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ro
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1.
I
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D
UCT
I
O
N
R
esear
ch
u
tili
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tio
n
(
R
U)
is
th
e
s
y
s
tem
atic
an
d
r
eliab
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ap
p
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k
n
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m
eth
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s
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f
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in
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ex
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p
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ac
tices,
b
o
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d
ir
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tly
an
d
in
d
ir
ec
tly
,
ac
r
o
s
s
v
ar
io
u
s
d
is
cip
lin
es
[
1
]
.
I
t
p
lay
s
a
p
iv
o
tal
r
o
le
in
d
r
iv
in
g
a
k
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ased
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r
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o
f
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ea
s
o
n
in
g
am
o
n
g
in
d
iv
id
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als.
Am
id
s
t
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ch
a
n
g
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n
g
wo
r
ld
th
at
d
em
a
n
d
s
h
u
m
an
r
eso
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ce
s
with
an
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th
in
k
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k
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d
h
ig
h
-
lev
el
co
m
p
eten
cies,
RU
b
ec
o
m
es
cr
u
cial
[
2
]
.
As
a
d
y
n
am
ic
wo
r
ld
ch
ar
ac
ter
ized
b
y
r
ap
id
ad
v
a
n
ce
m
en
ts
,
in
d
iv
id
u
als
an
d
s
o
cieties
m
u
s
t
co
n
tin
u
o
u
s
ly
ad
a
p
t
to
s
tay
ab
r
ea
s
t
o
f
ev
o
lv
in
g
tr
en
d
s
an
d
ch
allen
g
e
s
[
3
]
.
R
ea
s
o
n
ed
u
tili
za
tio
n
t
h
a
t
p
r
o
v
id
es
m
o
d
er
ate
an
d
tr
u
s
two
r
th
y
i
n
f
o
r
m
atio
n
b
ec
o
m
es
cr
u
cial.
I
t
h
elp
s
e
n
s
u
r
e
th
at
p
r
o
ce
s
s
es
co
n
f
r
o
n
tin
g
ch
an
g
e
ca
n
m
an
a
g
e
r
is
k
s
a
n
d
in
s
till
co
n
f
i
d
en
ce
th
at
in
cr
ea
s
ed
d
ev
elo
p
m
e
n
t
ef
f
o
r
ts
will
lead
to
m
ax
im
u
m
ef
f
icien
cy
[
4
]
.
C
o
n
v
er
s
ely
,
in
ad
eq
u
ate
ef
f
ec
tiv
e
m
eth
o
d
o
l
o
g
ies
ca
n
lead
to
d
e
v
elo
p
m
en
tal
r
is
k
s
an
d
u
n
f
o
r
tu
n
ate
m
is
s
ed
co
m
p
etitiv
e
o
p
p
o
r
tu
n
ities
.
T
h
er
ef
o
r
e,
d
ec
is
io
n
-
m
ak
in
g
s
u
p
p
o
r
ted
b
y
cr
ed
ib
le
an
d
r
elev
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t
r
esear
c
h
f
in
d
in
g
s
u
ltima
tely
lead
s
to
th
e
s
elec
tio
n
o
f
th
e
m
o
s
t a
cc
u
r
ate,
ap
p
r
o
p
r
iate,
an
d
v
alu
ab
le
n
ew
d
ir
ec
tio
n
s
[
5
]
.
T
h
e
p
r
ac
tical
ap
p
licatio
n
o
f
r
esear
ch
h
as
co
n
s
is
ten
tly
g
ar
n
er
e
d
atten
tio
n
.
I
t
b
eg
an
with
th
e
r
ec
o
g
n
itio
n
o
f
th
e
im
p
o
r
tan
ce
o
f
u
tili
zin
g
r
esear
ch
k
n
o
wle
d
g
e
to
ad
d
r
ess
s
o
cieta
l
n
ee
d
s
[
6
]
.
R
esear
ch
h
as
Evaluation Warning : The document was created with Spire.PDF for Python.
I
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J
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2
Un
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g
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p
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ed
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s
o
f res
ea
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ch
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tili
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a
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a
mo
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g
Th
a
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ca
to
r
s
:
ev
id
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ce
fr
o
m
.
.
.
(
P
h
u
ch
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o
w
a
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)
1685
b
ee
n
ac
k
n
o
wled
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a
v
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ab
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k
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lv
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ea
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ld
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ield
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r
s
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g
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wh
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th
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im
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je
ctiv
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is
to
en
h
a
n
ce
o
p
er
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n
a
l
ef
f
icien
cy
[
7
]
,
[
8
]
.
Ho
wev
er
,
d
u
r
in
g
th
e
ea
r
ly
s
tag
es,
p
er
s
o
n
n
el
lack
e
d
ac
cu
r
a
te
an
d
s
u
f
f
icien
t
r
esear
ch
k
n
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wled
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e,
p
r
o
m
p
tin
g
ef
f
o
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ts
to
d
e
v
elo
p
g
r
ea
ter
r
e
s
ea
r
ch
co
m
p
eten
cies
an
d
s
k
i
lls
.
T
h
is
in
itiativ
e
led
to
th
e
em
er
g
e
n
ce
o
f
t
h
e
e
v
id
en
ce
-
b
ased
p
r
ac
tice
co
n
c
ep
t,
wh
ich
em
p
h
asizes
p
r
o
f
e
s
s
io
n
al
d
ec
is
io
n
-
m
ak
in
g
g
r
o
u
n
d
ed
in
em
p
ir
ical
ev
id
en
ce
[
9
]
.
I
t
m
ar
k
ed
th
e
b
eg
in
n
in
g
o
f
a
n
ex
p
an
s
io
n
o
f
r
esear
ch
in
to
m
o
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i
n
-
d
ep
t
h
a
p
p
licatio
n
s
o
f
RU
.
Su
b
s
eq
u
en
t
s
tu
d
ies
h
a
v
e
ca
t
eg
o
r
ized
RU
in
to
th
r
ee
m
ai
n
ty
p
es:
in
s
tr
u
m
e
n
tal
r
esear
c
h
u
tili
za
tio
n
(
I
R
U)
,
co
n
ce
p
tu
al
r
esear
ch
u
tili
za
tio
n
(
C
R
U)
,
an
d
p
er
s
u
asiv
e
r
ese
ar
ch
u
tili
za
tio
n
(
PR
U)
[
1
]
.
T
h
ese
ca
teg
o
r
ies
h
av
e
b
ee
n
r
e
f
in
ed
f
r
o
m
th
e
o
v
er
all
s
tu
d
y
o
f
RU
in
v
ar
io
u
s
co
n
t
ex
ts
[
4
]
.
Nev
er
th
eless
,
RU
r
e
m
ain
s
an
ess
en
tial
v
ar
iab
le
in
th
e
s
o
cial
s
cien
ce
s
th
at
lack
s
a
clea
r
th
eo
r
etica
l
d
ef
in
itio
n
,
n
ec
ess
itatin
g
co
n
tin
u
o
u
s
d
ata
-
d
r
iv
en
s
tu
d
ies to
f
u
r
th
er
a
d
v
an
ce
th
is
ar
ea
[
1
0
]
.
T
h
ailan
d
h
as
co
n
s
is
ten
tly
em
p
h
asized
RU
th
r
o
u
g
h
n
atio
n
al
p
o
licy
f
o
r
m
u
latio
n
,
b
u
d
g
et
al
lo
ca
tio
n
to
r
elev
an
t
ag
e
n
cies,
an
d
a
p
a
r
ticu
lar
f
o
c
u
s
o
n
ed
u
ca
tio
n
.
T
h
is
is
aim
ed
at
f
o
s
ter
in
g
q
u
ality
e
d
u
ca
tio
n
m
an
ag
em
en
t
th
at
will
h
av
e
a
l
o
n
g
-
ter
m
im
p
ac
t
o
n
RU
ac
r
o
s
s
all
s
ec
to
r
s
o
f
th
e
co
u
n
tr
y
[
1
1
]
.
As
ed
u
ca
tio
n
is
th
e
f
o
u
n
d
atio
n
f
o
r
h
u
m
an
r
eso
u
r
ce
d
ev
elo
p
m
en
t,
wh
ic
h
s
e
r
v
es
as
a
d
r
i
v
in
g
f
o
r
ce
f
o
r
n
a
tio
n
al
d
ev
elo
p
m
en
t
[
1
2
]
,
it
is
cr
u
cial
to
e
n
s
u
r
e
th
at
ed
u
ca
tio
n
ca
n
ef
f
ec
tiv
ely
g
en
er
ate
p
o
s
itiv
e
o
u
tco
m
es.
T
h
ese
in
clu
d
e
d
ev
elo
p
in
g
ed
u
ca
tio
n
al
m
an
ag
em
en
t
s
tr
ateg
ies
alig
n
ed
with
th
e
r
ap
id
ly
ch
an
g
in
g
wo
r
ld
,
d
esig
n
in
g
lear
n
er
-
ce
n
ter
e
d
cu
r
r
icu
la
an
d
lear
n
in
g
ac
tiv
ities
,
f
o
s
ter
in
g
teac
h
in
g
m
et
h
o
d
s
th
at
p
r
o
m
o
te
h
ig
h
e
r
-
o
r
d
er
th
in
k
in
g
s
k
ills
am
o
n
g
lear
n
e
r
s
,
ad
o
p
tin
g
r
ea
lis
tic
ass
es
s
m
en
t
an
d
ev
alu
atio
n
m
eth
o
d
s
,
a
n
d
en
h
an
cin
g
lear
n
e
r
p
o
ten
tial.
RU
in
e
d
u
ca
tio
n
d
ev
elo
p
m
e
n
t
ca
n
en
s
u
r
e
th
e
q
u
ality
o
f
th
ese
p
r
o
ce
s
s
es
[
1
3
]
.
Ho
wev
er
,
an
in
ef
f
ec
tiv
e
a
p
p
r
o
ac
h
to
th
ese
p
r
o
ce
s
s
es
co
u
ld
h
in
d
e
r
ed
u
ca
t
io
n
al
d
e
v
elo
p
m
e
n
t,
lead
in
g
to
o
u
td
ate
d
cu
r
r
icu
la
th
at
ar
e
n
o
t
alig
n
ed
with
lear
n
er
n
ee
d
s
,
a
lack
o
f
ess
en
tial
2
1
s
t
ce
n
t
u
r
y
s
k
ills
am
o
n
g
le
ar
n
er
s
,
an
d
r
ed
u
ce
d
n
atio
n
al
co
m
p
etitiv
en
ess
[
1
4
]
.
T
h
is
co
u
ld
m
an
if
est
as
a
lack
o
f
ad
v
an
ce
d
k
n
o
wled
g
e
an
d
s
k
ills
am
o
n
g
p
er
s
o
n
n
el,
a
d
ea
r
t
h
o
f
in
n
o
v
a
tio
n
,
an
d
lim
ited
r
esear
ch
o
n
RU
in
T
h
ailan
d
,
p
ar
ticu
lar
ly
in
b
asic
ed
u
ca
tio
n
.
W
ith
lim
ited
s
tu
d
ies
o
n
RU
i
n
b
asic
ed
u
ca
tio
n
,
ac
h
iev
in
g
ef
f
ec
tiv
e
im
p
lem
en
tatio
n
o
f
t
h
e
af
o
r
em
e
n
tio
n
ed
p
r
o
ce
s
s
es
is
ch
allen
g
in
g
d
u
e
to
th
e
lack
o
f
clea
r
g
u
id
elin
es.
T
h
er
ef
o
r
e,
th
is
r
esear
ch
aim
s
to
in
v
esti
g
ate
th
e
f
ac
to
r
s
in
f
lu
en
cin
g
RU
am
o
n
g
teac
h
er
s
u
n
d
er
th
e
o
f
f
ice
o
f
th
e
b
asic
ed
u
ca
tio
n
co
m
m
is
s
io
n
,
wh
o
ar
e
k
ey
co
m
p
o
n
en
ts
o
f
th
e
af
o
r
e
m
en
ti
o
n
ed
e
d
u
ca
tio
n
m
an
ag
em
e
n
t.
T
h
e
p
r
o
m
o
tio
n
o
f
RU
in
ed
u
c
atio
n
h
as
g
ar
n
e
r
ed
s
ig
n
if
ican
t
atten
tio
n
b
o
th
i
n
T
h
ailan
d
an
d
g
lo
b
ally
,
with
f
o
u
r
k
e
y
f
ac
to
r
s
in
f
l
u
en
cin
g
th
e
ad
o
p
tio
n
o
f
r
esear
ch
f
in
d
in
g
s
:
i)
i
n
d
iv
i
d
u
al
f
ac
to
r
s
,
s
u
ch
as
teac
h
er
s
'
k
n
o
wled
g
e
a
n
d
r
esear
ch
s
k
ill
s
(
KNOW
S)
[
1
5
]
;
ii)
o
r
g
an
i
za
tio
n
al
f
ac
to
r
s
,
in
clu
d
in
g
s
u
p
p
o
r
t
f
r
o
m
s
ch
o
o
l
ad
m
in
is
tr
ato
r
s
[
1
6
]
;
iii)
t
h
e
c
h
ar
ac
ter
is
tics
o
f
th
e
r
esear
ch
its
elf
[
1
7
]
;
an
d
iv
)
c
h
a
n
n
els
f
o
r
d
is
s
em
in
atin
g
r
esear
ch
r
esu
lts
[
1
8
]
.
Ho
wev
e
r
,
m
an
y
teac
h
e
r
s
s
till
h
o
ld
n
e
g
ativ
e
attitu
d
es
to
war
d
co
n
d
u
ctin
g
an
d
ap
p
ly
in
g
r
esear
ch
,
s
u
ch
as
p
er
ce
iv
in
g
te
ac
h
in
g
an
d
r
esear
ch
as
s
ep
ar
at
e
p
r
o
ce
s
s
es,
v
iewin
g
r
esear
ch
as
o
v
er
ly
co
m
p
lex
an
d
b
e
y
o
n
d
th
eir
r
esp
o
n
s
ib
ilit
ies,
o
r
f
ea
r
i
n
g
f
ailu
r
e
in
co
n
d
u
ctin
g
r
esear
ch
[
1
9
]
,
[
2
0
]
.
T
h
ese
attitu
d
es
p
o
s
e
s
ig
n
if
ican
t
b
ar
r
ier
s
to
e
f
f
ec
tiv
ely
u
tili
zin
g
r
esear
ch
to
im
p
r
o
v
e
teac
h
i
n
g
a
n
d
lea
r
n
in
g
.
I
n
T
h
ailan
d
,
th
er
e
ar
e
n
o
tab
le
ex
am
p
les
o
f
RU
in
ed
u
ca
tio
n
,
s
u
ch
as
in
te
g
r
atin
g
r
e
s
ea
r
ch
o
n
ac
tiv
e
lea
r
n
in
g
in
to
in
s
tr
u
ctio
n
al
d
esig
n
o
r
ap
p
ly
in
g
ed
u
c
atio
n
al
tech
n
o
lo
g
y
r
esear
ch
t
o
d
e
v
elo
p
o
n
li
n
e
lear
n
in
g
p
latf
o
r
m
s
f
o
r
s
tu
d
en
ts
in
r
em
o
te
ar
ea
s
[
4
]
.
I
n
ter
n
ati
o
n
ally
,
ca
s
e
s
tu
d
i
es
h
ig
h
lig
h
t
th
e
u
s
e
o
f
n
eu
r
o
s
cien
ce
r
esear
ch
in
d
esig
n
in
g
cu
r
r
icu
la
t
h
at
alig
n
with
ch
ild
r
en
'
s
b
r
ain
d
ev
elo
p
m
en
t
[
3
]
o
r
a
p
p
ly
in
g
ar
tific
ial
in
tellig
en
ce
r
esear
ch
to
d
ev
elo
p
ad
ap
tiv
e
lear
n
in
g
s
y
s
tem
s
th
at
m
ee
t
lear
n
er
s
'
p
e
r
s
o
n
alize
d
n
ee
d
s
[
4
]
.
Un
d
er
s
tan
d
in
g
an
d
ad
d
r
ess
in
g
th
ese
n
eg
ativ
e
attitu
d
es
is
th
er
ef
o
r
e
c
r
u
cial
in
p
r
o
m
o
tin
g
RU
in
th
e
f
ield
o
f
e
d
u
ca
tio
n
.
Giv
en
th
e
co
m
p
lex
ity
o
f
f
ac
to
r
s
in
f
lu
en
cin
g
RU
in
ed
u
c
atio
n
,
th
is
s
tu
d
y
em
p
l
o
y
s
p
a
r
tial
least
s
q
u
ar
es
s
tr
u
ctu
r
al
eq
u
atio
n
m
o
d
elin
g
(
PLS
-
SEM
)
,
u
s
in
g
a
f
o
r
m
ativ
e
m
ea
s
u
r
em
e
n
t
m
o
d
e
l
an
d
th
e
d
is
jo
in
t
2
-
s
tag
e
ap
p
r
o
ac
h
.
T
h
is
m
eth
o
d
is
p
ar
ticu
lar
ly
s
u
itab
le
as
it
ef
f
ec
tiv
ely
m
an
ag
es
th
e
in
tr
i
ca
cies
o
f
m
u
ltip
le
in
ter
r
elate
d
laten
t
v
ar
iab
les,
s
u
ch
as
an
aly
zin
g
h
o
w
o
r
g
an
izatio
n
al
f
ac
to
r
s
in
f
lu
e
n
ce
teac
h
er
s
'
RU
.
Fu
r
th
er
m
o
r
e
,
it
allo
ws
f
o
r
p
r
e
cise
esti
m
at
io
n
o
f
th
e
im
p
ac
t
o
f
v
ar
io
u
s
v
ar
iab
les,
wh
ich
will
lead
to
ef
f
ec
tiv
e
p
o
licy
r
ec
o
m
m
en
d
atio
n
s
f
o
r
ad
m
in
is
tr
ato
r
s
,
teac
h
er
s
,
an
d
s
ch
o
lar
s
.
T
h
ese
r
ec
o
m
m
en
d
atio
n
s
m
ay
in
clu
d
e
d
ev
elo
p
in
g
r
esear
ch
s
u
p
p
o
r
t s
y
s
tem
s
in
s
ch
o
o
ls
,
d
esig
n
in
g
r
esear
ch
s
k
ills
d
ev
elo
p
m
en
t p
r
o
g
r
am
s
f
o
r
teac
h
er
s
,
an
d
cr
ea
tin
g
p
latf
o
r
m
s
th
at
lin
k
r
esear
ch
with
class
r
o
o
m
p
r
a
ctice
.
T
h
e
f
in
d
in
g
s
f
r
o
m
th
is
an
aly
s
is
will p
r
o
v
id
e
a
d
ee
p
er
u
n
d
er
s
tan
d
in
g
o
f
th
e
m
ec
h
an
is
m
s
d
r
iv
in
g
RU
am
o
n
g
T
h
ai
teac
h
er
s
,
wh
ich
will
u
ltima
tely
co
n
tr
ib
u
t
e
to
en
h
an
cin
g
th
e
q
u
ality
o
f
T
h
ai
ed
u
ca
tio
n
t
h
r
o
u
g
h
e
f
f
ec
tiv
e
an
d
s
u
s
tain
ab
le
RU
,
g
r
o
u
n
d
ed
i
n
em
p
ir
ical
ev
id
en
ce
.
2.
M
E
T
H
O
D
2
.
1
.
Sa
m
ple
T
h
e
r
esear
ch
s
am
p
le
c
o
n
s
is
ted
o
f
6
8
8
teac
h
er
s
af
f
iliated
with
th
e
o
f
f
ice
o
f
th
e
b
asic
ed
u
ca
tio
n
co
m
m
is
s
io
n
in
th
e
No
r
th
e
r
n
R
eg
io
n
o
f
T
h
ailan
d
,
ca
teg
o
r
i
ze
d
in
to
5
2
0
p
r
im
ar
y
s
ch
o
o
l
teac
h
er
s
an
d
1
6
8
s
ec
o
n
d
ar
y
s
ch
o
o
l
teac
h
er
s
.
T
h
e
s
am
p
le
was
o
b
tain
e
d
th
r
o
u
g
h
a
m
u
lti
-
s
tag
e
s
am
p
lin
g
m
eth
o
d
b
ased
o
n
th
e
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2252
-
8
8
2
2
I
n
t
J
E
v
al
&
R
es E
d
u
c
,
Vo
l
.
14
,
No
.
3
,
J
u
n
e
20
25
:
1
6
8
4
-
1
6
9
4
1686
p
o
p
u
latio
n
p
r
o
p
o
r
tio
n
s
at
ea
c
h
ed
u
ca
tio
n
al
lev
el
to
en
s
u
r
e
th
e
in
clu
s
io
n
o
f
s
ch
o
o
ls
an
d
t
ea
ch
er
s
f
r
o
m
ea
ch
lev
el
in
s
eq
u
en
ce
.
T
h
e
m
in
im
u
m
s
am
p
le
s
ize
was
d
eter
m
in
ed
u
s
in
g
th
e
p
ar
am
eter
esti
m
a
tio
n
m
eth
o
d
,
wh
ich
in
clu
d
ed
an
ef
f
ec
t size
(
f
2
)
o
f
0
.
2
5
,
a
s
tatis
tical
p
o
wer
o
f
0
.
8
,
8
co
n
s
tr
u
ct
v
ar
iab
les,
an
d
3
0
o
b
s
er
v
ed
v
a
r
iab
les,
with
a
9
9
%
co
n
f
id
e
n
ce
lev
el
allo
win
g
f
o
r
a
m
ar
g
in
o
f
er
r
o
r
o
f
±
1
%
[
1
0
]
,
[
2
1
]
.
T
h
e
m
in
im
u
m
s
am
p
le
s
ize
r
eq
u
ir
ed
was
3
3
6
in
d
iv
id
u
als.
T
h
e
s
am
p
le
s
ize
u
s
ed
in
th
is
r
esear
ch
ex
ce
ed
ed
t
h
e
m
in
im
u
m
r
eq
u
ir
e
m
en
t
b
y
m
o
r
e
th
an
d
o
u
b
le,
en
s
u
r
in
g
th
at
th
e
s
am
p
le
ad
eq
u
ately
r
ef
lecte
d
th
e
s
im
ilar
ities
an
d
d
if
f
er
en
ce
s
with
in
th
e
p
o
p
u
latio
n
,
th
er
e
b
y
e
n
h
an
ci
n
g
th
e
ac
cu
r
ac
y
o
f
p
ar
am
eter
esti
m
atio
n
s
an
d
p
r
e
v
en
tin
g
in
ad
eq
u
ate
s
tatis
tical
p
o
wer
[
1
0
]
.
2
.
2
.
Resea
rc
h ins
t
rum
ent
s
T
h
e
r
esear
ch
i
n
s
tr
u
m
en
t
u
s
ed
was
a
q
u
esti
o
n
n
air
e
with
1
0
1
item
s
,
u
tili
zin
g
a
5
-
p
o
in
t
L
ik
er
t
s
ca
le
(
5
=stro
n
g
ly
ag
r
ee
/m
o
s
t
f
r
eq
u
e
n
tly
p
r
ac
ticed
,
1
=stro
n
g
ly
d
is
ag
r
ee
/least
f
r
eq
u
e
n
tly
p
r
ac
ticed
)
.
T
h
is
in
s
tr
u
m
en
t
ass
es
s
ed
RU
th
r
o
u
g
h
t
h
r
ee
co
m
p
o
n
en
ts
:
I
R
U
,
C
R
U,
an
d
PR
U
.
Ad
d
itio
n
ally
,
it
in
c
lu
d
ed
f
i
v
e
f
ac
to
r
s
in
f
lu
en
cin
g
RU
:
o
r
g
a
n
izatio
n
al
lead
er
s
h
ip
(
L
E
AD)
,
o
r
g
a
n
izatio
n
al
s
u
p
p
o
r
t
(
SUPP
)
,
o
r
g
an
izatio
n
al
clim
ate
(
OR
GA)
,
KNOWS
,
an
d
attr
ib
u
tes
o
f
r
esear
ch
(
AT
T
R
)
.
T
h
e
s
co
p
e
o
f
m
ea
s
u
r
em
en
t
was
d
ef
in
ed
b
y
o
p
er
atio
n
al
d
ef
in
itio
n
s
.
RU
r
ef
er
s
to
th
e
p
r
o
ce
s
s
b
y
w
h
ich
teac
h
er
s
im
p
lem
en
t
r
esear
ch
f
in
d
in
g
s
a
n
d
m
eth
o
d
o
lo
g
i
es
to
th
eir
p
r
ac
tices,
aim
in
g
to
d
ev
elo
p
o
r
ch
an
g
e
a
p
p
r
o
a
ch
es
an
d
id
ea
s
to
ac
h
iev
e
b
etter
r
esu
lts
.
I
t
co
n
s
is
ts
o
f
th
r
ee
co
m
p
o
n
en
ts
:
i
)
I
R
U
:
t
h
e
u
s
e
o
f
r
esear
ch
f
in
d
i
n
g
s
an
d
r
esear
c
h
m
eth
o
d
s
b
y
teac
h
er
s
in
p
er
f
o
r
m
in
g
th
ei
r
d
u
ties
,
lear
n
in
g
m
an
ag
em
e
n
t,
a
n
d
r
el
atio
n
s
h
ip
s
with
p
ar
e
n
ts
an
d
th
e
co
m
m
u
n
ity
.
I
t
is
m
ea
s
u
r
e
d
b
y
th
r
ee
in
d
icato
r
s
:
teac
h
er
p
e
r
f
o
r
m
an
ce
(
I
R
U1
)
,
lear
n
i
n
g
m
an
ag
e
m
en
t
(
I
R
U2
)
,
an
d
co
m
m
u
n
ity
r
el
atio
n
s
h
ip
s
(
I
R
U3
)
;
ii
)
CRU
:
t
h
e
u
s
e
o
f
r
esear
ch
f
in
d
in
g
s
an
d
r
esear
ch
m
et
h
o
d
s
b
y
teac
h
e
r
s
to
s
p
ar
k
r
ea
s
o
n
in
g
,
r
aise
awa
r
en
ess
,
ch
an
g
e
ex
is
tin
g
c
o
n
ce
p
ts
,
an
d
g
en
er
ate
n
ew
id
ea
s
in
o
r
d
er
to
d
ev
elo
p
th
e
m
s
elv
es
in
lin
e
with
th
e
s
tan
d
ar
d
s
o
f
k
n
o
wled
g
e
an
d
p
r
o
f
ess
io
n
al
ex
p
er
ien
ce
o
f
teac
h
er
s
.
I
t
is
m
ea
s
u
r
ed
b
y
f
o
u
r
in
d
icato
r
s
:
r
ea
s
o
n
in
g
(
C
R
U1
)
,
a
war
en
ess
(
C
R
U2
)
,
ch
an
g
e
o
f
co
n
ce
p
ts
(
C
R
U3
)
,
an
d
cr
ea
tin
g
n
ew
id
ea
s
(
C
R
U4
)
;
an
d
ii
i
)
PR
U
:
t
h
e
u
s
e
o
f
r
esear
ch
f
in
d
in
g
s
an
d
r
esear
ch
m
eth
o
d
s
b
y
teac
h
er
s
to
p
e
r
s
u
ad
e
an
d
co
n
v
in
ce
ad
m
i
n
is
tr
ato
r
s
,
s
u
p
er
v
is
o
r
s
,
an
d
co
lleag
u
es
to
ch
a
n
g
e
t
h
eir
t
h
in
k
in
g
an
d
p
r
ac
tices
in
lin
e
with
r
esear
ch
f
in
d
in
g
s
.
I
t
is
m
ea
s
u
r
ed
b
y
tw
o
in
d
icato
r
s
:
p
er
s
u
asio
n
to
c
h
an
g
e
id
ea
s
(
PR
U1
)
an
d
p
e
r
s
u
asio
n
to
c
h
an
g
e
p
r
ac
tice
(
PR
U2
)
.
T
h
e
q
u
esti
o
n
n
air
e
co
m
p
r
is
es
3
4
item
s
,
with
d
is
cr
im
in
atio
n
p
o
wer
ass
ess
ed
th
r
o
u
g
h
item
-
to
tal
co
r
r
elatio
n
(
r
xy
)
v
alu
es
r
an
g
i
n
g
f
r
o
m
0
.
6
8
6
to
0
.
8
4
8
.
A
n
in
d
ep
en
d
e
n
t
s
am
p
les
t
-
test
,
co
n
s
id
er
in
g
th
e
to
p
an
d
b
o
tto
m
2
7
%
g
r
o
u
p
s
(
ea
c
h
wit
h
4
6
in
d
iv
id
u
als),
s
h
o
wed
v
al
u
es
r
an
g
i
n
g
f
r
o
m
7
.
7
0
4
to
1
4
.
1
3
1
,
all
s
tatis
tically
s
ig
n
if
ican
t
at
th
e
0
.
0
1
lev
el.
C
r
o
n
b
ac
h
’
s
alp
h
a
f
o
r
th
e
o
b
s
er
v
ed
v
ar
iab
les
r
an
g
ed
f
r
o
m
0
.
9
4
6
to
0
.
9
5
8
.
T
h
e
s
am
p
le
q
u
esti
o
n
s
in
cl
u
d
ed
:
“
I
ap
p
ly
a
v
ar
iet
y
o
f
teac
h
i
n
g
tech
n
iq
u
es
f
r
o
m
r
esear
ch
t
o
s
u
it
th
e
d
if
f
er
en
t
lear
n
in
g
s
ty
les
o
f
m
y
s
tu
d
en
t
s
,
”
“
u
s
in
g
r
esear
ch
r
esu
lts
h
a
s
g
iv
en
m
e
a
co
r
r
ec
t
u
n
d
e
r
s
tan
d
in
g
o
f
s
tu
d
en
t
d
ev
elo
p
m
e
n
t,
”
a
n
d
“
I
clea
r
ly
d
em
o
n
s
tr
ate
th
e
p
o
s
itiv
e
o
u
tco
m
es
o
f
u
s
in
g
r
esear
ch
in
cu
r
r
icu
lu
m
d
esig
n
,
s
tu
d
en
t d
ev
elo
p
m
en
t,
a
n
d
p
a
r
e
n
t c
o
llab
o
r
atio
n
.
”
L
E
AD
r
ef
er
s
to
th
e
c
o
n
tex
t
i
n
wh
ich
ad
m
in
is
tr
ato
r
s
u
s
e
th
eir
au
th
o
r
ity
to
m
o
tiv
ate,
s
u
p
p
o
r
t,
a
n
d
f
ac
ilit
ate
teac
h
er
s
,
f
o
s
ter
in
g
o
r
g
an
izatio
n
al,
p
e
r
s
o
n
n
el,
an
d
o
u
tco
m
e
im
p
r
o
v
em
e
n
ts
.
I
t
is
m
ea
s
u
r
ed
b
y
f
o
u
r
o
b
s
er
v
ed
v
ar
iab
les:
id
ea
lized
i
n
f
lu
en
ce
(
I
DE
A)
,
in
tellectu
al
s
tim
u
latio
n
(
I
NT
E
)
,
i
n
d
iv
id
u
a
lized
co
n
s
id
er
atio
n
(
I
NDI
)
,
a
n
d
i
n
s
p
ir
atio
n
al
m
o
tiv
atio
n
(
I
NSP).
T
h
e
q
u
esti
o
n
n
air
e
c
o
m
p
r
is
es
1
2
item
s
,
with
d
is
cr
im
in
atio
n
p
o
wer
ass
ess
ed
th
r
o
u
g
h
item
-
to
tal
co
r
r
elatio
n
(
r
xy
)
v
alu
es
r
an
g
in
g
f
r
o
m
0
.
6
9
1
to
0
.
8
9
1
.
An
in
d
ep
en
d
en
t
s
am
p
les
t
-
test
,
co
n
s
id
er
in
g
t
h
e
to
p
a
n
d
b
o
tto
m
2
7
%
g
r
o
u
p
s
(
ea
ch
with
4
6
p
ar
ticip
an
ts
)
,
s
h
o
wed
v
alu
es
r
an
g
in
g
f
r
o
m
6
.
1
6
1
to
1
0
.
8
5
3
,
all
s
tatis
t
ically
s
ig
n
if
ican
t
at
t
h
e
0
.
0
1
lev
el.
C
r
o
n
b
ac
h
’
s
alp
h
a
f
o
r
th
e
o
b
s
er
v
e
d
v
ar
iab
les
r
an
g
e
d
f
r
o
m
0
.
8
7
3
t
o
0
.
9
2
4
.
T
h
e
s
am
p
le
q
u
esti
o
n
s
in
clu
d
ed
:
“
th
e
s
ch
o
o
l p
r
in
cip
al
en
co
u
r
a
g
es
m
e
to
co
n
s
tan
tly
lo
o
k
f
o
r
n
ew
way
s
to
wo
r
k
,
d
e
v
elo
p
,
an
d
s
o
lv
e
p
r
o
b
lem
s
,
”
“
my
s
ch
o
o
l
p
r
i
n
ci
p
al
h
as
a
clea
r
an
d
ac
tio
n
ab
le
v
is
io
n
a
n
d
d
ir
ec
t
io
n
,
”
an
d
“
m
y
s
ch
o
o
l
p
r
in
c
ip
al
ask
s
ab
o
u
t
an
d
cr
ea
tes
o
p
p
o
r
tu
n
ities
f
o
r
p
r
o
f
ess
io
n
al
d
ev
elo
p
m
e
n
t th
at
ar
e
tailo
r
ed
to
th
e
in
ter
ests
o
f
all
teac
h
er
s
.
”
SUPP
r
ef
er
s
to
th
e
s
u
p
p
o
r
t
teac
h
er
s
r
ec
eiv
e
r
elate
d
to
r
esear
ch
,
in
clu
d
in
g
ass
is
tan
ce
wit
h
r
esear
ch
r
eso
u
r
ce
s
,
allo
ca
tio
n
o
f
ap
p
r
o
p
r
iate
tim
e,
r
esear
ch
t
r
ain
in
g
,
g
u
id
an
ce
,
f
ee
d
b
ac
k
,
an
d
co
llab
o
r
atio
n
f
r
o
m
ex
p
er
ts
with
in
th
eir
af
f
iliated
o
r
g
an
izatio
n
s
.
I
t is m
ea
s
u
r
ed
b
y
th
r
ee
o
b
s
er
v
e
d
v
ar
iab
les:
r
eso
u
r
ce
s
f
o
r
r
esear
c
h
(
R
E
SO)
,
k
n
o
wled
g
e
f
o
r
r
esea
r
ch
(
KNOW),
an
d
tim
e
f
o
r
r
esear
ch
(
T
I
ME
)
.
T
h
e
q
u
esti
o
n
n
air
e
co
m
p
r
is
es
9
item
s
,
with
d
is
cr
im
in
atio
n
p
o
wer
ass
es
s
ed
th
r
o
u
g
h
item
-
to
t
al
co
r
r
elatio
n
(r
xy
)
v
alu
es
r
an
g
in
g
f
r
o
m
0
.
6
7
6
t
o
0
.
8
7
8
.
An
i
n
d
ep
e
n
d
en
t
s
am
p
les
t
-
test
,
co
n
s
id
er
in
g
th
e
to
p
an
d
b
o
tto
m
2
7
%
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u
p
s
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ea
ch
with
4
6
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ar
ticip
an
ts
)
,
s
h
o
wed
v
alu
es
r
an
g
in
g
f
r
o
m
7
.
1
9
9
to
1
2
.
4
5
5
,
all
s
tatis
t
ically
s
ig
n
if
ican
t
at
th
e
0
.
0
1
lev
el.
C
r
o
n
b
ac
h
’
s
alp
h
a
f
o
r
t
h
e
o
b
s
er
v
ed
v
ar
iab
les
r
a
n
g
ed
f
r
o
m
0
.
8
6
2
to
0
.
9
0
6
.
T
h
e
s
am
p
le
q
u
esti
o
n
s
in
clu
d
e:
“
I
r
ec
eiv
e
s
u
p
p
o
r
t
with
m
ate
r
ials
an
d
e
q
u
ip
m
e
n
t
f
o
r
teac
h
in
g
m
an
ag
em
e
n
t
to
d
e
v
elo
p
an
d
s
o
lv
e
s
tu
d
en
t
p
r
o
b
lem
s
,
”
“
I
ca
n
u
s
e
th
e
s
ch
o
o
l
f
ac
ilit
ies
as
a
r
eso
u
r
ce
f
o
r
s
tu
d
y
in
g
an
d
d
ev
elo
p
in
g
m
y
class
r
o
o
m
r
esear
c
h
at
an
y
tim
e,
”
an
d
“
wh
en
I
h
av
e
q
u
esti
o
n
s
a
b
o
u
t
co
n
d
u
cti
n
g
class
r
o
o
m
r
esear
ch
,
I
ca
n
f
in
d
an
s
wer
s
f
r
o
m
p
er
s
o
n
n
el
in
th
e
s
ch
o
o
l
o
r
af
f
iliated
o
r
g
an
izatio
n
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
Un
r
a
ve
lin
g
th
e
p
r
ed
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r
s
o
f res
ea
r
ch
u
tili
z
a
tio
n
a
mo
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g
Th
a
i e
d
u
ca
to
r
s
:
ev
id
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fr
o
m
.
.
.
(
P
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u
ch
it La
o
w
a
n
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)
1687
OR
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r
ef
er
s
to
th
e
p
er
ce
p
tio
n
o
f
in
ter
ac
tio
n
s
b
etwe
en
teac
h
er
s
an
d
th
e
o
r
g
a
n
izatio
n
al
r
e
g
u
latio
n
s
,
in
clu
d
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g
f
r
ien
d
lin
ess
,
r
esp
o
n
s
ib
ilit
y
,
an
d
f
air
n
ess
.
I
t
is
m
e
asu
r
ed
b
y
f
o
u
r
o
b
s
er
v
ed
v
ar
ia
b
les:
r
u
les
(
R
UL
E
)
,
f
r
ien
d
lin
ess
(
FR
I
E
N)
,
r
esp
o
n
s
ib
ilit
y
(
R
E
SP
)
,
an
d
f
air
n
ess
(
FAI
R
)
.
T
h
e
q
u
esti
o
n
n
air
e
c
o
m
p
r
is
es
1
4
item
s
,
with
d
is
cr
im
in
atio
n
p
o
wer
ass
ess
ed
th
r
o
u
g
h
item
-
to
tal
c
o
r
r
elatio
n
(r
xy
)
v
alu
es
r
an
g
i
n
g
f
r
o
m
0
.
7
0
4
to
0
.
8
6
3
.
An
in
d
ep
e
n
d
en
t
s
am
p
les
t
-
te
s
t,
co
n
s
id
er
in
g
th
e
to
p
an
d
b
o
tto
m
2
7
%
g
r
o
u
p
s
(
ea
ch
with
4
6
p
ar
ticip
an
ts
)
,
s
h
o
wed
v
alu
es
r
an
g
in
g
f
r
o
m
9
.
3
5
6
t
o
1
2
.
6
8
4
,
all
s
tatis
tica
l
ly
s
ig
n
if
ican
t
at
th
e
0
.
0
1
le
v
el.
C
r
o
n
b
ac
h
’
s
alp
h
a
f
o
r
th
e
o
b
s
er
v
e
d
v
a
r
iab
les
r
a
n
g
ed
f
r
o
m
0
.
8
8
0
t
o
0
.
9
0
8
.
T
h
e
s
am
p
le
q
u
esti
o
n
s
in
clu
d
e:
“
my
s
ch
o
o
l
clea
r
ly
d
ef
in
es
r
o
les
an
d
g
r
an
ts
r
ig
h
ts
to
p
r
ac
titi
o
n
er
s
,
”
“
I
f
ee
l
t
h
at
I
am
an
im
p
o
r
tan
t
p
ar
t
o
f
th
e
s
ch
o
o
l,
”
an
d
“
I
r
ec
eiv
e
eq
u
al
o
p
p
o
r
tu
n
ities
an
d
tr
ea
tm
en
t
f
r
o
m
t
h
e
s
ch
o
o
l
as a
ll o
th
er
teac
h
er
s
.
”
KNOW
S
r
ef
er
s
to
teac
h
er
s
'
p
er
ce
p
tio
n
o
f
th
eir
k
n
o
wled
g
e
an
d
ab
ilit
ies
in
p
r
o
b
lem
-
s
o
lv
in
g
,
in
f
o
r
m
atio
n
s
ee
k
in
g
,
r
esear
c
h
m
eth
o
d
o
lo
g
y
,
s
tatis
tical
d
ata
an
aly
s
is
,
an
d
r
esear
ch
d
is
s
em
in
atio
n
.
I
t
is
m
ea
s
u
r
ed
b
y
f
iv
e
o
b
s
er
v
e
d
v
ar
iab
les:
p
r
o
b
lem
s
o
l
v
in
g
s
k
i
lls
(
PR
O
B
)
,
in
f
o
r
m
atio
n
s
ee
k
in
g
s
k
ills
(
I
NFO)
,
r
esear
ch
m
eth
o
d
o
lo
g
y
s
k
ills
(
R
E
SM)
,
d
ata
m
an
ag
em
en
t
an
d
an
aly
s
is
s
k
ill
s
(
STAT
)
,
an
d
r
esear
ch
p
u
b
licizin
g
s
k
ills
(
C
OM
M)
.
T
h
e
q
u
esti
o
n
n
air
e
co
m
p
r
is
es
1
7
item
s
,
with
d
is
cr
im
in
atio
n
p
o
wer
ass
ess
ed
th
r
o
u
g
h
item
-
to
tal
co
r
r
elatio
n
(r
xy
)
v
al
u
es r
an
g
in
g
f
r
o
m
0
.
7
0
4
to
0
.
8
9
4
.
An
in
d
ep
en
d
en
t sam
p
les t
-
test
,
co
n
s
id
er
in
g
th
e
to
p
an
d
b
o
tto
m
2
7
%
g
r
o
u
p
s
(
ea
ch
with
4
6
p
ar
ticip
an
ts
)
,
s
h
o
wed
v
alu
es
r
an
g
in
g
f
r
o
m
9
.
1
1
2
to
1
2
.
3
1
4
,
all
s
tatis
t
ically
s
ig
n
if
ican
t
at
th
e
0
.
0
1
lev
el.
C
r
o
n
b
ac
h
’
s
alp
h
a
f
o
r
th
e
o
b
s
er
v
ed
v
ar
iab
les
r
an
g
ed
f
r
o
m
0
.
8
6
2
t
o
0
.
9
3
9
.
T
h
e
s
am
p
le
q
u
esti
o
n
s
in
clu
d
e:
“
I
ca
n
s
y
s
tem
atica
lly
d
esig
n
p
r
o
b
lem
-
s
o
lv
in
g
m
eth
o
d
s
,
”
“
I
o
f
ten
f
in
d
r
esear
ch
o
n
th
e
to
p
ics
I
n
ee
d
in
a
s
h
o
r
t
tim
e
u
s
in
g
v
ar
io
u
s
s
ea
r
ch
tech
n
iq
u
es,
”
an
d
“
I
ca
n
d
esig
n
r
esear
ch
f
r
am
ewo
r
k
s
th
at
alig
n
with
th
e
p
r
o
b
lem
s
id
e
n
tifie
d
.
”
AT
T
R
r
ef
er
to
teac
h
er
s
'
p
er
ce
p
tio
n
s
r
e
g
ar
d
in
g
th
e
u
s
ef
u
ln
ess
,
co
m
p
atib
ilit
y
with
t
h
eir
wo
r
k
,
co
m
p
lex
ity
,
r
e
p
ea
tab
ilit
y
,
an
d
o
b
s
er
v
ab
le
b
e
n
ef
its
o
f
co
n
d
u
c
tin
g
an
d
u
tili
zin
g
r
esear
c
h
.
I
t
i
s
m
ea
s
u
r
ed
b
y
f
iv
e
o
b
s
er
v
ed
v
ar
iab
les:
r
elativ
e
a
d
v
an
tag
e
(
ADVA
)
,
c
o
m
p
atib
i
lity
(
C
OM
PA)
,
c
o
m
p
lex
ity
(
C
OM
PL)
,
t
r
ialab
ilit
y
(
T
R
AI
)
,
an
d
o
b
s
er
v
a
b
ilit
y
(
OB
SE)
.
T
h
e
q
u
esti
o
n
n
air
e
c
o
m
p
r
is
es
1
5
item
s
,
with
d
is
cr
im
in
atio
n
p
o
wer
ass
es
s
ed
th
r
o
u
g
h
item
-
to
tal
c
o
r
r
elatio
n
(r
xy
)
v
alu
es
r
an
g
in
g
f
r
o
m
0
.
4
1
6
to
0
.
8
6
1
.
T
h
e
in
d
ep
en
d
e
n
t
s
am
p
les
t
-
test
,
co
n
s
id
er
in
g
th
e
to
p
an
d
b
o
tto
m
2
7
%
g
r
o
u
p
s
(
ea
ch
wi
th
4
6
p
ar
ticip
an
ts
)
,
s
h
o
wed
v
alu
es
r
an
g
in
g
f
r
o
m
5
.
6
5
8
to
1
0
.
8
5
2
,
all
s
tatis
tica
lly
s
ig
n
if
ican
t
at
th
e
0
.
0
1
le
v
el.
C
r
o
n
b
ac
h
’
s
alp
h
a
f
o
r
th
e
o
b
s
er
v
ed
v
ar
iab
les
r
an
g
ed
f
r
o
m
0
.
7
2
6
to
0
.
9
2
9
.
T
h
e
s
am
p
le
q
u
esti
o
n
s
in
clu
d
e
:
“
I
co
n
d
u
ct
r
esear
ch
b
ased
o
n
cu
r
r
en
t
p
r
ac
tices
s
u
ch
as
g
o
als,
av
ailab
le
r
eso
u
r
ce
s
,
an
d
in
v
o
lv
e
d
p
er
s
o
n
n
e
l
,
”
“
I
f
o
cu
s
o
n
s
tu
d
y
in
g
an
d
r
esear
ch
in
g
is
s
u
es
r
ath
er
th
an
c
o
m
p
lex
m
eth
o
d
o
l
o
g
ies
,
”
an
d
“
I
a
m
in
ter
ested
i
n
r
esear
ch
th
at
ca
n
b
e
test
ed
o
n
a
s
m
all
s
ca
le
o
f
ac
tu
al
p
r
ac
tice.
”
2
.
3
Ana
ly
zing
o
f
d
a
t
a
T
h
is
r
esear
ch
in
v
o
lv
es
th
e
a
n
aly
s
is
o
f
m
u
ltiv
ar
iate
d
ata
wh
er
e
th
e
v
ar
iab
les
ar
e
in
ter
r
elate
d
in
a
ca
u
s
al
f
ac
to
r
m
an
n
er
.
T
h
e
r
e
s
ea
r
ch
er
em
p
lo
y
ed
PLS
-
SEM
[
1
0
]
,
u
s
in
g
th
e
PLS
alg
o
r
ith
m
f
o
r
p
ar
am
eter
esti
m
atio
n
an
d
b
o
o
ts
tr
ap
p
in
g
(
5
,
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r
e
p
licatio
n
s
)
to
o
b
tai
n
p
ath
co
e
f
f
icien
ts
with
s
tatis
tical
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ig
n
if
ican
ce
test
in
g
.
T
h
e
h
y
p
o
th
esized
m
o
d
el
in
th
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tu
d
y
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a
h
ig
h
e
r
-
o
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d
e
r
s
tr
u
ctu
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m
o
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el,
wh
er
e
h
ig
h
ly
a
b
s
tr
ac
t
co
n
s
tr
u
cts
ar
e
s
p
ec
if
ied
as
h
ig
h
er
-
o
r
d
er
a
n
d
m
o
r
e
c
o
n
cr
e
te
co
m
p
o
n
en
ts
as
lo
wer
-
o
r
d
e
r
co
n
s
tr
u
cts.
T
h
is
r
ed
u
ce
s
th
e
s
tr
u
ctu
r
al
co
m
p
lex
ity
o
f
th
e
m
o
d
el
a
n
d
m
u
ltico
lli
n
ea
r
ity
.
B
o
th
lev
els o
f
co
n
s
tr
u
cts we
r
e
m
ea
s
u
r
ed
u
s
in
g
a
f
o
r
m
ativ
e
-
f
o
r
m
ativ
e
m
ea
s
u
r
em
en
t
m
o
d
el
[
2
2
]
.
T
h
e
an
aly
s
is
o
f
th
ese
h
ig
h
er
-
o
r
d
er
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n
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tr
u
cts
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co
n
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cte
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u
s
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th
e
d
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in
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2
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s
tag
e
ap
p
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h
[
2
3
]
with
th
e
ADAN
C
O
v
er
s
io
n
2
.
3
.
2
s
o
f
tw
ar
e.
T
h
e
an
al
y
s
is
o
f
h
ig
h
er
-
o
r
d
e
r
co
n
s
tr
u
cts
u
s
in
g
th
e
d
is
jo
in
t
2
-
s
tag
e
a
p
p
r
o
ac
h
is
co
n
d
u
ct
ed
in
two
s
tag
es.
T
h
e
f
ir
s
t
s
tag
e
an
al
y
ze
s
th
e
lo
wer
-
o
r
d
er
c
o
n
s
tr
u
cts,
wh
er
e
i
n
d
ep
e
n
d
en
t
v
ar
iab
les
ar
e
d
ir
ec
tly
ex
am
in
in
g
th
e
r
elatio
n
s
h
ip
b
etwe
en
with
th
e
lo
wer
-
o
r
d
er
co
n
s
tr
u
cts
to
o
b
tain
th
eir
s
tan
d
ar
d
ized
co
n
s
tr
u
c
t
s
co
r
es.
I
n
th
e
s
ec
o
n
d
s
tag
e,
th
e
an
aly
s
is
o
f
th
e
h
ig
h
er
-
o
r
d
e
r
co
n
s
tr
u
cts is
ca
r
r
ied
o
u
t b
y
u
s
in
g
th
e
s
tan
d
ar
d
ized
co
n
s
tr
u
ct
s
co
r
es o
f
th
e
l
o
wer
-
o
r
d
er
co
n
s
tr
u
cts
as
in
d
icato
r
s
f
o
r
t
h
e
n
ewly
cr
ea
te
d
h
ig
h
er
-
o
r
d
er
c
o
n
s
tr
u
cts.
T
h
e
in
d
ep
en
d
en
t
v
ar
iab
les
ar
e
th
e
n
an
aly
ze
d
in
r
elatio
n
to
th
e
n
ewly
cr
ea
ted
h
ig
h
e
r
-
o
r
d
er
co
n
s
tr
u
cts
in
th
e
s
am
e
m
an
n
er
as in
t
h
e
an
aly
s
is
o
f
th
e
lo
wer
-
o
r
d
er
co
n
s
tr
u
cts [
2
3
]
.
Fo
r
m
o
d
el
e
v
alu
atio
n
,
t
h
r
ee
asp
ec
ts
ar
e
co
n
s
id
er
ed
:
i
)
o
v
er
all
m
o
d
el
f
it:
t
h
is
in
v
o
l
v
es
p
ar
am
eter
esti
m
atio
n
to
ass
ess
th
e
d
if
f
er
en
ce
s
b
etwe
en
th
e
o
b
s
er
v
ed
v
alu
e
o
r
ap
p
r
o
x
im
ate
d
v
alu
e
an
d
th
e
p
r
ed
icted
v
alu
e
o
f
th
e
d
ep
e
n
d
en
t
v
a
r
iab
l
es.
No
m
o
lo
g
ical
v
alid
ity
is
co
n
s
id
er
ed
,
wh
ich
in
clu
d
es
s
tan
d
ar
d
ized
r
o
o
t
m
ea
n
s
q
u
ar
e
r
esid
u
al
(
SR
MR
)
,
g
eo
d
esic
d
is
cr
ep
an
cy
(
d
G
)
,
an
d
u
n
weig
h
ted
least
s
q
u
ar
es
d
is
cr
ep
an
cy
(
d
ULS
)
,
an
d
th
ese
s
h
o
u
ld
b
e
less
th
an
th
e
9
9
%
co
n
f
id
e
n
ce
in
ter
v
al
(
HI
9
9
)
.
Ho
wev
e
r
,
if
all
th
r
ee
v
alu
es
ex
ce
ed
th
is
th
r
esh
o
ld
,
SR
MR
s
h
o
u
ld
b
e
less
th
an
0
.
0
8
;
ii
)
o
u
ter
m
o
d
el
o
r
m
ea
s
u
r
em
en
t
m
o
d
el:
t
h
is
in
v
o
lv
es
ex
am
in
in
g
th
e
q
u
ality
o
f
th
e
in
d
icato
r
s
in
th
e
m
o
d
el.
Giv
en
th
at
th
is
r
es
ea
r
ch
em
p
lo
y
s
a
f
o
r
m
ativ
e
m
e
asu
r
em
en
t
m
o
d
el,
m
u
ltico
llin
ea
r
ity
is
ev
alu
ated
b
y
en
s
u
r
in
g
th
at
th
e
v
ar
ian
ce
in
f
latio
n
f
ac
to
r
(
VI
F
)
v
alu
e
is
less
th
an
5
.
0
[
2
4
]
,
Ad
d
itio
n
ally
,
if
th
e
VI
F
v
alu
e
is
b
elo
w
3
.
3
,
it
in
d
icate
s
th
at
t
h
e
in
d
icato
r
s
ar
e
f
r
ee
f
r
o
m
co
m
m
o
n
m
eth
o
d
b
ias
(
C
MB)
[
2
5
]
.
T
h
e
s
ig
n
if
ican
ce
o
f
th
e
weig
h
t
v
alu
es
is
a
s
s
e
s
s
ed
b
y
en
s
u
r
in
g
th
at
th
e
T
-
weig
h
t
is
g
r
ea
ter
th
an
1
.
9
6
.
I
f
s
tatis
tical
s
ig
n
if
ican
ce
is
n
o
t
estab
lis
h
ed
,
lo
a
d
in
g
s
g
r
ea
ter
th
an
0
.
5
ar
e
c
o
n
s
id
er
ed
[
2
6
]
;
a
n
d
iii
)
i
n
n
er
m
o
d
el
o
r
s
tr
u
ctu
r
al
m
o
d
el:
th
i
s
in
v
o
lv
es e
x
am
in
in
g
th
e
in
f
l
u
en
ce
o
f
v
ar
iab
les with
in
th
e
m
o
d
el.
T
h
e
s
tatis
tical
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2252
-
8
8
2
2
I
n
t
J
E
v
al
&
R
es E
d
u
c
,
Vo
l
.
14
,
No
.
3
,
J
u
n
e
20
25
:
1
6
8
4
-
1
6
9
4
1688
s
ig
n
if
ican
ce
o
f
p
ath
c
o
ef
f
icie
n
ts
(
b
eta)
is
ass
ess
ed
[
2
7
]
.
T
h
e
co
e
f
f
icien
t
o
f
d
eter
m
in
atio
n
(
R
2
)
is
ev
al
u
ated
with
th
r
esh
o
ld
s
o
f
0
.
2
5
,
0
.
5
0
,
an
d
0
.
7
5
,
co
r
r
esp
o
n
d
in
g
to
s
m
all,
m
ed
iu
m
,
an
d
lar
g
e,
r
es
p
ec
tiv
ely
[
2
4
]
.
T
h
e
ef
f
ec
t
s
ize
(
f
2
)
f
o
r
ea
ch
p
ath
is
as
s
ess
ed
with
th
r
esh
o
ld
s
o
f
0
.
0
2
,
0
.
1
5
,
an
d
0
.
3
5
f
o
r
s
m
all,
m
ed
iu
m
,
an
d
lar
g
e
ef
f
ec
ts
,
r
esp
ec
tiv
ely
.
3.
RE
SU
L
T
S AN
D
D
I
SCU
SS
I
O
N
Fo
r
th
e
an
al
y
s
is
o
f
th
e
PLS
-
SEM
,
th
e
d
is
jo
in
t
2
-
s
tag
e
ap
p
r
o
ac
h
in
v
o
lv
es
co
m
p
letin
g
th
e
an
aly
s
is
o
f
th
e
lo
wer
-
o
r
d
er
co
n
s
tr
u
cts
a
n
d
th
e
n
u
s
in
g
t
h
e
s
tan
d
a
r
d
i
ze
d
co
n
s
tr
u
ct
s
co
r
es
o
f
th
e
co
m
p
o
n
en
ts
in
th
e
s
u
b
s
eq
u
en
t seco
n
d
-
s
tag
e
an
aly
s
is
.
3
.
1
.
O
v
er
a
ll mo
del f
it
T
h
e
r
esu
lts
o
f
th
e
p
a
r
am
eter
s
u
s
ed
to
e
x
am
in
e
th
e
n
o
m
o
lo
g
ical
v
alid
ity
o
f
th
e
lo
wer
-
o
r
d
er
co
n
s
tr
u
cts
in
clu
d
e
SR
MR=0
.
0
3
5
,
d
ULS
=
0
.
5
6
3
,
an
d
d
G
=0
.
3
3
8
.
T
h
ese
r
esu
lts
in
d
icate
th
at
th
e
h
y
p
o
th
esized
m
o
d
el
h
as
g
o
o
d
f
it,
as
ev
id
en
ce
d
b
y
th
e
SR
M
R
v
alu
e
b
ein
g
less
th
an
0
.
0
8
.
Fo
r
th
e
h
ig
h
er
-
o
r
d
er
co
n
s
tr
u
cts
m
o
d
el,
th
e
SR
M
R
=0
.
0
3
8
,
d
ULS
=0
.
4
4
0
,
a
n
d
d
G
=0
.
2
5
4
v
alu
es
s
im
ilar
ly
in
d
icate
g
o
o
d
f
it
f
o
r
th
e
h
y
p
o
th
esized
m
o
d
el,
as
s
h
o
wn
in
T
ab
le
1
.
T
ab
le
1
.
Ass
ess
in
g
o
f
th
e
g
o
o
d
n
ess
o
f
f
it o
f
th
e
lo
wer
-
o
r
d
e
r
an
d
h
ig
h
er
-
o
r
d
er
co
n
s
tr
u
ct
P
a
r
a
me
t
e
r
V
a
l
u
e
H
I
9
5
H
I
9
9
Lo
w
e
r
-
o
r
d
e
r
c
o
n
s
t
r
u
c
t
S
R
M
R
0
.
0
3
5
0
.
0
2
2
0
.
0
2
4
d
U
L
S
0
.
5
6
3
0
.
2
1
4
0
.
2
6
0
d
G
0
.
3
3
8
0
.
2
1
2
0
.
2
3
4
H
i
g
h
e
r
-
o
r
d
e
r
c
o
n
s
t
r
u
c
t
S
R
M
R
0
.
0
3
8
0
.
0
2
2
0
.
0
2
5
d
U
L
S
0
.
4
4
0
0
.
1
4
1
0
.
1
8
0
d
G
0
.
2
5
4
0
.
1
3
7
0
.
1
5
1
3
.
2
.
M
ea
s
urem
ent
m
o
del
T
h
e
r
esu
lts
o
f
th
e
f
ir
s
t stag
e
,
as sh
o
wn
in
Fig
u
r
e
1
,
th
e
an
al
y
s
is
o
f
th
e
in
d
icato
r
weig
h
ts
o
f
th
e
lo
wer
-
o
r
d
er
c
o
n
s
tr
u
ct
s
h
o
wed
v
alu
es
r
an
g
in
g
f
r
o
m
0
.
1
4
6
t
o
0
.
5
3
3
,
with
s
tatis
tical
s
ig
n
if
ican
ce
at
th
e
0
.
0
5
lev
el.
T
h
e
h
ig
h
est
weig
h
ts
wer
e
f
o
u
n
d
i
n
PR
U1
(
0
.
5
3
3
)
,
PR
U2
(
0
.
5
2
0
)
,
an
d
C
R
U1
(
0
.
4
7
6
)
,
r
esp
ec
tiv
ely
.
T
h
e
in
d
icato
r
with
th
e
lo
west
weig
h
t
was
STAT
(
0
.
1
4
6
)
.
Ho
wev
er
,
th
e
in
d
icato
r
s
I
DE
A,
C
OM
PL,
an
d
C
R
U2
wer
e
n
o
t
s
tatis
t
ically
s
ig
n
if
ican
t
(
T
-
W
e
ig
h
t<1
.
9
6
)
.
Nev
er
th
eless
,
wh
e
n
co
n
s
id
er
in
g
t
h
e
lo
ad
in
g
v
al
u
es,
th
e
in
d
icato
r
s
I
DE
A,
C
OM
PL,
an
d
C
R
U2
h
ad
v
alu
es
o
f
0
.
8
9
4
,
0
.
8
1
9
,
an
d
0
.
7
8
7
,
r
esp
ec
tiv
ely
,
w
h
ich
ar
e
ab
o
v
e
th
e
th
r
esh
o
ld
o
f
0
.
5
.
T
h
e
m
u
ltico
llin
ea
r
ity
an
aly
s
is
s
h
o
wed
th
a
t
th
e
VI
F
v
alu
es
o
f
th
e
in
d
ic
ato
r
s
r
an
g
e
d
f
r
o
m
1
.
7
6
6
to
4
.
2
7
7
,
all
b
elo
w
5
.
0
,
in
d
icatin
g
th
at
th
er
e
is
n
o
m
u
l
tico
llin
ea
r
ity
am
o
n
g
th
ese
in
d
icato
r
s
.
T
h
er
ef
o
r
e,
all
in
d
icato
r
s
ca
n
b
e
u
s
ed
as in
d
icato
r
s
in
th
e
lo
wer
-
o
r
d
e
r
co
n
s
tr
u
ct.
Seco
n
d
s
tag
e
,
as
s
h
o
wn
in
Fig
u
r
e
2
,
s
h
o
w
s
th
at
t
h
e
in
d
ep
en
d
e
n
t
v
a
r
iab
les
r
etain
e
d
th
e
s
am
e
in
d
icato
r
s
an
d
s
tr
u
ctu
r
es
b
u
t
th
e
s
tan
d
ar
d
ized
co
n
s
tr
u
ct
s
co
r
es
o
f
I
R
U,
C
R
U,
an
d
P
R
U
f
r
o
m
th
e
f
ir
s
t
s
tag
e
wer
e
u
s
ed
as
in
d
icato
r
s
f
o
r
t
h
e
n
ewly
co
n
s
tr
u
cted
v
a
r
iab
l
e,
R
U.
T
h
e
weig
h
ts
in
th
is
s
tag
e
d
if
f
er
e
d
s
lig
h
tly
f
r
o
m
th
e
f
ir
s
t
s
tag
e,
r
an
g
in
g
f
r
o
m
0
.
1
4
6
to
0
.
4
9
3
,
with
s
tatis
t
ical
s
ig
n
if
ican
ce
at
th
e
0
.
0
5
le
v
el.
T
h
e
in
d
icato
r
s
with
th
e
h
ig
h
est
weig
h
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icate
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th
at
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DE
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ig
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ig
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ize
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m
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ize
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r
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(
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ig
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e
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ize
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8
7
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d
itio
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ally
,
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ig
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ct
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lar
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ize
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ig
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if
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th
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lar
g
e
ef
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ec
t
s
ize
(
1
.
5
1
6
)
.
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
Un
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th
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p
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r
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r
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tag
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r
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Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2252
-
8
8
2
2
I
n
t
J
E
v
al
&
R
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d
u
c
,
Vo
l
.
14
,
No
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3
,
J
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n
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20
25
:
1
6
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f
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le
th
a
n
in
m
o
r
e
d
e
v
elo
p
ed
co
u
n
tr
ies.
Ad
d
itio
n
ally
,
th
e
s
tu
d
y
f
o
u
n
d
th
at
SUPP
in
f
lu
en
ce
s
th
e
OR
GA
,
co
n
s
is
ten
t
with
Kö
s
e
[
3
0
]
,
wh
o
d
em
o
n
s
tr
ated
th
at
s
u
ch
s
u
p
p
o
r
t
p
o
s
itiv
ely
af
f
ec
ts
th
e
clim
ate
an
d
teac
h
e
r
en
g
ag
em
en
t.
T
h
er
ef
o
r
e
,
p
r
o
m
o
tin
g
RU
in
T
h
ai
s
ch
o
o
ls
s
h
o
u
l
d
p
r
io
r
itize
th
e
d
ev
elo
p
m
e
n
t
o
f
co
m
p
r
eh
en
s
iv
e
s
u
p
p
o
r
t
s
y
s
tem
s
,
en
co
m
p
ass
in
g
k
n
o
wled
g
e
,
r
eso
u
r
ce
s
,
an
d
an
OR
GA
co
n
d
u
civ
e
to
r
esear
c
h
an
d
th
e
a
p
p
licatio
n
o
f
r
esear
ch
f
in
d
in
g
s
in
en
h
an
cin
g
teac
h
in
g
an
d
lear
n
in
g
p
r
ac
tices.
R
esear
ch
k
n
o
wled
g
e
an
d
s
k
ills
ar
e
th
e
s
ec
o
n
d
m
o
s
t
in
f
lu
en
t
ial
f
ac
to
r
s
in
teac
h
e
r
s
'
RU
,
ex
er
tin
g
b
o
th
d
ir
ec
t
an
d
IE
.
T
h
is
f
in
d
in
g
alig
n
s
with
B
lo
o
m
’
s
lear
n
in
g
th
eo
r
y
[
3
1
]
,
wh
ich
em
p
h
a
s
izes
th
at
ef
f
ec
tiv
e
u
tili
za
tio
n
o
f
an
y
r
eso
u
r
ce
r
eq
u
ir
es
a
s
o
lid
f
o
u
n
d
atio
n
o
f
k
n
o
wled
g
e
an
d
e
x
p
er
ien
ce
.
T
h
e
r
esu
lts
o
f
th
is
s
tu
d
y
ar
e
co
n
s
is
ten
t
with
th
e
r
esear
ch
o
f
Mo
e
a
n
d
E
n
m
ar
k
er
[
1
9
]
b
u
t
f
u
r
th
er
h
ig
h
lig
h
t
th
e
s
ig
n
if
ican
t
r
o
le
o
f
in
d
ir
ec
t
in
f
lu
e
n
ce
.
A
d
d
itio
n
al
ly
,
San
lu
an
g
an
d
Au
n
g
s
u
r
o
c
h
[
3
2
]
f
o
u
n
d
th
at
r
esear
ch
e
x
p
er
ien
ce
p
lay
s
a
cr
itical
r
o
le
in
en
h
an
cin
g
RU
,
wh
ile
Go
ld
s
tein
et
a
l.
[
3
3
]
ex
p
lain
ed
th
at
k
n
o
wled
g
e
an
d
s
k
ills
in
f
lu
en
ce
p
er
ce
p
tio
n
a
n
d
d
ec
is
io
n
-
m
a
k
i
n
g
r
eg
ar
d
in
g
v
a
r
io
u
s
p
h
e
n
o
m
e
n
a.
T
h
is
is
also
s
u
p
p
o
r
ted
b
y
Häg
g
m
an
[
3
4
]
,
wh
o
f
o
u
n
d
th
at
k
n
o
wled
g
e,
s
k
ills
,
an
d
ex
p
er
ien
ce
im
p
ac
t
t
h
e
ch
a
r
ac
ter
is
tics
o
f
r
esear
ch
.
T
h
er
e
f
o
r
e,
p
r
o
m
o
tin
g
RU
in
ed
u
ca
tio
n
s
h
o
u
ld
p
r
io
r
itize
th
e
co
n
tin
u
o
u
s
d
ev
elo
p
m
en
t
o
f
teac
h
er
s
'
r
esear
ch
k
n
o
wled
g
e
an
d
s
k
ills
th
r
o
u
g
h
h
an
d
s
-
o
n
tr
ain
in
g
,
b
u
ild
in
g
r
esear
ch
n
etwo
r
k
s
,
an
d
en
co
u
r
ag
in
g
teac
h
e
r
p
ar
ticip
atio
n
i
n
r
esear
ch
p
r
o
jects.
T
h
is
will
en
h
an
ce
teac
h
er
s
'
r
esear
ch
k
n
o
wled
g
e,
s
k
ills
,
an
d
ex
p
er
ien
ce
,
u
ltima
tely
lead
in
g
to
m
o
r
e
ef
f
ec
tiv
e
u
s
e
o
f
r
esear
ch
i
n
im
p
r
o
v
in
g
t
ea
ch
in
g
an
d
lear
n
in
g
p
r
ac
tices.
L
E
A
D
o
f
a
d
m
i
n
i
s
t
r
a
t
o
r
s
is
o
n
e
o
f
t
h
e
m
o
s
t
i
n
f
l
u
e
n
t
ia
l
f
a
ct
o
r
s
a
f
f
e
ct
i
n
g
RU
,
a
l
b
e
it
i
n
d
i
r
e
ctl
y
.
T
h
i
s
is
b
e
c
a
u
s
e
t
e
a
c
h
e
r
s
’
RU
b
e
h
a
v
io
r
s
,
s
u
c
h
as
s
o
l
v
i
n
g
cl
a
s
s
r
o
o
m
p
r
o
b
l
e
m
s
u
s
i
n
g
r
es
e
a
r
c
h
f
in
d
i
n
g
s
o
r
m
o
d
i
f
y
i
n
g
p
r
a
c
t
i
c
es
b
as
e
d
o
n
r
es
e
a
r
c
h
,
ar
e
p
r
i
m
a
r
i
l
y
d
r
i
v
e
n
b
y
i
n
t
e
r
n
al
m
o
t
i
v
at
i
o
n
s
r
a
t
h
e
r
t
h
a
n
t
h
e
d
i
r
e
c
t
a
u
t
h
o
r
it
y
o
f
o
r
g
a
n
i
z
a
t
i
o
n
a
l
le
a
d
e
r
s
[
3
5
]
.
Ho
w
e
v
e
r
,
d
u
e
t
o
t
h
e
i
r
r
o
l
es
w
it
h
i
n
t
h
e
o
r
g
a
n
i
z
a
ti
o
n
,
a
d
m
i
n
i
s
t
r
a
t
o
r
s
’
l
ea
d
e
r
s
h
ip
i
n
d
i
r
e
c
t
l
y
i
n
f
l
u
e
n
c
es
t
e
a
c
h
e
r
s
’
RU
.
T
h
e
i
n
f
l
u
e
n
c
e
o
f
L
E
A
D
on
RU
c
a
n
b
e
e
x
p
l
a
i
n
e
d
t
h
r
o
u
g
h
t
h
e
d
i
f
f
u
s
i
o
n
o
f
i
n
n
o
v
a
t
i
o
n
s
t
h
e
o
r
y
,
w
h
ic
h
p
o
s
i
t
s
t
h
a
t
l
e
a
d
e
r
s
’
a
t
ti
t
u
d
e
s
t
o
w
ar
d
c
h
a
n
g
e
p
o
s
i
t
i
v
el
y
i
m
p
a
c
t
t
h
e
t
r
a
n
s
f
o
r
m
a
ti
o
n
o
f
o
r
g
a
n
i
z
a
t
i
o
n
s
i
n
t
o
i
n
n
o
v
a
t
i
v
e
en
t
i
t
i
es
,
al
l
o
w
i
n
g
f
o
r
t
h
e
a
d
o
p
t
io
n
o
f
n
e
w
i
d
e
as
a
n
d
t
h
e
r
e
p
l
a
ce
m
e
n
t
o
f
t
r
a
d
it
i
o
n
a
l
m
e
t
h
o
d
s
[
1
7
]
.
T
h
i
s
is
c
o
n
s
is
ten
t
w
i
t
h
t
h
e
f
i
n
d
i
n
g
s
o
f
S
c
o
t
t
-
F
i
n
d
l
a
y
a
n
d
G
o
l
d
e
n
-
B
i
d
d
le
[
3
6
]
,
w
h
o
n
o
t
e
d
t
h
a
t
o
r
g
a
n
i
z
a
t
i
o
n
a
l
l
e
a
d
e
r
s
p
l
a
y
a
cr
u
c
i
a
l
r
o
l
e
i
n
f
ac
i
li
t
a
ti
n
g
a
n
d
s
h
a
p
i
n
g
p
o
l
i
c
i
es
t
h
a
t
p
r
o
m
o
t
e
RU
.
Si
m
i
l
a
r
l
y
,
L
E
AD
i
n
f
l
u
e
n
c
e
s
RU
,
t
h
o
u
g
h
t
h
e
s
e
s
tu
d
i
e
s
o
b
s
e
r
v
e
d
d
i
r
e
ct
i
n
f
l
u
e
n
ce
[
1
5
]
,
[
1
9
]
.
T
h
e
r
e
s
u
l
t
s
o
f
t
h
is
s
t
u
d
y
s
u
g
g
e
s
t
t
h
a
t
t
h
e
d
i
f
f
e
r
e
n
c
e
m
a
y
b
e
a
t
t
r
i
b
u
t
ed
t
o
v
a
r
i
a
t
i
o
n
s
i
n
o
r
g
a
n
i
z
a
t
i
o
n
al
c
o
n
t
e
x
t
a
n
d
r
e
s
ea
r
c
h
m
e
t
h
o
d
s
.
T
h
e
AT
T
R
h
av
e
a
d
ir
ec
t
i
n
f
lu
en
ce
o
n
teac
h
e
r
s
'
RU
,
p
a
r
ticu
lar
ly
wh
en
teac
h
er
s
p
e
r
ce
iv
e
th
at
r
esear
ch
ca
n
b
e
p
r
ac
tically
ap
p
lied
in
teac
h
in
g
an
d
lear
n
in
g
.
Fo
r
ex
am
p
le,
i
n
tr
o
d
u
cin
g
n
e
w
teac
h
in
g
s
tr
ateg
ies
th
at
en
h
an
ce
s
tu
d
en
t
lear
n
in
g
o
r
p
r
esen
tin
g
m
eth
o
d
s
th
at
ali
g
n
with
th
e
cu
r
r
en
t
wo
r
k
co
n
t
ex
t
ca
n
s
ig
n
if
ica
n
tly
im
p
ac
t
u
tili
za
tio
n
.
Dif
f
u
s
io
n
o
f
in
n
o
v
atio
n
s
t
h
eo
r
y
[
1
7
]
ex
p
lain
s
th
at
a
p
o
s
itiv
e
p
er
ce
p
tio
n
o
f
th
e
ch
ar
ac
ter
is
tics
o
f
an
in
n
o
v
ati
o
n
,
i
n
th
is
ca
s
e,
r
esear
ch
,
lead
s
to
ac
ce
p
tan
ce
a
n
d
u
tili
za
tio
n
.
T
h
is
f
in
d
i
n
g
is
co
n
s
is
ten
t
with
th
e
s
tu
d
y
b
y
T
an
y
e
[
3
7
]
,
w
h
ich
f
o
u
n
d
th
at
s
tu
d
en
ts
'
p
o
s
itiv
e
p
er
ce
p
tio
n
s
in
f
lu
en
ce
d
th
ei
r
u
s
e
o
f
in
n
o
v
atio
n
s
in
u
n
i
v
er
s
ities
,
an
d
with
Kim
et
a
l
.
[
3
8
]
w
h
o
n
o
ted
th
at
r
elativ
e
ad
v
an
tag
e,
co
m
p
atib
ilit
y
,
an
d
co
m
p
lex
ity
o
f
in
n
o
v
atio
n
s
p
o
s
itiv
ely
im
p
ac
ted
th
eir
ad
o
p
tio
n
.
T
h
ese
r
esear
ch
f
in
d
in
g
s
h
ig
h
lig
h
t
th
e
im
p
o
r
tan
ce
o
f
d
esig
n
in
g
an
d
co
m
m
u
n
icatin
g
r
esear
ch
c
h
ar
ac
ter
is
tics
to
m
ee
t
th
e
n
ee
d
s
an
d
c
o
n
tex
ts
o
f
teac
h
er
s
,
th
er
eb
y
p
r
o
m
o
tin
g
ef
f
ec
tiv
e
RU
in
ed
u
ca
tio
n
.
Fo
r
i
n
s
tan
ce
,
p
r
esen
tin
g
r
esear
ch
f
in
d
in
g
s
in
an
ea
s
ily
u
n
d
er
s
tan
d
a
b
le
f
o
r
m
at,
with
c
lear
g
u
i
d
elin
es
f
o
r
p
r
ac
tical
a
p
p
licatio
n
a
n
d
d
em
o
n
s
tr
atin
g
tan
g
ib
le
b
e
n
ef
its
f
o
r
b
o
th
s
tu
d
en
ts
an
d
teac
h
er
s
,
will
en
co
u
r
ag
e
teac
h
er
s
to
r
e
co
g
n
ize
th
e
v
alu
e
o
f
r
esear
c
h
an
d
a
p
p
ly
it
m
o
r
e
f
r
eq
u
e
n
tly
to
en
h
an
ce
teac
h
i
n
g
an
d
lear
n
in
g
.
T
h
e
f
in
d
in
g
s
r
ev
ea
led
t
h
at
OR
GA
is
th
e
o
n
ly
f
ac
to
r
th
at
d
o
es
n
o
t
in
f
l
u
en
ce
teac
h
er
s
'
RU
,
wh
ich
co
n
tr
ad
icts
d
if
f
u
s
io
n
o
f
in
n
o
v
atio
n
s
th
eo
r
y
Dea
r
in
g
an
d
C
o
x
[
1
7
]
an
d
th
e
p
r
ev
io
u
s
s
tu
d
ies
[
1
5
]
,
[
3
9
]
,
wh
ich
f
o
u
n
d
th
at
OR
GA
im
p
ac
ts
in
n
o
v
atio
n
ad
o
p
tio
n
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d
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r
k
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er
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o
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ce
.
Fu
r
th
er
m
o
r
e,
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r
eg
o
r
y
et
a
l
.
[
4
0
]
d
is
co
v
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t
h
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o
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izatio
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a
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izatio
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ef
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ess
,
an
d
Yan
g
[
4
1
]
h
ig
h
lig
h
te
d
th
e
im
p
o
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tan
ce
o
f
k
n
o
wled
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o
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o
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g
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n
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ef
f
ec
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ess
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wev
er
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iv
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en
t
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esu
lt
ca
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e
ex
p
lain
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b
y
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e
u
n
iq
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e
ch
ar
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ter
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th
e
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io
n
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d
th
e
T
h
ai
ed
u
ca
tio
n
a
l
co
n
tex
t,
p
ar
ticu
lar
ly
in
two
k
ey
asp
ec
ts
.
First,
th
e
p
r
o
f
es
s
io
n
al
au
to
n
o
m
y
o
f
teac
h
er
s
,
wh
ich
alig
n
s
with
s
elf
-
d
eter
m
in
atio
n
t
h
eo
r
y
[
4
2
]
,
em
p
h
asizes
th
e
im
p
o
r
ta
n
ce
o
f
a
u
to
n
o
m
y
i
n
d
ec
is
io
n
-
m
a
k
in
g
.
T
h
ai
teac
h
er
s
o
f
ten
h
a
v
e
th
e
f
r
ee
d
o
m
to
m
ak
e
d
ec
is
io
n
s
r
eg
ar
d
in
g
teac
h
in
g
m
eth
o
d
s
an
d
th
e
ad
o
p
tio
n
o
f
in
n
o
v
atio
n
s
in
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2252
-
8
8
2
2
I
n
t
J
E
v
al
&
R
es E
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c
,
Vo
l
.
14
,
No
.
3
,
J
u
n
e
20
25
:
1
6
8
4
-
1
6
9
4
1692
th
eir
class
r
o
o
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s
,
co
n
s
is
ten
t
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co
n
ce
p
t
o
f
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io
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m
[
4
3
]
.
Seco
n
d
,
teac
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s
’
in
tr
in
s
ic
m
o
tiv
atio
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,
w
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elf
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atio
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eo
r
y
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d
ad
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lt
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in
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th
e
o
r
y
[
4
4
]
,
s
u
g
g
ests
th
at
teac
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er
s
ar
e
h
i
g
h
ly
m
o
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ate
d
to
d
ev
elo
p
th
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io
n
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s
k
ills
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im
p
r
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e
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q
u
ality
,
with
o
u
t
r
ely
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o
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al
o
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g
an
izati
o
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s
tim
u
li.
T
h
er
ef
o
r
e,
teac
h
er
s
'
d
ec
is
io
n
s
to
u
tili
ze
r
esear
c
h
m
ay
d
e
p
en
d
m
o
r
e
o
n
in
d
i
v
id
u
al
f
ac
to
r
s
th
an
o
n
th
e
o
v
er
all
OR
GA
.
T
h
ese
f
in
d
in
g
s
in
d
icate
th
at
p
r
o
m
o
tin
g
RU
in
T
h
a
i
ed
u
ca
tio
n
s
h
o
u
ld
f
o
cu
s
o
n
e
n
h
an
cin
g
teac
h
er
s
'
in
d
iv
id
u
al
c
ap
ac
ities
,
s
u
p
p
o
r
tin
g
p
r
o
f
ess
i
o
n
al
au
to
n
o
m
y
,
an
d
f
o
s
ter
in
g
in
tr
in
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ic
m
o
tiv
ati
o
n
,
r
ath
er
th
an
s
o
lely
o
n
m
o
d
if
y
in
g
th
e
o
v
er
all
OR
GA
.
4.
CO
NCLU
SI
O
N
T
h
e
f
in
d
in
g
s
o
f
th
is
s
tu
d
y
r
ep
r
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t
a
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if
ican
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tu
r
n
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p
o
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u
n
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er
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tan
d
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th
e
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a
cto
r
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th
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in
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ce
RU
in
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h
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co
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tex
t
o
f
T
h
ai
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u
ca
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.
No
tab
ly
,
th
e
d
is
co
v
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at
OR
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d
o
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o
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im
p
ac
t
teac
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s
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RU
co
n
tr
asts
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p
r
ev
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ies
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ig
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e
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ter
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o
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e
T
h
ai
teac
h
in
g
p
r
o
f
ess
io
n
,
wh
ich
is
ch
ar
ac
ter
ize
d
b
y
a
h
ig
h
d
e
g
r
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o
f
a
u
to
n
o
m
y
an
d
i
n
tr
in
s
ic
m
o
tiv
atio
n
.
T
h
ese
f
in
d
in
g
s
s
u
g
g
est
t
h
at
p
o
licies
aim
ed
at
p
r
o
m
o
tin
g
RU
in
T
h
ai
ed
u
ca
tio
n
s
h
o
u
ld
f
o
cu
s
o
n
en
h
a
n
cin
g
th
e
in
d
iv
i
d
u
al
ca
p
ab
ilit
ies
o
f
teac
h
er
s
,
r
ath
er
th
a
n
attem
p
ti
n
g
to
alter
th
e
OR
GA
as
a
w
h
o
le.
T
h
is
in
clu
d
es
d
ev
elo
p
i
n
g
teac
h
er
s
’
r
esear
ch
k
n
o
wled
g
e
an
d
s
k
ills
an
d
p
r
o
v
id
in
g
SUPP
tailo
r
ed
to
th
e
s
p
ec
if
ic
n
ee
d
s
o
f
ea
ch
teac
h
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r
.
A
d
d
itio
n
ally
,
th
e
u
s
e
o
f
th
e
d
is
jo
in
t
2
-
s
tag
e
ap
p
r
o
a
ch
in
PLS
-
SEM
in
th
is
s
tu
d
y
in
tr
o
d
u
ce
s
an
i
n
n
o
v
ativ
e
r
esea
r
ch
m
eth
o
d
to
T
h
ai
ed
u
ca
tio
n
al
r
esear
ch
,
o
f
f
er
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n
g
a
d
ee
p
er
u
n
d
er
s
tan
d
in
g
o
f
th
e
r
elatio
n
s
h
ip
s
b
etwe
en
v
ar
io
u
s
f
ac
to
r
s
.
As
a
r
esu
lt,
th
is
r
esear
ch
n
o
t
o
n
ly
c
h
allen
g
es
ex
is
tin
g
id
ea
s
ab
o
u
t
p
r
o
m
o
tin
g
RU
in
ed
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ca
ti
o
n
b
u
t
also
o
p
en
s
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ew
p
er
s
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ec
tiv
es
o
n
teac
h
er
p
r
o
f
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io
n
al
d
ev
elo
p
m
en
t
an
d
e
d
u
ca
tio
n
al
r
ef
o
r
m
in
T
h
ailan
d
,
em
p
h
asizin
g
th
e
em
p
o
wer
m
en
t
o
f
teac
h
e
r
s
as in
d
ep
en
d
en
t a
n
d
ef
f
ec
tiv
e
r
esear
ch
er
s
an
d
r
esear
ch
u
s
er
s
.
ACK
NO
WL
E
DG
E
M
E
NT
S
T
h
e
au
th
o
r
s
wo
u
ld
lik
e
to
ex
p
r
ess
th
eir
s
in
ce
r
e
g
r
atitu
d
e
to
all
p
a
r
ticip
an
ts
wh
o
co
n
tr
ib
u
ted
in
v
alu
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le
d
ata
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tu
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a
n
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in
s
ig
h
t
s
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en
tial
to
th
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s
u
cc
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s
f
u
l
co
m
p
letio
n
o
f
th
is
r
esear
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.
F
UNDING
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NF
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Facu
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Un
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ity
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f
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m
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in
th
e
f
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d
o
f
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u
ca
tio
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.
AUTHO
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CO
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u
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C
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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
Un
r
a
ve
lin
g
th
e
p
r
ed
icto
r
s
o
f res
ea
r
ch
u
tili
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a
tio
n
a
mo
n
g
Th
a
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d
u
ca
to
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s
:
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id
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fr
o
m
.
.
.
(
P
h
u
ch
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a
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)
1693
E
T
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I
CAL AP
P
RO
V
AL
All
r
esear
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ac
tiv
ity
b
y
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e
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u
th
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r
s
in
cl
u
d
ed
in
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e
r
ev
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av
e
b
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u
n
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er
tak
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ap
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C
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E
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C
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A
No
.
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1
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6
5
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MU
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C
No
.
6
5
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3
2
.
DATA AV
AI
L
AB
I
L
I
T
Y
T
h
e
d
ata
th
at
s
u
p
p
o
r
t
th
e
f
in
d
in
g
s
o
f
th
is
s
tu
d
y
ar
e
av
ailab
le
f
r
o
m
th
e
co
r
r
esp
o
n
d
i
n
g
a
u
th
o
r
[
SD]
,
u
p
o
n
r
ea
s
o
n
ab
le
r
eq
u
est.
T
h
e
d
ata
ar
e
n
o
t
p
u
b
licly
av
ailab
l
e
d
u
e
to
p
r
iv
ac
y
an
d
et
h
ical
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estrictio
n
s
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as
th
ey
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n
tain
in
f
o
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m
atio
n
th
at
co
u
ld
co
m
p
r
o
m
is
e
th
e
p
r
iv
ac
y
o
f
r
esear
ch
p
ar
ticip
a
n
ts
,
in
clu
d
in
g
p
e
r
s
o
n
al
in
f
o
r
m
atio
n
o
f
teac
h
er
s
u
n
d
er
th
e
Of
f
ice
o
f
t
h
e
B
asic E
d
u
ca
tio
n
C
o
m
m
is
s
io
n
.
RE
F
E
R
E
NC
E
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