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d
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Nath
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.
[
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h
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[
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a
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m
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T
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Am
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C
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Hea
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[
3
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r
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tu
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4
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ar
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.
Ma
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7
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ate
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[
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C
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ar
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cr
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teac
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[
9
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,
[
1
0
]
.
Stu
d
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s
also
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ac
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ess
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m
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ess
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g
s
id
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[
1
1
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.
C
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d
ev
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p
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[
8
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,
[
9
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.
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1662
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n
th
eir
j
o
u
r
n
e
y
to
war
d
in
d
ep
en
d
en
t
ad
u
lth
o
o
d
[
1
4
]
,
[
1
5
]
.
T
h
e
b
e
g
in
n
in
g
o
f
ac
ad
e
m
ic
p
u
r
s
u
its
in
v
o
lv
es
ch
allen
g
es
s
u
ch
as
f
o
r
m
in
g
n
ew
s
o
cial
n
etwo
r
k
s
,
ad
a
p
t
in
g
s
tu
d
y
m
eth
o
d
o
lo
g
ies,
m
an
ag
in
g
ac
ad
em
ic
wo
r
k
lo
ad
,
m
aster
in
g
tim
e
allo
ca
tio
n
,
an
d
,
o
f
te
n
,
ch
an
g
in
g
r
esid
en
ce
[
1
4
]
,
[
1
5
]
.
T
h
u
s
,
s
tu
d
en
ts
em
p
lo
y
v
ar
io
u
s
co
p
in
g
m
ec
h
an
is
m
s
to
n
av
ig
ate
th
ese
ch
allen
g
es.
T
h
e
co
r
r
elatio
n
b
etwe
en
s
tr
ess
o
r
s
,
co
p
in
g
m
ec
h
an
is
m
s
,
an
d
e
m
o
tio
n
al
in
tellig
e
n
ce
(EI)
is
c
o
m
p
licated
a
n
d
m
u
tu
a
lly
r
elian
t.
T
h
e
ef
f
ec
tiv
en
ess
o
f
m
an
a
g
in
g
th
ese
s
tr
ess
o
r
s
r
elies
o
n
o
n
e
’
s
c
o
p
in
g
m
ec
h
an
is
m
s
.
T
h
ese
co
p
in
g
m
ec
h
an
is
m
s
ar
e
cr
u
cial
to
o
ls
th
at
eq
u
ip
in
d
iv
id
u
als
to
h
an
d
le
s
tr
ess
ef
f
ec
tiv
ely
.
T
h
u
s
,
E
I
is
ess
en
tial
in
th
i
s
p
r
o
ce
s
s
,
as
in
d
iv
id
u
als
wi
th
elev
ated
EI
ar
e
m
o
r
e
ad
ep
t
at
id
en
tify
in
g
,
co
m
p
r
eh
e
n
d
in
g
,
an
d
c
o
n
tr
o
lli
n
g
th
eir
o
wn
em
o
tio
n
s
as
well
as
th
e
em
o
tio
n
s
o
f
o
th
er
s
.
T
h
ese
f
ea
tu
r
es
lead
to
m
o
r
e
ef
f
icien
t
co
p
in
g
s
tr
ateg
ies
an
d
d
im
in
is
h
ed
a
d
v
er
s
e
ef
f
ec
ts
f
r
o
m
s
tr
ess
o
r
s
[
1
6
]
,
[
1
7
]
.
Stu
d
ies
s
u
g
g
est
th
at
s
tu
d
en
ts
m
ay
ex
p
er
ien
ce
p
s
y
ch
o
lo
g
ical
an
d
p
h
y
s
ical
ex
h
a
u
s
tio
n
,
b
u
r
n
o
u
t,
u
n
h
ap
p
i
n
ess
,
an
d
r
em
o
r
s
e
ab
o
u
t
th
eir
asp
ir
atio
n
s
[
1
8
]
,
af
f
ec
tin
g
co
m
m
u
n
icatio
n
in
v
ar
io
u
s
asp
ec
ts
o
f
th
eir
liv
es
[
1
9
]
.
C
o
p
in
g
s
k
ills
ar
e
ess
en
tial
to
m
itig
ate
th
e
im
p
ac
t
o
f
s
tr
ess
o
n
p
h
y
s
ical
h
ea
lth
r
esu
ltin
g
f
r
o
m
ac
ad
em
ic
d
em
a
n
d
s
[
2
0
]
.
Pro
g
r
am
s
s
u
p
p
o
r
tin
g
lear
n
er
s
in
teac
h
er
e
d
u
ca
tio
n
aim
to
h
e
lp
th
em
r
ef
lect
o
n
co
p
in
g
b
eh
av
io
r
s
a
n
d
th
eir
in
f
lu
en
ce
o
n
lea
r
n
in
g
an
d
a
b
ilit
ies
[
2
1
]
.
Ho
wev
e
r
,
d
esp
ite
th
e
p
o
ten
tial
o
f
ad
a
p
tiv
e
co
p
in
g
s
tr
ateg
ies
to
allev
iate
s
tr
ess
an
d
aid
p
r
o
s
p
ec
tiv
e
e
d
u
ca
to
r
s
,
f
ac
to
r
s
s
u
ch
as
cu
l
tu
r
al
b
ac
k
g
r
o
u
n
d
s
,
ed
u
ca
tio
n
lev
el,
life
ex
p
er
ien
ce
s
,
r
o
le
s
tr
es
s
,
en
v
ir
o
n
m
en
t,
an
d
g
en
d
er
ca
n
s
h
ap
e
s
tu
d
e
n
ts
'
ap
p
r
o
ac
h
es
to
m
an
ag
in
g
ac
ad
em
ic
s
tr
ess
[
21
].
T
o
p
r
ev
en
t
d
eg
r
ad
atio
n
d
u
e
to
s
tr
ess
,
r
eso
u
r
ce
s
,
a
n
d
p
er
s
p
ec
tiv
es
s
h
o
u
ld
b
e
e
m
p
lo
y
e
d
t
o
e
n
co
u
r
a
g
e
co
p
in
g
m
ec
h
an
is
m
s
o
r
b
u
f
f
er
th
eir
ef
f
ec
ts
[
2
0
]
.
T
h
is
s
tu
d
y
r
aises
awa
r
en
ess
o
f
s
tu
d
en
t
co
p
in
g
m
ec
h
an
is
m
s
an
d
s
tr
ess
o
r
s
am
o
n
g
u
n
iv
e
r
s
ity
em
p
l
o
y
ee
s
an
d
teac
h
er
e
d
u
ca
tio
n
lectu
r
er
s
in
d
if
f
er
e
n
t
p
r
o
g
r
am
s
,
aim
in
g
to
p
r
o
v
id
e
s
u
p
p
o
r
tiv
e
s
er
v
ices
wh
en
n
ee
d
ed
.
I
t
e
x
p
lo
r
es
t
h
e
r
elatio
n
s
h
ip
b
etwe
en
s
tu
d
e
n
t
s
'
ex
p
er
ien
ce
s
with
s
tr
ess
o
r
s
an
d
co
p
in
g
tech
n
i
q
u
es,
co
n
s
id
er
in
g
th
e
im
p
ac
t
o
f
th
e
p
r
o
g
r
am
o
f
s
tu
d
y
,
s
p
ec
if
ically
in
th
e
Dep
ar
tm
en
t
o
f
T
ea
ch
e
r
E
d
u
c
atio
n
at
th
e
Un
iv
er
s
ity
o
f
G
h
an
a.
T
h
e
f
i
n
d
in
g
s
i
n
f
o
r
m
t
h
e
d
ev
el
o
p
m
en
t
o
f
s
tr
ateg
ies to
s
u
p
p
o
r
t stu
d
en
ts
'
tr
an
s
itio
n
to
b
ec
o
m
in
g
teac
h
e
r
s
.
I
n
alig
n
m
en
t
with
e
x
tan
t
liter
atu
r
e,
we
f
o
r
m
u
lated
f
o
u
r
r
esear
ch
o
b
jectiv
es
,
th
ey
ar
e:
i
)
e
x
am
in
e
th
e
d
if
f
er
en
ce
s
in
s
tr
ess
o
r
s
s
tu
d
en
ts
en
co
u
n
ter
ac
co
r
d
in
g
to
th
ei
r
p
r
o
g
r
am
o
f
s
tu
d
y
;
ii
)
e
x
p
lo
r
e
th
e
d
if
f
er
en
ce
s
i
n
co
p
in
g
m
ec
h
an
is
m
s
em
p
lo
y
ed
b
y
s
tu
d
en
ts
ac
co
r
d
in
g
to
th
ei
r
p
r
o
g
r
am
o
f
s
tu
d
y
;
iii
)
e
v
alu
ate
th
e
r
elatio
n
s
h
ip
b
etwe
en
th
e
s
tr
ess
o
r
s
en
co
u
n
t
er
ed
b
y
s
tu
d
e
n
ts
an
d
co
p
i
n
g
m
ec
h
an
is
m
s
em
p
lo
y
ed
ac
c
o
r
d
in
g
to
th
eir
p
r
o
g
r
am
;
an
d
iv
)
e
x
am
in
e
h
o
w
g
e
n
d
er
m
o
d
er
ates th
e
r
elatio
n
s
h
ip
b
et
wee
n
s
tr
ess
o
r
s
an
d
co
p
in
g
s
tr
ateg
ies.
2.
L
I
T
E
R
AT
U
RE
R
E
VI
E
W
2
.
1
.
Co
ncept
ua
l f
r
a
m
ewo
r
k
Stre
s
s
,
a
p
s
y
ch
o
lo
g
ical
an
d
p
h
y
s
io
lo
g
ical
r
ea
ctio
n
t
o
o
v
er
wh
elm
in
g
d
em
an
d
s
,
is
a
u
b
iq
u
ito
u
s
p
h
en
o
m
en
o
n
with
p
r
o
f
o
u
n
d
ef
f
ec
ts
o
n
h
ea
lth
a
n
d
p
er
f
o
r
m
an
ce
[
2
2
]
–
[
2
5
]
.
I
t
im
p
ac
ts
m
em
o
r
y
,
atten
tio
n
,
d
ec
is
io
n
-
m
ak
in
g
,
an
d
ac
a
d
e
m
ic/p
r
o
f
ess
io
n
al
ac
h
iev
em
e
n
ts
,
y
et
m
o
d
er
ate
s
tr
ess
ca
n
en
h
an
ce
m
o
ti
v
atio
n
,
lear
n
in
g
,
an
d
p
r
o
b
lem
-
s
o
lv
in
g
ab
ilit
ies,
aid
in
g
in
ad
a
p
tatio
n
to
n
ew
s
itu
atio
n
s
[
2
6
]
,
[
2
7
]
.
C
o
p
in
g
s
tr
ateg
ies,
co
g
n
itiv
e
an
d
b
eh
a
v
io
r
al
tech
n
iq
u
es,
aim
to
m
itig
ate
s
tr
ess
's
ad
v
er
s
e
ef
f
ec
ts
,
en
co
m
p
ass
in
g
p
r
o
b
lem
-
f
o
cu
s
ed
,
em
o
tio
n
-
f
o
cu
s
ed
,
a
n
d
a
v
o
id
an
t
ap
p
r
o
ac
h
es
[
2
2
]
,
[
2
8
]
,
[
2
9
]
.
R
esear
ch
in
d
icate
s
th
at
co
p
in
g
tactics
ca
n
eith
er
am
elio
r
ate
o
r
ex
ac
e
r
b
ate
h
ea
lt
h
an
d
well
-
b
ein
g
o
u
tc
o
m
es,
with
p
r
o
b
lem
-
f
o
cu
s
ed
c
o
p
in
g
ty
p
ically
im
p
r
o
v
in
g
p
h
y
s
ical
an
d
m
en
tal
h
ea
lth
,
w
h
ile
av
o
id
an
t
co
p
i
n
g
ten
d
s
to
wo
r
s
en
it
[
2
9
]
,
[
3
0
]
.
T
h
is
co
n
ce
p
tu
al
f
r
am
ewo
r
k
d
iag
r
am
p
r
o
v
i
d
es
a
v
is
u
al
r
e
p
r
esen
tatio
n
o
f
t
h
e
v
a
r
iab
les
an
d
r
elatio
n
s
h
ip
s
ex
p
lo
r
ed
in
th
e
s
tu
d
y
,
h
el
p
in
g
t
o
clar
if
y
th
e
r
esear
ch
q
u
esti
o
n
s
.
Fig
u
r
e
1
illu
s
tr
ates
th
e
r
elatio
n
s
h
ip
s
in
v
esti
g
ated
in
th
e
s
tu
d
y
r
eg
ar
d
i
n
g
co
lleg
e
s
tu
d
en
ts
'
ex
p
er
ien
ce
s
with
s
tr
ess
o
r
s
an
d
co
p
in
g
tech
n
iq
u
es.
Fo
r
ex
am
p
le,
th
e
s
tu
d
y
ex
p
l
o
r
ed
wh
eth
er
th
e
ty
p
e
an
d
lev
el
o
f
s
tr
ess
o
r
s
ex
p
er
ien
ce
d
b
y
co
lleg
e
s
tu
d
en
ts
v
ar
y
ac
co
r
d
in
g
to
th
eir
p
r
o
g
r
am
o
f
s
tu
d
y
,
as
s
h
o
wn
b
y
th
e
ar
r
o
w
b
etwe
en
p
r
o
g
r
am
o
f
s
tu
d
y
an
d
s
tr
ess
o
r
s
.
T
h
e
r
esear
ch
also
ex
am
in
ed
wh
eth
e
r
s
tu
d
en
ts
in
d
if
f
er
en
t
p
r
o
g
r
am
s
o
f
s
tu
d
y
u
s
e
d
if
f
er
en
t
co
p
i
n
g
s
tr
ateg
ies
to
m
an
ag
e
s
tr
ess
,
as
s
h
o
wn
b
y
th
e
ar
r
o
ws
b
et
wee
n
th
e
co
u
r
s
e
o
f
s
tu
d
y
an
d
co
p
in
g
s
tr
ateg
ies.
Fin
ally
,
th
e
s
tu
d
y
ex
p
l
o
r
ed
t
h
e
r
elatio
n
s
h
ip
b
etwe
en
t
h
e
s
tr
ess
o
r
s
ex
p
er
ien
ce
d
b
y
s
tu
d
e
n
ts
an
d
th
e
co
p
i
n
g
s
tr
ateg
ies th
ey
u
s
e,
as sh
o
wn
b
y
th
e
ar
r
o
w
b
etwe
en
s
tr
ess
o
r
s
an
d
co
p
in
g
s
tr
ateg
ies.
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
E
ffects o
f a
ca
d
emic
p
r
o
g
r
a
ms
o
n
s
tr
ess
o
r
s
a
n
d
co
p
i
n
g
s
tr
a
teg
ies
a
mo
n
g
…
(
K
w
a
ku
Da
r
ko
A
mp
o
n
s
a
h
)
1663
Fig
u
r
e
1
.
C
o
lleg
e
s
tu
d
e
n
ts
’
ex
p
er
ien
ce
s
with
s
tr
ess
o
r
s
an
d
co
p
in
g
tec
h
n
iq
u
es u
s
ed
b
etwe
e
n
th
e
v
ar
ia
b
les
r
ep
r
esen
t th
e
r
elatio
n
s
h
ip
s
in
v
esti
g
ated
in
th
e
s
tu
d
y
2
.
2
.
T
heo
re
t
ica
l f
r
a
m
ew
o
rk
T
h
e
th
eo
r
etica
l
f
r
am
ewo
r
k
o
f
s
tr
ess
o
r
s
an
d
co
p
in
g
s
tr
ateg
ies
d
r
aws
f
r
o
m
s
ev
er
al
p
er
s
p
ec
tiv
es,
in
clu
d
in
g
tr
an
s
ac
tio
n
al
m
o
d
e
l
[
2
2
]
,
s
o
cial
co
g
n
itiv
e
th
e
o
r
y
[
3
1
]
,
a
n
d
b
io
p
s
y
ch
o
s
o
cial
m
o
d
el
[
3
2
]
.
T
h
ese
th
eo
r
ies
p
o
s
it
th
at
s
tr
ess
ar
i
s
e
s
f
r
o
m
p
er
ce
iv
e
d
th
r
ea
ts
,
in
f
l
u
en
ce
d
b
y
co
g
n
itiv
e
ap
p
r
aisal
,
co
p
in
g
s
tr
ateg
ies,
an
d
en
v
i
r
o
n
m
e
n
tal
f
ac
to
r
s
.
L
az
ar
u
s
an
d
Fo
lk
m
a
n
[
2
2
]
tr
a
n
s
ac
tio
n
al
m
o
d
el
h
ig
h
lig
h
ts
th
e
r
o
le
o
f
co
g
n
itiv
e
ap
p
r
aisal
in
s
tr
ess
p
er
ce
p
tio
n
an
d
r
esp
o
n
s
e.
I
n
d
i
v
id
u
als
ass
ess
s
itu
atio
n
s
f
o
r
r
elev
an
ce
,
m
ea
n
in
g
,
a
n
d
im
p
ac
t
o
n
well
-
b
ein
g
,
with
s
tr
ess
ar
is
in
g
f
r
o
m
p
er
ce
i
v
ed
th
r
ea
ts
,
l
o
s
s
es,
o
r
r
is
k
s
.
Prim
ar
y
ap
p
r
aisal
ev
alu
ates
th
e
s
itu
atio
n
'
s
s
ig
n
if
ican
ce
,
wh
ile
s
ec
o
n
d
ar
y
ap
p
r
aisal
ass
es
s
es
p
er
s
o
n
al
r
eso
u
r
ce
s
an
d
c
o
n
tr
o
l
[
3
3
]
.
B
an
d
u
r
a'
s
s
o
cial
co
g
n
itiv
e
t
h
eo
r
y
em
p
h
asizes
o
b
s
er
v
atio
n
al
lear
n
i
n
g
an
d
s
elf
-
ef
f
icac
y
in
co
p
in
g
.
I
n
d
iv
id
u
als
ac
q
u
ir
e
co
p
in
g
s
k
ills
th
r
o
u
g
h
o
b
s
er
v
a
tio
n
,
co
g
n
itiv
e
e
v
alu
atio
n
,
a
n
d
s
itu
atio
n
al
f
ac
to
r
s
,
s
h
ap
in
g
th
eir
r
esp
o
n
s
es
to
s
tr
ess
o
r
s
[
3
1
]
.
E
n
g
el
[
3
2
]
b
io
p
s
y
ch
o
s
o
cial
m
o
d
el
p
o
s
its
th
a
t
s
tr
ess
s
tem
s
f
r
o
m
b
io
lo
g
ical,
p
s
y
ch
o
lo
g
ical,
an
d
s
o
cial
f
ac
to
r
s
.
C
o
p
in
g
s
tr
ateg
ies
in
v
o
lv
e
c
o
g
n
itiv
e
an
d
p
h
y
s
io
lo
g
ical
p
r
o
ce
s
s
es
aim
ed
at
m
an
ag
in
g
s
tr
ess
o
r
s
[
3
2
]
.
I
n
s
u
m
m
a
r
y
,
th
ese
th
eo
r
ies
u
n
d
er
s
co
r
e
th
e
r
o
le
o
f
p
er
ce
p
tio
n
,
ap
p
r
aisal,
an
d
co
p
i
n
g
m
ec
h
an
is
m
s
i
n
s
h
ap
in
g
in
d
iv
id
u
als'
r
esp
o
n
s
e
s
to
s
tr
ess
o
r
s
,
em
p
h
asizin
g
th
e
in
ter
p
lay
b
etwe
en
co
g
n
itiv
e
,
p
h
y
s
io
lo
g
ical,
a
n
d
en
v
ir
o
n
m
en
tal
f
ac
to
r
s
in
s
tr
ess
m
an
ag
em
e
n
t.
2
.
3
.
E
m
pirica
l
r
ev
iew
o
f
re
l
a
t
ed
lite
ra
t
ure
2
.
3
.
1
.
Dif
f
er
ence
s
in s
t
re
s
s
o
r
s
enco
un
t
er
ed
by
s
t
u
dents a
c
co
rding
t
o
t
heir
pro
g
ra
m
o
f
s
t
ud
y
T
h
is
r
ev
iew
ex
am
in
es
s
tr
ess
o
r
s
ex
p
er
ien
ce
d
b
y
s
tu
d
e
n
ts
ac
r
o
s
s
d
if
f
er
en
t
ac
ad
e
m
ic
p
r
o
g
r
am
s
.
T
h
e
liter
atu
r
e
in
d
icate
s
th
at
s
tr
ess
o
r
s
v
ar
y
b
ased
o
n
th
e
n
atu
r
e
o
f
th
e
p
r
o
g
r
am
.
Fo
r
in
s
tan
ce
,
C
ar
o
ll
[
3
4
]
f
o
u
n
d
th
at
m
u
s
ic
ed
u
ca
tio
n
m
ajo
r
s
r
ep
o
r
ted
is
s
u
es
lik
e
s
u
b
s
tan
ce
ab
u
s
e,
s
leep
d
ep
r
iv
atio
n
,
h
ig
h
-
s
tr
ess
lev
els,
an
d
r
elatio
n
s
h
ip
d
if
f
icu
lties
.
L
ea
r
n
er
ath
letes,
as
p
er
L
u
et
a
l.
[
3
5
]
,
f
ac
e
s
tr
ess
o
r
s
s
u
ch
as
d
em
an
d
in
g
co
ac
h
es,
co
n
f
lictin
g
s
ch
ed
u
les,
a
n
d
f
in
an
cial
s
tr
ain
.
J
ac
o
b
s
et
a
l.
[
3
6
]
h
ig
h
lig
h
te
d
s
tr
ess
o
r
s
am
o
n
g
co
lleg
iate
f
lig
h
t
s
tu
d
en
ts
,
in
clu
d
in
g
in
ad
eq
u
a
te
p
r
ep
ar
atio
n
,
in
ju
r
y
co
n
ce
r
n
s
,
an
d
p
er
f
o
r
m
an
ce
ex
p
ec
tatio
n
s
.
Similar
ly
,
L
ee
et
a
l
.
[
3
7
]
n
o
ted
s
tr
ess
o
r
s
f
o
r
elec
tr
ical
en
g
in
ee
r
in
g
s
tu
d
en
ts
,
in
clu
d
in
g
ac
ad
e
m
ic
p
r
ess
u
r
e,
p
r
ac
tical
ch
allen
g
es,
an
d
tim
e
m
an
ag
e
m
en
t
is
s
u
es.
L
astl
y
,
Stu
b
b
e
e
t
a
l
.
[
3
8
]
id
en
tifie
d
s
tr
ess
o
r
s
f
o
r
p
e
r
f
o
r
m
in
g
a
r
ts
s
tu
d
en
ts
,
in
clu
d
in
g
p
h
y
s
ical
s
tr
ain
,
s
o
cial
d
is
co
n
n
ec
tio
n
,
an
d
p
s
y
ch
o
lo
g
ical
with
d
r
awa
l.
Ov
er
all,
wh
ile
s
o
m
e
s
tr
ess
o
r
s
ar
e
co
m
m
o
n
am
o
n
g
s
tu
d
en
ts
,
d
if
f
e
r
en
ce
s
em
er
g
e
b
a
s
ed
o
n
th
eir
ac
a
d
em
ic
p
r
o
g
r
a
m
s
.
2
.
3
.
2
.
Dif
f
er
ence
s
in co
pin
g
m
ec
ha
nis
m
s
em
plo
y
ed
by
s
t
ud
ent
s
a
cc
o
rding
t
o
t
heir
p
ro
g
ra
m
o
f
s
t
ud
y
T
h
is
r
ev
iew
ex
p
lo
r
es
v
ar
iatio
n
s
in
co
p
in
g
m
ec
h
an
is
m
s
am
o
n
g
s
tu
d
e
n
ts
b
ased
o
n
th
ei
r
ac
ad
em
ic
p
r
o
g
r
a
m
s
.
Ov
er
all,
it
f
o
u
n
d
s
ev
er
al
ef
f
ec
tiv
e
co
p
in
g
s
tr
ateg
ies,
in
clu
d
in
g
p
r
o
b
lem
-
s
o
lv
i
n
g
,
s
ee
k
in
g
s
u
p
p
o
r
t,
co
m
m
u
n
ity
e
n
g
ag
e
m
en
t,
an
d
to
ler
an
ce
.
Ho
wev
e
r
,
Vale
n
t
i
an
d
Far
ac
i
[
3
9
]
h
ig
h
lig
h
te
d
p
r
o
b
lem
-
f
o
cu
s
ed
co
p
in
g
as
m
o
s
t
b
en
ef
icial
f
o
r
u
n
iv
er
s
ity
ad
ju
s
tm
en
t,
wh
ile
a
v
o
id
an
ce
a
n
d
e
m
o
tio
n
-
f
o
cu
s
e
d
s
tr
ateg
ies
p
r
o
v
e
d
less
ef
f
ec
tiv
e.
Klo
n
o
f
f
-
C
o
h
en
[
4
0
]
em
p
h
asized
t
h
e
ef
f
icac
y
o
f
s
k
ill
en
h
a
n
ce
m
en
t
p
r
o
g
r
a
m
s
,
co
n
tem
p
latio
n
,
r
ef
lectiv
e
awa
r
en
ess
,
an
d
p
h
y
s
ical
ac
tiv
ity
f
o
r
im
p
r
o
v
in
g
p
s
y
ch
o
lo
g
ical
well
-
b
ein
g
.
A
m
p
o
n
s
ah
et
a
l.
[
1
7
]
id
en
tifie
d
ac
tiv
ities
lik
e
f
id
g
etin
g
,
lear
n
in
g
f
r
o
m
e
x
p
er
ien
ce
d
teac
h
er
s
,
an
d
ac
q
u
i
r
in
g
n
ew
s
k
ills
a
s
ef
f
ec
tiv
e
s
tr
ess
m
an
ag
em
en
t
s
tr
ateg
ies.
Åseb
ø
a
n
d
L
ø
v
o
ll
[
4
1
]
s
i
m
ilar
ly
id
en
tifie
d
v
a
r
io
u
s
co
p
in
g
m
ec
h
an
is
m
s
,
in
clu
d
in
g
p
r
o
b
lem
-
s
o
lv
in
g
a
n
d
s
ee
k
in
g
k
n
o
wled
g
e,
as
v
alu
ab
le
f
o
r
s
tr
ess
m
an
ag
em
e
n
t.
T
h
ese
f
in
d
i
n
g
s
u
n
d
er
s
co
r
e
th
e
im
p
o
r
tan
ce
o
f
tailo
r
in
g
co
p
in
g
s
tr
ateg
ies
t
o
s
p
ec
if
ic
p
r
o
g
r
am
r
eq
u
ir
e
m
en
ts
an
d
ev
alu
atin
g
th
eir
ef
f
ec
tiv
en
ess
in
h
elp
i
n
g
s
tu
d
en
ts
m
an
ag
e
s
tr
ess
ef
f
ec
tiv
ely
.
S
tr
e
ss
o
r
s S
u
b
-
S
c
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le
Ac
a
d
e
m
ic
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re
lat
e
d
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rs
P
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c
h
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s
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c
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re
late
d
stre
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He
a
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h
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re
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stre
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Co
p
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Sub
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Evaluation Warning : The document was created with Spire.PDF for Python.
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2252
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8
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I
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J
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Vo
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14
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No
.
3
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J
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n
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20
25
:
1
6
6
1
-
1
6
7
3
1664
2
.
3
.
3
.
Rela
t
io
ns
hip
bet
wee
n
s
t
re
s
s
o
rs
e
nco
un
t
er
ed
by
s
t
ud
ent
s
a
nd
co
pin
g
m
ec
h
a
nis
m
s
em
plo
y
ed
a
cc
o
rding
t
o
t
heir
pro
g
r
a
m
A
g
r
o
win
g
b
o
d
y
o
f
r
esear
ch
lin
k
s
s
tu
d
en
t
s
tr
ess
o
r
s
an
d
p
r
o
g
r
am
-
s
p
ec
if
ic
co
p
in
g
m
eth
o
d
s
.
R
eg
eh
r
et
a
l
.
[
4
2
]
ex
am
i
n
ed
m
ed
ical
s
tu
d
en
ts
'
s
tr
ess
o
r
s
an
d
c
o
p
in
g
m
ec
h
a
n
is
m
s
.
Me
d
ical
s
tu
d
en
ts
co
p
ed
with
s
tr
ess
f
r
o
m
ac
ad
em
ic
wo
r
k
lo
ad
,
clin
ical
tr
ain
in
g
,
an
d
p
er
s
o
n
al
is
s
u
es
b
y
s
ee
k
in
g
s
o
cial
s
u
p
p
o
r
t,
p
r
o
b
lem
-
s
o
lv
in
g
,
an
d
s
elf
-
ca
r
e.
C
r
eg
o
et
a
l
.
[
4
3
]
ex
a
m
in
ed
d
en
tis
tr
y
s
tu
d
en
t
s
tr
ess
o
r
s
an
d
co
p
in
g
tech
n
iq
u
es.
Acc
o
r
d
in
g
to
th
e
au
th
o
r
s
,
d
en
tal
s
tu
d
en
ts
r
elied
o
n
s
o
cial
s
u
p
p
o
r
t,
p
r
o
b
lem
-
s
o
lv
in
g
,
an
d
leis
u
r
e
ac
tiv
ities
to
co
p
e
with
ac
ad
e
m
ic
p
r
ess
u
r
es
,
clin
ical
tr
ain
in
g
,
an
d
p
er
s
o
n
al
is
s
u
es.
Oth
er
r
esear
ch
h
as
ex
am
in
ed
s
tr
ess
o
r
s
an
d
co
p
i
n
g
tech
n
i
q
u
es
in
n
u
r
s
in
g
[
4
4
]
,
en
g
i
n
ee
r
in
g
[
4
5
]
,
an
d
b
u
s
in
ess
s
tu
d
en
ts
[
4
6
]
.
T
h
is
r
esear
ch
in
d
icate
d
th
at
s
tu
d
en
ts
in
th
ese
p
r
o
g
r
am
s
em
p
lo
y
v
ar
i
o
u
s
co
p
in
g
m
ec
h
an
is
m
s
to
h
an
d
le
s
tr
e
s
s
f
r
o
m
ac
a
d
em
ic
r
esp
o
n
s
ib
ilit
ies,
clin
ical
o
r
p
r
ac
tical
tr
ain
in
g
,
an
d
p
er
s
o
n
al
v
ar
iab
les.
T
h
ese
s
tu
d
ies
d
em
o
n
s
tr
ate
th
at
s
tu
d
en
t
p
r
ess
u
r
es
d
if
f
er
b
y
ac
a
d
em
ic
Pro
g
r
am
,
b
u
t
co
p
in
g
tech
n
iq
u
es
ar
e
o
f
ten
c
o
m
p
a
r
ab
le.
So
ci
al
s
u
p
p
o
r
t,
p
r
o
b
lem
-
s
o
lv
in
g
,
a
n
d
s
elf
-
ca
r
e
a
r
e
c
o
m
m
o
n
co
p
in
g
m
ec
h
an
is
m
s
.
Mo
r
e
r
esear
c
h
is
n
ee
d
ed
to
u
n
co
v
e
r
a
p
p
r
o
p
r
iate
co
p
in
g
s
tr
ateg
ies f
o
r
s
tu
d
en
ts
i
n
d
iv
er
s
e
p
r
o
g
r
a
m
s
an
d
to
u
n
d
er
s
tan
d
th
eir
p
r
ess
u
r
es.
2
.
3
.
4
.
H
o
w
g
ender
m
o
dera
t
e
s
t
he
re
la
t
io
ns
hip
bet
wee
n st
re
s
s
o
rs a
nd
co
pin
g
s
t
ra
t
eg
ies
S
ev
er
al
s
tu
d
ies
[
4
7
]
,
[
4
8
]
co
n
s
is
ten
tly
f
o
u
n
d
t
h
at
s
tr
ess
o
r
s
im
p
ac
t
co
p
in
g
m
ec
h
an
is
m
s
u
n
if
o
r
m
ly
ac
r
o
s
s
d
iv
er
s
e
p
o
p
u
latio
n
s
,
ir
r
esp
ec
tiv
e
o
f
g
e
n
d
er
.
T
h
ese
r
esu
lts
s
u
p
p
o
r
t
th
e
n
o
tio
n
o
f
a
c
o
n
s
i
s
t
e
n
t
s
t
r
es
s
o
r
-
c
o
p
i
n
g
r
e
l
a
t
i
o
n
s
h
i
p
r
e
g
a
r
d
l
es
s
o
f
g
e
n
d
e
r
.
H
o
w
e
v
e
r
,
d
is
s
e
n
t
i
n
g
v
i
e
ws
e
x
is
t
w
i
t
h
i
n
a
c
a
d
e
m
ia
.
Oth
er
r
esear
ch
[
4
8
]
,
[
4
9
]
c
h
a
l
l
e
n
g
e
t
h
i
s
c
o
n
s
e
n
s
u
s
b
y
i
d
e
n
t
i
f
y
i
n
g
a
s
i
g
n
i
f
i
c
a
n
t
g
e
n
d
e
r
m
o
d
e
r
a
t
i
n
g
ef
f
ec
t
o
n
s
tr
ess
o
r
-
co
p
i
n
g
d
y
n
am
ics.
T
h
ey
s
u
g
g
est
v
a
r
iatio
n
s
in
c
o
p
in
g
s
tr
ateg
ies
b
etwe
en
g
en
d
e
r
s
,
ad
d
i
n
g
co
m
p
lex
ity
to
o
u
r
u
n
d
er
s
tan
d
i
n
g
o
f
th
is
in
ter
ac
tio
n
.
T
h
e
liter
atu
r
e
r
ef
lects
an
o
n
g
o
i
n
g
d
is
co
u
r
s
e
o
n
th
e
r
o
le
o
f
g
en
d
er
in
m
o
d
er
atin
g
s
tr
ess
o
r
-
co
p
i
n
g
r
el
atio
n
s
h
ip
s
,
h
ig
h
lig
h
tin
g
th
e
n
e
ed
f
o
r
c
o
n
tin
u
e
d
in
v
esti
g
atio
n
an
d
co
n
s
id
er
atio
n
o
f
c
o
n
tex
tu
al
f
ac
to
r
s
.
T
h
ese
d
iv
er
s
e
p
er
s
p
ec
tiv
es
u
n
d
e
r
s
co
r
e
th
e
d
y
n
am
ic
n
atu
r
e
o
f
th
is
in
ter
ac
tio
n
,
em
p
h
asizin
g
its
co
m
p
lex
ity
in
v
ar
io
u
s
ac
ad
em
ic
an
d
cu
ltu
r
al
co
n
tex
ts
.
Fu
r
th
er
ex
p
lo
r
at
io
n
is
n
ec
ess
ar
y
to
g
ain
a
co
m
p
r
eh
e
n
s
iv
e
u
n
d
er
s
tan
d
in
g
o
f
h
o
w
g
en
d
er
in
f
lu
en
c
es st
r
ess
o
r
-
co
p
in
g
d
y
n
am
ics.
3.
M
E
T
H
O
D
3
.
1
.
Study
des
ig
n
T
h
is
s
tu
d
y
aim
ed
to
e
x
am
in
e
t
h
e
s
tr
ess
lev
els
ex
p
er
ien
ce
d
b
y
s
tu
d
en
ts
an
d
th
e
co
p
in
g
s
tr
at
eg
ies
th
ey
u
s
e
to
at
th
e
Un
iv
er
s
ity
o
f
Gh
an
a,
f
o
cu
s
in
g
o
n
h
o
w
th
ey
co
p
e
with
s
tr
es
s
b
ased
o
n
th
eir
ac
ad
em
ic
p
r
o
g
r
am
.
T
h
e
s
tu
d
y
u
tili
ze
d
a
q
u
an
tit
ativ
e
ap
p
r
o
ac
h
with
a
d
escr
ip
tiv
e,
cr
o
s
s
-
s
ec
tio
n
al
d
esig
n
.
T
h
e
r
esear
ch
e
r
s
co
llected
d
ata
th
r
o
u
g
h
s
elf
-
r
e
p
o
r
ted
q
u
esti
o
n
n
air
es,
in
clu
d
i
n
g
th
e
p
er
ce
iv
e
d
s
tr
ess
s
ca
le
[
5
0
]
an
d
th
e
b
r
ief
co
p
in
g
o
r
ien
tatio
n
to
p
r
o
b
lem
ex
p
er
ien
ce
d
(
C
OPE)
[
5
1
]
as
s
tr
ess
an
d
co
p
in
g
tech
n
iq
u
es
.
Ad
d
itio
n
ally
,
th
e
q
u
esti
o
n
n
air
e
c
o
n
tain
ed
a
d
em
o
g
r
ap
h
ic
s
ec
tio
n
to
co
llect
in
f
o
r
m
atio
n
a
b
o
u
t th
e
p
ar
ticip
an
t
s
'
ch
ar
ac
ter
is
tic
s
.
3
.
2
.
P
o
pu
la
t
io
n
T
h
e
s
tu
d
y
aim
ed
to
in
v
esti
g
at
e
a
g
r
o
u
p
o
f
s
tu
d
en
ts
f
r
o
m
th
e
Dep
ar
tm
en
t
o
f
T
ea
c
h
er
E
d
u
c
atio
n
at
t
h
e
Un
iv
er
s
ity
o
f
Gh
an
a,
s
p
ec
if
i
ca
lly
th
o
s
e
en
r
o
lled
in
th
e
S
ch
o
o
l
o
f
E
d
u
ca
tio
n
a
n
d
L
ea
d
er
s
h
ip
.
T
h
e
tar
g
et
p
o
p
u
latio
n
in
itially
in
clu
d
ed
all
2
,
4
6
9
s
tu
d
e
n
ts
in
th
e
Dep
ar
tm
en
t
o
f
T
ea
c
h
er
E
d
u
ca
tio
n
.
Ho
wev
er
,
d
u
e
to
ac
ce
s
s
ib
ilit
y
is
s
u
es,
th
e
s
tu
d
y
f
o
cu
s
ed
o
n
a
s
u
b
s
et
o
f
4
9
4
s
tu
d
en
ts
f
r
o
m
v
ar
io
u
s
lev
els with
in
th
e
d
ep
a
r
tm
en
t.
3
.
3
.
De
m
o
g
r
a
ph
ic
info
rm
a
t
i
o
n o
f
re
s
po
nd
ent
s
T
h
e
r
esear
ch
e
r
o
b
tain
ed
d
e
m
o
g
r
ap
h
ic
in
f
o
r
m
atio
n
f
r
o
m
th
e
r
esp
o
n
d
en
ts
to
u
n
d
er
s
tan
d
th
eir
d
is
tr
ib
u
tio
n
a
n
d
g
ain
in
s
ig
h
t
i
n
to
th
eir
ch
a
r
ac
ter
is
tics
.
T
ab
le
1
d
is
p
lay
s
th
e
d
em
o
g
r
ap
h
ic
d
etails
o
f
th
e
s
tu
d
y
s
am
p
le,
in
clu
d
in
g
ag
e
,
g
en
d
e
r
,
ac
ad
em
ic
lev
el,
em
p
lo
y
m
e
n
t
s
tatu
s
,
m
ar
ital
s
ta
tu
s
,
r
elig
i
o
u
s
af
f
iliatio
n
,
an
d
ac
ad
em
ic
p
r
o
g
r
a
m
—
th
is
d
ata
co
llectio
n
aim
e
d
to
cr
ea
te
a
p
ar
ticip
an
t
p
r
o
f
ile.
No
tab
l
y
,
th
e
q
u
esti
o
n
n
air
e
ac
h
iev
ed
a
1
0
0
%
r
esp
o
n
s
e
r
ate,
an
d
th
e
in
ter
n
al
co
n
s
is
ten
cy
o
f
th
e
item
s
was
co
n
f
ir
m
ed
with
a
C
r
o
n
b
ac
h
’
s
alp
h
a
co
ef
f
icien
t
o
f
.
7
8
.
T
h
is
in
d
icate
s
th
at
th
e
q
u
esti
o
n
n
air
e
d
em
o
n
s
tr
ated
in
ter
n
al
co
n
s
is
ten
cy
,
en
s
u
r
in
g
r
eliab
le
m
ea
s
u
r
em
en
t
o
f
th
e
i
n
ten
d
ed
co
n
s
tr
u
cts.
T
h
e
h
i
g
h
r
esp
o
n
s
e
r
ate
s
u
g
g
ests
ac
tiv
e
en
g
ag
e
m
en
t
f
r
o
m
p
ar
ticip
an
ts
,
en
h
a
n
cin
g
th
e
v
al
id
ity
o
f
th
e
s
tu
d
y
'
s
f
in
d
in
g
s
.
T
h
e
s
tu
d
y
,
with
a
s
u
b
s
tan
tial
s
am
p
le
s
ize
o
f
2
7
0
p
ar
ticip
a
n
ts
,
in
clu
d
ed
1
2
6
m
ales
(
4
6
.
7
%)
an
d
1
4
4
f
em
ales
(
5
3
.
3
%).
T
h
e
m
ajo
r
i
ty
wer
e
in
lev
el
2
0
0
(
6
5
.
2
%)
an
d
th
e
r
est
in
lev
el
3
0
0
(
3
4
.
8
%).
Mo
s
t
wer
e
u
n
m
ar
r
ie
d
(
9
5
.
2
%)
an
d
u
n
e
m
p
lo
y
ed
(
8
9
.
3
%),
p
r
e
d
o
m
in
a
n
tly
id
en
tifie
d
as
C
h
r
is
tian
(
8
0
%),
an
d
p
r
im
ar
il
y
en
r
o
lled
in
B
.
A.
E
d
u
ca
tio
n
p
r
o
g
r
am
s
(
6
8
.
9
%).
T
h
e
m
ea
n
ag
e
was 2
0
.
9
8
y
ea
r
s
(
SD=1
.
6
3
3
)
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t
J
E
v
al
&
R
es E
d
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c
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N:
2252
-
8
8
2
2
E
ffects o
f a
ca
d
emic
p
r
o
g
r
a
ms
o
n
s
tr
ess
o
r
s
a
n
d
co
p
i
n
g
s
tr
a
teg
ies
a
mo
n
g
…
(
K
w
a
ku
Da
r
ko
A
mp
o
n
s
a
h
)
1665
T
ab
le
1
.
Dem
o
g
r
ap
h
ic
d
ata
o
f
r
esp
o
n
d
en
ts
V
a
r
i
a
b
l
e
s
N
=
2
7
0
N
(
%)
G
e
n
d
e
r
M
a
l
e
1
2
6
(
4
6
.
7
)
F
e
mal
e
1
4
4
(
5
3
.
3
)
Le
v
e
l
2
0
0
1
7
6
(
6
5
.
2
)
3
0
0
94
(
3
4
.
8
)
Emp
l
o
y
me
n
t
st
a
t
u
s
Emp
l
o
y
e
d
29
(
1
0
.
7
)
U
n
e
m
p
l
o
y
e
d
2
4
1
(
8
9
.
3
)
M
a
r
i
t
a
l
s
t
a
t
u
s
M
a
r
r
i
e
d
13
(
4
.
8
)
U
n
marr
i
e
d
2
5
7
(
9
5
.
2
)
R
e
l
i
g
i
o
u
s
d
e
n
o
m
i
n
a
t
i
o
n
C
h
r
i
st
i
a
n
i
t
y
2
1
6
(
8
0
)
I
sl
a
mi
c
44
(
1
6
.
3
)
Tr
a
d
i
t
i
o
n
a
l
3
(
1
.
1
)
O
t
h
e
r
s
7
(
2
.
6
)
P
r
o
g
r
a
m
p
u
r
s
u
i
n
g
B
.
A
.
Ed
u
c
a
t
i
o
n
(
N
o
n
-
t
e
a
c
h
i
n
g
)
1
8
6
(
6
8
.
9
)
B
.
A
.
En
g
l
i
s
h
E
d
u
c
a
t
i
o
n
48
(
1
7
.
8
)
B
S
C
M
a
t
h
e
m
a
t
i
c
s
Ed
u
c
a
t
i
o
n
11
(
4
.
1
)
B
S
C
S
c
i
e
n
c
e
Ed
u
c
a
t
i
o
n
25
(
9
.
3
)
A
g
e
M
e
a
n
(SD)
2
0
.
9
8
(
1
.
6
3
3
)
3
.
4
.
Sa
m
ple a
nd
s
a
m
pli
ng
t
e
chniq
ues
No
n
-
p
r
o
b
ab
ilit
y
s
am
p
lin
g
w
as
u
s
ed
.
Sp
ec
if
ically
,
th
e
s
t
u
d
y
em
p
lo
y
ed
t
h
e
p
u
r
p
o
s
iv
e
s
am
p
lin
g
tech
n
iq
u
e.
T
h
e
p
u
r
p
o
s
iv
e
s
a
m
p
lin
g
in
v
o
lv
es
s
elec
tin
g
s
p
ec
if
ic
in
d
iv
id
u
als
o
r
elem
e
n
ts
f
r
o
m
th
e
p
o
p
u
latio
n
b
ased
o
n
p
r
ed
ef
in
e
d
cr
iter
ia
o
r
ch
ar
ac
ter
is
tics
.
T
h
e
s
am
p
le
w
as
d
r
awn
f
r
o
m
all
th
e
s
tu
d
en
ts
in
th
e
d
e
p
ar
tm
en
t.
Ho
wev
er
,
s
tu
d
e
n
ts
r
ea
d
in
g
d
i
f
f
er
en
t
p
r
o
g
r
am
s
wer
e
p
u
r
p
o
s
e
ly
id
en
tifie
d
,
an
d
th
eir
r
esp
o
n
s
es
wer
e
r
ec
eiv
ed
.
Yam
an
e
[
5
2
]
p
r
o
p
o
s
ed
a
f
o
r
m
u
la
f
o
r
esti
m
atin
g
s
am
p
le
s
ize
in
1
9
7
3
.
T
h
e
f
o
r
m
u
la
g
a
v
e
a
s
am
p
le
s
ize
o
f
2
7
0
.
T
h
er
ef
o
r
e,
a
s
am
p
le
s
ize
o
f
2
7
0
was
u
s
ed
d
u
e
to
th
e
n
u
m
b
er
o
f
q
u
esti
o
n
n
ai
r
es
r
etu
r
n
ed
th
r
o
u
g
h
Go
o
g
le
Fo
r
m
s
.
3
.
5
.
I
ns
t
rum
ent
a
t
io
n
T
h
e
s
tu
d
y
em
p
l
o
y
ed
th
r
ee
r
e
s
ea
r
ch
in
s
tr
u
m
en
ts
to
co
llect
d
ata
f
r
o
m
a
s
tu
d
e
n
t
s
am
p
le.
T
h
e
d
ata
en
co
m
p
ass
ed
d
em
o
g
r
ap
h
ic
in
f
o
r
m
atio
n
,
s
o
u
r
ce
s
o
f
s
tr
ess
,
an
d
s
elf
-
r
ep
o
r
ted
co
p
in
g
s
ty
les.
Stre
s
s
wa
s
m
ea
s
u
r
ed
u
s
in
g
th
e
p
e
r
ce
iv
ed
s
tr
ess
s
ca
le
[
5
3
]
,
a
n
d
c
o
p
in
g
s
tr
ateg
ies
wer
e
ass
ess
ed
th
r
o
u
g
h
th
e
ad
a
p
ted
b
r
ief
co
p
in
g
o
r
ie
n
tatio
n
t
o
p
r
o
b
lem
s
ex
p
er
ien
ce
d
(
C
OPE)
in
v
en
t
o
r
y
,
g
r
o
u
n
d
ed
in
c
o
n
ce
p
t
u
al
f
r
am
ewo
r
k
[
2
8
]
.
T
h
e
ad
ap
tatio
n
p
r
o
ce
s
s
in
v
o
lv
ed
m
eticu
lo
u
s
item
s
elec
tio
n
an
d
th
e
g
e
n
er
atio
n
o
f
s
u
p
p
l
em
en
tar
y
in
q
u
ir
ies,
f
o
llo
wed
b
y
a
th
o
r
o
u
g
h
v
alid
a
tio
n
p
r
o
ce
d
u
r
e,
in
cl
u
d
in
g
f
ac
e
v
alid
ity
,
p
ilo
t
test
in
g
,
an
d
p
r
in
cip
al
co
m
p
o
n
en
ts
an
aly
s
is
(
PC
A)
to
estab
lis
h
r
el
iab
ilit
y
co
ef
f
icien
ts
.
A
1
7
-
item
s
elf
-
r
ep
o
r
t
in
s
tr
u
m
en
t
with
th
r
ee
s
u
b
-
s
ca
les
(
ac
ad
em
ic
-
r
elate
d
,
h
ea
lth
-
r
e
lated
,
an
d
p
s
y
ch
o
s
o
cial)
was
u
tili
ze
d
f
o
r
s
tr
ess
o
r
s
.
Aca
d
em
ic
-
r
elate
d
s
tr
ess
o
r
s
co
m
p
r
is
ed
eig
h
t
s
u
b
s
ca
les,
h
ea
lth
-
r
elate
d
s
tr
ess
o
r
s
h
ad
two
,
a
n
d
p
s
y
ch
o
s
o
cial
s
tr
ess
o
r
s
wer
e
ex
am
in
e
d
b
r
o
ad
ly
.
T
h
e
b
r
ie
f
C
OPE
to
o
l
ass
ess
ed
co
p
in
g
s
tr
ateg
ies,
ca
teg
o
r
izin
g
th
em
in
to
a
d
ap
tiv
e,
em
o
tio
n
-
f
o
c
u
s
ed
,
p
r
o
b
lem
-
f
o
cu
s
ed
,
an
d
m
alad
ap
tiv
e
c
o
p
in
g
.
Ad
ap
tiv
e
co
p
in
g
in
v
o
lv
es
ac
ce
p
tan
ce
an
d
h
u
m
,
o
r
em
o
ti
o
n
-
f
o
c
u
s
ed
co
p
in
g
in
clu
d
es
em
o
tio
n
al
s
u
p
p
o
r
t,
p
o
s
itiv
e
r
ef
r
am
in
g
,
an
d
r
elig
io
n
,
wh
ile
p
r
o
b
lem
-
f
o
cu
s
ed
co
p
in
g
is
ce
n
ter
ed
o
n
ac
tiv
e
ly
ad
d
r
ess
in
g
th
e
p
r
o
b
lem
.
Ma
lad
ap
tiv
e
co
p
in
g
en
c
o
m
p
ass
ed
u
n
h
elp
f
u
l
s
tr
ateg
ies
lik
e
v
en
tin
g
,
b
eh
av
i
o
r
al
d
is
en
g
ag
e
m
en
t,
s
elf
-
d
is
tr
ac
tio
n
,
s
u
b
s
tan
ce
u
s
e,
an
d
d
en
ial.
No
tab
ly
,
th
e
m
alad
ap
tiv
e
co
p
in
g
s
ca
le
h
ad
n
o
r
ev
e
r
s
e
co
d
in
g
,
en
h
an
cin
g
th
e
clar
ity
o
f
d
ata
in
ter
p
r
etatio
n
.
T
h
e
s
tu
d
y
'
s
m
eth
o
d
o
lo
g
y
aim
ed
t
o
en
h
an
ce
co
m
p
r
eh
en
s
io
n
o
f
s
tu
d
en
ts
'
s
tr
es
s
o
r
s
an
d
co
p
in
g
m
ec
h
an
is
m
s
,
o
f
f
er
in
g
v
alu
ab
l
e
in
s
ig
h
ts
in
to
th
e
b
r
o
ad
er
f
ield
o
f
s
tr
ess
r
esear
ch
with
in
ac
ad
em
ic
co
n
te
x
ts
.
3
.
6
.
M
et
ho
d o
f
da
t
a
c
o
llect
io
n a
nd
et
hica
l c
lea
ra
nce
T
o
co
llect
d
ata
f
r
o
m
p
ar
ticip
an
ts
wh
o
m
et
th
e
in
clu
s
io
n
cr
iter
ia,
th
e
r
esear
ch
er
s
u
tili
ze
d
Go
o
g
le
Fo
r
m
s
d
is
tr
ib
u
ted
b
y
co
u
r
s
e
r
ep
r
esen
tativ
es.
T
h
e
f
o
r
m
s
wer
e
s
h
ar
ed
am
o
n
g
s
tu
d
en
ts
in
th
e
Dep
ar
tm
en
t
o
f
T
ea
ch
er
E
d
u
ca
tio
n
ta
k
in
g
c
o
u
r
s
es
in
B
Sc
E
d
u
ca
tio
n
(
Scien
ce
)
,
B
Sc
E
d
u
ca
tio
n
(
Ma
th
em
atics),
B
.
A.
E
d
u
ca
tio
n
(
E
n
g
lis
h
)
,
an
d
B
.
A.
E
d
u
ca
tio
n
(
n
o
n
-
teac
h
in
g
)
.
T
h
e
au
th
o
r
r
e
q
u
ested
an
d
r
ec
ei
v
e
d
eth
ical
clea
r
an
ce
f
r
o
m
t
h
e
in
s
titu
tio
n
o
f
s
tu
d
y
'
s
eth
ics
co
m
m
ittee
b
ef
o
r
e
s
tar
tin
g
th
e
s
tu
d
y
with
ap
p
r
o
v
al
n
u
m
b
er
E
C
H
0
2
8
/2
0
2
3
.
A
d
d
itio
n
ally
,
th
e
au
th
o
r
r
ec
eiv
ed
f
o
r
m
al
a
p
p
r
o
v
al
f
r
o
m
th
e
d
ep
ar
tm
en
t
’
s
h
ea
d
,
wh
o
o
v
e
r
s
ee
s
teac
h
er
p
r
e
p
ar
atio
n
.
Als
o
,
t
h
e
Au
th
o
r
en
s
u
r
ed
th
at
ea
c
h
p
ar
ti
cip
an
t
r
ea
d
a
n
d
s
ig
n
e
d
o
u
r
co
n
s
en
t
f
o
r
m
s
b
e
f
o
r
e
p
ar
ticip
atin
g
i
n
th
e
r
esear
c
h
.
T
h
e
p
a
r
ticip
an
ts
'
id
en
titi
es
wer
e
p
r
o
tecte
d
b
ec
au
s
e
we
en
s
u
r
e
d
th
ey
an
o
n
y
m
o
u
s
ly
f
in
is
h
e
d
th
e
co
n
s
en
t f
o
r
m
s
an
d
q
u
esti
o
n
n
ai
r
es.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2252
-
8
8
2
2
I
n
t
J
E
v
al
&
R
es E
d
u
c
,
Vo
l
.
14
,
No
.
3
,
J
u
n
e
20
25
:
1
6
6
1
-
1
6
7
3
1666
3
.
7
.
M
et
ho
d o
f
da
t
a
a
na
ly
s
is
Af
ter
th
e
d
ata
co
llectio
n
p
er
io
d
,
th
e
p
ar
ticip
an
ts
'
r
esp
o
n
s
es
u
n
d
er
wen
t
p
r
o
ce
s
s
in
g
an
d
a
n
a
ly
s
is
wit
h
SP
SS
v
er
s
io
n
2
7
,
a
s
tatis
tical
s
o
f
twar
e
p
r
o
g
r
am
e
m
p
lo
y
i
n
g
ap
p
r
o
p
r
iate
s
tatis
tical
m
eth
o
d
s
.
T
h
e
s
tep
s
in
th
e
d
a
t
a
a
n
a
l
y
s
is
p
r
o
c
e
s
s
i
n
c
l
u
d
e
d
d
e
t
e
r
m
i
n
i
n
g
t
h
e
m
e
a
s
u
r
e
m
e
n
t
s
c
a
l
e
f
o
r
e
a
c
h
v
a
r
i
a
b
l
e
,
g
i
v
i
n
g
c
o
d
e
s
t
o
f
o
r
m
s
t
h
a
t
wer
e
f
illed
o
u
t,
a
n
d
p
e
r
f
o
r
m
in
g
id
en
tific
atio
n
test
s
to
en
s
u
r
e
co
r
r
ec
tn
ess
wh
ile
en
ter
in
g
th
e
d
ata.
Descr
ip
tiv
e
s
tatis
t
ics
lik
e
p
er
ce
n
tag
es,
f
r
eq
u
en
cies,
m
ea
n
s
,
a
n
d
s
tan
d
ar
d
d
ev
iatio
n
s
a
n
d
in
f
er
e
n
tial
s
tatis
t
ics
lik
e
m
u
ltiv
ar
iate
an
aly
s
is
o
f
v
ar
ia
n
ce
o
r
MA
NOVA
(
W
ilk
’
s
L
am
b
d
a)
a
n
d
m
u
ltip
le
lin
ea
r
r
e
g
r
e
s
s
io
n
wer
e
u
s
ed
t
o
ad
d
r
ess
th
e
r
esear
c
h
o
b
jectiv
es.
T
h
e
r
esear
ch
er
s
an
al
y
ze
d
t
h
e
d
ata
t
h
o
r
o
u
g
h
l
y
an
d
d
e
r
iv
e
d
v
alu
a
b
le
in
s
ig
h
ts
f
r
o
m
th
e
r
esu
lts
th
an
k
s
to
th
is
m
eth
o
d
.
4.
RE
SU
L
T
S AN
D
D
I
SCU
SS
I
O
N
4
.
1
.
Resul
t
s
T
h
is
s
ec
tio
n
o
f
th
e
s
tu
d
y
p
r
o
v
id
es
a
d
etailed
an
al
y
s
is
o
f
t
h
is
r
esear
ch
p
ap
er
b
ased
o
n
t
h
e
s
tu
d
y
'
s
o
b
jectiv
es.
I
n
lin
e
with
th
e
f
ir
s
t
o
b
jectiv
e
o
f
th
is
s
tu
d
y
,
th
e
s
tu
d
y
em
p
lo
y
s
th
e
MA
NOVA
(
W
ilk
’
s
L
am
b
d
a)
s
tatis
t
ical
m
ea
s
u
r
e
to
ex
p
lo
r
e
t
h
e
d
if
f
e
r
en
ce
s
in
s
tr
ess
o
r
s
en
c
o
u
n
ter
ed
b
y
s
tu
d
en
ts
ac
co
r
d
in
g
to
th
eir
p
r
o
g
r
am
.
Ab
o
u
t
th
e
s
tu
d
y
'
s
s
ec
o
n
d
o
b
je
ctiv
e,
th
e
p
ap
er
e
m
p
lo
y
s
th
e
MA
NOVA
(
W
ilk
’
s
L
am
b
d
a)
s
tatis
t
ical
m
ea
s
u
r
e
to
ex
p
lo
r
e
th
e
co
p
y
in
g
s
tr
ateg
ies
em
p
lo
y
ed
b
y
s
tu
d
en
ts
p
er
th
e
p
r
o
g
r
am
o
f
s
tu
d
y
.
R
eg
ar
d
i
n
g
th
e
th
ir
d
o
b
jectiv
e,
th
e
s
tu
d
y
em
p
lo
y
ed
m
u
ltip
le
l
in
ea
r
r
e
g
r
ess
io
n
to
ex
p
l
o
r
e
th
e
r
elatio
n
s
h
ip
b
etwe
en
t
h
e
s
tr
ess
o
r
s
en
co
u
n
ter
e
d
b
y
s
tu
d
en
ts
an
d
th
e
co
p
in
g
m
e
ch
an
is
m
s
th
ey
em
p
lo
y
co
n
s
id
er
in
g
th
eir
ac
a
d
em
ic
p
r
o
g
r
a
m
.
4
.
1
.
1.
Dif
f
er
ence
s
in s
t
re
s
s
o
r
s
enco
un
t
er
ed
by
s
t
u
dents a
c
co
rding
t
o
t
heir
p
ro
g
ra
m
o
f
s
t
ud
y
T
h
e
m
ain
g
o
al
was
to
id
en
tif
y
s
tr
ess
o
r
v
ar
iatio
n
s
am
o
n
g
s
tu
d
en
ts
ac
r
o
s
s
d
if
f
er
e
n
t
p
r
o
g
r
a
m
s
with
in
th
e
Dep
ar
tm
en
t
o
f
T
ea
ch
e
r
E
d
u
ca
tio
n
at
th
e
Un
iv
er
s
ity
o
f
G
h
an
a.
T
h
ese
ar
e
s
tu
d
en
ts
o
f
f
e
r
in
g
B
SC
E
d
u
ca
tio
n
(
Scien
ce
)
,
B
SC
E
d
u
ca
tio
n
(
Ma
th
em
atics),
B
.
A.
E
d
u
ca
tio
n
(
E
n
g
lis
h
)
,
an
d
B
.
A.
E
d
u
ca
tio
n
(
n
o
n
-
teac
h
in
g
)
.
T
ab
le
2
p
r
esen
ts
th
e
d
if
f
er
e
n
c
es in
s
tr
ess
o
r
s
en
co
u
n
ter
ed
b
y
s
tu
d
en
ts
ac
co
r
d
in
g
to
th
eir
p
r
o
g
r
am
o
f
s
tu
d
y
.
T
ab
le
2
.
Dif
f
e
r
en
ce
s
in
s
tr
ess
o
r
s
en
co
u
n
ter
e
d
b
y
Stu
d
en
ts
ac
co
r
d
in
g
to
th
eir
p
r
o
g
r
am
o
f
s
tu
d
y
V
a
r
i
a
b
l
e
s
P
r
o
g
r
a
ms
BA
-
Ed
u
c
a
t
i
o
n
BA
-
En
g
l
i
sh
E
d
.
B
S
C
-
M
a
t
h
Ed
.
B
S
C
-
S
c
i
e
n
c
e
E
d
.
M
SD
P
M
SD
P
M
SD
P
M
SD
P
A
c
a
d
e
mi
c
r
e
l
a
t
e
d
(
F
=
6
.
4
5
0
,
p
<
.
0
0
1
)
2
7
.
2
2
5
.
7
1
3
0
.
2
3
6
.
5
8
3
1
.
8
3
4
.
1
7
3
0
.
3
6
4
.
7
8
BA
-
Ed
u
c
a
t
i
o
n
.
0
0
7
.
0
5
0
.
0
5
2
BA
-
En
g
l
i
sh
E
d
u
c
a
t
i
o
n
.
0
0
7
.
8
4
1
1
.
0
0
B
S
C
-
M
a
t
h
Ed
u
c
a
t
i
o
n
.
0
5
0
.
8
4
1
.
8
9
6
B
S
C
-
S
c
i
e
n
c
e
E
d
u
c
a
t
i
o
n
.
0
5
2
1
.
0
0
.
8
9
6
P
sy
c
h
o
s
o
c
i
a
l
r
e
l
a
t
e
d
(
F
=
3
.
6
7
5
,
S
i
g
=
.
0
1
3
)
2
4
.
4
6
6
.
7
6
2
8
.
0
4
6
.
4
0
2
5
.
9
1
7
.
7
3
2
5
.
8
0
6
.
8
5
BA
-
Ed
u
c
a
t
i
o
n
.
0
0
6
.
9
0
0
.
7
8
8
BA
-
En
g
l
i
sh
E
d
u
c
a
t
i
o
n
.
0
0
6
.
7
8
0
.
5
3
4
B
S
C
-
M
a
t
h
Ed
u
c
a
t
i
o
n
.
9
0
0
.
7
8
0
1
.
0
0
B
S
C
-
S
c
i
e
n
c
e
E
d
u
c
a
t
i
o
n
.
7
8
8
.
5
3
4
1
.
0
0
H
e
a
l
t
h
r
e
l
a
t
e
d
(
F
=
4
.
5
7
9
,
S
i
g
=
.
0
0
4
)
6
.
3
8
1
.
9
3
7
.
5
4
1
.
6
8
6
.
4
5
2
.
7
3
6
.
7
6
2
.
1
2
BA
-
Ed
u
c
a
t
i
o
n
.
0
0
2
.
9
9
9
.
7
9
9
BA
-
En
g
l
i
sh
E
d
u
c
a
t
i
o
n
.
0
0
2
.
3
4
2
.
3
6
5
B
S
C
-
M
a
t
h
Ed
u
c
a
t
i
o
n
.
9
9
9
.
3
4
2
.
9
7
3
B
S
C
-
S
c
i
e
n
c
e
E
d
u
c
a
t
i
o
n
.
7
9
9
.
3
6
5
.
9
7
3
T
h
e
m
u
ltiv
a
r
iate
W
ilk
s
L
am
b
d
a
test
in
d
icate
d
s
ig
n
if
ican
t
d
is
p
ar
ities
in
s
tu
d
en
t
s
tr
ess
o
r
s
ac
r
o
s
s
p
r
o
g
r
a
m
s
,
with
B
SC
E
d
u
ca
tio
n
(
Ma
th
em
atics)
ex
h
ib
itin
g
t
h
e
h
ig
h
est
lev
els
o
f
ac
ad
em
ic
-
r
elate
d
s
tr
ess
.
B
.
A
.
E
d
u
ca
tio
n
(
E
n
g
lis
h
)
r
ep
o
r
ts
th
e
m
o
s
t
s
u
b
s
tan
tial
p
s
y
ch
o
s
o
ci
al
an
d
h
ea
lth
-
r
elate
d
s
tr
ess
an
d
n
o
tab
le
v
ar
iatio
n
s
wer
e
o
b
s
er
v
ed
am
o
n
g
p
r
o
g
r
a
m
s
in
all
ca
teg
o
r
ies o
f
s
tr
ess
o
r
s
.
4
.
1
.
2
.
Dif
f
er
ence
s
in co
pin
g
m
ec
ha
nis
m
s
em
plo
y
ed
by
s
t
ud
ent
s
a
cc
o
rding
t
o
t
heir
pro
g
ra
m
o
f
s
t
ud
y
Ob
jectiv
e
two
aim
ed
to
ass
ess
if
s
tu
d
en
ts
in
v
ar
io
u
s
p
r
o
g
r
am
s
with
in
th
e
Dep
ar
tm
en
t
o
f
T
ea
ch
er
E
d
u
ca
tio
n
at
t
h
e
Un
iv
er
s
ity
o
f
Gh
an
a
em
p
lo
y
ed
d
i
f
f
er
en
t
co
p
in
g
m
ec
h
an
is
m
s
.
T
h
e
r
es
u
lts
,
as
o
u
tlin
ed
in
T
ab
le
3
,
r
ev
ea
led
s
ig
n
if
ican
t
v
ar
iatio
n
s
in
c
o
p
in
g
s
tr
ateg
ie
s
ac
r
o
s
s
p
r
o
g
r
am
s
(
W
ilk
s
L
am
b
d
a
test
,
p
=
.
0
2
8
)
.
No
tab
ly
,
d
if
f
er
e
n
ce
s
wer
e
o
b
s
er
v
ed
in
p
r
o
b
lem
-
f
o
cu
s
ed
(
F=
4
.
1
2
,
P=.
0
0
7
)
an
d
em
o
tio
n
all
y
-
f
o
cu
s
ed
(
F=2
.
8
1
,
Sig
=.
0
4
0
)
co
p
in
g
m
ec
h
an
is
m
s
am
o
n
g
p
r
o
g
r
am
s
.
Fu
r
th
er
a
n
aly
s
is
s
h
o
wed
s
ig
n
if
ican
t
d
if
f
er
en
ce
s
in
s
o
m
e
co
p
in
g
m
ec
h
an
is
m
s
,
wh
ile
o
t
h
er
s
r
em
ain
ed
c
o
n
s
is
ten
t
ac
r
o
s
s
p
r
o
g
r
am
s
.
Ad
ap
tiv
e
c
o
p
in
g
(
F=.
2
9
9
,
Sig
=.
8
2
6
)
an
d
m
alad
a
p
tiv
e
c
o
p
in
g
(
F=2
.
0
4
,
Sig
=.
1
0
9
)
d
id
n
o
t
v
ar
y
b
a
s
ed
o
n
t
h
e
p
r
o
g
r
a
m
o
f
s
tu
d
y
,
s
u
g
g
esti
n
g
s
tu
d
en
ts
u
tili
ze
s
im
ilar
co
p
in
g
s
tr
ateg
ie
s
r
eg
ar
d
less
o
f
th
eir
ac
a
d
em
ic
f
o
cu
s
in
th
e
Dep
ar
tm
en
t o
f
T
e
ac
h
er
E
d
u
ca
tio
n
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t
J
E
v
al
&
R
es E
d
u
c
I
SS
N:
2252
-
8
8
2
2
E
ffects o
f a
ca
d
emic
p
r
o
g
r
a
ms
o
n
s
tr
ess
o
r
s
a
n
d
co
p
i
n
g
s
tr
a
teg
ies
a
mo
n
g
…
(
K
w
a
ku
Da
r
ko
A
mp
o
n
s
a
h
)
1667
T
ab
le
3
.
Dif
f
e
r
en
ce
s
in
co
p
in
g
m
ec
h
an
is
m
s
em
p
lo
y
e
d
b
y
s
tu
d
en
ts
ac
co
r
d
in
g
to
th
eir
p
r
o
g
r
a
m
o
f
s
tu
d
y
V
a
r
i
a
b
l
e
s
P
r
o
g
r
a
ms
BA
-
Ed
u
c
a
t
i
o
n
BA
-
En
g
l
i
sh
E
d
.
B
S
C
-
M
a
t
h
Ed
.
B
S
C
-
S
c
i
e
n
c
e
E
d
.
M
SD
P
M
SD
P
M
SD
P
M
SD
P
P
r
o
b
l
e
m
-
f
o
c
u
s
e
d
(
F
=
4
.
1
2
,
P
=
.
0
0
7
)
7
.
2
7
1
.
9
0
7
.
4
3
1
.
9
2
7
.
8
2
1
.
3
3
6
.
0
0
1
.
9
2
BA
-
Ed
u
c
a
t
i
o
n
.
9
4
7
.
7
8
5
.
0
0
9
BA
-
En
g
l
i
sh
E
d
u
c
a
t
i
o
n
.
9
4
7
.
9
3
1
.
0
1
2
B
S
C
-
M
a
t
h
Ed
u
c
a
t
i
o
n
.
7
8
5
.
9
3
1
.
0
4
0
B
S
C
-
S
c
i
e
n
c
e
E
d
u
c
a
t
i
o
n
.
0
0
9
.
1
2
.
0
4
0
Emo
t
i
o
n
-
f
o
c
u
se
d
(
F
=
2
.
8
1
,
S
i
g
=
.
0
4
0
)
1
1
.
3
0
2
.
4
5
1
1
.
2
1
2
.
0
2
1
1
.
9
1
2
.
3
2
9
.
9
2
2
.
6
6
BA
-
Ed
u
c
a
t
i
o
n
.
9
9
5
.
8
4
7
.
0
3
6
BA
-
En
g
l
i
sh
E
d
u
c
a
t
i
o
n
.
9
9
5
.
8
1
8
.
1
3
1
B
S
C
-
M
a
t
h
Ed
u
c
a
t
i
o
n
.
8
4
7
.
8
1
8
.
1
0
2
B
S
C
-
S
c
i
e
n
c
e
E
d
u
c
a
t
i
o
n
.
0
3
6
.
1
3
1
.
1
0
2
A
d
a
p
t
i
v
e
c
o
p
i
n
g
(
F
=
.
2
9
9
,
S
i
g
=
.
8
2
6
)
5
.
7
7
1
.
9
4
6
.
0
0
1
.
6
4
6
.
0
0
1
.
4
1
6
.
0
0
1
.
8
6
M
a
l
a
d
a
p
t
i
v
e
c
o
p
i
n
g
(
F
=
2
.
0
4
,
S
i
g
=
.
1
0
9
)
1
4
.
4
2
3
.
5
3
1
5
.
7
3
4
.
3
6
1
5
.
9
1
2
.
8
8
1
4
.
5
2
3
.
5
5
4
.
1
.
3
.
R
ela
t
io
ns
hip
bet
wee
n
t
he
s
t
re
s
s
o
rs
enco
u
nte
re
d
by
s
t
ud
ent
s
a
n
d
t
he
co
pin
g
m
ec
ha
nis
m
s
t
hey
em
plo
y
re
g
a
rding
t
heir
pr
o
g
ra
m
o
f
s
t
ud
y
T
h
is
o
b
jectiv
e
s
ee
k
s
to
id
en
tif
y
if
th
er
e
is
s
o
m
e
r
elatio
n
s
h
ip
b
etwe
en
th
e
s
tr
ess
o
r
s
s
tu
d
en
ts
en
co
u
n
ter
an
d
th
e
co
p
in
g
m
ec
h
a
n
is
m
s
th
ey
em
p
lo
y
ac
co
r
d
in
g
to
th
eir
p
r
o
g
r
am
.
I
n
th
is
r
eg
ar
d
,
th
e
s
tu
d
y
u
s
ed
m
u
ltip
le
lin
ea
r
r
eg
r
ess
io
n
to
ass
ess
th
e
r
elatio
n
s
h
ip
b
etwe
en
s
tu
d
e
n
t
s
tr
ess
o
r
s
an
d
th
e
co
p
in
g
m
ec
h
an
is
m
s
em
p
lo
y
ed
,
co
n
s
id
er
in
g
th
e
m
o
d
er
atin
g
r
o
le
o
f
th
e
p
r
o
g
r
am
o
f
s
tu
d
y
.
I
n
itially
,
th
e
an
aly
s
is
s
atis
f
ied
m
u
ltico
llin
ea
r
ity
ass
u
m
p
tio
n
s
,
as
ev
id
en
ce
d
b
y
to
ler
an
ce
v
alu
es
r
an
g
i
n
g
f
r
o
m
.
4
9
7
to
1
.
0
0
.
I
n
co
n
tr
ast,
th
e
v
alu
e
in
f
latio
n
f
ac
to
r
(
VI
F)
r
a
n
g
es
f
r
o
m
1
.
0
0
to
2
.
0
1
,
in
d
icatin
g
th
at
m
u
ltico
llin
ea
r
ity
is
n
o
t
a
p
r
o
b
lem
in
th
e
an
aly
s
is
.
T
ab
le
4
s
h
o
ws
th
e
r
esu
lts
o
f
th
e
m
u
ltip
le
r
eg
r
ess
io
n
an
aly
s
is
(
m
o
d
el
s
u
m
m
ar
y
)
ex
am
in
i
n
g
th
e
r
elatio
n
s
h
ip
b
etwe
en
p
r
ed
icto
r
s
an
d
th
e
d
e
p
en
d
en
t
v
ar
iab
le,
c
o
p
in
g
s
tr
ateg
ies.
T
h
e
r
esu
lts
o
f
m
o
d
el
1
,
as
in
T
ab
le
4
s
h
o
w
th
at
th
e
k
in
d
o
f
s
tr
ess
o
r
s
f
ac
ed
b
y
s
tu
d
e
n
ts
ex
p
lai
n
s
1
0
.
9
%
o
f
t
h
e
v
ar
iatio
n
o
f
th
e
co
p
y
in
g
m
ec
h
a
n
is
m
s
em
p
lo
y
ed
b
y
th
e
s
tu
d
e
n
ts
(
β=.1
8
5
,
C
I
=.
4
3
,
.
6
4
,
P<.
0
0
1
)
.
T
a
b
le
5
d
em
o
n
s
tr
ates th
at
th
e
an
aly
s
is
o
f
v
ar
ian
ce
o
r
ANOV
A
r
esu
lts
e
s
tab
lis
h
th
e
m
o
d
el'
s
s
ig
n
if
ican
ce
at
a
1
%
lev
el.
T
h
is
u
n
d
er
s
co
r
es
th
e
co
llectiv
e
s
ig
n
if
ican
t
im
p
ac
t o
f
th
e
v
ar
iab
les in
clu
d
ed
in
th
e
m
o
d
el
o
n
th
e
o
u
tco
m
e.
T
ab
le
4
.
Mu
ltip
le
r
e
g
r
ess
io
n
a
n
aly
s
is
(
m
o
d
el
s
u
m
m
ar
y
c
)
M
o
d
e
l
R
R
2
A
d
j
u
st
e
d
R
2
S
t
d
.
e
r
r
o
r
o
f
t
h
e
e
st
i
mat
e
C
h
a
n
g
e
s
t
a
t
i
st
i
c
s
D
u
r
b
i
n
-
W
a
t
s
o
n
R
2
c
h
a
n
g
e
F
c
h
a
n
g
e
d
f
1
d
f
2
S
i
g
.
F
c
h
a
n
g
e
1
.
3
3
0
a
.
1
0
9
.
1
0
6
6
.
0
1
1
9
6
.
1
0
9
3
2
.
6
1
7
1
2
6
7
.
0
0
0
2
.
3
3
5
b
.
1
1
4
.
1
1
2
6
.
0
1
1
7
0
.
0
4
5
6
1
.
0
2
4
1
2
6
6
.
0
0
0
1
.
1
7
2
N
o
t
e
:
a
.
P
r
e
d
i
c
t
o
r
s
:
(
c
o
n
st
a
n
t
)
,
st
r
e
ss
o
r
s;
b
.
P
r
e
d
i
c
t
o
r
s
:
(
c
o
n
st
a
n
t
)
,
s
t
r
e
ss
o
r
s,
t
h
e
m
o
d
e
r
a
t
i
n
g
r
o
l
e
o
f
t
h
e
p
r
o
g
r
a
m
o
f
st
u
d
y
;
c
.
D
e
p
e
n
d
e
n
t
v
a
r
i
a
b
l
e
:
c
o
p
i
n
g
s
t
r
a
t
e
g
i
e
s
T
ab
le
5
.
Sig
n
if
ica
n
ce
o
f
t
h
e
m
o
d
el
s
f
o
r
th
e
r
eg
r
ess
io
n
m
o
d
el
M
o
d
e
l
S
u
m
o
f
s
q
u
a
r
e
s
df
M
e
a
n
s
q
u
a
r
e
F
S
i
g
.
1
R
e
g
r
e
ssi
o
n
1
,
1
7
8
.
9
0
1
1
1
,
1
7
8
.
9
0
1
3
2
.
6
1
7
.
0
0
0
b
R
e
si
d
u
a
l
9
,
6
5
0
.
3
7
1
2
6
7
3
6
.
1
4
4
To
t
a
l
10
,
8
2
9
.
2
7
1
2
6
8
2
R
e
g
r
e
ssi
o
n
1
,
2
1
5
.
8
9
2
2
6
0
7
.
9
4
6
1
6
.
8
2
2
.
0
0
0
c
R
e
si
d
u
a
l
9
,
6
1
3
.
3
7
9
2
6
6
3
6
.
1
4
1
To
t
a
l
10
,
8
2
9
.
2
7
1
2
6
8
T
h
e
in
clu
s
io
n
o
f
th
e
m
o
d
er
ati
n
g
r
o
le
o
f
th
e
p
r
o
g
r
am
o
f
s
tu
d
y
,
as
in
d
icate
d
in
m
o
d
el
2
,
as
in
T
ab
le
4
,
th
e
in
clu
s
io
n
ac
co
u
n
ted
f
o
r
a
4
%
v
ar
ian
ce
in
th
e
co
p
y
i
n
g
s
tr
ateg
ies
ad
o
p
ted
b
y
s
tu
d
en
ts
(
β=.0
3
6
,
C
I
=.
2
9
,
.
4
2
,
P<.
0
0
1
)
.
T
h
is
f
in
d
in
g
in
d
icate
s
th
at
th
e
p
r
o
g
r
am
o
f
s
tu
d
y
p
l
ay
s
a
m
o
d
er
atin
g
r
o
le
in
th
e
r
elatio
n
s
h
ip
b
etwe
en
s
tu
d
en
t
s
tr
ess
o
r
s
an
d
th
e
co
p
in
g
m
ec
h
a
n
is
m
s
em
p
lo
y
ed
.
I
n
t
h
is
r
eg
ar
d
,
th
e
s
tu
d
y
co
n
f
ir
m
s
o
b
jectiv
e
th
r
ee
th
at
th
er
e
is
a
s
tatis
tically
s
ig
n
if
ican
t
r
elatio
n
s
h
ip
b
etwe
en
th
e
s
tr
ess
o
r
s
en
co
u
n
ter
e
d
b
y
s
tu
d
e
n
ts
an
d
t
h
e
co
p
in
g
m
ec
h
an
is
m
s
th
ey
em
p
l
o
y
,
c
o
n
tin
g
en
t o
n
th
eir
ac
ad
e
m
ic
p
r
o
g
r
am
.
4
.
1
.
4
.
E
x
a
m
ine ho
w
g
ender
m
o
dera
t
es t
he
inte
ra
ct
io
n be
t
wee
n str
ess
o
rs a
nd
co
pi
ng
s
t
ra
t
eg
ies
T
o
d
eter
m
in
e
th
e
ass
o
ciatio
n
b
etwe
en
th
e
co
n
tin
u
o
u
s
in
d
ep
en
d
en
t
v
ar
iab
le,
s
tr
ess
o
r
s
,
an
d
th
e
co
n
tin
u
o
u
s
d
ep
en
d
e
n
t
v
ar
iab
le
,
co
p
in
g
s
tr
ateg
ies,
m
o
d
er
atin
g
th
e
latter
b
y
a
d
ich
o
to
m
o
u
s
m
o
d
er
ato
r
v
ar
iab
le,
g
en
d
er
,
r
esear
ch
e
r
s
u
s
ed
a
m
o
d
er
ato
r
an
aly
s
is
,
s
p
ec
if
ically
,
h
ier
ar
c
h
ical
m
u
ltip
le
r
eg
r
ess
io
n
.
T
h
ey
u
s
ed
t
h
e
s
tan
d
ar
d
tech
n
iq
u
e
f
o
r
d
eter
m
i
n
in
g
w
h
eth
er
a
m
o
d
er
atin
g
e
f
f
ec
t
ex
is
ts
,
in
clu
d
in
g
a
(
lin
ea
r
)
in
ter
ac
tio
n
ter
m
in
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2252
-
8
8
2
2
I
n
t
J
E
v
al
&
R
es E
d
u
c
,
Vo
l
.
14
,
No
.
3
,
J
u
n
e
20
25
:
1
6
6
1
-
1
6
7
3
1668
a
m
u
ltip
le
r
eg
r
ess
io
n
m
o
d
el.
T
ab
le
6
p
r
esen
ts
th
e
r
esu
lts
o
f
a
Hier
ar
ch
ical
Mu
ltip
le
R
eg
r
ess
io
n
an
aly
s
is
ex
am
in
in
g
t
h
e
r
elatio
n
s
h
ip
b
et
wee
n
p
r
ed
icto
r
s
an
d
th
e
d
ep
en
d
en
t v
ar
iab
le,
C
o
p
in
g
_
T
o
tal
.
Fro
m
T
ab
le
6
,
a
h
ier
ar
ch
ical
m
u
ltip
le
r
eg
r
ess
io
n
was
r
u
n
to
ass
es
s
th
e
s
tatis
t
ical
s
ig
n
if
ican
ce
o
f
th
e
in
ter
ac
tio
n
ter
m
b
etwe
en
s
tr
ess
o
r
s
an
d
g
en
d
er
.
Data
m
ea
n
±
s
tan
d
ar
d
er
r
o
r
.
Gen
d
e
r
d
id
n
o
t m
o
d
er
ate
th
e
ef
f
ec
t
o
f
s
tr
ess
o
r
s
o
n
co
p
in
g
s
tr
ateg
i
es,
as
ev
id
en
ce
d
b
y
n
o
in
cr
ea
s
e
in
to
tal
v
ar
iatio
n
ex
p
lain
ed
b
y
0
%,
wh
ich
was
n
o
t
s
tatis
tically
s
ig
n
if
ican
t
(
F
(
1
,
2
6
5
)
=.
1
2
1
,
p
=.
7
2
8
)
.
As
s
u
ch
,
th
e
in
ter
ac
tio
n
ter
m
was
d
r
o
p
p
ed
f
r
o
m
th
e
m
o
d
el.
T
ab
le
7
s
h
o
ws
th
e
n
e
w
m
o
d
el
r
u
n
,
a
m
u
ltip
le
r
e
g
r
ess
io
n
p
r
o
ce
d
u
r
e
.
T
h
is
n
ew
m
o
d
el
r
ev
ea
led
th
at
th
er
e
was
a
s
tati
s
tically
s
ig
n
if
ican
t
p
o
s
itiv
e
lin
ea
r
r
elatio
n
s
h
ip
(
b
=.
1
5
9
,
SE
=.
0
2
9
)
b
et
wee
n
s
tr
ess
o
r
s
an
d
co
p
in
g
s
tr
ateg
ies
(
p
<.
0
0
1
)
.
I
n
ad
d
itio
n
,
m
ales
h
a
d
s
tatis
ti
ca
lly
n
eg
ativ
ely
s
ig
n
if
ican
tly
lo
wer
co
p
in
g
t
h
an
f
em
ales,
b
=
-
.
0
0
7
,
SE
=.
7
4
2
,
p
<.
0
0
1
.
T
ab
le
7
s
h
o
ws
t
h
e
co
ef
f
icien
ts
f
o
r
th
e
r
eg
r
ess
io
n
m
o
d
el
with
C
o
p
in
g
_
T
o
tal
as
th
e
d
ep
e
n
d
en
t
v
a
r
iab
le.
Mo
d
el
1
i
n
c
lu
d
es
u
n
s
tan
d
a
r
d
ized
co
ef
f
ic
ien
ts
,
s
tan
d
ar
d
ized
co
ef
f
icien
ts
(
B
eta)
,
t
-
s
tatis
tics
,
an
d
s
ig
n
if
ican
ce
lev
els f
o
r
ea
ch
p
r
ed
icto
r
.
T
h
e
h
ier
a
r
ch
ical
m
u
ltip
le
r
e
g
r
ess
io
n
an
aly
s
is
r
ev
ea
led
n
o
s
tatis
tically
s
ig
n
if
ican
t
m
o
d
er
at
in
g
ef
f
ec
t
o
f
g
en
d
er
o
n
th
e
lin
k
b
etwe
e
n
s
tr
ess
o
r
s
an
d
co
p
in
g
s
tr
ateg
ies.
T
h
e
ab
s
en
ce
o
f
an
in
te
r
ac
tio
n
ter
m
in
d
icate
d
th
at
g
en
d
e
r
d
i
d
n
o
t
n
o
tab
ly
in
f
lu
en
ce
t
h
is
ass
o
ciatio
n
.
A
s
ig
n
if
ican
t
p
o
s
itiv
e
lin
ea
r
r
e
latio
n
s
h
ip
b
etwe
e
n
s
tr
ess
o
r
s
an
d
co
p
in
g
s
tr
ateg
ie
s
was
f
o
u
n
d
,
in
d
icatin
g
th
at
h
ig
h
er
s
tr
ess
lev
els
g
en
er
ally
co
r
r
esp
o
n
d
e
d
with
in
cr
ea
s
ed
co
p
in
g
ef
f
o
r
ts
.
Ho
w
ev
er
,
m
ales
ex
h
ib
ited
lo
wer
c
o
p
in
g
s
tr
ateg
ies
co
m
p
ar
e
d
to
f
em
ales,
s
u
g
g
esti
n
g
a
g
en
d
er
d
i
f
f
er
en
ce
.
Desp
ite
th
is
,
th
e
lack
o
f
s
ig
n
if
ican
t
g
en
d
er
m
o
d
er
atio
n
im
p
lies
co
n
s
is
ten
cy
in
th
e
s
tr
ess
o
r
-
co
p
in
g
r
elatio
n
s
h
ip
ac
r
o
s
s
b
o
th
g
en
d
e
r
s
.
T
h
is
g
en
d
er
d
if
f
er
en
ce
ad
d
s
co
m
p
l
ex
ity
,
em
p
h
asizin
g
h
ig
h
er
c
o
p
in
g
s
tr
ateg
ies am
o
n
g
f
em
ales a
n
d
c
o
n
tr
ib
u
tin
g
to
u
n
d
er
s
tan
d
i
n
g
s
tr
ess
o
r
-
g
en
d
er
d
y
n
am
ics.
T
ab
le
6
.
Hier
ar
c
h
ical
m
u
ltip
le
r
eg
r
ess
io
n
(
m
o
d
el
s
u
m
m
ar
y
c
)
M
o
d
e
l
R
R
2
A
d
j
u
st
e
d
R
2
S
t
d
.
e
r
r
o
r
o
f
t
h
e
e
st
i
mat
e
C
h
a
n
g
e
st
a
t
i
st
i
c
s
R
2
c
h
a
n
g
e
F
c
h
a
n
g
e
d
f
1
d
f
2
S
i
g
.
F
c
h
a
n
g
e
1
.
3
1
8
a
.
1
0
1
.
0
9
5
6
.
0
4
8
6
2
.
1
0
1
1
4
.
9
9
8
2
2
6
6
.
0
0
0
2
.
3
1
9
b
.
1
0
2
.
0
9
2
6
.
0
5
8
6
4
.
0
0
0
.
1
2
1
1
2
6
5
.
7
2
8
N
o
t
e
:
a
.
P
r
e
d
i
c
t
o
r
s:
(
c
o
n
s
t
a
n
t
)
,
M
a
l
e
_
D
u
mm
y
,
S
t
r
e
sso
r
s
_
T
o
t
a
l
;
b
.
P
r
e
d
i
c
t
o
r
s:
(
c
o
n
s
t
a
n
t
)
,
M
a
l
e
_
D
u
mm
y
,
S
t
r
e
sso
r
s
_
T
o
t
a
l
,
S
t
r
e
sso
r
s
_
T
o
t
a
l
_
F
e
m
a
l
e
_
D
u
mm
y
;
c
.
D
e
p
e
n
d
e
n
t
v
a
r
i
a
b
l
e
:
C
o
p
i
n
g
_
To
t
a
l
T
ab
le
7
.
C
o
ef
f
icien
ts
a
f
o
r
th
e
r
eg
r
ess
io
n
m
o
d
el
M
o
d
e
l
U
n
st
a
n
d
a
r
d
i
z
e
d
c
o
e
f
f
i
c
i
e
n
t
s
S
t
a
n
d
a
r
d
i
z
e
d
c
o
e
f
f
i
c
i
e
n
t
s
t
S
i
g
.
9
5
.
0
%
c
o
n
f
i
d
e
n
c
e
i
n
t
e
r
v
a
l
f
o
r
B
C
o
l
l
i
n
e
a
r
i
t
y
st
a
t
i
st
i
c
s
B
S
t
d
.
e
r
r
o
r
B
e
t
a
Lo
w
e
r
b
o
u
n
d
U
p
p
e
r
b
o
u
n
d
To
l
e
r
a
n
c
e
V
I
F
1
(
c
o
n
st
a
n
t
)
2
9
.
4
1
5
1
.
8
4
8
1
5
.
9
2
0
.
0
0
0
2
5
.
7
7
8
3
3
.
0
5
3
S
t
r
e
sso
r
s
_
T
o
t
a
l
.
1
5
9
.
0
2
9
.
3
1
8
5
.
4
5
6
.
0
0
0
.
1
0
1
.
2
1
6
.
9
9
3
1
.
0
0
7
M
a
l
e
_
D
u
mm
y
-
.
0
0
7
.
7
4
2
-
.
0
0
1
-
.
0
1
0
.
9
9
2
-
1
.
4
6
8
1
.
4
5
3
.
9
9
3
1
.
0
0
7
N
o
t
e
:
a
.
D
e
p
e
n
d
e
n
t
v
a
r
i
a
b
l
e
:
C
o
p
i
n
g
_
To
t
a
l
4
.
2
.
Dis
cus
s
io
n
T
h
e
f
i
n
d
in
g
s
r
eg
ar
d
in
g
th
e
d
if
f
er
en
ce
s
in
s
tr
ess
o
r
s
s
tu
d
en
ts
en
co
u
n
ter
ac
co
r
d
in
g
to
th
eir
p
r
o
g
r
am
o
f
s
tu
d
y
alig
n
with
p
r
ev
io
u
s
r
es
ea
r
ch
[
3
4
]
,
[
3
7
]
,
in
d
icatin
g
t
h
at
s
tu
d
en
ts
f
ac
e
d
iv
e
r
s
e
s
tr
e
s
s
o
r
s
d
ep
en
d
in
g
o
n
th
eir
ac
ad
em
ic
p
r
o
g
r
am
s
.
W
h
ile
,
s
o
m
e
s
tu
d
ies
[
3
8
]
,
[
5
4
]
s
u
g
g
est
n
o
s
ig
n
if
ican
t
d
if
f
er
en
ce
s
in
ac
ad
em
ic
s
tr
ess
o
r
s
ac
r
o
s
s
p
r
o
g
r
am
s
,
o
th
er
s
in
d
icate
n
o
tab
le
v
ar
iatio
n
s
.
T
h
ese
m
ix
ed
r
esu
lts
s
u
g
g
est th
at
th
e
r
elatio
n
s
h
ip
b
etwe
en
th
e
p
r
o
g
r
am
o
f
s
tu
d
y
an
d
ac
ad
em
ic
s
tr
ess
o
r
s
is
co
m
p
lex
an
d
co
n
tex
t
d
ep
en
d
en
t.
Facto
r
s
s
u
ch
as
th
e
n
atu
r
e
o
f
th
e
c
o
u
r
s
ewo
r
k
,
th
e
lev
el
o
f
ac
a
d
em
ic
r
ig
o
r
,
a
n
d
th
e
s
p
ec
if
ic
ch
allen
g
es
ass
o
ciate
d
with
d
if
f
er
e
n
t
f
ield
s
m
ay
co
n
tr
i
b
u
te
to
th
e
d
i
f
f
er
en
ce
s
in
s
tr
ess
lev
els o
b
s
er
v
ed
am
o
n
g
s
tu
d
e
n
ts
in
v
ar
io
u
s
p
r
o
g
r
am
s
.
Ob
jectiv
e
two
d
is
cu
s
s
ed
th
e
d
i
f
f
er
en
ce
s
in
c
o
p
in
g
s
tr
ateg
ies
em
p
lo
y
ed
b
y
s
tu
d
e
n
ts
ac
co
r
d
i
n
g
to
th
eir
p
r
o
g
r
a
m
o
f
s
tu
d
y
.
T
h
e
f
in
d
in
g
s
r
ev
ea
l
d
iv
er
s
e
co
p
in
g
m
ec
h
an
is
m
s
am
o
n
g
Dep
ar
tm
en
t
o
f
T
ea
ch
er
E
d
u
ca
tio
n
co
lleg
e
s
tu
d
en
ts
r
eg
ar
d
less
o
f
th
eir
p
r
o
g
r
am
s
.
Fo
r
in
s
tan
ce
,
C
o
llier
[
5
5
]
i
d
en
tifie
d
ef
f
ec
tiv
e
s
tr
ateg
ies
lik
e
s
ee
k
in
g
s
u
p
p
o
r
t
f
r
o
m
p
ee
r
s
o
r
m
en
to
r
s
an
d
en
g
a
g
in
g
in
p
r
o
b
lem
-
s
o
lv
in
g
,
wh
ich
ca
n
h
el
p
s
tu
d
en
ts
m
an
ag
e
ac
ad
em
ic
p
r
ess
u
r
es
m
o
r
e
ef
f
e
ctiv
ely
.
On
th
e
o
th
er
h
a
n
d
,
Or
in
es
et
a
l
.
[
5
6
]
n
o
ted
th
at
s
o
m
e
s
tu
d
en
ts
r
eso
r
t
to
av
o
id
an
ce
m
eth
o
d
s
,
s
u
ch
as
d
en
ial
an
d
s
u
b
s
tan
ce
u
s
e,
wh
ich
ca
n
ex
ac
er
b
ate
s
tr
ess
an
d
lead
t
o
a
d
d
itio
n
al
is
s
u
es.
Po
s
itiv
e
co
p
in
g
s
tr
ateg
ies,
lik
e
r
eg
u
lar
ex
e
r
cise,
wer
e
also
h
ig
h
lig
h
ted
i
n
Or
in
es
et
a
l
.
[
5
6
]
,
alo
n
g
s
id
e
n
eg
ativ
e
s
tr
ateg
ies,
in
clu
d
in
g
s
u
b
s
tan
ce
u
s
e.
T
h
ese
f
in
d
in
g
s
r
eso
n
ate
with
ea
r
lier
r
esear
c
h
[
1
7
]
,
[
4
1
]
,
w
h
ich
s
im
ilar
ly
f
o
u
n
d
v
ar
ied
c
o
p
i
n
g
ap
p
r
o
ac
h
es
am
o
n
g
s
tu
d
e
n
ts
.
Oth
er
r
esear
c
h
[
5
7
]
–
[
5
9
]
u
n
d
er
s
co
r
e
d
th
e
in
ter
r
elatio
n
s
b
etwe
en
s
tr
ess
o
r
s
ac
r
o
s
s
ac
ad
em
ic,
h
ea
lth
,
an
d
p
s
y
ch
o
s
o
cial
d
o
m
ain
s
,
im
p
ac
tin
g
o
v
e
r
all
well
-
b
ein
g
.
Fo
r
ex
a
m
p
le,
R
eh
m
an
i
et
a
l.
[
6
0
]
lin
k
ed
s
tr
ess
ac
r
o
s
s
d
o
m
ain
s
in
Pak
is
tan
i
m
ed
ical
s
tu
d
e
n
ts
,
wh
ile
Kh
an
et
a
l.
[
61
]
ass
o
ciate
d
s
tr
ess
with
d
ep
r
ess
io
n
in
Pak
is
tan
i u
n
iv
er
s
ity
s
tu
d
en
ts
.
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
E
ffects o
f a
ca
d
emic
p
r
o
g
r
a
ms
o
n
s
tr
ess
o
r
s
a
n
d
co
p
i
n
g
s
tr
a
teg
ies
a
mo
n
g
…
(
K
w
a
ku
Da
r
ko
A
mp
o
n
s
a
h
)
1669
Aca
d
em
ic,
h
ea
l
th
,
an
d
p
s
y
ch
o
s
o
c
ia
l
s
tr
es
s
o
r
s
i
n
t
er
t
wi
n
e,
im
p
a
ct
in
g
s
tu
d
en
t
w
el
l
-
b
ein
g
u
n
iq
u
el
y
an
d
in
f
lu
en
ce
d
b
y
i
n
d
iv
id
u
a
l
an
d
co
n
tex
tu
a
l
f
ac
to
r
s
.
Ob
j
ec
tiv
e
th
r
ee
d
i
s
cu
s
s
es
th
e
r
e
la
ti
o
n
s
h
ip
b
e
t
wee
n
th
e
s
t
r
e
s
s
o
r
s
en
co
u
n
t
er
e
d
b
y
s
tu
d
en
t
s
an
d
th
e
co
p
in
g
m
ec
h
an
is
m
s
th
ey
em
p
l
o
y
c
o
n
ce
r
n
in
g
th
eir
p
r
o
g
r
am
o
f
s
tu
d
y
.
As
s
h
o
wn
in
T
ab
le
4
,
t
h
e
f
in
d
in
g
s
alig
n
with
p
ast
s
tu
d
ies
[
62
]
,
[
63
]
,
s
u
p
p
o
r
t
in
g
th
e
id
ea
th
a
t
p
r
o
g
r
am
ch
o
i
ce
in
f
lu
en
ce
s
s
t
r
e
s
s
m
a
n
ag
em
en
t
s
tr
a
te
g
i
es
.
Sre
er
a
m
ar
ed
d
y
et
a
l
.
[
63
]
f
o
u
n
d
a
m
o
d
e
r
a
te
p
o
s
it
iv
e
co
r
r
e
la
tio
n
b
et
we
en
s
tr
e
s
s
s
o
u
r
ce
s
an
d
co
p
in
g
am
o
n
g
N
ep
a
l
es
e
m
ed
i
ca
l
s
tu
d
en
t
s
,
s
u
g
g
e
s
ti
n
g
th
at
s
tu
d
en
ts
i
n
ce
r
ta
in
p
r
o
g
r
am
s
m
ay
d
ev
e
l
o
p
s
p
ec
if
i
c
c
o
p
in
g
s
k
i
ll
s
in
r
e
s
p
o
n
s
e
to
th
e
ir
u
n
iq
u
e
s
t
r
es
s
o
r
s
.
Sim
i
lar
ly
,
B
aq
u
t
a
y
an
[
62
]
n
o
ted
a
p
o
s
it
i
v
e
r
ela
t
io
n
s
h
ip
b
e
t
wee
n
s
tr
e
s
s
le
v
el
s
an
d
co
p
in
g
s
tr
at
eg
i
es
.
T
h
i
s
s
tu
d
y
s
u
g
g
e
s
t
s
th
a
t
th
e
p
r
o
g
r
am
ch
o
ice
c
an
m
o
d
e
r
at
e
s
tr
e
s
s
-
co
p
i
n
g
d
y
n
am
i
cs
,
p
o
ten
t
ia
lly
f
o
s
t
er
in
g
t
h
e
d
ev
e
lo
p
m
en
t
o
f
co
p
in
g
s
k
i
ll
s
in
r
e
s
p
o
n
s
e
to
h
eig
h
ten
ed
s
tr
e
s
s
o
r
s
.
Ho
wev
er
,
i
t
is
cr
u
ci
al
to
a
ck
n
o
w
le
d
g
e
t
h
at
ex
c
e
s
s
iv
e
s
t
r
e
s
s
ca
n
h
ar
m
p
h
y
s
i
ca
l
an
d
m
en
t
a
l
h
ea
l
th
,
r
eg
ar
d
le
s
s
o
f
co
p
in
g
ab
i
li
ti
es
.
T
h
e
s
e
f
in
d
in
g
s
e
ch
o
ex
i
s
t
in
g
r
e
s
ea
r
ch
,
em
p
h
a
s
iz
in
g
th
e
in
ter
p
lay
b
e
t
wee
n
s
tr
e
s
s
an
d
co
p
in
g
m
ec
h
a
n
i
s
m
s
.
Sev
er
a
l
s
tu
d
ies
[
4
7
]
,
[
4
8
]
s
u
p
p
o
r
t
ed
o
u
r
f
in
d
in
g
s
,
in
d
ic
at
in
g
co
n
s
i
s
ten
t
s
tr
es
s
o
r
-
co
p
in
g
r
ela
t
io
n
s
h
ip
s
ac
r
o
s
s
g
en
d
er
s
.
Ho
wev
er
,
co
n
tr
a
s
tin
g
s
tu
d
ie
s
,
s
u
ch
as
Gr
a
v
es
et
a
l.
[
4
9
]
th
at
s
u
g
g
es
t
p
o
ten
ti
al
v
ar
ia
tio
n
s
i
n
co
p
in
g
s
tr
a
teg
ie
s
b
e
t
wee
n
m
ale
s
an
d
f
em
al
e
s
.
T
h
es
e
v
ar
i
at
io
n
s
u
n
d
er
s
co
r
e
th
e
im
p
o
r
t
an
ce
o
f
co
n
s
id
er
in
g
g
en
d
er
a
s
a
f
ac
to
r
i
n
u
n
d
er
s
t
an
d
in
g
s
tr
e
s
s
an
d
co
p
in
g
d
y
n
am
i
cs
,
a
s
it
m
ay
in
f
l
u
en
c
e
t
h
e
ef
f
ec
tiv
en
e
s
s
o
f
d
if
f
e
r
en
t c
o
p
in
g
s
tr
a
te
g
i
es
an
d
th
e
o
v
er
al
l
s
tr
e
s
s
ex
p
er
ien
ce
.
4
.
3
.
I
m
pli
ca
t
i
o
ns
T
h
e
r
e
s
u
l
t
s
h
ig
h
lig
h
t
th
e
n
e
ce
s
s
i
ty
o
f
cu
s
to
m
iz
ed
p
s
y
ch
o
lo
g
ica
l
th
e
r
ap
ie
s
b
a
s
ed
o
n
s
tu
d
en
ts
’
co
p
in
g
s
t
r
a
teg
ie
s
an
d
p
r
o
g
r
am
-
s
p
ec
if
ic
s
tr
e
s
s
o
r
s
.
A
ck
n
o
wl
ed
g
in
g
th
e
s
e
v
ar
i
at
io
n
s
em
p
h
a
s
i
ze
s
h
o
w
cr
u
ci
al
it
is
to
o
f
f
er
s
u
p
p
o
r
t
s
er
v
ic
es
th
at
d
e
a
l
wi
th
d
if
f
icu
lt
ie
s
.
T
h
e
g
e
n
d
er
v
ar
ia
tio
n
s
in
co
p
in
g
m
ec
h
an
i
s
m
s
th
a
t h
av
e
b
e
en
d
i
s
co
v
e
r
ed
al
s
o
im
p
ly
th
at
in
d
iv
id
u
al
d
if
f
er
e
n
ce
s
s
h
o
u
ld
b
e
co
n
s
i
d
er
e
d
in
in
t
er
v
en
t
io
n
s
.
T
h
i
s
s
tr
at
eg
y
c
an
r
es
u
l
t
in
th
e
cr
e
at
io
n
o
f
f
o
cu
s
ed
m
en
t
al
h
e
al
th
s
er
v
ic
es
an
d
s
u
p
p
o
r
t
n
e
two
r
k
s
,
im
p
r
o
v
in
g
s
t
u
d
en
t
s
’
ac
a
d
em
ic
p
er
f
o
r
m
an
c
e
an
d
g
en
er
al
w
el
l
-
b
ein
g
.
B
y
h
i
g
h
l
ig
h
t
in
g
th
e
in
f
lu
en
ce
o
f
b
o
th
in
d
iv
id
u
a
l
an
d
co
n
tex
tu
a
l
f
ac
to
r
s
o
n
s
tr
es
s
r
e
ac
tio
n
s
,
t
h
e
s
e
d
i
s
co
v
er
ie
s
ad
v
an
ce
p
s
y
ch
o
lo
g
y
an
d
p
r
o
v
i
d
e
d
ir
ec
tio
n
f
o
r
f
u
tu
r
e
s
tu
d
ie
s
an
d
r
ea
l
-
wo
r
ld
ap
p
li
ca
tio
n
s
.
5.
CO
NCLU
SI
O
N
I
n
co
n
c
lu
s
io
n
,
th
e
in
t
er
p
lay
b
et
wee
n
s
tr
e
s
s
o
r
s
an
d
co
p
in
g
s
tr
at
eg
ie
s
am
o
n
g
s
tu
d
en
t
s
wi
th
in
th
e
Dep
ar
tm
en
t
o
f
T
e
ac
h
e
r
E
d
u
c
at
io
n
a
t
th
e
Un
iv
e
r
s
i
ty
o
f
Gh
an
a
h
o
ld
s
p
r
o
f
o
u
n
d
im
p
li
ca
ti
o
n
s
f
o
r
p
s
y
c
h
o
lo
g
y
.
T
h
e
o
b
s
e
r
v
ed
p
r
o
g
r
am
-
s
p
ec
if
i
c
d
i
f
f
er
en
c
e
s
in
s
tr
e
s
s
o
r
s
an
d
co
p
in
g
m
ec
h
an
i
s
m
s
,
wi
th
s
o
m
e
b
e
in
g
s
t
at
i
s
t
ic
al
ly
s
ig
n
if
i
ca
n
t,
u
n
d
e
r
s
c
o
r
e
th
e
im
p
o
r
tan
ce
o
f
c
o
n
s
id
er
in
g
th
e
p
r
o
g
r
am
o
f
s
t
u
d
y
as
a
c
r
u
c
ia
l
d
ete
r
m
i
n
an
t
o
f
th
e
ch
al
len
g
e
s
s
tu
d
en
t
s
f
a
ce
an
d
th
e
s
tr
a
teg
i
es
th
ey
em
p
lo
y
.
T
h
i
s
u
n
d
er
s
t
an
d
in
g
a
li
g
n
s
wi
th
th
e
co
r
e
p
r
in
c
ip
l
e
s
o
f
p
s
y
ch
o
l
o
g
y
,
em
p
h
as
iz
in
g
th
e
r
o
le
o
f
in
d
iv
id
u
al
e
x
p
er
ien
ce
s
an
d
co
n
tex
tu
a
l
f
a
cto
r
s
in
s
h
ap
in
g
s
tr
e
s
s
r
e
s
p
o
n
s
e
s
an
d
co
p
in
g
b
eh
av
io
r
s
.
Mo
r
eo
v
er
,
id
en
t
if
y
in
g
ad
a
p
t
iv
e
an
d
m
alad
ap
tiv
e
co
p
in
g
s
t
r
a
teg
ie
s
wi
th
in
th
e
s
tu
d
y
p
r
o
g
r
am
s
f
u
r
th
e
r
en
r
ich
e
s
o
u
r
p
s
y
c
h
o
lo
g
ic
al
in
s
i
g
h
t
in
t
o
h
o
w
s
tu
d
en
t
s
n
av
ig
at
e
an
d
m
an
ag
e
s
tr
e
s
s
.
No
tab
ly
,
th
e
d
is
t
in
c
t
p
at
te
r
n
s
in
em
o
t
i
o
n
-
f
o
cu
s
ed
an
d
p
r
o
b
lem
-
f
o
cu
s
ed
co
p
in
g
ac
r
o
s
s
d
if
f
e
r
en
t
p
r
o
g
r
am
s
h
ig
h
l
ig
h
t
t
h
e
n
e
ed
f
o
r
a
ta
ilo
r
ed
p
s
y
ch
o
l
o
g
ic
al
ap
p
r
o
ac
h
to
co
p
in
g
m
e
ch
an
is
m
s
b
a
s
ed
o
n
th
e
s
p
ec
if
i
c
a
ca
d
em
ic
co
n
t
ex
t
.
T
h
e
s
tu
d
y
’
s
ap
p
licatio
n
o
f
h
ie
r
ar
ch
ical
m
u
ltip
le
lin
ea
r
r
eg
r
e
s
s
io
n
to
ex
p
lo
r
e
th
e
r
elatio
n
s
h
ip
b
etwe
en
s
tr
ess
an
d
co
p
in
g
s
tr
ateg
ies,
co
n
s
id
er
in
g
t
h
e
p
r
o
g
r
am
o
f
s
tu
d
y
,
u
n
v
eils
th
e
m
o
d
er
atin
g
r
o
le
o
f
g
en
d
er
in
s
h
ap
in
g
s
tu
d
e
n
ts
’
co
p
i
n
g
r
esp
o
n
s
es.
T
h
is
f
in
d
i
n
g
c
o
n
tr
ib
u
te
s
to
th
e
b
r
o
a
d
er
p
s
y
ch
o
lo
g
ical
d
is
co
u
r
s
e
o
n
h
o
w
co
n
tex
tu
al
f
ac
to
r
s
in
f
lu
e
n
ce
th
e
s
tr
ess
-
co
p
in
g
d
y
n
am
ic,
em
p
h
asizin
g
th
e
im
p
o
r
tan
ce
o
f
tailo
r
in
g
in
ter
v
en
tio
n
s
to
th
e
ch
allen
g
es
o
f
d
is
tin
ct
ac
ad
em
ic
p
r
o
g
r
am
s
.
W
h
ile
th
e
s
tu
d
y
d
id
n
o
t
f
in
d
a
s
ig
n
if
ican
t
m
o
d
er
atin
g
ef
f
ec
t
o
f
g
en
d
er
o
n
t
h
e
s
tr
ess
o
r
-
co
p
i
n
g
r
elatio
n
s
h
ip
,
t
h
e
ac
k
n
o
wled
g
m
en
t
o
f
a
n
o
tab
le
g
en
d
e
r
d
if
f
er
en
ce
in
co
p
in
g
s
tr
ateg
ies
ad
d
s
an
o
th
er
lay
er
to
o
u
r
u
n
d
er
s
tan
d
in
g
o
f
in
d
i
v
id
u
al
d
if
f
er
e
n
ce
s
in
s
tr
ess
m
an
ag
em
en
t.
T
h
ese
f
in
d
in
g
s
co
llectiv
ely
r
ein
f
o
r
ce
th
e
id
ea
th
at
p
s
y
ch
o
lo
g
ical
co
n
s
id
er
atio
n
s
ar
e
in
teg
r
al
to
c
o
m
p
r
eh
e
n
d
in
g
th
e
d
y
n
am
ics
o
f
s
tr
ess
o
r
s
an
d
co
p
in
g
m
ec
h
an
is
m
s
am
o
n
g
s
tu
d
en
ts
,
p
r
o
v
i
d
in
g
v
alu
ab
le
i
n
s
ig
h
ts
f
o
r
r
esear
c
h
er
s
an
d
p
r
ac
titi
o
n
e
r
s
in
p
s
y
ch
o
lo
g
y
.
T
h
e
Dep
ar
tm
en
t
o
f
T
ea
c
h
er
E
d
u
ca
tio
n
at
t
h
e
Un
iv
er
s
ity
o
f
Gh
an
a
s
h
o
u
ld
lau
n
ch
f
o
cu
s
ed
s
u
p
p
o
r
t
s
er
v
ices
to
ca
ter
to
th
e
u
n
iq
u
e
s
tr
ess
o
r
s
an
d
co
p
in
g
r
eq
u
ir
em
en
ts
o
f
s
tu
d
en
ts
en
r
o
lled
in
v
ar
io
u
s
s
tu
d
y
p
r
o
g
r
a
m
s
,
as
s
u
g
g
ested
b
y
th
e
s
tu
d
y
’
s
co
n
clu
s
io
n
s
.
T
h
i
s
co
u
ld
in
v
o
lv
e
g
en
d
e
r
-
an
d
p
r
o
g
r
am
-
s
p
ec
if
ic
wo
r
k
s
h
o
p
s
o
n
co
p
in
g
m
ec
h
an
is
m
s
,
s
tr
ess
m
an
ag
em
en
t,
an
d
m
en
tal
h
ea
lth
s
er
v
ices.
Fu
r
th
er
m
o
r
e,
p
r
o
v
id
in
g
p
r
o
f
ess
o
r
s
an
d
s
taf
f
with
tr
ai
n
in
g
o
n
id
en
tify
i
n
g
a
n
d
ad
d
r
ess
in
g
th
e
s
tr
ess
r
esp
o
n
s
es
e
x
h
ib
ited
b
y
s
tu
d
en
ts
m
ay
im
p
r
o
v
e
th
e
u
n
iv
er
s
ity
’
s
s
u
p
p
o
r
t
s
y
s
tem
.
T
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[
7
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C
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8
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.
Evaluation Warning : The document was created with Spire.PDF for Python.