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ele
m
e
n
ts
lin
k
ed
w
it
h
it.
Aca
d
e
m
ic
p
r
o
s
p
er
it
y
i
s
t
h
e
m
o
s
t
i
m
p
o
r
ta
n
t
asp
ec
t
w
h
ic
h
n
ee
d
s
f
u
r
t
h
er
e
x
p
lo
r
atio
n
.
T
h
is
r
esear
ch
w
ill
p
r
o
v
id
e
a
cle
ar
i
d
ea
a
b
o
u
t
th
e
co
r
r
elatin
g
r
elatio
n
s
h
ip
o
f
e
m
o
tio
n
al
an
d
s
p
ir
itu
al
in
telli
g
e
n
ce
o
n
ac
ad
em
ic
p
er
f
o
r
m
a
n
ce
.
L
ea
r
n
in
g
o
r
g
an
izat
i
o
n
s
h
a
v
e
th
e
h
all
m
ar
k
o
f
ex
p
l
o
r
in
g
an
d
ex
p
lo
itin
g
n
e
w
p
h
e
n
o
m
e
n
o
n
a
n
d
e
m
o
tio
n
al
in
telli
g
en
ce
a
n
d
s
p
ir
itu
a
l
i
n
telli
g
e
n
ce
ar
e
th
e
f
o
r
ce
s
f
o
r
d
eliv
er
in
g
t
h
e
b
est
s
u
itab
le,
o
p
ti
m
al,
ec
o
n
o
m
ical
an
d
f
ea
s
ib
le
r
esu
lts
to
p
r
o
m
o
t
e
ac
ad
e
m
ic
p
er
f
o
r
m
a
n
ce
,
p
r
o
d
u
cti
v
it
y
,
ef
f
icie
n
c
y
an
d
ef
f
ec
ti
v
e
n
es
s
.
T
h
er
ef
o
r
e,
th
is
r
esear
ch
w
as
co
n
d
u
cted
i
n
th
e
p
u
b
lic
an
d
p
r
iv
ate
u
n
iv
er
s
ities
o
f
P
ak
is
ta
n
.
T
h
er
ef
o
r
e,
a
lar
g
e
-
s
ca
le
e
m
p
ir
ical
s
t
u
d
y
is
n
ee
d
ed
to
d
e
m
o
n
s
tr
ate
t
h
e
r
elatio
n
s
h
ip
b
et
w
ee
n
i
n
telli
g
e
n
ce
s
a
n
d
ac
ad
em
ic
p
er
f
o
r
m
a
n
ce
in
ed
u
c
atio
n
s
ec
to
r
.
T
h
e
m
ai
n
o
b
j
ec
tiv
es
o
f
th
e
r
esear
ch
is
to
in
v
est
ig
ate
t
h
e
im
p
ac
t
o
f
E
Q
an
d
SQ
o
n
ac
ad
em
ic
p
er
f
o
r
m
a
n
ce
a
s
r
ec
o
m
m
e
n
d
ed
b
y
d
if
f
er
en
t
r
esear
ch
er
s
[
7
,
8]
.
B
esid
e
m
o
d
er
n
teac
h
in
g
m
et
h
o
d
o
lo
g
ies
a
n
d
tech
n
iq
u
es,
e
m
o
tio
n
al
a
n
d
s
p
ir
itu
al
in
telli
g
en
ce
ar
e
th
e
m
o
s
t
r
eq
u
is
ite
to
o
ls
to
ed
u
ca
te
t
h
e
s
t
u
d
en
t
s
in
b
est
p
o
s
s
ib
le
an
d
s
u
itab
le
w
a
y
s
.
E
m
o
tio
n
al
a
n
d
s
p
ir
it
u
al
in
telli
g
e
n
ce
c
h
ar
g
e
t
h
e
e
n
v
ir
o
n
m
e
n
t
s
o
ciall
y
,
e
m
o
tio
n
all
y
,
et
h
icall
y
a
n
d
p
s
y
ch
o
lo
g
icall
y
.
Mo
ti
v
ates
t
h
e
le
ar
n
er
in
tr
i
n
s
ical
l
y
a
n
d
b
o
o
s
t
th
e
teac
h
i
n
g
lear
n
i
n
g
p
r
o
ce
s
s
es.
E
m
o
tio
n
al
I
n
telli
g
e
n
ce
h
a
s
a
ce
n
t
u
r
y
b
ac
k
ed
h
i
s
t
o
r
y
a
n
d
ca
n
b
e
f
o
u
n
d
in
t
h
e
w
o
r
k
o
f
A
r
i
s
to
tle
an
d
o
th
e
r
d
if
f
er
e
n
t
r
esear
ch
er
s
.
I
t
is
d
ef
in
ed
as
t
h
e
ab
ilit
y
to
r
ec
o
g
n
ize
t
h
e
e
m
o
tio
n
s
o
f
s
e
lf
an
d
o
th
er
s
it
h
elp
s
th
e
p
er
s
o
n
to
r
esp
o
n
d
ac
c
o
r
d
i
n
g
l
y
[
9
,
1
0
]
.
J
af
ar
i
[
4
],
Hata
m
i
[
5
]
,
an
d
R
aj
esw
ar
i
[
11]
also
ex
p
lain
ed
e
m
o
tio
n
al
in
telli
g
e
n
ce
i
n
h
i
s
s
o
cial
i
n
tel
l
ig
e
n
ce
th
eo
r
y
b
y
s
tat
in
g
t
h
at
it
is
th
e
w
a
y
to
u
n
d
er
s
ta
n
d
,
ac
ce
p
t a
n
d
r
ea
ct
w
i
s
el
y
to
th
e
e
m
o
tio
n
s
o
f
all
h
u
m
an
b
ein
g
s
th
at
m
a
y
b
e
m
a
n
,
w
o
m
a
n
,
b
o
y
o
r
g
ir
l
[
1
2
]
.
Si
m
i
lar
l
y
,
s
p
ir
it
u
al
in
telli
g
e
n
ce
,
lead
s
t
h
e
lear
n
e
r
to
w
ar
d
s
s
el
f
-
ac
t
u
aliza
tio
n
,
h
elp
s
t
h
e
m
to
ex
p
lo
r
e
lear
n
e
r
h
id
d
en
an
d
i
n
n
er
ca
p
ac
ities
an
d
ca
p
ab
ilit
ie
s
.
Sp
ir
itu
al
a
n
d
e
m
o
tio
n
al
in
te
lli
g
e
n
ce
ar
e
b
ein
g
u
s
ed
f
o
r
b
eh
a
v
io
r
m
o
d
if
icat
io
n
s
an
d
in
n
er
-
s
e
lf
e
n
g
in
ee
r
i
n
g
[
1
3
,
1
4
]
.
E
m
o
tio
n
al
I
n
telli
g
e
n
ce
(
E
Q)
w
a
s
i
n
tr
o
d
u
ce
d
w
it
h
i
n
te
n
s
it
y
a
n
d
ap
p
licatio
n
i
n
t
h
e
w
r
iti
n
g
o
f
Go
le
m
an
i
n
h
is
b
est
-
s
elli
n
g
b
o
o
k
“
E
m
o
tio
n
al
I
n
tell
ig
e
n
ce
W
h
y
I
t
C
a
n
Ma
tter
Mo
r
e
T
h
an
I
Q”
in
1
9
9
5
.
I
t
is
d
ef
i
n
ed
as
th
e
ab
ili
t
y
to
r
ec
o
g
n
ize
t
h
e
e
m
o
tio
n
s
o
f
s
el
f
an
d
o
th
er
an
d
r
esp
o
n
d
t
h
e
m
a
cc
o
r
d
in
g
l
y
[
4
,
1
1
]
.
I
t
is
co
n
s
id
er
d
as
a
p
r
ed
icto
r
,
a
p
r
e
-
r
eq
u
is
ite
o
f
ac
ad
e
m
ic
p
er
f
o
r
m
a
n
ce
as
it
d
ev
e
lo
p
s
in
tr
in
s
ic
m
o
ti
v
atio
n
s
a
m
o
n
g
th
e
s
t
u
d
en
t
s
o
f
all
ag
e
,
g
en
d
er
,
co
lo
r
an
d
co
s
t
f
o
r
b
o
th
s
h
o
r
t
an
d
lo
n
g
-
ter
m
ac
h
ie
v
e
m
e
n
t
s
[
1
5
,
16]
.
I
t h
as e
q
u
al
ap
p
licatio
n
s
at
all
lev
els
f
o
r
ac
ad
e
m
ic
p
er
f
o
r
m
a
n
ce
an
d
p
er
s
o
n
alit
y
d
e
v
elo
p
m
e
n
t
[
1
1
]
.
Far
h
an
an
d
Us
m
a
n
[
17
]
c
o
n
clu
d
ed
th
at
E
Q
h
as
in
d
ir
ec
t
ef
f
ec
t
o
n
ac
ad
e
m
ic
p
er
f
o
r
m
an
ce
t
h
r
o
u
g
h
th
e
m
ed
iati
n
g
r
o
le
o
f
s
elf
-
e
f
f
icac
y
w
h
ic
h
f
u
r
t
h
er
in
cr
ea
s
es
lear
n
in
g
p
er
f
o
r
m
a
n
ce
.
I
t
p
r
o
m
o
tes
in
tr
ap
er
s
o
n
al
s
k
i
l
ls
f
o
cu
s
es
o
n
in
n
er
h
id
d
en
s
k
il
ls
,
t
h
o
u
g
h
ts
,
s
tr
en
g
t
h
a
n
d
p
o
ten
tial
s
a
n
d
lea
d
s
th
e
m
to
s
elf
-
ac
t
u
aliza
t
io
n
p
h
ase.
I
t
h
elp
s
i
n
r
ec
o
g
n
izi
n
g
p
er
s
o
n
’
s
o
w
n
-
s
el
f
,
th
eir
s
tr
e
n
g
th
s
an
d
w
ea
k
n
e
s
s
es,
m
o
o
d
s
a
n
d
e
m
o
tio
n
s
an
d
th
eir
i
m
p
ac
ts
o
n
o
th
er
s
[
1
8
,
19]
.
I
t
im
p
r
o
v
e
s
d
ec
is
io
n
m
a
k
in
g
s
k
il
ls
.
T
h
r
o
u
g
h
in
tr
ap
er
s
o
n
al
s
k
ill
s
p
er
s
o
n
c
o
n
tr
o
ls
h
i
s
t
h
o
u
g
h
t
s
an
d
ac
tio
n
s
,
r
e
m
ai
n
s
m
o
tiv
at
ed
,
ca
l
m
a
n
d
co
n
f
id
en
t
an
d
s
tar
ts
b
eliev
in
g
i
n
h
i
m
s
el
f
,
b
o
th
co
n
s
cio
u
s
l
y
a
n
d
s
u
b
co
n
s
cio
u
s
l
y
,
w
h
ich
i
n
cr
ea
s
es
p
r
o
d
u
ctiv
it
y
a
n
d
p
er
f
o
r
m
an
ce
[
5
]
.
J
ian
g
et
al.
[
20
]
s
tate
d
th
a
t
w
it
h
h
ig
h
in
tr
a
-
p
er
s
o
n
al
s
k
ill
s
an
d
s
el
f
-
a
w
ar
en
e
s
s
i
n
tr
i
n
s
ic
m
o
ti
v
ati
o
n
s
ar
e
cr
ea
ted
w
h
ich
lead
to
h
ig
h
lear
n
i
n
g
ac
h
iev
e
m
e
n
t
s
.
B
esid
e
th
is
,
i
t
i
m
p
r
o
v
e
s
lear
n
in
g
s
tr
ateg
i
es,
m
e
m
o
r
izatio
n
an
d
co
g
n
i
tio
n
ab
ilit
ie
s
[
4
]
.
E
m
o
tio
n
al
I
n
telli
g
e
n
ce
r
eg
u
la
tes
s
t
u
d
ie
s
,
C
r
o
s
s
-
cu
ltu
r
al,
cr
ea
te
e
m
p
at
h
etic
a
n
d
s
o
cio
-
e
m
o
tio
n
all
y
c
h
ar
g
ed
en
v
ir
o
n
m
e
n
t.
O
n
e
o
f
th
e
co
r
e
ar
ea
s
o
f
E
Q
is
th
e
cr
ea
tio
n
o
f
th
e
s
o
cial
s
k
il
ls
,
w
h
ich
p
r
ep
ar
e
lear
n
er
to
u
s
e
lear
n
in
g
s
k
ills
a
n
d
f
ac
ilit
ate
s
o
cial
b
eh
av
io
r
s
an
d
im
p
r
o
v
e
ac
ad
e
m
ic
p
er
f
o
r
m
a
n
ce
[2
1
,
22
]
.
I
n
r
esear
ch
f
i
n
d
in
g
s
,
it
h
as
b
ee
n
f
o
u
n
d
t
h
at,
it
p
r
o
m
o
tes
p
o
s
iti
v
e
m
o
o
d
s
in
lear
n
er
,
w
h
ic
h
h
elp
s
i
n
s
o
l
v
in
g
co
m
p
le
x
co
g
n
iti
v
e
p
r
o
b
le
m
s
,
h
a
s
f
ac
i
litatin
g
i
m
p
ac
t
o
n
m
e
m
o
r
y
,
cr
ea
te
co
n
f
id
en
ce
a
n
d
s
m
o
o
th
en
lear
n
in
g
a
n
d
d
ec
is
io
n
-
m
a
k
i
n
g
p
r
o
ce
s
s
es
[
5
,
2
3
]
.
E
Q
b
etter
eq
u
ip
s
lear
n
er
w
i
th
s
tr
es
s
m
a
n
ag
e
m
e
n
t
s
t
r
ateg
ies
an
d
m
a
k
es
h
i
m
/h
er
ad
o
p
tab
le,
ad
ap
tab
le
an
d
m
a
n
a
g
ea
b
le
an
d
h
e
s
tar
ts
en
j
o
y
i
n
g
th
e
p
atter
n
s
o
f
li
f
e,
co
n
ce
n
tr
ate
o
n
h
i
m
/h
er
,
s
tar
t
s
m
o
v
i
n
g
to
w
ar
d
s
s
el
f
-
ac
t
u
aliza
tio
n
.
H1
:
E
m
o
tio
n
al
I
n
te
lli
g
en
ce
s
i
g
n
i
f
ica
n
tl
y
e
f
f
ec
t
s
ac
ad
e
m
ic
p
er
f
o
r
m
an
ce
.
Sp
ir
itu
al
in
telli
g
en
ce
(
SQ)
ca
n
b
e
d
ef
in
ed
as
th
e
ca
p
ac
it
y
o
f
m
i
n
d
to
h
an
d
le
s
u
b
s
tan
t
ial
an
d
s
p
ir
itu
a
l
asp
ec
ts
o
f
p
er
s
o
n
al
an
d
p
r
o
f
ess
io
n
a
l
lif
e.
I
t
ca
r
r
ies
m
ea
n
in
g
,
p
u
r
p
o
s
e,
p
o
ten
tial,
p
h
ilo
s
o
p
h
y
,
in
teg
r
it
y
an
d
an
en
t
h
u
s
ia
s
tic
p
h
e
n
o
m
e
n
o
n
f
o
r
h
u
m
a
n
p
er
s
o
n
al,
s
o
cial
a
n
d
ac
ad
e
m
ic
li
f
e
[
24
]
.
I
t
d
ev
elo
p
s
s
ac
r
ed
h
o
lis
m
a
m
o
n
g
s
tu
d
e
n
ts
,
ex
p
lo
r
es
its
h
id
d
en
p
o
ten
tials
w
h
ich
b
o
o
s
t
ac
ad
em
ic
p
r
o
d
u
ctiv
it
y
,
p
er
f
o
r
m
an
ce
an
d
b
r
in
g
s
co
n
tin
u
o
u
s
lear
n
in
g
,
tr
a
n
s
f
o
r
m
atio
n
a
l
c
h
an
g
e
a
n
d
i
m
p
r
o
v
e
m
e
n
t
to
o
r
g
an
izatio
n
[
25,
26
]
.
I
t
tr
an
s
f
o
r
m
s
s
tu
d
e
n
ts
an
d
o
r
g
an
izatio
n
as
an
ad
o
p
tiv
e
s
y
s
te
m
.
Ma
k
es
t
h
e
p
er
s
o
n
s
p
o
n
tan
eo
u
s
,
co
m
p
as
s
i
o
n
ate,
co
m
p
et
iti
v
e
an
d
r
esil
ie
n
ce
;
d
ev
elo
p
s
p
o
s
it
iv
e
i
n
ter
ac
ti
v
e
cu
l
tu
r
e,
i
n
te
g
r
ated
p
o
s
itiv
e
w
o
r
k
f
o
r
ce
,
s
en
s
e
o
f
co
m
m
u
n
it
y
a
n
d
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2252
-
8822
I
n
t
.
J
.
E
v
al
.
&
R
es
.
E
d
u
c
.
Vo
l.
9
,
No
.
2
,
J
u
n
e
2020
:
2
7
8
-
2
8
4
280
co
n
tin
u
o
u
s
lear
n
in
g
a
m
o
n
g
w
o
r
k
f
o
r
ce
[
2
,
27
]
.
C
itizen
s
h
ip
b
eh
a
v
io
r
s
ar
e
d
ev
elo
p
e
d
a
m
o
n
g
s
t
u
d
en
ts
,
w
h
o
ac
ce
p
t
ac
ad
em
ic
n
o
r
m
s
an
d
v
al
u
es
a
n
d
tr
ies
to
p
r
o
m
o
te
th
e
m
[
2
8
,
29
]
.
I
t
em
p
o
w
e
r
s
s
tu
d
e
n
ts
,
d
ev
elo
p
th
eir
co
n
f
id
en
ce
,
lead
th
e
m
t
o
w
ar
d
s
s
el
f
-
d
ev
elo
p
m
e
n
t
an
d
s
elf
-
ac
t
u
aliza
tio
n
,
p
o
lis
h
th
e
ir
s
k
ill,
g
iv
e
t
h
e
m
in
te
g
r
it
y
,
h
ar
m
o
n
y
,
en
th
u
s
ias
m
,
d
ir
ec
tio
n
,
n
e
w
p
h
ilo
s
o
p
h
y
o
f
li
f
e
an
d
k
ee
p
th
e
m
h
e
alth
y
m
en
tall
y
a
n
d
p
h
y
s
icall
y
[
2
0
,
3
0
]
.
A
r
ec
en
t
s
tu
d
y
b
y
Ma
r
t
y
n
o
w
s
k
a
[
31
]
o
n
s
t
u
d
en
ts
’
p
s
y
ch
o
lo
g
ical
w
el
lb
ein
g
in
C
at
h
o
lic
u
n
i
v
er
s
i
t
y
in
P
o
lan
d
s
h
o
w
s
t
h
at
s
tu
d
e
n
ts
’
SQ
e
n
h
a
n
ce
s
th
eir
e
m
o
tio
n
s
,
r
elatio
n
s
h
ip
w
it
h
o
th
er
a
n
d
s
h
o
ws
a
p
o
s
itiv
e
b
eh
a
v
io
r
.
SQ i
n
cr
ea
s
es a
s
th
e
y
b
ec
o
m
e
ca
l
m
er
,
p
atien
t,
m
o
tiv
a
ted
.
T
h
ey
s
tar
t
f
o
cu
s
i
n
g
o
n
ac
ad
e
m
ic
af
f
a
ir
s
an
d
r
esear
ch
er
s
.
I
t
e
n
c
o
u
r
ag
es
ed
u
ca
to
r
s
to
e
m
p
h
a
s
i
ze
in
SQ
as
a
w
a
y
to
ap
p
r
o
ac
h
s
tu
d
en
t
s
.
A
ll
ab
o
v
e
m
en
tio
n
ed
ar
g
u
m
e
n
t
s
ex
p
lai
n
th
at
s
p
ir
itu
al
i
n
tell
ig
e
n
ce
h
a
s
in
tr
i
n
s
ic
m
o
tiv
at
io
n
an
d
p
la
y
s
cr
itical
r
o
l
e
in
d
ev
elo
p
in
g
a
n
d
lear
n
in
g
d
o
m
ai
n
.
I
n
m
o
d
er
n
teac
h
i
n
g
an
d
lear
n
in
g
tech
n
iq
u
es,
e
m
o
tio
n
al
an
d
s
p
ir
itu
a
l
in
telli
g
e
n
ce
ar
e
n
o
t
g
i
v
e
n
its
d
u
e
w
ei
g
h
ta
g
e.
T
h
ey
ar
e
i
g
n
o
r
ed
an
d
h
av
e
n
o
t
b
ee
n
co
n
s
id
er
ed
as
p
r
e
-
r
eq
u
is
ite
f
o
r
th
e
teac
h
i
n
g
lear
n
i
n
g
p
r
o
ce
s
s
es.
Af
ter
ca
r
ef
u
ll
y
a
n
al
y
zin
g
v
ar
io
u
s
r
esear
ch
s
t
u
d
i
es
o
n
E
Q
a
n
d
SQ,
th
is
s
tu
d
y
a
i
m
ed
at
in
tr
o
d
u
cin
g
th
e
co
n
ce
p
t
o
f
u
s
i
n
g
s
tu
d
e
n
ts
to
m
ea
s
u
r
e
b
o
th
v
ar
iab
les
a
n
d
th
eir
i
m
p
ac
t
o
n
ac
ad
em
ic
ac
h
ie
v
e
m
en
t.
2.
RE
S
E
ARCH
M
E
T
H
O
D
T
h
is
s
tu
d
y
is
b
ased
o
n
th
e
p
r
im
ar
y
d
ata
co
llected
th
r
o
u
g
h
s
el
f
-
ad
m
in
i
s
ter
ed
q
u
esti
o
n
n
air
e
f
r
o
m
th
e
teac
h
i
n
g
f
ac
u
lt
y
a
n
d
g
e
n
e
r
al
m
a
n
ag
e
m
e
n
t
o
f
h
i
g
h
er
ed
u
ca
tio
n
2
1
Hi
g
h
er
E
d
u
ca
tio
n
C
o
m
m
is
s
io
n
(
HE
C
)
r
ec
o
g
n
ized
in
s
tit
u
tio
n
s
/
u
n
iv
er
s
ities
o
p
er
atin
g
i
n
R
a
w
alp
i
n
d
i
an
d
I
s
la
m
ab
ad
r
eg
io
n
o
f
P
ak
is
ta
n
.
T
h
e
ai
m
o
f
th
e
s
t
u
d
y
w
as
to
ex
p
lo
r
e
th
e
r
elatio
n
s
h
ip
a
m
o
n
g
E
Q
an
d
SQ
an
d
th
eir
i
m
p
ac
t
o
n
ac
ad
e
m
ic
p
er
f
o
r
m
an
ce
.
Stra
tif
ied
r
an
d
o
m
s
a
m
p
li
n
g
s
a
m
p
lin
g
(
No
n
-
p
r
o
b
ab
ilit
y
)
tec
h
n
iq
u
e
is
ad
o
p
ted
f
o
r
th
e
p
r
e
s
en
t
s
t
u
d
y
w
h
ic
h
is
co
m
m
o
n
l
y
p
r
ac
ticed
in
t
h
e
f
ield
o
f
s
o
cial
s
c
ien
ce
s
[
2
0
,
32
]
.
A
q
u
esti
o
n
n
air
e
f
r
o
m
p
r
ev
io
u
s
s
t
u
d
ies
w
a
s
ad
o
p
ted
to
g
et
th
e
o
b
j
ec
tiv
es
o
f
t
h
e
s
tu
d
y
[
2
0
,
2
1
,
3
0
]
.
Data
ab
o
u
t
all
t
h
e
m
ai
n
v
ar
iab
les
o
f
th
e
s
t
u
d
y
/r
esear
c
h
w
a
s
co
llect
ed
f
r
o
m
t
h
e
tar
g
et
p
o
p
u
latio
n
.
T
h
e
q
u
esti
o
n
n
air
e
is
b
ased
o
n
a
f
iv
e
-
p
o
in
t
L
i
k
er
t
s
ca
le
s
tar
ti
n
g
f
r
o
m
1
r
ep
r
esen
ti
n
g
“
S
tr
o
n
g
l
y
d
is
ag
r
ee
”
to
5
w
it
h
“
Stro
n
g
l
y
ag
r
ee
”
o
p
tio
n
.
T
h
e
q
u
esti
o
n
n
air
e
i
s
co
m
p
o
s
ed
o
f
t
w
o
p
ar
ts
.
Sect
io
n
f
ir
s
t
co
v
er
s
t
h
e
d
e
m
o
g
r
ap
h
ic
a
n
d
p
er
s
o
n
al
ch
ar
ac
ter
is
tic
s
o
f
t
h
e
p
o
p
u
lat
io
n
co
n
tai
n
in
g
6
q
u
esti
o
n
s
a
n
d
th
e
s
ec
o
n
d
p
ar
t
co
n
tain
e
d
q
u
esti
o
n
s
ab
o
u
t
in
d
ep
en
d
en
t
a
n
d
d
ep
en
d
en
t
v
ar
iab
les.
Data
w
as
attai
n
ed
f
r
o
m
t
h
e
p
u
b
lic
an
d
p
r
iv
ate
u
n
i
v
er
s
itie
s
s
t
u
d
en
t
s
in
ca
p
ital c
it
y
I
s
la
m
ab
ad
,
P
ak
is
ta
n
.
T
o
tal
o
f
1
1
3
s
tu
d
e
n
ts
p
ar
tici
p
a
ted
in
th
e
s
t
u
d
y
.
3.
RE
SU
L
T
S
AND
D
I
SCU
SS
I
O
N
3
.
1
.
Relia
bil
it
y
a
na
ly
s
is
R
eliab
ilit
y
An
al
y
s
i
s
R
e
liab
ilit
y
a
n
al
y
s
is
allo
w
s
y
o
u
to
s
t
u
d
y
t
h
e
p
r
o
p
er
ties
o
f
m
ea
s
u
r
e
m
en
t
s
ca
le
s
an
d
th
e
ite
m
s
t
h
at
co
m
p
o
s
e
th
e
s
ca
les.
T
h
e
r
eliab
ilit
y
an
a
l
y
s
i
s
p
r
o
ce
d
u
r
e
ca
lcu
lates
a
n
u
m
b
e
r
o
f
co
m
m
o
n
l
y
u
s
ed
m
ea
s
u
r
es
o
f
s
ca
le
r
eliab
ilit
y
a
n
d
also
p
r
o
v
id
es
in
f
o
r
m
atio
n
ab
o
u
t
th
e
r
elatio
n
s
h
ip
s
b
et
w
ee
n
in
d
i
v
id
u
a
l
ite
m
s
i
n
t
h
e
s
ca
le.
I
n
cu
r
r
en
t
s
t
u
d
y
,
a
f
ter
ca
lc
u
lati
n
g
t
h
e
c
o
n
s
tr
u
ct
ab
ilit
y
co
n
s
is
ten
t
r
es
u
lts
w
er
e
attai
n
ed
.
I
n
ter
n
al
co
n
s
is
te
n
c
y
a
n
al
y
s
is
w
a
s
d
o
n
e
s
ep
ar
atel
y
f
o
r
th
e
v
ar
iab
les
co
r
r
esp
o
n
d
in
g
to
ea
ch
o
f
t
h
e
co
n
s
tr
u
cts
;
o
v
er
a
ll
r
eliab
ilit
y
o
f
t
h
e
v
ar
i
ab
les.
T
a
b
le
2
s
h
o
w
s
t
h
e
v
al
u
es
o
f
C
r
o
n
b
ac
h
’
s
co
ef
f
icie
n
t,
m
ea
n
a
n
d
v
ar
ian
ce
,
if
w
e
d
elete
o
n
e
ite
m
f
o
r
ex
am
p
le,
T
ab
le
1
s
h
o
w
s
th
at
i
f
w
e
d
elete
th
e
v
ar
iab
le
E
Q
i.e
.
t
h
en
t
h
e
o
v
er
all
v
al
u
e
o
f
C
r
o
n
b
ac
h
’
s
alp
h
a
b
ec
o
m
e
s
.
9
1
4
co
m
p
ar
ed
to
.
9
5
3
an
d
it m
ea
n
s
t
h
at
v
ar
iab
les an
d
q
u
e
s
t
io
n
s
s
e
lecte
d
in
t
h
i
s
r
esear
ch
is
a
r
eliab
le
m
ea
s
u
r
e
an
d
it
s
h
o
u
ld
b
e
co
n
s
id
er
ed
in
f
u
t
u
r
e
r
esear
c
h
w
o
r
k
.
A
ll
t
h
e
ab
o
v
e
v
ar
iab
le
s
h
av
e
C
r
o
n
b
ac
h
’
s
v
al
u
es i
n
s
i
g
n
i
f
ican
t r
an
g
e
(
0
.
7
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7
,
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3]
.
T
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1
.
R
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tati
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9
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3
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T
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2
.
I
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tal
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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
C
o
r
r
ela
tin
g
s
p
ir
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l a
n
d
emo
tio
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l in
tellig
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w
ith
a
ca
d
e
mic
p
erf
o
r
ma
n
ce
a
mo
n
g
…
(
Ja
msh
id
A
li Tu
r
i
)
281
3
.
2
.
Descript
iv
e
s
t
a
t
is
t
ics
Descr
ip
tiv
e
s
tati
s
tics
d
ea
l
s
w
it
h
t
h
e
co
n
ce
p
t
s
an
d
m
et
h
o
d
s
co
n
ce
r
n
ed
w
ith
s
u
m
m
ar
izatio
n
an
d
ex
p
lan
atio
n
o
f
t
h
e
i
m
p
o
r
tan
t
asp
ec
ts
o
f
th
e
s
ta
tis
tica
l
d
ata.
Me
an
s
an
d
s
ta
n
d
ar
d
d
ev
iatio
n
w
a
s
ca
lc
u
lated
t
o
ch
ec
k
t
h
e
co
n
s
is
te
n
c
y
a
m
o
n
g
th
e
r
esear
ch
v
ar
iab
le.
T
h
e
m
ea
n
v
al
u
es
o
f
th
e
T
ab
le
3
ar
e
n
ea
r
to
m
ax
i
m
u
m
v
alu
e
s
an
d
th
e
v
alu
e
s
o
f
th
e
s
tan
d
ar
d
d
ev
iatio
n
ar
e
v
er
y
lo
w
,
w
h
ic
h
m
ea
n
s
t
h
at
e
m
o
tio
n
al
an
d
s
p
ir
itu
a
l
in
telli
g
e
n
ce
h
av
e
p
o
s
i
tiv
e
r
o
le
an
d
g
r
ea
ter
i
m
p
ac
t
o
n
ac
ad
e
m
ic
p
er
f
o
r
m
an
ce
ac
co
r
d
in
g
t
o
th
e
p
er
ce
p
tio
n
o
f
th
e
s
t
u
d
en
t
s
.
T
ab
le
3
.
Descr
ip
tiv
e
s
tatis
tic
s
o
f
th
e
q
u
e
s
tio
n
n
air
e
N
u
mb
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r
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f
r
e
sp
o
n
d
e
n
t
s
M
i
n
i
m
u
m
M
a
x
i
m
u
m
M
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a
n
S
t
d
.
D
e
v
i
a
t
i
o
n
EQ
1
1
3
1
.
8
3
4
.
7
5
3
.
6
2
4
6
.
5
7
0
8
9
SQ
1
1
3
1
.
3
3
4
.
5
0
3
.
4
5
6
4
.
6
2
4
9
5
AP
1
1
3
1
.
7
7
4
.
7
1
3
.
4
8
3
4
.
6
3
3
4
0
V
a
l
i
d
N
1
1
3
3
.
2
.
1
.
I
nfe
re
ntia
l
s
t
a
t
is
t
ics
T
ab
le
4
s
h
o
w
s
t
h
e
r
elatio
n
s
h
ip
b
et
w
ee
n
d
ep
en
d
en
t
an
d
in
d
ep
en
d
en
t
v
ar
iab
le
s
.
T
h
er
e
ar
e
1
1
3
r
esp
o
n
d
en
ts
t
h
at
s
h
o
w
s
,
i
n
d
e
p
en
d
en
t
v
ar
iab
le
(
E
Q)
h
a
s
m
o
d
er
ately
s
ig
n
i
f
ica
n
t
r
elatio
n
s
h
ip
w
it
h
ac
ad
e
m
ic
p
er
f
o
r
m
a
n
ce
(
A
P
)
w
h
er
e
(
r
=
.
6
0
0
)
.
T
h
e
o
th
er
in
d
ep
en
d
en
t
v
ar
iab
le
ac
ad
e
m
ic
ele
m
e
n
ts
h
a
v
e
s
i
g
n
i
f
ican
t
r
elatio
n
s
h
ip
w
it
h
ac
ad
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m
ic
p
er
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r
m
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ce
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(
r
=
.
7
6
3
)
.
T
h
e
th
ir
d
in
d
ep
en
d
e
n
t
v
ar
ia
b
le
k
n
o
w
led
g
e
h
as
s
tr
o
n
g
s
i
g
n
if
ican
t
r
elatio
n
s
h
i
p
w
it
h
ac
ad
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m
ic
p
er
f
o
r
m
an
c
e
w
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(
r
=.
7
8
6
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.
T
h
e
co
r
r
elatio
n
tab
le
s
h
o
w
th
e
s
i
g
n
if
ican
ce
r
elatio
n
s
h
ip
a
m
o
n
g
th
e
ele
m
e
n
ts
o
f
t
h
e
in
telli
g
e
n
ce
an
d
ex
h
ib
it
t
h
at
ea
ch
in
d
ep
en
d
en
t
v
ar
iab
le
h
a
s
s
ig
n
i
f
ica
n
t
r
elati
o
n
s
h
ip
w
it
h
t
h
e
d
ep
en
d
en
t
v
ar
iab
le,
ac
ad
em
ic
p
er
f
o
r
m
a
n
c
e.
T
h
is
r
esu
lt
is
i
n
lin
e
w
it
h
E
Q
s
tu
d
ie
s
d
o
n
e
b
y
p
r
ev
io
u
s
s
c
h
o
lar
[
12,
20
]
a
n
d
also
p
ar
allel
w
ith
S
Q
s
tu
d
ies
d
o
n
e
b
y
o
th
e
r
r
esear
ch
er
s
[
2
3
,
2
8
]
.
T
ab
le
4
.
R
elatio
n
s
h
ip
b
et
w
ee
n
v
ar
iab
les
EQ
SQ
AP
EQ
P
e
a
r
so
n
C
o
r
r
e
l
a
t
i
o
n
1
S
i
g
.
(
2
-
t
a
i
l
e
d
)
N
1
1
3
SQ
P
e
a
r
so
n
C
o
r
r
e
l
a
t
i
o
n
.
5
7
3
**
1
S
i
g
.
(2
-
t
a
i
l
e
d
)
.
0
0
0
N
1
1
3
1
1
3
AP
P
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r
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l
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t
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n
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6
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6
3
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S
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g
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(
2
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t
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d
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0
0
0
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0
0
0
N
1
1
3
1
1
3
1
1
3
R
eg
r
es
s
io
n
a
n
al
y
s
is
w
as
r
u
n
th
r
o
u
g
h
SP
SS
an
d
s
i
m
p
le
c
h
ec
k
t
h
e
in
d
ep
en
d
en
t
r
elatio
n
s
h
ip
w
i
th
d
ep
en
d
en
t.
I
n
th
e
f
ir
s
t
s
tep
w
e
u
s
ed
co
n
tr
o
l
v
ar
iab
le
im
p
ac
t
o
n
d
e
p
en
d
en
t
v
ar
iab
le
an
d
s
ec
o
n
d
s
tep
w
as
in
d
ep
en
d
en
t
v
ar
iab
les.
T
ab
le
5
s
h
o
w
s
t
h
at
g
e
n
d
er
h
as
p
o
s
it
i
v
e
i
m
p
ac
t
o
n
ac
ad
e
m
ic
p
e
r
f
o
r
m
an
ce
.
Seco
n
d
s
tep
s
h
o
w
s
s
ig
n
i
f
ica
n
t
r
elatio
n
s
h
i
p
b
etw
ee
n
t
h
e
in
d
ep
en
d
en
t
v
ar
iab
les
(
E
m
o
tio
n
al
a
n
d
Sp
ir
itu
al
I
n
tel
lig
e
n
ce
)
an
d
d
ep
en
d
en
t
v
ar
iab
le
(
A
c
ad
em
ic
P
er
f
o
r
m
an
ce
)
.
E
m
o
ti
o
n
al
I
n
tell
ig
e
n
ce
s
ig
n
i
f
ica
n
tl
y
e
f
f
ec
t
s
ac
ad
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m
ic
p
er
f
o
r
m
a
n
ce
(
B
=
.
0
9
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>
.
0
0
5
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d
s
p
ir
itu
al
I
n
tellig
en
c
e
s
ig
n
i
f
ica
n
tl
y
e
f
f
ec
ts
ac
ad
e
m
ic
p
er
f
o
r
m
an
c
e
(
B
=
.
3
4
,
>.
0
0
5
)
ar
e
ac
ce
p
te
d
.
T
ab
le
5
.
R
eg
r
ess
io
n
a
n
al
y
s
i
s
Ac
a
d
e
m
i
c
Pe
r
f
o
rm
a
n
c
e
Β
∆R²
S
t
e
p
1
G
e
n
d
e
r
.
1
3
*
*
.
0
7
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S
t
e
p
2
Emo
t
i
o
n
a
l
I
n
t
e
l
l
i
g
e
n
c
e
.
0
9
*
S
p
i
r
i
t
u
a
l
I
n
t
e
l
l
i
g
e
n
c
e
.
3
4
*
*
.
6
6
*
*
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
:
2
7
8
-
2
8
4
282
3
.
3
.
P
a
rt
icipa
nts’
de
m
o
g
ra
ph
ic
c
ha
ra
ct
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is
t
ics
Sig
n
i
f
ica
n
t
d
if
f
er
e
n
ce
is
s
ee
n
i
n
E
Q
a
n
d
SQ
o
n
A
P
th
e
b
asi
s
o
f
g
e
n
d
er
o
n
all
co
n
s
tr
u
cts
o
f
th
e
s
tu
d
y
.
I
t
m
ea
n
s
th
at
E
Q
a
n
d
SQ
is
d
if
f
er
en
t
f
o
r
m
ale
a
n
d
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e
m
ale.
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m
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n
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f
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m
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le
ac
co
r
d
in
g
t
o
th
e
s
tu
d
y
r
es
u
lt
s
.
T
ab
le
6
an
d
T
ab
le
7
s
h
o
w
th
e
A
NOV
A
f
o
r
g
e
n
d
er
an
d
th
e
m
ea
n
v
al
u
es
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o
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g
en
d
er
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ese
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tiv
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.
T
ab
le
6
.
A
NOV
A
f
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n
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er
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u
m o
f
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q
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a
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2
3
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o
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8
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1
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5
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r
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p
s
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5
4
2
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4
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3
5
0
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0
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0
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n
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r
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p
s
4
7
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1
9
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2
5
3
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1
8
7
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o
t
a
l
5
1
.
7
3
8
2
5
4
T
ab
le
7
.
Me
an
v
alu
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f
o
r
g
e
n
d
er
G
e
n
d
e
r
EQ
SQ
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e
mal
e
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e
a
n
3
.
5
7
6
5
3
.
8
8
6
9
M
a
l
e
M
e
a
n
3
.
2
2
1
3
3
.
6
1
2
5
T
o
t
a
l
M
e
a
n
3
.
3
5
7
8
3
.
7
1
8
0
Me
an
co
m
p
ar
i
s
o
n
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h
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w
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t
h
at
f
e
m
ale
i
s
h
av
i
n
g
b
etter
“
E
Q”
(
Me
an
=3
.
5
7
)
an
d
“
S
Q”
(
M=
3
.
8
8
)
s
k
ill
s
as
co
m
p
ar
ed
to
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co
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s
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m
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1
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E
m
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p
r
io
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itizes
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h
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[
2
3
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.
T
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in
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o
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m
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m
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p
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th
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p
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p
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i
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ip
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r
e
s
till
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f
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li
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s
th
a
t
ca
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ata
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f
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m
1
1
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ts
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h
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ca
n
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e
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o
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ated
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m
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ize.
An
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ak
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n
f
u
t
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t
h
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ar
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les ca
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4.
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SI
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N
T
h
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t
u
d
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t
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ig
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ce
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n
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Sp
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th
e
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o
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a
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ce
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h
e
f
in
d
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v
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led
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h
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t
h
er
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ip
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f
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a
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ce
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m
o
ti
o
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al
in
telli
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ce
p
r
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s
tu
d
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ts
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ic
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v
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m
en
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h
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n
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aid
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RE
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[3
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se
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.
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sm
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L
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n
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.
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p
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]
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Nia
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.
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.
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m
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o
o
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sh
ip
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p
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p
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3
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[6
]
R.
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u
sle
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n
d
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.
Bo
ss
e
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n
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o
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v
iro
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m
e
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k
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iv
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y
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a
g
d
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b
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rg
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0
1
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.
[7
]
S
h
it
ik
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a
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.
V
ij
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n
d
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.
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a
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h
i,
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telli
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ten
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m
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ter
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a
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l.
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o
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2
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p
p
.
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7
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8
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[8
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Ş
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u
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z
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Re
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b
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iza
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[9
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M
.
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.
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0
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u
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y
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o
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,
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ss
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[1
2
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M
.
M
o
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h
a
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,
M
.
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a
f
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ra
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3
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.
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4
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.
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.
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z
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n
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.
M
.
M
o
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5
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6
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7
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.
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Us
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,
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8
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.
[1
9
]
E.
C.
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ra
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s,
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Ka
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,
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.
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.
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telli
g
e
n
t
a
n
d
S
p
iri
t
u
a
li
ty
:
a
Cro
ss
-
se
c
ti
o
n
a
l
S
tu
d
y
,
"
S
p
irit
u
a
li
ty a
n
d
M
e
n
ta
l
He
a
lt
h
,
v
o
l.
3
1
,
n
o
.
4
,
p
p
.
2
6
2
-
2
6
7
,
2
0
1
9
.
[2
0
]
M
.
C.
C.
Jia
n
g
,
Y.
Br
o
w
n
,
L
.
E.
R.
Do
u
b
le,
K.
S
.
B
.
M
ica
e
l
a
,
a
n
d
M
.
Am
irali,
"
E
m
o
ti
o
n
a
l
in
tell
ig
e
n
c
e
p
re
d
icts
a
c
a
d
e
m
ic p
e
r
f
o
rm
a
n
c
e
:
A
m
e
ta
-
a
n
a
ly
sis
,"
Psy
c
h
o
lo
g
ica
l
B
u
ll
e
ti
n
,
v
o
l.
1
4
6
,
n
o
.
2
,
p
p
.
1
5
0
–
1
8
6
,
2
0
1
6
.
[2
1
]
S
.
A
g
h
a
jan
i
a
n
d
H.
S
a
m
a
d
if
a
rd
,
"
Co
rre
latio
n
o
f
S
p
ir
it
u
a
l
W
e
ll
-
Be
in
g
w
it
h
S
p
iri
t
u
a
l
I
n
telli
g
e
n
c
e
a
n
d
Em
o
ti
o
n
a
l
In
telli
g
e
n
c
e
in
S
tu
d
e
n
ts
a
t
M
o
h
a
g
h
e
g
h
A
rd
e
b
il
i
Un
iv
e
rsit
y
,
"
J
o
u
rn
a
l
o
f
He
a
lt
h
Pr
o
mo
ti
o
n
M
a
n
a
g
e
me
n
t
,
v
o
l
3
,
n
o
.
4
,
p
p
.
1
1
-
2
7
,
2
0
1
8
.
[2
2
]
B.
S
u
h
a
e
d
ir,
Z
.
S
it
i,
C.
A
.
Du
ra
n
,
In
d
riw
a
ti
a
n
d
S
.
En
d
a
h
,
"
T
h
e
sp
iri
tu
a
l
a
n
d
s
o
c
ial
a
tt
it
u
d
e
s
o
f
stu
d
e
n
ts
to
w
a
rd
s
in
teg
ra
ted
p
ro
b
lem
b
a
s
e
d
lea
rn
in
g
m
o
d
e
ls,"
Iss
u
e
s
in
Ed
u
c
a
ti
o
n
a
l
Res
e
a
rc
h
,
V
o
l
.
2
8
,
No
.
2
,
v
o
l.
2
8
,
n
o
.
2
,
p
p
.
2
5
4
-
2
7
0
,
2
0
1
8
.
[2
3
]
M
.
S
h
a
m
si
a
n
d
N.
Na
stiez
a
ie,
"
E
v
a
lu
a
ti
o
n
o
f
M
e
d
iati
n
g
Ro
le
o
f
S
p
iri
tu
a
l
I
n
telli
g
e
n
c
e
in
t
h
e
Re
lati
o
n
sh
i
p
b
e
tw
e
e
n
S
o
c
ial
Ca
p
it
a
l
a
n
d
P
sy
c
h
o
lo
g
ica
l
Ca
p
it
a
l
o
f
G
ra
d
u
a
te
S
tu
d
e
n
ts,
"
J
o
u
rn
a
l
o
f
M
e
d
ica
l
E
d
u
c
a
t
io
n
De
v
e
lo
p
me
n
t
,
v
o
l
.
1
1
,
no.
3
2
,
p
p
.
2
8
3
-
2
9
9
,
2
0
1
8
.
[2
4
]
S
in
g
la
a
n
d
D
.
Ka
u
r,
"
T
o
S
tu
d
y
T
h
e
Ro
le
Of
S
p
iri
tu
a
l
In
telli
g
e
n
c
e
A
t
W
o
rk
P
lac
e
:
A
Re
v
ie
w
,
"
PIM
T
J
o
u
rn
a
l
o
f
Res
e
a
rc
h
,
Vo
l
.
1
1
,
No
.
2
,
p
p
.
9
0
-
9
5
,
2
0
1
9
.
[2
5
]
M
.
T
a
jp
o
u
r
a
n
d
A
.
S
a
lam
z
a
d
e
h
,
"
T
h
e
e
ffe
c
t
o
f
sp
iri
tu
a
l
in
telli
g
e
n
c
e
o
n
o
rg
a
n
isa
ti
o
n
a
l
e
n
trep
re
n
e
u
r
sh
ip
:
c
a
se
stu
d
y
o
f
e
d
u
c
a
ti
o
n
a
l
d
e
p
a
rtm
e
n
ts
in
U
n
iv
e
rsity
o
f
Teh
ra
n
,
"
In
t.
J
.
M
a
n
a
g
e
me
n
t
a
n
d
En
ter
p
rise
De
v
e
lo
p
me
n
t
,
V
o
l.
1
8
,
No
.
3
,
p
p
.
2
0
5
-
2
1
9
,
2
0
1
9
.
[2
6
]
M
.
A
.
A
.
V
in
u
e
z
a
,
T
h
e
r
o
le
o
f
s
p
i
ritu
a
li
ty
in
b
u
i
ld
i
n
g
th
e
re
sili
e
n
c
e
o
f
mig
r
a
n
t
c
h
il
d
re
n
in
Ce
n
tra
l
A
me
ric
a
.
S
c
h
o
o
l
o
f
S
o
c
ial
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c
ien
c
e
a
n
d
P
u
b
li
c
P
o
li
c
y
,
L
o
n
d
o
n
,
2
0
1
6
.
[2
7
]
F
.
V
a
sc
o
n
c
e
lo
s,
"
S
p
iri
t
u
a
l
in
tell
ig
e
n
c
e
:
a
th
e
o
re
ti
c
a
l
s
y
n
th
e
sis
a
n
d
w
o
rk
-
li
f
e
p
o
ten
ti
a
l
li
n
k
a
g
e
s,"
In
ter
n
a
ti
o
n
a
l
J
o
u
rn
a
l
o
f
Or
g
a
n
iza
ti
o
n
a
l
An
a
lys
is
,
Vo
l.
2
8
,
No
.
1
,
p
p
.
1
0
9
-
1
3
4
,
2
0
1
9
.
[2
8
]
E.
Ay
d
in
,
"
T
h
e
E
ff
e
c
t
o
f
S
p
iri
tu
a
l
In
telli
g
e
n
c
e
a
n
d
Op
t
im
isti
c
o
n
Cre
a
ti
v
it
y
in
Tea
m
a
n
d
In
d
i
v
id
u
a
l
S
p
o
rts
A
c
ti
v
it
ies
o
f
T
r
a
b
z
o
n
Un
iv
e
rsity
S
tu
d
e
n
ts,"
Asi
a
n
J
o
u
rn
a
l
o
f
Ed
u
c
a
ti
o
n
a
n
d
T
r
a
in
in
g
,
v
o
l
.
5
n
o
.
3
,
p
p
.
3
9
7
-
4
0
2
,
2
0
1
9
.
[2
9
]
M
.
M
a
ti
se
,
J.
Ra
tclif
f
a
n
d
F
.
M
o
sc
i,
"
A
W
o
rk
in
g
M
o
d
e
l
f
o
r
th
e
I
n
teg
ra
ti
o
n
o
f
S
p
iri
t
u
a
li
ty
in
Co
u
n
se
li
n
g
,
"
J
o
u
rn
a
l
o
f
S
p
irit
u
a
l
it
y
in
M
e
n
ta
l
He
a
lt
h
,
v
o
l.
2
0
,
n
o
.
1
,
p
p
.
2
7
-
5
0
,
2
0
1
8
.
[3
0
]
M
.
J.
Al
-
S
a
lk
h
i,
"
S
p
iri
tu
a
l
I
n
telli
g
e
n
c
e
a
n
d
Its
Re
latio
n
w
it
h
P
sy
c
h
o
l
o
g
ica
l
S
tab
il
it
y
o
f
a
S
a
m
p
le
o
f
S
tu
d
e
n
ts
f
ro
m
th
e
Co
ll
e
g
e
o
f
A
rts
a
n
d
S
c
ien
c
e
s
in
t
h
e
Un
iv
e
rsity
o
f
P
e
tra,"
In
ter
n
a
ti
o
n
a
l
J
o
u
rn
a
l
o
f
L
e
a
r
n
in
g
,
T
e
a
c
h
i
n
g
a
n
d
Ed
u
c
a
ti
o
n
a
l
Res
e
a
rc
h
,
V
o
l.
1
8
,
No
.
3
,
p
p
.
1
4
2
-
1
6
3
,
2
0
1
9
.
[3
1
]
K.
M
a
rty
n
o
w
sk
a
a
n
d
L
.
Z
y
sb
e
rg
,
"
F
a
it
h
c
o
n
q
u
e
rs
a
ll
?
De
m
o
g
ra
p
h
ic
a
n
d
p
sy
c
h
o
lo
g
ica
l
re
so
u
rc
e
s
a
n
d
th
e
ir
a
ss
o
c
iatio
n
s
w
it
h
a
c
a
d
e
m
ic
p
e
r
f
o
r
m
a
n
c
e
a
m
o
n
g
re
li
g
io
u
s
c
o
ll
e
g
e
st
u
d
e
n
ts
,"
Brit
ish
J
o
u
rn
a
l
o
f
Rel
ig
i
o
u
s
Ed
u
c
a
ti
o
n
,
v
o
l
3
,
n
o
.
6
,
p
p
.
2
9
1
-
3
0
7
,
2
0
1
7
.
[3
2
]
M
.
A
.
P
h
il
li
p
s
a
n
d
P
.
Rit
a
la,
"
A
c
o
m
p
lex
a
d
a
p
ti
v
e
s
y
ste
m
s
a
g
e
n
d
a
f
o
r
e
c
o
s
y
ste
m
re
se
a
rc
h
m
e
th
o
d
o
lo
g
y
,
"
T
e
c
h
n
o
l
o
g
ica
l
F
o
re
c
a
stin
g
a
n
d
S
o
c
ia
l
C
h
a
n
g
e
,
Vo
l
.
1
4
8
,
p
p
.
2
0
1
-
2
1
9
,
2
0
1
8
.
[3
3
]
H.
A
d
a
m
so
n
,
"
S
u
b
sta
n
c
e
Us
e
,
A
b
u
se
,
a
n
d
T
re
a
t
m
e
n
t
a
n
d
th
e
i
r
Co
rre
latio
n
to
Re
li
g
io
sity
a
n
d
S
p
iri
t
u
a
li
ty
i
n
a
Na
ti
o
n
a
l
S
a
m
p
le,"
T
h
e
Ch
ica
g
o
S
c
h
o
o
l
o
f
P
r
o
f
e
ss
io
n
a
l
P
sy
c
h
o
lo
g
y
,
Ch
ica
g
o
,
2
0
1
7
.
[3
4
]
B.
Do
b
ia
a
n
d
S
.
Ro
f
f
e
y
,
"
R
e
sp
e
c
t
f
o
r
Cu
lt
u
re
—
S
o
c
ial
a
n
d
Em
o
ti
o
n
a
l
L
e
a
rn
in
g
w
it
h
A
b
o
rig
in
a
l
a
n
d
T
o
rre
s
S
trait
Isla
n
d
e
r
Yo
u
th
,
"
S
o
c
ia
l
a
n
d
Emo
t
io
n
a
l
L
e
a
rn
i
n
g
i
n
A
u
stra
li
a
a
n
d
t
h
e
Asia
-
P
a
c
if
ic
,
v
o
l
.
3
,
n
o
.
5
,
p
p
.
3
1
3
-
3
3
4
,
2
0
1
7
.
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