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o
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o
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K
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w
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s
:
C
r
ea
tiv
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th
in
k
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g
Fam
ily
Pu
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So
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C
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p
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A
uth
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Ab
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Dep
ar
tm
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Geo
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a
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Facu
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o
f
Natu
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S
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Geo
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Ab
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Kaz
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Ped
ag
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Do
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k
Av
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13
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Alm
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Kaz
ak
h
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tan
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ad
u
r
_
6
6
@
u
m
ail.
r
u
1.
I
NT
RO
D
UCT
I
O
N
I
n
r
ec
e
n
t
y
ea
r
s
,
th
e
r
e
h
as
b
e
en
a
g
r
o
win
g
tr
e
n
d
to
war
d
s
cr
ea
tiv
ity
in
th
e
f
ield
o
f
e
d
u
ca
tio
n
[
1
]
.
Acc
o
r
d
in
g
to
Fis
ch
er
an
d
B
ar
ab
asch
[
2
]
,
teac
h
er
s
ca
n
s
ee
s
tu
d
en
t
cr
ea
tiv
ity
th
r
o
u
g
h
th
e
f
o
llo
win
g
f
iv
e
ca
teg
o
r
ies
o
f
m
o
d
els:
th
e
p
r
esen
ce
o
f
s
tu
d
en
t
s
elf
-
r
e
f
lectio
n
,
th
e
ab
ilit
y
t
o
m
a
k
e
in
d
e
p
en
d
en
t
d
ec
is
io
n
s
,
in
ter
est
an
d
m
o
tiv
atio
n
,
an
d
t
h
eir
ab
ilit
y
t
o
d
o
th
i
n
g
s
an
d
h
av
e
o
r
ig
in
al
n
ew
id
ea
s
.
Peo
p
le'
s
cr
ea
tiv
ity
ca
n
in
f
lu
en
ce
in
n
o
v
ativ
e
d
is
co
v
er
i
es
[
3
]
.
C
r
ea
tiv
ity
is
a
h
u
m
an
p
o
ten
t
ial
an
d
a
talen
t
th
at
s
h
o
u
ld
b
e
u
s
ed
ev
er
y
d
ay
.
Hu
m
an
c
r
ea
tiv
ity
is
clo
s
ely
lin
k
ed
to
in
n
o
v
atio
n
,
i
m
ag
in
atio
n
,
in
tellig
en
ce
,
an
d
well
-
b
ein
g
[
4
]
.
C
r
ea
tiv
ity
is
im
p
o
r
tan
t
f
o
r
s
o
ciety
an
d
f
o
r
t
h
e
in
d
iv
id
u
al.
Fo
r
a
p
er
s
o
n
,
cr
ea
tiv
ity
is
im
p
o
r
tan
t
f
o
r
s
elf
-
ex
p
r
ess
io
n
an
d
w
ell
-
b
ein
g
;
a
p
er
s
o
n
s
tr
iv
es f
o
r
a
s
en
s
e
o
f
s
elf
-
k
n
o
wled
g
e
an
d
th
e
m
ea
n
in
g
o
f
lif
e
th
r
o
u
g
h
cr
ea
tiv
ity
[
5
]
.
I
n
ad
d
itio
n
,
th
e
liter
ac
y
o
f
s
o
ciety
s
h
ap
es
th
e
s
o
cio
ec
o
n
o
m
ic
s
itu
atio
n
o
f
th
e
s
tate.
Acc
o
r
d
in
g
to
Sawy
er
[
6
]
,
c
r
ea
tiv
ity
is
d
eter
m
in
ed
b
y
s
o
ciety
.
A
cr
ea
tiv
e
teen
a
g
er
is
an
in
d
ep
en
d
en
t
p
er
s
o
n
wh
o
h
as
th
e
ab
ilit
y
to
th
in
k
d
iv
e
r
g
en
tly
,
w
h
o
f
in
d
s
a
m
eth
o
d
an
d
s
o
lu
tio
n
to
a
n
y
p
r
o
b
lem
,
an
u
n
co
n
v
en
tio
n
al
th
i
n
k
er
wh
o
m
aster
s
tr
en
d
s
an
d
f
ac
to
r
s
.
T
h
er
ef
o
r
e,
cr
ea
tiv
e
th
in
k
in
g
an
d
cr
ea
tiv
it
y
h
av
e
r
ec
eiv
ed
g
lo
b
al
atten
tio
n
,
an
d
th
e
tr
ain
in
g
o
f
a
f
u
n
c
tio
n
ally
co
m
p
eten
t
s
tu
d
en
t in
th
e
ed
u
ca
tio
n
s
ec
to
r
h
as b
ec
o
m
e
a
m
ajo
r
c
o
n
ce
r
n
f
o
r
m
an
y
r
esear
ch
s
cien
tis
ts
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
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J
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2252
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S
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o
f c
r
ea
tive
th
in
kin
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in
teen
a
g
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:
a
s
tu
d
y
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t
h
e
… (
A
iku
n
K
u
s
p
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n
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v
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)
2155
C
r
ea
tiv
ity
is
a
u
n
iq
u
e
an
d
in
d
ep
en
d
en
t
ab
ilit
y
o
f
a
p
e
r
s
o
n
to
th
in
k
in
a
d
if
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er
e
n
t
way
[
4
]
,
[
7
]
.
I
t
also
p
lay
s
a
p
iv
o
tal
r
o
le
in
lear
n
in
g
,
ad
ap
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,
a
n
d
p
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o
b
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.
C
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tiv
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s
tu
d
ies
ar
e
in
ter
d
is
cip
lin
ar
y
in
n
atu
r
e,
co
v
er
i
n
g
s
o
cial,
in
d
iv
id
u
al,
o
r
g
an
izatio
n
al,
h
i
s
to
r
ical,
ev
o
lu
tio
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ar
y
,
ed
u
c
atio
n
al,
ec
o
n
o
m
ic,
d
ev
elo
p
m
e
n
tal,
c
o
g
n
itiv
e,
clin
ical,
an
d
b
eh
a
v
io
r
al
p
er
s
p
ec
ti
v
es
[
4
]
.
L
ea
r
n
in
g
to
co
p
e
with
n
eg
ativ
e
em
o
tio
n
s
an
d
th
o
u
g
h
ts
is
esp
ec
ially
im
p
o
r
tan
t
f
o
r
c
r
ea
tiv
e
p
r
o
d
u
ctio
n
[
5
]
.
T
y
p
ically
,
a
p
e
r
s
o
n
th
i
n
k
s
r
ep
r
o
d
u
ctiv
el
y
ab
o
u
t
way
s
to
s
o
l
v
e
p
r
o
b
lem
s
,
wh
ile
a
cr
ea
tiv
e
p
e
r
s
o
n
th
i
n
k
s
p
r
o
d
u
ctiv
el
y
an
d
lo
o
k
s
f
o
r
t
h
e
s
im
p
lest
way
s
to
s
o
lv
e
a
p
r
o
b
lem
.
I
f
th
e
p
r
o
b
le
m
is
r
o
u
tin
e,
th
e
s
ea
r
ch
s
p
ac
e
is
n
ar
r
o
w,
an
d
th
e
wid
er
t
h
e
s
ea
r
ch
s
p
ac
e
is
,
th
e
g
r
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ter
th
e
p
r
o
b
ab
ilit
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o
f
co
n
s
id
er
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g
in
n
o
v
ativ
e
s
o
lu
tio
n
s
[
8
]
.
C
r
ea
tiv
e
th
in
k
in
g
is
n
o
w
co
n
s
id
er
ed
a
n
in
n
o
v
ativ
e
a
r
ea
in
Pro
g
r
am
m
e
f
o
r
I
n
ter
n
atio
n
al
Stu
d
en
t A
s
s
ess
m
en
t
(
PISA
)
s
tu
d
ies
[
9
]
.
T
ee
n
ag
er
s
ar
e
k
n
o
w
n
to
b
e
i
n
d
ep
en
d
en
t
h
i
g
h
s
ch
o
o
l
s
tu
d
en
ts
wh
o
k
n
o
w
h
o
w
to
d
r
aw
th
eir
o
wn
co
n
clu
s
io
n
s
,
h
a
v
e
th
eir
o
wn
v
iews,
an
d
h
av
e
a
ce
r
tain
lev
el
o
f
cr
ea
tiv
e
t
h
in
k
in
g
.
T
ee
n
ag
e
y
ea
r
s
ar
e
th
e
p
er
io
d
f
r
o
m
1
0
to
1
9
y
ea
r
s
,
m
ar
k
i
n
g
th
e
g
r
o
wth
a
n
d
d
ev
elo
p
m
en
t
o
f
a
p
e
r
s
o
n
af
ter
c
h
ild
h
o
o
d
.
T
h
is
p
h
ase
d
escr
ib
es
th
e
tr
an
s
itio
n
al
p
er
io
d
o
f
p
h
y
s
ical
an
d
p
s
y
ch
o
lo
g
ical
d
e
v
elo
p
m
en
t
[
1
0
]
.
T
ee
n
a
g
er
s
f
ac
e
u
n
iq
u
e
v
u
ln
er
a
b
ilit
y
f
ac
to
r
s
r
elate
d
to
s
ch
o
o
lin
g
[
1
1
]
.
C
r
ea
tiv
ity
i
n
ev
e
r
y
d
a
y
life
is
wid
esp
r
ea
d
am
o
n
g
teen
ag
er
s
[
1
2
]
.
I
n
in
f
o
r
m
al
s
itu
atio
n
s
,
o
b
s
er
v
in
g
th
e
wo
r
k
o
f
o
th
e
r
s
in
a
ce
r
tain
p
ar
t
n
e
r
s
h
ip
,
a
teen
ag
er
b
eh
av
es
f
r
ee
ly
an
d
d
o
m
in
an
tly
.
T
h
is
is
a
ll
r
elate
d
to
th
e
p
o
s
i
tiv
e
im
p
ac
t
o
f
a
co
m
f
o
r
tab
le
an
d
cr
ea
tiv
e
en
v
ir
o
n
m
en
t
o
n
th
e
teen
ag
er
[
1
3
]
.
E
n
v
ir
o
n
m
en
tal
f
ac
to
r
s
ca
n
p
l
ay
a
s
ig
n
if
ican
t
r
o
le
in
th
e
p
e
r
s
o
n
al
d
ev
elo
p
m
en
t
o
f
a
teen
ag
er
.
Gen
er
ally
,
th
e
p
er
s
o
n
ality
o
f
teen
ag
er
s
is
o
f
te
n
lin
k
ed
t
o
th
eir
cu
ltu
r
al
an
d
s
o
cial
ca
p
ital
[
1
4
]
.
Fo
r
m
al
ed
u
ca
tio
n
p
lay
s
a
cr
u
cial
r
o
le
in
d
ev
elo
p
in
g
th
e
cr
ea
tiv
e
ab
ilit
ies
o
f
teen
ag
er
s
,
as
well
a
s
s
tu
d
en
ts
o
f
all
ag
es.
E
d
u
ca
to
r
s
ar
e
r
esp
o
n
s
ib
le
f
o
r
s
tim
u
latin
g
th
e
cr
ea
tiv
e
ab
ilit
ies
o
f
teen
ag
er
s
,
f
o
r
m
in
g
cr
ea
tiv
e
q
u
alities
an
d
attitu
d
es,
an
d
teac
h
in
g
cr
ea
tiv
e
th
in
k
in
g
an
d
p
r
o
b
lem
-
s
o
lv
in
g
s
k
ills
.
T
h
is
r
esp
o
n
s
ib
ilit
y
s
h
o
u
ld
b
e
im
p
o
r
tan
t
n
o
t
o
n
ly
f
o
r
teac
h
er
s
b
u
t
also
f
o
r
s
ch
o
o
ls
an
d
f
am
ilies
.
T
ea
ch
er
s
,
s
ch
o
o
ls
,
an
d
f
am
ilies
m
u
s
t
cr
ea
te
ap
p
r
o
p
r
iate
o
p
p
o
r
tu
n
ities
an
d
en
v
ir
o
n
m
en
ts
to
f
o
s
ter
s
tu
d
en
ts
'
cr
ea
tiv
e
ab
il
ities
[
1
5
]
.
Facto
r
s
in
f
lu
en
cin
g
a
ch
ild
'
s
ed
u
ca
tio
n
al
ac
h
iev
em
en
ts
ca
n
i
n
clu
d
e
f
am
ily
b
ac
k
g
r
o
u
n
d
,
t
h
e
ch
ild
'
s
p
lace
in
th
e
f
am
ily
,
s
o
cio
ec
o
n
o
m
ic
s
tatu
s
(
SES)
,
an
d
r
elatio
n
s
h
ip
s
with
f
a
m
ily
m
em
b
er
s
.
Fam
ily
in
co
m
e
also
af
f
ec
ts
th
e
ed
u
ca
tio
n
al
o
p
p
o
r
tu
n
ities
an
d
ac
ad
em
ic
p
er
f
o
r
m
a
n
ce
o
f
teen
ag
er
s
.
T
h
e
SES
o
f
a
f
a
m
ily
in
f
lu
en
ce
s
th
e
q
u
ality
o
f
life
an
d
g
r
o
wth
o
f
teen
ag
e
r
s
[
1
6
]
.
C
h
ild
r
en
'
s
well
-
b
ein
g
is
p
o
s
itiv
ely
ass
o
ciate
d
with
S
E
S
[
1
7
]
.
C
r
ea
tiv
ity
ca
n
n
o
t
b
e
f
o
r
ce
d
;
it
ca
n
o
n
ly
b
e
n
u
r
tu
r
ed
th
r
o
u
g
h
d
ev
el
o
p
m
en
t
an
d
en
co
u
r
ag
em
e
n
t.
T
o
f
o
s
ter
an
d
d
ev
elo
p
a
teen
ag
er
'
s
cr
ea
tiv
e
ab
ilit
ies,
it
is
n
ec
ess
ar
y
to
cr
ea
te
c
o
n
d
itio
n
s
o
f
p
s
y
c
h
o
lo
g
ical
s
af
et
y
an
d
f
r
ee
d
o
m
,
as
en
v
ir
o
n
m
en
tal
f
ac
to
r
s
s
ig
n
if
ic
an
tly
in
f
lu
e
n
ce
cr
ea
tiv
e
ab
ilit
ies.
Du
r
in
g
th
e
teen
ag
e
y
ea
r
s
,
cr
ea
tiv
e
ab
ilit
ies
ar
e
f
o
r
m
ed
u
n
d
e
r
th
e
in
f
l
u
en
ce
o
f
v
ar
io
u
s
en
v
ir
o
n
m
en
tal
f
ac
to
r
s
[
1
8
]
,
as
ea
ch
s
tag
e
o
f
h
u
m
an
d
e
v
elo
p
m
e
n
t
co
n
s
is
ts
o
f
n
ew
d
em
an
d
s
,
c
o
m
p
eten
cies,
p
r
o
b
lem
s
,
an
d
o
p
p
o
r
tu
n
ities
.
I
n
r
ec
en
t
y
ea
r
s
,
s
ch
o
lar
s
h
av
e
b
ee
n
ac
tiv
ely
s
tu
d
y
in
g
v
ar
io
u
s
en
v
ir
o
n
m
en
tal
f
ac
t
o
r
s
th
at
th
ey
b
eliev
e
m
ay
in
f
lu
e
n
ce
a
s
tu
d
e
n
t'
s
cr
ea
tiv
ity
[
1
]
,
[
1
9
]
–
[
2
1
]
.
At
th
e
s
a
m
e
tim
e,
s
o
m
e
f
o
r
eig
n
s
cien
tis
ts
b
eliev
e
th
at
th
e
cr
ea
tiv
e
th
in
k
i
n
g
o
f
s
tu
d
en
ts
ca
n
also
b
e
a
f
f
ec
ted
b
y
a
p
o
s
itiv
e
s
ch
o
o
l
clim
ate;
th
e
c
o
m
m
u
n
icatio
n
s
ty
le
b
etwe
en
p
ar
e
n
ts
an
d
ch
ild
r
en
in
th
e
f
am
ily
;
p
ar
e
n
ts
'
ed
u
ca
tio
n
;
teac
h
er
s
'
cr
ea
tiv
e
s
k
ills
,
b
eh
av
io
r
,
s
u
p
p
o
r
t,
a
n
d
m
o
tiv
atio
n
;
an
d
s
tu
d
en
ts
'
q
u
ality
o
f
life
an
d
s
o
cial
an
d
ec
o
n
o
m
ic
co
n
d
itio
n
s
[
6
]
,
[
2
2
]
–
[
3
0
]
.
T
h
e
p
h
y
s
ical
-
g
eo
g
r
ap
h
ic
lo
ca
tio
n
an
d
s
o
cio
ec
o
n
o
m
ic
s
itu
atio
n
o
f
co
u
n
tr
ies
also
af
f
ec
t
th
e
cr
ea
tiv
e
th
in
k
in
g
o
f
s
tu
d
en
ts
.
E
d
u
ca
tio
n
al
p
er
f
o
r
m
an
ce
in
co
u
n
tr
ies
with
l
o
w
s
o
cio
ec
o
n
o
m
ic
co
n
d
itio
n
s
is
at
th
e
s
am
e
lev
el
[
3
1
]
–
[
3
3
]
.
T
h
e
m
ain
aim
o
f
t
h
e
s
tu
d
y
is
to
in
v
esti
g
ate
th
e
h
y
p
o
th
esis
th
at
s
o
cio
ec
o
n
o
m
ic
f
ac
to
r
s
in
f
l
u
en
ce
th
e
cr
ea
tiv
e
th
in
k
in
g
o
f
teen
ag
er
s
b
y
a
n
aly
zin
g
th
e
v
iews
an
d
o
p
in
io
n
s
o
f
Kaz
a
k
h
p
ar
en
t
s
an
d
teac
h
er
s
.
T
h
e
o
u
tco
m
e
o
f
th
is
r
esear
ch
will
b
e
to
p
r
esen
t
t
h
e
f
in
d
in
g
s
f
o
r
co
n
s
id
er
atio
n
in
th
e
ed
u
ca
tio
n
p
r
o
ce
s
s
,
e
x
p
lo
r
i
n
g
th
e
im
p
ac
t
o
f
s
o
cio
ec
o
n
o
m
ic
v
ar
iab
les
o
n
th
e
c
r
ea
tiv
e
th
o
u
g
h
t
p
r
o
ce
s
s
es
o
f
teen
ag
er
s
f
r
o
m
th
e
p
er
s
p
ec
tiv
e
o
f
Kaz
ak
h
p
a
r
en
ts
an
d
s
ch
o
o
l
e
d
u
ca
to
r
s
.
Sev
e
r
al
f
ac
to
r
s
wer
e
tak
en
in
to
c
o
n
s
id
er
atio
n
w
h
en
p
r
esen
tin
g
th
e
r
esear
ch
to
p
ic
.
Firstl
y
,
th
e
im
p
ac
t
o
f
s
o
cio
ec
o
n
o
m
ic
f
ac
to
r
s
o
n
ad
o
lescen
t
cr
ea
tiv
e
th
in
k
i
n
g
is
well
-
k
n
o
wn
,
b
u
t
th
is
a
r
ea
s
till
r
eq
u
ir
es
f
u
r
th
er
an
d
m
o
r
e
co
m
p
r
eh
en
s
iv
e
s
tu
d
y
.
So
m
e
s
ch
o
lar
s
r
ejec
t
th
is
v
iew
[
7
]
,
[
3
4
]
.
Seco
n
d
ly
,
t
h
er
e
ar
e
n
o
Kaz
ak
h
s
tan
i
s
tu
d
ies
in
th
is
f
ield
.
T
h
ir
d
ly
,
teen
a
g
er
s
atten
d
in
g
p
u
b
lic
s
ch
o
o
ls
ten
d
to
h
av
e
lo
wer
cr
ea
tiv
ity
an
d
f
u
n
ctio
n
al
liter
ac
y
co
m
p
a
r
ed
to
th
o
s
e
en
r
o
lled
in
in
tellectu
al
o
r
p
r
iv
ate
s
ch
o
o
ls
[
3
5
]
,
alth
o
u
g
h
th
e
SES
o
f
s
tu
d
en
ts
in
p
u
b
lic
s
ch
o
o
ls
v
ar
ies
wid
ely
.
Fo
u
r
th
ly
,
th
e
ap
p
r
o
a
ch
o
f
Kaz
ak
h
s
tan
i
teac
h
er
s
an
d
p
a
r
en
ts
is
cr
u
cial.
T
h
is
r
esear
ch
is
s
ig
n
if
ican
t
a
s
it
s
ee
k
s
to
ad
d
r
ess
a
cr
itical
g
ap
in
th
e
liter
atu
r
e
o
n
th
e
in
f
lu
e
n
ce
o
f
s
o
cio
ec
o
n
o
m
ic
f
ac
to
r
s
o
n
cr
ea
tiv
e
th
i
n
k
in
g
in
th
e
Kaz
a
k
h
c
o
n
tex
t.
T
h
e
n
o
v
elty
o
f
th
is
s
tu
d
y
lies
in
its
f
o
cu
s
o
n
th
e
p
er
ce
p
tio
n
s
o
f
b
o
t
h
p
ar
e
n
ts
an
d
teac
h
er
s
,
o
f
f
er
in
g
in
s
ig
h
ts
in
to
th
e
cu
ltu
r
al
a
n
d
ed
u
ca
tio
n
al
d
y
n
am
ics
th
at
s
h
a
p
e
cr
ea
tiv
ity
in
Kaz
a
k
h
s
tu
d
en
ts
.
T
h
i
s
s
t
u
d
y
e
x
p
l
o
r
e
s
t
h
e
r
el
a
ti
o
n
s
h
i
p
b
e
t
w
ee
n
s
o
c
i
o
e
c
o
n
o
m
i
c
f
a
c
t
o
r
s
a
n
d
t
h
e
c
r
e
a
ti
v
e
t
h
i
n
k
i
n
g
o
f
t
e
e
n
a
g
e
r
s
i
n
K
a
z
a
k
h
s
t
a
n
.
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[
4
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,
[
2
3
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.
S
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3
6
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[
3
7
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T
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y
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th
is
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ic
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SES o
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cr
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tiv
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th
in
k
in
g
in
teen
ag
er
s
in
th
e
Kaz
ak
h
s
tan
i
co
n
tex
t.
Fu
r
th
er
m
o
r
e,
s
ch
o
o
l
en
v
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n
m
en
ts
p
lay
a
cr
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r
o
le
in
cr
ea
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d
ev
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p
m
e
n
t.
Sch
o
o
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with
b
etter
s
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s
tan
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p
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s
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lv
in
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k
ills
[
3
8
]
.
T
h
is
s
tu
d
y
h
y
p
o
th
esizes
th
at
s
tu
d
en
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tellectu
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ally
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ip
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b
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s
ch
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ar
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ely
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ex
h
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it h
ig
h
er
lev
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f
cr
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in
k
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h
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itiv
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m
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r
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g
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th
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k
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d
ev
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th
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o
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ter
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aliza
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ltu
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s
p
r
o
v
i
d
ed
b
y
th
e
en
v
ir
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n
m
en
t
[
39
]
,
[
40
]
.
T
h
is
th
eo
r
y
s
u
p
p
o
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ts
th
e
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ican
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ev
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k
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Ad
d
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ally
,
Ma
s
lo
w'
s
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[
41
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.
I
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ter
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a
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ticu
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ch
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tan
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its
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le
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ity
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ily
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co
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ac
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s
to
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eso
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lear
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in
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e
n
v
ir
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m
en
ts
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d
cu
ltu
r
al
ex
p
er
ien
ce
s
th
at
s
h
ap
e
cr
ea
tiv
e
th
in
k
in
g
[
2
]
.
Z
h
ao
an
d
Yan
g
[
2
3
]
h
ig
h
lig
h
t
th
at
h
ig
h
er
SES
p
r
o
v
id
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s
tu
d
e
n
ts
with
en
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i
ch
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cu
ltu
r
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ex
p
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ce
s
,
d
ir
ec
tly
co
n
tr
ib
u
tin
g
to
c
r
e
ativ
e
d
ev
elo
p
m
en
t.
Nu
m
er
o
u
s
s
tu
d
ies
co
n
f
ir
m
t
h
at
s
tu
d
en
ts
f
r
o
m
wea
lth
ier
f
am
ilies
ar
e
m
o
r
e
lik
ely
to
en
g
ag
e
in
cr
ea
tiv
e
ac
tiv
ities
d
u
e
to
th
e
av
ailab
ilit
y
o
f
r
eso
u
r
ce
s
an
d
o
p
p
o
r
tu
n
ities
[
24
]
,
[
42
]
.
E
d
u
ca
tio
n
al
e
n
v
ir
o
n
m
en
ts
al
s
o
p
lay
a
c
r
itical
r
o
le
in
f
o
s
ter
in
g
cr
ea
tiv
ity
.
Sch
o
o
ls
wit
h
m
o
d
er
n
tech
n
o
lo
g
y
,
p
r
o
ject
-
b
ased
lea
r
n
in
g
,
an
d
c
r
ea
tiv
e
teac
h
in
g
m
eth
o
d
s
p
r
o
d
u
ce
m
o
r
e
cr
e
ativ
e
s
tu
d
en
ts
th
an
s
ch
o
o
ls
in
u
n
d
er
f
u
n
d
e
d
ar
ea
s
[
2
1
]
.
S
ev
er
al
r
esear
ch
[
2
2
]
,
[
3
6
]
f
o
u
n
d
th
at
s
tu
d
en
ts
in
well
-
r
eso
u
r
ce
d
s
ch
o
o
ls
ex
h
ib
ited
h
i
g
h
er
lev
els
o
f
cr
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ativ
ity
d
u
e
to
ac
ce
s
s
to
tech
n
o
lo
g
y
a
n
d
in
n
o
v
ativ
e
c
u
r
r
ic
u
la.
Ho
wev
er
,
s
ch
o
o
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in
lo
w
-
in
co
m
e
ar
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s
o
f
ten
lack
th
e
r
eso
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s
n
ec
ess
ar
y
to
f
o
s
ter
cr
ea
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ity
,
co
n
tr
ib
u
tin
g
to
d
is
p
ar
ities
in
ed
u
ca
tio
n
al
o
u
tco
m
es
[
31
]
–
[
33
]
,
[
4
3
]
.
T
h
e
Kaz
ak
h
co
n
tex
t
p
r
esen
ts
u
n
iq
u
e
ch
allen
g
es.
Kaz
ak
h
s
ta
n
'
s
ed
u
ca
tio
n
al
s
y
s
tem
h
as
b
e
en
s
h
ap
ed
b
y
s
o
cio
ec
o
n
o
m
ic
d
is
p
ar
ities
,
with
s
ig
n
if
ican
t
d
if
f
er
e
n
ce
s
i
n
r
eso
u
r
ce
av
ailab
ilit
y
b
etwe
en
r
u
r
al
an
d
u
r
b
an
s
ch
o
o
ls
[
3
5
]
.
P
r
ev
io
u
s
r
esear
ch
[
3
1
]
–
[
3
3
]
,
[
3
5
]
em
p
h
asized
th
e
im
p
ac
t
o
f
s
o
cio
ec
o
n
o
m
ic
f
ac
to
r
s
o
n
ed
u
ca
tio
n
al
o
u
tco
m
es
in
Kaz
a
k
h
s
tan
,
p
a
r
ticu
lar
ly
in
u
n
d
er
f
u
n
d
ed
p
u
b
lic
s
ch
o
o
ls
.
T
h
e
Ka
za
k
h
g
o
v
er
n
m
en
t
’
s
r
ec
en
t
f
o
cu
s
o
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im
p
r
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in
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u
ca
tio
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h
as
h
ig
h
lig
h
te
d
th
e
im
p
o
r
tan
ce
o
f
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tiv
ity
,
b
u
t
s
o
cio
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o
n
o
m
ic
ch
allen
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es
r
em
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p
r
ev
alen
t,
esp
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ially
in
less
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f
lu
en
t
r
e
g
i
o
n
s
.
T
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is
s
tu
d
y
s
ee
k
s
to
co
n
tr
ib
u
te
to
th
e
lim
ited
liter
atu
r
e
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n
h
o
w
SES im
p
ac
ts
cr
ea
tiv
ity
in
Kaz
ak
h
s
tan
,
f
illi
n
g
a
cr
itical
r
esear
ch
g
ap
.
T
h
is
r
esear
ch
is
s
ig
n
if
ican
t
as
it
tr
ies
to
ad
d
r
ess
a
cr
itical
g
ap
in
th
e
liter
atu
r
e
o
n
th
e
in
f
lu
en
ce
o
f
s
o
cio
ec
o
n
o
m
ic
f
ac
to
r
s
o
n
cr
e
ativ
e
th
in
k
in
g
in
th
e
Kaz
ak
h
co
n
tex
t.
T
h
e
n
o
v
elty
o
f
th
is
s
tu
d
y
lies
in
its
f
o
c
u
s
o
n
th
e
p
er
ce
p
tio
n
s
o
f
p
a
r
en
ts
an
d
teac
h
er
s
,
o
f
f
er
in
g
in
s
ig
h
ts
in
to
th
e
cu
ltu
r
al
an
d
e
d
u
ca
ti
o
n
al
d
y
n
a
m
ics
th
at
s
h
ap
e
cr
ea
tiv
ity
in
Kaz
ak
h
s
tu
d
en
ts
.
T
o
g
u
id
e
th
is
in
v
esti
g
at
io
n
,
th
ese
r
esear
ch
q
u
esti
o
n
s
wer
e
f
o
r
m
u
lated
:
−
Ho
w
d
o
s
o
cio
ec
o
n
o
m
ic
f
ac
to
r
s
with
in
th
e
s
ch
o
o
l
en
v
ir
o
n
m
e
n
t
in
f
lu
en
ce
th
e
cr
ea
tiv
e
th
in
k
in
g
o
f
Kaz
ak
h
teen
ag
er
s
?
−
W
h
at
is
th
e
im
p
ac
t
o
f
f
am
ily
SES
o
n
th
e
cr
ea
tiv
e
ab
ilit
ie
s
o
f
teen
ag
er
s
as
p
er
ce
iv
ed
b
y
p
ar
en
ts
an
d
teac
h
er
s
?
−
Ar
e
th
er
e
s
ig
n
if
ican
t
d
if
f
er
e
n
ce
s
in
th
e
cr
ea
tiv
e
th
in
k
in
g
o
f
s
tu
d
en
ts
atten
d
in
g
p
u
b
li
c,
p
r
iv
ate,
an
d
in
tellectu
al
s
ch
o
o
ls
in
Kaz
ak
h
s
tan
?
2.
M
E
T
H
O
D
2
.
1
.
Resea
rc
h
des
ig
n
T
h
is
s
tu
d
y
em
p
lo
y
s
a
c
r
o
s
s
-
s
ec
tio
n
al
s
u
r
v
ey
d
esig
n
to
e
x
p
lo
r
e
t
h
e
in
f
l
u
en
ce
o
f
s
o
ci
o
ec
o
n
o
m
ic
f
ac
to
r
s
o
n
th
e
cr
ea
tiv
e
th
in
k
in
g
o
f
teen
ag
er
s
in
Kaz
ak
h
s
tan
.
I
n
s
ev
er
al
o
th
er
s
tu
d
ies,
th
e
r
elatio
n
s
h
ip
b
etwe
en
th
e
s
o
cial
an
d
ec
o
n
o
m
ic
s
tatu
s
o
f
th
e
f
am
ily
an
d
th
e
d
ev
elo
p
m
en
t o
f
ch
ild
r
e
n
is
co
n
s
id
er
ed
in
v
ar
io
u
s
asp
ec
ts
.
Scien
tis
ts
u
s
e
m
an
y
s
tr
ateg
ies
wh
en
s
tu
d
y
in
g
th
e
SES
o
f
a
f
am
ily
,
an
d
to
o
ls
f
o
r
its
m
ea
s
u
r
em
en
t
ar
e
s
elec
ted
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t
J
E
v
al
&
R
es E
d
u
c
I
SS
N:
2252
-
8
8
2
2
S
o
cio
ec
o
n
o
mic
fa
cto
r
s
a
s
p
r
ed
icto
r
s
o
f c
r
ea
tive
th
in
kin
g
in
teen
a
g
ers
:
a
s
tu
d
y
in
t
h
e
… (
A
iku
n
K
u
s
p
a
n
o
v
a
)
2157
in
ac
co
r
d
an
ce
with
th
e
g
o
als
an
d
o
b
jectiv
es
o
f
th
e
r
esear
ch
[
4
4
]
.
So
cio
ec
o
n
o
m
ic
f
ac
t
o
r
s
ar
e
in
v
o
l
v
ed
in
alm
o
s
t
all
co
m
p
o
n
en
ts
o
f
h
u
m
an
p
s
y
c
h
o
lo
g
ical
d
ev
el
o
p
m
en
t
[
4
5
]
.
Key
c
o
n
ce
p
ts
in
cl
u
d
e
ed
u
ca
tio
n
,
in
c
o
m
e,
SES
,
s
o
cial
cla
s
s
[
4
6
]
,
an
d
d
is
ad
v
an
tag
ed
f
am
ily
s
itu
at
io
n
[
2
8
]
,
wh
ich
ar
e
th
e
m
a
in
co
m
p
o
n
en
ts
o
f
s
o
cio
ec
o
n
o
m
ic
f
ac
t
o
r
s
in
th
i
s
r
esear
ch
.
T
o
ass
ess
th
e
v
alid
ity
an
d
r
eliab
ilit
y
o
f
th
e
s
u
r
v
ey
r
esear
ch
e
r
s
ca
r
ef
u
lly
co
n
s
id
er
e
d
a
n
u
m
b
e
r
o
f
f
ac
t
o
r
s
.
T
h
e
a
u
th
o
r
s
an
al
y
ze
d
t
h
e
r
elatio
n
s
h
ip
b
etwe
en
SES
,
s
o
cial
s
tatu
s
,
an
d
d
is
ad
v
a
n
tag
ed
f
am
ily
s
itu
atio
n
an
d
tee
n
ag
er
s
'
cr
ea
tiv
e
th
in
k
in
g
,
as
v
iewe
d
b
y
ed
u
ca
to
r
s
an
d
p
ar
e
n
ts
.
T
h
is
r
esear
ch
was
co
n
d
u
cted
i
n
two
s
tag
es,
u
tili
zin
g
a
co
m
b
in
at
io
n
o
f
q
u
an
titativ
e
an
d
q
u
alit
ativ
e
ap
p
r
o
ac
h
es
to
co
llect
an
d
an
aly
ze
d
ata
.
T
h
e
s
tu
d
y
'
s
d
esig
n
was
ch
o
s
en
to
ca
p
tu
r
e
th
e
p
er
ce
p
tio
n
s
o
f
a
lar
g
e
s
am
p
le
o
f
p
ar
ticip
an
ts
ac
r
o
s
s
v
ar
io
u
s
r
e
g
io
n
s
o
f
Kaz
ak
h
s
tan
,
p
r
o
v
i
d
in
g
a
co
m
p
r
eh
e
n
s
iv
e
u
n
d
er
s
tan
d
in
g
o
f
th
e
r
esear
ch
q
u
esti
o
n
s
.
T
h
e
q
u
esti
o
n
s
a
n
d
r
an
g
e
o
f
r
esp
o
n
s
e
o
p
tio
n
s
a
r
e
ap
p
r
o
p
r
iate,
in
th
eir
v
iew,
f
o
r
th
e
p
u
r
p
o
s
e
o
f
th
e
ass
es
s
m
en
t.
T
h
e
q
u
esti
o
n
n
air
e
ac
tu
ally
m
ea
s
u
r
es wh
at
it is
d
esig
n
ed
to
m
ea
s
u
r
e.
2
.
2
.
Study
pa
rt
icipa
nts
T
ea
ch
er
s
f
r
o
m
p
u
b
lic
an
d
p
r
i
v
ate
s
ch
o
o
ls
,
p
ar
e
n
ts
of
teen
a
g
er
s
.
T
h
e
s
tu
d
y
s
am
p
le
was
ch
o
s
en
v
ia
co
n
v
en
ie
n
ce
s
am
p
lin
g
,
as
th
e
s
am
p
le
n
ee
d
ed
to
be
as
b
ig
as
p
o
s
s
ib
le
to
r
ef
lect
th
e
u
n
iv
er
s
e
as
good
as
p
o
s
s
ib
le.
T
ab
le
1
s
h
o
ws
d
em
o
g
r
ap
h
ic
in
f
o
r
m
atio
n
ab
o
u
t
p
a
r
ticip
an
ts
.
T
h
e
s
tu
d
y
co
n
s
is
ted
o
f
two
s
tag
es
(
T
ab
le
1
)
.
A
to
tal
o
f
1
,
0
4
3
p
eo
p
le
to
o
k
p
ar
t
in
th
e
s
tu
d
y
.
T
h
er
e
wer
e
9
2
2
s
ch
o
o
l
teac
h
er
s
f
r
o
m
f
iv
e
ec
o
n
o
m
ic
r
e
g
io
n
s
o
f
K
az
ak
h
s
tan
p
ar
ticip
ated
in
th
e
s
u
r
v
ey
,
wh
er
e
7
8
.
3
%
o
f
teac
h
er
s
wer
e
f
r
o
m
E
aster
n
Kaz
ak
h
s
tan
,
1
3
.
7
%
f
r
o
m
So
u
th
er
n
Kaz
ak
h
s
tan
,
4
.
6
%
f
r
o
m
No
r
th
e
r
n
Kaz
ak
h
s
tan
,
2
.
2
%
f
r
o
m
W
est
er
n
Kaz
ak
h
s
tan
,
an
d
1
.
2
%
ca
m
e
f
r
o
m
C
en
tr
al
Kaz
ak
h
s
tan
.
Qu
esti
o
n
n
air
es
wer
e
cr
ea
ted
u
s
in
g
Go
o
g
le
Fo
r
m
s
a
s
a
r
esear
ch
t
o
o
l,
a
n
d
th
e
r
esp
o
n
s
es
wer
e
an
aly
ze
d
u
s
in
g
M
icr
o
s
o
f
t
E
x
ce
l
an
d
SP
SS
2
6
.
0
p
ac
k
ag
e
f
o
r
Sp
ea
r
m
an
'
s
co
r
r
elatio
n
an
aly
s
is
.
Se
lectio
n
o
f
th
e
s
am
p
le
was
co
n
v
en
ien
t
s
am
p
lin
g
.
Sin
ce
th
e
o
b
ject
o
f
s
tu
d
y
is
f
a
cto
r
s
in
f
lu
en
cin
g
th
e
c
r
ea
tiv
e
t
h
in
k
in
g
o
f
a
d
o
lescen
ts
,
lin
k
s
t
o
th
e
q
u
esti
o
n
n
air
e
wer
e
s
en
t
to
p
ar
en
ts
o
f
teen
ag
er
s
an
d
teac
h
e
r
s
in
s
ec
o
n
d
ar
y
s
ch
o
o
ls
.
T
h
ese
lin
k
s
wer
e
s
en
t
v
ia
e
-
m
ail
p
latf
o
r
m
s
,
a
n
d
t
h
r
o
u
g
h
th
e
W
h
atsAp
p
ap
p
licatio
n
,
w
h
ich
ar
e
ac
ce
s
s
ib
le
to
r
esp
o
n
d
e
n
ts
.
T
h
e
lar
g
er
t
h
e
n
u
m
b
er
o
f
p
eo
p
le
in
v
o
l
v
ed
in
th
e
s
u
r
v
ey
,
th
e
s
m
aller
th
e
m
a
r
g
in
o
f
er
r
o
r
in
th
e
co
n
f
id
e
n
ce
lev
el.
I
f
m
o
r
e
th
an
1
,
0
0
0
p
eo
p
le
ar
e
s
u
r
v
ey
ed
,
th
e
m
ar
g
in
o
f
s
am
p
lin
g
er
r
o
r
is
ca
lcu
lated
to
b
e
ab
o
u
t
3
%.
I
f
m
o
r
e
th
an
1
,
0
0
0
p
eo
p
le
p
ar
ticip
ate
in
th
e
s
u
r
v
ey
,
th
e
m
ar
g
in
o
f
s
am
p
lin
g
er
r
o
r
will
b
e
ab
o
u
t
3
%.
A
s
am
p
le
s
ize
o
f
n
=1
,
0
0
0
g
iv
es
th
e
s
am
e
lev
el
o
f
p
r
ec
is
io
n
f
o
r
all
p
o
p
u
latio
n
s
izes
lar
g
er
th
an
n
=
1
0
,
0
0
0
.
T
h
is
m
ea
n
s
th
at
if
o
n
e
wer
e
t
o
o
b
tain
s
u
r
v
ey
r
esu
lts
r
ef
lectin
g
th
e
o
p
i
n
io
n
s
o
f
,
f
o
r
ex
a
m
p
le,
6
m
illi
o
n
r
esid
en
ts
,
th
en
a
s
am
p
le
s
ize
o
f
n
=1
,
0
0
0
wo
u
l
d
b
e
q
u
ite
ad
e
q
u
ate
[
4
7
]
–
[
5
2
]
.
T
ab
le
1
.
Pro
p
o
r
tio
n
o
f
r
esear
c
h
p
ar
ticip
an
ts
an
d
r
esear
ch
to
o
ls
P
a
r
t
i
c
i
p
a
n
t
s
N
u
mb
e
r
(
N)
S
h
a
r
e
(
%
)
A
g
e
(
%
)
W
o
r
k
e
x
p
e
r
i
e
n
c
e
(
%
)
R
e
se
a
r
c
h
t
o
o
l
20
-
35
34
-
45
Ov
e
r
4
5
1
–
5
y
e
a
r
s
5
–
1
0
y
e
a
r
s
O
v
e
r
1
0
y
e
a
r
s
P
a
r
e
n
t
s
1
2
1
11
.
6
-
-
-
-
-
-
S
u
r
v
e
y
Te
a
c
h
e
r
s
9
2
2
88
.
4
24
.
8
43
.
1
32
.
1
28
.
5
20
.
1
51
.
4
2
.
3
.
Da
t
a
c
o
llect
io
n a
nd
a
na
ly
s
is
T
h
e
o
n
lin
e
s
u
r
v
e
y
is
o
n
e
o
f
t
h
e
p
o
p
u
lar
,
s
u
itab
le
r
esear
ch
to
o
ls
f
o
r
r
esear
ch
er
s
an
d
r
esp
o
n
d
en
ts
in
co
llectin
g
d
ata
f
o
r
ac
a
d
em
ic
r
esear
ch
[
5
3
]
.
All
r
esp
o
n
d
en
ts
wh
o
p
ar
ticip
ated
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Kaz
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ia
W
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ail.
T
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u
r
v
e
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in
clu
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two
m
ain
s
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tio
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:
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a
p
p
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tio
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th
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m
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s
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n
.
T
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a
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atic
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es.
Acc
o
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d
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E
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A
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[
5
4
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,
p
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[
2
8
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4
6
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[
55
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[
56
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(
q
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T
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[
55
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56
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q
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itativ
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P
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Q
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o
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s
2
.
4
.
E
t
hica
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o
ns
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t
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ns
T
h
e
r
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was
co
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with
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f
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f
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s
t
au
th
o
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,
wh
o
is
a
d
o
cto
r
al
s
tu
d
en
t,
an
d
th
er
e
is
a
r
eso
lu
tio
n
f
r
o
m
th
e
E
th
ics
C
o
m
m
ittee
o
f
Ab
ai
Kaz
ak
h
Natio
n
al
Ped
ag
o
g
ical
Un
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er
s
ity
d
ated
3
0
.
0
4
.
2
0
2
4
.
All
p
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t
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co
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s
en
t
to
p
ar
ticip
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v
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lu
n
t
ar
ily
.
T
h
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co
n
f
id
en
tiality
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an
o
n
y
m
ity
o
f
th
e
p
ar
ticip
an
ts
wer
e
m
ain
tain
ed
th
r
o
u
g
h
o
u
t t
h
e
s
tu
d
y
,
an
d
t
h
e
d
ata
co
llected
was u
s
ed
s
o
lely
f
o
r
r
esear
c
h
p
u
r
p
o
s
es.
3.
RE
SU
L
T
S
A
teen
ag
er
s
p
en
d
s
f
iv
e
d
ay
s
a
wee
k
an
d
u
p
to
7
-
8
h
o
u
r
s
a
d
a
y
at
s
ch
o
o
l.
T
h
ey
s
p
en
d
th
e
r
e
s
t
o
f
th
eir
tim
e
with
th
eir
f
am
ilies
.
T
h
e
r
ef
o
r
e,
th
e
p
ar
en
ts
'
p
er
s
p
ec
tiv
e
also
in
cr
ea
s
ed
th
e
im
p
o
r
ta
n
c
e
o
f
th
is
s
tu
d
y
[
5
4
]
.
T
h
e
q
u
esti
o
n
n
air
e
f
o
r
p
a
r
en
ts
o
f
teen
ag
er
s
co
n
s
is
ted
o
f
q
u
esti
o
n
s
r
eq
u
ir
in
g
o
p
e
n
an
d
cl
o
s
ed
an
s
wer
s
an
d
ex
p
r
ess
in
g
th
eir
s
u
g
g
esti
o
n
s
an
d
o
p
in
io
n
s
.
Par
en
ts
an
d
teac
h
er
s
wer
e
ask
ed
to
r
ate
th
e
im
p
ac
t
o
f
s
o
cio
ec
o
n
o
m
ic
f
ac
to
r
s
with
in
s
ch
o
o
ls
o
n
th
e
cr
ea
tiv
e
th
in
k
i
n
g
o
f
teen
ag
er
s
.
T
ab
le
3
p
r
es
en
ts
th
e
d
escr
ip
tiv
e
s
tatis
t
ics f
o
r
th
ese
r
esp
o
n
s
es,
s
h
o
win
g
th
e
ce
n
tr
al
ten
d
e
n
cy
a
n
d
v
ar
ia
b
ilit
y
am
o
n
g
th
e
r
esp
o
n
s
es.
T
ab
le
3
.
Descr
ip
tiv
e
s
tatis
tics
f
o
r
th
e
i
n
f
lu
en
ce
o
f
s
o
cio
ec
o
n
o
m
ic
f
ac
to
r
s
o
n
cr
ea
tiv
e
th
i
n
k
i
n
g
G
r
o
u
p
N
M
e
a
n
SD
M
i
n
M
a
x
P
a
r
e
n
t
s
1
2
1
3
.
8
5
0
.
5
3
2
.
0
4
.
0
Te
a
c
h
e
r
s
9
2
2
3
.
8
2
0
.
5
3
2
.
0
4
.
0
As
s
h
o
wn
in
T
ab
le
3,
b
o
th
p
a
r
en
ts
an
d
teac
h
e
r
s
r
ated
th
e
in
f
lu
en
ce
of
s
ch
o
o
l
-
b
ased
s
o
cio
ec
o
n
o
m
ic
f
ac
to
r
s
on
cr
ea
tiv
e
t
h
in
k
in
g
h
i
g
h
ly
,
with
m
ea
n
s
co
r
es
of
3
.
8
5
an
d
3
.
8
2
,
r
esp
ec
tiv
ely
.
T
h
e
s
tan
d
ar
d
d
ev
iatio
n
s
in
d
icate
r
elativ
ely
lo
w
v
ar
ia
b
ilit
y
,
s
u
g
g
esti
n
g
a
co
n
s
en
s
u
s
am
o
n
g
r
esp
o
n
d
en
ts
th
at
s
ch
o
o
l
r
eso
u
r
ce
s
ar
e
cr
u
cial
f
o
r
f
o
s
ter
in
g
cr
ea
tiv
it
y
in
teen
ag
er
s
.
T
h
e
an
s
wer
s
wer
e:
“
it
af
f
ec
ts
”
;
“
i
t
d
o
es
n
o
t
af
f
ec
t
”
;
“
I
d
o
n
o
t
know
.
”
Of
th
ese,
8
7
.
2
%
a
g
r
e
ed
th
at
s
o
cio
ec
o
n
o
m
ic
f
ac
to
r
s
in
s
ch
o
o
ls
an
d
f
am
ilies
in
f
l
u
en
ce
th
e
cr
ea
tiv
e
b
eh
av
io
r
of
teen
ag
er
s
.
Acc
o
r
d
in
g
to
th
e
r
esu
lts
,
9
0
.
1
%
o
f
th
e
teen
ag
er
s
’
p
ar
en
ts
s
aid
t
h
at
s
o
cio
ec
o
n
o
m
ic
f
ac
to
r
s
at
s
ch
o
o
l
in
f
lu
en
ce
th
e
lev
el
o
f
cr
ea
tiv
e
th
in
k
in
g
o
f
s
tu
d
en
ts
.
So
cio
-
ec
o
n
o
m
ic,
d
em
o
g
r
a
p
h
ic,
an
d
g
eo
g
r
a
p
h
ical
d
if
f
e
r
en
ce
s
co
n
ti
n
u
e
to
im
p
ac
t
e
d
u
ca
tio
n
al
o
u
t
co
m
es.
T
h
e
lev
el
o
f
ed
u
ca
tio
n
is
co
r
r
elate
d
with
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t
J
E
v
al
&
R
es E
d
u
c
I
SS
N:
2252
-
8
8
2
2
S
o
cio
ec
o
n
o
mic
fa
cto
r
s
a
s
p
r
ed
icto
r
s
o
f c
r
ea
tive
th
in
kin
g
in
teen
a
g
ers
:
a
s
tu
d
y
in
t
h
e
… (
A
iku
n
K
u
s
p
a
n
o
v
a
)
2159
th
e
lev
el
o
f
p
o
v
er
ty
in
a
r
eg
io
n
.
T
h
er
e
is
a
s
ig
n
if
ican
t
g
ap
in
th
e
av
ailab
ilit
y
o
f
eq
u
ip
m
en
t
b
etwe
en
r
u
r
al
an
d
u
r
b
an
s
ch
o
o
ls
.
So
m
e
r
u
r
al
s
ch
o
o
ls
d
o
n
o
t
ev
en
h
a
v
e
in
te
r
n
et
ac
ce
s
s
[
5
7
]
.
T
ee
n
ag
er
s
s
tu
d
y
in
g
in
s
u
ch
s
ch
o
o
ls
m
ay
b
e
f
u
n
ctio
n
ally
illi
ter
ate
s
in
ce
th
ey
h
av
e
litt
le
o
p
p
o
r
tu
n
ity
to
ap
p
ly
t
h
eir
th
eo
r
etica
l
k
n
o
wled
g
e
in
s
ch
o
o
l
in
p
r
ac
tice.
I
n
ad
d
itio
n
,
9
0
.
9
%
o
f
p
ar
en
ts
b
eliev
e
th
at
th
e
s
o
cial
s
tatu
s
o
f
th
e
f
am
ily
af
f
ec
ts
th
e
ac
ad
em
ic
p
er
f
o
r
m
an
ce
an
d
cr
ea
tiv
e
s
k
il
ls
o
f
teen
ag
er
s
.
I
n
ad
d
itio
n
,
9
2
.
6
%
o
f
th
e
p
ar
en
ts
in
d
icate
d
th
at
th
e
q
u
ality
o
f
th
eir
d
aily
life
s
ty
le
as a
teen
ag
er
af
f
ec
ts
th
e
q
u
ality
o
f
th
eir
th
in
k
in
g
s
k
ills
.
A
to
tal
o
f
2
6
.
4
% o
f
p
ar
en
ts
d
id
n
o
t
ag
r
ee
with
th
e
o
p
i
n
io
n
th
at
th
e
ac
ad
em
ic
p
er
f
o
r
m
an
ce
o
f
te
en
ag
er
s
r
aised
in
a
s
in
g
le
-
p
a
r
en
t
f
am
ily
is
lo
wer
th
an
th
at
o
f
teen
a
g
er
s
liv
in
g
i
n
a
two
-
p
ar
en
t
f
am
ily
,
a
n
d
i
n
th
eir
o
p
in
i
o
n
,
f
em
ale
ch
ild
r
en
ar
e
m
o
r
e
s
en
s
itiv
e
to
lo
w
s
o
cial
s
tatu
s
(
6
5
.
1
%).
T
h
e
im
p
ac
t
o
f
f
am
ily
SES
o
n
cr
ea
tiv
e
th
in
k
in
g
was
an
o
t
h
er
k
ey
ar
ea
e
x
p
lo
r
e
d
in
th
is
s
tu
d
y
.
T
h
e
r
esu
lts
in
clu
d
e
a
co
r
r
elatio
n
b
etwe
en
s
o
cio
ec
o
n
o
m
ic
f
ac
to
r
s
an
d
p
er
ce
p
tio
n
s
o
f
cr
ea
tiv
e
th
in
k
in
g
.
T
a
b
le
4
p
r
esen
ts
th
ese
r
esu
lt
s
,
as
w
ell
as
teac
h
er
s
'
p
er
ce
p
tio
n
s
o
f
f
am
ily
s
o
cio
ec
o
n
o
m
ic
f
ac
to
r
s
an
d
ac
ad
em
ic
p
er
f
o
r
m
an
ce
.
T
h
e
tab
le
s
h
o
ws
th
at
th
er
e
is
a
m
o
d
er
ate
p
o
s
itiv
e
co
r
r
elatio
n
(
ρ
=0
.
3
3
,
p
<
0
.
0
1
)
b
etwe
en
p
ar
e
n
ts
’
p
er
ce
p
tio
n
s
o
f
th
e
im
p
o
r
tan
ce
o
f
s
ch
o
o
l
r
eso
u
r
ce
s
an
d
f
am
ily
SES
.
Similar
ly
,
teac
h
er
s
s
h
o
wed
a
m
o
d
e
r
ate
co
r
r
elatio
n
(
ρ
=0
.
3
5
,
p
<
0
.
0
1
)
b
etwe
en
f
a
m
ily
SES
an
d
a
ca
d
em
ic
p
er
f
o
r
m
a
n
ce
.
T
h
is
r
esu
lt
s
u
g
g
ests
th
at
teac
h
er
s
wh
o
s
ee
s
o
cio
ec
o
n
o
m
ic
f
ac
to
r
s
as
im
p
o
r
tan
t
f
o
r
ac
ad
em
ic
s
u
cc
ess
also
v
iew
th
em
as
v
ital
f
o
r
cr
ea
tiv
ity
.
T
ab
le
4
.
C
o
r
r
elatio
n
b
etwe
en
s
o
cio
ec
o
n
o
m
ic
f
ac
to
r
s
an
d
p
er
ce
p
tio
n
s
o
f
cr
ea
tiv
e
th
in
k
i
n
g
V
a
r
i
a
b
l
e
s
P
a
r
e
n
t
s (N
=
1
2
1
)
Te
a
c
h
e
r
s (N
=
9
2
2
)
S
c
h
o
o
l
r
e
s
o
u
r
c
e
s
a
n
d
f
a
m
i
l
y
S
ES
0
.
3
3
*
*
-
F
a
mi
l
y
S
ES a
n
d
a
c
a
d
e
m
i
c
p
e
r
f
o
r
ma
n
c
e
-
0
.
3
5
*
*
D
a
i
l
y
n
u
t
r
i
t
i
o
n
a
n
d
c
r
e
a
t
i
v
e
t
h
i
n
k
i
n
g
0
.
0
9
0
.
2
2
*
*
*
*
S
p
e
a
r
ma
n
c
o
r
r
e
l
a
t
i
o
n
c
o
e
f
f
i
c
i
e
n
t
s (
ρ
)
a
r
e
r
e
p
o
r
t
e
d
.
H
i
g
h
e
r
a
b
so
l
u
t
e
v
a
l
u
e
s i
n
d
i
c
a
t
e
st
r
o
n
g
e
r
r
e
l
a
t
i
o
n
s
h
i
p
s
b
e
t
w
e
e
n
v
a
r
i
a
b
l
e
s
.
(
p
<
0
.
0
1
)
T
o
s
u
p
p
o
r
t
th
is
f
in
d
in
g
,
an
o
p
en
-
en
d
ed
q
u
esti
o
n
:
“
T
ee
n
a
g
ers
r
a
is
ed
in
fa
milies
w
ith
a
h
ig
h
s
o
cia
l
s
ta
tu
s
h
a
ve
a
h
ig
h
er
a
b
ilit
y
fo
r
crea
tive
th
in
kin
g
th
a
n
ch
i
ld
r
en
fr
o
m
fa
milie
s
w
i
th
a
ve
r
a
g
e
o
r
lo
w
s
o
cia
l
s
ta
tu
s
a
n
d
a
r
e
a
lw
a
ys
in
a
cre
a
tive
mo
o
d
.
Do
yo
u
a
g
r
ee
w
ith
th
is
o
p
in
io
n
?
”
w
as
ask
ed
to
th
e
p
ar
en
ts
.
Ab
o
u
t
4
1
.
3
%
o
f
p
ar
e
n
ts
to
o
k
th
e
p
o
s
itio
n
th
at
th
e
cr
ea
tiv
e
m
o
o
d
o
f
teen
ag
er
s
r
aised
in
f
am
ilies
with
h
ig
h
s
o
cial
s
tatu
s
is
alwa
y
s
h
ig
h
.
Ad
d
itio
n
ally
,
d
esp
ite
th
eir
h
i
g
h
s
o
cial
s
tatu
s
,
d
u
e
to
in
s
u
f
f
icien
t
atte
n
tio
n
f
r
o
m
p
a
r
en
ts
to
ch
ild
r
e
n
,
th
e
y
m
a
y
lack
a
cr
ea
tiv
e
m
o
o
d
;
c
r
ea
tiv
e
m
o
o
d
d
o
es
n
o
t
d
ep
en
d
o
n
s
o
cial
s
t
atu
s
;
ch
ild
r
en
f
r
o
m
f
am
ilies
with
av
er
ag
e
o
r
lo
w
s
o
cial
s
tatu
s
o
f
ten
h
av
e
h
ig
h
cr
ea
tiv
e
th
in
k
in
g
;
s
o
m
an
y
s
tr
o
n
g
cr
ea
tiv
e
wr
iter
s
an
d
th
i
n
k
er
s
c
o
m
e
f
r
o
m
s
o
cial
ly
'
v
u
ln
er
ab
le'
g
r
o
u
p
s
o
f
p
eo
p
le
;
o
p
in
io
n
s
p
r
ev
ailed
th
at
cr
ea
tiv
e
m
o
o
d
d
ep
en
d
s
o
n
k
in
d
n
ess
an
d
u
p
b
r
i
n
g
in
g
in
th
e
f
am
ily
.
Als
o
,
an
o
p
en
q
u
esti
o
n
f
o
r
te
ac
h
er
s
:
“
T
ee
n
a
g
e
r
s
r
a
is
ed
in
f
a
milies
w
ith
a
h
ig
h
s
o
cia
l
s
ta
tu
s
h
a
ve
a
h
ig
h
er
a
b
ilit
y
fo
r
crea
tive
th
i
n
kin
g
th
a
n
ch
ild
r
en
fr
o
m
fa
m
ilies
w
i
th
a
ve
r
a
g
e
o
r
lo
w
s
o
cia
l
s
ta
tu
s
a
n
d
a
r
e
a
lw
a
ys
in
a
crea
tive
mo
o
d
.
Do
yo
u
a
g
r
ee
w
ith
th
is
o
p
in
io
n
?
”
w
as
ask
e
d
to
s
u
p
p
o
r
t
th
e
f
in
d
in
g
s
.
Ab
o
u
t
4
5
.
8
7
%
o
f
teac
h
er
s
ag
r
ee
with
th
is
p
o
in
t
o
f
v
iew,
wh
ile
th
e
r
est
n
o
te
th
at
a
ch
ild
's
cr
ea
tiv
it
y
d
ep
en
d
s
o
n
th
eir
p
o
ten
tial,
b
u
t
it
is
also
in
f
lu
e
n
ce
d
b
y
s
o
cio
-
ec
o
n
o
m
ic
f
ac
t
o
r
s
,
it
d
ep
e
n
d
s
o
n
th
e
ch
ild
'
s
ab
ilit
ies
f
r
o
m
b
ir
t
h
,
p
ar
en
ts
d
ir
ec
tly
a
f
f
ec
t
th
e
ch
il
d
'
s
ed
u
ca
tio
n
an
d
n
o
t
t
h
eir
s
o
cial
s
tatu
s
,
th
e
ch
ild
'
s
cr
ea
tiv
e
m
o
o
d
d
ep
e
n
d
s
o
n
th
e
k
in
d
n
ess
an
d
s
u
p
p
o
r
t
o
f
th
eir
m
o
t
h
er
a
n
d
f
ath
er
,
a
ch
ild
'
s
s
o
cial
s
tatu
s
af
f
ec
ts
th
eir
is
o
latio
n
a
n
d
th
e
en
v
ir
o
n
m
en
t
th
ey
ar
e
ex
p
o
s
ed
to
,
wh
ich
in
tu
r
n
af
f
ec
ts
th
eir
cr
ea
tiv
e
th
in
k
in
g
an
d
m
o
o
d
,
p
o
s
itiv
e
lo
v
e
f
o
r
a
teen
ag
er
af
f
ec
ts
th
eir
cr
ea
tiv
e
m
o
o
d
»
,
an
d
s
o
m
e
teac
h
er
s
ca
teg
o
r
ically
d
is
ag
r
ee
with
th
e
o
p
in
i
o
n
th
at
cr
ea
tiv
ity
d
o
es
n
o
t
f
o
r
m
in
a
b
alan
ce
d
s
o
cial
s
itu
atio
n
,
wh
il
e
o
th
er
s
s
ay
it
d
ep
en
d
s
o
n
a
t
ee
n
ag
er
'
s
ch
ar
ac
ter
,
an
d
s
o
m
e
b
eliev
e
th
at
n
o
m
att
er
h
o
w
m
u
ch
a
teen
a
g
er
h
as b
ee
n
g
iv
en
,
th
ey
will n
e
v
er
b
e
s
atis
f
ied
.
Daily
n
u
tr
itio
n
is
r
elate
d
to
S
E
S
.
Fo
r
th
is
r
ea
s
o
n
,
r
esp
o
n
d
en
ts
wer
e
also
ask
ed
ab
o
u
t
th
e
r
o
le
o
f
d
aily
q
u
ality
n
u
tr
itio
n
i
n
s
u
p
p
o
r
tin
g
cr
ea
tiv
e
th
in
k
in
g
.
T
h
e
r
esu
lts
ar
e
d
is
p
lay
ed
in
T
a
b
le
5
.
T
h
e
tab
le
s
h
o
ws
th
e
co
r
r
elatio
n
b
etwe
en
d
aily
n
u
tr
itio
n
an
d
cr
ea
tiv
e
th
in
k
i
n
g
am
o
n
g
p
a
r
en
ts
an
d
teac
h
er
s
.
T
ab
le
5
in
d
icate
s
th
at
th
e
c
o
r
r
elatio
n
b
etwe
en
d
aily
q
u
a
lity
n
u
tr
itio
n
an
d
cr
ea
tiv
e
th
in
k
in
g
is
m
o
d
er
ate
f
o
r
teac
h
e
r
s
(
ρ
=0
.
2
2
,
p
<0
.
0
1
)
.
Ho
wev
er
,
th
e
co
r
r
elatio
n
was
f
o
u
n
d
to
b
e
wea
k
f
o
r
p
ar
en
ts
(
ρ
=0
.
0
9
)
.
T
h
is
s
u
g
g
ests
th
at
wh
ile
teac
h
er
s
ac
k
n
o
wled
g
e
t
h
e
r
o
le
o
f
n
u
tr
itio
n
in
s
u
p
p
o
r
tin
g
c
r
ea
tiv
ity
,
it
m
a
y
n
o
t
b
e
p
er
ce
iv
ed
as
a
d
ir
ec
t
o
r
s
tr
o
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g
in
f
l
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en
ce
.
Fam
ily
s
tr
u
ctu
r
e,
as
an
i
n
d
icato
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o
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SES,
was
d
ee
m
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to
b
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im
p
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tan
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in
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s
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y
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at
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th
e
s
tu
d
y
ex
am
in
e
d
wh
et
h
er
th
e
s
tr
u
ctu
r
e
o
f
th
e
f
am
ily
(
e.
g
.
,
s
in
g
le
-
p
a
r
en
t
v
s
.
two
-
p
ar
en
t
h
o
u
s
eh
o
ld
s
)
in
f
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s
cr
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e
th
in
k
in
g
.
Ho
wev
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th
e
co
r
r
elatio
n
an
aly
s
is
r
ev
ea
led
wea
k
er
r
elatio
n
s
h
ip
s
,
as sh
o
wn
in
T
ab
le
6
.
T
ab
le
6
s
h
o
ws
th
at
b
o
th
p
ar
e
n
ts
an
d
teac
h
er
s
h
ad
wea
k
co
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elatio
n
s
b
etwe
en
f
am
ily
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u
ctu
r
e
an
d
cr
ea
tiv
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in
k
in
g
,
with
co
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tio
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f
0
.
0
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an
d
0
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1
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,
r
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T
h
is
s
u
g
g
ests
a
less
co
n
s
is
ten
t
b
elief
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th
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d
ir
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t
im
p
ac
t
o
f
f
am
ily
s
tr
u
ctu
r
e
o
n
cr
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tiv
ity
.
Ov
er
all,
th
e
s
tu
d
y
f
o
u
n
d
th
at
s
o
cio
ec
o
n
o
m
ic
f
ac
to
r
s
,
b
o
th
Evaluation Warning : The document was created with Spire.PDF for Python.
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with
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ce
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ig
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ican
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p
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ed
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s
o
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k
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teen
ag
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f
i
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o
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o
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ic
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p
ar
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to
en
h
an
ce
cr
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d
e
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p
m
en
t
in
s
tu
d
en
ts
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h
e
m
o
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ate
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etwe
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o
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o
m
ic
f
ac
to
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s
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d
cr
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tiv
ity
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icate
th
at
wh
ile
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h
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f
ac
to
r
s
ar
e
im
p
o
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tan
t,
th
e
y
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e
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ar
t
o
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a
m
o
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e
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m
p
le
x
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et
o
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in
f
lu
en
ce
s
o
n
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tiv
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d
ev
elo
p
m
en
t.
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h
e
d
ata
s
u
g
g
est
th
at
in
telle
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al
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d
p
r
iv
ate
s
ch
o
o
ls
p
r
o
v
id
e
en
v
ir
o
n
m
en
ts
m
o
r
e
co
n
d
u
civ
e
t
o
cr
ea
tiv
e
th
in
k
in
g
d
u
e
to
ac
ce
s
s
to
b
etter
r
eso
u
r
ce
s
an
d
m
o
d
er
n
tech
n
o
lo
g
ies.
T
h
ese
s
ch
o
o
ls
o
f
ten
em
p
lo
y
in
n
o
v
ativ
e
teac
h
in
g
m
eth
o
d
s
,
s
u
ch
as
p
r
o
ject
-
b
ased
lea
r
n
in
g
an
d
th
e
in
teg
r
atio
n
o
f
d
ig
ital
to
o
ls
,
wh
ich
h
av
e
b
ee
n
s
h
o
wn
to
f
o
s
ter
cr
ea
tiv
it
y
.
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o
n
v
er
s
ely
,
p
u
b
lic
s
ch
o
o
ls
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p
ar
ticu
lar
ly
th
o
s
e
in
u
n
d
e
r
f
u
n
d
ed
ar
ea
s
,
m
ay
lack
th
e
r
eso
u
r
ce
s
n
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ed
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ltiv
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ity
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th
e
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e
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h
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d
is
p
ar
ity
in
ac
ce
s
s
to
tech
n
o
l
o
g
ical
r
eso
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r
ce
s
an
d
in
n
o
v
ativ
e
teac
h
in
g
m
et
h
o
d
s
lik
ely
co
n
tr
ib
u
t
es
to
th
e
o
b
s
er
v
ed
d
if
f
er
en
ce
s
in
cr
ea
tiv
e
th
in
k
i
n
g
b
etwe
en
s
tu
d
en
ts
f
r
o
m
d
if
f
e
r
en
t
s
ch
o
o
l
ty
p
es.
As
s
h
o
wn
in
T
ab
le
7
,
in
tellectu
al
an
d
p
r
iv
ate
s
ch
o
o
ls
ar
e
p
er
ce
iv
ed
to
h
av
e
s
lig
h
tly
h
i
g
h
er
lev
els
o
f
cr
ea
tiv
e
th
i
n
k
i
n
g
,
alth
o
u
g
h
th
e
d
if
f
er
en
ce
s
ar
e
r
elativ
ely
s
m
all.
I
n
co
n
clu
s
io
n
,
wh
ile
p
u
b
lic
s
c
h
o
o
ls
m
ay
s
tr
u
g
g
le
t
o
m
atch
t
h
e
cr
ea
tiv
e
e
n
v
ir
o
n
m
en
ts
p
r
o
v
id
ed
b
y
in
tellectu
al
an
d
p
r
iv
ate
s
ch
o
o
ls
,
th
e
o
v
er
a
ll
d
if
f
er
en
ce
s
in
s
tu
d
en
ts
'
cr
ea
tiv
e
th
in
k
in
g
lev
els
ar
e
r
elativ
ely
m
o
d
est,
lik
ely
in
f
lu
en
ce
d
b
y
a
c
o
m
b
in
ati
o
n
o
f
s
o
cio
ec
o
n
o
m
ic
an
d
r
eso
u
r
ce
f
ac
to
r
s
.
T
ab
le
5
.
Sp
ea
r
m
an
co
r
r
elatio
n
b
etwe
en
d
aily
q
u
ality
n
u
tr
itio
n
an
d
c
r
ea
tiv
e
th
in
k
i
n
g
G
r
o
u
p
D
a
i
l
y
n
u
t
r
i
t
i
o
n
a
n
d
c
r
e
a
t
i
v
e
t
h
i
n
k
i
n
g
P
a
r
e
n
t
s
0
.
0
9
Te
a
c
h
e
r
s
0
.
2
2
*
*
*
*
S
p
e
a
r
ma
n
c
o
r
r
e
l
a
t
i
o
n
c
o
e
f
f
i
c
i
e
n
t
s
(
ρ
)
a
r
e
r
e
p
o
r
t
e
d
.
H
i
g
h
e
r
a
b
so
l
u
t
e
v
a
l
u
e
s i
n
d
i
c
a
t
e
s
t
r
o
n
g
e
r
r
e
l
a
t
i
o
n
sh
i
p
s
b
e
t
w
e
e
n
v
a
r
i
a
b
l
e
s.
(
p
<
0
.
0
1
)
T
ab
le
6
.
Sp
ea
r
m
an
co
r
r
elatio
n
b
etwe
en
f
am
ily
s
tr
u
ctu
r
e
an
d
cr
ea
tiv
e
th
in
k
in
g
G
r
o
u
p
F
a
mi
l
y
s
t
r
u
c
t
u
r
e
a
n
d
c
r
e
a
t
i
v
e
t
h
i
n
k
i
n
g
P
a
r
e
n
t
s
0
.
0
2
Te
a
c
h
e
r
s
0
.
1
5
T
ab
le
7
.
Per
ce
p
tio
n
s
o
f
cr
ea
tiv
e
th
in
k
in
g
in
p
u
b
lic,
p
r
i
v
ate,
a
n
d
in
tellectu
al
s
ch
o
o
ls
S
c
h
o
o
l
t
y
p
e
M
e
a
n
r
a
t
i
n
g
f
o
r
c
r
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a
t
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v
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t
h
i
n
k
i
n
g
S
t
a
n
d
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r
d
d
e
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a
t
i
o
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P
u
b
l
i
c
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h
o
o
l
s
3
.
4
5
0
.
6
8
P
r
i
v
a
t
e
sc
h
o
o
l
s
3
.
6
7
0
.
5
2
I
n
t
e
l
l
e
c
t
u
a
l
sc
h
o
o
l
s
3
.
7
5
0
.
4
8
4.
DIS
CU
SS
I
O
N
T
h
e
f
in
d
i
n
g
s
o
f
t
h
is
s
tu
d
y
u
n
d
er
s
co
r
e
th
e
s
ig
n
if
ican
t
r
o
le
th
at
s
o
cio
ec
o
n
o
m
ic
f
ac
to
r
s
with
in
th
e
s
ch
o
o
l
en
v
ir
o
n
m
en
t
p
la
y
in
s
h
ap
in
g
th
e
cr
ea
tiv
e
th
i
n
k
in
g
a
b
ilit
ies
o
f
teen
ag
er
s
in
Kaz
ak
h
s
tan
.
T
h
e
m
o
d
er
ate
to
s
tr
o
n
g
c
o
r
r
elatio
n
s
o
b
s
er
v
ed
b
etwe
en
th
e
av
ailab
ilit
y
o
f
s
ch
o
o
l
r
eso
u
r
ce
s
an
d
th
e
p
er
ce
iv
ed
le
v
els
o
f
cr
ea
tiv
ity
am
o
n
g
s
tu
d
en
ts
s
u
g
g
est
th
at
s
ch
o
o
ls
with
b
etter
s
o
cio
ec
o
n
o
m
ic
s
tan
d
i
n
g
s
ar
e
b
etter
eq
u
ip
p
ed
to
f
o
s
ter
an
en
v
ir
o
n
m
en
t
th
at
n
u
r
tu
r
es
cr
ea
tiv
ity
.
T
h
is
co
n
n
ec
tio
n
lik
ely
s
tem
s
f
r
o
m
th
e
av
ailab
ilit
y
o
f
d
iv
er
s
e
lear
n
in
g
m
ater
ials
,
en
h
an
ce
d
t
ec
h
n
o
lo
g
ical
ac
ce
s
s
,
an
d
ex
tr
ac
u
r
r
icu
lar
o
p
p
o
r
tu
n
ities
th
at
ar
e
m
o
r
e
p
r
ev
alen
t
in
well
-
f
u
n
d
ed
s
ch
o
o
ls
.
T
h
ese
r
eso
u
r
ce
s
p
r
o
v
id
e
s
tu
d
en
ts
with
th
e
n
ec
ess
ar
y
to
o
ls
an
d
s
tim
u
li
to
ex
p
lo
r
e
cr
ea
tiv
e
id
ea
s
an
d
en
g
ag
e
in
p
r
o
b
lem
-
s
o
lv
in
g
ac
tiv
ities
th
at
g
o
b
ey
o
n
d
th
e
s
tan
d
ar
d
cu
r
r
ic
u
lu
m
.
Ad
d
itio
n
ally
,
th
e
s
u
p
p
o
r
tiv
e
atm
o
s
p
h
er
e
in
s
u
ch
s
ch
o
o
ls
,
wh
er
e
teac
h
er
s
ar
e
lik
ely
m
o
r
e
tr
ai
n
ed
an
d
ca
p
ab
le
o
f
in
teg
r
atin
g
cr
ea
tiv
e
ac
tiv
ities
in
to
th
eir
teac
h
in
g
m
eth
o
d
s
,
f
u
r
th
er
am
p
lifie
s
th
e
im
p
ac
t
o
f
s
ch
o
o
l
-
b
a
s
ed
s
o
cio
ec
o
n
o
m
i
c
f
ac
to
r
s
o
n
s
tu
d
e
n
ts
'
cr
ea
tiv
e
d
ev
elo
p
m
e
n
t.
T
h
u
s
,
th
e
f
in
d
i
n
g
s
h
ig
h
lig
h
t
th
e
n
ee
d
f
o
r
p
o
licy
in
ter
v
en
tio
n
s
aim
ed
at
r
e
d
u
cin
g
d
is
p
ar
ities
i
n
s
ch
o
o
l
f
u
n
d
in
g
an
d
r
eso
u
r
ce
allo
ca
tio
n
to
en
s
u
r
e
th
at
all
s
t
u
d
en
ts
,
r
e
g
ar
d
less
o
f
th
e
SES
o
f
t
h
eir
s
ch
o
o
ls
,
h
a
v
e
eq
u
al
o
p
p
o
r
tu
n
ities
to
d
e
v
e
lo
p
th
eir
cr
ea
tiv
e
p
o
ten
tial.
Acc
o
r
d
in
g
to
th
e
r
esu
lts
o
f
t
h
e
s
tu
d
y
,
t
h
e
cr
ea
tiv
e
t
h
in
k
i
n
g
o
f
teen
ag
e
r
s
is
in
f
lu
en
ce
d
b
y
s
o
cio
-
ec
o
n
o
m
ic
f
ac
to
r
s
.
An
aly
zin
g
th
e
r
esp
o
n
s
es
o
f
p
ar
en
ts
an
d
teac
h
er
s
,
8
2
.
7
%
o
f
th
e
1
,
0
4
3
r
esp
o
n
d
en
ts
n
o
ted
th
at
s
o
cio
-
ec
o
n
o
m
ic
f
ac
to
r
s
at
s
ch
o
o
l
an
d
i
n
th
e
f
am
ily
in
f
lu
en
ce
th
e
cr
ea
tiv
e
th
in
k
in
g
o
f
teen
ag
er
s
.
So
cio
ec
o
n
o
m
ic
f
ac
t
o
r
s
in
f
lu
e
n
ce
ch
ild
r
en
'
s
h
ea
lth
,
co
g
n
itio
n
,
an
d
s
o
cial
-
em
o
tio
n
al
well
-
b
ein
g
an
d
c
o
n
tin
u
e
f
r
o
m
b
ir
th
to
a
d
u
lth
o
o
d
[5
8
]
.
Acc
o
r
d
in
g
t
o
p
r
e
v
io
u
s
s
tu
d
ies
[
6
]
,
[
2
4
]
,
all
ch
ild
r
e
n
ar
e
n
at
u
r
ally
cr
ea
tiv
e,
a
n
d
ad
u
lts
ar
e
n
atu
r
ally
cr
ea
tiv
e
d
u
r
in
g
ch
ild
h
o
o
d
.
T
h
ey
b
eliev
e
th
at
ev
er
y
ch
ild
is
b
o
r
n
with
cr
ea
tiv
e
p
o
ten
tial.
T
h
is
ca
n
b
e
th
e
u
p
b
r
in
g
in
g
en
v
ir
o
n
m
e
n
t
an
d
s
o
cio
ec
o
n
o
m
ic
co
n
d
itio
n
s
th
at
e
n
h
an
ce
an
d
s
u
p
p
r
ess
cr
ea
tiv
ity
.
T
h
is
is
b
ec
au
s
e
th
e
s
o
cio
-
ec
o
n
o
m
ic
s
tatu
s
o
f
a
f
am
ily
is
p
o
s
itiv
ely
co
r
r
elate
d
with
th
e
cr
ea
t
io
n
o
f
a
s
u
p
p
o
r
tiv
e
h
o
m
e
en
v
ir
o
n
m
e
n
t,
wh
ich
in
tu
r
n
in
f
lu
e
n
ce
s
cr
ea
tiv
ity
[
2
1
]
.
Acc
o
r
d
i
n
g
to
OE
C
D
an
al
y
s
is
[
3
1
]
,
teen
ag
er
s
Evaluation Warning : The document was created with Spire.PDF for Python.
I
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J
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8
8
2
2
S
o
cio
ec
o
n
o
mic
fa
cto
r
s
a
s
p
r
ed
icto
r
s
o
f c
r
ea
tive
th
in
kin
g
in
teen
a
g
ers
:
a
s
tu
d
y
in
t
h
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… (
A
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u
s
p
a
n
o
v
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)
2161
with
g
o
o
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s
o
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ec
o
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o
m
ic
well
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ein
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p
er
f
o
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m
b
etter
o
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th
e
PISA
th
an
teen
ag
er
s
with
p
o
o
r
f
am
ily
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o
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ec
o
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o
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o
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itio
n
s
.
Fo
r
ex
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le,
th
e
PISA
2
0
1
8
s
t
u
d
y
o
f
s
tu
d
en
ts
f
r
o
m
7
9
c
o
u
n
tr
ies
r
ev
ea
led
th
at
s
tu
d
en
ts
with
h
ig
h
ac
ad
e
m
ic
p
er
f
o
r
m
an
ce
s
co
r
ed
8
9
p
o
in
ts
h
ig
h
e
r
th
a
n
lo
w
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i
n
co
m
e
s
tu
d
en
ts
(
th
e
d
if
f
er
en
c
e
was
8
7
p
o
in
ts
in
PISA
2
0
0
9
)
.
Sin
ce
a
h
ig
h
s
o
cio
ec
o
n
o
m
ic
s
itu
atio
n
p
r
o
v
i
d
es
a
h
ea
lth
y
en
v
ir
o
n
m
en
t
a
n
d
r
eso
u
r
ce
s
f
o
r
th
e
em
er
g
en
c
e
o
f
a
p
er
s
o
n
'
s
cr
ea
tiv
e
p
o
ten
tial
[5
9
]
.
As
th
e
s
o
cio
ec
o
n
o
m
i
c
lev
el
in
cr
ea
s
es,
s
o
d
o
es c
r
ea
tiv
ity
[
1
]
.
Stu
d
e
n
ts
with
lo
w
SES
s
h
o
w
lo
wer
r
esu
lts
in
s
p
ee
ch
f
lu
en
c
y
,
f
lex
i
b
ilit
y
,
o
r
ig
in
ality
[
60
]
.
T
h
e
im
p
ac
t
o
f
f
am
ily
SES
o
n
th
e
cr
ea
tiv
e
a
b
ilit
ies
o
f
teen
a
g
er
s
,
as
p
er
ce
iv
ed
b
y
b
o
th
p
a
r
en
ts
an
d
teac
h
er
s
,
r
ev
ea
ls
a
n
u
an
ce
d
u
n
d
er
s
tan
d
i
n
g
o
f
h
o
w
h
o
m
e
en
v
ir
o
n
m
en
ts
in
f
lu
e
n
ce
co
g
n
itiv
e
an
d
c
r
ea
tiv
e
d
ev
elo
p
m
e
n
t.
T
h
e
m
o
d
er
ate
co
r
r
elatio
n
s
b
etwe
en
f
am
ily
SES
an
d
cr
ea
tiv
e
th
in
k
in
g
,
p
ar
ticu
lar
ly
in
th
e
co
n
tex
t
o
f
ac
a
d
em
ic
p
e
r
f
o
r
m
a
n
ce
,
s
u
g
g
est
th
at
f
am
ilies
wit
h
h
ig
h
er
SES
a
r
e
b
etter
p
o
s
iti
o
n
ed
t
o
p
r
o
v
i
d
e
th
e
r
eso
u
r
ce
s
an
d
ex
p
er
ien
ce
s
th
at
en
h
an
ce
cr
ea
tiv
e
th
in
k
i
n
g
.
T
h
ese
f
am
ilies
ar
e
lik
ely
a
b
le
to
o
f
f
er
th
eir
c
h
ild
r
en
ac
ce
s
s
to
a
v
ar
iety
o
f
cu
ltu
r
al,
ed
u
ca
tio
n
al,
an
d
r
ec
r
ea
tio
n
al
ac
tiv
ities
th
at
s
tim
u
late
cr
ea
tiv
ity
,
s
u
ch
as
ex
p
o
s
u
r
e
to
ar
ts
,
m
u
s
ic,
an
d
d
iv
er
s
e
liter
atu
r
e.
Mo
r
e
o
v
er
,
th
e
s
tab
ilit
y
ass
o
ciate
d
with
h
ig
h
er
SES
m
ay
r
e
d
u
c
e
s
tr
ess
an
d
p
r
o
v
id
e
a
m
o
r
e
s
u
p
p
o
r
tiv
e
h
o
m
e
en
v
ir
o
n
m
en
t,
w
h
er
e
ch
ild
r
e
n
f
ee
l
s
af
e
to
e
x
p
r
ess
th
em
s
elv
es
an
d
ex
p
lo
r
e
n
ew
i
d
ea
s
.
T
ea
ch
e
r
s
'
p
er
ce
p
tio
n
s
,
as
r
ef
lecte
d
in
th
e
co
r
r
elatio
n
b
etwe
en
f
a
m
ily
SES
an
d
ac
a
d
em
ic
p
er
f
o
r
m
an
ce
,
f
u
r
t
h
er
s
u
p
p
o
r
t
t
h
e
id
ea
th
at
s
tu
d
e
n
ts
f
r
o
m
we
alth
ier
b
ac
k
g
r
o
u
n
d
s
a
r
e
m
o
r
e
lik
ely
to
e
x
ce
l
n
o
t
o
n
ly
in
s
tan
d
ar
d
ac
a
d
em
ic
ass
ess
m
en
ts
b
u
t
also
in
task
s
th
at
r
eq
u
ir
e
cr
ea
tiv
e
th
in
k
in
g
.
T
h
i
s
f
in
d
in
g
p
o
in
ts
to
th
e
cr
itical
r
o
le
th
at
f
am
ily
b
ac
k
g
r
o
u
n
d
p
la
y
s
in
s
h
ap
in
g
s
tu
d
en
ts
'
o
v
er
all
in
tellectu
al
en
v
ir
o
n
m
en
t,
s
u
g
g
esti
n
g
th
at
ef
f
o
r
ts
to
s
u
p
p
o
r
t
f
am
ilies
f
r
o
m
lo
wer
s
o
cio
ec
o
n
o
m
ic
b
ac
k
g
r
o
u
n
d
s
co
u
ld
h
av
e
a
s
ig
n
if
ican
t
im
p
ac
t
o
n
r
ed
u
cin
g
d
is
p
ar
ities
in
cr
ea
ti
v
e
an
d
ac
ad
e
m
ic
o
u
tco
m
es.
Mo
s
t
p
ar
en
ts
an
d
s
ch
o
o
l
tea
ch
er
s
(
8
2
.
7
%)
w
h
o
p
ar
ticip
ated
in
th
e
s
tu
d
y
b
elie
v
e
th
at
th
er
e
is
a
co
n
n
ec
tio
n
b
etwe
en
th
e
s
ch
o
o
l
an
d
th
e
SES
o
f
th
e
f
am
ily
an
d
th
e
cr
ea
tiv
e
th
in
k
in
g
o
f
teen
ag
er
s
.
Ma
n
y
r
esear
ch
s
cien
tis
ts
a
ls
o
ag
r
ee
with
th
is
p
o
in
t
o
f
v
ie
w,
as
th
ey
b
eliev
e
th
er
e
is
a
s
tr
o
n
g
co
r
r
elatio
n
b
etwe
en
s
o
cio
-
ec
o
n
o
m
ic
b
ac
k
g
r
o
u
n
d
an
d
ac
a
d
em
ic
s
u
cc
ess
,
in
clu
d
in
g
c
r
ea
tiv
ity
[
1
6
]
,
[
2
3
]
,
[
2
6
]
,
[
2
8
]
–
[
3
0
]
,
[
3
7
]
,
[
4
2
]
,
[
4
4
]
,
[6
1
]
–
[6
4
]
.
Ho
wev
er
,
s
ch
o
o
l
an
d
s
ch
o
o
l
r
es
o
u
r
ce
s
an
d
p
ar
en
tal
in
v
o
lv
em
e
n
t
m
ay
m
itig
ate
th
is
d
if
f
er
e
n
ce
[
3
0
]
.
I
n
ad
d
itio
n
,
it
is
b
eliev
ed
th
at
th
er
e
is
n
o
r
elatio
n
s
h
ip
b
etwe
en
cr
ea
tiv
ity
an
d
th
e
SES
o
f
lear
n
er
s
[
7
]
,
[
3
4
]
.
I
n
lo
w
-
s
tatu
s
f
am
ilies
with
“
p
r
o
tectiv
e
”
f
ac
to
r
s
,
s
u
ch
as
a
p
er
m
an
en
t
p
lace
o
f
r
esid
e
n
ce
,
less
cr
am
p
ed
liv
in
g
co
n
d
itio
n
s
,
g
r
ea
ter
r
ec
ip
r
o
city
,
s
tim
u
latio
n
an
d
tr
ain
in
g
f
r
o
m
p
ar
e
n
ts
,
th
e
lev
el
o
f
in
tellectu
al
d
ev
elo
p
m
en
t o
f
ch
ild
r
e
n
r
em
ain
s
n
o
r
m
al
co
m
p
ar
ed
w
ith
th
at
o
f
ch
ild
r
en
o
f
th
e
s
am
e
class
b
u
t
with
less
o
p
tim
al
life
co
n
d
itio
n
s
[6
5
]
.
Ho
wev
er
,
h
o
m
e
liter
ac
y
a
n
d
r
ea
d
in
g
h
ab
its
ar
e
n
o
t a
lway
s
ass
o
ciate
d
with
SE
S
[6
6
]
.
E
x
ce
s
s
iv
e
atten
tio
n
f
r
o
m
p
ar
en
ts
[
2
3
]
an
d
a
h
ig
h
s
o
cio
-
ec
o
n
o
m
ic
s
tatu
s
,
as we
ll a
s
a
life
o
f
wea
lth
,
ca
n
also
h
av
e
a
n
e
g
ativ
e
im
p
ac
t
o
n
th
e
p
s
y
ch
e
o
f
tee
n
ag
er
s
[6
7
]
.
Fam
ily
ec
o
n
o
m
ic
ca
p
ital
is
a
k
ey
f
ac
to
r
in
f
lu
en
cin
g
cr
ea
tiv
i
ty
[
3
6
]
.
T
h
e
f
am
ily
’
s
SES
p
r
e
d
eter
m
in
es
th
e
lev
el
o
f
ac
ad
em
ic
ac
h
iev
e
m
en
t
o
f
teen
a
g
er
s
[6
8
]
.
I
n
d
iv
i
d
u
als
with
h
ig
h
er
SES
ar
e
m
o
r
e
lik
ely
to
s
p
en
d
m
o
r
e
tim
e
with
th
eir
ch
ild
r
e
n
[
2
4
]
;
h
av
e
b
etter
ac
ce
s
s
to
ed
u
ca
tio
n
al
r
eso
u
r
ce
s
,
s
er
v
ices,
o
r
tech
n
o
lo
g
y
[
2
9
]
;
an
d
ar
e
m
o
r
e
lik
ely
to
s
tr
iv
e
f
o
r
h
ig
h
e
r
lev
els
o
f
p
er
s
o
n
a
l
an
d
s
o
cial
s
u
cc
ess
[6
9
]
.
Par
en
ts
ca
n
cr
ea
te
a
cr
ea
tiv
e
atm
o
s
p
h
er
e
f
o
r
th
em
in
th
e
p
r
o
ce
s
s
o
f
co
m
m
u
n
ic
atin
g
with
ch
ild
r
en
.
P
ar
e
n
ts
ca
n
en
co
u
r
ag
e
th
ei
r
ch
ild
r
en
to
e
m
b
r
ac
e
n
o
v
elty
a
n
d
d
iv
e
r
s
ity
,
o
v
er
c
o
m
e
in
c
o
n
s
is
ten
cy
,
s
u
p
p
o
r
t
cr
ea
tiv
e
ef
f
o
r
t
an
d
p
er
s
is
ten
ce
,
an
d
e
n
co
u
r
ag
e
im
ag
in
atio
n
[
70
]
.
Fam
ilies
,
in
tu
r
n
,
tak
e
c
ar
e
o
f
,
p
r
o
tect,
an
d
ed
u
ca
te
t
h
eir
ch
ild
r
en
.
T
h
e
y
p
r
o
v
id
e
th
eir
ch
ild
r
en
with
t
h
e
s
k
ills
n
ec
ess
ar
y
f
o
r
s
u
r
v
iv
a
l,
ad
ap
tatio
n
,
g
r
o
wth
,
an
d
d
e
v
elo
p
m
en
t.
T
h
is
is
d
ir
ec
tly
r
elate
d
to
m
ee
tin
g
th
e
ir
p
h
y
s
io
lo
g
ical
an
d
s
af
ety
n
e
ed
s
.
T
h
e
f
am
ily
p
r
o
v
id
es
th
e
ch
ild
with
lo
v
e
an
d
em
o
tio
n
al
s
u
p
p
o
r
t,
wh
ich
p
ar
tially
s
atis
f
ies
th
e
n
ee
d
to
b
el
o
n
g
.
W
h
en
th
ese
n
ee
d
s
ar
e
a
d
eq
u
ately
s
atis
f
ied
,
in
d
iv
id
u
als h
av
e
m
o
r
e
o
p
p
o
r
tu
n
ities
f
o
r
s
elf
-
awa
r
en
ess
,
s
elf
-
r
ea
lizatio
n
,
an
d
d
ev
elo
p
m
en
t
[
41
]
.
A
cc
o
r
d
in
g
to
Kaz
ak
h
s
tan
i
tea
ch
er
s
an
d
p
a
r
en
ts
,
th
er
e
is
a
lin
k
b
etwe
en
s
o
cio
-
ec
o
n
o
m
ic
f
ac
to
r
s
at
s
ch
o
o
l
an
d
in
t
h
e
f
a
m
ily
,
an
d
th
e
cr
ea
tiv
ity
o
f
tee
n
ag
er
s
.
T
h
is
p
o
in
t
o
f
v
iew
is
wid
ely
d
is
cu
s
s
ed
in
th
e
f
in
al
r
ep
o
r
ts
o
f
PISA
in
ter
n
atio
n
al
s
tu
d
ies
[
3
1
]
–
[
3
3
]
.
A
s
u
f
f
icien
t
allo
ca
tio
n
o
f
f
u
n
d
s
f
o
r
b
asic
an
d
ad
d
itio
n
al
ed
u
ca
tio
n
s
er
v
ices,
s
tab
le
s
o
ci
al
s
tatu
s
in
th
e
f
am
ily
,
s
u
p
p
o
r
t
f
o
r
cr
ea
tiv
ity
an
d
m
o
tiv
atio
n
f
r
o
m
teac
h
er
s
will
h
av
e
a
p
o
s
itiv
e
ef
f
ec
t
o
n
th
e
p
s
y
ch
o
lo
g
ical
an
d
em
o
tio
n
a
l
s
tate
o
f
th
e
s
tu
d
e
n
t,
a
n
d
a
d
d
itio
n
al
ed
u
ca
tio
n
s
er
v
ices
will
b
e
av
ailab
le
f
o
r
th
em
.
Pu
p
ils
wh
o
s
e
p
h
y
s
io
lo
g
ical
an
d
s
o
cial
n
ee
d
s
ar
e
s
atis
f
ied
r
ea
ch
th
e
p
s
y
ch
o
lo
g
ical
le
v
el
o
f
f
u
r
th
e
r
d
ev
elo
p
m
en
t
s
tr
iv
es
f
o
r
s
elf
-
esteem
an
d
d
ev
el
o
p
m
en
t
[
41
]
,
[
71
]
.
Alth
o
u
g
h
all
ch
ild
r
en
co
m
e
in
t
o
life
with
cr
ea
tiv
e
p
o
ten
tial
[
6
]
,
[
2
4
]
,
s
o
cio
ec
o
n
o
m
ic
f
ac
to
r
s
h
av
e
b
ee
n
f
o
u
n
d
to
af
f
ec
t
ch
ild
r
en
'
s
h
ea
lth
,
co
g
n
itiv
e
s
k
i
lls
,
an
d
s
o
cial
-
em
o
tio
n
al
c
o
n
d
i
tio
n
s
[
6
]
,
[
2
3
]
,
[
2
4
]
,
[
2
6
]
,
[
2
8
]
–
[
3
0
]
,
[
65
]
,
[
72
]
.
T
h
e
s
tu
d
y
'
s
ex
p
lo
r
atio
n
o
f
d
if
f
er
en
ce
s
in
cr
ea
tiv
e
th
in
k
in
g
a
m
o
n
g
s
tu
d
en
ts
atten
d
in
g
p
u
b
li
c,
p
r
iv
ate,
an
d
in
tellectu
al
s
ch
o
o
ls
in
Ka
za
k
h
s
tan
,
alth
o
u
g
h
n
o
t
th
e
p
r
i
m
ar
y
f
o
cu
s
o
f
th
e
d
ata
an
al
y
s
is
,
s
u
g
g
ests
th
at
th
e
ty
p
e
o
f
s
ch
o
o
l
a
s
tu
d
en
t
atte
n
d
s
m
ay
h
av
e
an
in
f
l
u
en
ce
o
n
th
eir
cr
ea
tiv
e
d
ev
el
o
p
m
en
t,
alb
eit
in
d
ir
ec
tly
th
r
o
u
g
h
th
e
s
o
cio
ec
o
n
o
m
ic
r
eso
u
r
ce
s
av
ailab
le
to
th
e
in
s
titu
tio
n
.
T
h
e
wea
k
co
r
r
elatio
n
s
f
o
u
n
d
b
etwe
en
f
a
m
ily
s
tr
u
ctu
r
e
an
d
cr
ea
tiv
e
th
in
k
in
g
,
co
m
b
in
ed
with
th
e
m
o
d
er
a
te
co
r
r
elatio
n
s
r
elate
d
to
s
ch
o
o
l
-
b
ased
r
eso
u
r
ce
s
,
im
p
ly
th
at
t
h
e
en
v
ir
o
n
m
en
t
p
r
o
v
id
ed
b
y
th
e
s
ch
o
o
l,
i
n
clu
d
in
g
th
e
s
o
cio
-
ec
o
n
o
m
ic
s
tatu
s
o
f
th
e
atten
d
in
g
s
tu
d
en
ts
,
p
lay
s
a
m
o
r
e
c
r
itical
r
o
le
th
a
n
p
r
ev
io
u
s
ly
u
n
d
er
s
to
o
d
.
Pu
b
lic
s
ch
o
o
ls
,
wh
ich
o
f
ten
o
p
e
r
ate
with
f
ewe
r
r
eso
u
r
ce
s
,
m
a
y
s
tr
u
g
g
le
to
p
r
o
v
id
e
th
e
s
am
e
lev
el
o
f
cr
ea
tiv
e
s
tim
u
latio
n
as
p
r
i
v
ate
o
r
in
tellectu
al
s
ch
o
o
ls
,
wh
ich
ty
p
ically
h
av
e
b
etter
f
u
n
d
in
g
an
d
ca
n
o
f
f
er
a
m
o
r
e
en
r
ich
ed
e
d
u
ca
tio
n
al
ex
p
er
ien
ce
.
Ho
we
v
er
,
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2
2
5
2
-
8
8
2
2
I
n
t
J
E
v
al
&
R
es E
d
u
c
,
Vo
l
.
14
,
No
.
3
,
J
u
n
e
20
25
:
2
1
5
4
-
2
1
6
6
2162
th
e
f
in
d
in
g
s
also
s
u
g
g
est
th
at
wh
ile
s
ch
o
o
l
ty
p
e
is
im
p
o
r
tan
t,
it
is
th
e
b
r
o
ad
er
co
n
tex
t
o
f
S
E
S
—
b
o
th
at
h
o
m
e
an
d
in
s
ch
o
o
l
—
th
at
u
ltima
tel
y
d
eter
m
in
es
th
e
lev
el
o
f
cr
ea
tiv
e
th
in
k
in
g
f
o
s
ter
ed
in
s
tu
d
e
n
ts
.
T
h
is
h
ig
h
lig
h
ts
th
e
im
p
o
r
ta
n
ce
o
f
ad
d
r
ess
in
g
in
eq
u
alities
n
o
t
ju
s
t
at
th
e
s
ch
o
o
l
lev
el,
b
u
t
also
in
th
e
b
r
o
a
d
er
s
o
cio
-
ec
o
n
o
m
ic
lan
d
s
ca
p
e,
to
en
s
u
r
e
th
at
s
tu
d
en
ts
ac
r
o
s
s
all
ty
p
es
o
f
s
ch
o
o
ls
h
av
e
th
e
o
p
p
o
r
tu
n
ity
to
d
e
v
elo
p
th
eir
cr
ea
tiv
e
p
o
ten
tial
f
u
ll
y
.
T
h
o
s
e
wo
r
k
in
g
to
im
p
r
o
v
e
ch
ild
r
en
’
s
h
ea
lth
an
d
well
-
b
ein
g
s
h
o
u
ld
p
ay
s
p
e
cial
atten
tio
n
to
th
e
s
o
cial
s
tatu
s
in
s
ch
o
o
ls
[7
3
]
.
T
is
za
et
a
l.
[
74
]
r
ep
o
r
ted
th
at
b
ec
au
s
e
o
f
s
p
ec
ially
o
r
g
an
ize
d
s
em
in
ar
s
,
ch
ild
r
en
f
r
o
m
lo
w
-
in
co
m
e
s
ch
o
o
ls
s
ig
n
if
ican
tly
o
u
tp
er
f
o
r
m
ed
ch
ild
r
e
n
f
r
o
m
h
ig
h
-
in
co
m
e
s
ch
o
o
ls
in
task
p
er
f
o
r
m
an
ce
.
Ou
td
o
o
r
r
ec
r
ea
tio
n
p
r
o
g
r
am
s
an
d
m
e
d
ia
ex
p
o
s
u
r
e
en
h
a
n
ce
teen
ag
er
s
’
cr
ea
tiv
e
th
in
k
in
g
a
n
d
well
-
b
ein
g
[7
5
]
.
A
cc
o
r
d
in
g
to
Do
n
g
et
a
l.
[
3
8
]
,
a
p
o
s
itiv
e
teac
h
in
g
s
ty
le
c
o
n
tr
ib
u
tes
well
to
th
e
d
ev
elo
p
m
en
t
o
f
ch
ild
r
e
n
’
s
cr
ea
tiv
e
ab
ilit
ies.
T
ea
ch
er
s
s
h
o
u
ld
cr
ea
te
a
n
en
v
ir
o
n
m
en
t
th
at
s
u
p
p
o
r
ts
th
e
cr
ea
tiv
ity
o
f
teen
ag
er
s
.
T
h
e
cr
ea
tiv
e
en
v
ir
o
n
m
en
t
i
n
clu
d
es
th
e
wo
r
k
in
g
ex
p
er
ie
n
ce
o
f
teen
ag
e
r
s
in
th
e
class
r
o
o
m
,
th
e
p
h
y
s
ical
en
v
ir
o
n
m
en
t
a
n
d
t
h
e
lear
n
i
n
g
atm
o
s
p
h
er
e
[7
2
]
,
[
7
6
]
.
Stu
d
en
ts
wh
o
r
ec
eiv
e
s
u
p
p
o
r
t
f
r
o
m
teac
h
er
s
h
av
e
h
ig
h
e
r
lev
els
o
f
cr
ea
tiv
e
th
in
k
in
g
[
2
5
]
.
T
h
is
is
s
u
e
also
d
ep
en
d
s
o
n
th
e
s
en
s
e
o
f
m
o
r
al
s
u
p
p
o
r
t
an
d
war
m
th
th
at
a
teen
ag
er
r
ec
eiv
es
f
r
o
m
th
eir
f
am
ily
.
Acc
o
r
d
i
n
g
to
Z
h
ao
an
d
Yan
g
[
2
3
]
,
s
tu
d
en
ts
wh
o
e
x
p
er
ien
ce
d
m
o
r
e
h
el
p
an
d
em
o
tio
n
al
war
m
th
in
th
e
f
am
ily
f
r
o
m
th
eir
f
at
h
er
th
an
f
r
o
m
th
eir
m
o
t
h
er
h
av
e
a
r
ela
tiv
ely
h
ig
h
cr
ea
tiv
e
th
in
k
in
g
a
b
ilit
y
.
A
s
im
ilar
ap
p
r
o
ac
h
is
p
r
esen
ted
in
th
e
s
tu
d
y
o
f
Yild
iz
an
d
Yild
iz
[
2
6
]
,
s
tu
d
en
ts
with
a
f
ath
er
h
av
e
h
ig
h
er
lev
els o
f
cr
ea
tiv
e
th
in
k
in
g
a
n
d
e
d
u
ca
tio
n
t
h
an
d
o
s
tu
d
en
ts
with
o
u
t a
f
at
h
er
.
T
h
e
f
i
n
d
i
n
g
s
r
e
v
e
ale
d
t
h
at
s
t
u
d
e
n
ts
f
r
o
m
p
r
iv
ate
a
n
d
in
tel
le
ctu
al
s
c
h
o
o
ls
d
e
m
o
n
s
tr
ate
d
h
i
g
h
e
r
l
e
v
els
o
f
cr
ea
t
iv
e
t
h
i
n
k
i
n
g
co
m
p
a
r
e
d
t
o
t
h
ei
r
p
e
er
s
i
n
p
u
b
l
ic
s
c
h
o
o
l
s
.
T
h
es
e
r
es
u
l
ts
s
u
g
g
es
t
th
at
s
ch
o
o
l
e
n
v
i
r
o
n
m
e
n
ts
an
d
t
h
e
a
v
ai
la
b
il
it
y
o
f
r
es
o
u
r
ce
s
p
la
y
a
s
ig
n
i
f
i
ca
n
t
r
o
l
e
in
f
o
s
t
er
i
n
g
c
r
ea
ti
v
it
y
,
co
n
s
is
te
n
t
wit
h
e
x
is
ti
n
g
r
es
ea
r
c
h
.
Pri
o
r
s
t
u
d
ies
h
av
e
h
i
g
h
li
g
h
te
d
t
h
e
i
m
p
o
r
t
an
ce
o
f
en
r
i
c
h
e
d
ed
u
c
ati
o
n
a
l
e
n
v
i
r
o
n
m
e
n
ts
,
p
ar
t
ic
u
l
ar
ly
t
h
o
s
e
eq
u
i
p
p
e
d
wi
th
m
o
d
e
r
n
te
ch
n
o
l
o
g
ic
al
t
o
o
ls
,
p
r
o
je
ct
-
b
ase
d
l
ea
r
n
i
n
g
,
a
n
d
i
n
n
o
v
ati
v
e
te
ac
h
i
n
g
m
e
th
o
d
s
,
i
n
p
r
o
m
o
ti
n
g
cr
ea
t
iv
it
y
[
9
]
,
[
3
2
]
,
[
3
3
]
,
[
7
3
]
,
[
7
4
]
.
Fo
r
i
n
s
ta
n
ce
,
Z
h
a
o
a
n
d
Y
a
n
g
[
2
3
]
em
p
h
as
i
ze
d
t
h
e
cr
iti
ca
l
r
o
le
o
f
a
cc
ess
to
m
o
d
er
n
te
ch
n
o
l
o
g
ies
i
n
f
ac
ilit
ati
n
g
cr
ea
ti
v
e
d
e
v
el
o
p
m
e
n
t
,
p
a
r
t
ic
u
la
r
l
y
i
n
h
i
g
h
e
r
s
o
ci
o
e
co
n
o
m
ic
co
n
t
ex
ts
.
Si
m
i
la
r
l
y
,
L
i
u
et
a
l
.
[
3
6
]
f
o
u
n
d
t
h
at
s
t
u
d
e
n
ts
i
n
well
-
r
es
o
u
r
ce
d
s
c
h
o
o
ls
e
x
h
ib
i
ted
h
i
g
h
e
r
le
v
els
o
f
cr
ea
ti
v
i
ty
d
u
e
to
ac
ce
s
s
t
o
a
d
v
an
ce
d
e
d
u
c
ati
o
n
al
t
o
o
ls
an
d
t
e
ac
h
i
n
g
m
e
th
o
d
s
.
T
h
e
f
i
n
d
in
g
s
o
f
th
is
s
t
u
d
y
a
li
g
n
wit
h
th
ese
o
b
s
e
r
v
at
io
n
s
,
s
h
o
w
in
g
t
h
at
s
tu
d
en
ts
i
n
p
r
i
v
a
te
an
d
i
n
te
lle
ct
u
a
l
s
c
h
o
o
ls
—
o
f
t
en
b
ette
r
e
q
u
i
p
p
e
d
wi
th
r
es
o
u
r
ce
s
—
d
e
m
o
n
s
tr
ate
g
r
e
at
er
c
r
e
ati
v
i
ty
th
an
th
ei
r
p
u
b
li
c
-
s
c
h
o
o
l
c
o
u
n
t
er
p
ar
ts
.
C
o
n
v
e
r
s
ely
,
p
u
b
l
ic
s
c
h
o
o
ls
,
esp
ec
i
all
y
t
h
o
s
e
in
u
n
d
er
f
u
n
d
ed
r
e
g
i
o
n
s
,
f
ac
e
ch
all
en
g
es
in
p
r
o
v
i
d
i
n
g
e
n
v
i
r
o
n
m
e
n
ts
c
o
n
d
u
ci
v
e
t
o
c
r
e
ati
v
i
ty
.
Kem
el
b
a
y
e
v
a
a
n
d
Ku
r
m
a
n
o
v
[7
7
]
h
ig
h
l
ig
h
t
e
d
s
i
g
n
if
ica
n
t
d
is
p
a
r
it
ies
i
n
ac
c
ess
t
o
cr
ea
ti
v
e
e
d
u
ca
ti
o
n
al
o
p
p
o
r
t
u
n
iti
es
wit
h
i
n
K
az
ak
h
s
tan
,
p
a
r
ti
c
u
la
r
l
y
i
n
p
u
b
l
ic
s
c
h
o
o
ls
,
w
h
e
r
e
s
o
ci
o
e
co
n
o
m
ic
ch
all
en
g
es
li
m
it
t
h
e
p
r
o
v
is
i
o
n
o
f
c
r
e
ati
v
e
r
eso
u
r
c
e
s
.
T
h
is
g
a
p
in
r
es
o
u
r
ce
av
ail
a
b
il
it
y
is
r
ef
l
ec
te
d
i
n
th
e
l
o
we
r
c
r
ea
ti
v
e
t
h
i
n
k
i
n
g
lev
els
o
b
s
e
r
v
e
d
a
m
o
n
g
p
u
b
li
c
s
ch
o
o
l
s
tu
d
en
ts
.
T
h
is
c
o
n
c
e
p
t
is
c
o
n
f
ir
m
e
d
b
y
K
u
p
c
z
y
s
z
y
n
e
t
a
l.
[
7
8
]
,
wh
o
n
o
te
d
t
h
a
t
li
m
it
ed
ac
ce
s
s
t
o
r
e
s
o
u
r
ce
s
h
i
n
d
e
r
s
th
e
c
r
e
ati
v
e
p
r
o
b
l
em
-
s
o
l
v
i
n
g
a
b
ili
ties
o
f
s
t
u
d
e
n
ts
f
r
o
m
a
l
o
w
er
s
o
ci
o
-
e
co
n
o
m
ic
s
tat
u
s
.
I
n
a
d
d
i
tio
n
,
t
h
e
OE
C
D
[
3
5
]
,
[
5
7
]
d
o
c
u
m
e
n
te
d
th
e
s
i
g
n
i
f
ic
a
n
t
d
is
p
a
r
ities
i
n
e
d
u
c
ati
o
n
al
r
es
o
u
r
ce
s
b
et
wee
n
r
u
r
al
a
n
d
u
r
b
a
n
a
r
ea
s
i
n
K
az
ak
h
s
t
a
n
,
w
h
i
ch
l
ik
el
y
c
o
n
tr
ib
u
t
e
t
o
t
h
e
o
b
s
er
v
e
d
d
i
f
f
er
en
ce
s
i
n
cr
ea
ti
v
e
t
h
i
n
k
i
n
g
.
T
h
e
ass
o
ciat
io
n
b
et
wee
n
S
E
S
an
d
cr
ea
t
i
v
it
y
d
e
v
e
lo
p
m
e
n
t
is
we
ll
-
s
u
p
p
o
r
t
ed
in
t
h
e
l
ite
r
a
tu
r
e.
S
ev
er
a
l
s
t
u
d
ies
[
2
3
]
,
[
2
4
]
h
i
g
h
li
g
h
te
d
h
o
w
SES
in
f
l
u
e
n
ce
s
ac
c
ess
t
o
c
u
lt
u
r
al
an
d
e
d
u
c
ati
o
n
al
r
es
o
u
r
ce
s
t
h
at
n
u
r
t
u
r
e
c
r
e
ati
v
it
y
.
T
h
is
s
t
u
d
y
r
ein
f
o
r
ce
s
t
h
o
s
e
f
i
n
d
i
n
g
s
,
s
h
o
w
in
g
t
h
at
s
o
c
io
ec
o
n
o
m
i
c
d
is
p
a
r
i
ties
b
e
twe
e
n
p
u
b
l
ic
an
d
p
r
i
v
a
te
s
c
h
o
o
ls
s
i
g
n
i
f
ic
a
n
t
ly
a
f
f
ec
t
s
t
u
d
e
n
ts
’
c
r
ea
ti
v
e
p
o
t
en
t
ial
.
T
h
e
i
m
p
lic
ati
o
n
s
o
f
t
h
ese
f
i
n
d
i
n
g
s
ar
e
i
m
p
r
o
v
i
n
g
ac
ce
s
s
t
o
r
es
o
u
r
ce
s
an
d
m
o
d
er
n
i
zi
n
g
te
ac
h
i
n
g
m
et
h
o
d
s
in
p
u
b
li
c
s
c
h
o
o
ls
c
o
u
ld
h
el
p
b
r
i
d
g
e
t
h
e
g
a
p
i
n
c
r
ea
t
iv
e
th
in
k
i
n
g
b
et
wee
n
s
t
u
d
e
n
ts
o
f
d
i
f
f
e
r
e
n
t
s
ch
o
o
l
ty
p
es
.
P
o
li
c
y
m
ak
er
s
i
n
K
az
ak
h
s
ta
n
s
h
o
u
l
d
c
o
n
s
i
d
e
r
r
e
f
o
r
m
s
th
a
t
i
n
c
r
ea
s
e
r
es
o
u
r
c
e
all
o
c
ati
o
n
t
o
p
u
b
li
c
s
c
h
o
o
ls
,
esp
ec
i
all
y
in
u
n
d
e
r
f
u
n
d
e
d
a
r
e
as,
to
f
o
s
t
e
r
e
n
v
i
r
o
n
m
e
n
ts
t
h
a
t
s
u
p
p
o
r
t
c
r
ea
ti
v
i
ty
a
n
d
i
n
n
o
v
ati
o
n
.
Su
ch
e
f
f
o
r
ts
wo
u
l
d
p
r
o
v
i
d
e
all
s
t
u
d
e
n
ts
,
r
e
g
a
r
d
less
o
f
s
o
ci
o
e
c
o
n
o
m
ic
b
a
c
k
g
r
o
u
n
d
,
th
e
o
p
p
o
r
t
u
n
it
y
t
o
d
e
v
el
o
p
t
h
ei
r
c
r
ea
ti
v
e
ab
i
liti
es.
T
h
e
i
m
p
li
ca
ti
o
n
s
o
f
t
h
es
e
f
i
n
d
i
n
g
s
a
r
e
p
r
o
f
o
u
n
d
,
s
u
g
g
esti
n
g
t
h
a
t b
o
t
h
s
c
h
o
o
l
a
n
d
f
am
i
ly
en
v
i
r
o
n
m
en
ts
n
e
ed
to
b
e
c
o
n
s
id
er
e
d
wh
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5.
CO
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