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v
a
lua
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io
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nd
Resea
rc
h in E
du
ca
t
io
n (
I
J
E
RE
)
Vo
l.
14
,
No
.
1
,
Feb
r
u
ar
y
20
25
,
p
p
.
575
~
582
I
SS
N:
2252
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8
8
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,
DOI
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.
1
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The influ
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students
’
lea
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L
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L
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p
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n
d
p
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rre
late
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with
th
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p
s
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a
p
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wh
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c
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d
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t.
K
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w
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:
Ho
p
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L
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in
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g
ag
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m
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Op
tim
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m
Per
ce
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teac
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u
p
p
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Ps
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ch
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ca
p
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R
esil
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Self
-
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T
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s
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c
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ss
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CC B
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SA
li
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se
.
C
o
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r
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s
p
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A
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r
:
L
im
Ho
o
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Sch
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l o
f
E
d
u
ca
tio
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al
Stu
d
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Un
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s
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s
Ma
lay
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ia
1
1
8
0
0
,
Pen
an
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Ma
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s
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llim@u
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I
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RO
D
UCT
I
O
N
L
ea
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n
in
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a
g
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t
r
ef
er
s
to
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p
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f
u
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f
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s
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m
in
d
illu
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n
ated
b
y
th
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ee
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im
en
s
io
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s
:
v
ig
o
r
,
d
ed
icatio
n
,
an
d
ab
s
o
r
p
tio
n
[
1
]
.
E
x
ten
s
iv
e
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esear
ch
h
as
s
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o
wn
th
at
s
tu
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an
im
p
o
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ta
n
t
r
o
le
in
v
ar
io
u
s
ar
ea
s
[
2
]
,
[
3
]
,
i
n
clu
d
in
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o
cial
m
ed
ia
ad
d
ictio
n
,
d
ep
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io
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an
x
iety
[
4
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elin
q
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en
c
y
[
5
]
,
s
u
b
s
tan
ce
u
s
e
[
6
]
,
h
ig
h
d
r
o
p
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u
t
r
ates
[
7
]
,
h
ig
h
r
ates
o
f
s
tu
d
en
t
b
o
r
e
d
o
m
[
8
]
,
p
r
o
m
o
tin
g
ac
ad
em
ic
ac
h
iev
em
e
n
t
[
9
]
,
le
ar
n
in
g
m
o
tiv
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n
[
1
0
]
,
s
elf
-
e
f
f
icac
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[
1
1
]
,
wellb
ein
g
[
1
2
]
.
I
n
C
h
in
a,
n
u
m
er
o
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s
s
ch
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lar
s
h
av
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ir
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im
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[
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p
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s
,
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v
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as
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icato
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ality
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[
1
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m
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ag
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t,
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eg
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n
g
b
e
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s
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ch
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d
is
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co
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ten
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m
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n
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is
r
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lecte
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t
h
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im
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io
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:
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eh
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itiv
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ter
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o
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a
g
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en
t,
th
er
e
is
p
ass
iv
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in
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r
n
in
g
.
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n
ter
m
s
o
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em
o
tio
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ag
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m
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th
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m
m
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ter
m
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th
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ias
in
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er
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tan
d
i
n
g
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d
a
lack
o
f
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in
k
in
g
tr
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[
1
4
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–
[
1
6
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.
I
n
C
h
in
a,
th
e
t
h
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am
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h
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h
s
ch
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o
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tu
d
en
ts
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ex
is
ts
[
1
7
]
,
[
1
8
]
.
Ad
d
itio
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ally
,
d
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r
i
n
g
s
en
io
r
h
i
g
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ch
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o
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tu
d
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to
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in
b
o
th
p
h
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lo
g
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d
p
s
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T
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o
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ly
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th
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to
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b
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ar
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T
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to
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Evaluation Warning : The document was created with Spire.PDF for Python.
I
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I
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J
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c
,
Vo
l
.
14
,
No
.
1
,
Feb
r
u
a
r
y
20
25
:
575
-
582
576
th
eir
b
r
o
a
d
er
life
d
e
v
elo
p
m
e
n
t
[
1
9
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llectiv
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b
u
t
h
i
g
h
lig
h
ted
it
s
p
r
ed
ictiv
e
ca
p
ac
ity
f
o
r
lea
r
n
in
g
en
g
a
g
em
en
t.
Ho
wev
er
,
s
tu
d
y
b
y
An
s
o
n
g
et
a
l.
[
2
4
]
f
o
u
n
d
th
at
p
er
ce
iv
e
teac
h
er
s
u
p
p
o
r
t
d
i
d
n
o
t
p
r
ed
ict
lear
n
i
n
g
en
g
ag
em
e
n
t
am
o
n
g
Gh
a
n
aian
ju
n
io
r
h
ig
h
s
ch
o
o
l
s
tu
d
en
ts
.
T
h
e
in
co
n
s
is
ten
t
im
p
ac
t
o
f
teac
h
er
s
u
p
p
o
r
t
o
n
s
tu
d
en
ts
lear
n
in
g
en
g
ag
em
e
n
t
m
ig
h
t
b
e
attr
ib
u
ted
to
th
e
ed
u
ca
tio
n
al
s
y
s
tem
,
wh
ich
r
em
ain
s
p
r
ed
o
m
in
an
tly
d
id
ac
tic
an
d
h
ie
r
ar
ch
ical
.
A
n
o
th
er
p
o
ten
tial
r
ea
s
o
n
m
ig
h
t
b
e
th
e
v
a
r
iatio
n
s
in
class
s
izes
an
d
teac
h
er
wo
r
k
lo
ad
s
,
lea
d
in
g
to
a
h
ig
h
s
tu
d
en
t
-
teac
h
er
r
atio
th
at
d
o
es
n
o
t
allo
w
f
o
r
clo
s
e
s
tu
d
en
t
-
te
ac
h
er
r
elatio
n
s
h
ip
s
.
A
ls
o
,
an
o
th
er
r
esear
ch
[
2
5
]
f
o
u
n
d
n
o
s
ig
n
if
ican
t
c
o
r
r
elatio
n
b
etwe
en
teac
h
er
’
s
r
o
le
an
d
s
tu
d
en
t
em
o
tio
n
al
en
g
ag
em
e
n
t
.
A
n
n
a
et
a
l.
[
2
6
]
s
h
o
wed
th
at
th
er
e
was
n
o
co
r
r
elatio
n
b
etwe
en
teac
h
er
s
’
p
r
o
v
is
io
n
o
f
em
o
tio
n
al
s
u
p
p
o
r
t
an
d
s
tu
d
en
t
en
g
ag
em
en
t.
W
ith
in
th
is
b
ac
k
g
r
o
u
n
d
,
t
h
e
r
elatio
n
s
h
ip
b
etwe
en
p
er
ce
iv
e
teac
h
er
s
u
p
p
o
r
t
an
d
lear
n
in
g
en
g
ag
em
en
t
r
em
ain
s
am
b
ig
u
o
u
s
.
C
o
n
s
eq
u
en
tl
y
,
th
e
p
r
esen
t
s
tu
d
y
aim
s
to
e
x
am
in
e
th
e
in
f
lu
en
ce
o
f
p
er
ce
i
v
e
teac
h
er
s
u
p
p
o
r
t
o
n
lear
n
i
n
g
en
g
ag
em
e
n
t
am
o
n
g
s
en
io
r
h
ig
h
s
ch
o
o
l
s
tu
d
e
n
ts
in
th
e
C
h
in
ese
co
n
tex
t,
attem
p
tin
g
to
f
ill
th
e
ex
is
tin
g
ev
id
en
ce
g
ap
an
d
co
n
tr
ib
u
te
to
a
m
o
r
e
co
m
p
r
eh
e
n
s
iv
e
u
n
d
er
s
tan
d
in
g
.
T
h
u
s
,
th
is
s
tu
d
y
h
y
p
o
th
esiz
ed
th
e
f
o
llo
win
g
:
Per
ce
iv
e
teac
h
er
s
u
p
p
o
r
t
ca
n
p
o
s
itiv
ely
im
p
ac
t
lear
n
in
g
en
g
ag
em
e
n
t o
f
s
en
io
r
h
ig
h
s
ch
o
o
l stu
d
en
ts
(
H1
)
.
Ps
y
ch
o
lo
g
ical
ca
p
ital
r
ef
er
s
t
o
th
e
d
ev
elo
p
m
en
t
o
f
s
tates
t
h
at
m
o
tiv
ate
b
eh
a
v
io
r
in
in
d
i
v
id
u
als.
I
t
in
clu
d
es
f
o
u
r
d
im
en
s
io
n
s
,
n
am
ely
h
o
p
e,
s
elf
-
ef
f
icac
y
,
o
p
tim
is
m
,
an
d
r
esil
ien
ce
[
2
7
]
.
Pre
v
io
u
s
s
tu
d
ies
co
n
f
ir
m
e
d
th
at
p
s
y
c
h
o
lo
g
ical
ca
p
ital
o
f
s
tu
d
e
n
ts
was
af
f
ec
ted
b
y
th
e
teac
h
er
s
u
p
p
o
r
t
[
2
8
]
.
Fo
r
ex
a
m
p
le,
teac
h
er
s
u
p
p
o
r
t
h
as
a
s
ig
n
if
ican
t
co
r
r
elatio
n
with
s
tu
d
en
ts
’
p
s
y
ch
o
lo
g
ical
ca
p
ital
[
2
9
]
,
[
3
0
]
.
I
n
ad
d
itio
n
,
o
th
er
s
tu
d
ies
[
3
1
]
–
[
3
3
]
m
en
tio
n
ed
th
at
teac
h
er
s
u
p
p
o
r
t
is
p
o
s
itiv
ely
r
elate
d
to
co
lleg
e
s
tu
d
e
n
ts
’
p
s
y
ch
o
lo
g
ical
ca
p
ital.
Pre
v
io
u
s
s
tu
d
ies
h
av
e
f
o
cu
s
ed
p
r
im
ar
il
y
o
n
th
e
p
o
p
u
latio
n
o
f
co
lleg
e
s
tu
d
en
ts
[
3
0
]
–
[
3
3
]
.
T
h
is
cr
ea
tes
a
g
ap
in
th
e
liter
atu
r
e,
leav
i
n
g
o
u
t
cr
itical
s
u
b
-
p
o
p
u
latio
n
s
s
u
ch
as
s
en
io
r
h
ig
h
s
ch
o
o
l
s
tu
d
en
ts
,
wh
o
s
e
ex
p
er
ien
ce
with
teac
h
er
s
u
p
p
o
r
t a
n
d
p
s
y
c
h
o
lo
g
ical
ca
p
ital c
o
u
ld
p
r
o
v
id
e
v
alu
ab
le
in
s
ig
h
ts
.
As
th
e
tr
an
s
itio
n
al
n
atu
r
e
o
f
s
en
io
r
h
ig
h
s
ch
o
o
l
p
r
esen
ts
s
tu
d
en
ts
with
u
n
iq
u
e
ch
alle
n
g
es
an
d
o
p
p
o
r
tu
n
ities
.
First
-
y
ea
r
s
tu
d
en
ts
ar
e
th
r
u
s
t
in
to
a
n
ew
e
n
v
ir
o
n
m
en
t,
tr
an
s
itio
n
in
g
f
r
o
m
th
e
ju
n
io
r
h
ig
h
f
r
am
ewo
r
k
.
Me
an
w
h
ile,
th
o
s
e
in
t
h
eir
s
ec
o
n
d
-
a
n
d
th
ir
d
-
y
e
ar
s
g
r
ap
p
le
th
ei
r
f
u
tu
r
es.
Sp
e
cif
ically
,
f
ir
s
t
y
ea
r
s
en
io
r
h
ig
h
s
ch
o
o
l stu
d
en
ts
w
h
o
h
av
e
ju
s
t e
n
ter
ed
s
en
io
r
h
ig
h
s
ch
o
o
l a
r
e
f
ac
ed
with
ac
ad
e
m
ic
ch
allen
g
es su
ch
as
th
e
lar
g
e
n
u
m
b
e
r
o
f
s
en
io
r
h
ig
h
s
ch
o
o
l
s
u
b
jects
an
d
th
e
d
if
f
icu
lties
o
f
t
h
eir
c
o
u
r
s
ewo
r
k
,
as
well
as
th
e
n
ee
d
to
ad
ap
t
to
a
n
ew
en
v
ir
o
n
m
e
n
t.
Yet,
am
id
s
t
th
ese
ch
allen
g
es,
th
eir
p
s
y
ch
o
lo
g
ical
ca
p
it
al
lev
el
b
ec
o
m
es
a
test
am
en
t
to
th
eir
ad
ap
tab
ilit
y
[
1
9
]
.
T
h
er
ef
o
r
e,
th
is
s
tu
d
y
h
y
p
o
th
esized
th
e
f
o
llo
win
g
:
Per
ce
iv
e
teac
h
er
s
u
p
p
o
r
t h
as a
p
o
s
itiv
e
ef
f
ec
t
o
n
p
s
y
ch
o
l
o
g
ical
ca
p
ital o
f
s
en
io
r
h
ig
h
s
ch
o
o
l stu
d
e
n
ts
(
H2
)
.
Du
r
in
g
th
e
last
d
ec
ad
e,
th
e
lin
k
b
etwe
en
p
s
y
ch
o
l
o
g
ical
ca
p
it
al
an
d
lear
n
in
g
en
g
ag
em
e
n
t
h
as
b
ee
n
at
th
e
ce
n
ter
o
f
m
u
ch
atten
tio
n
[
3
4
]
.
L
ea
r
n
in
g
en
g
a
g
em
en
t
h
as
co
n
s
is
ten
tly
b
ee
n
r
eg
ar
d
ed
as
an
im
p
o
r
ta
n
t
o
u
tco
m
e
o
f
p
s
y
ch
o
lo
g
ical
ca
p
ital.
On
th
e
o
n
e
h
an
d
,
p
r
ev
i
o
u
s
s
tu
d
ies
f
o
u
n
d
th
at
p
s
y
ch
o
lo
g
ical
ca
p
ital
was
p
o
s
itiv
ely
co
r
r
elate
d
with
lear
n
in
g
e
n
g
ag
e
m
en
t
[
3
5
]
,
[
3
6
]
.
Fo
r
ex
am
p
le,
r
esear
ch
b
y
Fu
an
d
Qiu
[
3
6
]
f
o
u
n
d
th
at
p
s
y
ch
o
lo
g
ical
ca
p
ital
an
d
its
d
im
e
n
s
io
n
s
wer
e
p
o
s
itiv
ely
co
r
r
elate
d
with
lear
n
in
g
en
g
a
g
em
en
t.
T
h
eir
f
in
d
in
g
s
h
i
g
h
lig
h
t
th
e
im
p
o
r
tan
t
r
o
le
th
ese
d
im
en
s
io
n
s
p
lay
in
s
tu
d
en
ts
’
ac
tiv
e
e
n
g
a
g
em
en
t
with
th
eir
ac
ad
em
ic
p
u
r
s
u
its
.
Similar
ly
,
Ah
m
ed
et
a
l.
[
3
7
]
ar
g
u
ed
th
a
t
p
s
y
ch
o
lo
g
ical
ca
p
ital
was
p
o
s
itiv
ely
co
r
r
elate
d
with
b
eh
av
io
r
al
en
g
a
g
em
en
t
with
u
n
d
er
g
r
ad
u
ate
b
u
s
in
ess
s
tu
d
ies
in
a
p
r
iv
ate
u
n
iv
er
s
ity
i
n
Om
an
.
A
p
o
s
s
ib
le
ex
p
lan
atio
n
f
o
r
th
ese
r
esu
lts
m
ig
h
t b
e
th
at
th
is
f
o
r
m
o
f
ca
p
ita
l is p
ar
ticu
lar
ly
v
alu
ab
le
as it
p
r
o
v
id
es th
em
with
th
e
m
en
tal
to
o
ls
n
ec
ess
ar
y
to
n
av
ig
ate
s
tr
ess
f
u
l
s
itu
atio
n
s
a
n
d
r
ec
o
v
er
f
r
o
m
s
etb
ac
k
s
.
B
y
cu
ltiv
atin
g
a
s
tr
o
n
g
an
d
r
esil
ien
t
m
in
d
s
et,
s
tu
d
e
n
ts
ar
e
em
p
o
wer
ed
t
o
o
v
er
co
m
e
o
b
s
tacle
s
,
k
ee
p
a
h
o
p
ef
u
l
p
e
r
s
p
ec
tiv
e,
an
d
p
er
s
is
t
in
th
eir
s
tu
d
ies
[
3
8
]
.
Ho
wev
er
,
L
in
[
3
9
]
r
ep
o
r
ted
t
h
at
p
s
y
ch
o
lo
g
ical
ca
p
ital
d
id
n
o
t
s
er
v
e
as
a
d
ir
ec
t
p
r
e
d
icto
r
o
f
E
n
g
lis
h
lear
n
in
g
en
g
ag
em
e
n
t
am
o
n
g
u
n
iv
er
s
ity
s
tu
d
en
ts
in
T
aiwa
n
.
T
h
e
s
y
n
th
esis
o
f
liter
atu
r
e
o
n
p
s
y
c
h
o
lo
g
ical
ca
p
ital
an
d
lea
r
n
in
g
en
g
ag
e
m
en
t
r
ev
ea
ls
a
m
ix
ed
p
ictu
r
e,
wh
er
e
th
e
i
n
ter
p
lay
b
et
wee
n
th
e
f
ac
ets
o
f
p
s
y
ch
o
lo
g
ical
ca
p
ital
an
d
its
d
im
en
s
io
n
s
,
n
am
el
y
s
elf
-
ef
f
ic
ac
y
,
h
o
p
e,
r
esil
ien
ce
,
an
d
o
p
t
im
is
m
an
d
lear
n
in
g
en
g
ag
em
e
n
t
is
n
o
t
y
et
d
ef
in
itiv
ely
u
n
d
er
s
to
o
d
.
So
m
e
s
tu
d
ies
co
n
f
ir
m
a
s
tr
o
n
g
p
o
s
itiv
e
co
r
r
elatio
n
,
wh
ile
o
th
er
s
f
in
d
n
o
s
ig
n
if
ican
t
li
n
k
o
r
s
u
g
g
est
th
at
n
o
t
all
d
im
en
s
io
n
s
o
f
p
s
y
ch
o
lo
g
ical
ca
p
ital
ar
e
eq
u
ally
in
f
lu
en
tial.
T
h
e
r
ef
o
r
e,
th
is
s
tu
d
y
h
y
p
o
t
h
esized
th
e
f
o
llo
win
g
:
Ps
y
ch
o
lo
g
ical
ca
p
ital
h
as
a
p
o
s
itiv
e
ef
f
ec
t
o
n
lear
n
in
g
en
g
ag
em
e
n
t
o
f
s
en
io
r
h
ig
h
s
ch
o
o
l stu
d
en
ts
(
H3
)
.
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
Th
e
in
flu
en
ce
o
f
p
erceive
tea
c
h
er su
p
p
o
r
t o
n
h
ig
h
s
ch
o
o
l stu
d
en
ts
’
lea
r
n
in
g
…
(
Liu
Ya
n
g
)
577
Acc
o
r
d
in
g
t
o
ec
o
s
y
s
tem
th
eo
r
y
,
it
i
s
r
ec
o
g
n
ized
th
at
in
d
iv
id
u
al
ac
tio
n
s
,
s
u
ch
a
s
lear
n
in
g
en
g
ag
em
e
n
t,
ar
e
d
ee
p
l
y
in
f
lu
en
ce
d
b
y
a
b
len
d
o
f
ex
te
r
n
al
an
d
in
ter
n
al
d
ete
r
m
in
an
ts
[
4
0
]
.
Pre
v
io
u
s
r
esear
ch
h
as
also
s
h
o
wn
th
at
lear
n
in
g
e
n
g
ag
em
e
n
t
is
n
o
t
o
n
ly
co
r
r
elate
d
with
p
er
ce
iv
ed
teac
h
e
r
s
u
p
p
o
r
t
[
2
0
]
–
[
2
2
]
,
b
u
t
is
also
ass
o
ciate
d
with
p
s
y
ch
o
lo
g
ical
ca
p
ital [
3
4
]
–
[
3
6
]
.
Ps
y
c
h
o
lo
g
ical
ca
p
ital m
a
y
p
lay
a
m
ed
iatin
g
r
o
le
i
n
th
e
r
elatio
n
s
h
ip
b
etwe
en
p
er
ce
i
v
e
teac
h
er
s
u
p
p
o
r
t a
n
d
lear
n
i
n
g
e
n
g
ag
em
e
n
t
.
Mo
s
t o
f
th
ese
s
tu
d
ies h
av
e
o
n
ly
b
ee
n
ca
r
r
ied
o
u
t
th
e
o
v
er
all
in
f
l
u
en
ce
o
f
p
s
y
c
h
o
lo
g
ical
ca
p
ital
o
n
p
er
ce
iv
e
teac
h
er
s
u
p
p
o
r
t
an
d
lear
n
in
g
en
g
ag
em
e
n
t
.
Ho
wev
e
r
,
it
h
as
b
ee
n
u
n
clea
r
w
h
eth
er
t
h
er
e
a
r
e
d
if
f
er
e
n
ce
s
b
etwe
en
th
e
v
ar
i
o
u
s
d
im
en
s
io
n
s
o
f
p
s
y
ch
o
lo
g
ical
ca
p
ital.
I
t
is
n
ec
ess
ar
y
to
u
n
co
v
er
t
h
e
r
o
les
o
f
p
s
y
ch
o
lo
g
ical
ca
p
ital
an
d
its
d
im
en
s
io
n
s
i
n
m
ed
iatin
g
th
e
r
elatio
n
s
h
ip
b
et
wee
n
p
er
ce
iv
ed
teac
h
er
s
u
p
p
o
r
t
an
d
lear
n
in
g
e
n
g
ag
em
e
n
t
.
T
h
er
ef
o
r
e
,
th
is
s
tu
d
y
h
y
p
o
th
esized
th
e
f
o
llo
win
g
:
Ps
y
ch
o
lo
g
ical
ca
p
ital
(
s
elf
-
ef
f
ic
ac
y
,
h
o
p
e,
o
p
tim
is
m
,
an
d
r
esil
ien
ce
)
m
ed
iates th
e
r
elatio
n
s
h
ip
b
etwe
en
p
er
ce
iv
e
teac
h
er
s
u
p
p
o
r
t a
n
d
lear
n
in
g
e
n
g
ag
em
e
n
t o
f
s
en
io
r
h
ig
h
s
ch
o
o
l stu
d
en
ts
(
H4
)
.
2.
M
E
T
H
O
D
2
.
1
.
P
a
rt
icipa
nts
T
h
e
p
ar
ticip
an
ts
wer
e
5
7
2
s
en
i
o
r
h
ig
h
s
ch
o
o
l stu
d
en
ts
r
a
n
d
o
m
ly
r
ec
r
u
ited
f
r
o
m
1
0
p
u
b
lic
s
en
io
r
h
ig
h
s
ch
o
o
ls
in
I
n
n
er
Mo
n
g
o
lia
A
u
to
n
o
m
o
u
s
R
eg
io
n
,
C
h
in
a
in
J
u
n
e
2
0
2
3
th
r
o
u
g
h
a
q
u
an
titat
iv
e
s
u
r
v
ey
.
Am
o
n
g
th
em
,
2
9
2
(
5
1
.
0
5
%)
p
ar
ticip
an
ts
wer
e
f
em
ale
,
an
d
2
8
0
(
4
8
.
9
5
%)
p
ar
ticip
an
ts
wer
e
m
ale
.
T
h
e
r
esear
ch
,
in
v
o
lv
ed
s
tu
d
en
ts
p
r
o
v
id
in
g
wr
itten
i
n
f
o
r
m
ed
co
n
s
en
t
f
o
r
p
ar
ticip
atio
n
,
e
n
s
u
r
in
g
an
o
n
y
m
ity
an
d
co
n
f
id
en
tiality
f
o
r
ac
ad
em
ic
r
esear
ch
p
u
r
p
o
s
es.
Par
ticip
an
ts
v
o
lu
n
tar
ily
co
m
p
leted
s
elf
-
r
e
p
o
r
t
q
u
esti
o
n
n
air
es
in
ab
o
u
t
3
0
m
i
n
u
tes.
2
.
2
.
M
ea
s
urem
ent
ins
t
rum
ent
s
Per
ce
iv
ed
teac
h
er
s
u
p
p
o
r
t
o
f
s
en
io
r
h
ig
h
s
ch
o
o
l
s
tu
d
e
n
ts
was
ass
e
s
s
ed
u
s
in
g
th
e
Per
ce
iv
ed
T
ea
ch
er
Su
p
p
o
r
t
Scale
ad
ap
ted
b
y
L
u
o
et
a
l.
[
4
1
]
,
W
h
ich
was
d
ev
elo
p
ed
b
y
Ma
leck
i
et
a
l.
[
4
2
]
.
I
t
was
in
tr
o
d
u
ce
d
an
d
lo
ca
lized
to
test
C
h
in
ese
ch
ild
r
en
an
d
ad
o
lescen
ts
b
y
L
u
o
et
a
l.
[
4
1
]
.
T
h
e
s
ca
le
co
n
s
is
ts
o
f
1
2
item
s
(
e.
g
.
,
m
y
teac
h
er
g
av
e
m
e
in
f
o
r
m
atio
n
t
o
h
elp
m
e
with
m
y
p
r
o
b
lem
)
.
Par
ticip
an
ts
r
ated
th
em
s
elv
es
o
n
a
6
-
p
o
in
t
s
ca
le.
Hig
h
er
s
co
r
es
o
n
th
e
s
ca
le
i
n
d
icate
a
g
r
ea
ter
p
er
ce
p
tio
n
o
f
s
u
p
p
o
r
t
f
r
o
m
th
e
teac
h
er
s
.
I
n
th
is
s
tu
d
y
,
th
e
C
r
o
n
b
ac
h
α
v
al
u
e
(
0
.
8
5
7
)
f
o
r
th
is
s
ca
le
s
h
o
wed
a
g
o
o
d
in
t
er
n
al
co
n
s
is
ten
cy
r
eliab
ilit
y
.
T
h
e
m
o
d
el
f
its
wer
e
as
:
χ2
/d
f
=2
.
9
9
2
,
C
FI=
0
.
9
3
6
,
T
L
I
=0
.
9
1
7
,
I
FI=
0
.
9
3
7
,
NFI
=0
.
9
0
8
,
GFI
=0
.
9
4
3
,
R
MSE
A=
0
.
0
5
9
.
T
h
ese
f
in
d
in
g
s
in
d
icate
th
at
th
e
m
o
d
el
ex
h
i
b
its
a
g
o
o
d
f
it.
T
h
e
s
ca
le
d
em
o
n
s
tr
ates stro
n
g
r
eliab
ilit
y
an
d
v
al
id
ity
.
Ps
y
ch
o
lo
g
ical
ca
p
ital
in
s
en
io
r
h
ig
h
s
ch
o
o
l
s
tu
d
en
ts
was
ass
es
s
ed
u
s
in
g
Ps
y
ch
o
lo
g
ical
C
ap
ital
Qu
esti
o
n
n
air
e
f
o
r
Ad
o
lescen
t
Stu
d
en
ts
d
ev
elo
p
e
d
b
y
Fan
g
a
n
d
L
iu
[
4
3
]
.
T
h
e
r
esear
ch
e
r
u
t
ilized
th
e
co
m
p
lete
s
et
o
f
q
u
esti
o
n
s
f
r
o
m
th
e
s
ca
l
e.
T
h
e
s
ca
le
co
n
s
is
ts
o
f
2
2
item
s
(
e.
g
.
,
I
will
tak
e
th
e
in
itiativ
e
to
co
m
p
lete
m
y
s
tu
d
y
task
)
.
Par
ticip
an
ts
r
ated
th
em
s
elv
es
o
n
a
6
-
p
o
in
t
s
ca
l
e.
Usi
n
g
co
n
f
ir
m
ato
r
y
f
ac
to
r
an
aly
s
is
(
C
FA)
,
th
e
r
esu
lts
wer
e
as
:
2
/d
f
=2
.
0
9
7
,
C
FI=
0
.
9
5
6
,
T
L
I
=
0
.
9
4
5
,
I
FI=
0
.
9
5
6
,
NFI
=0
.
9
1
9
,
GFI
=0
.
9
4
3
,
R
MSE
A=
0
.
0
4
4
.
T
h
ese
f
in
d
i
n
g
s
s
u
g
g
est
th
at
th
e
m
o
d
el
d
em
o
n
s
tr
ates
a
g
o
o
d
f
it.
I
n
th
is
s
tu
d
y
,
th
e
C
r
o
n
b
ac
h
α
v
alu
e
(
0
.
8
7
7
)
f
o
r
th
is
s
ca
le
s
h
o
wed
a
g
o
o
d
in
ter
n
al
co
n
s
is
ten
cy
r
eliab
ilit
y
.
L
ea
r
n
in
g
en
g
ag
em
e
n
t
was
as
s
ess
ed
u
s
in
g
th
e
Utr
ec
h
t
W
o
r
k
E
n
g
a
g
em
en
t
Scale
-
Stu
d
en
t
Ver
s
io
n
(
UW
E
S
-
S)
ad
ap
ted
b
y
Fan
g
e
t
a
l.
[
4
4
]
,
wh
ich
was
d
e
v
elo
p
ed
b
y
C
ar
m
o
n
a
-
Halty
et
a
l.
[
1
]
.
I
n
th
is
s
tu
d
y
,
th
e
s
ca
le
co
n
s
is
t
s
o
f
1
7
item
s
wi
th
co
n
cise
q
u
esti
o
n
s
(
e.
g
.
,
T
im
e
f
lies
wh
en
I
am
s
tu
d
y
in
g
)
.
Par
ticip
an
ts
r
ate
th
em
s
elv
es
o
n
a
7
-
p
o
in
t
L
ik
e
r
t
s
ca
le.
I
n
th
is
s
tu
d
y
,
th
e
C
r
o
n
b
ac
h
α
v
alu
e
(
0
.
8
6
2
)
f
o
r
th
is
s
ca
le.
E
m
p
lo
y
in
g
co
n
f
ir
m
ato
r
y
f
ac
to
r
a
n
aly
s
is
(
C
FA)
,
th
e
o
u
tco
m
es
a
r
e
as
:
2
/d
f
=2
.
2
3
3
,
C
FI=
0
.
9
6
4
,
T
L
I
=0
.
9
4
8
,
I
FI=
0
.
9
6
4
,
NFI
=0
.
9
3
7
,
GFI
=0
.
9
5
8
,
R
MSE
A=
0
.
0
4
6
.
T
h
ese
r
esu
lts
in
d
i
ca
te
th
at
th
e
m
o
d
el
ex
h
ib
its
a
n
ex
ce
llen
t
f
it.
T
h
e
s
ca
le
d
em
o
n
s
tr
ates stro
n
g
r
eli
ab
ilit
y
an
d
v
alid
ity
.
2
.
3
.
Da
t
a
a
na
ly
s
is
T
o
test
th
e
h
y
p
o
t
h
eses
,
th
is
s
tu
d
y
m
ain
ly
u
s
ed
SP
SS
2
6
.
0
a
n
d
PR
OC
E
SS
m
ac
r
o
2
.
1
3
.
2
f
o
r
co
n
d
u
ctin
g
th
e
d
ata
an
al
y
s
es.
I
n
th
is
s
tu
d
y
,
p
e
r
ce
iv
e
tea
ch
er
s
u
p
p
o
r
t
is
in
d
ep
en
d
en
t
v
ar
iab
le,
lear
n
in
g
en
g
ag
em
e
n
t
is
d
ep
en
d
en
t
v
ar
iab
le,
th
e
d
im
en
s
io
n
s
o
f
p
s
y
ch
o
lo
g
ical
ca
p
ital,
n
am
el
y
h
o
p
e,
o
p
tim
is
m
,
r
esil
ien
ce
,
an
d
s
elf
-
ef
f
icac
y
ar
e
m
ed
iatin
g
v
a
r
iab
les.
Descr
ip
tiv
e
d
ata
wer
e
g
en
er
ated
f
o
r
all
v
ar
iab
les,
a
Pear
s
o
n
co
r
r
elatio
n
a
n
aly
s
is
was
co
n
d
u
cted
t
o
ass
ess
th
e
s
tr
e
n
g
th
o
f
th
o
s
e
v
ar
iab
les,
r
eliab
ilit
y
was
ca
lcu
lated
u
s
in
g
C
r
o
n
b
ac
h
’
s
alp
h
a,
a
n
d
b
ias
-
co
r
r
ec
ted
n
o
n
p
ar
a
m
etr
ic
p
er
ce
n
tile Bo
o
ts
tr
ap
wer
e
test
ed
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2
2
5
2
-
8
8
2
2
I
n
t
J
E
v
al
&
R
es E
d
u
c
,
Vo
l
.
14
,
No
.
1
,
Feb
r
u
a
r
y
20
25
:
575
-
582
578
3.
RE
SU
L
T
S AN
D
D
I
SCU
SS
I
O
N
3
.
1
.
Resul
t
s
3
.
1
.
1
.
Descript
iv
e
s
t
a
t
is
t
ics a
nd
co
rr
ela
t
io
n t
est
T
ab
le
1
p
r
o
v
i
d
es
th
e
r
esu
lts
o
f
d
escr
ip
tiv
e
s
tatis
tics
an
d
Pear
s
o
n
’
s
co
r
r
elatio
n
an
al
y
s
is
.
Fo
r
th
e
p
er
ce
iv
ed
teac
h
er
s
u
p
p
o
r
t,
t
h
e
m
ea
n
s
co
r
e
is
4
.
7
5
.
T
h
e
f
o
u
r
d
im
en
s
io
n
s
o
f
p
s
y
ch
o
l
o
g
ical
ca
p
ital
h
ad
s
im
ilar
m
ea
n
v
al
u
es:
s
elf
-
ef
f
icac
y
(
M
=4
.
9
1
,
SD=0
.
8
9
)
,
o
p
tim
is
m
(
M=
4
.
7
1
,
SD=0
.
8
1
)
,
r
esil
ien
ce
(
M=
4
.
9
2
,
SD=0
.
9
5
)
an
d
h
o
p
e
(
M=
4
.
8
8
,
SD=0
.
7
3
)
.
Fo
r
th
e
lear
n
in
g
en
g
ag
e
m
en
t,
th
e
m
ea
n
s
co
r
e
is
4
.
8
1
.
T
h
e
f
o
u
r
d
im
en
s
io
n
s
o
f
p
s
y
ch
o
lo
g
ical
ca
p
ital,
n
am
el
y
s
elf
-
ef
f
icac
y
,
h
o
p
e,
o
p
tim
is
m
,
an
d
r
esil
ien
ce
,
an
d
lear
n
in
g
en
g
a
g
em
en
t
we
r
e
r
elativ
ely
h
ig
h
i
n
th
e
C
h
in
es
e
s
en
io
r
h
ig
h
s
ch
o
o
l
c
o
n
tex
t.
Ad
d
itio
n
ally
,
th
e
d
im
e
n
s
io
n
s
o
f
p
s
y
ch
o
l
o
g
ical
ca
p
ital,
n
am
ely
h
o
p
e,
o
p
tim
i
s
m
,
s
elf
-
ef
f
icac
y
,
an
d
r
esil
ien
ce
wer
e
p
o
s
itiv
ely
co
r
r
elat
ed
with
p
er
ce
iv
e
d
teac
h
er
s
u
p
p
o
r
t
a
n
d
s
h
o
wed
s
ig
n
if
ican
t
co
r
r
elatio
n
s
with
le
ar
n
in
g
en
g
a
g
em
en
t.
I
t
s
u
p
p
o
r
ted
th
e
s
u
b
s
eq
u
en
t
an
aly
s
is
o
f
th
is
s
tu
d
y
.
T
ab
le
1
.
Descr
ip
tiv
e
s
tatis
tics
an
d
co
r
r
elatio
n
s
V
a
r
i
a
b
l
e
s
1
2
3
4
5
6
1.
P
e
r
c
e
i
v
e
d
t
e
a
c
h
e
r
s
u
p
p
o
r
t
1
2.
S
e
l
f
-
e
f
f
i
c
a
c
y
0
.
4
8
*
**
1
3.
O
p
t
i
mi
sm
0
.
6
9
*
**
0
.
4
5
*
**
1
4.
R
e
si
l
i
e
n
c
e
0
.
7
3
*
**
0
.
4
6
*
**
0
.
5
5
*
**
1
5.
H
o
p
e
0
.
8
1
*
**
0
.
8
9
*
**
0
.
6
7
*
**
0
.
5
4
*
**
1
6.
Le
a
r
n
i
n
g
e
n
g
a
g
e
me
n
t
0
.
8
7
*
**
0
.
6
8
*
**
0
.
6
9
*
**
0
.
7
3
*
**
0
.
8
1
*
**
1
M
e
a
n
4
.
7
5
4
.
9
1
4
.
7
1
4
.
9
2
4
.
8
8
4
.
8
1
SD
0
.
7
4
0
.
8
9
0
.
8
1
0
.
9
5
0
.
7
3
0
.
6
8
N
o
t
e
:
*
*
*
P
<
0
.
0
0
1
3
.
1
.
2
.
H
y
po
t
hes
es t
esting
T
o
test
th
e
r
esear
ch
h
y
p
o
t
h
e
s
es,
th
e
m
ed
iatio
n
m
o
d
el
wa
s
f
o
r
m
u
lated
u
s
in
g
th
e
No
.
4
Mo
d
el
in
PR
O
C
E
SS
2
.
1
3
.
2
.
T
h
e
r
esu
lts
in
T
ab
le
2
r
e
v
ea
led
s
ig
n
if
ican
t
p
o
s
itiv
e
ass
o
ciatio
n
s
b
etwe
e
n
p
er
ce
iv
e
d
teac
h
e
r
s
u
p
p
o
r
t
a
n
d
s
elf
-
ef
f
icac
y
(
β
=0
.
4
7
8
,
p
<
0
.
0
0
1
,
9
5
%
C
I
:
[
0
.
4
0
6
,
0
.
5
5
0
]
)
,
lear
n
in
g
e
n
g
ag
em
en
t
(
β=0
.
5
1
3
,
p
<0
.
0
0
1
,
9
5
%
C
I
:
[
0
.
4
5
7
,
0
.
5
7
0
]
)
,
o
p
tim
is
m
(
β=0
.
6
9
6
,
p
<0
.
0
0
1
,
9
5
%
C
I
:
[
0
.
6
3
7
,
0
.
7
5
5
]
)
,
h
o
p
e
(
β=0
.
6
7
1
,
p
<0
.
0
0
1
,
9
5
%
C
I
:
[
0
.
6
1
0
,
0
.
7
3
2
]
)
,
an
d
r
esil
ien
ce
(
β=0
.
7
1
9
,
p
<0
.
0
0
1
,
9
5
%
C
I
:
[
0
.
6
6
2
,
0
.
7
7
6
]
)
.
Ad
d
itio
n
ally
,
th
e
r
esu
lts
in
d
icate
d
s
ig
n
if
ic
an
t
p
o
s
itiv
e
ass
o
ciatio
n
s
b
et
wee
n
s
elf
-
ef
f
icac
y
(
β=0
.
1
6
2
,
p
<0
.
0
0
1
,
9
5
%
C
I
:
[
0
.
0
9
1
,
0
.
2
3
2
]
)
,
o
p
tim
is
m
(
β=0
.
0
7
8
,
p
<0
.
0
0
1
,
9
5
%
C
I
:
[
0
.
0
3
5
,
0
.
1
2
1
]
)
,
r
esil
ien
ce
(
β=0
.
1
1
8
,
p
<0
.
0
0
1
,
9
5
%
C
I
:
[
0
.
0
7
3
,
0
.
1
6
3
]
)
,
an
d
h
o
p
e
(
β=0
.
2
1
0
,
p
<0
.
0
0
1
,
9
5
%
C
I
:
[
0
.
1
2
6
,
0
.
2
9
4
]
)
with
le
ar
n
in
g
e
n
g
ag
e
m
en
t.
T
h
e
in
ter
v
als
f
o
r
th
e
m
e
d
iatin
g
ef
f
ec
ts
wer
e
as
:
h
o
p
e
(
0
.
0
6
1
-
0
.
2
3
0
)
,
s
elf
-
ef
f
icac
y
(
0
.
0
3
6
-
0
.
1
2
0
)
,
o
p
tim
is
m
(
0
.
0
0
9
-
0
.
1
0
0
)
,
a
n
d
r
esil
ien
ce
(
0
.
0
2
7
-
0
.
1
4
1
)
,
all
o
f
wh
ich
e
x
clu
d
ed
ze
r
o
.
T
h
ese
f
in
d
i
n
g
s
s
u
g
g
est
th
at
s
elf
-
ef
f
icac
y
,
o
p
tim
is
m
,
r
esil
ien
ce
,
an
d
h
o
p
e
p
a
r
tially
to
m
ed
iate
th
e
r
elatio
n
s
h
ip
b
etwe
en
p
er
ce
iv
ed
teac
h
e
r
s
u
p
p
o
r
t a
n
d
s
tu
d
en
ts
’
lear
n
in
g
en
g
ag
em
e
n
t.
As s
h
o
wn
in
Fig
u
r
e
1
,
H
1
,
H2
,
H
3
,
an
d
H4
we
r
e
v
er
if
ied
.
T
ab
le
2
.
Hy
p
o
th
esis
test
in
g
P
a
t
h
P
o
i
n
t
Est
i
ma
t
e
B
o
o
t
s
t
r
a
p
S
.
E
Z
B
o
o
t
s
t
r
a
p
p
i
n
g
9
5
%
C
I
S
u
p
p
o
r
t
e
d
Lo
w
e
r
U
p
p
e
r
D
i
r
e
c
t
e
f
f
e
c
t
t
e
s
t
P
TS
—
>
H
o
p
e
0
.
6
7
1
0
.
0
3
1
2
1
.
6
4
5
0
.
6
1
0
0
.
7
3
2
Y
e
s
P
TS
—
>
S
e
l
f
-
e
f
f
i
c
a
c
y
0
.
4
7
8
0
.
0
3
7
1
2
.
9
1
9
0
.
4
0
6
0
.
5
5
0
Y
e
s
P
TS
—
>
O
p
t
i
mi
sm
0
.
6
9
6
0
.
0
3
0
.
2
3
.
2
0
0
0
.
6
3
7
0
.
7
5
5
Y
e
s
P
TS
—
>
R
e
s
i
l
i
e
n
c
e
0
.
7
1
9
0
.
0
2
9
2
4
.
7
9
3
0
.
6
6
2
0
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7
7
6
Y
e
s
H
o
p
e
—
>
LE
0
.
2
1
0
0
.
0
4
3
4
.
8
8
4
0
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1
2
6
0
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2
9
4
Y
e
s
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e
l
f
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e
f
f
i
c
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c
y
—
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LE
0
.
1
6
2
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0
3
6
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4
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5
0
0
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0
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1
Y
e
s
O
p
t
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mi
sm
—
>
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0
.
0
7
8
0
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0
2
2
3
.
5
4
5
0
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3
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1
Y
e
s
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si
l
i
e
n
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e
—
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1
1
8
0
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0
2
3
5
.
1
3
0
0
.
0
7
3
0
.
1
6
3
Y
e
s
P
TS
—
>
L
E
0
.
5
1
3
0
.
0
2
9
1
7
.
6
9
0
0
.
4
5
7
0
.
5
7
0
Y
e
s
M
e
d
i
a
t
i
o
n
e
f
f
e
c
t
t
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st
P
TS
—
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o
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e
—
LE
0
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1
4
1
0
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0
4
3
2
6
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5
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0
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2
3
0
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e
s
P
TS
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e
f
f
i
c
a
c
y
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3
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TS
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sm
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TS
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l
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Y
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e
:
P
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Evaluation Warning : The document was created with Spire.PDF for Python.
I
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J
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&
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2252
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8
8
2
2
Th
e
in
flu
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o
f
p
erceive
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p
p
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h
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’
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(
Liu
Ya
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579
N
o
t
e
:
*
*
*
p
<
0
.
0
0
1
Fig
u
r
e
1
.
R
esear
ch
m
o
d
el
with
p
ath
c
o
ef
f
icien
ts
3
.
2
.
Dis
cus
s
io
n
B
ased
o
n
th
e
C
h
in
ese
co
n
tex
t,
th
is
s
tu
d
y
in
v
esti
g
ated
s
en
i
o
r
h
ig
h
s
ch
o
o
l
s
tu
d
en
ts
in
C
h
in
a,
an
d
ex
am
in
ed
th
e
p
o
s
itiv
e
im
p
ac
ts
o
f
p
er
ce
iv
ed
teac
h
er
s
u
p
p
o
r
t
o
n
lear
n
in
g
en
g
a
g
em
en
t.
Ad
d
itio
n
ally
,
th
e
m
ed
iatin
g
r
o
les
o
f
th
e
d
im
e
n
s
io
n
s
o
f
p
s
y
ch
o
lo
g
ical
ca
p
ital
b
etwe
en
p
er
ce
iv
e
d
teac
h
er
s
u
p
p
o
r
t
a
n
d
lear
n
i
n
g
en
g
ag
em
e
n
t
wer
e
test
ed
.
First,
p
er
ce
iv
e
d
teac
h
e
r
s
u
p
p
o
r
t
h
a
d
a
s
ig
n
if
ica
n
t
p
o
s
itiv
e
im
p
ac
t
o
n
th
e
d
im
en
s
io
n
s
o
f
p
s
y
ch
o
lo
g
ical
ca
p
ital.
T
h
is
f
in
d
in
g
is
co
n
s
is
ten
t
with
s
e
v
er
al
p
r
e
v
io
u
s
s
tu
d
ies
[
2
9
]
,
[
3
0
]
.
T
h
e
f
i
n
d
in
g
s
o
f
th
is
s
tu
d
y
illu
m
in
ate
th
e
i
n
teg
r
al
r
o
le
o
f
p
er
ce
iv
e
d
teac
h
e
r
s
u
p
p
o
r
t
in
b
o
ls
ter
in
g
th
e
v
ar
io
u
s
f
ac
ets
o
f
s
tu
d
en
ts
’
p
s
y
ch
o
lo
g
ical
ca
p
ital.
Fo
r
ex
a
m
p
le,
th
is
s
u
p
p
o
r
t
is
d
ir
ec
tly
ass
o
ciate
d
with
en
h
an
ce
d
lev
els
o
f
h
o
p
e
am
o
n
g
s
tu
d
en
ts
,
with
r
esear
ch
s
u
g
g
esti
n
g
th
at
s
u
ch
s
u
p
p
o
r
t
co
n
tr
ib
u
tes
s
ig
n
if
ican
tly
to
a
s
tu
d
en
t’
s
co
g
n
itiv
e
-
m
o
tiv
atio
n
al
p
r
o
ce
s
s
es,
ce
n
tr
a
l
to
ac
h
iev
in
g
g
o
als
[
4
5
]
.
Simi
lar
ly
,
th
e
r
elatio
n
s
h
ip
b
etwe
en
p
er
ce
iv
e
d
teac
h
e
r
s
u
p
p
o
r
t
a
n
d
s
tu
d
e
n
ts
’
s
elf
-
ef
f
i
ca
cy
is
n
o
tab
ly
s
tr
o
n
g
,
u
n
d
er
li
n
in
g
th
e
im
p
o
r
tan
ce
o
f
s
u
ch
s
u
p
p
o
r
t
in
f
o
s
ter
in
g
s
tu
d
en
ts
’
b
elief
in
th
eir
a
b
ilit
ies.
Su
p
p
o
r
tiv
e
teac
h
e
r
s
s
er
v
e
n
o
t
o
n
ly
as
ac
ad
em
ic
m
en
to
r
s
b
u
t
also
as
ca
taly
s
ts
f
o
r
s
tu
d
en
ts
’
s
elf
-
ef
f
icac
y
,
e
n
c
o
u
r
ag
in
g
th
em
t
o
f
ac
e
e
d
u
ca
ti
o
n
al
ch
allen
g
es with
g
r
ea
ter
s
elf
-
ef
f
icac
y
[
4
6
]
.
Fu
r
th
er
m
o
r
e
,
th
is
n
u
r
t
u
r
in
g
en
v
ir
o
n
m
en
t
o
f
p
er
ce
i
v
ed
teac
h
er
s
u
p
p
o
r
t
s
ig
n
if
ican
tly
en
h
an
ce
s
s
tu
d
en
ts
’
o
p
tim
is
m
.
Su
ch
s
u
p
p
o
r
t
f
r
o
m
teac
h
er
s
is
n
o
t
ju
s
t
ab
o
u
t
ac
ad
em
ic
g
u
id
an
ce
;
it
e
x
ten
d
s
to
f
o
s
ter
in
g
a
s
en
s
e
o
f
s
ec
u
r
ity
a
n
d
b
elo
n
g
in
g
,
wh
ic
h
in
t
u
r
n
,
cu
ltiv
ates
p
o
s
itiv
ity
an
d
o
p
tim
is
m
am
o
n
g
s
tu
d
en
ts
,
en
ab
lin
g
th
em
to
ap
p
r
o
ac
h
d
if
f
icu
lties
with
a
r
esil
ien
t
an
d
h
o
p
ef
u
l
o
u
tlo
o
k
[
4
7
]
.
Ad
d
itio
n
ally
,
th
e
s
u
p
p
o
r
t
p
r
o
v
id
e
d
b
y
teac
h
er
s
co
n
tr
ib
u
tes to
a
r
ep
e
r
to
ir
e
o
f
p
r
o
b
lem
-
s
o
lv
i
n
g
s
tr
ateg
ies,
wh
ich
b
o
ls
ter
s
s
tu
d
en
ts
’
ab
ilit
y
to
ad
ap
t a
n
d
m
ain
tain
r
esil
ien
ce
in
th
e
f
ac
e
o
f
ad
v
er
s
ity
[
4
8
]
.
T
h
is
co
m
p
r
eh
en
s
iv
e
s
u
p
p
o
r
t
s
y
s
tem
is
th
u
s
f
u
n
d
am
en
tal
to
th
e
d
ev
elo
p
m
e
n
t
an
d
r
ei
n
f
o
r
ce
m
en
t
o
f
s
tu
d
en
ts
’
p
s
y
ch
o
l
o
g
ical
ca
p
ital,
co
m
p
r
is
in
g
h
o
p
e,
s
elf
-
ef
f
icac
y
,
o
p
tim
is
m
,
an
d
r
esil
ien
ce
.
Seco
n
d
,
th
e
d
im
en
s
io
n
s
o
f
p
s
y
ch
o
lo
g
ical
ca
p
ital,
n
am
el
y
h
o
p
e,
s
elf
-
ef
f
icac
y
,
r
esil
ien
ce
,
an
d
o
p
tim
is
m
h
ad
a
s
ig
n
if
ican
t
p
o
s
itiv
e
im
p
ac
t
o
n
lear
n
in
g
e
n
g
ag
em
e
n
t
[
3
5
]
,
[
3
6
]
.
T
h
ese
s
tu
d
ies
f
o
u
n
d
th
at
s
tu
d
en
ts
with
h
ig
h
er
p
s
y
ch
o
l
o
g
ical
ca
p
ital
ten
d
to
h
a
v
e
a
h
ig
h
er
lev
el
o
f
ac
ad
em
ic
en
g
ag
e
m
en
t.
T
h
is
is
in
lin
e
with
th
e
c
o
n
s
er
v
atio
n
o
f
r
eso
u
r
ce
s
th
eo
r
y
(
C
OR
)
,
C
OR
r
ec
o
g
n
izes
th
e
im
p
o
r
ta
n
ce
o
f
ac
c
u
m
u
latin
g
r
eso
u
r
ce
s
to
p
r
o
m
o
te
h
u
m
an
an
d
h
a
p
p
in
ess
,
s
u
g
g
esti
n
g
th
at
p
eo
p
le
c
o
n
s
tan
tly
s
tr
iv
e
an
d
m
ain
tain
r
e
s
o
u
r
ce
s
th
ey
v
alu
e
,
as
th
ese
aid
in
ef
f
ec
tiv
ely
h
an
d
lin
g
an
d
r
esp
o
n
d
i
n
g
t
o
en
v
ir
o
n
m
en
tal
c
h
allen
g
es
[
4
9
]
.
C
o
n
s
eq
u
en
tly
,
a
s
tu
d
en
t
wh
o
h
as
ac
cu
m
u
lated
p
er
s
o
n
a
l
r
eso
u
r
ce
s
is
m
o
r
e
lik
ely
to
p
o
s
s
ess
th
e
n
ec
ess
ar
y
ca
p
ab
ilit
ies
an
d
attitu
d
es
to
m
ee
t a
ca
d
em
ic
d
em
a
n
d
s
,
lead
i
n
g
to
h
i
g
h
er
lea
r
n
in
g
en
g
a
g
em
en
t a
n
d
ac
a
d
em
ic
s
u
cc
ess
.
T
h
ir
d
,
p
er
ce
iv
ed
teac
h
er
s
u
p
p
o
r
t
h
ad
a
s
ig
n
if
ican
t
p
o
s
itiv
e
im
p
ac
t
o
n
lear
n
i
n
g
en
g
a
g
em
en
t.
As
co
n
f
i
r
m
e
d
b
y
s
ev
er
al
p
r
io
r
s
tu
d
ies
[
2
1
]
,
[
2
2
]
.
T
h
is
is
in
lin
e
with
th
e
ec
o
lo
g
ical
s
y
s
tem
t
h
eo
r
y
,
th
e
s
ch
o
o
l
is
th
e
m
icr
o
s
y
s
tem
clo
s
et
to
th
e
s
tu
d
en
ts
’
d
ev
elo
p
m
en
t
o
u
ts
id
e
th
e
f
am
ily
.
Per
ce
iv
ed
tea
ch
er
s
u
p
p
o
r
t,
as
a
n
im
p
o
r
tan
t
p
ar
t
o
f
th
e
s
ch
o
o
l
m
icr
o
s
y
s
tem
,
s
ig
n
if
ican
tly
in
f
lu
en
ce
s
s
tu
d
en
ts
’
b
eh
av
i
o
r
al
attitu
d
es
[
4
0
]
.
R
esear
ch
by
E
v
a
n
s
et
a
l.
[
5
0
]
s
tate
d
th
at
th
e
k
e
y
h
y
p
o
t
h
esis
o
f
s
elf
-
d
ete
r
m
in
atio
n
th
eo
r
y
(
SDT)
is
th
at
wh
en
s
tu
d
en
ts
’
b
asic
p
s
y
ch
o
lo
g
ical
n
ee
d
s
f
o
r
au
to
n
o
m
y
,
co
m
p
ete
n
ce
,
an
d
r
elate
d
n
ess
h
av
e
b
ee
n
s
atis
f
ied
b
y
s
ch
o
o
l
en
v
ir
o
n
m
en
ts
,
an
d
e
x
p
er
ie
n
ce
a
s
en
s
e
o
f
willin
g
n
ess
,
v
o
liti
o
n
,
an
d
ch
o
ice
i
n
wo
r
k
ac
tiv
ities
,
th
e
au
to
n
o
m
o
u
s
m
o
tiv
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n
b
e
e
n
h
an
ce
d
o
r
m
ain
tain
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wh
ich
lead
s
to
m
o
r
e
en
d
u
r
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g
a
n
d
m
o
r
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av
io
r
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llin
g
f
o
r
th
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e
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r
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tc
o
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im
p
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o
v
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p
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ical
an
d
m
en
tal
h
ea
lth
.
0.
51
***
S
e
lf
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ffica
c
y
0
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4
8
***
0
.
6
7
***
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2
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1
6
***
0
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1
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70
***
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72
***
P
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rc
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tea
c
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p
p
o
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Ho
p
e
Lea
rn
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n
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a
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m
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t
Op
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Re
sili
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e
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2
2
5
2
-
8
8
2
2
I
n
t
J
E
v
al
&
R
es E
d
u
c
,
Vo
l
.
14
,
No
.
1
,
Feb
r
u
a
r
y
20
25
:
575
-
582
580
Fo
u
r
th
,
th
is
r
esear
ch
s
h
o
wed
t
h
at
h
o
p
e
,
s
elf
-
ef
f
icac
y
,
o
p
tim
is
m
,
an
d
r
esil
ien
ce
p
a
r
tially
m
ed
iated
th
e
ass
o
ciatio
n
b
etwe
en
p
er
ce
iv
e
d
teac
h
er
s
u
p
p
o
r
t
an
d
lear
n
i
n
g
en
g
ag
e
m
en
t.
I
n
ed
u
ca
tio
n
al
en
v
ir
o
n
m
en
t,
wh
e
n
teac
h
er
s
s
h
o
w
th
eir
r
esp
ec
t
a
n
d
o
f
f
er
well
-
tim
ed
an
d
p
o
s
itiv
e
f
ee
d
b
ac
k
o
n
th
eir
ef
f
o
r
ts
,
s
tu
d
en
ts
r
ea
lize
th
e
s
u
p
p
o
r
t
an
d
r
ec
o
g
n
itio
n
f
r
o
m
th
eir
teac
h
er
s
,
wh
ich
b
o
o
s
ts
th
eir
s
elf
-
co
n
f
i
d
en
ce
an
d
p
ass
io
n
ab
o
u
t
th
e
wo
r
ld
,
th
e
im
p
r
o
v
e
m
en
t
o
f
t
h
e
d
im
en
s
io
n
s
o
f
p
s
y
ch
o
l
o
g
ical
ca
p
ital,
n
am
ely
h
o
p
e
,
s
elf
-
ef
f
ica
cy
,
o
p
tim
is
m
,
an
d
r
esil
ien
ce
[
5
1
]
,
[
5
2
]
.
T
h
e
g
r
ea
ter
th
e
p
er
ce
iv
e
d
en
c
o
u
r
ag
e
m
en
t
an
d
atten
tio
n
f
r
o
m
th
e
tea
ch
er
,
wh
ich
i
n
tu
r
n
in
cr
ea
s
es
th
e
lev
el
o
f
h
o
p
e,
m
o
tiv
ate
d
ee
p
e
r
e
n
g
ag
em
e
n
t
wi
th
s
tu
d
y
ch
allen
g
es,
an
d
f
o
s
ter
th
e
willin
g
n
ess
to
in
v
est
en
er
g
y
in
th
in
k
in
g
d
ee
p
ly
ab
o
u
t
th
e
s
u
b
ject
m
atter
s
.
T
h
is
,
in
tu
r
n
,
p
r
o
m
o
tes
h
ig
h
e
r
lev
els
o
f
lear
n
in
g
en
g
ag
em
e
n
t,
en
h
a
n
ce
s
s
elf
-
ef
f
icac
y
,
an
d
estab
lis
h
es a
p
o
s
itiv
e
m
in
d
s
et
to
co
p
e
with
ac
ad
e
m
ic
ch
allen
g
es.
4.
CO
NCLU
SI
O
N
B
ased
o
n
th
e
C
h
in
ese
co
n
tex
t,
th
is
s
tu
d
y
in
v
esti
g
ated
s
en
i
o
r
h
ig
h
s
ch
o
o
l
s
tu
d
en
ts
in
C
h
in
a,
an
d
ex
am
in
ed
th
e
p
o
s
itiv
e
im
p
ac
ts
o
f
p
er
ce
iv
e
teac
h
er
s
u
p
p
o
r
t
o
n
p
s
y
ch
o
lo
g
ical
ca
p
ital
an
d
le
ar
n
in
g
en
g
ag
em
e
n
t.
Ad
d
itio
n
ally
,
th
e
m
ed
iatin
g
r
o
les
o
f
th
e
d
im
en
s
io
n
s
o
f
p
s
y
ch
o
lo
g
ical
ca
p
ital,
n
am
ely
o
p
tim
is
m
,
s
elf
-
ef
f
icac
y
,
r
esil
ien
ce
,
an
d
h
o
p
e
b
etwe
e
n
p
er
ce
iv
e
teac
h
er
s
u
p
p
o
r
t
an
d
lear
n
in
g
en
g
ag
em
e
n
t
was
t
ested
.
T
h
e
cu
r
r
en
t
f
in
d
in
g
s
p
r
o
v
id
e
d
s
ev
er
al
im
p
o
r
tan
t
m
ess
ag
es.
First,
p
er
c
eiv
e
teac
h
er
s
u
p
p
o
r
t
h
ad
a
s
ig
n
if
ican
t
p
o
s
itiv
e
im
p
ac
t
o
n
th
e
d
im
e
n
s
io
n
s
o
f
p
s
y
ch
o
lo
g
ical
ca
p
ital
an
d
le
ar
n
in
g
en
g
ag
em
e
n
t.
Seco
n
d
,
th
e
d
im
en
s
io
n
s
o
f
p
s
y
ch
o
lo
g
ical
ca
p
ital,
n
am
el
y
o
p
tim
is
m
,
s
elf
-
ef
f
icac
y
,
r
esil
ien
ce
,
an
d
h
o
p
e
wer
e
s
ig
n
if
ica
n
tly
an
d
p
o
s
itiv
ely
r
elate
d
to
lear
n
in
g
en
g
a
g
em
e
n
t.
I
n
ad
d
itio
n
,
p
er
ce
iv
e
teac
h
er
s
u
p
p
o
r
t
n
o
t
o
n
ly
d
ir
ec
tly
p
r
o
m
o
tes
lear
n
in
g
en
g
ag
em
e
n
t,
b
u
t
also
in
d
ir
ec
tl
y
p
o
s
itiv
ely
af
f
ec
ts
lear
n
in
g
e
n
g
ag
em
e
n
t
th
r
o
u
g
h
th
e
p
ar
tial
m
ed
iatin
g
ef
f
ec
t
o
f
th
e
d
im
en
s
io
n
s
o
f
p
s
y
ch
o
l
o
g
ic
al
ca
p
ital
,
n
am
ely
o
p
tim
is
m
,
s
elf
-
ef
f
icac
y
,
r
esil
ien
ce
,
an
d
h
o
p
e.
T
h
er
e
a
r
e
s
o
m
e
lim
itatio
n
s
to
th
is
s
tu
d
y
th
at
s
h
o
u
l
d
b
e
n
o
te
d
.
Firstl
y
,
th
e
s
am
p
le
f
o
r
th
is
s
tu
d
y
was
co
llected
f
r
o
m
o
n
e
p
r
o
v
i
n
ce
in
C
h
in
a
d
u
e
to
tim
e
a
n
d
f
u
n
d
i
n
g
co
n
s
tr
ain
ts
.
T
h
e
r
ef
o
r
e
,
th
e
f
in
d
in
g
s
ar
e
h
ar
d
to
b
e
g
en
er
alize
d
.
Fu
tu
r
e
s
tu
d
ie
s
m
ay
co
n
s
id
er
e
x
p
an
d
in
g
th
e
p
o
p
u
latio
n
o
f
s
u
b
jects
s
tu
d
ied
.
Seco
n
d
ly
,
th
e
f
r
am
ewo
r
k
o
f
v
ig
o
r
,
d
ed
icati
o
n
an
d
ab
s
o
r
p
tio
n
was
u
s
ed
to
ex
am
in
e
lear
n
in
g
en
g
a
g
em
en
t
in
th
is
r
esear
ch
.
Oth
er
r
esear
ch
er
s
h
av
e
p
r
o
v
i
d
ed
lear
n
in
g
e
n
g
ag
e
m
en
t
f
r
o
m
th
e
f
r
am
ewo
r
k
o
f
co
g
n
itiv
e,
b
eh
av
io
r
al,
a
n
d
em
o
tio
n
al.
Fo
r
t
h
is
s
tu
d
y
,
wh
eth
er
th
e
cu
r
r
en
t
r
elatio
n
s
o
f
v
ar
iab
les
ar
e
v
alid
u
n
d
er
th
is
f
r
am
ewo
r
k
(
co
g
n
itiv
e,
b
eh
a
v
io
r
al,
a
n
d
e
m
o
tio
n
al)
s
till
f
o
r
f
u
r
t
h
er
s
tu
d
y
.
T
h
ir
d
ly
,
th
is
s
tu
d
y
u
s
es
q
u
an
titativ
e
r
esear
ch
m
eth
o
d
s
,
an
d
f
u
tu
r
e
s
tu
d
ies
m
ay
co
n
s
id
er
u
s
in
g
m
ix
m
et
h
o
d
to
ex
p
lain
th
e
in
f
lu
e
n
ce
o
f
p
er
ce
iv
e
d
teac
h
er
s
u
p
p
o
r
t o
n
lear
n
i
n
g
en
g
ag
em
e
n
t.
RE
F
E
R
E
NC
E
S
[
1
]
M
.
A
.
C
a
r
m
o
n
a
-
H
a
l
t
y
,
W
.
B
.
S
c
h
a
u
f
e
l
i
,
a
n
d
M
.
S
a
l
a
n
o
v
a
,
“
T
h
e
U
t
r
e
c
h
t
w
o
r
k
e
n
g
a
g
e
me
n
t
sca
l
e
f
o
r
st
u
d
e
n
t
s
(
U
W
ES
-
9
S
)
:
f
a
c
t
o
r
i
a
l
v
a
l
i
d
i
t
y
,
r
e
l
i
a
b
i
l
i
t
y
,
a
n
d
mea
su
r
e
me
n
t
i
n
v
a
r
i
a
n
c
e
i
n
a
C
h
i
l
e
a
n
sam
p
l
e
o
f
u
n
d
e
r
g
r
a
d
u
a
t
e
u
n
i
v
e
r
si
t
y
s
t
u
d
e
n
t
s
,
”
Fro
n
t
i
e
rs
i
n
Psy
c
h
o
l
o
g
y
,
v
o
l
.
1
0
,
A
p
r
.
2
0
1
9
,
d
o
i
:
1
0
.
3
3
8
9
/
f
p
sy
g
.
2
0
1
9
.
0
1
0
1
7
.
[
2
]
H
.
L
e
i
,
C
.
C
h
e
n
,
a
n
d
L
.
Lu
o
,
“
T
h
e
e
x
a
mi
n
a
t
i
o
n
o
f
t
h
e
r
e
l
a
t
i
o
n
s
h
i
p
b
e
t
w
e
e
n
l
e
a
r
n
i
n
g
m
o
t
i
v
a
t
i
o
n
a
n
d
l
e
a
r
n
i
n
g
e
f
f
e
c
t
i
v
e
n
e
ss:
a
med
i
a
t
i
o
n
mo
d
e
l
o
f
l
e
a
r
n
i
n
g
e
n
g
a
g
e
me
n
t
,
”
H
u
m
a
n
i
t
i
e
s
a
n
d
S
o
c
i
a
l
S
c
i
e
n
c
e
s
C
o
m
m
u
n
i
c
a
t
i
o
n
s
,
v
o
l
.
1
1
,
n
o
.
1
,
2
0
2
4
,
d
o
i
:
1
0
.
1
0
5
7
/
s
4
1
5
9
9
-
0
2
4
-
0
2
6
6
6
-
6.
[
3
]
F
.
A
n
,
L.
X
i
,
a
n
d
J
.
Y
u
,
“
Th
e
r
e
l
a
t
i
o
n
s
h
i
p
b
e
t
w
e
e
n
t
e
c
h
n
o
l
o
g
y
a
c
c
e
p
t
a
n
c
e
a
n
d
s
e
l
f
-
r
e
g
u
l
a
t
e
d
l
e
a
r
n
i
n
g
:
t
h
e
m
e
d
i
a
t
i
o
n
r
o
l
e
s
o
f
i
n
t
r
i
n
si
c
m
o
t
i
v
a
t
i
o
n
a
n
d
l
e
a
r
n
i
n
g
e
n
g
a
g
e
me
n
t
,
”
Ed
u
c
a
t
i
o
n
a
n
d
I
n
f
o
rm
a
t
i
o
n
T
e
c
h
n
o
l
o
g
i
e
s
,
v
o
l
.
2
9
,
n
o
.
3
,
p
p
.
2
6
0
5
–
2
6
2
3
,
2
0
2
4
,
d
o
i
:
1
0
.
1
0
0
7
/
s
1
0
6
3
9
-
023
-
1
1
9
5
9
-
3.
[
4
]
M
.
La
n
d
a
-
B
l
a
n
c
o
,
Y
.
R
.
G
a
r
c
í
a
,
A
.
L.
La
n
d
a
-
B
l
a
n
c
o
,
A
.
C
o
r
t
é
s
-
R
a
m
o
s,
a
n
d
E.
P
a
z
-
M
a
l
d
o
n
a
d
o
,
“
S
o
c
i
a
l
med
i
a
a
d
d
i
c
t
i
o
n
r
e
l
a
t
i
o
n
s
h
i
p
w
i
t
h
a
c
a
d
e
mi
c
e
n
g
a
g
e
m
e
n
t
i
n
u
n
i
v
e
r
si
t
y
s
t
u
d
e
n
t
s:
T
h
e
m
e
d
i
a
t
o
r
r
o
l
e
o
f
se
l
f
-
e
st
e
e
m
,
d
e
p
r
e
s
si
o
n
,
a
n
d
a
n
x
i
e
t
y
,
”
H
e
l
i
y
o
n
,
v
o
l
.
1
0
,
n
o
.
2
,
2
0
2
4
,
d
o
i
:
1
0
.
1
0
1
6
/
j
.
h
e
l
i
y
o
n
.
2
0
2
4
.
e
2
4
3
8
4
.
[
5
]
D
.
B
.
W
i
l
s
o
n
a
n
d
M
.
W
.
L
i
p
se
y
,
“
S
c
a
l
i
n
g
u
p
e
f
f
e
c
t
i
v
e
j
u
v
e
n
i
l
e
d
e
l
i
n
q
u
e
n
c
y
p
r
o
g
r
a
ms
b
y
f
o
c
u
s
i
n
g
o
n
c
h
a
n
g
e
l
e
v
e
r
s
:
E
v
i
d
e
n
c
e
f
r
o
m a
l
a
r
g
e
me
t
a
-
a
n
a
l
y
s
i
s,
”
C
ri
m
i
n
o
l
o
g
y
a
n
d
Pu
b
l
i
c
P
o
l
i
c
y
,
v
o
l
.
2
3
,
n
o
.
2
,
p
p
.
2
6
1
–
2
8
6
,
2
0
2
4
,
d
o
i
:
1
0
.
1
1
1
1
/
1
7
4
5
-
9
1
3
3
.
1
2
6
6
3
.
[
6
]
R
.
J.
G
r
e
e
n
e
t
a
l
.
,
“
P
r
e
d
i
c
t
o
r
s
o
f
su
b
st
a
n
c
e
u
se
i
n
i
t
i
a
t
i
o
n
b
y
e
a
r
l
y
a
d
o
l
e
s
c
e
n
c
e
,
”
T
h
e
Am
e
ri
c
a
n
J
o
u
r
n
a
l
o
f
Ps
y
c
h
i
a
t
ry
,
v
o
l
.
1
8
1
,
n
o
.
5
,
p
p
.
4
2
3
–
4
3
3
,
2
0
2
4
,
d
o
i
:
1
0
.
1
1
7
6
/
a
p
p
i
.
a
j
p
.
2
0
2
3
0
8
8
2
.
[
7
]
S
.
Li
e
t
a
l
.
,
“
Q
u
a
n
t
i
f
i
c
a
t
i
o
n
a
n
d
p
r
e
d
i
c
t
i
o
n
o
f
e
n
g
a
g
e
me
n
t
:
a
p
p
l
i
e
d
t
o
p
e
r
s
o
n
a
l
i
z
e
d
c
o
u
r
se
r
e
c
o
mm
e
n
d
a
t
i
o
n
t
o
r
e
d
u
c
e
d
r
o
p
o
u
t
i
n
M
O
O
C
s,
”
I
n
f
o
rm
a
t
i
o
n
Pr
o
c
e
ssi
n
g
a
n
d
M
a
n
a
g
e
m
e
n
t
,
v
o
l
.
6
1
,
n
o
.
1
,
2
0
2
4
,
d
o
i
:
1
0
.
1
0
1
6
/
j
.
i
p
m.
2
0
2
3
.
1
0
3
5
3
6
.
[
8
]
K
.
D
a
i
a
n
d
Y
.
W
a
n
g
,
“
E
n
j
o
y
a
b
l
e
,
a
n
x
i
o
u
s,
o
r
b
o
r
e
d
?
i
n
v
e
s
t
i
g
a
t
i
n
g
C
h
i
n
e
se
EFL
l
e
a
r
n
e
r
s’
c
l
a
ssr
o
o
m
e
m
o
t
i
o
n
s
a
n
d
t
h
e
i
r
e
n
g
a
g
e
m
e
n
t
i
n
t
e
c
h
n
o
l
o
g
y
-
b
a
s
e
d
E
M
I
c
l
a
ssr
o
o
ms,
”
S
y
s
t
e
m
,
v
o
l
.
1
2
3
,
2
0
2
4
,
d
o
i
:
1
0
.
1
0
1
6
/
j
.
s
y
st
e
m.
2
0
2
4
.
1
0
3
3
3
9
.
[
9
]
H
.
Le
i
,
Y
.
C
u
i
,
a
n
d
W
.
Zh
o
u
,
“
R
e
l
a
t
i
o
n
s
h
i
p
s
b
e
t
w
e
e
n
st
u
d
e
n
t
e
n
g
a
g
e
me
n
t
a
n
d
a
c
a
d
e
mi
c
a
c
h
i
e
v
e
m
e
n
t
:
a
me
t
a
-
a
n
a
l
y
si
s
,
”
S
o
c
i
a
l
Be
h
a
v
i
o
r
a
n
d
Pe
rs
o
n
a
l
i
t
y
,
v
o
l
.
4
6
,
n
o
.
3
,
p
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