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Th
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rt
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d
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n
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S
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ich
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v
e
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y
IL,
T
A
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a
n
d
S
R
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e
sc
h
o
o
l
e
d
u
c
a
ti
o
n
a
d
m
i
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istrat
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a
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ire
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l
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li
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se
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rc
h
t
o
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t
ri
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u
te
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re
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o
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m
e
n
d
s
th
a
t
th
e
p
o
li
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y
m
a
k
e
rs
a
n
d
p
ra
c
ti
t
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ld
f
o
c
u
s
o
n
sc
h
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re
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rc
e
s,
I
L
a
n
d
T
A
wh
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h
sig
n
ifi
c
a
n
tl
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ro
v
e
th
e
p
e
rf
o
rm
a
n
c
e
o
f
tea
c
h
e
rs
in
Ch
in
a
.
K
ey
w
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d
s
:
H
ig
h
s
ch
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ls
I
n
s
tr
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lead
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ip
Sch
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C
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p
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A
uth
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r
:
Ma
t Rah
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s
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Sch
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E
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Sin
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m
r
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@
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.
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.
m
y
1.
I
NT
RO
D
UCT
I
O
N
T
h
e
teac
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in
g
an
d
lear
n
in
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p
r
o
ce
s
s
es
ar
e
af
f
ec
ted
with
C
OV
I
D
-
1
9
all
o
v
er
th
e
wo
r
ld
[
1
]
.
Similar
ly
,
th
e
h
ig
h
s
ch
o
o
l
teac
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in
Sh
an
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c
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an
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m
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2
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.
T
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to
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ch
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th
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em
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ch
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o
m
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b
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r
o
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g
th
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[
3
]
.
Fu
r
th
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m
o
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ec
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o
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f
ec
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tio
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tem
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ar
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th
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tu
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.
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u
s
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[
4
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.
T
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p
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b
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ce
o
f
teac
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m
u
ltid
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en
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n
al
[
5
]
.
T
h
e
ca
p
a
b
ilit
y
o
f
teac
h
er
s
to
d
ea
l
with
s
tu
d
en
ts
in
cr
ea
s
ed
th
eir
wo
r
k
lo
ad
d
u
r
in
g
C
OVI
D
-
1
9
.
Fu
r
th
er
m
o
r
e
,
th
e
r
e
was
lack
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f
r
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to
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d
if
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wo
r
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an
d
c
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allen
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p
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f
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m
a
n
ce
h
a
d
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g
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d
[6
]
,
[
7
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.
B
esid
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o
p
p
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r
tu
n
ities
f
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r
p
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TA
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ar
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im
p
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m
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late
th
e
s
tr
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f
o
r
ef
f
ec
tiv
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teac
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in
g
[
8
]
.
T
h
er
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o
r
e,
th
is
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n
d
e
r
s
tan
d
i
n
g
is
n
ec
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ar
y
f
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ca
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lead
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s
to
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p
lem
en
t th
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p
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licies an
d
p
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at
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p
r
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v
es th
e
o
u
tc
o
m
es o
f
s
tu
d
en
ts
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
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J
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&
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N:
2252
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a
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S
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Yu
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I
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ted
[
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in
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as
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elief
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liti
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p
lay
a
s
ig
n
if
ican
t
m
ed
iatin
g
r
o
le
[
1
0
]
–
[
1
3
]
.
Similar
ly
,
th
eo
r
ies
o
n
s
elf
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f
icac
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en
o
tes
th
at
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h
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l
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m
o
tiv
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n
,
ef
f
ec
tiv
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ess
,
an
d
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esil
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ce
[
1
4
]
.
Ho
wev
er
,
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e
r
elatio
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s
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atin
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lf
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s
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Desp
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n
d
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P
in
co
n
tex
t
o
f
C
OVI
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1
9
[
1
5
]
.
T
h
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e
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g
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ly
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t
[
1
6
]
.
I
n
ad
d
itio
n
,
th
e
u
n
d
er
s
tan
d
i
n
g
o
f
m
e
d
iatin
g
v
ar
ia
b
le
lik
e
T
SE
an
d
m
o
d
e
r
atin
g
v
ar
iab
le
teac
h
in
g
wo
r
k
lo
ad
(
TW
)
r
em
ain
ed
less
d
eb
ated
a
m
o
n
g
s
ch
o
lar
s
in
C
OVI
D
-
1
9
co
n
tex
t
[
1
7
]
.
B
y
d
is
cu
s
s
io
n
th
is
all,
th
e
f
o
llo
win
g
q
u
esti
o
n
g
ain
ed
atten
tio
n
:
wh
at
a
r
e
th
e
in
f
lu
en
cin
g
f
ac
to
r
s
to
im
p
r
o
v
e
teac
h
er
s
’
p
e
r
f
o
r
m
an
ce
in
Sh
an
g
h
a
i
h
ig
h
s
ch
o
o
ls
?
(
Q1
)
.
T
h
er
ef
o
r
e
,
t
h
is
s
tu
d
y
w
as
d
esi
g
n
e
d
t
o
a
c
h
ie
v
e
a
n
o
b
je
cti
v
e
t
h
at
was
to
a
d
d
r
ess
g
a
p
s
i
n
k
n
o
wle
d
g
e
b
y
ex
am
i
n
i
n
g
th
e
r
elat
io
n
s
h
i
p
s
b
e
twee
n
I
L
,
T
A,
SR
,
T
S
E
,
T
P
,
a
n
d
T
W
.
T
h
is
s
tu
d
y
was
c
o
n
d
u
cte
d
in
t
h
e
c
o
n
te
x
t
o
f
p
o
s
t
C
OV
I
D
-
1
9
c
o
n
te
x
t
c
o
n
s
id
e
r
i
n
g
t
h
e
r
es
p
o
n
d
e
n
ts
f
r
o
m
S
h
a
n
g
h
ai
h
i
g
h
s
ch
o
o
ls
.
T
h
e
o
b
je
cti
v
e
o
f
t
h
is
s
tu
d
y
w
as
to
p
r
o
v
i
d
e
a
n
o
ti
ce
a
b
le
i
n
s
i
g
h
t
f
o
r
p
o
l
ic
y
m
a
k
er
s
a
n
d
ed
u
ca
ti
o
n
le
a
d
e
r
s
to
b
et
te
r
s
u
p
p
o
r
t
te
ac
h
e
r
s
t
o
im
p
r
o
v
e
t
h
ei
r
p
er
f
o
r
m
a
n
ce
th
a
t
wil
l
u
lt
im
ate
ly
r
es
u
lts
i
n
i
m
p
r
o
v
i
n
g
s
tu
d
en
ts
’
p
er
f
o
r
m
an
ce
.
T
h
e
s
t
u
d
y
is
b
ase
d
o
n
a
m
o
ti
v
at
io
n
t
o
u
r
g
e
n
tl
y
a
d
d
r
ess
th
e
f
a
ct
o
r
s
af
f
e
cti
n
g
tea
c
h
e
r
s
’
p
e
r
f
o
r
m
a
n
c
e
i
n
p
o
s
t
p
a
n
d
e
m
ic
c
o
n
t
ex
t.
T
h
e
I
L
in
th
e
e
d
u
ca
tio
n
al
in
s
t
itu
tes
is
r
eliab
le
way
to
im
p
r
o
v
e
teac
h
er
s
’
p
er
f
o
r
m
a
n
ce
[
6
]
.
W
h
en
th
e
teac
h
er
s
ar
e
m
o
tiv
ated
to
p
er
f
o
r
m
well,
th
e
s
u
p
p
o
r
t
f
r
o
m
lead
er
s
ca
n
im
p
r
o
v
e
th
eir
p
er
f
o
r
m
an
ce
.
A
s
atis
f
ac
to
r
y
lev
el
o
f
m
o
ti
v
atio
n
is
ac
h
iev
e
d
wh
en
o
r
g
an
izatio
n
al
wo
r
k
s
ar
e
p
er
f
o
r
m
ed
b
ased
o
n
I
L
im
p
r
o
v
em
e
n
ts
[
7
]
.
T
h
e
h
i
g
h
ly
m
o
tiv
ated
in
s
tr
u
ctio
n
al
le
ad
er
s
ar
e
s
u
p
p
o
r
tiv
e
to
th
e
teac
h
er
s
f
o
r
t
h
eir
p
er
f
o
r
m
an
ce
.
T
h
e
willin
g
n
es
s
an
d
m
o
tiv
atio
n
to
im
p
r
o
v
e
th
e
p
er
f
o
r
m
an
ce
is
a
s
ig
n
if
ican
t
f
ac
to
r
wh
ich
ad
v
an
ce
s
th
e
teac
h
e
r
s
’
s
u
p
p
o
r
t
an
d
lear
n
i
n
g
[
1
4
]
.
A
h
ig
h
er
l
ev
el
o
f
s
u
p
p
o
r
t
is
alwa
y
s
r
eq
u
ir
ed
to
im
p
r
o
v
e
th
e
s
elf
-
ef
f
icac
y
o
f
teac
h
er
s
th
at
tr
an
s
lates
in
to
th
eir
s
tr
ateg
i
c
p
er
f
o
r
m
an
ce
[
1
8
]
.
T
h
u
s
,
t
h
e
h
y
p
o
th
esis
was
f
o
r
m
u
lated
as
:
th
er
e
is
a
r
elatio
n
s
h
ip
b
etwe
en
IL
an
d
T
SE
(
H1
)
.
T
h
e
au
to
n
o
m
y
to
wo
r
k
in
an
y
ed
u
ca
tio
n
al
in
s
titu
tio
n
h
as
s
ig
n
if
ican
t
in
f
lu
en
ce
o
f
teac
h
er
s
’
willin
g
n
ess
to
p
er
f
o
r
m
[
1
6
]
.
W
h
en
th
e
teac
h
er
s
ar
e
h
ig
h
ly
m
o
tiv
ated
,
th
eir
teac
h
in
g
s
ty
le
is
im
p
r
o
v
ed
wh
ic
h
is
s
ig
n
if
ican
t
to
in
f
lu
en
ce
th
eir
p
er
f
o
r
m
a
n
ce
.
An
ad
v
an
ce
m
en
t
in
ed
u
ca
tio
n
al
cu
ltu
r
e
i
s
p
o
s
s
ib
le
wh
en
th
e
teac
h
er
s
ar
e
h
ig
h
ly
m
o
tiv
ated
to
im
p
r
o
v
e
t
h
eir
wo
r
k
[
1
9
]
.
W
h
en
th
e
teac
h
er
s
ar
e
wo
r
k
i
n
g
in
th
e
s
u
p
p
o
r
tiv
e
en
v
ir
o
n
m
en
t,
it
in
f
lu
en
ce
s
th
eir
b
eh
av
io
r
a
n
d
way
o
f
p
er
f
o
r
m
an
ce
.
T
h
e
lo
g
ical
ap
p
r
o
a
ch
to
in
f
lu
en
ce
th
e
p
er
f
o
r
m
an
ce
o
f
teac
h
er
s
is
t
o
h
elp
th
em
to
wo
r
k
with
c
r
ea
tiv
ity
[
2
0
]
.
T
h
is
s
tr
ateg
ic
s
u
p
p
o
r
t
i
n
cr
ea
tiv
e
wo
r
k
in
g
en
v
i
r
o
n
m
e
n
t
d
e
v
elo
p
s
a
cu
ltu
r
e
o
f
s
ig
n
if
ica
n
t
wo
r
k
in
g
th
at
is
lo
g
ically
s
u
p
p
o
r
tiv
e
f
o
r
h
i
g
h
er
p
er
f
o
r
m
an
ce
[
2
1
]
.
T
h
u
s
,
th
e
h
y
p
o
th
esis
was f
o
r
m
u
lated
as
:
t
h
er
e
is
a
r
elatio
n
s
h
ip
b
etwe
en
TA
an
d
T
SE
(
H2
)
.
T
h
e
a
v
ai
la
b
ili
t
y
o
f
r
es
o
u
r
ce
s
is
h
el
p
f
u
l
f
o
r
th
e
te
ac
h
e
r
s
t
o
in
f
l
u
e
n
c
e
th
ei
r
p
er
f
o
r
m
a
n
ce
[
2
2
]
.
W
h
e
n
s
ch
o
o
lt
ea
c
h
er
s
a
r
e
s
u
p
p
o
r
te
d
wit
h
r
ic
h
r
es
o
u
r
c
es,
t
h
e
ir
p
e
r
f
o
r
m
a
n
ce
is
im
p
r
o
v
ed
e
f
f
ec
ti
v
ely
.
O
p
p
o
s
i
tel
y
,
t
h
e
lim
i
te
d
r
eso
u
r
c
es
o
f
te
ac
h
e
r
s
also
l
im
it
t
h
ei
r
p
e
r
f
o
r
m
a
n
ce
wh
i
ch
r
e
d
u
c
es
th
ei
r
e
f
f
ec
t
iv
e
n
ess
i
n
w
o
r
k
in
g
[
2
3
]
.
T
h
er
ef
o
r
e
,
a
h
ig
h
e
r
le
v
el
o
f
i
n
v
o
l
v
e
m
e
n
t
o
f
te
ac
h
e
r
s
is
im
p
r
o
v
e
d
w
h
e
n
t
h
e
h
a
v
e
r
e
q
u
i
r
e
d
r
eso
u
r
ce
s
w
h
ic
h
ar
e
n
e
ce
s
s
a
r
y
t
o
t
h
ei
r
p
e
r
f
o
r
m
a
n
c
e
[
2
4
]
.
Si
m
ila
r
l
y
,
w
h
e
n
te
ac
h
er
s
’
s
el
f
-
e
f
f
ica
c
y
is
d
e
v
el
o
p
e
d
t
o
im
p
r
o
v
e
t
h
ei
r
p
e
r
f
o
r
m
a
n
c
e,
a
s
i
g
n
i
f
ic
a
n
t
w
o
r
k
i
n
g
m
ec
h
a
n
is
m
lea
d
i
n
g
t
o
o
r
g
a
n
i
za
t
io
n
a
l
i
m
p
r
o
v
e
m
e
n
t
is
r
ec
o
m
m
e
n
d
e
d
w
h
er
e
th
e
n
ec
ess
a
r
y
r
es
o
u
r
ce
s
s
h
o
u
l
d
b
e
p
r
o
v
i
d
e
d
t
o
t
ea
ch
er
s
[
2
5
]
.
T
h
e
r
e
f
o
r
e,
t
h
e
te
ac
h
e
r
’
s
p
er
f
o
r
m
a
n
c
e
is
a
lwa
y
s
im
p
r
o
v
e
d
wit
h
t
h
e
a
v
a
ila
b
i
lit
y
o
f
e
f
f
ec
ti
v
e
r
es
o
u
r
c
es
f
o
r
t
h
e
m
.
T
h
u
s
,
th
e
h
y
p
o
th
esis
was
f
o
r
m
u
lated
as:
th
e
r
e
is
a
r
el
ati
o
n
s
h
ip
b
et
wee
n
SR
a
n
d
T
SE
(
H3
)
.
T
h
e
s
elf
-
m
o
tiv
atio
n
is
a
s
ig
n
i
f
ican
t
f
ac
to
r
t
o
im
p
r
o
v
e
t
h
e
p
er
f
o
r
m
a
n
ce
o
f
teac
h
er
s
[
2
6
]
.
W
h
en
th
ey
ar
e
m
o
tiv
ated
f
o
r
in
n
o
v
ativ
e
p
er
f
o
r
m
a
n
ce
,
th
e
n
ec
ess
ar
y
s
u
p
p
o
r
t
h
elp
s
to
im
p
r
o
v
e
th
eir
lea
r
n
in
g
.
T
h
e
r
eliab
le
ap
p
r
o
ac
h
is
to
s
u
p
p
o
r
t
teac
h
e
r
s
f
o
r
ap
p
licatio
n
o
f
th
eir
u
til
izatio
n
in
w
o
r
k
[
2
7
]
.
T
h
e
s
ig
n
if
ican
t
ch
allen
g
es
em
er
g
ed
wh
en
teac
h
er
s
ar
e
h
ig
h
ly
m
o
tiv
ated
a
n
d
th
er
e
is
n
o
s
u
p
p
o
r
t
to
t
h
em
f
o
r
th
eir
p
er
f
o
r
m
an
ce
[
2
8
]
.
T
h
u
s
,
teac
h
er
’
s
s
elf
-
ef
f
icac
y
s
h
o
u
ld
b
e
m
o
tiv
ated
an
d
th
e
y
m
u
s
t
b
e
s
u
p
p
o
r
ted
f
o
r
ef
f
ec
tiv
e
p
er
f
o
r
m
an
ce
[
2
9
]
.
A
h
ig
h
er
lev
el
o
f
s
u
p
p
o
r
t
to
im
p
r
o
v
e
th
e
lear
n
in
g
o
f
teac
h
er
s
an
d
in
f
lu
en
cin
g
th
e
ir
s
elf
-
ef
f
icac
y
is
r
ec
o
m
m
en
d
ed
to
i
n
f
lu
en
ce
t
h
e
ir
p
er
f
o
r
m
an
ce
.
T
h
u
s
,
th
e
h
y
p
o
th
esis
was
f
o
r
m
u
lated
as:
th
er
e
is
a
r
elatio
n
s
h
ip
b
etwe
en
T
SE
an
d
TP
(
H4
)
.
Self
-
ef
f
icac
y
o
f
teac
h
e
r
s
in
f
l
u
en
ce
th
eir
p
er
f
o
r
m
a
n
ce
[
5
]
.
T
h
e
p
s
y
ch
o
lo
g
ically
s
tr
o
n
g
te
ac
h
er
s
ar
e
ef
f
ec
tiv
e
in
th
eir
d
ec
is
io
n
m
ak
in
g
an
d
im
p
r
o
v
em
en
t
in
p
er
f
o
r
m
a
n
ce
.
Similar
ly
,
th
e
teac
h
er
s
wh
o
ar
e
less
m
o
tiv
ated
,
th
eir
p
er
f
o
r
m
an
ce
is
co
m
p
r
o
m
is
ed
[
8
]
.
T
h
e
p
er
f
o
r
m
an
ce
o
f
teac
h
e
r
s
is
also
im
p
r
o
v
e
d
b
ased
o
n
th
eir
in
v
o
lv
em
e
n
t
in
teac
h
in
g
.
T
h
e
h
ig
h
e
r
lev
el
o
f
i
n
v
o
lv
e
m
en
t
in
cr
ea
s
es
th
e
s
elf
-
ef
f
icac
y
o
f
teac
h
er
s
an
d
s
u
p
p
o
r
t
th
eir
p
er
f
o
r
m
a
n
ce
[
9
]
.
W
h
ile
th
e
lo
wer
lev
el
o
f
p
er
f
o
r
m
an
ce
is
less
s
u
p
p
o
r
tiv
e
t
o
teac
h
er
s
an
d
th
eir
p
er
f
o
r
m
an
ce
is
also
co
m
p
r
o
m
is
ed
.
I
n
d
ev
elo
p
in
g
teac
h
e
r
s
’
p
er
f
o
r
m
a
n
ce
,
th
e
r
o
le
o
f
t
h
eir
s
elf
-
ef
f
icac
y
is
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
:
898
-
9
0
9
900
in
cr
ea
s
ed
o
v
er
tim
e
wh
ich
ac
t
iv
ely
s
u
p
p
o
r
t
th
eir
p
er
f
o
r
m
an
ce
[
3
0
]
.
T
h
u
s
,
th
e
h
y
p
o
th
esis
H5
(
a)
p
r
o
p
o
s
ed
as
:
th
er
e
is
a
r
elatio
n
s
h
ip
m
e
d
iatin
g
r
o
le
o
f
T
SE
in
th
e
r
elatio
n
s
h
ip
b
etwe
en
IL
an
d
TP
.
T
h
e
m
o
tiv
atio
n
o
f
teac
h
er
s
is
im
p
r
o
v
ed
wh
en
th
ey
ar
e
s
u
p
p
o
r
ted
with
g
o
o
d
en
v
ir
o
n
m
e
n
t
to
wo
r
k
[
3
1
]
.
T
h
e
lo
g
ical
u
n
d
er
s
tan
d
in
g
to
im
p
r
o
v
e
th
e
p
er
f
o
r
m
an
ce
o
f
teac
h
er
s
is
wh
en
th
e
s
u
p
p
o
r
t
f
r
o
m
m
an
ag
em
en
t
is
r
eliab
le.
I
t
is
r
ec
o
m
m
en
d
e
d
t
h
at
th
e
m
an
a
g
e
m
en
t
s
h
o
u
ld
e
m
p
h
asize
teac
h
er
s
to
in
c
r
ea
s
e
th
eir
p
er
f
o
r
m
an
ce
b
u
t
th
eir
s
elf
-
ef
f
i
ca
cy
also
s
h
o
u
ld
b
e
im
p
r
o
v
ed
[
3
2
]
.
T
h
e
h
ig
h
l
y
m
o
tiv
ated
tea
ch
er
s
ar
e
ef
f
ec
tiv
e
in
th
eir
p
er
f
o
r
m
an
ce
wh
ich
is
a
lo
g
ical
way
f
o
r
war
d
to
i
n
f
lu
en
ce
th
eir
p
er
f
o
r
m
a
n
ce
[
3
3
]
.
T
h
e
s
elf
-
e
f
f
icac
y
b
ased
ap
p
r
o
ac
h
o
f
teac
h
er
s
is
d
ev
elo
p
ed
w
h
en
t
h
ey
h
av
e
a
u
to
n
o
m
y
to
d
esig
n
th
eir
lectu
r
e
an
d
in
v
o
lv
em
en
t
s
tu
d
en
ts
in
to
p
r
o
d
u
ctiv
e
wo
r
k
with
o
u
t
an
y
e
x
ter
n
al
in
f
lu
en
c
e
[
3
4
]
.
T
h
er
e
f
o
r
e,
t
h
e
p
er
f
o
r
m
an
ce
o
f
teac
h
e
r
s
is
in
cr
ea
s
ed
.
T
h
u
s
,
th
e
h
y
p
o
t
h
esis
H5
(
b
)
is
f
o
r
m
u
lated
as
:
th
er
e
i
s
a
r
elatio
n
s
h
ip
m
ed
iatin
g
r
o
le
o
f
T
SE
in
th
e
r
elatio
n
s
h
ip
b
etwe
en
TA
a
n
d
TP
.
T
h
e
r
eso
u
r
ce
s
ar
e
also
n
ec
ess
ar
y
to
in
f
l
u
en
ce
t
h
e
p
er
f
o
r
m
a
n
ce
o
f
teac
h
e
r
s
[
3
]
.
W
h
en
th
e
teac
h
er
s
h
av
e
ef
f
ec
tiv
e
r
eso
u
r
ce
s
,
th
eir
p
er
f
o
r
m
an
ce
lev
el
is
im
p
r
o
v
ed
.
I
t
is
r
ec
o
m
m
e
n
d
ed
th
at
te
ac
h
er
s
s
h
o
u
ld
h
av
e
h
ig
h
lev
el
o
f
p
er
f
o
r
m
an
ce
th
at
is
n
ec
es
s
ar
y
to
s
tr
ateg
ically
i
n
f
lu
en
ce
th
eir
p
er
f
o
r
m
a
n
ce
[
4
]
.
W
h
er
ea
s
th
e
les
s
av
ailab
ilit
y
o
f
r
eso
u
r
ce
s
lim
its
th
e
p
er
f
o
r
m
a
n
ce
o
f
teac
h
e
r
s
th
at
is
a
s
ig
n
if
ican
t
ch
allen
g
e.
T
h
e
im
p
r
o
v
em
en
t
in
teac
h
in
g
is
b
ased
o
n
u
tili
za
tio
n
o
f
r
eso
u
r
ce
s
an
d
r
an
k
in
g
o
f
ed
u
ca
tio
n
al
in
s
titu
tio
n
s
is
a
ls
o
d
ev
elo
p
ed
with
it
[
3
5
]
.
Ho
wev
er
,
th
e
s
elf
-
ef
f
icac
y
o
f
teac
h
er
s
m
atter
s
a
lo
t
o
n
th
e
wa
y
th
ey
u
tili
ze
th
e
a
v
ailab
le
r
eso
u
r
ce
s
f
o
r
th
eir
wo
r
k
to
im
p
r
o
v
e
p
er
f
o
r
m
an
ce
[
1
5
]
.
T
h
u
s
,
th
e
h
y
p
o
th
esis
H5
(
c)
is
f
o
r
m
u
lated
as
:
th
er
e
is
a
r
elatio
n
s
h
ip
m
ed
iatin
g
r
o
le
o
f
T
SE
in
th
e
r
elatio
n
s
h
ip
b
etwe
en
ST
an
d
TP
.
T
h
e
wo
r
k
l
o
ad
in
teac
h
in
g
is
al
s
o
p
r
o
b
lem
atic
f
o
r
teac
h
er
s
to
in
f
lu
en
ce
th
eir
p
er
f
o
r
m
a
n
ce
[
1
4
]
.
W
h
en
th
e
teac
h
er
s
ar
e
m
o
tiv
ated
to
p
er
f
o
r
m
well,
th
eir
s
elf
-
ef
f
ica
cy
is
d
ev
elo
p
e
d
.
Ma
n
y
teac
h
er
s
ar
e
n
o
t
s
atis
f
ied
to
teac
h
er
wh
en
th
eir
r
esp
o
n
s
ib
ilit
ies
ar
e
h
ig
h
[
1
0
]
.
T
h
er
e
i
s
n
ee
d
to
b
alan
ce
c
u
r
r
icu
lar
an
d
co
-
c
u
r
r
icu
la
r
ac
tiv
ities
o
f
th
e
teac
h
er
s
wh
ich
h
av
e
a
s
ig
n
if
ican
t
i
n
f
lu
e
n
ce
o
n
th
eir
p
e
r
f
o
r
m
an
ce
.
T
h
e
r
eliab
le
way
o
f
teac
h
er
s
’
p
er
f
o
r
m
a
n
ce
is
to
s
u
p
p
o
r
t
th
em
f
o
r
ef
f
ec
tiv
e
o
u
tc
o
m
e
[
1
7
]
.
W
h
en
teac
h
er
s
a
r
e
h
ig
h
ly
m
o
tiv
ated
t
o
im
p
r
o
v
e
th
eir
p
er
f
o
r
m
an
ce
,
m
an
ag
em
en
t
s
h
o
u
ld
n
o
t
in
v
o
l
v
e
th
em
in
ex
tr
a
-
c
u
r
r
icu
lar
a
ctiv
ities
wh
ich
lim
it
th
eir
p
e
r
f
o
r
m
an
ce
[
3
6
]
.
T
h
er
ef
o
r
e,
wo
r
k
l
o
ad
is
an
in
f
lu
e
n
cin
g
f
ac
t
o
r
in
teac
h
er
’
s
p
er
f
o
r
m
an
ce
.
T
h
u
s
,
th
e
h
y
p
o
th
esis
was
f
o
r
m
u
lated
as
:
th
er
e
is
a
r
elatio
n
s
h
ip
m
o
d
er
a
tin
g
r
o
le
o
f
TW
in
th
e
r
elatio
n
s
h
ip
b
etwe
en
s
elf
-
ef
f
icac
y
an
d
TP
(
H6
)
.
T
h
e
m
o
d
el
o
f
th
is
s
tu
d
y
is
s
h
o
wn
in
F
ig
u
r
e
1
.
Fig
u
r
e
1
.
R
esear
ch
m
o
d
el
2.
M
E
T
H
O
D
T
h
is
r
esear
ch
is
b
ased
o
n
q
u
a
n
titativ
e
d
esig
n
wh
er
e
th
e
d
at
a
co
llected
f
r
o
m
r
esp
o
n
d
en
ts
was
u
s
ed
to
m
ea
s
u
r
e
th
e
r
elatio
n
s
h
ip
s
b
etwe
en
v
ar
iab
les.
T
h
e
r
esear
ch
o
p
er
atio
n
alize
d
th
e
v
ar
iab
l
es
an
d
u
s
ed
s
ca
le
d
ev
elo
p
e
d
b
y
p
r
ev
io
u
s
s
tu
d
ie
s
to
m
ea
s
u
r
e
th
e
s
tr
u
ctu
r
al
r
elatio
n
s
h
ip
s
b
etwe
en
v
ar
iab
le
s
[3
7
]
–
[
42
]
.
I
n
th
e
p
r
ev
io
u
s
s
tu
d
ies,
th
ese
s
ca
le
item
s
ac
h
iev
ed
co
ef
f
icien
t
o
f
r
eliab
ilit
y
(
α
)
s
ig
n
if
ican
tly
.
W
h
er
ea
s
,
r
esear
ch
b
y
Ma
n
n
[
4
3
]
r
ec
o
m
m
en
d
ed
to
u
s
e
a
s
ca
le
wh
en
α
v
alu
e
is
ab
o
v
e
0
.
7
0
.
I
n
th
e
s
o
u
r
ce
s
tu
d
ies,
α
v
alu
e
f
o
r
all
s
ca
le
item
s
wer
e
ab
o
v
e
th
e
af
o
r
em
e
n
tio
n
ed
th
r
esh
o
ld
.
Hen
ce
,
th
e
s
ca
le
was
co
n
s
id
er
ed
r
eliab
le
an
d
v
alid
to
f
u
r
th
e
r
u
s
e
in
f
u
tu
r
e
s
tu
d
ies
.
T
h
e
p
r
o
ce
s
s
o
f
q
u
an
titativ
e
d
ata
b
ased
h
y
p
o
th
eses
test
in
g
is
s
ig
n
if
ican
t
to
s
ch
o
lar
s
as
it
h
elp
s
to
d
eter
m
in
e
th
e
n
atu
r
e
an
d
d
ir
ec
tio
n
o
f
r
elatio
n
s
h
ip
s
.
T
h
is
s
tu
d
y
h
as
test
ed
d
ir
ec
t,
m
ed
iatin
g
an
d
m
o
d
er
atin
g
r
elatio
n
s
h
ip
s
with
q
u
an
titativ
e
d
ata.
T
h
e
p
r
o
ce
s
s
o
f
d
ata
co
llectio
n
was
co
m
p
r
eh
en
s
iv
e
to
e
n
s
u
r
e
th
e
g
en
er
aliza
tio
n
o
f
f
in
d
in
g
s
.
T
h
e
r
esear
ch
p
o
p
u
latio
n
wer
e
th
e
teac
h
er
s
an
d
s
tu
d
en
ts
in
Sh
an
g
h
ai
b
ased
h
ig
h
s
c
h
o
o
l.
T
h
is
p
o
p
u
latio
n
was
co
n
s
id
er
ed
f
o
r
two
p
u
r
p
o
s
es:
d
iv
er
s
ity
o
f
d
a
ta
an
d
g
en
er
aliza
tio
n
o
f
f
i
n
d
i
n
g
s
.
Prin
cip
als
an
d
teac
h
er
s
wer
e
c
o
n
s
id
er
ed
f
o
r
t
h
e
co
llectio
n
o
f
d
ata.
I
n
p
r
ev
i
o
u
s
s
tu
d
ies,
th
e
s
ch
o
lar
s
also
co
llected
d
ata
f
r
o
m
I
n
st
r
u
c
t
i
o
n
a
l
l
e
a
d
e
r
sh
i
p
(
I
L)
Te
a
c
h
i
n
g
a
u
t
o
n
o
m
y
(
T
A)
S
c
h
o
o
l
r
e
s
o
u
r
c
e
s
(
S
R
)
Te
a
c
h
e
r
p
e
r
f
o
r
ma
n
c
e
(
TP)
Te
a
c
h
e
r
s
e
l
f
-
e
f
f
i
c
a
c
y
(
TS)
Te
a
c
h
i
n
g
w
o
r
k
l
o
a
d
(
TW)
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
F
a
cto
r
s
in
flu
en
cin
g
tea
c
h
er p
erfo
r
ma
n
ce
in
S
h
a
n
g
h
a
i h
ig
h
s
ch
o
o
ls
in
C
OV
I
D
-
1
9
p
a
n
d
em
ic
(
Yu
a
n
Jia
n
g
)
901
teac
h
er
s
an
d
s
tu
d
en
ts
to
an
aly
ze
th
e
r
elatio
n
s
h
ip
b
etwe
en
v
a
r
iab
les.
I
n
ad
d
itio
n
,
th
e
s
tu
d
y
u
s
ed
a
L
i
k
er
t
s
ca
le
q
u
esti
o
n
n
air
e
f
o
r
co
llectio
n
o
f
d
ata.
T
h
is
q
u
esti
o
n
n
air
e
was
s
elf
-
s
tr
u
ctu
r
ed
an
d
b
ased
o
n
t
h
e
item
s
tak
en
f
r
o
m
p
r
ev
io
u
s
s
tu
d
ies.
T
h
e
r
e
wer
e
t
wo
s
ec
tio
n
s
in
th
e
q
u
esti
o
n
n
air
e:
d
em
o
g
r
ap
h
ics an
d
L
ik
er
t s
ca
les.
Sin
ce
th
e
p
o
p
u
latio
n
o
f
th
e
s
t
u
d
y
was
d
ef
in
e
d
,
a
p
u
r
p
o
s
iv
e
s
am
p
lin
g
was
u
s
ed
f
o
r
c
o
llectio
n
o
f
d
ata.
T
ea
ch
er
s
an
d
p
r
in
cip
als
wer
e
co
n
tacte
d
f
o
r
p
r
o
v
id
in
g
q
u
an
titativ
e
d
ata
o
n
th
is
r
esear
ch
.
T
h
is
d
ata
was
co
llected
in
cr
o
s
s
-
s
ec
tio
n
al
d
esig
n
.
I
t
is
s
ig
n
if
ican
t
to
co
llect
cr
o
s
s
-
s
ec
tio
n
al
d
ata
wh
en
th
e
r
ef
lectiv
e
s
ca
le
item
s
ar
e
u
s
ed
to
m
ea
s
u
r
e
th
e
r
elatio
n
s
h
ip
b
etwe
en
v
ar
iab
les.
I
n
ac
co
r
d
a
n
ce
,
th
e
s
tu
d
y
u
s
ed
s
u
r
v
ey
b
ased
ap
p
r
o
ac
h
f
o
r
d
ata
co
llectio
n
.
T
h
is
ap
p
r
o
a
ch
is
s
ig
n
if
ican
tly
co
n
s
id
er
ed
to
c
o
llect
d
ata
as
th
e
p
r
e
v
io
u
s
s
tu
d
ies
also
u
s
ed
s
u
r
v
ey
b
ased
ap
p
r
o
a
ch
in
d
ata
c
o
llectio
n
.
T
h
e
r
esp
o
n
d
en
ts
o
f
th
e
s
tu
d
y
wer
e
co
n
tacte
d
b
e
f
o
r
e
d
ata
c
o
llectio
n
.
I
t
is
n
ec
ess
ar
y
to
c
o
llect
d
ata
eth
ically
f
o
r
an
y
r
esear
ch
.
T
h
e
r
ef
o
r
e,
th
e
r
esp
o
n
d
e
n
ts
o
f
th
is
s
tu
d
y
wer
e
c
o
n
tacte
d
th
r
o
u
g
h
th
e
ad
m
in
is
tr
atio
n
o
f
th
e
s
ch
o
o
ls
.
Data
co
llectio
n
letter
wer
e
s
u
b
m
itted
t
o
th
e
s
ch
o
o
l’
s
ad
m
in
is
tr
atio
n
p
r
i
o
r
t
o
co
llect
d
ata.
T
h
e
ad
m
in
is
tr
atio
n
o
f
th
e
s
ch
o
o
ls
wer
e
co
n
tacte
d
u
s
in
g
p
h
o
n
e
ca
lls
an
d
em
ails
to
g
et
th
eir
p
er
ce
p
tio
n
f
o
r
d
at
a
co
llectio
n
.
I
n
th
is
s
tu
d
y
,
n
o
h
u
m
an
s
u
b
ject
was
in
v
o
lv
ed
b
u
t
ju
s
t
s
u
r
v
ey
b
ased
d
ata
co
llec
tio
n
to
m
ea
s
u
r
e
th
e
p
er
ce
p
tio
n
o
f
r
esp
o
n
d
e
n
ts
.
T
h
is
r
esear
ch
h
as
co
llected
d
ata
u
s
in
g
p
r
in
ted
q
u
esti
o
n
n
ai
r
e.
Acc
o
r
d
in
g
to
s
ch
o
lar
s
,
a
s
am
p
le
o
f
m
o
r
e
th
a
n
3
0
0
r
esp
o
n
d
e
n
ts
is
ap
p
r
o
p
r
iate
to
a
n
aly
ze
th
e
d
at
a.
T
h
is
r
esear
ch
d
is
tr
ib
u
ted
4
0
0
q
u
esti
o
n
n
air
es
to
co
llect
th
e
d
ata.
T
h
ese
q
u
esti
o
n
n
air
es
wer
e
d
is
tr
ib
u
ted
to
c
o
llect
th
e
r
esp
o
n
s
es
f
r
o
m
th
e
p
ar
ticip
an
ts
.
T
h
ey
wer
e
in
f
o
r
m
ed
ab
o
u
t
th
e
p
u
r
p
o
s
e
o
f
r
esear
ch
a
n
d
b
asic
in
s
tr
u
ctio
n
s
to
r
esp
o
n
d
t
o
q
u
esti
o
n
s
.
A
to
tal
o
f
3
4
4
r
esp
o
n
s
es
wer
e
co
llected
b
ac
k
an
d
in
itial
s
cr
ee
n
in
g
was
p
er
f
o
r
m
ed
.
Du
r
i
n
g
in
itial
s
cr
ee
n
in
g
,
s
o
m
e
r
esp
o
n
s
es
wer
e
d
elete
d
an
d
3
2
1
r
esp
o
n
s
es
wer
e
co
n
s
id
er
ed
v
alid
f
o
r
t
h
e
an
aly
s
is
o
f
d
ata.
Acc
o
r
d
in
g
to
Hair
et
a
l.
[
4
4
]
,
a
s
am
p
le
ab
o
v
e
3
0
0
is
s
ig
n
if
ican
t
to
an
aly
ze
th
e
d
ata
with
Sm
ar
t
PLS
3
;
w
h
ile
Ha
ir
et
a
l.
[
4
5
]
p
r
ev
io
u
s
ly
d
is
cu
s
s
ed
th
at
Sm
ar
t PL
S is
u
s
ef
u
l to
an
aly
ze
s
m
all
lev
el
o
f
d
ata
s
am
p
le
.
T
h
is
s
tu
d
y
u
s
ed
two
s
o
f
twar
e
s
tatis
t
ical
p
ac
k
ag
e
f
o
r
s
o
cial
s
cien
ce
s
(
SP
SS
)
2
6
an
d
Sm
ar
t
PLS
3
f
o
r
an
aly
s
is
o
f
d
ata.
SP
SS
2
6
was
u
s
ed
to
an
aly
ze
th
e
d
em
o
g
r
ap
h
ic
in
f
o
r
m
atio
n
o
f
th
e
s
tu
d
y
.
Fu
r
th
er
m
o
r
e
,
Sm
ar
t
PLS
3
was
u
s
ed
f
o
r
in
f
er
en
ti
al
test
s
.
T
h
e
m
ea
s
u
r
em
en
t
m
o
d
el
ass
ess
m
en
t
an
d
s
tr
u
ctu
r
al
m
o
d
el
ass
ess
m
en
t
wer
e
p
er
f
o
r
m
ed
to
a
n
aly
ze
th
e
d
ata.
Similar
ly
,
th
e
f
in
d
in
g
s
o
f
p
r
ed
ictiv
e
r
ele
v
an
ce
wer
e
als
o
test
ed
to
an
aly
ze
th
e
n
atu
r
e
a
n
d
p
r
ed
ictiv
e
p
o
w
er
o
f
th
e
m
o
d
el.
3.
RE
SU
L
T
S
T
h
e
d
ata
o
f
th
is
r
esear
c
h
was a
n
aly
ze
d
a
n
d
d
em
o
g
r
ap
h
ic
i
n
f
o
r
m
atio
n
was
test
ed
at
s
tag
e
f
ir
s
t.
Ou
t
o
f
3
2
1
r
esp
o
n
d
en
ts
,
2
4
wer
e
u
n
d
er
ag
e
o
f
2
5
.
Fu
r
th
er
m
o
r
e,
th
er
e
wer
e
1
5
2
r
esp
o
n
d
en
ts
in
ag
e
g
r
o
u
p
o
f
2
5
–
3
4
an
d
8
1
in
ag
e
g
r
o
u
p
o
f
3
5
–
4
4
.
Me
an
wh
ile,
th
er
e
wer
e
6
4
r
esp
o
n
d
e
n
ts
in
ag
e
g
r
o
u
p
ab
o
v
e
4
4
y
ea
r
s
.
Fro
m
th
e
d
ata
o
f
g
en
d
er
,
it
was
f
o
u
n
d
th
at
1
3
9
r
esp
o
n
d
en
ts
wer
e
m
ale
an
d
1
8
2
r
esp
o
n
d
en
ts
wer
e
f
em
ale.
I
n
ad
d
itio
n
,
th
e
s
tu
d
y
f
o
u
n
d
th
at
9
3
r
esp
o
n
d
e
n
ts
wer
e
p
r
in
cip
als
an
d
2
2
8
r
esp
o
n
d
en
ts
wer
e
teac
h
er
s
.
Fin
ally
,
4
8
r
esp
o
n
d
en
ts
wer
e
p
e
r
f
o
r
m
in
g
th
eir
cu
r
r
en
t
r
o
le
o
f
teac
h
e
r
o
r
p
r
in
cip
al
f
r
o
m
less
th
an
1
y
ea
r
.
W
h
er
ea
s
1
4
5
r
esp
o
n
d
en
ts
wer
e
p
er
f
o
r
m
in
g
th
is
r
o
le
f
r
o
m
1
–
3
y
ea
r
s
an
d
1
2
8
r
esp
o
n
d
en
ts
wer
e
p
er
f
o
r
m
in
g
th
is
r
o
le
f
r
o
m
m
o
r
e
th
an
3
y
ea
r
s
.
T
h
e
d
em
o
g
r
ap
h
ics in
f
o
r
m
atio
n
a
b
o
u
t th
e
r
esp
o
n
d
en
ts
is
r
ep
o
r
ted
in
T
ab
le
1
.
T
ab
le
1
.
Dem
o
g
r
ap
h
ic
o
f
r
esp
o
n
d
en
ts
C
o
n
st
r
u
c
t
C
a
t
e
g
o
r
y
C
o
u
n
t
s
To
t
a
l
P
r
o
p
o
r
t
i
o
n
A
g
e
U
n
d
e
r
2
5
24
3
2
1
0
.
0
7
5
25
–
3
4
y
e
a
r
s
1
5
2
3
2
1
0
.
4
7
4
35
–
4
4
y
e
a
r
s
81
3
2
1
0
.
2
5
2
A
b
o
v
e
4
4
y
e
a
r
s
64
3
2
1
0
.
1
9
9
G
e
n
d
e
r
M
a
l
e
1
3
9
3
2
1
0
.
4
3
3
F
e
mal
e
1
8
2
3
2
1
0
.
5
6
7
R
o
l
e
P
r
i
n
c
i
p
a
l
93
3
2
1
0
.
2
9
Te
a
c
h
e
r
2
2
8
3
2
1
0
.
7
1
H
o
w
ma
n
y
y
e
a
r
s
y
o
u
h
a
v
e
b
e
e
n
i
n
c
u
r
r
e
n
t
r
o
l
e
?
Le
ss
t
h
a
n
1
y
e
a
r
48
3
2
1
0
.
1
5
1
–
3
y
e
a
r
s
1
4
5
3
2
1
0
.
4
5
2
M
o
r
e
t
h
a
n
3
y
e
a
r
s
1
2
8
3
2
1
0
.
3
9
9
T
h
e
d
escr
ip
tiv
e
s
tatis
tics
o
f
th
e
d
ata
was
test
ed
to
m
ea
s
u
r
e
its
n
o
r
m
ality
.
Fo
r
th
is
p
u
r
p
o
s
e,
th
e
m
ea
n
an
d
s
tan
d
ar
d
d
e
v
iatio
n
o
f
th
e
d
ata
was
an
aly
ze
d
at
f
ir
s
t.
T
h
e
f
in
d
i
n
g
s
co
n
f
ir
m
th
at
p
ar
ti
cip
an
ts
r
esp
o
n
d
e
d
p
r
o
p
er
l
y
to
th
e
d
ata
an
d
m
ea
n
an
d
s
tan
d
ar
d
d
e
v
iatio
n
was
s
i
g
n
if
ican
t.
Fu
r
th
e
r
m
o
r
e,
th
e
f
in
d
in
g
s
o
f
s
k
ewn
ess
an
d
k
u
r
to
s
is
wer
e
a
n
aly
ze
d
with
th
r
esh
o
ld
-
2
an
d
+2
[
4
6
]
.
T
h
e
r
esu
lts
r
ep
o
r
t
th
at
d
a
ta
was
s
ig
n
if
ican
tly
ac
ce
p
ted
f
o
r
n
o
r
m
ality
as p
r
es
en
ted
in
T
ab
le
2
.
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
:
898
-
9
0
9
902
T
h
e
f
in
d
i
n
g
s
o
f
m
ea
s
u
r
em
e
n
t
m
o
d
el
ass
ess
m
en
t
wer
e
ch
ec
k
ed
to
a
n
aly
ze
th
e
in
d
iv
i
d
u
al
item
s
’
r
eliab
ilit
y
.
I
t
is
a
p
r
o
ce
s
s
to
c
h
ec
k
if
th
e
d
ata
o
f
th
e
s
tu
d
y
i
s
ap
p
r
o
p
r
iately
lo
ad
e
d
o
n
s
ca
le
item
s
.
T
h
e
f
ac
to
r
lo
ad
in
g
s
ar
e
ch
ec
k
ed
in
th
is
s
tag
e
an
d
item
s
lo
ad
i
n
g
b
elo
w
0
.
6
0
a
r
e
d
elete
d
[
4
7
]
.
T
h
e
f
i
n
d
in
g
s
r
ep
o
r
te
d
in
T
ab
le
3
co
n
f
ir
m
ed
th
at
all
s
ca
le
item
s
wer
e
s
ig
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th
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5
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4
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ce
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ze
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le
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2
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20
25
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9
6
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n
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o
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h
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o
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g
[
4
4
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d
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g
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th
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n
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r
th
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e,
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ip
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d
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e
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d
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wn
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n
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u
r
e
3
an
d
T
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le
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.
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ly
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e
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i
n
d
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g
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o
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m
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ip
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r
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I
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J
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2252
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h
e
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5
(
b
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o
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m
e
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t
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d
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ig
n
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t
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s
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ip
m
e
d
iatin
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l
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o
f
T
SE
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th
e
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s
h
ip
b
etwe
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T
A
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d
T
P
.
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ally
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th
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f
in
d
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g
s
o
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(
c)
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m
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ig
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p
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SE
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ip
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SR
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d
T
P.
T
h
e
r
esu
lts
ar
e
r
ep
o
r
ted
in
T
ab
le
8
.
T
h
e
f
in
d
in
g
s
o
f
p
r
ed
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e
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el
ev
an
ce
wer
e
m
ea
s
u
r
ed
to
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al
y
ze
th
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p
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ed
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p
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wer
o
f
m
o
d
el
f
r
o
m
in
d
ep
en
d
en
t
v
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r
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les
to
d
ep
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d
en
t
v
ar
iab
les.
T
h
e
s
tu
d
y
u
s
ed
PLS
B
lin
d
f
o
ld
in
g
test
to
an
aly
ze
p
r
e
d
ictiv
e
r
elev
an
ce
.
T
h
e
f
i
n
d
in
g
s
(
Q2
>0
)
r
e
p
o
r
ted
in
Fig
u
r
e
5
an
d
T
ab
le
9
co
n
f
ir
m
t
h
at
p
r
e
d
ic
tiv
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r
elev
an
ce
was
s
ig
n
if
ican
tly
ac
h
iev
e
d
.
T
h
er
e
f
o
r
e,
t
h
e
s
tu
d
y
m
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el
was
s
ig
n
if
ican
tly
c
o
n
f
ir
m
e
d
with
r
eliab
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r
ed
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.
T
ab
le
8
.
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n
d
ir
ec
t
p
at
h
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I
n
d
i
r
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t
p
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O
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n
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T
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>
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.
0
5
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1
7
2
.
9
0
2
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4
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6
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0
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4
4
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0
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5
Fig
u
r
e
5
.
Pre
d
ictiv
e
r
elev
an
ce
T
ab
le
9
.
Pre
d
ictiv
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r
elev
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ce
C
o
n
st
r
u
c
t
SSO
SSE
Q
² (=1
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S
S
E/
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S
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)
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9
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9
6
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6
3
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9
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6
1
6
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4
.
7
4
7
0
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1
6
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1
6
0
5
1
3
0
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0
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4
0
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1
9
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9
6
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9
6
3
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9
6
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6
3
4.
DIS
CU
SS
I
O
N
T
h
e
em
p
ir
ical
ju
s
tific
atio
n
we
r
e
u
s
ed
to
ac
h
iev
e
th
e
o
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jectiv
e
o
f
th
is
r
esear
c
h
.
Acc
o
r
d
in
g
to
r
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lts
o
f
H1
,
th
er
e
is
a
s
ig
n
if
ican
t
r
elatio
n
s
h
ip
b
etwe
en
I
L
an
d
T
SE.
T
h
is
r
elatio
n
s
h
ip
is
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a
ly
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in
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n
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t
o
f
p
r
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s
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o
r
d
in
g
t
o
Hajo
v
s
k
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a
l.
[
3
0
]
,
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n
e
d
e
p
en
d
ab
le
s
tr
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y
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o
r
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n
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h
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f
ec
tiv
e
n
ess
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u
ca
tio
n
al
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s
titu
tio
n
s
is
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L
.
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ly
,
r
esear
ch
b
y
Gu
o
y
an
et
a
l.
[
3
6
]
d
is
cu
s
s
ed
th
at
wh
en
o
r
g
a
n
izatio
n
al
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
:
898
-
9
0
9
906
task
s
ar
e
ca
r
r
ied
o
u
t
in
ac
co
r
d
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ce
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r
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ts
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L
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s
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r
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ed
.
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h
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Utam
i
et
a
l.
[
2
2
]
r
ep
o
r
t
ed
th
at
th
e
r
ea
d
in
ess
a
n
d
d
r
iv
e
to
e
n
h
an
ce
p
e
r
f
o
r
m
an
ce
is
a
cr
u
cial
co
m
p
o
n
en
t
th
at
p
r
o
p
els
teac
h
er
s
'
s
u
p
p
o
r
t
an
d
ed
u
ca
tio
n
.
W
h
er
ea
s
,
Hu
tzler
et
a
l.
[
3
1
]
d
is
cu
s
s
ed
in
cr
ea
s
in
g
teac
h
er
s
’
s
elf
-
ef
f
icac
y
alwa
y
s
m
ea
n
s
p
r
o
v
i
d
in
g
th
em
with
a
h
ig
h
e
r
lev
el
o
f
s
u
p
p
o
r
t,
wh
ic
h
in
tu
r
n
im
p
r
o
v
es
th
eir
s
tr
ateg
ic
p
er
f
o
r
m
an
ce
.
T
h
e
r
esu
lts
o
f
H2
co
n
f
ir
m
ed
th
at
th
er
e
is
a
p
o
s
itiv
e
an
d
s
i
g
n
if
ican
t
r
elatio
n
s
h
ip
b
etwe
e
n
T
A
an
d
T
SE.
T
h
is
r
elatio
n
s
h
ip
is
an
al
y
ze
d
in
co
n
tex
t
o
f
p
r
ev
io
u
s
s
tu
d
ies.
Acc
o
r
d
i
n
g
t
o
Pre
wett
an
d
W
h
itn
ey
[
1
7
]
,
teac
h
er
s
’
willin
g
n
ess
to
p
er
f
o
r
m
is
s
ig
n
if
ican
tly
in
f
lu
e
n
ce
d
b
y
th
eir
au
to
n
o
m
y
at
wo
r
k
i
n
an
y
ed
u
ca
tio
n
al
s
ettin
g
.
Me
an
wh
ile
,
Fah
m
i
et
a
l.
[
2
0
]
d
en
o
ted
th
at
wh
e
n
in
s
tr
u
cto
r
s
h
av
e
a
s
tr
o
n
g
d
esire
t
o
d
o
b
etter
at
wh
at
th
ey
d
o
,
th
e
cu
ltu
r
e
o
f
ed
u
ca
ti
o
n
ca
n
p
r
o
g
r
ess
.
Acc
o
r
d
in
g
to
B
ir
jan
d
i
an
d
T
am
jid
[
2
8
]
,
ass
is
tin
g
ed
u
ca
to
r
s
in
u
s
in
g
th
eir
cr
ea
tiv
ity
is
a
s
en
s
ib
le
way
to
im
p
r
o
v
e
th
eir
p
e
r
f
o
r
m
a
n
ce
.
W
h
ile
,
So
n
g
et
a
l.
[
9
]
d
is
cu
s
s
ed
th
at
h
ig
h
er
p
er
f
o
r
m
a
n
ce
is
lo
g
ically
s
u
p
p
o
r
ted
b
y
th
e
m
ajo
r
wo
r
k
in
g
cu
ltu
r
e
th
at
is
d
ev
elo
p
ed
in
a
cr
ea
tiv
e
wo
r
k
in
g
e
n
v
ir
o
n
m
en
t t
h
an
k
s
t
o
th
is
s
tr
ateg
ic
s
u
p
p
o
r
t.
T
h
e
f
in
d
in
g
s
o
f
H3
r
ep
o
r
te
d
th
at
th
er
e
is
a
p
o
s
itiv
e
an
d
s
ig
n
if
ican
t
r
elatio
n
s
h
ip
b
etwe
en
SR
an
d
T
SE.
Acc
o
r
d
in
g
t
o
Ap
ar
ici
o
et
a
l.
[
2
6
]
,
th
e
av
ailab
il
ity
o
f
m
ater
ials
h
elp
s
teac
h
er
s
im
p
r
o
v
e
th
eir
ef
f
ec
tiv
en
ess
.
Fu
r
th
er
m
o
r
e,
L
iu
et
a
l.
[
1
6
]
d
is
cu
s
s
ed
th
at
w
h
en
teac
h
er
s
h
av
e
t
h
e
r
eso
u
r
c
es,
th
ey
n
ee
d
to
d
o
well,
th
eir
lev
el
o
f
co
m
m
itm
e
n
t
in
cr
ea
s
es.
Acc
o
r
d
in
g
to
Mu
en
ch
h
au
s
en
et
a
l.
[
5
]
,
in
s
tr
u
ct
o
r
s
s
h
o
u
ld
b
e
g
iv
en
th
e
ap
p
r
o
p
r
iate
r
eso
u
r
ce
s
.
T
h
u
s
,
h
av
in
g
u
s
ef
u
l to
o
ls
at
th
eir
d
is
p
o
s
al
h
elp
s
teac
h
er
s
p
er
f
o
r
m
b
etter
ev
er
y
tim
e.
Fu
r
th
er
m
o
r
e
,
H4
r
esu
lts
also
s
h
o
w
ed
th
at
th
er
e
is
a
p
o
s
itiv
e
an
d
s
ig
n
if
ican
t
r
elatio
n
s
h
ip
b
etwe
en
T
SE
an
d
T
P.
T
h
is
r
elatio
n
s
h
ip
is
an
aly
ze
d
in
co
n
tex
t
o
f
p
r
e
v
io
u
s
s
tu
d
ies.
Acc
o
r
d
in
g
t
o
Hav
r
ilo
v
a
et
a
l.
[
2
5
]
,
o
n
e
im
p
o
r
tan
t
co
m
p
o
n
en
t
in
r
aisi
n
g
in
s
tr
u
cto
r
s
'
p
er
f
o
r
m
an
c
e
is
th
eir
o
wn
d
r
iv
e.
B
esid
es,
r
esear
ch
b
y
Ak
tu
r
k
an
d
Oztu
r
k
[
3
3
]
d
is
cu
s
s
ed
th
at
s
u
p
p
o
r
tin
g
ed
u
ca
to
r
s
as
th
ey
ap
p
ly
th
eir
u
tili
za
tio
n
in
t
h
e
wo
r
k
p
lace
is
a
d
ep
en
d
a
b
le
s
tr
ateg
y
.
T
h
e
s
tu
d
y
by
L
y
u
et
a
l.
[
1
9
]
d
en
o
ted
t
h
at
teac
h
er
s
'
s
elf
-
ef
f
icac
y
n
ee
d
s
to
b
e
en
co
u
r
a
g
ed
,
an
d
th
ey
n
ee
d
ass
is
tan
ce
in
o
r
d
er
to
wo
r
k
well.
Fu
r
th
e
r
m
o
r
e,
B
iasu
tti
an
d
C
o
n
cin
a
[
3
4
]
h
ig
h
lig
h
ted
th
at
it
is
ad
v
is
ed
th
at
in
s
tr
u
cto
r
s
r
ec
eiv
e
m
o
r
e
h
elp
to
en
h
an
ce
th
eir
lear
n
in
g
an
d
b
o
o
s
t
th
eir
s
elf
-
ef
f
icac
y
in
o
r
d
e
r
to
af
f
ec
t th
eir
p
e
r
f
o
r
m
an
ce
.
T
h
e
f
in
d
i
n
g
s
o
f
h
y
p
o
th
esis
H5
(
a)
co
n
f
ir
m
e
d
th
at
th
er
e
is
a
s
ig
n
if
ican
t
an
d
p
o
s
itiv
e
r
elatio
n
s
h
ip
m
ed
iatin
g
r
o
le
o
f
T
SE
in
th
e
r
elatio
n
s
h
ip
b
etwe
en
I
L
an
d
T
P.
T
h
is
r
elatio
n
s
h
i
p
is
an
al
y
ze
d
in
co
n
te
x
t
o
f
p
r
ev
io
u
s
s
tu
d
ies.
Acc
o
r
d
in
g
to
Af
f
u
s
o
et
a
l.
[
1
4
]
,
teac
h
e
r
s
’
s
elf
-
ef
f
icac
y
af
f
ec
ts
h
o
w
well
th
ey
p
e
r
f
o
r
m
.
T
ea
ch
er
s
th
at
p
o
s
s
ess
h
ig
h
p
s
y
ch
o
lo
g
ical
q
u
alities
ar
e
a
d
ep
t
at
m
ak
in
g
d
ec
is
io
n
s
an
d
en
h
an
cin
g
th
eir
s
tu
d
en
ts
’
p
er
f
o
r
m
an
ce
[
4
6
]
,
[
4
7
]
.
Acc
o
r
d
i
n
g
to
R
ay
m
o
n
d
an
d
Gab
r
iel
[
1
]
,
teac
h
e
r
s
wh
o
lack
m
o
tiv
atio
n
s
ee
a
d
ec
lin
e
in
th
eir
ef
f
ec
tiv
en
ess
.
Me
an
wh
ile,
r
esear
ch
b
y
O
g
u
n
o
d
e
[
1
8
]
d
is
cu
s
s
ed
th
at
a
g
r
ea
ter
d
eg
r
ee
o
f
in
v
o
lv
em
e
n
t
b
o
o
s
ts
teac
h
er
s
’
s
elf
-
ef
f
icac
y
an
d
s
u
p
p
o
r
ts
t
h
eir
wo
r
k
.
T
h
e
s
tu
d
y
b
y
B
ag
n
all
et
a
l.
[
2
4
]
d
is
cu
s
s
ed
th
at
wh
en
in
s
tr
u
cto
r
s
’
s
elf
-
ef
f
icac
y
g
r
o
ws
a
n
d
ac
ti
v
ely
s
u
p
p
o
r
ts
th
eir
p
er
f
o
r
m
a
n
ce
,
wh
ich
h
elp
s
to
s
tr
en
g
th
en
th
eir
teac
h
in
g
.
Mo
r
eo
v
er
,
th
e
r
esu
lts
o
f
H5
(
b
)
co
n
f
ir
m
ed
th
at
th
er
e
is
a
p
o
s
itiv
e
an
d
s
ig
n
if
ican
t
r
elatio
n
s
h
ip
m
ed
iatin
g
r
o
le
o
f
T
SE
in
t
h
e
r
elatio
n
s
h
ip
b
etwe
en
T
A
an
d
T
P.
T
h
is
r
elatio
n
s
h
ip
is
an
aly
ze
d
in
c
o
n
tex
t
o
f
p
r
ev
io
u
s
s
tu
d
ies.
Acc
o
r
d
i
n
g
t
o
Af
f
u
s
o
et
a
l.
[
1
4
]
,
wh
en
in
s
tr
u
cto
r
s
h
a
v
e
a
p
o
s
itiv
e
wo
r
k
en
v
ir
o
n
m
en
t,
t
h
eir
m
o
tiv
atio
n
in
cr
ea
s
es.
T
h
e
r
es
ea
r
ch
by
Af
f
u
s
o
et
a
l.
[
1
4
]
al
s
o
d
is
cu
s
s
ed
th
at
it
is
ad
v
is
e
d
th
at
m
an
ag
em
en
t
p
lace
m
o
r
e
em
p
h
asis
o
n
h
el
p
in
g
teac
h
er
s
p
er
f
o
r
m
b
etter
,
b
u
t
th
ey
s
h
o
u
ld
also
wo
r
k
to
b
o
o
s
t
th
eir
s
elf
-
ef
f
icac
y
.
B
esid
es,
ac
co
r
d
in
g
t
o
B
ar
to
s
iewicz
et
a
l.
[
1
0
]
,
teac
h
er
s
p
er
f
o
r
m
an
ce
is
im
p
r
o
v
ed
wh
en
th
ey
ar
e
m
o
tiv
ated
to
p
er
f
o
r
m
th
eir
w
o
r
k
with
s
ig
n
if
ican
t self
-
ef
f
icac
y
.
Similar
ly
,
th
e
f
in
d
in
g
s
o
f
H
5
(
c)
co
n
f
ir
m
ed
th
at
th
er
e
is
a
p
o
s
itiv
e
a
n
d
s
ig
n
if
ica
n
t
r
elatio
n
s
h
ip
m
ed
iatin
g
r
o
le
o
f
T
SE
in
th
e
r
elatio
n
s
h
ip
b
etwe
en
SR
an
d
T
P.
T
h
is
r
elatio
n
s
h
ip
is
an
al
y
ze
d
in
co
n
tex
t
o
f
p
r
ev
io
u
s
s
tu
d
ies.
Acc
o
r
d
in
g
t
o
B
as
[
1
5
]
,
th
e
m
ater
ials
ar
e
a
ls
o
r
eq
u
ir
ed
to
af
f
ec
t
teac
h
er
s
’
p
er
f
o
r
m
an
ce
.
T
h
e
r
esear
ch
by
R
ein
h
o
lz
et
a
l.
[
6
]
d
is
cu
s
s
ed
th
at
it
is
ad
v
is
ed
t
h
at
ed
u
ca
to
r
’
s
f
u
n
ctio
n
at
a
h
i
g
h
en
o
u
g
h
lev
el
to
s
tr
ateg
ically
af
f
ec
t
th
eir
s
tu
d
en
ts
’
p
er
f
o
r
m
a
n
ce
.
Acc
o
r
d
i
n
g
t
o
Oso
r
n
o
an
d
Fed
er
ico
[
4
]
,
th
e
u
s
e
o
f
r
eso
u
r
ce
s
in
f
o
r
m
s
th
e
d
ev
elo
p
m
en
t
o
f
ed
u
ca
tio
n
al
in
s
titu
tio
n
r
an
k
in
g
s
,
wh
ich
in
tu
r
n
in
f
o
r
m
s
im
p
r
o
v
em
e
n
ts
in
in
s
tr
u
ctio
n
.
W
h
er
ea
s
,
th
e
s
tu
d
y
b
y
B
lev
in
s
et
a
l.
[5
0
]
r
ep
o
r
t
ed
th
at
a
teac
h
er
’
s
s
elf
-
ef
f
icac
y
h
as
a
s
ig
n
if
ica
n
t
im
p
ac
t o
n
h
o
w
well
th
ey
u
s
e
th
e
r
eso
u
r
ce
s
at
th
eir
d
is
p
o
s
al
to
en
h
a
n
ce
p
er
f
o
r
m
a
n
ce
.
Fin
ally
,
th
e
f
in
d
in
g
s
o
f
H6
co
n
f
ir
m
ed
th
at
t
h
er
e
is
a
p
o
s
itiv
e
an
d
s
ig
n
if
ican
t
r
elatio
n
s
h
ip
m
o
d
er
atin
g
r
o
le
o
f
T
W
in
th
e
r
elatio
n
s
h
ip
b
etwe
en
s
elf
-
ef
f
icac
y
an
d
T
P.
T
h
is
r
elatio
n
s
h
ip
is
an
al
y
ze
d
in
co
n
tex
t
o
f
p
r
ev
io
u
s
s
tu
d
ies.
Acc
o
r
d
in
g
to
Z
h
an
g
et
a
l.
[
3
]
,
an
o
t
h
er
f
ac
to
r
th
at
n
eg
ativ
ely
a
f
f
ec
ts
teac
h
e
r
s
’
p
er
f
o
r
m
an
ce
is
th
eir
wo
r
k
lo
a
d
.
Me
an
wh
ile,
t
h
e
s
tu
d
y
by
Hasib
u
an
[
7
]
d
is
cu
s
s
ed
th
at
ev
en
with
h
ea
v
y
o
b
lig
atio
n
s
,
m
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s
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u
cto
r
s
ar
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n
o
t c
o
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ten
t w
ith
th
eir
wo
r
k
.
Acc
o
r
d
in
g
to
J
o
wett
et
a
l.
[
2
1
]
,
en
co
u
r
ag
i
n
g
in
s
tr
u
cto
r
s
to
ac
h
iev
e
s
u
cc
ess
f
u
l
r
esu
lts
is
a
d
ep
en
d
ab
le
m
eth
o
d
o
f
ev
alu
atin
g
t
h
eir
wo
r
k
.
W
h
er
ea
s
,
R
ay
m
o
n
d
an
d
Gab
r
iel
[
1
]
d
is
cu
s
s
ed
th
at
a
teac
h
er
’
s
wo
r
k
lo
ad
af
f
ec
ts
th
eir
p
er
f
o
r
m
an
c
e.
Evaluation Warning : The document was created with Spire.PDF for Python.
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5.
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I
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ig
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if
ican
ce
as
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p
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r
p
o
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ed
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ip
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wer
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ce
p
ted
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n
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ir
m
ed
th
at
I
L
h
as
a
s
ig
n
if
ican
t
im
p
ac
t
o
n
T
SE.
Pre
v
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s
ly
,
th
is
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elatio
n
s
h
i
p
was
in
co
n
s
is
ten
t
in
th
e
liter
atu
r
e.
T
h
e
s
tu
d
y
also
co
n
f
ir
m
ed
th
at
T
A
is
a
s
ig
n
if
ican
t
p
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ed
icto
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wh
ile
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s
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ip
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eb
ated
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ly
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ilar
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e
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ig
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ican
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ac
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ich
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ted
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ce
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ad
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e
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ew
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ip
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E
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n
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ig
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if
ica
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t
p
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P.
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h
is
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s
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p
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n
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is
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t
in
ex
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liter
at
u
r
e
b
u
t
th
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p
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o
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es
th
e
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is
cu
s
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io
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it.
T
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e
m
ed
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le
o
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is
also
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lis
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ed
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y
th
is
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ese
ar
ch
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v
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s
ly
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o
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ch
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lar
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as
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e
m
ed
iatin
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le
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etwe
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o
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s
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r
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(
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L
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T
A
,
an
d
SR
)
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d
en
d
o
g
en
o
u
s
v
ar
iab
le
(
T
P).
T
h
e
s
ch
o
lar
ly
d
is
cu
s
s
io
n
o
n
th
e
m
ed
iatin
g
r
o
le
o
f
T
SE
is
n
o
v
e
l
co
n
tr
ib
u
tio
n
b
y
th
is
r
esear
ch
.
W
h
er
ea
s
th
e
s
tu
d
y
also
in
tr
o
d
u
ce
s
th
at
T
W
is
a
s
ig
n
if
ican
t
m
o
d
er
ato
r
b
etwe
en
T
SE
an
d
T
P.
B
y
ad
d
r
ess
in
g
th
ese
th
eo
r
etica
l
im
p
licatio
n
s
,
th
e
s
tu
d
y
f
ills
th
e
g
ap
in
th
e
b
o
d
y
o
f
liter
atu
r
e.
T
h
e
f
in
d
in
g
s
o
f
th
is
r
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ch
r
ec
o
m
m
en
d
s
ig
n
if
ican
t
im
p
lic
atio
n
s
to
im
p
r
o
v
e
teac
h
in
g
p
e
r
f
o
r
m
a
n
ce
in
C
h
in
a.
T
h
e
p
o
licies
ca
n
b
e
d
ev
elo
p
e
d
b
ased
o
n
th
e
f
in
d
in
g
s
o
f
th
is
r
esear
ch
to
im
p
r
o
v
e
th
e
p
er
f
o
r
m
a
n
ce
o
f
teac
h
er
s
.
T
h
e
s
tu
d
y
ad
v
o
ca
te
d
th
at
th
er
e
is
n
ee
d
f
o
r
wo
r
k
o
n
T
A
an
d
I
L
wh
ich
d
i
r
ec
tly
in
f
lu
en
ce
s
th
e
s
elf
-
ef
f
icac
y
o
f
teac
h
er
s
.
I
n
a
d
d
iti
o
n
,
th
e
s
tu
d
y
r
ec
o
m
m
e
n
d
s
th
a
t
th
er
e
m
u
s
t
b
e
ap
p
r
o
p
r
iate
r
e
s
o
u
r
ce
s
f
o
r
s
ch
o
o
ls
th
at
ca
n
b
e
u
tili
ze
d
b
y
th
e
teac
h
er
s
.
I
n
r
esu
lt,
th
eir
s
elf
-
ef
f
icac
y
wo
u
ld
b
e
d
e
v
elo
p
ed
to
im
p
r
o
v
e
th
eir
co
n
tr
ib
u
tio
n
to
en
h
an
ce
p
er
f
o
r
m
an
ce
.
T
h
e
s
tu
d
y
f
u
r
th
e
r
in
s
is
ts
to
ad
v
an
ce
teac
h
er
s
to
h
a
v
e
less
wo
r
k
lo
ad
a
s
h
ig
h
er
wo
r
k
lo
a
d
in
f
lu
e
n
ce
s
th
eir
p
er
f
o
r
m
an
ce
.
Fu
r
th
er
m
o
r
e,
th
e
s
tu
d
y
r
ec
o
m
m
e
n
d
s
m
ak
in
g
p
o
licies
f
o
r
T
SE
wh
ich
is
a
s
ig
n
if
ican
t
f
ac
to
r
to
m
ed
iate
th
e
im
p
ac
t
o
f
T
A,
SR
,
an
d
I
L
o
n
T
P.
T
h
er
ef
o
r
e,
th
e
p
o
licies
d
ev
elo
p
e
d
to
in
cr
ea
s
e
T
SE
ca
n
b
e
h
elp
f
u
l
to
im
p
r
o
v
e
T
P.
T
h
e
wo
r
k
in
g
o
f
af
o
r
esa
id
im
p
licatio
n
s
ca
n
p
o
s
itiv
ely
in
f
lu
en
ce
teac
h
in
g
p
er
f
o
r
m
an
ce
in
C
h
in
a
wh
ich
i
s
s
ig
n
if
ican
t to
im
p
r
o
v
e
th
e
le
ar
n
in
g
o
f
s
tu
d
en
ts
.
RE
F
E
R
E
NC
E
S
[
1
]
S
.
R
a
y
m
o
n
d
a
n
d
F
.
G
a
b
r
i
e
l
,
“
A
n
e
c
o
l
o
g
i
c
a
l
f
r
a
mew
o
r
k
f
o
r
e
a
r
l
y
y
e
a
r
s
t
e
a
c
h
e
r
s
e
l
f
-
e
f
f
i
c
a
c
y
d
e
v
e
l
o
p
m
e
n
t
,
”
T
e
a
c
h
i
n
g
a
n
d
T
e
a
c
h
e
r
Ed
u
c
a
t
i
o
n
,
v
o
l
.
1
3
2
,
p
.
1
0
4
2
5
2
,
O
c
t
.
2
0
2
3
,
d
o
i
:
1
0
.
1
0
1
6
/
j
.
t
a
t
e
.
2
0
2
3
.
1
0
4
2
5
2
.
[
2
]
J.
Z
h
a
n
g
a
n
d
X
.
Z
h
e
n
g
,
“
T
h
e
i
n
f
l
u
e
n
c
e
o
f
sc
h
o
o
l
s’
o
r
g
a
n
i
z
a
t
i
o
n
a
l
e
n
v
i
r
o
n
me
n
t
o
n
t
e
a
c
h
e
r
c
o
l
l
a
b
o
r
a
t
i
v
e
l
e
a
r
n
i
n
g
:
a
s
u
r
v
e
y
o
f
S
h
a
n
g
h
a
i
t
e
a
c
h
e
r
s,
”
C
h
i
n
e
se
Ed
u
c
a
t
i
o
n
a
n
d
S
o
c
i
e
t
y
,
v
o
l
.
5
3
,
n
o
.
5
–
6
,
p
p
.
3
0
0
–
3
1
7
,
2
0
2
0
,
d
o
i
:
1
0
.
1
0
8
0
/
1
0
6
1
1
9
3
2
.
2
0
2
1
.
1
8
7
9
5
5
3
.
[
3
]
L.
J.
Zh
a
n
g
,
J
.
F
a
t
h
i
,
a
n
d
F
.
M
o
h
a
mm
a
d
d
o
k
h
t
,
“
P
r
e
d
i
c
t
i
n
g
t
e
a
c
h
i
n
g
e
n
j
o
y
me
n
t
f
r
o
m
t
e
a
c
h
e
r
s’
p
e
r
c
e
i
v
e
d
sch
o
o
l
c
l
i
ma
t
e
,
sel
f
-
e
f
f
i
c
a
c
y
,
a
n
d
p
s
y
c
h
o
l
o
g
i
c
a
l
w
e
l
l
b
e
i
n
g
a
t
w
o
r
k
:
EFL
t
e
a
c
h
e
r
s
,
”
P
e
rc
e
p
t
u
a
l
a
n
d
M
o
t
o
r
S
k
i
l
l
s
,
v
o
l
.
1
3
0
,
n
o
.
5
,
p
p
.
2
2
6
9
–
2
2
9
9
,
2
0
2
3
,
d
o
i
:
1
0
.
1
1
7
7
/
0
0
3
1
5
1
2
5
2
3
1
1
8
2
2
6
9
.
[
4
]
R
.
I
.
M
.
O
so
r
n
o
a
n
d
K
.
J.
S
.
F
e
d
e
r
i
c
o
,
“
T
h
e
i
n
f
l
u
e
n
c
e
o
f
s
c
h
o
o
l
c
u
l
t
u
r
a
l
e
l
e
me
n
t
s
a
n
d
a
t
t
i
t
u
d
e
o
n
se
l
f
-
e
f
f
i
c
a
c
y
o
f
t
e
a
c
h
e
r
s
i
n
p
h
y
s
i
c
a
l
e
d
u
c
a
t
i
o
n
,
”
Eu
ro
p
e
a
n
J
o
u
r
n
a
l
o
f
P
h
y
s
i
c
a
l
Ed
u
c
a
t
i
o
n
a
n
d
S
p
o
rt
S
c
i
e
n
c
e
,
v
o
l
.
8
,
n
o
.
1
,
p
p
.
1
3
1
–
1
5
4
,
M
a
r
.
2
0
2
2
,
d
o
i
:
1
0
.
4
6
8
2
7
/
e
j
p
e
.
v
8
i
1
.
4
2
0
7
.
[
5
]
S
.
v
o
n
M
u
e
n
c
h
h
a
u
s
e
n
e
t
a
l
.
,
“
Te
a
c
h
e
r
s
e
l
f
-
e
f
f
i
c
a
c
y
a
n
d
me
n
t
a
l
h
e
a
l
t
h
—
t
h
e
i
r
i
n
t
r
i
c
a
t
e
r
e
l
a
t
i
o
n
t
o
p
r
o
f
e
ss
i
o
n
a
l
r
e
s
o
u
r
c
e
s
a
n
d
a
t
t
i
t
u
d
e
s
i
n
a
n
e
s
t
a
b
l
i
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