I
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l J
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urna
l o
f
E
v
a
lua
t
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n a
nd
Resea
rc
h in E
du
ca
t
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n (
I
J
E
RE
)
Vo
l.
14
,
No
.
5
,
Octo
b
er
20
25
,
p
p
.
3
9
0
4
~
3
9
1
6
I
SS
N:
2
2
5
2
-
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8
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,
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0
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1
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1
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.
v
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.
3
4
3
3
3
3904
J
o
ur
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l ho
m
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:
h
ttp
:
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ere.
ia
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e.
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m
Do
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d mo
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tude
nts
’
lea
rni
ng
enga
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ement
mecha
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in
b
le
nded learnin
g
?
Chen Zi
di
1,
2
,
Nur
At
iqa
h J
a
la
lud
in
1
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M
o
ha
m
a
d Sa
t
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a
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H
e
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n
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t
y
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S
h
i
j
i
a
z
h
u
a
n
g
,
C
h
i
n
a
Art
icle
I
nfo
AB
S
T
RAC
T
A
r
ticle
his
to
r
y:
R
ec
eiv
ed
Dec
28
,
2
0
2
4
R
ev
is
ed
May
9
,
2
0
2
5
Acc
ep
ted
J
u
n
17
,
2
0
2
5
Wi
th
th
e
p
o
p
u
larity
o
f
tec
h
n
o
l
o
g
y
-
su
p
p
o
rte
d
b
len
d
e
d
lea
rn
in
g
(BL)
in
v
o
c
a
ti
o
n
a
l
c
o
ll
e
g
e
s,
stu
d
e
n
ts
’
c
o
g
n
it
i
v
e
lo
a
d
(CL)
c
a
u
se
d
b
y
th
e
in
c
re
a
sin
g
c
o
m
p
lex
it
y
o
f
BL
e
n
v
iro
n
m
e
n
t
s
p
o
ten
ti
a
ll
y
imp
a
c
t
th
e
o
v
e
ra
l
l
lea
rn
in
g
sa
ti
sfa
c
ti
o
n
(LS
)
.
In
o
rd
e
r
t
o
e
x
p
l
o
re
th
e
e
ffe
c
ts
o
f
CL
o
n
stu
d
e
n
ts
’
BL
,
th
is
stu
d
y
i
n
v
e
sti
g
a
tes
h
o
w
d
iffere
n
t
d
ime
n
si
o
n
s
o
f
lea
rn
in
g
e
n
g
a
g
e
m
e
n
t
(LE
)
(e
m
o
ti
o
n
a
l,
c
o
g
n
it
iv
e
,
a
n
d
b
e
h
a
v
io
ra
l)
imp
a
c
t
o
n
st
u
d
e
n
ts’
LS
a
n
d
wh
e
t
h
e
r
CL
c
a
n
m
o
d
e
ra
te
th
e
se
re
latio
n
sh
ip
s.
Th
is
q
u
a
n
ti
tati
v
e
stu
d
y
wa
s
c
o
n
d
u
c
ted
a
m
o
n
g
6
1
5
Ch
i
n
e
se
v
o
c
a
ti
o
n
a
l
st
u
d
e
n
ts.
S
u
rv
e
y
re
se
a
rc
h
wa
s
c
a
rri
e
d
o
u
t
b
y
q
u
e
stio
n
n
a
ires
th
a
t
h
a
v
e
b
e
e
n
we
ll
-
e
sta
b
li
sh
e
d
th
a
t
we
re
tak
e
n
a
n
d
m
o
d
ifi
e
d
fro
m
p
re
v
i
o
u
s
st
u
d
ies
.
S
tru
c
t
u
ra
l
e
q
u
a
ti
o
n
m
o
d
e
li
n
g
(S
EM
)
wa
s
u
se
d
to
a
n
a
ly
z
e
th
e
re
latio
n
s
h
ip
s
a
m
o
n
g
th
e
se
v
a
riab
les
.
F
i
n
d
i
n
g
s
re
v
e
a
l
e
d
th
a
t
e
m
o
ti
o
n
a
l,
c
o
g
n
it
i
v
e
,
a
n
d
b
e
h
a
v
io
ra
l
e
n
g
a
g
e
m
e
n
t
(BE)
c
a
n
p
o
siti
v
e
ly
p
re
d
ict
LS
.
A
d
d
i
ti
o
n
a
ll
y
,
BE
m
e
d
iate
s
th
e
re
latio
n
sh
i
p
b
e
twe
e
n
p
sy
c
h
o
lo
g
ica
l
e
n
g
a
g
e
m
e
n
t
(e
m
o
ti
o
n
a
l
a
n
d
c
o
g
n
i
ti
v
e
)
a
n
d
LS
w
h
e
n
CL
is
n
o
t
a
t
a
l
o
w
lev
e
l.
CL
m
o
d
e
ra
tes
th
e
p
a
th
wa
y
s
fro
m
p
sy
c
h
o
l
o
g
ica
l
e
n
g
a
g
e
m
e
n
t
to
BE
a
n
d
in
tu
rn
c
h
a
n
g
e
s
th
e
LE
i
n
fl
u
e
n
c
e
m
e
c
h
a
n
ism
o
n
LS
.
T
h
is
st
u
d
y
p
ro
v
id
e
s
v
a
lu
a
b
le
i
n
sig
h
ts
f
o
r
e
d
u
c
a
to
rs
to
st
imu
late
stu
d
e
n
ts’
e
n
g
a
g
e
m
e
n
t
b
y
sa
ti
sfy
in
g
t
h
e
ir
p
sy
c
h
o
lo
g
ica
l
n
e
e
d
s,
a
n
d
o
p
ti
m
ize
tea
c
h
in
g
d
e
sig
n
t
o
b
a
lan
c
e
CL
in
o
rd
e
r
t
o
m
a
in
tai
n
a
c
ti
v
e
LE
a
n
d
sa
ti
sfa
c
ti
o
n
lev
e
ls.
K
ey
w
o
r
d
s
:
B
len
d
ed
lear
n
in
g
C
o
g
n
itiv
e
lo
ad
L
ea
r
n
in
g
e
n
g
ag
e
m
en
t
L
ea
r
n
in
g
s
atis
f
ac
tio
n
Mo
d
er
atin
g
e
f
f
ec
t
Vo
ca
tio
n
al
s
tu
d
en
ts
T
h
is i
s
a
n
o
p
e
n
a
c
c
e
ss
a
rticle
u
n
d
e
r th
e
CC B
Y
-
SA
li
c
e
n
se
.
C
o
r
r
e
s
p
o
nd
ing
A
uth
o
r
:
Nu
r
Atiq
ah
J
alalu
d
in
Facu
lty
o
f
E
d
u
ca
tio
n
,
U
n
iv
er
s
iti Ke
b
an
g
s
aa
n
Ma
lay
s
ia
4
3
6
0
0
,
B
an
g
i Sela
n
g
o
r
,
Ma
lay
s
ia
E
m
ail:
n
u
r
atiq
ah
.
jalalu
d
in
@
u
k
m
.
ed
u
.
m
y
1.
I
NT
RO
D
UCT
I
O
N
I
n
r
ec
en
t
y
ea
r
s
,
th
e
o
n
g
o
in
g
a
d
v
an
ce
m
e
n
t
o
f
m
o
d
er
n
in
f
o
r
m
atio
n
an
d
co
m
m
u
n
icatio
n
te
ch
n
o
lo
g
ies
(
I
C
T
s
)
,
in
ter
n
et
o
f
th
in
g
s
(
I
o
T
)
an
d
s
o
cial
m
ed
ia
h
av
e
tu
r
n
t
o
b
e
a
ca
taly
s
t
f
o
r
d
r
am
atic
ch
an
g
e
in
ed
u
ca
tio
n
,
wh
ich
also
f
ac
ilit
atin
g
th
e
n
e
w
ap
p
r
o
ac
h
es
f
o
r
v
o
ca
ti
o
n
al
t
ea
ch
in
g
a
n
d
lear
n
in
g
[
1
]
,
[
2
]
.
W
ith
th
is
tr
en
d
,
th
e
co
n
ce
p
t
o
f
b
len
d
ed
lear
n
in
g
(
B
L
)
h
as
g
ain
ed
ex
ten
s
iv
e
atten
tio
n
,
esp
ec
ially
in
th
e
wak
e
o
f
th
e
g
lo
b
al
C
OVI
D
-
1
9
p
an
d
em
ic
[
3
]
,
[
4
]
.
B
L
in
teg
r
ates
tr
ad
itio
n
al
f
ac
e
-
to
-
f
ac
e
class
r
o
o
m
a
n
d
o
n
lin
e
lear
n
in
g
,
wh
ic
h
is
cr
u
cial
f
o
r
f
o
s
ter
in
g
s
tu
d
en
ts
’
lear
n
in
g
e
n
g
ag
e
m
en
t
(
L
E
)
[
5
]
a
n
d
lear
n
in
g
o
u
tco
m
es
[
6
]
–
[
9
]
,
s
u
p
p
o
r
tin
g
v
ar
io
u
s
o
f
lear
n
i
n
g
p
r
e
f
er
en
c
es
an
d
s
ty
les
[
1
0
]
,
[
1
1
]
.
I
n
ad
d
itio
n
to
p
r
o
v
id
in
g
d
i
v
er
s
if
ied
lear
n
in
g
m
ater
ials
an
d
to
o
ls
,
B
L
also
f
ac
ilit
ates
m
o
r
e
ta
r
g
eted
a
n
d
c
u
s
to
m
ized
in
s
tr
u
ctio
n
[
1
2
]
,
[
1
3
]
.
Giv
en
th
at
th
e
lear
n
in
g
ac
tiv
ities
tak
e
p
lace
with
o
u
t
th
e
co
n
s
tr
ain
ts
o
f
s
p
ac
e
a
n
d
ti
m
e
u
n
d
e
r
B
L
co
n
tex
t
[
1
4
]
,
it
is
s
tu
d
en
ts
’
in
itiativ
e
lear
n
in
g
r
ath
er
th
an
th
e
r
ec
e
p
tiv
e
lear
n
in
g
th
at
ac
c
o
u
n
t
f
o
r
a
lar
g
e
p
r
o
p
o
r
tio
n
[
1
5
]
,
th
u
s
lear
n
in
g
o
u
tco
m
e
s
m
ain
ly
d
ep
en
d
o
n
th
e
ex
te
n
t
to
wh
ich
th
e
s
tu
d
en
ts
d
ev
o
te
to
th
eir
s
tu
d
y
,
th
at
is
,
th
e
ac
tu
al
LE
,
wh
ich
also
p
r
ed
ict
th
e
o
v
er
all
lear
n
i
n
g
s
atis
f
ac
tio
n
(
L
S)
an
d
e
f
f
icien
cy
[
1
6
]
–
[
2
0
]
.
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
Do
es c
o
g
n
itive
lo
a
d
mo
d
era
te
s
tu
d
en
ts
’
lea
r
n
in
g
en
g
a
g
eme
n
t m
ec
h
a
n
is
m
in
b
len
d
e
d
lea
r
n
i
n
g
?
(
C
h
en
Zid
i
)
3905
LE
ca
n
tak
e
o
n
m
u
ltip
le
f
o
r
m
s
in
B
L
co
n
tex
t.
New
m
a
n
n
ca
te
g
o
r
ized
LE
in
to
two
t
y
p
es
[
21
]
,
n
am
ely
p
s
y
ch
o
lo
g
ical
an
d
b
e
h
av
io
r
al
en
g
a
g
em
en
t
(
B
E
)
.
I
n
d
etail,
p
s
y
ch
o
l
o
g
ical
e
n
g
ag
em
e
n
t
c
an
b
e
s
ee
n
as
th
e
in
ter
n
al
m
o
tiv
atio
n
an
d
m
en
ta
l e
f
f
o
r
t
(
ME
)
.
B
y
co
n
tr
ast,
BE
is
th
e
ex
ter
n
al
m
an
if
estatio
n
w
h
ich
is
ap
p
ar
en
t t
o
o
b
s
er
v
e
an
d
m
ea
s
u
r
e,
s
u
ch
a
s
th
e
am
o
u
n
t
o
f
s
tu
d
y
tim
e,
p
ar
ticip
atio
n
,
a
n
d
p
e
r
s
is
ten
ce
in
s
tu
d
y
ac
tiv
ities
.
W
ith
th
e
co
n
tin
u
o
u
s
d
ee
p
en
i
n
g
o
f
r
elate
d
r
esear
c
h
,
Fre
d
r
i
ck
s
et
a
l.
[
22
]
f
u
r
th
er
d
iv
i
d
e
d
th
e
p
s
y
ch
o
lo
g
ical
en
g
ag
em
e
n
t
in
to
two
s
u
b
-
d
im
en
s
io
n
s
,
n
am
ely
em
o
tio
n
al
en
g
ag
em
en
t
(
E
E
)
an
d
co
g
n
itiv
e
en
g
ag
em
e
n
t
(
C
E
)
.
CE
r
ep
r
esen
ts
th
e
lear
n
er
s
’
e
m
p
lo
y
m
e
n
t
o
f
v
ar
i
o
u
s
lear
n
i
n
g
s
tr
ateg
ies
an
d
s
elf
-
r
eg
u
latio
n
d
u
r
in
g
th
e
lear
n
in
g
p
r
o
ce
s
s
,
wh
ich
ca
n
r
a
n
g
e
f
r
o
m
s
im
p
le
m
em
o
r
izatio
n
to
th
e
u
s
e
o
f
d
ee
p
a
n
d
r
ef
lectiv
e
t
h
in
k
in
g
t
o
p
r
o
m
o
te
d
ee
p
lear
n
in
g
[
23
]
.
W
h
ile
EE
f
o
cu
s
es
o
n
s
tu
d
en
ts
’
af
f
ec
tiv
e
ex
p
er
ien
ce
d
u
r
i
n
g
lear
n
in
g
p
r
o
ce
s
s
,
s
u
ch
as
th
e
in
ter
est,
cu
r
io
s
ity
,
an
d
e
n
th
u
s
iasm
[
24
]
.
E
a
r
ly
s
tu
d
ies
p
r
o
d
u
ce
d
clea
r
ev
id
en
ce
t
h
at
s
tu
d
e
n
ts
’
ac
tu
al
lear
n
in
g
b
eh
av
io
r
s
(
BE
)
is
lar
g
ely
g
o
v
er
n
ed
b
y
th
eir
lear
n
in
g
m
o
tiv
a
tio
n
,
attitu
d
e
an
d
co
g
n
itiv
e
s
tr
u
ctu
r
e,
an
d
to
s
o
m
e
ex
ten
t,
ca
n
r
ev
ea
l
th
e
s
tu
d
en
t
s
’
co
g
n
itiv
e
an
d
em
o
tio
n
al
s
tatu
s
[
2
5]
.
B
esid
es,
s
tu
d
ies
h
a
v
e
test
if
ied
th
at
th
e
p
s
y
ch
o
lo
g
ical
(
co
g
n
itiv
e
an
d
e
m
o
tio
n
al)
en
g
a
g
em
en
t c
an
also
im
p
ac
t
LS
an
d
lear
n
in
g
p
er
f
o
r
m
an
ce
b
y
way
o
f
s
tu
d
en
ts
’
BE
[
26
]
,
[
27
]
.
I
t
is
wo
r
th
n
o
tin
g
th
at
t
h
e
lev
e
l
o
f
s
tu
d
en
ts
’
ac
t
u
al
LE
is
lim
ited
b
y
th
eir
co
g
n
itiv
e
l
o
ad
(
C
L
)
,
wh
ich
r
ep
r
esen
ts
th
e
ME
r
e
q
u
ir
e
d
t
o
p
r
o
ce
s
s
in
f
o
r
m
atio
n
d
u
r
in
g
lear
n
in
g
[2
8
]
–
[
30
]
.
R
esear
ch
er
s
h
av
e
t
r
ied
to
in
v
esti
g
ate
th
e
f
u
n
ctio
n
o
f
CL
an
d
m
ea
s
u
r
e
s
tu
d
en
ts
’
LE
in
d
if
f
er
en
t
CL
lev
els,
s
o
m
e
o
f
t
h
em
co
n
ten
d
ed
th
at
th
e
r
ich
m
ed
ia
an
d
in
f
o
r
m
ati
o
n
tech
n
o
l
o
g
y
en
v
ir
o
n
m
en
t
o
f
B
L
r
eq
u
ir
es
m
o
r
e
co
g
n
itiv
e
r
eso
u
r
ce
s
an
d
ca
lls
f
o
r
h
ig
h
e
r
ca
p
ac
ity
f
o
r
p
r
o
ce
s
s
in
g
an
d
r
etr
iev
in
g
k
n
o
wled
g
e
[
31
]
–
[
33
]
.
I
t
is
ac
k
n
o
wled
g
ed
th
at
s
ig
n
if
ican
tly
in
cr
ea
s
ed
co
m
p
lex
ity
a
n
d
CL
will
h
av
e
an
im
p
ac
t
o
n
s
tu
d
en
ts
’
ac
tu
al
LE
an
d
r
esu
lt
in
h
ete
r
o
g
en
e
o
u
s
lear
n
i
n
g
ex
p
er
ien
ce
s
.
S
o
m
e
s
ch
o
lar
s
p
o
s
ited
th
at
d
ig
ital
to
o
ls
lik
e
i
m
m
er
s
iv
e
v
ir
tu
al
r
ea
lity
(
VR
)
,
au
g
m
en
ted
r
ea
lity
(
AR
)
ca
n
en
h
a
n
ce
lear
n
in
g
o
u
tco
m
es
b
y
ef
f
ec
tiv
ely
r
e
d
u
cin
g
s
tu
d
en
ts
’
CL
[
32
]
,
[
34
],
[
3
5
]
an
d
f
u
lly
d
ev
elo
p
s
tu
d
en
ts
’
in
tellectu
al
p
o
ten
tia
l,
wh
ich
ca
n
r
esu
lt
in
im
p
r
o
v
ed
lear
n
i
n
g
p
er
f
o
r
m
an
ce
.
Ho
wev
er
,
s
o
m
e
o
th
e
r
s
ch
o
lar
s
h
o
ld
d
if
f
er
e
n
t
v
iew
p
o
in
ts
,
th
ey
r
ev
ea
led
th
at
n
o
t
all
k
in
d
s
o
f
CL
is
d
etr
i
m
en
tal,
ex
ce
s
s
iv
e
s
im
p
lific
atio
n
ca
n
r
esu
lt
in
b
o
r
ed
o
m
a
n
d
d
is
en
g
ag
em
e
n
t
[
36
]
.
So
m
e
d
e
g
r
ee
o
f
co
g
n
itiv
e
ch
allen
g
e
is
n
ec
ess
ar
y
to
m
ain
tain
lear
n
i
n
g
m
o
tiv
atio
n
a
n
d
en
g
ag
em
e
n
t
[
37
]
–
[
39
]
.
Giv
en
t
h
is
,
wh
en
d
esig
n
in
g
b
le
n
d
ed
co
u
r
s
es,
s
tu
d
en
ts
’
CL
m
u
s
t
b
e
tak
en
in
to
ac
co
u
n
t
s
o
th
at
B
L
m
ay
p
r
o
ce
e
d
in
lin
e
with
th
e
co
g
n
itiv
e
ca
p
ac
ity
o
f
ea
ch
lear
n
er
[
40
]
–
[
43
].
Ho
wev
er
,
f
ew
s
tu
d
ies
h
av
e
f
o
cu
s
ed
o
n
s
tu
d
en
ts
’
LE
at
s
u
b
-
d
im
en
s
io
n
lev
el
to
d
ee
p
ly
ex
p
lo
r
e
th
e
in
f
lu
en
ce
o
f
CL
o
n
th
ese
d
if
f
er
en
t
k
in
d
s
o
f
en
g
ag
em
e
n
t
an
d
co
r
r
esp
o
n
d
in
g
o
u
tco
m
es.
A
cc
o
r
d
in
g
to
Szu
lewsk
i
et
a
l.
[
4
2
]
,
n
o
t
all
CL
is
d
etr
im
en
tal.
I
n
tr
in
s
ic
CL
r
elate
s
to
th
e
in
h
er
en
t
d
if
f
ic
u
lty
o
f
t
h
e
m
ater
ial,
wh
ile
ex
tr
an
eo
u
s
CL
s
tem
s
f
r
o
m
h
o
w
in
f
o
r
m
atio
n
is
p
r
esen
ted
.
R
ed
u
cin
g
ex
t
r
an
eo
u
s
lo
ad
ca
n
f
r
ee
u
p
co
g
n
itiv
e
r
eso
u
r
ce
s
,
b
u
t
lo
w
er
in
g
in
tr
i
n
s
ic
lo
ad
to
o
m
u
c
h
m
ay
lead
to
u
n
d
er
-
s
tim
u
l
atio
n
.
I
n
s
tr
u
ctio
n
al
m
eth
o
d
s
s
h
o
u
ld
ac
c
o
u
n
t f
o
r
th
is
to
m
ax
im
ize
lear
n
in
g
o
u
tco
m
e
[
44
]
.
E
s
p
ec
ially
in
B
L
co
n
tex
t,
co
n
tr
o
llin
g
t
h
e
d
if
f
icu
lty
o
f
lear
n
i
n
g
c
o
n
ten
t
as
well
as
th
e
to
tal
in
f
o
r
m
atio
n
to
b
e
p
r
o
ce
s
s
ed
h
elp
s
tu
d
en
ts
to
m
ain
tain
a
r
ea
s
o
n
ab
le
lev
el
o
f
CL
.
I
n
a
d
d
itio
n
,
m
o
s
t
o
f
th
e
ex
is
tin
g
s
tu
d
ies
f
o
cu
s
o
n
t
h
e
co
m
p
r
eh
en
s
iv
e
u
n
iv
er
s
ity
’
s
s
ce
n
ar
io
s
,
f
ew
atten
tio
n
s
wer
e
p
aid
to
v
o
ca
tio
n
al
s
ch
o
o
ls
.
Ho
wev
er
,
v
o
ca
tio
n
al
s
tu
d
en
ts
h
av
e
th
eir
o
wn
p
ar
ticu
lar
ities
,
s
u
ch
as
h
ig
h
e
r
g
o
al
-
o
r
ien
ted
s
tu
d
y
,
m
o
r
e
d
ep
en
d
en
ce
o
n
th
eir
teac
h
e
r
,
an
d
lo
wer
s
elf
-
r
eg
u
latio
n
a
b
ilit
y
co
m
p
ar
e
to
th
eir
co
lleg
e
s
tu
d
e
n
ts
’
co
u
n
ter
p
ar
ts
[
2
]
,
[
6
]
,
[
7
]
,
[
1
6
]
,
[
2
5
]
.
T
h
ese
ch
ar
ac
ter
is
tics
m
ay
r
esu
lt
in
d
if
f
er
en
t
s
itu
at
io
n
o
f
v
o
ca
tio
n
al
s
tu
d
e
n
ts
’
LE
an
d
allo
ca
tio
n
o
f
co
g
n
itiv
e
r
eso
u
r
ce
in
B
L
co
n
tex
t,
wh
ich
n
ee
d
t
o
b
e
f
u
r
t
h
er
in
v
esti
g
ated
.
T
o
ad
d
r
ess
th
is
g
ap
,
it
is
u
r
g
e
n
t
to
co
n
d
u
ct
in
-
d
e
p
th
in
v
esti
g
atio
n
o
n
th
e
LE
m
ec
h
an
is
m
t
o
war
d
s
LS
u
n
d
er
th
e
in
f
lu
en
ce
o
f
CL
am
o
n
g
v
o
ca
tio
n
al
s
tu
d
en
ts
,
with
a
v
iew
to
f
ac
ilit
atin
g
th
e
b
le
n
d
ed
c
o
u
r
s
e
d
esig
n
an
d
o
p
tim
izatio
n
o
f
v
o
ca
tio
n
al
s
tu
d
en
ts
’
lear
n
in
g
p
er
f
o
r
m
an
ce
in
B
L
co
n
te
x
t.
T
o
war
d
s
th
is
en
d
,
th
is
s
tu
d
y
aim
s
to
id
en
tify
:
-
T
h
e
in
f
lu
e
n
cin
g
m
ec
h
an
is
m
o
f
v
o
ca
tio
n
al
s
tu
d
e
n
ts
’
LE
on
LS
in
B
L
co
n
tex
t
.
-
T
h
e
m
o
d
er
atin
g
ef
f
ec
t
o
f
CL
o
n
th
e
in
f
lu
en
cin
g
m
ec
h
an
is
m
o
f
LE
to
war
d
s
LS
in
B
L
s
ce
n
ar
io
am
o
n
g
v
o
ca
tio
n
al
s
tu
d
en
ts
.
Fro
m
th
e
p
er
s
p
ec
tiv
e
o
f
s
u
b
-
d
im
en
s
io
n
o
f
LE
,
th
is
s
tu
d
y
ass
u
m
es
th
at
BE
is
n
o
t
o
n
ly
an
im
p
o
r
tan
t
ca
r
r
ier
o
f
p
s
y
ch
o
lo
g
ical
en
g
a
g
em
en
t,
b
u
t
also
an
im
p
o
r
tan
t
p
r
ed
icto
r
o
f
s
tu
d
e
n
ts
’
LS
in
B
L
en
v
ir
o
n
m
en
t.
B
esid
es,
in
ad
d
itio
n
to
d
ir
ec
tly
in
f
lu
en
ce
o
n
s
tu
d
en
ts
’
LS
,
th
e
p
s
y
ch
o
lo
g
ical
en
g
ag
em
e
n
t
(
em
o
tio
n
al
an
d
co
g
n
itiv
e)
ca
n
also
af
f
ec
t
LS
th
r
o
u
g
h
BE
in
B
L
co
n
tex
t.
Fu
r
th
er
m
o
r
e
,
in
co
n
s
id
er
atio
n
o
f
CL
f
ac
to
r
,
th
is
s
tu
d
y
h
y
p
o
th
esizes th
at
CL
will p
lay
a
m
o
d
e
r
atin
g
r
o
le
in
th
e
in
f
lu
en
ce
m
ec
h
an
is
m
o
f
LE
on
LS
o
f
v
o
ca
tio
n
al
s
tu
d
en
ts
in
B
L
co
n
tex
t.
T
h
e
r
e
s
ea
r
ch
m
o
d
el
is
s
h
o
w
n
in
Fig
u
r
e
1
.
T
h
e
r
esear
ch
h
y
p
o
th
esis
in
clu
d
es
i)
EE
ca
n
p
o
s
itiv
ely
p
r
e
d
ict
BE
(
H1
)
;
ii)
CE
ca
n
p
o
s
itiv
ely
p
r
ed
ict
BE
(
H2
)
;
iii)
EE
ca
n
p
o
s
itiv
ely
p
r
e
d
ict
LS
(
H3
)
;
iv
)
CE
ca
n
p
o
s
itiv
ely
p
r
ed
ict
LS
(
H4
)
;
v)
BE
ca
n
p
o
s
itiv
el
y
p
r
e
d
ict
LS
(
H5
)
;
v
i)
BE
p
la
y
s
a
m
ed
iatin
g
r
o
le
b
etwe
en
EE
an
d
LS
(
H6
)
;
v
ii)
BE
p
lay
s
a
m
ed
iatin
g
r
o
le
b
etwe
en
CE
an
d
LS
(
H7
)
;
an
d
v
iii)
CL
p
lay
s
a
m
o
d
er
atin
g
r
o
le
in
th
e
in
f
l
u
en
ce
m
ec
h
an
is
m
o
f
LE
o
n
LS
(
H8
)
.
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
.
5
,
Octo
b
er
20
25
:
3
9
0
4
-
3916
3906
Fig
u
r
e
1
.
R
esear
ch
m
o
d
el
an
d
h
y
p
o
th
esis
o
f
th
is
s
tu
d
y
2.
M
E
T
H
O
D
2
.
1
.
Resea
rc
h desi
g
n
T
h
is
s
tu
d
y
en
d
ea
v
o
r
s
to
in
v
esti
g
ate
th
e
in
f
lu
en
cin
g
m
ec
h
an
is
m
o
f
v
o
ca
tio
n
al
s
tu
d
en
ts
’
LE
on
LS
an
d
h
o
w
CL
m
o
d
er
ates
th
is
in
f
lu
e
n
cin
g
m
ec
h
a
n
is
m
in
B
L
co
n
te
x
t.
Giv
en
th
e
p
u
r
p
o
s
e
o
f
v
e
r
if
y
in
g
h
y
p
o
th
eses
,
it
is
im
p
o
r
tan
t
to
o
b
tain
th
e
r
ea
l
s
tati
s
tical
d
ata
an
d
em
p
lo
y
r
eliab
le
to
o
ls
.
T
h
u
s
,
th
is
s
tu
d
y
em
p
lo
y
e
d
a
q
u
an
titativ
e
r
esear
ch
ap
p
r
o
ac
h
,
b
ased
o
n
th
e
d
ata
co
llecte
d
b
y
o
n
lin
e
q
u
esti
o
n
n
air
e
s
u
r
v
ey
o
n
v
o
ca
tio
n
al
s
tu
d
en
ts
in
C
h
in
a,
th
is
s
tu
d
y
c
o
n
s
tr
u
cts
s
tr
u
ctu
r
al
eq
u
atio
n
m
o
d
elin
g
(
SEM
)
to
ex
am
in
e
th
e
in
f
lu
e
n
cin
g
p
ath
s
am
o
n
g
d
if
f
er
en
t f
o
r
m
s
o
f
LE
a
n
d
LS
u
n
d
er
d
if
f
e
r
en
t
CL
lev
e
l.
Key
v
ar
iab
les
in
v
o
lv
ed
in
t
h
is
s
tu
d
y
in
clu
d
in
g
EE
,
CE
,
BE
,
CL
,
an
d
LS
wer
e
m
e
asu
r
ed
b
y
co
r
r
esp
o
n
d
in
g
m
ea
s
u
r
em
e
n
t
s
ca
le.
Prio
r
to
co
n
d
u
ct
th
e
SEM
,
th
is
s
tu
d
y
ap
p
lied
C
r
o
n
b
ac
h
’
s
a
lp
h
a
co
ef
f
icien
t
an
d
co
n
f
i
r
m
ato
r
y
f
ac
to
r
an
aly
s
is
(
C
F
A)
to
ch
ec
k
th
e
r
eliab
ilit
y
an
d
v
alid
ity
o
f
th
e
in
s
tr
u
m
en
ts
an
d
s
tr
u
ctu
r
al
m
o
d
el.
T
h
en
,
m
u
lti
-
g
r
o
u
p
SEM
an
aly
s
is
wa
s
co
n
d
u
cted
to
test
th
e
d
if
f
er
en
ce
in
th
e
in
f
lu
en
cin
g
m
ec
h
an
is
m
o
f
LE
on
LS
u
n
d
er
d
if
f
er
en
t
CL
l
ev
el.
2
.
2
.
Resea
rc
h c
o
nte
x
t
a
nd
pa
rt
icipa
nts
T
h
is
s
tu
d
y
was
co
n
d
u
cted
o
n
th
e
co
m
p
u
ls
o
r
y
co
u
r
s
e
“
p
h
y
s
i
ca
l
ed
u
ca
tio
n
”
in
t
h
e
s
ec
o
n
d
s
em
ester
o
f
2023
-
2
0
2
4
in
Heb
ei
Sp
o
r
t
Un
iv
er
s
ity
,
a
C
h
in
ese
v
o
ca
ti
o
n
al
co
lleg
e
o
f
s
p
o
r
ts
.
T
h
e
co
u
r
s
e
o
f
“
p
h
y
s
ical
ed
u
ca
tio
n
”
h
as
b
eg
u
n
to
ap
p
l
y
B
L
m
o
d
e
s
in
ce
2
0
2
0
d
u
e
t
o
th
e
C
OVI
D
-
1
9
p
an
d
e
m
ic.
T
h
e
co
u
r
s
e
p
r
o
ce
s
s
in
clu
d
es
two
p
ar
ts
,
n
am
ely
o
n
lin
e
an
d
o
f
f
lin
e
class
r
o
o
m
,
w
h
ich
m
ak
es
it
m
o
r
e
r
ep
r
esen
tativ
e
an
d
tar
g
eted
f
o
r
th
is
s
tu
d
y
.
T
h
e
s
u
p
er
s
tar
lea
r
n
in
g
m
a
n
ag
em
en
t
s
y
s
tem
(
L
MS)
in
co
r
p
o
r
ate
d
e
-
b
o
o
k
s
,
le
s
s
o
n
p
r
esen
tatio
n
s
,
r
ec
o
r
d
e
d
v
id
e
o
s
,
an
d
wee
k
ly
task
s
f
o
r
in
d
i
v
id
u
als
an
d
g
r
o
u
p
s
wer
e
ap
p
lied
in
th
is
b
le
n
d
ed
co
u
r
s
e.
B
esid
es,
s
tu
d
en
ts
ar
e
ab
le
to
d
is
cu
s
s
p
r
o
b
lem
s
with
ea
c
h
o
th
er
in
a
s
h
ar
ed
lear
n
i
n
g
s
p
ac
e
s
u
p
p
o
r
t
ed
b
y
W
eCh
at
Ap
p
an
d
d
is
cu
s
s
io
n
co
n
f
er
en
ce
.
T
h
e
s
am
p
le
s
ize
was
d
eter
m
i
n
ed
b
ased
o
n
SEM
r
eq
u
i
r
em
en
t
s
,
a
s
am
p
le
s
ize
o
f
at
least
2
0
0
to
3
0
0
is
ty
p
ically
r
ec
o
m
m
en
d
ed
f
o
r
SEM
.
A
r
an
d
o
m
s
am
p
lin
g
p
r
o
ce
d
u
r
e
was
c
o
n
d
u
cted
a
f
ter
b
ein
g
a
p
p
r
o
v
ed
b
y
R
esear
ch
an
d
E
th
ics
C
o
m
m
ittee
o
f
Heb
ei
Sp
o
r
t
Un
iv
e
r
s
ity
.
Staf
f
m
em
b
er
s
wer
e
g
iv
en
a
2
0
-
m
in
u
te
an
o
n
y
m
o
u
s
d
ig
ital
q
u
esti
o
n
n
air
e
cr
ea
ted
b
y
W
e
n
ju
an
x
in
g
o
n
lin
e
q
u
esti
o
n
n
air
e
p
latf
o
r
m
(
h
ttp
s
://www
.
wjx
.
cn
/)
,
wh
ich
th
ey
s
u
b
s
eq
u
en
tly
g
av
e
to
s
tu
d
en
ts
wh
o
to
o
k
“
p
h
y
s
ical
ed
u
ca
tio
n
”
co
u
r
s
e
in
th
e
f
ir
s
t
s
em
ester
o
f
2
0
2
3
-
2
0
2
4
(
6
8
9
s
tu
d
en
ts
in
to
tal)
.
T
h
e
o
n
lin
e
q
u
esti
o
n
n
air
es
wer
e
d
is
s
em
in
ated
to
ev
er
y
v
o
lu
n
tar
y
p
ar
ticip
an
t v
ia
a
QR
co
d
e.
As a
r
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a
to
tal
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6
1
5
q
u
esti
o
n
n
air
es we
r
e
f
illed
o
u
t,
wh
ich
was m
ee
t
th
e
r
eq
u
ir
em
en
t
f
o
r
ca
r
r
y
in
g
o
u
t
SEM
,
ac
c
o
u
n
tin
g
f
o
r
8
9
%
o
f
th
e
to
tal
q
u
esti
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n
n
air
es
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is
tr
ib
u
ted
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te
r
d
ata
s
cr
ee
n
in
g
,
6
0
9
r
esp
o
n
s
es we
r
e
r
em
ain
ed
f
o
r
f
u
r
th
e
r
an
aly
s
is
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
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t
J
E
v
al
&
R
es E
d
u
c
I
SS
N:
2252
-
8
8
2
2
Do
es c
o
g
n
itive
lo
a
d
mo
d
era
te
s
tu
d
en
ts
’
lea
r
n
in
g
en
g
a
g
eme
n
t m
ec
h
a
n
is
m
in
b
len
d
e
d
lea
r
n
i
n
g
?
(
C
h
en
Zid
i
)
3907
2
.
3
.
M
ea
s
urem
ent
ins
t
rum
ent
s
T
h
e
in
s
tr
u
m
en
ts
u
tili
ze
d
in
th
is
s
tu
d
y
wer
e
m
ea
s
u
r
em
en
t
s
ca
les
ad
o
p
ted
f
r
o
m
p
r
ec
io
u
s
r
esear
ch
with
b
o
th
r
eliab
ilit
y
an
d
v
alid
ity
.
As
s
h
o
wed
in
T
ab
le
1
,
th
e
q
u
est
io
n
n
air
e
with
a
to
tal
o
f
3
0
ite
m
s
was
co
n
s
tr
u
cted
,
in
wh
ich
3
item
s
f
o
r
d
em
o
g
r
a
p
h
ic
in
f
o
r
m
atio
n
(
g
en
d
er
,
ag
e
,
an
d
m
ajo
r
)
,
8
item
s
f
o
r
CL
,
1
5
item
s
f
o
r
LE
a
n
d
4
item
s
f
o
r
LS
.
Sin
ce
all
th
e
s
e
q
u
esti
o
n
n
air
es
wer
e
f
ir
s
t
c
r
ea
ted
in
E
n
g
lis
h
,
th
e
y
wer
e
tr
an
s
lated
b
y
two
tr
an
s
lato
r
s
wh
o
wer
e
f
am
iliar
with
p
ed
ag
o
g
y
k
n
o
wled
g
e
an
d
an
E
n
g
lis
h
lin
g
u
is
tics
teac
h
er
.
T
h
e
f
o
r
war
d
an
d
b
ac
k
war
d
tr
an
s
latio
n
p
r
o
ce
d
u
r
es
wer
e
u
s
ed
to
g
u
a
r
an
tee
t
h
e
ac
cu
r
ac
y
o
f
th
e
tr
an
s
latio
n
o
f
all
item
s
.
All
s
ca
le
m
ea
s
u
r
ed
with
L
ik
er
t
s
ca
le
w
ith
5
-
p
o
in
t
r
an
g
i
n
g
f
r
o
m
1
to
5
.
I
n
a
d
d
itio
n
,
th
is
s
tu
d
y
also
u
s
es
th
e
C
F
A
as
a
way
to
test
th
e
v
alid
ity
an
d
r
el
iab
ilit
y
o
f
th
e
m
ea
s
u
r
em
en
t in
s
tr
u
m
en
t.
T
ab
le
1
.
Me
asu
r
em
e
n
t in
s
tr
u
m
en
ts
V
a
r
i
a
b
l
e
s
S
u
b
-
d
i
m
e
n
s
i
o
n
I
t
e
ms
S
o
u
r
c
e
S
c
a
l
e
s
CL
ML
5
[
4
5
]
5
-
p
o
i
n
t
Li
k
e
r
t
s
c
a
l
e
ME
3
LE
BE
4
[
4
6
]
EE
6
CE
5
LS
—
4
[
4
7
]
N
o
t
e
:
M
L
=
me
n
t
a
l
l
o
a
d
2
.
4
.
Da
t
a
a
na
ly
s
is
pro
ce
du
r
e
AM
OS
v
2
4
.
0
an
d
SP
SS
v
2
9
.
0
s
o
f
twar
e
wer
e
u
s
ed
to
an
aly
ze
th
e
d
ata.
Firstl
y
,
th
e
p
r
elim
in
ar
y
an
aly
s
is
was
co
n
d
u
cted
to
o
b
tain
th
e
m
ea
n
,
co
r
r
elatio
n
,
s
tan
d
ar
d
d
ev
iatio
n
an
d
d
is
tr
ib
u
tio
n
o
f
th
e
d
ata.
Seco
n
d
ly
,
co
n
f
ir
m
at
o
r
y
f
ac
t
o
r
s
an
aly
s
is
(
C
F
A)
was
em
p
lo
y
ed
to
co
n
f
ir
m
t
h
e
r
eliab
ilit
y
an
d
v
alid
ity
o
f
th
e
m
ea
s
u
r
em
en
t
m
o
d
el.
T
h
e
g
o
o
d
n
ess
-
of
-
f
it
in
d
e
x
es
f
o
r
SEM
(
χ2
/
d
f
,
co
m
p
ar
ativ
e
f
it
in
d
ex
(
C
FI
)
,
g
o
o
d
n
ess
o
f
f
it
in
d
ex
(
GFI
)
,
an
d
r
o
o
t
m
ea
n
s
q
u
ar
e
er
r
o
r
o
f
ap
p
r
o
x
im
atio
n
(
R
MSE
A
)
)
wer
e
ca
lcu
lated
to
m
ak
e
s
u
r
e
th
e
s
tr
u
ctu
r
al
m
o
d
el
was su
itab
le
f
o
r
f
u
r
th
er
e
x
am
in
atio
n
.
T
h
en
,
t
h
e
SEM
an
d
b
o
o
ts
tr
ap
p
in
g
with
2
,
0
0
0
r
esam
p
les
w
er
e
ca
r
r
ied
o
u
t
to
in
v
esti
g
ate
th
e
ca
u
s
al
r
elatio
n
s
h
ip
s
am
o
n
g
p
s
y
ch
o
l
o
g
ical
en
g
a
g
em
en
t
(
EE
an
d
CE
)
,
BE
an
d
LS
in
B
L
,
a
n
d
f
u
r
th
er
test
th
e
m
ed
iatin
g
ef
f
ec
ts
o
f
BE
b
etwe
en
p
s
y
ch
o
lo
g
ical
en
g
ag
e
m
en
t
(
EE
an
d
CE
)
an
d
LS
.
Fin
ally
,
in
o
r
d
er
to
test
th
e
m
o
d
er
atin
g
r
o
le
o
f
CL
in
th
e
in
f
lu
en
cin
g
m
ec
h
an
is
m
o
f
LE
on
LS
,
th
is
s
tu
d
y
co
n
d
u
cted
m
u
lti
-
g
r
o
u
p
SEM
an
aly
s
is
to
ex
am
i
n
e
th
e
d
if
f
er
en
ce
b
etwe
en
t
h
e
lo
w
a
n
d
h
ig
h
CL
g
r
o
u
p
.
Acc
o
r
d
in
g
to
r
esear
c
h
b
y
Sch
o
em
an
n
an
d
J
o
r
g
en
s
en
[
4
8
]
,
d
i
v
id
in
g
th
e
to
tal
s
am
p
le
in
to
s
ev
er
al
s
u
b
-
s
am
p
le
s
ac
co
r
d
in
g
to
th
e
m
o
d
er
atin
g
v
ar
iab
le,
an
d
test
th
e
m
o
d
e
r
atin
g
ef
f
ec
t
b
y
ex
am
in
in
g
th
e
d
if
f
er
en
ce
o
f
th
e
SEM
o
f
th
e
s
u
b
-
s
am
p
le
g
r
o
u
p
s
r
esp
ec
tiv
ely
is
o
n
e
o
f
th
e
ty
p
ical
m
eth
o
d
s
t
o
an
aly
ze
th
e
m
o
d
e
r
atin
g
ef
f
ec
t.
I
n
th
is
s
tu
d
y
,
a
to
tal
o
f
6
0
9
elig
i
b
le
r
esp
o
n
d
e
n
ts
wer
e
d
i
v
id
ed
in
to
a
h
ig
h
CL
g
r
o
u
p
(
n
=2
7
3
)
an
d
a
lo
w
CL
g
r
o
u
p
(
n
=3
3
6
)
b
ased
o
n
th
e
m
ea
n
s
co
r
e
o
f
t
h
e
CL
s
ca
le.
2
.
4
.
1
.
Descript
iv
e
a
na
ly
s
is
I
n
th
is
p
r
elim
in
a
r
y
s
tag
e,
a
f
ter
elim
in
atin
g
o
u
tlier
s
an
d
m
is
s
in
g
d
ata,
th
e
Ma
h
alan
o
b
is
d
i
s
tan
ce
was
ca
lcu
lated
b
y
SP
SS
to
d
is
ce
r
n
ex
tr
em
e
v
alu
e;
s
k
ewn
ess
an
d
k
u
r
to
s
is
v
alu
es
wer
e
u
s
ed
to
v
er
if
y
n
o
r
m
ality
[
4
9
]
;
a
n
d
v
ar
ian
ce
in
f
latio
n
f
ac
to
r
(
VI
F)
v
al
u
e
was
u
s
ed
to
test
m
u
ltico
llin
ea
r
ity
(
VI
F<5
m
ea
n
s
th
e
m
u
ltico
llin
ea
r
ity
is
n
o
t
ex
is
t)
.
T
h
u
s
,
af
ter
d
ata
s
cr
ee
n
i
n
g
,
6
0
9
r
esp
o
n
s
es
wer
e
elig
ib
le
f
o
r
f
o
llo
win
g
an
aly
s
is
.
T
h
e
d
em
o
g
r
ap
h
ic
in
f
o
r
m
atio
n
o
f
r
esp
o
n
d
en
ts
is
p
r
esen
ted
in
T
ab
le
2
.
T
ab
le
2
.
Dem
o
g
r
ap
h
ic
in
f
o
r
m
atio
n
o
f
r
esp
o
n
d
e
n
ts
D
e
mo
g
r
a
p
h
i
c
i
n
f
o
r
ma
t
i
o
n
C
a
t
e
g
o
r
i
e
s
N
u
mb
e
r
s
P
r
o
p
o
r
t
i
o
n
s
(
%)
G
e
n
d
e
r
M
a
l
e
4
0
8
67
F
e
mal
e
2
0
1
33
G
r
a
d
e
F
r
e
sh
me
n
1
7
1
2
8
.
1
S
o
p
h
o
mo
r
e
s
1
8
2
3
0
.
0
Ju
n
i
o
r
s
1
8
1
2
9
.
6
S
e
n
i
o
r
s
75
1
2
.
3
M
a
j
o
r
A
t
h
l
e
t
i
c
t
r
a
i
n
i
n
g
1
7
2
2
8
.
3
P
h
y
s
i
c
a
l
e
d
u
c
a
t
i
o
n
2
5
9
4
2
.
5
S
p
o
r
t
s
d
a
n
c
e
84
1
3
.
8
M
a
r
t
i
a
l
a
r
t
94
1
5
.
4
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2
2
5
2
-
8
8
2
2
I
n
t
J
E
v
al
&
R
es E
d
u
c
,
Vo
l
.
14
,
No
.
5
,
Octo
b
er
20
25
:
3
9
0
4
-
3916
3908
T
a
b
l
e
3
d
i
s
p
l
a
y
s
t
h
e
m
e
a
n
s
,
s
t
a
n
d
a
r
d
d
e
v
i
a
t
i
o
n
s
,
c
o
r
r
e
la
t
i
o
n
m
a
t
r
i
x
,
s
k
ew
n
e
s
s
,
k
u
r
to
s
i
s
,
a
n
d
C
r
o
n
b
a
c
h
’
s
a
l
p
h
a
c
o
e
f
f
ic
i
e
n
t
f
o
r
e
a
c
h
c
o
n
s
t
r
u
c
t
.
T
h
e
r
e
s
u
lt
s
s
h
o
w
t
h
a
t
t
h
e
v
a
l
u
es
o
f
k
u
r
t
o
s
is
a
n
d
s
k
e
w
n
e
s
s
r
a
n
g
e
f
r
o
m
-
1
.
5
4
4
t
o
1
.
7
3
7
,
i
m
p
l
y
i
n
g
t
h
e
n
o
r
m
a
l
d
i
s
t
r
i
b
u
t
i
o
n
o
f
c
o
n
s
t
r
u
c
t
s
.
B
es
i
d
es
,
c
o
r
r
e
la
t
i
o
n
c
o
e
f
f
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ci
e
n
t
o
f
e
m
o
t
i
o
n
a
l
,
c
o
g
n
i
t
i
v
e
,
BE
a
n
d
LS
a
r
e
l
o
w
e
r
t
h
a
n
.
9
,
i
n
d
i
c
a
t
in
g
t
h
a
t
t
h
e
r
e
i
s
n
o
m
u
l
t
i
c
o
l
l
i
n
e
a
r
i
t
y
p
r
o
b
l
e
m
.
A
s
i
n
d
i
c
a
t
e
d
b
y
t
h
e
m
e
a
n
v
a
l
u
es
,
al
l
t
y
p
es
o
f
s
t
u
d
e
n
ts
’
LE
r
e
a
c
h
a
r
e
l
a
ti
v
e
l
y
h
i
g
h
l
e
v
e
l
(
s
c
o
r
e
a
b
o
v
e
4
.
1
)
,
b
u
t
t
h
e
LS
a
n
d
CL
w
it
n
e
s
s
a
m
e
d
i
u
m
d
eg
r
e
e
,
w
i
t
h
t
h
e
m
e
a
n
s
c
o
r
e
3
.
6
4
a
n
d
2
.
9
7
r
e
s
p
e
c
t
i
v
e
l
y
.
A
ll
f
i
v
e
c
o
n
s
t
r
u
c
ts
h
a
d
C
r
o
n
b
a
c
h
’
s
a
l
p
h
a
v
a
l
u
es
r
a
n
g
i
n
g
f
r
o
m
.
8
3
0
t
o
.
9
3
6
,
w
h
i
c
h
a
r
e
m
u
c
h
h
i
g
h
e
r
t
h
a
n
t
h
e
r
ec
o
m
m
e
n
d
e
d
r
a
n
g
e
s
u
g
g
e
s
t
e
d
b
y
H
ai
r
e
t
a
l
.
[
5
0
]
.
T
ab
le
3
.
R
esu
lts
o
f
p
r
elim
in
ar
y
an
aly
s
is
V
a
r
i
a
b
l
e
s
BE
EE
CE
LS
CL
BE
1
EE
.
7
7
6
*
*
1
CE
.
7
1
2
*
*
.
8
0
2
*
*
1
LS
.
4
9
6
*
*
.
7
4
9
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*
.
7
2
2
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*
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M
e
a
n
4
.
3
5
4
9
4
.
2
7
5
1
4
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1
6
2
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3
.
6
4
6
3
2
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9
7
3
4
S
t
d
.
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v
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a
t
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n
s
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8
0
7
8
8
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1
1
6
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8
5
9
6
9
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8
3
0
3
4
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8
7
2
6
3
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k
e
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e
ss
-
1
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5
4
4
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2
5
5
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.
8
5
9
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.
0
3
4
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.
0
9
0
K
u
r
t
o
si
s
1
.
3
2
0
1
.
7
3
7
.
5
8
9
-
.
0
2
2
.
2
8
6
C
r
o
n
b
a
c
h
’
s
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l
p
h
a
.
8
4
9
.
9
2
6
.
9
3
6
.
8
3
0
.
9
0
7
N
o
t
e
:
*
*
p
<
.
0
1
;
n
=
6
0
9
2
.
4
.
2
.
M
ea
s
urem
ent
m
o
del
T
h
e
m
ea
s
u
r
em
e
n
t
m
o
d
el
f
o
r
ea
ch
c
o
n
s
tr
u
ct
was
e
v
alu
at
ed
b
y
ex
a
m
in
atio
n
o
f
th
e
r
eliab
ilit
y
,
d
is
cr
im
in
an
t
an
d
c
o
n
v
er
g
e
n
t
v
alid
ity
.
C
o
m
p
o
s
ite
r
eliab
ilit
y
(
C
R
)
(
>.
7
)
was
u
s
ed
to
co
n
f
i
r
m
th
e
r
eliab
ilit
y
o
f
th
e
co
n
s
tr
u
cts.
W
e
co
m
p
u
ted
C
R
an
d
av
er
ag
e
v
ar
ian
ce
ex
tr
ac
ted
(
A
VE
)
in
o
r
d
er
to
d
eter
m
in
e
th
e
co
n
v
er
g
e
n
t
v
alid
ity
.
Acc
o
r
d
in
g
to
Fo
r
n
ell
an
d
L
ar
c
k
er
[
5
1
]
,
th
e
C
F
A
f
in
d
in
g
s
v
er
if
ied
th
at
th
e
f
ac
to
r
l
o
ad
in
g
,
A
VE
(
>.
5
)
,
an
d
C
R
v
alu
es
(
>.
7
)
o
f
th
e
d
at
a
ar
e
ap
p
r
o
p
r
iate
,
as
s
h
o
wn
in
T
ab
le
4
.
T
h
e
m
ea
s
u
r
em
en
t
m
o
d
el
’
s
d
is
cr
im
in
an
t
v
alid
ity
was
ju
d
g
ed
to
b
e
ac
h
i
ev
ed
as
th
e
s
q
u
ar
e
r
o
o
t
o
f
A
V
E
v
alu
e
f
o
r
ea
ch
laten
t
v
ar
ia
b
le
was
h
ig
h
er
th
an
th
e
co
r
r
elatio
n
co
ef
f
icien
t w
ith
an
y
o
th
er
c
o
n
s
tr
u
ct
in
th
is
m
o
d
el
,
as
s
h
o
wn
in
T
ab
le
5
.
T
ab
le
4
.
R
esu
lts
o
f
C
FA
C
o
n
st
r
u
c
t
s
I
t
e
ms
F
a
c
t
o
r
l
o
a
d
i
n
g
(
>
.
5
)
A
V
E
(
>
.
5
)
C
R
(
>
.
7
)
BE
B
E1
.
8
8
1
.
6
7
.
8
9
B
E2
.
6
2
2
B
E3
.
8
7
2
B
E4
.
9
0
2
EE
EE1
.
8
8
2
.
6
8
.
9
2
EE2
.
7
4
4
EE3
.
9
0
3
EE4
.
7
2
4
EE5
.
8
8
4
EE6
.
7
2
1
CE
C
E1
.
8
9
0
.
7
2
.
9
3
C
E2
.
8
1
1
C
E3
.
9
0
3
C
E4
.
8
1
8
C
E5
.
7
1
8
CL
C
L1
.
6
2
9
.
6
2
.
9
2
C
L2
.
7
5
8
C
L3
.
8
2
3
C
L4
.
7
3
5
C
L5
.
8
5
8
C
L6
.
8
8
5
C
L7
.
8
4
0
C
L8
.
7
2
4
LS
LS1
.
7
2
2
.
5
6
.
8
2
LS2
.
6
8
1
LS3
.
7
8
1
LS4
.
7
5
0
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
Do
es c
o
g
n
itive
lo
a
d
mo
d
era
te
s
tu
d
en
ts
’
lea
r
n
in
g
en
g
a
g
eme
n
t m
ec
h
a
n
is
m
in
b
len
d
e
d
lea
r
n
i
n
g
?
(
C
h
en
Zid
i
)
3909
T
ab
le
5
.
Dis
cr
im
in
an
t v
ali
d
ity
f
o
r
th
e
m
ea
s
u
r
em
en
t
m
o
d
el
C
o
n
st
r
u
c
t
s
BE
EE
CE
LS
S
q
u
a
r
e
r
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t
o
f
A
V
E
BE
_
.
7
8
.
7
1
.
5
0
.
8
2
EE
_
.
8
0
.
7
5
.
8
2
CE
_
.
7
2
.
8
5
LS
_
.
7
5
2
.
4
.
3
.
Str
uct
ura
l m
o
del
Acc
o
r
d
in
g
to
C
o
llier
[
5
2
]
,
f
o
r
an
ac
ce
p
tab
le
d
eg
r
ee
o
f
m
o
d
el
f
it,
th
e
v
alu
e
o
f
χ2
/
d
f
s
h
o
u
ld
b
e
b
etwe
en
2
to
5
(
b
etter
f
o
r
lo
w
er
th
an
3
)
.
At
th
e
s
am
e
tim
e,
b
o
th
o
f
th
e
v
alu
e
o
f
GFI
an
d
C
FI
s
h
o
u
ld
ab
o
v
e
.
9
,
an
d
R
MSE
A
s
h
o
u
ld
n
o
t
g
r
ea
ter
th
an
.
0
8
.
Af
ter
th
e
v
er
if
ic
atio
n
,
th
e
f
in
al
s
tr
u
ctu
r
al
m
o
d
el
’
s
r
esu
lts
s
h
o
w
χ2
=3
3
8
.
3
3
7
,
d
f
=1
2
1
,
χ
2
/
d
f
=2
.
7
9
7
,
GFI
=.
9
4
5
,
a
d
ju
s
ted
g
o
o
d
n
ess
o
f
f
it
in
d
ex
(
AGFI
)
=.
9
1
4
,
C
FI=
.
9
7
7
,
a
n
d
R
MSE
A=
.
0
5
4
,
in
d
icatin
g
a
g
o
o
d
m
o
d
el
f
it.
I
n
to
tal,
th
e
m
o
d
el
ex
p
lain
ed
6
2
%
an
d
6
1
%
o
f
th
e
v
ar
ian
ce
in
BE
an
d
LS
r
esp
ec
tiv
ely
.
3.
R
E
SU
L
T
S AN
D
D
I
SCU
SS
I
O
N
3
.
1
.
T
he
m
edia
t
ing
r
o
le
o
f
b
eha
v
io
ra
l e
ng
a
g
em
ent
T
h
e
r
esu
lts
o
f
th
e
SEM
a
n
aly
s
is
,
as
in
T
ab
le
6
an
d
Fig
u
r
e
2
s
h
o
w
th
at
r
esear
ch
h
y
p
o
th
e
s
is
H1
,
H2
,
H3
,
H4
,
a
n
d
H5
ar
e
s
u
p
p
o
r
ted
.
T
o
b
e
s
p
ec
if
ic,
b
o
th
v
o
c
atio
n
al
s
tu
d
en
ts
’
EE
(
β=.5
8
5
,
p
<.
0
0
1
)
an
d
CE
(
β=.2
3
3
,
p
<.
0
0
1
)
p
o
s
itiv
ely
i
m
p
ac
t
o
n
th
eir
BE
.
R
ef
er
r
in
g
t
o
H3
an
d
H4
,
v
o
ca
tio
n
al
s
tu
d
e
n
ts
’
EE
an
d
CE
ca
n
p
o
s
itiv
ely
im
p
ac
t
o
n
th
eir
LS
,
with
s
tan
d
ar
d
ized
esti
m
ate
β
=.
3
6
0
an
d
β=.2
8
2
at
th
e
s
ig
n
if
ican
t
lev
el
P<.
0
0
1
.
B
esid
es,
BE
ca
n
p
o
s
itiv
ely
in
f
lu
en
ce
o
n
LS
in
B
L
co
n
tex
t
(
β
=.
2
0
4
,
p
<.
0
1
)
.
T
h
e
in
f
lu
e
n
cin
g
p
ath
s
am
o
n
g
EE
,
CE
,
BE
,
an
d
LS
ar
e
d
is
p
lay
ed
in
Fig
u
r
e
3
.
T
ab
le
6
.
T
h
e
ex
a
m
in
atio
n
o
f
r
esear
ch
h
y
p
o
th
eses
H
y
p
o
t
h
e
s
e
s
P
a
t
h
s
S
t
a
n
d
a
r
d
i
z
e
d
Est
i
ma
t
e
(
β)
Est
i
m
a
t
e
(
B
)
S
.
E.
C
.
R
.
P
R
e
s
u
l
t
s
H1
EE
–
>
B
E
.
5
8
5
.
5
8
5
.
0
5
5
1
0
.
6
7
0
*
*
*
S
u
p
p
o
r
t
e
d
H2
CE
–
>
B
E
.
2
3
3
.
2
3
7
.
0
5
3
4
.
4
6
0
*
*
*
S
u
p
p
o
r
t
e
d
H3
EE
–
>
LS
.
3
6
0
.
3
0
3
.
0
6
6
4
.
5
8
4
*
*
*
S
u
p
p
o
r
t
e
d
H4
CE
–
>
LS
.
2
8
2
.
2
4
0
.
0
5
7
4
.
2
2
2
*
*
*
S
u
p
p
o
r
t
e
d
H5
BE
–
>
LS
.
2
0
4
.
1
7
2
.
0
5
4
3
.
1
7
0
**
S
u
p
p
o
r
t
e
d
N
o
t
e
:
*
*
p
<
.
0
1
,
*
*
*
p
<
.
0
0
1
(
t
w
o
-
t
a
i
l
e
d
)
;
n
=
6
0
9
F
ig
u
r
e
2
.
R
esu
lts
o
f
s
tr
u
ctu
r
al
m
o
d
el
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2
2
5
2
-
8
8
2
2
I
n
t
J
E
v
al
&
R
es E
d
u
c
,
Vo
l
.
14
,
No
.
5
,
Octo
b
er
20
25
:
3
9
0
4
-
3916
3910
Fig
u
r
e
3
.
I
n
f
lu
e
n
cin
g
p
ath
s
a
m
o
n
g
LE
an
d
LS
T
h
is
s
tu
d
y
u
s
ed
b
o
o
ts
tr
ap
p
in
g
m
eth
o
d
with
a
s
am
p
le
s
ize
o
f
2
,
0
0
0
an
d
a
c
o
n
f
i
d
en
ce
in
te
r
v
al
(
C
I
)
o
f
9
5
%
to
test
th
e
m
ed
iatin
g
ef
f
e
ct
o
f
BE
in
th
e
r
elatio
n
s
h
ip
b
etwe
en
EE
an
d
LS
as
wel
l
as
b
etwe
en
CE
an
d
LS
.
T
h
is
s
tu
d
y
ca
r
ef
u
lly
e
x
am
in
ed
th
e
C
I
o
f
th
e
lo
we
r
an
d
u
p
p
er
b
o
u
n
d
ar
ies.
Seein
g
f
r
o
m
T
ab
le
7
,
th
e
b
o
o
ts
tr
ap
p
in
g
r
esu
lts
co
n
f
ir
m
th
at
BE
h
as
a
p
o
s
itiv
e
m
ed
iatin
g
ef
f
ec
t
b
etwe
en
EE
an
d
LS
(
s
tan
d
a
r
d
ized
in
d
ir
ec
t
ef
f
ec
t=.
1
2
0
)
as
well
a
s
b
etwe
en
CE
an
d
LS
(
s
tan
d
a
r
d
ized
in
d
i
r
ec
t
ef
f
ec
t=.
0
4
7
)
.
As
a
r
esu
lt,
H6
an
d
H7
ar
e
ac
ce
p
ted
.
T
ab
le
7
.
T
h
e
test
o
f
r
esear
c
h
h
y
p
o
th
eses
H6
an
d
H7
S
t
a
n
d
a
r
d
i
z
e
d
e
f
f
e
c
t
s
Est
i
m
a
t
e
s
Bias
-
c
o
r
r
e
c
t
e
d
9
5
%
C
I
Lo
w
e
r
U
p
p
e
r
S
t
a
n
d
a
r
d
i
z
e
d
t
o
t
a
l
e
f
f
e
c
t
s
EE
–
>
LS
.
4
8
0
.
3
6
6
.
6
0
4
CE
–
>
LS
.
3
2
9
.
2
1
1
.
4
4
5
S
t
a
n
d
a
r
d
i
z
e
d
d
i
r
e
c
t
e
f
f
e
c
t
s
EE
–
>
LS
.
3
6
0
.
2
0
0
.
5
2
0
CE
–
>
LS
.
2
8
2
.
1
6
6
.
3
9
7
S
t
a
n
d
a
r
d
i
z
e
d
i
n
d
i
r
e
c
t
e
f
f
e
c
t
s
EE
–
>
B
E
–
>
LS
.
1
2
0
.
0
4
0
.
2
1
1
CE
–
>
B
E
–
>
LS
.
0
4
7
.
0
1
5
.
0
9
7
3
.2
.
T
he
m
o
dera
t
ing
ro
le
o
f
co
g
nitiv
e
lo
a
d
I
n
th
is
s
tu
d
y
,
m
u
lti
-
g
r
o
u
p
an
al
y
s
is
m
eth
o
d
was
u
s
ed
to
test
th
e
d
if
f
er
e
n
ce
o
f
th
e
m
o
d
el
b
et
wee
n
lo
w
CL
g
r
o
u
p
an
d
h
ig
h
CL
g
r
o
u
p
.
Fro
m
th
e
m
o
d
el
f
it
in
d
ices,
th
e
χ2
/
df
o
f
ea
c
h
m
o
d
el
is
lo
wer
th
an
5
;
R
MSE
A
r
an
g
es
f
r
o
m
.
0
7
to
.
0
8
,
wh
ic
h
is
less
th
an
.
0
8
,
w
h
ile
GFI
an
d
C
FI
ar
e
all
g
r
ea
ter
t
h
an
.
9
.
T
h
ese
in
d
ex
es
s
h
o
wed
th
at
th
e
m
u
lti
-
g
r
o
u
p
S
E
M
is
r
elativ
ely
f
it with
th
e
o
b
s
er
v
ed
d
ata.
T
h
e
co
m
p
ar
is
o
n
o
f
th
e
two
m
o
d
els
s
h
o
ws
th
at
th
er
e
wer
e
s
i
g
n
if
ican
t
d
if
f
e
r
en
ce
s
in
t
h
e
m
o
d
el
o
f
th
e
h
ig
h
an
d
lo
w
CL
g
r
o
u
p
,
as
in
T
ab
le
8
an
d
Fig
u
r
e
4
.
Sp
ec
if
ic
ally
,
in
th
e
m
o
d
el
o
f
th
e
lo
w
CL
g
r
o
u
p
,
r
esear
ch
h
y
p
o
th
esis
H1
an
d
H2
ar
e
r
ejec
ted
(
p
>.
0
5
)
;
H3
,
H4
,
an
d
H5
ar
e
s
till
ac
ce
p
ted
,
th
at
i
s
,
b
o
th
th
e
EE
an
d
CE
o
f
lo
w
CL
s
tu
d
en
ts
h
as
n
o
s
ig
n
if
ican
t
im
p
ac
t
o
n
th
eir
BE
,
b
u
t
o
n
ly
ca
n
p
r
ed
ict
th
eir
LS
in
a
m
ed
iu
m
d
eg
r
ee
(
in
f
lu
en
cin
g
co
ef
f
icien
t
.
3
0
9
an
d
.
2
6
8
r
esp
ec
tiv
ely
)
.
Fu
r
th
er
m
o
r
e
,
s
tu
d
en
ts
’
BE
s
till
s
ig
n
if
ican
tly
an
d
p
o
s
itiv
ely
p
r
ed
ictin
g
th
eir
LS
(
β=.2
1
4
)
.
T
ab
le
8
.
C
o
m
p
ar
is
o
n
o
f
m
u
lti
-
g
r
o
u
p
an
aly
s
is
H
y
p
o
t
h
e
s
e
s
Lo
w
-
c
o
g
n
i
t
i
v
e
-
l
o
a
d
g
r
o
u
p
H
i
g
h
-
c
o
g
n
i
t
i
v
e
-
l
o
a
d
g
r
o
u
p
S
t
a
n
d
a
r
d
i
z
e
d
e
st
i
ma
t
e
(
β)
P
S
t
a
n
d
a
r
d
i
z
e
d
Est
i
ma
t
e
(
β)
P
Z
H1
.
1
0
4
.
0
6
1
.
6
7
6
***
4
.
6
7
1
H2
.
0
8
9
.
4
6
1
.
3
3
2
***
2
.
4
7
2
H3
.
2
9
7
**
.
4
3
6
***
2
.
0
7
3
H4
.
2
6
8
**
.
2
9
2
**
.
0
3
7
H5
.
2
1
4
**
.
2
0
9
**
.
0
1
3
N
o
t
e
:
*
*
p
<
.
0
1
,
*
*
*
p
<
.
0
0
1
(
t
w
o
-
t
a
i
l
e
d
)
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
Do
es c
o
g
n
itive
lo
a
d
mo
d
era
te
s
tu
d
en
ts
’
lea
r
n
in
g
en
g
a
g
eme
n
t m
ec
h
a
n
is
m
in
b
len
d
e
d
lea
r
n
i
n
g
?
(
C
h
en
Zid
i
)
3911
Fig
u
r
e
4
.
I
n
f
lu
e
n
cin
g
m
ec
h
an
i
s
m
o
f
LE
an
d
LS
in
d
if
f
e
r
en
t l
ev
els o
f
CL
g
r
o
u
p
B
y
co
n
tr
ast,
in
th
e
m
o
d
el
o
f
t
h
e
h
ig
h
CL
g
r
o
u
p
,
r
esear
ch
h
y
p
o
th
esis
H1
,
H2
,
H3
,
H4
,
an
d
H5
ar
e
all
ap
p
r
o
v
ed
.
Sp
ec
if
ically
,
th
e
p
ath
co
ef
f
icien
ts
o
f
H1
,
H2
,
H3
,
an
d
H4
in
t
h
e
h
ig
h
CL
g
r
o
u
p
ar
e
g
r
ea
ter
th
a
n
th
e
lo
w
CL
g
r
o
u
p
.
Ho
wev
er
,
as f
o
r
th
e
in
f
lu
e
n
cin
g
p
ath
f
r
o
m
BE
to
LS
(
H5
)
,
th
e
β
v
alu
e
is
.
2
0
9
,
wh
ich
is
s
lig
h
tly
lo
wer
th
an
th
at
in
l
o
w
CL
g
r
o
u
p
.
T
h
at
m
a
y
b
e
in
d
icate
s
th
at
alth
o
u
g
h
s
tu
d
en
ts
h
av
e
e
n
o
u
g
h
in
te
r
est
an
d
m
o
tiv
atio
n
to
ex
p
l
o
r
e
p
r
o
b
le
m
s
an
d
d
e
v
o
te
c
o
g
n
itiv
e
r
eso
u
r
ce
s
to
lear
n
i
n
g
task
s
,
b
u
t
in
v
iew
o
f
th
e
lim
ited
co
g
n
itiv
e
r
eso
u
r
ce
s
,
th
e
ac
tu
al
s
atis
f
ac
tio
n
th
at
ca
n
b
e
g
e
n
er
ated
f
r
o
m
h
ar
d
w
o
r
k
in
g
is
also
lim
ited
.
R
ef
er
r
in
g
to
th
e
s
ig
n
i
f
ican
ce
o
f
d
if
f
er
e
n
ce
s
b
etwe
en
lo
w
an
d
h
ig
h
CL
g
r
o
u
p
,
T
ab
le
9
s
h
o
ws
th
e
co
m
p
ar
is
o
n
o
f
s
tr
u
ctu
r
al
weig
h
ts
b
etwe
en
th
e
lo
w
an
d
h
ig
h
CL
g
r
o
u
p
,
wh
e
n
ass
u
m
in
g
th
e
m
ea
s
u
r
em
en
t
weig
h
ts
to
b
e
co
r
r
ec
t.
T
h
e
co
m
p
ar
is
o
n
r
esu
lts
s
h
o
w
th
at
th
e
P
v
alu
e
is
.
0
3
5
,
wh
ich
is
lo
wer
th
an
th
e
th
r
esh
o
l
d
o
f
.
0
5
,
im
p
ly
in
g
th
e
s
ig
n
if
ica
n
t
d
if
f
er
en
ce
in
s
tr
u
ctu
r
al
wei
g
h
ts
b
etwe
en
t
h
e
two
g
r
o
u
p
s
.
T
o
b
e
s
p
ec
if
ic,
th
e
p
ar
am
eter
co
m
p
ar
is
o
n
Z
v
alu
e
o
f
H1
,
H2
,
a
n
d
H3
in
two
g
r
o
u
p
s
is
4
.
6
7
1
,
2
.
4
7
2
,
an
d
2
.
0
7
3
r
esp
ec
tiv
ely
,
wh
ich
ar
e
b
o
th
g
r
ea
ter
th
an
1
.
9
6
,
in
d
icatin
g
th
at
th
er
e
is
s
ig
n
if
ican
t d
if
f
er
en
ce
b
etwe
en
th
e
two
g
r
o
u
p
s
in
p
ath
H1
,
H2
,
an
d
H3
.
T
h
e
r
esu
lts
in
d
icate
th
at
th
er
e
ar
e
s
ig
n
if
ican
t
d
if
f
er
en
ce
s
in
th
e
in
f
lu
en
ci
n
g
p
ath
s
f
r
o
m
LE
to
LS
u
n
d
er
d
if
f
er
en
t
CL
lev
el,
esp
ec
ially
in
th
e
p
ath
s
r
elat
e
to
th
e
p
s
y
ch
o
lo
g
ical
(
em
o
ti
o
n
al
an
d
co
g
n
itiv
e)
en
g
ag
em
e
n
t to
war
d
s
BE
as we
ll a
s
th
e
ef
f
ec
t o
f
EE
o
n
LS
.
T
ab
le
9
.
R
esu
lts
o
f
m
u
lti
-
g
r
o
u
p
an
aly
s
is
A
ssu
mi
n
g
m
o
d
e
l
m
e
a
su
r
e
me
n
t
w
e
i
g
h
t
s t
o
b
e
c
o
r
r
e
c
t
M
o
d
e
l
DF
C
M
I
N
P
N
F
I
D
e
l
t
a
-
1
IFI
D
e
l
t
a
-
2
R
F
I
r
h
o
-
1
TLI
r
h
o
2
S
t
r
u
c
t
u
r
a
l
w
e
i
g
h
t
s
5
1
0
.
3
7
2
.
0
3
5
.
0
0
1
.
0
0
2
.
0
0
2
.
0
0
1
S
t
r
u
c
t
u
r
a
l
r
e
si
d
u
a
l
s
10
2
8
.
3
9
1
.
0
0
2
.
0
0
4
.
0
0
4
.
0
0
3
.
0
0
2
M
e
a
su
r
e
me
n
t
r
e
si
d
u
a
l
s
54
5
8
0
.
8
9
5
.
0
0
0
.
0
7
4
.
0
7
6
.
0
6
7
.
0
7
0
T
h
e
test
r
esu
lts
o
f
th
e
m
u
lti
-
g
r
o
u
p
SEM
s
h
o
w
th
at,
th
e
m
ed
iatin
g
ef
f
ec
t
o
f
BE
in
th
e
r
elatio
n
s
h
ip
b
etwe
en
p
s
y
ch
o
lo
g
y
en
g
ag
em
en
t (
E
E
an
d
CE
)
an
d
LS
is
n
o
t
ex
is
ted
in
th
e
lo
w
CL
g
r
o
u
p
.
T
h
at
m
ea
n
s
,
th
e
E
E
an
d
CE
o
f
v
o
ca
ti
o
n
al
s
tu
d
en
ts
in
th
e
lo
w
CL
g
r
o
u
p
f
ail
to
im
p
ac
t o
n
th
eir
LS
b
y
way
o
f
BE
.
W
h
ile
in
h
ig
h
CL
g
r
o
u
p
,
th
e
i
n
f
lu
en
ce
o
f
E
E
a
n
d
CE
b
o
th
f
lo
w
th
r
o
u
g
h
BE
to
im
p
ac
t
o
n
LS
,
th
e
in
d
i
r
ec
t
ef
f
ec
ts
is
.
0
9
9
an
d
.
0
4
0
r
esp
ec
tiv
ely
,
as
in
T
ab
le
1
0
.
B
y
co
m
p
a
r
is
o
n
with
t
h
e
in
itial
m
o
d
el,
th
ese
two
in
d
ir
ec
t
in
f
lu
en
ce
s
all
witn
ess
a
s
lig
h
t
d
escen
d
.
A
r
ea
s
o
n
ab
le
ex
p
lan
atio
n
m
ig
h
t
b
e
th
at
in
t
h
e
h
ig
h
CL
co
n
tex
t,
s
tu
d
en
ts
s
till
m
ain
tain
a
h
ig
h
lev
el
o
f
p
s
y
ch
o
lo
g
ical
en
g
ag
em
en
t,
s
u
c
h
as
lear
n
in
g
m
o
tiv
atio
n
a
n
d
p
r
o
ac
tiv
e
lear
n
i
n
g
s
tr
ateg
ies,
b
u
t
th
e
r
e
q
u
ir
ed
to
t
al
am
o
u
n
t o
f
c
o
g
n
itiv
e
r
eso
u
r
c
es
ex
ce
ed
s
s
tu
d
en
ts
’
co
g
n
itiv
e
ab
ilit
y
,
wh
ich
m
ay
n
o
t
lead
to
h
ig
h
e
r
BE
.
Ad
d
itio
n
ally
,
h
ig
h
CL
co
u
l
d
ca
u
s
e
a
c
er
tain
b
u
r
d
en
o
n
s
tu
d
en
ts
,
af
f
e
ctin
g
th
eir
p
o
s
itiv
e
lear
n
in
g
b
e
h
av
io
r
an
d
LS
.
T
h
u
s
,
H8
is
ac
ce
p
ted
.
T
ab
le
10
.
Hig
h
CL
g
r
o
u
p
b
o
o
t
s
tr
ap
p
in
g
test
o
f
m
e
d
iatin
g
ef
f
ec
t
S
t
a
n
d
a
r
d
i
z
e
d
i
n
d
i
r
e
c
t
e
f
f
e
c
t
s
Est
i
m
a
t
e
s
Bias
-
c
o
r
r
e
c
t
e
d
9
5
%
C
I
P
Lo
w
e
r
U
p
p
e
r
H
i
g
h
CL
EE
–
>
B
E
–
>
LS
.
0
9
9
.
0
2
1
.
1
4
6
**
CE
–
>
B
E
–
>
LS
.
0
4
0
.
0
1
8
.
2
1
9
.
0
2
N
o
t
e
:
*
*
p
<
.
0
1
;
n
=
2
7
3
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
.
5
,
Octo
b
er
20
25
:
3
9
0
4
-
3916
3912
3
.
3
.
Dis
cus
s
io
n
Firstl
y
,
th
e
r
esu
lts
in
d
icate
th
at
in
B
L
co
n
te
x
t,
with
o
u
t
co
n
s
id
er
in
g
th
e
i
n
f
lu
en
ce
o
f
CL
,
v
o
ca
tio
n
al
s
tu
d
en
ts
’
p
s
y
ch
o
lo
g
ical
en
g
a
g
em
en
t
(
em
o
tio
n
al
an
d
c
o
g
n
iti
v
e)
ca
n
p
o
s
itiv
ely
p
r
ed
ict
th
e
ir
BE
.
T
h
is
r
esu
lt
co
n
f
ir
m
s
th
e
v
iewp
o
in
t
t
h
at
BE
is
th
e
ca
r
r
ier
a
n
d
e
x
ter
n
al
r
e
p
r
esen
tatio
n
o
f
p
s
y
ch
o
lo
g
ical
en
g
ag
em
e
n
t,
wh
ich
is
co
n
s
is
ten
t
w
ith
th
e
co
n
clu
s
io
n
s
in
th
e
f
ield
o
f
h
ig
h
er
e
d
u
ca
tio
n
b
ased
o
n
in
tellig
en
t
class
r
o
o
m
an
d
B
L
s
ce
n
ar
io
s
[
2
4
]
,
[
2
5
]
,
[
2
7
]
,
[
5
3
]
.
Similar
ly
,
T
an
g
an
d
Hew
[
5
4
]
also
h
ig
h
lig
h
t
th
e
im
p
o
r
tan
t
r
o
le
o
f
em
o
tio
n
a
l
asp
ec
t
in
en
g
ag
em
en
t
m
ec
h
a
n
is
m
,
an
d
r
eg
ar
d
ed
th
e
co
g
n
itiv
e
an
d
b
eh
av
io
r
al
f
ac
to
r
s
as
an
tece
d
en
ts
o
f
em
o
tio
n
s
in
o
n
lin
e
co
n
tex
ts
.
I
n
co
n
tr
ast
to
th
e
f
in
d
in
g
s
,
J
o
s
h
i
et
a
l.
[
5
5
]
s
h
o
wed
th
at
CE
h
as
s
ig
n
if
ican
t
im
p
ac
t o
n
b
o
th
b
eh
av
io
r
al
an
d
EE
.
T
h
e
ab
o
v
e
d
eb
ate
r
ef
lects
th
e
r
ec
ip
r
o
ca
l
n
atu
r
e
o
f
LE
,
p
ar
ticu
lar
ly
in
b
len
d
e
d
co
n
tex
ts
.
T
h
e
r
elatio
n
s
h
ip
b
etwe
en
co
g
n
itiv
e,
em
o
tio
n
al,
an
d
BE
is
n
o
t
s
tr
ictly
lin
ea
r
b
u
t
in
ter
ac
tiv
e
an
d
co
n
tex
t
-
d
ep
en
d
en
t.
Seein
g
f
r
o
m
co
n
tem
p
o
r
ar
y
v
o
ca
tio
n
al
ed
u
ca
tio
n
f
ield
,
th
is
s
tu
d
y
test
if
ied
th
at
p
s
y
ch
o
lo
g
ic
al
en
g
ag
em
en
t
h
as
an
im
p
ac
t
o
n
BE
in
a
s
u
b
-
d
im
en
s
io
n
lev
el,
wh
ich
ca
n
b
e
s
ee
n
in
th
e
i
n
f
lu
en
ci
n
g
co
ef
f
icien
t
o
f
em
o
tio
n
al
an
d
CE
on
BE
in
th
e
in
itial
m
o
d
e
l,
b
u
t
th
ese
s
ig
n
i
f
ican
t
ef
f
ec
ts
h
av
e
n
o
t
b
ee
n
f
o
u
n
d
in
th
e
l
o
w
CL
g
r
o
u
p
.
T
h
is
in
d
icate
s
th
at
th
e
s
tu
d
en
ts
wit
h
lo
w
CL
h
av
e
lim
ited
p
s
y
ch
o
lo
g
ical
en
g
ag
em
en
t’
s
f
u
n
ctio
n
in
B
L
.
A
p
lau
s
ib
le
ex
p
lan
atio
n
m
ay
b
e
t
h
at,
in
c
ase
o
f
lo
w
CL
cir
c
u
m
s
tan
ce
s
,
th
e
lear
n
in
g
co
n
ten
t
an
d
ass
ig
n
m
en
ts
m
ay
n
o
t
ar
o
u
s
e
s
tu
d
en
ts
’
in
ter
est
an
d
d
esire
to
lear
n
,
s
o
th
at
th
ey
will
n
o
t
tr
ig
g
er
th
e
co
r
r
esp
o
n
d
in
g
lear
n
in
g
b
eh
av
i
o
r
.
An
im
p
licatio
n
o
f
th
is
f
in
d
in
g
is
th
e
p
o
s
s
ib
ilit
y
th
at,
r
ath
er
t
h
an
b
lin
d
ly
r
ed
u
ce
th
e
r
ich
n
es
s
an
d
d
if
f
icu
lties
o
f
lear
n
in
g
c
o
n
ten
t
a
n
d
task
s
t
o
r
ed
u
ce
th
e
CL
,
a
ce
r
tain
lev
el
o
f
CL
is
n
ec
ess
ar
y
to
m
ain
tain
s
tu
d
en
ts
’
p
s
y
ch
o
lo
g
ical
e
n
g
ag
em
e
n
t.
I
n
v
iew
o
f
th
is
,
th
e
q
u
ality
o
f
d
is
co
u
r
s
e
an
d
lear
n
i
n
g
m
ater
ial
s
n
ee
d
to
b
e
well
-
d
esig
n
ed
in
o
r
d
er
to
m
ee
t
t
h
e
s
tu
d
en
ts
’
r
ea
l
n
ee
d
.
B
esi
d
es,
teac
h
in
g
ac
tiv
ities
an
d
m
eth
o
d
s
n
ee
d
to
b
e
en
r
ich
ed
an
d
in
n
o
v
ated
with
th
e
v
iew
o
f
s
tim
u
latin
g
s
tu
d
e
n
ts
’
in
ter
est
an
d
i
n
itiativ
e,
m
ain
tain
in
g
a
p
r
o
p
er
lev
el
o
f
in
tr
in
s
ic
CL
in
o
r
d
er
t
o
s
u
s
tain
an
ap
p
r
o
p
r
iate
le
v
el
o
f
s
tu
d
en
ts
EE
an
d
CE
.
Seco
n
d
ly
,
th
e
r
esu
lts
also
s
h
o
w
th
at
s
tu
d
en
ts
’
LS
ca
n
b
e
in
f
lu
en
ce
d
b
y
em
o
tio
n
al,
co
g
n
itiv
e
an
d
BE
in
B
L
p
r
o
ce
s
s
.
I
n
ad
d
itio
n
to
t
h
e
d
ir
ec
t
p
o
s
itiv
e
im
p
ac
t
o
f
EE
an
d
CE
,
th
e
y
also
h
a
v
e
an
in
d
ir
ec
t
ef
f
ec
t
o
n
LS
b
y
way
o
f
BE
.
Fu
r
th
er
m
o
r
e,
th
ese
ef
f
ec
ts
ar
e
m
o
d
er
ated
b
y
CL
.
T
h
ese
f
in
d
in
g
s
ar
e
co
n
s
is
ten
t
with
th
e
r
esear
ch
r
esu
lts
f
r
o
m
s
ev
er
al
s
tu
d
ies
[
5
6
]
–
[
5
9
]
.
T
h
at
is
,
LE
ca
n
p
o
s
itiv
ely
p
r
ed
ict
LS
.
B
esid
es,
th
is
s
tu
d
y
f
u
r
th
er
r
e
v
ea
led
th
e
in
f
lu
e
n
cin
g
m
ec
h
an
is
m
o
f
all
ty
p
es
o
f
LE
on
LS
in
B
L
s
itu
atio
n
s
.
T
h
a
t
is
,
th
e
h
ig
h
er
th
e
p
s
y
ch
o
lo
g
ical
en
g
a
g
em
en
t
o
f
s
tu
d
en
ts
,
th
e
h
ig
h
er
th
eir
lear
n
in
g
ef
f
o
r
t
a
n
d
i
n
v
o
lv
e
m
en
t,
an
d
t
h
e
h
i
g
h
er
th
e
s
atis
f
ac
tio
n
o
f
B
L
.
T
h
is
r
es
u
lt
is
also
in
lin
e
with
th
e
s
elf
-
d
eter
m
in
atio
n
th
e
o
r
y
[
6
0
]
,
wh
e
n
lear
n
er
s
’
p
s
y
ch
o
lo
g
ical
n
ee
d
s
ar
e
s
atis
f
ied
,
th
is
in
ter
n
al
m
o
tiv
atio
n
w
ill
b
e
tr
ig
g
er
ed
an
d
in
tu
r
n
b
o
o
s
t
ac
tiv
e
lear
n
in
g
b
eh
av
io
r
s
,
lead
in
g
to
h
ig
h
er
s
atis
f
ac
tio
n
as
a
r
esu
lt.
Oth
e
r
wis
e,
it
will
s
h
o
w
b
u
r
n
o
u
t.
T
h
u
s
,
in
o
r
d
er
to
im
p
r
o
v
e
s
tu
d
en
ts
’
LE
an
d
LS
,
it
is
im
p
o
r
tan
t
to
id
en
tify
th
e
s
tu
d
en
ts
’
r
ea
l
lear
n
in
g
d
em
a
n
d
s
,
p
s
y
ch
o
lo
g
ical
n
ee
d
s
an
d
in
tr
in
s
ic
lear
n
in
g
m
o
tiv
atio
n
,
esp
ec
ially
f
o
r
v
o
ca
tio
n
al
s
tu
d
en
ts
,
wh
o
h
av
e
a
s
tr
o
n
g
lear
n
in
g
p
u
r
p
o
s
e
f
o
r
th
ei
r
f
u
tu
r
e
ca
r
ee
r
.
L
astl
y
,
th
e
r
esu
lts
f
u
r
th
er
r
ev
e
aled
th
at
CL
in
B
L
s
itu
atio
n
s
ca
n
m
o
d
er
ate
th
e
in
f
lu
e
n
ce
o
f
LE
o
n
LS
b
y
af
f
ec
tin
g
th
e
in
ter
ac
tio
n
s
b
etwe
en
p
s
y
ch
o
lo
g
ical
an
d
BE
.
T
h
at
m
ea
n
s
,
o
n
ly
w
h
en
s
tu
d
en
ts
’
CL
r
ea
ch
es
a
ce
r
tain
lev
el,
ca
n
th
e
BE
wil
l
b
e
d
r
iv
en
b
y
p
s
y
ch
o
lo
g
ical
en
g
ag
em
en
t,
an
d
b
ec
o
m
e
o
n
e
o
f
th
e
p
ath
s
th
at
p
s
y
ch
o
lo
g
ical
en
g
a
g
em
en
t
af
f
ec
ts
LS
.
A
p
lau
s
ib
le
ex
p
lan
ati
o
n
s
ee
m
s
to
b
e
th
at
in
th
e
c
o
n
tex
t
o
f
B
L
,
wh
e
n
th
e
lear
n
in
g
task
s
a
r
e
c
h
allen
g
in
g
an
d
d
iv
er
s
e
t
o
a
ce
r
tain
ex
ten
t,
th
ey
g
i
v
e
r
is
e
t
o
s
tu
d
e
n
ts
’
in
ter
est
an
d
d
esire
to
ac
h
iev
em
en
t,
an
d
th
is
k
in
d
o
f
m
o
tiv
atio
n
will
in
d
u
ce
m
o
r
e
p
r
o
ac
tiv
e
LE
.
B
u
t
it
is
w
o
r
th
n
o
tin
g
th
at,
an
ex
ce
s
s
iv
e
h
ig
h
CL
p
lace
s
b
u
r
d
en
o
n
s
tu
d
en
ts
an
d
n
e
g
ativ
el
y
im
p
ac
t
o
n
t
h
eir
LS
,
ev
en
t
h
o
u
g
h
t
h
ey
h
a
v
e
an
ac
tiv
e
willin
g
n
ess
to
f
u
lf
illme
n
t,
b
u
t
th
ey
f
ail
to
g
ain
a
n
id
ea
l
lear
n
in
g
r
esu
lt
d
u
e
to
th
e
h
ig
h
CL
wh
ich
is
b
ey
o
n
d
th
eir
ab
ilit
y
.
T
h
er
ef
o
r
e,
in
teac
h
in
g
p
r
ac
tice,
wh
en
ed
u
ca
to
r
s
d
esig
n
b
le
n
d
ed
c
o
u
r
s
es,
th
e
g
o
al
s
h
o
u
ld
b
e
to
b
alan
ce
CL
.
L
ea
r
n
in
g
co
n
ten
t
an
d
task
s
s
h
o
u
l
d
b
e
d
esig
n
ed
in
s
u
itab
le
lev
el
o
f
ch
allen
g
e
an
d
co
m
p
lex
ity
,
s
o
th
at
s
tu
d
en
ts
ca
n
g
en
er
ate
ap
p
r
o
p
r
iate
CL
,
ef
f
ec
tiv
ely
s
t
im
u
late
th
eir
p
s
y
ch
o
lo
g
ica
l
en
g
ag
em
e
n
t,
d
r
i
v
e
th
e
r
ea
l
an
d
p
r
o
ac
tiv
e
lear
n
in
g
b
e
h
av
io
r
s
,
an
d
th
u
s
m
a
x
im
ize
th
e
v
alu
e
o
f
B
L
m
o
d
e.
Fo
r
in
s
tan
ce
,
s
im
p
lify
in
g
in
s
tr
u
ctio
n
s
an
d
u
s
in
g
clea
r
,
co
n
cise
m
ater
ials
to
p
r
ev
en
t
u
n
n
ec
ess
ar
y
ME
.
At
th
e
s
am
e
tim
e,
m
ain
tain
o
p
tim
al
in
tr
i
n
s
ic
lo
ad
b
y
d
esig
n
in
g
task
s
th
at
ar
e
ch
allen
g
in
g
y
et
ac
h
ie
v
ab
le
,
p
r
o
m
o
tin
g
d
ee
p
er
en
g
ag
em
e
n
t a
n
d
lear
n
in
g
.
B
ased
o
n
th
e
d
is
cu
s
s
io
n
s
,
th
is
s
tu
d
y
p
u
ts
f
o
r
war
d
th
e
f
o
llo
win
g
s
u
g
g
esti
o
n
s
.
Pra
ctitio
n
er
s
ca
n
s
tim
u
late
th
e
v
o
ca
tio
n
al
s
tu
d
en
ts
’
in
tr
in
s
ic
lear
n
in
g
m
o
tiv
atio
n
an
d
im
p
r
o
v
e
th
eir
p
s
y
ch
o
lo
g
ical
LE
b
y
s
atis
f
y
in
g
th
eir
lear
n
in
g
n
ee
d
s
,
in
ter
est
an
d
ca
r
ee
r
ex
p
ec
tatio
n
.
Me
an
wh
ile,
o
p
tim
izin
g
th
e
d
esig
n
o
f
BL
task
s
an
d
r
eso
u
r
ce
s
,
p
r
o
v
id
in
g
tim
el
y
s
u
p
p
o
r
t
b
ased
o
n
d
y
n
am
ic
le
ar
n
in
g
s
itu
atio
n
s
,
an
d
en
s
u
r
in
g
th
at
s
tu
d
en
ts
’
CL
is
at
an
ap
p
r
o
p
r
iate
lev
el,
s
o
as
to
g
u
ar
an
tee
s
u
b
s
tan
tiv
e
LE
an
d
s
atis
f
ac
tio
n
,
an
d
ac
h
iev
e
th
e
m
o
s
t
ef
f
ec
tiv
e
BL
m
o
d
e.
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
Do
es c
o
g
n
itive
lo
a
d
mo
d
era
te
s
tu
d
en
ts
’
lea
r
n
in
g
en
g
a
g
eme
n
t m
ec
h
a
n
is
m
in
b
len
d
e
d
lea
r
n
i
n
g
?
(
C
h
en
Zid
i
)
3913
4.
CO
NCLU
SI
O
N
B
ased
o
n
th
e
in
v
esti
g
atio
n
o
f
BL
in
v
o
ca
tio
n
al
s
ch
o
o
ls
,
th
i
s
s
tu
d
y
d
ev
elo
p
e
d
a
s
tr
u
ctu
r
al
m
o
d
el
o
f
th
e
r
elatio
n
s
h
ip
am
o
n
g
EE
,
CE
,
BE
,
an
d
LS
u
n
d
e
r
d
if
f
er
en
t
lev
els
o
f
CL
.
Mu
lti
-
g
r
o
u
p
SEM
a
n
aly
s
is
was
em
p
lo
y
ed
to
v
e
r
if
y
th
at
CL
h
as
a
m
o
d
er
atin
g
ef
f
ec
t
o
n
th
e
in
f
lu
en
cin
g
m
ec
h
a
n
is
m
o
f
LE
to
war
d
s
LS
.
I
t
is
f
o
u
n
d
th
at,
with
o
u
t
co
n
s
id
er
in
g
CL
,
all
ty
p
es
o
f
LE
(
EE
,
C
E
,
an
d
BE
)
h
av
e
a
s
ig
n
if
ican
t
p
o
s
itiv
e
p
r
ed
ictiv
e
ef
f
ec
t
o
n
LS
.
B
esid
es,
BE
h
as
a
m
ed
iatin
g
ef
f
ec
t
b
etwe
e
n
EE
a
n
d
LS
as
well
as
b
et
wee
n
CE
an
d
LS
.
Ho
wev
er
,
if
th
e
CL
d
o
es
n
o
t
r
ea
ch
a
ce
r
tain
lev
el,
th
is
m
ed
iatin
g
r
o
le
will
d
is
ap
p
ea
r
,
t
h
at
m
ea
n
s
,
CL
ca
n
m
o
d
er
ate
th
e
in
f
lu
en
cin
g
m
e
ch
an
is
m
o
f
LE
o
n
LS
b
y
a
d
ju
s
tin
g
th
e
in
ter
ac
tio
n
b
etw
ee
n
p
s
y
ch
o
lo
g
ical
en
g
ag
em
e
n
t (
EE
an
d
CE
)
an
d
BE
.
T
o
s
u
m
m
ar
ize,
th
is
s
tu
d
y
in
t
r
o
d
u
ce
s
a
n
o
v
el
p
er
s
p
ec
tiv
e
o
n
h
o
w
CL
m
o
d
er
ates
th
e
r
e
latio
n
s
h
ip
b
etwe
en
LE
an
d
LS
in
a
BL
en
v
ir
o
n
m
en
t,
p
a
r
ticu
lar
ly
am
o
n
g
v
o
ca
tio
n
al
s
tu
d
e
n
ts
.
Un
lik
e
p
r
ev
i
o
u
s
s
tu
d
ies
th
at
p
r
im
ar
ily
c
o
n
s
id
er
CL
as
a
ch
allen
g
e
o
r
b
a
r
r
ier
,
th
is
s
tu
d
y
ex
am
i
n
es
its
r
o
le
in
tr
an
s
f
e
r
r
in
g
th
e
im
p
ac
t
o
f
LE
o
n
s
atis
f
ac
tio
n
.
B
esid
es,
b
y
d
is
tin
g
u
is
h
in
g
b
etwe
en
em
o
tio
n
al,
co
g
n
itiv
e,
an
d
BE
,
th
i
s
s
tu
d
y
p
r
o
v
id
es
a
d
ee
p
er
u
n
d
er
s
tan
d
i
n
g
o
f
h
o
w
ea
ch
s
u
b
-
d
im
e
n
s
io
n
co
n
t
r
ib
u
tes
to
LS
an
d
h
o
w
CL
in
f
lu
en
ce
s
th
ei
r
r
elatio
n
s
h
ip
s
.
T
h
e
s
tu
d
y
o
f
f
er
s
em
p
ir
ical
ev
id
en
ce
t
h
at
co
n
tr
ib
u
tes
to
t
h
e
th
eo
r
eti
ca
l
an
d
p
r
ac
tical
u
n
d
er
s
tan
d
i
n
g
o
f
BL
en
g
a
g
e
m
en
t
m
ec
h
an
is
m
s
,
f
illi
n
g
th
e
g
ap
b
y
ad
d
r
ess
in
g
h
o
w
v
o
ca
tio
n
al
s
tu
d
en
ts
ex
p
er
ien
ce
e
n
g
ag
e
m
en
t
in
BL
an
d
h
o
w
CL
af
f
ec
ts
th
eir
lea
r
n
in
g
o
u
tco
m
es,
p
r
o
v
id
in
g
p
r
ac
tical
in
s
ig
h
ts
f
o
r
v
o
ca
tio
n
al
ed
u
ca
tio
n
p
r
ac
titi
o
n
er
s
in
co
u
r
s
e
d
esig
n
an
d
o
r
g
a
n
izatio
n
.
Ho
wev
er
,
th
is
s
tu
d
y
was b
ased
o
n
cr
o
s
s
-
s
ec
tio
n
al
s
u
r
v
ey
d
ata
an
d
s
in
g
le
co
u
r
s
e
s
u
p
p
o
r
ted
b
y
a
ce
r
tai
n
L
MS,
th
u
s
th
e
co
n
clu
s
io
n
m
ay
h
av
e
lim
itatio
n
s
d
u
e
to
th
e
in
f
lu
e
n
ce
o
f
d
is
ci
p
lin
es,
ch
o
ice
o
f
L
MS,
teac
h
er
s
’
ab
ilit
y
an
d
o
th
er
en
v
ir
o
n
m
en
tal
f
ac
to
r
s
.
I
n
co
n
s
id
er
in
g
t
h
e
in
f
lu
e
n
cin
g
f
ac
to
r
s
will
af
f
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d
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ter
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tain
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estrictio
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RE
F
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R
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NC
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[
1
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