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sig
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K
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:
Au
th
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p
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B
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C
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C
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Facu
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Un
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m
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lan
Kap
as Str
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Um
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f
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ten
tam
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ac
.
id
1.
I
NT
RO
D
UCT
I
O
N
Sch
o
o
ls
ar
e
in
s
titu
tio
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s
th
at
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m
to
p
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v
id
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ed
u
ca
tio
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f
o
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s
tu
d
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ts
.
T
h
is
aim
,
h
o
wev
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r
,
is
h
am
p
er
ed
b
y
b
u
lly
in
g
[
1
]
.
B
u
lly
in
g
is
a
co
n
s
cio
u
s
,
r
ep
etitiv
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an
d
d
elib
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ate
ac
tio
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o
f
h
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r
tin
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an
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th
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ea
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p
le
o
f
lo
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p
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s
itio
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b
y
a
g
g
r
ess
io
n
wh
ich
aim
to
cr
ea
te
ter
r
o
r
[
2
]
.
B
u
lly
in
g
c
an
b
e
i
n
th
e
f
o
r
m
o
f
s
ed
u
ctiv
e
b
eh
av
io
r
,
in
s
u
ltin
g
,
m
o
ck
in
g
,
o
r
o
th
e
r
ac
tio
n
s
th
at
ca
n
ca
u
s
e
p
h
y
s
ical
an
d
m
en
tal
d
am
a
g
e
[
3
]
.
B
u
lly
in
g
h
as
b
ee
n
f
o
u
n
d
to
o
cc
u
r
in
v
ar
io
u
s
cu
ltu
r
es
[
4
]
an
d
h
as
r
esu
lte
d
in
v
ar
i
o
u
s
n
eg
ativ
e
ef
f
ec
ts
o
n
b
o
th
th
e
v
ictim
s
an
d
p
er
p
etr
ato
r
s
[
5
]
.
Victim
s
o
f
b
u
lly
in
g
ca
n
ex
p
er
ien
ce
s
o
cial
an
x
iety
[
6
]
,
d
ep
r
ess
io
n
[
7
]
,
d
ec
r
ea
s
ed
m
en
tal
h
ea
lth
an
d
th
in
k
i
n
g
ca
p
ac
ity
[
8
]
,
[
9
]
,
an
d
ca
n
f
u
r
th
e
r
tr
ig
g
er
s
u
icid
e
attem
p
ts
[
1
0
]
,
[
1
1
]
.
I
n
th
e
ac
ad
em
ic
co
n
tex
t,
b
u
lly
in
g
v
ictim
s
o
f
ten
f
ee
l
a
f
r
aid
t
o
g
o
to
s
ch
o
o
l
[
1
2
]
,
s
o
th
at
th
e
y
ar
e
at
r
is
k
o
f
m
is
s
in
g
class
es
m
o
r
e
f
r
eq
u
e
n
tly
[
1
3
]
.
T
h
e
y
also
ex
p
er
ien
ce
a
d
e
c
l
i
n
e
i
n
a
c
a
d
e
m
i
c
a
c
h
i
e
v
e
m
e
n
t
[
1
4
]
,
[
1
5
]
,
w
h
i
c
h
m
i
g
h
t
f
u
r
t
h
e
r
r
e
s
u
l
t
i
n
s
c
h
o
o
l
d
r
o
p
o
u
t
s
[
1
6
]
.
V
i
c
t
i
m
s
o
f
b
u
l
l
y
i
n
g
c
a
n
a
l
s
o
t
u
r
n
o
u
t
t
o
b
e
t
h
e
p
e
r
p
e
t
r
a
t
o
r
s
o
f
b
u
l
l
y
i
n
g
i
n
t
h
e
f
u
t
u
r
e
[
1
7
]
.
B
esid
es n
eg
ativ
e
ef
f
ec
ts
f
o
r
v
i
ctim
s
,
b
u
lly
in
g
also
ca
u
s
es v
ar
io
u
s
n
eg
ativ
e
ef
f
ec
ts
f
o
r
p
er
p
e
tr
ato
r
s
.
B
u
lly
in
g
ac
to
r
s
ten
d
to
p
e
r
f
o
r
m
d
elin
q
u
e
n
t
b
e
h
av
io
r
[
1
8
]
,
s
u
ch
as
d
r
u
g
a
b
u
s
e
[
1
9
]
.
T
h
ey
ca
n
also
ex
p
er
ien
ce
d
ec
r
ea
s
ed
em
p
ath
y
[
2
0
]
,
an
d
in
cr
ea
s
ed
ag
g
r
ess
iv
e
b
eh
av
io
r
[
2
1
]
.
Su
ch
b
eh
av
io
r
ca
n
also
in
f
lu
en
ce
b
u
lly
in
g
p
er
p
etr
ato
r
to
g
et
ac
c
u
s
to
m
ed
to
co
er
ci
o
n
[
2
2
]
a
n
d
i
n
cr
ea
s
ed
a
n
ti
-
s
o
cial
b
eh
av
io
r
[
2
3
]
.
T
h
ey
also
p
o
s
s
ess
a
h
ig
h
er
p
o
s
s
ib
ilit
y
o
f
b
ein
g
d
is
lik
ed
b
y
f
r
ien
d
s
,
wh
ich
ca
n
ca
u
s
e
n
eg
a
tiv
e
f
ee
lin
g
s
ab
o
u
t
th
e
f
u
tu
r
e
[
2
4
]
,
an
d
p
o
ten
tiall
y
m
en
tal
h
ea
lth
p
r
o
b
lem
s
[
2
5
]
.
B
u
lly
in
g
is
a
co
n
d
itio
n
in
th
e
f
o
r
m
o
f
n
eg
ativ
e
Evaluation Warning : The document was created with Spire.PDF for Python.
I
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10
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J
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202
1
:
4
8
3
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3
484
an
d
r
ep
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e
b
eh
a
v
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,
th
at
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s
wh
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n
in
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ten
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ely
[
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B
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d
o
n
e
b
ased
o
n
th
e
d
esire
to
in
s
u
lt
an
d
h
u
m
iliate
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th
er
s
[
2
6
]
.
B
u
lly
in
g
ta
r
g
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ca
n
b
e
in
d
iv
id
u
als
o
r
g
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o
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p
s
w
h
o
d
o
n
o
t
h
av
e
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p
o
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to
a
v
o
id
,
s
to
p
,
o
r
p
r
o
tec
t th
em
s
elv
es [
2
7
]
.
Dix
o
n
an
d
Sm
ith
[
2
7
]
s
u
g
g
est
s
ev
er
al
f
o
r
m
s
o
f
b
u
lly
in
g
,
n
am
ely
:
1
)
Ph
y
s
ical
b
u
lly
in
g
,
in
clu
d
in
g
b
ea
tin
g
,
k
ick
i
n
g
,
p
u
n
ch
i
n
g
,
ta
k
in
g
o
r
d
am
ag
in
g
th
e
v
ictim
'
s
b
elo
n
g
in
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s
,
l
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in
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t
h
e
v
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2
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Ver
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f
icu
lties
,
an
d
s
o
on
;
3
)
So
cial
e
x
clu
s
io
n
is
th
e
s
y
s
tem
atic
tr
ea
tm
en
t
o
f
r
em
o
v
in
g
s
o
m
eo
n
e
f
r
o
m
h
is
s
o
cial
g
r
o
u
p
o
r
in
tim
id
atio
n
.
E
x
clu
s
io
n
ca
n
o
cc
u
r
d
ir
ec
tly
b
y
ex
p
ellin
g
th
e
v
ictim
s
f
r
o
m
th
e
g
r
o
u
p
o
r
in
d
ir
ec
tly
b
y
in
f
lu
en
cin
g
g
r
o
u
p
m
em
b
e
r
s
to
ex
co
m
m
u
n
icate
t
h
em
;
4
)
I
n
d
ir
ec
t
b
u
lly
i
n
g
in
cl
u
d
es
th
e
s
p
r
ea
d
o
f
b
ad
n
ews,
in
v
itin
g
o
th
er
s
to
s
tay
awa
y
f
r
o
m
th
e
v
ictim
,
ly
in
g
o
r
s
p
r
e
ad
in
g
f
alse
r
u
m
o
r
s
ab
o
u
t
th
e
v
ictim
,
o
r
s
en
d
in
g
ce
r
tain
in
f
o
r
m
atio
n
s
o
th
at
o
th
er
p
eo
p
le
d
o
n
o
t lik
e
th
e
v
ictim
s
.
A
n
u
m
b
e
r
o
f
f
a
m
i
l
y
c
h
a
r
a
c
t
e
r
i
s
t
i
c
s
a
r
e
a
s
s
o
c
i
a
t
e
d
w
i
t
h
b
u
l
l
y
i
n
g
[
2
7
]
,
o
n
e
o
f
w
h
i
c
h
i
s
p
a
r
e
n
t
i
n
g
[
2
8
]
,
[
2
9
]
.
Ma
r
tín
ez
,
et
a
l.
[
3
0
]
s
u
g
g
est
th
at
au
th
o
r
itar
ian
p
a
r
en
tin
g
is
clo
s
ely
r
elate
d
to
b
u
lly
in
g
.
Acc
o
r
d
in
g
to
B
au
m
r
in
d
[
3
1
]
,
a
u
th
o
r
itar
ia
n
p
ar
en
tin
g
is
a
p
ar
en
tin
g
s
ty
le
th
at
s
ee
k
s
to
s
h
ap
e
,
co
n
tr
o
l,
an
d
ev
alu
ate
ch
ild
r
en
'
s
b
eh
av
io
r
a
n
d
attitu
d
es
ac
co
r
d
in
g
to
th
ei
r
p
ar
e
n
t
s
'
s
tan
d
ar
d
s
o
f
b
e
h
av
io
r
.
Par
en
ts
d
o
n
o
t
allo
w
d
is
cu
s
s
io
n
an
d
r
eq
u
ir
e
ch
ild
r
e
n
to
f
o
llo
w
v
ar
io
u
s
r
u
les
th
ey
m
ak
e.
Au
th
o
r
itar
ian
p
ar
e
n
tin
g
em
p
h
asizes
v
er
y
h
ig
h
lev
els
o
f
b
eh
a
v
io
r
al
co
n
tr
o
l
with
lo
w
ac
ce
p
tan
ce
[
3
2
]
an
d
s
tr
ict,
u
n
co
m
p
r
o
m
is
in
g
ty
p
e
o
f
p
ar
e
n
tin
g
,
wh
ich
allo
w
th
e
u
s
e
o
f
p
u
n
is
h
m
en
t [
3
3
]
.
R
o
b
in
s
o
n
,
et
a
l.
[
3
2
]
p
r
o
p
o
s
e
s
ev
er
al
ch
ar
ac
ter
is
tics
o
f
au
th
o
r
itar
ian
p
a
r
en
tin
g
,
wh
ich
i
n
clu
d
e
v
e
r
b
al
h
o
s
tili
ty
.
T
h
is
p
ar
ticu
lar
ch
ar
ac
ter
is
tic
i
s
as
s
o
ciate
d
with
a
p
ar
en
tin
g
s
ty
le
th
at
u
s
es
v
er
b
al
attac
k
s
h
o
wn
b
y
s
co
ld
in
g
a
ch
ild
with
ex
p
lo
s
i
v
e
an
g
er
,
s
h
o
u
tin
g
wh
en
a
c
h
ild
m
is
b
eh
av
es,
ar
g
u
in
g
with
a
ch
ild
,
an
d
s
h
o
w
d
is
ag
r
ee
m
en
t
o
n
t
h
e
ch
ild
'
s
b
eh
av
io
r
b
y
d
is
p
u
tin
g
.
Seco
n
d
ly
,
co
r
p
o
r
al
p
u
n
is
h
m
en
t
is
also
co
m
m
o
n
in
t
h
is
ty
p
e
o
f
p
a
r
en
tin
g
.
I
t
is
a
p
h
y
s
ical
p
u
n
is
h
m
en
t
u
s
ed
a
s
a
m
eth
o
d
o
f
d
is
cip
lin
e.
Pu
n
is
h
m
en
t
ca
n
b
e
d
em
o
n
s
tr
ated
b
y
h
itti
n
g
wh
e
n
th
e
ch
ild
is
d
is
o
b
ed
ien
t
t
o
p
ar
en
ts
,
s
lap
p
in
g
wh
en
t
h
e
c
h
ild
b
eh
a
v
es
b
ad
ly
,
h
o
ld
in
g
th
e
c
h
ild
r
o
u
g
h
l
y
wh
en
th
e
c
h
ild
is
d
is
o
b
ed
ie
n
t,
te
llin
g
th
e
ch
ild
to
d
o
s
o
m
et
h
in
g
b
y
th
r
ea
ten
in
g
to
p
u
n
is
h
with
o
u
t
g
iv
in
g
r
atio
n
al
izatio
n
an
d
s
o
o
n
.
I
n
ad
d
itio
n
to
th
at,
n
o
n
r
ea
s
o
n
in
g
p
u
n
itiv
e
s
tr
ateg
ies
ar
e
also
ass
o
ciate
d
with
au
th
o
r
itar
ian
p
ar
en
tin
g
.
T
h
is
is
d
o
n
e
b
y
g
iv
in
g
p
u
n
is
h
m
e
n
t
in
th
e
f
o
r
m
o
f
tak
in
g
th
e
r
ig
h
ts
o
f
th
e
ch
ild
with
o
u
t
ex
p
lain
in
g
th
e
r
ea
s
o
n
,
p
u
n
is
h
in
g
b
y
le
av
in
g
th
e
ch
ild
al
o
n
e
in
a
c
er
tain
p
lace
,
g
iv
in
g
p
u
n
is
h
m
en
t b
ef
o
r
e
ask
in
g
wh
y
th
e
ch
ild
co
m
m
itted
an
o
f
f
e
n
s
e,
an
d
n
o
t p
ay
in
g
atten
tio
n
t
o
th
e
ch
ild
'
s
f
ee
lin
g
s
an
d
m
o
r
e
c
o
n
ce
r
n
ed
with
p
a
r
en
t'
s
o
wn
f
ee
lin
g
s
.
Dir
ec
tiv
en
ess
is
ch
ar
ac
ter
ized
b
y
alwa
y
s
tellin
g
ch
ild
r
en
wh
at
to
d
o
,
d
em
an
d
i
n
g
to
d
o
o
r
d
o
s
o
m
eth
in
g
,
g
iv
i
n
g
r
ep
r
im
an
d
s
an
d
cr
iticis
m
to
im
p
r
o
v
e
ch
ild
r
en
'
s
b
eh
av
io
r
,
in
clu
d
i
n
g
cr
iticizin
g
th
e
ch
ild
'
s
b
eh
av
io
r
th
at
is
s
ee
n
to
b
e
i
n
ap
p
r
o
p
r
iate
b
y
p
a
r
en
ts
.
C
h
ild
r
en
'
s
ex
p
er
ien
ce
s
with
f
a
m
ily
an
d
p
a
r
en
tin
g
s
ty
les
p
lay
a
r
o
le
in
s
h
ap
in
g
c
h
ild
r
en
'
s
ca
p
ac
ity
t
o
ad
ap
t
in
s
ch
o
o
l
an
d
in
f
l
u
en
cin
g
th
e
r
elatio
n
s
h
ip
b
etwe
e
n
ch
ild
r
en
an
d
th
eir
p
ee
r
s
[
3
4
]
.
C
h
ild
r
en
with
au
th
o
r
itar
ian
p
a
r
en
tin
g
ten
d
t
o
f
ail
to
d
ev
elo
p
e
n
v
ir
o
n
m
e
n
tal
awa
r
en
ess
b
ec
au
s
e
th
ey
ar
e
ac
cu
s
to
m
ed
to
r
ec
eiv
in
g
p
h
y
s
ical
p
u
n
is
h
m
e
n
t
f
r
o
m
p
ar
e
n
ts
[
3
5
]
,
th
u
s
m
ak
in
g
c
h
ild
r
en
m
o
r
e
at
r
is
k
o
f
b
u
lly
in
g
[
3
0
]
.
Au
th
o
r
itar
ian
p
ar
en
tin
g
s
u
p
p
o
r
ts
th
e
u
s
e
o
f
p
u
n
is
h
m
e
n
t
as
an
ef
f
o
r
t
to
d
is
cip
lin
e
c
h
ild
r
en
,
wh
ic
h
m
a
y
in
cr
ea
s
e
th
e
r
is
k
o
f
b
u
lly
in
g
[
2
9
]
.
T
h
e
r
esu
lts
o
f
Ho
n
g
,
Ki
m
,
an
d
Piq
u
e
r
o
[
3
6
]
r
esear
ch
s
h
o
ws
th
at
p
ar
e
n
tal
p
u
n
is
h
m
en
t is d
ir
ec
tly
r
elate
d
to
b
u
lly
in
g
.
B
esid
es
au
th
o
r
itar
ian
p
ar
e
n
tin
g
,
an
o
th
er
f
ac
to
r
i
n
f
lu
en
ci
n
g
b
u
lly
in
g
is
p
e
r
s
o
n
ality
[
3
7
]
.
Ac
co
r
d
in
g
to
Mitso
p
o
u
lo
u
,
et
a
l.
[
3
8
]
,
p
er
s
o
n
ality
ass
o
ciate
d
with
b
u
lly
in
g
is
an
ex
tr
av
e
r
s
io
n
p
er
s
o
n
ality
.
E
x
tr
av
e
r
s
io
n
p
er
s
o
n
ality
r
e
p
r
esen
ts
in
d
iv
i
d
u
als
wh
o
ar
e
ea
s
y
to
g
et
alo
n
g
with
,
ac
tiv
e,
an
d
o
r
ie
n
ted
t
o
war
d
s
o
th
er
s
[
3
9
]
.
E
x
tr
av
er
s
io
n
d
escr
ib
es
th
e
ex
ten
t
to
wh
ich
a
p
er
s
o
n
is
attr
ac
ted
to
o
th
er
p
eo
p
le
an
d
ev
en
ts
in
th
e
ex
ter
n
al
wo
r
ld
.
I
n
d
iv
id
u
als
with
th
ese
tr
aits
ten
d
to
b
e
ex
tr
o
v
er
ted
,
o
u
tg
o
i
n
g
,
en
e
r
g
etic,
an
d
talk
ativ
e
[
4
0
]
.
W
h
en
in
v
o
lv
ed
in
g
r
o
u
p
a
ctiv
ities
,
i
n
d
iv
id
u
als
with
h
ig
h
ex
tr
av
e
r
s
io
n
ten
d
t
o
d
o
m
in
ate
[
4
1
]
.
T
h
er
e
ar
e
s
ix
asp
ec
ts
o
f
ex
tr
av
e
r
s
io
n
p
er
s
o
n
ality
.
Fi
r
s
tly
,
war
m
th
is
s
h
o
wn
b
y
th
e
s
ty
le
o
f
in
ter
ac
tio
n
th
at
is
f
r
ien
d
ly
an
d
t
h
e
ab
ilit
y
to
b
u
ild
a
n
attac
h
m
en
t
to
o
th
e
r
s
.
Gr
eg
ar
io
u
s
n
ess
(
th
e
d
esire
to
b
e
with
o
th
e
r
s
)
is
ch
ar
ac
ter
ized
b
y
th
e
lo
v
e
o
f
b
ein
g
in
th
e
cr
o
wd
an
d
talk
in
g
.
T
h
ese
k
in
d
s
o
f
p
eo
p
le
d
o
n
o
t
h
av
e
a
lo
t
o
f
wo
r
r
ies
a
n
d
h
av
e
a
k
in
d
o
f
s
o
cial
s
tim
u
li.
As
s
er
tiv
en
ess
i
s
th
e
a
b
ilit
y
to
lead
,
to
ac
ce
p
t
ch
an
g
e,
to
th
in
k
in
th
eir
o
w
n
way
,
an
d
to
ex
p
r
ess
th
eir
f
ee
lin
g
s
an
d
d
esire
s
.
I
n
a
d
d
itio
n
,
t
h
e
ac
tiv
ity
lev
el
is
th
e
b
u
s
y
n
ess
o
f
ac
tin
g
with
e
n
th
u
s
iasm,
ag
ilit
y
,
d
eli
g
h
t
with
th
e
task
g
iv
en
,
talk
in
g
q
u
ick
ly
,
au
th
e
n
ticity
,
an
d
s
tr
en
g
th
.
Peo
p
le
with
th
is
tr
ait
is
also
an
ex
citem
en
t
s
ee
k
er
.
T
h
ey
lik
e
ch
allen
g
i
n
g
en
v
ir
o
n
m
en
ts
an
d
ac
tiv
ities
an
d
alwa
y
s
lo
o
k
f
o
r
f
u
n
.
Fin
ally
,
th
ey
also
h
a
v
e
p
o
s
itiv
e
em
o
tio
n
s
,
wh
ich
is
s
h
o
wn
b
y
t
h
e
d
esire
to
l
o
o
k
f
o
r
j
o
y
,
ex
citem
e
n
t,
an
d
an
ex
citin
g
life
[
3
9
]
.
B
u
lly
in
g
ca
n
em
p
h
asize
t
h
e
p
o
s
itio
n
o
f
an
in
d
iv
i
d
u
al
i
n
s
o
cial
s
itu
atio
n
s
.
I
n
d
iv
i
d
u
als
wh
o
a
r
e
ass
er
tiv
e
will
b
e
m
o
r
e
ac
tiv
e
in
s
tar
tin
g
co
n
f
licts
with
o
th
er
s
[
4
2
]
,
[
4
3
]
.
T
h
is
is
b
ec
au
s
e
th
ey
ten
d
to
u
s
e
b
u
lly
in
g
as a
way
to
in
cr
ea
s
e
th
eir
s
o
cial
s
tatu
s
[
4
4
]
.
B
u
lly
in
g
ten
d
s
to
b
e
ca
r
r
ied
o
u
t b
y
in
d
iv
id
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als wh
o
h
av
e
h
ig
h
lev
els
o
f
e
x
t
r
a
v
e
r
s
i
o
n
[
4
5
]
,
a
n
d
e
x
t
r
a
v
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r
s
i
o
n
c
a
n
s
i
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f
i
c
a
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t
l
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e
a
p
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s
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t
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v
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p
r
e
d
i
c
t
o
r
f
o
r
b
u
l
l
y
i
n
g
[
4
6
]
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
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t J E
v
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&
R
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d
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I
SS
N:
2252
-
8
8
2
2
Th
e
mo
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in
flu
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ce
o
f a
u
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o
r
ita
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p
a
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ex
tr
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lity,
a
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…
(
P
i
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ih
Mu
h
o
p
ila
h
)
485
H
o
w
e
v
e
r
,
a
n
u
m
b
e
r
o
f
o
t
h
e
r
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p
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a
l
i
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d
b
u
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g
,
a
s
in
th
e
r
esu
lts
o
f
F
ar
r
in
g
t
o
n
,
et
a
l.
[
2
3
]
,
I
g
u
n
d
u
n
ass
e,
et
a
l.
[
4
7
]
,
B
o
o
k
,
et
a
l.
[
4
8
]
,
Va
n
Gee
l,
et
a
l.
[
4
9
]
.
Acc
o
r
d
in
g
to
B
o
llm
er
,
Ha
r
r
is
,
an
d
Milich
[
5
0
]
,
alth
o
u
g
h
th
e
r
e
ar
e
p
r
ev
io
u
s
s
tu
d
ies
th
at
s
u
g
g
est
th
e
in
f
l
u
en
ce
an
d
r
elatio
n
s
h
ip
o
f
ex
tr
a
v
er
s
io
n
p
er
s
o
n
ality
an
d
b
u
lly
in
g
b
eh
av
i
o
r
,
t
h
e
in
f
l
u
en
ce
a
n
d
r
elatio
n
s
h
ip
o
cc
u
r
in
co
n
s
is
ten
tly
,
s
o
th
at
f
u
r
t
h
er
r
esear
ch
is
s
till
n
ee
d
ed
.
T
h
e
n
ex
t
f
ac
to
r
th
at
in
f
lu
en
c
e
s
b
u
lly
in
g
is
th
e
p
ee
r
f
ac
to
r
.
Frie
n
d
s
ca
n
p
r
o
v
i
d
e
r
ein
f
o
r
c
e
m
e
n
t
t
o
t
h
e
p
e
r
p
e
t
r
a
t
o
r
s
o
f
b
u
l
l
y
i
n
g
,
b
o
t
h
w
i
t
h
a
c
t
i
v
e
a
n
d
p
a
s
s
i
v
e
r
e
i
n
f
o
r
c
e
m
e
n
t
,
t
h
e
r
e
b
y
i
n
c
r
e
a
s
i
n
g
t
h
e
r
i
s
k
o
f
b
u
lly
in
g
[
5
1
]
.
W
h
en
an
in
d
iv
id
u
al
p
r
io
r
itizes
f
r
ien
d
ac
ce
p
tan
ce
,
h
e/sh
e
ca
n
u
s
e
ag
g
r
ess
io
n
to
g
ain
p
o
wer
an
d
s
tatu
s
am
o
n
g
th
eir
p
ee
r
s
[
2
0
]
.
T
h
e
in
f
lu
en
c
e
o
f
p
ee
r
s
h
as
b
ee
n
p
r
o
v
en
to
b
e
s
ig
n
if
ican
t
f
o
r
b
u
lly
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,
an
d
th
is
is
in
f
lu
en
ce
d
b
y
in
d
iv
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d
u
al
co
n
f
o
r
m
ity
i
n
a
n
tis
o
cial
b
eh
av
io
r
b
y
th
eir
p
e
er
s
[
5
2
]
.
C
o
n
f
o
r
m
ity
is
a
co
n
d
itio
n
in
wh
ich
an
in
d
iv
id
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al
tr
ies
to
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ju
s
t
to
th
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s
itu
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n
in
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am
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b
eh
av
io
r
as
t
h
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s
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cial
g
r
o
u
p
[
5
3
]
.
C
o
n
f
id
en
ce
en
ab
les
in
d
iv
id
u
als
to
ch
an
g
e
th
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attitu
d
es,
b
eh
av
io
r
s
[
5
4
]
,
an
d
b
elief
s
to
h
av
e
attitu
d
es
th
at
ar
e
th
e
s
a
m
e
as
o
th
er
s
[
5
5
]
.
C
o
n
f
id
en
c
e
co
n
s
is
ts
o
f
s
ev
er
al
asp
ec
ts
,
an
d
o
n
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o
f
wh
ich
is
co
m
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ess
.
T
h
e
ex
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ten
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o
f
g
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p
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ak
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ased
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n
wh
at
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s
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ef
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ed
with
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ak
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o
t
to
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e
th
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r
ag
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m
ak
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b
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a
u
s
e
it
will
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u
s
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g
r
o
u
p
r
ejec
tio
n
.
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n
ad
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to
th
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er
e
is
an
asp
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t
o
f
t
h
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ag
r
ee
m
en
t,
wh
ich
is
th
e
p
r
ess
u
r
e
to
f
o
llo
w
ev
er
y
d
ec
is
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n
in
a
g
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o
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p
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Dis
ag
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ee
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t,
th
er
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e,
will lea
d
to
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ed
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t b
etwe
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t
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Su
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ter
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s
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o
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in
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will
also
b
e
co
n
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id
er
ed
d
e
v
ian
t.
I
n
th
e
o
b
e
d
ien
c
e
asp
ec
t,
in
d
iv
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d
u
als
ar
e
willin
g
to
d
o
s
o
m
eth
in
g
th
ey
d
o
n
'
t
wan
t
to
d
o
.
T
h
is
c
an
h
ap
p
e
n
b
ec
au
s
e
o
f
s
o
cial
p
r
ess
u
r
e
in
th
e
f
o
r
m
o
f
p
u
n
is
h
m
en
t
o
r
th
r
ea
ts
f
r
o
m
with
in
th
e
g
r
o
u
p
s
o
th
at
in
d
iv
i
d
u
als alwa
y
s
tr
y
to
f
u
l
f
ill g
r
o
u
p
ex
p
ec
tatio
n
s
[
5
3
]
.
T
ee
n
ag
er
s
s
p
en
d
a
l
o
t o
f
tim
e
with
th
eir
f
r
ien
d
s
at
s
ch
o
o
l,
in
th
e
h
o
m
e
e
n
v
ir
o
n
m
en
t,
in
a
co
m
m
u
n
ity
,
an
d
s
o
cial
m
e
d
ia.
B
u
lly
in
g
al
m
o
s
t
alwa
y
s
o
cc
u
r
s
in
th
e
c
o
n
tex
t
o
f
f
r
ien
d
s
h
ip
.
Ma
k
in
g
f
r
ien
d
s
with
p
e
o
p
le
wh
o
d
o
b
u
lly
in
g
ca
n
tu
r
n
s
o
m
eo
n
e
in
to
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e
b
ec
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s
e
it
is
ass
o
ciate
d
with
h
ig
h
er
le
v
el
s
o
f
b
u
lly
i
n
g
[
5
6
]
.
C
o
n
f
o
r
m
ity
is
o
n
e
r
ea
s
o
n
in
d
i
v
id
u
als
co
m
m
it
b
u
lly
in
g
[
5
7
]
an
d
tak
e
th
e
in
itiativ
e
to
m
ain
tain
b
u
lly
in
g
[
5
8
]
.
T
h
is
is
b
ec
au
s
e
f
r
ien
d
s
ca
n
p
r
o
v
id
e
r
ein
f
o
r
ce
m
e
n
t
to
ca
r
r
y
o
u
t
b
u
lly
in
g
[
5
1
]
.
W
h
en
s
tu
d
en
ts
p
r
io
r
itize
p
ee
r
ac
ce
p
tan
ce
,
teen
s
ca
n
u
s
e
b
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in
g
as a
way
to
g
ain
p
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wer
an
d
s
tatu
s
am
o
n
g
th
e
ir
p
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r
s
[
2
0
]
.
T
h
e
in
f
lu
e
n
ce
o
f
p
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r
s
p
r
o
v
ed
to
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if
ican
t
f
o
r
b
u
lly
in
g
,
an
d
th
is
,
am
o
n
g
o
th
er
th
in
g
s
,
was
in
f
lu
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ce
d
b
y
i
n
d
iv
id
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co
n
f
o
r
m
ity
in
an
tis
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cial
b
eh
a
v
io
r
b
y
th
eir
p
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r
s
[
5
2
]
.
Ho
w
ev
er
,
o
t
h
e
r
r
e
s
e
a
r
c
h
s
h
o
w
s
t
h
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t
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m
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t
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d
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s
n
o
t
a
f
f
e
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t
b
u
l
l
y
i
n
g
[
5
9
]
-
[
6
1
]
.
T
h
e
i
n
c
o
n
s
i
s
t
e
n
c
y
o
f
t
h
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s
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l
t
s
o
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t
h
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t
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d
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d
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c
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t
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s
t
h
e
n
e
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d
f
o
r
f
u
r
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h
e
r
r
esear
ch
.
Pre
v
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u
s
s
tu
d
ies
h
av
e
d
is
cu
s
s
ed
th
e
p
h
en
o
m
en
o
n
o
f
b
u
lly
in
g
,
v
ar
io
u
s
v
ar
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les,
an
d
v
ar
io
u
s
m
eth
o
d
s
.
Ho
we
v
er
,
t
h
e
d
y
n
a
m
ics
o
f
b
u
lly
in
g
co
n
tin
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to
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ev
elo
p
,
s
o
r
esear
ch
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p
r
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p
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to
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s
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n
ew
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p
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h
to
u
n
d
er
s
tan
d
i
n
g
b
u
l
ly
in
g
b
eh
av
i
o
r
.
T
h
e
n
o
v
elty
in
th
is
s
tu
d
y
is
:
1
)
T
h
is
r
esear
ch
was
co
n
d
u
cted
to
d
esig
n
a
b
u
lly
in
g
m
o
d
el
an
d
test
th
e
m
o
d
el
s
o
th
at
a
s
u
itab
le
b
u
lly
in
g
m
o
d
el
will
b
e
p
r
o
d
u
c
e
d
;
2
)
T
h
e
d
a
t
a
a
n
a
l
y
s
i
s
t
e
c
h
n
i
q
u
e
s
u
s
e
d
w
a
s
t
h
e
s
t
r
u
c
t
u
r
a
l
e
q
u
a
t
i
o
n
m
o
d
e
l
(
S
E
M
)
t
h
r
o
u
g
h
t
h
e
p
a
r
t
i
a
l
l
e
a
s
t
s
q
u
a
r
e
(
P
L
S
)
p
r
o
g
r
am
.
B
ased
o
n
th
e
b
ac
k
g
r
o
u
n
d
o
f
t
h
e
p
r
o
b
lem
th
at
h
as
b
ee
n
d
esc
r
ib
ed
a
n
d
s
u
p
p
o
r
ted
b
y
p
r
ev
i
o
u
s
s
tu
d
ies
'
r
esu
lts
,
th
e
r
esear
ch
er
wan
ts
to
f
u
r
t
h
er
e
x
p
lo
r
e
h
o
w
au
th
o
r
itar
ian
p
ar
e
n
tin
g
,
ex
tr
av
e
r
s
io
n
p
er
s
o
n
ality
,
an
d
co
n
f
o
r
m
ity
to
b
u
lly
in
g
b
e
h
a
v
io
r
.
T
h
e
p
u
r
p
o
s
es
o
f
th
is
s
tu
d
y
ar
e
to
d
esig
n
a
th
eo
r
et
ical
m
o
d
el
o
f
th
e
r
elatio
n
s
h
ip
b
etwe
en
b
u
lly
in
g
an
d
o
th
er
v
ar
iab
les
s
u
ch
as
au
th
o
r
itar
ian
p
ar
e
n
tin
g
a
n
d
e
x
am
in
e
wh
eth
e
r
th
e
th
eo
r
etica
l
m
o
d
els
th
at
d
escr
ib
e
th
e
in
f
lu
e
n
ce
o
f
th
e
af
o
r
em
en
tio
n
ed
v
ar
iab
les
(
a
u
th
o
r
itar
ian
p
ar
en
ti
n
g
,
ex
tr
av
er
s
io
n
p
er
s
o
n
ality
,
an
d
co
n
f
o
r
m
ity
)
to
b
u
lly
in
g
i
n
s
tu
d
en
ts
f
it
with
em
p
i
r
ical
d
ata
o
b
tain
ed
f
r
o
m
th
is
s
tu
d
y
.
Seco
n
d
l
y
,
it
also
f
u
r
t
h
e
r
aim
s
to
ex
am
in
e
th
e
ef
f
ec
t
o
f
au
th
o
r
itar
ian
p
a
r
en
tin
g
o
n
b
u
lly
in
g
in
s
tu
d
en
ts
.
T
h
is
s
tu
d
y
also
aim
s
to
ex
am
i
n
e
th
e
ef
f
ec
t
o
f
ex
tr
av
e
r
s
io
n
o
n
b
u
lly
in
g
in
s
tu
d
en
ts
an
d
f
i
n
ally
to
ex
am
in
e
th
e
im
p
ac
t o
f
co
n
f
o
r
m
ity
o
n
b
u
lly
in
g
in
s
tu
d
en
ts
.
2.
RE
S
E
ARCH
M
E
T
H
O
D
2
.
1
.
P
o
pu
la
t
io
n a
nd
s
a
m
ple
T
h
is
s
tu
d
y
p
o
p
u
latio
n
wer
e
all
eig
h
th
-
g
r
a
d
e
s
tu
d
en
ts
o
f
X,
Y,
an
d
Z
s
tate
m
id
d
le
s
ch
o
o
l
i
n
Yo
g
y
ak
ar
ta
with
5
2
4
s
tu
d
en
t
s
.
T
h
e
s
am
p
le
in
th
is
s
tu
d
y
was
1
8
5
s
tu
d
en
ts
co
n
s
is
tin
g
o
f
9
8
m
ales
an
d
8
7
f
em
ales
with
ag
e
r
a
n
g
e
o
f
1
3
-
1
6
y
ea
r
s
(
m
ea
n
s
=1
4
y
ea
r
s
)
.
T
h
e
s
am
p
lin
g
tec
h
n
iq
u
e
w
as
clu
s
ter
r
an
d
o
m
s
am
p
lin
g
.
2
.
2
.
Resea
rc
h ins
t
rum
ent
s
T
h
e
in
s
tr
u
m
en
t
u
s
ed
to
co
llect
th
e
d
ata
f
o
r
th
e
p
r
esen
t
s
tu
d
y
was
a
p
s
y
ch
o
lo
g
ical
s
ca
le
co
n
s
is
tin
g
o
f
f
o
u
r
s
ca
les,
n
am
ely
th
e
b
u
lly
i
n
g
s
ca
le,
th
e
au
th
o
r
itar
ian
p
a
r
en
tin
g
s
ca
le,
th
e
ex
tr
a
v
er
s
io
n
p
er
s
o
n
ality
s
ca
le,
an
d
th
e
co
n
f
o
r
m
ity
s
ca
le.
T
h
e
s
ca
lin
g
m
o
d
el
u
s
ed
co
n
s
is
ts
o
f
two
m
o
d
els,
n
am
ely
th
e
s
e
m
an
tic
d
if
f
er
en
tial
s
ca
lin
g
m
o
d
el
with
an
an
s
wer
ch
o
ice
o
f
1
-
5
,
wh
ich
wa
s
u
s
ed
f
o
r
th
e
b
u
lly
in
g
s
ca
l
e
an
d
ex
tr
av
er
s
io
n
p
er
s
o
n
ality
s
ca
le.
T
h
e
o
th
e
r
m
o
d
el
was
th
e
L
ik
er
t
s
ca
lin
g
m
o
d
el
with
an
an
s
wer
ch
o
ice
o
f
1
-
5
u
s
ed
f
o
r
th
e
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2
2
5
2
-
8
8
2
2
I
n
t
J
E
v
al
&
R
es E
d
u
c
,
Vo
l
.
10
,
No
.
2
,
J
u
n
e
202
1
:
4
8
3
-
4
9
3
486
au
th
o
r
itar
ian
p
ar
en
tin
g
an
d
co
n
f
o
r
m
ity
s
ca
le.
T
h
e
b
u
lly
in
g
s
ca
le
was
ar
r
an
g
ed
b
y
th
e
r
ese
ar
ch
er
b
y
r
e
f
er
r
in
g
to
th
e
f
o
r
m
s
o
f
b
u
lly
in
g
f
r
o
m
Dix
o
n
an
d
Sm
ith
[
2
7
]
co
n
s
is
tin
g
o
f
p
h
y
s
ical
b
u
lly
i
n
g
,
v
er
b
al
b
u
lly
i
n
g
,
s
o
cial
ex
clu
s
io
n
,
an
d
in
d
ir
ec
t b
u
lly
in
g
.
T
h
e
au
th
o
r
itar
ian
p
ar
e
n
tin
g
s
ca
le
was a
r
r
an
g
ed
b
y
r
esear
c
h
er
s
with
r
ef
er
en
ce
to
th
e
ch
ar
ac
ter
is
tics
o
f
au
th
o
r
itar
ian
p
a
r
en
tin
g
ac
c
o
r
d
in
g
to
R
o
b
in
s
o
n
,
et
a
l.
[
3
2
]
co
n
s
is
tin
g
o
f
f
o
u
r
ch
ar
ac
ter
is
tics
,
n
am
ely
v
er
b
al
h
o
s
tili
ty
,
co
r
p
o
r
al
p
u
n
is
h
m
en
t,
n
o
n
r
ea
s
o
n
in
g
/p
u
n
itiv
e
s
tr
ateg
ies,
an
d
d
ir
ec
tiv
en
ess
.
E
x
tr
av
e
r
s
io
n
p
e
r
s
o
n
ality
s
ca
le
was
d
esig
n
ed
b
y
r
e
f
er
r
in
g
to
th
e
c
h
ar
ac
ter
is
tics
o
f
ex
tr
a
v
e
r
s
io
n
p
er
s
o
n
ality
ac
c
o
r
d
in
g
t
o
M
cCar
e
an
d
C
o
s
ta
[
3
9
]
,
t
h
ese
ch
ar
ac
ter
is
tics
ar
e,
war
m
t
h
,
g
r
eg
ar
io
u
s
n
ess
,
ass
er
tiv
en
ess
,
ac
tiv
ity
lev
el,
ex
citem
en
t
s
ee
k
in
g
,
an
d
p
o
s
itiv
e
em
o
tio
n
s
.
C
o
n
f
o
r
m
ity
s
ca
le
co
m
p
iled
b
y
r
esear
ch
er
s
with
r
e
f
er
en
ce
to
asp
ec
ts
p
r
o
p
o
s
ed
b
y
T
ay
l
o
r
,
e
t
a
l.
[
5
3
]
,
wh
ich
co
n
s
is
ts
o
f
th
r
ee
asp
ec
ts
,
n
am
ely
co
h
esiv
en
ess
,
ag
r
ee
m
en
t,
an
d
o
b
ed
ien
ce
.
E
x
am
p
les
o
f
item
s
o
n
th
e
s
ca
le
o
f
au
th
o
r
itar
ian
p
ar
en
tin
g
ar
e
"T
h
e
wo
r
k
I
d
o
m
u
s
t
b
e
in
ac
co
r
d
an
ce
with
th
e
wis
h
es
o
f
p
ar
e
n
ts
",
"T
h
e
p
u
n
is
h
m
en
t
g
i
v
en
b
y
p
ar
en
ts
d
ep
e
n
d
s
o
n
th
eir
m
o
o
d
",
"Par
en
ts
g
iv
e
p
u
n
is
h
m
en
t
with
o
u
t
ex
p
lain
i
n
g
m
y
m
is
tak
es".
E
x
am
p
les
o
f
item
s
o
n
th
e
c
o
n
f
o
r
m
ity
s
c
ale
ar
e
"I
an
d
m
y
f
r
ien
d
s
h
a
v
e
th
e
s
am
e
th
o
u
g
h
t",
"I
f
o
llo
w
th
e
a
d
v
ice
g
iv
en
b
y
f
r
ien
d
s
"
an
d
"I
f
ee
l
c
o
n
f
id
en
t
wh
en
wit
h
f
r
ien
d
s
".
T
h
en
ex
am
p
les
o
f
it
em
s
o
n
th
e
ex
tr
av
e
r
s
io
n
p
er
s
o
n
ality
s
ca
le
a
n
d
b
u
lly
in
g
s
c
ale
ca
n
b
e
s
ee
n
in
T
ab
le
1
an
d
T
ab
le
2
.
T
ab
le
1
.
Sam
p
le
item
s
f
r
o
m
e
x
tr
av
er
s
io
n
p
er
s
o
n
ality
s
ca
le
A
c
t
i
v
i
t
i
e
s
t
h
a
t
I
d
o
a
r
e
M
o
n
o
t
o
n
o
u
s
1
2
3
4
V
a
r
i
o
u
s
Ea
sy
1
2
3
4
C
o
m
p
l
i
c
a
t
e
d
S
a
f
e
1
2
3
4
R
i
s
k
y
T
ab
le
2
.
Sam
p
le
item
s
f
r
o
m
b
u
lly
in
g
s
ca
le
A
c
t
i
v
i
t
i
e
s
t
h
a
t
I
d
o
a
r
e
To
l
e
r
a
t
e
1
2
3
4
P
u
n
i
sh
G
i
v
e
a
d
v
i
c
e
1
2
3
4
S
c
o
l
d
Ta
k
e
c
a
r
e
o
f
t
h
e
i
r
b
e
l
o
n
g
i
n
g
s
1
2
3
4
D
a
mag
e
2
.
3
.
Va
lid
it
y
a
nd
re
lia
bil
it
y
T
esti
n
g
r
esear
ch
in
s
tr
u
m
en
ts
with
SEM
-
PLS
is
ca
lled
th
e
m
ea
s
u
r
em
en
t
ev
alu
atio
n
m
o
d
el
o
r
th
e
o
u
ter
m
o
d
el.
Me
asu
r
em
en
t
o
f
o
u
ter
m
o
d
els
is
ca
r
r
ied
o
u
t
to
m
ea
s
u
r
e
th
e
m
o
d
els'
v
alid
ity
a
n
d
r
eliab
ilit
y
[
6
2
]
.
Valid
ity
test
u
s
in
g
PLS
co
n
s
is
t
s
o
f
two
test
s
o
f
v
alid
ity
,
n
am
ely
co
n
v
er
g
en
t
v
alid
ity
,
an
d
d
is
cr
im
in
an
t
v
alid
ity
.
A
c
o
n
v
er
g
en
t
v
alid
ity
test
is
ca
r
r
ied
o
u
t
t
o
m
ea
s
u
r
e
th
e
g
au
g
es
(
m
an
if
est
v
a
r
iab
le)
o
f
a
c
o
n
s
tr
u
ct
.
C
o
n
v
er
g
en
t
v
alid
ity
o
n
r
ef
lec
tiv
e
in
d
icato
r
s
ca
n
b
e
ap
p
r
o
p
r
iate
b
ased
o
n
th
e
lo
ad
in
g
f
a
cto
r
v
alu
e
o
n
ea
c
h
in
d
icato
r
.
Valu
es
co
n
tain
in
g
f
ac
to
r
s
ar
e
u
s
ed
to
d
ec
lar
e
wh
eth
er
o
r
n
o
t
a
co
n
s
tr
u
ct
is
>0
.
4
[
6
3
]
an
d
av
er
ag
e
v
ar
ian
ce
ex
tr
ac
te
d
(
AVE
)
v
al
u
e
o
f
>
0
.
5
[
6
2
]
.
Dis
cr
im
in
an
t
v
alid
ity
is
r
ev
ea
led
b
y
c
o
m
p
a
r
in
g
th
e
r
o
o
t
o
f
th
e
av
er
ag
e
v
ar
ia
n
ce
ex
tr
ac
ted
(
AVE
)
in
e
ac
h
co
n
s
tr
u
ct
with
th
e
v
alu
e
o
f
th
e
av
er
ag
e
r
o
o
t
v
ar
ian
ce
ex
tr
ac
ted
(
A
V
E
)
i
n
t
h
e
c
o
n
s
t
r
u
c
t
o
r
o
t
h
e
r
v
a
r
i
a
b
l
e
s
.
G
o
o
d
d
i
s
c
r
i
m
i
n
a
n
t
v
a
l
i
d
i
t
y
i
s
i
n
d
i
c
a
t
e
d
b
y
t
h
e
a
v
e
r
a
g
e
r
o
o
t
e
x
c
h
a
n
g
e
r
a
t
e
o
f
a
v
e
r
a
g
e
v
a
r
i
a
n
c
e
e
x
t
r
a
c
t
e
d
(
A
V
E
)
,
a
c
o
n
s
t
r
u
c
t
t
h
a
t
h
a
s
h
i
g
h
e
r
t
h
e
a
v
e
r
a
g
e
r
o
o
t
e
x
c
h
a
n
g
e
r
ate
o
f
av
er
ag
e
v
ar
ian
ce
ex
tr
ac
ted
(
AVE
)
with
o
th
er
co
n
s
tr
u
cts
[
6
2
]
.
R
eliab
ilit
y
test
in
g
u
s
in
g
SEM
-
PLS
a
n
aly
s
is
ca
n
b
e
d
o
n
e
i
n
t
w
o
w
a
y
s
,
n
a
m
e
l
y
w
i
t
h
co
m
p
o
s
ite
r
eliab
ilit
y
an
d
C
r
o
n
b
ac
h
alp
h
a.
T
h
e
co
n
s
tr
u
ct
was
d
ec
lar
ed
to
b
e
r
eliab
ly
ap
p
r
o
v
ed
if
it
p
o
s
s
ess
es a
C
r
o
n
b
ac
h
alp
h
a
v
alu
e
o
f
>
0
.
6
[
6
2
]
an
d
c
o
m
p
o
s
ite
r
eliab
ilit
y
v
al
u
es o
f
>0
.
7
[
6
3
]
.
2
.
4
.
Da
t
a
a
na
ly
s
is
m
et
ho
d
T
h
e
d
ata
g
ath
er
ed
wer
e
an
aly
ze
d
with
co
n
f
ir
m
ato
r
y
f
ac
to
r
an
aly
s
is
(
C
FA)
u
s
in
g
p
ar
tial
least
s
q
u
ar
e
(
PLS)
th
r
o
u
g
h
s
m
ar
tPLS
s
o
f
twar
e
v
er
s
io
n
3
.
2
.
8
.
d
ev
el
o
p
ed
b
y
W
o
ld
in
1974
[
6
2
]
.
Ou
ter
m
o
d
els
ar
e
u
s
ed
to
d
eter
m
in
e
th
e
co
n
s
tr
u
ct
v
alid
i
ty
an
d
r
eliab
ilit
y
.
T
h
e
d
ir
ec
tio
n
o
f
th
e
in
d
icato
r
d
eter
m
in
es
th
e
u
s
e
o
f
th
e
o
u
ter
m
o
d
el
e
v
alu
atio
n
m
eth
o
d
t
y
p
e
.
T
h
e
n
ex
t
s
tag
e
is
e
v
alu
atin
g
th
e
in
n
e
r
m
o
d
el
i
n
th
r
ee
way
s
,
n
am
ely
;
First,
b
y
lo
o
k
in
g
at
th
e
v
al
u
e
o
f
th
e
d
eter
m
in
an
t
co
ef
f
icien
t
(
R
2
)
to
m
ea
s
u
r
e
th
e
lev
el
o
f
v
ar
i
atio
n
in
ch
an
g
es
in
ex
o
g
en
o
u
s
v
ar
iab
les
to
war
d
s
en
d
o
g
e
n
o
u
s
v
ar
ia
b
les.
I
f
R
2
>0
.
2
,
th
en
th
e
p
r
o
p
o
s
ed
p
r
ed
icti
o
n
m
o
d
el
is
g
ettin
g
b
etter
.
Seco
n
d
,
lo
o
k
in
g
at
t
h
e
p
r
ed
ictiv
e
r
elev
an
ce
(
Q
2
)
v
alu
e
is
d
o
n
e
to
m
ea
s
u
r
e
h
o
w
well
th
e
m
o
d
el'
s
o
b
s
er
v
ed
v
alu
e
is
g
en
er
ate
d
.
T
h
e
esti
m
ated
p
ar
am
eter
s
Q
2
v
alu
e
o
f
>0
in
d
icate
s
th
at
th
e
m
o
d
el
h
as
p
r
ed
ictiv
e
r
elev
an
ce
.
T
h
ir
d
,
th
e
Go
F
in
d
ex
is
also
u
s
ed
.
I
t
is
a
n
in
d
ex
th
at
d
escr
ib
es
th
e
o
v
er
all
s
u
itab
ilit
y
o
f
th
e
m
o
d
e
l
ca
lcu
lated
f
r
o
m
th
e
p
r
ed
icted
m
o
d
el'
s
s
q
u
ar
ed
r
esid
u
als
co
m
p
ar
ed
to
th
e
ac
t
u
al
d
ata.
T
h
e
cr
iter
ia
f
o
r
a
Go
F
v
alu
e
o
f
0
.
1
a
r
e
s
m
all
(
Go
F sma
ll),
0
.
2
5
(
Go
F m
o
d
er
ate)
,
0
.
3
6
(
Go
F lar
g
e
)
[
6
2
]
.
E
x
o
g
en
o
u
s
c
o
n
s
tr
u
ct
h
y
p
o
th
e
s
is
te
s
tin
g
f
o
r
en
d
o
g
en
o
u
s
c
o
n
s
tr
u
cts
is
d
o
n
e
b
y
test
in
g
p
r
ed
ictiv
e
r
elev
an
ce
,
u
s
in
g
t
h
e
b
o
o
ts
tr
ap
p
in
g
r
esam
p
lin
g
m
eth
o
d
d
e
v
el
o
p
ed
b
y
Geiss
er
[
62
]
.
T
h
e
test
s
tatis
tic
u
s
ed
was
th
e
t
-
test
,
th
e
t
-
s
tatis
tic
v
alu
e
o
f
5
%
was
1
.
9
6
.
Hy
p
o
th
e
s
is
tes
t
in
g
u
s
in
g
s
m
ar
tPLS
v
er
s
io
n
3
.
2
.
8
.
T
h
e
h
y
p
o
th
esis
is
ac
ce
p
ted
if
th
e
p
-
v
alu
e
s
ig
n
if
ica
n
ce
is
<0
.
0
5
,
an
d
th
e
h
y
p
o
t
h
esis
is
r
ejec
te
d
if
th
e
s
ig
n
if
ican
c
e
v
alu
e
is
>
0
.
0
5
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t J E
v
al
&
R
es E
d
u
c
I
SS
N:
2252
-
8
8
2
2
Th
e
mo
d
el
in
flu
en
ce
o
f a
u
t
h
o
r
ita
r
ia
n
p
a
r
en
tin
g
,
ex
tr
a
ve
r
s
io
n
p
ers
o
n
a
lity,
a
n
d
…
(
P
i
p
ih
Mu
h
o
p
ila
h
)
487
3.
RE
SU
L
T
S
A
ND
D
I
SCU
SS
I
O
N
T
h
e
r
esu
lts
in
th
is
s
tu
d
y
ar
e
d
iv
id
ed
in
to
two
p
ar
ts
,
n
am
ely
t
h
e
r
esu
lts
o
f
o
u
ter
m
o
d
el
test
i
n
g
an
d
th
e
r
esu
lts
o
f
in
n
e
r
m
o
d
el
test
in
g
.
Ou
ter
m
o
d
el
test
in
g
aim
s
to
t
est
th
e
m
ea
s
u
r
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en
t
m
o
d
el,
a
n
d
th
e
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n
e
r
m
o
d
el
test
in
g
aim
s
to
test
th
e
s
tr
u
ctu
r
al
m
o
d
el.
3
.
1
.
T
est
re
s
u
lt
o
f
t
he
m
e
a
s
urem
ent
m
o
del
T
h
e
o
u
ter
m
o
d
el
a
n
aly
s
is
in
clu
d
es
co
n
v
er
g
en
t
v
alid
ity
test
,
d
is
cr
im
in
an
t
v
alid
ity
test
,
co
m
p
o
s
ite
r
eliab
ilit
y
test
,
an
d
C
r
o
n
b
ac
h
alp
h
a
r
eliab
ilit
y
test
.
3
.
1
.
1
.
Co
nv
er
g
ent
v
a
lid
it
y
t
e
s
t
C
o
n
v
er
g
en
t v
alid
ity
ca
n
b
e
s
e
en
f
r
o
m
th
e
lo
a
d
in
g
f
ac
to
r
v
al
u
e
o
n
ea
c
h
in
d
icato
r
(
item
)
a
n
d
th
e
v
alu
e
o
f
av
er
ag
e
v
a
r
ian
ce
ex
tr
ac
ted
(
AVE
)
.
A
s
ca
le
i
s
s
aid
to
m
ee
t
co
n
v
er
g
e
n
t v
alid
ity
if
th
e
lo
ad
in
g
f
ac
to
r
v
alu
e
o
f
ea
ch
item
is
>0
.
4
,
an
d
th
e
av
e
r
ag
e
v
ar
ian
ce
ex
tr
ac
te
d
(
AVE
)
v
alu
e
o
f
ea
ch
v
a
r
iab
le
is
>0
.
5
[
6
3
]
.
T
h
e
d
etails
o
f
th
e
lo
a
d
in
g
f
ac
to
r
an
d
AVE
v
alu
e
o
f
ea
ch
v
a
r
iab
le
ca
n
b
e
s
ee
n
in
T
ab
le
3
.
T
ab
le
3
.
L
o
ad
in
g
f
ac
to
r
a
n
d
A
VE
v
alu
e
V
a
r
i
a
b
l
e
Lo
a
d
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n
g
f
a
c
t
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A
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r
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a
r
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e
x
t
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c
t
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d
Ex
p
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a
n
a
t
i
o
n
B
u
l
l
y
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n
g
0
.
4
2
4
-
0
.
8
5
0
0
.
5
0
9
V
a
l
i
d
A
u
t
h
o
r
i
t
a
r
i
a
n
p
a
r
e
n
t
i
n
g
0
.
4
0
5
-
0
.
9
7
7
0
.
5
3
3
V
a
l
i
d
Ex
t
r
a
v
e
r
si
o
n
p
e
r
so
n
a
l
i
t
y
0
.
4
5
6
-
0
.
9
1
5
0
.
5
1
4
V
a
l
i
d
C
o
n
f
o
r
m
i
t
y
0
.
4
7
5
-
0
.
9
6
7
0
.
5
1
5
V
a
l
i
d
B
ased
o
n
T
ab
le
3
,
it
is
k
n
o
wn
th
at
th
e
lo
ad
in
g
f
ac
to
r
v
alu
e
an
d
th
e
av
er
ag
e
v
ar
ian
c
e
ex
tr
ac
ted
(
AVE
)
v
alu
e
o
f
ea
c
h
v
ar
iab
le
h
av
e
f
u
lf
illed
th
e
c
r
iter
ia
s
o
th
at
it
ca
n
b
e
co
n
clu
d
e
d
th
at
all
r
esear
ch
v
ar
iab
les
h
av
e
m
et
th
e
r
eq
u
ir
e
m
en
ts
o
f
co
n
v
er
g
en
t v
alid
ity
.
3
.
1
.
2
.
Dis
cr
im
ina
nt
v
a
lid
it
y
t
est
Dis
cr
im
in
an
t
v
alid
ity
ca
n
b
e
s
ee
n
b
y
co
m
p
ar
in
g
th
e
a
v
er
a
g
e
v
ar
ian
ce
ex
tr
ac
ted
(
AVE
)
r
o
o
t
v
alu
e
b
etwe
en
v
ar
ia
b
les.
A
s
ca
le
is
s
aid
to
b
e
v
alid
i
f
th
e
av
er
a
g
e
v
ar
ian
ce
ex
tr
ac
ted
(
AVE
)
r
o
o
t
co
r
r
elatio
n
v
al
u
e
o
f
ea
ch
v
ar
iab
le
is
h
ig
h
er
th
an
th
e
av
er
ag
e
v
ar
ian
ce
ex
t
r
ac
ted
(
AVE
)
r
o
o
t
co
r
r
elatio
n
v
alu
e
with
o
th
er
v
ar
iab
les [
6
3
]
.
T
h
e
r
o
o
t
v
alu
e
o
f
th
e
av
e
r
ag
e
v
ar
ian
ce
e
x
tr
ac
ted
(
AVE
)
in
th
is
s
tu
d
y
ca
n
b
e
s
ee
n
in
T
ab
le
4
.
T
ab
le
4
.
R
o
o
t
v
alu
e
o
f
av
er
a
g
e
v
ar
ian
ce
ex
t
r
ac
ted
(
AVE
)
o
f
b
u
lly
in
g
,
au
th
o
r
itar
ian
p
a
r
en
ti
n
g
,
ex
tr
a
v
er
s
io
n
p
er
s
o
n
ality
,
an
d
co
n
f
o
r
m
ity
B
u
l
l
y
i
n
g
A
u
t
h
o
r
i
t
a
r
i
a
n
p
a
r
e
n
t
i
n
g
Ex
t
r
a
v
e
r
si
o
n
p
e
r
so
n
a
l
i
t
y
C
o
n
f
o
r
m
i
t
y
B
u
l
l
y
i
n
g
0
.
7
1
3
0
.
2
1
2
0
.
4
7
3
0
.
3
2
3
A
u
t
h
o
r
i
t
a
r
i
a
n
p
a
r
e
n
t
i
n
g
0
.
2
1
2
0
.
7
3
0
-
0
.
1
3
8
-
0
.
0
3
1
Ex
t
r
a
v
e
r
si
o
n
p
e
r
so
n
a
l
i
t
y
0
.
4
7
3
-
0
.
1
3
8
0
.
7
1
7
0
.
1
6
2
C
o
n
f
o
r
m
i
t
y
0
.
3
2
3
-
0
.
0
3
1
0
.
1
6
2
0
.
7
1
8
B
ased
o
n
th
e
d
ata
in
T
ab
le
4
,
it
is
k
n
o
wn
th
at
th
e
av
er
ag
e
v
ar
ian
ce
ex
tr
ac
ted
(
AVE
)
r
o
o
t
co
r
r
elatio
n
v
alu
e
f
o
r
ea
ch
v
ar
iab
le
is
h
ig
h
er
th
an
th
e
av
er
ag
e
v
ar
ian
ce
e
x
tr
ac
ted
(
AVE
)
r
o
o
t
co
r
r
elatio
n
v
alu
e
with
o
th
er
v
ar
iab
les
.
I
t c
an
b
e
s
aid
th
at
al
l v
ar
iab
les in
th
is
s
tu
d
y
m
ee
t t
h
e
d
is
cr
im
in
an
t v
alid
ity
r
eq
u
ir
em
en
ts
.
3
.
1
.
3
.
R
elia
bil
it
y
R
eliab
ilit
y
in
PLS
ca
n
b
e
s
ee
n
f
r
o
m
t
h
e
c
o
m
p
o
s
i
t
e
r
e
l
i
a
b
i
l
i
t
y
a
n
d
C
r
o
n
b
a
c
h
a
l
p
h
a
.
A
v
a
r
i
a
b
l
e
i
s
s
a
i
d
to
b
e
r
eliab
le
if
it
h
as
th
e
c
o
m
p
o
s
i
t
e
r
e
l
i
a
b
i
l
i
t
y
a
n
d
C
r
o
n
b
a
c
h
a
l
p
h
a
v
a
l
u
e
s
o
f
>
0
.
7
a
n
d
0
.
6
a
r
e
s
t
i
l
l
a
c
c
e
p
t
a
b
l
e
[
6
3
]
.
I
n
ad
d
itio
n
,
ac
co
r
d
in
g
t
o
C
o
o
p
er
,
th
e
av
er
a
g
e
v
ar
ian
ce
e
x
tr
ac
ted
(
AVE
)
v
alu
e
o
f
>0
.
5
f
u
r
th
er
s
u
p
p
o
r
ted
r
eliab
ilit
y
b
ec
au
s
e
b
y
f
u
lf
illi
n
g
th
e
co
n
s
tr
u
ct
v
alid
ity
,
t
h
e
v
alid
co
n
s
tr
u
ct
is
a
r
eliab
le
co
n
s
tr
u
ct
[
6
4
]
.
T
h
e
v
alu
e
o
f
co
m
p
o
s
ite
r
eliab
ilit
y
an
d
C
r
o
n
b
ac
h
alp
h
a
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ased
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ased
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ased
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b
u
lly
in
g
m
o
d
el
th
at
p
r
o
d
u
ce
s
a
tr
an
s
ac
tio
n
al
m
o
d
el
o
f
th
e
r
elatio
n
s
h
ip
b
etwe
en
m
ater
n
al
b
e
h
av
io
r
,
ex
p
er
ien
ce
s
o
f
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in
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Evaluation Warning : The document was created with Spire.PDF for Python.
I
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t J E
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&
R
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I
SS
N:
2252
-
8
8
2
2
Th
e
mo
d
el
in
flu
en
ce
o
f a
u
t
h
o
r
ita
r
ia
n
p
a
r
en
tin
g
,
ex
tr
a
ve
r
s
io
n
p
ers
o
n
a
lity,
a
n
d
…
(
P
i
p
ih
Mu
h
o
p
ila
h
)
489
ch
ild
h
o
o
d
,
an
d
b
u
lly
in
g
[
6
5
]
.
Oth
er
s
tu
d
i
es
h
av
e
p
r
o
d
u
ce
d
f
o
r
g
iv
en
ess
an
d
r
ec
o
n
ciliatio
n
(
p
ea
ce
)
m
o
d
els
th
at
d
ir
ec
tly
p
r
ed
ict
lo
wer
b
u
lly
in
g
b
eh
av
i
o
r
,
with
ad
a
p
tiv
e
s
h
a
m
e
an
d
s
h
am
e
ac
k
n
o
wled
g
m
e
n
t
af
f
ec
tin
g
in
d
ir
ec
t
b
u
lly
in
g
[
6
6
]
.
I
n
co
m
p
a
r
is
o
n
to
o
th
er
r
esear
ch
,
th
e
p
r
esen
t
s
tu
d
y
ca
n
ar
g
u
a
b
ly
b
e
s
aid
to
h
av
e
n
o
v
elty
.
Fo
r
ex
am
p
le,
Gar
an
d
ea
u
,
et
a
l.
[
6
7
]
r
esear
ch
e
x
am
in
e
th
e
m
o
d
el
o
f
th
e
in
f
l
u
en
ce
o
f
class
s
i
ze
an
d
class
s
tatu
s
h
ier
ar
ch
y
o
n
b
u
lly
in
g
b
eh
av
i
o
r
.
R
o
lan
d
an
d
I
d
s
o
e
[
6
8
]
r
e
s
ea
r
ch
,
f
u
r
th
e
r
m
o
r
e
,
h
as
ex
a
m
in
ed
th
e
m
o
d
el
o
f
p
r
o
ac
tiv
e
a
g
g
r
ess
iv
e
n
ess
,
b
u
ll
y
in
g
o
t
h
er
s
,
p
r
o
ac
tiv
e
p
o
wer
,
an
d
p
r
o
ac
tiv
e
af
f
iliatio
n
,
wh
ic
h
ar
e
p
r
o
v
e
n
to
b
e
in
f
lu
en
cin
g
b
u
lly
i
n
g
b
e
h
av
io
r
.
Po
zz
o
li,
et
a
l.
[
5
7
]
ex
am
in
e
th
e
ef
f
ec
t
o
f
m
o
r
al
d
is
en
g
a
g
em
en
t
m
ec
h
an
is
m
s
an
d
in
ter
-
class
v
ar
iab
ilit
y
o
n
b
u
lly
in
g
b
e
h
av
io
r
.
T
h
is
r
esear
ch
also
h
as
a
n
o
v
elty
wh
ich
is
r
esu
lted
f
r
o
m
t
h
e
way
th
e
d
ata
ar
e
an
aly
ze
d
an
d
th
e
tech
n
iq
u
es
u
s
ed
.
I
n
th
is
s
tu
d
y
,
d
ata
a
n
aly
s
is
was
p
er
f
o
r
m
ed
with
p
ar
tial
least
s
q
u
ar
e
(
PLS)
.
I
n
co
n
tr
ast,
p
r
ev
io
u
s
s
tu
d
ies o
f
b
u
lly
in
g
b
eh
av
io
r
h
a
v
e
u
s
e
d
s
t
r
u
c
t
u
r
a
l
e
q
u
a
t
i
o
n
m
o
d
e
l
i
n
g
(
S
E
M
)
w
i
t
h
t
h
e
M
p
l
u
s
p
r
o
g
r
a
m
[
6
5
]
,
s
tr
u
ctu
r
al
eq
u
atio
n
m
o
d
elin
g
(
SEM
)
with
th
e
Am
o
s
p
r
o
g
r
a
m
[
6
6
]
,
[
69
]
,
[
7
0
]
,
s
tr
u
ctu
r
al
eq
u
atio
n
m
o
d
elin
g
(
SEM
)
with
th
e
L
is
r
el
p
r
o
g
r
a
m
[
5
7
]
,
[
6
8
]
,
a
n
d
r
e
g
r
ess
io
n
a
n
aly
s
is
with
th
e
I
B
M
SP
S
S p
r
o
g
r
am
[
7
1
]
-
[
7
4
]
.
T
h
is
s
tu
d
y
'
s
r
esu
lts
in
d
icate
a
v
er
y
s
ig
n
if
ican
t
p
o
s
itiv
e
ef
f
ec
t
o
n
au
th
o
r
itar
ian
p
ar
en
tin
g
to
war
d
s
b
u
lly
in
g
b
eh
a
v
io
r
i
n
s
tu
d
en
ts
.
T
h
e
in
f
lu
en
ce
o
f
a
u
th
o
r
itar
ian
p
ar
e
n
tin
g
o
n
b
u
lly
in
g
b
e
h
a
v
io
r
is
r
elev
a
n
t
to
p
r
ev
io
u
s
s
tu
d
ies
s
h
o
win
g
th
a
t
au
th
o
r
itar
ian
p
ar
e
n
tin
g
h
as
a
p
o
s
itiv
e
ef
f
ec
t
o
n
b
u
lly
i
n
g
[
6
9
]
.
Au
th
o
r
itar
ian
p
ar
en
tin
g
is
ch
ar
ac
te
r
ized
b
y
ass
er
tiv
en
ess
an
d
co
er
cio
n
b
y
p
ar
en
ts
r
elate
d
to
h
i
g
h
b
u
lly
in
g
[
3
0
]
an
d
ca
n
b
e
a
p
r
ed
icto
r
o
f
b
u
lly
i
n
g
[
7
0
]
.
Au
th
o
r
itar
ian
p
ar
en
tin
g
h
as
a
p
o
s
itiv
e
ass
o
ciatio
n
with
th
e
e
x
p
e
r
ien
ce
o
f
b
u
lly
in
g
.
L
ac
k
o
f
f
r
ee
d
o
m
to
c
o
n
tr
o
l
o
n
eself
at
h
o
m
e
as
a
r
esu
lt
o
f
au
th
o
r
itar
ian
p
ar
en
tin
g
m
ak
es
s
tu
d
en
ts
en
g
ag
e
i
n
b
u
lly
in
g
b
eh
av
i
o
r
at
s
ch
o
o
l.
T
h
at
is
b
ec
au
s
e
b
u
lly
in
g
m
ak
es
an
in
d
iv
id
u
al
g
ain
p
o
wer
th
at
m
ak
es th
em
ab
le
to
co
n
tr
o
l o
t
h
er
s
[
7
1
].
Au
th
o
r
itar
ian
p
ar
e
n
ts
ex
h
ib
it
d
em
an
d
in
g
an
d
r
ig
i
d
b
eh
av
i
o
r
b
u
t
ar
e
u
n
r
esp
o
n
s
iv
e
an
d
d
o
n
o
t
p
r
o
v
id
e
s
u
p
p
o
r
t
t
o
th
eir
ch
ild
r
e
n
s
o
th
at
ch
ild
r
en
f
ee
l
t
h
at
co
m
p
etitiv
en
ess
,
p
o
wer
,
an
d
au
t
h
o
r
itar
i
an
is
m
ar
e
ess
en
tial
to
h
av
e
f
r
ee
d
o
m
o
f
b
e
h
av
io
r
[
3
0
]
.
Stu
d
en
t
s
with
au
th
o
r
it
ar
ian
p
ar
en
ts
d
e
v
elo
p
an
am
b
ig
u
o
u
s
m
ea
n
in
g
o
f
r
elatio
n
s
h
ip
s
with
p
ee
r
s
s
o
t
h
at
th
ey
ten
d
to
m
ain
tain
th
e
s
tatu
s
o
f
th
eir
p
ee
r
s
b
y
s
h
o
win
g
b
eh
av
io
r
th
at
th
r
ea
ten
s
o
th
e
r
s
.
Par
en
ts
wh
o
d
o
n
o
t
in
v
ite
th
eir
ch
ild
r
e
n
to
h
av
e
a
d
is
cu
s
s
io
n
also
m
ak
e
th
e
ch
ild
r
en
ex
p
er
ien
ce
lim
ited
ab
ilit
y
to
p
r
o
ce
s
s
in
f
o
r
m
atio
n
,
s
o
th
ey
d
o
n
o
t
h
a
v
e
th
e
a
b
ilit
y
to
d
is
cu
s
s
with
o
th
er
s
to
s
o
lv
e
th
e
p
r
o
b
lem
.
T
h
is
m
a
k
es
s
tu
d
en
ts
s
o
lv
e
p
r
o
b
lem
s
i
n
way
s
t
h
ey
th
in
k
is
ea
s
ier
,
n
am
ely
,
b
y
u
s
in
g
p
h
y
s
ical
v
io
len
ce
[
7
2
]
.
Stu
d
e
n
ts
wh
o
o
f
ten
ex
p
er
ien
ce
v
e
r
b
al
an
d
p
h
y
s
ical
v
io
len
ce
ten
d
to
ex
p
er
ie
n
ce
th
e
lear
n
in
g
p
r
o
ce
s
s
o
f
th
eir
p
ar
e
n
ts
'
b
eh
av
io
r
an
d
im
itate
th
em
,
s
o
th
ey
ten
d
to
b
ec
o
m
e
p
e
r
p
etr
ato
r
s
o
f
b
u
lly
i
n
g
at
s
ch
o
o
l [
7
5
]
.
T
h
e
r
esu
lt
o
f
th
is
s
tu
d
y
also
s
h
o
ws
a
v
er
y
s
ig
n
if
ican
t
p
o
s
itiv
e
co
r
r
elatio
n
b
etwe
en
ex
tr
av
er
s
io
n
p
er
s
o
n
ality
o
n
b
u
lly
in
g
.
T
h
is
is
r
elev
an
t
to
th
e
f
in
d
in
g
s
o
f
Ko
k
k
in
o
s
,
et
a
l.
[
7
6
]
an
d
Z
o
u
,
et
a
l.
[
7
7
]
,
wh
ich
s
h
o
w
th
at
ex
tr
av
er
s
io
n
p
er
s
o
n
ality
ca
n
b
e
a
p
r
ed
icto
r
o
f
b
u
lly
in
g
.
Mitso
p
o
u
lo
u
,
et
a
l.
[
7
8
]
r
esear
ch
als
o
s
tates
th
at
ad
o
lescen
ts
in
th
e
b
u
lly
in
g
g
r
o
u
p
ten
d
to
h
av
e
a
h
ig
h
ex
tr
av
e
r
s
io
n
le
v
el.
B
esid
es,
Sch
o
lte
,
et
a
l.
[
7
9
]
s
u
g
g
est
th
at
e
x
tr
av
er
s
io
n
p
e
r
s
o
n
ality
is
r
elate
d
to
b
u
lly
in
g
.
Oth
er
r
esear
ch
r
esu
lts
also
s
h
o
w
th
at
e
x
tr
av
er
s
io
n
p
er
s
o
n
ality
is
p
o
s
itiv
ely
r
elate
d
to
b
u
ll
y
in
g
[
8
0
]
.
T
ee
n
ag
er
s
wh
o
h
av
e
h
ig
h
ex
t
r
av
er
s
io
n
ten
d
to
b
e
p
o
p
u
lar
a
m
o
n
g
th
ei
r
f
r
ien
d
s
,
an
d
t
h
ey
t
en
d
to
d
o
m
o
r
e
b
u
lly
in
g
[
8
1
]
.
T
h
is
s
h
o
w
s
th
at
b
u
l
l
y
i
n
g
a
c
t
o
r
s
c
a
n
b
e
h
a
v
e
f
r
i
e
n
d
l
y
a
n
d
b
e
p
o
p
u
l
a
r
a
m
o
n
g
t
h
e
i
r
f
r
i
e
n
d
s
[
7
7
]
.
B
u
lly
in
g
is
u
s
ed
as
a
m
ea
n
s
t
o
s
h
o
w
s
o
cial
d
o
m
i
n
an
ce
to
o
th
er
s
wh
o
h
a
v
e
lo
wer
p
o
wer
[
8
2
]
.
T
ee
n
ag
er
s
wh
o
h
av
e
h
ig
h
ex
tr
a
v
er
s
io
n
a
n
d
a
r
e
in
a
g
r
o
u
p
o
f
b
u
lly
in
g
wil
l
also
f
in
d
it
ea
s
ier
to
b
u
lly
o
th
er
s
o
r
h
elp
th
eir
f
r
ien
d
s
to
b
u
lly
o
th
er
s
[
7
8
]
.
T
ee
n
ag
er
s
with
a
h
ig
h
d
esire
to
g
et
alo
n
g
ar
e
alwa
y
s
lo
o
k
in
g
f
o
r
s
tim
u
latio
n
f
r
o
m
o
u
ts
id
e
[
8
3
]
.
I
f
th
is
is
ac
co
m
p
an
ied
b
y
p
o
o
r
s
elf
-
d
is
cip
lin
e
a
n
d
im
p
u
ls
iv
ity
,
th
e
n
it
will
en
co
u
r
ag
e
i
n
d
iv
id
u
als
to
ea
s
ily
d
o
n
e
g
ativ
e
th
in
g
s
,
es
p
ec
ially
to
p
eo
p
le
wh
o
a
r
e
co
n
s
id
er
ed
wea
k
er
th
a
n
th
em
.
Oth
er
r
esu
lts
f
r
o
m
th
is
s
tu
d
y
in
d
icate
th
at
c
o
n
f
o
r
m
ity
h
as
a
p
o
s
itiv
e
an
d
v
er
y
s
ig
n
if
ican
t
ef
f
ec
t
o
n
b
u
lly
in
g
.
C
o
n
n
ec
tio
n
s
with
o
t
h
er
p
eo
p
le
(
co
n
n
ec
ted
n
ess
)
d
e
ter
m
in
e
b
u
lly
i
n
g
.
T
h
is
is
b
ec
au
s
e
b
u
lly
in
g
o
cc
u
r
s
with
p
ee
r
s
'
s
u
p
p
o
r
t,
an
d
p
ee
r
s
u
p
p
o
r
t
f
u
r
t
h
er
e
n
co
u
r
ag
es
p
e
r
p
etr
ato
r
s
to
d
o
th
e
b
u
lly
in
g
.
T
h
e
r
esu
lts
o
f
th
is
s
tu
d
y
ar
e
r
elev
a
n
t
to
th
e
r
esu
lts
o
f
p
r
ev
i
o
u
s
s
tu
d
ies,
wh
ich
s
h
o
w
th
at
th
e
d
esire
to
a
d
ju
s
t
to
cu
ltu
r
al
an
d
g
en
d
er
s
ter
eo
ty
p
es
wid
en
s
th
e
r
is
k
s
f
o
r
t
e
e
n
s
t
o
p
a
r
t
i
c
i
p
a
t
e
i
n
v
i
o
l
e
n
c
e
[
8
4
]
.
O
t
h
e
r
r
e
s
u
l
t
s
s
h
o
w
t
h
a
t
p
e
e
r
p
r
e
s
s
u
r
e
i
n
f
l
u
e
n
c
e
s
a
d
o
l
e
s
c
e
n
t
i
n
v
o
l
v
e
m
e
n
t
i
n
b
u
l
l
y
i
n
g
[
8
5
]
,
a
n
d
b
u
l
l
y
i
n
g
o
c
c
u
r
s
b
e
c
a
u
s
e
o
f
t
h
e
n
e
e
d
t
o
co
n
f
o
r
m
[
5
8
]
.
T
h
er
e
a
r
e
s
ev
er
al
th
in
g
s
th
at
m
ak
e
s
tu
d
e
n
ts
co
n
f
o
r
m
to
b
u
lly
in
g
b
e
h
av
io
r
s
u
ch
as
n
o
r
m
s
,
ex
ter
n
a
l
lo
cu
s
o
f
co
n
tr
o
l,
s
tu
d
en
t
attitu
d
es
to
war
d
s
b
u
lly
in
g
b
eh
a
v
io
r
,
an
d
co
m
m
u
n
ity
in
ter
ac
t
io
n
.
No
r
m
s
in
th
e
class
r
o
o
m
,
f
o
r
ex
a
m
p
le,
a
f
f
ec
t
s
tu
d
en
t
attitu
d
es
o
n
w
h
eth
er
h
e/sh
e
will
co
n
f
o
r
m
to
b
u
lly
i
n
g
b
e
h
av
io
r
o
r
n
o
t.
W
h
en
th
e
n
o
r
m
s
allo
w
b
u
lly
i
n
g
,
in
d
i
v
id
u
als
will
co
n
f
o
r
m
to
b
u
l
ly
in
g
,
b
u
t
i
f
th
e
n
o
r
m
s
p
r
o
h
i
b
it
b
u
lly
in
g
,
s
tu
d
en
ts
will
n
o
t
co
n
f
o
r
m
[
6
1
]
.
Stu
d
en
ts
with
a
lo
w
ex
ter
n
al
lo
cu
s
o
f
co
n
tr
o
l
an
d
a
p
o
s
itiv
e
attitu
d
e
to
war
d
s
b
u
lly
in
g
ten
d
to
b
e
p
r
o
n
e
to
p
ar
ticip
ate
in
b
u
lly
in
g
[
6
0
]
.
B
esid
es,
co
m
m
u
n
ity
o
r
ien
tat
io
n
also
in
f
lu
en
c
es
co
n
f
o
r
m
ity
.
C
o
u
n
tr
ies
th
at
h
a
v
e
a
h
ig
h
e
r
le
v
el
o
f
c
o
llectiv
is
m
ten
d
t
o
h
av
e
a
lo
wer
lev
el
o
f
b
u
lly
i
n
g
.
I
n
co
n
tr
ast,
b
u
lly
in
g
o
f
ten
h
ap
p
e
n
s
in
co
u
n
tr
ies
with
h
ig
h
in
d
i
v
id
u
alis
m
lev
els
[
8
6
]
.
T
h
e
in
a
b
ilit
y
to
u
n
d
er
s
tan
d
b
u
lly
in
g
as a
n
an
ti
-
s
o
cial
b
eh
a
v
io
r
also
m
ak
es tee
n
s
co
n
f
o
r
m
to
b
u
lly
in
g
[
5
9
]
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2
2
5
2
-
8
8
2
2
I
n
t
J
E
v
al
&
R
es E
d
u
c
,
Vo
l
.
10
,
No
.
2
,
J
u
n
e
202
1
:
4
8
3
-
4
9
3
490
T
h
e
p
r
esen
t
s
tu
d
y
is
ex
p
ec
ted
to
b
r
in
g
a
b
o
u
t
s
ev
er
al
i
m
p
licatio
n
s
o
n
h
o
w
we
u
n
d
er
s
tan
d
th
e
n
eg
ativ
e
im
p
ac
t
o
f
b
u
lly
in
g
a
n
d
wh
y
b
u
lly
i
n
g
h
ap
p
e
n
s
.
I
t
i
s
f
u
r
th
er
e
x
p
ec
ted
th
at
we
ca
n
r
esto
r
e
an
d
r
eb
u
ild
s
tu
d
en
ts
'
in
t
er
ac
tio
n
p
atter
n
s
.
Hav
in
g
a
d
is
cu
s
s
io
n
with
ch
i
ld
r
en
a
n
d
g
iv
in
g
a
lo
g
ical
ex
p
lan
atio
n
is
n
o
t
an
ea
s
y
task
f
o
r
p
a
r
en
ts
.
Ho
wev
er
,
it
is
ess
en
tial
n
o
t
to
u
s
e
f
o
r
ce
o
r
c
o
er
cio
n
t
o
teac
h
th
eir
ch
ild
r
en
wh
o
h
av
e
d
if
f
er
en
t
ch
ar
ac
te
r
is
tics
.
Sch
o
o
ls
also
p
lay
an
es
s
en
tial
r
o
le
in
tr
ain
in
g
s
tu
d
en
ts
to
b
e
ab
le
to
ch
an
n
el
th
eir
in
ter
ests
an
d
talen
ts
to
th
in
g
s
th
at
ar
e
u
s
ef
u
l.
R
ewa
r
d
s
f
r
o
m
s
ch
o
o
l,
s
u
ch
as
ce
r
tific
ates
o
f
ap
p
r
ec
iatio
n
,
m
ig
h
t
as
well
b
e
im
p
o
r
tan
t
f
o
r
ch
ild
r
en
'
s
m
o
tiv
atio
n
.
Sch
o
o
ls
s
h
o
u
ld
also
u
n
d
er
s
tan
d
w
ell
th
e
d
an
g
er
s
o
f
b
u
lly
in
g
an
d
h
o
w
it c
a
n
b
e
o
v
er
c
o
m
e.
4.
CO
NCLU
SI
O
N
Fin
d
in
g
s
f
r
o
m
th
is
s
tu
d
y
in
d
icate
d
th
at
:
1
)
T
h
e
m
o
d
el
o
f
t
h
e
in
f
lu
en
ce
o
f
au
th
o
r
itar
ian
p
ar
en
tin
g
,
ex
tr
av
er
s
io
n
p
er
s
o
n
ality
,
a
n
d
co
n
f
o
r
m
ity
t
o
b
u
lly
in
g
p
r
o
p
o
s
ed
in
th
is
s
tu
d
y
is
c
o
m
p
atib
l
e
with
em
p
ir
ical
d
ata
o
b
tain
ed
at
th
e
s
tu
d
y
s
ite;
2
)
T
h
er
e
is
a
p
o
s
itiv
e
an
d
v
er
y
s
ig
n
if
ican
t
co
r
r
elatio
n
b
et
wee
n
au
th
o
r
itar
ian
p
ar
en
tin
g
an
d
b
u
lly
in
g
am
o
n
g
s
tu
d
en
ts
in
Yo
g
y
ak
ar
ta.
T
h
e
r
esear
ch
r
ev
ea
ls
th
at
au
th
o
r
itar
ian
p
ar
en
tin
g
h
a
s
b
ee
n
f
o
u
n
d
to
b
e
r
ea
l
ly
in
f
l
u
e
n
tial
to
b
u
lly
in
g
.
T
h
e
r
e
is
a
p
o
s
itiv
e
an
d
v
er
y
s
ig
n
if
ican
t
r
e
latio
n
s
h
ip
b
etwe
en
ex
tr
av
er
s
io
n
p
er
s
o
n
ality
an
d
b
u
lly
in
g
in
s
tu
d
en
ts
in
Yo
g
y
a
k
ar
ta.
T
h
e
h
ig
h
e
r
th
e
ex
tr
av
e
r
s
io
n
p
e
r
s
o
n
ality
,
th
e
h
ig
h
er
th
e
b
u
lly
in
g
ca
n
g
et.
T
h
er
e
is
a
p
o
s
itiv
e
a
n
d
v
er
y
s
ig
n
if
ican
t
in
f
l
u
en
ce
b
etwe
en
c
o
n
f
o
r
m
ity
to
b
u
lly
in
g
in
s
tu
d
en
ts
in
Yo
g
y
ak
ar
ta.
T
h
e
h
i
g
h
e
r
t
h
e
c
o
n
f
o
r
m
i
t
y
,
t
h
e
h
i
g
h
e
r
t
h
e
b
u
l
l
y
i
n
g
.
T
h
u
s
,
t
h
e
m
o
d
e
l
i
n
t
h
i
s
s
t
u
d
y
c
a
n
b
e
u
s
e
d
a
s
a
r
e
f
e
r
e
n
c
e
t
o
h
a
n
d
l
e
b
u
l
l
y
i
n
g
,
b
o
t
h
t
h
e
o
r
e
t
i
c
a
l
l
y
a
n
d
p
r
a
c
t
i
c
a
l
l
y
,
e
s
p
e
c
i
a
l
l
y
i
n
s
t
u
d
e
n
t
s
o
r
ad
o
lescen
ts
.
ACK
NO
WL
E
DG
E
M
E
NT
S
T
h
e
au
th
o
r
s
wo
u
ld
th
an
k
th
e
Min
is
tr
y
o
f
R
esear
ch
a
n
d
T
ec
h
n
o
l
o
g
y
/Natio
n
al
R
esear
ch
an
d
I
n
n
o
v
atio
n
Ag
e
n
cy
,
R
ep
u
b
lic
o
f
I
n
d
o
n
esia
(
R
I
STE
K
-
B
R
I
N)
f
o
r
p
r
o
v
id
in
g
s
u
p
p
o
r
t
an
d
f
u
n
d
in
g
f
o
r
th
e
co
m
p
letio
n
o
f
th
is
r
esear
ch
.
RE
F
E
R
E
NC
E
S
[1
]
R.
E.
Az
u
in
e
a
n
d
G
.
K.
S
i
n
g
h
,
“
M
e
n
to
ri
n
g
,
B
u
ll
y
i
n
g
,
a
n
d
Ed
u
c
a
ti
o
n
a
l
O
u
tco
m
e
s
a
m
o
n
g
US
S
c
h
o
o
l‐Ag
e
d
C
h
il
d
re
n
6
‐1
7
Ye
a
rs,”
T
h
e
J
o
u
r
n
a
l
o
f
S
c
h
o
o
l
He
a
lt
h
,
v
o
l
.
8
9
,
n
o
.
4
,
p
p
.
2
6
7
-
2
7
8
,
2
0
1
9
.
[2
]
D.
Olwe
u
s,
Bu
ll
y
in
g
a
t
S
c
h
o
o
l:
W
h
a
t
W
e
Kn
o
w
a
n
d
W
h
a
t
W
e
Ca
n
Do
.
Vic
to
ria:
B
lac
k
we
ll
P
u
b
li
s
h
in
g
,
1
9
9
3
.
[3
]
M
.
M
.
Ali
,
S
.
F
.
Vira
n
i
a
n
d
A.
Ala
m
a
n
s,
“
Bu
ll
y
in
g
:
It'
s
Im
p
a
c
t
o
n
C
h
il
d
'
s
P
e
rso
n
a
li
ty
,
”
i
-
M
a
n
a
g
e
r's
J
o
u
rn
a
l
o
n
Nu
rs
in
g
,
v
o
l.
6
,
n
o
.
4
,
p
p
.
1
-
5
,
2
0
1
7
.
[4
]
Y.
No
z
a
k
i,
“
Wh
y
Do
Bu
ll
ies
M
a
t
ter?
Th
e
Im
p
a
c
ts o
f
Bu
ll
y
i
n
g
I
n
v
o
lv
e
m
e
n
t
o
n
Ad
o
les
c
e
n
ts’
li
fe
S
a
ti
sfa
c
ti
o
n
Via
an
Ad
a
p
ti
v
e
A
p
p
r
o
a
c
h
,
”
Ch
i
ld
re
n
a
n
d
Y
o
u
t
h
S
e
rv
ice
s R
e
v
iew
,
v
o
l
.
1
0
7
,
p
.
1
0
4
4
8
6
,
2
0
1
9
.
[5
]
J.
A.
Ca
sa
s,
R.
De
l
Re
y
a
n
d
R.
Orte
g
a
-
Ru
iz,
“
Bu
ll
y
i
n
g
a
n
d
Cy
b
e
rb
u
ll
y
in
g
:
C
o
n
v
e
rg
e
n
t
a
n
d
Div
e
rg
e
n
t
P
re
d
icto
r
Va
riab
les
,
”
Co
mp
u
ter
s i
n
Hu
ma
n
Beh
a
v
io
r
,
v
o
l.
2
9
,
n
o
.
3
,
p
p
.
5
80
-
5
8
7
,
2
0
1
3
.
[6
]
S
.
P
a
b
ia
n
a
n
d
H.
Va
n
d
e
b
o
sc
h
,
“
An
In
v
e
stig
a
ti
o
n
o
f
S
h
o
rt
-
Term
Lo
n
g
it
u
d
i
n
a
l
As
so
c
iatio
n
s
b
e
twe
e
n
S
o
c
ial
An
x
iet
y
a
n
d
Vic
ti
m
iza
ti
o
n
a
n
d
P
e
r
p
e
tratio
n
o
f
Trad
it
i
o
n
a
l
Bu
l
ly
i
n
g
a
n
d
C
y
b
e
rb
u
l
ly
i
n
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[7
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[8
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[9
]
H.
T.
H.
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T.
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.
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Ca
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Tran
a
n
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.
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0
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1
]
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[1
2
]
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3
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.
[1
3
]
B.
G
a
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“
S
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Tru
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d
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[1
4
]
J.
Ju
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Y.
Wan
g
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G
.
Es
p
in
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z
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,
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Bu
ll
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[1
5
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I.
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.
S
trø
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.
Th
o
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.
We
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6
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L.
To
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,
A.
J.
F
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.
Ch
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o
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.
Lo
m
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7
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P
.
R.
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Ko
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sz
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1
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[1
8
]
I.
D.
S
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tt
ir,
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.
H.
G
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d
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o
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.
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[1
9
]
M
.
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.
Tt
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P
.
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.
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0
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J.
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.
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.
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,
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Die
teric
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a
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.
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to
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1
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C.
B.
R.
Ev
a
n
s,
P
.
R.
S
m
o
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o
ws
k
i,
R.
A.
Ro
se
,
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.
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.
M
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rc
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d
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J.
M
a
rsh
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Cu
m
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lativ
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ll
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d
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A
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[2
2
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P
.
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Ha
wle
y
,
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P
ro
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ial
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C
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3
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.
2
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9
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2
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.
[2
3
]
D.
P
.
F
a
rrin
g
to
n
a
n
d
M
.
M
.
Tt
o
fi,
“
Bu
ll
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P
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2
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.
2
,
p
p
.
9
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-
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8
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2
0
1
1
.
[2
4
]
E.
H.
Br
u
y
n
,
A.
H.
N.
Ci
ll
e
ss
e
n
a
n
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I.
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Wi
ss
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,
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As
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V
i
c
t
i
m
i
z
a
t
i
o
n
i
n
E
a
r
l
y
A
d
o
l
e
s
c
e
n
c
e
,
”
T
h
e
J
o
u
r
n
a
l
o
f
E
a
r
l
y
A
d
o
l
e
s
c
e
n
c
e
,
v
o
l
.
3
0
,
n
o
.
4
,
p
p
.
5
4
3
-
5
6
6
,
2
0
1
0
.
[2
5
]
K.
L.
He
a
ly
,
M
.
R.
S
a
n
d
e
rs
a
n
d
A.
Ly
e
r,
“
P
a
re
n
ti
n
g
P
ra
c
ti
c
e
s,
Ch
il
d
re
n
’s
P
e
e
r
Re
latio
n
sh
ip
s
a
n
d
B
e
in
g
B
u
ll
ied
a
t
S
c
h
o
o
l,
”
J
o
u
rn
a
l
o
f
Ch
il
d
a
n
d
F
a
mily S
tu
d
y
,
v
o
l.
2
4
,
n
o
.
1
,
p
p
.
1
2
7
-
1
4
0
,
2
0
1
5
.
[2
6
]
B.
Co
l
o
ro
so
,
T
h
e
Bu
ll
y
,
T
h
e
Bu
l
li
e
d
a
n
d
T
h
e
Bys
ta
n
d
e
r
.
C
o
lo
ra
d
o
:
Ha
rp
e
r
Re
so
u
rc
e
,
2
0
0
3
.
[2
7
]
R.
Dix
o
n
a
n
d
P
.
K.
S
m
it
h
,
Ret
h
in
k
in
g
S
c
h
o
o
l
Bu
ll
y
in
g
:
T
o
w
a
rd
s
a
n
I
n
teg
ra
ted
M
o
d
e
l
.
Ne
w
Yo
rk
:
Ca
m
b
ri
d
g
e
Un
iv
e
rsity
P
re
ss
,
2
0
1
1
.
[2
8
]
S
.
N.
G
e
o
rg
io
u
,
M
.
Io
a
n
n
o
u
a
n
d
P
.
S
tav
r
in
i
d
e
s,
“
P
a
re
n
ti
n
g
S
t
y
les
a
n
d
Bu
l
ly
i
n
g
a
t
S
c
h
o
o
l:
Th
e
M
e
d
iatin
g
Ro
le
o
f
Lo
c
u
s o
f
Co
n
tro
l,
”
In
ter
n
a
ti
o
n
a
l
J
o
u
rn
a
l
o
f
S
c
h
o
o
l
&
E
d
u
c
a
t
io
n
a
l
Psy
c
h
o
lo
g
y
,
v
o
l.
5
,
n
o
.
4
,
p
p
.
2
2
6
-
2
4
2
,
2
0
1
7
.
[2
9
]
O.
G
.
Ortiz,
E.
M
.
Ro
m
e
ra
a
n
d
R.
O.
Ru
iz,
“
P
a
re
n
ti
n
g
S
ty
les
a
n
d
Bu
ll
y
in
g
:
T
h
e
M
e
d
iatin
g
R
o
le
o
f
P
a
re
n
tal
P
sy
c
h
o
l
o
g
ica
l
Ag
g
re
ss
io
n
a
n
d
P
h
y
sic
a
l
P
u
n
ish
m
e
n
t,
”
C
h
il
d
Ab
u
se
&
Ne
g
lec
t
,
v
o
l
.
5
1
,
p
p
.
1
3
2
-
1
4
3
,
2
0
1
5
.
[3
0
]
I.
M
a
rtí
n
e
z
,
S
.
M
u
r
g
u
i,
O.
F
.
G
a
r
c
ía
a
n
d
F
.
G
a
rc
ía,
“
P
a
r
e
n
t
i
n
g
i
n
t
h
e
D
i
g
i
t
a
l
E
r
a
:
P
r
o
t
e
c
t
i
v
e
a
n
d
R
i
s
k
P
a
r
e
n
t
i
n
g
S
t
y
l
e
s
f
o
r
T
r
a
d
i
t
i
o
n
a
l
B
u
l
l
y
i
n
g
a
n
d
C
y
b
e
r
b
u
l
l
y
i
n
g
V
i
c
t
i
m
i
z
a
t
i
o
n
,
”
C
o
m
p
u
t
e
r
s
i
n
H
u
m
a
n
B
e
h
a
v
i
o
r
,
v
o
l
.
9
0
,
p
p
.
8
4
-
9
2
,
2
0
1
9
.
[3
1
]
D.
Ba
u
m
rin
d
,
“
Au
t
h
o
rit
a
rian
v
s.
Au
th
o
rit
a
ti
v
e
P
a
re
n
tal
Co
n
tro
l,
”
Ad
o
les
c
e
n
c
e
,
v
o
l.
3
,
n
o
.
1
1
,
p
.
2
5
5
,
1
9
6
8
.
[3
2
]
C.
C.
R
o
b
in
so
n
,
B.
M
a
n
d
lec
o
,
S
.
F
.
Olse
n
a
n
d
C
.
H.
Ha
rt,
“
Au
t
h
o
rit
a
ti
v
e
,
A
u
th
o
rit
a
rian
,
a
n
d
p
e
rm
issiv
e
P
a
re
n
ti
n
g
P
ra
c
ti
c
e
s: De
v
e
lo
p
m
e
n
t
o
f
a
Ne
w M
e
a
su
re
,
”
Psy
c
h
o
lo
g
ica
l
Rep
o
rt
s
,
v
o
l
.
7
7
,
n
o
.
3
,
p
p
.
8
1
9
-
8
3
0
,
1
9
9
5
.
[3
3
]
S
.
M
o
sc
a
telli
a
n
d
M
.
Ru
b
in
i
,
“
P
a
re
n
ti
n
g
S
t
y
le
in
A
d
o
les
c
e
n
c
e
:
Th
e
Ro
l
e
o
f
Warm
th
,
S
tri
c
tn
e
ss
,
a
n
d
P
sy
c
h
o
l
o
g
ica
l
Au
to
n
o
m
y
G
ra
n
ti
n
g
i
n
I
n
flu
e
n
c
in
g
Co
ll
e
c
ti
v
e
S
e
lf
-
Estee
m
a
n
d
Ex
p
e
c
tatio
n
s
f
o
r
T
h
e
F
u
tu
re
,
”
H
a
n
d
b
o
o
k
o
f
Pa
re
n
ti
n
g
:
S
tyle
s,
S
tre
ss
&
S
tr
a
te
g
ies
,
p
p
.
3
4
2
-
3
4
9
,
2
0
1
1
.
[3
4
]
S
.
T
.
Lere
y
a
,
M
.
S
a
m
a
ra
a
n
d
D.
Wo
lk
e
,
“
P
a
re
n
ti
n
g
Be
h
a
v
i
o
r
a
n
d
T
h
e
Ris
k
o
f
Be
c
o
m
in
g
A
Vic
ti
m
a
n
d
a
Bu
ll
y
/Victim:
A M
e
ta
-
An
a
ly
sis
S
tu
d
y
,
”
Ch
i
ld
Ab
u
se
&
Ne
g
lec
t
,
v
o
l.
3
7
,
n
o
.
1
2
,
p
p
.
1
0
9
1
-
1
1
0
8
,
2
0
1
3
.
[3
5
]
P
.
K.
S
m
it
h
,
“
B
u
ll
y
in
g
:
Re
c
e
n
t
D
e
v
e
l
o
p
m
e
n
t
s
,
”
C
h
i
l
d
a
n
d
A
d
o
l
e
s
c
e
n
t
M
e
n
t
a
l
H
e
a
l
t
h
,
v
o
l
.
9
,
n
o
.
3
,
p
p
.
98
-
103
,
2
0
0
4
.
[3
6
]
J.
S
.
Ho
n
g
,
D.
H.
Kim
a
n
d
A.
R.
P
iq
u
e
r
o
,
“
As
se
ss
in
g
Th
e
Li
n
k
s b
e
twe
e
n
P
u
n
it
i
v
e
P
a
re
n
ti
n
g
,
P
e
e
r
De
v
ian
c
e
,
S
o
c
ial
Iso
latio
n
a
n
d
B
u
ll
y
in
g
P
e
rp
e
trat
io
n
a
n
d
Vic
ti
m
iza
ti
o
n
i
n
S
o
u
th
Ko
re
a
n
Ad
o
les
c
e
n
ts,”
Ch
i
ld
Ab
u
se
&
Ne
g
lec
t
,
v
o
l.
7
3
,
p
p
.
6
3
-
7
0
,
2
0
1
7
.
[3
7
]
A.
H.
F
a
rre
l,
D.
A.
P
ro
v
e
n
z
a
n
o
,
A.
V.
Da
n
e
,
Z.
A.
M
a
rin
i
a
n
d
A.
A.
V
o
lk
,
“
M
a
tern
a
l
Kn
o
wle
d
g
e
,
Ad
o
les
c
e
n
t
P
e
rso
n
a
li
t
y
,
a
n
d
Bu
ll
y
i
n
g
,
”
Per
so
n
a
li
ty
a
n
d
I
n
d
ivi
d
u
a
l
Diff
e
re
n
c
e
s
,
v
o
l
.
1
0
4
,
p
p
.
4
1
3
-
4
1
6
,
2
0
1
7
.
[3
8
]
E.
M
it
so
p
o
u
lo
u
a
n
d
T.
G
io
v
a
z
o
li
a
s,
“
P
e
rso
n
a
li
t
y
Traits,
Emp
a
th
y
a
n
d
Bu
ll
y
i
n
g
Be
h
a
v
io
r:
A
M
e
ta
-
An
a
ly
ti
c
Ap
p
ro
a
c
h
,
”
Ag
g
re
ss
io
n
a
n
d
Vi
o
le
n
t
Beh
a
v
io
r
,
v
o
l.
2
1
,
p
p
.
6
1
-
7
2
,
2
0
0
5
.
[3
9
]
R.
R.
M
c
Cra
e
a
n
d
P
.
T.
C
o
sta
,
P
e
rs
o
n
a
li
ty
in
Ad
u
lt
h
o
o
d
:
A
F
ive
-
Fa
c
to
r
T
h
e
o
ry
Per
sp
e
c
ti
v
e
.
Ne
w
Yo
rk
:
G
u
il
f
o
r
d
P
re
ss
,
2
0
0
3
.
[4
0
]
S.
Bo
a
n
g
a
n
d
N.
Ti
lo
p
o
lo
u
s,
Per
so
n
a
li
ty
a
n
d
In
d
ivid
u
a
l
Di
ff
e
re
n
c
e
s:
T
h
e
o
ry
,
Asse
ss
me
n
t,
a
n
d
A
p
p
li
c
a
ti
o
n
.
Ne
w
Yo
rk
:
N
o
v
a
S
c
ien
c
e
P
u
b
li
sh
e
r
,
2
0
1
1
.
[4
1
]
F
.
Tan
i
,
P
.
S
.
G
re
e
n
m
a
n
,
B.
H.
S
c
h
n
e
i
d
e
r
a
n
d
M
.
F
re
g
o
so
,
“
Bu
ll
y
i
n
g
a
n
d
Th
e
Bi
g
F
i
v
e
:
A
S
t
u
d
y
o
f
C
h
i
l
d
h
o
o
d
P
e
r
s
o
n
a
l
i
t
y
a
n
d
P
a
r
t
i
c
i
p
a
n
t
R
o
l
e
s
i
n
B
u
l
l
y
i
n
g
I
n
c
i
d
e
n
t
s
,
”
S
c
h
o
o
l
P
s
y
c
h
o
l
o
g
y
I
n
t
e
r
n
a
t
i
o
n
a
l
,
v
o
l
.
2
4
,
n
o
.
2
,
p
p
.
1
3
1
-
1
4
6
,
2
0
0
3
.
[4
2
]
R.
R.
M
c
Cra
e
a
n
d
P
.
T.
C
o
sta
Jr,
“
P
e
rso
n
a
li
t
y
Trait
S
tru
c
tu
re
a
s
A
Hu
m
a
n
Un
iv
e
rsa
l,
”
Ame
ric
a
n
Psy
c
h
o
l
o
g
ist
,
v
o
l.
5
2
,
n
o
.
5
,
p
p
.
5
0
9
-
5
1
6
,
1
9
9
7
.
[4
3
]
C.
S
a
lmiv
a
ll
i,
“
P
e
e
r
-
led
I
n
terv
e
n
ti
o
n
Ca
m
p
a
ig
n
Ag
a
i
n
st
S
c
h
o
o
l
Bu
l
ly
i
n
g
:
W
h
o
C
o
n
sid
e
re
d
It
Us
e
fu
l,
Wh
o
Be
n
e
fit
e
d
?
”
Ed
u
c
a
ti
o
n
a
l
Res
e
a
rc
h
,
v
o
l.
4
3
,
n
o
.
3
,
p
p
.
2
6
3
-
2
7
8
,
2
0
0
1
.
[4
4
]
R.
F
e
stl
a
n
d
T
.
Qu
a
n
d
t,
“
S
o
c
ial
Re
latio
n
s
a
n
d
C
y
b
e
r
b
u
ll
y
i
n
g
:
Th
e
I
n
flu
e
n
c
e
o
f
I
n
d
i
v
i
d
u
a
l
a
n
d
S
t
r
u
c
t
u
r
a
l
A
t
t
r
i
b
u
t
e
s
o
n
V
i
c
t
i
m
i
z
a
t
i
o
n
a
n
d
P
e
r
p
e
t
r
a
t
i
o
n
v
i
a
T
h
e
I
n
t
e
r
n
e
t
,
”
H
u
m
a
n
C
o
m
m
u
n
i
c
a
t
i
o
n
R
e
s
e
a
r
c
h
,
v
o
l
.
3
9
,
n
o
.
1
,
p
p
.
1
0
1
-
126
,
2
0
1
3
.
[4
5
]
D.
A.
An
g
e
li
s,
D.
Ba
c
c
h
in
i
a
n
d
G
.
Affu
so
,
“
Th
e
M
e
d
iati
n
g
R
o
le
o
f
Do
m
in
a
n
t
Ju
d
g
e
m
e
n
t
in
Th
e
R
e
latio
n
b
e
twe
e
n
Th
e
Big
F
iv
e
a
n
d
B
u
ll
y
in
g
Be
h
a
v
io
u
rs,”
Per
so
n
a
l
it
y
a
n
d
I
n
d
ivid
u
a
l
Diff
e
re
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[4
6
]
A.
A.
Vo
l
k
,
D.
A.
P
ro
v
e
n
z
a
n
o
,
A
.
H.
F
a
rre
ll
,
A.
V.
Da
n
e
a
n
d
E.
P
.
S
h
u
lma
n
,
“
P
e
rso
n
a
li
ty
a
n
d
B
u
ll
y
in
g
:
P
a
th
wa
y
s
to
A
d
o
les
c
e
n
t
S
o
c
ial
Do
m
in
a
n
c
e
,
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rr
e
n
t
Psy
c
h
o
l
o
g
y
,
p
p
.
1
-
12
,
2
0
1
9
.
[4
7
]
A.
Ig
u
n
d
u
n
a
ss
e
a
n
d
O.
K
.
An
o
z
ie,
“
Attac
h
m
e
n
t
S
ty
le
a
n
d
P
e
rs
o
n
a
li
t
y
Traits
a
s
Co
rre
late
s
o
f
Bu
ll
y
i
n
g
a
m
o
n
g
Tee
n
a
g
e
rs
in
S
o
m
e
S
e
c
o
n
d
a
r
y
S
c
h
o
o
l
S
e
tt
i
n
g
s
in
La
g
o
s,
Ni
g
e
r
ia,”
Ife
S
o
c
i
a
l
S
c
ien
c
e
s
Rev
iew
,
v
o
l
.
2
6
,
n
o
.
1
,
p
p
.
7
4
-
8
4
,
2
0
1
8
.
[4
8
]
A.
S
.
Bo
o
k
,
A.
A.
Vo
lk
a
n
d
A.
Ho
sk
e
r,
“
Ad
o
les
c
e
n
t
Bu
ll
y
i
n
g
a
n
d
P
e
rso
n
a
li
ty
:
An
A
d
a
p
ti
v
e
Ap
p
r
o
a
c
h
,
”
Per
so
n
a
li
ty
a
n
d
I
n
d
ivi
d
u
a
l
Diff
e
r
e
n
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e
s
,
v
o
l.
5
2
,
n
o
.
2
,
p
p
.
2
1
8
-
2
2
3
,
2
0
1
2
.
[4
9
]
M
.
Va
n
G
e
e
l,
A.
G
o
e
m
a
n
s,
F
.
To
p
ra
k
a
n
d
P
.
Ve
d
d
e
r,
“
W
h
ich
P
e
rso
n
a
li
t
y
Traits
Are
Re
late
d
to
Trad
i
ti
o
n
a
l
Bu
ll
y
i
n
g
a
n
d
C
y
b
e
rb
u
ll
y
in
g
?
A
S
tu
d
y
wi
th
th
e
Big
F
i
v
e
,
Da
rk
Tri
a
d
a
n
d
S
a
d
ism
,
”
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so
n
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li
ty
a
n
d
I
n
d
ivi
d
u
a
l
Diff
e
re
n
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e
s
,
v
o
l.
1
0
6
,
p
p
.
2
3
1
-
2
3
5
,
2
0
1
7
.
[5
0
]
J.
M
.
B
o
ll
m
e
r,
M
.
J.
Ha
rris
a
n
d
R
.
M
i
li
c
h
,
"
Re
a
c
ti
o
n
s
t
o
Bu
ll
y
i
n
g
a
n
d
P
e
e
r
Vic
ti
m
iza
ti
o
n
:
Na
rra
ti
v
e
s,
P
h
y
si
o
lo
g
ica
l
Aro
u
sa
l,
a
n
d
P
e
rso
n
a
li
ty
,
"
J
o
u
rn
a
l
o
f
Res
e
a
rc
h
in
Per
so
n
a
li
ty
,
v
o
l.
4
0
,
n
o
.
5
,
p
p
.
8
0
3
-
8
2
8
,
2
0
0
6
.
[5
1
]
M
.
Jia
a
n
d
A
.
Y.
M
i
k
a
m
i,
“
P
e
e
r
P
re
fe
re
n
c
e
a
n
d
F
rien
d
sh
i
p
Q
u
a
n
ti
ty
in
Ch
i
ld
re
n
wit
h
E
x
tern
a
l
izin
g
Be
h
a
v
i
o
r:
Distin
c
t
In
fl
u
e
n
c
e
s
o
n
Bu
l
ly
S
ta
tu
s
a
n
d
Vic
ti
m
S
tatu
s,”
J
o
u
rn
a
l
o
f
A
b
n
o
rm
a
l
C
h
il
d
Psy
c
h
o
l
o
g
y
,
v
o
l.
4
3
,
n
o
.
5
,
p
p
.
9
5
7
-
9
6
9
,
2
0
1
4
.
[5
2
]
Y.
Ch
o
a
n
d
O.
B.
Ch
u
n
g
,
“
A
M
e
d
iate
d
M
o
d
e
ra
ti
o
n
M
o
d
e
l
o
f
C
o
n
firma
ti
v
e
P
e
e
r
Bu
ll
y
i
n
g
,
”
J
o
u
r
n
a
l
o
f
Ch
il
d
a
n
d
Fa
mily S
t
u
d
y
,
v
o
l.
2
1
,
n
o
.
3
,
p
p
.
5
2
0
–
5
2
9
,
2
0
1
1
.
[5
3
]
S
.
E.
Tay
l
o
r,
L.
A.
P
e
p
lau
a
n
d
D.
O.
S
e
a
rs,
S
o
c
i
a
l
Psy
c
h
o
lo
g
y
.
Ne
w Je
rse
y
,
2
0
0
9
.
[5
4
]
R.
A.
Ba
ro
n
a
n
d
N.
R.
Bra
n
sc
o
m
b
e
,
S
o
c
ia
l
Psy
c
h
o
l
o
g
y
,
1
3
r
d
E
d
.
Ne
w Yo
rk
:
P
e
a
rso
n
,
2
0
1
2
.
[5
5
]
D.
G
.
M
y
e
rs
,
Exp
l
o
rin
g
S
o
c
ia
l
Ps
y
c
h
o
lo
g
y
.
Ne
w Yo
rk
:
M
c
G
ra
w
-
H
il
l
,
2
0
1
2
.
[5
6
]
S
.
M
.
S
we
a
re
r
a
n
d
S
.
H
y
m
e
l,
“
Un
d
e
rsta
n
d
i
n
g
th
e
P
sy
c
h
o
lo
g
y
o
f
Bu
ll
y
in
g
:
M
o
v
in
g
T
o
wa
rd
a
S
o
c
ial
-
Eco
lo
g
ica
l
Dia
th
e
sis
-
S
tres
s M
o
d
e
l,
”
Ame
ric
a
n
Psy
c
h
o
l
o
g
ic
a
l
Asso
c
i
a
ti
o
n
,
v
o
l.
7
0
,
n
o
.
4
,
p
p
.
3
4
4
-
3
5
3
,
2
0
1
5
.
[5
7
]
T.
P
o
z
z
o
l
i,
G
.
G
in
i
a
n
d
A.
Vie
n
o
,
“
In
d
iv
i
d
u
a
l
a
n
d
Clas
s
M
o
ra
l
Dise
n
g
a
g
e
m
e
n
t
in
B
u
ll
y
in
g
Am
o
n
g
El
e
m
e
n
tar
y
S
c
h
o
o
l
Ch
il
d
re
n
,
”
Ag
g
re
ss
ive
Beh
a
v
io
r
,
v
o
l.
3
8
,
n
o
.
5
,
p
p
.
3
7
8
-
3
8
8
,
2
0
1
2
.
[5
8
]
S
.
Bu
r
n
s,
B
.
M
a
y
c
o
c
k
,
D
.
Cro
s
s
,
a
n
d
G
.
Bro
wn
,
“
T
h
e
P
o
we
r
o
f
P
e
e
rs:
W
h
y
S
o
m
e
S
t
u
d
e
n
ts
Bu
ll
y
Oth
e
rs
t
o
Co
n
fo
rm
,
”
Qu
a
l
it
a
t
ive
He
a
lt
h
Re
se
a
rc
h
,
v
o
l.
1
8
,
n
o
.
1
2
,
p
p
.
1
7
0
4
-
1
7
1
6
,
2
0
0
8
.
[5
9
]
S
.
C
h
o
a
n
d
J.
M
.
Lee
,
“
E
x
p
lai
n
in
g
P
h
y
sic
a
l,
Ve
rb
a
l,
a
n
d
S
o
c
ial
B
u
ll
y
i
n
g
Am
o
n
g
Bu
ll
ies
,
Vic
ti
m
s
o
f
B
u
ll
y
in
g
,
a
n
d
Bu
ll
y
-
Vic
ti
m
s:
As
se
ss
in
g
T
h
e
I
n
teg
ra
ted
Ap
p
r
o
a
c
h
b
e
twe
e
n
S
o
c
ial
Co
n
tro
l
a
n
d
L
ifes
ty
les
-
Ro
u
ti
n
e
Ac
ti
v
it
ie
s
Th
e
o
ries
,
”
Ch
i
ld
re
n
a
n
d
Y
o
u
th
S
e
rv
ice
s R
e
v
iew
,
v
o
l.
9
1
,
p
p
.
3
7
2
-
3
8
2
,
2
0
1
8
.
[6
0
]
E.
Ko
b
a
y
a
sh
i
a
n
d
D.
P
.
F
a
rrin
g
t
o
n
,
“
Wh
y
d
o
Ja
p
a
n
e
se
Bu
ll
y
M
o
re
t
h
a
n
A
m
e
r
i
c
a
n
s
?
I
n
f
l
u
e
n
c
e
o
f
E
x
t
e
r
n
a
l
L
o
c
u
s
o
f
C
o
n
t
r
o
l
a
n
d
S
t
u
d
e
n
t
A
t
t
i
t
u
d
e
s
T
o
w
a
r
d
B
u
l
l
y
i
n
g
,
”
E
d
u
c
a
t
i
o
n
a
l
S
c
i
e
n
c
e
s
:
T
h
e
o
r
y
&
P
r
a
c
t
i
c
e
,
v
o
l
.
2
0
,
n
o
.
1
,
p
p
.
5
-
1
9
,
2
0
2
0
.
[6
1
]
M
.
S
e
n
tse
,
R.
S
c
h
o
lt
e
,
C.
S
a
lmi
v
a
ll
i
a
n
d
M
.
V
o
e
ten
,
“
P
e
rso
n
–
G
ro
u
p
Diss
imilarit
y
i
n
In
v
o
l
v
e
m
e
n
t
i
n
Bu
l
ly
i
n
g
a
n
d
Its
Re
latio
n
wi
th
S
o
c
ial
S
tat
u
s,”
J
o
u
rn
a
l
o
f
A
b
n
o
rm
a
l
C
h
il
d
Psy
c
h
o
lo
g
y
,
v
o
l.
3
5
,
n
o
.
6
,
p
p
.
1
0
0
9
-
1
0
1
9
,
2
0
0
7
.
[6
2
]
I.
G
h
o
z
a
li
a
n
d
H.
Lata
n
,
Pa
rt
ia
l
L
e
a
st
S
q
u
a
re
s,
Co
n
c
e
p
t,
T
e
c
h
n
iq
u
e
a
n
d
Ap
p
li
c
a
ti
o
n
Us
in
g
S
ma
rtp
ls
3
.
0
f
o
r
Emp
irica
l
Res
e
a
rc
h
(
in
Ba
h
a
sa
).
S
e
m
a
ra
n
g
:
Ba
d
a
n
P
e
n
e
rb
it
UN
DI
P
,
2
0
1
5
.
[6
3
]
J.
F
.
Ha
ir,
G
.
T.
M
.
Hu
lt
,
C.
M
.
Rin
g
le,
M
.
S
a
rste
d
t,
N.
F
.
R
ich
ter
a
n
d
S
.
Ha
u
ff,
A
p
rime
r
o
n
P
a
rtia
l
L
e
a
st
S
q
u
a
re
s
S
tru
c
tu
r
a
l
E
q
u
a
ti
o
n
M
o
d
e
li
n
g
(P
L
S
-
S
E
M
)
.
Lo
s A
n
g
les
:
S
a
g
e
P
u
b
li
c
a
ti
o
n
s
,
2
0
1
7
.
[6
4
]
H.
M
.
Jo
g
iy
a
n
to
,
Co
n
c
e
p
t
a
n
d
A
p
p
li
c
a
ti
o
n
S
tru
c
tu
r
a
l
E
q
u
a
ti
o
n
M
o
d
e
li
n
g
V
a
ria
n
B
a
se
d
i
n
Bu
si
n
e
ss
Res
e
a
rc
h
(in
Ba
h
a
sa
).
Yo
g
y
a
k
a
rta:
U
P
P
S
TIM
YK
P
N
,
2
0
1
1
.
[6
5
]
S
.
N.
G
e
o
rg
io
u
a
n
d
K.
A.
F
a
n
t
i,
“
A
Tran
sa
c
ti
o
n
a
l
M
o
d
e
l
o
f
B
u
l
ly
in
g
a
n
d
Vic
ti
m
iza
ti
o
n
,
”
S
o
c
ia
l
Psy
c
h
o
lo
g
y
o
f
Ed
u
c
a
ti
o
n
,
v
o
l
.
1
3
,
n
o
.
3
,
p
p
.
2
9
5
-
3
1
1
,
2
0
1
0
.
[6
6
]
E.
Ah
m
e
d
a
n
d
V.
Bra
it
h
wa
it
e
,
“
F
o
rg
i
v
e
n
e
ss
,
Re
c
o
n
c
il
iati
o
n
,
a
n
d
S
h
a
m
e
:
Th
re
e
Ke
y
Va
riab
les
in
Re
d
u
c
in
g
S
c
h
o
o
l
Bu
ll
y
i
n
g
,
”
J
o
u
r
n
a
l
o
f
S
o
c
i
a
l
Iss
u
e
s
,
v
o
l
.
6
2
,
n
o
.
2
,
p
p
.
3
4
7
-
3
7
0
,
2
0
0
6
.
[6
7
]
C.
F
.
G
a
ra
n
d
e
a
u
,
I.
A.
Lee
a
n
d
C.
S
a
lmiv
a
ll
i,
“
In
e
q
u
a
li
ty
M
a
tt
e
rs:
Clas
sro
o
m
S
tatu
s
Hie
ra
rc
h
y
a
n
d
A
d
o
les
c
e
n
ts
’
Bu
ll
y
i
n
g
,
”
J
o
u
r
n
a
l
o
f
Y
o
u
th
a
n
d
Ad
o
les
c
e
n
c
e
,
v
o
l.
4
3
,
n
o
.
7
,
p
p
.
1
1
2
3
-
1
1
3
3
,
2
0
1
4
.
[6
8
]
E.
Ro
la
n
d
a
n
d
T
.
Id
s
ø
e
,
“
Ag
g
re
ss
io
n
a
n
d
B
u
ll
y
in
g
,
”
A
g
g
re
ss
ive
Beh
a
v
io
r
,
v
o
l.
2
7
,
n
o
.
6
,
p
p
.
4
4
6
-
4
6
2
,
2
0
0
1
.
[6
9
]
S
.
N.
G
e
o
rg
io
u
,
M
.
Io
a
n
n
o
u
a
n
d
P
.
S
tav
r
in
i
d
e
s
,
“
Cu
lt
u
ra
l
Va
lu
e
s
a
s
M
e
d
iato
rs
Be
twe
e
n
P
a
re
n
t
in
g
S
t
y
les
a
n
d
Bu
ll
y
i
n
g
Be
h
a
v
i
o
r
a
t
S
c
h
o
o
l,
”
S
o
c
ia
l
Psy
c
h
o
l
o
g
y
o
f
E
d
u
c
a
ti
o
n
,
v
o
l
.
2
1
,
n
o
.
1
,
p
p
.
2
7
-
5
0
,
2
0
1
8
.
[7
0
]
K.
Ch
a
ra
lam
p
o
u
s,
C.
De
m
e
tri
o
u
,
L.
Tri
c
h
a
,
M
.
I
o
a
n
n
o
u
,
S
.
G
e
o
rg
i
o
u
,
M
.
Nik
if
o
ro
u
a
n
d
P
.
S
tav
rin
id
e
s,
“
Th
e
Eff
e
c
t
o
f
P
a
re
n
tal
S
t
y
le
o
n
B
u
ll
y
in
g
a
n
d
C
y
b
e
r
Bu
ll
y
i
n
g
Be
h
a
v
i
o
rs
a
n
d
Th
e
M
e
d
iati
n
g
Ro
le
o
f
P
e
e
r
Attac
h
m
e
n
t
Re
latio
n
sh
i
p
s: A
L
o
n
g
it
u
d
i
n
a
l
S
t
u
d
y
,
”
J
o
u
r
n
a
l
o
f
Ad
o
les
c
e
n
c
e
,
v
o
l
.
6
4
,
p
p
.
1
0
9
-
1
2
3
,
2
0
1
8
.
[7
1
]
M
.
G
a
ra
ig
o
rd
o
b
il
a
n
d
J.
M
.
M
a
c
h
imb
a
rre
n
a
,
“
S
tres
s,
Co
m
p
e
ten
c
e
,
a
n
d
P
a
re
n
tal
E
d
u
c
a
ti
o
n
a
l
S
t
y
les
in
Vic
ti
m
s
a
n
d
Ag
g
re
ss
o
rs o
f
Bu
ll
y
in
g
a
n
d
C
y
b
e
rb
u
ll
y
in
g
,
”
Psic
o
th
e
ma
,
v
o
l.
2
9
,
n
o
.
3
,
p
p
.
3
3
5
-
3
4
0
,
2
0
1
7
.
[7
2
]
M
.
F
.
Al
iza
d
e
h
,
M
.
M
ir
n
a
sa
b
a
n
d
T
.
Ha
sh
e
m
i,
“
Th
e
P
re
d
icti
v
e
R
o
le
o
f
M
a
tern
a
l
P
a
re
n
ti
n
g
a
n
d
S
t
re
ss
o
n
P
u
p
il
s
’
Bu
ll
y
i
n
g
In
v
o
l
v
e
m
e
n
t,
”
J
o
u
rn
a
l
o
f
In
ter
p
e
rs
o
n
a
l
Vi
o
le
n
c
e
,
v
o
l.
3
4
,
n
o
.
1
7
,
p
p
.
3
6
9
1
-
3
7
1
0
,
2
0
1
9
.
[7
3
]
N.
F
.
A.
Ro
k
o
y
a
h
a
n
d
D.
Ha
stu
ti
,
“
M
o
t
h
e
r’s
P
a
re
n
ti
n
g
S
ty
le
a
n
d
Tele
v
isio
n
M
e
d
ia
Ac
c
e
ss
De
term
in
in
g
B
u
ll
y
in
g
Be
h
a
v
io
r
o
n
El
e
m
e
n
tary
S
c
h
o
o
l
Ch
il
d
re
n
,
”
J
u
rn
a
l
Ilm
u
Ke
lu
a
rg
a
&
Ko
n
su
me
n
,
v
o
l.
1
2
,
n
o
.
1
,
p
p
.
5
2
-
6
2
,
2
0
1
9
.
[7
4
]
I.
Krisn
a
n
a
,
P
.
D.
Ra
c
h
m
a
wa
ti
,
Y.
S
.
Arie
f,
I.
D.
K
u
rn
ia,
A.
A.
Na
stit
i,
I
.
F
.
N.
S
a
fit
r
i
a
n
d
A.
T.
K.
P
u
tri
,
“
Ad
o
les
c
e
n
t
Ch
a
ra
c
teristics
a
n
d
P
a
re
n
ti
n
g
S
ty
le
a
s
Th
e
De
term
in
a
n
t
F
a
c
to
rs
o
f
Bu
ll
y
i
n
g
i
n
I
n
d
o
n
e
sia
:
A
Cro
ss
-
S
e
c
ti
o
n
a
l
S
tu
d
y
,
”
I
n
ter
n
a
ti
o
n
a
l
J
o
u
rn
a
l
o
f
A
d
o
les
c
e
n
t
M
e
d
ici
n
e
a
n
d
He
a
lt
h
,
p
p
.
1
-
9
,
2
0
1
9
.
[7
5
]
I.
Taju
d
d
in
,
K.
A.
Uta
m
i
a
n
d
Y
.
Ara
fa
t,
“
Th
e
Eff
e
c
t
o
f
P
a
re
n
ti
n
g
S
t
y
l
e
o
n
B
u
l
l
y
i
n
g
B
e
h
a
v
i
o
r
,
”
8
t
h
I
n
t
e
r
n
a
t
i
o
n
a
l
C
o
n
f
e
r
e
n
c
e
o
f
A
s
i
a
n
A
s
s
o
c
i
a
t
i
o
n
o
f
I
n
d
i
g
e
n
o
u
s
a
n
d
C
u
l
t
u
r
a
l
P
s
y
c
h
o
l
o
g
y
(
I
C
A
A
I
P
2
0
1
7
)
,
v
o
l
.
1
2
7
,
p
p
.
2
8
0
-
2
8
4
,
2
0
1
7
.
[7
6
]
C.
M
.
Ko
k
k
i
n
o
s
a
n
d
N.
An
to
n
iad
o
u
,
“
Cy
b
e
r
-
B
u
ll
y
in
g
a
n
d
C
y
b
e
r
-
V
i
c
t
i
m
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z
a
t
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o
n
a
m
o
n
g
U
n
d
e
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r
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d
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a
t
e
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t
u
d
e
n
t
T
e
a
c
h
e
r
s
t
h
r
o
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g
h
t
h
e
L
e
n
s
o
f
t
h
e
G
e
n
e
r
a
l
A
g
g
r
e
s
s
i
o
n
M
o
d
e
l
,
”
C
o
m
p
u
t
e
r
s
i
n
H
u
m
a
n
B
e
h
a
v
i
o
r
,
v
o
l
.
9
8
,
p
p
.
5
9
-
6
8
,
2
0
1
9
.
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