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K
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w
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s
:
Activ
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p
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cr
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R
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Self
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latio
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Un
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Yo
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C
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I
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J
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Vin
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So
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Ma
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co
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1.
I
NT
RO
D
UCT
I
O
N
Activ
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p
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task
co
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it is
s
u
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with
a
well
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in
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d
p
lan
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n
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r
ea
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tic
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als
[
1
]
.
C
h
ar
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ter
is
ed
b
y
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lex
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f
o
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m
s
o
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tiv
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is
a
d
elib
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d
p
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p
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l
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elay
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task
co
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s
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cc
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lin
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h
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[
2
]
,
[
3
]
.
I
n
o
th
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wo
r
d
s
,
ac
tiv
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p
r
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asti
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ass
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task
s
.
L
ac
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f
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p
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p
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s
[
4
]
,
[
5
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.
Hen
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latio
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ass
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.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
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8
8
0
6
S
elf
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:
th
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p
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s
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f y
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lts
(
I
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Jo
s
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a
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V
in
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t
)
1539
Self
-
r
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u
latio
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en
c
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p
ass
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a
cr
u
cial
s
et
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E
x
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d
im
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o
tin
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itiv
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s
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d
am
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n
in
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ativ
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es.
Stad
ler
et
a
l.
[
6
]
co
n
cl
u
d
ed
th
at
s
tu
d
e
n
ts
with
s
tr
o
n
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s
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latio
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ar
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b
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eq
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ip
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esis
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ief
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tay
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ac
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Pas
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[
7
]
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[
8
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.
I
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g
task
s
wh
ic
h
s
ee
m
s
to
b
e
u
n
ap
p
ea
lin
g
to
t
h
em
d
u
e
to
lo
w
p
er
ce
iv
ed
task
v
alu
e
[
9
]
,
[
1
0
]
.
T
ask
s
will
b
e
p
er
ce
iv
ed
as
h
av
i
n
g
lo
w
v
alu
e
wh
en
th
e
task
is
s
i
m
p
le
an
d
d
u
ll
[
9
]
.
On
th
e
o
th
e
r
h
an
d
,
in
ab
ilit
y
to
u
s
e
ef
f
ec
ti
v
e
lear
n
in
g
s
tr
ateg
ies
an
d
h
av
in
g
m
alad
ap
tiv
e
m
o
tiv
atio
n
al
b
elief
s
am
o
n
g
lear
n
er
s
with
p
o
o
r
s
elf
-
r
eg
u
latio
n
u
s
u
ally
lead
to
ex
p
er
ien
cin
g
an
x
iety
a
n
d
d
r
ea
d
o
f
f
ailu
r
e
wh
ic
h
th
en
ca
u
s
es th
em
to
p
r
o
c
r
asti
n
ate
p
ass
i
v
el
y
[
1
1
]
.
Hen
ce
,
s
elf
-
r
eg
u
latio
n
ca
n
b
e
co
n
s
id
er
e
d
as
a
p
o
ten
tial
s
ig
n
if
ican
t
p
r
ed
icto
r
f
o
r
ac
tiv
e
p
r
o
cr
asti
n
atio
n
.
Oth
er
th
an
s
elf
-
r
eg
u
latio
n
,
r
esil
ien
ce
ca
n
also
b
e
lin
k
ed
with
p
r
o
c
r
asti
n
atio
n
.
R
esil
ien
ce
is
a
ch
ar
ac
ter
is
tic
r
elate
d
with
p
r
o
c
r
asti
n
atio
n
in
s
o
cialisatio
n
co
n
tex
ts
,
en
co
m
p
ass
in
g
th
e
d
y
n
am
ic
an
d
in
ter
ac
tiv
e
p
r
o
c
ess
es
o
f
co
m
m
u
n
ity
,
s
ch
o
o
l,
an
d
f
am
ily
.
T
h
is
tr
ait
eq
u
ip
s
in
d
iv
id
u
als
with
a
p
r
o
tectiv
e
i
n
s
tin
ct,
em
p
o
wer
in
g
th
em
to
o
v
e
r
co
m
e
s
tr
ess
an
d
ad
v
er
s
ities
,
u
ltima
tely
y
ield
i
n
g
p
o
s
itiv
e
o
u
tco
m
es
[
1
2
]
.
C
en
tr
al
to
r
esil
ien
ce
is
its
ca
p
ab
ilit
y
to
f
o
s
ter
p
er
s
o
n
al
s
tr
en
g
th
f
r
o
m
with
in
,
a
q
u
ality
cu
ltiv
ated
th
r
o
u
g
h
a
d
y
n
am
ic
p
r
o
ce
s
s
th
at
em
p
o
wer
s
in
d
iv
id
u
als
to
o
v
er
c
o
m
e
s
tr
ess
f
u
l
s
itu
atio
n
s
[
1
3
]
.
Am
o
n
g
u
n
iv
er
s
ity
s
tu
d
en
ts
,
th
o
s
e
with
r
esil
ien
ce
s
h
o
ws
s
u
cc
ess
f
u
l
ad
ap
tab
ilit
y
wh
en
f
ac
in
g
ch
allen
g
es
wh
ich
h
in
g
es
o
n
th
eir
p
r
o
f
icien
cy
in
cr
itical
th
in
k
in
g
,
em
o
tio
n
m
an
ag
em
en
t,
an
d
b
e
h
av
io
u
r
a
l
d
ir
ec
tio
n
[
1
4
]
.
I
n
th
is
ca
s
e,
r
esil
ien
t
u
n
iv
e
r
s
ity
s
tu
d
en
ts
wh
o
p
r
o
c
r
asti
n
ate
ac
tiv
ely
ca
n
ac
h
iev
e
s
atis
f
ac
to
r
y
ac
ad
em
ic
r
esu
lts
[
1
5
]
.
R
esil
ien
ce
will
eq
u
ip
u
n
iv
er
s
ity
s
tu
d
en
ts
with
a
wi
d
e
r
ep
er
to
ir
e
o
f
ef
f
ec
tiv
e
co
p
in
g
s
tr
ateg
ies
wh
ich
s
ets
th
em
ap
ar
t
f
r
o
m
th
o
s
e
with
o
u
t
r
esil
ien
cy
.
I
n
ad
d
itio
n
,
r
esil
ien
t
y
o
u
n
g
ad
u
lts
ten
d
t
o
b
e
s
tr
o
n
g
lear
n
er
s
,
f
u
ele
d
b
y
m
o
tiv
ated
to
e
n
g
ag
e
in
s
tr
ateg
i
c
b
eh
av
io
u
r
s
wh
ich
will
en
ab
le
th
em
to
s
u
s
tain
f
o
cu
s
o
n
th
eir
task
s
an
d
ad
h
er
i
n
g
to
th
e
d
ea
d
lin
e
with
ex
ce
llen
t r
esu
lts
[
1
6
]
.
Fu
r
th
er
m
o
r
e
,
r
esil
ien
t
ac
tiv
e
p
r
o
cr
asti
n
ato
r
s
h
av
e
a
d
is
tin
ctiv
e
tr
ait
in
th
eir
p
lan
n
in
g
ap
p
r
o
ac
h
wh
ich
is
ch
ar
ac
ter
ized
b
y
ad
a
p
tab
ilit
y
an
d
ca
p
a
b
ilit
y
f
o
r
e
f
f
ec
tiv
e
tim
e
m
an
ag
em
en
t
[
1
7
]
.
Desp
ite
th
eir
in
clin
atio
n
to
war
d
p
r
o
cr
asti
n
atio
n
,
y
o
u
n
g
ad
u
lts
wh
o
e
n
g
ag
e
in
ac
tiv
e
p
r
o
cr
asti
n
atio
n
h
av
e
ex
h
i
b
ited
t
h
eir
ab
ilit
y
to
m
ee
t
d
ea
d
lin
es
wh
ile
d
er
iv
in
g
s
atis
f
ac
tio
n
f
r
o
m
th
eir
e
x
ce
llen
t
r
esu
lts
,
attr
ib
u
ted
to
th
eir
ef
f
ec
tiv
e
tim
e
m
an
ag
em
en
t
an
d
r
esil
ien
ce
[
1
8
]
.
C
o
n
s
eq
u
e
n
tly
,
s
itu
atio
n
s
with
a
m
o
r
e
a
d
ap
tab
le
tim
e
s
tr
u
ctu
r
e
co
m
b
i
n
ed
with
in
cr
ea
s
ed
r
esil
ien
cy
in
in
d
iv
id
u
als
co
u
l
d
p
o
s
s
ib
ly
y
ield
b
etter
r
esu
lts
th
r
o
u
g
h
ac
tiv
e
p
r
o
c
r
asti
n
atio
n
co
m
p
a
r
ed
to
n
o
n
-
p
r
o
cr
asti
n
atio
n
ap
p
r
o
ac
h
es
[
1
7
]
.
Ne
v
er
th
eless
,
wh
en
f
ac
e
d
with
th
e
n
ee
d
to
c
o
m
p
lete
a
t
ask
with
d
ea
d
lin
es,
th
o
s
e
wh
o
lack
c
o
n
f
id
e
n
ce
an
d
r
esil
ien
ce
m
ay
r
ea
ct
im
p
u
ls
iv
ely
,
lead
in
g
to
a
d
im
i
n
is
h
ed
s
en
s
e
o
f
p
o
s
itiv
e
f
ee
lin
g
s
[
1
9
]
.
T
h
is
im
p
u
ls
iv
ity
co
m
b
in
ed
with
an
x
iety
ca
n
in
ad
v
er
ten
tly
tr
ig
g
er
p
ass
iv
e
p
r
o
cr
asti
n
atio
n
,
wh
er
e
task
s
ar
e
d
elay
ed
u
n
in
ten
tio
n
a
lly
[
1
9
]
.
Hen
ce
,
th
is
s
tu
d
y
in
t
en
d
s
to
ex
am
in
e
s
elf
-
r
eg
u
latio
n
an
d
r
esil
ien
ce
as
th
e
s
ig
n
if
ican
t p
r
e
d
icto
r
s
o
f
ac
tiv
e
p
r
o
cr
asti
n
atio
n
a
m
o
n
g
y
o
u
n
g
ad
u
lts
.
Mo
r
eo
v
er
,
it is
im
p
er
ativ
e
to
s
tu
d
y
th
e
d
i
f
f
er
en
ce
i
n
ac
tiv
e
p
r
o
cr
asti
n
atio
n
am
o
n
g
u
n
iv
er
s
ity
s
tu
d
en
ts
an
d
wo
r
k
i
n
g
y
o
u
n
g
ad
u
lts
.
Activ
e
p
r
o
cr
asti
n
atio
n
is
ass
u
m
ed
to
b
e
f
lex
ib
le,
d
elib
er
ate,
a
n
d
ad
v
a
n
tag
eo
u
s
in
ter
m
s
o
f
p
r
o
d
u
cin
g
p
o
s
itiv
e
o
u
tco
m
es
[
2
]
,
[
3
]
.
Un
iv
er
s
ity
s
tu
d
en
ts
wh
o
ar
e
ac
tiv
e
p
r
o
cr
a
s
tin
ato
r
s
s
h
o
w
th
at
th
ey
ar
e
e
x
ce
llen
t
in
tim
e
-
r
elate
d
co
p
in
g
s
tr
ateg
ies
b
ec
au
s
e
ev
en
wh
e
n
th
ey
co
m
p
lete
th
eir
task
at
th
e
last
m
o
m
en
t,
th
ey
ca
n
co
m
e
u
p
with
cr
ea
tiv
e
id
ea
s
u
n
d
er
tim
e
p
r
e
s
s
u
r
e
[
1
]
,
[
2
0
]
.
Mo
r
eo
v
e
r
,
s
o
m
e
s
tu
d
ies
s
h
o
w
th
at
u
n
iv
er
s
ity
s
tu
d
en
ts
ar
e
m
o
r
e
lik
ely
to
b
e
ac
tiv
e
p
r
o
cr
asti
n
ato
r
s
d
u
e
to
th
e
n
u
m
b
er
o
f
task
s
th
ey
r
ec
eiv
e
at
th
e
s
am
e
tim
e
an
d
ca
n
co
m
p
let
e
th
em
with
in
th
e
d
ea
d
lin
e
[
2
1
]
.
I
n
a
d
d
itio
n
,
ac
c
o
r
d
in
g
to
p
ast
r
esear
ch
,
ap
p
r
o
x
im
ately
7
0
% to
7
5
% o
f
s
tu
d
en
ts
ar
e
p
ass
iv
e
p
r
o
cr
asti
n
ato
r
s
[
1
8
]
,
[
2
2
]
–
[
2
4
]
.
T
h
e
f
in
d
in
g
s
in
d
icate
d
th
at
u
n
iv
er
s
ity
s
tu
d
en
ts
p
r
o
cr
asti
n
ate
m
o
r
e
d
u
e
t
o
th
e
n
u
m
b
er
o
f
g
iv
en
task
s
.
T
h
is
is
b
ec
au
s
e
th
ey
h
av
e
a
lo
t
o
n
th
ei
r
h
an
d
s
.
Hen
ce
,
s
o
m
e
s
tu
d
en
ts
m
ay
b
e
ac
tiv
e
p
r
o
cr
asti
n
ato
r
s
b
ec
au
s
e
o
f
m
u
ltip
le
task
s
an
d
ass
ig
n
m
en
ts
[
2
0
]
,
[
2
1
]
.
E
m
p
lo
y
ee
s
m
ay
en
g
ag
e
in
ac
tiv
e
p
r
o
cr
asti
n
atio
n
,
s
u
ch
as
i
n
ten
tio
n
ally
d
elay
i
n
g
d
if
f
ic
u
lt
task
s
th
at
co
u
ld
b
en
e
f
it
f
r
o
m
m
o
r
e
tim
e
to
cr
ea
te
in
n
o
v
ativ
e
id
ea
s
o
r
d
elay
in
g
p
r
o
jects
th
at
th
ey
d
o
n
o
t
f
ee
l
lik
e
co
m
p
letin
g
u
n
til
th
e
last
m
in
u
te
[
1
8
]
.
So
m
e
em
p
lo
y
ee
s
w
h
o
ar
e
m
o
tiv
ated
a
n
d
willin
g
to
wo
r
k
ef
f
ec
tiv
ely
b
r
in
g
in
g
its
s
u
cc
ess
to
t
h
e
o
r
g
an
izatio
n
b
ec
a
u
s
e
th
ey
h
a
v
e
b
ee
n
en
g
ag
in
g
th
em
s
elv
es
in
c
h
allen
g
in
g
task
s
all
th
is
wh
ile
[
2
5
]
.
T
h
is
is
b
ec
au
s
e
ac
tiv
e
p
r
o
c
r
asti
n
ato
r
s
ar
e
c
r
ea
tiv
e
in
i
d
ea
s
,
th
er
ef
o
r
e
t
h
e
y
ca
n
m
an
ag
e
th
eir
task
s
an
d
s
o
lv
e
th
em
ef
f
icien
tly
[
2
6
]
.
Ho
we
v
er
,
ac
co
r
d
in
g
to
th
e
p
ast
r
esear
ch
,
ap
p
r
o
x
im
at
ely
1
5
%
to
3
0
%
o
f
em
p
lo
y
ee
s
p
ass
iv
ely
p
r
o
c
r
asti
n
ate
[
1
7
]
,
[
2
7
]
.
Nev
er
th
eless
,
s
o
m
e
em
p
lo
y
ee
s
m
ay
b
e
ac
t
iv
e
p
r
o
cr
asti
n
ato
r
s
b
ec
au
s
e
o
f
m
a
n
y
y
ea
r
s
o
f
e
x
p
er
ien
ce
in
wo
r
k
s
ettin
g
,
th
u
s
d
ec
r
ea
s
in
g
b
u
r
n
o
u
t
[
2
8
]
.
I
n
ad
d
itio
n
,
p
ast
r
esear
ch
s
h
o
w
ed
th
at
t
h
e
ten
d
en
cy
to
p
r
o
c
r
asti
n
ate
was
s
im
ilar
f
o
r
u
n
i
v
er
s
ity
s
tu
d
en
ts
an
d
em
p
lo
y
ee
s
(
e.
g
.
,
[
1
8
]
)
.
I
t
co
u
ld
b
e
th
at
s
o
m
e
s
tu
d
en
ts
ac
tiv
ely
p
r
o
cr
asti
n
ate
b
ec
a
u
s
e
th
ey
r
ec
eiv
e
m
o
r
e
ass
ig
n
m
en
ts
.
On
th
e
o
th
er
h
an
d
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h
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o
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s
tu
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ac
tiv
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ce
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etwe
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ity
s
tu
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en
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g
ad
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lts
in
Ma
lay
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ia
o
r
o
th
er
co
u
n
tr
ies.
Hen
ce
,
th
is
s
tu
d
y
in
ten
d
s
to
ex
am
i
n
e
t
h
e
s
ig
n
if
ican
t
d
if
f
e
r
en
ce
in
ac
t
iv
e
p
r
o
cr
asti
n
atio
n
am
o
n
g
u
n
i
v
er
s
ity
s
tu
d
en
ts
an
d
wo
r
k
in
g
y
o
u
n
g
a
d
u
lts
.
B
esid
es
th
at,
th
e
r
o
le
o
f
g
en
d
er
in
p
r
o
cr
asti
n
atio
n
h
as
b
ee
n
s
tu
d
ied
in
a
p
leth
o
r
a
o
f
p
ast
r
esear
ch
.
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wev
er
,
p
ast
r
esear
ch
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ep
o
r
ted
co
n
tr
ad
ictin
g
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in
d
in
g
s
as
s
o
m
e
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tu
d
ies
r
ep
o
r
ted
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ig
n
if
ican
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g
en
d
er
d
if
f
er
en
ce
s
(
e.
g
.
,
[
4
]
,
[
2
9
]
)
,
wh
ile
o
th
er
s
r
ep
o
r
ted
n
o
s
ig
n
if
ican
t
g
en
d
e
r
d
if
f
er
en
ce
(
e
.
g
.
,
[
3
0
]
,
[
3
1
]
)
.
Fo
r
s
tu
d
ies
co
n
clu
d
in
g
with
s
ig
n
if
ican
t
g
en
d
e
r
d
if
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e
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ce
s
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ales
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e
o
f
ten
r
e
p
o
r
te
d
to
p
r
o
cr
asti
n
ate
m
o
r
e
c
o
m
p
ar
ed
to
f
em
ales
[
4
]
,
[
3
2
]
,
[
3
3
]
.
I
t m
u
s
t b
e
n
o
ted
th
at
p
ast s
tu
d
ies
with
co
n
tr
ad
icto
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y
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in
d
i
n
g
s
ar
e
s
p
ec
if
ically
s
tu
d
y
in
g
o
n
ac
ad
em
ic
an
d
p
ass
iv
e
p
r
o
cr
asti
n
atio
n
.
T
h
e
cu
r
r
en
t liter
atu
r
e
o
f
te
n
f
o
cu
s
es o
n
ac
ad
em
ic
an
d
p
ass
iv
e
p
r
o
cr
asti
n
atio
n
with
litt
le
atten
tio
n
g
iv
en
to
ac
tiv
e
p
r
o
cr
asti
n
atio
n
[
3
4
]
.
Hen
ce
,
t
h
is
s
tu
d
y
in
ten
d
s
to
ad
d
r
ess
th
e
s
ca
r
city
o
f
s
tu
d
ies
b
y
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clu
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n
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a
d
d
itio
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al
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ea
r
ch
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jectiv
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d
y
in
ten
d
s
to
in
v
esti
g
ate
th
e
g
en
d
er
d
if
f
er
e
n
ce
s
in
ac
tiv
e
p
r
o
cr
asti
n
atio
n
am
o
n
g
u
n
iv
e
r
s
ity
s
tu
d
en
ts
.
Seco
n
d
ly
,
th
is
s
tu
d
y
in
te
n
d
s
to
in
v
esti
g
ate
th
e
g
en
d
er
d
if
f
er
en
ce
s
in
ac
tiv
e
p
r
o
c
r
asti
n
atio
n
am
o
n
g
wo
r
k
in
g
y
o
u
n
g
ad
u
lts
.
I
n
s
u
m
m
ar
y
,
th
e
liter
atu
r
e
u
n
d
er
s
co
r
es
two
cr
u
cial
p
r
o
b
lem
s
,
wh
ich
ar
e
d
ef
icien
cy
in
u
n
d
er
s
tan
d
in
g
y
o
u
n
g
ad
u
lts
'
ac
tiv
e
p
r
o
cr
asti
n
atio
n
an
d
c
o
n
f
lictin
g
r
esear
c
h
o
u
tc
o
m
es.
Hen
ce
,
th
e
cu
r
r
e
n
t
s
tu
d
y
in
ten
d
s
to
ex
am
in
e
i
)
s
elf
-
r
eg
u
latio
n
an
d
r
esil
ien
ce
as
th
e
s
ig
n
if
ican
t
p
r
ed
icto
r
s
o
f
ac
tiv
e
p
r
o
cr
asti
n
a
tio
n
am
o
n
g
y
o
u
n
g
ad
u
lts
,
ii
)
s
ig
n
if
ican
t
d
if
f
er
e
n
c
e
in
ac
tiv
e
p
r
o
c
r
asti
n
atio
n
am
o
n
g
u
n
iv
er
s
ity
s
tu
d
e
n
ts
an
d
wo
r
k
in
g
y
o
u
n
g
a
d
u
lts
,
iii
)
g
en
d
er
d
if
f
er
e
n
ce
s
in
ac
tiv
e
p
r
o
cr
asti
n
atio
n
am
o
n
g
u
n
iv
e
r
s
ity
s
tu
d
en
ts
,
an
d
iv
)
g
e
n
d
er
d
if
f
er
en
ce
s
in
ac
tiv
e
p
r
o
cr
asti
n
atio
n
am
o
n
g
wo
r
k
i
n
g
y
o
u
n
g
a
d
u
lts
.
2.
M
E
T
H
O
D
2
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1
.
S
t
u
d
y
de
s
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g
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a
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p
a
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n
t
s
B
as
e
d
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t
h
e
o
b
j
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c
t
i
v
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t
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u
d
y
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q
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a
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t
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a
r
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p
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d
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t
o
r
v
a
r
ia
b
l
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a
n
d
a
c
t
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v
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p
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c
r
a
s
ti
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a
t
i
o
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i
s
t
h
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c
r
it
e
r
i
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n
v
a
r
i
a
b
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e
.
T
h
is
i
s
a
c
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s
-
s
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t
i
o
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s
t
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d
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b
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c
a
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s
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d
a
t
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ly
c
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l
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e
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d
a
t
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t
o
f
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t
i
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.
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m
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c
o
r
d
i
n
g
t
o
R
a
s
c
h
e
t
a
l.
[
4
1
]
,
in
d
ep
en
d
en
t
t
-
test
ca
n
b
e
u
s
ed
to
an
aly
s
e
d
ata
th
at
v
io
lat
es
th
e
n
o
r
m
ality
ass
u
m
p
tio
n
d
u
e
to
its
r
o
b
u
s
tn
ess
.
Prio
r
to
co
n
d
u
ctin
g
an
in
d
e
p
e
n
d
en
t
t
-
test
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aly
s
is
,
L
ev
en
e’
s
T
est
f
o
r
E
q
u
ality
o
f
Var
ian
ce
s
is
r
ep
o
r
ted
to
f
u
lf
il
th
e
r
eq
u
ir
e
m
en
t f
o
r
eq
u
ality
o
f
v
ar
ian
ce
s
.
3.
RE
SU
L
T
S AN
D
D
I
SCU
SS
I
O
N
T
ab
le
1
s
u
m
m
ar
is
es
th
e
d
em
o
g
r
ap
h
ic
d
ata
o
f
r
esp
o
n
d
en
ts
wh
o
p
ar
ticip
ated
in
th
is
s
tu
d
y
.
A
to
tal
o
f
1
9
2
r
esp
o
n
d
en
ts
ar
e
f
r
o
m
p
r
iv
ate
o
r
g
a
n
izatio
n
s
an
d
p
r
iv
ate
u
n
iv
er
s
ities
in
Ma
lay
s
ia.
Fem
al
es
(
5
1
.
6
0
%)
s
lig
h
tly
o
u
tn
u
m
b
er
ed
m
ales
(
4
8
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4
0
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.
I
n
ter
m
s
o
f
eth
n
icity
,
th
e
C
h
in
ese
(
4
2
.
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0
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an
d
I
n
d
ia
n
(
4
3
.
7
0
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m
a
k
e
u
p
m
ajo
r
i
ty
o
f
th
e
r
esp
o
n
d
en
ts
,
with
a
m
in
o
r
ity
o
f
Ma
lay
(
1
2
.
5
0
%)
r
esp
o
n
d
en
ts
.
Fu
ll
tim
e
s
tu
d
en
ts
(
5
1
%)
ar
e
s
o
m
ewh
at
s
im
ilar
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th
th
e
to
ta
l
o
f
Fu
ll
tim
e
wo
r
k
er
s
(
4
9
%)
wh
o
p
ar
ticip
ated
in
th
is
s
tu
d
y
.
As
f
o
r
th
e
ag
e
r
an
g
e,
m
ajo
r
ity
o
f
th
e
r
esp
o
n
d
en
ts
ar
e
f
r
o
m
t
h
e
ag
e
r
a
n
g
e
o
f
1
8
-
2
5
y
ea
r
s
o
ld
.
T
ab
le
1
.
Dem
o
g
r
ap
h
ic
in
f
o
r
m
atio
n
(
N
=1
9
2
)
C
h
a
r
a
c
t
e
r
i
s
t
i
c
s
n
%
G
e
n
d
e
r
M
a
l
e
93
4
8
.
4
0
F
e
mal
e
99
5
1
.
6
0
Et
h
n
i
c
i
t
y
M
a
l
a
y
24
1
2
.
5
0
C
h
i
n
e
se
81
4
2
.
2
0
I
n
d
i
a
n
84
4
3
.
7
0
O
t
h
e
r
s
3
1
.
6
0
O
c
c
u
p
a
t
i
o
n
F
u
l
l
t
i
me
st
u
d
e
n
t
s
98
5
1
.
0
0
F
u
l
l
t
i
me
w
o
r
k
e
r
s
94
4
9
.
0
0
A
g
e
r
a
n
g
e
18
-
2
5
y
e
a
r
s
o
l
d
1
3
5
7
0
.
3
0
26
-
3
5
y
e
a
r
s
o
l
d
57
2
9
.
7
0
T
ab
le
2
p
r
esen
ts
th
e
r
esu
lts
o
f
th
e
Ko
lm
o
g
o
r
o
v
-
Sm
ir
n
o
v
n
o
r
m
ality
test
.
T
h
e
s
ig
n
if
ica
n
t
v
alu
es
f
o
r
s
elf
-
r
eg
u
latio
n
(
p
<
.
0
5
)
,
r
esil
ien
ce
(
p
<.
0
5
)
an
d
a
ctiv
e
p
r
o
cr
asti
n
atio
n
(
p
>.
0
5
)
r
esp
ec
t
iv
ely
.
On
ly
a
ctiv
e
p
r
o
cr
asti
n
atio
n
d
o
es
n
o
t
v
io
la
te
th
e
n
o
r
m
ality
test
.
Hen
ce
,
n
o
n
-
p
ar
am
etr
ic
test
s
ar
e
ad
o
p
ted
to
a
n
aly
s
e
th
e
r
esu
lts
r
elate
d
with
s
elf
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r
eg
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la
tio
n
an
d
r
esil
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ce
b
u
t
p
ar
am
e
tr
ic
test
s
ar
e
ad
o
p
ted
f
o
r
a
n
aly
s
is
r
elate
d
to
ac
tiv
e
p
r
o
cr
asti
n
atio
n
.
3
.
1
.
Self
-
re
g
ula
t
io
n a
nd
re
s
ilience
a
s
predict
o
rs f
o
r
a
ct
iv
e
pro
cr
a
s
t
ina
t
io
n a
mo
ng
y
o
u
ng
a
du
lt
s
As
illu
s
tr
ated
in
T
ab
le
3
,
f
r
o
m
2
5
th
to
th
e
h
ig
h
est
q
u
an
tile,
s
elf
-
r
eg
u
latio
n
s
ig
n
if
ican
tly
p
r
ed
icte
d
ac
tiv
e
p
r
o
cr
asti
n
atio
n
am
o
n
g
y
o
u
n
g
ad
u
lts
.
T
h
e
h
ig
h
est
co
ef
f
icien
t
(
β)
o
b
tain
ed
f
r
o
m
th
e
r
e
s
u
lts
i
s
1
.
2
1
at
9
0
th
q
u
an
tile
with
a
p
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v
alu
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<.
0
5
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T
h
er
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o
r
e,
as
th
e
Ps
eu
d
o
R
2
i
n
cr
ea
s
es
f
r
o
m
th
e
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5
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to
th
e
h
ig
h
est
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tile,
th
e
co
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f
icien
t
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β)
in
cr
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es.
I
t
s
h
o
ws
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at
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f
ican
t
p
r
e
d
icto
r
f
o
r
ac
tiv
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p
r
o
cr
asti
n
atio
n
am
o
n
g
y
o
u
n
g
ad
u
lts
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
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2
2
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b
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1
3
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No
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4
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Dec
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b
er
20
24
:
1
5
3
8
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5
4
7
1542
I
n
T
a
b
le
3
,
f
r
o
m
2
5
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to
th
e
h
ig
h
est
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u
an
tile,
r
esil
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ce
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o
es
n
o
t
s
ig
n
if
ican
tly
p
r
ed
i
ct
ac
tiv
e
p
r
o
cr
asti
n
atio
n
a
m
o
n
g
y
o
u
n
g
ad
u
lts
.
T
h
e
lo
west
co
ef
f
icien
t
(
β)
o
b
tain
ed
f
r
o
m
th
e
r
esu
lts
is
.
0
6
at
2
5
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u
an
tile
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p
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e
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0
5
.
As
th
e
Ps
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o
R
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cr
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th
e
2
5
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th
e
h
ig
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est
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u
a
n
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e
co
ef
f
icien
t
(
β)
also
in
cr
ea
s
es.
Ho
wev
er
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r
esu
lts
s
h
o
ws
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at
r
esil
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ce
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n
o
t
a
s
ig
n
if
ican
t
p
r
ed
ict
o
r
f
o
r
ac
tiv
e
p
r
o
cr
asti
n
atio
n
am
o
n
g
y
o
u
n
g
ad
u
lts
.
3
.
2
.
Dif
f
er
ence
in a
ct
iv
e
pro
cr
a
s
t
ina
t
io
n a
m
o
ng
un
iv
er
s
it
y
s
t
ud
ent
s
a
nd
wo
rk
ing
y
o
un
g
a
du
lt
s
Ko
lm
o
g
o
r
o
v
-
Sm
ir
n
o
v
test
o
n
ac
tiv
e
p
r
o
cr
asti
n
atio
n
b
ased
o
n
th
e
o
cc
u
p
atio
n
o
f
y
o
u
n
g
a
d
u
lt
s
in
d
icate
d
th
at
th
e
n
o
r
m
ality
ass
u
m
p
tio
n
is
n
o
t
v
io
lated
(
p
>.
0
5
)
.
T
h
u
s
,
in
d
ep
e
n
d
en
t
t
-
test
is
u
s
ed
f
o
r
an
aly
s
is
.
Prio
r
to
co
n
d
u
ctin
g
a
n
in
d
ep
en
d
en
t
t
-
test
an
aly
s
is
,
L
ev
en
e’
s
T
est
f
o
r
E
q
u
ality
o
f
Var
ian
ce
s
i
n
d
icat
ed
th
at
th
e
v
ar
ian
ce
s
ar
e
eq
u
al,
F
=.
0
6
,
p
>
.
0
5
.
I
n
d
ep
en
d
en
t
t
-
test
an
aly
s
is
r
ev
ea
le
d
th
at
th
er
e
ar
e
n
o
s
ig
n
if
ica
n
t
d
if
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er
en
ce
s
b
etwe
en
u
n
iv
er
s
ity
s
tu
d
en
ts
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d
wo
r
k
in
g
y
o
u
n
g
a
d
u
lts
in
ac
tiv
e
p
r
o
cr
a
s
tin
atio
n
,
t
(
1
9
2
)
=1
.
2
0
,
p
>.
0
5
.
T
h
is
r
esu
lt
in
d
icate
s
th
at
u
n
iv
er
s
ity
s
tu
d
en
ts
an
d
wo
r
k
in
g
y
o
u
n
g
ad
u
lts
d
o
n
o
t
s
ig
n
i
f
ican
tly
d
if
f
er
in
th
e
ac
tiv
e
p
r
o
cr
asti
n
atio
n
s
co
r
es.
T
ab
le
2
.
Ko
lm
o
g
o
r
o
v
-
Sm
ir
n
o
v
test
f
o
r
th
e
s
tu
d
y
v
ar
ia
b
les (
N
=1
9
2
)
S
t
u
d
y
v
a
r
i
a
b
l
e
s
K
o
l
m
o
g
o
r
o
v
-
S
m
i
r
n
o
v
S
t
a
t
i
st
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c
df
S
i
g
.
S
e
l
f
-
r
e
g
u
l
a
t
i
o
n
.
0
8
1
9
2
.
0
0
R
e
si
l
i
e
n
c
e
.
0
9
1
9
2
.
0
0
A
c
t
i
v
e
p
r
o
c
r
a
s
t
i
n
a
t
i
o
n
.
0
5
1
9
2
.
2
0
T
ab
le
3
.
Qu
a
n
tile r
eg
r
ess
io
n
f
o
r
s
elf
-
r
eg
u
latio
n
an
d
r
esil
ien
ce
as p
r
ed
icto
r
s
o
f
ac
tiv
e
p
r
o
cr
asti
n
atio
n
am
o
n
g
y
o
u
n
g
ad
u
lts
(
N
=1
9
2
)
S
t
u
d
y
v
a
r
i
a
b
l
e
s
10
th
q
u
a
n
t
i
l
e
25
th
q
u
a
n
t
i
l
e
50
th
q
u
a
n
t
i
l
e
75
th
q
u
a
n
t
i
l
e
90
th
q
u
a
n
t
i
l
e
β
p
β
P
β
p
β
p
β
p
S
e
l
f
-
r
e
g
u
l
a
t
i
o
n
.
5
4
.
1
4
.
7
1
.
0
1
.
7
5
.
0
0
.
6
4
.
0
4
1
.
2
1
.
0
1
R
e
si
l
i
e
n
c
e
.
3
1
.
0
1
.
0
6
.
5
3
.
1
0
.
0
8
.
1
1
.
2
9
.
1
6
.
3
0
C
o
n
st
a
n
t
6
.
2
0
.
6
1
3
3
.
1
5
.
0
0
3
4
.
9
0
.
0
0
4
2
.
5
3
.
0
0
2
8
.
6
9
.
0
7
3
.
3
.
G
ender
diff
er
ence
s
in a
ct
iv
e
pro
cr
a
s
t
ina
t
io
n a
m
o
ng
un
iv
er
s
it
y
s
t
ud
e
nts
Ko
lm
o
g
o
r
o
v
-
Sm
ir
n
o
v
test
o
n
ac
tiv
e
p
r
o
cr
asti
n
atio
n
b
ased
o
n
th
e
g
e
n
d
er
o
f
u
n
iv
er
s
ity
s
tu
d
en
ts
in
d
icate
s
th
at
th
e
n
o
r
m
ality
a
s
s
u
m
p
tio
n
is
v
io
lated
f
o
r
m
al
es
(
p
<.
0
5
)
b
u
t
n
o
t
v
io
lated
f
o
r
f
em
ales
(
p
>.
0
5
)
.
Ho
wev
er
,
in
d
e
p
en
d
e
n
t
t
-
test
will
s
ti
ll
b
e
u
s
ed
f
o
r
an
aly
s
is
d
u
e
to
its
r
o
b
u
s
tn
ess
with
d
ata
wh
ich
v
io
lates
n
o
r
m
ality
ass
u
m
p
tio
n
s
(
e.
g
.
,
[
4
0
]
)
.
Prio
r
to
c
o
n
d
u
ctin
g
a
n
in
d
ep
en
d
en
t
t
-
test
an
aly
s
is
,
L
ev
en
e’
s
T
est
f
o
r
E
q
u
ality
o
f
Var
ia
n
ce
s
in
d
icate
s
th
at
th
e
v
ar
ian
ce
s
ar
e
eq
u
al,
F
=.
7
4
,
p
>.
0
5
.
I
n
d
ep
e
n
d
en
t
t
-
t
est
an
aly
s
is
r
ev
ea
ls
th
at
th
er
e
ar
e
s
ig
n
if
ican
t
g
en
d
er
d
if
f
er
e
n
ce
s
am
o
n
g
u
n
iv
e
r
s
ity
s
tu
d
en
t’
s
ac
tiv
e
p
r
o
cr
asti
n
atio
n
,
t
(
9
8
)
=2
.
4
5
,
p
<.
0
5
.
T
h
e
ef
f
ec
t size
is
.
5
0
,
wh
ich
ca
n
b
e
in
ter
p
r
ete
d
as m
ed
iu
m
ef
f
ec
t size.
T
h
is
r
esu
lt
in
d
icate
s
th
at
m
ale
an
d
f
em
ale
u
n
iv
er
s
ity
s
tu
d
e
n
ts
d
o
s
ig
n
if
ican
tly
d
i
f
f
er
in
t
h
eir
ac
tiv
e
p
r
o
cr
asti
n
atio
n
s
co
r
es.
Sp
ec
if
i
ca
lly
,
m
ales
(
m
ea
n
=6
6
.
6
4
)
h
a
v
e
s
ig
n
if
ican
tly
h
ig
h
er
m
ea
n
s
co
r
es
co
m
p
ar
ed
to
th
eir
f
em
ale
(
m
ea
n
=
6
1
.
5
2
)
co
u
n
ter
p
ar
ts
.
T
h
e
e
f
f
ec
t
s
ize
s
h
o
ws
th
at
g
en
d
e
r
h
as
a
m
e
d
iu
m
ef
f
ec
t
o
n
th
e
ac
tiv
e
p
r
o
cr
asti
n
atio
n
s
co
r
e
.
3
.
4
.
G
ender
diff
er
ence
s
in a
ct
iv
e
pro
cr
a
s
t
ina
t
io
n a
m
o
ng
wo
rk
ing
y
o
un
g
a
du
lt
s
Ko
lm
o
g
o
r
o
v
-
Sm
ir
n
o
v
test
o
n
ac
tiv
e
p
r
o
cr
asti
n
atio
n
b
ased
o
n
th
e
g
e
n
d
er
o
f
wo
r
k
in
g
y
o
u
n
g
ad
u
lts
in
d
icate
s
th
at
th
e
n
o
r
m
ality
ass
u
m
p
tio
n
is
n
o
t
v
io
lated
f
o
r
m
ales
(
p
>.
0
5
)
a
n
d
f
e
m
ales
(
p
>.
0
5
)
.
T
h
u
s
,
in
d
ep
en
d
en
t
t
-
test
is
u
s
ed
f
o
r
an
aly
s
is
.
Prio
r
to
co
n
d
u
ctin
g
an
in
d
ep
e
n
d
en
t
t
-
test
an
aly
s
is
,
L
ev
en
e’
s
T
est
f
o
r
E
q
u
ality
o
f
Var
ian
ce
s
in
d
icate
s
th
at
th
e
v
ar
ia
n
ce
s
ar
e
e
q
u
al,
F
=1
.
2
0
,
p
>.
0
5
.
I
n
d
e
p
en
d
e
n
t
t
-
t
est
an
aly
s
is
r
ev
ea
ls
th
at
th
er
e
is
n
o
s
ig
n
if
ican
t
g
e
n
d
er
d
i
f
f
er
en
ce
am
o
n
g
wo
r
k
in
g
y
o
u
n
g
a
d
u
lt’s
ac
tiv
e
p
r
o
cr
as
tin
a
tio
n
,
t
(
9
4
)
=.
9
8
,
p
>.
0
5
.
T
h
is
r
esu
lt
in
d
icate
s
th
a
t
m
ale
an
d
f
em
ale
wo
r
k
in
g
y
o
u
n
g
ad
u
lts
d
o
n
o
t
s
ig
n
if
ica
n
tly
d
if
f
er
in
th
eir
ac
tiv
e
p
r
o
cr
asti
n
atio
n
s
co
r
es.
3
.
5
.
Dis
cus
s
io
n
T
h
e
r
esu
lts
s
tated
th
at
s
elf
-
r
eg
u
latio
n
is
a
s
ig
n
if
ican
t
p
r
ed
icto
r
f
o
r
ac
tiv
e
p
r
o
cr
asti
n
atio
n
am
o
n
g
y
o
u
n
g
ad
u
lts
.
T
h
is
g
o
es
in
lin
e
with
th
e
s
tu
d
y
o
f
He
n
s
ley
[
9
]
,
s
ay
in
g
th
at
ac
tiv
e
p
r
o
c
r
asti
n
ato
r
s
h
av
e
h
ig
h
s
elf
-
r
eg
u
latio
n
.
An
o
th
er
s
tu
d
y
th
a
t
s
u
p
p
o
r
ts
th
is
f
in
d
in
g
is
b
y
C
h
u
an
d
C
h
o
i
[
1
]
,
s
tatin
g
th
at
s
elf
-
r
eg
u
latio
n
is
p
o
s
itiv
ely
co
r
r
elate
d
with
ac
tiv
e
p
r
o
cr
asti
n
atio
n
b
ec
au
s
e
ac
tiv
e
p
r
o
cr
asti
n
ato
r
s
ten
d
to
h
a
v
e
th
eir
p
r
ef
er
en
ce
f
o
r
wo
r
k
p
r
ess
u
r
e
a
n
d
ac
h
iev
e
s
atis
f
ac
to
r
y
p
er
f
o
r
m
an
ce
e
v
e
n
wh
en
th
e
y
co
m
p
lete
th
eir
ta
s
k
s
r
ig
h
t
b
ef
o
r
e
th
e
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t J Pu
b
lic
Hea
lth
Sci
I
SS
N:
2252
-
8
8
0
6
S
elf
-
r
eg
u
la
tio
n
a
n
d
r
esil
ien
ce
:
th
e
r
o
le
o
n
a
ctive
p
r
o
cra
s
tin
a
tio
n
o
f y
o
u
n
g
a
d
u
lts
(
I
vy
Jo
s
i
a
h
V
in
ce
n
t
)
1543
d
atelin
e.
Fu
r
th
er
m
o
r
e,
ac
tiv
e
p
r
o
cr
asti
n
ato
r
s
with
h
ig
h
s
elf
-
r
eg
u
latio
n
h
a
v
e
h
ig
h
s
elf
-
co
n
f
id
en
ce
i
n
p
r
o
cr
asti
n
atio
n
b
ec
au
s
e
th
ey
c
an
f
in
is
h
th
eir
task
s
in
a
tim
el
y
m
an
n
e
r
[
2
6
]
.
I
n
ad
d
itio
n
,
th
e
r
e
ar
e
m
an
y
r
ea
s
o
n
s
wh
y
s
elf
-
r
eg
u
latio
n
is
a
s
ig
n
if
ican
t
p
r
ed
icto
r
o
f
ac
tiv
e
p
r
o
cr
asti
n
atio
n
am
o
n
g
y
o
u
n
g
ad
u
lts
.
First,
th
is
co
u
ld
b
e
b
ec
au
s
e
o
f
y
o
u
n
g
ad
u
lts
ten
d
to
p
l
an
co
n
s
cio
u
s
ly
ev
en
d
u
r
in
g
th
e
C
OVI
D
-
1
9
p
a
n
d
e
m
ic.
Mo
s
t
u
n
iv
er
s
ity
s
tu
d
en
ts
an
d
w
o
r
k
in
g
y
o
u
n
g
a
d
u
lts
r
esu
lted
in
s
tu
d
y
i
n
g
o
n
lin
e
an
d
wo
r
k
i
n
g
f
r
o
m
h
o
m
e.
Alth
o
u
g
h
th
is
co
u
ld
s
o
u
n
d
s
tr
ess
f
u
l
f
o
r
y
o
u
n
g
ad
u
lts
,
m
o
s
t
o
f
th
em
m
an
a
g
ed
to
h
av
e
h
ig
h
s
elf
-
r
eg
u
latio
n
in
ac
tiv
e
p
r
o
c
r
asti
n
atio
n
ev
e
n
d
u
r
in
g
t
h
i
s
p
er
io
d
.
B
ased
o
n
a
p
ast
r
esea
r
ch
,
y
o
u
n
g
ad
u
lts
wh
o
wer
e
r
esu
lted
in
o
n
lin
e
m
o
d
e
k
n
ew
h
o
w
to
co
n
c
en
tr
ate
o
n
im
p
en
d
in
g
r
esp
o
n
s
i
b
ilit
ies
[
4
2
]
.
T
h
u
s
,
d
is
p
lay
in
g
b
etter
s
elf
-
co
n
tr
o
l.
So
m
e
y
o
u
n
g
ad
u
lts
s
tu
d
y
in
g
o
r
wo
r
k
in
g
at
h
o
m
e
wer
e
m
o
tiv
at
ed
b
y
th
eir
f
am
ilies
an
d
f
r
ien
d
s
as
th
ey
h
ad
b
etter
li
f
e
b
alan
ce
.
Fo
r
in
s
tan
ce
,
a
s
tu
d
y
co
n
d
u
cted
b
y
B
ao
et
a
l.
[
4
3
]
s
h
o
wed
th
at
y
o
u
n
g
ad
u
lts
wh
o
wer
e
s
tu
d
y
i
n
g
an
d
wo
r
k
in
g
f
r
o
m
h
o
m
e
h
ad
a
b
ette
r
wo
r
k
-
life
b
alan
ce
,
f
lex
ib
le
s
t
u
d
y
in
g
an
d
wo
r
k
in
g
tim
e.
Fu
r
th
er
m
o
r
e
,
th
er
e
co
u
l
d
b
e
an
u
n
d
er
ly
in
g
r
ea
s
o
n
wh
y
y
o
u
n
g
ad
u
lts
h
av
e
h
i
g
h
s
elf
-
r
eg
u
latio
n
in
ac
tiv
e
p
r
o
cr
asti
n
atio
n
d
u
e
to
en
v
ir
o
n
m
en
tal
f
ac
to
r
s
.
T
h
er
ef
o
r
e,
th
e
y
co
u
ld
s
till
h
av
e
s
atis
f
ac
to
r
y
p
er
f
o
r
m
an
ce
wh
ile
ac
tiv
ely
p
r
o
c
r
asti
n
atin
g
ev
en
th
o
u
g
h
th
ey
we
r
e
at
h
o
m
e
.
H
en
ce
,
s
elf
-
r
eg
u
latio
n
is
a
s
ig
n
if
ican
t
p
r
ed
icto
r
o
f
ac
tiv
e
p
r
o
cr
asti
n
atio
n
am
o
n
g
y
o
u
n
g
ad
u
lts
.
As
f
o
r
r
esil
ien
ce
,
th
e
r
esu
lts
in
d
icate
d
th
at
r
esil
ien
ce
is
n
o
t
a
s
ig
n
if
ican
t
p
r
ed
icto
r
o
f
ac
tiv
e
p
r
o
cr
asti
n
atio
n
.
Pre
v
io
u
s
s
tu
d
ies
s
h
o
wed
th
at
r
esil
ien
ce
is
a
p
o
s
itiv
e
r
ei
n
f
o
r
ce
m
en
t
t
h
a
t
h
elp
s
in
d
iv
id
u
als
b
o
u
n
ce
b
ac
k
f
r
o
m
s
tr
ess
an
d
co
m
p
lete
th
eir
task
s
r
ig
h
t b
ef
o
r
e
th
e
d
ea
d
lin
e.
Ho
wev
er
,
in
th
is
s
tu
d
y
co
n
d
u
cted
,
r
esil
ien
ce
is
n
o
t
a
s
ig
n
i
f
ican
t
p
r
ed
icto
r
.
Sam
an
a
n
d
W
ir
aw
an
[
4
4
]
s
tated
t
h
at
r
esil
ien
ce
is
n
o
t
a
s
ig
n
if
ica
n
t
p
r
ed
icto
r
o
f
ac
tiv
e
p
r
o
cr
asti
n
a
tio
n
.
T
h
is
c
o
u
ld
in
d
icate
t
h
at
t
h
er
e
m
ig
h
t
b
e
o
th
e
r
u
n
d
er
l
y
in
g
f
ac
to
r
s
th
at
h
el
p
y
o
u
n
g
ad
u
lts
to
p
r
o
cr
asti
n
ate
a
ctiv
ely
.
R
esil
ien
ce
h
as
a
co
n
d
i
tio
n
al
ef
f
ec
t
o
n
ac
tiv
e
p
r
o
cr
asti
n
ati
o
n
,
s
u
g
g
esti
n
g
th
at
it
is
m
o
r
e
ef
f
ec
tiv
e
f
o
r
y
o
u
n
g
ad
u
lts
wh
o
a
r
e
less
atten
tiv
e.
T
h
er
e
m
ig
h
t
b
e
a
n
u
n
d
er
ly
in
g
p
er
s
o
n
ality
k
n
o
wn
as
co
n
s
cien
tio
u
s
n
ess
wh
ich
m
ay
aid
e
y
o
u
n
g
ad
u
lts
in
ac
tiv
e
p
r
o
cr
asti
n
atio
n
,
a
n
d
r
esil
ien
ce
h
as
a
n
eg
ativ
e
ef
f
ec
t
o
n
ac
tiv
e
p
r
o
c
r
asti
n
atio
n
is
lar
g
er
am
o
n
g
th
o
s
e
with
lo
w
in
tellig
en
ce
[
4
4
]
.
T
h
e
p
o
s
s
ib
le
ex
p
lan
atio
n
f
o
r
r
esil
ien
ce
n
o
t
b
ein
g
a
s
ig
n
if
ican
t
p
r
ed
icto
r
is
th
at
ev
en
wh
en
y
o
u
n
g
ad
u
lts
wer
e
af
f
ec
ted
b
y
t
h
e
p
an
d
em
ic,
th
ey
co
u
ld
s
till
b
o
u
n
ce
b
ac
k
a
n
d
f
in
is
h
th
eir
task
s
with
in
th
e
g
iv
e
n
d
atelin
e.
I
t
c
o
u
ld
b
e
b
ec
au
s
e
o
f
p
ee
r
ass
is
tan
ce
h
e
lp
ed
y
o
u
n
g
ad
u
lts
to
ac
h
iev
e
s
atis
f
ac
to
r
y
r
esu
lts
.
Peer
ass
is
tan
ce
h
as
b
e
en
d
em
o
n
s
tr
ated
to
h
elp
with
s
elf
-
esteem
,
an
x
iety
,
d
ep
r
ess
io
n
,
s
tr
ess
,
b
u
r
n
o
u
t,
l
o
n
elin
ess
,
an
d
g
en
er
al
m
en
tal
h
ea
lth
[
4
5
]
.
E
v
e
n
th
o
u
g
h
r
esil
ien
ce
is
n
o
t
a
s
ig
n
if
ican
t
p
r
e
d
icto
r
o
f
ac
tiv
e
p
r
o
cr
asti
n
atio
n
am
o
n
g
y
o
u
n
g
ad
u
lts
,
th
ey
co
u
ld
s
till
p
er
f
o
r
m
well
as
th
eir
p
ee
r
s
alwa
y
s
ch
ec
k
o
n
th
em
a
n
d
m
o
ti
v
ate
th
em
.
T
h
r
o
u
g
h
s
o
cial
m
e
d
ia
p
latf
o
r
m
s
,
th
ey
co
u
ld
h
elp
ea
ch
o
th
e
r
to
c
o
m
p
let
e
a
task
ev
e
n
at
th
e
last
m
o
m
en
t.
Hen
ce
,
th
is
co
u
ld
ju
s
tify
wh
y
r
esil
ien
ce
is
n
o
t a
s
ig
n
if
ican
t
p
r
ed
icto
r
o
f
a
ctiv
e
p
r
o
cr
asti
n
atio
n
am
o
n
g
y
o
u
n
g
a
d
u
lts
.
R
esu
lts
s
h
o
wed
th
at
th
er
e
is
n
o
s
ig
n
if
ican
t
d
if
f
er
en
ce
in
a
ctiv
e
p
r
o
cr
asti
n
atio
n
a
m
o
n
g
u
n
iv
er
s
ity
s
tu
d
en
ts
an
d
wo
r
k
in
g
y
o
u
n
g
ad
u
lts
.
T
h
e
r
esu
lts
d
o
n
o
t
alig
n
with
p
ast
r
esear
ch
s
tatin
g
th
at
s
tu
d
en
ts
m
ay
b
e
ac
tiv
e
p
r
o
cr
asti
n
ato
r
s
as
th
ey
ar
e
m
o
r
e
lik
ely
to
r
ec
eiv
e
m
o
r
e
task
s
[
2
0
]
.
T
h
er
e
co
u
ld
b
e
s
o
m
e
r
ea
s
o
n
s
wh
y
th
er
e
is
n
o
s
ig
n
if
ica
n
t
d
i
f
f
er
en
ce
in
ac
tiv
e
p
r
o
cr
asti
n
atio
n
am
o
n
g
u
n
iv
e
r
s
ity
s
tu
d
en
ts
a
n
d
wo
r
k
in
g
y
o
u
n
g
ad
u
lts
.
Firstl
y
,
it
i
s
m
o
s
t
p
r
o
b
ab
ly
b
ec
au
s
e
wh
en
lo
ck
d
o
w
n
is
im
p
lem
en
ted
d
u
r
in
g
th
e
p
an
d
em
ic
o
f
C
OVI
D
-
19
in
Ma
lay
s
ia,
u
n
iv
e
r
s
ity
s
tu
d
en
ts
an
d
wo
r
k
in
g
y
o
u
n
g
ad
u
lts
wer
e
lear
n
in
g
o
n
li
n
e
an
d
wo
r
k
i
n
g
f
r
o
m
h
o
m
e.
I
n
t
h
is
ca
s
e,
m
o
r
e
task
s
ar
e
g
iv
en
to
th
em
r
e
g
ar
d
l
ess
wh
eth
er
th
ey
wer
e
s
tu
d
y
in
g
o
r
wo
r
k
in
g
.
Fo
r
s
tu
d
en
ts
,
s
atis
f
ac
tio
n
d
ec
lin
ed
d
r
am
atica
lly
af
ter
th
eir
class
es
we
r
e
co
n
d
u
cted
o
n
lin
e
d
u
e
to
th
e
p
an
d
em
ic
wh
ich
is
d
u
e
t
o
h
av
in
g
lar
g
e
n
u
m
b
e
r
o
f
task
s
[
4
6
]
,
[
4
7
]
.
Mo
r
e
o
v
er
,
f
o
r
wo
r
k
in
g
y
o
u
n
g
a
d
u
lts
,
b
ec
au
s
e
s
ch
o
o
ls
a
n
d
ch
ild
ca
r
e
f
ac
ilit
ies
ar
e
clo
s
ed
am
id
lo
ck
d
o
wn
s
,
wo
r
k
in
g
p
ar
en
ts
wh
o
wo
r
k
ed
f
r
o
m
h
o
m
e
m
u
s
t
also
ca
r
e
f
o
r
th
eir
ch
ild
r
e
n
d
u
r
in
g
b
u
s
in
ess
h
o
u
r
s
[
4
8
]
.
A
c
c
o
r
d
i
n
g
t
o
M
a
n
r
o
o
p
a
n
d
P
e
t
r
o
v
s
k
i
[
4
9
]
,
s
u
r
v
e
y
s
s
t
at
e
d
t
h
at
d
i
s
t
r
a
ct
i
o
n
s
(
e
.
g
.
,
l
o
u
d
t
el
e
v
is
io
n
,
c
h
i
l
d
r
e
n
,
p
e
t
s
)
o
c
c
u
r
r
e
d
o
n
a
f
e
w
o
c
c
a
s
i
o
n
s
,
i
n
cl
u
d
i
n
g
d
u
r
i
n
g
Z
o
o
m
m
e
e
t
i
n
g
s
,
m
a
k
i
n
g
i
t
i
m
p
o
s
s
i
b
l
e
t
o
c
o
n
c
en
t
r
a
t
e
.
H
o
w
e
v
e
r
,
e
v
e
n
w
it
h
t
h
o
s
e
e
n
v
i
r
o
n
m
e
n
t
a
l
f
a
c
t
o
r
s
a
t
h
o
m
e
a
f
f
e
c
t
i
n
g
t
h
e
i
r
w
o
r
k
i
n
g
l
i
f
e
s
t
y
l
e
,
t
h
e
y
m
a
n
a
g
e
d
t
o
c
o
m
p
l
e
t
e
t
h
e
i
r
w
o
r
k
w
i
th
i
n
t
h
e
d
a
t
e
l
i
n
e
w
i
t
h
c
r
ea
t
i
v
e
m
e
t
h
o
d
s
.
T
h
e
r
e
f
o
r
e
,
r
e
g
a
r
d
l
e
s
s
o
f
t
h
e
a
m
o
u
n
t
o
f
wo
r
k
l
o
a
d
o
r
d
i
s
t
r
a
c
t
i
o
n
s
t
h
e
y
h
a
d
d
u
r
i
n
g
t
h
e
p
a
n
d
e
m
i
c
i
t
c
o
u
l
d
b
e
t
h
a
t
t
h
e
s
it
u
a
t
i
o
n
c
u
l
t
i
v
a
t
e
d
a
ct
i
v
e
p
r
o
c
r
a
s
ti
n
a
t
i
o
n
i
n
s
t
u
d
e
n
t
s
a
n
d
w
o
r
k
i
n
g
y
o
u
n
g
a
d
u
l
t
s
c
o
r
r
e
s
p
o
n
d
i
n
g
l
y
.
H
e
n
c
e
,
r
e
s
u
l
ts
s
t
at
e
d
t
h
a
t
t
h
e
r
e
i
s
n
o
s
i
g
n
i
f
i
c
a
n
t
d
i
f
f
e
r
e
n
ce
i
n
a
c
t
i
v
e
p
r
o
c
r
as
t
i
n
at
i
o
n
a
m
o
n
g
u
n
i
v
e
r
s
i
t
y
s
t
u
d
e
n
t
s
a
n
d
w
o
r
k
i
n
g
y
o
u
n
g
a
d
u
l
t
s
.
I
n
r
e
g
ar
d
s
to
g
en
d
e
r
d
if
f
er
en
c
es in
ac
tiv
e
p
r
o
cr
asti
n
atio
n
a
m
o
n
g
u
n
iv
e
r
s
ity
s
tu
d
en
ts
,
r
esu
lts
in
d
icate
d
th
at
th
er
e
ar
e
s
ig
n
if
ican
t
d
if
f
er
en
ce
s
with
m
ales
s
h
o
win
g
h
ig
h
er
ac
tiv
e
p
r
o
cr
asti
n
atio
n
s
co
r
es
co
m
p
ar
e
d
t
o
f
em
ales.
Gen
er
ally
,
th
is
r
esu
lt is
in
co
n
s
is
t
en
t
with
p
ast
s
tu
d
ie
s
in
d
icatin
g
th
at
m
ales
s
h
o
w
s
ig
n
if
ican
tly
h
ig
h
er
ac
ad
em
ic
p
r
o
cr
asti
n
atio
n
s
co
r
es
co
m
p
ar
ed
to
f
em
ales
[
4
]
,
[
2
9
]
.
T
h
e
r
esu
lts
ar
e
co
n
s
id
er
ed
in
co
n
s
is
ten
t
b
ec
au
s
e
in
d
iv
id
u
als
with
h
i
g
h
er
ac
tiv
e
p
r
o
cr
asti
n
atio
n
ten
d
to
h
av
e
h
ig
h
er
ac
ad
e
m
ic
p
er
f
o
r
m
an
ce
co
m
p
ar
ed
to
in
d
iv
id
u
als
with
h
ig
h
er
ac
ad
e
m
ic
p
r
o
cr
asti
n
atio
n
[
1
]
,
[
3
8
]
.
Pas
t
s
tu
d
ies
id
en
tifie
d
th
at
m
ale
s
tu
d
en
ts
ten
d
to
h
av
e
d
ef
icien
cy
in
tim
e
m
an
ag
em
en
t
[
5
0
]
,
[
5
1
]
,
p
o
o
r
s
tu
d
y
h
a
b
its
[
5
2
]
,
a
n
d
en
g
a
g
in
g
in
s
elf
-
h
an
d
icap
p
in
g
[
5
3
]
,
[
5
4
]
wh
ich
m
ay
lead
to
in
cr
ea
s
e
in
ac
ad
e
m
ic
p
r
o
cr
asti
n
atio
n
.
Ho
wev
er
,
th
is
s
tu
d
y
p
r
esen
ts
th
e
n
o
tio
n
th
at
m
ale
s
tu
d
en
ts
h
av
e
s
ig
n
if
ican
tly
h
ig
h
er
ac
tiv
e
p
r
o
cr
asti
n
atio
n
,
wh
ich
th
en
s
h
o
u
ld
lead
to
h
ig
h
er
ac
a
d
em
i
c
p
er
f
o
r
m
an
ce
.
Hen
ce
,
th
is
f
in
d
i
n
g
will
r
eq
u
ir
e
f
u
r
t
h
er
in
v
esti
g
atio
n
o
n
th
e
p
o
s
s
ib
le
ex
p
lan
a
tio
n
f
o
r
co
n
tr
asti
n
g
r
esu
lts
with
p
ast s
tu
d
ies.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2
2
5
2
-
8
8
0
6
I
n
t J Pu
b
lic
Hea
lth
Sci
,
Vo
l.
1
3
,
No
.
4
,
Dec
em
b
er
20
24
:
1
5
3
8
-
1
5
4
7
1544
As
f
o
r
g
en
d
er
d
if
f
er
en
c
es
in
ac
tiv
e
p
r
o
cr
asti
n
atio
n
am
o
n
g
wo
r
k
in
g
y
o
u
n
g
a
d
u
lts
,
r
esu
lts
in
d
i
ca
ted
th
at
th
er
e
ar
e
n
o
s
ig
n
if
ican
t
g
en
d
er
d
if
f
er
en
ce
s
in
ac
tiv
e
p
r
o
cr
asti
n
atio
n
s
co
r
es.
Gen
er
ally
,
th
is
r
esu
lt
is
co
n
s
i
s
ten
t
with
p
ast
s
tu
d
ies
in
d
icatin
g
th
at
m
al
e
an
d
f
e
m
ale
h
av
e
n
o
s
i
g
n
if
ican
t
d
if
f
er
en
ce
i
n
th
eir
p
r
o
cr
asti
n
atio
n
s
co
r
e
am
o
n
g
y
o
u
n
g
ad
u
lts
[
3
0
]
,
[
3
1
]
.
At
th
e
s
am
e
tim
e,
th
er
e
ar
e
p
ast
s
tu
d
ies
wh
ich
co
n
clu
d
ed
with
s
ig
n
if
ican
t
g
en
d
er
d
if
f
er
en
ce
s
in
p
r
o
cr
asti
n
atio
n
s
co
r
es
(
e.
g
.
,
[
4
]
,
[
2
9
]
)
.
T
h
er
e
is
s
till
n
o
co
n
s
en
s
u
s
o
n
th
e
r
o
le
o
f
g
en
d
er
in
r
e
g
ar
d
s
to
p
r
o
c
r
asti
n
atio
n
as
d
if
f
e
r
en
t
s
tu
d
ies
in
d
if
f
er
en
t
co
n
tex
ts
c
o
n
clu
d
e
with
d
if
f
er
e
n
t
f
in
d
in
g
s
[
3
3
]
.
T
h
is
m
ay
b
e
d
u
e
to
g
e
n
d
er
r
o
les c
o
n
s
id
er
ed
as a
s
o
cial
c
o
n
s
tr
u
ct
w
h
ich
is
h
ig
h
ly
d
ep
e
n
d
en
t
o
n
th
e
cu
ltu
r
e
an
d
en
v
i
r
o
n
m
e
n
t
[
5
5
]
,
[
5
6
]
.
I
n
th
is
ca
s
e,
t
h
er
e
ar
e
p
ast
s
tu
d
ies
wh
ich
attr
ib
u
te
d
th
eir
f
in
d
in
g
s
to
b
e
in
f
l
u
en
ce
d
b
y
th
e
g
e
n
d
er
r
o
le
an
d
cu
ltu
r
e
o
f
th
e
co
m
m
u
n
ity
(
e.
g
.
,
[
3
0
]
,
[
3
2
]
,
[
5
7
]
)
.
As
a
r
esu
lt,
an
y
attem
p
ts
to
ex
p
lain
th
e
p
o
s
s
ib
le
r
ea
s
o
n
o
n
d
i
f
f
er
en
t
f
in
d
in
g
s
f
o
r
g
en
d
er
d
if
f
e
r
en
ce
s
in
p
r
o
cr
asti
n
atio
n
is
p
u
r
ely
s
p
ec
u
lativ
e.
He
n
ce
,
th
is
f
in
d
in
g
will
r
eq
u
ir
e
f
u
tu
r
e
r
esear
ch
o
n
th
e
p
o
s
s
ib
le
ex
p
lan
atio
n
f
o
r
c
o
n
tr
asti
n
g
r
esu
lts
with
p
as
t stu
d
ies
.
As
f
o
r
r
ec
o
m
m
e
n
d
atio
n
,
s
in
ce
th
is
s
tu
d
y
o
n
ly
f
o
c
u
s
ed
in
Ku
a
la
L
u
m
p
u
r
,
f
u
tu
r
e
r
esear
ch
er
s
ca
n
co
llect
d
ata
in
all
s
tates
in
Ma
lay
s
i
a.
T
h
ey
c
o
u
ld
im
p
ly
th
is
in
th
eir
r
esear
ch
s
tu
d
y
b
y
co
m
p
ar
in
g
t
h
e
ac
tiv
e
p
r
o
cr
asti
n
atio
n
am
o
n
g
y
o
u
n
g
ad
u
lts
in
all
s
tate
s
in
Ma
la
y
s
ia.
Hen
ce
,
f
u
tu
r
e
r
esear
c
h
co
u
ld
b
r
in
g
m
o
r
e
co
n
clu
s
iv
e
f
in
d
in
g
s
to
war
d
s
Ma
lay
s
ian
ac
tiv
e
p
r
o
cr
asti
n
ato
r
s
.
Seco
n
d
ly
,
th
e
r
esu
lts
s
h
o
wed
th
at
r
esil
ien
ce
is
n
o
t a
s
ig
n
if
ican
t p
r
ed
icto
r
o
f
a
ctiv
e
p
r
o
cr
asti
n
atio
n
a
m
o
n
g
y
o
u
n
g
a
d
u
lts
in
Ku
ala
L
u
m
p
u
r
.
T
h
is
co
u
ld
in
d
icate
o
th
er
u
n
d
er
ly
in
g
v
ar
iab
les
o
r
m
o
d
er
ato
r
s
th
at
ar
e
h
elp
in
g
y
o
u
n
g
ad
u
lts
to
b
e
ac
tiv
e
p
r
o
c
r
asti
n
ato
r
s
.
I
n
th
is
ca
s
e,
f
u
tu
r
e
r
esear
ch
e
r
s
co
u
ld
ad
d
m
o
r
e
v
ar
iab
les
s
u
ch
as
co
g
n
itiv
e
f
lex
ib
ilit
y
,
co
n
s
cio
u
s
n
ess
,
an
d
in
tr
in
s
ic
m
o
tiv
atio
n
.
Fin
ally
,
f
u
t
u
r
e
s
tu
d
ies
ca
n
also
p
r
o
v
id
e
p
o
s
s
ib
le
ex
p
lan
atio
n
f
o
r
th
e
c
o
n
tr
asti
n
g
r
esu
lts
with
p
ast
s
tu
d
ies.
Desp
ite
th
e
liter
atu
r
e
co
n
s
is
ten
tly
p
o
in
tin
g
at
f
em
al
es
b
ein
g
b
etter
at
ac
tiv
e
p
r
o
cr
asti
n
atio
n
,
th
is
s
tu
d
y
f
o
u
n
d
th
at
m
ales
ar
e
b
etter
at
a
ctiv
e
p
r
o
c
r
asti
n
atio
n
.
He
n
ce
,
f
u
tu
r
e
s
tu
d
ies
c
o
u
ld
weig
h
i
n
o
n
cu
ltu
r
e
an
d
g
e
n
d
er
r
o
les as p
ar
t o
f
th
e
s
tu
d
y
v
ar
ia
b
les.
Ma
n
y
im
p
licatio
n
s
ca
n
b
e
em
p
h
asis
ed
f
r
o
m
th
is
r
esear
ch
.
Firs
tly
,
it
ca
n
h
elp
p
r
ac
titi
o
n
er
s
,
r
e
s
ea
r
ch
er
s
,
co
u
n
s
ello
r
s
,
an
d
em
p
lo
y
er
s
p
r
o
m
o
te
th
e
b
en
e
f
its
o
f
ac
tiv
e
p
r
o
cr
asti
n
atio
n
to
h
elp
y
o
u
n
g
ad
u
lts
p
er
f
o
r
m
b
etter
in
th
eir
d
aily
liv
es.
L
ec
tu
r
er
s
an
d
em
p
lo
y
er
s
will
u
n
d
er
s
tan
d
th
e
d
if
f
er
e
n
ce
s
b
etwe
en
p
ass
iv
e
an
d
ac
tiv
e
p
r
o
cr
asti
n
atio
n
f
r
o
m
th
e
f
in
d
i
n
g
s
o
f
th
is
s
tu
d
y
b
ec
au
s
e
p
r
o
c
r
asti
n
atio
n
is
alwa
y
s
k
n
o
wn
as
a
d
ef
icit
b
eh
av
io
u
r
.
Hen
ce
,
lectu
r
er
s
an
d
em
p
l
o
y
e
r
s
will
u
n
d
er
s
tan
d
th
at
ev
en
t
h
o
u
g
h
s
tu
d
en
ts
o
r
wo
r
k
er
s
s
ee
m
to
p
r
o
g
r
ess
o
r
co
m
p
lete
th
eir
ass
ig
n
ed
task
s
s
lo
wly
,
it m
ay
n
o
t n
ec
ess
ar
ily
lead
to
n
e
g
ativ
e
co
n
s
eq
u
en
ce
s
as th
ey
ar
e
g
ain
in
g
id
ea
s
an
d
th
in
k
in
g
cr
ea
tiv
ely
d
esp
ite
p
u
ttin
g
u
p
t
h
eir
en
er
g
y
at
th
e
v
er
y
last
m
o
m
e
n
t.
Seco
n
d
ly
,
th
is
co
u
ld
also
h
elp
p
r
a
ctitio
n
er
s
an
d
co
u
n
s
ello
r
s
to
co
n
d
u
ct
wo
r
k
s
h
o
p
s
in
u
n
iv
er
s
ities
an
d
o
r
g
an
is
atio
n
s
to
tr
an
s
f
o
r
m
p
ass
iv
e
p
r
o
cr
asti
n
ato
r
s
in
to
ac
tiv
e
p
r
o
c
r
asti
n
ato
r
s
.
C
o
u
n
s
ellin
g
s
ess
io
n
s
,
p
s
y
ch
o
th
e
r
ap
y
a
n
d
s
em
in
ar
s
ca
n
b
e
co
n
d
u
cte
d
to
en
f
o
r
ce
tech
n
iq
u
es a
n
d
tip
s
o
n
m
an
a
g
in
g
task
s
to
m
ee
t
d
e
ad
lin
es.
4.
CO
NCLU
SI
O
N
I
n
co
n
cl
u
s
io
n
,
th
is
s
tu
d
y
d
e
m
o
n
s
tr
ates
th
at
s
elf
-
r
eg
u
latio
n
is
a
s
ig
n
if
ican
t
p
r
e
d
icto
r
o
f
ac
tiv
e
p
r
o
cr
asti
n
atio
n
wh
ile
r
esil
ien
ce
is
n
o
t.
Fu
r
th
er
m
o
r
e,
r
esu
l
ts
d
eter
m
in
e
n
o
s
ig
n
i
f
ican
t
d
if
f
er
en
ce
i
n
ac
tiv
e
p
r
o
cr
asti
n
atio
n
am
o
n
g
u
n
iv
er
s
ity
s
tu
d
en
ts
an
d
wo
r
k
i
n
g
y
o
u
n
g
ad
u
lts
.
Mo
r
e
o
v
er
,
th
er
e
ar
e
s
ig
n
if
ican
t
g
en
d
er
d
if
f
er
en
ce
s
am
o
n
g
u
n
iv
er
s
ity
s
tu
d
en
ts
b
u
t
n
o
t
am
o
n
g
wo
r
k
i
n
g
y
o
u
n
g
a
d
u
lts
.
T
h
is
r
esear
ch
p
r
o
v
id
es
a
n
o
v
el
in
s
ig
h
t
in
to
ac
tiv
e
p
r
o
c
r
asti
n
atio
n
d
esp
ite
th
e
n
eg
ativ
e
c
o
n
n
o
tatio
n
s
o
f
p
ass
iv
e
p
r
o
cr
asti
n
atio
n
.
W
e
r
ec
o
m
m
en
d
cr
o
s
s
-
cu
ltu
r
al
s
tu
d
y
to
b
e
ca
r
r
ied
o
u
t
o
n
ac
tiv
e
p
r
o
cr
asti
n
atio
n
.
RE
F
E
R
E
NC
E
S
[
1
]
A
.
H
.
C
h
u
n
C
h
u
a
n
d
J
.
N
.
C
h
o
i
,
“
R
e
t
h
i
n
k
i
n
g
p
r
o
c
r
a
s
t
i
n
a
t
i
o
n
:
p
o
si
t
i
v
e
e
f
f
e
c
t
s
o
f
‘
a
c
t
i
v
e
’
p
r
o
c
r
a
s
t
i
n
a
t
i
o
n
b
e
h
a
v
i
o
r
o
n
a
t
t
i
t
u
d
e
s
a
n
d
p
e
r
f
o
r
m
a
n
c
e
,
”
T
h
e
J
o
u
r
n
a
l
o
f
S
o
c
i
a
l
Psy
c
h
o
l
o
g
y
,
v
o
l
.
1
4
5
,
n
o
.
3
,
p
p
.
2
4
5
–
2
6
4
,
Ju
n
.
2
0
0
5
,
d
o
i
:
1
0
.
3
2
0
0
/
S
O
C
P
.
1
4
5
.
3
.
2
4
5
-
2
6
4
.
[
2
]
S
.
F
.
C
h
o
w
d
h
u
r
y
a
n
d
T
.
A
.
P
y
c
h
y
l
,
“
A
c
r
i
t
i
q
u
e
o
f
t
h
e
c
o
n
s
t
r
u
c
t
v
a
l
i
d
i
t
y
o
f
a
c
t
i
v
e
p
r
o
c
r
a
st
i
n
a
t
i
o
n
,
”
P
e
rso
n
a
l
i
t
y
a
n
d
I
n
d
i
v
i
d
u
a
l
D
i
f
f
e
re
n
c
e
s
,
v
o
l
.
1
2
0
,
p
p
.
7
–
1
2
,
Ja
n
.
2
0
1
8
,
d
o
i
:
1
0
.
1
0
1
6
/
j
.
p
a
i
d
.
2
0
1
7
.
0
8
.
0
1
6
.
[
3
]
A
.
S
h
a
w
a
n
d
J
.
C
h
o
i
,
“
B
i
g
F
i
v
e
p
e
r
so
n
a
l
i
t
y
t
r
a
i
t
s
p
r
e
d
i
c
t
i
n
g
a
c
t
i
v
e
p
r
o
c
r
a
st
i
n
a
t
i
o
n
a
t
w
o
r
k
:
W
h
e
n
s
e
l
f
-
a
n
d
s
u
p
e
r
v
i
s
o
r
-
r
a
t
i
n
g
s
t
e
l
l
d
i
f
f
e
r
e
n
t
st
o
r
i
e
s,”
J
o
u
rn
a
l
o
f
R
e
se
a
rc
h
i
n
Pe
rs
o
n
a
l
i
t
y
,
v
o
l
.
9
9
,
p
.
1
0
4
2
6
1
,
A
u
g
.
2
0
2
2
,
d
o
i
:
1
0
.
1
0
1
6
/
j
.
j
r
p
.
2
0
2
2
.
1
0
4
2
6
1
.
[
4
]
M
.
B
a
l
k
i
s
a
n
d
E.
D
u
r
u
,
“
G
e
n
d
e
r
D
i
f
f
e
r
e
n
c
e
s
i
n
t
h
e
R
e
l
a
t
i
o
n
s
h
i
p
b
e
t
w
e
e
n
A
c
a
d
e
mi
c
P
r
o
c
r
a
st
i
n
a
t
i
o
n
,
S
a
t
i
f
a
c
t
i
o
n
w
i
t
h
A
c
a
d
e
m
i
c
L
i
f
e
a
n
d
A
c
a
d
e
mi
c
P
e
r
f
o
r
m
a
n
c
e
,
”
E
l
e
c
t
r
o
n
i
c
J
o
u
r
n
a
l
o
f
Re
s
e
a
r
c
h
i
n
E
d
u
c
a
t
i
o
n
a
l
P
syc
h
o
l
o
g
y
,
v
o
l
.
1
5
,
n
o
.
1
,
p
p
.
1
0
5
–
1
2
5
,
A
p
r
.
2
0
1
7
,
d
o
i
:
1
0
.
1
4
2
0
4
/
e
j
r
e
p
.
4
1
.
1
6
0
4
2
.
[
5
]
E.
D
U
R
U
,
S
.
D
U
R
U
,
a
n
d
M
.
B
A
LK
I
S
,
“
A
n
a
l
y
s
i
s
o
f
r
e
l
a
t
i
o
n
sh
i
p
s
a
m
o
n
g
b
u
r
n
o
u
t
,
a
c
a
d
e
m
i
c
a
c
h
i
e
v
e
me
n
t
,
a
n
d
se
lf
-
r
e
g
u
l
a
t
i
o
n
,
”
Ed
u
c
a
t
i
o
n
a
l
S
c
i
e
n
c
e
s:
T
h
e
o
ry
& Pr
a
c
t
i
c
e
,
S
e
p
.
2
0
1
4
,
d
o
i
:
1
0
.
1
2
7
3
8
/
e
st
p
.
2
0
1
4
.
4
.
2
0
5
0
.
[
6
]
M
.
S
t
a
d
l
e
r
,
M
.
A
u
st
,
N
.
B
e
c
k
e
r
,
C
.
N
i
e
p
e
l
,
a
n
d
S
.
G
r
e
i
f
f
,
“
C
h
o
o
si
n
g
b
e
t
w
e
e
n
w
h
a
t
y
o
u
w
a
n
t
n
o
w
a
n
d
w
h
a
t
y
o
u
w
a
n
t
mo
s
t
:
S
e
l
f
-
c
o
n
t
r
o
l
e
x
p
l
a
i
n
s
a
c
a
d
e
mi
c
a
c
h
i
e
v
e
me
n
t
b
e
y
o
n
d
c
o
g
n
i
t
i
v
e
a
b
i
l
i
t
y
,
”
Pe
rs
o
n
a
l
i
t
y
a
n
d
I
n
d
i
v
i
d
u
a
l
D
i
f
f
e
r
e
n
c
e
s
,
v
o
l
.
9
4
,
p
p
.
1
6
8
–
1
7
2
,
M
a
y
2
0
1
6
,
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4
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.
[
4
8
]
Z.
F
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a
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K
.
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a
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i
,
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.
[
4
9
]
L.
M
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D
.
P
e
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,
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rs
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Re
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[
5
0
]
A
.
C
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n
p
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t
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Th
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8
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p
.
7
7
–
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7
,
2
0
1
8
.
[
5
1
]
M
.
Tr
u
e
ma
n
a
n
d
J.
H
a
r
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l
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y
,
“
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c
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,
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.
[
5
2
]
A
.
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l
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d
A
.
B
l
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n
c
h
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[
5
3
]
E.
R
.
H
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r
t
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S
.
M
.
M
c
C
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a
,
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n
d
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.
I
.
B
o
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s,
“
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o
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[
5
4
]
S
.
M
.
M
c
C
r
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,
E.
R
.
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i
r
t
,
a
n
d
B
.
J.
M
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l
n
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r
,
“
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h
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r
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.
[
5
5
]
J.
M
.
N
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l
,
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u
mm
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l
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3
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p
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8
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5
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.
[
5
6
]
D
.
Ta
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r
a
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d
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.
E
.
G
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d
,
“
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t
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A
meric
a
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mas
c
u
l
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s:
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,
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syc
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& M
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sc
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2
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4
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4
.
[
5
7
]
B
.
N
i
l
u
f
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r
,
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U
n
d
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st
a
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u
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Re
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v
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l
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R
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.
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o
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Ku
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