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 Ed
uca
t
io
n (
I
J
E
RE
)
Vo
l.
9
,
No
.
3
,
Sep
tem
b
er
2020
,
p
p
.
531
~
538
I
SS
N:
2
2
5
2
-
8822
,
DOI
: 1
0
.
1
1
5
9
1
/
i
j
er
e
.
v9
i
3
.
2
0
6
8
6
531
J
o
ur
na
l ho
m
ep
a
g
e
:
h
ttp
:
//ij
ere.
ia
esco
r
e.
co
m
T
he relatio
nship
betw
een t
he quali
ty o
f
scho
o
l lif
e
and
the
scho
o
l bu
rno
u
t
Seli
m
G
ün
do
ğ
a
n
1
,
H
a
t
ice
Ö
z
g
en
2
1
De
p
a
rtme
n
t
o
f
Ed
u
c
a
ti
o
n
a
l
S
c
ien
c
e
s,
Niğ
d
e
Ö
m
e
r
Ha
li
sd
e
m
ir
Un
iv
e
rsit
y
,
T
u
rk
e
y
2
M
in
istry
o
f
Na
ti
o
n
a
l
Ed
u
c
a
ti
o
n
,
Re
p
u
b
li
c
o
f
T
u
rk
e
y
,
T
u
rk
e
y
Art
icle
I
nfo
AB
ST
RAC
T
A
r
ticle
his
to
r
y:
R
ec
eiv
ed
A
p
r
2
2
,
2
0
2
0
R
ev
i
s
ed
J
u
n
2
7
,
2
0
2
0
A
cc
ep
ted
J
u
l
2
3
,
2
0
2
0
S
c
h
o
o
l
b
u
r
n
o
u
t
h
a
s
b
e
e
n
a
re
se
a
rc
h
su
b
jec
t
d
u
ri
n
g
re
c
e
n
t
y
e
a
rs
a
n
d
is
a
w
id
e
c
a
se
a
m
o
n
g
stu
d
e
n
ts
is
a
ss
o
c
iate
d
w
it
h
m
a
n
y
fa
c
to
rs.
Am
o
n
g
th
e
se
f
a
c
to
rs,
sc
h
o
o
l
-
re
late
d
c
o
n
c
e
p
ts
a
re
re
m
a
r
k
a
b
le.
W
it
h
in
th
is
stu
d
y
,
it
is
a
ime
d
to
i
n
v
e
stig
a
te
th
e
re
latio
n
s
h
ip
b
e
twe
e
n
sc
h
o
o
l
q
u
a
li
ty
,
sc
h
o
o
l
b
u
rn
o
u
t
a
n
d
sc
h
o
o
l
b
u
r
n
o
u
t.
T
h
e
p
a
rti
c
ip
a
n
t
g
ro
u
p
o
f
th
e
stu
d
y
c
o
n
sists
o
f
a
to
tal
o
f
3
6
4
se
c
o
n
d
a
ry
sc
h
o
o
l
st
u
d
e
n
ts,
1
8
1
g
irl
s
a
n
d
1
8
3
b
o
y
s,
w
h
o
se
a
g
e
s
a
re
in
th
e
ra
n
g
e
o
f
1
0
-
1
5
,
a
tt
e
n
d
in
g
v
a
rio
u
s
se
c
o
n
d
a
ry
sc
h
o
o
ls.
T
h
is
sa
m
p
li
n
g
w
a
s
d
e
term
in
e
d
b
y
th
e
m
a
x
i
m
u
m
d
iv
e
rsity
sa
m
p
li
n
g
m
e
th
o
d
.
T
h
e
d
a
ta
w
e
r
e
c
o
ll
e
c
ted
w
it
h
th
e
sc
h
o
o
l
q
u
a
li
ty
o
f
li
fe
a
n
d
sc
h
o
o
l
b
u
r
n
o
u
t
sc
a
le.
In
t
h
e
a
n
a
ly
sis
o
f
th
e
d
a
ta,
c
o
rre
l
a
ti
o
n
a
n
d
str
u
c
tu
ra
l
e
q
u
a
ti
o
n
m
o
d
e
l
a
n
a
ly
si
s
w
e
r
e
a
d
m
in
istrate
d
.
It
w
a
s
c
o
n
c
lu
d
e
d
t
h
a
t
t
h
e
re
is
a
n
e
g
a
ti
v
e
re
latio
n
sh
i
p
b
e
tw
e
e
n
sc
h
o
o
l
q
u
a
li
ty
o
f
li
f
e
a
n
d
sc
h
o
o
l
b
u
r
n
o
u
t,
a
n
d
t
h
a
t
sc
h
o
o
l
q
u
a
li
ty
o
f
li
f
e
is
a
n
e
g
a
ti
v
e
p
re
d
icto
r
o
f
sc
h
o
o
l
b
u
rn
o
u
t
.
T
h
e
re
su
l
ts
w
e
re
d
isc
u
ss
e
d
th
ro
u
g
h
th
e
l
it
e
ra
tu
re
re
v
iew
a
n
d
su
g
g
e
stio
n
s
w
e
re
m
a
d
e
f
o
r
r
e
se
a
rc
h
e
rs
a
n
d
p
ra
c
ti
t
io
n
e
rs
.
K
ey
w
o
r
d
s
:
Qu
alit
y
o
f
s
ch
o
o
l li
f
e
Sch
o
o
l b
u
r
n
o
u
t
Seco
n
d
ar
y
s
c
h
o
o
l stu
d
e
n
t
Stru
ct
u
r
al
eq
u
atio
n
m
o
d
el
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
:
Seli
m
G
ü
n
d
o
ğ
a
n
,
Dep
ar
t
m
en
t o
f
E
d
u
ca
tio
n
al
Sc
ien
ce
s
,
Facu
lt
y
o
f
E
d
u
ca
t
io
n
,
Niğ
d
e
Ö
m
er
Halisd
e
m
ir
Un
i
v
er
s
it
y
,
Niğ
d
e,
T
u
r
k
e
y
.
E
m
ail: se
li
m
g
u
n
d
o
g
an
1
4
5
3
@
h
o
t
m
ai
l.c
o
m
1.
I
NT
RO
D
UCT
I
O
N
Sch
o
o
lin
g
is
a
p
r
o
ce
s
s
cr
ea
ti
n
g
g
r
ea
ter
d
e
m
a
n
d
s
o
n
s
t
u
d
e
n
ts
.
A
cc
o
r
d
in
g
l
y
,
t
h
e
s
c
h
o
o
li
n
g
p
r
o
ce
s
s
m
a
y
ca
u
s
e
s
t
u
d
en
ts
to
ex
p
er
ien
ce
f
ati
g
u
e
ag
a
in
s
t
s
ch
o
o
l,
les
s
o
n
s
,
an
d
h
o
m
e
w
o
r
k
[
1
]
.
T
h
is
is
th
e
r
ea
s
o
n
w
h
y
th
e
co
n
ce
p
t
o
f
“
s
c
h
o
o
l
b
u
r
n
o
u
t”
h
as
b
ee
n
a
r
e
s
ea
r
ch
s
u
b
j
ec
t
t
h
r
o
u
g
h
t
h
e
s
cie
n
ce
w
o
r
ld
[
2
-
4
]
Sch
o
o
l
b
u
r
n
o
u
t
ca
n
af
f
ec
t s
tu
d
e
n
t
s
n
o
t
o
n
l
y
ac
ad
e
m
ica
ll
y
b
u
t
also
p
s
y
ch
o
lo
g
icall
y
,
s
o
ciall
y
an
d
ev
en
p
h
y
s
icall
y
[
2
,
3
,
5
]
.
T
h
e
f
ac
t
th
at
g
o
i
n
g
to
s
c
h
o
o
l
r
eg
u
lar
l
y
o
f
s
t
u
d
en
ts
,
j
u
s
t
li
k
e
an
e
m
p
lo
y
ee
,
an
d
f
ac
in
g
th
e
d
u
ties
,
r
esp
o
n
s
ib
ilit
ie
s
an
d
d
e
m
an
d
s
r
eq
u
ir
ed
b
y
s
c
h
o
o
l
lif
e,
h
as
r
es
u
lted
in
th
e
as
s
o
ciatio
n
o
f
t
h
es
e
f
o
r
m
s
o
f
r
ea
ctio
n
attr
ib
u
ted
to
th
e
co
n
ce
p
t o
f
b
u
r
n
o
u
t
w
it
h
s
t
u
d
en
t l
if
e
[
1
,
3
,
6
-
1
1
]
.
Sch
o
o
l
b
u
r
n
o
u
t
is
d
ef
i
n
ed
as
t
h
e
s
t
u
d
en
t
s
ex
p
er
ien
ci
n
g
a
s
e
n
s
e
o
f
b
u
r
n
o
u
t
a
n
d
ex
h
au
s
tio
n
as
w
el
l
as
d
ev
elo
p
in
g
a
ca
r
eles
s
an
d
c
y
n
ica
l
atti
tu
d
e
to
w
ar
d
s
t
h
e
s
ch
o
o
l
as
a
r
es
u
lt
o
f
t
h
e
r
esp
o
n
s
ib
ilit
ie
s
a
n
d
ex
p
ec
tatio
n
s
th
at
t
h
e
s
ch
o
o
l
d
is
p
la
y
o
n
s
t
u
d
en
t
s
[
1
,
1
2
]
.
A
cc
o
r
d
in
g
to
Ay
p
a
y
[
8
]
,
s
ch
o
o
l
b
u
r
n
o
u
t
is
d
e
f
in
e
d
as
“
B
u
r
n
o
u
t
s
y
n
d
r
o
m
e
o
f
s
tu
d
en
t
s
ca
u
s
ed
b
y
ex
ce
s
s
iv
e
d
em
a
n
d
s
o
f
s
ch
o
o
l
an
d
ed
u
ca
tio
n
”.
I
n
ten
s
e
ex
p
ec
tatio
n
s
o
f
t
h
e
s
c
h
o
o
l
o
r
s
tu
d
en
t
its
e
lf
,
h
o
m
e
w
o
r
k
,
p
ar
en
ts
'
ex
p
ec
tat
io
n
s
o
f
s
u
cc
ess
f
r
o
m
s
tu
d
e
n
ts
,
s
tr
ess
f
u
l
s
it
u
atio
n
s
in
th
e
ed
u
ca
tio
n
li
f
e,
th
e
d
if
f
ic
u
lt
y
o
f
th
e
co
n
ten
t
o
f
th
e
co
u
r
s
e
s
ar
e
th
e
f
ac
to
r
s
th
at
in
cr
ea
s
e
s
c
h
o
o
l
b
u
r
n
o
u
t
[
1
3
,
1
4
]
.
Sch
o
o
l
b
u
r
n
o
u
t,
co
m
m
o
n
a
m
o
n
g
s
t
u
d
en
ts
,
h
as
b
ee
n
f
o
u
n
d
to
b
e
ass
o
ciate
d
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2252
-
8822
I
n
t.
J
.
E
v
al
.
&
R
es
.
E
d
u
c
.
Vo
l.
9
,
No
.
3
,
Sep
tem
b
er
2
0
2
0
:
5
3
1
-
538
532
w
it
h
m
a
n
y
co
n
ce
p
ts
[
5
,
1
5
,
1
6
]
.
Stu
d
ies
s
h
o
w
t
h
at
s
c
h
o
o
l
b
u
r
n
o
u
t
ex
p
er
ie
n
ce
d
b
y
s
t
u
d
en
ts
ca
u
s
ed
m
an
y
n
e
g
ati
v
e
s
it
u
atio
n
s
s
u
ch
as
lo
w
ac
ad
e
m
ic
p
er
f
o
r
m
an
ce
[
1
7
,
1
8
]
,
s
ch
o
o
l
ab
s
e
n
teeis
m
an
d
s
c
h
o
o
l
d
r
o
p
o
u
t [
1
9
,
2
0
]
,
an
d
m
en
ta
l p
r
o
b
lem
s
(
d
ep
r
es
s
io
n
,
an
x
iet
y
,
s
tr
ess
)
[
2
1
-
2
3
]
.
I
t
h
as
b
ee
n
s
u
g
g
e
s
ted
t
h
at
f
ac
to
r
s
th
at
p
r
ev
e
n
t
a
n
d
r
ed
u
ce
n
eg
at
iv
i
t
y
ca
u
s
ed
b
y
s
c
h
o
o
l
b
u
r
n
o
u
t
ar
e
f
ac
to
r
s
th
at
r
es
u
lt
f
r
o
m
t
h
e
in
d
iv
id
u
al
[
3
,
2
4
,
2
5
]
,
s
ch
o
o
l
[
8
]
an
d
s
o
cial
en
v
ir
o
n
m
e
n
t
[
4
,
2
6
,
2
7
]
.
I
t
w
as
o
b
s
er
v
ed
th
at
t
h
e
co
n
ce
p
t
s
li
k
e
s
c
h
o
o
l
en
g
ag
e
m
e
n
t
[
2
8
-
3
1
]
,
an
d
s
ch
o
o
l
cli
m
ate
[
3
2
,
3
3
]
w
er
e
n
e
g
ati
v
el
y
r
elate
d
to
s
ch
o
o
l
b
u
r
n
o
u
t
a
n
d
w
er
e
f
ac
to
r
s
to
d
ec
r
ea
s
e
s
ch
o
o
l
b
u
r
n
o
u
t.
O
n
e
o
f
t
h
e
f
ac
to
r
s
ass
o
ciate
d
w
ith
t
h
e
s
ch
o
o
l
in
q
u
e
s
tio
n
,
w
h
ic
h
h
a
s
a
p
o
s
itiv
e
ef
f
ec
t
o
n
t
h
e
n
e
g
at
iv
e
s
it
u
atio
n
s
s
ee
n
i
n
s
t
u
d
en
t
s
,
ca
n
b
e
co
n
s
id
er
ed
to
b
e
th
e
"q
u
alit
y
o
f
s
ch
o
o
l li
f
e"
[
3
4
,
3
5
]
.
T
h
e
co
n
ce
p
t
o
f
q
u
alit
y
o
f
s
ch
o
o
l
lif
e
w
as
f
ir
s
t
co
n
ce
p
t
u
aliz
ed
b
y
E
p
s
tein
a
n
d
Mc
p
ar
tlan
d
[
3
6
,
3
7
]
b
ased
o
n
th
e
co
n
ce
p
t
o
f
q
u
ali
t
y
o
f
li
f
e.
Qu
a
lit
y
o
f
Sch
o
o
l
li
f
e
is
d
ef
i
n
ed
as
“
a
w
ell
-
b
ein
g
b
ased
o
n
s
t
u
d
en
t
s
'
p
er
ce
p
tio
n
s
an
d
ev
al
u
atio
n
s
ab
o
u
t
th
e
s
c
h
o
o
l
th
at
t
h
e
y
at
ten
d
”
[
3
8
]
.
I
n
an
o
th
er
d
ef
in
it
io
n
,
th
e
q
u
ali
t
y
o
f
s
ch
o
o
l
lif
e
i
s
ex
p
lai
n
ed
as
“
t
h
e
g
en
er
al
h
ap
p
in
es
s
o
f
th
e
s
tu
d
en
t
in
t
h
e
ed
u
ca
tio
n
al
en
v
ir
o
n
m
e
n
t,
s
a
tis
f
ac
tio
n
o
r
w
el
l
-
b
ei
n
g
o
b
tain
ed
f
r
o
m
th
e
cu
r
r
en
t
co
n
d
it
io
n
s
”
[
3
9
]
.
Sch
o
o
l
q
u
alit
y
o
f
li
f
e
is
co
n
s
id
er
ed
as
o
n
e
o
f
th
e
in
d
icato
r
s
o
f
g
en
er
al
well
-
b
ei
n
g
,
an
d
it
is
co
n
s
id
er
ed
also
as
w
ell
-
b
ein
g
as
a
r
esu
lt
o
f
s
t
u
d
en
t
s
'
g
o
o
d
co
n
n
e
ctio
n
w
i
th
s
ch
o
o
l
lif
e
[
4
0
]
.
T
h
e
h
ig
h
q
u
al
it
y
o
f
s
ch
o
o
l
li
f
e
h
a
s
m
an
y
i
m
p
o
r
tan
t
i
m
p
licat
io
n
s
f
o
r
s
tu
d
e
n
ts
[
4
1
,
4
2
]
.
T
h
er
e
ar
e
s
ev
er
al
s
t
u
d
ies
i
n
d
icati
n
g
th
at
h
ig
h
p
er
ce
p
tio
n
o
f
s
c
h
o
o
l
lif
e
q
u
alit
y
o
f
s
tu
d
e
n
ts
i
n
cr
ea
s
e
s
h
ap
p
in
e
s
s
in
s
t
u
d
en
t
s
[
4
3
]
,
r
ef
lects
p
o
s
itiv
el
y
o
n
lear
n
i
n
g
m
o
ti
v
a
tio
n
[
4
4
]
,
r
ed
u
ce
s
ab
s
en
teeis
m
to
s
ch
o
o
l
an
d
les
s
o
n
s
[
4
5
]
,
an
d
lo
w
er
s
t
h
e
s
en
s
e
o
f
alien
atio
n
to
s
ch
o
o
l
[
4
6
]
.
A
ll
th
e
s
e
f
i
n
d
i
n
g
s
illu
s
tr
ates
th
a
t
h
i
g
h
q
u
ali
t
y
o
f
s
ch
o
o
l
lif
e
r
ef
lect
s
p
o
s
itiv
el
y
to
s
t
u
d
en
t
s
,
w
h
ile
lo
w
r
e
s
u
lts
l
ea
d
to
n
eg
ativ
e
s
itu
a
tio
n
s
i
n
s
tu
d
e
n
ts
.
C
o
n
s
eq
u
en
tl
y
,
it
ca
n
b
e
s
aid
t
h
at
q
u
alit
y
o
f
s
c
h
o
o
l
lif
e
is
a
co
n
ce
p
t
th
at
h
a
s
a
p
o
s
itiv
e
r
ef
lectio
n
o
n
m
an
y
s
i
tu
atio
n
s
o
f
s
t
u
d
en
ts
an
d
h
as
an
i
m
p
o
r
tan
t
r
o
le
in
o
v
e
r
co
m
i
n
g
th
e
n
e
g
ati
v
e
s
it
u
atio
n
s
s
ee
n
i
n
s
tu
d
e
n
ts
.
It
is
b
eliev
ed
th
at
th
e
co
n
ce
p
t
in
q
u
esti
o
n
i
s
n
eg
at
iv
el
y
r
el
ated
to
s
ch
o
o
l
b
u
r
n
o
u
t,
w
h
ic
h
is
w
id
el
y
s
ee
n
in
s
tu
d
e
n
ts
a
n
d
ca
u
s
e
m
a
n
y
n
e
g
ati
v
itie
s
f
r
o
m
s
c
h
o
o
l
li
f
e
to
n
o
r
m
al
li
f
e
a
n
d
also
q
u
al
it
y
o
f
s
c
h
o
o
l
li
f
e
h
a
s
a
p
r
o
tectiv
e
r
o
le.
I
n
ad
d
itio
n
,
it
is
t
h
o
u
g
h
t
t
h
at
t
h
e
s
c
h
o
o
l
lif
e
q
u
ali
t
y
,
w
h
ic
h
h
a
s
an
i
m
p
o
r
tan
t
r
o
le
i
n
o
v
er
co
m
in
g
t
h
e
n
e
g
ati
v
itie
s
o
f
s
ch
o
o
l
b
u
r
n
o
u
t,
is
i
m
p
o
r
tan
t
i
n
ter
m
s
o
f
p
r
ev
e
n
ti
v
e
g
u
id
a
n
c
e
s
er
v
ice
s
.
Fo
r
t
h
is
p
u
r
p
o
s
e,
it
w
as
ai
m
ed
to
ex
a
m
i
n
e
th
e
e
f
f
ec
t
o
f
s
ch
o
o
l
li
f
e
q
u
alit
y
o
n
s
c
h
o
o
l
b
u
r
n
o
u
t
i
n
t
h
is
s
tu
d
y
in
o
r
d
er
to
s
h
ed
lig
h
t
o
n
p
r
ev
en
ti
v
e
g
u
id
an
ce
s
er
v
ices.
I
n
ad
d
itio
n
,
w
h
i
le
th
er
e
ar
e
s
tu
d
ies
th
r
o
u
g
h
th
e
liter
atu
r
e
ex
a
m
in
i
n
g
t
h
e
e
f
f
ec
ts
o
f
s
ch
o
o
l
lo
y
alt
y
a
n
d
s
c
h
o
o
l
cli
m
ate
,
w
h
ic
h
ar
e
f
ac
to
r
s
r
elate
d
to
s
ch
o
o
l,
o
n
s
c
h
o
o
l
b
u
r
n
o
u
t,
it
i
s
n
o
te
w
o
r
t
h
y
t
h
at
th
er
e
is
n
o
s
t
u
d
y
ex
a
m
i
n
i
n
g
t
h
e
e
f
f
ec
t
o
f
s
c
h
o
o
l
q
u
al
it
y
o
f
l
if
e,
o
n
e
o
f
th
e
f
ac
to
r
s
as
s
o
ciate
d
w
it
h
s
c
h
o
o
l,
o
n
s
c
h
o
o
l
b
u
r
n
o
u
t.
I
n
t
h
is
co
n
te
x
t,
t
h
is
s
t
u
d
y
i
s
i
n
te
n
d
ed
to
s
h
ed
li
g
h
t
o
n
o
th
er
s
tu
d
ies
o
n
t
h
i
s
s
u
b
j
ec
t
an
d
to
in
tr
o
d
u
ce
a
s
p
ec
if
ic
s
tu
d
y
to
th
e
r
ele
v
an
t
li
ter
at
u
r
e
th
at
ex
a
m
i
n
e
s
th
e
r
elatio
n
s
h
ip
b
et
w
ee
n
s
c
h
o
o
l
q
u
alit
y
o
f
li
f
e
a
n
d
s
c
h
o
o
l
b
u
r
n
o
u
t.
B
ased
o
n
t
h
ese
asp
ec
ts
,
an
s
w
er
s
to
th
e
f
o
llo
w
in
g
q
u
e
s
tio
n
s
w
er
e
s
o
u
g
h
t
i
n
t
h
is
s
t
u
d
y
:
(
1
)
I
s
th
er
e
a
s
ig
n
if
ican
t
r
elat
io
n
s
h
ip
b
et
w
ee
n
q
u
alit
y
o
f
s
ch
o
o
l lif
e
a
n
d
s
c
h
o
o
l b
u
r
n
o
u
t
?
(
2
)
I
s
s
ch
o
o
l q
u
alit
y
o
f
li
f
e
a
s
ig
n
i
f
ican
t p
r
ed
icto
r
o
f
s
ch
o
o
l b
u
r
n
o
u
t?
2.
RE
S
E
ARCH
M
E
T
H
O
D
2
.
1
.
Resea
rc
h desi
g
n
T
h
is
s
tu
d
y
is
a
“
co
r
r
elatio
n
al
s
u
r
v
e
y
m
o
d
el”
ex
a
m
i
n
i
n
g
t
h
e
r
elatio
n
s
h
ip
b
et
w
ee
n
t
w
o
q
u
an
t
itati
v
e
v
ar
iab
les
(
q
u
alit
y
o
f
s
c
h
o
o
l
lif
e
-
s
c
h
o
o
l
b
u
r
n
o
u
t)
[
4
7
]
.
T
h
r
o
u
g
h
th
i
s
p
u
r
p
o
s
e,
th
e
s
tr
u
ctu
r
al
eq
u
atio
n
m
o
d
el
w
a
s
u
s
ed
to
e
x
a
m
in
e
th
e
r
ela
tio
n
s
h
ip
b
et
w
ee
n
t
h
e
t
w
o
v
ar
iab
les.
Stru
c
tu
r
al
eq
u
atio
n
m
o
d
el
is
an
an
al
y
s
is
m
et
h
o
d
th
at
e
x
a
m
i
n
es t
h
e
d
ir
e
ct
an
d
i
n
d
ir
ec
t r
elatio
n
s
h
ip
b
et
w
ee
n
o
b
s
er
v
ab
le
a
n
d
late
n
t
v
a
r
iab
les [
4
8
]
.
I
n
th
is
s
tu
d
y
,
t
h
e
p
r
ed
ictiv
e
ef
f
ec
t
o
f
th
e
laten
t
v
ar
iab
le
o
f
s
ch
o
o
l
lif
e
q
u
alit
y
,
w
h
ic
h
in
cl
u
d
es
5
o
b
s
er
v
ab
le
v
ar
iab
les
in
cl
u
d
in
g
teac
h
er
s
,
s
tu
d
e
n
ts
,
f
ee
lin
g
s
ab
o
u
t
s
c
h
o
o
l,
s
ch
o
o
l
m
an
a
g
e
m
e
n
t
an
d
s
tat
u
s
o
n
s
c
h
o
o
l
b
u
r
n
o
u
t
late
n
t
v
ar
iab
le,
w
h
ic
h
in
cl
u
d
es
3
o
b
s
er
v
ab
le
v
ar
iab
les:
e
m
o
t
io
n
a
l
b
u
r
n
o
u
t,
d
ep
er
s
o
n
aliza
tio
n
an
d
f
ee
li
n
g
o
f
lo
w
s
u
cc
e
s
s
w
er
e
in
v
es
tig
a
ted
.
2
.
2
.
P
a
rt
icipa
nts
P
ar
ticip
an
ts
o
f
t
h
e
s
t
u
d
y
w
er
e
d
eter
m
in
ed
b
y
u
s
i
n
g
m
ax
i
m
u
m
d
iv
er
s
it
y
s
a
m
p
l
in
g
m
et
h
o
d
,
w
h
ic
h
is
o
n
e
o
f
t
h
e
co
n
v
e
n
ie
n
ce
s
a
m
p
lin
g
m
e
th
o
d
s
[
4
7
]
.
T
h
e
m
a
x
i
m
u
m
d
i
v
er
s
it
y
s
a
m
p
l
in
g
m
eth
o
d
is
a
s
a
m
p
lin
g
m
et
h
o
d
th
at
allo
w
s
g
r
o
u
p
s
w
it
h
d
if
f
er
en
t
ch
ar
ac
ter
is
tics
to
b
e
in
cl
u
d
ed
in
t
h
e
s
t
u
d
y
[
4
7
]
.
I
n
th
is
co
n
tex
t,
f
i
v
e
s
ec
o
n
d
ar
y
s
c
h
o
o
ls
w
it
h
d
if
f
er
en
t
s
o
cio
-
c
u
lt
u
r
al
an
d
ec
o
n
o
m
ic
c
h
ar
ac
ter
is
tic
s
i
n
Niğ
d
e
p
r
o
v
in
ce
w
er
e
d
eter
m
in
ed
b
y
u
s
i
n
g
m
a
x
i
m
u
m
d
i
v
er
s
it
y
s
a
m
p
li
n
g
m
et
h
o
d
an
d
d
ata
w
er
e
co
llected
f
r
o
m
t
h
ese
s
c
h
o
o
ls
’
s
tu
d
e
n
ts
w
h
o
v
o
lu
n
teer
ed
to
p
ar
ticip
ate
in
t
h
e
s
t
u
d
y
.
T
h
e
p
ar
ticip
an
ts
o
f
th
e
s
t
u
d
y
co
n
s
is
ted
o
f
a
to
tal
o
f
3
6
4
s
ec
o
n
d
ar
y
s
c
h
o
o
l
s
t
u
d
en
ts
,
1
8
1
f
e
m
ale
s
an
d
1
8
3
m
al
es,
w
h
o
co
n
t
in
u
e
t
h
eir
s
ec
o
n
d
ar
y
ed
u
ca
tio
n
i
n
th
e
p
r
o
v
in
ce
o
f
N
iğ
d
e,
w
it
h
th
e
ag
e
r
an
g
e
o
f
1
0
-
1
5
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t J
E
v
al
&
R
e
s
E
d
u
c
.
I
SS
N:
2252
-
8822
Th
e
r
ela
tio
n
s
h
ip
b
etw
ee
n
th
e
q
u
a
lity o
f sch
o
o
l life
a
n
d
t
h
e
s
ch
o
o
l b
u
r
n
o
u
t
(
S
elim
Gü
n
d
o
ğ
a
n
)
533
2
.
3
.
Da
t
a
co
llect
io
n t
o
o
ls
Qu
alit
y
o
f
s
c
h
o
o
l
lif
e
s
ca
le
(
SQL
)
:
Sc
h
o
o
l
q
u
alit
y
o
f
li
f
e
s
ca
le
w
as
d
ev
elo
p
ed
b
y
S
ar
ı.
L
ater
,
Sar
ı
[
3
4
]
test
ed
its
v
alid
it
y
an
d
r
eliab
ilit
y
a
g
ain
.
T
h
e
r
eliab
ilit
y
a
n
d
v
a
lid
it
y
s
t
u
d
y
o
f
t
h
e
s
ca
le
w
as
ad
m
in
i
s
tr
ated
o
n
5
7
8
s
tu
d
en
ts
atten
d
in
g
to
p
r
im
ar
y
s
ch
o
o
ls
b
et
w
ee
n
4
th
g
r
ad
e
an
d
7
th
g
r
ad
e.
A
s
a
r
esu
lt
o
f
th
e
f
ac
to
r
an
al
y
s
is
,
a
m
ea
s
u
r
e
m
en
t
to
o
l
w
it
h
a
to
tal
o
f
3
5
ite
m
s
w
a
s
o
b
tain
ed
,
w
h
ic
h
e
x
p
lain
ed
4
6
.
9
2
%
o
f
th
e
to
tal
v
ar
ia
n
ce
co
n
s
is
t
in
g
o
f
s
u
b
-
d
i
m
en
s
io
n
s
o
f
"
teac
h
e
r
s
"
,
"
s
tu
d
en
ts
"
,
"
f
ee
lin
g
s
ab
o
u
t
s
c
h
o
o
l"
,
"
s
ch
o
o
l
m
an
a
g
e
m
e
n
t"
an
d
"
s
tatu
s
"
.
T
h
e
C
r
o
n
b
ac
h
A
lp
h
a
in
ter
n
al
c
o
n
s
is
ten
c
y
co
ef
f
icie
n
t
s
f
o
r
t
h
ese
f
i
v
e
d
i
m
en
s
io
n
s
w
er
e
f
o
u
n
d
as
.
8
3
,
.
8
0
,
.
8
2
,
.
7
7
an
d
.
6
9
r
esp
ec
tiv
el
y
.
A
s
a
r
esu
lt
o
f
th
e
co
n
f
ir
m
ato
r
y
f
ac
to
r
an
aly
s
is
,
it
w
a
s
co
n
clu
d
ed
th
at
t
h
e
s
ca
le
g
i
v
es
co
m
p
atib
le
r
es
u
lt
s
(
χ2
=2
0
0
3
.
0
3
,
s
d
=5
4
7
,
p
<
.
0
0
1
,
χ2
/s
d
=
3
.
6
6
,
R
MSE
A
=0
.
0
6
8
,
NNFI
=
0
.
9
4
,
C
FI
=
0
.
9
5
an
d
GFI
=0
.
8
3
)
[
3
4
]
.
I
n
th
is
s
t
u
d
y
,
t
h
e
i
n
ter
n
al
co
n
s
i
s
te
n
c
y
co
ef
f
icien
t
w
as
f
o
u
n
d
as .
8
7
f
o
r
th
e
w
h
o
lescale
a
n
d
.
8
1
,
.
7
4
,
.
7
8
,
.
7
7
,
.
7
3
f
o
r
ea
ch
s
u
b
-
d
i
m
en
s
io
n
,
r
esp
ec
ti
v
el
y
.
Sch
o
o
l
b
u
r
n
o
u
t
I
n
v
en
to
r
y
(
SB
I
)
:
T
h
e
a
d
ap
tatio
n
s
tu
d
ies
o
f
th
e
s
ch
o
o
l
b
u
r
n
o
u
t
s
ca
le
d
ev
elo
p
ed
b
y
Sa
l
m
e
la
-
A
r
o
,
Kiu
r
u
,
L
e
s
k
i
n
en
a
n
d
Nu
r
m
i
[
1
]
in
to
T
u
r
k
is
h
w
er
e
co
n
d
u
cted
b
y
Seçe
r
et
al.
[
4
9
]
.
T
h
e
s
tu
d
y
g
r
o
u
p
o
f
th
e
s
t
u
d
y
co
n
s
i
s
ted
o
f
5
7
0
s
tu
d
e
n
ts
s
t
u
d
y
i
n
g
i
n
p
r
im
ar
y
a
n
d
s
ec
o
n
d
ar
y
s
c
h
o
o
ls
i
n
E
r
zu
r
u
m
cit
y
ce
n
ter
.
T
r
an
s
latio
n
p
r
o
ce
s
s
es
w
er
e
th
e
n
ca
r
r
ied
o
u
t
w
it
h
th
e
o
p
in
io
n
o
f
th
e
e
x
p
er
t
f
o
r
lan
g
u
a
g
e
v
alid
it
y
.
E
x
p
lo
r
ato
r
y
an
d
co
n
f
ir
m
a
to
r
y
f
ac
to
r
an
al
y
s
is
s
t
u
d
ies
w
er
e
co
n
d
u
cted
f
o
r
co
n
s
tr
u
ct
v
alid
i
t
y
.
W
ith
th
e
r
es
u
lts
o
f
ex
p
lo
r
ato
r
y
f
ac
to
r
a
n
al
y
s
is
,
a
th
r
ee
-
f
ac
to
r
s
tr
u
ct
u
r
e
w
a
s
o
b
tain
ed
as
"
e
m
o
tio
n
al
b
u
r
n
o
u
t"
,
"
d
esen
s
itizatio
n
"
,
"
lo
w
p
er
s
o
n
al
f
ee
l
in
g
o
f
s
u
cc
ess
"
as
in
its
o
r
ig
in
al
f
o
r
m
,
ex
p
lain
in
g
6
6
,
8
5
8
%
v
ar
ian
ce
s
in
th
r
ee
d
i
m
e
n
s
io
n
s
.
Mo
d
el
f
it
o
f
t
h
is
t
h
r
ee
-
d
i
m
e
n
s
io
n
al
s
tr
u
ctu
r
e
w
a
s
test
ed
b
y
c
o
n
f
ir
m
ato
r
y
f
ac
to
r
an
al
y
s
i
s
an
d
it
w
as
f
o
u
n
d
th
a
t
th
e
f
i
t
in
d
e
x
es
w
er
e
at
a
g
o
o
d
lev
el.
(
X2
=4
1
.
9
7
,
s
d
=
2
1
,
p
=.
0
0
,
X2
/s
d
=1
.
9
9
,
R
MSE
A
=.
0
4
2
,
R
MR=
.
0
1
3
,
NFI
=.
9
8
,
NNFI
=
.
9
8
,
C
FI=
.
9
9
,
I
FI=
.
9
9
,
R
FI=
.
9
6
,
A
GFI
=.
9
3
,
GFI
=.
9
7
)
.
A
s
a
r
esu
lt
o
f
th
e
r
eliab
ilit
y
an
al
y
s
i
s
o
f
th
e
s
ca
le,
th
e
i
n
ter
n
al
co
n
s
i
s
ten
c
y
co
ef
f
icie
n
t
w
a
s
f
o
u
n
d
as
.
7
5
an
d
th
e
test
-
r
etest
r
elia
b
il
it
y
w
as
.
8
0
[
4
9
]
.
I
n
th
is
s
t
u
d
y
,
th
e
i
n
ter
n
al
co
n
s
is
te
n
c
y
co
ef
f
icie
n
t
w
as
.
8
7
f
o
r
th
e
w
h
o
le
s
ca
le,
.
7
1
f
o
r
th
e
em
o
tio
n
al
b
u
r
n
o
u
t
s
u
b
-
d
i
m
e
n
s
io
n
,
.
7
8
f
o
r
th
e
d
ep
er
s
o
n
al
izatio
n
s
u
b
-
d
i
m
e
n
s
io
n
,
an
d
.
6
3
f
o
r
th
e
f
ee
lin
g
o
f
lo
w
p
er
s
o
n
a
l
ac
co
m
p
li
s
h
m
e
n
t s
u
b
-
d
i
m
e
n
s
io
n
.
2
.
4
.
P
ro
ce
du
re
a
nd
da
t
a
a
na
ly
s
is
Af
ter
o
b
tain
i
n
g
th
e
n
ec
es
s
ar
y
eth
ical
p
er
m
i
s
s
io
n
s
f
o
r
th
e
s
tu
d
y
,
f
i
v
e
s
ec
o
n
d
ar
y
s
c
h
o
o
ls
w
it
h
d
if
f
er
en
t
s
o
cio
-
cu
l
tu
r
al
a
n
d
ec
o
n
o
m
ic
c
h
ar
ac
ter
is
tic
s
w
er
e
d
eter
m
i
n
ed
in
th
e
p
r
o
v
i
n
ce
o
f
N
iğ
d
e
a
n
d
d
ata
w
er
e
co
llected
f
r
o
m
s
ec
o
n
d
ar
y
s
ch
o
o
l
s
tu
d
en
ts
w
h
o
v
o
lu
n
teer
ed
to
p
ar
ticip
ate
in
th
e
s
t
u
d
y
.
T
h
e
d
ata
g
at
h
er
ed
f
r
o
m
th
e
p
ar
ticip
an
t
s
w
h
o
r
e
s
p
o
n
d
ed
co
m
p
letel
y
to
th
e
s
u
r
v
e
y
w
er
e
i
n
clu
d
ed
i
n
th
e
a
n
al
y
z
in
g
p
r
o
ce
s
s
.
Fo
r
th
e
a
n
al
y
s
i
s
o
f
th
e
d
ata,
n
o
r
m
al
d
is
tr
ib
u
t
io
n
o
f
t
h
e
d
ata
w
er
e
test
ed
,
s
k
e
w
n
es
s
a
n
d
k
u
r
to
s
is
v
al
u
es
w
er
e
ex
a
m
in
ed
;
it
w
as
co
n
c
lu
d
ed
th
at
th
e
v
alu
e
s
i
n
q
u
es
tio
n
r
an
g
e
d
b
et
w
ee
n
-
1
an
d
+1
,
an
d
it
h
a
s
b
ee
n
d
eter
m
i
n
ed
th
at
th
e
d
ata
s
h
o
w
ed
a
n
o
r
m
al
d
is
tr
ib
u
tio
n
(
T
ab
le
1
)
[
5
0
]
.
T
h
e
m
a
h
ala
n
o
b
is
an
d
co
o
k
'
s
v
alu
es
o
f
th
e
d
ata
w
er
e
ex
a
m
i
n
ed
,
an
d
it
w
a
s
n
o
t
n
ec
ess
a
r
y
to
ex
tr
ac
t
an
y
d
ata
s
in
ce
it
w
as
s
ee
n
th
at
th
er
e
w
a
s
n
o
ex
tr
e
m
e
v
al
u
e
to
b
e
d
i
s
ca
r
d
ed
(
h
ig
h
es
t
m
ah
.
=
1
7
.
5
8
/
h
ig
h
est
co
o
k
’
s
=.
0
5
6
)
[
5
1
]
.
I
n
th
e
f
ir
s
t
p
h
ase
o
f
a
n
al
y
s
i
s
,
th
e
co
r
r
elatio
n
a
n
al
y
s
i
s
w
as
p
er
f
o
r
m
ed
.
I
t
w
as
o
b
s
er
v
ed
t
h
a
t
th
er
e
w
er
e
r
elatio
n
s
h
ip
s
le
s
s
th
a
n
.
8
0
b
et
w
ee
n
th
e
v
ar
iab
les
an
d
it
w
as
co
n
c
lu
d
ed
th
at
th
er
e
w
er
e
n
o
m
u
l
tip
le
co
r
r
elatio
n
p
r
o
b
lem
s
[
5
2
]
.
I
n
th
e
s
tr
u
ctu
r
a
l
eq
u
atio
n
m
o
d
el
an
a
l
y
s
is
,
th
e
<
5
v
alu
e
f
o
r
χ2
/ d
f
w
a
s
ta
k
en
a
s
a
cr
iter
io
n
[
5
3
]
; f
o
r
N
FI,
C
FI
,
GFI
,
T
L
I
an
d
I
FI
v
alu
e
s
,
≥
.
9
0
v
alu
e
w
as
ta
k
e
n
as
a
cr
iter
io
n
[
5
0
,
5
4
,
5
5
]
;
f
o
r
A
GFI
≥
.
8
0
v
alu
e
w
a
s
tak
e
n
as
a
cr
iter
io
n
[
5
6
]
an
d
f
o
r
R
MSE
A
≤
.
0
8
v
alu
e
w
as
ta
k
en
as
a
cr
iter
io
n
[
5
0
]
.
I
t
h
as
b
ee
n
s
u
g
g
e
s
ted
th
a
t
th
e
co
n
f
ir
m
ato
r
y
f
ac
to
r
an
al
y
s
i
s
o
f
t
h
e
s
ca
le
s
an
d
th
e
m
o
d
el
f
it
s
h
o
u
ld
b
e
ex
a
m
in
ed
b
ef
o
r
e
th
e
s
tr
u
c
tu
r
al
eq
u
atio
n
m
o
d
el
an
al
y
s
is
[
4
8
,
5
7
]
.
I
n
th
is
co
n
tex
t,
b
ef
o
r
e
th
e
s
tr
u
c
tu
r
al
e
q
u
atio
n
m
o
d
el
an
a
l
y
s
is
,
t
h
e
co
n
f
ir
m
ato
r
y
f
ac
to
r
an
al
y
s
is
o
f
t
h
e
s
ca
les
w
as
co
n
d
u
cted
an
d
t
h
e
m
o
d
el
f
it
w
as
ex
a
m
in
ed
(
T
ab
le
2
)
.
T
h
e
p
r
ed
ictab
ilit
y
o
f
q
u
al
it
y
o
f
s
c
h
o
o
l
lif
e
to
s
c
h
o
o
l
b
u
r
n
o
u
t
w
as
te
s
ted
b
y
s
tr
u
ct
u
r
al
e
q
u
atio
n
m
o
d
el
a
n
al
y
s
i
s
a
f
ter
th
e
co
n
cl
u
s
io
n
t
h
at
th
e
s
ca
le
s
h
a
v
e
g
o
o
d
m
o
d
el
f
it
an
d
m
o
d
el
f
it (
Fi
g
u
r
e
1
an
d
T
ab
le
3
)
.
3.
RE
SU
L
T
S
AND
D
I
SCU
SS
I
O
N
3
.
1
.
Resul
t
s
I
n
th
e
r
es
u
lt
s
s
ec
tio
n
,
s
u
m
m
ar
ize
th
e
co
llected
d
ata
an
d
th
e
an
a
l
y
s
is
p
er
f
o
r
m
ed
o
n
th
o
s
e
d
ata
r
elev
an
t
to
th
e
I
n
t
h
is
s
ec
tio
n
,
f
i
n
d
in
g
s
r
e
g
ar
d
in
g
t
h
e
co
r
r
elatio
n
an
a
l
y
s
is
r
elate
d
to
t
h
e
r
elatio
n
s
h
ip
b
et
w
ee
n
q
u
alit
y
o
f
s
ch
o
o
l
l
if
e
an
d
s
ch
o
o
l
b
u
r
n
o
u
t
a
n
d
f
in
d
i
n
g
s
ab
o
u
t
w
h
et
h
er
s
c
h
o
o
l
q
u
alit
y
o
f
lif
e
i
s
a
s
i
g
n
i
f
ica
n
t
p
r
ed
icto
r
o
f
s
ch
o
o
l
b
u
r
n
o
u
t
ar
e
in
clu
d
ed
.
T
ab
le
1
r
ep
r
esen
t
s
th
at
th
er
e
is
a
n
e
g
at
iv
e
an
d
s
ig
n
i
f
ica
n
t
r
elatio
n
s
h
ip
b
et
w
ee
n
all
s
u
b
-
d
i
m
en
s
io
n
s
o
f
s
ch
o
o
l
lif
e
q
u
a
lit
y
an
d
all
s
u
b
-
d
i
m
e
n
s
io
n
s
o
f
s
ch
o
o
l
b
u
r
n
o
u
t
a
s
a
r
esu
lt
o
f
th
e
co
r
r
elatio
n
an
a
l
y
s
i
s
co
n
d
u
cted
to
ex
a
m
in
e
t
h
e
r
elatio
n
s
h
ip
b
et
w
ee
n
s
ch
o
o
l
q
u
alit
y
o
f
li
f
e
an
d
s
ch
o
o
l
b
u
r
n
o
u
t
(
p
<.
0
1
)
.
Mo
r
e
o
v
er
,
s
k
e
w
n
es
s
an
d
k
u
r
to
s
is
v
alu
es
ar
e
b
et
w
ee
n
-
1
a
n
d
+
1
f
o
r
all
v
ar
iab
les,
an
d
th
e
d
ata
s
h
o
w
a
n
o
r
m
al
d
is
tr
ib
u
tio
n
f
o
r
all
v
ar
iab
les
[
5
0
]
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2252
-
8822
I
n
t.
J
.
E
v
al
.
&
R
es
.
E
d
u
c
.
Vo
l.
9
,
No
.
3
,
Sep
tem
b
er
2
0
2
0
:
5
3
1
-
538
534
T
ab
le
1
.
C
o
r
r
elatio
n
s
an
d
d
escr
ip
tiv
e
s
tati
s
tics
a
m
o
n
g
s
tu
d
y
v
ar
iab
les
**
p
<
.
0
1
Af
ter
f
i
n
d
in
g
a
s
ig
n
i
f
ica
n
t
r
el
atio
n
s
h
ip
b
et
w
ee
n
s
c
h
o
o
l
q
u
a
lit
y
o
f
li
f
e
a
n
d
s
c
h
o
o
l
b
u
r
n
o
u
t,
f
ir
s
tl
y
,
th
e
co
n
f
ir
m
a
to
r
y
f
ac
to
r
an
al
y
s
is
o
f
t
h
e
s
ca
le
s
w
as
co
n
d
u
ct
ed
to
ex
a
m
in
e
w
h
et
h
er
s
c
h
o
o
l
q
u
alit
y
o
f
lif
e
w
a
s
a
s
ig
n
if
ica
n
t
p
r
ed
icto
r
o
f
s
c
h
o
o
l
b
u
r
n
o
u
t,
an
d
th
e
n
a
m
ea
s
u
r
e
m
en
t
m
o
d
el
w
as
es
tab
lis
h
ed
an
d
test
e
d
(
T
a
b
le
2
)
.
W
h
eth
er
th
e
s
ch
o
o
l
q
u
alit
y
o
f
lif
e
w
as
a
s
ig
n
i
f
ic
an
t
p
r
ed
icto
r
o
f
s
ch
o
o
l
b
u
r
n
o
u
t
w
a
s
test
ed
u
s
i
n
g
th
e
s
tr
u
ct
u
r
al
eq
u
atio
n
m
o
d
el
af
ter
t
h
e
r
esu
lts
f
it
w
e
l
l.
T
h
e
m
o
d
el
is
s
h
o
w
n
in
Fi
g
u
r
e
1
,
an
d
f
it
in
d
ice
s
ar
e
s
h
o
w
n
in
T
ab
le
3.
W
h
en
T
ab
l
e
2
is
an
al
y
ze
d
,
it
is
s
ee
n
t
h
at
th
e
m
o
d
el
f
it
o
f
q
u
alit
y
o
f
s
c
h
o
o
l
lif
e
an
d
s
c
h
o
o
l
b
u
r
n
o
u
t
s
ca
le
a
n
d
f
it
i
n
d
ex
e
s
o
f
th
e
e
s
tab
lis
h
ed
m
o
d
el
ar
e
at
d
esire
d
v
al
u
es.
T
h
e
f
in
d
in
g
s
r
eg
ar
d
in
g
th
e
s
tr
u
c
tu
r
al
eq
u
atio
n
m
o
d
el
estab
lis
h
ed
to
r
ev
ea
l
th
e
r
elatio
n
s
h
ip
s
b
et
w
ee
n
s
c
h
o
o
l
q
u
ality
o
f
lif
e
a
n
d
s
ch
o
o
l
b
u
r
n
o
u
t
ar
e
g
i
v
en
i
n
Fi
g
u
r
e
1
.
W
h
en
T
ab
le
3
is
ex
a
m
in
ed
,
i
t
is
s
ee
n
t
h
at
th
e
m
o
d
el
estab
l
is
h
ed
to
d
eter
m
in
e
w
h
et
h
er
q
u
alit
y
o
f
s
c
h
o
o
l
lif
e
is
a
s
i
g
n
i
f
ican
t
p
r
ed
icto
r
o
f
s
ch
o
o
l
b
u
r
n
o
u
t
is
co
n
f
ir
m
ed
a
n
d
it
is
d
eter
m
i
n
ed
th
at
q
u
ali
t
y
o
f
s
c
h
o
o
l
lif
e
is
a
n
eg
ati
v
e
p
r
ed
icto
r
o
f
s
ch
o
o
l
b
u
r
n
o
u
t
(
R
2
=.
3
1
,
p
<.
0
0
1
)
.
T
a
b
le
4
is
co
n
ce
r
n
ed
w
it
h
t
h
e
r
esu
lts
r
eg
ar
d
i
n
g
s
tan
d
ar
d
r
eg
r
ess
io
n
w
e
ig
h
t
s
an
d
R
2
.
T
ab
le
2
.
Mo
d
el
f
it in
d
ices
F
i
t
I
n
d
i
c
e
s
S
c
a
l
e
s
S
t
r
u
c
t
u
r
a
l
M
o
d
e
l
R
e
f
e
r
e
n
c
e
V
a
l
u
e
(
s)
*
S
Q
L
*
S
B
I
χ
2
7
9
.
1
3
9
9
2
.
7
3
5
7
.
4
7
p
v
a
l
u
e
<
.
0
0
1
<
.
0
0
1
<
.
0
0
1
df
24
5
4
3
19
χ
2
/
d
f
3
.
2
9
1
.
8
2
3
.
0
2
<
5
[
5
3
]
N
F
I
.
9
3
.
9
1
.
9
5
≥
.
9
0
[
5
0
]
A
G
F
I
.
9
1
.
8
4
.
9
3
≥
.
8
0
[
5
6
]
C
F
I
.
9
5
.
9
1
.
9
7
≥
.
9
0
[
5
5
]
R
M
S
EA
.
0
8
.
0
4
.
0
7
≤
.
0
8
[
5
0
]
*
(
S
Q
L
=
Q
u
a
l
i
t
y
o
f
S
c
h
o
o
l
L
i
f
e
S
c
a
l
e
;
S
B
I
:
S
c
h
o
o
l
B
u
r
n
o
u
t
I
n
v
e
n
t
o
r
y
)
Fig
u
r
e
1
.
Stru
ct
u
r
al
eq
u
atio
n
m
o
d
el
il
lu
s
tr
ati
n
g
t
h
e
r
elatio
n
s
h
ip
b
et
w
ee
n
q
u
ali
t
y
o
f
s
ch
o
o
l
lif
e
an
d
s
ch
o
o
l b
u
r
n
o
u
t
1
2
3
4
5
6
7
8
1
.
Emo
t
i
o
n
a
l
Ex
h
a
u
st
i
o
n
1
2
.
D
e
p
e
r
so
n
a
l
i
z
a
t
i
o
n
7
0
5
**
1
3
.
L
o
w
se
n
se
o
f
su
c
c
e
ss
.
6
3
9
**
.
6
7
9
**
1
4
.
T
e
a
c
h
e
r
s
-
.
3
6
6
**
-
.
4
6
4
**
-
.
4
1
0
**
1
5
.
S
t
u
d
e
n
t
s
-
.
2
8
8
**
-
.
1
3
5
**
-
.
1
8
9
**
.
3
6
4
**
1
6
.
F
e
e
l
i
n
g
s t
o
w
a
r
d
s sc
h
o
o
l
-
.
2
3
1
**
-
.
2
7
5
**
-
.
2
5
2
**
.
5
6
4
**
.
1
3
1
**
1
7
.
S
c
h
o
o
l
ma
n
a
g
e
me
n
t
-
.
1
8
0
**
-
.
2
3
2
**
-
.
1
5
1
**
.
4
9
6
**
.
1
1
0
**
.
4
2
0
**
1
8
.
S
t
a
t
u
s
-
.
2
2
4
**
-
.
1
8
2
**
-
.
1
9
4
**
.
2
7
3
**
.
1
1
7
**
.
3
1
2
**
.
1
5
4
**
1
M
e
a
n
9
.
7
7
7
5
.
8
8
1
4
.
1
5
6
3
2
.
6
4
5
2
3
.
7
4
4
3
0
.
7
9
4
1
7
.
8
5
4
1
1
.
4
3
1
S
t
d
.
D
e
v
i
a
t
i
o
n
4
.
1
4
1
3
.
1
7
5
2
.
2
4
1
8
.
0
3
8
7
.
4
1
5
6
.
8
9
1
6
.
1
1
5
3
.
1
9
5
S
k
e
w
n
e
ss
.
4
4
9
.
9
8
7
.
8
7
7
-
.
3
3
1
.
1
8
1
-
.
6
7
4
-
.
0
9
7
-
.
8
4
7
K
u
r
t
o
si
s
-
.
6
8
1
.
0
2
3
-
.
1
7
4
-
.
4
0
7
-
.
5
2
4
.
1
4
2
-
.
8
3
8
.
0
4
7
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t J
E
v
al
&
R
e
s
E
d
u
c
.
I
SS
N:
2252
-
8822
Th
e
r
ela
tio
n
s
h
ip
b
etw
ee
n
th
e
q
u
a
lity o
f sch
o
o
l life
a
n
d
t
h
e
s
ch
o
o
l b
u
r
n
o
u
t
(
S
elim
Gü
n
d
o
ğ
a
n
)
535
T
ab
le
3
.
T
h
e
f
it in
d
ices
v
al
u
es
o
f
th
e
test
ed
m
o
d
el
F
i
t
I
n
d
i
c
e
s
S
t
r
u
c
t
u
r
a
l
M
o
d
e
l
R
e
f
e
r
e
n
c
e
V
a
l
u
e
(
s)
χ
2
5
7
.
5
9
p
v
a
l
u
e
<
.
0
0
1
df
19
χ
2
/
d
f
3
.
0
3
<
5
[
5
3
]
N
F
I
.
9
4
≥
.
9
0
[
5
0
]
A
G
F
I
.
9
2
≥
.
8
0
[
5
6
]
C
F
I
.
9
5
≥
.
9
0
[
5
5
]
G
F
I
.
9
6
≥
.
9
0
[
5
0
]
TLI
.
9
4
≥
0
.
9
0
[
5
4
]
I
F
I
.
9
5
≥
0
.
9
0
[
5
5
]
R
M
S
EA
.
0
7
≤
.
0
8
[
5
0
]
T
ab
le
4
.
P
r
ed
ictiv
e
an
al
y
s
is
r
e
s
u
lt
s
S
t
d
.
R
e
g
r
e
ssi
o
n
W
e
i
g
h
t
s
Est
i
m
a
t
e
S
t
d
.
Er
r
o
r
C
r
i
t
i
c
a
l
R
a
d
i
o
R
2
p
S
B
I
<
---
S
Q
L
-
.
5
5
4
-
.
2
6
1
.
0
3
1
-
8
.
4
5
2
.
3
1
***
S
Q
L
_
F
A
C
T
O
R
_
1
<
---
S
Q
L
.
8
8
1
1
.
0
0
0
.
7
8
S
Q
L
_
F
A
C
T
O
R
_
2
<
---
S
Q
L
.
2
8
6
.
2
9
9
.
0
6
0
4
.
9
9
3
.
0
8
***
S
Q
L
_
F
A
C
T
O
R
_
3
<
---
S
Q
L
.
6
5
0
.
6
3
2
.
0
5
8
1
0
.
9
6
0
.
4
2
***
S
Q
L
_
F
A
C
T
O
R
_
4
<
---
S
Q
L
.
5
5
9
.
4
8
3
.
0
5
0
9
.
6
3
8
.
3
1
***
S
Q
L
_
F
A
C
T
O
R
_
5
<
---
S
Q
L
.
3
4
1
.
1
5
4
.
0
2
6
5
.
9
5
9
.
1
2
***
S
B
I
_
F
A
C
T
O
R
_
1
<
---
S
B
I
.
8
0
6
1
.
0
0
0
.
6
5
S
B
I
_
F
A
C
T
O
R
_
2
<
---
S
B
I
.
8
7
4
.
8
3
2
.
0
4
9
1
6
.
8
1
4
.
7
6
***
S
B
I
_
F
A
C
T
O
R
_
3
<
---
S
B
I
.
7
8
4
.
5
2
6
.
0
3
4
1
5
.
5
8
3
.
6
1
***
***
p
<
.
0
0
1
W
h
en
T
ab
le
4
is
ex
a
m
i
n
ed
,
q
u
alit
y
o
f
s
c
h
o
o
l
lif
e
ex
p
lain
s
3
1
%
o
f
s
ch
o
o
l
b
u
r
n
o
u
t.
T
h
is
f
i
n
d
in
g
r
ev
ea
ls
t
h
at
s
c
h
o
o
l
q
u
alit
y
o
f
l
if
e
h
a
s
a
n
e
g
ati
v
e
e
f
f
ec
t
o
n
s
c
h
o
o
l
b
u
r
n
o
u
t.
I
n
ad
d
itio
n
,
th
e
ex
p
lan
atio
n
r
ates
i
n
th
e
t
w
o
late
n
t
v
ar
iab
les
o
f
t
h
e
s
u
b
-
d
i
m
e
n
s
io
n
s
w
h
ich
ar
e
o
b
s
er
v
ab
le
v
ar
iab
les
o
f
th
e
s
c
h
o
o
l
q
u
alit
y
o
f
li
f
e
an
d
s
ch
o
o
l
b
u
r
n
o
u
tlate
n
t
v
ar
iab
les
ar
e
also
s
h
o
w
n
i
n
th
e
tab
le.
T
ea
ch
er
s
s
u
b
-
d
i
m
en
s
io
n
e
x
p
l
ain
s
7
8
%
o
f
s
c
h
o
o
l
lif
e
q
u
alit
y
,
s
t
u
d
en
t
s
s
u
b
-
d
im
en
s
io
n
ex
p
lai
n
s
8
%,
s
c
h
o
o
l
e
m
o
tio
n
s
s
u
b
-
d
i
m
e
n
s
io
n
e
x
p
lain
s
4
2
%,
s
c
h
o
o
l
m
an
a
g
e
m
e
n
t
s
u
b
-
d
i
m
e
n
s
io
n
e
x
p
lain
s
3
1
%
an
d
s
tat
u
s
s
u
b
-
d
i
m
e
n
s
io
n
ex
p
lai
n
s
1
2
%.
T
h
e
e
m
o
tio
n
al
b
u
r
n
o
u
t
s
u
b
-
d
i
m
e
n
s
io
n
o
f
s
c
h
o
o
l
b
u
r
n
o
u
t
e
x
p
lai
n
s
6
5
%,
th
e
d
ep
er
s
o
n
aliza
tio
n
s
u
b
-
d
i
m
e
n
s
io
n
ex
p
lain
s
7
6
%,
a
n
d
th
e
lo
w
p
er
s
o
n
al
s
e
n
s
e
o
f
s
u
cc
ess
s
u
b
-
d
i
m
e
n
s
io
n
e
x
p
l
ai
n
s
6
1
%.
3
.
2
.
Dis
cu
s
s
io
n
Sch
o
o
l
b
u
r
n
o
u
t
h
a
s
b
ee
n
h
an
d
led
as
a
s
itu
atio
n
th
at
ca
u
s
e
s
m
an
y
p
r
o
b
lem
s
f
o
r
s
tu
d
en
ts
w
h
o
co
n
tin
u
e
th
eir
ed
u
ca
tio
n
lif
e
[
2
8
,
5
8
]
.
W
ith
in
t
h
is
s
t
u
d
y
,
i
t
w
as
ai
m
ed
to
in
v
esti
g
ate
wh
eth
er
s
c
h
o
o
l
lif
e
q
u
alit
y
,
w
h
ic
h
i
s
r
e
g
ar
d
ed
to
b
e
n
eg
at
iv
el
y
r
elate
d
to
s
ch
o
o
l
b
u
r
n
o
u
t,
i
s
a
s
i
g
n
i
f
ica
n
t
p
r
ed
icto
r
o
f
s
ch
o
o
l
b
u
r
n
o
u
t.
T
h
e
s
t
u
d
y
ex
a
m
i
n
ed
w
h
eth
er
t
h
er
e
is
a
s
i
g
n
i
f
ican
t
r
elatio
n
s
h
ip
b
et
w
ee
n
s
c
h
o
o
l
q
u
alit
y
o
f
lif
e
a
n
d
s
ch
o
o
l
b
u
r
n
o
u
t
a
n
d
w
h
e
th
er
s
ch
o
o
l
q
u
alit
y
o
f
li
f
e
is
a
s
i
g
n
i
f
ica
n
t
p
r
ed
icto
r
o
f
s
ch
o
o
l
b
u
r
n
o
u
t.
As
a
r
es
u
lt
o
f
th
e
co
r
r
elatio
n
an
al
y
s
is
,
it
w
a
s
co
n
clu
d
ed
th
at
th
er
e
w
er
e
n
eg
ati
v
e
r
elatio
n
s
h
ip
s
b
et
w
ee
n
all
s
u
b
-
d
i
m
en
s
io
n
s
o
f
s
c
h
o
o
l
lif
e
q
u
a
lit
y
an
d
all
s
u
b
-
d
i
m
en
s
io
n
s
o
f
s
ch
o
o
l
b
u
r
n
o
u
t.
A
s
a
r
es
u
lt
o
f
th
e
s
tr
u
ctu
r
al
eq
u
atio
n
m
o
d
el
an
a
l
y
s
is
,
it
w
a
s
f
o
u
n
d
t
h
at
s
c
h
o
o
l
lif
e
q
u
alit
y
i
s
a
n
e
g
ati
v
e
p
r
ed
icto
r
o
f
s
ch
o
o
l
b
u
r
n
o
u
t.
I
n
o
th
er
w
o
r
d
s
,
s
ch
o
o
l
lif
e
q
u
al
it
y
n
eg
a
tiv
e
l
y
a
f
f
ec
ts
s
ch
o
o
l
b
u
r
n
o
u
t.
A
cc
o
r
d
in
g
,
i
t
ca
n
b
e
ar
g
u
ed
th
at
a
g
o
o
d
lev
el
o
f
s
c
h
o
o
l
lif
e
q
u
alit
y
w
i
ll a
d
v
er
s
el
y
a
f
f
ec
t th
e
s
c
h
o
o
l b
u
r
n
o
u
t sco
r
e.
T
h
r
o
u
g
h
t
h
e
liter
atu
r
e
r
ev
ie
w
,
n
o
s
t
u
d
y
t
h
at
d
ir
ec
tl
y
ex
a
m
i
n
es
t
h
e
r
elatio
n
s
h
ip
b
et
w
ee
n
s
ch
o
o
l
b
u
r
n
o
u
t
a
n
d
s
c
h
o
o
l
q
u
alit
y
o
f
li
f
e
h
as
b
ee
n
co
n
d
u
cted
.
S
tu
d
ies
h
av
e
co
n
cl
u
d
ed
th
at
t
h
er
e
is
a
n
e
g
ati
v
e
r
elatio
n
s
h
ip
b
et
w
ee
n
w
o
r
k
q
u
alit
y
o
f
l
i
f
e
an
d
b
u
r
n
o
u
t
[
5
9
-
6
2
]
.
I
n
ad
d
itio
n
to
th
ese,
it
w
as
co
n
cl
u
d
ed
th
at
t
h
er
e
is
a
n
e
g
ati
v
e
r
elati
o
n
s
h
ip
b
et
w
ee
n
s
ch
o
o
l
e
n
g
a
g
e
m
en
t
an
d
s
ch
o
o
l
b
u
r
n
o
u
t
[
2
8
-
3
1
]
.
A
ls
o
,
it
w
as
co
n
clu
d
ed
th
at
th
er
e
is
a
n
e
g
ativ
e
r
elatio
n
s
h
ip
b
et
w
ee
n
s
c
h
o
o
l
cli
m
ate
an
d
s
c
h
o
o
l
b
u
r
n
o
u
t
[
3
2
,
3
3
]
.
T
h
ese
s
tu
d
ie
s
ar
e
in
li
n
e
w
it
h
t
h
e
r
esu
lt
s
o
b
tain
ed
in
th
i
s
s
t
u
d
y
a
n
d
s
u
p
p
o
r
t
th
e
f
i
n
d
in
g
o
f
t
h
i
s
s
tu
d
y
.
T
h
e
f
i
n
d
in
g
s
s
h
o
w
t
h
at
s
c
h
o
o
l
q
u
alit
y
o
f
lif
e
ad
v
er
s
el
y
a
f
f
ec
ts
s
ch
o
o
l
b
u
r
n
o
u
t.
I
n
o
th
er
w
o
r
d
s
,
as
s
tu
d
en
t
s
'
p
er
ce
p
tio
n
s
ab
o
u
t sch
o
o
l lif
e
q
u
alit
y
in
cr
e
ase,
it c
an
b
e
s
aid
th
at
s
ch
o
o
l
b
u
r
n
o
u
t d
ec
r
ea
s
es.
A
cc
o
r
d
in
g
to
t
h
e
r
es
u
lt
s
o
f
t
h
i
s
s
t
u
d
y
,
it c
a
n
b
e
ar
g
u
ed
t
h
at
t
h
e
ap
p
licatio
n
s
a
n
d
ac
ti
v
ities
t
h
at
w
i
ll b
e
ca
r
r
ied
o
u
t
in
o
r
d
er
to
in
cr
ea
s
e
th
e
q
u
alit
y
o
f
s
c
h
o
o
l
lif
e
w
i
ll
p
la
y
an
i
m
p
o
r
ta
n
t
r
o
le
in
th
e
s
tu
d
en
t
s
'
co
p
in
g
w
it
h
th
e
n
eg
ati
v
it
ies
o
f
s
ch
o
o
l
b
u
r
n
o
u
t
m
o
r
e
ef
f
ec
ti
v
el
y
a
n
d
in
less
ex
p
er
ien
c
in
g
s
ch
o
o
l
b
u
r
n
o
u
t.
I
n
d
ee
d
,
it
h
as
b
ee
n
s
u
g
g
e
s
ted
th
at
f
ac
t
o
r
s
th
at
af
f
ec
t
s
c
h
o
o
l
b
u
r
n
o
u
t
ar
e
ef
f
ec
ti
v
e
i
n
r
ed
u
cin
g
th
e
f
r
eq
u
en
c
y
o
f
s
ch
o
o
l
b
u
r
n
o
u
t
[
2
8
,
3
3
]
.
I
n
th
is
r
eg
ar
d
,
c
o
n
s
id
er
in
g
th
e
q
u
alit
y
o
f
s
ch
o
o
l
lif
e
is
o
n
e
o
f
th
e
f
ac
to
r
s
r
elate
d
to
th
e
s
ch
o
o
l,
I
t
ca
n
b
e
ar
g
u
ed
th
at
teac
h
er
s
a
n
d
s
ch
o
o
l
ad
m
i
n
is
tr
ato
r
s
,
w
h
o
ar
e
th
e
co
m
p
o
n
en
t
s
o
f
s
c
h
o
o
l
lif
e
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2252
-
8822
I
n
t.
J
.
E
v
al
.
&
R
es
.
E
d
u
c
.
Vo
l.
9
,
No
.
3
,
Sep
tem
b
er
2
0
2
0
:
5
3
1
-
538
536
q
u
alit
y
,
h
a
v
e
an
i
m
p
o
r
tan
t
r
o
le
an
d
r
esp
o
n
s
ib
ilit
y
i
n
i
m
p
r
o
v
in
g
q
u
alit
y
o
f
li
f
e
i
n
s
c
h
o
o
ls
[
3
4
,
4
6
]
.
T
h
u
s
,
it
ca
n
b
e
ass
u
m
ed
t
h
at
it
w
ill
co
n
tr
ib
u
te
to
o
b
s
er
v
i
n
g
t
h
e
n
e
g
ati
v
e
ef
f
ec
ts
o
f
t
h
e
s
c
h
o
o
l
b
u
r
n
o
u
t
at
m
i
n
i
m
u
m
lev
el
s
,
w
h
ic
h
is
s
ee
n
as a
co
m
m
o
n
s
it
u
atio
n
a
m
o
n
g
s
t
u
d
en
ts
.
T
h
is
s
t
u
d
y
h
as
s
o
m
e
li
m
itatio
n
s
.
T
h
e
f
ir
s
t
l
i
m
itatio
n
is
t
h
at
th
e
s
tu
d
y
g
r
o
u
p
co
n
s
i
s
ts
o
f
s
ec
o
n
d
ar
y
s
ch
o
o
l
s
t
u
d
en
t
s
o
n
l
y
i
n
N
iğ
d
e
p
r
o
v
in
ce
.
T
h
is
li
m
itat
io
n
ca
n
b
e
r
ed
u
ce
d
b
y
i
n
cl
u
d
in
g
s
tu
d
en
ts
f
r
o
m
d
i
f
f
er
en
t
cities
an
d
r
eg
io
n
s
in
t
h
e
s
t
u
d
y
g
r
o
u
p
f
o
r
f
u
t
u
r
e
s
tu
d
ie
s
.
I
n
ad
d
itio
n
,
th
e
d
a
ta
in
th
e
s
t
u
d
y
w
er
e
co
llected
w
it
h
s
ca
les
a
n
s
w
er
ed
b
y
t
h
e
p
ar
ticip
an
ts
b
a
s
ed
o
n
t
h
eir
s
e
lf
-
r
ep
o
r
ts
.
I
n
n
e
w
s
t
u
d
ies,
t
h
is
li
m
itatio
n
ca
n
b
e
o
v
er
co
m
e
b
y
u
s
in
g
d
ata
co
llectio
n
m
et
h
o
d
s
s
u
ch
a
s
o
b
s
er
v
atio
n
an
d
in
ter
v
ie
w
.
T
h
e
i
m
p
a
ct
o
f
s
ch
o
o
l
q
u
alit
y
,
o
n
e
o
f
t
h
e
s
ch
o
o
l
-
r
elate
d
f
ac
to
r
s
,
o
n
s
c
h
o
o
l
b
u
r
n
o
u
t
w
a
s
in
v
esti
g
ated
i
n
t
h
i
s
s
t
u
d
y
.
I
t
is
s
u
g
g
ested
t
h
at
th
e
f
ac
to
r
s
ar
is
i
n
g
f
r
o
m
t
h
e
i
n
d
iv
id
u
al
o
r
s
o
cial
e
n
v
ir
o
n
m
e
n
t
t
h
at
h
av
e
a
n
i
m
p
ac
t
o
n
s
c
h
o
o
l
b
u
r
n
o
u
t
s
h
o
u
ld
b
e
in
clu
d
ed
as
a
v
ar
iab
le
in
th
e
f
u
t
u
r
e
s
tu
d
ies.
I
n
t
h
is
co
n
t
ex
t,
r
esear
ch
er
s
w
h
o
w
il
l
ca
r
r
y
o
u
t
n
e
w
s
tu
d
ies
o
n
th
i
s
s
u
b
j
ec
t
co
u
ld
in
clu
d
e
an
o
th
er
v
ar
iab
le
t
h
at
a
f
f
ec
ts
th
e
q
u
ali
t
y
o
f
s
c
h
o
o
l
lif
e
a
n
d
co
u
ld
ex
a
m
i
n
e
th
e
m
ed
iat
in
g
r
o
le
o
f
s
c
h
o
o
l lif
e
q
u
alit
y
b
et
w
ee
n
th
at
v
ar
iab
l
e
an
d
s
ch
o
o
l b
u
r
n
o
u
t.
4.
CO
NCLU
SI
O
N
H
ig
h
p
er
ce
p
tio
n
o
f
s
c
h
o
o
l li
f
e
q
u
alit
y
o
f
s
tu
d
e
n
ts
p
la
y
s
a
n
i
m
p
o
r
tan
t r
o
le
in
o
v
er
co
m
i
n
g
t
h
e
n
eg
a
tiv
e
ef
f
ec
ts
o
f
s
c
h
o
o
l
b
u
r
n
o
u
t,
wh
ich
is
s
ee
n
as
a
co
m
m
o
n
p
r
o
b
lem
f
o
r
s
tu
d
e
n
ts
.
I
t
ca
n
b
e
s
u
g
g
e
s
ted
t
h
at
th
e
s
tu
d
ie
s
to
i
n
cr
ea
s
e
t
h
e
p
er
ce
p
tio
n
s
o
f
s
c
h
o
o
l’
s
li
f
e
q
u
al
i
t
y
w
i
ll
d
ec
r
ea
s
e
t
h
e
e
f
f
ec
ts
o
f
n
e
g
ati
v
e
s
it
u
atio
n
s
s
u
c
h
as
s
t
u
d
en
ts
'
e
x
h
a
u
s
tio
n
f
r
o
m
t
h
e
less
o
n
s
,
th
e
ir
f
ee
li
n
g
o
f
b
o
r
ed
o
m
to
w
ar
d
s
th
e
s
c
h
o
o
l,
an
d
th
e
d
ec
r
ea
s
ed
d
esire
to
p
ar
ticip
ate
in
th
e
le
s
s
o
n
s
.
A
cc
o
r
d
in
g
to
t
h
e
r
es
u
l
ts
o
b
tain
ed
i
n
t
h
e
s
tu
d
y
,
it
c
an
b
e
s
u
g
g
ested
to
th
e
teac
h
er
s
,
s
ch
o
o
l
p
s
y
ch
o
lo
g
ical
co
u
n
s
e
lo
r
s
an
d
s
ch
o
o
l
ad
m
in
is
tr
ato
r
s
t
h
at
t
h
er
e
w
ill
b
e
p
o
s
iti
v
e
i
m
p
licatio
n
s
o
f
p
la
n
n
in
g
ac
t
iv
itie
s
an
d
i
n
v
o
l
v
i
n
g
d
i
f
f
er
e
n
t
ac
ti
v
itie
s
in
p
r
o
g
r
a
m
s
i
n
o
r
d
er
to
im
p
r
o
v
e
th
e
q
u
alit
y
o
f
s
ch
o
o
l li
f
e
f
o
r
s
t
u
d
en
t
s
to
s
h
o
w
a
b
etter
attit
u
d
e
to
w
ar
d
s
th
e
s
ch
o
o
l.
RE
F
E
R
E
NC
E
S
[1
]
S
a
lm
e
l
a
-
A
ro
,
K.,
Ki
u
ru
,
N.,
L
e
sk
in
e
n
,
E.
,
a
n
d
Nu
rm
i,
J.,
“
S
c
h
o
o
l
b
u
rn
o
u
t
in
v
e
n
t
o
ry
(S
BI):
re
li
a
b
il
i
t
y
a
n
d
v
a
li
d
it
y
,
”
Eu
ro
p
e
a
n
J
o
u
rn
a
l
o
f
Psy
c
h
o
lo
g
ic
a
l
Asse
ss
me
n
t
,
v
o
l.
2
5
,
n
o
.
1
,
p
p
.
4
8
−
5
7
,
2
0
0
9
.
[2
]
G
a
n
,
Y.
a
n
d
S
h
a
n
g
,
J.,
“
Co
p
i
n
g
f
le
x
ib
il
it
y
a
n
d
lo
c
u
s
o
f
c
o
n
tr
o
l
a
s
p
re
d
icto
rs
o
f
b
u
rn
o
u
t
a
m
o
n
g
Ch
in
e
se
c
o
ll
e
g
e
stu
d
e
n
ts,”
S
o
c
i
a
l
Be
h
a
v
io
r
a
n
d
P
e
rs
o
n
a
li
ty
,
v
o
l.
3
5
,
n
o
.
8
,
p
p
.
1
0
8
7
–
1
0
9
8
,
2
0
0
7
.
[3
]
P
a
rk
e
r,
P
.
D
.
a
n
d
S
a
lm
e
la
-
A
ro
,
K.,
“
De
v
e
lo
p
m
e
n
tal
p
ro
c
e
ss
e
s
in
sc
h
o
o
l
b
u
rn
o
u
t:
A
c
o
m
p
a
risio
n
o
f
m
a
jo
r
d
e
v
e
lo
p
m
e
n
tal
m
o
d
e
ls,”
L
e
a
rn
i
n
g
a
n
d
I
n
d
ivi
d
u
a
l
Diff
e
re
n
c
e
s
,
v
o
l.
2
1
,
n
o
.
2
,
p
p
.
2
4
4
-
2
4
8
,
2
0
1
1
.
[4
]
W
a
lb
u
rg
,
V
.
,
“
Bu
rn
o
u
t
a
m
o
n
g
h
ig
h
sc
h
o
o
l
st
u
d
e
n
ts:
A
li
tera
tu
re
re
v
iew
,
”
Ch
i
ld
re
n
a
n
d
Y
o
u
t
h
S
e
rv
ice
s
Rev
iew
,
v
o
l.
4
2
,
p
p
.
28
–
3
2
,
Ju
l
2
0
1
4
.
[5
]
S
e
ç
e
r,
İ.
,
“
Ün
iv
e
rsite
ö
ğ
re
n
c
il
e
rin
d
e
o
k
u
l
tü
k
e
n
m
işli
ğ
i
il
e
p
sik
o
lo
ji
k
u
y
u
m
su
z
lu
k
a
ra
sın
d
a
k
i
il
işk
in
in
in
c
e
len
m
e
si,”
At
a
tü
rk
Ü
n
ive
rs
it
e
si S
o
sy
a
l
Bi
li
ml
e
r E
n
stit
ü
s
ü
De
rg
isi
,
v
o
l
.
1
9
,
n
o
.
1
,
p
p
.
81
-
9
9
,
2
0
1
5
.
[6
]
S
c
h
a
u
f
e
li
,
W
.
B.
e
t
a
l.
,
“
Bu
r
n
o
u
t
a
n
d
e
n
g
a
g
e
m
e
n
t
in
u
n
iv
e
rsit
y
stu
d
e
n
ts:
A
c
ro
ss
-
n
a
ti
o
n
a
l
st
u
d
y
,
”
J
o
u
rn
a
l
o
f
Cr
o
ss
-
c
u
lt
u
ra
l
Psy
c
h
o
l
o
g
y
,
v
o
l.
3
3
,
n
o
.
5
,
p
p
.
4
6
4
-
4
8
1
,
2
0
0
2
.
[7
]
Ça
p
ri,
B.
,
G
ü
n
d
ü
z
,
B.
,
a
n
d
G
ö
k
ç
a
k
a
n
,
Z.
,
“
M
a
sla
c
h
tü
k
e
n
m
işli
k
e
n
v
a
n
teri
ö
ğ
re
n
c
i
f
o
rm
u
’n
u
n
(m
te
-
ö
f
)
T
ü
rk
ç
e
’
y
e
u
y
a
rla
m
a
sı
g
e
ç
e
rli
k
v
e
g
ü
v
e
n
irl
ik
ç
a
lı
ş
m
a
sı,”
Çu
k
u
ro
v
a
Ün
ive
rs
it
e
si
Eğ
it
im
Fa
k
ü
lt
e
si
De
rg
isi
,
v
o
l.
4
0
,
n
o
.
1
,
p
p
.
1
3
4
-
1
4
7
,
2
0
1
1
.
[8
]
Ay
p
a
y
,
A
.
,
“
İlk
ö
ğ
re
ti
m
II.
k
a
d
e
m
e
ö
ğ
re
n
c
il
e
ri
için
o
k
u
l
tü
k
e
n
m
işli
ğ
i
ö
lçe
ğ
i:
Ge
ç
e
rli
k
v
e
g
ü
v
e
n
i
rli
k
ç
a
lı
ş
m
a
sı,”
Ku
ra
m ve
Uy
g
u
l
a
ma
d
a
E
ğ
it
im
Bi
li
mle
ri
,
v
o
l.
1
1
,
n
o
.
2
,
p
p
.
5
1
1
-
5
2
7
,
2
0
1
1
.
[9
]
G
ü
n
d
o
ğ
a
n
,
S
.
,
“
L
ise
ö
ğ
re
n
c
il
e
rin
in
o
k
u
l
t
ü
k
e
n
m
işli
k
lerin
in
so
sy
a
l
d
e
ste
k
v
e
ç
e
şitl
i
d
e
ğ
iş
k
e
n
ler
a
ç
ısın
d
a
n
in
c
e
len
m
e
si,”
OPUS
–
Ulu
sla
ra
r
a
sı T
o
p
lu
m A
r
a
ştırma
l
a
rı De
rg
isi
,
v
o
l.
1
3
,
n
o
.
1
9
,
p
p
.
2
5
-
4
9
,
2
0
1
9
.
[1
0
]
L
e
h
to
,
J.
E.
,
Ko
rtes
o
ja,
L
.
,
a
n
d
P
a
rt
o
n
e
n
,
T
.
,
“
S
c
h
o
o
l
b
u
r
n
o
u
t
a
n
d
sle
e
p
i
n
f
in
n
ish
se
c
o
n
d
a
ry
sc
h
o
o
l
st
u
d
e
n
ts
,
”
S
lee
p
S
c
ien
ce
,
v
o
l
.
1
2
,
n
o
.
1
,
p
p
.
1
0
-
1
8
,
2
0
1
9
.
[1
1
]
L
o
v
e
,
H.,
M
a
y
,
R.
W
.
,
Cu
i,
M
.
,
a
n
d
F
in
c
h
a
m
,
F
.
D.,
“
He
li
c
o
p
ter
p
a
re
n
ti
n
g
,
se
lf
-
c
o
n
tro
l,
a
n
d
sc
h
o
o
l
b
u
r
n
o
u
t
a
m
o
n
g
e
m
e
rg
in
g
a
d
u
lt
s,”
J
o
u
rn
a
l
o
f
Ch
i
l
d
a
n
d
Fa
mily
S
tu
d
ies
,
v
o
l
.
2
9
,
n
o
.
2
,
p
p
.
3
2
7
-
3
3
7
,
2
0
2
0
.
[1
2
]
F
io
ril
l
i,
C.
,
et
a
l.
,
“
S
c
h
o
o
l
b
u
r
n
o
u
t,
d
e
p
re
ss
iv
e
s
y
m
p
to
m
s
a
n
d
e
n
g
a
g
e
m
e
n
t:
T
h
e
ir
c
o
m
b
in
e
d
e
ffe
c
t
o
n
stu
d
e
n
t
a
c
h
iev
e
m
e
n
t,
”
In
ter
n
a
ti
o
n
a
l
J
o
u
r
n
a
l
o
f
E
d
u
c
a
ti
o
n
a
l
Res
e
a
rc
h
,
v
o
l
.
8
4
,
p
p
.
1
-
1
2
,
2
0
1
7
.
[1
3
]
S
a
lm
e
l
a
-
A
ro
,
K.,
e
t
a
l.
,
“
S
c
h
o
o
l
b
u
rn
o
u
t
a
n
d
e
n
g
a
g
e
m
e
n
t
p
r
o
f
il
e
s
a
m
o
n
g
d
ig
it
a
l
n
a
ti
v
e
s
i
n
F
in
l
a
n
d
:
A
p
e
rso
n
-
o
rien
ted
a
p
p
r
o
a
c
h
,
”
E
u
ro
p
e
a
n
J
o
u
rn
a
l
o
f
De
v
e
lo
p
me
n
ta
l
Psy
c
h
o
l
o
g
y
,
v
o
l.
1
3
,
n
o
.
6
,
p
p
.
7
0
4
-
7
1
8
,
2
0
1
6
.
[1
4
]
P
a
l
o
ș,
R.
,
M
a
ricu
ţo
i
u
,
L
.
P
.
,
a
n
d
Co
ste
a
,
I.
,
“
Re
latio
n
s
b
e
tw
e
e
n
a
c
a
d
e
m
ic
p
e
r
f
o
r
m
a
n
c
e
,
stu
d
e
n
t
e
n
g
a
g
e
m
e
n
t
a
n
d
stu
d
e
n
t
b
u
r
n
o
u
t:
A
c
ro
ss
-
lag
g
e
d
a
n
a
l
y
sis
o
f
a
t
w
o
-
w
a
v
e
stu
d
y
,
”
S
tu
d
ies
in
E
d
u
c
a
ti
o
n
a
l
Ev
a
lu
a
ti
o
n
,
v
o
l.
6
0
,
p
p
.
1
9
9
-
2
0
4
,
M
a
r
2
0
1
9
.
[1
5
]
S
a
lm
e
l
a
-
A
ro
,
K.
a
n
d
Ty
n
k
k
y
n
e
n
,
L
.
,
“
G
e
n
d
e
re
d
p
a
t
h
w
a
y
s
in
sc
h
o
o
l
b
u
r
n
o
u
t
a
m
o
n
g
a
d
o
les
c
e
n
ts,”
J
o
u
rn
a
l
o
f
Ad
o
les
c
e
n
c
e
,
v
o
l.
3
5
,
n
o
.
4
,
p
p
.
9
2
9
-
9
3
9
,
2
0
1
2
.
[1
6
]
A
u
n
o
la,
K.,
e
t
a
l.
,
“
T
h
e
ro
le
o
f
p
a
re
n
tal
a
ff
e
c
ti
o
n
a
n
d
p
sy
c
h
o
lo
g
ica
l
c
o
n
tro
l
in
a
d
o
les
c
e
n
t
a
t
h
lete
s’
s
y
m
p
to
m
s
o
f
sc
h
o
o
l
a
n
d
s
p
o
rt
b
u
rn
o
u
t
d
u
r
in
g
th
e
tra
n
siti
o
n
t
o
u
p
p
e
r
se
c
o
n
d
a
ry
s
c
h
o
o
l,
”
J
o
u
rn
a
l
o
f
A
d
o
le
sc
e
n
c
e
,
v
o
l.
6
9
,
p
p
.
1
4
0
-
1
4
9
,
De
c
2
0
1
8
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t J
E
v
al
&
R
e
s
E
d
u
c
.
I
SS
N:
2252
-
8822
Th
e
r
ela
tio
n
s
h
ip
b
etw
ee
n
th
e
q
u
a
lity o
f sch
o
o
l life
a
n
d
t
h
e
s
ch
o
o
l b
u
r
n
o
u
t
(
S
elim
Gü
n
d
o
ğ
a
n
)
537
[1
7
]
S
a
lan
o
v
a
,
M
.
,
S
c
h
a
u
f
e
li
,
W
.
B.
,
M
a
rtí
n
e
z
,
I.
,
a
n
d
Bre
só
,
E.
,
“
H
o
w
o
b
sta
c
les
a
n
d
f
a
c
il
it
a
to
rs
p
r
e
d
ict
a
c
a
d
e
m
ic
p
e
rf
o
r
m
a
n
c
e
:
T
h
e
m
e
d
iatin
g
ro
le
o
f
stu
d
y
b
u
rn
o
u
t
a
n
d
e
n
g
a
g
e
m
e
n
t,
”
An
x
iety
,
S
tre
ss
,
a
n
d
Co
p
i
n
g
,
v
o
l.
2
3
,
no.
1
,
p
p
.
5
3
–
7
0
,
2
0
1
0
.
[1
8
]
M
a
y
,
R.
W
.
,
Ba
u
e
r,
K.
N.,
a
n
d
F
in
c
h
a
m
,
F
.
D.,
“
S
c
h
o
o
l
b
u
r
n
o
u
t:
Dim
in
ish
e
d
a
c
a
d
e
m
ic
a
n
d
c
o
g
n
it
iv
e
p
e
rf
o
r
m
a
n
c
e
,
”
L
e
a
rn
in
g
a
n
d
I
n
d
i
v
id
u
a
l
Diff
e
re
n
c
e
s
,
v
o
l.
4
2
,
p
p
.
1
2
6
–
1
3
1
,
A
u
g
2
0
1
5
.
[1
9
]
M
e
ier,
S
.
T
.
a
n
d
S
c
h
m
e
c
k
,
R.
R.
,
“
T
h
e
b
u
rn
e
d
-
o
u
t
c
o
ll
e
g
e
stu
d
e
n
t:
A
d
e
sc
rip
ti
v
e
p
ro
f
il
e
,
”
J
o
u
rn
a
l
o
f
Co
ll
e
g
e
S
tu
d
e
n
t
Per
so
n
n
e
,
v
o
l.
2
6
,
n
o
.
1
,
p
p
.
6
3
-
6
9
,
1
9
8
5
.
[2
0
]
Ay
p
a
y
,
A
.
,
“
Orta
ö
ğ
re
ti
m
ö
ğ
re
n
c
il
e
ri
için
o
k
u
l
tü
k
e
n
m
işli
ğ
i
ö
l
ç
e
ğ
i
OO
T
Ö,”
Ku
ra
m
v
e
Uy
g
u
l
a
ma
d
a
E
ğ
it
im
Bi
li
mle
ri
,
v
o
l.
1
2
,
n
o
.
2
,
p
p
.
7
7
3
-
7
8
7
.
2
0
1
2
.
[2
1
]
Da
h
li
n
M
.
E.
a
n
d
Ru
n
e
so
n
B
.
,
“
Bu
rn
o
u
t
a
n
d
p
sy
c
h
iatric
m
o
rb
i
d
it
y
a
m
o
n
g
m
e
d
ica
l
stu
d
e
n
ts
e
n
terin
g
c
li
n
ica
l
train
in
g
:
a
th
re
e
y
e
a
r
p
ro
sp
e
c
ti
v
e
q
u
e
stio
n
n
a
ire
a
n
d
in
terv
ie
w
-
b
a
se
d
stu
d
y
,
”
BM
C
M
e
d
ica
l
Ed
u
c
a
ti
o
n
,
v
o
l.
7
,
n
o
.
1
,
p
p
.
6
-
1
4
,
2
0
0
7
.
[2
2
]
S
a
lm
e
l
a
-
A
ro
,
K.,
S
a
v
o
lain
e
n
,
H.,
a
n
d
Ho
l
o
p
a
in
e
n
,
L
.
,
“
De
p
re
ss
iv
e
s
y
m
p
to
m
s
a
n
d
sc
h
o
o
l
b
u
r
n
o
u
t
d
u
r
in
g
a
d
o
les
c
e
n
c
e
:
Ev
id
e
n
c
e
f
ro
m
tw
o
c
ro
ss
-
lag
g
e
d
lo
n
g
it
u
d
i
n
a
l
stu
d
ies
,
”
J
o
u
rn
a
l
o
f
Y
o
u
th
a
n
d
A
d
o
les
c
e
n
c
e
,
v
o
l.
3
8
,
n
o
.
1
0
,
p
p
.
1
3
1
6
-
1
3
2
7
,
2
0
0
9
.
[2
3
]
Ko
ç
a
k
,
L
.
a
n
d
S
e
ç
e
r,
İ.
,
“
L
ise
ö
ğ
re
n
c
il
e
rin
d
e
o
k
u
l
t
ü
k
e
n
m
işli
ğ
i
il
e
d
e
p
re
sy
o
n
v
e
k
a
y
g
ı
a
ra
s
ın
d
a
k
i
il
işk
in
i
n
in
c
e
len
m
e
si,”
Çu
k
u
ro
v
a
Ün
ive
rs
it
e
si E
ğ
it
im
F
a
k
ü
lt
e
si De
rg
isi
,
v
o
l.
4
7
,
n
o
.
2
,
p
p
.
6
0
1
-
6
2
2
,
2
0
1
8
.
[2
4
]
S
e
ib
e
rt,
G
.
S
.
,
M
a
y
,
R.
W
.
,
F
it
z
g
e
r
a
ld
,
M
.
C
.
,
a
n
d
F
i
n
c
h
a
m
,
F
.
D.,
“
Un
d
e
rsta
n
d
in
g
sc
h
o
o
l
b
u
r
n
o
u
t:
Do
e
s
se
lf
-
c
o
n
tro
l
m
a
tt
e
r?
”
L
e
a
rn
in
g
a
n
d
In
d
ivid
u
a
l
Di
ff
e
re
n
c
e
s
,
v
o
l.
4
9
,
p
p
.
1
2
0
-
1
2
7
,
Ju
l
2
0
1
6
.
[2
5
]
M
a
y
,
R.
W
.
,
S
e
ib
e
rt
,
G
.
S
.
,
S
a
n
c
h
e
z
-
G
o
n
z
a
lez
,
M
.
A
.
,
a
n
d
F
in
c
h
a
m
,
F
.
D.,
“
S
e
lf
-
re
g
u
lato
ry
b
io
f
e
e
d
b
a
c
k
train
i
n
g
:
a
n
in
terv
e
n
ti
o
n
t
o
re
d
u
c
e
sc
h
o
o
l
b
u
r
n
o
u
t
a
n
d
im
p
ro
v
e
c
a
rd
iac
fu
n
c
ti
o
n
i
n
g
in
c
o
ll
e
g
e
stu
d
e
n
ts,”
S
tre
ss
,
v
o
l.
2
2
,
n
o
.
1
,
p
p
.
1
-
8
,
2
0
1
9
.
[2
6
]
S
a
lm
e
l
a
-
A
ro
,
K.,
T
y
n
k
k
y
n
e
n
,
L
.
,
a
n
d
Vu
o
ri,
J.,
“
P
a
re
n
ts’
w
o
rk
b
u
r
n
o
u
t
a
n
d
a
d
o
les
c
e
n
ts’
s
c
h
o
o
l
b
u
rn
o
u
t:
A
re
th
e
y
sh
a
re
d
?
”
Eu
ro
p
e
a
n
J
o
u
rn
a
l
o
f
De
v
e
lo
p
me
n
ta
l
Psy
c
h
o
l
o
g
y
,
v
o
l.
8,
n
o
.
2
,
p
p
.
2
1
5
–
2
2
7
,
2
0
1
1
.
[2
7
]
Ça
m
,
Z.
,
De
n
iz,
K.
Z,
a
n
d
Ku
r
n
a
z
,
A
.
,
“
Ok
u
l
tü
k
e
n
m
işli
ğ
i:
a
lg
ıl
a
n
a
n
so
sy
a
l
d
e
st
e
k
,
m
ü
k
e
m
m
e
li
y
e
tçili
k
v
e
stre
s
d
e
ğ
işk
e
n
lerin
e
d
a
y
a
lı
b
ir
y
a
p
ısa
l
e
şitl
ik
m
o
d
e
li
sın
a
m
a
sı,”
Eğ
it
im
v
e
Bi
li
m
,
v
o
l.
3
9
,
n
o
.
1
7
3
,
p
p
.
3
1
2
-
3
2
7
,
2
0
1
4
.
[2
8
]
S
a
lm
e
l
a
-
A
ro
,
K.,
a
n
d
Up
a
d
y
a
y
a
,
K.,
“
S
c
h
o
o
l
b
u
r
n
o
u
t
a
n
d
e
n
g
a
g
e
m
e
n
t
in
th
e
c
o
n
tex
t
o
f
d
e
m
a
n
d
s
-
re
so
u
rc
e
s
m
o
d
e
l,
”
Brit
ish
J
o
u
rn
a
l
o
f
E
d
u
c
a
t
io
n
a
l
Psy
c
h
o
lo
g
y
,
v
o
l.
8
4
,
n
o
.
1
,
p
p
.
1
3
7
–
1
5
1
,
2
0
1
4
.
[2
9
]
Öz
d
e
m
ir,
Y.,
“
Orta
o
k
u
l
ö
ğ
re
n
c
il
e
rin
d
e
o
k
u
l
t
ü
k
e
n
m
işli
ğ
i:
Öd
e
v
,
o
k
u
la
b
a
ğ
lı
lı
k
v
e
a
k
a
d
e
m
ik
m
o
ti
v
a
s
y
o
n
u
n
ro
l
ü
,
”
Ad
n
a
n
M
e
n
d
e
re
s Ün
ive
rs
it
e
si E
ğ
i
ti
m F
a
k
ü
l
tes
i
Eğ
i
ti
m B
il
imler
i
De
rg
isi
,
v
o
l.
6
,
n
o
.
1
,
p
p
.
2
7
-
3
5
,
2
0
1
5
.
[3
0
]
Ş
a
h
a
n
,
B.
a
n
d
D
u
y
,
B.
,
“
Ok
u
l
tü
k
e
n
m
işli
ğ
i:
o
k
u
la
b
a
ğ
lan
m
a
,
so
s
y
a
l
d
e
ste
k
v
e
ö
z
y
e
te
rli
li
ğ
in
y
o
rd
a
y
ıcı
ro
lü
,
”
M
e
rs
in
Ün
ive
rs
it
e
si E
ğ
it
im
Fa
k
ü
l
tes
i
De
rg
isi
,
v
o
l.
1
3
,
n
o
.
3
,
1
2
4
9
-
1
2
7
0
,
2
0
1
7
.
[3
1
]
A
lt
u
n
taş
,
S
.
a
n
d
S
e
z
e
r,
Ö.,
“
In
v
e
stig
a
ti
n
g
s
c
h
o
o
l
a
tt
a
c
h
m
e
n
t
o
f
se
c
o
n
d
a
ry
s
c
h
o
o
l
st
u
d
e
n
ts,”
I
n
o
n
u
Un
ive
rs
it
y
J
o
u
rn
a
l
o
f
th
e
Fa
c
u
l
ty o
f
Ed
u
c
a
ti
o
n
,
v
o
l.
1
8
,
n
o
.
1
,
p
p
.
8
3
-
9
7
,
2
0
1
7
.
[3
2
]
M
a
li
n
e
n
,
O.
P
.
a
n
d
S
a
v
o
lain
e
n
,
H.,
“
T
h
e
e
f
fe
c
t
o
f
p
e
rc
e
iv
e
d
sc
h
o
o
l
c
li
m
a
te
a
n
d
tea
c
h
e
r
e
f
f
i
c
a
c
y
in
b
e
h
a
v
io
r
m
a
n
a
g
e
m
e
n
t
o
n
jo
b
sa
ti
sf
a
c
ti
o
n
a
n
d
b
u
rn
o
u
t:
A
lo
n
g
it
u
d
i
n
a
l
stu
d
y
,
”
T
e
a
c
h
in
g
a
n
d
T
e
a
c
h
e
r
Ed
u
c
a
ti
o
n
,
v
o
l.
6
0
,
p
p
.
1
4
4
-
1
5
2
,
No
v
2
0
1
6
.
[3
3
]
Du
rm
u
ş,
E.
,
Ay
p
a
y
,
A
.
,
a
n
d
Ay
b
e
k
,
E.
C.
,
“
Ok
u
l
tü
k
e
n
m
işli
ğ
in
i
ö
n
lem
e
d
e
e
b
e
v
e
y
n
izle
m
e
si
v
e
o
lu
m
lu
o
k
u
l
ik
li
m
i
,
”
Ku
ra
m ve
Uy
g
u
la
ma
d
a
E
ğ
it
im
Y
ö
n
e
ti
mi
De
rg
isi
,
v
o
l.
2
3
,
n
o
.
3
,
p
p
.
3
5
5
-
3
8
6
,
2
0
1
7
.
[3
4
]
S
a
rı,
M
.
,
“
Ok
u
l
y
a
şa
m
ın
ın
d
e
ğ
e
rlen
d
iri
lm
e
si:
Ok
u
l
y
a
ş
a
m
k
a
li
tes
i
ö
lçe
ğ
i’n
in
g
ü
v
e
n
irl
ik
v
e
g
e
ç
e
rli
ğ
i,
”
Ha
c
e
tt
e
p
e
Ün
ive
rs
it
e
si E
ğ
it
im
F
a
k
ü
lt
e
si De
r
g
isi
,
v
o
l
.
4
2
,
n
o
.
4
2
,
p
p
.
3
4
4
-
3
5
5
,
2
0
1
2
.
[3
5
]
T
h
ien
,
L
.
M
.
,
“
A
ss
e
ss
in
g
a
s
e
c
o
n
d
-
o
r
d
e
r
q
u
a
li
ty
o
f
s
c
h
o
o
l
l
if
e
c
o
n
stru
c
t
u
sin
g
p
a
rti
a
l
lea
st
sq
u
a
re
s
stru
c
tu
ra
l
e
q
u
a
ti
o
n
m
o
d
e
ll
in
g
a
p
p
ro
a
c
h
,
”
I
n
ter
n
a
ti
o
n
a
l
J
o
u
rn
a
l
o
f
Res
e
a
rc
h
and
M
e
th
o
d
i
n
Ed
u
c
a
ti
o
n
,
v
o
l.
4
3
,
n
o
.
3
,
p
p
.
1
-
1
4
,
2
0
1
9
.
[3
6
]
Ep
ste
in
,
J.
L
.
a
n
d
M
c
P
a
rtl
a
n
d
,
J.
M
.
,
“
Clas
sro
o
m
o
rg
a
n
iza
ti
o
n
a
n
d
th
e
q
u
a
li
ty
o
f
s
c
h
o
o
l
li
f
e
,
”
M
a
ry
la
n
d
:
Ce
n
ter
fo
r
S
o
c
ia
l
Or
g
a
n
iza
ti
o
n
o
f
S
c
h
o
o
ls
,
1
9
7
6
.
[3
7
]
Ep
ste
in
,
J.
L
.
a
n
d
M
c
P
a
rtl
a
n
d
,
J
.
M
.
,
“
T
h
e
c
o
n
c
e
p
t
a
n
d
m
e
a
su
r
e
m
e
n
t
o
f
th
e
q
u
a
li
ty
o
f
sc
h
o
o
l
li
f
e
,
”
Ame
ric
a
n
E
d
u
c
a
ti
o
n
a
l
Res
e
a
rc
h
J
o
u
r
n
a
l
,
v
o
l.
1
3
,
n
o
.
1
,
p
p
.
1
5
-
3
0
,
1
9
7
6
.
[3
8
]
Ka
ra
tzia
s,
A
.
,
P
o
w
e
r,
K.
G
.
,
a
n
d
S
w
a
n
so
n
,
V
.
,
“
Qu
a
li
ty
o
f
sc
h
o
o
l
li
f
e
:
De
v
e
lo
p
m
e
n
t
a
n
d
p
re
li
m
in
a
ry
sta
n
d
a
rd
isa
ti
o
n
o
f
a
n
i
n
stru
m
e
n
t
b
a
se
d
o
n
p
e
rf
o
rm
a
n
c
e
in
d
ic
a
to
rs
in
S
c
o
t
ti
sh
se
c
o
n
d
a
ry
sc
h
o
o
ls,
”
S
c
h
o
o
l
Ef
fec
ti
v
e
n
e
ss
a
n
d
S
c
h
o
o
l
Imp
ro
v
e
me
n
t
,
v
o
l.
1
2
,
n
o
.
3
,
p
p
.
2
6
5
-
2
8
4
,
2
0
0
1
.
[3
9
]
T
h
ien
,
L
.
M
.
a
n
d
Ra
z
a
k
,
N.
A
.
,
“
A
c
a
d
e
m
i
c
c
o
p
in
g
,
f
rien
d
sh
ip
q
u
a
li
ty
,
a
n
d
st
u
d
e
n
t
e
n
g
a
g
e
m
e
n
t
a
ss
o
c
iate
d
w
it
h
stu
d
e
n
t
q
u
a
li
ty
o
f
sc
h
o
o
l
li
f
e
:
A
p
a
rti
a
l
lea
st
sq
u
a
re
a
n
a
ly
sis,
”
S
o
c
ia
l
In
d
ica
t
o
rs
Res
e
a
rc
h
,
v
o
l.
1
1
2
,
n
o
.
3
,
p
p
.
6
7
9
-
7
0
8
,
2
0
1
3
.
[4
0
]
S
a
rı,
M
.
,
“
Ok
u
l
y
a
şa
m
k
a
li
tes
i:
T
a
n
ım
ı,
d
e
ğ
işk
e
n
leri
v
e
ö
lçü
l
m
e
si,”
Çu
k
u
ro
v
a
Ü
n
ive
rs
it
e
si
E
ğ
it
im
F
a
k
ü
lt
e
si
De
rg
isi
,
v
o
l.
3
,
n
o
.
3
2
,
p
p
.
1
3
9
-
1
5
1
,
2
0
0
6
.
[4
1
]
W
rig
h
t,
M
.
a
n
d
S
c
u
l
li
o
n
,
P
.
,
“
Qu
a
li
ty
o
f
sc
h
o
o
l
li
f
e
a
n
d
a
tt
i
tu
d
e
s
t
o
Irish
in
th
e
Irish
-
m
e
d
iu
m
a
n
d
E
n
g
li
sh
-
m
e
d
iu
m
p
rim
a
r
y
s
c
h
o
o
l,
”
Irish
Ed
u
c
a
ti
o
n
a
l
S
tu
d
ies
,
v
o
l.
2
6
,
n
o
.
1
,
p
p
.
5
7
-
7
7
,
2
0
0
7
.
[4
2
]
T
h
ien
,
L
.
M
.
,
Ka
rp
u
d
e
w
a
n
,
M
.
,
a
n
d
C
h
in
,
H.,
“
Co
n
c
e
p
tu
a
li
si
n
g
M
a
la
y
sia
n
Ch
in
e
se
p
rim
a
r
y
sc
h
o
o
l
stu
d
e
n
ts’
q
u
a
li
ty
o
f
sc
h
o
o
l
li
f
e
:
a
m
ix
e
d
m
e
th
o
d
s
st
u
d
y
,
”
Ed
u
c
a
ti
o
n
a
l
S
t
u
d
ies
,
p
p
.
1
-
1
9
,
2
0
1
9
.
[
On
li
n
e
]
.
A
v
a
il
a
b
le:
h
tt
p
s:/
/d
o
i.
o
rg
/1
0
.
1
0
8
0
/0
3
0
5
5
6
9
8
.
2
0
1
9
.
1
6
5
1
6
9
3
[4
3
]
Ka
y
a
,
A
.
,
a
n
d
S
e
z
g
in
,
M
.
,
“
Orta
o
k
u
l
ö
ğ
re
n
c
il
e
rin
i
n
m
u
tl
u
l
u
k
ların
ın
e
ğ
it
im
stre
si
v
e
o
k
u
l
y
a
şa
m
k
a
li
tes
i
tara
f
ın
d
a
n
y
o
rd
a
n
m
a
sı,”
M
e
h
me
t
Akif
Erso
y
Ün
ive
rs
it
e
si E
ğ
it
im
F
a
k
ü
lt
e
si De
r
g
isi
,
v
o
l
.
1
,
n
o
.
4
1
,
p
p
.
2
4
5
-
2
6
4
,
2
0
1
7
.
[4
4
]
Ko
n
g
,
C.
K.,
“
Clas
sro
o
m
lea
rn
in
g
e
x
p
e
rien
c
e
s
a
n
d
stu
d
e
n
ts’
p
e
rc
e
p
ti
o
n
s
o
f
q
u
a
li
ty
o
f
s
c
h
o
o
l
l
if
e
,
”
L
e
a
rn
in
g
En
v
iro
n
me
n
ts R
e
se
a
rc
h
,
v
o
l.
1
1
,
n
o
.
2
,
p
p
.
1
1
1
-
1
2
9
,
2
0
0
8
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2252
-
8822
I
n
t.
J
.
E
v
al
.
&
R
es
.
E
d
u
c
.
Vo
l.
9
,
No
.
3
,
Sep
tem
b
er
2
0
2
0
:
5
3
1
-
538
538
[4
5
]
L
e
o
n
a
rd
,
C.
,
Bo
u
rk
e
,
S
.
,
a
n
d
S
c
h
o
f
ield
,
N.
,
“
Qu
a
li
ty
o
f
sc
h
o
o
l
l
if
e
a
n
d
a
b
se
n
tee
ism
in
p
rim
a
r
y
sc
h
o
o
ls
,
”
Pa
p
e
r
p
re
se
n
ted
a
t
th
e
A
AR
E
A
n
n
u
a
l
Co
n
fer
e
n
c
e
,
T
h
e
Un
ive
rs
it
y
o
f
Ne
w
Ca
stle
,
2
0
0
0
.
[4
6
]
Ay
ık
,
A
.
a
n
d
A
taş
-
A
k
d
e
m
ir,
Ö.,
“
Öğ
re
tme
n
a
d
a
y
ların
ın
o
k
u
l
y
a
şa
m
k
a
li
tes
i
v
e
o
k
u
la
y
a
b
a
n
c
ıl
a
ş
m
a
a
lg
ıl
a
rı
a
ra
sın
d
a
k
i
il
işk
i,
”
Ku
ra
m ve
Uy
g
u
la
ma
d
a
E
ğ
it
im
Y
ö
n
e
ti
mi
,
v
o
l
.
2
1
,
n
o
.
4
,
p
p
.
4
2
9
-
4
5
2
,
2
0
1
5
.
[4
7
]
Bü
y
ü
k
ö
z
tü
rk
,
Ş
.
,
e
t
a
l.
,
Bi
li
ms
e
l
a
ra
ştırma
y
ö
n
tem
ler
i
.
A
n
k
a
ra
:
P
e
g
e
m
A
Ya
y
ın
ları
,
2
0
1
4
.
[4
8
]
Ba
y
ra
m
,
N.,
Y
a
p
ısa
l
e
şitl
ik mo
d
e
l
lem
e
sin
e
g
iriş
.
A
n
k
a
ra
:
Ezg
i
Kita
b
e
v
i
,
2
0
1
1
.
[4
9
]
S
e
ç
e
r,
İ.
,
Ha
lm
a
to
v
,
S
.
,
V
e
y
is,
F
.
,
a
n
d
A
teş
,
B.
,
“
Ok
u
l
tü
k
e
n
m
işli
k
ö
lçe
ğ
in
in
T
ü
rk
k
ü
lt
ü
r
ü
n
e
u
y
a
rlan
m
a
sı:
G
ü
v
e
n
irl
ik
v
e
g
e
ç
e
rli
k
ç
a
lı
ş
m
a
sı,”
T
u
rk
ish
J
o
u
rn
a
l
o
f
Ed
u
c
a
t
io
n
,
v
o
l.
2
,
n
o
.
2
,
p
p
.
1
6
-
2
4
,
2
0
1
3
.
[5
0
]
Ha
ir,
J.
F
.
,
Blac
k
,
W
.
C.
,
Ba
b
in
,
B.
J.,
a
n
d
A
n
d
e
rso
n
,
R
.
E
.
,
M
u
l
ti
v
a
ria
te
d
a
t
a
a
n
a
lys
is:
Pe
a
rs
o
n
n
e
w
in
ter
n
a
ti
o
n
a
l
e
d
it
io
n
.
P
e
a
rso
n
Hig
h
e
r
E
d
,
2
0
1
3
.
[5
1
]
S
e
ç
e
r,
İ.
,
S
P
S
S
v
e
L
IS
RE
L
il
e
p
ra
t
ik ve
ri a
n
a
l
izi
.
A
n
k
a
ra
:
A
n
ı
Ya
y
ı
n
c
ıl
ık
,
2
0
1
3
.
[5
2
]
Bü
y
ü
k
ö
z
tü
rk
,
Ş
.
,
S
o
sy
a
l
b
il
imler
i
ç
in
v
e
ri a
n
a
li
zi el
k
it
a
b
ı
.
A
n
k
a
ra
:
P
e
g
e
m
A
Ya
y
ın
c
ıl
ık
,
2
0
0
7
.
[5
3
]
B
y
rn
e
,
B.
M
.
,
S
tr
u
c
tu
ra
l
e
q
u
a
ti
o
n
m
o
d
e
li
n
g
wit
h
M
p
lu
s:
B
a
sic
c
o
n
c
e
p
ts,
a
p
p
li
c
a
ti
o
n
s,
a
n
d
p
ro
g
r
a
mm
in
g
.
Ro
u
tl
e
d
g
e
,
2
0
1
3
.
[5
4
]
Be
n
tl
e
r,
P
.
M
.
a
n
d
Bo
n
e
tt
,
D.G
.
,
“
S
ig
n
if
ica
n
c
e
tes
ts
a
n
d
g
o
o
d
n
e
ss
-
of
-
f
it
in
th
e
a
n
a
ly
sis
o
f
c
o
v
a
ria
n
c
e
stru
c
tu
re
s,”
Psy
c
h
o
lo
g
ica
l
Bu
ll
e
ti
n
,
v
o
l.
8
8
,
n
o
.
3
,
p
p
.
5
8
8
-
6
0
6
,
1
9
8
0
.
[5
5
]
Bo
ll
e
n
,
K
.
A
.
,
S
tru
c
tu
r
a
l
E
q
u
a
ti
o
n
s wit
h
L
a
ten
t
Va
ri
a
b
les
.
Ne
w
Yo
rk
:
W
il
e
y
,
1
9
8
9
.
[5
6
]
M
a
rsh
,
H.W
.
,
Ba
ll
a
,
J.R.
,
a
n
d
M
c
Do
n
a
ld
,
R.
P
.
,
“
G
o
o
d
n
e
ss
-
of
-
f
it
in
d
e
x
e
s
in
c
o
n
f
irm
a
to
r
y
fa
c
to
r
a
n
a
l
y
sis:
th
e
e
f
f
e
c
t
o
f
sa
m
p
le siz
e
,
”
Psy
c
h
o
lo
g
ica
l
B
u
ll
e
ti
n
,
vo
l.
1
0
3
,
n
o
.
3
,
p
p
.
3
9
1
-
4
1
0
,
1
9
8
8
.
[5
7
]
Ş
im
şe
k
,
Ö.
F
.
,
Y
a
p
ıs
a
l
e
şitl
ik
mo
d
e
ll
e
me
sin
e
g
iriş;
T
e
me
l
il
k
e
ler
v
e
L
İS
RE
L
u
y
g
u
la
ma
la
rı
.
An
k
a
ra
:
Ek
in
o
k
s
Ya
y
ın
c
ıl
ık
,
2
0
0
7
.
[5
8
]
S
e
ç
e
r,
İ.
,
a
n
d
G
e
n
ç
d
o
ğ
a
n
,
B.
,
“
Orta
ö
ğ
re
ti
m
ö
ğ
re
n
c
il
e
rin
d
e
o
k
u
l
tü
k
e
n
m
işli
ğ
in
in
ç
e
şitl
i
d
e
ğ
işk
e
n
lere
g
ö
re
in
c
e
len
m
e
si,”
T
u
rk
ish
J
o
u
rn
a
l
o
f
Ed
u
c
a
ti
o
n
,
v
o
l
.
1
,
n
o
.
2
,
p
p
.
2
5
-
3
7
,
2
0
1
2
.
[5
9
]
Zan
g
a
n
e
h
,
N.,
a
n
d
A
g
h
a
e
i,
A
.
,
“
Co
rre
latio
n
b
e
tw
e
e
n
Org
a
n
iza
ti
o
n
a
l
Cu
lt
u
re
,
Qu
a
li
ty
o
f
W
o
r
k
L
i
f
e
a
n
d
Bu
rn
o
u
t
(Ca
se
stu
d
y
:
G
o
les
tan
P
r
o
v
in
c
e
S
tate
Ho
sp
it
a
ls),
”
I
n
ter
n
a
t
io
n
a
l
R
e
se
a
rc
h
J
o
u
rn
a
l
o
f
M
a
n
a
g
e
me
n
t
S
c
ien
c
e
,
v
o
l.
1
,
n
o
.
2
,
p
p
.
2
7
-
3
2
,
2
0
1
3
.
[6
0
]
Ja
a
f
a
rp
o
u
r,
M
.
,
a
n
d
M
a
h
a
m
o
d
ian
,
M
.
R.
,
“
Ev
a
lu
a
ti
o
n
o
f
th
e
q
u
a
li
ty
o
f
n
u
rsin
g
w
o
rk
li
f
e
a
n
d
it
s a
ss
o
c
i
a
ti
o
n
w
it
h
jo
b
b
u
r
n
o
u
t
i
n
Isf
a
h
a
n
Un
iv
e
rsity
o
f
M
e
d
ica
l
S
c
ien
c
e
s,”
In
ter
n
a
ti
o
n
a
l
J
o
u
rn
a
l
o
f
Ep
i
d
e
mio
l
o
g
ic
Res
e
a
r
c
h
,
v
o
l.
2
,
n
o
.
1
,
p
p
.
3
0
-
3
9
,
2
0
1
5
.
[6
1
]
A
c
a
r,
A
.
a
n
d
Erk
a
n
,
M
.
,
“
T
h
e
e
ffe
c
ts
o
f
q
u
a
li
t
y
o
f
w
o
rk
li
f
e
o
n
b
u
rn
o
u
t
sy
n
d
ro
m
e
:
A
stu
d
y
o
n
h
o
sp
i
talit
y
in
d
u
stry
,
”
J
o
u
rn
a
l
o
f
T
o
u
rism
o
lo
g
y
,
v
o
l.
4
,
n
o
.
1
,
p
p
.
3
5
-
5
3
,
2
0
1
8
.
[6
2
]
Ak
a
r,
H.,
“
T
h
e
re
l
a
ti
o
n
sh
i
p
s
b
e
tw
e
e
n
q
u
a
li
ty
o
f
w
o
rk
li
f
e
,
sc
h
o
o
l
a
li
e
n
a
ti
o
n
,
b
u
rn
o
u
t
,
a
ff
e
c
ti
v
e
c
o
m
m
it
m
e
n
t
a
n
d
o
rg
a
n
iza
ti
o
n
a
l
c
it
ize
n
sh
i
p
:
A
stu
d
y
o
n
tea
c
h
e
rs,”
Eu
ro
p
e
a
n
J
o
u
rn
a
l
o
f
E
d
u
c
a
ti
o
n
a
l
Res
e
a
rc
h
,
v
o
l.
7
,
n
o
.
2
,
p
p
.
1
6
9
-
1
8
0
,
2
0
1
8
.
Evaluation Warning : The document was created with Spire.PDF for Python.