self-acting

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There is no self-action by the organism or its brain and no confusion of necessary with sufficient conditions.
We developed an internal self-action plan (Figure 1) that called for presenting our facility as a desirable future workplace for student MTs and MLTs.
We found that, according to the psychological function involved, there are three categories of self-supporting behaviors: self-determination, meaning that children have their own willpower, that is, being independent in making decisions, and unwilling to be directed by or subjected to the will of another person; self-action, referring to children's behaviors of independence, autonomy, and self-restraint and taking responsibility, meaning that children know the consequences of their behaviors and are responsible for them, for example, admitting their mistakes and accepting reasonable punishment.
Using the findings from Study 1, our aim in Study 2 was to construct a survey based on the behavioral type and psychological function involved in children's self-supporting behaviors, that is, field dimension, including activities in general, at school, in daily life, in socialization, and moral conduct, and functional dimension, encompassing self-determination, self-action, and taking responsibility.
Three common factors with eigenvalues over 1 were extracted from each field and were then labeled self-determination, self-action, and taking responsibility (see Table 2).
Model 2 (M2) is the functional dimension model, in which all items belong to three functional dimensions: self-determination, self-action, and taking responsibility.