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s
tu
d
en
t
b
e
h
av
io
r
to
alwa
y
s
b
e
a
ct
iv
ely
in
v
o
lv
ed
in
th
e
lear
n
in
g
p
r
o
ce
s
s
,
a
n
d
t
o
in
f
lu
e
n
ce
th
e
d
e
v
elo
p
m
e
n
t
o
f
s
tu
d
e
n
t
lear
n
in
g
[
1
2
-
1
4
]
.
Stu
d
en
ts
with
h
ig
h
m
o
tiv
atio
n
f
o
r
lear
n
i
n
g
te
n
d
to
h
a
v
e
a
p
o
s
itiv
e
attitu
d
e
in
le
ar
n
in
g
,
s
u
ch
as
f
o
c
u
s
in
g
o
n
f
o
llo
win
g
th
e
lear
n
in
g
p
r
o
ce
s
s
,
wh
ich
is
ac
ti
v
ely
in
v
o
lv
ed
i
n
class
ac
tiv
ities
,
o
f
ten
f
ilin
g
T
ea
ch
er
s
'
q
u
esti
o
n
s
,
an
d
alwa
y
s
h
a
v
e
tim
e
to
lear
n
[
1
5
]
.
Fu
r
t
h
er
m
o
r
e,
m
o
tiv
atio
n
is
th
e
m
ain
n
ee
d
th
at
s
tu
d
en
ts
n
ee
d
to
h
av
e
th
eir
o
wn
r
eg
u
lato
r
y
s
k
ills
.
Self
-
r
eg
u
lato
r
y
ca
p
ab
ilit
y
co
n
s
is
t
s
o
f
two
m
ain
c
o
m
p
o
n
en
ts
;
th
e
ab
ilit
y
to
u
s
e,
ef
f
ec
tiv
e
an
d
ef
f
icien
t
lear
n
in
g
s
tr
ateg
ies,
an
d
th
e
a
b
ilit
y
to
m
o
tiv
ate
o
u
r
s
elv
es
to
alwa
y
s
ac
tiv
ely
p
a
r
ticip
ate
in
th
e
le
ar
n
in
g
p
r
o
ce
s
s
[
1
6
]
.
Stu
d
en
ts
ar
e
s
aid
to
h
a
v
e
th
e
ab
ilit
y
to
Self
-
r
eg
u
latio
n
if
t
h
ey
ca
n
u
s
e
a
v
ar
iety
o
f
lear
n
in
g
s
tr
ateg
ies,
an
d
b
e
ab
le
to
d
ec
id
e
w
h
en
,
wh
y
,
an
d
h
o
w
to
u
s
e
th
is
s
tr
ateg
y
in
th
e
r
ig
h
t c
o
n
tex
t.
Var
io
u
s
r
esear
ch
liter
atu
r
e
in
t
h
e
f
ield
o
f
s
cien
ce
e
d
u
ca
tio
n
s
h
o
ws
th
at
th
e
lear
n
in
g
en
v
ir
o
n
m
en
t
is
a
m
ajo
r
f
ac
to
r
th
at
p
la
y
s
an
im
p
o
r
tan
t
r
o
le
in
e
n
c
o
u
r
ag
in
g
s
tu
d
en
ts
to
h
a
v
e
h
ig
h
m
o
tiv
atio
n
an
d
g
o
o
d
s
elf
-
r
eg
u
lato
r
y
s
k
ills
[
1
7
]
.
So
f
ar
,
th
er
e
h
as
b
ee
n
a
lo
t
o
f
r
esear
ch
p
r
o
v
in
g
t
h
at
co
n
s
tr
u
ctiv
i
s
m
-
b
ased
lear
n
in
g
en
v
ir
o
n
m
en
t
f
o
cu
s
es
o
n
s
tu
d
en
ts
o
r
ien
te
d
(
s
tu
d
en
t
-
ce
n
te
r
ed
lear
n
in
g
)
to
in
cr
ea
s
e
s
tu
d
en
t
m
o
t
iv
a
tio
n
in
lear
n
in
g
s
cien
ce
[
1
8
,
1
9
]
.
A
s
tu
d
y
co
n
d
u
cte
d
b
y
Ma
is
o
n
[
2
0
]
,
s
h
o
ws
th
at
t
h
e
task
o
f
o
r
ien
tatio
n
a
n
d
in
v
esti
g
atio
n
is
a
p
s
y
ch
o
s
o
cia
l
f
ac
to
r
in
th
e
lear
n
in
g
en
v
i
r
o
n
m
en
t
th
at
h
as
th
e
m
o
s
t
p
o
s
it
iv
e
an
d
s
ig
n
if
ica
n
t
ef
f
ec
t
o
n
th
e
lear
n
in
g
o
f
m
o
ti
v
atio
n
a
n
d
s
elf
-
r
eg
u
latio
n
.
H
o
wev
er
,
th
er
e
ar
e
lim
ited
s
tu
d
ies
in
I
n
d
o
n
esia
to
ex
p
lo
r
e
th
e
p
s
y
ch
o
s
o
cial
f
ac
to
r
s
o
f
a
lear
n
in
g
e
n
v
ir
o
n
m
en
t
th
at
h
av
e
a
s
ig
n
if
ican
t
i
m
p
ac
t
o
n
s
tu
d
en
t
m
o
tiv
atio
n
,
as
well
as
an
aly
zi
n
g
th
e
d
im
e
n
s
io
n
o
f
m
o
tiv
atio
n
th
at
is
p
o
s
itiv
ely
c
o
r
r
elate
d
with
th
e
f
o
r
m
atio
n
o
f
s
elf
-
r
eg
u
latio
n
in
lear
n
in
g
in
teg
r
ated
s
cien
ce
s
.
T
h
er
ef
o
r
e
,
to
ad
d
r
ess
th
e
r
esear
ch
g
ap
s
,
th
e
m
ain
g
o
al
o
f
th
is
s
tu
d
y
is
to
ex
p
lo
r
e
th
e
m
ain
f
ac
to
r
s
o
f
th
e
lear
n
in
g
e
n
v
ir
o
n
m
e
n
t
th
at
h
av
e
a
s
ig
n
if
i
ca
n
t
im
p
ac
t
o
n
th
e
m
o
tiv
atio
n
an
d
s
elf
-
r
eg
u
latio
n
s
tr
ateg
y
,
an
d
to
e
v
alu
ate
th
e
m
ain
co
m
p
o
n
e
n
ts
o
f
m
o
tiv
atio
n
al
lear
n
in
g
th
at
h
as
a
s
ig
n
if
ican
t
im
p
ac
t
o
n
t
h
e
u
s
e
o
f
Self
-
r
eg
u
lato
r
y
s
tr
ate
g
ies
o
f
s
tu
d
en
ts
b
y
estab
lis
h
in
g
s
tr
u
ctu
r
al
m
o
d
els
o
f
r
elatio
n
s
h
i
p
s
b
etwe
en
lear
n
in
g
en
v
ir
o
n
m
en
t,
m
o
tiv
atio
n
,
an
d
s
tu
d
e
n
t
s
elf
-
r
eg
u
latio
n
s
tr
ateg
ies
in
lear
n
in
g
s
cien
ce
I
n
teg
r
ated
k
n
o
wled
g
e.
Self
-
r
eg
u
latio
n
i
n
g
o
o
d
lear
n
in
g
will
h
elp
a
p
er
s
o
n
in
f
u
lf
illi
n
g
th
e
v
a
r
io
u
s
d
e
m
an
d
s
h
e
f
ac
e
d
.
Vo
h
n
s
[
2
1
]
,
m
e
n
tio
n
in
g
th
e
ex
is
ten
ce
o
f
s
elf
-
r
e
g
u
latio
n
i
n
lear
n
i
n
g
will
m
ak
e
th
e
in
d
i
v
id
u
al
s
et
th
e
g
o
al,
ev
alu
ate
it
an
d
m
ak
e
t
h
e
n
ec
e
s
s
ar
y
ad
ap
tatio
n
s
o
as
to
s
u
p
p
o
r
t
th
e
ac
h
iev
em
en
t.
Oth
er
r
e
s
ea
r
ch
r
esu
lts
also
s
h
o
w
th
at
s
elf
-
r
eg
u
latio
n
in
lear
n
in
g
h
as
a
g
r
ea
t
r
o
le
i
n
ac
h
iev
in
g
o
n
e'
s
ac
ad
em
ic
ac
h
iev
em
en
t
[
2
2
-
2
4
]
.
Ch
en
g
d
escr
ib
ed
th
at
s
o
m
eo
n
e
wh
o
ca
n
d
o
s
elf
-
lea
r
n
in
g
h
as
a
clea
r
id
ea
o
f
h
o
w
a
n
d
wh
y
s
elf
-
r
eg
u
lato
r
y
s
tr
ateg
ies
in
lear
n
in
g
s
h
o
u
ld
b
e
u
s
ed
[
2
4
]
.
T
h
ey
ar
e
ac
tiv
e
l
ea
r
n
er
s
in
th
e
ca
s
e
o
f
Me
taco
g
n
itiv
e,
m
o
tiv
atio
n
an
d
co
n
tr
o
l
o
f
ac
tio
n
s
.
Fu
r
th
e
r
ex
p
lain
ed
b
y
C
h
en
g
[
2
4
]
in
th
e
s
elf
-
lear
n
in
g
p
r
o
ce
s
s
,
o
n
e
n
ee
d
s
to
o
r
g
an
iz
e
th
eir
lear
n
in
g
o
b
jectiv
es,
cr
ea
t
e
lear
n
in
g
p
lan
s
,
c
h
o
o
s
e
t
h
eir
lear
n
in
g
s
tr
ateg
y
,
m
o
n
ito
r
th
ei
r
lear
n
in
g
p
r
o
ce
s
s
,
ev
alu
ate
lear
n
in
g
o
u
tc
o
m
es th
em
an
d
s
u
p
p
r
ess
d
is
tr
ac
tio
n
s
.
2.
RE
S
E
ARCH
M
E
T
H
O
D
Th
is
r
esear
ch
em
p
lo
y
ed
m
i
x
e
d
m
eth
o
d
ap
p
r
o
ac
h
.
Mix
ed
m
eth
o
d
s
ca
n
r
ef
er
to
th
e
u
s
e
o
f
q
u
an
titativ
e
an
d
q
u
alitativ
e
d
ata
in
a
n
s
wer
in
g
r
esear
ch
q
u
esti
o
n
s
an
d
is
p
ar
t
o
f
a
lar
g
er
r
esear
ch
p
r
o
g
r
am
an
d
d
esig
n
e
d
as
a
co
m
p
lem
en
t
t
o
p
r
o
v
i
d
e
I
n
f
o
r
m
atio
n
r
elate
d
t
o
d
if
f
er
en
t
m
eth
o
d
o
lo
g
ical
ap
p
r
o
ac
h
es
[
2
5
]
.
T
h
e
ty
p
e
u
s
ed
is
s
eq
u
en
tial e
x
p
lan
ato
r
y
.
Seq
u
e
n
tial E
x
p
lan
ato
r
y
is
a
r
esear
ch
th
at
d
ata
co
llectio
n
in
itially
is
q
u
an
titativ
e
wh
ich
is
th
en
f
o
llo
wed
b
y
q
u
alitativ
e
d
ata,
wh
ich
m
ea
n
s
th
at
th
e
q
u
an
titativ
e
d
ata
is
s
tr
en
g
t
h
e
n
e
d
b
y
th
e
q
u
alitativ
e
d
ata
to
b
e
ac
q
u
ir
ed
[
2
6
]
.
W
h
er
e,
q
u
an
titativ
e
d
ata
ar
e
o
b
tain
ed
th
r
o
u
g
h
th
e
p
r
o
v
is
io
n
o
f
m
o
tiv
atio
n
q
u
esti
o
n
n
air
e
an
d
s
elf
-
r
eg
u
latio
n
,
th
e
n
f
o
llo
wed
b
y
q
u
alitativ
e
ac
tiv
ities
th
at
ar
e
co
n
d
u
ctin
g
in
ter
v
iews
with
s
t
u
d
en
ts
.
T
h
e
s
tu
d
y
u
s
ed
5
3
4
s
tu
d
en
ts
in
class
es
VI
I
an
d
VI
I
I
with
d
eta
ils
o
f
3
2
4
f
em
ale
s
tu
d
e
n
ts
an
d
2
1
0
m
ale
s
tu
d
en
ts
o
f
MT
S
Ma
d
r
asah
wh
o
wer
e
eq
u
iv
ale
n
t
to
ju
n
io
r
h
ig
h
s
ch
o
o
l
in
J
am
b
i
city
u
s
in
g
to
tal
s
am
p
lin
g
tech
n
iq
u
es.
T
h
e
to
tal
s
am
p
lin
g
tech
n
iq
u
e
is
an
ex
am
p
le
o
f
a
co
llectio
n
tech
n
iq
u
e
th
at
u
s
es
th
e
en
tire
ty
o
f
a
p
o
p
u
l
atio
n
[
2
7
]
.
I
n
ter
v
iew
o
n
ly
co
n
d
u
cted
to
2
0
s
tu
d
en
ts
wh
o
ar
e
willin
g
to
co
n
d
u
ct
th
e
i
n
ter
v
iew
.
I
n
s
tr
u
m
en
ts
in
th
is
s
tu
d
y
ar
e
q
u
esti
o
n
n
air
e,
an
d
in
ter
v
i
ews
.
C
o
h
en
,
et
a
l.
[
2
8
]
s
tated
th
at
q
u
esti
o
n
n
air
e
is
a
lis
t
o
f
q
u
esti
o
n
s
g
iv
en
to
o
th
er
s
wh
o
ar
e
willin
g
t
o
an
s
wer
(
th
e
r
esp
o
n
d
en
ts
)
ac
c
o
r
d
i
n
g
to
th
e
u
s
er
'
s
r
eq
u
est.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t J E
v
al
&
R
es E
d
u
c
.
I
SS
N:
2252
-
8
8
2
2
S
tu
d
en
ts
’
s
elf
-
r
eg
u
la
tio
n
a
n
d
mo
tiva
tio
n
in
lea
r
n
in
g
s
cien
ce
(
Ta
n
ti)
867
I
n
th
e
p
r
o
ce
s
s
o
f
c
o
llectin
g
th
e
f
ir
s
t
d
ata,
b
ec
au
s
e
it
u
s
es
a
s
eq
u
en
tial
ty
p
e
o
f
ex
p
lan
atio
n
,
th
e
d
ata
o
b
tain
ed
f
ir
s
t
is
q
u
an
titativ
e
d
ata
th
r
o
u
g
h
m
o
tiv
atio
n
q
u
esti
o
n
n
air
e
a
n
d
s
elf
-
r
e
g
u
latio
n
.
T
h
e
s
elf
-
r
eg
u
lato
r
y
q
u
esti
o
n
n
air
e
was
ad
ap
ted
an
d
h
a
d
a
v
alid
d
ec
lar
atio
n
o
f
2
1
s
tatem
en
ts
with
a
C
r
o
n
b
ac
h
alp
h
a
v
al
u
e
o
f
0
.
7
3
,
as
well
a
s
a
lear
n
in
g
m
o
tiv
ati
o
n
f
o
r
s
tu
d
en
ts
o
b
tain
e
d
a
v
alid
s
tatem
en
t
o
f
2
2
s
tatem
en
t
s
with
a
C
r
o
n
b
ac
h
Alp
h
a
v
alu
e
o
f
0
.
7
6
th
at
u
s
es
th
e
L
ik
er
t
s
ca
le
o
f
4
,
n
a
m
ely
f
o
r
a
p
o
s
itiv
e
s
tatem
en
t
s
tr
o
n
g
ly
d
is
ag
r
ee
h
a
v
e
a
s
co
r
e
o
f
1
,
d
o
n
o
t
ag
r
ee
to
h
av
e
a
s
co
r
e
2
,
ag
r
ee
to
h
a
v
e
a
s
co
r
e
3
an
d
s
tr
o
n
g
ly
ag
r
ee
4
.
T
h
en
,
d
o
a
s
em
i
-
s
tr
u
ctu
r
ed
in
ter
v
iew
to
c
o
n
f
ir
m
th
e
q
u
an
titativ
e
r
esu
lts
th
at
h
a
v
e
b
ee
n
d
o
n
e.
T
h
e
n
to
p
r
o
c
ess
SP
S
S
2
1
d
ata
i
s
u
s
ed
to
lo
o
k
f
o
r
d
escr
ip
tiv
e
s
tatis
t
ics
to
s
ee
q
u
an
titativ
e
d
ata,
wh
ile
f
o
r
q
u
alitativ
e
d
ata
u
s
in
g
m
iles
&
Hu
b
er
m
an
,
i.e
.
d
ata
r
ed
u
ctio
n
,
d
ata
d
is
p
lay
,
a
n
d
co
n
clu
s
io
n
[
2
8
]
.
Descr
ip
tiv
e
s
tatis
tics
ar
e
p
r
esen
ted
in
t
h
e
f
r
eq
u
e
n
cy
o
f
s
u
m
m
a
r
y
,
s
u
ch
as
m
ea
n
,
m
o
d
e,
m
ed
ia
n
,
m
in
i
m
u
m
,
m
ax
im
u
m
an
d
s
tan
d
ar
d
d
ev
iatio
n
[
2
8
]
.
I
n
th
is
s
tu
d
y
th
e
d
escr
ip
tiv
e
s
tatis
tics
u
s
ed
ar
e
m
ea
n
,
Min
,
Ma
x
,
an
d
C
ateg
o
r
y
.
Fo
r
t
h
e
ca
te
g
o
r
ies
in
th
is
s
tu
d
y
ca
n
b
e
s
ee
n
i
n
T
ab
le
1
.
T
ab
le
1
C
ateg
o
r
izatio
n
o
f
s
elf
-
r
eg
u
latio
n
a
n
d
m
o
tiv
atio
n
C
a
t
e
g
o
r
y
I
n
t
e
r
v
a
l
S
e
l
f
-
r
e
g
u
l
a
t
i
o
n
M
o
t
i
v
a
t
i
o
n
M
e
t
a
c
o
g
n
i
t
i
v
e
El
a
b
o
r
a
t
i
o
n
V
e
r
y
N
o
t
G
o
o
d
2
1
.
0
–
3
6
.
7
2
1
.
0
–
3
6
.
7
2
2
.
0
–
3
8
.
5
N
o
t
G
o
o
d
3
6
.
8
–
5
2
.
5
3
6
.
8
–
5
2
.
5
3
8
.
6
–
5
5
.
0
G
o
o
d
5
2
.
6
–
6
8
.
2
5
2
.
6
–
6
8
.
2
5
5
.
1
–
7
1
.
5
V
e
r
y
G
o
o
d
6
8
.
3
–
8
4
.
0
6
8
.
3
–
8
4
.
0
7
1
.
6
–
8
8
.
0
Du
r
in
g
d
ata
c
o
llectio
n
as
ca
n
b
e
s
ee
n
in
Fig
u
r
e
1
,
th
e
f
ir
s
t
ac
tiv
ity
th
at
m
u
s
t
b
e
d
o
n
e
is
to
s
elec
t
s
tu
d
en
ts
b
ased
o
n
th
e
ca
teg
o
r
ies
p
r
o
v
id
ed
b
y
th
e
r
esear
ch
e
r
,
th
en
g
iv
e
q
u
esti
o
n
n
air
e
o
f
s
elf
-
r
eg
u
latio
n
an
d
m
o
tiv
atio
n
to
s
tu
d
en
ts
.
T
h
e
q
u
esti
o
n
n
air
e
is
th
en
p
r
o
ce
s
s
ed
u
s
in
g
SP
SS
2
1
ap
p
licatio
n
d
a
ta
to
s
e
e
d
escr
ip
tiv
e
s
tatis
t
ics,
in
th
e
f
o
r
m
o
f
,
th
e
m
ea
n
,
m
in
,
m
ax
,
p
e
r
ce
n
tag
e,
an
d
ca
teg
o
r
y
o
f
s
tu
d
en
ts
an
d
f
in
d
o
u
t
if
th
e
r
e
is
an
im
p
ac
t a
n
d
c
o
m
p
ar
is
o
n
b
etwe
en
th
e
two
v
a
r
iab
les.
Fig
u
r
e
1
.
Data
co
llectio
n
All
d
ata
wer
e
o
b
tain
ed
f
r
o
m
t
h
e
m
o
tiv
atio
n
a
n
d
s
elf
-
r
e
g
u
lat
io
n
q
u
esti
o
n
n
air
es
o
n
s
tu
d
en
t
v
alu
es
an
d
co
llected
an
d
ca
lcu
lated
an
d
ass
i
s
ted
with
th
e
S
PS
S
2
1
ap
p
licatio
n
.
Descr
ip
tiv
e
s
tat
is
tics
ar
e
g
iv
en
to
ca
lcu
late
th
e
f
r
eq
u
en
cy
,
p
er
ce
n
tag
e,
m
ea
n
,
Min
,
an
d
Ma
x
o
f
a
s
am
p
le
[
2
6
]
.
I
n
th
is
s
t
u
d
y
,
q
u
an
titativ
e
d
ata
wer
e
an
aly
ze
d
u
s
in
g
p
a
r
am
et
r
ic
s
tatis
t
ics
o
f
s
im
p
le
r
eg
r
es
s
io
n
to
d
eter
m
in
e
wh
eth
er
th
er
e
was
an
im
p
ac
t
b
etwe
en
s
tu
d
en
t self
-
r
eg
u
latio
n
,
an
d
s
tu
d
en
t m
o
tiv
atio
n
; t
h
e
n
s
ee
th
e
d
if
f
er
en
ce
b
etwe
en
c
lass
VI
I
an
d
VI
I
I
in
s
elf
-
r
eg
u
latio
n
an
d
its
m
o
tiv
a
tio
n
th
is
s
tu
d
y
u
s
ed
SP
SS
2
1
at
s
ig
n
if
ican
ce
lev
el
0
.
0
2
5
.
I
n
ter
v
iews
ar
e
u
s
ed
co
n
d
u
cte
d
to
r
ein
f
o
r
ce
q
u
an
t
itativ
e
d
ata
o
u
t
co
m
es,
wh
ich
is
an
aly
ze
d
u
s
in
g
M
iles
an
d
Hu
b
er
m
an
[
2
9
]
,
in
clu
d
in
g
r
ed
u
cin
g
d
ata,
d
is
p
lay
in
g
d
ata,
an
d
c
o
n
clu
d
in
g
.
3.
RE
SU
L
T
S
A
ND
D
I
SCU
SS
I
O
N
3
.
1
.
Resul
t
s
3
.
1
.
1
.
M
et
a
co
g
nitiv
e
s
t
ud
ent
s
in s
elf
-
re
g
ula
t
io
n
T
h
e
r
esu
lts
o
f
th
e
q
u
esti
o
n
s
g
iv
en
an
d
th
e
r
esu
lts
o
b
tain
e
d
u
s
in
g
th
e
SP
SS
2
1
ca
n
b
e
s
ee
n
in
th
e
T
ab
le
2
.
Fr
o
m
T
ab
le
2
,
w
h
ich
ca
m
e
f
r
o
m
5
3
4
r
esp
o
n
d
en
t
s
f
r
o
m
th
e
Ma
d
r
asah
T
s
an
aw
iy
ah
in
Ko
ta
J
am
b
i
af
ter
th
ey
wer
e
o
b
tain
e
d
a
n
d
th
e
r
esu
lts
o
b
tain
ed
u
s
in
g
th
e
SP
SS
2
1
ap
p
licatio
n
p
r
o
g
r
am
,
o
n
th
e
in
d
icato
r
o
f
teac
h
er
s
u
p
p
o
r
t
in
th
e
s
tu
d
en
t
lear
n
in
g
e
n
v
ir
o
n
m
en
t
h
as
th
e
d
o
m
in
a
n
t
r
esu
lts
I
s
g
o
o
d
,
with
a
p
er
ce
n
ta
g
e
o
f
6
7
.
6
%
f
o
r
3
6
1
s
tu
d
e
n
t
s
f
r
o
m
a
to
tal
o
f
5
3
4
s
tu
d
en
ts
,
a
n
d
v
er
y
u
n
well
am
o
u
n
tin
g
to
5
.
4
%
f
o
r
2
9
s
tu
d
en
ts
o
f
th
e
to
tal
5
3
4
s
tu
d
en
ts
.
Fro
m
5
3
4
s
tu
d
en
ts
,
th
e
m
ea
n
r
esu
lt
is
5
7
.
4
,
m
ax
im
u
m
v
alu
e
7
9
,
an
d
a
m
in
im
u
m
v
alu
e
o
f
2
6
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2
2
5
2
-
8
8
2
2
I
n
t.
J
.
E
v
al
.
&
R
es
.
E
d
u
c
.
Vo
l.
9
,
No
.
4
,
Dec
em
b
e
r
2
0
2
0
:
8
6
5
-
8
7
3
868
T
ab
le
2
.
T
h
e
r
esu
lt o
f
m
etac
o
g
n
itiv
e
in
s
tu
d
en
t self
-
r
e
g
u
l
atio
n
in
lear
n
in
g
s
cien
ce
C
l
a
s
si
f
i
c
a
t
i
o
n
M
e
a
n
M
i
n
M
a
x
%
R
a
n
g
e
R
e
s
p
o
n
d
M
F
T
o
t
a
l
2
1
.
0
–
3
6
.
7
N
o
t
v
e
r
y
g
o
o
d
19
10
29
5
7
.
4
26
79
5
.
4
3
6
.
8
–
5
2
.
5
N
o
t
g
o
o
d
27
20
47
8
.
8
5
2
.
6
–
6
8
.
2
G
o
o
d
1
2
3
2
3
8
3
6
1
6
7
.
6
6
8
.
3
–
8
4
.
0
V
e
r
y
g
o
o
d
41
56
97
1
8
.
2
T
o
t
a
l
2
1
0
3
2
4
5
3
4
1
0
0
3
.
1
.
2
.
E
la
bo
ra
t
io
n
in s
elf
-
re
g
ula
t
io
n
T
h
e
r
esu
lts
o
f
th
e
q
u
esti
o
n
s
g
iv
en
an
d
th
e
r
esu
lts
o
b
tain
e
d
u
s
in
g
th
e
SP
SS
2
1
ap
p
licatio
n
ca
n
b
e
s
ee
n
in
th
e
T
ab
le
3
.
Fro
m
T
a
b
le
3
,
wh
ich
ca
m
e
f
r
o
m
5
3
4
r
esp
o
n
d
e
n
ts
f
r
o
m
t
h
e
Ma
d
r
asah
T
s
an
awiy
ah
in
Ko
ta
J
am
b
i
af
ter
th
ey
wer
e
o
b
tain
ed
an
d
t
h
e
r
esu
lts
o
b
tain
ed
u
s
in
g
th
e
SP
SS
2
1
ap
p
licati
o
n
p
r
o
g
r
am
,
o
n
th
e
elab
o
r
atio
n
in
d
icato
r
in
th
e
s
tu
d
en
t
s
elf
-
r
eg
u
latio
n
h
as
th
e
d
o
m
in
an
t
r
esu
lt
is
g
o
o
d
,
with
a
p
er
ce
n
tag
e
o
f
6
6
.
3
%
f
o
r
3
5
4
s
tu
d
en
ts
f
r
o
m
a
to
tal
o
f
5
3
4
s
tu
d
e
n
ts
,
an
d
v
er
y
u
n
well
a
m
o
u
n
tin
g
to
7
.
3
%
f
o
r
3
9
s
tu
d
en
ts
f
r
o
m
a
to
tal
o
f
5
3
4
s
tu
d
e
n
ts
.
Fro
m
5
3
4
s
tu
d
e
n
ts
,
th
e
m
ea
n
r
esu
lt
is
5
9
.
2
,
m
a
x
im
u
m
v
alu
e
8
0
,
a
n
d
a
m
in
im
u
m
v
alu
e
o
f
2
6
.
T
ab
le
3
.
R
esu
lt o
f
elab
o
r
atio
n
in
s
tu
d
en
t self
-
r
eg
u
latio
n
in
le
ar
n
in
g
s
cien
ce
C
l
a
s
si
f
i
c
a
t
i
o
n
M
e
a
n
M
i
n
M
a
x
%
R
a
n
g
e
R
e
s
p
o
n
d
M
F
T
o
t
a
l
2
1
.
0
–
3
6
.
7
N
o
t
v
e
r
y
g
o
o
d
20
19
39
5
9
.
5
26
80
7
.
3
3
6
.
8
–
5
2
.
5
N
o
t
g
o
o
d
27
21
47
8
.
8
5
2
.
6
–
6
8
.
2
G
o
o
d
1
3
3
2
2
1
3
5
4
6
6
.
3
6
8
.
3
–
8
4
.
0
V
e
r
y
g
o
o
d
29
65
94
1
7
.
6
T
o
t
a
l
2
1
0
3
2
4
5
3
4
1
0
0
3
.
1
.
3
.
M
o
t
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asp
ec
t
th
at
p
l
ay
s
a
lo
t
Dete
r
m
in
i
n
g
th
e
r
eg
u
latio
n
o
f
h
im
s
elf
is
m
etac
o
g
n
itiv
e
th
en
g
iv
es
r
is
e
to
th
e
co
n
clu
s
io
n
th
at
th
e
s
elf
-
r
eg
u
latio
n
in
th
e
s
tr
ateg
y
o
f
ac
ce
p
tan
ce
o
f
in
f
o
r
m
atio
n
an
d
g
o
o
d
lear
n
i
n
g
is
co
r
r
elate
d
with
m
etac
o
g
n
itiv
e
ab
ilit
y
[
3
0
,
3
1
]
.
I
n
Din
s
m
o
r
e
R
esear
ch
co
m
p
ar
in
g
th
e
u
n
d
e
r
ly
in
g
asp
ec
ts
o
f
s
elf
-
r
eg
u
latio
n
,
it
is
f
o
u
n
d
t
h
at
m
etac
o
g
n
itiv
e
p
lay
s
an
im
p
o
r
tan
t
r
o
le
as
a
p
er
s
o
n
'
s
s
elf
-
re
g
u
lato
r
y
f
o
r
m
in
g
[
3
2
]
.
T
h
e
r
esu
lts
o
f
t
h
e
a
n
aly
s
is
o
f
th
e
q
u
esti
o
n
n
air
e
o
n
T
ab
le
3
,
th
e
elab
o
r
atio
n
in
d
icato
r
i
n
th
e
Self
-
r
eg
u
latio
n
in
th
e
ju
n
i
o
r
less
o
n
h
as
a
g
o
o
d
elab
o
r
atio
n
ca
p
ab
il
ity
o
f
6
6
.
3
%
(
3
5
4
o
f
5
3
4
)
s
tu
d
en
ts
in
th
e
s
cien
ce
s
u
b
jects.
T
h
e
ab
ilit
y
is
d
em
o
n
s
tr
ated
b
y
ex
p
lain
i
n
g
s
o
m
et
h
in
g
in
d
etail
f
r
o
m
o
th
er
p
eo
p
le,
b
ec
au
s
e
it
h
as
g
o
o
d
ela
b
o
r
atio
n
s
k
ills
.
I
t c
an
also
b
e
s
ee
n
f
r
o
m
th
e
r
esu
lts
o
f
in
ter
v
iews th
at
h
av
e
b
ee
n
d
o
n
e.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2
2
5
2
-
8
8
2
2
I
n
t.
J
.
E
v
al
.
&
R
es
.
E
d
u
c
.
Vo
l.
9
,
No
.
4
,
Dec
em
b
e
r
2
0
2
0
:
8
6
5
-
8
7
3
870
"Wh
en
yo
u
mee
t a
fr
ien
d
,
yo
u
a
r
e
u
n
a
b
le
t
o
ex
p
la
in
a
p
r
o
b
le
m,
w
h
a
t d
o
yo
u
d
o
?
"
"I
'll
ex
a
min
e
th
e
is
s
u
e
in
mo
r
e
d
eta
il th
a
n
my
fr
ien
d
d
id
,
s
o
I
'd
g
et
th
e
a
n
s
w
er I
w
a
n
ted
"
"Wh
en
yo
u
r
fr
ien
d
ex
p
la
i
n
ed
s
o
meth
in
g
o
f
a
p
r
o
b
lem
th
a
t h
e
en
co
u
n
tered
,
w
h
a
t wo
u
ld
yo
u
d
o
?
"
"I
w
ill a
d
d
,
cla
r
ify
o
r
ela
b
o
r
a
t
e
d
ee
p
er b
a
ck
s
o
th
a
t th
e
p
r
o
b
lem
c
a
n
b
e
mis
s
ed
"
E
lab
o
r
atio
n
is
th
e
a
b
ilit
y
to
ex
p
lain
,
d
e
v
elo
p
,
en
r
ich
o
r
el
ab
o
r
ate
m
o
r
e
d
etailed
a
n
s
wer
s
o
r
id
ea
s
g
iv
en
.
B
y
h
av
in
g
th
is
ab
ilit
y
s
tu
d
en
t
ca
n
an
s
wer
th
e
p
r
o
b
l
em
s
th
at
h
av
e
b
ee
n
g
iv
en
[
3
3
-
3
5
]
.
Stu
d
e
n
ts
wh
o
h
av
e
th
is
ab
ilit
y
will a
ls
o
h
av
e
a
g
o
o
d
v
alu
e
b
ec
au
s
e
it will h
elp
h
is
f
r
ien
d
i
n
en
r
ich
i
n
g
id
ea
s
th
at
o
th
er
p
eo
p
le
h
av
e.
T
h
e
r
esu
lts
o
f
th
e
s
u
r
v
e
y
an
al
y
s
is
in
T
ab
le
4
,
is
th
e
m
o
tiv
a
tio
n
o
f
s
tu
d
en
ts
in
lear
n
i
n
g
w
h
o
h
a
v
e
a
g
o
o
d
ca
teg
o
r
y
o
f
5
9
.
7
%
(
3
1
9
o
f
5
3
4
)
s
tu
d
en
ts
in
th
e
ju
n
i
o
r
less
o
n
.
T
h
is
is
d
em
o
n
s
tr
at
ed
b
y
th
e
s
tu
d
e
n
t'
s
in
ter
est
in
lear
n
in
g
an
d
is
ch
a
r
ac
ter
ized
b
y
m
o
r
e
ac
tiv
e
s
tu
d
en
ts
in
class
.
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t
ca
n
also
b
e
s
e
en
f
r
o
m
th
e
r
esu
lts
o
f
in
ter
v
iews th
at
h
a
v
e
b
ee
n
d
o
n
e.
"Ho
w
d
o
yo
u
t
h
in
k
th
e
circu
m
s
ta
n
ce
s
o
f fri
en
d
s
a
r
e
in
cla
s
s
?
"
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fr
ien
d
o
n
a
ve
r
a
g
e
h
a
s
mo
r
e
in
teres
t in
lea
r
n
in
g
"
"Wh
a
t is th
e
ev
id
en
ce
,
th
a
t y
o
u
r
fr
ien
d
s
a
r
e
mo
r
e
in
teres
ted
in
th
e
lea
r
n
in
g
?
"
"My
fr
ien
d
s
a
r
e
mo
r
e
a
ctiv
e
in
th
e
cla
s
s
r
o
o
m,
s
u
ch
a
s
a
s
kin
g
q
u
esti
o
n
s
,
a
n
s
w
eri
n
g
q
u
esti
o
n
s
,
a
n
d
a
lw
a
ys e
n
g
a
g
in
g
in
cla
s
s
es"
L
ea
r
n
in
g
m
o
tiv
atio
n
ca
n
a
r
is
e
d
u
e
to
in
tr
in
s
ic
an
d
e
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tr
in
s
ic
f
ac
to
r
s
,
o
n
e
o
f
th
e
ex
tr
in
s
ic
f
a
cto
r
s
is
a
co
n
d
u
ci
v
e
lear
n
in
g
en
v
ir
o
n
m
e
n
t.
C
o
n
d
u
civ
e
m
ea
n
s
tr
u
ly
s
u
p
p
o
r
tin
g
th
e
s
u
s
tain
ab
ilit
y
o
f
th
e
lear
n
in
g
p
r
o
ce
s
s
.
T
h
e
atm
o
s
p
h
er
e
d
u
r
i
n
g
t
h
e
le
ar
n
in
g
p
r
o
ce
s
s
ca
n
a
f
f
ec
t
th
e
ef
f
icien
cy
o
f
lear
n
in
g
tim
e
with
a
less
co
n
d
u
civ
e
atm
o
s
p
h
er
e
th
at
will
m
ak
e
s
tu
d
en
ts
n
o
t
f
o
cu
s
ed
o
n
th
e
le
ar
n
in
g
p
r
o
ce
s
s
s
o
th
at
th
e
lear
n
in
g
tim
e
is
n
o
t
ef
f
ec
tiv
e
[
3
6
,
3
7
]
.
I
n
lin
e
with
th
is
,
Hid
i
ex
p
lain
s
th
at
c
o
n
d
u
civ
e
en
v
ir
o
n
m
en
t
is
a
d
r
iv
i
n
g
f
ac
to
r
th
at
p
r
o
v
id
es
an
ap
p
ea
l
f
o
r
th
e
lea
r
n
in
g
p
r
o
ce
s
s
,
o
th
er
wis
e
th
e
less
p
leasan
t
en
v
ir
o
n
m
en
t
will
ca
u
s
e
s
atu
r
atio
n
an
d
b
o
r
ed
o
m
[
3
8
-
4
0
]
.
T
ea
ch
er
s
a
n
d
p
ar
e
n
ts
wh
o
alwa
y
s
p
r
o
v
i
d
e
a
g
o
o
d
e
x
am
p
le
f
o
r
a
ch
ild
,
a
s
o
cial
co
m
p
an
i
o
n
wh
o
p
r
o
v
id
es
p
o
s
itiv
e
life
less
o
n
s
,
a
q
u
iet
lear
n
i
n
g
ar
ea
,
a
n
d
a
co
m
p
lete
less
o
n
to
o
l
ca
n
im
p
r
o
v
e
s
tu
d
en
ts
'
m
o
tiv
atio
n
to
lea
r
n
.
Stu
d
en
ts
'
ab
ilit
y
to
r
eg
u
late
th
em
s
elv
es
in
th
e
lear
n
in
g
p
r
o
ce
s
s
is
an
im
p
o
r
tan
t
ac
tiv
ity
in
t
h
e
s
tu
d
en
t
lear
n
in
g
p
r
o
ce
s
s
.
Acc
o
r
d
i
n
g
t
o
Su
n
g
u
r
,
et
a
l
.
[
4
1
]
,
So
cial
co
g
n
itiv
e
lear
n
in
g
t
h
eo
r
y
h
as
ex
p
lain
ed
th
e
id
ea
l
co
n
ce
p
t
o
f
lear
n
er
s
,
i.e
.
,
s
elf
-
r
eg
u
latio
n
-
b
ased
lear
n
e
r
s
.
Self
-
r
eg
u
latio
n
-
b
ased
lear
n
in
g
ter
m
is
a
tr
a
n
s
latio
n
o
f
s
elf
-
r
eg
u
lated
lear
n
in
g
f
o
r
eig
n
wo
r
d
s
.
Self
-
r
e
g
u
latio
n
-
b
ased
lear
n
in
g
is
a
t
o
p
ic
th
at
is
o
f
ten
r
esear
ch
ed
an
d
s
tu
d
ied
in
r
ec
en
t
y
ea
r
s
.
Var
io
u
s
v
ar
iab
les
af
f
ec
tin
g
t
h
e
r
e
g
u
latio
n
s
elf
-
b
ased
lear
n
in
g
v
a
r
iab
les
in
clu
d
e
th
e
Pro
b
lem
B
ased
L
ea
r
n
in
g
m
o
d
el
[
4
2
,
4
3
]
.
Per
io
d
o
f
s
tu
d
y
,
lear
n
in
g
e
n
v
ir
o
n
m
en
t,
c
o
g
n
it
iv
e
s
elf
-
r
eg
u
latio
n
,
lear
n
in
g
Mo
tiv
atio
n
,
Acc
eler
a
tio
n
class
,
th
e
lev
el
o
f
I
T
in
te
g
r
atio
n
(
in
f
o
r
m
atio
n
T
ec
h
n
o
lo
g
y
)
wh
ich
in
cl
u
d
es
th
e
ab
ilit
y
Use
o
f
I
T
a
n
d
attitu
d
e
to
war
d
s
I
T
,
lear
n
in
g
m
o
tiv
atio
n
an
d
i
n
ter
ac
ti
o
n
o
f
teac
h
e
r
s
an
d
s
tu
d
en
ts
[
4
4
,
4
5
]
.
B
ased
o
n
th
e
s
elf
-
r
eg
u
lato
r
y
p
r
o
ce
s
s
o
f
Z
im
m
er
m
a
n
[
4
6
]
,
th
er
e
ar
e
th
r
ee
s
tag
es
o
f
s
elf
-
r
eg
u
latio
n
,
n
am
ely
th
e
f
o
r
war
d
o
r
ie
n
tatio
n
s
tag
e,
th
e
p
er
f
o
r
m
an
ce
s
t
ag
e,
an
d
th
e
s
elf
-
r
e
f
lectio
n
s
tag
e.
T
h
e
f
o
r
wa
r
d
o
r
ien
tatio
n
s
tag
e
c
o
n
s
is
ts
o
f
t
wo
m
ain
p
r
o
ce
s
s
es:
T
h
e
task
an
aly
s
is
an
d
th
e
co
n
f
id
en
ce
o
f
s
elf
-
m
o
tiv
atio
n
.
T
ask
an
aly
s
is
co
n
s
is
t
s
o
f
g
o
al
s
ettin
g
an
d
s
tr
ateg
y
p
lan
n
in
g
.
Self
-
m
o
tiv
atio
n
b
elief
s
co
n
s
is
t
o
f
s
elf
-
ef
f
icac
ies,
h
o
p
e
to
war
d
s
r
esu
lts
,
in
ter
ests
/in
tr
in
s
ic
v
alu
e
an
d
o
r
ien
tatio
n
lear
n
in
g
o
b
jectiv
es.
T
h
e
p
er
f
o
r
m
an
ce
s
tag
e
co
n
s
is
ts
o
f
two
p
r
o
ce
s
s
es
n
am
ely
s
elf
-
co
n
tr
o
l
an
d
s
elf
-
o
b
s
er
v
atio
n
.
Self
-
co
n
tr
o
l
co
n
s
is
ts
o
f
im
ag
in
atio
n
,
s
elf
-
b
r
ief
in
g
,
ce
n
t
r
in
g
atten
tio
n
,
a
n
d
lear
n
in
g
s
tr
ateg
y
.
Self
-
o
b
s
er
v
atio
n
co
n
s
is
ts
o
f
two
m
a
in
p
r
o
ce
s
s
es:
s
elf
-
r
ec
o
r
d
in
g
o
r
s
elf
-
r
ec
o
r
d
in
g
o
f
p
er
s
o
n
al
ev
en
ts
,
an
d
s
e
lf
-
ex
p
er
im
en
tatio
n
to
g
et
th
e
ca
u
s
e
o
f
th
e
ev
en
t.
T
h
e
s
elf
-
r
ef
lectio
n
s
tag
e
co
n
s
is
ts
o
f
two
m
ai
n
p
r
o
ce
s
s
es:
s
elf
-
ju
d
g
em
en
t
an
d
s
elf
-
r
ea
ctio
n
.
T
h
e
f
o
r
m
o
f
s
elf
-
ass
es
s
m
en
t
is
s
elf
-
ev
alu
atio
n
,
wh
ich
co
m
p
ar
es
th
e
r
esu
lts
o
f
s
elf
-
o
b
s
er
v
atio
n
o
f
t
h
e
p
r
e
-
ex
is
tin
g
p
er
f
o
r
m
an
ce
s
tan
d
ar
d
s
,
th
e
p
er
f
o
r
m
an
ce
o
f
o
th
er
s
,
o
r
t
h
e
ab
s
o
lu
te
p
er
f
o
r
m
an
ce
s
tan
d
ar
d
s
[
4
7
]
.
An
o
th
er
f
o
r
m
o
f
s
elf
-
ass
es
s
m
en
t
is
th
e
ca
u
s
al
attr
i
b
u
tio
n
th
at
p
o
in
ts
to
b
elief
s
a
b
o
u
t
t
h
e
c
a
u
s
e
o
f
s
u
cc
ess
o
r
er
r
o
r
[
4
8
,
4
9
]
.
T
h
e
f
o
r
m
o
f
s
elf
-
r
ea
ctio
n
o
n
s
elf
-
r
eg
u
latio
n
-
b
ased
lear
n
in
g
cy
c
les
co
n
s
is
ts
o
f
s
elf
-
s
atis
f
ac
tio
n
an
d
a
d
ap
tiv
e
o
r
d
ef
en
s
iv
e
r
esp
o
n
s
e.
I
n
cr
ea
s
ed
s
elf
-
s
atis
f
ac
tio
n
in
th
e
s
ta
g
e
o
f
s
elf
-
r
ef
lectio
n
in
cr
ea
s
e
s
m
o
tiv
atio
n
,
wh
ile
d
ec
r
ea
s
in
g
s
elf
-
s
atis
f
ac
tio
n
wi
ll
u
n
d
er
m
in
e
lear
n
i
n
g
ef
f
o
r
ts
.
R
ea
ctio
n
ad
ap
tatio
n
will
r
esu
lt
in
s
elf
-
ad
ju
s
tm
en
t
d
ir
ec
ted
at
th
e
in
c
r
ea
s
ed
ef
f
ec
t
iv
en
ess
o
f
a
lear
n
in
g
m
eth
o
d
.
Mo
tiv
atio
n
is
a
s
er
ies
o
f
b
u
s
in
ess
es
to
p
r
o
v
id
e
ce
r
tain
co
n
d
itio
n
s
,
s
o
s
o
m
eo
n
e
w
an
ts
to
d
o
s
o
m
eth
in
g
.
Mo
tiv
atio
n
is
an
e
n
co
u
r
a
g
em
en
t
in
o
n
e'
s
s
elf
to
tr
y
to
m
ak
e
a
b
etter
b
e
h
av
io
r
ch
an
g
e
in
f
u
lf
illi
n
g
th
e
n
ee
d
o
n
ly
[
5
0
]
.
I
n
th
e
lea
r
n
in
g
ac
tiv
ities
,
m
o
tiv
atio
n
is
th
e
d
r
iv
in
g
f
o
r
ce
in
th
e
s
tu
d
en
ts
th
at
r
aises
th
e
lear
n
in
g
ac
tiv
ities
,
wh
ich
g
u
a
r
an
tees
th
e
co
n
tin
u
ity
o
f
th
e
l
ea
r
n
in
g
ac
tiv
ities
an
d
th
at
g
iv
e
s
d
ir
ec
tio
n
to
th
e
lear
n
in
g
ac
tiv
ities
,
s
o
th
at
th
e
o
b
jectiv
es
d
esire
d
b
y
th
e
s
u
b
ject
o
f
s
tu
d
y
I
t
is
ac
co
m
p
lis
h
ed
[
5
1
,
5
2
]
.
T
h
at
is
,
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t J E
v
al
&
R
es E
d
u
c
.
I
SS
N:
2252
-
8
8
2
2
S
tu
d
en
ts
’
s
elf
-
r
eg
u
la
tio
n
a
n
d
mo
tiva
tio
n
in
lea
r
n
in
g
s
cien
ce
(
Ta
n
ti)
871
s
tu
d
en
ts
wh
o
h
av
e
s
tr
o
n
g
m
o
tiv
atio
n
will
h
av
e
a
l
o
t
o
f
en
er
g
y
to
d
o
lea
r
n
in
g
ac
tiv
ities
.
Mo
tiv
atio
n
will
b
e
ar
o
u
s
ed
if
th
e
atm
o
s
p
h
er
e
o
f
a
g
o
o
d
class
,
s
u
f
f
icien
t
class
r
o
o
m
,
t
h
e
e
x
is
ten
ce
o
f
f
r
ee
d
o
m
to
m
o
v
e,
lig
h
t
an
d
g
o
o
d
air
cir
cu
latio
n
will
s
p
u
r
th
e
m
o
tiv
atio
n
to
lear
n
s
tu
d
en
ts
well
ac
co
r
d
in
g
to
ab
ilit
y
[
5
3
]
.
T
h
is
m
ea
n
s
t
h
at
s
ch
o
o
ls
an
d
class
r
o
o
m
s
n
ee
d
to
b
e
m
an
a
g
ed
p
r
o
p
er
ly
,
an
d
cr
ea
te
a
lear
n
in
g
clim
ate
th
at
s
u
p
p
o
r
ts
lear
n
in
g
.
Ast
alin
i
,
et
a
l
;
an
d
Ma
is
o
n
,
et
a
l
.
s
tate
th
at
th
e
lack
o
f
m
o
tiv
atio
n
will
lead
to
less
-
th
an
-
m
o
tiv
a
ted
s
tu
d
en
ts
in
lear
n
in
g
[
5
4
,
5
5
]
.
T
h
e
ex
p
lo
r
atio
n
o
f
th
e
r
elatio
n
s
h
ip
b
etwe
en
s
tu
d
en
ts
'
m
o
tiv
atio
n
u
s
in
g
t
h
e
Self
-
r
eg
u
lato
r
y
s
tr
ateg
y
s
h
o
ws
th
at
ex
tr
in
s
ic
g
o
al
o
r
ien
tatio
n
is
th
e
m
o
s
t
s
ig
n
if
ican
t
m
o
tiv
atio
n
d
im
e
n
s
io
n
f
o
r
th
e
u
s
e
o
f
s
elf
-
r
eg
u
lato
r
y
s
tr
ateg
ies
f
o
r
s
tu
d
en
ts
in
in
teg
r
ated
lear
n
in
g
o
f
s
cien
ce
k
n
o
wled
g
e,
b
o
th
in
co
g
n
itiv
e
s
tr
ateg
ies
(
o
r
g
an
iza
tio
n
s
)
,
a
n
d
in
m
etac
o
g
n
itiv
e
s
tr
ateg
ies
(
c
r
itical
T
h
i
n
k
in
g
a
n
d
Me
taco
g
n
itiv
e
)
[
5
6
,
5
7
]
.
On
th
e
o
th
e
r
h
an
d
,
e
x
tr
in
s
ic
g
o
al
o
r
ien
tatio
n
is
p
ar
t
o
f
th
e
g
o
al
o
r
ien
tatio
n
th
at
ex
p
lain
s
wh
y
a
s
tu
d
en
t
is
ac
tiv
ely
en
g
ag
ed
in
lear
n
in
g
an
d
p
er
f
o
r
m
i
n
g
task
s
r
elate
d
t
o
ex
tr
in
s
ic
r
ea
s
o
n
s
,
s
u
ch
as
o
b
tain
in
g
an
awa
r
d
f
r
o
m
a
teac
h
er
,
Peer
s
,
an
d
p
ar
en
ts
,
g
et
g
o
o
d
g
r
ad
es,
o
r
av
o
i
d
p
u
n
is
h
m
en
t
[
5
8
]
.
T
h
er
ef
o
r
e,
t
h
er
e
is
th
e
in
f
lu
en
ce
o
f
s
elf
-
r
eg
u
latio
n
with
th
e
m
o
tiv
atio
n
o
f
s
tu
d
en
ts
in
th
e
s
tu
d
y
o
f
s
cien
ce
.
4.
CO
NCLU
SI
O
N
T
h
e
r
esear
ch
f
o
u
n
d
th
at
th
e
o
u
tco
m
e
o
f
th
e
s
tu
d
e
n
t self
-
r
eg
u
l
atio
n
h
as a
g
o
o
d
ca
teg
o
r
y
b
ec
au
s
e,
with
th
e
s
tu
d
en
ts
h
av
in
g
a
g
o
o
d
att
itu
d
e
will
m
ak
e
h
im
s
elf
co
m
f
o
r
tab
le
in
lear
n
i
n
g
th
at
will
af
f
ec
t
th
e
m
o
tiv
atio
n
th
at
b
elo
n
g
s
to
th
e
s
tu
d
en
t.
If
s
tu
d
e
n
ts
wh
o
h
av
e
g
o
o
d
s
elf
-
r
eg
u
latio
n
,
it
will
en
co
u
r
ag
e
th
e
ex
tr
in
s
ic
m
o
tiv
atio
n
o
f
s
tu
d
e
n
ts
.
I
t
is
a
ls
o
s
u
p
p
o
r
ted
b
y
t
h
e
r
elatio
n
s
h
ip
b
etwe
en
s
tu
d
en
t
s
elf
r
eg
u
latio
n
an
d
s
tu
d
en
t
m
o
tiv
atio
n
an
d
t
h
er
e
is
an
in
f
lu
en
ce
b
etwe
en
th
e
two
v
ar
ia
b
les
with
a
co
n
tr
ib
u
tio
n
o
f
7
0
.
3
%.
Acc
o
r
d
in
g
to
th
e
r
esu
lts
,
it
is
r
ec
o
m
m
en
d
ed
th
at
s
tu
d
en
ts
n
ee
d
to
b
e
g
iv
en
th
e
o
p
p
o
r
t
u
n
ity
to
co
n
d
u
ct
lear
n
in
g
d
ir
ec
tly
an
d
teac
h
er
s
m
u
s
t p
er
f
o
r
m
in
n
o
v
at
iv
e
lear
n
in
g
.
RE
F
E
R
E
NC
E
S
[1
]
As
talin
i,
e
t
a
l.
,
“
C
h
a
ra
c
teristics
Of
S
tu
d
e
n
ts’
Atti
tu
d
e
To
P
h
y
sic
s
In
M
u
a
ro
Ja
m
b
i
Hig
h
S
c
h
o
o
l,
”
Hu
ma
n
it
ies
&
S
o
c
ia
l
S
c
ien
c
e
Rev
iews
(HS
S
R)
,
v
o
l.
7
,
n
o
.
2,
p
p
.
91
-
9
9
,
2
0
1
9
.
[2
]
Da
rm
a
ji
,
e
t
a
l.
,
“
M
o
b
il
e
Lea
rn
in
g
In
Hig
h
e
r
Ed
u
c
a
ti
o
n
F
o
r
T
h
e
In
d
u
strial
Ev
o
lu
ti
o
i
n
4
.
0
:
P
e
rc
e
p
ti
o
n
a
n
d
Re
sp
o
n
se
o
f
P
h
y
sic
s P
ra
c
ti
c
u
m
,
”
In
ter
n
a
ti
o
n
a
l
J
o
u
rn
a
l
o
f
I
n
ter
a
c
ti
v
e
M
o
b
il
e
(IJ
IM
),
v
o
l.
13
,
n
o
.
9,
p
p
.
4
-
2
0
,
2
0
1
9
.
[3
]
R.
S
.
B
u
d
iarti
,
e
t
a
l.
,
“
Hig
h
Od
e
r
Th
i
n
k
i
n
g
S
k
il
ls
f
o
r
Bi
o
lo
g
y
Ed
u
c
a
ti
o
n
:
Ap
p
li
e
d
M
icro
b
io
l
o
g
y
L
e
a
rn
in
g
Vi
d
e
o
s
Ba
se
d
o
n
Ja
m
b
i
L
o
c
a
l
Wi
sd
o
m
,
”
Un
ive
rs
a
l
J
o
u
rn
a
l
o
f
E
d
u
c
a
ti
o
n
R
e
sa
e
rc
h
,
v
o
l
.
8
,
n
o
.
2,
p
p
.
6
8
9
-
6
9
4
,
2
0
2
0
.
[4
]
M
a
iso
n
,
Da
rm
a
ji
,
As
talin
i
,
D.
A,
Ku
r
n
iaw
a
n
,
S
u
m
a
ry
a
n
t
i
,
a
n
d
R.
P
e
rd
a
n
a
,
“
S
u
p
p
o
r
ti
n
g
As
se
ss
m
e
n
t
i
n
E
d
u
c
a
ti
o
n
:
E
-
As
se
ss
m
e
n
t
In
tere
st i
n
P
h
y
sic
s,
”
Un
ive
rs
a
l
J
o
u
rn
a
l
o
f
E
d
u
c
a
ti
o
n
Res
e
a
rc
h
,
v
o
l.
8
,
n
o
.
1
,
p
p
.
89
-
9
7
,
2
0
2
0
.
[5
]
As
rial
,
e
t
a
l.
,
“
S
u
p
p
o
rti
n
g
Tec
h
n
o
lo
g
i
4
.
0
:
Et
h
n
o
c
o
n
stru
c
ti
v
ist
M
u
lt
ime
d
ia
f
o
r
El
e
m
e
n
tary
S
c
h
o
o
l
s,”
In
ter
n
a
ti
o
n
a
l
J
o
u
rn
a
l
o
f
On
li
n
e
a
n
d
Bi
o
me
d
ica
l
En
g
in
e
e
rin
g
(iJO
E)
,
v
o
l
.
15
,
n
o
.
9,
p
p
.
4
-
15,
2
0
1
9
.
[6
]
S
y
a
h
rial
,
e
t
a
l.
,
“
In
c
re
a
se
d
b
e
h
a
v
io
r
o
f
stu
d
e
n
ts’
a
tt
it
u
d
e
s
to
c
u
lt
u
ra
l
v
a
lu
e
s
u
si
n
g
t
h
e
in
q
u
ir
y
l
e
a
rn
in
g
m
o
d
e
l
a
ss
isted
b
y
e
t
h
n
o
c
o
n
str
u
c
ti
v
ism
,”
J
o
u
rn
a
l
o
f
E
d
u
c
a
ti
o
n
a
l
S
c
ien
c
e
a
n
d
T
e
c
h
n
o
lo
g
y
,
v
o
l.
5
,
n
o
.
2,
p
p
.
1
7
6
-
1
8
8
,
2
0
1
9
.
[7
]
D.
A.
Ku
rn
iaw
a
n
,
e
t
a
l
.
,
“
Et
n
o
sc
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e
In
v
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stig
a
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P
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ry
S
c
h
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ls:
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c
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o
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S
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ien
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e
Lea
rn
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n
g
,
”
Un
ive
rs
a
l
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rn
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,
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.
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,
p
p
.
2
7
8
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-
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7
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5
,
2
0
1
9
.
[8
]
As
talin
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Da
rm
a
ji
,
W.
Ku
rn
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n
,
K.
An
wa
r
,
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d
D.
A,
Ku
rn
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n
,
“
Eff
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ti
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f
Us
in
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m
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-
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se
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m
e
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”
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ter
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a
t
io
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a
l
J
o
u
rn
a
l
o
f
In
ter
a
c
ti
v
e
M
o
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il
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(IJ
IM
)
,
v
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l.
13
,
n
o
.
9,
p
p
.
2
1
-
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9
,
2
0
1
9
.
[9
]
M
a
iso
n
,
Da
rm
a
ji
,
As
talin
i,
D.
A,
Ku
rn
iaw
a
n
,
a
n
d
P
.
S
,
I
n
d
ra
wa
ti
,
“
S
c
ien
c
e
P
ro
c
e
ss
S
k
il
ls
An
d
M
o
ti
v
a
ti
o
n
,
”
Hu
ma
n
it
ies
&
S
o
c
i
a
l
S
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ien
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e
Rev
iews
(HS
S
R),
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l.
7
,
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o
.
5,
p
p
.
4
8
-
56,
2
0
1
9
.
[1
0
]
D.
A,
Ku
rn
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a
n
,
e
t
a
l.
,
“
E
v
a
lu
a
ti
o
n
o
f
Ju
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i
o
r
Hig
h
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o
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l
S
t
u
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n
ts'
Atti
tu
d
e
s
Ag
a
in
st
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c
ien
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e
in
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u
a
ro
Ja
m
b
i
Re
g
e
n
c
y
(in
Ba
h
a
sa
)
,
”
J
u
rn
a
l
I
lmia
h
Di
d
a
k
ti
k
a
:
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e
d
i
a
Ilmia
h
Pen
d
i
d
ika
n
d
a
n
Pen
g
a
j
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ra
n
,
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l.
1
9
,
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o
.
1
,
p
p
.
1
2
4
-
1
3
9
,
2
0
1
9
.
[1
1
]
B.
J.
F
ra
se
r
a
n
d
H.
J.
Walb
e
rg
,
“
P
sy
c
h
o
s
o
c
ial
lea
rn
in
g
e
n
v
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o
n
m
e
n
t
in
sc
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las
sro
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m
s:
A
re
v
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o
f
re
se
a
rc
h
,
”
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tu
d
ies
in
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ien
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Ed
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ti
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n
,
v
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l.
8
,
n
o
.
1
,
1
9
8
1
.
[1
2
]
K.
M
,
Law
,
S
.
G
e
n
g
,
a
n
d
T.
Li
,
“
S
tu
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ts
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ial,
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p
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,”
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ter
s
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n
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1
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o
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2
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1
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[1
3
]
T.
Tas
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,
S
.
E,
Nu
g
r
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o
,
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n
d
H.
Ha
rto
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o
,
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u
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o
.
1
,
2
0
1
4
.
[1
4
]
S
.
Ve
lay
u
th
a
m
,
J.
Ald
ri
d
g
e
,
a
n
d
E.
Afa
ri,
“
S
t
u
d
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n
ts’
lea
rn
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n
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m
o
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[1
5
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M
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D.
A.,
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n
d
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Atti
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ts
in
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s S
u
b
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n
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,
”
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1
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.
1
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p
p
.
1
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6
7
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0
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8
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6
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7
]
M.
Ba
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Do
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a
n
d
K.
S
tr
u
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v
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p
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4
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[1
8
]
F.
P
u
tra,
I.
Nu
r
Kh
o
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fa
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,
B.
S
u
b
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li
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d
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o
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2,
p
p
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1
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2
0
1
8
.
[1
9
]
T.
Ra
h
a
y
u
,
e
t
a
l.
,
“
Th
e
Ap
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0
]
M
a
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,
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t
a
l.
,
“
Lea
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E
n
v
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o
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S
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ts’
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li
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fs,
An
d
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lf
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ti
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3,
p
p
.
3
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[2
1
]
K.
Vo
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d
A.
F
is
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“
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lf
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d
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S
h
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n
d
N.
M
a
lh
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tra),
2
0
1
0
.
[On
li
n
e
].
A
v
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le:
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tp
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.
Zi
m
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a
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,
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late
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[2
3
]
F
.
T
.
M
o
n
talv
o
a
n
d
M
.
C.
G
.
To
rre
s,
“
El
a
p
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El
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[2
4
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M
.
F
.
Ch
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Pl
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ic P
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g
,
2
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.
[2
5
]
D.
M
.
M
a
rten
s,
Res
e
a
rc
h
A
n
d
E
v
a
lu
a
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In
Ed
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Psy
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.
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in
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p
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re
:
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AG
E
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ti
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n
s A
sia
-
P
a
c
ifi
c
,
2
0
1
0
.
[2
6
]
J.
W
.
Cre
sw
e
ll
,
Res
e
a
rc
h
De
si
g
n
Qu
a
li
ta
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Qu
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.
[2
7
]
F. N
.
Ke
rli
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g
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o
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n
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a
ti
o
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y
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k
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rta:
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a
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a
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a
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2
0
1
4
.
[2
8
]
L.
Co
h
e
n
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L.
M
a
n
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n
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n
d
K.
M
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s In
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u
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0
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7
.
[2
9
]
M
.
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M
.
Hu
b
e
rm
a
n
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k
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CA:
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9
4
.
[3
0
]
J.
G
.
Bo
rk
o
ws
k
i
,
“
M
e
tac
o
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n
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th
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fra
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wo
rk
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li
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ra
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a
n
d
m
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th
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ls,”
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o
u
rn
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l
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il
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ies
,
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l.
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p
p
.
2
5
3
-
2
5
7
,
1
9
9
2
.
[3
1
]
A.
Efk
li
d
e
s
a
n
d
A.
Tsio
ra
,
“
M
e
t
a
c
o
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e
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se
lf
-
c
o
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e
p
t,
a
n
d
se
lf
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re
g
u
latio
n
,
”
Psy
c
h
o
lo
g
i
a
,
v
o
l.
45
,
n
o
.
4,
p
p
.
2
2
2
-
2
3
6
,
2
0
0
2
.
[3
2
]
D.
L.
Din
sm
o
re
,
P
.
A.
Ale
x
a
n
d
e
r
,
a
n
d
S
.
M
.
L
o
u
g
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li
n
,
“
F
o
c
u
si
n
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th
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i
ti
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se
lf
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g
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lati
o
n
,
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n
d
se
lf
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g
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late
d
lea
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d
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c
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l
Psy
c
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R
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v
iew
,
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,
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o
.
4,
p
p
.
3
9
1
-
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0
9
,
2
0
0
8
.
[3
3
]
J.
P
,
S
c
rib
n
e
r,
“
Th
e
P
r
o
b
l
e
m
s
o
f
P
ra
c
ti
c
e
:
Brico
la
g
e
a
s
a
M
e
tap
h
o
r
f
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r
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c
h
e
rs’
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o
rk
a
n
d
Lea
rn
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n
g
,
”
T
h
e
Al
b
e
rth
a
J
o
u
r
n
a
l
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Ed
u
c
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ti
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n
a
l
Res
e
a
rc
h
,
v
o
l.
51
,
n
o
.
4,
p
p
.
2
9
5
-
3
1
0
,
2
0
1
5
.
[3
4
]
J.
C,
Rich
a
rd
s
,
“
Cre
a
ti
v
it
y
in
lan
g
u
a
g
e
tea
c
h
in
g
,
”
Ira
n
ia
n
J
o
u
rn
a
l
o
f
L
a
n
g
u
a
g
e
T
e
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c
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Res
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rc
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,
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.
1
,
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o
.
3
,
p
p
.
1
9
-
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3
,
2
0
1
3
.
[3
5
]
M
.
M
.
S
h
a
h
re
b
a
k
b
a
k
i
,
“
Re
latio
n
sh
ip
s
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twe
e
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u
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g
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Tea
c
h
e
rs’
Ti
m
e
-
m
a
n
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g
e
m
e
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t
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k
il
ls,
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a
ti
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,
a
n
d
Bu
rn
o
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t:
A M
e
d
iati
o
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An
a
ly
sis,”
Al
b
e
rta
J
o
u
rn
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l
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f
E
d
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ti
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Res
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l.
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,
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o
.
1,
p
p
.
2
0
-
3
9
,
2
0
1
5
.
[3
6
]
S
.
Kin
g
ir
,
Y.
Tas
,
G
.
G
o
k
,
a
n
d
S
.
S
.
Vu
ra
l,
“
Re
latio
n
s
h
ip
s
a
m
o
n
g
c
o
n
stru
c
ti
v
ist
lea
rn
i
n
g
e
n
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iro
n
m
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n
t
p
e
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p
ti
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n
s
,
m
o
ti
v
a
ti
o
n
a
l
b
e
li
e
fs,
se
lf
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re
g
u
lati
o
n
a
n
d
sc
ien
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e
a
c
h
iev
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m
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t,
”
Res
e
a
rc
h
in
S
c
ien
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e
&
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Ed
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l.
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3
,
p
p
.
2
0
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–
2
2
6
,
2
0
1
3
.
[3
7
]
S
.
Ve
lay
u
t
h
a
m
a
n
d
J.
M
.
Ald
ri
d
g
e
,
“
In
f
lu
e
n
c
e
o
f
P
sy
c
h
o
so
c
ial
C
las
sro
o
m
E
n
v
ir
o
n
m
e
n
t
o
n
stu
d
e
n
ts’
M
o
ti
v
a
ti
o
n
a
n
d
S
e
lf
-
Re
g
u
latio
n
i
n
S
c
ien
c
e
Lea
rn
in
g
:
A
S
tru
c
t
u
ra
l
Eq
u
a
ti
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M
o
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li
n
g
A
p
p
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c
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,
”
Res
e
a
rc
h
in
S
c
ien
c
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Ed
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c
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ti
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n
,
v
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l
.
43
,
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.
3
,
p
p
.
5
0
7
–
5
2
7
,
2
0
1
3
.
[3
8
]
S
.
Hi
d
i
an
d
J.
M
,
Ha
ra
c
k
iew
icz
,
“
M
o
ti
v
a
ti
n
g
t
h
e
a
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m
ica
ll
y
u
n
m
o
ti
v
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ted
:
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c
rit
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l
issu
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e
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tu
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Rev
iew o
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c
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ti
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l
Res
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rc
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,
v
o
l.
70
,
n
o
.
2,
p
p
.
1
5
1
-
1
7
9
,
2
0
0
0
.
[3
9
]
M
.
Li
u
,
D.
Wi
l
li
a
m
s
,
a
n
d
S
.
P
e
d
e
rse
n
,
“
Alien
Re
sc
u
e
:
A
p
ro
b
l
e
m
-
b
a
se
d
h
y
p
e
rm
e
d
ia
lea
rn
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g
e
n
v
ir
o
n
m
e
n
t
f
o
r
m
id
d
le sc
h
o
o
l
sc
ien
c
e
,
”
J
o
u
rn
a
l
o
f
Ed
u
c
a
ti
o
n
a
l
T
e
c
h
n
o
l
o
g
y
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y
ste
ms
,
v
o
l
.
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,
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o
.
3,
p
p
.
2
5
5
-
2
7
0
,
2
0
0
2
.
[4
0
]
M
a
iso
n
.
,
As
talin
i
.
,
D.
A,
Ku
r
n
ia
wa
n
.
,
R.
P
e
rd
a
n
a
.
,
a
n
d
L.
A
n
g
g
r
a
in
i,
“
Th
e
P
h
e
n
o
m
e
n
o
n
o
f
P
h
y
si
c
o
lo
g
y
S
e
n
io
r
Hig
h
S
c
h
o
o
l
E
d
u
c
a
ti
o
n
:
Re
lati
o
n
sh
i
p
o
f
S
t
u
d
e
n
ts’
Atti
tu
d
e
s
to
wa
rd
s
P
h
y
s
ics
,
Lea
rn
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n
g
S
t
y
le
,
M
o
ti
v
a
ti
o
n
,
”
Un
ive
rs
a
l
J
o
u
rn
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l
o
f
E
d
u
c
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ti
o
n
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l
Res
e
a
rc
h
,
v
o
l.
7
,
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o
.
1
0
,
p
p
.
2
1
9
9
-
2
2
0
7
,
2
0
1
9
.
[4
1
]
S.
S
u
n
g
u
r
,
C.
Tek
k
a
y
a
,
a
n
d
O.
G
e
b
a
n
,
“
Im
p
ro
v
i
n
g
a
c
h
iev
e
m
e
n
t
t
h
ro
u
g
h
p
ro
b
lem
-
b
a
se
d
lea
rn
i
n
g
,
”
J
o
u
rn
a
l
o
f
Bi
o
lo
g
ica
l
Ed
u
c
a
ti
o
n
,
v
o
l.
40
,
n
o
.
4,
p
p
.
1
5
5
-
1
6
0
,
2
0
0
6
.
[4
2
]
M
.
v
a
n
De
n
Hu
r
k
,
“
Th
e
re
lati
o
n
b
e
twe
e
n
se
lf
-
re
g
u
late
d
stra
teg
ies
a
n
d
i
n
d
iv
i
d
u
a
l
stu
d
y
ti
m
e
,
p
re
p
a
r
e
d
p
a
rti
c
i
p
a
ti
o
n
a
n
d
a
c
h
iev
e
m
e
n
t
i
n
a
p
r
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b
le
m
-
b
a
se
d
c
u
rricu
lu
m
,
”
Active
L
e
a
rn
in
g
i
n
Hig
h
e
r
Ed
u
c
a
ti
o
n
,
v
o
l
.
7
,
n
o
.
2,
pp.
1
5
5
-
1
6
9
,
2
0
0
6
.
[4
3
]
S.
S
u
n
g
u
r
a
n
d
C
.
Tek
k
a
y
a
,
“
E
ffe
c
ts
o
f
p
r
o
b
lem
-
b
a
se
d
lea
rn
i
n
g
a
n
d
trad
i
ti
o
n
a
l
i
n
stru
c
ti
o
n
o
n
se
lf
-
re
g
u
late
d
lea
rn
in
g
,
”
T
h
e
j
o
u
r
n
a
l
o
f
e
d
u
c
a
ti
o
n
a
l
re
se
a
rc
h
,
v
o
l.
99
,
n
o
.
5,
pp.
3
0
7
-
3
2
0
,
2
0
0
6
.
[4
4
]
C.
A.
Wo
lt
e
rs,
“
Un
d
e
rsta
n
d
in
g
p
ro
c
ra
stin
a
ti
o
n
fro
m
a
se
lf
-
re
g
u
lat
e
d
lea
rn
in
g
p
e
rsp
e
c
ti
v
e
,
”
J
o
u
r
n
a
l
o
f
e
d
u
c
a
ti
o
n
a
l
p
sy
c
h
o
lo
g
y
,
v
o
l.
95
,
n
o
.
1,
p
.
1
7
9
,
2
0
0
3
.
[4
5
]
D.
H.
S
c
h
u
n
k
a
n
d
C.
A.
M
u
ll
e
n
,
“
To
wa
rd
a
c
o
n
c
e
p
t
u
a
l
m
o
d
e
l
o
f
m
e
n
to
rin
g
re
se
a
rc
h
:
In
t
e
g
ra
t
io
n
wit
h
se
lf
-
r
e
g
u
late
d
lea
rn
i
n
g
,
”
Ed
u
c
a
ti
o
n
a
l
Psy
c
h
o
lo
g
y
Rev
iew
,
v
o
l.
25
,
n
o
.
3,
p
p
.
3
6
1
-
3
8
9
,
2
0
1
3
.
[4
6
]
B.
J.
Z
imm
e
rm
a
n
,
“
In
v
e
stig
a
t
in
g
se
lf
-
re
g
u
lati
o
n
a
n
d
m
o
ti
v
a
ti
o
n
:
Histo
rica
l
b
a
c
k
g
r
o
u
n
d
,
m
e
th
o
d
o
lo
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ica
l
d
e
v
e
lo
p
m
e
n
ts,
a
n
d
fu
tu
re
p
ro
sp
e
c
ts,”
Ame
ric
a
n
e
d
u
c
a
ti
o
n
a
l
re
se
a
rc
h
jo
u
rn
a
l
,
v
o
l.
45
,
n
o
.
1,
p
p
.
1
6
6
-
1
8
3
,
2
0
0
8
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
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&
R
es E
d
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N:
2252
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(
Ta
n
ti)
873
[4
7
]
K.
D.
Vo
h
s
a
n
d
R.
J.
F
a
b
e
r
,
“
S
p
e
n
t
re
so
u
rc
e
s:
se
lf
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u
lato
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y
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ts
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Co
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p
.
5
3
7
–
5
4
7
,
2
0
0
7
.
[4
8
]
A.
F
ish
b
a
c
h
.
a
n
d
Y.
Tr
o
p
e
,
“
Im
p
li
c
it
a
n
d
e
x
p
li
c
it
m
e
c
h
a
n
ism
s
o
f
c
o
u
n
tera
c
ti
v
e
se
lf
-
c
o
n
tr
o
l,
”
in
J.
S
h
a
h
a
n
d
W.
G
a
rd
n
e
r
E
ds
.,
Ha
n
d
b
o
o
k
o
f
M
o
ti
v
a
ti
o
n
S
c
ien
c
e
,
p
p
.
2
8
1
–
2
9
4
,
2
0
0
7
.
[4
9
]
H.
K.
Nin
g
a
n
d
K.
D
o
wn
i
n
g
,
“
I
n
f
lu
e
n
c
e
o
f
stu
d
e
n
t
lea
rn
in
g
e
x
p
e
rie
n
c
e
o
n
a
c
a
d
e
m
ic
p
e
rfo
rm
a
n
c
e
:
th
e
m
e
d
iato
r
a
n
d
m
o
d
e
ra
to
r
e
ffe
c
ts
o
f
se
lf
-
re
g
u
latio
n
a
n
d
m
o
ti
v
a
ti
o
n
,
”
Brit
ish
E
d
u
c
a
t
io
n
a
l
Res
e
a
rc
h
J
o
u
rn
a
l
,
v
o
l.
38
,
n
o
.
2,
pp.
2
1
9
–
2
3
7
,
2
0
1
2
.
[5
0
]
D.
S
ti
p
e
k
,
M
o
ti
v
a
ti
o
n
t
o
le
a
rn
:
Fr
o
m t
h
e
o
ry
t
o
p
ra
c
ti
c
e
.
Ne
e
d
h
a
m
He
ig
h
ts
.
M
A:
Ally
n
&
Ba
c
o
n
,
1
9
9
3
[5
1
]
S
.
L,
Kn
i
g
h
t
a
n
d
H.
C,
Wax
m
a
n
,
“
In
v
e
sti
g
a
ti
n
g
th
e
e
ffe
c
ts
o
f
th
e
c
las
sro
o
m
lea
rn
in
g
e
n
v
iro
n
m
e
n
t
o
n
st
u
d
e
n
t
s
’
m
o
ti
v
a
ti
o
n
i
n
so
c
ial
st
u
d
ies
,
”
J
o
u
rn
a
l
o
f
S
o
c
ia
l
S
tu
d
ies
Res
e
a
rc
h
,
v
o
l.
14,
n
o
.
2
,
p
p
.
1
-
12,
1
9
9
0
.
[5
2
]
M
.
L
iu
,
“
Th
e
Eff
e
c
t
o
f
a
H
y
p
e
rm
e
d
ia
Lea
rn
in
g
En
v
iro
n
m
e
n
t
o
n
M
id
d
le
S
c
h
o
o
l
S
t
u
d
e
n
ts’
M
o
ti
v
a
ti
o
n
,
At
ti
tu
d
e
,
a
n
d
S
c
ien
c
e
Kn
o
wle
d
g
e
,
”
Co
mp
u
ter
s
in
t
h
e
S
c
h
o
o
ls
,
v
o
l.
22
,
n
o
.
3
-
4,
p
p
.
1
5
9
–
1
7
1
,
2
0
0
5
.
[5
3
]
H.
C,
Wax
m
a
n
a
n
d
S
.
Y.
L,
H
u
a
n
g
,
“
M
o
ti
v
a
ti
o
n
a
n
d
Lea
rn
i
n
g
En
v
iro
n
m
e
n
t
Diffe
re
n
c
e
s
i
n
I
n
n
e
r
-
Cit
y
M
i
d
d
le
S
c
h
o
o
l
S
t
u
d
e
n
ts,”
T
h
e
J
o
u
rn
a
l
o
f
Ed
u
c
a
ti
o
n
a
l
Res
e
a
rc
h
,
v
o
l.
90
,
n
o
.
2,
p
p
.
9
3
–
1
0
2
,
1
9
9
6
.
[5
4
]
As
talin
i
,
D.
A.
Ku
rn
iaw
a
n
.
,
U.
S
u
li
sti
y
o
,
U.
,
R.
P
e
rd
a
n
a
.
,
S
.
S
u
sb
iy
a
n
t
o
,
“
E
-
As
se
ss
m
e
n
t
M
o
ti
v
a
ti
o
n
i
n
P
h
y
sic
s
Su
b
jec
ts
f
o
r
S
e
n
i
o
r
Hi
g
h
S
c
h
o
o
l
,
”
In
ter
n
a
ti
o
n
a
l
J
o
u
r
n
a
l
o
f
O
n
li
n
e
a
n
d
Bi
o
me
d
ica
l
E
n
g
in
e
e
rin
g
(i
J
OE)
,
v
o
l
.
15
,
n
o
.
9,
p
p
.
4
-
1
5
,
2
0
1
9
.
[5
5
]
M
a
iso
n
,
e
t
a
l.
,
“
Lea
rn
in
g
i
n
N
a
tu
re
S
c
ien
c
e
:
S
o
c
ial
Im
p
li
c
a
ti
o
n
,
N
o
rm
a
li
ty
o
f
S
c
ien
ti
st.,
Atti
t
u
d
e
s
T
o
wa
rd
s
In
v
e
stig
a
ti
o
n
o
f
Na
t
u
ra
l
S
c
ie
n
c
e
,
a
n
d
I
n
tere
s
t
A
d
d
s
To
S
c
ien
c
e
Lea
rn
in
g
Ti
m
e
,
”
In
ter
n
a
ti
o
n
a
l
J
o
u
r
n
a
l
o
f
S
c
ien
ti
f
ic
&
T
e
c
h
n
o
l
o
g
y
Res
e
a
rc
h
,
v
o
l.
8
,
n
o
.
1
2
,
p
p
.
1
4
7
8
-
1
4
8
4
,
2
0
1
9
.
[5
6
]
M
.
Alfa
ss
i,
“
P
ro
m
o
ti
n
g
t
h
e
will
a
n
d
s
k
il
l
o
f
stu
d
e
n
ts
a
t
a
c
a
d
e
m
ic
risk
:
a
n
e
v
a
lu
a
ti
o
n
o
f
a
n
in
str
u
c
ti
o
n
a
l
d
e
sig
n
g
e
a
re
d
t
o
f
o
ste
r
a
c
h
ie
v
e
m
e
n
t,
se
l
f
-
e
ffica
c
y
a
n
d
m
o
ti
v
a
ti
o
n
,
”
J
o
u
r
n
a
l
o
f
I
n
stru
c
ti
o
n
a
l
Psy
c
h
o
l
o
g
y
,
v
o
l.
30
,
n
o
.
1,
p
p
.
2
8
–
4
0
,
2
0
0
3
.
[5
7
]
K.
Do
wn
in
g
,
R.
Ho
,
K.
S
h
i
n
,
L.
Vr
ij
m
o
e
d
,
a
n
d
E.
Wo
n
g
,
“
M
e
tac
o
g
n
it
iv
e
d
e
v
e
l
o
p
m
e
n
t
a
n
d
m
o
v
in
g
a
wa
y
,
”
Ed
u
c
a
ti
o
n
a
l
S
t
u
d
ies
,
v
o
l.
33
,
n
o
.
1,
p
p
.
1
–
1
3
,
2
0
0
7
.
[5
8
]
O.
Talib
,
W.
S
,
Lu
a
n
.
,
S
.
C
Az
h
a
r.
a
n
d
N
.
A
b
d
u
ll
a
h
,
“
Un
c
o
v
e
rin
g
M
a
lay
sia
n
stu
d
e
n
ts’
m
o
ti
v
a
ti
o
n
to
lea
rn
i
n
g
sc
ien
c
e
,
”
Eu
ro
p
e
a
n
J
o
u
rn
a
l
o
f
S
o
c
ia
l
S
c
ien
c
e
s
,
v
o
l.
8
,
n
o
.
2,
pp.
266
–
2
7
6
,
2
0
0
9
.
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