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S
e
lf
-
re
g
u
late
d
lea
rn
i
n
g
(S
RL)
h
a
s
b
e
e
n
we
ll
d
o
c
u
m
e
n
te
d
in
th
e
li
te
ra
tu
re
fo
r
it
s
b
e
n
e
fit
s
f
o
r
st
u
d
e
n
ts
’
lea
rn
i
n
g
su
c
c
e
ss
.
Ho
we
v
e
r,
th
e
re
is
stil
l
a
d
e
a
rth
o
f
imp
e
rial
in
terv
e
n
ti
o
n
t
h
a
t
h
e
l
p
s
p
ro
m
o
te
st
u
d
e
n
ts
’
se
lf
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re
g
u
la
ti
o
n
,
a
n
d
a
th
e
o
re
ti
c
a
l
ju
st
ifi
c
a
ti
o
n
fo
r
su
c
h
a
p
r
o
g
ra
m
is
e
ss
e
n
ti
a
l.
To
d
a
te
,
li
tera
tu
re
h
a
s
sh
o
w
n
t
h
re
e
p
r
o
m
in
e
n
t
t
h
e
o
ries
:
so
c
ial
c
o
g
n
i
ti
v
e
,
so
c
ial
-
c
u
lt
u
ra
l,
a
n
d
c
o
g
n
i
ti
v
e
c
o
n
stru
c
ti
v
ist.
Th
e
g
o
a
l
is
to
e
x
p
lo
re
t
h
e
c
o
n
c
e
p
tu
a
li
z
a
ti
o
n
o
f
S
RL,
wh
ich
,
d
e
sp
it
e
it
is
l
o
n
g
h
ist
o
ry
,
lac
k
s
a
u
n
i
v
e
rsa
ll
y
a
c
c
e
p
ted
d
e
fi
n
it
io
n
.
We
a
n
a
ly
z
e
th
e
se
th
e
o
ries
a
n
d
t
h
e
ir
m
o
d
e
ls
to
d
e
term
in
e
wh
ich
b
e
st
s
u
p
p
o
rts
th
e
d
e
sig
n
o
f
a
S
RL
stra
teg
y
in
ter
v
e
n
ti
o
n
f
o
r
u
n
i
v
e
rsity
stu
d
e
n
ts i
n
m
a
ss
iv
e
o
p
e
n
o
n
li
n
e
c
o
u
rse
(
M
OO
C
)
e
n
v
ir
o
n
m
e
n
ts.
Ba
se
d
o
n
th
is
a
n
a
l
y
sis,
we
p
ro
p
o
se
a
wo
rk
i
n
g
d
e
fin
it
io
n
o
f
S
RL
t
h
a
t
fit
s
t
h
e
u
n
iq
u
e
d
e
m
a
n
d
s
o
f
M
O
OCs
.
Th
e
re
su
lt
s
su
g
g
e
st
th
a
t
th
e
so
c
ial
-
c
o
g
n
i
ti
v
e
t
h
e
o
r
y
o
ffe
rs
t
h
e
m
o
st
su
it
a
b
le
fra
m
e
wo
rk
,
a
s it
in
te
g
ra
tes
c
o
g
n
i
t
iv
e
,
m
e
tac
o
g
n
i
ti
v
e
,
m
o
ti
v
a
ti
o
n
a
l,
a
n
d
so
c
ial
a
sp
e
c
ts
o
f
lea
rn
in
g
.
A
d
d
it
io
n
a
ll
y
,
it
p
ro
v
id
e
s
a
p
ra
c
ti
c
a
l
m
o
d
e
l
o
f
stra
teg
ies
th
a
t
c
a
n
b
e
imp
lem
e
n
ted
i
n
M
OO
C
-
b
a
se
d
lea
rn
in
g
e
n
v
iro
n
m
e
n
ts.
K
ey
w
o
r
d
s
:
Hig
h
er
ed
u
ca
tio
n
Ma
s
s
iv
e
o
p
en
o
n
lin
e
c
o
u
r
s
es
MO
OC
s
Self
-
r
eg
u
lated
lear
n
in
g
So
cial
co
g
n
itiv
e
th
eo
r
y
T
h
is i
s
a
n
o
p
e
n
a
c
c
e
ss
a
rticle
u
n
d
e
r th
e
CC B
Y
-
SA
li
c
e
n
se
.
C
o
r
r
e
s
p
o
nd
ing
A
uth
o
r
:
C
ao
-
T
u
o
n
g
Din
h
Dep
ar
tm
en
t o
f
E
n
g
lis
h
L
an
g
u
ag
e,
FP
T
Un
iv
er
s
ity
-
C
an
T
h
o
C
am
p
u
s
C
an
T
h
o
,
Vietn
am
E
m
ail: T
u
o
n
g
DC
@
f
e.
ed
u
.
v
n
1.
I
NT
RO
D
UCT
I
O
N
Alb
eit
s
o
m
e
ac
k
n
o
wled
g
ed
d
r
awb
ac
k
s
,
s
u
ch
as
a
s
h
o
r
t
ag
e
o
f
s
o
cial
in
ter
ac
tio
n
,
a
f
ee
lin
g
o
f
is
o
latio
n
,
an
d
in
a
d
eq
u
ate
tu
to
r
ial
s
u
p
er
v
is
io
n
[
1
]
,
o
n
lin
e
ed
u
ca
tio
n
h
as
in
cr
ea
s
in
g
ly
p
er
m
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ated
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o
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s
lev
els
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f
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ca
tio
n
,
with
a
g
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o
win
g
em
p
h
asis
o
n
h
ig
h
er
e
d
u
ca
tio
n
(
HE
)
.
I
t
is
ex
p
ec
ted
th
at
o
n
lin
e
teac
h
in
g
an
d
lear
n
in
g
m
o
d
ality
will
s
u
r
p
as
s
co
n
v
en
tio
n
al
class
r
o
o
m
-
b
ased
f
o
r
m
ats
b
y
2
0
2
5
d
u
e
to
it
i
s
f
lex
ib
le
n
atu
r
e
in
ter
m
s
o
f
tim
e
an
d
lo
ca
tio
n
,
c
o
u
p
led
with
its
ab
ilit
y
to
p
r
o
v
id
e
ef
f
ec
tiv
e
lear
n
i
n
g
o
u
tc
o
m
es
d
esp
ite
d
iv
er
s
e
ch
allen
g
es
[
2
]
.
Fo
r
ex
a
m
p
le,
d
u
r
in
g
g
lo
b
al
cr
is
es
lik
e
th
e
C
OVI
D
-
1
9
p
an
d
em
ic,
in
s
titu
tio
n
s
wo
r
ld
wid
e
[
3
]
,
[
4
]
,
in
clu
d
i
n
g
th
o
s
e
in
Vietn
am
,
h
av
e
lev
er
ag
e
d
o
n
lin
e
p
l
atf
o
r
m
s
s
u
ch
as
Z
o
o
m
an
d
Mic
r
o
s
o
f
t
T
ea
m
s
to
m
ain
tain
in
s
tr
u
ctio
n
al
co
n
tin
u
i
ty
[
5
]
.
Ma
s
s
i
v
e
o
p
en
o
n
li
n
e
c
o
u
r
s
es
(
MO
OC
s
)
h
a
v
e
r
ec
en
tl
y
b
ee
n
d
o
c
u
m
e
n
te
d
as
a
p
a
r
t
o
f
r
eq
u
i
r
e
d
lea
r
n
i
n
g
[
6
]
.
D
esp
ite
s
o
m
e
d
r
aw
b
a
ck
s
[
7
]
–
[
1
0
]
,
i
n
t
eg
r
a
ti
n
g
MO
OC
s
in
HE
c
o
n
te
x
ts
h
as
g
r
o
wn
wid
esp
r
e
a
d
r
a
p
i
d
l
y
,
esp
ec
i
all
y
i
n
d
e
v
el
o
p
in
g
n
ati
o
n
s
[
1
0
]
.
T
h
is
m
ea
n
s
th
at
t
h
is
m
o
d
alit
y
o
f
te
ac
h
i
n
g
a
n
d
l
ea
r
n
in
g
is
v
e
r
y
p
o
t
en
tia
l
f
o
r
f
u
r
th
e
r
i
n
v
est
ig
ati
o
n
,
es
p
e
cial
ly
i
n
t
h
is
e
r
a
o
f
r
a
p
i
d
d
i
g
i
tal
g
r
o
wt
h
w
h
e
n
i
n
te
r
n
et
c
o
n
n
e
cti
o
n
h
as
b
ec
o
m
e
m
u
c
h
m
o
r
e
ea
s
il
y
a
cc
ess
ib
le
.
A
v
ar
iet
y
o
f
w
ell
-
k
n
o
w
n
MO
OC
p
l
at
f
o
r
m
s
f
o
r
o
n
li
n
e
c
o
u
r
s
es h
as
b
e
en
d
e
p
l
o
y
ed
,
s
u
c
h
as
K
h
a
n
Ac
ad
em
y
,
e
d
X
,
C
o
u
r
s
e
r
a
,
Ud
ac
i
ty
,
I
I
T
B
o
m
b
a
y
X
,
an
d
Nat
io
n
a
l
P
r
o
g
r
a
m
m
e
o
n
T
e
ch
n
o
l
o
g
y
E
n
h
a
n
ce
d
L
ea
r
n
i
n
g
(
NP
T
E
L
)
.
Am
o
n
g
th
ese
,
C
o
u
r
s
e
r
a
h
as
t
r
e
m
e
n
d
o
u
s
l
y
i
n
cr
ea
s
ed
its
a
p
p
lica
ti
o
n
wo
r
l
d
w
id
e
[
1
1
]
.
MO
OC
s
h
as
b
ee
n
in
v
es
t
ig
a
te
d
w
it
h
v
a
r
i
o
u
s
m
o
d
els
[
1
0
]
,
y
e
t
t
h
e
c
o
m
b
i
n
a
ti
o
n
o
f
M
OOC
-
b
as
ed
le
ar
n
i
n
g
Evaluation Warning : The document was created with Spire.PDF for Python.
I
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:
2
2
5
2
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I
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J
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&
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,
Vo
l
.
15
,
No
.
2
,
Ap
r
il
20
2
6
:
1
6
0
7
-
1
61
7
1608
wit
h
o
f
f
li
n
e
m
en
to
r
i
n
g
is
s
til
l
s
ca
n
t
y
[
1
2
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.
Ne
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t
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less
,
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cc
o
r
d
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g
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o
Vi
r
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l
.
[
1
3
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,
M
OOCs
i
n
te
g
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at
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n
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ef
f
e
cti
v
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o
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c
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o
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al
s
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n
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d
s
a
n
d
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u
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ty
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I
n
th
e
o
n
lin
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lear
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g
e
n
v
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o
n
m
en
ts
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s
tu
d
en
ts
ar
e
s
u
p
p
o
s
ed
to
m
an
ag
e
th
e
lear
n
in
g
b
y
th
em
s
elv
es
[
1
4
]
to
b
e
s
u
cc
ess
f
u
l
in
o
n
lin
e
ac
ad
em
ic
p
er
f
o
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m
an
ce
[
1
5
]
,
[
1
6
]
,
wh
ich
r
e
q
u
ir
es
th
eir
s
elf
-
r
eg
u
lated
lear
n
in
g
[
1
7
]
,
wh
ich
h
as
b
ee
n
r
ec
eiv
ed
an
in
cr
ea
s
in
g
atten
tio
n
in
o
n
lin
e
an
d
h
y
b
r
id
-
lear
n
in
g
en
v
ir
o
n
m
en
ts
[
1
8
]
.
Self
-
r
eg
u
lated
lear
n
in
g
(
SR
L
)
r
ef
er
s
to
th
e
ex
ten
t
th
at
s
t
u
d
en
ts
ac
tiv
ely
b
ec
o
m
e
in
v
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ed
in
“
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ac
tiv
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co
n
s
tr
u
ctiv
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p
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ce
s
s
wh
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e
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id
ed
an
d
co
n
s
tr
ain
ed
b
y
th
eir
g
o
als
an
d
th
e
co
n
tex
t
u
al
f
ea
tu
r
es
o
f
th
e
en
v
ir
o
n
m
en
t
”
[
1
9
]
.
Als
o
,
it
is
co
n
s
id
er
ed
an
ess
en
tial
p
r
er
eq
u
is
ite
f
o
r
life
lo
n
g
lear
n
in
g
.
W
h
at
is
m
o
r
e,
SR
L
is
p
o
s
tu
lated
as
a
p
iv
o
tal
f
ac
to
r
i
n
d
eter
m
in
i
n
g
lear
n
er
s
’
s
u
cc
ess
in
in
in
te
r
n
et
-
b
ased
lear
n
i
n
g
en
v
ir
o
n
m
en
ts
[
2
0
]
–
[
2
4
]
.
I
n
o
r
d
er
to
d
e
v
elo
p
a
s
elf
-
r
eg
u
lativ
e
h
ab
it,
s
tu
d
en
ts
n
ee
d
to
em
p
lo
y
tech
n
i
q
u
es
th
at
h
elp
th
em
to
s
elf
-
r
eg
u
late
th
e
ir
o
wn
lear
n
in
g
.
I
n
o
th
er
wo
r
d
s
,
th
ey
n
ee
d
to
m
aster
SR
L
s
tr
ateg
ies
to
as
s
i
s
t
th
em
ab
s
o
r
b
k
n
o
wled
g
e
ef
f
ici
en
tly
an
d
co
m
p
r
eh
en
s
iv
ely
[
2
5
]
.
T
o
d
ate,
SR
L
s
tr
ateg
ies
h
a
v
e
b
ee
n
s
cr
u
tin
ized
in
HE
co
n
tex
ts
in
f
o
u
r
ap
p
r
o
ac
h
es:
i
)
f
ac
to
r
s
th
at
s
u
p
p
o
r
t
SR
L
;
ii
)
S
R
L
s
tr
ateg
ies
em
p
lo
y
ed
b
y
s
tu
d
en
ts
;
iii
)
im
p
ac
t
o
f
s
tu
d
en
ts
’
SR
L
s
tr
ateg
y
u
s
e
o
n
lear
n
in
g
o
u
t
co
m
es
;
an
d
iv
)
t
h
e
im
p
ac
t
o
f
SR
L
in
ter
v
en
tio
n
p
r
o
g
r
a
m
s
o
n
s
tu
d
e
n
ts
’
ac
ad
em
ic
ac
h
iev
em
en
ts
,
s
elf
-
r
eg
u
lato
r
y
s
k
ills
,
an
d
m
o
tiv
atio
n
.
I
n
ter
m
s
o
f
SR
L
s
tr
ateg
ies
em
p
lo
y
ed
b
y
s
tu
d
en
ts
,
B
r
o
ad
b
en
t
an
d
Po
o
n
[
1
5
]
m
ad
e
an
e
n
d
ea
v
o
r
to
u
n
r
av
el
SR
L
s
tr
ateg
ies
im
p
r
o
v
in
g
s
tu
d
en
ts
’
p
er
f
o
r
m
a
n
ce
i
n
d
i
g
i
t
a
l
l
e
a
r
n
i
n
g
e
n
v
i
r
o
n
m
e
n
t
s
.
T
h
ey
s
y
s
tem
atica
lly
r
ev
iewe
d
an
d
a
n
aly
ze
d
p
u
b
lis
h
ed
s
tu
d
ies
in
th
e
p
er
io
d
o
f
2
0
0
4
-
2
0
1
4
,
ad
h
e
r
in
g
to
p
r
ef
er
r
ed
r
ep
o
r
tin
g
item
s
f
o
r
s
y
s
tem
atic
r
ev
iews
an
d
m
eta
an
aly
s
es
(
PR
I
SMA)
g
u
id
elin
es
b
y
Mo
h
er
et
a
l.
[
2
6
]
.
T
h
e
r
esu
lts
in
d
icate
d
th
at
o
n
ly
4
o
u
t
o
f
14
ca
teg
o
r
ies
o
f
SR
L
s
tr
ateg
ie
s
[
2
7
]
,
[
2
8
]
,
n
am
ely
tim
e
m
an
a
g
em
en
t,
m
etac
o
g
n
itio
n
,
cr
itical
th
in
k
in
g
,
an
d
ef
f
o
r
t
r
eg
u
latio
n
,
wer
e
s
tr
o
n
g
l
y
p
o
s
itiv
ely
co
r
r
elate
d
with
ac
ad
e
m
ic
p
er
f
o
r
m
a
n
ce
in
o
n
lin
e
s
ettin
g
s
.
O
n
th
e
co
n
tr
ar
y
,
o
t
h
er
s
tr
ateg
ies,
s
u
ch
as
r
eh
ea
r
s
al,
s
tu
d
y
s
ch
ed
u
lin
g
,
a
n
d
elab
o
r
atio
n
s
h
o
wed
lim
ited
ef
f
ec
ts
.
T
h
e
au
th
o
r
s
ca
lled
f
o
r
f
u
r
t
h
er
ex
am
in
atio
n
o
f
im
p
ac
t
o
f
p
ee
r
lear
n
in
g
o
n
s
tu
d
en
ts
’
ac
ad
em
ic
r
esu
lts
s
in
ce
its
s
ca
n
ty
ev
id
en
ce
in
th
is
ca
teg
o
r
y
alb
eit
its
s
tr
o
n
g
ef
f
ec
ts
wer
e
co
n
f
ir
m
ed
in
th
e
liter
atu
r
e.
A
r
esp
o
n
s
e
to
th
is
ca
ll
is
a
r
ec
en
t
q
u
an
titativ
e
s
tu
d
y
b
y
L
im
et
a
l.
[
2
4
]
,
wh
ich
in
d
icate
d
t
h
e
p
o
s
itiv
e
im
p
ac
t
o
f
p
ee
r
lear
n
i
n
g
o
n
s
tu
d
e
n
ts
’
ac
ad
em
ic
ac
h
iev
em
e
n
t.
A
d
o
u
b
t
ca
s
ted
o
n
t
h
is
r
esu
lt
m
ain
l
y
co
m
es
f
r
o
m
th
e
u
tili
za
tio
n
o
f
s
elf
-
r
ep
o
r
t
r
esp
o
n
s
e
f
r
o
m
th
e
p
ar
ticip
an
ts
,
wh
i
ch
is
r
aised
b
y
C
o
le
an
d
Go
n
y
ea
[
2
9
]
.
Ho
we
v
er
,
an
in
tr
ig
u
in
g
f
in
d
in
g
f
r
o
m
t
h
is
s
tu
d
y
is
th
at
it
d
is
m
is
s
ed
a
n
o
tab
le
co
r
r
elatio
n
b
etwe
en
SR
L
an
d
lear
n
er
s
’
lear
n
in
g
p
e
r
f
o
r
m
an
ce
.
T
h
e
e
x
ten
s
iv
e
wo
r
k
d
is
cu
s
s
ed
ea
r
li
er
r
ev
ea
ls
th
at
th
e
im
p
ac
t
o
f
SR
L
s
tr
ateg
ies
o
n
ac
ad
em
ic
ac
h
iev
em
e
n
t in
o
n
lin
e
lear
n
in
g
co
n
tex
ts
is
s
till
wi
d
ely
d
eb
ate
d
.
L
ik
ewise,
a
s
u
b
s
eq
u
en
t
s
tu
d
y
b
y
An
th
o
n
y
s
am
y
et
a
l.
[
3
0
]
d
e
m
o
n
s
tr
ated
th
e
ef
f
ec
ts
o
f
SR
L
s
tr
ateg
ies
o
n
s
tu
d
en
ts
’
non
-
ac
ad
em
ic
o
u
tco
m
es
in
b
len
d
ed
lear
n
i
n
g
(
B
L
)
en
v
ir
o
n
m
e
n
t
in
HE
s
ettin
g
s
,
p
ar
ticu
lar
ly
s
tu
d
en
t
s
atis
f
ac
tio
n
an
d
en
g
ag
em
en
t,
b
y
th
e
u
tili
za
tio
n
o
f
P
R
I
SMA
g
u
id
elin
es
[
2
6
]
to
s
y
s
tem
atica
lly
d
iv
u
lg
e
th
e
liter
atu
r
e
o
n
th
e
is
s
u
e.
T
h
e
r
esu
lts
h
ig
h
lig
h
ted
th
at
SR
L
s
tr
ateg
ies s
ig
n
if
ican
tly
p
o
s
itiv
ely
im
p
ac
t stu
d
en
ts
’
non
-
ac
a
d
em
ic
ac
c
o
m
p
lis
h
m
en
ts
in
HE
B
L
e
n
v
ir
o
n
m
en
ts
,
alb
eit
th
e
im
b
alan
ce
o
f
r
esear
ch
o
n
ea
ch
d
o
m
ain
o
f
SR
L
s
tr
ateg
ies.
I
n
p
ar
ticu
lar
,
m
u
ch
r
esear
ch
was
o
n
r
eso
u
r
ce
m
an
ag
em
en
t
an
d
m
o
tiv
at
io
n
al
b
elief
s
wh
ile
s
ca
r
ce
in
v
esti
g
atio
n
o
f
co
g
n
itiv
e
an
d
m
etac
o
g
n
itiv
e
s
tr
ateg
ies
in
to
th
is
is
s
u
e.
W
h
at
is
m
o
r
e,
litt
le
r
esear
ch
in
th
eir
r
ev
iew
em
p
lo
y
e
d
q
u
alita
tiv
e
d
esig
n
to
o
b
tain
d
ee
p
in
s
ig
h
t
o
f
p
ar
ticip
an
ts
’
s
tan
d
p
o
in
ts
o
n
th
e
in
f
lu
en
ce
o
f
SR
L
s
tr
ateg
ies
o
n
t
h
eir
l
ea
r
n
in
g
p
r
o
ce
s
s
es.
C
o
n
s
eq
u
e
n
tly
,
th
e
m
eta
-
an
aly
s
is
s
tu
d
y
ca
lls
f
o
r
f
u
r
th
er
ex
am
in
atio
n
o
f
th
e
im
p
ac
t
o
f
all
d
o
m
ain
s
o
f
SR
L
s
tr
ateg
ies
o
n
lear
n
er
s
’
n
o
n
-
ac
a
d
em
ic
ac
co
m
p
lis
h
m
en
ts
as
a
wh
o
le.
Ho
wev
er
,
it
is
s
ti
ll
u
n
clea
r
wh
eth
er
,
o
r
to
wh
at
ex
te
n
t,
th
e
SR
L
s
tr
ateg
ies
f
o
u
n
d
in
ea
r
lier
s
tu
d
ies
ar
e
ac
tu
ally
em
p
lo
y
ed
b
y
s
tu
d
e
n
t
s
in
d
ig
ital
lear
n
i
n
g
e
n
v
ir
o
n
m
en
ts
,
esp
ec
ially
wh
er
e
in
s
tr
u
c
to
r
s
’
m
o
n
ito
r
in
g
o
r
g
u
id
an
ce
is
lim
ited
in
th
e
lear
n
in
g
p
r
o
ce
s
s
.
Ad
d
itio
n
ally
,
th
e
f
ac
to
r
s
th
at
in
f
lu
en
ce
th
ese
b
eh
av
io
r
s
a
n
d
t
h
eir
p
o
ten
tial e
f
f
ec
ts
r
em
ain
la
r
g
el
y
u
n
ex
p
lo
r
e
d
.
R
eg
ar
d
in
g
th
e
ef
f
ec
tiv
e
n
ess
o
f
SR
L
p
r
o
g
r
am
s
o
n
s
tu
d
en
ts
’
lear
n
in
g
o
u
tco
m
es,
SR
L
s
tr
ateg
y
u
s
e,
an
d
m
o
tiv
atio
n
al
asp
ec
ts
,
a
m
eta
-
an
aly
s
is
o
n
th
ese
asp
ec
ts
b
y
T
h
e
o
b
ald
[
3
1
]
f
o
u
n
d
th
at
SR
L
in
ter
v
en
tio
n
p
r
o
g
r
a
m
s
im
p
r
o
v
ed
s
tu
d
en
ts
’
ac
ad
em
ic
p
er
f
o
r
m
an
ce
s
,
p
r
o
m
o
ted
m
etac
o
g
n
itiv
e
,
co
g
n
i
tiv
e,
an
d
r
eso
u
r
ce
m
an
ag
em
en
t
s
tr
ateg
ies
(
e.
g
.
,
tim
e
m
an
ag
em
en
t,
e
f
f
o
r
t
r
e
g
u
latio
n
,
h
el
p
s
ee
k
in
g
,
an
d
s
tu
d
y
en
v
ir
o
n
m
en
t
m
an
ag
em
en
t)
,
as
well
as
m
ain
tain
ed
s
tu
d
en
ts
’
m
o
tiv
atio
n
al
d
im
en
s
io
n
,
esp
ec
ially
s
elf
-
ef
f
i
ca
cy
.
Alth
o
u
g
h
th
e
au
th
o
r
f
o
u
n
d
th
at
SR
L
tr
ain
in
g
was
f
r
u
itfu
l
f
o
r
s
tu
d
en
ts
at
t
h
e
ter
tiar
y
lev
el
,
d
etailed
d
esc
r
ip
tio
n
s
s
u
ch
as
th
e
d
u
r
atio
n
,
s
ch
ed
u
les,
m
ater
ials
,
s
tu
d
y
m
o
d
es
(
i.e
.
,
o
n
lin
e,
o
f
f
lin
e,
o
r
MO
OC
s
)
,
an
d
p
ar
ticu
lar
b
en
ef
iciar
ies
o
f
th
ese
p
r
o
g
r
am
s
wer
e
n
o
t
r
e
p
o
r
ted
o
r
clea
r
ly
s
tated
,
wh
ich
m
ad
e
th
e
im
p
lem
e
n
tatio
n
o
f
th
ese
p
r
o
g
r
am
s
in
s
p
ec
if
ic
co
n
tex
ts
n
ee
d
to
b
e
r
e
v
is
ited
.
Alb
eit
ex
ten
s
iv
e
r
esear
ch
o
n
MO
OC
s
s
in
ce
i
ts
f
ir
s
t
ap
p
ea
r
an
ce
o
v
er
a
d
ec
ad
e
ag
o
[
3
2
]
,
r
esear
ch
o
n
SR
L
in
MO
OC
s
is
s
til
l
s
ca
n
ty
[
3
3
]
.
R
eg
ar
d
in
g
o
n
SR
L
s
tr
ateg
ies
in
MO
OC
s
,
p
r
io
r
r
esear
ch
f
o
c
u
s
es
o
n
th
r
ee
ap
p
r
o
ac
h
es,
n
am
ely
:
i
)
SR
L
s
tr
ateg
ies
u
s
ed
in
MO
O
C
s
[
3
4
]
;
ii
)
ty
p
es
o
f
s
u
p
p
o
r
ts
f
o
r
SR
L
s
tr
ateg
ies
an
d
lear
n
in
g
o
u
tco
m
es
(
p
r
o
m
p
ts
,
f
ee
d
b
ac
k
)
,
an
d
r
o
les
o
f
h
u
m
an
f
ac
to
r
s
in
t
h
ese
s
u
p
p
o
r
ts
[
1
6
]
;
an
d
iii
)
s
tr
ateg
ies
u
s
ed
in
ea
c
h
SR
L
p
h
ase
[
3
3
]
.
I
n
ad
d
itio
n
,
a
latest
s
co
p
in
g
r
ev
iew
o
n
SR
L
an
d
ac
a
d
e
m
ic
p
er
f
o
r
m
an
ce
in
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
Ju
s
tifi
ca
tio
n
fo
r
a
s
elf
-
r
eg
u
la
ted
lea
r
n
in
g
tr
a
in
in
g
p
r
o
g
r
a
m
fo
r
h
ig
h
er e
d
u
ca
ti
o
n
…
(
C
a
o
-
Tu
o
n
g
Din
h
)
1609
o
n
lin
e
a
n
d
BL
e
n
v
ir
o
n
m
en
ts
b
y
Xu
et
a
l.
[
1
8
]
in
d
icate
d
th
at
th
at
d
esp
ite
th
e
im
p
o
r
tan
ce
o
f
th
e
in
itial
a
n
d
p
lan
n
in
g
p
h
ases
o
f
s
tu
d
e
n
ts
’
SR
L
in
o
n
lin
e
lear
n
in
g
p
latf
o
r
m
s
,
f
ew
s
tu
d
ies
h
av
e
b
ee
n
c
o
n
d
u
cte
d
.
T
h
is
m
ay
r
esu
lt in
s
tu
d
en
ts
’
d
em
o
tiv
atio
n
an
d
c
h
allen
g
es in
th
eir
o
n
lin
e
lear
n
in
g
.
I
t
h
as
b
ee
n
ar
g
u
ed
th
at
th
e
ab
ilit
y
to
s
elf
-
r
e
g
u
late
th
eir
l
ea
r
n
in
g
is
a
W
ester
n
v
alu
e,
y
et
Asi
an
s
tu
d
en
ts
s
u
ch
as
Vietn
am
ese
o
n
es
co
u
ld
also
p
o
s
s
ess
th
is
s
k
ill
if
th
ey
wer
e
g
i
v
en
s
u
f
f
icien
t
o
p
p
o
r
tu
n
ities
to
b
e
s
elf
-
r
e
g
u
lated
[
3
5
]
.
I
n
th
e
f
ield
o
f
E
n
g
lis
h
as
a
s
ec
o
n
d
lan
g
u
ag
e
(
E
SL
)
/En
g
lis
h
as
a
f
o
r
eig
n
lan
g
u
ag
e
(
E
FL
)
,
th
er
e
is
an
in
cr
ea
s
in
g
n
u
m
b
er
o
f
s
tu
d
ies
ex
am
in
in
g
th
e
r
o
les
SR
L
s
tr
ateg
ies
p
la
y
o
n
s
tu
d
en
ts
’
E
FL
co
m
p
eten
ce
.
Fo
r
in
s
tan
ce
,
it
is
ev
in
ce
d
th
at
th
e
em
p
lo
y
m
e
n
t
o
f
SR
L
s
tr
ateg
ies
h
ad
s
ig
n
if
ican
t
im
p
ac
ts
o
n
s
tu
d
en
ts
(
ac
ad
em
ic)
wr
itin
g
p
er
f
o
r
m
a
n
ce
s
[
3
6
]
,
[
3
7
]
.
Simil
ar
ly
,
s
tu
d
en
ts
’
also
s
h
o
wed
t
h
eir
im
p
r
o
v
em
en
t
in
Sp
ea
k
in
g
c
o
m
p
eten
ce
wh
en
u
s
in
g
a
v
a
r
iety
o
f
m
o
tiv
atio
n
s
elf
-
r
eg
u
latio
n
s
tr
ateg
ies
[
3
8
]
,
[
3
9
]
.
Als
o
in
Asi
a
co
n
tex
t,
a
r
ec
en
t
ex
p
er
im
en
ta
l
s
tu
d
y
b
y
Ap
r
id
ay
a
n
i
[
4
0
]
f
o
u
n
d
a
s
ig
n
if
ican
t
im
p
ac
t
o
f
SR
L
s
tr
ateg
ies
o
n
s
tu
d
en
ts
’
E
n
g
lis
h
p
r
o
f
icien
cy
.
Ho
wev
er
,
th
e
s
tu
d
y
s
h
o
wed
th
at
s
tu
d
en
ts
with
lo
we
r
E
n
g
lis
h
p
r
o
f
icien
cy
lev
els
(
A1
an
d
A2
le
v
els
in
C
E
FR
f
r
am
ewo
r
k
)
b
e
n
ef
ited
m
o
r
e
t
h
an
th
o
s
e
with
h
ig
h
er
le
v
els
(
B
1
an
d
B
2
)
.
T
h
is
r
esu
lt wa
s
also
co
n
g
r
u
en
t w
ith
p
r
ev
io
u
s
r
esear
ch
[
3
1
]
.
T
h
e
an
aly
s
es
h
i
g
h
lig
h
ted
s
ev
er
al
s
ig
n
if
ican
t
c
h
allen
g
es:
t
h
e
lack
o
f
s
o
cial
in
ter
ac
tio
n
in
o
n
lin
e
lear
n
in
g
,
th
e
ef
f
ec
tiv
en
ess
o
f
SR
L
s
tr
ateg
ies
w
ith
in
ed
u
ca
tio
n
al
r
esear
ch
,
t
h
e
in
teg
r
atio
n
o
f
SR
L
s
tr
ateg
ies
in
MO
OC
s
,
th
e
im
p
lem
en
tatio
n
o
f
SR
L
tr
ain
in
g
p
r
o
g
r
a
m
s
,
cu
ltu
r
al
co
n
s
id
er
atio
n
s
.
I
n
r
esp
o
n
s
e
to
th
ese
ch
allen
g
es,
th
is
s
tu
d
y
aim
s
to
ex
p
lo
r
e
th
e
co
n
ce
p
tu
aliza
tio
n
o
f
SR
L
with
in
MO
OC
-
b
ased
lear
n
in
g
en
v
ir
o
n
m
en
ts
,
th
e
a
p
p
r
o
p
r
iat
en
ess
o
f
th
e
th
eo
r
ies
wh
ich
h
av
e
b
ee
n
u
s
ed
to
ex
p
l
o
r
e
s
tu
d
en
ts
’
SR
L
in
th
e
liter
atu
r
e,
as
well
as
r
elev
an
t
m
o
d
els
with
a
v
iew
t
o
id
en
tif
y
in
g
wh
ich
co
n
s
tr
u
ct
d
ef
i
n
itio
n
a
n
d
o
p
er
atio
n
aliza
tio
n
in
th
e
ex
is
tin
g
liter
atu
r
e
b
est
f
its
th
e
p
u
r
p
o
s
e
o
f
a
tr
ain
in
g
p
r
o
g
r
am
o
f
SR
L
s
tr
ateg
ies
in
a
MO
OC
-
b
ased
lear
n
in
g
m
o
d
ality
.
I
n
o
r
d
er
to
o
b
tain
th
ese
o
b
j
ec
tiv
es,
th
r
ee
r
esear
ch
q
u
esti
o
n
s
ar
e
f
o
r
m
u
lated
:
−
W
h
at
d
if
f
er
en
t c
o
n
s
tr
u
cts o
f
S
R
L
in
th
e
ex
is
tin
g
liter
atu
r
e
ar
e
d
ef
in
ed
?
−
W
h
at
is
th
e
m
o
s
t
ap
p
r
o
p
r
iate
co
n
s
tr
u
ct
f
o
r
th
e
r
esear
ch
aim
s
?
−
W
h
at
i
s
m
o
s
t
s
u
itab
le
u
n
d
er
ly
in
g
t
h
e
o
r
y
an
d
m
o
d
el
t
h
a
t
t
o
g
e
t
h
e
r
f
o
r
m
t
h
e
b
ac
k
b
o
n
e
o
f
t
h
e
p
r
o
p
o
s
ed
s
tu
d
y
?
2.
T
H
E
N
E
E
D
O
F
T
E
ACH
I
N
G
T
H
E
S
E
ST
RA
T
E
G
I
E
S
T
O
F
I
RST
-
Y
E
AR
M
O
O
C
L
E
ARN
E
RS
I
N
DE
V
E
L
O
P
I
NG
CO
U
NT
R
I
E
S
T
ea
ch
in
g
s
tu
d
en
ts
SR
L
s
tr
ateg
ies
is
o
f
p
ar
am
o
u
n
t
im
p
o
r
ta
n
ce
as
it
c
o
n
tr
ib
u
tes
to
e
n
h
an
cin
g
th
eir
s
elf
-
r
eg
u
lato
r
y
s
k
ills
in
th
eir
lear
n
in
g
p
r
o
ce
s
s
[
4
1
]
.
T
h
e
u
t
ilizatio
n
o
f
SR
L
s
tr
ateg
ies
e
n
tails
a
s
elf
-
d
r
iv
en
p
r
o
ce
s
s
wh
er
e
lear
n
er
s
lev
er
a
g
e
th
eir
co
g
n
itiv
e
ab
ilit
ies
to
b
u
ild
task
-
b
ased
co
m
p
eten
cie
s
in
d
iv
er
s
e
co
n
tex
ts
[
4
2
]
.
T
h
ese
s
tr
ateg
ies
p
lay
a
p
iv
o
tal
r
o
le
in
ass
is
tin
g
s
tu
d
en
t
s
in
m
itig
atin
g
d
ig
ital
d
is
r
u
p
tio
n
s
an
d
en
h
a
n
cin
g
th
eir
ed
u
ca
tio
n
al
an
d
ac
ad
em
i
c
ac
h
iev
em
en
ts
[
4
3
]
.
Fu
r
th
er
m
o
r
e,
in
to
d
a
y
’
s
d
ig
ital
er
a,
t
h
er
e
is
an
escalatin
g
em
p
h
asis
o
n
p
r
o
f
icien
cies
lik
e
ac
tiv
e
lear
n
in
g
,
lear
n
in
g
ap
p
r
o
ac
h
es,
a
n
d
cr
itical
th
in
k
in
g
th
at
s
tu
d
en
ts
m
u
s
t
ad
ep
tly
m
aster
[
4
4
]
,
[
4
5
]
.
T
h
i
s
em
p
h
asizes
th
e
n
ee
d
f
o
r
s
tu
d
en
ts
to
g
r
asp
wh
at
t
o
lear
n
a
n
d
h
o
w
to
ac
q
u
ir
e
k
n
o
wled
g
e
e
f
f
ec
tiv
ely
.
A
s
tu
d
y
b
y
Hsu
[
4
6
]
wh
o
im
p
lem
en
t
ed
an
ex
p
e
r
im
en
tal
in
ter
v
e
n
tio
n
to
s
cr
u
tin
ize
th
e
ef
f
ec
ts
o
f
s
elf
-
r
e
g
u
lated
lear
n
i
n
g
u
s
er
’
s
in
te
r
f
ac
es
(
SR
L
UI
)
o
n
s
tu
d
en
ts
’
ac
a
d
em
ic
ac
h
ie
v
em
en
ts
in
MO
OC
s
r
ev
ea
led
th
at
SR
L
to
o
ls
ca
n
f
ac
ilit
ate
a
s
u
b
s
et
o
f
lear
n
er
s
in
attain
in
g
s
u
p
er
io
r
g
r
ad
es
in
MO
OC
s
.
No
n
eth
eless
,
th
e
s
tu
d
y
f
ailed
to
d
elv
e
in
to
o
th
e
r
v
a
r
iab
les
t
h
at
m
ig
h
t
in
f
lu
e
n
ce
lea
r
n
in
g
r
esu
lts
in
MO
OC
s
,
s
u
ch
as
lear
n
er
s
’
p
r
e
v
io
u
s
in
s
i
g
h
ts
,
in
s
tr
u
cto
r
g
u
id
an
ce
,
o
r
th
e
ca
lib
er
o
f
co
u
r
s
e
co
n
ten
t.
Mo
r
eo
v
er
,
th
e
s
tu
d
y
was
s
o
lely
r
elian
t
o
n
p
r
e
-
c
o
u
r
s
e
s
u
r
v
ey
s
co
m
p
leted
b
y
p
ar
ticip
an
ts
to
g
au
g
e
th
ei
r
SR
L
,
wh
ich
co
u
l
d
b
e
s
u
s
ce
p
tib
le
to
p
r
eju
d
ices
an
d
in
ac
cu
r
ac
ies.
Nev
er
th
eless
,
n
o
t
m
an
y
s
tu
d
ies
co
n
s
id
er
SR
L
in
HE
m
ay
p
o
s
e
ch
allen
g
es
f
o
r
h
ig
h
s
ch
o
o
l
g
r
ad
u
ates
wh
o
h
av
e
ju
s
t
tr
an
s
itio
n
ed
to
u
n
iv
e
r
s
ity
,
a
c
o
m
p
lete
n
ew
lear
n
in
g
en
v
ir
o
n
m
en
t
wh
er
e
lear
n
er
au
to
n
o
m
y
is
h
ig
h
ly
ex
p
ec
ted
[
4
7
]
.
As
a
r
esu
lt,
an
SR
L
tr
ain
in
g
in
ter
v
en
tio
n
co
u
l
d
p
r
o
v
e
a
d
v
an
ta
g
eo
u
s
f
o
r
th
is
co
h
o
r
t
[
3
1
]
.
3.
M
E
T
H
O
D
3
.
1
.
Resea
rc
h
des
ig
n
T
h
is
ju
s
tific
atio
n
p
ap
e
r
em
p
lo
y
ed
a
q
u
alitativ
e
a
p
p
r
o
ac
h
,
f
o
cu
s
in
g
o
n
th
e
r
ea
s
o
n
in
g
o
f
th
e
liter
atu
r
e
r
ev
iew
an
d
th
e
in
teg
r
atio
n
o
f
th
eo
r
etica
l
f
r
am
ewo
r
k
s
r
elev
a
n
t
to
SR
L
.
T
h
is
s
ec
tio
n
d
escr
i
b
es
th
e
s
y
s
tem
atic
m
eth
o
d
s
u
s
ed
to
s
elec
t
an
d
an
aly
ze
th
e
r
elev
an
t
th
eo
r
ies
a
n
d
th
eir
ap
p
licatio
n
to
d
esig
n
i
n
g
an
SR
L
s
tr
ateg
y
in
ter
v
en
tio
n
f
o
r
MO
OC
lear
n
er
s
.
T
h
e
p
r
im
ar
y
aim
is
to
ex
am
in
e
ex
is
tin
g
SR
L
th
eo
r
ies,
id
en
tify
th
eir
co
r
e
co
m
p
o
n
en
ts
,
an
d
s
y
n
th
esize
th
ese
co
m
p
o
n
en
ts
to
d
e
v
elo
p
a
r
i
g
o
r
o
u
s
th
e
o
r
etica
l
f
o
u
n
d
atio
n
f
o
r
a
n
SR
L
in
ter
v
en
tio
n
i
n
MO
OC
s
,
p
ar
ticu
lar
ly
f
o
r
s
tu
d
en
ts
n
ew
to
te
r
tiar
y
lear
n
in
g
en
v
ir
o
n
m
e
n
ts
.
3
.
2
.
Da
t
a
c
o
llect
io
n
Key
wo
r
d
s
s
u
ch
as
“
s
elf
-
r
eg
u
lated
lear
n
in
g
”
,
“
MO
OC
s
”
,
“
o
n
lin
e
ed
u
ca
tio
n
”
,
“
s
o
cial
co
g
n
itiv
e
th
eo
r
y
”
,
“
s
o
cio
-
cu
ltu
r
al
th
eo
r
y
”
,
an
d
“
co
g
n
itiv
e
co
n
s
tr
u
ctiv
is
m
”
wer
e
en
ter
ed
in
to
W
eb
o
f
Scien
ce
,
Sco
p
u
s
,
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2
2
5
2
-
8
8
2
2
I
n
t
J
E
v
al
&
R
es E
d
u
c
,
Vo
l
.
15
,
No
.
2
,
Ap
r
il
20
2
6
:
1
6
0
7
-
1
61
7
1610
Go
o
g
le
Sch
o
lar
,
an
d
E
R
I
C
d
atab
ases
,
to
s
ea
r
ch
f
o
r
r
elev
an
t
s
tu
d
ies.
T
h
e
s
elec
ted
p
u
b
licatio
n
s
f
o
r
th
is
s
tu
d
y
wer
e
b
ased
o
n
th
r
ee
cr
iter
ia:
th
eo
r
etica
l
co
n
tr
i
b
u
tio
n
s
,
r
elev
an
ce
to
SR
L
,
an
d
ap
p
licab
ilit
y
to
d
ig
ital
-
b
ased
lear
n
in
g
en
v
ir
o
n
m
en
ts
.
Ad
d
iti
o
n
ally
,
o
n
ly
p
a
p
er
s
wr
itten
in
E
n
g
lis
h
wer
e
s
elec
ted
.
3
.
3
.
Da
t
a
a
na
ly
s
is
Dif
f
er
en
t
th
e
o
r
etica
l
p
er
s
p
ec
ti
v
es
o
n
SR
L
wer
e
co
m
p
ar
ed
,
co
n
tr
asted
,
a
n
d
s
y
n
th
esized
to
co
n
s
tr
u
ct
a
co
m
p
r
eh
en
s
iv
e
v
iew
th
at
i
n
teg
r
ates
th
eir
s
tr
en
g
th
s
a
n
d
ad
d
r
ess
es
th
e
s
p
ec
if
ic
c
h
allen
g
es
o
f
lear
n
i
n
g
i
n
MO
OC
s
.
B
ased
o
n
th
is
an
aly
s
is
an
d
in
ter
p
r
etatio
n
,
a
wo
r
k
in
g
d
ef
in
itio
n
o
f
SR
L
was d
ev
el
o
p
ed
.
T
h
is
wo
r
k
in
g
d
ef
in
itio
n
is
also
u
s
ed
as
a
b
as
is
to
s
elec
t
th
e
u
n
d
er
l
y
in
g
t
h
e
o
r
y
a
n
d
m
o
d
el
th
at
t
o
g
eth
er
f
o
r
m
th
e
b
ac
k
b
o
n
e
o
f
th
e
p
r
o
p
o
s
ed
in
ter
v
en
tio
n
s
tu
d
y
.
4.
RE
SU
L
T
S AN
D
D
I
SCU
SS
I
O
N
4
.
1
.
Co
ncept
ua
liza
t
io
n
o
f
s
elf
-
re
g
ula
t
ed
lea
rning
T
h
e
ex
is
tin
g
liter
atu
r
e
h
as
s
h
o
wn
a
wid
e
r
an
g
e
o
f
SR
L
d
ef
in
itio
n
s
,
wh
ich
,
h
o
wev
er
,
ca
n
b
e
b
asically
r
ec
ateg
o
r
ized
in
to
th
r
ee
d
if
f
er
en
t
ty
p
es
b
ased
o
n
th
eir
co
r
e
in
s
ig
h
ts
:
i
)
m
o
r
e
g
o
al
o
r
ien
te
d
(
s
o
cial
-
co
g
n
itiv
e,
v
o
liti
o
n
al,
an
d
o
p
e
r
an
t)
;
ii
)
m
o
r
e
m
etac
o
g
n
itiv
e
an
d
co
g
n
itiv
e
d
r
iv
e
n
(
in
f
o
r
m
atio
n
p
r
o
ce
s
s
in
g
)
;
an
d
iii
)
m
o
r
e
em
o
tio
n
al
a
n
d
m
o
tiv
atio
n
al
f
o
cu
s
ed
(
p
h
en
o
m
en
o
lo
g
ical,
c
o
g
n
itiv
e
c
o
n
s
tr
u
ctiv
is
t,
an
d
s
o
cio
cu
ltu
r
al)
.
As
f
o
r
th
e
f
ir
s
t
ty
p
e,
SR
L
is
d
ef
in
ed
as
th
e
d
eg
r
ee
to
wh
ic
h
s
tu
d
en
ts
ac
tiv
ely
u
s
e
m
eta
-
co
g
n
itiv
e
,
m
o
tiv
atio
n
al,
an
d
b
eh
av
io
r
al
s
tr
ateg
ies
in
th
eir
o
wn
lear
n
in
g
p
r
o
ce
s
s
to
o
b
tai
n
th
eir
ac
ad
em
ic
g
o
als
[4
8
]
,
[
49
]
.
Similar
ly
,
SR
L
r
ef
er
s
to
a
p
r
o
ce
s
s
in
wh
ich
s
tu
d
en
ts
ac
tiv
ely
m
ak
e
u
s
e
o
f
co
g
n
itiv
e,
m
etac
o
g
n
itiv
e,
an
d
r
eso
u
r
ce
m
an
ag
em
en
t
s
tr
ateg
ies
to
r
e
g
u
late
th
eir
lear
n
in
g
in
o
r
d
er
t
o
ac
h
iev
e
th
e
p
r
eset
g
o
als
[
1
9
]
,
[
2
8
]
.
I
n
a
s
im
ilar
v
ein
,
B
o
ek
ae
r
ts
et
a
l.
[
50
]
co
n
ce
p
tu
alize
SR
L
as
a
s
elf
-
d
ir
ec
tin
g
p
r
o
ce
s
s
th
at
s
tu
d
e
n
ts
m
o
d
u
late
th
eir
co
g
n
itio
n
s
,
af
f
ec
ts
,
b
eh
av
io
r
,
an
d
th
e
lear
n
in
g
en
v
ir
o
n
m
e
n
t
to
ac
h
iev
e
th
e
lear
n
in
g
g
o
als.
I
n
th
ese
d
ef
in
itio
n
s
,
SR
L
is
co
n
s
id
er
ed
a
p
r
o
ce
s
s
wh
er
eb
y
s
tu
d
e
n
ts
em
p
lo
y
s
p
e
cif
ic
af
f
ec
tiv
e,
(
m
eta)
c
o
g
n
itiv
e,
b
eh
av
io
r
al
as
well
as so
cial
s
tr
ateg
ies to
attain
th
eir
lear
n
in
g
g
o
als.
W
h
en
it
co
m
es
to
th
e
s
ec
o
n
d
ty
p
e
o
f
d
ef
in
itio
n
,
SR
L
is
o
f
ten
v
iewe
d
as
“
a
m
etac
o
g
n
itiv
ely
-
g
o
v
er
n
ed
b
eh
a
v
io
r
wh
er
ei
n
lear
n
er
s
ad
ap
tiv
ely
r
eg
u
late
th
eir
u
s
e
o
f
co
g
n
itiv
e
tactics
an
d
s
tr
ateg
ies
in
ta
s
k
s
”
[
51
]
.
T
h
is
d
ef
in
itio
n
em
p
h
asizes
th
e
m
etac
o
g
n
itiv
e
a
n
d
c
o
g
n
itiv
e
asp
ec
ts
in
lear
n
in
g
,
w
h
er
ea
s
o
th
er
asp
ec
ts
o
f
lear
n
in
g
f
ea
tu
r
es
s
u
ch
as
em
o
tio
n
s
o
r
m
o
tiv
atio
n
ar
e
u
n
d
er
esti
m
ated
.
T
h
e
th
ir
d
cl
ass
if
icatio
n
o
f
SR
L
d
ef
in
itio
n
is
b
ased
o
n
th
e
p
u
r
p
o
s
es
o
f
SR
L
,
s
u
ch
as
ex
p
an
d
in
g
k
n
o
wled
g
e
a
n
d
s
k
ill
s
(
i.e
.
,
th
e
n
ee
d
o
f
p
u
r
s
u
in
g
th
e
s
elf
-
g
en
er
ated
g
o
als
f
o
r
task
s
,
also
k
n
o
wn
as
“
to
p
-
d
o
w
n
s
elf
-
r
e
g
u
latio
n
”
)
,
a
n
d
p
r
o
tectin
g
o
n
e
’
co
m
m
itm
en
t
(
s
elf
-
co
n
s
eq
u
en
cin
g
th
o
u
g
h
ts
o
r
“
re
-
r
o
u
tin
g
ac
tiv
ities
”
)
[
52
]
.
Acc
o
r
d
in
g
to
B
o
ek
ae
r
ts
[
52
]
,
s
tu
d
en
ts
’
em
o
tio
n
s
p
lay
a
cr
u
cial
r
o
le
in
th
eir
SR
L
in
th
e
lear
n
in
g
p
r
o
ce
s
s
b
ec
au
s
e
em
o
t
io
n
s
ca
n
in
f
lu
en
ce
th
eir
co
g
n
itio
n
s
an
d
b
eh
a
v
io
r
,
an
d
s
o
m
ay
af
f
ec
t
th
eir
ac
h
ie
v
em
en
t.
I
t
ca
n
b
e
s
ee
n
th
at,
in
B
o
ek
ae
r
ts
’
v
iew,
th
e
m
atch
an
d
m
is
m
atch
b
et
wee
n
th
e
task
g
o
als
an
d
th
e
s
tu
d
en
ts
’
p
er
s
o
n
al
lear
n
in
g
g
o
als
wo
u
ld
tr
ig
g
er
p
o
s
itiv
e
o
r
n
eg
ativ
e
e
m
o
tio
n
s
,
wh
ich
wo
u
ld
in
t
u
r
n
im
p
ac
t
s
tu
d
en
ts
’
s
elf
-
r
eg
u
latio
n
s
tr
at
eg
ies
to
s
teer
th
eir
b
eh
av
io
r
in
th
e
attain
m
en
t
o
f
g
o
als.
T
h
is
d
ef
in
itio
n
clea
r
ly
d
o
es
n
o
t
c
o
v
er
t
h
e
s
o
cial
asp
ec
ts
s
u
ch
as
s
o
cial
in
ter
ac
tio
n
s
an
d
s
ca
f
f
o
ld
in
g
.
T
h
e
s
o
cial
-
cu
ltu
r
al
p
er
s
p
ec
ti
v
e
wo
u
ld
b
etter
ex
p
lain
th
is
asp
ec
t
o
f
lear
n
in
g
p
r
o
ce
s
s
.
Acc
o
r
d
i
n
g
t
o
Swain
an
d
Dete
r
s
[5
3
]
,
s
tu
d
en
ts
’
d
ev
elo
p
m
en
t
o
f
c
o
g
n
itiv
e
an
d
em
o
tio
n
is
co
n
s
titu
ted
b
y
th
e
s
o
cial
e
n
v
ir
o
n
m
en
ts
.
I
n
o
th
e
r
wo
r
d
s
,
it
is
th
e
in
t
er
ac
tio
n
o
f
th
e
in
d
iv
id
u
als
with
th
eir
lear
n
in
g
en
v
ir
o
n
m
en
ts
wo
u
ld
c
o
n
tr
ib
u
te
to
th
eir
co
g
n
itiv
e
an
d
em
o
tio
n
al
d
ev
elo
p
m
en
t d
u
r
in
g
th
e
le
ar
n
in
g
p
r
o
ce
s
s
.
B
ased
o
n
th
e
an
al
y
s
is
o
f
all
ex
is
tin
g
SR
L
d
ef
in
itio
n
s
,
it
is
clea
r
th
at
ea
ch
ca
teg
o
r
y
h
as
th
eir
o
wn
m
er
its
an
d
d
em
er
its
an
d
n
o
ca
teg
o
r
y
b
est
f
its
th
e
aim
s
o
f
a
s
tu
d
y
wh
ich
em
p
lo
y
s
in
s
tr
u
ctin
g
u
n
i
v
er
s
ity
s
tu
d
en
ts
,
esp
ec
ially
th
o
s
e
wh
o
h
a
v
e
ju
s
t
t
r
an
s
itio
n
ed
f
r
o
m
h
ig
h
s
ch
o
o
l
to
u
n
iv
er
s
ity
,
in
SR
L
tech
n
iq
u
es
with
in
th
e
co
n
tex
t
o
f
MO
OC
s
.
T
h
er
ef
o
r
e,
it
m
ig
h
t
b
e
a
g
o
o
d
id
ea
to
co
n
s
tr
u
ct
a
wo
r
k
in
g
d
ef
in
itio
n
f
o
r
th
e
p
r
esen
t
ju
s
tific
atio
n
p
ap
er
b
y
co
m
b
in
in
g
th
e
r
elev
an
t
ten
ets
o
f
th
e
af
o
r
em
en
tio
n
e
d
SR
L
co
n
ce
p
tio
n
s
.
T
h
e
r
esu
ltin
g
wo
r
k
in
g
d
ef
in
iti
o
n
o
f
SR
L
u
s
ed
in
t
h
e
s
tu
d
y
r
ef
er
s
to
s
tu
d
en
ts
’
s
elf
-
awa
r
en
e
s
s
o
f
d
ep
lo
y
in
g
th
e
tau
g
h
t
m
etac
o
g
n
itiv
e,
co
g
n
itiv
e,
m
o
tiv
atio
n
al,
a
n
d
s
o
cial
s
tr
ateg
ies
wh
en
lear
n
in
g
in
MO
O
C
s
to
ac
h
iev
e
th
eir
lear
n
in
g
g
o
als.
B
ased
o
n
th
is
o
p
er
atio
n
al
d
e
f
in
itio
n
,
th
e
f
u
n
d
am
en
tal
th
eo
r
etica
l
f
r
a
m
ewo
r
k
an
d
c
o
n
ce
p
tu
al
m
o
d
el
th
at
co
n
s
titu
te
th
e
f
o
u
n
d
atio
n
o
f
th
e
p
r
o
p
o
s
ed
s
tu
d
y
wer
e
ch
o
s
en
.
4
.
2
.
So
cio
-
cult
ura
l t
heo
ry
I
n
s
tead
o
f
em
p
h
asizin
g
th
e
r
o
les
o
f
s
elf
-
p
er
ce
p
tio
n
in
SR
L
,
th
e
s
o
cio
-
cu
ltu
r
al
th
e
o
r
y
p
lace
s
it
i
s
f
o
cu
s
o
n
th
e
im
p
o
r
tan
ce
o
f
s
o
cial
m
ed
iatio
n
in
th
e
f
o
r
m
at
io
n
o
f
s
tu
d
e
n
ts
’
SR
L
.
Vy
g
o
ts
k
y
[5
4
]
p
o
s
its
th
at
lear
n
in
g
is
a
s
o
cial
an
d
cu
ltu
r
al
p
h
en
o
m
en
o
n
r
ath
e
r
th
an
a
n
in
tr
ap
er
s
o
n
al
o
n
e.
I
t
m
ea
n
s
th
at
ch
ild
r
e
n
lear
n
th
r
o
u
g
h
in
ter
ac
tio
n
with
o
th
er
s
,
esp
ec
ially
m
o
r
e
k
n
o
wled
g
e
ab
le
o
th
er
s
(
MK
Os
)
to
g
ain
n
ew
k
n
o
wled
g
e
an
d
cu
ltu
r
al
v
alu
es
in
th
eir
liv
in
g
en
v
ir
o
n
m
en
ts
.
Du
r
i
n
g
t
h
e
s
o
ci
al
in
ter
ac
tio
n
,
ch
ild
r
e
n
u
s
e
la
n
g
u
ag
e
to
s
tr
u
ct
u
r
e
th
eir
th
o
u
g
h
ts
an
d
r
e
g
u
late
th
e
ir
b
eh
av
i
o
r
s
in
h
ar
m
o
n
y
with
t
h
eir
g
o
als
a
n
d
i
n
ten
tio
n
s
an
d
i
n
ac
co
r
d
an
ce
with
Evaluation Warning : The document was created with Spire.PDF for Python.
I
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t
J
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&
R
es E
d
u
c
I
SS
N:
2252
-
8
8
2
2
Ju
s
tifi
ca
tio
n
fo
r
a
s
elf
-
r
eg
u
la
ted
lea
r
n
in
g
tr
a
in
in
g
p
r
o
g
r
a
m
fo
r
h
ig
h
er e
d
u
ca
ti
o
n
…
(
C
a
o
-
Tu
o
n
g
Din
h
)
1611
th
e
en
v
ir
o
n
m
en
tal
s
tim
u
li.
“
Hu
m
an
ca
p
ac
ity
f
o
r
lan
g
u
a
g
e
e
n
ab
les
ch
ild
r
en
t
o
p
lan
a
s
o
lu
tio
n
to
a
p
r
o
b
lem
p
r
io
r
to
its
ex
ec
u
tio
n
,
an
d
to
m
aster
th
eir
o
wn
b
eh
a
v
io
r
”
[
54
]
.
I
n
o
th
er
w
o
r
d
s
,
lan
g
u
ag
e
is
p
o
wer
f
u
l
to
o
l
o
f
th
eir
lear
n
in
g
.
W
h
en
ch
ild
r
e
n
’
s
lan
g
u
ag
e
b
ec
o
m
es
in
ter
n
alize
d
(
i.e
.
,
in
n
e
r
s
p
ee
ch
)
,
t
h
eir
SR
L
b
ec
o
m
es
p
o
s
s
ib
le
[
55
]
.
A
r
ec
en
t
f
in
d
i
n
g
f
r
o
m
DiDo
n
ato
[
56
]
s
h
o
wed
th
at
s
tu
d
en
ts
’
in
ter
ac
tio
n
with
p
ee
r
s
in
th
e
class
r
o
o
m
co
n
tex
t in
d
ee
d
f
o
s
ter
ed
th
eir
SR
L
d
ev
elo
p
m
en
t,
f
o
r
ex
am
p
le.
An
o
th
er
i
m
p
o
r
ta
n
t
asp
ec
t
o
f
s
o
cio
-
cu
ltu
r
al
th
eo
r
y
in
r
elatio
n
to
SR
L
is
th
e
zo
n
e
o
f
p
r
o
x
im
al
d
ev
elo
p
m
e
n
t
(
Z
PD)
.
Vy
g
o
ts
k
y
[
5
4
]
Z
PD
s
u
g
g
ests
th
at
s
tu
d
en
ts
,
with
as
s
is
tan
ce
o
f
MK
O
s
s
u
ch
as
teac
h
er
s
o
r
m
o
r
e
ab
le
p
ee
r
s
,
ca
n
o
b
tain
k
n
o
wled
g
e
wh
ic
h
is
b
ey
o
n
d
t
h
eir
cu
r
r
e
n
t
ca
p
ac
ity
.
R
esear
ch
also
s
u
p
p
o
r
ts
th
is
v
iew
as
th
e
d
ev
elo
p
m
en
t
o
f
a
p
er
s
o
n
’
s
co
g
n
itiv
e
a
n
d
em
o
tio
n
al
asp
ec
ts
(
in
clu
d
in
g
S
R
L
)
is
f
o
u
n
d
t
o
b
e
co
n
s
titu
ted
b
y
th
eir
in
te
r
ac
tio
n
with
s
u
ch
MK
Os
as
th
eir
f
r
i
en
d
s
,
p
r
o
f
ess
o
r
s
,
o
r
f
am
ily
m
e
m
b
er
s
[
53
]
.
W
ith
in
th
e
Z
PD,
teac
h
er
s
’
task
is
to
p
r
o
v
id
e
n
ec
ess
ar
y
s
ca
f
f
o
ld
in
g
an
d
d
esig
n
a
p
p
r
o
p
r
iately
c
h
allen
g
in
g
lear
n
in
g
task
s
th
at
h
elp
s
tu
d
en
ts
g
o
b
e
y
o
n
d
t
h
eir
cu
r
r
en
t
lev
el
o
f
s
elf
-
r
eg
u
latio
n
.
B
y
d
o
i
n
g
th
is
,
s
tu
d
en
ts
ar
e
ex
p
ec
ted
to
s
tr
en
g
th
en
th
eir
u
n
d
er
s
tan
d
in
g
,
r
ec
eiv
e
s
o
cio
-
em
o
tio
n
al
s
u
p
p
o
r
t,
an
d
g
r
ad
u
ally
d
ev
el
o
p
au
to
n
o
m
y
.
T
h
is
is
ev
id
en
ce
d
b
y
a
r
ec
e
n
t
s
tu
d
y
R
aslan
[
5
7
]
,
wh
o
r
e
v
iewe
d
s
tu
d
ies
o
n
th
e
Z
PD
an
d
s
ca
f
f
o
l
d
in
g
an
d
f
o
u
n
d
th
at
ap
p
r
o
p
r
iately
ca
lib
r
ated
i
n
s
tr
u
ctio
n
al
s
u
p
p
o
r
t
is
ass
o
ciate
d
with
im
p
r
o
v
e
d
s
tu
d
en
ts
’
p
r
o
b
lem
-
s
o
lv
in
g
s
k
ills
an
d
lear
n
in
g
o
u
tco
m
es,
f
ac
ilit
atin
g
a
g
r
a
d
u
al
s
h
if
t to
war
d
g
r
ea
ter
lear
n
er
in
d
ep
en
d
en
ce
.
Fro
m
th
e
an
aly
s
is
,
it
p
o
s
tu
lates
th
at
th
e
s
o
cio
cu
ltu
r
al
th
eo
r
y
ca
n
b
e
u
s
ed
to
p
r
o
m
o
te
lear
n
er
s
’
SR
L
v
ia
th
eir
u
s
e
o
f
s
o
cial
in
ter
a
ctio
n
s
an
d
Z
PD.
So
cial
in
te
r
ac
tio
n
s
ca
n
en
h
an
ce
s
tu
d
e
n
ts
to
u
s
e
th
e
tar
g
et
lan
g
u
ag
e
to
c
o
n
tr
o
l
th
e
e
n
v
ir
o
n
m
en
t,
r
e
g
u
late
th
eir
th
o
u
g
h
ts
an
d
b
eh
av
io
r
.
W
ith
r
elev
an
t
s
ca
f
f
o
ld
in
g
f
r
o
m
teac
h
er
s
o
r
o
t
h
er
MK
Os,
s
tu
d
en
ts
im
p
r
o
v
e
th
eir
c
o
n
f
id
e
n
ce
d
u
r
in
g
th
e
p
r
o
ce
s
s
o
f
s
elf
-
r
eg
u
lated
ac
tiv
ities
.
Nev
er
th
eless
,
th
e
u
s
e
o
f
s
ca
f
f
o
ld
in
g
f
ac
es
s
o
m
e
ar
g
u
m
en
ts
.
So
m
e
ar
g
u
e
th
at
th
e
m
o
r
e
s
c
af
f
o
ld
in
g
s
tu
d
en
ts
r
ec
eiv
e
f
r
o
m
teac
h
er
s
,
t
h
e
less
th
ey
b
ec
o
m
e
s
elf
-
r
e
g
u
lated
[5
8
]
.
T
o
d
ea
l
with
th
is
co
n
u
n
d
r
u
m
,
s
o
m
e
s
o
lu
tio
n
s
h
av
e
b
ee
n
s
u
g
g
ested
.
On
e
p
o
s
itiv
e
way
is
to
“
f
ad
e
”
th
e
teac
h
er
s
’
s
u
p
p
o
r
t
tim
e
to
tim
e
to
in
cr
ea
s
e
lear
n
er
s
’
r
esp
o
n
s
ib
ilit
ies
[5
8
]
,
o
r
to
u
s
e
a
f
iv
e
-
lev
el
co
n
tin
g
en
c
y
s
ca
le
p
r
o
p
o
s
ed
b
y
Po
l
et
a
l.
[
59
]
.
I
n
co
n
te
x
ts
o
f
lan
g
u
ag
e
ed
u
ca
tio
n
,
teac
h
er
s
ca
n
cr
ea
te
v
a
r
io
u
s
k
in
d
s
o
f
lan
g
u
a
g
e
task
s
th
at
in
v
o
lv
e
in
d
ep
en
d
en
t
o
r
co
lla
b
o
r
ativ
e
wo
r
k
to
f
o
s
ter
s
tu
d
en
ts
’
SR
L
[
56
]
.
T
h
r
o
u
g
h
s
o
cial
in
ter
ac
t
io
n
an
d
s
ca
f
f
o
l
d
in
g
d
u
r
in
g
a
lear
n
in
g
task
,
L
2
lear
n
er
s
ca
n
h
av
e
o
p
p
o
r
tu
n
ities
to
ac
cu
m
u
late
th
eir
k
n
o
wled
g
e
an
d
s
k
ills
.
Fo
r
ex
am
p
le,
s
tu
d
en
ts
ca
n
b
e
ass
i
g
n
ed
to
d
o
a
task
o
f
h
o
w
to
w
r
ite
a
p
er
s
u
asiv
e
p
ap
er
o
r
h
o
w
to
r
ea
d
ef
f
ec
tiv
ely
wh
ich
r
eq
u
ir
es
b
o
th
g
r
o
u
p
c
o
llab
o
r
atio
n
an
d
in
d
iv
id
u
al
co
n
tr
ib
u
tio
n
s
o
th
at
t
h
e
f
in
a
l
p
r
o
d
u
ct
y
ield
s
a
p
r
o
d
u
ctiv
e
r
esu
lt.
Kn
o
wled
g
e
o
f
v
o
ca
b
u
la
r
y
,
n
eg
o
tiatio
n
to
clar
if
y
task
-
r
elate
d
r
esp
o
n
s
ib
ilit
ies
am
o
n
g
g
r
o
u
p
m
em
b
er
s
,
an
d
s
p
ea
k
in
g
s
k
ills
ar
e
all
f
o
u
n
d
to
in
cr
ea
s
e
af
te
r
th
e
task
co
m
p
letio
n
[
56
]
.
T
h
e
r
ev
iew
s
u
g
g
ests
th
at
th
is
th
eo
r
y
h
as
b
ee
n
am
o
n
g
a
f
ew
th
eo
r
ies
to
d
ate
wh
ich
lo
o
k
at
th
e
s
o
cial
asp
ec
t
o
f
lear
n
in
g
an
d
u
s
e
th
is
asp
ec
t
as
an
in
te
g
r
al
c
o
m
p
le
m
en
t
to
th
e
in
d
iv
id
u
al
co
u
n
t
er
p
ar
t.
H
o
wev
er
,
as
th
e
f
o
u
n
d
er
o
f
th
is
t
h
eo
r
y
-
Vy
g
o
ts
k
y
-
p
ass
ed
awa
y
,
t
h
e
t
h
eo
r
y
its
elf
h
as
n
o
t
b
ee
n
f
u
l
ly
d
ev
elo
p
e
d
an
d
n
o
o
p
er
ati
o
n
aliza
tio
n
o
f
h
o
w
lear
n
er
s
in
ter
ac
t
with
o
th
er
MK
Os
in
th
eir
Z
D
Ps
an
d
h
o
w
lear
n
in
g
o
cc
u
r
s
in
s
u
ch
in
ter
ac
tio
n
ep
is
o
d
es
h
as
b
ee
n
p
r
o
p
o
s
ed
a
n
d
v
alid
ated
,
wh
ich
in
tu
r
n
m
ak
e
it
h
ar
d
t
o
t
r
an
s
late
th
is
th
eo
r
y
in
to
p
r
ac
ti
ce
.
4
.
3
.
Co
g
nitiv
e
co
ns
t
ruct
iv
is
m
t
heo
ry
T
h
e
f
o
u
n
d
e
r
o
f
co
g
n
itiv
e
co
n
s
tr
u
ctiv
is
t
lear
n
in
g
th
e
o
r
y
is
Piag
et,
wh
o
c
o
n
s
id
er
s
ch
ild
r
en
’
s
co
g
n
itiv
e
d
ev
elo
p
m
e
n
t
as
a
p
r
o
g
r
ess
i
n
wh
ich
th
ey
ac
tiv
ely
i
n
ter
a
ct
with
th
e
e
n
v
ir
o
n
m
en
t,
b
a
s
ed
o
n
th
eir
p
r
io
r
k
n
o
wled
g
e
o
f
t
h
e
wo
r
ld
.
C
o
n
s
tr
u
ctiv
is
t
th
eo
r
y
co
n
te
n
d
s
th
at
s
tu
d
en
ts
ac
tiv
ely
an
d
c
o
llab
o
r
ativ
ely
c
o
n
s
tr
u
ct
k
n
o
wled
g
e
b
y
b
u
ild
in
g
o
n
th
e
ir
p
r
io
r
k
n
o
wled
g
e
t
h
r
o
u
g
h
in
ter
ac
tio
n
with
MK
Os
,
an
d
th
at
teac
h
er
s
f
u
n
ctio
n
as
f
ac
ilit
ato
r
s
o
f
th
e
lear
n
in
g
p
r
o
ce
s
s
[
60
]
.
Hen
ce
,
th
e
teac
h
er
p
lay
s
a
s
ig
n
if
ican
t
r
o
le
in
p
r
o
m
o
tin
g
s
tu
d
en
ts
’
lear
n
in
g
,
s
u
ch
as
s
ettin
g
g
o
al
s
,
ac
tiv
ely
ac
ce
s
s
in
g
to
lear
n
in
g
r
eso
u
r
ce
s
an
d
to
o
ls
,
b
y
p
r
o
v
id
in
g
th
e
m
with
au
th
en
tic
an
d
m
ea
n
in
g
f
u
l a
cti
v
ities
[
61
]
,
o
r
in
h
elp
in
g
t
h
em
to
b
ec
o
m
e
s
elf
-
r
eg
u
lated
lea
r
n
er
s
[
62
]
.
T
h
e
co
g
n
itiv
e
c
o
n
s
tr
u
ctiv
is
ts
v
iews
o
f
SR
L
h
o
ld
th
at
wh
en
s
tu
d
en
ts
ar
e
p
r
o
v
i
d
ed
with
o
p
p
o
r
tu
n
ities
to
ex
p
er
ien
ce
c
h
allen
g
es,
r
e
f
lect
o
n
th
eir
lear
n
i
n
g
p
r
o
ce
s
s
,
an
d
tak
e
r
esp
o
n
s
ib
ilit
ies
f
o
r
th
eir
lear
n
in
g
o
u
tco
m
es,
th
eir
SR
L
s
k
ills
ca
n
b
e
p
r
o
m
o
ted
[
62
]
.
I
n
p
ar
ticu
lar
,
co
llab
o
r
ativ
e
task
s
o
r
o
p
en
-
en
d
e
d
task
s
ar
e
lik
ely
to
cr
ea
te
o
p
p
o
r
tu
n
ities
f
o
r
s
tu
d
en
ts
to
m
ak
e
c
h
o
ices,
s
et
d
em
an
d
in
g
g
o
als,
co
llab
o
r
a
te
with
o
th
er
s
,
an
d
ar
o
u
s
e
f
ee
lin
g
o
f
s
elf
-
ef
f
icac
y
[
63
]
.
Fo
r
e
x
am
p
le,
s
tu
d
en
ts
ca
n
b
e
ask
ed
to
m
ak
e
a
p
r
o
p
o
s
al
f
o
r
a
t
o
u
r
th
at
h
elp
f
o
r
eig
n
er
s
u
n
d
e
r
s
tan
d
m
o
r
e
ab
o
u
t
p
ar
ticu
lar
lo
ca
l
cu
s
to
m
s
o
f
f
o
o
d
a
n
d
b
e
v
er
ag
e.
T
h
e
f
in
al
s
tag
e
is
to
h
av
e
s
tu
d
en
ts
d
eb
ate
wh
ic
h
p
lan
wo
u
ld
b
e
m
o
r
e
p
r
ac
tical
an
d
co
n
v
in
cin
g
en
o
u
g
h
to
b
e
f
in
an
cially
f
u
n
d
ed
.
T
h
ese
ac
tiv
ities
wo
u
ld
en
co
u
r
ag
e
s
tu
d
en
ts
to
p
ar
ticip
ate
in
b
u
ild
in
g
k
n
o
wled
g
e
b
y
th
eir
o
wn
th
r
o
u
g
h
g
r
o
u
p
d
is
cu
s
s
io
n
,
co
llab
o
r
atio
n
,
in
f
o
r
m
atio
n
s
h
ar
in
g
,
an
d
s
elf
-
d
ir
ec
tio
n
as we
ll.
W
h
at
is
m
o
r
e,
g
iv
in
g
s
tu
d
e
n
ts
’
ch
an
ce
s
f
o
r
s
elf
-
ass
ess
m
en
t
is
k
ey
f
o
r
th
e
m
to
d
e
v
elo
p
SR
L
.
I
n
p
ar
ticu
lar
,
it
cr
ea
tes
ch
a
n
ce
s
f
o
r
r
ef
lectio
n
a
n
d
ev
al
u
atio
n
o
f
th
eir
o
wn
wo
r
k
[
62
]
.
T
h
r
o
u
g
h
s
u
ch
s
elf
-
ass
es
s
m
en
t,
s
tu
d
en
ts
d
ev
elo
p
th
eir
co
g
n
itiv
e
en
g
a
g
em
en
t,
m
o
tiv
atio
n
al,
an
d
af
f
ec
tiv
e
a
s
p
ec
ts
o
f
lear
n
in
g
.
Hav
in
g
s
tu
d
en
ts
to
wr
ite
p
o
r
tf
o
lio
s
o
r
m
ak
e
a
p
r
o
ject
to
s
o
l
v
e
a
p
r
ac
tical
p
r
o
b
lem
in
r
ea
l
life
ar
e
s
o
m
e
g
o
o
d
ex
am
p
les
f
o
r
s
tu
d
en
ts
’
s
elf
-
ass
ess
m
en
t
b
ec
au
s
e
it
p
r
o
v
id
es o
p
p
o
r
tu
n
ities
f
o
r
s
tu
d
en
ts
to
s
h
o
w
th
eir
e
v
alu
atio
n
o
f
th
eir
ch
o
ices
o
r
p
r
ef
er
e
n
c
es,
r
ev
iew
o
f
th
eir
co
llab
o
r
ativ
e
wr
itin
g
p
r
o
ce
s
s
es,
o
r
ex
p
r
ess
th
eir
in
ter
est
s
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
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2
2
5
2
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8
8
2
2
I
n
t
J
E
v
al
&
R
es E
d
u
c
,
Vo
l
.
15
,
No
.
2
,
Ap
r
il
20
2
6
:
1
6
0
7
-
1
61
7
1612
I
n
ter
m
s
o
f
m
o
tiv
atio
n
f
o
r
s
elf
-
r
eg
u
latio
n
,
Par
is
an
d
co
ll
ea
g
u
es
em
p
h
asize
th
at
s
tu
d
e
n
ts
’
d
esire
f
o
r
th
e
r
ea
lizatio
n
o
f
s
elf
-
id
en
titi
es
(
a
co
m
p
ete
n
t
s
tu
d
en
t,
f
o
r
e
x
a
m
p
le)
m
o
tiv
ates
th
em
f
o
r
s
e
lf
-
r
eg
u
latio
n
[
62
]
.
B
ased
o
n
th
ese
p
r
em
is
es,
co
g
n
itiv
e
co
n
s
tr
u
ctiv
is
m
m
o
d
el
d
ef
in
es
SR
L
a
s
a
p
r
o
ce
s
s
th
at
lear
n
er
s
co
m
b
in
e
th
eir
k
n
o
wled
g
e
,
lear
n
in
g
s
t
r
ateg
ies
an
d
m
o
tiv
atio
n
in
a
s
u
p
p
o
r
ted
en
v
ir
o
n
m
en
t
(
f
r
o
m
teac
h
er
s
)
f
o
r
s
elf
-
r
eg
u
latio
n
[
62
]
.
SR
L
d
ef
i
n
itio
n
in
t
h
is
v
iew
em
p
h
asize
s
lear
n
er
s
’
ac
tiv
e
r
o
le
in
b
u
ild
in
g
k
n
o
wled
g
e
an
d
teac
h
er
s
’
ce
n
tr
al
r
o
le
in
p
r
o
v
id
in
g
o
p
p
o
r
tu
n
ities
f
o
r
s
tu
d
en
ts
t
o
b
ec
o
m
e
s
elf
-
r
eg
u
lated
.
So
m
e
m
er
its
an
d
d
em
er
its
c
an
b
e
d
r
awn
o
n
th
e
c
o
g
n
itiv
e
co
n
s
tr
u
ctiv
is
m
v
iews
o
f
S
R
L
.
First,
th
e
th
eo
r
y
em
p
h
asizes
s
tu
d
en
t
s
’
ag
en
cy
in
b
u
ild
in
g
k
n
o
wle
d
g
e
th
r
o
u
g
h
c
o
llab
o
r
ativ
e
wo
r
k
,
p
r
o
b
lem
-
s
o
lv
in
g
s
itu
atio
n
,
f
o
r
in
s
tan
ce
,
in
a
m
ea
n
in
g
f
u
l
c
o
n
tex
ts
.
Seco
n
d
,
s
t
u
d
en
ts
’
SR
L
ca
n
b
e
b
u
ilt
u
p
t
h
an
k
s
to
teac
h
er
s
’
f
ac
ilit
atin
g
r
o
le
in
o
p
e
n
-
en
d
e
d
in
s
tr
u
ctio
n
al
ac
tiv
ities
.
I
n
r
elatio
n
to
teac
h
in
g
E
n
g
lis
h
,
f
o
r
ex
am
p
le,
teac
h
e
r
s
ca
n
p
r
o
v
i
d
e
h
ig
h
e
r
-
o
r
d
er
th
in
k
in
g
s
k
ills
ac
tiv
ities
to
d
ev
el
o
p
s
tu
d
en
ts
’
wr
itin
g
an
d
s
p
ea
k
in
g
s
k
ills
s
u
ch
as
g
r
o
u
p
p
r
esen
tatio
n
,
d
eb
atin
g
o
r
p
ee
r
-
g
r
a
d
in
g
task
s
.
Ho
we
v
er
,
th
e
th
eo
r
y
is
also
q
u
esti
o
n
ab
le
in
ter
m
s
o
f
m
o
tiv
atio
n
an
d
teac
h
er
s
’
r
o
le
in
s
tu
d
en
ts
’
SR
L
.
I
n
ter
m
s
o
f
m
o
tiv
atio
n
,
th
is
th
eo
r
y
lar
g
el
y
ig
n
o
r
es th
e
r
o
les o
f
ex
tr
in
s
ic
m
o
tiv
atio
n
i
n
lear
n
in
g
as
well
as
th
e
d
y
n
a
m
ic
tr
an
s
f
o
r
m
atio
n
b
etwe
en
e
x
t
r
in
s
ic
an
d
in
tr
in
s
ic
m
o
tiv
atio
n
d
u
r
in
g
th
e
lea
r
n
in
g
p
r
o
ce
s
s
.
An
o
th
er
co
u
n
ter
ar
g
u
m
en
t a
g
ain
s
t th
is
th
eo
r
y
is
its
s
tr
o
n
g
em
p
h
asis
o
n
th
e
r
o
le
o
f
teac
h
e
r
s
’
in
s
tu
d
en
ts
’
SR
L
f
o
r
m
atio
n
.
Nev
er
th
ele
s
s
,
r
esear
ch
co
n
s
is
ten
tly
s
h
o
ws
th
at
s
tu
d
en
ts
ar
e,
in
m
o
s
t c
ases
,
au
to
n
o
m
o
u
s
in
th
eir
SR
L
d
ev
elo
p
m
en
t a
n
d
th
at
th
eir
teac
h
er
s
o
n
ly
p
r
o
v
id
e
s
o
m
e
in
itial su
p
p
o
r
t
wh
en
SR
L
s
tr
ateg
ies b
eg
in
to
estab
lis
h
.
4
.
4
.
So
cia
l
-
co
g
nitiv
e
t
heo
ry
So
cial
-
co
g
n
itiv
e
p
er
s
p
ec
tiv
es
o
f
SR
L
d
er
iv
ed
f
r
o
m
th
e
wo
r
k
b
y
B
an
d
u
r
a
[6
4
]
h
ig
h
lig
h
t
t
h
e
tr
iad
ic
r
ec
ip
r
o
ca
l
in
ter
ac
ti
o
n
s
o
f
th
r
e
e
f
ac
to
r
s
in
t
h
e
SR
L
f
o
r
m
atio
n
:
p
er
s
o
n
al,
b
eh
a
v
io
r
al,
a
n
d
le
ar
n
in
g
e
n
v
ir
o
n
m
en
t.
A
r
ec
en
t
s
tu
d
y
b
y
Geb
a
u
er
et
a
l.
[
65
]
in
v
esti
g
ates
h
o
w
ac
a
d
em
ic
s
elf
-
ef
f
icac
y
an
d
its
s
o
u
r
ce
s
d
if
f
e
r
ac
r
o
s
s
s
o
cializa
tio
n
co
n
tex
ts
,
s
u
p
p
o
r
tin
g
th
e
tr
iad
ic
r
ec
ip
r
o
ca
l
d
eter
m
in
is
m
h
y
p
o
t
h
esis
[
48
]
,
[
64
]
.
Acc
o
r
d
in
g
to
Sch
u
n
k
an
d
DiB
en
ed
etto
[6
6
]
,
p
er
s
o
n
al
f
ac
to
r
s
o
r
in
ter
n
al
in
f
lu
en
ce
s
in
clu
d
e
th
o
u
g
h
ts
,
em
o
tio
n
s
,
p
er
ce
p
tio
n
s
,
an
d
b
elief
s
.
B
eh
av
io
r
al
f
ac
to
r
s
in
clu
d
e,
am
o
n
g
o
th
er
s
,
ac
tiv
ity
ch
o
ices,
ef
f
o
r
t,
p
e
r
s
is
ten
ce
,
ac
h
iev
em
en
t,
an
d
en
v
ir
o
n
m
en
tal
r
eg
u
latio
n
.
E
n
v
ir
o
n
m
e
n
tal
f
ac
to
r
s
co
n
s
is
t
o
f
o
b
s
er
v
ed
s
o
cial
m
o
d
els,
in
s
tr
u
ctio
n
,
f
ee
d
b
ac
k
,
s
tan
d
ar
d
s
,
r
ewa
r
d
s
,
an
d
o
p
p
o
r
tu
n
ities
f
o
r
s
elf
-
e
v
alu
atio
n
.
So
cial
-
co
g
n
itiv
e
th
e
o
r
y
also
ex
p
l
ain
s
th
e
o
r
i
g
in
s
o
f
m
o
tiv
atio
n
f
o
r
SR
L
,
wh
ich
ar
e
p
er
s
o
n
al
g
o
als,
s
elf
-
ef
f
icac
y
,
an
d
o
u
tco
m
e
ex
p
ec
tatio
n
s
.
Self
-
ef
f
icac
y
r
ef
e
r
s
to
th
e
s
tu
d
en
ts
’
s
elf
-
awa
r
en
ess
o
f
th
eir
ab
ilit
y
to
co
n
t
r
o
l
ac
ti
o
n
s
o
r
o
u
tc
o
m
es
[6
4
]
.
I
t
is
f
o
u
n
d
as
o
n
e
o
f
th
e
s
tr
o
n
g
est
p
r
ed
icto
r
s
f
o
r
s
tu
d
e
n
ts
’
ac
ad
em
ic
ac
h
ie
v
em
en
t
[
67
]
.
T
h
ese
f
ac
to
r
s
h
elp
s
tu
d
e
n
ts
to
in
s
tig
ate
an
d
m
ain
tain
th
eir
g
o
al
-
o
r
ie
n
ted
a
ctiv
ities
.
So
cial
co
g
n
itiv
e
v
iews
o
f
SR
L
p
o
s
it
th
at
lear
n
er
s
ac
tiv
ely
co
n
s
tr
u
ct
k
n
o
wled
g
e
an
d
ac
h
i
ev
e
d
esire
d
lear
n
in
g
o
u
tco
m
es
th
r
o
u
g
h
s
et
tin
g
th
eir
o
wn
ac
h
ie
v
ab
le
g
o
a
ls
.
A
s
u
b
s
tan
tial
b
o
d
y
o
f
liter
atu
r
e
h
as
ex
am
in
ed
an
d
v
alid
ated
th
is
p
r
o
p
o
s
itio
n
.
A
r
ec
en
t
s
tu
d
y
b
y
L
i
an
d
L
ajo
ie
[
6
8
]
h
ig
h
lig
h
ted
th
e
im
p
o
r
tan
ce
o
f
g
o
al
s
ettin
g
in
th
e
lear
n
in
g
p
r
o
ce
s
s
th
r
o
u
g
h
an
ex
am
in
atio
n
o
f
th
e
in
teg
r
atio
n
o
f
SR
L
an
d
co
g
n
itiv
e
en
g
ag
em
e
n
t.
On
ce
g
o
als
ar
e
s
et,
lear
n
er
s
in
itiate
co
g
n
itiv
e,
m
etac
o
g
n
itiv
e
,
b
eh
a
v
io
r
al,
an
d
m
o
tiv
atio
n
al
p
r
o
ce
s
s
es
to
attain
th
ese
lear
n
in
g
g
o
als.
Kim
e
t
a
l.
[
6
9
]
p
r
o
v
id
e
an
in
ter
d
is
cip
lin
ar
y
r
ev
iew
th
at
b
r
id
g
es
co
g
n
itiv
e
a
n
d
ed
u
ca
tio
n
al
p
s
y
ch
o
lo
g
y
p
er
s
p
ec
tiv
es,
d
etailin
g
h
o
w
th
ese
p
r
o
ce
s
s
es
ar
e
ess
en
tial
f
o
r
ef
f
e
ctiv
e
s
elf
-
r
eg
u
latio
n
o
f
lear
n
i
n
g
.
T
h
is
is
a
c
y
clica
l
lear
n
in
g
p
r
o
ce
s
s
[
4
9
]
,
[
7
0
]
,
wh
ich
is
in
tu
r
n
g
o
v
e
r
n
ed
b
y
s
tu
d
en
t
’
s
g
o
al
s
ettin
g
s
an
d
en
v
i
r
o
n
m
e
n
tal
co
n
tex
ts
[
1
9
]
.
I
n
ad
d
itio
n
,
SR
L
is
n
o
t
a
f
i
x
ed
attr
ib
u
te,
b
u
t
r
at
h
er
a
s
k
ill
th
an
ca
n
b
e
h
o
n
ed
an
d
d
ev
elo
p
ed
th
r
o
u
g
h
r
elev
an
t
in
s
tr
u
ctio
n
[
7
1
]
,
[
7
2
]
.
S
o
m
e
p
r
o
m
in
en
t
m
o
d
els
h
av
e
b
ee
n
d
esig
n
ed
to
d
escr
ib
e
h
o
w
s
tu
d
en
ts
ap
p
r
o
a
ch
th
eir
au
to
n
o
m
o
u
s
lear
n
in
g
an
d
id
en
tif
y
f
ac
to
r
s
o
r
co
m
p
o
n
en
ts
in
f
lu
en
ci
n
g
th
eir
SR
L
[
1
9
]
,
[
4
9
]
,
[
7
3
]
–
[
7
5
]
.
T
h
e
SR
L
d
ef
in
itio
n
b
a
s
ed
o
n
s
o
cial
-
co
g
n
itiv
e
p
er
s
p
ec
tiv
es,
th
er
ef
o
r
e,
em
b
r
ac
es
v
ar
io
u
s
asp
ec
ts
o
f
lear
n
in
g
s
u
ch
as
co
g
n
itiv
e,
m
etac
o
g
n
itiv
e,
m
o
tiv
atio
n
al
,
b
eh
av
io
r
al
,
an
d
em
o
tio
n
al
o
r
af
f
ec
tiv
e
p
r
o
ce
s
s
es
[7
5
]
.
T
ab
le
1
m
a
k
es
a
q
u
ic
k
co
m
p
ar
is
o
n
o
f
th
e
co
r
e
ten
e
ts
ac
r
o
s
s
all
s
ev
en
u
n
d
er
ly
i
n
g
th
e
o
r
ies o
f
SR
L
as we
ll a
s
ag
ain
s
t th
e
wo
r
k
in
g
d
e
f
in
itio
n
o
f
SR
L
u
s
ed
in
th
e
p
r
e
s
en
t stu
d
y
.
I
t
is
clea
r
f
r
o
m
T
ab
le
1
th
at
th
e
s
o
cial
-
co
g
n
itiv
e
th
eo
r
y
b
est
f
its
th
e
wo
r
k
in
g
d
ef
in
iti
o
n
o
f
SR
L
co
n
s
tr
u
cted
f
o
r
th
e
p
r
esen
t
s
tu
d
y
.
T
o
b
e
m
o
r
e
s
p
ec
if
ic,
it
en
co
m
p
ass
es
all
f
o
u
r
im
p
o
r
tan
t
asp
ec
ts
o
f
lear
n
in
g
,
n
am
ely
co
g
n
itiv
e,
m
etac
o
g
n
itiv
e,
m
o
tiv
atio
n
al
an
d
s
o
cial.
I
n
ad
d
itio
n
,
it
is
also
ac
c
o
m
p
a
n
ied
b
y
a
m
o
d
el
o
f
s
p
ec
if
ic
s
tr
ateg
ies,
wh
ich
ca
n
b
e
r
ea
d
ily
a
p
p
lied
in
to
o
u
r
in
s
tr
u
ctio
n
al
p
r
ac
tice.
T
h
e
r
e
f
o
r
e,
t
h
is
th
eo
r
y
is
s
elec
ted
as th
e
th
eo
r
etica
l b
ac
k
b
o
n
e
o
f
th
e
p
r
esen
t r
esear
c
h
p
ap
er
.
T
ab
le
1
.
Vis
u
aliza
tio
n
o
f
th
r
ee
u
n
d
er
l
y
in
g
th
e
o
r
ies o
f
SR
L
a
n
d
SR
L
s
tr
ateg
y
s
u
p
p
o
r
ted
m
o
d
el(
s
)
Th
e
o
r
y
C
o
g
n
i
t
i
v
e
M
e
t
a
c
o
g
n
i
t
i
v
e
M
o
t
i
v
a
t
i
o
n
a
l
S
o
c
i
a
l
M
o
d
e
l
o
f
s
t
r
a
t
e
g
i
e
s
S
o
c
i
o
-
c
u
l
t
u
r
a
l
X
C
o
g
n
i
t
i
v
e
c
o
n
s
t
r
u
c
t
i
v
i
sm
X
S
o
c
i
a
l
-
c
o
g
n
i
t
i
v
e
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t
J
E
v
al
&
R
es E
d
u
c
I
SS
N:
2252
-
8
8
2
2
Ju
s
tifi
ca
tio
n
fo
r
a
s
elf
-
r
eg
u
la
ted
lea
r
n
in
g
tr
a
in
in
g
p
r
o
g
r
a
m
fo
r
h
ig
h
er e
d
u
ca
ti
o
n
…
(
C
a
o
-
Tu
o
n
g
Din
h
)
1613
4
.
5
.
Self
-
re
g
ula
t
ed
lea
rning
s
t
ra
t
eg
y
m
o
del
On
e
o
f
p
r
o
m
in
e
n
t
m
o
d
el
p
o
r
tr
ay
in
g
a
cy
clica
l
p
r
o
ce
s
s
o
f
SR
L
with
s
p
ec
if
ic
s
tr
ateg
ies
is
th
e
o
n
e
b
y
Z
im
m
er
m
an
an
d
Mo
y
la
n
[7
6
]
.
I
n
p
ar
ticu
lar
,
th
eir
o
p
e
r
a
tio
n
aliza
tio
n
m
o
d
el
p
r
esen
ts
th
e
s
elf
-
r
eg
u
latio
n
p
r
o
ce
s
s
in
to
th
r
ee
p
h
ases
:
f
o
r
e
th
o
u
g
h
t
,
p
er
f
o
r
m
an
ce
,
an
d
s
elf
-
r
ef
lectio
n
.
T
h
e
f
o
r
et
h
o
u
g
h
t
p
h
ase
(
p
r
io
r
to
task
en
g
ag
em
e
n
t)
in
v
o
lv
es
s
tu
d
en
t
s
’
task
an
aly
s
is
(
e.
g
.
,
g
o
al
s
ettin
g
an
d
s
tr
ateg
ic
p
lan
n
in
g
)
a
n
d
s
elf
-
m
o
tiv
atio
n
b
elief
s
(
in
clu
d
i
n
g
s
elf
-
ef
f
icac
y
,
o
u
tco
m
e
ex
p
ec
tatio
n
s
,
task
in
ter
est
o
r
v
alu
e,
an
d
g
o
al
o
r
ie
n
tatio
n
)
.
Af
ter
th
at,
s
tu
d
en
ts
p
r
o
ce
ed
to
p
h
ase
2
,
n
am
ely
th
e
p
er
f
o
r
m
an
ce
p
h
ase
(
o
r
ac
tu
al
task
en
g
a
g
em
en
t)
w
h
ich
en
co
m
p
ass
es
o
n
s
elf
-
co
n
tr
o
l
(
u
s
in
g
c
o
g
n
it
iv
e,
m
etac
o
g
n
itiv
e
,
r
eso
u
r
ce
m
an
ag
em
en
t,
an
d
m
o
tiv
atio
n
al
s
tr
ateg
ies)
an
d
s
elf
-
o
b
s
er
v
atio
n
t
o
s
u
s
tain
att
en
tio
n
an
d
ef
f
o
r
t.
I
n
t
h
is
p
h
as
e,
s
tu
d
en
ts
em
p
lo
y
a
v
ar
iety
o
f
(
m
eta)
c
o
g
n
itiv
e
,
r
eso
u
r
ce
m
an
ag
e
m
en
t
,
an
d
m
o
tiv
atio
n
s
tr
ateg
ies
to
k
ee
p
th
em
s
elv
es
in
v
o
lv
ed
an
d
m
o
tiv
ated
to
co
m
p
lete
th
e
task
.
T
h
e
s
elf
-
r
e
f
lectio
n
p
h
ase
o
cc
u
r
s
a
f
ter
task
c
o
m
p
letio
n
,
in
v
o
lv
in
g
lear
n
e
r
s
ev
alu
atin
g
th
eir
p
er
f
o
r
m
a
n
ce
,
o
u
tco
m
es,
a
n
d
s
tr
ateg
ies
to
in
f
o
r
m
f
u
t
u
r
e
lear
n
in
g
cy
cles
[
49
]
.
T
h
ese
attr
ib
u
tio
n
s
m
a
y
ar
o
u
s
e
s
tu
d
en
ts
’
s
atis
f
ac
tio
n
o
r
d
is
s
atis
f
ac
tio
n
,
an
d
th
is
m
a
y
lea
d
to
s
tu
d
en
ts
’
p
o
s
itiv
e
o
r
n
eg
ativ
e
r
ea
ctio
n
to
th
eir
f
u
tu
r
e
task
p
er
f
o
r
m
an
ce
s
.
W
h
at
is
m
o
r
e,
t
h
e
cu
r
r
en
t
o
p
er
atio
n
aliza
tio
n
m
o
d
el
o
f
SR
L
[
76
]
h
as
b
ee
n
a
d
d
ed
m
etac
o
g
n
itiv
e
s
tr
ateg
ies in
th
e
p
er
f
o
r
m
an
ce
p
h
ase
wh
ich
m
ad
e
h
is
m
o
d
el
m
o
r
e
co
m
p
r
eh
e
n
s
iv
e
[
75
]
,
[
77
]
.
R
esu
lts
f
r
o
m
em
p
ir
ical
s
tu
d
ies
ad
v
o
ca
ted
Z
im
m
er
m
a
n
’
s
cy
clica
l
m
o
d
el
o
f
SR
L
[
75
]
,
[
78
]
.
I
n
ad
d
itio
n
,
th
is
m
o
d
el
d
ep
ict
s
a
co
m
p
r
eh
e
n
s
iv
e
p
ictu
r
e
o
f
th
e
v
ar
io
u
s
SR
L
s
u
b
-
p
r
o
ce
s
s
es,
wh
ich
is
m
o
r
e
clea
r
ly
ar
ticu
lated
th
a
n
o
t
h
er
m
o
d
els
[
75
]
.
I
n
p
a
r
ticu
lar
,
it
co
n
ce
n
tr
ates
o
n
th
e
p
h
ases
o
f
SR
L
an
d
p
ar
ticu
la
r
SR
L
s
tr
ateg
ies
(
co
g
n
itiv
e,
m
etac
o
g
n
itiv
e,
a
n
d
r
eso
u
r
ce
m
an
ag
em
en
t)
wh
ich
a
r
e
co
n
s
id
er
ed
ess
en
tial
f
o
r
o
n
lin
e
lear
n
in
g
en
v
ir
o
n
m
e
n
ts
[
2
3
]
.
L
ast
b
u
t
n
o
t
least,
th
is
m
o
d
el
was
f
o
u
n
d
th
e
m
o
s
t
u
s
ed
o
n
e
in
d
ig
ital
lear
n
in
g
co
n
tex
ts
,
s
u
ch
as in
MO
OC
s
[
79
]
.
Z
im
m
er
m
an
’
s
m
o
d
el
was illu
s
tr
ated
in
Fig
u
r
e
1
.
T
o
o
p
er
atio
n
alize
th
e
m
o
d
el,
r
esear
ch
h
as
s
tar
ted
t
o
lo
o
k
in
to
f
o
u
r
d
if
f
er
e
n
t
d
o
m
ain
s
,
n
am
ely
co
g
n
itiv
e
en
g
ag
em
e
n
t,
m
etac
o
g
n
itiv
e
k
n
o
wled
g
e,
r
eso
u
r
ce
m
an
ag
em
e
n
t
[
8
0
]
,
an
d
m
o
tiv
atio
n
al
b
elief
s
[
2
8
]
.
R
esear
ch
h
as
s
tar
ted
to
lo
o
k
in
to
f
o
u
r
d
if
f
e
r
en
t
d
o
m
ain
s
to
o
p
er
atio
n
alize
th
e
m
o
d
el
,
n
am
ely
co
g
n
itiv
e
en
g
ag
em
e
n
t,
m
etac
o
g
n
itiv
e
k
n
o
wled
g
e,
an
d
r
eso
u
r
ce
m
a
n
ag
em
en
t.
A
r
ec
en
t
s
tu
d
y
b
y
L
i
an
d
L
ajo
ie
[
6
8
]
p
r
o
p
o
s
es
an
in
teg
r
ativ
e
m
o
d
el
o
f
SR
L
an
d
co
g
n
itiv
e
en
g
ag
em
en
t,
h
i
g
h
lig
h
tin
g
th
e
im
p
o
r
tan
ce
o
f
th
ese
d
o
m
ain
s
in
en
h
an
cin
g
s
tu
d
en
t
s
’
lear
n
in
g
ef
f
icien
cy
an
d
ef
f
e
ctiv
en
ess
.
An
o
th
er
s
tu
d
y
b
y
Kh
o
s
a
a
n
d
Vo
let
[
8
1
]
e
x
am
in
es
ef
f
ec
tiv
e
in
v
o
l
v
em
en
t
in
c
o
g
n
itiv
e
p
r
o
ce
s
s
es
an
d
m
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o
g
n
itiv
e
c
o
n
tr
o
l
d
u
r
i
n
g
g
r
o
u
p
lear
n
in
g
task
s
,
p
r
o
v
id
i
n
g
in
s
ig
h
ts
in
to
h
o
w
t
h
ese
p
r
o
ce
s
s
es
ca
n
ex
p
lain
d
if
f
er
en
ce
s
in
s
tu
d
e
n
ts
’
co
n
c
ep
tu
al
u
n
d
e
r
s
tan
d
in
g
.
Acc
o
r
d
in
g
to
W
an
et
a
l.
[
8
2
]
,
SR
L
s
tr
ateg
ies
ca
n
b
e
g
r
o
u
p
ed
in
to
p
er
s
o
n
al
an
d
s
o
cial
ty
p
es.
Per
s
o
n
al
S
R
L
s
tr
ateg
ies
ar
e
d
ef
in
ed
as
lear
n
er
s
’
in
tr
ap
er
s
o
n
al
tech
n
iq
u
es,
s
u
ch
as
(
m
eta)
c
o
g
n
itiv
e
an
d
m
o
tiv
atio
n
al
s
tr
ateg
ies
to
in
ten
tio
n
ally
m
o
n
ito
r
th
eir
lear
n
in
g
.
I
n
co
n
tr
ast,
s
o
cial
SR
L
s
tr
at
eg
ies
in
v
o
lv
e
co
llab
o
r
atin
g
s
o
cial
in
ter
ac
tio
n
s
with
class
m
ates,
in
s
tr
u
cto
r
s
,
m
an
ag
er
ial
s
taf
f
,
an
d
in
f
o
r
m
a
tio
n
tech
n
o
lo
g
y
ex
p
e
r
ts
to
g
u
id
e
an
d
s
u
p
p
o
r
t
lear
n
er
s
’
SR
L
p
r
o
ce
s
s
es.
I
n
th
e
co
n
tex
t
o
f
MO
OC
s
,
r
esear
ch
h
as
h
ig
h
lig
h
ted
s
ev
e
n
k
ey
SR
L
s
tr
ateg
ies
th
at
h
elp
s
tu
d
en
ts
s
u
cc
ee
d
,
s
u
ch
as
m
etac
o
g
n
itiv
e
s
tr
ateg
ies
(
g
o
al
s
ettin
g
,
s
tr
ateg
ic
p
lan
n
in
g
,
an
d
s
elf
-
ev
al
u
atio
n
)
,
c
o
g
n
itiv
e
s
tr
ateg
ies
(
elab
o
r
atio
n
,
task
s
tr
ateg
ies
)
,
an
d
r
e
s
o
u
r
c
e
m
a
n
a
g
e
m
e
n
t
s
tr
ate
g
ies (
tim
e
m
an
ag
em
en
t,
h
elp
s
ee
k
in
g
)
[
1
4
]
,
[
8
3
]
.
No
n
eth
eless
,
J
an
s
en
et
a
l.
[
8
4
]
th
r
o
u
g
h
a
to
o
l
d
ev
elo
p
ed
f
r
o
m
ea
r
lier
s
tu
d
ies,
h
av
e
also
em
p
h
asized
th
e
im
p
o
r
tan
ce
o
f
two
ad
d
itio
n
al
s
tr
ateg
ies,
s
u
ch
as
p
er
s
is
ten
ce
an
d
en
v
ir
o
n
m
e
n
tal
s
tr
u
ctu
r
in
g
,
in
co
n
tr
ib
u
tin
g
to
ef
f
ec
tiv
e
SR
L
s
tr
ateg
y
u
s
e
am
o
n
g
s
tu
d
en
ts
in
MO
OC
s
.
Hen
ce
,
s
p
ec
if
ic
S
R
L
s
tr
ateg
ies
em
p
lo
y
ed
in
th
is
s
tu
d
y
all
d
er
iv
e
f
r
o
m
th
e
c
y
clica
l m
o
d
el,
b
u
t y
et
in
th
e
co
m
b
i
n
atio
n
o
f
th
e
af
o
r
e
m
en
tio
n
e
d
f
in
d
in
g
s
.
Fig
u
r
e
1
.
C
y
clica
l p
h
ases
m
o
d
el
[
76
]
Per
fo
r
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n
c
e
p
h
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I
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5.
CO
NCLU
SI
O
N
T
h
is
p
ap
er
h
as
p
r
esen
ted
th
e
co
n
ce
p
t
u
aliza
tio
n
o
f
SR
L
,
u
n
p
ac
k
th
e
co
r
e
p
r
in
ci
p
les
ac
r
o
s
s
th
e
af
o
r
em
en
tio
n
ed
th
eo
r
ies
o
f
S
R
L
as
well
as
ag
ain
s
t
th
e
wo
r
k
in
g
d
ef
in
itio
n
o
f
SR
L
in
M
OOCs
.
T
h
e
s
o
cial
-
co
g
n
itiv
e
th
eo
r
y
en
c
o
m
p
ass
es
all
f
o
u
r
im
p
o
r
tan
t
asp
ec
ts
o
f
lear
n
in
g
,
n
am
ely
c
o
g
n
iti
v
e,
m
etac
o
g
n
itiv
e,
m
o
tiv
atio
n
al
an
d
s
o
cial.
I
n
ad
d
itio
n
,
it
is
also
ac
co
m
p
an
ied
b
y
a
m
o
d
el
o
f
s
p
ec
if
ic
s
tr
ate
g
ies
,
wh
ich
ca
n
b
e
r
ea
d
ily
a
p
p
lied
in
to
a
p
o
ten
tial
in
s
tr
u
ctio
n
al
p
r
ac
tice.
T
h
er
ef
o
r
e
,
th
is
t
h
eo
r
y
ca
n
b
e
em
p
lo
y
ed
as
th
e
th
eo
r
etica
l b
ac
k
b
o
n
e
o
f
a
tr
ai
n
in
g
p
r
o
g
r
am
o
f
SR
L
s
tr
ateg
ies in
a
MO
OC
-
b
ased
lear
n
in
g
e
n
v
ir
o
n
m
en
t.
T
h
is
th
eo
r
etica
l
ju
s
tific
atio
n
,
wh
ile
in
s
ig
h
tf
u
l,
h
as
ce
r
tain
li
m
itatio
n
s
.
T
h
e
p
a
p
er
f
o
cu
s
es
o
n
s
p
ec
if
ic
th
eo
r
ies
o
f
SR
L
,
s
u
ch
as
s
o
c
ial
-
co
g
n
itiv
e,
s
o
cio
-
cu
ltu
r
al,
an
d
co
g
n
itiv
e
c
o
n
s
tr
u
ctiv
is
t
t
h
eo
r
ies.
T
h
is
co
u
ld
lim
it
th
e
ex
p
lo
r
atio
n
o
f
o
th
er
p
o
ten
tially
r
ele
v
an
t
th
eo
r
ies
o
r
f
r
am
ewo
r
k
s
th
at
m
ig
h
t
also
co
n
tr
ib
u
te
ef
f
ec
tiv
ely
to
u
n
d
er
s
tan
d
in
g
a
n
d
im
p
r
o
v
i
n
g
SR
L
in
MO
OC
s
.
Ad
d
itio
n
ally
,
th
e
p
ap
e
r
f
o
cu
s
es
o
n
MO
OC
s
an
d
HE
,
wh
ich
m
ig
h
t
n
o
t
r
ef
lect
th
e
d
y
n
am
ics
o
f
SR
L
in
tr
ad
itio
n
al
class
r
o
o
m
s
ettin
g
s
o
r
in
p
r
im
ar
y
an
d
s
ec
o
n
d
ar
y
e
d
u
ca
tio
n
al
c
o
n
tex
t
s
ACK
NO
WL
E
DG
E
M
E
NT
S
We
wo
u
ld
lik
e
to
ex
p
r
ess
m
y
s
p
ec
ial
th
an
k
s
to
Dr
.
C
h
i
-
Du
c
Ng
u
y
en
f
r
o
m
Vietn
a
m
Natio
n
al
Un
iv
er
s
ity
f
o
r
h
is
in
s
ig
h
tf
u
l c
o
m
m
en
ts
an
d
a
d
v
ice
o
n
th
is
p
ap
er
.
F
UNDING
I
NF
O
R
M
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T
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Au
th
o
r
s
s
tate
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AUTHO
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is
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u
r
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C
o
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ib
u
to
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ax
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y
(
C
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to
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ize
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th
o
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th
o
r
s
h
ip
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tes,
an
d
f
ac
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o
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n
.
Na
m
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Aut
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Din
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Ho
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C
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C
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