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r
o
cr
asti
n
atio
n
—
t
h
e
h
ab
itu
al
p
o
s
tp
o
n
em
e
n
t
o
f
ac
ad
em
ic
task
s
d
esp
ite
awa
r
en
ess
o
f
p
o
ten
tial
n
e
g
ativ
e
co
n
s
eq
u
en
c
es
[
2
0
]
–
[
2
4
]
—
r
ep
r
esen
ts
a
p
e
r
v
asiv
e
ch
allen
g
e
in
h
ig
h
er
e
d
u
ca
tio
n
wo
r
ld
wid
e.
R
esear
ch
d
em
o
n
s
tr
ates
th
at
8
0
–
9
7
%
o
f
u
n
i
v
er
s
ity
s
tu
d
en
ts
e
n
g
ag
e
i
n
p
r
o
cr
asti
n
atio
n
t
o
v
a
r
y
in
g
d
eg
r
ee
s
,
with
ap
p
r
o
x
im
ately
7
5
%
co
n
s
id
er
in
g
th
em
s
elv
es
r
eg
u
lar
p
r
o
cr
asti
n
ato
r
s
an
d
n
ea
r
l
y
h
alf
r
e
p
o
r
tin
g
s
ev
er
e
o
r
h
ab
itu
al
p
atter
n
s
[
2
1
]
,
[
2
2
]
,
[
2
4
]
–
[
2
7
]
.
T
h
is
wid
esp
r
e
ad
p
h
e
n
o
m
en
o
n
tr
a
n
s
ce
n
d
s
g
en
d
er
,
ac
ad
em
ic
d
is
cip
lin
es,
an
d
in
s
titu
tio
n
al
c
o
n
tex
ts
[
2
0
]
,
[
2
1
]
,
[
2
4
]
–
[
3
0
]
,
e
s
tab
lis
h
in
g
p
r
o
cr
asti
n
atio
n
as a
u
n
iv
er
s
al
co
n
ce
r
n
d
em
an
d
in
g
tar
g
eted
in
ter
v
e
n
tio
n
s
.
T
h
e
co
n
s
eq
u
e
n
ce
s
ex
ten
d
b
e
y
o
n
d
d
elay
ed
task
co
m
p
letio
n
,
s
ig
n
if
ican
tly
u
n
d
er
m
in
i
n
g
ac
ad
em
ic
ac
h
iev
em
en
t,
p
s
y
ch
o
lo
g
ical
well
-
b
ein
g
,
a
n
d
lear
n
i
n
g
q
u
ality
[
2
0
]
,
[
2
1
]
,
[
2
6
]
,
[
2
9
]
,
[
3
1
]
–
[
3
4
]
.
Stu
d
en
ts
wh
o
p
r
o
cr
asti
n
ate
ex
p
er
ien
ce
l
o
wer
g
r
a
d
es,
in
cr
ea
s
ed
s
tr
ess
,
an
x
i
ety
,
g
u
ilt,
a
n
d
d
im
in
is
h
ed
s
elf
-
esteem
,
with
th
ese
ef
f
ec
ts
p
ar
ticu
lar
ly
p
r
o
n
o
u
n
c
ed
in
lan
g
u
ag
e
lear
n
i
n
g
co
n
t
ex
ts
wh
er
e
co
n
s
is
ten
t
p
r
ac
tic
e
an
d
in
cr
em
en
tal
s
k
ill
d
ev
elo
p
m
e
n
t
ar
e
ess
en
tial
[
3
5
]
.
C
r
itically
,
p
r
o
c
r
asti
n
atio
n
is
in
tr
in
s
ically
lin
k
ed
to
d
ef
icits
in
s
elf
-
r
eg
u
lated
lear
n
in
g
,
in
clu
d
in
g
p
o
o
r
tim
e
m
an
ag
em
e
n
t,
lo
w
s
elf
-
ef
f
icac
y
,
an
d
in
ad
e
q
u
ate
m
etac
o
g
n
itiv
e
s
tr
ateg
ies [
2
0
]
,
[
2
1
]
,
[
2
8
]
–
[
3
5
]
.
T
h
e
in
teg
r
atio
n
o
f
AI
in
ed
u
ca
tio
n
h
as
g
ar
n
er
ed
s
ig
n
if
ica
n
t
atten
tio
n
,
with
tech
n
o
lo
g
y
ac
ce
p
tan
ce
m
o
d
els
(
T
AM
)
—
p
ar
ticu
lar
ly
th
e
T
AM
an
d
th
e
u
n
if
ied
th
eo
r
y
o
f
ac
ce
p
tan
ce
an
d
u
s
e
o
f
tech
n
o
lo
g
y
(
UT
AUT
)
—
p
r
o
v
id
in
g
r
o
b
u
s
t
f
r
am
ewo
r
k
s
f
o
r
u
n
d
er
s
tan
d
i
n
g
s
tu
d
e
n
t
a
d
o
p
tio
n
b
e
h
av
io
r
s
[
3
6
]
–
[
3
9
]
.
T
h
ese
m
o
d
els
em
p
h
asize
p
er
ce
i
v
ed
u
s
ef
u
ln
ess
,
ea
s
e
o
f
u
s
e,
p
er
f
o
r
m
an
ce
e
x
p
ec
tan
c
y
,
an
d
ef
f
o
r
t
ex
p
ec
ta
n
cy
as
p
r
im
ar
y
d
eter
m
in
an
ts
o
f
t
ec
h
n
o
lo
g
y
ac
ce
p
ta
n
ce
an
d
b
eh
av
io
r
al
in
ten
tio
n
s
.
R
e
s
ea
r
ch
co
n
s
is
ten
tly
d
em
o
n
s
tr
ates
th
at
h
ig
h
e
r
AI
ac
ce
p
tan
ce
co
r
r
elate
s
with
in
cr
ea
s
ed
en
g
a
g
em
en
t,
en
h
an
ce
d
m
o
tiv
atio
n
,
im
p
r
o
v
e
d
lear
n
in
g
ac
h
ie
v
em
e
n
t,
an
d
r
ed
u
ce
d
ac
ad
e
m
ic
s
tr
ess
[
4
0
]
–
[
4
2
]
,
with
f
ac
to
r
s
s
u
ch
as
s
elf
-
ef
f
icac
y
,
lear
n
in
g
m
o
tiv
atio
n
,
a
n
d
p
e
r
ce
iv
ed
lear
n
in
g
v
alu
e
em
e
r
g
i
n
g
as
cr
itical
m
o
d
er
ato
r
s
s
h
ap
in
g
h
o
w
s
tu
d
en
ts
in
teg
r
ate
AI
to
o
ls
in
to
t
h
eir
ac
ad
em
ic
r
o
u
tin
es [
4
3
]
–
[
4
5
]
.
Desp
ite
th
ese
p
r
o
m
is
in
g
b
en
ef
its
,
s
tu
d
en
ts
ex
h
ib
it d
u
al
p
er
s
p
ec
tiv
es c
h
ar
ac
ter
ized
b
y
e
n
th
u
s
iasm
an
d
ap
p
r
eh
e
n
s
io
n
[
4
1
]
,
[
4
6
]
–
[
4
8
]
.
W
h
ile
m
an
y
r
ec
o
g
n
ize
AI
’
s
p
o
ten
tial
f
o
r
p
er
s
o
n
alize
d
lear
n
in
g
an
d
en
h
an
ce
d
ac
ad
em
ic
ef
f
icien
c
y
,
t
h
ey
s
i
m
u
ltan
eo
u
s
ly
e
x
p
r
ess
co
n
ce
r
n
s
r
eg
ar
d
in
g
eth
ical
im
p
licat
io
n
s
,
d
ata
p
r
iv
ac
y
,
co
n
ten
t
r
eliab
ilit
y
,
an
d
p
o
te
n
tial
n
eg
ativ
e
im
p
ac
ts
o
n
cr
itical
th
in
k
in
g
an
d
ac
a
d
em
ic
in
teg
r
ity
.
T
h
ese
attitu
d
es
v
ar
y
s
ig
n
if
ican
tly
ac
r
o
s
s
ac
ad
em
ic
d
is
cip
lin
es,
ed
u
ca
tio
n
al
lev
els,
an
d
cu
ltu
r
al
co
n
tex
ts
[
4
9
]
,
[
5
0
]
.
I
m
p
o
r
ta
n
tly
,
AI
ac
ce
p
tan
ce
f
u
n
d
am
e
n
tally
s
h
ap
es
s
tu
d
en
ts
’
ap
p
r
o
ac
h
es
to
lear
n
in
g
t
ask
s
,
with
p
o
s
itiv
e
attitu
d
es
f
o
s
ter
in
g
in
n
o
v
ativ
e
lear
n
in
g
s
tr
ateg
ies
an
d
d
ee
p
er
co
n
ten
t
en
g
ag
em
en
t,
wh
i
le
s
k
ep
ticis
m
m
ay
in
h
ib
it e
f
f
ec
tiv
e
u
tili
za
tio
n
an
d
lim
it e
d
u
ca
tio
n
al
b
en
ef
its
[
4
2
]
,
[
4
6
]
,
[
5
0
]
.
Me
taco
g
n
itiv
e
awa
r
en
ess
—
lear
n
er
s
’
u
n
d
er
s
tan
d
i
n
g
a
n
d
r
eg
u
latio
n
o
f
th
eir
o
wn
co
g
n
itiv
e
p
r
o
ce
s
s
es
—
h
as
em
er
g
ed
as
a
co
r
n
er
s
to
n
e
o
f
e
f
f
ec
tiv
e
l
an
g
u
ag
e
ac
q
u
is
itio
n
[
5
1
]
–
[
5
3
]
.
T
h
is
awa
r
en
ess
en
co
m
p
ass
es
b
o
th
m
etac
o
g
n
i
tiv
e
k
n
o
wled
g
e
(
awa
r
en
ess
o
f
s
elf
,
task
s
,
an
d
s
tr
ateg
ies)
an
d
m
etac
o
g
n
itiv
e
s
k
ills
(
p
lan
n
in
g
,
m
o
n
ito
r
i
n
g
,
an
d
ev
alu
atin
g
lear
n
in
g
ap
p
r
o
ac
h
es).
R
esear
ch
co
n
s
is
ten
tl
y
d
em
o
n
s
tr
ates
th
at
m
etac
o
g
n
itiv
e
awa
r
en
ess
s
ig
n
if
ican
tly
en
h
a
n
ce
s
lan
g
u
ag
e
lear
n
in
g
o
u
tc
o
m
es
ac
r
o
s
s
m
u
ltip
le
s
k
ills
,
with
lear
n
er
s
ex
h
i
b
itin
g
h
ig
h
er
awa
r
en
ess
em
p
lo
y
in
g
lear
n
in
g
s
tr
ateg
ies
m
o
r
e
e
f
f
ec
tiv
ely
an
d
a
ch
iev
in
g
im
p
r
o
v
ed
p
er
f
o
r
m
an
ce
an
d
g
r
ea
ter
lan
g
u
ag
e
p
r
o
f
icien
cy
[
5
3
]
–
[
5
5
]
.
Me
ta
-
an
aly
s
es
co
n
f
ir
m
th
at
m
etac
o
g
n
itiv
e
s
tr
ateg
y
tr
ain
in
g
p
r
o
d
u
ce
s
s
tr
o
n
g
p
o
s
itiv
e
ef
f
ec
ts
o
n
la
n
g
u
a
g
e
-
lear
n
in
g
o
u
tco
m
es a
cr
o
s
s
s
k
ill ar
ea
s
[
5
4
]
.
Me
taco
g
n
itiv
e
lis
ten
in
g
awa
r
en
ess
s
p
ec
if
ically
in
v
o
lv
es
th
e
co
n
s
cio
u
s
a
p
p
licatio
n
o
f
s
tr
ateg
ies
to
u
n
d
er
s
tan
d
,
m
o
n
ito
r
,
an
d
r
eg
u
late
lis
ten
in
g
co
m
p
r
eh
en
s
io
n
in
s
ec
o
n
d
lan
g
u
a
g
e
co
n
tex
ts
[
5
5
]
–
[
5
8
]
.
T
h
is
d
im
en
s
io
n
in
clu
d
es
p
lan
n
in
g
ap
p
r
o
ac
h
es
to
lis
ten
in
g
task
s
,
m
o
n
ito
r
in
g
co
m
p
r
eh
en
s
io
n
d
u
r
in
g
au
d
ito
r
y
in
p
u
t
p
r
o
ce
s
s
in
g
,
an
d
ev
alu
atin
g
t
h
e
ef
f
ec
tiv
en
ess
o
f
d
ep
l
o
y
ed
s
tr
ateg
ies.
C
r
itically
,
m
etac
o
g
n
itiv
e
s
tr
ateg
ies
f
u
n
ctio
n
as
in
teg
r
al
c
o
m
p
o
n
e
n
ts
o
f
s
elf
-
r
eg
u
lated
lear
n
in
g
,
en
ab
lin
g
lear
n
e
r
s
to
s
et
g
o
als,
m
o
n
ito
r
p
r
o
g
r
ess
,
an
d
ad
j
u
s
t
b
eh
av
i
o
r
s
in
r
esp
o
n
s
e
to
ch
allen
g
es
[
5
9
]
–
[
6
1
]
.
T
h
is
r
elatio
n
s
h
ip
b
etwe
en
m
etac
o
g
n
itiv
e
awa
r
e
n
ess
an
d
s
elf
-
r
eg
u
latio
n
is
ev
id
e
n
t
ac
r
o
s
s
d
iv
er
s
e
ag
e
g
r
o
u
p
s
an
d
lear
n
in
g
co
n
tex
ts
,
with
m
etac
o
g
n
itio
n
f
u
n
ctio
n
in
g
as a
p
r
e
r
eq
u
is
ite
f
o
r
ef
f
ec
tiv
e
a
u
to
n
o
m
o
u
s
lear
n
in
g
b
eh
av
io
r
s
[
5
3
]
,
[
6
1
]
.
Desp
ite
g
r
o
win
g
r
esear
ch
o
n
ed
u
ca
tio
n
al
tech
n
o
lo
g
y
a
d
o
p
tio
n
an
d
ac
ad
em
ic
b
e
h
av
io
r
,
im
p
o
r
tan
t
g
ap
s
p
er
s
is
t.
Alth
o
u
g
h
r
ec
en
t stu
d
ies
s
h
o
w
co
r
r
elatio
n
s
b
et
wee
n
AI
d
ep
en
d
en
ce
a
n
d
ac
ad
em
ic
p
r
o
c
r
asti
n
atio
n
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
A
r
tifi
cia
l in
tellig
en
ce
a
cc
ep
ta
n
ce
a
n
d
p
r
o
cra
s
tin
a
tio
n
:
meta
co
g
n
itive
…
(
Mo
h
a
med
A
li N
emt
-
a
lla
h
)
2145
[
6
2
]
,
[
6
3
]
,
th
e
y
r
ely
m
ain
ly
o
n
co
r
r
elatio
n
al
d
esig
n
s
an
d
o
v
er
lo
o
k
u
n
d
er
ly
in
g
p
s
y
ch
o
l
o
g
ical
m
ec
h
an
is
m
s
.
W
h
ile
s
ev
er
al
m
ed
iato
r
s
o
f
p
r
o
cr
asti
n
atio
n
—
s
u
ch
as
e
g
o
d
ep
letio
n
,
co
p
in
g
s
tr
ateg
ies,
s
elf
-
ef
f
icac
y
,
a
n
d
d
is
tr
ac
tio
n
co
g
n
itio
n
s
—
h
av
e
b
ee
n
id
e
n
tifie
d
[
6
4
]
–
[
6
6
]
,
an
d
m
etac
o
g
n
itiv
e
s
elf
-
r
e
g
u
lati
o
n
is
k
n
o
wn
to
b
e
in
f
lu
en
ce
d
b
y
AI
to
o
ls
[
6
7
]
,
[
6
8
]
,
th
e
r
o
le
o
f
m
etac
o
g
n
itiv
e
lis
ten
in
g
awa
r
e
n
ess
as
a
m
ed
iato
r
b
etwe
en
AI
ac
ce
p
tan
ce
an
d
p
r
o
cr
asti
n
atio
n
r
em
ain
s
u
n
ex
am
in
e
d
.
T
h
is
g
ap
is
esp
ec
ially
s
ig
n
if
ican
t
i
n
f
o
r
ei
g
n
lan
g
u
ag
e
ed
u
ca
tio
n
,
wh
er
e
AI
u
s
e
is
in
cr
ea
s
in
g
d
esp
ite
lim
ited
em
p
i
r
ical
ev
id
en
ce
o
n
its
ef
f
ec
ts
o
n
lear
n
er
b
e
h
av
io
r
an
d
m
etac
o
g
n
itiv
e
p
r
o
ce
s
s
es
[
6
3
]
,
[
6
9
]
.
No
p
r
i
o
r
wo
r
k
h
as
i
n
v
esti
g
ated
m
etac
o
g
n
itiv
e
lis
ten
in
g
awa
r
en
ess
as
a
m
ed
iato
r
lin
k
in
g
AI
ac
ce
p
ta
n
ce
to
ac
ad
em
ic
p
r
o
cr
asti
n
atio
n
in
f
o
r
eig
n
lan
g
u
ag
e
lear
n
in
g
.
Acc
o
r
d
in
g
ly
,
th
is
s
tu
d
y
ask
s
:
to
wh
at
ex
ten
t
d
o
es
m
etac
o
g
n
itiv
e
lis
ten
in
g
awa
r
en
ess
m
ed
iate
th
e
r
elatio
n
s
h
ip
b
etwe
en
AI
ac
ce
p
tan
ce
an
d
ac
ad
em
ic
p
r
o
c
r
asti
n
atio
n
am
o
n
g
u
n
i
v
er
s
ity
f
o
r
eig
n
lan
g
u
ag
e
lear
n
er
s
?
2.
M
E
T
H
O
D
2
.
1
.
P
a
rt
icipa
nts
Par
ticip
an
ts
wer
e
r
ec
r
u
ited
u
s
i
n
g
a
s
tr
atif
ied
co
n
v
en
ie
n
ce
s
am
p
lin
g
m
eth
o
d
ac
r
o
s
s
two
ca
m
p
u
s
es
o
f
Al‑
Azh
ar
Un
iv
er
s
ity
i
n
T
af
h
n
a
Al‑
Ash
r
af
,
E
g
y
p
t.
T
h
is
m
et
h
o
d
b
alan
ce
d
p
r
ac
tical
f
ea
s
ib
ilit
y
with
th
e
n
ee
d
t
o
r
ep
r
esen
t
s
tu
d
en
ts
f
r
o
m
all
ac
ad
em
ic
y
ea
r
s
,
t
h
o
u
g
h
its
co
n
v
en
ien
ce
‑
b
ased
n
atu
r
e
m
ay
i
n
tr
o
d
u
ce
s
elf
‑
s
elec
tio
n
b
ias
an
d
lim
it
g
en
e
r
aliza
b
ilit
y
b
ey
o
n
d
t
h
e
in
s
titu
tio
n
.
T
h
e
s
tu
d
y
tar
g
ete
d
u
n
d
er
g
r
ad
u
at
e
f
o
r
eig
n
lan
g
u
ag
e
lear
n
er
s
wh
o
ac
tiv
ely
u
s
ed
g
en
er
ativ
e
AI
to
o
ls
—
s
u
ch
as
C
h
atGPT
,
B
ar
d
,
o
r
s
im
ilar
a
p
p
licatio
n
s
—
at
least
o
n
ce
p
er
wee
k
f
o
r
ac
ad
em
ic
p
u
r
p
o
s
es
d
u
r
in
g
t
h
e
p
r
ev
io
u
s
m
o
n
th
,
en
s
u
r
in
g
s
u
f
f
icien
t
e
x
p
er
ien
ce
t
o
e
v
alu
ate
AI
ac
ce
p
tan
ce
.
Fo
cu
s
in
g
o
n
f
o
r
eig
n
lan
g
u
ag
e
p
r
o
g
r
am
s
was
ap
p
r
o
p
r
iate
g
i
v
en
th
e
s
t
u
d
y
’
s
e
m
p
h
asis
o
n
m
etac
o
g
n
itiv
e
lis
ten
in
g
awa
r
en
ess
,
a
k
ey
co
n
s
tr
u
ct
in
s
ec
o
n
d
‑
lan
g
u
ag
e
ac
q
u
is
itio
n
.
An
a
p
r
io
r
i
p
o
wer
an
aly
s
is
u
s
in
g
G*
Po
wer
3
.
1
.
9
.
7
in
d
icate
d
th
at
a
m
in
im
u
m
s
am
p
le
o
f
3
9
5
p
ar
ticip
a
n
ts
was
n
ee
d
ed
t
o
d
etec
t
a
s
m
all‑
to
‑
m
ed
iu
m
ef
f
ec
t
(
f
²=
.
0
2
)
in
t
h
e
m
ed
iatio
n
m
o
d
el
with
α
=.
0
5
a
n
d
p
o
wer
=.
9
5
.
T
h
e
ac
h
iev
ed
s
am
p
le
s
izes
—
4
7
3
f
o
r
p
s
y
ch
o
m
etr
ic
v
alid
atio
n
an
d
6
4
6
f
o
r
t
h
e
m
ain
s
tu
d
y
—
ex
ce
ed
ed
t
h
is
r
eq
u
ir
em
en
t,
p
r
o
v
id
i
n
g
s
tr
o
n
g
s
tatis
tical
p
o
wer
an
d
p
r
ec
is
e
p
ar
am
eter
esti
m
ates.
T
h
e
p
s
y
ch
o
m
etr
ic
v
alid
atio
n
s
am
p
le
co
n
s
is
ted
o
f
4
7
3
u
n
d
er
g
r
ad
u
ate
s
tu
d
en
ts
(
2
2
9
m
ales,
2
4
4
f
em
ales)
r
ec
r
u
ited
f
r
o
m
Al
-
Azh
ar
Un
iv
er
s
ity
ac
r
o
s
s
th
e
Facu
lty
o
f
E
d
u
ca
tio
n
f
o
r
B
o
y
s
in
T
af
h
n
a
Al
-
Ash
r
af
an
d
th
e
Facu
lty
o
f
Hu
m
an
ities
Stu
d
ies
f
o
r
Gir
ls
in
T
af
h
n
a
Al
-
Ash
r
af
.
Par
ticip
an
ts
’
ag
es
r
an
g
e
d
f
r
o
m
1
9
to
2
5
y
ea
r
s
(
M=
2
0
.
9
0
,
SD=1
.
4
4
)
.
T
h
e
m
ain
s
tu
d
y
s
am
p
le
co
m
p
r
is
ed
6
4
6
u
n
d
er
g
r
ad
u
ate
s
tu
d
en
ts
(
3
7
8
m
ales,
2
6
8
f
em
ales)
f
r
o
m
th
e
s
am
e
in
s
titu
tio
n
al
c
o
n
te
x
ts
.
Par
ticip
an
ts
r
an
g
ed
in
a
g
e
f
r
o
m
1
9
to
2
2
y
ea
r
s
(
M=
2
0
.
4
9
,
SD=1
.
0
1
)
.
T
h
e
d
e
m
o
g
r
ap
h
ic
ch
ar
ac
ter
is
tics
o
f
b
o
th
s
am
p
les ar
e
p
r
esen
ted
in
T
ab
le
1
.
T
ab
le
1
.
Dem
o
g
r
ap
h
ic
ch
ar
ac
t
er
is
tics
o
f
s
tu
d
y
p
ar
ticip
an
ts
V
a
r
i
a
b
l
e
C
a
t
e
g
o
r
y
P
sy
c
h
o
met
r
i
c
s
a
m
p
l
e
(
N
=
4
7
3
)
M
a
i
n
sam
p
l
e
(
N
=
6
4
6
)
N
%
N
%
A
c
a
d
e
mi
c
y
e
a
r
F
i
r
st
y
e
a
r
87
1
8
.
4
1
1
4
1
7
.
6
S
e
c
o
n
d
y
e
a
r
88
1
8
.
6
1
4
2
2
2
.
0
Th
i
r
d
y
e
a
r
1
2
2
2
5
.
8
1
8
9
2
9
.
2
F
o
u
r
t
h
y
e
a
r
1
7
6
3
7
.
2
2
0
1
3
1
.
1
R
e
si
d
e
n
c
e
U
r
b
a
n
1
6
5
3
4
.
9
2
3
3
3
6
.
1
R
u
r
a
l
3
0
8
6
5
.
1
4
1
3
6
3
.
9
G
e
n
d
e
r
M
a
l
e
2
2
9
4
8
.
4
3
7
8
5
8
.
5
F
e
mal
e
2
4
4
5
1
.
6
2
6
8
4
1
.
5
N
o
t
e
:
a
l
l
p
a
r
t
i
c
i
p
a
n
t
s wer
e
a
c
t
i
v
e
u
ser
s o
f
A
I
t
e
c
h
n
o
l
o
g
i
e
s
2
.
2
.
M
ea
s
ures
T
h
e
g
en
er
ativ
e
ar
tific
ial
in
tellig
en
ce
ac
ce
p
tan
ce
s
ca
le
(
GA
I
AS)
was
em
p
lo
y
ed
to
ass
e
s
s
s
tu
d
en
ts
’
ac
ce
p
tan
ce
lev
els
o
f
g
en
e
r
at
iv
e
AI
ap
p
licatio
n
s
,
s
u
ch
as
C
h
atGPT
,
B
ar
d
,
a
n
d
DAL
L
-
E
in
ed
u
ca
tio
n
al
co
n
tex
ts
[
7
0
]
.
T
h
e
s
ca
le
was
th
eo
r
etica
lly
g
r
o
u
n
d
ed
in
th
e
UT
AUT
f
r
am
ewo
r
k
.
T
h
e
i
n
s
tr
u
m
en
t
co
m
p
r
is
es
2
0
item
s
d
is
tr
ib
u
ted
ac
r
o
s
s
f
o
u
r
p
r
im
ar
y
d
im
en
s
io
n
s
:
p
er
f
o
r
m
an
ce
ex
p
ec
ta
n
cy
(
7
item
s
)
,
ef
f
o
r
t
ex
p
ec
ta
n
cy
(
5
item
s
)
,
f
ac
ilit
atin
g
co
n
d
itio
n
s
(
3
item
s
)
,
an
d
s
o
cial
in
f
lu
e
n
ce
(
5
item
s
)
.
Par
ticip
an
ts
r
esp
o
n
d
e
d
to
ea
ch
item
o
n
a
5
-
p
o
in
t
L
ik
er
t
s
ca
le
f
r
o
m
1
(
s
tr
o
n
g
ly
d
is
ag
r
ee
)
to
5
(
s
tr
o
n
g
ly
a
g
r
ee
)
,
with
h
ig
h
e
r
s
co
r
es
in
d
icatin
g
g
r
ea
ter
ac
ce
p
tan
ce
o
f
g
en
er
ati
v
e
AI
tec
h
n
o
lo
g
ies.
T
h
e
Ar
ab
i
c
ad
ap
tatio
n
d
em
o
n
s
tr
ated
s
ati
s
f
ac
to
r
y
r
eliab
ilit
y
an
d
v
alid
ity
in
d
ices.
C
o
n
f
i
r
m
ato
r
y
f
ac
to
r
an
aly
s
is
(
C
FA)
y
ield
ed
ac
ce
p
tab
le
m
o
d
el
f
it
s
tatis
t
ics:
χ²(
1
6
5
)
=4
6
8
.
1
6
5
,
p
<
.
0
0
1
,
C
h
i
-
s
q
u
ar
e
to
d
eg
r
ee
s
o
f
f
r
ee
d
o
m
r
atio
(
χ²/d
f
)
=
2
.
8
3
7
,
g
o
o
d
n
ess
o
f
f
it
in
d
ex
(
GFI
)
=.
9
1
0
,
ad
ju
s
ted
g
o
o
d
n
es
s
o
f
f
it
in
d
ex
(
AGFI
)
=
.
8
8
5
,
c
o
m
p
ar
ativ
e
f
it
in
d
ex
(
C
FI)
=
.
9
2
7
,
T
u
c
k
er
-
L
ewis
in
d
ex
(
T
L
I
)
=
.
9
1
6
,
r
o
o
t
m
ea
n
s
q
u
ar
e
er
r
o
r
o
f
a
p
p
r
o
x
im
atio
n
(
R
MSE
A)
=
.
0
6
2
.
C
o
m
p
o
s
ite
r
eliab
ilit
y
(
C
R
)
f
o
r
th
e
o
v
er
all
s
ca
le
was
.
8
0
0
,
with
av
er
ag
e
v
ar
ian
ce
ex
tr
ac
te
d
(
AVE
)
o
f
.
5
0
8
an
d
m
ax
im
u
m
r
eliab
ilit
y
H
o
f
.
8
2
7
.
I
n
ter
n
al
co
n
s
is
ten
cy
r
eli
ab
ilit
y
co
ef
f
icien
ts
wer
e
r
o
b
u
s
t
ac
r
o
s
s
all
s
u
b
s
ca
les
:
p
er
f
o
r
m
an
ce
ex
p
ec
ta
n
cy
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
.
3
,
J
u
n
e
20
2
6
:
2
1
4
3
-
2
1
5
4
2146
(
ω
=.
8
7
1
,
α
=.
8
7
0
)
,
ef
f
o
r
t
e
x
p
e
ctan
cy
(
ω
=
.
8
3
7
,
α
=.
8
3
4
)
,
f
ac
i
litatin
g
co
n
d
itio
n
s
(
ω
=.
7
4
7
,
α
=.
7
4
5
)
,
an
d
s
o
cial
in
f
lu
en
ce
(
ω
=.
8
5
9
,
α
=.
8
5
3
)
.
T
h
e
to
tal
s
ca
le
d
em
o
n
s
tr
ated
ex
ce
llen
t
r
eliab
ilit
y
(
ω
=.
8
9
9
,
α
=.
9
0
1
)
.
I
tem
-
to
tal
co
r
r
elatio
n
s
r
an
g
ed
f
r
o
m
.
6
5
3
to
.
8
5
4
,
co
n
f
ir
m
in
g
s
atis
f
ac
to
r
y
in
ter
n
al
co
n
s
is
ten
cy
.
T
h
e
m
etac
o
g
n
itiv
e
awa
r
en
ess
lis
ten
in
g
q
u
esti
o
n
n
air
e
(
MA
L
Q)
was
u
s
ed
to
m
ea
s
u
r
e
m
e
taco
g
n
itiv
e
awa
r
en
ess
in
s
ec
o
n
d
-
la
n
g
u
a
g
e
lis
ten
in
g
co
n
te
x
ts
[
7
1
]
.
T
h
e
i
n
s
tr
u
m
en
t
co
n
s
is
ts
o
f
2
1
item
s
,
r
ated
o
n
a
6
-
p
o
in
t
L
ik
er
t scale
f
r
o
m
1
(
s
tr
o
n
g
ly
d
is
ag
r
ee
)
to
6
(
s
tr
o
n
g
ly
ag
r
ee
)
.
T
h
e
s
ca
le
en
co
m
p
ass
es f
iv
e
th
eo
r
etica
lly
d
er
iv
ed
d
im
en
s
io
n
s
:
p
r
o
b
lem
-
s
o
lv
in
g
(
6
item
s
)
,
p
lan
n
in
g
an
d
ev
alu
atio
n
(
5
item
s
)
,
m
e
n
tal
tr
an
s
latio
n
(
3
item
s
)
,
p
er
s
o
n
k
n
o
wled
g
e
(
3
item
s
)
,
an
d
d
i
r
ec
ted
atten
tio
n
(
4
ite
m
s
)
.
T
h
e
Ar
ab
ic
a
d
ap
tatio
n
d
em
o
n
s
tr
ated
s
tr
o
n
g
p
s
y
ch
o
m
etr
ic
p
r
o
p
e
r
ties
.
C
F
A
d
em
o
n
s
tr
ated
ex
ce
llen
t
m
o
d
el
f
it:
χ²(
1
8
2
)
=3
9
8
.
1
5
6
,
p
<.
0
0
1
,
χ²/
d
f
=2
.
1
8
8
,
GFI
=.
9
2
5
,
AGFI
=
.
9
0
5
,
C
FI=
.
9
5
1
,
T
L
I
=.
9
4
3
,
R
MSE
A=
.
0
5
0
.
T
h
e
o
v
er
all
s
ca
le
ex
h
ib
ited
r
o
b
u
s
t
CR
(
C
R
=.
8
4
1
,
AVE
=.
5
3
1
,
m
ax
i
m
al
r
eliab
ilit
y
(
Han
co
ck
’
s
H)
(
Ma
x
R
(
H)
)
=.
9
0
0
)
.
R
elia
b
ilit
y
an
aly
s
es
f
o
r
in
d
iv
id
u
al
s
u
b
s
ca
les
wer
e
s
ati
s
f
ac
to
r
y
:
p
r
o
b
lem
-
s
o
lv
in
g
(
ω
=
.
8
6
4
,
α
=
.
8
6
4
)
,
p
lan
n
in
g
an
d
ev
alu
atio
n
(
ω
=.
8
5
1
,
α
=.
8
5
1
)
,
m
en
tal
tr
a
n
s
latio
n
(
ω
=.
7
9
3
,
α
=
.
7
8
7
)
,
p
er
s
o
n
k
n
o
wled
g
e
(
ω
=
.
7
6
9
,
α
=.
7
6
0
)
,
an
d
d
ir
ec
te
d
atten
tio
n
(
ω
=.
7
7
7
,
α
=.
7
6
0
,
λ
2
=
.
7
7
1
)
.
T
o
tal
s
ca
le
r
eliab
ilit
y
was
ex
ce
llen
t
(
ω
=.
9
0
1
,
α
=.
9
0
1
)
.
I
te
m
-
to
tal
co
r
r
elatio
n
s
r
an
g
ed
f
r
o
m
.
5
0
9
to
.
8
2
8
,
s
u
p
p
o
r
tin
g
s
tr
o
n
g
in
te
r
n
al
co
n
s
is
t
en
cy
.
T
h
e
o
r
ig
in
al
E
n
g
lis
h
v
er
s
io
n
was
tr
an
s
lated
in
to
Ar
ab
ic
th
r
o
u
g
h
a
r
ig
o
r
o
u
s
f
o
r
war
d
-
b
ac
k
war
d
tr
an
s
latio
n
p
r
o
ce
d
u
r
e:
two
b
il
in
g
u
al
ed
u
ca
tio
n
al
p
s
y
ch
o
lo
g
y
f
ac
u
lty
m
em
b
er
s
in
d
ep
e
n
d
e
n
tly
tr
an
s
lated
th
e
s
ca
le
in
to
Ar
ab
ic,
d
is
cr
ep
an
cies
wer
e
r
eso
lv
ed
th
r
o
u
g
h
co
n
s
en
s
u
s
d
is
cu
s
s
io
n
,
a
p
r
o
f
ess
io
n
al
tr
an
s
lato
r
b
ac
k
-
tr
an
s
lated
th
e
r
ec
o
n
ciled
v
er
s
io
n
in
to
E
n
g
lis
h
,
an
d
th
e
r
esear
ch
team
co
m
p
ar
ed
th
e
b
a
ck
-
tr
an
s
latio
n
with
th
e
o
r
ig
i
n
al
to
e
n
s
u
r
e
s
em
an
tic
eq
u
iv
alen
ce
.
T
h
is
p
r
o
ce
s
s
was
r
ep
ea
ted
f
o
r
all
in
s
tr
u
m
en
ts
to
m
ain
tain
co
n
s
tr
u
ct
v
alid
ity
ac
r
o
s
s
lin
g
u
is
tic
co
n
tex
ts
.
T
h
e
ac
ad
e
m
ic
p
r
o
cr
asti
n
atio
n
s
ca
le
–
s
h
o
r
t
f
o
r
m
(
APS
-
SF
)
was
em
p
lo
y
ed
t
o
ass
ess
s
tu
d
en
ts
’
ten
d
en
cies
to
war
d
ac
a
d
em
ic
task
p
o
s
tp
o
n
em
e
n
t
[
7
2
]
.
T
h
is
b
r
ief
in
s
tr
u
m
en
t
co
m
p
r
is
es
5
item
s
r
ated
o
n
a
5
-
p
o
in
t
L
ik
er
t
s
ca
le
f
r
o
m
1
(
s
tr
o
n
g
ly
ag
r
ee
)
to
5
(
s
tr
o
n
g
ly
d
is
ag
r
ee
)
.
T
h
e
Ar
ab
ic
ad
ap
tatio
n
y
iel
d
ed
f
a
v
o
r
a
b
le
r
esu
lts
.
C
FA
s
u
p
p
o
r
ted
th
e
u
n
id
im
en
s
io
n
al
s
tr
u
ctu
r
e
with
ad
eq
u
ate
m
o
d
el
f
it:
χ²(
5
)
=2
4
.
7
5
0
,
p
<
.
0
0
1
,
χ²/d
f
=
4
.
9
5
0
,
GFI
=.
9
7
8
,
AGFI
=.
9
3
5
,
C
FI=
.
9
7
9
,
T
L
I
=.
9
5
8
,
R
MSE
A=
.
0
7
9
[
9
0
%
C
I
:
.
0
5
8
,
.
1
2
9
]
.
CR
was
s
atis
f
ac
to
r
y
(
C
R
=.
8
5
6
,
AVE
=.
5
4
3
,
Ma
x
R
(
H)
=.
8
5
7
)
.
I
n
ter
n
al
co
n
s
is
ten
cy
r
eliab
ilit
y
co
ef
f
icien
ts
d
em
o
n
s
tr
ated
s
tr
o
n
g
in
s
tr
u
m
en
t
r
eliab
ilit
y
(
ω
=.
8
5
6
,
α
=.
8
5
6
)
.
I
tem
-
to
tal
co
r
r
e
latio
n
s
r
an
g
ed
f
r
o
m
.
7
8
4
to
.
8
1
8
,
in
d
icatin
g
ex
ce
ll
en
t in
ter
n
al
co
n
s
is
ten
cy
an
d
it
em
h
o
m
o
g
en
eity
.
2
.
3
.
P
r
o
ce
du
re
Data
co
llectio
n
was
co
n
d
u
cte
d
elec
tr
o
n
ically
v
ia
Go
o
g
le
Fo
r
m
s
d
u
r
in
g
th
e
s
ec
o
n
d
s
em
ester
o
f
th
e
2
0
2
4
/2
0
2
5
ac
ad
em
ic
y
ea
r
to
en
s
u
r
e
ac
ce
s
s
ib
ilit
y
an
d
ef
f
ici
en
t
d
ata
h
an
d
lin
g
.
Par
ticip
an
t
s
r
ec
eiv
ed
in
f
o
r
m
ed
co
n
s
en
t
o
u
tlin
in
g
th
e
s
tu
d
y
p
u
r
p
o
s
e,
v
o
lu
n
tar
y
p
ar
ticip
at
io
n
,
an
d
co
n
f
id
en
tiality
b
ef
o
r
e
co
m
p
letin
g
th
e
s
u
r
v
ey
.
All
m
ea
s
u
r
em
en
t
s
ca
l
es,
o
r
ig
in
ally
in
E
n
g
lis
h
,
wer
e
tr
an
s
lated
in
to
Ar
ab
ic
f
o
llo
win
g
a
s
y
s
tem
atic
f
o
r
war
d
-
b
ac
k
war
d
tr
an
s
latio
n
p
r
o
to
co
l
in
v
o
lv
in
g
two
in
d
ep
en
d
en
t
b
ilin
g
u
al
tr
an
s
lato
r
s
,
co
n
s
en
s
u
s
-
b
ased
d
is
cr
ep
an
cy
r
eso
lu
tio
n
,
p
r
o
f
ess
io
n
al
b
ac
k
-
tr
an
s
latio
n
,
an
d
v
er
i
f
icatio
n
b
y
t
h
e
r
esear
ch
team
t
o
en
s
u
r
e
s
em
an
tic
an
d
co
n
ce
p
tu
al
eq
u
i
v
alen
ce
.
Statis
tical
an
aly
s
es
w
er
e
p
er
f
o
r
m
ed
u
s
in
g
SP
SS
-
2
7
an
d
AM
OS
-
2
6
f
o
r
s
tr
u
ctu
r
al
eq
u
atio
n
m
o
d
eli
n
g
a
n
d
p
s
y
ch
o
m
etr
ic
ass
ess
m
en
t.
2
.
4
.
Da
t
a
a
na
ly
s
is
Descr
ip
tiv
e
s
tatis
tic
s
,
co
r
r
ela
tio
n
an
aly
s
es,
a
n
d
m
ed
iatio
n
an
aly
s
es
wer
e
p
er
f
o
r
m
ed
u
s
in
g
SP
SS
v
er
s
io
n
2
7
.
T
h
e
m
ed
iatio
n
m
o
d
el
was
test
ed
u
s
in
g
Hay
es
[
7
3
]
PR
OC
E
SS
m
ac
r
o
(
v
er
s
io
n
5
.
0
,
m
o
d
el
4
)
with
5
,
0
0
0
b
o
o
ts
tr
ap
s
am
p
les
to
g
en
er
ate
b
ias
-
co
r
r
ec
te
d
9
5
%
co
n
f
id
en
ce
in
ter
v
als
f
o
r
in
d
ir
ec
t
ef
f
ec
ts
.
AI
ac
ce
p
tan
ce
s
er
v
e
d
as
th
e
in
d
ep
en
d
en
t
v
ar
ia
b
le,
ac
ad
e
m
ic
p
r
o
cr
asti
n
atio
n
as
th
e
d
ep
e
n
d
en
t
v
a
r
iab
le,
a
n
d
m
etac
o
g
n
itiv
e
lis
ten
in
g
awa
r
en
ess
as
th
e
m
e
d
iato
r
.
Statis
t
ical
s
ig
n
if
ican
ce
was
d
eter
m
i
n
ed
at
α
=.
0
5
,
with
in
d
ir
ec
t e
f
f
ec
ts
co
n
s
id
er
e
d
s
ig
n
if
ican
t w
h
en
b
o
o
ts
tr
ap
c
o
n
f
id
en
ce
in
ter
v
als ex
clu
d
ed
ze
r
o
.
3.
RE
SU
L
T
S
B
ef
o
r
e
p
r
o
ce
ed
in
g
with
th
e
m
ain
an
aly
s
es,
a
c
o
m
m
o
n
-
m
eth
o
d
s
v
ar
ian
ce
ass
ess
m
en
t
was
co
n
d
u
cte
d
to
en
s
u
r
e
th
at
s
y
s
tem
atic
m
ea
s
u
r
em
en
t
er
r
o
r
d
id
n
o
t
u
n
d
u
ly
af
f
ec
t
t
h
e
s
tu
d
y
’
s
o
u
tc
o
m
es.
A
s
in
g
le
-
f
ac
to
r
test
was
ap
p
lied
,
in
v
o
lv
in
g
ex
p
l
o
r
ato
r
y
f
ac
t
o
r
an
al
y
s
is
with
o
u
t
r
o
tatio
n
to
e
x
am
in
e
wh
eth
er
a
s
in
g
le
f
ac
to
r
wo
u
ld
ac
co
u
n
t
f
o
r
th
e
m
ajo
r
ity
o
f
c
o
v
ar
ian
ce
am
o
n
g
th
e
m
ea
s
u
r
ed
v
ar
iab
les.
T
h
e
an
al
y
s
is
r
ev
ea
led
th
at
th
e
f
ir
s
t
u
n
r
o
tated
f
ac
to
r
ac
c
o
u
n
te
d
f
o
r
1
9
.
1
9
7
%
o
f
th
e
to
tal
v
ar
i
an
ce
,
wh
ich
is
well
b
elo
w
c
o
m
m
o
n
l
y
ac
ce
p
te
d
th
r
esh
o
ld
s
f
o
r
co
n
ce
r
n
.
T
h
ese
r
esu
lts
s
u
g
g
est
th
at
co
m
m
o
n
m
eth
o
d
v
ar
ia
n
ce
is
u
n
lik
el
y
to
co
m
p
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m
is
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v
alid
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tu
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i
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d
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,
th
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f
o
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cin
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r
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o
f
th
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s
u
b
s
eq
u
en
t statis
tica
l in
ter
p
r
etatio
n
s
.
Descr
ip
tiv
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s
tatis
tic
s
r
ev
ea
led
co
n
s
id
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ab
le
v
ar
iab
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ac
r
o
s
s
v
ar
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Aca
d
em
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=5
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0
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s
h
o
we
d
d
iv
er
s
e
p
r
o
cr
asti
n
atio
n
ten
d
en
cie
s
.
AI
ac
ce
p
tan
ce
(
M=
8
3
.
5
7
,
SD=1
3
.
7
7
,
r
a
n
g
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=3
0
.
0
0
–
1
0
0
.
0
0
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r
ef
lecte
d
g
en
er
ally
p
o
s
itiv
e
attitu
d
es
with
n
o
tab
le
in
d
i
v
id
u
al
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t
J
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&
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d
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c
I
SS
N:
2252
-
8
8
2
2
A
r
tifi
cia
l in
tellig
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ce
a
cc
ep
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ce
a
n
d
p
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cra
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meta
co
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…
(
Mo
h
a
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li N
emt
-
a
lla
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)
2147
d
if
f
er
en
ce
s
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taco
g
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itiv
e
li
s
ten
in
g
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r
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ess
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3
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awa
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tial
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ab
le
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s
ig
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iate
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etac
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itiv
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=.
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Me
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r
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ic
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(
r
=
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h
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atter
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s
u
p
p
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ted
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h
e
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y
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elatio
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s
h
ip
s
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b
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ed
iatio
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aly
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is
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T
ab
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2
.
Pear
s
o
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o
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r
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am
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les
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I
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1
8
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1
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3
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1
2
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2
3
4
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e
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Me
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iatio
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Hay
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ap
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am
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g
awa
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ed
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e
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n
s
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ip
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etwe
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ac
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n
d
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R
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3
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em
o
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ated
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ip
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ath
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r
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icted
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g
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ath
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8
9
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ized
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ath
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5
5
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4
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ar
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ized
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h
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ath
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1
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0
1
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3
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9
8
7
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1
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tan
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ar
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ized
β=
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1
5
2
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3
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Un
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r
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eg
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a
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o
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i
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I
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t
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t
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n
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n
g
a
w
a
r
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e
ss;
P
r
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Y
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a
c
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d
e
mi
c
p
r
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r
a
st
i
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a
t
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n
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n
st
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n
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d
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d
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r
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f
f
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c
i
e
n
t
;
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E=
st
a
n
d
a
r
d
e
r
r
o
r
.
T
h
e
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tal
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f
ec
t
o
f
AI
ac
ce
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ta
n
ce
o
n
ac
a
d
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o
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t
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tati
s
tically
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ig
n
if
ican
t
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-
.
0
6
4
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.
0
1
3
,
t
=
-
5
.
0
7
6
,
p
<.
0
0
1
,
9
5
%
C
I
[
-
.
0
8
9
,
-
.
0
3
9
]
)
,
with
a
s
t
a
n
d
a
r
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o
e
f
f
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n
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1
9
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.
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h
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s
t
o
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al
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f
f
e
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t
r
e
p
r
e
s
e
n
t
s
t
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a
l
l
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n
f
l
u
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n
c
e
o
f
A
I
a
c
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e
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t
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o
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ti
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e
f
o
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c
c
o
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f
o
r
a
n
y
m
e
d
i
a
t
i
n
g
m
e
c
h
a
n
i
s
m
s
,
p
r
o
v
i
d
i
n
g
a
b
as
e
li
n
e
a
g
ai
n
s
t
w
h
i
c
h
t
o
e
v
a
l
u
a
te
th
e
co
n
tr
ib
u
tio
n
o
f
m
etac
o
g
n
itiv
e
lis
ten
in
g
awa
r
en
ess
t
o
th
is
r
elatio
n
s
h
ip
.
As
s
h
o
wn
in
T
ab
le
4
,
th
e
d
ec
o
m
p
o
s
itio
n
o
f
th
is
t
o
tal
ef
f
ec
t
in
to
d
ir
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t
a
n
d
in
d
ir
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t
co
m
p
o
n
e
n
ts
r
ev
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led
th
at
th
e
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ir
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t
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ec
t a
cc
o
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ted
f
o
r
8
5
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%
o
f
th
e
t
o
tal
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f
ec
t
(
β=
-
.
0
5
5
,
9
5
%
C
I
[
-
.
0
7
9
,
-
.
0
3
0
]
)
,
wh
ile
th
e
in
d
ir
ec
t
ef
f
ec
t
th
r
o
u
g
h
m
etac
o
g
n
itiv
e
lis
ten
in
g
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r
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ess
ac
co
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ted
f
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r
1
4
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9
8
%
o
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th
e
to
tal
ef
f
ec
t
(
β=
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0
1
0
,
9
5
%
C
I
[
-
.
0
1
7
,
-
.
0
0
4
]
)
.
T
h
e
b
o
o
ts
tr
ap
co
n
f
id
e
n
ce
in
te
r
v
al
f
o
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th
e
in
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ir
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t
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d
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clu
d
e
ze
r
o
,
co
n
f
ir
m
in
g
th
at
th
e
m
ed
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n
ef
f
ec
t
was
s
tati
s
tically
s
ig
n
if
i
ca
n
t
at
th
e
.
0
5
lev
el
an
d
s
u
p
p
o
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tin
g
th
e
h
y
p
o
t
h
esis
th
at
m
etac
o
g
n
itiv
e
lis
ten
in
g
awa
r
en
ess
p
ar
tially
m
ed
iates
th
e
r
elatio
n
s
h
ip
b
etwe
en
AI
ac
ce
p
tan
ce
an
d
ac
ad
em
ic
p
r
o
cr
asti
n
atio
n
.
T
h
e
s
tan
d
ar
d
ized
in
d
ir
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t
ef
f
ec
t
was
-
.
0
2
9
(
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.
0
1
0
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9
5
%
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I
[
-
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0
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1
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.
0
1
3
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)
,
in
d
icatin
g
th
at
f
o
r
e
v
er
y
o
n
e
s
tan
d
ar
d
d
e
v
iatio
n
in
c
r
ea
s
e
in
AI
ac
ce
p
ta
n
ce
,
p
r
o
cr
asti
n
a
tio
n
d
ec
r
ea
s
ed
b
y
ap
p
r
o
x
im
a
tely
.
0
2
9
s
tan
d
ar
d
d
ev
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n
s
in
d
ir
ec
tly
t
h
r
o
u
g
h
e
n
h
an
ce
d
m
etac
o
g
n
itiv
e
lis
ten
in
g
awa
r
en
ess
.
T
ab
le
4
.
Dec
o
m
p
o
s
itio
n
o
f
to
t
al,
d
ir
ec
t,
an
d
in
d
ir
ec
t e
f
f
ec
ts
Ef
f
e
c
t
t
y
p
e
β
S
t
a
n
d
a
r
d
i
z
e
d
β
SE
9
5
%
C
I
P
e
r
c
e
n
t
a
g
e
o
f
t
o
t
a
l
e
f
f
e
c
t
(
%)
To
t
a
l
e
f
f
e
c
t
(
A
i
X
→
P
r
o
Y
)
-
.
0
6
4
-
.
1
9
6
.
0
1
3
[
-
.
0
8
9
,
-
.
0
3
9
]
1
0
0
.
0
0
D
i
r
e
c
t
e
f
f
e
c
t
(
A
i
X
→
P
r
o
Y
)
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.
0
5
5
-
.
1
6
7
.
0
1
3
[
-
.
0
7
9
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-
.
0
3
0
]
8
5
.
0
2
I
n
d
i
r
e
c
t
e
f
f
e
c
t
(
A
i
X
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e
t
M
→
P
r
o
Y
)
-
.
0
1
0
-
.
0
2
9
.
0
1
0
[
-
.
0
1
7
,
-
.
0
0
4
]
1
4
.
9
8
N
o
t
e
:
A
i
X
=
A
I
a
c
c
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I
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J
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&
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Vo
l
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15
,
No
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3
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J
u
n
e
20
2
6
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2
1
4
3
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2148
d
e
m
o
n
s
tr
ati
n
g
a
m
o
d
est
b
u
t
s
tatis
t
ic
all
y
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ig
n
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f
i
ca
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t
p
r
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d
ic
tiv
e
r
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lat
io
n
s
h
i
p
.
T
o
g
et
h
e
r
,
AI
ac
ce
p
t
an
ce
a
n
d
m
et
ac
o
g
n
iti
v
e
lis
te
n
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<
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,
i
n
d
ic
ati
n
g
t
h
at
w
h
i
le
t
h
es
e
v
a
r
iab
les
c
o
n
t
r
i
b
u
te
m
e
an
in
g
f
u
ll
y
t
o
u
n
d
e
r
s
t
an
d
i
n
g
p
r
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cr
asti
n
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b
eh
a
v
io
r
s
,
s
u
b
s
tan
tial
v
ar
ian
ce
r
em
ain
s
at
tr
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tab
le
to
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th
e
r
f
ac
t
o
r
s
n
o
t
m
ea
s
u
r
ed
in
t
h
is
s
tu
d
y
.
T
h
e
p
atter
n
o
f
r
esu
lts
illu
s
tr
ated
in
th
e
f
ig
u
r
e
d
em
o
n
s
tr
ates
th
at
AI
ac
ce
p
tan
ce
o
p
er
ates
th
r
o
u
g
h
two
d
is
tin
ct
p
ath
way
s
to
r
e
d
u
ce
a
ca
d
em
ic
p
r
o
c
r
asti
n
atio
n
:
a
d
ir
ec
t
p
ath
way
r
ep
r
esen
tin
g
th
e
u
n
iq
u
e
i
n
f
lu
en
ce
o
f
AI
ac
ce
p
tan
ce
o
n
p
r
o
c
r
asti
n
atio
n
b
eh
a
v
io
r
s
,
a
n
d
a
n
in
d
i
r
ec
t
p
ath
way
wh
er
eb
y
AI
ac
ce
p
tan
ce
en
h
an
ce
s
m
etac
o
g
n
itiv
e
lis
ten
in
g
awa
r
e
n
ess
,
wh
ich
in
tu
r
n
r
ed
u
ce
s
p
r
o
cr
asti
n
atio
n
ten
d
e
n
cies
.
T
h
e
m
ed
iatio
n
an
al
y
s
is
r
es
u
lts
p
r
o
v
id
e
r
o
b
u
s
t
em
p
ir
i
ca
l
s
u
p
p
o
r
t
f
o
r
th
e
h
y
p
o
t
h
esis
th
at
m
etac
o
g
n
itiv
e
lis
ten
in
g
awa
r
en
ess
s
er
v
es
as
a
s
ig
n
if
ican
t
m
ed
iatin
g
m
ec
h
an
is
m
li
n
k
in
g
AI
ac
ce
p
tan
ce
to
r
ed
u
ce
d
ac
ad
em
ic
p
r
o
c
r
asti
n
atio
n
am
o
n
g
u
n
iv
er
s
ity
s
tu
d
e
n
ts
lear
n
in
g
f
o
r
eig
n
lan
g
u
ag
es
.
T
h
e
p
r
esen
ce
o
f
p
ar
tial
m
ed
iatio
n
s
u
g
g
ests
th
a
t
wh
ile
m
etac
o
g
n
itiv
e
lis
ten
in
g
awa
r
en
ess
p
lay
s
an
im
p
o
r
tan
t
ex
p
lan
at
o
r
y
r
o
le
in
th
is
r
elatio
n
s
h
ip
,
AI
ac
ce
p
t
an
ce
also
in
f
lu
e
n
ce
s
p
r
o
cr
asti
n
atio
n
th
r
o
u
g
h
ad
d
itio
n
al
p
ath
way
s
n
o
t
ca
p
tu
r
ed
b
y
th
e
m
e
d
iato
r
ex
am
i
n
ed
in
th
is
s
tu
d
y
.
T
h
ese
f
in
d
i
n
g
s
ad
v
an
ce
th
e
o
r
etica
l
u
n
d
e
r
s
tan
d
in
g
o
f
h
o
w
tech
n
o
lo
g
ical
ac
ce
p
ta
n
ce
in
f
lu
en
ce
s
ac
ad
em
ic
b
eh
av
i
o
r
s
an
d
h
ig
h
lig
h
t
th
e
im
p
o
r
ta
n
ce
o
f
co
n
s
id
er
in
g
m
etac
o
g
n
itiv
e
p
r
o
ce
s
s
es
wh
en
ex
am
in
in
g
th
e
ed
u
ca
tio
n
al
im
p
licatio
n
s
o
f
g
en
er
ativ
e
AI
ad
o
p
tio
n
in
lan
g
u
ag
e
lear
n
in
g
co
n
tex
ts
.
Fig
u
r
e
1
.
Me
d
iatio
n
m
o
d
el
o
f
th
e
r
elatio
n
s
h
ip
b
etwe
en
AI
ac
ce
p
tan
ce
an
d
ac
ad
em
ic
p
r
o
cr
a
s
tin
atio
n
th
r
o
u
g
h
m
etac
o
g
n
itiv
e
lis
ten
in
g
awa
r
e
n
ess
4.
DIS
CU
SS
I
O
N
T
h
e
f
in
d
i
n
g
t
h
at
m
et
ac
o
g
n
iti
v
e
lis
t
en
in
g
awa
r
en
ess
o
n
ly
p
ar
tiall
y
m
e
d
i
ates
t
h
e
r
el
ati
o
n
s
h
i
p
b
et
wee
n
AI
ac
ce
p
ta
n
ce
a
n
d
a
ca
d
e
m
i
c
p
r
o
cr
asti
n
a
ti
o
n
(
1
4
.
9
8
%
o
f
th
e
t
o
t
al
ef
f
e
ct
)
in
d
i
ca
t
es
th
at
s
e
v
e
r
a
l
s
e
lf
‑
r
e
g
u
la
to
r
y
an
d
m
o
ti
v
a
ti
o
n
al
m
e
ch
a
n
is
m
s
o
p
e
r
at
e
s
i
m
u
lt
an
eo
u
s
l
y
.
T
h
is
p
atte
r
n
ali
g
n
s
wi
th
t
h
e
UT
A
UT
,
w
h
i
ch
p
o
s
i
ts
t
h
a
t
p
e
r
f
o
r
m
a
n
c
e
e
x
p
ec
ta
n
c
y
a
n
d
ef
f
o
r
t
e
x
p
ec
t
a
n
c
y
i
n
f
lu
e
n
ce
b
eh
av
io
r
a
l
o
u
t
c
o
m
es
t
h
r
o
u
g
h
m
u
lti
p
l
e
p
at
h
wa
y
s
b
e
y
o
n
d
s
i
n
g
l
e
m
ed
iat
o
r
s
.
T
h
e
s
u
b
s
ta
n
t
ial
d
i
r
e
ct
e
f
f
e
ct
(
8
5
.
0
2
%
)
s
u
g
g
ests
A
I
ac
ce
p
tan
ce
m
a
y
r
e
d
u
ce
p
r
o
cr
asti
n
a
ti
o
n
th
r
o
u
g
h
en
h
a
n
ce
d
s
el
f
-
e
f
f
ic
ac
y
a
n
d
i
n
t
r
i
n
s
ic
m
o
ti
v
at
io
n
—
co
n
s
t
r
u
cts
ce
n
t
r
al
t
o
s
el
f
-
r
e
g
u
lat
e
d
lea
r
n
i
n
g
th
eo
r
y
—
i
n
d
e
p
e
n
d
e
n
t
ly
o
f
m
e
ta
co
g
n
it
iv
e
lis
t
e
n
i
n
g
p
r
o
c
ess
es
.
Alt
h
o
u
g
h
m
et
a
co
g
n
iti
v
e
lis
t
e
n
i
n
g
awa
r
e
n
ess
r
e
p
r
ese
n
ts
o
n
e
m
ea
n
i
n
g
f
u
l
p
at
h
w
ay
,
t
h
e
l
ar
g
e
r
e
m
a
in
in
g
d
i
r
ec
t
e
f
f
ec
t
s
u
g
g
ests
t
h
at
o
t
h
e
r
p
s
y
c
h
o
lo
g
i
ca
l
p
r
o
ce
s
s
es
p
la
y
eq
u
a
ll
y
im
p
o
r
ta
n
t
r
o
les
.
Pr
io
r
r
es
ea
r
c
h
s
h
o
ws
t
h
at
e
f
f
o
r
t
r
e
g
u
la
ti
o
n
—
t
h
e
a
b
i
lit
y
to
s
u
s
t
ai
n
ef
f
o
r
t
d
u
r
i
n
g
d
e
m
a
n
d
i
n
g
t
ask
s
—
is
a
s
t
r
o
n
g
e
r
p
r
e
d
i
cto
r
o
f
r
e
d
u
c
ed
p
r
o
c
r
asti
n
at
io
n
th
a
n
m
et
ac
o
g
n
iti
v
e
s
elf
‑
r
e
g
u
la
ti
o
n
al
o
n
e,
i
n
d
i
ca
t
in
g
t
h
at
s
t
u
d
e
n
ts
’
p
e
r
s
is
te
n
ce
m
ay
f
u
n
cti
o
n
in
d
ep
e
n
d
en
tl
y
o
f
t
h
ei
r
m
et
ac
o
g
n
iti
v
e
awa
r
e
n
ess
[
3
5
]
.
Sel
f
‑
e
f
f
ic
ac
y
also
f
o
r
m
s
a
d
is
ti
n
ct
p
at
h
wa
y
,
as
s
t
u
d
e
n
ts
’
co
n
f
i
d
e
n
c
e
in
m
a
n
a
g
i
n
g
ac
a
d
em
i
c
task
s
d
i
r
e
ctl
y
i
n
f
lu
e
n
c
es
p
r
o
cr
asti
n
at
io
n
b
e
y
o
n
d
m
et
ac
o
g
n
it
iv
e
f
ac
t
o
r
s
[
3
5
]
.
M
o
r
e
o
v
e
r
,
t
h
e
co
n
ce
p
t
o
f
“
m
e
ta
co
g
n
it
iv
e
l
az
i
n
ess
”
i
d
e
n
ti
f
i
ed
b
y
F
an
et
a
l
.
[
7
4
]
h
ig
h
li
g
h
ts
a
p
o
t
e
n
ti
al
p
a
r
a
d
o
x
:
h
i
g
h
r
el
ia
n
c
e
o
n
g
en
er
ativ
e
AI
m
ay
r
e
d
u
ce
d
ee
p
co
g
n
itiv
e
en
g
a
g
em
en
t,
lead
i
n
g
s
tu
d
en
ts
to
o
f
f
lo
ad
m
e
n
tal
ef
f
o
r
t to
AI
s
y
s
tem
s
r
at
h
er
th
a
n
b
u
i
l
d
i
n
g
th
ei
r
o
w
n
s
elf
‑
r
e
g
u
la
to
r
y
s
k
ills
.
T
h
u
s
,
alth
o
u
g
h
AI
ac
ce
p
tan
ce
ca
n
en
h
an
ce
m
etac
o
g
n
itiv
e
awa
r
en
ess
b
y
p
r
o
v
id
in
g
s
u
p
p
o
r
tiv
e
s
ca
f
f
o
ld
in
g
[
6
7
]
,
[
7
5
]
,
it
m
ay
s
im
u
ltan
eo
u
s
ly
en
a
b
le
alter
n
ativ
e
p
ath
way
s
to
p
r
o
c
r
asti
n
atio
n
b
y
l
o
wer
in
g
ef
f
o
r
tf
u
l p
r
o
ce
s
s
in
g
an
d
d
im
in
is
h
in
g
in
tr
in
s
ic
en
g
a
g
em
en
t
.
T
h
e
o
b
s
er
v
e
d
n
eg
ativ
e
c
o
r
r
ela
tio
n
b
etwe
en
AI
ac
ce
p
tan
ce
a
n
d
ac
ad
em
ic
p
r
o
cr
asti
n
atio
n
a
lig
n
s
with
em
er
g
in
g
e
v
id
en
ce
th
at
tech
n
o
lo
g
y
ac
ce
p
tan
ce
in
f
lu
e
n
ce
s
lear
n
in
g
b
e
h
av
io
r
s
b
ey
o
n
d
tr
ad
itio
n
al
m
ec
h
an
is
m
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
A
r
tifi
cia
l in
tellig
en
ce
a
cc
ep
ta
n
ce
a
n
d
p
r
o
cra
s
tin
a
tio
n
:
meta
co
g
n
itive
…
(
Mo
h
a
med
A
li N
emt
-
a
lla
h
)
2149
Pre
v
io
u
s
r
esear
ch
[
4
1
]
,
[
4
2
]
d
o
cu
m
en
ted
t
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at
h
ig
h
er
A
I
ac
c
ep
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elate
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tr
ess
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is
ten
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with
o
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i
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in
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.
Ho
w
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th
e
m
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est
m
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iatio
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tag
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co
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tr
asts
with
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p
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et
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eter
m
in
an
t
[
2
8
]
,
[
3
1
]
.
T
h
is
d
is
cr
ep
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cy
s
u
g
g
ests
th
at
AI
-
m
ed
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lear
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m
en
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ay
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ath
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d
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m
co
n
v
en
tio
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al
s
elf
-
r
eg
u
lato
r
y
f
r
am
ewo
r
k
s
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war
r
an
tin
g
r
ec
o
n
s
id
er
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o
f
tr
a
d
itio
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al
p
r
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cr
asti
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atio
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m
o
d
els in
tech
n
o
lo
g
ically
e
n
h
an
ce
d
co
n
te
x
ts
.
T
h
ese
f
in
d
in
g
s
ca
r
r
y
im
p
o
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t
an
t
im
p
licatio
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f
o
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e
d
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ca
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p
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ac
tice
a
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d
in
s
titu
tio
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p
o
licy
in
f
o
r
eig
n
lan
g
u
ag
e
e
d
u
ca
tio
n
.
E
d
u
ca
to
r
s
s
h
o
u
ld
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n
teg
r
ate
A
I
liter
ac
y
m
o
d
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les
in
to
lan
g
u
ag
e
cu
r
r
ic
u
la
th
at
in
ten
tio
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ally
co
m
b
in
e
tech
n
o
lo
g
y
tr
ai
n
in
g
with
m
etac
o
g
n
itiv
e
lis
ten
in
g
s
tr
ateg
y
in
s
tr
u
ctio
n
.
Pra
ctica
l
class
r
o
o
m
ac
tiv
ities
m
ay
in
cl
u
d
e
r
ef
lectiv
e
lis
ten
in
g
jo
u
r
n
als
in
wh
ich
s
tu
d
en
ts
an
aly
ze
h
o
w
th
ey
m
o
n
ito
r
co
m
p
r
eh
e
n
s
io
n
wh
ile
u
s
in
g
AI
‑
g
en
er
ated
au
d
io
m
ate
r
ials
,
p
ee
r
‑
c
o
llab
o
r
ativ
e
task
s
th
at
r
eq
u
ir
e
ev
al
u
atin
g
AI
‑
g
en
er
ated
tr
an
s
cr
ip
ts
a
g
ain
s
t
au
th
en
tic
lis
ten
in
g
p
ass
ag
es,
an
d
s
ca
f
f
o
ld
ed
s
elf
‑
ass
ess
m
en
t
r
o
u
tin
es
th
at
p
r
o
m
p
t
lear
n
er
s
to
id
en
tif
y
t
h
e
m
etac
o
g
n
itiv
e
s
tr
ateg
ies
th
ey
u
s
ed
b
ef
o
r
e,
d
u
r
in
g
,
a
n
d
af
ter
AI
‑
ass
is
ted
lis
ten
in
g
task
s
.
T
ea
ch
er
p
r
o
f
ess
io
n
al
d
ev
elo
p
m
en
t sh
o
u
l
d
p
r
e
p
ar
e
in
s
tr
u
cto
r
s
to
m
o
d
el
m
etac
o
g
n
itiv
e
th
in
k
in
g
alo
u
d
wh
en
d
em
o
n
s
tr
atin
g
A
I
to
o
ls
,
d
esig
n
f
o
r
m
ativ
e
ass
ess
m
en
ts
th
at
m
ea
s
u
r
e
b
o
th
AI
lit
er
ac
y
an
d
lis
ten
in
g
awa
r
en
ess
,
an
d
f
ac
ilit
ate
d
is
cu
s
s
io
n
s
o
n
r
esp
o
n
s
ib
le
AI
u
s
e
t
h
at
s
u
p
p
o
r
ts
r
ath
er
th
an
r
e
p
lac
es
co
g
n
itiv
e
ef
f
o
r
t.
I
n
s
titu
tio
n
s
s
h
o
u
ld
ad
o
p
t
b
a
lan
ce
d
p
o
licies
th
at
lev
er
ag
e
AI
’
s
m
o
tiv
atio
n
al
b
en
ef
its
wh
ile
p
r
ev
en
tin
g
o
v
er
r
elian
ce
th
at
m
ay
wea
k
en
co
g
n
itiv
e
en
g
ag
em
e
n
t.
Ad
d
it
io
n
ally
,
cu
r
r
icu
lu
m
d
esig
n
er
s
s
h
o
u
ld
in
co
r
p
o
r
at
e
s
tr
u
ctu
r
ed
r
e
f
lectio
n
o
p
p
o
r
tu
n
ities
th
at
en
co
u
r
a
g
e
s
tu
d
en
ts
t
o
cr
itically
ex
a
m
in
e
th
eir
AI
u
s
ag
e
p
atter
n
s
a
n
d
s
u
s
tain
au
to
n
o
m
o
u
s
lear
n
in
g
b
eh
av
io
r
s
alo
n
g
s
id
e
tech
n
o
l
o
g
i
ca
l su
p
p
o
r
t.
Sev
er
al
m
eth
o
d
o
lo
g
ical
lim
it
atio
n
s
co
n
s
tr
ain
th
e
g
en
e
r
aliza
b
ilit
y
an
d
i
n
ter
p
r
etiv
e
s
co
p
e
o
f
th
ese
f
in
d
in
g
s
.
T
h
e
c
r
o
s
s
-
s
ec
tio
n
al
d
esig
n
p
r
ec
lu
d
es
ca
u
s
al
i
n
f
er
en
ce
s
r
eg
ar
d
i
n
g
tem
p
o
r
a
l
p
r
ec
ed
e
n
ce
an
d
d
ir
ec
tio
n
al
r
elatio
n
s
h
ip
s
am
o
n
g
v
a
r
iab
les;
r
ec
ip
r
o
ca
l
e
f
f
ec
ts
wh
er
eb
y
p
r
o
cr
asti
n
atio
n
in
f
lu
e
n
ce
s
AI
ac
ce
p
tan
ce
o
r
m
etac
o
g
n
itiv
e
a
war
en
ess
ca
n
n
o
t b
e
r
u
led
o
u
t.
Self
-
r
ep
o
r
t
m
ea
s
u
r
es
in
tr
o
d
u
c
e
s
o
cial
d
esira
b
ilit
y
b
ias
an
d
co
m
m
o
n
m
eth
o
d
v
ar
ian
ce
,
p
o
ten
tially
i
n
f
latin
g
o
b
s
er
v
ed
r
elatio
n
s
h
ip
s
wh
ile
f
ailin
g
to
ca
p
tu
r
e
o
b
jectiv
e
AI
u
s
ag
e
b
eh
av
io
r
s
o
r
au
th
en
tic
in
-
s
itu
m
etac
o
g
n
itiv
e
p
r
o
ce
s
s
es.
T
h
e
s
tu
d
y
’
s
ex
clu
s
iv
e
f
o
cu
s
o
n
E
g
y
p
tian
u
n
iv
er
s
ity
s
tu
d
en
ts
with
in
a
s
in
g
le
in
s
titu
tio
n
al
co
n
tex
t
(
Al
-
Azh
ar
Un
i
v
er
s
ity
)
lim
its
cr
o
s
s
-
cu
ltu
r
al
ap
p
licab
ilit
y
,
as c
o
llectiv
is
t e
d
u
ca
tio
n
al
v
alu
es,
tech
n
o
l
o
g
ica
l in
f
r
astru
ctu
r
e
d
is
p
ar
ities
,
an
d
cu
ltu
r
ally
s
p
ec
if
ic
attitu
d
es
to
war
d
AI
m
ay
n
o
t
g
en
er
alize
to
in
d
iv
id
u
alis
t
W
ester
n
co
n
tex
ts
o
r
o
th
er
Mid
d
le
E
aster
n
s
ett
in
g
s
.
Ad
d
itio
n
ally
,
th
e
m
o
d
est
v
ar
i
an
ce
ex
p
lain
ed
b
y
p
r
o
cr
asti
n
atio
n
(
6
.
1
7
%)
s
u
g
g
ests
th
at
cr
u
cial
v
ar
iab
les
—
in
clu
d
in
g
m
o
tiv
atio
n
al
o
r
ien
tatio
n
s
,
p
er
s
o
n
ality
tr
aits
,
a
n
d
co
n
tex
tu
al
f
ac
to
r
s
—
r
em
ain
ed
u
n
e
x
am
in
ed
.
T
h
e
r
elian
ce
o
n
co
n
v
en
ien
ce
s
am
p
lin
g
f
u
r
th
er
r
estricts
p
o
p
u
latio
n
-
le
v
el
in
f
er
en
ce
s
.
Fu
tu
r
e
in
v
esti
g
atio
n
s
em
p
lo
y
in
g
b
eh
a
v
io
r
al
o
b
s
er
v
a
tio
n
an
d
l
o
n
g
itu
d
in
al
tr
ac
k
in
g
wo
u
ld
s
ig
n
if
ican
tly
s
tr
en
g
th
en
ca
u
s
al
claim
s
.
Fu
tu
r
e
r
esear
ch
s
h
o
u
ld
ad
o
p
t
lo
n
g
itu
d
in
al
an
d
ex
p
er
i
m
en
tal
d
esig
n
s
to
estab
lis
h
tem
p
o
r
al
p
r
ec
ed
en
ce
an
d
ca
u
s
al
m
ec
h
an
is
m
s
lin
k
in
g
AI
ac
ce
p
tan
ce
,
m
etac
o
g
n
itiv
e
d
ev
elo
p
m
en
t,
a
n
d
p
r
o
c
r
asti
n
atio
n
r
ed
u
ctio
n
.
R
an
d
o
m
ized
c
o
n
tr
o
lled
tr
ials
test
in
g
m
etac
o
g
n
itiv
e
lis
ten
in
g
in
ter
v
e
n
tio
n
s
i
n
teg
r
ated
with
AI
liter
ac
y
tr
ain
in
g
wo
u
ld
p
r
o
v
id
e
r
o
b
u
s
t
ev
i
d
en
ce
f
o
r
p
ed
ag
o
g
ical
r
ec
o
m
m
en
d
atio
n
s
.
C
r
o
s
s
-
cu
ltu
r
al
co
m
p
ar
ativ
e
s
tu
d
ies
ac
r
o
s
s
Ar
ab
,
Asi
an
,
E
u
r
o
p
ea
n
,
an
d
No
r
th
Am
er
ican
ed
u
ca
tio
n
al
co
n
tex
ts
w
o
u
ld
illu
m
in
ate
h
o
w
cu
ltu
r
al
d
i
m
en
s
io
n
s
(
in
d
iv
id
u
alis
m
-
co
llectiv
is
m
an
d
p
o
wer
d
is
tan
ce
)
m
o
d
er
ate
th
e
r
elatio
n
s
h
ip
s
o
b
s
er
v
e
d
h
er
e.
Qu
alitativ
e
p
h
en
o
m
en
o
l
o
g
ica
l
s
tu
d
ies
em
p
lo
y
i
n
g
t
h
in
k
-
al
o
u
d
p
r
o
t
o
co
ls
an
d
s
em
i
-
s
tr
u
ctu
r
ed
in
ter
v
iews
co
u
ld
r
ev
ea
l
s
tu
d
en
ts
’
liv
ed
ex
p
er
ien
ce
s
with
AI
to
o
ls
,
u
n
co
v
e
r
in
g
n
u
an
ce
d
m
ec
h
an
is
m
s
u
n
av
ailab
le
th
r
o
u
g
h
q
u
an
titativ
e
ap
p
r
o
ac
h
es
alo
n
e.
Mix
ed
-
m
eth
o
d
s
co
n
v
er
g
en
t
d
esig
n
s
co
m
b
in
in
g
b
e
h
av
io
r
al
tr
ac
es
(
AI
to
o
l
u
s
ag
e
lo
g
s
an
d
tim
e
-
on
-
task
m
etr
ics)
with
s
elf
-
r
ep
o
r
t
d
ata
w
o
u
l
d
tr
ian
g
u
late
f
in
d
in
g
s
an
d
r
ed
u
ce
co
m
m
o
n
-
m
eth
o
d
b
ias.
I
n
v
esti
g
atio
n
s
s
h
o
u
ld
ex
am
in
e
a
d
d
itio
n
al
m
ed
iato
r
s
in
clu
d
in
g
s
elf
-
ef
f
icac
y
,
in
tr
i
n
s
ic
m
o
tiv
atio
n
,
ef
f
o
r
t
r
eg
u
lati
o
n
,
an
d
p
er
ce
iv
e
d
au
to
n
o
m
y
to
co
m
p
r
e
h
en
s
iv
ely
m
ap
p
ath
way
s
th
r
o
u
g
h
wh
ich
AI
ac
ce
p
tan
ce
in
f
lu
en
ce
s
ac
ad
em
ic
b
eh
a
v
io
r
s
.
Mo
r
e
o
v
er
,
r
esear
ch
er
s
s
h
o
u
ld
in
v
esti
g
ate
p
o
ten
tial
m
o
d
e
r
ato
r
s
s
u
ch
as
d
ig
ital
liter
ac
y
,
lear
n
in
g
g
o
al
o
r
ien
tatio
n
s
,
an
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n
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m
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ll
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s
ize
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th
e
Evaluation Warning : The document was created with Spire.PDF for Python.
I
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2151
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[
1
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