In
te
r
n
ation
a
l Jou
rn
al
o
f E
v
al
u
a
t
i
on
a
n
d
R
e
se
arc
h
in
Ed
u
c
ation
(
IJERE
)
V
o
l.
8
, N
o. 1, Mar
c
h
201
9,
pp.
138~
1
4
4
ISSN
: 2252-
88
22,
D
O
I
:
10.11
59
1
/ijer
e
.
v8i
1.
165
57
138
Jou
rn
a
l
h
o
me
pa
ge
:
ht
tp:
//i
a
e
score
.
com
/
j
o
u
r
na
l
s
/
i
n
d
e
x
.
p
hp/IJ
ERE
The effect of psycho
l
ogical f
actors on Syrian refugees’
participation in lifelong e
ducation
Me
h
m
e
t
Fat
i
h
Karac
ab
e
y
1
, K
iv
a
n
c Bo
zk
us
2
1
De
pa
rtme
n
t
o
f Ed
uc
a
t
io
na
l
Sc
ie
n
ces,
Harran
Univers
ity, T
u
rk
ey
2
D
e
part
men
t
o
f E
ducat
io
nal
S
c
ien
ces, Artv
i
n
C
o
r
u
h Univers
ity
, T
u
rkey
Art
i
cl
e In
fo
ABSTRACT
A
r
tic
le hist
o
r
y
:
R
e
c
e
i
v
e
d
No
v
1
8
,
2
018
Re
vise
d N
ov
20,
201
8
Ac
ce
p
t
ed
J
an
26
,
2
0
19
Th
e
p
u
rp
os
e
o
f
t
his
research
w
a
s
t
o
det
e
rmine
the
ef
fect
o
f
psy
cho
l
o
g
ical
f
acto
r
s
o
n
S
yrian
ref
u
g
ees’
particip
atio
n
in
l
if
elo
n
g
edu
cati
o
n
.
Th
e
ex
p
o
s
t
f
acto
co
-relat
i
o
n
al
caus
a
l
d
e
s
i
g
n
w
as
e
mplo
yed
i
n
t
h
i
s
research
.
A
qu
est
i
on
na
i
r
e
f
o
rm
c
on
sis
t
ed
o
f
fou
r
s
cal
es
w
as
u
s
e
d
t
o
c
ollect
d
ata
f
r
om
2
97
ref
u
g
ees
p
arti
cipated
i
n
l
if
elon
g
edu
cati
o
n
.
T
he
s
t
r
uct
u
ral
equ
ati
o
n
m
o
deli
ng
anal
ys
is
r
ev
ealed
t
hat
p
s
y
c
ho
logical
f
ac
t
o
rs
a
ffe
ct
p
arti
cip
a
ti
on
i
n
l
if
elo
ng
edu
cati
on
and
l
earn
i
n
g
a
pp
ro
ac
hes
p
l
ayed
t
he
b
ig
ges
t
r
o
l
e
in
t
h
i
s
e
ff
ect
.
It
was
claim
e
d
t
h
a
t
l
earn
i
ng
a
p
p
ro
ach
i
s
a
s
t
ro
ng
p
red
i
cto
r
o
f
par
ticipat
i
o
n
in
lif
e
l
o
ng
ed
ucati
o
n
.
T
h
e
e
ff
ect
o
f
locu
s
of
c
o
n
t
r
ol
o
n
part
icip
a
ti
on
i
n
l
i
f
e
lo
ng
edu
cati
on
was
med
i
u
m
w
hil
e
t
he
e
f
f
ects
of
s
elf
-
e
fficacy
a
nd
s
el
f
-
w
o
rth
w
e
re
weak
.
Recom
m
e
nd
a
t
io
ns
t
o
e
d
ucati
o
n
p
r
ov
iders,
d
eci
si
on
-m
ak
ers
a
nd
research
ers
to
a
l
i
g
n
both
f
o
rm
al
a
n
d
lif
elo
n
g
ed
ucat
ion
curri
cu
la
w
i
t
h
the
resu
lts w
ere g
i
ven.
K
eyw
ord
s
:
Effect
Li
f
e
lo
ng
edu
c
a
t
i
on
P
s
ycho
l
o
gica
l
fac
t
or
s
S
t
ruc
t
ur
al e
qua
tio
n
mode
li
n
g
Co
pyri
gh
t © 2
019 In
stit
u
t
e
of Advanced
En
gi
neeri
n
g
an
d
S
c
ien
ce.
All
rights
res
e
rv
ed.
Corres
pon
d
i
n
g
Au
th
or:
Me
hm
et F
atih
K
ar
aca
bey,
D
e
pa
rtme
nt
o
f
Educ
at
i
on S
c
ie
nce
s
,
H
a
rr
a
n
U
n
i
v
e
rs
it
y
,
H
a
r
r
an Ü
niv
e
r
s
i
t
e
s
i
E
ğ
i
tim
F
akü
l
t
e
si
O
smanbe
y Y
e
rleşkes
i
,
633
0
0
, Ş
anlıurf
a
,
Turkey.
Em
ail:
mfkara
cabe
y
@
h
arra
n.e
du.tr
1.
I
N
TR
OD
U
C
TI
O
N
K
now
le
dge
o
f
w
hy
peo
p
l
e
par
tic
ipa
t
e
i
n
l
i
f
e
l
on
g
ed
uca
t
i
o
n
is
v
i
ta
l
i
n
for
m
a
t
i
on
for
educa
tio
n
pro
v
i
d
ers
an
d
deci
si
o
n
-m
aker
s.
B
ec
ause
a
d
u
l
t
s
pa
r
t
i
c
i
p
a
t
e
i
n
l
i
fe
l
o
ng
e
d
ucat
i
on
vo
l
u
n
t
aril
y,
k
n
o
w
i
ng
w
hat
dri
v
es
t
hem
to
p
a
r
t
i
c
i
pa
te
c
a
n
h
el
p
e
d
ucat
i
o
n
pro
v
i
ders
a
nd
d
ec
isi
on-m
a
ke
rs
b
e
t
ter
se
rv
e
li
felo
ng
e
du
c
a
ti
on
p
a
rti
c
ip
at
o
r
s.
I
f
t
h
e
f
a
c
t
o
r
s
th
a
t
a
ffe
ct
p
a
r
ti
c
i
p
a
ti
on
d
eci
si
o
ns
a
r
e
k
n
o
w
n
t
hen
t
h
e
cu
rr
i
c
ul
um
o
f
fo
rm
al
educ
a
t
i
o
n
c
o
u
l
d
be
d
e
v
e
l
o
p
e
d
t
o
ma
ke
s
t
ude
nt
s
ha
ve
t
he
c
h
a
ra
cte
ri
sti
c
s
t
o
e
n
a
bl
e
t
h
e
m
t
o
c
o
nti
n
u
e
t
o
l
i
f
el
ong
educ
a
t
i
o
n
after
gradua
tio
n.
A
ls
o
,
t
he
c
urr
i
c
u
lum
of
life
l
o
ng
e
d
uca
t
i
o
n
a
c
ti
v
i
t
i
es
c
ou
ld
b
e
be
t
t
e
r
d
e
s
i
g
ned
to
me
et the
nee
ds
o
f
t
h
ose
w
ho a
r
e
l
i
ke
l
y
t
o
part
ici
p
a
t
e
.
S
i
n
c
e
l
i
f
e
l
ong
e
d
u
c
at
ion
i
s
n
ot
c
o
m
pul
s
o
r
y
,
th
e
cho
i
c
e
o
f
p
a
rt
i
c
i
p
a
t
i
on
i
n
i
t
l
a
r
gel
y
d
ep
e
n
d
s
o
n
in
div
i
dua
l
nee
d
s.
C
om
m
uni
c
a
ti
on,
s
oc
ial
c
o
ntac
t
,
e
d
u
ca
t
i
o
n
a
l
p
r
epara
t
ion
,
p
rofe
ss
io
na
l
adva
n
c
em
en
t,
f
am
i
l
y
to
ge
ther
ness,
s
ocia
l
s
t
i
m
ula
t
i
o
n,
a
n
d
c
og
n
i
t
i
ve
i
nter
es
t
w
e
re
d
e
t
ermi
n
e
d
a
s
t
h
e
i
ndi
vi
du
a
l
n
e
e
d
s
a
ff
e
c
ti
ng
part
ici
p
a
t
i
o
n
i
n
l
i
f
e
l
o
n
g
e
d
u
c
atio
n
[1].
R
e
s
ear
ch
r
evea
l
e
d
t
h
at
e
d
u
c
a
t
iona
l
at
ta
inme
nt
t
o
be
“
t
h
e
m
o
st
impor
ta
nt
s
i
n
g
l
e
fa
c
t
or
p
re
d
i
c
tin
g
pa
rti
c
ipa
tio
n
in
a
d
u
l
t
e
duc
a
t
i
o
n
a
n
d
t
r
a
in
in
g
”
[
2].
Bes
i
de
s
t
h
ese
ne
ed
s,
psy
c
h
o
l
og
ic
al
a
nd
s
oc
i
a
l
fac
t
ors
m
a
y
inf
l
ue
nce
pa
rt
i
c
i
p
a
t
ion
[3
]
-
[
6
]
.
T
h
e
a
u
t
h
o
r
i
n
[
7
]
a
s
s
e
r
t
s
t
h
a
t
“
a
d
u
l
t
s
have
a
d
e
e
p
p
syc
h
o
l
og
i
c
a
l
n
ee
d
t
o
b
e
ge
n
e
ra
l
l
y
sel
f
-
d
i
r
ecti
n
g”
(
p
.
43).
P
a
rtici
p
at
i
on
i
s
r
ela
t
ed
t
o
a
d
u
lts’
rea
d
i
n
ess t
o
le
a
r
n a
nd i
n
d
i
vi
d
u
al c
o
n
sc
i
ousn
e
ss
[
8].
T
h
i
s
r
e
s
e
a
r
c
h
t
r
i
e
s
t
o
d
e
t
e
r
m
i
n
e
t
h
e
e
f
f
e
c
t
o
f
p
s
y
c
h
o
l
o
g
i
c
a
l
f
a
ct
ors
on
S
y
ri
an
r
efu
g
ees’
p
a
rti
c
ipa
t
io
n
in
life
l
on
g
e
d
ucat
i
on.
S
inc
e
the
r
e
fu
ge
es
e
sca
p
e
d
f
r
o
m
the
c
i
vi
l
war
in
S
y
r
i
a
,
th
e
i
r
p
s
yc
hol
ogy
m
ig
ht
b
e
deva
sta
t
e
d
.
M
o
st
o
f
the
m
t
o
o
k
she
lter
in
T
urkey,
s
o
t
h
ere
are
m
any
re
fuge
e
s
a
c
c
e
s
si
ble
b
y
t
he
a
uth
o
rs
o
f
th
is
rese
arc
h
.
Life
l
ong
e
d
uca
t
i
o
n
a
c
ti
vi
ties
a
r
e
pr
ov
i
d
e
d
t
o
thes
e
r
efu
g
e
e
s
b
y
t
he
T
urk
i
sh
gove
rnm
e
n
t
.
K
now
i
n
g
Evaluation Warning : The document was created with Spire.PDF for Python.
Int J
Eval & R
es E
d
u
c
.
IS
S
N
:
2252-
88
22
T
h
e effec
t
of
ps
ycho
l
og
ic
a
l
fac
t
o
r
s on
Sy
ri
a
n
re
fuge
es’ part
i
c
ip
a
t
i
o
n
…
(
M
ehm
e
t
Fa
tih Ka
rac
abe
y)
13
9
w
ho
par
tic
i
p
at
es
m
ay
a
ll
ow
p
o
l
icym
ak
er
s
t
o
m
a
k
e
t
h
e
ac
t
i
v
itie
s
be
tter
su
ita
b
l
e
t
o
t
he
n
e
e
ds
o
f
th
os
e
w
h
o
p
a
rti
c
ip
at
e
.
S
e
l
f
-
e
f
fi
ca
cy
,
sel
f
-wo
r
t
h
,
l
e
a
r
n
i
ng
a
pp
ro
ac
h
an
d
l
o
c
u
s
o
f
co
nt
ro
l
are
t
h
e
se
l
ect
e
d
v
a
r
i
a
b
l
e
s
f
o
r
t
hi
s
rese
arc
h
.
Thes
e
wer
e
se
l
ecte
d
bec
ause the
y
we
re li
nke
d
t
h
eore
t
i
ca
lly
to
t
h
e
p
a
r
ti
ci
p
a
ti
on
i
n
l
i
f
e
l
ong
e
du
c
a
ti
o
n
and
t
h
eir
da
ta
c
o
l
lec
tio
n
t
o
ols
w
e
r
e
r
e
a
di
l
y
a
vai
l
a
b
l
e
i
n
t
h
e
A
ra
bic
lan
gua
ge.
The
pa
pe
r
goes
on
d
e
fi
n
i
n
g
t
h
ese
fo
u
r
v
a
r
iab
l
e
s
a
nd
e
xp
la
i
n
in
g
t
h
e
me
th
o
d
o
l
og
y
of
t
hi
s
re
s
ea
rch
.
T
hen
t
h
e
fi
ndi
ng
s
are
p
r
e
s
e
n
t
e
d
al
ong
w
ith
t
he
ir
d
isc
u
ss
ion.
F
i
n
a
l
l
y
,
some
r
ecom
m
e
ndat
i
o
n
s
a
r
e
g
iv
en
to
e
d
u
ca
ti
on
p
r
ovi
d
e
r
s
,
de
cis
i
on-
ma
kers
a
n
d
re
se
arc
h
ers.
1.1.
Sel
f
-efficacy
I
ndiv
i
dua
ls
c
h
oos
e
ta
sks
t
h
a
t
t
he
y
c
a
n
ha
ndle
.
T
he
ir
d
ec
is
io
ns
to
c
ho
ose
a
task
s
u
ita
ble
t
o
t
heir
abi
l
i
t
i
es
a
r
e
b
a
s
ed
o
n
a
be
lie
f
i
n
t
he
ir
c
a
p
a
c
i
t
y
t
o
o
v
erc
o
me
t
he
t
as
k.
T
h
i
s
bel
i
e
f
i
n
one
’s
b
ei
n
g
e
ffic
ac
io
us
i
n
a
c
h
o
s
e
n
t
a
s
k
i
s
d
e
f
i
n
e
d
a
s
s
e
l
f
-
e
f
f
i
c
a
c
y
b
y
t
h
e
a
u
t
h
o
r
i
n
[
9
]
.
I
t
is
a
p
er
ce
p
t
i
o
n
de
vel
o
ped
from
g
ai
n
i
n
g
s
k
i
l
l
s
and
e
x
per
i
e
n
ce
g
ra
dua
l
l
y
[10
]
.
Thus,
succ
e
ss
i
n
cr
ease
s
s
e
l
f-
eff
i
c
a
c
y
wh
i
l
e
fa
i
l
ure
dec
r
ea
se
s
i
t
.
Th
is
m
akes
self
-efficacy
a
n
i
m
portant
factor
t
ha
t
a
ffe
c
t
s hum
an beh
av
i
o
r a
nd in
i
t
i
a
ti
v
e
.
Bec
a
use pe
o
p
le beh
ave
a
c
c
o
r
d
in
g
to
t
he
ir
p
e
r
ce
pti
on
o
f
s
e
l
f-e
f
fica
cy
i
nste
ad
o
f
h
o
w
k
now
l
e
d
g
eab
le
a
nd
s
k
i
l
l
f
u
l
t
h
e
y
a
c
t
ua
ll
y
ar
e
[9].
If
in
div
i
dua
ls a
nt
ici
p
a
t
e
fa
il
ure
they
l
ose
i
n
i
t
ia
t
i
ve a
n
d
te
nd
t
o
a
voi
d tas
k
s l
i
k
e
l
ife
l
on
g
ed
uc
a
tio
n
[1
1].
1.2.
C
o
n
t
i
n
gen
c
ies of
self-
worth
P
e
ople
su
b
j
e
c
t
i
v
el
y
e
v
a
l
ua
te
t
heir
o
w
n
w
or
ths
a
n
d
ma
ke
j
u
d
g
m
en
t
s
toward
t
h
e
ir
s
e
l
v
e
s
e
xpressed
as
bel
i
e
f
s
l
i
ke
“
I
am
w
or
t
hy/w
o
rth
l
ess”.
These
ju
dgm
en
ts
a
re
b
ased
on
suc
c
e
ss
a
nd
fa
i
l
ure
s
i
n
d
o
m
a
i
n
s
n
a
m
e
d
ot
hers’
appro
v
a
l
,
p
h
y
s
i
cal
a
p
p
ea
ranc
e,
d
efe
a
ti
n
g
o
ther
s
i
n
c
omp
e
tit
i
on,
a
ca
dem
i
c
c
o
m
p
e
t
e
n
ce,
f
am
i
l
y
love
,
vir
t
ue,
a
n
d
fa
i
t
h.
C
o
n
ti
ng
enc
i
e
s
o
f
se
lf-w
orth
i
nflu
e
n
c
e
“
the
s
it
ua
ti
o
n
s
pe
op
l
e
s
e
l
ec
t
f
o
r
them
se
lve
s
,
t
h
eir
e
ffo
rt
s
in
t
ho
se
s
it
uat
i
o
n
s
,
an
d
th
ei
r
re
ac
t
i
o
n
s
to
s
u
c
ce
sse
s
a
n
d
f
a
i
l
u
r
e
s
i
n
t
h
o
s
e
s
i
t
u
a
t
i
o
n
s
”
[
1
2
]
.
T
h
u
s
,
in
div
i
dua
ls m
ay
t
e
n
d t
o
a
voi
d
sit
u
at
i
ons
l
ike
li
fe
lo
n
g
e
du
c
a
t
io
n i
f
the
y ha
v
e
nega
t
i
v
e
j
udg
m
e
nts of se
l
f-
w
o
rth.
1.3.
L
e
a
r
ni
ng
a
pp
r
o
a
c
h
Ad
ul
t
l
e
arn
e
rs
a
re
s
el
f
-
d
i
rect
ed
l
ea
rn
ers
who a
r
e
mo
t
i
v
a
t
e
d
e
i
t
h
e
r
i
n
tr
in
s
i
c
a
l
l
y
o
r
e
x
tr
i
n
s
i
c
a
ll
y
.
T
h
o
s
e
w
ho
lear
n
t
o
p
a
ss
e
x
am
s
try
t
o
a
c
q
u
i
re
o
nly
ba
sic
k
n
o
w
l
e
d
ge
t
ha
t
m
a
y
ap
pe
ar
o
n
e
x
am
s.
T
heir
e
xter
na
l
moti
va
t
i
o
n
for
pass
i
n
g
e
xa
ms dri
ves t
h
em
to
exh
i
bit sur
f
ac
e
l
e
a
rn
in
g [
1
3]. O
n t
h
e o
t
he
r ha
nd, th
o
se w
h
o
le
arn
to
s
at
i
s
fy
t
he
ir
p
ersona
l
gr
ow
t
h
t
ry
t
o
gr
asp
un
derl
yi
n
g
m
e
c
ha
n
ism
s
,
ca
usal
i
t
y,
a
n
d
p
r
i
nc
i
p
le
s
b
e
si
des
ac
quir
i
n
g
o
n
l
y
basic
k
now
l
e
dge.
Th
us,
t
h
e
y
e
x
h
i
bi
t
d
e
e
p
l
ear
nin
g
w
i
t
h
t
he
i
ntri
ns
ic
m
oti
v
a
t
i
o
n
o
f
s
e
l
f-
sat
i
sfac
t
i
o
n
[
1
3
],
a
nd
t
he
se
i
nd
i
v
id
ua
ls
m
ay
b
e
m
o
re
l
i
k
e
l
y
to
pa
rt
i
c
i
p
a
t
e
in
l
i
f
el
o
ng
e
d
uc
a
t
io
n
ac
ti
v
i
t
i
e
s
f
or
their personal
g
row
t
h.
1.4.
Loc
u
s of
c
o
n
tr
ol
S
o
me
p
eop
l
e
b
e
lie
ve
t
hat
t
h
e
y
h
a
v
e
c
o
nt
r
o
l
over
t
h
e
i
r
ow
n
li
fe
,
s
o
the
ou
tc
ome
s
o
f
t
h
eir
a
c
t
i
ons
a
re
resul
t
s
o
f
t
heir
a
bili
t
i
e
s
,
be
h
a
vi
o
r
s,
a
nd
c
h
o
i
ces.
In
c
ontra
s
t
,
some
p
eo
ple
be
lie
ve
t
hat
th
eir
li
fe
i
s
c
ontr
o
l
l
e
d
by
ou
ts
i
d
e
for
c
e
s
,
fate
o
r
ot
her
peo
p
l
e,
s
o
the
y
p
raise
or
b
lam
e
t
h
e
s
e
exter
n
a
l
f
a
c
t
o
rs
f
or
t
h
e
o
u
t
c
o
m
e
s
of
eve
n
ts
i
n
t
h
e
i
r
li
ves.
L
ocus
m
e
a
ns
l
oca
tio
n
i
n
L
at
i
n
.
In
t
he
f
i
rs
t
si
tu
at
ion,
p
e
o
p
l
e
ha
v
e
a
n
in
t
e
rna
l
l
oc
u
s
o
f
con
t
ro
l
t
h
a
t
m
ake
s
r
esp
o
n
sib
l
e
t
h
e
i
r
i
n
tern
a
l
f
ac
t
o
rs
f
or
t
h
e
r
esul
t
s
o
f
e
v
e
n
t
s
,
and
i
n
t
h
e
s
e
c
o
nd
s
itua
t
i
o
n,
peo
p
l
e
ha
ve
a
n
ex
te
rna
l
l
oc
us
o
f
co
ntr
o
l
a
ssumi
ng
t
h
a
t
r
e
s
ults
derive
from
externa
l
f
actors
[
14].
L
ocus
o
f
con
t
ro
l
p
l
ay
s
a
r
o
l
e
i
n
a
d
ult
e
duca
t
io
n
a
ttri
t
i
o
n
[
11].
I
ndi
v
i
d
ua
ls
w
it
h
a
s
t
ro
ng
i
n
t
erna
l
l
o
c
u
s
o
f
c
o
n
tr
ol
a
r
e
like
l
y
t
o
re
m
a
i
n
in l
ifel
o
ng ed
uc
at
i
o
n
ac
t
i
v
iti
e
s
.
2.
RESEARCH
M
ETH
O
D
The
ex
p
ost
fa
c
t
o
c
o
-re
l
a
tio
n
a
l
ca
usa
l
d
e
s
ig
n
w
a
s
em
plo
y
e
d
i
n
t
h
i
s
r
e
sea
r
ch
[
1
5
].
S
ince
t
he
r
esea
rch
varia
b
l
e
s
a
l
rea
dy
e
x
i
s
t
i
n
n
a
t
ur
e
and
t
h
ey
c
a
n
n
o
t
b
e
m
a
n
i
pu
la
te
d,
e
x
p
eri
m
entat
i
o
n
i
s
n
ot
poss
i
b
l
e
,
s
o
th
i
s
des
i
g
n
is be
tt
er
sui
t
e
d t
o
re
v
ea
l
t
h
e
c
a
u
s
al
i
t
y
l
i
n
k
a
m
ong
th
e
va
ria
b
les [
1
6].
The
po
p
u
la
t
i
o
n
c
o
n
s
i
sts
of
1
3
7
5
S
yria
n
r
e
fu
ge
es
s
he
lte
r
e
d
i
n
Ş
a
nl
ı
u
rfa
pro
v
i
nce
i
n
T
urke
y
a
n
d
part
ici
p
a
t
i
n
g
in
l
ife
l
on
g
ed
uca
tio
n
c
o
ur
se
s
pr
ov
ide
d
by
t
h
e
Tur
k
i
s
h
g
o
v
er
nm
ent.
U
sin
g
t
he
r
a
n
dom
s
a
m
plin
g
tech
n
i
q
u
e
3
50
of
t
he
p
a
r
ti
c
i
p
a
t
o
r
s
w
a
s
s
e
l
e
c
te
d
as
t
he
s
a
m
ple
o
f
th
i
s
r
ese
a
r
c
h
.
W
h
en
r
et
u
r
n
i
ng
f
o
r
ms
w
ere
proce
s
se
d
t
o
e
lim
ina
t
e
w
r
o
ng-fi
lle
d
o
n
es,
29
7
pe
op
le
c
ons
t
itu
te
d
t
h
e
sam
p
le.
A
s
s
ee
n
in
T
ab
le
1
,
10
7
part
ici
p
a
n
t
s
w
e
r
e
m
a
le
w
hile
1
7
7
w
e
r
e
fem
a
le.
Sinc
e
the
pa
rti
c
i
pa
nt
s
are
vulnera
bl
e
ref
ugees,
eth
i
c
a
l
prec
au
ti
o
n
s
w
e
re
m
a
d
e.
T
he
p
a
r
t
i
c
i
pa
t
i
o
n
i
n
t
h
e
r
e
sea
r
ch
w
a
s
b
a
sed
on
vo
l
u
n
t
eer
i
s
m
.
T
he
c
r
e
de
nt
ia
l
s
o
f
th
e
part
ici
p
a
n
t
s
w
er
e
kep
t
a
s
pri
v
ate
.
T
he
p
a
r
t
i
c
i
pan
t
s
w
e
re
a
c
k
now
ledge
d
o
f
their
rights.
It
w
as
guar
a
ntee
d
tha
t
the r
e
sp
on
ses w
o
u
l
d n
o
t
a
ffe
ct the
e
d
u
ca
tio
n,
w
ork, or
any
ot
he
r aspects of lif
e
in
a
ny w
ay.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SSN: 2252-
8822
Int.
J
.
Ev
al. & R
es. Educ.
Vol.
8, No. 1, March
2
019
:
138
-
1
44
14
0
Tab
l
e
1.
E
xplo
r
a
t
ory sta
t
istics
of the
r
ese
a
rc
h par
t
ic
i
p
a
n
t
s
Va
r
i
a
b
l
e
G
roups
F
re
que
n
c
y
Pe
r
c
e
n
t
a
g
e
(
%)
Ge
nd
e
r
Ma
le
107
3
6
Fe
m
a
l
e
177
6
2
N
o
t s
p
e
c
if
i
e
d
1
3
4
Age
18-21
1
6
5.
4
22-25
3
2
10.
8
26-29
7
3
24.
6
30-33
4
9
16.
5
34-37
3
8
12.
8
38-70
5
4
18.
2
Not
spec
if
ie
d
35
11.
8
Working
Sta
t
us
Ye
s
246
8
3
No
2
4
8
Not
spec
if
ie
d
27
9
E
duca
tion
Le
ve
l
M
i
ddle
S
c
hool
203
6
8
Hi
gh
Sc
hool
5
0
17
Uni
v
e
r
sity
2
6
9
Not
spec
if
ie
d
18
6
A
ques
t
i
o
nna
ir
e
form
c
on
s
i
s
t
ing
of
f
o
u
r
sca
l
es
w
as
u
se
d
t
o
c
ol
l
e
c
t
d
a
t
a
f
r
o
m
t
h
e
s
a
m
p
l
e
.
T
h
e
f
o
r
m
inc
l
ude
d
ins
t
ruc
t
i
o
n
s
o
n
h
o
w
to
a
nsw
e
r
t
o
t
he
se
s
cale
s
a
nd
de
mo
gra
p
h
i
c
q
u
es
tio
ns
a
bo
ut
g
en
der
,
a
ge
,
w
o
rki
n
g stat
us,
a
nd e
duca
t
i
on
leve
l.
2.1.
Se
l
f
-efficacy
s
cale
To
m
ea
sure the
s
e
l
f-ef
f
icac
y pe
rce
p
ti
o
n
s
o
f
the part
i
ci
pa
nt
s
th
e
General
Sel
f-Effic
acy Sc
a
le de
v
el
o
p
e
d
by a
u
th
ors in
[
17] w
as use
d. It
ass
e
ss
es t
h
e
pe
r
ce
i
v
ed
s
el
f-e
ff
icac
y of a
du
l
t
s by pr
edic
t
i
ng
ada
pta
t
i
o
n a
f
t
e
r li
fe
cha
nge
s or st
r
e
ssfu
l
li
f
e e
v
en
t
s
. It ha
s 1
0
i
te
m
s
ba
s
e
d
on a 4-
p
o
in
t Li
ke
rt sca
l
e
a
nd ra
n
g
i
ng
from
“
1
=
not a
t a
l
l
true”
to
“
4=
e
xac
t
l
y
t
rue
.
”
A
n
e
xa
mple
i
t
e
m
re
ads
li
ke
t
h
i
s
:
“
I
t
i
s
e
asy
for
me
t
o
stick
t
o
m
y
a
i
m
s
a
nd
ac
com
p
lis
h
m
y
goa
ls.
”
H
ig
h
e
r
score
s
m
ean
b
e
t
ter
ada
p
ta
tio
n
a
f
te
r
s
t
ressful
life
e
v
en
ts.
T
h
e
sc
ale
is
un
idim
en
si
o
n
a
l
m
e
a
ni
ng
t
h
a
t
it
has
n
o
s
u
b
fa
c
t
ors.
N
one
o
f
t
h
e
i
tem
s
r
equire
r
eco
di
n
g
.
The
reli
abi
l
ity
c
o
eff
i
ci
ent
was
c
a
l
cu
l
a
t
e
d
a
s
α
=0
.8
2
by
u
sin
g
d
at
a
c
o
l
l
e
c
t
ed
i
n
t
h
i
s
rese
a
r
c
h
.
To
v
ali
d
at
e
i
t
s
uni
di
men
s
i
onal
st
r
u
c
t
ure,
a
c
onf
i
r
ma
t
o
r
y
f
ac
tor
a
n
al
ys
i
s
(
C
F
A
)
b
ased
o
n
m
a
ximu
m
l
i
k
e
l
i
hoo
d
e
s
ti
ma
t
i
o
n
wa
s
don
e
by
u
si
ng
data
c
o
l
l
e
ct
ed
i
n
t
h
is
r
ese
a
rc
h.
C
F
A
r
esul
ts
i
nd
ic
a
t
ed
a
g
o
od
f
it
(
χ
2
/
d
f
2.60,
G
F
I
=
0
.
9
4,
C
F
I
=
0
.
92,
I
F
I
=
0
.92
)
ac
cord
in
g t
o
[1
8
].
2.2.
Sel
f
-w
o
r
t
h
s
ca
le
The
se
lf-
w
ort
h
p
e
r
ce
pti
o
ns
o
f
the
pa
rt
i
c
i
p
a
n
t
s
w
e
r
e
assesse
d
t
h
ro
ug
h
th
e
Con
t
inge
ncie
s
of
S
e
l
f-Wor
t
h
S
c
ale
de
ve
lo
pe
d
by
a
u
t
hors
in
[
1
9
].
I
t
asses
s
es
h
ow
p
eo
p
l
e
are
l
i
k
e
l
y
t
o
sta
t
e
t
h
e
i
r
se
lf-
w
orth
a
cc
or
di
ng
t
o
seve
n
dom
ai
ns
o
f
se
lf-w
ort
h
.
I
t
h
a
s
3
5
i
t
e
m
s
ba
se
d
o
n
a
7
-
poin
t
L
ik
e
r
t
sc
al
e
an
d
ra
ng
in
g
f
r
o
m
“
1=
s
t
r
o
ngl
y
di
sa
gree
”
to
“
7
=
s
tro
n
g
l
y
a
g
r
ee.
”
A
n
e
xa
mple
ite
m
rea
d
s
l
i
ke
t
h
is
:
“
M
y
se
l
f-w
ort
h
i
s
n
o
t
i
n
fl
uen
c
e
d
b
y
t
h
e
qua
l
ity
o
f
m
y
r
elat
io
ns
hips
w
it
h
m
y
f
am
il
y
m
e
m
b
er
s.”
The
sc
ale
has
7
su
bfac
tor
s
n
a
m
e
d
f
am
ily
s
up
p
o
rt,
com
p
et
i
tio
n,
a
ppea
r
a
n
c
e
,
G
od’s
l
ove,
ac
ade
m
ic
c
ompe
t
e
n
ce,
v
irt
u
e,
a
nd
a
ppr
ova
l
fr
om
o
the
r
s.
S
eve
n
o
f
t
h
e
it
e
m
s
re
q
u
ire
r
ecod
i
ng.
T
he
r
e
l
ia
bi
li
ty
c
oe
fficie
n
t
w
a
s
calc
u
l
a
t
e
d
a
s
α
=0.
74
by
u
s
i
n
g
d
a
t
a
c
o
l
le
c
t
e
d
i
n
t
h
i
s
research.
C
F
A
r
e
sults indica
t
e
d
a
good fit (
χ
2/df
2.
6
5, GFI=0.9
2,
CF
I
=0.9
2
,
IF
I
=0.91)
a
c
c
ord
i
n
g
t
o [1
8].
2.3.
L
e
a
r
ni
ng
a
pp
r
o
a
c
h
s
c
a
l
e
Pa
rti
c
i
p
an
ts’
a
ppr
oac
h
es
t
o
lear
n
i
n
g
w
er
e
de
ter
m
ined
by
the
r
e
v
i
s
ed
t
wo
-f
a
c
t
o
r
St
u
d
y
Pr
o
c
es
s
Q
u
est
i
onna
ire
w
h
ic
h
w
a
s
de
v
e
lo
pe
d
by
a
uth
o
rs
i
n
[20]
.
It
a
sse
s
s
es
how
d
e
e
p
p
e
o
p
l
e
a
ppr
oach
l
e
a
r
n
in
g.
I
t
ha
s
20
i
tem
s
base
d
o
n a
5-
poi
nt
L
iker
t
sca
l
e
a
nd ra
ngin
g
from
“
1
=
n
e
v
er
”
t
o
“
5 =
alwa
ys” A
n
e
xam
p
l
e
it
e
m
r
eads
like
th
i
s
:
“
M
y
aim
is
t
o
pa
ss
the
c
o
urse
w
hi
le
d
o
i
n
g
a
s
li
tt
l
e
w
o
r
k
a
s
p
o
s
s
i
b
l
e
.
”
T
h
e
s
c
a
l
e
h
a
s
2
s
u
b
f
a
c
t
o
r
s
nam
e
d
de
ep
l
e
a
r
ni
n
g
a
p
p
roa
c
h
a
nd
s
urface
l
ear
n
i
ng
a
p
p
roac
h.
N
o
i
t
e
m
s
r
e
q
u
i
r
e
r
e
c
o
d
i
n
g
.
T
h
e
r
e
l
i
a
b
i
l
i
t
y
c
o
eff
i
ci
ent
wa
s
c
a
l
cul
a
t
e
d
as
α
=
0
.79
b
y
u
s
ing
d
a
t
a
c
ol
l
ect
ed
i
n
t
h
i
s
re
se
ar
c
h
.
CF
A
resul
t
s
i
nd
i
c
a
t
ed
a
g
oo
d
fit
(χ2/
df
1
.8
1,
GF
I
=
0
.
91,
C
F
I
=0.88,
I
F
I
=
0
.
8
8) a
cc
o
r
ding
t
o
[
18].
2.4.
Loc
u
s of
c
o
n
tr
ol
s
c
a
le
Mu
lt
id
i
m
ens
i
o
n
al
L
oc
us
o
f
Con
t
ro
l
S
c
ale
de
v
e
l
o
p
e
d
by
aut
h
ors
i
n
[
21]
was
u
s
ed
t
o
assess
how
a
p
e
r
s
o
n
p
e
r
c
e
i
v
e
s
t
h
e
p
r
i
m
a
r
y
c
a
u
s
a
t
i
o
n
o
f
e
v
e
n
t
s
i
n
t
h
e
l
i
f
e
.
I
t
has
24
ite
m
s
b
ase
d
o
n
a
5-
poin
t
L
iker
t
sc
ale
and
ran
g
i
n
g
from
“
1
=
st
r
o
ngl
y
d
i
sa
gree
”
to “
5=
s
tro
n
g
l
y
a
gree
.”
A
n
exam
ple
i
t
e
m
r
e
a
ds
l
i
k
e
t
h
is:
“
T
o
a
gr
eat
exte
n
t
m
y
l
i
fe
i
s
c
o
nt
r
o
lle
d
b
y
a
cci
den
t
a
l
h
appe
n
i
n
g
s.”
The
sca
le
h
a
s
3
s
ub
fa
ct
ors
na
me
d
in
t
e
rna
l
l
oc
u
s
o
f
con
t
ro
l,
pow
er
fu
l
o
t
her
s
,
and
cha
n
c
e
.
N
o
ite
m
s
r
equire
r
e
c
od
i
n
g
.
The
re
l
i
a
b
i
l
ity
c
o
e
ffic
ie
nt
w
a
s
c
a
l
cu
l
a
ted
a
s
Evaluation Warning : The document was created with Spire.PDF for Python.
Int J
Eval & R
es E
d
u
c
.
IS
S
N
:
2252-
88
22
T
h
e effec
t
of
ps
ycho
l
og
ic
a
l
fac
t
o
r
s on
Sy
ri
a
n
re
fuge
es’ part
i
c
ip
a
t
i
o
n
…
(
M
ehm
e
t
Fa
tih Ka
rac
abe
y)
14
1
α=0.7
8
b
y
usi
n
g
da
ta
c
ollec
t
e
d
i
n
thi
s
r
e
s
ear
ch.
CF
A
resu
lts
i
n
d
i
c
a
t
e
d
a
g
o
o
d
f
i
t
(
χ
2
/
d
f
2
.
0
1
,
G
F
I
=
0
.
9
3
,
CF
I=0.9
0
,
IF
I=
0.90)
acc
ord
i
ng
t
o [18]
.
The
str
u
c
t
ura
l
e
q
u
at
i
on
mo
de
li
ng
(
S
E
M)
a
na
lys
i
s
t
e
c
h
ni
q
u
e
w
a
s
u
sed
in
t
his
res
e
arch.
It
i
s
a
mult
i
v
aria
te
s
t
a
t
i
st
i
c
a
l
t
ec
h
n
i
que
i
de
a
l
f
or
t
he
a
na
l
y
si
s
of
m
o
re
t
han
tw
o
varia
b
l
e
s
[2
2].
I
t
g
ener
ally
r
equ
i
re
s
sa
mp
l
e
s
big
g
e
r
t
h
a
n
20
0
p
e
op
l
e
[
23
].
S
EM
a
l
l
ows
t
e
st
i
n
g
o
f
p
re
s
ume
d
r
elat
ions
hi
ps
a
mong
mult
i
p
le
va
r
iab
l
es.
3.
RESULT
S
A
N
D
ANALY
S
IS
Desc
ri
p
t
i
v
e
st
a
t
i
s
ti
c
s
o
f
t
h
e
re
se
arc
h
v
ari
a
bl
e
s
a
re
p
res
e
nt
ed
in
T
a
b
le
2
.
T
h
e
m
e
a
n
o
f
se
l
f
-w
orth
(X
=5.43,
S
D
=
0.93)
i
s
a
t
“
agre
e”
leve
l
a
n
d
in
dica
tes
tha
t
t
he
p
a
rt
ic
i
p
an
ts
h
a
v
e
p
o
sit
i
v
e
j
u
dgm
en
ts
o
f
se
lf-
w
o
rth.
T
he
m
ea
n
o
f
s
el
f-eff
ic
ac
y
(
X
=
2
.
9
6,
S
D
=
0.46)
i
s
a
t
“
mode
r
atel
y
true”
le
ve
l
,
s
o
t
h
e
par
tic
i
p
a
n
t
s
s
e
e
them
se
lves
a
s
self-eff
icie
n
t
.
The
m
ean
o
f
le
arni
ng
a
p
pro
ach
(
X=
3.22,
S
D
=
0.54)
i
s
a
t
“
some
tim
es”
l
e
vel.
Cla
i
m
i
n
g
t
hat
t
h
e
pa
rt
i
c
ipa
n
t
s
’
lea
r
ni
ng
a
ppr
oach
f
a
lls
unde
r
n
ei
ther
d
eep
l
ea
rn
ing
nor
s
urfa
ce
l
ear
nin
g
c
a
t
e
g
o
r
i
e
s
w
o
u
l
d
b
e
w
r
o
n
g
.
B
e
c
a
u
s
e
t
h
i
s
v
a
r
i
a
b
l
e
h
a
s
t
w
o
c
o
m
p
e
t
ing
su
bfa
c
t
ors
na
m
e
d
dee
p
a
n
d
su
r
f
ac
e
lear
n
i
n
g
.
One
-
sam
p
le
t
-t
e
s
t re
ve
al
s
t
h
at de
e
p
l
e
arni
n
g
ap
p
ro
ac
h
(
X
=
3.
7
4
,
SD
=0.6
4) is s
t
at
i
s
tica
l
ly hi
g
her
tha
n
surfa
ce
l
e
arn
i
n
g
a
p
p
roac
h
(X
=
2
.72,
S
D
=
0.
74,
t
(
2
9
6
)
=
1
0
0
.66,
p
<
0
.00
1
)
.
Th
e
r
ef
o
r
e,
t
he
p
a
r
t
i
c
ip
an
ts’
d
e
ep
l
e
a
r
n
i
n
g
a
p
p
r
o
a
c
h
i
s
d
o
m
i
n
a
n
t
.
T
h
e
m
e
a
n
o
f
l
o
c
u
s
o
f
c
o
n
t
r
o
l
(
X
=
3.
2
7
,
S
D
=
0
.
49)
i
s
a
t
“
neu
t
ral”
l
e
v
el.
O
n
e
-
sam
p
l
e
t
-te
s
t
r
e
ve
al
s
tha
t
i
nte
r
nal
loc
u
s
o
f
c
on
tro
l
s
u
b
fac
t
or
(X
=3.3
5,
S
D
=
0.
6
4
)
is
s
t
a
tist
i
ca
ll
y
h
i
g
h
e
r
t
ha
n
ot
her
sub
f
act
or
s
(t
(
29
6)
=
9
0.69,
p
<
0
.0
0
1
)
me
ani
ng
t
h
a
t
i
n
t
ern
a
l
f
actors
o
f
participants
h
a
v
e
m
o
re
c
ontrol
over
t
h
eir l
i
ves
.
Tab
l
e
2.
D
escr
i
p
t
i
ve
s
ta
t
i
s
t
i
c
s of
t
he
re
s
ear
ch varia
bles
M
ean
S
D
L
e
v
e
l
S
e
lf-Worth
5
.
4
3
0.
93
A
gre
e
(6/7)
S
e
lf-
E
ffica
cy
2
.96
0.46
M
ode
r
a
te
l
y
T
ru
e
(3/4)
Le
a
r
ning
A
p
p
r
oa
ch
3
.
2
2
0.
54
S
o
m
e
t
i
m
e
s
(
3/
5)
L
o
c
u
s
of
C
ontrol
3.
27
0
.
4
9
Ne
utr
a
l
(3/5)
A
n
a
l
y
s
is
f
ind
i
ngs
i
nd
ica
t
e
s
t
at
is
tica
l
ly
s
ig
ni
fica
n
t
c
or
rel
a
ti
o
ns
a
mon
g
self-w
or
th,
se
l
f-ef
f
ic
ac
y,
lear
n
i
n
g
a
p
p
ro
ac
h
an
d
loc
u
s
of
c
ontro
l
a
t
t
he
p
<
0
.0
01
le
ve
l
(Ta
ble
3).
Cor
r
elat
io
ns
b
etw
e
e
n
s
e
l
f-
w
o
rt
h
an
d
self-e
ffic
acy
(
r=0.
18,
p
<
0
.00
1
),
s
e
l
f-w
o
rth
a
n
d
le
arn
i
n
g
a
ppr
oa
ch
(r=
0.2
0
,
p<0.
0
01),
self-w
ort
h
a
n
d
l
o
c
us
o
f
c
o
nt
rol
(r=0
.
22,
p
<0
.00
1
)
,
self
-ef
f
i
c
ac
y
an
d
l
o
cu
s
of
c
on
t
r
ol
(
r=
0.2
3
,
p
<
0.
001)
w
ere
ver
y
w
e
a
k
.
C
o
rre
la
tio
ns
betw
ee
n
se
lf-efficac
y
a
n
d
lea
r
ning
ap
proa
c
h
(r=0.29,
p
<0.
0
0
1
),
the
loc
u
s
of
c
o
n
tr
ol
a
n
d
l
ea
rn
in
g
a
p
p
r
oac
h
(r=0.46,
p
<
0
.
001)
w
ere
w
e
a
k
.
The
find
in
gs
a
l
l
ow
S
EM
a
na
l
y
sis
to
a
ssu
m
e
t
h
es
e
fo
u
r
v
aria
b
l
es
a
s
in
de
pen
d
e
n
t
v
a
r
i
a
b
l
e
s
an
d
p
a
rtic
ipa
t
io
n
in
l
i
f
e
l
o
n
g
e
d
u
c
a
t
i
o
n
a
s
the
de
p
e
nde
n
t
v
ar
i
a
b
l
e
.
B
ec
ause
o
f
we
ak
corr
elat
i
ons
i
n
d
ica
t
e
l
i
t
tle
o
r
no
c
a
u
sa
li
ty
a
mon
g
t
he
i
nde
pe
nd
ent
va
ri
abl
e
s
whi
c
h
sh
oul
d
a
ffec
t
t
h
e
depe
n
d
e
n
t
vari
a
b
l
e
.
Tab
l
e 3
.
C
o
rre
la
t
i
on
s b
e
t
w
ee
n t
h
e res
e
a
r
ch
v
ari
a
bl
e
s
S
e
l
f-
W
o
r
t
h
Se
lf-
E
ff
i
c
a
c
y
Lea
r
ning
A
ppr
o
a
ch
S
e
lf-
E
ffica
cy
0
.
1
8
*
Lea
r
ning
Appr
oac
h
0
.
2
0
*
0
.
2
9
*
L
o
c
u
s
of
C
ontrol
0.
22
*
0
.
2
3
*
0
.
4
6
*
*p<
0.
001
S
E
M
an
a
l
ys
is
f
i
n
di
n
g
s
prese
n
te
d
in
T
ab
le
4
i
nd
ica
t
e
a
ve
ry
g
o
o
d
m
od
e
l
f
i
t
(χ
2/
df
=
1
.
3,
G
FI=
0
.99
,
A
G
F
I=
0.
98,
C
F
I
=0.99,
I
FI
=
0
.99,
R
MS
EA
=0.
03,
R
M
R
=
0
.
01)
a
c
c
ord
i
ng
t
o
[
1
8
]
.
T
h
e
s
t
a
n
d
a
r
d
i
z
e
d
r
e
g
r
e
s
s
i
o
n
w
e
ig
ht
f
or
t
h
e
e
ffec
t
of
l
e
a
r
n
ing
a
p
proa
c
h
o
n
part
ic
ip
ati
o
n
in
life
l
ong
e
d
uca
t
i
o
n
w
a
s
at
β
=0.
7
1
l
e
ve
l
(p<
0
.0
01).
Thi
s
i
s
a
s
t
r
o
ng
e
f
fe
ct
i
nd
i
c
a
tin
g
tha
t
w
he
n
lea
r
ni
n
g
ap
proa
c
h
goe
s
u
p
b
y
on
e
sta
n
d
a
rd
d
e
v
iat
i
on,
part
ici
p
a
t
i
o
n
i
n
l
i
f
e
l
o
n
g
e
du
ca
t
i
o
n
goe
s
u
p
b
y
0.7
1
s
t
a
ndar
d
d
e
v
i
a
t
i
ons.
It
c
a
n
b
e
claim
e
d
t
h
a
t
l
ear
nin
g
appr
oa
ch
i
s
a
stro
ng
pre
d
ic
t
o
r
of
p
a
r
t
i
c
i
p
a
t
i
o
n
i
n
l
i
fe
lo
n
g
e
du
ca
t
i
o
n
.
Loc
u
s
of
c
o
n
t
rol
a
f
fe
cts
part
ic
ipa
t
i
on
in
life
l
o
n
g
e
duca
tio
n
a
t
β
=0.
6
4
le
ve
l
(p
<
0
.00
1
).
I
t
c
a
n
be
c
on
si
de
re
d
a
m
e
dium
e
ffec
t.
T
he
e
ffec
ts
o
f
sel
f
-
efficac
y
(β
=0.
40,
p
<0.0
0
1
)
an
d
se
lf-w
orth
(
β
=
0.
3
2
,
p
<
0.00
1)
o
n
p
a
rti
c
i
p
a
tio
n
in
life
l
ong
ed
u
c
a
tio
n
wer
e
w
eak.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SSN: 2252-
8822
Int.
J
.
Ev
al. & R
es. Educ.
Vol.
8, No. 1, March
2
019
:
138
-
1
44
14
2
Ta
bl
e
4
. St
a
n
d
a
r
d
i
zed
re
g
res
s
i
o
n
co
ef
fi
c
i
ents
P
a
r
t
i
c
i
p
a
tion
in
L
if
e
l
ong
E
duc
ati
o
n
Le
a
r
ning
Appr
oac
h
0
.
7
1
*
L
o
c
u
s
of
C
ontrol
0
.
64
*
Se
lf-
E
ff
ic
ac
y
0
.
40
*
S
e
lf-Worth
0
.32
*
*p<
0.
001
Th
e
fi
ndi
ng
s
o
f
t
hi
s
rese
a
r
c
h
i
mpl
y
t
h
a
t
p
s
y
c
ho
log
i
cal
f
ac
to
rs
a
ffe
c
t
p
ar
ti
c
i
pa
ti
on
i
n
li
fe
lo
n
g
educ
a
t
i
o
n.
T
hi
s
is
c
o
n
sist
en
t w
i
t
h
pr
e
v
i
o
u
s r
e
se
arc
h
[
3], [4]
,
[6
]
.
There
fore
, psyc
ho
log
i
ca
l g
u
ida
n
ce
s
ho
u
l
d
be
gi
ve
n
i
m
p
o
rta
n
c
e
i
n
form
al
e
duca
t
i
o
n.
T
he
e
ffe
c
t
o
f
ot
her
var
i
a
ble
s
s
ho
u
l
d
be
i
nve
sti
g
a
t
e
d
t
h
r
ou
gh
qua
n
t
i
t
a
tive
r
e
sea
r
ch
m
etho
d
s
.
K
now
in
g
w
h
a
t
v
a
r
ia
ble
s
a
ffec
t
pa
rtic
i
p
a
tio
n
i
n
l
i
f
e
l
o
n
g
educ
a
tio
n
a
n
d
ho
w
muc
h
t
he
y
a
ffe
ct
i
t
ma
y
gu
i
d
e
educ
a
t
ors
to
f
oc
us
on
t
h
e
m
o
s
t
e
f
f
ecti
v
e
p
s
y
c
hol
ogi
c
a
l
f
a
c
t
o
r
s
wh
en
p
rov
i
di
ng
psy
c
h
o
l
og
ic
al
g
u
i
dance
.
I
t
c
a
n
b
e
ar
gu
ed
t
ha
t
th
ose
w
ho
ha
ve
p
os
iti
ve
a
p
p
roa
c
h
e
s
t
o
lea
r
n
in
g
l
i
ke
d
e
e
p
l
e
a
rn
i
ng
a
r
e
mor
e
w
illi
n
g
t
o
pa
rti
c
ipa
t
e
in
l
i
f
e
l
o
n
g
e
d
u
ca
t
i
o
n
b
ec
a
u
se
t
he
l
ear
ni
n
g
a
p
p
r
o
a
c
he
s
ha
ve
t
h
e
b
igge
st
e
ffec
t
o
n
part
ici
p
a
t
i
o
n
i
n
life
l
on
g
lear
ning.
T
h
i
s
i
s
c
o
n
s
iste
nt
w
i
t
h
pr
e
vio
u
s
resea
r
c
h
,
f
o
r
li
fe
lo
ng
l
ear
ning
w
as
f
o
u
n
d
t
o
be
p
os
iti
ve
ly
r
ela
t
e
d
t
o
t
h
e
d
eep
l
ea
rni
n
g
a
ppr
oac
h
a
n
d
n
e
g
at
iv
e
l
y
t
o
t
h
e
s
u
r
f
a
c
e
l
e
a
r
n
i
n
g
a
p
p
r
o
a
c
h
[
2
4
]
.
T
h
e
des
i
re
f
or
l
ear
nin
g
i
s
cr
u
c
ial
for
the
c
o
n
t
inua
t
i
on
of
l
i
f
e
l
on
g
e
d
u
ca
t
i
o
n
[
2
5
],
[
26].
The
lea
r
ni
ng
ap
proa
c
h
e
s
affec
t
t
he
l
ea
r
n
ing
s
u
cce
ss
[
2
7
]
,
[
28],
so
t
he
i
mp
orta
nce
o
f
t
h
at
i
nd
i
v
i
dua
l
ha
ving
po
sit
i
ve
l
e
a
r
n
ing
appr
oa
ches
i
s
once
more
e
v
i
de
n
t
.
S
i
nce
l
i
felo
n
g
e
d
u
ca
ti
o
n
h
as
b
e
c
o
m
e
a
n
ece
ssity,
i
t
c
an
b
e
sa
i
d
t
ha
t
in
div
i
dua
ls
m
ust
ha
ve
p
os
i
tive
lear
ni
ng
a
ppr
oac
h
es
s
o
tha
t
t
he
y
c
a
n
c
ont
in
ue
l
i
f
e
l
on
g
e
duca
t
io
n
aft
e
r
grad
ua
ti
ng
fro
m
f
or
ma
l
educ
atio
n.
S
teps
s
h
o
u
l
d
be
t
a
k
en
t
o
ha
ve
s
t
u
de
n
t
s
i
n
f
orm
a
l
e
d
uca
t
i
on
ge
t
p
o
s
iti
ve
lear
n
i
n
g
a
pp
r
o
ache
s
.
De
ep
l
e
a
r
n
ing
a
p
p
r
oac
h
s
h
o
u
l
d
b
e
fa
vore
d
o
ver
sur
f
ac
e
lea
r
n
i
ng
appr
oac
h
.
S
t
u
d
e
n
ts
sho
u
l
d
b
e
enc
o
ura
g
e
d
t
o u
nde
rstan
d
w
h
y
t
h
e
y lear
n
w
h
a
t
t
h
e
y l
e
a
rn
.
Th
e
y
s
h
ould
a
voi
d
ba
re
m
e
m
o
r
i
z
at
io
n
t
o
pass t
h
e
exa
m
s.
T
ea
cher
s
should
use e
v
a
l
uat
i
o
n
m
eth
o
d
s
t
ha
t ar
e
a
ble to
f
ac
i
l
i
t
a
t
e
deep
l
e
a
rni
ng [
29].
Loc
u
s
of
c
o
n
t
r
ol
h
a
s
t
he
s
e
c
o
nd
b
i
gges
t
e
ffe
c
t
on
par
tic
ipa
t
io
n
i
n
l
i
f
el
o
n
g
educa
t
i
o
n.
P
ar
t
i
c
i
pa
n
t
s
o
f
th
i
s
r
ese
a
rc
h
have
a
n
i
n
te
rn
al
l
oc
u
s
o
f
c
o
ntr
o
l.
S
o,
t
hey
be
lie
ve
t
ha
t
the
o
u
tc
om
es
o
f
the
i
r
ac
tio
n
s
l
i
k
e
part
ici
p
a
t
i
o
n
in
l
ife
l
on
g
e
d
u
c
ati
o
n
are
resul
t
s
of
t
he
i
r
a
bi
l
i
t
ies,
b
e
h
av
i
o
rs,
a
nd
ch
o
i
c
e
s
ins
t
ea
d
o
f
e
xter
nal
fa
ct
ors
like
p
o
w
e
rfu
l
othe
rs
a
n
d
c
hance
.
F
or
e
xam
p
l
e
,
in
terna
l
loc
u
s
of
c
o
n
t
ro
l
m
a
y
le
ad
t
o
lea
r
ning
ac
hi
e
v
em
en
t
[
30],
[3
1].
A
l
so,
th
e
l
o
c
u
s
of
c
on
tro
l
p
lays
a
r
ole
i
n
le
ar
n
e
r
pe
rsiste
nce
in
l
ife
l
on
g
e
d
u
c
a
tio
n
[3
2],
[3
3
]
,
[11
]
.
It
c
a
n
b
e
cl
aim
e
d
t
h
a
t
i
n
d
iv
id
ua
ls
w
it
h
a
str
o
ng
in
te
r
n
al
l
oc
us
o
f
c
o
n
t
r
o
l
ar
e
li
k
e
ly
t
o
part
ici
p
a
t
e
in
l
ife
l
on
g
e
d
uca
t
i
o
n
ac
t
i
v
itie
s.
T
her
e
for
e
,
som
e
p
re
ca
uti
o
n
s
s
ho
ul
d
b
e
a
do
pt
ed
t
o
ma
k
e
s
t
uden
t
s
in form
a
l
educ
a
tio
n
bel
i
e
v
e t
h
a
t
t
he
ir lea
rni
ng su
cc
ess is t
he
result of
the
i
r own
ef
f
o
rts
.
The
e
f
fe
ct
o
f
s
e
lf-effic
a
c
y
o
n part
ici
p
a
t
i
on
i
n
l
i
f
el
o
ng
e
duca
t
i
o
n
was
weak.
A
similar
re
sul
t
has
b
ee
n
ac
hi
e
v
e
d
i
n
pr
e
v
io
us
r
esea
rch.
T
he
r
elat
io
n
betw
ee
n
se
lf-
e
ffic
a
cy
a
nd
li
fel
o
ng
lea
r
ni
ng
t
e
nde
nc
y
w
a
s
fo
un
d
as
s
i
g
n
i
fica
nt
,
bu
t
w
e
a
k
(
r=0.
24
4,
p
<
0
.
0
5)
by
a
u
t
h
ors
in
[
34]
.
H
o
w
e
ve
r,
h
avi
n
g
g
o
o
d
s
e
l
f-e
f
fic
a
c
y
an
d
atte
n
d
i
n
g
to
l
i
f
elo
n
g
e
duca
t
io
n
w
e
re
f
o
u
nd
t
o
b
e
t
h
e
deter
m
inan
t
s
o
f
good
q
u
a
l
i
t
y
o
f
l
i
f
e
i
n
o
ld
e
r
a
d
u
lts
a
g
e
d
60
a
n
d
o
ve
r
[35]
.
A
l
s
o
,
se
l
f
-w
orth
a
ffe
c
t
s
part
ic
ipa
t
io
n
i
n
lif
e
l
o
ng
e
d
ucat
i
o
n
w
e
a
k
ly.
The
a
u
thor
i
n
[36]
claim
s
t
ha
t
se
lf-w
orth
s
ho
ul
d
be
a
n
o
u
tc
ome
o
f
l
i
f
el
o
n
g
e
duca
t
i
o
n
by
st
ati
n
g
t
h
a
t
:
“
t
h
e
s
o
c
ia
l
purp
o
s
e
of
life
l
o
n
g
e
duc
ati
o
n
o
ugh
t
t
o
b
e
a
b
ou
t
deve
l
o
p
i
ng
se
l
f-w
ort
h
a
n
d
i
d
ent
i
t
y
a
m
ong
st
i
ndi
vi
d
u
a
l
s
a
nd
com
m
uni
t
i
es”
(p.
816).
Th
is
r
esea
rch h
a
s
som
e
limi
t
a
t
ions t
h
a
t
m
a
y lim
it
t
h
e in
ter
p
ret
a
t
io
n
of
t
h
e
f
i
ndi
ng
s.
S
i
n
ce
t
h
e
s
ampl
e
w
a
s com
p
rise
d
of
r
e
f
u
g
ee
s i
n
Turke
y, the
g
e
n
e
r
al
iza
t
i
o
n
o
f
fin
d
i
n
gs
m
ay n
ot ap
p
l
y t
o
ot
h
er
g
rou
p
s of
l
ife
l
o
n
g
educ
a
t
i
o
n
pa
rt
ic
i
p
a
n
t
s
.
S
e
c
o
n
d
,
the
e
x
post
fa
cto
des
i
gn
em
p
l
o
y
ed
i
n
t
h
is
r
esea
rch
m
a
y
no
t
reve
a
l
t
he
w
ho
le
lin
k
o
f
c
aus
a
l
i
t
y
be
tw
e
e
n
i
n
d
e
pen
d
e
n
t
a
n
d
depe
n
d
en
t
vari
able
s.
Future
r
e
s
ear
ch
s
h
o
u
l
d
em
plo
y
e
xper
i
m
e
ntal
des
i
g
n
s
to
r
e
v
e
a
l
a
s
t
ron
g
er
l
i
n
k
of
c
ausa
l
ity
.
Thi
r
d,
t
his
re
s
e
a
rc
h
use
d
c
ross-sec
t
i
ona
l
d
a
ta
t
ha
t
m
a
y
resu
lt
i
n
un
idire
c
t
i
o
nal
infere
nce
s
a
mong
var
i
a
b
les.
T
o
a
c
h
i
eve
a
n
u
nders
t
a
ndi
ng
o
f
mu
l
tipl
e
r
e
l
at
i
o
n
s
hi
p
s
a
mong
t
h
e
varia
b
l
e
s,
f
utu
r
e
r
e
search
s
h
oul
d
use
lo
n
g
i
t
u
d
i
na
l
d
a
ta.
F
our
th
,
t
h
e
sel
f
-re
porte
d
na
t
u
re
o
f
da
ta
c
o
lle
cted
i
n
th
i
s
r
esea
rch
ma
y
be
s
u
b
j
ec
t
t
o
p
artic
i
p
a
n
t
su
b
j
ec
ti
v
ity.
A
lter
na
tive
da
ta
c
o
l
l
e
ct
i
o
n
te
chn
i
que
s
sh
o
u
l
d
b
e
ado
p
t
ed
t
o
o
v
e
rc
ome
this
i
s
s
ue.
Lastl
y
,
t
h
is
r
esea
rch
in
clu
d
e
d
fo
ur
v
a
r
iab
l
es
t
ha
t
a
f
fec
t
p
ar
tic
ipa
tio
n
i
n
life
l
o
n
g
educ
a
t
i
o
n.
The
re
c
ou
l
d
be
ot
h
e
r
vari
able
s
t
h
a
t
m
a
y
pla
y
a
role in
this ef
f
ect.
4.
CONCL
U
S
ION
It
i
s
c
o
n
c
lud
e
d
t
h
at
p
sy
c
holo
g
i
cal
f
act
o
r
s
af
f
ect
p
a
r
t
i
c
i
p
at
ion
i
n
l
i
fe
lo
ng
e
duca
t
io
n
a
n
d
lear
nin
g
appr
oa
ches
p
l
a
y
t
h
e
bi
gge
s
t
r
ole
i
n
t
h
i
s
e
f
fe
ct.
B
o
t
h
f
or
ma
l
an
d
l
i
fe
lon
g
e
duca
t
i
o
n
c
u
rr
ic
ul
a
sh
o
u
l
d
a
i
m
t
o
ma
ke
s
tu
de
nt
s
deve
l
op
a
de
ep
a
pproac
h
t
o
le
a
r
ni
ng.
T
he
c
u
rricul
um
o
f
l
i
felo
n
g
e
d
u
c
a
tio
n
sh
o
u
l
d
b
e
a
l
i
gne
d
w
ith
d
ee
p
lea
r
ni
n
g
n
e
e
d
s
o
f
t
he
p
art
i
ci
pa
n
t
s.
T
he
c
urr
i
c
u
la
s
ho
u
l
d
foc
u
s
on
em
p
l
oy
in
g
anal
ys
is,
syn
t
hes
i
s,
Evaluation Warning : The document was created with Spire.PDF for Python.
Int J
Eval & R
es E
d
u
c
.
IS
S
N
:
2252-
88
22
T
h
e effec
t
of
ps
ycho
l
og
ic
a
l
fac
t
o
r
s on
Sy
ri
a
n
re
fuge
es’ part
i
c
ip
a
t
i
o
n
…
(
M
ehm
e
t
Fa
tih Ka
rac
abe
y)
14
3
and e
v
a
l
ua
t
i
o
n
in lea
r
n
i
ng a
n
d
th
ink
i
ng r
a
t
h
e
r
t
ha
n s
u
m
m
a
r
izati
on
a
nd
m
e
m
o
r
i
z
a
t
i
o
n
. The
e
sse
n
c
e o
f
l
ea
rn
i
ng
sh
ou
ld
b
e
emph
asi
z
ed
w
hi
l
e
l
e
a
rn
in
g
t
o
p
a
ss
e
x
ams
sho
u
l
d
b
e
di
s
c
o
u
r
ag
ed.
St
u
d
e
n
t
s
s
hou
ld
h
a
v
e
an
i
nt
ern
a
l
l
o
cu
s
o
f
c
ont
ro
l
.
T
o
ac
hi
eve
t
h
i
s
,
st
ud
en
t
su
c
c
e
ss
s
ho
ul
d
d
e
riv
e
from
t
h
e
e
f
fo
rt
s
o
f
s
tu
d
e
nt
s.
T
ea
ch
er
fa
vor
iti
sm
a
nd
a
c
ha
nce
o
f
m
e
a
sure
me
nt
e
r
r
ors
shou
l
d
b
e
d
i
m
i
nis
h
e
d
.
T
ea
c
h
ers
s
hou
ld
m
a
k
e
stude
n
t
s
fe
el
self-e
ffic
i
e
n
t
b
y
e
nab
l
i
n
g
th
e
m
t
o
a
c
h
i
e
ve
s
uc
cess.
S
tu
de
nt
t
as
ks
s
h
o
u
l
d
b
e
ap
pro
p
ria
t
e
t
o
c
lass
l
e
v
el,
so
stude
n
t
s
ca
n
finis
h
t
as
ks
w
i
t
h
o
u
t
t
o
o
m
uc
h
hass
le.
S
i
m
i
la
rl
y
,
t
ea
c
h
er
s
sh
oul
d
a
v
o
i
d
situa
t
i
ons
t
h
a
t
m
a
k
e
stude
n
t
s fee
l
w
ort
h
les
s
. Jud
g
ing t
h
e
m
i
n
fro
nt
of t
h
e
c
l
a
ss, ha
rsh pu
nis
h
me
nt
s to tri
via
l
e
rrors and humi
l
i
a
t
i
o
n
ma
y da
ma
ge se
l
f-w
ort
h
pe
r
ce
pti
o
n
s
of st
u
d
e
n
t
s
.
ACKNOW
LEDG
M
E
N
T
Th
is
p
a
p
er
i
s
a
n
e
x
t
en
de
d
v
e
rsio
n
of
a
n
o
r
al
p
r
e
sen
t
at
i
o
n
c
o
mm
u
n
i
cat
ed
a
t
t
h
e
1
2
th
I
nterna
t
i
on
a
l
Con
g
r
e
ss of
E
duca
t
io
na
l A
d
m
i
nistra
ti
o
n
,
Ankar
a
,
Turkey,
20
1
7
.
REFE
RENCES
[1]
Bosh
ier
R.,
"P
sycho
m
et
ric
p
r
opert
ies
of
t
h
e
a
ltern
ati
v
e
f
o
rm
o
f
t
he
e
du
cati
on
p
a
rti
c
ipatio
n
s
c
al
e,
"
Adul
t
Education
Quart
e
r
l
y,
vo
l.
4
1
(
3),
p
p.
1
5
0
-167,
1
9
9
1
.
[2]
B
o
u
d
a
r
d
.
E
.
,
&
R
u
b
e
n
s
o
n
.
K
.
,
"
R
e
vi
si
ti
ng
m
ajor
d
eterm
i
n
a
nts
o
f
part
i
c
ipation
i
n
a
dul
t
e
ducation
wit
h
a
d
i
r
ect
meas
ure o
f
literacy
sk
i
l
l
s
,
"
In
ter
n
a
t
i
o
n
a
l Jou
r
na
l of Ed
ucatio
na
l Resear
ch,
vo
l.
3
9(3
)
,
p
p.
2
65
-28
1
.
200
3.
[3]
Boeren.
E.,
"
L
if
el
ong
l
earn
i
n
g
p
a
r
ti
c
i
pation
in
a
c
hanging
poli
cy c
o
n
text,"
Pa
lg
rav
e
Mac
m
i
l
l
an
,
H
a
m
ps
h
i
re,
2
016.
[4]
Fe
l
d
man.
D
.
C
.,
&
Ng.
T
.
W
.
H.,
"Partici
p
ation
i
n
C
on
t
i
nu
ing
Ed
u
c
ati
o
n
P
r
og
rams: An
teceden
ts
, Co
n
s
eq
uences
, an
d
Imp
l
i
cati
o
n
s
,
"
I
n
Man
u
el
L
on
don
(Ed)
T
h
e Oxf
o
rd ha
nd
boo
k of lifel
o
n
g
lea
r
n
i
ng
(ss.
1
8
0
-
194).
Ne
w
Y
o
rk:
Ox
f
o
rd
Un
i
v
ersit
y
Press
. 20
1
1
.
[5]
Gün
ü
ç.
S
.,
O
dabaşı
.
H.
F
.
,
&
K
u
z
u
.
A
.
,
"
Y
aşam
b
oy
u
öğ
ren
m
eyi
et
k
i
l
e
yen
f
a
kt
örler,
"
Gazi
ant
ep Ü
n
ivers
i
t
e
s
i
Sosyal
Bi
limler Derg
i
s
i,
vo
l.
1
1
(
2),
p
p
.
3
0
9
-32
5
,
20
12.
[6]
M
e
rri
am.
S
.
B
.,
Caffarel
l
a.
R
.
S
.
,
&
Bau
m
g
a
rt
n
e
r.
L
.
M
.
,
"
L
earn
in
g
i
n
a
du
lth
oo
d
:
A
c
om
preh
ens
i
ve
g
uid
e
(
3.
e
d),
"
John
Wi
ley
&
So
n
s
,
S
a
n
F
r
an
cisc
o
,
2
00
7.
[7]
Kn
owle
s
.
M
.
S.
,
"
B
a
n
du
ra
.
A.
,
"
S
oc
ia
l
fou
n
d
a
t
io
ns
o
f
th
o
u
g
h
t
a
n
d
action
:
a
s
oci
a
l
cognit
ive
theor
y
,
"
N
J:
Prentice-
Hall
,
E
n
g
l
e
w
ood
Cliff
s
1
9
8
6
.
[8]
The
m
odern
p
ra
ct
ice
of
a
d
u
lt
e
d
u
cati
o
n
:
F
ro
m
pe
d
a
go
gy
t
o
an
dr
ag
og
y
(2
nd
e
d.),"
Camb
ridg
e
Bo
ok
s
,
New
York,
198
0.
[9]
Ruben
s
o
n
.
K.
,
"
A
dults
’
Read
in
ess
t
o
L
earn
:
Q
uesti
onin
g
Lif
elong
L
ea
rning
f
o
r
All,"
Adu
l
t Education Research
Conf
eren
ce
, [Onli
ne
]
.
Available
: http://new
prai
r
i
epress.org/
aerc/1998/pa
pers/
4
5
,
1998
.
[10]
Ba
n
d
u
r
a, A.
"Self
-
efficacy:
t
h
e ex
e
r
ci
se o
f con
t
rol," NY:
W
.
H
.
F
r
eem
an
an
d Compa
n
y
,
New York 1997.
[11]
Tyl
e
r-S
mith.
K.
,
"
E
arly
a
tt
r
ition
am
o
n
g
f
i
rs
t
tim
e
e
Learners
:
A
r
ev
iew
of
f
a
c
t
o
rs
t
h
a
t
con
t
rib
u
t
e
t
o
d
r
op
-out
,
wit
h
d
r
awal
a
nd
non
-com
p
l
eti
on
rates
of
a
d
u
l
t
l
ea
rn
ers
u
n
d
e
rta
k
i
ng
e
Learni
ng
p
ro
gram
m
e
s,
"
Jo
urn
a
l
of
Onli
n
e
lear
ni
ng an
d
T
e
a
c
hi
ng
,
vol2
(
2), p
p.
7
3
-
85,
2
0
0
6
.
[12]
Cro
c
ker.
J
.
,
"
Con
t
i
ngen
c
ies
of
s
e
l
f
-
wo
rth:
I
m
p
li
c
a
tio
ns
f
o
r
s
e
l
f
-regu
lation
an
d
ps
ycho
lo
gi
ca
l
v
u
l
n
e
r
ab
ili
t
y,
"
S
e
l
f
and
I
d
e
n
ti
ty
, vo
l
. 1
(2
), pp
.
14
3
-1
49
.
2
0
0
2
.
[13]
Gibb
s.
G
.
, "
Imp
r
ov
ing
th
e
q
u
a
lity
of stu
de
n
t
le
a
r
ni
ng
,"
T
echn
i
ca
l and
Ed
ucatio
nal
S
e
rvi
ces
,
B
rist
o
l
,
19
92
.
[14]
Rott
er.
J.
B
.,
"
General
i
zed
e
x
p
ectan
cies
f
o
r
i
n
t
ernal
vers
us
e
x
tern
al
c
ont
rol
o
f
r
ei
n
f
o
r
cement,"
Ps
ychol
ogic
a
l
Mo
no
grap
h
s
: Ge
ne
ral
&
Ap
p
l
ie
d
,
vo
l
.
8
0(1
)
,
pp
.
1
-
28
,
1
9
66.
[15]
Co
h
e
n. L.,
Mani
o
n.
L
.
, &
M
orri
so
n. K
.
,
"Research
met
h
o
d
s
in ed
u
catio
n
(6. ed
.),"
Rou
t
ledge
,
N
e
w
Y
o
r
k
,
20
07
.
[16]
F
r
a
e
n
k
e
l
.
J
.
R
.
,
W
a
l
l
e
n
.
N
.
E
.
,
&
H
y
u
n
.
H
.
H
.
,
"
H
o
w
t
o
d
e
s
i
g
n
a
nd
e
val
u
at
e
resear
ch
i
n
ed
ucat
ion
(8.
ed.),"
Mc
Gra
w
-
H
il
l
,
New
Y
o
r
k
,
20
12
.
[17]
S
c
h
w
arzer.
R.,
&
J
e
rus
a
lem
.
M
.,
"Gen
eralized
s
elf-effi
cacy
s
ca
l
e,
"
In
J
.
W
e
inm
a
n
,
S
.
W
r
i
ght,
&
M
.
J
oh
ns
ton,
M
e
as
ur
es
in
heal
th
p
s
yc
h
o
l
o
g
y
:
A
us
er’s p
o
rtfo
li
o
.
Ca
us
a
l
and
cont
ro
l belief
s
(
s
s
.
3
5
-
3
7
)
,
N
F
ER
-
N
EL
S
O
N
,
Wind
so
r,
U
K
,
1
99
5.
[18]
Hu.
L.
T
.,
&
Be
ntl
e
r.
P
.
M
.
,
"
C
uto
f
f
criteri
a
f
o
r
fit
i
ndexes
i
n
c
o
varian
ce
st
ruct
ure
anal
ys
is:
Co
n
v
en
ti
onal
crit
eria
versu
s
n
ew altern
ati
v
es,
"
Str
u
ct
u
r
al equ
a
ti
on model
i
n
g
: a mult
idisci
plin
ary jo
urnal
,
vo
l. 6
(1)
, pp
. 1
-5
5, 19
9
9
.
[19]
Cr
oc
k
e
r.
J
.
,
L
u
h
t
a
n
e
n
.
R.
,
Co
op
e
r
.
M.
L
.
,
&
B
ou
vre
t
te
.
S.
A
.
,
"
Co
nt
ing
e
nci
e
s
of
s
elf
-
w
o
rt
h
in
c
o
l
l
e
ge
s
t
uden
t
s
:
Meas
urem
ent
and
t
h
eory
,"
Jou
r
nal
o
f
Per
s
on
a
lit
y
an
d S
o
ci
a
l
Ps
yc
ho
log
y
,
v
o
l
.
8
5
, p
p.
8
9
4
-90
8
.
2003.
[20]
Big
g
s
.
J
.,
K
emb
e
r.
D
.,
&
Leun
g
.
D
.
Y.
P
.,
"T
h
e
r
e
v
ised
t
wo
-f
act
or
s
tu
dy
pro
cess
q
u
es
tio
nn
a
i
re:
R-S
P
Q
-2
F,
"
Br
it
i
s
h
Journal of Educat
iona
l Psychology,
vo
l. 71
, pp
.
1
33
-14
9
,
2
00
1.
[21]
Leven
s
o
n
.
H.,
"
M
u
l
t
i
d
i
m
e
ns
ional
locu
s
o
f
c
o
n
t
r
o
l
i
n
ps
ychi
a
t
ri
c
p
a
t
i
e
n
t
s
,
"
Journal o
f
Consu
lti
ng
and
C
linic
al
Psych
ol
og
y
,
vol.
41
,
pp.
3
97
-404,
1
97
3.
[22]
Tab
achn
i
ck
. B.
G., & F
idel
l
.
L
.
S
.,
"
Us
i
n
g
mu
l
t
i
v
ariat
e
s
t
a
tis
t
i
c
s
(6. ed.),"
Pears
o
n
, Up
p
er S
ad
dl
e Riv
e
r,
20
13.
[23]
Kl
i
n
e.
R
. B
, "Pr
in
ciples an
d
p
ractice of s
t
r
u
c
tural
eq
u
a
t
i
on
m
o
deling
,
"
T
h
e
Gu
il
fo
r
d
Pr
e
s
s
,
Ne
w
Yo
rk, 2
01
1.
[24]
Kirby
.
J
.
R
.,
Kn
app
e
r.
C
.,
L
amo
n
.
P
.,
&
E
g
nato
ff
.
W.
J
.
,
"
Dev
e
l
opm
ent
o
f
a
s
cale
t
o
m
eas
ure
lif
e
l
ong
l
earnin
g
,"
Inter
n
a
t
i
onal Jo
ur
na
l
o
f
Life
l
o
n
g
E
d
u
c
ation
,
v
o
l
. 2
9(3),
pp
.
2
91-302
,
2
010
.
[25]
EC.
European
C
ommissi
on,
"
E
u
ropean
r
eport
on
q
uality
i
ndicators
o
f
lif
e
l
ong
l
earni
ng
.
Fif
t
e
e
n
qu
alit
y
i
ndicato
r
s
,
"
Eur
o
p
e
an
Commis
si
on,
Direct
o
r
a
t
e-Gener
a
l
fo
r Edu
c
at
ion
an
d
Cult
u
r
e
, Bru
ssels,
2
00
2
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
S
S
N: 2
2
5
2
-
88
22
In
t
.
J
.
E
v
a
l
.
&
R
e
s
.
E
d
u
c
.
V
o
l.
8
,
N
o
.
1
,
M
ar
c
h
2
0
1
9
:
1
3
8
-
1
4
4
14
4
[26]
Bryce.
J
.,
"
S
c
h
o
o
l
s
an
d
lif
e
lo
ng
l
earners
,"
I
n
J.
C
hap
m
an,
P.
C
a
r
twr
i
ght
&
E.
J
.
McGilp
(
et
a
l.)
,
Lifel
ong learn
i
n
g
,
pa
rtici
patio
n
and eq
uit
y
(
pp.
2
43-26
3)
,
Sp
ring
e
r
,
Dord
recht, 20
0
6
.
[27]
Berbero
ğ
l
u
.
G.,
&
Hei
.
L
.
M.
,
"
A
c
o
m
parison
o
f
universit
y
st
ude
nts
'
a
p
p
roach
es
t
o
l
earni
ng
acros
s
Tai
w
an
a
n
d
Turkey,"
Int
e
rnati
o
n
a
l Jou
r
n
a
l
of T
e
st
ing,
vo
l.
3
(2),
p
p
.
1
7
3
-1
87
, 2
003
.
[28]
Trig
we
ll.
K
.
,
&
P
rosse
r
.
M.
, "
Impr
ov
in
g
the
q
u
a
l
ity
o
f
s
tud
e
n
t
lea
r
ni
ng
:
t
h
e i
n
fl
ue
n
ce of
l
earni
ng
con
tex
t
an
d
stu
den
t
app
r
oach
es
t
o l
e
arni
ng
on
learn
i
ng
o
utco
m
e
s,
"
High
e
r
e
d
uc
at
io
n,
v
o
l
.
2
2
(3
),
p
p.
2
51
-26
6
, 1
99
1.
[29]
Ken
n
ed
y.
P
.,
"
Learni
ng
c
u
l
t
u
res
an
d
learn
i
ng
s
tyles:
M
y
t
h-und
er
s
t
an
di
ng
s
a
b
o
u
t
adu
l
t
(H
o
n
g
Ko
ng
)
Ch
inese
learn
e
rs,"
In
tern
at
io
nal j
ourn
a
l
o
f
li
fel
ong ed
ucat
io
n
,
vol.
2
1
(5
),
pp.
4
30
-44
5
,
2
002.
[30]
Chan
g.
M
.
M
.
,
&
Ho
.
C.
M
.
,
"
Eff
ect
s
o
f
l
o
c
u
s
o
f
contro
l
and
lea
rn
er-con
trol
o
n
web
-
based
l
a
ng
uag
e
l
earn
i
n
g
,
"
Com
p
u
t
er
Assi
sted L
a
ngu
ag
e L
e
ar
ni
ng
, v
o
l
. 2
2(3
)
, pp
. 1
89
-2
06
, 2
00
9.
[31]
Sev
e
ri
n
o
.
S.
,
Aiell
o
.
F
.
,
Cascio
.
M.,
F
i
carra.
L.,
&
Messi
n
a.
R
.,
"Di
s
t
a
nce
edu
c
a
t
i
on:
T
h
e
r
ol
e
o
f
s
el
f
-
e
ffi
cacy
a
n
d
locus o
f
c
ont
rol
in li
f
elong learni
ng,"
Pro
c
e
d
ia-S
oc
ial an
d
Be
ha
v
i
oral
Sc
ie
nc
e
s
,
vol
.
2
8
,
pp.
7
0
5
-717
,
2
0
1
1
.
[32]
Jo
o.
Y
.
J.
,
Jo
ung.
S
.
,
&
S
im
.
W.
J
.
,
"S
tru
c
tu
ra
l
relat
i
o
n
sh
ips
among
i
n
t
e
rnal
l
ocus
o
f
cont
rol,
i
nstitut
i
onal
s
uppo
r
t
,
flo
w
,
a
nd
learn
e
r
persi
s
t
e
nce
i
n
c
y
b
er
u
ni
vers
ities,
"
Comput
er
s
in Human B
e
havi
o
r
, vo
l
. 2
7(2
)
, p
p.
7
14
-72
2
, 2
01
1
.
[33]
P
a
rker.
A.
,
"A
s
tud
y
o
f
v
a
riabl
e
s
th
at
p
redi
c
t
d
ropou
t
f
r
om
d
is
tan
c
e
edu
cati
o
n
,
"
Intern
ati
o
n
a
l
j
our
n
a
l
o
f
ed
ucat
io
nal
tech
no
lo
gy
, vo
l
.
1
(2
), pp
. 1
-10
,
1
9
9
9
.
[34]
Gari
pağ
a
ogl
u.
B
.
C.,
"Th
e
e
ff
ect
o
f
self
-effi
cacy
o
n
th
e
lif
e
l
o
ng
l
earni
ng
ten
d
encies
o
f
Com
puter
E
d
u
cati
o
n
and
Ins
t
ru
cti
onal
T
e
ch
no
lo
gi
e
s
s
tu
dent
s:
A
case
stud
y,
"
Jo
ur
na
l of H
u
m
a
n
Sci
e
nces
,
v
o
l.
10(1
)
,
p
p
.
224-23
6,
2
0
13.
[35]
Leun
g.
D
.
S
.,
&
Liu
.
B
.
C
.,
"
L
ife
l
o
n
g
e
d
u
c
at
ion
,
q
ual
i
ty
o
f
l
i
f
e
and
s
e
lf
-e
ffi
cac
y
of
C
hinese
o
l
d
er
a
du
lt
s,"
Ed
uca
t
i
o
n
a
l Geront
ol
og
y
,
vol.
37(11
),
p
p
.
9
67
-98
1
,
2
01
1.
[36]
M
l
cek
.
S.
H
.,
"
Com
p
etin
g
kno
w
l
edg
e
s
i
n
l
i
f
elon
g
edu
c
a
t
io
n,"
Inte
rn
at
io
n
a
l jou
r
na
l of
life
l
on
g e
d
uc
a
t
ion
,
vol.
30(6
)
,
pp
.
8
15
-829
,
2
0
1
1
.
BIOGRAPHI
E
S
OF
AUT
HORS
Dr.
Karacabey
i
s
an
a
ssistant
p
r
of
es
sor
wo
rking
at
H
arran
U
n
i
v
e
rsity
i
n
Tur
k
ey.
He
com
p
l
e
ted
a
b
achel
or’s
d
egree
in
c
las
s
ro
o
m
t
each
in
g
an
d
wo
rk
ed
as
a
c
las
s
ro
o
m
t
each
er.
He
g
o
t
a
m
aster’s
d
egree
i
n
e
d
u
cati
o
n
a
l
s
c
iences
f
rom
H
a
rran
Un
iv
ersit
y
.
He
h
as
g
o
t
h
is
P
h
.
D
.
degree
i
n
e
du
catio
nal
admin
i
s
t
ra
t
i
on
at
A
nado
lu
U
n
i
versit
y
in
T
urk
e
y.
H
is
r
es
ea
rch
int
e
rests are s
c
h
o
ol
dropou
t
s
,
l
eaders
h
ip
, an
d o
r
g
a
n
i
zat
ion
a
l b
eha
v
io
r.
Dr.
Bozku
s
i
s
a
research
er
w
o
r
ki
ng
at
A
rt
v
i
n
Coruh
U
n
i
v
ers
i
ty
i
n
Tu
rkey
.
H
e
c
o
m
ple
t
ed
a
bachel
or’s
d
egre
e
in
s
cien
ce
tea
c
hi
ng
a
n
d
w
o
r
ked
as
a
s
cien
ce
t
eacher.
By
r
e
c
e
iv
in
g
a
gradu
a
te
e
du
catio
n
gran
t
f
r
o
m
t
he
n
atio
nal
mi
n
i
stry
o
f
ed
ucat
io
n,
h
e
go
t
a
m
a
s
t
er’s
d
eg
ree
in
e
du
catio
nal
lead
ersh
ip
f
ro
m
the
P
e
n
n
S
t
ate
Uni
v
ersity
.
H
e
h
a
s
g
ot
h
i
s
P
h
.
D.
d
eg
ree
in
educat
io
nal
adm
i
n
i
s
t
ra
t
i
on
a
t
A
n
ad
ol
u
U
n
i
v
ersity
i
n
Tu
rkey
.
H
i
s
r
es
earch
i
nt
eres
ts
a
re
prof
es
si
on
al
d
ev
elo
p
m
e
nt
o
f
t
e
ac
h
e
rs,
s
c
ho
ol
d
ev
el
op
men
t
,
leade
r
s
hip,
a
nd
o
rg
aniza
t
io
na
l
behav
i
o
r
.
Evaluation Warning : The document was created with Spire.PDF for Python.