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271
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ch
ild
r
e
n
h
a
v
in
g
a
g
o
o
d
s
o
cial
ad
j
u
s
t
m
e
n
t
ab
ilit
y
.
E
m
o
t
io
n
al
m
at
u
r
it
y
ca
n
b
e
d
e
v
elo
p
ed
o
n
l
y
i
f
t
h
e
s
t
u
d
en
ts
h
a
v
e
g
o
o
d
em
o
tio
n
al
in
telli
g
en
ce
as
w
el
l.
I
t
ca
n
b
e
i
n
f
er
r
ed
th
at
to
h
a
v
e
g
o
o
d
s
o
cial
ad
j
u
s
t
m
e
n
t,
e
m
o
tio
n
al
i
n
tell
i
g
e
n
ce
p
lay
s
a
g
r
ea
t
r
o
le
i
n
it.
On
t
h
e
o
th
er
w
o
r
d
s
,
th
e
s
tu
d
e
n
ts
w
h
o
ar
e
s
m
ar
t e
m
o
tio
n
all
y
w
ill b
e
ac
ce
p
ted
ea
s
il
y
i
n
th
eir
s
o
cial
e
n
v
ir
o
n
m
en
t.
B
ased
o
n
th
e
p
r
ev
io
u
s
ex
p
la
n
a
tio
n
s
,
e
m
o
t
io
n
al
i
n
tell
ig
e
n
ce
is
a
f
ac
to
r
w
h
ic
h
w
as a
s
s
u
m
ed
as a
f
ac
to
r
w
h
o
s
e
g
r
ea
t
r
o
le
in
a
f
f
ec
ti
n
g
th
e
s
t
u
d
en
t
s
’
s
o
cial
ad
j
u
s
t
m
en
t.
Ho
w
ev
er
,
h
o
w
g
r
ea
t
th
e
r
o
le
o
f
em
o
tio
n
a
l
in
telli
g
e
n
ce
is
o
n
t
h
e
p
r
i
m
ar
y
s
tu
d
e
n
ts
h
a
s
n
o
t
b
ee
n
o
b
s
er
v
ed
y
e
t.
T
h
u
s
,
t
h
e
r
esear
c
h
er
s
w
er
e
i
n
ter
ested
to
co
n
d
u
ct
a
r
esear
ch
r
elate
d
to
th
e
i
m
p
ac
t
o
f
e
m
o
tio
n
al
in
te
ll
ig
en
ce
to
w
ar
d
s
s
o
cial
ad
j
u
s
t
m
en
t
o
f
th
e
p
r
i
m
ar
y
s
tu
d
e
n
ts
o
f
M
u
h
a
m
m
ad
i
y
ah
K
ar
an
g
w
ar
u
Yo
g
y
ak
ar
ta
E
le
m
e
n
tar
y
Sc
h
o
o
l.
2.
L
I
T
E
R
AT
U
RE
R
E
VI
E
W
2
.
1
.
Co
ncept
o
f
E
m
o
t
io
na
l In
t
ell
i
g
ent
E
m
o
tio
n
al
i
n
tell
ig
e
n
t
(
later
is
ca
lled
as
E
I
)
co
n
s
titu
te
s
o
n
e
o
f
in
tel
lig
e
n
ce
f
o
r
m
s
w
h
ic
h
t
ak
es
e
f
f
ec
t
o
f
s
o
m
eo
n
e’
s
s
u
cc
es
s
f
u
l
li
f
e.
I
t
is
lin
e
w
i
th
Sj
o
b
er
g
[
3
]
an
d
Fer
n
an
d
ez
[
4
]
w
h
o
s
tated
t
h
at
E
I
is
a
d
ef
i
n
i
n
g
f
ac
to
r
o
f
s
o
m
eo
n
e’
s
s
u
cc
e
s
s
f
u
l
li
f
e.
E
I
w
a
s
f
ir
s
t
l
y
d
i
s
co
v
e
r
ed
b
y
Go
le
m
a
n
i
n
h
is
b
o
o
k
en
titl
ed
E
m
o
tio
n
al
I
n
telli
g
en
t.
E
I
is
an
i
n
d
iv
id
u
al
’
s
ab
ilit
y
i
n
co
n
tr
o
lli
n
g
th
eir
o
w
n
e
m
o
t
io
n
a
n
d
estab
lis
h
i
n
g
a
g
o
o
d
r
elatio
n
s
h
ip
w
it
h
o
t
h
er
s
.
T
i
w
ar
i
&
Sri
v
a
s
tav
a
[5
]
w
h
o
d
ef
i
n
ed
E
I
as
an
ap
titu
d
e
w
h
ich
ca
n
b
e
d
ev
elo
p
ed
th
r
o
u
g
h
ed
u
ca
tio
n
.
T
h
er
ef
o
r
e,
a
s
c
h
o
o
l
is
co
n
s
id
er
ed
as
a
n
ap
p
r
o
p
r
iate
p
lace
to
d
ev
elo
p
th
e
ch
ild
r
en
’
s
E
I
.
Me
a
n
w
h
ile,
Sin
g
h
[
6
]
d
ef
in
ed
t
h
at
E
I
co
n
s
ti
tu
te
s
a
n
in
d
i
v
id
u
al
’
s
ap
tit
u
d
e
to
r
esp
o
n
d
v
ar
io
u
s
e
m
o
ti
o
n
al
s
ti
m
u
l
u
s
eit
h
er
co
m
in
g
f
r
o
m
in
s
id
e
o
r
o
u
ts
id
e
o
f
th
e
in
d
i
v
id
u
al.
F
u
r
t
h
er
m
o
r
e,
C
ar
u
s
o
an
d
W
o
lf
e
[
7
]
e
x
p
lain
ed
t
h
e
lar
g
er
asp
ec
t o
f
E
I
w
h
ic
h
co
n
s
tit
u
tes
an
ab
ilit
y
to
f
ee
l e
m
o
tio
n
,
to
ac
ce
s
s
a
n
d
p
r
o
d
u
ce
e
m
o
tio
n
s
o
th
at
it
ca
n
h
elp
t
h
e
th
o
u
g
h
t,
u
n
d
er
s
ta
n
d
th
e
e
m
o
ti
o
n
an
d
em
o
tio
n
al
k
n
o
w
led
g
e
w
h
ic
h
later
ca
n
r
ef
lect
th
e
e
m
o
tio
n
r
ef
lectiv
el
y
to
s
u
p
p
o
r
t th
e
e
m
o
tio
n
al
an
d
i
n
te
llig
e
n
ce
d
ev
elo
p
m
e
n
t.
Fro
m
th
o
s
e
d
ef
in
itio
n
s
ab
o
v
e,
it
ca
n
in
f
er
r
ed
th
at
E
I
is
an
in
d
iv
id
u
al
’
s
in
telli
g
e
n
ce
w
h
o
s
e
ce
r
tain
in
d
icato
r
s
.
Salo
v
e
y
a
n
d
Ma
y
er
[
8
]
f
o
u
n
d
o
u
t
th
at
th
e
e
m
o
tio
n
al
in
telli
g
e
n
ce
o
f
ch
ild
r
e
n
is
d
eter
m
i
n
ed
b
y
th
ese
i
n
d
icato
r
s
:
(
1
)
th
e
ab
ilit
y
o
f
ap
p
r
aisi
n
g
e
x
p
r
ess
io
n
s
f
o
r
o
th
er
s
an
d
th
e
m
s
elv
e
s
,
(
2
)
th
e
ab
ilit
y
o
f
co
n
tr
o
llin
g
e
m
o
t
io
n
s
,
a
n
d
(
3
)
th
e
ab
ilit
y
o
f
u
ti
lizi
n
g
e
m
o
tio
n
s
to
s
o
lv
e
v
ar
io
u
s
p
r
o
b
le
m
s
o
f
lif
e.
B
ased
o
n
th
e
ex
p
lan
atio
n
o
f
Salo
v
e
y
a
n
d
Ma
y
er
[
8
]
as
m
e
n
tio
n
ed
b
ef
o
r
e,
it
ca
n
b
e
d
er
iv
ed
th
r
ee
asp
ec
ts
in
v
o
lv
ed
in
t
h
e
f
o
r
m
atio
n
o
f
s
o
m
eo
n
e
’
s
e
m
o
t
io
n
al
in
te
lli
g
en
ce
,
w
h
ich
ar
e:
(
1
)
th
e
ap
p
r
aisal
o
f
ex
p
r
ess
io
n
o
f
e
m
o
t
io
n
s
,
f
o
r
w
h
ic
h
it
co
n
s
i
s
ts
o
f
t
w
o
e
le
m
en
ts
w
h
ic
h
ar
e
t
h
e
ab
ili
t
y
to
r
ec
o
g
n
ize
t
h
eir
o
w
n
e
m
o
tio
n
s
,
an
d
t
h
e
ab
ilit
y
t
o
r
ec
o
g
n
ize
o
th
er
s
’
e
m
o
tio
n
s
.
T
h
o
s
e
f
u
n
ctio
n
to
d
ev
elo
p
th
e
c
h
ild
r
en
’
s
e
m
p
at
h
y
w
i
th
o
t
h
er
s
;
(
2
)
th
e
r
eg
u
la
tio
n
o
f
e
m
o
tio
n
s
w
h
ic
h
in
cl
u
d
es
an
ab
ilit
y
to
ev
al
u
ate
an
d
r
eg
u
la
te
th
eir
o
w
n
e
m
o
tio
n
s
a
n
d
ch
an
g
e
o
th
er
s
’
b
eh
av
io
r
;
(
3
)
th
e
u
tili
za
tio
n
o
f
e
m
o
tio
n
s
t
o
s
o
l
v
e
p
r
o
b
lem
s
w
h
ic
h
also
r
ef
er
s
to
an
ab
ilit
y
to
u
tili
ze
e
m
o
tio
n
s
to
s
o
lv
e
v
ar
io
u
s
p
r
o
b
le
m
s
i
n
t
h
e
r
ea
l
li
f
e.
Fu
r
t
h
er
m
o
r
e,
Go
le
m
a
n
[
9
]
ass
er
ted
t
h
at
ch
ild
r
en
w
h
o
s
tar
t
r
ec
o
g
n
izi
n
g
an
d
r
e
g
u
la
tio
n
g
t
h
eir
e
m
o
t
io
n
s
w
ill
b
e
m
o
r
e
c
o
n
f
id
e
n
t,
h
ea
lth
ier
b
o
th
p
h
y
s
i
ca
ll
y
a
n
d
m
en
ta
ll
y
,
an
d
ev
en
e
m
o
tio
n
a
ll
y
h
ea
lt
h
ie
r
.
2
.
2
.
Co
ncept
o
f
So
cia
l A
djust
m
e
nt
T
h
e
s
o
cial
ad
j
u
s
t
m
en
t
ab
ilit
y
is
an
i
m
p
o
r
tan
t
f
ac
to
r
f
o
r
th
e
s
tu
d
en
t
s
to
b
e
ac
ce
p
ted
in
th
eir
s
o
cial
en
v
ir
o
n
m
e
n
t.
H
u
r
lo
ck
[
1
0
]
s
tated
th
at
s
o
cial
ad
j
u
s
t
m
e
n
t
co
n
s
tit
u
te
s
s
o
m
eo
n
e
’
s
s
u
cc
ess
i
n
ad
j
u
s
ti
n
g
th
e
m
s
el
v
es
to
o
th
er
s
i
n
g
en
er
al
an
d
to
a
g
r
o
u
p
in
s
p
ec
if
ic.
I
t
is
lin
e
w
it
h
Sc
h
n
e
id
e
r
s
[
1
1
]
w
h
o
s
tated
t
h
at
s
o
cial
ad
j
u
s
t
m
e
n
t
is
a
n
ab
ilit
y
o
f
ch
ild
r
en
to
g
i
v
e
r
esp
o
n
s
es
p
r
ec
is
el
y
ab
o
u
t
s
o
cial
r
ea
lit
y
,
s
i
tu
at
io
n
,
an
d
cir
cu
m
s
ta
n
ce
s
.
T
h
e
s
o
cial
ad
j
u
s
t
m
e
n
t
i
s
an
ab
ilit
y
o
f
ad
j
u
s
tin
g
t
h
e
m
s
el
v
es
to
th
e
e
n
v
ir
o
n
m
e
n
t
o
f
f
a
m
il
y
,
s
ch
o
o
l,
s
u
b
j
ec
ts
,
p
ee
r
s
,
ev
en
teac
h
er
s
.
A
cc
o
r
d
in
g
to
Sch
n
eid
er
s
,
s
o
cial
ad
j
u
s
t
m
e
n
t
co
n
s
ti
tu
te
s
b
eh
a
v
io
r
s
w
h
ic
h
e
n
co
u
r
ag
e
an
in
d
i
v
id
u
al
to
ad
j
u
s
t
to
o
th
er
s
an
d
g
r
o
u
p
s
r
e
g
ar
d
ed
to
th
eir
co
n
s
cio
u
s
n
e
s
s
a
n
d
en
v
ir
o
n
m
e
n
tal
d
e
m
an
d
s
.
I
n
ad
d
itio
n
,
Sch
n
eid
er
s
[
1
1
]
also
ass
er
ted
th
a
t
th
e
s
o
cial
ad
ju
s
t
m
e
n
t
ab
ilit
y
o
f
a
k
id
ca
n
b
e
o
b
s
er
v
ed
th
r
o
u
g
h
th
r
ee
f
ac
to
r
s
:
(
1
)
th
e
ab
ilit
y
o
f
s
o
cial
ad
j
u
s
t
m
en
t
at
h
o
m
e
an
d
in
th
e
f
a
m
i
l
y
w
h
ic
h
ca
n
b
e
i
n
d
icate
d
f
r
o
m
h
is
ab
ilit
y
i
n
estab
li
s
h
in
g
g
o
o
d
r
elatio
n
s
h
ip
w
it
h
o
th
er
f
a
m
il
y
m
e
m
b
er
s
,
tak
i
n
g
f
o
r
g
r
an
ted
th
e
p
ar
en
ts
’
au
th
o
r
it
y
,
a
n
d
b
ein
g
ab
le
to
b
e
r
esp
o
n
s
ib
le
a
n
d
h
elp
i
n
g
t
h
e
f
a
m
il
y
to
r
ea
ch
t
h
e
f
a
m
i
l
y
g
o
als;
(
2
)
th
e
s
o
cial
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2252
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I
J
E
R
E
Vo
l.
7
,
No
.
4
,
Dec
em
b
er
2
0
1
8
:
2
7
0
–
2
7
8
272
ad
j
u
s
t
m
e
n
t
at
s
ch
o
o
l
w
h
ich
c
an
b
e
d
eter
m
in
ed
f
r
o
m
h
i
s
ab
ilit
y
in
estab
lis
h
i
n
g
g
o
o
d
r
e
latio
n
s
h
ip
w
i
th
th
e
sc
h
o
o
l
m
e
m
b
er
s
,
ad
j
u
s
ti
n
g
h
i
m
s
el
f
to
t
h
e
r
eg
u
lat
io
n
s
a
n
d
r
u
les
ap
p
lied
in
th
e
s
c
h
o
o
l,
an
d
b
ein
g
ab
le
to
b
e
r
esp
o
n
s
ib
le
an
d
h
elp
in
g
th
e
s
ch
o
o
l
to
r
ea
ch
its
v
is
io
n
an
d
m
is
s
io
n
;
(
3
)
th
e
s
o
cial
ad
j
u
s
t
m
en
t
in
th
e
s
o
ciet
y
w
h
ic
h
ca
n
b
e
s
ee
n
t
h
r
o
u
g
h
h
i
s
ab
ilit
y
i
n
estab
li
s
h
in
g
r
elat
i
o
n
s
h
ip
w
it
h
p
eo
p
le,
b
ein
g
ab
le
to
b
e
r
esp
o
n
s
ib
le
an
d
o
b
ey
i
n
g
th
e
n
o
r
m
s
o
f
la
w
ap
p
lied
in
th
e
s
o
ciet
y
,
s
o
th
at
t
h
e
s
o
ciet
y
g
o
als ca
n
b
e
r
ea
ch
e
d
.
Fo
r
a
k
id
,
s
o
cial
ab
ilit
y
p
la
y
s
a
b
ig
r
o
le
in
d
ev
elo
p
in
g
h
i
s
p
er
s
o
n
alit
y
.
As
an
e
x
a
m
p
le,
Gr
a
y
et
al.
[
1
2
]
s
tated
th
at
ac
co
r
d
in
g
to
th
eir
r
esear
ch
o
n
th
e
r
o
le
p
l
a
y
ed
b
y
s
o
cial
m
ed
ia
(
Face
b
o
o
k
)
f
o
r
u
n
iv
er
s
i
t
y
s
tu
d
e
n
ts
in
t
h
eir
f
ir
s
t
y
ea
r
,
it
ca
n
b
e
co
n
clu
d
ed
th
at
s
o
cial
ad
j
u
s
t
m
e
n
t
is
an
i
m
p
o
r
tan
t
f
a
cto
r
in
d
ev
elo
p
in
g
th
eir
ea
g
er
n
es
s
o
n
s
t
u
d
y
i
n
g
.
P
ac
k
i
asel
v
i
&
Ma
lat
h
i
[
1
3
]
als
o
ass
er
ted
th
a
t
b
ased
o
n
t
h
eir
r
esear
ch
r
es
u
lts
o
n
th
e
r
elatio
n
s
h
ip
o
f
s
o
cial
ad
ju
s
t
m
e
n
t
b
et
w
ee
n
s
en
io
r
h
i
g
h
s
c
h
o
o
l
s
tu
d
e
n
ts
a
n
d
th
e
i
m
p
ac
ts
o
n
ac
ad
e
m
ic
ac
h
iev
e
m
e
n
t,
t
h
er
e
is
n
o
s
u
b
s
tan
tial
c
h
a
n
g
e
r
eg
ar
d
ed
to
th
e
m
o
th
er
to
n
g
u
e,
g
e
n
d
er
,
s
ch
o
o
l
lo
ca
tio
n
,
f
a
m
il
y
t
y
p
e,
p
ar
en
ts
’
ed
u
ca
tio
n
b
ac
k
g
r
o
u
n
d
,
p
ar
en
ts
’
j
o
b
,
p
ar
en
ts
’
i
n
co
m
e
to
t
h
e
s
o
cial
ad
ju
s
t
m
e
n
t
an
d
t
h
eir
ac
ad
em
ic
ac
h
ie
v
e
m
en
ts
.
2
.
3
.
Rela
t
io
ns
h
ip
bet
w
ee
n
E
I
a
n
d So
cia
l A
djust
m
e
nt
Abili
t
y
R
ef
er
r
i
n
g
to
th
e
p
r
ev
io
u
s
r
es
ea
r
ch
es,
it
w
a
s
f
o
u
n
d
t
h
at
m
o
s
t
r
esear
ch
es
r
es
u
lt
s
s
h
o
w
a
s
ig
n
i
f
ica
n
t
i
m
p
ac
t
b
et
w
ee
n
e
m
o
tio
n
al
in
t
ellig
e
n
ce
an
d
s
o
cial
ad
j
u
s
t
m
e
n
t
ab
ilit
y
.
T
h
er
e
ar
e
o
n
l
y
f
e
w
r
esear
ch
es
w
h
ic
h
m
en
tio
n
ed
th
at
t
h
er
e
is
n
o
co
r
r
elatio
n
b
etw
ee
n
th
o
s
e
t
w
o
v
ar
iab
les,
o
r
at
least
th
e
co
r
r
elatio
n
is
n
o
t
r
ea
ll
y
s
i
g
n
if
ican
t.
A
d
e
y
e
m
o
[
1
]
an
d
An
g
e
lb
er
g
&
Sj
o
b
er
g
[
2
]
ex
p
lain
ed
t
h
at
E
I
is
an
i
m
p
o
r
tan
t
asp
ec
t
f
o
r
ch
ild
r
en
to
p
o
s
s
ess
th
e
ab
ilit
y
o
f
a
g
o
o
d
s
o
cial
ad
j
u
s
t
m
e
n
t.
A
b
d
u
l
lah
,
et
al.
[
1
4
]
c
o
n
d
u
cted
a
r
esear
ch
to
2
5
0
u
n
iv
er
s
it
y
s
tu
d
e
n
ts
i
n
Un
i
v
er
s
it
y
Ma
la
y
s
ia,
an
d
th
e
r
esu
lt
s
s
h
o
w
t
h
at
s
o
cial
ad
j
u
s
t
m
e
n
t
b
ec
o
m
e
s
th
e
m
a
in
p
r
ed
icto
r
o
f
e
m
o
tio
n
al
i
n
tell
ig
e
n
ce
.
P
u
n
ia
&
San
g
w
a
n
[
1
5
]
f
o
u
n
d
o
u
t
t
h
at
t
h
er
e
is
a
p
o
s
iti
v
e
a
n
d
s
i
g
n
i
f
ica
n
t
i
m
p
ac
t
b
et
w
ee
n
E
I
an
d
t
h
e
s
tu
d
e
n
ts
’
ab
ilit
y
o
f
s
o
cial
ad
ju
s
t
m
e
n
t.
Mo
r
eo
v
er
,
em
o
tio
n
a
l
in
telli
g
en
ce
also
af
f
ec
ts
t
h
e
s
tu
d
e
n
ts
’
ac
ad
e
m
ic
ad
j
u
s
t
m
e
n
t.
T
h
e
s
a
m
e
co
n
cl
u
s
io
n
is
al
s
o
d
er
i
v
ed
f
r
o
m
t
h
e
p
r
ev
io
u
s
r
esear
ch
e
s
r
es
u
lt
s
[
1
,
1
6
–
18]
.
T
h
o
s
e
r
esu
lt
s
s
h
o
w
u
s
t
h
at
E
I
is
i
n
d
ee
d
co
r
r
elate
d
w
it
h
th
e
s
tu
d
e
n
t
’
s
ab
ilit
y
o
f
s
o
cial
ad
j
u
s
t
m
e
n
t a
ll th
i
s
ti
m
e.
A
s
a
m
e
r
esear
c
h
w
as a
l
s
o
co
n
d
u
cted
b
y
Dj
aita
w
i
et
al.
[
1
9
]
,
in
v
o
l
v
i
n
g
f
r
es
h
s
tu
d
e
n
ts
i
n
No
r
th
J
o
r
d
an
as
th
e
r
esear
ch
s
u
b
j
ec
t,
w
h
ic
h
th
en
r
es
u
lted
th
at
e
m
o
tio
n
al
in
tellig
e
n
ce
af
f
ec
ts
s
o
cial
ad
j
u
s
t
m
en
t
s
ig
n
i
f
ica
n
tl
y
,
ev
en
t
h
o
u
g
h
th
e
i
m
p
ac
t
f
o
u
n
d
in
th
e
r
esear
ch
i
s
n
o
t
r
ea
ll
y
s
i
g
n
i
f
ica
n
t.
A
cc
o
r
d
in
g
to
th
e
r
esear
ch
r
esu
lts
,
t
h
e
y
s
u
g
g
e
s
t
t
h
at
tr
ai
n
i
n
g
s
o
f
E
I
s
h
o
u
ld
b
e
h
eld
as
t
h
e
ad
d
iti
o
n
al
s
tr
ate
g
y
in
i
m
p
r
o
v
i
n
g
t
h
e
s
t
u
d
en
t
s
’
s
o
cial
ad
j
u
s
t
m
e
n
t
a
n
d
ac
ad
e
m
ic
ac
h
iev
e
m
e
n
t.
R
esear
c
h
es
o
f
M
estre
et
al.
[
2
0
]
an
d
Si
n
g
h
[
2
1
]
also
p
r
o
v
ed
th
e
m
en
tio
n
ed
h
y
p
o
t
h
esi
s
.
I
t
is
al
s
o
lin
e
w
it
h
Her
p
er
tz
et
al.
[
2
2
]
w
h
o
ass
er
ted
th
at
th
e
ab
ilit
y
o
f
r
ec
o
g
n
izi
n
g
e
m
o
tio
n
s
h
as
a
p
o
s
itiv
e
i
m
p
a
ct
o
n
s
o
m
eo
n
e
’
s
p
er
f
o
r
m
a
n
ce
.
I
n
ad
d
itio
n
,
Aw
o
k
i
y
e
s
i
et
al.
[
2
3
]
in
f
er
r
ed
th
at
ac
ad
em
ic
p
er
f
o
r
m
a
n
ce
h
as a
p
o
s
itiv
e
co
r
r
elatio
n
w
it
h
s
o
cial
ad
j
u
s
t
m
e
n
t a
n
d
e
m
o
t
io
n
al
s
tab
ilit
y
.
So
m
e
r
esear
ch
r
esu
l
ts
w
h
ich
h
av
e
d
if
f
er
e
n
t
co
n
clu
s
io
n
w
er
e
o
b
tain
ed
f
r
o
m
a
r
esear
ch
o
f
Gaik
w
ar
d
[
2
4
]
w
h
ic
h
i
n
v
o
l
v
ed
1
4
7
u
n
i
v
er
s
it
y
s
tu
d
e
n
ts
o
f
A
r
t
a
n
d
Scien
ce
Dep
ar
t
m
e
n
t.
T
h
e
r
es
u
lt
o
f
t
h
e
r
esear
ch
co
n
clu
d
ed
th
at
e
m
o
tio
n
al
in
te
llig
e
n
ce
is
n
o
t
p
o
s
iti
v
el
y
co
r
r
elate
d
w
it
h
s
o
cial
ad
j
u
s
t
m
e
n
t.
E
v
en
th
o
u
g
h
it
is
n
o
t
th
e
m
aj
o
r
f
in
d
i
n
g
,
b
u
t
t
h
e
r
eser
ch
r
es
u
lt
o
f
Gaik
w
ar
d
[
2
4
]
g
iv
es
o
th
er
r
esear
c
h
er
s
a
m
ar
k
er
ab
o
u
t
t
h
e
d
if
f
er
e
n
t
f
i
n
d
in
g
o
n
th
e
r
elati
o
n
s
h
ip
b
et
w
ee
n
th
o
s
e
t
w
o
v
a
r
iab
les.
I
t
m
ea
n
s
th
at
m
a
n
y
s
a
m
e
r
esear
c
h
es
s
til
l
n
ee
d
to
co
n
d
u
ct
in
o
r
d
er
to
g
ain
v
ar
io
u
s
r
es
u
lts
.
3.
RE
S
E
ARCH
M
E
T
H
O
DO
T
h
is
r
esear
ch
co
n
s
tit
u
te
s
a
q
u
an
tita
v
e
r
esear
ch
o
f
ex
p
o
s
t
fa
c
to
ty
p
e
w
h
ic
h
m
ea
n
s
e
m
p
ir
ical
r
esear
ch
,
w
h
ic
h
i
s
a
r
esear
c
h
w
h
en
th
e
r
esear
ch
er
d
o
es
n
o
t
co
n
tr
o
l
th
e
f
r
ee
v
ar
iab
le
d
ir
ec
tl
y
b
e
ca
u
s
e
t
h
e
v
ar
iab
le
e
m
b
o
d
i
m
en
t
is
n
o
t
m
an
ip
u
lat
ed
at
all.
A
cc
r
o
d
in
g
to
Su
g
i
y
o
n
o
[
2
5
]
,
ex
p
o
s
t
f
a
cto
r
esear
ch
is
a
r
esear
ch
w
h
ic
h
is
co
n
d
u
cted
to
o
b
s
er
v
e
p
ast ev
en
t
s
an
d
cir
cu
m
s
ta
n
ce
s
to
f
i
n
d
o
u
t th
e
f
ac
to
r
s
t
h
at
ca
u
s
e
t
h
e
ev
en
t
s
.
T
h
e
s
u
b
j
ec
t
o
f
th
is
r
esear
c
h
w
a
s
s
elec
ted
t
h
r
o
u
g
h
s
a
tu
r
at
ed
s
a
m
p
lin
g
tec
h
n
iq
u
e,
w
h
ic
h
m
ea
n
s
a
tech
n
iq
u
e
o
f
s
elec
tin
g
s
u
b
j
ec
t
u
s
ed
all
p
o
p
u
latio
n
m
e
m
b
er
s
.
P
o
p
u
latio
n
o
f
th
is
r
esear
ch
w
er
e
8
0
s
tu
d
en
t
s
o
f
5
th
g
r
ad
e
o
f
Mu
h
a
m
m
ad
i
y
a
h
Kar
an
g
w
ar
u
Yo
g
y
a
k
ar
ta
E
le
m
e
n
tar
y
Sc
h
o
o
l.
T
h
o
s
e
all
8
0
s
tu
d
en
ts
w
er
e
in
v
o
l
v
ed
in
t
h
e
p
r
o
ce
s
s
o
f
t
h
is
r
esear
c
h
.
Yet,
2
6
s
tu
d
en
t
s
(
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ter
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q
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alitat
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[
2
5
]
.
B
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ief
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t
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r
esp
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esp
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d
en
ts
’
a
ttit
u
d
e
o
r
o
p
in
io
n
s
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
J
E
R
E
I
SS
N:
2252
-
8822
Do
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4.
RE
SU
L
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A
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S
4
.
1
.
Da
t
a
Descript
io
n
4
.
1
.
1
.
T
est
o
f
Va
lid
it
y
a
nd
Relia
bil
it
y
T
h
e
r
esu
lts
o
f
t
h
e
v
alid
it
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test
s
h
o
w
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at
f
r
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m
2
0
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n
s
tr
u
m
en
t
ite
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s
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E
I
,
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v
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ailed
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s
.
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h
o
s
e
2
f
ailed
ite
m
s
ar
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m
s
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er
4
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d
1
0
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in
ce
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v
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n
t
<
r
-
tab
le
(
0
.
3
8
8
)
.
I
t
m
ea
n
s
th
at
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1
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s
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tr
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I
.
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an
w
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f
r
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m
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0
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s
o
f
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t
q
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s
.
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ai
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m
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m
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er
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,
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1
4
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d
1
6
s
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th
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a
v
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co
u
n
t
<
r
tab
le
(
0
.
3
8
8
)
.
T
h
u
s
,
th
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e
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o
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l
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1
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q
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n
s
a
s
t
h
e
in
s
tr
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m
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t
s
o
f
s
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s
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m
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t u
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in
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r
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A
cc
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lts
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7
4
4
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8
5
6
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6
0
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s
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m
e
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v
ar
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le.
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h
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lts
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o
w
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t
e
m
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tio
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a
l
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telli
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in
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n
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v
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s
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th
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4
.
1
.
2
.
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r
m
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lity
T
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t
A
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f
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h
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0
1
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d
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5
8
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=
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0
5
.
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h
is
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o
w
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ata
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ab
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ab
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1
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it
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est o
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Emo
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.
2
1
8
0
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1
0
3
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mal
S
o
c
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l
A
d
j
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s
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me
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t
0
.
7
7
4
0
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5
8
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N
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mal
4
.
1
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3
.
L
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T
est
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ab
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2
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.
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r
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h
ip
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et
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m
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j
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s
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.
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ab
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2
.
L
in
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it
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f
R
el
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s
h
ip
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L
i
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r
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.
2
.
Va
ria
ble o
f
t
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Student
s
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E
m
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lig
ence
T
h
e
in
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tr
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o
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e
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is
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f
1
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s
tate
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en
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alo
n
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o
p
tio
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an
s
w
er
s
“
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w
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as
4
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r
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“
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as
3
s
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s
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s
2
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d
“n
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”
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A
cc
o
r
d
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g
to
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lcu
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n
r
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lt
s
,
it
w
as
o
b
tain
ed
th
e
d
es
cr
ip
tio
n
o
f
th
e
s
t
u
d
en
t
s
’
e
m
o
ti
o
n
al
in
tell
ig
e
n
ce
o
f
Mu
h
a
m
m
ad
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y
ah
Kar
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g
w
ar
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le
m
e
n
tar
y
Sc
h
o
o
l,
w
h
ich
t
h
e
lo
w
est
s
co
r
e
is
3
2
,
th
e
h
ig
h
est
s
co
r
e
is
5
8
,
th
e
m
ea
n
i
s
4
4
.
6
7
,
th
e
m
ed
ia
n
i
s
4
5
an
d
th
e
s
tan
d
ar
d
d
ev
iatio
n
(
SD)
is
5
.
6
3
.
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h
e
ca
lcu
latio
n
o
f
t
h
e
id
ea
l sc
o
r
e
o
f
em
o
tio
n
al
in
telli
g
en
ce
v
ar
iab
le
is
as f
o
llo
w
s
:
Nu
m
b
er
o
f
ite
m
=
1
8
Min
i
m
al
I
d
ea
l
=
1
8
x
1
=
1
8
Ma
x
i
m
al
I
d
ea
l
=
1
8
x
4
=
7
2
Me
an
I
d
ea
l (
Mi)
=
½
(
Ma
x
i
m
a
l I
d
ea
l +
Min
i
m
al
I
d
ea
l)
=
½
(
7
2
+
1
8
)
=
½
(
9
0
)
=
4
5
SD I
d
ea
l (
SDi)
=
1
/6
(
Ma
x
im
a
l I
d
ea
l
–
Min
im
al
I
d
ea
l)
=
1
/6
(
7
2
–
18)
=
1
/6
(
5
4
)
= 9
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2252
-
8822
I
J
E
R
E
Vo
l.
7
,
No
.
4
,
Dec
em
b
er
2
0
1
8
:
2
7
0
–
2
7
8
274
T
h
e
ca
teg
o
r
izatio
n
o
f
e
m
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tio
n
al
in
telli
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ce
v
ar
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le
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ased
o
n
th
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id
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l sco
r
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is
as
f
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llo
w
s
:
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=
X
<
(
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=
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<
(
4
5
–
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=
X
<
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6
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er
ag
e
=
(
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SDi)
≤
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<
(
Mi
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=
(
4
5
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9
)
≤
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<
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≤
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<
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Mi
+
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=
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4
5
+
9
)
=
X
≥
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4
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h
e
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r
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y
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is
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u
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t
u
d
en
t
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o
f
Mu
h
a
m
m
ad
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k
ar
ta
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le
m
e
n
tar
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Sc
h
o
o
l c
an
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e
s
ee
n
in
T
ab
le
3
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ab
l
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3
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en
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y
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is
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<
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6
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o
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5
9
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3
%
3
6
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5
4
A
v
e
r
a
g
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44
8
1
.
4
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i
g
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3
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o
t
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l
54
1
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ased
o
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e
tab
le
3
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it
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e
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f
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at
f
r
o
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s
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w
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Evaluation Warning : The document was created with Spire.PDF for Python.
I
J
E
R
E
I
SS
N:
2252
-
8822
Do
es E
mo
tio
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Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2252
-
8822
I
J
E
R
E
Vo
l.
7
,
No
.
4
,
Dec
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b
er
2
0
1
8
:
2
7
0
–
2
7
8
276
T
ab
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5
.
C
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5
Fro
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a
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5
,
it
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e
d
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;
N=
54
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∑X=
2412
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∑Y=
2135
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2
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4
1
8
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2
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5
7
0
5
=
∑
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{
∑
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(
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)
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{
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(
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(
54
)
(
109418
)
−
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2412
)
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}
{
(
54
)
(
85705
)
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(
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)
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}
=
5192694
−
5149620
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5908572
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{
4628070
−
4558225
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=
43074
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43074
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6343881660
=
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79648
,
488
=
0
.
541
T
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m
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n
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f
r
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p
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n
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w
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in
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Dete
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al
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e.
B
ased
o
n
th
e
p
r
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s
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lcu
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,
t
h
e
co
r
r
elatio
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co
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f
icie
n
t
v
al
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e
o
f
th
e
em
o
tio
n
al
in
telli
g
en
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n
d
s
o
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ad
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s
t
m
en
t
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s
0
.
5
4
1
,
s
o
th
at
th
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d
eter
m
i
n
a
c
y
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ef
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t
(
R
2
)
w
ill
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e
0
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2
9
2
.
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h
is
r
ef
er
s
th
at
th
e
v
ar
iatio
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o
f
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t
m
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en
li
g
h
ten
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b
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l
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Me
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h
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est
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f
s
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s
t
m
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t i
s
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u
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ed
b
y
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t
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er
v
ar
iab
les o
u
t
s
id
e
th
e
e
m
o
tio
n
al
i
n
tell
ig
e
n
ce
.
4
.
5
.
H
y
po
t
hes
is
T
esti
ng
H
y
p
o
th
es
is
o
f
t
h
is
r
esear
c
h
is
“
T
h
er
e
is
a
p
o
s
itiv
e
i
m
p
ac
t
o
f
e
m
o
tio
n
al
i
n
tell
ig
e
n
ce
to
s
o
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ad
j
u
s
t
m
e
n
t
o
f
5
th
g
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ad
e
p
r
i
m
a
r
y
s
t
u
d
en
t
s
o
f
M
u
h
a
m
m
ad
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a
h
Kar
an
g
w
ar
u
Yo
g
y
a
k
ar
ta
E
l
e
m
en
tar
y
Sch
o
o
l”.
T
o
p
r
o
v
e
th
at
th
e
h
y
p
o
t
h
esi
s
o
f
th
e
r
e
s
ea
r
ch
i
s
tr
u
e,
t
h
e
w
r
iter
s
co
n
d
u
cted
t
h
is
r
esear
ch
b
y
ar
r
a
n
g
i
n
g
t
h
ese
s
tep
s
:
Hyp
o
th
e
s
is
F
o
r
mu
la
tio
n
Ho
:
T
h
er
e
is
n
o
i
m
p
ac
t
o
f
e
m
o
tio
n
al
in
telli
g
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ce
to
s
o
cia
l
ad
j
u
s
t
m
e
n
t
o
f
t
h
e
s
tu
d
e
n
ts
o
f
M
u
h
a
m
m
ad
i
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w
ar
u
Yo
g
y
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k
ar
ta
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le
m
en
tar
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Sc
h
o
o
l.
Ha:
T
h
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e
is
an
i
m
p
ac
t
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f
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m
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tio
n
al
i
n
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ig
e
n
ce
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o
cia
l
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t
m
e
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f
t
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t
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h
a
m
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ah
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u
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k
ar
ta
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le
m
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Sc
h
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l.
Dete
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th
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V
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f r
-
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a
n
d
C
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α
=
0
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0
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is
0
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2
6
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.
T
h
e
cr
itical
zo
n
e
o
f
th
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r
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ch
h
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p
o
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h
esi
s
is
:
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is
d
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ied
i
f
r
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>
r
tab
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(
0
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2
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r
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r
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-
0
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ted
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-
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2
6
8
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0
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6
8
)
.
Dete
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th
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lu
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B
ased
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o
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l c
alcu
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y
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SP
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m
,
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5
4
1
.
C
o
mp
a
r
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g
th
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r
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to
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T
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6
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(
to
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le)
,
m
ea
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g
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h
at
Ho
is
d
en
ied
.
T
h
is
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o
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m
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telli
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th
e
s
tu
d
e
n
ts
’
s
o
cial
ad
j
u
s
t
m
e
n
t.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
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N:
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(
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277
5.
DIS
CU
SS
I
O
N
T
h
e
r
esear
ch
r
esu
l
ts
r
e
f
lect
t
h
at
m
o
s
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o
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t
h
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h
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b
j
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a
v
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i
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t
h
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g
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ca
te
g
o
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y
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Fro
m
5
4
r
esp
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5
s
tu
d
en
t
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teg
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d
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en
t
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(
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%)
w
h
o
s
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m
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n
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telli
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in
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i
g
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ca
teg
o
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.
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h
e
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ch
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also
s
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o
w
t
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at
m
o
s
t
o
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th
e
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tu
d
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ts
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v
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a
g
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teg
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f
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t
m
en
t
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.
Fro
m
th
o
s
e
5
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esp
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en
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ch
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th
er
e
ar
e
4
s
tu
d
en
ts
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%)
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h
o
s
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lo
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o
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en
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4
5
s
tu
d
en
ts
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3
%)
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h
o
ar
e
in
th
e
av
er
ag
e
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teg
o
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o
f
s
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j
u
s
t
m
e
n
t,
an
d
5
s
tu
d
en
t
s
(
9
.
3
%)
w
h
o
s
e
s
o
cial
ad
j
u
s
t
m
e
n
t i
n
h
i
g
h
ca
te
g
o
r
y
.
Fro
m
th
e
r
es
u
lt
s
o
f
r
eg
r
es
s
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an
al
y
s
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d
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s
is
te
s
tin
g
,
it
ca
n
b
e
in
f
er
r
ed
th
at
t
h
er
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is
a
p
o
s
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a
n
d
s
i
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n
i
f
ica
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t i
m
p
ac
t o
f
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m
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tio
n
al
i
n
telli
g
e
n
ce
to
t
h
e
s
t
u
d
en
t
s
’
s
o
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j
u
s
t
m
e
n
t
.
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h
e
ac
ce
p
tan
ce
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f
th
e
h
y
p
o
t
h
esi
s
i
s
i
n
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icate
d
b
y
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e
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g
r
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a
n
al
y
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i
s
f
o
r
wh
ich
t
h
e
F
cal
is
2
1
.
4
9
5
w
i
th
s
i
g
n
i
f
ica
n
c
y
i
s
0
.
0
0
0
.
T
h
is
in
d
icate
s
t
h
at
t
h
er
e
is
a
p
o
s
itiv
e
an
d
s
i
g
n
if
ican
t
i
m
p
ac
t
o
f
e
m
o
tio
n
al
in
telli
g
e
n
ce
to
th
e
s
t
u
d
en
t
s
’
s
o
cial
ad
j
u
s
t
m
e
n
t.
T
h
e
p
o
s
itiv
e
i
m
p
ac
t
h
er
e
m
e
an
s
th
a
t
th
e
e
m
o
tio
n
al
in
tel
li
g
en
ce
b
r
in
g
s
a
p
o
s
iti
v
e
i
m
p
a
ct
to
s
o
cial
ad
j
u
s
t
m
e
n
t,
f
o
r
w
h
ic
h
t
h
e
h
ig
h
er
th
e
e
m
o
tio
n
al
i
n
tel
lig
e
n
ce
i
s
,
th
e
h
i
g
h
er
th
e
s
o
cial
ad
j
u
s
t
m
en
t o
f
th
e
s
t
u
d
en
t
s
w
il
l
b
e.
Me
an
w
h
i
le,
th
e
s
ig
n
if
ican
t
i
m
p
ac
t
m
ea
n
s
t
h
at
e
m
o
tio
n
al
i
n
telli
g
e
n
ce
d
o
es
af
f
ec
t
th
e
s
o
cial
ad
j
u
s
t
m
e
n
t.
I
t
ca
n
b
e
d
ef
in
ed
as
h
av
i
n
g
a
s
i
g
n
i
f
ican
t
i
m
p
ac
t
s
in
ce
th
e
s
ig
n
i
f
ica
n
c
y
le
v
el
o
b
tain
ed
in
th
is
r
esear
ch
is
0
.
0
0
0
(
p
<
0
.
0
5
)
,
f
o
r
w
h
ic
h
t
h
e
v
alu
e
o
f
p
i
s
les
s
th
a
n
0
.
0
5
.
T
h
e
r
esear
ch
r
es
u
lts
ar
e
in
l
in
e
w
i
th
th
e
s
tate
m
en
t
as
s
er
ted
b
y
Go
l
e
m
an
[
9
]
w
h
ic
h
m
e
n
tio
n
ed
t
h
at
if
an
in
d
i
v
id
u
al
ar
e
ab
le
to
ad
j
u
s
t
ea
s
il
y
to
t
h
e
o
th
er
’
s
m
o
o
d
,
o
r
a
b
le
to
em
p
ath
ize,
s
o
th
e
in
d
iv
id
u
w
ill
h
av
e
h
i
g
h
e
m
o
tio
n
s
an
d
w
ill
ad
j
u
s
t
ea
s
il
y
to
h
is
s
o
cial
en
v
ir
o
n
m
en
t.
B
ased
o
n
th
e
v
a
lu
e
o
f
d
eter
m
i
n
ac
y
co
ef
f
icie
n
t,
it
ca
n
b
e
o
b
tain
ed
a
co
n
cl
u
s
io
n
t
h
at
e
m
o
tio
n
al
in
telli
g
e
n
ce
b
ec
o
m
es
a
f
ac
to
r
in
f
lu
e
n
ci
n
g
th
e
s
t
u
d
en
ts
’
s
o
cia
l
ad
j
u
s
t
m
en
t
at
s
ch
o
o
l.
T
h
e
v
alu
e
o
f
d
eter
m
i
n
ac
y
co
ef
f
icie
n
t
(
R
2
)
o
b
taib
ed
in
th
is
r
esear
ch
is
0
.
2
9
2
o
r
2
9
.
2
0
%.
B
esid
es
em
o
tio
n
a
l
in
telli
g
en
ce
,
th
er
e
ar
e
also
o
th
er
f
ac
to
r
s
th
at
in
f
l
u
en
ce
t
h
e
s
o
cial
ad
j
u
s
t
m
e
n
t.
T
h
o
s
e
f
ac
to
r
s
ar
e
in
ter
n
al
an
d
ex
ter
n
al
f
ac
to
r
s
.
P
h
y
s
ical
f
ac
to
r
an
d
p
s
y
c
h
o
lo
g
ical
f
ac
t
o
r
ar
e
co
n
s
id
er
ed
as
th
e
in
ter
n
al
f
ac
to
r
s
th
at
ca
n
a
f
f
ec
t
s
o
c
ial
ad
j
u
s
t
m
e
n
t.
T
h
e
p
h
y
s
ical
f
ac
to
r
s
in
cl
u
d
e
p
h
y
s
ical
co
n
d
itio
n
an
d
m
at
u
r
it
y
o
f
an
in
d
iv
id
u
al
as
th
e
ele
m
en
ts
,
m
ea
n
h
w
ile
p
s
y
ch
o
lo
g
ical
f
ac
to
r
s
i
n
cl
u
d
e
an
i
n
d
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id
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’
s
e
x
p
er
ien
c
es,
less
o
n
s
tak
e
n
f
r
o
m
e
x
p
er
ien
ce
s
,
co
n
f
lic
ts
en
co
u
n
ter
ed
b
y
an
i
n
d
iv
id
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al
,
an
d
o
th
er
d
eter
m
in
a
n
t
s
as
t
h
e
ele
m
e
n
ts
.
Fo
r
th
e
ex
ter
n
a
l
f
ac
to
r
s
,
th
er
e
ar
e
s
ev
er
al
ele
m
en
t
s
in
v
o
l
v
ed
in
s
id
e
s
u
c
h
as
f
a
m
il
y
p
ar
en
ti
n
g
ef
f
ec
t;
h
ar
m
o
n
io
u
s
r
elatio
n
s
h
ip
a
m
o
n
g
f
a
m
il
y
m
e
m
b
er
s
w
h
ic
h
in
v
o
lv
e
s
p
ar
en
ts
,
ch
i
ld
r
en
,
an
d
r
elativ
es
i
n
o
r
d
er
t
o
cr
ea
te
a
lo
v
in
g
,
w
ar
m
,
an
d
ch
ee
r
f
u
l
at
m
o
s
p
h
er
e;
r
o
les
o
f
s
o
ciet
y
,
an
d
s
ch
o
o
l
alo
n
g
w
ith
it
s
m
e
m
b
er
s
s
u
c
h
as
teac
h
er
s
,
co
u
n
s
elo
r
,
an
d
o
th
er
s
;
cu
lt
u
r
e;
an
d
r
elig
io
n
.
T
h
e
r
esu
lts
o
f
th
is
r
esear
ch
d
o
s
u
p
p
o
r
t
th
e
p
r
ev
io
u
s
r
esear
ch
es
w
h
ich
m
o
s
tl
y
m
e
n
tio
n
t
h
at
th
er
e
is
a
p
o
s
itiv
e
i
m
p
ac
t
b
et
w
ee
n
E
I
an
d
th
e
s
o
cial
ad
j
u
s
t
m
en
t
ab
ili
t
y
o
f
s
tu
d
e
n
ts
[
1
,
1
5
–
1
8
]
.
On
th
e
o
th
er
h
an
d
,
th
e
r
esu
lt
s
o
f
th
i
s
r
esear
ch
ar
e
n
o
t
in
lin
e
w
it
h
a
r
esear
ch
co
n
d
u
cted
b
y
Gai
k
w
ar
d
[
2
4
]
.
T
h
u
s
,
it
ca
n
b
e
co
n
clu
d
ed
th
at
th
e
s
t
u
d
en
t
s
w
h
o
ca
n
co
n
tr
o
l
th
eir
em
o
tio
n
s
w
el
l
w
il
l
h
av
e
a
g
o
o
d
r
elatio
n
s
h
ip
w
it
h
th
eir
en
v
ir
o
n
m
e
n
t,
b
eh
av
e
p
r
o
p
er
ly
,
n
o
t b
ei
n
g
d
e
p
r
ess
ed
,
an
d
h
av
e
p
ea
ce
o
f
m
i
n
d
as
m
e
n
tio
n
ed
in
t
h
e
p
r
ev
io
u
s
r
esear
c
h
[
2
,
1
]
.
Mo
r
eo
v
er
,
A
b
d
u
lla
h
et
a
l.
[
1
4
]
,
Sj
o
b
er
g
[
3
]
,
an
d
Fer
n
an
d
e
z
[
4
]
ex
p
lain
ed
t
h
at
s
o
cial
ad
ju
s
t
m
e
n
t
i
s
th
e
m
ai
n
p
r
ed
icto
r
o
f
th
e
i
n
d
iv
id
u
al
’
s
e
m
o
t
io
n
al
i
n
telli
g
e
n
ce
.
T
h
e
r
esu
lts
o
f
th
is
r
esear
c
h
also
co
n
f
ir
m
t
h
e
r
ea
s
ea
r
ch
r
es
u
lt
o
f
Gr
a
y
e
t
al.
[
1
2
]
w
h
ic
h
d
ef
i
n
ed
t
h
at
t
h
e
h
i
g
h
e
m
o
tio
n
al
i
n
telli
g
e
n
ce
o
f
s
o
m
eo
n
e
w
il
l
a
f
f
ec
t
th
e
s
o
m
eo
n
e
’
s
ea
g
er
n
es
s
as
well
in
s
t
u
d
y
in
g
at
s
c
h
o
o
l.
Su
c
h
a
co
n
d
itio
n
is
ab
s
o
lu
tel
y
n
ee
d
ed
b
y
th
e
s
tu
d
e
n
ts
o
f
th
e
p
r
i
m
ar
y
s
c
h
o
o
l sin
ce
th
e
y
ar
e
in
th
e
g
o
ld
en
a
g
e
o
f
t
h
e
ir
d
ev
elo
p
m
en
t.
T
h
e
y
n
ee
d
f
u
l
l su
p
o
o
r
t f
r
o
m
th
e
ir
s
u
r
r
o
u
n
d
in
g
asp
ec
ts
,
s
o
th
at
th
eir
d
ev
elo
p
m
e
n
t
o
f
li
f
e
in
th
e
f
u
t
u
r
e
ca
n
r
u
n
n
o
r
m
a
ll
y
an
d
w
e
ll.
T
h
e
d
ev
elo
p
m
en
t
o
f
s
o
cial
ad
j
u
s
t
m
en
t
ab
ilit
y
w
h
ic
h
is
ca
u
s
ed
b
y
t
h
e
e
m
o
t
io
n
al
i
n
telli
g
e
n
ce
w
il
l
h
elp
t
h
e
p
r
i
m
ar
y
s
tu
d
e
n
ts
p
lan
t
h
eir
s
u
cc
es
s
in
t
h
e
f
u
t
u
r
e.
6.
CO
NCLU
SI
O
N
A
cc
o
r
d
in
g
to
th
e
r
e
s
ea
r
c
h
r
esu
lt
s
,
a
s
c
h
o
o
l
s
h
o
u
ld
b
ec
o
m
e
a
p
lace
to
d
ev
elo
p
th
e
e
m
o
tio
n
al
in
telli
g
e
n
ce
o
f
th
e
s
t
u
d
en
t
s
f
o
r
w
h
ic
h
it
is
co
n
s
id
er
ed
as
th
e
p
r
o
p
er
p
lace
to
r
ea
lize
it,
ev
e
n
th
o
u
g
h
e
m
o
tio
n
a
l
in
telli
g
e
n
ce
is
n
o
t o
n
l
y
f
o
r
m
ed
at
s
ch
o
o
l,
b
u
t a
ls
o
at
h
o
m
e
an
d
in
th
e
s
o
ciet
y
.
T
h
e
r
esear
ch
r
esu
lts
also
s
u
g
g
ested
th
at
s
ch
o
o
ls
n
ee
d
to
co
n
d
u
ct
s
o
m
e
tr
ain
i
n
g
s
w
h
ich
ar
e
d
esig
n
ed
p
ar
ticu
lar
l
y
to
d
ev
elo
p
th
e
s
tu
d
en
ts
’
e
m
o
tio
n
al
i
n
telli
g
en
ce
w
h
ic
h
later
af
f
ec
t
s
th
e
d
ev
e
lo
p
m
e
n
t
o
f
th
e
ab
ilit
y
o
f
th
e
s
tu
d
e
n
ts
’
s
o
cial
ad
j
u
s
tm
en
t.
T
h
e
im
p
r
o
v
e
m
e
n
t
o
f
th
e
ab
ilit
y
o
f
th
e
s
t
u
d
en
ts
’
s
o
cial
ad
j
u
s
t
m
e
n
t
s
h
o
u
l
d
b
ec
o
m
e
a
p
r
io
r
it
y
f
o
r
ed
u
ca
tio
n
al
in
s
tit
u
tio
n
s
s
in
ce
it c
o
n
s
tit
u
tes t
h
e
p
r
ed
icto
r
o
f
s
o
m
eo
n
e
’
s
s
u
cc
e
s
s
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2252
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8822
I
J
E
R
E
Vo
l.
7
,
No
.
4
,
Dec
em
b
er
2
0
1
8
:
2
7
0
–
2
7
8
278
RE
F
E
R
E
NC
E
S
[1
]
A
d
e
y
e
m
o
D
A
.
“
T
h
e
Bu
ffe
rin
g
Eff
e
c
t
o
f
E
m
o
ti
o
n
a
l
I
n
telli
g
e
n
c
e
on
th
e
A
d
ju
stm
e
n
t
o
f
S
e
c
o
n
d
a
ry
S
c
h
o
o
l
S
tu
d
e
n
ts
in
T
ra
n
siti
o
n
.
”
El
e
c
tro
n
J
Res
Ed
u
c
Psy
c
h
o
l.
3
(6
):
7
9
–
90
,
2
0
0
5
.
[2
]
E.
En
g
e
lb
e
rg
&
L
.
S
jö
b
e
rg
.
“
In
ter
n
e
t
Us
e
,
S
o
c
ial
S
k
il
ls,
a
n
d
A
d
ju
st
m
e
n
t.
”
Cy
b
e
r
Psy
c
h
o
lo
g
y
Beh
a
v
.
7
(1
)
,
2
0
0
4
.
[3
]
S
jö
b
e
rg
L
.
“
Em
o
ti
o
n
a
l
I
n
telli
g
e
n
c
e
a
n
d
L
if
e
A
d
ju
stm
e
n
t.
Em
o
ti
o
n
a
l
In
telli
g
e
n
c
e
:
P
e
rsp
e
c
ti
v
e
s
o
n
Ed
u
c
a
ti
o
n
a
l
&
P
o
siti
v
e
P
sy
c
h
o
lo
g
y
.
”
In
J
.
C.
Ca
ss
a
d
y
&
M
.
A.
Ei
ss
a
(
Ed
s.)
,
e
d
it
o
r.
Ne
w
Yo
rk
:
P
e
ter
L
a
n
g
P
u
b
li
sh
i
n
g
;
2
0
0
8
.
1
6
9
-
1
8
4
p
.
[4
]
F
e
rn
a
n
d
e
z
CS
P
.
“
Em
o
ti
o
n
a
l
I
n
tel
li
g
e
n
c
e
in
th
e
W
o
rk
p
lac
e
.
”
J
Pu
b
l
ic He
a
l
Pr
M
a
n
a
g
.
1
3
(1
)
:8
0
–
2
,
2
0
0
7
.
[5
]
T
i
w
a
ri,
P
.
S
.
N.,
&
S
riv
a
stw
a
N.
“
S
c
h
o
o
li
n
g
a
n
d
De
v
e
lo
p
m
e
n
t
o
f
Em
o
ti
o
n
a
l
In
telli
g
e
n
c
e
.
”
Psy
c
h
o
l
S
tu
d
(
M
y
so
re
)
.
4
9
:
1
5
1
–
4
,
2
0
0
4
.
[6
]
S
in
g
h
N.
“
Em
o
ti
o
n
a
l
I
n
telli
g
e
n
c
e
a
s
Re
late
d
to
A
d
ju
stm
e
n
t
to
A
d
o
les
c
e
n
ts.”
In
t
J
E
d
u
c
Pl
a
n
Ad
m
[
In
ter
n
e
t
].
1
(2
):
1
7
9
–
87
,
2
0
1
1
.
[7
]
Ca
ru
so
DR&
W
CJ.
“
E
m
o
ti
o
n
a
l
In
telli
g
e
n
c
e
a
n
d
L
e
a
d
e
rsh
ip
De
v
e
lo
p
m
e
n
t,
L
e
a
d
e
rsh
ip
d
e
v
e
lo
p
m
e
n
t
f
o
r
tran
sf
o
r
m
in
g
o
rg
a
n
iza
ti
o
n
s:
G
ro
w
in
g
lea
d
e
rs
f
o
r
to
m
o
rro
w
.
”
In
D.V
.
Da
y
S
J
Z
&
S
M
H
(
Ed
s.)
.
e
d
it
o
r.
M
a
h
w
a
h
,
NJ
:
Erl
b
a
u
m
;
.
2
3
7
-
2
6
6
,
2
0
0
4
.
[8
]
M
a
y
e
r
P
S
&
JD
.
“
Em
o
ti
o
n
a
l
In
tell
ig
e
n
c
e
.
”
Ne
w
Ha
v
e
n
:
Ba
y
W
o
o
d
P
u
b
l
ish
i
n
g
Co
.
,
In
c
.
;
1
9
9
0
.
[9
]
G
o
le
m
a
n
D.
“
W
o
rk
in
g
W
it
h
Em
o
ti
o
n
a
l
I
n
telli
g
e
n
c
e
.
”
Ne
w
Yo
rk
,
N
Y:
Ba
n
tam
Bo
o
k
s; 1
9
9
8
.
[1
0
]
Hu
rlo
c
k
EB.
“
Ch
i
ld
re
n
De
v
e
lo
p
m
e
n
t
.
”
L
a
n
g
u
a
g
e
tran
sla
to
r
:
M
e
d
M
e
it
a
sa
ri
T
d
a
n
M
u
sl
ich
a
h
Z
.
,
e
d
it
o
r.
Ja
k
a
rta:
Erl
a
n
g
g
a
;
1
9
7
8
.
[1
1
]
S
c
h
n
e
id
e
rs A
A
.
“
P
e
rso
n
a
l
A
d
ju
s
m
e
n
t
a
n
d
M
e
n
tal
He
a
lt
h
.
”
Ne
w
Yo
rk
:
Ho
lt
.
Re
in
h
a
lt
;
1
9
6
4
.
[1
2
]
G
ra
y
R,
V
it
a
k
J,
Eas
to
n
EW
,
El
li
so
n
NB.
“
Ex
a
m
in
in
g
so
c
ial
a
d
j
u
stm
e
n
t
to
c
o
ll
e
g
e
in
th
e
a
g
e
o
f
so
c
ial
m
e
d
ia:
F
a
c
to
rs i
n
f
lu
e
n
c
in
g
su
c
c
e
ss
f
u
l
tran
siti
o
n
s a
n
d
p
e
rsiste
n
c
e
.
”
Co
m
p
u
t
Ed
u
c
.
6
7
:1
9
3
–
2
0
7
,
2
0
1
3
.
[1
3
]
P
a
c
k
ias
e
lv
i
P
P
.
“
A
S
tu
d
y
o
n
S
o
c
i
a
l
A
d
ju
stm
e
n
t
a
m
o
n
g
Hig
h
e
r
S
e
c
o
n
d
a
ry
S
c
h
o
o
l
S
t
u
d
e
n
ts
a
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m
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ir
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in
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im
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a
to
re
District.
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5
:
4
5
8
–
63
,
2
0
1
7
.
[1
4
]
A
b
d
u
ll
a
h
,
M
.
C
.
,
El
ias
,
H.,
M
a
h
y
u
d
d
in
,
R.
,
&
Uli
J.
“
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h
e
Re
l
a
ti
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sh
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e
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m
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ti
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l
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telli
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d
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d
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a
m
o
n
g
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F
irst
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a
r
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tu
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e
n
ts
in
a
M
a
lay
sia
n
P
u
b
li
c
Un
iv
e
rsit
y
.
”
In
t
J
In
ter
d
isc
ip
S
o
c
S
c
i
.
4
(9
):
9
5
–
1
0
5
,
2
0
0
9
.
[1
5
]
P
u
n
ia
S
,
S
a
n
g
w
a
n
S
.
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Em
o
ti
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telli
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a
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d
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o
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ial
A
d
a
p
tatio
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o
f
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c
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o
o
l
C
h
il
d
re
n
.
”
2
(2
):
8
3
–
7
,
2
0
1
1
.
[1
6
]
S
u
laim
a
n
S
M
A
.
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m
o
ti
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l
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n
tel
li
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e
,
De
p
re
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io
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a
n
d
P
sy
c
h
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lo
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ica
l
A
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stm
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m
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g
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S
stu
d
e
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ts
in
th
e
S
u
lt
a
n
a
te o
f
Om
a
n
.
”
In
t
J
Psy
c
h
o
l
S
tu
d
[
In
ter
n
e
t
]
.
5
(
3
):1
6
9
–
89
,
2
0
1
3
.
[1
7
]
P
a
n
d
e
y
R,
A
n
a
n
d
T
.
“
E
m
o
ti
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n
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l
In
telli
g
e
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c
e
a
n
d
it
s
Re
latio
n
sh
i
p
w
it
h
M
a
rit
a
l
A
d
ju
stm
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n
t
a
n
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He
a
lt
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o
f
S
p
o
u
se
”
.
In
d
i
a
n
J
S
o
c
S
c
i
Res
.
7
(Ju
ly
):3
8
–
46
,
2
0
1
5
.
[1
8
]
Ch
e
n
,
F
.
S
.
,
L
in
,
Y.
M
.
,
&
T
u
CA
.
“
A
S
tu
d
y
o
f
Em
o
ti
o
n
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l
In
telli
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e
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c
e
a
n
d
L
if
e
A
d
ju
st
m
e
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t
o
f
S
e
n
i
o
r
Hig
h
S
c
h
o
o
l
S
tu
d
e
n
ts.”
W
o
rld
T
ra
n
s E
n
g
T
e
c
h
n
o
l
Ed
u
c
[
In
ter
n
e
t
]
.
5
(
3
):
4
7
3
–
6
.
2
0
0
6
.
[1
9
]
Jd
a
it
a
w
i,
M
a
lek
T
,
Ish
a
k
N
-
A
,
M
u
sta
f
a
,
F
a
rid
T
.
“
Em
o
ti
o
n
a
l
I
n
telli
g
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e
in
M
o
d
if
y
in
g
S
o
c
ial
a
n
d
A
c
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d
e
m
ic
A
d
ju
stm
e
n
t
a
m
o
n
g
F
irst
Ye
a
r
Un
iv
e
r
sit
y
S
tu
d
e
n
ts
in
N
o
rth
J
o
rd
a
n
.
”
In
t
J
Psy
c
h
o
l
S
t
u
d
[
In
ter
n
e
t
]
.
2
0
1
1
;3
(
2
):1
3
5
–
4
1
.
A
v
a
il
a
b
le f
ro
m
:
h
tt
p
:/
/www
.
c
c
se
n
e
t.
o
rg
/j
o
u
r
n
a
l/
in
d
e
x
.
p
h
p
/i
j
p
s/
a
rti
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le/v
ie
w
/1
3
3
3
8
[2
0
]
M
e
stre
,
Jo
se
&
G
u
il
,
Ro
c
ío
&
L
o
p
e
s,
P
a
u
lo
&
S
a
lo
v
e
y
,
P
e
ter &
G
i
l
-
Ola
rte M
á
rq
u
e
z
P
.
“
Em
o
ti
o
n
a
l
i
n
telli
g
e
n
c
e
a
n
d
so
c
ial
a
n
d
a
c
a
d
e
m
ic ad
a
p
tatio
n
t
o
sc
h
o
o
l
.
”
Psico
t
h
e
ma
.
1
8
:
1
1
2
–
7
,
2
0
0
6
.
[2
1
]
S
in
g
h
G
.
“
A
d
ju
stm
e
n
t
a
m
o
n
g
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e
n
io
r
S
e
c
o
n
d
a
ry
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c
h
o
o
l
S
t
u
d
e
n
ts
i
n
Re
latio
n
T
o
Em
o
ti
o
n
a
l
I
n
telli
g
e
n
c
e
a
n
d
M
e
n
tal
He
a
lt
h
.
”
6
(1
2
)
,
2
0
1
5
.
[2
2
]
He
rp
e
rtz
S
,
Niz
ielsk
i
S
,
Ho
c
k
M
S
A
.
“
T
h
e
Re
lev
a
n
c
e
o
f
E
m
o
ti
o
n
a
l
In
telli
g
e
n
c
e
in
P
e
rs
o
n
n
e
l
S
e
l
e
c
ti
o
n
f
o
r
Hig
h
Em
o
ti
o
n
a
l
L
a
b
o
r
Jo
b
s.”
PL
o
S
O
n
e
.
1
1
(
4
)
,
2
0
1
6
.
[2
3
]
Aw
o
k
i
y
e
si,
F
ra
n
c
e
s
O.,
M
a
k
in
d
e
,
Bo
se
&
S
o
lad
e
m
i
M
.
“
S
o
c
ial
A
d
ju
stm
e
n
t
a
n
d
Em
o
ti
o
n
a
l
S
tab
il
i
ty
A
s
Co
r
re
late
s
to
th
e
A
c
a
d
e
m
ic
P
e
rf
o
r
m
a
n
c
e
o
f
2
0
0
l
S
tu
d
e
n
ts
I
n
th
e
S
c
h
o
o
l
o
f
P
u
b
li
c
a
n
d
A
ll
ied
He
a
lt
h
In
Ba
b
c
o
c
k
Un
iv
e
rsit
y
,
Nig
e
ria.”
US
Op
e
n
Pu
b
li
c
He
a
l
J
.
1
(1
Ju
ly
):1
–
8
,
2
0
1
4
.
[2
4
]
G
a
i
k
w
a
rd
US.
“
T
h
e
Re
latio
n
b
e
t
w
e
e
n
S
o
c
ial
A
d
ju
stm
e
n
t,
Em
o
ti
o
n
a
l
I
n
telli
g
e
n
c
e
a
n
d
P
e
rso
n
a
li
ty
a
m
o
n
g
Co
ll
e
g
e
S
tu
d
e
n
ts.”
In
d
ia
n
J
He
a
l
W
e
ll
b
e
i
n
g
.
6
(
2
):1
9
6
–
9
,
2
0
1
5
.
[2
5
]
S
u
g
iy
o
n
o
.
“
Re
se
a
rc
h
M
e
th
o
d
Qu
a
n
ti
tatif
,
Q
u
a
li
tatif
,
d
a
n
R&
D.” B
a
n
d
u
n
g
:
A
lfab
e
ta;
2
0
0
9
.
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