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Ma
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aly
s
is
f
o
r
ex
am
in
in
g
h
o
w
in
tr
in
s
ic
an
d
ex
tr
in
s
ic
m
o
tiv
atio
n
in
ter
ac
t
with
lear
n
in
g
s
tr
ateg
ies
t
o
in
f
lu
en
ce
s
tu
d
en
t
p
er
f
o
r
m
a
n
ce
.
T
h
is
s
tu
d
y
ex
p
lo
r
es
th
e
in
ter
p
lay
b
etwe
en
s
tu
d
en
t
m
o
tiv
atio
n
an
d
lear
n
i
n
g
s
tr
ate
g
ies
with
in
Ma
lay
s
ian
b
o
a
r
d
in
g
s
ch
o
o
ls
,
wh
e
r
e
u
n
iq
u
e
c
h
allen
g
es a
n
d
o
p
p
o
r
tu
n
ities
s
ig
n
if
ican
tly
im
p
ac
t a
ca
d
em
ic
ac
h
iev
em
e
n
t.
I
n
th
e
Ma
lay
s
ian
co
n
tex
t,
r
e
s
ea
r
ch
s
h
o
ws
th
at
ac
ad
em
ic
p
er
f
o
r
m
a
n
ce
is
s
h
ap
ed
b
y
a
co
m
p
lex
in
ter
p
lay
o
f
v
ar
ia
b
les
s
u
ch
as
teac
h
er
s
u
p
p
o
r
t,
p
ar
en
tal
in
v
o
lv
em
en
t,
co
m
m
u
n
ity
e
n
g
ag
em
e
n
t,
an
d
th
e
in
teg
r
atio
n
o
f
tech
n
o
lo
g
y
.
Ut
am
i
[
1
]
a
r
g
u
e
s
th
at
p
a
r
en
tal
i
n
v
o
lv
em
e
n
t,
s
u
ch
as
ass
is
tin
g
with
h
o
m
ewo
r
k
o
r
m
ain
tain
in
g
co
m
m
u
n
icatio
n
with
s
ch
o
o
l
s
taf
f
,
h
as
a
s
tr
aig
h
tf
o
r
war
d
p
o
s
itiv
e
in
f
lu
en
ce
o
n
s
tu
d
e
n
t
ac
h
iev
em
en
t.
T
h
e
f
in
d
in
g
s
s
u
p
p
o
r
t
th
e
SDT
f
r
am
ewo
r
k
b
y
d
em
o
n
s
tr
atin
g
h
o
w
th
e
p
s
y
c
h
o
lo
g
ical
n
ee
d
f
o
r
r
elate
d
n
ess
,
o
n
e
o
f
SDT’
s
co
r
e
d
im
en
s
io
n
s
,
ca
n
b
e
f
u
l
f
illed
th
r
o
u
g
h
f
am
ily
en
g
a
g
em
en
t.
Similar
ly
,
f
am
ily
an
d
co
m
m
u
n
ity
s
u
p
p
o
r
t
h
av
e
b
ee
n
p
r
o
v
ed
to
b
e
s
tr
o
n
g
p
r
ed
icto
r
s
o
f
in
tr
in
s
ic
m
o
tiv
atio
n
.
Pre
v
io
u
s
s
tu
d
ies
[
2
]
,
[
3
]
f
o
u
n
d
th
at
s
tu
d
en
ts
wh
o
p
er
ce
iv
e
h
ig
h
er
lev
els
o
f
f
a
m
ily
s
u
p
p
o
r
t
ten
d
to
s
h
o
w
g
r
ea
ter
s
elf
-
m
o
tiv
atio
n
an
d
ar
e
o
r
ien
te
d
to
war
d
d
ee
p
lear
n
in
g
s
tr
ateg
ies,
s
u
ch
as
s
elf
-
r
eg
u
latio
n
a
n
d
elab
o
r
atio
n
.
C
o
m
m
u
n
ity
-
b
ase
d
p
r
o
g
r
a
m
s
,
in
clu
d
in
g
m
en
t
o
r
s
h
ip
in
itiativ
es
an
d
ac
ad
e
m
ic
r
o
le
m
o
d
els,
f
u
r
th
er
en
h
an
ce
s
tu
d
en
ts
’
m
o
tiv
atio
n
an
d
lear
n
in
g
o
u
tc
o
m
es
[
4
]
.
T
h
ese
co
llab
o
r
ativ
e
ef
f
o
r
ts
n
o
t
o
n
ly
f
o
s
ter
ac
ad
em
ic
ac
h
iev
em
en
t
b
u
t
also
alig
n
with
th
e
b
r
o
a
d
er
g
o
als
o
f
SDG
4
an
d
1
0
b
y
r
ed
u
ci
n
g
e
d
u
ca
ti
o
n
al
d
is
p
ar
ities
an
d
p
r
o
m
o
tin
g
in
clu
s
iv
e
lear
n
in
g
e
n
v
ir
o
n
m
en
ts
.
T
ec
h
n
o
lo
g
ical
in
teg
r
atio
n
in
e
d
u
ca
tio
n
is
an
o
th
er
cr
itical
f
ac
to
r
co
n
tr
ib
u
tin
g
to
s
tu
d
en
t
e
n
g
ag
em
e
n
t
an
d
s
u
cc
ess
.
I
n
Ma
lay
s
ian
b
o
ar
d
in
g
s
ch
o
o
ls
,
th
e
u
s
e
o
f
in
t
er
ac
tiv
e
lear
n
in
g
p
latf
o
r
m
s
,
d
ig
ital
co
llab
o
r
atio
n
to
o
ls
,
an
d
o
n
lin
e
e
d
u
ca
tio
n
a
l
co
n
ten
t
h
as
g
ain
ed
p
r
o
m
i
n
en
ce
.
Sev
er
al
s
tu
d
ies
[
5
]
–
[
7
]
s
h
o
w
th
at
s
u
ch
tech
n
o
lo
g
ies,
wh
en
ap
p
r
o
p
r
iat
ely
im
p
lem
en
ted
,
ca
ter
to
d
iv
er
s
e
lear
n
in
g
p
r
ef
e
r
en
ce
s
an
d
en
h
an
ce
s
tu
d
en
ts
’
m
o
tiv
atio
n
a
n
d
ac
ad
em
ic
p
er
f
o
r
m
an
ce
.
T
h
ese
in
n
o
v
ati
o
n
s
s
u
p
p
o
r
t
f
lex
i
b
le,
s
tu
d
en
t
-
ce
n
ter
ed
ap
p
r
o
ac
h
es
an
d
r
ein
f
o
r
ce
t
h
e
SDGs
’
em
p
h
asis
o
n
eq
u
it
y
an
d
in
n
o
v
atio
n
in
ed
u
ca
tio
n
.
W
ith
in
th
is
b
r
o
ad
er
f
r
am
ewo
r
k
,
s
tu
d
en
t
m
o
tiv
atio
n
r
em
ain
s
a
ce
n
tr
al
d
r
iv
er
o
f
lear
n
in
g
b
eh
av
io
r
s
an
d
ac
a
d
em
ic
p
e
r
f
o
r
m
an
ce
.
Gr
o
u
n
d
e
d
in
SDT
,
th
is
s
tu
d
y
d
if
f
er
en
tiates
b
etwe
en
in
tr
in
s
ic
an
d
e
x
tr
in
s
ic
m
o
tiv
atio
n
a
n
d
ex
am
in
es
h
o
w
ea
ch
r
elate
s
to
t
h
e
s
elec
tio
n
a
n
d
u
s
e
o
f
lear
n
i
n
g
s
tr
ateg
ies.
Stu
d
en
ts
p
o
s
s
ess
in
g
in
tr
in
s
ic
m
o
tiv
atio
n
ex
h
i
b
it
a
s
tr
o
n
g
er
in
clin
atio
n
to
war
d
m
ea
n
in
g
f
u
l
lear
n
in
g
p
r
o
ce
s
s
es,
s
u
ch
as
elab
o
r
atio
n
,
o
r
g
an
izatio
n
,
an
d
s
elf
-
r
eg
u
latio
n
[
8
]
.
T
h
ese
s
tr
ateg
ies
h
av
e
b
ee
n
ass
o
ciate
d
with
im
p
r
o
v
e
d
ac
ad
e
m
ic
p
er
f
o
r
m
an
ce
an
d
d
ee
p
er
u
n
d
er
s
tan
d
in
g
o
f
s
u
b
ject
m
atter
.
I
n
co
n
tr
ast,
s
tu
d
en
ts
with
lo
wer
l
ev
els o
f
m
o
tiv
atio
n
m
ay
r
ely
o
n
s
u
r
f
ac
e
-
lev
el
lear
n
in
g
tactics o
r
d
is
p
lay
ac
a
d
em
ic
d
is
en
g
ag
em
en
t.
Ma
lay
s
ian
b
o
ar
d
in
g
s
ch
o
o
ls
o
f
f
er
a
u
n
iq
u
e
e
n
v
ir
o
n
m
en
t
f
o
r
ex
p
l
o
r
in
g
t
h
ese
d
y
n
am
ics.
T
h
ese
in
s
titu
tio
n
s
ar
e
ch
ar
ac
ter
ize
d
b
y
s
tr
u
ctu
r
ed
r
o
u
tin
es,
s
tr
o
n
g
i
n
s
titu
tio
n
al
cu
ltu
r
e,
an
d
lim
ited
p
a
r
en
tal
p
r
esen
ce
.
As
a
r
esu
lt,
teac
h
er
s
,
h
o
s
tel
war
d
en
s
,
an
d
p
ee
r
s
p
l
ay
s
ig
n
if
ican
t
r
o
les
in
s
h
ap
in
g
s
tu
d
en
ts
’
ac
ad
em
ic
an
d
em
o
tio
n
al
d
ev
elo
p
m
en
t
[9
]
,
[
1
0
]
.
T
ea
ch
e
r
b
eh
a
v
io
r
s
,
i
n
s
tr
u
ctio
n
al
m
eth
o
d
s
,
an
d
cla
s
s
r
o
o
m
in
ter
ac
tio
n
s
ty
les
ca
n
eith
er
en
h
a
n
ce
o
r
h
in
d
er
s
tu
d
en
ts
’
in
tr
i
n
s
ic
m
o
ti
v
atio
n
[2
]
,
[
3
]
,
[
8]
.
I
n
ter
ac
tiv
e
an
d
d
if
f
er
en
tiated
teac
h
in
g
s
tr
ateg
ies
th
at
co
n
s
id
er
s
tu
d
en
ts
’
in
d
i
v
id
u
al
n
ee
d
s
h
av
e
b
ee
n
f
o
u
n
d
to
s
ig
n
if
ica
n
tly
in
f
lu
en
ce
th
eir
en
g
ag
em
e
n
t a
n
d
u
s
e
o
f
lear
n
in
g
s
tr
ateg
ies.
Mo
r
eo
v
er
,
p
ee
r
s
u
p
p
o
r
t
an
d
s
ch
o
o
l
-
b
ased
m
e
n
to
r
s
h
ip
co
n
tr
ib
u
te
to
th
e
d
ev
elo
p
m
en
t
o
f
in
t
r
in
s
ic
an
d
ex
tr
in
s
ic
in
ce
n
tiv
es
th
at
af
f
ec
t
s
tu
d
en
ts
’
ac
ad
em
ic
tr
ajec
to
r
ies.
C
o
n
s
is
ten
t
en
co
u
r
ag
em
e
n
t
f
r
o
m
in
s
tr
u
cto
r
s
an
d
c
l
a
s
s
m
at
e
s
c
a
n
b
o
o
s
t s
el
f
-
e
f
f
i
c
a
c
y
a
n
d
f
o
s
te
r
e
n
v
i
r
o
n
m
e
n
t
s
c
o
n
d
u
c
i
v
e
t
o
e
f
f
e
c
ti
v
e
lear
n
in
g
[
2
]
.
C
o
n
v
er
s
ely
,
s
tu
d
en
ts
wh
o
lack
s
u
ch
s
u
p
p
o
r
t o
f
ten
f
ac
e
m
o
tiv
atio
n
al
c
h
allen
g
es th
at
im
p
ed
e
t
h
eir
ac
ad
e
m
ic
g
r
o
wth
.
I
n
co
n
clu
s
io
n
,
th
e
in
ter
p
lay
b
etwe
en
s
tu
d
en
t
m
o
tiv
atio
n
an
d
lear
n
i
n
g
s
tr
ateg
ies
is
a
cr
itic
al
f
ac
to
r
in
ac
ad
em
ic
ac
h
iev
e
m
en
t,
p
ar
tic
u
lar
ly
with
in
th
e
c
o
n
tex
t
o
f
Ma
lay
s
ian
b
o
ar
d
in
g
s
ch
o
o
ls
.
B
y
u
n
d
er
s
tan
d
in
g
th
e
d
y
n
am
ics
o
f
in
tr
in
s
ic
an
d
ex
t
r
in
s
ic
m
o
tiv
atio
n
,
e
d
u
ca
to
r
s
ca
n
cr
ea
te
s
u
p
p
o
r
tiv
e
e
n
v
ir
o
n
m
en
ts
th
at
p
r
o
m
o
te
ef
f
ec
tiv
e
lear
n
in
g
s
tr
ateg
ies
a
n
d
alig
n
with
th
e
g
o
als
o
f
SDG
4
a
n
d
1
0
.
T
h
is
s
tu
d
y
s
ee
k
s
to
a
d
v
an
ce
th
is
u
n
d
er
s
tan
d
i
n
g
b
y
e
x
am
in
in
g
th
e
r
elatio
n
s
h
ip
b
etwe
en
m
o
tiv
atio
n
a
n
d
lear
n
in
g
s
tr
ateg
ies
in
Ma
lay
s
ian
b
o
ar
d
in
g
s
ch
o
o
ls
,
with
th
e
u
ltima
te
g
o
al
o
f
i
n
f
o
r
m
in
g
in
ter
v
en
tio
n
s
th
at
en
h
an
ce
ac
ad
e
m
ic
ac
h
iev
em
en
t
an
d
r
ed
u
ce
ed
u
ca
tio
n
al
in
e
q
u
alities
.
2.
L
I
T
E
R
AT
U
RE
R
E
VI
E
W
2.
1
.
T
he
t
heo
re
t
ica
l
a
s
pect
R
y
an
an
d
Dec
i
SDT
[
1
1
]
s
u
g
g
ests
th
at
lear
n
er
s
ar
e
m
o
r
e
in
tr
in
s
ically
m
o
tiv
ated
an
d
lear
n
m
o
r
e
ef
f
ec
tiv
ely
wh
e
n
t
h
eir
n
ee
d
s
f
o
r
au
t
o
n
o
m
y
,
c
o
m
p
eten
ce
,
an
d
r
elate
d
n
ess
ar
e
m
et.
W
h
en
s
tu
d
en
ts
f
ee
l
au
to
n
o
m
o
u
s
,
th
ey
ar
e
m
o
r
e
li
k
ely
to
en
g
a
g
e
d
ee
p
ly
with
le
ar
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g
task
s
,
as
th
ey
p
er
ce
iv
e
th
em
as
p
er
s
o
n
ally
m
ea
n
in
g
f
u
l
[
1
2
]
.
C
o
m
p
eten
c
e,
o
r
th
e
b
elief
in
o
n
e’
s
ab
ilit
y
to
s
u
cc
ee
d
,
en
co
u
r
ag
es
s
tu
d
en
ts
to
ad
o
p
t
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
2
6
:
238
-
257
240
s
elf
-
r
eg
u
lated
lear
n
in
g
s
tr
ateg
ies
ar
e
cr
itical
f
o
r
ac
ad
em
ic
ac
h
iev
em
en
t
[
1
3
]
.
R
elate
d
n
ess
,
o
r
th
e
s
en
s
e
o
f
co
n
n
ec
tio
n
to
teac
h
er
s
an
d
p
e
er
s
,
en
h
an
ce
s
m
o
tiv
atio
n
b
y
c
r
ea
tin
g
a
s
u
p
p
o
r
tiv
e
lear
n
i
n
g
en
v
ir
o
n
m
en
t
[
1
4
]
.
SDT
is
p
ar
ticu
lar
ly
b
en
ef
icial
f
o
r
s
tu
d
en
ts
as
it
s
h
if
ts
th
e
f
o
cu
s
f
r
o
m
ex
t
r
in
s
ic
r
ewa
r
d
s
,
s
u
ch
as
g
r
ad
es,
to
in
tr
in
s
ic
m
o
tiv
atio
n
,
wh
ich
lead
s
to
m
o
r
e
s
u
s
tain
ab
le
an
d
m
ea
n
in
g
f
u
l
en
g
ag
e
m
en
t
in
lear
n
in
g
[
1
5
]
.
Fo
r
ex
am
p
le,
au
to
n
o
m
y
-
s
u
p
p
o
r
tiv
e
teac
h
in
g
p
r
ac
tices,
s
u
ch
as
allo
win
g
s
tu
d
en
ts
to
ch
o
o
s
e
th
eir
lear
n
in
g
task
s
,
h
av
e
b
ee
n
ass
o
ciate
d
with
im
p
r
o
v
em
en
ts
i
n
ac
ad
e
m
ic
p
er
f
o
r
m
an
ce
an
d
e
m
o
tio
n
a
l
well
-
b
ein
g
[
1
2
]
.
Ad
d
itio
n
ally
,
c
o
m
p
eten
ce
-
b
u
i
ld
in
g
f
ee
d
b
ac
k
aid
s
s
tu
d
e
n
ts
in
cu
ltiv
atin
g
r
esil
ien
ce
,
an
d
a
g
r
o
wth
m
in
d
s
et,
en
ab
lin
g
th
e
m
to
tack
le
c
h
a
llen
g
es
ef
f
ec
tiv
ely
[
1
6
]
.
C
o
l
lab
o
r
ativ
e
lear
n
i
n
g
en
v
ir
o
n
m
en
ts
,
wh
ich
f
o
s
ter
r
elate
d
n
ess
,
f
u
r
th
er
e
n
h
an
ce
m
o
tiv
atio
n
b
y
en
co
u
r
ag
in
g
p
ee
r
s
u
p
p
o
r
t
an
d
s
h
ar
e
d
p
r
o
b
lem
-
s
o
lv
in
g
[
1
7
]
.
B
y
ad
d
r
ess
in
g
th
ese
p
s
y
ch
o
lo
g
ical
n
ee
d
s
,
SDT
s
u
p
p
o
r
ts
t
h
e
aim
s
o
f
SDG
4
an
d
1
0
,
wh
ich
ad
v
o
ca
te
f
o
r
in
clu
s
iv
e
ed
u
ca
tio
n
a
n
d
r
e
d
u
c
ed
d
is
p
ar
ities
,
p
r
o
m
o
tin
g
in
cl
u
s
iv
e
an
d
eq
u
itab
le
lear
n
in
g
o
p
p
o
r
tu
n
ities
f
o
r
all
s
tu
d
en
ts
[
1
8
]
.
Ov
e
r
all,
SDT
p
r
o
v
id
es
a
co
m
p
r
eh
e
n
s
iv
e
f
r
am
ewo
r
k
f
o
r
e
d
u
ca
to
r
s
t
o
en
h
an
ce
s
tu
d
e
n
t
m
o
tiv
atio
n
,
lear
n
in
g
s
tr
ateg
ies
,
an
d
ac
a
d
em
ic
ac
h
iev
em
e
n
t.
W
h
ile
H
o
f
s
te
d
e
[
1
9
]
a
n
d
T
an
ase
[
2
0
]
p
e
d
a
g
o
g
ic
al
in
s
ig
h
ts
s
u
g
g
est
t
h
at
c
o
lle
cti
v
is
t
s
o
cie
t
ies
s
u
c
h
as
Ma
la
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s
i
a
m
ay
n
o
t
p
r
i
o
r
iti
ze
au
t
o
n
o
m
y
i
n
th
e
s
a
m
e
wa
y
as
W
es
te
r
n
i
n
d
i
v
i
d
u
al
is
tic
cu
ltu
r
es
,
e
m
p
h
asiz
in
g
co
n
f
o
r
m
it
y
,
r
es
p
e
ct,
a
n
d
r
el
at
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h
a
r
m
o
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v
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r
s
o
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h
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,
r
e
ce
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t
e
m
p
ir
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al
s
t
u
d
ies
c
h
a
lle
n
g
e
t
h
is
ass
u
m
p
ti
o
n
.
R
y
a
n
an
d
Dec
i
[
1
1
]
a
r
g
u
e
t
h
at
a
u
t
o
n
o
m
y
is
a
u
n
iv
e
r
s
al
p
s
y
c
h
o
lo
g
i
ca
l
n
ee
d
,
a
n
d
e
m
e
r
g
i
n
g
r
ese
ar
ch
in
M
al
ay
s
ia
s
u
p
p
o
r
ts
th
is
u
n
i
v
er
s
alit
y
.
F
o
r
in
s
ta
n
c
e,
a
s
t
u
d
y
b
y
G
u
et
a
l
.
[
2
1
]
f
o
u
n
d
t
h
at
p
er
ce
i
v
e
d
au
to
n
o
m
y
s
u
p
p
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t
s
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g
n
i
f
ic
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tl
y
e
n
h
a
n
c
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s
i
n
t
er
n
s
’
w
o
r
k
en
g
ag
em
en
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an
d
r
e
d
u
ce
s
em
o
t
io
n
al
e
x
h
a
u
s
tio
n
i
n
M
ala
y
s
i
a
n
wo
r
k
p
l
ac
es.
F
u
r
th
er
m
o
r
e,
i
n
Ma
la
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s
i
a
n
h
i
g
h
e
r
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d
u
ca
t
io
n
,
au
t
o
n
o
m
y
-
s
u
p
p
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ti
v
e
te
ac
h
i
n
g
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n
v
ir
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n
m
e
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ts
we
r
e
s
h
o
wn
t
o
f
o
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te
r
p
e
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s
o
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al
-
b
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s
ett
in
g
a
n
d
a
g
e
n
t
ic
e
n
g
a
g
e
m
e
n
t
[
2
2
]
.
E
v
e
n
i
n
th
e
en
tr
ep
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e
n
e
u
r
i
al
co
n
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ex
t,
Ma
la
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i
a
n
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u
d
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ts
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i
n
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n
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io
n
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o
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t
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t
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u
s
in
ess
es
was
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e
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te
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y
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at
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y
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n
g
t
h
e
t
h
r
ee
n
e
e
d
s
,
au
t
o
n
o
m
y
(
t
h
e
s
e
n
s
e
o
f
v
o
l
iti
o
n
a
n
d
s
el
f
-
d
i
r
e
cti
o
n
i
n
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n
e
’
s
ac
ti
o
n
s
)
,
c
o
m
p
et
en
ce
(
t
h
e
f
e
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in
g
o
f
m
ast
er
y
a
n
d
ef
f
e
cti
v
e
n
ess
i
n
in
te
r
a
cti
n
g
w
i
th
o
n
e
’
s
e
n
v
ir
o
n
m
e
n
t
)
,
a
n
d
r
el
ate
d
n
ess
(
t
h
e
s
en
s
e
o
f
c
o
n
n
e
ct
io
n
an
d
b
el
o
n
g
in
g
wit
h
o
t
h
e
r
s
)
,
as
p
r
o
p
o
s
e
d
i
n
S
DT
[
2
3
]
.
T
h
ese
f
in
d
i
n
g
s
s
u
g
g
e
s
t
t
h
at
a
u
t
o
n
o
m
y
,
a
lt
h
o
u
g
h
cu
l
tu
r
al
ly
e
x
p
r
ess
e
d
in
r
el
ati
o
n
al
wa
y
s
,
r
e
m
ai
n
s
a
ce
n
tr
a
l
d
r
iv
er
o
f
wel
l
-
b
ei
n
g
a
n
d
m
o
ti
v
at
io
n
in
Ma
la
y
s
i
a.
T
h
is
c
h
al
le
n
g
es
th
e
n
o
ti
o
n
th
a
t
au
to
n
o
m
y
is
i
n
c
o
m
p
ati
b
l
e
wit
h
co
lle
cti
v
is
t
v
al
u
es
an
d
r
ei
n
f
o
r
c
es S
DT
’
s
cr
o
s
s
-
c
u
lt
u
r
a
l
r
ele
v
a
n
c
e.
2
.
2
.
Resea
rc
h
pro
blem
Desp
ite
g
r
o
win
g
in
ter
est
in
t
h
e
f
ac
to
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s
in
f
lu
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n
cin
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d
e
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t
ac
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p
er
f
o
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m
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ce
,
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e
r
em
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s
a
cr
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g
ap
in
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s
tan
d
in
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ter
p
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co
n
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tio
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etwe
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m
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b
elief
s
an
d
s
elf
-
r
eg
u
late
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lear
n
in
g
s
tr
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ies
with
in
th
e
u
n
iq
u
e
co
n
tex
t
o
f
Ma
la
y
s
ian
b
o
ar
d
in
g
s
ch
o
o
ls
.
T
h
ese
in
s
titu
tio
n
s
,
wh
ich
s
er
v
e
as
k
ey
d
r
iv
er
s
o
f
s
ec
o
n
d
ar
y
ed
u
ca
tio
n
f
o
r
h
ig
h
-
p
er
f
o
r
m
in
g
s
tu
d
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ts
,
o
p
er
ate
in
h
ig
h
ly
s
tr
u
ctu
r
e
d
a
n
d
co
llectiv
is
t
en
v
ir
o
n
m
en
ts
wh
er
e
s
tu
d
en
ts
o
f
ten
ex
p
er
ien
c
e
r
ed
u
ce
d
p
ar
en
tal
in
v
o
lv
em
en
t
an
d
in
cr
ea
s
ed
ac
ad
em
ic
p
r
ess
u
r
e
[
4
]
,
[
1
9
]
,
[
2
4
]
.
W
h
ile
p
r
ev
io
u
s
s
tu
d
ie
s
h
av
e
p
r
o
v
en
th
e
p
o
s
itiv
e
i
m
p
ac
t
o
f
lear
n
in
g
m
o
tiv
atio
n
in
g
e
n
er
al
ed
u
c
atio
n
al
s
ettin
g
s
[
9
]
,
[
1
3
]
,
[
2
5
]
,
th
eir
ap
p
licab
ilit
y
to
b
o
ar
d
in
g
s
ch
o
o
l
co
n
te
x
ts
,
wh
er
e
en
v
ir
o
n
m
e
n
tal,
cu
ltu
r
al,
an
d
p
s
y
c
h
o
s
o
cial
f
ac
to
r
s
d
i
f
f
e
r
s
ig
n
if
ican
tly
,
r
e
m
ain
s
u
n
d
e
r
e
x
p
lo
r
ed
.
Ma
lay
s
ian
b
o
ar
d
in
g
s
ch
o
o
l
s
tu
d
en
ts
ar
e
f
r
e
q
u
en
tly
ex
p
ec
te
d
to
d
em
o
n
s
tr
ate
h
ig
h
lev
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o
f
au
to
n
o
m
y
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d
ac
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ic
s
elf
-
d
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cip
lin
e,
y
et
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f
ac
e
ch
allen
g
es
in
d
ev
elo
p
in
g
ef
f
ec
tiv
e
lear
n
in
g
s
tr
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with
o
u
t
d
ir
ec
t
f
am
ilial
s
u
p
p
o
r
t
[
6
]
,
[
2
6
]
,
[
2
7
]
.
Fu
r
th
er
m
o
r
e,
ex
is
tin
g
liter
atu
r
e
ten
d
s
to
ex
am
in
e
eith
er
m
o
tiv
atio
n
o
r
lear
n
in
g
s
tr
ateg
y
u
s
ag
e
in
is
o
latio
n
,
with
lim
ited
r
esear
ch
i
n
teg
r
atin
g
b
o
t
h
co
n
s
tr
u
cts
in
a
s
in
g
le
s
tr
u
ctu
r
al
m
o
d
el
tailo
r
ed
to
th
e
Ma
lay
s
ian
co
n
tex
t
[
1
7
]
,
[
1
8
]
,
[
2
8
]
.
T
h
is
f
r
ag
m
e
n
tatio
n
lim
its
ed
u
ca
to
r
s
'
ab
ilit
y
to
d
esig
n
h
o
lis
tic
in
ter
v
en
tio
n
s
th
at
ad
d
r
ess
b
o
th
p
s
y
ch
o
lo
g
ical
an
d
b
eh
av
io
r
al
asp
ec
ts
o
f
lear
n
i
n
g
.
Mo
r
eo
v
er
,
wh
ile
SDT
h
as
b
ee
n
wid
ely
v
alid
ate
d
in
W
ester
n
co
n
tex
ts
[
1
1
]
,
[
1
2
]
,
its
ap
p
licatio
n
in
co
llectiv
i
s
t
s
o
cieties
s
u
ch
as
Ma
lay
s
ia
r
em
ain
s
in
co
n
s
is
ten
t
d
u
e
t
o
d
if
f
er
en
ce
s
i
n
h
o
w
a
u
to
n
o
m
y
an
d
m
o
tiv
atio
n
ar
e
p
er
ce
iv
ed
cu
ltu
r
ally
[
1
9
]
,
[
2
0
]
.
S
ev
er
al
s
tu
d
ies
[
1
9
]
,
[
2
0
]
s
u
g
g
est
th
at
m
o
tiv
atio
n
al
co
n
s
tr
u
cts
m
a
y
m
a
n
if
est
d
if
f
er
e
n
tly
ac
r
o
s
s
cu
ltu
r
al
co
n
tex
ts
,
ca
llin
g
f
o
r
lo
ca
lized
v
alid
atio
n
o
f
W
ester
n
-
d
er
iv
ed
f
r
am
ewo
r
k
s
.
T
h
er
e
is
also
a
m
eth
o
d
o
lo
g
i
ca
l
g
ap
in
p
r
esen
t
liter
atu
r
e
.
Ma
n
y
p
r
e
v
io
u
s
s
tu
d
ies
h
av
e
r
elied
o
n
o
u
td
ated
o
r
n
o
n
-
v
alid
ated
in
s
tr
u
m
en
ts
o
r
em
p
lo
y
ed
s
tatis
tic
al
m
eth
o
d
s
th
at
d
o
n
o
t
s
u
f
f
icie
n
tly
ac
co
u
n
t
f
o
r
th
e
m
u
ltid
im
en
s
io
n
al
ess
en
ce
o
f
l
ea
r
n
in
g
s
tr
ateg
ies
an
d
m
o
tiv
a
tio
n
[
2
9
]
–
[
31]
.
I
n
co
n
tr
ast,
th
is
s
tu
d
y
ad
d
r
ess
es
th
ese
is
s
u
e
s
b
y
em
p
lo
y
in
g
a
v
alid
ated
v
er
s
io
n
o
f
th
e
m
o
tiv
a
ted
s
tr
ateg
ies
f
o
r
lear
n
in
g
q
u
e
s
tio
n
n
air
e
(
MSL
Q)
with
in
a
s
ec
o
n
d
-
o
r
d
er
p
a
r
tial
least
s
q
u
ar
es
s
tr
u
ctu
r
al
eq
u
atio
n
m
o
d
elin
g
(
PLS
-
SEM
)
f
r
am
ewo
r
k
,
th
er
e
b
y
o
f
f
er
in
g
a
m
o
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e
n
u
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ce
d
a
n
d
co
n
tex
tu
ally
g
r
o
u
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d
e
d
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aly
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is
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T
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o
r
e,
th
is
s
tu
d
y
is
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ess
ar
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to
f
ill
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e
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p
ir
ical
an
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n
tex
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al
g
a
p
s
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u
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d
er
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tan
d
i
n
g
h
o
w
m
o
tiv
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al
b
elief
s
in
f
lu
en
c
e
th
e
ad
o
p
tio
n
o
f
s
elf
-
r
eg
u
lated
lear
n
in
g
s
tr
ateg
ies
am
o
n
g
Ma
la
y
s
ian
b
o
a
r
d
in
g
s
ch
o
o
l
s
tu
d
en
ts
.
I
t
also
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ee
k
s
to
r
ef
in
e
ex
is
tin
g
th
eo
r
etica
l
f
r
am
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r
k
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tio
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al
s
ettin
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d
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s
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g
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s
t
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aly
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tech
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I
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d
o
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s
o
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d
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co
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tr
ib
u
tes b
o
th
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d
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ic
th
eo
r
y
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n
d
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th
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p
r
ac
tical
d
ev
elo
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en
t
o
f
tar
g
eted
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u
ca
tio
n
al
in
ter
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n
tio
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s
alig
n
ed
with
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atio
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d
g
lo
b
al
g
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in
clu
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in
g
t
h
e
p
u
r
s
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it o
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ality
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tio
n
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d
th
e
r
ed
u
ctio
n
o
f
ed
u
ca
tio
n
al
in
eq
u
alities
.
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2
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3
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O
bje
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t
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M
a
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a
n
b
o
a
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d
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s
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h
o
o
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s
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T
h
i
s
o
b
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e
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ti
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s
t
o
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k
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m
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i
v
a
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en
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s
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f
i
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d
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i
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a
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u
e
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f
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a
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f
f
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c
t
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e
in
t
e
r
v
e
n
t
i
o
n
s
t
h
a
t
f
o
s
t
e
r
b
o
t
h
s
tu
d
e
n
t
m
o
t
i
v
a
t
i
o
n
a
n
d
s
t
r
a
t
e
g
i
c
a
c
a
d
e
m
i
c
b
e
h
a
v
i
o
r
s
.
T
h
u
s
,
th
e
h
y
p
o
th
esis
(
H0
1
)
w
as
f
o
r
m
u
lated
as
:
th
e
r
e
is
n
o
s
ig
n
if
ican
t r
elatio
n
s
h
ip
b
etwe
en
s
tu
d
en
t
m
o
tiv
atio
n
an
d
lear
n
in
g
s
tr
ateg
ies.
T
h
is
n
u
ll h
y
p
o
th
esis
p
r
o
v
i
d
es th
e
b
asis
f
o
r
em
p
ir
ical
test
in
g
th
r
o
u
g
h
SEM
.
I
f
r
ejec
ted
,
it
s
u
p
p
o
r
ts
th
eo
r
etica
l
claim
s
f
r
o
m
SDT
an
d
p
r
o
v
i
d
es
ev
id
en
ce
th
at
in
teg
r
atin
g
m
o
tiv
atio
n
al
co
m
p
o
n
en
ts
in
to
c
l
a
s
s
r
o
o
m
p
r
a
c
t
i
c
e
ca
n
m
e
a
n
i
n
g
f
u
l
l
y
e
n
h
a
n
c
e
s
t
u
d
e
n
t
s
’
s
e
l
f
-
r
e
g
u
l
a
t
e
d
l
e
a
r
n
i
n
g
c
a
p
a
ci
t
i
es
.
Ul
t
i
m
a
te
l
y
,
t
h
is
s
t
u
d
y
c
o
n
t
r
i
b
u
t
e
s
t
o
e
f
f
o
r
t
s
a
l
i
g
n
e
d
w
i
t
h
S
DG
4
(
q
u
a
l
i
t
y
e
d
u
c
a
t
i
o
n
)
a
n
d
S
D
G
1
0
(
r
e
d
u
c
e
d
i
n
e
q
u
a
l
i
t
i
es
)
b
y
i
n
f
o
r
m
i
n
g
p
o
licies an
d
p
ed
a
g
o
g
ies th
at
p
r
o
m
o
te
in
clu
s
iv
e,
s
tu
d
en
t
-
ce
n
t
er
ed
,
an
d
ef
f
ec
tiv
e
lea
r
n
in
g
en
v
ir
o
n
m
e
n
ts
.
3.
M
E
T
H
O
D
3
.
1
.
Resea
rc
h
des
ig
n
T
h
is
r
esear
ch
u
s
ed
a
q
u
an
titativ
e
co
r
r
elatio
n
al
d
esig
n
to
ex
p
l
o
r
e
th
e
lin
k
b
etwe
en
s
tu
d
en
t m
o
tiv
atio
n
an
d
lear
n
in
g
s
tr
ateg
ies.
T
h
is
s
tu
d
y
p
r
im
ar
ily
s
o
u
g
h
t
to
ex
p
lo
r
e
h
o
w
m
o
tiv
atio
n
al
c
o
m
p
o
n
e
n
ts
,
s
u
ch
as
t
est
an
x
iety
,
s
elf
-
e
f
f
icac
y
,
a
n
d
in
t
r
in
s
ic
v
alu
e
co
r
r
elate
with
s
tu
d
en
ts
’
u
s
e
o
f
co
g
n
it
iv
e
s
tr
ateg
ies
an
d
s
elf
-
r
eg
u
latio
n
.
Data
wer
e
ac
q
u
ir
ed
b
y
u
s
in
g
s
elf
-
r
e
p
o
r
ted
q
u
esti
o
n
n
air
es
an
d
ex
am
in
e
d
th
r
o
u
g
h
PLS
-
SEM
to
ev
alu
ate
th
e
s
tr
en
g
th
an
d
s
ig
n
if
ican
ce
o
f
th
ese
r
elatio
n
s
h
ip
s
.
T
h
e
PLS
-
SEM
m
o
d
el
was
s
p
ec
if
ied
b
y
d
ef
in
i
n
g
laten
t
co
n
s
tr
u
cts
r
ep
r
esen
tin
g
m
o
tiv
atio
n
a
n
d
lear
n
in
g
s
tr
ateg
ies,
with
m
u
ltip
le
o
b
s
er
v
ed
in
d
icato
r
s
f
o
r
ea
ch
co
n
s
tr
u
ct.
Mo
d
el
v
alid
ity
a
n
d
r
eliab
ilit
y
wer
e
ass
ess
ed
t
h
r
o
u
g
h
ass
ess
m
en
ts
o
f
co
n
v
er
g
en
t
v
alid
ity
v
ia
av
er
ag
e
v
a
r
ian
ce
ex
tr
ac
ted
(
AVE
)
,
d
is
cr
im
in
an
t
v
alid
ity
t
h
r
o
u
g
h
th
e
Fo
r
n
ell
-
L
ar
ck
e
r
cr
iter
io
n
,
an
d
in
te
r
n
al
co
n
s
is
ten
cy
r
eliab
ilit
y
u
s
in
g
C
r
o
n
b
ac
h
’
s
alp
h
a
an
d
co
m
p
o
s
ite
r
eliab
ilit
y
(
CR
)
.
T
h
is
s
tu
d
y
ev
alu
ated
m
o
d
el
f
it
u
s
in
g
th
e
s
tan
d
ar
d
ized
r
o
o
t
m
ea
n
s
q
u
ar
e
r
esid
u
al
(
SR
MR)
an
d
n
o
r
m
ed
f
it
in
d
ex
(
NFI
)
,
e
n
s
u
r
in
g
ac
ce
p
ta
b
le
lev
els
ac
co
r
d
in
g
to
estab
lis
h
ed
th
r
esh
o
ld
s
.
Hy
p
o
th
esized
r
elatio
n
s
h
ip
s
b
etwe
en
m
o
tiv
atio
n
al
co
m
p
o
n
e
n
ts
an
d
lear
n
in
g
s
tr
ateg
ies
wer
e
test
ed
,
with
n
u
ll
h
y
p
o
th
eses
f
o
r
m
u
lated
f
o
r
ea
ch
p
at
h
.
E
x
p
ec
te
d
ef
f
ec
t
s
izes
wer
e
in
f
o
r
m
e
d
b
y
p
r
ev
io
u
s
liter
atu
r
e.
T
o
ad
d
r
ess
p
o
ten
tial
co
n
f
o
u
n
d
in
g
ef
f
e
cts,
ag
e
a
n
d
g
en
d
e
r
wer
e
in
cl
u
d
ed
as
co
n
tr
o
l
v
ar
ia
b
les
in
th
e
an
aly
s
is
.
T
h
ese
d
etailed
s
p
ec
if
icatio
n
s
en
s
u
r
e
r
ig
o
r
o
u
s
an
d
tr
a
n
s
p
ar
en
t
an
aly
s
is
o
f
th
e
co
m
p
lex
r
elatio
n
s
h
ip
s
s
tu
d
ied
.
3
.
2
.
P
o
pu
la
t
io
n a
nd
s
a
m
pli
ng
T
h
e
p
o
p
u
latio
n
co
n
s
is
ted
o
f
1
,
2
0
0
f
o
r
m
f
o
u
r
s
tu
d
en
ts
(
eq
u
iv
alen
t
to
g
r
ad
e
1
0
)
f
r
o
m
1
1
b
o
a
r
d
in
g
s
ch
o
o
ls
in
Kela
n
ta
n
a
n
d
Ke
d
a
h
.
R
ef
er
r
in
g
t
o
th
e
s
am
p
le
s
ize
tab
le
o
f
K
r
ejcie
an
d
Mo
r
g
an
[
2
8
]
,
a
m
i
n
im
u
m
o
f
2
9
1
r
esp
o
n
d
e
n
ts
was
r
eq
u
ir
ed
f
o
r
th
is
p
o
p
u
latio
n
s
ize.
I
n
itial
ly
,
u
s
in
g
s
tr
atif
ied
s
am
p
lin
g
te
ch
n
iq
u
e,
a
to
tal
o
f
3
4
8
s
tu
d
en
ts
wer
e
ta
r
g
eted
,
ac
co
u
n
tin
g
f
o
r
a
2
0
%
b
u
f
f
er
to
ac
co
m
m
o
d
ate
p
o
ten
tial
n
o
n
-
r
esp
o
n
s
es
o
r
in
co
m
p
lete
d
ata.
Af
ter
th
e
d
ata
clea
n
in
g
p
r
o
c
ess
,
wh
ich
in
v
o
l
v
ed
r
em
o
v
i
n
g
i
n
co
m
p
l
ete
o
r
i
n
co
n
s
is
ten
t
r
esp
o
n
s
es,
a
f
in
al
v
alid
s
am
p
le
o
f
3
2
8
s
tu
d
e
n
ts
was
r
etain
ed
,
ex
ce
ed
in
g
th
e
m
i
n
im
u
m
th
r
e
s
h
o
ld
an
d
e
n
s
u
r
in
g
s
u
f
f
icien
t statis
tical
p
o
wer
f
o
r
s
u
b
s
eq
u
en
t a
n
aly
s
is
.
3.
3.
Respo
nd
ent
s
T
h
e
s
tu
d
y
in
v
o
lv
ed
3
2
8
f
o
r
m
f
o
u
r
s
tu
d
en
ts
(
1
5
6
f
em
ale
s
an
d
1
7
2
m
ales)
,
ag
ed
1
6
,
f
r
o
m
f
o
u
r
b
o
ar
d
in
g
s
ch
o
o
ls
in
n
o
r
th
er
n
Ma
lay
s
ia.
T
h
ese
s
tu
d
en
ts
wer
e
s
elec
ted
to
r
ep
r
esen
t
t
h
e
p
o
p
u
latio
n
o
f
f
o
r
m
f
o
u
r
s
tu
d
en
ts
in
b
o
ar
d
in
g
s
ch
o
o
ls
i
n
th
e
r
eg
io
n
.
T
h
e
s
am
p
le
in
cl
u
d
ed
a
v
a
r
ied
g
r
o
u
p
o
f
s
tu
d
e
n
ts
,
with
48
%
m
ale
an
d
52
%
f
em
ale
p
ar
ticip
an
t
s
.
T
h
e
r
esp
o
n
d
en
ts
’
d
em
o
g
r
ap
h
ic
ch
a
r
ac
ter
is
tics
ar
e
d
is
p
lay
ed
in
T
ab
le
1
,
in
clu
d
in
g
g
en
d
e
r
an
d
o
th
er
r
el
ev
an
t b
ac
k
g
r
o
u
n
d
i
n
f
o
r
m
atio
n
,
s
u
m
m
ar
ized
u
s
in
g
f
r
e
q
u
en
c
y
an
d
p
e
r
ce
n
tag
e.
T
ab
le
1
.
Ov
e
r
v
iew
o
f
r
esp
o
n
d
en
ts
(
n
=
328
)
C
a
t
e
g
o
r
y
P
a
r
a
me
t
e
r
F
r
e
q
u
e
n
c
y
P
e
r
c
e
n
t
a
g
e
(
%)
G
e
n
d
e
r
M
a
l
e
1
7
2
52
F
e
mal
e
1
5
6
48
Ed
u
c
a
t
i
o
n
F
o
r
m
4
3
2
8
1
0
0
3.
4
.
I
ns
t
rum
ent
T
h
e
MSL
Q
was
u
s
ed
to
m
ea
s
u
r
e
s
tu
d
en
ts
’
m
o
tiv
atio
n
al
b
eli
ef
s
an
d
s
elf
-
r
eg
u
lated
lear
n
i
n
g
s
tr
ateg
ies
[
3
2
]
.
T
h
e
MSL
Q
co
n
s
is
ts
o
f
5
6
s
elf
-
r
ep
o
r
t
item
s
o
n
a
7
-
p
o
i
n
t
L
ik
er
t
s
ca
le
(
1
=n
o
t
at
all
tr
u
e
o
f
m
e
to
7
=
v
er
y
tr
u
e
o
f
m
e)
an
d
is
d
iv
id
ed
in
t
o
two
m
ain
s
ec
tio
n
s
:
m
o
tiv
ati
o
n
al
b
elief
s
an
d
s
elf
-
r
eg
u
lated
lear
n
in
g
s
tr
ateg
ies.
Facto
r
an
aly
s
is
was c
o
n
d
u
cted
to
v
alid
ate
th
e
s
ca
le’
s
co
n
s
tr
u
ctio
n
.
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
2
6
:
238
-
257
242
I
n
ter
m
s
o
f
r
eliab
ilit
y
,
th
e
in
t
er
n
al
co
n
s
is
ten
cy
(
C
r
o
n
b
ac
h
’
s
alp
h
a)
o
f
th
e
1
5
s
u
b
s
ca
les
r
an
g
es
f
r
o
m
0
.
6
2
to
0
.
9
3
.
Fo
r
ex
am
p
le,
s
elf
-
ef
f
icac
y
f
o
r
lear
n
in
g
an
d
p
er
f
o
r
m
an
ce
(
α
=
0
.
9
3
)
,
task
v
alu
e
(
α
=
0
.
9
0
)
,
a
n
d
m
etac
o
g
n
itiv
e
s
elf
-
r
eg
u
latio
n
(
α
=
0
.
7
9
)
d
em
o
n
s
tr
ated
s
tr
o
n
g
r
eliab
ilit
y
.
R
eg
ar
d
in
g
v
al
id
ity
,
co
n
f
ir
m
ato
r
y
f
ac
to
r
a
n
aly
s
is
(
C
FA)
s
u
p
p
o
r
t
ed
th
e
co
n
s
tr
u
ct
v
alid
ity
o
f
b
o
th
th
e
s
ix
m
o
tiv
atio
n
al
an
d
n
i
n
e
lear
n
in
g
s
tr
ateg
y
f
ac
to
r
s
.
Pre
d
ictiv
e
v
alid
ity
wa
s
co
n
f
ir
m
e
d
th
r
o
u
g
h
s
ig
n
if
ica
n
t
co
r
r
elatio
n
s
with
ac
ad
em
ic
ac
h
iev
em
en
t,
with
av
er
ag
e
co
r
r
elatio
n
s
r
an
g
in
g
f
r
o
m
r
=
0
.
2
1
to
0
.
3
9
f
o
r
k
e
y
s
u
b
s
ca
les
s
u
ch
as
s
elf
-
ef
f
icac
y
,
task
v
alu
e,
an
d
elab
o
r
atio
n
s
tr
ateg
y
.
3.
5
.
Da
t
a
c
o
llect
io
n a
nd
a
na
ly
s
is
pro
ce
du
re
T
h
e
s
tu
d
y
was
a
p
p
r
o
v
ed
u
n
d
er
th
e
g
r
an
t
n
u
m
b
e
r
I
NT
I
-
FEL
A
-
01
-
04
-
2
0
2
4
,
f
o
llo
win
g
a
th
o
r
o
u
g
h
r
ev
iew
o
f
th
e
r
esear
ch
q
u
esti
o
n
n
air
e
an
d
m
et
h
o
d
o
lo
g
ies
em
p
lo
y
ed
.
Fo
llo
win
g
th
is
,
p
er
m
is
s
io
n
was
s
o
u
g
h
t
f
r
o
m
th
e
r
elev
an
t
Min
is
tr
y
an
d
th
e
p
r
in
cip
als
o
f
th
e
f
o
u
r
s
elec
ted
s
ch
o
o
ls
.
Data
wer
e
co
llected
o
v
er
a
th
r
ee
-
wee
k
p
er
i
o
d
,
with
e
ac
h
s
ess
io
n
co
n
d
u
cted
a
f
ter
s
ch
o
o
l
h
o
u
r
s
in
class
r
o
o
m
s
to
av
o
id
ac
ad
em
ic
d
is
r
u
p
tio
n
.
T
h
e
p
ap
er
-
b
ased
q
u
esti
o
n
n
air
es
wer
e
ad
m
in
is
ter
ed
in
p
er
s
o
n
b
y
th
e
r
esear
ch
er
s
an
d
teac
h
er
s
ap
p
o
in
ted
b
y
th
e
s
ch
o
o
ls
.
E
a
ch
s
ess
io
n
b
eg
a
n
with
a
s
tan
d
ar
d
ized
b
r
ief
in
g
th
at
ex
p
lain
ed
o
b
jectiv
es
o
f
t
h
e
s
tu
d
y
,
th
e
v
o
l
u
n
tar
y
n
atu
r
e
o
f
p
ar
ticip
atio
n
,
an
d
th
e
ass
u
r
an
ce
o
f
an
o
n
y
m
ity
an
d
co
n
f
id
en
tiality
f
o
r
s
tu
d
en
ts
.
No
p
er
s
o
n
al
id
en
tifie
r
s
wer
e
co
llected
,
an
d
all
d
ata
wer
e
an
o
n
y
m
ize
d
d
u
r
i
n
g
an
aly
s
is
.
Par
ticip
atio
n
was
s
tr
ictly
v
o
lu
n
tar
y
.
T
h
e
a
v
er
ag
e
co
m
p
letio
n
tim
e
was
2
5
–
3
0
m
in
u
tes.
Af
ter
all
q
u
esti
o
n
n
a
ir
es
wer
e
co
llected
m
an
u
ally
,
th
e
d
ata
wer
e
an
aly
ze
d
u
s
in
g
SP
SS
v
er
s
io
n
2
7
an
d
Sm
ar
tPLS
4
.
0
.
T
h
e
s
tu
d
y
e
m
p
lo
y
ed
PLS
-
SEM
,
as
it
is
p
ar
ticu
lar
ly
ef
f
ec
tiv
e
f
o
r
a
n
aly
zin
g
co
m
p
lex
r
ese
ar
ch
m
o
d
els
in
v
o
lv
i
n
g
s
m
all
s
am
p
le
s
izes
an
d
non
-
n
o
r
m
ally
d
is
tr
ib
u
ted
d
ata
.
T
h
is
ap
p
r
o
ac
h
also
ad
d
r
ess
es
th
e
lim
itatio
n
s
o
f
tr
ad
itio
n
a
l
co
v
ar
ian
ce
-
b
ased
SEM
tech
n
iq
u
es,
m
ak
in
g
it a
p
p
r
o
p
r
iate
f
o
r
e
x
p
lo
r
at
o
r
y
i
n
v
esti
g
atio
n
s
[
2
9
]
,
[
3
3
]
.
3.
6
.
P
ilo
t
t
est
A
p
ilo
t
s
tu
d
y
was
em
p
lo
y
ed
with
a
s
am
p
le
s
ize
o
f
3
0
s
tu
d
en
ts
f
r
o
m
a
b
o
a
r
d
in
g
s
ch
o
o
l
in
Neg
er
i
Sem
b
ilan
,
wh
o
wer
e
n
o
t
p
ar
t
o
f
th
e
m
ain
s
tu
d
y
.
T
h
e
p
ilo
t
te
s
t
s
o
u
g
h
t
to
d
etec
t
p
o
ten
tial
is
s
u
es
in
th
e
r
esear
ch
in
s
tr
u
m
en
ts
an
d
to
v
er
if
y
th
eir
r
eliab
ilit
y
.
T
h
e
in
ter
n
al
co
n
s
is
ten
cy
o
f
th
e
s
ca
les
w
as
ev
alu
ated
u
s
in
g
C
r
o
n
b
ac
h
’
s
alp
h
a
co
e
f
f
icien
t,
co
n
f
ir
m
in
g
th
eir
d
ep
e
n
d
ab
ilit
y
f
o
r
th
e
m
ai
n
s
tu
d
y
[
3
0
]
.
Ad
d
i
tio
n
ally
,
th
e
Ma
lay
tr
an
s
latio
n
o
f
th
e
MSL
Q
was
v
alid
ated
b
y
two
lan
g
u
a
g
e
ex
p
er
ts
f
r
o
m
a
lo
ca
l
u
n
iv
er
s
ity
in
Selan
g
o
r
,
Ma
lay
s
ia,
to
en
s
u
r
e
lin
g
u
is
tic
ac
cu
r
ac
y
an
d
cu
ltu
r
al
r
elev
a
n
ce
.
Du
r
in
g
th
e
tr
a
n
s
latio
n
o
f
t
h
e
MSL
Q,
cu
ltu
r
al
ad
ap
tatio
n
was
ca
r
e
f
u
lly
c
o
n
s
id
er
ed
to
en
s
u
r
e
b
o
th
lin
g
u
is
tic
ac
cu
r
ac
y
a
n
d
co
n
tex
tu
al
r
elev
an
ce
f
o
r
Ma
lay
s
ian
s
tu
d
en
ts
.
Ph
r
ases
i
m
p
ly
in
g
in
d
iv
i
d
u
alis
m
,
s
u
ch
as
“wo
r
k
in
g
in
d
e
p
en
d
e
n
tly
,
”
wer
e
r
ep
h
r
ased
to
p
r
eser
v
e
m
ea
n
in
g
wh
ile
r
esp
ec
tin
g
co
llectiv
is
t
cu
ltu
r
al
n
o
r
m
s
.
T
h
is
p
r
o
ce
s
s
aim
ed
to
en
h
an
ce
clar
ity
,
m
ain
tain
co
n
ce
p
tu
al
eq
u
i
v
ale
n
ce
,
an
d
en
s
u
r
e
th
e
tr
an
s
lated
v
er
s
io
n
r
etain
e
d
its
r
eliab
ilit
y
an
d
v
alid
ity
with
in
th
e
Ma
lay
s
ian
cu
ltu
r
al
an
d
ed
u
ca
tio
n
al
co
n
te
x
t.
T
ab
le
2
s
h
o
ws
th
at
th
e
p
ilo
t
test
d
em
o
n
s
tr
ated
s
atis
f
ac
to
r
y
in
ter
n
al
co
n
s
is
ten
cy
ac
r
o
s
s
all
m
ea
s
u
r
ed
co
n
s
tr
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M
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im
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ated
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tr
ait
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t
r
ait
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HT
MT
)
cr
iter
ia)
[
3
3
]
.
As s
h
o
wn
in
T
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3
,
to
ass
ess
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e
co
n
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er
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t v
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o
l
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o
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p
r
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b
y
Hair
et
a
l.
[
3
0
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ar
e
u
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wh
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i
n
ted
o
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t th
at
th
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f
ac
to
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lo
ad
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o
f
th
e
in
d
icato
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m
u
s
t b
e
Evaluation Warning : The document was created with Spire.PDF for Python.
I
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t
J
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v
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&
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es E
d
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c
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N:
2252
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243
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at
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Fig
u
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3
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4
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.
All
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itiv
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m
o
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al
b
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s
s
elf
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f
i
ca
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MBS
E
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co
g
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itiv
e
m
o
tiv
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al
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elief
s
in
tr
in
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ic
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o
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test
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x
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elf
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r
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lated
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g
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e
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,
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lated
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elf
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co
n
s
tr
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e
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etwe
en
-
0
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6
7
8
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6
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ig
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4
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6
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7
4
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3
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0
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0
5
4
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,
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4
_
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(
-
0
.
3
9
2
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,
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SLCS
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_
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(
0
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0
7
8
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.
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,
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6
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8
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7
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R
(
-
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.
3
2
6
)
,
ac
co
r
d
in
g
to
Hair
et
a
l.
[
3
0
]
,
an
in
d
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r
with
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o
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ter
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0
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4
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ld
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ally
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e
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r
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e
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o
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it
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icate
s
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k
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ip
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e
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d
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t
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o
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ct.
T
h
er
e
wer
e
1
5
in
d
ic
ato
r
s
lik
e
C
M
B
I
V1
(
0
.
5
5
1
)
,
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2
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6
8
6
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,
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0
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6
9
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,
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8
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0
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6
4
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,
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SLCS
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(
0
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6
4
6
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,
C
SL
C
SU5
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0
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6
9
2
)
,
C
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SU6
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0
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6
7
7
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,
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0
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5
0
8
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,
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0
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6
8
2
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,
C
SLC
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0
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6
6
)
,
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2
(
0
.
5
9
5
)
,
C
SLSSR
1
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0
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6
6
9
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,
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0
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5
9
3
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,
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R
8
(
0
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4
2
7
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,
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SLSSR
9
(
0
.
5
5
7
)
,
a
cc
o
r
d
i
n
g
t
o
Hair
et
a
l.
[
3
0
]
,
a
n
in
d
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r
with
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o
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in
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0
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4
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0
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7
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8
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f
ec
ted
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e
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th
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ct,
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ich
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o
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n
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t
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o
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t
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elete
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Fro
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t
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e
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le,
C
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AVE
o
f
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4
3
5
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d
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is
o
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2
7
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5
,
in
d
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g
p
o
o
r
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n
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er
g
en
t v
alid
ity
.
Fig
u
r
e
1
.
I
n
itial m
ea
s
u
r
em
en
t
m
o
d
el
o
f
th
e
s
tu
d
y
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2
2
5
2
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8
8
2
2
I
n
t
J
E
v
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&
R
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d
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c
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Vo
l
.
15
,
No
.
1
,
Feb
r
u
a
r
y
20
2
6
:
238
-
257
244
T
ab
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4
.
C
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C
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6
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5
8
1
Y
e
s
C
M
B
S
E
2
0
.
7
9
3
C
M
B
S
E
3
0
.
8
2
9
C
M
B
S
E
4
0
.
7
0
6
C
M
B
S
E
5
0
.
8
2
7
C
M
B
S
E
6
0
.
8
5
4
C
M
B
S
E
7
0
.
7
1
1
C
M
B
S
E
8
0
.
6
4
C
M
B
S
E
9
0
.
7
6
C
S
LC
S
U
C
S
LC
S
U
1
0
.
7
5
9
0
.
8
8
3
0
.
9
0
5
0
.
9
0
3
0
.
4
3
5
No
C
S
LC
S
U
2
0
.
7
4
C
S
LC
S
U
3
_
R
0
.
0
7
8
C
S
LC
S
U
4
0
.
6
4
6
C
S
LC
S
U
5
0
.
6
9
2
C
S
LC
S
U
6
0
.
6
7
7
C
S
LC
S
U
7
0
.
5
0
8
C
S
LC
S
U
8
0
.
6
8
2
C
S
LC
S
U
9
0
.
6
6
C
S
LC
S
U
1
0
0
.
7
4
8
C
S
LC
S
U
1
1
0
.
7
1
1
C
S
LC
S
U
1
2
0
.
5
9
5
C
S
LC
S
U
1
3
0
.
7
6
8
C
S
LSS
R
C
S
LSS
R
1
0
.
6
6
9
0
.
6
3
1
0
.
7
1
3
0
.
5
9
3
0
.
2
7
9
No
C
S
LSS
R
2
_
R
-
0
.
2
1
6
C
S
LSS
R
3
0
.
5
9
3
C
S
LSS
R
4
0
.
7
3
5
C
S
LSS
R
5
0
.
7
2
2
C
S
LSS
R
6
_
R
-
0
.
0
8
5
C
S
LSS
R
7
_
R
-
0
.
3
2
6
C
S
LSS
R
8
0
.
4
2
7
C
S
LSS
R
9
0
.
5
5
7
T
h
er
ef
o
r
e,
1
9
i
n
d
icato
r
s
as
C
M
B
MB1
_
R
,
C
MB
MB2
_
R
,
C
M
B
MB3
_
R
,
C
MBMB
4
_
R
;
C
SLC
SU3
_
R
,
C
SL
C
SU4
,
C
SLC
SU5
,
C
SLC
SU6
,
C
S
L
C
SU7
,
C
SL
C
SU8
,
C
SL
C
SU9
,
C
SLCS
U1
2
;
C
SLS
SR
1
,
C
SLS
SR
2
_
R
,
C
S
L
SS
R
3
,
C
SLS
SR
6
_
R
,
C
SLS
SR
7
_
R
,
C
SLS
SR
8
,
an
d
C
SLSSR
9
wer
e
d
elete
d
.
T
h
e
r
esu
lts
o
f
r
ea
n
aly
zin
g
th
e
m
ea
s
u
r
em
en
t
m
o
d
el
a
f
ter
d
ele
tin
g
th
e
in
d
icato
r
s
ar
e
s
h
o
wn
i
n
T
ab
le
5
.
R
esu
lts
o
f
th
e
m
ea
s
u
r
em
en
t
m
o
d
el,
as
in
T
ab
le
5
,
af
ter
d
eleti
n
g
C
MBMB
1
_
R
,
C
M
B
M
B
2
_
R
,
C
MBM
B
3
_
R
,
C
MBM
B
4
_
R
;
C
SLCS
U3
_
R
,
C
SLCS
U4
,
C
SLCS
U5
,
C
SLCS
U6
,
C
SL
C
SU7
,
C
SLCS
U8
,
C
SL
C
SU9
,
C
SLC
SU1
2
;
C
SLSS
R
1
,
C
SL
SS
R
2
_
R
,
C
SL
SS
R
3
,
C
SLSS
R
6
_
R
,
C
SLSS
R
7
_
R
,
C
SLS
S
R
8
,
an
d
C
SLSSR
9
.
Valu
es
o
f
in
d
icato
r
s
lik
e
C
M
B
I
V1
,
C
MBIV
2
,
C
M
B
I
V5
,
an
d
C
MBS
E
8
ar
e
b
etwe
en
0
.
4
-
0
.
7
0
8
,
i
f
th
e
AVE
is
g
r
ea
ter
th
an
0
.
5
,
it
in
d
icate
s
t
h
at
th
e
laten
t
v
ar
ia
b
le
m
ee
ts
th
e
s
tan
d
ar
d
f
o
r
c
o
n
v
e
r
g
en
t
v
a
lid
ity
[
3
0
]
.
I
n
th
is
ca
s
e,
th
er
e
is
n
o
n
ee
d
to
d
elet
e
th
e
m
ea
s
u
r
em
en
t
item
s
,
ev
e
n
if
its
o
u
ter
lo
ad
in
g
is
b
etwe
en
0
.
4
a
n
d
0
.
7
0
8
,
as
th
e
o
v
er
all
co
n
v
er
g
en
t v
alid
ity
is
s
till
ac
ce
p
tab
le.
T
h
er
ef
o
r
e,
th
ese
in
d
icato
r
s
r
em
ain
v
alid
.
T
ab
le
6
s
h
o
ws
th
e
d
is
cr
im
in
an
t
v
alid
ity
ass
ess
m
en
t
u
s
in
g
c
r
o
s
s
-
lo
ad
in
g
o
f
t
h
e
m
ea
s
u
r
em
en
t
m
o
d
el
af
ter
d
eletin
g
C
MBMB
1
_
R
,
C
MBMB
2
_
R
,
C
MBM
B
3
_
R
,
C
MBM
B
4
_
R
;
C
SL
C
S
U3
_
R
,
C
SLCS
U4
,
C
SLC
SU5
,
C
SLC
SU6
,
C
S
L
C
SU7
,
C
SLC
SU8
,
C
SLC
SU9
,
C
SLCS
U1
2
;
C
SLSS
R
1
,
C
SLSS
R
2
_
R
,
C
SLS
SR
3
,
C
SLSS
R
6
_
R
,
C
S
L
SS
R
7
_
R
,
C
SLS
SR
8
,
an
d
C
SLSS
R
9
.
Dis
cr
im
in
an
t
v
alid
i
ty
is
q
u
esti
o
n
ab
le
wh
en
an
item
’
s
lo
ad
in
g
o
n
its
as
s
ig
n
ed
co
n
s
tr
u
ct
is
n
o
t
at
least
0
.
1
g
r
ea
ter
th
an
its
lo
ad
in
g
s
o
n
o
th
er
co
n
s
tr
u
cts.
I
n
th
e
d
ec
is
io
n
o
f
d
eletin
g
C
MBIV
1
,
th
e
d
if
f
er
e
n
ce
b
etwe
en
its
lo
ad
in
g
o
n
C
MBIV
(
0
.
5
5
2
)
a
n
d
its
cr
o
s
s
-
lo
ad
in
g
o
n
C
MBS
E
(
0
.
4
8
5
)
is
o
n
ly
0
.
0
6
7
,
s
u
g
g
esti
n
g
i
n
s
u
f
f
icien
t d
is
cr
im
in
an
t
v
alid
i
ty
.
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
E
n
h
a
n
cin
g
a
ca
d
emic
r
esil
ien
ce
th
r
o
u
g
h
m
o
tiva
tio
n
a
n
d
s
tr
a
teg
y:
ev
id
en
ce
…
(
Mo
h
d
S
o
fi
a
n
Oma
r
F
a
u
z
ee
)
245
T
ab
le
5
.
C
o
n
v
er
g
en
t
v
alid
ity
a
n
d
r
eliab
ilit
y
o
f
th
e
m
ea
s
u
r
e
m
en
t m
o
d
el
af
te
r
d
eletin
g
1
9
in
d
icato
r
s
C
o
n
st
r
u
c
t
I
n
d
i
c
a
t
o
r
O
u
t
e
r
l
o
a
d
i
n
g
s
(
0
.
7
0
8
)
C
r
o
n
b
a
c
h
’
s
a
l
p
h
a
(
0
.
7
0
)
CR
(
r
h
o
-
a
)
(
0
.
7
0
)
CR
(
r
h
o
-
c
)
(
0
.
7
0
)
A
V
E
(
0
.
5
0
)
C
o
n
v
e
r
g
e
n
t
v
a
l
i
d
i
t
y
a
n
d
r
e
l
i
a
b
i
l
i
t
y
-
Y
e
s o
r
N
o
?
C
M
B
I
V
C
M
B
I
V
1
0
.
5
5
2
0
.
8
9
6
0
.
9
0
5
0
.
9
1
6
0
.
5
5
Y
e
s
C
M
B
I
V
2
0
.
6
8
5
C
M
B
I
V
3
0
.
8
0
1
C
M
B
I
V
4
0
.
8
1
1
C
M
B
I
V
5
0
.
6
9
3
C
M
B
I
V
6
0
.
7
2
1
C
M
B
I
V
7
0
.
8
1
3
C
M
B
I
V
8
0
.
7
6
2
C
M
B
I
V
9
0
.
7
9
5
C
M
B
S
E
C
M
B
S
E
1
0
.
7
1
6
0
.
9
1
2
0
.
9
3
5
0
.
9
2
5
0
.
5
8
1
Y
e
s
C
M
B
S
E
2
0
.
7
9
5
C
M
B
S
E
3
0
.
8
2
8
C
M
B
S
E
4
0
.
7
0
6
C
M
B
S
E
5
0
.
8
2
8
C
M
B
S
E
6
0
.
8
5
5
C
M
B
S
E
7
0
.
7
0
8
C
M
B
S
E
8
0
.
6
3
5
C
M
B
S
E
9
0
.
7
5
9
C
S
LC
S
U
C
S
LC
S
U
1
0
.
8
2
7
0
.
8
5
1
0
.
8
5
8
0
.
8
9
3
0
.
6
2
7
Y
e
s
C
S
LC
S
U
1
0
0
.
8
0
9
C
S
LC
S
U
1
1
0
.
7
2
3
C
S
LC
S
U
1
3
0
.
8
1
7
C
S
LC
S
U
2
0
.
7
7
7
C
S
LSS
R
C
S
LSS
R
4
0
.
8
3
2
0
.
6
3
5
0
.
6
4
4
0
.
8
4
5
0
.
7
3
1
Y
e
s
C
S
LSS
R
5
0
.
8
7
8
T
ab
le
6
.
Dis
cr
im
in
an
t v
ali
d
ity
ass
es
s
m
en
t u
s
in
g
cr
o
s
s
-
lo
ad
in
g
o
f
th
e
m
ea
s
u
r
em
en
t
m
o
d
el
a
f
ter
d
eletin
g
1
9
in
d
icato
r
s
I
n
d
i
c
a
t
o
r
C
M
B
I
V
C
M
B
S
E
C
S
LC
S
U
C
S
LSS
R
C
M
B
I
V
1
0
.
5
5
2
0
.
4
8
5
0
.
3
3
8
0
.
1
9
8
C
M
B
I
V
2
0
.
6
8
5
0
.
3
7
0
.
4
5
5
0
.
2
9
5
C
M
B
I
V
3
0
.
8
0
1
0
.
4
8
6
0
.
5
3
3
0
.
3
8
4
C
M
B
I
V
4
0
.
8
1
1
0
.
4
8
3
0
.
5
3
4
0
.
4
0
3
C
M
B
I
V
5
0
.
6
9
3
0
.
4
3
2
0
.
4
0
5
0
.
4
0
8
C
M
B
I
V
6
0
.
7
2
1
0
.
3
9
5
0
.
4
8
8
0
.
4
5
C
M
B
I
V
7
0
.
8
1
3
0
.
3
9
2
0
.
5
4
1
0
.
4
0
8
C
M
B
I
V
8
0
.
7
6
2
0
.
4
5
7
0
.
4
8
7
0
.
3
7
2
C
M
B
I
V
9
0
.
7
9
5
0
.
4
2
0
.
5
7
0
.
3
9
1
C
M
B
S
E
1
0
.
3
2
6
0
.
7
1
6
0
.
2
2
6
0
.
1
2
4
C
M
B
S
E
2
0
.
5
2
2
0
.
7
9
5
0
.
3
8
8
0
.
2
0
2
C
M
B
S
E
3
0
.
4
7
4
0
.
8
2
8
0
.
3
4
3
0
.
1
9
7
C
M
B
S
E
4
0
.
3
6
8
0
.
7
0
6
0
.
2
2
0
.
1
3
8
C
M
B
S
E
5
0
.
5
1
5
0
.
8
2
8
0
.
3
7
5
0
.
2
8
9
C
M
B
S
E
6
0
.
4
4
9
0
.
8
5
5
0
.
3
2
4
0
.
1
7
5
C
M
B
S
E
7
0
.
3
1
8
0
.
7
0
8
0
.
1
6
5
0
.
0
5
5
C
M
B
S
E
8
0
.
2
6
9
0
.
6
3
5
0
.
1
2
4
0
.
0
4
9
C
M
B
S
E
9
0
.
5
3
6
0
.
7
5
9
0
.
3
4
8
0
.
2
2
1
C
S
LC
S
U
1
0
.
5
7
7
0
.
4
0
5
0
.
8
2
7
0
.
4
2
1
C
S
LC
S
U
1
0
0
.
5
7
4
0
.
3
9
5
0
.
8
0
9
0
.
4
2
7
C
S
LC
S
U
1
1
0
.
4
4
0
.
2
0
.
7
2
3
0
.
4
1
C
S
LC
S
U
1
3
0
.
4
8
0
.
2
1
7
0
.
8
1
7
0
.
4
4
3
C
S
LC
S
U
2
0
.
5
1
6
0
.
3
2
1
0
.
7
7
7
0
.
4
7
1
C
S
LSS
R
4
0
.
3
9
5
0
.
1
7
1
0
.
4
0
4
0
.
8
3
2
C
S
LSS
R
5
0
.
4
6
4
0
.
2
3
4
0
.
5
2
5
0
.
8
7
8
T
h
er
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Evaluation Warning : The document was created with Spire.PDF for Python.
I
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N
:
2
2
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2
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8
8
2
2
I
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t
J
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v
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&
R
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.
15
,
No
.
1
,
Feb
r
u
a
r
y
20
2
6
:
238
-
257
246
Af
ter
d
eletin
g
th
e
C
MBMB
1
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R
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MB
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R
,
C
M
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,
C
M
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7
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0
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4
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0
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4
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C
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M
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C
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2
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-
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2
1
6
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a
d
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n
g
<
0
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4
0
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a
k
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c
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C
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C
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R
6
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-
0
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0
8
5
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a
d
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n
g
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0
.
4
0
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k
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n
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c
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t
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C
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7
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3
2
6
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a
d
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k
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V
C
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1
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.
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5
1
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5
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b
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t
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V
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6
8
6
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t
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b
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t
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t
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6
9
5
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t
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b
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t
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d
t
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A
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M
B
S
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C
M
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S
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8
0
.
6
4
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n
t
r
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b
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t
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t
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A
V
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U
C
S
LC
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4
0
.
6
4
6
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4
3
5
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l
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w
t
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s
h
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l
d
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f
0
.
5
0
C
S
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U
C
S
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U
5
0
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6
9
2
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0
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4
3
5
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l
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w
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e
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h
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l
d
o
f
0
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5
0
C
S
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U
C
S
LC
S
U
6
0
.
6
7
7
A
V
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0
.
4
3
5
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l
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s
h
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l
d
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f
0
.
5
0
C
S
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U
C
S
LC
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U
7
0
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5
0
8
A
V
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0
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4
3
5
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o
w
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h
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d
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f
0
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5
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C
S
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U
C
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U
8
0
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6
8
2
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3
5
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l
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w
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h
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o
f
0
.
5
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C
S
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U
C
S
LC
S
U
9
0
.
6
6
A
V
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4
3
5
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l
o
w
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h
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l
d
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f
0
.
5
0
C
S
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C
S
LC
S
U
1
2
0
.
5
9
5
A
V
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0
.
4
3
5
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l
o
w
t
h
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s
h
o
l
d
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f
0
.
5
0
C
S
LSS
R
C
S
LSS
R
1
0
.
6
6
9
A
V
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0
.
2
7
9
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l
o
w
t
h
r
e
s
h
o
l
d
o
f
0
.
5
0
C
S
LSS
R
C
S
LSS
R
3
0
.
5
9
3
A
V
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0
.
2
7
9
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o
w
t
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s
h
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l
d
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f
0
.
5
0
C
S
LSS
R
C
S
LSS
R
8
0
.
4
2
7
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V
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0
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2
7
9
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s
h
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l
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f
0
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5
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S
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C
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R
9
0
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5
5
7
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V
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w
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h
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l
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f
0
.
5
0
Fig
u
r
e
2
.
Me
asu
r
em
e
n
t m
o
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el
o
f
th
e
s
tu
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y
af
ter
d
eletin
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in
d
icato
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s
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
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J
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v
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&
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N:
2252
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(
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247
T
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8
.
C
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Evaluation Warning : The document was created with Spire.PDF for Python.