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I
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J
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15
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4
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Au
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20
26
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3
5
2
9
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3
5
4
1
3530
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o
tiv
atio
n
an
d
ac
a
d
em
ic
p
e
r
f
o
r
m
an
c
e
[
6
]
.
Fu
r
th
e
r
m
o
r
e
,
a
lack
o
f
em
p
at
h
y
ca
n
co
n
tr
i
b
u
te
to
c
o
n
f
lictu
al
i
n
ter
ac
tio
n
s
b
etwe
en
s
tu
d
en
ts
an
d
teac
h
er
s
[
5
]
.
E
m
o
tio
n
al
s
u
p
p
o
r
t
am
o
n
g
p
a
r
ticip
an
ts
in
th
e
ed
u
ca
tio
n
al
p
r
o
ce
s
s
is
wi
d
ely
r
ec
o
g
n
ized
in
h
ig
h
er
ed
u
ca
tio
n
as
a
p
r
ac
tice
th
at
f
ac
ilit
ates
s
tu
d
en
ts
’
in
teg
r
atio
n
in
to
s
o
cially
s
af
e
g
r
o
u
p
s
,
u
ltima
tely
im
p
r
o
v
in
g
th
eir
lear
n
in
g
o
u
tco
m
es
an
d
s
o
cial
co
m
p
eten
cies
[
8
]
.
T
h
e
d
e
v
elo
p
m
e
n
t
o
f
em
p
ath
y
is
also
a
co
r
e
co
m
p
o
n
en
t
in
f
o
s
ter
in
g
eth
ical
v
alu
es,
wh
ich
ar
e
v
ital f
o
r
p
r
o
f
ess
io
n
al
teac
h
er
f
o
r
m
atio
n
[
9
]
.
E
m
o
tio
n
al
em
p
ath
y
is
es
s
en
tial
f
o
r
th
e
s
u
cc
ess
f
u
l
p
er
s
o
n
al
d
ev
elo
p
m
e
n
t
o
f
in
d
iv
id
u
als
[
1
0
]
.
I
n
e
d
u
ca
tio
n
al
s
y
s
tem
s
s
u
ch
as
th
o
s
e
o
f
R
u
s
s
ia
an
d
th
e
U
n
ited
States
,
ef
f
o
r
ts
h
av
e
b
ee
n
m
ad
e
to
in
teg
r
at
e
em
p
ath
y
tr
ain
in
g
in
to
teac
h
er
ed
u
ca
tio
n
p
r
o
g
r
am
s
[
1
1
]
,
[
1
2
]
.
C
u
ltiv
atin
g
em
p
ath
y
as
a
p
r
o
f
ess
io
n
al
tr
ait
is
a
p
r
io
r
ity
task
th
at
ca
n
b
e
ad
d
r
ess
ed
th
r
o
u
g
h
tar
g
eted
,
d
eli
b
er
ate,
an
d
r
ef
lectiv
e
tr
ain
i
n
g
an
d
s
elf
-
ed
u
ca
tio
n
[
1
1
]
.
A
well
-
d
ev
el
o
p
ed
em
p
a
th
ic
ca
p
ac
ity
c
o
n
tr
ib
u
tes
to
i
m
p
r
o
v
e
d
m
e
n
tal
an
d
p
h
y
s
ical
h
ea
lth
,
ac
a
d
em
ic
s
u
cc
ess
,
an
d
en
h
an
ce
d
p
r
o
f
ess
io
n
al
o
p
p
o
r
tu
n
ities
[
1
2
]
.
I
n
Kaz
ak
h
s
tan
,
th
e
s
y
s
tem
o
f
teac
h
er
ed
u
ca
tio
n
f
ac
es
s
ev
er
al
ch
allen
g
es
r
elate
d
to
th
e
d
e
v
elo
p
m
en
t
o
f
em
o
tio
n
al
em
p
ath
y
am
o
n
g
f
u
tu
r
e
e
d
u
ca
to
r
s
[
1
3
]
.
W
ith
in
tr
ad
itio
n
ally
h
ier
a
r
ch
ical
ed
u
ca
tio
n
al
s
tr
u
ctu
r
es,
wh
er
e
f
o
r
m
al
a
u
th
o
r
ity
a
n
d
co
n
tr
o
l
d
o
m
i
n
ate,
th
e
r
e
is
a
p
r
ess
in
g
n
ee
d
f
o
r
m
o
r
e
f
lex
i
b
le
ap
p
r
o
ac
h
es
th
at
n
u
r
tu
r
e
em
p
ath
ic
q
u
alities
in
teac
h
er
s
.
Su
ch
ap
p
r
o
ac
h
es
h
el
p
cr
ea
te
a
m
o
r
e
o
p
en
an
d
s
u
p
p
o
r
tiv
e
ed
u
ca
tio
n
al
en
v
ir
o
n
m
en
t
w
h
er
e
em
o
tio
n
al
em
p
ath
y
b
ec
o
m
es
a
v
ital
co
m
p
o
n
e
n
t
o
f
teac
h
e
r
s
’
p
r
o
f
ess
io
n
al
f
o
r
m
atio
n
[
1
4
]
.
E
m
p
ath
y
en
c
o
u
r
ag
es
s
tu
d
en
ts
to
en
g
ag
e
in
cr
itical
d
is
cu
s
s
i
o
n
s
,
d
ee
p
en
th
eir
u
n
d
er
s
tan
d
i
n
g
,
an
d
em
o
tio
n
ally
co
n
n
ec
t
with
g
lo
b
al
is
s
u
es
[
1
5
]
.
T
h
e
ab
s
en
ce
o
f
s
y
s
tem
atic
in
itiativ
es
to
ass
ess
an
d
e
n
h
an
ce
em
p
ath
y
in
f
u
tu
r
e
teac
h
e
r
s
r
esu
lts
in
th
e
g
r
ad
u
atio
n
o
f
p
r
o
f
ess
io
n
als
wh
o
ar
e
in
s
u
f
f
icien
tly
p
r
e
p
ar
ed
f
o
r
ef
f
ec
tiv
e
in
ter
ac
tio
n
with
s
tu
d
e
n
ts
[
1
6
]
.
T
h
is
in
ad
e
q
u
ac
y
af
f
ec
ts
b
o
th
th
e
q
u
ality
o
f
ed
u
ca
tio
n
a
n
d
th
e
p
s
y
ch
o
lo
g
ical
clim
ate
in
ed
u
ca
tio
n
al
in
s
titu
tio
n
s
[
1
7
]
.
T
h
er
ef
o
r
e,
a
s
y
s
tem
ic
ap
p
r
o
ac
h
is
n
ee
d
ed
to
f
o
s
ter
p
r
o
f
ess
io
n
ally
s
ig
n
if
ican
t
p
er
s
o
n
al
q
u
alities
s
u
ch
as
em
o
tio
n
al
an
d
s
o
cial
em
p
ath
y
,
s
elf
-
r
e
f
lectio
n
,
an
d
p
o
s
itiv
e
th
in
k
in
g
i
n
th
e
tr
ain
in
g
o
f
f
u
tu
r
e
e
d
u
ca
to
r
s
.
T
h
e
s
cien
tific
n
o
v
elty
o
f
th
is
s
tu
d
y
lies
in
th
e
e
m
p
ir
ical
d
is
co
v
er
y
o
f
h
i
g
h
le
v
els
o
f
em
p
a
th
y
am
o
n
g
s
tu
d
en
t te
ac
h
er
s
.
T
h
is
h
ig
h
lev
el
o
f
em
p
ath
y
allo
ws f
o
r
a
n
ew
in
ter
p
r
etatio
n
o
f
th
e
r
esu
lts
o
f
em
p
ath
y
-
f
o
cu
s
ed
in
ter
v
en
tio
n
s
an
d
h
i
g
h
lig
h
ts
t
h
e
n
ee
d
to
ass
ess
s
tu
d
en
ts
’
em
p
ath
ic
ab
ilit
ies
b
ef
o
r
e
p
r
o
g
r
am
d
ev
el
o
p
m
en
t.
Fu
r
th
er
m
o
r
e
,
it
o
p
en
s
th
e
p
o
s
s
ib
ilit
y
o
f
m
o
v
i
n
g
f
r
o
m
s
h
o
r
t
-
ter
m
to
lo
n
g
-
ter
m
an
d
m
o
r
e
d
i
f
f
er
en
tiated
in
ter
v
en
tio
n
s
.
2.
L
I
T
E
R
AT
U
RE
R
E
VI
E
W
E
m
p
ath
y
,
as
th
e
ab
ilit
y
to
p
er
ce
iv
e
an
o
th
e
r
p
e
r
s
o
n
’
s
p
er
s
p
e
ctiv
e
th
r
o
u
g
h
e
m
o
tio
n
s
,
im
a
g
i
n
atio
n
,
a
n
d
p
er
s
o
n
al
ex
p
e
r
ien
ce
,
is
ess
en
tial
f
o
r
u
n
d
e
r
s
tan
d
in
g
c
u
ltu
r
a
l,
s
o
cial,
an
d
in
d
iv
id
u
al
d
if
f
e
r
en
ce
s
.
I
n
to
d
ay
’
s
m
u
lticu
ltu
r
al
wo
r
l
d
,
it
p
lay
s
a
v
ital
r
o
le
in
f
o
s
ter
in
g
to
ler
an
ce
,
m
u
tu
al
u
n
d
er
s
tan
d
in
g
,
a
n
d
e
f
f
ec
tiv
e
in
ter
p
er
s
o
n
al
co
m
m
u
n
icatio
n
[
2
]
.
W
ith
in
co
n
tem
p
o
r
ar
y
p
e
d
ag
o
g
ical
an
d
p
s
y
c
h
o
lo
g
ical
d
i
s
co
u
r
s
e,
em
p
ath
y
is
co
n
s
id
er
ed
a
k
ey
q
u
ality
n
e
ce
s
s
ar
y
f
o
r
ef
f
ec
tiv
e
p
r
o
f
ess
io
n
al
p
r
ac
tice
in
ed
u
ca
tio
n
[
5
]
.
I
t
p
r
o
f
o
u
n
d
ly
in
f
lu
en
ce
s
y
o
u
n
g
p
e
o
p
le
’
s
p
e
r
s
o
n
al
d
ev
el
o
p
m
e
n
t
an
d
cu
ltu
r
al
awa
r
en
ess
,
in
clu
d
i
n
g
t
h
eir
u
n
d
e
r
s
tan
d
in
g
o
f
tr
ad
itio
n
s
,
v
al
u
es,
an
d
s
o
cial
n
o
r
m
s
[
1
8
]
.
Giv
e
n
em
p
ath
y
’
s
im
p
ac
t
o
n
p
er
s
o
n
ality
d
ev
el
o
p
m
en
t
an
d
s
o
cial
r
elatio
n
s
h
ip
s
,
it is
cr
u
cial
to
in
v
esti
g
ate
h
o
w
it c
an
b
e
c
u
ltiv
a
ted
in
y
o
u
n
g
p
eo
p
le
[
1
9
]
,
[
2
0
]
.
So
m
e
r
esear
ch
er
s
h
av
e
p
r
o
p
o
s
ed
in
clu
d
in
g
em
p
ath
y
in
th
e
B
ig
Fiv
e
p
er
s
o
n
ality
tr
aits
[
2
1
]
.
T
h
e
s
tr
u
ctu
r
e
o
f
em
p
ath
y
is
ty
p
ically
d
iv
id
ed
i
n
to
s
ev
er
al
k
e
y
co
m
p
o
n
en
ts
,
ea
ch
r
ef
lectin
g
a
d
if
f
er
en
t
asp
ec
t
o
f
th
e
p
h
e
n
o
m
en
o
n
.
T
h
e
c
o
g
n
itiv
e
co
m
p
o
n
en
t
r
ef
er
s
t
o
th
e
ab
ilit
y
to
u
n
d
e
r
s
tan
d
an
o
th
er
p
er
s
o
n
’
s
in
ter
n
al
s
tate,
th
e
em
o
tio
n
al
co
m
p
o
n
en
t
p
er
tain
s
to
em
o
tio
n
al
r
esp
o
n
s
iv
en
ess
to
o
th
er
s
’
ex
p
er
ien
ce
s
,
an
d
th
e
b
eh
av
io
r
al
c
o
m
p
o
n
en
t
r
elate
s
to
th
e
willin
g
n
ess
to
en
g
ag
e
i
n
em
p
ath
ic
in
ter
ac
tio
n
an
d
p
r
o
v
id
e
s
u
p
p
o
r
t
[
2
2
]
.
C
o
g
n
itiv
e
em
p
at
h
y
b
eg
in
s
to
f
o
r
m
as
c
h
ild
r
en
tr
an
s
itio
n
f
r
o
m
p
r
im
ar
y
t
o
m
i
d
d
le
s
ch
o
o
l
an
d
c
o
n
tin
u
es
d
ev
elo
p
in
g
th
r
o
u
g
h
o
u
t
ad
o
le
s
ce
n
ce
an
d
a
d
u
lth
o
o
d
[
2
3
]
.
T
h
e
em
o
tio
n
al
co
m
p
o
n
en
t
,
c
o
m
p
r
is
in
g
e
m
p
ath
i
c
co
n
ce
r
n
,
p
er
s
o
n
al
d
is
tr
ess
,
an
d
em
o
tio
n
al
c
o
n
tag
io
n
,
is
o
f
t
en
ass
o
ciate
d
with
lo
wer
r
ati
o
n
ality
[
2
4
]
,
wh
ile
b
eh
av
io
r
al
e
m
p
ath
y
,
wh
ich
i
n
v
o
lv
es
r
esp
o
n
d
in
g
t
o
o
th
e
r
s
’
em
o
tio
n
s
an
d
n
ee
d
s
th
r
o
u
g
h
a
ctio
n
,
is
b
u
ilt
u
p
o
n
b
o
th
co
g
n
itiv
e
an
d
em
o
tio
n
al
co
m
p
o
n
en
ts
[
2
5
]
.
I
n
th
is
c
o
n
tex
t,
th
e
d
ev
el
o
p
m
en
t
o
f
em
p
ath
y
in
ed
u
ca
to
r
s
is
cr
u
cial,
as
teac
h
er
s
h
el
p
s
h
ap
e
an
en
v
ir
o
n
m
en
t
co
n
d
u
civ
e
to
t
h
e
f
o
r
m
atio
n
o
f
em
p
at
h
ic
b
eh
av
io
r
in
s
tu
d
en
ts
.
T
h
e
im
p
o
r
tan
ce
o
f
f
o
s
ter
in
g
em
p
ath
y
in
f
u
tu
r
e
ed
u
ca
to
r
s
is
u
n
d
er
s
co
r
ed
b
y
d
ata
s
h
o
win
g
th
at
8
0
%
o
f
s
u
r
v
ey
e
d
teac
h
er
s
r
ep
o
r
te
d
a
d
ec
lin
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
Dev
elo
p
men
t o
f e
mo
tio
n
a
l e
m
p
a
th
y
in
f
u
tu
r
e
ed
u
ca
t
o
r
s
d
u
r
in
g
th
e
p
r
o
ce
s
s
o
f
… (
Ma
ksa
t A
itz
h
a
n
o
v
)
3531
in
em
p
ath
y
lev
els
am
o
n
g
s
tu
d
en
ts
,
a
tr
en
d
th
at
h
ig
h
lig
h
ts
th
e
u
r
g
en
t
n
ee
d
to
tr
ain
ed
u
c
ato
r
s
in
cu
ltiv
atin
g
s
tu
d
en
ts
’
em
p
ath
ic
ab
ilit
ies
[
2
0
]
.
On
e
p
er
s
p
ec
tiv
e
attr
ib
u
te
t
h
is
d
ec
lin
e
to
th
e
r
is
e
o
f
s
o
cia
l
m
ed
ia
an
d
d
ig
ital
tech
n
o
lo
g
ies
[
2
6
]
.
I
n
th
is
r
eg
ar
d
,
em
o
tio
n
al
s
elf
-
r
eg
u
latio
n
is
a
k
e
y
f
ac
t
o
r
i
n
f
u
tu
r
e
ed
u
ca
to
r
s
’
p
r
o
f
ess
io
n
al
d
ev
elo
p
m
e
n
t a
n
d
th
eir
ab
ilit
y
t
o
in
ter
ac
t e
f
f
ec
tiv
el
y
with
s
tu
d
en
ts
[
2
7
]
.
I
n
ter
n
atio
n
al
teac
h
e
r
tr
ain
in
g
p
r
ac
tices
illu
s
tr
ate
v
ar
io
u
s
ap
p
r
o
ac
h
es
to
d
e
v
elo
p
in
g
em
p
ath
y
.
Pro
f
ess
io
n
al
em
p
ath
y
is
th
e
f
o
u
n
d
atio
n
o
f
s
u
cc
ess
f
u
l
co
m
m
u
n
icatio
n
s
k
ills
an
d
co
n
tr
ib
u
tes
to
a
teac
h
er
’
s
s
elf
-
co
n
f
id
en
ce
an
d
p
r
o
f
ess
io
n
al
co
m
p
eten
ce
[
1
1
]
.
No
n
e
th
eless
,
s
o
m
e
s
tu
d
ies
h
av
e
n
o
ted
a
d
ec
lin
e
in
em
p
ath
y
lev
els
am
o
n
g
e
d
u
c
ato
r
s
[
2
8
]
.
A
co
m
p
r
eh
en
s
iv
e
ap
p
r
o
ac
h
is
th
er
ef
o
r
e
ess
en
tial
f
o
r
d
ev
elo
p
in
g
em
p
ath
y
in
f
u
tu
r
e
teac
h
er
s
.
Su
ch
an
ap
p
r
o
ac
h
s
h
o
u
l
d
in
c
lu
d
e
r
ec
o
g
n
izin
g
em
p
ath
ic
p
r
o
ce
s
s
es,
en
h
an
cin
g
r
ef
lectiv
e
ab
ilit
ies,
an
d
th
e
c
r
ea
tio
n
o
f
lear
n
in
g
en
v
ir
o
n
m
en
ts
in
wh
ich
em
p
ath
y
ca
n
b
e
p
r
ac
ticed
in
r
ea
l
p
ed
ag
o
g
ical
s
ettin
g
s
[
2
]
.
E
m
p
ath
y
is
also
m
o
r
al,
ex
p
r
ess
ed
th
r
o
u
g
h
a
s
en
s
e
o
f
r
esp
o
n
s
ib
ilit
y
f
o
r
o
th
er
s
’
well
-
b
ein
g
,
co
m
p
ass
io
n
,
an
d
a
d
esire
to
h
elp
p
eo
p
le
in
n
ee
d
[
1
0
]
.
E
m
o
t
io
n
al
ed
u
ca
tio
n
p
lay
s
a
cr
itical
r
o
le
in
cu
ltiv
atin
g
em
p
ath
y
in
f
u
tu
r
e
ed
u
ca
to
r
s
,
a
s
it
s
u
p
p
o
r
ts
th
e
d
ev
elo
p
m
en
t
o
f
s
k
ills
f
o
r
r
ec
o
g
n
izin
g
an
d
r
eg
u
latin
g
em
o
tio
n
s
,
wh
ich
ar
e
cr
u
cial
f
o
r
ef
f
ec
ti
v
e
teac
h
er
-
s
tu
d
en
t
i
n
ter
ac
tio
n
[
2
9
]
,
[
3
0
]
.
T
ea
ch
er
p
r
ep
a
r
atio
n
p
r
o
g
r
am
s
m
u
s
t
in
co
r
p
o
r
ate
elem
en
ts
o
f
em
p
a
th
ic
cu
ltu
r
e,
in
clu
d
in
g
tr
aits
th
at
f
o
s
ter
em
p
ath
ic
attitu
d
es
t
o
war
d
s
tu
d
en
ts
an
d
th
e
d
ev
elo
p
m
en
t o
f
p
er
s
o
n
alize
d
teac
h
in
g
s
ty
les f
o
c
u
s
ed
o
n
s
tu
d
en
t in
ter
ac
tio
n
[
3
1
]
,
[
3
2
]
.
T
o
m
ain
tain
em
p
ath
ic
cu
ltu
r
e
an
d
em
o
tio
n
al
co
m
p
eten
ce
,
it
is
ess
en
tial
th
at
teac
h
er
s
n
o
t
o
n
ly
d
ev
elo
p
e
m
o
tio
n
al
awa
r
e
n
ess
an
d
r
e
g
u
latio
n
b
u
t
also
ap
p
ly
th
ese
s
k
ills
p
o
s
itiv
ely
an
d
co
n
s
tr
u
ctiv
ely
.
T
h
is
h
elp
s
p
r
ev
en
t
m
a
n
ip
u
latio
n
o
r
an
tis
o
cial
b
eh
av
io
r
th
at
m
a
y
ar
is
e
wh
en
em
o
tio
n
al
ab
ilit
ies
ar
e
m
is
u
s
ed
[
3
3
]
.
A
r
ev
iew
o
f
th
e
liter
atu
r
e
r
e
v
ea
ls
th
at
q
u
esti
o
n
s
r
em
ain
u
n
r
eso
lv
ed
r
e
g
ar
d
i
n
g
th
e
e
f
f
ec
tiv
en
ess
o
f
v
ar
io
u
s
m
eth
o
d
s
f
o
r
d
ev
elo
p
in
g
em
p
a
th
y
in
ed
u
ca
t
o
r
s
.
Fu
r
th
e
r
m
o
r
e
,
th
e
im
p
ac
t
o
f
d
if
f
er
en
t
f
ac
to
r
s
o
n
t
h
e
f
o
r
m
atio
n
o
f
em
p
ath
y
in
f
u
tu
r
e
teac
h
er
s
is
in
s
u
f
f
icien
tly
ex
p
lo
r
ed
.
T
h
i
s
s
tu
d
y
aim
s
to
an
aly
ze
th
e
s
t
r
u
ctu
r
e
o
f
em
p
ath
y
an
d
ex
a
m
in
e
th
e
ef
f
ec
tiv
e
n
ess
o
f
a
n
em
p
ath
y
d
ev
elo
p
m
en
t
p
r
o
g
r
a
m
th
at
i
n
teg
r
ates
co
g
n
it
iv
e,
em
o
tio
n
al,
an
d
b
eh
av
io
r
al
d
im
en
s
io
n
s
.
Desp
ite
th
e
co
n
s
id
er
ab
le
n
u
m
b
er
o
f
s
tu
d
ies
d
ev
o
te
d
to
th
e
i
n
v
esti
g
atio
n
o
f
em
p
ath
y
,
as
r
e
f
lecte
d
in
th
e
liter
atu
r
e
r
ev
iew,
s
ev
er
al
u
n
r
eso
lv
ed
is
s
u
es
r
em
ain
r
eg
ar
d
in
g
its
s
tr
u
ctu
r
al
co
m
p
o
n
e
n
ts
,
d
ev
elo
p
m
e
n
tal
m
o
d
els,
an
d
ass
ess
m
en
t
m
eth
o
d
o
lo
g
ies.
T
h
is
u
n
d
er
s
co
r
es
t
h
e
n
ee
d
f
o
r
a
c
o
m
p
r
eh
en
s
iv
e
ex
p
lo
r
atio
n
o
f
th
is
p
h
en
o
m
en
o
n
with
in
th
e
c
o
n
te
x
t
o
f
teac
h
e
r
p
r
o
f
ess
io
n
al
f
o
r
m
atio
n
.
T
h
e
p
u
r
p
o
s
e
o
f
th
is
s
tu
d
y
is
to
a
n
aly
ze
th
e
s
tr
u
ctu
r
al
co
m
p
o
n
en
ts
o
f
e
m
p
ath
y
am
o
n
g
p
r
e
-
s
er
v
ice
teac
h
er
s
an
d
to
ev
alu
ate
th
e
ef
f
ec
tiv
en
ess
o
f
a
p
ed
ag
o
g
ical
p
r
o
g
r
am
aim
ed
at
d
ev
elo
p
in
g
th
ese
co
m
p
o
n
e
n
ts
d
u
r
in
g
th
eir
p
r
o
f
ess
io
n
al
tr
ain
in
g
.
T
h
e
s
tu
d
y
s
ee
k
s
to
d
eter
m
in
e
wh
eth
er
p
a
r
ticip
atio
n
in
th
e
em
p
ath
y
d
ev
elo
p
m
en
t
p
r
o
g
r
a
m
lead
s
to
s
ig
n
if
ican
t
ch
an
g
es
in
s
tu
d
en
ts
’
lev
els o
f
co
g
n
itiv
e,
e
m
o
tio
n
al,
an
d
b
eh
a
v
io
r
al
em
p
ath
y
.
T
h
e
r
esear
ch
o
b
jectiv
es we
r
e
as:
i)
t
o
ass
es
s
th
e
lev
el
o
f
em
p
ath
y
am
o
n
g
e
d
u
ca
tio
n
s
tu
d
en
ts
b
ef
o
r
e
a
n
d
af
ter
p
ar
ticip
atio
n
in
th
e
tr
ai
n
in
g
p
r
o
g
r
a
m
;
ii)
t
o
an
aly
ze
th
e
im
p
ac
t
o
f
th
e
tr
ain
in
g
p
r
o
g
r
am
o
n
th
e
v
ar
io
u
s
co
m
p
o
n
en
ts
o
f
s
tu
d
en
t
e
m
p
ath
y
;
a
n
d
iii)
t
o
ex
am
in
e
th
e
f
ac
t
o
r
s
co
n
tr
i
b
u
ti
n
g
to
th
e
o
b
tain
e
d
r
esu
lts
an
d
t
o
id
en
tify
d
ir
ec
tio
n
s
f
o
r
f
u
tu
r
e
r
esear
ch
.
3.
M
E
T
H
O
D
3
.
1
.
Study
des
ig
n
An
ex
p
e
r
im
en
tal
a
p
p
r
o
ac
h
w
as
em
p
lo
y
ed
in
th
is
s
tu
d
y
,
e
n
ab
lin
g
an
i
n
-
d
ep
t
h
e
x
am
in
at
io
n
o
f
th
e
p
r
o
ce
s
s
o
f
e
m
p
ath
y
d
e
v
elo
p
m
en
t
am
o
n
g
f
u
tu
r
e
ed
u
ca
to
r
s
with
in
th
e
c
o
n
tex
t
o
f
a
n
ed
u
ca
tio
n
al
en
v
ir
o
n
m
en
t
.
T
h
is
m
eth
o
d
o
lo
g
ical
ch
o
ice
was
g
u
id
ed
b
y
th
e
n
ee
d
to
o
b
tain
d
ata
i
n
a
n
atu
r
al
p
e
d
ag
o
g
ical
s
ettin
g
with
o
u
t
ar
tific
ially
alter
in
g
f
ac
to
r
s
th
a
t
in
f
lu
en
ce
th
e
p
r
o
f
ess
io
n
al
f
o
r
m
atio
n
o
f
s
tu
d
e
n
ts
.
T
h
e
s
tu
d
y
was
co
n
d
u
cted
in
f
iv
e
s
tag
es
:
i)
p
r
ep
ar
ato
r
y
s
tag
e:
th
is
in
v
o
lv
ed
a
liter
atu
r
e
r
ev
iew,
th
e
estab
lis
h
m
en
t
o
f
a
th
eo
r
etica
l
f
r
am
ewo
r
k
,
th
e
d
e
v
elo
p
m
e
n
t o
f
a
m
o
d
el
f
o
r
em
p
ath
y
f
o
r
m
ati
o
n
,
an
d
th
e
d
esig
n
o
f
ass
ess
m
en
t to
o
ls
[
1
5
]
,
[
1
6
]
,
[
3
1
]
;
ii)
d
iag
n
o
s
tic
s
tag
e:
at
t
h
is
s
tag
e,
b
aselin
e
lev
els
o
f
em
p
ath
y
am
o
n
g
p
r
e
-
s
er
v
ice
teac
h
er
s
wer
e
ass
es
s
ed
u
s
in
g
s
tan
d
ar
d
ized
test
s
,
q
u
es
tio
n
n
air
es,
an
d
e
x
p
er
t
ev
al
u
atio
n
s
;
iii)
f
o
r
m
ativ
e
s
tag
e:
th
e
im
p
lem
en
tatio
n
o
f
a
tech
n
o
lo
g
ical
m
o
d
el
f
o
r
em
p
ath
y
d
ev
elo
p
m
en
t w
as c
ar
r
ied
o
u
t,
in
co
r
p
o
r
atin
g
tr
ain
in
g
s
ess
io
n
s
an
d
p
r
ac
tice
-
o
r
ien
ted
m
eth
o
d
s
d
esig
n
ed
t
o
en
h
an
ce
em
p
ath
ic
ab
ilit
ies
;
iv
)
co
n
tr
o
l
s
tag
e:
p
ar
ticip
an
ts
wer
e
r
etested
to
ev
alu
ate
ch
an
g
es
in
em
p
ath
y
d
ev
elo
p
m
e
n
t.
T
h
e
r
esu
lts
wer
e
an
aly
ze
d
,
a
n
d
a
co
m
p
ar
a
tiv
e
an
aly
s
is
was
p
er
f
o
r
m
ed
to
id
en
tif
y
s
tatis
tic
ally
s
ig
n
if
ican
t
s
h
if
ts
;
an
d
v
)
f
in
al
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m
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3
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atin
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lp
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8
7
,
in
d
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t
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p
er
t v
alid
atio
n
: 9
4
% o
f
ex
p
er
ts
co
n
f
ir
m
ed
th
e
m
eth
o
d
’
s
a
p
p
licab
ilit
y
with
in
ed
u
ca
tio
n
al
co
n
tex
ts
.
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
Dev
elo
p
men
t o
f e
mo
tio
n
a
l e
m
p
a
th
y
in
f
u
tu
r
e
ed
u
ca
t
o
r
s
d
u
r
in
g
th
e
p
r
o
ce
s
s
o
f
… (
Ma
ksa
t A
itz
h
a
n
o
v
)
3533
−
Qu
esti
o
n
n
air
e
o
f
co
g
n
itiv
e
a
n
d
af
f
ec
tiv
e
em
p
ath
y
(
QC
AE
)
[
3
7
]
.
T
h
e
QC
AE
allo
ws
f
o
r
t
h
e
d
if
f
er
e
n
tiatio
n
o
f
co
g
n
itiv
e
an
d
af
f
ec
tiv
e
e
m
p
ath
y
.
I
t
c
o
n
tain
s
3
1
item
s
tar
g
etin
g
v
a
r
io
u
s
asp
ec
ts
o
f
em
p
ath
ic
b
eh
a
v
io
r
an
d
h
as
b
ee
n
ad
ap
te
d
f
o
r
R
u
s
s
ian
-
s
p
ea
k
in
g
p
o
p
u
latio
n
s
.
T
h
e
C
r
o
n
b
ac
h
’
s
alp
h
a
c
o
ef
f
i
cien
t
was
0
.
8
5
,
r
ef
lectin
g
g
o
o
d
in
ter
n
al
c
o
n
s
is
ten
cy
.
E
x
p
er
t
v
alid
ity
:
9
1
%
o
f
ex
p
er
ts
co
n
f
ir
m
ed
th
at
th
e
s
ca
les
alig
n
ed
with
th
e
in
ten
d
ed
m
ea
s
u
r
em
en
t c
r
iter
ia.
3
.
4
.
P
r
o
ce
du
re
Du
r
in
g
t
h
e
p
r
ep
ar
ato
r
y
s
tag
e,
a
co
m
p
r
eh
en
s
iv
e
r
ev
iew
o
f
t
h
e
liter
atu
r
e
o
n
e
m
p
ath
y
was
c
o
n
d
u
cte
d
,
en
ab
lin
g
t
h
e
ex
p
lo
r
atio
n
o
f
e
x
is
tin
g
th
eo
r
etica
l
ap
p
r
o
ac
h
es
an
d
s
cien
tific
a
d
v
an
ce
m
e
n
ts
in
th
e
f
ield
.
I
t
was
estab
lis
h
ed
th
at
em
p
ath
y
is
ch
ar
ac
ter
ized
b
y
th
e
ab
ilit
y
t
o
p
er
ce
iv
e
an
d
s
h
ar
e
th
e
e
m
o
tio
n
al
s
tates
o
f
o
th
er
s
,
m
an
if
ested
th
r
o
u
g
h
em
o
tio
n
al
r
esp
o
n
s
iv
en
ess
an
d
atten
tiv
en
ess
to
o
th
er
s
’
f
ee
lin
g
s
.
E
m
p
ath
y
is
also
s
h
ap
ed
d
u
r
in
g
p
r
o
f
ess
io
n
al
d
ev
elo
p
m
en
t
th
r
o
u
g
h
th
e
cu
ltiv
atio
n
o
f
em
o
tio
n
al
awa
r
en
ess
an
d
s
o
cial
co
m
p
eten
cies.
T
h
e
th
eo
r
etica
l
f
r
am
ewo
r
k
o
f
th
e
s
tu
d
y
en
co
m
p
ass
ed
k
ey
co
n
ce
p
ts
o
f
em
p
ath
y
a
n
d
c
o
n
tem
p
o
r
ar
y
m
eth
o
d
s
f
o
r
its
ass
es
s
m
en
t.
Par
ticip
an
ts
’
em
p
ath
y
lev
els
wer
e
co
n
f
ir
m
ed
u
s
in
g
d
iag
n
o
s
tic
to
o
ls
s
u
ch
as
th
e
em
p
ath
y
p
o
ten
tial
test
,
th
e
em
o
tio
n
al
r
esp
o
n
s
iv
en
ess
s
ca
le,
an
d
o
th
er
s
,
wh
ich
p
r
o
v
i
d
ed
o
b
jectiv
e
m
ea
s
u
r
em
en
ts
o
f
em
p
ath
ic
p
o
ten
tial
at
v
ar
io
u
s
s
tag
es
o
f
th
e
r
esear
ch
.
A
c
en
tr
al
asp
ec
t
o
f
t
h
e
p
r
ep
ar
at
o
r
y
p
h
ase
was
t
h
e
d
ev
elo
p
m
e
n
t
o
f
a
n
em
p
at
h
y
f
o
r
m
atio
n
m
o
d
el
tailo
r
e
d
to
th
e
ag
e
-
s
p
ec
if
ic
an
d
p
r
o
f
ess
io
n
al
ch
ar
ac
ter
is
tics
o
f
th
e
s
tu
d
y
p
a
r
ticip
an
ts
.
Ad
d
iti
o
n
ally
,
an
ev
alu
atio
n
to
o
lk
it
was
cr
ea
ted
,
in
co
r
p
o
r
atin
g
v
a
lid
ated
in
s
tr
u
m
en
ts
an
d
p
s
y
ch
o
d
iag
n
o
s
tics
m
eth
o
d
s
alig
n
ed
with
th
e
r
esear
ch
o
b
j
ec
tiv
es.
Prio
r
to
th
e
in
ter
v
e
n
tio
n
,
a
b
aselin
e
ass
ess
m
en
t
was
co
n
d
u
cted
to
co
n
f
ir
m
th
at
p
ar
tic
ip
an
ts
h
ad
eq
u
iv
alen
t
in
itial
lev
els
o
f
e
m
p
ath
y
.
Diag
n
o
s
tic
test
in
g
w
as
ad
m
in
is
ter
ed
o
n
lin
e
in
u
n
i
v
er
s
ity
class
r
o
o
m
s
u
s
in
g
d
esk
to
p
c
o
m
p
u
ter
s
.
Facu
lty
m
em
b
er
s
f
r
o
m
th
e
d
ep
a
r
tm
en
ts
o
f
p
s
y
ch
o
lo
g
y
an
d
e
d
u
c
atio
n
s
u
p
er
v
is
ed
th
e
test
in
g
p
r
o
ce
s
s
.
Par
ticip
an
ts
co
m
p
leted
f
o
u
r
q
u
esti
o
n
n
air
es:
Yu
s
u
p
o
v
’
s
em
p
ath
y
p
o
ten
tial
test
,
th
e
em
o
tio
n
al
r
esp
o
n
s
iv
en
ess
s
ca
le
b
y
Me
h
r
ab
ian
an
d
E
p
s
tein
,
B
o
y
k
o
’
s
em
p
ath
ic
ab
ilit
y
lev
el
d
iag
n
o
s
tic
to
o
l
,
an
d
th
e
QC
AE
.
T
h
e
f
u
ll
ass
ess
m
en
t
p
r
o
ce
s
s
last
ed
ap
p
r
o
x
im
atel
y
9
0
m
i
n
u
tes.
B
ef
o
r
e
test
in
g
,
p
ar
ticip
a
n
ts
wer
e
in
f
o
r
m
e
d
o
f
t
h
e
s
tu
d
y
’
s
p
u
r
p
o
s
e
an
d
co
n
d
itio
n
s
.
T
o
e
n
s
u
r
e
o
b
jectiv
ity
,
all
p
ar
ticip
a
n
ts
r
e
ce
iv
ed
s
tan
d
a
r
d
ized
in
s
tr
u
ctio
n
s
.
C
o
m
p
leted
q
u
esti
o
n
n
air
es
wer
e
an
o
n
y
m
ized
th
r
o
u
g
h
c
o
d
in
g
,
ea
c
h
p
ar
tici
p
an
t
was
ass
ig
n
ed
a
u
n
iq
u
e
id
e
n
tific
atio
n
n
u
m
b
er
to
r
ep
lace
p
er
s
o
n
al
in
f
o
r
m
atio
n
,
t
h
er
eb
y
m
in
im
izin
g
th
e
in
f
lu
en
ce
o
f
s
u
b
jectiv
e
f
ac
to
r
s
.
Fo
llo
win
g
th
e
p
r
elim
in
a
r
y
ass
es
s
m
en
t,
p
ar
ticip
an
ts
b
eg
an
th
e
em
p
at
h
y
d
ev
elo
p
m
e
n
t
tr
ain
in
g
p
r
o
g
r
a
m
.
T
h
e
p
r
o
g
r
am
was
d
esig
n
ed
u
s
in
g
c
o
n
tem
p
o
r
ar
y
p
s
y
ch
o
-
p
ed
a
g
o
g
ical
ap
p
r
o
a
ch
es
an
d
in
clu
d
e
d
a
s
er
ies
o
f
in
ter
ac
tiv
e
s
e
s
s
io
n
s
tar
g
etin
g
th
e
co
g
n
itiv
e,
em
o
tio
n
al,
an
d
b
e
h
av
io
r
al
co
m
p
o
n
en
ts
o
f
em
p
ath
y
.
T
h
e
tr
ain
in
g
s
p
an
n
ed
1
2
wee
k
s
an
d
was o
r
g
an
ize
d
in
to
th
r
ee
k
ey
m
o
d
u
les.
T
h
e
f
ir
s
t
m
o
d
u
le
f
o
cu
s
ed
o
n
t
h
e
co
g
n
itiv
e
d
im
en
s
io
n
o
f
em
p
ath
y
.
Stu
d
e
n
ts
ex
p
lo
r
ed
th
e
t
h
eo
r
etica
l
f
o
u
n
d
atio
n
s
o
f
em
p
ath
y
,
its
r
o
le
in
e
d
u
ca
tio
n
,
a
n
d
t
h
e
m
e
ch
an
is
m
s
u
n
d
e
r
ly
in
g
th
e
r
ec
o
g
n
itio
n
o
f
s
tu
d
en
ts
’
em
o
tio
n
al
s
tates.
C
ase
-
b
ased
l
ea
r
n
in
g
,
an
aly
s
is
o
f
ed
u
ca
tio
n
al
s
ce
n
ar
io
s
,
an
d
d
is
cu
s
s
io
n
o
f
p
r
ac
tical
e
x
am
p
les
wer
e
u
tili
ze
d
.
T
h
e
s
ec
o
n
d
m
o
d
u
le
ad
d
r
ess
ed
th
e
d
ev
el
o
p
m
en
t
o
f
e
m
o
tio
n
al
p
e
r
ce
p
tio
n
an
d
em
p
at
h
ic
r
esp
o
n
s
iv
en
ess
.
T
h
is
co
m
p
o
n
en
t
in
clu
d
ed
tr
ain
i
n
g
ex
er
cis
es
aim
ed
at
en
h
an
cin
g
s
en
s
itiv
ity
to
n
o
n
-
v
er
b
a
l
cu
es,
r
o
le
-
p
lay
in
g
ac
tiv
ities
,
a
n
d
tech
n
iq
u
es
f
o
r
atten
tiv
e
lis
ten
in
g
.
E
m
p
h
asis
was
p
lace
d
o
n
c
u
ltiv
atin
g
t
h
e
ab
ilit
y
to
e
m
o
tio
n
ally
r
esp
o
n
d
to
o
th
er
s
’
ex
p
e
r
ien
ce
s
,
a
v
ital
elem
en
t
o
f
p
e
d
ag
o
g
ical
e
m
p
ath
y
.
T
h
e
th
ir
d
m
o
d
u
le
co
n
ce
n
tr
ated
o
n
th
e
b
eh
av
io
r
al
asp
ec
t
o
f
em
p
ath
y
,
wh
er
e
s
tu
d
en
ts
ap
p
lied
th
ei
r
a
cq
u
ir
ed
k
n
o
wled
g
e
in
p
r
ac
tical
s
ettin
g
s
.
T
h
ey
e
n
g
ag
ed
in
ed
u
ca
tio
n
al
s
im
u
l
atio
n
s
an
d
d
ev
el
o
p
ed
s
tr
ateg
ies
f
o
r
in
te
r
ac
tin
g
with
s
tu
d
en
ts
.
Feed
b
ac
k
tec
h
n
iq
u
es,
an
al
y
s
is
o
f
v
id
eo
r
ec
o
r
d
in
g
s
o
f
class
r
o
o
m
c
o
m
m
u
n
icatio
n
,
an
d
s
elf
-
ass
es
s
m
en
t
o
f
b
eh
a
v
io
r
i
n
v
ar
io
u
s
ed
u
ca
tio
n
al
s
ce
n
ar
i
o
s
wer
e
em
p
lo
y
ed
.
T
o
im
p
le
m
en
t
th
e
em
p
ath
y
d
ev
elo
p
m
e
n
t
p
r
o
g
r
a
m
,
s
ev
er
a
l
in
n
o
v
ativ
e
tech
n
o
lo
g
ies
an
d
d
ig
ital
ap
p
licatio
n
s
wer
e
in
t
eg
r
ated
,
f
ac
ilit
atin
g
th
e
co
n
n
ec
tio
n
b
etwe
en
th
eo
r
etica
l
k
n
o
wled
g
e
an
d
p
r
ac
tica
l
s
k
ills
in
th
e
lear
n
in
g
p
r
o
ce
s
s
.
T
h
e
tech
n
o
lo
g
ies
u
s
ed
in
th
e
s
tu
d
y
ar
e
p
r
esen
ted
in
T
ab
le
2
.
E
ac
h
o
f
th
ese
tech
n
o
lo
g
ies
s
u
p
p
o
r
ted
d
if
f
er
e
n
t
d
im
en
s
io
n
s
o
f
em
p
ath
y
a
n
d
f
ac
ilit
ated
d
ee
p
er
s
tu
d
en
t
en
g
ag
em
e
n
t
in
th
e
lear
n
in
g
p
r
o
ce
s
s
.
T
h
e
u
s
e
o
f
in
te
r
ac
tiv
e
an
d
i
n
n
o
v
ativ
e
p
latf
o
r
m
s
en
ab
led
s
tu
d
en
ts
n
o
t
o
n
ly
to
g
ain
a
th
eo
r
etica
l
u
n
d
er
s
tan
d
in
g
o
f
th
e
co
n
ce
p
t
o
f
em
p
ath
y
b
u
t
also
to
ap
p
ly
th
is
k
n
o
wled
g
e
in
p
r
ac
tice
th
r
o
u
g
h
ac
tiv
e
in
ter
a
ctio
n
with
p
ee
r
s
an
d
i
n
s
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r
d
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n
d
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a
r
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n
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s
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r
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a
g
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c
a
l
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a
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S
t
u
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n
t
s
c
o
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l
d
r
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v
i
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w
t
h
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r
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o
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v
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r
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p
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ss
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a
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e
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l
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t
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o
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p
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v
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si
o
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s
e
ssi
o
n
s
b
y
i
n
st
r
u
c
t
o
r
s
,
w
h
e
r
e
s
t
u
d
e
n
t
s
c
o
u
l
d
u
p
l
o
a
d
t
h
e
i
r
p
r
o
j
e
c
t
s,
r
e
v
i
e
w
p
e
e
r
s’
w
o
r
k
,
a
n
d
r
e
c
e
i
v
e
t
a
r
g
e
t
e
d
r
e
c
o
mm
e
n
d
a
t
i
o
n
s
f
o
r
i
mp
r
o
v
i
n
g
t
h
e
i
r
t
e
a
c
h
i
n
g
st
r
a
t
e
g
i
e
s.
3
.
6
.
E
t
hica
l iss
ues
Prio
r
to
th
e
co
m
m
en
ce
m
e
n
t
o
f
th
e
s
tu
d
y
,
all
p
ar
ticip
an
ts
wer
e
f
u
lly
in
f
o
r
m
ed
ab
o
u
t
its
o
b
jectiv
es,
p
r
o
ce
d
u
r
es,
a
n
d
m
eth
o
d
o
lo
g
ic
al
ap
p
r
o
ac
h
es.
Par
ticip
atio
n
w
as
en
tire
ly
v
o
lu
n
tar
y
,
an
d
ea
c
h
s
tu
d
en
t
s
ig
n
ed
an
in
f
o
r
m
e
d
co
n
s
en
t
f
o
r
m
,
i
n
d
i
ca
tin
g
th
eir
u
n
d
er
s
tan
d
in
g
o
f
th
e
r
esear
ch
p
r
o
ce
s
s
an
d
t
h
eir
willin
g
n
ess
to
p
ar
ticip
ate.
I
t
was
ex
p
licitly
s
tated
th
at
r
ef
u
s
al
to
p
ar
ti
cip
ate
wo
u
ld
in
n
o
way
af
f
ec
t
th
eir
ac
ad
em
ic
p
er
f
o
r
m
an
ce
o
r
an
y
o
th
er
asp
ec
t
o
f
th
eir
ed
u
ca
tio
n
.
C
o
n
f
id
en
tiality
an
d
an
o
n
y
m
ity
o
f
d
ata
wer
e
s
tr
ictly
m
ain
tain
ed
.
All
d
ata
wer
e
an
o
n
y
m
ized
an
d
en
c
r
y
p
te
d
to
elim
in
ate
an
y
p
o
s
s
ib
i
lity
o
f
r
esp
o
n
d
en
t
id
en
tific
atio
n
.
Acc
ess
to
th
e
d
ata
was
r
estricte
d
to
th
e
r
esear
ch
team
d
ir
ec
tly
in
v
o
l
v
e
d
in
d
ata
an
aly
s
is
.
T
h
r
o
u
g
h
o
u
t
th
e
s
tu
d
y
,
ca
r
ef
u
l
co
n
s
id
er
atio
n
was
g
iv
en
to
en
s
u
r
in
g
th
at
th
e
d
iag
n
o
s
tic
to
o
ls
an
d
ed
u
ca
tio
n
al
p
r
o
g
r
a
m
s
u
s
ed
d
id
n
o
t
n
eg
a
tiv
ely
im
p
ac
t
p
ar
ticip
an
ts
’
p
s
y
ch
o
lo
g
ical
well
-
b
ein
g
.
Par
ticip
an
ts
wer
e
also
in
f
o
r
m
e
d
o
f
th
eir
r
ig
h
t
to
with
d
r
aw
f
r
o
m
th
e
s
tu
d
y
at
an
y
p
o
in
t
with
o
u
t
p
r
o
v
id
in
g
a
r
ea
s
o
n
,
s
h
o
u
ld
th
e
y
ex
p
er
ien
ce
em
o
tio
n
al
d
is
co
m
f
o
r
t.
3
.
7
.
Resea
rc
h lim
it
a
t
io
ns
On
e
o
f
th
e
lim
itatio
n
s
o
f
th
e
s
tu
d
y
was
th
e
s
am
p
le
s
ize:
alth
o
u
g
h
1
2
0
p
a
r
ticip
an
ts
p
r
o
v
id
ed
s
u
f
f
icien
t
s
tatis
tical
p
o
wer
,
a
lar
g
er
s
am
p
le
wo
u
ld
h
a
v
e
e
n
h
an
ce
d
th
e
g
en
er
aliza
b
ilit
y
o
f
th
e
f
in
d
i
n
g
s
to
a
b
r
o
a
d
er
p
o
p
u
latio
n
o
f
ed
u
ca
tio
n
g
r
a
d
u
ates.
An
o
t
h
er
lim
ita
tio
n
was
th
e
d
u
r
atio
n
o
f
t
h
e
s
tu
d
y
:
th
e
p
r
o
g
r
am
last
ed
1
2
wee
k
s
,
wh
ich
was
a
d
eq
u
ate
f
o
r
ca
p
tu
r
in
g
s
h
o
r
t
-
te
r
m
ef
f
ec
ts
;
h
o
wev
e
r
,
a
lo
n
g
er
o
b
s
er
v
atio
n
p
er
io
d
wo
u
ld
b
e
b
en
e
f
icial
f
o
r
ass
ess
in
g
th
e
s
u
s
tain
ab
ilit
y
o
f
ch
a
n
g
es
in
em
p
ath
y
o
v
e
r
tim
e.
T
h
e
s
tu
d
y
also
r
elied
o
n
s
elf
-
r
ep
o
r
t
m
eth
o
d
s
,
wh
ich
ar
e
in
h
er
en
tly
s
u
b
jectiv
e.
Alth
o
u
g
h
th
e
in
s
tr
u
m
en
ts
u
s
ed
d
em
o
n
s
tr
ated
h
ig
h
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
Dev
elo
p
men
t o
f e
mo
tio
n
a
l e
m
p
a
th
y
in
f
u
tu
r
e
ed
u
ca
t
o
r
s
d
u
r
in
g
th
e
p
r
o
ce
s
s
o
f
… (
Ma
ksa
t A
itz
h
a
n
o
v
)
3535
v
alid
ity
,
th
e
p
o
ten
tial
f
o
r
s
o
cially
d
esira
b
le
r
esp
o
n
s
es
r
e
m
ain
s
a
c
o
n
ce
r
n
.
Fu
r
t
h
er
m
o
r
e,
th
e
s
tu
d
y
was
co
n
d
u
cte
d
at
s
ev
er
al
u
n
iv
er
s
it
ies
in
Kaz
ak
h
s
tan
,
wh
ich
m
a
y
lim
it
th
e
g
e
n
er
aliza
b
ilit
y
o
f
th
e
r
esu
lts
to
o
t
h
er
teac
h
er
ed
u
ca
tio
n
i
n
s
titu
tio
n
s
with
d
if
f
er
en
t
cu
r
r
icu
lar
s
tr
u
ctu
r
es
an
d
ap
p
r
o
ac
h
es
to
p
r
e
-
s
er
v
ice
teac
h
er
tr
ain
in
g
.
4.
RE
SU
L
T
S
T
o
ass
ess
th
e
h
o
m
o
g
en
eity
o
f
th
e
s
am
p
le,
L
ev
en
e’
s
test
was
co
n
d
u
cte
d
,
wh
ich
d
e
m
o
n
s
tr
ate
d
th
at
th
e
p
ar
ticip
an
t
g
r
o
u
p
s
wer
e
s
tatis
tically
s
im
ilar
in
th
eir
b
aselin
e
em
p
ath
y
lev
els
(
p
=0
.
2
8
7
)
,
c
o
n
f
ir
m
i
n
g
th
e
ab
s
en
ce
o
f
s
ig
n
if
ican
t
d
if
f
er
e
n
ce
s
b
etwe
en
th
e
g
r
o
u
p
s
p
r
i
o
r
t
o
th
e
i
n
ter
v
en
tio
n
.
A
p
air
ed
S
tu
d
en
t
’
s
t
-
test
was
em
p
lo
y
ed
to
ev
alu
ate
ch
an
g
es
in
em
p
ath
y
lev
els
f
o
llo
win
g
th
e
co
m
p
letio
n
o
f
th
e
p
r
o
g
r
a
m
.
T
ab
le
3
p
r
esen
ts
th
e
r
esu
lts
o
f
th
e
co
m
p
ar
ativ
e
an
aly
s
is
co
n
d
u
cted
b
ef
o
r
e
an
d
af
ter
th
e
tr
ain
in
g
p
r
o
g
r
a
m
.
T
ab
le
3
.
Pre
-
test
an
d
p
o
s
t
-
test
s
co
r
es o
n
em
p
ath
y
lev
els
M
e
t
h
o
d
P
r
e
l
i
m
i
n
a
r
y
l
e
v
e
l
(
M
±
S
D
)
F
i
n
a
l
l
e
v
e
l
(
M
±
S
D
)
t
-
st
a
t
i
s
t
i
c
p
-
v
a
l
u
e
Emp
a
t
h
y
p
o
t
e
n
t
i
a
l
t
e
st
4
.
1
2
±
0
.
3
2
4
.
1
5
±
0
.
3
0
0
.
4
9
0
.
6
3
Emo
t
i
o
n
a
l
r
e
sp
o
n
si
v
e
n
e
ss sc
a
l
e
3
.
9
5
±
0
.
2
9
3
.
9
8
±
0
.
2
8
0
.
5
1
0
.
6
1
Emp
a
t
h
i
c
a
b
i
l
i
t
y
l
e
v
e
l
d
i
a
g
n
o
s
t
i
c
t
o
o
l
4
.
0
8
±
0
.
3
5
4
.
0
9
±
0
.
3
3
0
.
5
7
0
.
5
7
C
o
g
n
i
t
i
v
e
a
n
d
a
f
f
e
c
t
i
v
e
e
m
p
a
t
h
y
q
u
e
s
t
i
o
n
n
a
i
r
e
4
.
0
5
±
0
.
3
0
4
.
0
8
±
0
.
2
9
0
.
5
5
0
.
5
8
T
h
e
r
esu
lts
p
r
esen
ted
in
T
ab
le
3
in
d
icate
th
at
th
e
lev
el
s
o
f
em
p
ath
y
,
as
m
ea
s
u
r
ed
b
y
v
ar
io
u
s
p
s
y
ch
o
d
iag
n
o
s
tics
in
s
tr
u
m
en
t
s
,
d
id
n
o
t
d
em
o
n
s
tr
ate
s
tatis
ti
ca
lly
s
ig
n
if
ican
t
ch
a
n
g
es
b
etw
ee
n
th
e
p
r
e
-
test
an
d
p
o
s
t
-
test
ass
e
s
s
m
en
ts
.
Fo
r
all
m
eth
o
d
s
em
p
lo
y
ed
,
t
h
e
ca
lc
u
lated
t
-
s
tatis
tic
s
d
id
n
o
t
ex
c
ee
d
a
v
alu
e
o
f
1
.
T
h
e
m
ea
n
s
co
r
es
ac
r
o
s
s
all
in
s
tr
u
m
en
ts
r
em
ain
e
d
r
elativ
el
y
s
tab
le,
an
d
b
o
th
th
e
t
-
s
tatis
tics
an
d
p
-
v
alu
es
co
n
f
ir
m
e
d
th
e
ab
s
en
ce
o
f
s
tatis
tical
s
ig
n
if
ican
ce
,
with
all
p
>0
.
0
5
.
T
h
u
s
,
wh
ile
th
e
d
ata
r
ev
ea
led
a
p
o
s
itiv
e
tr
en
d
in
em
p
ath
y
d
ev
elo
p
m
en
t
am
o
n
g
p
ar
ticip
a
n
ts
,
th
e
s
h
o
r
t
d
u
r
atio
n
o
f
th
e
in
ter
v
en
tio
n
lim
ited
th
e
m
ag
n
itu
d
e
o
f
o
b
s
er
v
ab
le
ch
an
g
es.
T
h
is
f
in
d
in
g
h
i
g
h
lig
h
ts
th
e
im
p
o
r
tan
ce
o
f
co
n
d
u
ctin
g
f
u
r
th
er
r
esear
ch
o
v
er
lo
n
g
er
p
e
r
io
d
s
to
ev
al
u
ate
th
e
s
u
s
tain
ed
ef
f
ec
ts
o
f
s
u
ch
t
r
ain
in
g
p
r
o
g
r
a
m
s
.
T
h
e
cu
r
r
e
n
t
d
ata
s
u
g
g
est
th
e
p
o
ten
tial
ef
f
ec
tiv
e
n
ess
o
f
t
h
e
ap
p
lied
m
eth
o
d
o
lo
g
y
,
war
r
a
n
tin
g
a
d
d
itio
n
al
i
n
v
esti
g
atio
n
u
n
d
er
lo
n
g
-
ter
m
im
p
lem
en
tatio
n
c
o
n
d
itio
n
s
.
T
ab
le
4
p
r
esen
ts
th
e
r
esu
lts
o
f
th
e
ANOV
A
ac
r
o
s
s
th
e
th
r
ee
c
o
r
e
co
m
p
o
n
en
ts
o
f
em
p
ath
y
:
c
o
g
n
itiv
e,
em
o
tio
n
al
,
an
d
b
e
h
av
io
r
al.
Acr
o
s
s
all
c
o
m
p
o
n
e
n
ts
,
o
n
ly
s
lig
h
t
d
if
f
er
e
n
ce
s
wer
e
o
b
s
er
v
ed
in
em
p
ath
y
lev
els
b
ef
o
r
e
an
d
af
ter
th
e
in
ter
v
en
tio
n
,
w
h
ich
i
s
f
u
r
th
er
co
n
f
ir
m
ed
b
y
F
-
s
tatis
tics
(
all
less
th
an
1
)
an
d
p
-
v
alu
es e
x
ce
ed
i
n
g
0
.
0
5
.
T
ab
le
4
.
ANOV
A
r
esu
lts
f
o
r
d
if
f
er
en
t c
o
m
p
o
n
e
n
ts
o
f
em
p
ath
y
Emp
a
t
h
y
c
o
mp
o
n
e
n
t
F
-
v
a
l
u
e
p
-
v
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l
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e
C
o
g
n
i
t
i
v
e
a
sp
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c
t
0
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3
Emo
t
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n
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l
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s
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t
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3
8
0
.
5
4
B
e
h
a
v
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o
r
a
l
a
s
p
e
c
t
0
.
3
1
0
.
5
8
T
h
e
ANOV
A
r
esu
lts
f
u
r
th
er
c
o
n
f
ir
m
e
d
th
at
th
e
tr
ain
i
n
g
p
r
o
g
r
am
d
id
n
o
t
h
a
v
e
a
s
ig
n
if
ica
n
t
im
p
ac
t
o
n
th
e
d
ev
elo
p
m
en
t
o
f
th
e
co
g
n
itiv
e,
em
o
ti
o
n
al,
o
r
b
e
h
av
i
o
r
al
co
m
p
o
n
e
n
ts
o
f
em
p
ath
y
am
o
n
g
p
ar
ticip
an
ts
.
Sp
ec
if
ically
,
n
o
s
tatis
tically
s
ig
n
if
ican
t
im
p
r
o
v
em
en
ts
wer
e
o
b
s
er
v
ed
in
th
e
co
g
n
itiv
e
co
m
p
o
n
e
n
t
(
F=0
.
4
2
,
p
=0
.
5
3
)
o
r
t
h
e
em
o
tio
n
al
c
o
m
p
o
n
en
t
(
F=0
.
3
8
,
p
=
0
.
5
4
)
.
T
h
e
b
eh
av
i
o
r
al
co
m
p
o
n
e
n
t
lik
ewise
d
id
n
o
t
d
em
o
n
s
tr
ate
s
ig
n
if
ican
t
ch
a
n
g
es
(
F=0
.
3
1
,
p
=0
.
5
8
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.
T
h
e
F
-
v
alu
es
f
o
r
ea
c
h
co
m
p
o
n
en
t
r
an
g
ed
f
r
o
m
0
.
3
1
to
0
.
4
2
,
in
d
icatin
g
n
eg
lig
ib
le
d
if
f
er
en
ce
s
b
etwe
e
n
p
r
e
-
an
d
p
o
s
t
-
in
ter
v
en
tio
n
m
ea
s
u
r
em
en
ts
.
Ad
d
itio
n
ally
,
all
p
-
v
alu
es
ex
ce
e
d
ed
th
e
co
n
v
en
tio
n
al
s
ig
n
if
ica
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ce
th
r
esh
o
ld
o
f
0
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,
f
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r
th
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s
u
p
p
o
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tin
g
th
e
co
n
clu
s
io
n
th
at
th
e
o
b
s
er
v
ed
c
h
an
g
es
wer
e
n
o
t
s
tatis
tica
lly
s
ig
n
if
ican
t.
Fig
u
r
e
1
illu
s
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ates
th
at
p
ar
ticip
an
ts
’
em
p
ath
y
lev
els
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em
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ed
lar
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ely
u
n
ch
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t
h
r
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u
g
h
o
u
t th
e
co
u
r
s
e
o
f
th
e
s
tu
d
y
.
Sev
er
al
f
ac
to
r
s
m
ay
h
a
v
e
in
f
l
u
en
ce
d
th
e
r
esu
lts
o
f
th
is
s
tu
d
y
.
First,
th
e
f
in
d
in
g
s
m
a
y
b
e
a
ttrib
u
ted
to
th
e
in
itially
h
ig
h
le
v
els
o
f
e
m
p
ath
y
am
o
n
g
p
ar
ticip
an
ts
.
As
in
d
icate
d
b
y
th
e
d
ata,
u
n
d
er
g
r
a
d
u
ate
s
tu
d
en
ts
alr
ea
d
y
d
em
o
n
s
tr
ated
r
elativ
ely
elev
ated
lev
els
o
f
em
p
at
h
y
at
th
e
o
u
ts
et,
m
ak
in
g
it
d
if
f
icu
lt
to
d
etec
t
s
ig
n
if
ican
t
b
eh
av
io
r
al
ch
an
g
e
s
.
I
n
s
u
ch
g
r
o
u
p
s
,
em
p
at
h
y
m
ay
b
e
s
u
f
f
icien
tly
d
ev
elo
p
e
d
at
th
e
in
itial
s
tag
e,
wh
ich
ex
p
lain
s
th
e
a
b
s
en
ce
o
f
s
u
b
s
tan
tial d
if
f
er
en
ce
s
f
o
llo
wi
n
g
th
e
c
o
m
p
letio
n
o
f
th
e
t
r
ain
i
n
g
p
r
o
g
r
am
.
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
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&
R
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d
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,
Vo
l
.
15
,
No
.
4
,
Au
g
u
s
t
20
26
:
3
5
2
9
-
3
5
4
1
3536
Fig
u
r
e
1
.
C
h
an
g
es in
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p
ath
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s
co
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etwe
en
p
r
e
-
test
an
d
p
o
s
t
-
test
Ad
d
it
io
n
a
ll
y
,
t
h
e
ed
u
ca
t
io
n
a
l
p
r
o
g
r
a
m
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e
m
p
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d
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v
el
o
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t
m
a
y
n
o
t
h
a
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e
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ee
n
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t
en
s
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o
r
lo
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g
en
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g
h
to
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n
d
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ce
m
e
an
in
g
f
u
l
ch
an
g
es
i
n
p
a
r
ti
ci
p
a
n
ts
’
em
p
a
t
h
y
le
v
els.
T
h
e
i
n
te
n
s
i
ty
o
f
i
n
s
t
r
u
cti
o
n
a
l
a
cti
v
it
ies
an
d
t
h
e
d
e
g
r
ee
o
f
s
t
u
d
e
n
t
e
n
g
ag
em
en
t
ar
e
c
r
iti
ca
l
to
t
h
e
p
r
o
g
r
am
’
s
e
f
f
ec
t
iv
e
n
ess
.
T
h
e
m
eth
o
d
s
e
m
p
lo
y
ed
i
n
th
is
s
t
u
d
y
s
h
o
u
l
d
b
e
c
o
n
s
i
d
e
r
e
d
f
o
r
e
x
t
e
n
d
e
d
ap
p
l
ic
ati
o
n
i
n
f
u
t
u
r
e
r
esea
r
c
h
t
o
ass
ess
t
h
e
ir
p
o
te
n
t
ial
i
m
p
ac
t o
v
e
r
a
lo
n
g
e
r
t
im
ef
r
a
m
e
.
I
t
is
a
ls
o
i
m
p
o
r
ta
n
t
to
ac
k
n
o
wle
d
g
e
th
at
em
p
at
h
y
is
a
c
o
m
p
l
e
x
a
n
d
m
u
ltif
ac
ete
d
co
n
s
t
r
u
ct
th
a
t
ca
n
b
e
c
u
lt
iv
at
ed
at
v
a
r
i
o
u
s
l
e
v
els
.
I
m
p
r
o
v
em
e
n
ts
in
o
n
e
c
o
m
p
o
n
e
n
t
o
f
e
m
p
at
h
y
(
e
.
g
.
,
c
o
g
n
iti
v
e)
d
o
n
o
t
n
e
ce
s
s
a
r
i
ly
t
r
a
n
s
l
ate
i
n
t
o
n
o
t
a
b
le
c
h
an
g
es
i
n
o
t
h
e
r
co
m
p
o
n
e
n
ts
(
e.
g
.
,
e
m
o
ti
o
n
al
o
r
b
e
h
a
v
i
o
r
al
)
.
T
o
g
a
in
a
m
o
r
e
co
m
p
r
eh
e
n
s
i
v
e
u
n
d
e
r
s
t
an
d
i
n
g
o
f
e
m
p
at
h
y
d
e
v
el
o
p
m
e
n
t
,
m
o
r
e
d
et
ail
ed
o
b
s
e
r
v
ati
o
n
o
f
its
i
n
d
i
v
i
d
u
al
co
m
p
o
n
e
n
ts
is
r
e
q
u
ir
e
d
,
al
o
n
g
wit
h
m
o
r
e
ad
ap
ti
v
e
a
n
d
d
i
f
f
e
r
e
n
ti
ate
d
i
n
s
t
r
u
cti
o
n
a
l
ap
p
r
o
ac
h
e
s
.
5.
DIS
CU
SS
I
O
N
T
h
e
f
in
d
i
n
g
s
o
f
th
is
s
tu
d
y
in
d
icate
th
at
n
o
s
tatis
tically
s
i
g
n
if
ican
t
ch
a
n
g
es
in
s
tu
d
en
ts
’
em
p
ath
y
lev
els
o
cc
u
r
r
ed
f
o
llo
win
g
th
e
co
m
p
letio
n
o
f
t
h
e
ed
u
ca
tio
n
a
l
p
r
o
g
r
am
.
As
d
em
o
n
s
tr
ated
b
y
th
e
co
m
p
ar
ativ
e
d
ata
o
b
tain
e
d
u
s
in
g
th
e
p
air
e
d
s
tu
d
en
t’
s
t
-
test
,
th
e
d
if
f
er
en
ce
s
b
etwe
en
th
e
p
r
e
-
test
a
n
d
p
o
s
t
-
test
d
id
n
o
t
r
ea
c
h
s
tatis
t
ical
s
ig
n
if
ican
ce
.
Similar
ly
,
ANOV
A
r
ev
ea
led
n
o
s
ig
n
if
ican
t
d
if
f
er
e
n
ce
s
in
t
h
e
co
g
n
itiv
e,
em
o
tio
n
al,
o
r
b
eh
av
io
r
al
c
o
m
p
o
n
en
ts
o
f
em
p
ath
y
.
T
h
ese
r
esu
lts
s
u
g
g
est
th
at
th
e
im
p
lem
en
te
d
ed
u
ca
tio
n
al
p
r
o
g
r
am
d
id
n
o
t
h
av
e
a
s
u
b
s
tan
tial
im
p
ac
t
o
n
t
h
e
d
ev
elo
p
m
en
t
o
f
e
m
p
ath
y
-
r
elate
d
s
k
ills
am
o
n
g
p
ar
ticip
an
ts
.
T
h
is
alig
n
s
with
th
e
f
in
d
in
g
s
o
f
B
elo
g
ai
et
a
l.
[
3
8
]
,
wh
er
e
n
o
s
ig
n
if
ican
t
c
h
a
n
g
es
in
em
p
at
h
y
lev
els
wer
e
o
b
s
er
v
ed
f
o
llo
win
g
p
s
y
ch
o
lo
g
ical
tr
ai
n
in
g
.
W
h
en
co
m
p
ar
in
g
th
e
p
r
esen
t
r
esu
lts
w
ith
th
o
s
e
o
f
o
th
er
s
tu
d
ies,
s
o
m
e
n
o
tab
le
co
n
tr
asts
em
er
g
e.
Acc
o
r
d
in
g
to
th
e
Go
n
s
k
i
I
n
s
titu
te
f
o
r
E
d
u
ca
tio
n
[
2
0
]
,
ed
u
c
ato
r
s
r
ep
o
r
t
a
d
ec
lin
e
in
s
tu
d
e
n
t
em
p
ath
y
,
wh
ich
is
attr
ib
u
ted
to
th
e
p
r
o
lo
n
g
e
d
u
s
e
o
f
d
ig
ital
tech
n
o
lo
g
ies:
7
8
%
o
f
teac
h
er
s
n
o
ted
a
r
ed
u
ctio
n
in
s
tu
d
en
ts
’
ab
ilit
y
to
c
o
n
ce
n
tr
ate
o
n
ac
ad
em
ic
task
s
,
8
0
%
r
ep
o
r
ted
d
ec
r
ea
s
ed
em
p
ath
y
,
a
n
d
6
0
%
i
n
d
icate
d
a
d
ec
lin
e
in
p
h
y
s
ical
ac
tiv
ity
.
I
n
co
n
tr
ast
,
Kaz
ak
h
s
tan
i
r
esear
ch
er
s
h
av
e
s
h
o
wn
th
at
th
e
in
tr
o
d
u
ctio
n
o
f
elec
tr
o
n
ic
p
ar
ticip
ato
r
y
s
cien
tific
ac
tiv
ities
m
ay
r
ed
u
ce
an
x
iety
an
d
in
cr
ea
s
e
s
tr
ess
r
esil
ien
ce
an
d
em
o
tio
n
al
em
p
ath
y
am
o
n
g
s
tu
d
e
n
ts
[
3
9
]
.
I
n
t
h
e
p
r
ese
n
t
s
t
u
d
y
,
n
o
d
e
cr
ea
s
e
i
n
e
m
p
at
h
y
was
r
ec
o
r
d
e
d
,
b
u
t
n
o
r
was
t
h
e
r
e
an
y
s
i
g
n
if
ic
an
t
i
n
c
r
e
ase
.
T
h
is
s
u
g
g
ests
a
s
ta
b
i
lit
y
i
n
em
p
at
h
y
le
v
e
ls
am
o
n
g
p
a
r
t
ic
ip
a
n
ts
,
li
k
e
ly
d
u
e
t
o
t
h
e
al
r
e
ad
y
h
ig
h
le
v
els
o
f
em
p
at
h
i
c
t
r
ai
ts
o
b
s
e
r
v
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d
at
th
e
o
u
ts
e
t
o
f
t
h
e
p
r
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r
a
m
.
W
h
il
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in
te
r
n
ati
o
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a
l
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ata
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o
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t
t
o
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g
t
r
e
n
d
o
f
d
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cli
n
i
n
g
em
p
a
th
y
,
o
u
r
r
es
u
lts
em
p
h
asi
ze
t
h
e
r
esil
ie
n
c
e
o
f
em
p
at
h
y
i
n
d
ica
to
r
s
wit
h
i
n
t
h
is
p
a
r
ti
cu
la
r
s
am
p
l
e.
Sam
u
els
an
d
On
u
o
h
a
-
J
ac
k
s
o
n
[
4
0
]
n
o
ted
th
at
a
p
er
s
o
n
alize
d
ed
u
ca
tio
n
al
p
r
o
g
r
am
h
ad
a
s
ig
n
if
ican
t
im
p
ac
t
o
n
th
e
d
ev
elo
p
m
en
t
o
f
af
f
ec
tiv
e
em
p
at
h
y
,
alth
o
u
g
h
it
o
n
ly
m
o
d
estl
y
in
f
lu
en
ce
d
co
g
n
itiv
e
em
p
at
h
y
.
Similar
ly
,
T
o
r
r
es
et
a
l.
[
4
1
]
f
o
u
n
d
h
ig
h
e
r
s
co
r
es
in
th
e
c
o
g
n
itiv
e
d
im
en
s
io
n
o
f
em
p
ath
y
,
p
ar
ticu
lar
ly
o
n
th
e
em
o
tio
n
al
u
n
d
er
s
tan
d
in
g
s
u
b
s
ca
le.
B
y
co
n
tr
ast,
in
th
is
s
t
u
d
y
,
n
o
n
e
o
f
th
e
em
p
at
h
y
c
o
m
p
o
n
en
ts
s
h
o
wed
Evaluation Warning : The document was created with Spire.PDF for Python.
I
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J
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2252
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8
8
2
2
Dev
elo
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p
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… (
Ma
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v
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3537
s
ig
n
if
ican
t
im
p
r
o
v
em
en
t:
th
e
m
ea
n
v
al
u
es
ac
r
o
s
s
all
ap
p
l
ied
m
eth
o
d
s
c
h
an
g
e
d
o
n
l
y
m
ar
g
in
ally
,
a
n
d
b
o
th
t
-
s
tatis
t
ics
an
d
p
-
v
al
u
es
(
p
>
0
.
0
5
)
d
id
n
o
t
in
d
icate
s
tatis
ti
ca
l
s
ig
n
if
ican
ce
.
ANOV
A
al
s
o
f
ailed
to
d
etec
t
s
ig
n
if
ican
t
d
if
f
er
e
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ce
s
ac
r
o
s
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th
e
co
g
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itiv
e
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F=0
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4
2
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p
=0
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5
3
)
,
em
o
tio
n
al
(
F=0
.
3
8
,
p
=0
.
5
4
)
,
a
n
d
b
e
h
av
io
r
al
(
F=0
.
3
1
,
p
=0
.
5
8
)
d
im
en
s
io
n
s
.
T
h
ese
r
esu
lts
m
ay
b
e
ex
p
lain
ed
b
y
th
e
h
ig
h
p
r
e
-
test
em
p
ath
y
s
co
r
es
an
d
th
e
s
h
o
r
t d
u
r
atio
n
o
f
th
e
in
ter
v
en
ti
o
n
,
b
o
th
o
f
wh
ich
m
a
y
h
a
v
e
lim
ited
th
e
p
o
te
n
tial f
o
r
o
b
s
er
v
a
b
le
ch
an
g
es.
Acc
o
r
d
in
g
to
t
h
e
s
tu
d
y
b
y
Kr
izh
o
v
etsk
ay
a
an
d
Sizo
v
a
[
4
2
]
,
h
ig
h
er
le
v
els
o
f
em
p
at
h
y
am
o
n
g
teac
h
er
s
p
o
s
itiv
ely
c
o
r
r
elate
with
s
tu
d
en
t
ac
ad
e
m
ic
p
e
r
f
o
r
m
an
ce
.
Ho
we
v
er
,
t
h
e
r
esu
lts
o
f
o
u
r
s
tu
d
y
d
o
n
o
t
s
u
p
p
o
r
t
a
s
im
ilar
co
n
clu
s
io
n
,
as
n
o
s
tati
s
tically
s
ig
n
if
ican
t
ch
an
g
es
wer
e
f
o
u
n
d
in
s
tu
d
en
ts
’
em
p
ath
y
lev
els:
b
o
th
co
g
n
itiv
e
an
d
af
f
ec
tiv
e
e
m
p
ath
y
r
em
ain
e
d
v
ir
tu
ally
u
n
ch
an
g
ed
af
ter
th
e
c
o
m
p
letio
n
o
f
th
e
ed
u
ca
tio
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al
p
r
o
g
r
a
m
,
as
in
d
icate
d
b
y
p
-
v
alu
es
g
r
ea
ter
th
an
0
.
0
5
ac
r
o
s
s
all
te
s
ts
.
Nev
er
th
eless
,
t
ea
ch
er
s
in
s
p
ec
ial
ed
u
ca
tio
n
s
ettin
g
s
wer
e
f
o
u
n
d
to
d
e
m
o
n
s
tr
ate
h
ig
h
er
em
p
at
h
y
lev
els
th
a
n
th
o
s
e
wo
r
k
i
n
g
i
n
g
en
e
r
al
ed
u
ca
tio
n
s
ch
o
o
ls
[
4
3
]
,
s
u
g
g
esti
n
g
th
at
t
h
e
co
n
d
itio
n
s
o
f
p
r
o
f
ess
io
n
al
p
r
ac
tice
an
d
th
e
s
p
ec
if
ic
n
atu
r
e
o
f
in
ter
ac
tio
n
with
d
iv
er
s
e
s
tu
d
en
t
p
o
p
u
latio
n
s
i
n
f
lu
en
ce
th
e
d
ev
elo
p
m
en
t
o
f
em
p
ath
ic
q
u
alities
.
Fu
r
th
er
m
o
r
e,
cr
itical
th
in
k
in
g
s
k
ills
p
lay
a
cr
u
cial
r
o
le
in
p
er
s
o
n
al
d
e
v
elo
p
m
e
n
t,
s
elf
-
a
ctu
aliza
tio
n
,
an
d
t
h
e
ad
v
a
n
ce
m
en
t
o
f
em
o
tio
n
al
em
p
ath
y
in
th
e
p
r
o
f
ess
io
n
al
ac
tiv
ities
o
f
f
u
tu
r
e
e
d
u
ca
to
r
s
[
4
4
]
.
Acc
o
r
d
in
g
to
Ç
elik
k
aleli
an
d
Ök
m
en
[
3
]
,
teac
h
er
s
’
attitu
d
es
to
war
d
teac
h
in
g
d
i
d
n
o
t
d
if
f
er
s
ig
n
if
ican
tly
b
y
g
en
d
e
r
,
ed
u
c
atio
n
al
b
ac
k
g
r
o
u
n
d
,
o
r
s
ch
o
o
l
lo
ca
tio
n
b
u
t
d
id
v
ar
y
with
teac
h
in
g
ex
p
er
ien
ce
.
Mo
r
eo
v
er
,
em
p
ath
ic
ten
d
e
n
cie
s
,
b
elief
s
ab
o
u
t
teac
h
in
g
s
elf
-
ef
f
icac
y
,
an
d
jo
b
s
atis
f
ac
tio
n
wer
e
f
o
u
n
d
to
ex
er
t
a
s
ig
n
if
ican
t
an
d
p
o
s
itiv
e
in
f
l
u
en
ce
o
n
teac
h
er
s
’
p
r
o
f
ess
io
n
al
o
r
ien
tatio
n
.
Fu
tu
r
e
r
esear
ch
aim
in
g
to
ex
p
lo
r
e
th
e
d
y
n
am
ics
o
f
p
r
o
f
ess
io
n
al
d
ev
elo
p
m
e
n
t
in
ed
u
ca
to
r
s
s
h
o
u
ld
th
er
ef
o
r
e
tak
e
in
to
ac
co
u
n
t
th
ese
f
ac
to
r
s
to
p
r
o
v
id
e
a
m
o
r
e
co
m
p
r
eh
en
s
iv
e
u
n
d
er
s
tan
d
in
g
o
f
th
e
r
elatio
n
s
h
ip
b
etwe
en
em
p
ath
y
an
d
tea
ch
in
g
p
r
ac
tice.
S
tu
d
y
b
y
Pr
u
ek
s
ap
itak
et
a
l
.
[
4
5
]
h
ig
h
lig
h
ted
th
e
e
f
f
ec
t
iv
en
ess
o
f
u
s
in
g
t
h
ea
tr
ical
p
r
ac
tice
to
im
p
r
o
v
e
co
m
m
u
n
icatio
n
s
k
ills
,
in
clu
d
in
g
em
p
ath
y
,
with
in
t
h
e
f
r
am
ew
o
r
k
o
f
p
r
o
f
ess
io
n
al
tr
ain
in
g
.
T
h
is
was
g
r
o
u
n
d
ed
i
n
th
e
“so
u
r
ce
-
m
ess
ag
e
-
ch
an
n
el
-
r
ec
eiv
er
”
co
m
m
u
n
icatio
n
m
o
d
el
an
d
co
g
n
itiv
e
lear
n
in
g
th
e
o
r
y
.
Similar
ly
,
Ho
f
f
m
an
n
et
a
l
.
[
2
7
]
r
e
p
o
r
ted
s
tatis
ticall
y
s
ig
n
if
ican
t
im
p
r
o
v
e
m
en
ts
in
p
ar
ticip
a
n
ts
’
co
m
m
u
n
icatio
n
s
k
ills
f
o
llo
win
g
an
em
p
ath
y
tr
ai
n
in
g
p
r
o
g
r
am
,
with
ch
an
g
es
ev
id
en
t
a
cr
o
s
s
all
m
ea
s
u
r
ed
d
o
m
ain
s
an
d
s
ig
n
if
ican
t
at
th
e
0
.
0
1
lev
el.
T
h
ese
r
esu
lts
s
u
g
g
est
th
at
s
u
ch
p
r
o
g
r
a
m
s
ca
n
b
e
ef
f
ec
tiv
e
u
n
d
e
r
ce
r
tain
co
n
d
itio
n
s
.
Ho
wev
er
,
in
th
e
p
r
esen
t
s
tu
d
y
,
th
e
i
m
p
lem
en
ted
p
r
o
g
r
am
d
id
n
o
t
y
ield
s
ig
n
if
ican
t
im
p
r
o
v
em
e
n
ts
in
em
p
ath
y
,
wh
ich
m
a
y
b
e
attr
ib
u
ted
to
its
lim
ited
in
ten
s
ity
,
d
u
r
atio
n
,
o
r
s
am
p
le
ch
ar
ac
ter
is
tics
.
ANOV
A
d
id
n
o
t
id
e
n
tify
s
tatis
tically
s
i
g
n
if
ican
t
d
i
f
f
er
en
ce
s
in
em
p
ath
y
’
s
co
g
n
itiv
e,
em
o
tio
n
al,
o
r
b
eh
a
v
io
r
al
co
m
p
o
n
e
n
ts
;
th
e
F
-
v
alu
es
r
an
g
ed
f
r
o
m
0
.
3
1
to
0
.
4
2
,
in
d
icatin
g
n
o
s
u
b
s
tan
tial
d
if
f
er
en
ce
b
etwe
en
p
r
e
-
an
d
p
o
s
t
-
test
m
ea
s
u
r
em
en
ts
.
I
n
s
u
m
m
ar
y
,
co
m
p
ar
ativ
e
an
aly
s
is
with
ex
is
tin
g
liter
atu
r
e
r
ev
ea
ls
a
m
ix
ed
p
ictu
r
e.
W
h
ile
s
o
m
e
s
tu
d
ies
h
av
e
r
ep
o
r
ted
p
o
s
itiv
e
ch
an
g
es
in
em
p
ath
y
lev
els
f
o
llo
win
g
tr
ain
in
g
p
r
o
g
r
am
s
,
th
e
p
r
esen
t
s
tu
d
y
d
id
n
o
t
f
in
d
s
tatis
tically
s
ig
n
if
ican
t
im
p
r
o
v
em
en
ts
.
Po
s
s
ib
le
ex
p
lan
atio
n
s
in
clu
d
e
in
itially
h
i
g
h
em
p
ath
y
le
v
els
am
o
n
g
p
ar
ticip
an
ts
,
in
s
u
f
f
ici
en
t
d
u
r
atio
n
o
r
in
ten
s
ity
o
f
th
e
p
r
o
g
r
am
,
o
r
th
e
s
p
ec
if
ic
f
ea
tu
r
es
o
f
th
e
ass
es
s
m
en
t
to
o
ls
u
s
ed
.
T
h
ese
f
in
d
in
g
s
u
n
d
er
s
co
r
e
th
e
n
ee
d
f
o
r
f
u
r
th
e
r
r
esear
ch
in
t
o
t
h
e
m
ec
h
an
is
m
s
o
f
em
p
ath
y
d
e
v
elo
p
m
e
n
t
an
d
th
e
id
en
tific
atio
n
o
f
m
o
r
e
ef
f
ec
tiv
e
p
ed
ag
o
g
ical
s
tr
ateg
ies
f
o
r
f
o
s
ter
in
g
em
p
at
h
y
with
in
ed
u
ca
tio
n
al
s
ettin
g
s
.
6.
CO
NCLU
SI
O
N
T
h
e
f
in
d
in
g
s
o
f
th
e
s
tu
d
y
i
n
d
icate
th
at
th
e
tr
ain
in
g
p
r
o
g
r
am
aim
ed
at
d
ev
el
o
p
in
g
e
m
p
ath
y
in
p
r
e
-
s
er
v
ice
teac
h
er
s
d
id
n
o
t
le
ad
to
s
tatis
tically
s
ig
n
if
ican
t
ch
an
g
es
in
p
ar
ticip
an
ts
’
em
p
ath
y
lev
els.
T
h
e
m
ain
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