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K
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:
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ca
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Fam
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L
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AQ
R
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Self
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T
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CC B
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C
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Ng
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Sch
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Fo
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C
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Un
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s
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C
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C
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,
Vietn
am
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m
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u
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@
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.
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u
.
v
n
1.
I
NT
RO
D
UCT
I
O
N
L
an
g
u
ag
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lear
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in
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is
a
co
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ab
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t
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p
s
y
ch
o
lo
g
ical
an
d
e
m
o
tio
n
al
r
esil
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ce
[
1
]
.
As
g
lo
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m
u
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b
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m
e
s
in
cr
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[
1
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T
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ap
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p
latf
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[
2
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.
W
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[
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Ad
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AQ
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[
3
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W
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AQ
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[
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,
with
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h
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tm
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[
2
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,
[
4
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–
[
7
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.
R
esear
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tifie
s
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r
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co
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’
AQ:
Evaluation Warning : The document was created with Spire.PDF for Python.
I
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Th
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377
f
am
ily
,
s
elf
,
a
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Self
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Me
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ile,
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[
1
2
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[
1
3
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.
T
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h
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ay
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s
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s
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Vietn
am
,
C
h
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So
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Ko
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s
[
1
4
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–
[
1
8
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.
Po
licy
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itiativ
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in
C
h
in
a,
s
u
ch
as
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“
d
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tr
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o
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[
1
9
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,
wh
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ap
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T
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o
lis
tic
ed
u
ca
tio
n
a
n
d
s
o
cio
-
e
m
o
tio
n
al
lear
n
in
g
t
o
b
ala
n
ce
ac
ad
em
ic
p
er
f
o
r
m
a
n
ce
with
p
s
y
ch
o
lo
g
ical
h
ea
lth
[
2
0
]
,
[
2
1
]
.
Desp
ite
s
h
ar
ed
cu
l
tu
r
al
v
alu
es
em
p
h
asizin
g
g
r
o
u
p
h
ar
m
o
n
y
,
d
if
f
er
en
ce
s
in
e
d
u
ca
tio
n
al
s
y
s
tem
s
an
d
s
o
cial
s
tr
u
ctu
r
es
ca
n
alter
h
o
w
s
elf
-
an
d
en
v
ir
o
n
m
en
t
-
b
ased
f
ac
to
r
s
ar
e
p
er
c
eiv
ed
an
d
u
tili
ze
d
,
u
n
d
er
s
co
r
i
n
g
th
e
n
ee
d
f
o
r
c
r
o
s
s
-
cu
ltu
r
al
ex
am
in
atio
n
o
f
AQ
d
ev
elo
p
m
e
n
t.
Desp
ite
r
ec
o
g
n
itio
n
o
f
th
ese
f
ac
to
r
s
,
p
r
io
r
r
esear
ch
r
e
m
ain
s
f
r
ag
m
en
te
d
.
Stu
d
ies
f
r
eq
u
en
tl
y
ex
am
in
e
f
am
ily
,
s
elf
,
o
r
ed
u
ca
tio
n
al
en
v
ir
o
n
m
en
t
in
is
o
latio
n
,
d
r
awin
g
o
n
ec
o
lo
g
ical
s
y
s
tem
s
th
eo
r
y
[
2
2
]
–
[
2
4
]
,
s
elf
-
d
eter
m
in
atio
n
th
eo
r
y
[
2
5
]
,
o
r
th
e
r
o
le
o
f
s
o
cial
in
ter
ac
tio
n
an
d
s
ca
f
f
o
ld
i
n
g
in
co
g
n
itiv
e
d
ev
elo
p
m
e
n
t
[
2
6
]
–
[
2
8
]
.
Few
s
tu
d
ies
em
p
l
o
y
lo
n
g
itu
d
in
al
d
esig
n
s
o
r
m
o
d
el
th
e
in
ter
ac
tio
n
s
am
o
n
g
th
ese
f
ac
to
r
s
[
2
9
]
,
r
esu
ltin
g
in
lim
ited
em
p
ir
ical
ev
id
en
ce
lin
k
in
g
AQ
with
s
p
ec
if
ic
in
ter
n
al
an
d
ex
ter
n
al
in
f
l
u
en
ce
s
in
a
co
h
esiv
e
f
r
am
ewo
r
k
[
3
]
,
[
1
2
]
,
[
3
0
]
.
T
h
is
s
tu
d
y
aim
s
to
in
v
esti
g
ate
th
e
f
ac
to
r
s
in
f
lu
en
cin
g
lan
g
u
ag
e
lear
n
in
g
ad
v
er
s
ity
q
u
o
tien
t
(
L
L
AQ
)
,
f
o
cu
s
in
g
o
n
q
u
an
tify
in
g
th
e
co
n
tr
ib
u
tio
n
s
o
f
f
am
ily
,
s
el
f
,
an
d
ed
u
ca
tio
n
al
en
v
ir
o
n
m
en
t.
I
n
ad
d
itio
n
to
m
ea
s
u
r
in
g
th
ese
co
n
tr
ib
u
tio
n
s
,
th
e
s
tu
d
y
ex
p
lo
r
es
th
e
m
ec
h
an
is
m
s
co
n
n
ec
tin
g
th
ese
f
ac
to
r
s
,
p
r
o
v
id
in
g
a
co
m
p
r
e
h
en
s
iv
e
f
r
am
ewo
r
k
t
o
g
u
id
e
f
u
tu
r
e
r
esear
ch
.
Fin
d
i
n
g
s
ar
e
ex
p
ec
ted
to
i
n
f
o
r
m
p
e
d
ag
o
g
ical
s
tr
ateg
ies
an
d
in
s
titu
tio
n
al
p
o
licies
d
esig
n
ed
to
en
h
an
ce
s
tu
d
en
t
r
esil
ien
ce
an
d
s
u
cc
ess
in
lan
g
u
ag
e
lear
n
in
g
.
T
o
ac
h
iev
e
th
ese
aim
s
,
th
e
s
tu
d
y
d
elv
es in
to
th
e
two
f
o
llo
win
g
r
esear
ch
q
u
esti
o
n
s
:
i)
T
o
wh
at
ex
ten
t
ar
e
f
am
ily
in
f
lu
en
ce
,
s
elf
-
in
f
lu
e
n
ce
,
an
d
ed
u
ca
tio
n
al
en
v
ir
o
n
m
en
t
as
s
o
ciate
d
with
s
tu
d
en
ts
’
L
L
AQ?
ii)
W
h
at
ar
e
th
e
in
ter
r
elatio
n
s
h
ip
s
am
o
n
g
f
am
ily
in
f
lu
en
ce
,
s
elf
-
in
f
lu
en
ce
,
an
d
ed
u
ca
tio
n
al
e
n
v
ir
o
n
m
en
t
in
s
h
ap
in
g
s
tu
d
en
ts
’
L
L
AQ?
2.
M
E
T
H
O
D
2
.
1
.
Resea
rc
h
d
esig
n
T
h
is
s
tu
d
y
ad
o
p
ts
a
cr
o
s
s
-
s
ec
tio
n
al
d
escr
ip
tiv
e
an
d
c
o
r
r
el
atio
n
al
r
esear
ch
d
esig
n
to
e
x
am
in
e
th
e
r
elatio
n
s
h
ip
s
b
etwe
en
AQ,
f
am
ily
in
f
lu
en
ce
,
s
elf
-
in
f
lu
en
ce
,
an
d
th
e
ed
u
ca
tio
n
al
en
v
ir
o
n
m
en
t
am
o
n
g
E
n
g
lis
h
-
m
ajo
r
u
n
iv
er
s
ity
s
tu
d
en
ts
in
Vietn
am
.
T
h
is
ap
p
r
o
ac
h
allo
ws
f
o
r
th
e
id
en
tific
atio
n
o
f
a
s
s
o
ciatio
n
s
b
etwe
en
v
ar
iab
les at
a
s
in
g
le
p
o
in
t i
n
ti
m
e
with
o
u
t m
an
i
p
u
latin
g
a
n
y
co
n
d
itio
n
s
[
3
1
]
.
2
.
2
.
Sa
m
pli
ng
a
nd
p
a
rt
icipa
nts
T
h
is
s
tu
d
y
was
co
n
d
u
cted
at
a
Vietn
am
ese
u
n
iv
er
s
ity
a
n
d
f
o
cu
s
ed
o
n
f
u
ll
-
tim
e
u
n
d
er
g
r
ad
u
ate
s
tu
d
en
ts
m
ajo
r
in
g
in
E
n
g
lis
h
.
Am
o
n
g
ap
p
r
o
x
im
ately
1
,
1
0
0
elig
ib
le
s
tu
d
en
ts
,
9
0
0
s
tu
d
e
n
ts
wer
e
in
v
ited
to
p
ar
ticip
ate.
A
to
tal
o
f
4
3
4
v
alid
r
esp
o
n
s
es
wer
e
co
llected
,
y
ield
in
g
a
r
esp
o
n
s
e
r
ate
o
f
4
8
.
2
%.
T
h
is
r
ate
s
u
r
p
ass
ed
th
e
3
0
%
m
in
im
u
m
r
ec
o
m
m
en
d
e
d
f
o
r
co
r
r
ela
tio
n
al
s
tu
d
ies
in
th
e
s
o
cial
s
cien
ce
s
.
Stra
tifie
d
co
n
v
en
ie
n
ce
s
am
p
lin
g
was
u
s
ed
to
en
s
u
r
e
p
r
o
p
o
r
tio
n
al
r
ep
r
esen
tatio
n
ac
r
o
s
s
ac
ad
em
i
c
y
ea
r
s
,
b
ased
o
n
o
f
f
icial
en
r
o
llm
en
t
d
ata
f
r
o
m
th
e
s
ch
o
o
l
o
f
f
o
r
eig
n
lan
g
u
ag
es
.
T
h
e
p
ar
ticip
an
ts
v
ar
ied
in
g
en
d
er
,
ac
ad
e
m
ic
y
ea
r
,
an
d
m
ajo
r
,
as d
etailed
in
T
ab
le
1
.
All
p
ar
ticip
an
ts
m
et
th
e
f
o
llo
win
g
cr
iter
ia:
i)
f
u
ll
-
tim
e
e
n
r
o
llm
en
t
in
a
n
E
n
g
lis
h
-
m
ajo
r
p
r
o
g
r
a
m
;
ii)
p
r
o
f
icien
cy
in
Vietn
am
ese
;
an
d
iii)
v
o
lu
n
tar
y
p
ar
ticip
ati
o
n
.
T
h
e
s
tu
d
y
ad
h
e
r
ed
t
o
C
an
T
h
o
Un
iv
er
s
ity
’
s
eth
ical
g
u
id
elin
es.
Par
ticip
an
ts
wer
e
in
f
o
r
m
ed
o
f
th
e
s
tu
d
y
’
s
p
u
r
p
o
s
e,
th
eir
r
ig
h
t
to
with
d
r
aw,
an
d
co
n
f
id
en
tiality
o
f
r
esp
o
n
s
es.
I
n
f
o
r
m
ed
c
o
n
s
en
t
was
o
b
tain
ed
,
an
d
n
o
p
er
s
o
n
al
id
en
tifie
r
s
wer
e
co
llected
,
en
s
u
r
in
g
an
o
n
y
m
ity
an
d
d
ata
p
r
o
tectio
n
.
T
h
e
g
e
n
d
er
d
is
tr
ib
u
tio
n
r
ef
lects
b
r
o
ad
e
r
tr
en
d
s
in
lan
g
u
ag
e
an
d
s
o
cial
s
cien
ce
s
,
wh
er
e
f
em
ale
s
tu
d
en
ts
ty
p
ically
o
u
tn
u
m
b
er
m
ales.
At
th
e
in
s
titu
tio
n
,
m
ale
s
tu
d
en
ts
r
ep
r
esen
t
r
o
u
g
h
ly
o
n
e
-
th
ir
d
o
f
th
e
f
em
a
le
p
o
p
u
latio
n
.
T
h
e
f
in
al
s
am
p
le
in
clu
d
ed
1
1
2
m
ales
(
2
5
.
8
%
)
an
d
3
2
2
f
em
ales
(
7
4
.
2
%),
co
n
s
is
ten
t
with
n
atio
n
al
an
d
in
ter
n
atio
n
al
p
atter
n
s
[
3
2
]
,
[
3
3
]
.
Alth
o
u
g
h
g
e
n
d
er
was
u
n
ev
en
,
it
was
in
clu
d
ed
as
a
co
n
tr
o
l
v
ar
iab
l
e
in
r
eg
r
ess
io
n
an
aly
s
es
to
a
cc
o
u
n
t
f
o
r
p
o
ten
tial
co
n
f
o
u
n
d
in
g
ef
f
ec
ts
.
Oth
er
p
o
ten
tial
co
n
f
o
u
n
d
er
s
,
s
u
ch
as
s
o
cio
ec
o
n
o
m
ic
s
tatu
s
o
r
p
r
io
r
ac
ad
em
ic
p
er
f
o
r
m
an
ce
,
wer
e
n
o
t
co
n
tr
o
lled
d
u
e
to
d
ata
lim
itatio
n
s
.
Dem
o
g
r
a
p
h
ic
co
m
p
a
r
is
o
n
s
r
ev
ea
led
n
o
s
ig
n
if
ican
t
d
if
f
e
r
en
ce
s
ac
r
o
s
s
ac
ad
em
ic
y
ea
r
o
r
m
ajo
r
(
p
>
0
.
0
5
)
,
in
d
icatin
g
m
i
n
im
al
n
o
n
-
r
esp
o
n
s
e
b
ias an
d
s
u
p
p
o
r
tin
g
s
am
p
le
r
e
p
r
esen
tativ
en
ess
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2252
-
8
8
2
2
I
n
t
J
E
v
al
&
R
es E
d
u
c
,
Vo
l
.
15
,
No
.
1
,
Feb
r
u
a
r
y
20
2
6
:
376
-
386
378
T
ab
le
1
.
Par
ticip
an
t
d
em
o
g
r
ap
h
ic
s
an
d
AQ
d
is
tr
ib
u
tio
n
C
a
t
e
g
o
r
y
S
u
b
c
a
t
e
g
o
r
y
N
u
mb
e
r
(
n
)
P
e
r
c
e
n
t
a
g
e
(
%)
G
e
n
d
e
r
M
a
l
e
1
1
2
2
5
.
8
F
e
mal
e
3
2
2
7
4
.
2
A
c
a
d
e
mi
c
y
e
a
r
F
r
e
sh
me
n
(
y
e
a
r
1
)
82
1
8
.
9
S
o
p
h
o
mo
r
e
s (y
e
a
r
2
)
1
4
2
3
2
.
7
Ju
n
i
o
r
s (y
e
a
r
3
)
1
1
2
2
5
.
8
S
e
n
i
o
r
s (
y
e
a
r
4
)
98
2
2
.
6
M
a
j
o
r
Te
a
c
h
e
r
e
d
u
c
a
t
i
o
n
57
1
3
.
1
En
g
l
i
sh
st
u
d
i
e
s
3
3
2
7
6
.
5
En
g
l
i
sh
t
r
a
n
sl
a
t
i
o
n
& i
n
t
e
r
p
r
e
t
a
t
i
o
n
45
1
0
.
4
AQ
l
e
v
e
l
V
e
r
y
l
o
w
(
≤
5
9
)
0
0
.
0
Lo
w
(
6
0
–
94)
0
0
.
0
R
a
t
h
e
r
me
d
i
u
m (
9
5
–
1
3
4
)
1
2
2
2
8
.
1
M
e
d
i
u
m (
1
3
5
–
1
6
5
)
2
3
6
5
4
.
4
H
i
g
h
(
1
6
6
–
2
0
0
)
76
1
7
.
5
To
t
a
l
p
a
r
t
i
c
i
p
a
n
t
s
4
3
4
1
0
0
*
N
o
t
e
:
*
p
e
r
c
e
n
t
a
g
e
s
a
r
e
b
a
se
d
o
n
r
e
s
p
o
n
d
e
n
t
s wi
t
h
v
a
l
i
d
r
e
s
p
o
n
se
s (st
u
d
y
p
a
r
t
i
c
i
p
a
n
t
s)
.
2
.
3
.
I
ns
t
rum
ent
T
h
e
s
tu
d
y
em
p
lo
y
e
d
a
s
u
r
v
ey
q
u
esti
o
n
n
air
e
as
th
e
p
r
im
ar
y
d
ata
co
llectio
n
to
o
l,
wid
el
y
r
ec
o
g
n
ized
i
n
lan
g
u
ag
e
lear
n
in
g
r
esear
c
h
f
o
r
ef
f
icien
tly
ca
p
tu
r
i
n
g
lar
g
e
-
s
ca
le
d
ata
an
d
lear
n
e
r
s
’
p
er
ce
p
ti
o
n
s
[
3
4
]
,
[
3
5
]
.
T
h
e
q
u
esti
o
n
n
air
e
in
clu
d
ed
3
3
it
em
s
ac
r
o
s
s
th
r
ee
s
ec
tio
n
s
:
i
)
p
er
s
o
n
al
in
f
o
r
m
atio
n
(
g
en
d
er
,
ac
ad
em
ic
y
ea
r
,
m
ajo
r
)
;
ii
)
AQ
Scale,
m
ea
s
u
r
in
g
s
tu
d
en
ts
’
AQ
b
ased
o
n
Sto
ltz’
s
f
r
am
ewo
r
k
[
3
]
,
[
2
9
]
,
[
3
6
]
;
an
d
iii
)
f
ac
to
r
s
af
f
ec
tin
g
AQ,
e
x
am
in
in
g
f
am
ily
-
r
elate
d
,
p
e
r
s
o
n
al,
a
n
d
lear
n
in
g
e
n
v
ir
o
n
m
en
t
i
n
f
lu
en
ce
s
[
3
7
]
.
T
h
e
AQ
s
ca
l
e
was
ad
ap
ted
to
t
h
e
Vietn
am
es
e
co
n
te
x
t,
with
ex
p
e
r
t
r
e
v
iew
to
en
s
u
r
e
cu
ltu
r
al
ap
p
r
o
p
r
iate
n
ess
an
d
m
in
im
ize
b
ias.
Sto
ltz’
s
AQ
s
ca
le
wa
s
s
elec
te
d
f
o
r
its
estab
lis
h
ed
r
eliab
ilit
y
an
d
v
alid
ity
in
ass
ess
in
g
r
esil
ien
ce
in
ed
u
ca
tio
n
al
s
ettin
g
s
[
3
]
,
[
3
5
]
,
[
3
6
]
.
W
h
ile
it
d
o
es
n
o
t
ca
p
tu
r
e
all
asp
ec
ts
o
f
r
esil
ien
ce
(
e.
g
.
,
em
o
tio
n
al
r
eg
u
latio
n
,
s
o
cial
s
u
p
p
o
r
t
)
,
it
p
r
o
v
id
es
in
s
ig
h
ts
in
to
lear
n
er
s
’
ca
p
ac
ity
to
co
p
e
with
ch
al
len
g
es
in
lan
g
u
ag
e
lear
n
in
g
[
3
7
]
,
[
3
8
]
a
n
d
allo
w
s
f
o
r
cr
o
s
s
-
s
tu
d
y
co
m
p
ar
is
o
n
s
.
T
o
en
s
u
r
e
v
alid
ity
,
t
h
e
in
s
tr
u
m
en
t
u
n
d
er
wen
t
a
m
u
lti
-
s
tep
p
r
o
ce
s
s
:
ex
p
er
t
v
alid
atio
n
b
y
s
p
ec
ialis
ts
in
ed
u
ca
tio
n
al
p
s
y
ch
o
lo
g
y
an
d
lan
g
u
ag
e
lear
n
in
g
,
f
o
r
war
d
-
b
ac
k
war
d
tr
a
n
s
latio
n
b
y
b
ilin
g
u
al
e
x
p
er
ts
,
a
n
d
a
p
ilo
t
test
with
3
0
s
tu
d
en
ts
to
r
ef
in
e
clar
ity
an
d
wo
r
d
in
g
.
C
o
n
te
n
t
v
alid
atio
n
co
n
f
ir
m
ed
alig
n
m
en
t
with
th
eo
r
etica
l
co
n
s
tr
u
cts.
T
h
e
f
in
al
q
u
esti
o
n
n
air
e
d
em
o
n
s
tr
ated
h
i
g
h
in
ter
n
al
co
n
s
is
ten
cy
(
C
r
o
n
b
ac
h
’
s
α
=0
.
8
2
)
[
3
4
]
,
[
3
5
]
an
d
was d
ee
m
ed
s
u
itab
le
f
o
r
f
u
ll
-
s
ca
le
d
ata
co
llectio
n
.
2
.
4
.
Da
t
a
co
llect
io
n pr
o
ce
du
re
Data
wer
e
co
llected
v
ia
p
ap
er
-
b
ased
an
d
o
n
lin
e
q
u
esti
o
n
n
ai
r
es
ad
m
in
is
ter
ed
d
u
r
in
g
s
ch
e
d
u
led
class
s
ess
io
n
s
b
etwe
en
J
u
ly
an
d
N
o
v
em
b
er
2
0
2
4
.
Fo
r
th
e
o
n
lin
e
co
m
p
o
n
e
n
t,
th
e
s
u
r
v
e
y
was
d
is
tr
ib
u
ted
u
s
in
g
Go
o
g
le
Fo
r
m
s
.
E
ac
h
p
ar
tici
p
an
t
co
m
p
leted
th
e
s
u
r
v
e
y
in
a
s
in
g
le
s
e
s
s
io
n
,
wh
ic
h
o
n
av
er
ag
e
to
o
k
ap
p
r
o
x
im
ately
2
0
–
2
5
m
i
n
u
te
s
.
Par
ticip
an
ts
wer
e
in
f
o
r
m
e
d
v
er
b
ally
a
n
d
i
n
wr
itin
g
b
e
f
o
r
e
c
o
m
p
letin
g
th
e
s
u
r
v
ey
.
No
i
n
ce
n
tiv
es we
r
e
p
r
o
v
id
ed
f
o
r
p
ar
ticip
atio
n
,
ali
g
n
i
n
g
with
in
s
titu
tio
n
al
eth
ical
g
u
id
elin
es.
2
.
5
.
Da
t
a
a
na
ly
s
is
T
h
e
co
llected
d
ata
wer
e
an
aly
ze
d
u
s
in
g
q
u
a
n
titativ
e
s
tatis
tic
al
m
eth
o
d
s
to
ex
am
in
e
th
e
r
el
atio
n
s
h
ip
s
b
etwe
en
AQ
lev
els
an
d
in
f
lu
en
cin
g
f
ac
to
r
s
.
Data
an
aly
s
is
was
co
n
d
u
cted
u
s
in
g
SP
SS
2
6
.
0
,
en
s
u
r
in
g
r
o
b
u
s
t
s
tatis
t
ical
in
ter
p
r
etatio
n
.
Descr
ip
tiv
e
s
tatis
tic
s
wer
e
u
s
ed
to
s
u
m
m
ar
ize
p
ar
ticip
an
ts
’
AQ
s
co
r
es
an
d
d
em
o
g
r
a
p
h
ic
in
f
o
r
m
atio
n
,
in
c
lu
d
in
g
m
ea
n
s
,
s
tan
d
ar
d
d
ev
iat
io
n
s
,
an
d
f
r
eq
u
en
cy
d
is
tr
ib
u
ti
o
n
s
.
T
o
ca
teg
o
r
ize
AQ
lev
els,
th
e
s
tu
d
y
f
o
llo
wed
Sto
ltz’
s
f
r
am
ewo
r
k
[
3
6
]
cla
s
s
if
icatio
n
s
y
s
tem
,
wh
ich
d
iv
i
d
es
AQ
s
co
r
es
in
to
f
iv
e
lev
els:
v
er
y
lo
w
(
≤
5
9
)
,
lo
w
(
6
0
–
9
4
)
,
r
ath
er
m
e
d
iu
m
(
9
5
–
1
3
4
)
,
m
ed
i
u
m
(
1
3
5
–
1
6
5
)
,
an
d
h
ig
h
(
1
6
6
–
2
0
0
)
.
Fo
r
s
ec
tio
n
3
o
f
th
e
q
u
esti
o
n
n
air
e
,
th
e
m
ea
s
u
r
em
en
t in
s
tr
u
m
en
t e
m
p
lo
y
ed
a
f
i
v
e
-
p
o
in
t L
ik
er
t scale
to
ass
es
s
p
ar
ticip
an
ts
’
p
e
r
ce
p
tio
n
s
ac
r
o
s
s
q
u
esti
o
n
n
air
e
item
s
,
with
r
esp
o
n
s
e
an
c
h
o
r
s
r
an
g
i
n
g
f
r
o
m
1
(
s
tr
o
n
g
ly
d
is
ag
r
ee
)
to
5
(
s
tr
o
n
g
ly
ag
r
ee
)
.
T
h
is
d
esig
n
alig
n
s
with
co
m
m
o
n
ly
ac
ce
p
te
d
p
s
y
ch
o
m
etr
ic
p
r
ac
tices,
as
th
e
f
iv
e
-
p
o
i
n
t
f
o
r
m
at
b
alan
ce
s
m
ea
s
u
r
em
en
t
s
en
s
itiv
ity
with
r
esp
o
n
d
en
t
clar
ity
[
3
9
]
.
T
ab
le
2
s
h
o
ws
th
e
q
u
alitativ
e
in
ter
p
r
etatio
n
u
s
ed
in
th
is
s
tu
d
y
.
Sp
ea
r
m
an
’
s
r
a
n
k
-
o
r
d
er
co
r
r
el
atio
n
was
co
n
d
u
cted
to
d
eter
m
in
e
th
e
r
elatio
n
s
h
ip
s
b
etwe
en
f
am
ily
-
r
elate
d
f
ac
to
r
s
,
p
er
s
o
n
al
f
ac
to
r
s
,
an
d
lear
n
in
g
en
v
ir
o
n
m
en
t
f
ac
to
r
s
with
s
tu
d
en
ts
’
AQ,
a
s
it
i
s
s
u
itab
le
f
o
r
an
aly
zin
g
ass
o
ciatio
n
s
b
etwe
en
o
r
d
in
al
a
n
d
n
o
n
-
n
o
r
m
ally
d
is
tr
ib
u
ted
d
ata
[
3
1
]
.
E
f
f
ec
t
s
izes
(
R
²)
an
d
9
5
%
co
n
f
id
en
ce
i
n
ter
v
als
wer
e
r
ep
o
r
ted
alo
n
g
s
id
e
p
-
v
alu
es
to
ass
ess
th
e
s
tati
s
tical
an
d
p
r
ac
tical
s
ig
n
if
ican
ce
o
f
th
e
r
esu
lts
.
All
ef
f
ec
t
s
izes
(
R
²
f
o
r
r
e
g
r
ess
io
n
m
o
d
els
an
d
r
f
o
r
co
r
r
elatio
n
s
)
wer
e
in
t
er
p
r
eted
f
o
llo
win
g
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
F
a
cto
r
s
s
h
a
p
in
g
la
n
g
u
a
g
e
lea
r
n
in
g
a
d
ve
r
s
ity
q
u
o
tien
t:
th
e
i
mp
a
ct
o
f fa
mily
…
(
N
g
u
ye
n
Th
i Th
u
y
Lin
h
)
379
C
o
h
en
’
s
g
u
id
elin
es,
an
d
9
5
%
co
n
f
id
en
ce
in
ter
v
als
wer
e
co
m
p
u
ted
to
p
r
o
v
id
e
p
r
ec
is
io
n
e
s
tim
ates
ar
o
u
n
d
th
e
o
b
s
er
v
ed
s
tatis
tic
s
.
Gen
d
er
was
in
clu
d
ed
as
a
c
o
n
tr
o
l
v
ar
iab
le
in
th
e
r
eg
r
ess
io
n
m
o
d
els
to
ac
co
u
n
t
f
o
r
p
o
ten
tial
s
am
p
lin
g
b
ias.
Ad
d
itio
n
ally
,
ex
p
lo
r
at
o
r
y
p
o
s
t
h
o
c
an
aly
s
es
wer
e
co
n
d
u
cted
to
ass
es
s
wh
eth
er
k
ey
r
elatio
n
s
h
ip
s
v
ar
ied
b
y
g
e
n
d
er
o
r
ac
ad
em
ic
y
ea
r
u
s
in
g
in
ter
a
ctio
n
ter
m
s
an
d
s
tr
atif
ied
a
n
al
y
s
es.
T
ab
le
2
.
Qu
alitativ
e
in
te
r
p
r
eta
tio
n
o
f
5
-
p
o
i
n
t L
ik
er
t
s
ca
le
m
e
asu
r
em
en
ts
Li
k
e
r
t
-
sc
a
l
e
d
e
s
c
r
i
p
t
i
o
n
Li
k
e
r
t
s
c
a
l
e
p
o
i
n
t
Li
k
e
r
t
s
c
a
l
e
i
n
t
e
r
v
a
l
S
t
r
o
n
g
l
y
d
i
sa
g
r
e
e
1
1
.
0
0
–
1
.
8
0
D
i
sag
r
e
e
2
1
.
8
1
–
2
.
6
0
N
e
u
t
r
a
l
/
u
n
c
e
r
t
a
i
n
3
2
.
6
1
–
3
.
4
0
A
g
r
e
e
4
3
.
4
1
–
4
.
2
0
S
t
r
o
n
g
l
y
a
g
r
e
e
5
4
.
2
1
–
5
.
0
0
3.
RE
SU
L
T
S AN
D
D
I
SCU
SS
I
O
N
3
.
1
.
Resul
t
s
3
.
1
.
1
.
F
a
ct
o
rs
a
f
f
ec
t
ing
s
t
ud
ent
s
’
la
ng
ua
g
e
lea
rning
a
dv
er
s
it
y
qu
o
t
ient
T
h
e
s
tu
d
y
e
x
am
in
e
d
th
r
ee
p
r
i
m
ar
y
f
ac
t
o
r
s
af
f
ec
tin
g
s
tu
d
en
t
s
'
AQ
:
f
am
ily
in
f
lu
en
ce
,
s
elf
-
in
f
lu
en
ce
,
an
d
ed
u
ca
tio
n
al
e
n
v
ir
o
n
m
en
t
in
f
lu
en
ce
.
T
h
e
d
escr
ip
tiv
e
s
tatis
tics
f
o
r
th
ese
f
ac
to
r
s
a
r
e
s
u
m
m
ar
ized
in
T
ab
le
3
.
T
h
e
r
esu
lts
in
d
icate
th
at
f
am
il
y
in
f
lu
en
ce
p
lay
s
a
s
ig
n
if
ican
t
r
o
le
in
s
tu
d
en
ts
'
AQ
d
ev
elo
p
m
en
t,
with
a
m
ea
n
s
co
r
e
o
f
4
.
1
0
(
SD=0
.
5
4
)
.
T
h
is
is
th
e
h
ig
h
est
am
o
n
g
th
e
t
h
r
ee
f
ac
to
r
s
,
s
u
g
g
esti
n
g
th
at
s
tu
d
en
ts
g
en
er
ally
p
er
ce
iv
e
th
eir
f
am
ilies
as
a
s
tr
o
n
g
s
o
u
r
ce
o
f
s
u
p
p
o
r
t
in
o
v
er
c
o
m
in
g
ad
v
e
r
s
ity
.
Ad
d
itio
n
ally
,
th
e
r
elativ
ely
lo
w
s
tan
d
ar
d
d
e
v
iatio
n
(
0
.
5
4
)
in
d
icate
s
th
at
r
esp
o
n
s
es
ar
e
c
o
n
s
is
ten
t,
m
ea
n
in
g
m
o
s
t
s
tu
d
en
ts
ag
r
ee
o
n
th
e
im
p
o
r
tan
ce
o
f
f
am
ily
in
s
h
ap
i
n
g
th
ei
r
r
esil
ien
ce
.
T
h
e
s
co
r
es
r
an
g
e
f
r
o
m
2
.
7
5
to
5
.
0
0
,
wit
h
n
o
e
x
tr
em
ely
lo
w
r
atin
g
s
,
f
u
r
t
h
er
r
ein
f
o
r
cin
g
th
e
id
ea
th
at
f
am
ily
is
a
s
tab
le
an
d
wid
ely
ac
k
n
o
wled
g
e
d
in
f
lu
e
n
ce
o
n
AQ.
T
ab
le
3
.
Descr
ip
tiv
e
s
tatis
tics
o
f
f
ac
to
r
s
in
f
lu
en
cin
g
L
L
AQ
M
a
i
n
f
a
c
t
o
r
S
u
b
-
f
a
c
t
o
r
i
t
e
m
N
M
i
n
M
a
x
M
e
a
n
SE
SD
F
a
mi
l
y
i
n
f
l
u
e
n
c
e
O
v
e
r
a
l
l
mea
n
4
3
4
1
.
0
0
5
.
0
0
4
.
1
0
0
.
5
4
P
a
r
e
n
t
a
l
c
a
r
e
i
n
f
l
u
e
n
c
e
s
t
h
e
a
b
i
l
i
t
y
t
o
o
v
e
r
c
o
me
c
h
a
l
l
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g
e
s
4
3
4
1
.
0
0
5
.
0
0
4
.
2
8
0
.
0
4
4
0
.
9
3
F
a
mi
l
y
b
a
c
k
g
r
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n
d
a
n
d
f
i
n
a
n
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a
t
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n
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f
f
e
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p
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se
v
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r
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e
4
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4
1
.
0
0
5
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0
0
4
.
1
1
0
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0
4
1
0
.
8
5
S
i
b
l
i
n
g
s
a
n
d
r
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l
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t
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v
e
s
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n
f
l
u
e
n
c
e
t
h
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a
b
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l
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t
y
t
o
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v
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r
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o
m
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f
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c
u
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t
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e
s
4
3
4
1
.
0
0
5
.
0
0
4
.
0
7
0
.
0
5
0
1
.
0
0
G
e
n
e
r
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l
f
a
mi
l
y
su
p
p
o
r
t
h
e
l
p
s
o
v
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r
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o
me
a
c
a
d
e
m
i
c
d
i
f
f
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c
u
l
t
i
e
s
4
3
4
1
.
0
0
5
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0
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3
.
9
3
0
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0
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6
S
e
l
f
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i
n
f
l
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e
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c
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O
v
e
r
a
l
l
mea
n
4
3
4
1
.
0
0
5
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0
0
4
.
0
7
0
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4
G
o
a
l
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s
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l
l
s
4
3
4
1
.
0
0
5
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9
6
0
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4
4
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2
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r
o
b
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m
-
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k
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l
l
s
4
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4
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0
2
0
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s
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4
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3
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H
a
v
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m
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l
s
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4
1
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0
0
5
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0
0
4
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1
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0
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3
9
0
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1
M
a
i
n
t
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e
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4
1
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0
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5
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1
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0
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Ti
me
ma
n
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e
m
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t
s
k
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s
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4
1
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0
5
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2
4
0
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1
0
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Ed
u
c
a
t
i
o
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n
v
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r
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n
m
e
n
t
O
v
e
r
a
l
l
mea
n
4
3
4
1
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0
0
5
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3
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9
8
0
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6
8
P
a
r
t
i
c
i
p
a
t
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o
n
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e
x
t
r
a
c
u
r
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c
u
l
a
r
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t
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v
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t
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e
s
4
3
4
1
.
0
0
5
.
0
0
3
.
5
3
0
.
0
5
1
1
.
0
7
Le
c
t
u
r
e
r
a
t
t
e
n
t
i
o
n
a
n
d
f
e
e
d
b
a
c
k
4
3
4
1
.
0
0
5
.
0
0
4
.
0
8
0
.
0
4
2
0
.
8
8
En
c
o
u
r
a
g
e
m
e
n
t
f
r
o
m
p
e
e
r
s
a
n
d
c
o
l
l
e
a
g
u
e
s
4
3
4
1
.
0
0
5
.
0
0
4
.
0
8
0
.
0
4
4
0
.
9
2
T
h
e
an
aly
s
is
also
h
ig
h
lig
h
ts
t
h
e
im
p
o
r
tan
ce
o
f
s
elf
-
in
f
lu
en
c
e,
with
a
m
ea
n
s
co
r
e
o
f
4
.
0
7
(
SD=0
.
6
4
)
.
Ho
wev
er
,
th
e
s
tan
d
ar
d
d
ev
iati
o
n
is
h
ig
h
er
(
0
.
6
4
)
co
m
p
ar
ed
to
f
am
ily
in
f
lu
e
n
ce
,
in
d
icatin
g
m
o
r
e
v
a
r
iatio
n
in
s
tu
d
en
ts
’
p
er
ce
p
tio
n
s
.
Am
o
n
g
th
e
t
h
r
ee
f
ac
to
r
s
,
e
d
u
ca
tio
n
en
v
ir
o
n
m
en
t
i
n
f
lu
en
ce
r
ec
eiv
ed
th
e
lo
west
m
ea
n
s
co
r
e
(
3
.
9
8
,
SD=0
.
6
8
)
,
in
d
ic
atin
g
th
at
s
tu
d
en
ts
p
er
ce
iv
e
th
e
r
o
le
o
f
th
eir
ac
a
d
em
ic
e
n
v
ir
o
n
m
en
t
as
less
s
ig
n
if
ican
t
co
m
p
ar
e
d
to
f
am
il
y
an
d
s
elf
.
T
h
e
h
ig
h
er
s
tan
d
ar
d
d
ev
iatio
n
(
0
.
6
8
)
s
u
g
g
ests
th
at
s
tu
d
en
ts
h
av
e
d
iv
er
s
e
ex
p
er
ien
ce
s
with
th
ei
r
ed
u
ca
tio
n
al
s
ettin
g
s
,
with
s
o
m
e
f
i
n
d
in
g
s
tr
o
n
g
in
s
titu
tio
n
al
s
u
p
p
o
r
t
wh
ile
o
th
er
s
m
ay
f
ee
l i
n
ad
eq
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ately
s
u
p
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ted
.
W
ith
in
f
am
ily
s
u
p
p
o
r
t
,
p
ar
e
n
tal
ca
r
e
e
m
er
g
ed
as
th
e
m
o
s
t
h
ig
h
ly
r
ated
s
u
b
-
f
ac
to
r
(
M=
4
.
2
8
,
SD=0
.
9
3
)
,
u
n
d
er
s
co
r
in
g
its
s
tr
o
n
g
p
e
r
ce
iv
ed
r
o
le
in
h
elp
in
g
s
tu
d
en
ts
o
v
er
co
m
e
ac
ad
em
ic
ch
allen
g
es.
Fam
ily
b
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g
r
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u
n
d
an
d
f
in
an
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s
itu
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n
(
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4
.
1
1
,
SD=0
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8
5
)
,
as
well
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th
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o
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s
ib
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s
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0
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,
wer
e
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ated
h
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h
ly
,
alth
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th
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g
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v
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iab
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/r
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ests
d
if
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s
in
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d
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ex
p
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ien
ce
th
is
ty
p
e
o
f
s
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p
p
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r
t.
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er
al
f
a
m
ily
s
u
p
p
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r
t
(
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9
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)
r
ec
eiv
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d
th
e
l
o
west sco
r
e
with
in
th
e
f
am
ily
d
o
m
ai
n
b
u
t sti
ll r
ef
lecte
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p
o
s
itiv
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p
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ce
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n
th
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y
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tim
e
m
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2
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,
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g
its
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r
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in
ac
ad
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ce
.
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h
is
was
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o
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ely
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ain
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(
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an
d
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r
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,
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th
e
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2252
-
8
8
2
2
I
n
t
J
E
v
al
&
R
es E
d
u
c
,
Vo
l
.
15
,
No
.
1
,
Feb
r
u
a
r
y
20
2
6
:
376
-
386
380
im
p
o
r
tan
ce
o
f
s
tr
u
ctu
r
ed
h
ab
it
s
an
d
p
er
s
o
n
al
m
o
tiv
atio
n
.
Self
-
co
n
f
i
d
en
ce
in
o
v
er
co
m
i
n
g
c
h
allen
g
es
(
M=
4
.
0
3
,
SD=0
.
8
9
)
an
d
p
r
o
b
lem
-
s
o
lv
in
g
s
k
ills
(
M=
4
.
0
2
,
SD=0
.
9
0
)
w
er
e
also
n
o
tab
le
co
n
tr
ib
u
t
o
r
s
,
r
ef
lectin
g
th
e
v
alu
e
o
f
b
o
th
e
m
o
tio
n
al
r
esil
ien
ce
a
n
d
co
g
n
itiv
e
a
b
ilit
ies.
I
n
ter
esti
n
g
ly
,
g
o
al
-
s
ettin
g
s
k
ills
r
ec
eiv
ed
a
s
lig
h
tly
lo
wer
m
ea
n
s
co
r
e
(
M=
3
.
9
6
,
SD=0
.
9
2
)
,
y
et
s
till
in
d
icate
d
a
p
o
s
itiv
e
in
f
lu
en
ce
o
n
s
tu
d
e
n
ts
’
L
L
AQ
.
R
eg
ar
d
in
g
th
e
ed
u
ca
tio
n
al
en
v
ir
o
n
m
en
t
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p
ee
r
an
d
co
lleag
u
e
en
co
u
r
a
g
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en
t
(
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.
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8
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=0
.
9
2
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a
n
d
lectu
r
er
atten
tio
n
a
n
d
f
ee
d
b
ac
k
(
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4
.
0
8
,
SD=0
.
8
8
)
wer
e
r
a
ted
eq
u
all
y
,
h
ig
h
lig
h
ti
n
g
t
h
e
i
m
p
o
r
tan
ce
o
f
b
o
th
s
o
cial
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d
in
s
tr
u
ctio
n
al
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u
p
p
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r
t
n
etwo
r
k
s
.
Par
ticip
atio
n
in
ex
tr
ac
u
r
r
icu
la
r
ac
tiv
ities
r
ec
eiv
ed
th
e
lo
west
m
ea
n
s
co
r
e
ac
r
o
s
s
all
s
u
b
-
f
ac
to
r
s
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3
.
5
3
,
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.
0
7
)
,
s
u
g
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e
s
tin
g
th
at
wh
ile
s
o
m
e
s
tu
d
en
ts
r
ec
o
g
n
ize
its
co
n
tr
ib
u
tio
n
to
r
esil
ien
ce
,
o
th
er
s
m
ay
n
o
t
ex
p
er
ien
ce
th
e
s
am
e
lev
el
o
f
b
en
ef
it,
as
r
ef
lecte
d
in
th
e
r
elativ
ely
h
ig
h
s
tan
d
ar
d
d
e
v
iatio
n
.
Ov
er
all,
th
e
co
m
b
i
n
ed
d
escr
ip
tiv
e
s
tatis
tic
s
s
u
g
g
est
th
at
s
tu
d
en
ts
’
p
er
ce
p
tio
n
s
o
f
r
e
s
ilien
ce
in
lan
g
u
ag
e
lear
n
in
g
ar
e
s
h
a
p
ed
b
y
an
in
ter
p
lay
o
f
f
am
ily
,
p
er
s
o
n
al,
an
d
ed
u
ca
tio
n
al
f
ac
t
o
r
s
,
with
p
er
s
o
n
al
tim
e
m
an
ag
em
en
t,
p
ar
e
n
tal
ca
r
e,
a
n
d
s
o
cial
-
in
s
tr
u
ctio
n
al
s
u
p
p
o
r
t
em
er
g
in
g
as
p
ar
ticu
lar
l
y
in
f
l
u
en
tial.
T
o
ex
p
lo
r
e
wh
eth
er
p
e
r
ce
p
tio
n
s
o
f
k
ey
f
ac
to
r
s
in
f
lu
en
ci
n
g
AQ
d
if
f
er
b
y
g
en
d
e
r
,
a
n
in
d
ep
en
d
en
t
s
am
p
les
t
-
test
was
p
er
f
o
r
m
ed
.
T
h
e
an
aly
s
is
f
o
c
u
s
ed
o
n
th
r
ee
d
im
en
s
io
n
s
:
f
am
ily
in
f
lu
en
ce
,
p
er
s
o
n
al
a
ttrib
u
tes,
an
d
th
e
ed
u
ca
tio
n
al
en
v
ir
o
n
m
e
n
t.
T
h
e
r
esu
lts
r
ev
ea
led
th
at
th
er
e
we
r
e
n
o
s
tatis
tically
s
ig
n
if
ican
t
d
if
f
er
en
ce
s
b
etwe
en
m
ale
an
d
f
em
ale
s
tu
d
en
ts
f
o
r
an
y
o
f
th
e
th
r
ee
f
ac
to
r
s
.
Fo
r
th
e
f
am
ily
s
u
p
p
o
r
t
f
ac
t
o
r
,
L
ev
en
e'
s
t
e
s
t
in
d
icate
d
eq
u
al
v
ar
ian
ce
s
(
p
=
0
.
7
5
)
,
an
d
th
e
t
-
test
s
h
o
wed
n
o
s
ig
n
i
f
ican
t
g
en
d
e
r
d
if
f
e
r
en
ce
,
t(
4
3
3
)
=
-
1
.
5
6
,
p
=
0
.
1
2
.
R
eg
ar
d
in
g
th
e
s
elf
-
in
f
lu
en
ce
f
ac
to
r
,
th
e
ass
u
m
p
tio
n
o
f
eq
u
a
l
v
ar
ian
ce
s
was
m
et
(
p
=
0
.
9
6
)
,
an
d
th
e
d
if
f
er
en
ce
b
etwe
en
g
en
d
e
r
s
was
also
n
o
t
s
ig
n
if
ican
t,
t(
4
3
3
)
=
-
0
.
1
3
,
p
=
0
.
9
0
.
Similar
ly
,
f
o
r
th
e
ed
u
ca
tio
n
al
en
v
ir
o
n
m
en
t
f
ac
to
r
,
L
ev
e
n
e’
s
t
est wa
s
n
o
n
-
s
ig
n
if
ican
t (
p
=
0
.
3
7
)
,
an
d
n
o
g
en
d
er
d
i
f
f
er
en
ce
was f
o
u
n
d
,
t(
4
3
3
)
=
1
.
0
2
,
p
=
0
.
3
1
.
T
h
ese
f
in
d
in
g
s
in
d
icate
th
at
g
en
d
er
d
o
es
n
o
t
s
ig
n
if
ican
tly
in
f
lu
en
ce
s
tu
d
en
ts
'
p
er
ce
p
tio
n
s
o
f
th
e
im
p
ac
t
o
f
f
am
ily
,
s
elf
-
in
f
l
u
en
ce
,
o
r
lear
n
in
g
e
n
v
ir
o
n
m
en
t
o
n
th
eir
AQ.
T
h
e
r
ef
o
r
e,
th
e
ef
f
ec
ts
o
f
th
ese
f
ac
to
r
s
o
n
AQ
a
p
p
ea
r
to
b
e
c
o
n
s
is
ten
t
ac
r
o
s
s
b
o
t
h
m
ale
an
d
f
em
ale
s
tu
d
en
ts
.
T
ab
le
4
s
h
o
ws
th
e
in
d
ep
en
d
e
n
t
s
am
p
les
t
-
test
r
esu
lts
co
m
p
ar
in
g
g
e
n
d
e
r
d
if
f
er
e
n
ce
s
o
n
f
ac
to
r
s
af
f
ec
ti
n
g
AQ.
T
ab
le
4
.
I
n
d
ep
e
n
d
en
t
s
am
p
les
t
-
test
r
esu
lts
co
m
p
ar
in
g
g
e
n
d
e
r
d
if
f
er
e
n
ce
s
o
n
f
ac
to
r
s
af
f
ec
ti
n
g
AQ
F
a
c
t
o
r
Le
v
e
n
e
’
s
t
e
st
S
i
g
.
t
df
S
i
g
.
(
2
-
t
a
i
l
e
d
)
M
e
a
n
d
i
f
f
e
r
e
n
c
e
9
5
%
C
I
o
f
t
h
e
d
i
f
f
e
r
e
n
c
e
F
a
mi
l
y
i
n
f
l
u
e
n
c
e
0
.
7
5
-
1
.
5
6
4
3
3
0
.
1
2
-
0
.
0
9
[
-
0
.
2
1
,
0
.
0
2
]
S
e
l
f
-
i
n
f
l
u
e
n
c
e
0
.
9
6
-
0
.
1
3
4
3
3
0
.
9
0
-
0
.
0
1
[
-
0
.
1
5
,
0
.
1
3
]
Ed
u
c
a
t
i
o
n
a
l
e
n
v
i
r
o
n
m
e
n
t
i
n
f
l
u
e
n
c
e
0
.
3
7
1
.
0
2
4
3
3
0
.
3
1
0
.
0
8
[
-
0
.
0
7
,
0
.
2
4
]
3
.
1
.
2
.
T
he
co
rr
ela
t
io
n bet
wee
n t
he
t
hree
f
a
ct
o
rs
T
h
e
Sp
ea
r
m
an
’
s
r
h
o
co
r
r
elatio
n
an
aly
s
is
as
in
T
ab
le
5
r
ev
ea
l
s
s
ta
tis
tica
lly
s
ig
n
if
ican
t
r
e
latio
n
s
h
ip
s
am
o
n
g
th
e
th
r
ee
k
ey
f
ac
to
r
s
in
f
lu
en
cin
g
AQ:
f
a
m
ily
in
f
lu
e
n
ce
,
ed
u
ca
tio
n
al
en
v
ir
o
n
m
en
t
in
f
lu
en
ce
,
an
d
s
elf
-
in
f
lu
en
c
e.
N
o
tab
ly
,
a
s
tr
o
n
g
p
o
s
itiv
e
co
r
r
elatio
n
was
o
b
s
e
r
v
ed
b
etwe
en
ed
u
ca
tio
n
al
e
n
v
ir
o
n
m
e
n
t
in
f
lu
e
n
ce
an
d
s
elf
-
in
f
lu
e
n
ce
(
r
=
0
.
6
8
,
p
<0
.
0
1
)
,
in
d
icatin
g
th
at
s
tu
d
en
ts
p
er
ce
iv
in
g
a
m
o
r
e
s
u
p
p
o
r
tiv
e
ed
u
ca
tio
n
al
en
v
ir
o
n
m
en
t
ten
d
to
d
e
m
o
n
s
tr
ate
h
ig
h
er
s
elf
-
r
eg
u
lato
r
y
ca
p
a
city
an
d
r
esil
ien
ce
.
Acc
o
r
d
in
g
to
E
v
an
s
[
3
8
]
,
th
is
co
r
r
elatio
n
q
u
alif
ies
as
“str
o
n
g
,
”
h
ig
h
li
g
h
tin
g
th
e
e
d
u
c
atio
n
al
en
v
ir
o
n
m
e
n
t’
s
cr
itica
l
r
o
le
in
f
o
s
ter
in
g
s
tu
d
en
ts
’
in
ter
n
al
co
p
in
g
m
ec
h
an
is
m
s
.
T
ab
le
5
.
C
o
r
r
elatio
n
s
b
etwe
en
AQ
in
f
lu
en
cin
g
f
ac
to
r
s
A
Q
i
n
f
l
u
e
n
c
i
n
g
f
a
c
t
o
r
s
F
a
mi
l
y
Ed
u
c
a
t
i
o
n
a
l
S
e
l
f
-
i
n
f
l
u
e
n
c
e
S
p
e
a
r
m
a
n
’
s
r
h
o
F
a
mi
l
y
C
o
r
r
e
l
a
t
i
o
n
c
o
e
f
f
i
c
i
e
n
t
1
.
0
0
0
.
1
9
*
*
0
.
1
5
*
*
S
i
g
.
(
2
-
t
a
i
l
e
d
)
.
0
.
0
0
0
0
.
0
0
N
4
3
4
4
3
4
4
3
4
Ed
u
c
a
t
i
o
n
a
l
C
o
r
r
e
l
a
t
i
o
n
c
o
e
f
f
i
c
i
e
n
t
0
.
1
9
*
*
1
.
0
0
0
.
6
8
*
*
S
i
g
.
(
2
-
t
a
i
l
e
d
)
0
.
0
0
.
0
.
0
0
N
4
3
4
4
3
4
4
3
4
S
e
l
f
-
i
n
f
l
u
e
n
c
e
C
o
r
r
e
l
a
t
i
o
n
c
o
e
f
f
i
c
i
e
n
t
0
.
1
5
*
*
0
.
6
8
*
*
1
.
0
0
S
i
g
.
(
2
-
t
a
i
l
e
d
)
0
.
0
0
0
.
0
0
.
N
4
3
4
4
3
4
4
3
4
N
o
t
e
:
p
<
0
.
0
1
;
**
st
a
t
i
st
i
c
a
l
s
i
g
n
i
f
i
c
a
n
c
e
a
t
p
<
.
0
1
(
2
-
t
a
i
l
e
d
)
I
n
co
n
tr
ast,
f
am
ily
in
f
l
u
en
ce
ex
h
ib
ited
wea
k
er
b
u
t
s
ig
n
if
ican
t
co
r
r
elatio
n
s
with
b
o
th
e
d
u
ca
tio
n
al
en
v
ir
o
n
m
en
t
in
f
lu
e
n
ce
(
r
=
0
.
1
9
,
p
<0
.
0
1
)
a
n
d
s
elf
-
in
f
l
u
en
ce
(
r
=0
.
1
5
,
p
<
0
.
0
1
)
.
T
h
ese
s
m
all
ef
f
ec
t
s
izes
s
u
g
g
est
th
at
wh
ile
f
am
ily
s
u
p
p
o
r
t
is
ass
o
ciate
d
with
AQ,
it
s
d
ir
ec
t
im
p
ac
t
is
co
m
p
ar
ativ
ely
lim
ited
r
elativ
e
to
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
F
a
cto
r
s
s
h
a
p
in
g
la
n
g
u
a
g
e
lea
r
n
in
g
a
d
ve
r
s
ity
q
u
o
tien
t:
th
e
i
mp
a
ct
o
f fa
mily
…
(
N
g
u
ye
n
Th
i Th
u
y
Lin
h
)
381
in
s
titu
tio
n
al
s
u
p
p
o
r
t
s
tr
u
ctu
r
e
s
[
4
0
]
.
T
h
is
p
atter
n
u
n
d
er
s
c
o
r
es
th
e
p
o
ten
tial
p
r
io
r
itizati
o
n
o
f
s
ch
o
o
l
-
b
ased
in
ter
v
en
tio
n
s
o
v
e
r
f
am
ily
-
b
as
ed
o
n
es
in
ef
f
o
r
ts
to
en
h
an
c
e
s
tu
d
en
ts
’
AQ.
T
ab
le
5
s
h
o
ws
th
e
co
r
r
elatio
n
s
b
etwe
en
th
e
th
r
ee
m
en
tio
n
e
d
f
ac
to
r
s
.
T
h
e
l
o
w
s
tan
d
ar
d
d
ev
iatio
n
s
ac
r
o
s
s
th
ese
m
ea
s
u
r
es
f
u
r
t
h
er
im
p
ly
co
n
s
is
ten
t
p
er
ce
p
tio
n
s
o
f
th
ese
in
f
lu
en
ce
s
am
o
n
g
th
e
s
tu
d
e
n
t
co
h
o
r
t,
t
h
o
u
g
h
s
u
b
g
r
o
u
p
v
ar
iatio
n
s
(
e.
g
.
,
b
y
g
en
d
er
o
r
ac
a
d
em
ic
y
ea
r
)
r
em
ain
u
n
ex
p
lo
r
ed
in
th
is
an
aly
s
is
.
3
.
2
.
Dis
cu
s
s
io
n
3
.
2
.
1
.
F
a
ct
o
rs
a
f
f
ec
t
ing
s
t
ud
e
nts’
la
ng
ua
g
e
lea
rning
a
dv
er
s
it
y
qu
o
t
ient
T
h
is
s
tu
d
y
ex
am
in
e
d
th
e
f
a
cto
r
s
ass
o
ciate
d
with
L
L
AQ,
f
o
c
u
s
in
g
o
n
f
am
ily
in
f
lu
e
n
ce
,
s
elf
-
in
f
lu
en
ce
,
an
d
ed
u
ca
tio
n
al
en
v
ir
o
n
m
e
n
t.
T
h
e
f
in
d
i
n
g
s
in
d
ic
ate
ass
o
ciatio
n
s
r
ath
er
th
an
ca
u
s
al
ef
f
ec
ts
.
Fam
ily
in
f
lu
en
ce
s
h
o
wed
th
e
s
tr
o
n
g
es
t c
o
r
r
elatio
n
with
AQ,
with
s
tu
d
en
ts
p
er
ce
iv
in
g
th
eir
f
am
ilie
s
as a
k
ey
s
o
u
r
ce
o
f
em
o
tio
n
al
a
n
d
m
o
tiv
atio
n
al
s
u
p
p
o
r
t,
alig
n
in
g
with
p
r
io
r
r
ese
ar
ch
lin
k
i
n
g
p
ar
en
tal
en
co
u
r
ag
em
en
t
to
r
esil
ien
ce
an
d
p
e
r
s
ev
er
an
ce
[
9
]
,
[
4
1
]
.
Fa
m
ily
s
u
p
p
o
r
t
is
also
ass
o
ciate
d
with
r
e
d
u
ce
d
s
tr
ess
an
d
e
n
h
an
ce
d
p
s
y
c
h
o
lo
g
ical
well
-
b
ein
g
,
co
n
tr
i
b
u
tin
g
to
h
i
g
h
er
AQ
[
4
1
]
.
Ho
wev
er
,
th
e
c
o
r
r
elatio
n
b
etwe
en
f
am
ily
a
n
d
s
elf
-
in
f
lu
en
ce
was
r
elativ
ely
wea
k
(
r
=
0
.
1
4
9
)
,
s
u
g
g
esti
n
g
a
lim
ited
d
ir
ec
t e
f
f
ec
t
o
n
s
elf
-
r
eg
u
latio
n
an
d
ad
a
p
tab
ilit
y
.
I
n
Vietn
am
,
f
am
ilial
s
u
p
p
o
r
t
is
p
ar
ticu
lar
ly
ce
n
tr
al
to
s
t
u
d
en
ts
’
ac
ad
em
ic
jo
u
r
n
ey
s
,
p
r
o
v
id
i
n
g
em
o
tio
n
al
a
n
d
f
in
an
cial
s
tab
ilit
y
[
3
3
]
,
[
4
2
]
,
[
4
3
]
.
T
h
is
r
ef
lects
co
llectiv
is
t
cu
ltu
r
al
v
alu
es
em
p
h
asizin
g
in
ter
d
ep
en
d
en
ce
,
wh
ich
m
ay
am
p
lify
p
er
ce
p
tio
n
s
o
f
f
a
m
ily
s
u
p
p
o
r
t
in
r
esil
ien
ce
d
e
v
e
lo
p
m
en
t
[
4
4
]
–
[
4
8
]
.
T
h
ese
f
in
d
in
g
s
s
u
g
g
est
th
at
s
o
m
e
r
esil
ien
ce
th
eo
r
ies,
in
clu
d
in
g
Sto
ltz’
s
AQ
f
r
am
ewo
r
k
,
m
ay
n
ee
d
cu
ltu
r
al
ad
ap
tatio
n
to
f
u
lly
ca
p
tu
r
e
co
ll
ec
tiv
e
co
p
in
g
s
tr
ateg
ies in
n
o
n
-
W
ester
n
co
n
tex
ts
.
Self
-
in
f
lu
en
ce
also
em
er
g
ed
as
a
cr
itical
f
ac
t
o
r
.
Alth
o
u
g
h
its
m
ea
n
s
co
r
e
was
s
lig
h
tly
lo
wer
th
an
f
am
ily
in
f
l
u
en
ce
,
r
esu
lts
in
d
ic
ate
th
at
s
tu
d
en
ts
r
ec
o
g
n
ize
th
e
im
p
o
r
ta
n
ce
o
f
p
er
s
o
n
al
ag
e
n
cy
in
o
v
er
co
m
i
n
g
ch
allen
g
es.
Hig
h
er
v
ar
iab
ilit
y
in
s
elf
-
in
f
lu
e
n
ce
s
co
r
es
s
u
g
g
ests
d
if
f
er
en
ce
s
in
p
r
o
b
lem
-
s
o
lv
in
g
s
k
ills
,
m
o
tiv
atio
n
,
a
n
d
s
elf
-
r
eg
u
lati
o
n
am
o
n
g
s
tu
d
en
ts
.
T
h
ese
o
b
s
er
v
atio
n
s
alig
n
with
Sto
ltz’
s
AQ
th
eo
r
y
[
3
]
,
Dwe
ck
’
s
g
r
o
wth
m
in
d
s
et
[
1
1
]
,
[
3
6
]
,
a
n
d
B
an
d
u
r
a’
s
s
elf
-
ef
f
i
ca
cy
th
eo
r
y
[
4
9
]
–
[
5
1
]
,
all
h
ig
h
lig
h
tin
g
th
e
r
o
le
o
f
ad
ap
tab
ilit
y
,
p
er
s
is
ten
ce
,
an
d
s
elf
-
b
elief
in
r
esil
ien
ce
.
E
d
u
ca
tio
n
al
en
v
ir
o
n
m
en
t
in
f
lu
en
ce
r
ec
ei
v
ed
t
h
e
lo
west
m
ea
n
s
co
r
e,
th
o
u
g
h
a
h
ig
h
s
tan
d
ar
d
d
ev
iatio
n
(
0
.
6
8
)
in
d
icate
s
d
i
v
er
s
e
s
tu
d
en
t
ex
p
er
ie
n
ce
s
.
W
h
ile
s
o
m
e
s
tu
d
en
ts
b
en
ef
it
f
r
o
m
m
en
t
o
r
s
h
ip
,
s
tr
u
ctu
r
ed
g
u
id
a
n
ce
,
an
d
in
s
titu
tio
n
al
r
eso
u
r
ce
s
[
4
6
]
,
[
4
9
]
,
[
5
2
]
,
[
5
3
]
,
o
th
er
s
p
er
ce
iv
e
lim
ited
s
u
p
p
o
r
t.
R
esear
ch
s
u
g
g
ests
th
at
in
s
titu
tio
n
al
s
u
p
p
o
r
t
f
o
s
ter
s
r
esil
ien
ce
p
r
im
ar
ily
b
y
co
m
p
lem
en
tin
g
f
am
ily
s
u
p
p
o
r
t
an
d
p
er
s
o
n
al
s
tr
ateg
ies
[
5
4
]
–
[
5
6
]
.
I
n
Vietn
am
,
tr
ad
itio
n
al
teac
h
e
r
-
ce
n
ter
ed
m
eth
o
d
s
m
ay
f
u
r
th
er
lim
it
th
e
im
p
ac
t
o
f
ed
u
ca
tio
n
al
en
v
ir
o
n
m
en
t
o
n
AQ
d
ev
elo
p
m
e
n
t
[
4
6
]
,
[
5
7
]
,
[
5
8
]
.
An
i
n
d
ep
e
n
d
en
t
s
am
p
le
s
t
-
test
r
ev
ea
led
n
o
s
ig
n
if
ican
t
g
en
d
er
d
if
f
er
en
ce
s
ac
r
o
s
s
th
e
th
r
ee
f
ac
to
r
s
,
s
u
p
p
o
r
tin
g
th
e
r
o
b
u
s
tn
ess
o
f
th
e
f
in
d
in
g
s
an
d
in
d
icatin
g
th
at
th
e
o
b
s
er
v
e
d
p
a
tter
n
s
lik
ely
r
ef
lect
b
r
o
ad
er
s
tu
d
en
t tr
en
d
s
.
3
.
2
.
2
.
T
he
co
rr
ela
t
io
n bet
wee
n t
he
t
hree
f
a
ct
o
rs
B
ey
o
n
d
in
d
i
v
id
u
al
f
ac
to
r
s
,
th
is
s
tu
d
y
ex
am
in
ed
th
e
r
elatio
n
s
h
ip
s
am
o
n
g
f
a
m
ily
in
f
lu
en
ce
,
s
elf
-
in
f
lu
en
ce
,
a
n
d
th
e
e
d
u
ca
ti
o
n
al
en
v
ir
o
n
m
en
t
to
u
n
d
er
s
tan
d
th
eir
in
ter
co
n
n
ec
ted
r
o
les
i
n
s
h
ap
in
g
s
tu
d
en
ts
’
AQ
in
lan
g
u
ag
e
lea
r
n
in
g
.
E
d
u
ca
tio
n
al
e
n
v
ir
o
n
m
en
t
in
f
lu
en
ce
s
ig
n
if
ican
tly
co
r
r
elate
s
with
s
elf
-
in
f
lu
en
ce
,
s
u
g
g
esti
n
g
th
at
s
tu
d
en
ts
wh
o
p
er
ce
iv
e
s
tr
o
n
g
ac
a
d
em
ic
s
u
p
p
o
r
t
ar
e
m
o
r
e
lik
ely
to
d
ev
e
lo
p
s
elf
-
m
o
tiv
atio
n
an
d
ef
f
ec
tiv
e
c
o
p
in
g
s
tr
ateg
ies.
T
h
is
alig
n
s
with
p
r
io
r
r
e
s
ea
r
ch
em
p
h
asizin
g
s
tr
u
ctu
r
e
d
m
en
to
r
s
h
ip
an
d
in
s
titu
tio
n
al
r
eso
u
r
ce
s
in
e
n
h
an
cin
g
s
tu
d
en
t
r
esil
ien
ce
[
3
]
,
[
5
7
]
an
d
f
o
s
ter
in
g
p
er
s
o
n
al
ag
en
c
y
an
d
p
er
s
ev
er
an
ce
[
5
8
]
–
[
6
0
]
.
I
n
co
n
tr
ast,
f
am
ily
in
f
lu
en
ce
,
wh
ile
r
ated
as
th
e
s
tr
o
n
g
est
f
ac
to
r
,
s
h
o
ws
o
n
ly
wea
k
ass
o
ciatio
n
s
with
s
elf
-
in
f
lu
en
ce
a
n
d
ed
u
ca
tio
n
a
l
en
v
ir
o
n
m
en
t.
T
h
is
in
d
icate
s
th
at
f
a
m
ilies
p
r
im
ar
ily
p
r
o
v
id
e
em
o
tio
n
al
an
d
m
o
tiv
atio
n
al
s
u
p
p
o
r
t,
with
a
less
d
ir
ec
t
im
p
ac
t
o
n
s
t
u
d
en
ts
’
ac
tiv
e
s
elf
-
r
eg
u
latio
n
an
d
ad
a
p
tab
ilit
y
[
3
]
,
[
5
]
,
[
3
2
]
.
E
x
ter
n
al
ac
ad
e
m
ic
ex
p
er
ien
ce
s
an
d
p
er
s
o
n
a
l
ag
en
cy
ap
p
ea
r
m
o
r
e
in
f
l
u
e
n
tial
in
d
ev
elo
p
i
n
g
s
elf
-
r
esil
ien
ce
[
2
4
]
,
[
6
1
]
,
[
6
2
]
.
Un
m
ea
s
u
r
ed
co
n
f
o
u
n
d
er
s
,
s
u
ch
as
s
o
cio
ec
o
n
o
m
ic
s
tatu
s
,
p
r
io
r
ac
ad
em
ic
p
er
f
o
r
m
an
ce
,
o
r
lan
g
u
ag
e
p
r
o
f
icien
cy
,
m
ay
lim
it
th
e
r
o
b
u
s
tn
ess
o
f
t
h
ese
esti
m
ates.
T
h
is
p
atter
n
r
ef
lects
th
e
Vietn
am
ese
ed
u
ca
tio
n
al
an
d
c
u
ltu
r
al
co
n
te
x
t,
wh
er
e
f
am
ilie
s
tr
ad
itio
n
ally
p
r
o
v
id
e
em
o
tio
n
al
en
co
u
r
ag
em
e
n
t
an
d
p
r
ac
tical
r
eso
u
r
ce
s
,
wh
il
e
ac
ad
em
ic
g
u
i
d
an
ce
is
lar
g
ely
th
e
r
esp
o
n
s
ib
ilit
y
o
f
s
ch
o
o
ls
an
d
teac
h
e
r
s
[
2
5
]
,
[
3
4
]
.
Un
d
er
s
tan
d
in
g
th
is
cu
ltu
r
ally
s
h
ap
ed
d
iv
is
io
n
is
cr
u
cial
f
o
r
in
ter
p
r
etin
g
h
o
w
d
if
f
er
en
t
s
o
u
r
ce
s
o
f
s
u
p
p
o
r
t in
ter
ac
t t
o
f
o
s
ter
s
tu
d
e
n
ts
’
AQ
[
2
5
]
,
[
2
9
]
,
[
6
2
]
,
[
6
3
]
.
Alth
o
u
g
h
Sto
ltz’
s
AQ
f
r
a
m
ewo
r
k
was
o
r
ig
in
ally
d
e
v
elo
p
ed
in
a
n
in
d
iv
id
u
alis
t
ic
co
n
tex
t
[
3
]
,
[
4
3
]
,
[
4
6
]
,
its
co
r
e
co
m
p
o
n
en
ts
—
co
n
tr
o
l,
o
wn
er
s
h
ip
,
r
e
ac
h
,
an
d
en
d
u
r
an
ce
—
r
em
ain
co
n
ce
p
tu
ally
r
o
b
u
s
t
[
2
9
]
,
[
3
7
]
,
[
6
4
]
.
I
n
co
llectiv
is
t
s
ettin
g
s
lik
e
Vietn
am
,
s
tu
d
e
n
ts
o
f
ten
co
m
b
i
n
e
p
e
r
s
o
n
al
a
g
en
cy
with
s
u
p
p
o
r
t
f
r
o
m
f
am
ily
,
p
ee
r
s
,
an
d
g
r
o
u
p
s
to
co
p
e
with
ch
allen
g
e
s
[
2
9
]
,
[
3
7
]
.
R
ec
en
t
ad
ap
tat
io
n
s
,
s
u
ch
as
th
e
re
-
d
ev
elo
p
m
en
t
o
f
th
e
ad
v
e
r
s
ity
r
esp
o
n
s
e
p
r
o
f
ile
f
o
r
C
h
in
ese
s
tu
d
en
ts
,
s
h
o
w
th
at
cu
ltu
r
al
v
alu
es
s
ig
n
if
ican
tly
s
h
ap
e
en
g
a
g
em
en
t
with
AQ
c
o
n
s
tr
u
cts
[
6
4
]
.
T
h
e
p
r
esen
t
f
i
n
d
in
g
s
in
d
icate
th
at
Vietn
a
m
ese
s
tu
d
en
ts
s
im
ilar
ly
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2252
-
8
8
2
2
I
n
t
J
E
v
al
&
R
es E
d
u
c
,
Vo
l
.
15
,
No
.
1
,
Feb
r
u
a
r
y
20
2
6
:
376
-
386
382
in
teg
r
ate
p
er
s
o
n
al
an
d
co
lle
ctiv
e
s
tr
ateg
ies,
d
em
o
n
s
tr
atin
g
th
at
th
e
AQ
f
r
am
ewo
r
k
,
wh
en
ap
p
lie
d
with
cu
ltu
r
al
s
en
s
itiv
ity
,
r
em
ain
s
a
v
alu
ab
le
to
o
l
f
o
r
u
n
d
e
r
s
tan
d
in
g
s
tu
d
en
t r
esil
ien
ce
[
2
9
]
,
[
4
6
]
,
[
4
7
]
.
3
.
3
.
T
heo
re
t
ica
l a
nd
pra
ct
ica
l impl
ica
t
io
ns
Fro
m
a
th
eo
r
etica
l
p
er
s
p
ec
tiv
e,
th
is
s
tu
d
y
ex
ten
d
s
Sto
ltz
’
s
AQ
f
r
am
ewo
r
k
[
3
]
b
y
d
is
tin
g
u
is
h
in
g
th
e
co
n
tr
ib
u
tio
n
s
o
f
ex
ter
n
al
(
f
a
m
ily
,
ed
u
ca
tio
n
al
en
v
ir
o
n
m
e
n
t)
an
d
in
ter
n
al
(
s
elf
-
in
f
lu
en
ce
)
f
ac
to
r
s
to
AQ
d
ev
elo
p
m
e
n
t.
T
h
e
f
in
d
i
n
g
s
r
ein
f
o
r
ce
Dwe
ck
’
s
g
r
o
wth
m
in
d
s
et
th
eo
r
y
[
1
1
]
an
d
B
an
d
u
r
a
’
s
s
elf
-
ef
f
icac
y
th
eo
r
y
[
4
9
]
,
h
ig
h
lig
h
tin
g
th
e
r
o
le
o
f
s
tu
d
en
ts
’
b
elief
s
in
th
eir
ca
p
a
b
ilit
ies
in
o
v
e
r
co
m
in
g
a
d
v
er
s
i
ty
.
T
h
e
s
tu
d
y
also
p
r
o
v
id
es
em
p
ir
ical
s
u
p
p
o
r
t
f
o
r
r
esil
ien
ce
r
esear
ch
in
lan
g
u
a
g
e
lear
n
in
g
,
em
p
h
asizin
g
th
e
i
n
ter
co
n
n
ec
ted
r
o
les
o
f
s
o
cial
an
d
p
s
y
ch
o
lo
g
ical
f
a
cto
r
s
in
ac
ad
em
ic
p
e
r
s
ev
er
an
c
e.
Pra
ctica
lly
,
th
e
f
in
d
in
g
s
s
u
g
g
est
th
at
ed
u
ca
to
r
s
an
d
p
o
li
cy
m
ak
er
s
s
h
o
u
l
d
ad
o
p
t
an
i
n
teg
r
ated
ap
p
r
o
ac
h
to
f
o
s
ter
in
g
r
esil
ien
ce
.
Fam
ily
s
u
p
p
o
r
t
r
em
ain
s
f
o
u
n
d
atio
n
al,
b
u
t
s
ch
o
o
ls
a
n
d
in
s
titu
tio
n
s
ca
n
en
h
an
ce
AQ
th
r
o
u
g
h
s
tr
u
ct
u
r
ed
m
en
to
r
s
h
ip
,
g
r
o
wth
-
o
r
i
en
ted
class
r
o
o
m
en
v
ir
o
n
m
e
n
ts
,
an
d
cu
r
r
icu
la
in
co
r
p
o
r
atin
g
p
r
o
b
lem
-
s
o
lv
in
g
an
d
s
elf
-
r
e
g
u
latio
n
s
k
ills
.
T
ar
g
eted
in
ter
v
en
tio
n
s
,
s
u
c
h
as
m
o
tiv
atio
n
al
co
ac
h
in
g
,
m
ay
p
ar
ticu
lar
ly
b
e
n
ef
it
s
tu
d
en
ts
with
lo
wer
s
elf
-
in
f
lu
en
ce
s
co
r
es.
Pro
p
o
s
ed
s
tr
ateg
ies
s
h
o
u
ld
b
e
r
ig
o
r
o
u
s
ly
test
ed
th
r
o
u
g
h
e
x
p
er
im
en
tal
d
esig
n
s
to
e
n
s
u
r
e
ef
f
ec
tiv
en
ess
.
Po
licy
m
ak
er
s
ar
e
en
co
u
r
ag
e
d
to
im
p
lem
en
t
h
o
lis
tic
p
r
o
g
r
am
s
th
at
co
m
b
in
e
ac
a
d
em
ic
g
u
i
d
an
ce
with
e
m
o
tio
n
al
an
d
m
o
tiv
atio
n
al
s
u
p
p
o
r
t,
in
teg
r
atin
g
s
elf
-
r
eg
u
latio
n
an
d
g
r
o
wth
m
in
d
s
et
d
e
v
elo
p
m
e
n
t
to
e
q
u
ip
s
tu
d
en
ts
with
th
e
s
k
ills
to
o
v
er
co
m
e
ad
v
er
s
ity
.
3
.
4
.
Su
g
g
estio
ns
f
o
r
f
uture
re
s
ea
rc
h
Fu
tu
r
e
r
esear
ch
s
h
o
u
ld
d
ee
p
en
u
n
d
er
s
tan
d
i
n
g
o
f
AQ
d
e
v
elo
p
m
en
t
b
y
in
co
r
p
o
r
atin
g
q
u
alitativ
e
m
eth
o
d
s
,
s
u
ch
as
in
-
d
e
p
th
i
n
ter
v
iews,
to
ca
p
tu
r
e
n
u
an
c
ed
s
tu
d
en
t
ex
p
e
r
ien
ce
s
[
6
5
]
.
E
x
p
er
im
en
tal
an
d
lo
n
g
itu
d
in
al
s
tu
d
ies
ar
e
r
ec
o
m
m
en
d
ed
t
o
ex
p
l
o
r
e
ca
u
s
al
r
ela
tio
n
s
h
ip
s
an
d
ass
ess
lo
n
g
-
ter
m
ef
f
ec
ts
o
f
f
am
ily
,
s
elf
,
an
d
ed
u
ca
tio
n
al
en
v
ir
o
n
m
en
t
in
f
lu
en
ce
s
[
6
6
]
.
I
n
v
esti
g
atin
g
th
e
cu
ltu
r
al
d
im
en
s
io
n
s
o
f
AQ,
p
ar
ticu
lar
ly
in
th
e
Vietn
am
ese
co
n
tex
t,
is
cr
u
cial
g
iv
en
th
e
in
ter
p
lay
b
et
wee
n
f
am
ily
an
d
in
s
titu
tio
n
al
s
u
p
p
o
r
t
s
h
ap
ed
b
y
co
llectiv
is
t
v
alu
es
[
6
7
]
.
Fu
t
u
r
e
s
tu
d
ies
s
h
o
u
ld
also
ad
d
r
es
s
lim
itatio
n
s
o
f
th
e
cu
r
r
en
t
r
esear
ch
,
in
clu
d
in
g
g
en
d
er
im
b
alan
ce
an
d
lack
o
f
s
o
cio
ec
o
n
o
m
ic
d
ata,
to
im
p
r
o
v
e
g
en
e
r
aliza
b
ilit
y
.
R
esear
ch
co
u
ld
e
x
am
in
e
h
o
w
cu
ltu
r
al
n
o
r
m
s
in
f
lu
en
ce
p
er
ce
p
tio
n
s
o
f
s
u
p
p
o
r
t a
n
d
r
esil
ien
c
e
ac
r
o
s
s
ed
u
ca
tio
n
al
s
y
s
tem
s
.
Ad
d
itio
n
ally
,
ev
al
u
atin
g
th
e
ef
f
ec
tiv
en
ess
o
f
tailo
r
e
d
in
ter
v
en
tio
n
s
,
s
u
ch
as
s
elf
-
r
e
g
u
latio
n
o
r
m
o
tiv
atio
n
al
p
r
o
g
r
a
m
s
f
o
r
s
t
u
d
en
ts
with
lo
wer
s
elf
-
in
f
lu
e
n
ce
s
co
r
es,
is
im
p
o
r
tan
t
[
6
8
]
–
[
7
0
]
.
E
x
p
an
d
i
n
g
s
tu
d
ies
ac
r
o
s
s
d
iv
er
s
e
cu
ltu
r
a
l
an
d
ed
u
ca
ti
o
n
al
s
ettin
g
s
will
f
u
r
th
er
e
n
h
an
ce
ap
p
licab
ilit
y
[
7
1
]
.
B
y
r
ef
in
i
n
g
m
eth
o
d
o
l
o
g
ies
an
d
b
r
o
ad
e
n
in
g
r
esear
c
h
co
n
tex
ts
,
f
u
tu
r
e
r
esear
ch
ca
n
in
f
o
r
m
h
o
w
ed
u
ca
to
r
s
an
d
p
o
licy
m
ak
er
s
b
etter
s
u
p
p
o
r
t stu
d
en
t r
esil
ien
ce
f
o
r
b
o
th
ac
ad
e
m
ic
an
d
p
e
r
s
o
n
al
g
r
o
wth
.
4.
CO
NCLU
SI
O
N
T
h
is
s
tu
d
y
ex
am
in
ed
k
e
y
f
ac
t
o
r
s
in
f
lu
en
cin
g
L
L
AQ,
f
o
cu
s
i
n
g
o
n
f
a
m
ily
in
f
lu
en
c
e,
s
elf
-
in
f
lu
en
ce
,
an
d
ed
u
ca
tio
n
al
en
v
ir
o
n
m
en
t
in
f
lu
en
ce
.
Fam
ily
in
f
lu
en
c
e
em
er
g
ed
as
th
e
m
o
s
t
s
ig
n
if
ican
t,
p
r
o
v
id
in
g
em
o
tio
n
al
an
d
m
o
tiv
atio
n
al
s
u
p
p
o
r
t
ess
en
tial
f
o
r
r
esil
ien
ce
.
Self
-
in
f
lu
en
ce
was
also
cr
itical,
r
ef
lectin
g
s
tu
d
en
ts
’
p
er
ce
p
tio
n
s
o
f
p
er
s
o
n
al
a
g
en
cy
in
o
v
e
r
co
m
in
g
ch
allen
g
es.
Alth
o
u
g
h
ed
u
ca
tio
n
al
e
n
v
ir
o
n
m
en
t
in
f
lu
en
ce
r
ec
eiv
ed
th
e
lo
west
r
atin
g
,
its
c
o
r
r
elatio
n
with
s
elf
-
in
f
lu
en
ce
s
u
g
g
ests
an
in
d
i
r
ec
t
b
u
t
im
p
o
r
tan
t
r
o
le
in
f
o
s
ter
in
g
s
elf
-
r
esil
ien
ce
.
T
h
ese
f
in
d
in
g
s
h
ig
h
lig
h
t
th
e
i
n
ter
co
n
n
ec
ted
n
atu
r
e
o
f
th
ese
f
ac
to
r
s
,
with
f
am
ily
as
th
e
f
o
u
n
d
atio
n
,
s
elf
-
in
f
lu
en
c
e
d
r
iv
in
g
g
r
o
wth
,
an
d
th
e
ed
u
ca
tio
n
al
e
n
v
ir
o
n
m
en
t
f
ac
ilit
atin
g
r
esil
ien
ce
d
ev
elo
p
m
e
n
t.
T
h
e
s
tu
d
y
h
as
s
ev
er
al
lim
itatio
n
s
:
r
elian
ce
o
n
s
elf
-
r
e
p
o
r
ted
d
ata,
co
n
tex
t
-
s
p
ec
if
ic
s
am
p
lin
g
,
g
en
d
er
im
b
alan
ce
,
an
d
lack
o
f
co
n
tr
o
l
f
o
r
c
o
n
f
o
u
n
d
e
r
s
s
u
ch
as
s
o
cio
ec
o
n
o
m
ic
s
tatu
s
an
d
p
r
io
r
ac
ad
em
ic
p
er
f
o
r
m
an
ce
.
T
h
e
co
r
r
elatio
n
al
d
esig
n
p
r
ec
lu
d
es
ca
u
s
al
in
f
er
en
ce
.
Fu
tu
r
e
r
esear
ch
co
u
l
d
em
p
lo
y
q
u
alitativ
e
m
eth
o
d
s
,
lo
n
g
itu
d
in
al
o
r
ex
p
er
im
en
tal
d
esig
n
s
,
an
d
co
n
f
ir
m
ato
r
y
f
ac
to
r
a
n
aly
s
is
(
C
FA)
to
v
alid
ate
th
e
ad
ap
ted
AQ
s
ca
le,
e
x
p
lo
r
e
ca
u
s
al
r
elatio
n
s
h
ip
s
,
an
d
ex
am
in
e
AQ
d
ev
elo
p
m
en
t o
v
er
tim
e.
E
x
p
an
d
i
n
g
r
esear
ch
to
d
iv
er
s
e
ed
u
ca
tio
n
al
an
d
c
u
ltu
r
al
co
n
te
x
ts
will
en
h
an
ce
g
en
er
aliza
b
ilit
y
an
d
p
r
o
v
id
e
in
s
ig
h
ts
in
to
h
o
w
ed
u
ca
to
r
s
ca
n
e
f
f
ec
tiv
ely
s
u
p
p
o
r
t stu
d
en
t r
esil
ien
ce
.
ACK
NO
WL
E
DG
M
E
N
T
S
T
h
is
s
tu
d
y
was
m
ad
e
p
o
s
s
ib
le
with
th
e
g
en
e
r
o
u
s
s
u
p
p
o
r
t
o
f
C
an
T
h
o
Un
iv
e
r
s
ity
,
Vietn
am
.
W
e
s
in
ce
r
ely
ap
p
r
ec
iate
th
e
u
n
iv
er
s
ity
’
s
f
u
n
d
in
g
an
d
t
h
e
f
av
o
r
a
b
le
r
esear
ch
co
n
d
itio
n
s
th
at
f
ac
ilit
ated
th
e
s
u
cc
ess
f
u
l
co
m
p
letio
n
o
f
th
is
wo
r
k
.
Ou
r
g
r
atitu
d
e
also
ex
ten
d
s
to
th
e
s
tu
d
en
ts
wh
o
p
ar
ticip
ated
in
th
e
s
tu
d
y
,
p
r
o
v
id
i
n
g
v
al
u
ab
le
in
s
ig
h
ts
.
T
h
eir
co
n
tr
i
b
u
tio
n
s
wer
e
ess
en
tial in
s
h
ap
in
g
th
e
f
in
d
i
n
g
s
o
f
t
h
is
r
esear
ch
.
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
F
a
cto
r
s
s
h
a
p
in
g
la
n
g
u
a
g
e
lea
r
n
in
g
a
d
ve
r
s
ity
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th
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mp
a
ct
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f fa
mily
…
(
N
g
u
ye
n
Th
i Th
u
y
Lin
h
)
383
F
UNDING
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NF
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Vietn
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AUTHO
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[
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,
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eq
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RE
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[
1
]
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.
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.
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.
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2
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[
3
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W
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s,
1
9
9
7
.
[
4
]
L.
Lu
,
C
.
Y
e
,
R
.
X
u
,
H
.
F
e
n
g
,
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n
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.
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,
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[
5
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J.
M.
G
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,
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.
[
6
]
R
.
R
.
I
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N
.
A
mi
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.
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[
7
]
S
.
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.
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[
8
]
K
.
R
.
G
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sb
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.
M
.
J
a
b
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.
[
9
]
E.
E.
W
e
r
n
e
r
a
n
d
R
.
S
.
S
mi
t
h
,
J
o
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d
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t
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m
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s
k
,
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l
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,
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n
d
rec
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v
e
ry
.
N
e
w
Y
o
r
k
:
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o
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l
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si
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ss,
2
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.
[
1
0
]
B
.
J
.
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i
mm
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m
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k
:
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[
1
1
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.
S
.
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w
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s:
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rsp
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7
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7
4
5
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9
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8
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6
.
[
1
2
]
J.
N
a
n
s
a
mb
a
,
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.
M
u
g
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z
i
,
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R
w
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K
.
K
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t
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[
1
3
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.
S
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,
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