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u
d
e
s
t
h
a
t
a
c
a
d
e
m
i
c
d
i
s
h
o
n
es
t
y
i
s
n
e
g
a
ti
v
e
l
y
r
e
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a
t
e
d
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o
a
c
h
i
e
v
e
m
e
n
t
m
o
ti
v
a
t
i
o
n
[
1
5
]
.
I
n
f
a
c
t
,
r
e
s
e
a
r
c
h
i
n
N
i
g
e
r
i
a
f
o
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h
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t
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o
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n
s
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l
o
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s
n
e
e
d
t
o
h
a
v
e
s
t
r
at
e
g
i
e
s
t
o
i
n
c
r
e
a
s
e
s
t
u
d
e
n
ts
’
a
c
h
ie
v
e
m
e
n
t
m
o
t
i
v
a
ti
o
n
i
n
f
a
c
i
n
g
e
x
am
s
[
2
0
]
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
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:
2
2
5
2
-
8
8
2
2
I
n
t
J
E
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&
R
es E
d
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c
,
Vo
l
.
14
,
No
.
2
,
Ap
r
il
20
25
:
1
4
2
7
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1
4
3
5
1428
R
esear
ch
was
o
u
t
in
I
n
d
o
n
e
s
ia
also
tu
r
n
ed
-
out
p
er
tin
en
t
in
f
o
r
m
atio
n
.
Acc
o
r
d
i
n
g
t
o
Atm
o
k
o
’
s
r
esear
ch
,
th
e
r
e
ar
e
n
o
tab
le
v
ar
iatio
n
s
in
s
tu
d
e
n
ts
’
m
o
tiv
atio
n
f
o
r
ac
h
iev
in
g
th
eir
g
o
als,
an
d
s
h
e
s
u
g
g
ests
s
er
v
ices
to
b
o
o
s
t
th
is
d
r
iv
e
[
2
1
]
–
[
2
3
]
.
Acc
o
r
d
in
g
ly
,
Atm
o
k
o
’
s
r
esear
ch
f
in
d
i
n
g
s
in
d
icate
d
th
at
s
er
v
ices
to
b
o
o
s
t
ac
co
m
p
lis
h
m
en
t
m
o
tiv
atio
n
wer
e
n
ec
ess
ar
y
a
n
d
th
a
t
ac
h
iev
em
en
t
m
o
tiv
atio
n
le
d
to
an
in
c
r
ea
s
e
in
lear
n
in
g
b
e
h
av
io
r
[
2
4
]
,
[
2
5
]
.
A
s
tu
d
en
t
wh
o
d
o
es
n
o
t
p
o
s
s
ess
m
o
tiv
atio
n
in
lear
n
in
g
te
n
d
s
to
n
o
t
p
o
s
s
ess
r
esp
o
n
s
ib
ilit
y
an
d
ten
d
s
to
d
e
f
er
all
ac
tiv
ities
,
an
d
th
u
s
wo
u
ld
n
o
t
b
e
ab
le
to
ca
r
r
y
o
u
t
lear
n
in
g
ac
tiv
ities
v
er
y
well
[
2
6
]
,
[
2
7
]
.
Fo
r
s
tu
d
en
ts
to
ac
h
iev
e
s
u
cc
ess
in
lear
n
in
g
,
th
e
r
o
le
o
f
teac
h
er
s
,
tu
to
r
s
,
an
d
co
u
n
s
elo
r
s
as
m
o
tiv
ato
r
s
b
ec
o
m
es
r
eq
u
ir
ed
i
n
o
r
d
er
to
d
r
iv
e
an
d
en
c
o
u
r
ag
e
s
tu
d
en
ts
to
b
e
s
p
ir
ited
in
lear
n
in
g
a
n
d
th
u
s
to
b
e
ab
le
to
ac
h
iev
e
lea
r
n
in
g
o
u
tco
m
es in
th
e
b
est wa
y
[
2
8
]
,
[
2
9
]
.
Mc
C
lellan
d
d
ef
in
ed
ac
h
iev
e
m
en
t
m
o
tiv
atio
n
as
th
e
d
esire
th
at
ca
n
d
r
iv
e
i
n
d
iv
id
u
als
to
attain
s
u
cc
ess
in
a
co
n
test
o
r
co
m
p
etitio
n
ac
co
r
d
in
g
to
s
ev
er
al
s
tan
d
ar
d
s
o
f
ex
ce
llen
ce
[
3
0
]
,
[
3
1
]
.
Ach
ie
v
em
en
t
m
o
tiv
atio
n
is
th
e
cu
r
io
u
s
d
r
iv
e
th
at
ca
n
b
e
d
ev
elo
p
e
d
d
u
r
i
n
g
th
e
lear
n
in
g
p
r
o
ce
s
s
,
as
well
as
th
e
att
itu
d
e
th
at
d
ev
elo
p
s
an
d
e
n
co
u
r
ag
es
to
ac
h
iev
e
l
ea
r
n
in
g
o
u
tc
o
m
es,
an
d
t
h
u
s
ac
h
iev
em
en
t
m
o
tiv
atio
n
will
af
f
ec
t
th
e
lea
r
n
in
g
o
u
tco
m
es
o
f
s
tu
d
en
ts
[
3
2
]
.
T
h
e
p
r
esen
ce
o
f
e
n
co
u
r
ag
em
e
n
t
f
r
o
m
with
in
s
tu
d
en
ts
th
em
s
elv
e
s
to
s
u
cc
ee
d
,
wo
r
k
h
ar
d
,
ac
h
ie
v
e
b
etter
lear
n
in
g
o
u
tco
m
es,
an
d
s
tr
iv
e
to
av
o
id
f
ailu
r
e
in
lear
n
in
g
allo
w
s
th
em
to
b
e
m
o
r
e
co
n
f
id
en
t
an
d
ac
tiv
e
in
lea
r
n
i
n
g
to
a
ch
iev
e
b
etter
lear
n
i
n
g
o
u
tco
m
es
[
3
3
]
,
[
3
4
]
.
Me
an
w
h
ile,
th
is
is
r
ein
f
o
r
ce
d
b
y
th
e
p
r
esen
ce
o
f
a
b
ilit
ies
th
at
ar
e
u
s
ed
to
m
ax
im
ize
o
n
eself
in
o
v
e
r
co
m
in
g
v
a
r
io
u
s
o
b
s
tacle
s
,
with
th
e
o
b
jectiv
e
o
f
o
b
tain
in
g
ac
h
iev
e
m
en
ts
[
3
5
]
–
[
3
7
]
.
Acc
o
r
d
in
g
to
Mc
C
lellan
d
,
th
e
ch
ar
ac
ter
is
tics
o
f
ac
h
iev
em
e
n
t
m
o
tiv
atio
n
m
ay
b
e
ex
p
lain
e
d
b
ased
o
n
th
e
s
ix
d
im
e
n
s
io
n
s
o
f
in
d
iv
i
d
u
als,
as
p
o
s
s
ess
in
g
p
er
s
o
n
al
r
es
p
o
n
s
ib
ilit
y
,
willin
g
t
o
ac
ce
p
t
c
o
n
s
eq
u
en
ce
s
f
r
o
m
d
ec
is
io
n
-
m
ak
in
g
,
ad
ju
s
tin
g
th
e
lev
el
o
f
d
if
f
icu
lty
in
wo
r
k
i
n
g
o
n
task
s
,
b
ein
g
ab
le
to
co
m
p
lete
task
s
with
v
ar
io
u
s
alter
n
ativ
es,
en
jo
y
in
g
f
ee
d
b
a
ck
,
an
d
b
ein
g
a
b
le
to
o
r
g
a
n
ize
tim
es
f
o
r
task
co
m
p
letio
n
[
3
0
]
,
[
3
1
]
.
C
o
n
v
er
s
ely
,
lo
w
ac
h
iev
em
e
n
t m
o
tiv
atio
n
ca
n
in
c
r
ea
s
e
p
r
o
c
r
asti
n
atio
n
an
d
r
ed
u
ce
th
e
ab
ili
ty
to
b
e
r
esp
o
n
s
ib
le
f
o
r
a
p
o
s
s
ess
ed
task
[
3
8
]
–
[
4
0
]
.
E
v
en
s
tu
d
en
ts
wh
o
p
r
o
cr
asti
n
ate
in
ac
a
d
em
ics
p
o
s
s
ess
th
e
ten
d
en
c
y
to
o
b
tain
lo
w
g
r
ad
es
f
o
r
ea
ch
s
u
b
ject
an
d
o
n
f
in
al
ex
am
in
atio
n
s
[
4
1
]
–
[
4
3
]
.
Acc
o
r
d
in
g
to
Kh
attab
[
4
4
]
,
m
an
y
ch
ild
r
e
n
s
till
p
o
s
s
es
s
lo
w
ac
h
iev
em
en
ts
in
lear
n
in
g
.
I
f
th
is
co
n
tin
u
e
s
to
o
cc
u
r
,
t
h
e
willin
g
n
ess
to
lear
n
an
d
ab
ilit
y
to
f
ac
e
d
if
f
icu
lties
will
al
s
o
d
ec
r
ea
s
e
[
4
5
]
,
[
4
6
]
.
So
m
e
o
f
th
e
f
ac
to
r
s
th
at
af
f
ec
t
ac
h
iev
em
en
t
m
o
tiv
atio
n
ar
e
th
e
r
o
le
o
f
p
a
r
en
ts
/teac
h
er
s
/p
ee
r
s
,
lear
n
in
g
f
a
cilities
,
p
o
s
s
ib
ilit
y
o
f
s
u
cc
ess
,
f
ea
r
o
f
f
ailu
r
e,
s
elf
-
ef
f
icac
y
,
an
d
g
en
d
er
[
4
5
]
,
[
4
7
]
,
[
4
8
]
.
B
ased
o
n
th
e
e
x
p
lan
atio
n
,
th
e
d
ev
elo
p
m
en
t
o
f
a
n
ac
h
ie
v
em
en
t
m
o
tiv
atio
n
s
ca
le
th
en
b
ec
o
m
es
q
u
ite
u
r
g
en
t
in
o
r
d
er
to
m
ea
s
u
r
e
th
e
ac
h
iev
em
en
t
m
o
tiv
atio
n
o
f
s
tu
d
en
ts
,
wh
ich
is
u
s
ef
u
l
in
v
ar
io
u
s
ca
s
es.
A
p
r
ev
io
u
s
s
tu
d
y
h
ad
r
esu
lted
in
an
ac
h
iev
em
en
t
m
o
tiv
atio
n
s
ca
le
[
2
6
]
,
[
37
]
.
Ho
wev
er
,
th
a
t
r
esear
ch
u
s
ed
th
e
tech
n
iq
u
e
o
f
f
ac
to
r
an
aly
s
is
,
wh
er
ea
s
th
is
r
esear
ch
is
in
ten
d
ed
to
u
s
e
R
asch
an
aly
s
is
.
R
asc
h
an
aly
s
is
,
wh
ich
is
u
s
ed
to
ev
alu
ate
d
ata
co
llectio
n
in
s
tr
u
m
en
ts
,
is
k
n
o
wn
f
o
r
its
th
o
r
o
u
g
h
n
ess
an
d
ac
cu
r
ac
y
in
d
ata
an
aly
s
is
[
49
]
.
T
h
er
ef
o
r
e,
as
th
e
p
r
o
d
u
ct
o
f
t
h
is
r
esear
ch
,
an
ac
h
iev
em
e
n
t
m
o
tiv
atio
n
s
ca
le
is
ap
p
r
o
p
r
iate
an
d
ac
c
u
r
ate
to
b
e
u
s
ed
to
m
ea
s
u
r
e
th
e
co
n
d
itio
n
o
f
s
tu
d
en
t m
o
tiv
atio
n
.
2.
M
E
T
H
O
D
2
.
1
.
P
a
rt
icipa
nts
T
h
e
p
ar
ticip
an
ts
f
o
r
th
is
r
esear
ch
wer
e
co
m
p
o
s
ed
o
f
1
,
9
0
9
s
en
io
r
h
ig
h
s
ch
o
o
l
s
tu
d
en
ts
.
Stra
tifie
d
r
an
d
o
m
s
am
p
lin
g
was
th
e
m
eth
o
d
u
tili
ze
d
to
ch
o
o
s
e
r
esear
ch
p
ar
ticip
an
ts
f
r
o
m
1
8
s
en
io
r
h
ig
h
s
ch
o
o
ls
in
Su
r
ab
ay
a,
I
n
d
o
n
esia.
I
n
th
is
r
esear
ch
,
all
p
ar
ticip
an
ts
in
v
o
l
v
ed
in
th
is
r
esear
ch
wer
e
co
n
ce
aled
in
o
r
d
er
t
o
m
ain
tain
th
eir
co
n
f
id
en
tiality
.
I
n
th
is
way
,
th
e
s
ec
u
r
it
y
an
d
g
o
o
d
s
tan
d
in
g
o
f
p
ar
ticip
an
ts
ar
e
also
m
ain
tain
ed
.
2
.
2
.
Da
t
a
c
o
llect
io
n t
o
o
ls
An
ac
h
iev
em
e
n
t
m
o
tiv
atio
n
s
ca
le
was
u
s
ed
to
m
ea
s
u
r
e
t
h
e
ac
h
iev
em
e
n
t
m
o
tiv
atio
n
o
f
s
tu
d
en
ts
,
wh
ich
co
m
p
r
is
ed
f
o
u
r
in
d
icat
o
r
s
[
3
0
]
:
i
)
e
n
jo
y
m
e
n
t
o
f
ac
ad
em
ic
task
s
th
at
ar
e
c
h
allen
g
in
g
to
b
e
co
m
p
leted
;
ii
)
r
esp
o
n
s
ib
ilit
y
to
war
d
th
e
p
o
s
s
ess
ed
ac
ad
em
ic
task
s
;
iii
)
p
o
s
s
ess
io
n
o
f
in
n
o
v
atio
n
in
lear
n
in
g
;
an
d
iv
)
u
tili
za
tio
n
o
f
f
ee
d
b
ac
k
in
e
v
er
y
co
n
d
u
cte
d
ef
f
o
r
t.
2
.
3
.
Da
t
a
c
o
llect
io
n
T
h
is
r
esear
ch
wen
t
th
r
o
u
g
h
s
ev
er
al
p
r
o
ce
d
u
r
e
s
tag
es
o
f
d
ata
co
llectio
n
.
T
h
e
f
i
r
s
t
s
ta
g
e
was
th
e
p
r
ep
ar
atio
n
f
o
r
t
h
e
r
esear
ch
.
I
n
th
is
s
tag
e,
th
e
r
esear
ch
p
l
an
was
cr
ea
ted
an
d
th
e
r
esear
ch
m
ater
ials
wer
e
p
r
ep
ar
e
d
.
T
h
is
ef
f
o
r
t
s
u
p
p
o
r
t
ed
th
e
ex
ec
u
tio
n
o
f
th
e
r
esear
ch
in
its
v
ar
i
o
u
s
s
tag
es.
T
h
e
cr
ea
tio
n
o
f
th
e
r
esear
ch
in
s
tr
u
m
en
t
’
s
d
r
af
t
wa
s
th
e
s
ec
o
n
d
p
h
ase.
At
th
is
p
o
in
t,
th
e
ac
h
iev
em
e
n
t
m
o
tiv
atio
n
s
ca
le
in
s
tr
u
m
en
t
g
r
id
s
tar
ted
to
tak
e
s
h
ap
e.
T
h
e
ac
h
iev
em
e
n
t
m
o
tiv
atio
n
s
ca
le
in
s
tr
u
m
en
t
’
s
d
r
af
t u
n
d
e
r
wen
t a
p
r
o
ce
s
s
o
f
ex
p
er
t
ex
am
in
atio
n
to
s
ee
wh
eth
er
ea
ch
item
’
s
p
h
r
asin
g
was a
d
eq
u
a
te.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t
J
E
v
al
&
R
es E
d
u
c
I
SS
N:
2252
-
8
8
2
2
Dev
elo
p
men
t a
n
d
in
s
tr
u
men
t v
a
lid
a
tio
n
o
f I
n
d
o
n
esia
n
a
ch
iev
eme
n
t m
o
tiva
tio
n
…
(
B
a
mb
a
n
g
Dib
yo
Wiyo
n
o
)
1429
T
h
e
r
esear
ch
was
ca
r
r
ied
o
u
t
at
th
e
th
ir
d
s
tag
e.
Usi
n
g
Go
o
g
le
Fo
r
m
s
,
th
e
ac
h
iev
e
m
en
t
m
o
tiv
atio
n
s
ca
le
in
s
tr
u
m
en
t
f
o
r
m
at
was
d
ev
elo
p
ed
at
th
e
s
tu
d
y
im
p
lem
en
tatio
n
s
tag
e.
T
h
e
s
tu
d
en
ts
’
ab
ilit
y
to
co
m
p
lete
th
e
in
s
tr
u
m
en
t
was
aid
ed
b
y
t
h
is
ef
f
o
r
t.
T
h
e
im
p
lem
en
tatio
n
o
f
d
ata
a
n
aly
s
is
an
d
r
ep
o
r
t
wr
itin
g
co
n
s
titu
ted
th
e
f
o
u
r
th
s
tep
.
R
asch
an
aly
s
is
was u
s
ed
at
th
is
p
o
in
t to
an
al
y
ze
th
e
d
ata.
2
.
4
.
Da
t
a
a
na
ly
s
is
An
aly
s
is
o
f
r
esear
ch
d
ata
u
s
in
g
W
in
s
tep
p
r
o
g
r
am
a
n
d
R
asch
an
aly
s
is
[
50
]
.
R
asch
’
s
an
aly
s
is
wa
s
p
r
ed
icate
d
o
n
two
ess
en
tial
th
eo
r
em
s
:
th
e
d
eg
r
ee
o
f
in
d
iv
id
u
al
ab
ilit
y
/ag
r
ee
m
en
t
an
d
th
e
d
eg
r
ee
o
f
d
i
f
f
icu
lty
o
f
th
e
item
to
b
e
ac
ce
p
ted
[
50
]
.
T
h
e
p
s
y
c
h
o
m
etr
ic
in
s
tr
u
m
e
n
ts
,
wh
ich
s
er
v
e
as
t
h
e
f
o
u
n
d
a
tio
n
f
o
r
t
h
e
a
n
aly
s
is
o
f
th
e
s
tu
d
y
d
ata,
co
m
p
r
is
e
s
u
m
m
ar
y
s
tatis
tics
,
wh
ich
in
clu
d
e
th
e
q
u
ality
o
f
r
esp
o
n
d
e
n
t
s
,
in
s
tr
u
m
en
ts
,
an
d
in
ter
ac
tio
n
s
b
etwe
en
in
d
iv
id
u
als
an
d
item
s
.
Ad
d
itio
n
ally
,
item
m
ea
s
u
r
e
(
th
in
g
s
th
at
r
es
p
o
n
d
e
n
ts
f
in
d
m
o
s
t
d
if
f
icu
lt
to
ag
r
ee
u
p
o
n
an
d
ea
s
iest
to
ag
r
ee
u
p
o
n
)
,
item
f
it
o
r
d
er
(
item
s
th
at
f
it
an
d
m
is
f
it),
an
d
u
n
id
im
en
s
io
n
ality
(
th
e
ca
p
ac
it
y
to
m
ea
s
u
r
e
wh
at
o
u
g
h
t to
b
e
ass
es
s
ed
)
ar
e
p
r
o
v
id
ed
b
y
t
h
is
s
tu
d
y
.
3.
RE
SU
L
T
S AN
D
D
I
SCU
SS
I
O
N
On
e
o
f
th
e
o
u
tco
m
es
f
o
r
th
e
s
tu
d
y
an
d
r
esear
ch
is
th
e
ac
h
iev
em
en
t
m
o
tiv
atio
n
s
ca
le
in
s
tr
u
m
en
t
v
alid
atio
n
r
esu
lts
.
T
h
e
p
u
r
p
o
s
e
o
f
th
e
s
tu
d
y
is
to
d
e
m
o
n
s
tr
at
e
th
e
q
u
ality
o
f
th
e
in
s
tr
u
m
en
t
,
th
e
q
u
ality
o
f
th
e
r
esp
o
n
d
en
ts
,
th
e
i
n
ter
ac
tio
n
s
b
etwe
en
p
e
o
p
le
a
n
d
item
s
,
th
e
item
s
th
at
r
esp
o
n
d
e
n
ts
f
in
d
m
o
s
t
d
if
f
icu
lt
an
d
ea
s
iest
to
ag
r
ee
u
p
o
n
,
th
e
ap
p
r
o
p
r
iate
an
d
in
ap
p
r
o
p
r
iate
item
s
,
an
d
th
e
in
s
tr
u
m
e
n
t
’
s
ab
ilit
y
to
m
ea
s
u
r
e
wh
a
t
n
ee
d
s
to
b
e
m
ea
s
u
r
ed
.
R
asch
an
aly
s
is
was
u
s
ed
to
id
en
tify
co
n
s
tr
u
ct
v
alid
ity
,
an
d
th
e
r
es
u
lts
ar
e
d
escr
ip
tio
n
s
f
o
r
th
e
i
n
v
esti
g
atio
n
o
f
th
ese
f
o
u
r
f
ea
t
u
r
es.
A
d
escr
ip
tio
n
o
f
s
u
m
m
ar
y
s
tatis
tics
is
s
h
o
wn
in
Fig
u
r
e
1
.
T
h
e
f
ig
u
r
e
’
s
f
ir
s
t
s
ec
tio
n
p
r
o
v
id
e
s
d
etailed
in
f
o
r
m
atio
n
ab
o
u
t
th
e
in
s
tr
u
m
en
t
’
s
q
u
ality
,
th
e
r
esp
o
n
d
e
n
ts
’
r
esp
o
n
s
es
to
it,
an
d
h
o
w
p
e
o
p
le
in
ter
ac
t
with
th
e
th
in
g
s
.
T
h
e
v
alu
es
in
th
is
ca
s
e
s
h
o
wed
th
at
th
e
r
esp
o
n
d
en
t
s
g
en
er
ally
ag
r
ee
d
with
th
e
co
m
m
en
ts
m
ad
e
in
a
r
an
g
e
o
f
item
s
.
C
r
o
n
b
ac
h
’
s
a
lp
h
a,
a
m
ea
s
u
r
e
o
f
an
in
s
tr
u
m
en
t
’
s
r
eliab
ilit
y
,
ca
m
e
o
u
t
t
o
b
e
0
.
6
5
,
wh
ich
is
d
ee
m
ed
g
o
o
d
.
Fig
u
r
e
1
ad
d
itio
n
ally
d
em
o
n
s
tr
ated
th
at
th
e
i
tem
’
s
co
ef
f
icien
t
o
f
d
ep
e
n
d
ab
ilit
y
was
1
.
0
0
an
d
th
e
p
er
s
o
n
’
s
was
0
.
8
6
.
T
h
ese
v
alu
es
s
h
o
wed
th
at
alth
o
u
g
h
th
e
i
n
s
tr
u
m
en
t
’
s
item
q
u
ali
ty
was
ac
ce
p
tab
le,
r
esp
o
n
d
en
ts
’
c
o
n
s
is
ten
cy
in
an
s
wer
in
g
was la
ck
in
g
.
Fig
u
r
e
1
.
R
esu
lts
o
f
s
u
m
m
ar
y
s
tatis
t
ics o
f
th
e
R
asch
m
o
d
el
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
.
2
,
Ap
r
il
20
25
:
1
4
2
7
-
1
4
3
5
1430
T
o
d
e
ter
m
in
e
if
th
e
i
tem
s
t
at
e
m
en
t
s
ar
e
f
it
o
r
u
n
f
i
t
(
v
al
id
o
r
in
v
al
id
)
,
th
e
it
em
f
i
t
o
r
d
er
wa
s
te
s
ted
.
T
h
e
R
a
s
ch
m
o
d
el’
s
i
te
m
v
al
i
d
ity
t
e
s
t
w
a
s
ca
r
r
ie
d
o
u
t
b
y
u
s
in
g
a
n
o
r
m
a
l
b
o
u
n
d
o
n
th
e
o
u
tf
i
t
MN
S
Q
an
d
o
u
t
Z
ST
D
v
a
lu
e
co
lu
m
n
s
.
I
NF
I
T
M
N
SQ
an
d
OUT
FI
T
MN
SQ
w
er
e
a
d
d
i
tio
n
a
l
d
a
ta
p
o
in
t
s
,
as
s
h
o
wn
in
Fig
u
r
e
1
.
T
h
e
m
ea
n
v
a
lu
e
s
f
o
r
th
e
p
er
s
o
n
t
ab
l
e
wer
e
1
.
0
1
an
d
1
.
0
0
;
h
i
g
h
er
q
u
a
li
ty
v
alu
e
s
ar
e
f
o
u
n
d
clo
s
e
r
to
1
.
0
0
.
T
h
e
p
er
s
o
n
tab
le
’
s
m
ea
n
v
alu
es
f
o
r
I
NF
I
T
Z
ST
D
an
d
OU
T
FI
T
Z
ST
D
w
er
e
0
.
1
7
an
d
0
.
1
6
,
r
e
s
p
ec
tiv
ely
(
v
alu
e
s
c
lo
s
er
to
0
ar
e
b
et
ter
in
q
u
al
it
y
)
.
I
n
th
e
m
ea
n
ti
m
e,
t
h
e
it
em
tab
le’
s
I
N
FI
T
M
NS
Q
an
d
OU
T
F
I
T
MN
SQ
v
a
lu
es
w
er
e
0
.
9
9
an
d
1
.
0
0
,
r
e
s
p
ec
tiv
ely
(
v
a
lu
es
n
e
ar
er
1
.
0
0
in
d
ic
at
e
h
ig
h
e
r
q
u
a
li
ty
)
.
F
o
r
th
e
i
te
m
tab
le,
th
e
I
N
FIT
Z
ST
D
an
d
O
UT
FIT
Z
ST
D
v
a
lu
es
w
er
e
0
.
4
5
an
d
0
.
1
4
,
r
e
s
p
e
ct
iv
ely
(
n
u
m
b
er
s
c
lo
s
er
to
0
ar
e
b
et
ter
in
q
u
a
li
ty
)
.
R
esu
lts
o
f
r
eliab
ilit
y
test
in
g
in
d
icate
d
th
at
th
e
q
u
ality
o
f
C
r
o
n
b
ac
h
’
s
alp
h
a
h
ad
a
co
ef
f
icien
t
o
f
0
.
8
8
,
wh
ich
m
ea
n
t
th
at
th
e
in
s
tr
u
m
en
t
is
in
th
e
v
e
r
y
g
o
o
d
class
if
icatio
n
.
C
r
o
n
b
ac
h
’
s
alp
h
a
test
in
g
in
v
o
lv
es
test
in
g
th
e
o
v
er
all
in
ter
ac
tio
n
b
etwe
e
n
p
eo
p
le
an
d
item
s
.
Nex
t,
th
e
R
asch
m
o
d
el
also
r
ev
ea
led
r
eliab
ilit
y
b
ased
o
n
a
p
er
s
o
n
(
s
u
b
ject)
a
n
d
s
tatem
en
ts
in
item
s
.
T
h
e
r
esu
lts
o
f
test
in
g
in
d
icate
d
th
at
th
e
co
ef
f
icien
t
o
f
p
er
s
o
n
r
eliab
ilit
y
is
in
th
e
v
er
y
g
o
o
d
ca
teg
o
r
y
,
w
h
ich
is
in
d
icate
d
b
y
a
v
alu
e
o
f
0
.
8
8
,
m
ea
n
i
n
g
th
at
th
e
s
tu
d
e
n
ts
an
s
wer
ed
co
n
s
is
ten
tly
f
o
r
ea
ch
item
o
f
th
is
in
s
tr
u
m
en
t.
T
h
e
item
r
eliab
ilit
y
co
ef
f
icien
t
s
h
o
wed
a
v
alu
e
o
f
1
.
0
0
,
m
ea
n
in
g
th
at
th
e
in
s
tr
u
m
en
t is in
g
en
er
al
v
er
y
g
o
o
d
an
d
th
u
s
th
er
e
a
r
e
n
o
is
s
u
es o
f
co
n
ce
r
n
[
51
]
.
A
ch
an
g
ea
b
le
m
ap
is
s
h
o
wn
in
Fig
u
r
e
2
.
T
h
e
d
is
tr
ib
u
tio
n
o
f
q
u
esti
o
n
s
with
th
e
s
am
e
s
ca
le
o
f
d
if
f
icu
lty
an
d
ac
c
o
m
p
lis
h
m
e
n
t
in
ce
n
tiv
e
ar
e
s
h
o
wn
b
y
v
ar
iab
le
m
ap
an
aly
s
is
.
T
h
e
d
i
s
tr
ib
u
tio
n
o
f
s
u
b
ject
ab
ilit
ies
is
s
h
o
wn
o
n
th
e
lef
t,
wh
ile
th
e
item
d
if
f
icu
lty
lev
el
is
s
h
o
wn
o
n
th
e
r
ig
h
t.
T
h
e
m
o
s
t
d
if
f
icu
lt
to
p
ic
f
o
r
r
esp
o
n
d
er
s
to
ag
r
ee
with
,
ac
c
o
r
d
in
g
to
th
e
s
tu
d
y
r
esu
lts
,
is
item
n
u
m
b
e
r
1
5
(
W
h
en
tak
in
g
an
e
x
am
,
I
wo
u
l
d
r
ath
er
ch
ea
t
th
an
d
o
it
m
y
s
elf
)
.
T
h
e
ea
s
iest
item
,
h
o
wev
er
,
f
o
r
r
esp
o
n
d
en
ts
to
ag
r
ee
with
is
n
u
m
b
er
6
(
I
am
co
n
f
id
en
t t
h
at
if
I
s
tu
d
y
well,
I
ca
n
ac
h
iev
e
g
o
o
d
r
esu
lts
in
th
e
ex
am
)
.
Fig
u
r
e
3
s
h
o
ws
d
if
f
er
en
tial
item
f
u
n
ctio
n
.
B
ased
o
n
Fig
u
r
e
3
,
it
ca
n
b
e
co
n
clu
d
ed
th
at
th
e
item
s
th
at
co
n
tain
ed
b
ias
wer
e
item
s
4
,
1
0
,
an
d
1
5
,
b
ec
a
u
s
e
th
e
th
r
ee
item
s
h
ad
v
alu
es
o
f
<0
.
0
5
.
B
ias
ca
n
b
e
s
aid
to
b
e
ab
s
en
t
if
th
e
v
alu
e
o
f
p
>
0
.
0
5
.
I
tem
n
u
m
b
er
4
r
ea
d
s
“I
p
r
ef
er
ex
am
q
u
esti
o
n
s
th
at
o
n
ly
c
h
o
o
s
e
tr
u
e
o
r
f
alse,
r
ath
er
th
an
ex
am
s
th
at
r
eq
u
ir
e
an
s
wer
s
with
ex
p
lan
atio
n
s
”.
Nex
t,
item
n
u
m
b
er
1
0
r
ea
d
s
“I
n
b
etwe
en
b
u
s
y
s
ch
ed
u
les,
I
d
o
m
y
ac
ad
em
ic
ass
ig
n
m
en
ts
r
eg
u
lar
ly
”.
I
tem
n
u
m
b
er
1
5
r
ea
d
s
“Wh
en
tak
i
n
g
an
ex
am
,
I
wo
u
ld
r
ath
er
ch
ea
t th
a
n
d
o
it m
y
s
elf
”
.
Of
all
th
e
item
s
,
th
e
m
o
s
t d
if
f
icu
lt wa
s
item
1
5
.
Fig
u
r
e
2
.
Var
iab
le
m
ap
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t
J
E
v
al
&
R
es E
d
u
c
I
SS
N:
2252
-
8
8
2
2
Dev
elo
p
men
t a
n
d
in
s
tr
u
men
t v
a
lid
a
tio
n
o
f I
n
d
o
n
esia
n
a
ch
iev
eme
n
t m
o
tiva
tio
n
…
(
B
a
mb
a
n
g
Dib
yo
Wiyo
n
o
)
1431
Fig
u
r
e
3
.
Dif
f
e
r
en
tial
item
f
u
n
ctio
n
Fig
u
r
e
4
s
h
o
ws
p
lo
t
o
f
d
if
f
e
r
e
n
tial
item
f
u
n
ctio
n
(
DI
F)
.
Nex
t,
th
is
p
lo
t
in
F
ig
u
r
e
4
is
a
v
is
u
al
v
er
s
io
n
o
f
th
e
an
aly
s
is
p
r
esen
ted
in
F
ig
u
r
e
3
,
in
t
h
at
th
e
ch
ar
t
in
d
icate
s
th
e
d
if
f
icu
lty
lev
el
f
o
r
ea
ch
g
r
o
u
p
.
As
th
e
ch
ar
t c
lim
b
s
h
ig
h
e
r
,
th
e
item
b
ec
o
m
es m
o
r
e
d
if
f
icu
lt f
o
r
th
at
g
r
o
u
p
.
T
h
e
r
esear
ch
r
esu
lts
lead
to
th
e
d
is
co
v
er
y
th
at
th
e
ac
h
iev
em
en
t
m
o
tiv
atio
n
s
ca
le
i
s
a
v
alid
m
ea
s
u
r
em
en
t
to
o
l
to
g
au
g
e
th
e
ac
h
iev
em
en
t
m
o
tiv
atio
n
o
f
s
en
io
r
h
ig
h
s
ch
o
o
l
s
tu
d
en
ts
.
T
h
is
will
la
ter
o
n
b
e
ab
le
to
aid
co
u
n
s
elo
r
s
in
d
ev
elo
p
in
g
th
e
p
o
ten
tials
o
f
s
tu
d
en
ts
with
th
e
m
o
tiv
atio
n
al
ca
p
ab
ilit
ies
th
at
co
u
n
s
elin
g
p
o
s
s
ess
es.
Fu
r
th
er
m
o
r
e,
ac
h
ie
v
em
en
t
m
o
tiv
atio
n
in
th
e
c
u
ltu
r
e
o
f
I
n
d
o
n
esia
n
s
tu
d
en
ts
ten
d
s
to
f
o
llo
w
th
e
v
alu
e
o
f
em
p
h
asizin
g
c
o
m
p
lian
ce
to
f
u
lf
ill
s
o
cia
l
ex
p
ec
tatio
n
s
(
p
ar
ticu
lar
ly
th
o
s
e
o
f
p
ar
en
ts
)
f
o
r
th
e
ac
h
iev
em
e
n
t
o
f
ac
ad
em
ic
o
b
jectiv
es
in
s
ch
o
o
l
[
52
]
,
[
53
]
.
Af
ter
war
d
s
,
el
u
cid
ated
th
at
th
e
f
o
r
m
u
latio
n
o
f
s
u
cc
ess
s
tan
d
ar
d
s
p
er
tain
s
to
th
r
ee
s
tan
d
ar
d
s
: i)
in
d
iv
id
u
al
n
o
r
m
: p
eo
p
le
ass
ess
wh
eth
er
th
eir
p
er
f
o
r
m
a
n
ce
h
as
im
p
r
o
v
e
d
,
g
o
tten
wo
r
s
e,
o
r
r
e
m
ain
ed
th
e
s
am
e
b
y
co
m
p
ar
in
g
it
to
p
ast
r
esu
lts
;
ii)
s
o
cial
n
o
r
m
:
p
eo
p
le
ass
ess
th
eir
p
er
f
o
r
m
an
ce
b
y
co
m
p
ar
i
n
g
it
to
o
th
er
p
eo
p
le’
s
p
e
r
f
o
r
m
an
ce
;
an
d
iii)
o
b
jectiv
e
n
o
r
m
:
p
eo
p
le
ass
ess
th
e
o
u
tco
m
e
b
ased
o
n
s
tr
ict
s
tan
d
ar
d
s
th
at
c
o
r
r
esp
o
n
d
t
o
th
e
task
[
54
]
.
T
h
e
th
r
ee
n
o
r
m
s
ar
e
i
n
ten
tio
n
ally
ap
p
lied
b
y
p
e
o
p
le
wh
o
h
a
v
e
in
ter
n
ali
ze
d
ac
h
iev
em
e
n
t
-
o
r
ie
n
ted
th
o
u
g
h
t
an
d
b
e
h
av
io
r
wh
ile
s
ettin
g
s
u
cc
ess
cr
iter
ia
[
3
3
]
.
B
ec
au
s
e
o
f
th
is
,
p
e
o
p
le
with
h
ig
h
ac
c
o
m
p
lis
h
m
en
t
m
o
tiv
atio
n
will
g
o
t
h
r
o
u
g
h
a
d
y
n
a
m
ic
p
r
o
ce
s
s
o
f
s
elf
-
ev
alu
atio
n
r
eg
a
r
d
in
g
th
eir
cr
iter
ia
o
f
s
u
cc
ess
.
T
h
is
will
th
en
ca
u
s
e
a
s
h
if
t
in
th
e
s
u
b
cu
ltu
r
e
an
d
m
o
tiv
ate
p
eo
p
le
to
tr
y
to
b
etter
th
eir
p
er
f
o
r
m
an
ce
in
o
r
d
er
to
r
ea
ch
th
e
ir
s
u
cc
ess
g
o
al
[
55
]
.
Fig
u
r
e
5
d
escr
ib
es
d
is
tr
ib
u
tio
n
o
f
all
s
ch
o
o
ls
.
B
ased
o
n
t
h
e
s
ch
o
o
l
d
is
tr
ib
u
tio
n
,
it
co
u
ld
also
b
e
in
ter
p
r
eted
th
at
th
e
o
b
tain
e
d
r
eliab
ilit
y
o
f
0
.
8
6
also
in
d
icate
d
a
r
eg
u
lar
ity
in
th
e
s
elec
tio
n
o
f
th
e
ac
h
iev
em
e
n
t
m
o
tiv
atio
n
s
ca
le
i
n
s
tr
u
m
en
t.
T
h
e
h
o
p
e
is
t
h
at
b
y
d
e
v
elo
p
in
g
th
e
ac
h
iev
em
e
n
t
m
o
tiv
atio
n
s
ca
le
in
s
tr
u
m
en
t,
it
ca
n
b
e
u
s
ed
in
an
ef
f
o
r
t
to
p
r
e
v
en
t
s
tu
d
en
ts
f
r
o
m
ex
p
e
r
ien
ci
n
g
ac
ad
e
m
ic
s
tr
ess
an
d
b
u
r
n
o
u
t
[
5
6
]
,
[
5
7
]
.
Ap
a
r
t
f
r
o
m
th
at,
it
ca
n
also
m
ax
im
ize
ex
is
tin
g
in
ter
ests
an
d
talen
ts
to
d
ev
elo
p
s
tu
d
en
ts
wh
o
h
av
e
en
th
u
s
iasm
an
d
ar
e
ab
le
to
m
a
k
e
g
r
ea
te
r
co
n
tr
i
b
u
tio
n
s
th
at
r
ea
lize
th
eir
ac
h
ie
v
em
en
t m
o
tiv
atio
n
[
4
]
.
Fig
u
r
e
6
s
h
o
ws
an
aly
s
is
b
ased
o
n
g
en
d
er
.
Ad
d
itio
n
ally
,
f
r
o
m
th
e
g
en
d
er
p
er
s
p
e
ctiv
e,
th
is
ac
h
iev
em
en
t
m
o
tiv
atio
n
s
ca
le
h
as
a
s
tan
d
ar
d
d
ev
iatio
n
o
f
0
.
7
4
,
with
a
m
ed
ian
o
f
0
.
1
6
f
o
r
m
ales
an
d
0
.
0
4
f
o
r
f
em
ales
,
as
well
as
a
m
o
d
el
s
ep
ar
atio
n
o
f
2
.
6
7
a
n
d
a
r
eliab
ili
ty
o
f
0
.
8
8
,
wh
ich
is
clo
s
e
to
1
.
0
0
an
d
co
n
s
id
er
e
d
g
o
o
d
[
5
8
]
.
T
h
e
m
ed
ian
f
o
r
m
ales
was
g
r
ea
ter
t
h
an
f
o
r
f
em
ales
.
I
n
f
ac
t,
th
is
is
also
af
f
ir
m
ed
b
y
s
ev
er
al
p
r
ev
io
u
s
s
tu
d
ies,
in
clu
d
in
g
wh
er
e
it wa
s
f
o
u
n
d
th
at
th
e
ac
h
iev
em
en
t m
o
tiv
atio
n
o
f
f
em
ales
is
g
r
ea
ter
th
an
th
at
o
f
m
ales
[
5
9
]
,
[
6
0
]
.
Fu
r
th
er
,
a
ca
d
em
ic
m
o
tiv
atio
n
is
also
af
f
ec
ted
b
y
s
elf
-
r
e
g
u
lated
lear
n
in
g
[
6
1
]
–
[
6
4
]
.
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
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al
&
R
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,
Vo
l
.
14
,
No
.
2
,
Ap
r
il
20
25
:
1
4
2
7
-
1
4
3
5
1432
Fig
u
r
e
4
.
Plo
t o
f
DI
F
Fig
u
r
e
5
.
Dis
tr
ib
u
tio
n
o
f
all
s
c
h
o
o
ls
Fig
u
r
e
6
.
An
al
y
s
is
b
ased
o
n
g
en
d
er
4.
CO
NCLU
SI
O
N
Fro
m
th
is
r
esear
ch
,
it
m
ay
b
e
co
n
clu
d
ed
th
at
th
e
ac
h
iev
em
en
t
m
o
tiv
atio
n
s
ca
le
is
o
f
a
h
ig
h
q
u
ality
.
No
item
s
ar
e
b
iased
b
ec
a
u
s
e
th
e
v
alu
e
o
f
p
>0
.
0
5
.
Fo
r
th
e
d
i
f
f
icu
lty
lev
el
o
f
item
s
,
n
o
s
ig
n
if
ican
t
d
if
f
ic
u
lties
wer
e
f
o
u
n
d
b
ec
au
s
e
th
e
r
esp
o
n
d
en
ts
wer
e
ab
le
to
d
if
f
e
r
en
tiate
th
e
s
ig
n
if
ican
ce
o
f
an
s
w
er
ch
o
ices
f
o
r
ea
c
h
item
.
T
h
er
ef
o
r
e,
th
e
ac
h
ie
v
em
en
t
m
o
tiv
atio
n
s
ca
le
in
s
tr
u
m
e
n
t
is
d
ec
lar
ed
to
b
e
g
o
o
d
an
d
p
r
o
p
er
in
u
s
ag
e
f
o
r
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ea
s
u
r
in
g
th
e
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h
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em
en
t
m
o
tiv
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n
o
f
s
en
io
r
h
i
g
h
s
ch
o
o
l
s
tu
d
en
ts
.
ACK
NO
WL
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DG
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M
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h
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au
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o
r
wo
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th
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R
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o
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h
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State
Un
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ity
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[
49
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T.
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[
50
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J.
M
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A
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[
51
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S
.
T.
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[
52
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H
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[
53
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.
D
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Y
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[
54
]
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.
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[
55
]
S
.
A
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[
63
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