I
nte
rna
t
io
na
l J
o
urna
l o
f
E
v
a
lua
t
io
n a
nd
Resea
rc
h in E
du
ca
t
io
n (
I
J
E
RE
)
Vo
l.
10
,
No
.
4
,
Dec
em
b
er
202
1
,
p
p
.
1
1
2
5
~
1
1
3
2
I
SS
N:
2252
-
8
8
2
2
,
DOI
: 1
0
.
1
1
5
9
1
/
ije
r
e
.
v
10
i
4
.
2
1
9
0
4
1125
J
o
ur
na
l ho
m
ep
a
g
e
:
h
ttp
:
//ij
ere.
ia
esco
r
e.
co
m
Factors
affe
cting
students
’
cho
ice
of educa
tiona
l adm
inistra
tion
ma
jor: Why do
s
t
udents
join th
e pr
o
g
ra
m?
Didik
Wa
rda
y
a
,
L
a
ntip D
ia
t
P
ra
s
o
j
o
,
Su
g
iy
o
no
Su
g
iy
o
no
De
p
a
rtme
n
t
o
f
E
d
u
c
a
ti
o
n
a
l
Ad
m
i
n
istratio
n
,
U
n
iv
e
rsitas
Ne
g
e
ri
Yo
g
y
a
k
a
rta
,
Y
o
g
y
a
k
a
rta,
In
d
o
n
e
sia
Art
icle
I
nfo
AB
S
T
RAC
T
A
r
ticle
his
to
r
y:
R
ec
eiv
ed
Mar
15
,
2
0
21
R
ev
is
ed
Au
g
4
,
2
0
21
Acc
ep
ted
Sep
7
,
2
0
21
Th
e
stu
d
y
e
x
a
m
in
e
d
fa
c
to
rs
a
ff
e
c
ti
n
g
Be
h
a
v
i
o
ra
l
I
n
ten
ti
o
n
(BI)
re
g
a
rd
in
g
stu
d
e
n
ts’
c
h
o
ice
o
f
e
d
u
c
a
ti
o
n
a
l
a
d
m
in
istratio
n
a
s
t
h
e
ir
m
a
jo
r
.
S
a
m
p
les
we
re
tak
e
n
fro
m
In
d
o
n
e
sia
n
stu
d
e
n
ts.
Th
e
p
ro
c
e
ss
wa
s
b
e
g
u
n
wit
h
th
e
a
d
a
p
tatio
n
o
f
su
rv
e
y
i
n
stru
m
e
n
ts
fro
m
p
r
e
v
io
u
s
stu
d
ies
v
a
li
d
a
t
e
d
t
h
ro
u
g
h
c
o
n
ten
t
v
a
li
d
it
y
.
I
n
tes
ti
n
g
th
e
n
o
rm
a
li
ty
,
S
k
e
wn
e
ss
a
n
d
Ku
rt
o
sis
v
a
lu
e
s
we
re
c
o
m
p
u
ted
.
Re
li
a
b
il
it
y
a
ss
e
ss
m
e
n
t
wa
s
a
p
p
li
e
d
t
h
ro
u
g
h
Cr
o
n
b
a
c
h
’s
a
lp
h
a
.
Ex
p
l
o
ra
to
r
y
F
a
c
to
r
An
a
l
y
sis
(EF
A)
a
n
d
Co
n
firma
to
r
y
F
a
c
to
r
An
a
l
y
sis
(CF
A)
we
re
b
o
t
h
c
o
n
d
u
c
ted
fo
r
t
h
e
c
o
n
stru
c
ts.
I
n
e
x
a
m
i
n
in
g
t
h
e
re
l
a
ti
o
n
sh
i
p
,
S
tru
c
tu
ra
l
E
q
u
a
ti
o
n
M
o
d
e
li
n
g
(S
EM
)
a
n
a
ly
sis
u
si
n
g
A
M
OS
2
3
.
0
wa
s
a
p
p
li
e
d
to
2
5
7
re
sp
o
n
se
s.
Th
e
fi
n
d
i
n
g
s
in
fo
rm
e
d
th
a
t
tw
o
re
latio
n
s
h
ip
s
we
re
sig
n
ifi
c
a
n
t
wh
il
e
th
e
o
t
h
e
r
tw
o
a
re
i
n
sig
n
ifi
c
a
n
t.
P
e
rc
e
iv
e
d
Be
h
a
v
io
ra
l
Co
n
tr
o
l
(
P
BC)
a
n
d
Atti
tu
d
e
(AT)
sig
n
ifi
c
a
n
t
ly
p
re
d
icte
d
BI,
wh
il
e
S
u
b
jec
ti
v
e
No
rm
(S
N)
a
n
d
F
a
c
il
it
a
ti
n
g
Co
n
d
it
io
n
(F
C)
d
id
n
o
t
si
g
n
if
ica
n
tl
y
p
re
d
ict
BI.
Th
e
c
u
rre
n
t
st
u
d
y
c
a
n
e
x
p
a
n
d
a
n
in
-
d
e
p
th
c
o
n
tri
b
u
ti
o
n
a
n
d
re
f
e
re
n
c
e
fo
r
fu
rth
e
r
re
se
a
rc
h
e
rs
a
s
a
b
a
sis
o
f
th
e
e
m
p
iri
c
a
l
e
v
id
e
n
c
e
i
n
re
lati
o
n
to
th
e
v
a
li
d
a
ted
su
rv
e
y
q
u
e
stio
n
n
a
ire.
Ac
c
e
ss
to
th
e
q
u
e
stio
n
n
a
ire
m
a
y
c
o
n
tri
b
u
te
t
o
e
d
u
c
a
ti
o
n
a
l
sta
k
e
h
o
l
d
e
rs
e
sta
b
li
sh
in
g
p
o
li
c
ies
to
imp
ro
v
e
stu
d
e
n
t
s’
in
tere
sts
in
stu
d
y
in
g
in
a
n
e
d
u
c
a
ti
o
n
a
l
a
d
m
in
istratio
n
st
u
d
y
p
r
o
g
ra
m
.
K
ey
w
o
r
d
s
:
E
d
u
ca
tio
n
al
ad
m
in
is
tr
atio
n
Facto
r
s
Ma
jo
r
s
elec
tio
n
SEM
Valid
atio
n
T
h
is i
s
a
n
o
p
e
n
a
c
c
e
ss
a
rticle
u
n
d
e
r th
e
CC B
Y
-
SA
li
c
e
n
se
.
C
o
r
r
e
s
p
o
nd
ing
A
uth
o
r
:
L
an
tip
Diat
Pra
s
o
jo
Dep
ar
tm
en
t o
f
E
d
u
ca
tio
n
al
Ad
m
in
is
tr
atio
n
Un
iv
er
s
itas
Neg
er
i Y
o
g
y
ak
ar
t
a
Kab
u
p
aten
Slem
an
,
Dae
r
ah
I
s
t
im
ewa
Yo
g
y
ak
ar
ta
5
5
2
8
1
,
I
n
d
o
n
esia
E
m
ail:
lan
tip
@
u
n
y
.
ac
.
id
1.
I
NT
RO
D
UCT
I
O
N
T
h
e
d
em
a
n
d
f
o
r
ed
u
ca
tio
n
m
a
jo
r
s
in
I
n
d
o
n
esia
h
as
co
n
s
is
ten
tly
b
ee
n
h
ig
h
.
I
n
2
0
1
9
,
th
e
r
e
ar
e
5
,
9
9
8
ed
u
ca
tio
n
al
s
tu
d
y
p
r
o
g
r
am
s
,
with
a
to
tal
o
f
ap
p
r
o
x
im
ately
1
,
4
8
0
m
illi
o
n
s
tu
d
en
ts
o
r
2
5
0
th
o
u
s
an
d
g
r
ad
u
ates
ea
ch
y
ea
r
[
1
]
.
Un
d
er
s
tan
d
in
g
s
tu
d
en
t
teac
h
er
s
’
f
ac
to
r
s
af
f
ec
tin
g
th
eir
d
ec
is
io
n
to
b
ec
o
m
e
a
teac
h
er
o
r
an
ed
u
ca
tio
n
al
ad
m
i
n
is
tr
ato
r
b
y
atten
d
in
g
teac
h
er
e
d
u
ca
tio
n
p
r
o
g
r
am
s
is
ess
en
tial
s
in
ce
a
n
ec
ess
ar
y
f
o
u
n
d
atio
n
to
estab
lis
h
teac
h
er
ed
u
ca
tio
n
p
o
licies
an
d
p
lan
s
is
to
in
cr
ea
s
e
th
e
g
r
ad
u
ates’
q
u
ality
[
2
]
-
[
4
]
.
T
h
e
elab
o
r
atio
n
o
f
th
e
f
ac
to
r
s
af
f
ec
tin
g
s
tu
d
e
n
ts
’
ch
o
ice
i
n
a
p
r
o
g
r
am
is
a
d
ec
is
iv
e
p
o
i
n
t
to
d
eter
m
in
e
s
tu
d
en
t
r
ec
r
u
itm
en
t
p
o
licy
in
th
e
f
u
tu
r
e.
I
t
is
also
ess
en
tial
to
m
an
ag
e
th
e
s
u
s
tain
ab
ilit
y
o
f
teac
h
er
ed
u
ca
ti
o
n
p
r
o
g
r
am
s
an
d
f
ac
to
r
s
th
at
d
er
iv
e
a
p
er
s
o
n
f
r
o
m
a
ch
iev
in
g
s
o
m
eth
in
g
.
A
s
elec
tio
n
cr
iter
io
n
o
f
s
tu
d
en
ts
’
ch
o
ice
in
ch
o
o
s
in
g
a
p
r
o
g
r
a
m
p
lay
s
a
s
ig
n
if
ica
n
t r
o
l
e
[
4
]
-
[
6
]
.
Stu
d
en
ts
,
in
clu
d
in
g
s
tu
d
e
n
t
t
ea
ch
er
s
,
ten
d
to
f
ac
e
t
h
e
s
tr
ess
f
u
l
m
ajo
r
s
elec
tio
n
b
y
li
m
itin
g
th
eir
s
elec
tio
n
)
.
So
m
etim
es,
th
e
s
el
ec
tio
n
p
r
o
ce
s
s
is
co
m
p
lex
b
e
ca
u
s
e
o
f
in
ac
cu
r
ate
an
d
lim
it
ed
in
f
o
r
m
atio
n
[
7
]
.
Stu
d
ies
ab
o
u
t
c
h
o
o
s
in
g
ed
u
c
atio
n
al
m
ajo
r
s
h
av
e
b
ee
n
wi
d
ely
av
ailab
le.
Nev
er
th
eless
,
a
f
ew
s
tu
d
ies
wer
e
co
n
d
u
cte
d
in
d
ev
elo
p
i
n
g
co
u
n
tr
ies
lik
e
I
n
d
o
n
esia.
E
v
en
f
ew
er
o
f
th
em
elab
o
r
ate
d
o
n
a
v
al
id
atio
n
p
r
o
ce
s
s
o
f
a
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2
2
5
2
-
8
8
2
2
I
n
t
J
E
v
al
&
R
es E
d
u
c
,
Vo
l
.
10
,
No
.
4
,
Dec
em
b
er
2
0
2
1
:
1
1
2
5
-
1
1
3
2
1126
s
u
r
v
ey
i
n
s
tr
u
m
en
t
estab
lis
h
m
en
t.
T
h
e
r
ef
o
r
e
,
th
is
s
tu
d
y
was
co
n
d
u
cted
t
o
ex
a
m
in
e
t
h
e
r
elatio
n
s
h
ip
am
o
n
g
p
r
o
p
o
s
ed
co
n
s
tr
u
cts
an
d
to
v
alid
ate
th
e
s
u
r
v
ey
q
u
esti
o
n
n
ai
r
e
r
eg
a
r
d
in
g
I
n
d
o
n
e
s
ian
u
n
d
e
r
g
r
ad
u
ate
s
tu
d
en
ts
’
ch
o
ice
o
f
e
d
u
ca
tio
n
al
a
d
m
in
i
s
tr
atio
n
as
th
eir
m
ajo
r
o
f
s
tu
d
y
.
T
wo
r
esear
c
h
p
r
o
b
lem
s
em
er
g
ed
f
r
o
m
th
e
p
u
r
p
o
s
es:
i
)
I
s
th
e
p
r
o
p
o
s
ed
m
o
d
el
v
alid
an
d
r
elia
b
le
f
o
r
I
n
d
o
n
esian
c
o
n
tex
t?
;
a
n
d
ii
)
A
r
e
th
e
p
r
o
p
o
s
ed
h
y
p
o
th
eses
s
ig
n
if
ican
t
?
T
h
e
p
ap
er
wo
u
ld
g
r
ea
tly
co
n
tr
ib
u
te
to
th
e
f
ield
o
f
th
e
s
tu
d
y
b
y
p
r
o
v
id
in
g
a
v
alid
an
d
r
eliab
le
s
ca
le
as we
ll a
s
an
ela
b
o
r
atio
n
o
f
r
elatio
n
s
h
ip
s
ig
n
if
i
ca
n
ce
s
r
eg
ar
d
in
g
th
e
to
p
ic
o
f
th
e
s
tu
d
y
.
Af
ter
g
r
ad
u
atin
g
f
r
o
m
h
ig
h
s
ch
o
o
ls
,
s
tu
d
en
ts
ten
d
to
f
ac
e
s
tr
e
s
s
f
u
l
co
n
d
i
tio
n
s
to
ch
o
o
s
e
a
co
lleg
e
m
ajo
r
,
th
ey
ten
d
to
lim
it
th
eir
cr
iter
ia
[
2
]
.
T
h
e
p
r
o
ce
s
s
th
en
b
ec
am
e
co
m
p
licated
d
u
e
to
s
h
o
r
t
an
d
in
c
o
r
r
ec
t
in
f
o
r
m
atio
n
.
Ma
n
y
m
o
d
els
h
av
e
b
ee
n
estab
lis
h
ed
to
h
elp
s
tu
d
en
ts
s
elec
t
th
eir
co
lleg
e
m
ajo
r
.
T
h
e
C
am
p
b
ell
I
n
te
r
est
an
d
Sk
ill
Su
r
v
ey
(
C
I
SS
)
s
h
o
wn
in
f
o
r
m
e
d
a
m
o
d
el
f
o
r
d
eter
m
in
in
g
th
e
s
elec
tio
n
o
f
co
lleg
e
m
ajo
r
[
8
]
.
L
ap
an
,
Sh
au
g
h
n
ess
y
,
an
d
B
o
g
g
s
[
9
]
ad
d
r
ess
ed
a
f
ac
to
r
a
n
aly
s
is
to
m
ea
s
u
r
e
m
ajo
r
s
elec
tio
n
.
T
h
e
An
aly
tic
Hier
ar
ch
y
Pro
ce
s
s
(
AHP)
was
u
s
ed
to
in
f
o
r
m
a
tr
em
en
d
o
u
s
p
r
ed
ictin
g
p
o
wer
f
o
r
th
r
ee
f
ac
to
r
s
:
s
u
b
ject,
o
th
er
in
f
lu
en
ce
,
a
n
d
f
u
tu
r
e
ca
r
ee
r
s
[
1
0
]
.
I
n
d
etail,
s
tu
d
en
ts
s
ee
m
ed
to
ch
o
o
s
e
th
eir
m
ajo
r
b
ased
o
n
th
eir
p
er
ce
i
v
ed
o
f
s
o
m
e
ass
es
s
m
en
ts
,
s
u
ch
as
in
ter
est,
co
m
p
en
s
atio
n
,
im
ag
e,
r
ep
u
tatio
n
,
an
d
p
r
esti
g
e.
E
x
p
ec
tatio
n
s
f
o
r
s
u
p
p
o
r
tin
g
o
u
tp
u
ts
an
d
p
er
c
eiv
ed
task
d
if
f
icu
lty
f
o
r
m
ed
s
tu
d
en
ts
’
in
ter
est
i
n
ch
o
o
s
i
n
g
a
co
lleg
e
m
ajo
r
.
I
n
ter
est is
also
r
ep
o
r
ted
to
b
e
p
r
ed
icted
b
y
s
u
b
jects,
s
elf
-
co
n
f
id
en
ce
,
an
d
f
u
tu
r
e
ca
r
ee
r
s
[
1
1
]
.
An
o
th
er
f
ac
to
r
is
th
e
s
alar
y
in
th
eir
f
u
tu
r
e
ca
r
ee
r
s
as
a
d
eter
m
in
an
t
o
f
a
co
lleg
e
m
ajo
r
.
Stu
d
en
ts
co
n
s
id
er
a
s
ig
n
if
ican
t
b
elief
t
h
at
s
alar
y
co
u
ld
s
u
p
p
o
r
t
th
em
in
th
e
f
u
tu
r
e
[
1
2
]
.
Pre
v
io
u
s
s
tu
d
ies
in
f
o
r
m
e
d
th
at
co
m
p
en
s
atio
n
p
lay
s
a
r
o
le
in
s
tu
d
en
ts
’
d
ec
is
io
n
to
c
h
o
o
s
e
a
co
lleg
e
m
ajo
r
[
1
0
]
,
[
1
3
]
.
T
h
i
s
s
tu
d
y
f
o
cu
s
ed
o
n
f
ac
to
r
s
af
f
ec
tin
g
u
n
d
e
r
g
r
ad
u
at
e
s
tu
d
en
ts
’
c
h
o
ice
o
f
e
d
u
ca
tio
n
al
ad
m
in
is
tr
atio
n
as
th
eir
m
a
jo
r
th
at
was
r
ar
ely
elab
o
r
ated
b
y
p
r
ev
io
u
s
s
tu
d
ies.
I
n
ad
d
itio
n
,
th
e
co
n
tex
t
o
f
d
ev
elo
p
in
g
co
u
n
tr
ies
m
ak
es
th
is
s
tu
d
y
d
if
f
er
en
t
f
r
o
m
p
r
ev
io
u
s
s
tu
d
ies
th
at
h
av
e
b
ee
n
c
o
n
d
u
cted
m
ain
ly
i
n
d
ev
elo
p
e
d
co
u
n
tr
ies
[2
]
-
[
4
]
.
T
o
m
ak
e
a
s
tr
o
n
g
th
eo
r
etica
l c
o
n
ce
p
t,
we
ad
ap
te
d
th
e
T
h
e
o
r
y
o
f
Plan
n
e
d
B
eh
a
v
io
r
to
ac
h
iev
e
th
e
p
u
r
p
o
s
es o
f
th
e
s
tu
d
y
[
1
4
]
.
I
n
th
is
s
tu
d
y
,
we
u
s
ed
T
h
eo
r
y
o
f
Plan
n
e
d
B
eh
av
io
r
(
T
PB
)
[
1
4
]
,
[
1
5
]
th
at
wa
s
d
ev
elo
p
e
d
to
illu
s
tr
ate
h
o
w
p
eo
p
le
in
ten
d
a
n
d
d
ec
i
d
e
to
d
o
ce
r
tain
b
eh
av
i
o
r
s
b
y
s
elec
tin
g
o
u
tco
m
es
with
th
e
b
est
-
ex
p
ec
ted
v
alu
e
[
1
6
]
.
T
h
e
th
eo
r
y
in
v
o
lv
es
th
r
ee
ex
o
g
en
o
u
s
v
ar
iab
les
:
Attit
u
d
e
(
AT
)
,
Su
b
jectiv
e
No
r
m
(
SN)
,
an
d
Per
ce
iv
ed
B
eh
av
io
r
al
C
o
n
tr
o
l
(
PB
C
)
to
af
f
ec
t
B
eh
av
io
r
al
I
n
te
n
tio
n
(
B
I
)
lead
in
g
to
ac
tu
al
b
e
h
av
io
r
.
B
esid
es
th
e
th
r
ee
ex
o
g
en
o
u
s
v
a
r
iab
les,
th
is
s
tu
d
y
e
x
ten
d
s
th
e
m
o
d
el
b
y
a
d
d
in
g
Facilitatin
g
C
o
n
d
itio
n
(
FC
)
as
o
n
e
o
f
t
h
e
p
r
ed
icto
r
s
T
ab
le
1
.
T
ab
le
1
.
Var
iab
le
a
n
d
d
ef
in
iti
o
n
V
a
r
i
a
b
l
e
D
e
f
i
n
i
t
i
o
n
AT
I
n
t
h
i
s
s
t
u
d
y
,
A
T
i
s
d
e
f
i
n
e
d
a
s
st
u
d
e
n
t
s’
p
e
r
c
e
i
v
e
d
e
v
a
l
u
a
t
i
o
n
o
f
t
h
e
p
o
si
t
i
v
i
t
y
o
r
n
e
g
a
t
i
v
i
t
y
o
f
t
h
e
i
r
c
h
o
i
c
e
o
f
c
h
o
o
s
i
n
g
e
d
u
c
a
t
i
o
n
a
l
a
d
m
i
n
i
st
r
a
t
i
o
n
a
s t
h
e
i
r
m
a
j
o
r
o
f
s
t
u
d
y
.
SN
I
t
i
s
e
st
a
b
l
i
s
h
e
d
b
a
se
d
o
n
i
n
f
o
r
ma
t
i
o
n
f
r
o
m
o
t
h
e
r
p
e
o
p
l
e
a
b
o
u
t
w
h
a
t
m
a
t
t
e
r
s
a
n
d
w
h
a
t
d
o
e
s
n
o
t
m
a
t
t
e
r
;
i
t
i
s
d
e
t
e
r
mi
n
e
d
b
y
p
e
r
c
e
i
v
e
d
p
r
e
ss
u
r
e
f
r
o
m
f
a
mi
l
y
,
f
r
i
e
n
d
s,
l
e
a
d
e
r
s.
S
N
i
n
t
h
e
c
u
r
r
e
n
t
st
u
d
y
r
e
f
e
r
s
t
o
t
h
e
b
e
l
i
e
f
t
h
a
t
a
n
i
m
p
o
r
t
a
n
t
p
e
r
s
o
n
o
r
p
e
o
p
l
e
w
i
l
l
a
p
p
r
o
v
e
a
n
d
s
u
p
p
o
r
t
I
n
d
o
n
e
s
i
a
n
u
n
d
e
r
g
r
a
d
u
a
t
e
s
t
u
d
e
n
t
s’
c
h
o
i
c
e
o
f
e
d
u
c
a
t
i
o
n
a
l
a
d
m
i
n
i
s
t
r
a
t
i
o
n
a
s t
h
e
i
r
maj
o
r
o
f
st
u
d
y
.
P
B
C
P
B
C
i
n
t
h
i
s
st
u
d
y
r
e
f
e
r
s
t
o
st
u
d
e
n
t
s’
p
e
r
c
e
p
t
i
o
n
s
o
f
t
h
e
i
r
a
b
i
l
i
t
y
t
o
p
e
r
f
o
r
m
i
n
a
n
e
d
u
c
a
t
i
o
n
a
l
a
d
mi
n
i
s
t
r
a
t
i
o
n
ma
j
o
r
.
FC
I
t
i
s
d
e
f
i
n
e
d
a
s
t
h
e
d
e
g
r
e
e
t
o
w
h
i
c
h
a
n
i
n
d
i
v
i
d
u
a
l
b
e
l
i
e
v
e
s
t
h
a
t
t
h
e
u
n
i
v
e
r
si
t
y
i
n
f
r
a
st
r
u
c
t
u
r
e
i
s
a
v
a
i
l
a
b
l
e
t
o
s
u
p
p
o
r
t
t
h
e
maj
o
r
,
e
d
u
c
a
t
i
o
n
a
l
a
d
m
i
n
i
s
t
r
a
t
i
o
n
BI
I
t
i
s
d
e
f
i
n
e
d
a
s
t
h
e
e
f
f
o
r
t
st
u
d
e
n
t
s’
e
x
p
e
c
t
t
o
a
p
p
l
y
t
o
k
e
e
p
c
o
n
t
i
n
u
i
n
g
t
h
e
i
r
st
u
d
y
i
n
e
d
u
c
a
t
i
o
n
a
l
a
d
mi
n
i
s
t
r
a
t
i
o
n
m
a
j
o
r
T
h
e
T
PB
f
r
am
ewo
r
k
h
as
b
ee
n
wid
ely
ap
p
lied
in
d
eter
m
in
in
g
in
ten
tio
n
s
an
d
ac
tio
n
s
in
v
ar
io
u
s
b
eh
av
io
r
al,
tech
n
ical,
a
n
d
m
e
d
ical
s
cien
ce
d
is
cip
lin
es
.
I
n
h
ig
h
er
e
d
u
ca
tio
n
,
th
e
f
r
am
ew
o
r
k
h
as
also
b
ee
n
ex
ten
s
iv
ely
u
s
ed
.
Fo
r
in
s
tan
c
e,
PB
C
was
r
ep
o
r
ted
to
b
e
t
h
e
s
tr
o
n
g
est
p
r
ed
icto
r
in
p
r
e
d
ictin
g
a
s
tu
d
en
t’
s
in
ten
tio
n
to
ch
o
o
s
e
a
b
u
s
in
e
s
s
eth
ics
co
u
r
s
e
[
1
7
]
.
AT
a
n
d
SN
wer
e
s
ig
n
if
ican
t
in
p
r
ed
ictin
g
s
tu
d
e
n
ts
’
em
p
lo
y
m
e
n
t
r
ate
in
ten
tio
n
[
1
8
]
.
R
eg
ar
d
in
g
h
ig
h
e
r
ed
u
ca
tio
n
al
m
ajo
r
s
elec
tio
n
,
in
ad
d
itio
n
,
T
PB
was
u
s
ed
to
elab
o
r
ate
b
ac
h
elo
r
d
eg
r
ee
s
tu
d
en
ts
f
o
r
t
h
eir
m
ajo
r
in
h
ig
h
er
ed
u
ca
tio
n
.
I
n
th
eir
s
tu
d
y
,
th
e
SN
was
r
ep
o
r
ted
t
o
h
av
e
a
s
ig
n
if
ican
t
r
elatio
n
s
h
ip
with
B
I
in
ch
o
o
s
in
g
a
m
ajo
r
[
1
9
]
.
T
PB
u
s
e
in
ch
o
o
s
in
g
a
b
u
s
in
ess
ad
m
in
is
tr
atio
n
m
ajo
r
was
also
r
ep
o
r
ted
[
2
0
]
.
SN
an
d
PB
C
p
ath
co
ef
f
icien
ts
wer
e
s
ig
n
if
ican
t
in
p
r
ed
ictin
g
B
I
,
s
u
p
p
o
r
tin
g
two
h
y
p
o
t
h
eses
o
f
th
e
s
tu
d
y
.
An
o
th
er
r
esear
c
h
d
eter
m
in
ed
th
e
r
ea
s
o
n
s
co
ll
eg
e
u
n
d
er
g
r
ad
u
ates
p
u
r
s
u
e
a
m
ajo
r
in
in
f
o
r
m
atio
n
tech
n
o
lo
g
y
[
2
1
]
.
T
h
e
f
in
d
in
g
i
n
f
o
r
m
e
d
th
at
th
o
s
e
with
h
i
g
h
AT
an
d
PB
C
m
ig
h
t
b
e
m
o
r
e
lik
el
y
to
ch
o
o
s
e
th
e
m
ajo
r
[
2
1
]
.
Fu
r
th
er
,
r
ep
u
tatio
n
an
d
im
ag
e
ar
e
also
r
ep
o
r
ted
to
in
f
l
u
en
ce
AT
f
o
r
m
aj
o
r
c
o
lleg
e
s
ele
ctio
n
.
Fo
r
illu
s
tr
atio
n
,
th
e
s
o
cial
im
ag
e
also
h
as
an
ess
en
tial
o
r
cr
it
ical
r
o
le
in
a
s
tu
d
en
t’
s
m
ajo
r
s
elec
tio
n
.
C
ar
ee
r
o
p
p
o
r
tu
n
ities
em
er
g
ed
t
o
in
f
lu
en
ce
s
tu
d
e
n
t
AT
an
d
ca
n
b
e
in
teg
r
ated
as
p
a
r
t
o
f
m
aj
o
r
e
v
alu
atio
n
,
wh
ich
is
o
f
ten
d
escr
ib
e
d
as
jo
b
d
e
v
elo
p
m
en
t
[
7
]
,
[
2
1
]
.
Oth
e
r
s
tu
d
ie
s
r
ef
lecte
d
SN
o
r
o
th
e
r
p
eo
p
l
e’
s
in
f
lu
en
ce
s
lik
e
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
F
a
cto
r
s
a
ffectin
g
s
tu
d
en
ts
’
ch
o
ice
o
f e
d
u
c
a
tio
n
a
l
a
d
min
is
tr
a
tio
n
ma
jo
r
:
Wh
y
d
o
s
tu
d
en
ts
…
(
Did
ik
Wa
r
d
a
ya
)
1127
f
am
ily
an
d
f
r
ien
d
s
as
a
p
r
e
d
ictiv
e
r
o
le
i
n
p
r
ed
ictin
g
s
tu
d
e
n
ts
’
d
ec
is
io
n
s
r
eg
a
r
d
in
g
th
eir
co
lleg
e
m
ajo
r
[
1
0
]
,
[
2
1
]
.
H
o
wev
er
,
o
th
er
s
ch
o
lar
s
in
f
o
r
m
ed
a
n
in
s
ig
n
if
ican
t
r
elatio
n
s
h
ip
b
etwe
e
n
SN
an
d
th
e
m
ajo
r
s
elec
tio
n
[
1
7
]
,
[
2
0
]
.
Fo
u
r
r
elatio
n
s
h
ip
s
wer
e
p
r
o
p
o
s
ed
in
th
is
s
tu
d
y
co
n
ce
r
n
in
g
SN a
n
d
B
I
;
PB
C
an
d
B
I
;
AT
an
d
B
I
;
FC
an
d
B
I
as sh
o
wn
in
Fig
u
r
e
1
.
As a
r
esu
lt,
f
o
u
r
h
y
p
o
th
eses
wer
e
estab
lis
h
ed
with
in
th
is
s
tu
d
y
:
H1
:
Stu
d
en
ts
’
SN
will
s
ig
n
if
ican
tly
in
f
lu
e
n
ce
B
I
r
e
g
ar
d
in
g
th
eir
ed
u
ca
tio
n
al
a
d
m
in
is
tr
atio
n
ch
o
ice
as
th
eir
m
ajo
r
o
f
s
tu
d
y
.
H2
:
Stu
d
en
ts
’
PB
C
will
s
ig
n
if
ican
tly
in
f
lu
e
n
ce
B
I
r
eg
a
r
d
in
g
th
eir
ed
u
ca
tio
n
al
a
d
m
in
is
tr
atio
n
ch
o
ice
as
th
eir
m
ajo
r
o
f
s
tu
d
y
.
H3
:
Stu
d
en
ts
’
AT
wil
l
s
ig
n
if
i
ca
n
t
ly
in
f
lu
en
ce
B
I
r
eg
ar
d
in
g
th
eir
ed
u
ca
tio
n
al
ad
m
in
is
tr
atio
n
ch
o
ice
as
th
eir
m
ajo
r
o
f
s
tu
d
y
.
H
4:
Stu
d
en
ts
’
FC
wil
l
s
ig
n
if
i
ca
n
tly
in
f
lu
en
ce
B
I
r
e
g
ar
d
in
g
th
eir
ed
u
ca
tio
n
al
ad
m
in
is
tr
atio
n
ch
o
ice
as
th
eir
m
ajo
r
o
f
s
tu
d
y
.
Fig
u
r
e
1
.
Pro
p
o
s
ed
m
o
d
el
2.
RE
S
E
ARCH
M
E
T
H
O
D
2
.
1
.
P
a
rt
icipa
nts a
nd
pro
ce
du
re
T
h
e
cu
r
r
e
n
t
s
tu
d
y
was
co
n
d
u
cted
with
in
a
cr
o
s
s
-
s
ec
tio
n
a
l
s
u
r
v
ey
d
esig
n
[
2
2
]
.
A
cr
o
s
s
-
s
ec
tio
n
al
s
u
r
v
ey
d
esig
n
is
a
q
u
a
n
titativ
e
m
eth
o
d
th
at
f
ac
ilit
ates
th
e
o
p
p
o
r
tu
n
ity
to
ad
m
in
is
ter
a
q
u
esti
o
n
n
air
e
to
a
g
r
o
u
p
o
f
s
am
p
le
o
r
p
o
p
u
latio
n
o
f
p
eo
p
le
to
elab
o
r
ate
p
er
ce
p
tio
n
s
an
d
ch
ar
ac
ter
is
tics
o
f
th
e
s
a
m
p
le
o
r
p
o
p
u
latio
n
[
2
3
]
,
[
2
4
]
.
T
h
is
s
tu
d
y
’
s
p
o
p
u
latio
n
is
all
I
n
d
o
n
esian
u
n
d
er
g
r
ad
u
ate
s
tu
d
en
ts
o
f
ed
u
ca
tio
n
al
ad
m
in
is
tr
atio
n
.
Me
an
wh
ile,
th
e
s
am
p
le
o
f
th
e
s
tu
d
y
is
2
5
7
s
tu
d
en
ts
wh
o
s
e
m
ajo
r
is
ed
u
ca
ti
o
n
al
ad
m
i
n
is
tr
at
io
n
;
we
u
s
ed
r
an
d
o
m
clu
s
ter
s
am
p
lin
g
in
d
eter
m
in
in
g
t
h
e
s
am
p
le
o
f
th
e
s
tu
d
y
.
T
h
e
s
tu
d
y
r
esp
o
n
d
en
ts
ar
e
u
n
d
er
g
r
ad
u
ate
s
tu
d
en
ts
f
r
o
m
two
s
tate
u
n
iv
e
r
s
ities
f
r
o
m
two
p
r
o
v
in
ce
s
,
J
am
b
i
(
Un
iv
er
s
ity
A)
an
d
Yo
g
y
ak
ar
ta
(
Un
iv
er
s
ity
B
)
.
Fem
ale
p
ar
ticip
an
ts
wer
e
1
9
3
(
7
5
.
1
%),
an
d
m
ale
p
ar
ticip
an
ts
wer
e
6
4
(
2
4
.
9
%).
T
h
e
g
en
d
er
d
is
p
r
o
p
o
r
tio
n
in
ed
u
ca
tio
n
al
ad
m
in
is
tr
atio
n
d
ep
ar
tm
e
n
ts
r
esu
lted
i
n
a
m
o
r
e
s
ig
n
if
ican
t
p
r
o
p
o
r
tio
n
o
f
f
em
ale
r
esp
o
n
d
en
ts
th
an
m
ale
r
esp
o
n
d
en
ts
.
R
eg
ar
d
in
g
y
ea
r
s
th
e
y
s
tu
d
ied
in
u
n
iv
er
s
ity
,
f
ir
s
t
-
y
ea
r
s
tu
d
en
ts
w
er
e
7
8
r
esp
o
n
d
en
ts
(
3
.
4
%),
s
ec
o
n
d
-
y
ea
r
s
tu
d
en
ts
wer
e
7
4
(
2
8
.
8
%),
th
ir
d
-
y
ea
r
s
tu
d
en
ts
wer
e
5
3
(
2
.
6
%),
f
o
u
r
t
h
-
y
ea
r
s
tu
d
e
n
ts
wer
e
4
8
(
1
8
.
7
%),
a
n
d
f
if
t
h
-
y
ea
r
s
tu
d
en
ts
wer
e
4
(
1
.
6
%).
Av
ailab
le
r
esp
o
n
d
en
ts
v
o
lu
n
tar
ily
c
o
m
p
leted
an
o
n
lin
e
-
b
ased
s
u
r
v
ey
.
T
h
e
y
co
m
p
leted
2
9
item
s
co
n
s
is
tin
g
o
f
t
h
r
ee
i
tem
s
o
f
d
em
o
g
r
a
p
h
ic
q
u
esti
o
n
n
air
e
an
d
2
6
item
s
o
f
m
ain
v
ar
iab
le.
2
.
2
.
M
ea
s
ure
s
T
h
r
ee
d
e
m
o
g
r
a
p
h
ic
item
s
o
f
th
e
q
u
esti
o
n
n
ai
r
e
ad
d
r
ess
ed
q
u
esti
o
n
s
ab
o
u
t
u
n
i
v
er
s
ity
,
g
en
d
er
,
a
n
d
y
ea
r
s
in
u
n
iv
e
r
s
ity
.
Me
an
wh
i
le,
th
e
m
ai
n
s
ca
le
co
n
s
is
tin
g
o
f
2
6
in
d
icato
r
s
u
s
ed
in
th
e
cu
r
r
e
n
t
s
tu
d
y
was
ad
ap
ted
f
r
o
m
p
r
ev
i
o
u
s
s
tu
d
ie
s
[
1
4
]
,
[
2
5
]
,
[
2
6
]
.
R
esear
ch
er
s
in
v
o
lv
ed
f
iv
e
e
x
p
er
ts
in
ed
u
ca
tio
n
al
p
o
licy
an
d
ad
m
in
is
tr
atio
n
in
th
e
b
eg
in
n
i
n
g
p
r
o
ce
s
s
o
f
th
e
s
u
r
v
ey
d
ev
elo
p
m
en
t
[
2
7
]
as
p
ar
t
o
f
co
n
t
en
t
v
alid
i
ty
.
T
h
er
e
wer
e
t
wo
f
o
cu
s
g
r
o
u
p
d
is
cu
s
s
io
n
s
h
eld
to
ev
alu
ate
th
e
f
itn
es
s
o
f
th
e
s
u
r
v
ey
in
s
tr
u
m
e
n
t
f
o
r
I
n
d
o
n
esian
s
ettin
g
an
d
co
n
tex
t.
2
.
3
.
Da
t
a
a
na
ly
s
is
Data
an
aly
s
is
in
th
is
s
tu
d
y
was
b
eg
u
n
with
d
ata
s
cr
ee
n
i
n
g
.
T
h
e
d
ata
s
cr
ee
n
in
g
in
clu
d
es
s
o
m
e
co
n
s
id
er
atio
n
s
,
n
am
ely
h
an
d
l
in
g
m
is
s
in
g
d
ata,
m
u
ltico
llin
ea
r
ity
,
o
u
tlier
s
,
an
d
n
o
r
m
ality
.
T
h
e
co
m
p
u
tatio
n
was
d
o
n
e
th
r
o
u
g
h
SP
SS
2
3
.
0
p
r
o
g
r
a
m
.
A
b
o
x
p
lo
t
f
o
r
ea
ch
co
n
s
tr
u
ct
r
ec
o
g
n
ize
d
o
u
tlier
s
.
Fo
r
th
e
d
ata
n
o
r
m
ality
o
f
ea
c
h
co
n
s
tr
u
ct,
Sk
ewn
ess
an
d
Ku
r
to
s
is
wer
e
m
ea
s
u
r
ed
.
T
h
e
b
e
n
ch
m
ar
k
o
f
th
e
Sk
ewn
ess
an
d
Ku
r
to
s
is
v
alu
es
f
o
r
ea
ch
item
s
h
o
u
ld
b
e
in
th
e
r
an
g
e
b
etwe
en
-
1
.
9
6
an
d
+
1
.
9
6
at
a
s
ig
n
if
i
ca
n
ce
lev
el
o
f
.
0
5
0
[
2
8
]
,
[
2
9
]
.
Mu
ltico
llin
ea
r
ity
was
id
en
tifie
d
wh
en
th
e
co
r
r
e
latio
n
m
atr
ix
v
alu
e
r
ef
er
s
to
a
v
alu
e
o
f
m
o
r
e
th
a
n
.
9
0
0
[
3
0
]
,
[
3
1
]
.
Facto
r
a
n
aly
s
is
was
d
o
n
e
to
e
x
am
in
e
th
e
v
alid
ity
o
f
th
e
s
u
r
v
e
y
i
n
s
tr
u
m
en
t.
Firstl
y
,
E
x
p
lo
r
ato
r
y
Facto
r
An
aly
s
is
(
E
FA)
was
d
o
n
e
f
o
r
th
e
f
ac
to
r
s
tr
u
ctu
r
e
o
f
th
e
m
o
d
el.
Seco
n
d
ly
,
C
o
n
f
ir
m
ato
r
y
H1
H3
H2
S
u
b
j
e
c
t
i
v
e
N
o
r
m
F
a
c
i
l
i
t
a
t
i
n
g
C
o
n
d
i
t
i
o
n
B
e
h
a
v
i
o
r
a
l
In
t
e
n
t
i
o
n
P
e
r
c
e
i
v
e
d
B
e
h
a
v
i
o
r
a
l
C
o
n
t
r
o
l
S
u
b
j
e
c
t
i
v
e
N
o
r
m
H4
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2
2
5
2
-
8
8
2
2
I
n
t
J
E
v
al
&
R
es E
d
u
c
,
Vo
l
.
10
,
No
.
4
,
Dec
em
b
er
2
0
2
1
:
1
1
2
5
-
1
1
3
2
1128
Facto
r
An
aly
s
is
(
C
FA)
wa
s
u
n
d
er
tak
en
to
ass
ess
if
th
e
e
s
ta
b
lis
h
ed
d
im
en
s
io
n
ality
an
d
f
a
cto
r
-
lo
ad
in
g
p
atter
n
ca
n
s
u
it
th
e
I
n
d
o
n
esian
s
ettin
g
.
E
FA
was
co
m
p
u
ted
th
r
o
u
g
h
SP
SS
2
3
.
0
to
elab
o
r
ate
o
n
th
e
n
u
m
b
e
r
o
f
f
ac
to
r
s
p
r
esen
t
with
in
th
e
d
ataset,
r
e
p
o
r
t
wh
eth
er
th
e
f
ac
to
r
s
a
r
e
r
el
ated
,
an
d
elab
o
r
ate
o
n
o
b
s
er
v
e
d
v
ar
ia
b
les
em
er
g
e
to
m
ea
s
u
r
e
ea
ch
f
ac
to
r
.
T
h
e
cu
r
r
en
t
s
tu
d
y
r
e
p
o
r
ted
th
e
Kaiser
–
Me
y
er
–
Olk
in
(
KM
O)
v
alu
e,
B
ar
tlett’s
v
alu
e,
f
ac
to
r
lo
ad
in
g
,
eig
en
v
alu
e
,
an
d
Var
im
ax
r
o
ta
tio
n
with
in
th
e
C
FA.
T
h
e
K
MO
in
d
ex
s
h
o
u
ld
b
e
f
r
o
m
0
to
1
[
2
7
]
.
L
o
ad
in
g
v
alu
es
s
h
o
u
ld
b
e
h
ig
h
er
th
a
n
.
5
0
0
f
o
r
f
ac
to
r
an
al
y
s
is
[
2
8
]
;
v
alu
es
o
v
er
.
8
0
0
wer
e
s
u
g
g
ested
as
h
ig
h
ly
s
atis
f
ac
to
r
y
.
B
ar
tlett’s
T
e
s
t
o
f
Sp
h
er
icity
s
h
o
u
ld
b
e
s
ig
n
if
ican
t
at
p
=<
.
0
5
0
.
L
o
ad
in
g
v
alu
e
f
o
r
ea
ch
item
s
h
o
u
ld
b
e
eq
u
al
to
o
r
ab
o
v
e
.
5
0
0
.
B
esid
es,
b
o
th
th
e
eig
en
v
alu
e
o
f
th
e
f
ac
to
r
s
wer
e
also
r
ep
o
r
ted
in
d
icatin
g
th
e
p
r
o
p
o
r
tio
n
o
f
v
a
r
ian
ce
c
o
n
tr
ib
u
tio
n
e
x
tr
ac
ted
b
y
ea
ch
f
ac
to
r
[
2
8
]
.
Facto
r
s
with
a
n
eig
e
n
v
a
lu
e
>
1
.
0
wer
e
k
e
p
t
wh
ile
<1
.
0
s
h
o
u
ld
b
e
r
em
o
v
e
d
f
r
o
m
th
e
lis
t
o
f
th
e
f
ac
to
r
.
I
n
th
is
s
tu
d
y
,
C
F
A
wa
s
u
s
ed
t
o
ass
es
s
wh
eth
er
th
e
d
ev
elo
p
e
d
d
i
m
en
s
io
n
ality
a
n
d
lo
ad
in
g
p
atter
n
s
u
its
th
e
I
n
d
o
n
esian
s
ettin
g
an
d
c
o
n
tex
t.
T
h
e
C
FA
cr
iter
ia
u
s
e
d
in
th
is
s
tu
d
y
wer
e
th
e
ass
ess
m
en
t
o
f
C
h
i
-
s
q
u
ar
e
(
χ2
)
,
C
o
m
p
ar
ativ
e
Fit
I
n
d
e
x
(
C
FI)
,
T
u
ck
er
L
ewis
I
n
d
e
x
(
T
L
I
)
,
R
o
o
t
Me
an
-
Sq
u
a
r
e
E
r
r
o
r
o
f
Ap
p
r
o
x
im
atio
n
(
R
MSE
A)
.
B
esid
e
s
,
C
r
o
n
b
ac
h
’
s
alp
h
a
co
ef
f
icien
ts
,
C
o
m
p
o
s
ite
R
eliab
ilit
y
(
C
R
)
,
an
d
Av
e
r
ag
e
Var
ia
n
ce
E
x
tr
ac
ted
(
AVE
)
we
r
e
co
m
p
u
ted
to
r
e
p
o
r
t
th
e
r
eliab
ilit
y
o
f
th
e
s
u
r
v
e
y
in
s
tr
u
m
en
t (
b
o
th
to
tal
an
d
c
o
n
s
tr
u
cts)
[
3
2
]
.
C
FI
s
h
o
u
l
d
b
e
>.
9
0
0
,
T
L
I
(
>.
9
0
0
)
,
R
MSE
A
(
<.
0
8
0
)
,
C
r
o
n
b
ac
h
’
s
alp
h
a
co
ef
f
icien
ts
(
>.
7
0
0
)
,
C
R
(
>.
7
0
0
)
,
an
d
AVE
(
>.
5
0
0
)
.
3.
RE
SU
L
T
S AN
D
D
I
SCU
SS
I
O
N
T
h
e
m
is
s
in
g
d
ata
ca
lcu
lated
in
th
is
s
tu
d
y
r
an
g
ed
f
r
o
m
0
to
3
%
p
er
in
d
icato
r
.
Miss
in
g
d
ata
wer
e
r
an
d
o
m
l
y
f
o
u
n
d
[
3
3
]
.
W
e
d
r
o
p
p
ed
in
d
icato
r
s
with
m
o
r
e
th
an
5
%
o
f
m
is
s
in
g
d
ata
an
d
r
etain
ed
th
o
s
e
with
<
5
%.
Af
ter
c
o
m
p
letely
f
ilter
in
g
th
e
m
is
s
in
g
d
ata
o
n
all
r
es
p
o
n
s
es,
we
ca
lcu
lated
m
ea
n
s
,
s
tan
d
ar
d
d
ev
i
atio
n
s
,
co
r
r
elatio
n
m
atr
ix
,
Sk
ewn
ess
,
an
d
Ku
r
t
o
s
is
o
f
th
e
d
ata
as
s
h
o
wn
in
T
ab
le
2
.
A
p
r
elim
in
ar
y
an
aly
s
is
o
f
all
th
e
item
s
o
f
AT
,
SN,
P
B
C
,
FC
,
an
d
B
I
ac
h
iev
ed
Un
iv
ar
iate
No
r
m
ality
;
Sk
ewn
ess
an
d
Ku
r
to
s
is
v
alu
es
v
ar
ied
f
r
o
m
-
1
.
0
7
8
to
1
.
6
5
6
.
R
eg
ar
d
in
g
Mu
ltic
o
llin
ea
r
ity
,
in
ter
-
c
o
r
r
elatio
n
s
am
o
n
g
th
e
f
iv
e
c
o
n
s
tr
u
cts
ar
e
in
th
e
r
an
g
e
o
f
.
5
2
1
to
.
8
0
9
.
T
h
e
o
u
tco
m
e
v
alu
es
in
d
icate
th
at
th
e
d
is
cr
im
in
an
t
v
alid
ity
was
s
at
is
f
ac
to
r
y
s
in
ce
th
e
in
ter
-
co
r
r
elatio
n
is
b
elo
w
.
9
0
0
.
T
ab
le
2
.
Me
an
s
,
s
tan
d
a
r
d
d
e
v
i
atio
n
s
,
co
r
r
el
atio
n
m
atr
ix
,
s
k
e
wn
ess
an
d
k
u
r
to
s
is
AT
SN
P
B
C
FC
BI
AT
1
.
8
0
9
**
.
7
7
7
**
.
7
6
2
**
.
7
5
3
**
SN
1
.
7
1
2
**
.
7
3
0
**
.
6
4
7
**
P
B
C
1
.
6
5
1
**
.
7
8
1
**
FC
1
.
5
2
1
**
BI
1
S
k
e
w
n
e
ss
-
1
.
0
1
1
-
1
.
0
7
8
-
.
7
7
6
-
.
8
0
5
-
1
.
0
1
3
K
u
r
t
o
si
s
.
9
9
1
1
.
6
5
6
.
2
2
0
.
5
1
4
.
9
1
1
M
e
a
n
5
.
9
6
1
7
5
.
8
9
1
1
6
.
0
6
3
6
5
.
7
4
4
2
6
.
1
0
9
9
SD
.
7
6
4
5
8
.
8
4
4
2
1
7
3
3
6
6
.
8
9
4
3
0
.
7
4
9
2
4
*
*
C
o
r
r
e
l
a
t
i
o
n
i
s si
g
n
i
f
i
c
a
n
t
a
t
t
h
e
.
0
1
l
e
v
e
l
.
3
.
1
.
E
x
plo
ra
t
o
ry
f
a
ct
o
r
a
na
ly
s
is
C
o
m
m
u
n
alities
,
eig
en
v
al
u
es,
an
d
f
ac
to
r
lo
a
d
in
g
wer
e
in
f
o
r
m
ed
in
T
ab
le
3
o
f
th
is
m
an
u
s
cr
ip
t,
ex
p
lain
in
g
th
e
E
FA
p
r
o
ce
s
s
o
f
th
e
d
ata
a
n
aly
s
is
.
T
h
e
v
a
lu
es
o
f
th
e
co
m
m
u
n
alities
ar
e
r
eg
ar
d
ed
as
t
h
e
v
ar
ian
ce
in
ea
ch
in
d
icat
o
r
co
m
p
u
ted
p
r
e
a
n
d
af
ter
th
e
f
ac
to
r
an
aly
s
is
.
T
h
e
v
alu
es
th
at
wer
e
less
th
an
.
5
0
0
s
h
o
u
ld
b
e
d
r
o
p
p
ed
t
o
f
it
f
o
r
f
u
r
th
er
a
n
aly
s
is
[
2
8
]
,
[
3
4
]
.
Valu
es
o
f
less
th
an
.
5
0
0
s
h
o
w
th
at
less
th
an
h
alf
o
f
t
h
e
in
d
icato
r
’
s
v
ar
ian
ce
was
d
ef
i
n
ed
to
r
ec
o
g
n
ize
th
e
laten
t
co
n
s
tr
u
ct.
Fro
m
th
e
co
m
p
u
tatio
n
,
th
e
c
o
m
m
u
n
alities
v
alu
es
wer
e
b
etwe
en
.
6
2
9
to
.
8
2
3
,
e
x
ce
ed
in
g
.
5
0
0
f
o
r
a
s
atis
f
ac
to
r
y
ex
p
lan
atio
n
.
Fu
r
th
e
r
,
f
iv
e
f
ac
to
r
s
with
eig
en
v
alu
es
o
f
m
o
r
e
th
an
1
.
0
0
0
wer
e
co
m
p
u
ted
th
r
o
u
g
h
Var
im
ax
r
o
tatio
n
,
p
ar
t
o
f
t
h
e
f
ac
t
o
r
an
aly
s
is
p
r
o
ce
s
s
.
I
t
ex
p
lain
ed
7
1
.
4
3
5
%
o
f
th
e
v
ar
ian
ce
in
to
tal.
Af
ter
th
e
Va
r
im
ax
,
th
e
co
m
p
o
n
e
n
t
m
atr
ix
was
im
p
lem
en
ted
in
id
en
tify
in
g
item
s
m
o
r
e
r
elate
d
to
ea
ch
f
ac
to
r
in
th
e
co
n
s
tr
u
ct.
T
h
r
o
u
g
h
th
e
r
o
tatio
n
,
th
e
cu
r
r
en
t
s
tu
d
y
in
f
o
r
m
e
d
2
2
in
d
icato
r
s
item
s
f
o
r
m
ea
s
u
r
in
g
B
I
r
e
g
ar
d
in
g
I
n
d
o
n
esian
u
n
d
er
g
r
ad
u
ate
s
tu
d
en
ts
’
ch
o
ice
o
f
ed
u
ca
tio
n
al
ad
m
in
is
tr
atio
n
as
th
eir
m
ajo
r
o
f
th
e
s
tu
d
y
wer
e
r
eg
is
ter
ed
b
y
h
ig
h
lo
ad
in
g
v
alu
es,
f
r
o
m
.
5
3
4
to
.
8
0
8
o
r
m
o
r
e
s
ig
n
if
ican
t t
h
an
.
5
0
0
.
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
F
a
cto
r
s
a
ffectin
g
s
tu
d
en
ts
’
ch
o
ice
o
f e
d
u
c
a
tio
n
a
l
a
d
min
is
tr
a
tio
n
ma
jo
r
:
Wh
y
d
o
s
tu
d
en
ts
…
(
Did
ik
Wa
r
d
a
ya
)
1129
T
ab
le
3
.
E
FA r
esu
lts
C
o
n
st
r
u
c
t
I
t
e
m
C
o
mm
u
n
a
l
i
t
i
e
s
Ei
g
e
n
F
a
c
t
o
r
1
2
3
4
5
SN
S
N
1
.
7
5
4
1
1
.
0
9
4
.
8
0
8
S
N
3
.
8
2
3
.
7
4
0
S
N
2
.
7
1
3
.
7
3
0
S
N
4
.
8
2
5
.
7
2
9
S
N
5
.
7
8
9
.
6
9
2
S
N
6
.
6
9
3
.
6
6
8
P
B
C
P
B
C
1
.
7
5
6
1
.
8
9
9
.
7
9
7
P
B
C
2
.
7
1
5
.
7
4
6
P
B
C
4
.
8
4
4
.
7
4
0
P
B
C
3
.
8
1
5
.
6
6
8
P
B
C
6
.
6
2
9
.
5
3
4
AT
A
T6
.
6
6
2
1
.
4
6
9
.
6
9
8
A
T1
.
7
2
2
.
6
9
6
A
T4
.
8
0
9
.
6
7
8
A
T2
.
6
4
5
.
4
4
7
FC
F
C
1
.
8
2
3
1
.
0
9
5
.
8
5
3
F
C
2
.
7
5
1
.
7
5
8
F
C
3
.
7
0
6
.
6
9
1
F
C
4
.
6
7
4
.
5
3
8
BI
B
I
3
.
7
5
0
1
.
0
0
1
.
7
5
0
B
I
2
.
7
8
9
.
7
4
4
B
I
1
.
7
8
0
.
6
0
1
3
.
2
.
Co
nfir
m
a
t
o
r
y
f
a
c
t
o
r
a
na
ly
s
is
So
m
e
in
d
icato
r
s
th
at
lo
a
d
in
g
s
ar
e
b
elo
w
.
5
0
0
we
r
e
d
elet
ed
in
th
e
C
FA
co
m
p
u
tatio
n
.
Af
ter
th
e
p
r
o
ce
s
s
,
th
e
C
FA
r
esu
lts
th
r
o
u
g
h
SP
SS
AM
OS
2
3
.
0
p
r
o
g
r
am
ar
e
a
d
eq
u
ate.
T
h
e
f
ac
t
o
r
s
tr
u
ctu
r
e
r
ea
c
h
e
d
s
atis
f
ac
to
r
y
m
o
d
el
f
it
f
o
r
th
e
I
n
d
o
n
esian
co
n
tex
t,
f
o
r
m
ea
s
u
r
in
g
B
I
r
e
g
ar
d
in
g
I
n
d
o
n
esian
u
n
d
er
g
r
ad
u
ate
s
tu
d
en
ts
’
ch
o
ice
o
f
e
d
u
ca
tio
n
al
ad
m
in
is
tr
atio
n
as
t
h
eir
m
ajo
r
,
χ2
=
1
5
4
.
5
0
0
,
χ2
/
d
f
=1
.
6
4
4
,
R
MSE
A=
.
0
6
7
,
T
L
I
=.
9
4
5
an
d
C
FI=
.
9
5
7
.
As
a
r
esu
lt,
th
e
C
FA
m
o
d
el
in
d
i
ca
tes
th
e
ap
p
r
o
p
r
iate
s
tr
u
ctu
r
e
o
f
th
e
p
r
o
p
o
s
ed
m
o
d
el.
All
f
ac
to
r
lo
ad
in
g
s
o
f
th
e
C
FA
m
o
d
el
v
ar
ied
f
r
o
m
.
7
0
0
to
.
9
0
0
;
th
e
v
alu
es
ex
ce
e
d
ed
th
e
th
r
esh
o
ld
o
f
.
5
0
0
[
2
8
]
,
[
3
4
]
.
I
t
p
er
f
o
r
m
s
a
d
eq
u
ate
co
n
v
er
g
e
n
t
v
alid
ity
.
Mo
r
eo
v
er
,
co
r
r
elatio
n
s
am
o
n
g
th
e
f
iv
e
co
n
s
tr
u
cts
r
an
g
ed
f
r
o
m
.
4
7
0
to
.
8
1
0
,
ex
h
i
b
itin
g
g
o
o
d
d
is
cr
im
in
an
t
v
alid
ity
.
T
h
e
f
in
alize
d
m
o
d
el
em
er
g
ed
as
th
e
b
aselin
e
f
o
r
th
e
s
u
b
s
eq
u
en
t a
n
aly
s
es r
eg
ar
d
in
g
cr
o
s
s
-
v
alid
atio
n
(
T
ab
l
e
4
)
.
3
.
3
.
Relia
bil
it
y
o
f
t
he
s
ca
les
R
eliab
ilit
y
is
d
ef
in
ed
as
th
e
c
o
n
s
is
ten
cy
o
f
th
e
s
co
r
es
o
b
tai
n
ed
in
d
ata
a
n
aly
s
is
[
2
2
]
.
I
t
m
ea
n
s
th
at
s
co
r
es
s
h
o
u
ld
alwa
y
s
b
e
co
n
s
is
ten
t
wh
en
ac
ad
em
ics
ad
d
r
ess
th
e
in
s
tr
u
m
en
t
at
v
ar
io
u
s
tim
es.
I
n
th
is
s
tu
d
y
,
th
e
d
eg
r
ee
o
f
r
eliab
ilit
y
th
r
o
u
g
h
th
e
co
m
p
u
tatio
n
o
f
C
r
o
n
b
ac
h
’
s
alp
h
a,
C
o
m
p
o
s
ite
R
eliab
ilit
y
(
C
R
)
,
an
d
Av
er
ag
e
Var
ian
ce
E
x
tr
ac
ted
(
AVE
)
we
r
e
co
m
p
u
ted
.
T
h
e
C
r
o
n
b
ac
h
’
s
alp
h
a
(
α
)
v
alu
es
o
f
all
co
n
s
tr
u
cts
ar
e
ac
ce
p
tab
le,
r
an
g
in
g
ab
o
v
e
.
7
0
0
;
SN
o
b
t
ain
ed
th
e
h
ig
h
est
v
alu
e
with
.
8
9
2
wh
ile
th
e
lo
west
v
alu
e
em
er
g
e
d
o
n
AT
(
α
=.
8
1
1
)
.
All
C
R
v
alu
es
ex
ce
ed
.
6
0
0
,
i
n
d
icatin
g
h
ig
h
in
ter
n
al
co
n
s
is
ten
cy
;
th
e
h
ig
h
est
C
R
v
alu
e
(
.
8
4
3
)
was
o
b
tain
ed
b
y
PB
C
;
th
e
lo
west
o
n
e
was
th
e
B
I
(
.
7
0
1
)
.
T
h
e
a
p
p
r
o
p
r
iate
AVE
v
alu
es
in
d
icate
th
at
th
e
cu
r
r
en
t
d
ataset
o
b
tain
ed
s
atis
f
ac
to
r
y
ac
ce
p
tab
le
d
is
cr
im
in
an
t
v
alid
ity
.
T
ab
le
4
in
f
o
r
m
s
th
e
v
alu
es
o
f
lo
ad
in
g
,
C
R
,
AVE
,
an
d
C
r
o
n
b
ac
h
’
s
alp
h
a
.
T
ab
le
4
.
C
FA a
n
d
r
eliab
ilit
y
o
f
th
e
s
ca
le
C
r
i
t
e
r
i
o
n
R
e
s
u
l
t
s
C
o
n
st
r
u
c
t
I
t
e
m (lo
a
d
i
n
g
)
CR
AVE
α
C
h
i
-
sq
u
a
r
e
(
χ
2
)
1
5
4
.
5
0
0
SN
S
N
1
(
.
8
1
0
)
,
S
N
2
(
.
8
2
0
)
,
S
N
3
(
.
8
0
0
)
,
S
N
5
(
.
8
6
0
)
.
8
9
3
.
8
2
3
.
8
9
2
χ
2
/
d
f
1
.
6
4
4
P
B
C
P
B
C
1
(
.
7
6
0
)
,
P
B
C
4
(
.
9
0
0
)
,
P
B
C
6
(
.
7
1
0
)
.
8
3
5
.
7
9
0
.
8
2
7
C
F
I
.
9
5
7
AT
A
T1
(
.
7
5
0
)
,
A
T4
(
.
8
9
0
)
,
A
T6
(
.
8
1
0
)
.
8
5
8
.
8
1
6
.
8
1
1
TLI
.
9
4
5
FC
F
C
1
(
.
8
4
0
)
,
F
C
2
(
.
8
7
0
)
,
F
C
3
(
.
7
0
0
)
.
8
4
7
.
8
0
3
.
8
3
7
BI
B
I
1
(
.
8
5
0
)
,
B
I
2
(
.
7
8
0
)
,
B
I
3
(
.
8
5
0
)
.
8
6
6
.
8
2
6
.
8
6
8
3
.
4
.
T
esting
t
he
hy
po
t
het
ica
l st
ru
ct
ura
l m
o
del
Fro
m
th
e
s
tr
u
ctu
r
al
m
o
d
el
e
x
a
m
in
atio
n
th
r
o
u
g
h
SEM
a
n
aly
s
is
u
s
in
g
AM
OS
2
3
.
0
,
two
r
ela
tio
n
s
h
ip
s
wer
e
s
ig
n
if
ican
t
as sh
o
wn
in
F
ig
u
r
e
2
.
Me
an
wh
ile,
th
e
o
th
e
r
two
r
elatio
n
s
h
ip
s
ar
e
n
o
t sig
n
if
ican
tly
co
r
r
elate
d
.
Hy
p
o
th
esis
1
was c
o
n
f
ir
m
ed
b
ec
au
s
e
s
ig
n
if
ican
t r
elatio
n
s
h
ip
s
em
er
g
ed
b
etwe
en
SN a
n
d
B
I
(
β=.3
0
5
,
t=.
2
.
5
6
4
,
p
<.
0
5
)
.
Similar
ly
,
Hy
p
o
th
esis
2
was
also
p
o
s
itiv
ely
c
o
n
f
ir
m
ed
;
PB
C
is
p
o
s
itiv
ely
r
elate
d
to
B
I
(
β=.8
5
7
,
t=6
.
1
6
9
,
p
<.
0
5
)
r
eg
a
r
d
in
g
I
n
d
o
n
esian
u
n
d
er
g
r
ad
u
ate
s
tu
d
en
ts
’
ch
o
ice
o
f
ed
u
ca
tio
n
al
a
d
m
in
is
tr
atio
n
as
th
eir
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2
2
5
2
-
8
8
2
2
I
n
t
J
E
v
al
&
R
es E
d
u
c
,
Vo
l
.
10
,
No
.
4
,
Dec
em
b
er
2
0
2
1
:
1
1
2
5
-
1
1
3
2
1130
m
ajo
r
.
Similar
ly
,
AT
was
als
o
s
ig
n
if
ican
tly
c
o
r
r
elate
d
t
o
B
I
(
β=
-
.
1
1
8
,
t=
-
.
1
4
4
9
,
p
=.
1
4
7
)
.
I
n
co
n
tr
ast,
last
r
elatio
n
s
h
ip
b
etwe
en
FC
an
d
B
I
was f
o
u
n
d
to
b
e
n
o
t sig
n
if
i
ca
n
tly
r
elate
d
(
β=.0
2
5
,
t=
-
.
1
4
4
9
,
p
=.
7
6
9
)
.
Fig
u
r
e
2
.
Stru
ctu
r
al
m
o
d
el
3
.
5
.
Dis
cu
s
s
io
n
T
h
e
ac
ad
e
m
ic
f
in
d
in
g
s
o
f
t
h
e
cu
r
r
e
n
t
s
tu
d
y
h
e
r
ein
a
r
e
n
o
t
ewo
r
th
y
d
u
e
to
t
h
e
lim
ited
r
esear
ch
in
r
ec
o
g
n
izin
g
th
e
b
e
h
av
io
r
al
f
a
cto
r
s
o
f
s
tu
d
en
ts
’
in
ten
tio
n
t
o
ch
o
o
s
e
an
ed
u
ca
tio
n
al
ad
m
i
n
is
tr
atio
n
m
ajo
r
f
o
r
th
eir
s
tu
d
y
in
h
ig
h
er
in
s
titu
tio
n
s
.
As
a
r
e
s
u
lt,
th
e
v
alid
an
d
r
eliab
le
s
ca
le
p
r
o
p
o
s
ed
in
th
is
s
tu
d
y
p
r
o
d
u
ce
s
a
s
tr
o
n
g
b
aselin
e
p
r
o
v
id
in
g
s
o
lu
tio
n
s
to
th
e
n
atu
r
al
r
esear
ch
p
r
o
b
lem
s
b
ased
o
n
th
e
h
y
p
o
th
e
s
is
elab
o
r
atio
n
an
d
ev
alu
atio
n
[
3
5
]
,
[
3
6
]
.
T
h
e
cu
r
r
en
t
s
tu
d
y
’
s
f
in
d
in
g
s
i
n
d
icat
e
th
at
SN
(
H
1
)
in
f
lu
en
ce
s
s
t
u
d
en
ts
’
in
ten
tio
n
s
to
m
ajo
r
in
ed
u
ca
tio
n
al
a
d
m
in
is
tr
atio
n
.
T
h
is
r
esu
lt
s
u
p
p
o
r
ts
t
h
e
r
o
le
o
f
o
t
h
er
p
eo
p
le
as
a
p
r
ed
ictin
g
f
ac
to
r
in
s
tu
d
en
ts
’
in
ten
tio
n
to
ch
o
o
s
e
th
e
ed
u
ca
tio
n
al
a
d
m
in
is
tr
atio
n
m
ajo
r
.
T
h
e
r
esu
lt
ag
r
ee
s
p
r
io
r
f
in
d
in
g
s
wh
er
e
B
I
was
r
elate
d
to
th
e
S
N
[
2
0
]
,
[
3
7
]
,
[
3
8
]
.
As
an
in
f
lu
en
ce
o
n
s
elec
tin
g
a
m
ajo
r
,
SN
m
ig
h
t
em
er
g
e
p
r
io
r
to
th
e
atten
d
an
ce
d
ate
o
f
c
o
lleg
e
m
e
etin
g
s
[
3
7
]
.
T
h
e
u
n
d
er
g
r
a
d
u
at
e
s
tu
d
en
t
ca
n
d
id
ates
ten
d
to
h
ea
v
ily
b
e
ex
p
o
s
ed
b
y
m
ed
ia
an
d
o
th
e
r
co
n
v
en
tio
n
al
in
f
lu
en
ce
s
,
s
u
ch
as
p
ar
e
n
t
s
,
s
ib
lin
g
s
,
an
d
f
r
ien
d
s
[
3
9
]
,
[
4
0
]
.
Ma
lo
n
i
,
et
a
l.
[
4
1
]
r
ep
o
r
ted
th
at
t
h
e
in
f
lu
en
c
es
o
f
p
r
o
f
ess
o
r
s
an
d
h
ig
h
s
ch
o
o
l
teac
h
er
s
as
th
e
k
ey
r
o
le
in
p
r
ed
ictin
g
s
tu
d
en
t’
s
ch
o
ice
o
f
a
m
ajo
r
we
r
e
s
ig
n
i
f
ican
t.
T
h
er
e
f
o
r
e,
en
co
u
r
ag
in
g
s
em
in
ar
s
an
d
c
o
n
f
er
e
n
ce
s
to
p
r
o
m
o
te
a
m
aj
o
r
s
h
o
u
ld
alwa
y
s
b
e
co
n
d
u
cted
,
in
v
itin
g
ex
p
e
r
ts
an
d
p
r
o
f
ess
io
n
als
in
ed
u
ca
tio
n
al
ad
m
in
is
tr
atio
n
,
s
u
ch
as
s
ch
o
o
l
o
wn
er
s
,
p
r
in
ci
p
als,
an
d
ed
u
ca
t
io
n
p
r
o
f
ess
o
r
s
.
R
eg
ar
d
in
g
H2
,
t
h
e
r
elatio
n
s
h
i
p
b
etwe
en
PB
C
an
d
B
I
was
al
s
o
s
ig
n
if
ican
t.
T
h
e
f
in
d
in
g
c
o
n
f
ir
m
s
p
ast
s
tu
d
ies
wh
er
e
PB
C
is
r
ep
o
r
ted
to
b
e
an
im
m
ed
iate
p
r
e
d
ec
ess
o
r
to
B
I
[
2
0
]
,
[
4
2
]
,
[
4
3
]
.
I
n
f
o
r
m
ed
th
e
n
o
n
-
s
ig
n
if
ican
ce
o
f
th
e
AT
to
B
I
,
PB
C
s
ee
m
s
to
f
ill
th
e
g
ap
as
a
s
u
b
s
tan
tial
p
r
ed
icto
r
.
I
ts
p
ath
co
ef
f
icien
t
o
f
.
7
4
4
an
d
p
-
v
alu
e
o
f
<.
0
0
1
wer
e
in
s
tr
u
m
en
tal
in
ac
h
iev
in
g
a
f
it
m
o
d
el
o
f
th
e
s
tu
d
y
.
I
t
r
e
p
r
esen
t
s
th
e
b
elief
s
o
f
th
e
s
tu
d
en
ts
r
eg
ar
d
in
g
th
eir
e
x
p
e
ctatio
n
s
o
f
a
s
u
cc
ess
f
u
l
jo
u
r
n
ey
to
atten
d
ed
u
ca
tio
n
al
ad
m
in
is
tr
atio
n
.
I
n
th
e
f
u
tu
r
e,
th
e
y
ca
n
b
e
u
s
ef
u
l
ed
u
ca
tio
n
al
ad
m
in
is
tr
atio
n
s
taf
f
.
T
h
eir
ex
p
er
ien
ce
s
m
ig
h
t
in
f
lu
en
ce
PB
C
;
it
m
ig
h
t
en
g
ag
e
th
e
r
esu
lts
with
th
e
m
ajo
r
co
n
ten
t
.
T
er
m
s
lik
e
c
ap
ab
ilit
y
,
ab
ilit
y
,
an
d
co
n
tr
o
l
r
ef
er
r
ed
t
o
in
th
e
q
u
esti
o
n
n
air
e
i
n
d
icato
r
s
f
ac
il
itate
a
m
ea
s
u
r
em
en
t
r
eg
ar
d
in
g
p
a
r
ticip
an
ts
’
b
elief
s
co
n
c
er
n
in
g
t
h
eir
m
ajo
r
s
elec
tio
n
o
f
ed
u
ca
tio
n
al
ad
m
in
is
tr
atio
n
.
T
h
e
h
y
p
o
th
esis
(
H3
)
r
eg
ar
d
i
n
g
th
e
ex
p
ec
ted
co
r
r
elatio
n
b
etwe
en
AT
an
d
B
I
was
n
o
t
f
ac
ilit
ated
.
Am
o
n
g
T
PB
’
s
m
ain
v
ar
iab
le,
AT
h
as
b
ee
n
r
ep
o
r
ted
as
an
im
p
o
r
tan
t
elem
en
t
in
f
l
u
en
cin
g
B
I
[
4
1
]
.
Desp
ite
th
e
s
ig
n
if
ican
t
r
esu
lts
,
s
o
m
e
r
esear
ch
er
s
r
ep
o
r
ted
th
at
AT
an
d
B
I
h
ad
n
o
s
ig
n
if
ican
t
r
elatio
n
s
h
ip
[
3
8
]
,
[
4
4
]
,
[
4
5
]
.
T
h
e
r
esu
lt
c
o
u
ld
b
e
t
r
ig
g
er
e
d
b
y
a
lac
k
o
f
in
f
o
r
m
atio
n
an
d
k
n
o
wled
g
e
ab
o
u
t
th
e
cu
r
r
en
t
ed
u
ca
tio
n
al
ad
m
in
is
tr
atio
n
co
n
d
itio
n
.
Op
p
o
r
tu
n
ities
f
o
r
th
eir
ca
r
ee
r
in
ed
u
ca
tio
n
al
ad
m
in
is
tr
atio
n
a
r
ea
s
m
ig
h
t
s
till
b
e
u
n
clea
r
f
o
r
s
o
m
e
o
f
th
e
s
tu
d
e
n
ts
.
T
h
er
ef
o
r
e,
n
o
c
o
r
r
elatio
n
was
d
etec
ted
in
th
is
r
elatio
n
s
h
ip
.
C
r
itical
th
in
k
i
n
g
co
u
ld
also
b
e
a
f
ac
to
r
th
at
wea
k
en
s
th
e
r
elatio
n
s
h
ip
b
et
wee
n
AT
an
d
B
I
in
ch
o
o
s
in
g
a
m
aj
o
r
in
h
ig
h
er
ed
u
ca
tio
n
in
s
titu
tio
n
s
.
As
a
r
esu
lt,
th
ey
m
ig
h
t
d
ep
e
n
d
o
n
th
e
p
er
s
p
ec
tiv
es
o
f
th
eir
p
er
s
o
n
al,
s
o
cial
ex
p
er
ien
ce
s
.
I
n
ad
d
itio
n
to
th
e
th
r
ee
m
ain
v
ar
iab
les
o
f
T
PB
r
ep
o
r
ted
in
th
is
s
tu
d
y
,
FC
was
also
h
y
p
o
th
esized
to
p
r
ed
ict
B
I
r
eg
ar
d
in
g
I
n
d
o
n
esian
u
n
d
er
g
r
ad
u
ate
s
tu
d
e
n
ts
’
ch
o
ice
o
f
ed
u
ca
tio
n
al
ad
m
in
is
tr
atio
n
as
th
eir
m
ajo
r
o
f
s
tu
d
y
.
T
h
e
f
in
d
i
n
g
s
r
ep
o
r
ted
th
at
it
was
n
o
t
s
ig
n
if
ican
tly
co
r
r
elate
d
with
B
I
.
Similar
ly
,
FC
was
also
n
o
t
s
ig
n
if
ican
t
in
p
r
ed
ictin
g
B
I
[
4
6
]
,
[
4
7
]
.
Su
p
p
o
r
tin
g
f
ac
i
liti
es
s
u
ch
as
av
ailab
ilit
y
o
f
s
p
o
r
ts
f
ield
s
,
p
r
o
p
e
r
en
v
ir
o
n
m
en
t,
s
u
p
p
o
r
tin
g
b
u
il
d
in
g
s
,
an
d
ea
s
y
ac
ce
s
s
f
o
r
tech
n
o
lo
g
y
in
ed
u
ca
tio
n
w
o
u
ld
n
o
t
in
f
l
u
en
ce
I
n
d
o
n
esian
ed
u
ca
tio
n
al
ad
m
in
i
s
tr
atio
n
s
tu
d
en
ts
’
ch
o
ice
o
f
th
e
m
ajo
r
.
.
3
0
5
-
.
1
1
8
.
8
5
7
S
u
b
j
e
c
t
i
v
e
N
o
r
m
F
a
c
i
l
i
t
a
t
i
n
g
C
o
n
d
i
t
i
o
n
B
e
h
a
v
i
o
r
a
l
In
t
e
n
t
i
o
n
P
e
r
c
e
i
v
e
d
B
e
h
a
v
i
o
r
a
l
C
o
n
t
r
o
l
S
u
b
j
e
c
t
i
v
e
N
o
r
m
.
0
2
5
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
F
a
cto
r
s
a
ffectin
g
s
tu
d
en
ts
’
ch
o
ice
o
f e
d
u
c
a
tio
n
a
l
a
d
min
is
tr
a
tio
n
ma
jo
r
:
Wh
y
d
o
s
tu
d
en
ts
…
(
Did
ik
Wa
r
d
a
ya
)
1131
4.
CO
NCLU
SI
O
N
Ma
jo
r
s
elec
tio
n
ch
allen
g
es c
an
ca
u
s
e
lo
n
g
-
ter
m
b
e
n
ef
its
o
r
lo
s
s
es f
o
r
s
tu
d
en
ts
to
h
av
e;
it i
s
r
elate
d
to
th
eir
ca
r
ee
r
p
ath
.
T
h
eir
d
ec
is
io
n
s
h
o
u
ld
b
e
b
ased
o
n
s
u
f
f
icien
t
in
f
o
r
m
atio
n
an
d
k
n
o
wled
g
e.
I
t
s
h
o
u
ld
n
o
t
b
e
a
tr
iv
ial
d
ec
is
io
n
.
T
h
e
s
tu
d
y
’
s
f
i
n
d
in
g
s
i
n
f
o
r
m
ed
t
h
at
SN
a
n
d
PB
C
h
ad
s
ig
n
i
f
ican
t
r
o
les
in
p
r
ed
ictin
g
B
I
o
f
th
e
s
tu
d
en
ts
ch
o
o
s
in
g
ed
u
ca
tio
n
a
l
ad
m
in
is
tr
atio
n
as
th
eir
m
aj
o
r
.
T
h
is
s
tu
d
y
’
s
f
in
d
in
g
s
f
ac
ilit
ate
co
n
s
id
er
ab
le
in
s
ig
h
t
an
d
u
r
g
e
n
cy
f
o
r
u
n
iv
er
s
ity
p
r
o
v
id
er
s
in
ad
d
r
ess
in
g
th
e
d
iv
er
s
e
ch
allen
g
es
to
in
f
lu
en
ce
s
tu
d
en
ts
’
d
ec
is
io
n
s
to
m
ajo
r
in
ed
u
ca
t
io
n
al
ad
m
in
is
tr
atio
n
.
Un
iv
er
s
ities
in
I
n
d
o
n
esia
s
h
o
u
ld
co
n
v
in
ce
s
tu
d
en
ts
b
y
p
r
o
v
id
i
n
g
s
tu
d
en
ts
with
f
ac
t
o
r
s
eq
u
ally
r
o
o
te
d
in
th
e
SN
a
n
d
PB
C
as
p
ar
t
o
f
T
PB
an
te
ce
d
en
ts
to
war
d
B
I
.
Oth
er
wis
e,
th
ey
m
ay
f
ail
to
lead
th
e
s
tu
d
en
ts
f
o
r
a
p
r
o
m
is
in
g
life
lo
n
g
ca
r
ee
r
ef
f
ec
tiv
ely
.
Fu
tu
r
e
s
tu
d
ies
with
m
o
r
e
p
ar
ticip
an
ts
ar
e
s
u
g
g
ested
to
co
n
d
u
ct.
An
in
-
d
ep
t
h
an
aly
s
is
th
r
o
u
g
h
a
q
u
alitativ
e
ap
p
r
o
ac
h
is
n
ee
d
e
d
to
g
et
a
m
o
r
e
u
n
d
er
s
tan
d
in
g
o
f
p
er
s
o
n
al
s
tu
d
en
t
ex
p
e
r
ie
n
ce
r
eg
a
r
d
in
g
m
ajo
r
s
elec
tio
n
in
a
h
ig
h
er
ed
u
ca
tio
n
in
s
titu
tio
n
.
T
h
e
v
alid
an
d
r
el
iab
le
r
esu
lted
f
r
o
m
t
h
is
s
tu
d
y
ca
n
b
e
a
d
ap
ted
an
d
ad
d
r
ess
ed
with
a
g
r
ea
t
co
n
tr
ib
u
tio
n
to
t
h
e
liter
atu
r
e
r
ev
iew.
E
d
u
ca
tio
n
al
s
tak
eh
o
ld
er
s
in
te
n
d
to
is
s
u
e
p
o
licies
to
im
p
r
o
v
e
s
tu
d
e
n
ts
’
in
ter
ests
in
s
tu
d
y
in
g
in
an
ed
u
ca
tio
n
al
ad
m
in
is
tr
atio
n
s
tu
d
y
p
r
o
g
r
am
m
ay
u
s
e
th
e
f
in
d
in
g
s
o
f
th
e
cu
r
r
en
t stu
d
y
a
s
a
g
u
id
e.
RE
F
E
R
E
NC
E
[1
]
P
a
n
g
k
a
la
n
Da
ta
P
e
n
d
id
i
k
a
n
Ti
n
g
g
i
(
P
DD
i
k
ti
)
,
“
G
ra
p
h
o
f
th
e
n
u
m
b
e
r
o
f
st
u
d
y
p
r
o
g
ra
m
s
,”
(in
In
d
o
n
e
sia
n
),
2
0
2
1
.
[On
li
n
e
].
A
v
a
il
a
b
le:
h
tt
p
s://
p
d
d
ik
t
i.
k
e
m
d
ik
b
u
d
.
g
o
.
id
/
p
ro
d
i.
[2
]
R.
Ba
k
e
r,
E.
Be
tt
i
n
g
e
r,
B.
Ja
c
o
b
,
a
n
d
I.
M
a
ri
n
e
sc
u
,
“
T
h
e
Eff
e
c
t
o
f
Lab
o
r
M
a
rk
e
t
In
f
o
rm
a
ti
o
n
o
n
Co
m
m
u
n
it
y
Co
ll
e
g
e
S
t
u
d
e
n
ts’
M
a
j
o
r
Ch
o
ice
,
”
Eco
n
.
Ed
u
c
.
Rev
.
,
v
o
l.
6
5
,
p
p
.
18
-
3
0
,
Au
g
.
2
0
1
8
.
[3
]
L.
A.
P
h
e
lp
s
,
E.
M
.
Ca
m
b
u
rn
,
a
n
d
S
.
M
in
,
“
Ch
o
o
si
n
g
ste
m
c
o
ll
e
g
e
m
a
jo
rs:
Ex
p
l
o
ri
n
g
t
h
e
ro
le
o
f
p
re
-
c
o
ll
e
g
e
e
n
g
in
e
e
rin
g
c
o
u
rse
s,”
J
.
Pre
-
Co
ll
e
g
e
En
g
.
E
d
u
c
.
Res
.
,
v
o
l.
8
,
n
o
.
1
,
p
p
.
1
-
2
4
,
2
0
1
8
,
d
o
i
:
1
0
.
7
7
7
1
/
2
1
5
7
-
9
2
8
8
.
1
1
4
6
.
[4
]
S
.
A.
Ba
r
b
e
ra
,
S
.
D.
Be
rk
sh
ire,
C
.
B.
Bo
r
o
n
a
t
,
a
n
d
M
.
H.
Ke
n
n
e
d
y
,
“
Re
v
iew
o
f
Un
d
e
rg
ra
d
u
a
te
S
tu
d
e
n
t
Re
ten
ti
o
n
a
n
d
G
ra
d
u
a
ti
o
n
S
in
c
e
2
0
1
0
:
P
a
tt
e
rn
s,
P
re
d
ictio
n
s,
a
n
d
Re
c
o
m
m
e
n
d
a
ti
o
n
s
f
o
r
2
0
2
0
,
”
J
.
Co
ll
.
S
tu
d
e
n
t
Rete
n
t
.
Res
.
T
h
e
o
ry
Pra
c
t.
,
v
o
l.
2
2
,
n
o
.
2
,
p
p
.
2
2
7
-
2
5
0
,
2
0
2
0
.
[5
]
P
.
A.
De
n
ice
,
“
Ch
o
o
si
n
g
a
n
d
Ch
a
n
g
i
n
g
Co
u
rse
:
P
o
stse
c
o
n
d
a
ry
S
t
u
d
e
n
ts
a
n
d
t
h
e
P
ro
c
e
ss
o
f
S
e
lec
ti
n
g
a
M
a
jo
r
F
ield
o
f
S
t
u
d
y
,
”
S
o
c
io
l
.
Per
sp
e
c
t.
,
v
o
l
.
6
4
,
n
o
.
1
,
p
p
.
82
–
1
0
8
,
2
0
2
1
.
[6
]
S
.
Av
a
rg
il
,
Z.
Ko
h
e
n
,
a
n
d
Y.
J.
Do
ri,
“
Tren
d
s
a
n
d
p
e
rc
e
p
ti
o
n
s
o
f
c
h
o
o
sin
g
c
h
e
m
istry
a
s
a
m
a
jo
r
a
n
d
a
c
a
re
e
r,
”
Ch
e
m.
Ed
u
c
.
Res
.
Pr
a
c
t.
,
v
o
l
.
2
1
,
n
o
.
2
,
p
p
.
6
6
8
-
6
8
4
,
2
0
2
0
,
d
o
i:
1
0
.
1
0
3
9
/C
9
RP
0
0
1
5
8
A
.
[7
]
C.
Co
b
b
-
Wal
g
re
n
a
n
d
B.
P
il
li
n
g
,
“
Do
e
s
M
a
rk
e
ti
n
g
Ne
e
d
Be
tt
e
r
M
a
rk
e
ti
n
g
?
A
Cre
a
ti
v
e
Ap
p
r
o
a
c
h
t
o
Un
d
e
rsta
n
d
i
n
g
S
tu
d
e
n
t
P
e
rc
e
p
ti
o
n
s
o
f
th
e
M
a
rk
e
ti
n
g
M
a
jo
r
,
”
e
-
J
o
u
rn
a
l
Bu
s.
Ed
u
c
.
S
c
h
o
la
rs
h
.
T
e
a
c
h
.
,
v
o
l.
1
1
,
n
o
.
1
,
p
p
.
9
7
–
1
1
7
,
2
0
1
7
.
[8
]
D.
P
.
Ca
m
p
b
e
ll
,
“
Th
e
Ca
m
p
b
e
l
l
In
tere
st
a
n
d
S
k
il
l
S
u
rv
e
y
(CIS
S
):
A
P
r
o
d
u
c
t
o
f
Ni
n
e
t
y
Ye
a
rs
o
f
P
sy
c
h
o
m
e
tri
c
Ev
o
l
u
ti
o
n
,
”
J
.
Ca
re
e
r A
ss
e
ss
.
,
v
o
l
.
3
,
n
o
.
4
,
p
p
.
3
9
1
–
4
1
0
,
1
9
9
5
.
[9
]
R.
T.
Lap
a
n
,
P
.
S
h
a
u
g
h
n
e
ss
y
,
a
n
d
K.
Bo
g
g
s,
“
Eff
ica
c
y
e
x
p
e
c
tatio
n
s
a
n
d
v
o
c
a
ti
o
n
a
l
in
tere
sts
a
s
m
e
d
iato
rs
b
e
twe
e
n
se
x
a
n
d
c
h
o
ice
o
f
m
a
th
/sc
ien
c
e
c
o
ll
e
g
e
m
a
jo
rs:
A l
o
n
g
it
u
d
in
a
l
st
u
d
y
,
”
J
.
Vo
c
a
t.
Beh
a
v
.
,
v
o
l
.
4
9
,
n
o
.
3
,
p
p
.
2
7
7
–
2
9
1
,
1
9
9
6
.
[1
0
]
S
.
E.
S
tras
se
r,
C.
Oz
g
u
r
,
a
n
d
D.
L.
S
c
h
r
o
e
d
e
r,
“
S
e
lec
ti
n
g
a
Bu
si
n
e
ss
Co
ll
e
g
e
M
a
jo
r:
An
A
n
a
ly
sis
o
f
Crit
e
ria
a
n
d
Ch
o
ice
Us
in
g
th
e
A
n
a
ly
ti
c
a
l
Hie
r
a
rc
h
y
P
ro
c
e
ss
,
”
Am.
J
.
Bu
s.
,
v
o
l.
1
7
,
n
o
.
2
,
p
p
.
4
7
–
5
6
,
2
0
0
2
.
[1
1
]
O.
Um
a
rji
,
P
.
M
c
P
a
rtl
a
n
,
a
n
d
J.
E
c
c
les
,
“
P
a
tt
e
rn
s o
f
m
a
th
a
n
d
E
n
g
li
sh
se
lf
-
c
o
n
c
e
p
ts as
m
o
ti
v
a
t
io
n
fo
r
c
o
ll
e
g
e
m
a
jo
r
se
lec
ti
o
n
,
”
Co
n
tem
p
.
E
d
u
c
.
Psy
c
h
o
l.
,
v
o
l.
5
3
,
p
p
.
1
4
6
–
1
5
8
,
Ap
r
.
2
0
1
8
.
[1
2
]
E.
B.
P
u
e
rtas
a
n
d
T.
Y.
Ri
v
e
ra
,
“
F
a
c
to
rs
th
a
t
i
n
flu
e
n
c
e
c
a
re
e
r
c
h
o
ice
in
p
rima
ry
c
a
re
a
m
o
n
g
m
e
d
ica
l
stu
d
e
n
ts
sta
rti
n
g
so
c
ial
se
rv
ice
in
Ho
n
d
u
ra
s,”
Rev
.
Pa
n
a
m.
S
a
lu
d
Pu
b
li
c
a
/P
a
n
Am.
J
.
Pu
b
li
c
He
a
l.
,
v
o
l.
4
0
,
n
o
.
5
,
p
p
.
3
0
9
–
3
1
7
,
2
0
1
6
.
[1
3
]
Y.
S
h
i,
“
Th
e
De
term
in
a
n
ts o
f
C
o
l
leg
e
G
r
a
d
u
a
tes
’
M
ig
ra
ti
o
n
De
c
isio
n
a
n
d
Its
Im
p
a
c
t
o
n
S
tarti
n
g
S
a
la
ries
in
Ch
in
a
,
”
P
h
.
D.
Diss
e
rtatio
n
,
C
o
l
u
m
b
ia Un
i
v
e
rsity
2
0
1
5
,
d
o
i:
1
0
.
7
9
1
6
/D8
X9
2
9
4
S
.
[1
4
]
I.
Ajz
e
n
,
“
Th
e
th
e
o
r
y
o
f
p
lan
n
e
d
b
e
h
a
v
io
r,
”
Or
g
a
n
.
Be
h
a
v
.
Hu
m.
De
c
is.
Pro
c
e
ss
.
,
v
o
l.
5
0
,
n
o
.
2
,
p
p
.
1
7
9
–
2
1
1
,
1
9
9
1
.
[1
5
]
W.
Ed
wa
rd
s
,
“
Th
e
t
h
e
o
ry
o
f
d
e
c
isio
n
m
a
k
i
n
g
,
”
Psy
c
h
o
l.
Bu
ll
.
,
v
o
l.
5
1
,
n
o
.
4
,
p
p
.
3
8
0
–
4
1
7
,
1
9
5
4
.
[1
6
]
J.
Va
n
De
r
P
li
g
t
a
n
d
N.
K.
De
Vrie
s,
“
Ex
p
e
c
tan
c
y
-
v
a
lu
e
m
o
d
e
ls
o
f
h
e
a
lt
h
b
e
h
a
v
io
u
r:
Th
e
ro
le
o
f
sa
li
e
n
c
e
a
n
d
a
n
ti
c
ip
a
ted
a
ffe
c
t,
”
Psy
c
h
o
l
.
He
a
l
.
,
v
o
l.
1
3
,
n
o
.
2
,
p
p
.
2
8
9
–
3
0
5
,
1
9
9
8
.
[1
7
]
P
.
Y.
Ch
e
n
g
a
n
d
M
.
C
.
Ch
u
,
“
Be
h
a
v
io
ra
l
F
a
c
to
rs
Affe
c
ti
n
g
S
t
u
d
e
n
ts’
I
n
ten
ti
o
n
s
to
E
n
ro
l
l
in
Bu
sin
e
ss
Et
h
ic
s
Co
u
rse
s:
A
Co
m
p
a
riso
n
o
f
th
e
T
h
e
o
ry
o
f
P
lan
n
e
d
Be
h
a
v
io
r
a
n
d
S
o
c
ial
Co
g
n
it
i
v
e
T
h
e
o
ry
Us
in
g
S
e
lf
-
Id
e
n
ti
t
y
a
s
a
M
o
d
e
ra
to
r
,
”
J
.
B
u
s.
Et
h
ics
,
v
o
l.
1
2
4
,
n
o
.
1
,
p
p
.
3
5
–
4
6
,
2
0
1
4
.
[1
8
]
J.
T.
H
u
a
n
g
,
“
Ap
p
li
c
a
ti
o
n
o
f
p
la
n
n
e
d
b
e
h
a
v
io
r
th
e
o
ry
to
a
c
c
o
u
n
t
fo
r
c
o
ll
e
g
e
st
u
d
e
n
ts’
o
c
c
u
p
a
ti
o
n
a
l
in
ten
ti
o
n
s
i
n
c
o
n
ti
n
g
e
n
t
e
m
p
lo
y
m
e
n
t,
”
Ca
re
e
r
De
v
.
Q.
,
v
o
l
.
5
9
,
n
o
.
5
,
p
p
.
4
5
5
–
4
6
6
,
2
0
1
1
.
[1
9
]
L.
M
.
Tan
a
n
d
F
.
Las
wa
d
,
“
S
tu
d
e
n
ts’
b
e
li
e
fs,
a
tt
it
u
d
e
s
a
n
d
in
te
n
ti
o
n
s
to
m
a
jo
r
i
n
a
c
c
o
u
n
ti
n
g
,
”
Acc
o
u
n
t
.
Ed
u
c
.
,
v
o
l.
1
5
,
n
o
.
2
,
p
p
.
1
6
7
–
1
8
7
,
2
0
0
6
.
[2
0
]
M
.
S
.
Hia
tt
,
J.
A.
S
wa
im,
a
n
d
M
.
J.
M
a
lo
n
i,
“
Ch
o
o
si
n
g
a
n
u
n
d
e
rg
ra
d
u
a
te
m
a
jo
r
in
b
u
sin
e
ss
a
d
m
in
istr
a
ti
o
n
:
S
t
u
d
e
n
t
e
v
a
lu
a
ti
v
e
c
ri
teria
,
b
e
h
a
v
i
o
ra
l
i
n
flu
e
n
c
e
s,
a
n
d
in
str
u
c
ti
o
n
a
l
m
o
d
a
li
ti
e
s,”
In
t.
J
.
M
a
n
a
g
.
E
d
u
c
.
,
v
o
l.
1
6
,
n
o
.
3
,
p
p
.
5
2
4
–
5
4
0
,
2
0
1
8
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2
2
5
2
-
8
8
2
2
I
n
t
J
E
v
al
&
R
es E
d
u
c
,
Vo
l
.
10
,
No
.
4
,
Dec
em
b
er
2
0
2
1
:
1
1
2
5
-
1
1
3
2
1132
[2
1
]
W.
Z
h
a
n
g
,
“
Wh
y
I
S
:
U
n
d
e
rsta
n
d
i
n
g
Un
d
e
r
g
ra
d
u
a
te
S
tu
d
e
n
ts’
In
ten
ti
o
n
s
to
Ch
o
o
se
a
n
In
f
o
rm
a
ti
o
n
S
y
ste
m
s
M
a
jo
r,
”
J
.
I
n
f.
S
y
st.
E
d
u
c
.
,
v
o
l.
1
8
,
n
o
.
4
,
p
p
.
4
4
7
–
4
5
8
,
2
0
0
7
.
[2
2
]
J.
W.
Cre
sw
e
ll
,
Ed
u
c
a
ti
o
n
a
l
re
se
a
rc
h
:
Pl
a
n
n
in
g
,
c
o
n
d
u
c
ti
n
g
,
a
n
d
e
v
a
lu
a
ti
n
g
q
u
a
n
ti
t
a
ti
v
e
a
n
d
q
u
a
li
ta
ti
v
e
re
se
a
rc
h
,
5
th
e
d
.
P
e
a
rso
n
,
2
0
1
5
.
[2
3
]
J.
R.
F
ra
e
n
k
e
l
a
n
d
N.
E
.
Walle
n
,
“
Th
e
Ba
sic
o
f
Ed
u
c
a
ti
o
n
a
l
Re
se
a
rc
h
,
”
in
Ho
w
to
d
e
sig
n
a
n
d
e
v
a
lu
a
te
re
sa
e
rc
h
i
n
e
d
u
c
a
ti
o
n
w
it
h
Po
we
rW
e
b
.
Ne
w
Yo
rk
,
M
c
G
ra
w
-
Hill
,
2
0
1
2
.
[2
4
]
L.
D.
P
ra
so
j
o
,
e
t
a
l.
,
“
An
A
sia
n
P
e
rsp
e
c
ti
v
e
:
T
h
e
d
a
tas
e
t
fo
r
v
a
li
d
a
ti
o
n
o
f
Tea
c
h
e
rs’
I
n
fo
rm
a
ti
o
n
a
n
d
Co
m
m
u
n
ica
ti
o
n
Tec
h
n
o
lo
g
y
Ac
c
e
ss
(TI
CTA),
”
Da
ta
Br.
,
v
o
l
.
3
0
,
n
o
.
1
,
Ju
n
.
2
0
2
0
,
d
o
i:
1
0
.
1
0
1
6
/
j.
d
i
b
.
2
0
2
0
.
1
0
5
5
9
2
.
[2
5
]
V.
Ve
n
k
a
tes
h
,
M
.
G
.
M
o
rr
is,
G
.
B.
Da
v
is,
a
n
d
F
.
D.
Da
v
is,
“
Us
e
r
a
c
c
e
p
tan
c
e
o
f
in
fo
rm
a
ti
o
n
tec
h
n
o
lo
g
y
:
T
o
wa
rd
a
u
n
ifi
e
d
v
iew
,
”
M
IS
Q
.
M
a
n
a
g
.
In
f
.
S
y
st.
,
v
o
l.
2
7
,
n
o
.
3
,
p
p
.
4
2
5
–
4
7
8
,
2
0
0
3
.
[2
6
]
V.
Ve
n
k
a
tes
h
,
S
.
A.
Br
o
wn
,
L.
M
.
M
a
ru
p
in
g
,
a
n
d
H.
Ba
la,
“
P
re
d
ict
in
g
d
iffere
n
t
c
o
n
c
e
p
t
u
a
li
z
a
ti
o
n
s o
f
sy
ste
m
USE
:
Th
e
c
o
m
p
e
ti
n
g
r
o
les
o
f
b
e
h
a
v
i
o
r
a
l
in
ten
ti
o
n
,
fa
c
il
it
a
ti
n
g
c
o
n
d
i
ti
o
n
s,
a
n
d
b
e
h
a
v
i
o
ra
l
e
x
p
e
c
tatio
n
,
”
M
IS
Q.
M
a
n
a
g
.
In
f.
S
y
st.
,
v
o
l
.
3
2
,
n
o
.
3
,
p
p
.
4
8
3
–
5
0
2
,
2
0
0
8
.
[2
7
]
A.
Ha
b
ib
i
,
F
.
D.
Y
u
so
p
,
a
n
d
R.
A.
Ra
z
a
k
,
“
Th
e
r
o
le
o
f
TP
ACK
in
a
ffe
c
ti
n
g
p
re
-
se
rv
ice
lan
g
u
a
g
e
tea
c
h
e
rs’
ICT
in
teg
ra
ti
o
n
d
u
ri
n
g
tea
c
h
i
n
g
p
ra
c
ti
c
e
s:
In
d
o
n
e
sia
n
c
o
n
tex
t,
”
Ed
u
c
.
I
n
f.
T
e
c
h
n
o
l
.
,
v
o
l.
2
5
,
n
o
.
3
,
p
p
.
1
9
2
9
–
1
9
4
9
,
No
v
.
2
0
2
0
.
[2
8
]
Z.
Aw
a
n
g
,
A
h
a
n
d
b
o
o
k
o
n
S
E
M
:
S
tru
c
tu
r
a
l
E
q
u
a
ti
o
n
M
o
d
e
ll
in
g
.
U
n
iv
e
rsiti
Tek
n
o
lo
g
i
M
ARA
P
re
ss
,
2
0
1
1
[2
9
]
L.
D.
P
ra
so
jo
,
e
t
a
l.
,
“
Tea
c
h
e
rs’
b
u
r
n
o
u
t:
A
S
EM
a
n
a
ly
sis
in
a
n
As
ian
c
o
n
tex
t,
”
He
li
y
o
n
,
v
o
l.
6
,
n
o
.
1
,
p
.
e
0
3
1
4
4
,
2
0
2
0
,
d
o
i
:
1
0
.
1
0
1
6
/
j.
h
e
li
y
o
n
.
2
0
1
9
.
e
0
3
1
4
4
.
[3
0
]
J.
P
a
ll
a
n
t,
S
P
S
S
s
u
rv
iva
l
ma
n
u
a
l,
3
rd
ed
.
M
c
G
ra
th
Hill
,
2
0
0
5
.
[3
1
]
Z.
Aw
a
n
g
,
S
tr
u
c
tu
ra
l
Eq
u
a
t
io
n
M
o
d
e
li
n
g
u
sin
g
A
M
OS
g
ra
p
h
ic
.
U
n
iv
e
rsiti
Tek
n
o
l
o
g
i
M
ARA
P
re
ss
,
2
0
1
2
.
[3
2
]
S
.
G
h
a
v
ifek
r,
“
F
a
c
to
rs
a
ffe
c
ti
n
g
u
se
o
f
e
-
lea
rn
in
g
p
latfo
rm
(S
P
e
CT
RUM)
a
m
o
n
g
Un
i
v
e
rsity
st
u
d
e
n
ts
in
M
a
lay
sia
,
”
Ed
u
c
.
I
n
f.
T
e
c
h
n
o
l.
,
v
o
l.
2
2
,
n
o
.
1
,
p
p
.
7
5
–
1
0
0
,
2
0
1
7
.
[3
3
]
R.
B.
Kli
n
e
,
Prin
c
i
p
les
a
n
d
p
ra
c
ti
c
e
o
f
stru
c
tu
r
a
l
e
q
u
a
ti
o
n
mo
d
e
ll
in
g
,
4
th
e
d
.
G
u
il
fo
r
d
P
re
ss
,
2
0
1
5
.
[3
4
]
J.
Ha
ir,
W.
Blac
k
,
B.
Ba
b
in
,
a
n
d
R.
An
d
e
rso
n
,
M
u
l
ti
v
a
ria
te
Da
ta
An
a
lys
is:
A
Glo
b
a
l
Per
sp
e
c
ti
v
e
.
P
e
a
rso
n
Ed
u
c
a
ti
o
n
,
2
0
1
0
.
[3
5
]
L.
D.
P
ra
so
j
o
,
W.
Wi
ja
y
a
n
ti
,
L.
Yu
li
a
n
a
,
N
.
A
g
u
s,
A.
Ha
b
ib
i
,
a
n
d
M
.
F
.
M
.
Ya
a
k
o
b
,
“
I
n
stru
m
e
n
t
s’
v
a
li
d
a
ti
o
n
o
f
a
c
c
e
s
s
to
m
o
ti
v
a
ti
o
n
,
s
k
il
ls,
a
n
d
u
se
o
f
d
ig
it
a
l
tec
h
n
o
l
o
g
y
:
EF
L
c
o
n
tex
t
i
n
in
d
o
n
e
sia
,
”
S
t
u
d
.
E
n
g
li
sh
L
a
n
g
.
Ed
u
c
.
,
v
o
l.
7
,
n
o
.
2
,
p
p
.
3
0
8
–
3
2
2
,
2
0
2
0
.
[3
6
]
A.
Ha
b
ib
i,
F
.
D.
Yu
so
p
,
a
n
d
R.
A.
Ra
z
a
k
,
“
Th
e
d
a
tas
e
t
fo
r
v
a
li
d
a
ti
o
n
o
f
fa
c
to
rs
a
ffe
c
ti
n
g
p
re
-
se
rv
i
c
e
tea
c
h
e
rs’
u
se
o
f
ICT
d
u
ri
n
g
tea
c
h
i
n
g
p
r
a
c
ti
c
e
s:
In
d
o
n
e
sia
n
c
o
n
tex
t,
”
Da
ta
Br.
,
v
o
l.
2
8
,
F
e
b
.
2
0
2
0
,
d
o
i
:
1
0
.
1
0
1
6
/
j.
d
i
b
.
2
0
1
9
.
1
0
4
8
7
5
.
[3
7
]
J.
T.
Ba
rn
o
we
,
P
.
J.
F
ro
st
,
a
n
d
M
.
Ja
m
a
l
,
“
Wh
e
n
p
e
rso
n
a
li
t
y
m
e
e
ts
situ
a
ti
o
n
:
Ex
p
l
o
rin
g
in
fl
u
e
n
c
e
s
o
n
c
h
o
ice
o
f
b
u
sin
e
s
s m
a
jo
r,
”
J
.
Oc
c
u
p
.
Psy
c
h
o
l.
,
v
o
l.
5
2
,
n
o
.
3
,
p
p
.
1
6
7
–
1
7
6
,
1
9
7
9
.
[3
8
]
K.
K.
B
y
o
n
,
S
.
Lee
,
a
n
d
T.
A.
Ba
k
e
r,
“
A
c
ro
ss
-
c
u
l
tu
ra
l
stu
d
y
o
f
p
u
rc
h
a
se
in
ten
ti
o
n
o
f
sp
o
n
s
o
re
d
p
r
o
d
u
c
ts
b
a
se
d
o
n
Am
e
rica
n
a
n
d
Ko
re
a
n
sp
e
c
tato
rs o
f
th
e
2
0
1
0
F
IF
A
W
o
rld
C
u
p
S
o
u
th
Afric
a
,
”
S
p
o
rt.
B
u
s.
M
a
n
a
g
.
A
n
In
t
.
J
.
,
v
o
l
.
4
,
n
o
.
2
,
p
p
.
1
5
8
–
1
7
7
,
2
0
1
4
.
[3
9
]
J.
L.
Hu
rst
a
n
d
L.
K.
G
o
o
d
,
“
G
e
n
e
ra
ti
o
n
Y
a
n
d
c
a
re
e
r
c
h
o
ice
:
Th
e
imp
a
c
t
o
f
re
tail
c
a
re
e
r
p
e
rc
e
p
ti
o
n
s,
e
x
p
e
c
tatio
n
s
a
n
d
e
n
ti
tl
e
m
e
n
t
p
e
rc
e
p
ti
o
n
s,”
C
a
r
e
e
r De
v
.
In
t.
,
v
o
l.
1
4
,
n
o
.
6
,
p
p
.
5
7
0
–
5
9
3
,
2
0
0
9
.
[4
0
]
J.
Lu
sc
o
m
b
e
,
I.
Lew
is,
a
n
d
H.
C.
Big
g
s,
“
Esse
n
ti
a
l
e
lem
e
n
ts
f
o
r
r
e
c
ru
it
m
e
n
t
a
n
d
re
ten
ti
o
n
:
G
e
n
e
ra
ti
o
n
Y,”
E
d
u
c
.
T
ra
in
.
,
v
o
l.
5
5
,
n
o
.
3
,
p
p
.
2
7
2
–
2
9
0
,
2
0
1
3
.
[4
1
]
M
.
J.
M
a
l
o
n
i
,
C.
R.
S
c
h
e
rre
r,
S
.
M
.
Ca
m
p
b
e
ll
,
a
n
d
E.
Bo
y
d
,
“
Attr
a
c
ti
n
g
stu
d
e
n
ts
t
o
t
h
e
field
o
f
l
o
g
isti
c
s,
p
a
rt
1
,
”
T
ra
n
sp
o
rta
ti
o
n
J
o
u
rn
a
l
,
v
o
l.
5
5
,
n
o
.
4
.
p
p
.
4
2
0
–
4
4
2
,
2
0
1
6
.
[4
2
]
C.
J.
Arm
it
a
g
e
a
n
d
M
.
C
o
n
n
e
r,
“
Eff
ica
c
y
o
f
th
e
t
h
e
o
ry
o
f
p
la
n
n
e
d
b
e
h
a
v
i
o
u
r:
A
m
e
ta
-
a
n
a
ly
ti
c
re
v
ie
w,”
Br.
J
.
S
o
c
.
Psy
c
h
o
l.
,
v
o
l
.
4
0
,
n
o
.
4
,
p
p
.
4
7
1
–
4
9
9
,
2
0
0
1
.
[4
3
]
M
.
Co
n
n
e
r
a
n
d
P
.
S
p
a
rk
s,
“
Th
e
o
ry
o
f
P
la
n
n
e
d
Be
h
a
v
io
u
r
a
n
d
He
a
lt
h
Be
h
a
v
i
o
u
r
,
”
in
Pre
d
icti
n
g
h
e
a
lt
h
b
e
h
a
v
io
u
r:
Res
e
a
rc
h
a
n
d
p
r
a
c
ti
c
e
wit
h
s
o
c
ia
l
c
o
g
n
it
io
n
m
o
d
e
ls
,
2
n
d
ed
.
Op
e
n
Un
iv
e
rsity
P
re
ss
,
2
0
0
5
,
p
p
.
1
7
0
–
2
2
2
.
[4
4
]
S
.
N.
Bh
u
ian
,
D.
A.
Am
y
x
,
a
n
d
H.
M
.
S
h
a
m
m
a
,
“
An
e
x
ten
sio
n
o
f
c
o
n
su
m
e
r
e
n
v
ir
o
n
m
e
n
tal
b
e
h
a
v
io
r
re
se
a
rc
h
a
m
o
n
g
e
x
p
a
tri
a
tes
,
”
In
t.
J
.
Co
mm
e
r.
M
a
n
a
g
.
,
v
o
l
.
2
4
,
n
o
.
1
,
p
p
.
6
3
–
8
4
,
2
0
1
4
.
[4
5
]
S
.
B.
fe
rra
z
,
C.
b
u
h
a
m
ra
,
M
.
la
ro
c
h
e
,
a
n
d
A.
R.
v
e
l
o
s
o
,
“
G
re
e
n
P
r
o
d
u
c
ts:
a
Cr
o
ss
-
Cu
lt
u
ra
l
S
tu
d
y
o
f
Atti
t
u
d
e
,
In
ten
ti
o
n
a
n
d
P
u
rc
h
a
se
Be
h
a
v
i
o
r,
”
RA
M
.
Rev
.
Ad
m.
M
a
c
k
e
n
zie
,
v
o
l
.
1
8
,
n
o
.
5
,
p
p
.
1
2
–
3
8
,
2
0
1
7
.
[4
6
]
S
.
A.
Nik
o
u
a
n
d
A.
A.
Eco
n
o
m
id
e
s,
“
F
a
c
to
rs
t
h
a
t
i
n
flu
e
n
c
e
b
e
h
a
v
i
o
ra
l
i
n
ten
ti
o
n
t
o
u
se
m
o
b
il
e
-
b
a
se
d
a
ss
e
ss
m
e
n
t:
A
S
TE
M
tea
c
h
e
rs’ p
e
rsp
e
c
ti
v
e
,
”
Br.
J
.
Ed
u
c
.
T
e
c
h
n
o
l.
,
v
o
l.
5
0
,
n
o
.
2
,
p
p
.
5
8
7
–
6
0
0
,
2
0
1
9
.
[4
7
]
T.
Teo
,
G
.
S
a
n
g
,
B.
M
e
i,
a
n
d
C.
K.
W.
Ho
i,
“
In
v
e
stig
a
ti
n
g
p
re
-
se
rv
ice
tea
c
h
e
rs’
a
c
c
e
p
tan
c
e
o
f
Web
2
.
0
tec
h
n
o
l
o
g
ies
in
th
e
ir
fu
tu
re
tea
c
h
in
g
:
a
C
h
in
e
se
p
e
rsp
e
c
ti
v
e
,
”
I
n
ter
a
c
t.
L
e
a
rn
.
E
n
v
iro
n
.
,
v
o
l
.
2
7
,
n
o
.
4
,
p
p
.
5
3
0
–
5
4
6
,
2
0
1
9
.
Evaluation Warning : The document was created with Spire.PDF for Python.