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C
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in
d
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s
a
s
p
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s
[
1
]
.
T
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r
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life
-
lo
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lear
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in
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co
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p
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[
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[
4
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Alth
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8
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5
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T
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q
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ater
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tech
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[
6
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1
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e
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d
in
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d
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n
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d
o
r
g
an
ize
o
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a
n
on
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d
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n
d
b
asis
[
7
]
.
T
h
er
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r
e,
life
-
lo
n
g
lear
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is
m
o
r
e
b
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t
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lt
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in
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d
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Ad
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[
8
]:
A
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ir
em
e
n
ts
(
with
th
e
h
el
p
o
f
an
a
d
u
lt
tea
ch
er
)
;
A
d
u
lts
h
a
v
e
m
o
r
e
ex
p
er
tis
e
in
q
u
an
tity
an
d
q
u
ality
t
h
an
y
o
u
n
g
er
i
n
d
iv
i
d
u
als.
T
h
is
m
ay
im
p
ly
,
th
at
t
h
ey
ar
e
m
o
r
e
s
tr
o
n
g
ly
co
m
m
itted
to
th
e
s
et
b
eliev
es
an
d
teac
h
in
g
p
r
ac
tic
es,
wh
ich
ad
u
lt
ed
u
ca
to
r
m
a
y
h
av
e
to
c
o
n
test
wh
er
ea
s
th
is
m
ay
in
d
icate
th
ey
h
av
e
a
r
ich
er
r
ep
e
r
to
ir
e
o
n
wh
ic
h
to
b
u
ild
k
n
o
wled
g
e
an
d
s
h
ar
e
with
o
th
er
s
;
T
h
at
‘
r
ea
d
i
n
ess
to
lear
n
’
o
f
ad
u
lts
is
o
r
ien
ted
to
th
e
f
u
l
f
ilm
en
t
o
f
s
o
cial
r
o
les
-
esp
ec
ially
th
o
s
e
r
elat
ed
to
wo
r
k
;
Ad
u
lts
d
r
aw
atten
ti
o
n
in
s
tead
o
f
s
u
b
ject
-
b
ased
k
n
o
wled
g
e
o
r
ien
te
d
to
th
e
f
u
t
u
r
e
to
th
e
p
r
o
b
lem
-
ce
n
ter
ed
lear
n
i
n
g
th
at
is
co
n
n
e
cted
to
th
eir
im
m
e
d
iate
c
o
n
tex
t.
Alto
u
g
h
life
-
lo
n
g
lear
n
in
g
an
d
ad
u
lt
ed
u
ca
tio
n
ar
e
d
if
f
er
en
t
co
n
ce
p
ts
,
th
ey
ar
e
n
o
t
to
tally
d
is
tin
ct
f
r
o
m
ea
ch
o
th
er
an
d
th
ey
h
a
v
e
co
n
ce
p
tu
al
lin
k
ag
es
in
th
i
s
r
esp
ec
t
b
o
th
f
o
r
an
y
in
d
iv
i
d
u
als
an
d
teac
h
er
s
.
I
n
o
r
d
er
f
o
r
teac
h
er
s
to
b
e
lif
elo
n
g
lear
n
in
g
i
n
d
iv
id
u
als,
th
ey
s
h
o
u
ld
b
e
t
r
ain
ed
with
life
lo
n
g
lear
n
in
g
s
k
ills
.
Selv
i
[
9
]
em
p
h
asized
th
at
t
ea
ch
er
s
ca
n
im
p
r
o
v
e
th
eir
l
if
elo
n
g
lear
n
i
n
g
s
k
ills
o
n
ly
af
ter
th
ey
b
ec
o
m
e
a
life
lo
n
g
lear
n
i
n
g
in
d
i
v
id
u
al.
I
n
th
is
r
esp
ec
t,
Fen
wick
[
10
]
m
en
tio
n
s
two
tr
en
d
s
th
at
h
a
v
e
b
ee
n
ef
f
ec
tiv
e
i
n
teac
h
er
ed
u
ca
tio
n
s
in
ce
th
e
1
9
9
0
s
.
T
h
e
f
ir
s
t
is
to
ex
p
an
d
t
h
e
p
r
o
f
ess
io
n
al
d
ev
el
o
p
m
en
t
o
f
f
u
tu
r
e
e
d
u
ca
to
r
s
th
r
o
u
g
h
t
h
e
n
o
tio
n
o
f
life
lo
n
g
lear
n
in
g
,
a
n
d
th
e
s
ec
o
n
d
is
to
in
teg
r
ate
p
e
r
s
o
n
al
teac
h
i
n
g
s
k
ills
in
p
r
ac
tice
in
cu
ltu
r
e.
T
h
e
r
ef
o
r
e
it is
im
p
o
r
t
an
t to
in
v
esti
g
ate
life
-
lo
n
g
lear
n
in
g
ten
d
en
cies o
f
teac
h
e
r
s
an
d
tr
ain
er
s
.
L
if
elo
n
g
lear
n
i
n
g
h
as
b
ee
n
s
h
ap
ed
in
th
e
co
n
ce
p
t
o
f
a
d
u
l
t
ed
u
ca
tio
n
u
n
til
1
9
7
0
s
an
d
i
t
h
as
b
ee
n
co
n
s
id
er
ed
as
a
p
r
o
ce
s
s
th
at
e
m
p
h
asizes
th
e
im
p
o
r
tan
ce
o
f
v
o
ca
tio
n
al
e
d
u
ca
tio
n
[
4
]
.
He
n
ce
,
T
u
r
k
e
y
h
as
b
ee
n
s
u
p
p
o
r
ted
b
o
th
p
u
b
lic
e
d
u
ca
ti
o
n
an
d
life
lo
n
g
ed
u
ca
tio
n
th
r
o
u
g
h
v
a
r
io
u
s
ed
u
ca
tio
n
al
in
s
titu
tio
n
s
.
Fo
r
ex
am
p
le,
"L
if
elo
n
g
L
ea
r
n
in
g
Stra
teg
y
Do
cu
m
en
t"
h
as
b
ee
n
p
r
e
p
ar
ed
in
T
u
r
k
e
y
ac
co
r
d
in
g
to
t
h
e
Min
is
tr
y
o
f
Natio
n
al
E
d
u
ca
tio
n
Stra
teg
y
Plan
in
2
0
0
9
.
T
h
e
m
ai
n
p
u
r
p
o
s
e
o
f
th
is
d
o
cu
m
en
t
is
to
cr
ea
te
d
if
f
er
en
t
lear
n
in
g
en
v
ir
o
n
m
en
ts
f
o
r
i
n
d
iv
id
u
als
to
im
p
r
o
v
e
th
eir
k
n
o
wled
g
e
an
d
s
k
ills
[
1
1
]
.
T
h
er
e
a
r
e
also
m
an
y
f
o
r
m
al
in
s
titu
tio
n
s
p
r
o
v
i
d
in
g
life
-
lo
n
g
lear
n
i
n
s
er
v
ice
in
th
is
r
eg
a
r
d
.
Ad
u
lt
ed
u
ca
tio
n
tr
ain
in
g
s
er
v
ices
in
T
u
r
k
e
y
in
clu
d
ed
[
1
2
]:
1)
Pu
b
lic
E
d
u
ca
tio
n
C
en
te
r
s
(
HE
M)
: L
iter
ac
y
co
u
r
s
es,
v
o
ca
tio
n
al
co
u
r
s
es,
s
o
cio
cu
ltu
r
al
co
u
r
s
es.
2)
Vo
ca
tio
n
al
T
r
ain
in
g
C
en
ter
s
(
ME
M)
:
Ap
p
r
en
ticesh
ip
,
j
o
u
r
n
ey
m
an
a
n
d
cr
a
f
ts
m
an
tr
ain
i
n
g
,
s
h
o
r
t
-
ter
m
v
o
ca
tio
n
al
co
u
r
s
es.
3)
Pra
ctica
l G
ir
ls
'
Ar
t Sch
o
o
l: Sh
o
r
t
-
ter
m
v
o
ca
tio
n
al
c
o
u
r
s
es f
o
r
g
ir
ls
.
4)
Priv
ate
E
d
u
ca
tio
n
I
n
s
titu
tio
n
s
(
E
d
u
ca
tio
n
an
d
ap
p
licatio
n
s
ch
o
o
l,
b
u
s
in
ess
ed
u
ca
tio
n
ce
n
t
er
,
s
cien
ce
an
d
ar
t c
en
ter
)
5)
Priv
ate
ed
u
ca
tio
n
al
in
s
titu
tio
n
s
: Sh
o
r
t
-
ter
m
v
o
ca
tio
n
al
co
u
r
s
es
6)
Oth
er
in
s
titu
tio
n
s
: M
atu
r
atio
n
I
n
s
titu
te
an
d
Ad
u
lt T
ec
h
n
ical
T
r
ain
in
g
C
en
ter
.
7)
Dis
tan
ce
ed
u
ca
tio
n
s
er
v
ices:
Op
en
Prim
ar
y
Sch
o
o
l,
Op
e
n
Hig
h
Sch
o
o
l
an
d
Vo
ca
tio
n
al
an
d
T
ec
h
n
ical
Op
en
Hig
h
Sch
o
o
l
L
if
e
-
lo
n
g
e
d
u
ca
tio
n
is
s
ig
n
if
ican
t
b
o
th
f
o
r
m
ic
r
o
an
d
m
ac
r
o
lev
els.
I
t
is
im
p
o
r
ta
n
t
f
o
r
s
elf
-
im
p
r
o
v
em
e
n
t
as
well
as
th
e
d
ev
elo
p
m
en
t
o
f
co
u
n
tr
ies.
T
h
e
m
ain
ca
u
s
e
f
o
r
life
tim
e
teac
h
in
g
is
k
n
o
wn
to
b
e
th
at
in
f
o
r
m
atio
n
q
u
ick
ly
ch
an
g
es
in
th
e
w
o
r
ld
.
Peo
p
le
h
a
v
i
n
g
life
lo
n
g
lear
n
i
n
g
ten
d
ec
ies
a
r
e
th
e
o
n
es
wh
o
ar
e
r
ea
d
y
f
o
r
alm
o
s
t
an
y
ch
an
g
e
a
n
d
s
tr
u
g
g
le
[
1
3
]
.
W
h
en
th
e
lit
er
atu
r
e
is
ex
am
in
e
d
,
it
ca
n
b
e
s
ee
n
th
at
th
er
e
a
r
e
m
an
y
s
tu
d
ies
in
th
e
liter
atu
r
e
r
eg
ar
d
in
g
th
e
co
n
ce
p
t
o
f
lif
e
-
lo
n
g
lear
n
in
g
.
T
h
ese
s
tu
d
ies
g
en
e
r
ally
in
clu
d
e
in
s
titu
tio
n
al
ar
r
an
g
e
m
en
ts
f
o
r
ad
u
lt
ed
u
ca
tio
n
a
n
d
tr
ai
n
in
g
;
r
ec
o
g
n
itio
n
o
f
f
o
r
m
al
ed
u
ca
tio
n
s
y
s
tem
;
f
in
an
cial
s
u
p
p
o
r
t
f
o
r
a
d
u
lt
s
tu
d
e
n
ts
;
ed
u
ca
tio
n
al
in
s
titu
tio
n
s
f
o
r
ad
u
lt
s
tu
d
en
ts
;
o
cc
u
p
atio
n
al
tr
ain
i
n
g
f
ield
s
;
p
r
im
ar
y
an
d
s
ec
o
n
d
a
r
y
s
ch
o
o
l
s
as
f
u
n
ctio
n
in
g
a
n
d
co
n
s
is
ten
t
s
y
s
t
em
s
;
s
o
cial
an
d
cu
ltu
r
al
d
ep
en
d
en
ce
o
n
life
lo
n
g
lear
n
in
g
[
1
4
]
.
Hen
ce
in
th
is
s
tu
d
y
it
is
aim
ed
to
in
v
e
s
tig
ate
s
o
cial
an
d
cu
ltu
r
al
asp
ec
ts
o
f
life
-
lo
n
g
lear
n
in
g
ten
d
en
cies in
ter
m
s
o
f
d
em
o
g
r
ap
h
ic
v
ar
iab
le.
2.
M
E
T
H
O
D
2
.
1
.
M
o
del
T
h
e
s
tu
d
y
was
d
esig
n
ed
b
ased
o
n
th
e
co
r
r
elatio
n
al
s
u
r
v
ey
m
o
d
el.
Su
r
v
ey
d
esig
n
s
i
n
clu
d
e
t
ec
h
n
iq
u
es
o
f
s
tu
d
ies
aim
ed
at
d
escr
ib
in
g
an
e
x
is
t
in
g
o
r
p
r
ev
i
o
u
s
co
n
d
itio
n
.
Acc
o
r
d
in
g
to
Kar
asar
[
1
5
]
,
in
th
e
s
u
r
v
ey
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
Lif
elo
n
g
lea
r
n
in
g
ten
d
en
cies o
f tra
in
ers
in
a
d
u
lt e
d
u
ca
tio
n
(
Ş
en
er Ş
en
tü
r
k
)
3
d
esig
n
,
th
e
e
v
en
t,
i
n
d
iv
id
u
al
o
r
o
b
jec
t
th
at
is
th
e
s
u
b
ject
o
f
th
e
r
esear
ch
is
tr
ied
to
b
e
d
ef
in
ed
in
its
o
wn
co
n
d
itio
n
s
an
d
as
it
is
.
T
h
er
ef
o
r
e,
it
is
aim
ed
to
in
v
esti
g
ate
life
-
lo
n
g
lear
n
in
g
ten
d
en
c
y
lev
els
o
f
th
e
tr
ain
er
s
as it is.
2
.
2
.
M
ea
s
urem
ent
t
o
o
l
T
h
e
L
if
elo
n
g
L
ea
r
n
in
g
T
en
d
en
cies
wh
ich
was
d
ev
elo
p
ed
b
y
Dik
er
-
C
o
ş
k
u
n
[
5
]
was
u
s
ed
in
th
is
s
tu
d
y
.
T
h
e
f
ir
s
t
two
d
im
en
s
io
n
s
o
f
t
h
e
s
ca
le
co
n
s
is
ted
o
f
p
o
s
itiv
e
item
s
ex
p
r
ess
in
g
m
o
tiv
a
tio
n
(
item
s
1
,
2
,
3
,
4
,
5
an
d
6
)
an
d
p
er
s
is
ten
ce
(
item
s
7
,
8
,
9
,
1
0
,
1
1
an
d
1
2
)
f
o
r
life
lo
n
g
lear
n
in
g
;
th
e
la
s
t
two
d
im
en
s
io
n
s
co
n
s
is
tin
g
f
r
o
m
n
e
g
ativ
e
s
tatem
en
ts
ar
e
th
e
in
ab
ilit
y
t
o
r
e
g
u
late
life
lo
n
g
lear
n
in
g
(
item
s
1
2
,
1
3
,
1
4
,
1
5
,
1
6
an
d
1
8
)
an
d
lack
o
f
c
u
r
io
s
ity
ab
o
u
t
th
e
r
ea
s
o
n
s
f
o
r
th
is
in
ab
ilit
y
f
o
r
t
h
is
(
item
s
1
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3.
RE
SU
L
T
S AN
D
D
I
SCU
SS
I
O
N
I
n
th
is
s
ec
tio
n
,
t
h
e
s
co
r
es
o
f
teac
h
er
s
'
s
u
b
-
d
im
en
s
io
n
s
o
f
life
lo
n
g
lea
r
n
in
g
ten
d
e
n
cy
s
ca
l
es
will
b
e
s
h
o
wn
b
y
d
escr
ip
tiv
e
an
aly
s
is
m
eth
o
d
.
A
f
ter
war
d
s
,
it
w
ill
b
e
ex
am
in
e
d
wh
et
h
er
th
e
life
lo
n
g
lear
n
in
g
ten
d
en
cy
s
ca
le
h
as
ex
p
er
ien
ce
d
s
ig
n
if
ican
t
ch
an
g
es
ac
c
o
r
d
in
g
to
th
e
g
en
d
er
,
ag
e,
g
r
ad
u
atio
n
s
tat
u
s
,
p
ed
ag
o
g
ical
f
o
r
m
atio
n
tr
ain
i
n
g
,
o
cc
u
p
atio
n
al
y
ea
r
s
an
d
ty
p
e
s
o
f
s
ch
o
o
ls
.
W
h
en
th
e
r
esu
lts
o
f
d
escr
ip
tiv
e
an
aly
s
is
was
in
v
esti
g
ated
,
th
e
av
er
ag
e
v
al
u
e
o
f
ad
u
lt
ed
u
ca
to
r
s
is
f
o
u
n
d
to
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e
x
̄
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5
.
7
4
in
th
e
“
m
o
tiv
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im
e
n
s
io
n
,
is
f
o
u
n
d
to
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x
̄
=
5
.
3
9
in
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s
is
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ce
”
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im
en
s
io
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;
is
f
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u
n
d
to
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x
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5
.
0
4
i
n
th
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“lac
k
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u
latio
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Sam
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Similar
ly
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t d
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er
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f
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ales.
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
Lif
elo
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en
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ltip
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p
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o
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e
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b
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s
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6
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6
.
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lt o
f
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o
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ter
m
s
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5
3
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2252
-
8
8
2
2
I
n
t.
J
.
E
v
al
.
&
R
es
.
E
d
u
c
.
Vo
l.
9
,
No
.
1
,
Ma
r
ch
2
0
2
0
:
1
-
9
6
As
a
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ltip
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in
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e
g
r
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s
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is
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th
e
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if
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e
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en
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u
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o
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ch
o
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ates
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x
̄
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5
.
4
5
8
6
)
a
n
d
u
n
d
er
g
r
ad
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ate
g
r
a
d
u
ates
(
x
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5
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2
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8
9
)
.
an
d
in
th
e
s
u
b
-
f
ac
t
o
r
o
f
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o
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eg
u
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,
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ig
h
s
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ates
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a
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eg
r
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g
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at
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3
1
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.
Acc
o
r
d
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g
t
o
th
ese
r
esu
lts
,
h
ig
h
s
ch
o
o
l
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ad
u
ated
e
d
u
ca
to
r
s
h
av
e
h
i
g
h
er
ten
d
e
n
cy
to
p
er
s
is
ten
ce
th
an
ass
o
ciate
g
r
ad
u
ates.
I
n
ter
m
s
o
f
lack
o
f
r
eg
u
latio
n
o
f
lear
n
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g
,
u
n
i
v
er
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ity
g
r
ad
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ates
s
co
r
es
ar
e
h
ig
h
er
th
an
h
i
g
h
s
ch
o
o
l
g
r
ad
u
ates.
As
th
e
lev
el
o
f
ed
u
ca
tio
n
in
c
r
ea
s
es,
p
er
s
is
ten
ce
lev
el
d
ec
r
ea
s
es a
n
d
r
e
g
u
lati
o
n
s
k
ill in
cr
ea
s
es.
As
a
r
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lt
o
f
th
e
an
aly
s
is
o
f
v
a
r
ian
ce
o
f
life
lo
n
g
lear
n
in
g
ten
d
en
cies
o
f
tr
ain
er
s
in
ter
m
s
o
f
p
r
o
f
ess
io
n
al
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en
io
r
ity
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ar
iab
le
,
n
o
s
tatis
tically
s
ig
n
if
ican
t
d
i
f
f
er
e
n
ce
was
f
o
u
n
d
b
etwe
en
t
h
e
m
ea
n
s
co
r
es
o
f
life
lo
n
g
lear
n
in
g
ten
d
en
cies
in
ter
m
s
o
f
p
r
o
f
ess
io
n
al
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en
io
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y
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ar
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le
(
F
(
4
.
3
4
9
)
=
1
.
5
6
0
,
p
>
0
.
0
5
)
as
s
h
o
wn
in
T
ab
le
7
.
T
ab
le
7
.
T
h
e
r
esu
lts
o
f
th
e
a
n
a
ly
s
is
o
f
v
ar
ian
ce
o
f
life
lo
n
g
le
ar
n
in
g
ten
d
en
cies o
f
t
r
ain
e
r
s
i
n
ter
m
s
o
f
p
r
o
f
ess
io
n
al
s
en
io
r
ity
v
ar
iab
le
ANOVA
S
u
m
o
f
S
q
u
a
r
e
s
df
M
e
a
n
S
q
u
a
r
e
F
S
i
g
.
M
o
t
i
v
a
t
i
o
n
B
e
t
w
e
e
n
G
r
o
u
p
s
.
4
9
3
4
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1
2
3
1
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1
9
8
.
3
1
1
W
i
t
h
i
n
G
r
o
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p
s
3
5
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9
1
8
3
4
9
.
1
0
3
To
t
a
l
3
6
.
4
1
1
3
5
3
P
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r
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e
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1
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9
9
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9
6
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7
6
2
3
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9
.
2
7
7
To
t
a
l
9
8
.
7
5
9
3
5
3
La
c
k
o
f
R
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l
a
t
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Le
a
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B
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4
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9
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1
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2
3
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7
9
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3
1
W
i
t
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n
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p
s
5
4
4
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1
2
4
3
4
9
1
.
5
5
9
To
t
a
l
5
4
9
.
0
6
3
3
5
3
La
c
k
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C
u
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n
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s
7
.
4
0
1
4
1
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8
5
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1
.
5
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6
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1
7
5
W
i
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n
G
r
o
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p
s
4
0
4
.
6
4
0
3
4
9
1
.
1
5
9
To
t
a
l
4
1
2
.
0
4
2
3
5
3
As
a
r
esu
lt
o
f
th
e
a
n
aly
s
is
o
f
v
ar
ian
ce
o
f
life
lo
n
g
lear
n
i
n
g
t
en
d
en
cies
o
f
tr
ain
er
s
in
ter
m
s
o
f
m
o
d
e
o
f
th
eir
wo
r
k
,
n
o
s
tatis
tically
s
i
g
n
if
ican
t
d
i
f
f
er
en
ce
was
f
o
u
n
d
b
etwe
en
t
h
e
m
ea
n
s
co
r
es
o
f
life
lo
n
g
le
ar
n
in
g
ten
d
en
cies (
F(3
.
3
5
3
)
=
2
.
0
1
1
,
p
>0
.
0
5
)
as sh
o
wn
in
T
ab
le
8
.
T
ab
le
8
.
T
h
e
life
lo
n
g
lear
n
in
g
ten
d
en
cies o
f
tr
ain
e
r
s
in
ter
m
s
o
f
m
o
d
e
o
f
th
eir
wo
r
k
ANOVA
S
u
m
o
f
S
q
u
a
r
e
s
df
M
e
a
n
S
q
u
a
r
e
F
S
i
g
.
M
o
t
i
v
a
t
i
o
n
B
e
t
w
e
e
n
G
r
o
u
p
s
.
3
4
4
3
.
1
1
5
1
.
1
1
2
.
3
4
4
W
i
t
h
i
n
G
r
o
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p
s
3
6
.
0
6
7
3
5
0
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1
0
3
To
t
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l
3
6
.
4
1
1
3
5
3
P
e
r
si
st
e
n
c
e
B
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t
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n
G
r
o
u
p
s
1
.
2
1
7
3
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4
0
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1
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4
5
5
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2
2
7
W
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n
G
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s
9
7
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5
4
3
3
5
0
.
2
7
9
To
t
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l
9
8
.
7
5
9
3
5
3
La
c
k
o
f
R
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l
a
t
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o
f
Le
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B
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3
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8
6
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3
1
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2
8
7
.
8
2
6
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4
8
0
W
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n
G
r
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s
5
4
5
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03
3
5
0
1
.
5
5
8
To
t
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5
4
9
.
0
6
3
3
5
3
La
c
k
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f
C
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s
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B
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6
.
1
6
7
3
2
.
0
5
6
1
.
7
7
3
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1
5
2
W
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4
0
5
.
8
7
4
3
5
0
1
.
1
6
0
To
t
a
l
4
1
2
.
0
4
2
3
5
3
I
n
d
ep
e
n
d
en
t
Sam
p
le
T
T
est
was
u
s
ed
to
f
in
d
o
u
t
wh
eth
e
r
th
e
m
ea
n
s
co
r
es
o
f
life
lo
n
g
lear
n
in
g
ten
d
en
cies
o
f
ed
u
ca
to
r
s
d
if
f
er
ed
ac
c
o
r
d
in
g
to
p
e
d
ag
o
g
ic
al
f
o
r
m
ati
o
n
t
h
at
th
e
y
to
o
k
an
d
th
e
r
esu
lts
o
f
th
e
an
aly
s
is
wer
e
g
iv
en
in
T
ab
le
9
.
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
Lif
elo
n
g
lea
r
n
in
g
ten
d
en
cies o
f tra
in
ers
in
a
d
u
lt e
d
u
ca
tio
n
(
Ş
en
er Ş
en
tü
r
k
)
7
T
ab
le
9
.
I
n
d
ep
e
n
d
en
t Sa
m
p
le
T
T
est
was u
s
ed
to
f
in
d
o
u
t w
h
eth
er
th
e
m
ea
n
s
co
r
es o
f
life
lo
n
g
lear
n
in
g
ten
d
en
cies o
f
e
d
u
ca
to
r
s
d
if
f
er
ed
ac
co
r
d
i
n
g
to
p
ed
ag
o
g
ical
f
o
r
m
atio
n
th
at
t
h
ey
to
o
k
P
e
d
a
g
o
g
i
c
a
l
F
o
r
ma
t
i
o
n
N
A
v
e
r
a
g
e
ss
t
p
M
o
t
i
v
a
t
i
o
n
Y
e
s
85
5
.
6
7
6
1
.
3
8
1
2
9
-
2
.
0
3
6
.
0
4
2
No
2
6
9
5
.
7
5
7
1
.
2
9
7
8
5
P
e
r
si
st
e
n
c
e
Y
e
s
85
5
.
2
8
0
2
.
6
2
4
8
8
-
2
.
1
8
9
.
0
2
9
No
2
6
9
5
.
4
2
3
5
.
4
9
1
0
9
La
c
k
o
f
R
e
g
u
l
a
t
i
o
n
o
f
Le
a
r
n
i
n
g
Y
e
s
85
5
.
0
6
4
7
1
.
3
2
4
2
6
.
2
3
8
.
8
1
2
No
2
6
9
5
.
0
2
7
7
1
.
2
2
4
2
4
La
c
k
o
f
C
u
r
i
o
s
i
t
y
Y
e
s
85
4
.
9
6
9
1
1
.
2
7
5
3
2
-
.
9
5
3
.
3
4
1
No
2
6
9
5
.
0
9
7
2
1
.
0
1
1
7
9
Acc
o
r
d
in
g
to
th
e
i
n
d
ep
e
n
d
en
t
s
am
p
le
T
T
est
r
esu
lts
,
th
er
e
wer
e
s
ig
n
if
ican
t
d
if
f
er
en
ce
s
i
n
th
e
s
u
b
-
d
im
en
s
io
n
s
o
f
m
o
tiv
atio
n
(
t =
-
2
.
0
3
6
; p
<
.
0
5
,
n
2
=
0
.
1
)
an
d
p
er
s
is
ten
ce
(
t =
-
2
.
1
8
9
; p
<.
0
5
,
n
2
=
0
.
1
)
)
.
I
t w
as
s
ee
n
th
at
th
e
tr
ain
er
s
wh
o
d
id
n
o
t
r
ec
eiv
e
p
ed
a
g
o
d
ical
f
o
r
m
atio
n
h
ad
h
i
g
h
er
te
n
d
en
c
y
in
th
e
f
ield
s
o
f
m
o
tiv
atio
n
a
n
d
p
er
s
is
ten
ce
.
0
1
%
o
f
th
e
ch
an
g
e
in
th
e
ten
d
en
cy
o
f
tr
ain
er
s
i
n
life
lo
n
g
lea
r
n
in
g
is
ex
p
lain
ed
b
y
f
o
r
m
atio
n
tr
ain
in
g
.
I
n
d
ep
e
n
d
en
t
Sam
p
le
T
T
est
was
u
s
ed
to
f
in
d
o
u
t
wh
e
th
er
th
er
e
is
a
s
ig
n
if
ican
t
d
if
f
er
en
ce
b
etwe
en
th
e
life
lo
n
g
lear
n
in
g
ten
d
en
c
y
s
co
r
es
o
f
ed
u
ca
to
r
s
ac
co
r
d
in
g
t
o
wh
eth
er
o
r
n
o
t
th
er
e
is
a
cu
r
r
icu
lu
m
r
elate
d
to
th
eir
f
ield
o
f
s
tu
d
y
as g
iv
e
n
in
T
ab
le
1
0
.
T
ab
le
1
0
.
I
n
d
e
p
en
d
e
n
t Sam
p
le
T
T
est ac
co
r
d
in
g
to
wh
eth
e
r
o
r
n
o
t th
e
r
e
is
a
cu
r
r
icu
l
u
m
r
ela
ted
to
th
eir
f
ield
o
f
s
tu
d
y
P
r
o
g
r
a
m
N
A
v
e
r
a
g
e
ss
t
p
M
o
t
i
v
a
t
i
o
n
Y
e
s
1
57
5
.
7
5
8
4
.
2
9
9
4
1
1
.
1
2
4
.
2
6
2
No
1
9
6
5
.
7
1
9
7
.
3
3
7
6
1
P
e
r
si
st
e
n
c
e
Y
e
s
1
5
7
5
.
4
2
7
6
.
5
6
2
0
7
1
.
2
1
6
.
2
2
5
No
1
9
6
5
.
3
5
8
6
.
5
0
1
5
8
La
c
k
o
f
R
e
g
u
l
a
t
i
o
n
o
f
Le
a
r
n
i
n
g
Y
e
s
1
5
7
4
.
8
3
8
5
1
.
3
9
8
8
9
-
2
.
6
5
5
.
0
0
8
No
1
9
6
5
.
1
9
0
3
1
.
0
9
0
9
1
La
c
k
o
f
C
u
r
i
o
s
i
t
y
Y
e
s
1
5
7
4
.
9
7
9
2
1
.
1
8
3
68
-
1
.
3
2
6
.
1
8
6
No
1
9
6
5
.
1
3
2
7
.
9
8
9
4
5
Acc
o
r
d
in
g
to
t
h
e
r
esu
lts
o
f
th
e
in
d
ep
e
n
d
en
t
s
am
p
le
T
T
est,
it
was
f
o
u
n
d
th
at
th
er
e
was
a
s
ig
n
if
ican
t
d
if
f
er
en
ce
in
t
h
e
s
u
b
-
d
im
en
s
i
o
n
o
f
lack
o
f
r
e
g
u
latio
n
o
f
le
ar
n
in
g
(
t
=
-
2
.
6
5
5
;
p
<.
0
5
,
n
2
=
0
.
1
)
ac
co
r
d
in
g
to
t
h
e
ex
is
tan
ce
o
f
an
y
cu
r
r
icu
lu
m
r
elate
d
to
t
h
eir
f
ield
o
f
s
tu
d
y
.
I
n
n
o
n
-
cu
r
r
ic
u
lar
a
r
ea
s
,
tr
ai
n
er
s
h
av
e
a
h
ig
h
er
ten
d
en
cy
to
lack
o
f
r
eg
u
latio
n
o
f
lear
n
in
g
.
T
h
e
r
esu
lt
s
h
o
w
t
h
at
0
1
%
o
f
th
e
ch
an
g
e
i
n
t
h
e
t
en
d
en
cy
o
f
tr
ai
n
er
s
in
th
e
f
ield
o
f
life
lo
n
g
lear
n
in
g
is
ex
p
lain
ed
b
y
th
e
lac
k
o
f
c
u
r
r
icu
lu
m
.
Acc
o
r
d
in
g
to
d
escr
ip
tiv
e
r
esu
l
ts
,
it
was
s
ee
n
th
at
th
e
m
o
tiv
at
io
n
an
d
p
e
r
s
is
ten
ce
lev
els
o
f
t
h
e
tr
ain
er
s
wer
e
h
ig
h
er
th
an
th
e
“lac
k
o
f
r
eg
u
latio
n
o
f
lear
n
in
g
”
an
d
“lac
k
o
f
c
u
r
io
s
ity
”
lev
els.
I
t
s
ee
m
s
th
at
tr
ain
er
s
p
o
s
itiv
e
s
elf
-
im
ag
e
r
eg
a
r
d
in
g
life
-
lo
n
g
lear
n
in
g
is
h
ig
h
er
th
an
th
e
n
e
g
ativ
e
s
id
es
in
th
is
r
esp
ec
t.
T
an
atar
an
d
Alp
ay
d
ı
n
[
1
6
]
h
as
f
o
u
n
d
s
im
ilar
f
in
d
in
g
s
with
d
if
f
er
e
n
t
s
am
p
les
co
n
s
is
tin
g
f
r
o
m
2
2
5
teac
h
er
s
wer
e
em
p
lo
y
ed
d
ep
en
d
i
n
g
o
n
th
e
Min
is
tr
y
o
f
Natio
n
al
E
d
u
ca
tio
n
.
T
h
e
s
tu
d
y
o
f
Şah
in
a
n
d
Ar
ca
g
ö
k
[
1
7
]
also
im
p
lies
th
at
teac
h
er
s
h
av
e
p
o
s
itiv
e
s
elf
-
p
er
ce
p
tio
n
r
e
g
ar
d
i
n
g
life
-
lo
n
g
lear
n
in
g
te
n
d
en
cies.
T
h
ey
f
o
u
n
d
th
at
teac
h
er
s
'
m
o
tiv
atio
n
a
n
d
p
er
s
is
ten
ce
lev
els
o
f
life
lo
n
g
lear
n
in
g
te
n
d
e
n
cies
ar
e
h
ig
h
,
wh
ile
le
v
els
o
f
lear
n
in
g
d
is
ab
ilit
y
an
d
lack
o
f
c
u
r
io
s
ity
ar
e
i
n
lo
w
lev
els.
Kılıç
[
1
8
]
s
im
ilar
ly
f
o
u
n
d
th
at
th
e
p
r
e
-
s
er
v
ice
teac
h
er
s
'
n
eg
at
iv
e
attitu
d
es
to
war
d
s
life
lo
n
g
lea
r
n
in
g
s
co
r
es
ar
e
b
elo
w
th
e
m
e
d
iu
m
o
f
th
e
life
-
lo
n
g
lear
n
i
n
g
s
ca
le.
T
h
e
r
ef
o
r
e
,
it
is
u
n
d
er
s
to
o
d
th
at
tr
ai
n
er
s
d
o
n
o
t
h
av
e
n
eg
ativ
e
attitu
d
es
t
h
at
p
r
ev
e
n
t
th
em
f
r
o
m
g
ai
n
in
g
life
lo
n
g
lear
n
in
g
ex
p
er
ien
ce
s
in
th
is
r
eg
a
r
d
.
Ho
wev
er
in
th
e
s
tu
d
y
o
f
Ay
az
[
19
]
all
th
e
d
im
e
n
s
io
n
s
o
f
teac
h
er
s
ar
e
f
o
u
n
d
to
b
e
h
ig
h
lev
els.
T
h
ese
d
if
f
er
en
ce
s
ca
n
b
e
ex
p
lain
e
d
b
y
s
am
p
le
d
if
f
er
en
ce
s
as
well
as
th
e
s
elf
-
p
er
ce
p
tio
n
o
f
teac
h
er
s
r
eg
ar
d
i
n
g
th
is
is
s
u
e.
Acc
o
r
d
in
g
t
o
T
test
r
esu
lts
in
ter
m
s
g
en
d
er
,
th
er
e
was
a
s
ig
n
if
ican
t
d
if
f
er
en
ce
i
n
lack
o
f
r
eg
u
latio
n
an
d
lack
o
f
c
u
r
io
s
ity
d
i
m
en
s
io
n
in
f
av
o
u
r
o
f
f
em
ales
i
n
ter
m
s
o
f
l
if
elo
n
g
lear
n
in
g
ten
d
en
ci
es.
T
h
is
f
in
d
in
g
is
co
n
tr
ad
icted
with
th
e
s
o
m
e
f
i
n
d
in
g
s
in
wh
ich
it
is
f
o
u
n
d
t
h
at
th
er
e
is
n
o
s
ig
n
if
ican
t
d
if
f
e
r
en
ce
s
in
ter
m
s
o
f
life
lo
n
g
lear
n
in
g
ten
d
en
cies.
Ho
wev
er
,
Kılıç
[
1
8
]
f
o
u
n
d
s
i
m
ilar
f
in
d
in
g
s
r
eg
a
r
d
in
g
th
is
is
s
u
e.
Acc
o
r
d
in
g
ly
,
th
er
e
is
a
s
ig
n
if
ican
t
d
if
f
er
en
c
e
p
r
e
-
s
er
v
ice
teac
h
er
s
’
s
p
o
s
itiv
e
attitu
d
e
to
war
d
s
life
-
lo
n
g
l
ea
r
n
in
g
in
ter
m
s
o
f
g
en
d
er
v
ar
iab
le
in
f
a
v
o
r
o
f
g
ir
ls
.
W
h
en
th
e
liter
atu
r
e
r
eg
a
r
d
in
g
th
e
r
elatio
n
s
h
ip
b
e
twee
n
g
en
d
e
r
an
d
L
if
e
-
L
o
n
g
L
ea
r
n
in
g
T
e
n
d
en
cies
w
ith
d
if
f
er
e
n
t
p
o
p
u
latio
n
s
,
it
is
s
ee
n
th
at
th
e
r
e
ar
e
s
im
ilar
f
i
n
d
in
g
s
r
e
g
ar
d
in
g
in
th
e
liter
atu
r
e
s
h
o
win
g
s
ig
n
if
ican
ce
d
if
f
er
en
ce
o
n
th
e
b
eh
alf
o
f
f
em
ales
[
5
,
6
,
2
0
-
25
]
.
I
t
is
s
ee
n
th
at
g
en
d
er
h
as
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2252
-
8
8
2
2
I
n
t.
J
.
E
v
al
.
&
R
es
.
E
d
u
c
.
Vo
l.
9
,
No
.
1
,
Ma
r
ch
2
0
2
0
:
1
-
9
8
an
ef
f
ec
ti
v
e
r
o
le
f
o
r
p
er
ce
iv
e
d
life
-
lo
n
g
lear
n
in
g
ten
d
ec
ies
I
n
th
is
r
esp
ec
t,
it c
an
b
e
co
n
cl
u
d
ed
th
at
th
er
e
m
ig
h
t
b
e
s
ev
er
e
v
ar
iatio
n
s
in
th
e
o
p
in
io
n
s
o
f
m
ales
an
d
f
em
ales
in
th
e
co
n
tex
t
o
f
life
-
l
o
n
g
lear
n
in
g
ten
d
e
n
cies.
I
n
ter
m
s
o
f
o
n
e
in
ter
p
r
etatio
n
,
wo
m
en
ca
n
n
o
t
b
en
e
f
it
f
r
o
m
th
e
ed
u
ca
tio
n
s
y
s
tem
as
m
u
ch
as
m
ale
s
an
d
,
th
er
ef
o
r
e
it
is
p
r
o
b
ab
le
th
at
t
h
e
m
o
tiv
e
o
f
f
em
ales
to
life
-
l
o
n
g
lear
n
in
g
is
s
tr
o
n
g
.
Acc
o
r
d
in
g
ly
,
f
em
ales
ca
n
en
g
ag
e
in
ed
u
ca
tio
n
ac
tiv
itie
s
th
at
co
m
m
u
n
ity
an
d
t
h
eir
r
elativ
es
im
p
o
s
e
o
n
th
em
,
wh
ile
m
ales
h
av
e
th
e
o
p
p
o
r
tu
n
ity
to
c
r
ea
te
m
o
r
e
o
p
en
d
ec
i
s
io
n
s
an
d
en
g
ag
e
in
tr
a
in
in
g
co
u
r
s
es
th
at
h
elp
th
eir
c
ar
ee
r
life
Kılıç
[
1
8
]
.
Ho
wev
er
it
s
h
o
u
ld
b
e
n
o
te
d
th
at
th
er
e
ar
e
s
tu
d
ies
in
d
icatin
g
th
at
th
er
e
is
n
o
s
ig
n
if
ican
t d
if
f
er
en
ce
s
in
ter
m
s
o
f
g
en
d
er
[
1
,
1
4
,
1
7
,
2
6
-
29
]
as
well
a
s
th
er
e
ar
e
s
i
g
n
if
ican
t
d
if
f
e
r
en
ce
in
f
av
o
u
r
o
f
m
ales
[
5
]
.
T
h
is
co
n
tr
ad
icted
r
esu
lts
s
h
o
ws
th
at
r
ath
er
th
a
n
g
e
n
d
er
,
t
h
er
e
m
ig
h
t
b
e
m
o
r
e
d
ee
p
s
o
c
io
lo
g
ical
co
n
s
tr
u
cts
wh
ich
ar
e
s
ig
n
if
ican
t
f
o
r
life
-
l
o
n
g
lear
n
in
g
ten
d
en
cies.
As
a
r
esu
lt
o
f
th
e
v
ar
ian
ce
a
n
aly
s
is
r
eg
ar
d
in
g
th
e
life
l
o
n
g
le
ar
n
in
g
ten
d
en
cies
o
f
th
e
e
d
u
ca
to
r
s
in
ter
m
s
o
f
ag
e,
as
th
e
ag
e
lev
el
in
cr
ea
s
es,
th
e
ten
d
en
cy
to
p
er
s
is
ten
ce
wh
ich
is
th
e
s
u
b
-
f
ac
to
r
o
f
life
lo
n
g
ten
d
en
cies
in
cr
ea
s
es.
Ho
wev
e
r
,
wh
en
th
e
liter
atu
r
e
is
ex
am
in
e
d
,
Kılıç
[
1
8
]
f
o
u
n
d
n
o
s
ig
n
if
ican
t
r
elatio
n
s
h
ip
b
etwe
en
p
er
s
is
ten
ce
s
u
b
-
d
im
en
s
io
n
an
d
th
e
ag
e
v
ar
ia
b
le.
T
h
er
e
ar
e
s
im
ilar
f
in
d
in
g
s
in
d
icatin
g
s
ig
n
if
ican
t
d
if
f
er
en
ce
s
,
h
o
wev
e
r
th
ese
d
if
f
er
en
ce
s
in
d
icatin
g
d
if
f
er
e
n
t
d
im
en
s
io
n
s
b
ec
au
s
e
o
f
th
e
u
s
ag
e
o
f
d
if
f
er
e
n
t
m
ea
s
u
r
em
en
t
t
o
o
ls
.
T
h
is
co
n
tr
ad
icted
r
esu
lts
in
d
icate
th
at
a
g
e
s
h
o
u
ld
n
’
t
b
e
tak
en
as
an
in
d
ep
en
d
e
n
t
v
ar
iab
le
af
f
ec
tin
g
life
-
lo
n
g
lear
n
in
g
te
n
d
ec
ies
b
u
t
r
ath
er
it
m
ig
h
t
b
e
u
s
e
as
a
m
d
iato
r
v
ar
iab
le
f
o
r
ex
p
lain
in
g
th
e
ca
u
s
e
an
d
ef
f
ec
t
r
elatio
n
s
h
ip
s
in
ter
m
s
o
f
d
if
f
e
r
en
t v
a
r
iab
les.
T
h
e
r
esu
lt
o
f
v
a
r
ian
ce
an
aly
s
is
o
f
life
lo
n
g
lear
n
in
g
ten
d
en
cie
s
in
ter
m
s
o
f
g
r
ad
u
atio
n
lev
els
in
d
icate
s
th
at
as
th
e
lev
el
o
f
ed
u
ca
tio
n
in
cr
ea
s
es,
p
er
s
is
ten
ce
lev
el
d
e
cr
ea
s
es
an
d
r
eg
u
latio
n
s
k
ill
in
cr
ea
s
es.
Similar
ly
,
Şah
in
an
d
Ar
ca
g
ö
k
[
1
7
]
d
eter
m
in
ed
th
at
lear
n
in
g
s
tatu
s
is
a
n
ef
f
ec
tiv
e
v
ar
ia
b
le
in
o
b
tain
i
n
g
in
f
o
r
m
atio
n
an
d
d
ig
ital
co
m
p
eten
cies
wh
ich
a
r
e
s
u
b
-
d
im
en
s
io
n
s
o
f
life
lo
n
g
l
ea
r
n
in
g
.
Acc
o
r
d
in
g
to
th
ese
d
i
m
en
s
io
n
s
,
it
is
s
ee
n
th
at
th
e
teac
h
er
s
with
th
e
lo
we
s
t
lev
el
o
f
p
r
o
f
icien
cy
ar
e
ass
o
ciate
d
eg
r
ee
teac
h
er
s
.
T
h
e
r
ese
ar
ch
co
n
d
u
cted
b
y
Yam
an
an
d
Yaz
ar
[
30
]
s
h
o
ws
th
at
th
er
e
is
n
o
s
ig
n
if
ican
t
d
if
f
er
en
ce
b
etwe
en
life
lo
n
g
lea
r
n
in
g
ten
d
e
n
cies
o
f
teac
h
er
s
an
d
th
e
h
ig
h
er
e
d
u
ca
tio
n
in
s
titu
tio
n
th
ey
g
r
ad
u
ated
f
r
o
m
.
T
h
ese
co
n
t
r
ad
icte
d
r
esu
lts
m
ig
h
t
b
e
s
tem
m
ed
f
r
o
m
th
e
f
ac
t
th
at
th
er
e
is
n
o
h
o
m
o
g
en
o
u
s
ed
u
ca
tio
n
in
T
u
r
k
ey
,
h
e
n
ce
,
d
if
f
er
en
t
e
d
u
ca
tio
n
al
b
ac
k
g
r
o
u
n
d
s
an
d
s
am
p
les r
esu
lt in
d
if
f
er
en
t
p
er
ce
iv
e
d
life
-
lo
n
g
lear
n
in
g
ten
d
e
n
cies.
As
a
r
esu
lt
o
f
th
e
an
aly
s
is
o
f
v
a
r
ian
ce
o
f
life
lo
n
g
lear
n
in
g
ten
d
en
cies
o
f
tr
ain
e
r
s
in
ter
m
s
o
f
p
r
o
f
ess
io
n
al
s
en
io
r
ity
v
ar
iab
l
e
an
d
m
o
d
e
o
f
th
eir
wo
r
k
,
n
o
s
tatis
tically
s
ig
n
if
ican
t
d
if
f
er
en
ce
was
f
o
u
n
d
b
etwe
en
th
e
m
ea
n
s
co
r
es
o
f
life
lo
n
g
lear
n
i
n
g
ten
d
en
cies
in
t
er
m
s
o
f
p
r
o
f
ess
io
n
al
s
en
io
r
ity
v
ar
iab
le
an
d
m
o
d
e
o
f
th
eir
wo
r
k
.
Similar
ly
,
th
e
f
in
d
ig
n
s
o
f
Ay
az
[
19
]
im
p
lies
th
at
is
n
o
m
ea
n
in
g
f
u
l
d
if
f
er
en
ce
in
th
e
life
-
lo
n
g
lear
n
in
g
ten
d
e
n
cies
o
f
teac
h
er
in
ter
m
s
o
f
p
r
o
f
ess
io
n
al
s
en
io
r
ity
v
ar
iab
le.
C
o
n
tr
ar
y
to
th
i
s
,
s
o
m
e
r
esear
ch
er
s
f
o
u
n
d
th
at
th
er
e
wer
e
s
ig
n
if
ican
t
d
if
f
er
en
ce
s
in
ter
m
s
o
f
th
e
ir
s
en
io
r
ity
lev
els.
T
h
is
ca
n
b
e
also
ex
p
lain
ed
b
y
s
am
p
le
d
if
f
er
en
ce
s
.
I
n
th
is
r
eg
ar
d
,
ac
co
r
d
in
g
to
t
h
e
f
in
d
in
g
s
o
f
th
is
s
tu
d
y
it c
an
b
e
co
n
clu
d
ed
th
at
p
r
o
f
ess
io
n
al
s
en
io
r
ity
v
ar
iab
le
an
d
m
o
d
e
o
f
th
eir
wo
r
k
a
r
e
n
o
t
e
f
f
ec
tiv
e
v
ar
iab
les
in
ter
m
s
o
f
life
lo
n
g
lear
n
in
g
ten
d
en
cies
o
f
tr
ain
er
s
.
Acc
o
r
d
in
g
to
t
h
e
in
d
e
p
en
d
e
n
t
s
am
p
le
T
T
est
r
esu
lts
it
wa
s
s
ee
n
th
at
th
e
tr
ain
er
s
wh
o
d
id
n
o
t
r
ec
eiv
e
p
ed
ag
o
d
ical
f
o
r
m
atio
n
h
a
d
h
i
g
h
er
te
n
d
en
c
y
in
th
e
f
ield
s
o
f
m
o
tiv
atio
n
an
d
p
er
s
is
ten
ce
.
T
h
is
is
a
s
u
p
r
is
in
g
r
esu
lt
in
th
e
co
n
te
x
t
o
f
th
e
ex
p
ec
tatio
n
th
at
e
d
u
ca
tio
n
s
h
o
u
ld
h
av
e
p
o
s
itiv
e
ef
f
ec
t
o
n
life
lo
n
g
lear
n
in
g
ten
d
en
cies.
Ho
wev
er
,
th
is
al
s
o
im
p
lies
th
e
s
itu
atio
n
th
at
th
e
tr
ain
er
s
wh
o
d
id
n
o
t
r
ec
eiv
e
p
ed
a
g
o
d
ical
f
o
r
m
atio
n
n
ee
d
s
m
o
r
e
en
g
ag
e
m
en
t in
ter
m
s
o
f
life
-
lo
n
g
lear
n
in
g
s
k
ills
to
im
p
r
o
v
e
th
eir
Pr
o
f
ess
io
n
al
life
.
Acc
o
r
d
in
g
to
t
h
e
r
esu
lts
o
f
th
e
in
d
ep
e
n
d
en
t
s
am
p
le
T
T
est,
it
was
f
o
u
n
d
th
at
th
er
e
was
a
s
ig
n
if
ican
t
d
if
f
er
en
ce
in
th
e
s
u
b
-
d
im
e
n
s
io
n
o
f
lac
k
o
f
r
eg
u
latio
n
o
f
lear
n
in
g
ac
co
r
d
in
g
to
th
e
ex
is
tan
c
e
o
f
an
y
cu
r
r
icu
lu
m
r
elate
d
to
th
eir
f
ield
o
f
s
tu
d
y
in
f
av
o
u
r
o
f
s
ay
in
g
“
n
o
”.
I
n
o
th
er
w
o
r
d
s
,
T
r
ain
er
s
w
h
o
d
o
n
’
t
u
s
e
cu
r
r
ic
u
lu
m
b
ased
in
s
tr
u
ctio
n
ar
e
m
o
r
e
p
r
o
n
e
to
h
a
v
e
p
r
o
b
lem
s
in
th
e
r
eg
u
latio
n
o
f
lear
n
in
g
wh
ich
is
co
m
p
atib
le
with
th
e
co
n
ce
p
t
u
al
ex
p
ec
tatio
n
o
f
t
h
ese
n
o
tio
n
s
.
4.
CO
NCLU
SI
O
N
I
n
co
n
clu
s
io
n
,
we
f
o
u
n
d
th
at
as
th
e
ag
e
lev
el
in
cr
ea
s
es,
th
e
t
en
d
en
cy
to
p
er
s
is
ten
ce
wh
ich
is
th
e
s
u
b
-
f
ac
to
r
o
f
life
lo
n
g
ten
d
en
cies
in
cr
ea
s
es.
W
e
al
s
o
f
o
u
n
d
th
at
as
th
e
lev
el
o
f
ed
u
ca
tio
n
in
cr
ea
s
es,
p
er
s
is
ten
ce
lev
el
d
ec
r
ea
s
es
an
d
r
e
g
u
lat
io
n
s
k
ill
in
cr
ea
s
es.
Ad
d
itio
n
ally
,
n
o
s
tatis
tically
s
ig
n
if
ican
t
d
if
f
er
en
ce
was
f
o
u
n
d
b
etwe
en
th
e
m
ea
n
s
co
r
es
o
f
life
lo
n
g
lear
n
i
n
g
ten
d
en
cies
in
t
er
m
s
o
f
p
r
o
f
ess
io
n
al
s
en
io
r
ity
v
ar
iab
le
an
d
m
o
d
e
o
f
th
eir
wo
r
k
.
I
t
was
o
b
s
er
v
ed
th
at
th
e
tr
ain
er
s
wh
o
d
i
d
n
o
t
r
ec
eiv
e
p
ed
ag
o
d
ical
f
o
r
m
atio
n
h
ad
h
ig
h
er
ten
d
en
cy
in
t
h
e
f
ield
s
o
f
m
o
tiv
atio
n
an
d
p
e
r
s
is
ten
ce
.
I
t w
as f
o
u
n
d
th
at
t
h
er
e
was a
s
ig
n
if
ican
t d
if
f
er
en
ce
i
n
th
e
s
u
b
-
d
im
en
s
io
n
o
f
lack
o
f
r
eg
u
latio
n
o
f
lear
n
in
g
ac
c
o
r
d
in
g
t
o
th
e
e
x
is
tan
ce
o
f
an
y
cu
r
r
icu
lu
m
r
e
lated
t
o
th
ei
r
f
ield
o
f
s
tu
d
y
in
f
a
v
o
u
r
o
f
s
ay
i
n
g
“n
o
”.
Qu
an
titativ
e,
q
u
alitativ
e
an
d
m
ix
ed
s
tu
d
ies
will
b
e
ca
r
r
ied
o
u
t
in
o
r
d
er
to
p
r
o
v
id
e
a
m
o
r
e
in
-
d
e
p
th
an
aly
s
is
in
th
is
is
s
u
e.
Dif
f
er
en
t
v
ar
iab
les
s
u
ch
as
s
o
cial,
cu
lt
u
r
al,
ec
o
n
o
m
ic,
p
o
p
u
latio
n
d
e
n
s
ity
,
g
eo
g
r
ap
h
ical
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
Lif
elo
n
g
lea
r
n
in
g
ten
d
en
cies o
f tra
in
ers
in
a
d
u
lt e
d
u
ca
tio
n
(
Ş
en
er Ş
en
tü
r
k
)
9
co
n
d
itio
n
s
ca
n
b
e
u
s
ed
f
o
r
s
u
b
s
eq
u
en
t
r
esear
ch
es.
Mo
r
e
im
p
o
r
tan
tly
,
life
-
lo
n
g
lear
n
i
n
g
ten
d
ec
ies
ca
n
b
e
in
v
esti
g
ated
th
r
o
u
g
h
d
if
f
er
e
n
t
r
elev
an
t d
ep
e
n
d
en
t
v
ar
iab
les.
RE
F
E
R
E
NC
E
S
[1
]
Uz
u
n
b
o
y
l
u
,
H.
&
Hü
rse
n
,
Ç
.
“
Ya
şa
m
Bo
y
u
Öğ
re
n
m
e
Ye
terlik
Ölç
e
ğ
i:
G
e
ç
e
rli
k
v
e
G
ü
v
e
n
irl
ik
Ça
lı
şm
a
sı,”
Ha
c
e
tep
e
Ün
ive
rs
it
e
si E
ğ
it
im
F
a
k
ü
lt
e
si De
rg
isi
,
v
o
l
.
4
1
,
p
p
.
4
4
9
-
4
6
0
.
[2
]
F
id
a
n
,
N.
v
e
Erd
e
n
,
M
.
Eğ
i
ti
me
Giriş
,
(1
.
Ba
sım
),
Al
k
ım Ya
y
ı
n
e
v
i,
İsta
n
b
u
l
,
1
9
9
8
.
[3
]
G
ü
n
e
ş,
F
.
Y
e
ti
şk
in
Eğ
it
imi
,
Oc
a
k
Ya
y
ın
ları.
A
n
k
a
ra
,
1
9
9
6
.
[4
]
Ko
ç
,
M
.
,
Taş
,
S
.
,
Öz
k
a
n
,
H.H.
v
e
Y
ıl
m
a
z
,
E.
,
T
ü
rk
iye
’d
e
Y
e
ti
şk
in
v
e
Y
a
şa
m
Bo
y
u
E
ğ
it
imi
n
e
Y
ö
n
e
li
k
L
isa
n
s
Pro
g
ra
mı
Ön
e
risi
,
I.
Ulu
sla
ra
ra
sı T
ü
rk
i
y
e
Eğ
it
im Ara
ştırma
ları
Ko
n
g
re
si,
Ça
n
a
k
k
a
le,
2
0
0
9
.
[5
]
Dik
e
r
-
Co
şk
u
n
,
Y.
Ün
ive
rs
it
e
ö
ğ
re
n
c
il
e
rin
in
y
a
şa
m
b
o
y
u
ö
ğ
re
n
me
e
ğ
il
imler
in
i
n
b
a
zı
d
e
ğ
işk
e
n
ler
a
ç
ısın
d
a
n
in
c
e
len
me
si
(Do
k
t
o
ra
tez
i),
Ha
c
e
tt
e
p
e
Ün
iv
e
rsites
i
S
o
sy
a
l
Bi
li
m
ler
En
stit
ü
s
ü
,
A
n
k
a
ra
,
2
0
0
9
.
[6
]
De
m
irel,
M
.
&
Ak
k
o
y
u
n
l
u
,
B.
“
P
re
-
se
rv
ice
tea
c
h
e
rs
'
li
fe
lo
n
g
lea
rn
in
g
ten
d
e
n
c
ie
s
a
n
d
in
f
o
rm
a
ti
o
n
li
tera
c
y
se
lf
-
e
ffica
c
y
p
e
rc
e
p
ti
o
n
s,”
1
0
t
h
I
n
ter
n
a
ti
o
n
a
l
Ed
u
c
a
ti
o
n
a
l
T
e
c
h
n
o
lo
g
y
Co
n
fer
e
n
c
e
,
B
o
ğ
a
z
içi
Ün
i
v
e
rsites
i
,
İsta
n
b
u
l
,
2
0
1
0
.
[7
]
Ok
ç
a
b
o
l,
R
.
Ha
lk
Eğ
it
imi
(Y
e
ti
şk
i
n
Eğ
it
imi)
,
Ed
.
3
,
Ba
sk
ı,
A
n
k
a
ra
,
Üto
p
y
a
Ya
y
ın
e
v
i,
2
0
0
6
.
[8
]
Kn
o
wle
s,
M
.
T
h
e
a
d
u
lt
lea
rn
e
r: A
n
e
g
lec
ted
sp
e
c
ies
,
Ho
u
sto
n
:
G
u
lf
P
u
b
li
sh
i
n
g
,
1
9
7
3
.
[9
]
S
e
lv
i,
K.
“
Tea
c
h
e
rs’ l
ifelo
n
g
lea
r
n
in
g
c
o
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[1
1
]
Ca
n
se
v
e
r,
B.
A.
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Av
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i
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c
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n
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rlen
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m
e
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ter
n
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l
On
li
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o
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rn
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o
.
1
,
p
p
.
2
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2
3
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,
2
0
0
9
.
[1
2
]
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rliğ
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a
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ış
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sa
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k
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0
0
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.
[1
3
]
Bre
iv
ik
,
P
.
S
.
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In
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o
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e
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d
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0
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e
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Qu
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e
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stra
li
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h
tt
p
:
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u
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h
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2
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.
[1
4
]
Ra
sm
u
ss
e
n
,
P
.
“
Li
fe
lo
n
g
lea
rn
in
g
p
o
li
c
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i
n
two
n
a
ti
o
n
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l
c
o
n
te
x
t
s,”
In
ter
n
a
ti
o
n
a
l
J
o
u
rn
a
l
o
f
L
if
e
l
o
n
g
Ed
u
c
a
ti
o
n
,
v
o
l.
3
3
,
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o
.
3
,
p
p
.
3
2
6
-
3
4
2
,
2
0
1
4
.
[1
5
]
Ka
ra
sa
r,
N.
Bi
li
ms
e
l
a
ra
ştırma
,
An
k
a
ra
:
No
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e
l
Ya
y
ın
c
ı
lı
k
,
2
0
0
3
.
[1
6
]
Tan
a
tar,
E.
Alp
a
y
d
ı
n
,
Y
.
“
T
h
e
r
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latio
n
sh
i
p
b
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twe
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n
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h
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'
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s
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n
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li
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lo
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rn
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d
e
n
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,
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T
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S
tu
d
ies
,
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1
4
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o
.
3
,
p
p
.
1
7
7
5
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1
7
9
0
,
2
0
1
9
.
[1
7
]
Arc
a
g
ö
k
,
S
.
v
e
Ş
a
h
in
,
Ç
.
“
Öğ
re
t
m
e
n
lerin
y
a
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m
b
o
y
u
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ğ
re
n
m
e
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e
terlik
leri
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ü
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e
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in
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n
ç
e
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i
d
e
ğ
iş
k
e
n
ler
a
ç
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d
a
n
in
c
e
len
m
e
si,”
Ad
ıya
ma
n
Ün
ive
rs
it
e
si S
o
sy
a
l
Bi
li
mle
r E
n
stit
ü
s
ü
De
rg
isi
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v
o
l
.
1
6
,
p
p
.
3
9
4
-
4
1
7
,
2
0
1
4
.
[1
8
]
Kılı
ç
,
H.,
v
e
T
u
n
c
e
l,
Z
.
A.
“
İlk
ö
ğ
re
ti
m
b
ra
n
ş
ö
ğ
re
tme
n
leri
n
in
b
irey
s
e
l
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n
il
i
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i
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ü
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e
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a
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o
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u
ö
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re
n
m
e
e
ğ
il
imle
ri,
”
In
ter
n
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l
J
o
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u
rr
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n
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,
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.
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o
.
4
,
p
p
.
2
6
-
3
7
,
2
0
1
4
.
[1
9
]
Ay
a
z
,
C.
Öğ
re
tme
n
ler
in
y
a
ş
a
m
b
o
y
u
ö
ğ
re
n
me
e
ğ
il
imler
i
n
in
b
a
zı
d
e
ğ
işk
e
n
ler
a
ç
ısın
d
a
n
in
c
e
len
me
si
,
Yü
k
s
e
k
L
isa
n
s
Tez
i.
Ba
rtı
n
Ün
iv
e
rsites
i
Eğ
it
im
Bil
imle
ri
En
stit
ü
sü
,
Ba
rtı
n
,
2
0
1
6
.
[2
0
]
De
m
irala
y
,
R.
Öğ
re
tme
n
a
d
a
y
l
a
rın
ın
b
il
g
i
v
e
il
e
ti
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tek
n
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i
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a
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a
n
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ry
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ı
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z
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y
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ter
li
k
a
lg
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a
rın
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d
e
ğ
e
rle
n
d
iri
l
me
si
.
Ya
y
ımla
n
m
a
m
ış
Yü
k
se
k
Li
sa
n
s
tez
i,
G
a
z
i
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Eğ
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im
Bi
li
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leri
En
stit
ü
s
ü
,
A
n
k
a
ra
,
2
0
0
8
.
[2
1
]
Erd
o
ğ
a
n
,
D.G
.
Öğ
re
tme
n
a
d
a
y
la
rın
ı
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a
şa
m
b
o
y
u
ö
ğ
re
n
me
e
ğ
il
imler
in
e
e
tki
e
d
e
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f
a
k
tö
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r
.
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n
m
a
m
ış
Do
k
to
ra
tez
i,
Ab
a
n
t
İz
z
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Ba
y
sa
l
Ün
iv
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i,
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ğ
it
im Bil
imle
ri
En
st
it
ü
sü
,
Bo
l
u
,
2
0
1
4
.
[2
2
]
G
e
n
c
e
l,
İ.
E.
“
Öğ
re
tme
n
a
d
a
y
ları
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ın
y
a
şa
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b
o
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u
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ğ
re
n
m
e
y
e
terlik
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e
y
ö
n
e
li
k
a
l
g
ıl
a
rı,
”
Eğ
it
im
v
e
Bi
li
m
De
rg
isi
,
v
o
l.
1
7
0
,
p
p
.
.
2
3
7
-
2
5
2
,
2
0
1
3
.
[2
3
]
G
re
g
g
,
J.P
.
Psy
c
h
o
l
o
g
ica
l
imp
l
ica
ti
o
n
s
a
n
d
p
e
rs
o
n
a
l
p
e
rc
e
p
ti
o
n
s
o
f
li
felo
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lea
r
n
in
g
a
d
u
lt
s
i
n
li
fe
sa
ti
sfa
c
ti
o
n
a
n
d
se
lf
-
e
ste
e
m
.
Un
p
u
b
li
s
h
e
d
d
o
c
t
o
ra
l
d
isse
rtatio
n
,
Way
n
e
Un
i
v
e
rsity
,
USA,
1
9
9
6
.
[2
4
]
İz
c
i,
E.
,
&
Ko
ç
,
S
.
“
Th
e
e
v
a
lu
a
tı
o
n
o
f
th
e
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c
h
e
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c
a
n
d
ıd
a
tes
’
v
ıew
s
o
n
th
e
lı
fe
lo
n
g
lea
rn
ı
n
g
,
”
Ad
ıya
ma
n
Un
ive
rs
it
y
J
o
u
rn
a
l
o
f
In
sti
tu
te
o
f
S
o
c
i
a
l
S
c
ie
n
c
e
s
,
v
o
l
.
5
,
n
o
.
9
,
p
p
.
1
0
1
-
1
1
4
,
2
0
1
2
.
[2
5
]
Ko
z
ik
o
ğ
lu
,
İ.
“
Ün
iv
e
rsite
v
e
m
e
sle
k
y
ü
k
se
k
o
k
u
l
u
ö
ğ
re
n
c
il
e
rin
i
n
y
a
şa
m
b
o
y
u
ö
ğ
re
n
m
e
y
e
terlik
leri
n
in
in
c
e
len
m
e
si,”
J
o
u
rn
a
l
o
f
In
str
u
c
ti
o
n
a
l
T
e
c
h
n
o
lo
g
ies
&
T
e
a
c
h
e
r E
d
u
c
a
t
io
n
,
v
o
l.
3
,
n
o
.
3
,
p
p
.
2
9
-
4
3
,
2
0
1
4
.
[2
6
]
Do
ğ
a
n
,
S
.
,
Ka
v
tele
k
,
C.
“
Ha
y
a
t
b
o
y
u
ö
ğ
re
n
m
e
k
u
r
u
m
y
ö
n
e
ti
c
il
e
rin
in
h
a
y
a
t
b
o
y
u
ö
ğ
re
n
m
e
y
e
il
işk
i
n
a
lg
ıl
a
rı,
”
Ab
a
n
t
İzz
e
t
Ba
y
sa
l
Ün
ive
rs
it
e
si E
ğ
i
ti
m
Fa
k
ü
lt
e
si De
rg
isi
,
v
o
l.
1
5
,
n
o
.
1
,
p
p
.
8
2
-
1
0
4
,
2
0
1
5
.
[2
7
]
Ora
l,
B.
v
e
Ya
z
a
r,
T.
“
In
tern
a
ti
o
n
a
l
p
e
rsp
e
c
ti
v
e
s
o
n
n
e
w
a
sp
e
c
tes
o
f
lea
rn
in
g
in
tea
c
h
e
r
e
d
u
c
a
ti
o
n
,
”
IPA
L
T
E
2
0
1
3
.
2
-
4
Ekim
2
0
1
3
,
Dic
le Ün
i
v
e
rsites
i,
Diy
a
rb
a
k
ır,
2
0
1
3
.
[2
8
]
Tu
n
c
a
,
N.,
Ş
a
h
i
n
,
S
.
A.
v
e
Ay
d
ı
n
,
Ö.
“
Öğ
re
tme
n
a
d
a
y
ların
ı
n
y
a
şa
m
b
o
y
u
ö
ğ
re
n
m
e
e
ğ
il
imle
ri,
”
M
e
rs
in
Ün
ive
rs
it
e
si
Eğ
it
im
F
a
k
ü
lt
e
si De
rg
isi
,
v
o
l.
1
1
,
n
o
.
2
,
p
p
.
4
3
2
-
4
4
6
,
2
0
1
5
.
[2
9
]
Yılma
z
,
M
.
“
Li
fe
lo
n
g
Lea
rn
i
n
g
T
e
n
d
e
n
c
ies
o
f
P
ro
s
p
e
c
ti
v
e
Tea
c
h
e
rs
Re
c
e
iv
in
g
P
e
d
a
g
o
g
ica
l
F
o
rm
a
ti
o
n
Ed
u
c
a
ti
o
n
,
”
Un
ive
rs
a
l
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.
6
,
n
o
.
8
,
p
p
.
1
6
8
4
-
1
6
9
1
,
2
0
1
8
.
[3
0
]
Ya
m
a
n
,
F
.
v
e
Ya
z
a
r,
T.
“
Öğ
re
tme
n
lerin
y
a
şa
m
b
o
y
u
ö
ğ
re
n
m
e
e
ğ
il
imle
rin
i
n
in
c
e
len
m
e
si
(Diy
a
rb
a
k
ır
il
i
ö
rn
e
ğ
i),
”
Ka
sta
mo
n
u
Eğ
i
ti
m De
rg
isi
,
v
o
l
.
2
3
,
n
o
.
4
,
p
p
.
1
5
5
3
-
1
5
6
6
,
2
0
1
5
.
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