I
nte
rna
t
io
na
l J
o
urna
l o
f
E
v
a
lua
t
io
n a
nd
Resea
rc
h in E
du
ca
t
io
n (
I
J
E
RE
)
Vo
l.
9
,
No
.
4
,
Dec
em
b
e
r
2
0
2
0
,
p
p
.
971
~
978
I
SS
N:
2252
-
8
8
2
2
,
DOI
: 1
0
.
1
1
5
9
1
/
ije
r
e
.
v
9
i
4
.
2
0
8
7
7
971
J
o
ur
na
l ho
m
ep
a
g
e
:
h
ttp
:
//ij
ere.
ia
esco
r
e.
co
m
A sy
stema
tic
revi
ew of pare
ntal a
t
t
itude
a
nd
pre
fere
nces
towa
rds implem
e
ntatio
n of se
x
ua
lit
y
educatio
n
Yeo
K
ee
-
J
ia
r
,
L
ee
Sh
ih
-
H
ui
F
a
c
u
lt
y
o
f
S
o
c
ial
S
c
ien
c
e
s &
Hu
m
a
n
it
ies
,
Un
iv
e
rsiti
Tek
n
o
l
o
g
i
M
a
lay
sia
,
M
a
lay
sia
Art
icle
I
nfo
AB
S
T
RAC
T
A
r
ticle
his
to
r
y:
R
ec
eiv
ed
Ju
l
1
9
,
2
0
2
0
R
ev
is
ed
Oct
2
,
2020
Acc
ep
ted
Oct
27
,
2
0
2
0
P
a
re
n
ts
p
lay
a
u
n
iq
u
e
r
o
le
in
p
ro
v
i
d
in
g
a
n
d
fa
c
il
it
a
ti
n
g
th
e
ir
c
h
il
d
re
n
i
n
a
c
q
u
irem
e
n
t
o
f
se
x
u
a
l
a
n
d
re
p
r
o
d
u
c
ti
v
e
h
e
a
lt
h
k
n
o
wle
d
g
e
.
Th
e
p
u
r
p
o
se
o
f
th
is
stu
d
y
is
t
o
p
ro
v
i
d
e
a
n
o
v
e
r
v
i
e
w
o
f
p
a
re
n
ts’
a
tt
it
u
d
e
,
p
re
fe
re
n
c
e
s
to
wa
rd
s
se
x
u
a
li
ty
e
d
u
c
a
ti
o
n
(S
E)
a
n
d
f
a
c
to
rs
th
a
t
c
o
n
tr
ib
u
ted
t
o
t
h
e
ir
a
tt
i
tu
d
e
s
a
n
d
p
e
rc
e
p
ti
o
n
s
b
a
se
d
o
n
re
v
iew
o
f
re
lev
a
n
t
li
tera
t
u
re
.
Th
e
a
rt
icle
s
we
re
re
tri
e
v
e
d
v
ia
e
lec
tro
n
ic
d
a
tab
a
se
s,
a
n
d
m
a
n
u
a
ll
y
e
x
a
m
in
e
d
t
o
i
d
e
n
ti
f
y
t
h
e
s
tu
d
ies
t
h
a
t
a
d
d
re
ss
e
d
th
e
re
se
a
rc
h
q
u
e
stio
n
s.
Th
e
re
we
re
2
9
st
u
d
ies
with
a
to
tal
o
f
2
2
,
2
1
3
p
a
re
n
ts
i
n
v
o
lv
e
d
w
h
ich
p
u
b
li
s
h
e
d
in
p
e
e
r
-
re
v
iew
e
d
jo
u
r
n
a
ls
b
e
twe
e
n
th
e
y
e
a
r
2
0
0
0
a
n
d
2
0
1
8
we
re
se
lec
ted
a
n
d
re
v
iew
e
d
sy
ste
m
a
ti
c
a
ll
y
.
Th
e
fin
d
i
n
g
s
e
m
e
rg
e
d
fro
m
th
e
re
v
iew
we
re
c
a
teg
o
rize
d
in
to
th
re
e
m
a
in
th
e
m
e
s
wh
ich
i
n
c
lu
d
e
d
p
a
re
n
tal
a
tt
it
u
d
e
s,
p
a
re
n
tal
p
re
fe
re
n
c
e
s
to
wa
rd
s
th
e
imp
lem
e
n
tatio
n
o
f
S
E
a
n
d
t
h
e
fa
c
to
rs
c
o
n
tr
ib
u
ted
t
o
t
h
e
ir
a
tt
it
u
d
e
s
a
n
d
p
e
rc
e
p
ti
o
n
s
.
M
o
st
st
u
d
ies
re
v
e
a
led
t
h
a
t
p
a
re
n
ts
s
h
o
we
d
p
o
siti
v
e
a
tt
it
u
d
e
s
a
n
d
su
p
p
o
rt
th
e
in
c
l
u
sio
n
o
f
S
E
in
sc
h
o
o
l.
Th
e
y
p
re
fe
rre
d
a
g
e
-
a
p
p
ro
p
r
iate
d
S
E
t
o
b
e
in
tro
d
u
c
e
d
i
n
e
lem
e
n
tary
sc
h
o
o
ls
a
n
d
se
c
o
n
d
a
ry
sc
h
o
o
ls.
S
o
m
e
p
a
re
n
ts
su
p
p
o
rted
S
E
wh
ich
is
a
li
g
n
e
d
wit
h
re
li
g
i
o
u
s
tea
c
h
in
g
a
n
d
c
u
lt
u
ra
l.
De
m
o
g
ra
p
h
ic
fa
c
to
rs,
p
a
re
n
ts’
s
e
x
u
a
li
ty
k
n
o
wle
d
g
e
,
re
li
g
i
o
u
s
a
n
d
c
u
lt
u
ra
l
fa
c
to
rs
c
o
u
l
d
a
ffe
c
t
p
a
re
n
tal
a
tt
it
u
d
e
s
a
n
d
p
e
rc
e
p
ti
o
n
s
to
wa
rd
s
S
E.
T
h
is
u
n
d
e
rsta
n
d
i
n
g
c
o
u
l
d
b
e
u
se
fu
l
f
o
r
p
o
l
icy
m
a
k
e
rs
a
n
d
e
d
u
c
a
to
rs
t
o
e
n
c
o
u
ra
g
e
c
o
ll
a
b
o
ra
ti
o
n
with
p
a
re
n
ts
to
stre
n
g
t
h
e
n
t
h
e
e
ffe
c
ti
v
e
n
e
ss
o
f
t
h
e
p
r
o
g
ra
m
a
n
d
sc
a
le u
p
S
E
t
o
b
e
n
e
fit
t
h
e
y
o
u
n
g
g
e
n
e
ra
ti
o
n
.
K
ey
w
o
r
d
s
:
Par
en
tal
attitu
d
e
Par
en
ts
Pre
f
er
en
ce
s
Sex
u
ality
ed
u
ca
tio
n
T
h
is i
s
a
n
o
p
e
n
a
c
c
e
ss
a
rticle
u
n
d
e
r th
e
CC B
Y
-
SA
li
c
e
n
se
.
C
o
r
r
e
s
p
o
nd
ing
A
uth
o
r
:
L
ee
Sh
ih
-
Hu
i,
Sch
o
o
l o
f
E
d
u
ca
tio
n
,
Facu
lty
o
f
So
cial
Scien
ce
s
&
Hu
m
an
ities
,
Un
iv
er
s
iti T
ek
n
o
lo
g
i M
ala
y
s
ia,
8
1
3
0
0
Sk
u
d
ai,
J
o
h
o
r
,
Ma
lay
s
ia.
E
m
ail: le
esh
ih
h
u
i0
6
0
6
@
g
m
ail.
co
m
1.
I
NT
RO
D
UCT
I
O
N
Sex
u
ality
ed
u
ca
tio
n
(
SE)
is
d
ef
in
ed
as
“
a
cu
r
r
icu
lu
m
-
b
a
s
ed
p
r
o
ce
s
s
o
f
tea
ch
in
g
a
n
d
lea
r
n
in
g
a
b
o
u
t
co
g
n
itive,
emo
tio
n
a
l,
p
h
ysica
l
a
n
d
s
o
cia
l
a
s
p
ec
ts
o
f
s
ex
u
a
l
ity.
I
t
a
ims
to
eq
u
ip
ch
ild
r
en
a
n
d
yo
u
n
g
p
eo
p
le
w
ith
kn
o
w
led
g
e,
s
kills
,
a
ttit
u
d
es
a
n
d
va
lu
es
th
a
t
w
ill
emp
o
w
er
th
em
to
:
r
ea
liz
e
th
ei
r
h
ea
lth
,
w
ell
-
b
ein
g
a
n
d
d
ig
n
ity;
d
ev
elo
p
r
esp
ec
tfu
l
s
o
cia
l
a
n
d
s
ex
u
a
l
r
ela
tio
n
s
h
ip
s
;
co
n
s
id
er
h
o
w
th
eir
ch
o
ices
a
ffect
th
eir
o
w
n
w
ell
-
b
ein
g
a
n
d
th
a
t
o
f o
th
ers
;
a
n
d
,
u
n
d
ers
ta
n
d
a
n
d
en
s
u
r
e
th
e
p
r
o
tectio
n
o
f th
eir r
ig
h
ts
th
r
o
u
g
h
o
u
t th
eir lives
”
[
1
]
.
Acc
o
r
d
in
g
to
Sex
u
ality
I
n
f
o
r
m
atio
n
an
d
E
d
u
ca
t
io
n
C
o
u
n
c
il
o
f
th
e
U
n
ited
States
(
SIE
C
US)
,
SE
p
r
o
g
r
am
s
h
av
e
f
o
u
r
m
ai
n
g
o
als,
wh
ich
in
clu
d
ed
:
(
a
)
to
p
r
o
v
i
d
e
ac
c
u
r
ate
in
f
o
r
m
atio
n
a
b
o
u
t
h
u
m
an
s
ex
u
ality
;
(
b
)
to
s
u
p
p
o
r
t
y
o
u
n
g
p
e
o
p
le
to
d
ev
elo
p
an
d
u
n
d
er
s
tan
d
th
eir
v
al
u
e,
attitu
d
es
an
d
in
s
ig
h
ts
ab
o
u
t
s
ex
u
alit
y
;
(
c)
to
ass
is
t
y
o
u
n
g
p
eo
p
le
d
ev
el
o
p
r
elatio
n
s
h
ip
s
an
d
in
te
r
p
er
s
o
n
al
s
k
ills
an
d
(
d
)
t
o
h
elp
y
o
u
n
g
p
e
o
p
le
ex
e
r
cise
r
esp
o
n
s
ib
ilit
y
r
e
g
ar
d
in
g
s
ex
u
a
l
r
elatio
n
s
h
ip
s
[
2
]
.
Mo
r
e
o
v
er
,
th
er
e
is
a
n
ee
d
f
o
r
ch
ild
r
e
n
a
n
d
y
o
u
n
g
p
eo
p
le
to
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2
2
5
2
-
8
8
2
2
I
n
t
.
J
.
E
v
al
.
&
R
es
.
E
d
u
c
.
Vo
l.
9
,
No
.
4
,
Dec
em
b
e
r
2
0
2
0
:
9
7
1
-
9
7
8
972
lear
n
ab
o
u
t
th
e
r
is
k
o
f
s
ex
u
al
ex
p
lo
itatio
n
a
n
d
a
b
u
s
e,
s
o
t
h
a
t
th
ey
ar
e
ab
le
t
o
p
r
o
tect
th
em
s
elv
es
an
d
id
en
tif
y
an
d
ac
ce
s
s
av
ailab
le
s
o
u
r
ce
s
o
f
s
u
p
p
o
r
t
.
T
h
e
em
b
a
r
r
ass
m
en
t
an
d
s
ilen
ce
o
f
p
ar
e
n
ts
an
d
teac
h
er
s
in
SE
co
m
m
u
n
icatio
n
d
is
co
u
r
ag
es
y
o
u
th
s
in
s
ee
k
in
g
k
n
o
wled
g
e
r
eg
ar
d
in
g
s
ex
u
al
an
d
r
ep
r
o
d
u
ctiv
e
h
ea
lth
[
3
]
.
Hen
ce
,
th
e
ad
o
lescen
ts
ar
e
co
n
f
r
o
n
ted
with
c
o
n
f
u
s
in
g
,
co
n
f
lictin
g
an
d
n
eg
ativ
e
m
ess
ag
es
ab
o
u
t
s
ex
u
alit
y
wh
en
ap
p
r
o
ac
h
in
g
ad
u
lth
o
o
d
.
Pas
t
r
esear
ch
also
in
d
icate
d
th
at
SE
as
a
m
ed
iato
r
to
s
en
s
itize
ch
ild
r
en
,
p
ar
en
ts
,
teac
h
er
s
,
p
o
lic
e
an
d
lo
ca
l
co
m
m
u
n
ities
ab
o
u
t
th
e
s
ig
n
if
ica
n
ce
o
f
s
ex
u
al
an
d
r
e
p
r
o
d
u
ctiv
e
h
ea
lth
as
well
a
s
p
o
ten
tial so
lu
tio
n
s
to
s
ex
u
al
a
n
d
r
ep
r
o
d
u
ctiv
e
h
ea
lth
is
s
u
es [
4
]
.
SE
h
ad
b
ee
n
im
p
lem
e
n
ted
f
o
r
m
o
r
e
th
an
a
f
ew
d
ec
a
d
es
in
s
o
m
e
E
u
r
o
p
ea
n
c
o
u
n
tr
ie
s
,
an
d
th
e
ef
f
ec
tiv
e
n
ess
o
f
SE
wer
e
ac
k
n
o
wled
g
ed
in
m
an
y
em
p
ir
ical
s
tu
d
ies.
I
n
co
n
t
r
ast
with
th
e
m
y
th
s
th
at
SE
will
p
r
o
m
o
te
ea
r
l
y
s
ex
u
al
ex
p
er
im
en
tatio
n
,
it
is
f
o
u
n
d
th
at
SE
d
o
es
n
o
t
ac
ce
ler
ate
s
ex
u
al
ac
tiv
ity
b
u
t
p
r
o
m
o
tes
s
af
er
s
ex
u
al
b
eh
av
i
o
u
r
s
a
n
d
d
elay
s
ex
u
al
d
eb
u
ts
[
5
]
.
SE
ca
n
b
e
co
n
d
u
cted
in
d
if
f
e
r
en
t
a
p
p
r
o
ac
h
es
b
ased
o
n
th
e
d
if
f
er
en
ce
s
o
f
n
atio
n
al
p
o
licy
an
d
cu
ltu
r
al
c
o
n
tex
t.
T
h
er
e
ar
e
m
ain
ly
two
ty
p
es
o
f
ap
p
r
o
ac
h
es
wh
ich
n
am
ely
,
ab
s
tin
en
ce
-
o
n
ly
s
ex
u
ality
ed
u
ca
tio
n
(
AOSE
)
a
n
d
co
m
p
r
eh
e
n
s
iv
e
s
ex
u
ality
ed
u
ca
tio
n
(
C
SE)
.
C
SE
aim
s
to
eq
u
ip
t
h
e
ad
o
lescen
t
s
with
th
e
k
n
o
wled
g
e,
s
k
ills
,
attitu
d
es
an
d
v
al
u
es
r
eq
u
ir
e
d
to
m
a
k
e
in
f
o
r
m
e
d
ch
o
ice
an
d
en
jo
y
th
eir
s
ex
u
a
lity
p
h
y
s
ically
,
em
o
tio
n
ally
,
in
d
iv
id
u
ally
a
n
d
in
th
eir
r
ela
tio
n
s
h
ip
s
[
6
]
.
C
SE
s
u
p
p
o
r
ts
ab
s
tin
en
ce
as
th
e
f
ir
s
t
an
d
b
est
c
h
o
ice
f
o
r
p
r
e
v
en
t
in
g
p
r
e
g
n
an
c
y
an
d
s
ex
u
ally
-
tr
an
s
m
itted
d
is
ea
s
es
b
u
t
also
p
r
o
v
id
es
co
n
tr
ac
ep
ti
v
e
m
eth
o
d
s
to
ass
is
t
ad
o
lesc
en
ts
in
d
ec
is
io
n
-
m
ak
in
g
[
7
]
.
On
th
e
o
th
er
h
an
d
,
AOSE
teac
h
es
ab
s
tin
en
ce
is
t
h
e
o
n
ly
m
et
h
o
d
to
p
r
e
v
en
t
p
r
e
g
n
an
cy
an
d
s
ex
u
ally
-
tr
an
s
m
itt
ed
d
is
ea
s
es.
AOSE
u
s
u
ally
em
p
lo
y
s
f
ea
r
,
s
h
a
m
e
an
d
g
u
ilt
s
tr
ateg
ies
to
ex
ag
g
er
ate
th
e
n
e
g
ativ
e
co
n
s
e
q
u
en
ce
s
o
f
s
ex
u
al
b
eh
av
io
u
r
s
,
n
e
g
ativ
ely
p
o
r
tr
a
y
s
ex
u
ally
-
ac
tiv
e
y
o
u
th
s
an
d
in
s
til
g
u
ilt
an
d
s
h
a
m
e
am
o
n
g
th
e
ad
o
lescen
ts
to
p
r
ev
en
t sex
u
al
b
eh
a
v
io
u
r
[
8
]
.
Hig
h
q
u
ality
SE
f
o
r
y
o
u
th
ar
e
in
f
lu
en
ce
d
b
y
a
co
m
b
in
atio
n
o
f
co
m
p
lex
f
ac
to
r
s
.
Par
e
n
ts
,
th
e
p
r
im
a
r
y
ca
r
eg
iv
er
s
p
lay
ess
en
tial
r
o
le
in
th
e
g
en
d
er
an
d
s
o
cial
s
ex
u
aliza
tio
n
f
o
r
th
eir
ch
ild
r
en
.
T
h
eir
attitu
d
es
an
d
s
u
p
p
o
r
t
a
r
e
s
ig
n
if
ican
ce
f
o
r
th
e
s
u
cc
ess
f
u
l
im
p
lem
en
tatio
n
o
f
SE
[
9
]
.
T
h
e
clo
s
e
attac
h
m
e
n
t
b
etwe
en
p
a
r
en
ts
an
d
ch
ild
r
en
an
d
th
eir
co
m
m
u
n
icatio
n
o
n
s
ex
u
ality
m
atter
s
wer
e
id
en
tifie
d
as
p
r
ed
ictiv
e
f
ac
to
r
s
o
f
s
ex
u
al
an
d
r
ep
r
o
d
u
ctiv
e
h
ea
lth
o
u
tco
m
e
s
s
u
ch
as
en
g
a
g
em
en
t
in
r
is
k
y
s
ex
u
al
b
eh
av
io
u
r
s
an
d
s
ex
u
al
d
eb
u
t
[
1
0
]
.
Mo
r
eo
v
er
,
s
ch
o
o
l
teac
h
er
s
c
o
n
s
is
ten
tly
r
ep
o
r
te
d
th
at
p
ar
e
n
tal
f
ac
to
r
as
a
ch
allen
g
e
in
im
p
lem
en
tatio
n
o
f
s
ex
u
ality
ed
u
ca
tio
n
.
T
h
e
co
m
p
r
eh
en
s
iv
en
ess
an
d
e
f
f
ec
tiv
en
ess
o
f
th
e
teac
h
in
g
ca
n
b
e
lim
ited
as
th
e
teac
h
er
s
ar
e
wo
r
r
y
i
n
g
ab
o
u
t r
ec
ei
v
in
g
b
a
ck
lash
f
r
o
m
th
e
p
a
r
en
ts
[
1
1
]
.
T
h
er
e
is
in
cr
ea
s
in
g
n
u
m
b
er
o
f
s
tu
d
ies
ex
am
in
ed
th
e
p
er
ce
p
tio
n
s
an
d
attitu
d
es
o
f
p
ar
e
n
ts
to
war
d
s
im
p
lem
en
tatio
n
o
f
SE.
T
h
ese
s
tu
d
ies
also
in
v
esti
g
ated
th
e
p
r
ef
er
en
ce
o
f
p
ar
e
n
ts
f
o
r
in
tr
o
d
u
cin
g
SE
to
s
ch
o
o
l
ch
ild
r
en
an
d
s
h
ed
lig
h
t
o
n
th
e
f
ac
to
r
s
c
o
u
ld
af
f
ec
t
th
eir
attitu
d
es.
Sev
er
al
s
tu
d
ies
h
ad
ex
p
lo
r
ed
th
e
d
eter
m
in
an
ts
r
elate
d
to
p
a
r
en
t
s
’
n
eg
ativ
e
attitu
d
es
an
d
p
e
r
ce
p
tio
n
s
to
war
d
s
s
ex
u
ality
ed
u
c
atio
n
.
Nev
er
th
eless
,
p
ar
en
t’
s
attitu
d
e,
p
r
e
f
er
en
ce
s
an
d
f
ac
to
r
s
ass
o
ciate
d
with
th
eir
attitu
d
es
wer
e
n
o
t
s
y
s
tem
atica
lly
r
ev
iew.
T
h
u
s
,
th
e
p
u
r
p
o
s
e
o
f
t
h
is
p
ap
er
is
to
r
ev
iew
th
e
av
ailab
le
liter
atu
r
e
o
n
p
ar
e
n
tal
attitu
d
es
an
d
p
er
ce
p
tio
n
s
o
n
SE
h
as
n
o
t
b
ee
n
s
y
s
tem
atica
lly
r
ev
ie
wed
.
Mo
r
eo
v
e
r
,
th
is
r
ev
iew
also
attem
p
ts
to
id
en
tify
th
e
f
ac
to
r
s
t
h
at
co
u
ld
co
n
tr
ib
u
te
to
s
u
cc
ess
f
u
l
im
p
l
em
en
tatio
n
o
f
SE.
T
h
e
f
in
d
i
n
g
o
f
th
is
liter
atu
r
e
r
ev
iew
co
u
ld
b
e
u
s
ef
u
l
in
id
en
tify
in
g
r
esear
ch
g
a
p
s
f
o
r
f
u
tu
r
e
s
tu
d
y
.
2.
RE
S
E
ARCH
M
E
T
H
O
D
T
o
g
ath
er
p
u
b
lis
h
ed
ar
ticles
f
o
r
th
e
s
tu
d
y
,
o
n
lin
e
d
atab
ases
s
u
ch
as
Scien
ce
Dir
ec
t,
T
ay
lo
r
&
Fra
n
cis
On
lin
e,
Pu
b
Me
d
,
Sp
r
i
n
g
er
lin
k
,
Natio
n
al
C
en
tr
e
f
o
r
B
io
tech
n
o
lo
g
y
I
n
f
o
r
m
atio
n
(
NC
B
I
)
,
J
STOR,
E
B
SC
O
h
o
s
t
an
d
Go
o
g
le
Sch
o
lar
wer
e
u
s
ed
in
d
ata
s
ea
r
ch
in
g
.
Du
r
in
g
th
e
p
r
o
ce
s
s
o
f
s
ea
r
ch
in
g
,
th
e
k
ey
wo
r
d
s
:
‘
s
ex
u
al
ed
u
ca
tio
n
’
,
‘
s
ex
u
ality
ed
u
ca
ti
o
n
’
,
‘
s
ex
u
ality
a
n
d
h
ea
lth
ed
u
ca
tio
n
;
wer
e
p
ai
r
ed
with
te
r
m
s
s
u
ch
as
‘
p
ar
e
n
ts
’
,
‘
p
ar
en
tal
p
er
ce
p
tio
n
s
’
,
‘
o
p
i
n
io
n
s
’
,
‘
p
er
s
p
ec
tiv
es’
an
d
‘
attitu
d
es’.
Sin
ce
th
is
s
tu
d
y
f
o
cu
s
ed
o
n
th
e
attitu
d
es
an
d
p
er
ce
p
tio
n
s
o
f
p
ar
en
ts
to
war
d
s
th
e
im
p
lem
en
tatio
n
o
f
s
ch
o
o
l
-
b
ased
SE,
th
e
ar
ticles
o
b
tain
ed
f
r
o
m
th
e
s
ea
r
c
h
m
en
tio
n
ed
ab
o
v
e
we
r
e
f
u
r
th
er
ex
am
in
e
d
m
a
n
u
ally
to
id
en
tif
y
th
e
ar
ticles
wh
ich
ar
e
r
elate
d
an
d
a
p
p
r
o
p
r
iate.
T
h
er
e
ar
e
to
tal
3
0
a
r
ticles
wh
ich
f
u
lf
illed
th
e
cr
iter
ia:
1
)
th
e
s
tu
d
ies
in
v
o
lv
e
p
ar
en
tal
attitu
d
es
a
n
d
p
er
ce
p
tio
n
s
to
war
d
s
SE;
2
)
p
u
b
lis
h
ed
in
a
p
ee
r
-
r
ev
iewe
d
j
o
u
r
n
al;
3
)
p
u
b
l
is
h
ed
b
etwe
en
y
ea
r
2
0
0
0
a
n
d
2
0
1
8
wer
e
a
d
o
p
te
d
f
o
r
th
is
liter
atu
r
e
r
ev
iew.
T
h
e
ar
ticles
wer
e
co
llected
f
r
o
m
d
if
f
er
en
t
g
eo
g
r
ap
h
ical
b
o
u
n
d
a
r
ies
to
d
ee
p
en
th
e
u
n
d
er
s
tan
d
i
n
g
to
war
d
s
th
e
d
if
f
er
en
ce
s
o
f
p
a
r
en
tal
attitu
d
e
to
war
d
s
SE
ac
r
o
s
s
d
if
f
er
en
t
co
u
n
tr
ies
an
d
cu
ltu
r
es.
T
h
ese
s
tu
d
ies
wer
e
f
u
r
th
er
r
ev
iewe
d
an
d
ca
teg
o
r
ized
in
t
o
th
em
es
b
ased
o
n
th
e
d
ata
r
e
p
o
r
t
ed
wh
ich
r
elate
d
to
p
ar
en
tal
attitu
d
es to
war
d
s
th
e
p
r
o
g
r
a
m
; p
r
ef
er
e
n
ce
s
o
f
SE
in
s
c
h
o
o
l (
ty
p
es o
f
SE,
ag
e
lev
el
f
o
r
in
tr
o
d
u
cto
r
y
o
f
SE)
;
th
e
r
elatio
n
s
h
ip
b
etwe
en
d
em
o
g
r
ap
h
ic
v
ar
iab
les
(
g
en
d
er
o
f
p
a
r
en
ts
,
ag
e,
le
v
el
o
f
ed
u
ca
tio
n
,
s
o
cio
ec
o
n
o
m
ic
s
tatu
s
)
an
d
th
e
ir
attitu
d
es a
n
d
th
e
c
h
allen
g
es
o
f
SE
im
p
lem
en
tatio
n
.
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
A
s
ystema
tic
r
ev
ie
w
o
f p
a
r
en
ta
l a
ttit
u
d
e
a
n
d
p
r
eferen
ce
s
to
w
a
r
d
s
imp
le
men
ta
tio
n
o
f …
(
Yeo
K
ee
-
Jia
r
)
973
3.
RE
SU
L
T
S
T
h
e
s
tu
d
ies
r
ep
o
r
ted
th
e
p
ar
en
tal
attitu
d
es
an
d
p
er
ce
p
tio
n
s
to
war
d
s
SE
ac
r
o
s
s
No
r
th
Am
er
ica,
E
u
r
o
p
e
,
Af
r
ica,
A
u
s
tr
alia
an
d
E
u
r
o
p
e.
T
h
er
e
wer
e
23
f
r
o
m
29
s
tu
d
y
co
n
d
u
cte
d
th
e
r
esear
ch
b
y
q
u
an
titativ
e
ap
p
r
o
ac
h
[
1
2
-
3
2
]
,
th
r
ee
p
ap
e
r
s
u
tili
ze
d
q
u
alit
ativ
e
[
3
3
-
3
5
]
a
n
d
th
e
o
th
er
th
r
ee
p
ap
e
r
s
ad
o
p
ted
m
ix
ed
-
m
eth
o
d
ap
p
r
o
ac
h
[
3
6
-
3
8
]
to
ex
p
lo
r
e
p
ar
en
tal
attitu
d
es
an
d
p
er
ce
p
t
io
n
s
o
n
SE
(
T
ab
le
1
)
.
T
h
ese
s
tu
d
ies
in
v
o
lv
ed
th
e
p
ar
ticip
atio
n
o
f
p
ar
en
ts
with
ch
ild
r
en
wh
o
wer
e
atten
d
i
n
g
p
r
esch
o
o
l,
p
r
im
a
r
y
s
ch
o
o
l
o
r
h
ig
h
s
ch
o
o
l.
Nev
er
th
eless
,
s
o
m
e
s
tu
d
ies
d
id
n
o
t
s
p
ec
if
ically
in
d
icate
th
at
th
e
p
ar
ticip
an
ts
wer
e
p
ar
en
ts
o
f
s
ch
o
o
l
ch
il
d
r
en
[
1
2
,
1
4
,
2
4
,
2
5
,
3
2
,
3
5
]
.
T
h
e
f
in
d
in
g
s
o
f
th
is
r
ev
i
ew
wer
e
o
r
g
an
ized
ac
co
r
d
in
g
to
th
e
o
b
jectiv
es
o
f
th
is
s
tu
d
y
wh
ich
r
elate
d
t
o
p
ar
en
tal
attitu
d
es
to
war
d
s
SE,
th
e
ir
p
r
ef
er
e
n
ce
s
o
n
h
o
w
SE
is
c
o
n
d
u
cte
d
in
s
ch
o
o
l,
d
em
o
g
r
a
p
h
ic
v
a
r
iab
les th
at
co
u
ld
in
f
lu
e
n
ce
p
ar
e
n
tal
attitu
d
e
s
an
d
o
th
er
ch
allen
g
es in
SE
i
m
p
lem
en
tatio
n
.
T
ab
le
1
.
R
esear
ch
m
eth
o
d
o
lo
g
y
o
f
th
e
in
clu
d
e
d
liter
atu
r
es
Q
u
a
n
t
i
t
a
t
i
v
e
Q
u
a
l
i
t
a
t
i
v
e
M
i
x
e
d
-
me
t
h
o
d
1.
A
c
h
i
l
l
e
et
a
l
.
(
2
0
1
7
)
2.
A
k
p
a
ma
(
2
0
1
3
)
3.
B
a
r
r
,
M
o
o
r
e
,
J
o
h
n
s
o
n
,
F
o
r
r
e
st
& J
o
r
d
a
n
(
2
0
1
4
)
4.
B
h
u
i
y
a
n
(
2
0
1
4
)
5.
C
o
n
st
a
n
t
i
n
e
,
J
e
r
ma
n
& H
u
a
n
g
(
2
0
0
7
)
6.
D
a
k
e
,
P
r
i
c
e
,
B
a
k
s
o
v
i
c
h
& W
i
e
l
i
n
sk
i
(
2
0
1
4
)
7.
Ei
se
n
b
e
r
g
,
B
e
r
n
a
t
,
B
e
a
r
i
n
g
e
r
&
R
e
s
n
i
c
k
(
2
0
0
8
)
8.
Ek
o
,
A
b
e
s
h
i
,
O
s
o
n
w
a
,
U
w
a
n
e
d
e
& O
f
f
i
o
n
g
(
2
0
1
3
)
9.
Eso
h
e
& Pe
t
e
r
i
n
y
a
n
g
(
2
0
1
5
)
1
0
.
F
i
sh
e
r
(
2
0
1
5
)
1
1
.
I
t
o
e
t
a
l
.
(
2
0
0
6
)
1
2
.
K
a
n
t
o
r
&
Le
v
i
t
z
(
2
0
1
7
)
1
3
.
Le
w
i
s
e
t
a
l
.
(
2
0
0
1
)
1
4
.
Li
u
,
D
e
n
n
i
s
& E
d
w
a
r
d
s (
2
0
1
5
)
1
5
.
Li
u
,
v
a
n
C
a
m
p
e
n
,
E
d
w
a
r
d
s
&
R
u
ss
e
l
l
(
2
0
1
1
)
1
6
.
M
a
c
B
e
t
h
,
W
e
e
r
a
k
o
o
n
,
& S
i
t
h
a
r
t
h
a
n
(
2
0
0
9
)
1
7
.
M
c
K
a
y
,
B
y
e
r
s,
V
o
y
e
r
,
H
u
mp
h
r
e
y
s &
M
a
r
k
h
a
m (
2
0
1
4
)
1
8
.
N
a
i
r
,
e
t
a
l
.
(
2
0
1
2
)
1
9
.
N
y
a
r
k
o
(
2
0
1
4
)
2
0
.
O
g
u
n
j
i
mi
(
2
0
0
6
)
2
1
.
P
e
t
e
r
,
Ta
s
k
e
r
& H
o
r
n
(
2
0
1
5
)
2
2
.
R
o
b
,
G
h
a
f
u
r
,
B
h
u
i
y
a
&
Ta
l
u
k
d
e
r
(
2
0
0
5
)
2
3
.
W
e
a
v
e
r
,
B
y
e
r
s,
S
e
a
r
s,
C
o
h
e
n
&
R
a
n
d
a
l
l
(
2
0
0
2
)
1.
D
o
,
B
o
o
n
m
o
n
g
k
o
n
,
P
a
e
k
&
G
u
a
d
a
m
u
z
(
2
0
1
7
)
2.
Jerv
e
s
e
t
a
l
.
(
2
0
1
4
)
3.
W
a
n
j
e
e
t
a
l
.
(
2
0
1
7
)
1.
F
e
n
t
a
h
u
n
,
A
ssefa,
A
l
e
mse
g
e
d
&
A
mb
a
w
(
2
0
1
2
)
2.
I
g
o
r
,
I
n
e
s &
A
l
e
k
sa
n
d
a
r
(
2
0
1
5
)
3.
R
a
h
i
m
a
h
e
t
a
l
.
(
2
0
0
9
)
3
.
1
.
P
a
re
nta
l a
t
t
it
ud
e
t
o
wa
rds
s
ex
ua
lity
educa
t
io
n
B
ased
o
n
2
9
p
ap
er
s
r
ev
iewe
d
,
p
ar
en
ts
in
2
6
s
tu
d
ies
f
r
o
m
v
a
r
io
u
s
co
n
tex
ts
s
h
o
we
d
p
o
s
itiv
e
attitu
d
e
an
d
s
u
p
p
o
r
ted
th
e
im
p
lem
en
tatio
n
o
f
SE
in
s
ch
o
o
l
an
d
at
h
o
m
e.
Nev
er
th
eless
,
s
o
m
e
p
ar
en
ts
s
h
o
wed
co
n
tr
ad
icted
at
titu
d
es
with
th
e
p
ar
en
ts
m
en
tio
n
ed
ab
o
v
e,
t
h
ey
d
id
n
o
t
wan
t
th
ei
r
ch
ild
r
en
to
r
ec
eiv
e
SE
in
s
ch
o
o
ls
[
1
3
,
2
8
,
3
4
]
.
T
h
e
p
ar
en
ts
wh
o
s
u
p
p
o
r
ted
im
p
lem
en
tatio
n
o
f
SE
in
s
ch
o
o
ls
ac
k
n
o
wled
g
e
d
th
e
s
ig
n
if
ican
c
e
o
f
SE
in
r
ed
u
cin
g
th
e
r
ate
o
f
tee
n
ag
e
p
r
eg
n
an
cy
,
tr
a
n
m
is
s
io
n
o
f
HI
V/AI
DS
in
f
ec
tio
n
s
a
n
d
ab
o
r
tio
n
s
am
o
n
g
ad
o
lescen
ts
[
2
0
,
2
9
]
.
Mo
r
eo
v
er
,
th
e
p
ar
en
ts
also
b
eliev
e
d
t
h
at
SE
co
u
ld
eq
u
ip
p
ed
th
e
y
o
u
n
g
p
eo
p
le
with
th
e
s
k
ills
to
p
r
ev
en
t
s
ex
u
al
ab
u
s
e
an
d
b
e
p
r
e
p
ar
ed
to
m
a
k
e
in
f
o
r
m
e
d
h
ea
lth
y
d
ec
is
io
n
s
[
1
9
,
2
1
]
.
B
u
t
y
e
t,
th
e
p
ar
en
ts
s
till
s
h
o
wed
co
n
ce
r
n
s
to
war
d
s
th
e
n
eg
ativ
e
co
n
s
eq
u
en
ce
s
o
f
SE
s
u
ch
as
s
ex
-
ex
p
er
im
en
tatio
n
an
d
ea
r
lier
s
ex
u
al
d
eb
u
t
[
2
0
,
3
8
]
.
Desp
ite
o
f
th
e
em
p
ir
ical
ev
i
d
e
n
ce
o
n
SE
b
en
e
f
its
,
th
er
e
ar
e
p
ar
en
ts
o
p
p
o
s
ed
th
e
im
p
lem
en
tatio
n
o
f
s
ch
o
o
l
-
b
as
ed
SE.
T
h
ey
p
er
ce
i
v
ed
SE
willl
en
co
u
r
ag
e
im
m
o
r
ality
an
d
e
x
p
o
s
e
th
em
to
ea
r
ly
s
ex
u
al
in
ter
co
u
r
s
e
[
1
3
,
1
9
,
2
2
]
.
3
.
2
.
P
re
f
er
ence
s
re
g
a
rding
s
cho
o
l
-
ba
s
ed
s
ex
ua
lity
educa
t
io
n
3
.
2
.
1
.
T
im
ing
t
o
intr
o
du
ce
s
ex
ua
lity
educa
t
io
n
B
ased
o
n
th
e
r
e
v
iew
o
f
twen
t
y
-
n
in
e
s
tu
d
ies,
th
e
f
i
n
d
in
g
s
s
h
o
wed
t
h
at
p
a
r
en
ts
’
p
r
ef
er
e
n
c
es
to
war
d
s
th
e
tim
in
g
to
b
eg
in
SE
is
v
ar
ied
.
T
h
er
e
a
r
e
f
o
u
r
teen
s
tu
d
ie
s
ex
am
in
ed
p
a
r
en
ts
’
o
p
i
n
io
n
s
o
n
th
e
a
p
p
r
o
p
r
iate
g
r
ad
e
lev
el
to
teac
h
SE,
8
o
f
th
e
s
tu
d
ies
in
d
icate
d
th
at
p
a
r
en
ts
p
r
ef
er
e
d
th
e
in
clu
s
io
n
o
f
SE
in
th
e
s
ch
o
o
l
cu
r
r
icu
lu
m
s
in
ce
elem
en
tar
y
s
ch
o
o
ls
[
1
4
,
1
7
,
2
2
,
2
5
,
2
6
,
2
8
,
3
1
,
3
6
,
3
8
]
an
d
p
ar
e
n
ts
in
2
s
t
u
d
ies s
tated
th
at
SE
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2
2
5
2
-
8
8
2
2
I
n
t
.
J
.
E
v
al
.
&
R
es
.
E
d
u
c
.
Vo
l.
9
,
No
.
4
,
Dec
em
b
e
r
2
0
2
0
:
9
7
1
-
9
7
8
974
s
h
o
u
ld
b
e
g
in
as
y
o
u
n
g
as
in
p
r
esch
o
o
l
e
d
u
ca
tio
n
an
d
k
in
d
er
g
ar
ten
[
2
1
,
2
4
]
.
T
wo
s
tu
d
ies
p
o
in
ted
o
u
t
th
a
t
p
ar
en
ts
th
o
u
g
h
t
s
ec
o
n
d
ar
y
s
ch
o
o
l
is
m
o
r
e
ap
p
r
o
p
r
iate
to
in
tr
o
d
u
ce
SE
am
o
n
g
th
e
s
tu
d
en
ts
[
1
8
,
2
0
]
.
Nev
er
th
eless
,
T
h
e
p
ar
en
ts
also
m
en
tio
n
e
d
th
at
SE
s
h
o
u
ld
b
e
ag
e
-
ap
p
r
o
p
r
iate
[
1
7
,
2
1
,
3
6
]
an
d
im
p
lem
en
ted
b
ased
o
n
th
e
m
en
tal
m
atu
r
ity
o
f
th
e
s
tu
d
e
n
ts
.
T
h
e
y
s
u
g
g
ested
th
at
th
e
SE
s
h
o
u
ld
s
tar
t
f
r
o
m
in
tr
o
d
u
ctio
n
o
f
b
io
lo
g
ical
c
o
n
ten
t
a
m
o
n
g
y
o
u
n
g
er
s
tu
d
en
ts
an
d
p
r
o
g
r
ess
to
war
d
s
a
m
o
r
e
c
o
m
p
r
e
h
en
s
i
v
e
co
n
te
n
t
as
ag
e
g
r
o
ws.
3
.
2
.
2
.
T
y
pes
o
f
s
ex
ua
lity
educa
t
io
n
T
h
is
r
ev
iew
also
attem
p
ted
to
r
ev
ea
l
p
ar
en
ts
’
p
r
ef
er
e
n
ce
s
to
war
d
s
th
e
ty
p
es
o
f
SE
im
p
lem
en
ted
in
s
ch
o
o
ls
.
Mo
s
t
o
f
th
e
p
a
r
en
ts
f
r
o
m
th
e
s
tu
d
ies
r
ev
iewe
d
s
h
o
ws
f
a
v
o
u
r
ab
le
attitu
d
e
to
wa
r
d
s
C
SE
[
1
4
,
2
2
-
2
6
,
3
1
]
an
d
in
d
ic
ated
th
at
th
e
to
p
ics
s
h
o
u
ld
b
e
ap
p
r
o
p
r
iate
to
th
e
ag
e
o
f
th
e
s
tu
d
en
ts
[
1
7
,
2
1
]
.
I
n
s
o
m
e
co
n
s
er
v
ativ
e
co
u
n
tr
ies
s
u
ch
as
Ma
lay
s
ia
an
d
B
an
g
lad
esh
,
th
e
p
ar
en
ts
p
r
e
f
er
ed
C
SE
wh
ich
is
alig
n
ed
with
r
elig
io
u
s
teac
h
in
g
,
v
alu
e
s
an
d
th
eir
c
u
ltu
r
al
co
n
tex
t
[
1
5
,
3
8
]
.
T
h
e
r
e
ar
e
also
s
tu
d
ies
r
ep
o
r
ted
t
h
at
p
ar
e
n
ts
p
r
ef
er
ed
C
SE
b
u
t w
ith
a
f
o
c
u
s
o
n
ab
s
tin
en
ce
[
1
8
,
2
0
,
3
0
,
3
6
]
.
3
.
2
.
3
.
P
ro
v
ider
o
f
s
ex
ua
lity
e
du
ca
t
io
n
T
h
er
e
ar
e
n
in
e
s
tu
d
ies
ex
a
m
in
es
p
ar
en
ts
p
r
e
f
er
en
ce
s
o
n
th
e
ap
p
r
o
p
r
iate
p
e
r
s
o
n
n
el
t
o
p
r
o
v
id
e
SE
.
Acc
o
r
d
in
g
to
th
e
f
i
n
d
in
g
s
,
s
ch
o
o
l
is
s
till
co
n
s
id
er
ed
as
th
e
m
o
s
t
ap
p
r
o
p
r
iate
p
lace
to
in
s
till
th
e
k
n
o
wled
g
e
o
f
s
ex
u
ality
am
o
n
g
th
e
s
tu
d
en
ts
[
3
3
,
3
4
,
3
8
]
.
T
h
e
p
ar
e
n
ts
b
eliev
ed
th
at
s
ch
o
o
l
g
u
r
d
ian
co
u
n
s
e
llo
r
,
d
o
cto
r
s
an
d
n
u
r
s
es,
an
d
th
e
s
ch
o
o
l
teac
h
e
r
s
ar
e
p
r
im
ar
ily
r
esp
o
n
s
ib
le
f
o
r
p
r
o
v
is
io
n
o
f
SE
am
o
n
g
th
e
y
o
u
th
s
[
2
0
,
2
6
,
2
7
]
.
T
h
e
p
a
r
en
ts
also
p
er
ce
iv
ed
th
at
SE
is
a
s
h
a
r
ed
r
esp
o
n
s
ib
ilit
y
b
etwe
en
p
ar
e
n
ts
an
d
s
ch
o
o
l
teac
h
er
s
[
2
8
,
3
1
]
.
Nev
er
th
eless
,
s
o
m
e
p
ar
en
ts
also
co
n
s
id
er
ed
th
em
s
elv
es
esp
ec
ially
f
o
r
m
o
th
er
s
[
2
7
,
3
3
]
a
s
co
m
p
eten
t
s
o
u
r
ce
o
f
SE
an
d
teac
h
in
g
s
ex
u
alit
y
k
n
o
wled
g
e
to
th
eir
ch
ild
r
en
as t
h
eir
m
is
s
io
n
[
1
2
]
.
3
.
3
.
I
nv
o
lv
em
ent
o
f
pa
re
nts in sex
ua
lity
educa
t
io
n
T
h
ir
teen
ar
ticles
f
r
o
m
twen
ty
-
n
in
e
p
a
p
er
s
r
ev
iewe
d
r
ep
o
r
ted
p
ar
en
ts
’
p
er
ce
p
tio
n
to
w
ar
d
s
th
eir
in
v
o
lv
em
e
n
t
an
d
th
eir
e
x
p
er
ie
n
ce
s
o
f
p
r
o
v
id
in
g
SE
at
h
o
m
e
.
Acc
o
r
d
in
g
t
o
th
e
an
aly
s
is
,
m
o
s
t
p
ar
en
ts
ag
r
ee
d
th
e
im
p
o
r
ta
n
ce
o
f
SE
f
o
r
th
e
well
-
b
ein
g
o
f
ad
o
lescen
ts
an
d
d
is
p
lay
ed
h
ig
h
willin
g
n
ess
to
en
g
ag
e
in
th
eir
ad
o
lescen
ts
’
SE,
h
o
wev
er
,
m
a
jo
r
ity
o
f
th
em
h
ad
n
o
t
o
r
r
ar
el
y
led
d
is
cu
s
s
io
n
s
r
elate
d
to
s
ex
u
ality
k
n
o
wled
g
e
with
th
eir
ch
il
d
r
en
[
1
2
,
2
7
,
3
1
,
3
5
,
3
9
]
.
T
h
ey
f
elt
u
n
co
m
f
o
r
t
ab
le
in
c
o
m
m
u
n
icatin
g
with
t
h
eir
ad
o
lescen
ts
o
n
m
atter
s
r
eg
ar
d
in
g
s
ex
u
ality
[
1
2
,
3
2
,
3
3
,
4
0
]
.
On
th
e
o
th
er
h
a
n
d
,
o
n
l
y
two
s
tu
d
ies
r
ep
o
r
ted
th
at
th
e
p
ar
en
ts
ar
e
co
m
f
o
r
ta
b
le
to
p
r
o
v
id
e
SE
an
d
p
o
s
s
es
s
ed
ad
eq
u
ate
k
n
o
wled
g
e
to
h
av
e
g
o
o
d
q
u
alit
y
d
is
cu
s
s
io
n
ab
o
u
t
s
ex
u
ality
with
th
eir
ch
ild
r
e
n
[
2
1
,
2
6
]
.
T
h
e
b
ar
r
ier
s
th
at
h
i
n
d
er
e
d
p
ar
en
ts
in
d
is
cu
s
s
in
g
s
ex
u
ality
m
atter
s
wer
e
b
ein
g
e
x
am
i
n
ed
in
th
is
r
ev
iew
also
.
T
h
e
p
a
r
en
ts
r
ep
o
r
ted
th
at
lack
o
f
k
n
o
wled
g
e
[
2
7
,
3
2
,
3
4
,
3
5
,
3
9
]
;
lack
o
f
c
o
m
m
u
n
icativ
e
s
k
ills
[
1
2
,
3
1
]
;
ad
o
lescen
t
k
n
o
w
en
o
u
g
h
/
h
ad
lear
n
e
d
ab
o
u
t
s
e
x
u
ality
in
s
ch
o
o
l
[
1
2
,
3
3
]
;
n
o
t
p
ar
en
tal
r
o
le
to
p
r
o
v
id
e
s
ex
u
ality
ed
u
ca
tio
n
/r
esp
o
n
s
ib
le
o
f
s
ch
o
o
l
[
1
2
,
2
8
]
;
ch
ild
r
e
n
ar
e
to
o
y
o
u
n
g
to
k
n
o
w
ab
o
u
t
s
ex
u
ality
[
2
8
]
; a
n
d
lack
o
f
m
o
tiv
atio
n
to
d
is
cu
s
s
s
ex
u
ality
with
th
eir
ch
ild
r
e
n
[
1
2
]
.
3
.
4
.
Det
er
m
ina
nts o
f
pa
re
nta
l a
t
t
it
ud
e
t
o
wa
rds
s
ex
ua
lity
educ
a
t
io
n
I
n
o
r
d
er
t
o
d
ee
p
en
th
e
u
n
d
er
s
tan
d
in
g
o
f
p
ar
e
n
tal
attitu
d
e
to
war
d
s
SE,
th
e
s
tu
d
ies
r
e
v
i
ewe
d
also
ex
am
in
ed
o
n
th
e
d
eter
m
i
n
an
ts
th
at
ca
n
co
n
tr
ib
u
ted
to
th
e
f
o
r
m
atio
n
p
ar
e
n
tal
attitu
d
e.
Ma
n
y
s
tu
d
ies
in
d
icate
d
th
at
g
en
d
er
o
f
p
ar
e
n
ts
is
a
s
ig
n
if
ican
t
d
eter
m
in
an
t
in
d
et
er
m
in
in
g
th
eir
attitu
d
es
to
wa
r
d
s
SE.
Gen
e
r
ally
,
m
o
th
er
s
s
h
o
wed
m
o
r
e
f
a
v
o
u
r
ab
le
attitu
d
e
to
war
d
s
in
clu
s
io
n
o
f
SE
in
th
e
s
ch
o
o
l
s
y
s
tem
,
in
clu
d
in
g
th
e
co
n
tr
o
v
e
r
s
ial
to
p
ics
s
u
ch
as
co
n
tr
ac
ep
tio
n
s
[
1
4
,
2
1
,
2
2
,
2
6
,
3
8
]
.
Mo
th
e
r
s
ap
p
ea
r
ed
t
o
b
e
m
o
r
e
k
n
o
wled
g
ea
b
le
r
eg
ar
d
s
SE
[
2
6
,
3
7
]
an
d
m
o
r
e
r
ea
d
ily
to
en
g
ag
e
in
th
e
d
is
cu
s
s
io
n
[
3
5
,
3
9
]
.
On
ly
o
n
e
s
tu
d
y
o
u
t
o
f
th
e
29
ar
ticles
r
ev
iewe
d
s
h
o
wed
th
at
f
ath
er
s
wer
e
m
o
r
e
p
o
s
itiv
e
ab
o
u
t
p
r
o
v
id
in
g
r
ep
r
o
d
u
ctiv
e
an
d
s
ex
u
al
h
ea
lth
in
f
o
r
m
atio
n
to
th
eir
c
h
ild
r
en
[
3
2
]
.
Par
en
ts
’
ed
u
ca
tio
n
lev
el
co
u
ld
in
f
lu
en
ce
th
eir
attitu
d
e
to
war
d
s
im
p
lem
en
tatio
n
o
f
SE.
Ho
wev
er
,
th
e
f
in
d
in
g
s
ab
o
u
t
p
a
r
en
tal
ed
u
ca
t
io
n
lev
el
o
n
th
eir
atitu
d
e
t
o
war
d
s
SE
ar
e
n
o
t c
o
n
s
is
ten
t.
So
m
e
s
tu
d
ies s
u
g
g
ested
th
at
p
ar
e
n
ts
wh
o
h
ad
r
ec
eiv
e
d
h
ig
h
er
ed
u
ca
tio
n
ar
e
m
o
r
e
l
ik
ely
to
ac
k
n
o
wled
g
e
th
e
s
ig
n
if
ican
ce
o
f
SE
an
d
s
u
p
p
o
r
t
th
e
teac
h
in
g
o
f
SE
i
n
s
ch
o
o
ls
[
1
2
,
1
5
,
1
6
,
2
8
]
.
Su
r
p
r
is
in
g
ly
,
th
er
e
ar
e
s
tu
d
ies
in
d
ic
ated
th
at
an
in
v
er
s
e
r
elatio
n
s
h
ip
was
f
o
u
n
d
b
etw
ee
n
p
ar
en
tal
ed
u
ca
tio
n
an
d
th
eir
s
u
p
p
o
r
t
to
war
d
s
SE.
Par
en
ts
with
h
ig
h
er
ed
u
ca
tio
n
lev
el
s
h
o
wed
h
esit
a
tio
n
s
to
war
d
s
th
e
im
p
lem
en
tatio
n
s
o
f
SE
in
s
ch
o
o
ls
wh
er
ea
s
p
ar
en
ts
w
ith
lo
wer
ed
u
ca
tio
n
le
v
el
d
is
p
lay
e
d
m
o
r
e
p
o
s
itiv
e
attitu
d
e
to
war
d
s
th
e
p
r
o
g
r
am
[
1
4
,
2
2
,
3
8
,
4
0
]
.
L
iu
,
et
a
l.
ar
g
u
ed
t
h
at
ed
u
ca
ted
C
h
in
ese
p
ar
en
ts
ar
e
m
o
r
e
lik
ely
to
en
d
o
r
s
e
tr
ad
i
tio
n
al
v
alu
es
th
at
h
in
d
er
th
e
p
ar
en
ts
to
d
is
cu
s
s
s
ex
u
ality
with
th
eir
ch
ild
r
e
n
[
4
0
]
.
Nev
er
th
eless
,
s
o
m
e
s
tu
d
i
es
s
h
o
wed
th
at
ed
u
ca
tio
n
lev
e
l
is
n
o
t
a
s
ig
n
if
ican
t
d
eter
m
in
an
t th
at
c
o
n
tr
ib
u
ted
t
o
p
ar
en
tal
attitu
d
e
to
war
d
s
SE
[
1
8
,
3
7
,
3
9
]
.
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
A
s
ystema
tic
r
ev
ie
w
o
f p
a
r
en
ta
l a
ttit
u
d
e
a
n
d
p
r
eferen
ce
s
to
w
a
r
d
s
imp
le
men
ta
tio
n
o
f …
(
Yeo
K
ee
-
Jia
r
)
975
Par
en
tal
attitu
d
es
to
war
d
s
SE
co
u
ld
b
e
in
f
lu
e
n
ce
d
b
y
p
ar
e
n
ts
’
r
elig
io
u
s
an
d
cu
ltu
r
al
b
e
lief
s
.
T
h
e
s
tatem
en
t
is
s
u
p
p
o
r
ted
b
y
m
an
y
p
r
io
r
s
tu
d
ies
wh
ich
p
o
in
ted
o
u
t
th
at
th
er
e
is
a
s
ig
n
if
ican
t
d
if
f
er
en
ce
s
in
p
ar
en
tal
attitu
d
es
b
ased
o
n
t
h
eir
r
elig
io
u
s
an
d
c
u
lt
u
r
al
b
eli
ef
s
[
1
2
,
1
8
,
3
4
,
3
8
,
4
0
]
.
L
iu
an
d
h
er
c
o
lleag
u
es
p
o
in
ted
o
u
t
t
h
at
p
ar
e
n
ts
wh
o
en
d
o
r
s
ed
tr
ad
itio
n
al
C
h
in
ese
v
alu
es
an
d
b
elief
s
ar
e
m
o
r
e
r
elu
ctan
t
to
d
is
cu
s
s
s
ex
u
ality
with
th
eir
ch
ild
r
en
[
4
0
]
.
Ma
k
o
l
-
Ab
d
u
l
et
a
l.
also
s
u
p
p
o
r
ted
th
at
s
o
m
e
p
a
r
en
t
s
d
id
n
o
t
wan
t
th
e
in
clu
s
io
n
o
f
SE
in
s
ch
o
o
l
c
u
r
r
icu
lu
m
as
th
ey
w
o
r
r
ied
t
h
e
t
ea
ch
in
g
o
f
s
ex
-
r
elate
d
k
n
o
wle
d
g
e
is
co
n
tr
a
d
icted
with
th
e
teac
h
in
g
o
f
I
s
lam
[
3
8
]
.
L
o
ca
tio
n
o
f
r
esid
en
ce
is
also
a
p
o
ten
tial
d
ete
r
m
in
an
t
w
h
ich
co
u
ld
af
f
ec
t
p
ar
en
tal
attitu
d
e
s
to
war
d
s
S
E
.
L
iu
et
a
l.
s
tated
th
at
u
r
b
a
n
p
ar
e
n
ts
ar
e
m
o
r
e
lik
ely
ascr
ib
ed
to
tr
ad
itio
n
al
b
elief
s
an
d
v
alu
es
wh
ich
c
o
u
l
d
r
ef
r
ain
th
em
to
d
is
cu
s
s
s
ex
u
a
lity
k
n
o
wled
g
e
with
th
eir
ch
i
ld
r
en
[
4
0
]
.
Nev
er
th
eless
,
th
e
f
in
d
in
g
s
f
r
o
m
th
e
o
th
er
2
s
tu
d
ies
s
h
o
wed
th
at
lo
ca
tio
n
o
f
r
esid
en
ce
is
n
o
t
a
s
ig
n
if
ican
t
d
eter
m
i
n
an
t
in
p
r
ed
ictin
g
p
ar
en
tal
attitu
d
es to
war
d
s
th
e
in
clu
s
io
n
o
f
s
ex
u
ality
e
d
u
ca
tio
n
i
n
s
ch
o
o
l c
u
r
r
icu
l
u
m
[
2
2
,
2
8
]
.
B
ased
o
n
th
e
an
aly
s
is
,
two
s
tu
d
ies
r
ev
ea
led
th
at
in
co
m
e
lev
e
l
o
f
th
e
p
ar
en
ts
s
ig
n
if
ican
tly
d
eter
m
in
ed
th
eir
attitu
d
es
o
n
th
e
im
p
lem
en
tatio
n
o
f
SE.
Par
en
ts
with
h
ig
h
er
in
c
o
m
e
wer
e
m
o
r
e
s
u
p
p
o
r
tiv
e
an
d
s
h
o
wed
m
o
r
e
p
o
s
itiv
e
attitu
d
e
o
n
teac
h
in
g
o
f
s
ex
u
ality
to
p
ics
in
s
ch
o
o
ls
[
1
8
,
3
9
]
.
Par
en
ts
’
k
n
o
wle
d
g
e
a
n
d
f
am
iliar
ity
to
war
d
s
SE
co
u
ld
in
f
l
u
en
ce
d
t
h
eir
s
u
p
p
o
r
t
to
war
d
s
SE
[
3
7
,
3
9
]
.
T
h
e
f
in
d
i
n
g
s
s
h
o
wed
th
at
p
ar
en
ts
with
g
o
o
d
s
ex
u
al
an
d
r
ep
r
o
d
u
ctiv
e
h
ea
lt
h
k
n
o
wled
g
e
an
d
f
am
iliar
wilth
th
e
SE
cu
r
r
icu
lu
m
ar
e
m
o
r
e
lik
ely
to
s
h
o
w
f
av
o
u
r
ab
le
attitu
d
e
to
war
d
s
d
i
s
s
em
in
atio
n
o
f
s
ex
u
ality
k
n
o
w
led
g
e
am
o
n
g
th
e
a
d
o
lescen
ts
.
4.
DIS
CU
SS
I
O
N
T
h
is
r
ev
iew
is
attem
p
ted
to
ex
p
lo
r
e
th
e
p
ar
en
tal
attitu
d
e
to
war
d
s
SE
im
p
lem
e
n
tatio
n
i
n
s
ch
o
o
ls
.
Par
en
ts
ar
e
id
en
tifie
d
as
cr
i
tical
s
tak
eh
o
ld
er
s
in
h
ea
lth
an
d
ed
u
ca
tio
n
p
o
licy
af
f
ec
ti
n
g
ch
il
d
r
en
,
it
is
im
p
er
ativ
e
to
u
n
d
er
s
tan
d
th
ei
r
v
iews
an
d
o
p
in
io
n
s
to
war
d
s
SE
in
o
r
d
er
to
g
ain
th
eir
s
u
p
p
o
r
ts
[
1
8
,
4
1
]
.
T
h
e
f
in
d
in
g
s
o
f
th
is
r
ev
iew
s
u
g
g
ested
th
at
th
e
p
ar
en
ts
g
en
er
ally
ag
r
ee
d
th
e
in
clu
s
io
n
o
f
S
E
in
s
ch
o
o
l.
T
h
ey
ac
k
n
o
wled
g
e
d
th
at
th
e
b
en
e
f
its
o
f
SE
b
u
t
y
et,
th
ey
ar
e
co
n
ce
r
n
ed
ab
o
u
t
th
e
n
e
g
ativ
e
c
o
n
s
eq
u
en
ce
s
o
f
th
e
p
r
o
g
r
a
m
as
well
.
C
o
n
s
tan
tin
e
,
et
a
l.
also
ar
g
u
ed
t
h
at
p
ar
en
ts
wh
o
h
ad
p
o
s
itiv
e
b
elief
s
to
war
d
s
SE
h
av
e
h
ig
h
er
o
d
d
s
to
en
d
o
r
s
e
th
e
teac
h
i
n
g
o
f
SE
in
s
ch
o
o
ls
[
1
6
]
.
As
m
e
n
tio
n
ed
in
t
h
e
Hea
lth
B
elief
Mo
d
el,
p
eo
p
le
ar
e
m
o
r
e
lik
ely
to
h
av
e
p
o
s
itiv
e
attitu
d
e
to
war
d
s
a
h
ea
lth
b
eh
av
io
u
r
if
th
ey
p
er
ce
iv
ed
th
e
h
ea
lth
b
eh
av
io
u
r
is
b
en
ef
icial
[
4
2
]
.
T
h
is
f
in
d
i
n
g
is
n
o
tab
le
f
o
r
th
e
p
o
licy
m
a
k
er
s
an
d
ed
u
ca
to
r
s
w
h
o
ar
e
p
r
o
m
o
tin
g
SE
th
a
t
in
tr
o
d
u
cto
r
y
p
r
o
g
r
am
to
in
f
o
r
m
p
ar
en
ts
ab
o
u
t
th
e
s
ig
n
if
ica
n
ce
an
d
b
en
ef
its
o
f
th
e
p
r
o
g
r
am
is
n
ec
ess
ar
y
to
in
cr
ea
s
e
th
e
ef
f
icien
cy
o
f
t
h
e
i
m
p
lem
en
tatio
n
.
As
th
e
r
ap
id
d
ev
elo
p
m
en
t
o
f
tech
n
o
lo
g
y
,
th
e
ad
o
lescen
t
s
ar
e
f
lo
o
d
ed
with
s
ex
u
al
co
n
ten
t
an
d
in
f
o
r
m
atio
n
f
r
o
m
v
ar
i
o
u
s
s
o
u
r
ce
s
.
Mo
s
t
o
f
th
e
in
f
o
r
m
atio
n
a
cc
ess
ed
b
y
th
e
ad
o
lescen
ts
c
o
u
ld
b
e
in
c
o
r
r
ec
t a
n
d
m
is
lead
in
g
wh
ich
e
v
en
tu
ally
lead
s
to
m
is
co
n
ce
p
tio
n
a
n
d
co
n
f
u
s
io
n
a
b
o
u
t
s
ex
u
ality
[
4
3
]
.
Hen
ce
,
it
is
im
p
o
r
tan
t
f
o
r
p
ar
en
ts
an
d
teac
h
er
s
to
p
la
y
th
e
r
o
le
as
g
ate
k
e
ep
er
in
f
ac
ilit
ate
th
e
u
p
ta
k
e
o
f
k
n
o
wled
g
e
ab
o
u
t
s
ex
u
ality
am
o
n
g
th
e
a
d
o
lesce
n
ts
.
B
ased
o
n
th
e
r
ev
iew,
alth
o
u
g
h
th
e
p
ar
e
n
ts
h
ad
th
e
willin
g
n
ess
to
en
g
a
g
e
in
ad
o
lescen
ts
’
SE,
b
u
t
t
h
ey
a
r
e
f
ac
in
g
with
b
ar
r
ier
s
t
h
at
r
estra
in
th
em
f
r
o
m
d
o
i
n
g
s
o
.
T
h
e
p
ar
en
ts
m
en
tio
n
ed
th
at
lack
o
f
k
n
o
wled
g
e
an
d
s
k
ills
,
em
b
ar
r
ass
m
en
t,
r
elig
io
u
s
an
d
cu
ltu
r
al
b
elief
s
,
lack
o
f
m
o
tiv
atio
n
,
an
d
th
eir
ass
u
m
p
tio
n
s
ab
o
u
t
y
o
u
n
g
p
e
o
p
le
ar
e
to
o
y
o
u
n
g
an
d
th
ey
h
ad
lear
n
ed
th
e
s
ex
u
ality
f
r
o
m
o
th
er
s
o
u
r
ce
s
h
ad
f
u
r
th
er
lim
it
th
eir
i
n
itiativ
es
in
lead
in
g
s
ex
u
ality
d
is
cu
s
s
io
n
s
with
th
eir
ad
o
lescen
ts
.
T
h
er
ef
o
r
e,
t
h
e
p
o
licy
m
ak
er
s
s
h
o
u
ld
awa
r
e
o
f
p
ar
e
n
ts
’
d
if
f
icu
lties
in
em
b
r
ac
i
n
g
SE
an
d
p
r
o
v
id
e
n
ec
ess
ar
y
s
u
p
p
o
r
ts
to
aid
th
e
p
ar
en
ts
.
A
co
llab
o
r
ativ
e
r
ep
o
r
t
f
r
o
m
UNFPA,
UNE
SC
O,
&
W
HO
a
ls
o
s
ta
ted
th
at
th
e
teen
ag
er
s
ar
e
en
co
u
n
ter
i
n
g
u
n
m
et
n
ee
d
s
f
o
r
co
m
p
r
e
h
en
s
iv
e,
ac
ce
p
tab
l
e
an
d
ap
p
r
o
p
r
iate
s
ex
u
al
an
d
r
ep
r
o
d
u
ctiv
e
h
ea
lth
in
f
o
r
m
atio
n
an
d
ex
p
o
s
u
r
e
to
a
b
u
s
e
an
d
v
io
len
ce
d
u
e
to
s
o
cio
cu
ltu
r
al
an
d
r
elig
io
u
s
n
o
r
m
s
[
4
4
]
.
I
n
a
d
d
itio
n
,
th
is
r
e
v
iew
also
s
h
ed
lig
h
ts
o
n
th
e
p
r
ed
icto
r
s
wh
ich
co
u
ld
i
n
f
lu
en
ce
p
a
r
en
t
al
attitu
d
es
to
war
d
s
SE.
Alth
o
u
g
h
th
e
f
in
d
in
g
s
we
r
e
v
ar
ied
b
ased
o
n
d
if
f
er
en
t
co
n
tex
t,
h
o
wev
er
,
p
r
io
r
s
tu
d
ies
r
ep
o
r
te
d
th
at
g
en
d
er
o
f
p
ar
en
ts
,
th
eir
ed
u
ca
tio
n
lev
el,
lo
ca
tio
n
o
f
r
esid
en
ce
,
ag
e,
r
elig
io
n
a
n
d
cu
ltu
r
al
b
elief
s
,
o
cc
u
p
atio
n
s
a
n
d
in
c
o
m
e
d
id
s
h
o
w
s
ig
n
if
ican
t
d
if
f
er
e
n
ce
s
in
p
ar
en
tal
attitu
d
es
to
wa
r
d
s
m
an
y
asp
ec
ts
o
f
SE.
T
h
is
r
ev
iew
r
ep
o
r
ted
th
at
m
o
th
er
s
wer
e
m
o
r
e
s
u
p
p
o
r
tiv
e
to
war
d
s
th
e
i
n
clu
s
io
n
o
f
S
E
an
d
h
ad
h
ig
h
e
r
in
v
o
lv
em
e
n
t
in
s
ex
u
ality
d
is
cu
s
s
io
n
with
th
eir
ch
ild
r
e
n
th
an
f
ath
e
r
s
.
T
h
e
f
av
o
u
r
a
b
le
at
titu
d
es
o
f
m
o
th
er
s
to
war
d
s
SE
ca
n
b
e
u
n
d
er
s
to
od
as
th
ey
a
r
e
th
e
p
r
im
ar
y
ca
r
eg
iv
er
o
f
th
e
ch
ild
r
en
,
th
e
clo
s
en
ess
o
f
th
e
r
elatio
n
s
h
ip
s
allo
ws
th
em
to
h
av
e
m
o
r
e
c
o
n
v
er
s
atio
n
s
r
ela
ted
to
s
ex
u
ality
k
n
o
wled
g
e
.
Ho
wev
er
,
th
er
e
is
a
lack
o
f
em
p
ir
ical
ev
id
e
n
ce
s
p
ec
if
ically
ab
o
u
t
f
ath
er
s
’
o
p
i
n
io
n
a
n
d
r
o
le
in
i
n
s
till
in
g
s
e
x
u
ality
k
n
o
wled
g
e
am
o
n
g
th
e
a
d
o
lescen
ts
.
Mo
r
e
o
v
er
,
cu
ltu
r
al
an
d
r
eli
g
io
u
s
f
a
cto
r
s
wer
e
id
en
tifie
d
as
o
n
e
o
f
th
e
m
o
s
t
cr
itical
d
eter
m
in
an
ts
th
at
co
n
tr
ib
u
ted
to
th
e
n
e
g
ativ
e
attitu
d
es o
f
p
ar
en
ts
.
Prio
r
s
tu
d
y
s
u
g
g
ested
th
at
m
is
co
n
ce
p
tio
n
an
d
m
is
i
n
ter
p
r
eta
tio
n
o
f
r
elig
i
o
u
s
teac
h
in
g
c
o
u
ld
lead
to
th
eir
r
ef
u
s
al
to
war
d
s
SE
[
4
5
,
4
6
]
.
T
h
e
r
ef
o
r
e
,
th
e
p
o
licy
m
a
k
er
s
an
d
im
p
lem
en
ter
s
s
h
o
u
ld
ad
o
p
t
SE
wh
ich
is
ap
p
r
o
p
r
iate
to
th
eir
cu
ltu
r
e
a
n
d
co
n
tex
t
.
At
th
e
s
am
e
tim
e,
th
e
ef
f
o
r
ts
to
er
a
d
icate
th
e
m
is
co
n
ce
p
tio
n
s
an
d
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2
2
5
2
-
8
8
2
2
I
n
t
.
J
.
E
v
al
.
&
R
es
.
E
d
u
c
.
Vo
l.
9
,
No
.
4
,
Dec
em
b
e
r
2
0
2
0
:
9
7
1
-
9
7
8
976
tr
ad
itio
n
s
wh
ich
c
o
u
ld
lead
to
s
er
io
u
s
h
ea
lth
is
s
u
es
s
h
o
u
l
d
n
o
t
b
e
n
e
g
lecte
d
in
o
r
d
e
r
t
o
p
r
o
m
o
te
SE.
T
h
is
r
ev
iew
also
d
e
m
o
n
s
tr
ated
th
at
p
ar
en
ts
with
lo
wer
s
o
cio
ec
o
n
o
m
ic
s
tatu
s
ar
e
m
o
r
e
lik
ely
to
d
ev
elo
p
n
eg
ativ
e
attitu
d
e
to
war
d
s
SE.
L
o
wer
s
o
cio
ec
o
n
o
m
ic
s
tatu
s
m
ig
h
t
lim
ited
th
eir
ac
ce
s
s
to
S
E
[
4
4
,
4
7
]
,
h
en
ce
,
u
n
f
am
iliar
ity
o
f
th
e
p
r
o
g
r
am
m
ay
lead
to
u
n
f
a
v
o
u
r
a
b
le
p
ar
en
tal
attitu
d
e
to
war
d
s
SE.
T
h
u
s
,
th
is
f
in
d
in
g
f
u
r
th
er
h
ig
h
lig
h
ted
th
e
n
ee
d
f
o
r
th
e
ac
ce
s
s
o
f
SE
an
d
s
ex
u
al
an
d
r
e
p
r
o
d
u
ctiv
e
h
ea
lth
s
er
v
ices
am
o
n
g
t
h
e
u
n
d
er
s
er
v
e
d
p
o
p
u
latio
n
s
,
wh
ich
co
u
ld
o
p
tim
ize
th
ei
r
attitu
d
es
to
war
d
s
SE
an
d
ev
en
t
u
ally
,
im
p
r
o
v
e
t
h
e
q
u
ality
o
f
life
am
o
n
g
th
e
p
o
p
u
latio
n
s
.
T
h
er
e
ar
e
s
ev
er
al
lim
itatio
n
s
th
at
n
ee
d
t
o
b
e
h
ig
h
lig
h
ted
in
th
is
r
ev
iew.
First,
alth
o
u
g
h
th
e
r
esear
ch
e
r
ha
d
co
n
d
u
cted
s
ea
r
c
h
es
in
m
a
jo
r
elec
tr
o
n
ic
d
ata
b
ases
,
b
u
t
t
h
e
s
ea
r
ch
in
g
s
tr
ateg
ies
m
ig
h
t
p
o
ten
tially
ex
clu
d
e
s
o
m
e
elig
ib
le
ar
ticles.
Seco
n
d
,
th
is
r
ev
iew
o
n
ly
i
n
clu
d
ed
th
e
ar
ticle
p
u
b
lis
h
ed
in
E
n
g
lis
h
,
th
u
s
,
it
is
lik
ely
t
o
n
eg
lect
s
o
m
e
v
alu
ab
le
r
esear
ch
o
n
p
a
r
en
tal
attitu
d
e
to
war
d
s
SE
wh
ich
was
p
u
b
lis
h
ed
in
o
th
er
lan
g
u
ag
es
.
T
h
ir
d
,
all
th
e
o
u
tc
o
m
es
in
th
is
r
ev
iew
wer
e
b
ased
o
n
s
elf
-
r
e
p
o
r
t
d
ata.
Self
-
r
ep
o
r
t
d
ata
p
r
o
v
id
es
a
r
ich
n
ess
o
f
p
er
s
o
n
alize
d
d
ata,
e
n
ab
les
th
e
r
esp
o
n
d
en
ts
to
p
r
o
v
id
e
d
at
a
with
g
r
ea
ter
d
ep
th
,
r
ep
o
r
ts
o
n
co
n
s
tr
u
cts
t
h
at
ca
n
n
o
t
b
e
o
b
s
er
v
ed
s
u
ch
as
b
elief
s
an
d
attitu
d
es
a
n
d
a
r
e
r
el
ativ
ely
ea
s
y
to
co
llect
[
4
8
]
.
H
o
wev
er
,
s
elf
-
r
ep
o
r
t
d
ata
s
o
m
etim
es
ca
n
b
e
in
ac
c
u
r
ate
an
d
lack
o
f
p
r
ec
is
io
n
d
u
e
to
r
esp
o
n
s
e
b
ias
an
d
r
ec
all
[
4
9
]
.
L
ast
b
u
t
n
o
t
least,
th
e
in
clu
d
ed
s
tu
d
ies
f
o
r
th
is
r
ev
iew
wer
e
o
r
ig
in
ated
f
r
o
m
d
if
f
er
e
n
t
co
u
n
tr
ies
wh
ich
c
o
n
s
is
t
o
f
d
if
f
er
en
t
cu
ltu
r
al
an
d
s
o
cial
b
ac
k
g
r
o
u
n
d
.
Sch
war
tz
an
d
R
o
b
er
ts
o
n
a
r
g
u
ed
th
at
th
e
s
ex
u
al
ex
p
r
ess
io
n
an
d
ed
u
ca
tio
n
m
ay
b
e
d
if
f
er
ac
co
r
d
in
g
to
n
atio
n
al
p
o
licy
an
d
cu
ltu
r
al
n
o
r
m
s
,
th
ese
d
if
f
er
en
ce
s
m
ay
p
o
ten
tially
r
esu
lt
in
v
ar
iab
ilit
y
b
etwe
en
th
e
s
e
em
in
g
ly
s
im
ilar
s
u
b
jects in
d
if
f
er
e
n
t c
o
u
n
tr
ies
[
5
0
]
.
5.
CO
NCLU
SI
O
N
Sex
u
ality
ed
u
ca
tio
n
(
SE
)
is
a
co
s
t
-
ef
f
ec
tiv
e
an
d
f
u
n
d
am
en
tal
m
eth
o
d
in
im
p
r
o
v
in
g
th
e
q
u
ality
o
f
h
ea
lth
in
a
n
atio
n
.
SE
n
o
t
o
n
l
y
eq
u
ip
p
ed
th
e
a
d
o
lescen
ts
with
th
e
k
n
o
wled
g
e
an
d
s
k
ills
r
elate
d
to
s
ex
u
al
an
d
r
ep
r
o
d
u
ctiv
e
h
ea
lth
,
it
also
p
r
o
v
id
es
in
f
o
r
m
atio
n
f
o
r
ac
ce
s
s
in
g
s
ex
u
al
an
d
r
e
p
r
o
d
u
ctiv
e
h
e
alth
s
er
v
ices.
T
h
is
s
tu
d
y
co
n
d
u
cte
d
a
s
y
s
tem
atic
r
ev
iew
ab
o
u
t
p
ar
en
tal
attitu
d
e
s
an
d
p
r
ef
e
r
en
ce
s
to
war
d
s
th
e
in
clu
s
io
n
o
f
SE
in
s
ch
o
o
l.
Par
en
tal
s
u
p
p
o
r
ts
ar
e
s
ig
n
if
ican
t
in
im
p
lem
en
tatio
n
o
f
p
o
licy
wh
ich
af
f
ec
ts
th
e
a
d
o
l
escen
ts
,
with
th
eir
en
d
o
r
s
em
en
t;
t
h
e
im
p
lem
e
n
tatio
n
o
f
th
e
p
r
o
g
r
am
is
m
o
r
e
lik
ely
to
h
a
v
e
b
i
g
g
er
im
p
ac
ts
am
o
n
g
th
e
p
o
p
u
latio
n
s
.
T
h
e
f
in
d
in
g
o
f
th
is
r
ev
iew
is
s
ig
n
if
ican
ce
in
h
ig
h
lig
h
tin
g
th
e
g
ap
f
o
r
f
u
tu
r
e
s
tu
d
y
.
As
m
en
tio
n
ed
ab
o
v
e,
p
ar
en
ts
ar
e
im
p
o
r
tan
t
s
tak
eh
o
ld
er
s
in
d
eter
m
i
n
in
g
t
h
e
p
r
o
g
r
am
r
elate
d
to
ch
ild
r
e
n
,
it
is
s
ig
n
if
ican
t
to
s
tu
d
y
th
eir
attitu
d
es
an
d
o
p
i
n
io
n
s
o
f
th
e
p
ar
e
n
ts
.
B
esid
es,
t
h
e
s
tu
d
y
also
p
r
o
v
id
es
in
s
ig
h
ts
f
o
r
p
o
licy
m
ak
e
r
s
o
n
th
e
p
o
ten
tial
d
eter
m
in
an
ts
wh
ich
co
u
ld
co
n
tr
ib
u
te
to
p
ar
en
tal
attitu
d
es
an
d
p
r
e
f
er
e
n
ce
s
.
T
h
r
o
u
g
h
t
h
e
u
n
d
er
s
tan
d
i
n
g
,
p
o
licy
m
ak
e
r
s
an
d
ed
u
ca
to
r
s
ca
n
p
lan
s
tr
ateg
ies
to
en
g
ag
e
p
ar
en
ts
as
a
m
o
r
e
ac
tiv
e
r
o
le
in
im
p
lem
en
tatio
n
o
f
SE.
ACK
NO
WL
E
DG
E
M
E
NT
S
T
h
is
wo
r
k
was
s
u
p
p
o
r
ted
b
y
th
e
Min
is
tr
y
o
f
Hig
h
er
E
d
u
ca
tio
n
Ma
lay
s
ia
(
MO
HE
)
u
n
d
er
th
e
Fu
n
d
am
en
tal
R
esear
ch
Gr
an
t
Sch
em
e
with
r
ef
er
en
ce
co
d
e
(
FR
GS
/1
/2
0
1
9
/SS
0
5
/UT
M/0
1
/
1
)
.
RE
F
E
R
E
NC
E
S
[
1]
UN
ES
CO,
"
In
ter
n
a
ti
o
n
a
l
tec
h
n
ica
l
g
u
id
a
n
c
e
o
n
se
x
u
a
li
ty
e
d
u
c
a
ti
o
n
:
An
e
v
i
d
e
n
c
e
-
in
f
o
rm
e
d
a
p
p
ro
a
c
h
,
"
P
a
ris
2
0
1
8
.
[2
]
S
e
x
u
a
li
t
y
In
fo
rm
a
ti
o
n
a
n
d
E
d
u
c
a
ti
o
n
C
o
u
n
c
il
o
f
t
h
e
Un
it
e
d
S
ta
tes
(S
IECUS
),
"
G
u
id
e
li
n
e
s
fo
r
Co
m
p
re
h
e
n
si
v
e
S
e
x
u
a
li
t
y
E
d
u
c
a
ti
o
n
:
Kin
d
e
rg
a
rt
e
n
th
r
o
u
g
h
1
2
t
h
G
ra
d
e
,
"
S
e
x
u
a
l
it
y
I
n
fo
rm
a
ti
o
n
a
n
d
E
d
u
c
a
ti
o
n
Co
u
n
c
il
o
f
t
h
e
Un
it
e
d
S
tate
s,
Ne
w Yo
rk
2
0
0
4
.
[3
]
J.
Wam
o
y
i,
A
.
F
e
n
wic
k
,
M
.
Ur
a
ss
a
,
B.
Zab
a
,
a
n
d
W.
S
to
n
e
s,
"
P
a
re
n
t
-
c
h
il
d
c
o
m
m
u
n
ica
ti
o
n
a
b
o
u
t
se
x
u
a
l
a
n
d
re
p
ro
d
u
c
ti
v
e
h
e
a
lt
h
i
n
r
u
ra
l
Tan
z
a
n
ia:
Im
p
li
c
a
ti
o
n
s
fo
r
y
o
u
n
g
p
e
o
p
le'
s
se
x
u
a
l
h
e
a
lt
h
in
terv
e
n
ti
o
n
s,
"
Rep
ro
d
u
c
ti
v
e
h
e
a
lt
h
,
v
o
l.
7
,
a
rti
c
le n
o
.
6
,
2
0
1
0
.
[On
li
n
e
].
A
v
a
il
a
b
le:
ht
t
p
s://
d
o
i.
o
r
g
/1
0
.
1
1
8
6
/
1
7
4
2
-
4
7
5
5
-
7
-
6
[4
]
P
.
G
o
rd
o
n
,
"
S
e
x
u
a
li
t
y
e
d
u
c
a
ti
o
n
a
n
d
t
h
e
p
re
v
e
n
ti
o
n
o
f
se
x
u
a
l
v
io
len
c
e
,
"
i
n
Pro
tec
ti
n
g
Ch
il
d
re
n
Fro
m
S
e
x
u
a
l
Vi
o
len
c
e
-
A
Co
mp
re
h
e
n
siv
e
Ap
p
ro
a
c
h
,
S
tras
b
o
u
r
g
Ce
d
e
x
:
Co
u
n
c
i
l
o
f
E
u
ro
p
e
,
p
p
.
1
7
5
-
1
8
6
,
2
0
1
1
.
[5
]
UN
ES
CO,
"
Re
v
iew
o
f
t
h
e
e
v
i
d
e
n
c
e
o
n
se
x
u
a
li
ty
e
d
u
c
a
ti
o
n
:
R
e
p
o
rt
to
i
n
fo
rm
th
e
u
p
d
a
te
o
f
th
e
UN
ES
C
O
In
tern
a
ti
o
n
a
l
tec
h
n
ica
l
g
u
id
a
n
c
e
o
n
se
x
u
a
li
t
y
e
d
u
c
a
ti
o
n
,
"
UN
ES
CO E
d
u
c
a
ti
o
n
S
e
c
to
r,
P
a
ris,
F
ra
n
c
e
,
2
0
1
6
.
[6
]
In
tern
a
ti
o
n
a
l
P
lan
n
e
d
P
a
re
n
th
o
o
d
E
d
u
c
a
ti
o
n
,
"
IP
P
F
F
ra
m
e
wo
rk
fo
r
C
o
m
p
re
h
e
n
si
v
e
S
e
x
u
a
li
t
y
E
d
u
c
a
ti
o
n
,
"
I
P
P
F
,
Lo
n
d
o
n
,
2
0
1
0
.
[7
]
V.
P
it
tma
n
a
n
d
A.
G
a
h
u
n
g
u
,
"
C
o
m
p
re
h
e
n
siv
e
S
e
x
u
a
li
ty
E
d
u
c
a
ti
o
n
o
r
Ab
stin
e
n
c
e
-
On
l
y
Ed
u
c
a
ti
o
n
:
Wh
ich
Is
M
o
re
Eff
e
c
ti
v
e
?
"
J
o
u
r
n
a
l
o
f
Res
e
a
rc
h
f
o
r E
d
u
c
a
ti
o
n
a
l
L
e
a
d
e
rs
,
v
o
l.
3
,
n
o
.
2
,
p
p
.
6
0
-
9
1
,
2
0
0
6
.
[8
]
K.
L.
Wi
lso
n
,
D.
C.
Wi
le
y
,
a
n
d
B.
Ro
se
n
,
"
Tex
a
s
S
e
x
u
a
li
ty
Ed
u
c
a
ti
o
n
I
n
stru
c
ti
o
n
:
S
h
a
m
e
a
n
d
F
e
a
r
-
Ba
se
d
M
e
th
o
d
o
l
o
g
y
,
"
J
o
u
r
n
a
l
o
f
He
a
lt
h
Ed
u
c
a
ti
o
n
T
e
a
c
h
i
n
g
,
v
o
l.
3
,
n
o
.
1
,
p
p
.
1
-
1
0
,
2
0
1
2
.
[9
]
S
.
Ba
stien
,
L.
J.
Ka
ju
la,
a
n
d
W.
W.
M
u
h
we
z
i,
"
A
re
v
iew
o
f
stu
d
i
e
s
o
f
p
a
re
n
t
-
c
h
il
d
c
o
m
m
u
n
ica
ti
o
n
a
b
o
u
t
se
x
u
a
li
t
y
a
n
d
HIV
/AIDS
i
n
su
b
-
S
a
h
a
ra
n
Af
rica
,
"
Rep
ro
d
u
c
ti
v
e
h
e
a
lt
h
,
v
o
l.
8
,
n
o
.
2
5
,
p
p
.
1
-
17,
2
0
1
1
.
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
A
s
ystema
tic
r
ev
ie
w
o
f p
a
r
en
ta
l a
ttit
u
d
e
a
n
d
p
r
eferen
ce
s
to
w
a
r
d
s
imp
le
men
ta
tio
n
o
f …
(
Yeo
K
ee
-
Jia
r
)
977
[1
0
]
C.
M
.
M
a
r
k
h
a
m
,
e
t
a
l.
,
"
Co
n
n
e
c
ted
n
e
ss
a
s
a
p
re
d
icto
r
o
f
se
x
u
a
l
a
n
d
re
p
r
o
d
u
c
ti
v
e
h
e
a
lt
h
o
u
tc
o
m
e
s
fo
r
y
o
u
th
,
"
J
o
u
rn
a
l
o
f
a
d
o
les
c
e
n
t
h
e
a
lt
h
,
v
o
l
.
4
6
,
n
o
.
3
,
p
p
.
S
2
3
-
S
4
1
,
2
0
1
0
.
[1
1
]
R.
L.
Jo
h
n
so
n
,
M
.
C.
S
e
n
d
a
ll
,
a
n
d
L
.
A.
M
c
Cu
a
i
g
,
"
P
rima
ry
sc
h
o
o
ls
a
n
d
t
h
e
d
e
li
v
e
ry
o
f
re
latio
n
sh
i
p
s
a
n
d
se
x
u
a
li
t
y
e
d
u
c
a
ti
o
n
:
t
h
e
e
x
p
e
rien
c
e
o
f
Qu
e
e
n
sla
n
d
tea
c
h
e
rs,"
S
e
x
Ed
u
c
a
ti
o
n
,
v
o
l
.
1
4
,
n
o
.
4
,
p
p
.
3
5
9
-
3
7
4
,
2
0
1
4
.
[1
2
]
O.
Ac
h
il
le,
B.
To
n
a
t
o
,
K.
S
a
li
f
o
u
,
A.
Ho
u
n
k
p
o
n
o
u
,
a
n
d
B.
Ho
u
n
k
p
a
t
in
,
"
P
a
re
n
ts’
P
e
rc
e
p
ti
o
n
s
a
n
d
P
ra
c
ti
c
e
s
a
s
Re
g
a
rd
s
Ad
o
les
c
e
n
ts’
S
e
x
Ed
u
c
a
ti
o
n
i
n
th
e
Ho
m
e
En
v
iro
n
m
e
n
t
in
th
e
Cit
y
o
f
Co
m
e
,
Be
n
i
n
in
2
0
1
5
,
"
Rep
r
o
d
S
y
s
t
S
e
x
Di
so
rd
,
v
o
l
.
6
,
n
o
.
2
,
p
p
.
1
-
6
,
2
0
1
7
.
[1
3
]
E.
G
.
Ak
p
a
m
a
,
"
P
a
re
n
tal
P
e
rc
e
ti
o
n
o
f
th
e
Tea
c
h
in
g
o
f
S
e
x
E
d
u
c
a
ti
o
n
to
A
d
o
les
c
e
n
t
in
S
e
c
o
n
d
a
ry
S
c
h
o
o
l
in
Cro
ss
Riv
e
r
S
tate
,
Ni
g
e
ria,"
Hima
la
y
a
n
J
o
u
rn
a
l
o
f
S
o
c
io
l
o
g
y
a
n
d
A
n
th
r
o
p
o
lo
g
y
,
v
o
l.
6
,
p
p
.
1
3
4
-
1
4
5
,
2
0
1
4
.
[1
4
]
E
.
M
.
Ba
rr,
M
.
J.
M
o
o
re
,
T.
Jo
h
n
so
n
,
J.
F
o
rre
st,
a
n
d
M
.
Jo
r
d
a
n
,
"
N
e
w
e
v
id
e
n
c
e
:
d
a
ta
d
o
c
u
m
e
n
ti
n
g
p
a
re
n
tal
su
p
p
o
rt
fo
r
e
a
rli
e
r
se
x
u
a
li
t
y
e
d
u
c
a
ti
o
n
,
"
J
o
u
rn
a
l
o
f
S
c
h
o
o
l
He
a
l
th
,
v
o
l.
8
4
,
n
o
.
1
,
p
p
.
1
0
-
1
7
,
2
0
1
4
.
[1
5
]
M
.
K.
Bh
u
iy
a
n
,
"
In
c
l
u
sio
n
o
f
S
e
x
Ed
u
c
a
ti
o
n
i
n
S
c
h
o
o
l
C
u
rric
u
lu
m
o
f
Ba
n
g
lad
e
sh
:
P
a
re
n
ts’
Atti
tu
d
e
,
"
IOS
R
J
o
u
rn
a
l
o
f
Res
e
a
rc
h
&
M
e
t
h
o
d
i
n
Ed
u
c
a
ti
o
n
,
v
o
l.
4
,
n
o
.
5
,
p
p
.
3
2
-
4
0
,
2
0
1
4
.
[1
6
]
N.
A.
Co
n
sta
n
ti
n
e
,
P
.
Je
rm
a
n
,
a
n
d
A.
X.
H
u
a
n
g
,
"
Ca
li
f
o
rn
ia
p
a
r
e
n
ts’
p
re
fe
re
n
c
e
s
a
n
d
b
e
li
e
fs
re
g
a
rd
in
g
sc
h
o
o
l‐
b
a
se
d
se
x
e
d
u
c
a
ti
o
n
p
o
li
c
y
,
"
Per
sp
e
c
ti
v
e
s o
n
S
e
x
u
a
l
a
n
d
Rep
r
o
d
u
c
t
ive
He
a
lt
h
,
v
o
l
.
3
9
,
n
o
.
3
,
p
p
.
1
6
7
-
1
7
5
,
2
0
0
7
.
[1
7
]
J.
A.
Da
k
e
,
J.
H.
P
rice
,
C.
M
.
B
a
k
so
v
ich
,
a
n
d
M
.
Wi
e
li
n
sk
i,
"
P
re
fe
re
n
c
e
s
Re
g
a
rd
in
g
S
c
h
o
o
l
S
e
x
u
a
li
ty
Ed
u
c
a
ti
o
n
Am
o
n
g
El
e
m
e
n
tary
S
c
h
o
o
lch
il
d
r
e
n
'
s
P
a
re
n
ts,"
Ame
ric
a
n
J
o
u
rn
a
l
o
f
He
a
lt
h
Ed
u
c
a
ti
o
n
,
v
o
l.
4
5
,
n
o
.
1
,
p
p
.
2
9
-
3
6
,
2
0
1
4
.
[1
8
]
M
.
E
.
E
ise
n
b
e
rg
,
D.
H.
Be
rn
a
t,
L.
H.
Be
a
rin
g
e
r,
a
n
d
M
.
D.
R
e
sn
ick
,
"
S
u
p
p
o
rt
fo
r
c
o
m
p
re
h
e
n
siv
e
se
x
u
a
li
ty
e
d
u
c
a
ti
o
n
:
P
e
rsp
e
c
ti
v
e
s
fro
m
p
a
re
n
ts
o
f
sc
h
o
o
l
-
a
g
e
y
o
u
t
h
,
"
J
o
u
rn
a
l
o
f
Ad
o
les
c
e
n
t
He
a
lt
h
,
v
o
l.
4
2
,
n
o
.
4
,
p
p
.
3
5
2
-
3
5
9
,
2
0
0
8
.
[1
9
]
E.
Ek
o
Jim
m
y
,
S
.
A
b
e
sh
i,
O
.
O
so
n
wa
Ka
lu
,
C
.
Uw
a
n
e
d
e
,
a
n
d
A.
Offio
n
g
D
o
m
in
ic,
"
P
e
rc
e
p
ti
o
n
o
f
S
t
u
d
e
n
ts’
Tea
c
h
e
rs’
a
n
d
P
a
re
n
ts’
to
wa
rd
s
S
e
x
u
a
li
t
y
E
d
u
c
a
ti
o
n
in
Ca
lab
a
r
S
o
u
t
h
Lo
c
a
l
G
o
v
e
rn
m
e
n
t
Are
a
o
f
C
ro
ss
Riv
e
r
S
tate
,
Nig
e
ria,"
J
o
u
r
n
a
l
o
f
S
o
c
i
o
l
o
g
ica
l
Res
e
a
rc
h
,
v
o
l
.
4
,
n
o
.
2
,
p
p
.
2
2
2
-
2
4
0
,
2
0
1
3
.
[2
0
]
K.
P
.
Eso
h
e
a
n
d
M
.
P
.
In
y
a
n
g
,
"
P
a
re
n
ts
P
e
rc
e
p
ti
o
n
o
f
th
e
Tea
c
h
i
n
g
o
f
S
e
x
u
a
l
Ed
u
c
a
ti
o
n
in
S
e
c
o
n
d
a
ry
S
c
h
o
o
ls
i
n
Nig
e
ria,"
In
ter
n
a
ti
o
n
a
l
J
o
u
rn
a
l
o
f
In
n
o
v
a
ti
v
e
S
c
ie
n
c
e
,
En
g
in
e
e
rin
g
&
T
e
c
h
n
o
l
o
g
y
,
v
o
l.
2
,
n
o
.
1
,
p
p
.
8
9
-
9
9
,
2
0
1
5
.
[2
1
]
C.
M
.
F
is
h
e
r,
S
.
K.
Tell
jo
h
a
n
n
,
J.
H.
P
rice
,
J.
A.
Da
k
e
,
a
n
d
T
.
J.
G
las
s
m
a
n
,
"
P
e
rc
e
p
ti
o
n
s
o
f
El
e
m
e
n
tary
S
c
h
o
o
l
Ch
il
d
re
n
'
s
P
a
re
n
ts
Re
g
a
r
d
in
g
S
e
x
u
a
li
t
y
Ed
u
c
a
ti
o
n
,
"
Ame
ric
a
n
J
o
u
rn
a
l
o
f
S
e
x
u
a
l
it
y
E
d
u
c
a
ti
o
n
,
v
o
l.
1
0
,
p
p
.
1
-
2
0
,
2
0
1
5
.
[2
2
]
K.
E.
Ito
,
Z.
G
izlice
,
J.
Ow
e
n
-
O
’Do
wd
,
E.
F
o
u
st,
P
.
A.
Leo
n
e
,
a
n
d
W.
C.
M
il
ler,
"
P
a
re
n
t
o
p
i
n
i
o
n
o
f
se
x
u
a
li
ty
e
d
u
c
a
ti
o
n
in
a
sta
te
with
m
a
n
d
a
ted
a
b
stin
e
n
c
e
e
d
u
c
a
ti
o
n
:
Do
e
s
p
o
li
c
y
m
a
tch
p
a
re
n
tal
p
re
fe
re
n
c
e
?
"
J
o
u
rn
a
l
o
f
Ad
o
les
c
e
n
t
He
a
l
th
,
v
o
l.
3
9
,
n
o
.
5
,
p
p
.
6
3
4
-
6
4
1
,
2
0
0
6
.
[2
3
]
L.
Ka
n
t
o
r
a
n
d
N.
Lev
it
z
,
"
P
a
re
n
t
s’
v
iew
s
o
n
se
x
e
d
u
c
a
ti
o
n
in
sc
h
o
o
ls:
Ho
w
m
u
c
h
d
o
De
m
o
c
ra
ts
a
n
d
Re
p
u
b
l
ica
n
s
a
g
re
e
?
"
Pl
o
S
o
n
e
,
v
o
l.
1
2
,
n
o
.
7
,
p
.
e
0
1
8
0
2
5
0
,
2
0
1
7
.
[2
4
]
R.
K.
Lew
is,
A.
P
a
in
e
-
An
d
re
ws
,
C.
Cu
sta
rd
,
M
.
S
tau
f
fe
r,
K.
Ha
rris,
a
n
d
J.
F
is
h
e
r,
"
Are
p
a
re
n
ts
i
n
f
a
v
o
r
o
r
a
g
a
in
s
t
sc
h
o
o
l
-
b
a
se
d
se
x
u
a
li
t
y
e
d
u
c
a
ti
o
n
?
A
re
p
o
r
t
F
r
o
m
th
e
M
id
we
s
t,
"
He
a
lt
h
Pro
mo
ti
o
n
Pra
c
ti
c
e
,
v
o
l
.
2
,
n
o
.
2
,
p
p
.
1
5
5
-
1
6
1
,
2
0
0
1
.
[2
5
]
A.
M
a
c
b
e
th
,
P
.
Wee
ra
k
o
o
n
,
a
n
d
G
.
S
it
h
a
rt
h
a
n
,
"
P
i
lo
t
stu
d
y
o
f
A
u
stra
li
a
n
sc
h
o
o
l
-
b
a
se
d
se
x
u
a
l
h
e
a
lt
h
e
d
u
c
a
ti
o
n
:
P
a
re
n
ts’
v
iew
s,"
S
e
x
u
a
l
He
a
lt
h
,
v
o
l.
6
,
n
o
.
4
,
p
p
.
3
2
8
-
3
3
3
,
2
0
0
9
.
[2
6
]
A.
M
c
Ka
y
,
E
.
S
.
By
e
rs,
S
.
D.
Vo
y
e
r,
T.
P
.
Hu
m
p
h
re
y
s,
a
n
d
C.
M
a
rk
h
a
m
,
"
O
n
tario
p
a
re
n
ts'
o
p
i
n
io
n
s
a
n
d
a
tt
i
tu
d
e
s
to
wa
rd
s
se
x
u
a
l
h
e
a
lt
h
e
d
u
c
a
ti
o
n
in
th
e
sc
h
o
o
ls,"
T
h
e
Ca
n
a
d
i
a
n
jo
u
r
n
a
l
o
f
h
u
ma
n
se
x
u
a
li
ty,
v
o
l.
2
3
,
n
o
.
3
,
p
p
.
1
5
9
-
1
6
6
,
2
0
1
4
.
[2
7
]
M
.
Na
ir
,
e
t
a
l.
,
"
Atti
t
u
d
e
o
f
p
a
re
n
ts an
d
tea
c
h
e
rs t
o
wa
rd
s a
d
o
les
c
e
n
t
re
p
ro
d
u
c
ti
v
e
a
n
d
se
x
u
a
l
h
e
a
lt
h
e
d
u
c
a
ti
o
n
,
"
T
h
e
in
d
i
a
n
jo
u
rn
a
l
o
f
p
e
d
ia
trics
,
v
o
l.
7
9
,
n
o
.
1
,
p
p
.
6
0
-
6
3
,
2
0
1
2
.
[2
8
]
K.
Ny
a
rk
o
,
K.
I.
Ad
e
n
twi,
M
.
A
su
m
e
n
g
,
a
n
d
L.
D.
Ah
u
lu
,
"
P
a
re
n
tal
a
tt
i
tu
d
e
t
o
wa
rd
s
se
x
e
d
u
c
a
ti
o
n
a
t
t
h
e
l
o
we
r
p
rima
ry
in
G
h
a
n
a
,
"
In
ter
n
a
ti
o
n
a
l
J
o
u
rn
a
l
o
f
El
e
me
n
t
a
ry
Ed
u
c
a
ti
o
n
,
Vo
l.
3
,
N
o
.
2
,
p
p
.
2
1
-
29
,
2
0
1
4
.
[2
9
]
D.
Og
u
n
ji
m
i,
"
Atti
tu
d
e
o
f
stu
d
e
n
t
s
a
n
d
p
a
re
n
ts t
o
wa
rd
s th
e
tea
c
h
i
n
g
o
f
se
x
e
d
u
c
a
ti
o
n
in
se
c
o
n
d
a
r
y
s
c
h
o
o
ls
in
Cro
ss
Riv
e
rs S
tate
,
"
Ed
u
c
a
ti
o
n
a
l
Res
e
a
rc
h
a
n
d
Rev
iews
,
v
o
l.
1
,
n
o
.
9
,
p
p
.
3
4
7
-
3
4
9
,
2
0
0
6
.
[3
0
]
C.
R.
P
e
ter,
T.
B.
Tas
k
e
r,
a
n
d
S
.
S
.
Ho
r
n
,
"
P
a
re
n
ts’
a
tt
it
u
d
e
s
t
o
wa
rd
c
o
m
p
re
h
e
n
si
v
e
a
n
d
in
c
l
u
siv
e
se
x
u
a
li
ty
e
d
u
c
a
ti
o
n
:
Be
li
e
fs
a
b
o
u
t
se
x
u
a
l
h
e
a
lt
h
to
p
ics
a
n
d
fo
rm
s
o
f
c
u
rricu
l
a
,
"
He
a
l
th
Ed
u
c
a
ti
o
n
,
v
o
l.
1
1
5
,
n
o
.
1
,
p
p
.
7
1
-
9
2
,
2
0
1
5
.
[3
1
]
A.
D.
Wea
v
e
r,
E.
S
.
B
y
e
rs,
H.
A.
S
e
a
rs,
J.
N.
C
o
h
e
n
,
a
n
d
H.
E.
Ra
n
d
a
ll
,
"
S
e
x
u
a
l
h
e
a
lt
h
e
d
u
c
a
ti
o
n
a
t
sc
h
o
o
l
a
n
d
a
t
h
o
m
e
:
Atti
t
u
d
e
s
a
n
d
e
x
p
e
rien
c
e
s
o
f
Ne
w
Bru
n
sw
ick
p
a
re
n
ts,"
C
a
n
a
d
i
a
n
J
o
u
rn
a
l
o
f
H
u
ma
n
S
e
x
u
a
li
ty,
v
o
l.
1
1
,
n
o
.
1
,
p
p
.
1
9
-
3
2
,
2
0
0
1
.
[3
2
]
U.
Ro
b
,
T
.
G
h
a
fu
r,
I.
Bh
u
iy
a
,
a
n
d
M
.
N.
Tal
u
k
d
e
r,
"
Re
p
r
o
d
u
c
ti
v
e
a
n
d
se
x
u
a
l
h
e
a
lt
h
e
d
u
c
a
ti
o
n
f
o
r
a
d
o
les
c
e
n
ts
in
Ba
n
g
lad
e
sh
:
p
a
re
n
ts'
v
iew
a
n
d
o
p
in
i
o
n
,
"
In
ter
n
a
ti
o
n
a
l
Q
u
a
rte
rly
o
f
C
o
mm
u
n
it
y
He
a
lt
h
Ed
u
c
a
ti
o
n
,
v
o
l.
2
5
,
n
o
.
4
,
p
p
.
3
5
1
-
3
6
5
,
2
0
0
6
.
[3
3
]
L.
A.
T.
Do
,
P
.
Bo
o
n
m
o
n
g
k
o
n
,
S
.
C.
P
a
e
k
,
a
n
d
T
.
E
.
G
u
a
d
a
m
u
z
,
"
‘Hu
Ho
n
g
’(
b
a
d
th
i
n
g
):
p
a
re
n
tal
p
e
rc
e
p
ti
o
n
s
o
f
tee
n
a
g
e
rs’ se
x
u
a
li
ty
in
u
rb
a
n
Vie
t
n
a
m
,
"
BM
C
p
u
b
li
c
h
e
a
lt
h
,
v
o
l.
1
7
,
n
o
.
1
,
p
.
2
2
6
,
2
0
1
7
.
[3
4
]
E.
Je
rv
e
s
e
t
a
l.
,
"
Un
d
e
rsta
n
d
i
n
g
p
a
re
n
tal
v
iew
s
o
f
a
d
o
les
c
e
n
t
se
x
u
a
li
ty
a
n
d
se
x
e
d
u
c
a
ti
o
n
in
Ecu
a
d
o
r
:
A
q
u
a
li
tati
v
e
stu
d
y
,
"
S
e
x
Ed
u
c
a
ti
o
n
,
v
o
l.
1
4
,
n
o
.
1
,
p
p
.
1
4
-
2
7
,
2
0
1
4
.
[3
5
]
G
.
Wan
je,
L.
M
a
se
se
,
E.
A
v
u
v
ik
a
,
A.
Ba
g
h
a
z
a
l,
G
.
Om
o
n
i
,
a
n
d
R
.
S
.
M
c
Clellan
d
,
"
P
a
re
n
ts’
a
n
d
tea
c
h
e
rs’
v
iew
s o
n
se
x
u
a
l
h
e
a
lt
h
e
d
u
c
a
ti
o
n
a
n
d
sc
re
e
n
in
g
f
o
r
se
x
u
a
ll
y
tran
sm
it
ted
in
fe
c
ti
o
n
s
a
m
o
n
g
in
-
sc
h
o
o
l
a
d
o
l
e
sc
e
n
t
g
irl
s
i
n
Ke
n
y
a
:
a
q
u
a
li
tativ
e
st
u
d
y
,
"
Rep
r
o
d
u
c
t
ive
h
e
a
lt
h
,
v
o
l
.
1
4
,
n
o
.
1
,
p
p
.
1
-
1
1
,
2
0
1
7
.
[3
6
]
N.
F
e
n
tah
u
n
,
T
.
As
se
fa
,
F
.
Ale
m
s
e
g
e
d
,
a
n
d
F
.
Am
b
a
w,
"
P
a
re
n
ts'
p
e
rc
e
p
ti
o
n
,
stu
d
e
n
ts'
a
n
d
tea
c
h
e
rs'
a
tt
it
u
d
e
t
o
wa
rd
s
sc
h
o
o
l
se
x
e
d
u
c
a
ti
o
n
,
"
Et
h
i
o
p
i
a
n
jo
u
rn
a
l
o
f
h
e
a
lt
h
sc
ien
c
e
s,
v
o
l.
2
2
,
n
o
.
2
,
p
p
.
9
9
-
1
0
6
,
2
0
1
2
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2
2
5
2
-
8
8
2
2
I
n
t
.
J
.
E
v
al
.
&
R
es
.
E
d
u
c
.
Vo
l.
9
,
No
.
4
,
Dec
em
b
e
r
2
0
2
0
:
9
7
1
-
9
7
8
978
[3
7
]
K.
Ig
o
r,
E
.
In
e
s,
a
n
d
Š
.
Ale
k
sa
n
d
a
r,
"
P
a
re
n
ts’
a
tt
it
u
d
e
s
a
b
o
u
t
sc
h
o
o
l
-
b
a
se
d
se
x
e
d
u
c
a
ti
o
n
i
n
Cro
a
ti
a
,
"
S
e
x
u
a
li
ty
Res
e
a
rc
h
a
n
d
S
o
c
ia
l
Po
li
c
y
,
v
o
l.
1
2
,
n
o
.
4
,
p
p
.
3
2
3
-
3
3
4
,
2
0
1
5
.
[3
8
]
P
.
R.
M
a
k
o
l
-
Ab
d
u
l,
A.
S
.
Nu
r
u
ll
a
h
,
S
.
S
.
Im
a
m
,
a
n
d
S
.
A.
Ra
h
m
a
n
,
"
P
a
re
n
ts’
a
tt
i
tu
d
e
s
to
wa
r
d
s
i
n
c
lu
sio
n
o
f
se
x
u
a
li
ty
e
d
u
c
a
ti
o
n
i
n
M
a
lay
sia
n
sc
h
o
o
ls,"
In
ter
n
a
ti
o
n
a
l
J
o
u
rn
a
l
a
b
o
u
t
Pa
re
n
ts
in
Ed
u
c
a
ti
o
n
,
v
o
l
.
3
,
n
o
.
1
,
p
p
.
4
2
-
5
6
,
2
0
0
9
.
[3
9
]
W.
Li
u
,
K.
S
.
Va
n
Ca
m
p
e
n
,
C
.
P
.
E
d
wa
rd
s,
a
n
d
S
.
T.
Ru
ss
e
ll
,
"
Ch
i
n
e
se
p
a
re
n
ts’
p
e
rsp
e
c
ti
v
e
s
o
n
a
d
o
les
c
e
n
t
se
x
u
a
li
ty
e
d
u
c
a
ti
o
n
,
"
In
ter
n
a
ti
o
n
a
l
J
o
u
rn
a
l
o
f
S
e
x
u
a
l
He
a
lt
h
,
v
o
l.
2
3
,
n
o
.
3
,
p
p
.
2
2
4
-
2
3
6
,
2
0
1
1
.
[4
0
]
W.
Li
u
,
J.
M
.
De
n
n
is,
a
n
d
C.
P
.
Ed
wa
rd
s,
"
Ch
in
e
se
p
a
re
n
ts’
in
v
o
l
v
e
m
e
n
t
in
se
x
u
a
li
t
y
e
d
u
c
a
ti
o
n
fo
r
a
d
o
les
c
e
n
ts,
"
In
ter
n
a
t
io
n
a
l
J
o
u
rn
a
l
o
f
S
e
x
u
a
l
He
a
lt
h
,
v
o
l.
2
7
,
n
o
.
4
,
p
p
.
4
8
5
-
5
0
7
,
2
0
1
5
.
[4
1
]
M
.
E.
Ei
se
n
b
e
r
g
,
N.
M
a
d
se
n
,
J
.
A.
Ol
ip
h
a
n
t
,
a
n
d
M
.
Re
sn
ick
,
"
P
o
li
c
ies
,
p
ri
n
c
ip
a
ls
a
n
d
p
a
re
n
ts:
m
u
lt
il
e
v
e
l
c
h
a
ll
e
n
g
e
s a
n
d
su
p
p
o
r
ts i
n
tea
c
h
i
n
g
se
x
u
a
li
ty
e
d
u
c
a
ti
o
n
,
"
S
e
x
Ed
u
c
a
ti
o
n
,
v
o
l
.
1
2
,
n
o
.
3
,
p
p
.
3
1
7
-
3
2
9
,
2
0
1
2
.
[4
2
]
I.
M
.
Ro
se
n
st
o
c
k
,
V.
J.
S
trec
h
e
r,
a
n
d
M
.
H
.
Be
c
k
e
r,
"
S
o
c
ial
lea
rn
in
g
th
e
o
r
y
a
n
d
th
e
h
e
a
lt
h
b
e
li
e
f
m
o
d
e
l,
"
He
a
lt
h
e
d
u
c
a
ti
o
n
q
u
a
rte
rly
,
v
o
l.
1
5
,
n
o
.
2
,
p
p
.
1
7
5
-
1
8
3
,
1
9
8
8
.
[4
3
]
E.
G
ru
b
e
r
a
n
d
J.
W.
G
ru
b
e
,
"
Ad
o
les
c
e
n
t
se
x
u
a
li
ty
a
n
d
t
h
e
m
e
d
ia:
a
re
v
iew
o
f
c
u
rre
n
t
k
n
o
wle
d
g
e
a
n
d
imp
li
c
a
ti
o
n
s,"
T
h
e
W
e
ste
rn
jo
u
r
n
a
l
o
f
me
d
icin
e
,
v
o
l.
1
7
2
,
n
o
.
3
,
p
p
.
2
1
0
-
2
1
4
,
2
0
0
0
.
[4
4
]
UN
F
P
A,
UN
ES
CO,
a
n
d
WHO,
"
S
e
x
u
a
l
a
n
d
re
p
r
o
d
u
c
ti
v
e
h
e
a
lt
h
o
f
y
o
u
n
g
p
e
o
p
le
in
As
ia
a
n
d
t
h
e
P
a
c
ifi
c
:
A
re
v
ie
w
o
f
issu
e
s,
p
o
li
c
ies
a
n
d
p
r
o
g
ra
m
m
e
s,"
Ba
n
g
k
o
k
,
2
0
1
5
.
[4
5
]
S
.
Ko
ra
l,
"
Cu
lt
u
ra
l,
re
li
g
io
u
s
a
n
d
so
c
io
-
e
c
o
n
o
m
ic
fa
c
to
rs
a
ff
e
c
ti
n
g
se
x
e
d
u
c
a
ti
o
n
i
n
Tu
r
k
e
y
,
"
P
la
n
n
e
d
p
a
re
n
t
h
o
o
d
in
E
u
ro
p
e
=
Pl
a
n
n
in
g
f
a
mili
a
l
e
n
Eu
ro
p
e
,
v
o
l.
2
0
,
n
o
.
1
,
p
p
.
1
5
-
16
,
1
9
9
1
.
[4
6
]
K.
J.
Ye
o
,
S
.
H.
Lee
,
a
n
d
L.
Ha
n
d
a
y
a
n
i
,
"
Eff
o
rt
o
f
NG
O
in
P
r
o
m
o
ti
n
g
C
o
m
p
re
h
e
n
si
v
e
S
e
x
u
a
li
ty
E
d
u
c
a
ti
o
n
t
o
Im
p
ro
v
e
Qu
a
li
ty
o
f
Li
fe
a
m
o
n
g
Lo
c
a
l
a
n
d
Re
f
u
g
e
e
Co
m
m
u
n
it
i
e
s,"
In
ter
n
a
ti
o
n
a
l
J
o
u
r
n
a
l
o
f
E
v
a
lu
a
ti
o
n
a
n
d
Res
e
a
rc
h
in
E
d
u
c
a
ti
o
n
,
v
o
l
.
7
,
n
o
.
1
,
p
p
.
1
7
-
2
4
,
2
0
1
8
.
[4
7
]
A.
M
.
M
i
n
n
is
,
e
t
a
l
.
,
"
Li
m
it
e
d
s
o
c
io
e
c
o
n
o
m
ic
o
p
p
o
rt
u
n
it
ies
a
n
d
Latin
a
tee
n
c
h
il
d
b
e
a
rin
g
:
a
q
u
a
li
tativ
e
stu
d
y
o
f
fa
m
il
y
a
n
d
stru
c
t
u
ra
l
fa
c
to
rs
a
ffe
c
ti
n
g
fu
t
u
re
e
x
p
e
c
tatio
n
s,
"
J
o
u
rn
a
l
o
f
Imm
i
g
ra
n
t
a
n
d
M
in
o
rity
H
e
a
lt
h
,
v
o
l.
1
5
,
n
o
.
2
,
p
p
.
3
3
4
-
3
4
0
,
2
0
1
3
.
[4
8
]
D.
Do
d
d
-
M
c
Cu
e
a
n
d
A.
Tarta
g
li
a
,
"
S
e
lf
-
re
p
o
rt
re
sp
o
n
se
b
ias
:
Lea
r
n
in
g
h
o
w
to
li
v
e
wit
h
it
s d
iag
n
o
si
s
in
c
h
a
p
lai
n
c
y
re
se
a
rc
h
,
"
Ch
a
p
la
i
n
c
y
T
o
d
a
y
,
v
o
l.
2
6
,
n
o
.
1
,
p
p
.
2
-
8
,
2
0
1
0
.
[4
9
]
G
.
D.
G
a
sk
e
ll
,
D.
B.
Wr
ig
h
t,
a
n
d
C.
A.
O'
M
u
irch
e
a
rtaig
h
,
"
Te
les
c
o
p
in
g
o
f
lan
d
m
a
rk
e
v
e
n
ts:
i
m
p
li
c
a
ti
o
n
s
f
o
r
su
rv
e
y
re
se
a
rc
h
,
"
T
h
e
P
u
b
l
ic Op
i
n
io
n
Qu
a
rte
rly
,
v
o
l.
6
4
,
n
o
.
1
,
p
p
.
7
7
-
8
9
,
2
0
0
0
.
[5
0
]
R.
J.
S
c
h
wa
rtz
a
n
d
R.
E.
Ro
b
e
rtso
n
,
"
A
re
v
iew
o
f
re
se
a
rc
h
o
n
se
x
u
a
l
e
d
u
c
a
ti
o
n
f
o
r
a
d
u
l
ts
w
it
h
in
tellec
tu
a
l
d
isa
b
il
it
ies
,
"
Ca
re
e
r De
v
e
lo
p
me
n
t
a
n
d
T
r
a
n
siti
o
n
fo
r
Exc
e
p
ti
o
n
a
l
I
n
d
ivi
d
u
a
ls,
v
o
l.
4
2
,
n
o
.
3
,
p
p
.
1
4
8
-
1
5
7
,
2
0
1
9
.
Evaluation Warning : The document was created with Spire.PDF for Python.