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14
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158
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ec
au
s
e
em
o
tio
n
al
in
tellig
en
ce
is
v
er
y
s
ig
n
if
ican
t
f
o
r
u
n
iv
er
s
ity
s
tu
d
en
ts
.
Fo
r
in
s
ta
n
ce
,
s
elf
-
p
er
ce
iv
e
d
em
p
lo
y
ab
ilit
y
an
d
p
r
o
f
ess
io
n
al
d
ec
is
io
n
s
ar
e
in
f
lu
en
ce
d
in
d
ir
ec
tly
b
y
em
o
tio
n
al
in
tel
lig
en
ce
[
7
]
.
I
t
is
em
p
h
asized
by
Sh
a
g
in
i
et
a
l.
[
8
]
,
wh
o
s
tated
th
at
ca
r
ee
r
ad
ap
tab
ilit
y
m
ay
ac
co
u
n
t
f
o
r
t
h
e
ef
f
ec
t
o
f
em
o
tio
n
al
in
tellig
en
ce
o
n
ca
r
ee
r
-
r
elate
d
o
u
tco
m
es.
T
h
is
is
cr
u
cial
b
ec
au
s
e
co
lleg
e
s
tu
d
en
ts
ar
e
cu
r
r
en
tly
s
ea
r
ch
in
g
f
o
r
a
j
o
b
o
r
s
ettin
g
u
p
a
s
o
lid
wo
r
k
p
lace
.
E
m
o
tio
n
al
in
tellig
en
ce
is
ass
o
ciate
d
with
v
ar
io
u
s
asp
ec
ts
o
f
em
o
tio
n
al
well
-
b
ein
g
,
s
u
ch
as
a
g
r
ea
ter
lev
el
o
f
s
u
b
jectiv
e
well
-
b
ein
g
,
b
etter
life
s
atis
f
ac
tio
n
,
an
d
b
etter
m
en
tal
h
ea
lth
co
n
d
itio
n
s
[
9
]
.
Oth
er
th
an
th
at
,
m
an
y
r
esear
ch
er
s
h
av
e
ass
o
ciate
d
em
o
tio
n
al
in
tellig
en
ce
with
u
n
iv
er
s
ity
s
tu
d
en
t`
s
s
u
cc
ess
in
d
ea
lin
g
wit
h
em
o
tio
n
al
s
tr
ess
.
E
m
o
tio
n
al
in
tellig
en
ce
is
th
e
p
r
im
ar
y
p
r
ed
icto
r
o
f
s
tu
d
e
n
ts
lear
n
in
g
an
d
co
g
n
itiv
e
h
ea
lth
a
n
d
also
th
e
p
r
im
ar
y
p
s
y
ch
o
lo
g
ical
s
u
p
p
o
r
t
w
h
en
d
ep
r
ess
io
n
co
m
es
[
1
0
]
,
[
1
1
]
.
T
h
is
is
b
ec
au
s
e
em
o
tio
n
al
in
tellig
en
ce
r
ef
er
s
to
t
h
e
in
d
iv
id
u
al'
s
ca
p
ab
ilit
y
to
m
an
ag
e
th
eir
em
o
tio
n
s
,
m
an
ag
e
o
t
h
er
in
d
iv
id
u
al
’
s
em
o
tio
n
s
,
an
d
u
tili
ze
in
f
o
r
m
atio
n
to
f
ac
ilit
ate
ac
tiv
ities
,
r
ea
s
o
n
i
n
g
,
a
n
d
th
i
n
k
in
g
[
1
2
]
.
Fu
r
th
er
m
o
r
e,
with
th
e
h
elp
o
f
em
o
tio
n
s
,
o
n
e
ca
n
s
h
o
w
h
is
o
r
h
er
i
n
ter
n
al
f
ee
lin
g
s
in
th
e
m
o
s
t e
f
f
ec
tiv
e
way
[
1
3
]
.
Un
iv
er
s
ity
s
tu
d
en
ts
n
ee
d
em
o
tio
n
al
in
tellig
en
ce
b
ec
a
u
s
e
th
ey
f
ac
e
in
cr
ea
s
ed
e
x
p
lo
r
ati
o
n
in
th
e
co
n
tex
t
o
f
d
ec
li
n
in
g
s
o
cial
s
u
p
p
o
r
t
.
U
n
iv
er
s
ity
s
tu
d
e
n
ts
n
e
ed
em
o
tio
n
al
in
tellig
en
ce
b
ec
au
s
e
it
will
en
ab
le
th
em
to
lo
wer
th
ei
r
ac
ad
e
m
ic
p
r
ess
u
r
e
an
d
im
p
r
o
v
e
th
eir
ab
i
lity
to
m
a
k
e
d
ec
is
io
n
s
[
6
]
.
E
m
o
tio
n
al
in
tellig
en
ce
is
also
s
tated
to
en
ab
le
s
tu
d
e
n
ts
to
tack
le
th
eir
e
m
o
tio
n
al
u
p
s
et
an
d
a
v
o
id
e
m
o
tio
n
al
e
x
h
au
s
tio
n
s
u
ch
as
s
tr
ess
,
b
u
r
n
o
u
t
in
lear
n
in
g
,
an
d
h
an
d
lin
g
eg
o
is
m
[
1
4
]
.
Stu
d
e
n
ts
with
a
h
ig
h
lev
el
o
f
em
o
tio
n
al
in
tellig
en
ce
ar
e
k
n
o
wn
to
h
av
e
g
o
o
d
s
o
cial
en
g
ag
em
en
t.
Ab
er
a
[
1
5
]
claim
e
d
th
at
s
tu
d
en
ts
with
h
ig
h
e
r
e
m
o
tio
n
al
i
n
tellig
en
ce
s
co
r
es h
av
e
a
h
ig
h
er
p
r
o
p
e
n
s
ity
to
b
e
h
ig
h
ly
p
er
ce
p
tiv
e
i
n
s
o
cial
s
itu
atio
n
s
,
to
in
ter
ac
t w
ell
with
o
th
er
s
,
an
d
t
o
b
e
h
ig
h
ly
s
o
cially
ca
p
ab
le
th
an
s
tu
d
en
ts
with
lo
wer
em
o
ti
o
n
al
in
tellig
en
ce
r
atin
g
s
.
T
h
is
is
im
p
o
r
tan
t
s
in
ce
u
n
iv
er
s
ity
s
tu
d
en
ts
ar
e
k
n
o
wn
to
b
e
in
th
e
tr
an
s
itio
n
p
h
ase
to
co
lleg
e,
wh
ic
h
is
ass
o
ciate
d
with
th
e
d
ev
elo
p
m
e
n
tal
ch
allen
g
e
o
f
ch
an
g
es
to
e
x
is
tin
g
r
elatio
n
s
h
ip
s
.
Pre
v
io
u
s
s
tu
d
ies
[
1
6
]
,
[
1
7
]
s
tated
th
at
u
n
iv
er
s
ity
s
tu
d
ies
ar
e
f
r
eq
u
en
tly
p
er
ce
iv
ed
b
y
s
tu
d
e
n
ts
as
a
p
er
io
d
o
f
g
r
ea
t
p
er
s
o
n
al
ch
an
g
e
d
u
e
to
h
ea
v
y
wo
r
k
lo
ad
s
a
n
d
a
s
tag
e
o
f
life
in
wh
ich
th
e
s
tu
d
en
t
m
u
s
t
d
ea
l
with
m
an
y
ch
an
g
es
th
at
ca
u
s
e
ac
ad
em
ic
s
tr
ess
.
I
n
th
is
ca
s
e,
as
u
n
iv
er
s
ity
s
tu
d
en
ts
,
in
d
iv
id
u
als
ex
p
er
ien
ce
a
cu
te
an
d
ch
r
o
n
ically
r
is
k
y
s
itu
atio
n
s
.
Stu
d
en
ts
a
t
u
n
iv
er
s
ities
also
g
o
th
r
o
u
g
h
t
h
e
p
r
o
ce
s
s
o
f
b
ein
g
c
u
t
o
f
f
f
r
o
m
th
eir
f
am
ilies
,
e
n
ter
in
g
th
e
wo
r
k
f
o
r
ce
,
g
ettin
g
u
s
ed
to
n
ew
p
r
o
f
ess
o
r
s
an
d
class
m
ates,
lear
n
in
g
co
n
tin
u
o
u
s
ly
ch
an
g
in
g
m
ater
ial,
r
eo
r
g
a
n
izin
g
cu
r
r
icu
l
u
m
,
an
d
tak
in
g
d
if
f
ic
u
lt e
x
am
s
[
1
7
]
.
C
u
r
r
en
tly
,
u
n
iv
er
s
ity
s
tu
d
e
n
t
s
in
I
n
d
o
n
esia
ar
e
s
aid
to
b
e
at
h
ig
h
r
is
k
o
f
m
en
tal
h
ea
lth
is
s
u
es.
R
esear
ch
h
as
f
o
u
n
d
a
s
ev
er
e
co
n
d
itio
n
o
f
m
en
tal
h
ea
lth
p
r
o
b
lem
s
am
o
n
g
u
n
iv
e
r
s
ity
s
tu
d
en
ts
in
I
n
d
o
n
esia.
Pre
v
io
u
s
r
esear
ch
[
1
8
]
f
o
u
n
d
t
h
at
7
6
.
7
%
o
f
u
n
iv
er
s
ity
s
tu
d
e
n
ts
in
I
n
d
o
n
esia
wer
e
at
a
s
ev
er
e
s
tr
ess
lev
el
an
d
2
3
.
3
%
wer
e
at
a
m
ild
s
tr
ess
lev
el
.
Kalig
is
et
a
l.
[
1
9
]
co
n
d
u
cted
r
esear
ch
in
v
o
lv
in
g
3
9
3
y
o
u
n
g
p
eo
p
le
in
I
n
d
o
n
esia
ag
ed
b
etwe
en
1
6
an
d
2
4
y
ea
r
s
o
ld
.
T
h
e
r
esear
ch
f
o
u
n
d
th
at
t
h
e
m
o
s
t
co
m
m
o
n
m
en
tal
h
ea
lth
p
r
o
b
lem
in
I
n
d
o
n
esia
was
an
x
iety
,
with
a
p
er
ce
n
tag
e
o
f
9
5
.
4
%,
f
o
llo
wed
b
y
d
e
p
r
ess
io
n
,
with
a
p
er
ce
n
tag
e
o
f
8
8
%.
T
h
is
r
esear
ch
is
em
p
h
as
ized
by
o
t
h
er
s
tu
d
y
[
2
0
]
,
wh
o
ex
p
lo
r
e
th
e
m
en
tal
h
ea
lth
is
s
u
e
am
o
n
g
u
n
iv
er
s
ity
s
tu
d
en
ts
in
I
n
d
o
n
esia.
I
n
a
s
tu
d
y
in
v
o
lv
in
g
2
5
3
u
n
iv
e
r
s
ity
s
tu
d
en
ts
in
I
n
d
o
n
esia,
th
e
r
esear
ch
er
s
f
o
u
n
d
th
at
th
e
s
tu
d
en
ts
d
is
ag
r
ee
d
th
at
th
ey
h
av
e
n
o
a
n
x
iety
p
r
o
b
lem
an
d
d
is
ag
r
ee
d
with
th
eir
ab
ilit
y
to
co
p
e
with
th
eir
m
en
tal
h
ea
lth
p
r
o
b
lem
[
2
1
]
.
I
n
th
eir
r
esear
ch
,
it
also
f
o
u
n
d
th
at
am
o
n
g
2
5
0
u
n
iv
er
s
ity
s
tu
d
en
ts
in
I
n
d
o
n
esia,
7
6
%
h
ad
a
h
ig
h
le
v
el
o
f
p
s
y
ch
o
lo
g
ical
d
is
tr
ess
,
wh
ile
2
4
%
h
ad
a
lo
w
lev
el
o
f
p
s
y
ch
o
lo
g
ical
d
is
tr
ess
.
Fu
r
th
er
m
o
r
e
,
in
a
s
tu
d
y
th
at
lo
o
k
ed
at
1
,
7
9
2
m
ed
ical
s
tu
d
en
ts
in
th
eir
f
ir
s
t
y
ea
r
at
2
9
u
n
iv
er
s
ities
in
I
n
d
o
n
esia,
9
3
%
o
f
th
e
s
tu
d
e
n
t
s
r
ep
o
r
ted
d
is
en
g
ag
em
e
n
t,
9
5
%
r
ep
o
r
ted
ex
h
a
u
s
tio
n
,
an
d
7
4
%
r
ep
o
r
ted
s
ig
n
s
o
f
m
en
tal
h
ea
lth
p
r
o
b
lem
s
[
2
2
]
.
T
h
e
m
en
tal
h
ea
lth
is
s
u
es
am
o
n
g
u
n
iv
e
r
s
ity
s
tu
d
en
ts
in
I
n
d
o
n
esia
n
ee
d
to
b
e
em
p
h
asiz
ed
b
ec
a
u
s
e
5
0
%
o
f
u
n
iv
er
s
ity
s
tu
d
e
n
ts
in
I
n
d
o
n
esia
w
h
o
h
ad
m
en
tal
h
ea
lth
is
s
u
es
r
ep
o
r
ted
s
elf
-
h
a
r
m
in
g
an
d
s
u
icid
al
th
o
u
g
h
ts
[
1
9
]
.
Oth
e
r
th
an
th
at,
Pra
m
u
k
ti
et
a
l.
[
2
3
]
f
o
u
n
d
th
at
less
p
er
ce
iv
ed
s
atis
f
ac
to
r
y
s
u
p
p
o
r
t
was
ass
o
ciate
d
with
m
o
r
e
s
u
icid
al
th
o
u
g
h
ts
am
o
n
g
9
3
8
u
n
iv
e
r
s
ity
s
tu
d
en
ts
in
I
n
d
o
n
esia.
I
t
m
ea
n
s
th
at
th
e
r
e
is
a
ten
d
en
cy
am
o
n
g
I
n
d
o
n
esian
u
n
iv
er
s
ity
s
tu
d
en
ts
wh
o
h
a
v
e
m
en
tal
h
ea
lth
p
r
o
b
lem
s
to
th
in
k
ab
o
u
t
s
u
icid
e.
Oth
er
th
an
th
at,
th
e
s
tu
d
en
t
s
with
m
en
tal
h
ea
lth
p
r
o
b
lem
s
in
I
n
d
o
n
esia
h
av
e
n
e
g
ativ
e
th
o
u
g
h
ts
ab
o
u
t
th
em
s
elv
es
[
2
4
]
,
a
n
aly
zin
g
p
atien
ts
with
m
en
tal
h
ea
lth
p
r
o
b
lem
s
in
I
n
d
o
n
esia,
f
o
u
n
d
th
at
th
e
p
atien
ts
d
escr
ib
ed
th
em
s
elv
es
as
f
ee
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s
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ad
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s
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f
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er
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g
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is
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lated
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r
o
m
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.
I
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d
icate
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th
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ee
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f
o
r
th
e
em
p
o
wer
m
en
t
o
f
em
o
tio
n
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in
tellig
en
ce
am
o
n
g
u
n
i
v
er
s
ity
s
tu
d
en
ts
in
I
n
d
o
n
esia
b
ec
au
s
e
em
o
tio
n
al
in
tellig
en
ce
was f
o
u
n
d
to
b
e
c
o
r
r
elate
d
with
s
tr
ess
co
p
in
g
s
tr
ateg
ies.
Evaluation Warning : The document was created with Spire.PDF for Python.
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159
I
n
r
eg
a
r
d
to
t
h
e
im
p
o
r
tan
ce
o
f
em
o
tio
n
al
in
tellig
en
ce
,
i
t
is
v
er
y
im
p
o
r
tan
t
to
d
o
r
e
s
ea
r
ch
o
n
u
n
iv
er
s
ity
s
tu
d
e
n
ts
em
o
tio
n
al
in
tellig
en
ce
.
Pre
v
io
u
s
s
tu
d
y
[
2
5
]
d
ec
lar
ed
th
at
as
ac
ad
em
ic
s
an
d
p
r
ac
titi
o
n
er
s
b
eg
in
to
co
n
s
id
er
p
o
ten
tial
th
e
r
ap
ies,
it
is
cr
itical
to
co
m
p
r
eh
en
d
th
e
s
ig
n
if
ican
ce
o
f
em
o
ti
o
n
al
in
tellig
en
ce
in
u
n
iv
er
s
ity
s
tu
d
en
ts
g
iv
e
n
th
e
r
is
e
in
m
en
tal
h
ea
lth
p
r
o
b
lem
s
an
d
th
e
im
p
ac
t
o
f
p
s
y
ch
o
s
o
ci
al
f
ac
to
r
s
o
n
t
h
em
.
E
m
o
tio
n
al
in
tellig
en
ce
is
th
e
p
ar
am
eter
o
f
a
s
tu
d
e
n
t
’
s
k
n
o
wled
g
e,
s
k
ill,
an
d
o
v
e
r
all
s
u
cc
ess
.
Oth
er
th
an
th
at,
em
o
tio
n
al
in
tellig
en
ce
is
th
e
tr
ait
o
f
u
n
d
e
r
s
tan
d
in
g
an
d
r
ec
o
g
n
izin
g
em
o
tio
n
in
o
r
d
er
to
m
o
tiv
ate
o
n
eself
[
2
6
]
.
Ho
wev
er
,
th
e
r
esear
ch
to
o
l
u
s
ed
to
m
ea
s
u
r
e
em
o
tio
n
al
in
t
ellig
en
ce
am
o
n
g
u
n
i
v
er
s
ity
s
tu
d
en
ts
in
I
n
d
o
n
esia
h
as
y
et
to
b
e
v
er
if
ied
.
R
ese
ar
ch
r
eg
ar
d
in
g
em
o
tio
n
al
in
tellig
en
ce
r
esear
ch
to
o
ls
was
o
n
ly
co
n
d
u
cted
b
y
W
asid
i
[
2
7
]
,
wh
o
d
ev
elo
p
ed
a
v
alid
an
d
r
eliab
le
s
ca
le
f
o
r
teac
h
er
s
tu
d
en
ts
in
B
en
g
k
u
l
u
,
I
n
d
o
n
esia.
T
h
is
r
esear
ch
h
as
lim
itatio
n
s
in
th
at
th
e
r
esu
lt
ca
n
o
n
ly
b
e
u
s
ed
b
y
teac
h
er
s
tu
d
en
ts
,
wh
ich
d
o
es
n
o
t
ac
co
u
n
t
f
o
r
m
ea
s
u
r
in
g
u
n
iv
er
s
ity
s
tu
d
e
n
ts
lev
els
o
f
em
o
tio
n
al
in
tellig
en
ce
.
Oth
er
th
an
t
h
at,
th
e
r
esear
ch
o
n
l
y
u
s
e
d
c
o
n
f
ir
m
ato
r
y
f
ac
t
o
r
an
aly
s
is
(
C
FA)
to
co
n
f
ir
m
th
e
s
tr
u
ctu
r
e
o
f
th
e
s
ca
le,
an
d
th
e
an
al
y
s
is
d
id
n
o
t
p
er
f
o
r
m
ex
p
lo
r
ato
r
y
f
ac
to
r
an
aly
s
is
(
E
FA)
to
in
v
esti
g
ate
th
e
co
r
r
elatio
n
am
o
n
g
th
e
o
b
s
er
v
e
d
v
ar
ia
b
les
[
2
8
]
.
T
h
e
p
s
y
c
h
o
m
etr
ic
p
r
o
p
er
ties
o
f
th
e
em
o
tio
n
al
in
tellig
en
ce
s
ca
le
h
av
e
b
ee
n
test
ed
in
s
ev
er
a
l
co
u
n
tr
ies
.
Pach
ec
o
et
a
l.
[
2
9
]
u
s
ed
f
ac
to
r
ial
an
aly
s
is
to
ex
am
in
e
th
e
p
s
y
ch
o
m
etr
ic
p
r
o
p
er
ties
o
f
th
e
Sp
an
is
h
v
er
s
io
n
o
f
th
e
W
in
g
an
d
L
aw
E
m
o
tio
n
al
I
n
tellig
en
ce
Scale
.
Per
az
zo
et
a
l.
[
3
0
]
u
s
ed
b
i
f
a
cto
r
ial
ex
p
lo
r
ato
r
y
s
tr
u
ctu
r
al
eq
u
atio
n
m
o
d
ellin
g
(
E
SEM
)
to
ev
alu
ate
th
e
p
s
y
c
h
o
m
etr
ic
p
r
o
p
er
ties
o
f
th
e
B
r
az
ilian
ad
ap
tatio
n
o
f
th
e
T
r
ait
E
m
o
tio
n
al
I
n
tellig
en
ce
Qu
esti
o
n
n
air
e
-
Sh
o
r
t
Fo
r
m
(
T
E
I
Qu
e
-
SF)
.
C
h
ir
u
m
b
o
l
o
et
a
l.
[
3
1
]
u
s
ed
ex
p
lo
r
ato
r
y
s
tr
u
ctu
r
al
eq
u
ati
o
n
m
o
d
ellin
g
to
e
x
am
in
e
th
e
p
s
y
ch
o
m
etr
ic
f
ea
tu
r
es
o
f
th
e
tr
ait
em
o
tio
n
a
l
q
u
esti
o
n
n
air
e
in
t
h
e
I
talian
c
o
n
tex
t
.
Al
-
Dass
ea
n
[
3
2
]
u
s
ed
f
ac
to
r
ial
an
aly
s
is
to
e
v
alu
at
e
th
e
p
s
y
ch
o
m
et
r
ic
p
r
o
p
er
ties
o
f
an
Ar
a
b
ic
-
ad
a
p
ted
v
er
s
io
n
o
f
th
e
tr
ait
em
o
tio
n
al
in
tellig
en
ce
q
u
esti
o
n
n
air
e
am
o
n
g
u
n
iv
er
s
ity
s
tu
d
en
ts
.
I
t
in
d
icate
s
th
at
th
er
e
is
a
n
ee
d
to
test
th
e
p
s
y
ch
o
m
etr
ic
an
aly
s
is
o
f
em
o
tio
n
al
in
tellig
en
ce
am
o
n
g
u
n
iv
er
s
ity
s
tu
d
en
ts
in
I
n
d
o
n
esia
s
in
ce
it
h
as
b
ee
n
v
alid
ated
i
n
s
ev
er
al
co
u
n
tr
ies.
T
h
er
ef
o
r
e,
th
is
r
esear
ch
aim
s
to
test
th
e
p
s
y
ch
o
m
etr
ic
tr
ait
o
f
em
o
tio
n
al
in
tellig
e
n
ce
am
o
n
g
u
n
iv
e
r
s
ity
s
tu
d
en
ts
in
I
n
d
o
n
esia.
I
n
I
n
d
o
n
esia,
o
n
l
y
a
f
ew
s
tu
d
ies
ab
o
u
t
th
e
p
s
y
c
h
o
m
etr
ic
p
r
o
p
er
ties
o
f
em
o
tio
n
al
in
tellig
en
ce
wer
e
co
n
d
u
cte
d
.
Fo
r
e
x
am
p
le,
Feb
r
ian
a
[
3
3
]
test
ed
t
h
e
p
s
y
ch
o
m
etr
ic
p
r
o
p
er
ties
o
f
an
a
d
ap
ted
E
m
o
tio
n
a
l
I
n
tellig
en
ce
Qu
esti
o
n
n
air
e
-
Sh
o
r
t
Fo
r
m
in
to
I
n
d
o
n
esian
lan
g
u
ag
e
an
d
cu
ltu
r
e,
in
v
o
l
v
in
g
2
0
0
p
a
r
ticip
an
ts
as
wo
r
k
er
s
in
I
n
d
o
n
esia.
T
h
e
p
s
y
ch
o
m
etr
ic
test
u
s
ed
in
th
i
s
r
esear
ch
was
a
C
FA
with
o
n
e
m
o
d
el
f
ac
to
r
.
Fajr
ian
th
i
an
d
Z
ein
[
3
4
]
cr
ea
t
ed
a
p
s
y
ch
o
lo
g
ical
ex
a
m
u
tili
zin
g
item
r
esp
o
n
s
e
th
eo
r
y
with
7
5
2
jo
b
s
ee
k
er
s
as
s
u
b
jects
to
g
au
g
e
ab
ilit
y
-
b
ased
em
o
tio
n
al
in
tellig
en
ce
in
th
e
I
n
d
o
n
esian
wo
r
k
p
lace
.
T
o
th
e
b
est
o
f
o
u
r
k
n
o
wled
g
e,
n
o
r
esear
c
h
o
n
th
e
ex
am
in
atio
n
o
f
p
s
y
ch
o
m
etr
i
c
p
r
o
p
e
r
ties
in
th
e
co
n
tex
t
o
f
u
n
iv
er
s
ity
s
tu
d
en
ts
h
as
b
ee
n
c
o
n
d
u
cted
i
n
I
n
d
o
n
e
s
ia.
T
h
er
ef
o
r
e,
th
is
r
esear
c
h
ai
m
s
to
v
alid
ate
t
h
e
p
s
y
c
h
o
m
etr
ic
test
o
f
em
o
tio
n
al
in
tellig
en
ce
as a
n
ap
p
licatio
n
f
o
r
u
n
i
v
er
s
ity
s
tu
d
en
ts
.
I
n
p
r
ac
tice
,
em
o
tio
n
al
in
tellig
en
ce
is
test
ed
th
r
o
u
g
h
v
a
r
io
u
s
k
in
d
s
o
f
p
s
y
ch
o
m
etr
ic
p
r
o
p
e
r
ties
test
s
.
On
e
o
f
th
e
f
am
iliar
p
s
y
ch
o
m
etr
ics
u
s
ed
f
o
r
th
e
em
o
tio
n
al
in
tellig
en
ce
s
ca
le
wa
s
f
ac
to
r
ial
an
aly
s
is
,
n
am
ely
E
FA
an
d
C
F
A
.
Fo
r
ex
am
p
le,
Go
n
g
an
d
Pau
ls
o
n
[
3
5
]
u
s
ed
C
FA
to
co
n
f
ir
m
th
e
s
tr
u
ctu
r
e
o
f
th
e
em
o
tio
n
al
in
tellig
en
ce
s
ca
le,
u
tili
zin
g
a
o
n
e
-
f
ac
to
r
m
o
d
el
with
m
o
d
el
f
it
in
d
ices
.
Sh
i
an
d
W
an
g
[
3
6
]
also
u
s
ed
C
FA
to
co
n
f
ir
m
th
e
s
tr
u
ctu
r
e
o
f
th
e
em
o
tio
n
al
in
tellig
en
ce
s
ca
le
in
C
h
in
ese
u
n
iv
e
r
s
ity
s
tu
d
en
ts
.
T
h
e
a
n
aly
s
is
was
co
m
p
leted
with
c
o
n
c
u
r
r
e
n
t
v
alid
ity
,
co
n
v
er
g
e
n
t
v
alid
ity
,
an
d
d
is
cr
im
in
a
n
t
v
alid
ity
.
Fa
cto
r
an
aly
s
is
is
th
e
s
ig
n
if
ican
t
an
aly
s
is
u
s
ed
in
th
e
d
ev
elo
p
m
e
n
t,
r
ef
in
em
e
n
t,
an
d
ev
alu
atio
n
o
f
th
e
s
ca
le
[
3
7
]
.
E
FA
is
o
f
ten
u
s
ed
in
th
e
ea
r
ly
s
tag
es
o
f
r
esear
ch
to
ch
ec
k
th
e
d
im
en
s
io
n
ality
a
n
d
g
ath
er
in
f
o
r
m
atio
n
ab
o
u
t
t
h
e
in
ter
r
elatio
n
s
h
ip
s
am
o
n
g
a
s
et
o
f
v
ar
iab
les.
On
th
e
o
th
er
h
an
d
,
C
FA
i
s
a
m
o
r
e
s
o
p
h
is
ticated
an
d
co
m
p
lex
s
et
o
f
m
eth
o
d
s
u
s
ed
in
th
e
r
esear
ch
p
r
o
ce
s
s
to
test
p
ar
ticu
lar
th
eo
r
ies
o
r
h
y
p
o
th
eses
r
eg
ar
d
in
g
th
e
s
tr
u
ctu
r
e
o
f
a
s
ca
le
[
3
8
]
.
B
o
t
h
f
ac
to
r
ial
an
aly
s
is
test
m
o
d
els
ar
e
ess
en
tial
a
s
p
s
y
ch
o
m
etr
ic
p
r
o
p
er
ties
b
ec
au
s
e
E
FA
is
ab
l
e
to
elu
cid
ate
h
o
w
d
if
f
er
en
t
co
n
s
tr
u
cts
r
elate
to
o
n
e
a
n
o
th
er
,
a
n
d
C
FA
is
ab
le
to
c
o
n
f
ir
m
th
e
s
tr
u
ctu
r
e
th
at
was
b
u
ilt
i
n
E
FA,
co
n
f
ir
m
t
h
e
r
elatio
n
s
h
i
p
b
etw
ee
n
th
e
co
n
s
tr
u
cts,
an
d
co
n
f
ir
m
th
e
r
elatio
n
s
h
i
p
b
etwe
en
t
h
e
co
n
s
tr
u
cts
an
d
th
e
item
s
[
3
9
]
.
T
h
e
r
ef
o
r
e
,
th
is
r
esear
ch
aim
s
to
ex
am
in
e
t
h
e
p
s
y
ch
o
m
etr
ic
p
r
o
p
er
ties
o
f
t
h
e
em
o
tio
n
al
in
tellig
en
ce
s
ca
le
am
o
n
g
u
n
iv
er
s
ity
s
tu
d
en
ts
in
I
n
d
o
n
esia.
B
ased
o
n
th
e
d
is
cu
s
s
io
n
,
th
e
s
ig
n
if
ican
ce
o
f
th
is
r
esear
ch
is
to
p
r
o
v
id
e
v
alid
p
s
y
ch
o
m
etr
ic
p
r
o
p
er
ties
o
f
th
e
em
o
tio
n
al
in
tellig
en
c
e
s
ca
le
to
b
e
u
s
ed
in
r
esear
ch
am
o
n
g
u
n
iv
er
s
ity
s
tu
d
en
ts
in
I
n
d
o
n
esia
.
Pach
ec
o
et
a
l.
[
2
9
]
in
d
icate
d
th
at
a
v
alid
a
n
d
r
eliab
le
in
s
t
r
u
m
en
t
o
f
em
o
tio
n
al
in
tellig
e
n
ce
ca
n
b
e
u
s
ed
to
ex
am
in
e
th
e
p
o
ten
tial
p
ec
u
liar
ities
an
d
im
p
licatio
n
s
o
f
ass
es
s
in
g
s
p
ec
if
ic
asp
ec
ts
o
f
em
o
tio
n
al
in
tellig
en
ce
i
n
s
p
ec
if
ic
s
ettin
g
s
.
I
t
is
b
ec
au
s
e
a
v
alid
in
s
tr
u
m
en
t
co
n
f
ir
m
s
th
e
ac
cu
r
ac
y
o
f
t
h
e
in
s
tr
u
m
en
t
t
o
m
ea
s
u
r
e
th
e
d
ata
o
r
r
esu
lt,
an
d
r
eliab
ilit
y
c
o
n
f
ir
m
s
th
e
co
n
s
is
ten
cy
o
f
th
e
in
s
tr
u
m
en
t
t
o
m
ea
s
u
r
e
th
e
d
ata
o
r
r
esu
lt
[
4
0
]
.
I
n
th
is
ca
s
e,
Ap
p
elb
au
m
et
a
l.
[
4
1
]
s
u
g
g
ested
th
e
r
esear
ch
er
en
s
u
r
e
th
e
in
s
tr
u
m
e
n
t
h
as
a
g
o
o
d
r
e
liab
ilit
y
an
d
v
alid
ity
s
co
r
e
b
ef
o
r
e
u
s
in
g
a
m
u
lti
-
item
p
s
y
ch
o
lo
g
ical
in
s
tr
u
m
en
t.
I
t
is
b
ec
au
s
e
th
e
v
alid
ity
o
f
th
e
in
s
tr
u
m
en
t
th
r
o
u
g
h
p
s
y
ch
o
m
etr
ic
p
r
o
p
er
ties
in
d
ic
ates
th
e
in
s
tr
u
m
en
t
is
“
well
-
g
r
o
u
n
d
e
d
o
r
ju
s
tifia
b
le,
b
ein
g
at
o
n
ce
r
elev
an
t
an
d
m
ea
n
in
g
f
u
l
”
[
4
2
]
.
T
h
er
ef
o
r
e,
th
e
in
s
tr
u
m
en
t
d
ev
elo
p
e
d
as
a
r
esu
lt
o
f
th
is
r
esear
ch
wo
u
ld
b
e
ab
le
to
b
e
u
s
ed
b
y
r
esear
ch
e
r
s
to
ex
am
in
e
u
n
i
v
er
s
ity
s
tu
d
en
t`
s
em
o
tio
n
al
i
n
tellig
en
ce
.
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
:
1
57
-
1
70
160
2.
M
E
T
H
O
D
2
.
1
.
P
a
rt
icipa
nts
T
h
is
r
esear
ch
is
a
cr
o
s
s
-
s
ec
tio
n
al
s
u
r
v
ey
with
th
e
aim
o
f
e
x
am
in
in
g
th
e
p
s
y
ch
o
m
etr
ic
p
r
o
p
er
ties
o
f
em
o
tio
n
al
in
tellig
en
ce
am
o
n
g
u
n
iv
er
s
ity
s
tu
d
en
ts
in
I
n
d
o
n
esi
a.
T
h
e
p
o
p
u
latio
n
o
f
th
e
cu
r
r
e
n
t r
esear
ch
was th
e
u
n
iv
er
s
ity
s
tu
d
en
ts
in
I
n
d
o
n
e
s
ia.
T
h
e
co
n
v
en
ien
ce
s
am
p
lin
g
tech
n
iq
u
e
was
u
s
ed
to
d
ete
r
m
in
e
th
e
s
am
p
le.
T
h
er
ef
o
r
e,
th
e
d
ata
co
llected
t
h
r
o
u
g
h
Go
o
g
le
Fo
r
m
s
is
s
p
r
ea
d
in
g
to
u
n
iv
e
r
s
ity
s
tu
d
en
ts
in
I
n
d
o
n
esia,
s
u
ch
as
in
Palem
b
an
g
,
Nu
s
a
T
en
g
g
ar
a
B
ar
at,
Ku
p
an
g
,
Yo
g
y
ak
a
r
ta
,
an
d
J
ak
ar
ta.
A
to
tal
o
f
2
8
8
u
n
iv
er
s
ity
s
tu
d
en
ts
p
ar
ticip
ated
in
th
is
r
esear
ch
.
T
h
e
to
tal
o
f
2
8
8
p
ar
ticip
a
n
ts
in
th
e
cu
r
r
en
t
r
esear
c
h
is
ap
p
r
o
p
r
iate
b
ec
au
s
e
m
a
n
y
item
s
h
av
e
f
ac
t
o
r
lo
a
d
in
g
g
r
e
ater
th
an
0
.
6
0
.
Acc
o
r
d
in
g
to
Sch
r
eib
er
[
4
3
]
,
wh
en
th
er
e
ar
e
f
o
u
r
o
r
m
o
r
e
item
s
h
av
e
f
ac
to
r
lo
ad
in
g
g
r
ea
ter
th
an
0
.
6
,
th
e
f
ac
to
r
is
s
tab
le
r
eg
ar
d
less
o
f
th
e
s
am
p
le
s
ize.
Oth
er
th
an
th
at,
th
e
r
esu
lt
o
f
Kaiser
-
Me
y
e
r
-
Olk
in
in
th
e
cu
r
r
en
t
r
esear
ch
p
r
o
v
ed
th
e
ap
p
r
o
p
r
iaten
ess
o
f
th
e
s
am
p
le
s
ize
in
th
e
cu
r
r
en
t
r
esear
ch
(
>
0
.
8
0
)
[
4
2
]
.
W
ith
in
th
e
2
8
8
p
ar
ticip
an
ts
1
2
.
8
%
(
3
7
u
n
iv
er
s
ity
s
tu
d
e
n
ts
)
o
f
t
h
e
p
ar
ticip
a
n
ts
ca
m
e
f
r
o
m
Palem
b
an
g
,
3
1
.
3
%
(
9
0
u
n
iv
er
s
ity
s
tu
d
e
n
ts
)
o
f
th
e
p
ar
ticip
an
ts
ca
m
e
f
r
o
m
N
u
s
a
T
en
g
g
a
r
a
B
ar
at,
4
9
.
7
%
(
1
4
3
u
n
i
v
er
s
ity
s
tu
d
en
ts
)
o
f
th
e
p
ar
ticip
an
ts
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m
e
f
r
o
m
Ku
p
a
n
g
,
2
.
8
%
(
8
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n
iv
e
r
s
ity
s
tu
d
en
ts
)
o
f
th
e
p
ar
ticip
an
ts
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m
e
f
r
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m
Yo
g
y
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k
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ta
,
an
d
3
.
5
%
(
1
0
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n
i
v
er
s
ity
s
tu
d
en
ts
)
o
f
th
e
p
a
r
ticip
an
ts
c
am
e
f
r
o
m
J
ak
ar
ta.
I
n
ter
m
s
o
f
ag
e,
th
e
ag
e
o
f
p
a
r
ticip
an
ts
r
an
g
e
d
f
r
o
m
1
7
t
o
2
6
y
ea
r
s
o
l
d
,
with
m
o
s
t
o
f
th
e
p
ar
ticip
an
ts
b
ein
g
f
em
ale
with
a
p
er
ce
n
tag
e
o
f
6
0
.
4
% (
1
7
4
u
n
iv
er
s
ity
s
tu
d
en
ts
)
an
d
3
9
.
6
% (
4
6
u
n
iv
er
s
ity
s
tu
d
en
ts
)
b
ein
g
m
ale.
2
.
2
.
I
ns
t
rum
ent
T
h
e
d
ata
was
c
o
l
lec
te
d
th
r
o
u
g
h
a
n
o
n
l
in
e
s
u
r
v
e
y
.
T
h
e
s
u
r
v
e
y
c
o
n
s
is
ts
o
f
d
em
o
g
r
ap
h
i
c
i
n
f
o
r
m
ati
o
n
an
d
f
i
v
e
L
ik
e
r
t’
s
-
s
c
ale
e
m
o
ti
o
n
al
in
tellig
en
ce
q
u
esti
o
n
n
air
es
[
4
4
]
,
c
o
n
s
is
t
in
g
o
f
a
5
-
p
o
i
n
t
s
c
al
e
(
1
=s
tr
o
n
g
l
y
ag
r
ee
,
5
=stro
n
g
ly
d
is
ag
r
ee
)
.
I
n
th
is
r
esear
ch
,
th
e
f
a
v
o
r
a
b
le
item
w
as
u
s
e
d
a
n
d
th
e
u
n
f
av
o
r
ab
le
it
em
w
as
ex
clu
d
ed
.
I
t is
b
ec
au
s
e
s
t
u
d
ies
f
o
u
n
d
p
o
o
r
-
q
u
ali
ty
p
s
y
c
h
o
m
e
tr
ic
p
r
o
p
e
r
ti
es
o
n
u
n
f
a
v
o
r
a
b
l
e
i
tem
s
.
F
o
r
e
x
am
p
l
e,
p
r
ev
io
u
s
s
tu
d
y
[
4
5
]
f
o
u
n
d
th
at
7
7
%
o
f
th
e
item
s
d
r
o
p
p
ed
o
u
t
o
f
th
e
r
esear
ch
wer
e
u
n
f
av
o
r
ab
le
.
Fu
r
th
er
m
o
r
e
,
u
n
f
av
o
r
a
b
l
e
it
em
s
o
n
t
h
e
p
s
y
c
h
o
l
o
g
ic
al
s
c
ale
te
n
d
t
o
in
t
er
r
u
p
t
t
h
e
f
ac
t
o
r
ia
l
v
ali
d
i
ty
o
f
t
h
e
s
c
ale
[
4
4
]
.
A
f
a
v
o
r
a
b
le
i
te
m
m
ea
n
s
th
at
t
h
e
i
te
m
is
o
b
jec
ti
v
el
y
s
t
r
u
c
tu
r
e
d
a
n
d
ca
n
b
e
p
o
s
iti
v
el
y
c
lass
i
f
ie
d
u
n
d
er
t
h
e
th
e
m
a
tic
ca
te
g
o
r
y
[
4
6
]
.
Un
f
av
o
r
ab
le
item
s
ar
e
th
e
r
ev
er
s
e
v
er
s
io
n
o
f
f
av
o
r
ab
le
item
s
;
a
s
t
u
d
y
[
4
7
]
r
e
v
ea
ls
th
e
d
ilem
m
a
o
f
c
o
m
b
in
in
g
b
o
th
k
in
d
s
o
f
item
s
.
T
h
e
c
o
m
b
in
atio
n
o
f
th
e
f
a
v
o
r
a
b
le
an
d
u
n
f
a
v
o
r
ab
le
item
s
r
esu
lted
in
th
e
f
o
llo
win
g
:
th
e
r
esp
o
n
s
e
p
atter
n
f
o
r
f
av
o
r
ab
le
item
s
is
d
if
f
e
r
en
t
f
r
o
m
its
u
n
f
av
o
r
ab
l
e
co
u
n
ter
p
ar
t;
th
er
e
is
a
lo
wer
lev
el
o
f
in
ter
n
al
co
n
s
is
ten
cy
o
n
th
e
s
ca
le
wh
en
f
a
v
o
r
ab
le
an
d
u
n
f
av
o
r
a
b
le
item
s
a
r
e
c
o
m
b
i
n
e
d
;
a
n
d
th
e
s
ca
l
es
o
f
c
o
m
b
i
n
e
d
it
em
s
h
a
d
l
o
we
r
l
ev
els
o
f
r
e
lia
b
i
lit
y
an
d
g
r
ea
t
er
f
r
e
q
u
e
n
ci
es
o
f
i
n
c
o
n
s
is
te
n
t
r
es
p
o
n
s
es
.
Oth
er
t
h
a
n
t
h
at
,
C
h
y
u
n
g
et
a
l.
[
4
8
]
s
t
ate
d
i
n
th
eir
r
esear
ch
t
h
at
it
is
b
etter
n
o
t
t
o
u
s
e
a
m
i
x
o
f
f
a
v
o
r
a
b
le
a
n
d
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n
f
av
o
r
a
b
l
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ite
m
s
,
as
d
o
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n
g
s
o
ca
n
c
r
ea
t
e
t
h
r
ea
ts
t
o
t
h
e
v
al
id
it
y
a
n
d
r
e
lia
b
i
lit
y
o
f
t
h
e
s
u
r
v
e
y
i
n
s
t
r
u
m
en
t.
T
h
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o
r
e
,
3
0
f
av
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n
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is
r
es
ea
r
c
h
.
A
ll
ite
m
s
w
er
e
lis
t
ed
i
n
T
ab
le
1
.
2
.
3
.
P
r
o
ce
du
re
T
h
e
cu
r
r
en
t
r
esear
ch
o
b
tain
s
d
ata
th
r
o
u
g
h
an
o
n
lin
e
s
u
r
v
ey
.
T
h
e
r
esear
ch
e
r
s
ep
ar
ated
q
u
esti
o
n
n
air
es
f
r
o
m
r
esp
o
n
d
en
ts
th
r
o
u
g
h
Go
o
g
le
Fo
r
m
s
.
B
ef
o
r
e
th
e
r
esp
o
n
d
en
t
f
ills
o
u
t
th
e
q
u
esti
o
n
n
a
ir
es,
th
e
r
esear
ch
e
r
ex
p
lain
s
th
e
p
u
r
p
o
s
e
o
f
th
e
d
at
a
co
llectio
n
an
d
h
o
w
it will b
e
u
s
ed
.
I
n
ad
d
itio
n
to
th
at,
we
e
x
p
lain
th
at
all
d
ata
u
s
ed
in
th
is
r
esear
ch
will
b
e
k
ep
t
co
n
f
id
en
tial
a
n
d
will
o
n
ly
b
e
u
s
ed
f
o
r
r
esear
ch
.
T
h
e
n
ex
t,
r
esear
ch
e
r
r
eq
u
ests
th
eir
co
n
f
ir
m
atio
n
to
v
o
lu
n
tar
ily
f
ill
o
u
t
th
e
ex
is
tin
g
q
u
esti
o
n
n
air
es
b
y
ask
i
n
g
th
eir
willin
g
n
ess
to
f
ill
o
u
t
th
e
Go
o
g
le
Fo
r
m
an
d
an
s
wer
in
g
with
y
es
o
r
n
o
.
T
h
i
s
is
to
s
tate
th
at
we
d
o
n
o
t
p
r
ess
u
r
e
o
r
r
eq
u
ir
e
r
esp
o
n
d
en
ts
to
p
ar
ticip
ate
in
t
h
is
r
esear
ch
.
2
.
4
.
Da
t
a
a
na
ly
s
is
I
n
th
is
r
esear
ch
,
two
f
ac
to
r
ial
an
aly
s
es
wer
e
p
er
f
o
r
m
ed
:
ex
p
lo
r
at
o
r
y
f
ac
to
r
a
n
aly
s
is
(
E
FA)
an
d
co
n
f
ir
m
ato
r
y
f
ac
to
r
an
aly
s
is
(
C
FA)
.
E
FA
was
co
n
d
u
cted
in
SP
SS
2
7
.
0
,
a
n
d
C
FA
was
co
n
d
u
cted
in
AM
OS.
T
h
e
d
ataset
was
test
ed
f
o
r
its
ad
eq
u
ac
y
f
o
r
f
ac
to
r
ial
an
aly
s
is
th
r
o
u
g
h
Kaiser
-
Me
y
er
-
Olk
in
(
KM
O)
an
d
B
ar
lett
’
s
test
o
f
s
p
h
er
icity
[
4
9
]
.
KM
O
ass
ess
ed
th
e
a
d
eq
u
ac
y
o
f
th
e
d
ata
to
b
e
u
s
ed
in
f
ac
to
r
ial
an
aly
s
is
;
th
e
v
alu
e
r
a
n
g
ed
f
r
o
m
0
to
1
,
with
th
e
v
alu
e
a
b
o
v
e
0
.
5
in
d
icatin
g
th
at
th
e
d
ata
is
ad
eq
u
ate
f
o
r
f
ac
to
r
ial
an
aly
s
is
[
4
9
]
.
T
h
er
ef
o
r
e,
th
e
t
h
r
esh
o
ld
o
f
th
e
KM
O
f
o
r
th
e
c
u
r
r
en
t
r
esear
ch
ex
ce
e
d
ed
0
.
5
.
Oth
er
th
an
th
at,
th
e
v
alu
e
o
f
B
ar
lett
’
s
test
o
f
Sp
h
er
icity
s
h
o
u
ld
b
e
s
ig
n
if
ican
t (
<0
.
0
5
)
.
T
h
e
m
ain
f
u
n
ctio
n
o
f
E
FA
in
th
is
r
esear
ch
was
to
d
eter
m
in
e
th
e
n
u
m
b
er
o
f
f
ac
to
r
s
to
r
et
ain
an
d
t
o
test
th
e
in
ter
co
r
r
elatio
n
b
etwe
en
th
e
v
ar
ia
b
les
[
5
0
]
.
I
n
ter
m
s
o
f
th
e
n
u
m
b
er
o
f
f
ac
to
r
s
to
r
etain
,
eig
en
v
alu
e
g
r
ea
ter
th
an
1
,
an
d
Scr
ee
p
lo
t
co
n
s
id
er
ed
,
th
e
r
esu
lt
will
b
e
em
p
h
asized
with
p
ar
allel
an
aly
s
is
.
T
h
e
p
ar
allel
an
aly
s
is
will
b
e
th
e
m
ain
co
n
s
id
er
atio
n
i
n
th
is
r
esear
ch
b
ec
a
u
s
e
it
is
s
tated
to
b
e
m
o
r
e
ef
f
i
cien
t
in
d
eter
m
in
in
g
th
e
n
u
m
b
er
o
f
f
ac
to
r
s
to
r
etai
n
.
Han
d
r
ia
n
to
et
a
l.
[
5
0
]
s
tated
th
at
p
ar
allel
an
al
y
s
is
is
9
2
%
co
r
r
ec
t
,
9
2
%
o
f
t
h
e
tim
e
an
d
ex
h
ib
its
m
in
o
r
v
ar
iab
ilit
y
an
d
s
en
s
itiv
ity
to
d
if
f
e
r
en
t f
ac
to
r
s
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
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J
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N:
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metric p
r
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p
erti
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f e
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tio
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l in
tellig
en
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th
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p
p
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fo
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…
(
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kb
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161
T
ab
le
1
.
E
m
o
tio
n
al
in
tellig
en
c
e
q
u
esti
o
n
n
air
es
No
I
t
e
ms
1
I
r
e
c
o
g
n
i
z
e
t
h
e
e
mo
t
i
o
n
s
t
h
a
t
h
a
p
p
e
n
t
o
m
e
.
2
I
l
a
u
g
h
e
d
i
f
t
h
e
r
e
w
a
s
so
met
h
i
n
g
f
u
n
n
y
.
3
I
k
n
o
w
w
h
y
I
a
m sa
d
.
4
I
a
l
w
a
y
s
t
r
y
t
o
g
e
t
u
p
a
g
a
i
n
a
n
d
n
o
t
d
i
sso
l
v
e
i
n
s
o
r
r
o
w
i
f
I
f
a
i
l
t
o
d
o
so
met
h
i
n
g
5
I
r
e
a
l
i
z
e
d
w
h
e
n
I
w
a
s s
a
d
.
6
I
c
a
n
c
o
n
t
r
o
l
my
s
e
l
f
w
h
e
n
I
a
m
a
n
g
r
y
.
7
I
k
n
o
w
I
a
m
a
n
g
r
y
.
8
I
so
met
i
m
e
s
c
r
y
w
h
e
n
I
f
e
e
l
sa
d
.
9
I
t
r
y
t
o
f
i
n
d
a
so
l
u
t
i
o
n
w
h
e
n
I
f
e
e
l
t
i
r
e
d
o
f
d
o
i
n
g
s
o
m
e
t
h
i
n
g
.
10
I
a
m sa
d
i
f
I
h
a
v
e
t
r
o
u
b
l
e
.
11
I
f
e
e
l
c
o
n
f
i
d
e
n
t
i
n
b
e
i
n
g
a
b
l
e
t
o
d
o
w
h
a
t
I
d
e
s
i
r
e
.
12
I
k
n
o
w
w
h
y
I
a
m a
n
g
r
y
.
13
I
f
e
e
l
v
e
r
y
c
o
n
f
i
d
e
n
t
t
h
a
t
I
c
a
n
r
e
a
l
i
z
e
my
a
sp
i
r
a
t
i
o
n
s
14
I
w
i
l
l
smi
l
e
o
r
l
a
u
g
h
w
h
e
n
I
a
m h
a
p
p
y
15
I
a
m p
a
ss
i
o
n
a
t
e
a
b
o
u
t
a
c
t
i
v
i
t
i
e
s r
e
l
a
t
e
d
t
o
e
d
u
c
a
t
i
o
n
16
I
’
m n
o
t
a
f
r
a
i
d
o
f
f
a
i
l
i
n
g
i
n
my
a
c
t
i
v
i
t
i
e
s
17
I
q
u
i
c
k
l
y
g
e
t
a
n
g
r
y
w
h
e
n
s
o
me
o
n
e
a
n
n
o
y
s
me.
18
I
k
n
o
w
t
h
i
n
g
s
t
h
a
t
m
a
k
e
me
h
a
p
p
y
.
19
I
c
a
n
f
e
e
l
t
h
e
s
a
d
n
e
s
s t
h
a
t
o
t
h
e
r
s
e
x
p
e
r
i
e
n
c
e
e
v
e
n
t
h
o
u
g
h
t
h
e
y
d
o
n
’
t
t
e
l
l
me.
20
I
c
a
n
k
n
o
w
t
h
e
f
e
e
l
i
n
g
s
o
f
m
y
f
r
i
e
n
d
j
u
st
b
y
l
o
o
k
i
n
g
a
t
h
i
s
f
a
c
e
e
x
p
r
e
ssi
o
n
21
I
c
a
n
f
e
e
l
t
h
e
s
o
r
r
o
w
o
f
m
y
f
r
i
e
n
d
.
22
I
c
a
n
f
e
e
l
t
h
e
s
o
r
r
o
w
o
f
m
y
f
r
i
e
n
d
.
23
I
d
o
n
’
t
d
a
r
e
t
o
b
o
t
h
e
r
m
y
a
n
g
r
y
f
r
i
e
n
d
24
I
c
a
n
u
su
a
l
l
y
k
n
o
w
h
o
w
o
t
h
e
r
s fee
l
a
b
o
u
t
m
e
25
I
a
l
w
a
y
s
t
h
a
n
k
t
h
e
p
e
o
p
l
e
w
h
o
h
a
v
e
h
e
l
p
e
d
m
e
.
26
I
a
m
h
a
p
p
y
t
o
e
n
t
e
r
t
a
i
n
m
y
f
r
i
e
n
d
w
h
o
i
s sa
d
.
27
I
n
e
v
e
r
e
sc
a
p
e
d
t
h
e
d
u
t
i
e
s
a
n
d
r
e
s
p
o
n
s
i
b
i
l
i
t
i
e
s I
w
a
s
g
i
v
e
n
.
28
W
h
e
n
m
y
f
r
i
e
n
d
i
s
h
a
p
p
y
,
I
a
m
h
a
p
p
y
t
o
o
.
29
I
o
f
t
e
n
d
e
n
o
u
n
c
e
m
y
f
r
i
e
n
d
i
f
h
e
v
i
o
l
a
t
e
s
t
h
e
o
r
d
e
r
.
30
I
so
met
i
m
e
s
g
i
v
e
a
d
v
i
c
e
t
o
my
f
r
i
e
n
d
s
i
f
t
h
e
y
a
r
e
h
a
v
i
n
g
a
p
r
o
b
l
e
m
Af
ter
d
eter
m
i
n
in
g
th
e
n
u
m
b
er
o
f
f
ac
to
r
s
,
v
ar
im
a
x
r
o
tatio
n
was
p
er
f
o
r
m
ed
t
o
m
a
k
e
th
e
f
a
cto
r
s
m
o
r
e
in
ter
p
r
etab
le
[
5
1
]
.
T
h
e
d
if
f
er
e
n
ce
b
etwe
en
th
e
s
q
u
ar
e
d
p
att
er
n
s
tr
u
ctu
r
e
co
e
f
f
icien
ts
o
f
a
f
ac
to
r
is
in
cr
ea
s
ed
b
y
th
is
ex
tr
ac
tio
n
m
eth
o
d
.
Fu
r
th
er
m
o
r
e,
co
m
m
u
n
alities
a
n
d
f
ac
to
r
lo
ad
in
g
a
r
e
c
o
n
s
id
er
ed
to
f
r
am
e
t
h
e
s
tr
u
ctu
r
e
o
f
th
e
s
ca
le.
T
h
e
r
ef
o
r
e,
p
r
in
cip
al
co
m
p
o
n
en
t
an
a
ly
s
is
with
a
f
ix
ed
n
u
m
b
er
b
ased
o
n
th
e
f
ac
to
r
r
etain
ed
was
p
e
r
f
o
r
m
ed
.
Sin
ce
it
r
ep
r
esen
ts
th
e
o
v
er
all
am
o
u
n
t
o
f
t
h
e
o
r
ig
in
al
v
ar
iab
le
t
h
at
was
s
h
ar
ed
wit
h
all
o
th
er
v
ar
ia
b
les,
co
m
m
u
n
a
lity
is
cr
u
cial
[
5
2
]
.
T
h
e
s
ca
le
f
o
r
co
m
m
u
n
ality
was
0
to
1
.
I
f
th
e
v
alu
es
ar
e
clo
s
er
,
th
e
ex
tr
ac
ted
f
ac
to
r
ad
eq
u
ately
ex
p
lain
s
th
e
item
v
ar
iatio
n
.
C
o
m
m
u
n
ality
b
etwe
en
.
2
0
an
d
.
8
0
is
s
ee
n
as
lo
w;
.
2
0
to
.
8
0
is
ex
h
a
u
s
tiv
e;
an
d
.
6
0
to
.
8
0
is
r
eg
a
r
d
ed
as
h
ig
h
[
5
3
]
.
Oth
e
r
th
a
n
th
at
,
s
in
ce
f
ac
to
r
lo
ad
i
n
g
is
th
e
co
r
r
elatio
n
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m
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it n
ee
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s
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c
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t
[
5
4
]
.
T
h
e
s
tr
u
ctu
r
e
o
f
th
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s
ca
le
f
r
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n
f
ir
m
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h
r
o
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h
th
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C
FA.
C
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y
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I
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ices
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3.
RE
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57
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7
5
8
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9
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8
7
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.
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3
7
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5
7
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7
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163
T
ab
le
4
.
E
x
p
lo
r
ato
r
y
f
ac
t
o
r
an
aly
s
is
D
i
me
n
si
o
n
I
t
e
ms
C
o
mm
u
n
a
l
i
t
i
e
s
C
o
m
p
o
n
e
n
t
s
1
2
3
4
5
Emp
a
t
h
y
N
1
9
.
7
5
2
.
8
6
0
N
2
0
.
7
3
4
.
8
2
3
N
2
1
.
7
1
0
.
7
8
6
N
2
2
.
7
3
3
.
8
1
0
N
2
4
.
4
6
0
.
6
3
0
H
a
n
d
l
i
n
g
r
e
l
a
t
i
o
n
sh
i
p
N
2
6
.
5
2
7
.
6
0
7
N
2
7
.
4
6
5
.
6
0
1
N
2
8
.
5
4
7
.
6
4
3
N
2
9
.
6
3
1
.
7
6
1
N
3
0
.
6
4
6
.
7
2
8
M
o
t
i
v
a
t
i
o
n
o
n
e
se
l
f
N4
.
6
4
7
.
7
3
9
N
1
1
.
5
2
3
.
6
3
4
N
1
3
.
6
0
3
.
7
6
2
N
1
5
.
5
3
1
.
5
4
8
N
1
6
.
5
6
8
.
4
9
8
N
2
5
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4
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2
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4
6
5
S
e
l
f
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w
a
r
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e
ss
N1
.
4
7
9
.
6
4
8
N3
.
6
2
7
.
7
2
4
N5
.
5
7
7
.
6
4
2
N6
.
3
4
9
.
3
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N7
.
6
3
6
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6
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9
N9
.
3
4
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.
3
8
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1
2
.
5
8
9
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3
M
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t
i
o
n
N2
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4
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2
.
4
1
4
N8
.
4
6
1
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6
2
3
N
1
0
.
4
0
4
.
5
9
3
N
1
4
.
6
4
7
.
6
6
2
N
1
7
.
3
3
6
.
3
7
3
N
1
8
.
4
5
0
.
4
6
6
N
2
3
.
4
6
0
.
6
2
6
3
.
2
.
Co
nfir
m
a
t
o
ry
f
a
ct
o
r
a
n
a
ly
s
is
T
h
e
an
aly
s
is
o
f
E
FA
s
u
g
g
ests
th
e
p
r
im
ar
y
s
tr
u
ctu
r
e
o
f
th
e
s
c
ale
with
a
f
iv
e
-
f
ac
to
r
s
tr
u
ct
u
r
e
.
T
h
e
f
ir
s
t
f
ac
to
r
is
n
am
ed
em
p
ath
y
with
f
iv
e
item
s
;
th
e
s
ec
o
n
d
f
ac
to
r
is
n
am
ed
h
an
d
lin
g
r
elatio
n
s
h
i
p
s
with
f
iv
e
item
s
;
th
e
th
ir
d
f
ac
to
r
is
n
am
ed
m
o
t
iv
atio
n
o
n
eself
with
s
ix
item
s
;
th
e
f
o
u
r
th
f
ac
to
r
is
n
am
ed
s
elf
-
awa
r
en
ess
with
s
ev
en
item
s
;
an
d
th
e
f
if
th
f
ac
to
r
is
n
a
m
ed
m
an
ag
i
n
g
e
m
o
ti
o
n
with
eig
h
t
item
s
.
C
FA
was
th
en
e
x
ec
u
ted
to
co
n
f
ir
m
th
e
s
tr
u
ctu
r
e
o
f
th
e
s
ca
le.
C
FA
an
aly
s
is
with
two
m
o
d
els
was
co
n
d
u
cted
.
T
h
e
f
ir
s
t
m
o
d
el
as
s
h
o
w
n
in
Fig
u
r
e
2
co
n
s
is
ts
o
f
f
iv
e
f
ac
t
o
r
s
o
f
em
o
tio
n
al
in
tellig
en
ce
:
em
p
ath
y
,
h
an
d
lin
g
r
elatio
n
s
h
ip
s
,
m
o
tiv
atio
n
f
o
r
o
n
eself
,
s
elf
-
awa
r
en
ess
,
an
d
m
an
ag
in
g
e
m
o
tio
n
.
I
n
th
is
an
aly
s
is
,
s
ev
er
al
m
o
d
el
f
it
in
d
ices w
er
e
ex
ec
u
ted
.
T
h
e
r
esu
lt
o
f
th
e
f
ir
s
t
-
o
r
d
er
m
o
d
el
r
ev
ea
ls
th
at
C
MI
N=
2
.
6
1
6
,
T
L
I
=
.
8
0
6
,
C
FI=
.
8
2
6
,
R
MSE
A=
.
0
7
5
,
an
d
SR
M
R
=.
0
7
2
7
.
Oth
er
th
an
th
at
,
th
e
f
ac
to
r
lo
ad
in
g
r
an
g
ed
f
r
o
m
.
3
0
4
t
o
.
8
5
7
.
T
h
e
s
ec
o
n
d
-
o
r
d
er
m
o
d
el
o
f
C
FA
was
n
am
ed
E
m
o
tio
n
all
y
I
n
tellig
en
t
with
f
iv
e
f
ac
to
r
s
:
em
p
ath
y
,
h
an
d
lin
g
r
elatio
n
s
h
ip
s
,
m
o
tiv
atio
n
o
n
eself
,
s
elf
-
awa
r
en
ess
,
an
d
m
an
a
g
in
g
em
o
tio
n
.
Fig
u
r
e
3
d
is
p
lay
s
th
e
r
esu
lt
o
f
s
ec
o
n
d
o
r
d
e
r
m
o
d
el
o
f
C
FA.
T
h
e
r
esu
lt
in
d
icate
s
th
at
C
MI
N=
2
.
6
3
1
,
T
L
I
=.
8
0
4
,
C
FI=
.
8
2
3
,
R
MSE
A=
.
0
7
5
,
an
d
SR
MR=.
0
7
4
3
.
Oth
er
th
a
n
th
at,
th
e
f
ac
t
o
r
lo
ad
in
g
r
an
g
e
d
f
r
o
m
.
3
1
8
to
.
8
5
9
.
Fu
r
th
er
m
o
r
e,
th
e
co
r
r
elatio
n
c
o
ef
f
icien
t
r
an
g
ed
f
r
o
m
.
5
3
to
.
8
4
.
T
h
e
co
m
p
ar
atio
n
o
f
t
h
e
f
i
r
s
t
an
d
th
e
s
ec
o
n
d
o
r
d
er
m
o
d
e
l
r
esu
lt
ar
e
d
is
p
lay
ed
in
T
ab
le
5
.
T
ab
le
5
co
m
p
ar
es
th
e
f
ir
s
t
an
d
s
ec
o
n
d
-
o
r
d
er
m
o
d
els
with
t
h
e
s
tan
d
ar
d
g
iv
en
.
T
h
e
v
alu
es
o
f
C
MI
N
an
d
R
MSE
A
f
u
l
f
illed
th
e
th
r
esh
o
ld
g
i
v
en
,
b
u
t
th
e
v
alu
es
o
f
T
L
I
a
n
d
C
FI
d
id
n
o
t
f
u
lf
il
th
e
s
tan
d
ar
d
g
iv
e
n
.
Ho
wev
er
,
th
e
ab
o
v
e
8
0
f
o
r
C
FI
an
d
T
L
I
is
s
till
co
n
s
id
er
ed
ac
ce
p
tab
le
[
9
]
.
Oth
er
th
a
n
th
at,
t
h
e
v
alu
e
o
f
SR
MR
d
id
n
o
t
m
ee
t
t
h
e
th
r
esh
o
l
d
g
iv
en
.
Ho
wev
er
,
th
e
v
alu
e
o
f
R
MSE
A
f
u
lf
illed
th
e
th
r
esh
o
ld
g
iv
en
,
w
h
ich
is
en
o
u
g
h
to
s
tate
th
at
th
e
m
o
d
el
h
as a
cc
ep
tab
le
an
d
t
o
ler
ab
le
m
o
d
el
f
it in
d
ices f
o
r
C
FA.
3
.
3
.
Va
lid
it
y
a
nd
re
lia
bil
it
y
t
est
Af
ter
co
n
f
ir
m
i
n
g
th
e
s
tr
u
ctu
r
e
o
f
th
e
s
ca
le,
r
esear
ch
er
s
test
th
e
v
alid
ity
an
d
r
eliab
ilit
y
o
f
th
e
s
ca
le
th
r
o
u
g
h
c
o
n
v
e
r
g
en
t
v
alid
ity
,
co
m
p
o
s
ite
r
eliab
ilit
y
,
an
d
in
t
er
n
al
co
n
s
is
ten
cy
.
T
h
e
co
n
v
e
r
g
en
t
v
alid
ity
was
test
ed
with
AVE
,
an
d
th
e
r
es
u
lts
wer
e
as:
th
e
f
ir
s
t
f
ac
to
r
was
0
.
5
9
4
,
th
e
s
ec
o
n
d
f
ac
t
o
r
was
0
.
4
9
9
,
th
e
th
ir
d
f
ac
to
r
was
0
.
4
3
6
,
th
e
f
o
u
r
th
f
ac
to
r
was
0
.
3
5
5
,
an
d
th
e
f
if
th
f
ac
to
r
was
0
.
2
7
1
.
T
h
e
c
o
m
p
o
s
ite
r
eliab
ilit
y
was
test
ed
th
r
o
u
g
h
C
R
,
an
d
th
e
r
e
s
u
lts
wer
e
as:
th
e
f
ir
s
t
f
ac
to
r
was
0
.
8
7
9
,
th
e
s
ec
o
n
d
f
ac
to
r
was
0
.
8
3
2
,
th
e
th
ir
d
f
ac
to
r
was
0
.
8
2
3
,
th
e
f
o
u
r
th
f
ac
to
r
was
0
.
7
8
6
,
an
d
th
e
f
if
th
f
ac
to
r
was
0
.
7
0
6
.
T
h
e
in
ter
n
al
co
n
s
is
ten
cy
o
f
th
e
s
ca
le
was
a
s
s
e
s
s
ed
th
r
o
u
g
h
C
r
o
n
b
ac
h
’
s
alp
h
a,
an
d
th
e
r
esu
l
ts
wer
e
as:
th
e
f
ir
s
t
f
ac
to
r
wa
s
0
,
8
7
9
,
th
e
s
ec
o
n
d
f
ac
to
r
was
0
.
8
1
8
,
th
e
t
h
ir
d
f
ac
to
r
was
0
.
8
1
9
,
th
e
f
o
u
r
th
f
ac
t
o
r
was
0
.
7
8
1
,
an
d
th
e
f
if
t
h
f
a
cto
r
was
0
.
7
0
6
.
T
h
e
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
:
1
57
-
1
70
164
r
esu
lt
o
f
co
n
v
er
g
e
n
t
v
alid
ity
s
h
o
wed
th
at
s
ev
er
al
f
ac
to
r
s
,
s
u
ch
as
h
an
d
lin
g
r
elatio
n
s
h
ip
s
,
m
o
tiv
atin
g
o
n
eself
,
s
elf
-
awa
r
en
ess
,
an
d
m
an
ag
in
g
s
tr
ess
,
h
ad
an
AVE
b
elo
w
0
.
5
,
wh
ich
is
b
elo
w
s
tan
d
ar
d
.
Ho
wev
er
,
all
f
ac
to
r
s
h
av
e
ac
ce
p
ta
b
le
v
alu
es
f
o
r
co
m
p
o
s
ite
r
eliab
ilit
y
(
>0
.
7
)
a
n
d
in
ter
n
al
co
n
s
is
ten
cy
(
>0
.
7
)
.
T
h
e
r
esu
lt
o
f
AVE
,
C
R
an
d
C
r
o
n
b
ac
h
alp
h
a
is
d
is
p
lay
ed
in
T
a
b
le
6
.
Fig
u
r
e
2
.
C
FA
f
ir
s
t o
r
d
er
m
o
d
el
Fig
u
r
e
3
.
C
FA
s
ec
o
n
d
o
r
d
er
m
o
d
el
T
ab
le
5
.
C
FA
f
ir
s
t o
r
d
er
a
n
d
s
ec
o
n
d
o
r
d
er
co
m
p
a
r
atio
n
G
o
o
d
n
e
ss
o
f
f
i
t
C
r
i
t
e
r
i
o
n
M
o
d
e
l
F
i
r
st
o
r
d
e
r
S
e
c
o
n
d
o
r
d
e
r
C
M
I
N
<5
2
.
6
1
6
2
.
6
3
1
TLI
≥
.
9
0
.
8
0
6
.
8
0
4
C
F
I
≥
.
9
0
.
8
2
6
.
8
2
3
R
M
S
EA
<
.
0
6
t
o
.
0
8
.
0
7
5
.
0
7
5
S
R
M
R
<
.
0
5
.
0
7
2
7
.
7
4
3
T
ab
le
6
.
T
h
e
r
esu
lt o
f
c
o
n
v
e
r
g
en
t v
alid
ity
,
co
m
p
o
s
ite
r
eliab
il
ity
an
d
C
r
o
n
b
ac
h
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165
4.
DIS
CU
SS
I
O
N
T
h
e
p
u
r
p
o
s
e
o
f
th
is
r
esear
c
h
was
to
test
th
e
p
s
y
ch
o
m
etr
i
c
p
r
o
p
er
ties
o
f
e
m
o
tio
n
al
i
n
tellig
en
ce
am
o
n
g
u
n
iv
er
s
ity
s
tu
d
en
ts
in
I
n
d
o
n
esia,
u
tili
zin
g
b
o
th
f
ac
to
r
ial
an
aly
s
es,
n
am
ely
E
FA
an
d
C
FA.
Usi
n
g
E
FA
an
d
C
FA
in
ev
al
u
atio
n
r
esear
ch
was
s
u
f
f
icien
t;
E
FA
ca
n
id
en
tif
y
s
ev
er
al
c
o
m
m
o
n
f
ac
to
r
s
,
wh
ile
C
FA
v
alid
ates
th
e
m
o
d
el
f
r
am
ed
i
n
E
FA
[
5
6
]
.
Patil
et
a
l.
[
5
7
]
s
tated
th
at
C
FA
with
o
u
t
E
FA
d
o
es
n
o
t
p
r
o
d
u
ce
s
u
p
er
f
lu
o
u
s
f
ac
to
r
s
;
as
a
r
esu
lt,
th
e
p
s
y
ch
o
m
etr
ic
p
r
o
p
er
ties
o
f
th
e
e
m
o
tio
n
al
in
tellig
en
ce
s
ca
le
in
t
h
is
r
esear
ch
wer
e
test
ed
th
r
o
u
g
h
r
o
b
u
s
t p
s
y
ch
o
m
etr
ic
test
in
g
,
n
a
m
ely
E
FA a
n
d
C
FA.
B
ased
o
n
th
e
p
s
y
ch
o
m
etr
ic
an
aly
s
is
,
th
is
s
tu
d
y
r
ev
ea
ls
th
at
t
h
e
s
ca
le
h
as s
im
ilar
ch
ar
ac
ter
is
tics
to
th
e
o
r
ig
in
al
v
er
s
io
n
.
I
n
th
is
r
esear
ch
,
E
FA
was
u
s
ed
to
d
eter
m
in
e
th
e
u
n
d
er
l
y
in
g
f
ac
to
r
o
f
th
e
o
b
s
er
v
ed
v
ar
iab
le,
an
d
f
i
v
e
f
ac
to
r
s
wer
e
r
etain
e
d
in
th
e
an
aly
s
is
.
T
h
e
th
eo
r
etic
al
s
tr
u
ctu
r
e
o
f
th
e
s
ca
le
was
co
n
f
ir
m
e
d
th
r
o
u
g
h
C
FA
.
Oth
er
th
an
th
at,
th
e
s
c
ale
also
co
n
f
ir
m
ed
its
p
s
y
c
h
o
m
etr
ic
p
r
o
p
er
ties
th
r
o
u
g
h
c
o
n
v
er
g
en
t
v
ali
d
ity
,
co
m
p
o
s
ite
r
eliab
ilit
y
,
an
d
C
r
o
n
b
ac
h
alp
h
a.
As
a
r
esu
lt,
t
h
e
3
0
item
s
o
n
th
e
s
ca
le
in
th
is
r
esear
ch
wer
e
s
ep
ar
ated
in
to
f
iv
e
f
ac
to
r
s
ac
c
o
r
d
in
g
to
c
o
m
m
u
n
alities
an
d
f
ac
to
r
lo
ad
i
n
g
.
T
h
e
f
ir
s
t
f
ac
to
r
is
n
am
ed
em
p
ath
y
with
f
iv
e
item
s
;
th
e
s
ec
o
n
d
f
ac
to
r
is
n
am
ed
h
an
d
lin
g
r
elatio
n
s
h
ip
s
with
f
iv
e
item
s
;
th
e
th
i
r
d
f
ac
to
r
is
n
am
ed
m
o
tiv
atio
n
o
n
eself
with
s
ix
item
s
;
th
e
f
o
u
r
th
f
ac
to
r
is
n
am
ed
s
elf
-
awa
r
en
ess
with
s
ev
en
item
s
;
an
d
th
e
f
if
th
f
ac
to
r
is
n
am
ed
m
an
ag
in
g
em
o
tio
n
with
eig
h
t item
s
.
T
h
is
r
esear
ch
is
s
im
ilar
to
an
o
th
er
r
esear
c
h
.
Fo
r
ex
a
m
p
le,
Sh
wu
[
5
8
]
cr
ea
te
d
an
d
im
p
lem
en
ted
a
q
u
ick
em
o
ti
o
n
al
in
tellig
en
ce
t
est f
o
r
h
ig
h
s
ch
o
o
l v
o
ca
tio
n
al
in
s
tr
u
cto
r
s
.
T
h
e
r
esear
ch
h
ad
s
im
ilar
r
esu
lts
to
th
e
cu
r
r
en
t
r
esear
ch
o
n
f
iv
e
c
o
n
s
tr
u
cts
o
f
em
o
tio
n
al
in
tellig
e
n
ce
:
s
elf
-
awa
r
en
ess
,
m
an
a
g
in
g
em
o
tio
n
s
,
s
elf
-
m
o
tiv
atio
n
,
em
p
ath
y
,
a
n
d
h
an
d
lin
g
r
elatio
n
s
h
ip
s
.
H
o
wev
er
,
th
e
r
esear
ch
o
n
ly
e
x
p
lo
r
es
th
e
in
te
r
n
al
co
n
s
is
ten
cy
o
f
th
e
in
s
tr
u
m
e
n
t
,
f
o
llo
wed
b
y
d
escr
ip
tiv
e
s
tatis
tics
an
d
m
u
ltiv
ar
iate
an
aly
s
is
.
Patil
et
a
l.
[
5
7
]
also
d
ev
elo
p
ed
a
m
ea
s
u
r
e
o
f
em
o
tio
n
al
in
tellig
en
ce
.
T
h
e
r
e
s
ea
r
ch
co
n
clu
d
es
th
at
th
er
e
ar
e
f
iv
e
co
n
s
tr
u
cts
o
f
em
o
tio
n
al
in
tellig
en
c
e:
s
elf
-
awa
r
en
ess
,
s
elf
-
r
eg
u
latio
n
,
m
o
tiv
atio
n
,
em
p
ath
y
,
a
n
d
s
o
cial
.
Ho
wev
er
,
th
e
r
esear
ch
o
n
ly
u
tili
ze
d
b
asic
a
n
aly
s
is
s
u
ch
as
m
ea
n
,
s
tan
d
ar
d
d
ev
iatio
n
,
s
tan
d
ar
d
ized
al
p
h
a
r
eliab
ilit
y
,
an
d
co
r
r
elatio
n
co
ef
f
icien
t.
B
ased
o
n
th
e
p
r
ev
io
u
s
r
esear
ch
,
th
e
cu
r
r
en
t
r
esear
ch
co
n
tr
ib
u
tes
to
th
e
v
alid
atio
n
o
f
em
o
tio
n
al
in
tellig
en
ce
in
s
tr
u
m
en
ts
with
r
o
b
u
s
t p
s
y
ch
o
m
etr
ic
an
aly
s
is
.
T
h
e
r
esu
lt
o
f
th
is
s
tu
d
y
is
s
u
p
p
o
r
ted
b
y
th
e
liter
atu
r
e
r
ev
i
ew.
Ma
n
y
r
esear
ch
er
s
an
d
ac
ad
em
ician
s
ass
o
ciate
d
em
o
tio
n
al
in
tellig
e
n
ce
with
th
e
f
iv
e
co
n
s
tr
u
cts
f
o
u
n
d
in
th
is
r
esear
ch
.
B
ased
o
n
liter
atu
r
e
,
ea
ch
co
n
s
tr
u
ct
o
f
e
m
o
tio
n
al
in
tell
ig
en
ce
in
th
is
r
esear
ch
is
a
s
s
o
ciate
d
with
em
o
tio
n
al
in
tellig
en
ce
.
Firstl
y
,
em
o
tio
n
al
in
tellig
e
n
ce
was
as
s
o
ciate
d
with
em
p
at
h
y
.
Seg
u
r
a
et
a
l.
[
5
9
]
s
tated
th
at
e
m
p
at
h
y
is
th
e
co
n
s
tr
u
ct
th
at
h
as
a
v
e
r
y
s
tr
o
n
g
r
elatio
n
s
h
ip
with
em
o
tio
n
al
in
tellig
en
ce
b
ec
au
s
e
em
p
ath
y
is
th
e
co
n
ce
p
t
th
at
is
r
elate
d
to
th
e
ab
ilit
y
o
f
s
o
m
eo
n
e
to
u
n
d
er
s
tan
d
an
d
u
s
e
th
eir
em
o
tio
n
s
.
E
m
p
ath
y
is
v
er
y
im
p
o
r
tan
t
b
ec
au
s
e
it
is
co
r
r
elate
d
with
th
e
af
f
ec
tiv
e
(
em
o
tio
n
al)
,
co
g
n
itiv
e,
o
r
co
m
b
in
atio
n
o
f
b
o
t
h
o
f
t
h
e
s
tu
d
e
n
t
s
[
6
0
]
.
I
t
m
ak
es
th
e
s
tu
d
en
t
ab
le
to
u
n
d
e
r
s
tan
d
s
o
m
eo
n
e'
s
s
itu
atio
n
.
B
ased
o
n
th
e
liter
atu
r
e,
em
p
ath
y
wi
ll
b
en
ef
it
s
tu
d
en
ts
p
er
s
o
n
ally
a
n
d
s
o
cially
.
Per
s
o
n
ally
,
it
was
r
e
v
ea
led
t
h
at
s
tu
d
en
ts
wh
o
p
e
r
ce
iv
e
t
h
em
s
elv
es
as
em
p
ath
ic
ex
p
er
ien
ce
em
p
ath
y
as
a
p
r
o
f
ess
io
n
al
s
atis
f
ac
tio
n
an
d
m
ea
n
in
g
f
u
ln
ess
p
r
o
tectio
n
a
g
ain
s
t
b
u
r
n
o
u
t
[
6
1
]
.
So
cially
,
em
p
ath
y
is
s
tated
t
o
en
h
an
ce
s
tu
d
en
ts
s
o
cial
in
ter
ac
tio
n
,
en
h
a
n
ce
p
r
o
s
o
cial
b
eh
av
io
r
,
an
d
in
h
ib
it
an
ti
-
s
o
cial
ac
ts
s
u
ch
as
cy
b
e
r
b
u
lly
in
g
[
6
2
]
.
T
r
an
[
6
3
]
in
t
eg
r
ates
em
p
ath
y
as
o
n
e
o
f
t
h
e
s
ix
in
ter
r
elate
d
d
im
en
s
io
n
s
o
f
teac
h
in
g
an
d
lear
n
in
g
,
n
a
m
ely
,
co
n
n
ec
ti
n
g
,
ac
co
m
m
o
d
atin
g
,
r
ec
ip
r
o
ca
tin
g
,
in
teg
r
atin
g
,
r
en
atio
n
alizin
g
,
a
n
d
em
p
at
h
y
.
Acc
o
r
d
in
g
to
T
h
eo
b
al
d
[
6
4
]
,
t
h
r
o
u
g
h
em
p
at
h
y
,
u
n
iv
er
s
ity
s
tu
d
en
ts
h
av
e
a
s
en
s
e
o
f
b
elo
n
g
i
n
g
to
t
h
e
class
r
o
o
m
an
d
u
n
iv
er
s
ity
ac
tiv
ities
an
d
b
u
ild
c
o
n
n
ec
tio
n
s
with
t
h
e
te
ac
h
er
s
.
E
m
p
ath
y
is
th
e
p
r
o
ce
s
s
o
f
u
n
d
er
s
tan
d
in
g
o
r
r
esp
o
n
d
i
n
g
to
o
th
er
em
o
tio
n
s
;
th
er
ef
o
r
e,
it
d
ev
elo
p
s
th
e
s
o
cial
co
n
n
ec
tio
n
b
etwe
en
in
d
iv
id
u
als
[
6
5
]
.
I
t
m
ea
n
s
th
at
u
n
iv
er
s
ity
s
tu
d
en
ts
with
em
p
ath
ic
em
o
tio
n
s
wo
u
ld
b
e
ab
le
to
b
u
ild
g
o
o
d
s
o
cial
c
o
n
n
ec
tio
n
s
with
th
eir
p
ee
r
s
,
u
n
iv
er
s
ity
s
taf
f
,
a
n
d
lectu
r
er
s
.
Seco
n
d
ly
,
em
o
tio
n
al
in
tellig
e
n
ce
is
ass
o
ciate
d
with
h
an
d
lin
g
r
elatio
n
s
h
ip
s
.
Acc
o
r
d
in
g
t
o
Ap
ar
icio
-
Flo
r
es
et
a
l.
[
6
6
]
,
em
o
tio
n
al
in
tellig
en
ce
is
ass
o
ciate
d
with
in
ter
p
er
s
o
n
al
a
n
d
in
t
r
ap
er
s
o
n
a
l
s
k
ills
,
wh
ich
ar
e
th
en
ass
o
ciate
d
with
s
o
cial
an
d
p
e
r
s
o
n
al
ex
p
er
ien
ce
s
.
F
o
r
u
n
iv
er
s
ity
s
tu
d
en
ts
,
h
a
n
d
l
in
g
r
elatio
n
s
h
ip
s
is
s
ig
n
if
ican
t
f
o
r
t
h
eir
ac
ad
e
m
ic
liv
es.
Han
d
lin
g
r
elatio
n
s
h
i
p
s
r
ef
er
s
to
th
e
ab
ilit
y
o
f
th
e
s
tu
d
en
ts
to
b
u
ild
p
o
s
itiv
e
r
elatio
n
s
h
ip
s
with
th
eir
p
ee
r
s
,
lectu
r
er
s
,
an
d
ac
ad
em
ic
s
taf
f
;
f
ailu
r
e
to
d
o
s
o
lead
s
to
s
tr
ess
an
d
h
ea
lth
p
r
o
b
lem
s
[
6
7
]
.
Fit
zg
er
ald
a
n
d
Ko
n
r
ad
[
6
8
]
f
o
u
n
d
in
t
h
eir
r
es
ea
r
ch
th
at
s
tu
d
e
n
ts
wh
o
h
av
e
p
r
o
b
lem
s
h
an
d
lin
g
r
elatio
n
s
h
ip
s
h
av
e
g
r
ea
ter
a
n
x
iety
an
d
s
tr
ess
,
q
u
esti
o
n
in
g
th
eir
ab
ilit
y
to
h
an
d
le
d
if
f
icu
lt
a
s
p
ec
ts
o
f
th
eir
liv
es
an
d
h
av
i
n
g
d
if
f
icu
lties
attai
n
in
g
th
eir
g
o
als.
On
th
e
co
n
tr
ar
y
,
s
tu
d
e
n
ts
with
g
r
ea
ter
ab
ilit
y
to
h
an
d
le
r
elatio
n
s
h
ip
s
wo
u
ld
h
a
v
e
less
s
tr
ess
an
d
an
x
iety
.
I
t
is
im
p
o
r
t
an
t
s
in
ce
u
n
iv
er
s
ity
s
tu
d
en
ts
h
av
e
m
o
r
e
p
r
ess
u
r
e
an
d
m
o
r
e
s
er
io
u
s
m
en
tal
h
ea
lth
p
r
o
b
lem
s
co
m
p
a
r
ed
to
s
ch
o
o
l stu
d
en
ts
.
T
h
ir
d
ly
,
em
o
tio
n
al
in
tellig
en
c
e
is
as
s
o
ciate
d
with
m
o
tiv
atio
n
with
in
o
n
eself
.
E
m
o
tio
n
al
i
n
tellig
en
ce
ca
n
b
e
d
e
f
in
ed
as
th
e
a
b
ilit
y
to
m
o
tiv
ate
o
u
r
s
elv
es
to
h
av
e
th
e
b
est
f
o
r
o
u
r
s
elv
es
an
d
f
o
r
o
u
r
r
elatio
n
s
h
ip
s
with
o
th
er
s
.
Fo
r
u
n
iv
er
s
ity
s
tu
d
en
ts
,
s
elf
-
m
o
tiv
atio
n
co
u
ld
b
o
o
s
t
th
eir
ac
ad
em
ic
ac
h
iev
em
en
t
an
d
p
er
f
o
r
m
an
ce
.
I
t
is
b
ec
au
s
e
s
elf
-
m
o
tiv
atio
n
in
cr
ea
s
es
th
e
ef
f
o
r
t
an
d
p
er
s
is
ten
ce
o
f
t
h
e
s
tu
d
e
n
ts
[
6
9
]
.
Oth
er
th
an
th
at,
s
elf
-
m
o
tiv
atio
n
d
r
iv
es
s
tu
d
en
ts
to
war
d
s
in
d
e
p
en
d
e
n
t
lear
n
in
g
[
7
0
]
.
I
t
m
ea
n
s
s
tu
d
en
ts
will
n
o
t
o
n
l
y
d
ep
en
d
o
n
t
h
e
teac
h
er
'
s
m
ater
ial
an
d
lectu
r
es
b
u
t
also
s
tr
iv
e
to
lear
n
p
er
s
o
n
ally
an
d
g
a
u
g
e
in
f
o
r
m
atio
n
as
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
:
1
57
-
1
70
166
m
u
ch
as
t
h
ey
ca
n
,
wh
ic
h
is
k
n
o
wn
as
s
elf
-
r
eg
u
lated
lear
n
in
g
.
Un
iv
er
s
ity
s
tu
d
e
n
ts
with
s
elf
-
r
eg
u
lated
lear
n
in
g
o
r
s
elf
-
m
o
tiv
atio
n
s
h
o
wed
b
ett
er
ac
ad
em
ic
p
er
f
o
r
m
an
ce
,
wer
e
m
o
r
e
s
atis
f
ied
with
th
eir
s
tu
d
ies,
an
d
wer
e
ab
le
to
co
p
e
ea
s
ily
with
th
e
tr
an
s
it
io
n
f
r
o
m
s
ch
o
o
l
t
o
u
n
iv
er
s
ity
life
.
Al
-
Ab
y
ad
h
a
n
d
Azeem
[
7
1
]
s
tated
th
at
s
elf
-
m
o
tiv
atio
n
is
o
n
e
o
f
th
e
f
u
n
d
am
en
tal
elem
en
ts
f
o
r
s
tr
u
ct
u
r
in
g
an
d
in
teg
r
atin
g
ess
en
tial
s
k
ills
to
ac
h
iev
e
ac
ad
em
ic
ex
p
ec
tatio
n
s
f
o
r
u
n
i
v
er
s
ity
s
tu
d
en
ts
.
I
t
was
s
tr
en
g
th
en
ed
b
y
B
r
am
b
ila
-
T
a
p
ia
[
7
2
]
,
wh
o
s
tated
th
at
s
elf
-
m
o
tiv
atio
n
h
as a
s
m
all
b
u
t sig
n
if
ican
t c
o
n
tr
ib
u
tio
n
to
u
n
iv
er
s
ity
s
tu
d
en
t a
ch
iev
em
e
n
t.
Fo
u
r
th
ly
,
em
o
tio
n
al
in
tellig
en
ce
is
a
s
s
o
ciate
d
wi
th
s
elf
-
awa
r
en
ess
.
R
esear
ch
b
y
Mu
s
taf
a
et
a
l.
[
7
3
]
f
o
u
n
d
th
at
o
n
e
o
f
th
e
f
ac
to
r
s
in
em
o
tio
n
al
in
tellig
en
ce
is
s
elf
-
awa
r
en
ess
.
Self
-
awa
r
en
ess
h
elp
s
u
n
iv
er
s
ity
s
tu
d
en
ts
m
an
ag
e
th
em
s
elv
es
an
d
im
p
r
o
v
e
p
er
f
o
r
m
a
n
ce
.
Self
-
awa
r
en
ess
en
ab
les
u
n
i
v
er
s
ity
s
tu
d
en
ts
to
d
eter
m
in
e
i
n
wh
ic
h
ar
ea
s
th
ey
ar
e
wea
k
an
d
s
tr
o
n
g
,
s
o
th
ey
c
an
f
o
cu
s
o
n
w
h
ich
a
r
ea
s
o
f
th
e
m
s
elv
es
s
h
o
u
ld
b
e
im
p
r
o
v
e
d
[
7
4
]
.
I
n
p
r
ev
io
u
s
r
e
s
ea
r
ch
,
th
er
e
is
a
p
o
s
itiv
e,
m
o
d
er
ate,
an
d
s
ig
n
if
ican
t
r
elatio
n
s
h
ip
b
etwe
en
s
elf
-
awa
r
en
ess
,
r
ea
d
in
g
attitu
d
e,
r
ea
d
in
g
h
a
b
it,
an
d
r
ea
d
in
g
atti
tu
d
e
[
7
5
]
.
Oth
er
th
a
n
th
at,
s
e
lf
-
awa
r
en
ess
h
elp
s
u
n
iv
er
s
ity
s
tu
d
en
ts
s
h
ap
e
th
e
ir
s
p
ec
if
ic
s
k
ills
.
I
n
th
is
ca
s
e,
B
lak
em
o
r
e
an
d
Ag
llias
[
7
6
]
s
tated
th
at
s
elf
-
awa
r
en
ess
is
an
in
teg
r
al,
h
o
lis
tic,
an
d
ef
f
ec
tiv
e
d
ev
elo
p
m
en
t
o
f
th
e
p
r
o
f
ess
io
n
al
s
elf
.
I
t
m
ea
n
s
th
at
s
elf
-
awa
r
en
ess
h
elp
s
u
n
iv
er
s
ity
s
tu
d
en
ts
b
ec
o
m
e
p
r
o
f
ess
io
n
a
l
wo
r
k
er
s
.
I
t
is
im
p
o
r
ta
n
t
s
in
ce
,
at
th
eir
ag
e,
u
n
iv
er
s
ity
s
tu
d
en
ts
ar
e
p
r
ep
ar
i
n
g
th
em
s
elv
es to
b
ec
o
m
e
p
r
o
f
ess
io
n
al
wo
r
k
er
s
.
Fifth
ly
,
em
o
tio
n
al
in
tellig
en
ce
is
ass
o
ciate
d
with
m
an
ag
in
g
em
o
tio
n
.
B
ased
o
n
th
e
co
g
n
itiv
e
m
o
d
el,
em
o
tio
n
al
in
tellig
en
ce
ca
n
b
e
d
ef
in
ed
as th
e
ab
ilit
y
to
r
eg
u
la
te
em
o
tio
n
[
2
5
]
.
I
t is th
e
co
n
ce
p
t th
at
ca
n
m
an
ag
e
m
o
tio
n
i
n
b
o
th
c
o
g
n
itiv
e
an
d
m
etac
o
g
n
itiv
e
p
r
o
ce
s
s
es.
Fo
r
u
n
iv
er
s
ity
s
tu
d
e
n
ts
,
it
is
im
p
o
r
tan
t
to
h
av
e
g
o
o
d
em
o
tio
n
al
m
an
a
g
em
en
t.
Fo
r
ex
am
p
le,
wh
en
th
e
y
wer
e
g
iv
en
cr
iticis
m
an
d
f
ee
d
b
ac
k
,
u
n
iv
er
s
ity
life
is
d
if
f
er
en
t
f
r
o
m
s
ch
o
o
l
life
,
w
h
er
e
in
th
is
s
tag
e,
th
e
d
is
cu
s
s
io
n
o
f
k
n
o
wled
g
e
is
m
u
ch
wi
d
er
an
d
m
o
r
e
f
r
ee
,
s
o
ar
g
u
m
en
t
d
eb
ate
as
th
e
p
r
o
ce
s
s
o
f
ac
k
n
o
wled
g
in
g
k
n
o
wled
g
e
will
b
e
f
ac
ed
b
y
u
n
iv
er
s
ity
s
tu
d
en
ts
[
7
7
]
.
I
n
th
is
ca
s
e,
m
an
a
g
in
g
em
o
ti
o
n
will
teac
h
s
tu
d
en
ts
h
o
w
t
o
b
ec
o
m
e
ad
u
lt
h
u
m
an
s
wh
o
r
esp
ec
t
ea
ch
o
th
er
’
s
o
p
in
io
n
s
.
T
h
u
s
,
it
is
im
p
o
r
tan
t
to
h
av
e
g
o
o
d
em
o
tio
n
al
m
an
ag
em
en
t
in
o
r
d
er
t
o
p
r
o
m
o
te
em
o
tio
n
al
an
d
in
tellectu
al
g
r
o
wth
.
Oth
er
t
h
an
th
at
,
Y
an
et
a
l.
[
7
8
]
s
tat
ed
th
at
u
n
iv
er
s
ity
s
tu
d
en
ts
s
h
o
u
ld
m
an
ag
e
th
eir
em
o
tio
n
s
in
o
r
d
e
r
to
r
esp
o
n
d
to
an
y
is
s
u
es
an
d
p
r
o
b
lem
s
t
h
at
ar
is
e
d
u
r
in
g
th
eir
ac
ad
em
ic
liv
es
s
o
th
ey
ca
n
tr
ea
t a
n
y
is
s
u
es c
alm
ly
.
4
.
1
.
I
m
pli
ca
t
i
o
n
T
h
is
s
tu
d
y
’
s
f
in
d
in
g
s
s
h
o
u
ld
h
av
e
th
eo
r
etica
l
an
d
p
r
ac
tical
r
am
if
icatio
n
s
.
T
h
e
r
esear
ch
th
eo
r
etica
lly
ad
d
s
to
th
e
p
s
y
ch
o
m
etr
ic
d
is
co
u
r
s
e
o
n
th
e
em
o
tio
n
al
n
o
tio
n
,
wh
er
ei
n
u
n
iv
er
s
ity
s
tu
d
en
ts
’
em
o
tio
n
al
in
tellig
en
ce
is
co
m
p
r
is
ed
o
f
f
i
v
e
co
m
p
o
n
e
n
ts
:
em
p
ath
y
,
h
an
d
lin
g
r
elatio
n
s
h
ip
s
,
m
o
tiv
atio
n
f
o
r
o
n
eself
,
s
elf
-
awa
r
en
ess
,
an
d
m
an
ag
in
g
em
o
tio
n
.
Fu
r
th
er
m
o
r
e,
p
r
ac
tically
,
th
e
r
esu
lt
o
f
th
is
r
esear
c
h
c
an
b
e
u
s
ed
as
a
to
o
l
to
m
ea
s
u
r
e
u
n
iv
er
s
ity
s
tu
d
en
ts
’
em
o
tio
n
al
in
tellig
e
n
ce
in
I
n
d
o
n
esia.
5.
CO
NCLU
SI
O
N
T
h
is
s
tu
d
y
aim
e
d
to
test
th
e
p
s
y
ch
o
m
etr
ic
p
r
o
p
e
r
ties
o
f
th
e
em
o
tio
n
al
in
tellig
en
ce
s
ca
le
in
th
e
co
n
tex
t
o
f
u
n
iv
er
s
ity
s
tu
d
en
ts
in
I
n
d
o
n
esia.
Sp
ec
if
ically
,
th
is
r
esear
ch
aim
s
to
test
th
e
u
n
d
er
ly
in
g
f
ac
to
r
o
f
em
o
tio
n
al
in
tellig
e
n
ce
am
o
n
g
u
n
iv
er
s
ity
s
tu
d
e
n
ts
in
I
n
d
o
n
esia,
test
th
e
s
tr
u
ct
u
r
e
o
f
th
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in
s
tr
u
m
en
t
o
f
em
o
tio
n
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in
tellig
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h
y
p
o
t
h
esized
in
e
x
p
lo
r
at
o
r
y
f
ac
to
r
an
aly
s
is
,
an
d
test
th
e
v
alid
ity
an
d
r
eliab
ilit
y
o
f
em
o
tio
n
al
i
n
tellig
en
ce
.
T
o
attain
th
e
aim
o
f
th
is
r
esear
ch
,
s
ev
er
al
an
al
y
s
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m
eth
o
d
s
we
r
e
co
n
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,
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ely
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FA
,
co
n
f
ir
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ato
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y
f
ac
to
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an
a
ly
s
is
,
co
n
v
er
g
en
t
v
alid
ity
,
co
m
p
o
s
ite
r
eliab
ilit
y
,
an
d
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r
o
n
b
ac
h
alp
h
a
a
n
aly
s
is
.
T
h
e
s
tu
d
y
co
m
p
r
is
ed
2
8
8
u
n
iv
er
s
ity
s
tu
d
en
ts
ac
r
o
s
s
f
iv
e
r
eg
i
o
n
s
in
I
n
d
o
n
esia,
n
a
m
ely
Pale
m
b
an
g
,
W
est
Nu
s
a
T
en
g
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ar
a
,
Ku
p
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g
,
Yo
g
y
ak
ar
t
a
,
an
d
J
ak
ar
ta.
E
FA a
n
d
C
FA te
s
ted
th
e
p
s
y
ch
o
m
etr
ic
p
r
o
p
e
r
ties
o
f
th
e
s
ca
le
b
y
ex
p
lo
r
in
g
th
e
in
itial
s
tr
u
ctu
r
e
o
f
th
e
in
s
tr
u
m
en
t
an
d
co
n
f
ir
m
in
g
th
e
s
tr
u
ctu
r
e.
I
n
th
is
r
e
s
ea
r
ch
,
f
iv
e
f
ac
t
o
r
s
wer
e
r
etain
ed
an
d
co
n
f
ir
m
ed
,
n
am
ely
em
p
ath
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with
f
iv
e
item
s
,
h
an
d
lin
g
r
elatio
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s
h
ip
s
with
f
iv
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,
m
o
tiv
atio
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f
o
r
o
n
eself
with
s
ix
item
s
,
s
elf
-
awa
r
en
ess
wi
th
s
ev
en
item
s
,
an
d
m
an
ag
in
g
em
o
tio
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with
eig
h
t
item
s
.
Fu
r
th
er
m
o
r
e,
co
n
v
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g
e
n
ce
v
alid
ity
,
co
m
p
o
s
ite
r
eliab
ilit
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,
an
d
C
r
o
n
b
ac
h
’
s
alp
h
a
an
aly
s
is
co
n
f
ir
m
th
e
v
alid
ity
an
d
r
eliab
ilit
y
o
f
th
e
in
s
tr
u
m
en
t.
ACK
NO
WL
E
DG
E
M
E
NT
S
T
h
e
au
th
o
r
s
wo
u
l
d
lik
e
to
co
n
v
ey
th
eir
h
ea
r
tf
elt
g
r
atitu
d
e
t
o
th
e
p
ar
ticip
an
ts
an
d
m
y
co
ll
ea
g
u
es
f
o
r
th
eir
ess
en
tial
co
n
tr
ib
u
tio
n
s
t
o
th
is
s
tu
d
y
.
T
h
eir
willin
g
n
ess
to
co
n
tr
ib
u
te
th
eir
tim
e
an
d
s
k
ills
h
as
g
r
ea
tly
im
p
r
o
v
e
d
o
u
r
s
tu
d
y
.
W
e
ar
e
ap
p
r
ec
iativ
e
f
o
r
th
e
o
p
p
o
r
t
u
n
ity
to
p
er
f
o
r
m
th
is
r
esear
ch
,
as
well
as
th
e
en
co
u
r
a
g
em
en
t a
n
d
ass
is
tan
ce
we
r
ec
eiv
ed
d
u
r
in
g
th
is
en
d
ea
v
o
r
.
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