I
nte
rna
t
io
na
l J
o
urna
l o
f
E
v
a
lua
t
io
n a
nd
Resea
rc
h in Ed
uca
t
io
n (
I
J
E
RE
)
Vo
l.
9
,
No
.
3
,
Sep
tem
b
er
2020
,
p
p
.
548
~
557
I
SS
N:
2
2
5
2
-
8822
,
DOI
: 1
0
.
1
1
5
9
1
/
i
j
er
e
.
v9
i
3
.
2
0
2
9
9
548
J
o
ur
na
l ho
m
ep
a
g
e
:
h
ttp
:
//ij
ere.
ia
esco
r
e.
co
m
The ro
le of
pa
ren
t
-
child
relatio
nshi
p,
scho
o
l cli
m
a
te
,
ha
ppiness
,
a
nd e
m
pa
thy
to
p
redict cy
berbully
i
ng
behav
io
r
T
ria
nto
ro
Sa
f
a
ria
,
H
a
di Su
y
o
no
F
a
c
u
lt
y
o
f
P
sy
c
h
o
lo
g
y
,
Un
iv
e
rsit
a
s A
h
m
a
d
Da
h
lan
,
I
n
d
o
n
e
sia
Art
icle
I
nfo
AB
ST
RAC
T
A
r
ticle
his
to
r
y:
R
ec
eiv
ed
Au
g
2
6
,
2
0
1
9
R
ev
i
s
ed
Feb
1
1
,
2
0
2
0
A
cc
ep
ted
J
u
n
2
0
,
2
0
2
0
T
h
e
lac
k
o
f
re
se
a
rc
h
o
n
c
y
b
e
rb
u
ll
y
in
g
a
m
o
n
g
In
d
o
n
e
sia
n
a
d
o
les
c
e
n
ts
h
a
s
b
e
c
o
m
e
o
n
e
o
f
th
e
c
rit
ica
l
a
r
g
u
m
e
n
ts
o
f
th
is
re
se
a
rc
h
.
T
h
is
stu
d
y
a
i
m
ed
to
d
isc
o
v
e
r
th
e
f
a
c
to
rs
th
a
t
c
o
n
tri
b
u
t
e
to
c
y
b
e
rb
u
ll
y
in
g
.
T
h
is
stu
d
y
to
o
k
sa
m
p
le
s
o
f
stu
d
e
n
ts
f
ro
m
th
re
e
sc
h
o
o
ls.
T
h
e
sa
m
p
le
w
a
s
112
j
u
n
i
o
r
to
s
e
n
io
r
h
ig
h
sc
h
o
o
l
st
u
d
e
n
ts
.
T
h
e
f
in
d
in
g
s
o
f
th
is
stu
d
y
in
d
ica
te
th
a
t
sc
h
o
o
l
c
li
m
a
t
e
,
p
a
re
n
t
-
c
h
il
d
re
latio
n
s
h
ip
,
a
n
d
e
m
p
a
th
y
h
a
v
e
a
sig
n
i
f
ica
n
t
ro
le t
h
a
t
e
n
c
o
u
ra
g
e
s
c
y
b
e
rb
u
ll
y
in
g
.
K
ey
w
o
r
d
s
:
C
y
b
er
b
u
ll
y
i
n
g
p
er
p
etr
ato
r
s
E
m
p
ath
y
Hap
p
in
ess
P
ar
en
t
-
ch
i
ld
r
elatio
n
s
h
ip
Sch
o
o
l c
li
m
a
te
T
h
is i
s
a
n
o
p
e
n
a
c
c
e
ss
a
rticle
u
n
d
e
r th
e
CC B
Y
-
SA
li
c
e
n
se
.
C
o
r
r
e
s
p
o
nd
ing
A
uth
o
r
:
T
r
ian
to
r
o
Saf
ar
ia
,
Facu
lt
y
o
f
P
s
y
ch
o
lo
g
y
,
Un
i
v
er
s
ita
s
A
h
m
ad
Dah
lan
,
J
alan
Kap
as n
o
.
9
,
Se
m
ak
i,
Yo
g
y
a
k
ar
ta
,
I
n
d
o
n
es
ia
.
E
m
ail:
tr
ia
n
to
r
o
.
s
af
ar
ia
@
p
s
y
.
u
ad
.
ac
.
id
1.
I
NT
RO
D
UCT
I
O
N
C
y
b
er
b
u
ll
y
i
n
g
is
a
n
in
te
n
tio
n
al
ag
g
r
es
s
iv
e
ac
t
ai
m
ed
to
in
s
u
lt
a
n
d
h
u
r
t
o
th
er
s
,
w
h
i
ch
is
d
o
n
e
r
ep
ea
ted
ly
b
y
in
d
i
v
id
u
al
s
o
r
g
r
o
u
p
s
th
r
o
u
g
h
th
e
in
ter
n
et
o
r
d
ig
ital
s
o
cial
m
ed
ia
[1
-
4]
.
R
ec
en
t
s
t
u
d
ies
s
h
o
w
th
at
c
y
b
er
b
u
l
l
y
i
n
g
v
ic
ti
m
izat
io
n
r
elate
s
to
alco
h
o
lis
m
,
m
ar
ij
u
an
a
u
s
a
g
e
,
an
d
f
r
eq
u
en
t
u
n
h
ea
lt
h
y
s
ex
u
al
b
eh
av
io
r
.
Fu
r
t
h
er
m
o
r
e,
th
e
co
m
b
in
at
io
n
o
f
p
h
y
s
ical
b
u
ll
y
i
n
g
an
d
c
y
b
er
b
u
ll
y
in
g
h
a
s
a
m
o
r
e
s
ev
er
e
i
m
p
ac
t
o
n
th
e
e
m
er
g
e
n
ce
o
f
d
ev
ia
n
t
r
is
k
b
eh
a
v
io
r
[
5
]
.
C
y
b
er
b
u
ll
y
i
n
g
v
ic
ti
m
izatio
n
al
s
o
co
r
r
elate
s
w
it
h
s
u
icid
e
id
ea
s
or
s
u
icid
al
b
eh
av
io
r
[
6
]
,
an
d
s
y
m
p
to
m
s
o
f
d
ep
r
ess
io
n
.
P
r
ev
io
u
s
r
esear
ch
f
o
u
n
d
s
e
v
er
al
ad
v
er
s
e
ef
f
ec
ts
o
f
c
y
b
e
r
b
u
ll
y
i
n
g
.
C
y
b
er
b
u
ll
y
in
g
v
ict
i
m
s
s
h
o
w
an
g
er
,
d
ec
r
ea
s
ed
ac
ad
e
m
ic
a
ch
iev
e
m
e
n
t,
p
s
y
c
h
o
lo
g
ical
p
r
o
b
lem
s
,
an
d
h
o
p
eless
n
es
s
-
allo
w
in
g
t
h
e
m
to
b
ec
o
m
e
c
y
b
er
b
u
ll
ied
[7
-
1
1
]
.
Data
r
ep
o
r
ted
th
at
,
o
f
2
6
5
f
em
ale
s
t
u
d
en
ts
i
n
v
o
l
v
ed
in
c
y
b
er
b
u
l
l
y
i
n
g
as
ei
th
er
p
er
p
etr
ato
r
s
or
v
icti
m
s
,
s
h
o
w
ed
h
i
g
h
le
v
el
s
o
f
d
ep
r
ess
io
n
a
n
d
alco
h
o
l
u
s
e
[
1
2
]
.
Ma
n
y
v
icti
m
s
o
f
c
y
b
er
b
u
ll
y
i
n
g
s
h
o
w
an
i
n
c
r
ea
s
e
in
s
ev
er
e
s
o
cial
an
x
iet
y
[
1
3
]
.
A
k
b
u
l
u
t
&
C
u
h
ad
ar
[
1
4
]
an
d
Sch
en
k
&
Fre
m
o
u
w
[
1
0
]
r
ep
o
r
t
v
icti
m
s
o
f
c
y
b
er
b
u
ll
y
in
g
s
h
o
w
in
g
s
ad
n
es
s
,
cr
y
in
g
,
f
ee
li
n
g
e
m
b
ar
r
ass
ed
,
s
k
ip
p
in
g
s
ch
o
o
l,
b
ec
o
m
i
n
g
d
ep
r
ess
ed
,
e
x
p
er
ien
ci
n
g
in
s
o
m
n
ia,
a
n
d
th
e
w
o
r
s
t
i
m
p
ac
t
b
ei
n
g
h
a
v
i
n
g
s
u
icid
al
id
ea
s
.
W
h
ile
Sp
ea
r
s
[
1
5
]
r
e
p
o
r
t
th
at
s
o
m
e
v
icti
m
s
o
f
c
y
b
er
b
u
ll
y
i
n
g
ex
p
er
ien
ce
co
n
s
ta
n
t
f
ea
r
o
f
th
eir
s
af
et
y
.
T
h
e
im
p
ac
t
o
f
c
y
b
er
b
u
l
l
y
i
n
g
m
u
s
t
n
o
t
b
e
u
n
d
er
esti
m
ated
,
s
o
it
r
eq
u
ir
es
m
o
r
e
p
r
o
f
o
u
n
d
r
esear
ch
to
u
n
d
er
s
tan
d
an
d
s
o
lv
e
th
is
p
h
en
o
m
en
o
n
.
R
eg
ar
d
in
g
th
e
p
r
ev
a
len
ce
r
ate,
r
ec
en
t
s
t
u
d
ies
r
ev
ea
l
c
y
b
er
b
u
ll
y
in
g
to
b
e
q
u
i
te
c
o
m
m
o
n
i
n
th
e
s
c
h
o
o
l
-
a
g
e
p
o
p
u
latio
n
g
lo
b
all
y
.
Var
io
u
s
s
tu
d
ie
s
ac
r
o
s
s
t
h
e
w
o
r
ld
h
a
v
e
e
x
p
lo
r
ed
th
is
p
h
en
o
m
en
o
n
,
s
u
ch
a
s
in
C
a
n
ad
a
[
1
6
]
,
UK
an
d
I
r
e
lan
d
[
1
7
]
,
an
d
USA
[
1
8
]
.
A
d
d
itio
n
all
y
,
it
also
o
cc
u
r
r
ed
in
L
ati
n
Am
er
ica
n
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t J
E
v
al
&
R
e
s
E
d
u
c
.
I
SS
N:
2252
-
8822
Th
e
r
o
le
o
f p
a
r
en
t
-
ch
ild
r
ela
tio
n
s
h
ip
,
s
ch
o
o
l c
lima
te,
h
a
p
p
in
ess
,
a
n
d
emp
a
th
y
t
o
…
(
Tr
ia
n
to
r
o
S
a
fa
r
ia
)
549
co
u
n
tr
ies
[
1
9
]
Sp
ain
[
2
0
,
2
1
]
.
A
s
ia
n
co
u
n
tr
i
es
li
k
e
Ko
r
ea
[
2
2
]
;
I
s
r
ae
l
[
2
3
]
;
H
o
n
g
Ko
n
g
C
h
i
n
a
[
2
4
]
;
J
ap
an
[
2
5
]
,
an
d
I
n
d
o
n
esia
[
1
,
3
]
.
T
h
e
p
r
ev
alen
ce
o
f
c
y
b
er
b
u
ll
y
i
n
g
v
icti
m
izat
io
n
a
n
d
p
er
p
etr
atio
n
ca
n
v
ar
y
w
it
h
r
e
g
ar
d
to
d
e
m
o
g
r
ap
h
ic
b
ac
k
g
r
o
u
n
d
s
(e
.
g
.
,
g
e
n
d
er
,
ag
e
,
r
ac
e/eth
n
icit
y
,
s
e
x
u
alit
y
,
ed
u
ca
tio
n
,
d
i
s
ab
ilit
y
)
,
in
d
iv
id
u
als
(
e
.
g
.
,
ex
p
er
ien
ce
s
w
it
h
tr
ad
itio
n
al
b
u
l
l
y
i
n
g
)
,
ac
ad
em
ic
ac
h
iev
e
m
e
n
t,
s
c
h
o
o
l
cl
i
m
ate,
p
er
s
o
n
al
it
y
,
w
ei
g
h
t stat
u
s
,
te
c
h
n
o
lo
g
y
u
s
e)
,
f
a
m
i
l
y
,
a
n
d
p
ee
r
[
2
,
4
]
.
R
eg
ar
d
less
o
f
th
is
v
ar
iatio
n
,
h
o
w
e
v
er
,
c
y
b
er
b
u
ll
y
i
n
g
i
s
n
o
w
a
t
y
p
ical
a
g
g
r
ess
iv
e
b
e
h
av
io
r
f
o
u
n
d
in
i
n
ter
p
er
s
o
n
al
r
elatio
n
s
h
ip
s
i
n
to
d
a
y
'
s
m
o
d
er
n
s
o
ciet
y
.
T
h
u
s
,
it
b
ec
o
m
e
s
an
i
m
p
o
r
tan
t
to
p
ic
to
b
e
ex
p
lo
r
e
d
in
m
o
r
ed
ep
th
,
esp
ec
iall
y
i
n
I
n
d
o
n
es
ia
b
ec
au
s
e
th
er
e
is
a
lack
i
n
g
s
tu
d
y
co
n
d
u
c
ted
ab
o
u
t
it.
T
h
er
ef
o
r
e,
th
is
s
tu
d
y
ai
m
s
to
ex
a
m
in
e
w
h
et
h
er
p
ar
en
t
-
ch
ild
r
elatio
n
s
h
ip
s
,
h
ap
p
in
es
s
,
e
m
p
at
h
y
,
a
n
d
s
ch
o
o
l c
li
m
ate
co
u
ld
p
r
ed
ict
c
y
b
er
b
u
ll
y
i
n
g
a
m
o
n
g
ad
o
lesce
n
ts
.
P
r
ev
io
u
s
r
esear
ch
s
h
o
w
s
th
at
an
u
n
h
ea
lt
h
y
f
a
m
il
y
at
m
o
s
p
h
er
e
h
as
a
n
e
g
ati
v
e
i
m
p
ac
t
o
n
ch
ild
r
en
's
e
m
o
tio
n
al,
s
o
cial,
an
d
p
er
s
o
n
a
lit
y
d
ev
elo
p
m
e
n
t
[
2
6
]
.
Neg
ativ
e
f
a
m
il
y
e
n
v
ir
o
n
m
e
n
t
is
ch
ar
ac
ter
ized
b
y
lack
o
f
lo
v
e,
lack
o
f
s
o
cial
an
d
e
m
o
t
io
n
al
s
u
p
p
o
r
t,
clo
s
ed
an
d
a
b
u
s
i
v
e
co
m
m
u
n
icat
io
n
p
atter
n
s
,
co
n
f
lict
s
,
li
m
i
ted
p
ar
en
tal
av
ailab
ilit
y
,
p
er
m
i
s
s
i
v
e
p
ar
en
tin
g
,
co
er
civ
e
p
u
n
is
h
m
e
n
t
an
d
au
t
h
o
r
itar
ian
i
s
m
,
en
co
u
r
ag
e
m
e
n
t
f
o
r
v
u
l
n
er
ab
le
c
h
ild
r
en
to
e
x
p
er
ie
n
ce
b
ein
g
b
u
llied
o
r
i
n
v
o
l
v
ed
in
ac
ts
o
f
v
io
len
ce
[
2
7
,
2
8
]
.
Oth
er
s
tu
d
ie
s
also
co
n
f
ir
m
t
h
at
ch
i
ld
r
en
w
h
o
ar
e
ex
p
o
s
ed
to
m
ar
ita
l
co
n
f
lict
an
d
f
a
m
ilie
s
in
t
h
eir
h
o
m
es
ten
d
to
en
g
a
g
e
i
n
an
tis
o
cial
a
n
d
v
io
le
n
t
b
eh
a
v
io
r
s
)
.
C
h
i
ld
r
en
f
r
o
m
t
h
e
s
e
b
r
o
k
en
f
a
m
ilies
te
n
d
to
d
ev
elo
p
ag
g
r
es
s
iv
e
b
eh
av
io
r
[
2
9
]
d
u
e
to
th
e
f
r
u
s
tr
atio
n
th
at
th
e
y
f
ee
l
to
w
ar
d
s
th
eir
f
a
m
i
lies
,
w
h
ic
h
later
v
e
n
t
u
r
e
s
in
to
th
e
ir
p
ee
r
s
in
th
e
co
n
te
x
t
o
f
f
ac
e
to
f
ac
e
ag
g
r
es
s
io
n
an
d
c
y
b
er
ag
g
r
es
s
io
n
[
3
0
]
.
A
n
u
n
co
m
f
o
r
tab
le
f
a
m
il
y
at
m
o
s
p
h
er
e
ca
u
s
e
s
ch
ild
r
en
to
s
p
en
d
th
eir
ti
m
e
w
it
h
c
y
b
er
ac
tiv
it
ies
as
a
w
a
y
to
escap
e
th
e
co
n
f
lict
i
n
th
ei
r
f
a
m
ilie
s
[
3
1
]
,
in
cr
ea
s
i
n
g
t
h
eir
lik
eli
h
o
o
d
to
b
e
in
v
o
lv
ed
in
c
y
b
er
ag
g
r
ess
i
on
b
eh
av
io
r
to
in
ti
m
id
ate
o
th
er
s
.
T
h
ese
ag
g
r
ess
i
v
e
teen
s
ten
d
to
h
a
v
e
h
o
s
tile
r
ela
tio
n
s
h
ip
s
w
i
th
p
ar
en
ts
a
n
d
f
i
n
d
it
ch
alle
n
g
i
n
g
to
d
ev
elo
p
ad
h
er
en
ce
to
e
x
i
s
ti
n
g
s
o
cial
r
u
les,
e
n
co
u
r
ag
in
g
t
h
e
p
r
o
ce
s
s
o
f
tr
an
s
f
er
en
ce
o
f
ag
g
r
ess
i
v
e
b
eh
a
v
io
r
in
t
h
e
f
a
m
i
l
y
to
th
e
s
ch
o
o
l
o
r
c
y
b
er
s
p
ac
e
en
v
ir
o
n
m
en
t
ev
e
n
m
o
r
e
[
3
2
]
.
Fo
r
th
is
r
ea
s
o
n
,
t
h
e
p
ar
en
t
-
ch
ild
r
elatio
n
s
h
ip
r
o
le
in
c
y
b
er
b
u
l
l
y
i
n
g
b
eh
av
io
r
n
ee
d
s
to
b
e
ex
p
lo
r
ed
m
o
r
e,
p
ar
ticu
lar
l
y
i
n
t
h
e
co
n
te
x
t o
f
I
n
d
o
n
e
s
ia
.
S
ch
o
o
l
cli
m
ate
i
s
th
e
s
o
cial
at
m
o
s
p
h
er
e
o
f
th
e
lear
n
in
g
en
v
ir
o
n
m
e
n
t
w
h
er
e
s
t
u
d
en
t
s
g
r
o
w
an
d
d
ev
elo
p
.
T
h
e
p
o
s
itiv
e
s
ch
o
o
l
cli
m
ate
h
a
s
m
u
lti
p
le
asp
e
cts
,
s
u
c
h
as
clea
r
r
u
les,
f
ai
r
d
is
cip
lin
e,
class
m
an
a
g
e
m
e
n
t,
e
m
p
at
h
ic
co
m
m
u
n
icat
io
n
,
an
d
h
ea
lt
h
y
i
n
te
r
p
er
s
o
n
al
r
elatio
n
s
h
ip
s
,
i
n
clu
d
in
g
a
s
af
e
s
ch
o
o
l
en
v
ir
o
n
m
e
n
t
[
3
3
-
35]
.
Sch
o
o
ls
w
ith
a
p
o
s
iti
v
e
s
ch
o
o
l
cl
i
m
a
t
e
ca
n
i
n
f
l
u
en
ce
th
e
f
o
r
m
atio
n
o
f
b
etter
teac
h
er
-
s
tu
d
e
n
t
r
elatio
n
s
h
ip
s
;
d
ec
r
ea
s
e
th
e
q
u
an
tit
y
o
f
s
t
u
d
en
t
d
elin
q
u
en
c
y
,
d
ec
r
ea
s
e
v
icti
m
i
za
tio
n
v
io
l
e
n
ce
,
i
n
cr
ea
s
e
teac
h
er
s
el
f
-
e
f
f
icac
y
,
in
cr
ea
s
e
ac
ad
em
ic
p
er
f
o
r
m
an
ce
,
d
e
cr
ea
s
e
b
u
ll
y
i
n
g
an
d
et
h
n
ic
d
is
cr
i
m
i
n
atio
n
/r
ac
ial
d
is
cr
i
m
i
n
atio
n
[
3
4
,
3
6
-
39]
Sch
o
o
l
cli
m
a
te
ca
n
also
i
n
f
lu
en
ce
s
t
u
d
en
t
ac
ad
e
m
ic
ac
h
ie
v
e
m
en
t
[
4
0
]
.
E
x
p
o
s
u
r
e
to
s
ch
o
o
l
v
io
len
ce
r
ed
u
ce
s
s
t
u
d
en
t
atte
n
d
an
ce
,
lo
w
er
s
test
s
co
r
es,
i
n
cr
ea
s
e
s
m
i
s
co
n
d
u
ct,
a
n
d
r
ed
u
ce
s
t
h
e
li
k
elih
o
o
d
o
f
s
tu
d
e
n
ts
g
r
ad
u
ati
n
g
h
i
g
h
s
c
h
o
o
l
an
d
b
ein
g
ac
ce
p
ted
in
co
lleg
e
[
4
1
,
4
2
]
.
R
esear
ch
s
h
o
w
s
t
h
at
b
ein
g
a
v
icti
m
o
f
c
y
b
er
b
u
ll
y
i
n
g
i
n
s
c
h
o
o
ls
is
ass
o
ciate
d
w
it
h
an
i
n
cr
ea
s
ed
i
n
p
o
o
r
s
tu
d
en
t b
eh
a
v
io
r
an
d
d
ec
r
ea
s
ed
ed
u
ca
tio
n
al
v
alu
e
s
[
4
3
]
E
v
en
j
u
s
t
w
it
n
e
s
s
in
g
v
io
le
n
ce
o
cc
u
r
r
i
n
g
in
s
c
h
o
o
ls
r
esu
lt
s
i
n
co
n
s
eq
u
e
n
ce
s
o
f
s
t
u
d
en
t
s
s
h
o
w
i
n
g
n
eg
at
iv
e
b
eh
a
v
io
r
,
n
eg
ati
v
e
at
titu
d
es
ab
o
u
t
s
c
h
o
o
lin
g
,
an
d
d
ec
r
ea
s
ed
atten
d
an
ce
at
s
ch
o
o
l
[
44
]
E
x
p
o
s
u
r
e
to
v
io
lan
ce
i
n
s
ch
o
o
ls
,
s
u
ch
as
in
ti
m
id
atio
n
,
o
r
b
u
lly
in
g
is
n
eg
ati
v
el
y
co
r
r
elate
d
w
it
h
s
tu
d
en
t
ac
h
iev
e
m
e
n
t
an
d
as
s
o
ciate
d
w
it
h
m
o
r
e
s
e
v
er
e
s
ch
o
o
l
v
io
len
ce
[
4
5
-
47]
.
P
o
s
itiv
e
s
c
h
o
o
l
cli
m
ate
ca
n
is
o
late
s
t
u
d
en
ts
f
r
o
m
a
v
io
len
t
en
v
ir
o
n
m
en
t
,
tu
r
n
i
n
g
it
in
to
a
s
af
e
p
lace
to
lear
n
an
d
d
ev
elo
p
[
4
3
]
.
I
n
th
is
co
n
tex
t
,
r
esear
ch
n
ee
d
s
to
ex
p
lo
r
e
th
e
r
o
le
o
f
s
ch
o
o
l c
li
m
ate
o
n
c
y
b
er
b
u
ll
y
in
g
b
eh
a
v
io
r
in
I
n
d
o
n
e
s
ia.
Hap
p
in
ess
i
s
h
ig
h
l
y
s
o
u
g
h
t
af
ter
b
y
i
n
d
iv
id
u
al
s
an
d
i
s
clo
s
el
y
r
elate
d
to
lif
e
s
a
tis
f
ac
tio
n
,
th
e
m
ea
n
in
g
f
u
ln
e
s
s
o
f
lif
e,
an
d
p
s
y
ch
o
lo
g
ical
h
ea
lt
h
.
Hap
p
in
es
s
is
also
ass
o
ciate
d
w
ith
an
in
cr
ea
s
e
in
p
o
s
itiv
e
e
m
o
tio
n
al
e
m
o
tio
n
s
an
d
d
ec
r
ea
s
e
in
n
eg
a
tiv
e
e
m
o
tio
n
s
[
4
8
]
.
So
m
e
s
t
u
d
ies
s
h
o
w
t
h
at
h
a
p
p
y
i
n
d
iv
id
u
als
ar
e
m
o
r
e
p
as
s
io
n
ate,
v
ib
r
an
t,
en
er
g
etic,
an
d
en
t
h
u
s
ia
s
tic
i
n
co
m
p
ar
is
o
n
to
u
n
h
ap
p
y
i
n
d
i
v
id
u
al
s
[
4
8
,
4
9
]
.
Hap
p
in
ess
also
af
f
ec
t
s
th
e
in
cr
ea
s
e
in
d
ail
y
p
o
s
i
tiv
e
ac
ti
v
i
ties
o
f
in
d
i
v
id
u
al
s
.
R
esear
ch
o
n
p
r
o
s
o
cial
o
f
f
li
n
e
b
eh
av
io
r
s
h
o
w
s
t
h
at
h
ap
p
in
es
s
co
r
r
elate
s
w
it
h
p
r
o
s
o
cial
b
e
h
av
io
r
;
n
a
m
el
y
t
h
a
t
h
ap
p
y
i
n
d
iv
id
u
al
s
ar
e
m
o
r
e
lik
el
y
to
s
h
o
w
p
r
o
s
o
cial
b
eh
a
v
io
r
[
5
0
-
5
2
]
.
E
r
r
ey
g
er
s
's
r
esear
ch
[
5
3
]
f
o
u
n
d
th
at
i
n
d
iv
id
u
al
h
ap
p
in
es
s
ca
n
s
p
ill
o
v
er
an
d
cr
o
s
s
o
v
er
o
n
p
r
o
s
o
cial
b
eh
av
io
r
o
n
li
n
e;
m
ea
n
in
g
th
at
h
ap
p
y
i
n
d
i
v
id
u
al
s
ten
d
t
o
av
o
id
an
tis
o
cial
b
eh
av
io
r
i
n
c
y
b
er
s
p
ac
e.
Sev
er
al
p
r
ev
io
u
s
s
t
u
d
ies
h
a
v
e
co
n
f
ir
m
ed
th
e
s
i
g
n
if
ican
t
r
elatio
n
s
h
ip
b
et
w
ee
n
c
y
b
e
r
b
u
ll
y
i
n
g
an
d
h
ap
p
in
es
s
.
Uu
s
italo
-
Ma
l
m
i
v
aa
r
a
an
d
L
e
h
to
[
5
4
]
f
o
u
n
d
t
h
at
c
y
b
er
b
u
l
l
y
i
n
g
v
icti
m
s
h
a
ve
i
n
cr
ea
s
ed
s
y
m
p
to
m
s
o
f
d
ep
r
ess
io
n
an
d
a
d
ec
r
ea
s
ed
lev
el
o
f
h
ap
p
in
es
s
.
Me
an
w
h
ile
,
Ali
P
ad
ir
,
E
r
o
g
lu
,
&
C
a
lis
k
an
[
5
5
]
f
o
u
n
d
a
s
i
g
n
i
f
ica
n
t
n
eg
a
tiv
e
co
r
r
elatio
n
b
et
w
ee
n
h
ap
p
in
e
s
s
an
d
c
y
b
er
b
u
ll
y
i
n
g
v
ict
i
m
iz
atio
n
.
Nav
ar
r
o
[
5
6
]
f
o
u
n
d
a
d
ec
r
ea
s
e
in
s
u
b
j
ec
tiv
e
w
ell
-
b
ei
n
g
i
n
b
o
th
p
er
p
etr
ato
r
s
an
d
v
icti
m
s
.
F
u
r
t
h
er
m
o
r
e,
s
p
illo
v
er
-
cr
o
s
s
o
v
er
r
esear
ch
s
h
o
w
s
th
a
t
p
o
s
iti
v
e
m
o
o
d
s
in
o
n
e
co
n
tex
t
ca
n
s
p
ill
o
v
er
to
a
n
o
th
er
co
n
te
x
t,
a
n
d
ev
e
n
cr
o
s
s
o
v
er
f
r
o
m
o
n
e
p
er
s
o
n
to
an
o
th
er
[
5
7
-
59]
.
T
h
is
th
eo
r
y
ass
er
t
s
th
at
h
ap
p
in
ess
ca
n
s
p
r
ea
d
in
o
n
e
co
n
tex
t
to
an
o
t
h
er
,
a
s
w
ell
a
s
s
p
r
ea
d
f
r
o
m
o
n
e
p
er
s
o
n
to
t
h
e
n
e
x
t
.
Hap
p
y
in
d
i
v
id
u
al
s
te
n
d
to
s
p
r
ea
d
h
ap
p
in
ess
to
t
h
o
s
e
ar
o
u
n
d
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2252
-
8822
I
n
t
.
J
.
E
v
al
.
&
R
es
.
E
d
u
c
.
Vo
l.
9
,
No
.
3
,
Sep
tem
b
er
2020
:
5
4
8
-
557
550
th
e
m
,
in
cl
u
d
i
n
g
i
n
c
y
b
er
s
p
a
ce
.
T
h
is
ca
u
s
es
t
h
e
m
to
av
o
id
ag
g
r
ess
iv
e
b
eh
a
v
io
r
in
bo
th
th
e
r
ea
l
w
o
r
ld
an
d
c
y
b
er
s
p
ac
e.
E
m
p
ath
y
is
th
e
ab
ilit
y
to
u
n
d
er
s
tan
d
o
th
er
s
[
6
0
,
6
1
]
.
It
is
d
ef
in
ed
as
"
an
em
o
tio
n
al
r
es
p
o
n
s
e
th
at
s
te
m
s
f
r
o
m
a
n
o
th
er
p
er
s
o
n
’
s
em
o
tio
n
al
s
ta
te
o
r
co
n
d
itio
n
,
w
h
ich
i
s
h
i
g
h
l
y
s
i
m
i
lar
to
w
h
at
t
h
e
o
th
er
in
d
iv
id
u
al
w
o
u
ld
b
e
e
x
p
ec
ted
to
f
ee
l
"
[
6
2
]
.
E
m
p
ath
y
is
al
s
o
a
f
o
r
m
o
f
s
o
cial
a
w
ar
en
es
s
,
w
h
e
r
e
in
d
iv
id
u
a
ls
s
h
ar
e
e
m
o
tio
n
al
e
x
p
er
ien
ce
s
w
it
h
o
th
er
s
at
an
a
f
f
ec
ti
v
e
an
d
c
o
g
n
iti
v
e
le
v
el
[
6
3
]
.
Af
f
ec
t
iv
e
e
m
p
ath
y
r
ef
er
s
to
th
e
r
ig
h
t
e
m
o
tio
n
al
r
ea
ctio
n
i
n
r
esp
o
n
d
in
g
to
th
e
e
m
o
tio
n
s
o
f
o
th
er
s
[
6
4
]
.
I
n
an
o
th
er
s
en
s
e,
in
d
i
v
id
u
al
s
can
"
ca
tch
"
o
r
"
ex
p
er
ien
ce
"
th
e
em
o
tio
n
al
s
tate
o
f
o
t
h
er
s
.
A
f
f
e
ctiv
e
e
m
p
at
h
y
is
t
h
er
e
f
o
r
e
ess
en
tial
in
d
eter
m
i
n
in
g
in
d
iv
id
u
al
altr
u
is
t
ic
b
eh
av
io
r
[
6
5
,
6
6
]
.
Me
an
w
h
ile,
co
g
n
iti
v
e
e
m
p
ath
y
is
th
e
ab
ili
t
y
to
k
n
o
w
an
d
d
is
tin
g
u
is
h
th
e
e
m
o
tio
n
al
s
tate
o
f
o
th
er
s
w
it
h
o
u
t e
x
p
er
ien
c
in
g
e
m
o
tio
n
a
l tr
an
s
m
is
s
io
n
[
6
7
-
6
9
]
.
P
r
ev
io
u
s
s
t
u
d
ies
ha
ve
co
n
s
i
s
t
en
tl
y
s
h
o
w
n
a
r
elatio
n
s
h
ip
b
et
w
ee
n
e
m
p
a
th
y
a
n
d
an
ti
s
o
cial
b
eh
av
io
r
,
b
u
ll
y
i
n
g
,
a
n
d
c
y
b
er
b
u
l
l
y
i
n
g
-
r
e
g
ar
d
less
o
f
t
h
e
t
y
p
e
o
f
b
u
l
l
y
i
n
g
a
n
d
g
e
n
d
er
o
f
t
h
e
ac
to
r
s
[
7
0
,
7
1
]
.
Sp
ec
if
icall
y
,
ad
o
lescen
ts
w
it
h
p
o
o
r
em
p
ath
y
ar
e
m
o
r
e
o
f
te
n
in
v
o
l
v
ed
in
b
u
ll
y
i
n
g
.
I
n
co
n
t
r
ast
to
f
ac
e
to
f
ac
e
b
u
ll
y
i
n
g
,
c
y
b
er
b
u
ll
y
p
er
p
etr
ato
r
s
ca
n
n
o
t
s
ee
th
e
r
ea
ctio
n
o
f
th
e
v
icti
m
's
d
is
tr
ess
b
e
ca
u
s
e
it
o
cc
u
r
s
in
th
e
co
n
te
x
t
o
f
an
o
n
y
m
it
y
.
E
x
is
ti
n
g
e
m
p
ir
ical
f
i
n
d
in
g
s
i
n
d
i
ca
te
th
at
e
m
p
at
h
y
i
s
a
p
r
ed
ict
o
r
o
f
cy
b
er
b
u
ll
y
in
g
p
er
p
etr
atio
n
[
7
2
,
7
3
]
.
E
m
p
ath
y
al
s
o
in
f
l
u
e
n
ce
s
t
h
e
p
o
s
s
ib
il
it
y
o
f
o
n
l
in
e
'
b
y
s
ta
n
d
er
s
'
b
ec
o
m
in
g
in
v
o
lv
ed
i
n
c
y
b
er
b
u
ll
y
in
g
[
7
4
-
76]
.
Sch
u
l
tze
-
Kr
u
m
b
h
o
lz
an
d
Sc
h
eit
h
a
u
er
[
7
7
]
f
o
u
n
d
th
at
b
o
t
h
ac
to
r
s
an
d
v
icti
m
s
o
f
c
y
b
er
b
u
ll
y
i
n
g
s
h
o
w
ed
lo
w
le
v
el
s
o
f
e
m
p
a
th
y
co
m
p
ar
ed
to
ad
o
lescen
ts
w
h
o
a
r
e
n
o
t
in
v
o
lv
ed
i
n
c
y
b
er
b
u
ll
y
in
g
.
So
m
e
o
f
th
e
s
t
u
d
ies
ab
o
v
e
co
n
f
ir
m
t
h
e
r
o
le
o
f
e
m
p
at
h
y
on
c
y
b
er
b
u
ll
y
in
g
b
eh
av
io
r
.
C
u
r
r
en
t
r
esea
r
ch
w
ill r
ee
x
a
m
i
n
e
t
h
is
r
e
latio
n
s
h
ip
in
I
n
d
o
n
esia
n
ad
o
lescen
t
s
to
s
tr
en
g
t
h
en
t
h
e
t
h
eo
r
etica
l c
o
n
s
i
s
ten
c
y
.
T
h
is
s
tu
d
y
ai
m
ed
to
ex
a
m
i
n
e
w
h
et
h
er
p
o
s
itiv
e
p
ar
en
t
-
c
h
ild
r
elatio
n
s
h
ip
s
,
h
ap
p
in
e
s
s
,
e
m
p
ath
y
,
an
d
s
ch
o
o
l
cli
m
ate
e
n
co
u
r
a
g
e
c
y
b
er
b
u
ll
y
in
g
b
eh
a
v
io
r
a
m
o
n
g
ad
o
lescen
t
s
.
B
ased
o
n
t
h
e
li
ter
atu
r
e,
th
e
ab
o
v
e
v
ar
iab
les
ha
ve
o
n
l
y
b
ee
n
r
ec
en
tl
y
s
t
u
d
ied
.
Giv
en
t
h
e
li
m
ited
r
esear
ch
o
n
I
n
d
o
n
esia
n
ad
o
lescen
ts
,
it
is
r
elev
a
n
t
to
h
av
e
m
o
r
e
p
r
ed
ictiv
e
s
tu
d
ie
s
t
o
ex
p
lain
w
h
ic
h
f
ac
to
r
s
m
a
y
lead
to
p
er
p
etr
ato
r
s
o
f
cy
b
er
b
u
l
l
y
in
g
.
2.
RE
S
E
ARCH
M
E
T
H
O
D
2
.
1
.
P
a
rt
icipa
nts
T
h
er
e
w
er
e
1
1
2
s
tu
d
en
t
s
(
m
e
d
ian
ag
e
=
1
5
,
SD
=
1
.
3
4
)
,
c
o
m
p
r
i
s
in
g
o
f
j
u
n
io
r
(
n
=
6
8
)
an
d
s
e
n
io
r
h
ig
h
s
c
h
o
o
l
s
t
u
d
en
t
s
(
n
=
4
4
)
,
p
ar
ticip
ated
in
th
is
s
t
u
d
y
.
W
ith
in
t
h
i
s
s
a
m
p
le,
6
5
p
ar
tic
ip
an
ts
w
er
e
f
e
m
ale
w
h
ile
th
e
r
e
m
ai
n
i
n
g
p
ar
ticip
an
ts
ar
e
m
ale
s
(
n
=
4
7
)
.
T
h
e
r
esear
ch
er
e
m
p
lo
y
ed
s
i
m
p
l
e
r
an
d
o
m
s
a
m
p
li
n
g
to
r
ec
r
u
it
t
h
e
p
ar
ticip
an
t
s
.
R
esp
o
n
d
en
ts
ca
m
e
f
r
o
m
t
h
r
ee
j
u
n
io
r
an
d
s
e
n
io
r
h
ig
h
s
ch
o
o
ls
in
Ku
lo
n
p
r
o
g
o
d
is
tr
ict
,
I
n
d
o
n
esia
.
2
.
2
.
M
e
a
s
ure
m
e
nt
2
.
2
.
1
.
Cy
berbull
y
ing
Nin
e
ite
m
s
o
f
p
er
p
e
tr
ato
r
cy
b
er
b
u
ll
y
i
n
g
s
ca
le
w
er
e
co
n
s
tr
u
cted
b
ased
o
n
W
illar
d
[
7
8
]
s
e
v
en
f
o
r
m
s
o
f
c
y
b
er
b
u
ll
y
i
n
g
n
a
m
el
y
:
F
la
m
i
n
g
(
o
n
lin
e
f
i
g
h
ts
u
s
in
g
elec
tr
o
n
ic
m
e
s
s
a
g
es
w
ith
an
g
r
y
a
n
d
v
u
l
g
ar
la
n
g
u
a
g
e)
,
o
n
lin
e
h
ar
as
s
m
en
t
(
r
ep
ea
ted
ly
s
en
d
i
n
g
n
a
s
t
y
,
m
ea
n
,
a
n
d
i
n
s
u
lti
n
g
m
ess
a
g
es)
,
c
y
b
er
s
tal
k
i
n
g
(
r
ep
ea
ted
,
in
te
n
s
e
h
ar
ass
m
e
n
t
an
d
d
en
ig
r
atio
n
th
at
in
clu
d
es
t
h
r
ea
ts
o
r
cr
ea
tes
s
ig
n
i
f
ica
n
t
f
ea
r
)
,
d
en
ig
r
atio
n
(
“
d
is
s
i
n
g
”
s
o
m
eo
n
e
o
n
lin
e.
Se
n
d
in
g
o
r
p
o
s
tin
g
g
o
s
s
ip
o
r
r
u
m
o
r
s
ab
o
u
t
ap
er
s
o
n
to
d
am
a
g
e
h
i
s
o
r
h
er
r
ep
u
tatio
n
o
r
f
r
ien
d
s
h
ip
s
)
,
m
asq
u
e
r
ad
e/
i
m
p
er
s
o
n
at
io
n
(
p
r
eten
d
in
g
to
b
e
s
o
m
eo
n
e
else
a
n
d
s
en
d
in
g
o
r
p
o
s
tin
g
m
a
ter
ial
to
g
et
th
at
p
er
s
o
n
in
tr
o
u
b
le
o
r
d
an
g
er
o
r
to
d
am
ag
e
th
at
p
er
s
o
n
’
s
r
ep
u
tatio
n
o
r
f
r
ien
d
s
h
ip
s
)
,
o
u
tin
g
(
s
h
ar
i
n
g
s
o
m
eo
n
e
’
s
s
ec
r
ets
o
r
em
b
ar
r
ass
i
n
g
in
f
o
r
m
at
io
n
o
r
im
a
g
es
o
n
lin
e.
,
a
n
d
ex
cl
u
s
i
o
n
(
in
te
n
tio
n
al
l
y
a
n
d
cr
u
ell
y
ex
clu
d
i
n
g
s
o
m
eo
n
e
f
r
o
m
an
o
n
li
n
e
g
r
o
u
p
)
.
A
h
ig
h
er
s
co
r
e
o
n
th
e
p
er
p
etr
ato
r
c
y
b
er
b
u
ll
y
in
g
s
ca
le
in
d
icate
s
h
ig
h
er
c
y
b
er
b
u
ll
y
i
n
g
co
n
d
u
cted
b
y
p
er
p
etr
ato
r
s
.
E
ac
h
ite
m
h
as
f
o
u
r
a
lter
n
ati
v
e
a
n
s
w
er
s
:
f
r
eq
u
e
n
tl
y
,
oc
ca
s
io
n
all
y
,
r
ar
el
y
a
n
d
n
e
v
er
.
Th
e
s
ca
l
e
co
n
s
is
ts
o
f
f
a
v
o
r
ab
le
an
d
u
n
f
a
v
o
r
ab
le
r
esp
o
n
s
es
.
Fo
r
th
e
f
av
o
r
ab
le
r
esp
o
n
s
e,
th
e
s
co
r
es
ar
e
g
iv
e
n
as
s
u
c
h
:
f
r
eq
u
e
n
tl
y
(
4
)
,
o
cc
asio
n
all
y
(
3
)
,
r
ar
ely
(
2
)
,
an
d
n
ev
er
(
1
)
.
Me
an
w
h
i
le,
s
co
r
es
f
o
r
th
e
u
n
f
av
o
r
ab
le
r
esp
o
n
s
e
a
r
e
g
iv
e
n
as
s
u
ch
:
n
ev
er
(
1
)
,
r
ar
ely
(
2
)
,
o
cc
asio
n
all
y
(
3
)
,
an
d
f
r
eq
u
en
tl
y
(
4
)
.
I
tem
e
x
a
m
p
les
i
n
cl
u
d
e
"
I
ac
cid
en
tall
y
s
en
t
in
s
u
lti
n
g
w
o
r
d
s
to
s
o
m
eo
n
e
’s
s
o
cia
l
m
ed
ia
ac
co
u
n
t"
,
"
I
s
en
d
i
n
d
ec
en
t
i
m
ag
e
s
to
s
o
m
eo
n
e
's
s
o
cial
m
ed
ia
ac
co
u
n
t"
,
an
d
"
I
p
o
s
ted
s
o
m
eo
n
e
'
s
p
er
s
o
n
al
s
ec
r
et
o
n
m
y
s
o
ci
al
m
ed
ia
ac
co
u
n
t"
.
T
h
e
in
ter
n
al
co
n
s
is
te
n
c
y
r
elia
b
ilit
y
tes
t
s
h
o
w
s
a
s
ati
s
f
ac
to
r
y
r
esu
lt (
C
y
b
er
b
u
ll
y
in
g
α
=
.
8
6
2
)
.
2
.
2
.
2
.
E
m
pa
t
hy
E
m
p
ath
y
w
as
as
s
ess
ed
u
s
i
n
g
t
h
e
E
ig
h
t
Qu
e
s
tio
n
E
m
p
a
th
y
s
ca
le
(
E
Q
-
8
)
,
th
e
s
ca
le
h
as
8
ite
m
s
[
7
9
]
.
T
h
e
EQ
-
8
ass
es
s
es
co
g
n
iti
v
e
e
m
p
ath
y
,
e
m
o
tio
n
al
r
ea
cti
v
it
y
,
an
d
s
o
cial
s
k
ill
s
.
A
h
ig
h
er
s
co
r
e
o
n
th
e
E
Q
-
8
in
d
icate
s
h
i
g
h
er
e
m
p
at
h
y
.
R
es
p
o
n
s
es
to
a
4
-
p
o
i
n
t
s
ca
le
r
a
n
g
i
n
g
f
r
o
m
Stro
n
g
l
y
Ag
r
ee
(
1
)
to
Stro
n
g
l
y
D
is
a
g
r
ee
(
4
)
(
eg
"I
ca
n
f
ee
l
w
h
at
o
th
e
r
s
ar
e
f
ee
li
n
g
.
"
"
W
h
en
I
s
ee
o
th
er
p
eo
p
le
in
d
is
tr
ess
,
I
f
e
el
lik
e
I
h
elp
ea
s
e
th
e
b
u
r
d
en
.
"
"I
d
o
n
'
t
ca
r
e
ab
o
u
t
th
e
f
ee
li
n
g
s
o
f
o
th
er
s
"
)
.
Fo
r
th
e
e
m
p
ath
y
s
ca
le
,
h
a
s
an
it
e
m
-
to
tal
co
r
r
elatio
n
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t J
E
v
al
&
R
e
s
E
d
u
c
.
I
SS
N:
2252
-
8822
Th
e
r
o
le
o
f p
a
r
en
t
-
ch
ild
r
ela
tio
n
s
h
ip
,
s
ch
o
o
l c
lima
te,
h
a
p
p
in
ess
,
a
n
d
emp
a
th
y
t
o
…
(
Tr
ia
n
to
r
o
S
a
fa
r
ia
)
551
r
an
g
es
f
r
o
m
4
4
5
-
7
7
5
.
T
h
e
i
n
ter
n
al
co
n
s
i
s
ten
c
y
r
eliab
ilit
y
test
w
it
h
C
r
o
n
b
ac
h
alp
h
a
s
h
o
w
s
a
s
atis
f
ac
to
r
y
r
esu
lt (
E
m
p
at
h
y
α
=
.
8
8
3
)
.
2
.
2
.
3
.
P
a
re
nt
-
child
re
la
t
io
ns
hip
T
h
e
p
a
r
en
t
-
c
h
ild
r
elatio
n
s
h
ip
w
a
s
ass
es
s
ed
u
s
i
n
g
t
h
e
ad
ap
ted
1
4
-
ite
m
s
ca
le
w
h
ich
o
r
ig
i
n
ated
f
r
o
m
th
e
I
n
v
e
n
to
r
y
o
f
P
ar
en
t
a
n
d
P
ee
r
A
ttach
m
e
n
t
(
I
P
P
A
)
b
y
A
r
m
s
d
e
n
&
Gr
ee
n
b
er
g
[
8
0
]
.
A
h
i
g
h
er
s
co
r
e
o
n
th
e
I
P
P
A
in
d
icate
s
m
o
r
e
p
o
s
itiv
e
p
ar
en
t
-
ch
i
ld
r
elatio
n
s
h
ip
.
T
h
is
s
ca
le
w
a
s
later
m
o
d
if
i
ed
b
y
Vig
n
o
lli
&
Ma
llet
[
8
1
]
.
R
esp
o
n
s
es
ar
e
g
iv
en
o
n
a
4
-
p
o
in
t
s
ca
le
r
an
g
in
g
f
r
o
m
1
=
S
tr
o
n
g
l
y
Ag
r
e
e
;
to
4
=
S
tr
o
n
g
l
y
Dis
ag
r
ee
.
(
e
.
g
.,
"
m
y
p
ar
en
t
s
u
p
p
o
r
t
m
e"
,
"
I
ca
n
co
m
m
u
n
icat
e
o
p
en
l
y
w
i
th
m
y
p
ar
en
t"
,
"
I
f
ee
l
d
etac
h
f
r
o
m
m
y
p
ar
en
t"
,
"
I
h
av
e
a
l
o
n
g
d
is
p
u
te
w
it
h
m
y
p
ar
en
t
s
"
)
.
T
h
e
p
a
r
en
t
-
c
h
ild
r
elatio
n
s
h
ip
s
ca
le
h
as
h
a
s
a
ite
m
-
to
tal
co
r
r
elatio
n
r
an
g
es
f
r
o
m
.
5
1
0
-
.
7
9
1
.
T
h
e
in
ter
n
al
co
n
s
i
s
ten
c
y
r
eliab
ilit
y
te
s
t
w
i
th
C
r
o
n
b
ac
h
alp
h
a
s
h
o
w
s
a
s
atis
f
ac
to
r
y
r
es
u
lt (
P
ar
en
t
-
c
h
il
d
r
elatio
n
s
h
ip
α
=
.
8
5
1
)
.
2
.
2
.
4
.
H
a
pp
ines
s
T
h
e
h
ap
p
in
ess
s
ca
le
w
a
s
as
s
ess
ed
an
d
ad
ap
ted
by
Hill
s
&
A
r
g
y
l
e
[
8
2
]
.
A
h
ig
h
er
s
co
r
e
o
n
th
e
h
ap
p
in
e
s
s
s
ca
le
in
d
icate
s
h
ig
h
er
h
ap
p
in
e
s
s
lev
e
l.
T
h
er
e
ar
e
15
s
tatem
e
n
ts
(e
.
g
.
,
"
I
in
ten
s
el
y
ca
r
e
ab
o
u
t
o
th
er
p
eo
p
le,
"
"I
f
ee
l
th
at
lif
e
is
v
er
y
b
o
r
in
g
,
"
"I
h
av
e
v
er
y
w
ar
m
f
ee
li
n
g
s
to
w
ar
d
s
al
m
o
s
t
ev
er
y
o
n
e,
"
"I
f
ee
l
h
ap
p
y
in
g
e
n
er
al
")
.
P
ar
ticip
an
ts
w
er
e
as
k
ed
to
in
d
icate
h
o
w
m
u
c
h
th
e
y
a
g
r
ee
o
r
d
is
ag
r
ee
t
o
ea
ch
s
tatem
e
n
t
th
r
o
u
g
h
a
4
-
p
o
in
t
r
esp
o
n
s
e
f
o
r
m
at
r
a
n
g
in
g
f
r
o
m
Stro
n
g
l
y
Ag
r
ee
(
1
)
to
S
tr
o
n
g
l
y
Di
s
ag
r
ee
(
4
)
.
T
h
e
h
ap
p
in
ess
s
ca
le
h
as
a
n
ite
m
-
to
tal
co
r
r
elatio
n
r
an
g
es
f
r
o
m
.
2
9
7
-
.
6
9
7
.
T
h
e
in
ter
n
al
co
n
s
i
s
te
n
c
y
r
eliab
ilit
y
tes
t
w
i
th
C
r
o
n
b
ac
h
alp
h
a
s
h
o
w
s
a
s
ati
s
f
ac
to
r
y
r
es
u
lt (
h
ap
p
i
n
ess
α
=
.
9
0
2
)
.
2
.
2
.
5
.
Scho
o
l c
li
m
a
t
e
Sch
o
o
l
cli
m
ate
w
as
as
s
es
s
ed
u
s
i
n
g
th
e
Sch
o
o
l
C
li
m
ate
S
u
r
v
e
y
(
S
C
S)
w
h
ic
h
m
ea
s
u
r
e
f
air
n
es
s
,
o
r
d
er
an
d
d
is
cip
li
n
e,
s
t
u
d
en
t
-
teac
h
er
r
elatio
n
s
,
a
n
d
ac
h
ie
v
e
m
en
t
m
o
ti
v
atio
n
[
8
3
]
.
A
h
ig
h
er
s
co
r
e
o
n
th
e
SC
S
in
d
icate
s
m
o
r
e
p
o
s
itiv
e
s
ch
o
o
l
clim
a
te.
P
ar
ticip
an
ts
w
er
e
ask
ed
to
in
d
icate
th
eir
an
s
w
er
in
a
4
-
p
o
in
t
r
esp
o
n
s
e
f
o
r
m
at
r
an
g
i
n
g
f
r
o
m
Stro
n
g
l
y
Ag
r
ee
(
1
)
to
Stro
n
g
l
y
Dis
a
g
r
ee
(
4
)
(
e
.
g
.
,
"
at
m
y
s
ch
o
o
l,
b
o
y
s
an
d
g
ir
l
s
ar
e
tr
ea
ted
eq
u
all
y
w
ell"
,
"
So
m
e
ch
ild
r
en
ca
r
r
y
g
u
n
s
o
r
k
n
iv
e
s
to
m
y
s
c
h
o
o
l"
,
"
My
teac
h
er
s
m
ak
e
m
e
f
ee
l
g
o
o
d
ab
o
u
t
m
y
s
el
f
"
,
"
I
lik
e
co
m
i
n
g
to
s
ch
o
o
l"
)
.
T
h
e
s
ch
o
o
l
clim
at
e
s
ca
le
h
as
a
n
ite
m
-
to
tal
co
r
r
elatio
n
r
an
g
es
f
r
o
m
.
3
2
0
t
o
.
7
4
4
.
T
h
e
in
ter
n
al
co
n
s
is
te
n
c
y
r
eliab
ilit
y
tes
t
w
ith
C
r
o
n
b
ac
h
alp
h
a
s
h
o
w
sa
s
atis
f
ac
to
r
y
r
es
u
lt
(
s
c
h
o
o
l
cli
m
ate
α
=
.
9
0
1
)
.
2
.
2
.
6
.
P
ro
ce
du
re
Data
w
a
s
co
llected
f
r
o
m
t
h
r
e
e
s
ch
o
o
ls
b
y
f
ir
s
t
a
s
k
i
n
g
f
o
r
p
er
m
i
s
s
io
n
f
r
o
m
th
e
s
ch
o
o
l.
Data
w
a
s
co
llected
in
th
e
class
r
o
o
m
.
A
l
l
s
tu
d
en
t
s
co
m
p
leted
in
f
o
r
m
ed
co
n
s
en
t
an
d
u
n
d
er
s
t
ood
th
at
in
v
o
l
v
e
m
en
t
i
n
th
i
s
r
esear
ch
is
v
o
lu
n
tar
y
w
i
th
o
u
t
co
er
cio
n
.
Nex
t,
an
ass
is
tan
t
r
esear
ch
er
b
r
ief
ed
t
he
s
tu
d
en
t
s
ab
o
u
t
th
e
s
u
b
j
ec
t
o
f
th
is
r
esear
c
h
,
h
o
w
to
f
il
l
in
th
e
s
ca
le
s
,
an
d
ex
p
lain
ed
th
e
an
o
n
y
m
it
y
in
f
illi
n
g
t
h
e
s
ca
le.
I
n
ad
d
itio
n
,
th
e
r
esear
c
h
as
s
is
tan
t
also
ex
p
lain
ed
t
h
e
co
n
f
id
en
tial
it
y
is
s
u
e
o
f
t
h
is
s
t
u
d
y
.
St
u
d
en
ts
also
r
ec
ei
v
ed
an
ex
p
la
n
atio
n
t
h
at
t
h
er
e
is
n
o
r
ig
h
t
o
r
w
r
o
n
g
a
n
s
w
er
s
.
T
h
e
y
w
er
e
en
co
u
r
a
g
ed
to
ch
o
o
s
e
th
e
an
s
w
er
s
t
h
at
b
est
r
ef
lect
th
e
ir
cu
r
r
en
t c
o
n
d
itio
n
.
I
t to
o
k
ap
p
r
o
x
i
m
atel
y
3
5
m
i
n
u
tes to
f
ill
-
i
n
t
h
e
m
ea
s
u
r
e
m
en
t t
o
o
ls
.
2
.
2
.
7
.
Da
t
a
a
na
ly
s
is
L
i
n
ea
r
r
eg
r
ess
io
n
an
al
y
s
i
s
w
a
s
u
s
ed
to
test
th
e
h
y
p
o
t
h
ese
s
o
f
th
i
s
s
t
u
d
y
.
A
d
d
itio
n
all
y
,
d
escr
ip
tiv
e
an
al
y
s
is
w
as
e
m
p
lo
y
ed
to
ex
p
lo
r
e
th
e
p
ar
ticip
a
n
ts
'
d
e
m
o
g
r
ap
h
ic
d
ata.
T
ests
f
o
r
n
o
r
m
a
lit
y
,
li
n
ea
r
it
y
,
m
u
ltico
lli
n
ea
r
it
y
we
r
e
also
ca
r
r
ied
o
u
t to
en
s
u
r
e
t
h
at
d
ata
m
ee
ts
its
p
ar
a
m
etr
ic
a
s
s
u
m
p
tio
n
s
.
3.
RE
SU
L
T
S
A
ND
D
I
SCU
SS
I
O
N
T
h
e
r
esu
lts
o
f
th
is
s
t
u
d
y
in
d
ic
ate
th
at
s
ch
o
o
l
cli
m
ate
h
as
a
r
o
le
in
cy
b
er
b
u
ll
y
b
eh
a
v
io
r
(
β=
-
.
2
5
1
,
p
=
.
0
1
0
)
.
L
ik
e
w
i
s
e,
p
ar
en
t
-
c
h
ild
r
elatio
n
s
h
ip
(
β
=
-
.
2
5
7
,
p
=
.
0
0
4
)
,
em
p
ath
y
(
β=
-
.
1
7
9
,
p
=
.
0
5
0
)
,
an
d
h
ap
p
in
es
s
(
β=
-
.
1
6
8
,
p
=
.
0
5
1
)
also
en
co
u
r
ag
e
c
y
b
er
b
u
l
l
y
i
n
g
b
eh
a
v
io
r
.
T
ab
le
1
d
escr
ib
es th
e
r
eg
r
ess
i
o
n
an
al
y
s
i
s
r
esu
lts
.
Me
an
w
h
ile,
T
ab
le
1
d
ep
icts
th
e
m
ea
n
,
s
ta
n
d
ar
d
d
ev
iatio
n
,
an
d
co
r
r
elatio
n
b
et
w
ee
n
v
ar
iab
le
s
.
Sch
o
o
l
cli
m
ate
h
as
a
n
e
g
ati
v
e
s
i
g
n
if
i
ca
n
t
co
r
r
elatio
n
w
ith
c
y
b
er
b
u
ll
y
i
n
g
b
e
h
av
io
r
.
Hap
p
in
es
s
also
h
as
a
n
e
g
ati
v
e
s
ig
n
i
f
ica
n
t
co
r
r
elatio
n
w
it
h
cy
b
er
b
u
ll
y
in
g
b
eh
av
io
r
.
E
m
p
a
th
y
h
as
a
ne
g
ati
v
e
s
i
g
n
if
ican
t
co
r
r
elatio
n
w
it
h
c
y
b
er
b
u
ll
y
in
g
b
eh
a
v
io
r
.
P
ar
en
t
-
ch
i
ld
r
elatio
n
s
h
a
v
e
a
n
e
g
ativ
e
s
ig
n
i
f
ica
n
t
co
r
r
elatio
n
w
it
h
c
y
b
er
b
u
ll
y
i
n
g
b
eh
av
io
r
.
T
ab
le
2
s
h
o
w
s
t
h
e
r
eg
r
ess
io
n
an
a
l
y
s
is
o
f
s
c
h
o
o
l
cli
m
ate,
h
ap
p
in
es
s
,
p
ar
en
t
-
ch
i
l
d
r
elatio
n
s
h
ip
s
,
an
d
e
m
p
a
th
y
f
o
r
cy
b
er
b
u
l
l
y
i
n
g
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2252
-
8822
I
n
t
.
J
.
E
v
al
.
&
R
es
.
E
d
u
c
.
Vo
l.
9
,
No
.
3
,
Sep
tem
b
er
2020
:
5
4
8
-
557
552
T
ab
le
1
.
Me
an
s
,
s
tan
d
ar
d
d
ev
iatio
n
s
,
an
d
i
n
ter
co
r
r
elatio
n
s
b
et
w
ee
n
v
ar
iab
le
s
M
e
a
su
r
e
s
M
SD
1
2
3
4
5
C
y
b
e
r
b
u
l
l
y
i
n
g
30
4
.
6
1
.
0
0
0
-
-
-
-
S
c
h
o
o
l
c
l
i
ma
t
e
3
2
.
9
4
.
3
-
.
4
7
4
*
1
.
0
0
0
-
-
H
a
p
p
i
n
e
ss
2
6
.
9
3.
-
.
3
3
1
*
.
3
5
1
*
1
.
0
0
0
-
-
P
a
r
e
n
t
-
c
h
i
l
d
r
e
l
a
t
i
o
n
2
9
.
2
4
.
2
-
.
4
4
2
*
.
2
7
5
*
*
.
2
4
8
*
*
1
.
0
0
0
-
Emp
a
t
hy
3
1
.
6
3
.
7
-
.
3
9
2
*
.
3
9
9
*
.
0
2
0
.
3
7
6
*
.
1
.
0
0
0
*
p
<
.
0
1
,
*
*
p
<
.
0
5
T
ab
le
2
.
T
h
e
r
eg
r
ess
io
n
an
al
y
s
is
o
f
s
c
h
o
o
l c
li
m
ate,
h
ap
p
in
es
s
,
p
ar
en
t
-
ch
i
ld
r
elatio
n
s
h
ip
s
,
s
ch
o
o
l a
n
tib
u
ll
y
i
n
g
,
e
m
p
a
th
y
f
o
r
cy
b
er
b
u
ll
y
in
g
V
a
r
i
a
b
l
e
s
B
S
EB
t
p
S
c
h
o
o
l
c
l
i
ma
t
e
.
2
7
5
.
1
0
5
-
.
2
5
1
2
.
6
2
4
.
0
1
0
H
a
p
p
i
n
e
ss
.
2
2
8
.
1
1
5
-
.
1
6
8
1
.
9
7
6
.
0
5
1
P
a
r
e
n
t
-
c
h
i
l
d
r
e
l
a
t
i
o
n
.
2
8
7
.
0
9
6
-
.
2
5
7
2
.
9
8
5
.
0
0
4
Emp
a
t
h
y
.
2
2
3
.
1
1
3
-
.
1
7
9
1
.
9
8
4
.
0
5
0
N
o
t
e
.
A
d
j
u
s
t
e
d
R
2
=
.
3
4
3
(
N
=
3
1
2
,
p
=
.
0
0
0
)
.
T
h
is
s
t
u
d
y
e
x
a
m
in
e
d
w
h
et
h
e
r
p
ar
en
t
-
ch
ild
r
elatio
n
s
h
ip
s
,
h
ap
p
in
es
s
,
e
m
p
at
h
y
,
an
d
s
c
h
o
o
l
cli
m
ate
en
co
u
r
ag
e
c
y
b
er
b
u
ll
y
in
g
b
eh
av
io
r
a
m
o
n
g
ad
o
lescen
t
s
.
T
h
e
r
esu
lts
o
f
t
h
i
s
s
tu
d
y
in
d
icat
e
th
at
all
p
r
o
p
o
s
ed
h
y
p
o
t
h
eses
ar
e
ac
ce
p
ted
.
Mo
r
e
s
p
ec
if
icall
y
,
th
e
r
es
u
lt
s
o
f
t
h
is
s
t
u
d
y
f
o
u
n
d
a
s
ig
n
i
f
ica
n
t
r
elatio
n
s
h
ip
b
et
w
ee
n
e
m
p
ath
y
a
n
d
c
y
b
er
b
u
ll
y
in
g
b
e
h
av
io
r
.
T
h
e
r
esu
lt
s
o
f
t
h
i
s
s
t
u
d
y
ar
e
al
s
o
in
ac
co
r
d
an
ce
w
it
h
F
estl
'
s
s
t
u
d
y
w
h
ic
h
f
o
u
n
d
a
s
ig
n
i
f
ica
n
t
r
elatio
n
s
h
ip
b
et
w
ee
n
e
m
p
at
h
y
a
n
d
c
y
b
er
b
u
l
l
y
in
g
[
8
4
]
.
L
i
k
e
w
i
s
e
,
Del
R
e
y
's
r
esear
c
h
r
esu
lt
s
co
n
f
ir
m
ed
th
e
s
a
m
e
r
esu
lt
s
[
8
5
]
.
T
h
is
s
tu
d
y
s
h
o
w
s
th
at
th
e
f
i
n
d
i
n
g
s
ar
e
in
ac
co
r
d
an
ce
to
p
r
ev
io
u
s
s
tu
d
ie
s
,
n
o
tab
l
y
th
at
e
m
p
at
h
y
co
r
r
elate
s
w
it
h
c
y
b
er
b
u
l
l
y
i
n
g
b
e
h
av
io
r
[
2
4
,
8
6
]
.
T
h
e
r
e
latio
n
s
h
ip
b
et
w
ee
n
e
m
p
ath
y
an
d
c
y
b
er
b
u
ll
y
in
g
is
also
co
n
s
is
ten
t
w
i
th
p
r
ev
io
u
s
t
r
ad
itio
n
al
b
u
ll
y
in
g
s
t
u
d
ies
[
8
7
-
89
].
Fu
r
t
h
er
m
o
r
e,
th
i
s
s
t
u
d
y
p
r
ese
n
ts
ar
g
u
m
e
n
ts
d
esp
ite
i
m
p
o
r
tan
t
d
if
f
er
en
ce
s
b
et
w
ee
n
t
h
e
c
o
n
tex
t
s
i
n
w
h
ic
h
in
ti
m
id
atio
n
a
n
d
ag
g
r
ess
io
n
o
cc
u
r
;
th
e
r
e
s
u
l
ts
o
f
th
is
s
t
u
d
y
i
n
d
icate
t
h
at
p
eo
p
le
w
h
o
co
n
d
u
c
t
c
y
b
er
b
u
ll
y
in
g
d
is
p
la
y
a
lac
k
o
f
e
m
p
at
h
y
s
i
m
ilar
to
tr
ad
itio
n
a
l
b
u
ll
y
i
n
g
[
7
1
]
.
C
o
g
n
i
tiv
e
a
n
d
af
f
ec
tiv
e
e
m
p
at
h
y
ca
n
in
f
l
u
e
n
ce
s
o
cial
in
ter
ac
t
io
n
,
w
h
ile
a
f
f
ec
ti
v
e
e
m
p
at
h
y
s
ee
m
s
to
b
e
an
es
s
en
t
ial
f
ac
to
r
in
s
h
ap
in
g
an
d
en
co
u
r
ag
i
n
g
b
u
ll
y
in
g
b
eh
av
io
r
.
F
u
t
u
r
e
r
esear
ch
s
h
o
u
l
d
in
v
esti
g
ate
t
h
is
r
elativ
e
r
o
le
o
f
co
g
n
iti
v
e
an
d
af
f
ec
tiv
e
e
m
p
at
h
y
i
n
c
y
b
er
b
u
ll
y
i
n
g
b
e
h
av
io
r
.
E
m
p
at
h
y
b
a
s
ed
o
n
s
o
m
e
p
r
ev
io
u
s
s
tu
d
ie
s
is
also
s
h
o
w
n
to
h
av
e
a
s
tr
o
n
g
r
elat
io
n
s
h
ip
w
it
h
an
tis
o
cial
b
eh
a
v
io
r
.
T
h
is
s
tu
d
y
al
s
o
illu
s
tr
ates
a
s
ig
n
if
ican
t
r
elatio
n
s
h
ip
b
etw
ee
n
s
c
h
o
o
l
cli
m
ate
an
d
c
y
b
er
b
u
ll
y
i
n
g
b
eh
av
io
r
.
T
h
ese
r
esu
lts
co
r
r
o
b
o
r
ate
th
e
f
in
d
in
g
s
o
f
L
å
f
t
m
an
,
Ost
b
er
g
&
Mo
d
in
[
8
9
]
w
h
o
f
o
u
n
d
p
o
s
itiv
e
s
ch
o
o
l
lead
er
s
h
ip
to
b
e
r
elate
d
to
a
lo
w
f
r
eq
u
e
n
c
y
o
f
c
y
b
er
b
u
ll
y
i
n
g
/
c
y
b
er
v
icti
m
izatio
n
b
eh
av
io
r
i
n
s
c
h
o
o
ls
.
So
m
e
p
r
ev
io
u
s
s
t
u
d
ies
h
a
v
e
f
o
u
n
d
a
co
n
n
ec
tio
n
b
et
w
ee
n
v
ar
io
u
s
s
c
h
o
o
l
-
co
n
te
x
tu
al
ch
ar
ac
ter
i
s
tics
an
d
tr
ad
itio
n
al
f
o
r
m
s
o
f
i
n
ti
m
id
atio
n
[
9
0
]
.
T
r
ad
itio
n
al
b
u
ll
y
in
g
h
a
s
b
ee
n
s
h
o
w
n
to
o
cc
u
r
less
f
r
eq
u
e
n
tl
y
i
n
s
ch
o
o
ls
,
ch
ar
ac
ter
ized
b
y
tr
aits
s
u
c
h
as
clea
r
r
u
les,
p
o
s
iti
v
e
s
tu
d
en
t
-
teac
h
er
r
elatio
n
s
,
at
titu
d
es
o
f
teac
h
er
s
w
h
o
ar
e
ag
ai
n
s
t
in
t
i
m
id
atio
n
a
s
w
ell
as
th
eir
i
n
ter
v
en
t
io
n
f
o
r
it
[
8
5
,
9
1
-
95
]
in
th
eir
s
tu
d
y
o
f
teac
h
er
s
an
d
s
tu
d
en
ts
in
No
r
w
a
y
f
o
u
n
d
th
at
s
c
h
o
o
ls
th
at
ass
e
s
s
ed
th
eir
teac
h
er
s
ab
o
u
t
s
ch
o
o
l
lead
er
s
h
ip
,
teac
h
er
af
f
iliatio
n
,
an
d
h
i
g
h
co
llab
o
r
ativ
e
ac
ti
v
ities
s
h
o
w
ed
lo
wer
r
ates
o
f
v
icti
m
s
a
n
d
p
er
p
etr
ato
r
s
b
u
ll
y
i
n
g
.
T
h
e
r
e
s
ea
r
ch
b
y
Aco
s
ta,
et
a
l.
[
9
6
]
f
o
u
n
d
t
h
at
s
t
u
d
en
t
s
i
n
p
o
s
itiv
e
s
c
h
o
o
l
cli
m
ates
r
ep
o
r
ted
ex
p
er
ien
cin
g
f
e
w
er
p
h
y
s
ical
an
d
e
m
o
tio
n
al
ab
u
s
e,
as
w
e
ll
as
c
y
b
er
b
u
ll
y
in
g
b
eh
a
v
io
r
s
.
T
h
ey
also
r
ep
o
r
t
h
ig
h
lev
el
s
o
f
s
ch
o
o
l
co
n
n
ec
ted
n
es
s
,
p
ee
r
attac
h
m
e
n
t,
ass
er
ti
v
e
n
es
s
,
an
d
e
m
p
ath
y
.
R
e
s
ea
r
ch
b
y
Far
in
a
[
9
7
]
f
o
u
n
d
th
at
p
o
s
itiv
e
s
c
h
o
o
l
cli
m
ate
p
r
ed
icts
b
u
ll
y
i
n
g
in
cid
e
n
ce
.
E
lio
t
et
al
[
9
8
]
f
o
u
n
d
th
at
s
t
u
d
en
t
s
w
h
o
p
er
ce
iv
ed
h
av
i
n
g
s
u
p
p
o
r
tiv
e
teac
h
er
s
an
d
s
ch
o
o
l
s
taf
f
m
e
m
b
er
s
ar
e
m
o
r
e
lik
el
y
to
h
a
v
e
a
p
o
s
itiv
e
attitu
d
e
to
w
ar
d
s
h
elp
-
s
ee
k
i
n
g
f
o
r
b
u
ll
y
i
n
g
an
d
th
r
ea
t
s
o
f
v
i
o
len
ce
.
I
n
ad
d
itio
n
,
o
th
er
s
tu
d
ies
s
h
o
w
t
h
at
s
t
u
d
en
t
s
'
p
er
ce
p
tio
n
o
f
th
e
s
c
h
o
o
l
cli
m
ate
is
p
o
s
iti
v
el
y
co
r
r
elate
d
w
it
h
s
tu
d
e
n
t
ad
j
u
s
t
m
en
t
,
ac
ad
em
ic
ac
h
ie
v
e
m
en
t,
an
d
co
m
m
it
m
e
n
t
to
lear
n
in
g
[
9
9
,
1
0
0
]
,
in
clu
d
in
g
s
c
h
o
o
l saf
et
y
an
d
teac
h
er
v
icti
m
izati
o
n
[
1
0
1
,
1
0
2
]
.
T
h
is
s
t
u
d
y
al
s
o
f
o
u
n
d
a
s
i
g
n
i
f
i
ca
n
t r
elatio
n
s
h
ip
b
et
w
ee
n
p
ar
e
n
t
-
ch
i
ld
r
elatio
n
s
h
ip
s
a
n
d
c
y
b
er
b
u
ll
y
i
n
g
b
eh
av
io
r
.
T
h
e
s
t
u
d
y
f
r
o
m
Na
v
ar
r
o
et
al
[
2
1
]
c
o
n
f
ir
m
s
th
e
s
a
m
e
r
esu
lts
i
n
w
h
ich
p
ar
en
tal
m
ed
iatio
n
i
n
t
h
e
u
s
e
o
f
th
e
i
n
ter
n
et
d
ec
r
ea
s
es
t
h
e
in
cid
en
ce
o
f
c
y
b
e
r
v
ic
ti
m
izat
io
n
.
L
ar
r
añ
a
g
a
et
al
[
1
0
3
]
s
tu
d
y
al
s
o
co
n
f
ir
m
s
th
at
ad
o
lescen
ts
w
it
h
a
t
y
p
e
o
f
av
o
id
an
ce
co
m
m
u
n
icat
io
n
w
it
h
th
eir
m
o
th
er
s
ar
e
ass
o
ciate
d
m
o
r
e
w
it
h
c
y
b
er
b
u
ll
y
in
g
v
ict
i
m
iza
tio
n
.
I
n
ad
d
itio
n
,
i
t
w
as
al
s
o
f
o
u
n
d
th
at
ad
o
lesce
n
t
s
wh
o
h
a
v
e
a
v
o
id
an
t
co
m
m
u
n
icatio
n
an
d
h
i
g
h
s
e
n
s
e
o
f
lo
n
e
lin
e
s
s
ar
e
a
s
s
o
ciate
d
w
it
h
s
ev
er
e
c
y
b
er
b
u
ll
y
i
n
g
v
icti
m
izat
io
n
,
a
n
d
in
d
iv
id
u
als
w
h
o
h
a
v
e
th
e
o
f
f
e
n
s
i
v
e
t
y
p
e
o
f
co
m
m
u
n
icatio
n
co
r
r
elate
w
i
th
s
e
v
er
e
c
y
b
er
b
u
l
l
y
i
n
g
v
icti
m
izatio
n
.
T
h
ese
r
esu
lts
i
n
d
icate
th
e
i
m
p
o
r
ta
n
ce
o
f
co
m
m
u
n
ica
tio
n
w
it
h
i
n
th
e
f
a
m
il
y
i
n
p
r
ev
e
n
ti
n
g
c
y
b
er
b
u
ll
y
in
g
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t J
E
v
al
&
R
e
s
E
d
u
c
.
I
SS
N:
2252
-
8822
Th
e
r
o
le
o
f p
a
r
en
t
-
ch
ild
r
ela
tio
n
s
h
ip
,
s
ch
o
o
l c
lima
te,
h
a
p
p
in
ess
,
a
n
d
emp
a
th
y
t
o
…
(
Tr
ia
n
to
r
o
S
a
fa
r
ia
)
553
v
icti
m
izatio
n
.
T
h
e
s
tu
d
y
o
f
E
s
téév
e
z,
Mu
r
g
u
i,
Mu
s
itu
,
&
Mo
r
en
o
[
1
0
4
]
c
o
n
f
ir
m
s
th
at
a
p
o
s
itiv
e
f
a
m
il
y
en
v
ir
o
n
m
e
n
t
is
c
h
ar
ac
te
r
ized
b
y
ad
eq
u
a
te
s
o
cial
s
u
p
p
o
r
t,
s
t
r
o
n
g
co
h
e
s
iv
e
n
e
s
s
a
m
o
n
g
f
a
m
il
y
m
e
m
b
er
s
,
a
n
d
an
o
p
en
an
d
em
p
at
h
ic
co
m
m
u
n
icat
io
n
.
T
h
is
co
m
m
u
n
icat
io
n
co
n
tr
ib
u
te
to
p
r
ev
en
tin
g
ad
o
lescen
ts
f
r
o
m
en
g
a
g
i
n
g
i
n
c
y
b
er
b
u
ll
y
i
n
g
b
eh
av
io
r
o
r
b
ec
o
m
i
n
g
v
icti
m
s
o
f
cy
b
er
b
u
ll
y
i
n
g
.
C
o
n
d
u
c
iv
e
f
a
m
i
l
y
co
n
d
itio
n
f
ac
ilit
ate
s
c
h
ild
r
en
to
d
ev
elo
p
ad
eq
u
ate
s
o
cial
ad
j
u
s
t
m
e
n
t
,
an
d
estab
lis
h
p
o
s
iti
v
e
r
elati
o
n
s
h
ip
s
w
it
h
t
h
eir
p
ee
r
s
.
Fu
r
th
er
m
o
r
e,
p
r
ev
io
u
s
r
esear
ch
s
h
o
w
s
t
h
at
f
a
m
i
l
y
en
v
ir
o
n
m
e
n
t
p
o
s
iti
v
el
y
in
f
l
u
en
ce
s
ch
i
ld
r
en
'
s
ad
h
er
en
ce
to
s
o
cial
r
u
les,
w
h
i
ch
is
d
ir
ec
tl
y
r
elate
d
to
s
ch
o
o
l
v
io
len
ce
[
1
0
5
]
.
I
n
ad
d
itio
n
,
h
ig
h
f
a
m
il
y
co
n
f
lic
t
ac
ts
as
a
r
is
k
f
ac
to
r
f
o
r
b
ein
g
b
u
llied
v
ia
d
ig
ital
s
o
cial
m
ed
ia,
an
d
v
icti
m
s
o
f
c
y
b
er
b
u
ll
y
in
g
h
a
v
e
f
a
m
il
ies
t
h
a
t
ar
e
less
co
h
esi
v
e
an
d
o
p
en
t
h
a
n
n
o
n
-
v
icti
m
s
o
f
c
y
b
er
b
u
l
l
y
i
n
g
[
1
0
6
]
.
C
o
n
tr
ad
icl
y
,
t
h
i
s
s
t
u
d
y
f
o
u
n
d
n
o
t
s
i
g
n
i
f
ican
t
p
o
s
iti
v
e
r
elatio
n
s
h
ip
b
et
w
ee
n
h
ap
p
in
es
s
an
d
c
y
b
er
b
u
ll
y
in
g
b
eh
a
v
io
r
.
T
h
ese
r
esu
lt
s
co
n
tr
ad
ict
w
it
h
Qo
d
i
r
,
Dip
o
n
eg
o
r
o
&
Sa
f
ar
ia
s
t
u
d
y
[
1
0
7
]
w
h
ic
h
s
tate
s
th
at
t
h
er
e
is
a
r
elatio
n
s
h
ip
b
etw
ee
n
h
ap
p
in
es
s
a
n
d
c
y
b
er
b
u
ll
y
in
g
b
e
h
av
io
r
.
A
d
d
itio
n
al
l
y
,
A
li
P
ad
ir
,
E
r
o
g
lu
,
&
C
alis
k
a
n
[
5
5
]
also
s
h
o
w
ed
d
if
f
er
en
ce
r
esu
lt
Fu
r
t
h
er
m
o
r
e,
th
e
s
tu
d
y
o
f
Nav
ar
r
o
et
al
[
5
6
]
f
o
u
n
d
a
d
ec
r
ea
s
e
in
h
ap
p
in
es
s
in
b
o
th
p
er
p
etr
ato
r
s
an
d
v
icti
m
s
o
f
c
y
b
er
b
u
ll
y
in
g
.
T
h
e
lin
k
b
et
w
ee
n
h
ap
p
i
n
es
s
an
d
p
r
o
s
o
cial
b
eh
av
io
r
i
n
to
th
e
B
r
o
ad
en
-
an
d
-
B
u
ild
T
h
eo
r
y
[
5
7
]
,
w
h
ich
p
o
s
its
t
h
at,
ex
p
er
ie
n
ce
s
p
o
s
it
i
v
e
e
m
o
tio
n
s
b
r
o
ad
p
eo
p
le
p
e
r
s
p
ec
tiv
es a
n
d
ac
tio
n
s
an
d
b
u
ild
s
e
n
d
u
r
i
n
g
b
io
p
s
y
c
h
o
s
o
cial
r
eso
u
r
ce
s
a
n
d
r
elatio
n
s
h
ip
s
.
A
lt
h
o
u
g
h
cu
r
r
en
t
r
esear
c
h
p
r
o
v
id
es
n
e
w
i
n
s
i
g
h
ts
r
elate
d
to
th
e
r
elatio
n
s
h
ip
b
et
w
ee
n
p
ar
en
t
-
c
h
ild
r
elatio
n
s
h
ip
,
h
ap
p
in
es
s
,
e
m
p
ath
y
a
n
d
s
ch
o
o
l
cli
m
ate
with
c
y
b
er
b
u
ll
y
i
n
g
b
eh
a
v
io
r
,
th
er
e
ar
e
s
ev
er
al
li
m
ita
tio
n
s
o
f
th
is
s
t
u
d
y
th
a
t
s
h
o
u
ld
b
e
co
n
s
id
er
ed
.
First,
th
e
cr
o
s
s
-
s
ec
tio
n
al
d
esig
n
o
f
th
i
s
s
tu
d
y
ca
n
n
o
t
p
r
o
d
u
ce
th
e
estab
lis
h
m
en
t
o
f
ca
u
s
al
it
y
b
et
w
ee
n
d
if
f
er
e
n
t
v
ar
iab
les
;
th
er
ef
o
r
e,
lo
n
g
it
u
d
in
al
s
t
u
d
ies
ar
e
r
ec
o
m
m
e
n
d
ed
f
o
r
f
u
t
u
r
e
s
t
u
d
i
es
.
Seco
n
d
ly
,
th
e
p
ar
ticip
an
ts
in
t
h
is
s
t
u
d
y
o
n
l
y
co
n
s
is
ted
o
f
th
r
ee
s
c
h
o
o
ls
f
r
o
m
a
s
p
ec
if
ic
r
eg
io
n
in
Yo
g
y
ak
a
r
ta,
I
n
d
o
n
esia,
s
o
it
i
s
s
u
g
g
es
ted
th
at
f
u
t
u
r
e
r
esear
ch
u
s
e
a
b
r
o
ad
er
an
d
m
o
r
e
r
ep
r
esen
tativ
e
s
a
m
p
le
to
en
s
u
r
e
ar
o
b
u
s
t
an
d
r
eliab
le
r
e
s
u
lt
.
T
h
ir
d
ly
,
t
h
is
s
t
u
d
y
u
s
es
s
el
f
-
r
ep
o
r
ted
m
ea
s
u
r
es,
w
h
ic
h
alt
h
o
u
g
h
e
f
f
ec
t
iv
e
an
d
r
eliab
le
in
co
llecti
n
g
d
ata,
c
a
n
b
e
i
n
f
lu
e
n
ce
d
b
y
r
e
s
p
o
n
s
e
b
ias
(
f
a
k
i
n
g
g
o
o
d
o
r
f
ak
in
g
b
ad
)
.
Desp
ite
t
h
ese
l
i
m
itatio
n
s
,
t
h
e
r
esu
lt
s
o
f
t
h
is
s
t
u
d
y
ar
e
o
f
p
ar
ticu
lar
r
ele
v
an
ce
g
iv
e
n
th
at
th
e
y
h
ig
h
li
g
h
t
f
ac
to
r
s
t
h
at
af
f
ec
t
t
h
e
c
y
b
er
b
u
ll
y
in
g
p
r
o
b
lem
a
m
o
n
g
I
n
d
o
n
es
ian
ad
o
lescen
t
s
.
T
h
ese
ar
e
v
ar
iab
les
th
at
h
a
v
e
y
e
t
to
r
ec
eiv
e
m
u
c
h
atten
tio
n
f
r
o
m
t
h
e
s
cie
n
ti
fi
c
fi
eld
.
T
h
u
s
,
t
h
e
p
ar
en
t
-
c
h
ild
r
elatio
n
s
h
ip
,
s
c
h
o
o
l
cli
m
ate,
e
m
p
at
hy
,
a
n
d
h
ap
p
in
ess
ar
e
s
ee
n
to
p
la
y
a
n
i
m
p
o
r
tan
t
r
o
le
as
a
p
r
o
tectiv
e
f
ac
to
r
f
r
o
m
c
y
b
er
b
u
ll
y
in
g
.
Si
m
i
lar
l
y
,
all
o
f
th
e
p
r
ev
i
o
u
s
l
y
m
en
t
io
n
ed
v
ar
iab
les
ac
t
a
s
a
p
r
o
tectiv
e
f
ac
to
r
ag
ai
n
s
t
s
tu
d
e
n
ts
b
e
co
m
i
n
g
v
icti
m
s
a
s
w
ell
as
a
g
g
r
e
s
s
o
r
s
.
T
h
u
s
,
it
is
co
r
r
o
b
o
r
ate
d
th
at
all
v
ar
iab
les
s
h
o
u
ld
b
e
tak
e
n
in
to
co
n
s
id
er
atio
n
w
h
e
n
d
ev
elo
p
in
g
s
o
cial
an
d
e
d
u
ca
tio
n
al
p
o
licies
as
w
ell
as
p
r
ev
en
ti
o
n
a
n
d
in
ter
v
e
n
tio
n
p
r
o
g
r
a
m
s
to
allev
iat
e
th
is
p
r
o
b
le
m
.
4.
CO
NCLU
SI
O
N
T
h
e
r
esu
lts
o
f
th
is
s
tu
d
y
s
h
o
w
th
at
p
ar
en
t
-
c
h
ild
r
elatio
n
s
h
ip
,
e
m
p
ath
y
,
h
ap
p
i
n
ess
,
a
n
d
s
c
h
o
o
l
cli
m
ate
h
as
a
n
e
g
ati
v
e
s
i
g
n
if
ican
t
r
elat
io
n
s
h
ip
w
i
th
c
y
b
er
b
u
ll
y
b
e
h
av
io
r
.
T
h
e
s
u
g
g
est
io
n
f
o
r
f
u
r
t
h
er
r
esear
ch
is
to
ad
d
o
th
er
v
ar
iab
les
th
at
ar
e
h
y
p
o
th
esized
to
p
lay
a
r
o
le
in
th
e
o
cc
u
r
r
en
ce
o
f
cy
b
er
b
u
l
l
y
i
n
g
.
T
ak
in
g
in
to
co
n
s
id
er
atio
n
t
h
e
lo
w
r
ep
r
ese
n
tati
v
en
e
s
s
o
f
t
h
e
s
a
m
p
le,
f
u
t
u
r
e
s
tu
d
ie
s
ar
e
ad
v
is
ed
to
co
n
s
id
er
u
s
i
n
g
a
lar
g
er
n
u
m
b
er
o
f
s
a
m
p
les
to
i
m
p
r
o
v
e
th
e
r
ep
r
esen
tati
v
e
n
ess
o
f
cu
r
r
en
t p
o
p
u
latio
n
.
ACK
NO
WL
E
D
G
E
M
E
NT
S
T
h
an
k
to
Un
i
v
er
s
i
tas
Ah
m
ad
Dah
la
n
th
at
h
a
v
e
p
r
o
v
id
ed
a
g
r
an
t f
o
r
th
i
s
r
esear
ch
.
W
e
also
s
en
d
o
u
r
th
an
k
f
u
ln
e
s
s
to
R
ec
to
r
o
f
U
n
i
v
er
s
ita
s
A
h
m
ad
Dah
lan
f
o
r
h
is
s
u
p
p
o
r
t o
f
th
is
r
esear
c
h
.
RE
F
E
R
E
NC
E
S
[1
]
S
.
G
.
Ha
n
d
o
n
o
,
K.
L
a
e
h
e
e
m
,
a
n
d
R.
S
it
ti
c
h
a
i,
“
F
a
c
to
rs
re
late
d
w
it
h
c
y
b
e
rb
u
ll
y
in
g
a
m
o
n
g
th
e
y
o
u
t
h
o
f
Ja
k
a
rta,
In
d
o
n
e
sia
,
”
Ch
il
d
re
n
a
n
d
Y
o
u
t
h
S
e
rv
ice
s R
e
v
iew,
v
o
l
.
9
9
,
pp
.
2
3
5
–
2
3
9
,
A
p
r
2
0
1
9
.
[2
]
R.
Ko
w
a
lsk
i,
S
.
P
.
L
im
b
e
r,
a
n
d
A
.
M
c
Co
rd
,
“
A
d
e
v
e
lo
p
m
e
n
tal
a
p
p
r
o
a
c
h
to
c
y
b
e
rb
u
ll
y
in
g
:
P
re
v
a
len
c
e
a
n
d
p
ro
tec
ti
v
e
f
a
c
to
rs.
A
g
g
re
ss
io
n
a
n
d
V
io
len
t
B
e
h
a
v
io
r
,
”
Ag
g
re
ss
io
n
a
n
d
Vi
o
len
t
Beh
a
v
io
r
,
v
o
l
.
45,
p
p
.
20
-
3
2
,
2
0
1
9
.
[3
]
T.
S
a
f
a
ri
a
,
“
P
re
v
a
len
c
e
a
n
d
im
p
a
c
t
o
f
c
y
b
e
rb
u
ll
y
in
g
in
a
sa
m
p
le
o
f
In
d
o
n
e
sia
n
ju
n
io
r
h
ig
h
s
c
h
o
o
l
stu
d
e
n
ts
,
”
T
OJ
ET
:
T
h
e
T
u
rk
ish
O
n
li
n
e
J
o
u
r
n
a
l
o
f
E
d
u
c
a
ti
o
n
a
l
T
e
c
h
n
o
l
o
g
y
,
v
o
l
.
15
,
n
o
.
1
,
pp
.
82
-
91
,
2
0
1
6
.
[4
]
R.
S
.
T
o
k
u
n
a
g
a
,
“
F
ol
l
o
w
in
g
y
o
u
h
o
m
e
f
ro
m
s
c
h
o
o
l:
a
c
rit
ic
a
l
r
e
v
iew
a
nd
s
y
n
th
e
sis
of
r
e
s
ea
r
c
h
o
n
c
y
b
e
rb
u
l
l
y
i
n
g
v
icti
m
i
z
a
t
i
on
,
”
Co
mp
u
t
e
rs
in
Hu
m
a
n
B
e
ha
v
i
o
r
,
v
o
l.
26
,
n
o
.
3
,
p
p
.
277
-
2
8
7
,
2
0
1
0
.
[5
]
R.
G
ra
h
a
m
,
a
n
d
F
.
W
o
o
d
,
“
A
ss
o
c
iatio
n
s
b
e
tw
e
e
n
c
y
b
e
rb
u
ll
y
in
g
v
ictim
iz
a
ti
o
n
a
n
d
d
e
v
ian
t
h
e
a
lt
h
ri
sk
b
e
h
a
v
io
rs
,
”
T
h
e
S
o
c
ia
l
S
c
ien
c
e
J
o
u
r
n
a
l
,
v
o
l
.
56
,
n
o
.
2
,
pp
.
1
8
3
-
1
8
8
,
2
0
1
9
.
[6
]
J.
Bra
il
o
v
sk
a
ia,
T
.
J
e
is
m
a
n
n
,
a
n
d
J
.
M
a
rg
ra
f
,
“
C
y
b
e
rb
u
ll
y
in
g
,
p
o
siti
v
e
m
e
n
tal
h
e
a
lt
h
a
n
d
s
u
icid
e
id
e
a
t
io
n
/
b
e
h
a
v
io
r
,
”
Psy
c
h
ia
try
Res
.
,
v
o
l
.
2
6
7
,
p
p
.
2
4
0
-
2
4
2
,
S
e
p
2
0
1
8
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2252
-
8822
I
n
t
.
J
.
E
v
al
.
&
R
es
.
E
d
u
c
.
Vo
l.
9
,
No
.
3
,
Sep
tem
b
er
2020
:
5
4
8
-
557
554
[7
]
T
.
N.
Be
ra
n
,
e
t
a
l
,
“
Ev
id
e
n
c
e
f
o
r
th
e
n
e
e
d
to
s
u
p
p
o
rt
a
d
o
les
c
e
n
ts
d
e
a
li
n
g
w
it
h
h
a
ra
ss
m
e
n
t
a
n
d
c
y
b
e
r
-
h
a
ra
ss
m
e
n
t:
P
re
v
a
len
c
e
,
p
r
o
g
re
ss
io
n
,
a
n
d
im
p
a
c
t
,”
S
c
h
o
o
l
Psy
c
h
o
l
o
g
y
I
n
ter
n
a
ti
o
n
a
l
,
v
o
l
.
33
,
n
o
.
5
,
pp
.
5
6
2
-
5
7
6
,
2
0
1
2
.
[8
]
C.
S
,
B
h
a
t,
“
Cy
b
e
r
b
u
l
ly
in
g
:
Ov
e
rv
ie
w
a
n
d
stra
teg
ies
f
o
r
sc
h
o
o
l
c
o
u
n
se
ll
o
rs,
g
u
id
a
n
c
e
o
f
fi
c
e
r
s,
a
n
d
a
ll
sc
h
o
o
l
p
e
rso
n
n
e
l
,
”
Au
str
a
li
a
n
J
o
u
rn
a
l
o
f
Gu
id
a
n
c
e
a
n
d
Co
u
n
se
ll
i
n
g
,
v
o
l
.
18
,
n
o
.
1
,
pp
.
53
-
6
6
,
2
0
0
8
.
[9
]
A
.
T
.
G
l
a
sn
e
r
,
“
On
th
e
f
ro
n
t
li
n
e
s:
Ed
u
c
a
ti
n
g
tea
c
h
e
rs
a
b
o
u
t
b
u
l
l
y
in
g
a
n
d
p
re
v
e
n
ti
o
n
m
e
th
o
d
s
,
”
J
o
u
rn
a
l
o
f
S
o
c
i
a
l
S
c
ien
c
e
s
,
v
o
l
.
6
,
n
o
.
4,
p
p
.
5
3
7
-
5
4
1
,
2
0
1
0
.
[1
0
]
A
.
M
S
c
h
e
n
k
,
a
n
d
W
.
J.
F
re
m
o
u
w
,
“
P
re
v
a
len
c
e
,
p
s
y
c
h
o
lo
g
ica
l
im
p
a
c
t,
a
n
d
c
o
p
in
g
o
f
c
y
b
e
rb
u
ll
y
v
ictims
a
m
o
n
g
c
o
ll
e
g
e
stu
d
e
n
ts
,
”
J
o
u
rn
a
l
o
f
S
c
h
o
o
l
Vi
o
le
n
c
e
,
v
o
l.
1
1
,
n
o
.
1
,
p
p
.
2
1
-
3
7
,
2
0
1
2
.
[1
1
]
M
.
W
o
n
g
-
lo
,
L
.
M
.
Bu
ll
o
c
k
,
a
n
d
R.
A
.
Ga
b
le
,
“
Cy
b
e
r
b
u
l
ly
in
g
:
P
ra
c
ti
c
e
s
to
f
a
c
e
d
ig
it
a
l
a
g
g
r
e
ss
io
n
,
”
Emo
ti
o
n
a
l
a
n
d
Beh
a
v
io
u
ra
l
Di
ffi
c
u
l
ti
e
s
,
v
o
l.
16
,
n
o
.
3
,
p
p
.
3
1
7
-
3
2
5
,
2
0
1
1
.
[1
2
]
E.
M
.
S
e
lk
ie,
e
t
a
l
,
“
Cy
b
e
rb
u
ll
y
i
n
g
,
d
e
p
re
ss
io
n
,
a
n
d
p
ro
b
lem
a
lc
o
h
o
l
u
se
i
n
f
e
m
a
le
c
o
ll
e
g
e
stu
d
e
n
ts:
A
m
u
lt
isit
e
stu
d
y
,
”
Cy
b
e
rp
sy
c
h
o
lo
g
y
,
Beh
a
v
i
o
r,
a
n
d
S
o
c
ia
l
Ne
tw
o
rk
in
g
,
v
o
l
.
18
,
n
o
.
2
,
p
p
7
9
-
8
6
,
2
0
1
5
.
[1
3
]
S
c
hn
e
i
d
e
r
,
S
.
K.,
e
t
a
l
,
“
C
y
b
e
rb
u
l
l
y
i
n
g
,
s
c
h
o
o
l
b
u
l
l
y
i
n
g
,
a
n
d
p
s
y
c
h
o
l
o
g
i
c
a
l
d
is
t
r
e
ss:
A
r
eg
io
n
a
l
ce
n
su
s
o
f
h
i
g
h
s
c
h
o
o
l
stu
d
e
n
ts
,
”
A
me
ric
a
n
J
ou
r
n
a
l
o
f
P
u
b
l
i
cH
e
al
t
h
,
v
o
l.
10
2
,
n
o
.
1
,
p
p
.
1
7
1
-
1
7
7
,
2
0
1
2
.
[1
4
]
Y.
Ak
b
u
lu
t,
a
n
d
C.
Cu
h
a
d
a
r
,
"
Re
f
lec
ti
o
n
s
o
f
P
re
se
rv
ice
In
f
o
rm
a
ti
o
n
T
e
c
h
n
o
lo
g
y
T
e
a
c
h
e
rs
Re
g
a
rd
in
g
C
y
b
e
rb
u
ll
y
in
g
,
”
T
u
rk
ish
On
l
in
e
J
o
u
rn
a
l
o
f
Qu
a
li
t
a
ti
v
e
In
q
u
iry
,
v
o
l
.
2
,
n
o
.
3
,
pp
.
67
-
76
,
2
0
1
1
.
[1
5
]
B.
S
p
e
a
rs,
a
n
d
P
.
S
lee
,
L
.
Ow
e
n
s
a
n
d
B.
J
o
h
n
so
n
,
“
Be
h
in
d
t
h
e
sc
e
n
e
s
a
n
d
sc
re
e
n
s:
In
sig
h
ts
in
to
t
h
e
h
u
m
a
n
d
im
e
n
sio
n
o
f
c
o
v
e
rt
a
n
d
c
y
b
e
rb
u
l
ly
in
g
,
”
J
o
u
rn
a
l
o
fP
sy
c
h
o
l
o
g
y
,
v
o
l
.
2
1
7
,
n
o
.
4
,
pp
.
1
8
9
-
1
9
6
,
2
0
0
9
.
[1
6
]
J.
Rid
d
e
ll
,
D.
P
e
p
ler,
a
n
d
W
.
Cra
i
g
,
“
Cy
b
e
rb
u
ll
y
in
g
in
Ca
n
a
d
a
,”
I
n
A.
B
a
ld
ry
,
C.
Bl
a
y
a
,
&
D.
P.
Fa
r
rin
g
t
o
n
(
Ed
s.)
,
T
o
b
e
p
u
b
li
s
h
e
d
b
y
P
a
lg
ra
v
e
M
c
M
il
lan
:
P
a
lg
ra
v
e
S
tu
d
ies
in
Cy
b
e
r
c
rime
a
n
d
Cy
b
e
rse
c
u
rit
y
S
e
ries
,
p
p
.
39
-
63,
2
0
1
8
.
[1
7
]
H,
G
a
n
e
y
,
a
n
d
D.P
F
a
rrin
g
to
n
,
D.
P
.
“
Cy
b
e
rb
u
ll
y
in
g
in
th
e
Un
it
e
d
Kin
g
d
o
m
a
n
d
Ire
lan
d
,
”
In
A.
Ba
l
d
ry
,
C.
Bl
a
y
a
,
&
D.
P.
Fa
rr
i
n
g
t
o
n
(
Ed
s
.
).
T
o
b
e
p
u
b
li
sh
e
d
b
y
P
a
lg
ra
v
e
M
c
M
il
lan
:
P
a
lg
ra
v
e
S
tu
d
ies
i
n
Cy
b
e
rc
ri
m
e
a
n
d
Cy
b
e
rse
c
u
rit
y
S
e
ries
,
pp.
1
0
1
-
1
4
3
,
2
0
1
8
.
[1
8
]
D.L
.
Esp
e
lag
e
,
J.S
.
Ho
n
g
,
a
n
d
A
.
V
a
li
d
o
,
“
Cy
b
e
rb
u
ll
y
in
g
in
t
h
e
Un
it
e
d
S
tate
s
,
”
I
n
A.
Ba
l
d
ry
,
C.
Bl
a
y
a
,
&
D.
P.
Fa
rr
in
g
to
n
(
Ed
s.)
,
T
o
b
e
p
u
b
li
s
h
e
d
b
y
P
a
lg
ra
v
e
M
c
M
il
lan
:
P
a
l
g
ra
v
e
S
tu
d
ies
in
Cy
b
e
rc
ri
m
e
a
n
d
Cy
b
e
rse
c
u
rit
y
S
e
ries
[
i
n
p
re
ss
]
,
pp.
39
-
6
3
,
2
0
1
8
.
[1
9
]
M
.
He
rre
ra
-
L
ó
p
e
z
,
E.
M
.
Ro
m
e
r
a
,
E.
M
,
a
n
d
R.
Orte
g
a
-
Ru
iz
,
“
Bu
ll
y
in
g
c
y
b
e
rb
u
ll
y
in
g
e
n
L
a
ti
n
o
a
m
é
rica
,
”
Re
v
ista
M
e
x
ica
n
a
d
e
I
n
v
e
stig
a
c
ió
n
E
d
u
c
a
t
iva
,
v
o
l
.
23
,
n
o
.
7
6
,
p
p
.
1
2
5
–
1
5
5
,
2
0
1
8
.
[2
0
]
I,
Zy
c
h
,
R.
Orte
g
a
-
Ru
iz,
R.
,
a
n
d
I.
M
a
rín
-
L
ó
p
e
z
,
“
C
y
b
e
rb
u
ll
y
in
g
:
A
s
y
ste
m
a
ti
c
r
e
v
ie
w
o
f
re
s
e
a
rc
h
,
it
s
p
re
v
a
len
c
e
a
n
d
a
ss
e
ss
m
e
n
t
issu
e
s in
S
p
a
n
ish
stu
d
ies
,
”
Psico
l
o
g
ía
E
d
u
c
a
ti
v
a
,
v
o
l
.
22
,
n
o
.
1,
pp
.
5
–
18
,
2
0
1
6
.
[
2
1
]
R
.
N
a
v
a
r
r
o
,
C
.
S
e
r
n
a
,
V
.
M
a
r
t
í
n
e
z
,
a
n
d
R
.
Ru
iz
-
o
li
v
a
,
R
.
,
“
Th
e
r
o
l
e
o
f
I
n
t
e
rn
e
t
u
s
e
a
n
d
p
a
r
e
n
t
a
l
m
e
d
i
a
t
i
o
n
o
n
c
y
b
e
r
b
u
l
l
y
i
n
g
v
i
c
t
i
m
i
z
a
t
io
n
a
m
o
n
g
S
p
a
n
i
sh
c
h
i
ld
r
e
n
fr
o
m
r
u
r
a
l
p
u
b
li
c
s
c
h
o
o
l
s
,”
E
u
r
o
p
e
a
n
J
o
u
r
n
a
l
P
s
y
c
h
o
l
o
g
i
c
a
l
E
d
u
c
a
t
i
o
n
,
v
o
l
.
28
,
p
p
.
725
-
745
,
2
0
1
3
.
[2
2
]
C
.
L
e
e
,
a
n
d
N
.
S
h
i
n
,
“
P
re
v
a
len
c
e
o
f
c
y
b
e
rb
u
ll
y
in
g
a
n
d
p
re
d
ict
o
rs
o
f
c
y
b
e
rb
u
ll
y
in
g
p
e
rp
e
tratio
n
a
m
o
n
g
Ko
re
a
n
a
d
o
les
c
e
n
ts
,
”
Co
mp
u
ter
s in
H
u
m
a
n
Be
h
a
v
io
r
,
v
o
l
.
6
8
,
pp
.
3
5
2
-
3
5
8
,
M
a
r
2
0
1
7
.
[2
3
]
T
.
He
i
m
a
n
,
a
n
d
D.
Ole
n
ik
-
S
h
e
m
e
sh
,
“
Co
m
p
u
ter
-
b
a
se
d
c
o
m
m
u
n
ica
ti
o
n
a
n
d
c
y
b
e
rb
u
ll
y
in
g
in
v
o
lv
e
m
e
n
t
in
th
e
sa
m
p
le o
f
A
ra
b
tee
n
a
g
e
rs
,
”
Ed
u
c
a
ti
o
n
a
n
d
In
f
o
rm
a
ti
o
n
T
e
c
h
n
o
l
,
v
o
l.
2
1
,
n
o
.
5
,
p
p
.
1
1
8
3
-
1
1
9
6
,
2
0
1
5
.
[2
4
]
B.
P
.
A
n
g
a
n
d
D.H.
G
o
h
,
“
Cy
b
e
rb
u
ll
y
in
g
a
m
o
n
g
a
d
o
les
c
e
n
ts:
T
h
e
ro
le
o
f
a
ff
e
c
ti
v
e
a
n
d
c
o
g
n
it
iv
e
e
m
p
a
th
y
,
a
n
d
g
e
n
d
er
,
”
Ch
il
d
Psy
c
h
ia
try
&
Hu
m
a
n
De
v
e
lo
p
me
n
t,
v
o
l
.
4
1
,
n
o
.
5
,
pp
.
3
8
7
–
3
9
7
,
2
0
1
0
.
[2
5
]
R.
Ud
ris
,
“
Cy
b
e
rb
u
ll
y
in
g
in
Ja
p
a
n
:
A
n
e
x
p
lo
ra
to
ry
stu
d
y
,
”
In
ter
n
a
ti
o
n
a
l
J
o
u
r
n
a
l
o
f
Cy
b
e
r
S
o
c
iety
a
n
d
Ed
u
c
a
ti
o
n
,
v
o
l
.
8
,
n
o
.
2,
pp
.
59
-
80
.
2
0
1
5
.
[2
6
]
G
.
T
.
Ha
ro
ld
a
n
d
L
.
D.
L
e
v
e
.
“
P
a
re
n
ts
a
s
p
a
rtn
e
rs:
H
o
w
th
e
p
a
re
n
tal
re
latio
n
sh
i
p
a
f
f
e
c
ts
c
h
il
d
re
n
’s
p
sy
c
h
o
lo
g
ica
l
d
e
v
e
lo
p
m
e
n
t
,
”
In
Ho
w
Co
u
p
le
Rela
ti
o
n
sh
i
p
s
S
h
a
p
e
o
u
r
W
o
rld
Cli
n
ic
a
l
Pra
c
ti
c
e
,
Res
e
a
rc
h
,
a
n
d
P
o
li
c
y
Per
sp
e
c
ti
v
e
s.
Ta
y
lo
r
&
F
ra
n
c
is P
u
b
li
c
a
ti
o
n
,
pp
.
32
-
43
,
2
0
1
8
.
[2
7
]
M
.
C.
M
a
rt
ín
e
z
-
M
o
n
tea
g
u
d
o
,
e
t
a
l
,
“
Cy
b
e
rb
u
ll
y
in
g
in
th
e
u
n
iv
e
rsity
s
e
tt
in
g
.
Re
latio
n
s
h
ip
w
it
h
f
a
m
il
y
e
n
v
iro
n
m
e
n
t
a
n
d
e
m
o
ti
o
n
a
l
i
n
telli
g
e
n
c
e
,
”
Co
m
p
u
ter
s in
Hu
ma
n
Beh
a
v
io
r,
v
o
l
.
9
1
,
p
p
.
2
2
0
–
2
2
5
,
F
e
b
2
0
1
9
.
[2
8
]
M
.
L
.
Yb
a
rra
,
a
n
d
K.J.
M
it
c
h
e
ll
,
“
On
li
n
e
a
g
g
re
ss
o
r/t
a
rg
e
t
s,
a
g
g
r
e
ss
o
rs,
a
n
d
targ
e
ts:
A
c
o
m
p
a
riso
n
o
f
a
ss
o
c
iate
d
y
o
u
th
c
h
a
ra
c
teristics
,
”
J
o
u
rn
a
l
o
f
Ch
il
d
Psy
c
h
o
l
o
g
y
a
n
d
Psy
c
h
ia
try
,
v
o
l
.
45
,
n
o
.
7
,
pp
.
1
3
0
8
–
1
3
1
6
,
2
0
0
4
.
[2
9
]
J.D.
Ha
wk
in
s,
T
.
I.
He
rre
n
k
o
h
l
,
D
.
P
.
F
a
rrin
g
to
n
,
D.
Bre
w
e
r,
R.
F
.
C
a
tala
n
o
,
T
.
W
.
Ha
ra
c
h
i,
e
t
a
l
.
,
Pre
d
icto
rs
o
f
y
o
u
t
h
v
io
len
c
e
,
W
a
sh
in
g
to
n
DC:
T
h
e
Offi
c
e
o
f
Ju
v
e
n
il
e
Ju
stice
a
n
d
De
li
n
q
u
e
n
c
y
P
re
v
e
n
ti
o
n
,
2
0
0
0
.
[3
0
]
I.
T
a
n
rik
u
lu
a
n
d
M
.
Ca
m
p
b
e
ll
,
“
Co
rre
late
s
o
f
trad
it
io
n
a
l
b
u
ll
y
in
g
a
n
d
c
y
b
e
rb
u
ll
y
in
g
p
e
rp
e
tratio
n
a
m
o
n
g
A
u
stra
li
a
n
stu
d
e
n
ts
,
”
C
h
il
d
re
n
a
n
d
Y
o
u
t
h
S
e
rv
ice
s
Rev
iew
,
v
o
l
.
55
,
pp
.
1
3
8
–
1
4
6
,
A
u
g
2
0
1
5
.
[3
1
]
F.
G
ó
m
e
z
-
F
ra
n
c
o
a
n
d
J.C.
S
e
n
d
i
n
,
“
In
ter
n
e
t
c
o
m
o
re
f
u
g
io
y
e
sc
u
d
o
so
c
ial:
Us
o
s
p
ro
b
lem
á
t
ico
s
d
e
la
re
d
p
o
rj
ó
v
e
n
e
se
sp
a
ñ
o
les
[
In
ter
n
e
t
a
s
a
h
a
v
e
n
a
n
d
so
c
ial
s
h
ield
.
P
r
o
b
le
m
a
ti
c
u
se
s
o
f
th
e
n
e
tw
o
rk
b
y
y
o
u
n
g
S
p
a
n
iard
s
]
,”
C
o
mu
n
ic
a
r,
v
o
l
.
43
,
p
p
.
45
–
53
,
2
0
1
4
.
[3
2
]
De
la
T
o
rre
,
M
.
,
G
a
rc
ía,
V
il
l
a
,
M
.
,
a
n
d
Ca
sa
n
o
v
a
,
P
.
,
“
Re
lac
io
n
e
s
e
n
tre
v
io
len
c
ia
e
sc
o
lar
y
a
u
to
c
o
n
c
e
p
t
o
m
u
lt
id
im
e
n
sio
n
a
l
e
n
a
d
o
les
c
e
n
tes
d
e
Ed
u
c
a
c
ió
n
S
e
c
u
n
d
a
riaO
b
li
g
a
t
o
ria
[
Re
lati
o
n
s
h
ip
s
b
e
tw
e
e
n
sc
h
o
o
l
v
io
len
c
e
a
n
d
m
u
lt
id
im
e
n
sio
n
a
l
se
lf
-
c
o
n
c
e
p
t:
T
e
e
n
a
g
e
rs
f
ro
m
th
e
Ob
li
g
a
to
ry
S
e
c
o
n
d
a
ry
Ed
u
c
a
ti
o
n
]
,”
E
u
ro
p
e
a
n
J
o
u
rn
a
l
o
f
Ed
u
c
a
ti
o
n
a
n
d
Psy
c
h
o
l
o
g
y
,
v
o
l
.
1
,
n
o
.
2
,
p
p
.
57
–
70
,
2
0
0
8
.
[3
3
]
J.
Co
h
e
n
,
E.
M
.
M
c
Ca
b
e
,
N.M
.
M
ich
e
ll
i,
a
n
d
T
.
P
ick
e
ra
l
,
“
S
c
h
o
o
l
c
li
m
a
te:
Re
se
a
rc
h
,
p
o
li
c
y
,
p
ra
c
ti
c
e
,
a
n
d
tea
c
h
e
r
e
d
u
c
a
ti
o
n
,
”
T
e
a
c
h
e
rs
Co
ll
e
g
e
Rec
o
rd
,
v
o
l
.
1
1
1
,
n
o
.
1
,
p
p
.
1
8
0
–
2
1
3
,
2
0
0
9
.
[3
4
]
M
.
D.
S
h
a
k
e
e
l,
a
n
d
C.
A
.
De
A
n
g
e
li
s
,
“
Ca
n
p
riv
a
te
sc
h
o
o
ls
im
p
ro
v
e
sc
h
o
o
l
c
li
m
a
t
e
?
Ev
id
e
n
c
e
f
ro
m
a
n
a
ti
o
n
a
ll
y
re
p
re
se
n
tativ
e
sa
m
p
le
,
”
J
o
u
rn
a
l
o
f
S
c
h
o
o
l
Ch
o
ice
,
v
o
l
.
1
2
,
n
o
.
3
,
p
p
.
4
2
6
-
4
4
5
,
2
0
1
8
.
[3
5
]
K.J.
Zu
ll
ig
,
T
.
M
,
Ko
o
p
m
a
n
,
T
.
M
,
J.M
.
P
a
tt
o
n
,
a
n
d
V
.
A
.
Ub
b
e
s
,
“
S
c
h
o
o
l
c
li
m
a
te:
Histo
rica
l
re
v
iew
,
in
stru
m
e
n
t
d
e
v
e
lo
p
m
e
n
t,
a
n
d
sc
h
o
o
l
a
ss
e
ss
m
e
n
t
,”
J
o
u
r
n
a
l
o
f
Psy
c
h
o
e
d
u
c
a
ti
o
n
a
l
Asse
ss
me
n
t
,
v
o
l
.
28
,
n
o
.
2
,
p
p
.
139
–
1
5
2
,
2
0
1
0
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t J
E
v
al
&
R
e
s
E
d
u
c
.
I
SS
N:
2252
-
8822
Th
e
r
o
le
o
f p
a
r
en
t
-
ch
ild
r
ela
tio
n
s
h
ip
,
s
ch
o
o
l c
lima
te,
h
a
p
p
in
ess
,
a
n
d
emp
a
th
y
t
o
…
(
Tr
ia
n
to
r
o
S
a
fa
r
ia
)
555
[3
6
]
G
.
A
.
Do
n
a
ld
so
n
,
H
o
w
lea
d
e
rs
lea
rn
:
C
u
lt
iva
ti
n
g
c
a
p
a
c
it
ies
fo
r
sc
h
o
o
l
im
p
ro
v
e
me
n
t
,
Ne
w
Yo
rk
:
T
e
a
c
h
e
rs
Co
ll
e
g
e
P
re
ss
,
2
0
0
8
.
[3
7
]
S.M.
Ho
rd
,
a
n
d
W
.
A
.
S
o
m
m
e
r
s
,
L
e
a
d
i
n
g
p
ro
fes
sio
n
a
l
lea
rn
i
n
g
c
o
mm
u
n
it
ies
:
Vo
ice
s
fro
m
re
se
a
rc
h
a
n
d
p
ra
c
ti
c
e
,
CA
:
Co
rw
in
P
re
ss
,
2
0
1
8
.
[3
8
]
A
.
A
.
P
a
y
n
e
,
e
t
a
l
,
“
S
c
h
o
o
ls
a
s
c
o
m
m
u
n
it
ies
:
T
h
e
re
latio
n
sh
ip
s
a
m
o
n
g
c
o
m
m
u
n
a
l
sc
h
o
o
l
o
rg
a
n
iza
ti
o
n
,
stu
d
e
n
t
b
o
n
d
i
n
g
,
a
n
d
sc
h
o
o
l
d
iso
rd
e
r
,
”
Cr
imin
o
l
o
g
y
,
v
o
l
4
1
,
n
o
.
3
,
p
p
.
7
4
9
–
77
8,
2
0
0
3
.
[3
9
]
E.
S
tew
a
rt
,
“
S
c
h
o
o
l
so
c
ial
b
o
n
d
s,
sc
h
o
o
l
c
li
m
a
te,
a
n
d
sc
h
o
o
l
m
isb
e
h
a
v
io
r:
A
m
u
lt
il
e
v
e
lan
a
l
y
sis
,
”
J
u
s
ti
c
e
Qu
a
rte
rly
,
v
o
l
.
20
,
n
o
.
3
,
p
p
.
5
7
5
–
6
0
4
,
2
0
0
3
.
[4
0
]
A
.
T
h
a
p
a
,
J.
Co
h
e
n
,
S
.
G
u
ff
e
y
,
a
n
d
A
.
Hig
g
in
s
-
D’A
le
ss
a
n
d
ro
,
“
A
re
v
ie
w
o
f
sc
h
o
o
l
c
li
m
a
te
re
se
a
rc
h
,
”
Rev
iew
o
f
Ed
u
c
a
ti
o
n
a
l
Re
se
a
rc
h
,
v
o
l
.
83
,
n
o
.
3
,
pp
.
3
5
7
–
3
8
5
.
2
0
1
3
.
[4
1
]
N.K.
Bo
w
e
n
,
a
n
d
G
.
L
.
Bo
w
e
n
,
“
Eff
e
c
ts
o
f
c
ri
m
e
a
n
d
v
io
len
c
e
in
n
e
ig
h
b
o
rh
o
o
d
s a
n
d
sc
h
o
o
ls o
n
th
e
sc
h
o
o
l
b
e
h
a
v
io
r
a
n
d
p
e
rf
o
rm
a
n
c
e
o
f
a
d
o
les
c
e
n
ts
,
”
J
o
u
rn
a
l
o
f
A
d
o
les
c
e
n
t
Res
e
a
rc
h
,
v
o
l
.
14
,
n
o
.
3
,
p
p
.
3
1
9
–
42
,
1
9
9
9
.
[4
2
]
J.
Bu
rd
ick
-
W
il
l
,
“
S
c
h
o
o
l
v
io
len
t
c
rime
a
n
d
a
c
a
d
e
m
ic
a
c
h
iev
e
m
e
n
t
in
C
h
ica
g
o
,
”
S
o
c
i
o
lo
g
y
o
f
Ed
u
c
a
ti
o
n
,
v
o
l
.
86
,
n
o
.
4
,
p
p
.
3
4
6
-
3
6
1
,
2
0
1
3
.
[4
3
]
D.U.
P
a
tt
o
n
,
e
t
a
l
,
“
Ex
p
o
su
re
t
o
v
io
len
c
e
,
stu
d
e
n
t
f
e
a
r,
a
n
d
lo
w
a
c
a
d
e
m
i
c
a
c
h
iev
e
m
e
n
t:
Af
rica
n
Am
e
rica
n
m
a
les
in
th
e
c
rit
ica
l
tran
siti
o
n
to
h
ig
h
sc
h
o
o
l
,
”
Ch
i
ld
re
n
a
n
d
Y
o
u
th
S
e
rv
ice
s
Rev
iew,
v
o
l
.
34
,
n
o
.
2
,
p
p
.
88
–
9
5
.
2
0
1
2
.
[4
4
]
M.
Ja
n
o
sz
,
I
.
A
rc
h
a
m
b
a
u
lt
,
L
.
S
.
P
a
g
a
n
i,
S
.
P
a
sc
a
l,
A
.
J.S
.
M
o
rin
,
a
n
d
F
.
Bo
w
e
n
,
“
A
re
th
e
re
d
e
tri
m
e
n
tal
e
ff
e
c
ts
o
f
w
it
n
e
ss
in
g
sc
h
o
o
l
v
io
len
c
e
i
n
e
a
rl
y
a
d
o
les
c
e
n
c
e
?
”
J
o
u
rn
a
l
o
f
A
d
o
le
sc
e
n
t
He
a
lt
h
,
vol
.
43
,
n
o
.
6
,
p
p
.
6
0
0
–
6
0
8
,
2
0
0
8
.
[4
5
]
L
.
A
rse
n
e
a
u
lt
,
L.
Bo
w
e
s,
L
a
n
d
S
.
S
h
a
k
o
o
r
,
“
Bu
ll
y
in
g
v
icti
m
iza
ti
o
n
i
n
y
o
u
th
s
a
n
d
m
e
n
tal
h
e
a
lt
h
p
ro
b
lem
s:
M
u
c
h
a
d
o
a
b
o
u
t
n
o
th
in
g
?
”
Psy
c
h
o
lo
g
ic
a
l
M
e
d
icin
e
,
vol
.
40
,
n
o
.
5
,
p
p
.
7
1
7
–
7
2
9
,
2
0
1
0
.
[4
6
]
Ch
e
n
,
G
.
,
“
S
c
h
o
o
l
d
iso
rd
e
r
a
n
d
s
tu
d
e
n
t
a
c
h
iev
e
m
e
n
t
:
A
stu
d
y
o
f
Ne
w
Yo
rk
c
it
y
e
le
m
e
n
tar
y
s
c
h
o
o
ls
,
”
J
o
u
rn
a
l
o
f
S
c
h
o
o
l
Vi
o
len
c
e
,
vo
l
.
6
,
n
o
.
1
,
p
p
.
27
–
43
,
2
0
0
7
.
[4
7
]
J.
Ju
v
o
n
e
n
,
J,
Y.
W
a
n
g
,
a
n
d
G
.
Esp
in
o
z
a
,
G
,
“
Bu
ll
y
in
g
e
x
p
e
rien
c
e
s a
n
d
c
o
m
p
ro
m
ise
d
a
c
a
d
e
m
ic p
e
r
f
o
r
m
a
n
c
e
a
c
ro
ss
m
id
d
le sc
h
o
o
l
g
ra
d
e
s
,
”
J
o
u
rn
a
l
o
f
Ea
rly
A
d
o
les
c
e
n
c
e
,
vo
l
.
31
,
n
o
.
1
,
p
p
.
1
5
2
–
1
73
,
2
0
1
1
.
[4
8
]
N.
P
a
rk
,
a
n
d
C
.
P
e
ters
o
n
,
“
Ch
a
ra
c
ter
stre
n
g
th
s
a
n
d
h
a
p
p
in
e
ss
a
m
o
n
g
y
o
u
n
g
c
h
il
d
re
n
:
Co
n
ten
t
a
n
a
l
y
sis
o
f
p
a
re
n
tal
d
e
sc
rip
ti
o
n
s
,
”
J
o
u
r
n
a
l
o
f
Ha
p
p
i
n
e
ss
S
tu
d
ies
,
v
o
l
.
7
,
n
o
.
3
,
pp
.
3
2
3
-
3
4
1
,
2
0
0
6
.
[4
9
]
C.
P
e
ters
o
n
,
W
.
Ru
c
h
,
U.
Be
e
r
m
a
n
n
,
N.
P
a
rk
,
a
n
d
M
.
E.
P
.
S
e
l
ig
m
a
n
,
“
S
tren
g
th
s
o
f
c
h
a
ra
c
ter,
o
rien
tati
o
n
s
t
o
h
a
p
p
i
n
e
ss
,
a
n
d
li
f
e
sa
ti
sfa
c
ti
o
n
,
”
T
h
e
J
o
u
r
n
a
l
o
f
Po
sit
ive
Psy
c
h
o
lo
g
y
,
v
o
l
.
2
,
n
o
.
3
,
pp
.
1
4
9
-
1
5
6
,
2
0
0
7
.
[5
0
]
L
.
B.
Ak
n
in
,
T.
Bro
e
s
c
h
,
J
.
K.
Ha
m
li
n
,
a
n
d
J.
W.
V
a
n
d
e
V
o
n
d
e
r
v
o
o
rt,
J.
W
.,
“
P
ro
so
c
i
a
lb
e
h
a
v
io
r
le
a
d
s
to
h
a
p
p
in
e
s
s
in
a
s
m
a
ll
-
s
c
a
l
e
ru
r
a
l
so
c
ie
t
y
,
”
J
o
u
rn
a
l
o
f
E
x
p
e
r
im
e
n
ta
l
Ps
y
c
h
o
lo
g
y
:
G
e
n
e
ra
l,
v
o
l
.
144
,
n
o
.
4
,
p
p
.
7
8
8
-
795
,
2015.
[
5
1
]
K.
Ot
a
k
e
,
S
.
S
h
i
m
a
i,
J.
Tan
a
k
a
-
M
a
t
su
m
i,
K.
Ot
su
i
a
n
d
B.
L
.
F
r
e
d
ric
k
so
n
,
“
Ha
p
p
y
p
e
o
p
l
e
b
e
c
o
m
e
h
a
p
p
i
e
r
th
ro
u
g
h
k
in
d
n
e
s
s:
A
c
o
u
n
ti
n
g
k
in
d
n
e
s
s
e
s
in
te
rv
e
n
t
io
n
,
”
J
o
u
rn
a
l
o
f
Ha
p
p
in
e
s
s S
tu
d
i
e
s
,
v
o
l
.
7
,
n
o
.
3
,
p
p
.
361
–
375
,
2006.
[
5
2
]
Ba
k
k
e
r,
A.
B.
,
Wes
t
m
a
n
,
M
.
,
a
n
d
v
a
n
E
m
m
e
ri
k
,
H.
I.
J
.
,
“
Ad
v
a
n
c
e
m
e
n
ts
in
c
ro
s
so
v
e
r
th
e
o
r
y
”
J
o
u
rn
a
l
o
f
M
a
n
a
g
e
ria
l
Ps
y
c
h
o
lo
g
y
,
v
o
l.
24
,
n
o
.
3
,
p
p
.
206
–
219
,
2
0
0
9
.
[
5
3
]
S.
Err
e
y
g
e
rs,
e
t
a
l
,
“
F
e
e
l
Go
o
d
,
D
o
Go
o
d
On
li
n
e
?
S
p
il
lo
v
e
r
a
n
d
C
r
o
s
so
v
e
r
E
ffe
c
t
s
o
f
H
a
p
p
in
e
s
s
o
n
Ad
o
l
e
s
c
e
n
t
s’
O
n
l
in
e
P
ro
s
o
c
i
a
l
B
e
h
a
v
i
o
r
,
”
J
o
u
r
n
a
l
o
f
H
a
p
p
i
n
e
s
s
S
t
u
d
i
e
s
,
v
o
l
.
20
,
n
o
.
4
,
pp
.
1241
–
1
2
5
8
,
2
0
1
9
.
[5
4
]
L.
Uu
sitalo
-
M
a
lm
iv
a
a
ra
,
a
n
d
J.E
.
L
e
h
to
,
“
Ha
p
p
in
e
ss
a
n
d
d
e
p
re
ss
i
o
n
i
n
t
h
e
trad
i
ti
o
n
a
ll
y
b
u
ll
ied
a
n
d
c
y
b
e
rb
u
ll
ied
12
-
y
e
a
r
-
o
ld
,
”
Op
e
n
Rev
iew o
f
Ed
u
c
a
ti
o
n
a
l
Res
e
a
rc
h
,
vol
.
3
,
n
o
.
1
,
p
p
.
35
–
5
,
2
0
1
6
.
[5
5
]
M
.
A
li
P
a
d
ir
,
Y.
Ero
g
l
u
,
a
n
d
M
.
Ça
li
sk
a
n
,
“
T
h
e
in
v
e
stig
a
ti
o
n
o
f
r
e
latio
n
sh
i
p
s
b
e
tw
e
e
n
su
b
jec
ti
v
e
h
a
p
p
in
e
ss
,
c
y
b
e
r
b
u
ll
y
in
g
,
a
n
d
c
y
b
e
r
v
icti
m
iza
ti
o
n
in
a
d
o
les
c
e
n
ts
,
”
On
li
n
e
J
o
u
rn
a
l
o
f
T
e
c
h
n
o
lo
g
y
Ad
d
ictio
n
&
Cy
b
e
r
b
u
ll
y
i
n
g
,
v
o
l
.
2
,
n
o
.
1
,
p
p
.
32
-
35
,
2
0
1
5
.
[
5
6
]
R.
Na
v
a
rro
,
R.
Ru
iz
-
Oliv
a
,
E.
L
a
rra
ñ
a
g
a
,
a
n
d
S
.
Yu
b
e
ro
,
S
.
,
“
T
h
e
im
p
a
c
t
o
f
c
y
b
e
rb
u
ll
y
in
g
a
n
d
so
c
ial
b
u
ll
y
in
g
o
n
o
p
ti
m
ism
,
g
lo
b
a
l
a
n
d
sc
h
o
o
l
-
re
lat
e
d
h
a
p
p
in
e
ss
a
n
d
l
if
e
sa
ti
s
f
a
c
ti
o
n
a
m
o
n
g
1
0
-
12
-
y
e
a
r
-
o
ld
sc
h
o
o
l
c
h
il
d
re
n
,
”
A
p
p
l
ied
Res
e
a
rc
h
in
Qu
a
li
ty
o
f
L
if
e
,
v
o
l
.
10
,
n
o
.
1,
pp
.
15
–
36
,
2
0
1
5
.
[
5
7
]
A.
B
.
B
a
k
k
e
r,
E.
D
e
m
e
ro
u
ti
,
a
n
d
R.
Bu
r
k
e
,
“
W
o
rk
a
h
o
l
is
m
a
n
d
re
la
ti
o
n
sh
ip
q
u
a
li
t
y
:
A
sp
il
lo
v
e
r
-
c
ro
s
so
v
e
r
p
e
r
sp
e
c
ti
v
e
,
”
J
o
u
rn
a
l
o
f
Oc
c
u
p
a
t
io
n
a
l
H
e
a
lt
h
P
s
y
c
h
o
lo
g
y
,
v
o
l
.
14
,
n
o
.
1
,
pp
.
23
–
33
,
2009.
[
5
8
]
K.M
.
La
ws
o
n
,
K.
D.
D
a
v
i
s,
S
.
M
.
M
c
Ha
le
,
L
.
B
.
H
a
m
m
e
r,
a
n
d
O.M
.
Bu
x
to
n
,
“
D
a
il
y
p
o
siti
v
e
sp
il
lo
v
e
r
a
n
d
c
ro
ss
o
v
e
r
fro
m
m
o
th
e
r
s’
wo
r
k
to
y
o
u
th
h
e
a
lt
h
,
”
J
o
u
rn
a
l
o
f
Fa
m
il
y
Ps
y
c
h
o
lo
g
y
,
v
o
l
.
28
,
n
o
.
6,
pp
.
8
9
7
–
907
,
2014.
[
5
9
]
A.
Ro
d
rí
g
u
e
z
-
M
u
ñ
o
z
,
A.
I
.
S
a
n
z
-
V
e
r
g
e
l,
E
.
D
e
m
e
ro
u
ti
,
a
n
d
A.B.
Ba
k
k
e
r
,
“
En
g
a
g
e
d
a
t
w
o
r
k
a
n
d
h
a
p
p
y
a
t
h
o
m
e
:
A sp
il
lo
v
e
r
–
c
ro
ss
o
v
e
r
m
o
d
e
l
,
”
J
o
u
rn
a
l
o
f
Ha
p
p
in
e
s
s S
tu
d
i
e
s
,
v
o
l
.
15
,
n
o
.
2
,
p
p
.
271
–
283
,
2014.
[6
0
]
N.
Ei
se
n
b
e
rg
,
a
m
J.
S
tra
y
e
r,
J.
,
Emp
a
th
y
a
n
d
i
ts d
e
v
e
lo
p
me
n
t
,
Ca
m
b
rid
g
e
:
Ca
m
b
rid
g
e
Un
iv
e
rsit
y
P
re
ss
,
1
9
8
7
.
[6
1
]
D.
Co
h
e
n
,
a
n
d
J.
S
tray
e
r
,
“
E
m
p
a
th
y
in
c
o
n
d
u
c
t
-
d
is
o
rd
e
re
d
a
n
d
c
o
m
p
a
riso
n
y
o
u
th
,
”
De
v
e
lo
p
me
n
ta
l
Psy
c
h
o
l
o
g
y
,
v
o
l
.
32
,
n
o
.
6
,
p
p
.
9
8
8
–
9
9
8
,
1
9
9
6
.
[6
2
]
N.
Ei
se
n
b
e
rg
,
C.
L
.
S
h
e
a
,
G
.
Ca
rl
o
,
a
n
d
G
.
P
.
K
n
ig
h
t,
“
Em
p
a
th
y
-
r
e
late
d
re
sp
o
n
d
i
n
g
a
n
d
c
o
g
n
it
io
n
:
A
‘c
h
ick
e
n
a
n
d
th
e
e
g
g
’
d
il
e
m
m
a
,
”
In
W
.
M
.
K
u
rtin
e
s
(
Ed
.
)
,
H
a
n
d
b
o
o
k
o
f
mo
r
a
l
b
e
h
a
v
io
r
a
n
d
d
e
v
e
lo
p
me
n
t
:
v
o
l
.
2
,
Re
se
a
rc
h
Hill
sd
a
le
,
NJ
:
Erl
b
a
u
m
,
p
p
.
6
3
–
8
8
,
1
9
9
1
.
[6
3
]
M
.
H.
Da
v
is,
M
.
H
,
E
mp
a
th
y
:
A
so
c
ia
l
p
sy
c
h
o
l
o
g
ic
a
l
a
p
p
r
o
a
c
h
,
M
a
d
iso
n
:
Bro
w
n
&
Be
n
c
h
-
M
a
rk
P
u
b
li
sh
e
rs
,
1
9
9
4
.
[6
4
]
N.D.
F
e
sh
b
a
c
h
,
“
P
a
re
n
tal
e
m
p
a
t
h
y
a
n
d
c
h
il
d
a
d
ju
stm
e
n
t/
m
a
l
a
d
ju
stm
e
n
t
,”
In
N.
Ei
se
n
b
e
rg
&
J
.
S
tra
y
e
r
(
Ed
s.
),
Emp
a
t
h
y
a
n
d
it
s d
e
v
e
lo
p
me
n
t
,
Ne
w
Yo
rk
:
CUP
.
1
9
8
7
.
[6
5
]
N.
Ei
se
n
b
e
rg
,
a
n
d
P
.
M
il
ler.
Em
p
a
th
y
,
s
y
m
p
a
th
y
,
a
n
d
a
lt
ru
ism
:
Em
p
iri
c
a
l
a
n
d
Co
n
c
e
p
t
u
a
l
li
n
k
s.
In
N.
Ei
se
n
b
e
rg
&
J.
S
tray
e
r
(Ed
s.),
Emp
a
t
h
y
a
n
d
it
s
d
e
v
e
lo
p
me
n
t
,
Ne
w
Yo
rk
:
CUP
,
p
p
.
2
9
2
–
3
1
6
,
1
9
8
7
.
[6
6
]
L
.
P
e
n
n
e
r,
J.
D
o
v
id
i
o
,
J.
P
il
iav
in
,
a
n
d
D.
S
c
h
r
o
e
d
e
r
,
“
P
ro
s
o
c
ial
b
e
h
a
v
io
r:
M
u
lt
il
e
v
e
l
p
e
rsp
e
c
ti
v
e
s
,
”
An
n
u
a
l
Rev
iew
o
f
Psy
c
h
o
l
o
g
y
,
v
o
l
.
56
,
p
p
.
3
6
5
–
3
9
2
,
2
0
0
5
.
[6
7
]
D.
M
c
Ill
w
a
in
,
“
By
p
a
ss
in
g
e
m
p
a
th
y
:
A
M
a
c
h
iav
e
ll
ian
th
e
o
ry
o
f
m
in
d
a
n
d
sn
e
a
k
y
p
o
w
e
r.
In
B.
R
e
p
a
c
h
o
li
,
&
V
.
S
lau
g
h
ter
(E
d
s.),
”
I
n
d
ivi
d
u
a
l
d
if
f
e
re
n
c
e
s
in
th
e
o
ry
o
f
min
d
,
M
a
c
q
u
a
rie
mo
n
o
g
ra
p
h
s
in
c
o
g
n
it
ive
s
c
ien
c
e
,
S
u
ss
e
x
:
P
sy
c
h
o
lo
g
y
P
re
ss
,
p
p
.
3
9
–
6
6
,
2
0
0
3
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2252
-
8822
I
n
t
.
J
.
E
v
al
.
&
R
es
.
E
d
u
c
.
Vo
l.
9
,
No
.
3
,
Sep
tem
b
er
2020
:
5
4
8
-
557
556
[6
8
]
I.
Dz
io
b
e
k
,
e
t
a
l
,
“
Diss
o
c
iatio
n
o
f
c
o
g
n
it
iv
e
a
n
d
e
m
o
ti
o
n
a
l
e
m
p
a
th
y
in
a
d
u
lt
s
w
it
h
A
sp
e
rg
e
rS
y
n
d
ro
m
e
u
sin
g
th
e
M
u
lt
if
a
c
e
ted
Em
p
a
th
y
T
e
st
(M
E
T
)
,”
J
o
u
rn
a
l
o
f
Au
ti
sm
a
n
d
De
v
e
l
o
p
me
n
t
a
l
Diso
rd
e
rs
,
v
o
l
.
38
,
n
o
.
3
,
p
p
.
4
6
4
–
4
7
3
,
2
0
0
8
.
[6
9
]
Z.
S
c
h
e
c
h
tm
a
n
,
“
Co
g
n
it
iv
e
a
n
d
a
ff
e
c
ti
v
e
e
m
p
a
th
y
in
a
g
g
re
ss
i
v
e
b
o
y
s:
I
m
p
li
c
a
ti
o
n
s
f
o
r
c
o
u
n
se
ll
in
g
,”
In
ter
n
a
t
io
n
a
l
J
o
u
rn
a
l
f
o
r th
e
A
d
v
a
n
c
e
me
n
t
o
f
C
o
u
n
se
ll
i
n
g
,
v
o
l
.
24
,
n
o
.
4
,
pp
.
2
1
1
–
2
2
2
,
2
0
0
2
.
[7
0
]
E.
Ciu
c
c
i,
a
n
d
A
.
Ba
ro
n
c
e
ll
i
,
“
T
h
e
e
m
o
ti
o
n
a
l
c
o
re
o
f
b
u
ll
y
in
g
:
F
u
rt
h
e
r
e
v
id
e
n
c
e
s
o
f
th
e
ro
le
o
f
c
a
ll
o
u
s
-
u
n
e
m
o
ti
o
n
a
l
traits
a
n
d
e
m
p
a
th
y
,
”
Per
so
n
a
li
ty
a
n
d
In
d
ivid
u
a
l
Diff
e
re
n
c
e
s
,
v
o
l
.
6
7
,
p
p
.
67
–
74
,
S
e
p
2
0
1
4
.
[7
1
]
D.
Jo
ll
if
f
e
,
a
n
d
D.
P
.
F
a
rrin
g
to
n
,
“
Ex
a
m
in
in
g
th
e
re
lati
o
n
s
h
ip
b
e
tw
e
e
n
lo
w
e
m
p
a
th
y
a
n
d
b
u
ll
y
in
g
,”
Ag
g
re
ss
ive
Beh
a
v
io
r,
v
o
l
.
32
,
n
o
.
6
,
p
p
.
5
4
0
–
550
,
2
0
0
6
.
[7
2
]
J.A
.
Ca
s
a
s,
R.
De
l
Re
y
,
a
n
d
R.
Orte
g
a
-
Ru
iz
,
“
Bu
ll
y
in
g
a
n
d
c
y
b
e
rb
u
l
ly
in
g
:
Co
n
v
e
rg
e
n
t
a
n
d
d
iv
e
rg
e
n
t
p
re
d
icto
r
v
a
riab
les
,
”
Co
mp
u
ter
s in
H
u
ma
n
Beh
a
v
io
r
,
v
o
l
.
29
,
n
o
.
3
,
pp
.
5
8
0
–
587
,
2
0
1
3
.
[7
3
]
G
.
S
teffg
e
n
,
e
t
a
l
,
"
A
re
c
y
b
e
rb
u
ll
ies
les
se
m
p
a
th
ic?
A
d
o
les
c
e
n
ts’
c
y
b
e
rb
u
ll
y
in
g
b
e
h
a
v
io
r
a
n
d
e
m
p
a
th
ic
re
sp
o
n
siv
e
n
e
ss
,
”
Cy
b
e
rp
sy
c
h
o
lo
g
y
,
Beh
a
v
io
r
a
n
d
S
o
c
i
a
l
Ne
two
rk
i
n
g
,
v
o
l
.
14
,
n
o
.
1
1
,
p
p
.
6
4
3
–
6
4
8
,
2
0
1
1
.
[7
4
]
J.
Ba
rli
n
sk
a
,
e
t
a
l
.
“
Cy
b
e
rb
u
ll
y
in
g
a
m
o
n
g
a
d
o
les
c
e
n
tb
y
sta
n
d
e
rs:
Ro
le
o
f
th
e
c
o
m
m
u
n
ica
ti
o
n
m
e
d
iu
m
,
f
o
r
m
o
f
v
io
len
c
e
,
a
n
d
e
m
p
a
th
y
,”
J
o
u
rn
a
l
o
f
C
o
mm
u
n
it
y
a
n
d
Ap
p
li
e
d
S
o
c
i
a
l
Psy
c
h
o
l
o
g
y
,
v
o
l
.
23
,
n
o
.
1
,
pp
.
37
–
51
,
2
0
1
3
.
[7
5
]
C.
M
.
Ko
k
k
in
o
s,
e
t
a
l
,
“
Cy
b
e
r
-
b
u
ll
y
in
g
:
A
n
in
v
e
stig
a
ti
o
n
o
f
th
e
p
sy
c
h
o
lo
g
ica
l
p
ro
fi
le
o
f
u
n
i
v
e
rsit
y
stu
d
e
n
t
p
a
rti
c
ip
a
n
ts
,”
J
o
u
rn
a
l
o
f
A
p
p
l
ied
De
v
e
lo
p
me
n
ta
l
Psy
c
h
o
lo
g
y
,
v
o
l
.
35
,
n
o
.
3
,
p
p
.
2
0
4
–
2
1
4
,
2
0
1
4
.
[7
6
]
J.L
.
P
e
tt
a
li
a
,
E
.
L
e
v
in
,
a
n
d
J.
Dic
k
in
so
n
,
“
Cy
b
e
rb
u
ll
y
in
g
:
El
iciti
n
g
h
a
rm
w
it
h
o
u
tco
n
se
q
u
e
n
c
e
,”
Co
mp
u
ter
s
i
n
Hu
ma
n
Beh
a
v
i
o
r
,
v
o
l
.
2
9
,
p
p
.
2
7
5
8
–
2
7
6
5
,
2
0
1
3
.
[7
7
]
A
.
S
c
h
u
lt
z
e
-
Kru
m
b
h
o
lz,
a
n
d
H.
S
c
h
e
it
h
a
u
e
r,
H.
,
“
S
o
c
ial
-
b
e
h
a
v
io
ra
l
c
o
rre
late
s
o
f
c
y
b
e
rb
u
ll
y
in
g
in
a
G
e
r
m
a
n
stu
d
e
n
t
sa
m
p
le
,
”
Z
e
it
sc
h
rift
fu
r
Psy
c
h
o
lo
g
ie/J
o
u
r
n
a
l
o
f
Psy
c
h
o
lo
g
y
,
v
o
l
.
2
1
7
,
n
o
.
4
,
p
p
.
2
2
4
–
2
2
6
,
2
0
0
9
.
[7
8
]
N.
W
il
lard
,
Ed
u
c
a
to
r’s
Gu
i
d
e
t
o
Cy
b
e
rb
u
ll
y
i
n
g
a
n
d
Cy
b
e
rth
re
a
ts
,
2
0
0
7
.
[
On
l
in
e
]
.
A
v
a
il
a
b
le:
h
tt
p
:
//
c
s
riu
.
o
rg
;
h
tt
p
:
//
c
y
b
e
rb
u
ll
y
.
o
rg
;
a
n
d
h
tt
p
:/
/c
y
b
e
r
-
s
a
f
e
-
k
id
s.c
o
m
[7
9
]
L
.
J.
L
o
e
w
e
n
,
e
t
a
l
.
,
A
n
e
i
g
h
t
-
i
tem
fo
rm
o
f
t
h
e
Em
p
a
t
h
y
Qu
o
ti
e
n
t
(
EQ)
a
n
d
a
n
a
p
p
li
c
a
ti
o
n
t
o
c
h
a
rita
b
le
g
ivi
n
g
,
2
0
1
0
.
[
O
n
li
n
e
].
A
v
a
i
la
b
le
:
h
tt
p
:/
/crc
e
e
.
u
m
o
n
trea
l.
c
a
/p
d
f
/E
ig
h
t%
2
0
Qu
e
stio
n
%
2
0
ES
_
fi
n
a
l.
p
d
f
[8
0
]
G
.
C.
A
r
m
sd
e
n
a
n
d
M
.
T
.
G
re
e
n
b
e
rg
,
“
T
h
e
in
v
e
n
to
ry
o
f
p
a
re
n
t
a
n
d
p
e
e
r
a
tt
a
c
h
m
e
n
t:
In
d
iv
id
u
a
l
d
if
f
e
r
e
n
c
e
s
a
n
d
th
e
ir
re
latio
n
sh
i
p
t
o
p
sy
c
h
o
lo
g
ica
l
we
ll
-
b
e
in
g
in
a
d
o
les
c
e
n
c
e
,”
J
o
u
rn
a
l
o
f
Y
o
u
t
h
a
n
d
Ad
o
les
c
e
n
c
e
,
v
o
l
.
16
,
n
o
.
5,
pp
.
4
2
7
-
454
,
1
9
8
7
.
[8
1
]
E.
V
ig
n
o
l
i
a
n
d
P.
M
a
ll
e
t,
“
V
a
li
d
a
ti
o
n
o
f
a
b
rief
m
e
a
su
re
o
f
a
d
o
le
sc
e
n
ts'
p
a
re
n
t
a
tt
a
c
h
m
e
n
t
b
a
se
d
o
n
A
r
m
sd
e
n
a
n
d
G
re
e
n
b
e
rg
'
s
th
re
e
-
d
ime
n
sio
n
m
o
d
e
l,
”
Eu
r
o
p
e
a
n
Rev
iew
o
f
Ap
p
li
e
d
Psy
c
h
o
lo
g
y
/
Rev
u
e
Eu
r
o
p
é
e
n
n
e
d
e
Psy
c
h
o
l
o
g
ie
Ap
p
li
q
u
é
e
,
v
o
l.
54
,
n
o
.
4
,
p
p
.
2
5
1
–
2
6
0
,
2
0
0
4
.
[8
2
]
P.
Hill
s,
a
n
d
M
.
A
rg
y
l
e
,
“
T
h
e
Ox
f
o
rd
Ha
p
p
in
e
ss
Qu
e
sti
o
n
n
a
ire:
a
c
o
m
p
a
c
t
sc
a
le
f
o
r
th
e
m
e
a
su
re
m
e
n
t
o
f
p
sy
c
h
o
lo
g
ica
l
w
e
ll
-
b
e
in
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
.
33
,
n
o
.
7
,
p
p
.
1
0
7
3
–
1
0
8
2
,
2
0
0
2
.
[8
3
]
N.M
.
Ha
y
n
e
s,
C.
Em
m
o
n
s,
a
n
d
M
.
Be
n
-
A
v
ie,
M
,
“
S
c
h
o
o
l
c
li
m
a
te
a
s
a
fa
c
to
r
in
stu
d
e
n
t
a
d
ju
stm
e
n
t
a
n
d
a
c
h
iev
e
m
e
n
t
,”
J
o
u
rn
a
l
o
f
E
d
u
c
a
ti
o
n
a
l
&
Psy
c
h
o
lo
g
ica
lCo
n
su
lt
in
g
,
v
o
l
.
8
,
n
o
.
3
,
pp
.
3
2
1
–
3
2
9
,
1
9
9
7
.
[8
4
]
R.
F
e
stl
,
“
P
e
rp
e
trat
o
rs
o
n
t
h
e
i
n
t
e
rn
e
t:
A
n
a
ly
z
in
g
in
d
iv
id
u
a
l
a
n
d
s
tru
c
tu
ra
l
e
x
p
lan
a
ti
o
n
f
a
c
to
rs
o
f
c
y
b
e
rb
u
ll
y
in
g
in
sc
h
o
o
l
c
o
n
tex
t
,”
Co
m
p
u
ter
s i
n
Hu
ma
n
Beh
a
v
io
r
,
v
o
l
.
59
,
pp
.
2
3
7
-
2
4
8
,
J
u
n
2
0
1
6
.
[8
5
]
R.
De
l
Re
y
,
L
.
L
a
z
u
ra
s,
J.A
.
Ca
s
a
s,
V
.
Ba
rk
o
u
k
is,
R.
Orte
g
a
-
Ru
iz,
a
n
d
H.
T
so
rb
a
tzo
u
d
is
,
“
Do
e
s
e
m
p
a
th
y
p
re
d
ict
(c
y
b
e
r)
b
u
ll
y
in
g
p
e
rp
e
trati
o
n
,
a
n
d
h
o
w
d
o
a
g
e
,
g
e
n
d
e
r
a
n
d
n
a
ti
o
n
a
li
ty
a
ff
e
c
t
th
is
re
latio
n
s
h
ip
?
”
L
e
a
rn
in
g
a
n
d
In
d
ivi
d
u
a
l
Diff
e
re
n
c
e
s,
v
o
l
.
4
5
,
pp
.
2
7
5
-
2
8
1
,
Ja
n
2
0
1
6
.
[8
6
]
G
.
Bre
w
e
r,
a
n
d
J.
Ke
rsla
k
e
,
“
C
y
b
e
rb
u
ll
y
in
g
,
se
lf
-
e
ste
e
m
,
e
m
p
a
th
y
a
n
d
lo
n
e
li
n
e
ss
,”
Co
m
p
u
ter
s
in
Hu
ma
n
Beh
a
v
i
o
r,
v
o
l
.
4
8
,
p
p
.
2
5
5
–
2
6
0
,
Ju
l
2
0
1
5
.
[8
7
]
D.
Jo
li
f
fe
,
a
n
d
D.
P
.
F
a
rri
n
g
to
n
,
“
Is
lo
w
e
m
p
a
th
y
r
e
late
d
to
b
u
l
l
y
in
g
a
f
ter
c
o
n
tro
ll
i
n
g
f
o
r
in
d
iv
i
d
u
a
l
a
n
d
so
c
ial
b
a
c
k
g
ro
u
n
d
v
a
riab
les
?
”
J
o
u
rn
a
l
o
f
Ad
o
les
c
e
n
c
e
,
v
o
l
.
34
,
n
o
.
1
,
pp
.
59
–
71
,
2
0
1
1
.
[8
8
]
K.M
.
M
e
rre
ll
,
B
.
A
.
G
u
e
ld
n
e
r,
S
.
W
.
Ro
ss
,
a
n
d
D.M
.
Isa
v
a
,
“
Ho
w
e
ff
e
c
ti
v
e
a
re
s
c
h
o
o
l
b
u
ll
y
in
g
in
terv
e
n
ti
o
n
p
ro
g
ra
m
s
?
A
m
e
ta
-
a
n
a
l
y
sis o
f
in
terv
e
n
ti
o
n
re
se
a
rc
h
,”
S
c
h
o
o
l
Psy
c
h
o
l
o
g
y
Qu
a
rte
rly
,
v
o
l
.
23
,
n
o
.
1
,
p
p
.
26
–
42
,
2
0
0
8
.
[8
9
]
S
.
B.
L
å
f
t
m
a
n
,
B
M
o
d
in
,
a
n
d
V
.
Ös
tb
e
rg
,
“
S
c
h
o
o
l
c
li
m
a
te
a
n
d
e
x
p
o
su
re
to
b
u
ll
y
in
g
:
A
m
u
lt
il
e
v
e
l
stu
d
y
,”
S
c
h
.
Ef
f.
S
c
h
.
Im
p
ro
v
,
v
o
l
.
28
,
n
o
.
1
,
pp
.
1
5
3
–
1
6
4
,
2
0
1
7
.
[9
0
]
A
.
L
a
u
rit
o
,
e
t
a
l
,
“
S
c
h
o
o
l
Cli
m
a
te
a
n
d
th
e
Im
p
a
c
t
o
f
Ne
ig
h
b
o
rh
o
o
d
Crim
e
o
n
T
e
st
S
c
o
re
s
,”
RS
F
T
h
e
Ru
ss
e
ll
S
a
g
e
Fo
u
n
d
a
ti
o
n
J
o
u
rn
a
l
o
f
t
h
e
S
o
c
ia
l
S
c
ien
c
e
s
,
v
o
l
.
5
,
n
o
.
2,
pp
.
1
4
1
-
1
6
6
,
2
0
1
9
.
[9
1
]
S
.
S
a
a
re
n
to
,
A
.
Kä
rn
ä
,
E.
V
.
E
.
Ho
d
g
e
s,
a
n
d
C
.
S
a
lm
iv
a
ll
i,
“
S
tu
d
e
n
t
-
c
las
sro
o
m
a
n
d
sc
h
o
o
l
-
le
v
e
l
risk
f
a
c
to
rs
f
o
r
v
icti
m
iza
ti
o
n
,”
J
o
u
rn
a
l
o
f
S
c
h
o
o
l
Psy
c
h
o
lo
g
y
,
v
o
l
.
51
,
n
o
.
3
,
p
p
.
421
–
4
3
4
,
2
0
1
3
.
[9
2
]
S
.
S
a
a
re
n
to
,
C.
F
.
G
a
ra
n
d
e
a
u
,
a
n
d
C.
S
a
lm
iv
a
ll
i
,
“
Clas
sro
o
m
a
n
d
sc
h
o
o
l
-
lev
e
l
c
o
n
tr
ib
u
ti
o
n
s
to
b
u
ll
y
in
g
a
n
d
v
ictim
iza
ti
o
n
:
A
re
v
ie
w
,
”
J
.
Co
mm
u
n
it
y
Ap
p
l.
S
c
h
.
Psy
c
h
o
l,
v
o
l
.
25
,
n
o
.
3
,
pp
.
2
0
4
–
2
1
8
,
2
0
1
5
.
[9
3
]
C.
M
.
A
z
e
re
d
o
,
e
t
a
l
.
,
“
S
c
h
o
o
l
b
u
ll
y
in
g
:
A
s
y
ste
m
a
ti
c
re
v
ie
w
o
f
c
o
n
tex
tu
a
l
-
lev
e
l
risk
f
a
c
to
rs
in
o
b
se
rv
a
ti
o
n
a
l
stu
d
ies
,”
A
g
g
re
ss
io
n
Vi
o
la
n
c
e
e
Beh
a
v
io
r,
v
o
l.
22
,
p
p
.
65
–
7
6
,
M
a
y
-
Ju
n
2
0
1
5
.
[9
4
]
E.
Ro
lan
d
,
a
n
d
D.
G
a
ll
o
w
a
y
,
“
P
ro
f
e
ss
io
n
a
l
c
u
lt
u
re
s
in
sc
h
o
o
ls
w
it
h
h
ig
h
a
n
d
lo
w
ra
tes
o
f
b
u
ll
y
in
g
,”
S
c
h
.
Ef
f.
S
c
h
.
Imp
ro
v
,
v
o
l
.
15
,
n
o
.
3
-
4
,
pp
.
2
4
1
–
260
,
2
0
0
4
.
[9
5
]
S
.
K.
Ert
e
sv
å
g
,
a
n
d
E.
Ro
lan
d
,
“
P
r
o
f
e
ss
io
n
a
l
c
u
lt
u
re
s
a
n
d
ra
tes
o
f
b
u
ll
y
in
g
”
S
c
h
.
Ef
f.
S
c
h
.
Imp
ro
v
,
v
o
l
.
26
,
n
o
.
2
,
pp
.
1
9
5
–
2
1
4
,
2
0
1
5
.
[9
6
]
J.
A
c
o
sta
,
e
t
a
l
,
“
Un
d
e
rsta
n
d
i
n
g
th
e
re
latio
n
s
h
ip
b
e
tw
e
e
n
p
e
rc
e
iv
e
d
sc
h
o
o
l
c
li
m
a
te
a
n
d
b
u
ll
y
in
g
:
A
m
e
d
iato
r
a
n
a
ly
sis
,”
J
o
u
rn
a
l
o
f
S
c
h
o
o
l
Vi
o
le
n
c
e
,
v
o
l.
18
,
n
o
.
2
,
p
p
.
2
0
0
–
2
1
5
,
2
0
1
9
.
[9
7
]
K.A
.
F
a
rin
a
,
“
P
r
o
m
o
ti
n
g
a
Cu
lt
u
re
o
f
Bu
l
ly
in
g
:
Un
d
e
rsta
n
d
i
n
g
t
h
e
Ro
le
o
f
S
c
h
o
o
l
Cli
m
a
te
a
n
d
S
c
h
o
o
l
S
e
c
t
o
r,
”
J
o
u
rn
a
l
o
f
S
c
h
o
o
l
Ch
o
ice
,
v
o
l
.
13
,
n
o
.
1
,
p
p
.
94
-
1
2
0
,
2
0
1
9
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t J
E
v
al
&
R
e
s
E
d
u
c
.
I
SS
N:
2252
-
8822
Th
e
r
o
le
o
f p
a
r
en
t
-
ch
ild
r
ela
tio
n
s
h
ip
,
s
ch
o
o
l c
lima
te,
h
a
p
p
in
ess
,
a
n
d
emp
a
th
y
t
o
…
(
Tr
ia
n
to
r
o
S
a
fa
r
ia
)
557
[9
8
]
M.
El
i
o
t,
D.
Co
rn
e
ll
,
A
n
n
e
G
re
g
o
ry
,
a
n
d
X
.
F
a
n
,
“
S
u
p
p
o
rti
v
e
sc
h
o
o
l
c
li
m
a
te
a
n
d
stu
d
e
n
t
w
il
li
n
g
n
e
ss
to
se
e
k
h
e
lp
f
o
r
b
u
ll
y
in
g
a
n
d
t
h
re
a
ts o
f
v
io
len
c
e
,”
J
o
u
rn
a
l
o
f
S
c
h
o
o
l
Psy
c
h
o
l
o
g
y
,
v
o
l
.
48
,
n
o
.
6
,
pp
.
5
3
3
–
5
5
3
,
2
0
1
0
.
[9
9
]
S
.
Bra
n
d
,
R.
D.
F
e
ln
e
r,
M
.
S
.
S
h
im
,
A
.
S
e
it
sin
g
e
r,
a
n
d
T
.
Du
m
a
s
,
“
M
id
d
le
sc
h
o
o
l
im
p
ro
v
e
m
e
n
t
a
n
d
re
f
o
rm
:
De
v
e
lo
p
m
e
n
t
a
n
d
v
a
li
d
a
ti
o
n
o
f
a
sc
h
o
o
l
-
lev
e
l
a
ss
e
ss
m
e
n
t
o
f
c
li
m
a
t
e
,
c
u
lt
u
ra
l
p
l
u
ra
li
sm
,
a
n
d
sc
h
o
o
l
s
a
fe
t
y
,”
J
o
u
rn
a
l
o
f
E
d
u
c
a
t
io
n
a
l
Psy
c
h
o
l
o
g
y
,
v
o
l
.
95
,
n
o
.
3
,
pp
.
5
7
0
-
5
8
8
,
2
0
0
3
.
[1
0
0
]
M
.
P
h
i
ll
ip
s
,
“
W
h
a
t
m
a
k
e
s
s
c
h
o
o
ls
e
ff
e
c
ti
v
e
?
A
c
o
m
p
a
riso
n
o
f
th
e
re
latio
n
sh
ip
s
o
f
c
o
m
m
u
n
it
a
rian
c
li
m
a
te
a
n
d
a
c
a
d
e
m
ic
c
li
m
a
t
e
to
m
a
th
e
m
a
ti
c
s
a
c
h
iev
e
m
e
n
t
a
n
d
a
tt
e
n
d
a
n
c
e
d
u
r
in
g
m
id
d
le
sc
h
o
o
l
,”
Ame
ric
a
n
Ed
u
c
a
ti
o
n
a
l
Res
e
a
rc
h
J
o
u
rn
a
l,
v
o
l
.
34
,
n
o
.
4
,
p
p
.
6
3
3
-
662
,
1
9
9
7
.
[1
0
1
]
R.
A
.
A
sto
r
,
e
t
a
l
,
“
S
c
h
o
o
l
c
li
m
a
te
,
o
b
se
rv
e
d
risk
y
b
e
h
a
v
io
rs,
a
n
d
v
ictim
iz
a
ti
o
n
a
s
p
re
d
ict
o
rs
o
f
h
ig
h
sc
h
o
o
l
st
u
d
e
n
ts'
f
e
a
r
a
n
d
ju
d
g
m
e
n
ts o
f
sc
h
o
o
l
v
io
l
e
n
c
e
a
s a
p
ro
b
lem
,”
He
a
lt
h
E
d
u
.
&
Beh
a
v
io
r,
v
o
l
.
2
9
,
n
o
.
6
,
pp
.
716
-
7
3
6
,
2
0
0
2
.
[1
0
2
]
G
.
D.
G
o
tt
f
re
d
so
n
,
D.C
.
G
o
tt
f
re
d
so
n
,
A
.
A
.
P
a
y
n
e
,
a
n
d
N.C.
G
o
tt
f
re
d
so
n
,
“S
c
h
o
o
l
c
li
m
a
te
p
re
d
icto
rs
o
f
sc
h
o
o
l
d
iso
rd
e
r:
Re
su
lt
s
f
ro
m
a
n
a
ti
o
n
a
l
stu
d
y
o
f
d
e
l
in
q
u
e
n
c
y
p
re
v
e
n
ti
o
n
in
sc
h
o
o
ls
,”
J
o
u
r
n
a
l
o
f
Res
e
a
rc
h
in
Crime
a
n
d
De
li
n
q
u
e
n
c
y
,
v
o
l
.
42
,
n
o
.
4
,
pp
.
4
1
2
-
4
4
4
,
2
0
0
5
.
[1
0
3
]
E.
L
a
rra
ñ
a
g
a
,
S
.
Yu
b
e
ro
,
A
.
Ov
e
je
ro
,
a
n
d
R.
Na
v
a
rro
,
“
L
o
n
e
li
n
e
ss
,
p
a
re
n
t
-
c
h
il
d
c
o
m
m
u
n
ica
ti
o
n
a
n
d
c
y
b
e
rb
u
ll
y
in
g
v
icti
m
iza
ti
o
n
a
m
o
n
g
S
p
a
n
ish
y
o
u
th
s
,”
Co
mp
u
ter
s in
Hu
ma
n
Beh
a
v
io
r
,
v
o
l
.
65
,
p
p
.
1
-
8
,
De
c
2
0
1
6
.
[1
0
4
]
E.
Estév
e
z
,
S
.
M
u
rg
u
i,
G
.
M
u
sit
u
,
a
n
d
D.
M
o
re
n
o
,
“
A
d
o
les
c
e
n
t
a
g
g
re
ss
io
n
:
Ef
f
e
c
ts o
f
g
e
n
d
e
r
a
n
d
f
a
m
il
y
a
n
d
sc
h
o
o
l
e
n
v
iro
n
m
e
n
ts
,”
J
o
u
rn
a
l
o
f
Ad
o
les
c
e
n
c
e
,
v
o
l
.
3
1
,
n
o
.
4
,
pp
.
4
3
3
–
4
5
0
,
2
0
0
8
.
[1
0
5
]
M
.
G
.
L
ó
p
e
z
-
P
é
re
z
,
“
In
fl
u
e
n
c
ia
d
e
l
c
li
m
a
e
sc
o
lar
y
f
a
m
il
iar
e
n
e
l
a
c
o
so
e
sc
o
lar
y
c
ib
e
rn
é
ti
c
o
d
e
u
n
iv
e
rsitario
s
[
I
n
fl
u
e
n
c
e
o
f
sc
h
o
o
l
a
n
d
f
a
m
il
y
c
l
im
a
t
e
o
n
b
u
ll
y
in
g
a
n
d
c
y
b
e
rb
u
ll
y
in
g
o
f
u
n
iv
e
rsity
stu
d
e
n
ts
]
,”
Rev
ist
a
M
e
x
ica
n
a
d
e
In
v
e
stig
a
c
ió
n
e
n
Psico
lo
g
í
a
,
v
o
l
.
9
,
n
o
.
1
,
p
p
.
31
–
44
,
2
0
1
7
.
[1
0
6
]
J.
Orte
g
a
-
Ba
ró
n
,
S
.
Bu
e
lg
a
,
a
n
d
M
.
J.
Ca
v
a
,
M
.
J
,
“
In
fl
u
e
n
c
iad
e
lcli
m
a
e
sc
o
lar
y
fa
m
il
iare
n
a
d
o
les
c
e
n
tes
,
v
ícti
m
a
s
d
e
c
ib
e
ra
c
o
so
[
T
h
e
in
fl
u
e
n
c
e
o
f
sc
h
o
o
l
c
li
m
a
te
a
n
d
f
a
m
il
y
c
li
m
a
te
a
m
o
n
g
a
d
o
les
c
e
n
ts’
v
ictim
s
o
f
c
y
b
e
rb
u
ll
y
in
g
]
,”
Co
mu
n
ic
a
r,
v
o
l
.
46
,
p
p
.
57
–
65
,
2
0
1
6
.
[1
0
7
]
A
.
Qo
d
ir,
A
.
M
.
Di
p
o
n
e
g
o
ro
,
a
n
d
T
.
S
a
f
a
ria
,
“
C
y
b
e
rb
u
ll
y
in
g
,
h
a
p
p
i
n
e
ss
,
a
n
d
sty
le
o
f
h
u
m
o
r
a
m
o
n
g
p
e
rp
e
trato
rs
:
is
th
e
re
a
re
latio
n
s
h
ip
?
”
Hu
m
a
n
it
ies
&
S
o
c
ia
l
S
c
ien
c
e
sRe
v
iews
,
v
o
l.
7
,
n
o
.
3
,
p
p
.
2
0
0
-
2
0
6
,
2
0
1
8
.
Evaluation Warning : The document was created with Spire.PDF for Python.