I
nte
rna
t
io
na
l J
o
urna
l o
f
E
v
a
lua
t
io
n a
nd
Resea
rc
h in E
du
ca
t
io
n (
I
J
E
RE
)
Vo
l.
15
,
No
.
4
,
A
u
g
u
s
t
20
26
,
p
p
.
3
1
8
2
~
3
1
9
2
I
SS
N:
2
2
5
2
-
8
8
2
2
,
DOI
: 1
0
.
1
1
5
9
1
/
ijer
e
.
v
15
i
4
.
3
2
3
9
7
3182
J
o
ur
na
l ho
m
ep
a
g
e
:
h
ttp
:
//ij
ere.
ia
esco
r
e.
co
m
M
a
thema
tical mi
ndset shi
ft
:
redu
c
ing
ma
th
a
nx
i
ety
a
nd
enha
ncing
atti
tud
es in seco
nda
ry
sc
ho
o
l student
s
thr
o
ug
h
g
ro
wth
minds
e
t
i
ntervention
No
o
r
At
iqa
h M
o
hd
No
h
1
,
Ai
ni M
a
rina
M
a
’
ro
f
2
,
Yus
ni
M
o
ha
m
a
d Yus
o
p
2
1
F
a
c
u
l
t
y
o
f
Ed
u
c
a
t
i
o
n
,
La
n
g
u
a
g
e
s,
P
s
y
c
h
o
l
o
g
y
a
n
d
M
u
si
c
,
S
EG
i
U
n
i
v
e
r
si
t
y
,
P
e
t
a
l
i
n
g
Ja
y
a
,
M
a
l
a
y
s
i
a
2
F
a
c
u
l
t
y
o
f
Ed
u
c
a
t
i
o
n
a
l
S
t
u
d
i
e
s,
U
n
i
v
e
r
si
t
i
P
u
t
r
a
M
a
l
a
y
s
i
a
,
S
e
r
d
a
n
g
,
M
a
l
a
y
si
a
Art
icle
I
nfo
AB
S
T
RAC
T
A
r
ticle
his
to
r
y:
R
ec
eiv
ed
Au
g
11
,
2
0
2
4
R
ev
is
ed
Mar
30
,
2
0
2
6
Acc
ep
ted
J
u
n
26
,
2
0
2
6
Th
is
st
u
d
y
e
x
a
m
in
e
s
th
e
e
ffe
c
ti
v
e
n
e
ss
o
f
a
g
r
o
wth
m
in
d
se
t
in
t
e
rv
e
n
ti
o
n
(G
M
I)
in
imp
ro
v
in
g
m
a
th
e
m
a
ti
c
a
l
m
in
d
se
t,
re
d
u
c
in
g
m
a
th
a
n
x
iety
,
a
n
d
e
n
h
a
n
c
in
g
a
tt
it
u
d
e
s
t
o
wa
rd
m
a
th
e
m
a
ti
c
s
a
m
o
n
g
se
c
o
n
d
a
ry
sc
h
o
o
l
stu
d
e
n
ts.
A
tru
e
-
e
x
p
e
rime
n
tal
d
e
sig
n
wa
s
e
m
p
lo
y
e
d
,
i
n
v
o
l
v
in
g
6
9
F
o
rm
Two
stu
d
e
n
ts
fro
m
se
c
o
n
d
a
ry
sc
h
o
o
ls
i
n
Ke
d
a
h
,
M
a
lay
sia
.
P
a
rti
c
ip
a
n
ts
we
re
ra
n
d
o
m
l
y
a
ss
ig
n
e
d
t
o
a
trea
tme
n
t
g
r
o
u
p
(n
=
3
5
)
o
r
a
c
o
n
tr
o
l
g
ro
u
p
(
n
=
3
4
).
Da
ta
we
re
a
n
a
ly
z
e
d
u
sin
g
m
u
lt
i
v
a
riate
a
n
a
ly
sis
o
f
c
o
v
a
rian
c
e
(M
AN
COV
A).
Th
e
re
su
lt
s
re
v
e
a
led
sig
n
ifi
c
a
n
t
d
iff
e
re
n
c
e
s
in
m
a
th
a
n
x
iety
(
p
=
0
.
0
0
0
)
a
n
d
a
tt
it
u
d
e
s
to
wa
rd
m
a
th
(
p
=
0
.
0
0
0
)
b
e
twe
e
n
t
h
e
trea
tme
n
t
a
n
d
c
o
n
t
ro
l
g
ro
u
p
s
a
fter
c
o
n
tr
o
ll
i
n
g
fo
r
c
o
v
a
riate
s
(m
a
th
sc
o
re
s
a
n
d
g
e
n
d
e
r).
H
o
we
v
e
r,
n
o
sig
n
ifi
c
a
n
t
d
iffere
n
c
e
wa
s
o
b
se
rv
e
d
in
m
a
th
e
m
a
ti
c
a
l
m
in
d
se
t
b
e
tw
e
e
n
g
r
o
u
p
s
(p
=
0
.
2
9
2
)
.
W
it
h
i
n
t
h
e
trea
tme
n
t
g
ro
u
p
,
si
g
n
if
ica
n
t
imp
r
o
v
e
m
e
n
ts
w
e
re
n
o
ted
in
m
a
th
e
m
a
ti
c
a
l
m
in
d
se
t
(p
=
0
.
0
0
1
),
m
a
th
a
n
x
iety
(
p
=
0
.
0
0
0
),
a
n
d
a
tt
it
u
d
e
s
to
wa
rd
m
a
th
(
p
=
0
.
0
0
0
),
wh
il
e
th
e
c
o
n
tro
l
g
r
o
u
p
sh
o
we
d
n
o
sig
n
ifi
c
a
n
t
c
h
a
n
g
e
s
a
c
ro
ss
th
e
se
v
a
riab
les
.
S
tu
d
e
n
ts
in
t
h
e
trea
tme
n
t
g
ro
u
p
e
x
p
e
rien
c
e
d
re
d
u
c
e
d
m
a
th
a
n
x
iety
a
n
d
imp
r
o
v
e
d
a
tt
it
u
d
e
s
to
wa
rd
m
a
th
fo
l
l
o
win
g
t
h
e
in
terv
e
n
t
io
n
.
T
h
e
se
fin
d
i
n
g
s
su
g
g
e
st
th
a
t
G
M
I
is
a
n
e
ffe
c
ti
v
e
stra
teg
y
fo
r
m
it
ig
a
ti
n
g
m
a
th
a
n
x
iet
y
a
n
d
f
o
ste
rin
g
p
o
siti
v
e
a
tt
it
u
d
e
s
to
wa
rd
m
a
th
e
m
a
ti
c
s,
p
ro
v
id
i
n
g
v
a
lu
a
b
le
in
si
g
h
ts
fo
r
e
d
u
c
a
to
rs
se
e
k
in
g
t
o
imp
r
o
v
e
stu
d
e
n
ts'
lea
rn
in
g
e
x
p
e
rien
c
e
s a
n
d
o
u
tco
m
e
s.
K
ey
w
o
r
d
s
:
Attitu
d
e
to
war
d
s
m
ath
s
Gr
o
wth
m
in
d
s
et
I
n
ter
v
en
tio
n
Ma
th
s
an
x
iety
Seco
n
d
ar
y
s
ch
o
o
l
T
h
is i
s
a
n
o
p
e
n
a
c
c
e
ss
a
rticle
u
n
d
e
r th
e
CC B
Y
-
SA
li
c
e
n
se
.
C
o
r
r
e
s
p
o
nd
ing
A
uth
o
r
:
No
o
r
Atiq
ah
Mo
h
d
No
h
Facu
lty
o
f
E
d
u
ca
tio
n
,
L
a
n
g
u
a
g
es,
Ps
y
ch
o
lo
g
y
a
n
d
M
u
s
ic,
SEGi
Un
iv
er
s
ity
Ko
ta
Dam
an
s
ar
a,
4
7
8
1
0
Petali
n
g
J
ay
a,
Selan
g
o
r
,
Ma
lay
s
ia
E
m
ail: a
tiq
ah
n
o
h
@
s
eg
i.e
d
u
.
m
y
1.
I
NT
RO
D
UCT
I
O
N
Ma
th
em
atics
p
lay
s
a
ce
n
tr
al
r
o
le
in
s
cien
ce
,
tech
n
o
l
o
g
y
,
en
g
in
ee
r
in
g
,
an
d
m
ath
em
atic
s
(
STE
M
)
ed
u
ca
tio
n
b
ec
a
u
s
e
it
d
ev
elo
p
s
ess
en
tial
ab
ilit
ies
s
u
ch
as
lo
g
ical
r
ea
s
o
n
in
g
,
an
aly
tical
th
in
k
in
g
,
an
d
p
r
o
b
lem
-
s
o
lv
in
g
ac
r
o
s
s
v
ar
io
u
s
f
ield
s
o
f
s
tu
d
y
[
1
]
.
I
t
also
co
n
t
r
ib
u
tes
s
ig
n
if
ican
tly
to
s
tu
d
en
ts
’
ac
ad
em
ic
d
ev
el
o
p
m
en
t
an
d
f
u
tu
r
e
ca
r
e
er
o
p
p
o
r
tu
n
ities
;
p
ar
ticu
lar
ly
as
m
o
d
er
n
wo
r
k
p
lace
s
in
cr
ea
s
in
g
ly
r
e
q
u
ir
e
s
tr
o
n
g
q
u
an
titativ
e
an
d
an
aly
tical
ca
p
ab
ilit
ies
[
2
]
.
B
ey
o
n
d
its
r
elev
an
ce
to
em
p
lo
y
m
en
t,
m
ath
e
m
atics
s
u
p
p
o
r
t
s
th
e
d
ev
elo
p
m
en
t
o
f
h
ig
h
e
r
-
o
r
d
er
co
g
n
itiv
e
s
k
ills
th
at
en
ab
le
in
d
iv
id
u
als
to
m
ak
e
in
f
o
r
m
ed
d
ec
is
io
n
s
an
d
ad
d
r
ess
r
ea
l
-
life
ch
allen
g
es
ef
f
ec
tiv
ely
[
3
]
.
Ow
in
g
to
its
b
r
o
a
d
im
p
o
r
tan
ce
,
m
ath
em
atics
r
em
ain
s
a
co
m
p
u
ls
o
r
y
s
u
b
ject
at
b
o
th
p
r
im
ar
y
a
n
d
s
ec
o
n
d
ar
y
lev
els o
f
ed
u
ca
tio
n
in
m
a
n
y
c
o
u
n
tr
ie
s
.
Ho
wev
er
,
d
esp
ite
its
im
p
o
r
ta
n
ce
,
m
ath
em
atics
is
f
r
eq
u
en
tl
y
v
iewe
d
b
y
s
tu
d
e
n
ts
as
co
m
p
lex
an
d
in
tim
id
atin
g
,
o
f
ten
r
esu
ltin
g
in
lo
w
ac
h
iev
em
e
n
t,
av
o
id
an
ce
b
eh
av
io
r
s
,
an
d
r
ed
u
ce
d
i
n
ter
est
in
lear
n
in
g
[
4
]
,
[
5
]
.
T
h
ese
d
if
f
ic
u
lties
ar
e
co
m
m
o
n
ly
lin
k
ed
to
lim
ite
d
co
n
ce
p
tu
al
u
n
d
er
s
tan
d
in
g
,
l
o
w
s
elf
-
co
n
f
id
en
ce
,
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
Ma
th
ema
tica
l m
in
d
s
et
s
h
ift:
r
ed
u
cin
g
ma
t
h
a
n
xiety
a
n
d
en
h
a
n
cin
g
a
ttit
u
d
es in
…
(
N
o
o
r
A
tiq
a
h
Mo
h
d
N
o
h
)
3183
an
d
e
x
ter
n
al
ex
p
ec
tatio
n
s
r
e
lated
to
ac
a
d
em
ic
s
u
cc
ess
[
6
]
,
[
7
]
.
Su
ch
co
n
d
itio
n
s
m
a
y
lead
to
n
eg
ativ
e
em
o
tio
n
al
r
esp
o
n
s
es,
p
ar
ticu
la
r
ly
m
ath
em
atics
an
x
iety
,
wh
ich
ca
n
s
ig
n
if
ican
tly
r
estrict
s
tu
d
en
ts
’
p
ar
ticip
atio
n
an
d
p
e
r
f
o
r
m
an
ce
[
8
]
.
T
h
is
is
s
u
e
is
n
o
t
lim
ited
to
a
s
in
g
l
e
co
n
tex
t
b
u
t
is
o
b
s
er
v
ed
g
lo
b
ally
,
in
cl
u
d
in
g
in
Ma
lay
s
ia,
wh
er
e
en
r
o
llm
en
t
in
Scien
ce
s
tr
ea
m
s
at
th
e
s
ec
o
n
d
ar
y
lev
el
d
ec
r
ea
s
ed
f
r
o
m
4
8
% in
2
0
1
2
to
4
4
%
in
2
0
1
8
.
Similar
ly
,
o
n
ly
3
7
%
o
f
ter
tiar
y
s
tu
d
en
ts
p
u
r
s
u
ed
m
ath
em
atics
-
an
d
s
cien
ce
-
r
elate
d
p
r
o
g
r
am
s
c
o
m
p
ar
e
d
with
6
3
%
in
ar
ts
an
d
h
u
m
an
it
ies
[
9
]
,
[
1
0
]
.
T
h
ese
tr
e
n
d
s
in
d
icate
th
e
u
r
g
en
t
n
ee
d
to
a
d
d
r
e
s
s
b
o
th
in
tellectu
al
an
d
em
o
tio
n
al
b
ar
r
ier
s
th
at
in
f
lu
en
ce
s
tu
d
en
ts
’
en
g
ag
em
en
t
with
m
ath
em
atics.
T
r
ad
itio
n
al
ed
u
ca
tio
n
al
in
t
er
v
en
tio
n
s
h
a
v
e
p
r
im
ar
ily
f
o
cu
s
ed
o
n
s
tr
en
g
th
en
i
n
g
s
tu
d
en
ts
’
m
ath
em
atica
l
k
n
o
wled
g
e
an
d
tech
n
ical
s
k
ills
,
with
less
e
m
p
h
asis
p
lace
d
o
n
p
s
y
c
h
o
lo
g
ical
f
ac
to
r
s
s
u
c
h
as
b
elief
s
,
attitu
d
es,
an
d
p
er
ce
p
t
io
n
s
to
war
d
lear
n
in
g
m
ath
em
atics
[
1
1
]
.
On
e
p
s
y
c
h
o
lo
g
ical
ap
p
r
o
ac
h
th
at
h
as
g
ain
ed
atten
tio
n
is
th
e
g
r
o
wt
h
m
in
d
s
et
in
ter
v
en
tio
n
(
GM
I
)
,
wh
ich
p
r
o
m
o
tes
th
e
b
elief
th
at
m
ath
em
atica
l
ab
ilit
y
ca
n
b
e
d
ev
elo
p
ed
th
r
o
u
g
h
ef
f
o
r
t
a
n
d
p
er
s
is
ten
ce
r
ath
er
th
an
b
ein
g
f
ix
ed
[
1
2
]
,
[
1
3
]
.
Alth
o
u
g
h
r
esear
ch
h
as
d
em
o
n
s
tr
ated
th
e
g
en
er
al
b
en
ef
its
o
f
g
r
o
wth
m
in
d
s
et
in
ed
u
ca
tio
n
,
em
p
i
r
ical
ev
id
e
n
ce
ex
am
in
in
g
its
s
im
u
ltan
eo
u
s
im
p
ac
t
o
n
m
in
d
s
et,
an
x
iety
,
an
d
attitu
d
es
with
in
s
ec
o
n
d
ar
y
m
ath
em
atic
s
ed
u
ca
tio
n
r
em
ain
s
lim
ited
[
1
4
]
.
T
h
e
r
ef
o
r
e,
th
is
s
tu
d
y
ex
am
in
es
th
e
ef
f
ec
tiv
e
n
ess
o
f
a
GM
I
in
en
h
an
cin
g
s
tu
d
en
ts
’
attitu
d
es
to
war
d
m
ath
em
atics,
r
ed
u
cin
g
m
ath
em
atics
an
x
iety
,
an
d
s
tr
en
g
th
en
in
g
m
ath
em
atica
l
m
in
d
s
et.
B
y
d
o
in
g
s
o
,
th
e
s
tu
d
y
p
r
o
v
id
es
f
u
r
t
h
er
em
p
ir
ical
ev
id
e
n
ce
r
e
g
ar
d
in
g
th
e
e
f
f
ec
tiv
en
ess
o
f
p
s
y
c
h
o
lo
g
ically
b
ased
in
ter
v
en
tio
n
s
in
im
p
r
o
v
in
g
s
tu
d
en
ts
’
lear
n
in
g
ex
p
e
r
ien
ce
s
.
R
esear
ch
h
as
in
cr
ea
s
in
g
ly
ex
p
lo
r
ed
h
o
w
in
d
iv
id
u
als’
b
elief
s
ab
o
u
t a
b
ilit
y
in
f
lu
en
ce
th
eir
r
e
ac
tio
n
s
to
ac
ad
em
ic
ch
allen
g
es
[
1
5
]
.
St
u
d
en
ts
wh
o
ad
o
p
t
a
f
ix
ed
m
i
n
d
s
et
ten
d
to
v
iew
th
eir
m
ath
em
atica
l
ab
ilit
y
as
p
r
ed
eter
m
in
e
d
an
d
u
n
c
h
an
g
e
ab
le
[
1
6
]
.
C
o
n
s
eq
u
e
n
tly
,
th
e
y
o
f
ten
av
o
id
d
if
f
icu
lt
task
s
,
ex
p
er
ien
ce
f
ea
r
o
f
f
ailu
r
e,
a
n
d
d
em
o
n
s
tr
ate
lim
ited
s
tr
ateg
ies
f
o
r
co
p
in
g
with
ch
allen
g
es
[
1
7
]
.
Su
ch
b
elief
s
m
ay
co
n
tr
ib
u
te
to
lo
wer
ac
ad
em
ic
p
er
f
o
r
m
an
ce
an
d
d
e
f
en
s
iv
e
lear
n
i
n
g
b
eh
av
i
o
r
s
,
as
s
u
cc
ess
is
o
f
ten
p
er
ce
i
v
ed
s
o
lely
in
ter
m
s
o
f
o
b
tain
i
n
g
co
r
r
ec
t a
n
s
wer
s
r
ath
er
th
an
e
n
g
ag
in
g
in
th
e
lear
n
in
g
p
r
o
ce
s
s
.
I
n
co
n
tr
ast,
s
tu
d
en
ts
wh
o
a
d
o
p
t
a
g
r
o
wth
m
in
d
s
et
b
eliev
e
th
at
th
eir
ab
ilit
ies
ca
n
im
p
r
o
v
e
th
r
o
u
g
h
ef
f
o
r
t,
p
r
ac
tice,
a
n
d
p
er
s
is
ten
ce
.
T
h
ese
s
tu
d
en
ts
ar
e
g
en
e
r
a
lly
m
o
r
e
willin
g
to
ac
ce
p
t
ch
allen
g
in
g
task
s
an
d
p
er
ce
iv
e
d
if
f
icu
lties
as
o
p
p
o
r
tu
n
ities
to
d
ev
elo
p
th
eir
s
k
ills
[
1
8
]
.
W
h
en
g
r
o
wth
m
in
d
s
et
p
r
in
cip
les
ar
e
en
co
u
r
a
g
ed
in
e
d
u
ca
tio
n
al
a
n
d
h
o
m
e
e
n
v
ir
o
n
m
en
ts
,
s
tu
d
en
ts
ty
p
ically
s
h
o
w
h
ig
h
er
m
o
ti
v
atio
n
an
d
g
r
ea
ter
p
er
s
ev
er
an
ce
in
lear
n
in
g
ac
tiv
ities
[
3
]
.
T
h
ey
also
b
ec
o
m
e
m
o
r
e
r
ec
ep
tiv
e
t
o
f
ee
d
b
ac
k
a
n
d
v
iew
m
is
tak
es
as
p
ar
t
o
f
th
e
lear
n
in
g
p
r
o
ce
s
s
r
ath
er
th
an
as
in
d
icato
r
s
o
f
f
ailu
r
e
[
1
9
]
.
Un
d
er
s
tan
d
in
g
th
e
in
f
lu
en
ce
o
f
m
i
n
d
s
et
o
n
lear
n
in
g
th
er
ef
o
r
e
p
lay
s
an
im
p
o
r
tan
t
r
o
le
in
s
h
ap
in
g
s
tu
d
en
ts
’
ac
ad
em
ic
ex
p
er
i
en
ce
s
.
E
n
co
u
r
a
g
in
g
s
tu
d
en
ts
to
em
b
r
ac
e
c
h
allen
g
e
s
an
d
lear
n
f
r
o
m
er
r
o
r
s
ca
n
s
tr
en
g
th
en
s
elf
-
co
n
f
id
en
ce
an
d
p
r
o
m
o
te
m
ea
n
in
g
f
u
l
lear
n
in
g
[
2
0
]
.
Hen
ce
,
ed
u
ca
tin
g
s
tu
d
en
ts
ab
o
u
t
th
e
d
if
f
e
r
en
ce
s
b
etwe
en
g
r
o
wth
an
d
f
ix
e
d
m
in
d
s
ets
an
d
th
eir
co
n
s
eq
u
en
ce
s
is
ess
en
tial f
o
r
f
o
s
ter
in
g
p
o
s
itiv
e
lear
n
i
n
g
b
e
h
av
io
r
s
.
Ma
th
em
atics
an
x
iety
r
ef
er
s
to
f
ee
lin
g
s
o
f
ten
s
io
n
o
r
ap
p
r
eh
en
s
io
n
th
at
in
ter
f
er
e
with
an
i
n
d
iv
id
u
al’
s
ab
ilit
y
to
p
er
f
o
r
m
m
ath
em
a
tical
task
s
ef
f
ec
tiv
ely
.
Stu
d
en
ts
ex
p
er
ien
cin
g
m
ath
em
at
ics
an
x
iety
o
f
ten
d
em
o
n
s
tr
ate
lo
w
co
n
f
id
e
n
ce
in
th
eir
ab
ilit
ies
an
d
en
co
u
n
ter
d
if
f
icu
lties
wh
en
s
o
lv
in
g
m
ath
em
atica
l
p
r
o
b
lem
s
.
I
n
ter
n
atio
n
al
e
v
id
en
ce
i
n
d
icat
es
th
at
ap
p
r
o
x
im
atel
y
3
0
%
o
f
s
tu
d
en
ts
ac
r
o
s
s
6
5
co
u
n
tr
ies
r
ep
o
r
t
h
ig
h
lev
els
o
f
m
ath
em
atics
an
x
iety
[
2
1
]
.
Stu
d
ies
co
n
d
u
cte
d
in
Ma
lay
s
ia
s
im
ilar
ly
r
ev
ea
l
th
at
s
tu
d
en
ts
e
x
p
er
ien
ce
m
o
d
er
ate
lev
els
o
f
m
at
h
em
atics
an
x
iet
y
,
wh
ich
m
ay
wo
r
s
en
with
o
u
t
ap
p
r
o
p
r
iate
in
ter
v
e
n
tio
n
[
2
2
]
,
[
2
3
]
.
R
esear
ch
f
u
r
th
er
s
u
g
g
ests
th
at
m
ath
em
atics
an
x
iety
af
f
ec
ts
in
d
i
v
id
u
als
ac
r
o
s
s
d
if
f
er
en
t
a
g
e
g
r
o
u
p
s
an
d
n
eg
ativ
el
y
in
f
lu
en
ce
s
b
o
th
ac
ad
e
m
ic
ac
h
i
ev
em
en
t
an
d
p
s
y
c
h
o
lo
g
ical
w
ell
-
b
ein
g
[
2
4
]
.
I
f
n
o
t
a
d
d
r
ess
ed
,
p
er
s
is
ten
t
an
x
iety
m
ay
lead
to
lo
n
g
-
ter
m
n
e
g
ativ
e
attitu
d
es
to
war
d
m
ath
em
atics,
h
ig
h
lig
h
tin
g
th
e
im
p
o
r
tan
ce
o
f
ea
r
ly
in
ter
v
en
tio
n
.
Pre
v
io
u
s
s
tu
d
ies h
av
e
co
n
s
is
ten
tly
s
h
o
wn
th
at
in
cr
ea
s
ed
lev
e
ls
o
f
m
ath
em
atics a
n
x
iety
ar
e
ass
o
ciate
d
with
r
ed
u
ce
d
m
o
tiv
atio
n
,
lo
wer
en
jo
y
m
en
t,
a
n
d
p
o
o
r
er
ac
ad
em
ic
p
er
f
o
r
m
a
n
ce
[
2
5
]
,
[
2
6
]
.
C
o
n
ce
r
n
s
r
eg
ar
d
in
g
m
ath
em
atics
p
er
f
o
r
m
a
n
ce
am
o
n
g
Ma
lay
s
ian
s
tu
d
en
ts
h
av
e
also
b
ee
n
h
ig
h
lig
h
te
d
b
y
th
e
Min
is
tr
y
o
f
E
d
u
ca
tio
n
Ma
lay
s
ia
in
its
ef
f
o
r
ts
to
im
p
r
o
v
e
n
atio
n
al
ed
u
ca
tio
n
o
u
tco
m
es.
E
v
id
en
ce
f
r
o
m
t
h
e
T
r
e
n
d
s
in
I
n
ter
n
atio
n
al
Ma
th
em
atics
an
d
Scien
ce
Stu
d
y
(
T
I
MSS)
an
d
th
e
Pro
g
r
am
m
e
f
o
r
I
n
ter
n
atio
n
al
Stu
d
en
t
Ass
es
s
m
en
t
(
PISA)
in
d
icate
s
a
d
ec
lin
e
in
s
tu
d
en
ts
’
m
ath
e
m
atics
ac
h
iev
em
en
t
o
v
er
tim
e.
I
n
t
h
e
PISA
2
0
2
2
ass
es
s
m
en
t,
Ma
lay
s
ian
s
tu
d
e
n
ts
s
co
r
ed
4
0
9
in
m
ath
em
ati
cs,
r
ep
r
esen
tin
g
a
d
ec
r
ea
s
e
f
r
o
m
4
4
0
in
2
0
1
8
.
Similar
d
ec
lin
es
wer
e
o
b
s
er
v
ed
in
r
ea
d
in
g
an
d
s
cien
ce
p
er
f
o
r
m
an
ce
.
T
h
ese
f
i
n
d
in
g
s
h
ig
h
lig
h
t
th
e
n
ee
d
f
o
r
ef
f
ec
tiv
e
s
tr
ateg
ies to
ad
d
r
ess
b
o
th
em
o
tio
n
al
an
d
ac
ad
em
ic
ch
allen
g
es in
m
ath
em
atics lea
r
n
in
g
.
Attitu
d
e
r
ef
er
s
to
an
in
d
iv
id
u
al’
s
lear
n
ed
ten
d
en
c
y
to
r
es
p
o
n
d
p
o
s
itiv
ely
o
r
n
e
g
ativ
ely
to
war
d
a
p
ar
ticu
lar
s
u
b
ject,
in
f
l
u
en
cin
g
th
o
u
g
h
ts
,
f
ee
lin
g
s
,
an
d
b
eh
av
i
o
r
s
.
I
n
m
ath
e
m
atics e
d
u
ca
tio
n
,
s
tu
d
en
ts
’
attitu
d
es
m
ay
s
h
ap
e
th
eir
lev
el
o
f
in
ter
e
s
t,
willin
g
n
ess
to
en
g
ag
e
in
lear
n
in
g
ac
tiv
ities
,
p
er
ce
p
tio
n
s
o
f
th
eir
o
wn
ab
ilit
y
,
an
d
v
iews
r
eg
ar
d
in
g
th
e
im
p
o
r
tan
ce
o
f
m
ath
em
atics
[
2
7
]
.
Pre
v
io
u
s
r
esear
ch
h
as
id
e
n
tifie
d
s
ev
er
al
k
ey
elem
en
ts
o
f
attitu
d
es
to
war
d
m
ath
em
atics,
in
clu
d
in
g
m
o
tiv
atio
n
,
en
jo
y
m
e
n
t,
s
elf
-
co
n
f
id
e
n
ce
,
an
d
p
er
ce
iv
e
d
v
alu
e
[
2
8
]
.
Similar
f
in
d
i
n
g
s
h
av
e
b
ee
n
r
e
p
o
r
ted
in
s
tu
d
ies
in
v
o
lv
in
g
s
tu
d
en
ts
f
r
o
m
d
i
f
f
er
en
t
e
d
u
ca
tio
n
al
co
n
tex
ts
,
wh
ich
id
en
tifie
d
em
o
tio
n
al
d
is
p
o
s
itio
n
,
p
er
ce
p
tio
n
s
o
f
m
ath
em
atics,
an
d
p
er
ce
i
v
ed
c
o
m
p
eten
ce
as
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
.
4
,
Au
g
u
s
t
20
26
:
3
1
8
2
-
3
1
9
2
3184
k
ey
co
m
p
o
n
en
ts
in
f
lu
e
n
cin
g
s
tu
d
en
ts
’
attitu
d
es
[
2
9
]
.
R
esear
ch
co
n
d
u
cted
b
y
T
I
MSS
f
u
r
th
er
em
p
h
asized
s
tu
d
en
ts
’
en
jo
y
m
en
t,
p
er
c
eiv
ed
v
alu
e,
an
d
co
n
f
id
en
ce
as
im
p
o
r
tan
t
in
d
icato
r
s
o
f
th
ei
r
attitu
d
es
to
war
d
m
ath
em
atics
[
3
0
]
.
Desp
ite
d
i
f
f
er
en
ce
s
in
ter
m
in
o
lo
g
y
,
m
o
s
t
s
tu
d
ies
d
escr
ib
e
attitu
d
es
t
o
war
d
m
at
h
em
atics
th
r
o
u
g
h
th
r
ee
co
m
m
o
n
d
i
m
en
s
io
n
s
:
lik
in
g
m
ath
em
atics,
v
alu
in
g
m
ath
em
atics,
an
d
co
n
f
i
d
en
ce
in
m
ath
em
atica
l a
b
ilit
y
.
Stu
d
en
ts
’
attitu
d
es
to
war
d
m
ath
em
atics
ar
e
n
o
t
f
ix
ed
an
d
m
ay
ch
an
g
e
o
v
er
tim
e
[
3
1
]
.
Po
s
itiv
e
attitu
d
es
h
av
e
b
ee
n
s
h
o
wn
t
o
en
h
an
ce
s
tu
d
e
n
ts
’
en
g
ag
e
m
en
t
an
d
lear
n
in
g
o
u
tc
o
m
es,
wh
er
ea
s
n
eg
ativ
e
attitu
d
es
m
ay
h
in
d
er
ac
ad
em
ic
p
er
f
o
r
m
an
ce
.
E
m
p
ir
ical
ev
id
en
ce
s
u
g
g
ests
th
at
s
tu
d
en
ts
wh
o
d
em
o
n
s
tr
ate
p
o
s
itiv
e
attitu
d
es
to
war
d
m
ath
em
atics
ar
e
m
o
r
e
lik
ely
to
p
ar
ticip
ate
ac
tiv
ely
in
lear
n
in
g
ac
tiv
ities
,
p
er
ce
iv
e
th
e
s
u
b
ject
as
v
alu
ab
le,
an
d
ac
h
iev
e
h
ig
h
er
ac
a
d
em
ic
p
er
f
o
r
m
an
ce
[
3
2
]
.
T
h
ese
f
in
d
in
g
s
ar
e
f
u
r
th
er
s
u
p
p
o
r
ted
b
y
r
esear
ch
in
d
icatin
g
th
at
c
o
g
n
itiv
e
an
d
em
o
tio
n
al
f
ac
to
r
s
jo
in
tly
in
f
lu
en
ce
s
u
cc
ess
in
m
ath
em
atics
[
3
3
]
.
T
h
er
ef
o
r
e,
s
tu
d
en
ts
’
attitu
d
es
r
ep
r
esen
t
an
im
p
o
r
tan
t
f
ac
t
o
r
th
at
s
h
o
u
ld
b
e
co
n
s
id
er
e
d
wh
en
d
e
v
elo
p
in
g
ef
f
ec
tiv
e
ed
u
ca
tio
n
al
s
tr
ateg
ies.
T
h
is
s
tu
d
y
f
o
cu
s
es
o
n
a
d
d
r
e
s
s
in
g
th
e
ch
allen
g
es
ex
p
er
ie
n
ce
d
b
y
s
ec
o
n
d
ar
y
s
ch
o
o
l
s
t
u
d
en
ts
in
m
ath
em
atics
lear
n
in
g
,
p
ar
tic
u
lar
ly
m
ath
em
atics
an
x
iety
a
n
d
n
e
g
ativ
e
attitu
d
es
to
war
d
th
e
s
u
b
ject.
Ma
n
y
s
tu
d
en
ts
s
tr
u
g
g
le
with
f
ea
r
a
n
d
lo
w
co
n
f
id
en
ce
in
m
ath
em
a
tics
,
o
f
ten
in
f
lu
en
c
ed
b
y
f
ix
e
d
b
elief
s
ab
o
u
t
th
ei
r
ab
ilit
ies,
wh
ich
lim
it
th
eir
en
g
ag
em
en
t
an
d
p
e
r
f
o
r
m
an
ce
.
T
h
r
o
u
g
h
th
e
im
p
lem
en
tatio
n
o
f
a
GM
I
,
th
is
s
tu
d
y
in
v
esti
g
ates
wh
eth
er
en
co
u
r
a
g
in
g
ad
a
p
tiv
e
b
elief
s
ab
o
u
t
le
ar
n
in
g
ca
n
r
ed
u
ce
m
ath
e
m
atics
an
x
iety
,
en
h
an
ce
s
tu
d
en
ts
’
attitu
d
es
to
war
d
m
at
h
em
atics,
an
d
s
tr
en
g
th
en
t
h
eir
m
ath
em
atica
l
m
in
d
s
et.
T
h
e
s
t
u
d
y
e
x
am
in
es
th
r
ee
r
esear
ch
q
u
esti
o
n
s
:
−
Do
es
p
ar
ticip
atio
n
in
a
s
ev
en
-
wee
k
GM
I
r
ed
u
ce
m
ath
e
m
atics
an
x
iety
am
o
n
g
Ma
la
y
s
ian
s
ec
o
n
d
ar
y
s
ch
o
o
l
s
tu
d
en
ts
co
m
p
ar
ed
to
th
o
s
e
r
e
ce
iv
in
g
co
n
v
en
tio
n
al
in
s
tr
u
ctio
n
?
−
Do
es
th
e
in
ter
v
en
tio
n
im
p
r
o
v
e
s
tu
d
en
ts
’
attitu
d
es
to
war
d
m
ath
em
atics,
in
clu
d
in
g
e
n
jo
y
m
en
t,
m
o
tiv
ati
o
n
,
s
elf
-
co
n
f
id
en
ce
,
an
d
p
er
ce
iv
e
d
v
alu
e?
−
Do
es p
ar
ticip
atio
n
in
th
e
in
ter
v
en
tio
n
p
r
o
m
o
te
a
s
tr
o
n
g
e
r
g
r
o
wth
m
in
d
s
et
r
eg
a
r
d
in
g
m
ath
e
m
atica
l a
b
ilit
y
?
T
h
e
f
in
d
i
n
g
s
ar
e
e
x
p
ec
ted
to
p
r
o
v
i
d
e
in
s
ig
h
ts
f
o
r
ed
u
ca
to
r
s
r
eg
ar
d
in
g
th
e
r
o
le
o
f
p
s
y
c
h
o
lo
g
ical
f
ac
t
o
r
s
in
m
ath
em
atics
lear
n
in
g
an
d
s
u
p
p
o
r
t
th
e
in
te
g
r
atio
n
o
f
g
r
o
wth
m
in
d
s
et
ap
p
r
o
ac
h
es
in
to
teac
h
in
g
p
r
ac
tices
an
d
cu
r
r
icu
lu
m
d
ev
elo
p
m
en
t.
2.
M
E
T
H
O
D
2
.
1
.
Resea
rc
h
des
ig
n
T
h
e
s
tu
d
y
em
p
lo
y
e
d
a
tr
u
e
-
e
x
p
er
im
en
tal
d
esig
n
in
v
o
lv
in
g
6
9
s
ec
o
n
d
ar
y
s
ch
o
o
l
s
tu
d
en
t
s
f
r
o
m
two
s
ch
o
o
ls
in
Ma
lay
s
ia.
Par
ticip
an
ts
wer
e
r
an
d
o
m
ly
ass
ig
n
ed
to
eith
er
a
tr
ea
tm
en
t
g
r
o
u
p
(
3
5
s
tu
d
en
ts
)
o
r
a
co
n
tr
o
l
g
r
o
u
p
(
3
4
s
tu
d
en
ts
)
.
A
p
r
im
ar
y
lim
itatio
n
o
f
th
is
s
tu
d
y
is
th
e
r
elativ
ely
s
m
all
s
am
p
le
s
ize
(
N=
6
9
)
.
W
h
ile
s
u
f
f
icien
t
f
o
r
an
in
itial
ex
p
lo
r
ato
r
y
in
v
esti
g
atio
n
,
q
u
an
titativ
e
r
esear
ch
m
eth
o
d
s
o
f
ten
r
ec
o
m
m
e
n
d
lar
g
er
s
am
p
le
s
izes,
with
b
en
ch
m
ar
k
s
f
r
eq
u
en
tly
cited
at
o
v
er
1
0
0
p
ar
ticip
an
ts
,
to
en
s
u
r
e
g
r
ea
ter
s
tatis
tica
l
p
o
wer
an
d
m
o
r
e
r
o
b
u
s
t
g
en
e
r
aliza
tio
n
o
f
r
esu
lts
.
A
s
am
p
le
s
ize
o
f
6
9
m
ay
lack
th
e
p
o
wer
n
ec
ess
ar
y
to
r
eliab
ly
d
etec
t sm
all
to
m
o
d
er
ate
ef
f
ec
t sizes
f
o
r
th
e
GM
I
,
p
ar
ticu
lar
ly
wh
en
u
s
in
g
a
m
u
ltiv
ar
iate
an
aly
s
is
lik
e
m
u
ltiv
ar
iate
an
aly
s
is
o
f
co
v
ar
ian
ce
(
MA
NC
OVA)
with
m
u
ltip
le
v
ar
iab
les,
th
u
s
in
cr
ea
s
in
g
th
e
p
o
ten
tial
r
is
k
o
f
a
T
y
p
e
I
I
e
r
r
o
r
wh
er
e
th
e
tr
u
e
ef
f
ec
t
is
m
is
s
ed
[
3
4
]
.
Fu
r
th
er
m
o
r
e,
t
h
e
lim
ited
s
am
p
le
s
ize,
d
r
awn
f
r
o
m
o
n
ly
two
s
ch
o
o
ls
,
r
estricts
th
e
r
e
p
r
esen
tativ
en
ess
o
f
th
e
s
am
p
le
a
n
d
c
o
n
s
eq
u
e
n
tly
lim
its
th
e
g
e
n
er
aliza
b
ilit
y
o
f
th
e
f
in
d
in
g
s
to
th
e
b
r
o
ad
er
,
d
iv
er
s
e
p
o
p
u
latio
n
o
f
Ma
lay
s
ian
s
ec
o
n
d
ar
y
s
tu
d
en
ts
,
m
ea
n
in
g
t
h
e
r
esu
lts
s
h
o
u
ld
b
e
in
ter
p
r
eted
with
ca
u
tio
n
r
e
g
ar
d
in
g
th
eir
wid
e
r
ap
p
licab
ilit
y
.
T
h
e
tr
ea
tm
en
t
g
r
o
u
p
u
n
d
e
r
wen
t
a
s
ev
en
-
wee
k
GM
I
d
esig
n
ed
to
s
h
if
t
th
eir
p
er
ce
p
tio
n
s
o
f
m
ath
em
atics
f
r
o
m
f
ix
ed
to
g
r
o
wth
-
o
r
ien
te
d
,
r
ed
u
ce
an
x
iety
,
an
d
f
o
s
ter
p
o
s
itiv
e
attitu
d
es.
T
h
e
in
ter
v
en
tio
n
in
clu
d
ed
s
tr
u
ctu
r
ed
less
o
n
s
b
ased
o
n
estab
lis
h
ed
th
eo
r
ies
o
f
m
in
d
s
et
an
d
co
g
n
itiv
e
r
estru
ctu
r
in
g
,
wh
ile
th
e
co
n
tr
o
l
g
r
o
u
p
c
o
n
tin
u
e
d
with
th
eir
r
eg
u
lar
m
ath
em
atics
cu
r
r
i
cu
lu
m
.
Pre
-
an
d
p
o
s
t
-
test
s
wer
e
co
n
d
u
cte
d
u
s
in
g
q
u
esti
o
n
n
air
es
to
m
ea
s
u
r
e
ch
a
n
g
es
in
m
ath
em
atica
l
m
in
d
s
et,
m
ath
an
x
iety
,
an
d
attitu
d
es
to
war
d
m
ath
em
atics.
All
p
ar
ticip
an
ts
wer
e
Fo
r
m
T
wo
s
tu
d
en
ts
(
1
4
y
ea
r
s
o
ld
)
in
v
o
lv
e
d
in
en
r
ich
m
en
t
m
at
h
s
class
es
in
th
eir
r
esp
ec
tiv
e
s
ch
o
o
ls
.
Prio
r
to
r
an
d
o
m
ass
ig
n
m
e
n
t,
s
tu
d
en
ts
ac
r
o
s
s
th
r
ee
elig
ib
le
Fo
r
m
T
wo
class
es
wer
e
s
cr
ee
n
ed
f
o
r
elig
ib
ilit
y
b
ased
o
n
s
ev
er
al
cr
iter
ia:
p
ar
ticip
an
t
s
h
ad
to
b
e
1
4
y
ea
r
s
o
ld
,
e
x
h
i
b
it
lo
w
to
m
o
d
er
ate
lev
els
o
f
p
r
e
-
ex
is
tin
g
m
ath
s
an
x
iety
(
to
allo
w
p
o
ten
tial
f
o
r
ch
an
g
e
)
,
an
d
p
r
o
v
id
e
s
ig
n
ed
co
n
s
en
t
f
o
r
m
s
in
d
icatin
g
th
eir
v
o
lu
n
ta
r
y
p
a
r
ticip
atio
n
.
2
.
2
.
I
ns
t
rum
ent
s
T
h
e
q
u
esti
o
n
n
air
e
o
f
g
r
o
wth
m
in
d
s
et,
m
ath
s
an
x
iety
an
d
at
titu
d
e
to
war
d
s
m
ath
s
wer
e
tr
an
s
lated
in
to
Ma
lay
b
y
two
tr
an
s
lato
r
s
an
d
wer
e
th
en
b
ac
k
tr
an
s
lated
b
y
two
o
th
er
tr
an
s
lato
r
s
,
wh
ich
en
s
u
r
ed
th
at
th
e
m
ea
n
in
g
s
o
f
th
e
Ma
lay
v
er
s
io
n
ar
e
in
lin
e
with
th
e
E
n
g
lis
h
v
er
s
io
n
.
All
s
ca
led
wer
e
s
c
o
r
ed
s
o
th
at
h
ig
h
er
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
Ma
th
ema
tica
l m
in
d
s
et
s
h
ift:
r
ed
u
cin
g
ma
t
h
a
n
xiety
a
n
d
en
h
a
n
cin
g
a
ttit
u
d
es in
…
(
N
o
o
r
A
tiq
a
h
Mo
h
d
N
o
h
)
3185
s
co
r
es
r
ep
r
esen
ted
h
ig
h
er
lev
els
o
f
th
e
v
ar
iab
le.
I
n
o
r
d
er
to
m
ak
e
s
u
r
e
th
e
v
alid
ity
an
d
r
eliab
ilit
y
o
f
th
e
in
s
tr
u
m
en
t,
c
o
n
ten
t
v
alid
ity
was
co
n
d
u
cte
d
.
T
h
e
e
x
p
er
ts
n
ee
d
to
ex
a
m
in
e
item
s
t
h
at
will
b
e
u
s
ed
eith
er
s
u
itab
le
o
r
co
n
s
is
ten
t
with
th
e
aim
of
th
e
s
tu
d
y
.
T
h
e
ex
p
er
t
r
ev
iewe
d
ea
ch
q
u
esti
o
n
n
air
e
item
to
s
h
o
w
wh
eth
er
it
m
ea
s
u
r
es
th
e
c
o
n
t
en
t
ar
ea
[
3
5
]
.
Face
v
alid
ity
also
was
co
n
d
u
cte
d
to
en
s
u
r
e
th
e
v
alid
ity
.
T
h
e
ex
is
tin
g
q
u
esti
o
n
n
air
e
is
in
E
n
g
lis
h
an
d
was
tr
an
s
lated
in
to
Ma
lay
b
y
two
lan
g
u
ag
e
teac
h
er
s
ed
u
ca
ted
in
b
o
th
E
n
g
lis
h
an
d
B
ah
asa
Ma
lay
s
ia
.
B
ac
k
-
to
-
b
ac
k
tr
an
s
latio
n
s
wer
e
co
n
d
u
cte
d
b
y
an
o
th
er
two
lan
g
u
ag
e
teac
h
er
s
in
v
o
lv
ed
in
th
e
i
n
itial
tr
an
s
latio
n
p
h
ase
[
3
6
]
.
T
h
e
q
u
esti
o
n
n
air
e
u
n
d
e
r
wen
t
a
p
ilo
t
test
s
tu
d
y
o
n
th
e
s
am
e
p
o
p
u
latio
n
f
r
o
m
an
e
x
ter
n
al
s
ettin
g
.
A
to
tal
o
f
3
5
r
esp
o
n
d
e
n
ts
o
f
Fo
r
m
T
wo
wer
e
r
an
d
o
m
ly
s
elec
ted
f
r
o
m
th
e
n
ea
r
est s
ec
o
n
d
ar
y
s
ch
o
o
l.
T
h
e
C
r
o
n
b
ac
h
’
s
alp
h
a
o
f
ea
ch
q
u
e
s
tio
n
n
air
e
was
0
.
8
0
a
n
d
a
b
o
v
e
.
2
.
2
.
1
.
G
ro
wt
h
m
ind
s
et
T
h
e
s
tu
d
y
u
tili
ze
d
th
e
I
m
p
licit
T
h
eo
r
y
o
f
I
n
tellig
en
ce
Scale
to
ev
alu
ate
s
tu
d
e
n
ts
'
im
p
licit
b
elief
s
in
m
ath
em
atics
lear
n
in
g
.
T
h
e
R
ev
is
ed
I
m
p
licit
T
h
eo
r
ies
o
f
I
n
tellig
en
ce
Scale,
as
m
o
d
if
ie
d
b
y
C
astella
an
d
B
y
r
n
e
[
3
7
]
f
r
o
m
Dwe
ck
’
s
[
38
]
o
r
ig
in
al
v
er
s
io
n
,
s
er
v
ed
as
t
h
e
b
asis
.
T
h
is
r
ev
is
ed
v
e
r
s
io
n
s
p
ec
if
ically
g
au
g
es
s
tu
d
en
ts
’
b
elief
s
r
eg
ar
d
i
n
g
t
h
eir
ca
p
ac
ity
to
s
h
a
p
e
th
eir
o
wn
in
tellig
en
ce
.
M
o
r
eo
v
e
r
,
th
e
item
s
f
r
o
m
Dwe
ck
et
a
l.
[
39
]
in
s
tr
u
m
en
t
wer
e
ad
ap
ted
to
alig
n
with
th
e
co
n
te
x
t
o
f
m
ath
em
atics.
C
o
m
p
r
is
in
g
eig
h
t
q
u
esti
o
n
s
,
th
e
i
n
s
tr
u
m
en
t
m
e
asu
r
es
an
in
d
i
v
id
u
al
’
s
g
r
o
wth
m
in
d
s
et
(
4
item
s
)
an
d
f
i
x
ed
m
in
d
s
et
(
4
item
s
)
u
s
in
g
a
f
iv
e
-
p
o
in
t L
i
k
er
t scale
.
T
h
e
r
eliab
ilit
y
o
f
th
is
m
ea
s
u
r
e
r
an
g
ed
f
r
o
m
.
8
7
to
.
9
0
.
2
.
2
.
2
.
M
a
t
hs
a
nx
iet
y
T
h
e
m
ath
e
m
atics
an
x
iety
s
ca
le
(
MA
S)
with
2
1
-
item
s
ar
e
b
id
im
en
s
io
n
al
with
two
s
u
b
ca
teg
o
r
ies
wh
ich
ar
e
lear
n
in
g
m
ath
em
at
ics
an
x
iety
(
L
MA
)
an
d
p
er
ce
p
tio
n
o
f
d
if
f
icu
lty
a
n
d
m
o
tiv
atio
n
(
PDM)
.
B
o
th
L
MA
an
d
PDM
wer
e
d
er
iv
e
d
b
y
co
n
s
id
er
in
g
item
s
th
at
m
ea
s
u
r
e
th
e
r
elev
a
n
t
co
n
s
tr
u
cts
[
40
]
.
R
esp
o
n
s
es
wer
e
m
ad
e
o
n
a
f
iv
e
-
p
o
in
t L
ik
e
r
t
-
ty
p
e
s
ca
le.
T
h
e
r
eliab
ilit
y
f
o
r
th
i
s
m
ea
s
u
r
e
was
0
.
9
0
.
2
.
2
.
3
.
At
t
it
ud
e
t
o
wa
rds
ma
t
hs
T
h
e
Sh
o
r
t
Fo
r
m
o
f
th
e
attitu
d
es
to
war
d
m
ath
em
atics
in
v
en
t
o
r
y
(
AT
MI
)
was
d
ev
elo
p
e
d
b
y
L
im
an
d
C
h
ap
m
an
[
41
]
,
as
a
r
ev
is
io
n
o
f
th
e
o
r
ig
in
al
4
0
-
item
AT
MI
cr
ea
ted
b
y
T
ap
ia
an
d
Ma
r
s
h
[
42
]
.
T
h
is
r
ef
in
ed
v
er
s
io
n
co
m
p
r
is
es
1
9
item
s
,
ca
teg
o
r
ized
in
to
f
o
u
r
s
u
b
s
ca
les
wh
ich
ar
e
en
jo
y
m
en
t
(
5
item
s
)
,
m
o
tiv
atio
n
(
4
item
s
)
,
s
elf
-
co
n
f
id
en
ce
(
5
i
tem
s
)
,
an
d
v
alu
e
(
5
item
s
)
.
T
h
e
item
s
ar
e
co
n
s
tr
u
cted
u
s
in
g
a
f
iv
e
-
p
o
in
t
L
ik
er
t
s
ca
le,
r
eq
u
ir
in
g
s
tu
d
en
ts
to
r
esp
o
n
d
ac
co
r
d
in
g
ly
.
T
h
e
r
eliab
ilit
y
o
f
th
is
m
ea
s
u
r
e
is
r
e
p
o
r
ted
to
b
e
0
.
9
3
,
in
d
icatin
g
a
h
i
g
h
lev
el
o
f
co
n
s
is
ten
cy
[
43
]
.
2
.
3
.
M
o
du
le
inte
rv
ent
io
n
T
h
is
m
o
d
u
le
w
as
d
er
iv
e
d
f
r
o
m
a
p
r
e
ce
d
i
n
g
m
o
d
u
le
o
n
t
h
e
g
r
o
wt
h
m
i
n
d
s
et
i
n
m
at
h
e
m
a
tics
cr
ea
t
ed
b
y
J
o
e
B
o
ale
r
,
k
n
o
wn
as
t
h
e
cu
b
e
d
.
o
r
g
.
T
h
e
c
o
ll
a
b
o
r
a
ti
o
n
o
f
c
o
n
te
n
ts
b
et
wee
n
Sta
n
f
o
r
d
'
s
P
r
o
ject
f
o
r
E
d
u
ca
ti
o
n
R
esea
r
c
h
T
h
a
t
S
ca
l
es
(
P
E
R
T
S)
r
esea
r
c
h
c
e
n
te
r
(
2
0
1
6
)
,
w
er
e
em
b
e
d
d
e
d
i
n
t
h
e
m
o
d
u
le
[
44
]
.
T
h
e
p
r
im
a
r
y
o
b
je
cti
v
e
o
f
t
h
e
i
n
t
er
v
e
n
t
io
n
is
t
o
t
r
a
n
s
f
o
r
m
r
ese
a
r
c
h
f
i
n
d
i
n
g
s
in
t
o
p
r
ac
t
ica
l
s
o
l
u
ti
o
n
s
f
o
r
ed
u
ca
t
o
r
s
t
o
im
p
le
m
e
n
t
i
n
t
h
e
ir
cl
ass
r
o
o
m
s
.
A
d
d
iti
o
n
a
ll
y
,
r
ef
er
e
n
ce
wa
s
m
a
d
e
t
o
p
r
e
v
i
o
u
s
t
h
e
o
r
ies
r
el
ate
d
t
o
g
r
o
w
th
m
i
n
d
s
et
a
n
d
c
o
g
n
iti
v
e
r
est
r
u
ct
u
r
in
g
.
St
u
d
e
n
ts
i
n
t
h
e
tr
ea
tm
e
n
t
g
r
o
u
p
u
n
d
e
r
w
en
t
i
n
s
t
r
u
cti
o
n
i
n
g
r
o
wt
h
m
i
n
d
s
et
th
r
o
u
g
h
s
ev
e
n
l
ess
o
n
s
,
wit
h
o
u
t
d
etr
ac
ti
n
g
f
r
o
m
t
h
ei
r
r
e
g
u
la
r
m
a
th
em
ati
cs
in
s
tr
u
cti
o
n
tim
e.
T
o
e
n
s
u
r
e
s
ca
l
ab
ilit
y
,
o
u
r
i
n
te
r
v
e
n
t
io
n
w
as
d
e
v
e
lo
p
e
d
b
y
r
ev
is
i
n
g
p
ast
GM
I
t
o
ali
g
n
w
it
h
t
h
e
p
e
r
s
p
ec
tiv
es,
c
o
n
c
er
n
s
,
a
n
d
r
e
ad
in
g
le
v
els
o
f
Fo
r
m
T
w
o
s
tu
d
e
n
ts
f
r
o
m
g
o
v
e
r
n
m
e
n
t
s
e
c
o
n
d
a
r
y
s
c
h
o
o
l
i
n
Ma
l
ay
s
ia
.
T
h
i
s
p
r
o
c
ess
in
v
o
l
v
e
d
p
il
o
t
t
est
a
n
d
s
m
all
g
r
o
u
p
t
esti
n
g
t
o
m
ak
e
s
u
r
e
t
h
e
i
n
s
t
r
u
cti
o
n
was
u
n
d
e
r
s
t
a
n
d
ab
le
.
2
.
4
.
P
r
o
ce
du
re
o
f
da
t
a
co
lle
ct
io
n
So
m
e
e
th
ica
l
as
p
e
cts
s
u
c
h
a
s
an
o
n
y
m
i
ty
a
n
d
c
o
n
f
i
d
en
tia
l
ity
we
r
e
co
n
s
i
d
er
ed
i
n
t
h
is
s
tu
d
y
.
T
h
e
q
u
esti
o
n
n
ai
r
e
is
a
n
o
n
y
m
o
u
s
as
s
t
u
d
e
n
ts
a
r
e
n
o
t
r
e
q
u
i
r
e
d
t
o
id
en
ti
f
y
b
y
n
a
m
e
.
Qu
es
tio
n
n
ai
r
e
d
a
ta
a
r
e
ag
g
r
e
g
at
e
d
,
a
n
d
as
a
r
es
u
l
t,
n
o
i
n
d
iv
id
u
al
o
f
s
tu
d
en
ts
co
u
l
d
b
e
i
d
e
n
t
if
ie
d
.
T
h
e
co
n
s
en
t
f
o
r
m
s
we
r
e
g
i
v
e
n
to
t
h
e
s
tu
d
e
n
ts
w
h
o
p
a
r
ti
ci
p
a
te
d
in
t
h
e
s
t
u
d
y
.
O
n
l
y
t
h
e
s
t
u
d
e
n
ts
w
h
o
a
g
r
ee
d
t
o
p
a
r
t
ici
p
a
te
c
o
u
l
d
j
o
i
n
th
e
in
te
r
v
e
n
ti
o
n
.
T
h
e
r
esear
ch
er
ad
m
in
is
ter
ed
th
e
p
r
etest
an
d
p
o
s
ttes
t
d
u
r
in
g
th
e
s
tu
d
en
ts
’
ad
v
is
o
r
y
p
er
io
d
.
I
n
co
n
tr
as
t
to
th
e
c
o
m
p
ar
is
o
n
g
r
o
u
p
,
s
tu
d
en
ts
in
th
e
tr
ea
tm
en
t
g
r
o
u
p
r
ec
eiv
ed
th
e
GM
I
d
u
r
in
g
th
eir
u
s
u
al
ad
v
is
o
r
y
p
er
io
d
.
T
h
e
s
tu
d
y
was
ca
r
r
ie
d
o
u
t
in
th
r
ee
s
ep
a
r
ate
p
h
ases
b
u
t
in
ter
co
n
n
ec
ted
f
o
r
s
ev
en
w
ee
k
s
wer
e
d
escr
ib
ed
as
: p
r
e
-
test
,
in
ter
v
en
tio
n
,
an
d
p
o
s
t
-
test
.
−
Pre
-
test
:
o
n
e
wee
k
b
ef
o
r
e
th
e
in
ter
v
en
tio
n
,
ad
m
in
is
ter
a
p
r
e
-
test
q
u
esti
o
n
n
air
e
to
all
s
to
co
llect
b
aselin
e
d
ata
o
n
th
eir
attitu
d
es
to
war
d
s
m
ath
,
m
ath
em
atica
l
m
in
d
s
et,
an
d
m
at
h
an
x
iety
.
T
h
e
r
esear
ch
er
will
en
s
u
r
e
s
co
m
p
lete
th
e
q
u
esti
o
n
n
air
e
i
n
d
iv
id
u
ally
u
s
in
g
p
a
p
er
a
n
d
p
en
cil.
−
I
n
ter
v
en
tio
n
:
t
h
e
GM
I
was
im
p
lem
en
ted
o
v
er
a
p
er
i
o
d
o
f
s
ev
en
wee
k
s
,
c
o
n
s
is
tin
g
o
f
s
ev
en
s
ess
io
n
s
last
in
g
f
o
r
6
0
m
in
u
tes f
o
r
tr
ea
t
m
en
t g
r
o
u
p
.
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
.
4
,
Au
g
u
s
t
20
26
:
3
1
8
2
-
3
1
9
2
3186
−
Po
s
t
-
test
:
a
wee
k
af
ter
th
e
in
ter
v
en
tio
n
,
a
d
m
in
is
ter
a
p
o
s
t
-
test
q
u
esti
o
n
n
air
e
to
all
r
esp
o
n
d
en
ts
to
ass
ess
ch
an
g
es
in
th
eir
attitu
d
es
to
w
ar
d
s
m
ath
,
m
ath
em
atica
l
m
in
d
s
et,
an
d
m
ath
an
x
iety
.
R
esp
o
n
d
en
ts
n
ee
d
to
co
m
p
lete
th
e
q
u
esti
o
n
n
air
e
in
d
iv
id
u
ally
u
s
in
g
p
a
p
er
an
d
p
e
n
cil.
T
h
e
s
u
m
m
ar
y
o
f
d
ata
co
l
lectio
n
is
s
h
o
wn
in
T
ab
le
1
.
T
ab
le
1
.
Su
m
m
a
r
y
o
f
d
ata
c
o
llectio
n
p
r
o
ce
d
u
r
e
W
e
e
k
1
2
3
4
5
6
7
To
p
i
c
To
p
i
c
1
To
p
i
c
2
To
p
i
c
3
To
p
i
c
4
To
p
i
c
5
To
p
i
c
6
To
p
i
c
7
Pre
-
t
e
st
P
o
st
-
t
e
st
Tr
e
a
t
me
n
t
G
M
I
C
o
n
t
r
o
l
Ex
i
s
t
i
n
g
m
o
d
u
l
e
2
.
5
.
Da
t
a
a
na
ly
s
is
T
h
e
p
r
o
ce
s
s
o
f
an
aly
s
in
g
s
tatis
tical
d
ata
in
v
o
lv
es
two
t
y
p
es
o
f
s
tatis
tics
wh
ich
ar
e
d
escr
ip
tiv
e
s
tatis
t
ics an
aly
s
is
th
at
r
ef
er
s
to
th
e
d
escr
ip
tio
n
o
f
an
e
v
en
t b
y
p
r
esen
tin
g
th
e
s
tu
d
y
d
ata
in
th
e
f
o
r
m
o
f
a
s
im
p
le
m
ea
s
u
r
em
en
t
tech
n
iq
u
e
an
d
i
n
f
er
en
tial
ty
p
e
s
tatis
tics
wh
ich
in
th
e
f
o
r
m
o
f
s
u
m
m
ar
is
atio
n
to
war
d
s
r
esear
ch
p
o
p
u
latio
n
(
d
escr
ip
tiv
e
an
d
in
f
er
en
tial)
.
Descr
ip
tiv
e
s
tatis
tics
th
at
wer
e
u
s
ed
in
th
is
s
tu
d
y
in
v
o
lv
es
th
e
m
ea
n
an
d
s
tan
d
ar
d
d
ev
iatio
n
wh
il
e
in
f
er
en
tial
test
in
g
in
v
o
lv
es
MA
NC
OV
A
an
aly
s
is
.
MA
NC
OVA
was
u
s
ed
b
ec
au
s
e
th
e
r
esear
ch
er
in
ten
d
ed
to
co
n
tr
o
l
th
e
c
o
v
ar
iate
v
ar
iab
les
(
g
en
d
e
r
an
d
m
ath
s
’
s
s
co
r
ed
)
th
at
wo
u
l
d
af
f
ec
t
th
e
r
esu
lt
o
f
p
r
e
-
test
an
d
p
o
s
t
-
test
.
T
o
p
er
f
o
r
m
th
is
an
aly
s
is
,
T
h
e
s
tatis
tical
p
ac
k
ag
e
f
o
r
t
h
e
s
o
cial
s
cien
ce
s
(
SP
SS
)
s
o
f
twar
e
v
er
s
io
n
2
6
.
0
is
u
s
ed
.
T
o
en
s
u
r
e
th
e
r
e
was n
o
b
ias b
etwe
en
th
e
tr
e
atm
en
t a
n
d
co
n
tr
o
l
g
r
o
u
p
s
,
a
h
o
m
o
g
e
n
eity
test
was
co
n
d
u
cted
b
etwe
en
g
r
o
u
p
s
b
y
co
m
p
ar
in
g
th
e
p
r
e
-
test
r
esu
lt
u
s
in
g
MA
NC
OV
A.
T
h
e
r
esu
lt sh
o
ws n
o
s
ig
n
if
ican
t d
if
f
er
en
ce
b
et
wee
n
co
n
tr
o
l a
n
d
tr
ea
tm
e
n
t g
r
o
u
p
s
at
a
b
aselin
e.
3.
RE
SU
L
T
S
3
.
1
.
De
m
o
g
r
a
ph
ic
o
f
re
s
po
nd
ent
s
T
h
e
in
ter
v
en
tio
n
in
v
o
l
v
ed
an
i
n
itial
3
5
s
tu
d
en
ts
in
th
e
tr
ea
tm
en
t
g
r
o
u
p
an
d
3
4
s
tu
d
en
ts
in
t
h
e
co
n
tr
o
l
g
r
o
u
p
.
All
p
ar
ticip
an
ts
in
itially
m
et
th
e
s
tu
d
y
'
s
in
clu
s
io
n
cr
iter
ia.
At
th
e
co
n
clu
s
io
n
o
f
th
e
in
ter
v
en
tio
n
,
3
4
s
tu
d
en
ts
f
r
o
m
th
e
tr
ea
tm
e
n
t
g
r
o
u
p
an
d
3
1
s
tu
d
en
ts
f
r
o
m
th
e
co
n
tr
o
l
g
r
o
u
p
s
u
cc
ess
f
u
lly
co
m
p
leted
all
m
o
d
u
les
an
d
p
o
s
t
-
in
ter
v
en
ti
o
n
ass
ess
m
en
ts
.
Prio
r
to
s
tatis
tical
an
aly
s
is
,
d
ata
clea
n
in
g
an
d
s
cr
ee
n
in
g
p
r
o
ce
d
u
r
es
wer
e
co
n
d
u
cted
.
T
wo
r
esp
o
n
d
en
ts
wer
e
s
u
b
s
e
q
u
en
tly
r
em
o
v
ed
d
u
e
to
ex
tr
e
m
e
o
u
tlier
v
alu
es
i
n
th
eir
q
u
esti
o
n
n
air
e
r
esp
o
n
s
es,
wh
ich
co
u
ld
s
ig
n
if
ican
tly
s
k
e
w
d
ata
d
is
tr
ib
u
tio
n
.
T
h
e
f
in
al
d
ataset
f
o
r
an
aly
s
is
co
m
p
r
is
ed
6
9
r
esp
o
n
d
en
ts
.
As
s
h
o
wn
in
T
ab
le
2
,
th
e
tr
ea
tm
en
t
g
r
o
u
p
co
m
p
r
is
ed
2
5
f
em
ales
(
7
1
.
4
%)
an
d
1
0
m
ales
(
2
8
.
6
%),
wh
ile
th
e
c
o
n
tr
o
l
g
r
o
u
p
co
n
s
is
ted
o
f
1
9
f
em
ales
(
5
5
.
9
%)
an
d
1
5
m
ales
(
4
4
.
1
%).
R
eg
ar
d
in
g
m
ath
em
atics
g
r
ad
es,
m
o
s
t
p
ar
ticip
an
ts
in
b
o
th
th
e
tr
ea
tm
en
t
(
5
1
.
4
%)
a
n
d
co
n
tr
o
l
(
6
7
.
6
%)
g
r
o
u
p
s
f
ell
with
in
th
e
0
-
39
r
an
g
e.
T
h
is
d
em
o
g
r
a
p
h
ic
o
v
e
r
v
iew
in
d
icate
s
a
r
elativ
ely
l
o
w
b
aselin
e
ac
ad
e
m
ic
p
er
f
o
r
m
an
ce
lev
el
a
m
o
n
g
th
e
s
tu
d
en
t c
o
h
o
r
t,
s
u
g
g
esti
n
g
a
g
en
er
al
n
ee
d
f
o
r
in
ter
v
en
tio
n
s
aim
ed
at
im
p
r
o
v
em
en
t.
T
ab
le
2
.
R
esp
o
n
d
e
n
ts
’
p
r
o
f
ile
G
r
o
u
p
P
r
o
f
i
l
e
F
r
e
q
u
e
n
c
y
P
e
r
c
e
n
t
a
g
e
Tr
e
a
t
me
n
t
G
e
n
d
e
r
M
a
l
e
10
2
8
.
6
F
e
mal
e
25
7
1
.
4
To
t
a
l
35
1
0
0
G
r
a
d
e
1
0
0
-
80
2
5
.
8
79
-
60
5
1
4
.
7
59
-
40
9
2
8
.
5
39
-
0
18
5
1
.
4
To
t
a
l
35
1
0
0
C
o
n
t
r
o
l
G
e
n
d
e
r
M
a
l
e
15
4
4
.
1
F
e
mal
e
19
5
5
.
9
To
t
a
l
34
1
0
0
G
r
a
d
e
1
0
0
-
80
0
0
79
-
60
4
1
4
.
7
59
-
40
5
1
7
.
7
39
-
0
23
6
7
.
6
To
t
a
l
34
1
0
0
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
Ma
th
ema
tica
l m
in
d
s
et
s
h
ift:
r
ed
u
cin
g
ma
t
h
a
n
xiety
a
n
d
en
h
a
n
cin
g
a
ttit
u
d
es in
…
(
N
o
o
r
A
tiq
a
h
Mo
h
d
N
o
h
)
3187
3
.
2
.
T
he
diff
er
ence
s
bet
wee
n
co
ntr
o
l a
nd
t
re
a
t
m
ent
g
ro
up
s
bef
o
re
t
he
inte
rv
ent
io
n
T
o
ass
ess
f
o
r
p
r
e
-
ex
is
tin
g
d
if
f
er
en
ce
s
in
m
ath
em
atica
l
m
in
d
s
et,
m
ath
an
x
iety
,
a
n
d
attitu
d
e
to
war
d
m
ath
b
etwe
en
th
e
co
n
tr
o
l
an
d
tr
ea
tm
en
t
g
r
o
u
p
s
,
a
o
n
e
-
way
MA
NC
OV
A
was
co
n
d
u
cted
u
s
in
g
p
r
e
-
test
s
co
r
es,
with
g
en
d
er
a
n
d
in
itial
m
ath
g
r
ad
es
as
co
v
ar
iates.
Prio
r
to
th
e
MA
NC
OVA,
B
o
x
'
s
M
tes
t
was
p
er
f
o
r
m
ed
t
o
ch
ec
k
th
e
ass
u
m
p
tio
n
o
f
h
o
m
o
g
en
eity
o
f
v
ar
ia
n
ce
-
co
v
ar
ian
ce
m
atr
ices.
T
a
b
le
3
s
h
o
ws
th
at
th
e
B
o
x
'
s
M
test
was
n
o
t
s
tatis
tical
ly
s
ig
n
if
ican
t
(
M=
4
.
4
7
2
,
p
=
0
.
6
4
2
>0
.
0
5
)
.
T
h
is
r
esu
lt
co
n
f
ir
m
s
th
e
h
o
m
o
g
en
eity
o
f
v
ar
ian
ce
-
co
v
ar
ian
ce
m
atr
ices
am
o
n
g
th
e
d
ep
e
n
d
en
t
v
ar
ia
b
les
ac
r
o
s
s
t
h
e
in
d
e
p
en
d
e
n
t
v
ar
iab
le
le
v
els,
th
u
s
s
atis
f
y
in
g
an
ass
u
m
p
tio
n
f
o
r
c
o
n
d
u
ctin
g
th
e
o
n
e
-
way
MA
NC
OVA.
T
h
er
ef
o
r
e
,
one
-
way
MA
NC
OVA
test
s
ca
n
b
e
p
er
f
o
r
m
ed
to
s
ee
th
e
d
if
f
er
e
n
c
e
in
s
tu
d
en
t’
s
m
at
h
em
atica
l
m
in
d
s
et,
m
ath
s
a
n
x
iety
an
d
attitu
d
e
to
wa
r
d
s
m
ath
s
b
etwe
en
p
r
e
-
test
s
co
r
es.
As
s
h
o
wn
in
T
ab
le
4
,
th
e
W
ilk
s
’
L
a
m
b
d
a
v
alu
e
(
λ
=
0
.
9
7
9
)
,
F(3
,
6
9
)
=
0
.
4
4
6
,
p
=
0
.
7
2
1
(p
>
0
.
0
5
)
in
d
icate
s
n
o
s
tatis
tically
s
ig
n
if
ican
t
d
if
f
er
en
ce
s
in
th
e
co
m
b
in
ed
d
ep
en
d
en
t
v
ar
ia
b
les
(
m
ath
em
atica
l
m
in
d
s
et,
m
ath
a
n
x
iety
,
an
d
att
itu
d
e
to
war
d
m
ath
)
b
etwe
en
th
e
tr
ea
tm
en
t
a
n
d
co
n
tr
o
l
g
r
o
u
p
s
at
b
aselin
e.
T
h
is
s
u
g
g
ests
th
at
th
e
g
r
o
u
p
s
wer
e
co
m
p
ar
ab
le
b
ef
o
r
e
th
e
in
ter
v
e
n
tio
n
co
m
m
en
ce
d
.
T
ab
le
3
.
B
o
x
’
M
test
o
f
pr
e
-
te
s
t sco
r
e
f
o
r
m
ath
em
atica
l m
i
n
d
s
et,
m
ath
s
an
x
iety
,
a
n
d
attitu
d
e
to
war
d
s
m
ath
s
b
etwe
en
tr
ea
tm
en
t
an
d
co
n
tr
o
l
g
r
o
u
p
B
o
x
’
s
M
F
-
v
a
l
u
e
d
f
1
d
f
2
S
i
g
.
4
.
4
7
2
0
.
7
0
9
6
3
2
4
4
6
.
5
8
4
0
.
6
4
2
T
ab
le
4
.
W
ilk
s
’
lam
b
d
a
v
al
u
e
f
o
r
m
ath
e
m
atica
l m
in
d
s
et,
m
at
h
s
an
x
iety
,
an
d
attitu
d
e
to
war
d
s
m
ath
s
Ef
f
e
c
t
W
i
l
k
s’
L
a
mb
d
a
V
a
l
u
e
F
V
a
l
u
e
D
F
b
e
t
w
e
e
n
g
r
o
u
p
s
D
F
i
n
g
r
o
u
p
S
i
g
G
r
o
u
p
0
.
9
7
9
0
.
4
4
6
3
69
0
.
7
2
1
3
.
3
.
T
he
d
if
f
er
ence
s
bet
wee
n
pre
-
t
est
a
nd
po
s
t
-
t
est
o
f
t
h
e
co
ntr
o
l
a
nd
t
re
a
t
m
ent
g
r
o
up
s
An
aly
s
is
was
co
n
d
u
cted
to
f
in
d
th
e
s
ig
n
if
ican
t
d
if
f
er
e
n
ce
with
in
th
e
g
r
o
u
p
s
(
p
r
e
-
test
an
d
p
o
s
t
-
test
)
o
f
m
ath
e
m
atica
l
m
in
d
s
et,
m
ath
s
an
x
iety
a
n
d
attitu
d
e
to
war
d
s
m
ath
s
f
o
r
tr
ea
tm
e
n
t
a
n
d
c
o
n
tr
o
l
g
r
o
u
p
s
.
Ho
wev
er
,
th
e
f
in
al
s
am
p
le
af
t
er
th
e
in
ter
v
e
n
tio
n
r
ed
u
ce
f
r
o
m
6
9
to
6
5
s
tu
d
en
ts
.
T
ab
le
5
s
h
o
ws
th
e
r
esu
lt
o
f
ea
ch
v
ar
iab
le
f
o
r
th
e
tr
ea
tm
en
t
an
d
co
n
tr
o
l g
r
o
u
p
s
.
T
h
e
o
n
e
-
way
MA
NC
OVA
r
es
u
lts
r
ev
ea
l
s
tatis
tically
s
ig
n
if
ican
t
im
p
r
o
v
em
e
n
ts
f
r
o
m
p
r
e
-
te
s
t
to
p
o
s
t
-
test
f
o
r
th
e
tr
ea
tm
en
t
g
r
o
u
p
ac
r
o
s
s
all
th
r
ee
v
ar
iab
les:
m
ath
e
m
atica
l
m
in
d
s
et
(
F(1
,
5
9
)
=
1
2
.
5
8
7
,
p
=
0
.
0
0
1
)
,
m
ath
an
x
iety
(
F(1
,
5
9
)
=
1
8
.
0
1
4
,
p
<
0
.
0
0
1
)
,
an
d
attitu
d
e
to
war
d
m
ath
(
F(1
,
5
9
)
=
2
0
.
5
3
4
,
p
<
0
.
0
0
1
)
.
C
o
n
v
er
s
ely
,
th
e
co
n
tr
o
l
g
r
o
u
p
s
h
o
wed
n
o
s
tat
is
tically
s
ig
n
if
ican
t
d
if
f
er
en
ce
s
b
etwe
en
p
r
e
-
test
an
d
p
o
s
t
-
t
est
f
o
r
an
y
o
f
t
h
e
v
ar
iab
les
(
p
>
0
.
0
5
f
o
r
all)
.
T
h
e
s
e
f
in
d
in
g
s
in
d
icate
t
h
at
p
ar
tic
ip
atio
n
in
th
e
in
ter
v
e
n
tio
n
s
ig
n
if
ican
tly
im
p
r
o
v
e
d
th
e
tr
ea
tm
en
t
g
r
o
u
p
'
s
m
ath
em
atica
l
m
in
d
s
et,
r
ed
u
ce
d
th
eir
m
ath
an
x
iety
,
an
d
en
h
a
n
ce
d
th
eir
attitu
d
es
to
war
d
s
lear
n
in
g
m
ath
e
m
atics.
T
ab
le
6
s
h
o
ws
th
e
d
escr
ip
tiv
e
an
aly
s
is
o
f
ea
ch
v
ar
iab
le
f
o
r
th
e
tr
ea
tm
en
t
an
d
co
n
tr
o
l
g
r
o
u
p
af
ter
co
n
tr
o
llin
g
th
e
m
ea
n
s
co
r
e
o
f
th
e
g
en
d
er
an
d
s
tu
d
en
ts
’
m
ath
g
r
ad
e.
Fo
r
th
e
tr
ea
tm
en
t
g
r
o
u
p
,
m
ea
n
s
co
r
es
f
o
r
m
ath
em
atica
l
m
in
d
s
et
an
d
attitu
d
e
to
war
d
m
ath
in
c
r
ea
s
ed
f
r
o
m
p
r
e
-
test
to
p
o
s
t
-
test
,
wh
ile
th
e
m
ea
n
s
co
r
e
f
o
r
m
ath
an
x
iety
s
h
o
wed
a
n
o
tab
l
e
d
ec
r
ea
s
e.
T
h
is
o
b
s
er
v
ed
d
ec
lin
e
in
m
ath
a
n
x
iety
s
u
g
g
ests
a
r
ed
u
ctio
n
in
th
e
av
er
ag
e
lev
el
o
f
an
x
iety
ex
p
er
ien
ce
d
b
y
s
tu
d
en
ts
f
o
llo
win
g
th
e
in
ter
v
en
tio
n
.
T
ab
le
5
.
On
e
-
way
MA
NC
OV
A
o
f
m
ath
em
atica
l m
in
d
s
et,
m
ath
s
an
x
iety
,
an
d
attitu
d
e
to
wa
r
d
s
m
ath
s
with
in
g
r
o
u
p
s
(
p
r
e
a
n
d
p
o
s
t
-
test
)
t
V
a
r
i
a
b
l
e
s
Ty
p
e
I
I
I
su
m o
f
s
q
u
a
r
e
s
df
M
e
a
n
sq
u
a
r
e
F
S
i
g
.
Tr
e
a
t
me
n
t
M
a
t
h
e
ma
t
i
c
a
l
mi
n
d
se
t
3
.
3
5
9
1
3
.
3
5
9
1
2
.
5
8
7
0
.
0
0
1
M
a
t
h
s
a
n
x
i
e
t
y
4
.
2
0
0
1
4
.
2
0
0
1
8
.
0
1
4
0
.
0
0
0
A
t
t
i
t
u
d
e
t
o
w
a
r
d
s m
a
t
h
s
2
.
4
0
7
1
2
.
4
0
7
2
0
.
5
3
4
0
.
0
0
0
C
o
n
t
r
o
l
M
a
t
h
e
ma
t
i
c
a
l
mi
n
d
se
t
0
.
1
5
7
1
0
.
1
5
7
0
.
6
2
7
0
.
3
4
4
M
a
t
h
s
a
n
x
i
e
t
y
0
.
2
1
0
1
0
.
2
1
0
0
.
7
9
6
0
.
1
1
1
A
t
t
i
t
u
d
e
t
o
w
a
r
d
s m
a
t
h
s
0
.
0
6
4
1
0
.
0
6
4
0
.
4
7
4
0
.
4
9
4
3
.
4
.
T
he
diff
er
ence
s
bet
wee
n c
o
ntr
o
l a
nd
t
re
a
t
m
ent
g
ro
up
s
a
f
t
er
t
he
inte
rv
ent
io
n
T
ab
le
7
s
h
o
ws
th
e
W
ilk
’
s
λ
v
alu
e
f
o
r
m
ath
em
atica
l
m
in
d
s
et,
m
ath
s
an
x
iety
,
an
d
attitu
d
e
to
war
d
s
m
ath
s
.
T
h
er
e
was
a
s
tatis
tical
ly
s
ig
n
if
ican
t
d
if
f
er
en
ce
i
n
m
ath
em
atica
l
m
in
d
s
et,
m
ath
s
an
x
iety
,
an
d
attitu
d
e
to
war
d
s
m
ath
s
b
ased
o
n
a
tr
ea
tm
en
t
an
d
co
n
t
r
o
l g
r
o
u
p
s
,
F
(
3
,
5
9
)
=
2
.
9
3
5
,
p
<
.
0
4
1
;
W
ilk
'
s
λ
=
0
.
8
7
0
.
T
h
is
r
esu
lt
d
em
o
n
s
tr
ated
th
at
th
e
in
ter
v
en
tio
n
g
iv
es
an
im
p
ac
t
to
th
e
s
tu
d
en
ts
.
T
ab
le
8
p
r
esen
ts
th
e
p
o
s
t
-
test
o
f
one
-
way
MA
NC
OV
A
r
esu
lts
.
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
.
4
,
Au
g
u
s
t
20
26
:
3
1
8
2
-
3
1
9
2
3188
T
ab
le
6
.
Descr
ip
tiv
e
an
al
y
s
is
b
etwe
en
p
r
e
a
n
d
p
o
s
t
-
test
o
f
th
e
co
n
tr
o
l
an
d
t
r
ea
tm
en
t g
r
o
u
p
s
V
a
r
i
a
b
l
e
s
G
r
o
u
p
M
e
a
n
SD
To
t
a
l
M
a
t
h
s
a
n
x
i
e
t
y
Tr
e
a
t
me
n
t
Pre
-
t
e
st
3
.
1
3
0
.
4
4
4
35
P
o
st
-
t
e
st
2
.
6
2
0
.
5
1
4
34
C
o
n
t
r
o
l
To
t
a
l
2
.
8
9
0
.
5
4
0
69
Pre
-
t
e
st
3
.
1
6
0
.
2
7
6
34
A
t
t
i
t
u
d
e
t
o
w
a
r
d
s
m
a
t
h
s
Tr
e
a
t
me
n
t
P
o
st
-
t
e
st
3
.
0
0
0
.
3
9
2
31
To
t
a
l
3
.
0
8
0
.
3
4
3
65
Pre
-
t
e
st
3
.
1
8
0
.
0
316
35
P
o
st
-
t
e
st
3
.
5
6
0
.
3
6
6
34
To
t
a
l
3
.
3
7
0
.
3
8
9
69
Pre
-
t
e
st
3
.
2
0
0
.
2
7
2
34
P
o
st
-
t
e
st
3
.
2
7
0
.
4
4
9
31
To
t
a
l
3
.
2
4
0
.
3
6
6
65
N
o
t
e
:
t
h
e
p
r
e
-
t
e
st
n
u
m
b
e
r
o
f
st
u
d
e
n
t
s
6
9
r
e
d
u
c
e
t
o
6
5
f
o
r
t
h
e
p
o
s
t
-
t
e
st
T
ab
le
7
.
W
ilk
s
’
lam
b
d
a
v
alu
e
f
o
r
m
ath
e
m
atica
l m
in
d
s
et,
m
at
h
s
an
x
iety
,
an
d
attitu
d
e
to
war
d
s
m
ath
s
Ef
f
e
c
t
W
i
l
k
s’
L
a
mb
d
a
v
a
l
u
e
F
V
a
l
u
e
D
F
b
e
t
w
e
e
n
g
r
o
u
p
s
D
F
i
n
g
r
o
u
p
S
i
g
G
r
o
u
p
0
.
8
7
0
2
.
9
3
5
3
59
0
.
0
4
1
T
ab
le
8
.
On
e
-
way
MA
NC
OV
A
o
f
m
ath
em
atica
l m
in
d
s
et,
m
ath
s
an
x
iety
,
an
d
attitu
d
e
to
wa
r
d
s
m
ath
s
b
etwe
en
tr
ea
tm
en
t
an
d
c
o
n
tr
o
l
g
r
o
u
p
D
e
p
e
n
d
e
n
t
v
a
r
i
a
b
l
e
Ty
p
e
I
I
I
su
m o
f
s
q
u
a
r
e
s
df
M
e
a
n
sq
u
a
r
e
F
S
i
g
.
M
a
t
h
e
ma
t
i
c
a
l
mi
n
d
se
t
.
3
3
8
1
0
.
3
3
8
1
.
1
3
0
.
2
9
2
M
a
t
h
s
a
n
x
i
e
t
y
1
.
7
4
4
1
1
.
7
4
4
6
.
5
1
0
.
0
1
3
A
t
t
i
t
u
d
e
t
o
w
a
r
d
s
m
a
t
h
s
1
.
3
1
5
1
1
.
3
1
5
7
.
7
2
0
.
0
0
7
T
h
e
o
n
e
-
way
MA
NC
OVA
r
esu
lts
f
o
r
p
o
s
t
-
test
s
co
r
es
r
e
v
ea
l
ed
n
o
s
tatis
tically
s
ig
n
if
ican
t
d
if
f
er
en
ce
b
etwe
en
th
e
tr
ea
tm
en
t
an
d
c
o
n
tr
o
l
g
r
o
u
p
s
f
o
r
m
at
h
em
atic
al
m
in
d
s
et
(
F(1
,
5
9
)
=
1
.
1
3
,
p
=
0
.
2
9
2
)
.
Ho
wev
er
,
s
ig
n
if
ican
t
d
if
f
er
en
ce
s
wer
e
o
b
s
er
v
ed
f
o
r
m
ath
an
x
iety
(
F(
1
,
5
9
)
=
6
.
5
1
,
p
=
0
.
0
1
3
)
an
d
attitu
d
e
to
war
d
m
ath
(
F(1
,
5
9
)
=
7
.
7
2
,
p
=
0
.
0
0
7
)
.
T
h
ese
f
in
d
in
g
s
in
d
icate
th
at
th
e
GM
I
s
ig
n
if
ican
tly
r
ed
u
ce
d
m
ath
an
x
iety
an
d
im
p
r
o
v
e
d
s
tu
d
en
ts
'
att
itu
d
es
to
war
d
m
ath
em
atics
in
th
e
tr
ea
tm
en
t
g
r
o
u
p
co
m
p
ar
e
d
to
th
e
co
n
tr
o
l
g
r
o
u
p
.
Alth
o
u
g
h
th
er
e
was
n
o
s
tatis
ti
ca
lly
s
ig
n
if
ican
t b
etwe
en
-
g
r
o
u
p
d
if
f
er
en
ce
in
m
ath
em
atica
l m
in
d
s
et
at
p
o
s
t
-
test
,
th
e
with
in
-
g
r
o
u
p
an
aly
s
is
s
h
o
wed
m
ea
n
in
g
f
u
l
im
p
r
o
v
e
m
en
t
in
m
ath
em
atica
l
m
in
d
s
et
with
in
th
e
tr
ea
tm
e
n
t
g
r
o
u
p
f
r
o
m
p
r
e
-
test
to
p
o
s
t
-
test
.
Ov
er
all,
th
ese
r
esu
lts
d
em
o
n
s
tr
ate
th
at
GM
I
ef
f
ec
tiv
ely
a
d
d
r
ess
es
em
o
tio
n
al
an
d
attitu
d
in
al
b
a
r
r
ier
s
to
m
at
h
lear
n
in
g
.
4.
DIS
CU
SS
I
O
N
T
h
is
s
tu
d
y
ex
am
i
n
ed
th
e
ef
f
ec
tiv
en
ess
o
f
a
GM
I
i
n
en
h
an
cin
g
m
at
h
em
atica
l
m
in
d
s
et
,
r
ed
u
ci
n
g
m
ath
em
atics
an
x
iety
,
an
d
im
p
r
o
v
in
g
attitu
d
es
to
war
d
m
ath
em
atics
am
o
n
g
s
ec
o
n
d
ar
y
s
ch
o
o
l
s
tu
d
en
ts
.
T
h
e
f
in
d
in
g
s
r
e
v
ea
l
d
if
f
e
r
en
tial
ef
f
ec
ts
ac
r
o
s
s
co
g
n
itiv
e
an
d
af
f
ec
tiv
e
d
o
m
ain
s
,
s
u
g
g
e
s
tin
g
th
at
m
in
d
s
et
in
ter
v
en
tio
n
s
m
ay
in
f
lu
en
ce
s
tu
d
en
ts
’
em
o
tio
n
al
an
d
m
o
ti
v
atio
n
al
r
esp
o
n
s
es
m
o
r
e
r
ea
d
ily
th
an
th
eir
co
r
e
b
elief
s
tr
u
ctu
r
es.
4
.
1
.
M
a
t
hema
t
ica
l
m
ind
s
et
T
h
e
ab
s
en
ce
o
f
s
ig
n
if
ican
t
b
et
wee
n
-
g
r
o
u
p
d
if
f
e
r
en
ce
s
in
m
ath
em
atica
l
m
in
d
s
et
in
d
icate
s
t
h
at
b
elief
r
estru
ctu
r
in
g
m
a
y
r
eq
u
ir
e
s
u
s
tain
ed
ex
p
o
s
u
r
e
a
n
d
r
ein
f
o
r
c
em
en
t.
Pre
v
io
u
s
r
esear
ch
s
u
g
g
ests
th
at
m
in
d
s
et
d
ev
elo
p
m
e
n
t
is
a
g
r
ad
u
al
p
s
y
ch
o
lo
g
ical
p
r
o
ce
s
s
s
h
ap
ed
b
y
co
n
tin
u
o
u
s
lear
n
in
g
ex
p
e
r
ien
ce
s
an
d
co
n
tex
tu
al
in
f
lu
en
ce
s
[
45
]
,
[
46
]
.
T
h
e
s
ig
n
if
ican
t w
ith
in
-
g
r
o
u
p
im
p
r
o
v
e
m
en
t o
b
s
er
v
e
d
in
th
e
tr
ea
tm
e
n
t g
r
o
u
p
n
ev
e
r
th
eless
in
d
icate
s
th
at
th
e
in
ter
v
en
ti
o
n
in
itiated
ea
r
l
y
co
g
n
itiv
e
ch
an
g
es,
s
u
p
p
o
r
tin
g
ea
r
lier
f
in
d
in
g
s
th
at
b
r
ief
in
ter
v
en
tio
n
s
ca
n
ac
tiv
ate
ad
ap
tiv
e
lear
n
in
g
b
elief
s
an
d
m
o
tiv
atio
n
[
47
]
,
[
48
]
.
T
h
ese
r
esu
lts
s
u
g
g
est
th
at
s
h
o
r
t
-
ter
m
i
n
ter
v
en
tio
n
s
m
ay
s
er
v
e
as
an
in
itial
ca
taly
s
t
f
o
r
m
in
d
s
et
ch
an
g
e,
alth
o
u
g
h
lo
n
g
er
im
p
le
m
en
tatio
n
p
er
io
d
s
m
ay
b
e
n
ec
ess
ar
y
to
p
r
o
d
u
ce
r
o
b
u
s
t g
r
o
u
p
-
lev
el
e
f
f
e
cts.
4
.
2
.
M
a
t
hema
t
ics
a
nx
iet
y
I
n
co
n
tr
ast,
th
e
in
ter
v
en
tio
n
p
r
o
d
u
ce
d
a
s
ig
n
if
ican
t
r
ed
u
ctio
n
in
m
ath
em
atics
an
x
iety
,
d
e
m
o
n
s
tr
atin
g
th
at
af
f
ec
tiv
e
r
esp
o
n
s
es
m
ay
b
e
m
o
r
e
im
m
ed
iately
r
esp
o
n
s
iv
e
to
p
s
y
ch
o
lo
g
ical
in
ter
v
e
n
t
io
n
s
.
T
h
is
f
in
d
in
g
s
u
p
p
o
r
ts
ex
is
tin
g
r
esear
ch
s
h
o
win
g
th
at
s
tu
d
en
ts
’
em
o
ti
o
n
al
en
g
ag
e
m
en
t
with
m
ath
em
atics
is
s
tr
o
n
g
ly
in
f
lu
en
ce
d
b
y
in
s
tr
u
ctio
n
al
e
x
p
er
ien
ce
s
an
d
class
r
o
o
m
e
n
v
i
r
o
n
m
en
t.
Giv
en
th
e
well
-
estab
lis
h
ed
r
elatio
n
s
h
ip
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
Ma
th
ema
tica
l m
in
d
s
et
s
h
ift:
r
ed
u
cin
g
ma
t
h
a
n
xiety
a
n
d
en
h
a
n
cin
g
a
ttit
u
d
es in
…
(
N
o
o
r
A
tiq
a
h
Mo
h
d
N
o
h
)
3189
b
etwe
en
m
ath
em
atics
an
x
iety
an
d
r
ed
u
ce
d
ac
ad
em
ic
p
e
r
f
o
r
m
an
ce
[
49
]
,
th
e
o
b
s
er
v
e
d
r
ed
u
ctio
n
s
u
g
g
ests
th
at
GM
I
m
ay
im
p
r
o
v
e
lear
n
in
g
o
u
tco
m
es
b
y
m
i
n
im
izin
g
p
s
y
ch
o
lo
g
ical
b
ar
r
ier
s
.
T
h
e
f
in
d
i
n
g
s
co
n
s
is
ten
t
with
p
r
io
r
in
ter
v
en
tio
n
s
tu
d
ies
r
ep
o
r
tin
g
t
h
at
s
tr
u
ctu
r
ed
e
d
u
ca
tio
n
al
ap
p
r
o
ac
h
es
ca
n
ef
f
ec
tiv
ely
r
ed
u
ce
m
ath
em
atics a
n
x
iety
an
d
im
p
r
o
v
e
ac
ad
em
ic
e
n
g
ag
e
m
en
t
[
50
]
.
4
.
3
.
At
t
it
ud
es t
o
wa
rd
m
a
t
he
m
a
t
ics
T
h
e
in
ter
v
e
n
tio
n
also
s
ig
n
if
i
ca
n
tly
im
p
r
o
v
ed
s
tu
d
en
ts
’
at
titu
d
es
to
war
d
m
at
h
em
atics,
in
d
icatin
g
in
cr
ea
s
ed
co
n
f
id
en
ce
an
d
p
o
s
itiv
e
p
er
ce
p
tio
n
s
o
f
lear
n
in
g
.
T
h
is
r
esu
lt
s
u
p
p
o
r
ts
p
r
i
o
r
s
tu
d
i
es
em
p
h
asizin
g
t
h
e
r
o
le
o
f
p
s
y
ch
o
lo
g
ical
a
n
d
c
o
n
tex
tu
al
f
ac
to
r
s
in
s
h
ap
i
n
g
s
t
u
d
en
ts
’
lear
n
i
n
g
attitu
d
es
[
51
]
,
[
52
]
.
I
n
a
d
d
itio
n
,
s
tu
d
en
t
-
ce
n
ter
ed
a
n
d
en
g
ag
in
g
in
s
tr
u
ctio
n
al
s
tr
ateg
ies
ca
n
en
h
an
ce
lear
n
e
r
s
’
s
elf
-
ef
f
ica
cy
an
d
s
u
p
p
o
r
t
th
e
d
ev
elo
p
m
e
n
t
o
f
a
g
r
o
wth
m
in
d
s
et.
I
n
th
is
s
tu
d
y
,
th
e
G
MI
en
co
u
r
a
g
ed
s
tu
d
e
n
ts
to
v
iew
ch
allen
g
es
as
o
p
p
o
r
tu
n
ities
f
o
r
lear
n
in
g
,
m
a
k
in
g
th
eir
ex
p
e
r
ien
ce
s
m
o
r
e
m
ea
n
in
g
f
u
l
[
48
]
.
As
a
r
esu
lt,
s
tu
d
en
ts
d
ev
elo
p
e
d
m
o
r
e
p
o
s
itiv
e
b
elief
s
ab
o
u
t
th
eir
ab
ilit
ies,
wh
ich
co
n
tr
ib
u
ted
to
im
p
r
o
v
ed
attitu
d
es
to
war
d
m
ath
em
atics.
Po
s
itiv
e
attitu
d
es
to
war
d
m
at
h
em
atics
ar
e
ass
o
ciate
d
with
in
cr
ea
s
ed
m
o
tiv
atio
n
a
n
d
e
n
g
ag
em
en
t,
w
h
ich
in
tu
r
n
co
n
tr
i
b
u
te
to
im
p
r
o
v
ed
ac
ad
em
ic
o
u
tco
m
es
[
1
8
]
.
T
h
ese
f
in
d
in
g
s
h
ig
h
lig
h
t th
e
in
ter
co
n
n
ec
ted
r
elatio
n
s
h
ip
b
etwe
en
s
tu
d
en
ts
’
b
elief
s
,
em
o
tio
n
s
,
an
d
lea
r
n
in
g
b
eh
a
v
io
r
s
in
m
ath
em
atics e
d
u
ca
tio
n
.
5.
CO
NCLU
SI
O
N
T
h
is
s
tu
d
y
p
r
o
v
id
es
em
p
ir
ic
al
ev
id
en
ce
th
at
GM
I
ca
n
ef
f
ec
tiv
ely
im
p
r
o
v
e
s
tu
d
e
n
ts
’
af
f
ec
tiv
e
en
g
ag
em
e
n
t
in
m
ath
em
atics
l
ea
r
n
in
g
,
p
a
r
ticu
lar
ly
b
y
r
ed
u
c
in
g
m
ath
em
atics
an
x
iety
an
d
p
r
o
m
o
tin
g
p
o
s
itiv
e
attitu
d
es
to
war
d
m
ath
em
atics.
Alth
o
u
g
h
s
ig
n
if
ican
t
c
h
an
g
e
s
in
m
ath
e
m
atica
l
m
in
d
s
et
wer
e
n
o
t
o
b
s
er
v
ed
at
th
e
g
r
o
u
p
lev
el,
th
e
in
ter
v
e
n
tio
n
d
em
o
n
s
tr
ated
p
o
ten
tial
in
in
itiatin
g
g
r
ad
u
al
b
elief
d
ev
elo
p
m
e
n
t
wh
ile
p
r
o
d
u
cin
g
im
m
ed
iate
em
o
tio
n
al
an
d
m
o
tiv
atio
n
al
b
e
n
ef
its
.
T
h
is
s
tu
d
y
p
r
o
v
id
es
ex
p
er
im
e
n
tal
ev
id
en
ce
o
n
t
h
e
ef
f
ec
tiv
en
ess
o
f
a
GM
I
in
r
e
d
u
cin
g
m
ath
em
atics
a
n
x
iety
an
d
s
u
p
p
o
r
tin
g
p
o
s
itiv
e
lear
n
in
g
b
elief
s
am
o
n
g
s
ec
o
n
d
ar
y
s
ch
o
o
l stu
d
en
ts
.
T
h
e
f
in
d
i
n
g
s
s
u
g
g
est
th
at
m
i
n
d
s
et
-
b
ased
in
ter
v
e
n
tio
n
s
m
a
y
p
r
o
d
u
ce
im
m
ed
iate
im
p
r
o
v
em
en
ts
in
af
f
ec
tiv
e
o
u
tco
m
es,
p
a
r
ticu
lar
l
y
in
r
ed
u
cin
g
m
ath
em
atics a
n
x
iety
,
wh
ile
ch
an
g
es in
co
r
e
b
elief
s
tr
u
ctu
r
es su
ch
as
m
ath
em
atica
l
m
in
d
s
et
m
ay
r
eq
u
ir
e
lo
n
g
er
ex
p
o
s
u
r
e.
T
h
i
s
h
ig
h
lig
h
ts
th
e
im
p
o
r
tan
ce
o
f
co
n
s
id
er
in
g
b
o
t
h
co
g
n
itiv
e
a
n
d
a
f
f
ec
tiv
e
d
i
m
en
s
io
n
s
wh
en
e
v
alu
atin
g
th
e
ef
f
ec
tiv
en
ess
o
f
ed
u
ca
tio
n
al
in
ter
v
e
n
tio
n
s
.
C
o
n
d
u
cted
with
in
th
e
Ma
lay
s
ian
s
ec
o
n
d
ar
y
e
d
u
ca
tio
n
c
o
n
t
ex
t,
th
is
s
tu
d
y
co
n
tr
ib
u
tes
em
p
ir
ical
in
s
ig
h
ts
in
to
th
e
ap
p
licatio
n
o
f
p
s
y
ch
o
l
o
g
ically
in
f
o
r
m
e
d
s
tr
ateg
ies
in
m
ath
em
atics
lear
n
in
g
.
B
y
f
o
s
ter
in
g
ad
ap
tiv
e
attitu
d
es
an
d
r
ed
u
cin
g
a
n
x
iet
y
,
GM
I
ca
n
e
n
h
an
ce
s
tu
d
en
t
s
’
en
g
ag
e
m
en
t,
r
esil
ien
ce
,
an
d
o
v
er
all
lear
n
i
n
g
ex
p
er
ien
ce
s
in
m
ath
em
atics.
T
h
ese
f
in
d
in
g
s
o
f
f
er
p
r
ac
tical
im
p
licatio
n
s
f
o
r
ed
u
ca
to
r
s
an
d
p
o
licy
m
a
k
er
s
s
ee
k
in
g
ev
id
en
ce
-
b
ased
ap
p
r
o
ac
h
es
to
s
u
p
p
o
r
t
s
tu
d
e
n
ts
’
s
u
cc
ess
in
m
ath
em
atics
an
d
S
T
E
M
-
r
elate
d
f
ield
s
.
Fu
tu
r
e
r
esear
ch
s
h
o
u
ld
ex
am
i
n
e
th
e
lo
n
g
-
ter
m
im
p
ac
t
o
f
m
i
n
d
s
et
in
ter
v
en
tio
n
s
th
r
o
u
g
h
lo
n
g
itu
d
in
al
d
esig
n
s
,
lar
g
er
s
am
p
les,
an
d
d
iv
er
s
e
ed
u
ca
tio
n
al
s
ettin
g
s
.
F
UNDING
I
NF
O
R
M
A
T
I
O
N
T
h
is
r
esear
ch
r
ec
ei
v
ed
n
o
s
p
e
cif
ic
g
r
an
t
f
r
o
m
an
y
f
u
n
d
in
g
a
g
en
cy
i
n
th
e
p
u
b
lic,
co
m
m
er
ci
al,
o
r
n
o
t
-
f
o
r
-
p
r
o
f
it secto
r
s
.
AUTHO
R
CO
NT
RI
B
UT
I
O
NS ST
A
T
E
M
E
N
T
T
h
is
jo
u
r
n
al
u
s
es
th
e
C
o
n
tr
ib
u
to
r
R
o
les
T
ax
o
n
o
m
y
(
C
R
ed
iT)
to
r
ec
o
g
n
ize
in
d
iv
id
u
al
au
th
o
r
co
n
tr
ib
u
tio
n
s
,
r
ed
u
ce
au
th
o
r
s
h
ip
d
is
p
u
tes,
an
d
f
ac
ilit
ate
co
llab
o
r
atio
n
.
Na
m
e
o
f
Aut
ho
r
C
M
So
Va
Fo
I
R
D
O
E
Vi
Su
P
Fu
No
o
r
Atiq
ah
Mo
h
d
No
h
✓
✓
✓
✓
✓
✓
✓
✓
✓
✓
✓
✓
Ain
i M
ar
in
a
Ma
’
r
o
f
✓
✓
✓
✓
✓
✓
✓
✓
✓
✓
✓
Yu
s
n
i
Mo
h
am
ad
Yu
s
o
p
✓
✓
✓
✓
✓
✓
✓
C
:
C
o
n
c
e
p
t
u
a
l
i
z
a
t
i
o
n
M
:
M
e
t
h
o
d
o
l
o
g
y
So
:
So
f
t
w
a
r
e
Va
:
Va
l
i
d
a
t
i
o
n
Fo
:
Fo
r
mal
a
n
a
l
y
s
i
s
I
:
I
n
v
e
s
t
i
g
a
t
i
o
n
R
:
R
e
so
u
r
c
e
s
D
:
D
a
t
a
C
u
r
a
t
i
o
n
O
:
W
r
i
t
i
n
g
-
O
r
i
g
i
n
a
l
D
r
a
f
t
E
:
W
r
i
t
i
n
g
-
R
e
v
i
e
w
&
E
d
i
t
i
n
g
Vi
:
Vi
su
a
l
i
z
a
t
i
o
n
Su
:
Su
p
e
r
v
i
s
i
o
n
P
:
P
r
o
j
e
c
t
a
d
mi
n
i
st
r
a
t
i
o
n
Fu
:
Fu
n
d
i
n
g
a
c
q
u
i
si
t
i
o
n
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2
2
5
2
-
8
8
2
2
I
n
t
J
E
v
al
&
R
es E
d
u
c
,
Vo
l
.
15
,
No
.
4
,
Au
g
u
s
t
20
26
:
3
1
8
2
-
3
1
9
2
3190
CO
NF
L
I
C
T
O
F
I
N
T
E
R
E
S
T
ST
A
T
E
M
E
NT
Au
th
o
r
s
s
tate
n
o
co
n
f
lict o
f
in
t
er
est.
DATA AV
AI
L
AB
I
L
I
T
Y
All u
n
d
er
ly
in
g
d
ata
s
u
p
p
o
r
tin
g
th
e
s
tu
d
y
’
s
f
i
n
d
in
g
s
ar
e
f
u
lly
p
r
esen
ted
with
in
th
e
ar
ticle
its
elf
.
RE
F
E
R
E
NC
E
S
[
1
]
I
.
K
u
smar
y
o
n
o
,
N
.
U
b
a
i
d
a
h
,
a
n
d
M
.
A
.
B
a
s
i
r
,
“
I
t
D
o
e
s
n
’
t
M
e
a
n
t
h
a
t
S
t
u
d
e
n
t
s
D
o
n
’
t
H
a
v
e
M
a
t
h
e
m
a
t
i
c
s
A
n
x
i
e
t
y
:
A
C
a
s
e
S
t
u
d
y
o
f
M
a
t
h
e
ma
t
i
c
s
Le
a
r
n
i
n
g
w
i
t
h
P
a
t
h
A
n
a
l
y
s
i
s,”
Eu
r
o
p
e
a
n
J
o
u
r
n
a
l
o
f
E
d
u
c
a
t
i
o
n
a
l
Re
s
e
a
rc
h
,
v
o
l
.
1
1
,
n
o
.
3
,
p
p
.
1
6
8
3
–
1
6
9
7
,
Ju
l
.
2
0
2
2
,
d
o
i
:
1
0
.
1
2
9
7
3
/
e
u
-
j
e
r
.
1
1
.
3
.
1
6
8
3
.
[
2
]
M
.
C
h
e
n
,
I
.
A
.
C
.
M
o
k
,
Y
.
C
a
o
,
T.
T.
W
i
j
a
y
a
,
a
n
d
Y
.
N
i
n
g
,
“
Ef
f
e
c
t
o
f
G
r
o
w
t
h
M
i
n
d
se
t
o
n
M
a
t
h
e
ma
t
i
c
s
A
c
h
i
e
v
e
me
n
t
A
m
o
n
g
C
h
i
n
e
se
J
u
n
i
o
r
H
i
g
h
S
c
h
o
o
l
S
t
u
d
e
n
t
s:
Th
e
M
e
d
i
a
t
i
n
g
R
o
l
e
s
o
f
A
c
a
d
e
m
i
c
B
u
o
y
a
n
c
y
a
n
d
A
d
a
p
t
a
b
i
l
i
t
y
,
”
B
e
h
a
v
i
o
r
a
l
S
c
i
e
n
c
e
s
,
v
o
l
.
1
4
,
n
o
.
1
2
,
2
0
2
4
,
d
o
i
:
1
0
.
3
3
9
0
/
b
s
1
4
1
2
1
1
3
4
.
[
3
]
L.
D
o
n
g
,
X
.
Ji
a
,
a
n
d
Y
.
F
e
i
,
“
H
o
w
g
r
o
w
t
h
m
i
n
d
se
t
i
n
f
l
u
e
n
c
e
s
ma
t
h
e
ma
t
i
c
s
a
c
h
i
e
v
e
m
e
n
t
s:
A
s
t
u
d
y
o
f
C
h
i
n
e
s
e
mi
d
d
l
e
sc
h
o
o
l
st
u
d
e
n
t
s
,
”
Fr
o
n
t
i
e
rs i
n
Psy
c
h
o
l
o
g
y
,
v
o
l
.
1
4
,
p
.
1
1
4
8
7
5
4
,
M
a
r
.
2
0
2
3
,
d
o
i
:
1
0
.
3
3
8
9
/
f
p
s
y
g
.
2
0
2
3
.
1
1
4
8
7
5
4
.
[
4
]
H
.
H
a
r
u
n
,
B
.
K
a
r
t
o
w
a
g
i
r
a
n
,
a
n
d
A
.
M
a
n
a
f
,
“
S
t
u
d
e
n
t
A
t
t
i
t
u
d
e
a
n
d
M
a
t
h
e
ma
t
i
c
s
Le
a
r
n
i
n
g
S
u
c
c
e
s
s:
A
M
e
t
a
-
A
n
a
l
y
si
s
,
”
I
n
t
e
r
n
a
t
i
o
n
a
l
J
o
u
r
n
a
l
o
f
I
n
s
t
r
u
c
t
i
o
n
,
v
o
l
.
1
4
,
n
o
.
4
,
p
p
.
2
0
9
–
2
2
2
,
O
c
t
.
2
0
2
1
,
d
o
i
:
1
0
.
2
9
3
3
3
/
i
j
i
.
2
0
2
1
.
1
4
4
1
3
a
.
[
5
]
T.
S
.
S
a
m
u
e
l
,
S
.
B
u
t
t
e
t
,
a
n
d
J.
W
a
r
n
e
r
,
“
‘
I
C
a
n
M
a
t
h
,
To
o
!
’
:
R
e
d
u
c
i
n
g
M
a
t
h
A
n
x
i
e
t
y
i
n
S
TE
M
-
R
e
l
a
t
e
d
C
o
u
r
ses
U
s
i
n
g
a
C
o
m
b
i
n
e
d
M
i
n
d
f
u
l
n
e
ss
a
n
d
G
r
o
w
t
h
M
i
n
d
set
A
p
p
r
o
a
c
h
(
M
A
G
M
A
)
i
n
t
h
e
C
l
a
ssr
o
o
m,”
C
o
m
m
u
n
i
t
y
C
o
l
l
e
g
e
J
o
u
rn
a
l
o
f
R
e
se
a
rc
h
a
n
d
Pra
c
t
i
c
e
,
v
o
l
.
4
7
,
n
o
.
1
0
,
p
p
.
6
1
3
–
6
2
6
,
O
c
t
.
2
0
2
3
,
d
o
i
:
1
0
.
1
0
8
0
/
1
0
6
6
8
9
2
6
.
2
0
2
2
.
2
0
5
0
8
4
3
.
[
6
]
F
.
X
i
e
,
X
.
D
u
a
n
,
X
.
N
i
,
L.
L
i
,
a
n
d
L.
Zh
a
n
g
,
“
T
h
e
I
mp
a
c
t
o
f
P
a
r
e
n
t
s’
I
n
t
e
l
l
i
g
e
n
c
e
M
i
n
d
s
e
t
o
n
M
a
t
h
A
n
x
i
e
t
y
o
f
B
o
y
s
a
n
d
G
i
r
l
s
a
n
d
t
h
e
R
o
l
e
o
f
P
a
r
e
n
t
s’
F
a
i
l
u
r
e
B
e
l
i
e
f
s
a
n
d
Ev
a
l
u
a
t
i
o
n
o
f
C
h
i
l
d
’
s M
a
t
h
P
e
r
f
o
r
man
c
e
a
s
M
e
d
i
a
t
o
r
s,”
Fro
n
t
i
e
rs i
n
Ps
y
c
h
o
l
o
g
y
,
v
o
l
.
1
3
,
Ju
n
.
2
0
2
2
,
d
o
i
:
1
0
.
3
3
8
9
/
f
p
s
y
g
.
2
0
2
2
.
6
8
7
1
3
6
.
[
7
]
J.
Y
u
,
T
.
J
a
n
ss
e
n
,
S
.
A
l
t
i
k
u
l
a
ç
,
S
.
N
i
e
u
w
e
n
h
u
i
s
,
a
n
d
N
.
v
a
n
A
t
t
e
v
e
l
d
t
,
“
D
e
v
e
l
o
p
m
e
n
t
a
l
c
h
a
n
g
e
s
i
n
s
t
u
d
e
n
t
s’
mi
n
d
se
t
m
e
a
n
i
n
g
sy
st
e
ms:
T
h
e
r
o
l
e
o
f
p
e
r
c
e
i
v
e
d
c
l
a
ssr
o
o
m g
o
a
l
s
t
r
u
c
t
u
r
e
s,
”
C
o
n
t
e
m
p
o
r
a
r
y
E
d
u
c
a
t
i
o
n
a
l
Psy
c
h
o
l
o
g
y
,
v
o
l
.
8
3
,
p
.
1
0
2
4
1
7
,
D
e
c
.
2
0
2
5
,
d
o
i
:
1
0
.
1
0
1
6
/
j
.
c
e
d
p
s
y
c
h
.
2
0
2
5
.
1
0
2
4
1
7
.
[
8
]
V.
-
G
.
H
a
a
se,
A
.
F
r
i
t
z
,
a
n
d
P
.
R
ä
s
ä
n
e
n
,
“
R
e
s
e
a
r
c
h
o
n
n
u
m
e
r
i
c
a
l
c
o
g
n
i
t
i
o
n
i
n
L
a
t
i
n
A
mer
i
c
a
n
c
o
u
n
t
r
i
e
s
(
I
n
v
e
s
t
i
g
a
c
i
ó
n
s
o
b
r
e
c
o
g
n
i
c
i
ó
n
n
u
méri
c
a
e
n
p
a
í
s
e
s
l
a
t
i
n
o
a
mer
i
c
a
n
o
s)
,
”
S
t
u
d
i
e
s
i
n
Psy
c
h
o
l
o
g
y
,
v
o
l
.
4
1
,
n
o
.
2
,
p
p
.
2
1
7
–
2
4
4
,
M
a
y
2
0
2
0
,
d
o
i
:
1
0
.
1
0
8
0
/
0
2
1
0
9
3
9
5
.
2
0
2
0
.
1
7
4
8
8
4
3
.
[
9
]
S
.
L.
W
o
n
g
a
n
d
S
.
L.
W
o
n
g
,
“
R
e
l
a
t
i
o
n
s
h
i
p
b
e
t
w
e
e
n
i
n
t
e
r
e
s
t
a
n
d
mat
h
e
mat
i
c
s
p
e
r
f
o
r
m
a
n
c
e
i
n
a
t
e
c
h
n
o
l
o
g
y
-
e
n
h
a
n
c
e
d
l
e
a
r
n
i
n
g
c
o
n
t
e
x
t
i
n
M
a
l
a
y
s
i
a
,
”
Re
s
e
a
rc
h
a
n
d
Pra
c
t
i
c
e
i
n
T
e
c
h
n
o
l
o
g
y
E
n
h
a
n
c
e
d
L
e
a
rn
i
n
g
,
v
o
l
.
1
4
,
n
o
.
1
,
p
.
2
1
,
D
e
c
.
2
0
1
9
,
d
o
i
:
1
0
.
1
1
8
6
/
s
4
1
0
3
9
-
0
1
9
-
0
1
1
4
-
3.
[
1
0
]
M
i
n
i
s
t
r
y
o
f
E
d
u
c
a
t
i
o
n
M
a
l
a
y
s
i
a
,
M
a
l
a
y
si
a
E
d
u
c
a
t
i
o
n
D
e
v
e
l
o
p
m
e
n
t
P
l
a
n
2
0
1
3
-
2
0
2
5
(
Pr
e
sc
h
o
o
l
t
o
P
o
st
-
S
e
c
o
n
d
a
r
y
E
d
u
c
a
t
i
o
n
)
.
P
u
t
r
a
j
a
y
a
:
M
i
n
i
s
t
r
y
o
f
Ed
u
c
a
t
i
o
n
M
a
l
a
y
si
a
,
2
0
1
3
.
[
O
n
l
i
n
e
]
.
A
v
a
i
l
a
b
l
e
:
h
t
t
p
s:
/
/
w
w
w
.
m
o
e
.
g
o
v
.
m
y
/
s
t
o
r
a
g
e
/
f
i
l
e
s
/
s
h
a
r
e
s
/
D
a
sar
/
P
P
P
M
/
P
e
l
a
n
%
2
0
P
e
m
b
a
n
g
u
n
a
n
%
2
0
P
e
n
d
i
d
i
k
a
n
%2
0
2
0
1
3
%
2
0
-
%2
0
2
0
2
5
%
2
0
P
r
a
se
k
o
l
a
h
%2
0
-
%
2
0
Le
p
a
s
%2
0
M
e
n
e
n
g
a
h
.
p
d
f
[
1
1
]
J.
J.
A
g
u
i
l
a
r
,
“
H
i
g
h
S
c
h
o
o
l
S
t
u
d
e
n
t
s’
R
e
a
s
o
n
s
f
o
r
d
i
s
l
i
k
i
n
g
M
a
t
h
e
m
a
t
i
c
s
:
T
h
e
I
n
t
e
r
se
c
t
i
o
n
B
e
t
w
e
e
n
T
e
a
c
h
e
r
’
s
R
o
l
e
a
n
d
S
t
u
d
e
n
t
’
s
Emo
t
i
o
n
s
,
B
e
l
i
e
f
a
n
d
S
e
l
f
-
e
f
f
i
c
a
c
y
,
”
I
n
t
e
r
n
a
t
i
o
n
a
l
El
e
c
t
ro
n
i
c
J
o
u
rn
a
l
o
f
M
a
t
h
e
m
a
t
i
c
s
E
d
u
c
a
t
i
o
n
,
v
o
l
.
1
6
,
n
o
.
3
,
p
.
e
m0
6
5
8
,
O
c
t
.
2
0
2
1
,
d
o
i
:
1
0
.
2
9
3
3
3
/
i
e
j
m
e
/
1
1
2
9
4
.
[
1
2
]
N
.
A
.
M
.
A
l
i
a
n
d
N
.
C
.
H
a
ssa
n
,
“
M
a
t
h
e
m
a
t
i
c
s
A
n
x
i
e
t
y
a
n
d
M
a
t
h
e
ma
t
i
c
s
M
o
t
i
v
a
t
i
o
n
a
mo
n
g
S
t
u
d
e
n
t
s
i
n
t
h
e
F
a
c
u
l
t
y
o
f
S
c
i
e
n
c
e
o
f
a
P
u
b
l
i
c
U
n
i
v
e
r
si
t
y
i
n
M
a
l
a
y
si
a
,
”
I
n
t
e
rn
a
t
i
o
n
a
l
J
o
u
r
n
a
l
o
f
A
c
a
d
e
m
i
c
Re
se
a
rch
i
n
Pr
o
g
ress
i
v
e
Ed
u
c
a
t
i
o
n
a
n
d
D
e
v
e
l
o
p
m
e
n
t
,
v
o
l
.
8
,
n
o
.
4
,
D
e
c
.
2
0
1
9
,
d
o
i
:
1
0
.
6
0
0
7
/
I
JA
R
P
ED
/
v
8
-
i
4
/
6
7
8
6
.
[
1
3
]
D
.
P
.
N
.
N
i
n
g
r
u
m,
B
.
U
so
d
o
,
a
n
d
S
.
S
u
b
a
n
t
i
,
“
S
t
u
d
e
n
t
s’
ma
t
h
e
ma
t
i
c
a
l
c
o
n
c
e
p
t
u
a
l
u
n
d
e
r
st
a
n
d
i
n
g
:
w
h
a
t
h
a
p
p
e
n
s
t
o
p
r
o
f
i
c
i
e
n
t
st
u
d
e
n
t
s
?
,
”
i
n
AI
P
C
o
n
f
e
re
n
c
e
Pr
o
c
e
e
d
i
n
g
s
,
2
0
2
2
,
p
.
0
2
0
0
1
7
,
d
o
i
:
1
0
.
1
0
6
3
/
5
.
0
1
1
6
6
5
1
.
[
1
4
]
Q
.
Li
,
H
.
C
h
o
,
J.
C
o
ss
o
,
a
n
d
Y
.
M
a
e
d
a
,
“
R
e
l
a
t
i
o
n
s
B
e
t
w
e
e
n
S
t
u
d
e
n
t
s’
M
a
t
h
e
m
a
t
i
c
s
A
n
x
i
e
t
y
a
n
d
M
o
t
i
v
a
t
i
o
n
t
o
Le
a
r
n
M
a
t
h
e
ma
t
i
c
s:
a
M
e
t
a
-
A
n
a
l
y
s
i
s,”
Ed
u
c
a
t
i
o
n
a
l
Ps
y
c
h
o
l
o
g
y
Re
v
i
e
w
,
v
o
l
.
3
3
,
n
o
.
3
,
p
p
.
1
0
1
7
–
1
0
4
9
,
S
e
p
.
2
0
2
1
,
d
o
i
:
1
0
.
1
0
0
7
/
s
1
0
6
4
8
-
0
2
0
-
0
9
5
8
9
-
z.
[
1
5
]
D
.
S
.
Y
e
a
g
e
r
e
t
a
l
.
,
“
A
s
y
n
e
r
g
i
st
i
c
m
i
n
d
se
t
s
i
n
t
e
r
v
e
n
t
i
o
n
p
r
o
t
e
c
t
s
a
d
o
l
e
sc
e
n
t
s
f
r
o
m
s
t
r
e
ss
,
”
N
a
t
u
r
e
,
v
o
l
.
6
0
7
,
n
o
.
7
9
1
9
,
p
p
.
5
1
2
–
5
2
0
,
Ju
l
.
2
0
2
2
,
d
o
i
:
1
0
.
1
0
3
8
/
s
4
1
5
8
6
-
0
2
2
-
0
4
9
0
7
-
7.
[
1
6
]
K
.
A
v
i
o
r
y
,
H
.
R
e
t
n
a
w
a
t
i
,
a
n
d
S
.
S
u
d
i
y
a
t
n
o
,
“
F
a
c
t
o
r
s
a
f
f
e
c
t
i
n
g
ma
t
h
e
ma
t
i
c
s
a
c
h
i
e
v
e
m
e
n
t
:
O
n
l
i
n
e
l
e
a
r
n
i
n
g
,
se
l
f
-
e
f
f
i
c
a
c
y
,
a
n
d
se
l
f
-
r
e
g
u
l
a
t
e
d
l
e
a
r
n
i
n
g
,
”
J
o
u
rn
a
l
o
f
Pe
d
a
g
o
g
i
c
a
l
Re
s
e
a
rc
h
,
J
u
n
.
2
0
2
5
,
d
o
i
:
1
0
.
3
3
9
0
2
/
JP
R
.
2
0
2
5
3
4
0
8
5
.
[
1
7
]
L.
B
.
L
i
mer
i
e
t
a
l
.
,
“
G
r
o
w
i
n
g
a
g
r
o
w
t
h
m
i
n
d
se
t
:
c
h
a
r
a
c
t
e
r
i
z
i
n
g
h
o
w
a
n
d
w
h
y
u
n
d
e
r
g
r
a
d
u
a
t
e
s
t
u
d
e
n
t
s’
mi
n
d
s
e
t
s
c
h
a
n
g
e
,
”
I
n
t
e
r
n
a
t
i
o
n
a
l
J
o
u
r
n
a
l
o
f
S
T
EM
Ed
u
c
a
t
i
o
n
,
v
o
l
.
7
,
n
o
.
1
,
p
.
3
5
,
D
e
c
.
2
0
2
0
,
d
o
i
:
1
0
.
1
1
8
6
/
s4
0
5
9
4
-
0
2
0
-
0
0
2
2
7
-
2.
[
1
8
]
J.
X
i
a
o
,
M
.
B
a
a
r
s,
K
.
M
.
X
u
,
a
n
d
F
.
P
a
a
s,
“
T
h
e
Ef
f
e
c
t
o
f
G
r
o
w
t
h
M
i
n
d
set
I
n
t
e
r
v
e
n
t
i
o
n
s
o
n
S
t
u
d
e
n
t
s’
S
e
l
f
-
R
e
g
u
l
a
t
e
d
U
se
o
f
R
e
t
r
i
e
v
a
l
P
r
a
c
t
i
c
e
,
”
Ed
u
c
a
t
i
o
n
S
c
i
e
n
c
e
s
,
v
o
l
.
1
5
,
n
o
.
1
0
,
p
.
1
2
6
7
,
S
e
p
.
2
0
2
5
,
d
o
i
:
1
0
.
3
3
9
0
/
e
d
u
c
s
c
i
1
5
1
0
1
2
6
7
.
[
1
9
]
E.
A
.
C
a
n
n
i
n
g
,
K
.
M
u
e
n
k
s,
D
.
J
.
G
r
e
e
n
,
a
n
d
M
.
C
.
M
u
r
p
h
y
,
“
S
TE
M
f
a
c
u
l
t
y
w
h
o
b
e
l
i
e
v
e
a
b
i
l
i
t
y
i
s
f
i
x
e
d
h
a
v
e
l
a
r
g
e
r
r
a
c
i
a
l
a
c
h
i
e
v
e
me
n
t
g
a
p
s
a
n
d
i
n
s
p
i
r
e
l
e
ss
st
u
d
e
n
t
mo
t
i
v
a
t
i
o
n
i
n
t
h
e
i
r
c
l
a
sses
,
”
S
c
i
e
n
c
e
A
d
v
a
n
c
e
s
,
v
o
l
.
5
,
n
o
.
2
,
F
e
b
.
2
0
1
9
,
d
o
i
:
1
0
.
1
1
2
6
/
sc
i
a
d
v
.
a
a
u
4
7
3
4
.
[
2
0
]
T.
S
.
S
a
m
u
e
l
a
n
d
J
.
W
a
r
n
e
r
,
“
‘
I
C
a
n
M
a
t
h
!
’
:
R
e
d
u
c
i
n
g
M
a
t
h
A
n
x
i
e
t
y
a
n
d
I
n
c
r
e
a
si
n
g
M
a
t
h
S
e
l
f
-
Ef
f
i
c
a
c
y
U
si
n
g
a
M
i
n
d
f
u
l
n
e
ss
a
n
d
G
r
o
w
t
h
M
i
n
d
s
e
t
-
B
a
se
d
I
n
t
e
r
v
e
n
t
i
o
n
i
n
F
i
r
st
-
Y
e
a
r
S
t
u
d
e
n
t
s
,
”
C
o
m
m
u
n
i
t
y
C
o
l
l
e
g
e
J
o
u
r
n
a
l
o
f
Re
s
e
a
rc
h
a
n
d
P
ra
c
t
i
c
e
,
v
o
l
.
4
5
,
n
o
.
3
,
p
p
.
2
0
5
–
2
2
2
,
M
a
r
.
2
0
2
1
,
d
o
i
:
1
0
.
1
0
8
0
/
1
0
6
6
8
9
2
6
.
2
0
1
9
.
1
6
6
6
0
6
3
.
[
2
1
]
S
.
C
a
v
i
o
l
a
,
E
.
To
f
f
a
l
i
n
i
,
D
.
G
i
o
f
r
è
,
J.
M
.
R
u
i
z
,
D
.
S
z
ű
c
s,
a
n
d
I
.
C
.
M
a
mm
a
r
e
l
l
a
,
“
M
a
t
h
P
e
r
f
o
r
ma
n
c
e
a
n
d
A
c
a
d
e
mi
c
A
n
x
i
e
t
y
F
o
r
ms,
f
r
o
m
S
o
c
i
o
d
e
mo
g
r
a
p
h
i
c
t
o
C
o
g
n
i
t
i
v
e
A
sp
e
c
t
s:
a
M
e
t
a
-
a
n
a
l
y
s
i
s o
n
9
0
6
,
3
1
1
P
a
r
t
i
c
i
p
a
n
t
s,
”
E
d
u
c
a
t
i
o
n
a
l
Ps
y
c
h
o
l
o
g
y
R
e
v
i
e
w
,
v
o
l
.
3
4
,
n
o
.
1
,
p
p
.
3
6
3
–
3
9
9
,
M
a
r
.
2
0
2
2
,
d
o
i
:
1
0
.
1
0
0
7
/
s1
0
6
4
8
-
0
2
1
-
0
9
6
1
8
-
5.
[
2
2
]
T.
F
.
S
m
i
t
h
a
n
d
G
.
C
a
p
u
z
z
i
,
“
U
s
i
n
g
a
M
i
n
d
s
e
t
I
n
t
e
r
v
e
n
t
i
o
n
t
o
R
e
d
u
c
e
A
n
x
i
e
t
y
i
n
t
h
e
S
t
a
t
i
st
i
c
s
C
l
a
ssr
o
o
m,”
Ps
y
c
h
o
l
o
g
y
L
e
a
r
n
i
n
g
& Tea
c
h
i
n
g
,
v
o
l
.
1
8
,
n
o
.
3
,
p
p
.
3
2
6
–
3
3
6
,
N
o
v
.
2
0
1
9
,
d
o
i
:
1
0
.
1
1
7
7
/
1
4
7
5
7
2
5
7
1
9
8
3
6
6
4
1
.
[
2
3
]
D
.
S
.
Y
e
a
g
e
r
a
n
d
C
.
S
.
D
w
e
c
k
,
“
W
h
a
t
c
a
n
b
e
l
e
a
r
n
e
d
f
r
o
m
g
r
o
w
t
h
m
i
n
d
s
e
t
c
o
n
t
r
o
v
e
r
si
e
s?,
”
Am
e
ri
c
a
n
Ps
y
c
h
o
l
o
g
i
st
,
v
o
l
.
7
5
,
n
o
.
9
,
p
p
.
1
2
6
9
–
1
2
8
4
,
D
e
c
.
2
0
2
0
,
d
o
i
:
1
0
.
1
0
3
7
/
a
m
p
0
0
0
0
7
9
4
.
[
2
4
]
F
.
D
e
m
e
d
t
s,
B
.
R
e
y
n
v
o
e
t
,
D
.
S
a
s
a
n
g
u
i
e
,
a
n
d
F
.
D
e
p
a
e
p
e
,
“
U
n
r
a
v
e
l
i
n
g
t
h
e
r
o
l
e
o
f
ma
t
h
a
n
x
i
e
t
y
i
n
st
u
d
e
n
t
s’
ma
t
h
p
e
r
f
o
r
m
a
n
c
e
,
”
Fro
n
t
i
e
rs
i
n
Ps
y
c
h
o
l
o
g
y
,
v
o
l
.
1
3
,
N
o
v
.
2
0
2
2
,
d
o
i
:
1
0
.
3
3
8
9
/
f
p
s
y
g
.
2
0
2
2
.
9
7
9
1
1
3
.
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
Ma
th
ema
tica
l m
in
d
s
et
s
h
ift:
r
ed
u
cin
g
ma
t
h
a
n
xiety
a
n
d
en
h
a
n
cin
g
a
ttit
u
d
es in
…
(
N
o
o
r
A
tiq
a
h
Mo
h
d
N
o
h
)
3191
[
2
5
]
Y
.
L
i
u
,
P
.
P
e
n
g
,
a
n
d
S
.
L
i
,
“
H
o
w
t
o
r
e
d
u
c
e
ma
t
h
e
ma
t
i
c
s
a
n
x
i
e
t
y
:
A
s
y
st
e
ma
t
i
c
r
e
v
i
e
w
a
n
d
me
t
a
-
a
n
a
l
y
si
s
o
n
i
n
t
e
r
v
e
n
t
i
o
n
s
t
u
d
i
e
s.,
”
J
o
u
rn
a
l
o
f
Ed
u
c
a
t
i
o
n
a
l
Ps
y
c
h
o
l
o
g
y
,
v
o
l
.
1
1
8
,
n
o
.
3
,
p
p
.
2
9
9
–
3
2
4
,
A
p
r
.
2
0
2
6
,
d
o
i
:
1
0
.
1
0
3
7
/
e
d
u
0
0
0
0
9
9
2
.
[
2
6
]
O
r
g
a
n
i
sa
t
i
o
n
f
o
r
Ec
o
n
o
m
i
c
C
o
-
o
p
e
r
a
t
i
o
n
a
n
d
D
e
v
e
l
o
p
m
e
n
t
(
O
EC
D
)
,
PI
S
A
2
0
1
8
Re
s
u
l
t
s:
C
o
m
b
i
n
e
d
E
x
e
c
u
t
i
v
e
S
u
m
m
a
ri
e
s
V
o
l
u
m
e
I
,
I
I
& II
I
.
O
E
C
D
P
u
b
l
i
s
h
i
n
g
,
P
a
r
i
s,
F
r
a
n
c
e
,
2
0
1
9
.
[
2
7
]
N
.
H
.
M
u
sa
a
n
d
S
.
M
.
M
a
a
t
,
“
M
a
t
h
e
m
a
t
i
c
s
A
n
x
i
e
t
y
:
A
C
a
se
S
t
u
d
y
o
f
S
t
u
d
e
n
t
s’
Le
a
r
n
i
n
g
E
x
p
e
r
i
e
n
c
e
s
t
h
r
o
u
g
h
C
o
g
n
i
t
i
v
e
,
En
v
i
r
o
n
m
e
n
t
a
n
d
B
e
h
a
v
i
o
u
r
,
”
I
n
t
e
r
n
a
t
i
o
n
a
l
J
o
u
r
n
a
l
o
f
A
c
a
d
e
m
i
c
Re
s
e
a
rc
h
i
n
B
u
si
n
e
ss
a
n
d
S
o
c
i
a
l
S
c
i
e
n
c
e
s
,
v
o
l
.
1
1
,
n
o
.
3
,
M
a
r
.
2
0
2
1
,
d
o
i
:
1
0
.
6
0
0
7
/
I
JA
R
B
S
S
/
v
1
1
-
i
3
/
8
9
9
2
.
[
2
8
]
N
.
S
ü
r
e
n
a
n
d
M
.
A
.
K
a
n
d
e
m
i
r
,
“
Th
e
Ef
f
e
c
t
s
o
f
M
a
t
h
e
ma
t
i
c
s
A
n
x
i
e
t
y
a
n
d
M
o
t
i
v
a
t
i
o
n
o
n
S
t
u
d
e
n
t
s’
M
a
t
h
e
m
a
t
i
c
s
A
c
h
i
e
v
e
m
e
n
t
,
”
I
n
t
e
r
n
a
t
i
o
n
a
l
J
o
u
r
n
a
l
o
f
Ed
u
c
a
t
i
o
n
i
n
M
a
t
h
e
m
a
t
i
c
s
,
S
c
i
e
n
c
e
a
n
d
T
e
c
h
n
o
l
o
g
y
,
v
o
l
.
8
,
n
o
.
3
,
p
.
1
9
0
,
M
a
y
2
0
2
0
,
d
o
i
:
1
0
.
4
6
3
2
8
/
i
j
e
mst
.
v
8
i
3
.
9
2
6
.
[
2
9
]
J.
S
mi
t
h
a
n
d
R
.
W
a
l
k
e
r
,
“
Th
e
i
m
p
a
c
t
o
f
a
t
t
i
t
u
d
e
o
n
ma
t
h
e
ma
t
i
c
s
p
e
r
f
o
r
m
a
n
c
e
,
”
J
o
u
r
n
a
l
o
f
E
d
u
c
a
t
i
o
n
a
l
Ps
y
c
h
o
l
o
g
y
,
v
o
l
.
1
1
3
,
n
o
.
3
,
p
p
.
3
4
5
–
3
5
5
,
2
0
2
1
.
[
3
0
]
S
.
D
.
D
a
v
a
d
a
s
a
n
d
Y
.
F
.
L
a
y
,
“
F
a
c
t
o
r
s
A
f
f
e
c
t
i
n
g
S
t
u
d
e
n
t
s’
A
t
t
i
t
u
d
e
t
o
w
a
r
d
M
a
t
h
e
mat
i
c
s
:
A
S
t
r
u
c
t
u
r
a
l
E
q
u
a
t
i
o
n
M
o
d
e
l
i
n
g
A
p
p
r
o
a
c
h
,
”
EU
RA
S
I
A
J
o
u
r
n
a
l
o
f
Ma
t
h
e
m
a
t
i
c
s,
S
c
i
e
n
c
e
a
n
d
T
e
c
h
n
o
l
o
g
y
Ed
u
c
a
t
i
o
n
,
v
o
l
.
1
4
,
n
o
.
1
,
N
o
v
.
2
0
1
7
,
d
o
i
:
1
0
.
1
2
9
7
3
/
e
j
m
st
e
/
8
0
3
5
6
.
[
3
1
]
R
.
S
z
c
z
y
g
i
e
l
,
“
T
h
e
r
e
l
a
t
i
o
n
s
h
i
p
b
e
t
w
e
e
n
ma
t
h
e
ma
t
i
c
s
a
n
x
i
e
t
y
a
n
d
m
a
t
h
e
m
a
t
i
c
s
a
c
h
i
e
v
e
me
n
t
:
A
m
e
t
a
-
a
n
a
l
y
si
s
,
”
Ed
u
c
a
t
i
o
n
a
l
Psy
c
h
o
l
o
g
y
R
e
v
i
e
w
,
v
o
l
.
3
2
,
n
o
.
2
,
p
p
.
4
4
1
–
4
6
7
,
2
0
2
0
.
[
3
2
]
I
.
V
.
S
.
M
u
l
l
i
s,
M
.
O
.
M
a
r
t
i
n
,
P
.
F
o
y
,
D
.
L.
K
e
l
l
y
,
a
n
d
B
.
F
i
sh
b
e
i
n
,
“
TI
M
S
S
2
0
1
9
I
n
t
e
r
n
a
t
i
o
n
a
l
R
e
s
u
l
t
s
i
n
M
a
t
h
e
ma
t
i
c
s
a
n
d
S
c
i
e
n
c
e
,
”
2
0
2
0
.
[
O
n
l
i
n
e
]
.
A
v
a
i
l
a
b
l
e
:
h
t
t
p
s
:
/
/
t
i
mss
2
0
1
9
.
o
r
g
/
r
e
p
o
r
t
s
/
w
p
-
c
o
n
t
e
n
t
/
t
h
e
mes/
t
i
mss
a
n
d
p
i
r
l
s/
d
o
w
n
l
o
a
d
-
c
e
n
t
e
r
/
TI
M
S
S
-
2
0
1
9
-
H
i
g
h
l
i
g
h
t
s.
p
d
f
[
3
3
]
Y
.
F
.
Z
a
k
a
r
i
y
a
,
“
D
e
v
e
l
o
p
me
n
t
a
n
d
v
a
l
i
d
a
t
i
o
n
o
f
t
h
e
mat
h
e
ma
t
i
c
s
a
t
t
i
t
u
d
e
sc
a
l
e
f
o
r
sec
o
n
d
a
r
y
sc
h
o
o
l
st
u
d
e
n
t
s,”
I
n
t
e
rn
a
t
i
o
n
a
l
J
o
u
rn
a
l
o
f
S
c
i
e
n
c
e
a
n
d
M
a
t
h
e
m
a
t
i
c
s
Ed
u
c
a
t
i
o
n
,
v
o
l
.
1
8
,
n
o
.
7
,
p
p
.
1
2
3
1
–
1
2
5
0
,
2
0
2
0
.
[
3
4
]
S
.
H
w
a
n
g
a
n
d
T.
S
o
n
,
“
S
t
u
d
e
n
t
s’
A
t
t
i
t
u
d
e
t
o
w
a
r
d
M
a
t
h
e
mat
i
c
s
a
n
d
i
t
s
R
e
l
a
t
i
o
n
sh
i
p
w
i
t
h
M
a
t
h
e
mat
i
c
s
A
c
h
i
e
v
e
men
t
,
”
J
o
u
rn
a
l
o
f
Ed
u
c
a
t
i
o
n
a
n
d
e
-
L
e
a
r
n
i
n
g
Re
s
e
a
rc
h
,
v
o
l
.
8
,
n
o
.
3
,
p
p
.
2
7
2
–
2
8
0
,
2
0
2
1
,
d
o
i
:
1
0
.
2
0
4
4
8
/
j
o
u
r
n
a
l
.
5
0
9
.
2
0
2
1
.
8
3
.
2
7
2
.
2
8
0
.
[
3
5
]
G
.
S
h
i
e
h
,
“
P
o
w
e
r
A
n
a
l
y
si
s
a
n
d
S
a
m
p
l
e
S
i
z
e
P
l
a
n
n
i
n
g
i
n
A
N
C
O
V
A
D
e
si
g
n
s,”
Psy
c
h
o
m
e
t
ri
k
a
,
v
o
l
.
8
5
,
n
o
.
1
,
p
p
.
1
0
1
–
1
2
0
,
M
a
r
.
2
0
2
0
,
d
o
i
:
1
0
.
1
0
0
7
/
s1
1
3
3
6
-
0
1
9
-
0
9
6
9
2
-
3.
[
3
6
]
R
.
F
.
D
e
V
e
l
l
i
s,
S
c
a
l
e
D
e
v
e
l
o
p
m
e
n
t
:
T
h
e
o
ry
a
n
d
A
p
p
l
i
c
a
t
i
o
n
s
,
4
t
h
e
d
.
Th
o
u
s
a
n
d
O
a
k
s,
C
A
,
U
S
A
:
S
A
G
E
P
u
b
l
i
c
a
t
i
o
n
s
,
2
0
1
6
.
[
3
7
]
K
.
D
e
C
a
s
t
e
l
l
a
a
n
d
D
.
B
y
r
n
e
,
“
M
y
i
n
t
e
l
l
i
g
e
n
c
e
ma
y
b
e
mo
r
e
mal
l
e
a
b
l
e
t
h
a
n
y
o
u
r
s:
t
h
e
r
e
v
i
se
d
i
m
p
l
i
c
i
t
t
h
e
o
r
i
e
s
o
f
i
n
t
e
l
l
i
g
e
n
c
e
(
sel
f
-
t
h
e
o
r
y
)
sc
a
l
e
i
s
a
b
e
t
t
e
r
p
r
e
d
i
c
t
o
r
o
f
a
c
h
i
e
v
e
me
n
t
,
m
o
t
i
v
a
t
i
o
n
,
a
n
d
s
t
u
d
e
n
t
d
i
s
e
n
g
a
g
e
me
n
t
,
”
E
u
ro
p
e
a
n
J
o
u
r
n
a
l
o
f
Psy
c
h
o
l
o
g
y
o
f
Ed
u
c
a
t
i
o
n
,
v
o
l
.
3
0
,
n
o
.
3
,
p
p
.
2
4
5
–
2
6
7
,
S
e
p
.
2
0
1
5
,
d
o
i
:
1
0
.
1
0
0
7
/
s
1
0
2
1
2
-
0
1
5
-
0
2
4
4
-
y.
[
3
8
]
C
.
S
.
D
w
e
c
k
,
S
e
l
f
-
t
h
e
o
ri
e
s:
t
h
e
i
r r
o
l
e
i
n
m
o
t
i
v
a
t
i
o
n
,
p
e
rs
o
n
a
l
i
t
y
,
a
n
d
d
e
v
e
l
o
p
m
e
n
t
.
P
h
i
l
a
d
e
l
p
h
i
a
,
U
S
A
:
P
sy
c
h
o
l
o
g
y
P
r
e
ss
,
1
9
9
9
.
[
3
9
]
C
.
S
.
D
w
e
c
k
,
C
.
C
h
i
u
,
a
n
d
Y
.
H
o
n
g
,
“
I
mp
l
i
c
i
t
Th
e
o
r
i
e
s
a
n
d
T
h
e
i
r
R
o
l
e
i
n
Ju
d
g
me
n
t
s
a
n
d
R
e
a
c
t
i
o
n
s
:
A
W
o
r
d
F
r
o
m
Tw
o
P
e
r
sp
e
c
t
i
v
e
s,”
Ps
y
c
h
o
l
o
g
i
c
a
l
I
n
q
u
i
ry
,
v
o
l
.
6
,
n
o
.
4
,
p
p
.
2
6
7
–
2
8
5
,
O
c
t
.
1
9
9
5
,
d
o
i
:
1
0
.
1
2
0
7
/
s
1
5
3
2
7
9
6
5
p
l
i
0
6
0
4
_
1
.
[
40
]
Y
.
F
.
Za
k
a
r
i
y
a
,
“
D
e
v
e
l
o
p
m
e
n
t
o
f
m
a
t
h
e
m
a
t
i
c
s
a
n
x
i
e
t
y
sc
a
l
e
:
F
a
c
t
o
r
a
n
a
l
y
s
i
s
a
s
a
d
e
t
e
r
m
i
n
a
n
t
o
f
su
b
c
a
t
e
g
o
r
i
e
s,
”
J
o
u
r
n
a
l
o
f
Pe
d
a
g
o
g
i
c
a
l
Re
s
e
a
r
c
h
,
v
o
l
.
2
,
n
o
.
2
,
p
p
.
1
3
3
–
1
4
4
,
2
0
1
8
.
[
41
]
S
.
Y
.
L
i
m a
n
d
E.
C
h
a
p
ma
n
,
“
D
e
v
e
l
o
p
men
t
o
f
a
sh
o
r
t
f
o
r
m o
f
t
h
e
a
t
t
i
t
u
d
e
s
t
o
w
a
r
d
ma
t
h
e
ma
t
i
c
s i
n
v
e
n
t
o
r
y
,
”
E
d
u
c
a
t
i
o
n
a
l
S
t
u
d
i
e
s i
n
Ma
t
h
e
m
a
t
i
c
s
,
v
o
l
.
8
2
,
n
o
.
1
,
p
p
.
1
4
5
–
1
6
4
,
Ja
n
.
2
0
1
3
,
d
o
i
:
1
0
.
1
0
0
7
/
s
1
0
6
4
9
-
0
1
2
-
9
4
1
4
-
x.
[
4
2
]
M
.
T
a
p
i
a
a
n
d
G
.
E
.
M
a
r
sh
I
I
,
“
A
n
i
n
st
r
u
me
n
t
t
o
mea
su
r
e
mat
h
e
mat
i
c
s
a
t
t
i
t
u
d
e
s
,
”
A
c
a
d
e
m
i
c
E
x
c
h
a
n
g
e
Q
u
a
rt
e
rl
y
,
v
o
l
.
8
,
n
o
.
2
,
p
p
.
1
6
–
2
1
,
2
0
0
4
.
[
43
]
D
.
P
a
u
n
e
s
k
u
,
G
.
M
.
W
a
l
t
o
n
,
C
.
R
o
m
e
r
o
,
E.
N
.
S
mi
t
h
,
D
.
S
.
Y
e
a
g
e
r
,
a
n
d
C
.
S
.
D
w
e
c
k
,
“
M
i
n
d
-
S
e
t
I
n
t
e
r
v
e
n
t
i
o
n
s
A
r
e
a
S
c
a
l
a
b
l
e
Tr
e
a
t
me
n
t
f
o
r
A
c
a
d
e
m
i
c
U
n
d
e
r
a
c
h
i
e
v
e
me
n
t
,
”
Ps
y
c
h
o
l
o
g
i
c
a
l
S
c
i
e
n
c
e
,
v
o
l
.
2
6
,
n
o
.
6
,
p
p
.
7
8
4
–
7
9
3
,
Ju
n
.
2
0
1
5
,
d
o
i
:
1
0
.
1
1
7
7
/
0
9
5
6
7
9
7
6
1
5
5
7
1
0
1
7
.
[
44
]
P
ER
TS,
“
M
i
n
d
se
t
K
i
t
:
R
e
s
o
u
r
c
e
s
f
o
r
P
r
a
c
t
i
t
i
o
n
e
r
s
a
n
d
P
a
r
e
n
t
s
.
”
m
i
n
d
s
e
t
k
i
t
.
o
r
g
.
A
c
c
e
sse
d
:
M
a
y
11
,
2
0
2
4
.
[
O
n
l
i
n
e
]
.
A
v
a
i
l
a
b
l
e
:
h
t
t
p
s
:
/
/
w
w
w
.
mi
n
d
se
t
k
i
t
.
o
r
g
[
45
]
B
.
N
.
M
a
c
n
a
mara
a
n
d
A
.
P
.
B
u
r
g
o
y
n
e
,
“
D
o
g
r
o
w
t
h
mi
n
d
se
t
i
n
t
e
r
v
e
n
t
i
o
n
s
i
mp
a
c
t
st
u
d
e
n
t
s’
a
c
a
d
e
m
i
c
a
c
h
i
e
v
e
me
n
t
?
A
sy
s
t
e
m
a
t
i
c
r
e
v
i
e
w
a
n
d
me
t
a
-
a
n
a
l
y
si
s
w
i
t
h
r
e
c
o
m
men
d
a
t
i
o
n
s
f
o
r
b
e
s
t
p
r
a
c
t
i
c
e
s.,
”
Psy
c
h
o
l
o
g
i
c
a
l
B
u
l
l
e
t
i
n
,
v
o
l
.
1
4
9
,
n
o
.
3
–
4
,
p
p
.
1
3
3
–
1
7
3
,
M
a
r
.
2
0
2
3
,
d
o
i
:
1
0
.
1
0
3
7
/
b
u
l
0
0
0
0
3
5
2
.
[
46
]
E.
A
.
Ju
m
a
n
g
i
t
a
n
d
A
.
T
.
M
i
r
a
n
d
a
,
“
Th
e
M
e
d
i
a
t
i
n
g
Ef
f
e
c
t
o
f
M
a
t
h
e
m
a
t
i
c
s
M
o
t
i
v
a
t
i
o
n
o
n
t
h
e
R
e
l
a
t
i
o
n
s
h
i
p
b
e
t
w
e
e
n
M
a
t
h
e
ma
t
i
c
a
l
M
i
n
d
set
a
n
d
P
e
r
f
o
r
ma
n
c
e
,
”
Asi
a
n
J
o
u
r
n
a
l
o
f
Ed
u
c
a
t
i
o
n
a
n
d
S
o
c
i
a
l
S
t
u
d
i
e
s
,
v
o
l
.
5
1
,
n
o
.
5
,
p
p
.
6
8
6
–
6
9
7
,
M
a
y
2
0
2
5
,
d
o
i
:
1
0
.
9
7
3
4
/
a
j
e
ss
/
2
0
2
5
/
v
5
1
i
5
1
9
5
1
.
[
47
]
P
.
B
u
i
,
N
.
P
o
n
g
s
a
k
d
i
,
J.
M
c
M
u
l
l
e
n
,
E
.
L
e
h
t
i
n
e
n
,
a
n
d
M
.
M
.
H
a
n
n
u
l
a
-
S
o
r
m
u
n
e
n
,
“
A
s
y
s
t
e
ma
t
i
c
r
e
v
i
e
w
o
f
mi
n
d
se
t
i
n
t
e
r
v
e
n
t
i
o
n
s
i
n
mat
h
e
m
a
t
i
c
s
c
l
a
ssr
o
o
ms:
w
h
a
t
w
o
r
k
s
a
n
d
w
h
a
t
d
o
e
s
n
o
t
?
”
E
d
u
c
a
t
i
o
n
a
l
R
e
se
a
rc
h
Re
v
i
e
w
,
v
o
l
.
4
0
,
p
.
1
0
0
5
5
4
,
A
u
g
.
2
0
2
3
,
d
o
i
:
1
0
.
1
0
1
6
/
j
.
e
d
u
r
e
v
.
2
0
2
3
.
1
0
0
5
5
4
.
[
48
]
J.
Le
e
,
H
.
J.
Le
e
,
J.
S
o
n
g
,
a
n
d
M
.
B
o
n
g
,
“
E
n
h
a
n
c
i
n
g
c
h
i
l
d
r
e
n
’
s
mat
h
m
o
t
i
v
a
t
i
o
n
w
i
t
h
a
j
o
i
n
t
i
n
t
e
r
v
e
n
t
i
o
n
o
n
m
i
n
d
s
e
t
a
n
d
g
e
n
d
e
r
st
e
r
e
o
t
y
p
e
s,
”
L
e
a
r
n
i
n
g
a
n
d
I
n
st
r
u
c
t
i
o
n
,
v
o
l
.
7
3
,
p
.
1
0
1
4
1
6
,
Ju
n
.
2
0
2
1
,
d
o
i
:
1
0
.
1
0
1
6
/
j
.
l
e
a
r
n
i
n
st
r
u
c
.
2
0
2
0
.
1
0
1
4
1
6
.
[
49
]
C
.
B
a
r
r
o
so
,
C
.
M
.
G
a
n
l
e
y
,
A
.
L.
M
c
G
r
a
w
,
E.
A
.
G
e
e
r
,
S
.
A
.
H
a
r
t
,
a
n
d
M
.
C
.
D
a
u
c
o
u
r
t
,
“
A
me
t
a
-
a
n
a
l
y
si
s
o
f
t
h
e
r
e
l
a
t
i
o
n
b
e
t
w
e
e
n
mat
h
a
n
x
i
e
t
y
a
n
d
m
a
t
h
a
c
h
i
e
v
e
me
n
t
,
”
Psy
c
h
o
l
o
g
i
c
a
l
B
u
l
l
e
t
i
n
,
v
o
l
.
1
4
7
,
n
o
.
2
,
p
p
.
1
3
4
–
1
6
8
,
F
e
b
.
2
0
2
1
,
d
o
i
:
1
0
.
1
0
3
7
/
b
u
l
0
0
0
0
3
0
7
.
[
50
]
R
.
Za
n
a
n
d
P
.
D
i
M
a
r
t
i
n
o
,
“
A
t
t
i
t
u
d
e
t
o
w
a
r
d
ma
t
h
e
m
a
t
i
c
s:
A
n
o
v
e
r
v
i
e
w
o
f
t
h
e
c
o
n
c
e
p
t
a
n
d
i
t
s
m
e
a
s
u
r
e
m
e
n
t
,
”
Z
D
M
–
T
h
e
I
n
t
e
r
n
a
t
i
o
n
a
l
J
o
u
r
n
a
l
o
n
Ma
t
h
e
m
a
t
i
c
s
Ed
u
c
a
t
i
o
n
,
v
o
l
.
3
9
,
n
o
.
1
–
2
,
p
p
.
1
5
7
–
1
6
8
,
2
0
0
7
.
[
51
]
N
.
M
.
M
o
u
ss
a
a
n
d
T
.
S
a
a
l
i
,
“
F
a
c
t
o
r
s
A
f
f
e
c
t
i
n
g
A
t
t
i
t
u
d
e
T
o
w
a
r
d
L
e
a
r
n
i
n
g
M
a
t
h
e
ma
t
i
c
s:
A
C
a
se
o
f
H
i
g
h
e
r
E
d
u
c
a
t
i
o
n
I
n
st
i
t
u
t
i
o
n
s
i
n
t
h
e
G
u
l
f
R
e
g
i
o
n
,
”
S
a
g
e
O
p
e
n
,
v
o
l
.
1
2
,
n
o
.
3
,
J
u
l
.
2
0
2
2
,
d
o
i
:
1
0
.
1
1
7
7
/
2
1
5
8
2
4
4
0
2
2
1
1
2
3
0
2
3
.
[
52
]
N
.
A
.
M
.
N
o
h
,
A
.
M
.
M
a
’
r
o
f
,
a
n
d
Y
.
M
.
Y
u
so
f
,
“
I
mp
a
c
t
o
f
G
r
o
w
t
h
M
i
n
d
se
t
I
n
t
e
r
v
e
n
t
i
o
n
(
G
M
I
)
i
n
A
t
t
i
t
u
d
e
To
w
a
r
d
s
M
a
t
h
s
A
mo
n
g
S
e
c
o
n
d
a
r
y
S
c
h
o
o
l
S
t
u
d
e
n
t
s,
”
I
n
t
e
rn
a
t
i
o
n
a
l
J
o
u
rn
a
l
o
f
E
d
u
c
a
t
i
o
n
,
Psy
c
h
o
l
o
g
y
a
n
d
C
o
u
n
s
e
l
i
n
g
,
v
o
l
.
8
,
n
o
.
5
1
,
p
p
.
1
4
8
–
1
6
2
,
2
0
2
3
,
d
o
i
:
1
0
.
3
5
6
3
1
/
i
j
e
p
c
.
8
5
1
0
1
0
.
Evaluation Warning : The document was created with Spire.PDF for Python.