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415
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Feb
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20
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f
f
o
r
ts
to
m
ea
s
u
r
e
ca
r
ee
r
id
en
tity
will
p
r
o
d
u
ce
a
p
ictu
r
e
o
f
s
tu
d
en
ts
'
lev
el
o
f
ca
r
ee
r
id
e
n
tity
.
T
h
u
s
,
v
ar
io
u
s
r
elate
d
p
ar
ties
ca
n
f
o
llo
w
u
p
o
n
g
u
id
an
ce
an
d
co
u
n
s
elin
g
in
te
r
v
en
tio
n
s
to
d
ev
elo
p
ca
r
ee
r
id
en
tity
in
s
tu
d
en
ts
.
B
ased
o
n
th
e
ex
p
lan
atio
n
r
eg
a
r
d
in
g
th
e
im
p
o
r
tan
ce
o
f
m
ea
s
u
r
i
n
g
ca
r
e
er
id
en
tity
,
th
e
I
n
d
o
n
esian
y
o
u
th
ca
r
ee
r
i
d
en
tity
s
ca
le
(
I
YC
I
S)
is
a
m
ea
s
u
r
in
g
to
o
l th
at
ca
n
m
ea
s
u
r
e
th
e
lev
el
o
f
ca
r
ee
r
id
en
tity
o
f
s
tu
d
en
ts
at
s
ch
o
o
l.
No
t
m
u
ch
r
esear
c
h
h
as
d
ev
el
o
p
ed
an
d
test
ed
th
e
u
s
ef
u
ln
ess
o
f
m
ea
s
u
r
in
g
s
tu
d
en
t
ca
r
ee
r
id
en
tity
.
Pre
v
io
u
s
r
esear
ch
h
as
p
r
o
d
u
ce
d
th
e
C
ar
ee
r
I
d
en
tity
D
ev
elo
p
m
en
t
I
n
v
en
to
r
y
(
C
I
DI
)
[
1
0
]
,
th
e
C
ar
ee
r
Dev
elo
p
m
en
t
I
n
v
e
n
to
r
y
(
C
DI
)
[
1
1
]
,
an
d
s
elf
id
en
tity
in
v
en
t
o
r
y
(
SI
I
)
[
1
2
]
.
Ho
wev
er
,
b
o
th
s
tu
d
ies
u
s
ed
f
ac
to
r
an
aly
s
is
tech
n
iq
u
es,
wh
ile
t
h
is
s
tu
d
y
u
s
ed
R
asch
a
n
aly
s
is
.
R
asch
an
aly
s
is
in
test
in
g
a
d
ata
co
llectio
n
in
s
tr
u
m
en
t
h
as
p
r
ec
is
io
n
a
n
d
ac
cu
r
ac
y
o
f
d
ata
a
n
aly
s
is
[
1
3
]
,
[
1
4
]
.
T
h
u
s
,
as
a
p
r
o
d
u
ct
o
f
t
h
is
r
esear
ch
,
I
YC
I
S
is
m
o
r
e
p
r
ec
is
e
an
d
ac
cu
r
ate
i
n
ca
p
tu
r
in
g
th
e
ca
lm
lev
el
o
f
s
tu
d
en
ts
,
esp
ec
ially
s
tu
d
en
ts
in
I
n
d
o
n
esia.
I
YC
I
S
u
s
es two
asp
ec
ts
: c
ar
ee
r
ex
p
lo
r
atio
n
[
1
5
]
an
d
ca
r
ee
r
c
o
m
m
it
m
en
t
[
7
]
,
[
1
6
]
.
T
h
is
r
esear
ch
a
n
s
wer
s
th
e
n
ee
d
f
o
r
th
is
m
ea
s
u
r
em
en
t
to
o
l
b
y
d
ev
elo
p
in
g
an
d
v
alid
atin
g
a
ca
r
ee
r
id
en
tity
m
ea
s
u
r
em
en
t
to
o
l
ca
lled
th
e
I
n
d
o
n
esian
y
o
u
th
ca
r
ee
r
id
e
n
tity
s
ca
le
.
2.
M
E
T
H
O
D
2
.
1
.
Resea
rc
h desi
g
n
T
h
is
s
tu
d
y
u
s
ed
a
q
u
an
titativ
e
ap
p
r
o
ac
h
b
y
f
o
cu
s
in
g
o
n
th
e
an
aly
s
is
o
f
th
e
in
s
tr
u
m
en
t
f
o
r
m
ea
s
u
r
in
g
th
e
lev
el
o
f
ca
r
ee
r
id
en
tity
I
Y
C
I
S.
I
YC
I
S
v
alid
atio
n
u
s
in
g
th
e
R
asch
m
o
d
el.
C
o
m
p
ar
e
d
to
o
th
er
m
eth
o
d
s
,
th
e
ad
v
an
tag
e
o
f
R
asch
an
aly
s
is
i
s
th
e
ab
ilit
y
t
o
p
r
ed
ict
m
is
s
in
g
d
ata
b
ased
o
n
in
d
iv
id
u
al
r
es
p
o
n
s
e
p
atter
n
s
[
1
7
]
.
Usi
n
g
th
e
R
asch
an
aly
s
is
in
i
n
s
tr
u
m
en
t
v
alid
atio
n
will
h
av
e
m
o
r
e
h
o
lis
tic
in
f
o
r
m
atio
n
ab
o
u
t
th
e
in
s
tr
u
m
en
t
an
d
b
etter
m
ee
t t
h
e
d
ef
i
n
itio
n
o
f
m
ea
s
u
r
em
e
n
t
[
1
3
]
,
[
1
4
]
.
2
.
2
.
P
a
rt
icipa
nts
T
h
e
p
ar
ticip
an
ts
o
f
th
is
s
tu
d
y
wer
e
2
3
0
s
en
io
r
h
ig
h
s
ch
o
o
l
s
tu
d
en
ts
.
So
m
e
s
im
u
latio
n
s
tu
d
ies
h
av
e
s
u
g
g
ested
th
at
in
m
an
y
ca
s
es,
1
0
0
to
2
0
0
r
esp
o
n
d
en
ts
ar
e
o
f
ten
s
u
f
f
icien
t
to
o
b
tain
s
tab
le
esti
m
ates
o
f
R
a
s
ch
p
ar
am
eter
s
.
T
h
e
s
elec
tio
n
o
f
r
esear
ch
p
ar
ticip
an
ts
u
s
in
g
a
s
tr
atif
ied
r
an
d
o
m
s
am
p
lin
g
tech
n
iq
u
e
in
f
o
u
r
s
en
io
r
h
ig
h
s
ch
o
o
ls
in
Yo
g
y
ak
a
r
ta
C
ity
,
I
n
d
o
n
esia.
T
h
e
r
esear
ch
er
s
d
is
g
u
is
e
all
p
ar
ticip
an
ts
in
v
o
lv
ed
in
th
is
s
tu
d
y
,
s
o
co
n
f
id
en
tiality
is
m
ain
tain
ed
.
So
th
at
th
e
s
ec
u
r
ity
an
d
g
o
o
d
n
am
e
o
f
th
e
p
ar
ticip
an
ts
ca
n
b
e
m
ain
tain
ed
.
T
h
e
d
is
tr
ib
u
tio
n
o
f
p
ar
ticip
an
t
s
in
th
e
s
tu
d
y
is
p
r
esen
ted
in
T
ab
le
1
.
T
ab
le
1.
Dis
tr
ib
u
tio
n
of
p
a
r
ticip
an
ts
No
S
c
h
o
o
l
n
a
me
N
u
mb
e
r
of
p
a
r
t
i
c
i
p
a
n
t
s
1
M
u
h
a
mm
a
d
i
y
a
h
S
e
n
i
o
r
H
i
g
h
S
c
h
o
o
l
1
Y
o
g
y
a
k
a
r
t
a
50
2
M
u
h
a
mm
a
d
i
y
a
h
S
e
n
i
o
r
H
i
g
h
S
c
h
o
o
l
2
Y
o
g
y
a
k
a
r
t
a
50
3
M
u
h
a
mm
a
d
i
y
a
h
S
e
n
i
o
r
H
i
g
h
S
c
h
o
o
l
3
Y
o
g
y
a
k
a
r
t
a
80
4
M
u
h
a
mm
a
d
i
y
a
h
S
e
n
i
o
r
H
i
g
h
S
c
h
o
o
l
4
Y
o
g
y
a
k
a
r
t
a
50
2
.
2
.
Da
t
a
c
o
llect
io
n t
o
o
ls
I
YC
I
S
m
ea
s
u
r
in
g
th
e
lev
el
o
f
ca
r
ee
r
id
en
tity
in
s
tu
d
en
ts
co
n
s
is
ts
of
two
asp
ec
ts
:
ca
r
ee
r
ex
p
lo
r
atio
n
[
1
8
]
a
n
d
ca
r
ee
r
co
m
m
itm
en
t
[
1
9
]
.
C
ar
ee
r
ex
p
lo
r
atio
n
s
h
o
ws
th
e
r
esu
lts
o
f
s
tu
d
en
ts
'
ef
f
o
r
ts
in
s
ea
r
ch
in
g
f
o
r
in
f
o
r
m
atio
n
ab
o
u
t
j
o
b
s
th
ey
ar
e
in
ter
ested
in
,
ac
tiv
ities
lo
o
k
in
g
f
o
r
in
f
o
r
m
atio
n
ab
o
u
t
j
o
b
s
an
d
teen
ag
e
r
s
'
co
n
s
id
er
atio
n
s
ab
o
u
t
o
p
tio
n
s
in
th
eir
ef
f
o
r
ts
to
m
a
k
e
d
ec
is
io
n
s
as
ea
r
ly
as
p
o
s
s
ib
le
r
eg
a
r
d
i
n
g
f
u
r
th
er
s
tu
d
ies.
C
ar
ee
r
C
o
m
m
itm
en
t
is
th
e
ab
i
lity
to
u
tili
ze
k
n
o
wled
g
e,
ca
r
r
y
o
u
t
d
ir
ec
ted
ac
tiv
ities
to
im
p
lem
en
t
jo
b
c
h
o
ices,
id
en
tify
f
ig
u
r
es
o
r
r
o
le
m
o
d
e
ls
wh
o
ar
e
s
u
itab
le
f
o
r
th
e
ch
o
s
en
jo
b
,
m
ak
e
p
r
o
jectio
n
s
in
to
th
e
f
u
tu
r
e,
a
n
d
s
h
o
w
h
o
w
m
u
ch
s
tu
d
en
ts
ar
e
r
esis
tan
t
to
s
h
o
ck
s
in
d
eter
m
i
n
in
g
f
u
r
th
e
r
s
tu
d
ies
T
ab
le
2
d
escr
ib
es
th
e
d
r
a
f
t
o
f
th
e
to
o
l f
o
r
m
ea
s
u
r
in
g
th
e
lev
e
l o
f
ca
r
ee
r
id
e
n
tity
in
th
e
f
o
r
m
o
f
I
YC
I
S.
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
Dev
elo
p
men
t a
n
d
va
lid
a
tio
n
o
f I
n
d
o
n
esia
n
yo
u
th
c
a
r
ee
r
id
en
tity sca
le
…
(
A
g
u
n
g
b
u
d
ip
r
a
b
o
w
o
)
417
T
ab
le
2
.
I
YC
I
S
in
s
tr
u
m
en
t
g
r
i
d
A
sp
e
c
t
I
n
d
i
c
a
t
o
r
s
P
o
si
t
i
v
e
i
t
e
m
N
e
g
a
t
i
v
e
i
t
e
m
Ex
p
l
o
r
a
t
i
o
n
K
n
o
w
l
e
d
g
e
a
b
i
l
i
t
y
1
,
6
,
1
1
,
1
6
21
A
c
t
i
v
i
t
y
d
i
r
e
c
t
e
d
t
o
w
a
r
d
g
a
t
h
e
r
i
n
g
i
n
f
o
r
mat
i
o
n
2
,
7
,
1
2
,
1
7
22
C
o
n
si
d
e
r
i
n
g
a
l
t
e
r
n
a
t
i
v
e
p
o
t
e
n
t
i
a
l
i
d
e
n
t
i
t
y
e
l
e
me
n
t
3
,
8
,
1
3
,
1
8
23
Emo
t
i
o
n
a
l
t
o
n
e
4
,
9
,
1
4
,
1
9
24
D
e
si
r
e
t
o
ma
k
e
a
n
e
a
r
l
y
d
e
c
i
s
i
o
n
5
,
1
0
,
1
5
2
0
,
2
5
C
o
mm
i
t
me
n
t
K
n
o
w
l
e
d
g
e
a
b
i
l
i
t
y
1
,
7
,
1
3
,
1
9
25
A
c
t
i
v
i
t
y
d
i
r
e
c
t
e
d
t
o
w
a
r
d
i
m
p
l
e
me
n
t
i
n
g
t
h
e
c
h
o
se
n
i
d
e
n
t
i
t
y
e
l
e
m
e
n
t
2
,
8
,
1
4
,
2
0
26
Emo
t
i
o
n
a
l
t
o
n
e
3
,
9
,
1
5
2
1
,
2
7
I
d
e
n
t
i
f
i
c
a
t
i
o
n
w
i
t
h
s
i
g
n
i
f
i
c
a
n
t
o
t
h
e
r
4
,
1
0
,
1
6
,
2
2
28
P
r
o
j
e
c
t
i
o
n
o
f
o
n
e
’
s
p
e
r
s
o
n
a
l
f
u
t
u
r
e
5
,
1
1
,
17
2
3
,
2
9
R
e
si
st
a
n
c
e
t
o
b
e
i
n
g
sw
a
y
e
d
6
,
1
2
,
1
8
2
4
,
3
0
2
.
4
.
Da
t
a
c
o
llect
io
n
T
h
is
r
esear
ch
h
as
s
ev
er
al
p
r
o
ce
d
u
r
es
f
o
r
co
llectin
g
th
e
d
at
a.
T
h
e
f
ir
s
t
s
tag
e
i
s
r
esear
ch
p
r
ep
ar
atio
n
.
At
th
is
s
tag
e,
r
esear
ch
er
s
m
ak
e
r
esear
ch
p
lan
s
an
d
p
r
e
p
ar
e
r
esear
ch
m
ater
ials
.
T
h
is
ef
f
o
r
t
ca
n
s
u
p
p
o
r
t
th
e
im
p
lem
en
tatio
n
o
f
r
esear
ch
s
tep
b
y
s
tep
.
T
h
e
s
ec
o
n
d
s
tag
e
is
th
e
f
o
r
m
u
latio
n
o
f
t
h
e
r
esear
ch
in
s
tr
u
m
e
n
t
d
r
af
t
[
2
0
]
.
I
n
th
is
s
ec
o
n
d
s
tag
e,
th
e
r
esear
ch
er
b
eg
an
to
d
r
af
t
t
h
e
I
YC
I
S
in
s
tr
u
m
en
t
g
r
id
.
T
h
e
d
r
af
t
in
s
tr
u
m
en
t
u
n
d
er
wen
t
an
ex
p
e
r
t
ass
es
s
m
e
n
t
p
r
o
ce
s
s
to
s
ee
th
e
ap
p
r
o
p
r
ia
ten
ess
of
th
e
lan
g
u
ag
e
on
each
item
of
th
e
I
YC
I
S
in
s
tr
u
m
en
t.
T
h
e
th
ir
d
s
tag
e
is
th
e
im
p
lem
en
tatio
n
o
f
th
e
r
e
s
ea
r
ch
.
At
th
e
im
p
lem
en
tatio
n
s
tag
e
o
f
th
e
s
tu
d
y
,
th
e
r
esear
ch
er
m
ad
e
th
e
I
YC
I
S
in
s
tr
u
m
en
t
f
o
r
m
at
o
n
Go
o
g
le
Fo
r
m
s
.
T
h
is
ef
f
o
r
t
ca
n
m
ak
e
it
ea
s
ier
f
o
r
s
tu
d
en
ts
to
f
ill
o
u
t
th
e
in
s
tr
u
m
en
t.
T
h
e
f
o
u
r
th
s
tag
e
is
co
n
d
u
ctin
g
d
ata
an
aly
s
is
an
d
p
r
e
p
ar
in
g
r
ep
o
r
ts
.
At
th
is
s
tag
e,
th
e
r
esear
ch
er
co
n
d
u
cte
d
d
ata
an
aly
s
is
u
s
in
g
th
e
R
asch
an
aly
s
is
.
2
.
5
.
Da
t
a
a
na
ly
s
is
R
esear
ch
d
ata
an
aly
s
is
u
s
in
g
R
asch
an
aly
s
is
with
th
e
h
elp
o
f
W
in
s
tep
s
o
f
twar
e
[
2
1
]
.
T
h
er
e
wer
e
two
f
u
n
d
am
e
n
tal
th
eo
r
em
s
th
at
f
o
r
m
th
e
b
asis
o
f
R
asch
’
s
an
aly
s
is
:
th
e
lev
el
o
f
in
d
iv
i
d
u
al
a
b
ilit
y
/ag
r
ee
m
en
t
a
n
d
th
e
lev
el
o
f
d
if
f
icu
lty
o
f
t
h
e
it
em
to
b
e
ap
p
r
o
v
ed
[
2
1
]
.
T
h
e
p
s
y
ch
o
m
etr
ic
to
o
ls
th
at
ar
e
th
e
b
asis
f
o
r
an
al
y
zin
g
th
e
r
esear
ch
d
ata
in
clu
d
e
s
u
m
m
ar
y
s
tatis
tics
(
q
u
ality
o
f
r
esp
o
n
d
e
n
ts
,
q
u
ality
o
f
in
s
tr
u
m
e
n
ts
,
an
d
in
ter
a
ctio
n
s
b
etwe
en
p
er
s
o
n
an
d
item
)
.
T
h
is
s
tu
d
y
also
p
r
o
v
id
es
item
m
ea
s
u
r
e
(
item
s
th
at
ar
e
m
o
s
t
d
i
f
f
icu
lt
to
ag
r
ee
on
an
d
ea
s
iest
to
ag
r
ee
with
b
y
r
esp
o
n
d
en
ts
)
,
item
f
it
o
r
d
er
(
it
em
s
f
it
an
d
m
is
f
it),
an
d
u
n
id
i
m
en
s
io
n
ality
(
a
b
ilit
y
to
m
ea
s
u
r
e
wh
at
s
h
o
u
ld
be
m
e
asu
r
ed
)
.
3.
RE
SU
L
T
S AN
D
D
I
SCU
SS
I
O
N
T
h
e
r
esu
lts
o
f
v
alid
atin
g
th
e
I
YC
I
S
in
s
tr
u
m
en
t
ar
e
o
n
e
o
f
th
e
s
tu
d
ies
an
d
r
esear
c
h
r
e
s
u
lts
.
T
h
e
r
esu
lts
o
f
th
e
s
tu
d
y
will
d
escr
i
b
e
a
d
escr
ip
tio
n
o
f
th
e
q
u
ality
o
f
th
e
r
esp
o
n
d
en
ts
,
th
e
q
u
ality
o
f
th
e
in
s
tr
u
m
en
t,
an
d
th
e
in
te
r
ac
tio
n
b
etwe
en
th
e
p
er
s
o
n
a
n
d
th
e
item
;
th
e
ite
m
s
th
at
ar
e
th
e
m
o
s
t
d
if
f
icu
lt
t
o
ag
r
ee
o
n
,
a
n
d
t
h
e
ea
s
iest
to
ag
r
ee
with
b
y
th
e
r
e
s
p
o
n
d
en
ts
;
th
e
item
s
th
at
ar
e
f
it
an
d
m
is
f
it;
an
d
th
e
ab
ilit
y
o
f
th
e
in
s
tr
u
m
en
t
to
m
ea
s
u
r
e
wh
at
it
is
s
u
p
p
o
s
ed
to
m
ea
s
u
r
e
.
T
h
e
f
o
u
r
d
ata
an
al
y
s
is
d
escr
ip
tio
n
s
r
esu
lt
f
r
o
m
i
d
en
tify
in
g
co
n
s
tr
u
ct
v
alid
ity
u
s
in
g
R
asch
an
aly
s
is
.
B
ased
o
n
th
e
an
aly
s
is
s
u
m
m
ar
y
s
tatis
tics
s
h
o
wn
in
Fig
u
r
e
1
,
th
e
p
er
s
o
n
m
ea
s
u
r
e
s
h
o
ws
th
e
av
er
ag
e
v
alu
e
o
f
r
esp
o
n
d
e
n
ts
u
s
in
g
th
e
in
s
tr
u
m
en
t.
B
ased
o
n
Fig
u
r
e
1
,
th
e
lo
g
it
v
alu
e
ca
n
b
e
s
e
en
p
er
s
o
n
m
ea
s
u
r
e
o
b
tain
ed
,
n
am
ely
0
.
9
8
.
R
ef
er
r
in
g
to
th
e
p
r
o
v
is
io
n
s
in
th
e
R
asch
Mo
d
el,
if
th
e
v
alu
e
p
er
s
o
n
m
ea
s
u
r
es
m
o
r
e
th
an
lo
g
it
0
.
0
,
th
en
in
th
is
s
tu
d
y
r
esp
o
n
d
en
ts
h
av
e
a
ten
d
e
n
cy
to
an
s
wer
m
o
r
e
th
an
a
g
r
ee
o
n
s
tatem
en
ts
o
n
v
ar
io
u
s
item
s
.
C
r
o
n
b
ac
h
’
s
alp
h
a
aim
s
to
m
ea
s
u
r
e
r
eliab
ilit
y
,
n
am
ely
th
e
in
te
r
ac
tio
n
b
etwe
en
p
er
s
o
n
a
n
d
item
o
v
er
all.
B
ased
o
n
f
ig
u
r
e
,
th
e
v
alu
e
ca
n
b
e
k
n
o
wn
C
r
o
n
b
a
ch
’
s
alp
h
a
o
b
tain
e
d
(
0
.
9
5
)
.
R
ef
er
s
to
th
e
v
alu
e
cr
iter
ia
C
r
o
n
b
ac
h
’
s
alp
h
a
in
th
e
R
asch
m
o
d
el
,
th
en
t
h
is
v
alu
e
is
in
clu
d
ed
in
a
v
er
y
g
o
o
d
ca
t
eg
o
r
y
(
>0
.
8
)
.
Per
s
o
n
r
eliab
ilit
y
s
h
o
ws
th
e
c
o
n
s
is
ten
cy
o
f
an
s
wer
s
f
r
o
m
r
e
s
p
o
n
d
en
ts
.
B
ased
o
n
Fig
u
r
e
1
,
th
e
v
al
u
e
ca
n
b
e
k
n
o
wn
p
er
s
o
n
r
eliab
ilit
y
o
b
tain
e
d
is
eq
u
al
t
o
0
.
9
4
.
R
ef
er
s
to
th
e
v
alu
e
cr
iter
ia
p
er
s
o
n
r
eliab
ilit
y
in
th
e
R
asch
m
o
d
el,
th
is
v
alu
e
is
i
n
clu
d
ed
in
t
h
e
v
e
r
y
g
o
o
d
ca
teg
o
r
y
r
an
g
es
f
r
o
m
0
.
9
1
–
0
.
9
4
.
I
tem
r
eliab
ilit
y
in
d
icate
s
th
e
q
u
ality
o
f
th
e
ite
m
s
u
s
ed
in
t
h
e
in
s
tr
u
m
e
n
t.
B
ased
o
n
t
h
e
f
ig
u
r
e
,
th
e
v
alu
e
ca
n
b
e
k
n
o
wn
item
r
eliab
ilit
y
o
b
tain
ed
is
eq
u
al
to
0
.
9
6
.
R
ef
er
s
to
th
e
v
alu
e
cr
it
er
ia
I
tem
r
eliab
ilit
y
in
th
e
R
as
ch
Mo
d
el,
th
en
th
is
s
co
r
e
is
in
clu
d
ed
s
p
ec
ial
ca
teg
o
r
y
(
>
0
.
9
4
)
.
T
h
e
an
aly
s
is
in
Fig
u
r
e
2
p
r
esen
ts
th
e
r
esu
lts
item
m
ea
s
u
r
e,
i.e
.
f
o
c
u
s
in
g
o
n
th
e
m
o
s
t
d
if
f
icu
lt
an
d
ea
s
iest
item
s
f
o
r
r
esp
o
n
d
en
ts
to
ag
r
ee
o
n
.
B
ased
o
n
th
e
an
a
ly
s
is
item
m
ea
s
u
r
e
s
h
o
wn
in
Fig
u
r
e
2
,
it
ca
n
b
e
s
ee
n
f
r
o
m
th
e
c
o
lu
m
n
m
ea
s
u
r
e
th
at
item
n
u
m
b
e
r
3
8
with
a
v
alu
e
o
f
+
1
.
2
5
l
o
g
it
is
an
item
th
at
th
e
m
o
s
t
d
if
f
icu
lt
to
ap
p
r
o
v
e
b
y
th
e
r
esp
o
n
d
e
n
t
in
th
e
in
s
tr
u
m
en
t
p
r
o
v
id
ed
.
Me
an
wh
ile,
item
n
u
m
b
er
2
1
with
th
e
v
alu
e
o
f
-
1
.
1
5
lo
g
it is
an
item
th
at
is
th
e
ea
s
iest
to
b
e
ap
p
r
o
v
ed
b
y
th
e
r
esp
o
n
d
en
t.
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
:
415
-
422
418
Fig
u
r
e
1
.
Su
m
m
ar
y
s
tatis
tics
Fig
u
r
e
2
.
I
te
m
m
ea
s
u
r
e
R
asch
m
o
d
els
ca
n
also
an
aly
z
e
item
f
it
o
r
d
er
,
n
a
m
ely
to
d
et
er
m
in
e
f
it
an
d
m
is
f
it
item
s
.
T
h
e
s
tep
s
to
d
eter
m
in
e
f
it a
n
d
m
is
f
it item
s
in
clu
d
e
ad
d
in
g
u
p
th
e
m
ea
n
an
d
S.D.
v
alu
es,
an
d
th
en
co
m
p
a
r
in
g
th
em
with
th
e
I
NFI
T
MN
SQ
v
alu
e.
A
l
o
g
it
v
alu
e
th
at
is
g
r
ea
ter
th
a
n
th
e
s
u
m
o
f
m
ea
n
a
n
d
S.D,
in
d
icat
es
an
item
th
at
is
a
m
is
f
it (
in
v
alid
)
.
T
h
e
r
esu
lts
item
f
it o
r
d
e
r
as sh
o
wn
in
Fig
u
r
e
3
.
B
ased
o
n
Fig
u
r
e
3
,
it
is
k
n
o
wn
th
at
th
e
id
ea
l
lo
g
it
v
alu
e
o
b
t
ain
ed
is
0
.
9
9
+0
.
3
3
=1
.
3
2
.
T
h
u
s
,
th
er
e
is
7
item
wh
ich
is
i
n
clu
d
ed
in
th
e
m
is
f
it
ca
teg
o
r
y
with
a
g
r
ea
te
r
I
NFI
T
MN
SQ
v
alu
e,
n
am
el
y
item
n
u
m
b
er
2
0
with
a
v
alu
e
o
f
+2
.
4
3
,
n
u
m
b
er
3
8
with
a
v
alu
e
o
f
+1
.
6
6
,
n
u
m
b
er
2
4
with
a
v
alu
e
o
f
+
1
.
7
3
,
n
u
m
b
er
2
3
with
a
v
alu
e
o
f
+1
,
6
8
,
n
u
m
b
er
2
6
w
ith
a
v
alu
e
o
f
+
1
.
4
9
,
n
u
m
b
er
5
4
with
a
v
alu
e
o
f
+1
.
4
4
,
n
u
m
b
er
5
5
with
a
v
alu
e
o
f
+1
.
3
9
.
Un
id
im
e
n
s
io
n
ality
i
s
u
s
ed
to
d
eter
m
in
e
wh
eth
e
r
th
e
in
s
tr
u
m
en
t
u
s
ed
ca
n
m
ea
s
u
r
e
wh
at
it
s
h
o
u
ld
m
ea
s
u
r
e.
T
h
e
u
n
id
im
en
s
io
n
ality
r
esu
lts
ar
e
p
r
esen
ted
in
Fig
u
r
e
4
.
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
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ately
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h
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s
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y
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tu
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s
tatu
s
is
th
e
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s
tak
eh
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ld
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r
s
s
u
ch
as
g
u
id
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ce
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d
co
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n
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g
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o
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ch
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s
to
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id
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ce
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s
er
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e
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elo
p
m
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t
p
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g
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am
s
in
s
ch
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esp
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d
o
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to
im
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tu
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tatu
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d
en
t
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n
e
o
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th
e
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ee
d
s
o
f
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tu
d
en
ts
at
s
ch
o
o
l
w
h
ich
ca
n
s
tim
u
late
s
elf
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ac
tu
aliza
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in
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o
th
ac
ad
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n
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ac
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ield
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a
n
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av
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f
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s
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n
a
b
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t
th
e
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o
le
o
f
ca
r
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id
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tity
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n
d
iv
id
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als
wh
o
h
av
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a
ca
r
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r
id
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tity
alwa
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s
s
tr
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to
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r
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y
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t
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ex
p
lo
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n
d
er
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tan
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wh
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th
ey
ar
e,
ac
ce
p
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g
th
ei
r
s
tr
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n
g
th
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an
d
lim
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,
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ab
le
to
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ir
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t
th
em
s
elv
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m
ak
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r
esp
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an
d
s
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ac
tu
alizin
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.
I
n
d
iv
id
u
als
also
h
av
e
a
s
tr
o
n
g
co
m
m
itm
en
t
to
im
p
r
o
v
in
g
t
alen
ts
,
in
ter
ests
an
d
ca
r
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r
asp
ir
atio
n
s
,
wh
ich
is
th
e
task
o
f
d
e
v
elo
p
in
g
s
tu
d
en
ts
f
o
r
ca
r
ee
r
s
u
cc
ess
in
th
e
f
u
tu
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e
.
W
ea
k
n
ess
es
th
at
em
er
g
ed
in
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r
ev
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s
s
tu
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ec
am
e
o
n
e
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f
th
e
b
ac
k
g
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o
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n
d
s
f
o
r
th
e
d
e
v
elo
p
m
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t
an
d
v
alid
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n
o
f
I
YC
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S.
T
h
e
r
ef
o
r
e,
v
alid
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n
o
f
I
YC
I
S
i
n
th
is
s
tu
d
y
u
s
ed
R
asch
an
al
y
s
is
.
R
asch
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aly
s
i
s
p
r
o
v
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es
a
m
o
r
e
ac
cu
r
ate
p
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r
e
o
f
th
e
v
alid
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r
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lts
o
f
m
ea
s
u
r
in
g
in
s
tr
u
m
e
n
ts
,
p
r
o
d
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ce
s
m
o
r
e
h
o
lis
tic
in
f
o
r
m
atio
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ab
o
u
t
th
e
in
s
tr
u
m
en
t,
an
d
b
etter
m
ee
ts
th
e
m
ea
s
u
r
em
en
t
d
ef
in
itio
n
[
2
2
]
–
[
2
4
]
.
R
asch
an
aly
s
is
t
o
d
ev
elo
p
an
d
v
alid
ate
a
m
ea
s
u
r
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n
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tr
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m
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t
ca
n
p
r
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v
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e
wea
k
n
ess
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an
d
s
tr
en
g
t
h
s
o
f
an
in
s
tr
u
m
en
t'
s
s
tatem
en
t
item
s
[
1
3
]
.
T
h
is
co
n
d
itio
n
in
cr
ea
s
es
th
e
ac
c
u
r
ac
y
o
f
th
e
m
ea
s
u
r
em
en
t d
ata
f
r
o
m
an
in
s
tr
u
m
e
n
t.
Du
e
to
th
e
im
p
o
r
tan
ce
o
f
m
ea
s
u
r
e
m
en
t
in
th
e
f
ield
o
f
ed
u
ca
tio
n
,
R
asch
an
aly
s
is
is
th
e
an
s
wer
to
v
ar
io
u
s
p
r
o
b
lem
s
o
f
in
s
tr
u
m
en
t
v
alid
ity
an
d
r
eli
ab
ilit
y
[
2
5
]
.
Gu
id
an
ce
an
d
co
u
n
s
elin
g
teac
h
er
s
in
s
ch
o
o
ls
ar
e
p
ar
ties
wh
o
h
av
e
th
e
p
o
ten
tial
an
d
o
p
p
o
r
tu
n
ity
t
o
u
tili
ze
I
YC
I
S.
R
asch
an
aly
s
is
p
r
o
v
id
es
h
o
lis
tic
d
ata
f
r
o
m
i
n
s
tr
u
m
en
t
v
alid
atio
n
r
esu
lts
.
Fu
r
th
er
m
o
r
e
,
R
asch
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
:
415
-
422
420
b
ec
am
e
o
n
e
o
f
t
h
e
an
aly
ze
s
th
at
d
ev
elo
p
e
d
in
th
e
f
ield
o
f
co
u
n
s
elin
g
p
s
y
ch
o
m
etr
ics
[
2
6
]
.
So
m
e
ex
am
p
les
o
f
th
e
ap
p
licatio
n
o
f
R
asch
an
aly
s
is
in
p
s
y
ch
o
m
et
r
ics
in
c
o
u
n
s
elin
g
i
n
clu
d
e
th
e
p
s
y
ch
o
lo
g
ical
well
-
b
ein
g
m
ea
s
u
r
in
g
to
o
l
f
o
r
ad
o
lescen
t
v
ictim
s
o
f
v
io
len
ce
[
2
7
]
,
d
e
v
elo
p
m
en
t
a
n
d
v
alid
atio
n
o
f
I
n
d
o
n
esian
p
ea
ce
o
f
m
in
d
s
ca
le:
th
e
R
a
s
ch
an
aly
s
i
s
[
2
0
]
an
d
th
e
s
elf
-
ef
f
icac
y
s
ca
le
in
ca
r
ee
r
d
ec
is
io
n
m
ak
in
g
[
2
8
]
.
Ho
wev
er
,
to
in
cr
ea
s
e
th
e
ac
cu
r
ac
y
o
f
d
ata
co
llectio
n
,
th
is
r
esear
ch
f
o
cu
s
es
o
n
d
ev
elo
p
in
g
an
d
v
alid
atin
g
I
YC
I
S
u
s
in
g
R
asch
an
aly
s
is
to
s
tr
en
g
th
en
s
tu
d
en
ts
’
ca
r
ee
r
id
en
titi
es a
t sch
o
o
l.
As
a
b
en
ch
m
ar
k
f
o
r
th
e
le
v
el
o
f
ca
r
ee
r
id
e
n
tity
s
tatu
s
am
o
n
g
s
tu
d
en
ts
in
I
n
d
o
n
esia,
I
YC
I
S
in
v
o
lv
es
two
co
r
e
asp
ec
ts
,
n
am
ely
ca
r
ee
r
ex
p
l
o
r
atio
n
an
d
ca
r
ee
r
co
m
m
itm
en
t
[
2
9
]
.
C
ar
ee
r
ex
p
lo
r
atio
n
r
e
f
er
s
to
th
e
ex
ten
t
to
wh
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an
in
d
iv
id
u
al
s
h
o
ws
th
e
r
esu
lts
o
f
ef
f
o
r
ts
to
s
ea
r
ch
f
o
r
in
f
o
r
m
atio
n
r
eg
ar
d
in
g
em
p
lo
y
m
en
t
o
r
f
u
r
th
er
s
tu
d
ies
o
f
in
ter
est,
ac
tiv
ities
s
ee
k
in
g
in
f
o
r
m
atio
n
ab
o
u
t
em
p
lo
y
m
e
n
t
o
r
f
u
r
th
er
s
tu
d
ies,
an
d
co
n
s
id
er
atio
n
o
f
o
p
tio
n
s
in
an
ef
f
o
r
t
to
m
ak
e
a
d
ec
is
io
n
as
e
ar
ly
as
p
o
s
s
ib
le
r
eg
ar
d
in
g
em
p
lo
y
m
en
t
o
r
f
u
r
th
er
s
tu
d
y
o
p
tio
n
s
[
3
0
]
.
C
ar
ee
r
c
o
m
m
itm
en
t
is
th
e
ab
ilit
y
to
u
t
ilize
k
n
o
wled
g
e,
ca
r
r
y
o
u
t
d
i
r
ec
ted
ac
tiv
ities
to
im
p
lem
en
t
jo
b
c
h
o
ices,
id
en
ti
f
y
f
ig
u
r
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r
r
o
le
m
o
d
els
wh
o
ar
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s
u
itab
le
f
o
r
th
e
ch
o
s
en
jo
b
,
p
r
o
ject
in
to
th
e
f
u
tu
r
e,
a
n
d
s
h
o
w
h
o
w
m
u
ch
th
e
s
tu
d
en
t is ab
le
to
with
s
tan
d
s
h
o
ck
s
in
th
e
f
ield
o
f
wo
r
k
[
3
1
]
.
T
h
e
r
esear
ch
f
in
d
in
g
s
th
at
c
an
d
escr
ib
e
th
e
p
ea
ce
m
ea
s
u
r
in
g
to
o
l
i
n
th
e
f
o
r
m
o
f
I
YC
I
S
h
av
e
im
p
licatio
n
s
f
o
r
ef
f
o
r
ts
to
im
p
r
o
v
e
s
tu
d
en
ts
’
ca
r
ee
r
i
d
en
tity
s
tatu
s
as
a
p
r
o
v
is
io
n
in
d
eter
m
in
in
g
f
u
t
u
r
e
s
tu
d
y
an
d
wo
r
k
ch
o
ices.
Me
asu
r
in
g
s
tu
d
en
ts
’
ca
r
ee
r
id
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tity
u
s
in
g
I
YC
I
S
ca
n
b
e
a
b
asis
f
o
r
p
lan
n
in
g
ca
r
ee
r
g
u
id
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ce
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n
d
co
u
n
s
elin
g
p
r
o
g
r
am
s
in
s
ch
o
o
ls
[
3
2
]
.
W
ith
m
o
r
e
d
ir
ec
t
lan
g
u
ag
e
,
I
Y
C
I
S
ac
co
m
m
o
d
ates
ass
es
s
m
en
ts
o
f
s
tu
d
en
ts
’
ca
r
e
er
id
en
tity
s
tatu
s
p
o
r
tr
aits
.
C
a
r
ee
r
id
e
n
tity
is
v
er
y
im
p
o
r
tan
t
s
o
th
at
s
tu
d
en
ts
d
o
n
o
t
ex
p
er
ie
n
ce
co
n
f
u
s
io
n
ab
o
u
t
th
e
r
o
le
o
f
ca
r
ee
r
id
e
n
tity
in
a
d
is
r
u
p
tiv
e
er
a
lik
e
t
o
d
ay
.
I
n
th
is
way
,
s
tu
d
en
ts
ca
n
h
av
e
a
g
o
o
d
p
er
ce
p
tio
n
o
f
th
em
s
elv
es,
ex
p
lo
r
e
th
e
e
n
v
ir
o
n
m
en
t
ar
o
u
n
d
th
em
an
d
m
ak
e
r
esp
o
n
s
ib
le
d
ec
is
io
n
s
r
eg
ar
d
in
g
th
eir
c
h
o
i
ce
o
f
f
u
r
th
er
s
tu
d
y
o
r
em
p
lo
y
m
en
t in
th
e
f
u
tu
r
e.
T
h
e
p
ar
ties
in
v
o
lv
e
d
in
th
e
s
c
h
o
o
l
en
v
ir
o
n
m
e
n
t
ar
e
also
r
es
p
o
n
s
ib
le
f
o
r
cr
ea
tin
g
ca
r
ee
r
g
u
id
an
ce
an
d
co
u
n
s
elin
g
p
r
o
g
r
am
s
b
ased
o
n
m
ea
s
u
r
e
m
en
t
r
esu
lts
u
s
in
g
I
YC
I
S.
On
e
o
f
t
h
e
p
a
r
ties
th
at
ca
n
im
p
r
o
v
e
s
tu
d
en
ts
’
ca
r
ee
r
id
en
tity
is
t
h
e
g
u
id
an
ce
an
d
co
u
n
s
elin
g
teac
h
er
at
s
ch
o
o
l.
T
o
im
p
r
o
v
e
s
tu
d
en
ts
’
ca
r
ee
r
id
en
tity
in
th
e
s
ch
o
o
l
en
v
ir
o
n
m
en
t,
g
u
id
an
ce
an
d
c
o
u
n
s
elin
g
teac
h
er
s
m
u
s
t
c
o
llab
o
r
ate
with
v
ar
i
o
u
s
p
a
r
ties
to
o
b
tain
d
ata
o
th
er
th
an
th
at
d
o
cu
m
en
ted
t
h
r
o
u
g
h
I
YC
I
S.
Gu
id
an
ce
an
d
co
u
n
s
elin
g
s
er
v
ice
s
th
at
ar
e
o
r
ie
n
ted
to
war
d
s
ca
r
ee
r
id
en
tity
asp
ec
ts
ar
e
o
n
e
o
f
th
e
r
ec
o
m
m
en
d
atio
n
s
f
o
r
g
u
i
d
an
ce
an
d
co
u
n
s
elin
g
teac
h
er
s
to
f
o
llo
w
u
p
o
n
I
YC
I
S m
ea
s
u
r
e
m
en
t r
esu
lts
.
No
t
m
u
ch
r
esear
c
h
h
as
d
ev
el
o
p
ed
an
d
test
ed
th
e
u
s
ef
u
ln
ess
o
f
m
ea
s
u
r
in
g
s
tu
d
en
t
ca
r
ee
r
id
en
tity
.
Pre
v
io
u
s
r
esear
ch
h
as
p
r
o
d
u
ce
d
th
e
ca
r
ee
r
i
d
en
tity
d
e
v
e
lo
p
m
en
t
in
v
e
n
to
r
y
(
C
I
DI
)
[
1
0
]
an
d
t
h
e
ca
r
ee
r
d
ev
elo
p
m
e
n
t
in
v
en
to
r
y
(
C
DI
)
[
1
1
]
.
Ho
wev
er
,
b
o
th
s
tu
d
ies
u
s
ed
f
ac
to
r
a
n
aly
s
is
tech
n
iq
u
es,
wh
ile
th
is
s
tu
d
y
u
s
ed
R
asch
an
aly
s
is
.
R
asch
an
aly
s
is
in
te
s
tin
g
a
d
ata
co
llecti
o
n
in
s
tr
u
m
en
t
h
as
p
r
ec
is
io
n
a
n
d
ac
cu
r
ac
y
o
f
d
ata
an
aly
s
is
[
2
0
]
,
[
2
2
]
.
T
h
u
s
,
as
a
p
r
o
d
u
ct
o
f
t
h
is
r
esear
ch
,
I
YC
I
S
is
m
o
r
e
p
r
ec
is
e
an
d
ac
cu
r
a
te
in
ca
p
tu
r
in
g
th
e
ca
lm
lev
el
o
f
s
tu
d
e
n
ts
,
esp
ec
i
ally
s
tu
d
en
ts
in
I
n
d
o
n
esia.
I
Y
C
I
S
u
s
es
two
asp
ec
ts
:
ca
r
ee
r
ex
p
lo
r
atio
n
[
3
3
]
an
d
ca
r
ee
r
c
o
m
m
itm
en
t
[
3
4
]
.
T
h
e
u
r
g
en
c
y
o
f
u
n
d
e
r
s
tan
d
in
g
ca
r
ee
r
id
en
tity
f
o
r
tee
n
ag
er
s
t
o
d
a
y
tr
ig
g
er
s
th
e
n
ee
d
f
o
r
a
m
ea
s
u
r
in
g
in
s
tr
u
m
en
t th
a
t c
an
m
ea
s
u
r
e
th
e
le
v
el
o
f
ca
r
e
er
id
en
tity
o
f
teen
ag
e
r
s
.
E
f
f
o
r
ts
to
m
ea
s
u
r
e
ca
r
ee
r
id
e
n
tity
will
p
r
o
d
u
ce
a
p
ictu
r
e
o
f
s
tu
d
en
ts
’
lev
el
o
f
ca
r
ee
r
i
d
e
n
tity
.
T
h
u
s
,
v
ar
io
u
s
r
elate
d
p
ar
ties
ca
n
f
o
l
lo
w
u
p
o
n
g
u
id
a
n
ce
an
d
c
o
u
n
s
elin
g
in
ter
v
en
tio
n
s
to
d
ev
elo
p
ca
r
ee
r
id
en
tity
i
n
s
tu
d
en
ts
[
3
5
]
–
[
3
7
]
.
B
ased
o
n
t
h
e
ex
p
lan
atio
n
r
eg
a
r
d
in
g
th
e
i
m
p
o
r
tan
ce
o
f
m
ea
s
u
r
i
n
g
ca
r
ee
r
id
en
tity
,
I
YC
I
S
is
a
m
ea
s
u
r
in
g
to
o
l th
at
ca
n
m
ea
s
u
r
e
th
e
lev
el
o
f
ca
r
ee
r
id
en
tity
o
f
s
tu
d
en
ts
at
s
ch
o
o
l.
I
YC
I
S
d
ata
ca
n
b
e
u
s
ed
as
a
b
asis
f
o
r
g
u
i
d
an
ce
a
n
d
co
u
n
s
elin
g
teac
h
er
s
i
n
s
ch
o
o
ls
an
d
f
u
t
u
r
e
r
esear
ch
er
s
in
d
e
v
elo
p
in
g
s
p
ec
ial
ca
r
ee
r
g
u
id
an
ce
a
n
d
c
o
u
n
s
elin
g
p
r
o
g
r
am
s
to
im
p
r
o
v
e
s
tu
d
en
ts
’
ca
r
ee
r
id
en
tity
.
T
h
is
r
esear
ch
h
as
lim
itatio
n
s
i
n
th
e
d
ev
elo
p
m
e
n
t
an
d
v
alid
at
io
n
o
f
I
YC
I
S.
R
esear
ch
th
at
d
ev
elo
p
s
an
d
v
er
if
ies
th
e
I
YC
I
S
n
ee
d
s
to
in
v
o
lv
e
e
x
p
er
ts
to
ass
ess
th
e
in
s
tr
u
m
en
t
’
s
s
tatem
en
t
item
s
.
T
h
is
ex
p
er
t
ju
d
g
m
en
t
is
to
in
cr
ea
s
e
th
e
v
alid
ity
o
f
th
e
co
n
ten
t
o
f
t
h
e
I
YC
I
S
in
s
tr
u
m
en
t.
Ap
ar
t
f
r
o
m
t
h
at,
test
in
g
th
is
in
s
tr
u
m
en
t
n
ee
d
s
to
in
v
o
lv
e
r
esp
o
n
d
en
ts
o
n
a
wid
e
r
s
ca
le
s
o
th
at
th
is
in
s
tr
u
m
en
t
ca
n
b
e
well
r
ec
eiv
ed
in
I
n
d
o
n
esia
to
m
ea
s
u
r
e
th
e
ca
r
ee
r
id
en
tity
s
ta
tu
s
o
f
s
tu
d
en
ts
at
s
ch
o
o
l.
4.
CO
NCLU
SI
O
N
C
ar
ee
r
id
en
tity
is
o
n
e
o
f
th
e
m
o
s
t
im
p
o
r
tan
t
p
s
y
ch
o
s
o
cial
d
ev
elo
p
m
e
n
tal
task
s
f
o
r
a
d
o
le
s
ce
n
ts
.
T
o
ac
h
iev
e
a
ca
r
ee
r
id
en
tity
,
h
u
m
an
s
n
ee
d
to
ex
p
lo
r
e
an
d
m
ak
e
ca
r
ee
r
co
m
m
itm
en
ts
.
T
h
e
d
ev
elo
p
m
en
t
o
f
ca
r
ee
r
id
en
tity
in
ad
o
lescen
ce
will
p
r
ev
en
t
h
u
m
an
s
f
r
o
m
ex
p
e
r
ien
ci
n
g
id
e
n
tity
co
n
f
u
s
io
n
wh
ich
will
h
av
e
an
im
p
ac
t
o
n
f
u
r
th
er
d
ev
elo
p
m
en
tal
task
s
.
T
h
is
r
esear
ch
an
s
wer
s
th
e
n
ee
d
f
o
r
th
is
m
ea
s
u
r
em
e
n
t
to
o
l
b
y
d
ev
elo
p
in
g
a
n
d
v
alid
atin
g
a
ca
r
e
er
id
e
n
tity
m
e
asu
r
em
en
t
to
o
l
ca
lled
th
e
I
n
d
o
n
esian
y
o
u
t
h
ca
r
ee
r
id
en
tity
s
c
ale
.
T
h
e
r
esu
lts
o
f
ap
p
ly
in
g
th
e
R
asch
an
aly
s
is
s
h
o
w
th
at
I
YC
I
S
is
g
o
o
d
,
p
r
ec
i
s
e,
an
d
h
as
an
item
f
it
with
th
e
m
o
d
el.
I
YC
I
S
is
a
r
eliab
le
an
d
v
ali
d
m
ea
s
u
r
em
e
n
t to
o
l f
o
r
ac
cu
r
ately
m
ea
s
u
r
in
g
th
e
lev
el
o
f
s
tu
d
en
t c
ar
ee
r
id
e
n
tity
.
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
Dev
elo
p
men
t a
n
d
va
lid
a
tio
n
o
f I
n
d
o
n
esia
n
yo
u
th
c
a
r
ee
r
id
en
tity sca
le
…
(
A
g
u
n
g
b
u
d
ip
r
a
b
o
w
o
)
421
ACK
NO
WL
E
DG
E
M
E
NT
S
T
h
e
au
t
h
o
r
s
t
h
an
k
to
Un
iv
er
s
i
tas
Neg
er
i
Yo
g
y
ak
ar
ta
an
d
U
n
iv
er
s
itas
Ah
m
ad
Dah
lan
wh
o
p
r
o
v
id
e
d
ac
co
m
m
o
d
atio
n
an
d
f
u
n
d
in
g
f
o
r
th
is
r
esear
ch
ac
tiv
ity
.
RE
F
E
R
E
NC
E
S
[
1
]
A
.
K
a
r
i
m
a
n
d
N
.
S
a
’
a
d
a
h
,
“
C
a
r
e
e
r
g
u
i
d
a
n
c
e
ser
v
i
c
e
s
t
o
f
o
r
m
a
c
a
r
e
e
r
i
d
e
n
t
i
t
y
f
o
r
v
o
c
a
t
i
o
n
a
l
h
i
g
h
sc
h
o
o
l
st
u
d
e
n
t
s,”
Bi
sm
a
T
h
e
J
o
u
rn
a
l
o
f
C
o
u
n
se
l
i
n
g
,
v
o
l
.
5
,
n
o
.
3
,
p
p
.
2
5
9
–
2
6
6
,
2
0
2
1
,
d
o
i
:
1
0
.
2
3
8
8
7
/
b
i
sm
a
.
v
5
i
3
.
4
2
4
0
7
.
[
2
]
M
.
S
y
e
d
a
n
d
I
.
S
e
i
f
f
g
e
-
K
r
e
n
k
e
,
“
P
e
r
so
n
a
l
i
t
y
d
e
v
e
l
o
p
m
e
n
t
f
r
o
m
a
d
o
l
e
sc
e
n
c
e
t
o
e
m
e
r
g
i
n
g
a
d
u
l
t
h
o
o
d
:
Li
n
k
i
n
g
t
r
a
j
e
c
t
o
r
i
e
s
o
f
e
g
o
d
e
v
e
l
o
p
me
n
t
t
o
t
h
e
f
a
m
i
l
y
c
o
n
t
e
x
t
a
n
d
i
d
e
n
t
i
t
y
f
o
r
mat
i
o
n
,
”
J
o
u
r
n
a
l
o
f
Pe
rso
n
a
l
i
t
y
a
n
d
S
o
c
i
a
l
Psy
c
h
o
l
o
g
y
,
v
o
l
.
1
0
4
,
n
o
.
2
,
p
p
.
3
7
1
–
3
8
4
,
2
0
1
3
,
d
o
i
:
1
0
.
1
0
3
7
/
a
0
0
3
0
0
7
0
.
[
3
]
M
.
J
.
A
r
q
u
i
so
l
a
a
n
d
I
.
A
.
M
u
a
n
a
r
,
“
T
h
e
r
o
l
e
o
f
f
a
m
i
l
y
i
n
f
l
u
e
n
c
e
,
g
e
n
d
e
r
,
a
n
d
e
n
t
r
e
p
r
e
n
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B
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RAP
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AUTH
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RS
Ag
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rtme
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m
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d
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re
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c
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b
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c
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tac
ted
a
t
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m
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:
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g
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g
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c
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id
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De
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rtme
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t
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ri
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k
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rta,
In
d
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se
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h
fo
c
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se
s
o
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imp
ro
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c
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th
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h
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h
e
a
rin
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t
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sp
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sc
h
o
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l
.
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can
be
c
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n
tac
ted
a
t
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m
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il
:
e
d
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p
u
rwa
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ta@
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a
c
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d
.
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h
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t
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te
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l,
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g
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ri
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g
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k
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rta,
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n
d
o
n
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.
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re
se
a
r
c
h
fo
c
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se
s
o
n
e
d
u
c
a
ti
o
n
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l
p
s
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c
h
o
l
o
g
y
.
He
can
be
c
o
n
tac
ted
a
t
e
m
a
il
:
n
u
rwa
n
g
i
d
@u
n
y
.
a
c
.
id
.
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