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also
to
an
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d
ev
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in
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m
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cr
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[
1
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,
it is
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to
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wh
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,
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[
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R
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J
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15
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Feb
r
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r
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20
26
:
795
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804
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v
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W
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[
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esp
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b
a
s
e
d
l
e
a
r
n
i
n
g
.
W
i
t
h
i
n
t
h
is
f
r
a
m
e
w
o
r
k
,
c
r
i
t
i
ca
l
t
h
i
n
k
i
n
g
,
p
r
o
b
l
e
m
-
s
o
l
v
i
n
g
,
a
n
d
c
o
m
m
u
n
i
c
a
t
i
o
n
s
k
il
ls
[
1
3
]
a
r
e
p
o
s
i
t
i
o
n
e
d
as
c
e
n
t
r
a
l
o
u
t
c
o
m
e
s
o
f
e
d
u
c
a
t
i
o
n
.
I
n
v
e
s
t
ig
a
t
i
n
g
t
h
e
r
o
l
e
o
f
p
e
r
s
o
n
a
l
a
t
t
it
u
d
e
s
i
n
f
o
s
t
e
r
i
n
g
c
r
i
ti
c
a
l
r
e
a
d
in
g
t
h
u
s
c
o
n
t
r
i
b
u
t
e
s
d
i
r
e
c
t
l
y
t
o
t
h
e
s
e
n
a
t
i
o
n
a
l
p
r
i
o
r
i
t
i
es
,
o
f
f
e
r
i
n
g
e
m
p
i
r
i
ca
l
e
v
i
d
e
n
c
e
t
h
a
t
ca
n
i
n
f
o
r
m
c
u
r
r
i
c
u
lu
m
d
e
s
i
g
n
,
t
e
ac
h
e
r
p
r
e
p
a
r
a
t
i
o
n
,
a
n
d
a
s
s
e
s
s
m
e
n
t
p
r
a
c
t
i
c
es
i
n
l
i
n
e
w
i
t
h
t
h
e
o
n
g
o
i
n
g
r
e
f
o
r
m
a
g
e
n
d
a
.
T
h
i
s
s
t
u
d
y
a
d
d
r
e
s
s
es
t
h
e
f
o
l
l
o
w
i
n
g
r
e
s
e
a
r
c
h
q
u
e
s
t
i
o
n
s
:
t
o
w
h
a
t
e
x
t
e
n
t
d
o
p
e
r
s
o
n
a
l
at
ti
t
u
d
e
s
i
n
f
l
u
e
n
c
e
s
t
u
d
e
n
ts
’
i
n
t
en
t
i
o
n
s
t
o
e
n
g
a
g
e
i
n
c
r
i
t
i
c
al
r
e
a
d
i
n
g
i
n
a
f
o
r
e
i
g
n
l
a
n
g
u
a
g
e
?
B
a
s
e
d
o
n
t
h
i
s
q
u
es
t
i
o
n
,
t
h
e
h
y
p
o
t
h
e
s
i
s
g
u
i
d
i
n
g
t
h
i
s
s
t
u
d
y
i
s
f
o
r
m
u
l
a
t
e
d
as
:
−
H
0
:
p
er
s
o
n
al
attitu
d
es
d
o
n
o
t
h
av
e
a
s
ig
n
if
ican
t
p
o
s
itiv
e
ef
f
ec
t
o
n
s
tu
d
en
ts
’
in
te
n
tio
n
s
to
r
ea
d
cr
itically
in
a
f
o
r
eig
n
lan
g
u
ag
e.
−
H₁:
p
er
s
o
n
al
attitu
d
es
h
av
e
a
s
ig
n
if
ican
t
p
o
s
itiv
e
ef
f
ec
t
o
n
s
tu
d
en
ts
’
in
ten
tio
n
s
to
r
e
ad
cr
itically
in
a
f
o
r
eig
n
lan
g
u
ag
e.
T
o
ex
p
lo
r
e
th
e
r
elatio
n
s
h
ip
b
etwe
en
th
e
two
v
ar
iab
les,
a
s
tr
u
ctu
r
ed
q
u
esti
o
n
n
air
e
was
ad
m
in
is
ter
ed
to
2
0
0
s
tu
d
e
n
ts
en
r
o
lled
at
th
e
Facu
lty
o
f
Fo
r
eig
n
L
a
n
g
u
a
g
es
at
th
e
Un
iv
e
r
s
ity
o
f
T
ir
an
a
.
T
h
e
d
ata
co
llected
f
r
o
m
th
e
q
u
esti
o
n
n
air
es
wer
e
s
y
s
tem
atica
lly
an
aly
ze
d
u
s
in
g
SP
SS
s
tati
s
tical
s
o
f
twar
e
[
1
4
]
.
I
n
p
ar
ticu
lar
,
Pear
s
o
n
co
r
r
elatio
n
[
1
5
]
was
ap
p
lied
t
o
ass
ess
th
e
s
tr
en
g
th
an
d
s
ig
n
if
ican
ce
o
f
th
e
ass
o
ciatio
n
b
etwe
en
th
e
v
ar
iab
les,
p
r
o
v
id
in
g
in
s
ig
h
ts
in
to
th
e
n
at
u
r
e
an
d
ex
te
n
t
o
f
t
h
eir
r
elatio
n
s
h
ip
.
T
h
e
s
tu
d
y
is
r
elev
an
t
b
ec
a
u
s
e
it
ad
d
r
ess
es
th
e
cr
itical
r
o
le
o
f
r
ea
d
in
g
i
n
b
o
th
p
er
s
o
n
al
an
d
p
r
o
f
ess
io
n
al
d
e
v
elo
p
m
e
n
t
[
1
6
]
,
p
ar
ticu
lar
ly
in
th
e
co
n
tex
t
o
f
lear
n
in
g
a
f
o
r
eig
n
lan
g
u
ag
e
[
1
7
]
.
Fu
r
th
er
m
o
r
e,
as
ed
u
ca
tio
n
al
f
r
a
m
ewo
r
k
s
in
cr
e
asin
g
ly
em
p
h
asize
cr
itical
th
in
k
in
g
s
k
ills
,
u
n
d
e
r
s
tan
d
in
g
h
o
w
p
er
s
o
n
al
attitu
d
es
im
p
ac
t
cr
itical
r
ea
d
in
g
c
an
in
f
o
r
m
teac
h
in
g
s
tr
ateg
ies an
d
cu
r
r
icu
lar
d
esig
n
[
1
8
]
,
u
ltima
tely
f
o
s
ter
in
g
m
o
r
e
en
g
a
g
ed
a
n
d
ca
p
a
b
le
lear
n
er
s
[
1
9
]
.
2.
T
H
E
CO
M
P
RE
H
E
NS
I
VE
T
H
E
O
RE
T
I
CA
L
B
ASI
S
2
.
1
.
Crit
ica
l r
e
a
din
g
pro
ce
s
s
R
ea
d
in
g
is
a
m
en
tal,
s
o
cial,
an
d
liter
ar
y
ac
tiv
ity
[
2
0
]
t
h
at
attr
ib
u
tes
d
if
f
er
en
t
r
o
les
to
r
ea
d
er
s
.
T
h
e
f
ir
s
t r
o
le
is
‘
tex
t r
ec
eiv
e
r
’
[
2
1
]
.
T
h
e
m
ain
g
o
al
o
f
a
co
m
p
r
eh
en
d
e
r
is
to
ex
tr
ac
t in
f
o
r
m
at
io
n
f
r
o
m
th
e
p
r
o
s
e
th
ey
ar
e
lis
ten
in
g
to
o
r
‘
r
ea
d
in
g
’
.
T
h
e
s
ec
o
n
d
r
o
le
is
‘
t
h
e
s
o
cial
r
o
le
o
f
th
e
r
ea
d
e
r
’
[
2
2
]
,
w
h
o
i
n
ter
ac
ts
co
n
s
tan
tly
with
th
e
tex
t
o
r
wr
iter
,
th
e
k
in
d
o
f
r
elatio
n
s
h
ip
b
etwe
en
wr
iter
an
d
r
ea
d
er
.
C
r
it
ical
r
ea
d
er
s
ac
ce
p
t
wh
at
m
ak
es
m
o
s
t
s
en
s
e,
r
ejec
t
wh
at
is
d
is
to
r
ted
an
d
f
alse,
c
o
n
s
id
er
th
e
ty
p
e
o
f
m
ater
ial
h
e
is
r
ea
d
in
g
b
ef
o
r
e
d
ec
id
in
g
h
o
w
m
u
c
h
weig
h
t
to
g
iv
e
to
it,
an
aly
ze
ar
g
u
m
en
ts
an
d
h
av
e
g
o
o
d
r
ea
s
o
n
s
f
o
r
b
el
iev
in
g
s
o
m
e
th
in
g
s
an
d
d
is
b
eliev
in
g
o
t
h
er
s
[
2
3
]
.
Facto
r
s
th
at
in
f
l
u
en
ce
t
h
e
c
o
m
m
itm
en
t
to
co
m
p
lete
v
ar
i
o
u
s
asp
ec
ts
o
f
t
h
e
lear
n
in
g
p
r
o
ce
s
s
,
in
clu
d
in
g
cr
itical
r
ea
d
in
g
in
f
o
r
eig
n
lan
g
u
ag
e
lear
n
in
g
,
b
u
t
wh
ich
a
r
e
co
m
p
lem
en
tar
y
to
ea
ch
o
th
er
,
ar
e
m
o
tiv
atio
n
[
2
4
]
,
attitu
d
e
[
2
5
]
,
a
n
d
p
e
r
s
o
n
al
b
eh
av
io
r
[
2
6
]
.
2
.
1
.
1
.
M
o
t
iv
a
t
io
n
Mo
tiv
atio
n
th
eo
r
ies
p
r
o
v
i
d
e
th
e
co
n
ce
p
tu
al
b
r
id
g
e
b
et
wee
n
p
er
s
o
n
al
attitu
d
es
an
d
s
tu
d
en
ts
’
b
eh
av
io
r
al
in
te
n
tio
n
s
.
W
h
ile
attitu
d
es
r
ef
lect
an
ev
alu
ativ
e
s
tan
ce
to
war
d
r
ea
d
in
g
,
m
o
tiv
atio
n
ex
p
lain
s
h
o
w
th
ese
ev
alu
atio
n
s
ar
e
tr
an
s
f
o
r
m
ed
in
to
ac
tio
n
.
B
y
id
en
tif
y
in
g
th
e
p
s
y
ch
o
lo
g
ical
m
ec
h
an
is
m
s
th
at
d
r
iv
e
s
tu
d
en
ts
to
en
g
a
g
e,
p
er
s
is
t,
o
r
with
d
r
aw
f
r
o
m
a
task
,
m
o
tiv
at
io
n
al
th
eo
r
ies
h
elp
clar
if
y
wh
y
p
o
s
itiv
e
attitu
d
es
to
war
d
cr
itical
r
ea
d
in
g
m
ay
o
r
m
ay
n
o
t tr
an
s
late
in
to
ac
tu
al
r
ea
d
in
g
b
e
h
av
io
r
s
in
a
f
o
r
eig
n
l
an
g
u
ag
e
co
n
tex
t.
T
h
r
ee
p
s
y
ch
o
lo
g
ical
n
ee
d
s
u
n
d
er
lie
h
u
m
a
n
m
o
tiv
atio
n
:
th
e
n
ee
d
f
o
r
au
t
o
n
o
m
y
,
th
e
n
ee
d
f
o
r
co
m
p
eten
ce
,
a
n
d
th
e
n
ee
d
f
o
r
s
o
cial
b
elo
n
g
in
g
[
2
7
]
.
Mo
tiv
at
io
n
is
“
a
s
tate
o
f
co
g
n
itiv
e
an
d
em
o
tio
n
al
ar
o
u
s
al
th
at
lead
s
to
a
co
n
s
cio
u
s
d
ec
is
io
n
to
ac
t
an
d
wh
ich
p
r
o
v
o
k
es
a
p
er
io
d
o
f
in
tellectu
al
an
d
/o
r
p
h
y
s
ical
ef
f
o
r
t
to
ac
h
iev
e
a
p
r
ev
io
u
s
ly
f
ix
ed
g
o
al
”
[
2
8
]
.
M
o
s
t
im
p
o
r
tan
t
to
o
u
r
s
tu
d
y
ar
e
in
tr
i
n
s
ic
m
o
tiv
atio
n
,
ac
h
iev
em
e
n
t
m
o
tiv
atio
n
,
attr
ib
u
tio
n
th
e
o
r
y
,
s
elf
-
ef
f
icac
y
th
eo
r
y
,
g
o
al
th
e
o
r
ies,
an
d
s
ch
o
o
l
m
o
tiv
atio
n
.
I
n
tr
in
s
ic
m
o
tiv
atio
n
is
d
ef
in
ed
as
“d
o
in
g
s
o
m
eth
in
g
b
ec
au
s
e
it
is
in
h
er
en
tly
in
ter
esti
n
g
an
d
en
jo
y
ab
le”
[
2
9
]
.
Ach
ie
v
em
en
t
m
o
tiv
atio
n
-
to
ex
p
lain
in
d
iv
id
u
als
’
ch
o
ices
o
f
task
s
,
th
eir
p
er
s
is
ten
ce
in
th
ese
task
s
,
th
e
v
ig
o
r
th
ey
p
u
t
in
to
th
eir
ac
h
iev
em
e
n
t,
an
d
th
e
q
u
ality
o
f
c
o
m
m
itm
en
t
t
o
th
e
s
e
task
s
[
3
0
]
.
Attr
ib
u
tio
n
th
e
o
r
y
f
o
cu
s
es
o
n
an
in
d
iv
id
u
al
’
s
in
ter
p
r
etatio
n
s
o
f
th
eir
o
u
tco
m
es in
an
ac
tiv
ity
.
T
h
e
s
tu
d
y
o
f
o
u
tco
m
e
ca
u
s
atio
n
(
wh
ich
is
u
s
ed
to
d
eter
m
in
e
th
e
ca
u
s
es
o
f
an
o
u
tco
m
e)
is
im
p
o
r
ta
n
t
in
m
o
tiv
atio
n
b
ec
au
s
e
th
ese
ca
u
s
es
will
im
p
ac
t
an
in
d
iv
id
u
al
’
s
b
e
h
av
io
r
s
an
d
f
u
t
u
r
e
ac
tiv
ities
[
3
1
]
.
Self
-
ef
f
ica
cy
th
eo
r
y
[
3
2
]
e
m
p
h
asizes
in
d
iv
id
u
als
’
b
elief
s
in
th
eir
ab
ilit
y
to
in
f
lu
e
n
ce
o
u
tco
m
es
th
r
o
u
g
h
th
eir
ac
ti
o
n
s
,
d
is
tin
g
u
is
h
in
g
b
etwe
en
o
u
tc
o
m
e
ex
p
ec
ta
n
cies,
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
C
o
mp
r
eh
en
s
io
n
co
mp
eten
ce
:
p
ers
o
n
a
l a
ttit
u
d
es
’
effec
t o
n
t
h
e
in
ten
tio
n
s
to
r
ea
d
…
(
Mig
en
a
A
limeh
meti
)
797
th
e
b
elief
th
at
ce
r
tain
b
eh
av
i
o
r
s
will
lead
to
s
p
ec
if
ic
r
esu
l
ts
,
an
d
ef
f
icac
y
ex
p
ec
ta
n
cies,
th
e
b
elief
in
o
n
e
’
s
o
wn
ab
ilit
y
to
p
er
f
o
r
m
th
o
s
e
b
eh
av
io
r
s
.
T
h
is
th
e
o
r
y
h
ig
h
lig
h
ts
th
at
p
e
o
p
le
a
r
e
m
o
r
e
lik
el
y
to
en
g
a
g
e
in
task
s
wh
en
th
ey
b
eliev
e
th
ey
ca
n
s
u
cc
ess
f
u
lly
ca
r
r
y
th
em
o
u
t.
T
h
e
s
tu
d
en
t
’
s
p
e
r
ce
p
tio
n
s
o
f
h
i
m
s
elf
h
av
e
a
m
ajo
r
im
p
o
r
tan
ce
o
n
h
is
ac
ad
e
m
ic
m
o
tiv
atio
n
[
3
3
]
.
Acc
o
r
d
in
g
to
Neja
h
[
3
4
]
,
a
s
tu
d
en
t’
s
ac
a
d
em
ic
m
o
tiv
atio
n
is
s
h
ap
ed
b
y
th
r
ee
k
ey
p
er
ce
p
tio
n
s
th
at
d
eter
m
in
e
t
h
eir
e
n
g
ag
e
m
en
t
i
n
lear
n
i
n
g
ac
tiv
ities
.
First,
th
e
p
er
ce
p
tio
n
o
f
th
e
v
alu
e
o
f
an
ac
tiv
ity
r
ef
lects
th
e
s
tu
d
en
t’
s
ju
d
g
m
e
n
t
ab
o
u
t
th
e
u
s
ef
u
ln
ess
o
r
r
ele
v
an
ce
o
f
th
e
task
at
h
a
n
d
.
Seco
n
d
,
th
e
p
er
ce
p
tio
n
o
f
co
m
p
eten
ce
r
e
f
er
s
to
th
e
s
tu
d
en
t’
s
b
elief
in
th
eir
ab
ilit
y
to
s
u
cc
ee
d
in
th
e
ac
tiv
ity
,
wh
ich
s
ig
n
if
ican
tly
in
f
lu
en
ce
s
th
eir
willin
g
n
ess
to
en
g
ag
e
an
d
p
er
s
ev
er
e
.
L
astl
y
,
th
e
p
er
ce
p
tio
n
o
f
co
n
tr
o
ll
ab
ilit
y
in
v
o
lv
es
th
e
ex
ten
t
to
wh
ich
th
e
s
tu
d
en
t
f
e
els
th
ey
h
av
e
co
n
tr
o
l
o
v
er
th
e
o
u
tco
m
e
o
f
th
e
ac
tiv
ity
,
s
u
ch
as
th
r
o
u
g
h
ef
f
o
r
t
o
r
s
tr
ateg
y
u
s
e.
T
o
g
eth
er
,
t
h
ese
th
r
ee
d
eter
m
in
a
n
ts
in
ter
ac
t
to
in
f
lu
en
ce
h
o
w
m
o
tiv
ated
a
s
tu
d
en
t
f
ee
ls
an
d
h
o
w
th
ey
ap
p
r
o
ac
h
ac
a
d
em
ic
task
s
.
2.
1
.
2
.
T
he
co
ncept
o
f
a
t
t
it
ud
e
Attitu
d
e
is
,
th
er
ef
o
r
e,
p
r
esen
te
d
as
an
in
ter
m
e
d
iate
p
s
y
ch
o
l
o
g
ical
v
ar
iab
le
b
etwe
en
th
e
s
tim
u
lu
s
an
d
th
e
ev
alu
ativ
e
r
esp
o
n
s
e
an
d
i
s
s
u
p
p
o
s
ed
t
o
e
x
er
t
a
d
y
n
am
i
c
an
d
g
u
i
d
in
g
in
f
lu
e
n
ce
o
n
c
o
n
d
u
ct.
Attitu
d
e
is
m
ain
ly
d
ef
i
n
ed
as
a
last
in
g
e
v
alu
atio
n
in
f
av
o
r
o
r
ag
ai
n
s
t
an
attitu
d
e
o
b
ject
[
3
5
]
.
Kr
ec
h
et
a
l.
[
3
6
]
d
ef
in
e
attitu
d
es
as
“e
n
d
u
r
in
g
s
y
s
tem
s
o
f
ev
alu
ati
o
n
s
,
p
o
s
itiv
e
o
r
n
e
g
ativ
e
f
ee
lin
g
s
,
an
d
ac
tio
n
ten
d
en
cies
in
f
av
o
r
o
f
o
r
ag
ain
s
t
a
s
o
cial
o
b
ject
.
”
I
n
o
th
er
wo
r
d
s
,
an
attitu
d
e
is
a
p
s
y
ch
o
lo
g
ical
ten
d
en
c
y
,
o
r
d
is
p
o
s
itio
n
,
to
ev
alu
ate
f
av
o
r
a
b
ly
o
r
u
n
f
av
o
r
a
b
ly
,
n
eg
ativ
ely
o
r
p
o
s
itiv
ely
,
a
p
ar
tic
u
lar
o
b
ject
o
r
class
o
f
o
b
jects [
3
7
]
.
2
.
1
.
3
.
P
er
s
o
na
l beha
v
io
r
B
eh
av
io
r
al
in
ten
tio
n
r
ef
e
r
s
to
an
i
n
d
iv
id
u
al’
s
ex
p
ec
tati
o
n
o
f
en
g
ag
in
g
in
s
p
ec
if
ic
b
eh
av
i
o
r
s
.
B
eh
av
io
r
al
in
ten
tio
n
s
ar
e
p
r
esu
m
ed
p
r
o
x
im
al
an
tece
d
en
t
s
o
f
b
eh
av
io
r
.
Su
b
jectiv
e
n
o
r
m
s
an
d
attitu
d
es
r
eg
ar
d
in
g
b
eh
a
v
io
r
in
f
l
u
en
ce
o
n
e’
s
in
ten
tio
n
to
en
g
ag
e
in
b
eh
av
io
r
.
Per
s
o
n
al
b
eh
a
v
io
r
r
ef
er
s
to
th
e
m
o
tiv
atio
n
al
f
ac
to
r
s
th
at
af
f
ec
t a
g
iv
en
b
eh
av
io
r
,
wh
er
e
th
e
s
tr
o
n
g
er
th
e
in
te
n
tio
n
to
p
er
f
o
r
m
th
e
b
eh
av
io
r
,
th
e
m
o
r
e
lik
ely
th
e
b
eh
a
v
io
r
is
to
b
e
p
er
f
o
r
m
ed
[
3
8
]
.
3.
M
E
T
H
O
D
T
h
is
r
esear
ch
aim
s
to
s
tu
d
y
th
e
r
elatio
n
s
h
ip
b
etwe
en
p
e
r
s
o
n
al
attitu
d
es
an
d
cr
itical
r
ea
d
in
g
in
a
f
o
r
eig
n
lan
g
u
ag
e,
co
n
s
id
er
in
g
th
is
as
a
v
er
y
im
p
o
r
tan
t
is
s
u
e
n
o
wad
ay
s
.
T
h
e
f
o
cu
s
o
f
th
e
s
tu
d
y
is
r
elate
d
t
o
th
e
r
ec
o
g
n
itio
n
o
f
th
e
r
elatio
n
s
h
ip
s
b
etwe
en
th
e
v
ar
iab
les
th
at
in
f
lu
en
ce
th
e
ab
ilit
y
a
n
d
d
esire
to
p
er
f
o
r
m
d
ir
ec
ted
r
ea
d
in
g
s
cr
itically
.
T
h
e
m
ain
g
o
al
in
th
is
p
ap
e
r
is
to
test
,
th
r
o
u
g
h
s
tatis
tical
an
aly
s
is
o
f
p
r
im
ar
y
d
ata,
wh
eth
er
p
er
s
o
n
al
attitu
d
es
h
a
v
e
an
y
s
ig
n
if
ican
t
im
p
ac
t
o
n
in
f
lu
en
cin
g
d
ir
ec
tly
th
e
in
te
n
tio
n
to
r
ea
d
c
r
itically
.
T
h
e
h
y
p
o
th
esis
ex
p
lain
ed
as
:
−
H
0
:
p
er
s
o
n
al
attitu
d
es
d
o
n
o
t
h
av
e
a
s
ig
n
if
ican
t
p
o
s
itiv
e
ef
f
ec
t
o
n
s
tu
d
en
ts
’
in
te
n
tio
n
s
to
r
ea
d
cr
itically
in
a
f
o
r
eig
n
lan
g
u
ag
e.
−
H₁:
p
er
s
o
n
al
attitu
d
es
h
av
e
a
s
ig
n
if
ican
t
p
o
s
itiv
e
ef
f
ec
t
o
n
s
tu
d
en
ts
’
in
ten
tio
n
s
to
r
e
ad
cr
itically
in
a
f
o
r
eig
n
lan
g
u
ag
e
3
.
1
.
Resea
rc
h
des
ig
n
T
h
is
s
tu
d
y
e
m
p
lo
y
e
d
a
q
u
a
n
titativ
e,
co
r
r
elatio
n
al
r
esear
ch
d
esig
n
g
r
o
u
n
d
ed
in
th
e
p
o
s
itiv
is
t
p
ar
ad
ig
m
.
T
h
e
o
b
jectiv
e
was
to
ex
am
in
e
th
e
r
elatio
n
s
h
ip
b
etwe
en
p
er
s
o
n
al
attitu
d
es
an
d
th
e
in
ten
tio
n
to
en
g
ag
e
in
c
r
itical
r
ea
d
in
g
in
a
f
o
r
eig
n
la
n
g
u
a
g
e.
T
h
e
r
esear
ch
f
o
llo
wed
a
d
ed
u
ctiv
e
a
p
p
r
o
a
ch
,
b
eg
in
n
in
g
with
th
e
f
o
r
m
u
latio
n
o
f
a
h
y
p
o
th
esis
b
ased
o
n
ex
is
tin
g
th
eo
r
ies
an
d
test
in
g
it
th
r
o
u
g
h
s
tatis
tical
an
aly
s
i
s
o
f
em
p
ir
ical
d
ata
co
llected
v
ia
a
s
tr
u
ctu
r
ed
q
u
esti
o
n
n
air
e.
3
.
2
.
So
urce
s
o
f
da
t
a
:
inclu
s
io
n a
nd
ex
clus
io
n c
rit
er
ia
T
h
e
p
r
im
ar
y
d
ata
f
o
r
th
is
s
tu
d
y
wer
e
o
b
tain
ed
f
r
o
m
a
p
u
r
p
o
s
iv
e
s
am
p
le
o
f
2
0
0
u
n
d
er
g
r
ad
u
ate
s
tu
d
en
ts
en
r
o
lled
at
th
e
Facu
lty
o
f
Fo
r
eig
n
L
an
g
u
ag
es,
Un
iv
er
s
ity
o
f
T
ir
an
a.
I
n
cl
u
s
io
n
cr
iter
ia
r
eq
u
ir
e
d
s
tu
d
en
ts
to
b
e
en
r
o
lle
d
in
a
f
o
r
eig
n
lan
g
u
ag
e
d
eg
r
ee
p
r
o
g
r
am
,
b
e
at
least
1
8
y
ea
r
s
o
ld
,
an
d
p
o
s
s
ess
an
in
ter
m
ed
iate
lev
el
o
f
p
r
o
f
ici
en
cy
(
B
1
–
B
2
)
,
as
t
h
ese
ch
ar
ac
ter
is
tics
wer
e
ess
en
tial
f
o
r
p
ar
ticip
an
ts
to
m
ea
n
in
g
f
u
lly
en
g
ag
e
with
th
e
co
n
s
tr
u
cts
o
f
p
er
s
o
n
al
attitu
d
es
an
d
cr
itical
r
ea
d
in
g
in
a
f
o
r
eig
n
lan
g
u
ag
e.
Stu
d
en
ts
f
r
o
m
o
th
e
r
f
ac
u
lties
,
th
o
s
e
s
u
b
m
itti
n
g
in
co
m
p
lete
r
esp
o
n
s
es,
o
r
t
h
o
s
e
wh
o
d
i
d
n
o
t
p
r
o
v
id
e
in
f
o
r
m
e
d
co
n
s
en
t
wer
e
ex
clu
d
ed
to
s
af
eg
u
ar
d
d
ata
q
u
ality
.
Pu
r
p
o
s
iv
e
s
am
p
lin
g
was
ch
o
s
en
o
v
er
r
an
d
o
m
s
am
p
lin
g
b
ec
au
s
e
th
e
s
tu
d
y
r
eq
u
ir
e
d
p
a
r
ticip
an
ts
with
s
p
ec
if
ic
lin
g
u
i
s
tic
an
d
ac
ad
em
ic
p
r
o
f
iles
d
ir
ec
tly
alig
n
ed
to
its
o
b
jectiv
es;
in
clu
d
in
g
s
tu
d
e
n
ts
with
o
u
t
s
u
ch
ch
ar
ac
ter
is
tics
wo
u
ld
h
av
e
wea
k
e
n
ed
co
n
s
tr
u
ct
v
alid
ity
.
T
h
is
ca
r
ef
u
l
s
elec
tio
n
p
r
o
ce
s
s
en
s
u
r
ed
t
h
at
th
e
s
am
p
le
was
b
o
th
r
ele
v
an
t
an
d
r
eliab
le,
th
e
r
eb
y
s
tr
en
g
th
en
in
g
th
e
r
o
b
u
s
tn
ess
o
f
th
e
f
in
d
i
n
g
s
.
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
.
15
,
No
.
1
,
Feb
r
u
a
r
y
20
26
:
795
-
804
798
3
.
3
.
I
ns
t
rum
ent
a
t
io
n a
nd
da
t
a
co
llect
io
n
T
h
e
d
ata
wer
e
co
llected
th
r
o
u
g
h
a
s
tr
u
ctu
r
ed
,
s
elf
-
ad
m
i
n
is
ter
ed
q
u
esti
o
n
n
air
e
co
m
p
o
s
ed
o
f
two
d
is
tin
ct
s
ca
les
alig
n
ed
with
th
e
co
n
s
tr
u
ctio
n
s
u
n
d
er
i
n
v
esti
g
atio
n
.
T
h
e
f
ir
s
t
s
ca
le
m
ea
s
u
r
ed
p
er
s
o
n
al
attitu
d
es
to
war
d
cr
itical
r
ea
d
in
g
,
co
n
s
is
tin
g
o
f
f
iv
e
item
s
d
esig
n
ed
to
ca
p
tu
r
e
s
tu
d
en
ts
’
ev
alu
ativ
e
o
r
ien
tatio
n
s
,
s
u
ch
as
th
e
p
er
ce
i
v
ed
v
alu
e,
r
elev
a
n
c
e,
an
d
en
j
o
y
m
en
t
o
f
en
g
ag
in
g
in
c
r
itical
r
ea
d
in
g
.
T
h
e
s
ec
o
n
d
s
ca
le
f
o
cu
s
ed
o
n
b
eh
av
io
r
al
in
ten
tio
n
s
,
c
o
m
p
r
is
in
g
n
in
e
item
s
th
at
ass
ess
ed
th
e
ex
ten
t
t
o
wh
ich
s
tu
d
en
ts
p
l
an
n
ed
,
in
ten
d
e
d
,
o
r
f
elt
m
o
tiv
ated
to
en
g
a
g
e
in
cr
itical
r
ea
d
in
g
p
r
ac
tices
in
a
f
o
r
eig
n
lan
g
u
ag
e.
B
o
th
s
ca
les
em
p
lo
y
ed
a
7
-
p
o
in
t
L
ik
er
t
f
o
r
m
at
(
1
=stro
n
g
l
y
d
is
ag
r
ee
to
7
=stro
n
g
ly
ag
r
ee
)
,
al
lo
win
g
f
o
r
n
u
an
ce
d
m
ea
s
u
r
e
m
en
t
o
f
th
e
in
ten
s
ity
o
f
r
esp
o
n
s
es.
T
h
is
s
tr
u
ctu
r
e
en
s
u
r
ed
th
at
th
e
q
u
esti
o
n
n
a
ir
e
d
ir
ec
tly
o
p
er
atio
n
alize
d
t
h
e
two
th
eo
r
etica
l
co
n
s
tr
u
cts
—
attitu
d
es
as
th
e
ev
alu
ativ
e
co
m
p
o
n
en
t
an
d
in
ten
tio
n
s
as
th
e
b
eh
av
io
r
al
o
u
tco
m
e
—
th
er
eb
y
p
r
o
v
id
i
n
g
a
v
alid
b
asis
f
o
r
test
in
g
th
e
s
tu
d
y
’
s
h
y
p
o
th
esis
.
3
.
4
.
Ana
ly
s
is
o
f
da
t
a
Qu
an
titativ
e
d
ata
was
a
n
aly
z
ed
u
s
in
g
SP
SS
s
o
f
twar
e.
De
s
cr
ip
tiv
e
s
tatis
tics
(
m
ea
n
an
d
s
tan
d
ar
d
d
ev
iatio
n
)
wer
e
ca
lc
u
lated
to
s
u
m
m
ar
ize
r
esp
o
n
s
es.
T
h
e
in
t
er
n
al
co
n
s
is
ten
cy
o
f
th
e
s
ca
les
was
ass
ess
ed
u
s
in
g
C
r
o
n
b
ac
h
’
s
alp
h
a
(
α
=.
8
5
5
f
o
r
p
er
s
o
n
al
attitu
d
es;
α
=
.
9
2
0
f
o
r
in
ten
tio
n
s
)
.
Facto
r
an
aly
s
is
(
K
aiser
-
Me
y
er
-
Olk
in
(
KM
O
)
=.
8
8
5
)
co
n
f
ir
m
e
d
th
e
v
alid
ity
o
f
th
e
i
n
s
tr
u
m
en
t.
T
h
e
h
y
p
o
th
esis
was
test
ed
u
s
in
g
Pear
s
o
n
’
s
co
r
r
elatio
n
co
ef
f
icien
t,
wh
ich
r
ev
ea
led
a
s
tatis
tical
ly
s
ig
n
if
ic
an
t
p
o
s
itiv
e
r
elatio
n
s
h
ip
(
r
=.
6
4
5
,
p
<.
0
1
)
b
etwe
e
n
p
er
s
o
n
al
attitu
d
es a
n
d
i
n
ten
tio
n
s
to
r
ea
d
cr
itically
.
R
eg
ar
d
in
g
eth
ical
co
n
s
id
er
atio
n
s
,
th
e
s
tu
d
y
was
co
n
d
u
cted
in
lin
e
with
r
esear
ch
eth
ics
s
tan
d
ar
d
s
.
I
n
ad
d
itio
n
to
o
b
tain
in
g
in
f
o
r
m
ed
co
n
s
en
t,
p
a
r
ticip
an
ts
wer
e
ass
u
r
ed
o
f
an
o
n
y
m
ity
in
th
ei
r
r
esp
o
n
s
es,
with
n
o
id
en
tify
in
g
in
f
o
r
m
atio
n
co
llec
ted
.
Par
ticip
atio
n
was
en
tire
ly
v
o
lu
n
tar
y
,
with
s
tu
d
en
ts
in
f
o
r
m
ed
o
f
th
ei
r
r
ig
h
t
to
with
d
r
aw
at
a
n
y
s
tag
e
with
o
u
t
p
e
n
alty
.
T
h
ese
m
e
asu
r
es
s
af
eg
u
ar
d
e
d
p
ar
ticip
a
n
t
au
to
n
o
m
y
an
d
co
n
f
id
en
tiality
th
r
o
u
g
h
o
u
t th
e
r
esear
ch
p
r
o
ce
s
s
.
Nev
er
th
eless
,
s
o
m
e
lim
itatio
n
s
o
f
th
e
m
eth
o
d
o
lo
g
y
s
h
o
u
ld
b
e
ac
k
n
o
wled
g
e
d
.
T
h
e
u
s
e
o
f
p
u
r
p
o
s
iv
e
s
am
p
lin
g
,
wh
ile
a
p
p
r
o
p
r
iate
f
o
r
tar
g
eti
n
g
t
h
e
p
o
p
u
latio
n
o
f
in
ter
est,
lim
its
th
e
g
en
e
r
aliza
b
ilit
y
o
f
th
e
f
in
d
in
g
s
to
b
r
o
ad
er
s
tu
d
en
t
p
o
p
u
latio
n
s
.
Fu
r
th
er
m
o
r
e,
d
em
o
g
r
ap
h
ic
im
b
alan
ce
s
s
u
ch
as
th
e
p
r
e
d
o
m
in
an
ce
o
f
f
em
ale
s
tu
d
en
ts
in
th
e
Facu
lty
o
f
Fo
r
eig
n
L
a
n
g
u
a
g
es
m
ay
h
av
e
in
f
lu
en
ce
d
th
e
s
am
p
le
co
m
p
o
s
itio
n
an
d
,
i
n
tu
r
n
,
th
e
r
esu
lts
.
T
h
ese
f
ac
to
r
s
s
h
o
u
ld
b
e
co
n
s
id
er
ed
wh
e
n
in
ter
p
r
etin
g
th
e
f
in
d
in
g
s
an
d
d
r
awin
g
co
n
clu
s
io
n
s
.
4.
RE
SU
L
T
S
AND
D
I
SCU
SS
I
O
N
4
.
1
.
Da
t
a
a
na
ly
s
is
T
ab
le
1
p
r
esen
ts
th
e
KM
O
te
s
t,
wh
ich
m
ea
s
u
r
es
wh
eth
er
t
h
e
n
u
m
b
er
o
f
q
u
esti
o
n
item
s
u
s
ed
in
th
e
s
tu
d
y
is
s
u
f
f
icien
t.
T
h
e
KM
O
test
v
alu
e
o
f
.
8
8
5
is
m
o
r
e
t
h
a
n
.
7
0
,
in
d
icatin
g
t
h
at
th
er
e
is
a
s
u
f
f
icien
t
n
u
m
b
er
o
f
q
u
esti
o
n
-
item
s
f
o
r
ea
c
h
f
ac
to
r
cr
ea
ted
.
T
ab
le
1
also
p
r
es
en
ts
B
ar
tlett
’
s
te
s
t
,
wh
ich
s
er
v
es
to
m
ea
s
u
r
e
h
o
w
s
tr
o
n
g
ly
th
e
q
u
esti
o
n
s
a
r
e
r
el
ated
to
ea
c
h
o
th
e
r
f
o
r
ea
c
h
f
a
cto
r
.
B
ar
tlett
’
s
tes
t
v
alu
e=
.
0
0
0
≤
.
0
5
in
d
icatin
g
a
n
ac
ce
p
tab
le
r
elatio
n
s
h
ip
o
f
th
e
q
u
esti
o
n
s
to
ea
ch
o
th
er
.
T
o
ass
ess
th
e
s
u
itab
ilit
y
o
f
t
h
e
d
ata
f
o
r
f
ac
to
r
a
n
aly
s
is
,
th
e
KM
O
m
ea
s
u
r
e
a
n
d
B
ar
tle
tt
’
s
test
o
f
s
p
h
er
icity
wer
e
co
n
d
u
cted
.
T
h
e
KM
O
v
alu
e
was
.
8
8
5
,
in
d
icatin
g
a
h
ig
h
d
e
g
r
ee
o
f
s
am
p
li
n
g
ad
e
q
u
ac
y
,
wh
ile
B
ar
tlett
’
s
te
s
t o
f
s
p
h
er
icity
y
ield
ed
a
s
tatis
tical
ly
s
ig
n
if
ican
t r
esu
lt (
χ²=
7
1
9
3
.
4
2
5
,
d
f
=6
3
0
,
p
<.
0
0
1
)
,
co
n
f
ir
m
in
g
th
e
p
r
esen
ce
o
f
s
u
f
f
icien
t
co
r
r
elatio
n
s
am
o
n
g
item
s
f
o
r
f
ac
to
r
an
aly
s
is
.
B
a
s
ed
o
n
th
e
v
ar
ian
ce
ex
p
lain
ed
b
y
th
e
ex
tr
ac
ted
f
ac
to
r
s
,
th
e
in
s
tr
u
m
en
t w
as o
r
g
a
n
ized
in
to
two
m
ain
co
m
p
o
n
en
ts
:
f
ac
to
r
I
,
r
e
p
r
esen
tin
g
in
ten
tio
n
to
r
ea
d
cr
itically
in
th
e
f
o
r
eig
n
lan
g
u
ag
e
,
c
o
n
s
is
tin
g
o
f
n
in
e
item
s
;
an
d
f
ac
to
r
I
I
,
r
e
f
lectin
g
p
er
s
o
n
al
attitu
d
es
,
co
n
s
is
tin
g
o
f
f
iv
e
item
s
.
T
ab
le
1
.
Data
o
n
th
e
KM
O
test
K
M
O
a
n
d
B
a
r
t
l
e
t
t
’
s
t
e
st
K
M
O
me
a
su
r
e
o
f
sam
p
l
i
n
g
a
d
e
q
u
a
c
y
.
8
8
5
B
a
r
t
l
e
t
t
’
s
t
e
s
t
o
f
sp
h
e
r
i
c
i
t
y
A
p
p
r
o
x
.
C
h
i
-
s
q
u
a
r
e
7
1
9
3
.
4
2
5
df
6
3
0
S
i
g
.
.
0
0
0
T
ab
le
2
p
r
esen
ts
th
e
r
eliab
ilit
y
s
tatis
tics
p
r
esen
ts
th
e
C
r
o
n
b
ac
h
’
s
alp
h
a
co
ef
f
icien
t,
w
h
ich
is
u
s
ed
t
o
m
ea
s
u
r
e
th
e
in
ter
n
al
co
n
s
is
ten
cy
(
r
eliab
ilit
y
)
o
f
a
s
et
o
f
it
em
s
o
r
s
tatem
en
ts
d
esig
n
ed
t
o
ass
ess
th
e
s
am
e
u
n
d
er
ly
i
n
g
c
o
n
s
tr
u
ct.
T
h
e
al
p
h
a
v
al
u
e
r
a
n
g
es
f
r
o
m
0
t
o
1
:
th
e
clo
s
er
it
is
to
1
,
t
h
e
h
ig
h
er
th
e
in
ter
n
al
r
eliab
ilit
y
am
o
n
g
th
e
item
s
.
I
n
th
is
ca
s
e,
T
ab
le
2
s
h
o
ws a
C
r
o
n
b
ac
h
’
s
alp
h
a
o
f
.
8
5
5
,
b
ased
o
n
a
s
et
o
f
5
item
s
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t
J
E
v
al
&
R
es E
d
u
c
I
SS
N:
2252
-
8
8
2
2
C
o
mp
r
eh
en
s
io
n
co
mp
eten
ce
:
p
ers
o
n
a
l a
ttit
u
d
es
’
effec
t o
n
t
h
e
in
ten
tio
n
s
to
r
ea
d
…
(
Mig
en
a
A
limeh
meti
)
799
T
ab
le
2
.
Scale:
p
er
s
o
n
al
attitu
d
es
R
e
l
i
a
b
i
l
i
t
y
st
a
t
i
st
i
c
s
C
r
o
n
b
a
c
h
’
s
a
l
p
h
a
N
o
f
i
t
e
m
s
.
8
5
5
5
T
h
e
in
ter
n
al
co
n
s
is
ten
cy
o
f
t
h
e
“p
er
s
o
n
al
attitu
d
es”
s
ca
le
was
ass
ess
ed
u
s
in
g
C
r
o
n
b
ac
h
’
s
alp
h
a.
T
h
e
an
aly
s
is
y
ield
ed
a
r
eliab
il
ity
co
ef
f
icien
t
o
f
.
8
5
5
ac
r
o
s
s
th
e
f
iv
e
item
s
,
in
d
icatin
g
a
h
ig
h
lev
el
o
f
in
ter
n
al
co
n
s
is
ten
cy
.
T
h
is
s
u
g
g
ests
t
h
at
th
e
item
s
ar
e
s
tr
o
n
g
ly
in
ter
r
elate
d
an
d
ef
f
ec
tiv
el
y
m
ea
s
u
r
e
th
e
s
am
e
u
n
d
er
ly
i
n
g
co
n
s
tr
u
ct,
m
ak
i
n
g
t
h
e
d
ata
r
eliab
le
a
n
d
ap
p
r
o
p
r
iat
e
f
o
r
f
u
r
th
er
s
tatis
tical
an
aly
s
i
s
.
T
ab
le
3
s
h
o
w
s
C
r
o
n
b
ac
h
’
s
alp
h
a
c
o
ef
f
icien
t,
a
m
ea
s
u
r
e
o
f
in
ter
n
al
co
n
s
is
ten
cy
r
eliab
ilit
y
f
o
r
a
g
r
o
u
p
o
f
item
s
in
ten
d
ed
t
o
ass
ess
th
e
s
am
e
u
n
d
er
ly
in
g
c
o
n
ce
p
t
.
C
r
o
n
b
ac
h
’
s
alp
h
a
v
alu
es
r
an
g
e
f
r
o
m
0
t
o
1
,
with
h
ig
h
er
v
al
u
es
in
d
icatin
g
s
tr
o
n
g
er
i
n
ter
n
al
co
n
s
is
ten
cy
.
I
n
th
is
ca
s
e,
th
e
ta
b
le
r
e
p
o
r
ts
a
C
r
o
n
b
ac
h
’
s
alp
h
a
o
f
.
9
2
0
,
ca
lcu
lated
f
o
r
n
in
e
ite
m
s
.
T
ab
le
3
.
Scale:
in
ten
tio
n
s
to
c
o
n
d
u
ct
c
r
itical
r
ea
d
in
g
R
e
l
i
a
b
i
l
i
t
y
st
a
t
i
st
i
c
s
C
r
o
n
b
a
c
h
’
s
a
l
p
ha
N
o
f
i
t
e
m
s
.
9
2
0
9
T
h
e
r
eliab
ilit
y
o
f
t
h
e
“in
ten
ti
o
n
s
to
co
n
d
u
ct
cr
itical
r
ea
d
i
n
g
”
s
ca
le
was
ev
alu
ated
u
s
in
g
C
r
o
n
b
ac
h
’
s
alp
h
a,
wh
ich
r
esu
lted
in
a
co
ef
f
icien
t
o
f
.
9
2
0
a
cr
o
s
s
n
in
e
i
tem
s
.
T
h
is
r
ef
lects
an
ex
ce
llen
t
lev
el
o
f
in
ter
n
al
co
n
s
is
ten
cy
,
in
d
icatin
g
th
at
th
e
item
s
ar
e
h
ig
h
ly
in
ter
r
elate
d
an
d
r
eliab
ly
m
ea
s
u
r
e
t
h
e
s
a
m
e
co
n
s
tr
u
ct.
Mo
r
e
b
r
o
ad
ly
,
b
o
th
s
ca
les
u
s
ed
in
t
h
e
s
tu
d
y
p
r
o
d
u
ce
d
C
r
o
n
b
ac
h
’
s
alp
h
a
v
alu
es
well
ab
o
v
e
th
e
co
m
m
o
n
l
y
ac
ce
p
ted
th
r
esh
o
ld
o
f
.
7
0
,
co
n
f
i
r
m
in
g
th
e
r
eliab
ilit
y
o
f
th
e
q
u
esti
o
n
n
air
e.
T
h
ese
r
esu
lts
s
u
g
g
est
t
h
at
th
e
item
s
wer
e
clea
r
ly
u
n
d
e
r
s
to
o
d
b
y
r
esp
o
n
d
en
ts
an
d
th
at
th
e
d
ata
co
llecte
d
ar
e
d
e
p
en
d
a
b
le
f
o
r
f
u
r
t
h
er
a
n
aly
s
is
.
T
ab
le
4
p
r
esen
ts
th
e
d
is
tr
ib
u
tio
n
o
f
p
a
r
ticip
an
ts
b
y
g
en
d
er
.
I
t
in
clu
d
es
f
r
eq
u
e
n
cies
an
d
p
e
r
ce
n
tag
es,
s
h
o
win
g
h
o
w
m
an
y
f
e
m
ale
a
n
d
m
ale
s
tu
d
en
ts
p
ar
ticip
ated
in
th
e
s
tu
d
y
.
T
h
is
d
is
tr
ib
u
tio
n
r
ef
lects
th
e
ac
tu
al
g
en
d
er
co
m
p
o
s
itio
n
with
in
th
e
s
elec
ted
p
o
p
u
latio
n
an
d
p
r
o
v
i
d
es
im
p
o
r
ta
n
t
co
n
tex
t f
o
r
in
ter
p
r
etin
g
th
e
s
tu
d
y
’
s
f
in
d
in
g
s
.
T
ab
le
4
.
Data
o
n
g
en
d
er
d
iv
is
io
n
G
e
n
d
e
r
F
r
e
q
u
e
n
c
y
%
V
a
l
i
d
(
%
)
C
u
m
u
l
a
t
i
v
e
(
%
)
V
a
l
i
d
F
e
mal
e
s
t
u
d
e
n
t
s
1
4
4
7
2
.
0
7
2
.
0
7
2
.
0
M
a
l
e
s
t
u
d
e
n
t
s
56
2
8
.
0
2
8
.
0
1
0
0
.
0
To
t
a
l
2
0
0
1
0
0
.
0
1
0
0
.
0
Ou
t
o
f
a
to
tal
o
f
2
0
0
p
ar
ticip
an
ts
,
7
2
%
wer
e
f
em
ale
s
tu
d
en
ts
(
1
4
4
)
,
a
n
d
2
8
%
wer
e
m
ale
s
tu
d
en
ts
(
5
6
)
.
T
h
is
in
d
icate
s
a
co
n
s
id
e
r
ab
le
g
en
d
er
im
b
ala
n
ce
in
th
e
s
am
p
le,
with
f
em
ale
s
tu
d
en
ts
m
ak
in
g
u
p
n
ea
r
ly
th
r
ee
-
q
u
a
r
ter
s
o
f
th
e
r
esp
o
n
d
en
ts
.
T
h
is
s
h
o
u
ld
b
e
tak
en
i
n
to
ac
co
u
n
t
wh
e
n
in
ter
p
r
etin
g
th
e
r
esu
lts
,
as
th
e
p
er
s
p
ec
tiv
es m
ay
b
e
m
o
r
e
r
ef
l
ec
tiv
e
o
f
th
e
f
em
ale
s
tu
d
en
t
p
o
p
u
latio
n
.
T
ab
le
5
p
r
esen
ts
d
escr
ip
tiv
e
s
tatis
t
ics
f
o
r
f
iv
e
item
s
r
elate
d
to
s
tu
d
en
ts
’
p
er
s
o
n
al
attitu
d
es
to
war
d
r
ea
d
in
g
c
r
itically
in
a
f
o
r
eig
n
lan
g
u
ag
e
.
Fo
r
ea
c
h
item
,
th
e
tab
le
s
h
o
ws
th
e
n
u
m
b
er
o
f
v
alid
r
esp
o
n
s
es
(
N)
,
m
in
im
u
m
an
d
m
ax
im
u
m
s
co
r
es,
m
ea
n
(
av
er
a
g
e)
,
an
d
s
tan
d
ar
d
d
ev
iatio
n
.
T
h
e
s
ca
le
r
a
n
g
es
f
r
o
m
1
(
s
tr
o
n
g
ly
d
is
ag
r
ee
)
to
7
(
s
tr
o
n
g
l
y
ag
r
ee
)
.
T
ab
le
5
.
Per
s
o
n
al
attitu
d
es
-
d
es
cr
ip
tiv
e
s
tatis
tics
P
e
r
so
n
a
l
a
t
t
i
t
u
d
e
s
-
d
e
scri
p
t
i
v
e
st
a
t
i
s
t
i
c
s
(
i
t
e
m
n
o
.
)
N
M
i
n
i
m
u
m
M
a
x
i
m
u
m
M
e
a
n
S
t
d
.
D
e
v
i
a
t
i
o
n
R
e
a
d
i
n
g
c
r
i
t
i
c
a
l
l
y
i
n
a
f
o
r
e
i
g
n
l
a
n
g
u
a
g
e
h
a
s m
o
r
e
a
d
v
a
n
t
a
g
e
s
t
h
a
n
d
i
s
a
d
v
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g
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s f
o
r
me
(
1
)
2
0
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1
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5
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1
4
1
.
5
2
2
A
mo
n
g
t
h
e
v
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r
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s re
a
d
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n
g
o
p
t
i
o
n
s
,
I
w
o
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l
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p
r
e
f
e
r
r
e
a
d
i
n
g
c
r
i
t
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l
l
y
(
5
)
2
0
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2
7
5
.
7
3
1
.
3
7
8
To
p
i
c
s
b
a
se
d
o
n
c
r
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m
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2
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2
R
e
a
d
i
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2
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5
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9
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3
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I
f
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2
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6
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2
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2
9
8
V
a
l
i
d
N
2
0
0
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
.
15
,
No
.
1
,
Feb
r
u
a
r
y
20
26
:
795
-
804
800
T
h
e
r
esu
lts
s
h
o
w
a
g
en
er
ally
p
o
s
itiv
e
attitu
d
e
to
war
d
cr
itical
r
ea
d
in
g
in
a
f
o
r
ei
g
n
lan
g
u
a
g
e.
All m
ea
n
v
alu
es
ar
e
ab
o
v
e
5
,
in
d
icatin
g
ag
r
ee
m
e
n
t
with
th
e
s
tatem
en
ts
.
T
h
e
h
ig
h
est
m
ea
n
(
M=
6
.
2
0
)
is
f
o
r
th
e
item
“
I
f
I
h
ad
th
e
o
p
p
o
r
tu
n
ity
an
d
en
o
u
g
h
tim
e,
I
wo
u
ld
lik
e
to
r
ea
d
m
o
r
e
cr
itically
,
n
o
t
o
n
ly
in
s
ch
o
o
l
,
”
s
u
g
g
esti
n
g
a
s
tr
o
n
g
in
tr
in
s
ic
m
o
tiv
atio
n
.
T
h
e
lo
west
m
ea
n
(
M=
5
.
1
4
)
is
f
o
r
“
r
ea
d
in
g
cr
i
tically
in
a
f
o
r
ei
g
n
lan
g
u
ag
e
h
as
m
o
r
e
ad
v
an
tag
es
th
an
d
is
ad
v
an
tag
es
f
o
r
m
e
,
”
in
d
icatin
g
s
lig
h
tly
m
o
r
e
r
eser
v
ed
a
g
r
ee
m
en
t
.
Stan
d
ar
d
d
e
v
iatio
n
s
r
an
g
e
f
r
o
m
1
.
2
9
8
to
1
.
5
2
2
,
r
ef
lectin
g
m
o
d
er
ate
v
ar
iab
ilit
y
in
r
esp
o
n
s
es.
Ov
er
all,
T
ab
le
5
s
u
g
g
ests
th
at
p
er
s
o
n
al
attitu
d
e
s
to
war
d
s
cr
itical
r
ea
d
in
g
wer
e
p
o
s
itiv
e
am
o
n
g
th
e
p
ar
ticip
an
ts
.
T
h
is
s
u
g
g
ests
a
f
av
o
r
ab
le
p
r
ed
is
p
o
s
itio
n
a
m
o
n
g
s
tu
d
en
ts
,
wh
ich
ca
n
s
er
v
e
as
a
s
tr
o
n
g
f
o
u
n
d
atio
n
f
o
r
f
o
s
ter
in
g
an
d
en
h
an
cin
g
cr
itical
r
ea
d
in
g
s
k
ills
with
in
ed
u
ca
tio
n
al
co
n
te
x
ts
.
As s
h
o
wn
in
T
ab
le
6
,
d
escr
ip
tiv
e
s
tatis
tic
s
–
in
ten
tio
n
s
to
r
ea
d
cr
itically
in
a
f
o
r
eig
n
lan
g
u
ag
e
p
r
esen
ts
d
escr
ip
tiv
e
s
tatis
tic
s
f
o
r
n
in
e
item
s
m
ea
s
u
r
in
g
s
tu
d
en
ts
’
i
n
ten
tio
n
s
to
co
n
tin
u
e
o
r
d
ev
e
lo
p
cr
itical
r
ea
d
in
g
s
k
ills
in
a
f
o
r
eig
n
lan
g
u
a
g
e.
E
ac
h
item
in
clu
d
es
d
ata
o
n
th
e
n
u
m
b
er
o
f
r
esp
o
n
s
es
(
N)
,
m
in
im
u
m
an
d
m
ax
im
u
m
s
co
r
es,
m
ea
n
(
a
v
er
ag
e)
,
a
n
d
s
tan
d
ar
d
d
ev
iatio
n
.
R
esp
o
n
s
es
wer
e
r
ated
o
n
a
7
-
p
o
in
t
L
ik
e
r
t
s
ca
le,
r
an
g
in
g
f
r
o
m
1
(
s
tr
o
n
g
ly
d
is
ag
r
ee
)
to
7
(
s
tr
o
n
g
l
y
ag
r
ee
)
.
T
ab
le
6
.
I
n
ten
tio
n
s
to
r
ea
d
cr
it
ically
in
a
f
o
r
ei
g
n
lan
g
u
ag
e
-
d
e
s
cr
ip
tiv
e
s
tatis
tic
s
I
n
t
e
n
t
i
o
n
s
t
o
r
e
a
d
c
r
i
t
i
c
a
l
l
y
i
n
a
f
o
r
e
i
g
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7
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5
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6
7
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6
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T
h
e
r
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lts
r
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ea
l
m
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ate
t
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m
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er
ately
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o
s
itiv
e
in
ten
ti
o
n
s
am
o
n
g
s
tu
d
e
n
ts
to
war
d
c
o
n
tin
u
in
g
cr
itical
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ea
d
in
g
b
ey
o
n
d
th
eir
s
tu
d
ies.
Me
an
s
co
r
es
r
an
g
e
f
r
o
m
3
.
3
8
to
5
.
3
2
.
T
h
e
lo
west
m
ea
n
is
f
o
r
th
e
item
“
I
h
av
e
t
o
co
n
tin
u
e
r
ea
d
in
g
c
r
itically
in
th
e
f
u
tu
r
e/ev
e
n
af
t
er
co
m
p
letin
g
m
y
s
tu
d
ies
”
(
M=
3
.
3
8
,
SD=2
.
3
7
4
)
,
s
u
g
g
esti
n
g
u
n
ce
r
tain
ty
o
r
lo
w
co
m
m
itm
en
t
t
o
s
u
s
tain
ed
cr
itical
r
ea
d
in
g
af
ter
g
r
ad
u
atio
n
.
C
o
n
v
er
s
ely
,
th
e
h
ig
h
est
m
ea
n
is
f
o
r
“
I
will
m
ak
e
ev
e
r
y
ef
f
o
r
t
to
s
p
ec
ialize
an
d
m
aster
m
y
s
elf
in
cr
itical
r
ea
d
in
g
”
(
M=
5
.
3
2
,
SD=1
.
6
7
3
)
,
in
d
icatin
g
a
r
el
ativ
ely
s
tr
o
n
g
er
d
eter
m
in
atio
n
in
s
k
ill
d
ev
elo
p
m
en
t.
Als
o
,
to
p
r
o
f
ess
io
n
al
asp
ir
atio
n
s
,
s
tatem
en
ts
r
elate
d
to
p
r
o
f
ess
io
n
al
d
ev
el
o
p
m
en
t,
s
u
ch
as
“
my
g
o
al
is
to
b
ec
o
m
e
a
p
r
o
f
ess
io
n
al
cr
itical
r
ea
d
er
”
(
m
ea
n
=4
.
4
7
)
an
d
“
I
’
m
s
er
io
u
s
ly
co
n
s
id
er
in
g
b
ein
g
a
p
r
o
f
ess
io
n
al
cr
itical
r
ea
d
er
”
(
m
ea
n
=4
.
7
2
)
,
s
u
g
g
est
th
at
wh
ile
th
er
e
is
in
ter
est
in
p
u
r
s
u
in
g
cr
itical
r
ea
d
in
g
as
a
ca
r
ee
r
,
th
e
co
m
m
itm
en
t
is
n
o
t
o
v
er
wh
elm
in
g
l
y
s
tr
o
n
g
.
T
h
e
d
eter
m
in
ati
o
n
to
im
p
r
o
v
e
s
k
ills
s
h
o
ws
th
at
th
e
h
ig
h
er
m
e
an
s
f
o
r
s
tatem
en
ts
lik
e
“
I
will m
ak
e
ev
er
y
ef
f
o
r
t to
s
p
ec
ialize
an
d
m
aster
m
y
s
el
f
in
cr
itical
r
ea
d
in
g
”
(
5
.
3
2
)
an
d
“
I
am
d
eter
m
in
ed
to
d
ev
elo
p
m
y
s
k
ills
as a
cr
it
ic
al
r
ea
d
er
”
(
4
.
9
8
)
in
d
icate
a
willin
g
n
ess
am
o
n
g
s
tu
d
en
ts
to
im
p
r
o
v
e
th
eir
cr
itica
l
r
ea
d
in
g
a
b
ilit
ies.
T
ab
le
7
p
r
esen
ts
th
e
Pear
s
o
n
co
r
r
elatio
n
co
ef
f
icien
t
b
etwe
en
two
v
ar
iab
les
:
p
er
s
o
n
al
attitu
d
es
an
d
in
ten
tio
n
s
to
r
ea
d
c
r
itically
in
a
f
o
r
eig
n
lan
g
u
ag
e
.
T
h
e
co
r
r
elatio
n
co
ef
f
icien
t
(
r
)
in
d
icate
s
th
e
s
tr
en
g
th
an
d
d
ir
ec
tio
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o
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h
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lin
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ip
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e
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tatis
tically
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ig
n
if
ican
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h
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an
aly
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is
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ased
o
n
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0
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p
ar
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ts
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ab
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.
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to
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0
1
l
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v
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(
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.
Evaluation Warning : The document was created with Spire.PDF for Python.
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J
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&
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N:
2252
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8
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2
C
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co
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:
p
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ttit
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in
ten
tio
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Mig
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limeh
meti
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801
T
h
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r
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lts
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h
o
w
a
m
o
d
er
ately
s
tr
o
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g
p
o
s
itiv
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co
r
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b
etwe
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p
er
s
o
n
al
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d
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ten
tio
n
s
to
r
ea
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cr
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in
a
f
o
r
eig
n
lan
g
u
ag
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with
a
Pear
s
o
n
co
r
r
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co
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f
.
6
4
5
.
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h
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ab
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t
h
at
th
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s
h
ip
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u
r
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ce
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h
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s
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ests
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at
s
tu
d
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wh
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o
r
e
p
o
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d
cr
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r
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tices
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u
tu
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e.
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n
p
r
ac
tical
ter
m
s
,
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h
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s
tu
d
en
ts
’
ap
p
r
ec
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n
an
d
e
n
jo
y
m
e
n
t
o
f
cr
itical
r
ea
d
in
g
co
u
ld
h
av
e
a
d
ir
ec
t
p
o
s
itiv
e
im
p
ac
t
o
n
th
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m
o
tiv
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n
to
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r
s
u
e
it
f
u
r
th
er
,
b
o
th
ac
ad
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m
ically
an
d
p
r
o
f
ess
io
n
ally
.
Fo
s
ter
in
g
p
o
s
itiv
e
attitu
d
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to
war
d
s
cr
itical
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d
in
g
m
a
y
p
o
ten
tially
en
h
an
ce
i
n
ten
tio
n
s
t
o
en
g
ag
e
in
ess
en
tial
p
r
ac
tices
o
f
r
ea
d
i
n
g
am
o
n
g
f
o
r
eig
n
lan
g
u
a
g
e
lear
n
e
r
s
.
T
h
e
d
ata
s
u
p
p
o
r
t
th
e
h
y
p
o
th
e
s
is
th
at
p
er
s
o
n
al
attitu
d
es
s
ig
n
if
ican
tly
im
p
ac
t
s
tu
d
e
n
ts
’
in
ten
tio
n
s
to
en
g
ag
e
in
cr
itical
r
ea
d
in
g
in
a
f
o
r
eig
n
lan
g
u
ag
e.
T
h
is
co
r
r
elatio
n
em
p
h
asizes
th
e
im
p
o
r
tan
ce
o
f
f
o
s
ter
in
g
p
o
s
itiv
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attitu
d
es
to
war
d
r
e
ad
i
n
g
c
r
itically
as
p
a
r
t
o
f
e
d
u
ca
ti
o
n
al
s
tr
ateg
ies
to
en
h
an
ce
s
tu
d
en
ts
’
en
g
ag
em
e
n
t
an
d
s
k
ills
in
th
is
ar
ea
.
Ad
d
r
e
s
s
in
g
p
er
s
o
n
al
attitu
d
es
m
ay
b
e
a
k
ey
f
o
cu
s
f
o
r
ed
u
ca
to
r
s
aim
in
g
to
im
p
r
o
v
e
cr
itical
r
ea
d
in
g
p
r
ac
tices a
m
o
n
g
s
tu
d
en
ts
.
4
.
2
.
Dis
cus
s
io
n
B
ased
on
th
e
an
aly
s
is
,
i
t
b
ec
a
m
e
clea
r
th
at
th
e
in
ten
tio
n
to
r
ea
d
cr
itically
is
in
f
lu
en
ce
d
b
y
p
er
s
o
n
al
attitu
d
e.
W
h
at
is
im
m
ed
iately
o
b
v
io
u
s
f
o
r
r
ef
lectio
n
is
th
at
am
o
n
g
all
d
id
ac
tic
ac
tiv
ities
,
r
ea
d
in
g
s
ee
m
s
th
e
m
o
s
t
co
n
d
u
ci
v
e
to
th
e
ex
er
cis
e
an
d
d
e
v
elo
p
m
en
t
o
f
au
to
n
o
m
y
[
39
]
.
I
t
is
in
d
iv
id
u
al
b
y
it
s
n
atu
r
e,
it
p
u
ts
th
e
lear
n
er
in
c
o
n
tact
with
a
tex
t
an
d
in
s
o
m
e
wa
y
f
o
r
ce
s
h
im
t
o
s
tr
u
g
g
le
to
f
in
d
(
o
r
attr
ib
u
te
)
a
ce
r
tain
m
ea
n
in
g
to
it,
it
ca
n
en
c
o
u
r
a
g
e
h
i
m
to
in
v
est
p
er
s
o
n
ally
in
it
[
40
]
.
I
t
also
r
em
ain
s
a
t
y
p
e
o
f
ac
tiv
ity
r
elativ
ely
clo
s
e
to
th
at
wh
ich
lear
n
er
s
ar
e
s
u
p
p
o
s
ed
to
u
n
d
e
r
tak
e
o
f
th
eir
o
wn
will,
o
u
ts
id
e
th
e
ed
u
ca
tio
n
al
f
r
am
ewo
r
k
[
41
]
.
W
o
r
k
in
g
with
a
tex
t,
liter
ar
y
o
r
d
o
cu
m
e
n
tar
y
[
42
]
,
in
class
o
r
at
h
o
m
e,
co
u
ld
th
er
e
f
o
r
e
b
e
p
ar
t
o
f
th
e
tr
en
d
to
p
r
o
m
o
te
o
r
tr
ain
th
e
au
to
n
o
m
y
o
f
th
e
lear
n
er
in
f
o
r
eig
n
lan
g
u
ag
e
less
o
n
s
,
n
o
t
o
n
ly
to
m
ak
e
th
e
lear
n
in
g
p
r
o
ce
s
s
m
o
r
e
ef
f
ec
tiv
e
,
b
u
t
als
o
to
p
r
o
m
o
te
a
ce
r
tain
co
g
n
itiv
e
av
ailab
ilit
y
,
wh
ich
ca
n
also
p
r
o
v
e
p
r
o
f
itab
le
in
o
th
er
ar
ea
s
[
43
]
.
Vy
g
o
ts
k
y
h
a
d
alr
ea
d
y
co
n
ce
iv
ed
th
e
id
e
a
o
f
r
ea
d
in
g
as
a
s
o
cial
p
r
ac
tice
a
n
d
as
an
in
ter
ac
tiv
e
an
d
d
y
n
am
ic
p
r
o
ce
s
s
in
wh
ich
th
e
r
ea
d
er
en
g
a
g
es with
an
au
th
o
r
th
r
o
u
g
h
th
e
tex
t
[
44
].
T
h
is
f
in
d
in
g
alig
n
s
with
e
x
is
tin
g
liter
atu
r
e
t
h
at
s
u
g
g
ests
m
o
tiv
atio
n
an
d
s
elf
-
ef
f
icac
y
ar
e
f
u
n
d
am
e
n
tal
to
th
e
lear
n
in
g
p
r
o
ce
s
s
[
45
]
.
Stu
d
e
n
ts
wh
o
p
er
c
eiv
e
cr
itical
r
ea
d
in
g
as
b
en
ef
i
cial
ar
e
m
o
r
e
lik
ely
to
en
g
ag
e
with
tex
ts
th
o
u
g
h
tf
u
lly
an
d
a
n
aly
tically
.
A
u
to
n
o
m
y
is
cr
u
cial
in
lan
g
u
ag
e
ac
q
u
is
itio
n
,
as
it
en
co
u
r
a
g
es
lear
n
er
s
to
ex
p
lo
r
e
tex
ts
in
d
ep
en
d
en
tly
an
d
d
ev
elo
p
th
eir
in
ter
p
r
etativ
e
s
k
ills
.
R
ea
d
in
g
is
a
d
y
n
am
ic
in
ter
ac
tio
n
b
etwe
en
th
e
r
ea
d
er
an
d
th
e
tex
t
[
46
]
.
T
h
e
in
clin
atio
n
o
f
s
tu
d
e
n
ts
to
co
n
tin
u
e
en
g
ag
in
g
with
cr
itical
r
ea
d
in
g
b
ey
o
n
d
th
eir
f
o
r
m
al
ed
u
ca
tio
n
r
ef
lect
s
a
co
m
m
itm
en
t
t
o
life
lo
n
g
l
ea
r
n
in
g
.
T
h
e
d
ata
s
u
g
g
ests
th
at
s
tu
d
en
ts
v
alu
e
th
e
ad
v
an
tag
es
o
f
cr
itical
r
ea
d
in
g
,
wh
ich
ca
n
lead
to
p
er
s
o
n
al
an
d
p
r
o
f
ess
io
n
al
g
r
o
wth
.
T
h
e
r
esu
lts
im
p
ly
t
h
at
ed
u
ca
to
r
s
s
h
o
u
ld
ad
o
p
t
s
tr
ateg
ies
th
at
en
h
an
ce
s
tu
d
e
n
ts
’
p
o
s
itiv
e
attitu
d
es
to
war
d
r
ea
d
i
n
g
.
T
o
en
h
an
ce
s
tu
d
e
n
ts
’
en
g
ag
e
m
en
t
with
cr
itical
r
ea
d
in
g
,
s
ev
er
al
s
tr
ateg
ies
ca
n
b
e
im
p
lem
en
ted
.
I
n
tr
o
d
u
cin
g
d
iv
er
s
e
r
ea
d
in
g
m
ater
ials
,
in
clu
d
in
g
v
a
r
io
u
s
g
en
r
es
an
d
f
o
r
m
ats,
ca
n
ca
ter
t
o
d
if
f
er
e
n
t
in
ter
ests
an
d
m
ak
e
th
e
r
ea
d
i
n
g
ex
p
e
r
ien
ce
m
o
r
e
s
tim
u
latin
g
an
d
i
n
clu
s
iv
e
[
47
]
.
I
n
ter
ac
tiv
e
d
is
cu
s
s
io
n
s
th
at
in
v
ite
s
tu
d
en
ts
to
s
h
ar
e
p
er
s
p
ec
tiv
es a
n
d
q
u
esti
o
n
tex
ts
c
o
llab
o
r
ativ
ely
n
o
t
o
n
ly
d
ee
p
en
u
n
d
e
r
s
tan
d
in
g
b
u
t
also
b
u
il
d
a
s
u
p
p
o
r
tiv
e
c
o
m
m
u
n
ity
o
f
c
r
itical
th
in
k
er
s
[
48
]
.
A
d
d
itio
n
a
lly
,
en
co
u
r
ag
in
g
g
o
al
s
ettin
g
allo
ws
s
tu
d
en
ts
to
d
ef
in
e
p
er
s
o
n
al
o
b
jectiv
es
r
elate
d
to
cr
itical
r
ea
d
in
g
,
wh
ich
ca
n
s
tr
en
g
th
en
th
eir
m
o
ti
v
atio
n
an
d
f
o
s
ter
a
g
r
ea
ter
s
en
s
e
o
f
o
wn
er
s
h
ip
o
v
er
th
eir
lear
n
in
g
p
r
o
ce
s
s
[
45
].
W
h
ile
th
e
f
in
d
in
g
s
ar
e
p
r
o
m
i
s
in
g
,
th
er
e
ar
e
c
h
allen
g
es
in
i
m
p
lem
en
tin
g
th
ese
s
tr
ateg
ies.
E
d
u
ca
to
r
s
m
ay
en
c
o
u
n
ter
s
tu
d
en
ts
wit
h
d
ee
p
l
y
r
o
o
ted
n
eg
ativ
e
attitu
d
es
to
war
d
r
ea
d
in
g
,
o
f
te
n
s
h
ap
ed
b
y
p
r
i
o
r
ed
u
ca
tio
n
al
ex
p
e
r
ien
ce
s
.
Ad
d
r
ess
in
g
th
ese
attitu
d
es
r
eq
u
ir
es
p
atien
ce
an
d
tailo
r
ed
ap
p
r
o
ac
h
es,
em
p
h
asizin
g
th
e
r
elev
an
ce
o
f
cr
itical
r
ea
d
i
n
g
in
s
tu
d
en
ts
’
liv
es [
49
].
Alth
o
u
g
h
th
is
s
tu
d
y
d
em
o
n
s
tr
ates
a
clea
r
lin
k
b
etwe
en
p
o
s
itiv
e
attitu
d
es
an
d
in
ten
tio
n
s
to
r
ea
d
cr
itically
,
it
is
im
p
o
r
tan
t
t
o
r
e
co
g
n
ize
th
at
in
ten
tio
n
s
d
o
n
o
t
alwa
y
s
tr
an
s
late
in
to
ac
tu
al
b
eh
av
io
r
.
Stu
d
en
ts
m
ay
ex
p
r
ess
a
willin
g
n
ess
to
en
g
ag
e
in
cr
itical
r
ea
d
in
g
y
et
f
ail
to
f
o
llo
w
th
r
o
u
g
h
d
u
e
to
f
ac
to
r
s
s
u
ch
as
lack
o
f
tim
e,
lim
ited
s
u
p
p
o
r
t,
o
r
i
n
s
u
f
f
icien
t
s
elf
-
ef
f
icac
y
.
T
h
is
in
ten
tio
n
-
b
eh
av
i
o
r
g
ap
is
w
ell
d
o
cu
m
e
n
ted
in
ed
u
ca
tio
n
al
p
s
y
ch
o
lo
g
y
[
50
]
an
d
h
ig
h
lig
h
ts
th
e
n
ee
d
f
o
r
f
u
r
th
er
r
esear
ch
in
t
o
th
e
co
n
d
itio
n
s
th
at
en
ab
le
s
tu
d
en
ts
to
ac
t
o
n
th
eir
in
te
n
tio
n
s
.
Fu
tu
r
e
s
tu
d
ies
s
h
o
u
ld
in
teg
r
ate
b
eh
a
v
io
r
al
m
ea
s
u
r
es,
s
u
ch
as
r
ea
d
in
g
p
er
f
o
r
m
an
ce
task
s
,
r
ef
lectiv
e
jo
u
r
n
als,
o
r
class
r
o
o
m
o
b
s
er
v
atio
n
s
[
51
]
,
to
ca
p
tu
r
e
a
ctu
al
en
g
ag
em
e
n
t.
Ad
d
itio
n
ally
,
lo
n
g
itu
d
in
al
o
r
m
ix
ed
-
m
eth
o
d
r
esear
ch
ca
n
o
f
f
er
d
ee
p
er
in
s
ig
h
t
in
to
h
o
w
an
d
wh
en
in
ten
tio
n
s
ev
o
lv
e
in
to
co
n
s
is
ten
t
p
r
ac
tices,
id
en
tify
in
g
th
e
p
e
r
s
o
n
al
a
n
d
co
n
tex
t
u
al
f
ac
to
r
s
th
at
s
u
s
tain
cr
itical
r
ea
d
in
g
o
v
er
tim
e.
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
.
15
,
No
.
1
,
Feb
r
u
a
r
y
20
26
:
795
-
804
802
4
.
3
.
Rec
o
mm
enda
t
io
ns
Pro
m
o
tin
g
cr
itical
r
ea
d
i
n
g
am
o
n
g
f
o
r
eig
n
la
n
g
u
a
g
e
lear
n
er
s
r
eq
u
ir
es st
r
en
g
th
en
i
n
g
s
tu
d
en
t
s
’
p
o
s
itiv
e
attitu
d
es
b
y
s
elec
tin
g
tex
ts
r
elev
an
t
to
th
eir
i
n
ter
ests
an
d
r
ea
l
-
life
e
x
p
er
ien
ce
s
,
m
a
k
in
g
r
ea
d
in
g
m
o
r
e
m
o
tiv
atin
g
an
d
en
j
o
y
ab
le.
T
o
b
r
id
g
e
th
e
g
a
p
b
etwe
en
in
te
n
tio
n
an
d
ac
tio
n
,
ed
u
ca
tio
n
al
in
s
titu
tio
n
s
s
h
o
u
ld
p
r
o
v
id
e
s
u
s
tain
ed
s
u
p
p
o
r
t
th
r
o
u
g
h
to
o
ls
lik
e
r
ef
lectiv
e
jo
u
r
n
als,
r
ea
d
i
n
g
p
o
r
tf
o
lio
s
,
an
d
g
u
id
e
d
r
ea
d
in
g
p
r
o
g
r
a
m
s
.
Ass
ess
in
g
cr
itical
r
ea
d
in
g
s
h
o
u
ld
in
clu
d
e
b
e
h
av
io
r
al
m
ea
s
u
r
es
s
u
ch
as
an
aly
tical
ess
ay
s
,
d
is
cu
s
s
io
n
s
,
an
d
p
ee
r
r
ev
iews,
wh
ile
lo
n
g
itu
d
in
al
a
n
d
m
ix
e
d
-
m
eth
o
d
s
tu
d
ies
ca
n
o
f
f
er
d
ee
p
er
in
s
ig
h
ts
in
to
h
o
w
s
tu
d
en
ts
’
in
ten
tio
n
s
d
e
v
elo
p
o
v
e
r
tim
e.
T
ea
ch
er
tr
ain
in
g
is
ess
en
tial,
with
o
n
g
o
in
g
p
r
o
f
ess
io
n
al
d
ev
elo
p
m
e
n
t
f
o
cu
s
ed
o
n
ef
f
e
ctiv
e
s
tr
ateg
ies
to
teac
h
cr
iti
ca
l
r
ea
d
in
g
an
d
b
o
o
s
t
m
o
tiv
a
tio
n
.
At
th
e
p
o
licy
lev
el,
in
teg
r
atin
g
cr
itical
r
ea
d
in
g
e
x
p
licitly
in
to
n
atio
n
al
cu
r
r
icu
la
will
e
n
s
u
r
e
it
is
p
r
io
r
itized
as
a
v
ital
co
m
p
eten
cy
,
alig
n
in
g
p
r
ac
tice
an
d
p
o
lic
y
to
n
u
r
tu
r
e
m
o
r
e
r
ef
lectiv
e,
liter
ate,
an
d
cr
itically
en
g
ag
ed
lear
n
er
s
.
5.
CO
NCLU
SI
O
N
T
h
is
s
tu
d
y
r
ev
ea
led
a
s
tatis
t
i
ca
lly
s
ig
n
if
ican
t
an
d
m
o
d
er
at
ely
s
tr
o
n
g
p
o
s
itiv
e
co
r
r
elatio
n
b
etwe
en
s
tu
d
en
ts
’
p
er
s
o
n
al
attitu
d
es
an
d
th
eir
in
te
n
tio
n
s
to
en
g
a
g
e
in
cr
itical
r
ea
d
in
g
in
a
f
o
r
eig
n
lan
g
u
a
g
e,
h
ig
h
lig
h
tin
g
th
e
p
r
ac
tical
im
p
o
r
tan
ce
o
f
m
o
tiv
atio
n
al
f
ac
t
o
r
s
in
lear
n
in
g
.
I
n
ter
m
s
o
f
r
ea
l
-
wo
r
ld
im
p
ac
t
,
th
is
f
in
d
in
g
s
u
g
g
ests
th
at
te
ac
h
in
g
s
tr
ateg
ies
s
h
o
u
l
d
g
o
b
ey
o
n
d
d
e
v
elo
p
in
g
tech
n
ical
r
ea
d
in
g
s
k
ills
an
d
ac
tiv
ely
f
o
s
ter
p
o
s
itiv
e
attitu
d
es
to
war
d
cr
itical
r
ea
d
in
g
.
B
y
d
esig
n
in
g
task
s
th
at
ar
e
en
g
ag
in
g
,
r
elev
an
t,
an
d
m
ea
n
i
n
g
f
u
l
,
ed
u
ca
t
o
r
s
ca
n
in
cr
ea
s
e
s
tu
d
en
ts
’
willin
g
n
ess
to
p
ar
ticip
ate
an
d
p
er
s
is
t
in
cr
itical
r
ea
d
in
g
ac
tiv
ities
,
th
er
eb
y
b
r
i
d
g
in
g
th
e
g
ap
b
etwe
en
in
ten
tio
n
a
n
d
ac
t
io
n
.
At
th
e
s
am
e
tim
e,
th
e
r
esu
lts
p
o
in
t
to
a
lim
itatio
n
:
wh
ile
s
tu
d
en
ts
m
ay
e
x
p
r
ess
s
tr
o
n
g
in
ten
tio
n
s
,
ac
tu
al
s
u
s
tain
ed
en
g
ag
em
e
n
t
in
cr
itical
r
ea
d
in
g
b
ey
o
n
d
th
e
class
r
o
o
m
is
less
ce
r
tain
.
T
o
ad
d
r
ess
th
is
g
ap
,
f
u
tu
r
e
r
esear
c
h
co
u
l
d
em
p
lo
y
lo
n
g
itu
d
in
al
s
tu
d
ies
to
tr
a
ck
h
o
w
attitu
d
es
an
d
in
ten
tio
n
s
ev
o
lv
e
in
to
c
o
n
cr
ete
b
eh
av
io
r
s
o
v
e
r
tim
e
o
r
im
p
lem
en
t
class
r
o
o
m
-
b
ased
i
n
ter
v
en
tio
n
s
t
o
e
x
p
er
im
e
n
tally
test
m
eth
o
d
s
f
o
r
s
tr
en
g
th
en
in
g
th
is
co
n
n
ec
tio
n
.
B
y
d
em
o
n
s
tr
atin
g
t
h
e
tan
g
ib
l
e
in
f
lu
en
ce
o
f
p
e
r
s
o
n
al
attitu
d
es
o
n
e
n
g
ag
em
e
n
t,
th
is
s
tu
d
y
p
r
o
v
i
d
es
v
alu
ab
le
g
u
id
an
ce
f
o
r
c
u
r
r
icu
l
u
m
d
esig
n
,
in
s
tr
u
ctio
n
al
p
lan
n
in
g
,
an
d
p
e
d
ag
o
g
ical
in
n
o
v
atio
n
,
co
n
tr
ib
u
tin
g
to
th
e
d
ev
elo
p
m
en
t
o
f
lear
n
e
r
s
wh
o
ar
e
b
o
th
ca
p
ab
le
a
n
d
m
o
tiv
ate
d
to
r
ea
d
cr
itically
in
a
f
o
r
ei
g
n
lan
g
u
ag
e
.
F
UNDING
I
NF
O
R
M
A
T
I
O
N
T
h
is
r
esear
ch
r
ec
eiv
ed
n
o
s
p
e
cif
ic
g
r
an
t
f
r
o
m
an
y
f
u
n
d
in
g
a
g
en
cy
in
th
e
p
u
b
lic,
co
m
m
er
ci
al,
o
r
n
o
t
-
f
o
r
-
p
r
o
f
it secto
r
s
.
AUTHO
R
CO
NT
RI
B
UT
I
O
NS ST
A
T
E
M
E
N
T
T
h
is
jo
u
r
n
al
u
s
es
th
e
C
o
n
t
r
ib
u
to
r
R
o
les
T
a
x
o
n
o
m
y
(
C
R
ed
iT)
to
r
ec
o
g
n
ize
in
d
iv
i
d
u
al
au
th
o
r
co
n
tr
ib
u
tio
n
s
,
r
ed
u
ce
au
th
o
r
s
h
ip
d
is
p
u
tes,
an
d
f
ac
ilit
ate
co
llab
o
r
atio
n
.
Na
m
e
o
f
Aut
ho
r
C
M
So
Va
Fo
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Vi
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Fu
Mig
en
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Alim
eh
m
eti
✓
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I
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en
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eh
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C
:
C
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So
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all
in
d
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id
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c
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Evaluation Warning : The document was created with Spire.PDF for Python.
I
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2252
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C
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p
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ten
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(
Mig
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a
A
limeh
meti
)
803
DATA AV
AI
L
AB
I
L
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h
e
d
ata
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at
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p
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f
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o
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e
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r
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au
th
o
r
,
[
MA
]
,
u
p
o
n
r
ea
s
o
n
ab
le
r
e
q
u
est.
RE
F
E
R
E
NC
E
S
[
1
]
S
.
A
.
W
a
n
i
a
n
d
Z.
H
u
ss
i
a
n
,
“
D
e
v
e
l
o
p
i
n
g
c
r
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t
i
c
a
l
t
h
i
n
k
i
n
g
s
k
i
l
l
s,”
in
T
ra
n
s
f
o
rm
i
n
g
Ed
u
c
a
t
i
o
n
f
o
r
P
e
rs
o
n
a
l
i
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d
L
e
a
r
n
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g
,
A
.
S
.
M
u
n
n
a
,
H
.
A
l
h
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r
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s
h
e
h
,
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.
F
e
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r
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z
a
,
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A
.
P
i
u
s,
E
d
s.
,
H
e
r
sh
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A
:
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G
I
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a
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g
,
2
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o
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3
6
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3
-
0
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.
c
h
0
0
7
.
[
2
]
M
.
L
e
i
g
h
t
o
n
,
“
M
o
t
h
e
r
t
o
n
g
u
e
r
e
a
d
i
n
g
ma
t
e
r
i
a
l
s
a
s
a
b
r
i
d
g
e
t
o
l
i
t
e
r
a
c
y
,
”
Ec
o
n
o
m
i
c
s
o
f
E
d
u
c
a
t
i
o
n
Re
v
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e
w
,
v
o
l
.
9
1
,
p
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v
.
2
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1
2
.
[
3
]
O
.
V
.
K
o
n
d
r
a
,
“
R
e
a
d
i
n
g
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n
f
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E.
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Z.
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.
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[
5
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L.
M
a
t
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v
k
o
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B
e
k
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s
k
a
,
“
Th
e
t
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x
t
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t
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r
–
t
h
e
l
i
t
e
r
a
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y
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:
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c
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a
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c
J
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Po
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[
6
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R
.
T
o
r
r
e
s
,
“
F
a
c
t
o
r
s
a
f
f
e
c
t
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t
h
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r
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a
d
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c
o
m
p
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f
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d
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a
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v
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l
l
e
a
r
n
e
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s
:
b
a
s
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s
f
o
r
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e
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[
39
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N
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[
40
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M
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[
41
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[
42
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[
43
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[
44
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[
45
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[
46
]
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.
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[
47
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A
.
N
.
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,
M
.
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.
[
48
]
P
.
K
.
M
u
r
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y
,
C
.
M
.
F
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.
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R
.
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.
V
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[
49
]
M
.
A
.
A
l
R
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m
y
,
“
I
n
v
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[
50
]
M
.
C
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d
P
.
N
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ma
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[
51
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E.
T
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P
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