澳洲数学作业代写：学生独立性
学生被发现获得更多的信心和独立性。根据“全国学生参与调查”（NSSE）（2007）的调查显示，高中毕业的学生中，21％的学生喜欢与父母生活在一起，因为他们的财务状况和对现实世界的普遍恐惧（印第安纳大学2015年教育学院）。在差距的一年里，工作是儿童到成人的重要成长阶段。研究表明，海外差距增加了挑战。还有一个新的能力的学习。学习语言等技能是为了学生的初级生存而学习的。在20世纪，许多大学开始交换学生课程。一些研究人员声称，在国外一年相当于给予年级（Spenader，2011，第386页）。
澳洲数学作业代写：学生独立性
学生也需要与人交往，并获得人际关系。对许多人来说，保护他们的父母是失去了力量他们建立新的关系。一项研究表明，离开他们正常的家庭环境的学生获得理解和同情。学生的一般自满和自我的态度是符合现实的（Tenser，2015，p。87）。这将使他们对大学体验感到更加感激。实时的世界将使学生为自己做出更好的选择。人们获得更多的经验和信心来实现他们的人生目标。根据2007 – 2013年间的统计数据，45％的人会选择一个不一定受欢迎的途径。有些学生分享他们的想法。在进入差距年之前，学生会发展自己的个人身份（Pope，Sánchez，Lehnert＆Schmid，2014，p。12-14）。
澳洲数学作业代写：学生独立性
Students are found to gain more confidence and independence. According to the Nation Survey of Student Engagement (NSSE) (2007), the research showed that 21% of students who graduate from high school, prefer to live with their parents owing to scarily of finance and general fear of the real world (Indiana University School of Education, 2015). A job is important growth stage for children to adult in the gap year. Research indicates a gap year abroad increases the challenge. There is also the learning of a new ability. These skills such as learning of language are learnt for primary survival of the students. In 1900s, many universities started exchange student programs. Some researchers claim that one year abroad is equivalent to give years of classes (Spenader, 2011, p. 386).
澳洲数学作业代写：学生独立性
The students also need to interact with the people and they gain interpersonal relationships. For many individuals, protection from their parents are lost which forces them to forge new relationship. A research indicates that students who leave their regular home environment gain comprehension and empathy. The general complacency and egoistical attitude of the students are met with reality (Tenser, 2015, p. 87). This would enable them to feel more grateful for the college experience. Realtime world will enable the student to make a better choice for themselves. People gain more experience and confidence to realize their life goals. According to statistical data between 2007-2013, 45% individuals would choose a pathway that is not necessarily popular. Some students share their thinking. Prior to taking the gap year, students develop their individual identity (Pope, Sánchez, Lehnert & Schmid, 2014, p. 12-14).
