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Gen
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(
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[
1
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I
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[
2
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.
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4
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T
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n
n
o
t
ea
s
ily
b
e
r
estricte
d
.
T
h
er
ef
o
r
e,
in
s
tead
o
f
s
im
p
ly
watc
h
in
g
th
ese
ch
an
g
es
tak
e
p
lace
,
e
d
u
ca
to
r
s
will
n
ee
d
to
ad
ap
t
th
e
way
t
h
ey
ass
ess
s
tu
d
en
t
k
n
o
wled
g
e.
T
h
is
is
n
ec
ess
ar
y
b
ec
au
s
e
s
tu
d
e
n
ts
co
m
m
o
n
ly
u
s
e
AI
to
o
ls
f
o
r
ass
ig
n
ed
task
s
,
in
clu
d
in
g
s
u
m
m
ar
izin
g
r
ea
d
in
g
s
,
clar
if
y
in
g
d
if
f
icu
lt
to
co
m
p
r
e
h
en
d
c
o
n
ce
p
ts
,
an
d
g
en
e
r
atin
g
r
esea
r
ch
p
r
o
p
o
s
als
[
6
]
.
Ad
v
o
ca
tes
o
f
Gen
AI
v
iew
th
is
as
an
o
p
p
o
r
tu
n
ity
to
c
u
s
to
m
ize
th
e
lear
n
in
g
p
r
o
ce
s
s
;
h
o
wev
er
,
t
h
e
lo
s
s
o
f
p
r
o
f
icien
c
y
in
f
u
n
d
am
e
n
tal
s
k
ills
b
y
u
s
in
g
Gen
AI
is
in
ev
itab
le.
T
h
ese
ch
allen
g
es
illu
s
tr
ate
h
o
w
q
u
ick
l
y
th
e
s
tu
d
en
t u
tili
za
tio
n
o
f
Ge
n
AI
h
as su
r
p
ass
ed
in
s
titu
tio
n
al
r
eg
u
lato
r
y
ca
p
ab
ilit
ies.
T
h
e
ed
u
ca
tio
n
al
im
p
licatio
n
s
o
f
th
is
s
tu
d
y
ar
e
b
ased
o
n
th
e
r
is
k
o
f
‘
co
g
n
itiv
e
atr
o
p
h
y
’
,
w
h
ich
o
cc
u
r
s
wh
en
s
tu
d
en
ts
g
o
f
r
o
m
u
s
in
g
Gen
AI
to
h
elp
th
e
m
with
t
h
eir
s
tu
d
ies,
to
p
r
o
f
u
s
ely
u
s
in
g
G
en
AI
as
th
eir
m
ajo
r
th
in
k
in
g
m
ec
h
an
is
m
[
5
]
.
As
l
o
n
g
as
th
e
u
n
d
er
ly
in
g
p
s
y
ch
o
lo
g
ical
p
r
ec
u
r
s
o
r
s
—
s
p
ec
if
ically
th
e
p
er
s
o
n
ality
d
im
en
s
io
n
s
o
f
Neu
r
o
ticis
m
a
n
d
C
o
n
s
cien
tio
u
s
n
ess
—
ar
e
lef
t
u
n
ad
d
r
ess
ed
,
in
s
titu
tio
n
al
e
f
f
o
r
ts
to
d
esig
n
AI
p
o
licies
will
b
e
lim
ited
to
te
ch
n
o
lo
g
ical
r
estrictio
n
s
,
an
d
th
er
ef
o
r
e
u
n
a
b
le
to
a
d
d
r
ess
th
e
tr
u
e
ca
u
s
e
o
f
th
e
d
ec
lin
e
in
lear
n
in
g
[
3
]
.
Un
d
e
r
s
tan
d
in
g
th
e
p
s
y
ch
o
lo
g
ical
f
ac
to
r
s
lead
in
g
to
Gen
AI
d
ep
e
n
d
en
cy
will
en
a
b
le
ed
u
ca
to
r
s
to
d
e
v
elo
p
ef
f
ec
tiv
e
co
u
n
ter
m
ea
s
u
r
es
to
c
o
m
b
at
AI
-
b
ased
p
r
o
cr
asti
n
atio
n
.
AI
p
r
o
cr
asti
n
atio
n
d
o
es
m
o
r
e
th
a
n
m
e
r
ely
d
ela
y
co
m
p
l
etin
g
task
s
;
it
ch
an
g
es
h
o
w
a
s
tu
d
en
t
v
iews
m
o
tiv
atio
n
b
y
ch
o
o
s
in
g
in
s
tan
t,
b
u
t
s
h
allo
w
s
atis
f
ac
tio
n
f
r
o
m
a
n
a
u
to
m
atic
r
esp
o
n
s
e
in
s
tead
o
f
t
h
e
lo
n
g
er
ter
m
d
ev
el
o
p
m
en
t
o
f
m
en
tal
a
b
ilit
y
th
at
co
m
es
f
r
o
m
p
er
s
ev
er
in
g
in
t
ellec
tu
ally
[
6
]
.
T
h
er
ef
o
r
e,
th
is
s
tu
d
y
p
r
o
v
i
d
es
th
e
d
ata
n
ee
d
ed
to
d
ev
elo
p
p
s
y
ch
o
lo
g
ically
i
n
f
o
r
m
ed
a
n
d
tar
g
eted
s
tr
ateg
ies
th
at
p
r
o
tect
g
en
u
in
e
ac
ad
e
m
ic
ac
h
iev
em
en
t
in
a
n
in
cr
ea
s
in
g
ly
m
ec
h
a
n
ized
ed
u
c
atio
n
al
en
v
ir
o
n
m
en
t
[
7
]
.
T
h
e
n
ee
d
to
ex
p
e
d
ite
r
esear
c
h
o
n
Gen
AI
is
em
p
h
asized
b
y
th
e
wid
esp
r
ea
d
a
d
o
p
tio
n
o
f
Gen
AI
in
tech
n
ical
ar
ea
s
,
s
u
ch
as
in
ter
n
atio
n
al
f
i
n
an
ce
a
n
d
c
o
m
p
u
ter
s
cien
ce
;
b
o
th
o
f
wh
ich
a
r
e
n
o
w
s
u
b
ject
t
o
in
cr
ea
s
in
g
am
o
u
n
ts
o
f
au
to
m
a
ted
o
u
tp
u
t
th
at
m
im
ic
p
r
o
f
ess
io
n
al
co
m
p
eten
ce
.
T
h
ese
two
a
r
ea
s
ar
e
am
o
n
g
th
e
f
ir
s
t
‘
ea
r
ly
ad
o
p
ter
’
f
ield
s
in
t
h
e
h
ig
h
e
r
ed
u
ca
tio
n
s
y
s
tem
i
n
E
ast
Ma
lay
s
ia
to
in
co
r
p
o
r
at
e
AI
,
h
o
wev
er
,
t
h
e
in
co
r
p
o
r
atio
n
o
f
AI
in
to
cu
r
r
ic
u
la
h
as o
cc
u
r
r
e
d
f
aster
th
an
th
e
cr
ea
tio
n
o
f
a
f
r
am
ewo
r
k
at
a
n
in
s
titu
tio
n
al
lev
el
f
o
r
r
e
g
u
latin
g
o
n
e'
s
o
wn
d
ig
ital
b
eh
av
io
r
[
3
]
.
I
f
th
e
r
e
is
n
o
im
m
ed
iate
em
p
ir
ical
k
n
o
wled
g
e
o
f
h
o
w
s
tu
d
en
ts
in
E
ast
Ma
lay
s
ia
ex
p
e
r
ien
ce
th
eir
d
ig
ital
liter
ac
y
v
s
.
d
ig
it
al
d
ep
en
d
en
cy
wh
ile
n
av
ig
ati
n
g
th
e
b
o
u
n
d
ar
ies
b
etwe
en
th
em
,
it
is
p
o
s
s
ib
le
th
at
u
n
i
v
er
s
ities
will
p
r
o
d
u
ce
s
tu
d
en
ts
with
tech
n
ical
q
u
alif
icatio
n
s
,
b
u
t
with
o
u
t
s
u
f
f
icien
t
co
g
n
itiv
e
ab
ilit
y
to
i
n
d
ep
en
d
en
tly
s
o
l
v
e
p
r
o
b
lem
s
.
T
h
er
ef
o
r
e,
s
tu
d
y
in
g
th
e
im
p
a
ct
o
f
Gen
A
I
with
in
th
ese
ar
ea
s
with
h
ig
h
s
tak
es
(
i.e
.
,
th
o
s
e
r
elate
d
to
p
r
o
f
ess
io
n
al
ce
r
tific
atio
n
)
is
n
ec
ess
ar
y
f
o
r
m
ai
n
tain
in
g
r
eg
io
n
al
p
r
o
f
ess
io
n
al
s
tan
d
ar
d
s
.
W
h
ile
p
o
licy
-
b
ased
ap
p
r
o
ac
h
es
an
d
tech
n
ical
s
o
lu
ti
o
n
s
h
a
v
e
d
o
m
in
ated
r
ec
en
t
ac
ad
em
i
c
d
is
co
u
r
s
e
r
eg
ar
d
in
g
Gen
AI
,
th
e
in
ter
n
al
p
s
y
ch
o
lo
g
ical
f
ac
to
r
s
o
f
s
tu
d
e
n
ts
wh
o
u
tili
ze
o
r
m
is
u
s
e
th
ese
tech
n
o
lo
g
ies
h
av
e
b
ee
n
lar
g
ely
a
b
s
en
t
f
r
o
m
th
e
l
iter
atu
r
e.
Per
s
o
n
ality
h
as
lo
n
g
b
ee
n
d
em
o
n
s
tr
ated
to
b
e
a
k
e
y
d
r
iv
er
o
f
lear
n
in
g
m
o
tiv
atio
n
an
d
b
e
h
av
io
r
[
8
]
,
[
9
]
.
As
s
u
ch
,
th
is
s
tu
d
y
ad
d
r
ess
es
th
e
id
en
tifie
d
g
ap
b
y
f
o
cu
s
in
g
o
n
in
ter
n
al
p
s
y
ch
o
lo
g
ical
m
o
tiv
atio
n
s
as
o
p
p
o
s
ed
to
p
r
ev
io
u
s
ly
d
is
cu
s
s
ed
ex
ter
n
al
in
s
titu
tio
n
al
r
eg
u
latio
n
s
[
3
]
.
T
h
is
s
tu
d
y
is
d
esig
n
e
d
to
an
s
wer
t
h
e
f
o
llo
win
g
s
cien
tific
q
u
esti
o
n
:
h
o
w
d
o
s
p
ec
if
ic
p
er
s
o
n
alit
y
tr
aits
f
o
u
n
d
in
t
h
e
B
ig
f
iv
e
f
r
am
ewo
r
k
—
co
n
s
cien
tio
u
s
n
ess
,
n
eu
r
o
ticis
m
,
an
d
o
p
en
n
ess
—
p
r
ed
ict
a
s
tu
d
en
t'
s
tr
an
s
itio
n
f
r
o
m
u
s
in
g
AI
as
a
n
aid
to
o
v
er
-
r
ely
in
g
o
n
it
f
o
r
th
e
c
o
m
p
letio
n
o
f
ac
ad
e
m
ic
task
s
,
an
d
h
o
w
d
o
es
th
is
Gen
AI
o
v
er
-
r
elian
ce
r
elate
to
ac
ad
em
ic
p
r
o
cr
asti
n
atio
n
an
d
u
ltima
tely
im
p
ac
t
ac
ad
em
ic
p
er
f
o
r
m
an
c
e?
[
5
]
.
T
h
e
p
r
esen
t
s
tu
d
y
d
e
v
elo
p
s
a
co
n
ce
p
tu
al
m
o
d
el
r
o
o
ted
in
estab
lis
h
ed
p
e
r
s
o
n
ality
t
h
eo
r
y
[
1
0
]
a
n
d
d
ig
ital
lear
n
i
n
g
co
n
tex
ts
[
1
1
]
to
illu
s
tr
ate
th
e
r
elatio
n
s
h
ip
s
b
etwe
en
th
ese
c
o
n
s
tr
u
cts.
W
ith
in
th
is
f
r
am
ew
o
r
k
,
‘
Gen
AI
o
v
er
-
r
elian
ce
’
is
d
ef
in
e
d
as
th
e
s
u
b
s
titu
tio
n
o
f
Gen
AI
f
o
r
th
e
i
n
te
llectu
al
ef
f
o
r
t r
eq
u
ir
e
d
to
m
aster
co
u
r
s
e
m
ater
ials
.
Usi
n
g
q
u
an
titativ
e
m
eth
o
d
o
l
o
g
y
a
n
d
p
a
r
tial
least
s
q
u
ar
es
s
tr
u
ctu
r
al
eq
u
atio
n
m
o
d
elin
g
(
PLS
-
SEM
)
,
th
is
r
esear
ch
ex
am
in
es
ac
ad
em
ic
p
r
o
cr
asti
n
atio
n
as
a
k
ey
m
ed
iato
r
b
etwe
en
p
er
s
o
n
ality
-
d
r
iv
en
Gen
AI
o
v
er
-
r
elian
ce
an
d
s
tu
d
en
ts
’
ac
ad
e
m
ic
ac
h
iev
em
en
t.
Ov
e
r
all,
th
is
s
tu
d
y
aim
s
to
p
r
o
v
id
e
e
d
u
c
ato
r
s
with
em
p
ir
ical
ev
id
en
ce
to
m
o
v
e
b
ey
o
n
d
g
en
er
al
p
r
o
h
ib
itio
n
s
an
d
d
e
v
e
lo
p
tar
g
eted
,
p
s
y
ch
o
lo
g
y
-
in
f
o
r
m
ed
e
d
u
ca
tio
n
al
s
tr
ateg
ies to
r
ed
u
ce
Gen
AI
-
r
elate
d
p
r
o
c
r
asti
n
atio
n
.
2.
P
E
RSO
NA
L
I
T
Y
T
RAI
T
S A
S P
RE
DI
CT
O
R
S O
F
T
E
CH
NO
L
O
G
Y
E
NG
AG
E
M
E
NT
Alth
o
u
g
h
p
s
y
ch
o
l
o
g
y
p
r
o
v
id
e
s
m
an
y
th
e
o
r
ies
o
n
h
o
w
in
d
i
v
id
u
als
d
ec
id
e
to
u
tili
s
e
tech
n
o
lo
g
y
,
th
e
f
iv
e
co
r
e
p
e
r
s
o
n
ality
tr
aits
id
en
tifie
d
th
r
o
u
g
h
th
e
B
ig
f
i
v
e
th
eo
r
y
o
f
p
er
s
o
n
ality
ar
e
t
h
e
m
o
s
t
co
m
m
o
n
l
y
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
3
6
2
-
3
3
7
4
3364
r
esear
ch
ed
[
1
2
]
.
T
h
e
r
ea
s
o
n
b
eh
in
d
th
is
r
esear
ch
f
o
cu
s
is
b
ased
o
n
th
e
f
ac
t
th
at
m
an
y
s
tu
d
ies
co
n
f
ir
m
t
h
at
p
er
s
o
n
ality
tr
aits
r
em
ain
r
elativ
ely
co
n
s
is
ten
t
th
r
o
u
g
h
o
u
t
a
n
in
d
iv
id
u
al’
s
life
.
I
n
o
r
d
er
t
o
b
etter
u
n
d
er
s
tan
d
wh
y
s
o
m
e
in
d
iv
id
u
als
q
u
ic
k
ly
ac
ce
p
t
n
ew
tech
n
o
lo
g
ies,
wh
i
le
o
th
er
s
r
esis
t
th
em
,
r
esear
ch
er
s
ar
e
in
c
r
ea
s
in
g
ly
in
clu
d
in
g
th
e
p
e
r
s
o
n
ality
tr
ait
s
(
i.e
.
,
ex
tr
a
v
er
s
io
n
,
a
g
r
ee
ab
l
en
ess
,
co
n
s
cien
tio
u
s
n
ess
,
n
eu
r
o
ticis
m
,
o
p
en
n
ess
)
with
in
th
e
m
ajo
r
ity
o
f
tech
n
o
l
o
g
y
u
s
ag
e
m
o
d
els
(
i.e
.
,
tech
n
o
lo
g
y
ac
ce
p
ta
n
ce
m
o
d
el
(
T
AM
)
,
u
n
if
ied
th
eo
r
y
o
f
ac
ce
p
tan
ce
an
d
u
s
e
o
f
tec
h
n
o
l
o
g
y
(
UT
AUT
)
[
1
3
]
,
[
1
4
]
.
T
h
e
way
in
d
iv
id
u
als en
g
ag
e
w
ith
d
ig
ital e
n
v
ir
o
n
m
e
n
ts
is
r
ar
ely
u
n
if
o
r
m
; r
ath
er
,
it is
p
r
im
a
r
ily
d
r
iv
en
b
y
th
eir
co
r
e
p
er
s
o
n
ality
tr
aits
,
wh
ich
d
ictate
th
eir
p
r
ef
e
r
e
n
ce
s
an
d
b
eh
av
io
u
r
s
in
o
n
lin
e
s
p
ac
es.
E
x
tr
av
er
ts
,
f
o
r
ex
am
p
le,
c
o
n
s
is
ten
tly
r
ep
o
r
t
h
ig
h
er
lev
els
o
f
o
n
lin
e
s
o
c
ial
n
etwo
r
k
en
g
ag
em
e
n
t
an
d
c
o
m
m
u
n
icatio
n
to
o
l
u
tili
s
atio
n
co
m
p
ar
ed
t
o
in
tr
o
v
er
ts
,
b
ec
au
s
e
ex
tr
o
v
er
ted
in
d
iv
id
u
als
in
h
er
e
n
tly
p
r
ef
er
p
latf
o
r
m
s
th
at
en
a
b
le
in
ter
ac
tio
n
an
d
c
o
n
n
ec
tiv
ity
[
1
5
]
.
Ag
r
ee
a
b
le
in
d
iv
i
d
u
als
ex
h
ib
it
a
m
o
r
e
n
u
an
ce
d
b
eh
av
io
u
r
al
p
atter
n
,
as
th
ey
ap
p
ea
r
c
o
m
f
o
r
tab
le
wo
r
k
in
g
c
o
llab
o
r
ativ
ely
o
n
co
m
m
o
n
tec
h
n
o
lo
g
ical
p
latf
o
r
m
s
,
y
et
ar
e
g
en
er
ally
h
esit
an
t
t
o
s
h
ar
e
th
eir
p
er
s
o
n
al
in
f
o
r
m
ati
o
n
o
n
s
o
cial
m
ed
ia
[
1
6
]
.
C
o
n
s
cien
tio
u
s
n
ess
ten
d
s
to
s
er
v
e
as
a
r
o
b
u
s
t
b
ar
r
ier
ag
ain
s
t
ex
ce
s
s
iv
e
r
elian
ce
o
n
d
ig
ital
tech
n
o
lo
g
ies
(
i.e
.
,
s
m
ar
tp
h
o
n
e
ad
d
ictio
n
)
as
th
e
r
elatio
n
s
h
ip
is
in
v
er
s
e
[
1
7
]
.
Ne
v
er
th
eless
,
th
e
s
am
e
n
ee
d
f
o
r
o
r
g
an
is
atio
n
an
d
p
la
n
n
in
g
en
ab
les
c
o
n
s
cien
tio
u
s
in
d
iv
id
u
als
to
r
ea
d
ily
tak
e
ad
v
an
tag
e
o
f
tim
e
-
s
av
in
g
tech
n
o
lo
g
ies
—
f
o
r
in
s
tan
ce
,
o
n
e
-
click
s
h
o
p
p
in
g
c
h
ec
k
o
u
t
an
d
u
tili
s
in
g
an
e
-
g
o
v
e
r
n
m
en
t
p
o
r
tal
to
r
en
ew
a
licen
s
e
f
r
o
m
th
e
co
m
f
o
r
t
o
f
th
eir
o
wn
h
o
m
e
[
1
8
]
.
C
o
n
v
er
s
ely
,
n
eu
r
o
ticis
m
ap
p
ea
r
s
to
b
e
at
t
h
e
o
p
p
o
s
ite
en
d
o
f
th
e
s
p
ec
tr
u
m
,
as
an
x
io
u
s
in
d
iv
id
u
als
ar
e
s
ig
n
i
f
ican
tly
m
o
r
e
lik
el
y
t
o
d
ev
elo
p
eith
e
r
ex
tr
em
ely
h
ea
v
y
o
r
c
o
m
p
u
ls
iv
e
I
n
ter
n
et
u
s
e
b
eh
av
io
u
r
s
,
f
r
eq
u
en
tly
u
s
in
g
th
e
I
n
ter
n
et
as
a
m
ea
n
s
to
av
o
id
d
a
y
-
to
-
d
ay
s
tr
ess
[
1
9
]
.
On
t
h
e
o
th
er
h
an
d
,
h
ig
h
ly
o
p
e
n
-
m
in
d
ed
in
d
iv
id
u
als
ten
d
to
tr
ea
t
th
e
I
n
ter
n
et
as
an
en
d
less
cu
r
io
s
it
y
s
h
o
p
.
T
h
er
ef
o
r
e,
o
p
e
n
-
m
in
d
ed
in
d
iv
id
u
als
ten
d
to
en
g
a
g
e
in
o
n
lin
e
co
u
r
s
es,
v
iew
tu
to
r
ial
v
id
eo
s
,
a
n
d
c
o
n
s
u
m
e
n
ew
in
f
o
r
m
atio
n
wh
en
e
v
er
p
o
s
s
ib
le
[
1
8
]
.
R
esea
r
c
h
s
u
p
p
o
r
ts
th
at
th
e
r
el
a
tio
n
s
h
i
p
b
et
we
en
p
er
s
o
n
a
lit
y
a
n
d
te
c
h
n
o
l
o
g
y
wi
ll
b
e
a
g
r
o
wi
n
g
c
o
n
c
er
n
as
s
t
u
d
e
n
ts
tr
a
n
s
iti
o
n
f
r
o
m
tr
ad
i
ti
o
n
al
le
ar
n
i
n
g
e
n
v
ir
o
n
m
en
ts
t
o
an
i
n
c
r
e
asi
n
g
n
u
m
b
e
r
o
f
t
ec
h
n
o
l
o
g
y
-
b
ase
d
lea
r
n
i
n
g
e
n
v
ir
o
n
m
e
n
ts
.
Pe
r
s
o
n
alit
y
w
ill
p
l
ay
a
n
i
m
p
o
r
t
an
t
r
o
l
e
i
n
d
et
er
m
i
n
i
n
g
h
o
w
we
ll
s
t
u
d
e
n
ts
ad
j
u
s
t
t
o
n
ew
tec
h
n
o
lo
g
i
es,
as
w
ell
as
t
h
ei
r
m
o
ti
v
a
ti
o
n
a
n
d
c
o
n
f
i
d
en
ce
i
n
t
h
e
ir
a
b
ili
ty
t
o
l
ea
r
n
wit
h
i
n
th
ese
en
v
i
r
o
n
m
en
ts
[
2
0
]
.
F
o
r
e
x
a
m
p
le
,
it
w
as
f
o
u
n
d
t
h
at
s
t
u
d
e
n
ts
wh
o
w
er
e
h
ig
h
i
n
c
o
n
s
ci
e
n
ti
o
u
s
n
ess
a
n
d
o
p
e
n
n
ess
t
o
e
x
p
e
r
ie
n
ce
en
g
a
g
ed
a
t
a
h
ig
h
er
l
ev
el
i
n
d
ee
p
lea
r
n
i
n
g
th
a
n
th
o
s
e
s
tu
d
e
n
ts
w
h
o
d
i
d
n
o
t
p
o
s
s
ess
t
h
es
e
t
r
ai
ts
.
I
t
als
o
f
o
u
n
d
th
a
t
s
t
u
d
e
n
ts
w
h
o
p
o
s
s
ess
e
d
h
i
g
h
e
r
le
v
els
o
f
n
e
u
r
o
ti
cis
m
h
a
d
m
o
r
e
an
x
i
et
y
-
b
ase
d
m
o
ti
v
at
io
n
s
f
o
r
u
s
i
n
g
tech
n
o
lo
g
y
co
m
p
ar
ed
t
o
o
th
e
r
ty
p
es
o
f
m
o
tiv
atio
n
s
[
2
1
]
.
T
h
e
em
er
g
e
n
ce
o
f
Gen
AI
as
a
p
r
im
ar
y
asp
ec
t
o
f
tech
n
o
lo
g
y
-
b
ased
lear
n
i
n
g
en
v
ir
o
n
m
e
n
ts
will
cr
ea
te
a
s
o
lid
th
eo
r
etica
l
f
r
am
ewo
r
k
to
i
d
e
n
tify
wh
ich
s
tu
d
en
ts
ar
e
m
o
s
t lik
ely
to
u
tili
ze
AI
ef
f
ec
tiv
ely
an
d
w
h
ich
s
tu
d
en
ts
a
r
e
m
o
s
t lik
ely
to
o
v
er
-
r
ely
u
p
o
n
Gen
AI
.
2
.
1
.
Co
ncept
ua
liza
t
io
n
a
nd
hy
po
t
hes
es dev
elo
pm
ent
I
n
o
r
d
e
r
to
d
eter
m
i
n
e
wh
y
s
o
m
e
s
tu
d
en
ts
will
ac
ce
p
t
an
d
o
th
er
s
will
r
ejec
t
clas
s
r
o
o
m
tech
n
o
lo
g
ies,
r
esear
ch
er
s
will
n
ee
d
to
lo
o
k
at
th
e
u
n
d
e
r
ly
in
g
p
s
y
ch
o
lo
g
ic
al
m
o
tiv
atio
n
s
th
at
d
r
iv
e
s
tu
d
en
ts
'
b
eh
av
io
r
a
n
d
attitu
d
es
to
war
d
class
r
o
o
m
tec
h
n
o
lo
g
ies.
A
f
u
n
d
a
m
en
tal
p
s
y
ch
o
lo
g
ical
f
ac
to
r
in
f
lu
en
cin
g
b
o
th
b
e
h
av
io
r
s
an
d
m
o
tiv
atio
n
s
is
an
en
d
u
r
i
n
g
d
i
m
en
s
io
n
o
f
v
ar
iatio
n
am
o
n
g
i
n
d
iv
id
u
als
k
n
o
wn
as
p
er
s
o
n
ali
ty
.
On
e
o
f
th
e
b
etter
m
o
d
els
cu
r
r
en
tly
a
v
ailab
le
f
o
r
ch
ar
tin
g
th
is
ter
r
ito
r
y
is
th
e
B
ig
f
iv
e
m
o
d
el
o
f
p
er
s
o
n
ality
[
1
0
]
.
T
h
e
B
ig
f
iv
e
m
o
d
el
id
en
tifie
s
f
iv
e
d
im
en
s
i
o
n
s
o
f
p
er
s
o
n
ality
th
at
r
esear
ch
h
as
s
h
o
wn
to
in
f
lu
en
ce
n
u
m
er
o
u
s
asp
ec
ts
o
f
ac
ad
em
ic
s
u
cc
ess
.
T
h
ese
in
clu
d
e
th
e
a
b
ilit
y
to
p
er
f
o
r
m
ac
a
d
em
ically
[
2
2
]
,
th
e
willin
g
n
ess
to
ad
o
p
t
u
n
test
ed
class
r
o
o
m
tech
n
o
lo
g
ies
[
1
3
]
,
[
2
3
]
,
an
d
t
h
e
p
r
o
p
en
s
ity
f
o
r
s
tu
d
en
ts
to
eith
er
u
tili
ze
Gen
AI
p
r
o
d
u
ctiv
ely
o
r
d
ev
elo
p
a
n
o
v
er
-
r
elian
ce
t
h
at
i
n
ter
f
er
es with
th
eir
lear
n
in
g
[
1
1
]
.
T
h
e
f
o
cu
s
o
f
th
e
p
r
esen
t
s
tu
d
y
is
o
n
th
e
th
r
ee
p
er
s
o
n
ality
tr
aits
th
at
ar
e
m
o
s
t
lik
ely
to
in
f
lu
en
ce
h
o
w
s
tu
d
en
ts
in
ter
ac
t
with
Gen
AI
:
co
n
s
cien
tio
u
s
n
ess
,
n
eu
r
o
ticis
m
,
an
d
o
p
en
n
ess
.
Fo
r
ex
am
p
le,
th
e
tr
ait
o
f
co
n
s
cien
tio
u
s
n
ess
m
ay
ac
t
a
s
a
b
ar
r
ier
to
th
e
attr
ac
tio
n
o
f
th
e
q
u
ic
k
f
ix
,
b
u
t,
co
n
v
er
s
ely
,
th
e
lack
o
f
co
n
s
cien
tio
u
s
n
ess
m
ay
ca
u
s
e
a
s
tu
d
en
t
to
b
e
u
n
a
b
le
to
r
esis
t
th
e
tem
p
tatio
n
to
s
ee
k
ass
is
tan
ce
f
r
o
m
a
ch
atb
o
t.
Neu
r
o
tic
s
tu
d
en
ts
a
r
e
o
f
ten
e
x
p
er
ien
cin
g
v
ar
y
in
g
d
eg
r
ee
s
o
f
em
o
tio
n
al
d
is
tr
ess
,
th
er
ef
o
r
e,
th
e
y
ar
e
m
o
r
e
lik
ely
th
an
o
th
e
r
s
tu
d
e
n
ts
to
s
ee
k
o
u
t
q
u
ick
,
a
n
x
iety
-
r
e
d
u
c
in
g
s
o
lu
tio
n
s
,
s
u
ch
as
r
ely
in
g
o
n
Gen
AI
f
o
r
f
ast
r
elief
ab
o
u
t
co
u
r
s
e
m
ater
ials
.
I
n
co
n
tr
ast,
i
n
d
iv
id
u
als
wh
o
s
co
r
e
h
i
g
h
ly
o
n
o
p
e
n
n
ess
ar
e
o
f
ten
cu
r
io
u
s
an
d
ex
p
er
im
en
tal
lear
n
er
s
,
an
d
th
e
ir
in
ter
est
in
lear
n
in
g
f
o
r
th
e
s
ak
e
o
f
lear
n
in
g
m
o
tiv
ates
th
e
m
to
tr
y
n
ew
to
o
ls
an
d
ap
p
r
o
ac
h
es
to
lear
n
in
g
.
N
ev
er
th
eless
,
th
eir
o
n
g
o
i
n
g
e
x
p
er
im
en
tatio
n
ca
n
lead
to
a
r
eli
an
ce
o
n
tech
n
o
lo
g
y
as
th
ey
in
teg
r
ate
it
i
n
to
all
o
f
th
eir
s
tu
d
y
p
r
o
ce
s
s
es.
T
h
is
o
n
g
o
in
g
ex
p
e
r
im
en
tatio
n
m
ay
lead
to
wh
at
r
esear
ch
er
s
ca
ll
a
‘
c
o
m
p
eten
c
e
illu
s
io
n
’
[
6
]
,
w
h
er
e
s
tu
d
e
n
ts
m
is
tak
e
th
e
m
ac
h
in
e'
s
ef
f
ici
en
cy
f
o
r
th
ei
r
o
wn
m
aster
y
o
f
th
e
co
u
r
s
e
c
o
n
ten
t
.
C
o
n
s
eq
u
en
tly
,
t
h
e
n
ex
t
s
ec
tio
n
will
o
u
tlin
e
th
e
th
eo
r
etica
l
p
r
o
p
o
s
itio
n
s
th
at
d
escr
ib
e
th
e
r
elatio
n
s
h
ip
b
etw
ee
n
ea
ch
o
f
th
e
th
r
ee
p
e
r
s
o
n
ality
tr
aits
,
an
d
s
tu
d
en
ts
'
p
r
o
p
en
s
ity
of
o
v
e
r
-
r
elian
c
e
on
Gen
AI
,
a
s
w
e
l
l
as
t
h
e
p
o
s
s
ib
l
e
c
o
n
s
e
q
u
e
n
c
e
s
o
n
s
t
u
d
e
n
ts
'
p
r
o
c
r
a
s
t
i
n
a
ti
o
n
an
d
ac
ad
em
ic
p
er
f
o
r
m
an
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
P
r
o
cra
s
tin
a
tio
n
tr
a
p
:
h
o
w
p
er
s
o
n
a
lity tra
its
fu
el
g
en
era
tive
a
r
tifi
cia
l
…
(
Mo
h
a
ma
d
R
iz
a
l
A
b
d
u
l H
a
mid
)
3365
2
.
1
.
1
.
T
he
a
llu
re
o
f
a
s
ho
rt
cut
:
co
ns
cient
io
us
nes
s
C
o
n
s
cien
tio
u
s
n
ess
is
o
n
e
o
f
th
e
two
p
er
s
o
n
ality
tr
aits
th
at
h
av
e
th
e
m
o
s
t
co
n
s
is
ten
t
an
d
s
tr
o
n
g
ass
o
ciatio
n
s
with
ac
ad
em
ic
a
ch
iev
em
en
t
[
2
2
]
.
C
o
n
s
cien
tio
u
s
s
tu
d
en
ts
ex
h
ib
it
s
ev
er
al
ch
ar
ac
ter
is
tics
th
at
f
o
s
ter
a
s
en
s
e
o
f
d
u
ty
,
d
is
cip
lin
e,
an
d
a
d
esire
to
s
tr
u
ct
u
r
e
t
h
eir
s
tu
d
ies
[
2
2
]
.
B
ec
au
s
e
o
f
t
h
eir
o
r
g
an
izatio
n
al
ten
d
en
cies,
co
n
s
cien
tio
u
s
s
tu
d
en
ts
cr
ea
te
d
etailed
s
ch
ed
u
l
es
f
o
r
s
tu
d
y
in
g
,
m
ee
t
d
ea
d
lin
es
r
eg
u
lar
ly
,
an
d
m
an
ag
e
p
r
o
c
r
asti
n
atio
n
in
c
r
ed
ib
ly
well
[
2
4
]
.
Similar
ly
,
wh
e
n
co
n
s
cien
tio
u
s
s
tu
d
en
ts
c
h
o
o
s
e
to
u
tili
ze
Ge
n
AI
in
th
eir
s
tu
d
ies,
th
ey
g
en
er
ally
u
s
e
th
e
tech
n
o
lo
g
y
to
p
r
o
m
p
t
id
ea
s
o
r
ass
is
t
in
r
ef
in
in
g
th
eir
d
r
af
ts
,
r
ath
er
th
an
u
s
in
g
it
t
o
f
i
n
d
s
h
o
r
tcu
ts
a
n
d
a
v
o
id
au
th
e
n
tic
lear
n
i
n
g
[
7
]
.
I
n
co
n
tr
ast,
in
d
iv
id
u
al
s
wh
o
a
r
e
lo
w
in
co
n
s
cien
tio
u
s
n
ess
o
f
ten
lack
o
r
g
an
izatio
n
an
d
im
p
u
ls
e
co
n
tr
o
l,
wh
ich
in
c
r
ea
s
es
th
eir
lik
elih
o
o
d
o
f
b
ei
n
g
attr
ac
ted
to
th
e
p
r
o
m
is
es
o
f
in
s
tan
t
an
s
wer
s
th
at
Gen
AI
o
f
f
e
r
s
[
2
3
]
.
Fu
r
th
er
m
o
r
e,
in
d
i
v
id
u
als
wh
o
ar
e
lo
w
in
co
n
s
cien
tio
u
s
n
ess
m
ay
r
ely
h
ea
v
ily
o
n
Gen
AI
to
h
elp
th
em
av
o
id
co
m
p
letin
g
ch
allen
g
in
g
co
u
r
s
ewo
r
k
.
T
h
u
s
,
th
ey
m
ay
b
eg
i
n
to
d
ev
elo
p
a
d
ep
en
d
e
n
cy
o
n
th
e
tech
n
o
lo
g
y
th
at
u
n
d
er
m
i
n
es
th
eir
r
em
ain
in
g
s
elf
-
d
is
cip
lin
e
[
8
]
.
T
h
e
r
ef
o
r
e,
b
ased
o
n
th
is
lo
g
ic,
we
p
r
o
p
o
s
e
th
at:
co
n
s
ci
en
tio
u
s
n
ess
will
b
e
s
ig
n
if
ican
tly
ass
o
ciate
d
with
AI
o
v
er
-
r
elian
ce
(
H1
)
.
2
.
1
.
2
.
Neuro
t
icis
m
a
s
a
driv
e
r
o
f
depend
ency
T
h
e
u
s
e
o
f
to
o
ls
f
o
r
s
tu
d
en
ts
th
at
p
r
o
d
u
ce
an
im
m
ed
iate
an
s
wer
wh
en
co
n
f
r
o
n
ted
with
o
v
er
wh
elm
in
g
ac
ad
em
ic
p
r
ess
u
r
es
ca
n
b
e
a
r
esu
lt
o
f
ac
ad
em
ic
an
x
iety
.
L
a
r
g
e
b
o
d
y
o
f
r
esear
ch
s
h
o
ws
th
at
s
tu
d
en
ts
with
h
ig
h
er
lev
els
o
f
n
eu
r
o
ticis
m
h
av
e
g
r
ea
ter
lev
el
s
o
f
s
tr
ess
an
d
an
x
iety
co
n
ce
r
n
in
g
th
eir
ac
a
d
em
ic
p
er
f
o
r
m
an
ce
[
2
5
]
.
I
n
s
itu
atio
n
s
wh
er
e
s
tu
d
en
ts
ar
e
o
v
e
r
wh
el
m
ed
with
wo
r
k
l
o
ad
s
,
th
o
s
e
w
h
o
ar
e
n
eu
r
o
tic
a
r
e
lik
ely
to
u
tili
ze
Gen
AI
as a
wa
y
to
in
s
tan
tly
d
ec
r
ea
s
e
th
eir
an
x
iety
an
d
s
elf
-
d
o
u
b
ts
[
2
6
]
.
Alth
o
u
g
h
u
tili
zin
g
AI
as
a
m
ea
n
s
to
allev
iate
an
x
iet
y
is
a
s
h
o
r
t
-
ter
m
s
o
lu
tio
n
;
r
el
y
in
g
o
n
Gen
AI
to
ea
s
e
an
x
iet
y
m
ay
p
o
s
e
m
an
y
lo
n
g
-
ter
m
im
p
licatio
n
s
.
Mo
r
e
s
p
ec
if
ically
,
u
s
in
g
Gen
AI
to
allev
iate
th
eir
an
x
iety
o
n
a
co
n
s
tan
t
b
asis
m
ay
lim
it
a
s
tu
d
en
t’
s
ab
ilit
y
to
d
ev
elo
p
c
o
n
f
id
e
n
ce
in
th
eir
ac
ad
em
ic
ca
p
ab
ilit
ies
[
2
7
]
.
T
h
e
in
cr
ea
s
ed
an
x
iety
to
war
d
s
th
eir
ac
ad
e
m
ic
ab
ilit
ies
lim
its
th
e
p
o
ten
tial
to
estab
lis
h
co
n
f
id
en
ce
in
th
ei
r
ab
ilit
ies
an
d
will
cr
ea
te
a
v
icio
u
s
cy
cle
wh
er
e
s
tu
d
en
ts
b
eliev
e
ea
ch
s
u
cc
ess
iv
e
ac
a
d
em
ic
task
will
b
e
m
o
r
e
d
if
f
icu
lt
to
ac
co
m
p
lis
h
;
th
u
s
,
lim
itin
g
th
e
r
elian
ce
o
n
Gen
AI
to
allev
iate
t
h
eir
an
x
iety
.
T
h
e
r
ef
o
r
e
,
b
ased
u
p
o
n
th
is
d
y
n
am
ic,
we
p
r
o
p
o
s
e
th
at
:
n
eu
r
o
ticis
m
will b
e
s
ig
n
if
ican
tly
ass
o
ciate
d
with
AI
o
v
e
r
-
r
elian
ce
(
H2
)
.
2
.
1
.
3
.
O
penn
ess
a
nd
t
ec
h
no
lo
g
ica
l e
x
perim
ent
a
t
io
n
Stu
d
en
ts
wh
o
ar
e
h
ig
h
in
o
p
e
n
n
ess
ex
h
ib
it
cu
r
io
s
ity
an
d
a
l
o
v
e
o
f
lear
n
in
g
[
2
7
]
.
T
h
ese
s
tu
d
en
ts
ar
e
also
h
ig
h
ly
m
o
tiv
ated
to
ex
p
er
im
en
t
with
n
ew
to
o
ls
an
d
tech
n
o
lo
g
ies
[
1
8
]
.
C
o
n
v
er
s
ely
,
s
tu
d
en
ts
wh
o
ar
e
lo
w
in
o
p
en
n
ess
ten
d
to
p
r
ef
er
a
well
-
k
n
o
wn
p
ath
a
n
d
will
r
ar
ely
en
g
ag
e
in
cr
ea
tiv
e
o
r
ab
s
t
r
ac
t
p
r
o
b
lem
-
s
o
lv
in
g
[
2
7
]
.
Gen
AI
r
e
p
r
esen
ts
a
p
o
w
er
f
u
l
tech
n
o
lo
g
ical
to
o
l
th
at
ca
n
s
er
v
e
as
a
cr
ea
tiv
e
p
ar
tn
e
r
to
s
tu
d
en
ts
,
alth
o
u
g
h
th
e
n
o
v
elty
a
n
d
p
o
wer
o
f
th
e
tech
n
o
lo
g
y
its
elf
attr
ac
t
s
tu
d
e
n
ts
wh
o
ar
e
h
i
g
h
i
n
o
p
en
n
ess
[
2
8
]
.
As
a
r
esu
lt
o
f
th
eir
cu
r
io
s
ity
-
d
r
iv
en
en
g
ag
e
m
en
t
with
th
e
tech
n
o
lo
g
y
,
s
tu
d
en
ts
wh
o
ar
e
h
ig
h
in
o
p
e
n
n
ess
m
ay
u
s
e
th
e
tech
n
o
lo
g
y
f
r
eq
u
e
n
tly
.
T
h
r
o
u
g
h
r
ep
ea
ted
ex
p
e
r
im
en
tatio
n
with
th
e
tech
n
o
lo
g
y
,
th
e
y
m
ay
d
ev
el
o
p
a
d
ep
en
d
e
n
cy
o
n
it
to
f
ac
ilit
ate
th
eir
s
tu
d
y
p
r
o
ce
s
s
es
[
2
6
]
.
T
h
er
ef
o
r
e,
b
ased
o
n
th
is
d
y
n
am
i
c,
we
p
r
o
p
o
s
e
th
at:
o
p
en
n
ess
will b
e
s
ig
n
if
ican
tly
ass
o
ciate
d
with
AI
o
v
er
-
r
elian
ce
(
H3
)
.
2
.
1
.
4
.
AI
o
v
er
-
re
lia
nce,
pro
c
ra
s
t
ina
t
io
n
,
a
nd
perf
o
rm
a
nc
e
W
h
en
s
tu
d
en
ts
u
s
e
Gen
AI
in
a
m
an
n
er
th
at
m
ak
es it a
h
ab
itu
al
p
ar
t o
f
th
eir
ac
ad
em
ic
p
r
o
ce
s
s
es,
th
ey
ar
e
en
g
ag
in
g
in
a
f
o
r
m
o
f
AI
o
v
er
-
r
elian
ce
[
3
]
,
[
2
9
]
.
I
n
g
e
n
er
al,
th
is
ty
p
e
o
f
AI
o
v
er
-
r
el
ian
ce
o
cc
u
r
s
wh
en
s
tu
d
en
ts
r
eg
u
lar
l
y
d
ep
en
d
o
n
th
e
tec
h
n
o
l
o
g
y
to
p
er
f
o
r
m
a
ca
d
em
ic
task
s
,
r
at
h
er
th
an
in
v
esti
n
g
m
ea
n
i
n
g
f
u
l
am
o
u
n
ts
o
f
c
o
g
n
itiv
e
e
n
er
g
y
i
n
d
o
in
g
s
o
[
2
9
]
.
Ad
d
itio
n
ally
,
AI
o
v
er
-
r
elian
ce
d
o
es
n
o
t
r
ef
l
ec
t
p
r
o
d
u
ctiv
e
u
s
es
o
f
AI
as
a
s
tu
d
y
to
o
l,
s
u
ch
as
g
en
er
atin
g
id
ea
s
,
ex
p
lo
r
in
g
d
i
f
f
er
en
t
p
er
s
p
ec
tiv
es,
an
d
r
ef
in
in
g
tex
t
p
r
ev
io
u
s
ly
au
th
o
r
ed
b
y
th
e
s
tu
d
e
n
t
[
3
0
]
.
I
n
s
tead
,
AI
o
v
e
r
-
r
elian
ce
r
ep
r
esen
ts
a
d
estru
ctiv
e
f
o
r
m
o
f
p
r
o
cr
asti
n
atio
n
,
d
ef
in
ed
as
d
elay
in
g
ac
ad
em
ic
wo
r
k
u
n
til
th
e
task
f
ee
ls
u
r
g
en
t
an
d
s
tr
ess
f
u
l
[
2
4
]
.
T
h
is
is
b
ec
au
s
e
AI
o
v
er
-
r
elian
ce
allo
ws
s
tu
d
en
ts
t
o
av
o
id
th
eir
ac
ad
e
m
ic
r
esp
o
n
s
ib
ilit
ies
with
o
u
t
f
ee
lin
g
an
y
im
m
ed
iate
co
n
s
eq
u
en
ce
,
an
d
th
u
s
,
th
e
tech
n
o
lo
g
y
r
ein
f
o
r
ce
s
th
e
s
tu
d
en
ts
’
p
r
o
c
r
asti
n
atio
n
[
3
1
]
.
Fin
ally
,
b
ec
au
s
e
o
v
er
-
r
elian
ce
o
n
AI
p
r
o
m
o
tes
p
r
o
c
r
asti
n
atio
n
,
it
also
n
eg
ativ
ely
im
p
ac
ts
ac
a
d
em
ic
p
er
f
o
r
m
an
ce
[
3
]
,
[
2
9
]
.
As
s
u
ch
,
we
an
ticip
ate
th
at:
th
er
e
will
b
e
a
p
o
s
itiv
e
r
elatio
n
s
h
ip
b
etwe
en
AI
o
v
er
-
r
elian
ce
an
d
ac
ad
em
ic
p
r
o
cr
asti
n
atio
n
(
H4
)
.
Similar
ly
,
s
in
ce
AI
o
v
er
-
r
elian
ce
h
in
d
er
s
s
tu
d
en
ts
’
ab
ilit
y
to
lear
n
an
d
d
ev
elo
p
th
e
k
n
o
wled
g
e,
s
k
ills
,
an
d
in
s
ig
h
ts
th
at
ar
e
r
eq
u
ir
ed
to
s
u
cc
ee
d
in
ass
ess
m
en
ts
an
d
r
ea
l
-
wo
r
ld
s
itu
atio
n
s
,
we
a
n
t
i
c
i
p
a
t
e
th
at:
th
er
e
will
b
e
a
n
eg
ativ
e
r
e
l
a
t
i
o
n
s
h
i
p
b
e
t
w
e
en
A
I
o
v
e
r
-
r
e
l
i
a
n
c
e
a
n
d
ac
ad
em
ic
p
er
f
o
r
m
an
ce
(
H
5
)
.
2
.
1
.
5
.
T
he
m
edia
t
ing
ro
le
o
f
pro
cr
a
s
t
ina
t
io
n
Pro
cr
asti
n
atio
n
is
ex
p
ec
ted
t
o
ac
t
as
a
m
ed
iato
r
b
etwe
en
th
e
v
ar
iab
les
o
f
AI
o
v
er
-
r
el
ian
ce
an
d
ac
ad
em
ic
p
er
f
o
r
m
an
ce
s
in
ce
wh
en
s
tu
d
en
ts
r
ely
to
o
h
ea
v
ily
o
n
an
AI
f
o
r
p
r
o
d
u
ci
n
g
th
e
an
s
wer
s
to
ac
ad
em
ic
wo
r
k
,
th
ey
b
e
g
in
to
f
ee
l
r
elian
t
u
p
o
n
it;
th
er
ef
o
r
e,
wh
e
n
s
tu
d
en
ts
p
er
ce
iv
e
th
at
a
ch
atb
o
t
is
av
ailab
le
to
ass
i
s
t
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
3
6
2
-
3
3
7
4
3366
with
th
eir
ac
ad
em
ic
q
u
esti
o
n
s
at
all
tim
es,
th
ey
a
r
e
lik
ely
to
d
ev
elo
p
a
s
en
s
e
o
f
s
ec
u
r
ity
th
at
m
ay
r
e
d
u
ce
th
eir
lik
elih
o
o
d
to
r
e
g
u
lar
ly
co
m
m
i
t
to
s
tu
d
y
in
g
an
d
in
c
r
ea
s
e
p
r
o
cr
asti
n
atio
n
[
3
2
]
.
C
o
n
s
eq
u
en
tly
,
p
r
o
cr
asti
n
atio
n
h
ar
m
s
ac
ad
em
ic
p
er
f
o
r
m
an
ce
,
as
last
-
m
in
u
te
co
m
p
letio
n
o
f
ac
ad
em
ic
task
s
o
f
ten
r
esu
lts
in
h
asty
wo
r
k
,
in
cr
ea
s
ed
s
tr
ess
lev
els,
an
d
f
ewe
r
o
p
p
o
r
t
u
n
ities
f
o
r
r
ev
is
io
n
an
d
r
ef
lectio
n
[
3
3
]
.
T
h
er
e
f
o
r
e,
b
ased
o
n
th
e
th
eo
r
y
o
f
tem
p
o
r
al
m
o
tiv
atio
n
,
p
r
o
cr
asti
n
atio
n
is
p
r
o
p
o
s
ed
to
b
e
a
m
ed
iato
r
o
f
t
h
e
r
elati
o
n
s
h
ip
b
etwe
en
AI
o
v
er
-
r
elian
ce
an
d
ac
ad
em
ic
p
er
f
o
r
m
a
n
ce
b
ec
a
u
s
e
th
e
av
ail
ab
ilit
y
o
f
r
ewa
r
d
s
im
m
ed
iatel
y
af
ter
c
o
m
p
letin
g
ac
ad
em
ic
wo
r
k
in
cr
ea
s
es
th
e
d
is
tan
ce
b
etwe
en
s
tu
d
en
ts
'
in
ten
tio
n
s
an
d
th
e
ac
tio
n
s
tak
en
to
co
m
p
let
e
ac
ad
em
ic
task
s
,
an
d
th
is
d
is
ta
n
ce
is
wid
en
ed
ev
e
n
f
u
r
th
er
b
y
th
e
im
m
ed
iacy
o
f
th
e
r
ewa
r
d
s
o
f
f
er
e
d
b
y
Ge
n
AI
[
3
4
]
.
T
h
e
r
ef
o
r
e
,
we
p
r
o
p
o
s
e
th
at:
p
r
o
cr
asti
n
atio
n
will
m
ed
i
ate
th
e
r
elatio
n
s
h
ip
b
etwe
en
AI
o
v
e
r
-
r
elian
ce
an
d
ac
ad
em
ic
p
er
f
o
r
m
an
ce
(
H6
)
.
3.
M
E
T
H
O
D
As
s
ee
n
in
Fig
u
r
e
1
,
o
u
r
r
e
s
ea
r
ch
m
o
d
el
s
u
g
g
ests
a
ca
u
s
al
ca
s
ca
d
e,
ass
u
m
in
g
th
at
in
d
iv
id
u
al
d
is
p
o
s
itio
n
lead
s
to
an
in
cr
ea
s
e
in
th
e
am
o
u
n
t
o
f
r
elia
n
ce
o
n
tec
h
n
o
lo
g
y
f
o
r
co
m
p
letin
g
e
d
u
ca
tio
n
al
ass
ig
n
m
en
ts
.
Sp
ec
if
ically
,
th
r
ee
p
er
s
o
n
ality
tr
aits
(
i.e
.
,
co
n
s
cien
tio
u
s
n
ess
,
n
eu
r
o
ticis
m
,
an
d
o
p
en
n
ess
)
ar
e
p
r
o
p
o
s
ed
to
b
e
th
e
m
o
s
t
i
n
f
lu
en
tial
o
n
a
s
tu
d
en
t’
s
lik
elih
o
o
d
to
u
tili
s
e
Gen
AI
f
o
r
ed
u
ca
ti
o
n
al
p
u
r
p
o
s
es.
T
h
is
u
s
ag
e
o
f
Gen
AI
is
f
u
r
t
h
er
th
e
o
r
is
ed
to
in
cr
ea
s
e
th
e
lik
elih
o
o
d
o
f
ac
a
d
em
ic
p
r
o
cr
asti
n
atio
n
,
as
s
tu
d
en
ts
m
ay
p
u
t
o
f
f
s
tar
tin
g
an
ass
ig
n
m
en
t
k
n
o
win
g
th
at
th
ey
ca
n
g
et
in
s
tan
t
h
elp
f
r
o
m
AI
,
an
d
th
e
r
ef
o
r
e
h
av
e
less
tim
e
f
o
r
t
h
e
co
m
p
letio
n
o
f
o
th
er
i
m
p
o
r
tan
t
asp
ec
ts
o
f
an
ass
ig
n
m
en
t
(
e.
g
.
,
p
r
ep
a
r
atio
n
,
r
ef
lec
tio
n
,
an
d
r
e
v
is
io
n
)
.
Fu
r
th
er
m
o
r
e
,
th
e
m
o
d
el
th
e
o
r
is
es
a
d
ir
ec
t
n
eg
ativ
e
r
ela
tio
n
s
h
ip
b
etwe
en
ex
ce
s
s
iv
e
u
s
e
o
f
Gen
AI
a
n
d
ac
ad
em
ic
p
er
f
o
r
m
an
ce
; h
o
wev
er
,
th
is
r
elatio
n
s
h
ip
is
m
ed
iate
d
b
y
p
r
o
cr
asti
n
atio
n
.
No
te:
Co
n
s
—
c
o
n
sc
ien
ti
o
u
s
n
e
ss
;
Ne
u
ro
—
n
e
u
r
o
ti
c
ism
Op
e
n
—
o
p
e
n
n
e
ss
;
AIO
—
AI o
v
e
r
-
re
li
a
n
c
e
P
ro
c
—
a
c
a
d
e
m
ic p
ro
c
ra
stin
a
ti
o
n
P
e
rfr
—
a
c
a
d
e
m
ic p
e
rfo
rm
a
n
c
e
Fig
u
r
e
1
.
M
o
d
el
f
r
am
ewo
r
k
3
.
1
.
Sa
m
ple a
nd
m
ea
s
urem
e
nt
ins
t
rum
ent
s
A
to
tal
o
f
2
0
0
u
n
d
er
g
r
ad
u
ate
s
tu
d
en
ts
en
r
o
lled
in
eith
er
a
C
o
m
p
u
ter
Scien
ce
o
r
an
I
n
ter
n
atio
n
al
Fin
an
ce
p
r
o
g
r
am
p
ar
ticip
ated
in
th
is
r
esear
ch
v
ia
p
u
r
p
o
s
iv
e
s
am
p
lin
g
.
T
h
ese
s
p
ec
if
ic
m
aj
o
r
s
wer
e
s
elec
ted
as
th
ey
r
ep
r
esen
t
‘
ea
r
ly
ad
o
p
ter
s
’
wh
o
f
r
e
q
u
en
tly
in
te
g
r
ate
Ge
n
AI
in
to
tech
n
ical
ass
ig
n
m
en
ts
.
Data
co
llectio
n
o
cc
u
r
r
e
d
s
o
lely
in
th
e
class
r
o
o
m
to
m
i
n
im
ize
d
is
tr
ac
tio
n
s
an
d
was
co
n
d
u
cted
o
v
er
a
f
o
u
r
-
wee
k
p
er
io
d
in
Octo
b
er
2
0
2
5
.
Par
ticip
atio
n
w
as st
r
ictly
v
o
lu
n
tar
y
a
n
d
an
o
n
y
m
o
u
s
to
p
r
o
m
o
te
h
o
n
est r
esp
o
n
s
es.
T
h
e
m
ea
s
u
r
em
en
t
to
o
ls
u
s
e
d
f
o
r
th
is
r
esear
ch
wer
e
d
e
v
elo
p
ed
u
s
in
g
ex
is
tin
g
a
n
d
p
r
ev
io
u
s
ly
v
alid
ated
s
ca
les.
Per
s
o
n
ality
tr
aits
wer
e
ev
alu
ated
u
s
in
g
t
h
e
th
r
ee
b
ig
f
iv
e
in
v
e
n
to
r
y
(
B
FI
)
d
im
en
s
io
n
s
o
f
co
n
s
cien
tio
u
s
n
ess
(9
-
item
s
)
,
n
eu
r
o
ticis
m
(8
-
item
s
)
,
an
d
o
p
en
n
ess
to
ex
p
er
ien
ce
(
1
0
-
item
s
)
[
1
0
]
.
T
h
e
item
s
ass
es
s
in
g
Gen
AI
o
v
e
r
-
r
elian
ce
wer
e
ad
a
p
ted
f
r
o
m
p
r
o
b
lem
-
b
ased
m
ea
s
u
r
es
d
esig
n
e
d
to
e
v
alu
ate
th
e
d
ev
elo
p
m
e
n
t
o
f
d
ep
en
d
en
ce
,
as
well
as
h
ab
itu
ally
r
ely
in
g
o
n
Gen
AI
[
3
5
]
.
Aca
d
em
ic
p
r
o
cr
asti
n
atio
n
was
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
P
r
o
cra
s
tin
a
tio
n
tr
a
p
:
h
o
w
p
er
s
o
n
a
lity tra
its
fu
el
g
en
era
tive
a
r
tifi
cia
l
…
(
Mo
h
a
ma
d
R
iz
a
l
A
b
d
u
l H
a
mid
)
3367
ev
alu
ated
u
s
in
g
item
s
g
en
er
ated
f
r
o
m
s
em
in
al
r
esear
ch
s
tu
d
ies
o
n
th
e
in
ten
tio
n
to
d
elay
th
e
co
m
p
letio
n
o
f
ac
ad
em
ic
wo
r
k
[
3
2
]
,
[
3
6
]
.
A
ca
d
em
ic
p
er
f
o
r
m
an
ce
was
als
o
ev
alu
ated
th
r
o
u
g
h
s
elf
-
r
e
p
o
r
t
m
ea
s
u
r
es
wh
er
e
p
ar
ticip
an
ts
wer
e
ask
e
d
to
r
ate
h
o
w
s
atis
f
ied
t
h
ey
wer
e
with
th
eir
cu
r
r
en
t
g
r
ad
es
[
3
7
]
.
E
ac
h
item
was
m
ea
s
u
r
ed
u
s
in
g
a
5
-
p
o
in
t L
ik
e
r
t scale
,
r
an
g
in
g
f
r
o
m
1
(
s
tr
o
n
g
ly
d
is
ag
r
ee
)
t
o
5
(
s
tr
o
n
g
ly
ag
r
ee
).
T
h
e
s
u
r
v
e
y
in
s
tr
u
m
en
t
u
n
d
er
wen
t
a
two
-
s
tag
e
v
alid
atio
n
p
r
o
ce
s
s
b
ef
o
r
e
f
u
ll
d
e
p
lo
y
m
en
t.
First,
co
n
ten
t
v
alid
ity
was
estab
lis
h
ed
th
r
o
u
g
h
an
ex
p
er
t
r
e
v
iew
p
an
el
o
f
th
r
ee
s
en
io
r
ac
a
d
em
ici
an
s
s
p
ec
ializin
g
in
ed
u
ca
tio
n
al
p
s
y
c
h
o
lo
g
y
.
Seco
n
d
,
a
p
ilo
t
s
tu
d
y
with
3
0
s
tu
d
en
ts
was
co
n
d
u
cted
to
e
n
s
u
r
e
s
em
an
tic
clar
ity
,
r
esu
ltin
g
in
m
in
o
r
p
h
r
asin
g
ad
ju
s
tm
en
ts
to
th
e
p
er
s
o
n
ality
ite
m
s
to
b
etter
s
u
it th
e
r
eg
i
o
n
al
s
tu
d
en
t c
o
n
tex
t.
4.
RE
SU
L
T
S
Sm
ar
tPLS
4
was
u
tili
s
ed
to
ap
p
ly
PLS
-
SEM
to
ass
ess
th
e
th
eo
r
etica
l
m
o
d
el
v
ia
a
two
-
s
tag
e
p
r
o
ce
d
u
r
e:
f
ir
s
t
ev
alu
atin
g
th
e
r
eliab
ilit
y
an
d
v
alid
it
y
o
f
e
ac
h
laten
t
v
ar
iab
le
(
m
ea
s
u
r
e
m
en
t
m
o
d
el)
b
ef
o
r
e
ex
am
in
in
g
th
e
h
y
p
o
th
esized
r
elatio
n
s
h
ip
s
(
s
tr
u
ctu
r
al
m
o
d
el)
.
PLS
-
SEM
wa
s
s
elec
ted
b
ec
au
s
e
it
i
s
o
p
tim
ized
f
o
r
p
r
e
d
ictiv
e
r
esear
ch
an
d
h
a
n
d
les
n
o
n
-
n
o
r
m
al
d
ata
d
is
tr
ib
u
tio
n
s
r
o
b
u
s
tly
[
3
8
]
.
Prio
r
to
an
aly
s
is
,
s
tati
s
tical
ass
u
m
p
tio
n
s
wer
e
v
er
if
ied
;
m
u
ltico
llin
ea
r
ity
was
ass
es
s
ed
u
s
in
g
v
ar
ian
ce
in
f
latio
n
f
ac
t
o
r
(
VI
F)
v
alu
es,
all
o
f
wh
ich
wer
e
b
elo
w
th
e
5
.
0
t
h
r
esh
o
ld
.
Fin
ally
,
b
ias
-
co
r
r
e
cted
an
d
ac
ce
ler
ate
d
b
o
o
ts
tr
ap
p
in
g
with
5
,
0
0
0
r
esam
p
les wa
s
u
s
ed
to
estab
lis
h
th
e
s
ig
n
if
ican
ce
o
f
th
e
p
ath
c
o
ef
f
icien
ts
.
4
.
1
.
M
o
del a
s
s
ess
m
ent
T
h
e
m
ea
s
u
r
em
e
n
t
m
o
d
el
was
f
ir
s
t
ass
ess
ed
as
to
wh
eth
er
ea
ch
in
d
icato
r
f
o
r
ea
ch
laten
t
v
ar
iab
le
s
u
f
f
icien
tly
ca
p
tu
r
ed
th
e
r
esp
ec
tiv
e
th
eo
r
etica
l
co
n
s
tr
u
ct
it
was
in
ten
d
ed
to
r
ep
r
esen
t.
T
h
e
r
esu
lts
f
o
u
n
d
in
T
ab
le
1
in
d
icate
th
at
all
in
d
icato
r
s
f
o
r
all
laten
t
v
ar
iab
les
wer
e
r
ep
r
esen
tativ
e
o
f
th
eir
r
esp
ec
tiv
e
th
eo
r
etica
l
co
n
s
tr
u
cts.
I
n
ad
d
itio
n
,
ea
c
h
o
f
th
e
laten
t
v
a
r
iab
les
d
em
o
n
s
tr
ated
a
h
ig
h
lev
el
o
f
in
ter
n
al
co
n
s
is
ten
cy
.
C
o
m
p
o
s
ite
r
eliab
ilit
y
(
C
R
)
f
o
r
all
o
f
th
e
laten
t
v
ar
iab
l
es
wer
e
ab
o
v
e
th
e
0
.
7
0
th
r
esh
o
ld
[
3
8
]
,
[
3
9
]
.
Ad
d
itio
n
ally
,
C
r
o
n
b
ac
h
'
s
alp
h
a
f
o
r
all
o
f
th
e
laten
t
v
a
r
iab
le
s
r
an
g
ed
f
r
o
m
0
.
6
4
to
0
.
9
3
w
h
ich
ar
e
with
in
th
e
r
an
g
e
o
f
ac
ce
p
tab
ilit
y
f
o
r
ex
p
lo
r
ato
r
y
r
esear
ch
in
th
e
s
o
cial
s
cien
ce
s
[
3
9
]
.
Fin
ally
,
av
e
r
ag
e
v
ar
ian
ce
ex
tr
ac
te
d
(
AVE
)
s
co
r
es
f
o
r
all
o
f
th
e
laten
t
v
ar
iab
les
ex
ce
ed
ed
th
e
0
.
5
0
th
r
esh
o
ld
th
at
h
as
b
ee
n
estab
lis
h
ed
as
a
m
in
im
u
m
th
r
esh
o
ld
f
o
r
th
e
d
e
m
o
n
s
tr
atio
n
o
f
co
n
v
er
g
e
n
t v
al
id
ity
[
3
8
]
.
T
ab
le
1
.
Mo
d
el
ass
ess
m
en
t
C
o
n
st
r
u
c
t
C
r
o
n
b
a
c
h
's α
CR
AVE
C
o
n
sc
i
e
n
t
i
o
u
s
n
e
ss
0
.
9
2
5
0
.
9
3
8
0
.
6
2
8
N
e
u
r
o
t
i
c
i
sm
0
.
9
1
8
0
.
9
3
3
0
.
6
3
8
O
p
e
n
n
e
ss
0
.
9
3
7
0
.
9
4
7
0
.
6
4
2
A
I
o
v
e
r
-
r
e
l
i
a
n
c
e
0
.
7
6
5
0
.
8
5
1
0
.
5
9
0
P
r
o
c
r
a
s
t
i
n
a
t
i
o
n
0
.
6
4
0
0
.
8
1
1
0
.
5
8
9
P
e
r
f
o
r
ma
n
c
e
0
.
6
5
2
0
.
8
1
3
0
.
5
9
2
Dis
cr
im
in
an
t
v
alid
ity
was
a
s
s
ess
ed
u
s
in
g
th
e
Fo
r
n
ell
-
L
ar
ck
er
cr
iter
io
n
as
s
h
o
wn
in
T
ab
le
2
.
T
h
is
cr
iter
io
n
r
eq
u
i
r
es
th
at
th
e
s
q
u
ar
e
r
o
o
t
o
f
th
e
AVE
f
o
r
ea
ch
la
ten
t
v
ar
iab
le
ex
ce
ed
s
its
h
ig
h
est
co
r
r
elatio
n
with
an
y
o
th
e
r
laten
t
v
a
r
iab
le
[
4
0
]
.
T
h
is
en
s
u
r
es
th
at
a
co
n
s
tr
u
ct
s
h
ar
es
m
o
r
e
v
ar
ian
ce
with
its
o
wn
in
d
icato
r
s
th
an
it d
o
es with
an
y
o
t
h
er
co
n
s
tr
u
ct
in
th
e
m
o
d
el
[
3
8
]
.
T
ab
le
2
.
Dis
cr
im
in
an
t v
ali
d
ity
C
o
n
st
r
u
c
t
A
I
O
C
O
N
N
EU
O
P
E
P
ER
F
P
R
O
C
A
I
o
v
e
r
-
r
e
l
i
a
n
c
e
(
A
I
O
)
0
.
7
6
8
C
o
n
sc
i
e
n
t
i
o
u
s
n
e
ss
(
C
O
N
)
-
0
.
4
7
3
0
.
7
9
2
N
e
u
r
o
t
i
c
i
sm
(
N
EU
)
0
.
3
5
0
0
.
0
9
6
0
.
7
9
9
O
p
e
n
n
e
ss (O
P
E)
0
.
5
3
1
-
0
.
1
4
4
-
0
.
0
1
9
0
.
8
0
1
P
e
r
f
o
r
ma
n
c
e
(
P
ER
F
)
-
0
.
5
0
8
0
.
2
1
1
-
0
.
1
5
5
-
0
.
4
1
0
0
.
7
6
9
P
r
o
c
r
a
s
t
i
n
a
t
i
o
n
(
P
R
O
C
)
0
.
4
8
4
-
0
.
3
1
4
0
.
0
7
8
0
.
3
7
6
-
0
.
3
3
6
0
.
7
6
7
T
h
e
s
tr
u
ctu
r
al
m
o
d
el'
s
g
o
o
d
n
ess
-
of
-
f
it
was
ass
ess
ed
th
r
o
u
g
h
m
o
d
el
f
it
i
n
d
ices
p
r
io
r
t
o
p
er
f
o
r
m
in
g
p
ath
an
aly
s
is
u
s
in
g
th
e
d
ata
p
r
esen
ted
in
T
ab
le
3
.
A
g
o
o
d
m
o
d
el
f
it
is
d
em
o
n
s
tr
ated
b
y
th
e
SR
MR
o
f
.
0
7
2
wh
ich
is
well
b
elo
w
th
e
s
u
g
g
ested
th
r
esh
o
ld
o
f
<
0
.
0
8
.
Fu
r
th
er
ev
id
en
ce
s
u
p
p
o
r
tin
g
th
e
m
o
d
els'
ac
ce
p
tab
ilit
y
is
p
r
o
v
id
ed
b
y
th
e
NFI
=
0
.
9
1
0
wh
ich
s
u
r
p
ass
es
th
e
b
en
c
h
m
a
r
k
v
alu
e
o
f
>
0
.
9
0
.
As
well,
th
e
m
o
d
el
e
x
p
lain
s
a
s
ig
n
if
ican
t
p
o
r
tio
n
o
f
th
e
v
ar
i
an
ce
ass
o
ciate
d
with
th
e
p
r
i
m
ar
y
en
d
o
g
e
n
o
u
s
c
o
n
s
tr
u
ct,
Gen
AI
o
v
er
-
r
elian
ce
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
3
6
2
-
3
3
7
4
3368
with
an
R²
=
0
.
6
0
1
,
a
n
d
p
r
o
v
id
es
s
tr
o
n
g
e
v
id
en
ce
o
f
p
r
e
d
ictiv
e
r
elev
a
n
ce
(
Q²
=
0
.
3
1
2
)
.
T
h
e
s
e
m
o
d
el
f
it
in
d
ices
co
llectiv
ely
d
em
o
n
s
tr
ate
th
at
t
h
e
s
tr
u
ctu
r
al
m
o
d
el
h
as
b
ee
n
estab
lis
h
ed
with
s
tati
s
tical
v
al
id
ity
an
d
th
er
ef
o
r
e
will ser
v
e
as a
b
asis
f
o
r
test
in
g
th
e
p
r
o
p
o
s
ed
r
elatio
n
s
h
ip
s
.
T
ab
le
3
.
Mo
d
el
f
it
F
i
t
i
n
d
e
x
R
e
s
u
l
t
R
e
c
o
mm
e
n
d
e
d
t
h
r
e
sh
o
l
d
S
t
a
n
d
a
r
d
i
z
e
d
r
o
o
t
m
e
a
n
s
q
u
a
r
e
d
r
e
s
i
d
u
a
l
(
S
R
M
R
)
0
.
0
7
2
<
0
.
0
8
N
o
r
me
d
f
i
t
i
n
d
e
x
(
N
F
I
)
0
.
9
1
0
>
0
.
9
0
R²
(
A
I
o
v
e
r
-
r
e
l
i
a
n
c
e
)
0
.
6
0
1
>
0
.
2
6
Q²
(
p
r
e
d
i
c
t
i
v
e
r
e
l
e
v
a
n
c
e
)
0
.
3
1
2
>0
4.
2
.
H
y
po
t
hes
es
t
esting
T
o
en
h
an
ce
th
e
cla
r
ity
a
n
d
tr
a
n
s
p
ar
en
cy
o
f
th
e
r
esu
lts
,
d
escr
ip
tiv
e
s
tatis
tics
an
d
ef
f
ec
t
s
izes
(
f²)
wer
e
ca
lcu
lated
f
o
r
all
k
e
y
co
n
s
tr
u
cts.
T
h
e
f²
v
al
u
es
d
em
o
n
s
tr
ate
th
e
s
u
b
s
tan
tiv
e
im
p
ac
t
o
f
th
e
p
r
ed
icto
r
s
o
n
th
e
en
d
o
g
e
n
o
u
s
v
ar
iab
les.
As
s
h
o
wn
in
T
ab
le
4
,
Gen
AI
o
v
e
r
-
r
elian
ce
e
x
h
ib
its
a
lar
g
e
ef
f
e
ct
s
ize
(
f²
=0
.
4
3
)
in
r
elatio
n
to
ac
a
d
em
ic
p
r
o
cr
asti
n
atio
n
,
wh
ile
ac
a
d
em
ic
p
r
o
cr
a
s
tin
atio
n
s
h
o
ws
a
m
ed
iu
m
e
f
f
ec
t
s
ize
(
f²
=0
.
1
5
)
in
r
elatio
n
to
p
er
f
o
r
m
an
ce
.
I
n
co
n
tr
ast,
th
e
p
e
r
s
o
n
ality
tr
ait
s
o
f
n
eu
r
o
ticis
m
an
d
o
p
en
n
e
s
s
s
h
o
w
s
m
all
-
to
-
m
ed
iu
m
ef
f
ec
t
s
izes,
in
d
icatin
g
th
at
wh
ile
th
ey
ar
e
s
ig
n
if
i
ca
n
t
p
r
ed
icto
r
s
o
f
Gen
AI
o
v
e
r
-
r
elian
ce
,
th
e
m
o
s
t
s
u
b
s
tan
tial d
r
iv
er
with
in
th
e
s
t
r
u
ctu
r
al
m
o
d
el
is
th
e
s
tu
d
en
ts
'
lev
el
o
f
d
e
p
en
d
e
n
cy
o
n
th
e
tec
h
n
o
lo
g
y
its
elf
.
T
ab
le
4
.
Descr
ip
tiv
e
s
tatis
tics
an
d
ef
f
ec
t sizes
P
a
t
h
M
e
a
n
SD
f
2
(
e
f
f
e
c
t
si
z
e
)
C
o
n
sc
i
e
n
t
i
o
u
s
n
e
ss
3
.
4
9
0
.
7
4
0
.
0
2
N
e
u
r
o
t
i
c
i
sm
3
.
7
5
0
.
7
4
0
.
1
2
O
p
e
n
n
e
ss
3
.
5
9
0
.
7
6
0
.
1
0
A
I
o
v
e
r
-
r
e
l
i
a
n
c
e
3
.
7
2
0
.
6
6
0
.
4
3
A
c
a
d
e
mi
c
p
r
o
c
r
a
st
i
n
a
t
i
o
n
3
.
3
6
0
.
6
3
0
.
1
5
A
c
a
d
e
mi
c
p
e
r
f
o
r
m
a
n
c
e
2
.
9
5
0
.
6
5
-
Fo
llo
win
g
th
e
ev
al
u
atio
n
o
f
t
h
e
m
ea
s
u
r
em
e
n
t
m
o
d
el,
th
e
n
ex
t
s
tep
was
to
ev
al
u
ate
th
e
s
tr
u
ctu
r
al
m
o
d
el.
T
h
e
s
tr
u
ctu
r
al
m
o
d
el
was
ev
alu
ated
u
s
in
g
a
b
o
o
ts
tr
ap
p
in
g
p
r
o
ce
d
u
r
e
with
5
,
0
0
0
r
esam
p
les
[
3
8
]
to
ass
es
s
th
e
s
ig
n
if
ican
ce
o
f
th
e
h
y
p
o
th
esized
p
ath
co
ef
f
icien
ts
.
T
h
e
th
eo
r
etica
l
m
o
d
el
d
ev
elo
p
ed
in
th
e
s
tu
d
y
ex
p
lain
ed
a
s
u
b
s
tan
tial
am
o
u
n
t
o
f
th
e
v
ar
ian
ce
in
AI
o
v
er
-
r
elian
ce
(
R²
=0
.
6
0
1
)
,
p
r
o
cr
ast
in
atio
n
(
R²
=0
.
2
6
6
)
,
an
d
ac
a
d
em
ic
p
e
r
f
o
r
m
an
ce
(
R²
=0
.
2
9
5
)
.
As
p
r
esen
ted
in
T
a
b
le
5
,
t
h
e
r
esu
lts
o
f
th
e
p
ath
an
aly
s
is
s
u
p
p
o
r
ted
all
f
iv
e
d
ir
ec
t
h
y
p
o
th
eses
(
H1
–
H5
)
as
s
tatis
t
ically
s
ig
n
if
ican
t.
T
h
e
r
esu
lts
o
f
th
e
p
ath
an
aly
s
is
in
d
icate
d
th
at
p
er
s
o
n
ality
tr
aits
o
f
co
n
s
cien
tio
u
s
n
ess
,
n
eu
r
o
ticis
m
,
an
d
o
p
en
n
ess
h
ad
a
s
tatis
tical
ly
s
i
g
n
if
ican
t
p
r
e
d
ictiv
e
r
elatio
n
s
h
ip
with
AI
o
v
er
-
r
e
lian
ce
,
wh
ich
was
also
p
o
s
i
tiv
ely
r
elate
d
to
ac
a
d
em
ic
p
r
o
cr
asti
n
atio
n
an
d
n
eg
ativ
ely
r
elate
d
to
ac
ad
em
ic
p
er
f
o
r
m
an
ce
,
as
s
ee
n
in
Fig
u
r
e
2.
T
ab
le
5
.
Path
an
al
y
s
is
P
a
t
h
β
t
-
st
a
t
i
s
t
i
c
p
-
v
a
l
u
e
H
1
C
o
n
sc
i
e
n
t
i
o
u
s
n
e
ss
--
>
A
I
o
v
e
r
-
r
e
l
i
a
n
c
e
-
0
.
4
4
4
7
.
2
1
5
0
.
0
0
0
*
*
*
H
2
N
e
u
r
o
t
i
c
i
sm
--
>
A
I
o
v
e
r
-
r
e
l
i
a
n
c
e
0
.
4
0
2
6
.
8
4
0
0
.
0
0
0
*
*
*
H
3
O
p
e
n
n
e
ss
--
>
A
I
o
v
e
r
-
r
e
l
i
a
n
c
e
0
.
4
7
3
7
.
5
1
2
0
.
0
0
0
*
*
*
H
4
A
I
o
v
e
r
-
r
e
l
i
a
n
c
e
--
>
p
r
o
c
r
a
st
i
n
a
t
i
o
n
0
.
3
1
9
4
.
1
0
2
0
.
0
0
0
*
*
*
H
5
A
I
o
v
e
r
-
r
e
l
i
a
n
c
e
--
>
p
e
r
f
o
r
ma
n
c
e
-
0
.
3
6
8
5
.
2
3
4
0
.
0
0
0
*
*
*
N
o
t
e
:
*
*
*
p
<
0
.
0
0
1
4
.
3
.
M
edia
t
io
n a
na
ly
s
is
T
h
e
r
esu
lts
o
f
th
e
m
ed
iatio
n
an
aly
s
is
,
co
n
d
u
cted
u
s
in
g
a
b
o
o
ts
tr
ap
p
in
g
m
eth
o
d
,
ar
e
p
r
esen
ted
in
T
ab
le
6
.
T
h
is
an
aly
s
is
f
o
u
n
d
th
at
ac
a
d
em
ic
p
r
o
cr
asti
n
ati
o
n
h
ad
a
s
tatis
tically
s
ig
n
if
ican
t
in
d
ir
ec
t
ef
f
ec
t
(
β
=
-
0
.
0
5
7
,
p
=
0
.
0
4
4
).
T
h
e
9
5
%
co
n
f
id
en
ce
in
ter
v
als
f
o
r
t
h
e
in
d
ir
ec
t
e
f
f
ec
t
d
i
d
n
o
t
in
clu
d
e
ze
r
o
a
n
d
t
h
er
ef
o
r
e
m
et
th
e
s
tatis
tical
r
eq
u
ir
em
en
ts
f
o
r
m
ed
iatio
n
.
T
h
u
s
,
we
c
an
co
n
clu
d
e
th
at
ac
a
d
em
ic
p
r
o
cr
asti
n
atio
n
is
an
in
ter
m
ed
iate
v
ar
iab
le;
th
er
e
f
o
r
e,
at
least
p
ar
t
o
f
th
e
im
p
ac
t
o
f
AI
o
v
er
-
r
elian
ce
o
n
ac
a
d
em
ic
p
er
f
o
r
m
an
ce
o
cc
u
r
s
d
u
e
t
o
in
cr
ea
s
es in
p
r
o
cr
asti
n
atio
n
,
th
er
eb
y
s
u
p
p
o
r
tin
g
H6
.
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
P
r
o
cra
s
tin
a
tio
n
tr
a
p
:
h
o
w
p
er
s
o
n
a
lity tra
its
fu
el
g
en
era
tive
a
r
tifi
cia
l
…
(
Mo
h
a
ma
d
R
iz
a
l
A
b
d
u
l H
a
mid
)
3369
Fig
u
r
e
2
.
Stru
ctu
r
al
m
o
d
el
T
ab
le
6
.
Me
d
iatin
g
test
P
a
t
h
I
n
d
i
r
e
c
t
β
t
-
st
a
t
i
s
t
i
c
p
-
v
a
l
u
e
A
I
o
v
e
r
-
r
e
l
i
a
n
c
e
→
p
r
o
c
r
a
s
t
i
n
a
t
i
o
n
→
p
e
r
f
o
r
ma
n
c
e
-
0
.
0
5
7
1
.
7
1
3
0
.
0
4
4
*
N
o
t
e
:
*
p
<
0
.
0
5
(
o
n
e
-
t
a
i
l
e
d
)
.
5.
DIS
CU
SS
I
O
N
T
h
e
p
r
im
ar
y
s
cien
tific
is
s
u
e
b
ein
g
s
tu
d
ied
b
y
th
is
r
esear
ch
is
th
e
d
eg
r
ee
to
wh
ic
h
in
ter
n
al
p
s
y
ch
o
lo
g
ical
v
ar
iab
les
(
i.e
.
,
p
er
s
o
n
ality
)
in
f
lu
en
ce
b
o
th
th
e
ex
ten
t
to
w
h
ich
s
tu
d
en
ts
r
el
y
o
n
Gen
AI
an
d
h
o
w
AI
in
f
lu
en
ce
s
s
tu
d
en
ts
'
ac
ad
em
ic
p
er
f
o
r
m
an
ce
.
T
h
e
s
tu
d
y
u
s
es
em
p
ir
ical
ev
id
en
ce
,
g
en
er
ated
th
r
o
u
g
h
a
PLS
-
SEM
an
aly
s
is
o
f
2
0
0
u
n
d
er
g
r
ad
u
ate
s
tu
d
en
ts
.
T
h
e
u
s
e
o
f
em
p
ir
ical
ev
i
d
en
ce
an
d
th
e
f
o
c
u
s
o
n
th
e
p
s
y
ch
o
lo
g
ical
c
h
ar
ac
ter
is
tics
o
f
th
e
s
tu
d
e
n
ts
is
a
m
ajo
r
d
ep
ar
tu
r
e
f
r
o
m
m
o
s
t
p
r
io
r
s
tu
d
ies
th
at
h
av
e
f
o
cu
s
ed
m
o
s
tly
o
n
in
s
titu
tio
n
al
p
o
licies.
T
h
e
f
in
d
i
n
g
s
s
u
g
g
est
th
at
p
er
s
o
n
ality
tr
aits
ar
e
k
e
y
d
eter
m
in
an
ts
o
f
Gen
AI
o
v
er
-
r
elian
ce
r
ath
er
th
an
m
er
e
co
r
r
elate
s
.
Sp
ec
if
ically
,
t
h
e
n
e
g
ativ
e
r
elatio
n
s
h
ip
b
etwe
en
co
n
s
cien
tio
u
s
n
ess
an
d
o
v
e
r
-
r
elian
ce
in
d
icate
s
th
at
d
is
cip
lin
ed
s
tu
d
en
ts
m
ain
tain
s
tr
u
ctu
r
ed
r
o
u
tin
es
th
at
p
r
io
r
itize
lo
n
g
-
ter
m
m
aster
y
o
v
er
tech
n
o
lo
g
ical
s
h
o
r
tcu
ts
[
2
2
]
.
I
n
c
o
n
tr
ast,
th
o
s
e
with
h
ig
h
er
le
v
els
o
f
n
e
u
r
o
ticis
m
ten
d
to
u
tili
ze
Gen
A
I
as
a
'
d
ig
ital
s
af
e
s
p
ac
e'
to
m
itig
ate
p
er
f
o
r
m
an
ce
-
b
ased
an
x
iety
[
8
]
.
Fu
r
th
er
m
o
r
e,
t
h
e
p
o
s
itiv
e
lin
k
b
etw
ee
n
o
p
en
n
ess
an
d
Gen
AI
o
v
e
r
-
r
elian
ce
s
u
g
g
ests
th
at
cu
r
io
u
s
s
tu
d
e
n
ts
m
ay
in
itially
ex
p
lo
r
e
th
ese
to
o
ls
f
o
r
th
eir
c
o
n
v
e
n
ien
ce
,
wh
ich
ca
n
in
a
d
v
er
ten
tly
lead
to
a
g
r
ad
u
al
e
r
o
s
io
n
o
f
ac
a
d
em
ic
in
teg
r
ity
[
1
8
]
.
C
r
u
cial
ly
,
th
e
s
ig
n
if
ican
t
m
ed
iatio
n
ef
f
ec
t c
o
n
f
ir
m
s
th
e
p
r
esen
ce
o
f
a
‘
c
o
m
p
eten
ce
illu
s
io
n
’
[
6
]
; a
s
s
tu
d
en
ts
m
is
tak
e
th
e
m
ac
h
in
e’
s
f
lu
id
o
u
tp
u
t
f
o
r
th
eir
o
w
n
m
aster
y
,
th
ey
tr
ig
g
er
a
c
y
cle
o
f
co
g
n
iti
v
e
d
eter
io
r
atio
n
an
d
p
r
o
cr
asti
n
atio
n
.
Pro
f
o
u
n
d
ly
,
th
is
‘
p
r
o
cr
asti
n
atio
n
tr
ap
’
r
ep
r
esen
ts
a
d
ir
ec
t
p
s
y
ch
o
l
o
g
ical
co
n
s
eq
u
en
ce
o
f
o
u
ts
o
u
r
ci
n
g
i
n
tellectu
al
ef
f
o
r
t
t
o
au
to
m
ated
s
y
s
tem
s
.
T
h
is
r
esear
ch
o
f
f
er
s
th
e
e
d
u
ca
tio
n
al
co
m
m
u
n
ity
a
m
u
ch
-
n
ee
d
ed
s
h
if
t
in
p
er
s
p
ec
tiv
e.
W
e
h
av
e
to
s
to
p
f
o
cu
s
in
g
o
n
h
o
w
to
p
o
lice
tech
n
o
lo
g
y
an
d
s
tar
t
p
ay
in
g
atten
tio
n
to
th
e
p
s
y
ch
o
lo
g
ical
asp
ec
t
b
eh
in
d
its
u
s
ag
e.
T
h
e
d
ata
clea
r
ly
in
d
icate
s
th
at
m
er
ely
r
estrictin
g
Ge
n
AI
ac
c
ess
is
n
o
t
g
o
in
g
to
b
e
a
v
iab
le
lo
n
g
-
ter
m
s
tr
ateg
y
.
I
n
s
tead
,
in
s
titu
tio
n
s
n
ee
d
to
c
u
ltiv
ate
g
en
u
in
e
AI
liter
ac
y
.
Stu
d
en
ts
m
u
s
t
b
e
tau
g
h
t
to
r
e
co
g
n
ize
t
h
e
s
p
ec
if
ic
p
s
y
ch
o
lo
g
ical
tr
i
g
g
er
s
th
at
p
u
s
h
th
em
to
war
d
d
ep
e
n
d
en
ce
.
T
ac
k
lin
g
th
e
‘
co
m
p
eten
ce
illu
s
io
n
’
b
ef
o
r
e
it
ca
n
im
p
ed
e
an
d
d
eg
r
ad
e
ac
tu
al
l
ea
r
n
in
g
o
u
tco
m
es
is
th
e
o
n
l
y
way
to
p
r
o
v
id
e
m
ea
n
in
g
f
u
l
s
tu
d
en
t
s
u
p
p
o
r
t.
B
u
ild
in
g
f
u
tu
r
e
ed
u
ca
tio
n
al
p
o
licies ar
o
u
n
d
th
is
k
in
d
o
f
p
s
y
c
h
o
lo
g
ical
awa
r
en
ess
will b
e
ab
s
o
lu
tely
ess
en
tial.
6.
I
M
P
L
I
CA
T
I
O
N
S,
L
I
M
I
T
A
T
I
O
NS A
ND
F
UT
U
RE
R
E
S
E
ARCH
T
h
e
f
ir
s
t
s
tep
to
s
o
lv
e
th
is
p
r
o
b
lem
is
to
alter
th
e
way
in
s
t
itu
tio
n
s
th
in
k
ab
o
u
t
an
d
m
an
a
g
e
Gen
AI
.
R
ath
er
th
an
d
ev
elo
p
in
g
n
ew
p
o
licies
b
ased
u
p
o
n
a
c
u
ltu
r
e
o
f
p
o
licin
g
an
d
r
ea
ctin
g
to
is
s
u
es
cr
ea
ted
b
y
tech
n
o
lo
g
y
,
we
b
eliev
e
u
n
iv
e
r
s
ities
s
h
o
u
ld
b
e
p
r
o
ac
tiv
e
in
in
co
r
p
o
r
atin
g
Gen
AI
liter
ac
y
with
in
th
eir
c
o
r
e
Evaluation Warning : The document was created with Spire.PDF for Python.
I
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N
:
2
2
5
2
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8
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I
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t
J
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&
R
es E
d
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c
,
Vo
l
.
15
,
No
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4
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Au
g
u
s
t
20
26
:
3
3
6
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4
3370
p
o
licies
[
2
]
.
T
o
b
r
ea
k
th
e
‘
p
r
o
cr
asti
n
atio
n
tr
ap
’
,
an
d
th
er
e
b
y
p
r
ev
e
n
t
th
e
‘
co
m
p
eten
ce
illu
s
io
n
’
th
at
co
m
es
with
it,
ed
u
ca
tio
n
al
ass
ess
m
en
ts
m
u
s
t
u
n
d
e
r
g
o
a
co
m
p
lete
tr
an
s
f
o
r
m
atio
n
.
T
h
e
m
o
s
t
ef
f
ec
t
iv
e
s
tr
ateg
y
will
b
e
to
m
ea
s
u
r
e
p
r
o
g
r
ess
d
u
r
in
g
t
h
e
lear
n
in
g
p
r
o
ce
s
s
r
ath
er
th
an
ju
s
t
af
ter
c
o
m
p
letio
n
.
T
h
i
s
ca
n
b
e
ac
h
iev
ed
th
r
o
u
g
h
m
eth
o
d
s
s
u
ch
as
wr
itten
ex
am
in
atio
n
s
,
o
r
al
d
ef
e
n
s
es
an
d
r
ef
lecti
on
jo
u
r
n
als
to
m
ea
s
u
r
e
th
e
ex
te
n
t
o
f
a
s
tu
d
en
t'
s
m
en
tal
ef
f
o
r
ts
[
1
]
.
W
ith
r
eg
ar
d
to
p
o
licy
,
we
b
eliev
e
in
teg
r
ity
co
d
es
m
u
s
t
c
lear
ly
d
if
f
er
e
n
tiate
b
etwe
en
‘
f
u
n
ctio
n
al
ass
is
tan
c
e’
an
d
‘
co
g
n
itiv
e
o
f
f
-
lo
a
d
in
g
’
,
th
e
latter
b
ein
g
an
e
x
am
p
le
o
f
wh
er
e
a
s
tu
d
en
t
b
ec
o
m
es
s
o
r
elian
t
o
n
m
ac
h
i
n
es
th
ey
lo
s
e
th
e
ab
ilit
y
to
p
er
f
o
r
m
in
d
ep
en
d
en
tly
[
6
]
.
I
n
a
d
d
itio
n
,
we
p
r
o
p
o
s
e
th
at
ea
ch
s
tu
d
en
t
p
ar
ticip
ate
in
‘
AI
m
eta
-
awa
r
en
ess
’
wo
r
k
s
h
o
p
s
d
esig
n
ed
to
id
en
tify
p
o
ten
tial
s
o
u
r
ce
s
o
f
s
tr
ess
r
elate
d
to
ac
ad
em
ic
p
er
f
o
r
m
an
ce
,
in
clu
d
in
g
an
x
iety
a
n
d
f
ea
r
,
th
at
co
n
tr
ib
u
te
to
s
tu
d
en
ts
’
r
elian
ce
o
n
m
ac
h
in
es
[
3
5
]
.
Fo
r
s
tu
d
en
ts
wh
o
s
e
p
er
s
o
n
ality
tr
aits
m
ak
e
th
em
m
o
r
e
lik
ely
to
s
tr
u
g
g
le,
we
s
u
g
g
est p
r
o
v
id
i
n
g
s
p
ec
ialized
co
ac
h
in
g
in
s
elf
-
c
o
n
tr
o
l.
T
h
is
en
s
u
r
es
th
e
y
u
s
e
Gen
AI
as
a
to
o
l
to
ass
is
t
th
eir
wo
r
k
r
ath
er
th
an
a
to
tal
r
ep
lace
m
en
t f
o
r
th
eir
o
w
n
th
in
k
in
g
[
5
]
.
T
h
er
e
ar
e
s
ev
er
al
lim
itatio
n
s
in
h
er
en
t
t
o
all
s
tu
d
ies,
an
d
o
u
r
s
ar
e
n
o
ex
ce
p
tio
n
.
On
e
lim
itatio
n
r
elate
s
with
th
e
c
r
o
s
s
-
s
ec
tio
n
al
d
esig
n
.
T
h
e
s
tu
d
y
ca
n
o
n
ly
ca
p
tu
r
e
o
n
e
s
n
a
p
s
h
o
t
in
tim
e
f
o
r
ea
c
h
s
tu
d
en
t.
T
h
er
ef
o
r
e,
wh
ile
we
k
n
o
w
th
at
th
er
e
ex
i
s
ts
a
r
elatio
n
s
h
ip
b
etwe
en
s
tu
d
en
ts
'
p
er
s
o
n
ality
tr
aits
an
d
t
h
eir
lev
el
o
f
Gen
A
I
r
elian
ce
,
we
d
o
n
o
t
h
a
v
e
em
p
i
r
ical
ev
id
en
ce
to
s
u
p
p
o
r
t
w
h
eth
er
p
e
r
s
o
n
ality
tr
aits
ca
u
s
e
s
tu
d
en
ts
to
r
ely
m
o
r
e
h
ea
v
ily
o
n
m
ac
h
in
es
o
r
wh
eth
er
s
tu
d
en
ts
'
d
ep
en
d
en
cy
o
n
m
ac
h
in
es
ca
u
s
es
th
em
to
d
ev
el
o
p
ce
r
tain
p
er
s
o
n
ality
tr
aits
th
r
o
u
g
h
o
u
t
t
h
eir
ac
ad
em
ic
ca
r
ee
r
.
T
h
e
s
ec
o
n
d
lim
itatio
n
in
v
o
lv
es
th
e
p
o
p
u
latio
n
s
s
tu
d
ied
.
Ou
r
r
esear
ch
f
o
c
u
s
ed
o
n
ea
r
ly
-
ad
o
p
te
r
s
in
C
o
m
p
u
ter
Sci
en
ce
an
d
I
n
ter
n
atio
n
al
Fin
a
n
ce
at
a
Un
iv
er
s
ity
lo
ca
ted
in
E
ast
Ma
lay
s
ia.
T
h
ese
p
o
p
u
latio
n
s
r
e
p
r
esen
t
an
im
p
o
r
tan
t
in
itial
g
r
o
u
p
;
h
o
we
v
er
,
th
eir
b
eh
av
i
o
r
p
atter
n
s
will
lik
ely
d
if
f
er
s
ig
n
if
ican
tly
f
r
o
m
Ar
ts
o
r
Hu
m
a
n
ities
s
tu
d
en
ts
wh
o
u
tili
ze
Ge
n
AI
to
ac
co
m
p
lis
h
m
o
r
e
s
u
b
jectiv
e
ass
ig
n
m
en
ts
.
Fin
ally
,
we
r
elied
s
o
lely
o
n
s
elf
-
r
ep
o
r
ti
n
g
m
ea
s
u
r
es
o
f
g
r
ad
e
p
o
in
t
av
e
r
ag
e
(
GPA
)
an
d
Gen
AI
u
s
ag
e.
Su
c
h
m
eth
o
d
o
lo
g
y
is
in
h
e
r
en
tly
f
lawe
d
b
ec
au
s
e
s
tu
d
en
ts
m
a
y
ei
th
er
r
ep
o
r
t
in
f
late
d
s
u
cc
ess
r
ates o
r
m
in
im
ized
lev
els o
f
m
ac
h
in
e
r
elian
ce
d
u
e
to
p
ee
r
p
r
ess
u
r
e
o
r
f
ea
r
o
f
s
o
cial
ju
d
g
m
en
t
[
3
7
]
.
I
n
o
r
d
er
to
b
u
ild
u
p
o
n
th
e
f
in
d
in
g
s
o
f
th
is
cu
r
r
en
t
s
t
u
d
y
,
f
u
tu
r
e
r
esear
ch
e
r
s
s
h
o
u
ld
co
n
d
u
ct
lo
n
g
itu
d
in
al
a
n
aly
s
es
o
f
s
tu
d
en
ts
ac
r
o
s
s
th
eir
en
tire
f
o
u
r
-
y
ea
r
u
n
d
e
r
g
r
a
d
u
ate
p
r
o
g
r
am
.
B
y
d
o
in
g
s
o
,
r
esear
ch
er
s
will
b
e
ab
le
to
b
etter
u
n
d
e
r
s
tan
d
h
o
w
th
e
‘
co
m
p
e
ten
ce
illu
s
io
n
’
af
f
ec
ts
s
k
ills
d
ev
elo
p
m
en
t b
o
th
i
n
th
e
s
h
o
r
t
-
ter
m
an
d
th
e
lo
n
g
-
t
er
m
.
T
o
v
er
if
y
if
t
h
e
p
r
o
p
o
s
ed
AI
m
eta
-
awa
r
e
n
ess
wo
r
k
s
h
o
p
s
tr
u
ly
m
ak
e
a
d
if
f
er
en
ce
,
f
u
tu
r
e
r
esear
ch
er
s
s
h
o
u
ld
u
s
e
‘
wait
-
lis
t
’
ex
p
er
im
en
ts
.
T
h
is
allo
ws
f
o
r
a
clea
r
co
m
p
ar
is
o
n
b
etwe
en
s
tu
d
en
ts
wh
o
h
a
v
e
f
in
is
h
ed
th
e
tr
ain
in
g
a
n
d
th
o
s
e
s
till
waiti
n
g
to
s
tar
t,
p
r
o
v
in
g
if
th
e
p
r
o
g
r
am
ac
tu
ally
h
elp
s
.
L
astl
y
,
lar
g
e
-
s
ca
le
in
ter
n
atio
n
al
co
m
p
ar
ativ
e
s
tu
d
ies
will
b
e
n
ee
d
ed
to
d
eter
m
in
e
if
th
e
‘
p
r
o
cr
asti
n
atio
n
tr
ap
’
r
ep
r
esen
ts
a
g
lo
b
al
h
u
m
a
n
p
h
en
o
m
e
n
o
n
o
r
m
er
el
y
a
cu
lt
u
r
al
r
ea
ctio
n
to
r
a
p
id
ly
ch
an
g
in
g
d
ig
ital
tr
en
d
s
o
cc
u
r
r
in
g
in
em
e
r
g
in
g
r
eg
io
n
a
l e
d
u
ca
tio
n
h
u
b
s
[
7
]
.
7.
CO
NCLU
SI
O
N
T
h
is
r
esear
ch
s
h
o
ws
th
at
th
er
e
ar
e
p
s
y
ch
o
lo
g
ical
r
ea
s
o
n
s
wh
y
s
tu
d
en
ts
g
et
ca
u
g
h
t
u
p
in
th
e
‘
p
r
o
cr
asti
n
atio
n
tr
ap
’
,
an
d
th
a
t
th
eir
r
elian
ce
o
n
Gen
AI
m
a
y
h
av
e
m
o
r
e
t
o
d
o
with
wh
o
th
ey
ar
e
as
p
e
o
p
le
(
i.e
.
,
p
er
s
o
n
ality
)
,
th
an
h
o
w
e
asy
it
is
to
u
s
e.
T
h
e
r
esear
ch
f
in
d
s
th
at
alth
o
u
g
h
Gen
AI
h
as
m
an
y
f
u
n
ctio
n
al
ad
v
an
tag
es
f
o
r
s
tu
d
en
ts
,
Gen
AI
ca
n
also
c
r
ea
te
a
‘
co
m
p
eten
ce
illu
s
io
n
’
,
wh
ich
ca
n
d
ec
r
e
ase
ac
tu
al
ac
ad
em
ic
p
er
f
o
r
m
an
ce
—
esp
ec
ially
am
o
n
g
th
o
s
e
s
tu
d
en
ts
wh
o
te
n
d
to
s
co
r
e
h
ig
h
o
n
n
eu
r
o
ticis
m
an
d
o
p
e
n
n
ess
.
Ultim
ately
,
b
y
d
ef
in
in
g
ac
ad
e
m
ic
p
r
o
cr
asti
n
atio
n
as
th
e
k
ey
m
ed
iato
r
in
th
e
r
elatio
n
s
h
i
p
b
etwe
en
Gen
AI
an
d
s
tu
d
en
ts
'
ac
ad
em
ic
p
er
f
o
r
m
an
ce
,
th
is
r
esear
ch
d
em
o
n
s
tr
ates
th
at
m
an
y
s
tu
d
e
n
ts
’
m
is
u
s
e
t
ec
h
n
o
lo
g
y
b
ec
au
s
e
o
f
a
lack
o
f
ab
ilit
y
to
r
eg
u
late
th
em
s
elv
es p
s
y
ch
o
lo
g
ically
,
n
o
t d
u
e
to
a
lack
o
f
tech
n
ical
p
r
o
f
icien
cy
.
T
h
e
m
ajo
r
c
o
n
tr
ib
u
tio
n
o
f
t
h
is
wo
r
k
is
th
at
it
will
ca
u
s
e
a
p
ar
ad
ig
m
atic
s
h
if
t
in
th
e
way
th
at
ac
ad
em
ics
th
in
k
ab
o
u
t
ad
d
r
ess
in
g
is
s
u
es
r
elate
d
to
Gen
AI
;
s
p
ec
if
ically
,
in
s
tead
o
f
d
etec
tin
g
wh
eth
er
o
r
n
o
t
a
s
tu
d
en
t
is
u
s
in
g
Gen
AI
co
r
r
ec
tly
,
we
s
u
g
g
est
th
at
f
u
tu
r
e
r
esear
ch
s
h
o
u
ld
f
o
cu
s
o
n
p
r
ev
en
t
in
g
Gen
AI
m
is
u
s
e
th
r
o
u
g
h
a
p
ar
a
d
ig
m
atic
s
h
if
t
in
p
ed
ag
o
g
ical
p
r
ac
tice.
As
s
u
ch
,
th
is
r
esear
ch
s
er
v
es
as
th
e
em
p
ir
ical
ev
id
en
ce
r
eq
u
ir
ed
to
ad
v
o
ca
te
f
o
r
a
s
h
i
f
t
to
war
d
s
p
r
o
ce
s
s
-
b
ased
ass
ess
m
en
ts
an
d
th
e
in
co
r
p
o
r
atio
n
o
f
Gen
AI
liter
ac
y
in
to
u
n
iv
e
r
s
ity
p
o
licy
.
I
n
a
d
d
i
tio
n
,
b
y
p
r
o
v
id
in
g
em
p
ir
ical
ev
id
en
ce
r
e
g
ar
d
in
g
th
e
r
o
le
o
f
s
tab
le
p
er
s
o
n
ality
ch
ar
ac
ter
is
tics
in
d
eter
m
in
in
g
s
tu
d
en
ts
'
lik
elih
o
o
d
to
m
is
u
s
e
Gen
AI
,
ed
u
ca
to
r
s
ar
e
n
o
w
ab
l
e
to
d
ev
elo
p
b
etter
s
tu
d
en
t
s
u
p
p
o
r
t
s
y
s
tem
s
,
in
clu
d
in
g
s
elf
-
r
e
g
u
latio
n
p
r
o
g
r
am
s
d
esig
n
ed
to
ass
is
t
h
ig
h
r
is
k
s
tu
d
en
ts
u
s
e
Gen
A
I
as
a
co
g
n
itiv
e
to
o
l
o
r
s
ca
f
f
o
ld
in
g
f
o
r
lear
n
in
g
,
r
ath
er
th
an
a
n
in
tellectu
al
s
u
b
s
titu
te.
Fin
all
y
,
as
Gen
AI
is
n
o
w
s
o
wid
ely
u
s
ed
with
in
th
e
h
ig
h
er
ed
u
ca
tio
n
s
ec
to
r
,
it
is
ess
e
n
tial
f
o
r
in
s
titu
tio
n
s
to
b
e
p
r
o
a
ctiv
e
in
d
ev
elo
p
i
n
g
p
o
licies
th
at
p
r
o
tect
th
e
lear
n
er
’
s
ab
ilit
y
to
d
ev
el
o
p
c
o
g
n
it
iv
ely
.
As
AI
will
in
c
r
ea
s
in
g
l
y
b
e
u
b
iq
u
ito
u
s
in
ass
is
tin
g
s
tu
d
en
ts
with
th
eir
lear
n
in
g
,
e
d
u
ca
tio
n
al
in
s
titu
tio
n
s
m
u
s
t
ad
o
p
t
a
n
ew
p
ed
a
g
o
g
y
—
s
cien
ce
o
r
ar
t
o
f
teac
h
in
g
—
th
at
v
alu
es th
e
lear
n
in
g
p
r
o
ce
s
s
its
elf
as m
u
ch
as th
e
p
r
o
d
u
cts g
en
er
ate
d
f
r
o
m
th
o
s
e
p
r
o
ce
s
s
es.
Evaluation Warning : The document was created with Spire.PDF for Python.
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DATA AV
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AB
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ata
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etailed
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io
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s
.
RE
F
E
R
E
NC
E
S
[
1
]
J.
M
.
Lo
d
g
e
,
M
.
L.
H
o
w
a
r
d
,
S
.
B
e
a
r
man
,
a
n
d
P
.
D
a
w
so
n
,
“
A
ssessm
e
n
t
r
e
f
o
r
m
f
o
r
t
h
e
a
g
e
o
f
a
r
t
i
f
i
c
i
a
l
i
n
t
e
l
l
i
g
e
n
c
e
,
”
2
0
2
3
.
[
O
n
l
i
n
e
]
.
A
v
a
i
l
a
b
l
e
:
h
t
t
p
s:
/
/
w
w
w
.
t
e
q
sa
.
g
o
v
.
a
u
/
si
t
e
s
/
d
e
f
a
u
l
t
/
f
i
l
e
s
/
2
0
2
3
-
0
9
/
a
ssessm
e
n
t
-
r
e
f
o
r
m
-
a
g
e
-
a
r
t
i
f
i
c
i
a
l
-
i
n
t
e
l
l
i
g
e
n
c
e
-
d
i
s
c
u
ss
i
o
n
-
p
a
p
e
r
.
p
d
f
[
2
]
J.
Lu
o
(
J
e
ss)
,
“
A
c
r
i
t
i
c
a
l
r
e
v
i
e
w
o
f
G
e
n
A
I
p
o
l
i
c
i
e
s
i
n
h
i
g
h
e
r
e
d
u
c
a
t
i
o
n
a
ssessm
e
n
t
:
a
c
a
l
l
t
o
r
e
c
o
n
s
i
d
e
r
t
h
e
‘
o
r
i
g
i
n
a
l
i
t
y
’
o
f
st
u
d
e
n
t
s’
w
o
r
k
,
”
Ass
e
ssm
e
n
t
&
Ev
a
l
u
a
t
i
o
n
i
n
H
i
g
h
e
r
Ed
u
c
a
t
i
o
n
,
v
o
l
.
4
9
,
n
o
.
5
,
p
p
.
6
5
1
–
6
6
4
,
Ju
l
.
2
0
2
4
,
d
o
i
:
1
0
.
1
0
8
0
/
0
2
6
0
2
9
3
8
.
2
0
2
4
.
2
3
0
9
9
6
3
.
[
3
]
P
.
Z
h
a
n
g
a
n
d
G
.
T
u
r
,
“
A
s
y
st
e
ma
t
i
c
r
e
v
i
e
w
o
f
C
h
a
t
G
P
T
u
se
i
n
K
-
1
2
e
d
u
c
a
t
i
o
n
,
”
E
u
r
o
p
e
a
n
J
o
u
rn
a
l
o
f
E
d
u
c
a
t
i
o
n
,
v
o
l
.
5
9
,
n
o
.
2
,
Ju
n
.
2
0
2
4
,
d
o
i
:
1
0
.
1
1
1
1
/
e
j
e
d
.
1
2
5
9
9
.
[
4
]
E.
F
.
R
i
sk
o
a
n
d
S
.
J.
G
i
l
b
e
r
t
,
“
C
o
g
n
i
t
i
v
e
O
f
f
l
o
a
d
i
n
g
,
”
T
ren
d
s
i
n
C
o
g
n
i
t
i
v
e
S
c
i
e
n
c
e
s
,
v
o
l
.
2
0
,
n
o
.
9
,
p
p
.
6
7
6
–
6
8
8
,
S
e
p
.
2
0
1
6
,
d
o
i
:
1
0
.
1
0
1
6
/
j
.
t
i
c
s.
2
0
1
6
.
0
7
.
0
0
2
.
[
5
]
M
.
G
e
r
l
i
c
h
,
“
A
I
T
o
o
l
s
i
n
S
o
c
i
e
t
y
:
I
mp
a
c
t
s
o
n
C
o
g
n
i
t
i
v
e
O
f
f
l
o
a
d
i
n
g
a
n
d
t
h
e
F
u
t
u
r
e
o
f
C
r
i
t
i
c
a
l
T
h
i
n
k
i
n
g
,
”
S
o
c
i
e
t
i
e
s
,
v
o
l
.
1
5
,
n
o
.
1
,
p
.
6
,
Ja
n
.
2
0
2
5
,
d
o
i
:
1
0
.
3
3
9
0
/
s
o
c
1
5
0
1
0
0
0
6
.
[
6
]
M
.
S
u
l
l
i
v
a
n
,
A
.
K
e
l
l
y
,
a
n
d
P
.
M
c
L
a
u
g
h
l
a
n
,
“
C
h
a
t
G
P
T
i
n
h
i
g
h
e
r
e
d
u
c
a
t
i
o
n
:
C
o
n
s
i
d
e
r
a
t
i
o
n
s
f
o
r
a
c
a
d
e
m
i
c
i
n
t
e
g
r
i
t
y
a
n
d
st
u
d
e
n
t
l
e
a
r
n
i
n
g
,
”
J
o
u
r
n
a
l
o
f
A
p
p
l
i
e
d
L
e
a
r
n
i
n
g
a
n
d
T
e
a
c
h
i
n
g
,
v
o
l
.
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