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2
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3
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,
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.
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147
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27
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g
s
ca
n
p
r
ev
en
t
s
o
m
eo
n
e
f
r
o
m
b
ei
n
g
ill.
Me
a
n
w
h
ile,
t
h
e
i
m
p
ac
t
o
f
p
o
o
r
s
u
b
j
ec
tiv
e
w
ell
-
b
ei
n
g
o
n
a
p
er
s
o
n
,
a
m
o
n
g
o
t
h
er
s
,
is
th
e
e
m
er
g
e
n
ce
o
f
a
n
x
iet
y
,
m
ak
in
g
an
i
n
d
iv
id
u
al
h
av
e
lo
w
co
p
in
g
an
d
lo
w
m
o
tiv
a
tio
n
.
Oth
er
i
m
p
ac
ts
t
h
at
ar
is
e
f
r
o
m
p
o
o
r
w
ell
-
b
ein
g
ar
e
v
u
l
n
er
ab
ilit
y
to
d
ep
r
ess
io
n
a
n
d
s
tr
e
s
s
[
7
]
.
T
h
is
is
r
ein
f
o
r
ce
d
b
y
Sa
n
tr
o
ck
[
3
3
]
,
w
h
o
ill
u
s
tr
ate
s
t
h
at
ad
o
lesce
n
ts
h
a
v
e
v
er
y
u
n
s
tab
le
a
f
f
ec
tiv
e
co
n
d
it
io
n
s
,
w
h
ic
h
ca
u
s
e
p
r
o
b
lem
s
s
u
ch
a
s
d
if
f
ic
u
lt
y
ad
ap
tin
g
to
th
e
s
o
c
ial
en
v
ir
o
n
m
e
n
t,
t
h
e
e
m
er
g
e
n
ce
o
f
a
f
f
ec
ti
v
e
p
r
o
b
le
m
s
,
an
d
th
e
e
m
er
g
e
n
ce
o
f
h
ea
lt
h
p
r
o
b
le
m
s
[
3
4
]
.
So
m
eo
n
e
w
h
o
f
ee
l
s
a
lo
t
o
f
n
e
g
ati
v
e
e
m
o
tio
n
s
i
s
m
o
r
e
at
r
is
k
o
f
ca
n
ce
r
[
3
5
]
.
No
t
o
n
l
y
th
at,
b
u
t d
ep
r
ess
ed
teen
s
ar
e
also
m
o
r
e
lik
el
y
to
b
e
o
v
er
w
ei
g
h
t a
n
d
n
o
t
h
ea
lt
h
y
[
3
6
]
.
T
h
e
p
r
o
b
lem
s
f
ac
ed
b
y
a
d
o
les
ce
n
ts
ar
e
v
er
y
d
iv
er
s
e,
a
n
d
s
u
b
s
eq
u
en
tl
y
,
t
h
e
p
r
o
b
lem
s
o
l
v
i
n
g
r
eq
u
ir
ed
is
d
if
f
er
en
t
f
r
o
m
o
n
e
a
n
o
t
h
er
,
w
h
ic
h
u
lti
m
atel
y
a
f
f
ec
ts
t
h
e
le
v
el
o
f
s
u
b
j
ec
tiv
e
w
ell
-
b
ein
g
.
Sev
er
al
f
ac
to
r
s
ca
n
af
f
ec
t
t
h
e
le
v
el
o
f
s
u
b
j
ec
tiv
e
w
ell
-
b
ei
n
g
,
an
d
o
n
e
o
f
w
h
ich
is
f
a
m
il
y
s
o
cial
s
u
p
p
o
r
t.
T
h
e
r
esu
l
ts
s
h
o
w
ed
a
p
o
s
itiv
e
r
elatio
n
s
h
ip
b
et
w
ee
n
s
u
b
j
ec
tiv
e
w
ell
-
b
ein
g
a
n
d
f
a
m
il
y
s
o
cial
s
u
p
p
o
r
t
[
3
7
,
3
8
]
.
T
h
i
s
m
ea
n
s
t
h
at
s
o
cial
s
u
p
p
o
r
t
ca
n
p
r
ed
ict
s
u
b
j
ec
tiv
e
w
ell
-
b
ein
g
,
an
d
s
o
cial
s
u
p
p
o
r
t
ca
n
also
b
e
b
en
ef
icial
f
o
r
o
n
e'
s
s
u
b
j
ec
tiv
e
we
ll
-
b
ein
g
.
A
cc
o
r
d
in
g
to
Sar
af
in
o
,
et
a
l.
[
3
9
]
,
s
o
cial
s
u
p
p
o
r
t
is
a
w
a
y
to
s
h
o
w
ca
r
e,
af
f
ec
tio
n
,
a
n
d
ap
p
r
ec
iatio
n
f
o
r
o
th
er
s
.
So
cial
s
u
p
p
o
r
t
is
a
k
i
n
d
o
f
in
f
o
r
m
a
tio
n
an
d
f
ee
d
b
ac
k
f
r
o
m
o
th
er
s
,
i
n
d
icatin
g
lo
v
e,
ca
r
in
g
,
an
d
r
esp
ec
t.
I
t
w
ill al
s
o
en
ab
le
s
o
m
eo
n
e
to
g
et
in
v
o
l
v
ed
in
m
u
t
u
al
co
m
m
u
n
icatio
n
[
4
0
]
.
I
n
d
iv
id
u
al
s
w
h
o
r
ec
eiv
e
s
o
cial
s
u
p
p
o
r
t
w
il
l
f
ee
l
v
alu
ed
,
lo
v
ed
,
an
d
r
esp
ec
ted
.
T
h
ey
w
ill
al
s
o
b
ec
o
m
e
p
ar
t
o
f
a
g
r
o
u
p
t
h
at
c
an
as
s
is
t
w
h
e
n
o
th
er
p
eo
p
le
n
ee
d
h
elp
.
T
h
e
ex
is
te
n
ce
o
f
s
o
cial
s
u
p
p
o
r
t
f
r
o
m
th
e
f
a
m
i
l
y
a
n
d
o
th
er
p
eo
p
le
a
r
o
u
n
d
s
u
c
h
as
p
ee
r
s
in
b
o
ar
d
in
g
s
c
h
o
o
ls
co
n
tex
t
w
ill
m
ak
e
s
o
m
eo
n
e
f
ee
l
co
m
f
o
r
tab
le
to
s
tu
d
y
i
n
b
o
ar
d
in
g
s
c
h
o
o
ls
.
W
it
h
o
u
t
s
o
cial
s
u
p
p
o
r
t,
esp
ec
iall
y
f
r
o
m
th
e
f
a
m
il
y
,
s
o
m
eo
n
e
w
ill
f
ee
l
i
g
n
o
r
ed
,
an
d
th
at
w
i
ll
m
a
k
e
it
d
i
f
f
icu
lt
f
o
r
th
e
m
to
s
ta
y
in
t
h
e
b
o
ar
d
in
g
s
ch
o
o
l.
So
cia
l
s
u
p
p
o
r
t
is
n
ee
d
ed
to
r
ed
u
ce
th
e
n
e
g
ati
v
e
i
m
p
ac
t
s
ar
is
i
n
g
f
r
o
m
t
h
ese
co
n
d
itio
n
s
.
T
h
u
s
,
p
er
ce
iv
ed
s
o
cial
s
u
p
p
o
r
t
ca
n
ex
p
lai
n
an
in
d
iv
id
u
al
'
s
li
f
e
s
at
is
f
ac
tio
n
a
n
d
p
o
s
itiv
e
af
f
ec
t.
Yu
[
4
1
]
e
x
p
lain
ed
t
h
at
th
er
e
w
a
s
a
s
ig
n
i
f
ican
t
r
elatio
n
s
h
ip
b
et
w
ee
n
s
o
cial
s
u
p
p
o
r
t
an
d
s
u
b
j
ec
tiv
e
w
ell
-
b
ein
g
.
T
h
is
is
also
s
u
p
p
o
r
ted
b
y
t
h
e
r
esear
c
h
o
f
T
o
m
ás
,
et
a
l.
[
4
2
]
,
w
h
ich
s
u
g
g
es
t
th
a
t
f
a
m
il
y
s
o
cial
s
u
p
p
o
r
t
h
a
s
a
s
t
r
o
n
g
i
n
f
lu
e
n
ce
o
n
th
e
s
u
b
j
ec
tiv
e
w
el
l
-
b
ei
n
g
o
f
ad
o
lescen
ts
.
B
esid
es
s
o
cial
s
u
p
p
o
r
t,
o
th
er
f
ac
to
r
s
i
n
f
l
u
en
ce
s
u
b
j
ec
tiv
e
w
e
ll
-
b
ei
n
g
,
n
a
m
el
y
g
r
atit
u
d
e.
Sev
er
a
l
s
tu
d
ie
s
h
a
v
e
s
h
o
w
n
t
h
at
t
h
er
e
is
a
p
o
s
iti
v
e
r
elatio
n
s
h
ip
b
et
w
ee
n
s
u
b
j
ec
ti
v
e
w
ell
-
b
ein
g
a
n
d
g
r
atit
u
d
e
[
4
3
,
4
4
]
.
G
r
a
t
i
t
u
d
e
i
s
d
e
f
i
n
e
d
a
s
p
a
r
t
o
f
a
b
r
o
a
d
e
r
l
i
f
e
o
r
i
e
n
t
a
t
i
o
n
t
h
r
o
u
g
h
a
p
p
r
e
c
i
a
t
i
o
n
f
o
r
p
o
s
i
t
i
v
e
t
h
i
n
g
s
i
n
t
h
e
w
o
r
l
d
[
4
5
]
.
Gr
atitu
d
e
is
a
f
ee
li
n
g
in
h
u
m
an
r
elatio
n
s
h
ip
s
w
h
en
s
o
m
eo
n
e
ac
k
n
o
w
led
g
e
s
v
al
u
ab
le
s
u
p
p
o
r
ts
,
b
en
ef
its
,
a
n
d
g
o
o
d
n
ess
t
h
at
th
e
y
r
ec
eiv
e
f
r
o
m
o
th
er
s
[
4
6
]
.
T
h
is
is
in
li
n
e
w
it
h
B
o
n
o
,
et
a
l.,
[
4
7
]
,
w
h
o
s
a
id
t
h
at
g
r
atit
u
d
e
is
a
f
ee
li
n
g
e
x
p
er
ien
ce
d
b
y
s
o
m
eo
n
e
w
h
e
n
g
etti
n
g
a
g
i
f
t o
r
b
en
ef
it f
r
o
m
o
th
er
s
.
T
h
e
r
esu
lts
o
f
th
e
in
ter
v
ie
w
in
d
icate
d
a
f
ee
lin
g
o
f
d
is
s
ati
s
f
ac
tio
n
f
r
o
m
t
h
e
s
tu
d
e
n
t
b
e
ca
u
s
e
th
e
y
co
u
ld
n
o
t
m
a
x
i
m
all
y
e
x
er
t
th
eir
ab
ilit
ies
an
d
d
id
th
e
th
i
n
g
s
th
e
y
w
an
ted
.
T
h
er
e
w
as
a
n
ee
d
f
o
r
g
r
atitu
d
e
to
f
ee
l
s
atis
f
ied
liv
in
g
i
n
th
e
I
s
la
m
ic
b
o
ar
d
in
g
s
ch
o
o
l,
w
h
ic
h
co
u
ld
in
cr
ea
s
e
s
u
b
j
ec
tiv
e
w
ell
-
b
ei
n
g
.
T
h
is
i
s
r
ein
f
o
r
ce
d
b
y
r
esear
ch
co
n
d
u
cted
b
y
R
o
b
u
s
tel
li
[
4
4
]
,
w
h
ic
h
s
h
o
w
s
a
p
o
s
iti
v
e
r
elatio
n
s
h
i
p
b
et
w
ee
n
g
r
atit
u
d
e
an
d
s
u
b
j
ec
tiv
e
w
ell
-
b
ein
g
,
n
a
m
el
y
t
h
e
co
m
p
o
n
e
n
t
o
f
lif
e
s
atis
f
ac
tio
n
in
th
e
d
o
m
ain
o
f
s
o
cial
r
elatio
n
s
,
e
m
p
lo
y
m
en
t,
an
d
h
ea
lt
h
an
d
g
lo
b
al
lif
e
s
at
is
f
ac
tio
n
in
t
h
e
U
n
ited
State
s
an
d
J
ap
an
.
Gr
atit
u
d
e
is
a
n
i
m
p
o
r
ta
n
t
f
ac
to
r
to
in
cr
ea
s
e
s
u
b
j
ec
tiv
e
well
-
b
ei
n
g
.
I
n
ad
d
itio
n
to
f
a
m
il
y
s
o
cial
s
u
p
p
o
r
t
an
d
g
r
atitu
d
e,
s
el
f
-
ac
ce
p
tan
ce
al
s
o
p
la
y
s
a
n
i
m
p
o
r
tan
t
r
o
le
in
t
h
e
f
o
r
m
atio
n
o
f
s
tu
d
e
n
t
'
s
u
b
j
ec
tiv
e
w
ell
-
b
ein
g
.
T
h
e
s
t
u
d
y
r
e
s
u
l
t
s
s
h
o
w
a
p
o
s
iti
v
e
r
elatio
n
s
h
ip
b
et
w
ee
n
s
u
b
j
ec
tiv
e
w
ell
-
b
ei
n
g
a
n
d
s
el
f
-
ac
ce
p
tan
c
e
[
4
8
,
4
9
]
.
So
m
eo
n
e
w
it
h
g
o
o
d
s
elf
-
ac
ce
p
tan
ce
w
ill
b
e
ab
le
to
co
n
tr
o
l
th
eir
e
m
o
tio
n
s
b
ec
au
s
e
t
h
e
y
ca
n
a
cc
ep
t
th
e
m
s
el
v
es
as
w
h
o
th
e
y
ar
e.
L
o
w
s
el
f
-
ac
ce
p
tan
ce
c
an
b
e
o
v
er
co
m
e
if
a
p
e
r
s
o
n
c
a
n
a
c
c
e
p
t
h
i
m
s
e
l
f
b
y
a
c
k
n
o
w
l
e
d
g
i
n
g
a
n
d
a
c
c
e
p
t
i
n
g
a
l
l
t
h
e
w
e
a
k
n
e
s
s
e
s
a
n
d
s
t
r
e
n
g
t
h
s
t
h
a
t
h
e
/
s
h
e
h
as [
5
0
]
.
T
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[
5
1
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ex
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5
2
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.
T
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1
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No
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1
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Ma
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20
21
:
146
–
15
8
148
p
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RE
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M
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2
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1
.
P
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2
.
Resea
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h ins
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m
ent
T
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tr
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p
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n
e
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t
s
p
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p
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ed
b
y
Di
en
er
[
2
3
]
,
n
am
e
l
y
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h
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co
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m
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0
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s
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h
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d
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f
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m
Sar
af
i
n
o
[
3
9
]
co
n
s
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tin
g
o
f
a
s
p
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ts
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f
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m
o
tio
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tr
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m
W
a
tk
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n
s
[
5
3
]
,
n
a
m
el
y
a
s
e
n
s
e
o
f
ab
u
n
d
a
n
ce
,
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.
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ca
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co
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s
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s
ted
o
f
1
8
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s
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n
to
tal,
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n
d
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ch
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t
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x
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.
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p
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ap
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o
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ca
l
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C
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5
4
]
,
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a
m
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y
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d
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p
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ased
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cial
ca
p
ac
ities
,
a
n
d
s
u
b
j
ec
tiv
e
w
ell
-
b
ein
g
i
n
v
est
ig
ated
i
n
t
h
i
s
s
t
u
d
y
is
an
i
m
p
o
r
tan
t
in
d
e
x
to
m
e
asu
r
e
m
en
tal
h
ea
lt
h
an
d
q
u
alit
y
o
f
lif
e
o
f
s
t
u
d
en
ts
[
7
2
]
.
Facto
r
s
th
at
in
f
lu
e
n
ce
s
u
b
j
ec
tiv
e
w
ell
-
be
in
g
ar
e
class
i
f
ied
in
to
s
u
b
j
ec
tiv
e
an
d
o
b
j
ec
ti
v
e
ca
teg
o
r
ies
[
7
3
]
.
Su
b
j
ec
tiv
e
f
ac
to
r
s
i
n
cl
u
d
e
p
er
s
o
n
alit
y
c
h
ar
ac
ter
is
t
ics,
s
u
ch
as
s
el
f
-
co
n
ce
p
t
[
7
4
]
,
s
elf
-
ac
ce
p
tan
ce
[
7
5
]
,
g
r
atit
u
d
e
[
5
3
]
.
Me
an
w
h
ile,
o
b
j
ec
tiv
e
f
ac
to
r
s
in
cl
u
d
e
s
o
cial
r
elatio
n
s
[
2
4
]
,
f
a
m
il
y
s
u
p
p
o
r
t
[
7
6
]
,
an
d
a
p
o
s
itiv
e
s
o
cial
en
v
ir
o
n
m
en
t [
7
7
]
.
T
h
e
an
al
y
s
is
r
es
u
lt
s
s
u
g
g
e
s
t
th
at
f
ir
s
t
h
y
p
o
t
h
es
is
i
s
ac
c
ep
ted
b
ec
au
s
e
it
f
u
l
f
il
ls
s
ev
er
al
s
et
o
f
r
eq
u
ir
e
m
en
ts
,
i
n
clu
d
i
n
g
th
e
c
o
ef
f
icie
n
t
o
f
d
eter
m
i
n
atio
n
(
R
2
)
,
p
r
ed
ictiv
e
r
elev
an
ce
(
Q2
)
,
an
d
g
o
o
d
n
ess
o
f
f
i
t
in
d
ex
(
Go
F)
.
I
t
ca
n
b
e
s
aid
th
at
t
h
e
m
o
d
el
w
h
ic
h
d
escr
ib
es
th
e
i
n
f
lu
e
n
ce
o
f
f
a
m
il
y
s
o
cial
s
u
p
p
o
r
t,
g
r
atitu
d
e
,
an
d
s
el
f
-
ac
ce
p
tan
ce
to
s
u
b
j
ec
tiv
e
w
el
l
-
b
ei
n
g
in
b
o
ar
d
in
g
s
ch
o
o
l
s
tu
d
en
t
f
it
w
it
h
e
m
p
ir
ical
d
ata
o
b
tain
ed
f
r
o
m
th
e
d
ata
.
T
h
u
s
,
th
i
s
r
e
s
ea
r
ch
o
f
f
er
s
t
h
e
n
o
v
elt
y
in
t
h
e
f
o
r
m
o
f
t
h
e
f
o
r
m
atio
n
o
f
m
o
d
el
s
o
f
t
h
e
i
n
f
l
u
en
ce
o
f
f
a
m
il
y
s
o
cial
s
u
p
p
o
r
t,
g
r
atitu
d
e,
s
elf
-
ac
ce
p
tan
ce
to
s
u
b
j
ec
tiv
e
w
ell
-
b
ein
g
.
T
h
er
e
w
er
e
v
er
y
litt
le,
if
an
y
,
p
r
ev
io
u
s
s
t
u
d
ies
t
h
at
s
i
m
u
l
ta
n
eo
u
s
l
y
tes
ted
th
e
s
e
p
ar
ticu
la
r
v
ar
iab
le
m
o
d
el
s
.
Mo
d
els
o
f
p
r
ev
io
u
s
r
esear
ch
r
esu
lt
s
s
u
ch
as
t
h
o
s
e
p
r
o
d
u
c
ed
b
y
Z
h
an
g
,
et
a
l.
[
7
8
]
ar
e
m
o
d
els
o
f
th
e
in
f
l
u
en
ce
o
f
attr
ib
u
te
s
t
y
le
a
n
d
o
p
tim
is
m
o
n
s
u
b
j
ec
tiv
e
w
ell
-
b
ein
g
.
Me
a
n
w
h
ile
,
B
aj
a
j
,
et
a
l
.
[
7
9
]
p
r
o
d
u
ce
r
esil
ien
ce
m
o
d
e
ls
in
m
ed
iati
n
g
th
e
in
f
lu
e
n
c
e
o
f
atte
n
tio
n
o
n
s
u
b
j
ec
tiv
e
w
ell
-
b
ein
g
.
Sán
c
h
ez
-
Álv
ar
ez
,
et
a
l.
o
n
th
e
o
th
er
h
a
n
d
,
[
8
0
]
p
r
o
d
u
ce
a
m
o
d
el
o
f
t
h
e
i
n
f
lu
e
n
ce
o
f
m
et
a
-
m
o
o
d
tr
aits
o
n
s
u
b
j
ec
tiv
e
well
-
b
ei
n
g
in
s
t
u
d
en
t
s
.
Fi
n
all
y
,
Ag
ar
w
al,
et
a
l.
[
8
1
]
ha
v
e
cr
ea
ted
a
m
o
d
el
o
f
a
r
ec
ip
r
o
ca
l r
elatio
n
s
h
ip
b
et
w
ee
n
t
h
e
q
u
alit
y
o
f
w
o
r
k
-
lif
e
a
n
d
s
u
b
jectiv
e
w
ell
-
b
ei
n
g
.
Seco
n
d
ly
,
t
h
is
r
e
s
ea
r
ch
also
h
as
n
o
v
elt
y
m
ai
n
l
y
b
ec
a
u
s
e
i
t
u
s
e
s
s
tr
u
ctu
r
al
eq
u
atio
n
m
o
d
el
(
SEM
)
th
r
o
u
g
h
t
h
e
S
m
ar
t
P
ar
tial
L
ea
s
t
Sq
u
ar
e
3
.
2
.
8
p
r
o
g
r
am
a
s
t
h
e
d
ata
an
al
y
s
is
tec
h
n
iq
u
e
w
h
er
e
as
p
r
e
v
io
u
s
s
t
u
d
ies
h
av
e
e
x
ten
s
i
v
el
y
u
s
ed
s
tr
u
ct
u
r
al
eq
u
atio
n
m
o
d
elin
g
(
SEM
)
w
it
h
t
h
e
h
elp
o
f
th
e
A
MO
S
p
r
o
g
r
a
m
in
co
m
p
ili
n
g
s
u
b
j
ec
ti
v
e
w
ell
-
b
ein
g
liter
at
u
r
e
[
8
2
,
8
3
]
.
Me
an
w
h
ile,
P
i,
L
i
n
,
et
a
l
.
[
8
4
]
an
d
Sied
leck
i,
et
a
l.
[
3
8
]
ex
a
m
in
e
s
u
b
j
ec
tiv
e
w
el
l
-
b
ei
n
g
w
it
h
t
h
e
h
elp
o
f
L
I
SR
E
L
.
Fin
a
ll
y
,
th
e
s
tu
d
y
p
ar
ticip
an
t
s
also
b
ec
o
m
e
a
p
o
ten
tial
s
o
u
r
ce
o
f
n
o
v
elt
y
b
ec
au
s
e
I
s
la
m
ic
b
o
ar
d
in
g
s
ch
o
o
l
ar
g
u
ab
l
y
h
as
n
'
t
b
ec
o
m
e
t
h
e
f
o
cu
s
o
f
in
v
e
s
t
ig
atio
n
i
n
p
r
ev
io
u
s
r
esear
ch
.
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
.
P
u
b
lic
Hea
lth
Sci.
Vo
l.
1
0
,
No
.
1
,
Ma
r
ch
20
21
:
146
–
15
8
152
T
h
e
s
ec
o
n
d
h
y
p
o
t
h
esi
s
i
n
th
is
s
tu
d
y
w
as
al
s
o
ac
ce
p
ted
,
s
h
o
w
i
n
g
a
p
o
s
iti
v
e
an
d
s
ig
n
i
f
ica
n
t
in
f
l
u
en
ce
b
et
w
ee
n
f
a
m
il
y
s
o
cial
s
u
p
p
o
r
t o
n
s
u
b
j
ec
tiv
e
w
ell
-
b
ein
g
.
So
f
ar
,
th
e
l
iter
atu
r
e
o
n
th
e
in
f
l
u
e
n
ce
o
f
f
a
m
il
y
s
o
cial
s
u
p
p
o
r
t
o
n
s
u
b
j
ec
tiv
e
w
ell
-
b
e
in
g
h
as
b
ee
n
ca
r
r
ied
o
u
t
in
a
v
ar
iet
y
o
f
d
if
f
er
en
t
s
e
tti
n
g
s
,
b
o
th
in
th
e
s
o
cial
s
p
h
er
e
[
8
5
]
,
d
ev
elo
p
m
e
n
t
co
n
tex
t
[
3
8
]
,
o
r
g
an
izatio
n
s
[
8
6
]
,
ed
u
ca
tio
n
co
n
tex
t
[
8
7
]
,
to
cr
o
s
s
-
cu
l
tu
r
al
r
e
s
ea
r
ch
co
n
tex
t
[
8
8
]
.
T
h
e
p
r
esen
t
s
tu
d
y
f
o
cu
s
e
s
o
n
th
e
s
co
p
e
o
f
ed
u
ca
tio
n
in
I
s
la
m
ic
b
o
ar
d
in
g
s
ch
o
o
ls
,
w
h
er
e
th
e
f
a
m
il
y
is
an
i
m
p
o
r
ta
n
t
f
ac
to
r
i
n
s
o
cial
ac
ti
v
itie
s
i
n
v
o
l
v
i
n
g
p
ar
en
ts
a
n
d
teac
h
er
s
;
th
u
s
,
s
o
ci
al
s
u
p
p
o
r
t
ac
tiv
itie
s
b
et
w
ee
n
p
ar
en
ts
,
teac
h
er
s
,
an
d
s
tu
d
en
ts
ar
e
th
e
m
ai
n
s
o
cial
r
elatio
n
s
[
8
9
]
.
Su
p
p
o
r
t
an
d
a
s
s
is
tan
ce
o
f
f
er
ed
b
y
f
a
m
ilies
ca
n
i
n
cr
ea
s
e
t
h
e
s
u
b
j
ec
tiv
e
w
ell
-
b
ei
n
g
o
f
s
t
u
d
en
ts
[
9
0
]
.
Su
p
p
o
r
t
as
a
f
ir
s
t
s
tep
to
d
ev
elo
p
in
g
p
o
s
it
iv
e
in
ter
ac
tio
n
s
an
d
co
m
m
u
n
icati
o
n
b
et
w
ee
n
f
a
m
il
y
m
e
m
b
er
s
[
9
1
]
.
T
h
e
cr
ea
tio
n
o
f
p
o
s
itiv
e
co
m
m
u
n
icatio
n
w
il
l
p
r
o
d
u
ce
a
r
an
g
e
o
f
b
en
ef
i
ts
t
h
at
lead
to
th
e
m
en
tal
h
ea
l
th
o
f
s
tu
d
e
n
ts
a
n
d
f
a
m
ilie
s
[
9
2
]
.
C
h
i
ld
r
en
i
n
I
s
la
m
ic
b
o
ar
d
in
g
s
c
h
o
o
ls
d
o
n
o
t
li
v
e
w
it
h
r
elativ
es,
b
u
t
t
h
e
y
l
iv
e
w
i
th
f
r
ien
d
s
,
s
u
p
er
v
i
s
o
r
s
,
teac
h
er
s
,
p
r
in
cip
a
ls
,
an
d
ca
r
eg
iv
er
s
s
o
th
at
all
o
f
th
ese
p
ar
ties
b
ec
o
m
e
t
h
e
m
ai
n
ac
to
r
w
h
o
w
ill
b
u
ild
an
d
m
ai
n
tain
in
ter
p
er
s
o
n
al
r
elatio
n
s
h
ip
s
w
it
h
t
h
e
s
tu
d
en
t.
T
h
e
y
al
s
o
b
ec
o
m
e
t
h
e
m
a
in
s
o
u
r
ce
o
f
s
o
cial
s
u
p
p
o
r
t
[
9
3
,
9
4
]
.
T
h
e
s
o
cial
s
u
p
p
o
r
t
r
ef
er
r
ed
h
er
e
is
th
e
s
tu
d
e
n
ts
'
p
er
ce
p
tio
n
s
ab
o
u
t
g
en
er
al
s
u
p
p
o
r
t
an
d
s
u
p
p
o
r
tin
g
b
eh
a
v
io
r
f
r
o
m
th
e
ir
s
o
cial
n
et
w
o
r
k
s
[
9
5
,
9
6
]
.
T
h
e
f
a
m
il
y
's
s
o
cial
s
u
p
p
o
r
t
is
v
er
y
i
m
p
o
r
tan
t
f
o
r
s
tu
d
e
n
ts
b
ec
au
s
e
it
can
i
m
p
r
o
v
e
s
t
u
d
en
ts
‟
ca
p
ac
it
y
to
p
la
y
a
s
o
cial
r
o
le,
an
d
it
ca
n
f
u
r
t
h
er
p
r
o
tect
s
tu
d
en
t
s
f
r
o
m
h
ar
m
f
u
l
t
h
in
g
s
[
9
7
]
.
Du
r
in
g
ad
o
lesce
n
ce
,
th
e
n
ee
d
f
o
r
s
o
cial
s
u
p
p
o
r
t
f
r
o
m
p
ee
r
s
,
b
o
ar
d
in
g
s
u
p
er
v
is
o
r
s
,
an
d
teac
h
er
s
w
ill
i
n
cr
ea
s
e
[
9
8
]
.
I
n
d
iv
id
u
als
te
n
d
to
r
ec
eiv
e
m
o
r
e
s
u
p
p
o
r
t
f
r
o
m
p
ee
r
s
an
d
teac
h
er
s
th
a
n
p
ar
en
ts
in
t
h
is
ca
s
e
[
9
9
,
1
0
0
]
.
Stu
d
en
ts
'
co
g
n
i
tiv
e
d
e
v
elo
p
m
e
n
t
d
ep
en
d
s
h
ea
v
i
l
y
o
n
f
a
m
il
y
s
u
p
p
o
r
t
w
it
h
i
n
th
e
b
o
ar
d
in
g
s
ch
o
o
l
co
n
tex
t,
w
h
i
ch
h
a
s
s
tar
ted
f
r
o
m
e
le
m
e
n
tar
y
to
h
ig
h
s
c
h
o
o
l
[
1
0
1
]
.
Du
r
in
g
t
h
is
tr
a
n
s
i
tio
n
,
a
p
o
s
itiv
e
r
elatio
n
s
h
ip
w
it
h
t
h
e
f
a
m
il
y
h
a
s
a
p
r
o
f
o
u
n
d
i
m
p
ac
t
o
n
t
h
e
o
v
er
all
s
ati
s
f
ac
tio
n
o
f
b
o
ar
d
in
g
s
t
u
d
en
t
s
‟
lif
e
[
1
0
2
,
1
0
3
]
.
T
h
e
th
ir
d
h
y
p
o
th
es
is
i
n
th
i
s
s
tu
d
y
w
a
s
also
accep
ted
.
I
t
s
h
o
w
s
a
p
o
s
iti
v
e
an
d
v
er
y
s
ig
n
i
f
ica
n
t
in
f
lu
e
n
ce
b
e
t
w
e
e
n
g
r
a
t
i
t
u
d
e
a
n
d
s
u
b
j
e
c
t
i
v
e
w
e
l
l
-
b
e
i
n
g
.
S
o
f
a
r
,
g
r
a
t
i
t
u
d
e
h
a
s
b
e
e
n
o
n
e
of
t
h
e
v
a
r
i
a
b
l
e
s
w
h
i
c
h
r
e
c
e
i
v
e
t
h
e
l
o
w
e
s
t
a
t
t
e
n
t
i
o
n
[
1
0
4
,
1
0
5
]
,
b
u
t
h
i
s
t
o
r
i
c
a
l
l
y
,
g
r
a
t
i
t
u
d
e
i
s
c
o
n
s
i
d
e
r
e
d
i
m
p
o
r
t
a
n
t
f
o
r
t
h
e
f
u
n
c
t
i
o
n
i
n
g
o
f
l
i
f
e
[
1
0
6
-
1
0
8
]
.
M
u
c
h
e
v
i
d
e
n
c
e
e
m
e
r
g
e
s
s
t
a
t
i
n
g
t
h
a
t
g
r
a
t
i
t
u
d
e
i
s
c
l
o
s
e
l
y
r
e
l
a
t
e
d
t
o
a
l
l
a
s
p
e
c
t
s
o
f
w
e
l
l
-
b
e
i
n
g
[
1
0
9
-
1
1
3
]
.
Gr
atitu
d
e
is
an
e
m
o
tio
n
th
a
t
o
cc
u
r
s
a
f
ter
s
tu
d
en
t
s
r
ec
eiv
e
t
h
e
as
s
is
ta
n
ce
th
at
is
co
n
s
id
er
ed
v
al
u
ab
le
o
r
im
p
o
r
t
a
n
t
f
o
r
t
h
e
i
r
l
i
v
e
s
[
1
1
4
,
1
1
5
]
.
G
r
a
t
i
t
u
d
e
i
s
e
m
o
t
i
o
n
i
s
a
l
w
ay
s
d
i
r
e
c
t
e
d
t
o
a
p
p
r
e
c
i
a
t
e
t
h
e
b
e
n
e
f
i
c
i
a
l
a
c
t
i
o
n
s
c
o
m
m
i
t
t
e
d
b
y
o
t
h
e
r
s
i
n
c
l
u
d
i
n
g
a
v
e
r
y
s
i
m
p
l
e
a
c
t
i
o
n
,
a
n
d
t
h
i
s
a
t
t
i
t
u
d
e
c
a
n
i
n
c
r
e
a
s
e
l
i
f
e
s
a
t
i
s
f
a
c
t
i
o
n
[
1
1
4
,
1
1
6
].
Gr
atitu
d
e
is
p
ar
t
o
f
a
b
r
o
ad
er
lif
e
o
r
ien
tatio
n
th
at
p
a
y
s
att
en
tio
n
a
n
d
v
al
u
es
p
o
s
iti
v
e
th
i
n
g
s
in
t
h
e
w
o
r
ld
[
1
1
4
,
11
7
]
.
Gr
atitu
d
e
s
er
v
es
a
s
a
n
i
n
d
icato
r
o
f
asp
e
cts
o
f
li
f
e
th
at
m
u
s
t
b
e
r
e
s
p
ec
ted
[
1
0
5
,
1
1
8
]
.
I
t
n
eu
tr
al
izes
n
e
g
ati
v
e
e
m
o
tio
n
s
,
s
o
s
tu
d
e
n
ts
ten
d
n
o
t
to
g
et
an
g
r
y
ea
s
il
y
w
h
e
n
f
ac
i
n
g
co
n
f
l
icts
o
r
s
o
cial
p
r
o
b
lem
s
[
1
1
9
,
1
2
0
]
.
T
h
e
co
n
tr
ib
u
tio
n
o
f
g
r
at
itu
d
e
i
n
i
m
p
r
o
v
in
g
i
n
d
i
v
id
u
al
w
ell
-
b
ein
g
i
s
t
o
f
o
s
ter
e
m
o
t
io
n
al
w
ar
m
t
h
,
to
s
ee
k
s
o
cial
ac
ti
v
iti
es,
an
d
to
al
w
a
y
s
t
h
in
k
p
o
s
iti
v
el
y
[
1
2
1
,
1
2
2
]
.
S
tu
d
en
ts
wh
o
ar
e
g
r
atef
u
l
h
av
e
a
h
ig
h
er
o
p
en
n
es
s
to
f
ee
li
n
g
s
,
i
d
ea
s
,
an
d
p
o
s
iti
v
e
v
a
lu
e
s
,
an
d
th
i
s
is
r
elate
d
to
th
e
co
n
ce
p
t
o
f
h
u
m
an
is
tic
w
ell
-
b
ein
g
[
1
2
3
,
1
2
4
]
.
I
t
f
u
r
th
er
e
n
h
a
n
ce
s
t
h
e
i
m
a
g
e
o
f
l
if
e.
Gr
atitu
d
e
i
s
s
tr
o
n
g
l
y
as
s
o
ciate
d
w
it
h
m
o
o
d
a
n
d
li
f
e
s
atis
f
ac
tio
n
[
1
2
2
,
1
2
5
]
.
Stu
d
en
ts
w
i
th
g
r
ate
f
u
l
p
er
s
o
n
aliti
es
ten
d
to
a
v
o
id
ex
ce
s
s
iv
e
s
tr
ess
t
h
at
lead
s
to
d
ep
r
ess
io
n
an
d
d
is
o
r
d
er
s
[
1
1
5
,
1
2
6
,
1
2
7
]
.
T
h
e
f
o
u
r
th
h
y
p
o
t
h
esi
s
in
th
i
s
s
tu
d
y
,
o
n
t
h
e
o
th
er
h
a
n
d
,
w
as
r
ej
ec
ted
.
I
t
s
h
o
w
s
th
a
t
s
el
f
-
a
cc
ep
tan
ce
h
as
n
o
s
ig
n
i
f
ica
n
t
i
n
f
l
u
en
ce
o
n
s
u
b
j
ec
tiv
e
w
e
ll
-
b
ein
g
.
So
m
e
p
r
ev
io
u
s
r
esear
ch
r
es
u
lts
co
n
t
r
ad
ict
th
e
r
es
u
lt
s
o
f
th
is
s
tu
d
y
,
w
h
ic
h
s
h
o
w
th
a
t
th
er
e
is
a
p
o
s
itiv
e
r
elatio
n
s
h
ip
b
et
w
ee
n
s
el
f
-
ac
ce
p
ta
n
ce
an
d
s
u
b
j
ec
tiv
e
w
ell
-
b
ei
n
g
[
7
5
,
128
-
130]
.
Self
-
ac
ce
p
tan
ce
is
a
n
i
m
p
o
r
tan
t
in
d
icato
r
o
f
m
e
n
tal
h
ea
lth
[
5
4
]
.
T
h
is
co
n
ce
p
t
in
v
o
l
v
es
t
h
e
ac
ce
p
tan
ce
o
f
u
n
p
leasan
t
ex
p
er
ie
n
ce
s
in
t
h
e
p
a
s
t,
p
r
esen
t,
an
d
f
u
tu
r
e
[
1
3
1
,
1
3
2
]
.
Self
-
ac
ce
p
tan
ce
to
o
th
er
s
r
ef
lects
t
h
e
atti
tu
d
e
o
f
in
d
iv
id
u
als
to
w
ar
d
s
t
h
e
m
s
el
v
es
a
n
d
o
th
er
s
[
1
3
3
]
.
Stu
d
en
t
s
w
it
h
s
el
f
-
ac
ce
p
tan
ce
w
ill
b
e
ab
le
to
ac
ce
p
t
th
eir
co
n
d
itio
n
.
T
h
e
y
w
i
ll
n
o
t
b
la
m
e
o
r
cr
iticize
h
is
t
h
o
u
g
h
t
s
,
f
ee
lin
g
s
,
an
d
e
m
o
tio
n
s
[
1
3
4
]
.
Self
-
ac
ce
p
tan
ce
h
elp
s
in
d
i
v
id
u
al
s
to
p
a
y
att
en
tio
n
to
w
h
at
i
s
h
ap
p
en
in
g
in
th
e
p
r
ese
n
t
.
I
n
t
h
i
s
w
a
y
,
s
tu
d
e
n
ts
d
o
n
o
t
ea
s
il
y
j
u
d
g
e
t
h
e
o
p
in
io
n
s
o
f
o
t
h
er
s
[
1
3
5
]
.
T
h
e
r
esu
lt o
f
t
h
e
p
r
esen
t
s
t
u
d
y
s
h
o
w
s
t
h
at
s
el
f
-
ac
ce
p
tan
ce
is
n
o
t
r
ela
ted
to
t
h
e
le
v
els
o
f
s
el
f
-
w
el
f
ar
e,
an
d
th
is
r
es
u
lt
s
u
b
s
eq
u
en
tl
y
r
ef
u
te
d
w
h
at
r
esear
c
h
er
s
h
av
e
d
o
cu
m
e
n
ted
p
r
ev
io
u
s
l
y
.
T
h
is
s
t
u
d
y
,
t
h
er
ef
o
r
e,
ha
s
its
no
v
elt
y
a
s
it
s
h
o
w
s
th
a
t
s
el
f
-
a
cc
ep
tan
ce
d
o
es
n
o
t
co
n
tr
ib
u
te
to
lif
e
s
atis
f
ac
tio
n
.
P
r
ev
io
u
s
s
t
u
d
ies
s
u
g
g
est
th
a
t
s
tu
d
e
n
ts
w
h
o
ca
n
n
o
t
ac
ce
p
t
th
eir
co
n
d
itio
n
m
i
g
h
t
s
til
l
h
av
e
b
etter
s
u
b
j
ec
tiv
e
w
ell
-
b
ein
g
as
lo
n
g
as
th
e
y
r
ec
eiv
e
s
u
f
f
icie
n
t
s
u
p
p
o
r
t
o
r
atten
tio
n
[
1
3
6
,
1
3
7
]
.
Stu
d
en
t
s
in
t
h
eir
ad
o
lescen
ce
ten
d
to
n
ee
d
s
el
f
-
r
ec
o
g
n
i
tio
n
[
3
3
,
1
3
8
]
.
A
s
er
ies
o
f
s
o
cial
ac
tiv
ities
a
n
d
r
o
les
ar
e
p
lay
ed
b
y
s
tu
d
e
n
ts
to
attr
ac
t
t
h
e
atte
n
tio
n
o
f
t
h
e
s
u
r
r
o
u
n
d
in
g
en
v
ir
o
n
m
en
t
[
1
3
9
]
.
T
h
is
co
n
ce
p
t
u
n
d
er
l
ies
th
a
t
r
ec
o
g
n
itio
n
an
d
att
en
t
io
n
f
ac
to
r
s
ar
e
p
r
io
r
ities
t
h
at
m
u
s
t
b
e
m
e
t
s
o
t
h
at
s
elf
-
ac
ce
p
ta
n
ce
f
ac
to
r
s
ar
e
i
g
n
o
r
ed
[
1
4
0
]
.
L
o
w
s
elf
-
ac
ce
p
ta
n
ce
d
o
es
n
o
t
al
wa
y
s
h
a
v
e
an
i
m
p
ac
t
o
n
in
d
i
v
id
u
al
li
f
e
s
at
is
f
ac
tio
n
[
1
4
1
,
1
4
2
]
.
So
m
e
s
tu
d
e
n
t
ad
m
itted
th
at
e
v
e
n
th
o
u
g
h
li
v
in
g
i
n
b
o
ar
d
in
g
s
c
h
o
o
ls
h
a
d
m
a
n
y
li
m
itatio
n
s
,
t
h
e
y
s
til
l
f
elt
co
m
f
o
r
tab
le
b
ec
au
s
e,
i
n
t
h
is
e
n
v
ir
o
n
m
en
t,
p
o
s
itiv
e
f
a
m
il
y
tie
s
w
er
e
f
o
r
m
ed
.
T
h
ey
r
e
m
i
n
d
ea
ch
o
t
h
er
i
n
ter
m
s
o
f
k
i
n
d
n
es
s
an
d
w
h
e
n
b
eh
a
v
i
n
g
w
r
o
n
g
l
y
,
m
o
ti
v
ati
n
g
ea
c
h
o
t
h
er
to
in
c
r
ea
s
e
m
o
r
ale
an
d
m
u
t
u
al
s
u
p
p
o
r
t
w
h
e
n
t
h
e
r
e
ar
e
Evaluation Warning : The document was created with Spire.PDF for Python.
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P
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b
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Hea
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Sci.
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b
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s
tu
d
e
n
t in
th
e
I
s
la
mic…
(
Lh
a
r
a
s
a
ti De
w
i
)
153
s
tu
d
e
n
t
w
h
o
ar
e
u
n
co
m
f
o
r
tab
le
b
ein
g
a
w
a
y
f
r
o
m
h
o
m
e.
T
h
is
f
o
r
m
o
f
at
ten
t
io
n
i
s
a
s
o
u
r
ce
o
f
s
ati
s
f
ac
tio
n
a
n
d
w
el
f
ar
e
f
o
r
s
t
u
d
en
t
,
s
o
s
tu
d
e
n
t
ca
n
h
a
v
e
s
u
b
j
ec
tiv
e
w
e
ll
-
b
ei
n
g
ev
e
n
th
o
u
g
h
t
h
eir
s
el
f
-
ac
ce
p
tan
ce
is
lo
w
.
5.
CO
NCLU
SI
O
N
B
ased
o
n
th
e
r
es
u
lts
o
f
t
h
e
r
e
s
ea
r
ch
a
n
al
y
s
i
s
,
it
is
k
n
o
w
n
t
h
at
t
h
e
s
u
b
j
ec
tiv
e
w
ell
-
b
ein
g
m
o
d
el
f
its
w
it
h
e
m
p
ir
ical
d
ata.
T
h
e
r
es
u
l
ts
o
f
t
h
e
m
o
d
el
il
lu
s
tr
ate
t
h
e
i
n
f
lu
e
n
ce
o
f
f
a
m
il
y
s
o
cial
s
u
p
p
o
r
t,
g
r
atitu
d
e,
s
elf
-
ac
ce
p
tan
ce
to
s
u
b
j
ec
tiv
e
w
ell
-
b
ein
g
o
f
s
t
u
d
en
t
i
n
I
s
la
m
ic
b
o
ar
d
in
g
s
ch
o
o
l.
I
n
ad
d
itio
n
,
th
e
r
e
is
a
p
o
s
iti
v
e
a
n
d
s
ig
n
i
f
ica
n
t
in
f
l
u
e
n
ce
b
et
w
ee
n
f
a
m
il
y
s
o
cial
s
u
p
p
o
r
t
o
n
s
u
b
j
ec
tiv
e
w
ell
-
b
ein
g
w
it
h
a
co
n
tr
ib
u
tio
n
o
f
9
.
9
%.
Si
m
i
lar
l
y
,
g
r
atitu
d
e
i
s
also
s
h
o
w
n
to
h
a
v
e
a
s
ig
n
i
f
ica
n
t
c
o
n
tr
ib
u
tio
n
to
w
el
lb
ei
n
g
w
it
h
a
co
n
tr
ib
u
tio
n
o
f
8
3
.
6
%.
Ho
w
e
v
er
,
r
esu
lts
al
s
o
s
h
o
w
th
a
t
th
er
e
is
n
o
co
r
r
elatio
n
b
et
w
ee
n
s
el
f
-
ac
ce
p
ta
n
ce
a
n
d
s
u
b
j
ec
tiv
e
w
ell
-
b
ein
g
.
T
h
u
s
,
th
e
m
o
d
el
in
t
h
is
s
t
u
d
y
ca
n
b
e
u
s
ed
to
d
ev
elo
p
an
d
h
a
n
d
le
s
u
b
j
ec
tiv
e
w
ell
-
b
ein
g
,
b
o
th
th
eo
r
etica
ll
y
a
n
d
p
r
ac
ti
ca
ll
y
,
e
s
p
ec
iall
y
i
n
ad
o
lescen
t
s
t
u
d
en
t
.
ACK
NO
WL
E
D
G
E
M
E
NT
S
T
h
e
au
th
o
r
s
w
i
s
h
to
th
a
n
k
t
h
e
Min
i
s
tr
y
o
f
R
e
s
ea
r
ch
an
d
T
ec
h
n
o
lo
g
y
/Natio
n
al
R
esear
ch
an
d
I
n
n
o
v
a
tio
n
Ag
e
n
c
y
,
R
ep
u
b
lic
o
f
I
n
d
o
n
esi
a
(
R
I
ST
E
K
-
B
R
I
N)
f
o
r
p
r
o
v
id
in
g
s
u
p
p
o
r
t a
n
d
f
u
n
d
in
g
f
o
r
t
h
e
co
m
p
letio
n
o
f
th
i
s
r
esear
ch
.
RE
F
E
R
E
NC
E
S
[1
]
L
.
Bo
li
e
r,
M
.
Ha
v
e
r
m
a
n
,
G
.
We
ste
rh
o
f
,
H.
Rip
e
r,
e
t
a
l.
,
“
P
o
siti
v
e
p
s
y
c
h
o
lo
g
y
in
terv
e
n
ti
o
n
s:
A
m
e
ta
-
a
n
a
l
y
sis
o
f
ra
n
d
o
m
ize
d
c
o
n
tr
o
ll
e
d
stu
d
ies
,
”
BM
C
Pu
b
li
c
He
a
lt
h
,
v
o
l.
1
3
,
n
o
.
1
,
p
p
.
1
1
9
-
1
3
9
,
2
0
1
3
,
d
o
i
:
h
tt
p
s:/
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o
i.
o
rg
/1
0
.
1
1
8
6
/1
4
7
1
-
2
4
5
8
-
13
-
1
1
9
.
[2
]
S
.
L
a
m
e
rs,
L
.
Bo
li
e
r,
G
.
Wes
terh
o
f
,
e
t
a
l.
,
“
T
h
e
i
m
p
a
c
t
o
f
e
m
o
ti
o
n
a
l
we
ll
-
b
e
in
g
o
n
l
o
n
g
-
term
re
c
o
v
e
r
y
a
n
d
su
rv
iv
a
l
in
p
h
y
sic
a
l
il
ln
e
ss
:
A
m
e
ta
-
a
n
a
l
y
sis,”
J
o
u
rn
a
l
o
f
Beh
a
v
io
r
a
l
M
e
d
icin
e
,
v
o
l.
3
5
,
n
o
.
5
,
p
p
.
5
3
8
-
5
4
7
,
2
0
1
2
,
d
o
i:
h
tt
p
s:/
/d
o
i.
o
rg
/1
0
.
1
0
0
7
/s1
0
8
6
5
-
0
1
1
-
9
3
7
9
-
8.
[3
]
R.
Ho
w
e
ll
,
M
.
Ke
rn
,
a
n
d
S
.
Ly
u
b
o
m
irsk
y
,
“
H
e
a
lt
h
b
e
n
e
f
it
s: M
e
ta
-
a
n
a
ly
ti
c
a
ll
y
d
e
ter
m
in
in
g
th
e
i
m
p
a
c
t
o
f
w
e
ll
-
b
e
in
g
o
n
o
b
jec
ti
v
e
h
e
a
lt
h
o
u
tco
m
e
s,”
He
a
lt
h
Psy
c
h
o
l
o
g
y
Rev
iew
,
v
o
l.
1
,
n
o
.
1
,
p
p
.
83
-
1
3
6
,
2
0
0
7
,
d
o
i:
h
tt
p
s:/
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o
i.
o
rg
/1
0
.
1
0
8
0
/1
7
4
3
7
1
9
0
7
0
1
4
9
2
4
8
6
.
[4
]
S
.
Ly
u
b
o
m
irsk
y
,
L
.
Kin
g
,
a
n
d
E.
Die
n
e
r,
“
T
h
e
b
e
n
e
f
it
s
o
f
f
re
q
u
e
n
t
p
o
sit
iv
e
a
ff
e
c
t:
Do
e
s
h
a
p
p
in
e
ss
lea
d
t
o
su
c
c
e
ss
?
,
”
Psy
c
h
o
lo
g
ica
l
B
u
ll
e
t
in
,
v
o
l.
1
3
1
,
n
o
.
6
,
p
p
.
8
0
3
-
8
5
5
,
2
0
0
5
,
d
o
i:
h
tt
p
s:/
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o
i.
o
rg
/1
0
.
1
0
3
7
/
0
0
3
3
-
2
9
0
9
.
1
3
1
.
6
.
8
0
3
.
[5
]
E.
Die
n
e
r,
S
.
P
re
ss
m
a
n
,
J.
Hu
n
ter,
a
n
d
D.
De
lg
a
d
il
lo
‐C
h
a
se
,
“
If
,
w
h
y
,
a
n
d
w
h
e
n
su
b
jec
ti
v
e
we
ll
‐b
e
in
g
in
f
lu
e
n
c
e
s
h
e
a
lt
h
,
a
n
d
f
u
tu
re
n
e
e
d
e
d
re
se
a
rc
h
,
”
Ap
p
li
e
d
Psy
c
h
o
lo
g
y
:
He
a
lt
h
a
n
d
W
e
ll
‐Bein
g
,
v
o
l.
9
,
n
o
.
2
,
p
p
.
1
3
3
-
1
6
7
,
2
0
1
7
,
d
o
i:
h
tt
p
s://
d
o
i
.
o
rg
/1
0
.
1
1
1
1
/ap
h
w
.
1
2
0
9
0
.
[6
]
I.
P
e
ñ
a
-
L
ó
p
e
z
,
“
P
IS
A
2
0
1
5
re
su
lt
s
(v
o
lu
m
e
III):
S
tu
d
e
n
ts'
w
e
ll
-
b
e
in
g
,
OECD,
”
2
0
1
7
.
[
O
n
li
n
e
]
.
Av
a
il
a
b
le:
d
o
i
:
h
tt
p
s:/
/d
x
.
d
o
i.
o
rg
/1
0
.
1
7
8
7
/9
7
8
9
2
6
4
2
7
3
8
5
6
-
e
n
.
[7
]
N.
P
a
rk
,
“
T
h
e
ro
le
o
f
su
b
jec
ti
v
e
w
e
ll
-
b
e
in
g
in
p
o
siti
v
e
y
o
u
th
d
e
v
e
lo
p
m
e
n
t,
”
T
h
e
An
n
a
ls
o
f
th
e
Ame
ric
a
n
Aca
d
e
my
o
f
P
o
li
ti
c
a
l
a
n
d
S
o
c
ia
l
S
c
ien
c
e
,
v
o
l.
5
9
1
,
n
o
.
1
,
p
p
.
2
5
-
3
9
,
2
0
0
4
,
d
o
i:
h
tt
p
s://
d
o
i
.
o
rg
/1
0
.
1
1
7
7
/
0
0
0
2
7
1
6
2
0
3
2
6
0
0
7
8
.
[8
]
K.
S
a
lm
e
la
-
A
ro
a
n
d
H.
T
u
o
m
in
e
n
-
S
o
i
n
i,
“
A
d
o
les
c
e
n
ts‟
li
f
e
sa
ti
s
f
a
c
ti
o
n
d
u
ri
n
g
th
e
tra
n
siti
o
n
t
o
p
o
st
-
c
o
m
p
re
h
e
n
siv
e
e
d
u
c
a
ti
o
n
:
A
n
tec
e
d
e
n
ts
a
n
d
c
o
n
se
q
u
e
n
c
e
s,”
J
o
u
rn
a
l
o
f
Ha
p
p
i
n
e
ss
S
tu
d
ies
,
v
o
l.
1
1
,
n
o
.
6
,
p
p
.
6
8
3
-
7
0
1
,
2
0
1
0
,
d
o
i
:
h
tt
p
s:/
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o
i.
o
rg
/1
0
.
1
0
0
7
/s1
0
9
0
2
-
0
0
9
-
9
1
5
6
-
3.
[9
]
D.
S
h
e
k
a
n
d
T
.
L
iu
,
“
L
ife
sa
ti
s
fa
c
ti
o
n
in
j
u
n
i
o
r
se
c
o
n
d
a
ry
sc
h
o
o
l
stu
d
e
n
ts
i
n
Ho
n
g
Ko
n
g
:
A
3
-
y
e
a
r
lo
n
g
it
u
d
i
n
a
l
stu
d
y
,
”
S
o
c
ia
l
I
n
d
ica
t
o
rs
Res
e
a
rc
h
,
v
o
l.
1
1
7
,
n
o
.
3
,
p
p
.
7
7
7
-
7
9
4
,
2
0
1
4
,
d
o
i:
h
tt
p
s://
d
o
i.
o
rg
/1
0
.
1
0
0
7
/s1
1
2
0
5
-
0
1
3
-
0
3
9
8
-
4.
[1
0
]
T
.
Ge
lh
a
a
r,
I.
S
e
if
fg
e
-
Kr
e
n
k
e
,
A
.
Bo
rg
e
,
et
a
l.
,
“
A
d
o
les
c
e
n
t
c
o
p
in
g
w
it
h
e
v
e
r
y
d
a
y
stre
s
so
rs:
A
se
v
e
n
-
n
a
ti
o
n
stu
d
y
o
f
y
o
u
th
f
ro
m
Ce
n
tral,
Eas
tern
,
S
o
u
t
h
e
rn
,
a
n
d
No
rt
h
e
rn
Eu
r
o
p
e
,
”
Eu
ro
p
e
a
n
J
o
u
r
n
a
l
o
f
De
v
e
lo
p
me
n
ta
l
Psy
c
h
o
l
o
g
y
,
v
o
l.
4
,
n
o
.
2
,
p
p
.
1
2
9
-
1
5
6
,
2
0
0
7
,
d
o
i:
h
tt
p
s:
//
d
o
i.
o
rg
/1
0
.
1
0
8
0
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7
4
0
5
6
2
0
6
0
0
8
3
1
5
6
4
.
[1
1
]
D.
Ba
lk
,
D.
Zae
n
g
le,
a
n
d
C.
Co
rr
,
“
S
tren
g
th
e
n
i
n
g
g
rie
f
su
p
p
o
rt
f
o
r
a
d
o
les
c
e
n
ts
c
o
p
i
n
g
w
it
h
a
p
e
e
r‟s
d
e
a
th
,
”
S
c
h
o
o
l
Psy
c
h
o
lo
g
y
In
ter
n
a
ti
o
n
a
l
,
v
o
l
.
3
2
,
n
o
.
2
,
p
p
.
1
4
4
-
1
6
2
,
2
0
1
1
,
d
o
i:
h
t
tp
s://
d
o
i.
o
rg
/1
0
.
1
1
7
7
/0
1
4
3
0
3
4
3
1
1
4
0
0
8
2
6
.
[1
2
]
J.
Co
lem
a
n
a
n
d
A
.
Ha
g
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,
“
A
d
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c
e
,
Risk
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n
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sili
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n
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e
:
Ag
a
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st t
h
e
O
d
d
s,”
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h
ice
ste
r: W
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y
,
2
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0
7
.
[1
3
]
B.
F
re
d
rick
so
n
,
“
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o
siti
v
it
y
,
”
Ne
w
Y
o
rk
:
Cro
w
n
,
2
0
0
9
.
[1
4
]
F
.
Ca
sa
s,
S
.
Bă
lţ
ă
tes
c
u
,
I.
Be
rtra
n
,
M
.
G
o
n
z
á
lez
,
e
t
a
l.
,
“
S
c
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o
l
sa
ti
sf
a
c
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n
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m
o
n
g
a
d
o
les
c
e
n
ts:
Tes
ti
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g
d
iff
e
re
n
t
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ica
to
rs
f
o
r
it
s
m
e
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re
m
e
n
t
a
n
d
it
s
re
latio
n
sh
i
p
w
it
h
o
v
e
ra
ll
li
f
e
sa
ti
sfa
c
ti
o
n
a
n
d
su
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5
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T
.
Din
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m
a
n
,
C.
M
o
n
tse
rra
t,
a
n
d
F
.
Ca
sa
s,
“
T
h
e
su
b
jec
ti
v
e
we
ll
-
b
e
in
g
o
f
S
p
a
n
ish
a
d
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les
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ts:
V
a
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ti
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n
s
a
c
c
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rd
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to
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if
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il
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[1
6
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G
.
Re
e
s,
H.
G
o
s
w
a
m
i,
L
.
P
o
p
le,
e
t
a
l.
,
“
T
h
e
G
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Ch
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Re
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rt,
”
T
h
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Ch
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d
re
n
’s
S
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c
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a
n
d
Un
ive
rs
it
y
o
f
Y
o
r
k
,
2
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.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
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1
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1
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Ma
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20
21
:
146
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8
154
[1
7
]
D.
Na
v
a
rro
,
C.
M
o
n
tse
rra
t,
S
.
M
a
lo
,
e
t
a
l.
,
“
S
u
b
jec
ti
v
e
w
e
ll
-
b
e
in
g
:
W
h
a
t
d
o
a
d
o
les
c
e
n
ts
sa
y
?
,
”
Ch
il
d
a
n
d
Fa
mily
S
o
c
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l
W
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rk
,
v
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l.
2
2
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o
.
1
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1
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rg
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.
[1
8
]
M
.
G
o
n
z
á
l
e
z
-
C
a
r
r
a
s
c
o
,
S
.
M
a
l
o
,
F
.
C
a
s
a
s
,
e
t
a
l
.
,
“
T
h
e
a
s
s
e
s
s
m
e
n
t
o
f
s
u
b
j
e
c
t
i
v
e
w
e
l
l
-
b
e
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n
g
i
n
y
o
u
n
g
c
h
i
l
d
r
e
n
:
S
t
r
e
n
g
t
h
s
a
n
d
c
h
a
l
l
e
n
g
e
s
,
”
J
o
u
r
n
a
l
o
f
S
o
c
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l
R
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s
e
a
r
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h
&
P
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c
y
,
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l
.
6
,
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o
.
2
,
p
p
.
7
1
-
8
1
,
2
0
1
5
.
[1
9
]
L
.
Ca
m
f
i
e
ld
,
N.
S
treu
li
,
a
n
d
M
.
W
o
o
d
h
e
a
d
,
“
W
h
a
t‟s
th
e
u
se
o
f
„
W
e
ll
b
e
in
g
‟
in
c
o
n
tex
ts
o
f
c
h
il
d
p
o
v
e
rt
y
?
A
p
p
ro
a
c
h
e
s
to
re
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a
rc
h
,
m
o
n
it
o
r
in
g
a
n
d
c
h
il
d
re
n
‟s
p
a
rti
c
ip
a
ti
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n
,
”
T
h
e
In
ter
n
a
ti
o
n
a
l
J
o
u
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n
a
l
o
f
Hu
ma
n
R
ig
h
ts
,
v
o
l.
1
7
,
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o
.
1
,
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p
.
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0
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D.
Na
v
a
rro
,
“
A
d
o
les
c
e
n
t
so
c
ial
p
a
rti
c
ip
a
ti
o
n
in
th
e
sc
h
o
o
l
c
o
n
tex
t:
A
p
s
y
c
h
o
so
c
ial
stu
d
y
o
f
a
p
a
rti
c
ip
a
to
ry
e
x
p
e
rien
c
e
[
In
Ka
tala
L
a
p
a
rti
c
ip
a
c
ió
so
c
ial
d
e
ls
a
d
o
les
c
e
n
ts
e
n
e
l
c
o
n
tex
t
e
sc
o
lar:
Estu
d
i
p
si
c
o
so
c
ial
d
‟
u
n
a
e
x
p
e
rièn
c
ia p
a
rti
c
ip
a
ti
v
e
]
,
”
T
h
e
sis
,
Un
iv
e
rsity
o
f
G
iro
n
a
,
G
iro
n
a
,
2
0
1
1
.
[2
1
]
S
.
M
a
lo
,
D.
Na
v
a
rro
,
a
n
d
F
.
Ca
sa
s,
“
T
h
e
u
se
o
f
a
u
d
io
v
isu
a
l
m
e
d
ia
in
a
d
o
les
c
e
n
c
e
a
n
d
it
s
re
latio
n
sh
ip
w
it
h
su
b
jec
ti
v
e
w
e
ll
-
b
e
in
g
:
Qu
a
li
tativ
e
a
n
a
ly
sis
f
ro
m
a
n
in
terg
e
n
e
ra
ti
o
n
a
l
a
n
d
g
e
n
d
e
r
p
e
rsp
e
c
ti
v
e
[
In
S
p
a
in
El
u
so
d
e
lo
s
m
e
d
io
s
a
u
d
io
v
isu
a
les
e
n
la
a
d
o
l
e
sc
e
n
c
ia
y
su
re
lac
ió
n
c
o
n
e
l
b
i
e
n
e
sta
r
su
b
jetiv
o
:
A
n
á
li
sis
c
u
a
li
tativ
o
d
e
sd
e
l
a
p
e
rsp
e
c
ti
v
a
in
terg
e
n
e
ra
c
io
n
a
l
y
d
e
g
é
n
e
ro
]
,
”
At
h
e
n
e
a
D
ig
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a
l
,
v
o
l.
1
2
,
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o
.
3
,
p
p
.
2
7
-
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9
,
2
0
1
2
.
[2
2
]
L
.
Co
o
m
b
e
s,
J.
A
p
p
leto
n
,
D.
A
ll
e
n
,
a
n
d
P
.
Ye
rre
ll
,
“
Em
o
ti
o
n
a
l
h
e
a
lt
h
a
n
d
w
e
ll
-
b
e
in
g
in
sc
h
o
o
ls:
I
n
v
o
lv
in
g
y
o
u
n
g
p
e
o
p
l
e
,
”
C
h
i
l
d
r
e
n
a
n
d
S
o
c
i
e
t
y
,
v
o
l
.
2
7
,
n
o
.
3
,
p
p
.
2
2
0
-
2
3
2
,
2
0
1
1
,
d
o
i:
h
t
t
p
s
:
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0
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.
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8
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0
.
2
0
1
1
.
0
0
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0
1
.
x
.
[2
3
]
E.
Die
n
e
r,
“
P
o
siti
v
e
p
sy
c
h
o
lo
g
y
:
p
a
st,
p
re
se
n
t,
a
n
d
f
u
tu
re
,
”
In
Ox
fo
rd
Ha
n
d
b
o
o
k
o
f
Po
sit
ive
Psy
c
h
o
lo
g
y
,
Ne
w
Y
o
rk
:
Ox
fo
rd
Un
ive
rs
it
y
Pre
ss
,
2
0
0
9
.
[2
4
]
E.
Die
n
e
r,
L
.
T
a
y
,
a
n
d
S
.
Ois
h
i,
“
Risin
g
in
c
o
m
e
a
n
d
th
e
su
b
jec
ti
v
e
w
e
ll
-
b
e
in
g
o
f
n
a
ti
o
n
s,”
J
o
u
r
n
a
l
o
f
Per
so
n
a
li
t
y
a
n
d
S
o
c
ia
l
Psy
c
h
o
l
o
g
y
,
v
o
l
.
1
0
4
,
n
o
.
2
,
p
p
.
2
6
7
-
2
7
6
,
2
0
1
3
,
d
o
i:
h
tt
p
s://
d
o
i.
o
rg
/1
0
.
1
0
3
7
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0
3
0
4
8
7
.
[2
5
]
E.
Die
n
e
r,
“
A
ss
e
ss
in
g
su
b
jec
ti
v
e
w
e
ll
-
b
e
in
g
:
P
ro
g
re
ss
a
n
d
o
p
p
o
rtu
n
it
ies
,
”
S
o
c
i
a
l
In
d
ic
a
to
rs
Res
e
a
rc
h
,
v
o
l.
3
1
,
n
o
.
2
,
p
p
.
1
0
3
-
1
5
7
,
1
9
9
4
,
d
o
i:
h
tt
p
s://
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i.
o
rg
/1
0
.
1
0
0
7
/BF
0
1
2
0
7
0
5
2
.
[2
6
]
P
.
Do
la
n
,
T
.
P
e
a
sg
o
o
d
,
a
n
d
M
.
W
h
it
e
,
“
Do
w
e
re
a
ll
y
k
n
o
w
w
h
a
t
m
a
k
e
s
u
s
h
a
p
p
y
?
A
r
e
v
ie
w
o
f
th
e
e
c
o
n
o
m
ic
li
tera
tu
re
o
n
t
h
e
f
a
c
to
rs
a
ss
o
c
iat
e
d
w
it
h
su
b
jec
ti
v
e
we
ll
b
e
in
g
,
”
J
o
u
rn
a
l
o
f
Eco
n
o
mic
Psy
c
h
o
l
o
g
y
,
v
o
l.
2
9
,
n
o
.
1
,
p
p
.
9
4
-
1
2
2
,
2
0
0
8
,
d
o
i:
h
t
tp
s://
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o
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.
o
rg
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0
.
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0
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6
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.
j
o
e
p
.
2
0
0
7
.
0
9
.
0
0
1
.
[2
7
]
D.
Blan
c
h
f
lo
w
e
r,
A
.
Os
wa
ld
,
a
n
d
S
.
S
tew
a
rt
-
Bro
w
n
,
“
Is
p
s
y
c
h
o
lo
g
ica
l
we
ll
-
b
e
in
g
li
n
k
e
d
to
t
h
e
c
o
n
su
m
p
ti
o
n
o
f
f
r
u
i
t
a
n
d
v
e
g
e
t
a
b
l
e
s
?
"
S
o
c
i
a
l
I
n
d
i
c
a
t
o
r
s
R
e
s
e
a
r
c
h
,
v
o
l
.
1
1
4
,
n
o
.
3
,
p
p
.
7
8
5
-
8
0
1
,
2
0
1
3
,
d
o
i:
h
t
t
p
s
:
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o
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/
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0
.
1
0
0
7
/
s
1
1
2
0
5
-
012
-
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-
y.
[2
8
]
E.
Die
n
e
r
a
n
d
M
.
Ch
a
n
,
“
Ha
p
p
y
p
e
o
p
le
li
v
e
lo
n
g
e
r:
S
u
b
jec
ti
v
e
w
e
ll
‐b
e
in
g
c
o
n
tri
b
u
tes
to
h
e
a
lt
h
a
n
d
l
o
n
g
e
v
it
y
,
”
A
p
p
l
i
e
d
P
s
y
c
h
o
l
o
g
y
:
H
e
a
l
t
h
a
n
d
W
e
l
l
‐
B
e
i
n
g
,
v
o
l
.
3
,
n
o
.
1
,
p
p
.
1
-
43
,
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1
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K.
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y
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a
n
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.
W
h
a
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g
,
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Do
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se
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ro
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a
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[3
3
]
J.
S
a
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tro
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k
,
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c
Gr
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w
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,
2
0
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.
[3
4
]
S
.
L
e
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u
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u
a
n
d
S
.
T
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a
,
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jec
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5
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.
Ru
ss
.
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ta
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a
k
is,
M
.
H
a
m
e
r,
e
t
a
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,
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so
c
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ish
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.
[3
6
]
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y
,
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.
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,
a
n
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E.
G
o
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m
a
n
,
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p
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stu
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ls
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[3
7
]
F
.
L
u
a
n
d
Y.
Hs
u
,
“
In
ju
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a
th
let
e
s'
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.
[3
8
]
K.
S
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k
i,
T
.
S
a
lt
h
o
u
se
,
S
.
O
ish
i,
e
t
a
l.
,
“
T
h
e
re
latio
n
s
h
ip
b
e
t
w
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n
so
c
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su
p
p
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rt
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ti
v
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w
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ll
-
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e
in
g
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c
ro
ss
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g
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,
”
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o
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l
In
d
ica
to
rs
R
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se
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l.
1
1
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2
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p
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4.
[3
9
]
E.
S
a
ra
f
in
o
a
n
d
T
.
S
m
it
h
,
“
He
a
lt
h
P
sy
c
h
o
lo
g
y
,
”
W
il
e
y
,
2
0
1
4
.
[4
0
]
L
.
Kin
g
,
“
Ge
n
e
ra
l
P
sy
c
h
o
lo
g
y
:
An
A
p
p
re
c
iat
iv
e
V
iew
[
in
I
n
d
o
n
e
si
a
n
]
,
”
S
a
lem
b
a
H
u
ma
n
ika
,
2
0
1
2
.
[4
1
]
B.
L
i,
F
.
Yu
,
a
n
d
Z.
Zh
o
u
,
“
P
o
sit
iv
e
p
s
y
c
h
o
lo
g
ica
l
c
a
p
it
a
l:
A
n
e
w
a
p
p
ro
a
c
h
to
so
c
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p
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rt
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n
d
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u
b
jec
ti
v
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we
ll
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b
e
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n
g
,
”
S
o
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a
l
B
e
h
a
v
i
o
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P
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.
[4
2
]
J
.
T
o
m
á
s
,
M
.
G
u
t
ié
r
re
z
,
A
.
P
a
s
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o
r
,
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t
a
l
.
,
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C
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R
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[4
3
]
J.
F
ro
h
,
C.
Yu
rk
e
w
icz
,
a
n
d
T
.
Ka
sh
d
a
n
,
“
G
ra
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:
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iff
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c
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s,”
J
o
u
rn
a
l
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A
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c
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155
[4
4
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B.
Ro
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,
“
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ra
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5
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A
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F
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a
n
d
A
.
G
e
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ra
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[4
6
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T
.
L
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,
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.
F
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.
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ra
t
i
t
u
d
e
i
n
t
e
r
v
e
n
t
i
o
n
s
:
A
r
e
v
i
e
w
a
n
d
f
u
t
u
r
e
a
g
e
n
d
a
,
”
I
n
T
h
e
W
i
l
e
y
B
l
a
c
k
w
e
l
l
H
a
n
d
b
o
o
k
o
f
P
o
s
i
t
i
v
e
P
s
y
c
h
o
l
o
g
i
c
a
l
I
n
t
e
r
v
e
n
t
i
o
n
s
,
A
.
P
a
r
k
s
a
n
d
S
.
S
c
h
u
e
l
l
e
r
,
E
d
s
.
J
o
h
n
W
i
l
e
y
&
S
o
n
s
,
2
0
1
4
.
[4
7
]
G
.
Bo
n
o
,
M
.
Kra
k
a
u
e
r,
a
n
d
J.
F
ro
h
,
“
T
h
e
p
o
w
e
r
a
n
d
p
ra
c
ti
c
e
o
f
g
ra
ti
tu
d
e
,
”
In
P
o
si
ti
v
e
Psy
c
h
o
lo
g
y
in
Pra
c
ti
c
e
:
Pro
mo
ti
n
g
H
u
ma
n
Fl
o
u
rish
in
g
in
W
o
rk
,
He
a
lt
h
,
Ed
u
c
a
ti
o
n
a
n
d
Eve
ry
d
a
y
L
if
e
,
2
0
1
5
.
[4
8
]
W
.
X
u
,
T
.
Oe
i,
X
.
L
iu
,
X
.
W
a
n
g
,
e
t
a
l.
,
“
T
h
e
m
o
d
e
ra
ti
n
g
a
n
d
m
e
d
iatin
g
ro
les
o
f
se
l
f
-
a
c
c
e
p
tan
c
e
a
n
d
to
lera
n
c
e
to
o
th
e
rs
in
th
e
re
latio
n
sh
i
p
b
e
tw
e
e
n
m
in
d
f
u
ln
e
ss
a
n
d
su
b
jec
ti
v
e
w
e
l
l
-
b
e
in
g
,
”
J
o
u
rn
a
l
o
f
He
a
lt
h
Psy
c
h
o
l
o
g
y
,
v
o
l.
2
1
,
n
o
.
7
,
p
p
.
1
4
4
6
-
1
4
5
6
,
2
0
1
4
,
d
o
i:
h
tt
p
s://
d
o
i
.
o
rg
/1
0
.
1
1
7
7
/
1
3
5
9
1
0
5
3
1
4
5
5
5
1
7
0
.
[4
9
]
H.
S
u
a
,
L
.
W
a
n
g
,
Y.
L
ia,
e
t
a
l.
,
“
T
h
e
m
e
d
iatin
g
a
n
d
m
o
d
e
ra
ti
n
g
ro
les
o
f
se
l
f
-
a
c
c
e
p
tan
c
e
a
n
d
se
lf
-
r
e
p
o
rted
h
e
a
lt
h
i
n
th
e
re
latio
n
sh
i
p
b
e
tw
e
e
n
se
l
f
-
wo
rth
a
n
d
su
b
jec
ti
v
e
we
ll
-
b
e
in
g
a
m
o
n
g
e
ld
e
rl
y
Ch
in
e
se
ru
ra
l
e
m
p
t
y
-
n
e
ste
r:
A
n
o
b
se
rv
a
ti
o
n
a
l
stu
d
y
,
”
Qu
a
li
ty
Imp
ro
v
e
me
n
t
S
tu
d
y
,
v
o
l
.
9
8
,
n
o
.
2
8
,
p
p
.
1
-
7
,
2
0
1
9
,
d
o
i
:
h
tt
p
s:/
/d
o
i.
o
rg
/1
0
.
1
0
9
7
/M
D.0
0
0
0
0
0
0
0
0
0
0
1
6
1
4
9
.
[5
0
]
S
.
S
a
rw
o
n
o
,
“
A
d
o
les
c
e
n
t
P
sy
c
h
o
l
o
g
y
[
in
In
d
o
n
e
sia
n
]
,
”
Gr
a
fi
n
d
o
P
e
rs
a
d
a
,
2
0
1
1
.
[5
1
]
F
.
Na
y
a
n
a
,
“
F
a
m
il
y
f
u
n
c
ti
o
n
in
g
a
n
d
s
u
b
jec
ti
v
e
w
e
ll
-
b
e
in
g
in
a
d
o
les
c
e
n
ts
[
i
n
In
d
o
n
e
sia
n
]
,
”
J
u
rn
a
l
I
l
mia
h
Psik
o
lo
g
i
T
e
ra
p
a
n
,
v
o
l
.
1
,
n
o
.
2
,
p
p
.
2
3
0
-
2
4
4
,
2
0
1
3
.
[5
2
]
A
.
Er
y
il
m
a
z
,
“
In
v
e
stig
a
ti
o
n
o
f
th
e
re
latio
n
s
b
e
tw
e
e
n
re
li
g
io
u
s
a
c
ti
v
it
ies
a
n
d
su
b
jec
ti
v
e
w
e
ll
-
b
e
in
g
o
f
h
ig
h
sc
h
o
o
l
stu
d
e
n
ts,
”
Ed
u
c
a
ti
o
n
a
l
S
c
ie
n
c
e
s:
T
h
e
o
ry
a
n
d
Pra
c
ti
c
e
,
v
o
l.
1
5
,
n
o
.
2
,
p
p
.
4
3
3
-
4
4
4
,
2
0
1
5
,
d
o
i
:
h
tt
p
s:/
/d
o
i.
o
rg
/1
0
.
1
2
7
3
8
/es
tp
.
2
0
1
5
.
2
.
2
3
2
7
.
[5
3
]
P
.
W
a
tk
in
s,
R.
E
m
m
o
n
s,
M
.
G
r
e
a
v
e
s,
a
n
d
J.
Be
ll
,
“
Jo
y
is
a
d
is
ti
n
c
t
p
o
sit
iv
e
e
m
o
ti
o
n
:
A
ss
e
ss
m
e
n
t
o
f
jo
y
a
n
d
re
latio
n
sh
i
p
to
g
ra
ti
t
u
d
e
a
n
d
w
e
ll
-
b
e
in
g
,
”
T
h
e
J
o
u
r
n
a
l
o
f
P
o
siti
v
e
Psy
c
h
o
lo
g
y
,
v
o
l.
1
3
,
n
o
.
5
,
p
p
.
5
22
-
5
3
9
,
2
0
1
8
,
d
o
i:
h
tt
p
s://
d
o
i
.
o
rg
/1
0
.
1
0
8
0
/
1
7
4
3
9
7
6
0
.
2
0
1
7
.
1
4
1
4
2
9
8
.
[5
4
]
S
.
Ca
rso
n
a
n
d
E.
L
a
n
g
e
r,
“
M
in
d
f
u
ln
e
ss
a
n
d
se
lf
-
a
c
c
e
p
tan
c
e
,
”
J
o
u
rn
a
l
o
f
R
a
ti
o
n
a
l
-
Emo
ti
v
e
a
n
d
C
o
g
n
it
ive
-
Beh
a
v
i
o
r
T
h
e
ra
p
y
,
v
o
l.
2
4
,
n
o
.
1
,
p
p
.
2
9
-
4
3
,
2
0
0
6
,
d
o
i:
h
tt
p
s://
d
o
i
.
o
rg
/1
0
.
1
0
0
7
/s1
0
9
4
2
-
0
0
6
-
0
0
2
2
-
5.
[5
5
]
J
.
H
a
ir
,
M
.
S
a
rs
t
e
d
t
,
L
.
H
o
p
k
i
n
s
,
a
n
d
V.
K
u
p
p
e
l
w
ie
s
e
r
,
“
P
a
r
t
i
a
l
le
a
s
t
s
q
u
a
r
e
s
s
tr
u
c
t
u
r
a
l
e
q
u
a
t
i
o
n
m
o
d
e
l
i
n
g
(
P
L
S
-
S
E
M
)
,
”
E
u
r
o
p
e
a
n
B
u
s
i
n
e
s
s
R
e
v
i
e
w
,
v
o
l
.
2
6
,
n
o
.
2
,
p
p
.
1
0
6
-
1
2
1
,
2
0
1
4
,
d
o
i
:
h
t
t
p
s
:
/
/
d
o
i
.
o
r
g
/
1
0
.
1
1
0
8
/
E
B
R
-
10
-
2
0
1
3
-
0
1
2
8
.
[5
6
]
J.
Ha
ir,
G
.
Hu
lt
,
C.
Rin
g
le,
a
n
d
M
.
S
a
rste
d
t,
“
A
P
rim
e
r
o
n
P
a
rt
ial
L
e
a
st
S
q
u
a
re
s
S
tru
c
tu
ra
l
Eq
u
a
ti
o
n
M
o
d
e
li
n
g
(P
L
S
-
S
E
M
),
”
S
a
g
e
P
u
b
li
c
a
ti
o
n
s
,
2
0
1
6
.
[5
7
]
I.
G
h
o
z
a
li
,
a
n
d
H.
L
a
tan
,
“
P
a
rti
a
l
L
e
a
st
S
q
u
a
re
s,
Co
n
c
e
p
ts,
T
e
c
h
n
iq
u
e
s
a
n
d
A
p
p
li
c
a
ti
o
n
s
Us
in
g
t
h
e
S
m
a
rtp
ls
3
.
0
P
r
o
g
ra
m
f
o
r
Em
p
iri
c
a
l
Re
s
e
a
rc
h
[in
In
d
o
n
e
sia
n
]
,
”
S
e
ma
ra
n
g
:
UND
IP
,
2
0
1
5
.
[5
8
]
H.
Jo
g
iy
a
n
to
,
“
T
h
e
Co
n
c
e
p
t
a
n
d
A
p
p
li
c
a
ti
o
n
o
f
V
a
rian
c
e
-
Ba
se
d
S
tru
c
t
u
ra
l
Eq
u
a
ti
o
n
M
o
d
e
li
n
g
in
Bu
si
n
e
s
s
Re
se
a
rc
h
[
in
I
n
d
o
n
e
sia
n
]
,
”
UP
P
S
T
IM
Y
KPN
,
2
0
1
1
.
[5
9
]
L
.
De
w
i,
F
.
T
e
n
ta
m
a
,
a
n
d
A
.
Dip
o
n
e
g
o
ro
,
“
A
n
a
ly
si
s
o
f
v
a
li
d
it
y
a
n
d
re
li
a
b
il
it
y
o
f
th
e
su
b
jec
ti
v
e
we
ll
-
b
e
in
g
sc
a
le,”
Ame
ric
a
n
Res
e
a
rc
h
J
o
u
rn
a
l
o
f
Hu
ma
n
i
ti
e
s S
o
c
ia
l
S
c
ien
c
e
,
v
o
l.
3
,
n
o
.
6
,
p
p
.
1
2
2
-
1
3
1
,
2
0
2
0
.
[6
0
]
P
.
M
u
h
o
p
i
lah
,
F
.
T
e
n
tam
a
,
a
n
d
Y.
Yu
z
a
rio
n
,
“
Bu
l
ly
in
g
sc
a
le:
A
p
sy
c
h
o
m
e
tri
c
stu
d
y
f
o
r
b
u
ll
y
in
g
p
e
r
p
e
trato
rs
i
n
ju
n
i
o
r
h
ig
h
sc
h
o
o
l,
”
Eu
ro
p
e
a
n
J
o
u
rn
a
l
o
f
Ed
u
c
a
ti
o
n
S
t
u
d
i
e
s
,
v
o
l.
7
,
n
o
.
7
,
p
p
.
9
2
-
1
0
6
,
2
0
2
0
,
d
o
i:
h
tt
p
s:/
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o
i.
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/1
0
.
4
6
8
2
7
/eje
s.v
7
i7
.
3
1
5
8
.
[6
1
]
M.
Da
v
e
rn
,
R.
Cu
m
m
in
s,
a
n
d
M
.
S
to
k
e
s,
“
S
u
b
jec
ti
v
e
w
e
ll
b
e
in
g
a
s
a
n
a
ff
e
c
ti
v
e
-
c
o
g
n
it
iv
e
c
o
n
stru
c
t,
”
J
o
u
rn
a
l
o
f
Ha
p
p
i
n
e
ss
S
t
u
d
ies
,
v
o
l.
8
,
n
o
.
4
,
p
p
.
4
2
9
-
4
4
9
,
2
0
0
7
,
d
o
i:
h
tt
p
s://
d
o
i
.
o
rg
/1
0
.
1
0
0
7
/s1
0
9
0
2
-
0
0
7
-
9
0
6
6
-
1.
[6
2
]
W
.
L
iu
,
J.
M
e
i,
L
.
T
ian
,
a
n
d
E.
Hu
e
b
n
e
r,
“
A
g
e
a
n
d
g
e
n
d
e
r
d
if
fe
re
n
c
e
s
in
th
e
re
latio
n
b
e
tw
e
e
n
sc
h
o
o
l
-
re
late
d
so
c
ial
s
u
p
p
o
r
t
a
n
d
s
u
b
j
e
c
t
i
v
e
w
e
l
l
-
b
e
i
n
g
i
n
s
c
h
o
o
l
a
m
o
n
g
s
t
u
d
e
n
t
s
,
”
S
o
c
i
a
l
I
n
d
i
c
a
t
o
r
s
R
e
s
e
a
r
c
h
,
v
o
l
.
1
2
5
,
n
o
.
3
,
p
p
.
1
0
6
5
-
1083
,
2
0
1
6
,
d
o
i:
h
tt
p
s:/
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o
i.
o
rg
/1
0
.
1
0
0
7
/s1
1
2
0
5
-
0
1
5
-
0
8
7
3
-
1.
[6
3
]
A
.
T
o
m
y
n
,
J.
No
rrish
,
a
n
d
R.
Cu
m
m
in
s,
“
T
h
e
su
b
jec
ti
v
e
we
ll
b
e
in
g
o
f
in
d
ig
e
n
o
u
s A
u
stra
li
a
n
a
d
o
les
c
e
n
ts:
v
a
li
d
a
ti
n
g
th
e
p
e
rso
n
a
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