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
.
2
,
J
u
n
e
2020
,
p
p
.
401
~
4
0
6
I
SS
N:
2252
-
8822
,
DOI
: 1
0
.
1
1
5
9
1
/
i
j
e
r
e
.
v
9
i
2
.
2
0
4
7
3
401
J
o
ur
na
l ho
m
ep
a
g
e
:
h
ttp
:
//ij
ere.
ia
esco
r
e.
co
m
A
dheren
ce t
o
Isla
m
ic
princi
ples o
f
succes
s a
nd
a
ca
de
m
ic
achiev
e
m
en
t
Z
uw
a
ira
Abu
ba
k
a
r
1
,
I
.
M
.
M
a
is
ha
nu
2
1
De
p
a
rt
m
e
n
t
o
f
A
ra
b
ic
a
n
d
Isla
m
ic S
tu
d
ies
,
S
o
k
o
to
S
tate
Un
iv
e
rsity
,
Ni
g
e
ria
2
De
p
a
rt
m
e
n
t
o
f
Isla
m
ic S
tu
d
ies
,
Us
m
a
n
u
Da
n
f
o
d
iy
o
Un
iv
e
rsit
y
,
N
ig
e
ria
Art
icle
I
nfo
AB
ST
RAC
T
A
r
ticle
his
to
r
y:
R
ec
eiv
ed
J
an
1
2
,
2
0
20
R
ev
i
s
ed
A
p
r
7
,
2
0
20
A
cc
ep
ted
Ma
y
1
,
2
0
20
T
h
is
stu
d
y
w
a
s
c
o
n
d
u
c
ted
in
o
r
d
e
r
to
i
n
v
e
stig
a
te
th
e
p
o
ss
ib
le
r
e
latio
n
sh
i
p
b
e
tw
e
e
n
a
d
h
e
re
n
c
e
to
Isla
m
ic
p
rin
c
i
p
les
o
f
su
c
c
e
ss
a
n
d
a
c
a
d
e
m
ic
p
e
rf
o
r
m
a
n
c
e
o
f
u
n
iv
e
rsit
y
stu
d
e
n
ts.
A
c
c
o
rd
in
g
ly
,
a
q
u
e
stio
n
n
a
ir
e
b
a
se
d
o
n
Isla
m
ize
d
p
rin
c
i
p
les
o
f
su
c
c
e
ss
(re
fe
rre
d
t
o
a
s
“
Isla
m
ic
c
h
a
ra
c
te
r
q
u
o
t
ien
t
in
v
e
n
to
ry
(ICQi)”
)
w
a
s
c
o
rre
late
d
w
it
h
CG
P
A
(Cu
m
u
lativ
e
G
r
a
d
e
P
o
in
t
Av
e
ra
g
e
s)
o
f
3
4
3
stu
d
e
n
ts
o
f
Us
m
a
n
u
Da
n
f
o
d
iy
o
Un
iv
e
rsity
,
S
o
k
o
to
.
T
h
e
e
m
p
iri
c
a
l
tes
ti
n
g
in
d
ica
tes
th
a
t
th
e
to
tal
sc
o
re
o
n
ICQi
c
o
rre
late
d
p
o
siti
v
e
ly
a
n
d
s
ig
n
if
ic
a
n
tl
y
w
it
h
th
e
a
c
a
d
e
m
i
c
p
e
r
f
o
rm
a
n
c
e
o
f
th
e
re
sp
o
n
d
e
n
t.
S
t
u
d
e
n
ts
w
it
h
e
it
h
e
r
h
ig
h
o
r
m
e
d
iu
m
a
d
h
e
re
n
c
e
t
o
ICQi
h
a
v
e
a
sig
n
if
ica
n
tl
y
h
ig
h
e
r
CG
P
A
th
a
n
t
h
e
ir
c
o
u
n
terp
a
rts
w
it
h
th
e
lo
w
-
a
d
h
e
re
n
c
e
lev
e
l.
Ho
we
v
e
r,
th
e
re
su
lt
d
id
n
o
t
sh
o
w
a
sig
n
if
ic
a
n
t
re
lat
io
n
sh
i
p
b
e
tw
e
e
n
th
e
CG
P
A
o
f
h
ig
h
l
y
a
d
h
e
re
n
t
in
d
iv
id
u
a
ls
a
n
d
t
h
a
t
o
f
th
o
se
w
it
h
m
e
d
iu
m
a
d
h
e
re
n
c
e
lev
e
l.
T
h
e
f
in
d
i
n
g
s
o
f
th
is
re
se
a
rc
h
m
a
y
su
g
g
e
st
th
a
t
Isla
m
ic
p
rin
c
i
p
les
a
re
n
o
t
c
o
n
f
in
e
d
to
th
e
sp
iri
tu
a
l
a
sp
e
c
t
o
f
h
u
m
a
n
’s
li
fe
,
b
u
t
a
lso
re
lev
a
n
t
a
n
d
u
se
f
u
l
f
o
r
o
u
r
m
u
n
d
a
n
e
a
ff
a
irs.
K
ey
w
o
r
d
s
:
A
ca
d
e
m
ic
s
u
cc
es
s
I
s
la
m
P
r
in
cip
les
Sp
ir
itu
al
asp
ec
t
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
:
Z
u
w
air
a
A
b
u
b
ak
ar
,
Dep
ar
t
m
en
t o
f
A
r
ab
ic
an
d
I
s
la
m
ic
St
u
d
ies,
So
k
o
to
State
Un
iv
er
s
it
y
,
P
.
M.
B
.
2
1
3
4
,
B
ir
n
in
Keb
b
i Ro
ad
,
Nea
r
A
ir
p
o
r
t,
So
k
o
to
State,
Nig
er
ia.
E
m
ail: z
n
a
m
ad
ee
@
g
m
a
il.c
o
m
1.
I
NT
RO
D
UCT
I
O
N
I
s
la
m
b
ein
g
d
iv
in
el
y
r
ev
ea
led
r
elig
io
n
co
m
p
r
is
e
s
p
r
in
cip
les
ad
h
er
en
ce
to
w
h
ic
h
en
s
u
r
es
s
u
cc
es
s
n
o
t
o
n
l
y
i
n
th
e
a
f
ter
li
f
e
b
u
t
also
w
ell
-
b
ein
g
i
n
th
i
s
w
o
r
ld
.
F
o
r
ex
a
m
p
le,
s
ev
er
al
Qu
r
’
a
n
ic
v
er
s
es,
as
w
ell
as
th
e
s
a
y
in
g
s
o
f
th
e
n
o
b
le
P
r
o
p
h
et
(
S
A
W
)
,
h
av
e
ac
k
n
o
w
led
g
ed
th
at
th
e
o
b
s
er
v
an
ce
o
f
n
o
b
le
ch
ar
ac
ter
s
s
u
c
h
as
p
iet
y
(
Qu
r
’
a
n
3
:7
4
)
,
j
u
s
tice
(
Qu
r
’
a
n
6
:
2
1
)
an
d
o
p
tim
is
m
[
1
]
is
cr
u
cial
f
o
r
ac
h
iev
in
g
an
y
f
o
r
m
o
f
s
u
cc
e
s
s
.
C
o
n
s
id
er
in
g
t
h
e
c
u
r
r
en
t
d
eg
e
n
er
atio
n
o
f
t
h
e
M
u
s
li
m
co
m
m
u
n
it
y
(
ec
o
n
o
m
icall
y
,
p
o
liti
c
all
y
,
m
o
r
all
y
,
etc.
)
I
s
la
m
izat
io
n
o
f
v
ar
io
u
s
e
m
p
ir
ical
d
is
ci
p
lin
es
s
u
ch
as
s
o
cia
l
s
cien
ce
s
,
m
a
n
a
g
e
m
e
n
t
s
cie
n
ce
s
an
d
ed
u
ca
tio
n
b
ec
o
m
e
i
m
p
o
r
ta
n
t
ar
ea
s
o
f
in
ter
est
i
n
I
s
la
m
ic
s
tu
d
ie
s
.
On
e
o
f
th
e
f
ac
to
r
s
e
m
p
ir
icall
y
ass
o
ciate
d
w
it
h
w
ell
-
b
ei
n
g
,
i
n
ter
m
s
o
f
h
i
g
h
s
o
cio
ec
o
n
o
m
ic
s
ta
tu
s
,
is
ac
ad
e
m
ic
ac
h
iev
e
m
e
n
t
[
2
]
.
A
lt
h
o
u
g
h
v
ar
io
u
s
f
ac
to
r
s
,
s
u
c
h
as
p
ar
e
n
tal
e
n
g
a
g
e
m
en
t
[
3
-
6
]
an
d
teac
h
er
s
f
ac
to
r
s
[
7
,
8
]
h
av
e
b
ee
n
d
o
cu
m
e
n
ted
to
b
e
ass
o
ciate
d
w
it
h
ac
ad
em
ic
s
u
cc
ess
,
s
tu
d
e
n
t
f
ac
to
r
s
,
b
o
th
co
g
n
iti
v
e
an
d
n
o
n
-
co
g
n
iti
v
e,
ar
e
b
y
f
ar
t
h
e
m
o
s
t
i
m
p
o
r
tan
t
[9
-
1
6
]
.
T
h
er
e
is
a
p
au
city
o
f
in
f
o
r
m
a
tio
n
o
n
th
e
lev
el
o
f
ad
h
er
en
c
e
to
I
s
la
m
ic
p
r
in
cip
les
a
m
o
n
g
Mu
s
li
m
u
n
iv
er
s
it
y
s
tu
d
e
n
ts
an
d
its
r
elatio
n
s
h
ip
to
ac
ad
em
ic
s
u
cc
es
s
.
T
h
is
p
ap
er
,
th
er
ef
o
r
e,
aim
s
at
as
s
e
s
s
i
n
g
ad
h
er
e
n
ce
to
I
s
la
m
ic
p
r
i
n
cip
les
a
m
o
n
g
M
u
s
li
m
u
n
i
v
er
s
it
y
s
tu
d
e
n
ts
in
So
k
o
to
Nig
er
ia
a
n
d
it
s
co
r
r
elatio
n
to
t
h
eir
ac
ad
e
m
ic
p
er
f
o
r
m
a
n
ce
m
ea
s
u
r
ed
as th
e
GP
A
.
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
.
2
,
J
u
n
e
2020
:
4
0
1
-
4
0
6
402
2.
RE
S
E
ARCH
M
E
T
H
O
D
T
h
e
s
a
m
p
le
p
o
p
u
latio
n
f
o
r
th
is
s
t
u
d
y
is
t
h
e
t
w
o
h
u
n
d
r
ed
lev
el
(
2
0
0
lev
el)
u
n
d
er
g
r
ad
u
at
e
Mu
s
li
m
s
tu
d
e
n
ts
o
f
Us
m
a
n
u
Da
n
f
o
d
i
y
o
U
n
iv
er
s
it
y
e
n
r
o
lled
in
2
0
1
2
/2
0
1
3
ac
a
d
em
ic
s
e
s
s
io
n
.
T
h
e
n
u
m
b
er
o
f
all
Mu
s
l
i
m
s
tu
d
e
n
ts
ad
m
itted
in
2
0
1
2
/2
0
1
3
ac
ad
em
ic
s
e
s
s
io
n
,
o
b
tain
ed
f
r
o
m
th
e
U
n
i
v
er
s
it
y
u
n
it
o
f
Ma
n
a
g
in
g
I
n
f
o
r
m
a
tio
n
S
y
s
te
m
(
MI
S),
was
6
,
4
7
2
o
u
t
o
f
w
h
ich
3
,
7
6
7
w
er
e
u
n
d
er
g
r
ad
u
a
tes
w
it
h
a
m
ale
to
f
e
m
ale
r
atio
o
f
3
.
5
:1
(
i.e
.
m
ales
2
,
9
3
0
,
f
em
ales
8
3
7
)
.
T
h
r
ee
f
ac
u
lties
o
f
th
e
u
n
iv
er
s
it
y
w
er
e
s
elec
t
ed
th
r
o
u
g
h
t
h
e
u
s
e
o
f
co
m
p
u
ter
-
a
s
s
i
s
ted
r
an
d
o
m
izatio
n
-
C
o
lle
g
e
o
f
Hea
lt
h
Scien
ce
s
,
Facu
lt
y
o
f
Ag
r
ic
u
lt
u
r
e
an
d
Facu
lt
y
o
f
Scien
ce
s
.
2
.
1
.
Sa
m
ple
T
h
e
r
eq
u
ir
ed
s
am
p
le
s
ize
w
as
3
4
6
.
T
h
e
f
ig
u
r
e
w
as
ac
h
ie
v
ed
af
ter
e
m
p
lo
y
in
g
th
e
R
A
O
SOF
T
s
am
p
le
s
ize
ca
lcu
lato
r
,
w
ith
a
5
%
m
a
r
g
in
er
r
o
r
,
9
5
%
c
o
n
f
id
en
ce
le
v
el
an
d
5
0
%
r
esp
o
n
s
e
d
is
tr
ib
u
tio
n
.
Ho
w
e
v
er
,
o
u
t
o
f
p
r
esu
p
p
o
s
itio
n
o
f
in
v
alid
d
ata
as
w
ell
as
t
h
e
p
o
s
s
ib
ilit
y
o
f
lack
o
f
r
e
s
p
o
n
s
e
b
y
m
a
n
y
r
esp
o
n
d
en
t
s
,
4
5
0
q
u
esti
o
n
n
air
es
w
er
e
ad
m
i
n
i
s
t
er
ed
am
o
n
g
th
e
s
tu
d
e
n
ts
t
h
r
o
u
g
h
p
r
o
p
o
r
tio
n
ate
d
is
tr
ib
u
tio
n
.
T
h
e
r
esp
o
n
s
e
r
ate
w
a
s
[
8
2
%].
Ou
t
o
f
4
5
0
q
u
esti
o
n
n
air
es
d
i
s
tr
ib
u
ted
to
t
h
e
M
u
s
li
m
u
n
i
v
er
s
it
y
s
tu
d
e
n
ts
,
3
7
0
q
u
esti
o
n
n
air
es
w
er
e
r
etu
r
n
ed
.
Ho
w
ev
er
,
1
5
%
o
f
t
h
e
r
etu
r
n
ed
q
u
e
s
tio
n
n
air
es
w
er
e
ex
cl
u
d
ed
f
r
o
m
t
h
e
d
ata
an
al
y
s
i
s
d
u
e
to
f
ail
u
r
e
to
co
m
p
lete
at
lea
s
t
7
5
%
o
f
th
e
q
u
esti
o
n
s
as
k
ed
o
r
d
u
e
to
in
v
alid
d
ata.
T
h
u
s
,
th
e
to
tal
n
u
m
b
er
o
f
q
u
esti
o
n
n
air
e
s
u
s
ed
f
o
r
th
e
r
esear
c
h
an
al
y
s
is
w
a
s
3
4
3
.
2
.
2
.
Resea
rc
h ins
t
ru
m
ent
2
.
2
.
1
.
De
m
o
g
ra
ph
ic
c
ha
ra
ct
er
is
t
ics
T
h
e
d
em
o
g
r
ap
h
ic
s
ec
tio
n
i
n
cl
u
d
ed
in
f
o
r
m
atio
n
r
eg
ar
d
i
n
g
a
g
e,
g
en
d
er
,
s
tate
o
f
o
r
ig
i
n
,
th
e
l
o
ca
tio
n
o
f
r
esid
en
ce
(
R
u
r
al
/Ur
b
an
)
,
co
u
n
tr
y
,
f
ac
u
lt
y
a
n
d
d
ep
ar
t
m
en
t.
2
.
2
.
2
.
Student
s
c
u
m
ula
t
iv
e
g
ra
de
po
int
a
v
er
a
g
e
(
CG
P
A)
C
GP
A
w
a
s
u
s
ed
as
a
cr
iter
io
n
f
o
r
th
e
ac
ad
e
m
ic
s
u
cc
es
s
o
f
t
h
e
s
t
u
d
en
t
s
.
I
t
w
a
s
g
o
tte
n
f
r
o
m
s
t
u
d
en
t
s
’
s
elf
-
r
ep
o
r
t.
2
.
2
.
3
.
I
s
la
m
ic
pr
incip
les o
f
s
ucce
s
s
s
ca
le
T
h
r
o
u
g
h
o
u
t
th
is
s
tu
d
y
,
w
e
u
s
e
th
e
ter
m
“
I
s
la
m
ic
p
r
in
cip
le
s
o
f
s
u
cc
es
s
”
to
r
ef
er
to
th
e
b
asic
an
d
r
ec
o
m
m
e
n
d
ab
le
ch
ar
ac
ter
s
(
e.
g
.
p
iet
y
(
Ta
q
wa
)
,
r
eso
lu
te
n
e
s
s
(
A
z
m
)
)
e
n
d
o
r
s
ed
b
y
I
s
la
m
to
i
ts
ad
h
er
en
t
s
(
Mu
s
li
m
s
)
i
n
o
r
d
er
to
h
elp
t
h
e
m
ac
h
ie
v
e
s
u
cc
ess
i
n
b
o
th
th
e
cu
r
r
en
t
li
f
e
a
n
d
th
e
th
a
t
o
f
th
e
h
er
ea
f
ter
.
A
q
u
e
s
tio
n
n
air
e
as
s
es
s
in
g
s
u
c
h
ch
ar
ac
ter
s
(
i
n
th
e
n
a
m
e
o
f
I
s
la
m
ic
C
h
ar
ac
ter
Q
u
o
tien
t
i
n
v
en
t
o
r
y
I
C
Qi)
w
as
d
ev
elo
p
ed
b
y
th
e
r
e
s
ea
r
ch
er
s
.
T
h
e
p
h
r
aseo
lo
g
y
o
f
t
h
e
q
u
esti
o
n
s
w
as
ad
o
p
ted
f
r
o
m
I
s
l
a
m
ic
liter
at
u
r
e
o
n
ch
ar
ac
ter
an
d
s
o
m
e
s
ta
te
m
e
n
t
s
th
at
s
u
i
t
th
e
I
s
la
m
ic
ch
ar
ac
t
er
s
f
r
o
m
“
S
tr
en
g
th
s
Fi
n
d
er
”
an
d
m
o
d
if
ied
v
er
s
io
n
o
f
B
ar
On
E
m
o
tio
n
al
Qu
o
tie
n
t
I
n
v
e
n
to
r
y
(
E
Qi)
.
I
t
co
m
p
r
is
es
s
ev
e
n
(
7
)
co
m
p
o
s
ite
s
ca
les
(
c
h
ar
ac
ter
s
)
,
th
ir
tee
n
(
1
3
)
s
u
b
s
ca
les an
d
7
0
ite
m
s
:
a.
Sen
s
e
o
f
A
lla
h
Scale:
Ta
q
w
a
(
r
ig
h
teo
u
s
d
ee
d
f
o
r
A
lla
h
’
s
s
ak
e)
.
Ta
w
a
kk
u
l
(
tr
u
s
t
i
n
A
lla
h
+
s
elf
-
d
ep
en
d
en
ce
)
.
b.
I
s
la
m
ic
P
er
ce
p
tio
n
o
f
s
u
cc
e
s
s
:
T
h
r
ee
ite
m
s
as
s
es
s
i
n
g
t
h
e
r
e
s
p
o
n
d
en
ts
’
o
p
in
io
n
o
n
w
h
at
t
h
e
y
r
e
g
ar
d
as
a
s
u
cc
es
s
.
c.
I
n
ter
p
er
s
o
n
al
s
ca
le:
J
u
s
tice,
C
o
m
p
a
s
s
io
n
an
d
So
ciab
ilit
y
.
d.
I
n
tr
ap
er
s
o
n
al
s
ca
le:
I
z
z
a
h
(
s
elf
-
r
eg
ar
d
)
,
A
z
m
(
Self
-
ac
tu
a
liza
tio
n
/R
e
s
o
lu
te
n
e
s
s
)
.
Ulu
w
a
l
-
Himma
h
(
Hig
h
asp
ir
atio
n
)
e.
Gen
er
al
Mo
o
d
Scale:
Qa
n
a
’
a
h
/
S
h
u
kr
(
C
o
n
ten
t
m
en
t
/Gr
atit
u
d
e)
.
Hu
s
n
a
l
-
Za
n
n
b
i
-
A
lla
h
(
O
p
ti
m
is
m
)
.
f.
Mo
d
er
atio
n
Scale:
W
a
q
a
r
/
Hil
m
/
Ta
w
a
d
u
(
Ser
en
it
y
/I
m
p
u
ls
e
co
n
tr
o
l
).
g.
A
d
ap
tab
ilit
y
:
Ta
’
a
n
n
i
(
Delib
er
aten
es
s
)
,
Flex
ib
il
it
y
a
n
d
R
ea
lit
y
test
i
n
g
2
.
3
.
Sco
ring
o
f
t
he
qu
estio
nn
a
ire
(
I
CQ
i
)
E
ac
h
ite
m
i
n
t
h
e
q
u
e
s
tio
n
n
air
e
h
as
f
i
v
e
o
p
tio
n
s
: (
1
)
v
er
y
s
eld
o
m
o
r
n
o
t tr
u
e
o
f
m
e,
(
2
)
s
eld
o
m
tr
u
e
o
f
m
e,
(
3
)
s
o
m
et
i
m
e
s
tr
u
e
o
f
m
e,
(
4
)
o
f
ten
tr
u
e
o
f
m
e,
an
d
(
5
)
v
er
y
o
f
te
n
tr
u
e
o
f
m
e
o
r
tr
u
e
o
f
m
e.
T
h
e
ite
m
s
i
n
th
e
q
u
est
io
n
n
air
e
w
er
e
s
co
r
ed
ac
co
r
d
in
g
to
th
e
I
s
la
m
ic
g
en
e
r
al
r
u
les
o
n
ch
ar
ac
ter
.
An
y
s
ta
te
m
e
n
ts
co
n
s
is
te
n
t
w
it
h
I
s
la
m
ic
p
r
in
cip
le
s
w
er
e
s
co
r
ed
p
o
s
itiv
el
y
(
0
,
1,
2,
3
an
d
4
f
o
r
o
p
tio
n
s
1
,
2,
3
,
4
an
d
5
r
esp
ec
tiv
e
l
y
)
;
w
h
ile
th
o
s
e
i
n
co
m
p
atib
le
w
i
th
I
s
la
m
ic
p
r
in
cip
le
s
w
er
e
s
co
r
ed
n
eg
at
iv
el
y
(
4
,
3
,
2,
1
an
d
0
f
o
r
o
p
tio
n
s
1
,
2,
3,
4
an
d
5
r
esp
ec
tiv
el
y
)
.
2
.
4
.
Da
t
a
a
na
ly
s
is
Gr
ap
h
P
ad
Pris
m
a
n
d
Gr
ap
h
P
ad
I
n
s
tat
Sta
tis
tica
l
s
o
f
t
w
ar
es
w
er
e
u
s
ed
to
an
al
y
s
e
th
e
d
at
a
o
b
tain
ed
f
r
o
m
th
e
r
esear
c
h
in
s
tr
u
m
en
t.
C
o
r
r
elatio
n
co
ef
f
icie
n
t
an
d
On
e
-
w
a
y
A
N
OV
A
w
as
e
m
p
l
o
y
ed
in
d
eter
m
in
i
n
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
A
d
h
eren
ce
to
I
s
la
mic
p
r
in
cip
l
es o
f su
cc
ess
a
n
d
a
ca
d
emic
a
c
h
ieve
men
t
(
Zu
w
a
ir
a
A
b
u
b
a
ka
r
)
403
th
e
s
tr
e
n
g
t
h
o
f
t
h
e
r
elatio
n
s
h
ip
b
et
w
ee
n
t
h
e
s
co
r
e
o
n
I
s
lam
ic
p
r
in
cip
les
o
f
s
u
cc
e
s
s
o
n
th
e
o
n
e
h
a
n
d
an
d
ac
ad
em
ic
s
u
cc
ess
e
s
o
n
t
h
e
o
th
er
.
3.
RE
SU
L
T
S
A
ND
D
I
SCU
SS
I
O
N
3
.
1
.
De
m
o
g
ra
ph
ic
c
ha
ra
ct
er
is
t
ics
o
f
t
he
re
s
po
nd
ent
s
T
ab
le
1
w
h
ic
h
i
s
t
h
e
d
e
m
o
g
r
a
p
h
ic
f
ea
t
u
r
es
o
f
th
e
r
e
s
p
o
n
d
en
ts
s
h
o
w
ed
t
h
at
t
h
e
n
u
m
b
er
o
f
t
h
e
m
a
le
r
esp
o
n
d
en
ts
a
m
o
n
g
s
tu
d
e
n
ts
w
a
s
th
r
ee
ti
m
e
s
m
o
r
e
th
a
n
th
e
n
u
m
b
er
o
f
f
e
m
ale
s
.
T
h
is
is
s
i
m
ilar
to
th
e
r
atio
o
f
m
ales
to
f
e
m
ale
s
(
3
.
5
:1
)
am
o
n
g
th
e
u
n
d
er
g
r
ad
u
ate
s
tu
d
e
n
ts
ad
m
i
tted
in
th
e
2
0
1
2
/2
0
1
3
a
ca
d
em
ic
s
es
s
io
n
.
W
ith
r
eg
ar
d
s
to
th
e
lo
ca
lit
y
(
r
esid
en
t
ar
ea
)
o
f
th
e
s
t
u
d
en
t
s
,
s
tu
d
e
n
ts
f
r
o
m
u
r
b
an
ar
ea
d
o
u
b
led
th
eir
p
air
s
w
h
o
ca
m
e
f
r
o
m
th
e
r
u
r
al
ar
ea
.
Nin
et
y
-
s
i
x
(
2
8
%),
1
0
6
(
3
1
%)
an
d
1
4
1
(
4
1
%)
o
f
th
e
p
ar
ticip
an
t
s
w
er
e
s
tu
d
e
n
ts
o
f
C
o
lleg
e
o
f
h
ea
lth
s
cien
ce
s
(
C
HS)
,
Facu
lt
y
o
f
A
g
r
ic
u
lt
u
r
e
an
d
Facu
lt
y
o
f
s
cie
n
ce
r
esp
ec
tiv
el
y
.
A
l
l
o
f
th
e
m
w
er
e
Ni
g
er
ia
n
s
f
r
o
m
2
4
d
if
f
er
en
t
s
tates
o
f
t
h
e
s
i
x
g
eo
-
p
o
liti
ca
l
zo
n
es.
A
b
o
u
t
6
8
%
(
2
3
4
)
o
f
t
h
e
s
t
u
d
en
ts
w
er
e
f
r
o
m
s
e
v
e
n
No
r
th
-
W
ester
n
s
ta
tes,
8
2
f
r
o
m
f
i
v
e
No
r
th
C
en
tr
al
Stat
es
a
n
d
1
1
ea
ch
f
r
o
m
f
iv
e
No
r
th
-
E
a
s
ter
n
a
n
d
th
r
ee
So
u
t
h
-
W
ester
n
s
tate
s
r
e
s
p
ec
tiv
el
y
.
Ot
h
er
s
i
n
cl
u
d
e
4
s
tu
d
en
t
s
f
r
o
m
t
h
r
ee
So
u
t
h
-
E
ast
er
n
s
tate
s
an
d
o
n
e
f
r
o
m
a
So
u
th
-
So
u
th
er
n
s
tate.
T
ab
le
2
s
h
o
w
s
a
s
ig
n
i
f
ica
n
t
p
o
s
itiv
e
r
elatio
n
s
h
ip
b
et
w
ee
n
th
e
to
tal
s
co
r
e
o
f
I
s
la
m
ic
p
r
in
cip
les
o
f
s
u
cc
e
s
s
a
n
d
g
e
n
d
er
o
f
t
h
e
s
tu
d
en
t
s
,
in
d
icat
in
g
t
h
at
f
e
m
a
les
s
co
r
ed
h
i
g
h
er
t
h
a
n
t
h
eir
m
ale
co
u
n
ter
p
ar
ts
.
Fe
m
ale
s
also
g
ain
ed
h
i
g
h
er
s
co
r
es
th
an
m
a
les
in
t
w
o
co
m
p
o
s
ite
ch
ar
ac
ter
s
:
Se
n
s
e
o
f
A
lla
h
an
d
I
s
la
m
ic
p
er
ce
p
tio
n
o
f
s
u
cc
es
s
.
Ho
w
ev
e
r
,
th
e
r
elatio
n
s
h
ip
b
et
w
ee
n
g
e
n
d
er
an
d
o
th
er
co
m
p
o
n
e
n
ts
o
f
I
P
S: I
n
tr
ap
er
s
o
n
al,
I
n
ter
p
er
s
o
n
al,
Gen
er
al
m
o
o
d
,
A
d
ap
tab
ilit
y
a
n
d
Mo
d
er
atio
n
w
a
s
n
o
t si
g
n
i
f
ican
t.
Ag
e
o
f
th
e
s
tu
d
e
n
ts
d
id
n
o
t
s
h
o
w
a
n
y
r
elatio
n
s
h
ip
w
ith
t
h
e
o
v
er
all
s
co
r
e
o
f
I
s
lam
ic
p
r
i
n
cip
les
o
f
s
u
cc
e
s
s
o
r
an
y
o
f
t
h
e
co
m
p
o
s
ite
s
ca
les.
Ho
w
e
v
er
,
s
t
u
d
e
n
ts
’
lo
ca
lit
y
(
w
h
eth
er
r
u
r
al
o
r
u
r
b
an
)
s
h
o
w
ed
s
ig
n
i
f
ica
n
t
n
eg
at
iv
e
r
elatio
n
s
h
ip
w
it
h
I
s
la
m
ic
p
r
in
cip
les
o
f
s
u
cc
es
s
an
d
t
w
o
o
f
t
h
e
co
m
p
o
s
i
te
s
ca
le
s
,
s
ig
n
i
f
y
in
g
t
h
at
s
t
u
d
en
ts
f
r
o
m
th
e
u
r
b
an
ar
ea
h
ad
h
i
g
h
e
r
s
co
r
e
in
I
P
S
an
d
t
w
o
o
f
t
h
e
c
o
m
p
o
s
i
te
ch
ar
ac
ter
s
(
g
en
er
al
m
o
o
d
an
d
I
s
la
m
ic
p
er
ce
p
tio
n
o
f
s
u
cc
ess
)
w
h
e
n
co
m
p
ar
ed
w
it
h
th
eir
co
u
n
ter
p
ar
t
s
liv
i
n
g
i
n
r
u
r
al
ar
ea
.
Ho
w
e
v
er
,
n
o
s
i
g
n
if
ican
t
r
elat
io
n
s
h
ip
w
as
f
o
u
n
d
to
ex
is
t
b
et
w
ee
n
s
tu
d
e
n
ts
’
ar
ea
o
f
r
esi
d
en
ce
(
lo
c
alit
y
)
an
d
th
e
s
co
r
e
o
f
o
th
er
f
iv
e
co
m
p
o
s
ite
ch
ar
ac
ter
s
,
n
a
m
el
y
I
n
tr
ap
er
s
o
n
al,
in
ter
p
er
s
o
n
al,
Mo
d
er
atio
n
,
A
d
ap
tab
ilit
y
an
d
Sen
s
e
o
f
A
lla
h
.
T
ab
le
1.
Dem
o
g
r
ap
h
ic
c
h
ar
ac
t
er
is
tics
o
f
t
h
e
r
esp
o
n
d
en
t
s
V
a
r
i
a
b
l
e
s
T
o
t
a
l
n
=
3
4
3
M
a
l
e
s T
o
t
a
l
n
=
2
6
2
F
e
mal
e
s
T
o
t
a
l
n
=
8
1
N
u
mb
e
r
P
e
r
c
e
n
t
a
g
e
N
u
mb
e
r
P
e
r
c
e
n
t
a
g
e
N
u
mb
e
r
P
e
r
c
e
n
t
a
g
e
A
g
e
(
Y
e
a
r
s)
15
-
19
29
(
8
.
5
%)
18
(
6
.
9
%)
11
(
1
3
.
6
%)
20
-
29
3
1
0
(
9
0
.
4
%)
2
4
1
(
9
2
.
0
%)
69
(
8
5
.
2
%)
30
-
39
4
(
1
.
1
%)
3
(
1
.
1
%)
1
(
1
.
2
%)
G
e
o
g
r
a
p
h
i
c
a
l
Z
o
n
e
s
N
o
r
t
h
w
e
st
2
3
4
(
6
8
.
2
%)
1
8
3
(
6
9
.
8
%)
51
(
6
3
.
1
%)
N
o
r
t
h
c
e
n
t
r
a
l
82
(
2
3
.
9
%)
58
(
2
2
.
1
%)
24
(
2
9
.
6
%)
N
o
r
t
h
e
a
st
11
(
3
.
2
%)
7
(
2
.
7
%)
4
(
4
.
9
%)
S
o
u
t
h
e
a
s
t
4
(
1
.
2
%)
3
(
1
.
1
%)
1
(
1
.
2
%)
S
o
u
t
h
-
so
u
t
h
1
(
0
.
3
%)
1
(
0
.
5
%)
0
(
0
%)
S
o
u
t
h
w
e
st
11
(
3
.
2
%)
10
(
3
.
8
%)
1
(
1
.
2
%)
L
o
c
a
l
i
t
y
R
u
r
a
l
1
0
8
(
3
1
.
5
%)
93
(
3
5
.
5
%)
15
(
1
8
.
5
%)
U
r
b
a
n
2
3
5
(
6
8
.
5
%)
1
6
9
(
6
4
.
5
%)
66
(
8
1
.
5
%)
F
a
c
u
l
t
y
C
H
S
96
(
2
8
.
0
%)
63
(
2
4
.
0
%)
33
(
4
0
.
7
%)
S
c
i
e
n
c
e
s
1
0
6
(
3
0
.
9
%)
86
(
3
2
.
8
%)
20
(
2
4
.
7
%)
A
g
r
i
c
u
l
t
u
r
e
1
4
1
(
4
1
.
1
%)
1
1
3
(
4
3
.
2
%)
28
(
3
4
.
6
%)
K
e
y
:
C
H
S
=
C
o
l
l
e
g
e
o
f
H
e
a
l
t
h
S
c
i
e
n
c
e
s.
T
ab
le
2.
T
h
e
r
elatio
n
s
h
ip
b
et
wee
n
d
e
m
o
g
r
ap
h
ic
ch
ar
ac
ter
is
t
i
cs
o
f
th
e
r
esp
o
n
d
e
n
ts
a
n
d
s
co
r
e
o
n
I
s
la
m
ic
p
r
in
cip
les o
f
s
u
cc
es
s
as
w
ell
a
s
its
s
e
v
e
n
co
m
p
o
s
ite
s
ca
le
s
(
T
o
tal
n
u
m
b
er
=
3
4
3
)
V
a
r
i
a
b
l
e
s
I
s
l
a
mi
c
p
e
r
c
e
p
t
i
o
n
o
f
su
c
c
e
ss
I
n
t
e
r
-
p
e
r
so
n
a
l
I
n
t
r
a
-
p
e
r
so
n
a
l
A
d
a
p
t
a
b
i
l
i
t
y
M
o
d
e
r
a
t
i
o
n
G
e
n
e
r
a
l
M
o
o
d
S
e
n
se
o
f
A
l
l
a
h
T
o
t
a
l
S
c
o
r
e
(
I
P
S
)
G
e
n
d
e
r
1
0
.
1
7
1
5
*
*
0
.
0
7
9
1
4
0
.
0
2
6
4
2
0
.
0
6
7
0
5
0
.
0
5
9
0
4
0
.
0
9
8
6
3
0
.
2
0
5
3
*
*
*
0
.
1
6
6
5
*
*
A
g
e
2
-
0
.
0
9
4
7
0
-
0
.
0
0
8
5
4
5
0
.
0
1
1
8
8
0
.
0
2
3
8
0
0
.
0
1
1
1
4
-
0
.
0
3
4
9
6
-
0
.
0
0
0
5
3
6
1
-
0
.
0
0
1
7
0
9
L
o
c
a
l
i
t
y
3
-
0
.
1
2
5
7
*
-
0
.
1
1
0
7
-
0
.
0
5
5
6
7
-
0
.
0
0
8
7
0
1
-
0
.
0
6
8
8
2
-
0
.
2
1
0
8
*
*
*
-
0
.
0
5
0
5
0
-
0
.
1
4
4
5
*
*
K
e
y
:
I
P
S
=
I
s
l
a
mi
c
P
r
i
n
c
i
p
l
e
s o
f
S
u
c
c
e
ss.
1
P
o
si
t
i
v
e
v
a
l
u
e
s i
n
d
i
c
a
t
e
t
h
a
t
f
e
mal
e
s we
r
e
mo
r
e
a
d
h
e
r
i
n
g
t
h
a
n
mal
e
s a
n
d
v
i
c
e
v
e
r
sa.
2
P
o
si
t
i
v
e
v
a
l
u
e
s si
g
n
i
f
y
t
h
a
t
e
l
d
e
r
l
y
r
e
sp
o
n
d
e
n
t
sco
r
e
d
h
i
g
h
e
r
t
h
a
n
y
o
u
n
g
e
r
o
n
e
s.
3
N
e
g
a
t
i
v
e
v
a
l
u
e
s i
n
d
i
c
a
t
e
t
h
a
t
u
r
b
a
n
d
w
e
l
l
e
r
s we
r
e
mo
r
e
a
d
h
e
r
i
n
g
t
h
e
n
r
u
r
a
l
d
w
e
l
l
e
r
a
n
d
v
i
c
e
v
e
r
sa.
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
.
2
,
J
u
n
e
2020
:
4
0
1
-
4
0
6
404
3
.
2
.
I
s
la
m
ic
pr
incip
les o
f
s
ucce
s
s
a
nd
a
ca
de
m
ic
a
chiev
e
m
ent
I
n
T
ab
le
3
o
u
r
s
tatis
tical
an
al
y
s
is
s
h
o
w
s
a
lo
w
b
u
t
s
i
g
n
i
f
ican
t
p
o
s
itiv
e
r
elatio
n
s
h
ip
b
et
w
ee
n
s
tu
d
en
t
s
’
C
GP
A
a
n
d
o
v
er
all
s
co
r
e
o
n
I
s
la
m
ic
P
r
in
cip
les
o
f
s
u
cc
es
s
an
d
f
i
v
e
o
f
it
s
co
m
p
o
s
ite
s
ca
le
s
:
Gen
er
al
v
ie
w
o
f
s
u
cc
e
s
s
,
I
n
ter
p
er
s
o
n
al,
I
n
tr
ap
er
s
o
n
al,
A
d
ap
tab
ilit
y
a
n
d
Gen
e
r
al
Mo
o
d
.
T
h
at
is
,
th
e
s
t
u
d
en
t
s
w
h
o
s
h
o
w
ed
h
i
g
h
co
m
p
lia
n
ce
w
i
th
I
P
S
an
d
t
h
e
f
i
v
e
co
m
p
o
s
ite
c
h
ar
ac
ter
s
wer
e
th
e
o
n
e
w
it
h
h
ig
h
er
ac
ad
e
m
ic
ac
h
iev
e
m
e
n
t,
w
h
ile
t
h
o
s
e
w
i
th
less
co
m
p
lia
n
ce
r
ep
o
r
ted
lo
w
er
ac
ad
e
m
ic
p
er
f
o
r
m
a
n
ce
.
Ho
w
e
v
er
,
n
o
s
i
g
n
i
f
ican
t
r
elatio
n
s
h
ip
w
a
s
f
o
u
n
d
b
et
w
ee
n
t
h
e
ac
ad
em
ic
p
er
f
o
r
m
an
ce
o
f
th
e
s
tu
d
en
ts
an
d
h
a
v
i
n
g
h
i
g
h
/
lo
w
co
m
p
lia
n
ce
to
th
e
co
m
p
o
s
ite
s
ca
le
o
f
m
o
d
er
a
tio
n
o
r
s
en
s
e
o
f
A
lla
h
.
On
e
-
w
a
y
A
NO
V
A
an
al
y
s
i
s
,
i
n
T
ab
le
4
,
s
h
o
w
ed
th
at
a
ca
d
em
ic
ac
h
iev
e
m
e
n
t
o
f
th
e
r
esp
o
n
d
en
t
s
estab
lis
h
ed
a
s
tatis
tical
r
elatio
n
s
h
ip
w
it
h
all
t
h
e
th
r
ee
le
v
els
o
f
ad
h
er
en
ce
to
I
s
la
m
ic
ch
ar
a
cter
.
Stu
d
en
t
s
w
it
h
eith
er
h
ig
h
(
≥
7
5
%)
o
r
m
ed
i
u
m
(
5
0
-
7
4
%)
lev
el
o
f
ad
h
er
en
ce
to
I
s
la
m
ic
ch
ar
ac
ter
wer
e
f
o
u
n
d
to
h
av
e
a
s
ig
n
i
f
ica
n
tl
y
(
P
<0
.
0
1
)
h
ig
h
er
C
GP
A
th
an
th
e
ir
co
u
n
ter
p
ar
ts
w
it
h
lo
w
-
ad
h
er
e
n
ce
(
<5
0
%).
A
ls
o
,
th
e
av
er
ag
e
C
GP
A
o
f
th
e
s
t
u
d
en
ts
w
it
h
h
ig
h
-
ad
h
er
e
n
ce
lev
el
te
n
d
s
t
o
b
e
h
ig
h
er
th
a
n
t
h
at
o
f
t
h
ei
r
co
u
n
ter
p
ar
ts
w
ith
m
ed
iu
m
-
ad
h
er
e
n
ce
lev
el,
t
h
o
u
g
h
t
h
e
d
if
f
er
e
n
ce
h
as
n
o
t r
ea
ch
ed
s
tatis
tical
s
i
g
n
i
f
ican
ce
(
P
=0
.
0
5
)
.
T
ab
le
3.
C
o
r
r
elatio
n
o
f
s
tu
d
en
ts
’
C
GP
A
w
ith
i
s
la
m
ic
p
r
in
cip
les o
f
s
u
cc
es
s
an
d
its
s
ev
e
n
co
m
p
o
s
ite
ch
ar
ac
ter
s
(
n
=
3
4
3
)
V
a
r
i
a
b
l
e
s
I
s
l
a
mi
c
p
e
r
c
e
p
t
i
o
n
o
f
su
c
c
e
ss
I
n
t
e
r
-
p
e
r
so
n
a
l
I
n
t
r
a
-
p
e
r
so
n
a
l
A
d
a
p
t
a
b
i
l
i
t
y
M
o
d
e
r
a
t
i
o
n
G
e
n
e
r
a
l
M
o
o
d
S
e
n
se
o
f
A
l
l
a
h
T
o
t
a
l
S
c
o
r
e
(
I
P
S
)
C
G
P
A
0
.
1
2
4
7
*
0
.
1
4
2
8
*
0
.
1
3
3
8
*
0
.
1
4
6
5
*
0
.
0
6
9
2
4
0
.
1
9
5
3
*
*
*
0
.
0
6
4
6
3
0
.
1
6
9
4
*
*
K
e
y
:
C
G
P
A
=
C
u
m
u
l
a
t
i
v
e
G
r
a
d
e
P
o
i
n
t
A
v
e
r
a
g
e
s;
A
st
e
r
i
sk
(
*
)
r
e
p
r
e
se
n
t
s
t
h
e
si
g
n
i
f
i
c
a
n
c
e
o
f
t
h
e
r
e
l
a
t
i
o
n
sh
i
p
/
d
i
f
f
e
r
e
n
c
e
.
T
h
e
v
a
l
u
e
s
w
i
t
h
n
o
a
s
t
e
r
i
sk
i
n
d
i
c
a
t
e
t
h
a
t
t
h
e
r
e
l
a
t
i
o
n
sh
i
p
/
d
i
f
f
e
r
e
n
c
e
i
s
n
o
t
s
i
g
n
i
f
i
c
a
n
t
.
O
n
e
*
=
si
g
n
i
f
i
c
a
n
t
,
t
w
o
*
*
=
v
e
r
y
si
g
n
i
f
i
c
a
n
t
,
t
h
r
e
e
*
*
*
o
r
f
o
u
r
*
*
*
*
=
e
x
t
r
e
mel
y
si
g
n
i
f
i
c
a
n
t
.
T
ab
le
4
.
On
e
-
w
a
y
ANOV
A
a
n
al
y
s
i
s
o
f
ac
ad
e
m
ic
s
u
cc
e
s
s
a
n
d
3
d
if
f
er
en
t le
v
els o
f
ad
h
er
en
ce
to
I
s
la
m
ic
p
r
in
cip
les o
f
s
u
cc
es
s
C
O
M
P
A
R
I
S
O
N
L
e
v
e
l
s o
f
A
d
h
e
r
e
n
c
e
t
o
I
P
S
(
U
M
S
)
M
e
a
n
1
±
S
E
M
e
a
n
2
±
S
E
D
i
f
f
e
r
e
n
c
e
b
/
w
t
h
e
t
w
o
M
e
a
n
s
S
t
a
t
i
st
i
c
a
l
S
i
g
n
i
f
i
c
a
n
c
e
<
5
0
%
v
e
r
su
s 5
0
-
7
4
%
2
.
6
3
4
±
0
.
2
2
4
3
.
3
8
3
±
0
.
0
5
2
0
.
7
4
9
<
0
.
0
1
*
*
<
5
0
%
v
e
r
su
s ≥
7
5
%
2
.
6
3
4
±
0
.
2
2
4
3
.
4
3
1
±
0
.
1
3
6
0
.
7
9
7
<
0
.
0
1
*
*
50
-
7
4
%
v
e
r
su
s
≥
7
5
%
3
.
3
8
3
±
0
.
0
5
2
3
.
4
3
1
±
0
.
1
3
6
0
.
0
4
8
Ns
K
e
y
:
<
5
0
%=
l
o
w
l
e
v
e
l
o
f
a
d
h
e
r
e
n
c
e
,
5
0
-
7
4
%=
me
d
i
u
m
l
e
v
e
l
o
f
a
d
h
e
r
e
n
c
e
,
≥
7
5
%
=
h
i
g
h
l
e
v
e
l
o
f
a
d
h
e
r
e
n
c
e
t
o
I
P
S
,
N
s=
n
o
t
si
g
n
i
f
i
c
a
n
t
,
S
E=
st
a
n
d
a
r
d
e
r
r
o
r
.
4.
DIS
CU
SS
I
O
N
T
h
is
s
tu
d
y
r
ev
ea
led
a
s
m
al
l
s
ig
n
i
f
ica
n
t
p
o
s
itiv
e
r
elatio
n
s
h
ip
b
etw
ee
n
ac
ad
e
m
ic
ac
h
ie
v
e
m
en
t
an
d
I
s
la
m
ic
p
r
in
cip
le
s
o
f
s
u
cc
es
s
.
Usi
n
g
a
r
elate
d
q
u
esti
o
n
n
air
e,
b
ased
o
n
em
o
tio
n
al
in
v
e
n
to
r
y
,
s
e
v
er
al
r
esear
ch
er
s
h
a
v
e
r
ep
o
r
ted
a
s
i
m
ilar
lo
w
p
o
s
iti
v
e
co
r
r
elatio
n
b
et
w
ee
n
ac
ad
e
m
ic
ac
h
ie
v
e
m
en
t
an
d
e
m
o
tio
n
a
l
in
telli
g
e
n
ce
[
1
7
-
2
0
]
.
Ho
w
ev
er
,
th
e
f
i
n
d
in
g
d
i
f
f
er
s
f
r
o
m
th
at
o
b
s
er
v
ed
b
y
R
ai
an
d
Kh
a
n
al
[
2
1
]
w
h
o
d
o
cu
m
en
ted
a
s
tr
o
n
g
p
o
s
itiv
e
co
r
r
elatio
n
b
et
w
ee
n
e
m
o
tio
n
al
in
telli
g
e
n
ce
an
d
ac
ad
e
m
ic
ac
h
iev
e
m
e
n
t.
O
n
e
o
f
th
e
co
m
p
o
s
i
te
s
ca
le
s
,
I
s
la
m
i
c
p
er
ce
p
tio
n
o
f
s
u
cc
es
s
w
h
i
ch
as
s
es
s
es
I
s
la
m
ic
n
o
n
-
m
at
er
ialis
tic
o
u
tlo
o
k
o
f
s
u
cc
e
s
s
,
c
o
r
r
elate
s
p
o
s
iti
v
el
y
w
ith
s
t
u
d
en
t
s
’
ac
ad
e
m
ic
p
e
r
f
o
r
m
an
ce
.
Un
lik
e
co
n
v
en
t
io
n
al
p
er
s
p
ec
ti
v
e
o
n
th
e
co
n
ce
p
t
o
f
s
u
cc
e
s
s
,
w
h
ic
h
r
elate
s
s
u
cc
e
s
s
w
i
th
t
h
e
ac
h
ie
v
e
m
e
n
t
o
f
w
ea
lt
h
[
2
2
]
,
in
I
s
lam
s
u
cc
es
s
is
m
o
r
e
r
elate
d
to
m
en
ta
l
o
r
e
m
o
tio
n
a
l
s
tate
(
e.
g
.
p
ea
ce
o
f
m
in
d
,
co
n
ten
t
m
e
n
t,
f
r
ee
d
o
m
f
r
o
m
a
n
x
i
et
y
a
n
d
in
s
ec
u
r
it
y
etc.
[
2
3
]
.
I
t
(
I
s
la
m
)
attac
h
es
i
n
s
tr
u
m
en
tal
v
alu
e
to
an
y
k
in
d
o
f
w
o
r
ld
l
y
m
ater
ial
(
e.
g
.
m
o
n
e
y
is
w
o
r
th
p
u
r
s
u
in
g
n
o
t
o
u
t
o
f
o
n
e
’
s
in
tr
i
n
s
ic
lo
v
e
f
o
r
th
e
m
,
b
u
t
in
o
r
d
er
to
u
s
e
it
as
a
m
ea
n
s
f
o
r
attai
n
in
g
a
h
ig
h
er
p
o
s
itio
n
o
n
th
e
Da
y
o
f
R
es
u
r
r
ec
tio
n
(
Q
u
r
’
an
2
8
:7
7
)
.
T
h
u
s
,
i
n
I
s
la
m
,
m
o
n
e
y
is
n
o
t
ev
i
l
b
u
t
at
tach
i
n
g
i
n
tr
in
s
ic
v
al
u
e
to
it
i
s
ev
il
[
2
4
]
.
T
h
e
r
esu
lt
s
h
o
w
s
t
h
at
s
tu
d
en
t
s
w
i
th
s
u
ch
les
s
m
a
ter
ialis
tic
o
u
tlo
o
k
ten
d
to
h
av
e
h
ig
h
er
ac
ad
em
ic
p
er
f
o
r
m
a
n
ce
.
T
h
is
i
s
i
n
s
u
p
p
o
r
t
o
f
f
i
n
d
i
n
g
s
b
y
Ma
r
v
i
n
E
.
G
o
ld
b
er
g
et
al.
,
w
h
o
e
m
p
ir
icall
y
f
o
u
n
d
th
at
y
o
u
th
w
it
h
h
i
g
h
er
m
ater
ialis
t
ic
v
al
u
es
o
r
ie
n
tatio
n
te
n
d
to
h
a
v
e
lo
w
er
s
ch
o
o
l
p
er
f
o
r
m
an
ce
[
2
5
]
.
A
p
o
s
s
ib
le
ex
p
lan
atio
n
to
th
i
s
r
esu
lt
m
a
y
b
e
p
r
o
b
a
b
ly
co
n
n
ec
ted
w
it
h
t
h
e
es
tab
li
s
h
ed
d
y
s
f
u
n
c
tio
n
al
b
eh
a
v
io
u
r
o
f
m
ater
iali
s
ts
,
e.
g
.
lo
w
s
el
f
-
ac
t
u
aliza
tio
n
an
d
v
italit
y
,
d
ep
r
ess
io
n
,
an
x
iet
y
etc.
[
2
6
]
,
w
h
ich
co
u
ld
o
b
s
tr
u
ct
n
o
t
o
n
l
y
ac
ad
e
m
ic
s
u
cc
ess
b
u
t a
n
y
s
ig
n
i
f
ican
t p
u
r
s
u
an
ce
.
T
h
e
I
s
lam
ic
tr
ait
o
f
ad
ap
tab
ilit
y
in
v
o
lv
e
s
th
o
u
g
h
t
f
u
l
n
e
s
s
in
tak
in
g
a
d
ec
is
io
n
as
w
ell
as
ap
p
ly
in
g
r
ea
lis
tic
a
n
d
f
lex
ib
le
s
tr
ate
g
i
es
i
n
ad
d
r
ess
i
n
g
is
s
u
e
s
.
O
u
r
f
i
n
d
in
g
s
i
n
d
icate
d
th
a
t
t
h
is
I
s
la
m
ic
c
h
ar
ac
ter
(
ad
ap
tab
ilit
y
)
i
s
an
e
s
s
e
n
tial
f
ac
to
r
f
o
r
ac
ad
em
ic
ac
h
ie
v
e
m
e
n
t.
St
u
d
en
t
s
w
h
o
s
h
o
w
ed
h
i
g
h
er
ad
h
er
en
ce
to
th
i
s
ch
ar
ac
ter
ten
d
s
to
h
av
e
h
i
g
h
e
r
C
GP
A
.
T
h
i
s
r
es
u
lt
is
n
o
t
s
u
r
p
r
is
in
g
s
in
ce
s
u
c
h
tr
ait
co
u
ld
h
elp
s
t
u
d
en
ts
in
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
A
d
h
eren
ce
to
I
s
la
mic
p
r
in
cip
l
es o
f su
cc
ess
a
n
d
a
ca
d
emic
a
c
h
ieve
men
t
(
Zu
w
a
ir
a
A
b
u
b
a
ka
r
)
405
b
etter
m
a
n
ag
i
n
g
n
e
w
lear
n
i
n
g
an
d
co
o
p
er
atin
g
w
i
th
i
n
s
tr
u
ctio
n
s
,
w
h
ic
h
ar
e
ess
en
tial
to
ac
ad
em
ic
ac
h
iev
e
m
e
n
t
[
2
7
]
.
A
ls
o
,
s
tu
d
e
n
ts
w
it
h
h
i
g
h
er
ad
ap
tiv
e
attitu
d
e
ar
e
m
o
r
e
lik
el
y
to
co
p
e
w
i
th
th
e
ch
al
len
g
i
n
g
an
d
w
ea
r
y
co
n
d
itio
n
o
f
ac
ad
e
m
ic
en
v
ir
o
n
m
e
n
t;
h
e
n
ce
,
it
co
u
ld
s
er
v
e
as
a
f
ac
ilit
ato
r
in
b
o
th
lear
n
in
g
an
d
s
ch
o
o
l
r
eten
t
io
n
.
E
f
f
ec
tiv
e
w
a
y
s
o
f
co
p
in
g
a
n
d
f
lex
ib
ili
t
y
h
av
e
p
r
ev
io
u
s
l
y
b
ee
n
d
o
cu
m
e
n
ted
to
p
r
ed
ict
ac
ad
em
ic
s
u
cc
ess
[
1
3
,
2
8
]
.
T
h
e
in
tr
ap
er
s
o
n
al
s
ca
le,
w
h
ic
h
ass
es
s
ed
I
s
la
m
ic
co
m
p
o
s
ite
ch
ar
ac
ter
(
s
elf
-
r
eg
ar
d
,
r
eso
lu
ten
es
s
an
d
h
ig
h
asp
ir
atio
n
)
is
f
o
u
n
d
to
b
e
a
p
r
ed
icto
r
o
f
h
ig
h
ac
ad
e
m
ic
p
er
f
o
r
m
a
n
ce
.
R
e
s
o
lu
te
n
es
s
(
Az
m
)
w
h
ic
h
r
eq
u
ir
es
ac
tio
n
an
d
d
eter
m
in
a
tio
n
i
s
v
er
y
cr
u
cial
to
ac
ad
e
m
ic
p
er
f
o
r
m
a
n
ce
w
h
en
th
e
s
tr
es
s
f
u
l
n
atu
r
e
o
f
ac
ad
e
m
ic
lear
n
in
g
is
ta
k
e
n
in
to
co
n
s
id
er
atio
n
.
Self
-
r
e
g
ar
d
o
r
s
elf
-
es
tee
m
(
ac
ce
p
tin
g
an
d
r
esp
ec
tin
g
o
n
e’
s
s
el
f
)
ca
n
h
e
lp
o
n
e
to
b
e
ac
ad
em
icall
y
s
u
cc
ess
f
u
l
b
y
m
a
k
i
n
g
o
n
e
s
h
u
n
a
w
a
y
f
r
o
m
m
a
n
y
e
v
il
b
eh
a
v
io
u
r
s
(
e.
g
.
ex
a
m
in
at
io
n
m
is
co
n
d
u
ct)
w
h
ich
co
u
ld
n
eg
ativ
el
y
a
f
f
ec
t
h
is
ac
ad
e
m
ic
ca
r
ee
r
.
T
h
is
f
in
d
i
n
g
ag
r
ee
s
w
it
h
th
at
o
f
P
ad
h
y
an
d
co
au
th
o
r
s
[
2
9
]
.
T
h
e
I
s
la
m
ic
c
h
ar
ac
ter
o
f
Ge
n
er
al
m
o
o
d
e
m
b
o
d
ied
th
e
f
e
elin
g
o
f
co
n
ten
t
m
e
n
t
a
n
d
o
p
ti
m
i
s
m
(
f
o
r
ex
a
m
p
le,
t
h
i
n
k
in
g
:
“Allah
eq
u
ip
s
m
e
w
i
th
all
I
n
ee
d
to
s
u
cc
e
ed
an
d
He
is
al
w
a
y
s
t
h
er
e
f
o
r
m
y
ass
is
ta
n
ce
; t
h
u
s
I
w
ill
s
u
cc
ee
d
”)
.
Ou
r
r
esu
lt
s
s
h
o
w
t
h
at
a
m
o
n
g
all
th
e
co
m
p
o
n
en
t
s
o
f
I
s
la
m
ic
p
r
in
cip
les
o
f
s
u
cc
ess
e
v
alu
a
ted
g
en
er
al
m
o
o
d
w
as
th
e
m
o
s
t
s
ig
n
i
f
ica
n
t
p
r
ed
icto
r
o
f
ac
ad
e
m
ic
s
u
cc
es
s
.
T
h
e
r
esu
lt
ca
n
b
e
ex
p
lain
ed
in
t
h
e
s
en
s
e
th
at
p
eo
p
le
w
it
h
s
u
ch
at
titu
d
e
ar
e
al
w
a
y
s
o
p
ti
m
i
s
tic;
t
h
e
y
h
a
v
e
f
ai
th
t
h
at
w
h
ate
v
er
A
lla
h
d
ec
r
ee
d
u
p
o
n
th
e
m
w
il
l u
lti
m
atel
y
t
u
r
n
o
u
t t
o
b
e
g
o
o
d
eith
er
in
t
h
is
w
o
r
ld
,
in
t
h
e
h
er
ea
f
ter
o
r
b
o
th
.
Su
c
h
a
m
i
n
d
s
et
e
n
er
g
izes
o
n
e’
s
ef
f
o
r
ts
a
n
d
h
elp
s
h
i
m
with
s
tan
d
o
b
s
tacle
s
o
n
t
h
e
w
a
y
o
f
ac
h
ie
v
i
n
g
a
p
r
ed
eter
m
in
ed
g
o
al.
P
eo
p
le
w
it
h
th
is
tr
ait
ac
t p
o
s
iti
v
el
y
ac
co
r
d
in
g
to
t
h
e
f
o
llo
w
i
n
g
A
lla
h
’
s
s
ta
te
m
e
n
t:
I
a
m
as
M
y
s
la
v
e
t
h
i
n
k
s
I
a
m
,
s
o
let
h
i
m
t
h
i
n
k
o
f
Me
as
h
e
w
i
s
h
e
s
.
I
n
a
n
o
th
er
v
er
s
io
n
:
I
am
as
m
y
s
er
v
a
n
t
ex
p
ec
ts
m
e.
I
f
h
e
th
i
n
k
s
g
o
o
d
o
f
Me
th
e
n
h
e
w
il
l
h
av
e
it,
a
n
d
i
f
h
e
t
h
in
k
s
e
v
il
o
f
Me
th
e
n
h
e
w
il
l h
a
v
e
it [
1
,
2
3
]
.
T
h
er
ef
o
r
e,
th
eir
co
n
s
ta
n
t
p
o
s
it
iv
e
t
h
in
k
i
n
g
th
a
t
A
lla
h
’
s
f
av
o
u
r
an
d
as
s
is
ta
n
ce
ar
e
al
w
a
y
s
w
it
h
t
h
e
m
h
elp
s
th
e
m
to
d
ev
elo
p
co
n
f
id
e
n
ce
(
in
all
th
eir
e
n
d
ea
v
o
u
r
s
)
w
h
ic
h
is
v
er
y
cr
u
cial
in
ac
h
ie
v
in
g
an
y
s
i
g
n
i
f
ican
t
ac
h
iev
e
m
e
n
t (
li
k
e
ac
ad
e
m
ic
s
u
cc
es
s
)
.
An
o
th
er
f
in
d
i
n
g
o
f
t
h
is
r
esear
ch
is
th
at
co
r
r
elatio
n
an
al
y
s
i
s
d
id
n
o
t
s
h
o
w
a
s
i
g
n
if
ican
t
r
e
latio
n
s
h
ip
b
et
w
ee
n
s
t
u
d
en
t
s
’
ac
ad
e
m
ic
p
er
f
o
r
m
an
ce
a
n
d
t
w
o
co
m
p
o
s
it
e
s
ca
les o
f
t
h
e
I
s
la
m
ic
p
r
in
cip
l
es o
f
s
u
cc
es
s
: se
n
s
e
o
f
A
lla
h
a
n
d
m
o
d
er
atio
n
.
T
h
is
f
i
n
d
in
g
s
u
g
g
est
s
t
h
at
s
e
n
s
e
o
f
Allah
is
n
o
t
a
n
ec
e
s
s
ar
y
co
n
d
itio
n
f
o
r
ac
h
ie
v
i
n
g
ac
ad
em
ic
s
u
cc
es
s
.
T
h
is
m
a
y
ex
p
lain
t
h
e
r
ea
s
o
n
w
h
y
w
e
c
an
g
et
m
a
n
y
d
o
cto
r
s
an
d
p
r
o
f
ess
o
r
s
f
r
o
m
a
m
o
n
g
ath
eis
ts
an
d
n
o
n
-
b
elie
v
er
s
o
f
I
s
la
m
.
T
h
e
f
i
n
d
in
g
is
n
o
t
co
n
tr
ar
y
to
I
s
la
m
ic
teac
h
i
n
g
s
;
i
n
s
te
ad
,
it
is
in
lin
e
w
it
h
th
e
co
n
te
x
t o
f
t
h
e
f
o
llo
w
i
n
g
v
er
s
e:
W
h
o
s
o
ev
er
d
esire
s
(
b
y
h
is
d
e
ed
s
)
th
e
r
e
w
ar
d
o
f
th
e
Her
ea
f
t
er
,
W
e
g
iv
e
h
i
m
i
n
cr
ea
s
e
i
n
h
is
r
e
w
ar
d
,
an
d
w
h
o
s
o
e
v
er
d
esire
s
th
e
r
e
w
ar
d
o
f
th
is
w
o
r
ld
(
b
y
h
is
d
ee
d
s
)
,
W
e
g
iv
e
h
i
m
th
er
e
o
f
(
w
h
at
is
d
ec
r
ee
d
f
o
r
h
i
m
)
,
a
n
d
h
e
h
as
n
o
p
o
r
tio
n
in
th
e
Her
ea
f
ter
(
Qu
r
’
an
4
2
:2
0
)
.
L
ast
l
y
,
th
e
A
NOV
A
an
al
y
s
is
r
esu
lt
s
h
o
w
ed
a
s
tati
s
ticall
y
s
ig
n
if
ican
t
d
if
f
er
en
ce
in
C
GP
A
b
et
w
ee
n
s
tu
d
e
n
ts
w
i
th
t
h
e
lo
w
le
v
el
o
f
ad
h
er
en
ce
to
I
s
la
m
ic
p
r
i
n
ci
p
les
o
f
s
u
cc
ess
o
n
th
e
o
n
e
h
an
d
an
d
th
o
s
e
w
it
h
eith
er
m
o
d
er
ate
o
r
h
ig
h
lev
e
l
o
f
ad
h
er
en
ce
o
n
t
h
e
o
th
er
h
a
n
d
.
Ho
w
e
v
e
r
,
n
o
s
i
g
n
if
ican
t
d
i
f
f
er
en
ce
w
a
s
f
o
u
n
d
w
h
e
n
th
e
C
GP
A
o
f
s
t
u
d
en
t
s
with
m
o
d
er
ate
ad
h
er
en
ce
lev
e
l
w
a
s
co
m
p
ar
ed
w
it
h
th
at
o
f
s
t
u
d
en
ts
w
it
h
th
e
h
ig
h
lev
el
o
f
ad
h
er
en
ce
to
th
e
p
r
i
n
cip
les.
T
h
ese
f
i
n
d
in
g
s
i
n
d
icate
th
at
m
o
d
er
ate
lev
el
o
f
ad
h
er
en
ce
is
th
e
r
eq
u
ir
ed
l
ev
el
f
o
r
ac
h
iev
i
n
g
an
o
p
ti
m
u
m
lev
e
l
o
f
ac
ad
e
m
ic
p
er
f
o
r
m
a
n
ce
,
co
n
tr
ar
y
to
th
e
f
i
n
d
in
g
s
o
f
a
s
t
u
d
y
o
n
m
ar
ital
s
u
cc
e
s
s
b
y
A
b
u
b
ak
ar
an
d
A
b
o
k
i
[
3
0
]
w
h
ic
h
s
h
o
w
ed
th
a
t
h
ig
h
lev
el
o
f
ad
h
er
e
n
ce
is
n
ec
ess
ar
y
f
o
r
attai
n
in
g
an
o
p
ti
m
u
m
le
v
el
o
f
m
ar
ital
s
u
cc
es
s
.
5.
CO
NC
L
U
SI
O
N
T
h
e
f
o
llo
w
in
g
co
n
cl
u
s
io
n
ca
n
b
e
d
er
iv
ed
f
r
o
m
th
e
ab
o
v
e
f
in
d
i
n
g
s
o
f
th
is
r
esear
ch
:
(
i)
I
s
lam
i
c
p
r
in
cip
les
o
f
s
u
cc
es
s
,
as
ass
ess
ed
b
y
o
u
r
q
u
esti
o
n
n
air
e,
s
h
o
w
ed
a
s
m
all
b
u
t
s
ig
n
i
f
ica
n
t
co
r
r
elatio
n
w
it
h
ac
ad
em
ic
ac
h
iev
e
m
e
n
t
o
f
u
n
i
v
er
s
it
y
s
tu
d
e
n
ts
.
(
ii)
No
n
e
o
f
th
e
co
m
p
o
s
ite
s
ca
les
o
f
I
s
la
m
ic
p
r
in
c
ip
les
o
f
s
u
cc
e
s
s
s
h
o
w
ed
a
n
e
g
ati
v
e
co
r
r
elatio
n
w
it
h
th
e
ac
ad
e
m
ic
p
er
f
o
r
m
an
ce
o
f
t
h
e
s
t
u
d
en
ts
(
C
GP
A
)
.
Su
g
g
esti
n
g
th
at
ad
h
er
i
n
g
to
I
s
la
m
ic
p
r
in
cip
les
is
n
o
t
co
u
n
ter
p
r
o
d
u
ctiv
e
to
w
o
r
ld
l
y
s
u
cc
e
s
s
,
b
u
t
r
a
th
er
is
an
e
s
s
e
n
tial
f
ac
to
r
f
o
r
ac
h
ie
v
in
g
m
u
n
d
an
e
s
u
cc
e
s
s
li
k
e
ac
ad
e
m
ic.
RE
F
E
R
E
NC
E
S
[1
]
N.
A
l
-
Kh
a
tt
a
b
,
En
g
li
sh
T
ra
n
sla
ti
o
n
Of
M
u
sn
a
d
Ima
m
Ah
ma
d
B
in
Ha
n
b
a
l
,
R
iy
a
d
h
:
Da
ru
ss
a
la
m
,
2
0
1
2
.
[2
]
P
.
Ore
o
p
o
u
lo
s
a
n
d
K.
G
.
S
a
lv
a
n
e
s,
“
P
rice
les
s:
T
h
e
n
o
n
p
e
c
u
n
ia
ry
b
e
n
e
f
it
s
o
f
sc
h
o
o
li
n
g
,
”
J
o
u
rn
a
l
o
f
Eco
n
o
mic
Per
sp
e
c
ti
v
e
s
,
v
o
l.
2
5
,
n
o
.
1
,
p
p
.
1
5
9
-
1
8
4
,
2
0
1
1
.
[3
]
H.
W
a
n
g
a
n
d
T
.
Ca
i,
“
P
a
re
n
tal
i
n
v
o
lv
e
m
e
n
t,
a
d
o
les
c
e
n
ts’
se
lf
-
d
e
ter
m
in
e
d
lea
rn
in
g
a
n
d
a
c
a
d
e
m
ic
a
c
h
iev
e
m
e
n
t
in
Urb
a
n
Ch
i
n
a
,
”
In
ter
n
a
ti
o
n
a
l
J
o
u
r
n
a
l
o
f
Psy
c
h
o
lo
g
y
,
v
o
l.
5
2
,
n
o
.
1
,
p
p
.
5
8
-
6
6
,
2
0
1
7
.
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
.
2
,
J
u
n
e
2020
:
4
0
1
-
4
0
6
406
[4
]
J.
Ka
rb
a
c
h
,
e
t
a
l.
,
“
P
a
re
n
tal
in
v
o
lv
e
m
e
n
t
a
n
d
g
e
n
e
ra
l
c
o
g
n
it
iv
e
a
b
il
it
y
a
s
p
re
d
ict
o
rs
o
f
d
o
m
a
in
-
sp
e
c
if
i
c
a
c
a
d
e
m
ic
a
c
h
iev
e
m
e
n
t
in
e
a
rly
a
d
o
les
c
e
n
c
e
,
”
L
e
a
rn
i
n
g
a
n
d
I
n
stru
c
ti
o
n
,
v
o
l.
2
3
,
n
o
.
1
,
p
p
.
4
3
-
5
1
,
2
0
1
3
.
[5
]
K.
R.
G
a
n
g
o
lu
,
“
A
d
ju
stm
e
n
t
a
n
d
p
a
re
n
tal
in
v
o
lv
e
m
e
n
t
a
s
p
re
d
i
c
to
rs
o
f
a
c
a
d
e
m
i
c
a
c
h
iev
e
m
e
n
t
o
f
a
d
o
les
c
e
n
ts
,
”
J
o
u
rn
a
l
o
f
Psy
c
h
o
s
o
c
ia
l
Res
e
a
rc
h
,
v
o
l.
1
4
,
n
o
.
1
,
p
p
.
6
3
-
7
2
,
2
0
1
9
.
[6
]
M
.
Ota
n
i,
“
Re
latio
n
sh
i
p
s
b
e
tw
e
e
n
p
a
re
n
tal
i
n
v
o
lv
e
m
e
n
t
a
n
d
a
d
o
l
e
sc
e
n
ts’
a
c
a
d
e
m
i
c
a
c
h
iev
e
m
e
n
t
a
n
d
a
sp
irati
o
n
,
”
In
ter
n
a
t
io
n
a
l
J
o
u
rn
a
l
o
f
E
d
u
c
a
ti
o
n
a
l
Res
e
a
rc
h
,
v
o
l.
9
4
,
p
p
.
1
6
8
-
1
8
2
,
2
0
1
9
.
[7
]
K.
E.
Ha
rb
o
u
r,
L
.
L
.
Ev
a
n
o
v
ich
,
C.
A
.
S
w
e
ig
a
rt,
a
n
d
L
.
E.
Hu
g
h
e
s,
“
A
b
rie
f
re
v
ie
w
o
f
e
ff
e
c
ti
v
e
te
a
c
h
in
g
p
ra
c
ti
c
e
s
th
a
t
m
a
x
i
m
i
z
e
stu
d
e
n
t
e
n
g
a
g
e
m
e
n
t,
”
Pre
v
e
n
ti
n
g
S
c
h
o
o
l
Fa
i
lu
re
,
v
o
l
.
5
9
,
n
o
.
1
,
p
p
.
5
-
1
3
,
2
0
1
5
.
[8
]
P
.
S
ri
n
iv
a
sa
n
,
“
Ex
p
lo
rin
g
t
h
e
in
f
lu
e
n
c
e
s
o
f
tea
c
h
e
r’s
in
telli
g
e
n
c
e
a
n
d
e
m
o
ti
o
n
a
l
i
n
telli
g
e
n
c
e
o
n
st
u
d
e
n
ts’
a
c
a
d
e
m
ic
a
c
h
iev
e
m
e
n
t
,
”
Ame
ric
a
n
J
o
u
rn
a
l
o
f
E
d
u
c
a
t
io
n
a
l
Res
e
a
rc
h
,
v
o
l.
3
,
n
o
.
9
,
p
p
.
1
1
5
9
-
1
1
6
2
,
2
0
1
5
.
[9
]
A
.
M
u
e
las
a
n
d
E.
Na
v
a
rro
,
“
L
e
a
rn
in
g
stra
teg
ies
a
n
d
a
c
a
d
e
m
ic
a
c
h
iev
e
m
e
n
t
,
”
Pro
c
e
d
ia
-
S
o
c
ia
l
a
n
d
Beh
a
v
io
ra
l
S
c
ien
c
e
s
,
v
o
l.
1
6
5
,
p
p
.
2
1
7
-
2
2
1
,
2
0
1
5
.
[1
0
]
A
.
L
.
Du
c
k
w
o
rth
,
e
t
a
l.
,
“
Co
g
n
it
i
v
e
a
n
d
n
o
n
c
o
g
n
i
ti
v
e
p
re
d
ict
o
rs
o
f
su
c
c
e
ss
,
”
Pro
c
e
e
d
in
g
s
o
f
t
h
e
Na
t
io
n
a
l
Ac
a
d
e
my
o
f
S
c
ien
c
e
s o
f
t
h
e
Un
it
e
d
S
t
a
tes
o
f
Ame
ric
a
,
v
o
l.
1
1
6
,
n
o
.
4
7
,
p
p
.
2
3
4
9
9
–
2
3
5
0
4
,
2
0
1
9
.
[1
1
]
M
.
Cre
d
é
a
n
d
N.
R
.
Ku
n
c
e
l,
“
S
t
u
d
y
h
a
b
it
s,
sk
il
ls,
a
n
d
a
tt
i
tu
d
e
s:
T
h
e
th
ird
p
i
ll
a
r
su
p
p
o
rti
n
g
c
o
ll
e
g
iate
a
c
a
d
e
m
ic
p
e
rf
o
r
m
a
n
c
e
,
”
Per
sp
e
c
ti
v
e
s o
n
Ps
y
c
h
o
lo
g
ica
l
S
c
ien
c
e
,
v
o
l.
3
,
n
o
.
6
,
p
p
.
4
2
5
–
4
5
3
,
2
0
0
8
.
[1
2
]
M.
D.
Ke
y
e
a
n
d
A
.
M
.
P
id
g
e
o
n
,
“
In
v
e
stig
a
ti
o
n
o
f
th
e
re
latio
n
sh
i
p
b
e
tw
e
e
n
re
sili
e
n
c
e
,
m
in
d
f
u
ln
e
ss
,
a
n
d
a
c
a
d
e
m
ic
se
lf
-
e
ff
ic
a
c
y
,
”
Op
e
n
J
o
u
rn
a
l
o
f
S
o
c
ia
l
S
c
ien
c
e
s
,
v
o
l.
0
1
,
n
o
.
0
6
,
p
p
.
1
–
4
,
2
0
1
3
.
[1
3
]
M
.
K.
A
li
m
o
g
lu
,
E.
G
u
rp
in
a
r,
S
.
M
a
m
a
k
li
,
a
n
d
M
.
A
k
tek
in
,
“
Wa
y
s
o
f
c
o
p
in
g
a
s
p
re
d
ict
o
rs
o
f
sa
ti
sf
a
c
ti
o
n
w
it
h
c
u
rricu
lu
m
a
n
d
a
c
a
d
e
m
ic
su
c
c
e
s
s
in
m
e
d
ica
l
sc
h
o
o
l,
”
Ame
ric
a
n
J
o
u
rn
a
l
o
f
Ph
y
si
o
lo
g
y
-
A
d
v
a
n
c
e
s
in
P
h
y
sio
lo
g
y
Ed
u
c
a
ti
o
n
,
v
o
l
.
3
5
,
n
o
.
1
,
p
p
.
3
3
–
3
8
,
2
0
1
1
.
[1
4
]
A
.
Kitsa
n
tas
,
A
.
W
in
sle
r,
a
n
d
F
.
Hu
ie,
“
S
e
lf
-
re
g
u
latio
n
a
n
d
a
b
i
li
ty
p
re
d
icto
rs
o
f
a
c
a
d
e
m
ic
su
c
c
e
s
s
d
u
ri
n
g
c
o
ll
e
g
e
:
a
p
re
d
ictiv
e
v
a
li
d
it
y
stu
d
y
,
”
J
o
u
rn
a
l
o
f
A
d
v
a
n
c
e
d
Aca
d
e
mic
s
,
v
o
l.
2
0
,
n
o
.
1
,
p
p
.
4
2
–
6
8
,
2
0
0
8
.
[1
5
]
S
.
I.
Di
D
o
m
e
n
ico
a
n
d
M
.
A
.
F
o
u
rn
ier,
“
A
b
le,
re
a
d
y
,
a
n
d
w
il
li
n
g
:
Ex
a
m
in
in
g
th
e
a
d
d
i
ti
v
e
a
n
d
i
n
ter
a
c
ti
v
e
e
ff
e
c
ts
o
f
in
telli
g
e
n
c
e
,
c
o
n
sc
ien
ti
o
u
sn
e
ss
,
A
n
d
a
u
to
n
o
m
o
u
s
m
o
ti
v
a
ti
o
n
o
n
u
n
d
e
rg
ra
d
u
a
te
a
c
a
d
e
m
ic
p
e
rf
o
r
m
a
n
c
e
,
”
L
e
a
rn
i
n
g
a
n
d
In
d
ivid
u
a
l
Diff
e
re
n
c
e
s
,
v
o
l.
4
0
,
p
p
.
1
5
6
–
1
6
2
,
2
0
1
5
.
[1
6
]
K.
R.
Ki
m
a
n
d
E.
H.
S
e
o
,
“
T
h
e
r
e
latio
n
sh
i
p
b
e
tw
e
e
n
p
ro
c
ra
stin
a
ti
o
n
a
n
d
a
c
a
d
e
m
ic
p
e
r
f
o
r
m
a
n
c
e
:
A
m
e
ta
-
a
n
a
l
y
sis,”
Per
so
n
a
li
ty
a
n
d
I
n
d
ivi
d
u
a
l
Diff
e
r
e
n
c
e
s
,
v
o
l.
8
2
,
p
p
.
2
6
–
3
3
,
2
0
1
5
.
[1
7
]
M
.
Yü
k
se
l,
“
T
h
e
re
latio
n
s
h
ip
b
e
twe
e
n
e
m
o
ti
o
n
a
l
i
n
telli
g
e
n
c
e
le
v
e
ls
a
n
d
a
c
a
d
e
m
ic
a
c
h
iev
e
m
e
n
t
,
”
In
ter
n
a
t
io
n
a
l
On
li
n
e
J
o
u
rn
a
l
o
f
E
d
u
c
a
t
io
n
a
l
S
c
ien
c
e
s
,
v
o
l.
6
,
n
o
.
1
,
p
p
.
1
6
5
–
1
8
2
,
2
0
1
4
.
[1
8
]
K.
A
.
Ba
rc
h
a
rd
,
“
Do
e
s
e
m
o
ti
o
n
a
l
in
telli
g
e
n
c
e
a
ss
ist
in
th
e
p
re
d
ictio
n
o
f
a
c
a
d
e
m
ic
su
c
c
e
ss
,
”
E
d
u
c
a
t
io
n
a
l
a
n
d
Psy
c
h
o
lo
g
ica
l
M
e
a
su
re
me
n
t
,
v
o
l.
6
3
,
n
o
.
5
,
p
p
.
8
4
0
–
8
5
8
,
2
0
0
3
.
[1
9
]
M
.
Na
sir,
“
Em
o
ti
o
n
a
l
in
telli
g
e
n
c
e
a
s
a
m
e
d
iato
r
in
th
e
re
lati
o
n
s
h
ip
o
f
c
u
lt
u
ra
l
a
d
j
u
stm
e
n
t
a
n
d
a
c
a
d
e
m
ic
,
”
Aca
d
e
mic
Res
e
a
rc
h
In
ter
n
a
ti
o
n
a
l
,
v
o
l.
3
,
n
o
.
3
,
p
p
.
2
7
5
–
2
8
0
,
2
0
1
2
.
[2
0
]
J.
W
a
lsh
-
P
o
rti
ll
o
,
“
T
h
e
ro
le
o
f
e
m
o
ti
o
n
a
l
i
n
telli
g
e
n
c
e
in
c
o
ll
e
g
e
stu
d
e
n
ts’
su
c
c
e
ss
,
”
2
0
1
1
.
[2
1
]
D.
Ra
i
a
n
d
Y.
K
.
Kh
a
n
a
l
,
“
Em
o
ti
o
n
a
l
in
tell
ig
e
n
c
e
a
n
d
e
m
o
ti
o
n
a
l
m
a
tu
rit
y
a
n
d
t
h
e
ir
re
latio
n
sh
i
p
w
it
h
a
c
a
d
e
m
ic
a
c
h
iev
e
m
e
n
t
o
f
c
o
ll
e
g
e
stu
d
e
n
ts
in
S
ik
k
i
m
,
”
In
ter
n
a
ti
o
n
a
l
J
o
u
r
n
a
l
o
f
E
d
u
c
a
ti
o
n
a
n
d
Psy
c
h
o
lo
g
ica
l
Res
e
a
rc
h
(
IJ
EP
R)
,
v
o
l.
6
,
n
o
.
2
,
p
p
.
1
–
5
,
2
0
1
7
.
[2
2
]
N.
Hill
,
T
h
e
L
a
ws o
f
S
u
c
c
e
ss
in
1
6
L
e
ss
o
n
s
.
M
e
rid
e
n
,
C
o
n
n
.
:
T
h
e
Ra
lsto
n
Un
iv
e
rsit
y
P
re
ss
,
1
9
2
8
.
[2
3
]
N.
A
l
-
Kh
a
tt
a
b
,
En
g
li
sh
tra
n
sl
a
ti
o
n
o
f
sa
h
ih
m
u
slim
.
Riy
a
d
h
:
Da
ru
s
sa
la
m
,
2
0
0
7
.
[2
4
]
M
.
M
.
Kh
a
n
,
T
h
e
tra
n
sl
a
ti
o
n
o
f
t
h
e
me
a
n
in
g
s o
f
sa
h
ih
Al
-
B
u
k
h
a
ri
,
V
o
l
u
m
e
1
.
Riy
a
d
h
:
Da
ru
ss
a
la
m
,
1
9
9
7
.
[2
5
]
M
.
E.
G
o
ld
b
e
rg
,
G
.
J.
G
o
rn
,
L
.
A.
P
e
ra
c
c
h
io
,
a
n
d
G
.
Ba
m
o
ss
y
,
“
U
n
d
e
rsta
n
d
in
g
m
a
teria
li
s
m
a
m
o
n
g
y
o
u
th
,
”
J
o
u
rn
a
l
o
f
Co
n
su
me
r P
sy
c
h
o
l
o
g
y
,
v
o
l.
1
3
,
n
o
.
3
,
p
p
.
2
7
8
–
2
8
8
,
2
0
0
3
.
[2
6
]
T
.
Ka
s
se
r
a
n
d
A
.
A
h
u
v
ia,
“
M
a
te
rialisti
c
v
a
lu
e
s
a
n
d
we
ll
-
b
e
in
g
in
b
u
sin
e
ss
stu
d
e
n
ts,”
Eu
r
o
p
e
a
n
J
o
u
rn
a
l
o
f
S
o
c
ia
l
Psy
c
h
o
lo
g
y
,
v
o
l.
3
2
,
n
o
.
1
,
p
p
.
1
3
7
–
1
4
6
,
2
0
0
2
.
[2
7
]
Y.
J.
V
e
rm
e
tt
e
n
,
H.
G
.
L
o
d
e
w
ij
k
s,
a
n
d
J.
D.
V
e
rm
u
n
t,
“
T
h
e
ro
l
e
o
f
p
e
rso
n
a
li
ty
traits
a
n
d
g
o
a
l
o
ri
e
n
tati
o
n
s
i
n
stra
teg
y
u
se
,
”
Co
n
tem
p
o
ra
ry
Ed
u
c
a
ti
o
n
a
l
Psy
c
h
o
lo
g
y
,
v
o
l
.
2
6
,
n
o
.
2
,
p
p
.
1
4
9
–
1
7
0
,
2
0
0
1
.
[2
8
]
C.
L
ian
g
a
n
d
W
.
-
S
.
L
in
,
“
T
h
e
in
terp
lay
o
f
c
r
e
a
ti
v
it
y
,
i
m
a
g
in
a
ti
o
n
,
p
e
rso
n
a
li
ty
traits,
a
n
d
a
c
a
d
e
m
ic
p
e
rf
o
r
m
a
n
c
e
,
”
Ima
g
i
n
a
ti
o
n
,
Co
g
n
i
ti
o
n
a
n
d
Per
so
n
a
li
ty
,
v
o
l
.
3
4
,
n
o
.
3
,
p
p
.
2
7
0
–
2
9
0
,
2
0
1
5
.
[2
9
]
M
.
P
a
d
h
y
,
S
.
Ra
n
a
,
a
n
d
M
.
M
is
h
r
a
,
“
S
e
lf
Estee
m
a
n
d
s
u
b
jec
ti
v
e
w
e
ll
-
b
e
i
n
g
:
C
o
rre
late
s
o
f
a
c
a
d
e
m
ic
a
c
h
iev
e
m
e
n
t
o
f
stu
d
e
n
ts
,
”
T
IJ
’s R
e
se
a
rc
h
J
o
u
r
n
a
l
o
f
S
o
c
i
a
l
S
c
ien
c
e
&
M
a
n
a
g
e
me
n
t
,
v
o
l.
1
,
n
o
.
7
,
p
p
.
1
4
8
–
1
5
6
,
2
0
1
1
.
[3
0
]
Z.
A
b
u
b
a
k
a
r
a
n
d
S
.
A
.
A
b
o
k
i,
“
A
d
h
e
re
n
c
e
to
Isla
m
ic
p
rin
c
ip
les
a
n
d
m
a
rit
a
l
su
c
c
e
ss
:
e
x
a
m
in
in
g
t
h
e
re
lev
a
n
c
e
o
f
Isla
m
o
n
so
c
ial
li
f
e
,
”
Isla
mic
Qu
a
rte
rly
,
v
o
l.
6
2
,
n
o
.
3
,
p
p
.
4
0
7
–
4
2
8
,
2
0
1
8
.
Evaluation Warning : The document was created with Spire.PDF for Python.