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86
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//ij
ere.
ia
esco
r
e.
co
m
Effec
t
of
se
rv
ice
q
ua
lity
a
nd
mo
tiva
tion
on
th
e
co
nsu
mptio
n
beha
v
io
r
of
stude
nts
in
the
a
ca
dem
ic
serv
ices
K
us
wa
nto
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I
rz
a
l
Anderso
n
F
a
c
u
lt
y
of
Tea
c
h
e
r
Train
in
g
a
n
d
Ed
u
c
a
ti
o
n
,
U
n
iv
e
rsit
y
of
Ja
m
b
i,
I
n
d
o
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sia
Art
icle
I
nfo
AB
S
T
RAC
T
A
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ticle
his
to
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y:
R
ec
eiv
ed
J
u
n
11
,
20
20
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ev
is
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Dec
2
6
,
20
20
Acc
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ted
J
an
3
0
,
20
2
1
Th
is
st
u
d
y
a
im
ed
to
d
e
term
in
e
th
e
e
ffe
c
t
of
se
rv
ice
q
u
a
li
ty
a
n
d
m
o
ti
v
a
ti
o
n
to
th
e
c
o
n
su
m
p
ti
o
n
b
e
h
a
v
io
r
of
st
u
d
e
n
ts
in
u
ti
l
izin
g
a
c
a
d
e
m
ic
se
rv
ice
s.
Th
is
re
se
a
rc
h
in
v
o
lv
e
d
87
stu
d
e
n
ts
of
Eco
n
o
m
ic
E
d
u
c
a
ti
o
n
S
t
u
d
y
P
ro
g
ra
m
i
n
Un
iv
e
rsity
o
f
Ja
m
b
i,
I
n
d
o
n
e
sia
.
Th
e
d
a
ta
we
re
a
n
a
ly
z
e
d
u
si
n
g
stru
c
t
u
ra
l
e
q
u
a
ti
o
n
m
o
d
e
li
n
g
wit
h
p
a
rti
a
l
le
a
st
sq
u
a
re
s
tec
h
n
i
q
u
e
(
S
EM
-
P
LS
).
S
t
u
d
e
n
t
c
o
n
su
m
p
ti
o
n
b
e
h
a
v
i
o
r
is
an
il
l
u
st
ra
ti
o
n
o
f
t
h
e
lev
e
l
of
sa
ti
sfa
c
ti
o
n
in
u
ti
li
z
i
n
g
a
c
a
d
e
m
ic
se
rv
ice
s
p
ro
v
id
e
d
by
u
n
iv
e
rsiti
e
s.
S
a
ti
sfa
c
ti
o
n
with
a
c
a
d
e
m
ic
se
rv
ice
s
is
a
m
e
a
su
re
of
th
e
su
c
c
e
ss
of
h
ig
h
e
r
e
d
u
c
a
ti
o
n
p
e
rfo
rm
a
n
c
e
in
p
ro
v
id
i
n
g
e
d
u
c
a
ti
o
n
.
A
g
o
o
d
i
n
d
ica
to
r
of
c
o
n
s
u
m
e
r
b
e
h
a
v
io
r
v
a
riab
les
,
n
a
m
e
ly
m
a
k
in
g
th
e
Un
i
v
e
rsity
of
Ja
m
b
i
a
c
a
d
e
m
ic
se
rv
ice
s
th
e
b
e
st
c
h
o
ice
a
n
d
c
h
o
o
si
n
g
t
h
e
m
as
in
stit
u
ti
o
n
s
of
h
i
g
h
e
r
e
d
u
c
a
ti
o
n
to
meet
lea
rn
in
g
n
e
e
d
s
on
an
o
n
g
o
in
g
b
a
sis.
Th
e
q
u
a
li
t
y
of
a
c
a
d
e
m
ic
s
e
rv
ice
s
is
sh
o
wn
by
in
d
ica
to
rs
of
th
e
re
li
a
b
il
it
y
of
o
ffice
rs
in
p
r
o
v
i
d
in
g
a
c
a
d
e
m
ic
se
rv
ice
s,
a
c
c
u
r
a
c
y
in
th
e
d
e
li
v
e
ry
of
in
f
o
rm
a
ti
o
n
,
re
sp
o
n
siv
e
n
e
ss
in
re
sp
o
n
d
i
n
g
to
c
o
m
p
lain
ts
a
n
d
stu
d
e
n
t
re
q
u
e
sts
a
n
d
h
a
rm
o
n
iza
ti
o
n
of
se
rv
ice
re
latio
n
sh
ip
s
b
e
twe
e
n
o
ffice
rs
a
n
d
st
u
d
e
n
ts.
Wh
il
e
c
o
n
su
m
p
ti
o
n
m
o
ti
v
a
ti
o
n
is
i
n
d
ica
ted
by
an
i
n
d
ica
to
r
of
tru
st
in
th
e
se
rv
ice
s
c
o
n
su
m
e
d
it
will
fa
c
il
it
a
te
th
e
c
o
m
p
leti
o
n
of
a
c
a
d
e
m
i
c
a
ffa
irs
a
n
d
th
e
e
x
isten
c
e
of
a
tt
ra
c
ti
v
e
o
ffe
rs
fr
o
m
h
ig
h
e
r
e
d
u
c
a
ti
o
n
in
stit
u
ti
o
n
s.
Th
e
q
u
a
li
ty
of
a
c
a
d
e
m
ic
se
rv
ice
s
h
a
s
a
si
g
n
ifi
c
a
n
t
e
ffe
c
t
on
c
o
n
su
m
e
r
b
e
h
a
v
i
o
r
of
st
u
d
e
n
ts.
M
o
re
o
v
e
r,
th
e
c
o
n
s
u
m
p
ti
o
n
m
o
ti
v
a
ti
o
n
v
a
riab
le
is
p
r
o
v
e
n
to
be
a
sig
n
ifi
c
a
n
t
m
e
d
iato
r
on
th
e
e
ffe
c
t
of
se
rv
ice
q
u
a
li
t
y
on
st
u
d
e
n
t’s
c
o
n
s
u
m
p
ti
o
n
b
e
h
a
v
i
o
r.
K
ey
w
o
r
d
s
:
C
o
n
s
u
m
er
b
eh
a
v
io
r
C
o
n
s
u
m
p
tio
n
m
o
ti
v
atio
n
Ser
v
ice
q
u
ality
T
h
is
is
an
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
:
Ku
s
wan
to
E
co
n
o
m
ic
E
d
u
ca
tio
n
Stu
d
y
Pr
o
g
r
am
Facu
lty
o
f
T
ea
ch
e
r
T
r
ain
i
n
g
a
n
d
E
d
u
ca
tio
n
Un
iv
er
s
ity
o
f
J
am
b
i
J
l.
J
am
b
i
-
Ma.
B
u
lian
KM
.
1
5
Me
n
d
alo
I
n
d
ah
,
J
am
b
i
,
I
n
d
o
n
e
s
ia
E
m
ail:
k
u
s
wan
to
.
f
k
ip
@
u
n
ja.
a
c.
id
1.
I
NT
RO
D
UCT
I
O
N
Aca
d
em
ic
s
er
v
ice
is
th
e
m
ain
ty
p
e
of
s
er
v
ice
p
r
o
v
i
d
ed
to
s
t
u
d
en
ts
by
a
n
y
ac
ad
em
ic
i
n
s
titu
tio
n
.
T
h
e
f
u
n
ctio
n
in
g
of
ac
ad
e
m
ic
s
er
v
i
ce
s
is
not
o
n
ly
d
eter
m
i
n
ed
by
th
e
p
er
f
o
r
m
a
n
ce
of
th
e
in
s
titu
tio
n
,
but
is
lar
g
ely
d
eter
m
in
ed
by
th
e
r
o
le
of
th
e
s
er
v
ice
u
s
er
(
s
tu
d
en
ts
)
.
I
n
teg
r
atio
n
of
th
e
in
ter
ests
of
th
e
i
n
s
titu
tio
n
with
th
e
in
ter
ests
of
s
tu
d
en
ts
b
ec
o
m
es
th
e
en
er
g
y
to
r
ea
lize
q
u
ality
s
er
v
ices.
T
h
e
aim
of
ev
e
r
y
in
s
titu
tio
n
is
to
p
r
o
v
id
e
ex
ce
llen
t
ac
ad
em
ic
s
er
v
ices
in
o
r
d
er
to
r
ea
lize
q
u
ality
ac
a
d
em
ic
p
r
o
ce
s
s
es
an
d
p
r
o
d
u
ce
q
u
ality
o
u
tp
u
t
[
1
]
.
T
h
e
co
n
ce
r
n
of
in
s
titu
tio
n
s
an
d
s
tu
d
en
ts
in
r
ea
lizin
g
s
h
ar
ed
in
ter
ests
will
s
h
ap
e
a
co
n
d
u
ci
v
e
cu
ltu
r
e
or
wo
r
k
atm
o
s
p
h
er
e.
If
th
e
ac
ad
em
ic
wo
r
k
cu
ltu
r
e
h
as
d
e
v
elo
p
ed
p
o
s
itiv
ely
in
th
e
ter
tiar
y
en
v
ir
o
n
m
en
t,
it
will
cr
ea
te
a
co
n
d
u
ci
v
e
atm
o
s
p
h
e
r
e
an
d
m
a
k
e
ac
ad
em
ic
s
er
v
ices
r
u
n
ef
f
ec
tiv
ely
[
2
]
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t
J
E
v
al
&
R
es
E
d
u
c
I
SS
N:
2252
-
8
8
2
2
E
ffect
o
f ser
vice
q
u
a
lity a
n
d
m
o
tiva
tio
n
o
n
th
e
co
n
s
u
mp
tio
n
b
eh
a
vio
r
o
f stu
d
e
n
ts
in
th
e
…
(
K
u
s
w
a
n
to
)
87
A
p
o
s
itiv
e
ac
ad
em
ic
cu
ltu
r
e
il
lu
s
tr
ates
th
e
ac
tiv
e
in
v
o
lv
em
e
n
t
of
s
tu
d
en
ts
in
u
s
in
g
ac
ad
em
ic
s
er
v
ices
an
d
th
e
ef
f
ec
tiv
e
f
u
n
ctio
n
in
g
of
all
ac
ad
em
ic
co
m
p
o
n
e
n
ts
in
p
r
o
v
id
i
n
g
s
er
v
ices
to
s
tu
d
en
ts
.
T
h
e
co
n
d
itio
n
of
ac
ad
em
ic
cu
ltu
r
e
illu
s
tr
ates
th
e
d
is
tan
ce
of
p
o
wer
b
etw
ee
n
s
tu
d
en
ts
an
d
in
s
titu
tio
n
s
,
ef
f
o
r
ts
to
a
v
o
id
u
n
ce
r
tain
ty
,
an
d
in
d
iv
id
u
alis
m
.
C
u
ltu
r
al
co
n
d
itio
n
s
f
o
llo
wed
by
co
n
s
u
m
p
tio
n
in
ten
tio
n
s
lar
g
ely
d
eter
m
in
e
co
n
s
u
m
er
b
eh
av
io
r
[
3
]
.
T
h
e
ac
tiv
e
in
v
o
lv
em
e
n
t
of
s
tu
d
en
ts
in
u
s
in
g
ac
ad
em
ic
s
er
v
ices
is
s
h
o
wn
by
th
eir
b
eh
av
io
r
to
war
d
s
th
e
b
en
ef
its
of
ac
a
d
em
ic
s
er
v
i
ce
s
th
ey
r
ec
eiv
e.
As
co
n
s
u
m
e
r
s
(
s
er
v
ice
u
s
er
s
)
,
s
tu
d
en
t
b
eh
a
v
io
r
s
h
o
ws
v
ar
io
u
s
ac
tiv
ities
in
o
b
tain
in
g
a
n
d
u
s
in
g
g
o
o
d
s
or
s
er
v
ices,
as
well
as
th
e
d
ec
is
io
n
m
ak
i
n
g
p
r
o
ce
s
s
an
d
d
ete
r
m
in
in
g
th
e
ac
tiv
ities
to
be
ca
r
r
ie
d
out
[
4
]
.
M
o
r
eo
v
er
,
th
is
b
e
h
av
io
r
is
ch
ar
ac
ter
ized
by
th
e
e
f
f
o
r
ts
of
co
n
s
u
m
e
r
s
to
id
en
tify
p
r
o
b
lem
s
,
f
in
d
in
f
o
r
m
atio
n
,
ev
alu
ate
alter
n
ativ
es
,
an
d
m
ak
e
p
u
r
ch
asin
g
d
ec
is
io
n
s
[
5
]
.
C
o
n
s
u
m
p
tio
n
b
eh
av
io
r
is
r
elate
d
to
in
d
iv
i
d
u
al
r
ea
s
o
n
s
an
d
th
e
p
r
ess
u
r
e
to
d
eter
m
in
e
s
elec
tio
n
,
m
a
k
e
p
u
r
ch
ases
,
u
s
e
p
r
o
d
u
cts
or
s
er
v
ices
to
m
ee
t
th
eir
n
ee
d
s
[
6
]
.
Stu
d
en
t
b
eh
av
i
o
r
in
u
s
in
g
ac
a
d
em
ic
s
er
v
ices
will
also
be
s
ee
n
in
th
e
way
s
in
wh
ich
d
ec
is
io
n
s
ar
e
m
ad
e
in
u
tili
zin
g
r
eso
u
r
ce
s
s
u
ch
as
m
o
n
ey
,
tim
e
,
an
d
e
f
f
o
r
t
to
o
b
tain
g
o
o
d
s
or
s
er
v
ices
to
be
co
n
s
u
m
ed
[
7
]
.
I
n
d
ir
ec
tly
,
co
n
s
u
m
er
b
e
h
av
io
r
is
b
u
ilt
f
r
o
m
th
e
p
er
ce
p
tio
n
of
th
e
s
er
v
ice
s
to
be
u
s
ed
.
If
co
n
s
u
m
er
s
p
er
ce
iv
e
d
th
at
th
e
u
s
e
of
s
er
v
ices
ar
e
c
o
n
v
en
ie
n
t
an
d
p
r
ac
tical,
th
ey
b
ec
o
m
e
m
o
r
e
co
n
f
id
en
t
to
war
d
s
th
e
b
en
ef
its
th
at
th
ey
m
ay
g
et
f
r
o
m
th
ese
s
er
v
ices
an
d
th
u
s
,
th
ey
d
ev
elo
p
p
o
s
itiv
e
co
n
s
u
m
er
b
eh
av
io
r
to
war
d
s
th
e
ac
ad
em
ic
s
er
v
ices
[
8
]
.
Un
co
n
tr
o
lled
co
n
s
u
m
er
b
eh
av
io
r
an
d
d
ev
iatin
g
to
war
d
s
th
e
n
eg
ativ
e
will
h
av
e
b
ad
co
n
s
eq
u
en
ce
s
f
o
r
th
ese
co
n
s
u
m
er
s
,
n
am
el
y
n
o
t
ac
h
iev
in
g
th
e
g
o
al
of
c
o
n
s
u
m
p
tio
n
[
9
]
.
Un
iv
er
s
ity
o
f
J
am
b
i
is
o
n
e
of
th
e
ter
tiar
y
in
s
titu
tio
n
s
th
at
p
lay
s
a
r
o
le
in
r
ea
lizin
g
th
e
q
u
ality
of
h
u
m
an
r
eso
u
r
ce
s
,
b
o
th
at
th
e
lo
ca
l
an
d
n
atio
n
al/in
ter
n
atio
n
al
lev
el.
C
o
m
m
u
n
ity
ac
ce
s
s
to
ed
u
ca
tio
n
o
r
g
an
ize
d
by
ter
tiar
y
in
s
titu
tio
n
s
illu
s
tr
ates
th
e
lev
el
of
co
m
p
etitiv
e
n
ess
of
th
e
ter
tiar
y
in
s
titu
tio
n
.
Hig
h
e
r
e
d
u
ca
tio
n
in
s
titu
tio
n
s
th
at
h
av
e
a
h
ig
h
lev
el
of
co
m
p
etitiv
en
ess
h
av
e
a
h
ig
h
lev
el
of
d
em
a
n
d
f
o
r
e
d
u
ca
tio
n
,
b
o
th
at
th
e
lo
ca
l,
n
atio
n
al
an
d
in
ter
n
atio
n
al
lev
els.
On
e
of
th
e
g
o
als
of
I
SO
s
tan
d
ar
d
izatio
n
in
th
e
ac
ad
em
ic
s
er
v
ices
of
th
e
T
ea
ch
in
g
an
d
E
d
u
ca
tio
n
Facu
lty
(
T
E
F)
of
Un
iv
e
r
s
ity
o
f
J
am
b
i
is
to
b
ec
o
m
e
an
in
s
titu
tio
n
of
h
i
g
h
er
ed
u
ca
tio
n
th
at
is
s
o
u
g
h
t
by
t
h
e
in
ter
n
atio
n
al
co
m
m
u
n
ity
.
T
h
e
d
ec
is
io
n
of
t
h
e
co
m
m
u
n
ity
to
ch
o
o
s
e
Un
iv
e
r
s
ity
o
f
J
am
b
i
as
a
p
lace
of
lear
n
in
g
is
b
ased
on
th
e
ir
p
er
ce
iv
ed
ass
u
r
an
ce
th
at
th
e
u
n
iv
er
s
ity
can
f
u
lf
ill
th
eir
d
esire
d
ac
ad
em
ic
n
ee
d
s
th
r
o
u
g
h
th
e
v
ar
io
u
s
s
er
v
ices
it
p
r
o
v
i
d
e
s
.
Aca
d
em
ic
s
er
v
ices
at
ter
tiar
y
in
s
titu
tio
n
s
g
en
e
r
ally
in
clu
d
e
lectu
r
e
ac
tiv
ities
,
ac
a
d
em
ic
g
u
id
a
n
ce
,
f
in
al
p
r
o
ject
g
u
i
d
an
ce
(
th
e
s
is
an
d
d
is
s
er
tatio
n
)
,
s
tu
d
y
m
o
n
ito
r
in
g
,
f
in
al
s
em
ester
ass
ess
m
en
t
an
d
ad
m
in
is
tr
atio
n
an
d
g
r
a
d
u
atio
n
.
To
s
u
p
p
o
r
t
th
e
ac
ad
em
ic
im
p
lem
en
tatio
n
,
th
e
h
ig
h
er
e
d
u
ca
tio
n
p
r
o
v
id
es
f
ac
ilit
ies
an
d
in
f
r
astru
ctu
r
e
s
er
v
ices
s
u
ch
as
lib
r
ar
ies,
lab
o
r
ato
r
ies
,
an
d
I
C
T
.
Aca
d
em
ic
s
er
v
ices
ar
e
p
r
o
v
id
e
d
to
s
tu
d
en
ts
as
an
ef
f
o
r
t
to
m
e
et
th
eir
acad
em
ic
n
ee
d
s
so
as
to
g
et
s
atis
f
ac
tio
n
in
lear
n
i
n
g
[
1
0
]
.
Stu
d
en
ts
wh
o
h
av
e
a
h
ig
h
d
esire
to
s
u
cc
ee
d
in
t
h
eir
ac
ad
e
m
ic
f
ield
s
w
ill
tr
y
to
m
ak
e
t
h
e
m
o
s
t
of
av
ailab
le
ac
ad
em
ic
s
er
v
ices.
C
o
n
s
u
m
p
tio
n
is
th
e
ac
tiv
ity
of
u
s
in
g
g
o
o
d
s
or
s
er
v
ices
to
ac
h
iev
e
m
ax
im
u
m
s
atis
f
ac
tio
n
[
1
1
]
.
Ho
wev
er
,
th
e
m
o
tiv
atio
n
will
wea
k
en
if
s
tu
d
en
ts
do
not
g
et
s
atis
f
ac
tio
n
f
r
o
m
th
e
s
er
v
ices
t
h
ey
u
s
e.
I
n
cr
ea
s
in
g
th
e
m
o
tiv
atio
n
f
o
r
co
n
s
u
m
p
tio
n
is
th
e
co
m
p
an
y
'
s
in
ter
es
t
in
i
n
cr
ea
s
in
g
s
ales.
To
in
cr
ea
s
e
th
e
m
o
tiv
atio
n
m
u
s
t
be
cr
ea
ted
,
m
a
d
e
awa
r
e
of
or
r
ein
f
o
r
ce
d
n
ee
d
s
in
t
h
e
m
in
d
s
of
co
n
s
u
m
er
s
[
1
2
]
.
T
h
er
e
a
r
e
ef
f
o
r
ts
m
ad
e
by
co
m
p
an
ies
to
in
c
r
ea
s
e
co
n
s
u
m
p
tio
n
m
o
tiv
atio
n
b
o
th
f
r
o
m
wi
th
in
an
d
f
r
o
m
o
u
ts
id
e
co
n
s
u
m
er
s
.
T
h
e
q
u
ality
of
ac
a
d
em
ic
s
er
v
i
ce
s
illu
s
tr
ates
th
e
im
ag
e
of
h
i
g
h
er
e
d
u
ca
tio
n
in
s
titu
tio
n
s
[
1
3
]
.
Stu
d
en
ts
wh
o
ar
e
s
atis
f
ied
with
ac
a
d
em
ic
s
er
v
ices
p
r
o
v
id
e
d
by
h
ig
h
er
e
d
u
ca
tio
n
in
s
titu
tio
n
s
will
co
n
tin
u
e
th
eir
ed
u
ca
tio
n
at
th
e
u
n
iv
e
r
s
ity
an
d
will
p
r
o
m
o
te
q
u
ality
ac
ad
e
m
ic
s
er
v
ices
to
o
th
er
s
wh
ich
ev
en
tu
ally
in
cr
ea
s
e
s
s
tak
eh
o
ld
er
s’
co
n
f
id
e
n
ce
to
th
e
u
n
iv
er
s
ity
[
1
4
]
.
T
h
e
s
tak
eh
o
ld
er
s
'
tr
u
s
t
in
th
e
h
ig
h
er
ed
u
ca
tio
n
in
s
titu
tio
n
wil
l
h
ig
h
ly
d
ep
e
n
d
on
th
e
s
atis
f
ac
t
io
n
of
th
e
s
tu
d
en
ts
,
b
ec
au
s
e
all
th
e
p
r
o
ce
s
s
es
im
p
licatin
g
th
e
q
u
ality
of
in
p
u
ts
,
p
r
o
ce
s
s
es
,
an
d
o
u
tp
u
ts
ar
e
a
p
p
lied
to
th
e
m
[
1
5
]
.
Pro
v
i
d
in
g
q
u
ality
ac
ad
em
ic
s
er
v
ices
will
en
co
u
r
a
g
e
s
tu
d
en
ts
to
estab
lis
h
m
u
tu
ally
b
en
ef
ic
ial
r
elatio
n
s
h
ip
s
in
th
e
lo
n
g
r
u
n
[
1
6
]
.
T
h
e
q
u
ality
of
ac
a
d
em
ic
s
er
v
ices
will
p
r
o
v
id
e
em
p
lo
y
ee
an
d
lectu
r
er
s
atis
f
ac
tio
n
at
wo
r
k
,
wh
ic
h
in
tu
r
n
,
will
h
av
e
a
d
ir
ec
t
im
p
ac
t
on
c
o
lleg
e
p
er
f
o
r
m
an
ce
.
T
h
e
h
ig
h
er
th
e
q
u
ality
of
ac
ad
em
ic
s
er
v
ices,
th
e
more
s
tu
d
en
ts
d
ec
id
e
to
c
h
o
o
s
e
lear
n
i
n
g
,
b
o
t
h
in
ter
m
s
of
cu
r
r
ic
u
lu
m
co
n
ten
t,
lectu
r
e
p
r
o
ce
s
s
,
ev
alu
atio
n
an
d
co
ac
h
i
n
g
[
1
7
]
.
Stu
d
e
n
ts
wh
o
f
ee
l
s
atis
f
ac
tio
n
with
th
e
ac
ad
em
ic
s
er
v
ices
o
b
t
ain
ed
will
ten
d
to
c
o
n
tin
u
e
h
ig
h
er
ed
u
ca
tio
n
in
th
e
s
am
e
s
tu
d
y
p
r
o
g
r
am
.
C
o
n
s
u
m
er
b
eh
a
v
io
r
is
not
o
n
l
y
in
f
lu
en
ce
d
by
p
r
ice,
p
r
o
d
u
c
t,
p
r
o
m
o
tio
n
,
a
n
d
d
is
tr
ib
u
tio
n
ch
an
n
els,
but
by
v
ar
io
u
s
p
s
y
ch
o
lo
g
ical,
cu
lt
u
r
al,
s
o
cial,
an
d
p
er
s
o
n
al
f
ac
to
r
s
[
1
8
]
.
Ps
y
ch
o
lo
g
ical
f
ac
to
r
s
em
p
h
asize
th
e
ex
is
ten
ce
of
an
im
p
u
ls
e
f
r
o
m
with
in
co
n
s
u
m
e
r
s
to
d
ec
id
e
to
u
s
e
a
p
r
o
d
u
ct
or
av
ail
a
s
er
v
i
ce
.
C
o
n
s
u
m
er
s
a
r
e
m
o
tiv
ated
to
u
s
e
a
good
or
s
e
r
v
ice
b
ec
a
u
s
e
th
ey
h
a
v
e
a
n
ee
d
th
at
can
be
m
et
by
th
e
co
m
p
an
y
,
a
p
r
o
d
u
ct
t
h
at
can
im
p
r
o
v
e
its
ap
p
ea
r
an
ce
a
n
d
th
er
e
ar
e
attr
ac
tiv
e
o
f
f
er
s
f
r
o
m
th
e
co
m
p
an
y
[
1
9
]
.
T
h
e
h
i
g
h
er
th
e
m
o
tiv
atio
n
of
co
n
s
u
m
e
r
s
th
e
h
ig
h
er
th
e
d
ec
is
io
n
to
m
ak
e
a
p
u
r
c
h
ase
of
an
item
.
Var
io
u
s
s
t
u
d
ies
on
co
n
s
u
m
e
r
(
s
tu
d
en
t)
b
e
h
a
v
i
o
r
a
r
e
n
o
t
c
ar
r
ie
d
o
u
t
s
p
ec
i
f
i
ca
l
ly
on
th
e
g
o
o
d
s
or
s
er
v
i
ce
s
c
o
n
s
u
m
ed
[
2
0
–
2
5
]
.
S
tu
d
e
n
t
co
n
s
u
m
p
t
io
n
b
e
h
a
v
i
o
r
is
v
i
ewe
d
f
r
o
m
t
h
e
g
e
n
e
r
a
l
s
a
tis
f
ac
t
io
n
o
b
tai
n
ed
wit
h
t
h
e
c
o
n
s
u
m
p
ti
o
n
of
g
o
o
d
s
or
s
e
r
v
ic
es,
so
t
h
at
it
d
o
es
n
o
t
p
r
o
v
i
d
e
a
cl
ea
r
p
i
ct
u
r
e
of
th
e
ef
f
e
ct
of
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
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2
2
5
2
-
8
8
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2
I
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t
J
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v
al
&
R
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E
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c
,
Vo
l
.
10
,
No
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1
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Ma
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2
0
2
1
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8
6
-
96
88
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x
am
i
n
es
s
t
u
d
e
n
t
c
o
n
s
u
m
p
ti
o
n
b
e
h
a
v
i
o
r
n
o
t
b
as
ed
on
co
n
s
u
m
p
ti
o
n
of
m
o
r
e
s
p
e
ci
f
ic
g
o
o
d
s
[
2
6
]
.
St
u
d
e
n
t
c
o
n
s
u
m
p
ti
o
n
b
e
h
a
v
i
o
r
is
a
n
al
y
z
e
d
u
s
i
n
g
v
ir
tu
al
v
a
r
i
ab
les
,
n
am
el
y
s
t
u
d
e
n
t
i
n
co
m
e
,
p
r
ef
e
r
e
n
c
es
,
a
n
d
a
d
v
e
r
tis
i
n
g
f
a
ct
o
r
s
.
Ot
h
er
s
t
u
d
i
es
e
x
a
m
i
n
e
co
n
s
u
m
er
b
e
h
a
v
i
o
r
in
s
t
u
d
e
n
ts
f
r
o
m
t
h
e
p
e
r
s
p
ec
ti
v
e
of
m
i
cr
o
ec
o
n
o
m
ic
a
n
d
m
a
c
r
o
ec
o
n
o
m
i
c
t
h
e
o
r
ies
[
2
7
]
.
On
e
r
esear
ch
on
co
n
s
u
m
er
b
eh
av
io
r
of
s
tu
d
en
ts
th
at
is
more
s
p
ec
if
ic
to
th
e
c
o
n
s
u
m
p
tio
n
of
ac
ad
em
ic
s
er
v
ices
was
co
n
d
u
cted
by
Ku
r
b
an
i
[
2
8
]
.
C
o
n
s
u
m
er
b
eh
a
v
io
r
in
t
h
is
s
tu
d
y
is
a
f
o
r
m
of
s
tu
d
e
n
t
s
atis
f
ac
tio
n
f
r
o
m
th
e
ac
ad
em
ic
s
er
v
ices
th
ey
c
o
n
s
u
m
e
d
.
Stu
d
en
t
s
atis
f
ac
tio
n
is
ass
ess
ed
in
ter
m
s
of
th
e
v
ar
iab
les
th
at
in
f
lu
en
ce
it,
n
a
m
ely
th
e
q
u
ality
of
ac
a
d
em
ic
s
er
v
ices
an
d
ed
u
ca
tio
n
al
f
ac
il
ities
.
Mo
r
e
s
p
ec
if
ic
s
tu
d
ies
of
c
o
n
s
u
m
er
(
s
tu
d
en
t
)
b
eh
av
io
r
ar
e
on
g
r
ee
n
co
n
s
u
m
p
tio
n
,
w
h
ich
is
a
f
o
r
m
of
r
esp
o
n
s
e
to
d
am
ag
e
of
en
v
ir
o
n
m
en
tal
r
eso
u
r
ce
s
wh
er
e
th
ey
lo
o
k
f
o
r
p
r
o
d
u
cts
an
d
s
er
v
ices
th
at
ca
u
s
e
th
e
least
am
o
u
n
t
of
en
v
ir
o
n
m
en
tal
d
am
ag
e
[
2
9
]
.
R
esear
ch
on
co
n
s
u
m
e
r
b
e
h
av
i
o
r
in
s
tu
d
en
ts
f
o
cu
s
es
m
o
r
e
on
cu
ltu
r
al
v
al
u
es
an
d
co
n
s
u
m
p
tio
n
s
ty
les
th
at
ar
e
r
ef
lecte
d
in
th
is
b
eh
av
io
r
[
3
0
]
.
Stu
d
en
t
co
n
s
u
m
p
tio
n
b
e
h
av
io
r
is
as
s
es
s
ed
b
ased
on
th
eir
f
u
n
ctio
n
al
f
o
o
d
co
n
s
u
m
p
tio
n
[
3
1
]
.
Fro
m
p
r
e
v
io
u
s
s
tu
d
ies,
an
an
aly
s
is
of
s
tu
d
en
t
co
n
s
u
m
p
tio
n
b
eh
a
v
io
r
w
o
u
ld
be
m
o
r
e
r
e
alis
tic
if
it
f
o
cu
s
ed
on
th
e
ty
p
es
of
g
o
o
d
s
or
s
er
v
ices
c
o
n
s
u
m
ed
.
R
esear
ch
on
s
tu
d
en
ts
’
co
n
s
u
m
p
tio
n
b
eh
av
io
r
in
u
tili
zin
g
ac
ad
em
ic
s
er
v
ices
will
p
r
o
v
i
d
e
an
o
v
er
v
iew
of
th
e
p
e
r
f
o
r
m
an
ce
of
h
ig
h
er
ed
u
ca
tio
n
in
o
r
g
an
izin
g
ed
u
ca
tio
n
.
T
h
e
s
u
cc
ess
r
ate
of
h
ig
h
er
e
d
u
ca
tio
n
is
not
o
n
l
y
d
eter
m
in
ed
by
th
e
n
u
m
b
er
of
g
r
ad
u
at
es
p
r
o
d
u
ce
d
,
but
is
lar
g
ely
d
eter
m
in
e
d
by
th
e
ab
s
o
r
p
tio
n
of
th
e
wo
r
l
d
of
wo
r
k
f
o
r
th
e
g
r
a
d
u
ates
p
r
o
d
u
ce
d
.
Stu
d
en
t
ac
ce
s
s
to
ac
ad
em
ic
s
er
v
ices
en
s
u
r
es
t
h
at
th
e
lear
n
in
g
p
r
o
ce
s
s
r
u
n
s
ef
f
ec
tiv
ely
b
ec
au
s
e
all
th
e
co
m
p
o
n
en
ts
ar
e
f
u
n
ctio
n
in
g
.
T
h
er
ef
o
r
e,
an
in
-
d
ep
th
s
tu
d
y
of
th
e
q
u
ality
of
ac
ad
em
ic
s
er
v
ices
p
r
o
v
id
e
d
by
u
n
i
v
er
s
ities
is
n
ee
d
ed
th
at
will
m
o
tiv
ate
s
tu
d
en
ts
to
u
tili
ze
it
o
p
tim
ally
a
n
d
ev
en
tu
ally
h
elp
th
em
d
ev
e
lo
p
p
o
s
itiv
e
attitu
d
e
to
war
d
s
th
e
se
ac
ad
em
ic
s
er
v
ic
e
s
.
In
th
is
s
tu
d
y
,
th
e
ef
f
ec
t
of
th
e
q
u
ality
of
ac
ad
em
ic
s
er
v
ices
,
m
ed
iated
by
co
n
s
u
m
p
tio
n
m
o
t
iv
atio
n
,
on
s
tu
d
en
t
b
eh
av
io
r
in
u
tili
zin
g
ac
ad
em
ic
s
er
v
ices
as
a
m
ea
s
u
r
e
of
th
e
p
e
r
f
o
r
m
an
ce
of
h
i
g
h
er
ed
u
c
atio
n
in
o
r
g
an
izin
g
ed
u
ca
tio
n
was
in
v
esti
g
ated
.
T
h
is
s
tu
d
y
co
m
p
lem
en
ts
p
r
ev
io
u
s
s
tu
d
ies
in
s
tr
en
g
th
en
in
g
t
h
e
ass
u
m
p
tio
n
of
th
e
ef
f
ec
t
of
s
e
r
v
ice
q
u
ality
a
n
d
c
o
n
s
u
m
p
tio
n
m
o
tiv
atio
n
on
s
tu
d
en
t
co
n
s
u
m
p
tio
n
b
eh
av
i
o
r
in
u
tili
zin
g
ac
ad
em
ic
s
er
v
ices.
2.
RE
S
E
ARCH
M
E
T
H
O
D
2
.
1
.
Resea
rc
h
des
ig
n
T
h
is
s
tu
d
y
ex
am
i
n
e
d
th
e
ef
f
ec
t
of
s
er
v
ice
q
u
ality
a
n
d
co
n
s
u
m
p
tio
n
m
o
ti
v
atio
n
on
s
tu
d
en
ts
’
co
n
s
u
m
p
tio
n
b
eh
av
i
o
r
in
u
s
in
g
ac
ad
em
ic
s
er
v
ices.
C
o
n
s
u
m
er
b
eh
av
io
r
is
a
f
o
r
m
of
s
tu
d
e
n
t
s
atis
f
ac
tio
n
f
r
o
m
u
s
in
g
ed
u
ca
tio
n
al
s
er
v
ices
p
r
o
v
id
ed
by
h
ig
h
er
ed
u
ca
tio
n
i
n
s
titu
tio
n
s
.
T
h
e
s
er
v
ice
will
f
u
n
ctio
n
o
p
tim
ally
if
s
tu
d
en
ts
h
av
e
h
ig
h
m
o
tiv
atio
n
in
u
s
in
g
it.
T
h
u
s
,
co
n
s
u
m
p
tio
n
m
o
tiv
atio
n
b
ec
o
m
es
a
m
ed
i
atin
g
v
ar
iab
le
t
h
at
in
f
lu
en
ce
s
s
er
v
ice
q
u
ality
on
c
o
n
s
u
m
er
(
s
tu
d
e
n
t)
b
eh
av
i
o
r
.
To
an
aly
ze
th
is
ca
s
e,
s
tr
u
ctu
r
al
eq
u
atio
n
m
o
d
elin
g
(
SEM
)
was
im
p
lem
en
ted
.
T
h
r
o
u
g
h
th
is
m
o
d
el,
f
ac
t
o
r
an
aly
s
is
an
d
p
ath
a
n
aly
s
is
wer
e
im
p
lem
en
te
d
s
im
u
ltan
eo
u
s
ly
an
d
d
eter
m
in
e
d
th
e
r
elatio
n
s
h
ip
b
etwe
en
ex
o
g
en
o
u
s
an
d
en
d
o
g
en
o
u
s
v
ar
i
ab
les
with
all
th
e
in
d
icato
r
s
[
3
2
]
.
By
u
s
in
g
SEM
,
th
e
r
elatio
n
s
h
ip
m
o
d
el
is
not
o
n
ly
d
eter
m
in
ed
or
esti
m
ated
but
will
also
be
ev
alu
ated
[
3
3
]
.
To
g
et
th
e
b
est
esti
m
ate
of
each
in
d
icato
r
b
l
o
ck
on
each
laten
t
v
ar
iab
le,
t
h
e
lin
ea
r
m
o
d
el
of
laten
t
v
ar
iab
les
is
an
aly
ze
d
u
s
i
n
g
p
ar
tial
least
s
tr
u
ctu
r
al
eq
u
a
tio
n
m
o
d
elin
g
(
SEM
-
PLS)
.
2
.
2
.
P
o
pu
la
t
io
n
a
nd
s
a
m
ple
T
h
is
r
esear
ch
was
co
n
d
u
cted
am
o
n
g
th
e
6
th
s
em
ester
of
th
e
Un
iv
er
s
ity
of
J
am
b
i
,
E
co
n
o
m
ic
E
d
u
ca
tio
n
Stu
d
y
Pro
g
r
a
m
in
v
o
lv
in
g
87
r
esp
o
n
d
en
ts
.
Su
b
je
ct
s
elec
tio
n
was
ca
r
r
ied
out
p
u
r
p
o
s
iv
ely
with
th
e
s
am
p
lin
g
m
eth
o
d
d
e
v
elo
p
e
d
by
T
ah
er
d
o
o
s
t
[
3
4
]
a
n
d
E
th
i
k
an
[
3
5
]
,
wh
ich
is
b
ased
on
th
e
lev
el
of
u
s
e
of
ed
u
ca
tio
n
s
er
v
ices
b
o
th
in
q
u
an
tity
an
d
q
u
ality
,
so
th
at
it
r
ef
lects
more
r
ea
lis
tic
co
n
s
u
m
p
tio
n
b
eh
av
i
o
r
.
Stu
d
en
ts
en
r
o
lled
in
th
e
6
th
s
em
ester
wer
e
c
o
n
s
id
er
ed
to
h
av
e
u
s
ed
ed
u
ca
tio
n
al
s
er
v
ices
a
lo
t
an
d
h
av
e
th
e
p
o
ten
tial
to
be
r
esear
ch
e
d
b
ec
au
s
e,
in
g
en
er
al,
th
e
y
ar
e
s
till
ac
tiv
ely
p
ar
ticip
atin
g
in
lear
n
in
g
ac
tiv
ities
.
So
m
e
of
th
ese
ch
ar
ac
ter
is
tics
ju
s
tifie
d
th
e
d
eter
m
i
n
atio
n
of
s
u
b
ject
s
in
th
is
s
tu
d
y
.
2
.
3
.
Resea
rc
h
ins
t
rum
ent
s
T
h
e
r
esear
ch
in
s
tr
u
m
en
t
u
s
ed
to
o
b
tain
d
ata
f
r
o
m
ea
c
h
v
ar
iab
le
s
tu
d
ied
in
th
e
f
o
r
m
of
a
q
u
esti
o
n
n
air
e
ar
r
an
g
e
d
ac
co
r
d
in
g
to
th
e
in
d
icato
r
s
of
th
ese
v
ar
iab
les.
Ser
v
ice
q
u
ality
is
m
ea
s
u
r
ed
b
ased
on
in
d
icato
r
s
of
tan
g
i
b
ilit
y
,
r
el
iab
ilit
y
,
r
esp
o
n
s
iv
en
ess
,
ass
u
r
an
ce
,
an
d
em
p
ath
y
[
3
6
,
3
7
]
.
I
n
d
icato
r
s
of
co
n
s
u
m
p
tio
n
m
o
tiv
atio
n
ar
e
m
o
d
if
ied
f
r
o
m
v
ar
i
o
u
s
s
tu
d
ies
[
3
8
–
4
0
]
,
n
a
m
ely
th
e
ex
is
ten
c
e
of
n
ee
d
s
th
at
ca
n
be
m
et
f
r
o
m
th
e
ed
u
ca
tio
n
s
er
v
ices
co
n
s
u
m
ed
,
f
r
o
m
th
e
b
eli
ef
th
at
ed
u
ca
tio
n
s
er
v
ices
co
n
s
u
m
ed
will
f
ac
ilit
ate
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t
J
E
v
al
&
R
es
E
d
u
c
I
SS
N:
2252
-
8
8
2
2
E
ffect
o
f ser
vice
q
u
a
lity a
n
d
m
o
tiva
tio
n
o
n
th
e
co
n
s
u
mp
tio
n
b
eh
a
vio
r
o
f stu
d
e
n
ts
in
th
e
…
(
K
u
s
w
a
n
to
)
89
th
e
co
m
p
letio
n
of
ac
a
d
em
ic
a
f
f
air
s
,
an
d
th
e
ex
is
ten
ce
of
att
r
ac
tiv
e
o
f
f
er
s
f
r
o
m
h
ig
h
er
ed
u
ca
tio
n
in
s
titu
tio
n
s
.
I
n
d
icato
r
s
u
s
ed
to
m
ea
s
u
r
e
c
o
n
s
u
m
er
b
eh
av
i
o
r
a
r
e
b
ased
on
Ko
tler
an
d
Ar
m
s
tr
o
n
g
'
s
th
eo
r
y
[
4
1
]
,
n
am
ely
p
r
o
b
lem
r
ec
o
g
n
itio
n
,
in
f
o
r
m
a
tio
n
s
ea
r
ch
,
alter
n
ativ
e
ev
al
u
atio
n
,
d
ec
is
io
n
to
u
s
e
s
er
v
ice
s
an
d
p
o
s
t
-
s
er
v
ice
b
eh
av
io
r
.
Ma
tr
ices
ar
e
ex
p
lain
ed
in
T
ab
le
1.
T
ab
le
1.
I
n
d
icato
r
s
of
th
e
r
ese
ar
ch
v
ar
ia
b
les o
f
th
e
s
tu
d
y
V
a
r
i
a
b
l
e
I
n
d
i
c
a
t
o
r
C
o
d
e
C
o
n
s
u
mer
b
e
h
a
v
i
o
r
a.
I
n
t
r
o
d
u
c
t
i
o
n
to
a
c
a
d
e
mi
c
ser
v
i
c
e
p
r
o
b
l
e
ms
C
B
1
b.
I
n
f
o
r
mat
i
o
n
se
a
r
c
h
f
o
r
a
c
a
d
e
mi
c
s
e
r
v
i
c
e
s
C
B
2
c.
Ev
a
l
u
a
t
e
a
l
t
e
r
n
a
t
i
v
e
a
c
a
d
e
mi
c
ser
v
i
c
e
s
C
B
3
d.
D
e
c
i
s
i
o
n
to
u
se
a
c
a
d
e
mi
c
ser
v
i
c
e
s
C
B
4
e.
P
o
st
-
u
se
a
c
a
d
e
mi
c
ser
v
i
c
e
b
e
h
a
v
i
o
u
r
C
B
5
Q
u
a
l
i
t
y
of
serv
i
c
e
a.
Ta
n
g
i
b
i
l
i
t
y
–
C
o
m
p
l
e
t
e
f
a
c
i
l
i
t
i
e
s
Q
S
1
–
C
o
n
v
e
n
i
e
n
c
e
of
a
c
a
d
e
mi
c
f
a
c
i
l
i
t
i
e
s
Q
S
2
–
A
p
p
e
a
r
a
n
c
e
of
a
c
a
d
e
m
i
c
O
f
f
i
c
e
r
s
Q
S
3
b.
R
e
l
i
a
b
i
l
i
t
y
–
S
u
i
t
a
b
i
l
i
t
y
a
n
d
t
i
me
l
i
n
e
ss
of
s
e
r
v
i
c
e
Q
S
4
–
R
e
l
i
a
b
i
l
i
t
y
of
a
c
a
d
e
m
i
c
s
e
r
v
i
c
e
o
f
f
i
c
e
r
s
Q
S
5
–
A
c
c
u
r
a
c
y
in
d
e
l
i
v
e
r
i
n
g
i
n
f
o
r
ma
t
i
o
n
Q
S
6
c.
R
e
s
p
o
n
s
i
v
e
n
e
ss
–
Be
r
e
sp
o
n
si
v
e
in
r
e
s
p
o
n
d
i
n
g
to
st
u
d
e
n
t
c
o
m
p
l
a
i
n
t
s
a
n
d
r
e
q
u
e
st
s
Q
S
7
d.
G
u
a
r
a
n
t
e
e
–
C
o
m
p
e
t
e
n
c
y
of
a
c
a
d
e
mi
c
ser
v
i
c
e
o
f
f
i
c
e
r
s
Q
S
8
e.
Emp
a
t
h
y
–
S
e
r
v
i
c
e
o
f
f
i
c
e
r
r
e
s
p
o
n
s
i
b
i
l
i
t
i
e
s
Q
S
9
–
A
t
t
i
t
u
d
e
s
of
ser
v
i
c
e
o
f
f
i
c
e
r
s
Q
S
1
0
–
H
a
r
mo
n
i
z
a
t
i
o
n
of
s
e
r
v
i
c
e
r
e
l
a
t
i
o
n
s
b
e
t
w
e
e
n
o
f
f
i
c
e
r
s
a
n
d
st
u
d
e
n
t
s
Q
S
1
1
M
o
t
i
v
a
t
i
o
n
of
c
o
n
su
mp
t
i
o
n
a.
B
e
l
i
e
v
i
n
g
t
h
a
t
t
h
e
a
c
a
d
e
mi
c
n
e
e
d
s
of
t
h
e
e
d
u
c
a
t
i
o
n
a
l
serv
i
c
e
s
c
o
n
s
u
me
d
a
r
e
b
e
i
n
g
m
e
t
C
M
1
b.
B
e
l
i
e
v
i
n
g
t
h
a
t
t
h
e
c
o
n
s
u
me
d
e
d
u
c
a
t
i
o
n
a
l
ser
v
i
c
e
s
w
i
l
l
f
a
c
i
l
i
t
a
t
e
t
h
e
c
o
m
p
l
e
t
i
o
n
of
a
c
a
d
e
m
i
c
a
f
f
a
i
r
s
C
M
2
c.
An
a
t
t
r
a
c
t
i
v
e
o
f
f
e
r
f
r
o
m
a
t
e
r
t
i
a
r
y
i
n
s
t
i
t
u
t
i
o
n
C
M
3
2
.
4
.
Da
t
a
a
na
ly
s
is
m
et
ho
d
In
th
is
s
tu
d
y
,
d
ata
wer
e
a
n
aly
ze
d
u
s
in
g
th
e
SEM
-
PLS
ap
p
r
o
ac
h
,
wh
ich
is
an
esti
m
atio
n
m
o
d
el
th
at
h
as
a
f
o
r
m
ativ
e
c
o
n
s
tr
u
ct,
ex
p
lain
in
g
t
h
e
r
elatio
n
s
h
i
p
b
etw
ee
n
f
ir
s
t
o
r
d
er
an
d
s
ec
o
n
d
o
r
d
er
as
th
e
in
d
icato
r
.
T
h
is
m
o
d
el
was
ch
o
s
en
b
ec
a
u
s
e
it
d
o
es
not
r
eq
u
ir
e
th
e
f
o
llo
win
g
ass
u
m
p
tio
n
s
:
lar
g
e
n
u
m
b
er
s
of
s
am
p
les,
m
u
ltiv
ar
iate
n
o
r
m
al
d
is
tr
ib
u
t
io
n
,
an
d
m
o
d
el
to
m
ee
t
g
o
o
d
n
ess
of
f
it
[
4
2
]
.
Data
we
r
e
an
aly
ze
d
u
s
in
g
Sm
ar
tPLS
s
o
f
twar
e
v
er
s
io
n
3
.
2
.
8
.
T
h
e
m
ea
s
u
r
em
e
n
t
m
o
d
el
in
cl
u
d
es
th
e
r
elatio
n
s
h
ip
b
etwe
en
th
e
in
d
icato
r
s
of
each
v
ar
iab
l
e
with
th
e
f
ir
s
t
-
o
r
d
er
c
o
n
s
tr
u
ct
m
ea
s
u
r
e
d
by
th
e
in
d
icato
r
an
d
th
e
s
ec
o
n
d
-
o
r
d
e
r
co
n
s
tr
u
ct
with
th
e
f
ir
s
t
-
o
r
d
er
co
n
s
tr
u
ct
as
th
e
in
d
icato
r
.
T
h
e
ass
ess
m
en
t
of
th
e
r
esu
ltin
g
m
o
d
el
is
b
ased
on
cr
iter
ia
ac
c
o
r
d
in
g
to
C
h
in
[
4
2
]
an
d
r
elev
an
t
s
tu
d
ies,
s
u
ch
as
R
ich
ter
[
4
3
]
,
as
ex
p
lain
ed
in
T
a
b
le
2
.
T
ab
le
2.
C
r
iter
ia
f
o
r
m
ea
s
u
r
e
m
en
t
of
th
e
r
ef
lectiv
e
m
o
d
el
C
r
i
t
e
r
i
a
I
n
f
o
r
mat
i
o
n
C
o
m
p
o
si
t
e
r
e
l
i
a
b
i
l
i
t
y
Th
e
c
o
m
p
o
s
i
t
e
r
e
l
i
a
b
i
l
i
t
y
is
a
me
a
su
r
e
of
i
n
t
e
r
n
a
l
c
o
n
si
s
t
e
n
c
y
a
n
d
m
u
s
t
n
o
t
be
l
o
w
e
r
t
h
a
n
0
.
6
I
n
d
i
c
a
t
o
r
r
e
l
i
a
b
i
l
i
t
y
A
b
so
l
u
t
e
st
a
n
d
a
r
d
i
z
e
d
o
u
t
e
r
(
c
o
m
p
o
n
e
n
t
)
l
o
a
d
i
n
g
s
s
h
o
u
l
d
be
h
i
g
h
e
r
t
h
a
n
0
.
7
A
v
e
r
a
g
e
v
a
r
i
a
n
c
e
e
x
t
r
a
c
t
e
d
(
A
V
E)
AVE
sh
o
u
l
d
be
h
i
g
h
e
r
t
h
a
n
0
.
5
Lo
a
d
i
n
g
f
a
c
t
o
r
Th
e
l
o
a
d
i
n
g
f
a
c
t
o
r
v
a
l
u
e
m
u
st
be
a
b
o
v
e
0
.
7
0
.
D
i
scri
m
i
n
a
n
t
v
a
l
i
d
i
t
y
Th
e
s
q
u
a
r
e
r
o
o
t
v
a
l
u
e
of
AVE
mu
s
t
be
g
r
e
a
t
e
r
t
h
a
n
t
h
e
c
o
r
r
e
l
a
t
i
o
n
v
a
l
u
e
b
e
t
w
e
e
n
l
a
t
e
n
t
v
a
r
i
a
b
l
e
s
.
C
r
o
ss
l
o
a
d
i
n
g
Ea
c
h
i
n
d
i
c
a
t
o
r
b
l
o
c
k
is
e
x
p
e
c
t
e
d
to
h
a
v
e
a
h
i
g
h
e
r
l
o
a
d
i
n
g
fo
r
e
a
c
h
l
a
t
e
n
t
v
a
r
i
a
b
l
e
c
o
m
p
a
r
e
d
to
o
t
h
e
r
l
a
t
e
n
t
v
a
r
i
a
b
l
e
v
a
r
i
a
b
l
e
s
3.
RE
SU
L
T
S
3
.
1
.
T
est
m
o
del
qu
a
lity
m
ea
s
urem
ent
A
m
o
d
el
ca
n
be
u
s
ed
as
a
g
o
o
d
p
r
e
d
icto
r
if
th
e
f
o
r
m
i
n
g
in
d
i
ca
to
r
s
h
av
e
h
ig
h
v
alid
ity
an
d
r
eliab
ilit
y
v
alu
es.
T
h
e
ass
ess
m
en
t
of
th
e
m
o
d
el
u
s
ed
is
ass
es
s
ed
in
two
s
tag
es,
n
am
ely
ev
al
u
atin
g
t
h
e
co
n
s
tr
u
ct
of
th
e
f
ir
s
t
o
r
d
er
f
o
r
m
e
d
by
th
e
in
d
ic
ato
r
s
an
d
ev
al
u
atin
g
th
e
s
ec
o
n
d
o
r
d
e
r
co
n
s
tr
u
ct
f
o
r
m
ed
by
t
h
e
f
ir
s
t
o
r
d
e
r
.
As
a
r
u
le
of
t
h
u
m
b
,
an
in
d
icato
r
is
s
aid
to
be
a
g
o
o
d
v
ar
ia
b
le
m
ea
s
u
r
e
if
th
e
o
u
ter
lo
a
d
in
g
s
ar
e
a
b
o
v
e
0
.
7
0
[
4
2
,
4
3
]
.
T
h
e
r
esu
lts
o
f
th
e
o
u
ter
l
o
ad
i
n
g
s
test
in
T
ab
le
3
s
h
o
ws
v
alu
es
b
elo
w
0
.
7
0
o
n
th
e
in
d
icato
r
s
C
B
1
(
in
tr
o
d
u
ctio
n
to
p
r
o
b
lem
s
o
f
ac
ad
em
ic
s
er
v
ices)
,
C
B
2
(
i
n
f
o
r
m
atio
n
s
ea
r
ch
f
o
r
ac
ad
e
m
ic
s
er
v
ices)
,
C
M1
Evaluation Warning : The document was created with Spire.PDF for Python.
I
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J
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s
er
v
ice
o
f
f
icer
)
.
T
h
ese
in
d
icato
r
s
wer
e
elim
in
ated
an
d
n
o
t in
clu
d
ed
in
h
y
p
o
t
h
esis
test
in
g
.
T
h
e
r
esu
lts
of
th
e
a
n
aly
s
is
of
th
e
v
alid
ity
of
d
is
cr
im
in
ati
on
s
h
o
w
th
e
lev
el
of
d
if
f
e
r
e
n
ce
in
t
h
e
co
n
ce
p
t
of
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c
o
n
s
tr
u
ct
or
l
aten
t
v
ar
iab
le
with
o
t
h
er
v
a
r
iab
les.
If
th
e
v
alu
e
of
th
e
co
n
s
tr
u
ct
co
r
r
elatio
n
with
th
e
m
ea
s
u
r
em
en
t
item
s
is
g
r
ea
ter
th
an
th
e
v
alu
e
of
th
e
co
r
r
el
atio
n
with
th
e
co
n
s
tr
u
ct,
th
en
th
e
m
o
d
el
h
as
good
d
is
cr
im
in
an
t
v
alid
ity
[
4
4
]
.
T
a
b
le
4
ex
p
lain
s
th
e
le
v
el
of
v
alid
ity
of
th
e
d
is
cr
im
in
an
t
m
o
d
el
th
at
was
an
aly
ze
d
.
B
ased
on
T
ab
le
4,
it
is
ex
p
lai
n
ed
th
at
th
e
c
o
r
r
elatio
n
v
alu
e
s
of
all
co
n
s
tr
u
cts
ar
e
g
r
ea
ter
th
an
th
e
co
r
r
elatio
n
v
alu
es
with
o
th
e
r
co
n
s
tr
u
cts,
so
th
at
th
e
o
v
e
r
all
co
n
s
tr
u
ct
or
laten
t
v
ar
ia
b
le
u
s
ed
in
th
e
m
o
d
el
h
as
g
o
o
d
d
is
cr
im
in
an
t
v
alid
ity
.
By
u
s
in
g
AVE
m
et
h
o
d
,
it
ca
n
also
be
s
ee
n
th
e
lev
el
of
d
is
cr
im
in
a
n
t
v
alid
ity
of
each
co
n
s
tr
u
ct
or
laten
t
v
ar
iab
le.
If
th
e
AVE
v
alu
e
is
g
r
ea
ter
th
an
0
.
5
,
it
s
h
o
ws
a
g
o
o
d
v
alid
ity
v
alu
e
[
3
2
]
.
T
h
e
AVE
v
alu
e
o
b
tain
e
d
f
r
o
m
p
r
o
ce
s
s
ed
r
esear
ch
da
ta
is
as
s
h
o
wn
in
T
ab
le
5.
T
ab
le
3
.
T
est r
esu
lts
f
o
r
o
u
ter
lo
ad
in
g
s
V
a
r
i
a
b
l
e
s/
I
n
d
i
c
a
t
o
r
s
C
o
n
s
u
mer
b
e
h
a
v
i
o
r
C
o
n
s
u
mer
m
o
t
i
v
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t
i
o
n
Q
u
a
l
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t
y
s
e
r
v
i
c
e
C
B
1
0
.
5
8
2
C
B
2
0
.
5
4
2
C
B
3
0
.
7
8
3
C
B
4
0
.
7
8
8
C
B
5
0
.
8
0
5
C
M
1
0
.
6
9
8
C
M
2
0
.
7
8
6
C
M
3
0
.
8
0
4
Q
S
1
0
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4
7
9
Q
S
1
0
0
.
5
8
4
Q
S
1
1
0
.
7
5
6
Q
S
2
0
.
5
5
6
Q
S
3
0
.
6
9
6
Q
S
4
0
.
5
7
8
Q
S
5
0
.
7
4
7
Q
S
6
0
.
7
5
7
Q
S
7
0
.
7
7
2
Q
S
8
0
.
6
3
0
Q
S
9
0
.
6
6
4
T
ab
le
4
.
Valid
ity
o
f
d
is
cr
im
in
atio
n
o
f
th
e
v
ar
iab
les in
th
e
s
tu
d
y
V
a
r
i
a
b
l
e
C
o
n
s
u
mer
b
e
h
a
v
i
o
r
C
o
n
s
u
mer
m
o
t
i
v
a
t
i
o
n
Q
u
a
l
i
t
y
s
e
r
v
i
c
e
C
o
n
s
u
mer
b
e
h
a
v
i
o
r
0
.
7
0
9
C
o
n
s
u
mer
m
o
t
i
v
a
t
i
o
n
0
.
6
3
3
0
.
7
6
4
Q
u
a
l
i
t
y
s
e
r
v
i
c
e
0
.
4
8
0
0
.
5
2
2
0
.
6
6
3
T
ab
le
5
.
AVE
v
al
u
e
V
a
r
i
a
b
l
e
C
r
o
n
b
a
c
h
's A
l
p
h
a
R
h
o
_
A
C
o
m
p
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si
t
e
r
e
l
i
a
b
i
l
i
t
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AVE
C
o
n
s
u
mer
b
e
h
a
v
i
o
r
0
.
7
5
4
0
.
7
9
9
0
.
8
3
1
0
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5
0
3
C
o
n
s
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mer
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6
4
4
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6
5
5
0
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8
0
8
0
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5
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4
Q
u
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l
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t
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e
r
v
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e
0
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8
6
9
0
.
8
8
7
0
.
8
9
4
0
.
4
0
1
3
.
2
.
H
y
po
t
hes
is
t
est
Hy
p
o
th
eses
wer
e
test
ed
u
s
in
g
p
ath
co
ef
f
icien
t
v
alu
es,
t
-
s
tatis
tics
an
d
p
-
v
alu
es.
If
th
e
p
ath
c
o
ef
f
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t
v
alu
e
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b
etwe
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-
0
.
1
to
0
.
1
,
t
h
en
it
is
not
s
ig
n
if
ican
t.
If
th
e
p
-
v
alu
e
is
less
th
an
0
.
0
5
,
it
is
not
s
ig
n
if
ican
t
[
4
5
]
.
T
h
er
ef
o
r
e,
th
e
h
y
p
o
th
esis
is
ac
ce
p
ted
if
th
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p
ath
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o
ef
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icie
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t
v
alu
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is
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r
ea
ter
th
an
0
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1
an
d
th
e
p
-
v
alu
e
is
s
m
aller
th
an
0
.
0
5
.
T
h
e
p
ath
c
o
ef
f
icien
t
v
alu
es
a
n
d
p
-
v
alu
es
wh
ich
wer
e
u
s
ed
f
o
r
h
y
p
o
th
e
s
is
tes
tin
g
d
ec
is
io
n
s
in
th
is
s
tu
d
y
ar
e
s
h
o
wn
in
T
ab
le
6.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t
J
E
v
al
&
R
es
E
d
u
c
I
SS
N:
2252
-
8
8
2
2
E
ffect
o
f ser
vice
q
u
a
lity a
n
d
m
o
tiva
tio
n
o
n
th
e
co
n
s
u
mp
tio
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b
eh
a
vio
r
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f stu
d
e
n
ts
in
th
e
…
(
K
u
s
w
a
n
to
)
91
T
ab
le
6.
Dir
ec
t
ef
f
ec
ts
d
ir
ec
t
e
f
f
ec
ts
of
co
n
s
u
m
er
m
o
tiv
atio
n
on
co
n
s
u
m
er
b
e
h
av
io
r
,
s
er
v
ice
q
u
ality
on
co
n
s
u
m
er
b
eh
av
io
r
an
d
s
er
v
ic
e
q
u
ality
on
co
n
s
u
m
e
r
m
o
tiv
at
io
n
V
a
r
i
a
b
l
e
O
r
i
g
i
n
a
l
samp
l
e
s
(O)
S
a
mp
l
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a
v
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r
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g
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s
(
M
)
S
t
a
n
d
a
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d
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v
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t
i
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n
t
st
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a
l
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e
s
C
o
n
s
u
mer
m
o
t
i
v
a
t
i
o
n
→
C
o
n
su
m
e
r
b
e
h
a
v
i
o
r
0
.
4
1
9
0
.
4
2
5
0
.
0
9
4
4
.
4
7
7
0
.
0
0
0
Q
u
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l
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t
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s
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r
v
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e
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s
u
mer
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e
h
a
v
i
o
r
0
.
3
1
0
0
.
3
1
3
0
.
0
9
8
3
.
1
5
6
0
.
0
0
2
Q
u
a
l
i
t
y
s
e
r
v
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c
e
→
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o
n
s
u
mer
m
o
t
i
v
a
t
i
o
n
0
.
5
3
1
0
.
5
4
4
0
.
0
6
6
8
.
0
1
1
0
.
0
0
0
Hy
p
o
th
esis
1
s
tates
th
at
th
e
q
u
ality
of
ac
a
d
em
ic
s
er
v
ices
h
as
a
d
ir
ec
t
ef
f
ec
t
on
co
n
s
u
m
e
r
b
eh
av
i
o
r
.
T
est
r
esu
lts
on
th
e
p
at
h
co
e
f
f
i
cien
t
b
etwe
en
th
e
q
u
ality
of
a
ca
d
em
ic
s
er
v
ices
with
co
n
s
u
m
er
b
eh
a
v
io
r
i
n
d
icate
th
e
ex
is
ten
ce
of
a
p
ath
co
ef
f
ic
ien
t
of
0
.
3
1
wh
ic
h
is
g
r
ea
te
r
t
h
an
0
.
1
a
n
d
s
ig
n
if
ican
t
at
α
=0
.
0
5
,
th
u
s
h
y
p
o
th
esis
1
is
ac
ce
p
ted
.
Hy
p
o
th
esis
2
s
tates
th
at
co
n
s
u
m
p
tio
n
m
o
tiv
atio
n
h
as
a
d
ir
ec
t
ef
f
ec
t
on
co
n
s
u
m
e
r
b
eh
a
v
io
r
.
T
h
e
test
r
esu
lts
on
th
e
p
ath
co
ef
f
icien
t
b
etwe
en
co
n
s
u
m
p
tio
n
m
o
t
iv
atio
n
an
d
co
n
s
u
m
er
b
eh
a
v
io
r
in
d
icate
a
p
ath
co
ef
f
icien
t
of
0
.
4
1
9
wh
ic
h
is
g
r
ea
ter
th
an
0
.
1
a
n
d
s
ig
n
if
ican
t
at
α
=0
.
0
5
,
th
u
s
h
y
p
o
t
h
esis
2
is
ac
ce
p
ted
.
B
ased
on
th
e
lev
el
of
s
ig
n
if
ica
n
ce
of
th
e
in
f
l
u
en
ce
of
s
er
v
ice
q
u
ality
an
d
co
n
s
u
m
p
tio
n
m
o
ti
v
atio
n
on
th
e
co
n
s
u
m
p
tio
n
b
e
h
av
io
r
of
th
ese
s
tu
d
en
ts
,
it
s
u
p
p
o
r
ts
th
e
ass
u
m
p
tio
n
th
at
th
e
m
ain
ef
f
ec
t
of
th
e
in
d
ep
en
d
en
t
v
ar
iab
le
on
th
e
d
ep
en
d
en
t
v
ar
ia
b
le
m
u
s
t
be
f
u
lf
illed
s
ig
n
if
ican
tly
,
so
th
at
th
e
test
of
m
ed
iatio
n
ef
f
ec
ts
can
be
ca
r
r
ied
o
u
t
[
4
6
]
.
Hy
p
o
th
esis
3
s
tates
th
at
th
e
q
u
ality
of
ac
a
d
em
ic
s
er
v
ices
d
ir
ec
tly
in
f
lu
e
n
ces
co
n
s
u
m
e
r
b
e
h
av
io
r
th
r
o
u
g
h
c
o
n
s
u
m
p
tio
n
m
o
tiv
atio
n
.
B
ased
on
T
a
b
le
7,
th
e
test
r
esu
lts
on
th
e
p
ath
c
o
ef
f
icien
t
b
etwe
en
ac
ad
em
ic
s
er
v
ice
q
u
ality
an
d
co
n
s
u
m
er
b
e
h
av
io
r
in
d
icate
th
r
o
u
g
h
co
n
s
u
m
p
tio
n
m
o
tiv
atio
n
th
at
th
er
e
is
a
p
at
h
co
ef
f
icien
t
of
0
.
2
2
2
wh
ich
is
g
r
ea
ter
th
a
n
0
.
1
an
d
s
ig
n
if
ican
t
at
α
=0
.
0
5
,
as
s
ee
n
in
T
a
b
le
7,
th
u
s
h
y
p
o
th
esis
3
is
ac
ce
p
ted
.
T
ab
le
7.
I
n
d
ir
ec
t
ef
f
ec
ts
of
s
er
v
ice
q
u
ality
on
co
n
s
u
m
er
b
e
h
a
v
io
r
th
r
o
u
g
h
co
n
s
u
m
er
m
o
ti
v
a
tio
n
V
a
r
i
a
b
l
e
O
r
i
g
i
n
a
l
samp
l
e
s
S
a
mp
l
e
a
v
e
r
a
g
e
s
S
t
a
n
d
a
r
d
d
e
v
i
a
t
i
o
n
T
st
a
t
i
st
i
c
s
P
v
a
l
u
e
s
Q
u
a
l
i
t
y
s
e
r
v
i
c
e
→
C
o
n
s
u
mer
m
o
t
i
v
a
t
i
o
n
→
C
o
n
su
m
e
r
b
e
h
a
v
i
o
r
0
.
2
2
2
0
.
2
3
2
0
.
0
6
2
3
.
5
9
9
0
.
0
0
0
3
.
3
.
Str
uct
ura
l
m
o
del e
v
a
lua
t
io
n
T
h
e
co
e
f
f
icien
t
of
d
eter
m
in
a
tio
n
s
h
o
ws
th
e
ab
ilit
y
of
t
h
e
m
o
d
el
to
p
r
ed
ict
th
e
i
n
f
lu
e
n
ce
of
th
e
ex
o
g
en
o
u
s
v
ar
iab
le
(
s
)
to
th
e
e
n
d
o
g
e
n
o
u
s
v
a
r
iab
le.
T
h
e
m
o
d
el
is
co
n
s
id
er
ed
weak
as
a
p
r
e
d
icto
r
if
th
e
v
alu
e
of
R
2
is
les
s
or
eq
u
al
to
0
.
1
9
[
4
2
]
.
T
h
e
m
o
d
el
is
co
n
s
id
er
e
d
m
o
d
er
ate
if
th
e
R
2
v
alu
e
is
0
.
3
3
,
an
d
th
e
m
o
d
el
is
co
n
s
id
er
ed
s
tr
o
n
g
as
a
p
r
ed
ict
o
r
if
th
e
v
alu
e
of
R
2
is
eq
u
al
to
or
g
r
ea
te
r
th
an
0
.
6
7
.
T
h
e
R
2
v
alu
es
g
en
er
ated
f
r
o
m
th
e
PLS
p
r
o
g
r
am
ar
e
s
h
o
wn
in
T
ab
le
8.
T
ab
le
8
s
h
o
ws
th
at
th
e
R
2
v
alu
e
f
o
r
th
e
co
n
s
u
m
er
b
eh
a
v
i
o
r
v
ar
iab
le
is
0
.
7
2
5
.
T
h
e
co
e
f
f
icien
t
of
d
eter
m
in
atio
n
e
x
p
lain
s
th
at
t
h
e
ab
ilit
y
of
th
e
m
o
d
el
to
p
r
e
d
ict
th
e
ef
f
ec
t
of
s
er
v
ice
q
u
alit
y
an
d
co
n
s
u
m
p
tio
n
m
o
tiv
atio
n
v
ar
iab
les
on
co
n
s
u
m
er
b
e
h
av
io
r
is
7
2
.
5
p
er
ce
n
t.
T
h
e
v
al
u
e
of
R
2
f
o
r
th
e
co
n
s
u
m
p
tio
n
m
o
tiv
atio
n
v
ar
iab
le
is
0
.
5
5
7
,
ex
p
lain
in
g
th
at
th
e
ef
f
ec
t
ca
u
s
ed
by
th
e
s
e
r
v
ice
q
u
ality
v
ar
ia
b
le
on
co
n
s
u
m
p
tio
n
m
o
tiv
atio
n
is
5
5
.
7
p
er
ce
n
t.
T
h
u
s
,
it
can
be
co
n
clu
d
e
d
th
at
b
o
t
h
m
o
d
els
can
m
o
d
er
ately
p
r
e
d
ict
th
e
r
el
atio
n
s
h
ip
b
etwe
en
th
e
co
n
ce
r
n
ed
v
a
r
iab
les.
T
ab
le
8
.
Stru
ctu
r
al
m
o
d
el
ev
al
u
atio
n
V
a
r
i
a
b
l
e
R
s
q
u
a
r
e
A
d
j
u
st
e
d
R
sq
u
a
r
e
C
o
n
s
u
mer
b
e
h
a
v
i
o
r
0
.
7
2
5
0
.
7
1
9
C
o
n
s
u
mer
m
o
t
i
v
a
t
i
o
n
0
.
5
5
7
0
.
5
5
2
3
.
4
.
P
a
t
h
co
ef
f
icient
(
β
)
T
h
e
p
at
h
co
e
f
f
icien
ts
in
th
e
r
e
s
ea
r
ch
m
o
d
el
in
T
ab
le
9
how
th
at
all
p
ath
s
h
av
e
co
ef
f
icien
t
v
alu
es
in
th
e
r
an
g
e
of
0
.
0
5
0
to
0
.
7
3
5
.
Path
co
ef
f
icien
t
v
alu
es
th
at
r
an
g
e
in
th
e
r
an
g
e
of
-
0
.
1
to
0
.
1
ar
e
co
n
s
id
er
ed
in
s
ig
n
if
ican
t,
v
alu
es
g
r
ea
ter
th
an
0
.
1
ar
e
s
ig
n
if
ican
t
an
d
d
ir
e
ctly
p
r
o
p
o
r
tio
n
al,
an
d
v
alu
es
s
m
aller
th
an
-
0
.
1
is
a
s
ig
n
if
ican
t
v
alu
e
an
d
in
v
er
s
ely
p
r
o
p
o
r
tio
n
al
[
4
5
]
.
B
ased
on
th
e
r
esu
lts
of
PLS
o
u
tp
u
t,
as
s
h
o
wn
in
T
ab
le
9,
it
ap
p
ea
r
s
th
at
all
l
in
es
h
av
e
c
o
ef
f
icien
t
v
alu
es
of
more
th
an
0
.
1
0
0
.
Mo
r
e
co
n
cisely
,
th
e
r
e
s
u
lts
of
th
e
an
aly
s
is
of
th
e
esti
m
ated
PLS
m
o
d
el
ca
n
be
illu
s
tr
ated
in
Fig
u
r
e
1.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2
2
5
2
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8
8
2
2
I
n
t
J
E
v
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&
R
es
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d
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c
,
Vo
l
.
10
,
No
.
1
,
Ma
r
ch
2
0
2
1
:
8
6
-
96
92
T
ab
le
9.
Mo
d
el
p
ath
c
o
ef
f
icie
n
ts
V
a
r
i
a
b
l
e
O
r
i
g
i
n
a
l
samp
l
e
s
S
a
mp
l
e
a
v
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a
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s
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t
a
n
d
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r
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a
t
i
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T
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t
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c
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a
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s
C
o
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mer
m
o
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i
v
a
t
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n
→
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o
n
su
m
e
r
b
e
h
a
v
i
o
r
0
.
4
1
9
0
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4
2
5
0
.
0
9
4
4
.
4
7
7
0
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0
0
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Q
u
a
l
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t
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s
e
r
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mer
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v
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3
1
0
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3
1
3
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9
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.
1
5
6
0
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0
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2
Q
u
a
l
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t
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s
e
r
v
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mer
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t
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v
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t
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n
0
.
5
3
1
0
.
5
4
4
0
.
0
6
6
8
.
0
1
1
0
.
0
0
0
Fig
u
r
e
1.
Path
d
iag
r
am
of
in
f
lu
en
ce
of
s
er
v
ice
q
u
ality
on
c
o
n
s
u
m
er
b
eh
av
io
r
t
h
r
o
u
g
h
c
o
n
s
u
m
p
tio
n
m
o
tiv
atio
n
v
ar
iab
les
4.
DIS
CU
SS
I
O
N
4
.
1
.
E
f
f
ec
t
of
s
er
v
ice
qu
a
lity
o
n c
o
ns
um
er
beha
v
io
r
(
s
t
ud
ent
s
)
B
ased
on
th
e
an
aly
s
is
u
s
in
g
t
h
e
SEM
-
PLS
ap
p
r
o
ac
h
,
th
e
s
e
r
v
ice
q
u
ality
v
ar
ia
b
le
h
as
a
p
o
s
itiv
e
an
d
s
ig
n
if
ican
t
ef
f
ec
t
with
a
p
ath
c
o
ef
f
icien
t
of
0
.
3
1
.
T
h
at
is
,
if
t
h
e
ac
ad
em
ic
s
er
v
ice
q
u
ality
s
c
o
r
e
in
cr
e
ases
by
10
u
n
its
,
s
tu
d
en
t
s
atis
f
ac
tio
n
in
u
s
in
g
th
e
s
er
v
ice
will
in
cr
ea
s
e
by
3
.
1
u
n
its
.
So
m
e
in
d
icato
r
s
of
th
e
q
u
ality
of
ac
ad
em
ic
s
er
v
ices
th
at
co
n
tr
ib
u
te
to
in
f
lu
e
n
cin
g
s
tu
d
e
n
t
co
n
s
u
m
p
tio
n
b
eh
av
io
r
ar
e
th
e
r
eliab
ilit
y
of
o
f
f
icer
s
in
p
r
o
v
id
i
n
g
ac
ad
e
m
ic
s
er
v
ices,
ac
cu
r
ac
y
in
t
h
e
d
eliv
er
y
of
in
f
o
r
m
atio
n
,
r
esp
o
n
s
iv
en
ess
in
r
esp
o
n
d
in
g
to
co
m
p
lain
ts
an
d
r
eq
u
ests
of
s
tu
d
en
ts
,
an
d
h
ar
m
o
n
izatio
n
of
s
er
v
ice
r
elatio
n
s
b
etwe
en
o
f
f
icer
s
an
d
s
tu
d
en
ts
.
T
h
ese
r
esu
lts
ex
p
lain
th
at
s
tu
d
en
ts
wan
t
ac
a
d
em
ic
s
er
v
ic
es
p
r
o
v
id
e
d
by
t
h
e
Un
iv
e
r
s
ity
of
J
am
bi
to
h
a
v
e
q
u
ality
s
tan
d
ar
d
s
as
in
d
icate
d
by
th
ese
in
d
icato
r
s
an
d
s
tu
d
en
ts
do
not
ta
k
e
in
t
o
ac
c
o
u
n
t
o
t
h
er
a
ca
d
em
ic
s
er
v
ice
in
d
icato
r
s
s
u
ch
as
th
e
co
m
p
leten
ess
of
f
ac
ilit
ies,
c
o
m
f
o
r
t
of
ac
ad
e
m
ic
f
ac
ilit
ies,
th
e
ap
p
ea
r
a
n
ce
of
ac
ad
em
ic
o
f
f
icials,
s
u
itab
ilit
y
an
d
tim
elin
ess
of
s
er
v
ices,
ac
a
d
em
ic
s
taf
f
s
er
v
ice
c
o
m
p
eten
c
ies,
s
er
v
ice
o
f
f
ice
r
r
esp
o
n
s
ib
ilit
ies
an
d
s
er
v
ice
s
t
af
f
attitu
d
es.
T
h
e
r
esu
lts
of
th
is
s
tu
d
y
ar
e
r
elev
an
t
to
r
esear
ch
[
1
]
,
it
i
s
ju
s
t
th
a
t
th
e
r
esu
lts
of
th
e
s
tu
d
y
p
r
io
r
itize
th
e
q
u
ality
-
of
-
s
er
v
ice
a
v
ailab
ilit
y
f
o
r
s
p
ac
e
to
s
u
p
p
o
r
t
s
tu
d
en
t
ac
tiv
ities
an
d
th
e
av
ailab
ilit
y
of
b
o
o
k
s
an
d
t
ea
ch
in
g
m
ater
ials
r
elate
d
to
th
e
s
y
llab
u
s
.
T
h
e
r
esu
lts
of
th
is
s
tu
d
y
ar
e
al
s
o
s
u
p
p
o
r
te
d
by
f
i
n
d
in
g
s
[
1
5
]
wh
ich
s
tate
th
at
s
tu
d
en
ts
'
p
er
c
ep
tio
n
s
of
s
er
v
ice
q
u
ality
ar
e
p
o
s
itiv
ely
co
r
r
elate
d
with
t
h
e
s
atis
f
ac
tio
n
of
u
s
in
g
th
o
s
e
s
er
v
ices.
Oth
er
r
esear
ch
r
esu
lts
th
at
ar
e
also
r
elev
a
n
t
to
t
h
is
r
esear
ch
ar
e
r
esear
ch
c
o
n
d
u
cted
by
[
2
8
]
.
W
h
er
e
t
h
e
r
es
u
lts
of
th
e
a
n
aly
s
is
co
n
f
ir
m
th
e
ex
is
ten
ce
of
a
p
o
s
itiv
e
an
d
s
ig
n
if
ican
t
ef
f
e
ct
b
et
wee
n
th
e
q
u
ality
of
ac
ad
em
ic
s
er
v
ices
on
s
tu
d
e
nt
s
atis
f
ac
tio
n
with
s
ig
v
alu
es
0
.
0
4
6
<α
(
0
.
0
5
)
.
T
h
u
s
,
it
can
be
co
n
clu
d
ed
th
at
s
er
v
ice
q
u
ality
is
a
d
eter
m
in
in
g
f
ac
to
r
in
s
tu
d
en
t
s
atis
f
ac
tio
n
in
u
tili
zin
g
ac
ad
em
ic
s
er
v
i
ce
s
.
T
h
is
s
atis
f
ac
tio
n
is
m
an
if
ested
in
its
b
e
h
av
io
r
wh
ich
m
ak
es
th
e
Un
iv
er
s
ity
of
J
am
b
i's
ac
ad
em
ic
s
er
v
ice
th
e
b
est
ch
o
ice
as
an
in
s
titu
tio
n
th
at
is
b
eliev
ed
to
be
ab
le
to
m
ee
t
th
e
lear
n
in
g
n
ee
d
s
ca
r
r
ied
out
co
n
s
is
ten
tly
.
4
.
2
.
E
f
f
ec
t
of
co
ns
um
ptio
n
mo
t
iv
a
t
io
n
on
co
ns
um
er
beha
v
io
r
(
s
t
ud
ent
s
)
T
h
e
r
esu
lts
of
th
e
PLS
m
o
d
el
an
aly
s
is
s
h
o
w
th
e
co
n
s
u
m
p
tio
n
m
o
tiv
atio
n
v
ar
iab
le
h
av
e
a
p
o
s
itiv
e
an
d
s
ig
n
if
ican
t
ef
f
ec
t
on
s
tu
d
en
t
b
eh
a
v
io
r
in
u
tili
zin
g
ac
a
d
em
ic
s
er
v
ices.
T
h
e
p
ath
co
e
f
f
icien
t
of
in
f
lu
en
ce
was
o
b
tain
ed
at
0
.
4
1
9
.
T
h
at
i
s
,
if
th
e
co
n
s
u
m
p
tio
n
m
o
tiv
at
io
n
s
co
r
e
in
c
r
ea
s
es
by
10
u
n
i
ts
,
it
will
in
cr
ea
s
e
s
tu
d
en
t
s
atis
f
ac
tio
n
s
co
r
es
in
u
tili
zin
g
ac
ad
em
ic
s
er
v
ices
by
4
.
1
9
u
n
its
.
C
o
n
s
u
m
p
tio
n
m
o
tiv
atio
n
s
h
o
ws
th
e
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t
J
E
v
al
&
R
es
E
d
u
c
I
SS
N:
2252
-
8
8
2
2
E
ffect
o
f ser
vice
q
u
a
lity a
n
d
m
o
tiva
tio
n
o
n
th
e
co
n
s
u
mp
tio
n
b
eh
a
vio
r
o
f stu
d
e
n
ts
in
th
e
…
(
K
u
s
w
a
n
to
)
93
ex
is
ten
ce
of
s
tu
d
en
ts
'
en
co
u
r
a
g
em
en
t
in
u
tili
zin
g
ac
a
d
em
ic
s
er
v
ices.
Stu
d
en
ts
wh
o
h
av
e
h
ig
h
m
o
tiv
atio
n
in
u
tili
zin
g
ac
ad
em
ic
s
er
v
ices
will
in
cr
ea
s
in
g
ly
s
h
o
w
p
o
s
itiv
e
b
eh
av
io
r
to
war
d
s
ac
ad
em
ic
s
e
r
v
ices
p
r
o
v
id
ed
by
th
e
Un
iv
er
s
ity
of
J
am
b
i.
I
n
d
ic
ato
r
s
of
s
tu
d
en
t
co
n
s
u
m
p
tio
n
m
o
tiv
atio
n
th
at
co
n
tr
ib
u
te
to
i
n
f
lu
en
cin
g
b
eh
a
v
io
r
in
u
tili
zin
g
ac
ad
em
ic
s
er
v
ices
ar
e
th
e
b
elief
in
th
e
s
er
v
ices
co
n
s
u
m
ed
t
h
at
will
f
ac
ilit
ate
th
e
co
m
p
letio
n
of
ac
ad
em
ic
af
f
air
s
an
d
th
e
ex
is
ten
ce
of
attr
ac
tiv
e
o
f
f
er
s
f
r
o
m
h
ig
h
er
ed
u
ca
ti
o
n
in
s
ti
tu
tio
n
s
.
T
h
at
is
,
s
tu
d
en
ts
ar
e
more
m
o
tiv
ated
to
u
s
e
ac
ad
e
m
ic
s
er
v
ices
p
r
o
v
id
ed
by
t
h
e
Un
iv
er
s
ity
of
J
am
b
i
b
ec
au
s
e
it
is
b
ased
on
th
ese
in
d
icato
r
s
,
wh
ile
th
e
o
t
h
er
in
d
i
ca
to
r
s
ar
e
co
n
s
id
er
e
d
less
r
ef
lectiv
e
of
th
eir
d
esire
s
.
T
h
is
s
u
p
p
o
r
ts
s
am
e
ass
u
m
p
tio
n
f
o
r
m
p
r
ev
io
u
s
s
tu
d
ies
th
at
t
h
e
in
ten
tio
n
of
s
tu
d
e
n
ts
to
co
n
s
u
m
e
h
as
a
s
ig
n
if
ican
t
in
f
lu
e
n
ce
on
co
n
s
u
m
er
b
eh
av
i
o
r
a
n
d
th
eir
p
r
o
s
p
ec
tiv
e
p
u
r
ch
asin
g
d
ec
is
io
n
s
[
4
7
]
.
Oth
er
r
esear
ch
f
in
d
in
g
s
th
at
also
r
ein
f
o
r
ce
t
h
is
f
in
d
in
g
s
h
o
ws
th
at
co
n
s
u
m
e
r
b
eh
a
v
io
r
is
in
f
lu
en
ce
d
by
th
eir
n
ee
d
s
an
d
o
t
h
er
f
ac
to
r
s
s
u
ch
as
b
r
an
d
d
esig
n
,
p
r
o
d
u
ct
q
u
ality
an
d
p
r
o
d
u
ct
im
ag
e
[
4
8
]
.
In
co
n
tr
ast
to
t
h
e
r
esear
ch
co
n
d
u
cted
[
4
9
]
,
co
n
s
u
m
er
p
u
r
ch
a
s
e
m
o
tiv
atio
n
is
in
f
lu
en
ce
d
by
b
eh
av
i
o
r
ev
en
th
o
u
g
h
th
e
r
esu
lts
ar
e
n
o
t
s
ig
n
if
ican
t.
T
he
r
esu
lts
of
p
r
ev
io
u
s
r
esear
ch
[
6
]
s
h
o
w
s
a
co
n
f
lictin
g
f
in
d
i
n
g
,
wh
er
e
p
s
y
ch
o
lo
g
ical
f
ac
to
r
s
n
eg
ativ
ely
af
f
ec
t
co
n
s
u
m
er
b
eh
av
io
r
.
T
h
is
h
ap
p
en
s
b
ec
au
s
e
s
tu
d
en
ts
wh
o
h
av
e
a
b
etter
p
er
ce
p
tio
n
of
th
e
f
u
n
cti
o
n
of
item
s
ca
u
s
e
co
n
s
u
m
p
tio
n
b
eh
a
v
io
r
to
be
n
e
g
ativ
e.
B
ased
on
th
e
ab
o
v
e
f
i
n
d
in
g
s
a
n
d
s
o
m
e
of
th
e
p
r
ev
i
o
u
s
r
esea
r
ch
r
esu
lts
,
it
can
be
co
n
clu
d
e
d
th
at
th
e
co
n
s
u
m
p
tio
n
m
o
tiv
atio
n
f
ac
to
r
g
r
ea
tly
d
eter
m
i
n
es
s
tu
d
en
t
s
a
tis
f
ac
tio
n
in
u
tili
zin
g
ac
ad
em
i
c
s
er
v
ices
p
r
o
v
id
ed
by
th
e
Un
iv
er
s
ity
of
J
am
b
i.
Stu
d
en
ts
wh
o
b
eliev
e
in
th
e
cr
e
d
ib
ilit
y
of
ac
ad
em
ic
s
er
v
ices
an
d
th
e
ex
is
ten
ce
of
attr
ac
tiv
e
o
f
f
er
s
f
r
o
m
h
ig
h
er
ed
u
ca
tio
n
in
s
titu
tio
n
s
will
f
o
r
m
p
o
s
itiv
e
b
eh
a
v
io
r
in
u
til
izin
g
th
e
ac
ad
em
ic
s
er
v
ices.
4
.
3
.
E
f
f
ec
t
of
s
er
v
ice
qu
a
lity
on
co
ns
um
er
beha
v
io
r
(
s
t
ud
ent
)
t
hro
ug
h
co
ns
um
ptio
n
m
o
t
iv
a
t
io
n
v
a
ria
bles
T
h
e
r
esu
lts
of
t
h
e
an
al
y
s
is
u
s
in
g
th
e
PLS
m
o
d
el
s
h
o
w
a
m
e
d
iatin
g
ef
f
ec
t
ca
u
s
ed
by
th
e
c
o
n
s
u
m
p
tio
n
m
o
tiv
atio
n
v
a
r
iab
le
in
s
h
ap
in
g
th
e
ef
f
ec
t
of
s
er
v
ice
q
u
alit
y
on
co
n
s
u
m
er
b
e
h
av
io
r
(
s
tu
d
en
t)
.
T
h
ese
r
esu
lts
ex
p
lain
th
at
t
h
e
q
u
ality
of
ac
ad
em
ic
s
er
v
ices
will
in
f
lu
en
c
e
co
n
s
u
m
er
b
eh
a
v
io
r
(
s
tu
d
en
t
)
if
th
e
s
tu
d
en
t
is
m
o
tiv
ated
to
tak
e
a
d
v
an
ta
g
e
of
ac
ad
em
ic
s
er
v
ices
p
r
o
v
id
ed
by
h
ig
h
er
ed
u
ca
tio
n
in
s
titu
tio
n
s
.
In
an
o
th
er
s
en
s
e,
ev
en
th
o
u
g
h
ac
a
d
em
ic
s
er
v
ice
s
ar
e
of
h
ig
h
q
u
ality
,
s
tu
d
en
ts
ar
e
less
m
o
tiv
ated
to
u
s
e
th
em
,
so
th
ey
will
not
f
o
r
m
p
o
s
itiv
e
co
n
s
u
m
er
(
s
tu
d
e
n
t)
b
eh
a
v
io
r
.
T
h
e
r
esu
lts
of
th
is
s
tu
d
y
a
r
e
s
u
p
p
o
r
ted
by
r
esear
ch
co
n
d
u
ct
ed
by
Gu
n
awa
n
[
5
0
]
,
wh
e
r
e
c
o
n
s
u
m
p
tio
n
m
o
tiv
atio
n
an
d
attitu
d
e
a
r
e
v
e
r
y
s
ig
n
if
ica
n
t
f
ac
to
r
s
af
f
ec
tin
g
co
n
s
u
m
e
r
b
eh
av
io
r
.
Me
n
s
ah
[
5
1
]
in
h
is
r
esear
ch
also
p
r
o
v
ed
th
e
s
am
e
ef
f
ec
t
of
s
er
v
ice
q
u
ality
on
cu
s
to
m
er
s
atis
f
ac
tio
n
.
I
t's
ju
s
t
th
at
in
th
is
s
tu
d
y
s
er
v
ice
q
u
ality
was
test
ed
as
a
m
o
d
e
r
atin
g
v
ar
ia
b
le
th
e
ef
f
ec
t
of
c
u
s
to
m
er
s
atis
f
ac
tio
n
on
p
u
r
ch
ase
in
ten
tio
n
s
.
T
h
e
r
esu
lts
ex
p
lain
th
at
th
is
v
ar
iab
le
ca
n
n
o
t
m
o
d
e
r
ate
th
e
e
f
f
ec
t
of
b
ein
g
test
ed
.
Dif
f
e
r
en
t
f
in
d
in
g
s
f
r
o
m
th
e
SEM
an
aly
s
is
s
h
o
w
th
at
s
er
v
ice
q
u
ality
v
ar
iab
les
do
not
s
ig
n
if
ican
tly
af
f
ec
t
c
u
s
to
m
er
s
atis
f
ac
tio
n
,
b
u
t
do
n
o
t
in
f
lu
en
ce
p
u
r
ch
asin
g
d
ec
is
io
n
s
[
5
2
]
.
B
ased
on
th
e
r
esu
lts
of
th
is
s
tu
d
y
,
e
x
p
lain
in
g
th
at
th
e
q
u
alit
y
of
ac
a
d
em
ic
g
o
als
d
esire
d
by
s
tu
d
en
ts
to
h
ig
h
e
r
ed
u
ca
tio
n
i
n
s
titu
tio
n
s
is
th
e
r
eliab
ilit
y
of
o
f
f
icer
s
in
p
r
o
v
id
i
n
g
ac
a
d
em
ic
s
er
v
ic
es,
ac
cu
r
ac
y
in
th
e
d
eliv
er
y
of
in
f
o
r
m
atio
n
,
r
esp
o
n
s
iv
en
ess
in
r
esp
o
n
d
in
g
to
co
m
p
lain
ts
an
d
r
eq
u
ests
of
s
tu
d
en
ts
,
an
d
h
ar
m
o
n
izatio
n
of
s
er
v
ice
r
elat
io
n
s
h
ip
s
b
etwe
en
o
f
f
icer
s
an
d
s
tu
d
en
ts
.
T
h
e
q
u
ality
of
ac
a
d
em
ic
s
er
v
ices
will
f
o
r
m
p
o
s
itiv
e
co
n
s
u
m
p
tio
n
b
e
h
av
io
r
if
s
tu
d
en
ts
b
eliev
e
th
e
ac
ad
em
ic
s
er
v
ices
th
at
ar
e
u
tili
ze
d
will
f
ac
ilit
at
e
th
e
co
m
p
letio
n
of
ac
ad
em
ic
a
f
f
air
s
an
d
th
e
ex
is
ten
ce
of
att
r
ac
tiv
e
o
f
f
er
s
f
r
o
m
h
ig
h
er
ed
u
ca
tio
n
in
s
titu
tio
n
s
.
Stu
d
en
ts
wh
o
ar
e
s
ati
s
f
ied
with
ac
ad
em
ic
s
er
v
ices
will
m
ak
e
th
e
Un
iv
er
s
ity
of
J
am
b
i
ac
ad
em
ic
s
er
v
ices
th
e
b
est
ch
o
ice
an
d
c
h
o
o
s
e
th
e
m
as
ed
u
ca
tio
n
al
in
s
titu
tio
n
s
to
m
ee
t
th
eir
lear
n
in
g
n
ee
d
s
in
t
h
e
n
ex
t
p
er
io
d
.
5.
CO
NCLU
SI
O
N
Qu
ality
ac
ad
em
ic
s
er
v
ices
ar
e
ex
p
ec
ted
to
in
cr
ea
s
e
s
atis
f
ac
ti
o
n
of
s
tu
d
en
ts
in
u
tili
zin
g
th
ese
s
er
v
ices
p
r
o
v
id
e
d
by
a
n
y
e
d
u
ca
tio
n
al
in
s
titu
tio
n
.
T
h
e
q
u
ality
of
ac
ad
em
ic
s
er
v
ices
b
ec
o
m
es
m
e
an
in
g
f
u
l
in
s
h
a
p
in
g
p
o
s
itiv
e
co
n
s
u
m
er
b
eh
av
io
r
if
it
is
s
u
p
p
o
r
ted
by
th
e
m
o
tiv
a
tio
n
of
s
tu
d
en
ts
to
u
s
e
it.
B
as
ed
on
th
e
r
esu
lts
of
th
is
s
tu
d
y
,
it
can
be
co
n
clu
d
e
d
th
at
th
e
d
o
m
in
an
t
co
n
s
u
m
p
t
io
n
b
eh
a
v
io
r
ex
h
ib
ited
by
s
tu
d
en
ts
is
to
m
ak
e
th
e
Un
iv
er
s
ity
of
J
am
b
i'
s
ac
ad
em
ic
s
er
v
ice
th
e
b
est
ch
o
ice
as
a
h
ig
h
er
ed
u
ca
tio
n
in
s
titu
tio
n
to
m
ee
t
lear
n
in
g
n
ee
d
s
on
an
o
n
g
o
i
n
g
b
asis
.
T
h
e
q
u
ality
of
ac
ad
e
m
ic
s
er
v
ices
th
at
ar
e
h
ig
h
ly
ex
p
ec
ted
by
s
tu
d
en
ts
f
r
o
m
h
i
g
h
er
ed
u
ca
tio
n
in
s
titu
tio
n
s
is
th
e
r
e
liab
ilit
y
of
o
f
f
icer
s
in
p
r
o
v
id
i
n
g
ac
ad
em
ic
s
er
v
ices,
ac
cu
r
ac
y
in
th
e
d
eliv
er
y
of
in
f
o
r
m
atio
n
,
r
esp
o
n
s
iv
en
ess
in
r
esp
o
n
d
in
g
to
co
m
p
lai
n
ts
,
an
d
r
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Evaluation Warning : The document was created with Spire.PDF for Python.
I
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T
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T
h
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n
am
ely
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o
lv
in
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o
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er
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ar
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les.
ACK
NO
WL
E
DG
E
M
E
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S
T
h
e
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th
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ld
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e
to
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k
th
e
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P
an
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th
e
R
ec
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Un
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r
s
ity
o
f
J
am
b
i
f
o
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f
ac
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g
th
is
r
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ch
.
T
h
e
au
th
o
r
also
th
an
k
s
s
tu
d
en
ts
wh
o
co
o
p
er
ativ
ely
p
r
o
v
id
e
t
h
e
d
ata
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d
in
f
o
r
m
atio
n
n
ee
d
ed
in
th
is
s
tu
d
y
.
RE
F
E
R
E
NC
E
S
[1
]
S
u
ro
t
o
,
et
a
l.
,
“
S
t
u
d
e
n
ts’
S
a
ti
sfa
c
ti
o
n
on
Ac
a
d
e
m
ic
S
e
rv
ice
s
in
Hig
h
e
r
Ed
u
c
a
ti
o
n
Us
in
g
Im
p
o
rta
n
c
e
-
P
e
rfo
rm
a
n
c
e
An
a
ly
sis
,”
Co
mTec
h
,
v
o
l.
8,
n
o
.
1,
p
p
.
37
-
43,
2
0
1
7
.
[2
]
E.
In
d
ra
y
a
n
i
,
“
M
a
n
a
g
e
m
e
n
t
of
Hig
h
e
r
E
d
u
c
a
ti
o
n
Ac
a
d
e
m
ic
In
f
o
rm
a
ti
o
n
S
y
ste
m
s
Ba
se
d
on
In
fo
rm
a
ti
o
n
a
n
d
Co
m
m
u
n
ica
ti
o
n
Tec
h
n
o
l
o
g
y
(IC
T)
(in
Ba
h
a
sa
)
,”
J
u
rn
a
l
Pen
e
li
ti
a
n
Pen
d
id
ik
a
n
,
v
o
l.
1
2
,
n
o
.
1,
p
p
.
45
-
4
0
,
2
0
1
1
.
[3
]
K.
B.
M
u
ly
o
n
o
,
“
Cu
lt
u
ra
l
I
n
flu
e
n
c
e
s,
S
o
c
ial
F
a
c
to
rs,
C
o
n
su
m
p
ti
o
n
Lea
rn
in
g
,
a
n
d
C
o
n
su
m
e
r
A
tt
it
u
d
e
s
to
wa
rd
Co
n
su
m
e
r
Be
h
a
v
io
r
th
r
o
u
g
h
Co
n
su
m
e
r
In
ten
ti
o
n
s
in
S
e
m
a
ra
n
g
Cit
y
Hi
g
h
S
c
h
o
o
l
S
t
u
d
e
n
ts
(i
n
Ba
h
a
s
a
)
,”
J
o
u
rn
a
l
of
Eco
n
o
mic
Ed
u
c
a
ti
o
n
,
v
o
l
3,
n
o
.
2,
pp.
1
-
7,
2
0
1
4
.
[4
]
B.
S
wa
sth
a
,
I
n
tro
d
u
c
ti
o
n
to
M
o
d
e
rn
Bu
si
n
e
ss
,
In
tr
o
d
u
c
ti
o
n
to
M
o
d
e
rn
Co
r
p
o
r
a
te
Eco
n
o
mic
s
(
in
B
a
h
a
sa
)
.
Ja
k
a
rta:
Li
b
e
rty
,
2
0
0
0
.
[5
]
P.
Ko
tl
e
r
a
n
d
K.
L.
Ke
ll
e
r,
M
a
rk
e
ti
n
g
M
a
n
a
g
e
me
n
t
,
V
o
lu
m
e
1
(B.
S
a
b
ra
n
,
Tra
n
s.)
.
Ja
k
a
rta:
Er
lan
g
g
a
,
2
0
0
8
.
[6
]
S
u
n
a
n
ik
,
“
A
n
An
a
ly
sis
of
F
a
c
to
rs
Th
a
t
In
f
lu
e
n
c
e
d
S
tu
d
e
n
t
s’
Co
n
su
m
p
ti
o
n
Be
h
a
v
i
o
r
at
S
TKIP
P
G
RI
Tu
lu
n
g
a
g
u
n
g
,”
IO
S
R
J
o
u
rn
a
l
of
Bu
sin
e
ss
a
n
d
M
a
n
a
g
e
me
n
t
(IO
S
R
-
J
BM
)
,
v
o
l.
1
8
,
no.
1
1
,
pp.
15
-
20
,
2
0
1
6
,
d
o
i:
1
0
.
9
7
9
0
/
4
8
7
X
-
1
8
1
1
0
1
1
5
2
0
.
[7
]
S
c
h
iffma
n
a
n
d
Ka
n
u
k
,
C
o
n
s
u
me
r
Beh
a
v
io
r
,
7
t
h
Ed
.
Ja
k
a
rta:
I
n
d
e
k
s,
2
0
0
8
.
[8
]
Ch
risti
n
a
,
et
a
l.
,
“
An
a
l
y
sis
of
A
c
c
e
p
tan
c
e
a
n
d
Use
of
Oje
k
On
li
n
e
Tec
h
n
o
l
o
g
y
wit
h
TAM
(i
n
B
a
h
a
sa
)
,”
J
u
rn
a
l
Pen
d
i
d
ika
n
Eko
n
o
mi
&
B
isn
is
,
v
o
l.
6,
n
o
.
1,
pp.
34
-
4
5
,
2
0
1
8
,
d
o
i:
1
0
.
2
1
0
0
9
/JP
EB.
0
0
6
.
1
.
4
.
[9
]
A.
Aria
n
to
a
n
d
J.
S
o
jan
a
h
,
“
F
i
n
a
n
c
ial
Li
tera
c
y
as
an
Eff
o
rt
to
Im
p
r
o
v
e
P
a
re
n
t
R
o
le
on
Ch
i
l
d
re
n
C
o
n
s
u
m
e
r
Be
h
a
v
io
r,
”
I
n
ter
n
a
ti
o
n
a
l
J
o
u
r
n
a
l
of
Res
e
a
rc
h
&
Rev
iew
,
v
o
l.
6,
n
o
.
8,
pp.
1
1
3
-
1
1
9
,
2
0
1
9
.
[1
0
]
K.
Az
a
n
,
et
a
l.
,
“
Ac
a
d
e
m
ic
S
e
rv
ice
Qu
a
li
t
y
(i
n
Ba
h
a
sa
)
,”
J
u
r
n
a
l
Ad
mi
n
istra
si
Pen
d
id
ik
a
n
,
v
o
l.
2
2
,
no.
1,
pp.
1
9
0
-
2
0
3
,
2
0
1
5
.
[1
1
]
En
rico
,
et
a
l.
,
“
Th
e
F
a
c
to
rs
t
h
a
t
In
flu
e
n
c
e
d
C
o
n
s
u
m
p
ti
v
e
Be
h
a
v
io
r:
A
S
u
rv
e
y
of
U
n
iv
e
rsit
y
S
t
u
d
e
n
ts
in
Ja
k
a
rta,
”
In
ter
n
a
t
io
n
a
l
J
o
u
rn
a
l
of
S
c
ien
ti
fi
c
a
n
d
Res
e
a
rc
h
P
u
b
li
c
a
ti
o
n
s
,
v
o
l.
4,
n
o
.
1,
p
p
.
1
-
6,
2
0
1
4
[1
2
]
P.
Ra
n
i,
“
F
a
c
to
rs
in
f
lu
e
n
c
i
n
g
c
o
n
su
m
e
r
b
e
h
a
v
i
o
r,
”
In
t
.
J.
C
u
rr
.
Res
.
Aca
.
Rev
,
v
o
l.
2,
no.
9,
p
p
.
52
-
6
1
,
2
0
1
4
.
[1
3
]
J.
Ku
m
a
r
a
n
d
C.
L.
Ya
n
g
,
“
S
e
rv
ice
Qu
a
li
ty
a
n
d
Lo
y
a
lt
y
of
In
tern
a
ti
o
n
a
l
S
tu
d
e
n
ts
S
t
u
d
y
in
g
in
Th
e
F
ield
of
Ho
sp
it
a
li
t
y
a
n
d
T
o
u
rism
,
”
M
a
l
a
y
sia
n
O
n
li
n
e
J
o
u
rn
a
l
of
E
d
u
c
a
ti
o
n
a
l
M
a
n
a
g
e
me
n
t
,
v
o
l.
2,
n
o
.
3,
p
p
.
97
-
1
1
8
,
2
0
1
4
.
[1
4
]
D.
S
u
p
riad
i
,
a
n
d
U.
S.
S
a
’u
d
,
“
T
h
e
Eff
e
c
ti
v
e
n
e
ss
Of
Im
p
lem
e
n
ti
n
g
In
f
o
rm
a
ti
o
n
An
d
C
o
m
m
u
n
ica
ti
o
n
Tec
h
n
o
lo
g
y
On
S
tu
d
e
n
t
Ac
a
d
e
m
ic
S
e
rv
ice
s
(A
Ca
se
S
tu
d
y
in
Ba
n
d
u
n
g
In
stit
u
te
of
Tec
h
n
o
l
o
g
y
f
o
r
th
e
2
0
1
5
-
2
0
1
6
P
e
ri
o
d
)
,
”
In
ter
n
a
t
io
n
a
l
J
o
u
rn
a
l
of
E
d
u
c
a
ti
o
n
,
v
o
l.
9,
n
o
.
2,
p
p
.
1
3
9
-
1
4
8
,
2
0
1
7
,
d
o
i:
1
0
.
1
7
5
0
9
/i
je.
v
9
i
2
.
5
4
7
8
.
[1
5
]
A.
Az
a
m
,
“
S
e
rv
ice
Qu
a
li
ty
Dim
e
n
sio
n
s
a
n
d
S
t
u
d
e
n
ts’
S
a
ti
sfa
c
ti
o
n
:
A
stu
d
y
of
S
a
u
d
i
Ara
b
ian
P
riv
a
te
Hig
h
e
r
Ed
u
c
a
ti
o
n
I
n
stit
u
ti
o
n
s,”
Eu
r
o
p
e
a
n
On
li
n
e
J
o
u
rn
a
l
of
Na
t
u
ra
l
a
n
d
S
o
c
ia
l
S
c
ien
c
e
s
,
v
o
l.
7,
n
o
.
2,
pp.
275
-
2
8
4
,
2
0
1
8
.
[1
6
]
R.
S
iram
,
“
Hig
h
e
r
Ed
u
c
a
ti
o
n
Ac
a
d
e
m
ic
S
e
rv
ice
Qu
a
li
ty
As
su
ra
n
c
e
M
a
n
a
g
e
m
e
n
t
(in
Ba
h
a
sa
)
,”
J
u
rn
a
l
Ilm
u
Pen
d
i
d
ika
n
,
v
o
l.
2
1
,
no.
1,
p
p
.
54
-
58,
2
0
1
5
.
[1
7
]
A.
S
u
fi
y
y
a
h
,
“
Th
e
Eff
e
c
t
of
Ac
a
d
e
m
ic
a
n
d
Bu
re
a
u
c
ra
ti
c
S
e
rv
ic
e
Qu
a
li
ty
on
S
tu
d
e
n
t
S
a
ti
sfa
c
ti
o
n
(in
Ba
h
a
sa
)
,”
J
u
rn
a
l
Ase
t
,
v
o
l.
1
3
,
n
o
.
2,
p
p
.
85
-
93,
2
0
1
1
.
[1
8
]
En
g
e
l,
et
a
l
.
,
C
o
n
su
me
r
Beh
a
v
io
r
,
Vo
lu
m
e
1
(Bu
d
iy
a
n
to
,
tran
s.).
Ja
k
a
rta:
Bin
a
ru
p
a
Ak
sa
ra
.
1
9
9
4
.
[1
9
]
K.
Y.
H.
M
iau
w,
“
Co
n
s
u
m
e
r
M
o
ti
v
a
ti
o
n
a
n
d
Co
n
su
m
e
r
Atti
t
u
d
e
s
t
o
wa
rd
Bu
y
in
g
De
c
isio
n
s
in
th
e
Wild
(i
n
Ba
h
a
sa
),
”
PE
RF
ORM
A:
J
u
rn
a
l
M
a
n
a
jem
e
n
d
a
n
S
ta
rt
-
Up
Bi
sn
is
,
v
o
l.
1,
n
o
.
5,
pp.
5
6
8
-
5
7
5
,
2
0
1
6
.
[2
0
]
W.
Ap
ril
li
a
,
et
a
l
.
,
“
Th
e
In
fl
u
e
n
c
e
of
P
a
re
n
ts'
S
o
c
ial
Eco
n
o
m
ic
Ba
c
k
g
r
o
u
n
d
,
Eco
n
o
m
ic
Ed
u
c
a
ti
o
n
in
th
e
F
a
m
il
y
a
n
d
Eco
n
o
m
ic
Li
tera
c
y
on
S
t
u
d
e
n
t
C
o
n
su
m
p
ti
o
n
Be
h
a
v
io
r
(i
n
Ba
h
a
sa
)
,”
J
u
rn
a
l
Pen
d
id
ika
n
Hu
m
a
n
i
o
r
a
,
v
o
l.
3,
n
o
.
1,
pp.
78
-
8
4
,
2
0
1
5
.
[2
1
]
V.
Drifa
n
d
a
,
“
Th
e
Eff
e
c
t
of
Eco
n
o
m
ic
Li
tera
c
y
a
n
d
P
e
e
rs
on
Co
n
su
m
p
ti
o
n
Be
h
a
v
i
o
r
of
S
t
u
d
e
n
ts
in
Eco
n
o
m
ic
Ed
u
c
a
ti
o
n
at
th
e
U
n
iv
e
rsit
y
of
P
G
RI
S
e
m
a
ra
n
g
(in
Ba
h
a
sa
)
,”
EQUILI
BR
IA
Pen
d
id
ik
a
n
J
u
r
n
a
l
I
lmia
h
Pe
n
d
i
d
ika
n
Eko
n
o
mi
,
v
o
l.
3,
n
o
.
1,
36
-
42,
2
0
1
8
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t
J
E
v
al
&
R
es
E
d
u
c
I
SS
N:
2252
-
8
8
2
2
E
ffect
o
f ser
vice
q
u
a
lity a
n
d
m
o
tiva
tio
n
o
n
th
e
co
n
s
u
mp
tio
n
b
eh
a
vio
r
o
f stu
d
e
n
ts
in
th
e
…
(
K
u
s
w
a
n
to
)
95
[2
2
]
R.
P.
F.
As
tu
t
i
,
“
Th
e
I
n
flu
e
n
c
e
of
P
a
re
n
ts'
S
o
c
ial
Ec
o
n
o
m
ic
S
tatu
s,
Ec
o
n
o
m
ic
Li
tera
c
y
a
n
d
Li
fe
S
t
y
le
on
Co
n
su
m
p
ti
o
n
Be
h
a
v
io
r
of
S
tu
d
e
n
ts
of
t
h
e
De
p
a
rtme
n
t
of
Eco
n
o
m
ic
E
d
u
c
a
ti
o
n
IKIP
P
G
RI
Bo
jo
n
e
g
o
r
o
(
in
Ba
h
a
sa
)
,”
J
u
rn
a
l
EDUTA
M
A
,
v
o
l
.
3,
n
o
.
2,
p
p
.
49
-
5
8
,
2
0
1
6
.
[2
3
]
N.
Li
sm
a
a
n
d
A.
Ha
ry
o
n
o
,
“
An
a
ly
sis
of
S
t
u
d
e
n
t
C
o
n
s
u
m
p
ti
o
n
Be
h
a
v
io
r
in
Term
s
of
Tran
sa
c
ti
o
n
M
o
ti
v
e
(Ca
se
S
tu
d
y
in
S1
Eco
n
o
m
ics
Ed
u
c
a
ti
o
n
S
t
u
d
e
n
ts
,
F
a
c
u
lt
y
of
Eco
n
o
m
ics
,
S
tate
Un
i
v
e
rsity
of
M
a
lan
g
,
F
o
r
c
e
of
2
0
1
2
)
(
i
n
Ba
h
a
sa
)
,
”
J
PE
,
v
o
l
.
9,
n
o
.
1,
p
p
.
42
-
5
0
,
2
0
1
6
.
[2
4
]
R
.
M
u
l
y
a
n
i,
P
.
Th
o
m
a
s,
a
n
d
W
.
Wi
d
i
y
a
n
to
,
“
Th
e
In
fl
u
e
n
c
e
of
S
t
u
d
e
n
t
C
o
n
s
u
m
p
ti
o
n
,
S
o
c
ial
S
tat
u
s
of
F
a
m
il
y
,
t
h
e
Eco
n
o
m
ic
P
a
re
n
t
S
tat
u
s,
a
n
d
th
e
Eco
n
o
m
ic
Ed
u
c
a
ti
o
n
of
F
a
m
il
y
to
C
o
n
su
m
p
ti
o
n
Be
h
a
v
i
o
r
,”
J
.
of
Eco
n
.
E
d
u
c
.
,
v
o
l.
7,
n
o
.
1,
pp.
24
-
3
0
,
2
0
1
8
.
[2
5
]
N.
Ard
y
a
n
ti
a
n
d
Ka
rd
o
y
o
,
“
De
term
in
a
n
ts
of
Co
n
su
m
p
t
io
n
Be
h
a
v
io
r
Am
o
n
g
S
tu
d
e
n
ts,”
Din
a
mik
a
Pen
d
id
ika
n
,
v
o
l.
1
3
,
no.
1,
p
p
.
30
-
41,
2
0
1
8
,
d
o
i:
1
0
.
1
5
2
9
4
/
d
p
.
v
1
3
i
1
.
1
5
1
1
2
.
[2
6
]
J.
Li
a
n
d
F.
C
h
e
n
,
“
An
a
l
y
sis
of
Co
ll
e
g
e
stu
d
e
n
ts'
c
o
n
s
u
m
p
ti
o
n
b
e
h
a
v
i
o
r
b
a
se
d
on
Virt
u
a
l
v
a
ria
b
le
re
g
re
ss
io
n
,”
In
ter
n
a
t
io
n
a
l
J
o
u
r
n
a
l
of
L
a
tes
t
Res
e
a
rc
h
in
En
g
in
e
e
rin
g
a
n
d
T
e
c
h
n
o
l
o
g
y
(IJ
L
RE
T
)
,
v
o
l.
0
4
,
n
o
.
0
3
,
pp.
05
-
0
9
,
2
0
1
8
.
[2
7
]
H.
M
o
n
ik
a
,
“
Co
n
s
u
m
e
r
Be
h
a
v
io
r
of
C
o
ll
e
g
e
S
tu
d
e
n
ts
in
t
h
e
Cz
e
c
h
Re
p
u
b
li
c
,”
J
o
u
rn
a
l
of
C
o
mp
e
ti
t
ive
n
e
ss
,
v
o
l.
7,
no.
4,
p
p
.
68
-
8
5
,
2
0
1
5
,
d
o
i:
1
0
.
7
4
4
1
/j
o
c
.
2
0
1
5
.
0
4
.
0
5
.
[2
8
]
A.
Ku
rb
a
n
i,
“
T
h
e
Eff
e
c
t
of
Ac
a
d
e
m
ic
S
e
rv
ice
Qu
a
li
ty
a
n
d
E
d
u
c
a
ti
o
n
a
l
F
a
c
il
it
ies
on
S
tu
d
e
n
t
S
a
t
i
sfa
c
ti
o
n
at
th
e
Un
iv
e
rsity
of
P
G
RI
P
a
lem
b
a
n
g
(i
n
Ba
h
a
sa
)
,”
J
u
rn
a
l
M
e
d
ia
W
a
h
a
n
a
Eko
n
o
mik
a
,
v
o
l.
1
3
,
n
o
.
4,
p
p
.
22
-
3
5
,
2
0
1
7
.
[2
9
]
C.
H.
Hu
a
n
g
,
et
a
l.
,
“
An
In
v
e
stig
a
ti
o
n
of
Co
ll
e
g
e
S
t
u
d
e
n
ts'
G
re
e
n
Co
n
su
m
p
ti
o
n
Be
h
a
v
i
o
r
in
C
h
in
a
,”
In
ter
n
a
ti
o
n
a
l
J
o
u
rn
a
l
of
e
-
Ed
u
c
a
ti
o
n
,
e
-
Bu
si
n
e
ss
,
e
-
M
a
n
a
g
e
me
n
t
a
n
d
e
-
L
e
a
rn
in
g
,
v
o
l.
7,
n
o
.
4,
p
p
.
2
8
0
-
2
8
6
,
2
0
1
7
,
d
o
i:
1
0
.
1
7
7
0
6
/i
jee
e
e
.
2
0
1
7
.
7
.
4
.
2
8
0
-
2
8
6
.
[3
0
]
F.
Wan
g
a
n
d
S.
Xu
,
“
Im
p
a
c
t
of
Cu
lt
u
ra
l
Va
l
u
e
s
on
Co
n
su
m
p
ti
o
n
Be
h
a
v
io
r:
A
S
u
rv
e
y
of
C
o
n
tem
p
o
ra
ry
C
h
i
n
e
se
Un
iv
e
rsity
S
t
u
d
e
n
ts
,”
I
n
ter
c
u
lt
u
ra
l
Co
mm
u
n
ica
ti
o
n
S
tu
d
ies
,
v
o
l.
1
8
,
n
o
.
1
,
p
p
.
2
6
0
,
2
0
0
9
.
[3
1
]
S.
Afi
n
a
a
n
d
Re
t
n
a
n
i
n
g
si,
“
Th
e
In
fl
u
e
n
c
e
of
S
t
u
d
e
n
ts’
K
n
o
w
led
g
e
a
n
d
Atti
t
u
d
e
to
wa
rd
F
u
n
c
ti
o
n
a
l
F
o
o
d
s
Co
n
su
m
p
ti
o
n
Be
h
a
v
io
r,
”
J
o
u
rn
a
l
of
Co
n
su
me
r
S
c
ien
c
e
s
,
v
o
l.
0
3
,
n
o
.
1,
p
p
.
1
-
1
4
,
2
0
1
8
.
[3
2
]
A.
G
h
o
z
a
li
,
S
tru
c
tu
r
a
l
Eq
u
a
ti
o
n
M
o
d
e
li
n
g
:
M
e
to
d
e
a
lt
e
rn
a
ti
f
d
e
n
g
a
n
P
a
rtia
l
L
e
a
st
S
q
u
a
re
(PL
S
)
,
4
th
e
d
.
S
e
m
a
ra
n
g
:
Ba
d
a
n
P
e
n
e
rb
it
U
n
iv
e
rsitas
Dip
o
n
e
g
o
r
o
,
2
0
1
4
.
[3
3
]
G.
Ev
a
n
g
e
lo
s
a
n
d
Y.
S
isk
o
s,
Cu
st
o
me
r
sa
ti
sfa
c
ti
o
n
e
v
a
lu
a
ti
o
n
,
v
o
l.
1
,
n
o
.
1
3
9
.
S
p
rin
g
e
r
US
,
2
0
1
0
.
[3
4
]
H.
Tah
e
rd
o
o
st,
“
S
a
m
p
li
n
g
M
e
t
h
o
d
s
in
Re
se
a
rc
h
M
e
th
o
d
o
l
o
g
y
;
Ho
w
to
Ch
o
o
se
a
S
a
m
p
li
n
g
Tec
h
n
iq
u
e
fo
r
Re
se
a
rc
h
,”
In
ter
n
a
ti
o
n
a
l
J
o
u
r
n
a
l
of
Aca
d
e
mic
Res
e
a
rc
h
in
M
a
n
a
g
e
me
n
t
(IJ
AR
M
)
,
v
o
l.
5,
no.
2,
p
p
.
18
-
2
7
,
2
0
1
6
.
[3
5
]
I
.
Et
ik
a
n
,
S
.
Ab
u
b
a
k
a
r
M
u
sa
,
a
n
d
R
.
S
u
n
u
si
Alk
a
ss
im
,
“
Co
m
p
a
riso
n
of
Co
n
v
e
n
ien
c
e
S
a
m
p
li
n
g
a
n
d
P
u
r
p
o
si
v
e
S
a
m
p
li
n
g
,”
Ame
ric
a
n
J
o
u
rn
a
l
of
T
h
e
o
re
ti
c
a
l
a
n
d
A
p
p
l
ied
S
t
a
ti
stics
,
v
o
l.
5
,
n
o
.
1
,
p
p
.
1
-
4
,
2
0
1
5
,
d
o
i:
1
0
.
1
1
6
4
8
/j
.
a
jt
a
s.
2
0
1
6
0
5
0
1
.
1
1
.
[3
6
]
P.
A.
D.
M
a
tt
a
h
a
n
d
A.
J.
Kw
a
rten
g
,
“
In
d
ica
to
rs
of
se
rv
ice
q
u
a
li
ty
a
n
d
sa
ti
sfa
c
ti
o
n
a
m
o
n
g
g
ra
d
u
a
ti
n
g
stu
d
e
n
ts
of
a
h
ig
h
e
r
e
d
u
c
a
ti
o
n
i
n
stit
u
ti
o
n
(HEI
)
in
G
h
a
n
a
,”
Hig
h
e
r
E
d
u
c
a
ti
o
n
E
v
a
lu
a
ti
o
n
a
n
d
De
v
e
lo
p
me
n
t,
Eme
ra
ld
Pu
b
li
sh
in
g
L
imit
e
d
,
v
o
l
.
1
2
,
n
o
.
1,
p
p
.
36
-
52
,
2
0
1
8
,
d
o
i:
1
0
.
1
1
0
8
/HEE
D
-
10
-
2
0
1
7
-
0
0
0
6
.
[3
7
]
M.
P
a
k
u
ra
r,
H
.
Ha
d
d
a
d
,
J
.
Na
g
y
,
J
.
P
o
p
p
,
a
n
d
J
.
Olá
h
,
“
Th
e
S
e
r
v
ice
Qu
a
li
t
y
Dim
e
n
sio
n
s
t
h
a
t
Af
fe
c
t
Cu
sto
m
e
r
S
a
ti
sfa
c
ti
o
n
in
t
h
e
Jo
rd
a
n
ian
Ba
n
k
in
g
S
e
c
to
r
,”
S
u
st
a
i
n
a
b
il
it
y
,
vo
l
.
11,
n
o
.
4
,
2
0
1
9
.
[3
8
]
A.
M.
Lee
a
n
d
H.
I.
Ch
y
i,
“
M
o
ti
v
a
ti
o
n
a
l
Co
n
su
m
p
ti
o
n
M
o
d
e
l:
Ex
p
l
o
ri
n
g
t
h
e
P
sy
c
h
o
l
o
g
ica
l
S
tr
u
c
tu
re
of
Ne
ws
Use
,”
J
o
u
rn
a
li
sm
&
M
a
ss
Co
mm
u
n
ica
ti
o
n
Qu
a
rte
rly
,
v
o
l.
9
1
,
n
o
.
4,
p
p
.
7
0
6
–
7
2
4
,
2
0
1
4
,
d
o
i
:
1
0
.
1
1
7
7
/
1
0
7
7
6
9
9
0
1
4
5
5
0
0
8
8
.
[3
9
]
M.
Blas
k
o
v
a
,
et
a
l.
,
“
S
u
sta
i
n
a
b
l
e
Ac
a
d
e
m
ic
M
o
ti
v
a
ti
o
n
,
”
S
u
st
a
i
n
a
b
il
it
y
,
v
o
l.
11,
n
o
.
21
,
p
p
.
1
-
24
,
2
0
1
9
,
d
o
i:
1
0
.
3
3
9
0
/s
u
1
1
2
1
5
9
3
4
.
[4
0
]
N.
Ha
sa
n
,
S
.
Ala
m
M
a
li
k
a
n
d
M
.
M
a
ji
d
K
h
a
n
,
“
M
e
a
su
ri
n
g
R
e
latio
n
sh
i
p
Be
twe
e
n
S
tu
d
e
n
ts’
S
a
ti
sfa
c
ti
o
n
a
n
d
M
o
ti
v
a
ti
o
n
in
S
e
c
o
n
d
a
ry
S
c
h
o
o
ls
of
P
a
k
ista
n
,
”
M
i
d
d
le
-
E
a
st
J
o
u
rn
a
l
of
S
c
ien
ti
fi
c
Res
e
a
rc
h
,
v
o
l.
1
8
,
n
o
.
7,
pp.
9
0
7
-
915
,
2
0
1
3
.
[4
1
]
P.
Ko
tl
e
r
a
n
d
G.
Arm
stro
n
g
,
M
a
r
k
e
ti
n
g
Pri
n
c
ip
les
,
V
o
lu
m
e
1
.
Erl
a
n
g
g
a
,
Ja
k
a
rta,
2
0
0
8
.
[4
2
]
W.
W.
Ch
in
,
“
Th
e
P
a
rti
a
l
Lea
st
S
q
u
a
re
s
Ap
r
o
a
c
h
to
S
tru
c
t
u
ra
l
E
q
u
a
ti
o
n
M
o
d
e
li
n
g
,
”
M
o
d
e
rn
M
e
th
o
d
s
fo
r
Bu
si
n
e
ss
Res
e
a
rc
h
,
v
o
l.
2
9
5
,
n
o
.
3
3
6
,
1
9
9
8
.
[4
3
]
N
.
F
.
Rich
ter,
G
.
A
.
Ce
p
e
d
a
Ca
r
rio
n
,
J
.
L.
R
o
ld
á
n
,
a
n
d
C
.
M
a
rc
Rin
g
le
,
“
E
u
ro
p
e
a
n
m
a
n
a
g
e
m
e
n
t
re
se
a
rc
h
u
sin
g
P
a
rti
a
l
Lea
st
S
q
u
a
re
s
S
tr
u
c
tu
ra
l
Eq
u
a
ti
o
n
M
o
d
e
li
n
g
(P
L
S
-
S
E
M
)
,”
Eu
ro
p
e
a
n
M
a
n
a
g
e
me
n
t
J
o
u
rn
a
l
,
v
o
l
.
3
4
,
n
o
.
6
,
pp.
5
8
9
-
714
,
2
0
1
6
.
[4
4
]
H.
Lata
n
a
n
d
I.
G
h
o
z
a
li
,
Pa
rti
a
l
L
e
a
st
S
q
u
a
re
s:
Ko
n
se
p
,
T
e
k
n
ik,
dan
Ap
li
k
a
si
M
e
n
g
g
u
n
a
k
a
n
Pr
o
g
ra
m
S
ma
rtPL
S
2
.
0
M3
.
S
e
m
a
ra
n
g
:
Ba
d
a
n
P
e
n
e
rb
it
Un
i
v
e
rsitas
Dip
o
n
e
g
o
r
o
,
2
0
1
2
.
[4
5
]
N.
Ha
ss
a
n
d
F.
Leh
n
e
r,
“
Kn
o
wle
d
g
e
M
a
n
a
g
e
m
e
n
t
S
u
c
c
e
ss
F
a
c
to
rs
-
P
ro
p
o
sa
l
of
an
Emp
iri
c
a
l
Re
se
a
rc
h
,”
El
e
c
tro
n
i
c
J
o
u
rn
a
l
of
Kn
o
wled
g
e
M
a
n
a
g
e
me
n
t
,
v
o
l
.
8,
n
o
.
1,
p
p
.
79
-
9
0
,
2
0
1
0
.
[4
6
]
R.
M.
Ba
ro
n
a
n
d
D.
A.
Ke
n
n
y
,
“
Th
e
m
o
d
e
ra
to
r‐m
e
d
iat
o
r
v
a
ria
b
le
d
isti
n
c
ti
o
n
in
so
c
ial
p
sy
c
h
o
l
o
g
ica
l
re
se
a
rc
h
:
Co
n
c
e
p
t
u
a
l,
stra
teg
ic,
a
n
d
sta
ti
sti
c
a
l
c
o
n
sid
e
ra
ti
o
n
s
,”
J
o
u
rn
a
l
of
P
e
rs
o
n
a
li
ty
a
n
d
S
o
c
ia
l
Psy
c
h
o
lo
g
y
,
v
o
.
5
1
,
n
o
.
6,
pp.
1
1
7
3
‐1
1
8
2
,
1
9
8
6
.
[4
7
]
V
.
Vic
to
r,
J
.
J
.
T
h
o
p
p
a
n
,
R
.
J
.
N
a
th
a
n
,
a
n
d
F
.
F
.
M
a
ria
,
“
F
a
c
to
rs
In
flu
e
n
c
i
n
g
Co
n
su
m
e
r
Be
h
a
v
i
o
r
a
n
d
P
ro
sp
e
c
ti
v
e
P
u
rc
h
a
se
De
c
isio
n
s
in
a
Dy
n
a
m
ic
P
ricin
g
E
n
v
ir
o
n
m
e
n
t
—
An
Ex
p
l
o
ra
to
r
y
F
a
c
to
r
A
n
a
ly
sis
Ap
p
ro
a
c
h
,
”
S
o
c
ia
l
S
c
ien
c
e
s
,
vol
7,
n
o
.
9
,
2
0
1
8
,
d
o
i:
1
0
.
3
3
9
0
/s
o
c
sc
i7
0
9
0
1
5
3
.
[4
8
]
W.
Ak
h
tar
a
n
d
M.
Hu
s
n
a
in
,
“
F
a
c
to
r
t
h
a
t
e
ffe
c
t
on
c
o
n
su
m
e
r
b
e
h
a
v
io
r:
Th
e
c
a
se
of
b
o
a
rd
i
n
g
st
u
d
e
n
ts,”
J
o
u
r
n
a
l
of
Pro
g
re
ss
ive
Res
e
a
rc
h
in
S
o
c
ia
l
S
c
ien
c
e
s
(J
PR
S
S
)
,
v
o
l
.
2,
n
o
.
2,
p
p
.
71
-
7
9
,
2
0
1
5
.
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