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E
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a
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Resea
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Vo
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.
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826
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The ro
le of so
cia
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supp
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f
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eg
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tion o
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k readines
s
a
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students i
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scho
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a
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ma
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v
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U
n
iv
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rsit
a
s
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m
a
d
Da
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n
d
o
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sia
Art
icle
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nfo
AB
S
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y:
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Wo
rk
re
a
d
in
e
ss
is
a
n
imp
o
rtan
t
fa
c
to
r
th
a
t
c
a
n
d
e
term
in
e
th
e
q
u
a
li
t
y
o
f
p
ro
sp
e
c
ti
v
e
g
ra
d
u
a
tes
a
n
d
v
o
c
a
ti
o
n
a
l
h
ig
h
sc
h
o
o
ls
a
s
o
n
e
o
f
th
e
e
d
u
c
a
ti
o
n
a
l
in
stit
u
ti
o
n
s
t
h
a
t
p
re
p
a
re
h
u
m
a
n
r
e
so
u
rc
e
s
to
n
e
e
d
to
p
a
y
a
tt
e
n
ti
o
n
to
fa
c
to
rs
th
a
t
c
a
n
imp
ro
v
e
wo
rk
re
a
d
i
n
e
ss
.
Th
is
stu
d
y
a
im
ed
t
o
e
m
p
iri
c
a
ll
y
e
x
a
m
in
e
h
o
w
s
o
c
ial
su
p
p
o
rt
a
n
d
se
lf
-
re
g
u
lati
o
n
in
f
lu
e
n
c
e
t
h
e
w
o
rk
re
a
d
in
e
ss
o
f
v
o
c
a
ti
o
n
a
l
Hig
h
S
c
h
o
o
l
stu
d
e
n
t
s.
Th
e
p
o
p
u
latio
n
i
n
t
h
is
stu
d
y
wa
s
a
ll
stu
d
e
n
ts
o
f
g
ra
d
e
XII
in
Vo
c
a
ti
o
n
a
l
Hig
h
S
c
h
o
o
l
M
u
h
a
m
m
a
d
iy
a
h
1
Yo
g
y
a
k
a
rta
(a
v
o
c
a
ti
o
n
a
l
h
i
g
h
sc
h
o
o
l),
t
o
talin
g
1
7
0
st
u
d
e
n
ts,
a
n
d
t
h
e
sa
m
p
le
o
f
t
h
is
st
u
d
y
wa
s 1
1
1
st
u
d
e
n
ts.
T
h
e
sa
m
p
li
n
g
tec
h
n
i
q
u
e
u
se
d
wa
s
r
a
n
d
o
m
ize
d
sa
m
p
li
n
g
u
sin
g
c
lu
ste
r
ra
n
d
o
m
s
a
m
p
li
n
g
tec
h
n
i
q
u
e
.
Th
e
d
a
ta
we
re
c
o
ll
e
c
ted
with
th
e
wo
rk
re
a
d
i
n
e
ss
sc
a
le,
so
c
ial
su
p
p
o
r
t
sc
a
le,
a
n
d
se
lf
-
re
g
u
latio
n
sc
a
le.
Th
e
d
a
ta
we
re
t
h
e
n
a
n
a
ly
z
e
d
with
m
u
l
ti
p
le
li
n
e
a
r
re
g
re
ss
io
n
tec
h
n
iq
u
e
s.
T
h
e
re
wa
s
a
v
e
ry
sig
n
ifi
c
a
n
t
c
o
rre
latio
n
b
e
twe
e
n
so
c
i
a
l
su
p
p
o
rt
a
n
d
se
lf
-
re
g
u
latio
n
a
n
d
th
e
y
sim
u
lt
a
n
e
o
u
s
ly
in
fl
u
e
n
c
e
wo
rk
re
a
d
i
n
e
ss
(r
=
0
.
4
9
0
,
p
=
0
.
0
0
0
).
T
h
e
re
wa
s
a
v
e
ry
sig
n
ifi
c
a
n
t
c
o
rre
latio
n
b
e
twe
e
n
so
c
ial
s
u
p
p
o
rt
a
n
d
wo
rk
re
a
d
i
n
e
ss
(
r
=
0
.
3
4
4
,
p
=
0
.
0
0
0
).
T
h
e
re
is
a
v
e
ry
si
g
n
i
fica
n
t
c
o
rre
latio
n
b
e
twe
e
n
se
lf
-
re
g
u
latio
n
a
n
d
w
o
r
k
re
a
d
i
n
e
ss
(r
=
0
.
4
9
0
,
p
=
0
.
0
0
0
).
S
e
lf
-
re
g
u
latio
n
p
lay
s
d
o
m
in
a
n
t
r
o
le i
n
sh
a
p
in
g
wo
r
k
re
a
d
i
n
e
ss
.
K
ey
w
o
r
d
s
:
Self
-
r
eg
u
latio
n
So
cial
s
u
p
p
o
r
t
W
o
r
k
r
ea
d
in
ess
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
:
Fatwa
T
en
tam
a,
Facu
lty
o
f
Ps
y
ch
o
lo
g
y
,
Un
iv
er
s
itas
Ah
m
ad
Dah
lan
,
Kap
as Str
ee
t 9
,
Sem
ak
i,
Yo
g
y
ak
ar
ta
,
I
n
d
o
n
esia
.
E
m
ail: f
atwa
.
ten
tam
a@
p
s
y
.
u
ad
.
ac
.
id
1.
I
NT
RO
D
UCT
I
O
N
W
o
r
k
r
ea
d
in
ess
is
an
im
p
o
r
tan
t
f
ac
to
r
th
at
m
u
s
t
b
e
p
o
s
s
ess
ed
b
y
ev
er
y
in
d
iv
id
u
al
b
ec
au
s
e
wo
r
k
r
ea
d
in
ess
is
o
n
e
o
f
th
e
cr
iter
ia
f
o
r
m
ea
s
u
r
i
n
g
th
e
a
p
p
r
o
p
r
iate
n
ess
o
f
in
d
iv
id
u
al
wo
r
k
q
u
alit
y
with
t
h
e
n
ee
d
s
o
f
th
e
wo
r
k
f
o
r
ce
[
1
]
.
W
o
r
k
r
ea
d
i
n
ess
is
ab
le
to
f
ac
ilit
ate
in
d
iv
i
d
u
als
to
id
en
tify
ca
r
ee
r
o
p
p
o
r
t
u
n
ities
an
d
p
r
ed
ict
s
u
cc
ess
s
o
as
to
en
ab
le
th
em
to
f
in
d
j
o
b
s
eith
er
d
ir
ec
tly
o
r
in
d
ir
ec
tly
[
2
]
.
W
o
r
k
r
ea
d
in
ess
will
en
c
o
u
r
ag
e
in
d
iv
id
u
als
to
im
p
r
o
v
e
t
h
eir
wo
r
k
m
o
b
ilit
y
an
d
h
elp
s
p
r
o
d
u
ce
h
u
m
an
r
eso
u
r
ce
s
wh
o
ar
e
m
o
r
e
f
le
x
ib
le,
s
k
illed
,
q
u
alif
ied
,
an
d
ab
le
to
b
e
em
p
lo
y
ed
.
E
v
en
t
u
ally
,
it
is
h
o
p
ed
th
at
th
e
y
ar
e
ab
le
to
m
e
et
th
e
r
eq
u
ir
em
en
ts
o
f
th
e
jo
b
m
ar
k
et
[
3
]
.
Peo
p
le
n
ee
d
to
h
av
e
h
ig
h
wo
r
k
r
ea
d
in
ess
to
d
e
v
elo
p
e
m
o
ti
o
n
al
an
d
s
o
cial
attr
ib
u
tes
in
d
ee
p
en
in
g
co
n
ce
p
tu
aliza
tio
n
s
an
d
p
r
ac
ti
ce
s
th
at
en
ab
le
th
em
to
f
in
d
wo
r
k
in
t
h
e
f
u
tu
r
e
[
4
]
.
I
n
d
i
v
id
u
als
with
wo
r
k
r
ea
d
in
ess
ten
d
to
h
a
v
e
th
e
co
m
m
itm
en
t
an
d
willin
g
n
ess
to
en
g
ag
e
in
s
elf
-
c
h
an
g
e
r
elate
d
to
t
h
e
wo
r
k
th
e
y
wan
t
[
5
]
.
W
o
r
k
r
ea
d
in
ess
is
o
n
e
o
f
th
e
im
p
o
r
tan
t
f
ac
to
r
s
th
at
m
u
s
t
b
e
p
o
s
s
ess
ed
b
y
v
o
ca
tio
n
al
h
ig
h
s
ch
o
o
l
g
r
ad
u
ates
to
e
n
ter
th
e
wo
r
k
f
o
r
ce
.
Ho
wev
er
,
th
e
r
ea
liti
es
in
th
e
f
ield
s
h
o
w
t
h
e
o
p
p
o
s
i
te
in
wh
ich
m
an
y
em
p
lo
y
er
s
f
i
n
d
th
at
s
o
m
e
g
r
ad
u
ates la
ck
wo
r
k
r
ea
d
in
ess
f
o
r
l
o
n
g
-
ter
m
s
u
cc
ess
[
6
]
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t J E
v
al
&
R
es E
d
u
c
.
I
SS
N:
2252
-
8
8
2
2
Th
e
r
o
le
o
f so
cia
l su
p
p
o
r
t a
n
d
s
elf
-
r
eg
u
la
tio
n
o
n
w
o
r
k
r
ea
d
i
n
ess
a
mo
n
g
s
tu
d
en
ts
in
…
(
F
a
tw
a
Ten
ta
ma
)
827
W
o
r
k
r
ea
d
in
ess
r
ef
er
s
to
th
e
e
x
ten
t
to
wh
ich
in
d
iv
i
d
u
als
ar
e
co
n
s
id
er
ed
to
h
a
v
e
th
e
k
n
o
wl
ed
g
e
an
d
s
k
ills
to
wo
r
k
in
d
ep
en
d
en
tly
[
7
]
.
W
o
r
k
r
ea
d
in
ess
is
d
escr
ib
ed
as
an
in
d
iv
i
d
u
al'
s
r
ea
d
in
ess
to
ad
ju
s
t
to
th
e
cu
ltu
r
al
d
em
an
d
s
at
wo
r
k
[
8
]
.
I
t
is
a
b
r
id
g
e
th
at
co
n
n
ec
ts
wo
r
k
-
o
r
ien
ted
lear
n
in
g
with
s
k
ills
n
ee
d
ed
b
y
th
e
wo
r
ld
o
f
wo
r
k
[
4
]
.
W
o
r
k
r
ea
d
in
ess
as
a
s
k
il
l
an
d
attr
ib
u
te
th
at
m
ak
es
an
in
d
iv
id
u
al
r
ea
d
y
f
o
r
s
u
cc
ess
at
wo
r
k
an
d
is
in
c
r
ea
s
in
g
ly
r
ec
o
g
n
ize
d
as
an
in
d
icatio
n
o
f
th
e
p
o
ten
tial
in
ter
m
s
o
f
jo
b
p
er
f
o
r
m
an
ce
a
n
d
ca
r
ee
r
p
r
o
g
r
ess
io
n
[
9
]
.
I
t
also
in
f
o
r
m
s
th
e
ex
ten
t
to
wh
ich
in
d
iv
id
u
als
h
av
e
attitu
d
es,
s
k
ills
,
an
d
k
n
o
wled
g
e
t
h
at
ca
n
h
elp
th
em
p
r
ep
ar
e
f
o
r
s
u
cc
ess
at
wo
r
k
[
1
0
]
.
T
h
er
e
a
r
e
m
a
n
y
f
ac
to
r
s
th
at
i
n
f
lu
en
ce
wo
r
k
r
ea
d
in
ess
,
o
n
e
o
f
wh
ich
is
s
o
cial
s
u
p
p
o
r
t
[
1
1
]
.
So
cial
s
u
p
p
o
r
t
is
ab
le
to
f
ac
ilit
ate
th
e
d
ec
is
io
n
-
m
ak
in
g
p
r
o
ce
s
s
in
ex
p
lo
r
in
g
in
d
i
v
id
u
al
ca
r
ee
r
s
[
1
2
]
.
I
t
is
b
eliev
e
d
th
at
in
d
iv
id
u
als
n
ee
d
h
elp
f
r
o
m
th
e
s
u
r
r
o
u
n
d
in
g
en
v
ir
o
n
m
e
n
t
,
s
u
ch
as
f
r
ien
d
s
,
teac
h
er
s
,
p
ar
en
ts
,
an
d
p
eo
p
le
wh
o
h
a
v
e
th
e
ca
p
ac
ity
in
a
s
p
ec
if
ic
f
ield
s
in
p
la
n
n
in
g
th
eir
ca
r
ee
r
s
[
1
3
]
.
So
m
e
r
esear
ch
er
s
f
in
d
th
at
with
o
u
t
ad
eq
u
ate
s
o
cial
s
u
p
p
o
r
t,
in
d
iv
id
u
als
ar
e
lack
in
g
wo
r
k
r
ea
d
i
n
ess
,
an
d
th
er
e
f
o
r
e
t
o
h
a
v
e
b
e
tter
wo
r
k
r
ea
d
in
ess
,
th
ey
r
ea
lly
n
ee
d
s
o
cial
s
u
p
p
o
r
t
[
1
4
]
.
So
cial
s
u
p
p
o
r
t
is
a
p
o
ten
tial
r
eso
u
r
ce
f
o
r
g
ettin
g
ca
r
ee
r
-
s
p
ec
if
ic
ad
v
ice
an
d
in
f
o
r
m
atio
n
an
d
a
d
d
r
ess
in
g
th
e
ch
an
g
in
g
d
em
an
d
s
o
f
th
e
wo
r
ld
o
f
wo
r
k
,
s
u
ch
as
r
ed
u
cin
g
ca
r
ee
r
p
r
o
b
lem
s
an
d
s
tr
en
g
th
e
n
in
g
s
e
lf
-
r
eg
u
lato
r
y
ca
p
ac
ity
in
ca
r
ee
r
d
ev
elo
p
m
en
t
[
1
5
]
.
W
h
en
s
tu
d
en
ts
d
o
n
o
t
g
et
in
f
o
r
m
atio
n
,
ad
v
ice
an
d
f
ee
d
b
ac
k
f
r
o
m
teac
h
er
s
o
r
p
ar
en
ts
in
th
e
lear
n
in
g
p
r
o
ce
s
s
at
s
ch
o
o
l,
it
will
m
ak
e
it
d
if
f
icu
lt
f
o
r
s
tu
d
en
ts
to
ad
ap
t
to
th
e
task
s
g
iv
en
at
s
ch
o
o
l.
T
h
is
will
af
f
ec
t
s
tu
d
en
t
lear
n
in
g
o
u
tc
o
m
es
o
r
s
tu
d
en
t
wo
r
k
p
r
ac
tices.
Of
co
u
r
s
e
th
is
ca
n
h
av
e
a
lo
n
g
-
ter
m
im
p
ac
t
wh
en
s
tu
d
en
ts
f
in
ally
g
et
a
jo
b
.
I
n
ad
d
itio
n
,
wh
e
n
teac
h
in
g
an
d
l
ea
r
n
in
g
ac
tiv
ities
in
s
ch
o
o
ls
d
o
n
o
t
g
et
lear
n
in
g
f
ac
ilit
ies
th
at
s
u
p
p
o
r
t
an
d
ap
p
r
o
p
r
iate
e
d
u
ca
tio
n
s
er
v
ices,
it
will
af
f
ec
t
th
e
ac
tiv
ity
an
d
r
ea
d
in
ess
to
f
ac
e
ch
an
g
es
in
th
e
task
s
an
d
tim
e
o
f
task
co
m
p
letio
n
.
T
h
u
s
s
o
cial
s
u
p
p
o
r
t
is
n
ee
d
ed
in
ac
h
iev
i
n
g
m
ax
im
u
m
wo
r
k
r
ea
d
in
ess
,
wh
en
in
d
i
v
id
u
als
g
et
m
ax
im
u
m
s
o
cial
s
u
p
p
o
r
t
th
en
th
e
in
d
i
v
id
u
al
will
b
e
b
etter
p
r
ep
a
r
ed
to
wo
r
k
later
.
So
cial
s
u
p
p
o
r
t
is
an
in
ter
ac
ti
v
e
p
r
o
ce
s
s
th
at
ca
n
e
n
h
an
ce
co
p
in
g
,
r
esp
ec
t,
o
wn
er
s
h
ip
,
a
n
d
ab
ilit
ies
th
r
o
u
g
h
th
e
ac
tu
al
o
r
p
e
r
ce
iv
ed
ex
ch
a
n
g
e
o
f
p
h
y
s
ical
o
r
p
s
y
ch
o
s
o
cial
r
eso
u
r
ce
s
[
1
6
]
.
So
cial
s
u
p
p
o
r
t
is
d
escr
ib
ed
as
p
r
o
v
id
in
g
ass
is
t
an
ce
o
r
co
m
f
o
r
t
to
o
th
er
s
aim
ed
at
h
elp
in
g
to
o
v
er
c
o
m
e
v
ar
io
u
s
b
io
lo
g
ical,
p
s
y
ch
o
lo
g
ical,
an
d
s
o
cial
s
tr
ess
o
r
s
[
1
7
]
.
So
cial
s
u
p
p
o
r
t
c
o
n
tain
s
a
m
u
ltid
im
en
s
io
n
al
c
o
l
lectio
n
o
f
m
ater
ial,
em
o
tio
n
al,
o
r
in
f
o
r
m
atio
n
r
es
o
u
r
ce
s
.
T
h
ese
r
eso
u
r
ce
s
ar
e
p
r
o
v
i
d
ed
th
r
o
u
g
h
s
o
cial
r
elatio
n
s
h
ip
s
with
f
am
ily
,
f
r
ien
d
s
,
g
r
o
u
p
s
,
o
r
p
r
o
f
ess
io
n
als
[
1
8
]
.
I
t
is
also
s
ee
n
as
ass
is
tan
ce
r
ec
eiv
ed
b
y
in
d
iv
id
u
als
g
en
e
r
ally
in
ter
m
s
o
f
m
o
r
al,
em
o
tio
n
al,
g
u
id
a
n
c
e,
f
r
ien
d
s
h
ip
,
an
d
to
g
eth
er
n
ess
.
T
h
is
s
u
p
p
o
r
t
ca
n
b
e
f
ac
ilit
ated
th
r
o
u
g
h
s
o
cial
ac
tiv
ities
,
g
u
id
in
g
r
elatio
n
s
h
ip
s
,
f
r
ien
d
s
h
ip
,
th
e
p
r
o
ce
s
s
o
f
g
iv
in
g
ad
v
ice,
o
f
f
e
r
in
g
to
lis
ten
,
a
n
d
co
n
s
o
latio
n
[
1
9
]
.
An
o
th
er
f
ac
to
r
th
at
is
b
eliev
ed
to
p
lay
a
r
o
le
in
im
p
r
o
v
in
g
wo
r
k
r
ea
d
in
ess
is
s
e
lf
-
r
eg
u
la
tio
n
.
Self
-
r
eg
u
latio
n
is
an
o
u
tco
m
e
-
o
r
i
en
ted
co
n
ce
p
t
an
d
g
o
als.
T
h
is
co
n
ce
p
t
f
ac
ilit
ates
in
d
iv
id
u
al
p
s
y
ch
o
lo
g
y
in
p
r
ep
ar
in
g
to
en
ter
t
h
e
wo
r
k
f
o
r
ce
[
2
0
]
.
Self
-
r
eg
u
latio
n
in
th
e
co
n
tex
t
o
f
w
o
r
k
r
ea
d
in
ess
is
s
h
o
wn
b
y
b
ei
n
g
an
in
d
ep
en
d
en
t
p
er
s
o
n
in
m
an
a
g
in
g
ca
r
ee
r
s
,
s
ettin
g
g
o
als,
a
n
d
im
p
lem
e
n
t
in
g
th
em
.
I
t
m
ak
es
in
d
iv
id
u
als
f
ee
l
m
o
r
e
ca
p
ab
le
an
d
co
n
f
id
en
t
a
b
o
u
t
th
eir
ac
tio
n
s
an
d
b
eh
av
i
o
r
to
ac
h
iev
e
ce
r
tain
ca
r
ee
r
o
u
tco
m
es
th
at
lead
to
ca
r
ee
r
s
u
cc
ess
[
2
1
]
.
I
n
d
iv
id
u
als
wh
o
ar
e
u
n
ab
le
t
o
m
an
ag
e
th
em
s
elv
es
an
d
ar
e
u
n
ab
le
to
u
tili
ze
o
r
cr
ea
te
lear
n
in
g
e
n
v
ir
o
n
m
en
ts
th
at
s
u
p
p
o
r
t
th
eir
lear
n
in
g
ac
h
iev
e
m
en
t
will
f
in
d
it
d
i
f
f
icu
lt
to
ad
ap
t
to
c
h
an
g
es
in
s
ch
o
o
l
s
ch
ed
u
les
a
n
d
task
s
an
d
d
if
f
ic
u
lt
to
m
a
n
ag
e
t
h
eir
s
t
u
d
y
tim
e
.
I
n
ad
d
itio
n
,
if
in
d
iv
id
u
als
d
o
n
o
t
h
av
e
lear
n
in
g
tar
g
ets,
h
av
e
n
ev
er
e
v
alu
ated
th
e
ac
h
iev
em
e
n
t
o
f
th
ese
tar
g
ets
an
d
d
o
n
o
t
h
a
v
e
h
ig
h
co
n
f
id
en
ce
to
d
o
s
o
,
th
ey
will
n
o
t
h
av
e
m
ax
im
u
m
wo
r
k
r
ea
d
i
n
ess
,
m
in
im
al
s
k
ills
,
lo
w
q
u
ality
o
f
lear
n
in
g
o
u
tco
m
es
an
d
lo
w
s
elf
-
co
n
f
id
en
ce
in
co
m
p
letin
g
th
eir
task
s
.
T
h
u
s
,
s
elf
-
r
eg
u
latio
n
is
v
er
y
n
ec
ess
ar
y
in
a
c
h
iev
in
g
m
ax
im
u
m
wo
r
k
r
ea
d
in
ess
,
wh
en
in
d
iv
id
u
als
h
av
e
g
o
o
d
s
elf
-
r
eg
u
latio
n
;
th
e
in
d
iv
id
u
al
will
b
e
b
etter
p
r
ep
ar
ed
to
wo
r
k
later
.
Self
-
r
eg
u
latio
n
is
d
e
f
in
ed
as
th
e
ab
ilit
y
to
c
o
n
tr
o
l
an
d
r
eg
u
late
im
p
u
ls
es
to
s
et
an
d
ac
h
iev
e
lo
n
g
-
ter
m
g
o
als
[
2
2
]
.
I
t
is
also
s
ee
n
as
th
e
ab
ilit
y
to
co
n
tr
o
l
em
o
tio
n
s
an
d
b
e
h
av
io
r
th
r
o
u
g
h
m
o
n
ito
r
in
g
,
in
h
ib
itio
n
,
a
n
d
s
elf
-
ev
alu
atio
n
ac
co
r
d
i
n
g
to
s
tan
d
ar
d
s
in
th
e
s
o
cial
en
v
ir
o
n
m
en
t
o
f
in
d
iv
i
d
u
als
[
2
3
]
.
Se
lf
-
r
eg
u
latio
n
is
th
e
ca
p
ac
ity
o
f
in
d
iv
id
u
als
to
ch
an
g
e
th
eir
b
eh
a
v
io
r
with
t
h
e
aim
o
f
in
c
r
ea
s
in
g
f
le
x
ib
ilit
y
an
d
ad
a
p
tab
ilit
y
in
ad
ju
s
tin
g
to
s
o
cial
an
d
s
i
tu
atio
n
al
d
em
an
d
s
[
2
4
]
.
Self
-
r
eg
u
latio
n
in
cl
u
d
es
co
g
n
itiv
e,
b
eh
av
io
r
al,
tem
p
er
am
en
tal,
a
n
d
s
o
cial,
e
m
o
tio
n
al
co
m
p
o
n
e
n
ts
th
at
in
v
o
lv
e
th
e
f
o
cu
s
o
f
atten
tio
n
,
in
itiatin
g
ac
tio
n
s
,
th
o
u
g
h
ts
,
a
n
d
em
o
tio
n
s
a
n
d
m
o
n
ito
r
i
n
g
t
h
e
r
esu
lts
to
a
ch
iev
e
ce
r
tain
g
o
als
[
2
5
]
.
T
h
is
s
tu
d
y
aim
ed
to
em
p
ir
ically
ex
a
m
in
e
th
e
r
o
le
o
f
s
o
cial
s
u
p
p
o
r
t
an
d
s
elf
-
r
e
g
u
l
atio
n
in
p
r
e
d
ictin
g
th
e
w
o
r
k
r
e
ad
in
ess
o
f
s
tu
d
en
ts
at
th
e
Vo
ca
tio
n
al
Hig
h
Sch
o
o
l
Mu
h
am
m
ad
i
y
a
h
1
Yo
g
y
a
k
ar
t
a.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
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2
2
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9
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r
2
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828
2.
RE
S
E
ARCH
M
E
T
H
O
D
2
.
1
.
P
o
pu
la
t
io
n,
s
a
m
ple,
a
nd
s
a
m
pli
ng
t
ec
hn
iqu
e
T
h
e
p
o
p
u
latio
n
in
th
is
s
tu
d
y
was
all
s
tu
d
en
ts
o
f
g
r
ad
e
XI
I
o
f
V
o
ca
tio
n
al
Hi
g
h
Sch
o
o
l
Mu
h
am
m
ad
iy
a
h
1
Yo
g
y
ak
ar
t
a
to
talin
g
1
7
0
s
tu
d
e
n
ts
,
an
d
th
e
s
am
p
le
o
f
th
is
s
tu
d
y
wa
s
1
1
1
s
tu
d
e
n
ts
.
I
n
ch
o
o
s
in
g
th
e
s
am
p
le,
th
e
r
esear
ch
er
co
n
s
id
er
s
th
e
f
ac
t
th
at
s
tu
d
en
ts
in
g
r
ad
e
XI
I
h
ad
an
a
d
eq
u
ate
u
n
d
er
s
tan
d
i
n
g
an
d
s
k
ills
b
ec
au
s
e
th
ey
h
ad
co
m
p
leted
th
e
jo
b
tr
ain
in
g
o
r
in
ter
n
s
h
ip
.
T
h
e
s
am
p
lin
g
tech
n
iq
u
e
u
s
ed
in
th
is
s
tu
d
y
was
a
clu
s
ter
r
an
d
o
m
s
am
p
lin
g
tech
n
iq
u
e
an
d
f
o
cu
s
es
o
n
f
o
u
r
class
es
as
r
esear
ch
s
am
p
les
f
r
o
m
th
e
ac
co
u
n
tin
g
an
d
m
u
lti
m
ed
ia
m
ajo
r
,
c
o
n
s
is
tin
g
o
f
cla
s
s
XI
I
AK2
,
Mm
1
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Mm
2
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an
d
Mm
3
.
2.
2
.
M
ea
s
uring
ins
t
rum
ent
T
h
e
m
eth
o
d
s
o
f
d
ata
co
llectio
n
in
th
is
s
tu
d
y
ar
e
s
elf
-
d
esig
n
ed
s
ca
le,
in
clu
d
in
g
wo
r
k
-
r
ea
d
i
n
ess
s
ca
le
,
s
o
cial
s
u
p
p
o
r
t
s
ca
le,
an
d
s
elf
-
r
eg
u
latio
n
o
f
s
ca
le.
J
o
b
r
ea
d
in
ess
s
ca
le
is
co
m
p
o
s
ed
b
y
r
ef
er
r
in
g
to
th
e
jo
b
r
ea
d
in
ess
co
n
ce
p
t
o
f
B
r
ad
y
'
s
[
2
6
]
,
n
am
ely
:
r
esp
o
n
s
ib
ilit
y
,
f
lex
ib
ilit
y
,
co
m
m
u
n
icatio
n
s
k
ills
,
s
elf
-
e
s
teem
,
h
ea
lth
,
an
d
p
e
r
s
o
n
al
s
af
ety
.
T
h
e
s
ca
lin
g
m
o
d
el
u
s
ed
f
o
r
th
is
s
ca
le
is
L
ik
er
t
-
s
ca
le
m
o
d
el.
T
h
e
s
am
p
le
item
s
o
n
th
is
s
ca
le
ar
e:
"I
ca
n
d
o
th
e
j
o
b
ac
c
o
r
d
in
g
to
th
e
teac
h
er
'
s
in
s
tr
u
ctio
n
s
",
"I
am
a
b
le
to
u
s
e
th
e
p
r
ac
tice
to
o
ls
ac
co
r
d
in
g
to
th
e
p
r
o
ce
d
u
r
e
",
a
n
d
"I
am
willin
g
to
lear
n
n
ew
t
h
in
g
s
to
im
p
r
o
v
e
m
y
s
k
ills
".
So
cial
s
u
p
p
o
r
t
is
d
esig
n
e
d
b
ased
o
n
asp
ec
ts
o
f
s
o
cial
s
u
p
p
o
r
t,
ac
co
r
d
in
g
to
So
l
o
m
o
n
[
2
7
]
:
em
o
tio
n
al
s
u
p
p
o
r
t,
in
s
tr
u
m
e
n
tal
s
u
p
p
o
r
t,
an
d
s
u
p
p
o
r
tiv
e
in
f
o
r
m
atio
n
.
T
h
is
s
ca
le
al
s
o
u
s
es
a
L
ik
er
t
s
ca
le
m
o
d
el.
E
x
am
p
les
o
f
item
s
o
n
th
e
s
o
cial
s
u
p
p
o
r
t
s
ca
le
ar
e:
"M
y
f
r
ien
d
s
ar
e
willin
g
to
h
elp
wh
en
I
n
ee
d
th
em
",
"M
y
f
r
ien
d
s
g
iv
e
m
e
in
f
o
r
m
atio
n
w
h
en
I
n
ee
d
it"
,
an
d
"m
y
m
em
b
er
s
h
ip
is
ap
p
r
ec
iated
b
y
m
y
f
r
i
en
d
s
at
s
ch
o
o
l".
T
h
e
s
ca
le
o
f
s
elf
-
r
eg
u
latio
n
is
ex
p
r
ess
ed
b
ased
o
n
th
e
a
s
p
ec
ts
o
f
s
elf
-
r
eg
u
latio
n
,
ac
c
o
r
d
in
g
to
Z
im
m
er
m
an
[
2
8
]
,
n
am
ely
: m
e
taco
g
n
itio
n
,
m
o
tiv
atio
n
,
a
n
d
b
eh
av
io
r
.
L
ik
er
t
s
ca
lin
g
m
o
d
el
is
also
u
s
ed
f
o
r
th
is
s
ca
le.
E
x
am
p
les
o
f
s
elf
-
r
eg
u
la
tio
n
s
ca
le
item
s
ar
e:
"I
h
av
e
clea
r
g
o
als
af
ter
g
r
ad
u
atio
n
",
"I
ca
n
co
n
ce
n
tr
ate
o
n
lear
n
in
g
ea
s
ily
",
an
d
"I
e
v
alu
a
te
wh
at
I
h
av
e
ac
h
iev
ed
.
"
2.
3
.
Va
lid
it
y
a
nd
re
lia
bil
it
y
o
f
m
e
a
s
uring
ins
t
rum
ent
s
T
h
e
d
ata
wer
e
c
o
llected
wit
h
th
e
wo
r
k
r
ea
d
i
n
ess
s
ca
le,
s
o
cial
s
u
p
p
o
r
t
s
ca
le,
an
d
s
elf
-
r
eg
u
latio
n
s
ca
le.
Data
r
etr
iev
al
is
d
o
n
e
in
a
class
ical
way
to
th
e
s
am
p
le
o
f
th
is
s
tu
d
y
d
ir
ec
tly
.
T
h
e
s
ca
le
is
g
iv
en
d
ir
ec
tl
y
to
th
e
p
ar
ticip
a
n
t,
an
d
th
en
p
ar
ticip
an
ts
ar
e
ask
ed
to
f
ill
in
th
e
s
ca
le
an
d
a
f
ter
th
e
s
ca
le
ar
e
co
llected
s
im
u
ltan
eo
u
s
ly
.
Data
is
in
p
u
tted
an
d
an
al
y
ze
d
u
s
in
g
C
r
o
n
b
ac
h
'
s
alp
h
a.
C
r
o
n
b
ac
h
'
s
alp
h
a
is
u
s
ed
to
m
ea
s
u
r
e
th
e
r
eliab
ilit
y
o
f
th
e
in
d
icato
r
s
u
s
ed
in
th
e
r
esear
ch
s
ca
le.
T
h
e
r
esu
lts
o
f
th
e
tr
ial
an
aly
s
is
o
f
5
9
s
u
b
jects
o
n
th
e
wo
r
k
r
ea
d
in
ess
s
ca
le
y
ield
ed
a
r
eliab
ilit
y
co
ef
f
icien
t
(
α
)
o
f
0
.
9
0
0
with
a
co
r
r
ec
ted
item
-
to
tal
co
r
r
elat
io
n
in
d
e
x
r
a
n
g
in
g
f
r
o
m
0
.
3
1
3
to
0
.
6
4
3
.
T
h
e
v
alid
an
d
r
elia
b
le
item
s
to
b
e
u
s
ed
f
o
r
th
is
s
tu
d
y
a
r
e
2
8
item
s
.
R
esu
lts
o
f
a
tr
ial
o
f
5
9
s
u
b
jects
o
n
th
e
s
o
cial
s
u
p
p
o
r
t
s
ca
le
r
esu
lted
in
a
0
.
9
4
6
r
eliab
ilit
y
co
ef
f
icie
n
t
(
α
)
with
a
c
o
r
r
ec
ted
item
-
t
o
tal
co
r
r
elatio
n
in
d
ex
r
an
g
in
g
f
r
o
m
0
.
3
0
3
to
0
.
8
1
8
.
T
h
e
v
alid
a
n
d
r
eliab
le
item
s
to
b
e
u
s
ed
f
o
r
t
h
e
s
tu
d
y
wer
e
3
3
item
s
.
T
h
e
tr
ial
r
esu
lts
o
f
th
e
5
9
s
u
b
jects
o
n
th
e
s
elf
-
r
eg
u
latio
n
s
ca
le
r
esu
lted
in
a
0
.
9
1
5
r
eli
ab
ilit
y
co
ef
f
icien
t
(
α
)
with
a
co
r
r
ec
ted
item
-
to
tal
co
r
r
elatio
n
in
d
ex
r
a
n
g
in
g
f
r
o
m
0
.
3
3
8
to
0
.
7
5
9
.
T
h
e
v
ali
d
a
n
d
r
eliab
le
item
s
to
b
e
u
s
ed
f
o
r
th
is
s
tu
d
y
ar
e
2
8
item
s
.
2
.
4
.
Da
t
a
a
na
ly
s
is
T
h
e
p
ar
am
etr
ic
s
tatis
tical
m
et
h
o
d
is
th
e
m
eth
o
d
u
s
ed
f
o
r
d
at
a
an
aly
s
is
.
Data
an
aly
s
is
was
p
er
f
o
r
m
ed
with
I
B
M
SP
SS
Sta
tis
tic
s
2
1
.
0
,
u
s
in
g
m
u
ltip
le
r
e
g
r
ess
io
n
te
ch
n
iq
u
es,
wh
ich
is
a
s
tatis
tical
an
aly
s
is
tech
n
iq
u
e
to
id
en
tify
th
e
r
o
le
o
f
s
o
cial
s
u
p
p
o
r
t a
n
d
s
elf
-
r
e
g
u
latio
n
in
p
r
ed
ictin
g
wo
r
k
r
ea
d
in
ess
.
3.
RE
SU
L
T
S
A
ND
D
I
SCU
SS
I
O
N
3
.
1
.
P
re
re
qu
is
it
e
t
est
T
h
e
p
r
e
r
eq
u
is
ite
test
was
ca
r
r
ied
o
u
t
b
ef
o
r
e
an
al
y
s
is
with
m
u
ltip
le
r
eg
r
ess
io
n
tech
n
iq
u
es,
n
am
ely
th
e
n
o
r
m
ality
test
,
lin
ea
r
ity
test
an
d
m
u
ltico
llin
ea
r
ity
test
.
3
.
1
.
1
.
No
rma
lity
t
est
No
r
m
ality
test
is
d
o
n
e
with
th
e
aim
to
ass
ess
th
e
d
is
tr
ib
u
tio
n
o
f
d
ata
in
g
r
o
u
p
s
o
f
d
ata
o
r
v
ar
iab
les,
wh
eth
er
th
e
d
ata
d
is
tr
ib
u
ti
o
n
i
s
n
o
r
m
ally
d
is
tr
ib
u
ted
o
r
n
o
t.
No
r
m
ality
test
is
u
s
ef
u
l
f
o
r
d
e
ter
m
in
in
g
d
ata
th
at
h
as
b
ee
n
co
llected
in
n
o
r
m
al
d
is
tr
ib
u
tio
n
o
r
tak
e
n
f
r
o
m
a
n
o
r
m
al
p
o
p
u
latio
n
.
B
ased
o
n
th
e
r
esu
lts
o
f
th
e
n
o
r
m
ality
an
aly
s
is
s
h
o
wn
in
T
ab
le
1
,
it
is
k
n
o
wn
th
at
th
e
s
ig
n
if
ican
ce
v
al
u
es
o
f
wo
r
k
r
ea
d
in
ess
,
s
o
cial
s
u
p
p
o
r
t,
an
d
s
elf
-
r
eg
u
latio
n
a
r
e
0
.
6
2
2
,
0
.
8
1
3
,
an
d
0
.
5
6
7
,
wh
ich
h
ad
p
>
0
.
0
5
.
I
t
m
ea
n
s
th
at
ea
ch
d
ata
is
n
o
r
m
ally
d
is
tr
ib
u
ted
.
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
Th
e
r
o
le
o
f so
cia
l su
p
p
o
r
t a
n
d
s
elf
-
r
eg
u
la
tio
n
o
n
w
o
r
k
r
ea
d
i
n
ess
a
mo
n
g
s
tu
d
en
ts
in
…
(
F
a
tw
a
Ten
ta
ma
)
829
T
ab
le
1
.
Dis
tr
ib
u
tio
n
n
o
r
m
ality
test
V
a
r
i
a
b
l
e
S
c
o
r
e
K
-
SZ
S
i
g
.
Ex
p
l
a
n
a
t
i
o
n
W
o
r
k
r
e
a
d
i
n
e
ss
0
.
7
5
3
0
.
6
2
2
N
o
r
mal
S
o
c
i
a
l
su
p
p
o
r
t
0
.
6
3
6
0
.
8
1
3
N
o
r
mal
S
e
l
f
-
r
e
g
u
l
a
t
i
o
n
0
.
7
8
6
0
.
5
6
7
N
o
r
mal
3
.
1
.
2
.
L
inea
rit
y
t
est
L
in
ea
r
ity
test
aim
s
t
o
d
eter
m
i
n
e
wh
eth
e
r
two
v
ar
ia
b
les
h
av
e
a
lin
ea
r
c
o
r
r
elatio
n
o
r
n
o
t
s
i
g
n
if
ican
tly
.
A
lin
ea
r
co
r
r
elatio
n
s
h
o
ws
th
at
ch
an
g
es
in
p
r
e
d
icto
r
v
a
r
iab
les
will
ten
d
to
b
e
f
o
llo
wed
b
y
c
h
an
g
es
in
cr
iter
io
n
v
ar
iab
les
b
y
f
o
r
m
in
g
lin
ea
r
lin
es.
B
ased
o
n
T
ab
le
2
,
th
e
lin
ea
r
ity
test
r
esu
lted
in
F
L
in
ea
r
ity
o
f
1
7
.
5
6
2
with
a
s
ig
n
if
ican
ce
lev
el
(
p
)
o
f
0
.
0
0
0
.
Self
-
r
eg
u
latio
n
o
n
wo
r
k
r
ea
d
in
ess
ea
r
n
ed
F
L
in
ea
r
ity
o
f
3
8
.
4
5
3
with
a
s
ig
n
if
ican
ce
lev
el
(
p
)
o
f
0
.
0
0
0
,
a
n
d
it
ca
n
b
e
s
aid
to
b
e
lin
ea
r
.
T
h
u
s
,
s
o
cial
s
u
p
p
o
r
t
an
d
s
elf
-
r
eg
u
latio
n
in
f
lu
en
ce
wo
r
k
r
ea
d
in
ess
,
an
d
th
er
e
is
a
lin
e
wh
ich
co
n
n
ec
ts
th
em
.
T
ab
le
2
.
L
in
ea
r
it
y
test
V
a
r
i
a
b
l
e
F
Li
n
e
a
r
i
t
y
S
i
g
.
C
r
i
t
e
r
i
a
Ex
p
l
a
n
a
t
i
o
n
S
o
c
i
a
l
su
p
p
o
r
t
1
7
.
5
6
2
0
.
0
0
0
p
<
0
.
05
Li
n
e
a
r
S
e
l
f
-
r
e
g
u
l
a
t
i
o
n
3
8
.
4
5
3
0
.
0
0
0
p
<
0
.
0
5
Li
n
e
a
r
3
.
1
.
3
.
M
ultico
llin
ea
rit
y
t
est
Mu
ltico
llin
ea
r
ity
test
is
u
s
ed
to
f
in
d
o
u
t
w
h
eth
er
o
r
n
o
t
th
er
e
is
a
d
e
v
iatio
n
f
r
o
m
t
h
e
class
ic
ass
u
m
p
tio
n
o
f
m
u
ltico
llin
ea
r
ity
,
n
am
ely
th
e
e
x
is
ten
ce
o
f
a
lin
ea
r
c
o
r
r
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illed
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To
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M
ultiple
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th
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T
a
b
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4
in
f
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m
s
th
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le
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3
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t
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d
wo
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k
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in
ess
.
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h
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elf
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latio
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wo
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en
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elf
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r
eg
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latio
n
o
f
wo
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k
r
ea
d
in
ess
.
T
ab
le
4
.
Par
tial a
n
aly
s
is
test
V
a
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a
b
l
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P
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Ex
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3
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Th
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B
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T
ab
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5
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k
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tu
d
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in
Vo
ca
tio
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Hig
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Sch
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Mu
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1
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T
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Simu
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to
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s
th
at
in
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lu
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c
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r
k
r
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d
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ess
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clu
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lear
n
in
g
ac
h
iev
em
en
t
an
d
s
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co
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p
t
[
2
9
]
,
c
ar
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r
m
an
ag
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m
en
t
p
r
ac
tices,
wo
r
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ex
p
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tr
ain
in
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[
3
0
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,
s
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[
3
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T
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p
p
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r
t.
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y
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ted
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wh
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ea
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s
th
er
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is
a
co
r
r
elatio
n
b
etwe
en
s
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u
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o
r
t
an
d
th
e
wo
r
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i
n
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tu
d
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.
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l
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esear
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wh
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also
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o
u
n
d
th
at
s
o
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s
u
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n
tr
ib
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tes
to
th
e
le
v
e
l
o
f
s
tu
d
en
t
wo
r
k
r
ea
d
in
ess
[
3
1
-
3
3
]
.
So
cial
s
u
p
p
o
r
t
is
a
v
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y
im
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o
r
ta
n
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al
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t
h
e
ca
r
ee
r
d
ev
el
o
p
m
en
t
p
r
o
ce
s
s
[
3
4
]
.
So
cial
s
u
p
p
o
r
t
will
f
ac
ilit
ate
an
in
d
iv
id
u
al'
s
wo
r
k
r
ea
d
in
ess
,
an
d
with
th
e
av
ailab
ilit
y
o
f
s
o
cial
s
u
p
p
o
r
t,
p
eo
p
le
will
f
in
d
it
ea
s
ier
to
p
lan
a
ca
r
ee
r
an
d
p
r
ep
ar
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n
ter
th
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wo
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o
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ce
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o
r
e
in
th
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o
n
tex
t
o
f
wo
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k
r
ea
d
i
n
ess
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y
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id
u
al
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ee
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s
to
h
av
e
s
u
f
f
icien
t so
cial
s
u
p
p
o
r
t
[
3
5
]
.
So
cial
s
u
p
p
o
r
t w
o
r
k
s
as a
p
s
y
ch
o
lo
g
ical
r
eso
u
r
ce
th
at
will h
elp
in
cr
ea
s
e
in
d
iv
id
u
al
wo
r
k
r
ea
d
in
ess
to
co
p
e
with
s
tr
e
s
s
an
d
th
e
p
e
r
ce
p
tio
n
o
f
t
h
e
p
o
s
s
ib
ilit
y
o
f
n
o
t
g
ettin
g
wo
r
k
[
3
6
]
.
T
h
is
k
in
d
o
f
s
u
p
p
o
r
t
ac
ts
as
a
s
o
cial
n
etwo
r
k
th
at
ca
n
p
r
o
v
i
d
e
in
f
o
r
m
atio
n
an
d
s
er
v
ices
r
elate
d
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in
d
i
v
id
u
al
ca
r
ee
r
d
e
v
elo
p
m
en
t
n
ee
d
s
.
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n
ad
d
itio
n
,
s
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cial
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u
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p
o
r
t
will
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ilit
ate
in
d
iv
id
u
a
ls
d
u
r
in
g
th
e
jo
b
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r
ch
p
r
o
ce
s
s
,
an
d
th
u
s
th
e
av
ailab
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y
o
f
th
is
s
u
p
p
o
r
t
m
ak
es
i
n
d
iv
id
u
al
s
m
o
r
e
r
ea
d
y
to
f
in
d
wo
r
k
[
3
7
]
.
T
h
e
s
u
p
p
o
r
t
p
r
o
v
id
e
d
b
y
th
e
teac
h
er
is
v
er
y
m
ea
n
in
g
f
u
l
f
o
r
s
tu
d
en
ts
in
th
e
lear
n
in
g
p
r
o
ce
s
s
,
th
is
s
o
cial
s
u
p
p
o
r
t
will
f
ac
ilit
ate
in
d
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id
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al
ca
r
ee
r
d
ev
elo
p
m
e
n
t
b
y
p
r
o
v
i
d
in
g
ca
r
ee
r
k
n
o
wled
g
e
in
f
o
r
m
atio
n
th
at
is
r
elev
an
t
t
o
th
e
n
ee
d
s
o
f
th
e
wo
r
k
i
n
g
w
o
r
ld
to
d
ay
[
3
8
]
.
Stu
d
e
n
ts
wh
o
g
et
in
f
o
r
m
atio
n
,
ad
v
ice
an
d
f
ee
d
b
ac
k
f
r
o
m
teac
h
e
r
s
o
r
p
ar
e
n
ts
in
th
e
lear
n
in
g
p
r
o
ce
s
s
at
s
ch
o
o
l,
it
will
m
ak
e
i
t
ea
s
ier
f
o
r
s
tu
d
en
ts
to
ad
ap
t
to
th
eir
lear
n
in
g
en
v
ir
o
n
m
e
n
t
an
d
ass
ig
n
m
en
ts
g
iv
en
at
s
ch
o
o
l.
T
h
is
f
o
r
m
o
f
s
u
p
p
o
r
t
f
r
o
m
teac
h
er
s
an
d
p
a
r
en
ts
will
in
f
lu
en
ce
s
tu
d
e
n
t
lea
r
n
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g
o
u
tco
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o
r
s
tu
d
en
t w
o
r
k
p
r
ac
tices.
Of
co
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r
s
e,
th
is
ca
n
h
av
e
a
l
o
n
g
-
ter
m
p
o
s
itiv
e
i
m
p
ac
t w
h
en
s
tu
d
e
n
ts
f
in
ally
g
et
a
jo
b
.
T
h
e
r
esu
lts
in
th
e
th
ir
d
h
y
p
o
t
h
esis
ar
e
ac
ce
p
ted
,
wh
ic
h
m
e
an
s
th
at
s
elf
-
r
e
g
u
latio
n
p
lay
s
a
r
o
le
i
n
s
h
ap
in
g
th
e
wo
r
k
r
ea
d
in
ess
o
f
s
tu
d
en
ts
.
T
h
is
f
in
d
in
g
is
in
lin
e
with
th
e
r
esu
lts
o
f
p
r
e
v
io
u
s
s
tu
d
ies,
wh
ich
f
o
u
n
d
th
at
s
elf
-
r
eg
u
latio
n
is
r
esp
o
n
s
ib
le
f
o
r
th
e
lev
el
o
f
e
m
p
lo
y
ee
wo
r
k
r
ea
d
in
ess
[
3
9
,
4
0
]
.
Self
-
r
e
g
u
latio
n
en
ab
les
in
d
iv
i
d
u
als
to
m
o
v
e
q
u
ick
ly
a
n
d
ea
s
ily
th
r
o
u
g
h
c
h
al
len
g
es
f
o
u
n
d
in
ca
r
ee
r
co
n
tex
t
s
[
4
1
]
.
I
n
d
iv
id
u
als
wh
o
h
av
e
s
elf
-
r
eg
u
latio
n
ten
d
to
b
e
m
o
r
e
in
n
o
v
ativ
e,
p
r
o
ac
tiv
e,
an
d
m
o
tiv
ated
to
ac
h
iev
e
th
eir
g
o
als
[
4
2
]
.
T
h
e
en
er
g
y
g
en
er
ate
d
b
y
s
elf
-
r
eg
u
latio
n
is
f
o
cu
s
ed
o
n
co
n
t
in
u
in
g
ca
r
ee
r
lear
n
in
g
to
k
e
e
p
u
p
with
th
e
latest
d
ev
elo
p
m
e
n
ts
r
elate
d
to
th
e
ca
r
ee
r
h
e
wan
ts
[
4
3
]
.
Self
-
r
eg
u
latio
n
h
elp
s
in
d
iv
i
d
u
a
ls
to
ac
h
iev
e
ef
f
ec
tiv
e
r
esu
lt
s
in
m
an
ag
in
g
ca
r
ee
r
s
[
4
1
]
,
b
y
s
ettin
g
ca
r
ee
r
g
o
als
an
d
ac
tio
n
p
lan
s
d
ir
ec
ted
at
an
in
d
iv
i
d
u
al
wh
o
will
b
e
ac
tiv
ely
willin
g
to
f
in
d
in
f
o
r
m
atio
n
ab
o
u
t
th
e
ca
r
ee
r
h
e
wan
ts
[
4
2
,
44
-
4
6
]
.
Self
-
r
e
g
u
latio
n
f
ac
ilit
ate
s
in
d
iv
id
u
al
b
eli
ef
s
an
d
ex
p
e
ctatio
n
s
in
f
in
d
in
g
wo
r
k
[
4
7
]
,
b
y
f
o
s
ter
in
g
a
n
atti
tu
d
e
o
f
r
esp
o
n
s
ib
ilit
y
f
o
r
h
is
ca
r
ee
r
[
4
7
,
4
8
]
,
th
at
th
ey
h
av
e
in
d
ep
e
n
d
en
ce
an
d
r
esp
o
n
s
ib
ilit
y
f
o
r
th
eir
d
ec
is
io
n
s
an
d
e
v
en
tu
ally
b
eliev
e
th
at
th
eir
ef
f
o
r
ts
wer
e
a
b
le
to
p
r
o
d
u
ce
r
esu
lts
in
th
e
f
u
tu
r
e
[
1
4
]
.
Stu
d
en
ts
wh
o
h
a
v
e
lear
n
in
g
tar
g
ets,
ev
alu
ate
th
e
ac
h
iev
em
en
t
o
f
t
h
ese
tar
g
et
s
an
d
ar
e
s
u
p
p
o
r
ted
b
y
co
n
f
id
e
n
ce
to
co
m
p
lete
th
em
,
s
tu
d
e
n
ts
will
h
av
e
g
o
o
d
wo
r
k
r
ea
d
in
ess
,
h
av
e
g
o
o
d
s
k
ills
,
ap
p
r
o
p
r
iate
q
u
ality
o
f
lear
n
in
g
o
u
tco
m
es
an
d
co
n
f
i
d
en
ce
in
co
m
p
letin
g
th
eir
ass
ig
n
m
en
ts
.
I
n
ad
d
itio
n
,
s
tu
d
en
ts
wh
o
ar
e
ab
le
to
o
r
g
a
n
ize
th
em
s
elv
es,
a
r
e
ab
le
to
u
tili
ze
an
d
c
r
ea
te
a
lear
n
in
g
en
v
ir
o
n
m
en
t
th
at
s
u
p
p
o
r
ts
th
eir
lear
n
in
g
ac
h
iev
em
en
t
will
b
e
ea
s
y
to
ad
ap
t
to
th
e
d
em
an
d
s
o
n
s
ch
o
o
l
s
ch
ed
u
les
an
d
ass
ig
n
m
e
n
ts
an
d
ea
s
ily
m
an
ag
e
th
eir
s
tu
d
y
tim
e.
T
h
e
f
in
d
in
g
s
o
f
th
is
s
tu
d
y
ar
e
d
if
f
er
en
t
f
r
o
m
p
r
ev
io
u
s
s
tu
d
ies.
T
h
e
r
esu
lts
o
f
p
r
ev
io
u
s
s
t
u
d
ies
th
at
ex
am
in
ed
wo
r
k
r
ea
d
i
n
ess
f
o
u
n
d
th
at
f
ac
to
r
s
r
elate
d
to
wo
r
k
r
ea
d
in
ess
wer
e
s
elf
-
co
n
ce
p
t
an
d
p
er
ce
p
tio
n
o
f
th
e
lear
n
in
g
en
v
ir
o
n
m
e
n
t
[
4
9
]
,
e
n
tr
ep
r
en
e
u
r
in
ten
tio
n
an
d
r
es
p
o
n
s
ib
ilit
y
[
5
0
,
5
1
]
,
ac
a
d
em
i
c
ac
h
iev
em
en
t
an
d
s
elf
-
co
n
ce
p
t
[
2
9
]
,
m
o
tiv
atio
n
t
o
lear
n
an
d
s
o
cial
s
u
p
p
o
r
t
[
1
1
]
.
T
h
is
r
esear
ch
is
ex
p
ec
ted
to
d
ev
elo
p
th
e
r
esu
lts
o
f
p
r
ev
io
u
s
r
esear
ch
to
b
e
m
o
r
e
co
m
p
r
eh
e
n
s
iv
e
i
n
u
n
c
o
v
er
i
n
g
th
e
p
r
o
b
lem
s
o
f
s
tu
d
en
t
w
o
r
k
r
ea
d
in
ess
.
T
h
is
r
esear
ch
ca
n
p
r
o
v
id
e
i
n
s
ig
h
t
a
n
d
awa
r
en
ess
to
s
tu
d
en
ts
an
d
teac
h
er
s
.
T
h
is
r
esear
ch
s
h
o
ws
th
at
s
o
cial
s
u
p
p
o
r
t
an
d
s
elf
-
r
e
g
u
latio
n
ca
n
m
ak
e
in
d
iv
id
u
als
m
o
r
e
r
ea
d
y
to
e
n
ter
th
e
wo
r
k
f
o
r
ce
b
ec
au
s
e
o
f
t
h
e
av
ailab
ilit
y
o
f
a
s
er
ies
o
f
f
ac
ilit
ie
s
f
r
o
m
th
e
s
u
p
p
o
r
t
o
f
th
e
s
u
r
r
o
u
n
d
in
g
en
v
ir
o
n
m
en
t
an
d
th
e
d
r
i
v
e
with
in
to
o
b
tain
m
ax
im
u
m
r
esu
lts
.
Vo
ca
tio
n
al
ed
u
ca
tio
n
in
s
titu
tio
n
s
n
ee
d
to
co
n
s
id
er
f
ac
to
r
s
o
f
s
o
cial
s
u
p
p
o
r
t
a
n
d
s
elf
-
r
eg
u
latio
n
in
p
r
ep
ar
in
g
th
eir
s
tu
d
en
ts
f
o
r
t
h
e
wo
r
k
f
o
r
ce
.
T
h
e
r
esu
lts
o
f
th
is
s
tu
d
y
ca
n
also
b
e
u
s
ed
as
a
r
ef
er
e
n
ce
f
o
r
d
ev
elo
p
in
g
s
elf
-
r
eg
u
latio
n
tr
a
in
in
g
m
o
d
u
les
b
ec
au
s
e
s
elf
-
r
eg
u
latio
n
h
as
a
m
o
r
e
d
o
m
in
an
t
co
n
tr
ib
u
tio
n
in
im
p
r
o
v
in
g
s
tu
d
e
n
t
wo
r
k
r
ea
d
i
n
ess
.
T
h
u
s
,
it
is
h
o
p
ed
th
at
s
tu
d
en
ts
will
h
av
e
b
etter
r
ea
d
in
es
s
to
en
ter
th
e
wo
r
ld
o
f
th
e
wo
r
k
m
ar
k
et.
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
Th
e
r
o
le
o
f so
cia
l su
p
p
o
r
t a
n
d
s
elf
-
r
eg
u
la
tio
n
o
n
w
o
r
k
r
ea
d
i
n
ess
a
mo
n
g
s
tu
d
en
ts
in
…
(
F
a
tw
a
Ten
ta
ma
)
831
4.
CO
NCLU
SI
O
N
So
cial
s
u
p
p
o
r
t
an
d
s
elf
-
r
e
g
u
la
tio
n
ar
e
im
p
o
r
tan
t
v
ar
iab
les
i
n
s
h
ap
in
g
wo
r
k
r
ea
d
in
ess
.
Si
m
u
ltan
eo
u
s
s
o
cial
s
u
p
p
o
r
t
a
n
d
s
elf
-
r
eg
u
l
atio
n
ar
e
a
b
le
to
co
n
tr
i
b
u
te
to
th
e
lev
el
o
f
wo
r
k
r
ea
d
i
n
ess
o
f
s
tu
d
en
ts
in
Vo
ca
tio
n
al
Hig
h
Sch
o
o
l
Mu
h
am
m
ad
iy
ah
1
Yo
g
y
ak
ar
ta.
Se
lf
-
r
eg
u
latio
n
p
lay
s
a
m
o
r
e
d
o
m
in
an
t
r
o
le
to
wo
r
k
r
ea
d
in
ess
b
y
2
4
%,
wh
ile
s
o
cial
s
u
p
p
o
r
t
h
as
a
s
m
aller
i
n
f
lu
en
ce
(
1
1
.
8
%).
I
n
ter
n
al
f
ac
to
r
s
p
lay
a
m
o
r
e
im
p
o
r
tan
t
r
o
le
th
an
ex
ter
n
al
f
ac
to
r
s
in
th
e
d
ev
elo
p
m
en
t
o
f
s
tu
d
en
t
wo
r
k
r
ea
d
in
ess
.
S
tu
d
en
t
s
elf
-
r
eg
u
latio
n
m
u
s
t b
e
th
e
m
ain
c
o
n
ce
r
n
o
f
s
ch
o
o
ls
an
d
p
ar
en
ts
as a
s
tr
ateg
y
f
o
r
h
an
d
li
n
g
s
tu
d
en
t w
o
r
k
r
e
ad
in
ess
p
r
o
b
lem
s
.
ACK
NO
WL
E
DG
E
M
E
NT
S
T
h
e
au
th
o
r
s
wo
u
ld
lik
e
to
th
an
k
th
e
Ps
y
ch
o
lo
g
y
Stu
d
y
Pr
o
g
r
am
,
Un
iv
er
s
itas
Ah
m
ad
D
ah
lan
an
d
Vo
ca
tio
n
al
Hig
h
Sch
o
o
l
Mu
h
am
m
ad
iy
ah
1
Yo
g
y
ak
ar
ta
f
o
r
th
e
tech
n
ical
ass
is
tan
ce
in
th
is
s
tu
d
y
.
T
h
e
au
th
o
r
s
also
th
an
k
all
p
ar
ticip
atin
g
s
tu
d
en
ts
,
teac
h
er
s
,
s
ch
o
o
l
a
d
m
i
n
is
tr
ato
r
s
,
an
d
o
th
er
in
d
iv
id
u
als
f
o
r
th
eir
ef
f
o
r
ts
,
ass
is
tan
ce
,
an
d
in
v
o
lv
em
en
t i
n
th
is
r
esear
ch
.
RE
F
E
R
E
NC
E
S
[1
]
A.
P
.
S
a
sm
it
o
,
“
Wo
r
k
re
a
d
in
e
ss
o
f
so
ftwa
re
e
n
g
in
e
e
rin
g
stu
d
e
n
t
in
Ba
tu
Cit
y
,
”
Pr
o
c
e
e
d
in
g
s
o
f
t
h
e
1
st
In
ter
n
a
ti
o
n
a
l
Co
n
fer
e
n
c
e
o
n
Vo
c
a
ti
o
n
a
l
E
d
u
c
a
t
io
n
a
n
d
T
r
a
in
in
g
(ICOVET
2
0
1
7
)
,
v
o
l.
1
1
6
,
p
p
.
6
7
-
7
0
,
2
0
1
7
.
[2
]
R.
E.
Lan
d
ru
m
,
P
.
I.
He
tt
ic
h
,
a
n
d
A.
W
il
n
e
r
,
“
Al
u
m
n
i
p
e
rc
e
p
ti
o
n
s
o
f
wo
r
k
fo
rc
e
re
a
d
in
e
ss
,
”
T
e
a
c
h
in
g
o
f
Psy
c
h
o
lo
g
y
,
v
o
l.
3
7
,
n
o
.
2
,
p
p
.
9
7
-
1
0
6
,
2
0
1
0
.
[3
]
J.
An
d
re
ws
,
a
n
d
H.
Hi
g
so
n
,
“
G
ra
d
u
a
te
e
m
p
lo
y
a
b
il
i
ty
,
‘so
ft
sk
il
ls’
v
e
rsu
s
‘
h
a
rd
’
b
u
sin
e
ss
k
n
o
wle
d
g
e
:
A
E
u
ro
p
e
a
n
stu
d
y
,
”
Hig
h
e
r E
d
u
c
a
ti
o
n
in
E
u
ro
p
e
,
v
o
l.
3
3
,
n
o
.
4
,
p
p
.
4
1
1
-
4
2
2
,
2
0
0
8
.
[4
]
S
.
Ba
n
d
a
ra
n
a
i
k
e
,
a
n
d
J.
W
.
Wi
ll
i
so
n
,
“
Bu
i
ld
i
n
g
c
a
p
a
c
i
ty
f
o
r
wo
r
k
-
re
a
d
in
e
ss
:
Brid
g
i
n
g
th
e
c
o
g
n
it
iv
e
a
n
d
a
ffe
c
ti
v
e
d
o
m
a
in
s,”
Asi
a
-
Pa
c
if
ic Jo
u
r
n
a
l
o
f
Co
o
p
e
ra
ti
v
e
E
d
u
c
a
t
io
n
,
v
o
l.
1
6
,
n
o
.
3
,
p
p
.
2
2
3
-
2
3
3
,
2
0
1
5
.
[5
]
M
.
F
a
rk
a
s,
a
n
d
D.
Nic
o
lelli
s
,
Fo
st
e
rin
g
re
a
d
in
e
ss
fo
r re
h
a
b
il
it
a
ti
o
n
a
n
d
e
mp
lo
y
me
n
t
.
Bo
st
o
n
:
S
p
r
in
g
e
r.
2
0
0
4
.
[6
]
J.
Ca
sn
e
r
-
Lo
tt
o
,
a
n
d
L.
Ba
rrin
g
to
n
,
Are
t
h
e
y
re
a
ll
y
re
a
d
y
t
o
wo
rk
?
Ne
w Yo
rk
:
T
h
e
Co
n
fe
re
n
c
e
Bo
a
rd
,
I
n
c
.
2
0
0
6
.
[7
]
T.
Lev
e
tt
-
J
o
n
e
s,
J.
G
e
rsb
a
c
h
,
C.
Arth
u
r,
a
n
d
J.
Ro
c
h
e
,
“
Im
p
lem
e
n
ti
n
g
a
c
li
n
ica
l
c
o
m
p
e
ten
c
y
a
ss
e
ss
m
e
n
t
m
o
d
e
l
t
h
a
t
p
ro
m
o
tes
c
rit
ica
l
re
flec
t
io
n
a
n
d
e
n
su
re
s
n
u
rsin
g
g
ra
d
u
a
tes
’
re
a
d
in
e
ss
fo
r
p
r
o
fe
ss
io
n
a
l
p
ra
c
ti
c
e
,
”
Nu
rs
e
Ed
u
c
a
ti
o
n
i
n
Pra
c
ti
c
e
,
v
o
l.
1
1
,
n
o
.
1
,
p
p
.
6
4
-
6
9
,
2
0
1
1
.
[8
]
A.
J.
P
a
rk
e
r
,
“
Ca
re
e
r
a
n
d
tec
h
n
ica
l
e
d
u
c
a
ti
o
n
a
n
d
wo
rk
p
lac
e
re
a
d
in
e
ss
o
f
h
ig
h
sc
h
o
o
l
stu
d
e
n
ts,”
(Do
c
t
o
ra
l
Diss
e
rtatio
n
)
.
Un
iv
e
rsity
o
f
G
e
o
rg
ia.
Ath
e
n
a
.
2
0
1
1
.
[9
]
C.
L.
Ca
b
a
ll
e
ro
,
e
t
a
l.
, “
T
h
e
wo
rk
re
a
d
in
e
ss
sc
a
le (W
RS
):
De
v
e
lo
p
i
n
g
a
m
e
a
su
re
to
a
ss
e
ss
wo
rk
re
a
d
in
e
ss
in
c
o
ll
e
g
e
g
ra
d
u
a
tes
,
”
J
o
u
rn
a
l
o
f
T
e
a
c
h
i
n
g
a
n
d
L
e
a
rn
i
n
g
fo
r Gr
a
d
u
a
te E
mp
lo
y
a
b
il
it
y
,
v
o
l.
2
,
n
o
.
2
,
p
p
.
4
1
-
5
4
,
2
0
1
1
.
[1
0
]
D.
Kw
o
k
,
M
.
G
u
jral,
a
n
d
J.
Ch
a
n
,
“
Wo
rk
re
a
d
i
n
e
ss
:
A
stu
d
y
o
f
stu
d
e
n
t
i
n
tern
’s
se
lf
-
p
e
rc
e
p
ti
o
n
a
n
d
su
p
e
r
v
iso
r
e
v
a
lu
a
ti
o
n
,
”
In
ter
n
a
ti
o
n
a
l
C
o
n
fer
e
n
c
e
o
n
T
e
a
c
h
in
g
&
L
e
a
rn
i
n
g
i
n
Hig
h
e
r E
d
u
c
a
ti
o
n
,
p
p
.
1
-
3
,
2
0
1
4
.
[1
1
]
F.
Ten
tam
a
,
S
u
b
a
r
d
jo
,
a
n
d
M
.
H.
Ab
d
il
la
h
,
“
M
o
ti
v
a
ti
o
n
t
o
lea
rn
a
n
d
so
c
ial
su
p
p
o
rt
d
e
term
in
e
e
m
p
lo
y
a
b
il
it
y
a
m
o
n
g
v
o
c
a
ti
o
n
a
l
h
ig
h
sc
h
o
o
l
st
u
d
e
n
ts,
”
I
n
ter
n
a
t
io
n
a
l
J
o
u
rn
a
l
o
f
Eva
lu
a
ti
o
n
a
n
d
Res
e
a
rc
h
i
n
E
d
u
c
a
ti
o
n
,
v
o
l.
8
,
n
o
.
2
,
p
p
.
2
3
7
-
2
4
2
,
2
0
1
9
.
[1
2
]
Z.
Jia
n
g
,
“
S
o
c
ial
su
p
p
o
rt
a
n
d
c
a
r
e
e
r
p
sy
c
h
o
l
o
g
ica
l
sta
tes
:
a
n
i
n
teg
ra
ti
v
e
m
o
d
e
l
o
f
p
e
rso
n
–
e
n
v
ir
o
n
m
e
n
t
fit
,
”
J
o
u
rn
a
l
o
f
Ca
re
e
r A
ss
e
ss
me
n
t
,
v
o
l.
2
5
,
n
o
.
2
,
p
p
.
2
1
9
-
2
3
7
,
2
0
1
7
.
[1
3
]
S.
P
a
tel,
e
t
a
l.
,
“
Ca
re
e
r
d
e
c
isio
n
-
m
a
k
in
g
se
lf
-
e
ffica
c
y
o
f
Vie
t
n
a
m
e
se
a
d
o
les
c
e
n
ts:
Th
e
ro
le
o
f
a
c
c
u
lt
u
ra
ti
o
n
,
s
o
c
ial
su
p
p
o
rt,
s
o
c
io
e
c
o
n
o
m
ic sta
tu
s,
a
n
d
ra
c
ism
,
”
J
o
u
rn
a
l
o
f
Ca
re
e
r De
v
e
lo
p
me
n
t,
v
o
l.
3
4
,
n
o
.
3
,
p
p
.
2
1
8
-
2
4
0
,
2
0
0
8
.
[1
4
]
M
.
Clark
e
,
a
n
d
M
.
P
a
tri
c
k
so
n
,
“
Th
e
n
e
w
c
o
v
e
n
a
n
t
o
f
e
m
p
lo
y
a
b
il
it
y
,
”
Emp
l
o
y
e
e
Rela
ti
o
n
s
,
v
o
l.
3
0
,
n
o
.
2
,
p
p
.
1
2
1
-
1
4
1
,
2
0
0
8
.
[1
5
]
P
.
Cre
e
d
,
e
t
a
l
.
,
“
Ca
u
sa
l
re
lati
o
n
sh
i
p
b
e
twe
e
n
c
a
re
e
r
in
d
e
c
isio
n
a
n
d
c
a
re
e
r
d
e
c
isio
n
-
m
a
k
i
n
g
se
lf
-
e
ffica
c
y
:
A
lo
n
g
it
u
d
i
n
a
l
c
ro
ss
-
lag
g
e
d
a
n
a
l
y
sis,”
J
o
u
rn
a
l
o
f
Ca
re
e
r De
v
e
lo
p
me
n
t
,
v
o
l.
3
3
,
n
o
.
1
,
p
p
.
4
7
-
6
5
,
2
0
0
6
.
[1
6
]
S
.
C
o
h
e
n
,
L
.
G
.
Un
d
e
rwo
o
d
,
a
n
d
B.
H
.
G
o
tt
li
e
b
,
S
o
c
i
a
l
s
u
p
p
o
rt
m
e
a
su
re
me
n
t
a
n
d
i
n
ter
v
e
n
ti
o
n
:
A
g
u
id
e
fo
r
h
e
a
l
t
h
a
n
d
so
c
ia
l
sc
ien
ti
sts
.
Ne
w Yo
r
k
:
Ox
fo
rd
Un
i
v
e
rsity
P
re
ss
,
2
0
0
0
.
[1
7
]
Am
e
rica
n
P
sy
c
h
o
l
o
g
ica
l
As
so
c
i
a
ti
o
n
,
AP
A
d
ictio
n
a
ry
o
f
p
sy
c
h
o
l
o
g
y
.
Was
h
i
n
g
t
o
n
:
Am
e
rica
n
P
sy
c
h
o
l
o
g
ica
l
As
so
c
iatio
n
.
2
0
0
7
.
[1
8
]
J.
G
.
Ha
rris
,
“
S
e
lf
-
e
ste
e
m
,
fa
m
il
y
su
p
p
o
rt,
p
e
e
r
s
u
p
p
o
rt,
a
n
d
d
e
p
re
ss
iv
e
s
y
m
p
t
o
m
a
to
lo
g
y
:
A
d
e
sc
rip
t
iv
e
c
o
rre
latio
n
a
l
st
u
d
y
o
f
p
re
g
n
a
n
t
a
d
o
les
c
e
n
ts,”
(
Do
c
to
ra
l
Diss
e
rtatio
n
)
.
G
e
o
rg
ia S
tate
Un
iv
e
rsit
y
.
G
e
o
rg
ia.
2
0
0
6
.
[1
9
]
L.
M
a
n
tai,
a
n
d
R.
Do
wlin
g
, “
S
u
p
p
o
rti
n
g
t
h
e
P
h
D j
o
u
rn
e
y
:
In
si
g
h
ts
fro
m
a
c
k
n
o
wle
d
g
e
m
e
n
ts,”
In
ter
n
a
ti
o
n
a
l
J
o
u
rn
a
l
fo
r R
e
se
a
rc
h
e
r De
v
e
lo
p
me
n
t
,
v
o
l
.
6
,
n
o
.
2
,
p
p
.
1
0
6
-
1
2
1
,
2
0
1
5
.
[2
0
]
O.
P
.
Jo
h
n
,
a
n
d
J.
J.
G
ro
ss
,
“
He
a
lt
h
y
a
n
d
u
n
h
e
a
lt
h
y
e
m
o
ti
o
n
re
g
u
la
ti
o
n
:
P
e
rso
n
a
li
ty
p
r
o
c
e
ss
e
s,
in
d
iv
id
u
a
l
d
iffere
n
c
e
s,
a
n
d
l
ife sp
a
n
d
e
v
e
lo
p
m
e
n
t,
”
J
o
u
rn
a
l
o
f
Per
so
n
a
li
ty,
v
o
l.
7
2
,
n
o
.
6
,
p
p
.
1
3
0
1
-
1
3
3
4
,
2
0
0
4
.
[2
1
]
M
.
Co
e
tze
e
a
n
d
L.
En
g
e
lb
re
c
h
t
,
“
Ho
w
e
m
p
lo
y
a
b
il
it
y
a
tt
r
ib
u
tes
m
e
d
iate
th
e
li
n
k
b
e
twe
e
n
k
n
o
wl
e
d
g
e
wo
r
k
e
rs’
c
a
re
e
r
a
d
a
p
tatio
n
c
o
n
c
e
rn
s
a
n
d
th
e
ir
se
lf
-
p
e
rc
e
iv
e
d
e
m
p
l
o
y
a
b
i
li
ty
,
”
Psy
c
h
o
lo
g
ica
l
Rep
o
rts
,
v
o
l.
1
2
3
,
n
o
.
4
,
p
p
.
1
-
2
2
,
2
0
1
9
.
[2
2
]
B.
J.
Zi
m
m
e
rm
a
n
,
At
t
a
in
i
n
g
se
lf
-
re
g
u
la
ti
o
n
:
A
s
o
c
ia
l
c
o
g
n
it
ive
p
e
rs
p
e
c
ti
v
e
.
M
a
ss
a
c
h
u
se
tt
s: Ac
a
d
e
m
ic P
re
s
,
2
0
0
0
.
[2
3
]
C.
M
.
Ald
wi
n
,
e
t
a
l
.
,
“
Co
p
in
g
a
n
d
se
lf
-
re
g
u
lati
o
n
a
c
ro
ss
th
e
li
fe
sp
a
n
,
”
In
F
i
n
g
e
rm
a
n
,
K.
L.
,
Be
rg
,
C
.
,
S
m
it
h
,
J
.
,
a
n
d
An
to
n
u
c
c
i,
T.
C.
(E
d
s.)
,
H
a
n
d
b
o
o
k
o
f
li
fe
-
sp
a
n
d
e
v
e
lo
p
me
n
t
.
Ne
w
Yo
rk
:
S
p
ri
n
g
e
r
P
u
b
li
sh
i
n
g
Co
m
p
a
n
y
,
2
0
1
1
.
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
:
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2
6
-
8
3
2
832
[2
4
]
R.
F
.
Ba
u
m
e
ister,
a
n
d
K
.
D.
V
o
h
s
,
“
S
e
lf‐Reg
u
lati
o
n
,
e
g
o
d
e
p
l
e
ti
o
n
,
a
n
d
m
o
ti
v
a
ti
o
n
,
”
S
o
c
ia
l
a
n
d
Per
so
n
a
l
it
y
Psy
c
h
o
lo
g
y
Co
mp
a
ss
,
v
o
l.
1
,
n
o
.
1
,
p
p
.
1
1
5
-
1
2
8
,
2
0
0
7
.
[2
5
]
M
.
M
.
M
c
Clellan
d
a
n
d
C.
E.
Ca
m
e
ro
n
,
“
S
e
lf‐r
e
g
u
lati
o
n
a
n
d
a
c
a
d
e
m
ic
a
c
h
iev
e
m
e
n
t
in
e
lem
e
n
tary
sc
h
o
o
l
c
h
il
d
re
n
,
”
Ne
w
Dire
c
ti
o
n
s fo
r
C
h
il
d
a
n
d
Ad
o
les
c
e
n
t
De
v
e
lo
p
me
n
t
,
v
o
l
.
1
3
3
,
p
p
.
2
9
-
4
4
,
2
0
1
1
.
[2
6
]
R.
P
.
Bra
d
y
, “
W
o
rk
re
a
d
in
e
ss
in
v
e
n
to
ry
,
a
d
m
in
istrato
r
g
u
i
d
e
,
”
J
IB
T
W
o
rk
s
,
p
p
.
1
-
6
,
2
0
0
9
.
[2
7
]
P
.
S
o
l
o
m
o
n
,
“
P
e
e
r
su
p
p
o
rt/
p
e
e
r
p
ro
v
id
e
d
se
rv
ice
s
u
n
d
e
rl
y
in
g
p
ro
c
e
ss
e
s,
b
e
n
e
fit
s,
a
n
d
c
rit
ic
a
l
in
g
re
d
ie
n
t
s,”
Psy
c
h
ia
tric R
e
h
a
b
il
it
a
t
io
n
J
o
u
r
n
a
l
,
v
o
l.
2
7
,
n
o
.
4
,
p
p
.
3
9
2
-
4
0
1
,
2
0
0
4
.
[2
8
]
B.
J.
Zi
m
m
e
rm
a
n
,
“
Be
c
o
m
in
g
a
se
lf
-
re
g
u
late
d
lea
rn
e
r:
An
o
v
e
rv
iew
,
”
T
h
e
o
ry
i
n
t
o
Pra
c
ti
c
e
,
v
o
l.
4
1
,
n
o
.
2
,
p
p
.
6
4
-
7
0
,
2
0
0
2
.
[2
9
]
F
.
Ten
tam
a
a
n
d
M
.
H.
Ab
d
il
lah
,
“
S
tu
d
e
n
t
e
m
p
lo
y
a
b
il
it
y
e
x
a
m
in
e
d
fro
m
a
c
a
d
e
m
ic
a
c
h
iev
e
m
e
n
t
a
n
d
se
lf
-
c
o
n
c
e
p
t,
”
In
ter
n
a
t
io
n
a
l
J
o
u
rn
a
l
o
f
Ev
a
lu
a
ti
o
n
a
n
d
Res
e
a
rc
h
i
n
E
d
u
c
a
ti
o
n
(IJ
ER
E)
,
v
o
l.
8
,
n
o
.
2
,
p
p
.
2
4
3
-
2
4
8
,
2
0
1
9
.
[3
0
]
N.
Ju
h
d
i
,
F
.
P
a
’W
a
n
,
N.
A.
Oth
m
a
n
,
a
n
d
H.
M
o
k
si
n
,
“
F
a
c
to
rs
in
flu
e
n
c
in
g
in
ter
n
a
l
a
n
d
e
x
tern
a
l
e
m
p
lo
y
a
b
il
it
y
o
f
e
m
p
lo
y
e
e
s,”
Bu
si
n
e
ss
a
n
d
Eco
n
o
mic
s J
o
u
rn
a
l
,
v
o
l.
1
1
,
p
p
.
1
-
1
0
,
2
0
1
0
.
[3
1
]
D.
J.
F
in
c
h
,
L.
K.
Ha
m
il
t
o
n
,
R
.
B
a
ld
win
,
a
n
d
M
.
Zeh
n
e
r
,
“
An
e
x
p
l
o
ra
to
ry
st
u
d
y
o
f
fa
c
to
rs
a
ffe
c
ti
n
g
u
n
d
e
r
g
ra
d
u
a
te
e
m
p
lo
y
a
b
i
li
ty
,
”
Ed
u
c
a
ti
o
n
+
T
r
a
i
n
in
g
,
v
o
l
.
5
5
,
n
o
.
7
,
p
p
.
6
8
1
-
7
0
4
,
2
0
1
3
.
[3
2
]
L.
T.
Eb
y
,
M
.
Bu
t
ts,
a
n
d
A.
L
o
c
k
wo
o
d
,
“
P
re
d
icto
rs
o
f
su
c
c
e
ss
in
th
e
e
ra
o
f
t
h
e
b
o
u
n
d
a
r
y
les
s
c
a
re
e
r,
”
J
o
u
rn
a
l
o
f
Or
g
a
n
iz
a
ti
o
n
a
l
Beh
a
v
io
r
,
v
o
l.
2
4
,
n
o
.
6
,
p
p
.
6
8
9
-
7
0
8
,
2
0
0
3
.
[3
3
]
S
.
M
c
Ard
le,
L
.
Wate
rs,
J.
P
.
Brisc
o
e
,
a
n
d
D.
T
.
T.
Ha
ll
,
“
Emp
lo
y
a
b
il
it
y
d
u
rin
g
u
n
e
m
p
l
o
y
m
e
n
t:
A
d
a
p
tab
il
i
ty
,
c
a
re
e
r
id
e
n
ti
t
y
a
n
d
h
u
m
a
n
a
n
d
so
c
ial
c
a
p
it
a
l,
”
J
o
u
rn
a
l
o
f
V
o
c
a
ti
o
n
a
l
Beh
a
v
io
r,
v
o
l.
7
1
,
n
o
.
2
,
p
p
.
2
4
7
-
2
6
4
,
2
0
0
7
.
[3
4
]
J.
M
a
sd
o
n
a
ti
,
K.
M
a
ss
o
u
d
i,
a
n
d
J.
R
o
ss
ier
,
“
Eff
e
c
ti
v
e
n
e
ss
o
f
c
a
re
e
r
c
o
u
n
se
li
n
g
a
n
d
t
h
e
imp
a
c
t
o
f
t
h
e
w
o
rk
i
n
g
a
ll
ian
c
e
,
”
J
o
u
rn
a
l
o
f
Ca
re
e
r De
v
e
lo
p
me
n
t
,
v
o
l.
3
6
,
n
o
.
2
,
p
p
.
1
8
3
-
2
0
3
,
2
0
0
9
.
[3
5
]
D.
J.
Bro
wn
,
e
t
a
l.
,
“
P
r
o
a
c
ti
v
e
p
e
rso
n
a
li
t
y
a
n
d
th
e
su
c
c
e
ss
fu
l
jo
b
se
a
rc
h
:
A
field
in
v
e
sti
g
a
ti
o
n
with
c
o
ll
e
g
e
g
ra
d
u
a
tes
,
”
J
o
u
rn
a
l
o
f
Ap
p
li
e
d
Ps
y
c
h
o
lo
g
y
,
v
o
l.
9
1
,
n
o
.
3
,
p
p
.
7
1
7
-
7
2
6
,
2
0
0
6
.
[3
6
]
B.
Va
n
d
e
r
He
ij
d
e
n
,
A.
Kü
m
m
e
rl
in
g
,
K.
Va
n
Da
m
,
E.
Va
n
d
e
r
S
c
h
o
o
t,
M
.
Estr
y
n
-
Bé
h
a
r,
a
n
d
H.
H
a
ss
e
lh
o
rn
,
“
Th
e
imp
a
c
t
o
f
so
c
ial
s
u
p
p
o
rt
u
p
o
n
in
t
e
n
ti
o
n
t
o
lea
v
e
a
m
o
n
g
fe
m
a
le
n
u
rse
s
in
E
u
ro
p
e
:
S
e
c
o
n
d
a
ry
a
n
a
ly
s
is
o
f
d
a
ta
fr
o
m
th
e
NEXT
su
r
v
e
y
,
”
I
n
ter
n
a
t
io
n
a
l
J
o
u
rn
a
l
o
f
Nu
rs
i
n
g
S
tu
d
ies
,
v
o
l
.
4
7
,
n
o
.
4
,
p
p
.
4
3
4
-
4
4
5
,
2
0
1
0
.
[3
7
]
P
.
K.
Ad
ra
k
i
,
e
t
a
l.
,
“
S
o
c
ial
n
e
t
wo
rk
s
a
n
d
e
m
p
l
o
y
a
b
il
it
y
in
th
e
Tam
a
le
M
e
tro
p
o
li
s
o
f
th
e
No
rt
h
e
rn
Re
g
io
n
,
o
f
G
h
a
n
a
,
”
J
o
u
rn
a
l
o
f
A
g
ric
u
lt
u
ra
l
Eco
n
o
mic
s
a
n
d
R
u
ra
l
De
v
e
lo
p
me
n
t
,
v
o
l
.
4
,
n
o
.
1
,
p
p
.
3
5
7
-
3
6
4
,
2
0
1
8
.
[3
8
]
P
.
P
a
rk
e
r,
M
.
B.
Arth
u
r,
a
n
d
K.
I
n
k
so
n
,
“
Ca
re
e
r
c
o
m
m
u
n
it
ies
:
A
p
re
li
m
in
a
ry
e
x
p
l
o
ra
ti
o
n
o
f
m
e
m
b
e
r‐d
e
fin
e
d
c
a
re
e
r
su
p
p
o
rt
str
u
c
tu
re
s,”
J
o
u
rn
a
l
o
f
Or
g
a
n
iza
ti
o
n
a
l
Be
h
a
v
io
r
,
v
o
l.
2
5
,
n
o
.
4
,
p
p
.
4
8
9
-
5
1
4
,
2
0
0
4
.
[3
9
]
F
.
Lee
,
e
t
a
l.
,
“
P
e
rso
n
a
li
t
y
a
n
d
t
h
e
g
o
a
l
-
striv
i
n
g
p
r
o
c
e
ss
:
t
h
e
in
flu
e
n
c
e
o
f
a
c
h
iev
e
m
e
n
t
g
o
a
l
p
a
tt
e
rn
s,
g
o
a
l
lev
e
l,
a
n
d
m
e
n
tal
fo
c
u
s o
n
p
e
rfo
rm
a
n
c
e
a
n
d
e
n
jo
y
m
e
n
t
,
”
J
o
u
r
n
a
l
o
f
Ap
p
li
e
d
P
sy
c
h
o
lo
g
y
,
v
o
l.
8
8
,
n
o
.
2
,
p
p
.
2
5
6
-
2
6
5
,
2
0
0
3
.
[4
0
]
C.
L.
P
o
ra
th
,
a
n
d
T.
S
.
Ba
tem
a
n
,
“
S
e
lf
-
re
g
u
latio
n
:
fro
m
g
o
a
l
o
rien
tatio
n
to
j
o
b
p
e
rf
o
rm
a
n
c
e
,
”
J
o
u
rn
a
l
o
f
A
p
p
l
ie
d
Psy
c
h
o
lo
g
y
,
v
o
l,
9
1
,
n
o
.
1
,
p
p
.
1
8
5
-
1
9
2
,
2
0
0
6
.
[4
1
]
M
.
Co
e
tze
e
,
“
Ex
p
lo
ra
t
o
ry
fa
c
to
r
a
n
a
ly
sis
o
f
t
h
e
e
m
p
lo
y
a
b
il
it
y
a
tt
rib
u
tes
sc
a
le:
Ad
a
p
tati
o
n
to
wa
rd
th
e
EAS
2
.
0
,
”
(
Re
se
a
rc
h
Re
p
o
rt
).
De
p
a
rtme
n
t
o
f
In
d
u
strial
a
n
d
Org
a
n
isa
ti
o
n
a
l
P
sy
c
h
o
l
o
g
y
.
Un
i
v
e
rsit
y
o
f
S
o
u
t
h
Afric
a
.
S
o
u
t
h
Afric
a
,
2
0
1
8
.
[4
2
]
M
.
Be
z
u
id
e
n
h
o
u
t
,
“
T
h
e
d
e
v
e
l
o
p
m
e
n
t
a
n
d
e
v
a
l
u
a
ti
o
n
o
f
a
m
e
a
su
r
e
o
f
g
ra
d
u
a
te
e
m
p
lo
y
a
b
il
it
y
i
n
th
e
c
o
n
tex
t
o
f
t
h
e
n
e
w
wo
rld
o
f
wo
r
k
,
”
(Diss
e
rtatio
n
)
.
De
p
a
rtme
n
t
o
f
Hu
m
a
n
Re
s
o
u
rc
e
s.
Un
i
v
e
rsity
o
f
P
re
to
r
ia.
P
r
e
to
ria.
S
o
u
t
h
Afric
a
,
2
0
1
1
.
[4
3
]
M
.
A.
Uy
,
e
t
a
l.
,
“
P
r
o
a
c
ti
v
it
y
,
a
d
a
p
tab
il
it
y
a
n
d
b
o
u
n
d
a
r
y
les
s
c
a
re
e
r
a
tt
it
u
d
e
s:
Th
e
m
e
d
iatin
g
ro
le
o
f
e
n
trep
re
n
e
u
rial
a
lertn
e
s,”
J
o
u
rn
a
l
o
f
Vo
c
a
ti
o
n
a
l
Beh
a
v
io
r
,
v
o
l.
8
6
,
n
o
.
1
,
p
p
.
1
1
5
–
1
2
3
,
2
0
1
5
.
[4
4
]
M
.
Be
z
u
id
e
n
h
o
u
t
,
a
n
d
M
.
Co
e
tze
e
,
“
P
re
li
m
in
a
ry
e
x
p
lo
ra
t
o
ry
fa
c
to
r
a
n
a
ly
sis:
S
tu
d
e
n
t
e
m
p
l
o
y
a
b
il
it
y
sc
a
le,”
(
Re
se
a
rc
h
Re
p
o
rt
).
De
p
a
rtme
n
t
o
f
In
d
u
strial
a
n
d
Org
a
n
isa
ti
o
n
a
l
P
sy
c
h
o
l
o
g
y
.
U
n
iv
e
rsit
y
o
f
S
o
u
th
Afric
a
.
P
re
to
ria
.
S
o
u
t
h
Afric
a
.
2
0
1
0
.
[4
5
]
A.
De
Vo
s,
a
n
d
N.
S
o
e
n
s
,
“
P
r
o
te
a
n
a
tt
it
u
d
e
a
n
d
c
a
re
e
r
su
c
c
e
ss
:
Th
e
m
e
d
iatin
g
ro
le
o
f
se
lfma
n
a
g
e
m
e
n
t,
”
J
o
u
r
n
a
l
o
f
Vo
c
a
ti
o
n
a
l
Beh
a
v
io
r
,
v
o
l.
7
3
,
n
o
.
3
,
p
p
.
4
4
9
–
4
5
6
,
2
0
0
8
.
[4
6
]
P
.
Wes
a
ra
t,
M
.
Y.
S
h
a
rif
,
a
n
d
A.
H.
A
.
M
a
ji
d
,
“
A
re
v
iew
o
f
o
rg
a
n
iza
ti
o
n
a
l
a
n
d
in
d
iv
i
d
u
a
l
c
a
re
e
r
m
a
n
a
g
e
m
e
n
t:
A
d
u
a
l
p
e
rsp
e
c
ti
v
e
,
”
In
ter
n
a
ti
o
n
a
l
J
o
u
rn
a
l
o
f
Hu
m
a
n
Res
o
u
rc
e
S
t
u
d
ies
,
v
o
l
.
4
,
n
o
.
1
,
p
p
.
1
0
1
–
1
1
3
,
2
0
1
4
.
[4
7
]
M
.
Du
T
o
it
,
“
E
x
p
lo
ri
n
g
e
x
p
e
ri
e
n
c
e
s
o
f
u
n
e
m
p
l
o
y
m
e
n
t
in
S
o
u
th
Afric
a
n
to
wn
s
h
ip
s,”
(
T
h
e
si
s
)
.
No
rth
-
Wes
t
Un
iv
e
rsity
.
P
o
tch
e
fstro
o
m
.
S
o
u
t
h
Afric
a
.
2
0
1
8
.
[4
8
]
D.
E.
De
S
o
u
z
a
,
“
Cu
lt
u
re
,
c
o
n
te
x
t
a
n
d
so
c
iety
:
Th
e
u
n
d
e
re
x
p
lo
re
d
p
o
ten
ti
a
l
o
f
c
rit
ica
l
re
a
li
sm
a
s
a
p
h
il
o
so
p
h
ica
l
fra
m
e
wo
rk
fo
r
t
h
e
o
ry
a
n
d
p
ra
c
ti
c
e
,
”
J
o
u
rn
a
l
o
f
S
o
c
ia
l
Psy
c
h
o
l
o
g
y
,
v
o
l.
1
7
,
n
o
.
2
,
p
p
.
1
4
1
–
1
5
1
,
2
0
1
4
.
[4
9
]
F
.
Ten
tam
a
,
a
n
d
H.
D.
Ja
y
a
n
ti
, “
S
e
lf
-
c
o
n
c
e
p
t,
p
e
rc
e
p
ti
o
n
o
f
th
e
lea
rn
in
g
e
n
v
ir
o
n
m
e
n
t
a
n
d
e
m
p
lo
y
a
b
il
it
y
:
A stu
d
y
o
f
v
o
c
a
ti
o
n
a
l
h
i
g
h
sc
h
o
o
l
stu
d
e
n
ts
in
P
ra
m
b
a
n
a
n
Yo
g
y
a
k
a
rta,
In
d
o
n
e
sia
,
”
Hu
ma
n
it
ies
&
S
o
c
ia
l
S
c
i
e
n
c
e
s
Rev
iew
s,
v
o
l.
7
,
n
o
.
1
,
p
p
.
4
3
3
-
4
4
0
,
2
0
1
9
.
[5
0
]
F
.
Ten
tam
a
a
n
d
S
.
Yu
sa
n
tri
,
“
Th
e
ro
le
o
f
e
n
trep
re
n
e
u
r
ial
in
ten
ti
o
n
in
p
re
d
ictin
g
v
o
c
a
ti
o
n
a
l
h
ig
h
s
c
h
o
o
l
st
u
d
e
n
t’s
e
m
p
lo
y
a
b
i
li
ty
,
”
In
ter
n
a
ti
o
n
a
l
J
o
u
rn
a
l
o
f
Ev
a
lu
a
ti
o
n
a
n
d
Res
e
a
rc
h
i
n
Ed
u
c
a
ti
o
n
,
v
o
l.
9
,
n
o
.
3
,
p
p
.
5
5
8
-
5
6
3
,
2
0
2
0
.
[5
1
]
F
.
Ten
tam
a
a
n
d
N.
M
e
rd
iaty
,
“
An
a
ly
sis
o
f
fa
c
to
rs
t
h
a
t
a
ffe
c
t
e
m
p
lo
y
a
b
il
it
y
a
n
d
it
s
imp
li
c
a
ti
o
n
s
,
”
Hu
ma
n
i
ti
e
s
&
S
o
c
ia
l
S
c
ien
c
e
s R
e
v
iews
,
v
o
l.
8
,
n
o
.
3
,
p
p
.
2
3
8
-
2
4
5
,
2
0
2
0
.
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