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p
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m
ic
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e
-
to
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e
a
c
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it
ies
.
M
o
re
o
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r
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th
is
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se
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e
x
a
m
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d
wh
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e
r
stu
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ts
h
a
v
e
in
fl
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e
n
c
e
d
a
c
a
d
e
m
ic
m
o
ti
v
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ti
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n
in
term
s
o
f
g
e
n
d
e
r
a
n
d
d
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re
e
o
f
p
ro
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ra
m
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in
g
a
d
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sc
rip
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6
5
2
c
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t
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ic
Co
ll
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o
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As
ia,
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v
it
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,
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h
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p
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s,
t
o
o
k
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y
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term
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th
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m
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ts.
Op
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e
d
q
u
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p
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th
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t
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ti
v
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tes
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d
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d
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o
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re
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tec
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n
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e
s
d
u
rin
g
o
n
li
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lea
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g
.
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in
d
in
g
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re
v
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led
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a
t
t
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e
d
e
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ro
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ra
m
h
a
s
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p
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e
ffe
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t
o
n
stu
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t
m
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ti
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ti
o
n
,
w
h
e
re
a
s
g
e
n
d
e
r
d
o
e
s
n
o
t
si
g
n
ifi
c
a
n
tl
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a
ss
o
c
iate
with
m
o
ti
v
a
ti
o
n
.
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t
u
d
e
n
ts sh
o
we
d
a
p
p
re
c
iatio
n
fo
r
a
g
re
a
ter
c
o
n
v
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n
ien
c
e
t
o
st
u
d
y
b
e
c
a
u
se
o
f
th
e
tec
h
n
o
lo
g
y
;
h
o
we
v
e
r,
lac
k
o
f
in
tera
c
ti
o
n
m
a
k
e
s
it
m
o
re
c
h
a
ll
e
n
g
in
g
fo
r
so
m
e
.
He
lp
i
n
g
st
u
d
e
n
ts
a
s
tea
c
h
e
rs
to
k
e
e
p
trac
k
o
f
th
e
ir
tas
k
s
c
a
n
m
a
k
e
th
e
m
b
e
c
o
m
e
g
r
e
a
t
lea
rn
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rs
a
n
d
su
c
c
e
e
d
with
c
o
n
f
id
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n
c
e
a
n
d
d
e
term
in
a
ti
o
n
th
r
o
u
g
h
th
e
ir
p
e
rso
n
a
l
a
n
d
sc
h
o
larly
l
iv
e
s.
K
ey
w
o
r
d
s
:
Aca
d
em
ic
m
o
tiv
atio
n
s
ca
le
Ach
iev
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en
t g
o
als
Deg
r
ee
o
f
p
r
o
g
r
am
Gen
d
er
Stu
d
en
t m
o
tiv
atio
n
T
h
is i
s
a
n
o
p
e
n
a
c
c
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ss
a
rticle
u
n
d
e
r th
e
CC B
Y
-
SA
li
c
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se
.
C
o
r
r
e
s
p
o
nd
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A
uth
o
r
:
Nild
a
W
in
es
B
al
s
icas
Of
f
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o
f
th
e
Vice
Pre
s
id
en
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f
o
r
Aca
d
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Af
f
ai
r
s
,
St.
Do
m
in
ic
C
o
lleg
e
o
f
Asi
a
E
m
ilio
Ag
u
in
ald
o
Hig
h
way
,
T
alab
a
I
I
I
,
B
ac
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o
r
C
ity
,
4
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C
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Ph
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p
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b
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.
ed
u
.
p
h
1.
I
NT
RO
D
UCT
I
O
N
Mo
tiv
atio
n
co
u
ld
b
e
th
e
g
r
ea
t
est
cu
r
r
en
cy
to
s
u
cc
ee
d
in
a
s
tu
d
en
t’
s
ac
ad
em
ic
life
.
I
t
is
c
o
n
s
id
er
ed
a
f
ac
to
r
t
h
at
o
n
e
attain
s
s
u
cc
e
s
s
in
th
e
s
tu
d
en
t
’
s
life
c
o
n
s
id
e
r
in
g
th
e
f
o
u
r
o
r
m
o
r
e
y
ea
r
s
o
f
s
tay
in
co
lleg
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life
.
T
h
is
f
ac
to
r
en
ab
les
o
n
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to
th
in
k
well,
ac
t
ap
p
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o
p
r
iately
,
a
n
d
en
g
ag
e
m
ea
n
in
g
f
u
lly
.
I
n
ed
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c
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s
y
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m
o
tiv
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r
ep
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p
s
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h
o
lo
g
ical
th
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th
at
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m
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t
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x
ten
s
iv
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v
esti
g
ated
[
1
]
.
T
h
e
p
h
r
ase
o
r
ig
in
ates
in
th
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L
atin
wo
r
d
“
mo
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e
”
,
wh
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ea
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s
“to
m
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,
s
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ce
m
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tiv
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g
iv
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p
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p
le
to
ac
t
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n
its
p
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p
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s
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2
]
.
Stu
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en
ts
,
p
ar
ticu
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in
h
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g
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d
u
ca
tio
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,
m
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tr
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m
o
tiv
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ex
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at
m
i
g
h
t
b
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ap
p
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in
th
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w
n
liv
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[
3
]
.
T
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is
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eq
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ir
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th
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s
tu
d
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ts
to
co
m
m
it
th
em
s
elv
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to
s
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wh
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h
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r
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wo
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ld
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co
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d
ac
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th
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h
ig
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est
p
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ten
tial
an
d
cr
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th
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s
u
cc
ess
.
Mo
tiv
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h
as
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d
e
d
a
m
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r
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p
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s
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b
e
h
av
io
r
to
war
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s
s
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,
in
clu
d
in
g
t
h
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g
r
ea
te
r
well
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b
e
in
g
.
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I
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&
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Win
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B
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449
Hig
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q
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t
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ex
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ac
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s
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co
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s
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with
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ac
c
ep
ts
th
ese
ex
ter
n
al
in
f
lu
en
ce
s
f
r
o
m
in
s
id
e,
a
n
d
t
h
eir
b
eh
a
v
io
r
is
d
r
iv
en
b
y
f
e
elin
g
s
o
f
n
ee
d
in
g
to
f
ee
l
g
o
o
d
ab
o
u
t
th
em
s
elv
es,
av
o
id
f
ee
lin
g
b
ad
,
o
r
m
ee
t o
th
er
s
’
ex
p
ec
tatio
n
s
[
2
]
.
W
h
ile
m
o
ti
v
a
ti
o
n
ca
n
e
f
f
e
cti
v
ely
p
r
o
m
o
t
e
s
tu
d
en
t
le
ar
n
i
n
g
,
i
t m
a
y
b
e
c
h
all
en
g
i
n
g
t
h
at
o
n
e
ca
n
r
eq
u
i
r
e
s
p
e
cia
l
p
r
e
p
a
r
a
ti
o
n
f
o
r
t
h
o
s
e
s
tu
d
e
n
ts
w
h
o
h
a
v
e
v
a
r
i
ed
i
n
t
er
ests
to
c
o
n
n
e
ct
t
h
e
m
w
it
h
t
h
e
s
u
b
jec
t
m
a
tte
r
.
I
n
tr
in
s
ic
an
d
ex
tr
in
s
ic
m
o
ti
v
a
t
o
r
s
m
ay
d
is
tr
ac
t
s
t
u
d
e
n
ts
f
r
o
m
lea
r
n
i
n
g
t
h
e
co
u
r
s
e
c
o
n
te
n
t;
t
h
e
r
e
f
o
r
e,
e
d
u
ca
to
r
s
s
h
o
u
l
d
c
o
m
e
u
p
wit
h
c
e
r
ta
in
ap
p
r
o
p
r
i
ate
r
ewa
r
d
s
o
r
p
u
n
is
h
m
e
n
ts
t
o
t
h
e
le
ar
n
er
s
.
A
lt
h
o
u
g
h
s
el
f
-
r
e
g
u
l
ati
o
n
s
k
il
ls
a
n
d
m
o
ti
v
at
io
n
c
a
n
b
e
s
i
g
n
if
ic
an
tl
y
a
f
f
ec
t
ed
b
y
t
h
e
h
i
g
h
e
r
e
d
u
ca
ti
o
n
s
tu
d
en
ts
,
s
o
m
e
o
f
th
em
w
h
o
c
h
o
s
e
th
eir
co
u
r
s
es
th
at
wer
e
n
o
t
e
x
p
ec
ted
o
f
th
eir
a
b
ilit
ies
m
ay
ev
en
lo
s
e
th
eir
m
o
tiv
atio
n
a
n
d
in
ter
est
to
s
tu
d
y
m
o
r
e,
esp
ec
ially
th
o
s
e
wh
o
a
r
e
en
r
o
lled
in
d
is
tan
ce
e
d
u
ca
t
io
n
[
4
]
.
I
n
ad
d
itio
n
,
m
o
s
t
co
lleg
e
s
tu
d
en
ts
wer
e
d
is
en
g
ag
ed
i
n
f
le
x
i
b
l
e
le
ar
n
i
n
g
,
b
e
lie
v
i
n
g
t
h
at
t
h
ey
f
e
lt
a
s
en
s
e
o
f
d
is
c
o
n
n
ec
t
io
n
f
r
o
m
t
h
ei
r
i
n
s
t
r
u
ct
o
r
s
a
n
d
p
e
er
s
,
m
a
k
i
n
g
t
h
e
m
m
o
r
e
f
r
u
s
tr
a
te
d
[
5
]
.
A
cti
v
it
ies
,
p
a
r
ti
c
u
la
r
l
y
i
n
d
is
ta
n
c
e
e
d
u
c
ati
o
n
,
m
ay
n
o
t
e
n
c
o
u
r
ag
e
t
h
e
m
o
ti
v
at
io
n
a
n
d
l
ea
r
n
i
n
g
p
e
r
f
o
r
m
a
n
c
e
o
f
s
t
u
d
e
n
ts
i
f
th
o
s
e
ar
e
n
o
t
wel
l
-
en
h
an
ce
d
in
c
lass
r
o
o
m
s
etti
n
g
s
[
6
]
.
Aca
d
em
ic
m
o
tiv
atio
n
s
ca
le
(
A
MS
)
is
u
s
ed
to
d
eter
m
in
e
th
e
m
o
tiv
atio
n
lev
el
o
f
s
tu
d
en
ts
,
p
ar
ticu
lar
ly
in
h
ig
h
er
ed
u
ca
tio
n
[
7
]
,
[
8
]
.
B
y
u
s
in
g
th
is
s
ca
le,
teac
h
er
s
s
h
o
u
ld
g
iv
e
ac
tiv
e
f
ee
d
b
ac
k
f
o
r
s
tu
d
en
ts
’
ac
tiv
ities
to
b
e
r
ec
o
g
n
ized
in
ac
h
iev
i
n
g
th
e
in
ten
d
ed
g
o
als
th
r
o
u
g
h
d
i
f
f
er
en
t
s
tu
d
y
m
o
d
alities
[
9
]
.
Ho
wev
er
,
th
e
AM
S
d
if
f
er
s
ac
r
o
s
s
cu
ltu
r
es b
ased
o
n
s
tu
d
ies
b
y
d
if
f
er
e
n
t
r
esear
c
h
er
s
,
s
h
o
win
g
th
at
h
u
m
a
n
m
o
tiv
atio
n
is
i
n
f
lu
en
ce
d
b
y
v
a
r
io
u
s
cu
ltu
r
al
f
ac
to
r
s
,
w
h
ich
ca
n
p
lay
a
n
im
p
o
r
tan
t
r
o
le
in
h
o
w
p
eo
p
le
v
alu
e
lear
n
in
g
an
d
ac
h
ie
v
in
g
s
u
cc
ess
[
1
0
]
.
Gen
d
er
an
d
cu
lt
u
r
al
v
ar
iatio
n
s
h
av
e
in
f
l
u
en
ce
d
ac
ad
em
ic
s
u
cc
ess
f
r
o
m
th
e
s
tu
d
en
ts
,
p
ar
ticu
lar
ly
in
cr
ea
tin
g
a
s
en
s
e
o
f
co
n
s
cien
tio
u
s
n
ess
an
d
in
tellig
en
ce
o
r
o
p
en
n
ess
[
1
1
]
.
Sev
er
al
s
tu
d
ies
wer
e
m
ad
e
t
o
ass
es
s
th
e
ac
ad
em
ic
m
o
tiv
atio
n
o
f
t
h
e
s
tu
d
en
ts
an
d
h
o
w
it
i
n
f
lu
en
ce
d
th
eir
ac
ad
em
ic
p
er
f
o
r
m
a
n
ce
.
A
s
tu
d
y
s
h
o
ws
h
o
w
ac
ad
em
i
c
m
o
tiv
atio
n
an
d
s
elf
-
ef
f
icac
y
af
f
ec
t
ac
ad
em
ic
ac
h
iev
em
en
t
a
m
o
n
g
c
o
lleg
e
s
tu
d
en
ts
in
I
n
d
o
n
esia
d
u
r
in
g
o
n
lin
e
lear
n
i
n
g
;
it
f
o
u
n
d
th
at
t
h
ese
f
ac
to
r
s
h
av
e
a
p
o
s
itiv
e
in
f
lu
en
ce
o
n
s
tu
d
e
n
ts
’
v
alu
es
an
d
e
x
p
ec
tatio
n
s
[
1
2
]
.
A
u
n
iv
e
r
s
ity
in
th
e
Un
i
ted
Ar
ab
E
m
ir
ates
s
h
o
wed
th
at
n
o
s
ig
n
if
ican
t
d
if
f
er
en
ce
s
wer
e
s
h
o
wn
in
ac
ad
em
ic
ac
h
iev
em
en
t
wh
en
a
n
aly
ze
d
b
y
g
e
n
d
er
v
ar
iab
les
b
u
t
h
ad
a
s
ig
n
if
ic
an
t
d
if
f
er
en
ce
in
m
etac
o
g
n
it
iv
e
awa
r
en
ess
,
wh
er
ea
s
in
tr
i
n
s
ic
an
d
ex
tr
in
s
ic
m
o
tiv
atio
n
s
ar
e
in
d
ep
en
d
en
t
with
o
n
e
an
o
th
er
an
d
f
em
ales h
av
e
h
ig
h
e
r
co
m
p
atib
ilit
y
in
b
o
th
m
o
tiv
atio
n
s
th
an
m
ales
[
1
3
]
.
R
esear
ch
er
s
in
I
r
an
also
co
n
d
u
cted
a
s
tu
d
y
o
n
p
r
o
m
o
tin
g
ac
ad
e
m
ic
m
o
tiv
atio
n
to
war
d
s
s
tu
d
en
ts
wh
o
s
tu
d
y
in
s
y
n
ch
r
o
n
o
u
s
o
n
lin
e
class
es
an
d
in
a
f
l
ip
p
ed
-
jig
s
aw
class
r
o
o
m
an
d
d
is
co
v
er
ed
th
at
th
e
co
m
b
in
atio
n
o
f
th
ese
two
m
eth
o
d
s
was
m
o
r
e
s
u
cc
ess
f
u
l
in
im
p
r
o
v
in
g
th
e
ac
ad
em
ic
m
o
t
iv
atio
n
o
f
s
tu
d
en
ts
co
m
p
ar
ed
to
th
e
s
y
n
ch
r
o
n
o
u
s
o
n
lin
e
class
[
1
4
]
.
I
n
a
cr
o
s
s
-
s
ec
tio
n
al
s
tu
d
y
co
n
d
u
cted
am
o
n
g
th
r
ee
c
o
u
n
t
r
ies:
Ph
ilip
p
in
es,
Sau
d
i
Ar
ab
ia,
an
d
T
h
ailan
d
,
s
tu
d
e
n
ts
s
h
o
wed
r
ea
d
in
ess
f
o
r
s
elf
-
d
ir
ec
ted
lear
n
in
g
wh
ich
p
o
s
itiv
ely
af
f
ec
ted
th
eir
in
t
r
in
s
ic
m
o
tiv
atio
n
,
m
a
k
in
g
th
em
m
o
r
e
h
i
g
h
ly
p
r
o
ac
tiv
e
lear
n
er
s
[
1
5
]
.
I
n
ad
d
itio
n
,
ac
h
iev
em
en
t
b
ec
a
m
e
th
e
m
o
s
t
m
o
tiv
atin
g
f
ac
t
o
r
f
o
r
b
u
s
in
ess
m
an
ag
em
en
t
s
tu
d
en
ts
,
w
h
ich
was
p
o
s
itiv
ely
co
r
r
elate
d
with
h
ig
h
ac
ad
em
i
c
p
er
f
o
r
m
an
ce
,
w
h
er
ea
s
th
is
r
esu
lt
im
p
lies
th
at
s
tu
d
en
ts
h
av
e
d
ev
elo
p
ed
th
eir
ass
er
tiv
en
ess
in
th
eir
ac
ad
em
ic
an
d
s
o
cial
s
ettin
g
s
[
1
6
]
.
Stu
d
en
ts
’
lear
n
in
g
was
v
iew
ed
as
‘
alter
ed
’
to
s
u
it
th
e
n
o
r
m
al
tr
an
s
itio
n
af
te
r
th
e
C
OVI
D
-
1
9
p
an
d
em
ic.
Stu
d
en
ts
h
av
e
b
ee
n
in
tr
o
d
u
ce
d
t
o
v
ar
i
o
u
s
tech
n
o
lo
g
ies
in
th
eir
lea
r
n
in
g
an
d
teac
h
in
g
ac
tiv
ities
.
Ho
wev
er
,
th
er
e
h
ad
b
ee
n
m
u
c
h
g
r
ea
ter
ex
p
o
s
u
r
e
wh
en
th
e
p
an
d
em
ic
s
et
in
.
T
h
e
m
ajo
r
ity
o
f
th
eir
lear
n
in
g
an
d
in
ter
ac
tio
n
s
with
teac
h
er
s
an
d
with
s
tu
d
en
ts
ar
e
m
o
s
tly
u
s
in
g
d
if
f
er
e
n
t
r
em
o
te
tech
n
o
lo
g
i
es.
E
v
en
d
u
r
i
n
g
th
e
tr
an
s
itio
n
f
r
o
m
p
an
d
em
ic
to
n
o
r
m
alcy
,
s
tu
d
e
n
ts
h
av
e
o
b
s
er
v
ed
m
o
r
e
i
n
ter
ac
tio
n
with
th
e
tech
n
o
lo
g
ies.
T
h
e
s
tu
d
y
id
en
tifie
d
f
ac
to
r
s
th
at
co
u
ld
m
o
tiv
ate
th
e
s
tu
d
e
n
ts
to
ac
h
iev
e
th
eir
g
o
als.
I
n
th
is
way
,
s
tu
d
en
ts
wo
u
ld
g
ain
s
elf
-
ass
u
r
an
ce
an
d
s
elf
-
d
eter
m
i
n
atio
n
f
r
o
m
teac
h
er
s
wh
o
ar
e
s
ee
n
as c
ar
in
g
,
en
c
o
u
r
ag
i
n
g
,
an
d
h
elp
f
u
l.
Stu
d
ies
ab
o
u
t
ac
ad
em
ic
m
o
tiv
atio
n
s
h
o
u
l
d
b
e
g
iv
en
atten
tio
n
,
esp
ec
ia
lly
s
in
ce
s
tu
d
en
ts
ex
p
er
ien
ce
d
th
e
least
in
ter
ac
tio
n
f
r
o
m
class
m
ates
an
d
p
ee
r
s
d
u
e
to
th
e
p
an
d
em
ic.
As
th
e
lev
el
o
f
ac
ad
e
m
ic
m
o
tiv
atio
n
was n
o
t c
o
n
d
u
cted
y
et
at
St.
Do
m
in
ic
C
o
lleg
e
o
f
Asi
a
in
th
e
Ph
ilip
p
in
es p
r
io
r
t
o
th
is
s
tu
d
y
,
it a
im
s
to
f
in
d
o
u
t
if
th
er
e
ar
e
o
th
er
m
o
tiv
atin
g
f
ac
to
r
s
,
ex
tr
in
s
ic
o
r
in
tr
in
s
ic,
th
at
co
u
ld
h
av
e
ad
d
ed
to
th
e
ex
is
tin
g
cu
r
r
en
t
m
o
tiv
atin
g
f
ac
t
o
r
s
o
f
s
tu
d
en
ts
to
lear
n
.
T
h
e
r
esu
lts
ca
n
b
e
u
s
ef
u
l
in
d
esig
n
i
n
g
a
s
tu
d
e
n
t
s
u
cc
ess
p
r
o
g
r
a
m
th
at
co
u
ld
b
e
s
u
itab
le
f
o
r
c
o
lleg
e
s
tu
d
en
ts
,
esp
ec
ia
lly
in
th
is
h
ig
h
e
r
ed
u
ca
tio
n
in
s
titu
tio
n
.
T
h
is
s
tu
d
y
ex
p
lo
r
ed
v
iews
o
n
wh
at
m
i
g
h
t
en
co
u
r
ag
e
s
tu
d
e
n
ts
in
th
eir
s
tu
d
ies
in
ter
m
s
o
f
g
en
d
e
r
an
d
c
h
o
s
en
d
e
g
r
ee
.
T
h
e
s
tu
d
y
also
in
ten
d
s
to
a
n
s
wer
th
e
f
o
llo
win
g
q
u
esti
o
n
s
:
i)
Do
es
g
en
d
er
in
f
lu
en
ce
ac
a
d
e
m
ic
m
o
tiv
atio
n
?
ii)
I
s
t
h
e
r
e
a
s
i
g
n
i
f
i
ca
n
t
d
i
f
f
e
r
e
n
c
e
w
h
e
n
t
h
e
i
r
v
i
e
ws
a
r
e
ca
t
e
g
o
r
i
ze
d
a
c
c
o
r
d
i
n
g
t
o
t
h
e
c
h
o
i
c
e
o
f
d
e
g
r
e
e
p
r
o
g
r
a
m
?
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
26
:
448
-
4
56
450
2.
M
E
T
H
O
D
2
.
1
.
Desig
n a
nd
p
a
rt
icipa
nts
T
h
e
s
u
r
v
ey
u
s
ed
a
m
ix
ed
-
m
eth
o
d
s
d
esig
n
u
s
in
g
th
e
d
esc
r
ip
tiv
e
-
s
eq
u
en
tial
ap
p
r
o
ac
h
[
1
7
]
.
I
n
th
e
d
escr
ip
tiv
e
-
s
eq
u
en
tial
m
eth
o
d
,
th
e
q
u
an
titativ
e
d
ata
an
d
its
an
aly
s
is
wer
e
p
r
esen
ted
f
ir
s
t,
th
en
th
e
q
u
alitativ
e
d
ata.
T
h
e
r
esu
lts
f
r
o
m
b
o
th
ty
p
es o
f
d
ata
wer
e
co
m
b
in
ed
to
d
r
aw
th
e
f
in
al
co
n
clu
s
io
n
s
o
f
t
h
e
s
tu
d
y
.
Data
f
r
o
m
th
e
q
u
an
titativ
e
s
u
r
v
ey
wer
e
a
n
aly
ze
d
b
ased
o
n
two
r
esear
c
h
q
u
esti
o
n
s
:
ac
ad
em
ic
m
o
tiv
a
tio
n
o
f
th
e
s
tu
d
en
ts
ac
co
r
d
in
g
to
g
e
n
d
er
a
n
d
th
e
d
eg
r
ee
o
f
p
r
o
g
r
am
t
h
ey
ar
e
e
n
r
o
lled
in
.
T
h
e
r
esear
ch
er
s
u
s
ed
s
im
p
le
r
an
d
o
m
s
am
p
lin
g
,
as th
is
s
tu
d
y
is
d
ir
ec
ted
to
war
d
s
s
tu
d
en
ts
f
r
o
m
h
ig
h
e
r
ed
u
ca
tio
n
.
Simp
le
r
a
n
d
o
m
s
am
p
lin
g
is
a
m
eth
o
d
wh
er
e
a
lis
t
o
f
s
am
p
le
p
ar
ticip
an
ts
o
r
item
s
is
cr
ea
ted
,
an
d
r
esear
ch
er
s
u
s
e
a
r
an
d
o
m
n
u
m
b
er
tab
le
to
ch
o
o
s
e
in
d
iv
id
u
als
b
y
ch
an
ce
[
1
8
]
.
A
to
t
al
o
f
6
5
2
s
tu
d
en
ts
f
r
o
m
d
if
f
er
en
t
p
r
o
g
r
a
m
s
at
St
.
Do
m
in
ic
C
o
lleg
e
o
f
Asi
a
an
s
wer
ed
th
e
q
u
esti
o
n
n
air
es.
Par
ticip
an
ts
m
u
s
t
b
e
en
r
o
lled
f
r
o
m
co
lleg
e
at
th
is
h
ig
h
er
ed
u
ca
tio
n
in
s
titu
tio
n
,
m
u
s
t
b
e
at
least
1
8
y
ea
r
s
o
f
ag
e
u
p
o
n
en
r
o
llm
en
t
,
an
d
ar
e
r
esid
in
g
in
th
e
Ph
ilip
p
in
es.
T
h
e
r
esear
c
h
er
s
ex
cl
u
d
ed
h
ig
h
s
ch
o
o
l
s
tu
d
en
ts
,
p
ar
ticu
lar
ly
f
r
o
m
th
e
s
en
io
r
h
ig
h
s
ch
o
o
l d
e
p
ar
tm
en
t
,
wh
o
tak
e
o
n
d
i
f
f
er
en
t t
r
ac
k
s
p
r
io
r
to
th
eir
en
tr
y
to
c
o
lleg
e.
2
.
2
.
I
ns
t
rum
ent
s
T
h
e
in
s
tr
u
m
en
t
u
s
ed
to
g
ath
e
r
th
e
r
esp
o
n
s
es
was
a
s
u
r
v
ey
q
u
esti
o
n
n
air
e
,
wh
ich
co
n
s
is
ted
o
f
two
p
ar
ts
:
o
n
e
is
ab
o
u
t
t
h
e
AM
S
-
C
2
8
c
o
lleg
e
v
er
s
io
n
,
wh
ich
was
m
ad
e
b
y
p
r
ev
i
o
u
s
s
tu
d
ie
s
[
1
9
]
–
[
2
1
]
,
an
d
th
e
o
th
er
o
n
e
is
a
wr
itten
in
ter
v
iew.
T
h
e
r
esear
ch
er
s
d
is
tr
ib
u
ted
a
Go
o
g
le
Fo
r
m
s
s
u
r
v
ey
q
u
e
s
tio
n
n
air
e
th
at
was
co
n
d
u
cte
d
f
r
o
m
Octo
b
er
to
D
ec
em
b
er
2
0
2
3
th
r
o
u
g
h
iC
lass
,
an
o
n
lin
e
lear
n
i
n
g
p
latf
o
r
m
s
p
ec
if
ically
m
ad
e
f
o
r
St.
Do
m
in
ic
C
o
lleg
e
o
f
Asi
a.
Qu
esti
o
n
n
air
es
wer
e
also
d
is
s
em
in
ated
to
th
e
em
ail
ad
d
r
ess
es
o
f
s
tu
d
en
ts
,
in
clu
d
in
g
Face
b
o
o
k
Me
s
s
en
g
er
ac
co
u
n
ts
.
T
h
e
f
ir
s
t
p
ar
t,
wh
ich
is
th
e
AM
S
,
allo
ws
to
ev
alu
ate
s
ev
en
d
if
f
er
en
t
ty
p
es
o
f
co
n
s
tr
u
cts:
i)
i
n
tr
in
s
ic
m
o
tiv
atio
n
,
w
h
ich
is
d
ir
ec
te
d
o
n
th
r
ee
p
u
r
p
o
s
es:
to
k
n
o
w,
to
war
d
ac
c
o
m
p
lis
h
m
en
t,
an
d
to
ex
p
er
ie
n
ce
s
tim
u
latio
n
;
ii)
e
x
tr
in
s
ic
m
o
tiv
atio
n
,
wh
ich
id
en
tifie
s
th
r
ee
ty
p
es:
id
en
tifie
d
,
in
tr
o
jecte
d
,
an
d
ex
ter
n
al
r
eg
u
latio
n
;
an
d
iii)
a
m
o
tiv
atio
n
,
wh
ich
r
e
f
er
s
to
a
lack
o
f
in
ter
est
to
ac
t
o
n
s
o
m
eth
in
g
[
2
2
]
.
I
t
h
as
a
to
tal
o
f
2
8
item
s
an
d
s
ev
e
n
s
ca
les,
with
f
o
u
r
item
s
p
e
r
s
u
b
s
ca
le
an
d
a
5
-
p
o
i
n
t
r
atin
g
s
ca
le.
T
h
r
o
u
g
h
th
is
s
ca
le,
th
e
in
ter
p
r
etatio
n
o
f
th
e
s
co
r
es is
: 1
=
v
er
y
lo
w,
2
=lo
w,
3
=f
air
,
4
=h
ig
h
,
an
d
5
=v
er
y
h
ig
h
.
I
n
t
h
is
p
h
ase
o
f
s
tu
d
y
,
th
e
d
ata
co
llected
wer
e
an
aly
z
ed
to
an
s
wer
th
e
two
r
esear
ch
q
u
esti
o
n
s
ab
o
u
t
th
eir
v
iews
o
n
m
o
tiv
atio
n
wh
e
n
g
r
o
u
p
ed
ac
co
r
d
in
g
to
g
e
n
d
er
a
n
d
th
e
c
h
o
ice
o
f
d
eg
r
ee
p
r
o
g
r
a
m
.
T
h
e
s
ec
o
n
d
p
ar
t
is
co
m
p
o
s
ed
o
f
two
o
p
en
-
en
d
e
d
q
u
esti
o
n
s
r
elatin
g
to
wh
at
m
o
tiv
ates
th
em
to
s
tu
d
y
af
ter
th
e
p
an
d
em
ic,
a
n
d
th
e
o
t
h
er
q
u
esti
o
n
is
ab
o
u
t
th
e
d
eg
r
ee
to
wh
ich
s
tu
d
en
ts
ar
e
m
o
tiv
ated
b
y
th
e
way
s
lear
n
in
g
was
d
eliv
er
e
d
d
u
e
t
o
th
e
p
an
d
e
m
ic.
T
h
e
aim
o
f
th
i
s
in
s
tr
u
m
en
t
is
t
o
id
e
n
tify
if
s
o
m
e
ce
r
tain
f
ac
t
o
r
s
co
u
ld
m
o
tiv
ate
th
e
s
tu
d
en
ts
to
s
tu
d
y
h
ar
d
er
asid
e
f
r
o
m
v
alid
a
tin
g
th
eir
q
u
an
titativ
e
r
esp
o
n
s
es.
A
co
n
s
en
t f
o
r
m
was
p
r
o
v
id
e
d
to
t
h
e
s
tu
d
en
ts
th
r
o
u
g
h
Go
o
g
le
Fo
r
m
s
to
p
a
r
ticip
ate
v
o
lu
n
tar
ily
in
th
e
r
es
ea
r
ch
.
R
esear
ch
er
s
m
ad
e
s
u
r
e
th
at
th
e
s
tu
d
y
d
o
e
s
n
o
t
co
n
tain
an
y
h
a
r
m
o
r
th
r
ea
t
to
th
e
p
ar
ticip
an
ts
in
v
o
lv
e
d
,
m
ain
tain
in
g
th
e
eth
ical
s
tan
d
ar
d
s
th
r
o
u
g
h
o
u
t t
h
e
r
esear
ch
p
r
o
ce
s
s
.
2
.
3
.
Sta
t
is
t
ica
l
a
na
ly
s
is
T
h
e
d
ata
was
g
ath
er
ed
an
d
a
n
aly
ze
d
th
r
o
u
g
h
th
e
u
s
e
o
f
a
Mic
r
o
s
o
f
t
E
x
ce
l
s
p
r
ea
d
s
h
ee
t
an
d
was
f
u
r
th
er
test
ed
th
r
o
u
g
h
I
B
M’
s
SP
SS
s
tati
s
tics
v
er
s
io
n
2
8
s
o
f
twar
e
u
s
in
g
d
escr
ip
tiv
e
s
tatis
tics
(
f
r
eq
u
en
c
y
an
d
p
er
ce
n
tag
e
d
is
tr
ib
u
ti
o
n
,
weig
h
ted
m
ea
n
,
s
tan
d
a
r
d
d
e
v
iatio
n
)
,
L
ev
e
n
e’
s
test
f
o
r
eq
u
ality
o
f
v
ar
ian
ce
s
(
F
-
test
an
d
t
-
test
)
,
a
n
d
th
em
atic
a
n
aly
s
is
.
Descr
ip
tiv
e
s
tatis
t
ics
was
u
s
ed
to
s
h
o
w
h
o
w
m
o
ti
v
ated
c
o
lleg
e
s
tu
d
en
ts
ar
e
,
f
o
cu
s
in
g
o
n
t
h
e
m
ea
n
s
an
d
s
tan
d
ar
d
d
ev
iatio
n
s
th
at
v
ar
y
f
o
r
ea
ch
s
tatem
en
t.
T
h
e
L
ev
e
n
e’
s
test
was
also
u
s
ed
to
ch
ec
k
if
th
e
d
if
f
er
en
ce
s
in
v
ar
ian
ce
s
b
etwe
en
g
r
o
u
p
s
ar
e
s
tatis
t
ically
s
ig
n
if
ican
t.
T
h
e
v
ar
iab
les
g
en
d
er
an
d
d
eg
r
ee
o
f
p
r
o
g
r
am
wer
e
ev
al
u
ated
at
th
e
0
.
0
5
lev
el
o
f
s
ig
n
if
i
ca
n
ce
to
d
eter
m
in
e
if
th
e
y
ar
e
co
r
r
elate
d
with
th
e
ac
ad
em
ic
m
o
tiv
atio
n
o
f
th
e
s
t
u
d
en
ts
.
Me
an
wh
ile,
th
em
atic
an
aly
s
is
was
u
s
ed
to
d
eter
m
in
e
th
e
p
atter
n
s
am
o
n
g
q
u
alitativ
e
r
esp
o
n
s
es
o
f
s
tu
d
e
n
ts
th
r
o
u
g
h
g
iv
en
d
ata.
T
h
ese
th
em
es
co
u
ld
an
aly
ze
if
th
e
s
tu
d
en
ts
’
v
iews
co
u
ld
p
o
s
itiv
ely
o
r
n
eg
ativ
ely
af
f
ec
t
s
u
ch
k
in
d
o
f
m
o
tiv
atio
n
in
th
e
class
r
o
o
m
s
.
3.
RE
SU
L
T
S
T
ab
le
1
s
h
o
ws
th
e
le
v
el
o
f
a
ca
d
em
ic
m
o
tiv
atio
n
o
f
s
tu
d
e
n
ts
ac
co
r
d
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s
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t
J
E
v
al
&
R
es E
d
u
c
I
SS
N:
2252
-
8
8
2
2
Un
d
ers
ta
n
d
in
g
s
tu
d
e
n
t m
o
tiva
tio
n
to
w
a
r
d
s
a
ch
ievin
g
g
o
a
ls
a
mo
n
g
c
o
lleg
e
…
(
N
ild
a
Win
e
s
B
a
ls
ica
s
)
451
Peo
p
le
wh
o
a
r
e
in
tr
in
s
ically
m
o
tiv
ated
p
a
r
ticip
ate
d
u
r
in
g
t
ask
s
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ec
au
s
e
th
ey
f
i
n
d
th
e
m
e
n
jo
y
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le
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f
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atin
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ile
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e
wh
o
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e
ex
tr
in
s
ically
m
o
tiv
ated
p
ar
ticip
ate
in
ac
tiv
ities
f
o
r
o
th
er
r
ea
s
o
n
s
[
2
]
.
I
n
a
s
im
ilar
s
tu
d
y
,
th
e
m
o
tiv
at
io
n
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lear
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ll a
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eir
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el
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-
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lear
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ay
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ican
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ially
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ir
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ea
r
o
f
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g
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ed
u
ca
tio
n
[
2
3
]
.
T
h
is
s
h
o
w
s
th
at
m
o
tiv
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n
is
af
f
ec
ted
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ex
p
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ce
s
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at
t
h
ey
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e
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o
r
t
h
em
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elv
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d
th
at
s
u
p
p
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t th
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en
s
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n
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to
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y
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g
en
v
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r
o
n
m
e
n
t to
wh
ich
th
ey
b
elo
n
g
.
T
ab
le
1
.
L
e
v
el
o
f
ac
a
d
em
ic
m
o
tiv
atio
n
o
f
s
tu
d
en
ts
M
o
t
i
v
a
t
i
o
n
M
e
a
n
I
n
t
e
r
p
r
e
t
a
t
i
o
n
I
n
t
r
i
n
si
c
m
o
t
i
v
a
t
i
o
n
–
t
o
k
n
o
w
3
.
6
7
H
i
g
h
I
n
t
r
i
n
si
c
m
o
t
i
v
a
t
i
o
n
–
t
o
w
a
r
d
a
c
c
o
m
p
l
i
sh
me
n
t
3
.
5
4
H
i
g
h
I
n
t
r
i
n
si
c
m
o
t
i
v
a
t
i
o
n
–
t
o
e
x
p
e
r
i
e
n
c
e
s
t
i
mu
l
a
t
i
o
n
3
.
4
4
H
i
g
h
Ex
t
r
i
n
s
i
c
mo
t
i
v
a
t
i
o
n
–
i
d
e
n
t
i
f
i
e
d
3
.
7
2
H
i
g
h
Ex
t
r
i
n
s
i
c
mo
t
i
v
a
t
i
o
n
–
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n
t
r
o
j
e
c
t
e
d
3
.
6
0
H
i
g
h
Ex
t
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n
s
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t
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v
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t
i
o
n
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t
e
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n
a
l
r
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g
u
l
a
t
i
o
n
3
.
6
5
H
i
g
h
A
mo
t
i
v
a
t
i
o
n
2
.
7
1
F
a
i
r
Le
g
e
n
d
:
1
.
0
0
-
1
.
7
9
=
v
e
r
y
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o
w
,
1
.
8
0
-
2
.
5
9
=
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o
w
,
2
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6
0
-
3
.
3
9
=
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a
i
r
,
3
.
4
0
-
4
.
1
9
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i
g
h
,
4
.
2
0
-
5
.
0
0
=
v
e
r
y
h
i
g
h
.
T
ab
le
2
d
is
p
lay
s
th
e
r
esu
lts
o
f
a
test
to
s
ee
wh
eth
er
s
tu
d
en
ts
’
ac
ad
em
ic
m
o
tiv
atio
n
d
i
f
f
er
ed
b
y
g
en
d
er
.
Fin
d
in
g
s
r
ev
ea
led
th
at
th
er
e
was
n
o
g
en
d
e
r
-
s
p
ec
if
ic
d
if
f
er
e
n
ce
s
in
th
e
s
tu
d
e
n
ts
’
m
o
tiv
atio
n
f
o
r
ac
ad
em
ic
wo
r
k
.
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h
is
is
v
er
if
i
ed
b
y
t
h
e
ca
lcu
lated
t
-
v
alu
e,
wh
ich
in
d
icate
s
n
o
s
ig
n
if
ica
n
t
d
if
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er
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ce
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wh
e
n
ev
alu
ated
at
th
e
0
.
0
5
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el
o
f
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ig
n
if
ican
ce
(
t=
-
0
.
2
8
7
,
p
-
v
alu
e=
0
.
7
7
5
)
.
T
h
e
r
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lts
s
h
o
wed
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at
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h
er
e
wer
e
n
o
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ig
n
if
ican
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d
if
f
e
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en
ce
s
in
ac
a
d
em
ic
m
o
tiv
atio
n
s
co
r
es
wh
e
n
co
r
r
elate
d
with
g
e
n
d
er
.
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wev
er
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it
was
f
o
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n
d
th
at
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em
ales
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ad
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ig
h
er
av
er
ag
e
ac
ad
em
ic
s
co
r
es
th
an
m
ales,
an
d
m
ales
h
ad
h
ig
h
er
ac
ad
em
ic
m
o
tiv
atio
n
s
co
r
es
[
2
4
]
.
Ad
d
itio
n
ally
,
th
is
f
in
d
in
g
also
s
u
g
g
ests
th
at
th
e
m
ale
r
esp
o
n
d
e
n
ts
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in
ce
n
tiv
e
f
o
r
ac
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em
ic
s
u
cc
ess
is
th
e
s
am
e
as th
at
o
f
f
em
ale
r
esp
o
n
d
en
ts
.
T
ab
le
2
.
T
est o
f
d
if
f
er
e
n
ce
o
n
ac
ad
em
ic
m
o
tiv
atio
n
o
f
s
tu
d
e
n
ts
ac
co
r
d
in
g
to
g
e
n
d
er
A
c
a
d
e
mi
c
mo
t
i
v
a
t
i
o
n
Le
v
e
n
e
’
s t
e
st
f
o
r
e
q
u
a
l
i
t
y
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f
v
a
r
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a
n
c
e
s
t
-
t
e
s
t
f
o
r
e
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a
l
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t
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m
e
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n
s
F
S
i
g
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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
S
t
d
.
e
r
r
o
r
d
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f
f
e
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n
c
e
9
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o
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f
i
d
e
n
c
e
i
n
t
e
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v
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l
o
f
t
h
e
d
i
f
f
e
r
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n
c
e
Lo
w
e
r
U
p
p
e
r
Eq
u
a
l
v
a
r
i
a
n
c
e
s
a
ssu
m
e
d
1
.
0
1
6
0
.
3
1
4
-
0
.
2
7
9
6
5
0
0
.
7
8
0
-
0
.
7
6
8
2
.
7
5
1
-
6
.
1
7
1
4
.
6
3
4
Eq
u
a
l
v
a
r
i
a
n
c
e
s
n
o
t
a
ssu
m
e
d
-
.
0
287
2
5
4
.
7
4
8
0
.
7
7
5
-
0
.
7
6
8
2
.
6
8
2
-
6
.
0
5
0
4
.
5
1
3
T
ab
le
3
s
h
o
ws
th
e
test
o
f
th
e
d
if
f
er
en
ce
i
n
ac
ad
em
ic
m
o
tiv
atio
n
o
f
s
tu
d
e
n
ts
b
ased
o
n
t
h
e
ty
p
es
o
f
p
r
o
g
r
a
m
s
en
r
o
lled
.
T
h
e
t
-
test
s
tati
s
tic
u
s
in
g
th
e
SP
S
S
ap
p
licatio
n
was
u
s
ed
to
a
s
s
e
s
s
t
h
e
v
ar
iatio
n
in
th
e
s
tu
d
en
ts
’
ac
ad
em
ic
m
o
tiv
atio
n
.
T
h
e
o
u
tc
o
m
e
s
h
o
wed
th
at
b
o
ar
d
an
d
n
o
n
-
b
o
ar
d
p
r
o
g
r
a
m
s
h
av
e
d
if
f
er
e
n
t
ef
f
ec
ts
o
n
s
tu
d
en
ts
’
ac
ad
em
ic
m
o
tiv
atio
n
s
.
T
h
e
c
o
m
p
u
te
d
t
-
s
tatis
t
ics
r
esu
lt
(
t=3
.
4
9
1
,
p
-
v
al
u
e=
0
.
0
0
1
)
r
esu
lted
in
a
s
ig
n
if
ican
t
d
if
f
e
r
en
ce
at
t
h
e
0
.
0
5
al
p
h
a
le
v
el
o
f
s
ig
n
if
ic
an
ce
.
T
h
is
f
u
r
th
e
r
s
u
g
g
ests
th
at
s
tu
d
en
ts
in
b
o
ar
d
p
r
o
g
r
a
m
s
h
av
e
d
r
am
atica
lly
d
i
f
f
er
en
t a
ca
d
e
m
ic
m
o
tiv
atio
n
f
r
o
m
th
o
s
e
in
n
o
n
-
b
o
ar
d
p
r
o
g
r
a
m
s
.
T
ab
le
3
.
T
est o
f
d
if
f
er
e
n
ce
o
n
ac
ad
em
ic
m
o
tiv
atio
n
o
f
s
tu
d
e
n
ts
b
ased
o
n
th
e
t
y
p
es o
f
p
r
o
g
r
am
s
en
r
o
lled
A
c
a
d
e
mi
c
m
o
t
i
v
a
t
i
o
n
Le
v
e
n
e
’
s t
e
st
f
o
r
e
q
u
a
l
i
t
y
o
f
v
a
r
i
a
n
c
e
s
t
-
t
e
s
t
f
o
r
e
q
u
a
l
i
t
y
o
f
m
e
a
n
s
F
S
i
g
.
t
d
f
S
i
g
.
(2
-
t
a
i
l
e
d
)
M
e
a
n
d
i
f
f
e
r
e
n
c
e
S
t
d
.
e
r
r
o
r
d
i
f
f
e
r
e
n
c
e
9
5
%
c
o
n
f
i
d
e
n
c
e
i
n
t
e
r
v
a
l
o
f
t
h
e
d
i
f
f
e
r
e
n
c
e
Lo
w
e
r
U
p
p
e
r
Eq
u
a
l
v
a
r
i
a
n
c
e
s
a
ssu
m
e
d
4
.
1
0
9
0
.
0
4
3
3
.
7
3
8
6
5
0
0
.
0
0
0
1
4
.
9
2
8
3
.
9
9
4
7
.
0
8
6
2
2
.
7
7
0
Eq
u
a
l
v
a
r
i
a
n
c
e
s
n
o
t
a
ssu
m
e
d
3
.
4
9
1
6
8
.
1
2
9
0
.
0
0
1
1
4
.
9
2
8
4
.
2
7
7
6
.
3
9
4
2
3
.
4
6
1
T
h
e
r
esu
lts
im
p
ly
th
at
g
en
d
er
h
as n
o
ef
f
ec
t o
n
th
e
ac
ad
em
ic
m
o
tiv
atio
n
o
f
th
e
s
tu
d
en
ts
,
wh
ich
ca
n
b
e
v
iewe
d
as
in
tr
in
s
ic
in
n
atu
r
e,
wh
ile
th
e
ch
o
ice
o
f
d
eg
r
ee
p
r
o
g
r
am
is
ex
tr
in
s
ically
m
o
tiv
ate
d
.
T
h
is
im
p
lies
th
at
th
e
ch
o
ice
in
s
tu
d
y
in
g
d
eg
r
ee
p
r
o
g
r
a
m
s
h
as
af
f
ec
ted
th
e
s
tu
d
en
t’
s
ac
ad
em
ic
m
o
tiv
atio
n
m
o
r
e
th
an
g
en
d
er
.
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
26
:
448
-
4
56
452
W
h
i
l
e
i
n
t
r
i
n
s
i
c
a
n
d
e
x
t
r
i
n
s
i
c
m
o
t
i
v
a
t
i
o
n
s
a
r
e
i
n
d
e
p
e
n
d
e
n
t
o
f
e
a
c
h
o
t
h
e
r
,
b
o
t
h
c
a
n
h
a
v
e
a
s
y
n
e
r
g
e
t
i
c
i
n
f
l
u
e
n
c
e
a
n
d
h
a
v
e
a
p
o
s
i
t
i
v
e
e
f
f
e
c
t
o
n
m
o
t
i
v
a
t
i
o
n
[
2
5
]
.
I
n
t
h
i
s
c
a
s
e
,
b
o
th
i
n
t
r
i
n
s
i
c
a
n
d
e
x
t
r
i
n
s
i
c
m
o
t
i
v
at
i
o
n
s
c
o
n
t
r
i
b
u
t
e
d
i
n
a
l
a
r
g
e
p
a
r
t
t
o
t
h
e
h
i
g
h
m
o
t
i
v
ati
o
n
o
f
t
h
e
s
t
u
d
e
n
ts
t
o
le
a
r
n
.
S
tu
d
e
n
t
s
’
a
ct
i
o
n
s
a
n
d
a
ct
i
v
i
ti
es
ar
e
s
t
r
o
n
g
l
y
a
f
f
e
c
t
e
d
b
y
t
h
e
s
y
n
e
r
g
i
s
ti
c
e
f
f
e
ct
o
f
t
h
e
t
w
o
t
y
p
e
s
o
f
m
o
t
i
v
at
i
o
n
,
a
lt
h
o
u
g
h
t
r
i
g
g
e
r
e
d
b
y
i
n
d
i
v
i
d
u
a
l
m
o
t
iv
e
s
a
n
d
n
e
e
d
s
.
Qu
alitativ
ely
,
th
e
th
e
m
es
th
at
em
er
g
ed
f
r
o
m
th
e
th
em
atic
a
n
aly
s
is
o
f
th
e
q
u
esti
o
n
a
b
o
u
t
wh
at
o
r
wh
o
m
o
tiv
ated
to
lear
n
,
o
r
s
tu
d
y
ar
e
f
am
ily
as
a
r
elatio
n
al
m
o
tiv
a
to
r
,
s
u
p
p
o
r
tiv
e
f
r
ien
d
s
,
an
d
s
elf
-
g
o
als
to
b
ec
o
m
e
in
d
ep
en
d
en
t,
f
in
a
n
cially
o
r
b
y
o
n
eself
.
T
h
is
r
esu
lt
co
r
r
esp
o
n
d
s
with
th
e
s
tu
d
y
o
f
C
o
lb
y
e
t
a
l
.
[
2
6
]
,
as
s
o
m
e
s
tu
d
en
ts
wer
e
in
f
lu
en
ce
d
b
y
t
h
eir
p
ar
en
ts
to
s
tu
d
y
h
ar
d
er
,
wh
ile
o
th
er
s
claim
ed
th
at
th
e
y
co
u
ld
b
e
h
ap
p
ier
with
th
eir
g
o
als
wh
en
liv
in
g
in
d
ep
en
d
en
tly
.
Mo
tiv
atio
n
h
a
s
a
lo
n
g
-
last
in
g
im
p
ac
t
f
o
r
s
tu
d
en
ts
wh
en
th
ey
d
esire
to
im
p
r
ess
th
o
s
e
p
eo
p
l
e
wh
o
ar
e
in
v
o
lv
e
d
,
s
u
ch
as
p
ar
en
ts
,
teac
h
er
s
,
o
r
f
r
ien
d
s
,
o
r
to
in
c
r
ea
s
e
th
eir
in
ter
est
in
ac
ad
em
ics.
T
h
u
s
,
it
co
u
ld
h
elp
s
tu
d
e
n
ts
to
h
a
v
e
c
o
n
f
id
en
ce
in
th
ei
r
o
wn
s
k
ills
to
d
o
it
an
d
p
atien
ce
to
s
o
lv
e
s
u
ch
r
ea
l
-
wo
r
ld
p
r
o
b
l
em
s
.
T
h
e
th
em
es
th
at
em
e
r
g
ed
ab
o
u
t
th
e
r
em
o
te
an
d
/
o
r
h
y
b
r
i
d
d
eliv
er
y
o
f
th
e
less
o
n
s
co
n
s
is
ted
o
f
two
len
s
es:
p
o
s
itiv
e
an
d
n
e
g
ativ
e.
T
h
em
es
f
r
o
m
th
e
p
o
s
itiv
e
as
p
ec
t
in
clu
d
e
th
at
o
f
g
r
ea
ter
c
o
n
v
en
ie
n
ce
to
s
tu
d
y
b
ec
au
s
e
o
f
th
e
tech
n
o
lo
g
y
,
a
n
d
s
tu
d
en
ts
ca
n
s
till
s
tu
d
y
w
h
ile
d
o
in
g
a
p
ar
t
-
tim
e
jo
b
;
t
h
e
n
eg
ativ
e
th
em
es
in
clu
d
e
th
at
o
f
less
in
ter
ac
tio
n
with
p
ee
r
s
,
less
cr
ea
tiv
ity
a
n
d
in
n
o
v
atio
n
d
u
e
to
a
lack
o
f
in
ter
ac
tio
n
,
a
m
o
r
e
ch
allen
g
in
g
ex
p
er
ien
ce
wh
e
n
a
p
er
s
o
n
g
ets
to
lis
ten
p
er
s
o
n
ally
f
r
o
m
th
e
p
r
o
f
ess
o
r
s
,
an
d
less
m
o
tiv
atio
n
d
u
e
to
b
o
r
ed
o
m
o
f
b
ein
g
al
o
n
e.
T
h
ese
q
u
alitativ
e
f
in
d
in
g
s
co
m
p
lem
en
t
s
o
m
e
p
r
e
v
io
u
s
s
tu
d
ie
s
[
2
7
]
,
[
2
8
]
,
wh
ic
h
m
en
tio
n
ed
p
o
s
itiv
e
an
d
n
eg
ati
v
e
lear
n
in
g
im
p
licatio
n
s
o
f
r
e
m
o
te
o
r
h
y
b
r
id
f
o
r
m
s
o
f
lear
n
i
n
g
d
eliv
er
y
.
T
h
em
es
em
er
g
ed
f
r
o
m
th
e
s
tu
d
y
ca
n
b
e
ass
o
ciate
d
with
wh
at
Ur
h
ah
n
e
a
n
d
W
ijn
ia
[
2
]
m
e
n
tio
n
ed
in
th
eir
s
tu
d
y
:
v
o
liti
o
n
al
p
ar
ticip
atio
n
in
ac
tiv
ities
is
o
n
e
o
f
th
e
ch
ar
ac
ter
is
tics
o
f
ex
tr
in
s
ic
m
o
tiv
atio
n
.
W
h
ile
s
tu
d
en
ts
with
id
en
tifie
d
r
eg
u
la
tio
n
d
eter
m
in
e
with
o
r
p
er
s
o
n
ally
s
u
p
p
o
r
t
th
e
s
ig
n
if
ica
n
ce
o
f
th
e
ac
tiv
ity
(
e.
g
.
,
ac
co
m
p
lis
h
in
g
s
ch
o
o
lwo
r
k
f
o
r
th
e
m
aster
y
o
f
s
u
b
ject
co
n
ten
t)
,
th
ey
also
en
co
u
n
ter
h
i
g
h
lev
els
o
f
in
ten
tio
n
an
d
p
o
s
s
ib
ly
co
m
m
itm
en
t
a
n
d
f
o
cu
s
th
r
o
u
g
h
g
r
o
u
p
d
y
n
am
ic
s
[
2
9
]
.
Stu
d
en
ts
wh
o
h
av
e
co
m
b
in
ed
r
eg
u
latio
n
s
u
n
d
er
s
tan
d
w
h
y
th
e
a
ctiv
ity
is
im
p
o
r
tan
t a
n
d
r
elate
to
it
b
ec
a
u
s
e
it m
atch
es th
eir
p
er
s
o
n
al
v
alu
es a
n
d
in
ter
ests
.
4.
DIS
CU
SS
I
O
N
T
h
is
s
tu
d
y
an
aly
ze
d
th
e
s
tu
d
e
n
t
ac
ad
em
ic
m
o
tiv
atio
n
af
ter
s
tu
d
en
ts
wer
e
af
f
ec
ted
b
y
th
e
p
an
d
em
ic
o
r
af
ter
th
eir
2
-
y
ea
r
h
iatu
s
f
r
o
m
ac
a
d
em
ic
f
ac
e
-
to
-
f
ac
e
ac
tiv
ities
with
th
eir
teac
h
er
s
an
d
co
-
s
tu
d
e
n
ts
.
Qu
an
titativ
ely
,
th
e
f
in
d
i
n
g
s
d
em
o
n
s
tr
ate
th
at
m
o
s
t
co
lleg
e
s
tu
d
en
ts
h
av
e
v
er
y
h
ig
h
ac
a
d
em
ic
m
o
tiv
atio
n
,
eith
er
in
tr
in
s
ically
o
r
ex
tr
in
s
ic
ally
.
A
s
im
ilar
s
tu
d
y
f
o
u
n
d
th
at
u
s
in
g
f
lip
p
ed
class
r
o
o
m
in
s
tr
u
ctio
n
alo
n
g
with
h
y
b
r
id
teac
h
in
g
m
eth
o
d
s
ca
n
b
o
o
s
t
s
tu
d
en
ts
’
s
elf
-
d
ir
ec
ted
lear
n
in
g
s
k
ills
,
lead
in
g
to
g
r
ea
ter
s
atis
f
ac
tio
n
an
d
m
o
r
e
m
o
tiv
atio
n
[
3
0
]
.
An
o
th
er
s
tu
d
y
s
aid
th
at
s
tu
d
e
n
ts
h
a
d
a
v
er
y
s
atis
f
ac
to
r
y
r
atin
g
w
ith
r
eg
ar
d
s
to
th
ei
r
lear
n
in
g
a
n
d
th
at
t
h
ey
wer
e
h
i
g
h
ly
m
o
tiv
ated
,
with
s
o
cial,
c
o
g
n
itiv
e,
a
n
d
teac
h
i
n
g
p
r
esen
ce
h
elp
in
g
th
em
to
co
p
e
well
in
th
eir
ac
tiv
ities
[
3
1
]
.
I
n
co
n
tr
ast,
s
o
m
e
s
tu
d
en
ts
ten
d
ed
to
h
a
v
e
lo
wer
m
o
tiv
atio
n
in
atten
d
in
g
u
n
iv
er
s
ity
,
as
it
s
h
o
wed
th
at
g
r
ad
es
co
u
ld
r
esu
lt
in
an
x
iety
,
a
s
en
s
e
o
f
h
o
p
eless
n
ess
,
s
o
cial
co
m
p
ar
is
o
n
,
a
n
d
in
cr
ea
s
e
o
f
ac
ad
em
ic
p
r
ess
u
r
e
o
r
f
ea
r
o
f
f
ailu
r
e
[
3
2
]
,
[
3
3
]
.
T
h
is
co
u
ld
im
p
ly
th
at
s
o
m
e
ch
allen
g
es
m
a
y
b
e
n
eg
ativ
e
to
war
d
s
th
eir
ac
ad
em
ic
p
r
o
g
r
ess
.
T
h
e
s
ec
o
n
d
f
in
d
in
g
s
h
o
we
d
th
at
th
e
g
en
d
er
o
f
th
e
s
tu
d
en
ts
d
o
es
n
o
t
af
f
ec
t
o
r
d
em
o
n
s
tr
ate
s
ig
n
if
ican
t
d
if
f
er
en
ce
s
in
th
e
ex
ten
t
o
f
t
h
e
s
tu
d
en
t
’
s
ac
ad
em
ic
m
o
tiv
atio
n
.
T
h
er
e
wer
e
n
o
s
ig
n
if
ica
n
t
d
if
f
er
en
ce
s
in
ter
m
s
o
f
g
en
d
e
r
wh
en
co
r
r
elate
d
wi
th
ac
ad
em
ic
ac
h
iev
em
en
t.
Stu
d
en
ts
’
ac
ad
em
ic
p
er
f
o
r
m
an
c
e
an
d
ac
h
iev
em
en
t
d
ep
en
d
e
d
m
o
s
tly
o
n
th
e
m
eta
co
g
n
itiv
e
s
tr
ateg
ies
th
e
y
u
s
ed
,
esp
ec
ially
with
i
n
tr
in
s
ic
m
o
t
iv
atio
n
.
I
t
also
h
a
d
a
s
im
ilar
r
esu
lt
b
etwe
en
m
ale
an
d
f
em
ale
s
tu
d
en
ts
wh
en
m
o
tiv
atio
n
s
co
r
es
wer
e
ev
alu
ated
[
3
4
]
,
[
3
5
]
,
wh
ich
im
p
lied
th
at
g
e
n
d
er
d
id
n
o
t
in
f
lu
en
ce
ac
ad
em
ic
m
o
tiv
at
io
n
at
all.
Ho
wev
e
r
,
g
en
d
er
h
as
a
s
ig
n
if
ican
t
d
if
f
er
en
ce
in
th
e
co
n
f
id
e
n
ce
d
im
en
s
io
n
wh
en
th
ey
wer
e
an
aly
ze
d
s
ep
ar
ately
in
r
el
atio
n
to
ac
ad
em
ic
m
o
tiv
atio
n
esp
ec
ially
in
u
s
in
g
v
ir
tu
al
r
ea
lity
in
class
r
o
o
m
s
[
3
6
]
.
W
h
ile
th
ey
h
av
e
s
ig
n
if
ican
t
d
if
f
er
en
ce
s
r
eg
ar
d
in
g
co
n
f
id
en
ce
d
im
e
n
s
io
n
,
f
em
ales
h
av
e
h
ig
h
e
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P
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[
3
7
]
.
I
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8
8
2
2
Un
d
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ta
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Win
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453
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[
3
8
]
.
Mo
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elf
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5.
CO
NCLU
SI
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Mo
tiv
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R
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ee
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f
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d
t
h
at
alth
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g
h
s
tu
d
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av
e
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m
e
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lex
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m
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ca
to
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s
s
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th
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t
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ld
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ap
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tu
d
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ts
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n
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r
g
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als
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d
ex
p
ec
tatio
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s
an
d
t
o
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ef
lect
o
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at
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ak
es th
ese
task
s
f
u
lf
illi
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g
to
th
em
.
I
n
th
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th
is
p
r
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ls
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m
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k
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th
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m
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ex
p
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tatio
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s
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r
ewa
r
d
s
an
d
p
u
n
is
h
m
en
ts
th
at
ca
n
b
e
ef
f
ec
tiv
e
b
o
th
i
n
s
id
e
an
d
o
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ts
id
e
th
e
class
r
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m
s
.
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h
is
s
tu
d
y
f
o
cu
s
ed
o
n
th
e
co
ll
eg
e
s
tu
d
en
ts
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d
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o
n
l
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n
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cted
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n
a
h
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h
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u
ca
tio
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in
s
titu
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in
C
av
ite.
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t
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s
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ec
o
m
m
en
d
ed
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at
f
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e
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s
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ld
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ct
a
r
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tu
d
y
o
f
a
s
im
ilar
to
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ic
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th
o
th
er
d
if
f
e
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en
t
co
lleg
es
an
d
u
n
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s
ities
to
co
m
p
ar
e
th
e
lev
el
o
f
ac
ad
em
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m
o
tiv
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n
o
f
s
tu
d
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ts
an
d
th
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s
ig
n
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ican
ce
.
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r
th
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tu
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elate
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clu
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ch
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tu
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,
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e
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id
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im
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m
in
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f
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to
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s
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ay
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f
ec
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ei
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ac
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d
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esteem
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in
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e
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ca
tio
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.
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M
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T
h
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th
o
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s
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k
Pro
f
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u
zv
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P.
C
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th
e
Dep
ar
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en
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Ar
ts
an
d
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allo
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s
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W
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wo
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p
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F
UNDING
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AUTHO
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Fre
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C
:
C
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Evaluation Warning : The document was created with Spire.PDF for Python.
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lau
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d
.
g
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v
.
p
h
.
Evaluation Warning : The document was created with Spire.PDF for Python.