
n
t
o
stru
c
t
u
ra
l
e
q
u
a
ti
o
n
m
o
d
e
li
n
g
A
M
OS
a
p
p
li
c
a
ti
o
n
s.
Ista
n
b
u
l:
Ezg
i
P
u
b
li
sh
i
n
g
,
2
0
1
3
.
[6
1
]
L
.
S
.
M
e
y
e
rs,
G
.
Ga
m
st
a
n
d
A
.
J.
G
u
a
rin
o
,
A
p
p
li
e
d
m
u
lt
iva
ri
a
te
re
se
a
rc
h
:
De
sig
n
a
n
s
in
ter
p
re
t
a
ti
o
n
.
Lo
n
d
o
n
:
S
a
g
e
P
u
p
l
ica
ti
o
n
s,
2
0
0
6
.
[6
2
]
Ö.
F
.
Ş
im
şe
k
,
In
tro
d
u
c
ti
o
n
to
st
ru
c
tu
ra
l
e
q
u
a
t
io
n
mo
d
e
li
n
g
:
B
a
sic
p
rin
c
ip
les
a
n
d
L
isre
l
a
p
p
l
ica
ti
o
n
s
.
A
n
k
a
ra
:
Ek
in
o
k
s,
2
0
0
7
.
[6
3
]
R.
M
.
Ba
ro
n
a
n
d
D.
A
.
Ke
n
n
y
,
“
T
h
e
m
o
d
e
ra
to
r
-
m
e
d
iato
r
v
a
riab
le
d
isti
n
c
ti
o
n
i
n
s
o
c
ial
p
sy
c
h
o
lo
g
ica
l
re
se
a
e
rc
h
:
Co
n
c
e
p
t
u
a
l,
stra
teg
ic
a
n
d
sta
ti
stic
a
l
c
o
n
sid
e
ra
ti
o
n
s,”
J
o
u
rn
a
l
o
f
Pe
rs
o
n
a
li
ty
a
n
d
S
o
c
i
a
l
Psy
c
h
o
lo
g
y
,
v
o
l.
5
1
,
n
o
.
6
,
p
p
.
1
1
7
3
-
1
1
8
2
,
1
9
8
6
.
[6
4
]
G
.
E
y
m
u
r
a
n
d
Ö.
G
e
b
a
n
,
“
A
n
in
v
e
stig
a
ti
o
n
o
f
th
e
re
lati
o
n
sh
i
p
b
e
tw
e
e
n
m
o
ti
v
a
ti
o
n
a
n
d
a
c
a
d
e
m
ic
a
c
h
iev
e
m
e
n
t
o
f
p
re
-
se
rv
ice
c
h
e
m
istr
y
,
”
Ed
u
c
a
ti
o
n
a
n
d
S
c
ien
c
e
,
v
o
l.
3
6
,
n
o
.
1
6
1
,
p
p
.
2
4
6
-
2
5
5
,
2
0
1
1
.
[6
5
]
H.
O.
Kü
ç
ü
k
o
sm
a
n
o
ğ
lu
,
“
A
re
s
e
a
rc
h
o
n
t
h
e
d
e
term
in
a
ti
o
n
o
f
p
ro
sp
e
c
ti
v
e
m
u
sic
tea
c
h
e
rs’
a
c
a
d
e
m
ic
m
o
ti
v
a
ti
o
n
lev
e
ls (
Ko
n
y
a
e
x
a
m
p
le),”
S
ED
,
v
o
l.
3
,
n
o
.
1
,
p
p
.
1
-
2
1
,
2
0
1
5
.
[6
6
]
Ü.
G
.
Du
ru
k
a
n
,
D.
Ba
tm
a
n
a
n
d
N.
Yiğ
it
,
“
S
t
u
d
y
sk
il
ls
o
f
tea
c
h
e
rs
c
a
n
d
id
a
tes
,
”
In
o
n
u
Un
ive
r
sity
J
o
u
rn
a
l
o
f
Ed
u
c
a
ti
o
n
,
v
o
l
.
1
6
,
n
o
.
1
,
p
p
.
6
3
-
8
0
,
2
0
1
5
.
[6
7
]
H
-
A
,
L
iao
,
A
.
C.
F
e
rd
e
n
z
i
a
n
d
M
.
Ed
li
n
,
“
M
o
ti
v
a
ti
o
n
,
se
lf
-
re
g
u
l
a
ted
lea
rn
in
g
e
ff
ica
c
y
,
a
n
d
a
c
a
d
e
m
ic
a
c
h
iev
e
m
e
n
t
a
m
o
n
g
in
tern
a
ti
o
n
a
l
a
n
d
d
o
m
e
sti
c
stu
d
e
n
ts
a
t
a
n
u
rb
a
n
c
o
m
m
u
n
it
y
c
o
ll
e
g
e
:
A
c
o
m
p
a
riso
n
,
”
Co
m
mu
n
it
y
Co
ll
e
g
e
En
ter
p
rise
,
v
o
l.
1
8
,
n
o
.
2
,
p
p
.
9
-
3
8
,
2
0
1
2
.
[6
8
]
E.
D.
D.
Ro
sa
a
n
d
A
.
B.
I
.
Be
r
n
a
rd
o
,
“
A
re
tw
o
a
c
h
iev
e
m
e
n
t
g
o
a
ls
b
e
tt
e
r
th
a
n
o
n
e
?
F
il
i
p
in
o
st
u
d
e
n
t
s'
a
c
h
iev
e
m
e
n
t
g
o
a
ls,
d
e
e
p
lea
rn
i
n
g
stra
teg
ies
a
n
d
a
ff
e
c
t,
”
L
e
a
rn
in
g
a
n
d
I
n
d
ivi
d
u
a
l
Diff
e
re
n
c
e
s,
v
o
l.
2
7
,
n
o
.
9
7
,
p
p
.
9
7
-
1
0
1
,
2
0
1
3
.
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