I
nte
rna
t
io
na
l J
o
urna
l o
f
E
v
a
lua
t
io
n a
nd
Resea
rc
h in E
du
ca
t
io
n (
I
J
E
RE
)
Vo
l.
14
,
No
.
1
,
Feb
r
u
ar
y
20
25
,
p
p
.
629
~
635
I
SS
N:
2252
-
8
8
2
2
,
DOI
: 1
0
.
1
1
5
9
1
/
ijer
e
.
v
14
i
1
.
3
1
0
2
9
629
J
o
ur
na
l ho
m
ep
a
g
e
:
h
ttp
:
//ij
ere.
ia
esco
r
e.
co
m
Perc
eiv
e so
cia
l su
ppo
rt,
aca
demic
s
elf
-
e
ff
ica
cy
,
a
nd
l
ea
rning
eng
a
g
ement amo
ng
high scho
o
l stu
dents in
China
L
iu Ya
ng
,
L
im
H
o
o
i Li
a
n
S
c
h
o
o
l
o
f
E
d
u
c
a
t
i
o
n
a
l
S
t
u
d
i
e
s,
U
n
i
v
e
r
si
t
i
S
a
i
n
s
M
a
l
a
y
s
i
a
,
G
e
o
r
g
e
T
o
w
n
,
M
a
l
a
y
si
a
Art
icle
I
nfo
AB
S
T
RAC
T
A
r
ticle
his
to
r
y:
R
ec
eiv
ed
Ap
r
3
0
,
2
0
2
4
R
ev
is
ed
Sep
2
6
,
2
0
2
4
Acc
ep
ted
Oct
7
,
2
0
2
4
Th
e
a
im
o
f
th
is
st
u
d
y
wa
s
to
a
n
a
ly
z
e
th
e
m
e
d
iatin
g
r
o
le
o
f
a
c
a
d
e
m
ic
se
lf
-
e
ffica
c
y
in
th
e
re
lati
o
n
sh
i
p
b
e
t
we
e
n
p
e
rc
e
iv
e
so
c
ial
su
p
p
o
rt
a
n
d
lea
rn
in
g
e
n
g
a
g
e
m
e
n
t
a
m
o
n
g
Ch
i
n
e
se
se
n
io
r
h
i
g
h
sc
h
o
o
l
stu
d
e
n
ts.
A
q
u
a
n
ti
tati
v
e
re
se
a
rc
h
m
e
th
o
d
wa
s
a
d
o
p
te
d
,
a
n
d
5
7
2
C
h
in
e
se
se
n
io
r
h
i
g
h
sc
h
o
o
l
stu
d
e
n
ts
fro
m
In
n
e
r
M
o
n
g
o
li
a
Au
t
o
n
o
m
o
u
s
Re
g
i
o
n
in
Ch
i
n
a
c
o
m
p
lete
d
t
h
re
e
se
lf
-
re
p
o
rt
q
u
e
stio
n
n
a
ires
.
Co
r
re
latio
n
a
n
a
ly
sis
re
v
e
a
led
t
h
a
t
se
n
io
r
h
ig
h
sc
h
o
o
l
stu
d
e
n
ts
p
e
rc
e
iv
e
so
c
ial
su
p
p
o
rt,
a
c
a
d
e
m
ic
se
lf
-
e
ffica
c
y
,
a
n
d
lea
rn
in
g
e
n
g
a
g
e
m
e
n
t
we
re
si
g
n
ifi
c
a
n
t
ly
c
o
rre
late
d
with
e
a
c
h
o
th
e
r.
In
a
d
d
i
ti
o
n
,
stru
c
tu
ra
l
e
q
u
a
ti
o
n
m
o
d
e
li
n
g
a
n
a
ly
sis
sh
o
we
d
t
h
a
t
p
e
rc
e
iv
e
so
c
i
a
l
su
p
p
o
rt
e
x
e
rted
it
s
in
d
irec
t
e
ffe
c
t
o
n
lea
r
n
in
g
e
n
g
a
g
e
m
e
n
t
t
h
ro
u
g
h
th
e
m
e
d
iatio
n
o
f
a
c
a
d
e
m
ic
se
lf
-
e
ffica
c
y
.
Th
e
se
fin
d
i
n
g
s
h
a
v
e
p
ra
c
ti
c
a
l
imp
li
c
a
ti
o
n
fo
r
g
o
v
e
r
n
m
e
n
t
p
o
l
icy
m
a
k
e
rs,
e
d
u
c
a
ti
o
n
a
d
m
in
istrat
o
rs,
tea
c
h
e
rs,
stu
d
e
n
ts,
a
n
d
p
a
re
n
ts,
i
n
fo
rm
i
n
g
e
v
id
e
n
c
e
-
b
a
se
d
p
o
li
c
ies
,
i
n
terv
e
n
ti
o
n
s,
a
n
d
str
a
t
eg
ies
to
e
n
h
a
n
c
e
lea
rn
in
g
e
n
g
a
g
e
m
e
n
t
a
n
d
a
c
a
d
e
m
ic su
c
c
e
s
s.
K
ey
w
o
r
d
s
:
Aca
d
em
ic
s
elf
-
ef
f
icac
y
L
ea
r
n
in
g
e
n
g
ag
e
m
en
t
Per
ce
iv
ed
s
o
cial
s
u
p
p
o
r
t
Sen
io
r
h
ig
h
s
ch
o
o
l stu
d
e
n
ts
Stru
ctu
r
al
eq
u
atio
n
m
o
d
elin
g
T
h
is i
s
a
n
o
p
e
n
a
c
c
e
ss
a
rticle
u
n
d
e
r th
e
CC B
Y
-
SA
li
c
e
n
se
.
C
o
r
r
e
s
p
o
nd
ing
A
uth
o
r
:
L
im
Ho
o
i L
ian
Sch
o
o
l o
f
E
d
u
ca
tio
n
al
Stu
d
ies,
Un
iv
er
s
iti Sain
s
Ma
lay
s
ia
1
1
8
0
0
,
Pen
an
g
,
Ma
lay
s
ia
E
m
ail: h
llim@u
s
m
.
m
y
1.
I
NT
RO
D
UCT
I
O
N
L
ea
r
n
in
g
e
n
g
ag
e
m
en
t
h
as
r
ec
e
iv
ed
co
n
s
id
er
a
b
le
s
ch
o
lar
ly
att
en
tio
n
in
r
ec
e
n
t
y
ea
r
s
[
1
]
–
[
3
]
.
R
esear
ch
co
n
s
is
ten
tly
s
h
o
ws
its
p
o
s
itiv
e
ef
f
ec
ts
o
n
ac
a
d
em
ic
p
er
f
o
r
m
a
n
ce
an
d
ed
u
ca
tio
n
q
u
ality
[
4
]
,
[
5
]
.
Ad
d
itio
n
ally
,
it
i
s
p
iv
o
tal
f
o
r
p
er
s
o
n
al
g
r
o
wth
,
co
n
tr
ib
u
tin
g
t
o
s
k
ills
lik
e
s
elf
-
id
en
tity
a
n
d
ef
f
ec
tiv
e
lear
n
in
g
[
6
]
,
[
7
]
.
I
n
C
h
in
a,
it
i
s
a
k
ey
i
n
d
icat
o
r
o
f
ac
a
d
em
ic
ac
h
ie
v
em
en
t
an
d
s
tu
d
e
n
t
d
e
v
elo
p
m
e
n
t
[
8
]
,
[
9
]
.
Alth
o
u
g
h
th
e
im
p
o
r
tan
ce
o
f
lear
n
in
g
en
g
ag
em
en
t
wid
ely
r
ec
o
g
n
ize
d
,
s
ev
er
al
s
tu
d
ies
h
av
e
r
ev
ea
led
th
at
s
en
io
r
h
ig
h
s
ch
o
o
l
s
tu
d
en
ts
’
lear
n
in
g
en
g
ag
em
e
n
t
is
at
an
in
ter
m
ed
iate
lev
el,
wh
ich
r
ep
r
esen
ts
in
cr
ea
s
ed
r
i
s
k
o
f
h
ig
h
d
r
o
p
o
u
t
r
ates,
d
ep
r
ess
io
n
,
d
elin
q
u
en
cy
,
s
u
b
s
tan
ce
u
s
e,
h
ig
h
r
ates
o
f
s
tu
d
en
t
b
o
r
ed
o
m
an
d
ac
a
d
em
i
c
f
ailu
r
e
[
1
0
]
–
[
1
4
]
.
I
n
th
e
C
h
in
ese
ed
u
ca
tio
n
al
co
n
tex
t,
th
e
is
s
u
e
o
f
lo
w
lear
n
in
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
en
ts
is
p
r
ev
alen
t a
n
d
is
ev
en
m
o
r
e
p
r
o
n
o
u
n
ce
d
th
an
i
n
m
an
y
o
th
e
r
co
u
n
t
r
ies
[
1
5
]
.
I
n
ad
d
itio
n
,
th
e
s
en
io
r
h
ig
h
s
ch
o
o
l
s
tag
e
is
a
cr
itical
p
er
io
d
in
ad
o
lescen
t
d
ev
elo
p
m
e
n
t,
p
ar
ticu
lar
ly
in
th
e
c
o
n
tex
t
o
f
C
h
in
a,
wh
e
r
e
s
tu
d
en
ts
ar
e
r
eq
u
i
r
ed
t
o
p
a
r
t
icip
ate
in
th
e
h
ig
h
ly
c
o
m
p
etitiv
e
co
lleg
e
en
tr
an
ce
ex
am
in
atio
n
.
Face
d
with
a
h
ea
v
y
ac
ad
em
ic
w
o
r
k
lo
a
d
,
s
en
io
r
h
ig
h
s
ch
o
o
l
s
tu
d
en
ts
en
d
u
r
e
s
u
b
s
tan
tial
p
r
ess
u
r
es
f
r
o
m
b
o
t
h
in
ter
n
al
an
d
ex
ter
n
al
en
v
ir
o
n
m
en
ts
.
Ma
n
y
s
tu
d
en
ts
ex
h
ib
it
s
ig
n
s
o
f
lo
w
lear
n
in
g
en
g
ag
em
e
n
t,
s
u
ch
as
a
lack
o
f
in
ter
est
in
s
tu
d
ies,
p
o
o
r
ac
a
d
em
ic
ef
f
icien
cy
,
d
ec
lin
in
g
g
r
ad
es,
an
d
in
s
o
m
e
ca
s
es,
tr
u
an
cy
o
r
ev
en
d
r
o
p
p
i
n
g
o
u
t
[
1
6
]
–
[
1
8
]
.
T
h
u
s
,
th
is
r
esear
ch
aim
ed
to
ad
d
r
ess
th
e
co
n
tr
ad
ictio
n
b
etwe
en
th
e
ex
is
tin
g
p
r
o
b
lem
o
f
in
s
u
f
f
icien
t
s
tu
d
en
ts
’
lear
n
in
g
en
g
ag
em
en
t
an
d
o
th
e
r
v
ar
ia
b
les
to
p
r
o
v
id
e
a
m
o
r
e
d
etailed
u
n
d
e
r
s
tan
d
in
g
o
f
C
h
i
n
ese
s
en
io
r
h
ig
h
s
ch
o
o
l stu
d
e
n
ts
’
lear
n
in
g
en
g
ag
em
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
:
629
-
635
630
Du
r
in
g
th
e
last
d
ec
ad
e,
t
h
e
lin
k
b
etwe
en
p
er
ce
iv
ed
s
o
cial
s
u
p
p
o
r
t
a
n
d
s
tu
d
e
n
ts
’
lear
n
in
g
e
n
g
ag
em
e
n
t
h
as
b
ee
n
at
th
e
ce
n
te
r
o
f
m
u
ch
atten
tio
n
.
Fo
r
e
x
am
p
le,
ac
co
r
d
in
g
to
Alem
ay
eh
u
an
d
C
h
en
[
7
]
,
p
er
ce
iv
e
d
s
o
cial
s
u
p
p
o
r
t
af
f
ec
ts
in
d
iv
id
u
al
lear
n
in
g
en
g
ag
em
e
n
t.
W
h
en
in
d
iv
id
u
als
p
er
ce
iv
e
u
n
d
er
s
t
an
d
in
g
an
d
s
u
p
p
o
r
t
f
r
o
m
o
t
h
er
s
,
th
ey
a
r
e
m
o
r
e
lik
ely
to
m
ain
tain
a
p
o
s
itiv
e
o
u
tl
o
o
k
in
t
h
e
f
ac
e
o
f
ch
allen
g
es
an
d
s
u
s
tain
h
ig
h
er
lev
els
o
f
lear
n
in
g
en
g
ag
e
m
en
t
.
Pre
v
io
u
s
s
tu
d
ies
h
av
e
in
v
esti
g
ated
th
e
r
elatio
n
s
h
ip
b
etwe
en
p
er
ce
iv
ed
s
o
cial
s
u
p
p
o
r
t
an
d
lear
n
in
g
en
g
ag
e
m
en
t
an
d
h
av
e
f
o
u
n
d
th
at
p
er
ce
iv
ed
s
o
cial
s
u
p
p
o
r
t
ca
n
en
h
an
ce
s
tu
d
en
ts
’
lear
n
in
g
e
n
g
ag
e
m
en
t
[
1
9
]
.
Ho
wev
er
,
p
r
ev
io
u
s
s
tu
d
y
h
av
e
al
s
o
id
en
tifie
d
c
o
n
tr
ad
icto
r
y
f
in
d
in
g
s
r
eg
a
r
d
in
g
th
e
s
p
ec
if
ic
d
im
en
s
io
n
s
o
f
p
e
r
ce
iv
ed
s
o
cial
s
u
p
p
o
r
t
a
n
d
th
ei
r
r
elatio
n
s
h
ip
with
lear
n
in
g
en
g
ag
em
e
n
t
[
2
0
]
.
I
n
co
n
clu
s
io
n
,
th
is
s
tu
d
y
ex
a
m
in
ed
th
e
r
elatio
n
s
h
ip
am
o
n
g
p
er
ce
iv
ed
s
o
cial
s
u
p
p
o
r
t
an
d
s
en
io
r
h
ig
h
s
ch
o
o
l
s
tu
d
en
ts
’
lear
n
in
g
e
n
g
ag
e
m
en
t
in
th
e
C
h
in
ese
co
n
tex
t.
P
er
ce
iv
ed
s
o
cial
s
u
p
p
o
r
t
is
co
n
s
id
er
ed
as
s
tu
d
en
t’
s
p
er
ce
p
tio
n
o
f
th
e
g
en
er
al
s
u
p
p
o
r
t
p
r
o
v
id
ed
b
y
p
eo
p
le
in
t
h
eir
s
o
cial
n
etwo
r
k
,
wh
ich
a
r
e
av
ailab
le
a
n
d
e
n
ac
ted
u
p
o
n
[
2
1
]
.
T
h
ese
s
u
p
p
o
r
tiv
e
in
ter
ac
tio
n
s
en
h
an
ce
th
eir
o
v
e
r
all
f
u
n
ctio
n
in
g
an
d
s
er
v
e
as
a
b
u
f
f
er
a
g
ain
s
t
ad
v
er
s
e
o
u
tco
m
es
.
P
er
ce
iv
e
s
o
cial
s
u
p
p
o
r
t
co
n
s
is
t
o
f
teac
h
er
s
s
u
p
p
o
r
t,
p
ar
en
ts
s
u
p
p
o
r
t,
class
m
ates
s
u
p
p
o
r
t,
clo
s
e
f
r
ien
d
s
s
u
p
p
o
r
t,
an
d
p
eo
p
le
in
s
ch
o
o
l
s
u
p
p
o
r
t
[
2
1
]
.
I
n
th
is
s
tu
d
y
,
p
er
ce
iv
e
s
o
cial
s
u
p
p
o
r
t
in
clu
d
e
two
d
im
en
s
io
n
s
:
p
er
ce
iv
e
teac
h
er
s
s
u
p
p
o
r
t
an
d
p
er
ce
iv
e
p
ar
en
ts
’
s
u
p
p
o
r
t.
E
x
t
en
s
iv
e
r
esear
ch
h
as
b
ee
n
co
n
d
u
cted
b
y
co
u
n
tr
ies
wo
r
ld
wid
e
o
n
th
e
p
er
ce
p
tio
n
o
f
s
o
cial
s
u
p
p
o
r
t,
r
ec
o
g
n
izin
g
its
s
ig
n
if
ican
ce
,
p
ar
ticu
lar
ly
in
ev
alu
atin
g
s
tu
d
e
n
t le
ar
n
in
g
en
g
ag
em
en
t.
Firstl
y
,
a
s
tatis
t
ical
s
ig
n
if
ican
t
ass
o
ciatio
n
b
etwe
en
th
e
d
im
e
n
s
io
n
o
f
p
er
ce
iv
e
s
o
cial
s
u
p
p
o
r
t,
n
am
ely
p
ar
en
tal
s
u
p
p
o
r
t
an
d
s
tu
d
en
t
b
eh
av
io
r
al
e
n
g
ag
em
e
n
t,
b
u
t
a
s
ig
n
if
ican
t
n
eg
ativ
e
ass
o
ciatio
n
b
etwe
en
p
ar
en
tal
s
u
p
p
o
r
t
a
n
d
s
tu
d
en
t
em
o
tio
n
a
l
en
g
ag
em
e
n
t
[
2
0
]
.
Pre
v
io
u
s
s
tu
d
ies
h
av
e
f
ailed
to
d
em
o
n
s
tr
ate
a
co
n
n
ec
tio
n
b
etwe
en
th
e
d
im
en
s
io
n
o
f
p
er
ce
iv
e
s
o
cial
s
u
p
p
o
r
t
(
teac
h
e
r
s
u
p
p
o
r
t
a
n
d
s
tu
d
en
ts
’
lear
n
i
n
g
en
g
a
g
em
en
t
)
.
T
h
e
o
b
s
er
v
ed
o
u
tco
m
es
m
ay
b
e
attr
ib
u
ted
to
th
e
f
o
llo
win
g
r
ea
s
o
n
s
.
Par
en
tal
s
u
p
p
o
r
t
is
p
iv
o
tal
in
m
an
y
asp
ec
ts
o
f
s
tu
d
en
ts
’
ac
ad
em
ic
in
v
o
lv
em
en
t,
y
et
it
is
cr
u
cial
to
n
o
te
t
h
at
ex
ce
s
s
iv
e
p
ar
en
tal
s
u
p
p
o
r
t
ca
n
h
av
e
n
eg
ativ
e
im
p
ac
ts
.
Ov
er
b
ea
r
in
g
p
a
r
en
t
al
p
r
ess
u
r
e
ca
n
n
eg
ativ
ely
i
m
p
ac
t
s
tu
d
en
ts
’
em
o
ti
o
n
al
well
-
b
ein
g
.
I
n
th
e
Gh
an
aian
co
n
tex
t,
th
e
in
co
n
s
is
ten
t
im
p
ac
t
o
f
th
e
d
im
en
s
io
n
o
f
p
er
ce
i
v
e
s
o
cial
s
u
p
p
o
r
t,
n
am
ely
teac
h
er
s
u
p
p
o
r
t
o
n
s
tu
d
en
t
e
n
g
ag
e
m
e
n
t
m
ig
h
t
b
e
attr
i
b
u
ted
to
th
e
e
d
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
,
lead
i
n
g
to
a
h
ig
h
s
tu
d
en
t
-
teac
h
e
r
r
atio
th
at
d
o
es n
o
t a
llo
w
f
o
r
cl
o
s
e
s
tu
d
en
t
-
teac
h
er
r
elatio
n
s
h
ip
s
.
Seco
n
d
ly
,
it
h
as
b
ee
n
p
r
ev
io
u
s
ly
in
d
icate
d
th
at
s
tu
d
en
ts
p
er
ce
iv
ed
teac
h
er
s
u
p
p
o
r
t
to
b
e
cr
itical
to
th
em
[
2
2
]
.
Sev
er
al
s
tu
d
ies
h
av
e
r
ev
e
aled
th
at
th
e
d
im
en
s
io
n
o
f
p
er
ce
iv
ed
s
o
cial
s
u
p
p
o
r
t,
n
a
m
ely
teac
h
er
s
u
p
p
o
r
t,
h
as
th
e
g
r
ea
test
im
p
ac
t
o
n
s
tu
d
en
ts
’
lear
n
in
g
e
n
g
ag
em
e
n
t
[
1
0
]
,
[
2
3
]
,
[
2
4
]
.
Ho
wev
er
,
th
e
s
tu
d
y
co
n
d
u
cte
d
b
y
W
an
g
an
d
E
cc
l
es
[
2
5
]
r
ep
o
r
ted
th
at
th
e
d
im
e
n
s
io
n
o
f
p
er
ce
iv
e
d
s
o
cial
s
u
p
p
o
r
t,
n
am
ely
teac
h
er
s
u
p
p
o
r
t,
was
n
o
t
s
ig
n
if
ican
tly
co
r
r
elate
d
with
en
g
ag
em
e
n
t
in
ex
tr
a
-
cu
r
r
icu
la
r
ac
tiv
ities
.
T
h
e
r
ea
s
o
n
m
ay
s
tem
f
r
o
m
th
e
m
eth
o
d
o
lo
g
y
o
f
th
is
s
u
r
v
ey
co
n
d
u
cted
in
th
e
W
ash
in
g
to
n
ar
ea
o
f
th
e
Un
ited
States
,
wh
ich
co
llected
in
f
o
r
m
atio
n
ab
o
u
t
p
ar
e
n
tal
a
n
d
teac
h
er
s
o
cial
s
u
p
p
o
r
t
th
r
o
u
g
h
r
ep
o
r
ts
f
r
o
m
teac
h
er
s
an
d
p
a
r
en
ts
,
an
d
in
f
o
r
m
atio
n
o
n
lear
n
in
g
en
g
ag
em
en
t
th
r
o
u
g
h
s
elf
-
r
ep
o
r
ts
f
r
o
m
s
tu
d
en
ts
,
r
ath
e
r
th
an
g
ath
er
in
g
all
d
ata
ex
clu
s
iv
ely
th
r
o
u
g
h
s
tu
d
e
n
t
s
elf
-
r
ep
o
r
ts
.
T
h
ir
d
ly
,
p
er
ce
iv
e
teac
h
er
s
u
p
p
o
r
t
h
eld
a
m
o
r
e
p
r
o
n
o
u
n
ce
d
g
em
en
t
th
an
p
ar
e
n
ts
’
s
u
p
p
o
r
t
[
2
6
]
.
Ad
d
itio
n
ally
,
a
f
ascin
atin
g
i
n
ter
p
lay
was
n
o
ted
:
th
e
s
o
ci
al
s
u
p
p
o
r
t
s
tu
d
en
ts
p
er
ce
iv
ed
f
r
o
m
teac
h
e
r
s
an
d
p
ar
en
ts
ap
p
ea
r
e
d
in
ter
twin
ed
with
th
e
lev
el
o
f
m
u
tu
al
s
u
p
p
o
r
t
th
ey
s
h
ar
ed
with
th
eir
class
m
ates.
T
h
is
em
p
h
as
izes
th
e
in
ter
co
n
n
ec
ted
n
ess
o
f
th
ese
d
im
en
s
io
n
s
an
d
th
eir
c
o
llectiv
e
in
f
lu
en
ce
o
n
a
s
tu
d
en
ts
’
ac
ad
em
ic
jo
u
r
n
ey
.
Fin
ally
,
p
ar
en
tal
s
u
p
p
o
r
t
was
s
ig
n
if
ican
tly
ass
o
ciate
d
with
lear
n
in
g
en
g
ag
em
e
n
t
[
2
7
]
.
Par
en
ts
s
p
en
d
tim
e
r
ea
d
in
g
with
th
eir
ch
i
ld
r
en
to
in
cr
ea
s
e
th
e
lev
el
o
f
l
ea
r
n
in
g
m
o
ti
v
atio
n
.
Desp
ite
th
ese
f
in
d
in
g
s
,
th
er
e
ar
e
s
till
co
n
tr
ad
ictio
n
s
an
d
g
ap
s
in
th
e
ex
is
tin
g
r
esear
ch
,
wh
ich
n
ec
ess
itates
f
u
r
th
er
in
v
esti
g
atio
n
.
T
h
u
s
,
th
is
s
tu
d
y
s
o
u
g
h
t
to
an
s
wer
th
e
f
o
llo
win
g
h
y
p
o
th
eses
:
Per
ce
iv
e
s
o
cial
s
u
p
p
o
r
t
is
p
o
s
itiv
ely
co
r
r
elate
d
with
s
en
i
o
r
h
ig
h
s
ch
o
o
l stu
d
e
n
ts
lear
n
in
g
en
g
a
g
em
en
t
(
H1
)
.
Aca
d
em
ic
s
elf
-
ef
f
icac
y
is
d
ef
in
ed
as
s
tu
d
en
t’
s
d
eg
r
ee
o
f
c
o
n
f
id
en
ce
in
s
u
cc
ess
f
u
lly
co
m
p
letin
g
a
lear
n
in
g
task
o
r
ac
h
iev
in
g
a
n
id
ea
l
ac
ad
em
ic
g
o
al
a
f
ter
o
r
g
a
n
izin
g
a
n
d
e
x
ec
u
tin
g
a
task
[
2
8
]
.
A
ca
d
e
m
ic
s
elf
-
ef
f
icac
y
co
n
s
is
ts
o
f
two
f
ac
to
r
s
:
lear
n
in
g
ab
ilit
y
an
d
lear
n
i
n
g
b
eh
a
v
io
r
[
2
9
]
.
Pre
v
io
u
s
s
tu
d
ies
co
n
f
ir
m
e
d
th
at
ac
ad
em
ic
s
elf
-
ef
f
icac
y
o
f
s
en
i
o
r
h
i
g
h
s
ch
o
o
l
s
tu
d
e
n
ts
was
af
f
ec
ted
b
y
th
e
s
o
cial
s
u
p
p
o
r
t
[
3
0
]
.
Fo
r
ex
am
p
le,
teac
h
er
s
u
p
p
o
r
t
h
as
a
s
ig
n
if
ic
an
t
co
r
r
elatio
n
with
co
lleg
e
s
tu
d
en
ts
’
s
elf
-
ef
f
icac
y
[
3
1
]
.
Si
m
ilar
ly
,
th
er
e
was
a
s
tatis
t
ically
s
ig
n
if
ican
t
co
r
r
ela
tio
n
b
etwe
en
teac
h
e
r
s
u
p
p
o
r
t,
p
ar
en
t
s
u
p
p
o
r
t
a
n
d
a
d
o
lescen
t’
s
ac
ad
em
ic
s
elf
-
ef
f
icac
y
[
2
4
]
.
I
n
ad
d
itio
n
,
Ma
et
a
l.
[
3
2
]
co
n
d
u
cted
t
h
at
p
a
r
en
tal
s
u
p
p
o
r
t
is
p
o
s
itiv
ely
r
el
ated
to
elem
en
tar
y
s
ch
o
o
l
s
tu
d
en
ts
’
s
elf
-
ef
f
icac
y
.
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
teac
h
er
s
u
p
p
o
r
t
p
r
o
v
i
d
es
an
ex
ce
llen
t
s
ca
f
f
o
ld
t
o
h
elp
s
tu
d
en
ts
b
eliev
e
in
th
eir
o
wn
ab
ilit
ies
an
d
in
cr
ea
s
e
t
h
eir
e
n
th
u
s
iasm,
in
ter
est,
ef
f
o
r
t,
an
d
p
er
s
ev
e
r
an
ce
[
3
3
]
.
Go
o
d
r
elatio
n
s
h
ip
q
u
ality
b
et
wee
n
p
ar
en
ts
an
d
c
h
ild
r
en
ca
n
im
p
r
o
v
e
s
tu
d
en
ts
’
ac
ad
em
ic
s
elf
-
ef
f
icac
y
[
3
4
]
.
I
n
ad
d
itio
n
,
m
o
s
t
o
f
th
ese
s
tu
d
ies
h
av
e
p
r
ed
o
m
in
a
n
tly
co
n
c
en
tr
ated
o
n
co
lleg
e
s
tu
d
en
ts
[
3
1
]
,
p
r
im
ar
y
s
ch
o
o
l
s
tu
d
en
ts
[
3
2
]
.
Ver
y
litt
le
r
esea
r
ch
h
as b
ee
n
d
o
n
e
o
n
s
en
io
r
h
i
g
h
s
ch
o
o
l stu
d
en
ts
.
T
h
er
ef
o
r
e,
th
e
h
y
p
o
th
esis
in
th
is
s
tu
d
y
f
o
c
u
s
ed
o
n
:
Per
ce
iv
e
s
o
cial
s
u
p
p
o
r
t
is
p
o
s
itiv
ely
co
r
r
elate
d
with
ac
ad
em
ic
s
elf
-
ef
f
icac
y
o
f
s
en
i
o
r
h
ig
h
s
ch
o
o
l stu
d
e
n
ts
in
th
e
C
h
in
ese
co
n
tex
t
(
H2
)
.
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
P
erceive
s
o
cia
l su
p
p
o
r
t,
a
ca
d
emic
s
elf
-
effica
cy
,
a
n
d
lea
r
n
in
g
en
g
a
g
eme
n
t a
mo
n
g
…
(
Liu
Ya
n
g
)
631
Aca
d
em
ic
s
elf
-
ef
f
icac
y
h
as lo
n
g
b
ee
n
r
ec
o
g
n
ized
as a
k
ey
f
ac
to
r
af
f
ec
tin
g
lear
n
in
g
e
n
g
ag
em
en
t
[
3
5
]
.
Pre
v
io
u
s
r
esear
ch
r
esu
lts
h
av
e
s
h
o
wn
th
at
s
tu
d
en
ts
with
h
ig
h
s
elf
-
ef
f
icac
y
h
av
e
h
ig
h
lev
els
o
f
lear
n
in
g
m
o
tiv
atio
n
,
u
s
e
ef
f
ec
tiv
e
lear
n
in
g
s
tr
ateg
ies,
an
d
p
ar
ticip
ate
in
lear
n
in
g
ac
tiv
ities
,
an
d
th
ey
ar
e
m
o
r
e
lik
ely
to
ac
h
iev
e
th
eir
g
o
als
[
3
6
]
.
T
h
er
e
was
a
s
tati
s
tically
s
ig
n
if
ican
t
co
r
r
elatio
n
b
etwe
en
a
ca
d
em
i
c
s
elf
-
ef
f
icac
y
an
d
s
tu
d
en
ts
’
lear
n
in
g
en
g
ag
em
e
n
t
[
3
7
]
.
Stu
d
e
n
ts
with
a
h
ig
h
s
en
s
e
o
f
ef
f
icac
y
h
av
e
g
r
ea
ter
c
o
n
f
id
en
ce
i
n
tak
in
g
o
n
ch
allen
g
es,
s
o
th
ey
ar
e
m
o
r
e
willin
g
to
p
ar
ticip
ate
in
a
ctiv
ities
an
d
p
u
t
in
g
r
ea
ter
ef
f
o
r
t
to
ac
h
ie
v
e
th
ei
r
g
o
als
[
3
8
]
.
T
h
e
s
tu
d
y
s
o
u
g
h
t
to
an
s
wer
th
e
f
o
llo
win
g
h
y
p
o
t
h
eses
:
T
h
e
ac
ad
em
ic
s
elf
-
ef
f
icac
y
o
f
s
en
io
r
h
ig
h
s
ch
o
o
l stu
d
en
ts
is
p
o
s
itiv
ely
c
o
r
r
elate
d
with
th
eir
lea
r
n
in
g
e
n
g
ag
em
e
n
t
(
H3
)
.
Acc
o
r
d
in
g
to
s
o
cial
co
g
n
itiv
e
th
eo
r
y
,
ac
ad
em
ic
s
elf
-
ef
f
icac
y
is
an
ex
p
r
ess
io
n
o
f
s
tu
d
en
t’
s
ab
ilit
y
an
d
co
n
f
id
en
ce
in
th
eir
ab
ilit
y
to
p
er
f
o
r
m
s
p
ec
if
ic
b
eh
a
v
io
r
s
.
T
h
is
b
elief
a
f
f
ec
ts
s
tu
d
en
ts
’
b
e
h
av
io
r
an
d
o
p
in
io
n
s
[
3
8
]
.
T
h
u
s
f
ar
,
a
n
u
m
b
er
o
f
s
tu
d
ies
h
av
e
r
ev
ea
l
e
d
a
co
r
r
el
atio
n
b
etwe
en
s
o
cial
s
u
p
p
o
r
t
an
d
ac
a
d
em
ic
s
elf
-
ef
f
icac
y
[
3
9
]
.
So
cial
s
u
p
p
o
r
t
i
s
th
e
p
r
er
eq
u
is
ite
f
o
r
s
elf
-
ef
f
ic
ac
y
in
lear
n
in
g
p
r
o
ce
s
s
h
elp
s
s
tu
d
en
ts
to
im
p
r
o
v
e
th
eir
co
n
f
id
en
ce
,
f
u
r
t
h
er
p
r
o
m
o
ted
th
eir
lea
r
n
in
g
en
g
a
g
em
e
n
t
[
4
0
]
.
Hen
ce
,
th
e
h
y
p
o
th
esis
o
f
th
is
s
tu
d
y
was
:
Aca
d
em
ic
s
elf
-
ef
f
icac
y
m
ed
i
ates
th
e
r
elatio
n
s
h
ip
b
etwe
en
p
er
ce
iv
e
s
o
cial
s
u
p
p
o
r
t
an
d
s
en
io
r
h
ig
h
s
ch
o
o
l
s
tu
d
en
ts
lear
n
in
g
en
g
ag
em
e
n
t
(
H4
)
.
T
h
e
h
y
p
o
th
esized
m
o
d
el
is
d
is
p
lay
ed
Fig
u
r
e.
1
.
Fig
u
r
e
1
.
Hy
p
o
th
esized
m
o
d
el
2.
M
E
T
H
O
D
2
.
1
.
Sa
m
ple
T
h
e
5
7
2
s
en
io
r
h
i
g
h
s
ch
o
o
l
s
t
u
d
en
ts
r
an
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
e
r
Mo
n
g
o
lia
Au
to
n
o
m
o
u
s
R
eg
io
n
,
C
h
in
a
in
A
u
g
u
s
t
2
0
2
3
t
h
r
o
u
g
h
a
q
u
an
titativ
e
s
u
r
v
e
y
.
Am
o
n
g
th
e
m
,
2
9
2
(
5
1
.
0
5
%)
p
a
r
ticip
an
ts
wer
e
f
e
m
ale
,
an
d
2
8
0
(
4
8
.
9
5
%)
p
ar
ti
cip
an
ts
wer
e
m
ale
.
Giv
en
t
h
at
p
u
b
lic
s
en
io
r
h
ig
h
s
ch
o
o
l
is
th
e
m
ain
ty
p
e
o
f
s
ec
o
n
d
ar
y
ed
u
ca
tio
n
in
C
h
in
a,
th
e
r
esear
ch
er
s
elec
ted
f
r
o
m
1
0
p
u
b
lic
s
en
io
r
h
ig
h
s
ch
o
o
ls
’
s
tu
d
en
ts
as
p
ar
ticip
an
ts
,
co
n
s
id
er
in
g
th
em
r
ep
r
e
s
en
tativ
e
th
e
b
r
o
ad
er
p
o
p
u
lat
io
n
o
f
s
en
io
r
h
ig
h
s
ch
o
o
l stu
d
en
ts
.
I
n
t
h
is
s
tu
d
y
,
th
e
s
im
p
le
r
an
d
o
m
s
am
p
lin
g
m
eth
o
d
wer
e
u
s
ed
to
s
elec
t th
ese
p
ar
ticip
an
ts
f
r
o
m
1
0
p
u
b
lic
s
en
io
r
h
ig
h
s
ch
o
o
ls
l
o
ca
ted
in
I
n
n
er
Mo
n
g
o
lia
A
u
to
n
o
m
o
u
s
R
eg
io
n
.
T
h
e
r
esear
c
h
in
v
o
lv
ed
s
tu
d
en
ts
p
r
o
v
id
i
n
g
wr
itten
in
f
o
r
m
ed
c
o
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
a
n
d
co
n
f
id
en
t
iality
f
o
r
ac
ad
em
i
c
r
esear
ch
p
u
r
p
o
s
es.
Par
ticip
an
t
s
v
o
lu
n
tar
ily
c
o
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
in
u
tes.
2
.
2
.
M
ea
s
urem
ent
i
ns
t
rum
ent
T
o
ass
ess
p
er
ce
iv
ed
s
o
cial
s
u
p
p
o
r
t
am
o
n
g
s
en
io
r
h
ig
h
s
ch
o
o
l
s
tu
d
en
ts
in
C
h
in
a,
th
is
s
tu
d
y
ad
o
p
ted
th
e
C
h
in
ese
v
er
s
io
n
o
f
th
e
s
o
cial
s
u
p
p
o
r
t
s
ca
le
f
o
r
c
h
ild
r
en
an
d
ad
o
lescen
ts
(
C
ASSS
)
,
wh
ich
was
ad
ap
ted
b
y
L
u
o
et
a
l.
[
4
1
]
f
r
o
m
th
e
s
ca
le
d
ev
elo
p
e
d
b
y
Ma
leck
i
[
2
1
]
.
R
esear
ch
b
y
L
u
o
et
a
l.
[
4
1
]
s
tat
ed
th
at
C
r
o
n
b
ac
h
’
s
alp
h
a
co
ef
f
icien
t
s
co
r
es
f
o
r
th
e
to
tal
f
r
eq
u
en
cy
s
co
r
e
o
f
C
ASSS
is
0
.
9
6
,
in
d
icatin
g
a
h
ig
h
lev
el
o
f
r
eliab
ilit
y
.
Similar
ly
,
ev
er
y
s
u
b
s
ca
le
als
o
p
r
o
v
es
g
o
o
d
to
ex
ce
llen
t
r
e
liab
ilit
y
:
p
ar
en
ts
(
0
.
8
7
)
,
teac
h
er
s
(
0
.
9
2
)
,
th
e
test
-
r
etest
r
eliab
ilit
y
f
o
r
C
ASSS
is
0
.
8
3
,
a
n
d
f
o
r
th
e
s
u
b
s
ca
le,
it
is
:
p
ar
en
ts
(
0
.
7
8
)
an
d
teac
h
e
r
s
(
0
.
6
4
)
.
T
h
e
m
o
d
el
f
its
in
d
ices
ar
e
as
:
χ2
/d
f
=
1
.
8
3
,
C
FI=
0
.
9
3
5
,
T
L
I
=0
.
9
3
2
,
R
MSE
A=
0
.
0
3
4
,
SR
MR=0
.
0
4
5
.
I
n
t
h
is
s
tu
d
y
,
th
e
s
ca
le
co
n
s
is
ts
o
f
2
4
item
s
d
iv
id
ed
in
to
two
1
2
-
item
s
u
b
s
ca
les
(
tea
ch
er
s
an
d
p
ar
e
n
ts
)
.
T
h
e
q
u
esti
o
n
n
air
e
is
d
esig
n
ed
to
b
e
b
r
ief
,
e
n
s
u
r
in
g
th
at
r
esp
o
n
d
en
ts
d
o
n
o
t
f
ee
l
tire
d
d
u
r
in
g
th
e
ass
ess
m
en
t
(
f
o
r
ex
am
p
le
:
My
p
ar
en
t(
s
)
ca
r
e
ab
o
u
t
m
e)
.
Par
ticip
an
ts
r
ates
th
em
s
elv
es
o
n
a
6
-
p
o
in
t
s
ca
l
e.
Hig
h
er
s
co
r
es
o
n
th
e
s
ca
le
in
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
s
tu
d
en
t.
T
o
ass
ess
C
h
in
ese
s
en
io
r
h
ig
h
s
ch
o
o
l
s
tu
d
en
ts
ac
ad
em
ic
s
elf
-
ef
f
icac
y
,
t
h
is
s
tu
d
y
ad
o
p
ted
th
e
ac
ad
em
ic
s
elf
-
ef
f
icac
y
s
ca
le
[
2
9
]
.
C
r
o
n
b
ac
h
’
s
alp
h
a
co
ef
f
icien
t
s
co
r
es
o
f
ev
er
y
d
im
en
s
io
n
in
d
icate
g
o
o
d
r
eliab
ilit
y
:
lear
n
in
g
a
b
ilit
y
s
elf
-
ef
f
icac
y
(
0
.
8
2
0
)
an
d
lear
n
in
g
b
e
h
av
io
r
s
elf
-
ef
f
icac
y
(
0
.
7
5
2
)
[
2
9
]
.
T
h
e
S
o
c
i
a
l
S
u
p
p
o
r
t
Le
a
r
n
i
n
g
En
g
a
g
e
m
e
n
t
A
c
a
d
e
mi
c
S
e
l
f
-
e
f
f
i
c
a
c
y
H2
H3
H1
M
e
d
i
a
t
e
-
H4
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
:
629
-
635
632
r
esear
ch
er
u
s
ed
th
e
f
u
ll
r
an
g
e
o
f
q
u
esti
o
n
s
f
r
o
m
th
e
s
ca
le.
T
h
e
s
ca
le
co
n
s
is
t
s
o
f
2
2
item
s
(
e.
g
.
,
I
b
eliev
e
th
at
I
ca
n
ac
h
iev
e
g
o
o
d
r
esu
lts
in
m
y
s
tu
d
ies).
Par
ticip
an
ts
r
ates th
em
s
elv
es o
n
a
5
-
p
o
in
t scale
.
T
o
ass
es
s
C
h
in
ese
s
en
io
r
h
ig
h
s
ch
o
o
l
s
tu
d
en
ts
lear
n
in
g
en
g
ag
em
en
t,
th
is
s
tu
d
y
ad
o
p
ted
t
h
e
Utr
ec
h
t
W
o
r
k
E
n
g
a
g
em
en
t
Scale
-
Stu
d
en
t
v
er
s
io
n
(
UW
E
S
-
S)
[
8
]
.
T
h
e
s
ca
le
was
d
ev
elo
p
e
d
b
y
Sch
au
f
eli
[
4
2
]
.
C
r
o
n
b
ac
h
’
s
alp
h
a
c
o
ef
f
icien
t
s
co
r
es
o
f
ev
er
y
d
im
en
s
io
n
in
d
icate
g
o
o
d
r
eliab
ilit
y
:
v
ig
o
r
(
0
.
7
8
)
,
d
ed
icatio
n
(
0
.
8
4
)
an
d
ab
s
o
r
p
tio
n
(
0
.
7
3
)
[
4
2
]
.
I
n
th
is
s
tu
d
y
,
th
is
s
ca
le
co
n
s
is
ts
o
f
1
7
item
s
with
co
n
cis
e
q
u
esti
o
n
s
(
e.
g
.
,
a
s
f
ar
as
m
y
s
tu
d
ies
a
r
e
c
o
n
ce
r
n
ed
,
I
alwa
y
s
p
e
r
s
ev
er
e
,
ev
en
wh
en
th
in
g
s
d
o
n
o
t
g
o
well)
.
I
t
co
n
s
is
ts
o
f
t
h
r
ee
d
im
en
s
io
n
s
,
n
am
ely
v
ig
o
r
,
d
e
d
icatio
n
,
an
d
ab
s
o
r
p
tio
n
.
Par
ti
cip
an
ts
r
ates th
em
s
elv
es o
n
a
7
-
p
o
in
t
L
ik
er
t scale
.
2
.
3
.
Da
t
a
a
na
ly
s
is
Statis
t
ical
an
aly
s
is
was
p
er
f
o
r
m
ed
u
s
in
g
SP
SS
2
6
.
0
v
er
s
io
n
an
d
AM
OS
2
6
.
0
v
er
s
io
n
.
I
n
th
is
s
tu
d
y
,
p
er
ce
iv
e
s
o
cial
s
u
p
p
o
r
t
is
in
d
ep
en
d
en
t
v
ar
iab
le,
ac
ad
em
ic
s
elf
-
ef
f
icac
y
is
m
e
d
iatin
g
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.
A
Pear
s
o
n
co
r
r
elatio
n
an
aly
s
is
was
co
n
d
u
cted
to
ass
ess
th
e
s
tr
en
g
th
o
f
s
o
cial
s
u
p
p
o
r
t,
ac
ad
em
ic
s
elf
-
ef
f
icac
y
,
an
d
lear
n
in
g
en
g
ag
e
m
en
t.
R
eliab
ilit
y
was
ca
lcu
lat
ed
u
s
in
g
C
r
o
n
b
ac
h
’
s
alp
h
a
co
ef
f
icien
t.
I
n
ad
d
itio
n
,
th
e
s
tr
u
ctu
r
al
e
q
u
atio
n
m
o
d
e
l
was
u
s
ed
to
test
th
e
p
ath
c
o
ef
f
icien
ts
am
o
n
g
p
er
ce
iv
e
s
o
cial
s
u
p
p
o
r
t,
ac
ad
e
m
ic
s
elf
-
ef
f
icac
y
,
an
d
lear
n
i
n
g
en
g
ag
em
en
t,
a
n
d
test
th
e
m
ed
iatin
g
r
o
le
p
lay
ed
b
y
ac
ad
em
ic
s
elf
-
ef
f
icac
y
in
t
h
e
r
elatio
n
s
h
ip
b
etwe
en
p
er
ce
i
v
e
s
o
cial
s
u
p
p
o
r
t
a
n
d
s
en
io
r
h
ig
h
s
ch
o
o
l
s
tu
d
e
n
ts
lear
n
in
g
en
g
ag
em
e
n
t.
3.
RE
SU
L
T
S AN
D
D
I
SCU
SS
I
O
N
3
.
1
.
Resul
t
s
I
t
ca
n
b
e
s
ee
n
f
r
o
m
th
e
d
ata
in
T
ab
le
1
t
h
at
th
er
e
was
a
s
t
atis
tical
s
ig
n
if
ican
t
co
r
r
elatio
n
b
etwe
en
p
er
ce
iv
e
s
o
cial
s
u
p
p
o
r
t
an
d
s
en
io
r
h
ig
h
s
ch
o
o
l
s
tu
d
e
n
ts
’
a
ca
d
em
ic
s
elf
-
ef
f
icac
y
(
r
=
0
.
5
4
6
,
p
<
0
.
0
1
)
,
a
n
d
a
s
ig
n
if
ican
t
p
o
s
itiv
e
co
r
r
elatio
n
with
lear
n
in
g
en
g
ag
e
m
en
t
(
r
=0
.
5
4
2
,
p
<0
.
0
1
)
.
T
h
e
r
e
was
a
s
ig
n
if
ican
t
p
o
s
itiv
e
co
r
r
elatio
n
b
etwe
en
ac
ad
em
ic
s
elf
-
ef
f
icac
y
an
d
lear
n
in
g
en
g
ag
em
en
t
o
f
s
en
io
r
h
ig
h
s
ch
o
o
l
s
tu
d
en
ts
(
r
=0
.
7
0
3
,
p
<0
.
0
1
)
.
T
h
r
ee
s
ca
les
wer
e
u
s
ed
in
th
is
s
tu
d
y
,
n
a
m
ely
s
o
cial
s
u
p
p
o
r
t
s
ca
le
f
o
r
ch
ild
r
en
an
d
a
d
o
lescen
ts
(
C
ASS
S),
Aca
d
em
ic
Self
-
ef
f
icac
y
Scale,
an
d
Utr
ec
h
t
W
o
r
k
E
n
g
ag
e
m
en
t
Scale
-
Stu
d
en
t
v
er
s
io
n
(
UW
E
S
-
S).
T
h
e
r
eliab
ilit
y
o
f
ea
ch
s
u
b
s
ca
le
s
h
o
u
ld
b
e
test
ed
.
th
e
C
r
o
n
b
ac
h
’
s
α
was
s
elec
ted
as
th
e
r
eliab
ilit
y
in
d
icato
r
.
T
h
e
r
esu
lts
ar
e
s
h
o
wn
in
T
ab
l
e
1
.
T
h
e
C
r
o
n
b
ac
h
’
s
α
f
o
r
ea
ch
v
ar
iab
le
was
h
ig
h
er
th
an
0
.
8
0
,
in
d
icatin
g
th
at
th
e
r
eliab
ilit
y
o
f
all
s
ca
les wa
s
g
o
o
d
.
T
h
e
m
o
d
el
f
its
in
d
ices
ar
e
as
:
χ2
/d
f
=3
.
8
3
0
,
C
FI=
0
.
9
9
3
,
I
FI=
0
.
9
9
3
,
NFI
=
0
.
9
9
1
,
GFI
=0
.
9
8
7
,
R
MSE
A=
0
.
0
6
5
.
T
h
e
p
ath
r
el
atio
n
s
h
ip
s
am
o
n
g
d
if
f
e
r
en
t
v
a
r
iab
les
ar
e
s
h
o
wn
in
Fig
u
r
e
2
an
d
T
a
b
le
2
.
First,
p
er
ce
iv
e
s
o
cial
s
u
p
p
o
r
t
p
o
s
itiv
ely
p
r
e
d
icted
s
en
io
r
h
ig
h
s
ch
o
o
l
s
tu
d
e
n
ts
’
lear
n
in
g
en
g
ag
em
en
t
(
β=0
.
4
2
5
,
p
<0
.
0
0
1
)
.
Seco
n
d
,
p
e
r
ce
iv
e
s
o
cial
s
u
p
p
o
r
t
p
o
s
itiv
ely
p
r
ed
i
cted
s
en
io
r
h
ig
h
s
ch
o
o
l
s
tu
d
e
n
ts
’
ac
ad
em
ic
s
elf
-
ef
f
icac
y
(
β=0
.
5
7
5
,
p
<0
.
0
0
1
)
.
Fin
ally
,
ac
ad
em
ic
s
elf
-
e
f
f
icac
y
o
f
s
en
io
r
h
ig
h
s
ch
o
o
l
s
tu
d
e
n
ts
h
ad
a
p
o
s
itiv
e
co
r
r
elatio
n
with
lear
n
in
g
e
n
g
ag
em
en
t
(
β=0
.
4
0
8
,
p
<0
.
0
0
1
)
.
T
h
e
r
ef
o
r
e
,
th
e
h
y
p
o
th
esis
H1
,
H2
,
H3
wer
e
s
u
p
p
o
r
ted
.
T
h
is
s
tu
d
y
f
u
r
th
e
r
test
ed
th
e
in
d
ir
ec
t o
f
th
e
m
ed
ia
tio
n
m
o
d
el.
th
e
r
esu
lts
s
h
o
wed
th
at
th
e
m
ed
iatin
g
ef
f
ec
t
o
f
ac
ad
em
ic
s
elf
-
ef
f
icac
y
b
etwe
en
p
er
ce
iv
e
s
o
cial
s
u
p
p
o
r
t
an
d
s
en
io
r
h
ig
h
s
ch
o
o
l
s
tu
d
en
ts
’
lear
n
in
g
en
g
ag
em
e
n
t
was
0
.
2
3
5
,
an
d
th
e
b
o
o
ts
tr
ap
9
5
%
co
n
f
id
en
c
e
in
ter
v
al=
[
0
.
1
8
6
,
0
.
2
9
5
]
,
in
d
icatin
g
s
ig
n
if
ican
t
m
ed
iatin
g
ef
f
ec
t,
an
d
t
h
e
m
ed
i
atin
g
ef
f
ec
t a
cc
o
u
n
ted
f
o
r
3
5
.
6
1
%.
T
h
e
h
y
p
o
th
esis
H4
was v
er
if
ied
.
T
ab
le
1
.
C
o
r
r
elatio
n
co
ef
f
icien
t o
f
ea
ch
v
ar
iab
le
V
a
r
i
a
b
l
e
1
2
3
1.
P
e
r
c
e
i
v
e
s
o
c
i
a
l
s
u
p
p
o
r
t
1
2.
A
c
a
d
e
m
i
c
s
e
l
f
-
e
f
f
i
c
a
c
y
0
.
5
4
6
*
*
1
3.
Le
a
r
n
i
n
g
e
n
g
a
g
e
m
e
n
t
M
e
a
n
SD
0
.
5
4
2
*
*
4
.
6
6
8
0
.
7
5
4
0
.
7
0
3
*
*
4
.
4
5
6
0
.
6
1
2
1
4
.
8
1
0
0
.
6
8
2
C
r
o
n
b
a
c
h
’
s
α
0
.
9
6
3
0
.
9
1
9
0
.
8
6
2
T
ab
le
2
.
Dir
ec
t a
n
d
in
d
ir
e
ct
ef
f
ec
ts
P
a
t
h
s
P
o
i
n
t
e
st
i
ma
t
e
SE
9
5
%
C
o
n
f
i
d
e
n
c
e
i
n
t
e
r
v
a
l
s
Lo
w
e
r
U
p
p
e
r
D
i
r
e
c
t
e
f
f
e
c
t
S
S
→LE
0
.
4
2
5
0
.
0
3
8
0
.
2
8
9
0
.
4
2
4
S
S
→A
S
E
0
.
5
7
5
0
.
0
3
6
0
.
2
1
5
0
.
3
3
7
A
S
E→LE
0
.
4
0
8
0
.
0
3
8
0
.
5
8
5
0
.
8
6
5
I
n
d
i
r
e
c
t
e
f
f
e
c
t
S
S
→A
S
E→LE
0
.
2
3
5
0
.
0
2
8
0
.
1
8
6
0
.
2
9
5
To
t
a
l
e
f
f
e
c
t
S
S
→LE
0
.
6
6
0
0
.
0
2
6
0
.
6
0
8
0
.
7
0
8
N
o
t
e
:
S
S
=
so
c
i
a
l
s
u
p
p
o
r
t
,
LE
=
l
e
a
r
n
i
n
g
e
n
g
a
g
e
me
n
t
,
A
S
E
=
a
c
a
d
e
mi
c
se
l
f
-
e
f
f
i
c
a
c
y
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
P
erceive
s
o
cia
l su
p
p
o
r
t,
a
ca
d
emic
s
elf
-
effica
cy
,
a
n
d
lea
r
n
in
g
en
g
a
g
eme
n
t a
mo
n
g
…
(
Liu
Ya
n
g
)
633
Fig
u
r
e
2
.
Path
c
o
ef
f
icien
t o
f
S
E
M
3
.
2
.
Dis
cus
s
io
n
T
h
is
s
tu
d
y
in
v
esti
g
ated
th
e
p
r
ed
ictiv
e
r
elatio
n
s
h
ip
s
tu
d
en
ts
p
er
ce
iv
e
s
o
cial
s
u
p
p
o
r
t
a
n
d
th
eir
lear
n
in
g
en
g
ag
em
e
n
t,
with
ac
ad
em
ic
s
elf
-
ef
f
icac
y
s
er
v
in
g
as
a
m
ed
iato
r
.
T
h
e
an
aly
s
is
r
ev
ea
led
p
o
s
itiv
e
co
r
r
elatio
n
am
o
n
g
th
ese
v
ar
iab
les.
T
h
e
r
e
s
u
lts
s
h
o
wed
th
at
p
er
ce
iv
e
s
o
cial
s
u
p
p
o
r
t
d
ir
ec
tly
p
r
ed
icted
s
en
io
r
h
ig
h
s
ch
o
o
l
s
tu
d
en
ts
lear
n
in
g
en
g
ag
em
en
t,
wh
ich
s
u
p
p
o
r
ts
f
in
d
i
n
g
s
r
ep
o
r
ted
in
p
r
ev
i
o
u
s
r
esear
ch
[
1
6
]
.
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
s
tu
d
en
ts
wh
o
p
er
ce
iv
e
a
h
ig
h
lev
el
o
f
s
o
cial
s
u
p
p
o
r
t
will
h
av
e
a
h
ig
h
er
lev
el
o
f
lear
n
in
g
en
g
a
g
em
en
t
an
d
ar
e
m
o
r
e
willin
g
to
in
v
est
tim
e,
en
er
g
y
an
d
em
o
tio
n
in
lear
n
in
g
.
C
o
n
tin
u
o
u
s
s
o
cial
s
u
p
p
o
r
t
f
r
o
m
teac
h
er
s
an
d
p
ar
en
ts
ca
n
h
elp
s
tu
d
en
ts
co
p
e
with
d
aily
lear
n
in
g
p
r
ess
u
r
e,
en
h
an
ce
s
tu
d
e
n
ts
’
ac
ad
em
ic
s
elf
-
ef
f
icac
y
,
a
n
d
e
n
ab
le
s
tu
d
e
n
ts
to
h
av
e
a
g
o
o
d
lear
n
in
g
s
t
atu
s
.
T
h
e
h
ig
h
er
th
e
lev
el
o
f
s
tu
d
en
ts
’
lear
n
in
g
e
n
g
ag
em
en
t,
th
e
m
o
r
e
willin
g
th
ey
ar
e
to
lear
n
an
d
r
ef
lect
th
eir
in
d
ep
en
d
en
t
an
d
p
o
s
itiv
e
attitu
d
e
in
lear
n
in
g
ac
tiv
ities
[
2
6
]
,
[
2
7
]
.
T
h
e
s
ec
o
n
d
f
in
d
i
n
g
o
f
th
is
s
tu
d
y
was
th
at
p
er
ce
iv
e
s
o
cial
s
u
p
p
o
r
t
d
ir
ec
tly
p
r
ed
icted
s
en
io
r
h
ig
h
s
ch
o
o
l
s
tu
d
en
ts
ac
ad
em
ic
s
elf
-
ef
f
icac
y
,
as
co
n
f
o
r
m
ed
b
y
s
ev
er
al
p
r
io
r
s
tu
d
ies
[
3
1
]
.
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
er
ce
iv
e
s
o
cial
s
u
p
p
o
r
t
ten
d
to
h
a
v
e
a
h
ig
h
er
lev
el
o
f
ac
ad
em
ic
s
elf
-
ef
f
icac
y
.
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
Stu
d
en
ts
wit
h
h
ig
h
s
o
cial
s
u
p
p
o
r
t
ca
n
o
b
tain
m
o
r
e
lear
n
in
g
r
eso
u
r
ce
s
,
an
d
th
eir
in
itiativ
e
an
d
s
elf
-
co
n
f
id
e
n
ce
in
co
m
p
letin
g
ac
ad
em
ic
task
s
will
also
b
e
e
n
h
an
ce
d
,
t
h
u
s
im
p
r
o
v
in
g
th
eir
s
elf
-
e
f
f
icac
y
l
ev
el
[
3
2
]
.
T
h
e
t
h
ir
d
f
i
n
d
in
g
o
f
t
h
is
s
tu
d
y
was
th
at
a
ca
d
e
m
i
c
s
el
f
-
ef
f
i
ca
cy
d
i
r
e
ctl
y
p
r
e
d
i
ct
ed
s
en
io
r
h
i
g
h
s
ch
o
o
l
s
tu
d
e
n
ts
l
ea
r
n
in
g
e
n
g
a
g
e
m
e
n
t
.
T
h
is
r
es
u
lt
c
o
r
r
o
b
o
r
ate
t
h
e
f
i
n
d
i
n
g
s
o
f
a
g
r
ea
t
d
e
al
o
f
t
h
e
p
r
e
v
i
o
u
s
w
o
r
k
in
t
h
e
r
el
ati
o
n
s
h
i
p
a
ca
d
e
m
ic
s
el
f
-
e
f
f
ica
cy
a
n
d
s
tu
d
en
ts
le
a
r
n
in
g
e
n
g
a
g
e
m
e
n
t
.
T
h
is
is
i
n
li
n
e
wi
th
s
o
c
ial
c
o
g
n
i
ti
v
e
th
e
o
r
y
[
3
8
]
,
w
h
ic
h
in
d
i
ca
t
es
t
h
at
s
t
u
d
e
n
ts
w
it
h
h
i
g
h
a
ca
d
e
m
ic
s
e
lf
-
e
f
f
ic
ac
y
ar
e
m
o
ti
v
at
e
d
to
p
e
r
f
o
r
m
b
e
tte
r
at
s
tu
d
y
.
S
e
n
i
o
r
h
i
g
h
s
c
h
o
o
l
s
t
u
d
en
ts
w
h
o
a
r
e
co
n
f
i
d
e
n
t in
t
h
ei
r
ab
ilit
ies to
m
ee
t th
ei
r
s
t
u
d
ies
’
n
e
ed
s
m
ay
b
ec
o
m
e
m
o
r
e
m
o
ti
v
at
e
d
an
d
i
n
v
est
ed
t
h
ei
r
s
t
u
d
ies
a
cti
v
it
ies
.
A
cc
o
r
d
i
n
g
t
o
Yi
e
t
a
l
.
[
3
5
]
,
ac
ad
em
ic
s
elf
-
e
f
f
ic
ac
y
a
f
f
ec
ts
lea
r
n
i
n
g
e
n
g
a
g
em
en
t,
a
n
d
t
h
is
was
s
u
p
p
o
r
t
ed
b
y
th
e
s
t
u
d
y
[
7
]
,
[
3
7
]
w
h
o
f
o
u
n
d
a
p
o
s
i
ti
v
e
r
e
lati
o
n
s
h
ip
b
e
twe
en
ac
a
d
e
m
i
c
s
el
f
-
e
f
f
i
ca
c
y
an
d
l
ea
r
n
in
g
e
n
g
a
g
e
m
e
n
t
.
T
h
is
r
es
u
lt
s
u
g
g
ests
t
h
at
w
h
e
n
s
t
u
d
e
n
ts
a
r
e
co
n
f
i
d
e
n
t
i
n
t
h
ei
r
ab
i
lit
y
t
o
i
n
d
u
c
e
l
ea
r
n
i
n
g
,
t
h
e
y
al
lo
ca
t
e
m
o
r
e
ti
m
e
a
n
d
e
f
f
o
r
t
t
o
th
ei
r
s
tu
d
y
a
n
d
b
ec
o
m
e
m
o
r
e
e
n
g
a
g
e
d
in
i
t.
T
h
e
f
o
u
r
th
f
in
d
in
g
o
f
th
is
s
tu
d
y
was
th
at
ac
a
d
em
ic
s
elf
-
ef
f
icac
y
s
er
v
e
as
a
m
e
d
iato
r
f
o
r
th
e
r
elatio
n
s
h
ip
b
etwe
en
p
e
r
ce
iv
e
s
o
cial
s
u
p
p
o
r
t
a
n
d
lear
n
in
g
e
n
g
ag
em
e
n
t,
in
d
icatin
g
t
h
at
if
t
ea
ch
er
s
an
d
p
a
r
en
ts
p
r
o
v
id
e
ef
f
ec
tiv
e
s
u
p
p
o
r
t
to
s
en
io
r
h
ig
h
s
ch
o
o
l
s
tu
d
en
ts
,
th
eir
co
n
f
id
en
ce
in
co
m
p
letin
g
s
tu
d
y
task
s
ca
n
b
e
im
p
r
o
v
e
d
,
co
n
s
eq
u
en
tly
im
p
r
o
v
in
g
th
e
ac
a
d
em
ic
s
elf
-
ef
f
i
ca
cy
an
d
en
h
an
cin
g
th
eir
lea
r
n
in
g
en
g
ag
em
e
n
t.
wh
ich
s
u
p
p
o
r
ts
p
r
e
v
io
u
s
f
in
d
i
n
g
s
[
4
3
]
,
[
4
4
]
.
T
h
ese
f
in
d
in
g
s
h
av
e
s
o
m
e
p
r
ac
tical
an
d
th
eo
r
etica
l
im
p
licatio
n
s
f
o
r
f
u
tu
r
e
wo
r
k
.
First,
t
h
is
s
tu
d
y
e
x
p
an
d
s
th
e
r
o
le
o
f
p
er
ce
iv
e
s
o
cial
s
u
p
p
o
r
t
f
r
o
m
th
e
o
n
l
y
d
ir
ec
t
i
n
f
lu
en
ce
o
n
s
en
io
r
h
ig
h
s
ch
o
o
l
s
tu
d
en
ts
le
ar
n
in
g
e
n
g
ag
e
m
en
t,
to
th
e
p
o
t
en
tial
in
d
ir
ec
t
ef
f
e
ct
o
n
lear
n
i
n
g
en
g
ag
em
e
n
t
v
ia
ac
ad
em
ic
s
elf
-
ef
f
icac
y
.
T
h
is
s
tu
d
y
p
r
o
v
id
es
a
clea
r
e
r
p
ict
u
r
e
o
f
th
e
ass
o
ciatio
n
b
etwe
en
p
er
ce
iv
e
s
o
cial
s
u
p
p
o
r
t
an
d
s
en
io
r
h
i
g
h
s
ch
o
o
l
s
tu
d
en
ts
lear
n
in
g
e
n
g
ag
e
m
en
t,
as
en
h
an
cin
g
p
er
ce
iv
e
s
o
cial
s
u
p
p
o
r
t
an
d
ac
ad
em
ic
s
elf
-
ef
f
icac
y
s
im
u
lta
n
eo
u
s
ly
m
ay
b
e
m
o
r
e
ef
f
ec
tiv
e
to
p
r
o
m
o
te
lear
n
i
n
g
en
g
ag
e
m
en
t.
4.
CO
NCLU
SI
O
N
T
h
is
s
tu
d
y
in
v
esti
g
ated
s
en
io
r
h
ig
h
s
ch
o
o
l
s
tu
d
e
n
ts
in
C
h
in
a,
an
d
ex
am
in
e
d
th
e
p
o
s
itiv
e
im
p
ac
ts
o
f
p
er
ce
iv
e
s
o
cial
s
u
p
p
o
r
t
o
n
ac
a
d
em
ic
s
elf
-
ef
f
icac
y
an
d
lear
n
i
n
g
en
g
a
g
em
en
t.
Ad
d
itio
n
ally
,
th
e
m
ed
iatin
g
r
o
les
o
f
ac
ad
em
ic
s
elf
-
ef
f
icac
y
b
e
twee
n
p
er
ce
iv
e
s
o
cial
s
u
p
p
o
r
t
an
d
lear
n
in
g
en
g
ag
em
e
n
t
was
te
s
ted
.
First,
p
er
ce
iv
e
s
o
cial
s
u
p
p
o
r
t
h
a
d
a
s
ig
n
if
ican
t
p
o
s
itiv
e
i
m
p
ac
t
o
n
ac
ad
em
ic
s
elf
-
ef
f
icac
y
a
n
d
lea
r
n
in
g
en
g
a
g
em
en
t.
T
h
e
s
tu
d
y
h
as
d
e
m
o
n
s
tr
ated
c
o
n
s
is
ten
t
ass
o
ciatio
n
b
etwe
en
ac
ad
em
ic
s
elf
-
ef
f
icac
y
a
n
d
lea
r
n
in
g
e
n
g
ag
em
e
n
t.
I
n
ad
d
itio
n
,
p
er
ce
iv
e
s
o
cial
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
a
g
em
en
t,
b
u
t
also
in
d
ir
ec
tly
p
o
s
itiv
ely
af
f
ec
ts
lear
n
in
g
en
g
ag
em
en
t th
r
o
u
g
h
th
e
p
a
r
tial m
ed
iatin
g
ef
f
ec
t
o
f
ac
ad
e
m
ic
s
elf
-
ef
f
icac
y
.
S
o
c
i
a
l
S
u
p
p
o
r
t
A
c
a
d
e
mi
c
S
e
l
f
-
e
f
f
i
c
a
c
y
Le
a
r
n
i
n
g
En
g
a
g
e
m
e
n
t
0
.
5
75
0
.
4
0
8
0
.
4
25
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
:
629
-
635
634
A
n
u
m
b
er
o
f
lim
itatio
n
s
n
ee
d
to
b
e
n
o
ted
r
e
g
ar
d
in
g
th
e
p
r
esen
t
s
tu
d
y
.
Firstl
y
,
th
e
s
a
m
p
le
s
ize
is
r
elativ
ely
lim
ited
,
a
n
d
f
u
tu
r
e
s
tu
d
ies
can
co
n
s
id
er
in
cr
ea
s
in
g
th
e
s
am
p
le
s
ize
to
im
p
r
o
v
e
th
e
r
eliab
ilit
y
an
d
v
alid
ity
o
f
em
p
ir
ical
r
esear
ch
.
Seco
n
d
ly
,
th
is
s
tu
d
y
u
s
es
cr
o
s
s
-
s
ec
tio
n
al
d
ata
f
o
r
an
aly
s
is
,
an
d
it
is
d
if
f
icu
lt
to
ex
p
lain
t
h
e
ca
s
u
al
r
elatio
n
s
h
ip
b
etwe
e
n
p
e
r
ce
iv
e
s
o
cial
s
u
p
p
o
r
t,
ac
a
d
em
ic
s
elf
-
e
f
f
i
ca
cy
,
a
n
d
lea
r
n
in
g
en
g
ag
em
e
n
t.
Fu
tu
r
e
s
tu
d
ies
m
ay
co
n
s
id
er
u
s
in
g
lo
n
g
itu
d
in
al
r
esear
ch
d
esig
n
to
ex
p
l
o
r
e
th
e
r
elatio
n
s
h
ip
b
etwe
en
p
er
ce
iv
e
s
o
cial
s
u
p
p
o
r
t,
ac
ad
em
ic
s
elf
-
ef
f
icac
y
,
an
d
lear
n
in
g
e
n
g
ag
em
e
n
t.
T
h
ir
d
ly
,
th
is
s
tu
d
y
f
o
cu
s
es
o
n
b
r
o
ad
lear
n
in
g
e
n
g
ag
em
en
t
r
at
h
er
th
a
n
s
p
ec
if
ic
d
is
cip
lin
es.
T
h
er
ef
o
r
e
,
f
u
t
u
r
e
r
esear
ch
s
h
o
u
ld
b
e
u
n
d
er
tak
e
n
to
in
v
esti
g
ate
th
e
r
o
le
o
f
ac
ad
em
ic
s
elf
-
ef
f
ic
ac
y
in
m
ed
iatin
g
p
e
r
ce
iv
ed
s
o
cial
s
u
p
p
o
r
t
an
d
lear
n
in
g
en
g
ag
em
e
n
t w
ith
in
s
p
ec
if
ic
d
is
cip
lin
es.
RE
F
E
R
E
NC
E
S
[
1
]
M
.
Y
.
D
o
o
a
n
d
J.
K
i
m,
“
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
e
n
g
a
g
e
m
e
n
t
a
n
d
l
e
a
r
n
i
n
g
o
u
t
c
o
mes
i
n
o
n
l
i
n
e
l
e
a
r
n
i
n
g
i
n
h
i
g
h
e
r
e
d
u
c
a
t
i
o
n
:
a
met
a
-
a
n
a
l
y
s
i
s s
t
u
d
y
,
”
D
i
st
a
n
c
e
E
d
u
c
a
t
i
o
n
,
v
o
l
.
4
5
,
n
o
.
1
,
p
p
.
6
0
–
8
2
,
2
0
2
4
,
d
o
i
:
1
0
.
1
0
8
0
/
0
1
5
8
7
9
1
9
.
2
0
2
4
.
2
3
0
3
4
8
4
.
[
2
]
H
.
Le
i
,
C
.
C
h
e
n
,
a
n
d
L.
L
u
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
sh
i
p
b
e
t
w
e
e
n
l
e
a
r
n
i
n
g
mo
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
m
o
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
]
Z.
Z
h
e
n
g
,
M
.
Z
e
n
g
,
W
.
H
u
a
n
g
,
a
n
d
N
.
S
u
n
,
“
Th
e
i
n
f
l
u
e
n
c
e
o
f
u
n
i
v
e
r
s
i
t
y
l
i
b
r
a
r
y
e
n
v
i
r
o
n
me
n
t
o
n
s
t
u
d
e
n
t
i
n
t
e
r
a
c
t
i
o
n
s
a
n
d
c
o
l
l
e
g
e
st
u
d
e
n
t
s’
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
/
s4
1
5
9
9
-
024
-
0
2
8
9
2
-
y.
[
4
]
E.
A
r
mstr
o
n
g
-
C
a
r
t
e
r
,
S
.
O
s
b
o
r
n
,
O
.
S
mi
t
h
,
C
.
S
i
sk
o
w
s
k
i
,
a
n
d
E.
A
.
O
l
s
o
n
,
“
M
i
d
d
l
e
a
n
d
h
i
g
h
sc
h
o
o
l
st
u
d
e
n
t
s
w
h
o
t
a
k
e
c
a
r
e
o
f
si
b
l
i
n
g
s,
p
a
r
e
n
t
s
,
a
n
d
g
r
a
n
d
p
a
r
e
n
t
s:
a
sso
c
i
a
t
i
o
n
s
w
i
t
h
sc
h
o
o
l
e
n
g
a
g
e
me
n
t
,
b
e
l
o
n
g
i
n
g
,
a
n
d
w
e
l
l
-
b
e
i
n
g
,
”
AE
RA
O
p
e
n
,
v
o
l
.
9
,
2
0
2
3
,
d
o
i
:
1
0
.
1
1
7
7
/
2
3
3
2
8
5
8
4
2
2
1
1
4
0
3
3
7
.
[
5
]
A
.
W
i
d
l
u
n
d
,
H
.
Tu
o
m
i
n
e
n
,
a
n
d
J.
K
o
r
h
o
n
e
n
,
“
R
e
c
i
p
r
o
c
a
l
e
f
f
e
c
t
s
o
f
m
a
t
h
e
mat
i
c
s
p
e
r
f
o
r
m
a
n
c
e
,
s
c
h
o
o
l
e
n
g
a
g
e
men
t
a
n
d
b
u
r
n
o
u
t
d
u
r
i
n
g
a
d
o
l
e
sc
e
n
c
e
,
”
Bri
t
i
s
h
J
o
u
r
n
a
l
o
f
Ed
u
c
a
t
i
o
n
a
l
Ps
y
c
h
o
l
o
g
y
,
v
o
l
.
9
3
,
n
o
.
1
,
p
p
.
1
8
3
–
1
9
7
,
2
0
2
3
,
d
o
i
:
1
0
.
1
1
1
1
/
b
j
e
p
.
1
2
5
4
8
.
[
6
]
Q
.
C
h
e
n
,
Q
.
Z
h
a
n
g
,
F
.
Y
u
,
a
n
d
B
.
H
o
u
,
“
I
n
v
e
st
i
g
a
t
i
n
g
s
t
r
u
c
t
u
r
a
l
r
e
l
a
t
i
o
n
sh
i
p
s b
e
t
w
e
e
n
p
r
o
f
e
ssi
o
n
a
l
i
d
e
n
t
i
t
y
,
l
e
a
r
n
i
n
g
e
n
g
a
g
e
m
e
n
t
,
a
c
a
d
e
m
i
c
se
l
f
-
e
f
f
i
c
a
c
y
,
a
n
d
u
n
i
v
e
r
s
i
t
y
s
u
p
p
o
r
t
:
e
v
i
d
e
n
c
e
f
r
o
m
t
o
u
r
i
sm
st
u
d
e
n
t
s
i
n
C
h
i
n
a
,
”
B
e
h
a
v
i
o
ra
l
S
c
i
e
n
c
e
s
,
v
o
l
.
1
4
,
n
o
.
1
,
2
0
2
4
,
d
o
i
:
1
0
.
3
3
9
0
/
b
s
1
4
0
1
0
0
2
6
.
[
7
]
L.
A
l
e
ma
y
e
h
u
a
n
d
H
.
L
.
C
h
e
n
,
“
T
h
e
i
n
f
l
u
e
n
c
e
o
f
m
o
t
i
v
a
t
i
o
n
o
n
l
e
a
r
n
i
n
g
e
n
g
a
g
e
m
e
n
t
:
t
h
e
me
d
i
a
t
i
n
g
r
o
l
e
o
f
l
e
a
r
n
i
n
g
s
e
l
f
-
e
f
f
i
c
a
c
y
a
n
d
s
e
l
f
-
m
o
n
i
t
o
r
i
n
g
i
n
o
n
l
i
n
e
l
e
a
r
n
i
n
g
e
n
v
i
r
o
n
me
n
t
s
,
”
I
n
t
e
ra
c
t
i
v
e
L
e
a
r
n
i
n
g
E
n
v
i
r
o
n
m
e
n
t
s
,
v
o
l
.
3
1
,
n
o
.
7
,
p
p
.
4
6
0
5
–
4
6
1
8
,
2
0
2
3
,
d
o
i
:
1
0
.
1
0
8
0
/
1
0
4
9
4
8
2
0
.
2
0
2
1
.
1
9
7
7
9
6
2
.
[
8
]
L.
F
a
n
g
,
K
.
S
h
i
,
a
n
d
F
.
Z
h
a
n
g
,
“
R
e
se
a
r
c
h
o
n
r
e
l
i
a
b
i
l
i
t
y
a
n
d
v
a
l
i
d
i
t
y
o
f
U
t
r
e
c
h
t
w
o
r
k
e
n
g
a
g
e
me
n
t
s
c
a
l
e
-
st
u
d
e
n
t
,
”
C
h
i
n
e
se
J
o
u
r
n
a
l
o
f
C
l
i
n
i
c
a
l
Ps
y
c
h
o
l
o
g
y
,
v
o
l
.
1
6
,
n
o
.
6
,
p
p
.
6
1
8
–
6
2
0
,
2
0
0
8
.
[
9
]
J.
G
u
o
,
“
B
u
i
l
d
i
n
g
b
r
i
d
g
e
s
t
o
st
u
d
e
n
t
l
e
a
r
n
i
n
g
:
p
e
r
c
e
p
t
i
o
n
s
o
f
t
h
e
l
e
a
r
n
i
n
g
e
n
v
i
r
o
n
m
e
n
t
,
e
n
g
a
g
e
me
n
t
,
a
n
d
l
e
a
r
n
i
n
g
o
u
t
c
o
me
s
a
mo
n
g
c
h
i
n
e
se
u
n
d
e
r
g
r
a
d
u
a
t
e
s,
”
S
t
u
d
i
e
s i
n
Ed
u
c
a
t
i
o
n
a
l
Ev
a
l
u
a
t
i
o
n
,
v
o
l
.
5
9
,
p
.
1
9
5
,
2
0
1
8
,
d
o
i
:
1
0
.
1
0
1
6
/
j
.
st
u
e
d
u
c
.
2
0
1
8
.
0
8
.
0
0
2
.
[
1
0
]
M
.
C
.
E
n
g
e
l
s
,
K
.
P
h
a
l
e
t
,
M
.
C
.
G
r
e
mm
e
n
,
J.
K
.
D
i
j
k
st
r
a
,
a
n
d
K
.
V
e
r
sch
u
e
r
e
n
,
“
A
d
o
l
e
sce
n
t
s’
e
n
g
a
g
e
me
n
t
t
r
a
j
e
c
t
o
r
i
e
s
i
n
mu
l
t
i
c
u
l
t
u
r
a
l
c
l
a
ssr
o
o
ms:
t
h
e
r
o
l
e
o
f
t
h
e
c
l
a
ssr
o
o
m
c
o
n
t
e
x
t
,
”
J
o
u
rn
a
l
o
f
A
p
p
l
i
e
d
D
e
v
e
l
o
p
m
e
n
t
a
l
Ps
y
c
h
o
l
o
g
y
,
v
o
l
.
6
9
,
2
0
2
0
,
d
o
i
:
1
0
.
1
0
1
6
/
j
.
a
p
p
d
e
v
.
2
0
2
0
.
1
0
1
1
5
6
.
[
1
1
]
A
.
M
.
F
a
l
l
a
n
d
G
.
R
o
b
e
r
t
s
,
“
H
i
g
h
sc
h
o
o
l
d
r
o
p
o
u
t
s:
i
n
t
e
r
a
c
t
i
o
n
s
b
e
t
w
e
e
n
so
c
i
a
l
c
o
n
t
e
x
t
,
se
l
f
-
p
e
r
c
e
p
t
i
o
n
s,
sc
h
o
o
l
e
n
g
a
g
e
m
e
n
t
,
a
n
d
st
u
d
e
n
t
d
r
o
p
o
u
t
,
”
J
o
u
r
n
a
l
o
f
A
d
o
l
e
s
c
e
n
c
e
,
v
o
l
.
3
5
,
n
o
.
4
,
p
p
.
7
8
7
–
7
9
8
,
2
0
1
2
,
d
o
i
:
1
0
.
1
0
1
6
/
j
.
a
d
o
l
e
sce
n
c
e
.
2
0
1
1
.
1
1
.
0
0
4
.
[
1
2
]
J.
A
.
F
r
e
d
r
i
c
k
s
,
M
.
F
i
l
s
e
c
k
e
r
,
a
n
d
M
.
A
.
L
a
w
so
n
,
“
S
t
u
d
e
n
t
e
n
g
a
g
e
me
n
t
,
c
o
n
t
e
x
t
,
a
n
d
a
d
j
u
st
m
e
n
t
:
a
d
d
r
e
s
s
i
n
g
d
e
f
i
n
i
t
i
o
n
a
l
,
mea
s
u
r
e
me
n
t
,
a
n
d
m
e
t
h
o
d
o
l
o
g
i
c
a
l
i
ss
u
e
s,
”
L
e
a
r
n
i
n
g
a
n
d
I
n
st
r
u
c
t
i
o
n
,
v
o
l
.
4
3
,
p
.
1
,
2
0
1
6
,
d
o
i
:
1
0
.
1
0
1
6
/
j
.
l
e
a
r
n
i
n
s
t
r
u
c
.
2
0
1
6
.
0
2
.
0
0
2
.
[
1
3
]
Y
.
Lo
s
c
a
l
z
o
a
n
d
M
.
G
i
a
n
n
i
n
i
,
“
S
t
u
d
y
h
o
l
i
sm
i
n
v
e
n
t
o
r
y
(
s
i
-
1
0
)
:
a
s
h
o
r
t
i
n
st
r
u
me
n
t
f
o
r
e
v
a
l
u
a
t
i
n
g
st
u
d
y
o
b
sess
i
o
n
w
i
t
h
i
n
t
h
e
h
e
a
v
y
st
u
d
y
i
n
v
e
s
t
me
n
t
f
r
a
mew
o
r
k
,
”
E
u
r
o
p
e
’
s J
o
u
r
n
a
l
o
f
Psy
c
h
o
l
o
g
y
,
v
o
l
.
1
6
,
n
o
.
4
,
p
p
.
6
8
8
–
7
0
6
,
2
0
2
0
,
d
o
i
:
1
0
.
5
9
6
4
/
e
j
o
p
.
v
1
6
i
4
.
1
9
1
1
.
[
1
4
]
D
.
C
.
M
c
C
o
y
,
S
.
W
o
l
f
,
a
n
d
E.
B
.
G
o
d
f
r
e
y
,
“
S
t
u
d
e
n
t
m
o
t
i
v
a
t
i
o
n
f
o
r
l
e
a
r
n
i
n
g
i
n
G
h
a
n
a
:
r
e
l
a
t
i
o
n
sh
i
p
s
w
i
t
h
c
a
r
e
g
i
v
e
r
s’
v
a
l
u
e
s
t
o
w
a
r
d
e
d
u
c
a
t
i
o
n
,
a
t
t
e
n
d
a
n
c
e
,
a
n
d
a
c
a
d
e
mi
c
a
c
h
i
e
v
e
me
n
t
,
”
S
c
h
o
o
l
Psy
c
h
o
l
o
g
y
I
n
t
e
rn
a
t
i
o
n
a
l
,
v
o
l
.
3
5
,
n
o
.
3
,
p
p
.
2
9
4
–
3
0
8
,
2
0
1
4
,
d
o
i
:
1
0
.
1
1
7
7
/
0
1
4
3
0
3
4
3
1
3
5
0
8
0
5
5
.
[
1
5
]
Y
.
G
u
o
,
S
.
S
u
n
,
A
.
B
r
e
i
t
-
S
mi
t
h
,
F
.
J.
M
o
r
r
i
s
o
n
,
a
n
d
C
.
M
.
D
.
C
o
n
n
o
r
,
“
B
e
h
a
v
i
o
r
a
l
e
n
g
a
g
e
m
e
n
t
a
n
d
r
e
a
d
i
n
g
a
c
h
i
e
v
e
me
n
t
i
n
e
l
e
m
e
n
t
a
r
y
-
sc
h
o
o
l
-
a
g
e
c
h
i
l
d
r
e
n
:
a
l
o
n
g
i
t
u
d
i
n
a
l
c
r
o
ss
-
l
a
g
g
e
d
a
n
a
l
y
si
s
,
”
J
o
u
rn
a
l
o
f
E
d
u
c
a
t
i
o
n
a
l
Psy
c
h
o
l
o
g
y
,
v
o
l
.
1
0
7
,
n
o
.
2
,
p
p
.
3
3
2
–
3
4
7
,
2
0
1
5
,
d
o
i
:
1
0
.
1
0
3
7
/
a
0
0
3
7
6
3
8
.
[
1
6
]
O
.
L.
S
i
u
,
B
.
C
.
Y
.
L
o
,
T.
K
.
N
g
,
a
n
d
H
.
W
a
n
g
,
“
S
o
c
i
a
l
s
u
p
p
o
r
t
a
n
d
st
u
d
e
n
t
o
u
t
c
o
m
e
s:
t
h
e
m
e
d
i
a
t
i
n
g
r
o
l
e
s
o
f
p
s
y
c
h
o
l
o
g
i
c
a
l
c
a
p
i
t
a
l
,
s
t
u
d
y
e
n
g
a
g
e
m
e
n
t
,
a
n
d
p
r
o
b
l
e
m
-
f
o
c
u
se
d
c
o
p
i
n
g
,
”
C
u
rre
n
t
Psy
c
h
o
l
o
g
y
,
v
o
l
.
4
2
,
n
o
.
4
,
p
p
.
2
6
7
0
–
2
6
7
9
,
2
0
2
3
.
[
1
7
]
S
.
M
i
sh
r
a
,
“
S
o
c
i
a
l
n
e
t
w
o
r
k
s,
s
o
c
i
a
l
c
a
p
i
t
a
l
,
so
c
i
a
l
s
u
p
p
o
r
t
a
n
d
a
c
a
d
e
mi
c
s
u
c
c
e
ss
i
n
h
i
g
h
e
r
e
d
u
c
a
t
i
o
n
:
a
sy
s
t
e
m
a
t
i
c
r
e
v
i
e
w
w
i
t
h
a
sp
e
c
i
a
l
f
o
c
u
s
o
n
‘
u
n
d
e
r
r
e
p
r
e
se
n
t
e
d
’
st
u
d
e
n
t
s,
”
E
d
u
c
a
t
i
o
n
a
l
Re
s
e
a
r
c
h
Re
v
i
e
w
,
v
o
l
.
2
9
,
2
0
2
0
,
d
o
i
:
1
0
.
1
0
1
6
/
j
.
e
d
u
r
e
v
.
2
0
1
9
.
1
0
0
3
0
7
.
[
1
8
]
R
.
S
a
mu
e
l
a
n
d
K
.
B
u
r
g
e
r
,
“
N
e
g
a
t
i
v
e
l
i
f
e
e
v
e
n
t
s
,
se
l
f
-
e
f
f
i
c
a
c
y
,
a
n
d
so
c
i
a
l
su
p
p
o
r
t
:
r
i
s
k
a
n
d
p
r
o
t
e
c
t
i
v
e
f
a
c
t
o
r
s
f
o
r
sc
h
o
o
l
d
r
o
p
o
u
t
i
n
t
e
n
t
i
o
n
s
a
n
d
d
r
o
p
o
u
t
,
”
J
o
u
r
n
a
l
o
f
E
d
u
c
a
t
i
o
n
a
l
Ps
y
c
h
o
l
o
g
y
,
v
o
l
.
1
1
2
,
n
o
.
5
,
p
p
.
9
7
3
–
9
8
6
,
2
0
2
0
,
d
o
i
:
1
0
.
1
0
3
7
/
e
d
u
0
0
0
0
4
0
6
.
[
1
9
]
K
.
R
.
W
e
n
t
z
e
l
,
S
.
Ja
b
l
a
n
s
k
y
,
a
n
d
N
.
R
.
S
c
a
l
i
se
,
“
P
e
e
r
so
c
i
a
l
a
c
c
e
p
t
a
n
c
e
a
n
d
a
c
a
d
e
m
i
c
a
c
h
i
e
v
e
me
n
t
:
a
m
e
t
a
-
a
n
a
l
y
t
i
c
st
u
d
y
,
”
J
o
u
rn
a
l
o
f
Ed
u
c
a
t
i
o
n
a
l
Ps
y
c
h
o
l
o
g
y
,
v
o
l
.
1
1
3
,
n
o
.
1
,
p
p
.
1
5
7
–
1
8
0
,
2
0
2
1
,
d
o
i
:
1
0
.
1
0
3
7
/
e
d
u
0
0
0
0
4
6
8
.
[
2
0
]
D
.
A
n
s
o
n
g
,
M
.
O
k
u
m
u
,
G
.
L.
B
o
w
e
n
,
A
.
M
.
W
a
l
k
e
r
,
a
n
d
S
.
R
.
Ei
s
e
n
sm
i
t
h
,
“
T
h
e
r
o
l
e
o
f
p
a
r
e
n
t
,
c
l
a
ssm
a
t
e
,
a
n
d
t
e
a
c
h
e
r
su
p
p
o
r
t
i
n
st
u
d
e
n
t
e
n
g
a
g
e
m
e
n
t
:
e
v
i
d
e
n
c
e
f
r
o
m
G
h
a
n
a
,
”
I
n
t
e
rn
a
t
i
o
n
a
l
J
o
u
rn
a
l
o
f
Ed
u
c
a
t
i
o
n
a
l
D
e
v
e
l
o
p
m
e
n
t
,
v
o
l
.
5
4
,
p
p
.
5
1
–
5
8
,
2
0
1
7
,
d
o
i
:
1
0
.
1
0
1
6
/
j
.
i
j
e
d
u
d
e
v
.
2
0
1
7
.
0
3
.
0
1
0
.
[
2
1
]
C
.
K
.
M
a
l
e
c
k
i
a
n
d
M
.
K
.
D
e
mara
y
,
“
M
e
a
su
r
i
n
g
p
e
r
c
e
i
v
e
d
s
o
c
i
a
l
su
p
p
o
r
t
:
d
e
v
e
l
o
p
me
n
t
o
f
t
h
e
c
h
i
l
d
a
n
d
a
d
o
l
e
sc
e
n
t
s
o
c
i
a
l
su
p
p
o
r
t
sca
l
e
(
C
A
S
S
S
)
,
”
Ps
y
c
h
o
l
o
g
y
i
n
t
h
e
S
c
h
o
o
l
s
,
v
o
l
.
3
9
,
n
o
.
1
,
p
p
.
1
–
1
8
,
2
0
0
2
,
d
o
i
:
1
0
.
1
0
0
2
/
p
i
t
s.
1
0
0
0
4
.
[
2
2
]
E.
Y
a
z
z
i
e
-
M
i
n
t
z
a
n
d
K
.
M
c
C
o
r
m
i
c
k
,
“
F
i
n
d
i
n
g
t
h
e
h
u
ma
n
i
t
y
i
n
t
h
e
d
a
t
a
:
u
n
d
e
r
st
a
n
d
i
n
g
,
m
e
a
s
u
r
i
n
g
,
a
n
d
st
r
e
n
g
t
h
e
n
i
n
g
st
u
d
e
n
t
e
n
g
a
g
e
m
e
n
t
,
”
H
a
n
d
b
o
o
k
o
f
R
e
se
a
rc
h
o
n
S
t
u
d
e
n
t
E
n
g
a
g
e
m
e
n
t
,
p
p
.
7
4
3
–
7
6
1
,
2
0
1
2
,
d
o
i
:
1
0
.
1
0
0
7
/
9
7
8
-
1
-
4
6
1
4
-
2
0
1
8
-
7
_
3
6
.
[
2
3
]
S
.
K
o
r
l
a
t
e
t
a
l
.
,
“
G
e
n
d
e
r
d
i
f
f
e
r
e
n
c
e
s
i
n
d
i
g
i
t
a
l
l
e
a
r
n
i
n
g
d
u
r
i
n
g
c
o
v
i
d
-
1
9
:
c
o
mp
e
t
e
n
c
e
b
e
l
i
e
f
s,
i
n
t
r
i
n
s
i
c
v
a
l
u
e
,
l
e
a
r
n
i
n
g
e
n
g
a
g
e
me
n
t
,
a
n
d
p
e
r
c
e
i
v
e
d
t
e
a
c
h
e
r
s
u
p
p
o
r
t
,
”
Fro
n
t
i
e
rs
i
n
Ps
y
c
h
o
l
o
g
y
,
v
o
l
.
1
2
,
2
0
2
1
,
d
o
i
:
1
0
.
3
3
8
9
/
f
p
sy
g
.
2
0
2
1
.
6
3
7
7
7
6
.
[
2
4
]
G
.
A
f
f
u
so
e
t
a
l
.
,
“
T
h
e
e
f
f
e
c
t
s
o
f
t
e
a
c
h
e
r
su
p
p
o
r
t
,
p
a
r
e
n
t
a
l
m
o
n
i
t
o
r
i
n
g
,
m
o
t
i
v
a
t
i
o
n
a
n
d
s
e
l
f
-
e
f
f
i
c
a
c
y
o
n
a
c
a
d
e
mi
c
p
e
r
f
o
r
m
a
n
c
e
o
v
e
r
t
i
m
e
,
”
E
u
ro
p
e
a
n
J
o
u
rn
a
l
o
f
Psy
c
h
o
l
o
g
y
o
f
E
d
u
c
a
t
i
o
n
,
v
o
l
.
3
8
,
n
o
.
1
,
p
p
.
1
–
2
3
,
2
0
2
3
,
d
o
i
:
1
0
.
1
0
0
7
/
s1
0
2
1
2
-
0
2
1
-
0
0
5
9
4
-
6.
[
2
5
]
M
.
Te
W
a
n
g
a
n
d
J.
S
.
Ec
c
l
e
s
,
“
S
o
c
i
a
l
s
u
p
p
o
r
t
mat
t
e
r
s
:
l
o
n
g
i
t
u
d
i
n
a
l
e
f
f
e
c
t
s
o
f
so
c
i
a
l
su
p
p
o
r
t
o
n
t
h
r
e
e
d
i
me
n
si
o
n
s
o
f
sc
h
o
o
l
e
n
g
a
g
e
m
e
n
t
f
r
o
m m
i
d
d
l
e
t
o
h
i
g
h
s
c
h
o
o
l
,
”
C
h
i
l
d
D
e
v
e
l
o
p
m
e
n
t
,
v
o
l
.
8
3
,
n
o
.
3
,
2
0
1
2
,
d
o
i
:
1
0
.
1
1
1
1
/
j
.
1
4
6
7
-
8
6
2
4
.
2
0
1
2
.
0
1
7
4
5
.
x
.
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
P
erceive
s
o
cia
l su
p
p
o
r
t,
a
ca
d
emic
s
elf
-
effica
cy
,
a
n
d
lea
r
n
in
g
en
g
a
g
eme
n
t a
mo
n
g
…
(
Liu
Ya
n
g
)
635
[
2
6
]
P
.
R
a
u
t
a
n
e
n
,
T
.
S
o
i
n
i
,
J
.
P
i
e
t
a
r
i
n
e
n
,
a
n
d
K
.
P
y
h
ä
l
t
ö
,
“
D
y
n
a
mi
c
s
b
e
t
w
e
e
n
p
e
r
c
e
i
v
e
d
s
o
c
i
a
l
s
u
p
p
o
r
t
a
n
d
st
u
d
y
e
n
g
a
g
e
me
n
t
a
mo
n
g
p
r
i
mar
y
sc
h
o
o
l
st
u
d
e
n
t
s
:
a
t
h
r
e
e
-
y
e
a
r
l
o
n
g
i
t
u
d
i
n
a
l
s
u
r
v
e
y
,
”
S
o
c
i
a
l
Psy
c
h
o
l
o
g
y
o
f
Ed
u
c
a
t
i
o
n
,
v
o
l
.
2
5
,
n
o
.
6
,
p
p
.
1
4
8
1
–
1
5
0
5
,
2
0
2
2
,
d
o
i
:
1
0
.
1
0
0
7
/
s
1
1
2
1
8
-
022
-
0
9
7
3
4
-
2.
[
2
7
]
X
.
Zh
u
,
S
.
D
.
C
h
a
n
,
a
n
d
Y
.
Y
a
o
,
“
T
h
e
a
ss
o
c
i
a
t
i
o
n
s
o
f
p
a
r
e
n
t
a
l
s
u
p
p
o
r
t
w
i
t
h
f
i
r
s
t
-
g
r
a
d
e
p
r
i
mar
y
sc
h
o
o
l
l
2
C
h
i
n
e
se
l
e
a
r
n
e
r
s’
i
d
e
a
l
sel
v
e
s,
mo
t
i
v
a
t
i
o
n
,
e
n
g
a
g
e
m
e
n
t
,
a
n
d
r
e
a
d
i
n
g
t
e
s
t
p
e
r
f
o
r
ma
n
c
e
i
n
H
o
n
g
K
o
n
g
:
a
p
e
r
so
n
-
c
e
n
t
e
r
e
d
a
p
p
r
o
a
c
h
,
”
E
a
r
l
y
Ed
u
c
a
t
i
o
n
a
n
d
D
e
v
e
l
o
p
m
e
n
t
,
v
o
l
.
3
4
,
n
o
.
7
,
p
p
.
1
6
4
7
–
1
6
6
4
,
2
0
2
3
,
d
o
i
:
1
0
.
1
0
8
0
/
1
0
4
0
9
2
8
9
.
2
0
2
2
.
2
1
3
9
5
4
4
.
[
2
8
]
T.
H
o
n
i
c
k
e
a
n
d
J.
B
r
o
a
d
b
e
n
t
,
“
T
h
e
i
n
f
l
u
e
n
c
e
o
f
a
c
a
d
e
m
i
c
se
l
f
-
e
f
f
i
c
a
c
y
o
n
a
c
a
d
e
mi
c
p
e
r
f
o
r
m
a
n
c
e
:
a
s
y
st
e
ma
t
i
c
r
e
v
i
e
w
,
”
Ed
u
c
a
t
i
o
n
a
l
Re
s
e
a
r
c
h
Re
v
i
e
w
,
v
o
l
.
1
7
,
p
p
.
6
3
–
8
4
,
2
0
1
6
,
d
o
i
:
1
0
.
1
0
1
6
/
j
.
e
d
u
r
e
v
.
2
0
1
5
.
1
1
.
0
0
2
.
[
2
9
]
L.
Y
u
so
n
g
,
“
R
e
se
a
r
c
h
o
n
c
o
l
l
e
g
e
a
c
h
i
e
v
e
me
n
t
g
o
a
l
s,
a
t
t
r
i
b
u
t
i
o
n
me
t
h
o
d
s
a
n
d
a
c
a
d
e
m
i
c
se
l
f
-
e
f
f
i
c
a
c
y
,
”
T
h
e
s
i
s,
C
e
n
t
r
a
l
C
h
i
n
a
N
o
r
mal
U
n
i
v
e
r
si
t
y
,
2
0
0
0
.
[
3
0
]
S
.
C
.
B
a
g
c
i
,
“
D
o
e
s
e
v
e
r
y
o
n
e
b
e
n
e
f
i
t
e
q
u
a
l
l
y
f
r
o
m
se
l
f
-
e
f
f
i
c
a
c
y
b
e
l
i
e
f
s?
t
h
e
mo
d
e
r
a
t
i
n
g
r
o
l
e
o
f
p
e
r
c
e
i
v
e
d
s
o
c
i
a
l
su
p
p
o
r
t
o
n
mo
t
i
v
a
t
i
o
n
,
”
J
o
u
r
n
a
l
o
f
E
a
rl
y
A
d
o
l
e
s
c
e
n
c
e
,
v
o
l
.
3
8
,
n
o
.
2
,
p
p
.
2
0
4
–
2
1
9
,
2
0
1
8
,
d
o
i
:
1
0
.
1
1
7
7
/
0
2
7
2
4
3
1
6
1
6
6
6
5
2
1
3
.
[
3
1
]
Y
.
G
a
n
a
n
d
J.
P
e
n
g
,
“
Ef
f
e
c
t
s
o
f
t
e
a
c
h
e
r
s
u
p
p
o
r
t
o
n
ma
t
h
e
n
g
a
g
e
m
e
n
t
a
m
o
n
g
C
h
i
n
e
se
c
o
l
l
e
g
e
s
t
u
d
e
n
t
s:
a
m
e
d
i
a
t
e
d
mo
d
e
r
a
t
i
o
n
mo
d
e
l
o
f
ma
t
h
se
l
f
-
e
f
f
i
c
a
c
y
a
n
d
i
n
t
r
i
n
si
c
v
a
l
u
e
,
”
C
h
i
l
d
re
n
a
n
d
Y
o
u
t
h
S
e
r
v
i
c
e
s
Re
v
i
e
w
,
v
o
l
.
1
5
6
,
2
0
2
4
,
d
o
i
:
1
0
.
1
0
1
6
/
j
.
c
h
i
l
d
y
o
u
t
h
.
2
0
2
3
.
1
0
7
3
6
9
.
[
3
2
]
Y
.
M
a
,
H
.
Z
h
a
n
g
,
a
n
d
M
.
W
a
n
g
,
“
Th
e
e
f
f
e
c
t
o
f
p
a
r
e
n
t
a
l
s
u
p
p
o
r
t
o
n
s
t
u
d
e
n
t
se
l
f
-
r
a
t
e
d
a
n
d
t
a
sk
-
b
a
s
e
d
c
r
e
a
t
i
v
i
t
y
:
t
h
e
me
d
i
a
t
i
n
g
r
o
l
e
o
f
c
r
e
a
t
i
v
e
i
n
t
e
r
e
s
t
a
n
d
s
e
l
f
-
e
f
f
i
c
a
c
y
,
”
T
h
i
n
k
i
n
g
S
k
i
l
l
s
a
n
d
C
re
a
t
i
v
i
t
y
,
v
o
l
.
5
2
,
2
0
2
4
,
d
o
i
:
1
0
.
1
0
1
6
/
j
.
t
sc.
2
0
2
4
.
1
0
1
5
1
2
.
[
3
3
]
M
.
S
a
d
o
u
g
h
i
a
n
d
S
.
Y
.
H
e
j
a
z
i
,
“
Te
a
c
h
e
r
s
u
p
p
o
r
t
a
n
d
a
c
a
d
e
m
i
c
e
n
g
a
g
e
m
e
n
t
a
m
o
n
g
e
f
l
l
e
a
r
n
e
r
s:
t
h
e
r
o
l
e
o
f
p
o
si
t
i
v
e
a
c
a
d
e
mi
c
e
mo
t
i
o
n
s,”
S
t
u
d
i
e
s
i
n
E
d
u
c
a
t
i
o
n
a
l
Ev
a
l
u
a
t
i
o
n
,
v
o
l
.
7
0
,
2
0
2
1
,
d
o
i
:
1
0
.
1
0
1
6
/
j
.
st
u
e
d
u
c
.
2
0
2
1
.
1
0
1
0
6
0
.
[
3
4
]
S
.
Y
u
a
n
,
D
.
A
.
W
e
i
ser,
a
n
d
J
.
L.
F
i
s
c
h
e
r
,
“
S
e
l
f
-
e
f
f
i
c
a
c
y
,
p
a
r
e
n
t
-
c
h
i
l
d
r
e
l
a
t
i
o
n
s
h
i
p
s
,
a
n
d
a
c
a
d
e
mi
c
p
e
r
f
o
r
ma
n
c
e
:
a
c
o
m
p
a
r
i
so
n
o
f
Eu
r
o
p
e
a
n
A
meri
c
a
n
a
n
d
A
s
i
a
n
A
mer
i
c
a
n
c
o
l
l
e
g
e
s
t
u
d
e
n
t
s,”
S
o
c
i
a
l
Psy
c
h
o
l
o
g
y
o
f
E
d
u
c
a
t
i
o
n
,
v
o
l
.
1
9
,
n
o
.
2
,
p
p
.
2
6
1
–
2
8
0
,
2
0
1
6
,
d
o
i
:
1
0
.
1
0
0
7
/
s
1
1
2
1
8
-
015
-
9
3
3
0
-
x.
[
3
5
]
S
.
Y
i
,
Y
.
Z
h
a
n
g
,
Y
.
L
u
,
a
n
d
R
.
S
h
a
d
i
e
v
,
“
S
e
n
s
e
o
f
b
e
l
o
n
g
i
n
g
,
a
c
a
d
e
m
i
c
sel
f
-
e
f
f
i
c
a
c
y
a
n
d
h
a
r
d
i
n
e
ss:
t
h
e
i
r
i
m
p
a
c
t
s
o
n
s
t
u
d
e
n
t
e
n
g
a
g
e
m
e
n
t
i
n
d
i
st
a
n
c
e
l
e
a
r
n
i
n
g
c
o
u
r
ses,
”
Br
i
t
i
s
h
J
o
u
r
n
a
l
o
f
E
d
u
c
a
t
i
o
n
a
l
T
e
c
h
n
o
l
o
g
y
,
v
o
l
.
5
5
,
n
o
.
4
,
p
p
.
1
7
0
3
–
1
7
2
7
,
2
0
2
4
,
d
o
i
:
1
0
.
1
1
1
1
/
b
j
e
t
.
1
3
4
2
1
.
[
3
6
]
M
.
S
a
r
i
d
a
n
d
O
.
Li
p
k
a
,
“
Th
e
r
e
l
a
t
i
o
n
s
h
i
p
b
e
t
w
e
e
n
a
c
a
d
e
m
i
c
se
l
f
-
e
f
f
i
c
a
c
y
a
n
d
c
l
a
ss e
n
g
a
g
e
m
e
n
t
o
f
sel
f
-
r
e
p
o
r
t
e
d
L
D
a
n
d
ADHD
i
n
I
sr
a
e
l
i
u
n
d
e
r
g
r
a
d
u
a
t
e
s
t
u
d
e
n
t
s
d
u
r
i
n
g
c
o
v
i
d
-
1
9
,
”
E
u
r
o
p
e
a
n
J
o
u
r
n
a
l
o
f
Ps
y
c
h
o
l
o
g
y
o
f
E
d
u
c
a
t
i
o
n
,
v
o
l
.
3
9
,
n
o
.
1
,
p
p
.
2
5
3
–
2
7
4
,
2
0
2
4
,
d
o
i
:
1
0
.
1
0
0
7
/
s
1
0
2
1
2
-
023
-
0
0
6
7
7
-
6.
[
3
7
]
L.
K
a
n
g
,
C
.
Li
,
D
.
C
h
e
n
,
a
n
d
X
.
B
a
o
,
“
P
a
r
e
n
t
a
l
i
n
v
o
l
v
e
me
n
t
,
a
c
a
d
e
m
i
c
s
e
l
f
-
e
f
f
i
c
a
c
y
,
a
n
d
d
e
p
r
e
ssi
o
n
o
n
a
c
a
d
e
mi
c
p
e
r
f
o
r
ma
n
c
e
a
mo
n
g
C
h
i
n
e
se
st
u
d
e
n
t
s
d
u
r
i
n
g
c
o
v
i
d
-
1
9
p
a
n
d
e
m
i
c
,
”
Psy
c
h
o
l
o
g
y
Re
s
e
a
r
c
h
a
n
d
B
e
h
a
v
i
o
r
M
a
n
a
g
e
m
e
n
t
,
v
o
l
.
1
7
,
p
p
.
2
0
1
–
2
1
6
,
2
0
2
4
,
d
o
i
:
1
0
.
2
1
4
7
/
P
R
B
M
.
S
4
4
7
4
8
5
.
[
3
8
]
D
.
H
.
S
c
h
u
n
k
a
n
d
M
.
K
.
D
i
B
e
n
e
d
e
t
t
o
,
“
M
o
t
i
v
a
t
i
o
n
a
n
d
s
o
c
i
a
l
c
o
g
n
i
t
i
v
e
t
h
e
o
r
y
,
”
C
o
n
t
e
m
p
o
r
a
ry
E
d
u
c
a
t
i
o
n
a
l
Psy
c
h
o
l
o
g
y
,
v
o
l
.
6
0
,
2
0
2
0
,
d
o
i
:
1
0
.
1
0
1
6
/
j
.
c
e
d
p
sy
c
h
.
2
0
1
9
.
1
0
1
8
3
2
.
[
3
9
]
E.
O
p
p
e
r
ma
n
n
a
n
d
R
.
La
z
a
r
i
d
e
s,
“
El
e
men
t
a
r
y
sc
h
o
o
l
t
e
a
c
h
e
r
s’
se
l
f
-
e
f
f
i
c
a
c
y
,
st
u
d
e
n
t
-
p
e
r
c
e
i
v
e
d
s
u
p
p
o
r
t
a
n
d
s
t
u
d
e
n
t
s’
m
a
t
h
e
mat
i
c
s
i
n
t
e
r
e
s
t
,
”
T
e
a
c
h
i
n
g
a
n
d
T
e
a
c
h
e
r E
d
u
c
a
t
i
o
n
,
v
o
l
.
1
0
3
,
2
0
2
1
,
d
o
i
:
1
0
.
1
0
1
6
/
j
.
t
a
t
e
.
2
0
2
1
.
1
0
3
3
5
1
.
[
4
0
]
L.
Lu
a
n
,
J.
C
.
H
o
n
g
,
M
.
C
a
o
,
Y
.
D
o
n
g
,
a
n
d
X
.
H
o
u
,
“
Ex
p
l
o
r
i
n
g
t
h
e
r
o
l
e
o
f
o
n
l
i
n
e
EF
L
l
e
a
r
n
e
r
s’
p
e
r
c
e
i
v
e
d
s
o
c
i
a
l
su
p
p
o
r
t
i
n
t
h
e
i
r
l
e
a
r
n
i
n
g
e
n
g
a
g
e
me
n
t
:
a
s
t
r
u
c
t
u
r
a
l
e
q
u
a
t
i
o
n
mo
d
e
l
,
”
I
n
t
e
ra
c
t
i
v
e
L
e
a
r
n
i
n
g
E
n
v
i
ro
n
m
e
n
t
s
,
v
o
l
.
3
1
,
n
o
.
3
,
p
p
.
1
7
0
3
–
1
7
1
4
,
2
0
2
3
,
d
o
i
:
1
0
.
1
0
8
0
/
1
0
4
9
4
8
2
0
.
2
0
2
0
.
1
8
5
5
2
1
1
.
[
4
1
]
X
.
L
u
o
,
Q
.
C
h
e
n
,
a
n
d
S
.
M
u
,
“
C
h
i
l
d
a
n
d
a
d
o
l
e
sce
n
t
s
o
c
i
a
l
s
u
p
p
o
r
t
sc
a
l
e
:
v
a
l
i
d
a
t
i
o
n
a
n
d
p
r
e
l
i
m
i
n
a
r
y
a
p
p
l
i
c
a
t
i
o
n
,
”
C
h
i
n
e
se
J
o
u
rn
a
l
o
f
C
l
i
n
i
c
a
l
Ps
y
c
h
o
l
o
g
y
,
v
o
l
.
2
5
,
n
o
.
4
,
p
p
.
6
7
1
–
6
7
4
,
2
0
1
7
.
[
4
2
]
W
.
B
.
S
c
h
a
u
f
e
l
i
,
M
.
S
a
l
a
n
o
v
a
,
V
.
G
o
n
z
a
l
e
z
-
r
o
m
á
,
a
n
d
A
.
B
.
B
a
k
k
e
r
,
“
Th
e
m
e
a
s
u
r
e
m
e
n
t
o
f
e
n
g
a
g
e
m
e
n
t
a
n
d
b
u
r
n
o
u
t
:
a
t
w
o
samp
l
e
c
o
n
f
i
r
m
a
t
o
r
y
f
a
c
t
o
r
a
n
a
l
y
t
i
c
a
p
p
r
o
a
c
h
,
”
J
o
u
r
n
a
l
o
f
H
a
p
p
i
n
e
ss
S
t
u
d
i
e
s
,
v
o
l
.
3
,
p
p
.
7
1
–
9
2
,
2
0
0
2
.
[
4
3
]
Q
.
Li
u
,
X
.
D
u
,
a
n
d
H
.
L
u
,
“
Te
a
c
h
e
r
su
p
p
o
r
t
a
n
d
l
e
a
r
n
i
n
g
e
n
g
a
g
e
m
e
n
t
o
f
e
f
l
l
e
a
r
n
e
r
s:
t
h
e
m
e
d
i
a
t
i
n
g
r
o
l
e
o
f
s
e
l
f
-
e
f
f
i
c
a
c
y
a
n
d
a
c
h
i
e
v
e
me
n
t
g
o
a
l
o
r
i
e
n
t
a
t
i
o
n
,
”
C
u
r
re
n
t
Psy
c
h
o
l
o
g
y
,
v
o
l
.
4
2
,
n
o
.
4
,
p
p
.
2
6
1
9
–
2
6
3
5
,
2
0
2
3
,
d
o
i
:
1
0
.
1
0
0
7
/
s
1
2
1
4
4
-
0
2
2
-
0
4
0
4
3
-
5.
[
4
4
]
Z.
H
u
,
N
.
S
h
a
n
,
a
n
d
R
.
Ji
a
o
,
“
T
h
e
r
e
l
a
t
i
o
n
sh
i
p
s
b
e
t
w
e
e
n
p
e
r
c
e
i
v
e
d
t
e
a
c
h
e
r
a
u
t
o
n
o
my
su
p
p
o
r
t
,
a
c
a
d
e
mi
c
se
l
f
-
e
f
f
i
c
a
c
y
a
n
d
l
e
a
r
n
i
n
g
e
n
g
a
g
e
m
e
n
t
a
m
o
n
g
p
r
i
m
a
r
y
s
c
h
o
o
l
st
u
d
e
n
t
s:
a
n
e
t
w
o
r
k
a
n
a
l
y
si
s
,
”
E
u
ro
p
e
a
n
J
o
u
r
n
a
l
o
f
Ps
y
c
h
o
l
o
g
y
o
f
E
d
u
c
a
t
i
o
n
,
v
o
l
.
3
9
,
n
o
.
2
,
p
p
.
5
0
3
–
5
1
6
,
2
0
2
4
,
d
o
i
:
1
0
.
1
0
0
7
/
s
1
0
2
1
2
-
0
2
3
-
0
0
7
0
3
-
7.
B
I
O
G
RAP
H
I
E
S O
F
AUTH
O
RS
Liu
Ya
n
g
is
a
P
h
D
c
a
n
d
id
a
te
stu
d
e
n
t,
S
c
h
o
o
l
o
f
Ed
u
c
a
ti
o
n
a
l
S
tu
d
ies
,
Un
i
v
e
rsiti
S
a
in
s
M
a
lay
sia
.
He
r
re
se
a
rc
h
fo
c
u
se
s
o
n
e
d
u
c
a
ti
o
n
a
l
a
ss
e
ss
m
e
n
t
,
p
s
y
c
h
o
m
e
tri
c
&
tes
ti
n
g
i
n
e
d
u
c
a
ti
o
n
.
S
h
e
c
a
n
b
e
c
o
n
tac
ted
a
t
e
m
a
il
:
li
u
y
a
n
g
1
2
3
3
2
1
@s
t
u
d
e
n
t
.
u
sm
.
m
y
.
Lim
H
o
o
i
Li
a
n
is
a
n
As
so
c
i
a
te
P
ro
fe
ss
o
r
a
t
t
h
e
S
c
h
o
o
l
o
f
E
d
u
c
a
ti
o
n
a
l
S
t
u
d
ies
,
Un
iv
e
rsiti
S
a
in
s
M
a
lay
sia
,
h
o
l
d
i
n
g
a
d
o
c
to
ra
te
i
n
Ed
u
c
a
ti
o
n
a
l
M
e
a
su
re
m
e
n
t
a
n
d
E
v
a
lu
a
ti
o
n
fro
m
Un
iv
e
rsiti
M
a
lay
a
.
W
it
h
e
x
t
e
n
siv
e
e
x
p
e
rien
c
e
i
n
e
d
u
c
a
ti
o
n
a
l
a
ss
e
ss
m
e
n
t,
p
sy
c
h
o
m
e
tri
c
s,
a
n
d
tes
ti
n
g
in
e
d
u
c
a
ti
o
n
,
sh
e
h
a
s
c
o
n
tri
b
u
ted
si
g
n
if
ica
n
tl
y
t
o
th
e
fi
e
ld
.
S
h
e
c
a
n
b
e
c
o
n
tac
ted
a
t
e
m
a
il
:
h
ll
im@
u
sm
.
m
y
.
Evaluation Warning : The document was created with Spire.PDF for Python.