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K
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w
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s
:
An
x
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L
if
e
s
atis
f
ac
tio
n
Per
ce
iv
ed
s
o
cial
co
m
p
eten
ce
Self
-
esteem
Su
b
jectiv
e
h
ap
p
i
n
ess
T
h
is i
s
a
n
o
p
e
n
a
c
c
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ss
a
rticle
u
n
d
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r th
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CC B
Y
-
SA
li
c
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se
.
C
o
r
r
e
s
p
o
nd
ing
A
uth
o
r
:
Sar
f
r
az
Asl
am
Facu
lty
o
f
E
d
u
ca
tio
n
a
n
d
Hu
m
an
ities
,
UNI
T
AR
I
n
ter
n
atio
n
al
Un
iv
er
s
ity
Petalin
g
J
ay
a,
Ma
lay
s
ia
E
m
ail:
s
ar
f
r
az
m
ian
@
n
en
u
.
ed
u
.
cn
1.
I
NT
RO
D
UCT
I
O
N
Self
-
esteem
is
o
n
e
o
f
th
e
m
o
s
t
r
esear
ch
ed
p
s
y
ch
o
lo
g
ical
co
n
s
tr
u
cts,
h
ig
h
lig
h
tin
g
its
im
p
o
r
tan
ce
in
in
d
iv
id
u
als
’
liv
es.
Self
-
esteem
is
o
u
r
f
ee
lin
g
s
,
th
o
u
g
h
ts
,
a
n
d
b
elief
s
ab
o
u
t
o
u
r
s
elv
es
[
1
]
.
F
o
llo
win
g
th
e
ter
r
o
r
m
an
ag
em
en
t
th
eo
r
y
,
s
elf
-
esteem
is
b
eliev
ed
to
b
e
v
ital
f
o
r
r
ed
u
cin
g
an
x
iety
o
v
e
r
d
ea
t
h
.
Self
-
esteem
f
o
r
m
s
a
b
u
f
f
er
in
in
d
iv
i
d
u
als
ag
ain
s
t
th
eir
ex
is
ten
tial
f
ea
r
o
f
d
ea
th
.
Ho
wev
er
,
ex
ce
s
s
iv
ely
h
ig
h
o
r
lo
w
s
elf
-
esteem
is
p
r
o
b
lem
atic
in
t
h
e
lo
n
g
r
u
n
[
2
]
–
[
4
]
ar
g
u
e
d
th
e
u
s
e
o
f
s
elf
-
esteem
p
u
r
s
u
it in
s
tead
o
f
lev
el,
h
ig
h
lig
h
tin
g
t
h
e
lin
k
b
etwe
en
h
ig
h
s
elf
-
esteem
,
an
d
lo
n
g
-
ter
m
ad
v
e
r
s
e
ef
f
ec
ts
.
On
th
e
o
th
er
h
a
n
d
,
th
e
s
o
cio
m
eter
th
eo
r
y
p
r
o
p
o
s
es
th
at
s
elf
-
esteem
is
m
o
tiv
atio
n
-
b
ased
r
ath
er
th
an
co
g
n
itiv
e
-
b
ased
[
5
]
.
I
t
is
a
g
a
u
g
e
o
r
m
o
n
ito
r
f
o
r
in
d
i
v
id
u
al
s
’
in
ter
p
er
s
o
n
al
r
elatio
n
s
h
ip
s
with
in
th
eir
s
o
ciety
.
I
n
d
iv
id
u
als
n
ee
d
a
s
en
s
e
o
f
b
elo
n
g
in
g
wh
e
r
e
s
elf
-
esteem
m
o
n
ito
r
s
th
eir
in
ter
p
er
s
o
n
al
r
elati
o
n
s
h
ip
s
to
s
er
v
e
to
Evaluation Warning : The document was created with Spire.PDF for Python.
I
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t
J
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&
R
es E
d
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c
I
SS
N:
2252
-
8
8
2
2
I
mp
a
ct
o
f self
-
esteem
a
n
d
o
ve
r
a
ll life
s
a
tis
fa
ctio
n
o
n
p
erceive
d
s
o
cia
l
… (
Mu
h
a
mma
d
K
a
mra
n
)
311
b
elo
n
g
[
6
]
.
Hen
ce
,
t
h
e
n
ee
d
t
o
h
av
e
h
ig
h
s
elf
-
esteem
ar
is
es
th
r
o
u
g
h
th
e
m
o
tiv
atio
n
o
f
b
ein
g
ac
ce
p
ted
an
d
v
alu
ed
b
y
o
th
er
s
o
r
th
e
s
u
r
r
o
u
n
d
in
g
s
[
7
]
.
I
n
th
is
s
tu
d
y
,
we
f
o
cu
s
o
n
th
e
li
n
k
o
f
s
elf
-
esteem
with
life
s
atis
f
ac
tio
n
an
d
s
o
cial
c
o
m
p
e
ten
ce
an
d
wh
eth
e
r
th
is
r
elati
o
n
s
h
ip
is
m
e
d
iated
b
y
h
ap
p
in
ess
in
a
s
am
p
le
o
f
Pak
is
tan
i u
n
iv
er
s
ity
s
tu
d
en
ts
.
Pre
v
io
u
s
r
esear
ch
f
o
u
n
d
a
p
o
s
itiv
e
as
s
o
ciatio
n
b
etwe
en
s
el
f
-
esteem
an
d
life
s
atis
f
ac
tio
n
;
h
o
wev
er
,
th
e
d
ir
ec
tio
n
ality
o
f
th
e
r
elati
o
n
s
h
ip
is
u
n
clea
r
[
8
]
–
[
1
1
]
.
I
n
o
th
er
s
tu
d
ies,
s
elf
-
esteem
was
a
p
r
ed
icto
r
o
f
life
s
atis
f
ac
tio
n
[
9
]
an
d
a
m
ed
iato
r
b
etwe
en
h
ap
p
in
ess
an
d
life
s
atis
f
ac
tio
n
[
1
2
]
.
S
tu
d
y
b
y
Sch
af
f
h
u
s
er
et
a
l.
[
1
3
]
h
as
d
em
o
n
s
tr
ated
th
at
s
elf
-
esteem
is
af
f
ec
ted
b
y
o
n
e'
s
r
elatio
n
s
h
ip
s
atis
f
ac
tio
n
.
Self
-
ef
f
icac
y
an
d
s
elf
-
co
n
f
id
en
ce
ar
e
h
ig
h
er
f
o
r
p
e
o
p
le
wh
o
co
n
s
id
er
th
eir
liv
es
s
atis
f
ied
[
1
4
]
;
m
o
r
e
o
v
er
,
g
o
o
d
p
er
f
o
r
m
a
n
ce
is
p
r
ed
o
m
i
n
an
tly
co
r
r
elate
d
with
s
elf
-
esteem
[
1
5
]
.
Mu
s
etti
an
d
C
o
r
s
an
o
[
1
6
]
also
f
o
u
n
d
t
h
at
ad
o
lescen
ts
with
lo
w
s
elf
-
esteem
s
p
en
d
m
o
s
t
o
f
th
eir
tim
e
alo
n
e
in
s
tead
o
f
co
m
m
u
n
icatin
g
with
o
th
er
s
.
T
h
e
in
ab
ilit
y
to
in
itiate
co
n
tact
an
d
l
o
n
elin
ess
m
ed
iated
th
e
r
elatio
n
s
h
ip
b
etwe
en
lo
w
s
elf
-
esteem
an
d
ex
ce
s
s
iv
e
in
t
er
n
et
u
s
e
[
1
7
]
.
I
n
a
s
im
ilar
co
n
tex
t,
p
er
ce
iv
e
d
s
o
cial
co
m
p
ete
n
ce
p
o
s
itiv
ely
af
f
ec
ted
s
elf
-
esteem
[
1
8
]
.
A
p
er
s
o
n
'
s
b
elief
s
ab
o
u
t
th
e
ef
f
ec
tiv
en
es
s
o
f
th
eir
s
o
cially
o
r
ien
ted
b
e
h
av
io
r
s
d
eter
m
in
e
th
e
d
e
g
r
ee
o
f
p
er
ce
iv
e
d
s
o
cial
co
m
p
eten
ce
th
ey
p
o
s
s
ess
[
1
9
]
.
A
s
en
s
e
o
f
p
er
s
o
n
al
co
n
tr
o
l,
a
p
o
s
itiv
e
r
elatio
n
s
h
ip
with
o
th
er
s
(
p
a
r
en
ts
an
d
p
ee
r
s
)
,
an
d
h
ig
h
le
v
els
o
f
h
o
p
e
wer
e
ch
a
r
ac
ter
is
tics
o
f
ad
o
lescen
ts
with
h
ig
h
o
v
er
all
s
atis
f
ac
tio
n
[
2
0
]
.
T
h
en
ag
ain
,
s
elf
-
esteem
an
d
p
er
ce
iv
ed
s
o
cial
s
u
p
p
o
r
t
m
ed
iate
d
th
e
r
elatio
n
s
h
ip
b
etwe
en
l
o
n
elin
ess
an
d
life
s
atis
f
ac
tio
n
in
u
n
iv
er
s
ity
s
tu
d
en
ts
[
2
1
]
.
Fu
r
t
h
er
m
o
r
e,
s
o
cial
co
m
p
eten
ce
was
ass
o
ciate
d
with
life
s
atis
f
ac
tio
n
[
2
2
]
.
Per
ce
iv
e
d
s
u
p
p
o
r
t
f
r
o
m
p
ar
en
ts
an
d
f
r
ie
n
d
s
d
u
r
i
n
g
ad
o
lescen
ce
p
lay
s
a
v
ital
r
o
l
e
in
in
cr
ea
s
in
g
life
s
atis
f
ac
tio
n
an
d
s
o
cial
co
m
p
et
en
ce
,
an
d
it
is
co
n
s
id
er
ed
n
ec
e
s
s
ar
y
f
o
r
u
n
iv
e
r
s
ity
s
tu
d
en
ts
[
2
3
]
.
B
o
th
v
a
r
iab
les
(
s
elf
-
esteem
an
d
o
v
er
all
s
atis
f
ac
tio
n
)
d
i
r
ec
tly
o
r
in
d
ir
ec
tly
p
r
ed
ict
p
e
r
ce
iv
ed
s
o
cial
co
m
p
eten
ce
;
r
esear
ch
in
d
icate
s
th
at
s
elf
-
esteem
d
ir
ec
tly
p
r
ed
icts
s
o
cial
co
m
p
ete
n
ce
[
2
4
]
.
R
eg
ar
d
less
o
f
t
h
e
m
ea
s
u
r
em
en
t,
it
was
f
o
u
n
d
th
at
life
s
atis
f
ac
tio
n
is
also
a
p
r
ed
icto
r
o
f
p
er
ce
iv
ed
s
o
cial
co
m
p
eten
ce
[
2
5
]
.
Mo
r
eo
v
er
,
p
r
ev
io
u
s
r
esear
ch
also
f
o
u
n
d
a
co
r
r
elatio
n
b
etw
ee
n
s
elf
-
esteem
an
d
h
ap
p
in
ess
[
2
6
]
–
[
2
8
]
.
Acc
o
r
d
in
g
to
E
s
aiass
o
n
et
a
l.
[
2
9
]
,
h
ig
h
lev
els
o
f
s
elf
-
esteem
lead
to
h
ap
p
y
a
n
d
p
r
o
d
u
cti
v
e
liv
es,
s
elf
-
esteem
b
ein
g
a
d
ir
ec
t
p
r
e
d
icto
r
o
f
h
ap
p
in
ess
.
L
ik
ewise,
p
r
ev
io
u
s
r
esear
ch
f
o
u
n
d
a
p
o
s
itiv
e
ass
o
ciatio
n
b
etwe
en
h
ap
p
in
ess
an
d
life
s
atis
f
ac
tio
n
[
2
9
]
.
L
if
e
s
atis
f
ac
tio
n
is
d
ir
ec
tly
r
elate
d
to
th
e
lev
el
o
f
h
ap
p
in
ess
ac
h
iev
ed
in
r
ec
r
ea
tio
n
al
ac
tiv
ities
[
3
0
]
,
ca
n
in
f
lu
e
n
ce
th
e
in
cr
ea
s
e
o
f
h
a
p
p
in
ess
ab
o
u
t
th
e
c
u
r
r
en
t
m
o
o
d
[
3
1
]
,
o
r
ca
n
b
e
m
ed
iated
b
y
r
esil
ien
ce
to
elev
ate
h
ap
p
i
n
ess
[
3
2
]
.
Similar
ly
,
Mu
s
etti
an
d
C
o
r
s
an
o
[
1
6
]
f
o
u
n
d
th
at
p
s
y
ch
o
lo
g
ical
well
-
b
ei
n
g
,
leis
u
r
e
s
atis
f
ac
tio
n
,
an
d
n
atio
n
al
well
-
b
ein
g
s
ig
n
if
ican
tly
c
o
r
r
el
ate
with
h
ap
p
in
ess
.
Su
b
jectiv
e
h
ap
p
i
n
ess
m
ed
iates
th
e
r
elatio
n
s
h
ip
b
etwe
en
s
o
cial
co
n
n
ec
ted
n
ess
an
d
l
o
n
eli
n
ess
[
3
3
]
.
A
s
tu
d
y
th
at
ex
am
in
ed
t
h
e
r
elatio
n
s
h
ip
b
etwe
en
s
o
cial
s
k
ills
an
d
h
ap
p
in
ess
in
1
s
t
-
y
ea
r
teac
h
in
g
s
ch
o
o
l
s
tu
d
en
ts
f
o
u
n
d
a
p
o
s
itiv
e
co
r
r
elatio
n
b
etwe
en
h
ap
p
i
n
ess
an
d
p
er
ce
iv
e
d
s
o
cial
co
m
p
eten
ce
[
3
4
]
.
I
n
ad
d
itio
n
,
p
s
y
ch
o
l
o
g
ical
well
-
b
ein
g
was
s
ig
n
if
ican
tl
y
in
f
lu
en
ce
d
b
y
th
e
p
er
ce
p
tio
n
o
f
s
o
cial
s
u
p
p
o
r
t
f
r
o
m
f
am
i
ly
,
f
r
ie
n
d
s
,
a
n
d
t
h
e
in
d
iv
id
u
al
[
3
5
]
.
Su
b
jectiv
e
h
a
p
p
in
ess
ten
d
s
to
b
lu
r
lo
n
g
-
ter
m
p
r
o
s
p
ec
ts
,
b
u
t
it
p
r
o
v
id
es
a
p
o
s
itiv
e
o
u
tlo
o
k
f
o
r
m
ed
iu
m
-
ter
m
s
u
cc
ess
[
3
6
]
; h
e
n
ce
,
it is
lim
ited
in
d
u
r
atio
n
.
Ad
o
lescen
ce
is
a
tr
an
s
it
io
n
al
p
er
io
d
ch
ar
ac
ter
ized
b
y
d
ev
elo
p
m
e
n
tal
s
h
if
ts
,
tr
an
s
it
io
n
s
,
an
d
ch
allen
g
es
th
at
im
p
ac
t
s
elf
-
esteem
an
d
life
s
ati
s
f
ac
tio
n
.
T
h
ese
ch
an
g
es
an
d
v
ar
iatio
n
s
will
v
ar
y
b
ased
o
n
g
en
d
er
an
d
a
g
e
[
3
7
]
.
A
s
tu
d
y
in
No
r
wa
y
with
1
,
2
8
9
p
ar
t
icip
an
ts
in
d
icate
s
th
at
m
ales
s
co
r
ed
s
ig
n
if
ican
tly
h
ig
h
er
th
a
n
f
em
ales
o
n
s
elf
-
es
teem
an
d
life
s
atis
f
ac
tio
n
co
n
s
tr
u
cts
[
3
8
]
.
An
o
th
e
r
s
tu
d
y
wi
th
n
u
r
s
in
g
s
tu
d
e
n
ts
an
d
p
r
ac
titi
o
n
er
s
in
I
taly
also
f
o
u
n
d
th
at
m
ales
h
ad
h
ig
h
er
s
elf
-
esteem
lev
els
th
an
f
em
ales
[
3
9
]
.
Ad
d
itio
n
ally
,
m
en
o
f
ten
r
e
p
o
r
t
g
r
ea
te
r
s
elf
-
esteem
lev
els
th
an
wo
m
en
,
wh
ich
f
ir
s
t
o
cc
u
r
th
r
o
u
g
h
o
u
t
ad
o
lescen
ce
an
d
co
n
tin
u
e
th
r
o
u
g
h
ea
r
ly
an
d
m
i
d
d
le
ad
u
lth
o
o
d
b
ef
o
r
e
it
g
ets
n
ar
r
o
wer
an
d
p
o
s
s
ib
ly
ev
e
n
d
i
s
ap
p
ea
r
s
as
p
eo
p
le
g
et
o
ld
er
[
4
0
]
.
O
v
er
9
8
5
,
0
0
0
m
en
an
d
wo
m
e
n
ag
e
d
1
6
to
4
5
f
r
o
m
4
8
d
if
f
er
en
t
n
atio
n
s
w
er
e
in
clu
d
e
d
in
th
e
s
u
r
v
ey
d
ata
B
leid
o
r
n
et
a
l.
[
4
1
]
r
e
v
iewe
d
;
th
e
r
esear
ch
er
s
d
is
co
v
er
ed
th
at,
g
lo
b
ally
,
m
en
at
ev
er
y
ag
e
ten
d
ed
to
h
av
e
g
r
ea
ter
lev
els o
f
s
elf
-
esteem
th
an
wo
m
en
.
Mo
r
eo
v
er
,
a
s
tu
d
y
o
n
ch
ild
r
e
n
'
s
life
s
atis
f
ac
tio
n
in
I
taly
s
h
o
wed
th
at
f
em
ales
r
ep
o
r
ted
f
ee
lin
g
an
d
b
ein
g
m
o
r
e
s
atis
f
ied
in
th
eir
r
elatio
n
s
h
ip
with
th
eir
p
ar
en
t
s
,
th
e
p
eo
p
le
th
ey
liv
e
with
,
an
d
o
th
er
p
e
o
p
le
in
th
eir
f
am
ilies
th
an
m
ales
[
4
2
]
.
W
o
m
en
g
e
n
er
ally
d
em
o
n
s
t
r
ated
s
u
p
er
io
r
s
k
ill
lev
els
in
s
o
cial
co
m
p
eten
ce
co
m
p
ar
ed
to
m
en
[
4
3
]
,
p
o
s
s
ib
ly
d
u
e
to
d
if
f
er
en
ce
s
i
n
p
ar
en
tin
g
s
tr
ateg
ies
[
4
4
]
.
C
o
n
ce
r
n
in
g
s
u
b
jectiv
e
h
ap
p
in
ess
,
p
r
ev
io
u
s
r
esear
ch
f
o
u
n
d
g
en
d
er
d
if
f
er
e
n
ce
s
.
Fem
ales
r
ep
o
r
ted
h
ig
h
er
le
v
els
o
f
s
u
b
jectiv
e
h
ap
p
in
ess
th
an
m
ales in
u
n
iv
e
r
s
ity
s
tu
d
en
ts
an
d
ad
u
lts
[
3
4
]
,
[
4
5
]
.
T
h
er
e
ar
e
s
ev
er
al
r
ea
s
o
n
s
w
h
y
s
tu
d
y
i
n
g
th
e
r
elatio
n
s
h
ip
b
etwe
en
s
elf
-
esteem
,
life
s
atis
f
ac
tio
n
,
h
ap
p
in
ess
,
an
d
p
er
ce
i
v
ed
s
o
cial
co
m
p
eten
ce
is
ess
en
tial.
D
ef
in
in
g
s
elf
-
esteem
f
r
o
m
th
e
t
er
r
o
r
m
an
a
g
em
en
t
th
eo
r
y
o
r
th
e
s
o
cio
m
eter
th
e
o
r
y
p
lace
s
th
e
co
n
s
tr
u
ct
am
o
n
g
th
e
ess
en
tial
o
n
es
in
in
d
iv
id
u
a
ls
’
well
-
b
ein
g
an
d
life
[
4
6
]
,
[
4
7
]
.
Mo
r
e
o
v
er
,
ev
e
n
th
o
u
g
h
th
ese
co
n
s
tr
u
cts
wer
e
r
esear
ch
ed
b
ef
o
r
e,
th
e
y
wer
e
n
o
t
r
esear
ch
ed
i
n
th
e
s
am
e
r
elatio
n
s
h
ip
as
th
e
o
n
e
p
r
esen
ted
h
er
e.
H
o
wev
er
,
th
e
m
o
s
t
cr
u
cial
f
ac
to
r
o
f
t
h
is
s
tu
d
y
is
th
at
th
is
r
elatio
n
s
h
ip
is
b
ein
g
m
ea
s
u
r
e
d
in
an
u
n
d
er
-
s
tu
d
ie
d
ar
ea
an
d
s
am
p
le.
Mo
s
t
p
s
y
c
h
o
lo
g
y
r
esear
ch
is
d
o
n
e
in
W
ester
n
cu
ltu
r
es,
leav
in
g
th
e
g
ap
o
f
wh
eth
e
r
th
e
f
in
d
in
g
s
a
p
p
ly
to
E
aster
n
cu
ltu
r
es.
Hen
ce
,
m
ea
s
u
r
in
g
s
elf
-
esteem
,
life
s
ati
s
f
ac
tio
n
,
s
u
b
jectiv
e
h
ap
p
in
ess
,
an
d
p
e
r
ce
iv
ed
s
o
cial
co
m
p
eten
ce
with
a
s
am
p
le
o
f
Pak
is
tan
i
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
.
14
,
No
.
1
,
Feb
r
u
a
r
y
20
25
:
310
-
318
312
u
n
iv
er
s
ity
s
tu
d
e
n
ts
ca
n
f
ill
a
g
ap
in
th
e
liter
atu
r
e.
On
th
e
o
n
e
h
an
d
,
s
u
b
jectiv
e
h
ap
p
in
e
s
s
as
a
m
ed
iato
r
is
s
ca
r
ce
ly
m
ea
s
u
r
ed
,
a
n
d
m
ea
s
u
r
in
g
th
is
r
elatio
n
s
h
ip
i
n
E
aster
n
cu
ltu
r
e,
p
r
ec
is
ely
Pak
is
tan
,
i
s
n
ew.
B
ased
o
n
wh
at
was
p
r
esen
ted
,
th
e
p
r
esen
t
s
tu
d
y
h
as
two
o
b
jectiv
es
:
i)
to
m
ea
s
u
r
e
th
e
r
elatio
n
s
h
ip
b
etwe
en
s
elf
-
esteem
,
life
s
atis
f
ac
tio
n
,
h
ap
p
in
ess
,
an
d
p
e
r
c
eiv
ed
s
o
cial
co
m
p
ete
n
ce
in
P
ak
is
tan
i
u
n
iv
er
s
ity
s
tu
d
en
ts
;
ii)
to
m
ea
s
u
r
e
wh
eth
er
th
eir
g
en
d
er
d
if
f
er
en
ce
s
ex
i
s
t
at
th
e
lev
el
o
f
th
ese
v
ar
iab
le
s
.
T
h
is
is
p
r
im
ar
ily
d
u
e
to
th
e
ev
id
e
n
ce
s
u
g
g
esti
n
g
th
at
in
d
i
v
id
u
alis
tic
co
u
n
tr
ies
h
av
e
a
s
tr
o
n
g
er
co
r
r
elati
o
n
b
etwe
en
th
ese
v
ar
iab
les
th
an
co
llectiv
is
t
c
o
u
n
tr
ies
[
4
8
]
.
T
h
us
,
th
r
ee
h
y
p
o
th
eses
ar
e
g
en
er
ated
:
i)
s
elf
-
esteem
,
life
s
atis
f
ac
tio
n
,
p
er
ce
iv
ed
s
o
cial
co
m
p
eten
ce
,
an
d
s
u
b
jectiv
e
h
ap
p
in
ess
wo
u
ld
p
o
s
itiv
ely
co
r
r
elate
am
o
n
g
Pak
is
tan
i
u
n
iv
er
s
ity
s
tu
d
en
ts
(
H1
)
;
ii)
s
u
b
ject
iv
e
h
ap
p
in
ess
wo
u
ld
m
ed
iate
th
e
r
elatio
n
s
h
ip
b
etwe
en
s
elf
-
esteem
an
d
p
er
ce
i
v
ed
s
o
cial
c
o
m
p
eten
ce
a
n
d
o
v
er
all
life
s
at
is
f
ac
tio
n
an
d
p
er
ce
iv
ed
s
o
cial
co
m
p
eten
ce
(
H2
)
;
an
d
iii)
m
ales
wo
u
ld
h
av
e
h
i
g
h
er
s
elf
-
esteem
a
n
d
life
s
atis
f
ac
tio
n
lev
els
th
an
f
em
ales.
On
th
e
o
t
h
er
h
an
d
,
f
em
ales w
o
u
ld
h
a
v
e
h
ig
h
er
lev
els o
f
p
er
ce
iv
ed
s
o
cial
co
m
p
et
en
ce
an
d
s
u
b
jectiv
e
h
ap
p
in
ess
th
an
m
ales
(
H3
)
.
2.
M
E
T
H
O
D
2
.
1
.
P
r
o
ce
du
re
T
h
is
s
tu
d
y
is
o
f
a
co
r
r
elatio
n
al
d
esig
n
with
a
q
u
an
titativ
e
ap
p
r
o
ac
h
;
d
ata
wer
e
c
o
llec
ted
cr
o
s
s
-
s
ec
tio
n
ally
.
On
lin
e
q
u
esti
o
n
n
a
ir
es
wer
e
cr
ea
ted
u
s
in
g
Go
o
g
l
e
Fo
r
m
s
to
co
llect
d
ata.
All
d
ata
wer
e
co
llected
in
E
n
g
lis
h
,
Pak
is
tan
’
s
o
f
f
icial
lan
g
u
ag
e.
I
n
ea
ch
u
n
iv
er
s
ity
,
p
ar
ticip
an
ts
wer
e
p
r
ese
n
ted
with
a
b
r
ief
ex
p
lan
atio
n
o
f
th
e
q
u
esti
o
n
n
a
ir
e.
T
h
en
,
th
e
lin
k
was
s
h
ar
e
d
with
th
em
.
Als
o
,
b
ef
o
r
e
d
a
ta
co
llectio
n
,
t
h
ey
s
ig
n
ed
in
f
o
r
m
e
d
co
n
s
en
t
an
d
wer
e
ask
ed
to
r
esp
o
n
d
co
r
r
ec
t
ly
.
Fu
r
th
er
m
o
r
e,
th
e
r
esear
ch
e
r
s
en
s
u
r
ed
th
at
th
e
d
ata
o
f
p
ar
ticip
a
n
ts
wo
u
ld
r
em
ain
co
n
f
id
e
n
tial.
B
esid
es,
th
e
g
u
id
elin
es a
n
d
eth
ical
p
r
o
to
co
ls
o
f
th
e
s
tu
d
y
wer
e
ap
p
r
o
v
ed
b
y
th
e
eth
ics
co
m
m
i
ttee
o
f
th
e
I
R
B
o
f
t
h
e
Dep
a
r
t
m
en
t
o
f
E
d
u
ca
tio
n
,
Un
i
v
er
s
ity
o
f
L
o
r
alai
Pak
is
tan
(
ap
p
r
o
v
al
n
u
m
b
er
:
2
0
2
2
-
12
-
0
1
/DOE
/I
R
B
/0
0
1
)
.
2
.
2
.
P
a
rt
icipa
nts
T
h
e
tar
g
et
p
o
p
u
latio
n
was
s
tu
d
en
ts
at
Pak
is
tan
i
p
u
b
lic
an
d
p
r
iv
ate
u
n
iv
er
s
ities
.
T
h
e
in
clu
s
io
n
cr
iter
io
n
was
an
y
u
n
iv
er
s
ity
s
tu
d
en
t
in
Pak
is
tan
.
Hen
ce
,
th
e
s
am
p
lin
g
tech
n
iq
u
e
was
p
u
r
p
o
s
ef
u
l
in
u
n
iv
er
s
ity
s
tu
d
en
ts
y
et
r
an
d
o
m
i
n
p
ar
tici
p
an
ts
f
r
o
m
th
ese
u
n
i
v
er
s
ities
.
T
h
is
ap
p
r
o
ac
h
elim
in
ates
b
ias
f
r
o
m
th
e
s
elec
tio
n
p
r
o
ce
s
s
to
o
b
tain
a
r
ep
r
esen
t
ativ
e
s
am
p
le.
T
h
e
s
am
p
le
s
ize
was
ca
lcu
lated
f
r
o
m
G*
p
o
wer
.
Fo
r
a
lin
ea
r
m
u
ltip
le
r
eg
r
ess
io
n
r
an
d
o
m
m
o
d
el,
2
-
tailed
,
.
9
5
p
o
wer
,
with
th
r
ee
p
r
ed
icto
r
s
,
a
to
tal
o
f
5
6
p
ar
ticip
an
ts
ar
e
n
ee
d
ed
.
Ad
d
itio
n
ally
,
f
o
r
a
two
-
tailed
co
r
r
elatio
n
m
o
d
el
with
a
p
o
wer
o
f
.
9
5
,
1
3
8
p
ar
ticip
an
ts
ar
e
r
eq
u
ir
ed
[
3
9
]
.
Hen
ce
,
d
ata
was
co
llected
o
v
er
o
n
e
s
em
ester
to
en
s
u
r
e
a
h
ig
h
s
am
p
le
s
ize.
A
to
tal
o
f
1
,
1
6
8
u
n
iv
er
s
ity
s
tu
d
en
ts
ac
r
o
s
s
Pak
is
tan
p
ar
ticip
ated
in
th
is
s
tu
d
y
.
C
o
n
ce
r
n
in
g
g
en
d
er
d
is
tr
ib
u
tio
n
,
5
9
4
(
5
0
.
9
%)
wer
e
f
em
ales,
an
d
5
6
7
(
4
8
.
5
%)
wer
e
m
ales.
Mo
s
t
p
ar
ticip
an
ts
wer
e
s
in
g
le,
9
7
8
(
8
3
.
7
%)
at
th
e
tim
e
o
f
d
at
a
co
llectio
n
,
an
d
t
h
e
r
est
we
r
e
m
ar
r
ied
.
Ad
d
itio
n
ally
,
4
5
6
(
3
9
%)
p
ar
ticip
an
ts
wer
e
f
r
o
m
a
r
u
r
al
ar
ea
,
6
9
7
(
5
9
.
7
%)
we
r
e
f
r
o
m
an
u
r
b
a
n
ar
ea
,
an
d
1
5
(
1
.
3
%)
d
id
n
o
t
r
ep
o
r
t
th
eir
p
lace
o
f
o
r
ig
i
n
.
A
g
e
was
r
ep
o
r
te
d
in
g
r
o
u
p
s
;
9
0
3
(
7
7
.
3
%)
wer
e
b
e
twee
n
th
e
ag
e
o
f
2
0
-
2
5
,
9
1
(
7
.
8
%)
wer
e
b
etwe
en
th
e
ag
e
o
f
2
6
-
2
9
,
an
d
8
3
(
7
.
1
%)
wer
e
b
etwe
en
th
e
a
g
e
o
f
3
0
-
3
5
.
2
.
3
.
M
ea
s
ures
Fo
u
r
s
ca
les,
th
e
R
o
s
en
b
er
g
s
e
lf
-
esteem
s
ca
le
(
R
SE)
,
s
atis
f
a
ctio
n
with
life
s
ca
le
(
S
W
L
S),
s
u
b
jectiv
e
h
ap
p
in
ess
s
ca
le
(
SHS),
a
n
d
p
er
ce
iv
ed
s
o
cial
co
m
p
ete
n
ce
s
c
ale
(
PS
C
S),
wer
e
u
s
ed
to
c
o
llect
th
e
d
ata
f
o
r
th
e
cu
r
r
en
t
s
tu
d
y
.
C
o
n
f
i
r
m
ato
r
y
f
ac
to
r
an
aly
s
is
was
r
u
n
to
m
e
asu
r
e
wh
eth
er
th
e
m
o
d
el
o
f
t
h
ese
s
ca
les
f
it
in
a
s
am
p
le
o
f
Pak
is
tan
i
u
n
i
v
er
s
ity
s
tu
d
en
ts
.
Fo
u
r
m
o
d
els
wer
e
g
en
e
r
ated
f
o
r
ev
er
y
s
ca
le.
T
h
e
m
o
d
els
wer
e
co
n
s
id
er
ed
f
it
if
C
h
i
-
s
q
u
ar
e/
df
(
2
/
df
)
is
b
elo
w
5
,
th
e
r
o
o
t
m
ea
n
s
q
u
ar
e
er
r
o
r
o
f
ap
p
r
o
x
im
a
tio
n
(
R
MSE
A)
an
d
th
e
r
o
o
t
m
ea
n
s
q
u
ar
e
r
esid
u
al
(
SR
MR)
ar
e
b
elo
w
.
0
6
an
d
.
8
,
r
esp
ec
tiv
ely
,
an
d
th
e
g
o
o
d
n
ess
f
it
in
d
ex
(
GFI
)
an
d
th
e
co
m
p
ar
ativ
e
f
it
in
d
ex
(
C
FI)
ar
e
ab
o
v
e
.
9
[
4
9
]
.
T
h
e
r
esu
lts
p
r
esen
ted
in
T
ab
le
1
r
ef
lecte
d
a
v
er
y
g
o
o
d
f
it
f
o
r
R
SE
an
d
SHS,
R
MSE
A
,
an
d
SR
MR
ar
e
b
elo
w,
an
d
GFI
an
d
C
FI
ar
e
ab
o
v
e
th
e
cu
to
f
f
.
SW
L
S
an
d
PS
C
S
s
h
o
wed
a
g
o
o
d
f
it
with
R
MSE
A
s
lig
h
tly
ab
o
v
e
th
e
c
u
to
f
f
;
h
o
wev
e
r
,
s
in
ce
SR
MR,
C
FI,
an
d
GFI
r
esu
lts
wer
e
v
er
y
g
o
o
d
,
we
ad
o
p
ted
t
h
e
m
o
d
el
i
n
f
u
r
th
er
an
al
y
s
is
.
T
ab
le
1
.
C
o
n
f
i
r
m
ato
r
y
f
ac
to
r
a
n
aly
s
is
o
f
R
SE,
SW
L
S,
S
HS,
an
d
PS
C
S
2
(
df
)
2
/
df
P
C
F
I
G
F
I
R
M
S
EA
(
Lo
w
,
h
i
g
h
)
S
R
M
R
R
S
E
1
4
4
.
5
2
1
(
2
7
)
5
.
3
5
3
.
0
0
1
.
9
1
9
.
9
7
5
.
0
6
2
(
.
0
5
2
,
.
0
7
2
)
.
0
4
5
1
S
W
LS
4
0
.
9
6
(
5
)
8
.
1
9
.
0
0
1
.
9
7
.
9
8
.
0
8
(
.
0
5
,
.
1
0
)
.
0
3
7
S
H
S
5
.
1
1
4
(
2
)
2
.
5
6
.
0
7
8
.
9
7
.
9
8
.
0
4
(
.
0
0
,
.
0
8
)
.
0
1
9
P
S
C
S
1
5
.
6
7
(
2
)
7
.
8
4
.
0
0
1
.
9
8
.
9
9
.
0
8
(
.
0
4
,
1
2
)
.
0
2
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t
J
E
v
al
&
R
es E
d
u
c
I
SS
N:
2252
-
8
8
2
2
I
mp
a
ct
o
f self
-
esteem
a
n
d
o
ve
r
a
ll life
s
a
tis
fa
ctio
n
o
n
p
erceive
d
s
o
cia
l
… (
Mu
h
a
mma
d
K
a
mra
n
)
313
2
.
3
.
1
.
Ro
s
enberg
s
elf
-
este
em
s
ca
le
R
o
s
en
b
er
g
s
elf
-
esteem
s
ca
le
[
5
0
]
is
a
te
n
-
item
s
ca
le
th
at
m
ea
s
u
r
es
g
lo
b
al
s
elf
-
wo
r
th
b
y
m
ea
s
u
r
in
g
p
o
s
itiv
e
an
d
n
eg
ativ
e
f
ee
lin
g
s
ab
o
u
t
t
h
e
s
elf
.
Fiv
e
o
f
th
e
ite
m
s
ar
e
p
o
s
itiv
ely
wo
r
d
ed
,
an
d
f
iv
e
ar
e
n
eg
ativ
ely
wo
r
d
ed
.
An
ex
a
m
p
le
o
f
a
p
o
s
itiv
ely
wo
r
d
ed
item
is
“On
th
e
wh
o
le,
I
am
s
atis
f
ied
with
m
y
s
elf
,
”
an
ex
am
p
l
e
o
f
a
n
eg
ativ
ely
wo
r
d
e
d
item
is
“I
f
ee
l
I
d
o
n
o
t
h
av
e
m
u
ch
to
b
e
p
r
o
u
d
o
f
.
”
T
h
e
s
ca
le
is
b
eliev
ed
to
b
e
u
n
id
im
en
s
io
n
al.
All
item
s
ar
e
an
s
wer
ed
u
s
in
g
a
4
-
p
o
i
n
t
L
ik
er
t
s
ca
le
r
an
g
in
g
f
r
o
m
1
=
s
tr
o
n
g
ly
d
is
ag
r
ee
t
o
4
=stro
n
g
ly
a
g
r
ee
.
T
h
e
s
ca
le
s
h
o
wed
g
o
o
d
r
eliab
ilit
y
with
C
r
o
n
b
ac
h
’
s
α
=
.
7
0
.
2
.
3
.
2
.
Sa
t
is
f
a
ct
io
n wit
h lif
e
s
ca
le
Satis
f
ac
tio
n
with
life
s
ca
le
wa
s
d
ev
elo
p
ed
to
ass
ess
s
atis
f
ac
t
io
n
with
r
esp
o
n
d
en
ts
’
liv
es
[
5
1
]
.
I
t
is
a
5
-
item
with
a
5
-
p
o
in
t
L
ik
e
r
t
s
ca
le
r
an
g
in
g
f
r
o
m
1
=stro
n
g
ly
d
is
ag
r
ee
to
5
=stro
n
g
ly
a
g
r
ee
.
I
tem
s
in
clu
d
e
“I
n
m
o
s
t
way
s
,
m
y
life
is
clo
s
e
to
m
y
id
ea
l”
an
d
“T
h
e
c
o
n
d
itio
n
s
o
f
m
y
life
ar
e
ex
ce
lle
n
t.”
C
r
o
n
b
ac
h
alp
h
a
was a
ls
o
u
s
ed
to
m
ea
s
u
r
e
th
e
s
ca
le’
s
r
eliab
ilit
y
,
wh
ich
was g
o
o
d
at
α
=.
7
1
.
2
.
3
.
3
.
P
er
ce
iv
ed
s
o
cia
l c
o
m
pet
ence
s
ca
le
Per
ce
iv
ed
s
o
cial
co
m
p
eten
ce
s
ca
le
was
u
s
ed
to
m
ea
s
u
r
e
p
er
ce
iv
ed
s
o
cial
co
m
p
eten
ce
[
5
2
]
.
I
t
is
a
4
-
item
with
a
5
-
p
o
in
t
L
ik
er
t
s
ca
le
r
an
g
in
g
f
r
o
m
1
=n
o
t
tr
u
e
at
all
to
5
=r
ea
lly
tr
u
e.
I
tem
s
in
clu
d
e
“I
am
g
o
o
d
at
m
ak
in
g
f
r
ien
d
s
”
an
d
“I
h
elp
o
t
h
er
s
.
”
T
h
e
PS
C
S a
ls
o
s
h
o
wed
g
o
o
d
r
eliab
ilit
y
with
α
=.
7
2
.
2
.
3
.
4
.
Su
bje
ct
iv
e
ha
pp
ines
s
s
ca
le
Su
b
jectiv
e
h
ap
p
in
ess
s
ca
le
[
5
3
]
was
u
s
ed
to
m
ea
s
u
r
e
s
u
b
je
ctiv
e
h
ap
p
in
ess
.
I
t
is
a
4
-
item
with
a
5
-
p
o
in
t
L
ik
e
r
t
s
ca
le
r
an
g
in
g
f
r
o
m
1
=lo
w
h
ap
p
in
ess
to
5
=
h
ig
h
h
a
p
p
in
ess
.
T
h
r
ee
o
f
th
e
item
s
ar
e
p
o
s
itiv
ely
wo
r
d
ed
,
a
n
d
o
n
e
is
n
e
g
ativ
ely
wo
r
d
e
d
.
An
e
x
am
p
le
o
f
th
e
p
o
s
itiv
ely
wo
r
d
ed
item
s
is
“So
m
e
p
eo
p
le
ar
e
g
en
er
ally
v
er
y
h
ap
p
y
.
T
h
e
y
e
n
jo
y
life
r
eg
ar
d
less
o
f
wh
at
is
g
o
in
g
o
n
,
g
ettin
g
th
e
m
o
s
t
o
u
t
o
f
ev
er
y
th
in
g
.
T
o
wh
at
ex
ten
t
d
o
es
th
is
ch
ar
ac
ter
izatio
n
d
escr
ib
e
y
o
u
?”
.
T
h
e
n
eg
ativ
ely
wo
r
d
e
d
item
is
“So
m
e
p
eo
p
le
ar
e
g
en
er
ally
n
o
t
v
er
y
h
ap
p
y
.
Alt
h
o
u
g
h
th
ey
a
r
e
n
o
t
d
ep
r
ess
ed
,
th
ey
n
ev
e
r
s
ee
m
as
h
ap
p
y
as
th
ey
m
ig
h
t
b
e.
T
o
wh
at
ex
ten
t d
o
es th
is
ch
ar
ac
te
r
izatio
n
d
escr
ib
e
y
o
u
?”
.
T
h
e
s
ca
le
s
h
o
wed
g
o
o
d
r
eliab
ilit
y
w
ith
α
=.
7
2
.
2
.
4
.
St
a
t
is
t
ica
l a
na
ly
s
is
T
h
e
s
tatis
tica
l
an
aly
s
is
u
s
ed
I
B
M
S
PS
S
(
v
er
s
io
n
2
6
)
an
d
Mp
lu
s
(
v
er
s
io
n
8
.
3
)
.
C
o
n
f
ir
m
ato
r
y
f
ac
to
r
an
aly
s
is
was
u
s
ed
to
ch
ec
k
f
o
r
th
e
m
o
d
el
f
it
o
f
th
e
f
o
u
r
s
ca
les.
AM
OS
g
r
ap
h
i
cs
was
u
s
ed
t
o
r
u
n
co
n
f
ir
m
ato
r
y
f
ac
to
r
an
aly
s
is
.
Pear
s
o
n
c
o
r
r
e
latio
n
was
u
s
ed
to
m
ea
s
u
r
e
th
e
r
elatio
n
s
h
ip
b
etwe
en
s
elf
-
esteem
,
o
v
er
all
life
s
atis
f
ac
tio
n
,
p
er
ce
iv
ed
s
o
cial
co
m
p
eten
ce
,
an
d
s
u
b
jectiv
e
h
ap
p
in
ess
.
T
h
e
tr
ad
itio
n
al
m
ed
iatio
n
test
was
u
s
ed
to
m
ea
s
u
r
e
th
e
m
ed
iatio
n
o
f
s
u
b
jectiv
e
h
ap
p
in
ess
[
2
6
]
.
T
w
o
m
ed
iatio
n
m
o
d
els
wer
e
b
u
il
t:
o
n
e
r
ep
r
esen
tin
g
s
elf
-
esteem
–
s
u
b
jectiv
e
h
ap
p
i
n
ess
–
p
er
ce
iv
ed
s
o
cial
s
u
p
p
o
r
t,
an
d
o
n
e
r
e
p
r
esen
tin
g
life
s
atis
f
ac
tio
n
–
s
u
b
jectiv
e
h
ap
p
in
ess
–
p
er
ce
iv
e
d
s
o
cial
s
u
p
p
o
r
t.
Ma
x
im
u
m
lik
elih
o
o
d
esti
m
atio
n
with
r
o
b
u
s
t
s
tan
d
ar
d
er
r
o
r
s
esti
m
ato
r
an
d
b
o
o
ts
tr
ap
at
1
0
,
0
0
0
wer
e
u
s
ed
.
3.
RE
SU
L
T
S AN
D
D
I
SCU
SS
I
O
N
3
.
1
.
Resul
t
s
T
ab
le
2
p
r
esen
ts
th
e
v
ar
ia
b
les’
m
ea
n
s
,
s
tan
d
ar
d
d
ev
i
atio
n
s
,
s
k
ewn
ess
,
k
u
r
to
s
is
,
r
an
g
e,
an
d
co
r
r
elatio
n
co
ef
f
icien
ts
.
As
s
h
o
wn
in
T
ab
le
2
,
th
er
e
was
a
p
o
s
itiv
e
co
r
r
elatio
n
b
etwe
en
th
e
v
ar
iab
les.
Self
-
esteem
,
life
s
atis
f
ac
tio
n
,
s
u
b
je
ctiv
e
h
ap
p
i
n
ess
,
an
d
p
er
ce
iv
e
d
s
o
cial
co
m
p
eten
ce
a
r
e
all
p
o
s
itiv
ely
co
r
r
elate
d
.
Mo
r
eo
v
er
,
to
m
ea
s
u
r
e
th
e
s
ec
o
n
d
h
y
p
o
th
esis
,
m
ed
iatio
n
t
est
was
p
er
f
o
r
m
ed
f
ir
s
t
with
s
elf
-
esteem
as
an
in
d
ep
en
d
en
t
v
ar
iab
le
an
d
s
ec
o
n
d
with
life
s
atis
f
ac
tio
n
as
an
in
d
ep
en
d
en
t
v
ar
ia
b
le
[
2
6
]
.
I
n
b
o
t
h
m
o
d
els
,
p
er
ce
iv
ed
s
o
cial
co
m
p
eten
ce
was e
n
ter
ed
as a
d
ep
en
d
en
t v
a
r
iab
le
an
d
s
u
b
jectiv
e
h
ap
p
in
ess
as a
m
ed
iato
r
.
T
ab
le
2
.
Me
an
s
,
SDs
,
an
d
c
o
r
r
elatio
n
co
ef
f
icien
t
o
f
th
e
v
ar
ia
b
les
1
2
3
4
S
e
l
f
-
e
st
e
e
m
-
.
3
8
*
*
.
2
7
*
*
.
4
5
*
*
Li
f
e
s
a
t
i
sf
a
c
t
i
o
n
-
.
2
9
*
*
.
4
3
*
*
P
e
r
c
e
i
v
e
d
c
o
mp
e
t
e
n
c
e
-
.
2
6
*
*
S
u
b
j
e
c
t
i
v
e
h
a
p
p
i
n
e
ss
-
M
e
a
n
2
7
.
5
6
1
6
.
9
3
1
4
.
9
2
3
.
4
4
SD
3
.
2
6
3
.
5
8
3
.
3
8
.
6
8
S
k
e
w
n
e
ss
.
2
0
-
.
4
6
-
.
4
6
-
.
3
9
K
u
r
t
o
si
s
.
4
6
.
2
9
-
.
3
1
.
5
2
R
a
n
g
e
24
20
4
16
**
p
<
.
0
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
.
14
,
No
.
1
,
Feb
r
u
a
r
y
20
25
:
310
-
318
314
R
esu
lts
o
f
m
o
d
el
1
p
r
esen
ted
in
Fig
u
r
e
1
s
h
o
we
d
th
at
s
u
b
je
ctiv
e
h
ap
p
in
ess
m
ed
iated
th
e
in
ter
ac
tio
n
b
etwe
en
s
elf
-
esteem
an
d
p
er
c
eiv
ed
s
o
cial
co
m
p
eten
ce
.
Sim
ilar
ly
,
in
m
o
d
el
2
,
s
u
b
jectiv
e
h
ap
p
in
ess
m
ed
iated
th
e
in
ter
ac
tio
n
b
etwe
en
life
s
a
tis
f
ac
tio
n
an
d
p
er
ce
iv
e
d
s
o
cia
l
co
m
p
eten
ce
,
as
s
h
o
wn
in
Fig
u
r
e
2
.
I
n
a
d
d
itio
n
,
th
e
in
d
ep
en
d
e
n
t
s
am
p
le
t
-
test
s
h
o
wed
th
at
m
ales
(
M=
2
7
.
8
4
8
,
SD=3
.
2
4
2
)
h
a
d
s
ig
n
if
ican
tly
h
ig
h
er
s
elf
-
esteem
lev
els
th
an
f
em
ales
(
M=
2
7
.
2
6
7
,
SD=3
.
2
6
4
)
.
T
h
er
e
was
n
o
g
en
d
er
d
if
f
e
r
en
ce
in
p
er
ce
iv
e
d
s
o
cial
co
m
p
eten
ce
,
life
s
atis
f
ac
tio
n
,
an
d
s
u
b
jectiv
e
h
ap
p
in
ess
.
T
h
e
r
esu
lts
ar
e
p
r
esen
ted
in
T
ab
le
3
.
**
p
<
.
0
1
Fig
u
r
e
1
.
Mo
d
el
1
,
s
ig
n
if
ican
t
m
ed
iatio
n
o
f
s
u
b
jectiv
e
h
a
p
p
i
n
ess
in
th
e
r
elatio
n
s
h
ip
b
etwe
e
n
s
elf
-
esteem
an
d
p
er
ce
iv
ed
s
o
cial
co
m
p
eten
ce
**
p
<
.
0
1
Fig
u
r
e
2
.
Mo
d
el
2
,
s
ig
n
if
ican
t
m
ed
iatio
n
o
f
s
u
b
jectiv
e
h
a
p
p
i
n
ess
in
th
e
r
elatio
n
s
h
ip
b
etwe
e
n
life
s
atis
f
ac
tio
n
an
d
p
er
ce
i
v
ed
s
o
cial
co
m
p
ete
n
ce
T
ab
le
3
.
I
n
d
ep
e
n
d
en
t sam
p
le
t
-
test
,
th
e
d
if
f
er
en
ce
b
etwe
en
g
en
d
er
s
ac
r
o
s
s
th
e
v
ar
ia
b
les
F
e
mal
e
s
M
a
l
e
s
t
(
1
1
2
3
)
p
C
o
h
e
n
’
s
d
M
SD
M
SD
S
e
l
f
-
e
st
e
e
m
2
7
.
2
7
3
.
2
6
2
7
.
8
5
3
.
2
4
-
2
.
9
9
.
0
0
3
.
1
8
Li
f
e
s
a
t
i
sf
a
c
t
i
o
n
1
6
.
7
8
3
.
6
4
1
7
.
0
9
3
.
5
1
-
1
.
4
6
.
1
4
5
.
0
9
S
u
b
j
e
c
t
i
v
e
h
a
p
p
i
n
e
ss
3
.
4
2
.
6
8
3
.
4
6
.
6
7
-
.
9
4
.
3
4
8
.
0
6
P
e
r
c
e
i
v
e
d
so
c
i
a
l
c
o
mp
e
t
e
n
c
e
1
4
.
7
4
3
.
3
3
1
5
.
1
1
3
.
4
2
-
1
.
8
1
.
0
7
0
.
1
1
3
.
2
.
Dis
cus
s
io
n
T
h
is
s
tu
d
y
ex
p
lo
r
ed
th
e
im
p
ac
t
o
f
s
elf
-
esteem
an
d
o
v
er
a
ll
life
s
atis
f
ac
tio
n
o
n
p
er
ce
i
v
ed
s
o
cial
co
m
p
eten
ce
in
Pak
is
tan
i
u
n
i
v
er
s
ity
s
tu
d
en
ts
wh
ile
tak
in
g
s
u
b
jectiv
e
h
ap
p
in
ess
as
a
m
ed
iato
r
.
B
ased
o
n
p
r
ev
io
u
s
r
esear
ch
,
th
r
ee
h
y
p
o
t
h
eses
wer
e
g
en
er
ate
d
.
T
h
e
f
i
n
d
in
g
s
r
ev
ea
le
d
th
e
to
tal
ac
ce
p
t
an
ce
o
f
h
y
p
o
th
eses
1
an
d
2
an
d
th
e
p
a
r
tial a
cc
ep
ta
n
ce
o
f
h
y
p
o
th
esis
3
.
As
ex
p
ec
ted
,
s
elf
-
esteem
,
life
s
atis
f
ac
tio
n
,
s
u
b
jectiv
e
h
ap
p
in
ess
,
an
d
p
er
ce
iv
ed
s
o
cial
co
m
p
eten
ce
p
o
s
itiv
ely
co
r
r
elate
d
.
Hen
ce
,
th
e
f
in
d
in
g
s
co
n
f
ir
m
e
d
h
y
p
o
th
esis
1
in
a
s
am
p
le
o
f
P
ak
is
tan
i
u
n
iv
er
s
ity
s
tu
d
en
ts
.
I
n
ad
d
itio
n
,
th
e
r
esu
lts
wer
e
s
im
ilar
to
p
r
ev
io
u
s
r
esear
ch
th
at
f
o
u
n
d
an
ass
o
ciatio
n
b
etwe
en
th
e
v
ar
iab
les
[
8
]
,
[
1
8
]
,
[
2
2
]
,
[
2
3
]
,
[
2
6
]
,
[
3
4
]
,
[
4
8
]
,
[
5
4
]
–
[
5
7
]
.
Mo
r
eo
v
er
,
th
e
r
esu
lts
also
c
o
n
f
ir
m
e
d
h
y
p
o
th
eses
2
a
an
d
2
b
.
Su
b
jectiv
e
h
ap
p
in
ess
m
ed
iated
th
e
r
elatio
n
s
h
ip
b
etwe
en
s
elf
-
esteem
an
d
p
er
ce
iv
e
d
s
o
cial
co
m
p
eten
ce
,
life
s
atis
f
ac
tio
n
,
an
d
s
o
cial
co
m
p
eten
ce
.
Pre
v
io
u
s
r
esear
ch
f
o
u
n
d
a
d
ir
ec
t
r
elatio
n
s
h
ip
b
etwe
en
s
elf
-
esteem
an
d
s
o
cial
c
o
m
p
eten
c
e
[
2
4
]
an
d
b
etwe
en
s
elf
-
esteem
an
d
h
ap
p
in
ess
[
2
6
]
,
[
5
8
]
.
Similar
ly
,
life
s
atis
f
ac
tio
n
was
as
s
o
ciate
d
wit
h
p
er
ce
iv
ed
s
o
cial
co
m
p
eten
ce
[
2
2
]
,
[
5
5
]
a
n
d
with
h
ap
p
in
ess
[
3
0
]
,
[
3
1
]
,
[
5
9
]
.
Su
b
jectiv
e
h
ap
p
in
ess
is
im
p
o
r
tan
t
in
f
o
r
m
in
g
p
er
ce
iv
ed
s
o
cial
co
m
p
eten
ce
am
o
n
g
Pak
is
tan
i
u
n
iv
er
s
ity
s
tu
d
en
ts
.
As
th
e
s
o
cio
m
eter
th
e
o
r
y
d
is
cu
s
s
ed
[
7
]
,
[
4
7
]
,
s
elf
-
esteem
ca
n
lead
to
h
ap
p
in
ess
,
an
d
m
o
n
ito
r
in
ter
p
er
s
o
n
al
v
ar
iab
les.
Per
ce
iv
ed
s
o
cial
co
m
p
eten
ce
is
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
I
mp
a
ct
o
f self
-
esteem
a
n
d
o
ve
r
a
ll life
s
a
tis
fa
ctio
n
o
n
p
erceive
d
s
o
cia
l
… (
Mu
h
a
mma
d
K
a
mra
n
)
315
d
ir
ec
tly
r
elate
d
to
i
n
d
iv
id
u
als’
r
elatio
n
s
h
ip
s
with
in
th
eir
s
o
cieties.
Mo
r
eo
v
er
,
it
is
r
el
ated
to
in
d
iv
i
d
u
als
p
er
ce
iv
ed
s
o
cieta
l
p
o
s
itio
n
.
H
o
wev
er
,
th
is
s
tu
d
y
also
s
h
o
wed
th
at
s
u
b
jectiv
e
h
ap
p
i
n
ess
ca
n
m
e
d
iate
b
etwe
e
n
s
elf
-
esteem
an
d
p
er
ce
i
v
ed
s
o
cial
co
m
p
eten
ce
.
I
n
d
i
v
id
u
als
wh
o
h
av
e
h
ig
h
s
elf
-
esteem
ca
n
h
av
e
,
as
a
r
esu
lt,
h
ig
h
p
er
ce
i
v
ed
s
o
cial
co
m
p
ete
n
ce
,
an
d
th
is
r
elatio
n
s
h
ip
ca
n
b
e
s
tr
o
n
g
er
if
in
d
iv
id
u
als
ar
e
h
ap
p
y
in
t
h
eir
liv
es.
T
h
e
r
esu
lts
ca
n
also
b
e
d
is
cu
s
s
ed
f
r
o
m
th
e
ter
r
o
r
m
an
ag
e
m
en
t
th
eo
r
y
;
s
elf
-
esteem
lead
s
to
h
ap
p
in
ess
an
d
p
er
ce
iv
es
s
o
cial
co
m
p
eten
ce
,
wh
ich
in
tu
r
n
d
ec
r
ea
s
es
d
ea
th
an
x
iety
s
in
ce
th
e
f
ir
s
t
is
r
elate
d
to
well
-
b
ein
g
an
d
th
e
latter
is
r
elate
d
to
in
ter
p
e
r
s
o
n
al
r
elatio
n
s
h
ip
s
[
1
]
.
P
a
k
i
s
t
a
n
i
u
n
i
v
e
r
s
i
t
y
s
tu
d
en
ts
with
h
ig
h
s
elf
-
esteem
a
n
d
l
i
f
e
s
at
i
s
f
a
ct
i
o
n
g
en
er
ally
p
er
ce
iv
e
t
h
e
m
s
e
l
v
e
s
t
o
h
a
v
e
h
i
g
h
s
o
cial
c
o
m
p
eten
c
e
.
T
h
i
s
r
e
l
a
t
i
o
n
s
h
i
p
b
e
c
o
m
e
s
s
tr
o
n
g
er
i
n
t
h
o
s
e
u
n
i
v
e
r
s
i
t
y
s
tu
d
en
ts
w
h
o
p
er
ce
i
v
e
t
h
e
i
r
l
i
v
es
t
o
b
e
h
a
p
p
y
a
n
d
h
a
p
p
i
e
r
t
h
a
n
o
t
h
e
r
s
.
Hen
ce
,
it
i
s
i
m
p
o
r
ta
n
t
i
n
Pak
is
tan
i
u
n
i
v
er
s
ities
an
d
e
a
r
l
y
ad
u
lth
o
o
d
t
o
f
o
cu
s
o
n
h
o
w
t
h
e
s
e
s
t
u
d
e
n
ts
p
er
ce
iv
e
th
em
s
el
v
es
i
n
t
e
r
m
s
of
t
h
e
i
r
r
elatio
n
s
h
ip
w
i
t
h
o
t
h
e
r
s
,
t
h
e
i
r
v
a
l
u
e
i
n
s
o
c
i
e
t
y
,
t
h
e
i
r
l
e
v
e
l
o
f
s
atis
f
ac
tio
n
,
a
n
d
h
o
w
th
ey
p
er
ce
iv
e
t
h
e
i
r
h
a
p
p
i
n
e
s
s
.
Mo
r
eo
v
er
,
t
h
e
s
t
u
d
y
s
h
o
wed
th
at
s
e
l
f
-
esteem
,
life
s
atis
f
ac
t
io
n
,
a
n
d
h
a
p
p
i
n
e
s
s
ar
e
ess
en
t
ial
f
ac
to
r
s
i
n
a
co
llectiv
is
t
s
o
c
i
e
t
y
l
i
k
e
Pak
is
tan
.
B
esid
es,
th
ey
ar
e
cr
itical
to
f
o
r
m
in
g
p
er
ce
i
v
ed
s
o
cial
co
m
p
et
en
ce
in
a
s
o
ciety
lik
e
t
h
e
o
n
e
in
Pak
is
tan
.
Fu
r
th
er
m
o
r
e
,
h
y
p
o
t
h
esis
3
ex
p
ec
ted
to
f
in
d
d
if
f
er
en
ce
s
i
n
g
en
d
er
ac
r
o
s
s
all
v
ar
iab
les.
R
esear
ch
h
as
s
h
o
wn
s
o
m
e
g
en
d
er
d
if
f
e
r
en
c
es
in
s
elf
-
esteem
,
with
m
ales
g
en
er
ally
h
av
in
g
h
ig
h
er
lev
els
o
f
s
elf
-
esteem
th
an
f
em
ales.
Ho
wev
er
,
it
is
es
s
en
t
ial
to
n
o
te
th
at
th
is
d
if
f
er
en
ce
is
s
l
ig
h
t
an
d
v
ar
ies
d
ep
en
d
i
n
g
o
n
th
e
co
n
tex
t
an
d
cu
ltu
r
e.
Ad
d
itio
n
ally
,
s
elf
-
esteem
is
a
co
m
p
lex
co
n
s
tr
u
ct
in
f
lu
en
ce
d
b
y
v
ar
io
u
s
f
ac
to
r
s
,
in
clu
d
in
g
ch
ild
h
o
o
d
ex
p
er
ien
ce
s
,
cu
ltu
r
al
an
d
s
o
cieta
l
ex
p
ec
tatio
n
s
,
an
d
in
d
i
v
id
u
al
d
if
f
er
en
ce
s
.
T
h
e
r
esu
lts
co
n
f
ir
m
ed
th
e
d
if
f
er
en
ce
in
s
elf
-
esteem
b
et
wee
n
m
ales
an
d
f
em
ales.
Si
m
ilar
to
p
r
ev
io
u
s
r
esear
ch
,
m
ales
h
ad
h
ig
h
er
s
elf
-
esteem
th
an
f
em
ales
[
4
0
]
,
[
4
1
]
.
T
h
e
co
n
ce
p
t
o
f
s
elf
-
esteem
is
lik
ely
to
f
lu
ctu
ate
an
d
c
h
an
g
e
th
r
o
u
g
h
o
u
t
tim
e
d
u
e
to
in
ter
n
al
an
d
ex
ter
n
al
f
o
r
ce
s
;
co
m
p
ar
ed
to
f
em
ales,
m
ales
ap
p
ea
r
to
h
av
e
g
r
ea
ter
s
elf
-
esteem
s
co
r
es.
Hig
h
s
elf
-
esteem
m
ay
b
e
s
ee
n
as
a
s
ter
eo
ty
p
ically
m
ascu
lin
e
tr
ait
in
a
cu
ltu
r
e
wh
er
e
g
e
n
d
er
r
o
les
p
lay
an
ess
en
tial r
o
le.
Hig
h
s
elf
-
esteem
m
ay
also
b
e
lin
k
ed
with
m
a
s
cu
lin
ity
-
ass
o
ciate
d
f
ea
tu
r
es
[
6
0
]
.
On
th
e
lev
el
o
f
o
th
er
v
ar
iab
l
es,
th
er
e
wer
e
n
o
s
ig
n
if
ica
n
t
g
en
d
er
d
if
f
er
e
n
ce
s
.
T
h
ese
co
n
s
tr
u
cts
ar
e
m
u
ltifa
ce
ted
,
d
y
n
am
ic,
a
n
d
i
n
f
lu
en
ce
d
b
y
i
n
d
iv
id
u
al
an
d
cu
ltu
r
al
in
f
lu
e
n
ce
s
;
th
u
s
,
s
ev
er
al
f
ac
to
r
s
m
ig
h
t
co
n
tr
ib
u
te
to
t
h
e
ab
s
en
ce
o
f
g
en
d
er
d
if
f
er
e
n
ce
s
.
B
ein
g
in
a
co
llectiv
is
t
cu
ltu
r
e
m
ig
h
t
b
e
o
n
e
r
ea
s
o
n
t
h
ese
v
ar
iab
les
d
id
n
o
t
d
if
f
e
r
b
etwe
en
g
e
n
d
er
s
.
H
o
wev
er
,
f
u
r
t
h
er
r
esear
ch
is
n
ee
d
ed
to
m
ea
s
u
r
e
th
is
co
m
p
ar
ed
to
in
d
iv
id
u
alis
tic
cu
ltu
r
es.
A
d
d
itio
n
ally
,
th
e
s
ca
les
p
r
esen
ted
m
ig
h
t
n
o
t
b
e
ab
le
to
h
ig
h
lig
h
t
d
if
f
er
en
ce
s
b
etwe
en
m
ales
an
d
f
em
ales.
Ho
wev
er
,
th
at
was
n
o
t
a
n
is
s
u
e
th
at
was
p
r
esen
ted
in
p
r
e
v
io
u
s
r
e
s
ea
r
ch
.
Fin
ally
,
t
h
e
s
am
p
le
m
ea
s
u
r
ed
is
h
o
m
o
g
e
n
eo
u
s
,
wh
ich
m
ig
h
t
af
f
ec
t
th
e
ab
s
en
ce
o
f
g
en
d
er
d
if
f
er
en
ce
.
Par
ticip
an
ts
wer
e
u
n
iv
er
s
ity
s
tu
d
en
ts
,
with
th
e
m
ajo
r
ity
s
in
g
le,
r
e
f
lectin
g
s
im
ilar
s
o
cial
,
an
d
ac
ad
em
ic
r
o
les.
3
.
3
.
L
im
it
a
t
io
ns
a
nd
f
uture
re
s
ea
rc
h
Desp
ite
th
e
s
tr
en
g
th
s
o
f
th
is
s
tu
d
y
,
it
h
as
s
o
m
e
lim
itatio
n
s
.
T
h
is
s
tu
d
y
is
a
co
r
r
elatio
n
al
d
esig
n
with
th
e
cr
o
s
s
-
s
ec
tio
n
al
m
eth
o
d
o
f
d
ata
co
llectio
n
.
A
lo
n
g
it
u
d
in
al
s
tu
d
y
wo
u
ld
b
e
m
o
r
e
ap
p
r
o
p
r
iate
f
o
r
d
eter
m
in
in
g
th
e
ca
u
s
al
r
ela
tio
n
s
h
ip
b
etwe
en
s
elf
-
estee
m
,
o
v
e
r
all
life
s
atis
f
ac
tio
n
,
p
er
ce
iv
ed
s
o
cial
co
m
p
eten
ce
,
a
n
d
s
u
b
jectiv
e
h
ap
p
in
ess
an
d
th
eir
co
r
r
elatio
n
o
v
er
tim
e.
Seco
n
d
,
a
m
o
r
e
tec
h
n
ical
r
estrictio
n
is
s
h
ar
ed
-
m
eth
o
d
v
ar
ian
ce
,
wh
i
ch
r
esu
lts
f
r
o
m
u
s
in
g
s
o
lel
y
s
elf
-
ad
m
in
is
ter
ed
co
n
s
tr
u
c
ts
f
o
r
th
e
s
tu
d
y
’
s
v
ar
iab
les.
Self
-
r
ef
lectio
n
ass
ess
m
en
ts
s
ee
m
ed
ac
ce
p
tab
le
b
ec
au
s
e
th
ese
f
ac
to
r
s
ar
e
b
ased
o
n
in
ter
n
al
s
u
b
jectiv
e
p
r
o
ce
s
s
es.
I
t
is
s
u
g
g
ested
th
at
f
u
tu
r
e
r
esear
ch
er
s
u
s
e
m
ix
ed
-
m
eth
o
d
d
esig
n
r
esear
ch
d
esig
n
s
to
u
n
d
er
s
tan
d
th
ese
c
o
n
s
tr
u
cts
t
h
o
r
o
u
g
h
ly
.
Fin
ally
,
f
u
r
th
er
r
esear
ch
co
u
l
d
f
o
cu
s
o
n
t
h
e
d
if
f
er
en
ce
b
etwe
en
co
llectiv
is
t
an
d
in
d
iv
id
u
alis
tic
cu
ltu
r
es
in
life
s
atis
f
ac
tio
n
,
s
u
b
jectiv
e
h
ap
p
in
ess
,
an
d
p
er
ce
iv
e
d
s
o
cial
co
m
p
eten
ce
.
Sin
ce
th
is
s
tu
d
y
d
id
n
o
t
f
in
d
g
en
d
e
r
d
if
f
e
r
en
ce
s
in
th
ese
v
ar
iab
les,
f
o
cu
s
in
g
o
n
co
llectiv
is
t
v
er
s
u
s
in
d
iv
id
u
alis
tic
cu
ltu
r
es
m
ig
h
t e
n
h
a
n
ce
o
u
r
u
n
d
er
s
tan
d
in
g
o
f
t
h
e
co
n
ce
p
ts
.
3
.
4
.
Resea
rc
h im
pli
ca
t
io
n
Un
iv
er
s
ity
s
tu
d
en
ts
ar
e
at
th
e
b
eg
in
n
in
g
o
f
th
eir
ad
u
lt
liv
e
s
.
T
h
is
s
tu
d
y
’
s
r
esu
lts
ca
n
s
u
p
p
o
r
t
ea
r
ly
ad
u
lts
’
well
-
b
ein
g
,
esp
ec
ially
at
a
tr
an
s
itio
n
al
s
tag
e
in
to
ad
u
lth
o
o
d
.
Self
-
esteem
,
life
s
atis
f
ac
tio
n
,
s
u
b
jectiv
e
h
ap
p
in
ess
,
an
d
p
er
ce
iv
e
d
s
o
ci
al
co
m
p
eten
ce
h
av
e
b
ee
n
s
h
o
wn
to
p
lay
an
im
p
o
r
tan
t
r
o
le
in
an
in
d
iv
id
u
al
’
s
life
.
Mo
r
eo
v
er
,
t
h
eir
r
elatio
n
s
h
ip
ca
n
b
e
u
s
ed
in
m
e
n
tal
h
e
alth
s
u
p
p
o
r
t
p
r
o
g
r
am
s
at
u
n
iv
er
s
ities
in
Pak
is
tan
.
T
h
e
f
in
d
i
n
g
s
ca
n
ass
is
t
an
d
b
e
a
b
ase
f
o
r
m
e
n
tal
h
ea
lth
p
r
ac
titi
o
n
er
s
,
in
v
o
lv
ed
b
o
d
ies
,
an
d
lea
d
er
s
h
ip
in
u
n
iv
er
s
ities
in
Pak
is
tan
.
T
o
i
n
cr
ea
s
e
Pak
is
tan
i
u
n
iv
er
s
ity
s
tu
d
en
ts
’
ac
ad
em
ic
an
d
s
o
cia
l
en
g
ag
em
e
n
t,
life
s
atis
f
ac
tio
n
,
s
elf
-
esteem
,
o
r
b
o
th
ca
n
b
e
s
u
p
p
o
r
ted
.
I
n
ad
d
itio
n
,
in
v
o
l
v
in
g
Pak
is
tan
i
u
n
i
v
er
s
ity
s
tu
d
en
ts
in
ac
tiv
ities
th
at
m
ig
h
t
in
cr
ea
s
e
t
h
eir
s
u
b
jectiv
e
h
a
p
p
in
ess
will
also
lead
to
h
ig
h
er
p
er
ce
iv
ed
s
o
cial
co
m
p
eten
ce
.
I
n
g
en
er
al,
th
e
r
elatio
n
s
h
ip
b
e
twee
n
s
elf
-
esteem
,
life
s
atis
f
a
ctio
n
,
s
u
b
jectiv
e
h
ap
p
in
ess
,
an
d
p
er
ce
iv
ed
s
o
cial
co
m
p
eten
ce
in
th
is
s
tu
d
y
ca
n
co
n
tr
ib
u
te
to
h
ea
lth
ier
well
-
b
e
in
g
in
Pak
is
tan
i
u
n
iv
er
s
ity
s
tu
d
en
ts
.
T
h
ese
f
ac
to
r
s
ar
e
cr
u
cial
f
o
r
s
tu
d
e
n
ts
’
well
-
b
ein
g
as
th
e
y
tr
an
s
itio
n
i
n
to
ad
u
lth
o
o
d
an
d
ca
n
im
p
ac
t
th
e
ir
f
u
tu
r
e
h
ap
p
in
ess
an
d
s
u
cc
ess
.
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
.
14
,
No
.
1
,
Feb
r
u
a
r
y
20
25
:
310
-
318
316
4.
CO
NCLU
SI
O
N
T
h
is
s
tu
d
y
s
h
o
wed
th
at
Pak
i
s
tan
i
u
n
iv
er
s
ity
s
tu
d
en
ts
with
h
ig
h
s
elf
-
esteem
,
life
s
atis
f
ac
tio
n
,
an
d
h
ig
h
s
u
b
jectiv
e
h
ap
p
in
ess
p
er
ce
iv
e
th
em
s
elv
es
as
s
o
cially
co
m
p
eten
t.
Mo
r
e
o
v
er
,
m
ales
s
h
o
wed
h
ig
h
er
s
elf
-
esteem
lev
els
th
an
f
em
ales,
w
h
ile
n
o
g
en
d
er
d
if
f
e
r
en
ce
was
r
ep
o
r
ted
in
life
s
atis
f
ac
tio
n
,
s
u
b
jectiv
e
h
ap
p
in
ess
,
an
d
p
er
ce
iv
ed
s
o
cial
c
o
m
p
ete
n
ce
.
T
h
ese
f
in
d
in
g
s
ca
n
ass
is
t
u
n
iv
e
r
s
ities
in
th
eir
m
en
tal
h
ea
lth
p
r
o
g
r
am
s
an
d
s
u
s
tain
s
tu
d
en
ts
’
h
ea
lth
ier
well
-
b
ein
g
.
I
t
is
wo
r
t
h
n
o
tin
g
th
at
th
ese
r
elatio
n
s
h
i
p
s
ar
e
n
o
t
alwa
y
s
s
tr
aig
h
tf
o
r
war
d
an
d
th
at
o
th
er
f
ac
to
r
s
s
u
c
h
as
p
er
s
o
n
ality
,
c
o
p
in
g
s
ty
le,
an
d
life
ev
e
n
ts
c
an
also
a
f
f
ec
t
s
elf
-
esteem
,
life
s
atis
f
ac
tio
n
,
p
er
ce
iv
ed
s
o
cial
co
m
p
eten
ce
,
an
d
s
u
b
jectiv
e
h
ap
p
in
ess
.
RE
F
E
R
E
NC
E
S
[
1
]
A
.
S
a
l
i
c
e
,
“
S
e
l
f
-
e
st
e
e
m
,
s
o
c
i
a
l
e
s
t
e
e
m
,
a
n
d
p
r
i
d
e
,
”
Em
o
t
i
o
n
Re
v
i
e
w
,
v
o
l
.
1
2
,
n
o
.
3
,
p
p
.
1
9
3
–
2
0
5
,
Ju
l
.
2
0
2
0
,
d
o
i
:
1
0
.
1
1
7
7
/
1
7
5
4
0
7
3
9
2
0
9
3
0
7
8
8
.
[
2
]
M
.
B
.
B
u
l
u
t
,
“
E
x
a
m
i
n
i
n
g
b
e
l
i
e
f
i
n
a
j
u
st
w
o
r
l
d
,
r
e
l
i
g
i
o
u
s
w
o
r
l
d
v
i
e
w
s,
a
n
d
s
e
l
f
-
e
st
e
e
m
w
i
t
h
i
n
t
h
e
f
r
a
m
e
w
o
r
k
o
f
t
e
r
r
o
r
ma
n
a
g
e
me
n
t
t
h
e
o
r
y
:
m
o
r
t
a
l
i
t
y
s
a
l
i
e
n
t
a
n
d
n
o
n
m
o
r
t
a
l
i
t
y
s
a
l
i
e
n
t
o
r
g
a
n
i
z
a
t
i
o
n
s,
”
O
ME
G
A
-
J
o
u
r
n
a
l
o
f
D
e
a
t
h
a
n
d
D
y
i
n
g
,
v
o
l
.
8
3
,
n
o
.
1
,
p
p
.
1
2
1
–
1
4
1
,
M
a
y
2
0
2
1
,
d
o
i
:
1
0
.
1
1
7
7
/
0
0
3
0
2
2
2
8
2
0
9
2
8
1
4
8
.
[
3
]
R
.
B
.
A
r
r
o
w
o
o
d
a
n
d
C
.
R
.
C
o
x
,
“
T
e
r
r
o
r
ma
n
a
g
e
m
e
n
t
t
h
e
o
r
y
:
a
p
r
a
c
t
i
c
a
l
r
e
v
i
e
w
o
f
r
e
se
a
r
c
h
a
n
d
a
p
p
l
i
c
a
t
i
o
n
,
”
Bri
l
l
Re
se
a
r
c
h
Pe
rsp
e
c
t
i
v
e
s
i
n
R
e
l
i
g
i
o
n
a
n
d
Psy
c
h
o
l
o
g
y
,
v
o
l
.
2
,
n
o
.
1
,
p
p
.
1
–
8
3
,
F
e
b
.
2
0
2
0
,
d
o
i
:
1
0
.
1
1
6
3
/
2
5
8
9
7
1
2
8
-
1
2
3
4
0
0
0
3
.
[
4
]
J.
A
r
san
d
a
u
x
,
C
.
G
a
l
é
r
a
,
a
n
d
R
.
S
a
l
a
mo
n
,
“
Th
e
a
ss
o
c
i
a
t
i
o
n
o
f
se
l
f
‐
e
st
e
e
m
a
n
d
p
sy
c
h
o
s
o
c
i
a
l
o
u
t
c
o
m
e
s
i
n
y
o
u
n
g
a
d
u
l
t
s:
a
1
0
‐
y
e
a
r
p
r
o
s
p
e
c
t
i
v
e
s
t
u
d
y
,
”
C
h
i
l
d
a
n
d
A
d
o
l
e
s
c
e
n
t
Me
n
t
a
l
H
e
a
l
t
h
,
v
o
l
.
2
6
,
n
o
.
2
,
p
p
.
1
0
6
–
1
1
3
,
M
a
y
2
0
2
1
,
d
o
i
:
1
0
.
1
1
1
1
/
c
a
mh
.
1
2
3
9
2
.
[
5
]
A
.
I
.
A
mj
a
d
,
“
N
e
u
r
o
sc
i
e
n
t
i
f
i
c
s
t
u
d
y
o
n
t
h
e
e
f
f
e
c
t
o
f
b
r
a
i
n
-
b
a
s
e
d
l
e
a
r
n
i
n
g
o
n
s
t
u
d
e
n
t
s’
i
n
t
r
i
n
si
c
m
o
t
i
v
a
t
i
o
n
t
o
l
e
a
r
n
m
a
t
h
e
m
a
t
i
c
s,
”
An
n
a
l
s
o
f
H
u
m
a
n
a
n
d
S
o
c
i
a
l
S
c
i
e
n
c
e
s
,
v
o
l
.
3
,
n
o
.
I
I
,
S
e
p
.
2
0
2
2
,
d
o
i
:
1
0
.
3
5
4
8
4
/
a
h
ss.
2
0
2
2
(
3
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I
)
6
9
.
[
6
]
J.
J.
C
a
mero
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d
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.
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r
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,
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[
7
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W
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.
[
8
]
M
.
S
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k
,
P
.
M
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z
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r
,
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K
.
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z
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r
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s:
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med
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Re
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.
[
9
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.
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[
1
1
]
A
.
K
.
R
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,
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.
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J.
A
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D
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.
[
1
2
]
J.
L
i
,
M
.
F
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n
g
,
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.
W
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,
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.
S
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Z.
C
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0
.
[
1
3
]
K
.
S
c
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a
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,
J
.
W
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.
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d
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.
[
1
4
]
M
.
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u
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.
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v
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.
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a
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d
V
.
J.
P
r
a
d
o
-
G
a
sc
ó
,
“
Em
o
t
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Q
C
A
m
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s,”
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.
[
1
5
]
J.
L
u
o
,
P
.
Y
e
u
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g
,
a
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d
H
.
Li
,
“
Th
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s:
t
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p
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a
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me
d
i
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a
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a
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h
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Re
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8
.
[
1
6
]
A
.
M
u
s
e
t
t
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a
n
d
P
.
C
o
r
sa
n
o
,
“
M
u
l
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men
s
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l
f
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,
”
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u
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Psy
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-
6.
[
1
7
]
A
.
D
e
m
b
i
ń
sk
a
,
J
.
K
ł
o
s
o
w
sk
a
,
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d
D
.
O
c
h
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k
,
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b
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C
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Psy
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9.
[
1
8
]
L.
K
ř
e
mé
n
k
o
v
á
,
S
.
D
o
b
e
šo
v
á
C
a
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,
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d
J.
K
v
i
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v
á
,
“
TH
E
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B
I
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G
RAP
H
I
E
S O
F
AUTH
O
RS
Mu
h
a
m
m
a
d
K
a
m
r
a
n
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o
l
d
s
a
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h
.
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in
Ed
u
c
a
ti
o
n
fr
o
m
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rth
e
a
st
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rm
a
l
Un
iv
e
rsity
i
n
2
0
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.
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u
rre
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y
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k
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g
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s
a
n
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sista
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t
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ro
fe
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r
in
t
h
e
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p
a
rtme
n
t
o
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u
c
a
ti
o
n
,
a
t
th
e
U
n
iv
e
rsit
y
o
f
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o
ra
lai,
Ba
lo
c
h
istan
,
P
a
k
is
tan
.
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is
i
n
tere
ste
d
i
n
in
terd
isc
ip
li
n
a
ry
re
se
a
rc
h
su
c
h
a
s
g
e
n
e
ra
l
tea
c
h
e
r
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d
u
c
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ti
o
n
,
w
e
ll
-
b
e
in
g
,
m
e
a
n
in
g
in
li
fe
,
c
re
a
ti
v
it
y
,
a
n
d
sc
a
le
v
a
li
d
a
ti
o
n
e
sp
e
c
ially
.
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rre
n
t
ly
,
h
is
f
o
c
u
s
is
o
n
v
a
li
d
a
ti
n
g
th
e
f
o
re
ig
n
sc
a
les
in
th
e
P
a
k
istan
i
c
o
n
tex
t
.
He
c
a
n
b
e
c
o
n
tac
ted
a
t
e
m
a
il
:
m
u
h
a
m
m
a
d
.
k
a
m
ra
n
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o
li
.
e
d
u
.
p
k
or
k
a
m
ra
n
k
u
n
d
i
8
6
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m
a
il
.
c
o
m
.
Ma
wa
S
a
a
b
h
o
ld
s
a
P
h
D.
in
Ap
p
li
e
d
P
s
y
c
h
o
l
o
g
y
fro
m
No
rth
e
a
st
No
rm
a
l
Un
iv
e
rsity
.
Cu
rre
n
t
ly
,
s
h
e
is
a
p
o
std
o
c
fe
ll
o
w
i
n
Ke
y
Lab
o
r
a
to
ry
o
f
M
o
d
e
rn
Tea
c
h
in
g
Tec
h
n
o
l
o
g
y
(
M
in
istr
y
o
f
Ed
u
c
a
ti
o
n
)
a
t
S
h
a
a
n
x
i
N
o
rm
a
l
Un
i
v
e
rsity
.
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h
e
is
i
n
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ste
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i
n
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terd
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ip
li
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ry
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se
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rc
h
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c
h
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s
g
e
n
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ra
l
we
ll
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g
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m
e
a
n
i
n
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fe
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s
o
m
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ti
z
a
ti
o
n
,
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h
ro
n
ic
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ise
a
se
s,
a
n
d
d
e
fe
n
se
m
e
c
h
a
n
is
m
s.
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e
c
u
rre
n
t
re
se
a
rc
h
fo
c
u
s
is
o
n
v
id
e
o
lea
rn
in
g
a
n
d
lec
tu
re
s.
S
h
e
c
a
n
b
e
c
o
n
tac
ted
a
t
e
m
a
il
:
sa
a
b
.
m
@s
n
n
u
.
e
d
u
.
c
n
.
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o
o
j
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z
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s
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d
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d
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ted
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S
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in
ica
l
P
s
y
c
h
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lo
g
y
st
u
d
e
n
t
a
t
COM
S
ATS
Un
iv
e
rsity
Lah
o
re
,
Isla
m
a
b
a
d
,
h
a
s
a
wid
e
-
ra
n
g
in
g
i
n
tere
st
in
th
e
re
se
a
rc
h
field
.
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a
ss
io
n
a
te
a
b
o
u
t
e
x
p
l
o
rin
g
d
iv
e
rse
a
sp
e
c
ts
o
f
p
sy
c
h
o
l
o
g
y
,
sh
e
a
c
ti
v
e
ly
c
o
n
tri
b
u
tes
to
a
d
v
a
n
c
i
n
g
k
n
o
wle
d
g
e
i
n
h
e
r
field
,
a
s
a
n
A
m
b
a
ss
a
d
o
r
o
f
Taa
lee
m
.
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h
e
is
d
e
e
p
ly
in
v
o
l
v
e
d
i
n
p
r
o
m
o
ti
n
g
e
d
u
c
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ti
o
n
a
n
d
re
se
a
rc
h
in
it
iativ
e
s,
d
e
m
o
n
stra
ti
n
g
h
e
r
c
o
m
m
it
m
e
n
t
to
fo
ste
rin
g
in
tellec
tu
a
l
g
ro
wt
h
with
i
n
h
e
r
c
o
m
m
u
n
i
ty
.
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d
it
i
o
n
a
ll
y
,
h
e
r
r
o
le
a
s
a
re
v
iew
e
r
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v
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rio
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s
e
ste
e
m
e
d
jo
u
r
n
a
ls
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o
wc
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se
s
h
e
r
e
x
p
e
rti
se
a
n
d
d
e
d
ica
ti
o
n
t
o
sc
h
o
larly
e
n
d
e
a
v
o
rs.
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o
j
’
s
wid
e
in
tere
st
in
th
e
re
se
a
rc
h
field
re
flec
ts
h
e
r
m
u
lt
ifac
e
ted
a
p
p
r
o
a
c
h
to
lea
rn
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n
g
a
n
d
h
e
r
d
e
term
in
a
ti
o
n
t
o
m
a
k
e
m
e
a
n
in
g
fu
l
c
o
n
tri
b
u
ti
o
n
s
t
o
t
h
e
field
o
f
c
li
n
ica
l
p
sy
c
h
o
lo
g
y
.
S
h
e
c
a
n
b
e
c
o
n
tac
ted
a
t
e
m
a
il
:
u
ro
o
j
n
iaz
8
9
0
@g
m
a
il
.
c
o
m
.
S
a
r
fr
a
z
As
la
m
is
a
n
As
so
c
iate
P
ro
fe
ss
o
r
a
t
th
e
F
a
c
u
lt
y
o
f
Ed
u
c
a
ti
o
n
a
n
d
Hu
m
a
n
it
ies
,
UN
ITAR
In
tern
a
ti
o
n
a
l
Un
iv
e
rsity
,
M
a
lay
sia
.
Hi
s
e
x
p
e
rti
se
c
o
v
e
rs
S
T
E
M
Ed
u
c
a
ti
o
n
,
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c
ien
c
e
Ed
u
c
a
ti
o
n
,
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c
h
e
r
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u
c
a
ti
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n
,
a
n
d
E
LM
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e
a
rn
e
d
h
is
P
h
.
D.
i
n
Co
m
p
a
ra
ti
v
e
E
d
u
c
a
ti
o
n
fr
o
m
No
r
th
e
a
st
No
rm
a
l
Un
i
v
e
rsity
,
Ch
a
n
g
c
h
u
n
,
Ch
in
a
2
0
1
9
,
wh
e
re
h
e
wa
s
a
wa
rd
e
d
Ou
tstan
d
i
n
g
I
n
tern
a
ti
o
n
a
l
G
ra
d
u
a
te.
Dr.
S
a
rfra
z
a
ls
o
h
o
ld
s
a
M
a
ste
r
De
g
re
e
in
S
p
e
c
ial
Ed
u
c
a
ti
o
n
fr
o
m
Allam
a
Iq
b
a
l
O
p
e
n
U
n
iv
e
rsit
y
P
a
k
istan
.
He
a
lso
h
o
ld
s
th
e
se
c
re
tary
p
o
siti
o
n
f
o
r
t
h
e
I
n
tern
a
ti
o
n
a
l
C
o
u
n
c
i
l
o
f
As
so
c
iati
o
n
s
fo
r
S
c
ien
c
e
Ed
u
c
a
ti
o
n
(ICAS
E).
Dr
.
S
a
rfra
z
’
s
re
se
a
r
c
h
in
tere
sts
e
n
c
o
m
p
a
ss
o
n
li
n
e
lea
rn
in
g
,
S
TE
M
Ed
u
c
a
ti
o
n
,
Tea
c
h
e
r
Ed
u
c
a
ti
o
n
,
Ed
u
c
a
ti
o
n
a
l
P
sy
c
h
o
lo
g
y
a
n
d
EL
M
.
He
c
a
n
b
e
c
o
n
tac
ted
a
t
e
m
a
il
:
sa
rfra
z
.
a
sla
m
@u
n
it
a
r.
m
y
or
sa
rfra
z
m
ian
@n
e
n
u
.
e
d
u
.
c
n
Am
ja
d
Is
la
m
A
m
ja
d
is
a
P
h
.
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a
n
d
a
n
e
sta
b
li
s
h
e
d
in
ter
n
a
ti
o
n
a
l
re
se
a
rc
h
e
r
.
He
e
a
rn
e
d
h
is
P
h
D
(
Ed
u
c
a
ti
o
n
)
fro
m
T
h
e
Un
i
v
e
rsity
o
f
Lah
o
re
,
P
a
k
istan
,
in
F
e
b
ru
a
ry
2
0
2
3
.
He
wa
s
a
re
se
a
rc
h
e
r
a
n
d
d
a
ta
a
n
a
ly
st
a
t
Th
e
Un
i
v
e
rsity
o
f
Lah
o
re
f
o
r
t
h
re
e
y
e
a
rs
(
2
0
1
9
–
2
0
2
2
).
He
is
wo
rk
in
g
a
s
a
re
v
iew
e
r
a
n
d
g
u
e
st
e
d
it
o
r
fo
r
se
v
e
ra
l
to
p
-
ra
n
k
e
d
in
tern
a
t
io
n
a
l
jo
u
rn
a
ls.
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h
a
s
tau
g
h
t
su
b
jec
ts
li
k
e
E
d
u
c
a
ti
o
n
a
l
Re
se
a
rc
h
,
S
tatisti
c
s
i
n
E
d
u
c
a
ti
o
n
,
P
o
li
c
y
a
n
d
P
la
n
Im
p
lem
e
n
tatio
n
,
Ed
u
c
a
ti
o
n
a
l
P
h
i
lo
so
p
h
y
,
a
n
d
As
se
ss
m
e
n
t
a
n
d
E
v
a
lu
a
ti
o
n
.
He
h
a
s
p
u
b
li
sh
e
d
se
v
e
ra
l
a
rti
c
les
with
lea
d
in
g
p
u
b
l
ish
e
rs,
su
c
h
a
s
Wi
ley
,
Eme
ra
ld
,
Tay
lo
r
&
F
ra
n
c
is,
a
n
d
Tec
h
S
c
ien
c
e
P
re
ss
.
His
re
se
a
r
c
h
in
tere
sts
in
c
lu
d
e
P
o
siti
v
e
P
s
y
c
h
o
lo
g
y
,
S
c
h
o
o
l
P
sy
c
h
o
lo
g
y
,
AI
to
o
ls,
Ne
u
ro
sc
ien
c
e
,
I
n
c
lu
siv
e
e
d
u
c
a
ti
o
n
,
S
p
e
c
ial
e
d
u
c
a
ti
o
n
,
S
T
EM
Ed
u
c
a
ti
o
n
,
Tec
h
n
o
l
o
g
y
,
M
-
lea
rn
in
g
,
a
n
d
E
d
u
c
a
ti
o
n
.
He
c
a
n
b
e
c
o
n
tac
ted
a
t
e
m
a
il
:
a
m
jad
_
1
4
@y
a
h
o
o
.
c
o
m
.
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