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.
3
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Sep
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2020
,
p
p
.
635
~
643
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T
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u
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tr
1.
I
NT
RO
D
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O
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Valu
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f
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to
p
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p
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”
[
1
]
.
T
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s
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ed
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1
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[
2
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Valu
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[
3
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.
T
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m
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b
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teac
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ter
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alize
v
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es [
4
]
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
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N
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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
:
6
3
5
-
643
636
Valu
es
ar
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r
an
k
ed
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m
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g
t
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m
s
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v
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[
5
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.
W
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lo
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alu
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h
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h
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[
6
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.
I
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v
alu
e
s
.
R
an
k
i
n
g
o
f
t
h
e
v
al
u
es
f
o
r
in
d
i
v
id
u
als
is
clo
s
el
y
r
elate
d
to
th
e
ir
ag
e,
g
en
d
er
an
d
ed
u
ca
tio
n
al
b
ac
k
g
r
o
u
n
d
o
f
p
ar
en
ts
.
I
n
o
th
er
w
o
r
d
s
,
s
o
m
e
p
er
s
o
n
al
ch
ar
ac
ter
is
t
ics
o
f
i
n
d
i
v
id
u
al
s
s
i
g
n
if
ica
n
tl
y
af
f
ec
t
th
eir
p
r
ef
er
e
n
ce
s
o
v
er
v
alu
es
[
7
]
.
So
cializa
tio
n
p
r
o
ce
s
s
is
v
er
y
e
f
f
ec
t
iv
e
i
n
v
a
lu
e
d
e
v
elo
p
m
e
n
t.
Val
u
es
ed
u
ca
tio
n
f
o
r
th
e
ch
ild
,
w
h
ic
h
s
tar
ts
i
n
h
i
s
i
m
m
ed
iate
en
v
ir
o
n
m
e
n
t
co
n
ti
n
u
e
s
at
s
c
h
o
o
l
[
8
]
.
I
n
th
i
s
r
esp
ec
t,
th
e
s
ch
o
o
l
i
s
a
li
v
i
n
g
a
n
d
lear
n
i
n
g
ar
ea
b
u
ilt
o
n
v
alu
e
s
.
L
i
k
e
e
v
er
y
in
d
i
v
id
u
al
an
d
s
o
ciet
y
,
e
v
er
y
s
c
h
o
o
l
h
as
its
o
w
n
v
al
u
es
o
r
d
ev
elo
p
s
its
o
w
n
v
al
u
es
o
v
er
ti
m
e.
I
n
d
i
v
id
u
al
s
w
h
o
co
n
tin
u
e
th
eir
li
v
es
in
a
cc
o
r
d
an
ce
w
ith
t
h
e
v
alu
e
p
atter
n
s
ca
n
cr
ea
te
th
e
v
alu
es
o
f
th
e
s
o
ciet
y
a
n
d
th
e
s
c
h
o
o
l
th
e
y
ar
e
m
e
m
b
er
s
o
f
a
n
d
ev
en
c
h
a
n
g
e
t
h
eir
v
alu
e
s
w
it
h
t
h
e
v
al
u
es o
f
th
e
s
o
ciet
y
an
d
th
e
s
ch
o
o
l [
9
]
.
R
eg
io
n
al
b
o
ar
d
in
g
s
ch
o
o
ls
(
YB
O)
ar
e
p
a
r
t
o
f
th
e
m
i
n
is
tr
y
o
f
n
atio
n
al
ed
u
ca
tio
n
.
T
h
e
o
t
h
er
g
o
al
o
f
th
e
YB
Os
i
s
to
p
r
o
v
id
e
co
m
p
u
ls
o
r
y
ed
u
ca
tio
n
f
o
r
p
r
i
m
ar
y
s
ch
o
o
l
s
tu
d
e
n
ts
w
h
o
h
a
v
e
co
m
p
leted
th
e
4
th
g
r
ad
e
an
d
ca
n
n
o
t
b
e
in
cl
u
d
ed
in
p
r
im
ar
y
s
c
h
o
o
ls
t
h
r
o
u
g
h
m
o
b
ile
ed
u
ca
tio
n
d
u
e
to
th
e
f
ac
t
th
at
th
e
y
l
iv
e
i
n
r
eg
io
n
s
th
at
d
o
n
o
t
h
av
e
a
s
ch
o
o
l
o
r
h
av
e
m
er
g
ed
class
r
o
o
m
s
w
it
h
s
t
u
d
en
ts
o
r
s
ch
o
o
ls
ar
e
clo
s
ed
d
u
e
to
lack
o
f
s
tu
d
e
n
ts
[
1
0
]
.
T
h
er
ef
o
r
e,
b
o
a
r
d
in
g
s
ch
o
o
ls
h
a
v
e
ce
r
tain
d
is
ti
n
cti
v
e
ch
ar
ac
ter
i
s
tics
w
h
ic
h
m
ak
e
th
e
m
d
i
f
f
er
en
t
f
r
o
m
o
th
er
t
y
p
es
o
f
s
ch
o
o
ls
[
1
1
]
.
I
n
th
e
latter
t
y
p
e
o
f
s
ch
o
o
ls
,
s
tu
d
en
t
s
g
et
ed
u
ca
t
io
n
in
r
eg
u
lar
clas
s
h
o
u
r
s
.
Ho
w
e
v
er
,
in
b
o
ar
d
in
g
s
c
h
o
o
ls
’
s
tu
d
e
n
ts
s
ta
y
at
s
c
h
o
o
ls
’
d
a
y
an
d
n
i
g
h
t
w
h
ic
h
is
r
ad
icall
y
d
i
f
f
er
en
t e
d
u
ca
tio
n
al
co
n
d
itio
n
[
1
2
]
.
H
o
f
m
a
n
[
1
3
]
a
r
g
u
e
s
th
at
th
er
e
ar
e
less
s
t
u
d
ies
ab
o
u
t
b
o
ar
d
in
g
s
ch
o
o
ls
d
u
e
t
o
th
e
f
ac
t
th
at
s
u
c
h
s
ch
o
o
ls
ar
e
n
o
t
g
iv
e
n
s
o
m
u
c
h
i
m
p
o
r
tan
ce
.
Ho
w
e
v
er
,
th
e
cu
lt
u
r
e
o
f
th
e
s
ch
o
o
l
is
an
ef
f
e
ctiv
e
f
ac
to
r
in
th
e
f
o
r
m
atio
n
o
f
th
e
v
al
u
es
th
at
f
o
r
m
th
e
h
ea
r
t
o
f
th
e
cu
lt
u
r
e.
C
o
n
s
id
er
in
g
t
h
at
v
al
u
e
j
u
d
g
m
en
ts
w
h
ich
ar
e
b
ased
o
n
th
e
id
ea
o
f
w
h
at
is
g
o
o
d
an
d
w
h
at
i
s
b
ad
ar
e
f
o
r
m
ed
t
h
r
o
u
g
h
th
e
c
u
lt
u
r
e
th
at
in
d
i
v
id
u
als
g
ai
n
f
r
o
m
t
h
ei
r
i
m
m
ed
iate
en
v
ir
o
n
m
e
n
t
[
1
4
,
1
5
]
,
it
w
ill
b
e
ap
p
r
o
p
r
iate
to
ca
r
r
y
o
u
t
a
s
t
u
d
y
o
n
v
al
u
es
u
s
i
n
g
a
s
a
m
p
le
o
f
s
tu
d
e
n
ts
atte
n
d
in
g
YB
Os.
T
h
e
im
p
o
r
tan
ce
o
f
v
al
u
e
in
ter
m
s
o
f
s
c
h
o
o
l
(
in
s
tit
u
tio
n
)
cu
lt
u
r
e
h
as
led
to
n
u
m
er
o
u
s
s
cien
ti
f
ic
s
tu
d
ie
s
o
n
v
al
u
e
p
r
ef
er
e
n
ce
s
.
T
h
er
e
ar
e
m
an
y
s
u
c
h
s
tu
d
ie
s
.
Fo
r
in
s
ta
n
ce
,
B
ac
an
lı
[
1
6
]
an
al
y
s
ed
t
h
e
v
alu
e
p
r
ef
er
en
ce
s
o
f
u
n
d
er
g
r
ad
u
ate
s
tu
d
en
t
s
.
Yıld
ır
ı
m
[
1
7
]
ex
am
i
n
ed
th
e
v
al
u
e
p
r
ef
er
en
ce
s
o
f
in
-
s
er
v
ice
h
i
s
to
r
y
teac
h
er
s
.
B
ac
an
lı,
Ak
g
ü
l
a
n
d
Ak
g
ü
l
[
1
8
]
s
tu
d
ies
t
h
e
d
i
f
f
er
e
n
ce
s
b
et
w
ee
n
i
n
d
i
v
id
u
al
s
’
v
al
u
e
p
atter
n
s
a
n
d
th
ei
r
v
alu
e
p
r
ef
er
en
ce
s
.
Kar
atek
i
n
,
Gen
çt
ü
r
k
an
d
Kılıço
ğ
l
u
[
1
9
]
d
ea
lt
w
it
h
th
e
v
al
u
e
h
ier
ar
ch
y
a
m
o
n
g
th
e
s
t
u
d
en
t
s
,
p
r
e
-
s
er
v
ice
s
o
cial
s
t
u
d
ies
tea
ch
er
s
an
d
teac
h
er
s
.
A
cu
n
,
Y
ü
ce
l,
Ön
d
er
an
d
T
a
r
m
a
n
[
2
0
]
in
v
esti
g
ated
th
e
i
m
p
o
r
tan
ce
o
f
t
h
e
v
al
u
es
co
n
t
ain
ed
in
t
h
e
ed
u
ca
tio
n
p
r
o
g
r
am
o
f
b
asic
ed
u
ca
tio
n
f
o
u
r
t
h
a
n
d
f
i
f
t
h
g
r
ad
es
f
o
r
teac
h
er
s
a
n
d
p
ar
en
ts
.
Ç
eli
k
k
a
y
a
an
d
Yıl
m
az
[
2
1
]
s
tu
d
ied
t
h
e
ex
p
ec
tat
io
n
s
o
f
teac
h
er
s
,
s
tu
d
en
t
s
a
n
d
p
ar
en
ts
f
r
o
m
v
al
u
es
ed
u
ca
tio
n
.
Ku
n
d
ak
çı,
Gü
m
ü
ş
an
d
Yıl
m
az
[
2
2
]
d
ea
lt
w
it
h
th
e
co
n
n
ec
tio
n
s
b
et
w
ee
n
th
e
v
al
u
e
p
r
ef
er
en
ce
s
a
n
d
p
r
o
f
ess
io
n
a
l
v
alu
e
s
a
m
o
n
g
th
e
s
en
io
r
n
u
r
s
i
n
g
s
t
u
d
en
ts
.
Fid
an
[
2
3
]
an
al
y
s
ed
th
e
v
al
u
e
p
r
ef
er
en
ce
s
o
f
p
r
e
-
s
er
v
ice
cla
s
s
r
o
o
m
teac
h
er
s
i
n
r
eg
ar
d
to
th
eir
f
u
t
u
r
e
p
lan
s
f
o
r
v
al
u
es
ed
u
ca
tio
n
.
Kes
k
i
n
[
2
4
]
ex
a
m
in
ed
t
h
e
v
al
u
e
clas
s
i
f
icat
io
n
o
f
teac
h
er
s
.
So
cial
s
t
u
d
ies
co
u
r
s
e
p
la
y
a
s
i
g
n
i
f
ica
n
t
r
o
le
in
tr
an
s
f
er
r
i
n
g
t
h
e
v
alu
e
s
to
s
t
u
d
en
t
s
.
I
n
th
e
e
d
u
ca
tio
n
al
p
r
o
g
r
am
f
o
r
t
h
e
s
o
cial
s
t
u
d
ies
co
u
r
s
e
s
(
2
0
1
8
)
th
e
v
al
u
es
ar
e
d
ef
in
ed
a
s
t
h
e
b
asic
u
n
its
o
f
o
u
r
p
er
s
o
n
a
l
ch
ar
ac
ter
is
tic
s
an
d
th
e
s
o
u
r
ce
f
o
r
o
u
r
in
n
er
p
o
w
er
to
d
ea
l
w
i
th
p
r
o
b
lem
s
th
at
w
e
co
m
e
ac
r
o
s
s
in
o
u
r
d
ail
y
li
f
e.
Mo
r
e
s
p
ec
if
icall
y
,
ed
u
ca
tio
n
a
l
s
y
s
te
m
s
atte
m
p
t
to
p
r
o
d
u
ce
in
d
iv
id
u
als
w
h
o
ac
q
u
ir
e
ce
r
tain
m
aj
o
r
v
alu
es.
T
h
er
e
ar
e
18
v
alu
es
to
b
e
tau
g
h
t
i
n
th
e
ed
u
ca
tio
n
p
r
o
g
r
a
m
o
f
th
e
s
o
cial
s
t
u
d
ies
co
u
r
s
e
i
n
th
e
s
ch
o
o
l
y
ea
r
o
f
2
0
1
7
/2
0
1
8
.
T
h
e
ed
u
ca
tio
n
p
r
o
g
r
a
m
o
f
t
h
e
s
o
cial
s
t
u
d
ies
c
o
u
r
s
e
s
i
n
t
h
e
s
c
h
o
o
l
y
ea
r
o
f
2
0
1
7
/2
0
1
8
th
er
e
ar
e
eig
h
teen
v
al
u
e
s
to
b
e
ta
u
g
h
t
[
2
5
]
.
T
h
ese
v
al
u
es
m
u
s
t
b
e
g
iv
e
n
b
y
a
s
s
o
ciati
n
g
t
h
e
m
with
t
h
e
ac
q
u
is
i
tio
n
s
w
it
h
i
n
t
h
e
lear
n
i
n
g
ar
ea
s
u
n
ti
l
th
e
ed
u
ca
tio
n
p
r
o
g
r
a
m
o
f
t
h
e
s
o
cial
s
tu
d
ies
co
u
r
s
e
is
co
m
p
leted
.
T
h
er
ef
o
r
e,
th
o
s
e
s
t
u
d
en
t
s
w
h
o
co
m
p
lete
d
th
e
s
ev
e
n
th
g
r
ad
e
ar
e
ex
p
ec
ted
to
ac
q
u
ir
e
th
ese
v
alu
e
s
.
I
t
is
r
ec
o
g
n
is
ed
th
a
t
th
o
s
e
s
ec
o
n
d
ar
y
s
t
u
d
en
t
s
w
h
o
atten
d
r
eg
io
n
a
l
b
o
ar
d
in
g
s
c
h
o
o
ls
ar
e
n
o
t
an
al
y
s
ed
in
ter
m
s
o
f
th
e
v
al
u
es
t
h
e
y
h
av
e.
T
h
e
ai
m
o
f
t
h
e
s
tu
d
y
i
s
to
r
ev
ea
l
t
h
e
p
r
ef
er
en
ce
s
o
f
t
h
e
s
t
u
d
en
t
s
atte
n
d
in
g
t
h
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637
2.
RE
S
E
ARCH
M
E
T
H
O
D
2
.
1
.
M
o
del o
f
t
he
s
t
ud
y
T
h
is
r
esear
ch
is
a
q
u
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e
r
esear
ch
to
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ete
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ef
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d
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eg
io
n
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o
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ar
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c
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l
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t
u
d
en
ts
r
e
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ar
d
in
g
t
h
e
v
a
lu
e
s
co
n
tain
ed
i
n
t
h
e
ed
u
ca
tio
n
al
p
r
o
g
r
a
m
o
f
t
h
e
s
o
cial
s
tu
d
ie
s
co
u
r
s
e.
Qu
a
litati
v
e
r
esear
ch
is
a
m
et
h
o
d
th
at
p
r
o
v
id
es
to
o
ls
to
b
etter
u
n
d
er
s
tan
d
i
n
d
iv
id
u
als
’
ex
p
er
ien
ce
s
,
f
ee
li
n
g
s
a
n
d
t
h
o
u
g
h
t
s
[
2
6
,
2
7
]
.
T
h
e
s
tar
tin
g
p
o
in
t
o
f
q
u
alitat
iv
e
r
e
s
ea
r
ch
i
s
s
o
cial
an
d
c
u
lt
u
r
al
p
o
in
ts
.
I
t
g
en
er
all
y
at
te
m
p
t
s
to
ex
a
m
in
e
a
s
p
ec
i
f
ic
s
u
b
j
ec
t
f
r
o
m
v
ar
io
u
s
p
er
s
p
ec
tiv
e
s
a
n
d
u
n
d
er
s
ta
n
d
it
i
n
d
ep
th
[
2
8
]
.
P
h
en
o
m
en
o
lo
g
y
w
h
ic
h
is
o
n
e
o
f
t
h
e
q
u
alita
ti
v
e
r
esear
ch
tec
h
n
iq
u
es
w
a
s
u
s
ed
in
th
e
r
esear
c
h
.
P
h
en
o
m
e
n
o
lo
g
y
e
n
ab
les
u
s
t
o
f
o
cu
s
o
n
th
e
f
ac
ts
ab
o
u
t
w
h
ic
h
w
e
d
o
n
o
t
h
av
e
an
in
-
d
ep
th
an
d
d
etailed
u
n
d
er
s
ta
n
d
in
g
.
P
h
en
o
m
en
o
lo
g
y
i
s
a
p
r
o
p
er
r
esear
ch
m
et
h
o
d
esp
ec
i
all
y
f
o
r
th
e
s
tu
d
ies
ai
m
i
n
g
to
in
v
e
s
ti
g
ate
th
i
n
g
s
s
u
c
h
as
ev
e
n
ts
,
ex
p
er
i
en
ce
s
,
p
er
ce
p
tio
n
s
,
o
r
ien
tatio
n
s
,
co
n
ce
p
ts
an
d
s
it
u
atio
n
s
in
th
e
w
o
r
ld
w
e
liv
e
in
[
2
9
,
3
0
]
.
I
n
th
i
s
s
tu
d
y
,
t
h
e
m
ea
n
in
g
s
t
h
at
b
o
ar
d
in
g
s
c
h
o
o
l
s
ec
o
n
d
ar
y
s
c
h
o
o
l
s
t
u
d
en
t
s
at
tach
ed
to
t
h
e
v
al
u
es
w
er
e
tr
ied
to
b
e
u
n
co
v
er
ed
.
2
.
2
.
P
a
rt
icipa
nts
T
h
e
p
ar
ticip
an
ts
o
f
t
h
e
s
t
u
d
y
ar
e
7
9
s
ec
o
n
d
ar
y
s
tu
d
e
n
ts
a
tten
d
in
g
t
h
e
ei
g
h
th
g
r
ad
e
o
f
a
r
eg
io
n
a
l
b
o
ar
d
in
g
s
ch
o
o
l in
T
u
r
k
e
y
d
u
r
in
g
th
e
s
p
r
i
n
g
s
e
m
ester
o
f
t
h
e
s
ch
o
o
l
y
ea
r
o
f
2
0
1
8
-
2
0
1
9
.
T
h
e
y
w
er
e
s
elec
ted
b
y
t
h
e
cr
iter
io
n
s
a
m
p
li
n
g
m
et
h
o
d
,
w
h
ic
h
is
o
n
e
o
f
th
e
p
u
r
p
o
s
ef
u
l
s
a
m
p
l
in
g
tech
n
iq
u
e
s
.
I
n
th
e
cr
iter
io
n
s
a
m
p
lin
g
m
et
h
o
d
,
th
e
s
itu
atio
n
s
to
b
e
ch
o
s
en
ar
e
ex
p
ec
ted
to
b
e
r
ich
in
ter
m
s
o
f
in
f
o
r
m
atio
n
lo
ad
[
3
1
]
.
T
h
er
ef
o
r
e,
s
in
ce
th
e
8
t
h
g
r
ad
e
s
tu
d
e
n
ts
ar
e
e
x
p
ec
ted
to
co
m
p
lete
t
h
e
ac
q
u
is
i
tio
n
s
r
elate
d
to
ei
g
h
tee
n
v
alu
e
s
i
n
cl
u
d
ed
in
th
e
ed
u
ca
tio
n
p
r
o
g
r
a
m
o
f
t
h
e
s
o
cial
s
tu
d
ies co
u
r
s
e,
th
e
s
tu
d
y
g
r
o
u
p
w
a
s
f
o
r
m
ed
w
ith
t
h
ese
s
tu
d
en
t
s
.
T
h
e
ch
ar
ac
ter
is
tics
o
f
th
e
s
t
u
d
y
g
r
o
u
p
ar
e:
T
h
er
e
ar
e
3
8
f
e
m
ales
(
4
8
%)
an
d
4
1
(
5
2
%)
m
ale
i
n
t
h
e
p
ar
ticip
an
t
g
r
o
u
p
.
C
o
n
ce
r
n
i
n
g
th
e
ed
u
ca
tio
n
al
b
ac
k
g
r
o
u
n
d
o
f
m
o
t
h
er
s
,
th
e
f
o
llo
w
i
n
g
i
n
f
o
r
m
at
io
n
is
f
o
u
n
d
:
illi
ter
ate
(
4
%),
p
r
i
m
ar
y
s
c
h
o
o
l
g
r
ad
u
ate
s
(
3
8
%),
s
ec
o
n
d
ar
y
s
ch
o
o
l
g
r
ad
u
ate
s
(
4
7
%)
an
d
h
i
g
h
s
ch
o
o
l
g
r
ad
u
ates
(
1
1
%).
T
h
e
f
ath
er
s
o
f
t
h
e
p
ar
ticip
an
ts
ar
e
f
o
u
n
d
to
h
av
e
th
e
f
o
llo
w
in
g
ed
u
ca
tio
n
al
b
ac
k
g
r
o
u
n
d
:
n
o
il
l
it
er
ate,
p
r
im
ar
y
s
c
h
o
o
l
g
r
ad
u
ates
(
2
0
%),
s
ec
o
n
d
ar
y
s
ch
o
o
l
g
r
ad
u
ates
(
4
7
%),
h
i
g
h
s
ch
o
o
l
g
r
ad
u
ates
(
3
2
%)
an
d
u
n
i
v
er
s
i
t
y
g
r
ad
u
ates
(
1
%).
T
h
er
e
w
as
n
o
m
o
t
h
er
o
f
th
e
p
ar
ti
c
ip
an
ts
w
h
o
w
o
r
k
as
a
g
r
icu
lt
u
r
e
lab
o
r
e
r
o
r
cr
af
t.
T
h
e
r
ate
o
f
th
o
s
e
w
h
o
w
o
r
k
as
w
o
r
k
er
a
n
d
s
elf
-
e
m
p
lo
y
ed
is
1
%.
T
h
e
r
ate
o
f
th
o
s
e
w
h
o
ar
e
h
o
u
s
e
w
i
f
e
is
(
8
9
%).
Fath
er
s
ar
e
f
o
u
n
d
to
h
av
e
th
e
f
o
llo
w
i
n
g
o
cc
u
p
atio
n
a
l
s
tatu
s
:
ag
r
icu
lt
u
r
e
lab
o
r
er
(
2
3
%),
w
o
r
k
er
(
1
6
%),
cr
af
t
(
1
1
%),
civ
il
s
er
v
an
t
(
1
4
%)
an
d
s
elf
-
e
m
p
lo
y
m
e
n
t
(
3
0
%).
T
h
e
r
ate
o
f
u
n
e
m
p
lo
y
m
e
n
t
am
o
n
g
t
h
e
f
ath
er
s
o
f
th
e
p
ar
ticip
an
t
s
is
f
o
u
n
d
to
b
e
(
3
%).
T
h
e
f
a
m
ilie
s
o
f
th
e
p
ar
ticip
an
ts
liv
e
in
d
if
f
er
en
t
p
lace
s
as
f
o
llo
w
s
:
2
7
%
in
v
i
llag
e
s
,
2
3
% in
to
w
n
s
,
2
1
% in
d
is
tr
ict
s
an
d
1
4
% in
cit
ie
s
.
2
.
3
.
Da
t
a
co
llect
io
n t
o
o
ls
T
h
e
d
ata
o
f
th
e
s
tu
d
y
ar
e
co
llected
th
r
o
u
g
h
th
e
ad
m
i
n
is
tr
a
tio
n
o
f
a
s
u
r
v
e
y
q
u
esti
o
n
n
air
e
w
it
h
t
w
o
p
ar
ts
w
h
ic
h
co
n
tai
n
s
o
p
en
-
e
n
d
ed
ite
m
s
.
T
h
e
f
ir
s
t
p
ar
t
o
f
t
h
e
q
u
es
tio
n
n
air
e
i
n
clu
d
es
ite
m
s
ab
o
u
t
t
h
e
s
o
cio
-
d
em
o
g
r
ap
h
ical
s
ta
tu
s
.
T
h
e
s
ec
o
n
d
p
ar
t
co
n
tain
s
eig
h
tee
n
v
alu
e
s
in
c
lu
d
ed
in
t
h
e
ed
u
ca
tio
n
al
p
r
o
g
r
a
m
o
f
th
e
s
o
cial
s
tu
d
ies
co
u
r
s
e.
T
h
e
p
ar
ticip
an
ts
w
er
e
ask
ed
to
r
an
k
t
h
e
v
alu
e
s
b
ased
o
n
th
e
i
m
p
o
r
ta
n
ce
o
f
t
h
es
e
v
alu
e
s
to
th
e
m
.
T
h
e
y
w
er
e
a
ls
o
in
s
tr
u
cted
t
h
at
i
f
th
e
y
t
h
o
u
g
h
t
a
v
a
lu
e
n
o
t
in
c
lu
d
ed
i
n
th
e
lis
t
w
a
s
also
i
m
p
o
r
tan
t
to
t
h
e
m
,
t
h
e
y
co
u
l
d
ad
d
it
to
th
e
li
s
t.
I
n
ad
d
itio
n
,
th
e
s
t
u
d
en
t
s
w
er
e
as
k
ed
to
w
r
ite
d
o
w
n
t
h
e
r
eq
u
ir
e
m
en
ts
w
h
y
t
h
e
y
p
r
ef
er
r
ed
th
e
v
al
u
es to
j
u
s
ti
f
y
th
eir
p
r
ef
er
en
ce
s
.
2
.
4
.
Da
t
a
a
na
ly
s
is
T
h
e
d
ata
o
b
tain
ed
w
er
e
a
n
al
y
s
ed
u
s
in
g
t
h
e
d
escr
ip
ti
v
e
a
n
d
co
n
ten
t
an
al
y
s
e
s
.
De
s
cr
ip
tiv
e
an
al
y
s
is
is
s
u
m
m
ar
izin
g
an
d
i
n
ter
p
r
etin
g
th
e
d
ata
ac
co
r
d
in
g
to
p
r
ed
ef
in
ed
th
e
m
es.
T
h
e
m
ain
p
u
r
p
o
s
e
o
f
th
e
d
escr
ip
tiv
e
an
al
y
s
is
is
to
p
r
esen
t
t
h
e
o
b
tain
ed
f
i
n
d
in
g
s
to
th
e
r
e
ad
er
d
ir
ec
tly
i
n
a
n
i
n
ter
p
r
eted
m
an
n
er
[
2
9
]
.
T
h
e
d
escr
ip
tiv
e
an
aly
s
is
w
as
u
s
ed
to
ev
alu
ate
s
tu
d
en
t
s
'
to
p
f
iv
e
p
r
ef
er
en
ce
s
r
eg
ar
d
in
g
eig
h
teen
v
al
u
e
s
co
n
tain
ed
in
th
e
ed
u
ca
tio
n
al
p
r
o
g
r
a
m
o
f
s
o
cial
s
tu
d
ies
co
u
r
s
e.
Du
r
in
g
t
h
e
an
al
y
s
is
o
f
th
e
d
ata,
it
w
a
s
s
ee
n
th
a
t
s
o
m
e
p
ar
ticip
an
t
s
e
x
p
r
ess
ed
t
w
o
v
al
u
es
to
g
eth
er
in
o
n
e
ite
m
.
B
ased
o
n
t
h
e
r
e
v
ie
w
s
o
f
t
h
e
ex
p
er
ts
e
x
p
r
ess
i
n
g
m
o
r
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3.
RE
SU
L
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S AN
D
D
I
SCU
SS
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N
3
.
1
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F
ind
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s
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n st
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As
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2
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ased
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3
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e
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d
en
t
s
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T
ab
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3
.
First
f
iv
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v
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s
t
h
at
ar
e
p
r
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r
ed
b
y
t
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m
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le
an
d
f
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m
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d
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t
s
R
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k
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f
v
a
l
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s
F
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r
st
f
i
v
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v
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h
a
t
a
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d
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t
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mal
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T
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f
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f
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v
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v
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s p
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f
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m
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s
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a
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s
f
%
V
a
l
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s
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%
T
h
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mo
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p
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f
e
r
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d
v
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l
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F
a
i
r
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ss
14
30
C
a
r
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g
f
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f
f
a
mi
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15
38
T
h
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se
c
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d
mo
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p
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f
e
r
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d
v
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H
o
n
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y
8
17
S
y
mp
a
t
h
y
6
15
T
h
e
t
h
i
r
d
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I
SS
N
:
2252
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8822
I
n
t.
J
.
E
v
al
.
&
R
es
.
E
d
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c
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Vo
l.
9
,
No
.
3
,
Sep
tem
b
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2
0
2
0
:
6
3
5
-
643
640
v
alu
e.
O
n
e
o
f
th
e
s
tu
d
e
n
ts
c
o
d
ed
FS
5
8
w
h
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j
u
s
ti
f
ied
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ce
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ce
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tes
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mily
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o
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s
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o
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e
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n
ts
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u
s
ti
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ied
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e
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n
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n
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s
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n
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g
n
if
ica
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ce
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e
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ts
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n
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y
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o
b
e
s
u
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ess
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l
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to
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tr
o
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r
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F
S4
4
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g
u
es
“
I
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my
fa
mily
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e
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o
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n
o
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s
t
u
d
en
t
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d
ed
FS
5
6
s
u
g
g
est
s
“
F
a
mil
y
is
life.
I
t
i
s
ve
r
y
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ig
n
ifica
n
t.
”
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m
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p
ar
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a
n
t
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ed
MS
6
4
s
tates
“
F
a
mily
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u
r
b
est
s
u
p
p
o
r
ter.
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th
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d
e
n
t
co
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ed
FS
9
p
o
in
ts
o
u
t
“
W
e
ca
n
n
o
t
a
ch
ieve
a
n
yth
in
g
w
ith
o
u
t
th
em.
I
t
is
ve
r
y
imp
o
r
ta
n
t
fo
r
me.
”
FS
4
in
d
icate
s
th
e
s
i
g
n
if
ica
n
ce
h
e
r
f
a
m
il
y
f
o
r
h
er
s
tati
n
g
“
I
lo
ve
d
o
in
g
ev
eryth
in
g
to
g
eth
er
w
ith
my
fa
mily.
”
T
h
e
p
ar
ticip
an
ts
al
s
o
p
r
o
v
id
ed
th
eir
ex
p
ec
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n
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s
r
eq
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ir
e
m
en
ts
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o
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ch
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o
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n
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is
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al
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e.
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u
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-
t
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e
m
es
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n
d
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ateg
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ies
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n
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eg
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e
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er
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ce
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er
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e
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e
o
f
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est
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in
F
i
g
u
r
e
4
.
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u
r
e
4
.
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b
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t
h
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n
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eg
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e.
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u
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ates
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t
th
e
v
al
u
e
o
f
h
o
n
es
t
y
in
c
lu
d
e
t
h
e
co
n
ce
p
tu
al
d
ef
i
n
itio
n
o
f
th
is
v
al
u
e,
t
h
e
s
i
g
n
i
f
ica
n
ce
o
f
t
h
e
v
al
u
e
a
n
d
th
e
ex
p
ec
tat
io
n
s
f
r
o
m
th
is
v
al
u
e.
T
w
o
o
f
th
e
s
tu
d
e
n
ts
w
h
o
e
x
p
lain
ed
th
eir
ch
o
ice
g
iv
i
n
g
th
e
co
n
ce
p
t
u
a
l
d
ef
in
itio
n
o
f
t
h
i
s
v
alu
e,
MS3
an
d
M
S1
5
,
s
u
g
g
es
t
th
at
h
o
n
e
s
t
y
is
“
tellin
g
ev
eryt
h
in
g
o
p
e
n
ly.
”
A
s
s
tated
ea
r
lier
s
o
m
e
p
ar
ticip
an
ts
j
u
s
tif
ied
t
h
eir
ch
o
ice
o
v
er
th
i
s
v
al
u
e
f
o
cu
s
in
g
o
n
it
s
s
i
g
n
i
f
i
ca
n
ce
.
St
u
d
en
t
s
ar
g
u
ed
th
at
h
o
n
est
y
is
i
m
p
o
r
tan
t
f
o
r
tr
u
s
t
an
d
in
teg
r
i
t
y
.
Fo
r
in
s
tan
ce
,
MS6
8
s
u
g
g
est
s
th
at
h
o
n
est
y
i
s
n
ee
d
ed
to
“
tr
u
s
t
o
th
er
p
eo
p
le.
”
an
d
FS
1
8
in
d
icate
s
th
at
h
o
n
est
y
i
s
s
i
g
n
i
f
ica
n
t
to
“
t
r
u
s
t
th
e
p
eo
p
le
s
h
e
mee
t…
”
A
s
m
e
n
tio
n
ed
ab
o
v
e
s
o
m
e
p
ar
ticip
a
n
ts
u
s
ed
th
eir
ex
p
ec
tatio
n
s
to
ac
co
u
n
t
f
o
r
th
eir
ch
o
ice
o
v
er
th
e
v
alu
e
o
f
h
o
n
es
t
y
.
Fo
r
in
s
ta
n
ce
,
th
e
s
tu
d
en
t
co
d
ed
MS5
9
s
tates
“
A
d
is
h
o
n
est
p
er
s
o
n
lies
a
lo
t.
”
T
h
e
s
u
b
-
th
e
m
e
s
an
d
ca
te
g
o
r
ies
r
elate
d
to
th
e
r
eq
u
ir
e
m
e
n
ts
w
h
y
th
e
v
al
u
e
o
f
s
y
m
p
at
h
y
i
s
p
r
ef
e
r
r
ed
b
y
th
e
p
ar
t
icip
an
t
s
ar
e
s
h
o
w
n
in
F
ig
u
r
e
5
.
Fig
u
r
e
5
.
Su
b
-
t
h
e
m
es i
n
r
eg
ar
d
to
th
e
p
r
ef
er
en
ce
o
v
er
th
e
v
a
lu
e
o
f
s
y
m
p
ath
y
T
h
er
e
w
er
e
43
s
tu
d
en
ts
w
h
o
p
r
ef
er
r
ed
th
e
v
alu
e
o
f
s
y
m
p
a
t
h
y
.
Ho
w
ev
er
,
o
f
th
e
m
o
n
l
y
11
s
tu
d
en
ts
p
r
o
v
id
ed
a
j
u
s
tif
icatio
n
f
o
r
th
eir
ch
o
ice.
As
ca
n
b
e
s
ee
n
in
Fi
g
u
r
e
5
th
e
th
e
m
e
s
co
n
ce
r
n
in
g
th
e
v
alu
e
o
f
sy
m
p
ath
y
i
n
cl
u
d
e
th
e
co
n
ce
p
t
u
al
d
ef
i
n
it
io
n
o
f
t
h
i
s
v
al
u
e,
t
h
e
s
ig
n
i
f
ica
n
ce
o
f
t
h
e
v
a
lu
e
a
n
d
th
e
ex
p
ec
tatio
n
s
f
r
o
m
t
h
e
v
al
u
e
o
f
s
y
m
p
at
h
y
.
On
e
o
f
th
e
s
tu
d
e
n
ts
w
h
o
ac
co
u
n
ted
f
o
r
th
eir
c
h
o
ice
o
v
er
th
is
v
al
u
e
u
s
i
n
g
th
e
co
n
ce
p
t
u
al
d
e
f
i
n
itio
n
s
co
d
ed
FS
6
s
tated
“
I
like
yo
u
n
g
er
ch
ild
r
en
.
”
an
d
t
h
e
o
t
h
er
o
n
e
co
d
ed
MS5
9
in
d
icate
s
“
I
like
my
h
o
mela
n
d
,
my
n
a
tio
n
a
n
d
my
fla
g
…
”
So
m
e
s
tu
d
e
n
ts
also
u
s
ed
th
e
s
ig
n
i
f
ica
n
ce
o
f
th
is
v
alu
e
to
ex
p
lain
t
h
eir
c
h
o
ice
o
v
er
th
e
v
al
u
e
o
f
s
y
m
p
at
h
y
.
On
e
o
f
t
h
e
s
t
u
d
en
t
co
d
ed
FS
5
4
w
h
o
u
s
ed
he
r
ex
p
ec
tatio
n
s
to
ac
co
u
n
t
f
o
r
h
er
ch
o
ice
o
v
er
th
e
v
alu
e
o
f
s
y
m
p
a
th
y
s
tate
s
“
B
ec
a
u
s
e
I
w
a
n
t
my
fa
mily
to
h
a
ve
lo
ve
.
”
Fig
u
r
e
6
p
r
esen
t
s
th
e
co
n
ce
p
tu
al
d
e
f
in
itio
n
a
n
d
th
e
s
ig
n
i
f
ican
ce
o
f
th
e
v
al
u
e
o
f
t
h
e
p
atr
io
tis
m
w
h
ic
h
ar
e
u
s
ed
b
y
t
h
e
p
ar
ticip
an
ts
to
j
u
s
t
if
y
th
eir
p
r
ef
er
e
n
ce
o
v
er
th
i
s
v
alu
e.
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
V
a
lu
e
p
r
eferen
ce
s
a
n
d
r
eq
u
ir
eme
n
ts
o
f th
e
s
tu
d
en
ts
a
tten
d
in
g
th
e
r
eg
io
n
a
l b
o
a
r
d
in
g
… (
S
i
b
el
Ya
z
ıcı
)
641
Fig
u
r
e
6
.
C
o
n
ce
p
tu
al
d
e
f
in
itio
n
an
d
th
e
s
i
g
n
i
f
ica
n
ce
co
n
ce
r
n
in
g
t
h
e
v
alu
e
o
f
th
e
p
atr
io
tis
m
Of
4
4
s
tu
d
en
t
s
w
h
o
p
r
ef
er
r
ed
th
e
v
al
u
e
o
f
p
atr
io
tis
m
o
n
l
y
t
h
ir
teen
p
r
o
v
id
ed
a
j
u
s
tif
icatio
n
f
o
r
th
eir
ch
o
ice.
Fig
u
r
e
6
in
d
icate
s
th
at
th
er
e
ar
e
s
ev
er
al
th
e
m
es
ab
o
u
t
th
e
m
ea
n
i
n
g
ab
o
u
t
th
e
v
al
u
e
o
f
p
atr
io
tis
m
a
n
d
its
s
i
g
n
if
ican
ce
.
T
h
e
j
u
s
ti
f
icati
o
n
s
o
f
t
h
e
s
t
u
d
en
t
s
MS4
,
FS
1
2
,
MS1
3
,
MS1
4
an
d
MS6
7
e
m
p
lo
y
ed
co
n
ce
p
tu
al
d
ef
in
i
tio
n
s
s
tati
n
g
th
at
th
i
s
v
al
u
e
r
ef
er
s
to
t
h
e
s
y
m
p
at
h
y
f
o
r
t
h
e
h
o
m
ela
n
d
an
d
an
o
th
er
s
tu
d
en
t
MS5
u
s
ed
also
a
co
n
ce
p
tu
al
d
ef
i
n
it
io
n
s
u
g
g
esti
n
g
t
h
at
it
r
e
f
er
s
to
th
e
s
y
m
p
at
h
y
f
o
r
t
h
e
h
o
m
elan
d
a
n
d
th
e
n
atio
n
.
T
h
e
i
m
p
o
r
tan
ce
o
f
p
atr
io
tis
m
i
s
t
h
e
r
eq
u
ir
e
m
en
ts
w
h
y
th
e
s
e
s
t
u
d
en
ts
p
r
ef
er
t
h
e
s
aid
v
a
lu
e.
F
o
r
in
s
tan
ce
,
M
S1
6
r
ep
o
r
ts
“
Ho
mela
n
d
is
th
e
mo
s
t imp
o
r
ta
n
t th
in
g
t
o
me
in
life.
”
T
h
e
p
ar
ticip
an
ts
w
er
e
ask
ed
t
o
p
r
ef
er
f
iv
e
v
alu
e
s
a
m
o
n
g
ei
g
h
tee
n
v
a
lu
e
s
co
v
er
ed
in
th
e
ed
u
ca
tio
n
p
r
o
g
r
am
o
f
s
o
cial
s
t
u
d
ies
co
u
r
s
e.
T
h
e
f
in
d
i
n
g
s
s
h
o
w
t
h
at
o
f
eig
h
tee
n
v
al
u
e
s
ev
e
n
tee
n
w
er
e
p
r
ef
er
ed
b
y
th
e
p
ar
ticip
an
ts
.
No
n
e
o
f
t
h
e
p
ar
ticip
an
ts
p
r
ef
er
ed
th
e
v
al
u
e
o
f
ae
s
t
h
etic.
T
h
is
f
i
n
d
in
g
i
s
co
n
s
is
ten
t
w
it
h
t
h
e
f
i
n
d
in
g
r
ep
o
r
ted
b
y
A
c
u
n
,
Y
ü
ce
l,
Ön
d
er
an
d
T
ar
m
an
[
2
0
]
.
I
n
t
h
is
s
t
u
d
y
i
t
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f
o
u
n
d
t
h
at
f
a
m
ilie
s
,
teac
h
er
s
a
n
d
ev
en
p
r
eser
v
ice
teac
h
er
s
w
er
e
n
o
t
in
ter
e
s
ted
in
t
h
e
ae
s
th
et
i
c
v
alu
e.
Gö
k
a
y
a
n
d
De
m
ir
[
3
3
]
s
u
g
g
est
th
at
ar
t
s
ed
u
ca
tio
n
s
h
o
u
ld
b
e
g
iv
e
n
i
m
p
o
r
ta
n
ce
at
s
ch
o
o
ls
to
i
m
p
r
o
v
e
th
e
v
al
u
e
o
f
ae
s
t
h
etic.
On
th
e
o
th
er
h
an
d
,
A
lad
a
ğ
,
Ku
zg
u
n
an
d
Ku
ş
ç
u
o
ğ
lu
[
3
4
]
co
n
clu
d
e
t
h
at
ac
tiv
iti
es
an
d
p
r
ac
tice
s
r
eg
ar
d
i
n
g
th
e
v
al
u
e
o
f
ae
s
t
h
eti
c
ar
e
n
o
t
s
u
f
f
icien
t
i
n
t
h
e
co
u
r
s
e
s
o
f
li
f
e
s
cie
n
ce
s
an
d
s
o
cial
s
t
u
d
ies.
T
h
e
teac
h
er
s
s
tated
t
h
at
th
e
ae
s
t
h
etic
v
al
u
e
is
a
v
a
lu
e
th
at
s
h
o
u
ld
b
e
g
ai
n
ed
f
r
o
m
an
ea
r
l
y
a
g
e.
T
h
er
ef
o
r
e,
th
e
f
ac
t
t
h
at
t
h
e
ae
s
th
etic
v
al
u
e
w
a
s
n
o
t
p
r
ef
er
r
ed
b
y
an
y
p
ar
ticip
a
n
t
i
n
th
e
s
t
u
d
y
s
u
g
g
e
s
ts
t
h
at
t
h
e
m
en
tio
n
ed
p
r
ac
tices
ar
e
s
i
m
ilar
in
th
e
s
ch
o
o
l
w
h
er
e
th
e
s
t
u
d
y
is
ca
r
r
ied
o
u
t
.
A
n
o
t
h
er
less
p
r
ef
er
r
ed
v
alu
e
b
y
t
h
e
p
ar
ticip
an
ts
is
th
e
v
al
u
e
o
f
b
ein
g
s
c
ien
t
if
ic.
T
h
is
f
i
n
d
in
g
is
also
c
o
n
s
i
s
te
n
t
w
it
h
th
e
p
r
ev
io
u
s
f
i
n
d
in
g
s
.
Fo
r
in
s
t
an
ce
,
Sar
ı
[
3
5
]
f
o
u
n
d
a
s
i
m
ilar
r
esu
lt
in
t
h
e
s
tu
d
y
w
it
h
a
s
a
m
p
le
o
f
p
r
e
-
s
er
v
ice
teac
h
er
s
.
I
n
t
h
e
s
t
u
d
y
o
f
K
atıl
m
ı
ş
,
E
k
ş
i
an
d
Özt
ü
r
k
[
3
6
]
it
is
f
o
u
n
d
th
a
t
o
r
g
an
izi
n
g
ed
u
ca
tio
n
al
ac
ti
v
iti
es
in
s
cie
n
ti
f
ic
o
r
ien
te
d
ch
ar
ac
ter
ed
u
ca
tio
n
p
r
o
g
r
a
m
s
i
n
teg
r
a
ted
w
it
h
7
th
g
r
ad
e
So
cial
Stu
d
ie
s
co
u
r
s
e
ac
q
u
i
s
iti
o
n
s
in
cr
ea
s
e
th
e
i
n
ter
est i
n
t
h
e
v
alu
e
o
f
b
ein
g
s
cie
n
ti
f
ic.
T
h
e
f
ir
s
t
f
i
v
e
v
a
lu
e
s
t
h
at
ar
e
p
r
ef
er
ed
m
o
s
t
ar
e
f
o
u
n
d
to
b
e
ca
r
in
g
f
o
r
t
h
e
u
n
it
y
o
f
f
a
m
i
l
y
,
h
o
n
est
y
,
s
y
m
p
a
th
y
a
n
d
p
atr
io
tis
m
.
T
h
e
f
ac
t
t
h
at
t
h
e
s
t
u
d
en
t
s
p
ar
tici
p
ated
in
th
e
s
tu
d
y
li
v
e
a
w
a
y
f
r
o
m
t
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f
a
m
i
lies
s
ee
m
s
to
b
e
th
e
r
eq
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ir
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m
e
n
t
s
w
h
y
th
e
y
p
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t
e
m
p
h
a
s
is
o
n
t
h
e
v
al
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e
o
f
g
i
v
i
n
g
i
m
p
o
r
tan
c
e
to
f
a
m
i
l
y
u
n
it
y
.
Sağ
la
m
a
n
d
T
u
n
ar
[
3
7
]
in
th
e
ir
s
tu
d
y
ab
o
u
t
t
h
e
s
i
g
n
i
f
ican
c
e
o
f
f
a
m
il
y
u
n
it
y
an
d
te
n
d
en
c
y
to
to
ler
ate
f
o
u
n
d
th
at
ch
ild
r
en
li
v
in
g
w
it
h
t
h
eir
p
ar
en
ts
r
eg
ar
d
th
e
f
a
m
i
l
y
u
n
it
y
m
u
c
h
m
o
r
e
s
i
g
n
if
ica
n
t.
I
n
t
h
e
s
tu
d
y
b
y
T
a
y
an
d
Yıld
ır
ı
m
[
3
8
]
w
it
h
a
s
a
m
p
le
o
f
t
h
e
p
ar
en
ts
o
n
t
h
e
v
al
u
es
in
t
en
d
ed
to
b
e
ac
q
u
ir
ed
in
th
e
s
o
cial
s
t
u
d
ies
co
u
r
s
e
,
th
e
v
al
u
e
o
f
g
i
v
i
n
g
i
m
p
o
r
ta
n
ce
to
f
a
m
il
y
u
n
it
y
w
as
a
m
o
n
g
th
e
to
p
f
iv
e
v
alu
e
s
.
T
h
e
r
esu
ltin
g
s
it
u
atio
n
in
d
icate
s
th
at
v
al
u
e
tr
an
s
f
er
i
s
a
p
r
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ce
s
s
th
a
t
b
eg
i
n
s
i
n
t
h
e
f
a
m
il
y
a
n
d
co
n
ti
n
u
es
at
th
e
s
c
h
o
o
l.
Ho
n
est
y
,
lo
v
e
an
d
p
atr
io
tis
m
th
at
ar
e
b
asic
v
alu
e
s
ar
e
am
o
n
g
th
e
to
p
f
iv
e
v
alu
es
o
f
s
t
u
d
en
t
s
.
I
n
th
e
s
tu
d
y
ca
r
r
ied
o
u
t
b
y
T
o
p
al
[
3
9
]
,
it
is
r
ev
ea
led
t
h
at
m
o
r
e
ac
tiv
ities
ar
e
ca
r
r
ied
o
u
t
in
s
c
h
o
o
ls
r
e
g
ar
d
in
g
t
h
e
b
asic
v
alu
e
s
.
T
h
e
r
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lt
s
o
f
th
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s
tu
d
y
s
h
o
w
th
a
t
s
i
x
o
u
t
o
f
te
n
b
asic
v
a
lu
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s
ar
e
m
o
s
tl
y
d
is
c
u
s
s
ed
in
t
h
e
co
u
r
s
es.
F
o
r
in
s
tan
ce
,
T
ü
r
k
k
ah
r
a
m
a
n
[
4
0
]
p
o
in
ts
o
u
t
th
at
th
er
e
ar
e
h
ig
h
er
co
r
e
v
alu
es
in
s
o
ciet
y
t
h
a
n
o
th
er
s
.
T
h
er
ef
o
r
e,
it
is
o
n
ce
ag
ain
r
e
v
ea
led
t
h
at
f
a
m
i
l
y
a
n
d
s
ch
o
o
l
cu
l
tu
r
e
a
f
f
ec
t
s
t
u
d
en
t
s
'
v
alu
e
p
r
e
f
er
en
ce
s
.
I
n
t
h
e
s
t
u
d
y
,
al
th
o
u
g
h
it
w
as
s
tated
th
at
s
tu
d
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n
ts
co
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ld
ex
p
r
ess
n
e
w
v
al
u
es
ap
ar
t
f
r
o
m
t
h
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cu
r
r
en
t
eig
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tee
n
v
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o
n
l
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s
t
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co
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ex
p
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a
n
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w
v
alu
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n
a
m
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y
t
h
e
v
al
u
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o
f
s
y
m
p
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h
y
f
o
r
f
lag
s
.
I
n
th
is
ca
s
e,
it
ca
n
b
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s
aid
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at
s
tu
d
e
n
ts
h
a
v
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a
v
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p
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s
p
ec
ti
v
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w
it
h
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n
th
e
li
m
itatio
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s
o
f
t
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e
f
r
a
m
e
w
o
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k
o
f
f
a
m
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y
a
n
d
s
c
h
o
o
l c
u
lt
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r
e.
W
h
eth
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g
e
n
d
er
af
f
ec
t
s
v
al
u
e
p
r
ef
er
en
ce
is
ex
a
m
i
n
ed
in
th
e
s
tu
d
y
.
A
l
th
o
u
g
h
th
e
r
es
u
lts
d
o
n
o
t
r
ev
ea
l
a
s
ig
n
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f
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n
t
d
i
f
f
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ce
b
ase
d
o
n
th
e
g
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n
d
er
o
f
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p
ar
ticip
an
ts
,
it
is
s
h
o
w
n
t
h
at
t
h
e
r
e
ar
e
s
o
m
e
m
in
o
r
d
if
f
er
e
n
ce
s
in
t
h
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p
r
ef
er
en
ce
s
.
Am
o
n
g
th
e
to
p
f
iv
e
v
al
u
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s
,
it
is
s
ee
n
th
at
m
ale
s
t
u
d
en
t
s
p
r
ef
er
co
r
e
v
alu
es
s
u
c
h
as
f
air
n
e
s
s
a
n
d
p
atr
io
tis
m
,
an
d
f
e
m
a
le
s
t
u
d
en
t
s
p
r
ef
er
cu
ltu
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al
a
n
d
u
n
i
v
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s
al
v
a
l
u
es
s
u
c
h
as
g
i
v
in
g
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m
p
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tan
ce
to
f
a
m
i
l
y
u
n
it
y
a
n
d
f
r
ee
d
o
m
.
T
h
e
co
r
e
v
alu
e
s
o
f
s
y
m
p
at
h
y
an
d
h
o
n
e
s
t
y
ar
e
t
h
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co
m
m
o
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v
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u
es
in
th
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f
ir
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t
f
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p
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ed
v
alu
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b
y
m
ale
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d
f
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m
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p
ar
t
icip
an
ts
.
T
h
is
f
in
d
i
n
g
i
s
co
n
s
is
ten
t
w
ith
t
h
at
o
f
R
o
k
ea
c
h
[
4
1
]
w
h
o
ar
g
u
ed
th
a
t
th
at
m
e
n
an
d
w
o
m
en
p
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th
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s
a
m
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v
a
lu
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s
in
th
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k
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m
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d
least
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p
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v
a
lu
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s
.
Sc
h
w
a
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tz
an
d
R
u
b
el
[
4
2
]
a
n
d
Sc
h
war
tz
an
d
L
i
f
s
c
h
itz
[
4
3
]
an
al
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s
ed
th
e
r
elatio
n
s
h
ip
s
b
et
w
ee
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g
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p
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at
w
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m
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m
o
r
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m
p
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tan
ce
to
g
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o
d
n
ess
an
d
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.
J
.
E
v
al
.
&
R
es
.
E
d
u
c
.
Vo
l.
9
,
No
.
3
,
Sep
tem
b
er
2
0
2
0
:
6
3
5
-
643
642
u
n
i
v
er
s
al
it
y
th
a
n
m
e
n
b
ec
au
s
e
o
f
t
h
eir
i
n
n
ate
ch
ar
ac
ter
is
tics
an
d
t
h
at
m
en
d
u
e
to
t
h
eir
n
at
u
r
e
f
o
c
u
s
m
o
r
e
o
n
p
o
w
er
an
d
s
u
cc
ess
-
o
r
ien
ted
v
alu
es
th
a
n
w
o
m
e
n
.
I
n
th
e
s
tu
d
y
o
f
E
r
s
o
y
[
4
4
]
,
it
is
r
ev
ea
led
th
at
m
e
n
p
r
ef
er
v
alu
e
s
t
h
at
co
n
tai
n
p
o
w
er
an
d
n
atio
n
ali
s
m
an
d
w
o
m
e
n
p
r
ef
e
r
v
alu
es
t
h
at
e
m
p
h
a
s
iz
e
f
r
ee
d
o
m
.
T
h
er
ef
o
r
e,
it
is
s
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n
th
at
s
o
m
e
v
alu
e
s
m
a
y
b
e
d
if
f
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t
in
ter
m
s
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u
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m
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co
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id
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in
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co
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v
alu
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s
.
4.
CO
NCLU
SI
O
N
T
h
e
s
tu
d
y
ai
m
s
at
u
n
co
v
er
in
g
th
e
v
al
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p
r
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ce
s
o
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th
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tu
d
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s
atten
d
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t
h
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a
r
eg
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b
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ch
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o
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n
d
at
a
n
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i
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j
u
s
ti
f
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tio
n
s
o
v
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d
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ta
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th
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m
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tr
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a
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tio
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ts
w
h
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c
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s
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p
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e
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m
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s
.
O
f
th
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m
38
w
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f
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d
41
m
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s
.
T
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y
w
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m
o
s
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f
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m
f
a
m
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w
it
h
lo
w
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s
o
cio
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ec
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o
m
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s
t
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s
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T
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is
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it
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m
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f
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b
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ch
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tio
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ch
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en
o
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lo
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m
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f
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i
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p
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s
w
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e
t
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e
is
n
o
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u
ca
tio
n
al
o
p
p
o
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tu
n
i
t
y
.
Mo
r
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v
er
,
t
h
e
f
ac
t
t
h
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s
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s
tu
d
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'
p
lace
s
o
f
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ce
ar
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g
en
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al
l
y
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m
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te
d
i
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ter
m
s
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u
ca
tio
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al
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p
p
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itie
s
s
u
ch
a
s
v
i
llag
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s
,
to
w
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s
,
a
n
d
to
w
n
s
,
a
n
d
it
also
co
in
cid
e
w
it
h
t
h
e
m
i
s
s
i
o
n
o
f
th
ese
s
c
h
o
o
ls
.
An
o
th
er
d
i
m
e
n
s
io
n
o
f
th
e
s
t
u
d
y
is
th
at
s
t
u
d
en
t
s
ca
n
ex
p
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es
s
th
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r
atio
n
ale
f
o
r
p
r
ef
er
r
in
g
v
alu
es.
W
h
e
n
th
e
d
ata
w
as
e
v
al
u
ated
,
it
w
a
s
f
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n
d
th
a
t
n
o
j
u
s
tif
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co
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ld
b
e
ex
p
r
ess
ed
f
o
r
ea
ch
p
r
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er
r
ed
v
alu
e.
T
h
is
s
u
g
g
e
s
ts
th
at
t
h
e
m
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n
i
n
g
o
f
v
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u
n
k
n
o
w
n
o
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ca
n
n
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t
b
e
ex
p
r
ess
ed
.
W
h
e
n
th
e
r
eq
u
ir
e
m
en
ts
f
o
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p
r
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ce
f
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f
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n
s
,
ele
m
e
n
ts
t
h
at
ex
p
r
es
s
i
m
p
o
r
tan
ce
an
d
ex
p
ec
tatio
n
ar
e
r
ev
ea
led
.
T
h
er
ef
o
r
e,
f
o
r
YB
O
s
tu
d
en
ts
,
t
h
e
m
ea
n
i
n
g
o
f
v
alu
e,
its
p
er
s
o
n
al
a
n
d
s
o
cial
s
ig
n
i
f
ica
n
ce
,
an
d
it
s
co
n
tr
ib
u
t
in
g
ele
m
en
t
s
w
er
e
co
n
s
id
er
ed
as
r
eq
u
ir
e
m
en
t
s
to
p
r
ef
er
v
alu
e.
B
ased
o
n
th
e
f
in
d
in
g
s
o
f
th
e
s
t
u
d
y
it
is
p
o
s
s
ib
le
to
o
f
f
er
th
e
s
u
g
g
es
tio
n
s
:
1
)
T
h
e
r
ea
s
o
n
s
af
f
ec
tin
g
th
e
s
itu
a
tio
n
ca
n
b
e
r
ev
ea
led
b
y
c
o
n
d
u
cti
n
g
s
t
u
d
ies
o
n
t
h
e
v
a
lu
e
s
th
at
ar
e
n
o
t
p
r
ef
er
r
ed
b
y
t
h
e
s
tu
d
e
n
ts
o
r
at
least
th
e
p
r
ef
er
r
ed
v
alu
es.
2
)
I
t
is
f
o
u
n
d
in
th
e
s
tu
d
y
t
h
at
t
h
e
r
eq
u
ir
e
m
e
n
t
s
f
o
r
v
alu
e
p
r
ef
er
e
n
c
e
b
y
s
t
u
d
en
t
s
ar
e
n
o
t
w
r
itte
n
i
n
d
etail.
A
cc
o
r
d
in
g
l
y
,
ex
p
er
i
m
e
n
tal
r
e
s
ea
r
ch
o
r
lo
n
g
-
ter
m
ac
tio
n
r
esear
ch
ca
n
b
e
c
ar
r
ied
o
u
t
to
m
a
k
e
th
e
m
m
u
c
h
clea
r
er
.
RE
F
E
R
E
NC
E
S
[1
]
M
.
Z.
A
y
d
ın
a
n
d
Ş
.
G
ü
rler A
k
y
o
l,
Ok
u
ld
a
d
e
ğ
e
rle
r e
ğ
it
imi.
A
n
k
a
ra
:
No
b
e
l
Ya
y
ın
c
ıl
ık
,
2
0
1
2
.
[2
]
L
.
T
o
m
a
si,
“
V
a
lu
e
s
,
”
i
n
W
.
H.
S
w
a
to
s
(Ed
.
),
En
c
y
c
lo
p
e
d
ia
o
f
re
li
g
io
n
a
n
d
s
o
c
iety
.
W
a
ln
u
t
Cre
e
k
:
A
lt
e
m
ir
a
P
re
ss
,
p
p
.
5
3
7
-
5
3
9
,
1
9
9
8
.
[3
]
M
.
Ş
a
h
in
,
K
u
ru
m
b
a
k
ımı
a
lt
ı
n
d
a
k
i
ç
o
c
u
k
l
a
rd
a
d
e
ğ
e
r
o
lu
ş
u
mu
:
An
k
a
ra
Ço
c
u
k
Evle
ri
ö
rn
e
ğ
i.
(
Ya
y
ı
m
lan
m
a
m
ış
Do
k
to
ra
T
e
z
i),
Ga
z
i
Ün
iv
e
rsites
i
S
o
sy
a
l
Bil
i
m
ler E
n
stit
ü
sü
,
A
n
k
a
r
a
,
2
0
1
9
.
[4
]
M
.
Ya
z
ıcı,
“
De
ğ
e
rler
v
e
to
p
l
u
m
sa
l
y
a
p
ıd
a
so
sy
a
l
d
e
ğ
e
rlerin
y
e
r
i,
”
Fı
ra
t
Ün
ive
rs
it
e
si
S
o
sy
a
l
Bi
l
imler
De
rg
isi
,
v
o
l.
24
,
n
o
.
1
,
p
p
.
2
0
9
-
2
2
3
,
2
0
1
4
.
[5
]
M
.
E
Ku
şd
il
a
n
d
Ç.
Ka
ğ
ıt
ç
ı
b
a
şı,
“
T
ü
rk
ö
ğ
re
t
m
e
n
lerin
in
d
e
ğ
e
r
y
ö
n
e
li
m
leri
v
e
S
c
h
w
a
rt
z
De
ğ
e
r
Ku
ra
m
ı,
”
T
ü
rk
Psiko
lo
ji
De
rg
isi
,
v
o
l.
15
,
n
o
.
4
5
,
p
p
.
5
9
-
7
6
,
2
0
0
0
.
[6
]
M
.
T
e
z
c
a
n
,
S
o
sy
o
lo
ji
y
e
g
iriş.
A
n
k
a
ra
:
A
n
ı
Ya
y
ın
c
ıl
ık
,
2
0
1
1
.
[7
]
M
.
Ay
d
ın
,
“
G
e
n
ç
li
ğ
in
d
e
ğ
e
r
a
lg
ıs
ı:
Ko
n
y
a
ö
rn
e
ğ
i,
”
De
ğ
e
rle
r E
ğ
it
i
mi
De
rg
isi
,
v
o
l.
1
,
n
o
.
3
,
p
p
.
1
2
1
-
1
4
4
,
2
0
0
3
.
[8
]
N.
Ku
rt
d
e
d
e
F
id
a
n
,
“
Öğ
re
tm
e
n
a
d
a
y
ların
ın
d
e
ğ
e
r
ö
ğ
re
ti
m
in
e
il
işk
in
g
ö
r
ü
şle
ri,
”
K
u
ra
ms
a
l
E
ğ
it
imb
il
i
m
,
v
o
l.
2
,
n
o
.
2
,
p
p
.
1
-
1
8
,
2
0
0
9
.
[9
]
S
.
T
u
ra
n
a
n
d
D
.
A
k
tan
,
“
Ok
u
l
h
a
y
a
tı
n
d
a
v
a
r
o
lan
v
e
o
l
m
a
sı
d
ü
şü
n
ü
le
n
so
sy
a
l
d
e
ğ
e
rl
e
r,
”
T
ü
rk
Eğ
it
im
Bi
li
mle
r
i
De
rg
isi
,
v
o
l.
6
,
n
o
.
2
,
p
p
.
2
2
7
-
2
5
9
,
2
0
0
8
.
[1
0
]
M
il
lî
Eğ
it
im
Ba
k
a
n
lı
ğ
ı
(M
EB),
O
k
u
l
ö
n
c
e
si
e
ğ
it
im
v
e
il
k
ö
ğ
re
ti
m
k
u
ru
m
ları
y
ö
n
e
t
m
e
li
ğ
i.
2
0
1
4
.
[
On
li
n
e
]
.
A
v
a
il
a
b
le:
h
tt
p
s:/
/www
.
re
s
m
i
g
a
z
e
te.g
o
v
.
tr/
e
sk
il
e
r/2
0
1
4
/0
7
/2
0
1
4
0
7
2
6
-
4
.
h
tm
[1
1
]
H.
Ka
lt
h
o
f
f
,
W
o
h
ler
zo
g
e
n
h
e
it
.
E
i
n
e
Et
h
n
o
g
ra
p
h
ie
De
u
tsc
h
e
r
I
n
ter
n
a
tssc
h
u
len
(W
e
ll
e
d
u
c
a
ted
.
A
n
e
th
n
o
g
ra
p
h
y
o
f
G
e
r
m
a
n
b
o
a
rd
i
n
g
sc
h
o
o
ls)
.
Ne
w
Yo
rk
:
Ca
m
p
u
s,
1
9
9
7
.
[1
2
]
A
J
M
a
rti
n
,
B.
P
a
p
w
o
rth
,
P
.
G
in
n
s
a
n
d
L
.
E.
M
a
lm
b
e
rg
,
“
M
o
ti
v
a
ti
o
n
,
e
n
g
a
g
e
m
e
n
t,
a
n
d
so
c
ial
c
li
m
a
te:
A
n
in
tern
a
ti
o
n
a
l
st
u
d
y
o
f
b
o
a
rd
i
n
g
sc
h
o
o
ls,”
J
o
u
r
n
a
l
o
f
Ed
u
c
a
ti
o
n
a
l
Ps
y
c
h
o
lo
g
y
,
v
o
l.
1
0
8
,
n
o
.
6
,
p
p
.
7
7
2
–
7
8
7
,
2
0
1
6
.
[1
3
]
N.
Ho
fm
a
n
n
,
Va
lu
e
E
d
u
c
a
ti
o
n
o
f
Y
o
u
th
.
Hu
m
a
n
w
isse
n
sc
h
a
f
tl
ich
e
n
F
a
k
u
lt
ä
t
d
e
r
Un
iv
e
rsität
P
o
ts
d
a
m
,
G
e
r
m
a
n
y
,
2
0
0
2
.
[1
4
]
W
.
V
e
u
g
e
lers
a
n
d
P
.
V
e
d
d
e
r,
“
V
a
lu
e
s
i
n
tea
c
h
in
g
,”
T
e
a
c
h
e
rs
a
n
d
T
e
a
c
h
i
n
g
:
T
h
e
o
ry
a
n
d
Pr
a
c
ti
c
e
,
v
o
l.
9
,
n
o
.
4
,
p
p
.
3
7
7
-
3
8
9
,
2
0
0
3
.
[1
5
]
S
c
h
w
a
rtz,
S
.
H.
,
“
V
a
lu
e
s
a
n
d
c
u
lt
u
re
,
”
i
n
D.
M
u
n
ro
,
J.
F
.
S
c
h
u
m
a
k
e
r
a
n
d
S
.
C.
Ca
rr
(Ed
s.),
M
o
t
iva
ti
o
n
a
n
d
c
u
lt
u
re
.
Ne
w
Yo
rk
:
Ro
u
tl
e
d
g
e
,
p
p
.
6
9
–
84,
1
9
9
7
.
[1
6
]
H.
Ba
c
a
n
lı
,
“
Ün
iv
e
rsite ö
ğ
re
n
c
il
e
rin
in
d
e
ğ
e
r
terc
ih
leri,
”
Eğ
it
im
Y
ö
n
e
ti
mi
De
rg
isi
,
v
o
l.
5
,
n
o
.
2
0
,
p
p
.
5
9
7
–
6
1
0
,
1
9
9
9
.
[1
7
]
T
.
Yıld
ırı
m
,
“
Tarih
ö
ğ
re
tm
e
n
a
d
a
y
ların
ın
p
r
o
g
ra
m
d
a
k
i
d
e
ğ
e
rlere
il
işk
in
d
e
ğ
e
r
h
iy
e
ra
rşi
leri,
g
e
re
k
ç
e
leri
v
e
ö
n
e
ril
e
ri,
”
OPUS
-
Ulu
sla
r
a
ra
sı
T
o
p
lu
m A
r
a
ştırma
l
a
rı De
rg
isi
,
v
o
l.
8
,
n
o
.
4
,
p
p
.
2
9
6
-
3
2
0
,
2
0
1
8
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
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E
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&
R
e
s
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d
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c
.
I
SS
N:
2252
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8822
V
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d
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S
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Ya
z
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)
643
[1
8
]
H.
Ba
c
a
n
lı
,
İ
.
A
k
g
ü
l
,
a
n
d
A
.
Ak
g
ü
l,
“
Kişileri
n
d
e
ğ
e
r
terc
ih
leri
il
e
d
e
ğ
e
r
ö
rü
n
tü
leri
a
ra
sın
d
a
k
i
f
a
rk
ı
o
rtay
a
k
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y
m
a
y
a
y
ö
n
e
li
k
b
ir
ç
a
lı
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m
a
,”
De
ğ
e
rle
r E
ğ
it
imi
De
rg
isi,
v
o
l
.
15
,
n
o
.
3
4
,
p
p
.
6
1
-
8
5
,
2
0
1
7
.
[1
9
]
K.
Ka
ra
tek
in
,
E.
G
e
n
ç
tü
rk
,
a
n
d
G
.
Kılı
ç
o
ğ
lu
,
“
Öğ
re
n
c
i,
so
s
y
a
l
b
il
g
il
e
r
ö
ğ
re
t
m
e
n
a
d
a
y
ı
v
e
ö
ğ
r
e
t
m
e
n
lerin
in
d
e
ğ
e
r
h
iy
e
ra
r
şisi,”
Ad
ıya
ma
n
Ün
ive
rs
it
e
si S
o
sy
a
l
Bi
li
mle
r E
n
stit
ü
sü
De
rg
i
si
,
v
o
l.
1
4
,
n
o
.
1
4
,
p
p
.
4
1
1
-
4
5
9
,
2
0
1
3
.
[2
0
]
İ.
A
c
u
n
,
C.
Yü
c
e
l,
A
.
Ön
d
e
r
,
a
n
d
B.
T
a
r
m
a
n
,
“
De
ğ
e
rle
r:
k
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m
n
e
k
a
d
a
r
d
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v
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ri
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o
r?
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Uş
a
k
Ün
iv
e
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it
e
si
S
o
sy
a
l
Bi
li
mle
r De
rg
isi
,
v
o
l.
6
,
n
o
.
1
,
p
p
.
1
9
1
-
2
0
6
,
2
0
1
3
.
[2
1
]
T
.
Çe
li
k
k
a
y
a
a
n
d
T
.
Yıl
m
a
z
,
“
De
ğ
e
rler
e
ğ
it
i
m
in
e
il
işk
in
ö
ğ
re
tme
n
,
ö
ğ
re
n
c
i
v
e
v
e
l
il
e
rin
k
a
rşılı
k
lı
b
e
k
len
ti
leri,
”
Res
e
a
rc
h
e
r:
S
o
c
ia
l
S
c
ien
c
e
S
t
u
d
i
e
s
,
v
o
l.
5
,
n
o
.
9
,
p
p
.
3
9
5
-
4
1
6
,
2
0
1
7
.
[2
2
]
G
.
Ağ
a
rtı
o
ğ
lu
Ku
n
d
a
k
ç
ı,
A
.
G
ü
m
ü
ş a
n
d
M
.
Yılm
a
z
,
“
He
m
şire
li
k
b
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lü
m
ü
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ğ
re
n
c
il
e
rin
i
n
d
e
ğ
e
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terc
ih
leri
il
e
m
e
sle
k
i
d
e
ğ
e
rleri
a
r
a
sın
d
a
k
i
il
işk
in
in
in
c
e
len
m
e
si,
”
Ulu
sla
ra
ra
sı
Ha
k
e
mli
He
mş
ir
e
li
k
Ara
ştırma
la
rı
De
rg
isi
,
v
o
l.
1
2
,
n
o
.
1
2
,
p
p
.
8
2
-
9
8
,
2
0
1
8
.
[2
3
]
N.
Ku
rt
d
e
d
e
F
id
a
n
,
“
S
ı
n
ıf
ö
ğ
re
tme
n
i
a
d
a
y
ların
ın
g
e
lec
e
ğ
e
y
ö
n
e
l
ik
d
e
ğ
e
rler
e
ğ
it
i
m
i
tas
a
rıl
a
rı,
”
In
ter
n
a
ti
o
n
a
l
J
o
u
rn
a
l
o
f
E
u
ra
sia
S
o
c
ia
l
S
c
ien
c
e
s
,
v
o
l.
7
,
n
o
.
2
2
,
p
p
.
1
6
1
-
1
8
0
,
2
0
1
6
.
[2
4
]
Y.
Ke
sk
in
,
“
De
ğ
e
r
sın
ıf
la
m
a
s
ı
ü
z
e
rin
e
a
k
si
y
o
n
e
l
b
ir
d
e
n
e
m
e
,
”
T
u
rk
ısh
S
tu
d
ıes
-
I
n
ter
n
a
t
io
n
a
l
Pe
rio
d
ica
l
f
o
r
t
h
e
L
a
n
g
u
a
g
e
s,
L
it
e
ra
t
u
re
a
n
d
Hist
o
ry
o
f
T
u
rk
ish
o
r
T
u
rk
ic,
v
o
l
.
11
,
n
o
.
3
,
p
p
.
1
4
8
5
-
1
5
1
0
,
2
0
1
6
.
[2
5
]
M
il
lî
Eğ
it
im
Ba
k
a
n
lı
ğ
ı
(M
EB),
S
o
sy
a
l
b
il
g
il
e
r
d
e
rsi
ö
ğ
re
ti
m
p
ro
g
ra
m
ı
(İlk
o
k
u
l
v
e
o
rtao
k
u
l
4
,
5
,
6
v
e
7
.
sın
ıf
lar).
2
0
1
8
.
[
O
n
li
n
e
].
A
v
a
il
a
b
le:
h
tt
p
:/
/
m
u
f
re
d
a
t.
m
e
b
.
g
o
v
.
tr/
Do
s
y
a
lar/2
0
1
8
1
2
1
0
3
8
4
7
6
8
6
-
S
OSYA
L
[2
6
]
N.
J.
S
a
lk
in
d
,
E
n
c
y
lo
p
e
d
ia
o
f
re
se
a
rc
h
d
e
sig
n
.
T
h
o
u
sa
n
d
Oa
k
s: S
a
g
e
P
u
b
l
ica
ti
o
n
,
2
0
1
0
.
[2
7
]
N.
L
.
L
e
e
c
h
a
n
d
A
.
J.
On
w
u
e
g
b
u
z
i
e
,
“
A
n
a
rra
y
o
f
q
u
a
li
tativ
e
d
a
ta
a
n
a
ly
sis
to
o
ls:
a
c
a
ll
f
o
r
d
a
ta
a
n
a
ly
sis
tri
a
n
g
u
latio
n
,
”
S
c
h
o
o
l
Psy
c
h
o
lo
g
y
Qu
a
rte
rly
,
v
o
l.
2
2
,
n
o
.
4
,
p
p
.
5
5
7
-
5
8
4
,
2
0
0
7
.
[2
8
]
E.
Ba
y
sa
l,
Ak
k
a
ş,
a
n
d
N.
Ho
c
a
o
ğ
lu
,
“
Nitel
a
ra
ştırm
a
m
o
d
e
ll
e
ri
d
e
se
n
leri”
,
In
G
.
Oc
a
k
(Ed
.
)
.
E
ğ
it
imd
e
B
il
imse
l
Ara
ştırma
Y
ö
n
tem
ler
i
.
A
n
k
a
ra
:
P
e
g
e
m
Ak
a
d
e
m
i,
pp.
1
2
6
-
1
4
9
,
2
0
1
9
.
[2
9
]
A
.
Yıld
ırı
m
a
n
d
H.
Ş
im
şe
k
,
S
o
sy
a
l
b
il
imler
d
e
n
it
e
l
a
ra
ştırma
y
ö
n
te
mle
ri
.
A
n
k
a
r
a
:
S
e
ç
k
in
Ya
y
ın
c
ıl
ık
,
2
0
1
3
.
[3
0
]
E.
Çe
k
m
e
z
,
C.
Yıl
d
ız
,
a
n
d
S
.
Ö.
Bü
t
ü
n
e
r,
“
P
h
e
n
o
m
e
n
o
g
ra
p
h
ic
re
se
a
rc
h
m
e
th
o
d
,
”
Ne
c
a
ti
b
e
y
E
ğ
it
im
Fa
k
ü
l
tes
i
El
e
k
tro
n
ik F
e
n
v
e
M
a
tem
a
ti
k
Eğ
i
t
imi
De
rg
isi
(
EF
M
ED),
v
o
l.
6
,
n
o
.
2
,
p
p
.
7
7
-
1
0
2
,
2
0
1
2
.
[3
1
]
M
.
N.
M
a
rsh
a
l
l,
“
S
a
m
p
li
n
g
f
o
r
q
u
a
li
tativ
e
re
se
a
r
c
h
,
”
Fa
mily P
ra
c
ti
c
e
,
v
o
l.
13
,
n
o
.
6
,
p
p
.
5
2
2
-
5
2
6
,
1
9
9
6
.
[3
2
]
M
.
B
M
il
e
s
a
n
d
A
.
M
.
Hu
b
e
rm
a
n
,
Qu
a
li
ta
ti
v
e
d
a
ta
a
n
a
lys
is
(
2
n
d
e
d
.
).
T
h
o
u
sa
n
d
Oa
k
s,
L
o
n
d
o
n
:
S
a
g
e
P
u
b
l
ica
ti
o
n
s,
1
9
9
4
.
[3
3
]
M
.
G
ö
k
a
y
,
a
n
d
A
.
De
m
ir,
“
F
a
rk
lı
e
ğ
it
i
m
se
v
i
y
e
lerin
d
e
e
ste
ti
k
b
e
ğ
e
n
i,
”
S
e
lçu
k
Ü
n
ive
rs
it
e
si
S
o
sy
a
l
Bi
li
mle
r
En
stit
ü
s
ü
De
rg
isi
,
v
o
l.
16
,
n
o
.
1
6
,
p
p
.
3
2
9
-
3
4
2
,
2
0
0
6
.
[3
4
]
S
.
A
lad
a
ğ
,
M
.
P
.
Ku
z
g
u
n
a
n
d
G
.
Ku
şc
u
o
ğ
lu
,
“
Ha
y
a
t
b
il
g
isi
d
e
rsin
d
e
e
ste
ti
k
d
e
ğ
e
rin
in
k
a
z
a
n
d
ırı
lm
a
sın
a
il
işk
in
sın
ıf
ö
ğ
re
t
m
e
n
lerin
in
g
ö
r
ü
şle
ri,
”
Erzin
c
a
n
Ün
ive
rs
it
e
si E
ğ
it
im
F
a
k
ü
lt
e
si
De
rg
isi
,
v
o
l.
19
,
n
o
.
2
,
p
p
.
1
9
5
-
2
1
1
,
2
0
1
7
.
[3
5
]
E.
S
a
rı,
“
Öğ
re
t
m
e
n
a
d
a
y
l
a
rın
ın
d
e
ğ
e
r
terc
ih
leri
:
G
ires
u
n
Eğ
it
im F
a
k
ü
lt
e
si Örn
e
ğ
i
,
”
De
ğ
e
rle
r E
ğ
it
imi
De
rg
isi,
v
o
l.
3
,
n
o
.
1
0
,
p
p
.
7
3
-
8
8
,
2
0
0
5
.
[3
6
]
A
.
Ka
tı
l
m
ış,
H.
Ek
şi
,
a
n
d
C.
Öz
tü
rk
,
“
S
o
sy
a
l
b
il
g
il
e
r
d
e
rsi
k
a
z
a
n
ı
m
ları
y
la
b
ü
tü
n
leş
ti
ril
m
iş
b
i
li
m
s
e
ll
ik
o
d
a
k
lı
k
a
ra
k
ter
e
ğ
it
i
m
i
p
ro
g
ra
m
ın
ın
e
tk
il
il
iğ
i,
”
S
o
sy
a
l
Bi
l
g
il
e
r
Eğ
it
imi
Ara
ştırma
la
rı
De
rg
isi,
v
o
l.
1
,
n
o
.
1
,
p
p
.
5
0
-
8
7
,
2
0
1
0
.
[3
7
]
H.
İ.
S
a
ğ
lam
a
n
d
T
.
T
u
n
a
r,
“
İlk
o
k
u
l
ö
ğ
re
n
c
il
e
rin
i
n
a
il
e
b
irl
iğ
in
i
ö
n
e
m
s
e
m
e
v
e
h
o
şg
ö
rü
e
ğ
il
im
d
ü
z
e
y
l
e
ri
a
r
a
sın
d
a
k
i
il
işk
in
in
in
c
e
len
m
e
si,”
Eğ
it
im
v
e
Bi
li
m,
v
o
l.
43
,
n
o
.
1
9
5
,
p
p
.
1
1
9
-
1
3
6
,
2
0
1
8
.
[3
8
]
B.
T
a
y
a
n
d
K.
Yıld
ırı
m
,
“
S
o
s
y
a
l
b
il
g
il
e
r
d
e
rsin
d
e
k
a
z
a
n
d
ırı
lm
a
sı a
m
a
ç
lan
a
n
d
e
ğ
e
rlere
il
işk
in
v
e
li
g
ö
rü
şle
ri,
”
Ku
ra
m
v
e
Uy
g
u
la
ma
d
a
Eğ
it
im
Bi
li
mle
ri,
v
o
l.
9
,
n
o
.
3
,
p
p
.
1
4
9
8
-
1
5
4
2
,
2
0
0
9
.
[3
9
]
Y.
T
o
p
a
l,
“
De
ğ
e
rler eğ
it
i
m
i
v
e
o
n
k
ö
k
d
e
ğ
e
r,
”
M
a
v
i
At
la
s
,
v
o
l.
7
,
n
o
.
1
,
p
p
.
2
4
5
-
2
5
4
,
2
0
1
9
.
[4
0
]
M
.
T
ü
rk
k
a
h
ra
m
a
n
,
“
S
o
c
ial
v
a
lu
e
s
a
n
d
v
a
lu
e
e
d
u
c
a
ti
o
n
,
”
Pro
c
e
d
ia
-
S
o
c
ia
l
a
n
d
Beh
a
v
io
ra
l
S
c
ien
c
e
s
,
v
o
l.
1
1
6
,
p
p
.
6
3
3
-
6
3
8
,
F
e
b
ru
a
ry
2
0
1
4
.
[4
1
]
M
.
Ro
k
e
a
c
h
,
T
h
e
n
a
tu
re
o
f
h
u
ma
n
v
a
l
u
e
s.
Ne
w
Yo
rk
:
T
h
e
F
re
e
P
re
ss
,
1
9
7
3
.
[4
2
]
S
.
H.
S
c
h
w
a
r
tz
a
n
d
T
.
Ru
b
e
l,
“
S
e
x
d
iff
e
re
n
c
e
s
in
v
a
lu
e
p
rio
rit
ies
:
c
ro
ss
-
cu
lt
u
ra
l
a
n
d
m
u
lt
im
e
th
o
d
stu
d
ies
,
”
J
o
u
rn
a
l
o
f
Per
so
n
a
li
ty
a
n
d
S
o
c
i
a
l
Psy
c
h
o
lo
g
y
b
y
th
e
Ame
ric
a
n
Psy
c
h
o
lo
g
ica
l
Asso
c
i
a
ti
o
n
,
v
o
l
.
89
,
n
o
.
6
,
p
p
.
1
0
1
0
-
1
0
2
8
,
2
0
0
5
.
[4
3
]
S
.
H.
S
c
h
w
a
rtz
a
n
d
T
.
Ru
b
e
l
L
if
s
c
h
it
z
,
“
Cro
ss
-
n
a
ti
o
n
a
l
v
a
riatio
n
i
n
t
h
e
siz
e
o
f
se
x
d
iff
e
re
n
c
e
s
in
v
a
lu
e
s:
Ef
f
e
c
ts
o
f
g
e
n
d
e
r
e
q
u
a
li
ty
,
”
J
o
u
rn
a
l
o
f
Per
so
n
a
li
ty a
n
d
S
o
c
ia
l
Psy
c
h
o
l
o
g
y
,
v
o
l.
97
,
n
o
.
1
,
p
p
.
1
7
1
–
1
8
5
,
2
0
0
9
.
[4
4
]
E.
Erso
y
,
“
Cin
siy
e
t
k
ü
lt
ü
rü
içe
risin
d
e
k
a
d
ı
n
v
e
e
rk
e
k
k
i
m
li
ğ
i
(M
a
l
a
t
y
a
ö
rn
e
ğ
i),
”
Fı
ra
t
Ü
n
ive
rs
it
e
si
S
o
sy
a
l
Bi
li
mle
r
De
rg
isi
,
v
o
l.
19
,
n
o
.
2
,
p
p
.
2
0
9
-
2
3
0
,
2
0
0
9
.
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