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14
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1
,
Feb
r
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y
20
25
,
p
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.
53
5
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ra
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terv
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v
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n
m
e
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t
a
n
d
st
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d
e
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t
we
ll
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b
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g
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K
ey
w
o
r
d
s
:
Aca
d
em
ic
ac
h
iev
em
en
t
L
ea
r
n
in
g
e
n
v
ir
o
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m
en
t
Sch
o
o
l c
lim
ate
Stu
d
en
t w
ell
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b
ein
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T
ask
o
r
ien
tatio
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T
h
is i
s
a
n
o
p
e
n
a
c
c
e
ss
a
rticle
u
n
d
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r th
e
CC B
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SA
li
c
e
n
se
.
C
o
r
r
e
s
p
o
nd
ing
A
uth
o
r
:
Ali M
ak
s
u
m
Dep
ar
tm
en
t o
f
So
cio
lo
g
y
,
Fac
u
lty
o
f
So
cial
Scien
ce
s
an
d
Po
liti
cs,
B
r
awi
jay
a
Un
iv
er
s
ity
Ma
lan
g
,
E
ast
J
av
a,
I
n
d
o
n
esia
E
m
ail:
alim
ak
s
u
m
@
u
b
.
ac
.
id
1.
I
NT
RO
D
UCT
I
O
N
Ma
n
y
s
ch
o
o
ls
’
ef
f
o
r
ts
to
d
e
v
elo
p
s
tu
d
en
t
well
-
b
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g
at
ev
er
y
lev
el
o
f
ed
u
ca
tio
n
in
I
n
d
o
n
esia
h
av
e
f
ailed
.
T
h
e
f
ir
s
t
f
ailu
r
e
is
in
d
i
ca
ted
b
y
m
an
y
s
ch
o
o
l
ac
tiv
itie
s
th
at
ca
u
s
e
s
tu
d
en
ts
to
ex
p
e
r
ien
ce
in
s
ec
u
r
ity
a
n
d
p
s
y
ch
o
lo
g
ical
d
is
tr
ess
[
1
]
,
[
2
]
.
Seco
n
d
,
m
an
y
teac
h
e
r
s
h
av
e
d
if
f
icu
lty
d
eter
m
in
in
g
an
d
ca
r
r
y
in
g
o
u
t
lear
n
in
g
th
at
alig
n
s
with
th
e
s
tu
d
en
t'
s
d
em
an
d
s
an
d
n
ee
d
s
[
3
]
,
[
4
]
.
T
h
ir
d
,
th
e
co
o
p
er
atio
n
b
etwe
en
s
ch
o
o
ls
an
d
p
a
r
en
ts
co
n
tin
u
es
to
f
ac
e
ch
allen
g
es
in
p
r
eser
v
in
g
s
tu
d
en
ts
’
well
-
b
ein
g
[
5
]
,
[
6
]
.
T
h
is
co
n
d
i
tio
n
s
u
g
g
ests
th
e
im
p
o
r
tan
ce
o
f
th
e
s
ch
o
o
l
’
s
r
o
l
e
in
d
ev
elo
p
in
g
s
tu
d
e
n
ts
’
well
-
b
ein
g
in
an
d
o
u
ts
id
e
th
e
class
r
o
o
m
.
R
esea
r
c
h
o
n
f
o
s
te
r
i
n
g
wel
l
-
b
ei
n
g
wit
h
i
n
e
d
u
c
ati
o
n
al
s
etti
n
g
s
h
as
i
d
e
n
t
if
ie
d
t
h
r
ee
p
r
im
ar
y
ap
p
r
o
ac
h
es
.
I
n
iti
all
y
,
we
ll
-
b
ei
n
g
is
n
u
r
t
u
r
e
d
t
h
r
o
u
g
h
cl
ass
r
o
o
m
-
b
as
e
d
e
d
u
c
ati
o
n
al
ac
ti
v
iti
es
[
7
]
,
[
8
]
.
Ne
x
t
,
it e
n
h
a
n
ce
s
we
ll
-
b
ei
n
g
b
y
esta
b
l
is
h
in
g
s
u
p
p
o
r
t
iv
e
c
o
n
d
i
ti
o
n
s
b
e
y
o
n
d
th
e
cl
ass
r
o
o
m
[
9
]
,
[
1
0
]
.
L
astl
y
,
s
c
h
o
o
ls
e
n
g
a
g
e
wi
th
p
a
r
e
n
ts
t
o
p
r
o
m
o
te
s
t
u
d
e
n
ts
’
w
ell
-
b
ei
n
g
at
h
o
m
e
[
1
1
]
,
[
1
2
]
.
T
h
is
p
a
p
e
r
d
el
v
es
d
e
ep
er
in
to
en
h
a
n
c
in
g
c
lass
r
o
o
m
well
-
b
ei
n
g
b
y
d
esi
g
n
i
n
g
t
ask
s
t
h
at
c
r
ea
t
e
a
f
o
c
u
s
e
d
l
ea
r
n
in
g
at
m
o
s
p
h
er
e.
T
h
e
u
n
i
q
u
e
n
ess
o
f
t
h
is
s
t
u
d
y
l
ies
i
n
its
ex
am
in
ati
o
n
o
f
tas
k
-
o
r
i
en
te
d
asp
ec
ts
i
n
t
h
e
d
e
v
el
o
p
m
e
n
t
o
f
s
t
u
d
e
n
t
w
ell
-
b
ei
n
g
.
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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Vo
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.
14
,
No
.
1
,
Feb
r
u
a
r
y
20
25
:
53
5
-
54
3
536
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c
a
d
e
m
i
c
s
e
l
f
-
c
o
n
c
e
p
t
a
n
d
s
e
l
f
-
es
t
e
e
m
,
h
a
v
i
n
g
n
o
w
o
r
r
i
e
s
,
s
o
m
at
i
c
c
o
m
p
l
a
i
n
t
s
,
a
n
d
p
h
y
s
i
c
a
l
a
n
d
s
o
c
i
a
l
p
r
o
b
l
e
m
s
[
1
3
]
,
[
1
5
]
.
T
h
e
r
e
f
o
r
e
,
t
o
s
u
p
p
o
r
t
s
tu
d
e
n
t
w
e
l
l
-
b
e
i
n
g
i
n
e
d
u
c
at
i
o
n
a
l
s
et
t
i
n
g
s
,
s
c
h
o
o
ls
s
h
o
u
l
d
at
l
e
a
s
t
m
e
e
t
s
t
u
d
e
n
ts
’
n
e
e
d
s
t
o
f
u
n
c
t
i
o
n
c
o
g
n
i
t
i
v
el
y
,
af
f
e
c
t
i
v
e
l
y
,
s
o
c
i
a
ll
y
,
p
h
y
s
i
c
al
l
y
,
a
n
d
e
c
o
n
o
m
i
c
a
l
l
y
s
o
t
h
e
y
c
a
n
ac
h
i
e
v
e
h
a
p
p
i
n
e
s
s
.
T
ask
o
r
ien
tatio
n
with
in
th
e
cl
ass
r
o
o
m
lear
n
in
g
e
n
v
ir
o
n
m
en
t
is
k
ey
to
f
o
s
ter
in
g
s
tu
d
en
t
well
-
b
ein
g
.
T
ask
o
r
ien
tatio
n
is
d
ef
in
ed
as
th
e
d
r
iv
e
to
ac
co
m
p
lis
h
ac
ad
e
m
ic
task
s
[
1
6
]
,
[
1
7
]
.
Var
io
u
s
s
tu
d
ies
h
av
e
lin
k
ed
task
o
r
ien
tatio
n
to
p
o
s
itiv
e
o
u
tco
m
es
in
s
tu
d
en
ts
’
f
ee
lin
g
s
o
f
au
to
n
o
m
y
,
c
o
m
p
eten
c
y
,
a
n
d
s
atis
f
ac
tio
n
[
1
8
]
,
[
1
9
]
.
T
h
ese
s
tu
d
ies
s
u
g
g
est
th
at
wh
en
s
tu
d
en
ts
p
er
ce
iv
e
a
task
-
o
r
ien
ted
clim
ate,
it
co
r
r
el
ates
with
f
u
lf
illi
n
g
th
eir
au
to
n
o
m
y
,
co
m
p
eten
ce
,
an
d
s
atis
f
ac
tio
n
n
ee
d
s
.
T
h
er
ef
o
r
e,
it
is
ev
id
e
n
t
th
at
estab
lis
h
in
g
a
task
-
o
r
ien
te
d
atm
o
s
p
h
er
e
in
th
e
class
r
o
o
m
ca
n
h
elp
s
tu
d
en
ts
cu
ltiv
ate
a
s
en
s
e
o
f
well
-
b
ein
g
ch
ar
ac
ter
ized
b
y
f
ee
lin
g
s
o
f
in
d
ep
en
d
en
ce
,
s
k
illfu
ln
ess
,
an
d
f
u
lf
illme
n
t.
T
h
is
ar
ticle
aim
s
to
d
escr
ib
e
th
r
ee
r
esear
ch
o
b
jectiv
es
r
e
latin
g
to
t
h
e
in
f
lu
en
ce
o
f
th
e
lear
n
in
g
en
v
ir
o
n
m
en
t
o
n
well
-
b
ein
g
.
T
h
e
f
ir
s
t
g
o
al
is
to
d
escr
ib
e
th
e
well
-
b
ein
g
o
f
s
tu
d
en
ts
at
th
r
ee
lev
els
o
f
ed
u
ca
tio
n
.
T
h
e
p
u
r
p
o
s
e
o
f
th
e
d
escr
ip
tio
n
is
to
class
if
y
well
-
b
ein
g
.
T
h
e
s
ec
o
n
d
g
o
al
is
to
t
est
th
e
in
f
lu
en
ce
o
f
th
e
lear
n
in
g
e
n
v
ir
o
n
m
en
t
o
n
s
tu
d
en
t
well
-
b
ein
g
.
T
esti
n
g
is
co
n
d
u
cte
d
s
im
u
ltan
e
o
u
s
ly
an
d
p
ar
t
ally
.
Simu
ltan
eo
u
s
test
in
g
aim
s
to
test
th
e
o
v
er
all
ef
f
ec
t
o
f
e
n
v
ir
o
n
m
e
n
t
lear
n
in
g
o
n
well
-
b
ein
g
,
wh
ile
p
ar
tial
test
in
g
aim
s
to
test
ea
ch
lear
n
in
g
en
v
ir
o
n
m
e
n
t
o
n
well
-
b
ei
n
g
.
T
h
e
th
i
r
d
g
o
al
is
to
test
t
h
e
task
o
r
ien
tatio
n
,
wh
ich
is
th
e
m
o
s
t
im
p
o
r
tan
t
t
o
well
-
b
ein
g
.
T
h
e
an
aly
s
is
co
n
tin
u
ed
b
y
test
in
g
th
e
in
ter
r
el
atio
n
s
h
ip
b
etwe
en
task
o
r
ien
tatio
n
a
n
d
well
-
b
ein
g
asp
ec
ts
.
T
h
e
th
r
ee
g
o
als
o
f
th
is
p
r
o
ject
ar
e
to
p
r
o
v
id
e
alter
n
ativ
e
lear
n
in
g
ac
tiv
ities
to
en
h
an
ce
s
tu
d
en
ts
’
well
-
b
ein
g
in
th
e
class
r
o
o
m
.
T
h
is
ar
t
icl
e
p
o
s
its
t
h
a
t
s
t
u
d
e
n
t
well
-
b
ei
n
g
is
n
o
t
a
f
i
x
ed
a
tt
r
i
b
u
te
,
b
u
t
q
u
ali
ty
t
ea
ch
er
s
c
a
n
n
u
r
tu
r
e
an
d
en
h
a
n
ce
it
t
h
r
o
u
g
h
v
a
r
i
o
u
s
s
tr
ate
g
i
es
im
p
l
em
en
te
d
in
s
id
e
a
n
d
o
u
ts
i
d
e
th
e
cl
ass
r
o
o
m
.
T
o
e
x
p
l
o
r
e
th
e
c
o
n
ce
p
t
,
th
e
c
u
r
r
e
n
t
s
t
u
d
y
p
r
es
e
n
ts
tw
o
ce
n
t
r
al
h
y
p
o
t
h
eses
.
T
h
e
f
i
r
s
t
h
y
p
o
th
esis
s
u
g
g
es
ts
t
h
at
t
h
e
le
a
r
n
in
g
e
n
v
i
r
o
n
m
e
n
t
,
en
co
m
p
ass
i
n
g
e
v
e
r
y
t
h
i
n
g
f
r
o
m
th
e
p
h
y
s
i
ca
l
s
p
a
ce
t
o
t
h
e
e
m
o
ti
o
n
al
an
d
p
s
y
c
h
o
lo
g
i
ca
l
at
m
o
s
p
h
er
e,
is
cr
u
c
ial
i
n
f
o
s
te
r
i
n
g
s
tu
d
en
t
wel
l
-
b
e
i
n
g
wit
h
i
n
s
c
h
o
o
ls
.
T
h
e
s
ec
o
n
d
h
y
p
o
th
esis
d
el
v
es
in
to
t
h
e
s
p
ec
if
i
c
s
tr
at
eg
y
o
f
tas
k
o
r
ie
n
t
ati
o
n
,
p
r
o
p
o
s
in
g
t
h
at
t
h
i
s
f
o
c
u
s
ed
a
p
p
r
o
ac
h
to
l
ea
r
n
in
g
an
d
g
o
al
ac
h
i
e
v
e
m
e
n
t
wit
h
i
n
th
e
class
r
o
o
m
c
an
s
ig
n
i
f
ic
a
n
tl
y
e
n
h
a
n
c
e
s
t
u
d
e
n
t
well
-
b
ei
n
g
.
C
o
n
f
ir
m
i
n
g
t
h
ese
h
y
p
o
t
h
es
es
m
a
y
h
i
g
h
l
ig
h
t
t
h
e
p
o
te
n
ti
al
o
f
ta
r
g
et
ed
ed
u
c
ati
o
n
al
s
t
r
a
te
g
i
es
in
p
r
o
m
o
ti
n
g
w
ell
-
b
ei
n
g
a
n
d
i
n
t
r
o
d
u
c
e
a
n
o
v
el
p
e
r
s
p
ec
ti
v
e
o
f
s
t
u
d
e
n
t
we
ll
-
b
ei
n
g
b
y
em
p
i
r
ic
all
y
li
n
k
i
n
g
t
ask
o
r
ie
n
tati
o
n
,
a
t
r
a
d
it
io
n
all
y
ac
ad
em
i
c
-
f
o
c
u
s
e
d
s
tr
ate
g
y
,
d
i
r
e
ctl
y
to
t
h
e
em
o
ti
o
n
al
a
n
d
p
s
y
c
h
o
lo
g
i
ca
l
d
o
m
ai
n
o
f
s
t
u
d
en
t
wel
l
-
b
e
in
g
.
T
h
u
s
,
i
t
ca
n
b
r
o
ad
e
n
th
e
s
c
o
p
e
o
f
i
n
t
e
r
v
e
n
ti
o
n
s
a
v
ai
la
b
l
e
t
o
ed
u
c
at
o
r
s
a
im
in
g
t
o
cu
lti
v
a
te
a
s
u
p
p
o
r
t
iv
e
a
n
d
t
h
r
i
v
i
n
g
s
c
h
o
o
l e
n
v
i
r
o
n
m
e
n
t
.
2.
M
E
T
H
O
D
T
h
e
m
eth
o
d
s
ec
tio
n
o
f
th
is
s
tu
d
y
p
r
o
v
id
es
a
m
eticu
l
o
u
s
ex
p
lan
atio
n
o
f
f
o
u
r
p
iv
o
tal
elem
en
ts
:
r
esear
ch
d
esig
n
,
r
esear
c
h
s
u
b
jects,
d
ata
co
llectio
n
,
a
n
d
d
ata
an
aly
s
is
.
T
h
e
r
esear
ch
d
esig
n
o
u
tlin
es
th
e
s
y
s
tem
atic
ap
p
r
o
ac
h
ad
o
p
ted
,
s
p
ec
if
y
in
g
wh
eth
e
r
th
e
s
tu
d
y
i
s
q
u
alitativ
e,
q
u
an
titativ
e,
o
r
m
ix
ed
-
m
eth
o
d
s
,
an
d
d
etails
th
e
s
tr
u
ctu
r
e
o
f
th
e
in
v
esti
g
atio
n
.
T
h
e
s
ec
tio
n
o
n
r
esear
ch
s
u
b
jects
d
escr
ib
es
th
e
d
em
o
g
r
ap
h
ic
an
d
ch
ar
ac
ter
is
tic
cr
iter
ia
f
o
r
p
ar
ticip
an
t
s
elec
tio
n
,
e
n
s
u
r
in
g
th
e
s
am
p
le
ac
cu
r
ately
r
ep
r
esen
ts
t
h
e
p
o
p
u
latio
n
u
n
d
e
r
s
tu
d
y
.
T
h
e
d
ata
co
llectio
n
s
ec
t
io
n
elu
cid
ates th
e
m
eth
o
d
s
em
p
lo
y
ed
to
g
ath
er
r
elev
a
n
t in
f
o
r
m
atio
n
.
L
astl
y
,
th
e
d
ata
an
aly
s
is
s
ec
tio
n
d
is
cu
s
s
es
th
e
s
tatis
tics
u
s
ed
to
i
n
ter
p
r
et
th
e
co
llected
d
ata,
h
ig
h
lig
h
tin
g
th
e
s
tr
ateg
ies
f
o
r
u
n
co
v
e
r
in
g
p
atter
n
s
,
tr
en
d
s
,
an
d
in
s
ig
h
ts
with
in
th
e
r
esea
r
ch
f
in
d
i
n
g
s
.
E
ac
h
o
f
th
ese
c
o
m
p
o
n
en
ts
p
lay
s
a
cr
u
cial
r
o
le
in
th
e
o
v
er
all
in
te
g
r
ity
an
d
v
alid
ity
o
f
th
e
s
tu
d
y
,
p
r
o
v
i
d
in
g
a
clea
r
an
d
co
m
p
r
e
h
en
s
iv
e
f
r
am
ewo
r
k
f
o
r
u
n
d
er
s
tan
d
in
g
th
e
r
esear
ch
m
eth
o
d
.
2
.
1
.
Resea
rc
h desi
g
n
T
h
is
s
tu
d
y
em
p
lo
y
s
a
q
u
an
tit
ativ
e
m
eth
o
d
,
u
tili
zin
g
a
cr
o
s
s
-
s
ec
tio
n
al
d
esig
n
to
g
ath
er
an
d
an
aly
ze
n
u
m
er
ical
d
ata
th
r
o
u
g
h
s
tatis
t
ical
m
eth
o
d
s
.
T
h
e
co
r
e
o
b
ject
iv
e
is
to
r
ig
o
r
o
u
s
ly
test
h
y
p
o
t
h
eses
r
eg
ar
d
in
g
th
e
d
iv
er
s
e
lear
n
in
g
e
n
v
ir
o
n
m
en
ts
an
d
th
eir
im
p
ac
ts
o
n
s
tu
d
en
ts
'
well
-
b
ein
g
.
T
h
e
r
esear
ch
in
co
r
p
o
r
ates
s
im
u
ltan
eo
u
s
an
d
p
ar
tial
test
i
n
g
ap
p
s
to
u
n
d
e
r
s
tan
d
c
o
m
p
r
e
h
en
s
iv
ely
.
Simu
ltan
e
o
u
s
test
in
g
was
em
p
lo
y
ed
to
ex
am
in
e
th
e
co
llectiv
e
in
f
lu
e
n
ce
o
f
v
ar
io
u
s
lear
n
in
g
en
v
ir
o
n
m
en
ts
o
n
s
tu
d
en
t
well
-
b
ein
g
,
o
f
f
er
i
n
g
in
s
ig
h
ts
in
to
h
o
w
th
ese
f
ac
t
o
r
s
in
f
l
u
e
n
ce
th
e
o
v
er
all
ed
u
ca
tio
n
al
e
x
p
er
ien
ce
.
I
n
ad
d
itio
n
,
t
h
e
r
e
s
ea
r
ch
er
s
also
u
s
ed
p
ar
tial
test
in
g
to
p
r
ec
is
ely
p
in
p
o
in
t
t
h
e
p
a
r
ticu
lar
lear
n
in
g
en
v
ir
o
n
m
e
n
t
th
at
ex
er
ts
t
h
e
m
o
s
t
d
o
m
in
a
n
t
in
f
lu
en
ce
o
n
s
tu
d
e
n
t
well
-
b
ein
g
.
T
h
ese
d
u
al
test
in
g
s
tr
ateg
ies
p
r
o
v
id
e
a
b
r
o
a
d
o
v
er
v
ie
w
o
f
th
e
lear
n
in
g
en
v
ir
o
n
m
en
ts
'
ef
f
ec
ts
an
d
h
i
g
h
lig
h
t
k
e
y
ar
ea
s
th
at
s
ig
n
if
ican
tly
en
h
a
n
ce
o
r
d
im
in
is
h
s
tu
d
en
t
well
-
b
ein
g
,
allo
win
g
f
o
r
tar
g
eted
in
te
r
v
en
t
io
n
s
an
d
im
p
r
o
v
e
m
en
ts
in
ed
u
ca
tio
n
al
p
r
ac
tices.
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
S
tr
a
teg
ies fo
r
s
tu
d
en
ts
’
w
ell
-
b
ein
g
d
ev
elo
p
men
t:
th
e
ta
s
k
-
o
r
ien
ted
cla
s
s
r
o
o
m
a
p
p
r
o
a
c
h
(
E
s
a
N
u
r
Wa
h
yu
n
i
)
537
2
.
2
.
Resea
rc
h
p
ro
ce
du
re
T
h
e
q
u
es
t
io
n
n
a
ir
e
d
i
s
tr
i
b
u
t
io
n
wa
s
ca
r
ef
u
lly
p
la
n
n
ed
to
a
cc
o
m
m
o
d
a
te
th
e
la
r
g
e
s
am
p
l
e
s
iz
e
a
n
d
en
s
u
r
e
r
e
li
ab
le
d
a
ta
co
ll
ec
tio
n
.
T
h
e
p
ap
er
-
b
a
s
ed
q
u
e
s
t
io
n
n
air
es
wer
e
ad
m
in
i
s
ter
ed
d
u
r
in
g
s
ch
ed
u
led
cl
as
s
tim
e
s
f
o
r
ar
o
u
n
d
t
wo
y
ea
r
s
.
T
r
ai
n
ed
r
e
s
ea
r
ch
a
s
s
i
s
t
an
ts
a
n
d
s
tu
d
en
t
s
in
s
tr
u
ct
ed
a
s
d
a
t
a
co
ll
ec
to
r
s
v
is
i
ted
ea
ch
p
ar
t
ic
ip
a
t
in
g
s
ch
o
o
l
an
d
d
is
tr
ib
u
t
ed
th
e
q
u
e
s
tio
n
n
ai
r
es
to
th
e
s
tu
d
e
n
t
s
in
a
co
n
tr
o
l
le
d
cl
a
s
s
r
o
o
m
en
v
ir
o
n
m
en
t,
en
s
u
r
in
g
m
i
n
i
m
al
d
i
s
r
u
p
tio
n
s
an
d
m
ain
ta
i
n
in
g
co
n
s
i
s
t
en
cy
in
d
at
a
co
l
lec
t
io
n
p
r
o
ce
d
u
r
e
s
.
T
h
e
s
e
s
t
u
d
en
t
d
a
ta
co
l
le
cto
r
s
wer
e
eq
u
ip
p
ed
wi
th
k
n
o
w
le
d
g
e
o
n
h
o
w
to
g
ath
er
d
a
ta
p
r
o
p
er
ly
.
P
i
lo
t
te
s
tin
g
wa
s
co
n
d
u
ct
ed
wi
th
a
s
m
a
ll
g
r
o
u
p
o
f
s
tu
d
en
ts
to
id
en
t
if
y
an
d
r
e
ct
if
y
i
s
s
u
es
r
ela
te
d
to
u
n
d
er
s
tan
d
in
g
an
d
in
t
er
p
r
e
ta
t
io
n
.
Mo
r
eo
v
er
,
in
f
o
r
m
ed
co
n
s
en
t
wa
s
o
b
t
ai
n
ed
f
r
o
m
s
tu
d
en
t
s
an
d
t
h
e
ir
p
ar
en
t
s
o
r
g
u
ar
d
ian
s
,
an
d
m
ea
s
u
r
es
wer
e
im
p
le
m
en
ted
to
en
s
u
r
e
th
e
an
o
n
y
m
ity
an
d
co
n
f
id
en
t
ia
li
ty
o
f
r
e
s
p
o
n
d
en
ts
b
y
u
s
in
g
u
n
iq
u
e
id
en
tif
ie
r
s
in
s
te
ad
o
f
n
am
es
.
2
.
3
.
Resea
rc
h su
bje
ct
T
h
is
s
tu
d
y
in
v
o
lv
es
1
,
6
9
8
s
t
u
d
en
ts
(
7
0
5
m
ales
an
d
9
9
3
f
em
ales)
f
r
o
m
n
i
n
e
cities
in
E
ast
J
av
a
Pro
v
in
ce
,
I
n
d
o
n
esia,
d
iv
id
e
d
i
n
to
th
r
ee
ed
u
ca
tio
n
lev
els:
i
)
elem
en
tar
y
s
ch
o
o
l
s
tu
d
en
ts
ag
e
d
1
1
to
1
3
(
n
=3
0
0
;
1
3
9
m
ales
an
d
1
6
1
f
em
ales)
;
ii
)
ju
n
i
o
r
h
ig
h
s
ch
o
o
l
s
tu
d
e
n
ts
ag
ed
1
3
to
1
5
(
n
=7
5
8
;
4
0
6
m
ales
a
n
d
3
5
2
f
em
ale)
;
an
d
iii)
s
en
io
r
h
ig
h
s
ch
o
o
l
s
tu
d
en
ts
ag
ed
1
6
to
1
8
(
n
=6
4
0
;
1
6
0
m
ales
an
d
4
8
0
f
em
ales)
.
Su
b
jects
wer
e
s
elec
ted
b
ased
o
n
s
ch
o
o
l
r
ec
o
m
m
e
n
d
atio
n
s
a
n
d
wer
e
p
r
o
v
id
ed
with
c
o
n
s
en
t
lette
r
s
.
T
h
e
r
esear
ch
e
r
s
em
p
lo
y
ed
a
r
a
n
d
o
m
s
am
p
lin
g
to
m
i
n
im
ize
b
ias
an
d
en
s
u
r
e
th
at
th
e
s
am
p
le
is
r
ep
r
esen
tativ
e
o
f
th
e
en
tire
p
o
p
u
latio
n
.
T
h
u
s
,
ea
c
h
m
e
m
b
er
o
f
th
e
p
o
p
u
latio
n
h
as
an
eq
u
al
ch
an
ce
o
f
b
ei
n
g
s
elec
ted
f
o
r
in
clu
s
io
n
in
th
e
s
tu
d
y
.
T
h
e
r
a
n
d
o
m
s
am
p
lin
g
in
v
o
lv
ed
s
elec
tin
g
s
tu
d
en
ts
f
r
o
m
ea
ch
ed
u
ca
tio
n
lev
el
an
d
city
with
o
u
t
an
y
p
r
ed
eter
m
in
e
d
cr
iter
ia,
s
u
ch
as
ac
ad
em
ic
p
er
f
o
r
m
an
ce
o
r
s
o
cio
ec
o
n
o
m
ic
s
tatu
s
.
B
y
r
an
d
o
m
ly
s
elec
tin
g
p
ar
ticip
an
ts
,
th
e
r
esear
ch
er
s
aim
to
m
itig
ate
th
e
r
is
k
o
f
in
tr
o
d
u
ci
n
g
s
y
s
tem
atic
er
r
o
r
s
in
to
th
e
f
in
d
in
g
s
,
th
er
eb
y
in
c
r
ea
s
in
g
th
e
v
alid
ity
an
d
r
eliab
ilit
y
o
f
th
e
r
esu
lts
.
R
an
d
o
m
s
am
p
lin
g
was
em
p
l
o
y
ed
to
en
s
u
r
e
ev
er
y
s
tu
d
en
t
h
ad
a
n
eq
u
al
ch
an
ce
o
f
b
ein
g
s
elec
ted
,
r
ed
u
cin
g
s
elec
tio
n
b
ias.
Fo
ll
o
w
-
u
p
v
is
its
wer
e
m
ad
e
to
en
s
u
r
e
a
h
ig
h
r
esp
o
n
s
e
r
ate,
with
q
u
esti
o
n
n
air
es
r
ev
iewe
d
f
o
r
c
o
m
p
leten
ess
an
d
an
y
in
c
o
n
s
is
ten
cies
clar
if
ied
with
r
esp
o
n
d
en
ts
.
T
r
ain
ed
s
tu
d
en
t
d
ata
co
llecto
r
s
ass
is
ted
in
th
is
p
r
o
ce
s
s
,
an
d
d
ata
q
u
ality
ch
ec
k
s
wer
e
p
e
r
f
o
r
m
ed
to
a
d
d
r
ess
p
o
te
n
tial
b
iases
.
T
h
ese
s
tr
ateg
ies,
in
clu
d
in
g
p
ilo
t
test
in
g
,
r
an
d
o
m
s
am
p
lin
g
,
o
n
g
o
i
n
g
f
o
llo
w
-
u
p
,
a
n
d
in
v
o
lv
in
g
tr
ain
e
d
s
tu
d
en
t
d
ata
co
llecto
r
s
,
en
s
u
r
ed
r
eliab
le
d
ata
co
llectio
n
an
d
s
u
p
p
o
r
ted
th
e
s
tu
d
y
'
s
v
alid
ity
.
T
h
e
s
am
p
le
s
ize
wa
s
d
eter
m
in
ed
u
s
in
g
s
tatis
t
ical
p
o
wer
an
al
y
s
is
an
d
p
r
ac
tical
co
n
s
id
er
atio
n
s
,
r
e
s
u
ltin
g
in
1
,
6
9
8
s
tu
d
en
ts
(
7
0
5
m
ales
a
n
d
9
9
3
f
em
ales)
f
r
o
m
n
in
e
cities
in
E
ast
J
av
a
Pro
v
in
ce
,
I
n
d
o
n
esia.
T
h
e
s
tatis
tical
p
o
wer
an
aly
s
is
s
ets
th
e
m
in
im
u
m
s
am
p
le
s
ize
r
eq
u
ir
ed
f
o
r
d
etec
tin
g
a
s
tatis
tically
s
ig
n
if
ican
t
ef
f
ec
t,
co
n
s
id
er
in
g
a
n
alp
h
a
le
v
el
o
f
.
0
5
,
a
p
o
wer
o
f
.
8
0
,
a
n
d
an
ex
p
ec
ted
m
o
d
er
ate
ef
f
ec
t
s
ize
f
r
o
m
s
im
ilar
ed
u
ca
tio
n
al
p
s
y
ch
o
l
o
g
y
s
tu
d
ies
[
2
0
]
,
[
2
1
]
.
T
h
is
ap
p
r
o
ac
h
en
s
u
r
es
th
e
s
am
p
le
s
ize
is
s
u
f
f
icien
t
to
g
e
n
er
alize
f
in
d
in
g
s
an
d
u
n
d
er
s
tan
d
th
e
lear
n
in
g
en
v
ir
o
n
m
en
t'
s
im
p
ac
t o
n
s
tu
d
e
n
t w
ell
-
b
ein
g
.
2
.
4
.
Da
t
a
c
o
llect
io
ns
T
h
e
d
ata
co
llectio
n
in
v
o
l
v
es
two
r
esear
ch
m
ea
s
u
r
in
g
in
s
tr
u
m
en
ts
o
n
a
L
i
k
er
t
s
ca
le
(
1
t
o
5
s
co
r
e)
.
T
h
e
f
ir
s
t
i
n
s
tr
u
m
en
t
is
w
h
at
i
s
h
ap
p
e
n
in
g
in
t
h
is
class
(
W
I
HI
C
)
?
I
t
is
u
s
ed
to
m
ea
s
u
r
e
th
e
s
ev
en
lear
n
in
g
en
v
ir
o
n
m
en
ts
.
T
h
is
s
ca
le
was
d
ev
elo
p
e
d
b
y
Fra
s
er
at
C
u
r
tin
Un
iv
er
s
ity
,
Au
s
tr
alia.
T
h
e
W
I
HI
C
q
u
esti
o
n
n
air
e
is
o
n
e
o
f
th
ese
to
o
ls
u
s
ed
g
lo
b
ally
to
m
ea
s
u
r
e
s
tu
d
en
ts
'
p
e
r
ce
p
tio
n
s
o
f
th
eir
class
r
o
o
m
e
n
v
ir
o
n
m
en
t
ac
r
o
s
s
v
ar
io
u
s
d
im
e
n
s
io
n
s
,
in
clu
d
in
g
s
tu
d
en
t
co
h
esio
n
,
teac
h
er
s
u
p
p
o
r
t,
in
v
esti
g
atio
n
,
task
o
r
ien
tatio
n
,
co
llab
o
r
atio
n
,
a
n
d
eq
u
ity
.
E
a
ch
ty
p
e
o
f
lear
n
in
g
en
v
ir
o
n
m
en
t
co
n
s
is
ts
o
f
eig
h
t
s
tate
m
en
t
item
s
.
So
,
th
e
n
u
m
b
er
o
f
item
s
in
th
is
m
e
asu
r
in
g
in
s
tr
u
m
en
t
am
o
u
n
ts
to
5
.
R
esear
ch
er
s
h
av
e
test
ed
th
is
m
ea
s
u
r
in
g
in
s
tr
u
m
en
t in
I
n
d
o
n
esia.
T
h
e
t
est r
esu
lts
s
h
o
wed
th
at
th
e
r
eliab
ilit
y
lev
el
o
f
th
is
m
ea
s
u
r
in
g
in
s
tr
u
m
en
t r
ea
ch
e
d
C
r
o
n
b
ac
h
’
s
alp
h
a
c
o
ef
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icien
t
o
f
.
8
6
t
o
.
9
6
[
2
2
]
.
T
h
e
s
ec
o
n
d
m
ea
s
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em
en
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e
W
ar
wick
-
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d
in
b
u
r
g
h
m
en
tal
well
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b
ein
g
s
ca
le
(
W
E
MW
B
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,
d
ev
elo
p
e
d
at
th
e
Un
iv
er
s
ities
o
f
W
ar
wick
an
d
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d
in
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g
h
.
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s
p
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ically
cr
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ted
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y
Stewar
t
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r
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t
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Me
d
ical
Sch
o
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l,
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g
with
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m
th
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Un
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ity
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f
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d
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h
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h
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ca
le
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u
s
ed
to
m
ea
s
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r
e
f
iv
e
in
d
icato
r
s
o
f
s
tu
d
en
t
well
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b
ei
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g
:
s
atis
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tio
n
,
co
m
p
eten
ce
,
r
elate
d
n
ess
,
an
d
a
u
to
n
o
m
y
.
T
h
e
item
s
o
n
t
h
is
in
s
tr
u
m
en
t
a
m
o
u
n
t
a
r
e
u
p
to
1
4
s
tatem
en
ts
.
T
h
is
m
ea
s
u
r
in
g
in
s
tr
u
m
en
t
’
s
v
alid
ity
h
as b
ee
n
test
ed
in
v
ar
io
u
s
co
u
n
tr
ies,
in
clu
d
in
g
Asi
a.
T
est r
esu
lts
in
I
r
an
ian
s
tu
d
y
co
n
tex
t
s
h
o
w
C
r
o
n
b
ac
h
’
s
alp
h
a
v
alu
e
s
o
f
.
8
4
to
.
9
3
[
2
3
]
,
a
n
d
in
I
n
d
o
n
esia
as
well
as
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h
in
a
h
as
C
r
o
n
b
ac
h
’
s
alp
h
a
v
alu
es o
f
.
9
0
[
2
4
]
.
B
o
th
m
ea
s
u
r
in
g
in
s
tr
u
m
en
ts
u
s
ed
in
th
e
s
tu
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y
s
h
o
w
a
h
ig
h
-
r
eliab
ilit
y
s
co
r
e.
2
.
5
.
Da
t
a
a
na
ly
s
is
I
n
th
is
s
t
u
d
y
,
d
at
a
a
n
a
ly
s
is
e
n
c
o
m
p
ass
es
d
es
cr
ip
ti
v
e
an
d
i
n
f
e
r
e
n
ti
al
t
ec
h
n
i
q
u
es
t
o
d
el
v
e
in
to
t
h
e
im
p
ac
t
o
f
l
ea
r
n
in
g
e
n
v
i
r
o
n
m
e
n
ts
o
n
s
t
u
d
e
n
t
w
ell
-
b
e
in
g
.
De
s
cr
i
p
t
iv
e
s
ta
tis
ti
cs,
t
h
r
o
u
g
h
m
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I
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2
2
5
2
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8
8
2
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t
J
E
v
al
&
R
es E
d
u
c
,
Vo
l
.
14
,
No
.
1
,
Feb
r
u
a
r
y
20
25
:
53
5
-
54
3
538
d
i
f
f
er
e
n
t
f
ac
e
ts
o
f
t
h
e
le
ar
n
i
n
g
e
n
v
i
r
o
n
m
e
n
t
c
o
n
t
r
i
b
u
te
t
o
s
tu
d
e
n
t
w
ell
-
b
ei
n
g
.
T
h
e
s
tu
d
y
ass
ess
es
t
h
e
c
o
ll
ec
t
iv
e
in
f
l
u
e
n
c
e
o
f
v
a
r
i
o
u
s
class
r
o
o
m
s
tr
ate
g
i
es,
wit
h
a
p
a
r
ti
al
f
o
cu
s
o
n
th
e
r
o
l
e
o
f
tas
k
o
r
ie
n
t
a
tio
n
a
cr
o
s
s
d
i
f
f
er
e
n
t
ed
u
c
ati
o
n
al
l
e
v
els
.
I
t
o
f
f
e
r
s
a
n
u
a
n
c
e
d
u
n
d
er
s
ta
n
d
i
n
g
o
f
t
h
e
f
a
cto
r
s
t
h
at
e
n
h
a
n
c
e
o
r
im
p
ed
e
s
t
u
d
e
n
t
wel
l
-
b
ei
n
g
.
3.
RE
SU
L
T
S
T
h
e
r
esu
lts
s
ec
tio
n
r
ev
ea
ls
th
r
ee
ess
en
tial
in
s
ig
h
ts
in
to
t
h
e
p
r
o
m
o
tio
n
o
f
s
tu
d
e
n
t
well
-
b
ein
g
in
class
.
I
t
d
is
cu
s
s
es
g
en
er
al
well
-
b
ein
g
lev
els
am
o
n
g
s
tu
d
en
ts
,
ev
al
u
ates
th
e
in
f
lu
en
ce
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th
e
lear
n
in
g
e
n
v
ir
o
n
m
en
t
o
n
th
ese
lev
els,
an
d
in
v
esti
g
ates
th
e
c
r
u
cial
r
o
le
o
f
task
o
r
ie
n
tatio
n
in
im
p
r
o
v
in
g
s
tu
d
e
n
t
well
-
b
ein
g
.
T
h
es
e
f
in
d
in
g
s
u
n
d
er
s
co
r
e
th
e
im
p
o
r
tan
ce
o
f
a
s
u
p
p
o
r
tiv
e
a
n
d
ta
s
k
-
o
r
ien
ted
class
r
o
o
m
en
v
i
r
o
n
m
en
t
f
o
r
f
o
s
ter
in
g
b
etter
s
tu
d
en
t w
ell
-
b
ein
g
.
3
.
1
.
De
m
o
g
r
a
ph
ic
o
f
t
he
re
s
ea
rc
h su
bje
ct
T
h
is
s
ec
tio
n
p
r
o
v
id
es
a
d
escr
ip
tio
n
o
f
th
e
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esear
ch
s
u
b
ject
s
,
in
clu
d
in
g
g
en
d
er
d
is
tr
ib
u
ti
o
n
,
s
ch
o
o
l
s
tatu
s
,
th
e
ed
u
ca
tio
n
al
le
v
el
th
ey
b
el
o
n
g
to
,
an
d
th
eir
ag
e
r
a
n
g
e.
All
th
ese
d
e
m
o
g
r
a
p
h
ic
d
etails
ar
e
cr
u
cial
f
o
r
th
e
s
tu
d
y
'
s
co
n
tex
t
an
d
ar
e
s
y
s
tem
atica
lly
p
r
esen
ted
in
T
a
b
le
1
f
o
r
a
th
o
r
o
u
g
h
u
n
d
e
r
s
tan
d
in
g
a
n
d
an
aly
s
is
.
T
ab
le
1
p
r
o
v
id
es
an
o
v
er
v
iew
o
f
t
h
e
r
esear
ch
s
u
b
jects,
h
ig
h
lig
h
tin
g
v
ar
iatio
n
s
in
task
o
r
ien
tatio
n
an
d
well
-
b
ein
g
b
ased
o
n
g
e
n
d
er
,
s
ch
o
o
l
s
tatu
s
,
an
d
a
g
e
g
r
o
u
p
.
Fem
al
e
s
tu
d
en
ts
ex
h
i
b
it
s
lig
h
tly
h
i
g
h
er
task
o
r
ien
tatio
n
th
an
m
ales,
b
u
t
m
ale
s
tu
d
e
n
ts
r
ep
o
r
t
m
ar
g
in
ally
b
etter
we
ll
-
b
ein
g
.
Dif
f
er
en
ce
s
b
etwe
en
p
u
b
lic
an
d
p
r
iv
ate
s
ch
o
o
l
s
tu
d
en
ts
ar
e
m
in
im
al,
s
u
g
g
esti
n
g
s
ch
o
o
l
s
tatu
s
h
as
l
ittl
e
im
p
ac
t
o
n
th
ese
v
ar
ia
b
les.
Yo
u
n
g
er
s
tu
d
en
ts
(
elem
en
tar
y
lev
el)
s
h
o
w
s
ig
n
i
f
ican
tly
h
i
g
h
er
task
o
r
ien
tatio
n
b
u
t
lo
wer
well
-
b
ein
g
th
an
o
ld
er
s
tu
d
e
n
ts
.
T
h
e
ju
n
io
r
a
n
d
s
en
i
o
r
h
i
g
h
s
ch
o
o
l
s
tu
d
en
ts
h
av
e
co
n
s
is
ten
t
task
o
r
ie
n
tatio
n
lev
els,
b
u
t
th
ei
r
well
-
b
ein
g
v
ar
ies
m
o
r
e,
d
ec
r
ea
s
in
g
at
a
g
es
1
4
-
1
5
an
d
s
lig
h
tly
im
p
r
o
v
in
g
at
1
6
an
d
o
ld
er
.
T
h
is
c
o
n
d
itio
n
s
u
g
g
ests
th
at
ag
e
an
d
ed
u
ca
tio
n
al
s
tag
e
h
a
v
e
a
m
o
r
e
co
m
p
lex
e
f
f
ec
t o
n
s
tu
d
en
ts
'
well
-
b
ein
g
th
an
o
n
t
h
eir
task
o
r
i
en
tatio
n
.
T
ab
le
1
.
Pro
f
ile
o
f
th
e
r
esear
c
h
s
u
b
ject
(
N=
1
,
6
9
8
)
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e
se
a
r
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e
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lect
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tifia
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b
le
4
d
is
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tab
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al
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is
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with
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icien
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o
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ab
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4
.
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n
ter
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elate
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ts
N
o
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V
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1
2
3
4
5
6
1
Ta
sk
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4
0
6
*
*
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3
9
8
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*
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3
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3
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3
3
2
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*
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1
3
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2
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4
5
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3
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3
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5
5
1
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3
A
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4
6
7
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5
6
8
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*
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5
5
7
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*
4
C
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-
.
3
3
5
*
*
.
4
5
8
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5
R
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t
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n
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s
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-
.
4
5
6
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6
A
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m
y
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Le
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=
.
0
0
5
.
*
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0
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1
4.
DIS
CU
SS
I
O
N
T
h
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s
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iv
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in
th
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r
o
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as
a
p
a
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ticu
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ly
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lu
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f
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to
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.
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e
task
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tim
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tally
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icate
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ee
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ly
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er
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ater
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o
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ly
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en
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ar
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ital
f
o
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cr
ea
t
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g
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n
am
ic
an
d
in
ter
ac
tiv
e
lear
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in
g
atm
o
s
p
h
er
e
[
2
5
]
,
[
2
6
]
.
E
f
f
ec
tiv
e
task
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r
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en
tatio
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f
o
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ter
s
a
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n
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ate
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lear
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id
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tly
.
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an
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ask
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is
cr
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d
ir
e
ctly
in
f
lu
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g
s
tu
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ts
'
ac
ad
em
ic
ac
h
iev
em
e
n
ts
an
d
o
v
er
all
well
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b
ein
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.
T
h
e
r
esear
ch
elu
cid
ates
th
at
p
ed
ag
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g
ical
p
r
o
f
icien
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ta
s
k
m
an
ag
em
en
t
p
r
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f
o
u
n
d
ly
i
n
f
lu
en
ce
s
s
tu
d
en
t
well
-
b
ein
g
with
in
t
h
e
ed
u
ca
tio
n
al
m
ilieu
.
I
t
p
o
s
its
th
at
a
teac
h
er
’
s
ad
ep
t
n
ess
in
cu
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lu
m
-
alig
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ed
task
f
o
r
m
u
latio
n
an
d
ex
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u
tio
n
an
d
d
y
n
am
ic
s
tu
d
e
n
t
en
g
a
g
em
en
t
s
tr
ateg
ies
en
g
e
n
d
er
s
an
o
p
tim
al
lear
n
in
g
en
v
ir
o
n
m
en
t
[
2
7
]
,
[
2
8
]
.
T
h
is
p
ed
ag
o
g
ical
ap
p
r
o
ac
h
ca
tal
y
ze
s
a
h
eig
h
ten
ed
s
en
s
e
o
f
s
tu
d
en
t
ag
en
cy
an
d
en
g
ag
em
e
n
t,
f
o
s
ter
in
g
a
co
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d
u
civ
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ac
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d
em
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d
em
o
tio
n
al
f
lo
u
r
is
h
in
g
atm
o
s
p
h
e
r
e.
T
h
e
in
ten
tio
n
al
alig
n
m
en
t o
f
ed
u
ca
tio
n
al
task
s
with
cu
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r
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lar
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jectiv
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ac
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litates
a
m
ea
n
in
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f
u
l im
m
er
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o
f
s
tu
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ts
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th
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lear
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n
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t,
th
er
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b
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tiv
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d
p
s
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lo
g
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wel
l
-
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ein
g
[
1
8
]
,
[
2
9
]
.
C
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n
s
eq
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en
tly
,
t
h
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ch
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le
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f
task
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teac
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ies
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R
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k
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T
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e
lea
r
n
in
g
ex
p
e
r
i
en
c
e
[
3
0
]
.
B
y
ad
o
p
t
in
g
s
u
ch
ap
p
r
o
ac
h
es
,
ed
u
ca
to
r
s
c
a
n
s
i
g
n
if
ic
an
t
ly
en
h
an
ce
s
tu
d
e
n
t
s
'
a
ca
d
em
ic
p
er
f
o
r
m
an
c
e
an
d
,
m
o
r
e
im
p
o
r
tan
tl
y
,
t
h
eir
we
ll
-
b
e
in
g
an
d
s
a
ti
s
f
ac
tio
n
w
ith
th
e
le
ar
n
in
g
p
r
o
ce
s
s
[
3
1
]
.
T
h
e
r
ef
l
ec
tio
n
co
n
cl
u
d
e
s
th
at
ta
s
k
o
r
ien
ta
t
i
o
n
i
s
n
o
t
m
er
e
ly
a
tea
ch
i
n
g
s
tr
a
teg
y
b
u
t
a
f
u
n
d
am
en
ta
l
el
em
e
n
t
s
h
ap
in
g
t
h
e
ed
u
c
at
io
n
a
l
la
n
d
s
ca
p
e,
in
f
lu
en
cin
g
s
tu
d
en
t
s
’
en
g
ag
e
m
en
t,
l
ea
r
n
in
g
o
u
t
co
m
es
,
an
d
o
v
er
a
l
l
we
ll
-
b
ei
n
g
.
A
s
s
u
ch
,
ed
u
ca
to
r
s
an
d
p
o
li
cy
m
a
k
er
s
m
u
s
t
r
ec
o
g
n
iz
e
an
d
lev
er
ag
e
ta
s
k
o
r
ien
ta
ti
o
n
’
s
p
o
ten
t
ia
l
to
cr
e
ate
m
o
r
e
r
e
s
p
o
n
s
i
v
e
an
d
s
u
p
p
o
r
ti
v
e
ed
u
ca
t
io
n
al
en
v
ir
o
n
m
en
t
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
S
tr
a
teg
ies fo
r
s
tu
d
en
ts
’
w
ell
-
b
ein
g
d
ev
elo
p
men
t:
th
e
ta
s
k
-
o
r
ien
ted
cla
s
s
r
o
o
m
a
p
p
r
o
a
c
h
(
E
s
a
N
u
r
Wa
h
yu
n
i
)
541
C
o
m
p
ar
ed
to
p
r
e
v
io
u
s
r
esear
c
h
,
th
is
s
tu
d
y
in
tr
o
d
u
ce
s
a
n
o
v
el
p
er
s
p
ec
tiv
e
b
y
f
o
c
u
s
in
g
o
n
th
e
im
p
ac
t
o
f
task
o
r
ien
tatio
n
o
n
s
tu
d
e
n
t
s
’
well
-
b
ein
g
,
d
iv
er
g
i
n
g
f
r
o
m
th
e
tr
ad
itio
n
al
em
p
h
asis
o
n
ac
ad
em
ic
s
u
cc
ess
.
T
h
is
u
n
iq
u
e
f
o
c
u
s
b
r
in
g
s
to
li
g
h
t
th
e
m
u
ltifa
ce
ted
r
o
le
o
f
ta
s
k
o
r
ien
tatio
n
,
n
o
t
o
n
ly
in
f
ac
ilit
atin
g
k
n
o
wled
g
e
ac
q
u
is
itio
n
b
u
t
also
in
en
h
an
cin
g
th
e
h
o
lis
tic
well
-
b
ein
g
o
f
s
tu
d
en
ts
.
Pre
v
io
u
s
s
tu
d
ies
h
av
e
p
r
ed
o
m
in
an
tly
co
n
ce
n
tr
ated
o
n
th
e
co
g
n
itiv
e
an
d
p
e
r
f
o
r
m
an
ce
asp
ec
ts
o
f
lear
n
in
g
,
o
f
ten
o
v
er
l
o
o
k
in
g
th
e
em
o
tio
n
al
a
n
d
p
s
y
ch
o
lo
g
ical
d
im
en
s
io
n
s
th
at
ar
e
eq
u
ally
cr
u
cial
f
o
r
a
c
o
m
p
r
eh
en
s
iv
e
e
d
u
ca
tio
n
al
ex
p
e
r
ien
ce
[
3
2
]
,
[
3
3
]
.
B
y
h
ig
h
lig
h
tin
g
th
e
s
ig
n
if
ican
ce
o
f
task
o
r
ien
tatio
n
in
p
r
o
m
o
ti
n
g
s
tu
d
en
t
well
-
b
ein
g
,
th
is
r
e
s
ea
r
ch
co
n
tr
ib
u
tes
a
v
alu
ab
le
d
im
en
s
io
n
to
th
e
ex
is
tin
g
b
o
d
y
o
f
k
n
o
wled
g
e,
s
u
g
g
esti
n
g
th
at
task
o
r
ien
tatio
n
ca
n
b
e
a
p
o
wer
f
u
l to
o
l
in
cr
ea
tin
g
m
o
r
e
b
alan
ce
d
an
d
n
u
r
t
u
r
in
g
lear
n
i
n
g
en
v
ir
o
n
m
e
n
ts
.
T
h
is
s
tu
d
y
’
s
f
o
c
u
s
o
n
wel
l
-
b
ein
g
as
a
p
iv
o
tal
o
u
tco
m
e
o
f
ef
f
ec
tiv
e
task
o
r
i
en
tatio
n
m
ar
k
s
a
s
ig
n
if
ican
t
s
h
if
t
to
war
d
s
a
m
o
r
e
h
o
lis
tic
u
n
d
er
s
tan
d
in
g
o
f
ed
u
ca
tio
n
,
w
h
er
e
s
tu
d
en
t w
ell
-
b
ein
g
is
p
r
io
r
itized
alo
n
g
s
id
e
ac
ad
em
ic
ex
ce
llen
ce
.
T
h
is
r
esear
ch
co
n
tr
ib
u
tes
s
ig
n
if
ican
tly
to
ed
u
ca
tio
n
al
p
s
y
c
h
o
lo
g
y
b
y
h
ig
h
lig
h
tin
g
th
e
r
o
le
o
f
task
o
r
ien
tatio
n
in
th
e
lear
n
in
g
en
v
ir
o
n
m
e
n
t
an
d
its
p
o
s
itiv
e
ef
f
ec
ts
o
n
s
tu
d
en
t
well
-
b
ein
g
.
B
y
d
elv
in
g
i
n
to
th
e
d
y
n
am
ics
o
f
h
o
w
task
o
r
ien
ta
tio
n
in
f
lu
en
ce
s
th
e
class
r
o
o
m
atm
o
s
p
h
er
e
an
d
s
tu
d
en
t
e
n
g
ag
em
en
t,
th
e
s
tu
d
y
o
f
f
er
s
f
r
esh
in
s
ig
h
ts
in
to
th
e
d
esig
n
an
d
im
p
lem
en
tatio
n
o
f
lear
n
in
g
s
tr
ateg
ies
th
at
s
u
p
p
o
r
t
n
o
t
o
n
ly
ac
ad
em
ic
ac
h
iev
em
en
t
b
u
t
also
th
e
o
v
er
all
well
-
b
ein
g
o
f
s
tu
d
e
n
ts
.
T
h
i
s
h
o
lis
tic
ap
p
r
o
ac
h
to
ed
u
ca
tio
n
,
wh
ich
co
n
s
id
er
s
lear
n
er
s
’
em
o
tio
n
al,
p
s
y
ch
o
l
o
g
ical,
an
d
co
g
n
itiv
e
d
ev
elo
p
m
en
t,
is
cr
u
cial
f
o
r
f
o
s
ter
in
g
an
i
n
clu
s
iv
e
an
d
s
u
p
p
o
r
tiv
e
ed
u
ca
tio
n
al
clim
ate
[
3
4
]
,
[
3
5
]
.
T
h
e
f
in
d
in
g
s
s
u
g
g
est
th
at
ef
f
ec
tiv
e
task
o
r
ien
t
atio
n
,
ch
ar
ac
te
r
ized
b
y
well
-
s
tr
u
ctu
r
ed
task
s
,
clea
r
o
b
jectiv
es,
an
d
s
u
p
p
o
r
tiv
e
teac
h
er
-
s
tu
d
en
t
i
n
ter
ac
tio
n
s
,
ca
n
b
e
c
r
u
cial
in
en
h
an
cin
g
th
e
q
u
ality
o
f
ed
u
ca
tio
n
an
d
s
tu
d
e
n
t
life
.
T
h
er
ef
o
r
e,
th
is
r
esear
ch
ex
te
n
d
s
th
e
b
o
u
n
d
a
r
ies
o
f
ed
u
ca
tio
n
al
p
s
y
c
h
o
lo
g
y
b
y
p
r
o
v
id
i
n
g
ev
i
d
en
ce
o
f
th
e
i
n
teg
r
al
r
o
le
o
f
task
o
r
ien
tat
io
n
in
d
e
v
elo
p
in
g
en
v
ir
o
n
m
en
ts
th
at
n
u
r
tu
r
e
s
tu
d
en
ts
’
in
tellectu
al
an
d
em
o
tio
n
al
g
r
o
wth
.
T
h
e
im
p
licatio
n
s
o
f
th
is
r
esea
r
ch
f
o
r
ed
u
ca
tio
n
al
p
r
ac
tice
a
r
e
ex
ten
s
iv
e
a
n
d
v
ar
ied
ac
r
o
s
s
d
if
f
er
en
t
ac
ad
em
ic
lev
els,
in
clu
d
in
g
el
em
en
tar
y
,
s
ec
o
n
d
ar
y
,
an
d
te
r
tiar
y
ed
u
ca
tio
n
lev
els.
At
th
e
p
r
im
ar
y
lev
el
,
task
o
r
ien
tatio
n
ca
n
lay
a
s
o
lid
f
o
u
n
d
atio
n
f
o
r
d
ev
el
o
p
in
g
ess
en
ti
al
lear
n
in
g
s
k
ills
an
d
f
o
s
ter
in
g
a
lo
v
e
f
o
r
lear
n
in
g
am
o
n
g
y
o
u
n
g
s
tu
d
en
ts
.
B
y
in
tr
o
d
u
ci
n
g
well
-
s
tr
u
ctu
r
e
d
task
s
th
at
s
tim
u
late
s
tu
d
e
n
ts
’
cu
r
io
s
ity
an
d
en
g
ag
em
e
n
t,
ed
u
ca
to
r
s
ca
n
e
n
co
u
r
a
g
e
th
e
s
tu
d
en
ts
t
o
e
x
p
lo
r
e
n
ew
co
n
ce
p
ts
an
d
i
d
e
as
ac
tiv
ely
.
At
t
h
e
s
ec
o
n
d
ar
y
lev
el
(
j
u
n
io
r
a
n
d
s
en
io
r
h
ig
h
s
ch
o
o
l)
,
task
o
r
ien
tatio
n
b
ec
o
m
es
in
cr
ea
s
in
g
ly
cr
itical
as
s
tu
d
en
ts
f
ac
e
m
o
r
e
c
o
m
p
lex
s
u
b
jects
an
d
ac
ad
em
ic
c
h
allen
g
es.
He
r
e,
th
e
f
o
c
u
s
s
h
if
ts
to
war
d
s
en
h
an
cin
g
cr
itical
th
in
k
in
g
a
n
d
p
r
o
b
lem
-
s
o
lv
i
n
g
s
k
ills
,
as
well
a
s
d
ee
p
en
in
g
th
e
u
n
d
e
r
s
tan
d
in
g
o
f
s
u
b
je
ct
m
atter
s
th
r
o
u
g
h
tar
g
eted
task
s
an
d
ac
tiv
ities
.
I
n
te
r
tiar
y
e
d
u
ca
tio
n
,
task
o
r
ien
tatio
n
is
m
o
r
e
s
o
p
h
is
ticated
,
s
u
p
p
o
r
tin
g
in
d
ep
en
d
en
t
r
esear
ch
,
cr
itical
an
aly
s
is
,
an
d
in
n
o
v
atio
n
.
B
y
e
m
b
ed
d
in
g
task
o
r
ie
n
tatio
n
with
in
th
e
cu
r
r
icu
lu
m
,
h
ig
h
er
ed
u
ca
tio
n
in
s
titu
tio
n
s
ca
n
p
r
ep
ar
e
s
tu
d
e
n
ts
f
o
r
th
e
co
m
p
lex
ities
o
f
th
e
p
r
o
f
ess
io
n
al
wo
r
ld
an
d
life
lo
n
g
lear
n
in
g
.
Acr
o
s
s
all
lev
els,
task
o
r
ie
n
tatio
n
’
s
s
tr
ateg
ic
a
p
p
lic
atio
n
in
e
d
u
ca
tio
n
al
s
ettin
g
s
is
ex
p
ec
ted
to
e
n
r
ich
s
tu
d
en
ts
’
lear
n
in
g
ex
p
er
ien
c
e,
p
r
o
m
o
te
s
tu
d
e
n
t
en
g
ag
e
m
en
t,
an
d
f
o
s
ter
a
s
u
p
p
o
r
t
iv
e
an
d
in
clu
s
iv
e
en
v
ir
o
n
m
en
t c
o
n
d
u
civ
e
to
ac
a
d
em
ic
s
u
cc
ess
an
d
p
er
s
o
n
al
w
ell
-
b
ein
g
.
5.
CO
NCLU
SI
O
N
T
h
e
s
tu
d
y
r
esu
lts
s
h
o
wed
th
at
task
o
r
ien
tatio
n
co
u
ld
ac
t
as
a
s
o
lu
tio
n
to
d
ev
elo
p
s
tu
d
e
n
t
well
-
b
ein
g
in
class
r
o
o
m
lear
n
in
g
p
r
ac
tice
s
,
as
s
h
o
wn
in
a
p
o
s
itiv
e
in
ter
ac
tio
n
b
etwe
en
teac
h
e
r
s
an
d
s
tu
d
en
ts
,
as
well
as
an
in
ten
s
iv
e
an
d
ef
f
ec
tiv
e
le
ar
n
in
g
p
r
o
ce
s
s
.
On
th
e
o
n
e
h
an
d
,
th
e
teac
h
er
s
g
a
v
e
th
eir
tim
e
an
d
f
o
cu
s
o
n
d
esig
n
in
g
lear
n
i
n
g
ac
tiv
ities
(
p
lan
n
in
g
,
im
p
lem
en
tatio
n
,
an
d
ass
ess
m
en
t)
.
On
th
e
o
th
er
h
an
d
,
s
tu
d
en
ts
m
u
s
t
b
e
o
p
tim
ally
in
v
o
l
v
ed
in
co
m
p
letin
g
th
e
ass
ig
n
ed
task
s
to
u
n
d
er
s
tan
d
th
e
m
ater
ial
b
etter
.
T
h
u
s
,
task
o
r
ien
tatio
n
as a
lear
n
i
n
g
s
tr
ate
g
y
p
r
o
v
id
es o
p
p
o
r
tu
n
ities
f
o
r
t
ea
ch
er
s
an
d
s
tu
d
e
n
ts
to
in
ter
ac
t h
ea
lth
ily
.
R
esear
ch
th
at
ex
am
in
es
th
e
lear
n
in
g
en
v
ir
o
n
m
en
t
in
s
u
p
p
o
r
tin
g
s
tu
d
en
t
well
-
b
ei
n
g
h
as
b
ee
n
in
ten
s
iv
ely
d
o
n
e.
So
m
e
o
f
t
h
e
s
e
s
tu
d
ies
f
o
cu
s
ed
o
n
v
ar
i
o
u
s
l
ea
r
n
in
g
e
n
v
ir
o
n
m
en
ts
th
at
a
f
f
e
ct
m
u
ltip
le
asp
ec
ts
o
f
s
tu
d
en
t
life
ac
ad
em
ically
an
d
n
o
n
-
ac
ad
em
ically
.
Mo
r
e
o
v
er
,
th
e
o
b
ject
o
f
th
ese
s
tu
d
ies
f
o
cu
s
ed
o
n
o
n
e
ed
u
ca
tio
n
al
lev
el.
Un
lik
e
p
r
e
v
io
u
s
r
esear
ch
,
th
e
c
u
r
r
en
t
s
tu
d
y
h
as
in
v
esti
g
ated
s
tu
d
e
n
t
well
-
b
ein
g
f
r
o
m
p
r
im
ar
y
to
ter
tiar
y
ed
u
ca
tio
n
an
d
f
o
u
n
d
th
at
teac
h
er
ta
s
k
o
r
ien
tatio
n
in
th
e
class
r
o
o
m
as
a
lear
n
in
g
en
v
ir
o
n
m
en
t
was
in
f
l
u
en
tial
i
n
d
ev
el
o
p
in
g
s
tu
d
en
t
well
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b
e
in
g
at
th
ese
t
h
r
ee
e
d
u
ca
tio
n
a
l
lev
els.
T
h
u
s
,
th
e
cu
r
r
en
t r
esear
c
h
ca
n
c
o
n
tr
ib
u
te
to
s
cien
tific
d
ev
elo
p
m
en
t,
es
p
ec
ially
in
ed
u
ca
tio
n
al
p
s
y
ch
o
lo
g
y
.
T
h
e
d
is
co
v
er
y
o
f
a
d
ir
ec
t
lin
k
b
etwe
en
teac
h
er
s
’
task
-
f
o
c
u
s
ed
ap
p
r
o
ac
h
es
an
d
s
tu
d
e
n
t
well
-
b
ein
g
p
r
o
m
p
ts
f
u
r
th
er
in
v
esti
g
atio
n
to
d
ee
p
e
n
o
u
r
u
n
d
er
s
tan
d
in
g
o
f
th
is
r
elatio
n
s
h
ip
.
A
cr
itical
q
u
esti
o
n
a
r
is
es:
i
s
th
e
o
b
s
er
v
e
d
co
r
r
elatio
n
in
h
er
en
t,
o
r
d
o
o
th
er
f
ac
to
r
s
ac
t
as
i
n
ter
v
en
in
g
o
r
m
o
d
er
atin
g
i
n
f
l
u
en
ce
s
?
T
h
is
q
u
e
r
y
h
ig
h
lig
h
ts
a
s
ig
n
if
ican
t
lim
itat
io
n
o
f
th
e
cu
r
r
e
n
t
s
tu
d
y
.
T
o
ad
d
r
ess
th
is
g
ap
,
th
e
r
esear
ch
er
s
r
ec
o
m
m
en
d
f
u
tu
r
e
r
esear
ch
to
in
clu
d
e
cr
itical
v
a
r
iab
les
s
er
v
in
g
as
in
ter
v
en
e
r
s
o
r
m
o
d
er
ato
r
s
to
elu
ci
d
ate
th
e
d
y
n
am
ics
b
etwe
en
teac
h
er
s
’
task
o
r
ien
tatio
n
an
d
s
tu
d
en
t
well
-
b
ein
g
m
o
r
e
clea
r
ly
.
Fu
r
th
er
m
o
r
e,
th
e
s
tu
d
y
ad
v
o
ca
te
f
o
r
a
d
o
p
tin
g
ex
p
er
im
en
tal
m
et
h
o
d
o
lo
g
ies to
estab
lis
h
a
ca
u
s
al
co
n
n
ec
tio
n
b
etwe
en
th
ese
v
a
r
iab
les m
o
r
e
co
n
clu
s
iv
ely
.
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
:
53
5
-
54
3
542
RE
F
E
R
E
NC
E
S
[
1
]
M
.
R
a
m
a
sw
a
m
y
,
R
.
V
i
sw
a
n
a
t
h
a
n
,
B
.
K
a
n
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y
a
r
k
u
z
h
i
,
a
n
d
S
.
N
e
e
l
i
y
a
d
a
t
h
,
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A
r
e
-
e
n
g
a
g
e
m
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m
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t
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p
sy
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c
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l
d
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s
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ss o
f
s
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s,”
I
n
t
e
rn
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l
J
o
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f
Ev
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t
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Re
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c
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(
I
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,
v
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l
.
1
2
,
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o
.
4
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p
p
.
1
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.
v
1
2
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4
.
2
4
5
5
3
.
[
2
]
K
.
D
.
S
c
h
w
a
r
t
z
e
t
a
l
.
,
“
C
O
V
I
D
-
1
9
a
n
d
st
u
d
e
n
t
w
e
l
l
-
b
e
i
n
g
:
s
t
r
e
ss a
n
d
me
n
t
a
l
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a
l
t
h
d
u
r
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n
g
r
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t
u
r
n
-
to
-
sc
h
o
o
l
,
”
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a
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a
d
i
a
n
J
o
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n
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l
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c
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l
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8
2
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3
.
[
3
]
T.
H
e
c
k
e
r
,
L.
D
u
mk
e
,
F
.
N
e
u
n
e
r
,
a
n
d
F
.
B
.
M
a
sa
t
h
,
“
M
e
n
t
a
l
h
e
a
l
t
h
p
r
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b
l
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ms
mo
d
e
r
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a
ss
o
c
i
a
t
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o
n
b
e
t
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e
a
c
h
e
r
v
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o
l
e
n
c
e
a
n
d
c
h
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l
d
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n
’
s
s
o
c
i
a
l
st
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t
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s
i
n
Ea
st
A
f
r
i
c
a
:
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m
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n
f
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r
m
a
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t
s
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y
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g
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f
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a
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d
p
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r
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p
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r
t
s,
”
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e
v
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d
Psy
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.
3
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.
[
4
]
S
.
M
é
r
i
d
a
-
Ló
p
e
z
a
n
d
N
.
E
x
t
r
e
mera,
“
S
t
u
d
e
n
t
a
g
g
r
e
ssi
o
n
a
g
a
i
n
s
t
t
e
a
c
h
e
r
s,
st
r
e
ss
,
a
n
d
e
mo
t
i
o
n
a
l
i
n
t
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l
l
i
g
e
n
c
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a
s
p
r
e
d
i
c
t
o
r
s
o
f
w
i
t
h
d
r
a
w
a
l
i
n
t
e
n
t
i
o
n
s
a
m
o
n
g
se
c
o
n
d
a
r
y
s
c
h
o
o
l
t
e
a
c
h
e
r
s,”
A
n
x
i
e
t
y
,
S
t
ress,
&
C
o
p
i
n
g
,
v
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l
.
3
5
,
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o
.
3
,
p
p
.
3
6
5
–
3
7
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,
M
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2
2
,
d
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1
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6
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5
8
0
6
.
2
0
2
1
.
1
9
4
8
0
2
0
.
[
5
]
Y
.
Z
h
a
o
,
J.
S
.
H
o
n
g
,
Y
.
Z
h
a
o
,
a
n
d
D
.
Y
a
n
g
,
“
P
a
r
e
n
t
–
c
h
i
l
d
,
t
e
a
c
h
e
r
–
st
u
d
e
n
t
,
a
n
d
c
l
a
ss
mat
e
r
e
l
a
t
i
o
n
s
h
i
p
s
a
n
d
b
u
l
l
y
i
n
g
v
i
c
t
i
mi
z
a
t
i
o
n
a
m
o
n
g
a
d
o
l
e
sc
e
n
t
s
i
n
C
h
i
n
a
:
i
m
p
l
i
c
a
t
i
o
n
s
f
o
r
sc
h
o
o
l
m
e
n
t
a
l
h
e
a
l
t
h
,
”
S
c
h
o
o
l
M
e
n
t
a
l
H
e
a
l
t
h
,
v
o
l
.
1
3
,
n
o
.
3
,
p
p
.
6
4
4
–
6
5
4
,
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p
.
2
0
2
1
,
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o
i
:
1
0
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1
0
0
7
/
s
1
2
3
1
0
-
0
2
1
-
0
9
4
2
5
-
x.
[
6
]
R
.
A
t
k
i
n
s
e
t
a
l
.
,
“
S
c
h
o
o
l
r
e
a
d
i
n
e
ss
a
n
d
so
c
i
a
l
d
e
t
e
r
m
i
n
a
n
t
s
o
f
h
e
a
l
t
h
:
a
c
o
l
l
a
b
o
r
a
t
i
o
n
w
i
t
h
c
o
mm
u
n
i
t
y
t
e
a
c
h
e
r
s
a
n
d
p
a
r
e
n
t
s
,
”
J
o
u
rn
a
l
o
f
Pe
d
i
a
t
r
i
c
N
u
rsi
n
g
,
v
o
l
.
7
2
,
p
p
.
7
3
–
8
3
,
S
e
p
.
2
0
2
3
,
d
o
i
:
1
0
.
1
0
1
6
/
j
.
p
e
d
n
.
2
0
2
3
.
0
2
.
0
0
8
.
[
7
]
R
.
A
z
i
z
,
M
.
M
u
l
y
a
d
i
,
M
.
S
.
H
a
d
i
,
E.
N
.
W
a
h
y
u
n
i
,
a
n
d
R
.
R
u
b
a
i
d
i
,
“
S
t
u
d
e
n
t
s’
w
e
l
l
-
b
e
i
n
g
d
e
v
e
l
o
p
me
n
t
i
n
t
h
e
c
l
a
ssr
o
o
m
:
a
mi
x
e
d
-
met
h
o
d
s
t
u
d
y
,
”
I
n
t
e
r
n
a
t
i
o
n
a
l
J
o
u
rn
a
l
o
f
Ev
a
l
u
a
t
i
o
n
a
n
d
R
e
se
a
rc
h
i
n
Ed
u
c
a
t
i
o
n
(
I
J
E
RE)
,
v
o
l
.
1
3
,
n
o
.
3
,
p
p
.
1
6
6
6
–
1
6
7
2
,
J
u
n
.
2
0
2
4
,
d
o
i
:
1
0
.
1
1
5
9
1
/
i
j
e
r
e
.
v
1
3
i
3
.
2
7
1
4
5
.
[
8
]
A
.
G
r
a
h
a
m
a
n
d
J
.
Tr
u
sc
o
t
t
,
“
M
e
d
i
t
a
t
i
o
n
i
n
t
h
e
c
l
a
ssr
o
o
m:
s
u
p
p
o
r
t
i
n
g
b
o
t
h
s
t
u
d
e
n
t
a
n
d
t
e
a
c
h
e
r
w
e
l
l
b
e
i
n
g
?
”
Ed
u
c
a
t
i
o
n
3
-
13
,
v
o
l
.
4
8
,
n
o
.
7
,
p
p
.
8
0
7
–
8
1
9
,
O
c
t
.
2
0
2
0
,
d
o
i
:
1
0
.
1
0
8
0
/
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AUTH
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Esa
Nur
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a
h
y
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n
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n
As
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P
ro
fe
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r
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p
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rtme
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t
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c
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ti
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t
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a
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lt
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ti
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r
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tate
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ic
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iv
e
rsity
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f
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a
lan
g
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r
sp
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c
ializa
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g
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tere
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ies
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e
h
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v
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r
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o
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ifi
c
a
ti
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n
,
stu
d
e
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t
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ll
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g
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n
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tal
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lt
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.
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h
e
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n
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c
o
n
tac
ted
a
t
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m
a
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sa
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u
in
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m
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lan
g
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a
c
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d
.
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Ma
k
s
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m
h
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ld
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p
ro
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ip
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p
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rtme
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wijay
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h
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g
g
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in
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ra
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a
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a
.
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e
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se
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e
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ters
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e
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with
h
is
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se
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rc
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rima
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irec
ted
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t
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l
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s
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ial
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re
li
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v
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ts
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e
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rro
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n
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ial
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lu
si
o
n
.
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c
a
n
b
e
c
o
n
tac
ted
a
t
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m
a
il
:
a
li
m
a
k
su
m
@u
b
.
a
c
.
id
.
Ra
h
m
a
t
Az
iz
is
a
n
As
so
c
iate
P
ro
fe
ss
o
r
i
n
E
d
u
c
a
ti
o
n
a
l
P
sy
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h
o
l
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g
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t
t
h
e
F
a
c
u
lt
y
o
f
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sy
c
h
o
lo
g
y
,
S
tate
Isla
m
ic
Un
iv
e
rsity
o
f
M
a
lan
g
.
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te
a
c
h
in
g
re
p
e
rt
o
ire
in
c
l
u
d
e
s
e
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u
c
a
ti
o
n
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l
p
sy
c
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o
l
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g
y
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c
o
g
n
it
i
v
e
p
sy
c
h
o
l
o
g
y
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n
d
re
se
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rc
h
m
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th
o
d
o
l
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g
y
.
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e
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rn
e
d
h
i
s
Do
c
to
ra
te
in
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u
c
a
ti
o
n
a
l
P
s
y
c
h
o
lo
g
y
fro
m
M
a
lan
g
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tate
Un
iv
e
rsity
.
Dr.
Az
iz
’
s
re
s
e
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rc
h
p
rima
ril
y
c
o
n
c
e
n
trate
s
o
n
c
re
a
ti
v
it
y
,
we
ll
-
b
e
in
g
,
a
n
d
m
e
n
tal
h
e
a
lt
h
with
i
n
e
d
u
c
a
ti
o
n
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l
c
o
n
tex
ts
.
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c
a
n
b
e
c
o
n
tac
ted
a
t
e
m
a
il
:
a
z
ira@u
in
-
m
a
lan
g
.
a
c
.
id
.
Re
tn
o
Ma
n
g
e
stuti
is
a
d
isti
n
g
u
ish
e
d
lec
tu
re
r
wit
h
in
th
e
F
a
c
u
lt
y
o
f
P
sy
c
h
o
lo
g
y
a
t
th
e
S
tate
Isla
m
ic
Un
iv
e
rsit
y
o
f
M
a
lan
g
.
He
r
a
c
a
d
e
m
ic
fo
c
u
s
li
e
s
in
in
d
u
strial
a
n
d
o
rg
a
n
iza
ti
o
n
a
l
p
sy
c
h
o
lo
g
y
,
wh
e
r
e
sh
e
d
e
lv
e
s
i
n
to
c
o
n
s
u
m
e
r
b
e
h
a
v
io
r
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n
d
c
o
m
p
u
lsiv
e
b
u
y
in
g
in
tri
c
a
c
ies
.
Ad
d
it
io
n
a
ll
y
,
sh
e
is
d
e
e
p
ly
e
n
g
a
g
e
d
i
n
re
se
a
rc
h
in
g
w
e
ll
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b
e
in
g
a
n
d
m
e
n
tal
h
e
a
lt
h
a
sp
e
c
ts,
a
imin
g
to
u
n
d
e
rsta
n
d
h
o
w
t
h
e
se
fa
c
to
rs
in
flu
e
n
c
e
o
rg
a
n
iza
ti
o
n
a
l
se
tt
in
g
s
a
n
d
c
o
n
su
m
e
r
c
o
n
tex
ts.
S
h
e
c
a
n
b
e
c
o
n
tac
ted
a
t
e
m
a
il
:
m
a
n
g
e
stu
ti
@
u
i
n
-
m
a
lan
g
.
a
c
.
id
.
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