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14
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20
25
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p
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2018
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ttp
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ere.
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Autono
my
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tiva
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music
students
:
t
he role
of bas
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Q
in Xio
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s m
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K
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s
:
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to
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Au
to
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s
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Mu
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CC B
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li
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C
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s
p
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A
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r
:
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Xio
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Sch
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I
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Per
f
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Un
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1.
I
NT
RO
D
UCT
I
O
N
T
h
e
r
o
le
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f
s
elf
-
m
o
tiv
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is
im
p
o
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ta
n
t
in
h
u
m
a
n
lear
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in
g
an
d
p
e
r
f
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an
ce
.
Self
-
m
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tio
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h
elp
s
to
p
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r
ess
in
d
if
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task
s
wh
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ar
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n
ec
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ar
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to
p
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f
o
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m
.
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,
th
is
s
elf
-
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is
n
o
t
p
o
s
s
ib
le
f
o
r
all
th
e
p
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p
le
[
1
]
.
Du
e
to
s
o
cial
an
d
p
s
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o
lo
g
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f
ac
to
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t
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.
T
h
e
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m
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t
f
ac
to
r
to
g
r
o
w
th
eir
p
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r
s
o
n
ality
[
2
]
.
Ho
wev
er
,
th
e
m
o
tiv
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n
is
r
eq
u
ir
ed
to
p
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b
u
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b
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p
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.
Acc
o
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d
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o
J
en
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l.
[
3
]
,
th
e
r
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o
f
p
ar
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’
s
u
p
p
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t
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d
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s
u
p
p
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p
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r
tan
t
f
o
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th
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wellb
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p
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ce
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f
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tu
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ts
.
I
t
m
ak
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th
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wo
r
k
in
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itio
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th
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r
n
ally
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ak
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p
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d
if
f
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n
t
task
s
to
ac
h
iev
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th
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g
o
als
[
4
]
.
Ho
wev
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r
,
it
is
n
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p
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s
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f
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ev
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t to
p
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th
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tar
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et
g
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T
h
e
au
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n
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m
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s
m
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tiv
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o
f
th
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tu
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ased
o
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s
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t.
W
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m
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tiv
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b
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m
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th
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to
Evaluation Warning : The document was created with Spire.PDF for Python.
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p
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(
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2019
ac
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task
[
5
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.
Nev
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[
6
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T
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[
7
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Acc
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8
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[
9
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f
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at
with
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[
1
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1
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1
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d
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h
e
s
tu
d
y
by
Par
r
is
iu
s
et
a
l.
[
1
2
]
p
o
i
n
ted
o
u
t
th
at
au
t
o
n
o
m
o
u
s
m
o
tiv
atio
n
o
f
s
tu
d
en
ts
s
h
o
u
l
d
b
e
ad
d
r
ess
ed
tim
ely
to
im
p
r
o
v
e
th
eir
o
v
e
r
all
p
er
f
o
r
m
an
ce
.
I
n
th
e
ex
is
tin
g
s
tu
d
ies,
th
er
e
is
a
d
eb
ate
b
y
s
ch
o
lar
s
r
eg
ar
d
in
g
th
e
p
r
ed
ictin
g
f
ac
t
o
r
s
o
f
a
u
to
n
o
m
o
u
s
m
o
tiv
atio
n
o
f
s
tu
d
en
ts
.
S
tu
d
y
by
T
an
g
et
a
l.
[
1
3
]
c
o
n
clu
d
e
d
th
at
wh
en
s
tu
d
e
n
ts
ar
e
in
ter
es
ted
to
p
e
r
f
o
r
m
an
y
task
,
it
in
f
lu
en
ce
s
th
eir
au
to
n
o
m
o
u
s
m
o
tiv
atio
n
.
Ho
war
d
e
t
a
l.
[
1
4
]
f
o
u
n
d
th
at
th
e
in
ten
tio
n
o
f
s
tu
d
en
ts
to
ac
tiv
ely
p
ar
ticip
ate
in
an
y
ac
tiv
ity
with
a
g
o
al
is
s
ig
n
if
ican
t
f
ac
to
r
to
in
f
lu
en
ce
th
eir
au
t
o
n
o
m
o
u
s
m
o
tiv
atio
n
.
An
o
th
er
s
tu
d
y
by
W
eh
m
e
y
er
an
d
Sh
o
g
r
en
[
1
5
]
d
is
cu
s
s
ed
th
at
au
to
n
o
m
o
u
s
m
o
tiv
atio
n
is
s
ig
n
if
ican
t
f
ac
t
o
r
t
o
in
f
lu
en
ce
th
e
s
tu
d
en
ts
with
th
e
ir
ac
tiv
e
p
er
f
o
r
m
a
n
ce
th
at
is
n
ec
ess
ar
y
to
ac
h
iev
e
t
h
e
tar
g
et
g
o
als.
On
th
e
o
th
e
r
h
an
d
,
Kin
g
s
f
o
r
d
-
Sm
ith
an
d
E
v
an
s
[
1
6
]
p
o
i
n
ted
o
u
t
th
at
au
to
n
o
m
o
u
s
m
o
tiv
atio
n
ab
s
en
ce
is
s
er
io
u
s
p
r
o
b
lem
f
o
r
s
tu
d
e
n
ts
as
th
ey
ar
e
n
o
lo
n
g
er
m
o
tiv
ated
to
ac
h
iev
e
t
h
e
ir
g
o
als.
W
h
er
ea
s
,
C
o
ter
ó
n
et
a
l.
[
1
7
]
h
ig
h
lig
h
ted
th
at
s
tu
d
ies
au
to
n
o
m
o
u
s
m
o
t
iv
atio
n
s
h
o
u
l
d
b
e
ad
d
r
ess
ed
tim
ely
to
d
e
v
elo
p
th
eir
in
ter
est
in
p
er
f
o
r
m
in
g
d
if
f
er
en
t
task
s
.
Fu
r
th
er
m
o
r
e,
t
h
e
s
tu
d
y
by
J
o
h
a
n
s
en
et
a
l.
[
1
8
]
ass
er
ted
th
at
th
e
s
tu
d
en
ts
s
h
o
u
ld
b
e
m
o
tiv
ated
to
d
ev
elo
p
th
eir
p
o
s
itiv
e
b
eh
av
io
r
a
n
d
d
e
v
elo
p
a
u
to
n
o
m
o
u
s
m
o
tiv
atio
n
f
o
r
a
n
y
task
.
T
h
i
s
r
e
s
e
a
r
c
h
w
as
c
o
n
d
u
c
t
e
d
t
o
m
e
a
s
u
r
e
t
h
e
i
m
p
a
c
t
o
f
s
t
u
d
e
n
t
p
e
r
ce
i
v
e
d
a
u
t
o
n
o
m
o
u
s
s
u
p
p
o
r
t
,
e
x
p
e
c
t
a
n
c
y
b
e
li
e
f
s
o
n
a
u
t
o
n
o
m
o
u
s
m
o
t
i
v
a
t
i
o
n
.
T
h
e
s
t
u
d
y
a
l
s
o
i
n
v
e
s
t
i
g
at
e
d
t
h
e
i
m
p
a
ct
o
f
b
a
s
ic
p
s
y
c
h
o
l
o
g
i
c
a
l
n
e
e
d
s
o
n
a
u
t
o
n
o
m
o
u
s
s
u
p
p
o
r
t
.
I
n
th
eo
r
etica
l
s
tan
d
p
o
in
t,
T
h
e
s
u
p
p
o
r
t
to
th
e
s
tu
d
en
ts
is
n
ec
ess
ar
y
f
o
r
im
p
r
o
v
in
g
th
eir
o
v
er
all
b
eh
av
io
r
[
1
9
]
.
T
h
e
s
u
p
p
o
r
t
f
r
o
m
th
e
p
ar
e
n
ts
an
d
teac
h
er
s
is
n
ec
ess
ar
y
to
th
e
s
tu
d
e
n
ts
.
W
h
en
th
e
s
tu
d
en
ts
ar
e
h
ig
h
ly
m
o
tiv
ated
,
th
e
y
d
ev
elo
p
s
ig
n
if
ican
t
ap
p
r
o
ac
h
to
ac
h
i
ev
e
th
eir
tar
g
et
with
m
o
tiv
ati
o
n
[
1
2
]
.
T
h
er
ef
o
r
e,
th
e
r
o
le
o
f
m
o
tiv
atio
n
is
co
n
s
id
er
ed
as
s
ig
n
if
ican
t
to
ac
h
iev
e
th
e
tar
g
ets.
On
th
e
o
th
er
h
an
d
,
th
e
less
m
o
tiv
atio
n
to
t
h
e
s
tu
d
e
n
ts
h
as
n
eg
ativ
e
in
f
l
u
en
ce
o
n
th
eir
p
er
s
o
n
ality
as
th
e
y
h
esit
ate
to
a
ch
iev
e
th
eir
tar
g
ets
[
2
0
]
.
I
n
th
is
way
,
th
e
r
o
le
o
f
m
o
tiv
atio
n
to
th
e
s
tu
d
en
ts
is
co
n
s
id
er
ed
cr
itical
f
o
r
s
ig
n
if
ic
an
t
ac
h
iev
em
en
t
o
f
g
o
als.
Fu
r
th
e
r
m
o
r
e,
wh
e
n
th
e
s
tu
d
en
ts
ar
e
m
o
tiv
ated
an
d
th
ey
ar
e
wo
r
k
in
g
ac
tiv
ely
,
it
b
ec
o
m
es
n
ec
ess
ar
y
f
o
r
th
em
to
g
et
th
e
m
o
tiv
atio
n
[
2
1
]
.
Me
a
n
wh
ile,
th
e
p
ar
e
n
ts
an
d
teac
h
e
r
s
ar
e
r
e
q
u
ir
e
d
to
s
u
p
p
o
r
t
t
h
e
s
tu
d
en
ts
wh
atso
ev
er
is
r
eq
u
ir
ed
to
im
p
r
o
v
e
th
eir
o
v
er
all
p
er
f
o
r
m
an
c
e
an
d
u
n
d
e
r
s
tan
d
in
g
[
2
2
]
,
[
2
3
]
.
I
t
is
n
ec
ess
ar
y
f
o
r
th
e
s
tu
d
en
ts
to
d
ev
elo
p
p
o
s
itiv
e
p
s
y
ch
o
lo
g
y
wh
ich
is
h
elp
f
u
l
to
ac
h
iev
e
th
eir
g
o
als
[
2
4
]
.
T
h
e
m
o
tiv
atio
n
f
r
o
m
b
o
th
in
ter
n
al
an
d
ex
ter
n
al
s
o
u
r
ce
s
ar
e
r
eq
u
ir
ed
to
in
f
lu
e
n
ce
s
tu
d
en
ts
th
at
m
ak
e
th
em
s
atis
f
ied
to
ac
h
iev
e
th
eir
tar
g
et
g
o
als
[
2
5
]
.
T
h
er
e
f
o
r
e,
th
e
r
o
le
o
f
p
er
ce
iv
ed
au
to
n
o
m
y
is
co
n
s
id
er
ed
as
s
ig
n
if
ican
t
wh
en
ac
h
iev
i
n
g
th
e
tar
g
et
g
o
als
an
d
s
tu
d
en
t
p
er
c
eiv
ed
au
to
n
o
m
y
is
co
n
s
id
er
e
d
as
cr
itical
f
ac
to
r
.
T
h
u
s
,
th
e
h
y
p
o
th
eses
wer
e
:
i)
Stu
d
en
ts
’
p
e
r
ce
iv
ed
au
to
n
o
m
y
s
u
p
p
o
r
t
is
p
o
s
itiv
ely
r
ela
ted
to
a
u
to
n
o
m
y
m
o
tiv
atio
n
(
H1
)
;
ii)
Stu
d
e
n
ts
’
p
er
ce
iv
ed
au
t
o
n
o
m
y
s
u
p
p
o
r
t
f
r
o
m
p
ar
e
n
ts
is
p
o
s
itiv
ely
r
elat
ed
to
au
to
n
o
m
y
m
o
tiv
atio
n
(
H1
a)
;
iii)
Stu
d
en
ts
’
p
er
ce
iv
ed
a
u
to
n
o
m
y
s
u
p
p
o
r
t
f
r
o
m
teac
h
er
p
o
s
itiv
ely
r
elate
d
to
au
to
n
o
m
y
m
o
tiv
atio
n
(
H
1
b
)
.
E
x
p
ec
tan
cy
b
elief
s
ar
e
th
e
ex
ten
t
to
wh
ich
a
p
er
s
o
n
f
ee
ls
t
h
at
th
ey
ca
n
b
e
s
u
cc
ess
f
u
l
in
th
e
task
,
in
clu
d
in
g
th
eir
o
wn
b
elief
s
an
d
ab
ilit
ies
[
2
6
]
.
T
h
e
s
tu
d
e
n
t
’
s
ex
p
ec
tan
cy
is
im
p
r
o
v
ed
wh
en
th
ey
h
av
e
a
s
ig
n
if
ican
t
ap
p
r
o
ac
h
to
ac
h
ie
v
e
th
eir
g
o
als.
I
t
is
u
s
ef
u
l
w
ay
to
b
eliev
e
o
n
th
eir
a
b
ilit
ies
wh
ich
h
elp
s
to
im
p
r
o
v
e
th
eir
b
eh
a
v
io
r
f
o
r
s
ig
n
if
ican
t
wo
r
k
in
g
[
1
4
]
.
Fu
r
th
er
m
o
r
e,
t
h
e
s
u
p
p
o
r
t
to
th
e
s
tu
d
e
n
ts
to
ac
h
iev
e
th
eir
g
o
als
is
h
elp
f
u
l
wh
e
n
th
e
y
ar
e
p
o
s
itiv
ely
m
o
tiv
ate
d
f
o
r
it
[
2
7
]
.
W
h
en
th
e
s
tu
d
e
n
ts
ar
e
s
elf
-
co
n
f
id
e
n
t,
th
eir
v
is
io
n
is
clea
r
to
ac
h
iev
e
th
eir
tar
g
et
task
s
.
I
t
h
elp
s
th
e
s
tu
d
e
n
ts
to
im
p
r
o
v
e
th
eir
b
eh
av
io
r
wh
ich
is
cr
itical
to
th
eir
au
to
n
o
m
o
u
s
p
er
f
o
r
m
a
n
c
e
[
2
8
]
.
T
h
u
s
,
th
e
h
y
p
o
th
esis
was
f
o
r
m
u
lated
as:
s
tu
d
en
ts
’
ex
p
ec
tan
cy
b
elief
s
ar
e
p
o
s
itiv
ely
r
elate
d
to
a
u
to
n
o
m
o
u
s
m
o
tiv
atio
n
(
H
2
)
.
Stu
d
en
ts
’
p
er
ce
iv
ed
au
to
n
o
m
y
is
h
elp
f
u
l
f
o
r
th
em
to
p
e
r
f
o
r
m
d
if
f
er
en
t
task
s
[
2
9
]
.
I
t
is
n
e
ce
s
s
ar
y
to
im
p
r
o
v
e
th
eir
p
s
y
ch
o
lo
g
ical
wellb
ein
g
wh
ich
h
elp
s
th
em
to
b
o
o
s
t
th
eir
p
er
f
o
r
m
an
ce
.
W
h
en
th
e
p
ar
en
ts
ar
e
s
u
p
p
o
r
tin
g
th
e
s
tu
d
en
ts
,
th
e
y
c
an
s
u
p
p
o
r
t
t
h
em
b
etter
to
ac
h
i
ev
e
th
eir
tar
g
ets
[
1
7
]
.
Ho
wev
e
r
,
th
e
litt
le
s
u
p
p
o
r
t
f
r
o
m
p
ar
e
n
ts
ca
n
b
e
a
f
ac
to
r
w
h
ich
ca
n
r
e
d
u
ce
th
e
p
er
f
o
r
m
an
ce
o
f
s
tu
d
en
ts
.
O
n
th
e
o
th
e
r
h
a
n
d
,
t
h
e
m
o
tiv
atio
n
lev
el
o
f
s
tu
d
en
ts
ch
an
g
es
with
tim
e
wh
ich
is
s
ig
n
if
ican
t
to
in
f
lu
en
ce
th
e
o
v
er
all
p
er
f
o
r
m
an
ce
o
f
s
tu
d
en
ts
[
3
0
]
.
Fu
r
th
er
,
wh
en
th
e
s
tu
d
en
ts
ar
e
m
o
tiv
ated
b
y
th
eir
teac
h
er
s
,
it
h
elp
s
th
em
to
f
u
lf
il
th
eir
b
asic
p
s
y
ch
o
lo
g
ical
n
ee
d
s
.
T
h
e
f
u
lf
ilm
en
t o
f
p
s
y
ch
o
lo
g
ical
n
ee
d
s
p
r
o
v
id
es
a
s
en
s
e
o
f
au
to
n
o
m
y
to
th
e
s
tu
d
en
ts
wh
ich
is
cr
itical
to
th
eir
p
er
f
o
r
m
an
ce
[
1
8
]
.
Fu
r
th
er
m
o
r
e,
th
e
au
to
n
o
m
y
s
u
p
p
o
r
t
to
th
e
s
tu
d
en
ts
is
h
elp
f
u
l
a
s
it
in
cr
ea
s
es
th
eir
m
o
tiv
atio
n
to
ac
h
iev
e
t
h
e
tar
g
ets.
T
h
er
ef
o
r
e
,
th
e
s
tu
d
e
n
ts
ar
e
r
eq
u
ir
e
d
to
h
av
e
g
o
d
r
elatio
n
s
h
ip
s
with
p
ar
en
ts
an
d
teac
h
er
s
wh
ich
ca
n
ad
v
an
ce
th
eir
o
v
er
all
lear
n
in
g
an
d
p
er
f
o
r
m
an
ce
[
2
3
]
.
Me
an
wh
ile
,
if
th
e
s
tu
d
en
ts
ar
e
less
s
ati
s
f
ied
with
th
eir
au
to
n
o
m
y
s
u
p
p
o
r
t,
it
b
ec
o
m
es
d
if
f
icu
lt
f
o
r
th
em
to
wo
r
k
s
ig
n
if
ica
n
tly
to
ac
h
iev
e
th
eir
b
asic
p
s
y
ch
o
lo
g
ical
n
ee
d
s
[
3
1
]
.
Fo
llo
win
g
th
is
,
t
h
e
a
u
to
n
o
m
y
o
f
t
h
e
s
tu
d
e
n
ts
is
co
n
s
id
e
r
ed
as
a
s
ig
n
if
ica
n
t
f
ac
to
r
in
in
f
l
u
en
cin
g
th
eir
p
e
r
f
o
r
m
an
ce
.
T
h
u
s
,
th
e
h
y
p
o
th
eses
wer
e
:
i)
Stu
d
en
ts
’
p
er
ce
iv
ed
au
to
n
o
m
y
s
u
p
p
o
r
t
is
p
o
s
itiv
ely
r
elate
d
to
b
asic
p
s
y
ch
o
lo
g
ical
n
ee
d
s
(
H3
)
;
i
i
)
Stu
d
en
ts
’
p
er
ce
iv
ed
au
to
n
o
m
y
s
u
p
p
o
r
t
f
r
o
m
Evaluation Warning : The document was created with Spire.PDF for Python.
I
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2252
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8
8
2
2
I
n
t
J
E
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al
&
R
es E
d
u
c
,
Vo
l
.
14
,
No
.
3
,
J
u
n
e
20
25
:
2
0
1
8
-
20
30
2020
p
ar
en
ts
is
p
o
s
itiv
ely
r
elate
d
t
o
b
asic
p
s
y
ch
o
lo
g
ical
n
ee
d
s
(
H3
a
)
;
iii)
Stu
d
en
ts
’
p
er
ce
iv
e
d
au
to
n
o
m
y
s
u
p
p
o
r
t
f
r
o
m
teac
h
e
r
is
p
o
s
itiv
ely
r
elat
ed
to
b
asic p
s
y
ch
o
lo
g
ical
n
ee
d
s
(
H3
b
)
.
T
h
e
ex
p
ec
tan
cy
o
f
s
tu
d
en
ts
h
elp
s
to
ac
h
iev
e
th
e
tar
g
et
g
o
al
s
[
3
2
]
.
W
h
en
th
e
s
tu
d
en
ts
ar
e
m
o
tiv
ated
an
d
s
u
p
p
o
r
ted
,
th
e
y
ten
d
t
o
f
u
lf
il
th
eir
p
s
y
ch
o
lo
g
ical
n
ee
d
s
.
I
t
h
elp
s
th
em
to
g
r
o
w
an
d
lea
r
n
th
e
b
etter
way
to
d
ea
l
with
th
e
s
itu
atio
n
[
3
3
]
.
Fu
r
th
er
m
o
r
e,
th
e
e
x
p
ec
tan
c
y
o
f
s
tu
d
en
ts
is
a
n
ec
ess
ar
y
f
ac
to
r
wh
ich
ca
n
s
u
p
p
o
r
t
th
eir
g
o
als
ac
h
ie
v
em
en
t.
I
t
is
n
ec
ess
ar
y
f
o
r
th
e
s
tu
d
e
n
ts
to
b
eliev
e
o
n
th
eir
ab
ilit
ies
as
th
ese
ab
ilit
ies
h
av
e
s
ig
n
if
ican
t
in
f
lu
e
n
ce
o
n
th
e
p
er
s
o
n
ality
o
f
s
tu
d
en
ts
[
3
4
]
.
I
t
is
h
ig
h
ly
r
ec
o
m
m
en
d
e
d
th
at
th
e
s
tu
d
en
ts
s
h
o
u
l
d
wo
r
k
p
o
s
itiv
ely
wh
ic
h
ca
n
f
o
s
ter
th
eir
lear
n
in
g
ap
p
r
o
ac
h
es
[
1
1
]
.
Fu
r
th
er
m
o
r
e,
Her
n
án
d
ez
et
a
l.
[
3
5
]
d
is
cu
s
s
ed
th
at
th
e
s
tu
d
en
t
ex
p
ec
tan
cy
ab
o
u
t
th
e
s
u
cc
ess
f
u
l
ac
h
iev
em
en
t
o
f
task
s
im
p
r
o
v
e
s
th
eir
b
eh
av
io
r
to
ac
h
iev
e
p
s
y
ch
o
lo
g
ical
n
ee
d
s
.
T
h
u
s
,
th
e
hy
p
o
th
esis
was
f
o
r
m
u
lated
as:
s
tu
d
en
ts
’
e
x
p
e
ctan
cy
b
elief
s
ar
e
p
o
s
itiv
ely
r
elate
d
to
b
asic p
s
y
ch
o
lo
g
ical
n
ee
d
s
(
H4
)
.
T
h
e
m
o
tiv
atio
n
to
ac
h
iev
e
th
e
p
s
y
ch
o
l
o
g
ical
n
ee
d
s
h
el
p
s
th
e
s
tu
d
en
ts
to
d
ev
elo
p
a
p
p
r
o
p
r
iate
m
o
tiv
atio
n
[
3
6
]
.
B
esid
es,
th
is
m
o
tiv
atio
n
is
u
s
ef
u
l
f
o
r
th
e
s
tu
d
en
ts
wh
en
th
ey
ar
e
p
s
y
c
h
o
lo
g
ically
s
tr
o
n
g
to
ac
h
iev
e
th
eir
tar
g
et
[
3
7
]
.
T
h
e
b
asic
n
ee
d
s
o
f
th
e
s
tu
d
en
ts
ar
e
f
u
lf
illed
wh
en
th
e
y
h
av
e
a
s
ig
n
if
ican
t
ap
p
r
o
ac
h
to
ac
co
m
p
lis
h
th
eir
g
o
als
an
d
g
et
s
u
p
p
o
r
t f
r
o
m
m
o
tiv
atio
n
.
Ho
wev
er
,
th
e
m
o
tiv
atio
n
is
n
e
ce
s
s
ar
y
to
in
f
lu
en
ce
s
tu
d
en
ts
f
o
r
ac
h
ie
v
in
g
th
eir
ta
r
g
et
g
o
als
[
3
8
]
.
T
h
e
s
ig
n
if
ica
n
t
wo
r
k
in
g
o
f
s
tu
d
en
ts
h
elp
s
th
em
to
g
et
p
r
o
p
er
s
u
p
p
o
r
t
f
r
o
m
th
e
p
ar
e
n
ts
wh
ich
im
p
r
o
v
es
th
eir
wo
r
k
in
g
[
3
9
]
.
T
h
er
ef
o
r
e,
th
e
ac
h
iev
em
e
n
t
o
r
s
tr
u
g
g
le
to
f
u
l
f
il
th
e
p
s
y
ch
o
lo
g
ical
n
ee
d
s
h
el
p
th
e
s
tu
d
en
ts
to
wo
r
k
o
n
au
to
n
o
m
o
u
s
m
o
tiv
atio
n
wh
ic
h
in
f
lu
en
ce
s
th
eir
p
er
f
o
r
m
an
ce
cr
itically
[
2
3
]
.
T
h
u
s
,
th
e
hy
p
o
th
esis
was
f
o
r
m
u
lated
as:
b
asic
p
s
y
ch
o
lo
g
ical
n
ee
d
s
ar
e
p
o
s
itiv
ely
r
elate
d
to
au
to
n
o
m
o
u
s
m
o
tiv
at
io
n
(
H5
)
.
T
h
e
b
asic
p
s
y
ch
o
lo
g
ical
n
e
ed
s
o
f
th
e
s
tu
d
en
ts
ar
e
s
ig
n
if
ican
t
to
im
p
r
o
v
e
th
eir
a
u
to
n
o
m
o
u
s
m
o
tiv
atio
n
[
4
0
]
.
T
h
e
s
tu
d
e
n
ts
f
ee
l
s
atis
f
ac
tio
n
wh
en
th
ey
ar
e
s
u
p
p
o
r
ted
b
y
th
e
p
ar
en
ts
.
Par
en
tal
s
u
p
p
o
r
t
to
th
e
s
tu
d
en
ts
to
ac
h
iev
e
th
eir
g
o
al
s
is
n
ec
ess
ar
y
to
in
f
lu
en
ce
th
e
ir
o
v
er
all
b
e
h
av
io
r
[
1
3
]
.
Me
a
n
wh
ile,
th
e
s
u
p
p
o
r
t
f
r
o
m
t
h
e
teac
h
er
s
is
also
s
ig
n
i
f
ican
t
f
o
r
th
e
s
tu
d
en
ts
to
im
p
r
o
v
e
th
eir
o
v
e
r
all
b
eh
a
v
io
r
.
I
t
i
s
n
ec
ess
ar
y
f
o
r
th
e
teac
h
er
s
to
s
u
p
p
o
r
t
th
e
s
tu
d
en
ts
to
ac
h
iev
e
th
eir
g
o
als.
I
t
h
elp
s
th
em
to
ac
co
m
p
lis
h
th
eir
g
o
als
an
d
au
to
n
o
m
y
[
4
1
]
.
T
h
er
ef
o
r
e,
t
h
eir
m
o
tiv
ati
o
n
is
in
f
lu
en
ce
d
wh
e
n
th
ey
h
a
v
e
p
r
o
p
er
s
u
p
p
o
r
t.
Similar
ly
,
t
h
e
ac
co
m
p
lis
h
m
e
n
t
o
f
g
o
als
ar
e
n
ec
ess
ar
y
wh
en
t
h
e
b
asic
p
s
y
ch
o
l
o
g
ical
n
ee
d
s
ar
e
f
u
lf
illed
.
I
t
m
o
tiv
ates
s
tu
d
en
ts
to
m
o
r
e
f
o
cu
s
o
n
th
eir
g
o
als
wh
ich
ar
e
n
ec
es
s
ar
y
to
s
tr
en
g
th
en
th
eir
m
o
tiv
atio
n
lev
el
[
3
0
]
.
T
h
e
au
to
n
o
m
y
o
f
th
e
s
tu
d
en
ts
is
n
ec
ess
ar
y
to
im
p
r
o
v
e
t
h
eir
p
er
f
o
r
m
a
n
ce
,
w
h
ich
is
c
o
n
s
id
e
r
ed
a
s
ig
n
if
ican
t
f
ac
to
r
in
f
l
u
e
n
cin
g
t
h
eir
o
v
er
all
b
eh
av
io
r
[
4
2
]
.
Ad
d
itio
n
ally
,
p
er
ce
iv
ed
s
u
p
p
o
r
t
f
r
o
m
teac
h
er
s
an
d
p
ar
e
n
ts
is
s
ig
n
if
ican
t
f
o
r
th
e
s
tu
d
en
ts
to
h
elp
th
e
im
p
r
o
v
em
en
t
in
th
ei
r
b
eh
av
io
r
an
d
th
eir
a
u
to
n
o
m
y
m
o
tiv
atio
n
[
3
7
]
.
T
h
u
s
,
th
e
h
y
p
o
th
eses
wer
e
:
i)
B
asic
p
s
y
ch
o
lo
g
ical
n
ee
d
s
m
ed
iate
b
etwe
en
s
tu
d
en
ts
’
p
er
ce
iv
e
d
au
to
n
o
m
y
s
u
p
p
o
r
t
an
d
a
u
to
n
o
m
y
m
o
tiv
atio
n
(
H
6
)
;
ii)
B
asic
p
s
y
ch
o
lo
g
ical
n
ee
d
s
m
ed
iate
b
etwe
en
s
tu
d
en
ts
’
p
e
r
ce
iv
ed
au
to
n
o
m
y
s
u
p
p
o
r
t
(
p
ar
en
ts
)
a
n
d
a
u
to
n
o
m
y
m
o
tiv
atio
n
(
H6
a)
;
iii)
B
asic
p
s
y
ch
o
lo
g
ical
n
ee
d
s
m
ed
iate
b
etwe
en
s
tu
d
e
n
ts
’
p
er
ce
iv
ed
a
u
to
n
o
m
y
s
u
p
p
o
r
t
(
teac
h
er
)
an
d
au
to
n
o
m
y
m
o
tiv
at
io
n
(
H6
b
)
.
T
h
e
p
s
y
ch
o
lo
g
ical
n
ee
d
s
f
u
lf
i
llm
en
t
is
n
ec
ess
ar
y
f
o
r
th
e
s
tu
d
en
ts
to
im
p
r
o
v
e
th
eir
e
x
p
ec
t
atio
n
[
3
9
]
.
T
h
er
e
is
an
im
p
o
r
tan
t
r
o
le
o
f
e
x
p
ec
tatio
n
s
o
f
th
e
s
tu
d
en
ts
wh
ich
h
elp
s
to
m
o
tiv
ate
th
em
f
o
r
th
eir
g
o
als.
W
h
en
th
e
p
s
y
ch
o
lo
g
ical
n
ee
d
s
o
f
th
e
s
tu
d
en
ts
ar
e
f
u
lf
illed
,
t
h
ey
f
e
el
co
n
f
i
d
en
t
t
o
ac
h
iev
e
t
h
eir
g
o
als
[
4
3
]
.
W
h
er
ea
s
th
e
less
m
o
tiv
atio
n
an
d
u
n
f
u
lf
illed
p
s
y
ch
o
lo
g
ical
n
ee
d
s
o
f
t
h
e
s
tu
d
en
ts
lead
s
th
em
n
eg
ativ
ely
to
p
er
f
o
r
m
th
eir
task
s
.
Fu
r
th
er
m
o
r
e,
th
e
s
tu
d
e
n
ts
s
h
o
u
ld
h
av
e
an
ex
p
ec
tan
c
y
ab
o
u
t
tar
g
etin
g
th
eir
g
o
als
wh
ich
ca
n
im
p
r
o
v
e
th
eir
s
en
s
e
o
f
d
ir
ec
tio
n
[
3
6
]
.
Me
an
wh
ile,
it
is
r
ec
o
m
m
en
d
ed
th
at
t
h
e
s
tu
d
en
ts
s
h
o
u
ld
wo
r
k
cr
itically
to
ac
h
iev
e
th
eir
tar
g
et
g
o
als
[
3
8
]
.
I
t
h
elp
s
th
em
to
im
p
r
o
v
e
t
h
eir
b
eh
av
i
o
r
wh
ich
is
n
ec
ess
ar
y
to
ac
h
iev
e
th
e
tar
g
et
g
o
als
[
4
0
]
.
T
h
er
e
f
o
r
e,
th
e
m
o
tiv
atio
n
lev
el
o
f
t
h
e
s
tu
d
en
ts
is
in
cr
ea
s
ed
with
th
e
in
cr
ea
s
e
o
f
th
eir
m
o
tiv
atio
n
.
F
in
all
y,
th
e
last
h
y
p
o
th
esis
o
f
t
h
e
s
tu
d
y
w
as
:
b
asic
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s
y
ch
o
lo
g
ical
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ee
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s
m
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iate
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etwe
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b
elief
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d
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u
to
n
o
m
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(
H7
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h
e
m
o
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el
o
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t
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r
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ch
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illu
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ated
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Fig
u
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ch
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ased
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a
n
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e
d
ata.
Pre
v
io
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s
s
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ies
in
th
e
s
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e
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ea
o
f
liter
atu
r
e
ar
e
also
b
ased
o
n
q
u
a
n
titativ
e
d
ata.
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h
e
p
u
r
p
o
s
e
o
f
th
is
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esear
ch
was
to
p
r
o
v
id
e
n
o
v
el
f
in
d
i
n
g
s
u
s
in
g
em
p
ir
ical
f
in
d
in
g
s
.
T
h
er
ef
o
r
e,
th
e
o
b
je
ctiv
e
o
f
th
is
s
tu
d
y
was
ac
h
iev
ed
b
y
an
aly
zin
g
th
e
e
m
p
ir
ic
al
d
ata.
T
h
e
s
tu
d
y
m
ea
s
u
r
ed
au
to
n
o
m
y
s
u
p
p
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r
t
f
r
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m
th
e
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er
s
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ec
tiv
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o
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s
tu
d
en
ts
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y
c
o
n
s
id
er
in
g
p
ar
e
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ts
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d
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h
er
s
.
Fu
r
th
er
m
o
r
e
,
th
e
ex
p
ec
tan
c
y
b
elief
s
o
f
th
e
s
tu
d
en
ts
wer
e
als
o
m
ea
s
u
r
ed
q
u
a
n
titativ
ely
.
T
h
e
p
o
p
u
latio
n
o
f
th
is
s
tu
d
y
wer
e
s
tu
d
en
ts
at
p
r
iv
at
e
m
u
s
ic
s
ch
o
o
ls
in
C
h
in
a.
Sp
ec
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ically
,
th
e
s
ch
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o
ls
in
Nan
ch
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g
C
h
in
a
wer
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n
s
id
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o
p
u
latio
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to
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llect
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d
ata.
T
h
ese
s
tu
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en
ts
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tar
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eted
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th
ey
h
a
d
k
n
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wled
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to
p
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o
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es to
th
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q
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esti
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Ho
wev
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Nan
ch
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g
was ta
r
g
eted
as g
eo
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r
ap
h
ically
th
is
p
lace
p
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o
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id
e
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iv
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s
ity
o
f
s
tu
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en
ts
to
an
aly
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e
f
in
d
in
g
s
.
Hen
ce
,
th
e
f
in
d
in
g
s
o
f
t
h
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s
tu
d
y
ca
n
b
e
g
e
n
er
alize
d
to
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est o
f
C
h
in
a.
T
h
e
in
s
tr
u
m
en
ts
to
m
ea
s
u
r
e
th
e
co
n
s
tr
u
ct
au
to
n
o
m
y
s
u
p
p
o
r
t
(
p
ar
en
ts
an
d
s
u
p
p
o
r
t)
wer
e
t
ak
en
f
r
o
m
p
r
ev
io
u
s
s
tu
d
y
by
Z
h
o
u
et
a
l.
[
4
4
]
.
Fu
r
th
er
m
o
r
e,
th
e
in
s
tr
u
m
en
ts
to
m
ea
s
u
r
e
ex
p
ec
tan
c
y
b
elief
s
wer
e
tak
en
f
r
o
m
B
all
et
a
l.
[
4
5
]
.
Me
a
n
w
h
ile,
th
e
in
s
tr
u
m
en
ts
f
o
r
m
ea
s
u
r
in
g
b
asic
p
s
y
c
h
o
lo
g
ical
n
ee
d
s
wer
e
tak
e
n
f
r
o
m
Z
h
o
u
et
a
l.
[
4
6
]
.
W
h
er
ea
s
,
th
e
in
s
tr
u
m
en
ts
to
m
ea
s
u
r
e
au
t
o
n
o
m
o
u
s
m
o
tiv
ati
o
n
wer
e
ta
k
en
f
r
o
m
L
iu
[
4
7
]
.
T
h
ese
in
s
tr
u
m
en
ts
wer
e
r
eliab
le
an
d
v
alid
to
co
llect
th
e
d
at
a.
Acc
o
r
d
i
n
g
t
o
Sek
ar
a
n
an
d
B
o
u
g
ie
[
4
8
]
,
w
h
en
th
e
in
s
tr
u
m
en
ts
o
f
an
y
v
ar
ia
b
le
ac
h
iev
e
r
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ilit
y
with
co
ef
f
icien
ts
s
u
ch
as
C
r
o
n
b
ac
h
’
s
alp
h
a
>0
.
7
0
,
th
e
s
ca
le
is
co
n
s
id
er
ed
s
ig
n
if
ican
t
to
u
s
e
in
th
e
f
u
tu
r
e
s
tu
d
ies.
T
h
er
e
f
o
r
e,
th
e
s
ca
le
o
f
th
e
s
tu
d
y
was
f
in
alize
d
to
c
o
llect
th
e
d
ata.
T
h
e
in
s
tr
u
m
e
n
ts
ar
e
r
ep
o
r
ted
in
T
a
b
le
1
.
Ho
wev
er
,
th
e
q
u
esti
o
n
n
air
e
o
f
th
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s
tu
d
y
was
p
r
ep
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r
ed
in
two
s
ec
tio
n
s
.
T
h
e
f
ir
s
t
s
ec
tio
n
was
to
co
llect
th
e
d
em
o
g
r
a
p
h
ics
in
f
o
r
m
atio
n
.
W
h
ile
th
e
s
ec
o
n
d
s
ec
tio
n
was
d
esig
n
ed
to
c
o
llect
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ata
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elate
d
to
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u
esti
o
n
s
s
u
ch
as in
s
tr
u
m
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ts
f
o
r
ea
ch
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ar
iab
le.
T
ab
le
1
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r
v
ey
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air
e
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s
V
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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
es E
d
u
c
,
Vo
l
.
14
,
No
.
3
,
J
u
n
e
20
25
:
2
0
1
8
-
20
30
2022
Nev
er
th
eless
,
th
e
s
tu
d
y
u
s
ed
c
r
o
s
s
-
s
ec
tio
n
al
d
ata
to
co
llect
t
h
e
d
ata.
I
t
was
s
ig
n
if
ican
t
to
co
llect
d
ata
u
s
in
g
cr
o
s
s
-
s
ec
tio
n
al
m
eth
o
d
b
ec
au
s
e
o
n
l
y
o
n
e
tim
e
d
ata
was
r
eq
u
ir
ed
f
o
r
th
is
r
esear
ch
.
Fu
r
th
e
r
m
o
r
e
,
th
e
s
tu
d
y
u
s
ed
s
im
p
le
r
an
d
o
m
s
am
p
lin
g
t
o
co
llect
t
h
e
d
ata.
Simp
le
r
an
d
o
m
s
am
p
lin
g
was
u
s
ed
in
th
is
r
esear
c
h
b
ec
au
s
e
all
th
e
in
f
o
r
m
atio
n
a
b
o
u
t
th
e
r
esp
o
n
d
en
ts
wer
e
av
ailab
le
in
th
e
r
eg
is
ter
o
f
s
ch
o
o
ls
.
T
h
e
in
f
o
r
m
atio
n
ab
o
u
t
th
e
s
tu
d
en
ts
wer
e
co
llec
ted
f
r
o
m
ten
s
ch
o
o
ls
.
T
h
e
r
es
p
o
n
d
e
n
ts
’
n
am
es
wer
e
ad
d
ed
in
to
th
e
ex
ce
l
s
h
ee
t
an
d
f
o
r
m
u
la
f
o
r
s
elec
tin
g
r
an
d
o
m
s
am
p
le
was
u
s
ed
.
I
n
th
is
way
,
th
e
q
u
esti
o
n
n
ai
r
es
wer
e
o
n
ly
d
is
tr
ib
u
ted
t
o
th
o
s
e
s
tu
d
en
ts
s
elec
ted
with
s
im
p
le
r
an
d
o
m
s
am
p
le
m
eth
o
d
.
Acc
o
r
d
in
g
to
Hair
et
a
l.
[
4
9
]
,
a
s
m
all
n
u
m
b
e
r
o
f
s
am
p
les
ca
n
b
e
u
s
ed
to
an
aly
ze
th
e
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ata
u
s
in
g
Sm
ar
t
PLS
4
.
Fo
r
th
is
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ch
,
5
0
0
q
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esti
o
n
n
air
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wer
e
d
is
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ib
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ted
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th
e
s
tu
d
en
ts
.
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h
e
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tu
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en
ts
wer
e
r
eq
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ested
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o
v
id
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ata
o
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r
th
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u
r
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o
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e,
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e
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o
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ch
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ls
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lted
.
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3
3
2
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wer
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llected
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ac
k
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it
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at
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-
r
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e
n
ts
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e
n
o
t
co
m
f
o
r
tab
le
to
p
r
o
v
id
e
d
ata
f
o
r
th
e
s
tu
d
y
.
W
h
ile
a
f
in
al
s
am
p
le
o
f
305
r
esp
o
n
s
es
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s
ed
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d
o
th
er
r
esp
o
n
s
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wer
e
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elete
d
d
u
r
in
g
th
e
p
r
e
lim
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ar
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aly
s
is
.
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to
tal
o
f
2
5
r
esp
o
n
s
es
wer
e
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em
o
v
ed
f
r
o
m
th
e
c
o
llected
r
e
s
p
o
n
s
es
d
u
e
to
in
c
o
n
s
is
ten
cy
i
n
r
esp
o
n
s
e.
Fu
r
th
e
r
m
o
r
e
,
th
e
f
in
al
s
am
p
le
o
f
th
e
s
tu
d
y
was
an
aly
ze
d
u
s
in
g
SP
SS
2
6
an
d
Sm
ar
t
PLS
4
.
T
h
e
f
in
d
in
g
s
o
f
m
ea
s
u
r
em
en
t
m
o
d
el
ass
es
s
m
en
t
an
d
s
tr
u
ctu
r
al
m
o
d
el
ass
ess
m
en
t a
r
e
p
er
f
o
r
m
ed
to
an
aly
ze
th
e
d
at
a.
3.
RE
SU
L
T
S
SP
SS
2
6
was
u
s
ed
in
th
is
s
tu
d
y
to
an
al
y
ze
th
e
d
em
o
g
r
ap
h
ic
d
ata
o
f
t
h
e
s
tu
d
y
.
Acc
o
r
d
i
n
g
t
o
T
ab
le
2
,
5
0
%
r
esp
o
n
d
en
ts
o
f
th
e
s
tu
d
y
wer
e
m
ale
wh
ile
4
9
%
wer
e
f
e
m
ale.
Fu
r
th
er
m
o
r
e,
3
3
%
o
f
th
e
p
ar
ticip
an
ts
wer
e
in
th
e
ag
e
g
r
o
u
p
o
f
s
ev
en
y
ea
r
s
an
d
b
elo
w.
Fu
r
th
e
r
m
o
r
e
,
3
3
%
o
f
th
e
r
esp
o
n
d
en
ts
wer
e
f
r
o
m
th
e
ag
e
g
r
o
u
p
8
-
1
0
y
ea
r
s
.
T
h
e
r
em
ain
in
g
3
4
%
o
f
th
e
p
ar
ticip
an
ts
wer
e
f
r
o
m
th
e
ag
e
g
r
o
u
p
1
1
-
1
2
y
ea
r
s
.
R
eg
ar
d
in
g
th
e
lev
el
o
f
ed
u
ca
tio
n
,
3
2
%
o
f
th
e
r
esp
o
n
d
en
ts
wer
e
f
r
o
m
g
r
ad
e
1
o
r
b
elo
w
a
n
d
3
4
%
wer
e
f
r
o
m
g
r
ad
e
2
-
4
.
W
h
er
ea
s
3
4
% o
f
th
e
p
ar
ticip
an
ts
wer
e
f
r
o
m
g
r
ad
e
5
-
6.
Mo
r
e
o
v
er
,
2
6
% o
f
p
ar
ticip
an
ts
wer
e
in
ter
est
ed
in
g
u
zh
en
g
,
2
3
%
wer
e
in
ter
ested
in
p
ian
o
,
2
7
% we
r
e
in
ter
ested
in
v
io
lin
an
d
2
4
%
wer
e
in
ter
ested
in
o
th
er
m
u
s
ical
in
s
tr
u
m
en
ts
.
W
h
er
ea
s
4
4
%
o
f
p
ar
ticip
an
ts
wer
e
in
s
tu
d
y
p
er
io
d
s
o
f
3
-
6
y
ea
r
s
an
d
5
6
%
wer
e
in
s
tu
d
y
p
er
io
d
s
o
f
m
o
r
e
th
a
n
6
y
ea
r
s
.
1
0
%
o
f
t
h
e
p
a
r
ticip
a
n
ts
wer
e
in
s
tu
d
y
d
u
r
atio
n
o
f
o
n
e
tim
e
p
er
wee
k
,
1
1
%
wer
e
in
less
th
an
th
r
ee
tim
es
p
er
wee
k
an
d
2
8
%
wer
e
in
3
-
6
tim
es
p
er
wee
k
.
H
o
wev
er
,
o
n
ly
5
1
%
o
f
p
ar
tici
p
an
ts
wer
e
in
s
tu
d
y
d
u
r
atio
n
o
f
m
o
r
e
th
a
n
s
ix
tim
es
p
er
wee
k
.
I
n
class
f
r
eq
u
e
n
c
y
,
2
1
%
o
f
p
ar
ticip
a
n
ts
wer
e
in
o
n
ce
a
wee
k
,
1
1
%
wer
e
in
two
to
th
r
ee
tim
es
a
wee
k
an
d
2
3
%
wer
e
in
m
o
r
e
t
h
an
4
tim
es
a
wee
k
.
Fin
ally
,
6
1
%
p
ar
ticip
ated
g
o
t
class
f
r
eq
u
en
cy
m
o
r
e
th
a
n
6
ti
m
es a
wee
k
.
Fu
r
th
er
m
o
r
e
,
Sm
ar
t
PLS
4
w
as
u
s
ed
in
th
is
r
esear
ch
to
an
aly
ze
th
e
r
elatio
n
s
h
ip
b
etwe
en
v
ar
iab
les.
T
h
e
f
in
d
in
g
s
o
f
f
ac
to
r
lo
ad
i
n
g
s
>0
.
7
0
[
5
0
]
wer
e
test
ed
to
d
eter
m
in
e
th
e
r
eliab
ilit
y
o
f
in
d
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d
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al
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s
.
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r
th
er
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o
r
e
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e
f
in
d
in
g
s
o
f
v
ar
ia
n
ce
in
f
latio
n
f
ac
to
r
(
VI
F<3
.
3
)
wer
e
test
ed
t
o
d
eter
m
in
e
th
e
m
u
ltico
llin
ea
r
ity
is
s
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I
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8
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2
I
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al
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Vo
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14
,
No
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3
,
J
u
n
e
20
25
:
2
0
1
8
-
20
30
2024
T
h
e
m
ea
s
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r
e
m
en
t
m
o
d
el
test
was
also
p
er
f
o
r
m
ed
to
d
eter
m
in
e
th
e
co
n
v
er
g
e
n
t
v
alid
ity
o
f
th
e
d
ata.
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h
e
f
in
d
in
g
s
o
f
C
r
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n
b
ac
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s
alp
h
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>
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d
co
m
p
o
s
ite
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eliab
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>0
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0
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e
test
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to
d
eter
m
in
e
th
e
r
eliab
ilit
y
an
d
v
alid
ity
o
f
th
e
s
ca
le
[
4
9
]
.
T
h
e
f
in
d
in
g
s
in
T
ab
le
4
co
n
f
ir
m
ed
th
at
a
ll
th
e
s
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le
item
s
s
ig
n
if
ican
tly
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e
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h
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h
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a
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d
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p
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s
ite
r
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ilit
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th
r
esh
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ld
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Similar
ly
,
th
e
f
in
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ce
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>
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0
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eter
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e
th
e
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ar
ian
ce
in
th
e
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ata
[
4
9
]
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T
h
e
f
in
d
in
g
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n
T
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le
4
also
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n
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m
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at
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ag
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r
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n
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ce
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le
4
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is
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im
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eter
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5
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ir
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s
th
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m
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a
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o
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en
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er
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o
r
m
ed
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ea
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r
e
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e
r
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s
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p
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ar
iab
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o
f
th
e
s
tu
d
y
.
Ho
we
v
er
,
th
is
test
was
p
e
r
f
o
r
m
ed
i
n
two
le
v
els:
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e
f
ir
s
t
lev
el
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u
s
ed
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test
th
e
d
ir
ec
t
an
d
m
ed
iatin
g
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n
s
h
ip
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ar
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d
s
ec
o
n
d
lev
el
was
to
m
ea
s
u
r
e
th
e
m
ed
iatin
g
r
elatio
n
s
h
ip
s
o
n
ly
as
s
h
o
wn
in
Fig
u
r
e
s
3
an
d
4
.
T
h
e
h
y
p
o
th
e
s
es
o
f
th
e
s
tu
d
y
wer
e
test
ed
w
ith
t>1
.
9
6
[
5
0
]
,
as
s
h
o
wn
in
T
ab
le
6
.
T
h
e
s
tu
d
y
f
o
u
n
d
th
at
s
tu
d
e
n
ts
’
p
er
ce
iv
ed
au
to
n
o
m
y
s
u
p
p
o
r
t
is
p
o
s
itiv
ely
r
elate
d
to
au
to
n
o
m
y
m
o
tiv
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n
a
n
d
H1
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s
u
p
p
o
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ted
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r
th
er
m
o
r
e,
th
e
s
tu
d
y
f
o
u
n
d
th
at
s
tu
d
en
ts
’
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er
ce
iv
ed
au
to
n
o
m
y
s
u
p
p
o
r
t
f
r
o
m
p
a
r
en
ts
an
d
teac
h
er
s
h
av
e
a
s
ig
n
if
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t
im
p
ac
t
o
n
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to
n
o
m
y
m
o
ti
v
atio
n
.
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ce
,
H1
a
an
d
H1
b
we
r
e
also
s
u
p
p
o
r
ted
.
T
ab
le
4
.
C
o
n
v
er
g
en
t
v
alid
ity
C
o
n
st
r
u
c
t
C
r
o
n
b
a
c
h
’
s a
l
p
h
a
C
o
m
p
o
si
t
e
r
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l
i
a
b
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v
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g
e
v
a
r
i
a
n
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e
e
x
t
r
a
c
t
e
d
A
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s m
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9
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6
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3
A
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9
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5
2
5
B
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si
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Ex
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e
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8
9
7
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8
9
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7
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T
ab
le
5
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Dis
cr
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t
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ity
C
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t
A
u
t
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s
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t
i
v
a
t
i
o
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A
u
t
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m
y
s
u
p
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r
t
B
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si
c
p
s
y
c
h
o
l
o
g
i
c
a
l
n
e
e
d
s
Ex
p
e
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t
a
n
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y
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e
l
i
e
f
s
A
u
t
o
n
o
m
o
u
s
m
o
t
i
v
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t
i
o
n
A
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p
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r
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0
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6
0
3
B
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si
c
p
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s
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.
5
2
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5
1
5
Ex
p
e
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s
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5
7
0
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5
5
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5
1
7
Fig
u
r
e
3
.
Stru
ctu
r
al
m
o
d
el
(
f
ir
s
t a
n
aly
s
is
)
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
A
u
to
n
o
my
s
u
p
p
o
r
t a
n
d
mo
tiva
tio
n
in
p
r
iva
te
mu
s
ic
s
tu
d
en
ts
:
t
h
e
r
o
le
o
f b
a
s
ic
…
(
Qin
X
i
o
n
g
)
2025
Fig
u
r
e
4
.
Stru
ctu
r
al
m
o
d
el
(
s
ec
o
n
d
a
n
aly
s
is
)
T
ab
le
6
.
Path
f
i
n
d
in
g
s
No
R
e
l
a
t
i
o
n
s
h
i
p
s
O
r
i
g
i
n
a
l
s
a
mp
l
e
S
a
mp
l
e
m
e
a
n
S
t
a
n
d
a
r
d
d
e
v
i
a
t
i
o
n
T
st
a
t
i
st
i
c
s
P
v
a
l
u
e
s
H1
A
u
t
o
n
o
m
y
s
u
p
p
o
r
t
-
>
a
u
t
o
n
o
m
o
u
s
mo
t
i
v
a
t
i
o
n
0
.
3
3
1
0
.
3
3
3
0
.
0
5
0
6
.
6
6
2
0
.
0
0
0
H
1
a
P
a
r
e
n
t
a
l
s
u
p
p
o
r
t
-
>
a
u
t
o
n
o
mo
u
s
mo
t
i
v
a
t
i
o
n
0
.
2
0
9
0
.
2
1
0
0
.
0
5
6
3
.
7
1
3
0
.
0
0
0
H
1
b
Te
a
c
h
e
r
su
p
p
o
r
t
-
>
a
u
t
o
n
o
mo
u
s m
o
t
i
v
a
t
i
o
n
0
.
1
7
1
0
.
1
7
1
0
.
0
5
1
3
.
3
1
2
0
.
0
0
1
H2
Ex
p
e
c
t
a
n
c
y
b
e
l
i
e
f
s
-
>
a
u
t
o
n
o
mo
u
s
mo
t
i
v
a
t
i
o
n
0
.
2
6
6
0
.
2
6
4
0
.
0
5
1
5
.
1
9
0
0
.
0
0
0
H3
A
u
t
o
n
o
m
y
s
u
p
p
o
r
t
-
>
b
a
s
i
c
p
s
y
c
h
o
l
o
g
i
c
a
l
n
e
e
d
s
0
.
3
1
8
0
.
3
2
1
0
.
0
5
4
5
.
8
7
6
0
.
0
0
0
H
3
a
P
a
r
e
n
t
a
l
s
u
p
p
o
r
t
-
>
b
a
s
i
c
p
s
y
c
h
o
l
o
g
i
c
a
l
n
e
e
d
s
0
.
1
6
1
0
.
1
6
4
0
.
0
6
0
2
.
6
7
7
0
.
0
0
7
H
3
b
Te
a
c
h
e
r
su
p
p
o
r
t
-
>
b
a
si
c
p
s
y
c
h
o
l
o
g
i
c
a
l
n
e
e
d
s
0
.
2
0
5
0
.
2
0
4
0
.
0
6
1
3
.
3
7
0
0
.
0
0
1
H4
Ex
p
e
c
t
a
n
c
y
b
e
l
i
e
f
s
-
>
b
a
si
c
p
s
y
c
h
o
l
o
g
i
c
a
l
n
e
e
d
s
0
.
3
1
7
0
.
3
1
6
0
.
0
5
7
5
.
5
2
9
0
.
0
0
0
H5
B
a
si
c
p
s
y
c
h
o
l
o
g
i
c
a
l
n
e
e
d
s
-
>
a
u
t
o
n
o
m
o
u
s
mo
t
i
v
a
t
i
o
n
0
.
2
1
3
0
.
2
1
4
0
.
0
5
2
4
.
0
9
3
0
.
0
0
0
H6
A
u
t
o
n
o
m
y
s
u
p
p
o
r
t
-
>
b
a
s
i
c
p
s
y
c
h
o
l
o
g
i
c
a
l
n
e
e
d
s
-
>
a
u
t
o
n
o
m
o
u
s
m
o
t
i
v
a
t
i
o
n
0
.
0
6
8
0
.
0
6
8
0
.
0
1
9
3
.
5
9
3
0
.
0
0
0
H
6
a
P
a
r
e
n
t
a
l
s
u
p
p
o
r
t
-
>
b
a
s
i
c
p
s
y
c
h
o
l
o
g
i
c
a
l
n
e
e
d
s
-
>
a
u
t
o
n
o
m
o
u
s
m
o
t
i
v
a
t
i
o
n
0
.
0
3
4
0
.
0
3
5
0
.
0
1
4
2
.
4
0
3
0
.
0
1
6
H
6
b
Te
a
c
h
e
r
su
p
p
o
r
t
-
>
b
a
si
c
p
s
y
c
h
o
l
o
g
i
c
a
l
n
e
e
d
s
-
>
a
u
t
o
n
o
m
o
u
s
m
o
t
i
v
a
t
i
o
n
0
.
0
4
4
0
.
0
4
4
0
.
0
1
7
2
.
5
2
9
0
.
0
1
1
H7
Ex
p
e
c
t
a
n
c
y
b
e
l
i
e
f
s
-
>
b
a
si
c
p
s
y
c
h
o
l
o
g
i
c
a
l
n
e
e
d
s
-
>
a
u
t
o
n
o
m
o
u
s
m
o
t
i
v
a
t
i
o
n
0
.
0
6
8
0
.
0
6
8
0
.
0
2
3
2
.
9
7
7
0
.
0
0
3
T
h
e
f
in
d
in
g
s
co
n
f
ir
m
ed
th
at
s
tu
d
en
ts
’
ex
p
ec
tan
cy
b
elief
s
ar
e
p
o
s
itiv
ely
r
elate
d
to
a
u
to
n
o
m
o
u
s
m
o
tiv
atio
n
a
n
d
H2
was
ac
ce
p
ted
.
W
h
er
ea
s
H
3
was
ac
ce
p
ted
as
a
s
tu
d
y
f
o
u
n
d
th
at
s
tu
d
en
ts
’
p
e
r
ce
iv
e
d
au
to
n
o
m
y
s
u
p
p
o
r
t
is
p
o
s
itiv
ely
r
elate
d
to
b
asic
p
s
y
ch
o
lo
g
ic
al
n
ee
d
s
.
Acc
o
r
d
in
g
to
f
in
d
in
g
s
o
f
H3
a,
s
tu
d
en
ts
’
p
er
ce
iv
ed
a
u
to
n
o
m
y
s
u
p
p
o
r
t
f
r
o
m
p
a
r
en
ts
is
p
o
s
itiv
ely
r
elate
d
to
b
asic
p
s
y
ch
o
lo
g
ical
n
ee
d
s
.
Ho
wev
er
,
H3
b
was
also
ac
ce
p
ted
as
th
e
s
tu
d
y
f
o
u
n
d
th
at
s
tu
d
en
ts
’
p
er
ce
iv
ed
au
to
n
o
m
y
s
u
p
p
o
r
t
f
r
o
m
te
ac
h
er
s
is
p
o
s
itiv
ely
r
elate
d
to
b
asic
p
s
y
ch
o
lo
g
ica
l
n
ee
d
s
.
On
th
e
o
th
er
h
an
d
,
H4
is
s
u
p
p
o
r
ted
as
it
wa
s
f
o
u
n
d
th
at
s
tu
d
en
ts
’
ex
p
ec
tan
cy
b
elief
s
ar
e
p
o
s
itiv
ely
r
elate
d
to
b
asic p
s
y
c
h
o
lo
g
i
ca
l n
ee
d
s
.
Me
an
wh
ile,
H5
was
ac
ce
p
te
d
as
th
e
s
tu
d
y
f
o
u
n
d
th
at
b
asic
p
s
y
ch
o
lo
g
ical
n
ee
d
s
ar
e
p
o
s
itiv
ely
r
elate
d
to
au
to
n
o
m
o
u
s
m
o
tiv
a
tio
n
.
Mo
r
eo
v
e
r
,
th
e
r
esu
lts
co
n
f
ir
m
ed
H6
is
ac
ce
p
ted
an
d
b
asic
p
s
y
ch
o
lo
g
ical
n
ee
d
s
m
ed
iate
b
etwe
en
s
tu
d
en
ts
’
p
er
ce
iv
ed
a
u
to
n
o
m
y
s
u
p
p
o
r
t
an
d
a
u
to
n
o
m
y
m
o
tiv
atio
n
.
T
h
e
f
in
d
in
g
s
o
f
th
is
s
tu
d
y
co
n
f
i
r
m
ed
th
at
b
asic
p
s
y
ch
o
lo
g
ical
n
ee
d
s
p
o
s
itiv
ely
m
ed
iate
b
etwe
en
s
tu
d
en
ts
’
p
er
ce
iv
ed
au
to
n
o
m
y
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
:
2
0
1
8
-
20
30
2026
s
u
p
p
o
r
t
(
p
a
r
en
ts
)
an
d
au
to
n
o
m
y
m
o
tiv
atio
n
an
d
H6
a
was
ac
ce
p
ted
.
W
h
er
ea
s
th
e
s
tu
d
y
also
f
o
u
n
d
H6
b
was
also
ac
ce
p
ted
an
d
b
asic
p
s
y
ch
o
lo
g
ical
n
ee
d
s
p
o
s
itiv
ely
m
ed
iate
b
etwe
en
s
tu
d
en
ts
’
p
er
ce
iv
ed
au
to
n
o
m
y
s
u
p
p
o
r
t
(
teac
h
er
)
an
d
au
to
n
o
m
y
m
o
tiv
atio
n
.
Fin
ally
,
th
e
s
tu
d
y
f
o
u
n
d
th
at
b
asic
p
s
y
ch
o
lo
g
ical
n
ee
d
s
m
ed
iate
b
etwe
en
ex
p
ec
tan
c
y
b
elief
s
an
d
au
to
n
o
m
o
u
s
m
o
tiv
atio
n
a
n
d
H7
was a
cc
ep
ted
.
4.
DIS
CU
SS
I
O
N
T
h
e
em
p
ir
ical
f
in
d
in
g
s
a
r
e
d
is
cu
s
s
ed
in
th
e
co
n
tex
t
o
f
p
r
e
v
io
u
s
s
tu
d
ies
in
th
is
s
ec
tio
n
.
T
h
e
s
tu
d
y
f
o
u
n
d
th
at
s
tu
d
en
ts
’
p
er
ce
iv
e
d
au
to
n
o
m
y
s
u
p
p
o
r
t
is
p
o
s
itiv
ely
r
elate
d
to
au
to
n
o
m
y
m
o
t
iv
atio
n
an
d
H1
was
s
u
p
p
o
r
ted
.
Fu
r
th
er
m
o
r
e,
th
e
s
tu
d
y
f
o
u
n
d
th
at
s
tu
d
en
ts
’
p
er
ce
iv
ed
au
to
n
o
m
y
s
u
p
p
o
r
t
f
r
o
m
p
ar
en
ts
an
d
teac
h
er
s
h
av
e
a
s
ig
n
if
ican
t
im
p
ac
t
o
n
au
to
n
o
m
y
m
o
ti
v
atio
n
.
Hen
ce
,
H1
a
an
d
H1
b
wer
e
ac
ce
p
ted
.
T
h
e
f
in
d
in
g
s
o
f
th
ese
r
elatio
n
s
h
i
p
s
ar
e
d
is
cu
s
s
ed
in
th
e
co
n
tex
t
o
f
ex
is
tin
g
s
tu
d
ies.
Acc
o
r
d
in
g
to
Ho
ls
ter
[
3
1
]
,
to
im
p
r
o
v
e
th
e
s
tu
d
en
ts
’
g
en
e
r
al
b
eh
av
io
r
,
h
el
p
is
r
eq
u
ir
ed
.
Fo
r
th
e
p
u
p
ils
,
th
e
ass
is
tan
ce
o
f
th
e
p
ar
en
ts
an
d
teac
h
er
s
is
es
s
en
tial.
W
h
ile
,
s
t
u
d
y
by
Ay
d
ın
an
d
Mic
h
o
u
[
7
]
d
is
cu
s
s
ed
th
at
wh
en
p
u
p
ils
ar
e
h
ig
h
ly
m
o
tiv
ated
,
th
ey
d
esig
n
m
ea
n
in
g
f
u
l
s
tr
ateg
ies
to
m
o
tiv
ate
th
em
s
elv
es
to
r
ea
ch
th
eir
g
o
als.
Acc
o
r
d
i
n
g
to
J
en
o
et
a
l.
[
3
]
,
it
is
th
o
u
g
h
t
th
at
m
o
tiv
atio
n
p
l
ay
s
a
cr
u
cial
p
ar
t
in
ac
h
iev
in
g
g
o
als.
C
o
n
v
er
s
ely
,
wh
en
p
u
p
ils
lack
d
r
iv
e,
it
n
eg
ativ
ely
af
f
ec
ts
th
eir
p
er
s
o
n
alities
b
ec
au
s
e
th
ey
h
esit
ate
to
m
ee
t
th
eir
g
o
als.
Mo
r
eo
v
e
r
,
it
is
b
eliev
ed
th
at
s
tu
d
en
ts
’
m
o
tiv
atio
n
p
lay
s
a
cr
u
cial
p
ar
t
in
th
eir
m
ea
n
in
g
f
u
l
g
o
al
ac
h
iev
em
en
t
[
4
3
]
.
M
o
r
eo
v
e
r
,
it
b
ec
o
m
es
ess
en
tial
f
o
r
th
e
p
u
p
ils
to
ac
q
u
ir
e
m
o
tiv
atio
n
wh
ile
th
ey
a
r
e
en
g
ag
e
d
in
ac
tiv
e
lear
n
in
g
.
I
n
th
e
m
ea
n
wh
ile,
p
ar
en
ts
an
d
ed
u
ca
to
r
s
m
u
s
t
d
o
all
it
tak
es
to
h
elp
th
e
p
u
p
ils
u
n
d
er
s
tan
d
an
d
p
er
f
o
r
m
b
etter
o
v
er
all
[
2
8
]
.
Stu
d
en
ts
m
u
s
t
lear
n
p
o
s
itiv
e
p
s
y
ch
o
lo
g
y
s
in
ce
it
will
h
elp
th
em
ac
co
m
p
lis
h
th
eir
o
b
jec
tiv
es.
Acc
o
r
d
in
g
to
T
an
an
d
L
ev
esq
u
e
-
B
r
is
to
l
[
2
7
]
,
s
tu
d
e
n
ts
n
ee
d
to
b
e
m
o
tiv
ated
f
r
o
m
b
o
th
in
ter
n
al
an
d
ex
ter
n
al
s
o
u
r
ce
s
i
n
o
r
d
er
t
o
b
e
p
leased
an
d
r
ea
ch
th
eir
d
esire
d
o
u
tco
m
es.
As
a
r
esu
lt,
it
is
th
o
u
g
h
t
th
at
s
tu
d
en
t
p
er
ce
iv
e
d
au
to
n
o
m
y
p
lay
s
a
c
r
u
cial
p
ar
t
in
r
ea
ch
in
g
th
e
d
esire
d
g
o
als a
n
d
th
at
th
is
p
er
ce
p
tio
n
is
im
p
o
r
tan
t.
T
h
e
f
in
d
in
g
s
c
o
n
f
i
r
m
e
d
t
h
a
t
s
t
u
d
e
n
t
s
’
e
x
p
e
ct
a
n
c
y
b
e
l
i
e
f
s
a
r
e
p
o
s
i
t
i
v
e
l
y
r
el
a
t
e
d
t
o
a
u
t
o
n
o
m
o
u
s
m
o
t
i
v
a
t
i
o
n
a
n
d
H
2
w
as
a
c
c
e
p
t
e
d
.
T
h
e
f
i
n
d
i
n
g
s
o
f
t
h
is
r
e
l
a
ti
o
n
s
h
i
p
a
r
e
d
i
s
c
u
s
s
e
d
i
n
t
h
e
c
o
n
t
e
x
t
o
f
e
x
i
s
ti
n
g
s
t
u
d
i
es
.
A
c
c
o
r
d
i
n
g
t
o
C
a
i
a
n
d
T
a
n
g
[
3
2
]
,
t
h
e
d
e
g
r
e
e
t
o
wh
ich
a
p
er
s
o
n
b
e
l
i
e
v
e
s
th
ey
c
a
n
s
u
cc
ee
d
i
n
t
h
e
w
o
r
k
a
t
h
a
n
d
i
n
c
l
u
d
i
n
g
th
eir
o
w
n
b
e
l
i
e
f
s
a
n
d
a
b
i
l
it
i
es
is
m
ea
s
u
r
ed
b
y
t
h
e
i
r
e
x
p
e
c
t
a
t
i
o
n
b
e
li
e
f
s
.
W
h
e
n
s
t
u
d
e
n
t
s
ta
k
e
a
s
e
r
i
o
u
s
a
p
p
r
o
a
c
h
t
o
ac
h
iev
in
g
t
h
e
i
r
o
b
jectiv
es
,
t
h
e
i
r
ex
p
ec
tat
io
n
s
r
i
s
e
.
Acc
o
r
d
in
g
t
o
K
a
r
i
m
i
a
n
d
So
to
o
d
eh
[
4
]
,
it
is
a
h
e
l
p
f
u
l
s
t
r
a
t
e
g
y
f
o
r
t
h
e
m
t
o
h
a
v
e
c
o
n
f
i
d
e
n
c
e
i
n
t
h
e
i
r
s
k
i
ll
s
,
w
h
i
c
h
e
n
h
a
n
c
es
t
h
ei
r
b
e
h
a
v
io
r
f
o
r
a
n
i
m
p
o
r
t
a
n
t
j
o
b
.
F
u
r
t
h
e
r
m
o
r
e
,
i
t
i
s
b
e
n
e
f
i
cia
l
t
o
a
s
s
i
s
t
p
u
p
i
l
s
i
n
r
e
a
c
h
i
n
g
th
e
i
r
o
b
j
e
c
t
i
v
e
s
w
h
e
n
t
h
e
y
h
a
v
e
p
o
s
i
t
i
v
e
m
o
t
i
v
a
ti
o
n
.
Acc
o
r
d
in
g
t
o
H
s
i
e
h
[
3
3
]
,
a
s
elf
-
ass
u
r
ed
s
tu
d
en
t
h
as
a
clea
r
v
is
io
n
f
o
r
co
m
p
letin
g
th
eir
ass
ig
n
ed
o
b
jectiv
es.
I
t
s
u
p
p
o
r
ts
th
e
k
i
d
s
’
b
eh
a
v
io
r
im
p
r
o
v
em
e
n
t,
wh
ich
is
ess
en
tial to
th
eir
ab
ilit
y
to
f
u
n
ctio
n
in
d
e
p
en
d
en
tly
.
W
h
e
r
e
as
H
3
w
as
a
c
ce
p
t
e
d
as
th
i
s
s
t
u
d
y
f
o
u
n
d
t
h
a
t
s
t
u
d
e
n
ts
’
p
e
r
c
e
i
v
e
d
a
u
t
o
n
o
m
y
s
u
p
p
o
r
t
i
s
p
o
s
i
t
i
v
el
y
r
e
l
a
t
e
d
t
o
b
a
s
i
c
p
s
y
c
h
o
l
o
g
i
ca
l
n
e
e
d
s
.
A
c
c
o
r
d
i
n
g
t
o
f
i
n
d
i
n
g
s
o
f
H
3
a
,
s
t
u
d
e
n
t
s
’
p
e
r
c
e
i
v
e
d
a
u
t
o
n
o
m
y
s
u
p
p
o
r
t
f
r
o
m
p
a
r
e
n
t
s
i
s
p
o
s
i
t
i
v
el
y
r
e
l
a
t
e
d
to
b
a
s
i
c
p
s
y
c
h
o
l
o
g
i
c
a
l
n
e
e
d
s
.
F
u
r
t
h
e
r
m
o
r
e
,
H
3
b
w
a
s
a
l
s
o
ac
c
e
p
t
e
d
a
s
t
h
e
s
t
u
d
y
f
o
u
n
d
t
h
a
t
s
t
u
d
e
n
t
s
’
p
e
r
c
ei
v
e
d
a
u
t
o
n
o
m
y
s
u
p
p
o
r
t
f
r
o
m
t
e
a
c
h
e
r
i
s
p
o
s
it
i
v
e
l
y
r
e
la
t
e
d
t
o
b
a
s
i
c
p
s
y
c
h
o
l
o
g
i
c
a
l
n
e
e
d
s
.
T
h
e
f
i
n
d
i
n
g
s
o
f
t
h
e
s
e
r
e
l
at
i
o
n
s
h
i
p
s
a
r
e
d
i
s
c
u
s
s
e
d
i
n
t
h
e
c
o
n
t
ex
t
o
f
e
x
i
s
t
i
n
g
s
t
u
d
i
e
s
.
A
c
c
o
r
d
in
g
t
o
C
h
o
e
t
a
l
.
[
3
0
]
,
p
e
r
c
e
i
v
e
d
au
to
n
o
m
y
am
o
n
g
s
tu
d
en
ts
h
elp
s
th
em
to
d
o
a
v
a
r
i
ety
o
f
task
s
.
E
n
h
an
cin
g
th
eir
p
s
y
ch
o
lo
g
ical
h
ea
lth
is
ess
en
tia
l
s
in
ce
it
en
h
an
ce
s
t
h
eir
p
er
f
o
r
m
an
ce
.
W
h
e
n
p
a
r
e
n
t
s
as
s
i
s
t
t
h
ei
r
c
h
i
l
d
r
e
n
,
i
t
m
a
k
es
i
t
e
as
i
e
r
f
o
r
t
h
e
m
t
o
m
e
e
t
t
h
e
i
r
g
o
a
ls
.
A
c
c
o
r
d
i
n
g
t
o
R
o
v
a
n
e
t
a
l
.
[
2
6
]
,
a
f
a
c
t
o
r
t
h
a
t
m
a
y
l
o
w
e
r
s
t
u
d
e
n
ts
’
s
u
c
c
e
s
s
i
s
a
l
a
c
k
o
f
p
a
r
e
n
t
a
l
s
u
p
p
o
r
t
.
H
o
w
e
v
e
r
,
s
tu
d
e
n
t
s
’
m
o
t
i
v
a
ti
o
n
l
e
v
e
ls
f
l
u
c
tu
a
t
e
t
h
r
o
u
g
h
o
u
t
t
i
m
e
,
w
h
i
c
h
h
a
s
a
b
i
g
i
m
p
a
c
t
o
n
h
o
w
w
e
l
l
t
h
e
y
p
e
r
f
o
r
m
o
v
e
r
a
ll
.
A
d
d
i
t
i
o
n
a
ll
y
,
K
i
n
g
s
f
o
r
d
-
S
m
i
t
h
a
n
d
E
v
a
n
s
[
1
6
]
d
i
s
c
u
s
s
e
d
t
h
a
t
i
t
h
e
l
p
s
p
u
p
i
ls
m
e
e
t
t
h
e
i
r
b
a
s
i
c
p
s
y
c
h
o
l
o
g
i
c
al
r
e
q
u
i
r
e
m
e
n
t
s
w
h
e
n
t
h
e
y
a
r
e
m
o
t
i
v
a
t
e
d
b
y
t
h
e
i
r
l
e
c
t
u
r
e
r
s
.
S
t
u
d
e
n
t
s
’
s
e
n
s
e
o
f
a
u
t
o
n
o
m
y
i
s
d
e
r
i
v
e
d
f
r
o
m
t
h
e
s
at
i
s
f
a
c
t
i
o
n
o
f
t
h
e
i
r
p
s
y
c
h
o
l
o
g
i
c
a
l
n
e
e
d
s
,
a
n
d
t
h
is
i
s
v
i
t
al
f
o
r
t
h
e
i
r
ac
a
d
e
m
i
c
s
u
c
c
es
s
.
A
c
c
o
r
d
i
n
g
t
o
L
i
e
t
a
l
.
[
2
5
]
,
s
t
u
d
e
n
t
s
b
e
n
e
f
i
t
f
r
o
m
a
u
t
o
n
o
m
y
s
u
p
p
o
r
t
s
i
n
c
e
i
t
m
a
k
e
s
t
h
e
m
m
o
r
e
m
o
t
i
v
a
t
e
d
t
o
m
e
e
t
g
o
a
ls
.
I
n
o
r
d
e
r
t
o
i
m
p
r
o
v
e
t
h
e
i
r
o
v
e
r
a
l
l
p
e
r
f
o
r
m
a
n
c
e
a
n
d
l
e
a
r
n
i
n
g
,
c
h
i
l
d
r
e
n
m
u
s
t
e
s
t
a
b
l
is
h
p
o
s
itiv
e
r
elatio
n
s
h
ip
s
with
th
e
ir
p
ar
en
ts
an
d
teac
h
er
s
.
Acc
o
r
d
in
g
to
S
a
n
t
a
n
a
-
M
o
n
a
g
a
s
e
t
a
l.
[
2
9
]
,
i
t
g
e
t
s
h
a
r
d
e
r
f
o
r
th
e
p
u
p
ils
to
wo
r
k
h
a
r
d
t
o
m
ee
t
th
eir
f
u
n
d
a
m
en
tal
p
s
y
c
h
o
lo
g
ical
r
e
q
u
ir
em
en
ts
if
th
ey
ar
e
d
is
s
atis
f
ied
with
th
eir
au
to
n
o
m
o
u
s
s
u
p
p
o
r
t.
Af
ter
th
en
,
it
is
th
o
u
g
h
t
th
at
a
k
ey
co
m
p
o
n
e
n
t
af
f
ec
tin
g
p
u
p
ils
’
p
er
f
o
r
m
a
n
ce
is
th
eir
lev
el
o
f
a
u
to
n
o
m
y
.
Me
an
wh
ile,
H4
is
s
u
p
p
o
r
ted
a
s
it
was
f
o
u
n
d
th
at
s
tu
d
en
ts
’
e
x
p
ec
tan
cy
b
elief
s
ar
e
p
o
s
itiv
ely
r
elate
d
to
b
asic
p
s
y
ch
o
l
o
g
ical
n
ee
d
s
.
T
h
e
f
in
d
i
n
g
s
o
f
th
is
r
elatio
n
s
h
ip
ar
e
d
is
cu
s
s
ed
in
th
e
co
n
te
x
t
o
f
ex
is
tin
g
s
tu
d
ies.
Acc
o
r
d
in
g
to
W
ei
et
a
l.
[
9
]
,
s
tu
d
en
ts
’
ex
p
ec
tatio
n
s
co
n
tr
ib
u
te
to
r
ea
ch
in
g
th
e
d
esire
d
o
u
tco
m
es.
Pu
p
ils
wh
o
f
ee
l
en
co
u
r
ag
e
d
an
d
s
u
p
p
o
r
t
ed
ar
e
m
o
r
e
lik
ely
to
m
ee
t
th
eir
p
s
y
ch
o
lo
g
ical
d
em
an
d
s
.
I
t
aid
s
in
th
eir
d
ev
elo
p
m
e
n
t
an
d
teac
h
es
th
e
m
h
o
w
t
o
h
a
n
d
le
th
e
cir
cu
m
s
tan
ce
b
etter
.
Acc
o
r
d
i
n
g
to
Dia
z
[
2
3
]
,
o
n
e
im
p
o
r
tan
t
co
m
p
o
n
en
t
th
at
m
ig
h
t
h
el
p
p
u
p
ils
r
ea
ch
th
eir
g
o
als
is
th
eir
ex
p
ec
tatio
n
.
Sin
ce
th
ese
s
k
ills
h
av
e
a
b
ig
im
p
ac
t
o
n
s
tu
d
en
ts
’
p
er
s
o
n
alities
,
it
is
ess
en
tial
th
at
s
tu
d
en
ts
h
av
e
co
n
f
id
en
ce
i
n
th
eir
talen
ts
.
Acc
o
r
d
in
g
t
o
Her
n
án
d
ez
et
a
l.
[
3
5
]
,
it
is
s
tr
o
n
g
ly
ad
v
is
ed
t
h
at
s
tu
d
en
ts
w
o
r
k
i
n
a
wa
y
th
at
ca
n
s
u
p
p
o
r
t
th
eir
lear
n
in
g
s
ty
les.
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
A
u
to
n
o
my
s
u
p
p
o
r
t a
n
d
mo
tiva
tio
n
in
p
r
iva
te
mu
s
ic
s
tu
d
en
ts
:
t
h
e
r
o
le
o
f b
a
s
ic
…
(
Qin
X
i
o
n
g
)
2027
Fu
r
th
er
m
o
r
e
,
s
tu
d
en
ts
’
ex
p
ec
t
atio
n
s
f
o
r
s
u
cc
ess
f
u
lly
co
m
p
le
tin
g
ass
ig
n
m
en
ts
en
h
an
ce
t
h
eir
b
eh
av
i
o
r
in
o
r
d
er
to
m
ee
t p
s
y
ch
o
l
o
g
ical
d
em
a
n
d
s
.
Me
an
wh
ile,
H5
was
ac
ce
p
te
d
as
th
e
s
tu
d
y
f
o
u
n
d
th
at
b
asic
p
s
y
ch
o
lo
g
ical
n
ee
d
s
ar
e
p
o
s
itiv
ely
r
elate
d
to
a
u
to
n
o
m
o
u
s
m
o
tiv
a
tio
n
.
T
h
e
f
in
d
in
g
s
o
f
th
is
r
ela
tio
n
s
h
ip
ar
e
d
is
cu
s
s
ed
in
th
e
co
n
tex
t
o
f
ex
is
tin
g
s
tu
d
ies.
Acc
o
r
d
in
g
to
E
v
an
s
e
t
a
l.
[
2
1
]
,
s
tu
d
en
ts
th
at
ar
e
m
o
tiv
ated
to
m
ee
t
th
eir
p
s
y
ch
o
l
o
g
ical
r
eq
u
ir
em
en
ts
ar
e
b
etter
ab
le
to
c
r
ea
te
h
ea
lth
y
m
o
tiv
atio
n
.
I
n
a
d
d
itio
n
,
t
h
is
k
in
d
o
f
m
o
tiv
atio
n
h
elp
s
p
u
p
ils
r
ea
ch
th
eir
g
o
als
wh
en
th
ey
h
av
e
a
s
tr
o
n
g
p
s
y
c
h
o
lo
g
ical
f
o
u
n
d
atio
n
.
Acc
o
r
d
i
n
g
to
W
eh
m
ey
er
an
d
Sh
o
g
r
en
[
1
5
]
,
wh
e
n
s
tu
d
en
ts
tak
e
a
s
u
b
s
tan
tial a
p
p
r
o
ac
h
to
ac
h
iev
in
g
th
eir
g
o
als an
d
r
ec
ei
v
e
m
o
tiv
atio
n
al
s
u
p
p
o
r
t,
th
eir
b
asic r
eq
u
ir
em
en
ts
ar
e
m
et.
Nev
er
th
eless
,
in
o
r
d
e
r
to
p
er
s
u
ad
e
p
u
p
ils
to
ac
h
iev
e
th
eir
d
esire
d
o
u
tc
o
m
es,
m
o
t
iv
atio
n
is
r
eq
u
ir
ed
.
Acc
o
r
d
in
g
to
Z
h
o
u
et
a
l.
[
3
4
]
,
s
tu
d
en
ts
th
at
wo
r
k
h
a
r
d
ar
e
ab
le
to
o
b
tain
th
e
r
ig
h
t
p
a
r
e
n
tal
s
u
p
p
o
r
t,
wh
ic
h
en
h
an
ce
s
th
eir
p
e
r
f
o
r
m
an
ce
.
T
h
er
ef
o
r
e,
th
e
ac
co
m
p
lis
h
m
e
n
t
o
f
m
ee
tin
g
p
s
y
ch
o
l
o
g
ical
d
em
an
d
s
o
r
th
e
b
attle
to
d
o
s
o
aid
s
p
u
p
ils
in
d
e
v
elo
p
in
g
s
elf
-
m
o
tiv
atio
n
,
wh
ich
h
as a
s
ig
n
if
ican
t im
p
ac
t o
n
th
eir
p
er
f
o
r
m
a
n
ce
.
Als
o
,
th
e
r
esu
lts
co
n
f
ir
m
ed
H
6
is
ac
ce
p
ted
an
d
b
asic
p
s
y
ch
o
lo
g
ical
n
ee
d
s
m
ed
iate
b
etwe
en
s
tu
d
en
ts
’
p
er
ce
iv
ed
au
t
o
n
o
m
y
s
u
p
p
o
r
t
an
d
au
to
n
o
m
y
m
o
tiv
atio
n
.
T
h
e
f
in
d
in
g
s
o
f
th
is
s
tu
d
y
c
o
n
f
ir
m
e
d
th
at
b
asic
p
s
y
ch
o
lo
g
ical
n
ee
d
s
p
o
s
itiv
e
ly
m
ed
iate
b
etwe
en
s
tu
d
e
n
t
s
’
p
er
ce
iv
ed
au
t
o
n
o
m
y
s
u
p
p
o
r
t
(
p
ar
en
ts
)
an
d
au
to
n
o
m
y
m
o
tiv
atio
n
an
d
H6
a
was
ac
ce
p
ted
.
W
h
er
ea
s
,
th
e
s
tu
d
y
also
f
o
u
n
d
H6
b
was
a
ls
o
s
u
p
p
o
r
te
d
a
n
d
b
asic
p
s
y
ch
o
lo
g
ical
n
ee
d
s
p
o
s
itiv
ely
m
ed
iate
b
etwe
en
s
tu
d
en
ts
’
p
er
ce
iv
ed
au
to
n
o
m
y
s
u
p
p
o
r
t
(
teac
h
e
r
)
an
d
au
to
n
o
m
y
m
o
tiv
atio
n
.
T
h
e
f
i
n
d
in
g
s
o
f
th
ese
r
elatio
n
s
h
ip
s
ar
e
d
is
cu
s
s
ed
in
th
e
co
n
tex
t
o
f
ex
is
tin
g
s
tu
d
ies.
Acc
o
r
d
in
g
t
o
Yu
e
an
d
L
u
[
8
]
,
to
in
cr
ea
s
e
s
tu
d
en
ts
’
s
elf
-
m
o
tiv
atio
n
,
it
is
im
p
o
r
ta
n
t
to
ad
d
r
ess
th
eir
b
asic
p
s
y
ch
o
lo
g
ical
r
eq
u
ir
em
en
ts
.
W
h
en
p
ar
en
ts
s
u
p
p
o
r
t
th
eir
c
h
ild
r
en
,
th
e
s
tu
d
e
n
ts
ar
e
s
atis
f
ied
.
Fu
r
th
e
r
m
o
r
e,
to
af
f
ec
t
s
tu
d
en
ts
’
co
n
d
u
ct
as
a
wh
o
le,
p
ar
en
ts
m
u
s
t
h
elp
th
eir
ch
ild
r
en
r
ea
c
h
th
eir
g
o
als
.
P
u
p
ils
’
ab
ilit
y
to
b
eh
av
e
b
etter
g
e
n
er
ally
d
ep
en
d
s
g
r
ea
tly
o
n
th
e
h
elp
th
ey
r
e
ce
iv
e
f
r
o
m
th
eir
p
r
o
f
ess
o
r
s
[
2
4
]
.
T
ea
c
h
er
s
m
u
s
t
ass
is
t
th
eir
p
u
p
ils
in
ac
h
iev
i
n
g
th
eir
o
b
jectiv
es.
Acc
o
r
d
in
g
to
L
iu
an
d
H
u
an
g
[
1
0
]
,
it
aid
s
in
th
eir
ac
h
iev
em
e
n
t
o
f
th
eir
o
b
jectiv
es
an
d
in
d
ep
e
n
d
en
ce
.
T
h
er
e
f
o
r
e,
wh
e
n
p
eo
p
le
r
ec
eiv
e
th
e
r
ig
h
t
ass
is
tan
ce
,
th
eir
m
o
tiv
atio
n
is
af
f
ec
ted
.
Similar
ly
,
wh
e
n
f
u
n
d
am
en
tal
p
s
y
c
h
o
lo
g
ical
r
eq
u
ir
em
en
ts
ar
e
m
et,
ac
h
iev
in
g
g
o
als
b
ec
o
m
es
ess
en
tial.
Acc
o
r
d
in
g
to
C
o
n
e
s
a
et
a
l.
[
1
]
,
it
e
n
co
u
r
ag
es
s
tu
d
en
ts
to
c
o
n
ce
n
tr
ate
m
o
r
e
o
n
th
eir
o
b
jectiv
es,
wh
ich
is
im
p
o
r
tan
t
to
r
aise
t
h
eir
m
o
tiv
atio
n
le
v
els.
Stu
d
e
n
ts
’
au
to
n
o
m
y
is
th
o
u
g
h
t
t
o
b
e
a
m
ajo
r
f
ac
to
r
d
eter
m
in
in
g
t
h
eir
b
e
h
av
io
r
g
en
er
ally
,
an
d
it
is
v
ital
f
o
r
th
em
to
p
er
f
o
r
m
well.
Fu
r
th
er
m
o
r
e,
s
tu
d
e
n
ts
’
p
er
ce
p
tio
n
s
o
f
th
eir
p
ar
en
ts
’
a
n
d
in
s
tr
u
cto
r
s
’
s
u
p
p
o
r
t
p
lay
a
b
ig
r
o
le
in
h
o
w
well
th
eir
c
o
n
d
u
ct
an
d
m
o
tiv
atio
n
f
o
r
au
t
o
n
o
m
y
ar
e
im
p
r
o
v
in
g
.
L
astl
y
,
th
e
s
tu
d
y
f
o
u
n
d
th
at
b
asic
p
s
y
ch
o
lo
g
ical
n
ee
d
s
m
ed
iate
b
etwe
en
ex
p
ec
ta
n
cy
b
elief
s
an
d
au
to
n
o
m
o
u
s
m
o
tiv
atio
n
an
d
H7
was a
cc
ep
ted
.
T
h
e
f
in
d
in
g
s
o
f
th
is
r
elatio
n
s
h
ip
ar
e
d
is
cu
s
s
ed
in
th
e
co
n
tex
t o
f
ex
is
tin
g
s
tu
d
ies.
Acc
o
r
d
in
g
t
o
B
r
ev
a
an
d
Galin
d
o
[
1
9
]
,
it
tak
es
th
e
s
atis
f
ac
tio
n
o
f
p
s
y
c
h
o
lo
g
ical
n
ee
d
s
f
o
r
s
tu
d
en
ts
to
r
aise
t
h
eir
e
x
p
ec
ta
tio
n
s
.
Stu
d
en
t
ex
p
ec
tatio
n
s
p
l
ay
a
s
ig
n
if
ican
t
p
ar
t
in
in
s
p
ir
i
n
g
th
e
m
to
ac
h
iev
e
th
eir
o
b
jectiv
es.
W
h
en
s
tu
d
en
t
s
’
p
s
y
ch
o
lo
g
ical
n
ee
d
s
ar
e
m
et,
th
ey
f
ee
l
em
p
o
wer
e
d
to
r
ea
ch
th
eir
o
b
jectiv
es.
Acc
o
r
d
in
g
to
Z
h
ao
an
d
Qin
[
2
0
]
,
s
tu
d
e
n
ts
’
lack
o
f
m
o
tiv
atio
n
an
d
u
n
m
et
p
s
y
ch
o
lo
g
ical
r
eq
u
ir
em
e
n
ts
n
eg
ativ
ely
a
f
f
ec
ts
h
o
w
well
t
h
ey
c
o
m
p
lete
th
ei
r
ass
ig
n
m
en
ts
.
Fu
r
th
er
m
o
r
e,
s
tu
d
e
n
ts
o
u
g
h
t
to
b
e
e
x
p
ec
ted
to
r
ea
ch
th
eir
o
b
jectiv
es,
s
in
ce
th
is
m
ig
h
t
en
h
a
n
ce
th
eir
f
ee
lin
g
o
f
d
ir
ec
tio
n
.
Acc
o
r
d
in
g
to
Gu
ay
[
2
]
,
it
is
ad
v
is
e
d
th
at
s
tu
d
en
ts
wo
r
k
cr
itically
in
th
e
m
ea
n
tim
e
to
m
ee
t
th
e
ir
o
b
jectiv
es.
I
t
ass
is
t
s
th
em
in
ch
an
g
in
g
th
eir
co
n
d
u
ct,
wh
ich
is
r
eq
u
i
r
ed
to
m
ee
t
th
e
d
esire
d
o
u
tco
m
es.
T
h
er
ef
o
r
e
,
wh
en
s
tu
d
en
ts
’
m
o
ti
v
atio
n
in
cr
ea
s
es,
s
o
d
o
es th
eir
d
e
g
r
ee
o
f
m
o
tiv
atio
n
.
5.
CO
NCLU
SI
O
N
T
o
co
n
clu
d
e,
th
e
s
tu
d
y
d
is
cu
s
s
es
th
at
th
er
e
is
n
ee
d
f
o
r
s
tu
d
en
ts
’
au
to
n
o
m
y
s
u
p
p
o
r
t
wh
ich
s
h
o
u
ld
b
e
b
o
o
s
ted
f
r
o
m
f
ac
t
o
r
s
o
th
er
th
an
p
ar
en
tal
an
d
teac
h
er
s
s
u
p
p
o
r
t.
I
t
ca
n
p
o
s
itiv
ely
in
f
lu
en
ce
th
e
au
to
n
o
m
o
u
s
m
o
tiv
atio
n
o
f
th
e
s
tu
d
e
n
ts
.
Fu
r
th
er
m
o
r
e,
th
e
s
tu
d
y
r
ec
o
m
m
en
d
s
th
at
th
e
ex
p
ec
tan
cy
b
e
lief
s
o
f
th
e
s
tu
d
en
ts
s
h
o
u
ld
b
e
tr
ig
g
er
ed
to
im
p
r
o
v
e
th
eir
o
v
e
r
all
b
eh
a
v
io
r
f
o
r
th
eir
cr
itical
p
e
r
f
o
r
m
an
ce
r
el
ated
to
a
u
to
n
o
m
o
u
s
m
o
tiv
atio
n
.
Mo
r
e
o
v
er
,
t
h
e
s
tu
d
y
d
is
cu
s
s
ed
th
at
th
er
e
is
s
u
b
s
tan
tial
n
ee
d
f
o
r
th
e
ac
tiv
e
in
v
o
lv
em
en
t
o
f
th
e
teac
h
er
s
to
in
f
lu
en
ce
s
tu
d
e
n
ts
f
o
r
au
to
n
o
m
y
s
u
p
p
o
r
t
an
d
p
a
r
en
ts
s
h
o
u
ld
p
lay
a
n
ac
tiv
e
r
o
le.
I
t
will
in
f
lu
en
ce
th
e
b
asic
p
s
y
ch
o
lo
g
ical
n
ee
d
s
o
f
th
e
s
tu
d
en
ts
.
I
n
ad
d
itio
n
,
th
e
s
tu
d
y
co
n
clu
d
es
th
at
ac
tiv
e
wo
r
k
in
g
is
r
eq
u
ir
ed
f
o
r
th
is
p
u
r
p
o
s
e
to
f
o
c
u
s
o
n
th
e
p
s
y
ch
o
lo
g
ical
n
e
ed
s
o
f
th
e
s
tu
d
en
ts
.
B
esid
es,
th
e
s
tu
d
y
r
ec
o
m
m
en
d
s
to
wo
r
k
o
n
ly
with
au
to
n
o
m
y
s
u
p
p
o
r
t
,
p
ar
e
n
tal
s
u
p
p
o
r
t
a
n
d
teac
h
er
s
’
s
u
p
p
o
r
t
f
o
r
t
h
e
s
tu
d
e
n
ts
wh
en
th
e
b
asis
p
s
y
ch
o
lo
g
ical
n
ee
d
s
ar
e
ac
h
ie
v
ed
.
I
t
is
a
s
ig
n
if
ican
t
f
ac
to
r
to
co
n
tr
ib
u
te
to
im
p
r
o
v
in
g
au
t
o
n
o
m
o
u
s
s
u
p
p
o
r
t
f
o
r
th
e
s
tu
d
en
ts
.
Fin
ally
,
th
e
r
esear
ch
r
ec
o
m
m
en
d
s
to
wo
r
k
o
n
t
h
e
b
asic
p
s
y
ch
o
lo
g
ical
n
ee
d
s
o
f
th
e
s
tu
d
en
ts
as
it
h
elp
s
to
im
p
r
o
v
e
t
h
eir
o
v
er
all
b
eh
a
v
io
r
f
o
r
a
u
to
n
o
m
o
u
s
s
u
p
p
o
r
t.
T
o
s
u
m
u
p
,
th
e
r
o
le
o
f
b
asic
p
s
y
ch
o
lo
g
ical
n
ee
d
s
is
s
ig
n
if
ican
t f
o
r
im
p
r
o
v
in
g
th
e
s
tu
d
en
ts
’
a
u
to
n
o
m
o
u
s
m
o
tiv
atio
n
.
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