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Gr
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Su
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T
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[
1
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I
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in
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in
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[
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[
4
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Am
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[
5
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6
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.
Su
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lects
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life
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[
9
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.
T
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s
[
1
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I
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14
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J
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20
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6
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1696
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ef
f
ec
ts
o
n
th
e
s
u
b
jec
tiv
e
well
-
b
ein
g
o
f
u
n
d
e
r
g
r
a
d
u
ate
an
d
g
r
ad
u
ate
s
tu
d
en
ts
.
T
h
is
s
tu
d
y
aim
ed
to
elu
cid
ate
th
e
p
r
ed
ictiv
e
in
f
lu
en
ce
o
f
em
o
tio
n
al
em
p
a
th
y
o
n
s
u
b
jectiv
e
well
-
b
ein
g
in
u
n
d
er
g
r
ad
u
ate
an
d
g
r
a
d
u
ate
s
tu
d
en
ts
,
an
d
t
o
ex
am
in
e
th
e
d
if
f
er
e
n
tial
im
p
ac
t
o
f
em
o
tio
n
al
em
p
ath
y
o
n
s
u
b
jectiv
e
well
-
b
ein
g
b
etwe
en
th
ese
two
co
h
o
r
ts
.
T
h
r
o
u
g
h
th
e
e
x
am
in
at
io
n
o
f
em
o
tio
n
al
em
p
ath
y
’
s
p
r
ed
ictiv
e
ca
p
ac
ity
f
o
r
s
u
b
jectiv
e
well
-
b
ein
g
in
u
n
d
er
g
r
ad
u
ate
an
d
g
r
ad
u
ate
s
tu
d
en
ts
,
we
aim
t
o
h
ig
h
lig
h
t
th
e
im
p
o
r
tan
ce
o
f
in
ter
v
en
tio
n
p
r
o
g
r
am
s
d
esig
n
ed
to
en
h
a
n
ce
s
u
b
jectiv
e
well
-
b
ein
g
am
o
n
g
u
n
iv
er
s
ity
s
tu
d
e
n
ts
.
T
h
ese
p
r
o
g
r
am
s
f
o
c
u
s
o
n
em
o
tio
n
al
em
p
ath
y
a
n
d
s
o
cial
s
u
p
p
o
r
t,
wh
i
ch
ar
e
co
n
n
ec
ted
to
th
e
d
ev
elo
p
m
e
n
t
o
f
s
u
b
jectiv
e
well
-
b
ein
g
.
T
h
e
s
tu
d
y
r
ef
le
cts
th
e
g
r
o
win
g
em
p
h
asis
o
n
m
en
tal
h
ea
lth
an
d
em
o
tio
n
al
in
tellig
en
ce
in
e
d
u
ca
tio
n
al
en
v
ir
o
n
m
en
ts
.
Un
d
er
s
tan
d
in
g
h
o
w
em
o
tio
n
al
e
m
p
ath
y
i
n
f
lu
en
ce
s
s
u
b
jectiv
e
well
-
b
ein
g
m
ay
h
el
p
in
s
titu
tio
n
s
cr
ea
te
s
ettin
g
s
t
h
at
p
r
o
m
o
te
m
e
n
tal
h
ea
lth
an
d
s
o
cial
well
-
b
ein
g
wh
ile
also
g
iv
in
g
in
s
ig
h
ts
o
n
p
er
s
o
n
al
an
d
ac
a
d
em
ic
g
r
o
wth
.
W
e
co
n
d
u
cted
th
is
s
tu
d
y
to
in
v
esti
g
ate
th
e
f
u
n
ctio
n
o
f
em
o
tio
n
al
em
p
ath
y
as
a
p
r
e
d
icto
r
o
f
s
u
b
jectiv
e
well
-
b
ein
g
am
o
n
g
u
n
d
e
r
g
r
a
d
u
ate
an
d
g
r
ad
u
ate
s
tu
d
en
ts
.
W
e
in
v
esti
g
ated
th
e
v
ar
ian
ce
in
th
e
p
r
ed
ictab
ilit
y
o
f
em
o
tio
n
al
em
p
ath
y
ab
o
u
t
s
u
b
jectiv
e
well
-
b
ein
g
b
etwe
en
u
n
d
er
g
r
ad
u
ate
an
d
g
r
ad
u
ate
s
tu
d
en
ts
.
Ou
r
ex
p
ec
tatio
n
s
in
d
icate
d
t
h
at
em
o
tio
n
al
em
p
ath
y
wo
u
ld
s
ig
n
if
ican
tly
p
r
e
d
ict
th
e
lev
el
o
f
s
u
b
jectiv
e
well
-
b
ei
n
g
r
e
p
o
r
ted
b
y
s
tu
d
en
ts
in
b
o
th
g
r
o
u
p
s
.
T
h
is
s
tu
d
y
s
o
u
g
h
t
to
ad
d
r
ess
th
e
q
u
esti
o
n
:
Ho
w
ca
n
th
e
elem
en
ts
o
f
em
o
tio
n
al
em
p
ath
y
f
o
r
ec
ast
s
u
b
jectiv
e
well
-
b
ein
g
,
an
d
h
o
w
d
o
th
ese
p
r
ed
ictio
n
s
v
ar
y
b
et
wee
n
u
n
d
er
g
r
ad
u
ate
an
d
g
r
a
d
u
ate
s
tu
d
en
ts
?
T
h
e
s
tu
d
y
aim
s
to
id
en
tify
wh
ich
elem
en
ts
o
f
em
o
tio
n
al
em
p
at
h
y
—
s
u
ch
as
s
u
f
f
er
in
g
,
p
o
s
itiv
e
s
h
ar
in
g
,
r
esp
o
n
s
iv
e
c
r
y
in
g
,
em
p
ath
ic
co
n
ce
r
n
,
em
o
tio
n
al
c
o
n
tag
io
n
,
a
n
d
e
m
o
tio
n
al
atten
tio
n
—
m
o
s
t
s
ig
n
if
ican
tly
in
f
lu
e
n
ce
s
u
b
ject
iv
e
well
-
b
ein
g
,
a
n
d
wh
eth
er
th
e
p
atter
n
s
o
f
th
ese
e
f
f
ec
ts
v
ar
y
b
etwe
en
th
e
two
g
r
o
u
p
s
.
2.
L
I
T
E
R
AT
U
RE
R
E
VI
E
W
E
m
o
tio
n
al
e
m
p
at
h
y
is
an
in
te
r
p
er
s
o
n
al
to
o
l
t
h
at
lead
s
to
th
e
ap
p
r
o
p
r
iate
em
o
tio
n
al
r
esp
o
n
s
e,
wh
ich
is
f
o
r
t
h
e
in
d
iv
id
u
al
to
p
u
t
h
im
s
elf
/h
er
s
elf
i
n
th
e
s
itu
atio
n
o
f
th
e
o
t
h
er
i
n
d
iv
id
u
al,
u
n
d
er
s
tan
d
h
is
/h
er
em
o
tio
n
s
,
s
ee
th
e
r
ea
s
o
n
s
th
at
led
h
im
/h
er
to
b
eh
av
e
in
a
ce
r
tain
way
,
an
d
th
en
is
s
u
e
a
m
o
r
al
ju
d
g
m
e
n
t
wh
ile
g
en
er
atin
g
s
im
ilar
em
o
tio
n
al
e
x
p
er
ien
ce
s
f
o
r
th
e
o
th
er
in
d
i
v
id
u
al.
E
m
o
tio
n
al
em
p
ath
y
is
t
h
e
f
o
u
n
d
atio
n
o
f
t
h
e
m
en
tal
n
o
r
m
an
d
o
u
r
n
atu
r
al
s
en
s
e
o
f
f
air
n
ess
b
ec
au
s
e
th
e
i
n
d
iv
id
u
al
v
alu
es
th
e
o
th
e
r
in
d
iv
id
u
al'
s
v
iews
an
d
p
o
in
ts
o
f
v
iew.
E
m
o
tio
n
al
e
m
p
ath
y
is
n
atu
r
al,
alth
o
u
g
h
i
t
m
ay
b
e
in
c
r
ea
s
ed
o
r
d
ec
r
ea
s
ed
b
y
a
v
a
r
iety
o
f
ac
tiv
ities
,
in
clu
d
in
g
co
o
p
er
ati
o
n
with
o
th
e
r
s
[
1
]
,
[
8
]
,
[
1
4
]
.
E
m
o
tio
n
al
em
p
ath
y
r
e
f
lects
th
at
th
e
in
d
iv
id
u
al
ex
p
er
ien
ce
s
th
e
e
m
o
tio
n
s
o
f
o
th
er
s
with
o
u
t
s
u
p
p
r
ess
in
g
h
is
/h
er
o
wn
s
en
tim
en
ts
.
I
t
is
d
is
tr
ess
ed
b
y
th
e
o
th
er
in
d
iv
id
u
al'
s
p
ain
an
d
s
y
m
p
ath
etic
to
h
im
/h
er
.
W
h
en
an
in
ci
d
en
t
o
cc
u
r
s
,
th
e
in
d
iv
id
u
al'
s
r
esp
o
n
s
e
is
g
en
er
ally
u
n
co
n
s
cio
u
s
[
1
5
]
.
E
m
o
tio
n
al
em
p
ath
y
allo
ws
in
d
iv
id
u
al
to
r
ea
d
th
e
f
ee
lin
g
s
o
f
o
th
er
s
an
d
co
m
m
u
n
icate
ef
f
ec
tiv
ely
with
th
em
.
He/sh
e
ca
n
in
ter
p
r
et
n
o
n
v
er
b
al
lan
g
u
ag
e
s
in
ce
th
e
o
th
er
s
eld
o
m
co
m
m
u
n
icate
s
h
is
/h
er
em
o
tio
n
s
v
o
ca
lly
,
attr
i
b
u
te
ca
u
s
es
to
th
e
o
th
er
in
d
iv
i
d
u
al'
s
e
m
o
tio
n
al
s
tate,
co
m
p
r
e
h
en
d
h
i
s
/h
er
g
o
als,
an
d
th
e
ex
p
er
ien
ce
s
th
at
led
t
o
h
is
/h
er
em
o
tio
n
s
[
1
6
]
.
An
in
d
iv
id
u
al
with
em
o
tio
n
al
em
p
ath
y
ca
n
f
o
r
m
h
ea
lth
y
r
e
latio
n
s
h
ip
s
with
o
th
er
s
wh
ile
im
p
r
o
v
in
g
th
e
s
u
b
jectiv
e
well
-
b
ei
n
g
[
1
3
]
,
[
1
7
]
.
U
n
d
er
s
tan
d
in
g
a
n
o
th
er
in
d
iv
id
u
al'
s
in
ter
n
al
p
o
in
t
o
f
v
iew
is
n
ec
ess
ar
y
f
o
r
d
e
v
elo
p
in
g
tr
u
s
tin
g
r
elatio
n
s
h
ip
s
,
u
n
d
er
s
tan
d
in
g
th
e
o
th
er
p
er
s
o
n
'
s
m
o
tiv
es,
f
ee
lin
g
s
,
an
d
e
m
o
tio
n
s
,
a
s
well
as
th
e
r
ea
s
o
n
s
f
o
r
th
e
e
m
er
g
en
ce
o
f
h
is
/h
er
em
o
tio
n
a
l
s
tate,
f
ac
ilit
ates
ad
ap
tatio
n
t
o
ch
a
n
g
e,
r
eg
u
lates
an
g
er
r
esp
o
n
s
es,
an
d
en
a
b
les
a
cc
ep
tab
le
in
ter
ac
tio
n
s
with
o
th
er
s
wh
ile
with
h
o
ld
in
g
ju
d
g
em
en
t,
u
n
d
er
s
tan
d
in
g
n
o
n
v
e
r
b
al
in
d
icato
r
s
o
f
em
o
ti
o
n
s
,
an
d
co
m
p
r
eh
en
d
in
g
wh
at
was
d
is
cu
s
s
ed
.
T
h
r
o
u
g
h
em
o
tio
n
al
em
p
ath
y
,
th
e
in
d
iv
id
u
al
attem
p
ts
to
u
n
d
er
s
tan
d
th
e
o
th
er
'
s
em
o
tio
n
s
,
an
d
in
ter
n
al
s
tate
with
o
u
t
p
ass
i
n
g
ju
d
g
m
e
n
t
wh
ile
lis
ten
in
g
ca
r
ef
u
lly
,
th
er
ef
o
r
e
c
r
ea
tin
g
h
u
m
an
r
elatio
n
s
h
ip
s
[
1
6
]
.
W
e
d
ef
in
e
em
o
tio
n
al
em
p
ath
y
in
th
e
cu
r
r
e
n
t stu
d
y
as a
m
u
lti
f
ac
eted
ab
ilit
y
th
at
in
clu
d
es a
n
u
m
b
er
o
f
in
ter
r
elate
d
co
m
p
o
n
e
n
ts
th
at
wo
r
k
to
g
eth
er
to
en
h
a
n
ce
an
in
d
iv
id
u
al'
s
em
p
ath
etic
s
k
ills
.
T
h
ese
co
m
p
o
n
en
ts
in
clu
d
e
s
u
f
f
er
in
g
,
wh
ich
r
ef
er
s
to
th
e
a
b
ilit
y
to
d
etec
t
an
d
s
h
ar
e
in
th
e
m
is
er
y
o
f
o
th
e
r
s
,
a
n
d
p
o
s
itiv
e
s
h
ar
in
g
,
wh
ich
en
tails
th
e
a
b
ilit
y
to
f
ee
l
an
d
s
h
a
r
e
g
o
o
d
em
o
tio
n
s
.
R
esp
o
n
s
iv
e
cr
y
i
n
g
r
ef
er
s
to
th
e
ten
d
en
cy
to
wee
p
i
n
r
ea
ctio
n
to
o
th
e
r
p
eo
p
le'
s
f
ee
lin
g
s
,
s
h
o
win
g
a
s
tr
o
n
g
em
o
t
io
n
al
co
n
n
ec
tio
n
.
E
m
o
tio
n
al
a
tten
tio
n
r
elate
s
t
o
b
ein
g
awa
r
e
o
f
a
n
d
f
o
cu
s
ed
o
n
th
e
em
o
tio
n
al
s
tates
o
f
o
th
e
r
s
,
wh
er
ea
s
f
ee
l
f
o
r
o
t
h
er
s
d
e
n
o
tes
th
e
ab
ilit
y
to
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a
th
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r
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s
u
b
jective
w
ell
-
b
ein
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n
d
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r
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d
i
)
1697
s
in
ce
r
ely
ca
r
e
ab
o
u
t
an
d
f
ee
l
c
o
m
p
ass
io
n
f
o
r
o
th
e
r
s
.
Fin
ally
,
em
o
tio
n
al
co
n
tag
io
n
r
ef
er
s
to
o
u
r
ten
d
en
cy
to
b
e
in
f
lu
en
ce
d
b
y
a
n
d
m
im
ic
t
h
e
e
m
o
tio
n
s
o
f
o
th
er
s
ar
o
u
n
d
u
s
[
1
8
]
.
Su
b
jectiv
e
well
-
b
ein
g
,
o
r
p
er
s
o
n
al
h
ap
p
i
n
ess
,
is
a
co
m
p
le
x
co
n
s
tr
u
ct
th
at
in
clu
d
es
an
in
d
iv
id
u
al
’
s
ass
es
s
m
en
t
o
f
em
o
tio
n
al
ex
p
er
ien
ce
s
an
d
life
s
atis
f
ac
tio
n
,
to
g
eth
er
with
a
m
in
im
al
p
r
esen
ce
o
f
n
eg
ativ
e
em
o
tio
n
s
[
1
9
]
.
Su
b
jectiv
e
we
ll
-
b
ein
g
d
e
n
o
tes
an
in
d
iv
i
d
u
al
’
s
co
g
n
itiv
e
ass
ess
m
en
t
o
f
th
eir
life
,
alo
n
g
with
th
e
em
o
tio
n
al
r
esp
o
n
s
es
to
th
at
ass
ess
m
en
t.
T
h
e
co
g
n
itiv
e
asp
ec
t
o
f
s
u
b
jectiv
e
well
-
b
ein
g
p
er
tain
s
to
an
in
d
iv
id
u
al'
s
as
s
ess
m
en
t o
f
th
ei
r
p
ast an
d
/o
r
p
r
esen
t lif
e,
m
ea
s
u
r
ed
b
y
th
e
life
s
atis
f
ac
tio
n
s
ca
le.
T
h
e
em
o
tio
n
al
co
m
p
o
n
en
t
o
f
s
u
b
jectiv
e
well
-
b
ein
g
is
ch
ar
ac
ter
ized
b
y
th
e
eq
u
ilib
r
iu
m
b
etwe
en
an
in
d
iv
id
u
al
’
s
ex
p
e
r
ien
ce
s
o
f
h
ap
p
y
an
d
n
e
g
ativ
e
em
o
tio
n
s
[
2
0
]
–
[
2
2
]
.
I
n
g
en
e
r
al,
s
u
b
jectiv
e
well
-
b
ein
g
r
ef
er
s
to
an
in
d
iv
id
u
al
’
s
p
er
s
o
n
al
ev
alu
atio
n
o
f
th
e
q
u
ality
o
f
h
is
/h
er
ex
is
ten
ce
.
T
h
is
co
g
n
i
tiv
e
ev
alu
atio
n
elicits
em
o
tio
n
al
r
esp
o
n
s
es
an
d
r
ef
lects
th
e
in
d
iv
i
d
u
al
’
s
o
v
er
a
ll
p
er
ce
p
tio
n
o
f
h
is
/h
er
life
.
T
h
is
ex
p
r
ess
es
o
v
er
all
c
o
n
ten
t
m
en
t
with
life
as
a
wh
o
le
o
r
th
e
in
d
iv
id
u
al
’
s
a
p
p
r
aisal
o
f
p
ar
ticu
lar
asp
ec
ts
o
f
life
s
u
ch
as
jo
b
an
d
s
o
cial
life
,
s
u
ch
th
at
th
e
in
d
iv
id
u
al
f
ee
ls
h
ap
p
y
with
h
is
/h
er
wo
r
k
o
r
s
o
cial
life
[
2
1
]
,
[
2
3
]
.
Su
b
jectiv
e
well
-
b
ein
g
is
o
f
ten
co
n
s
is
ten
t
o
v
er
tim
e
an
d
is
s
ig
n
if
ican
tly
r
elate
d
to
an
in
d
iv
id
u
al
’
s
p
e
r
s
o
n
ality
tr
aits
[
2
4
]
.
Die
n
e
r
e
t
a
l.
[
2
5
]
p
r
o
p
o
s
ed
a
m
o
d
el
o
f
s
u
b
j
ec
t
iv
e
w
ell
-
b
ei
n
g
t
h
a
t
d
eli
n
ea
t
e
d
i
n
d
iv
id
u
als'
p
e
r
c
ep
ti
o
n
s
o
f
t
h
ei
r
li
f
e
q
u
ali
ty
.
T
h
e
m
o
d
el
e
n
c
o
m
p
ass
es
b
o
th
em
o
ti
o
n
al
r
esp
o
n
s
es
a
n
d
c
o
g
n
iti
v
e
ev
alu
ati
o
n
s
.
Die
n
e
r
'
s
p
a
r
a
d
i
g
m
d
eli
n
e
ates
t
h
r
e
e
s
ep
a
r
at
e
y
et
i
n
te
r
r
el
at
ed
d
o
m
ai
n
s
o
f
h
u
m
a
n
s
u
b
j
ec
t
iv
e
wel
l
-
b
e
in
g
: p
e
r
s
is
t
e
n
t
p
o
s
i
ti
v
e
af
f
e
ct,
r
a
r
e
n
eg
ati
v
e
af
f
ec
t
,
a
n
d
c
o
g
n
iti
v
e
ev
al
u
at
io
n
s
s
u
c
h
a
s
li
f
e
s
atis
f
a
cti
o
n
.
L
i
f
e
s
a
tis
f
a
c
tio
n
c
o
n
s
ti
tu
tes
t
h
e
co
g
n
iti
v
e
asp
ec
t
o
f
s
u
b
je
cti
v
e
we
ll
-
b
ei
n
g
,
i
n
d
ic
ati
n
g
an
i
n
d
iv
i
d
u
al'
s
c
o
n
s
ci
o
u
s
co
g
n
it
iv
e
j
u
d
g
m
e
n
t
o
f
h
is
/
h
e
r
lif
e
u
s
i
n
g
p
e
r
s
o
n
al
c
r
ite
r
i
a.
Mo
s
t
p
e
o
p
le
a
r
e
g
en
e
r
all
y
s
a
tis
f
i
e
d
w
it
h
t
h
e
ir
li
f
e
,
wh
ic
h
r
e
p
r
ese
n
ts
a
h
u
m
a
n
co
p
i
n
g
s
t
r
a
te
g
y
t
o
m
ai
n
t
ai
n
a
p
p
r
o
p
r
iat
e
li
v
i
n
g
co
n
d
it
io
n
s
a
n
d
p
r
ev
en
t
d
e
p
r
ess
i
o
n
[
2
6
]
.
I
n
d
i
v
i
d
u
als
w
h
o
ar
e
s
atis
f
ie
d
wit
h
t
h
ei
r
li
v
es
e
x
p
e
r
ien
ce
b
ett
e
r
p
s
y
c
h
o
lo
g
i
ca
l
an
d
s
o
cia
l
co
n
s
e
q
u
e
n
ce
s
.
A
p
e
r
s
o
n
w
h
o
is
s
atis
f
ie
d
wit
h
h
is
/
h
e
r
li
f
e
h
as
a
h
i
g
h
e
r
q
u
a
lit
y
o
f
li
f
e
,
b
e
tte
r
p
h
y
s
ic
al
an
d
p
s
y
ch
o
l
o
g
ic
al
h
ea
lt
h
,
p
o
s
iti
v
e
li
f
e
h
a
b
i
ts
,
ac
a
d
e
m
i
c
s
u
cc
ess
,
a
h
i
g
h
l
ev
el
o
f
s
el
f
-
c
o
n
f
i
d
en
ce
,
p
s
y
c
h
o
lo
g
ic
al
h
ea
lt
h
,
a
n
d
s
el
f
-
e
f
f
ica
cy
,
a
n
d
s
u
p
p
o
r
ti
v
e
r
el
ati
o
n
s
h
i
p
s
[
8
]
.
E
m
o
ti
o
n
al
e
lem
en
ts
a
ls
o
i
n
f
lu
e
n
c
e
s
u
b
jec
tiv
e
w
ell
-
b
ei
n
g
,
a
n
d
t
h
e
la
c
k
o
f
c
o
m
p
lai
n
ts
a
n
d
p
h
y
s
i
ca
l iss
u
es
m
a
y
b
e
am
o
n
g
th
e
f
e
at
u
r
es t
h
at
eli
cit
g
o
o
d
e
m
o
ti
o
n
al
r
es
p
o
n
s
es
[
2
6
]
.
Su
b
jectiv
e
well
-
b
ein
g
is
ch
ar
ac
ter
ized
as a
co
m
p
lex
co
n
s
tr
u
ct
co
m
p
r
is
in
g
f
iv
e
co
m
p
o
n
e
n
ts
: f
in
an
cial
well
-
b
ein
g
,
p
h
y
s
ical
well
-
b
ein
g
,
s
o
cial
well
-
b
ein
g
,
eu
d
aim
o
n
ic
well
-
b
ein
g
,
an
d
h
ed
o
n
ic
well
-
b
ein
g
.
Fin
an
cial
well
-
b
ein
g
r
ef
er
s
to
an
in
d
iv
id
u
al'
s
p
er
ce
p
tio
n
o
f
th
eir
f
in
an
cial
s
tab
ilit
y
an
d
s
ec
u
r
ity
,
wh
i
ch
d
eter
m
in
es
th
eir
o
v
er
all
s
atis
f
ac
tio
n
with
life
.
Ph
y
s
ical
well
-
b
ein
g
co
m
p
r
is
es
b
o
th
g
o
o
d
p
h
y
s
ical
h
ea
lth
an
d
th
e
ab
s
en
ce
o
f
d
is
ea
s
es,
b
o
th
o
f
wh
ich
h
a
v
e
a
s
ig
n
if
ican
t
in
f
lu
en
ce
o
n
o
n
e
'
s
q
u
ality
o
f
life
.
So
cial
well
-
b
ein
g
is
d
ef
in
ed
as
th
e
q
u
ality
an
d
d
ep
t
h
o
f
s
o
cia
l
in
ter
ac
tio
n
s
an
d
r
elatio
n
s
h
ip
s
,
with
a
f
o
cu
s
o
n
s
o
cial
s
u
p
p
o
r
t
an
d
co
n
n
ec
tio
n
.
E
u
d
aim
o
n
ic
well
-
b
ei
n
g
is
f
o
u
n
d
ed
o
n
a
s
en
s
e
o
f
p
u
r
p
o
s
e
an
d
m
ea
n
in
g
i
n
life
,
wh
ich
r
ep
r
e
s
en
ts
th
e
f
u
lf
illme
n
t
th
at
co
m
es
with
s
elf
-
r
ea
lizatio
n
a
n
d
p
er
s
o
n
al
g
r
o
wth
.
Fin
ally
,
h
ed
o
n
ic
well
-
b
ein
g
r
ef
e
r
s
to
th
e
p
u
r
s
u
it
o
f
p
leasu
r
e
an
d
t
h
e
av
o
i
d
an
ce
o
f
p
ain
in
d
icate
a
b
alan
ce
o
f
p
o
s
i
tiv
e
an
d
n
e
g
ativ
e
em
o
tio
n
al
s
tates.
A
n
u
m
b
er
o
f
s
tu
d
ies
h
av
e
c
o
n
clu
d
ed
th
at
th
er
e
is
a
p
o
s
itiv
e
r
elatio
n
s
h
ip
b
etwe
en
em
o
tio
n
al
em
p
ath
y
in
its
co
g
n
itiv
e
an
d
em
o
ti
o
n
al
co
m
p
o
n
en
ts
an
d
m
u
ltip
le
co
m
p
o
n
e
n
ts
o
f
s
u
b
jectiv
e
well
-
b
ein
g
[
1
]
,
[
1
2
]
,
[
1
4
]
,
[
2
7
]
–
[
3
0
]
.
E
m
o
tio
n
al
e
m
p
ath
y
am
o
n
g
u
n
d
e
r
g
r
ad
u
ate
an
d
g
r
ad
u
ate
s
tu
d
en
ts
p
r
o
m
o
tes
t
h
e
d
ev
el
o
p
m
en
t
o
f
p
r
o
s
o
cial
b
e
h
av
io
r
s
,
in
ter
p
e
r
s
o
n
al
r
elatio
n
s
h
ip
s
,
a
n
d
s
o
ci
al
s
u
p
p
o
r
t.
T
h
e
g
o
al
f
o
r
em
o
tio
n
al
em
p
ath
y
is
altr
u
is
m
,
wh
ich
s
ee
k
s
to
m
ee
t
th
e
n
ee
d
s
o
f
o
th
er
s
an
d
im
p
r
o
v
e
th
eir
well
-
b
ein
g
.
Stu
d
en
ts
with
a
h
ig
h
lev
el
o
f
em
o
tio
n
al
em
p
ath
y
ar
e
an
tici
p
ated
to
b
e
h
a
p
p
ier
an
d
m
o
r
e
s
atis
f
ied
with
th
eir
life
[
6
]
.
Pro
s
o
cial
b
eh
av
io
r
p
r
o
m
o
tes
em
o
tio
n
al
em
p
ath
y
.
I
t
h
as
b
ee
n
r
ec
o
g
n
ize
d
as
a
m
o
d
er
ato
r
o
f
em
o
tio
n
al
em
p
a
th
y
an
d
s
u
b
jectiv
e
well
-
b
ein
g
.
Pro
s
o
cial
b
eh
av
io
r
,
s
u
ch
as
v
o
lu
n
teer
in
g
an
d
a
s
s
is
tin
g
o
th
er
s
,
en
h
an
ce
s
s
u
b
jectiv
e
well
-
b
ein
g
.
Han
an
d
Yo
o
[
3
1
]
co
n
d
u
cte
d
a
s
tu
d
y
to
d
eter
m
in
e
th
e
m
ed
iatin
g
r
o
le
o
f
altr
u
is
tic
b
eh
av
io
r
in
th
e
lin
k
b
etwe
en
co
g
n
itiv
e
em
p
ath
y
,
e
m
o
tio
n
al
em
p
ath
y
,
an
d
s
u
b
jec
tiv
e
well
-
b
ein
g
.
T
h
e
s
tu
d
y
s
am
p
le
co
m
p
r
is
ed
o
f
2
8
2
m
ale
a
n
d
f
e
m
ale
teen
ag
e
s
tu
d
en
ts
ag
ed
1
6
to
1
8
y
ea
r
s
.
T
h
e
f
in
d
in
g
s
r
ev
e
aled
a
s
tatis
tically
s
ig
n
if
ican
t
co
r
r
elatio
n
b
etwe
en
em
o
tio
n
a
l
em
p
ath
y
an
d
altr
u
is
tic
co
n
d
u
ct,
Altr
u
is
tic
b
eh
av
io
r
a
n
d
c
o
g
n
itiv
e
em
p
at
h
y
.
Af
ter
ex
am
in
in
g
th
e
p
ath
o
f
co
r
r
elatio
n
b
etwe
en
th
e
s
tu
d
y
'
s
v
ar
iab
les,
it
was
d
i
s
co
v
er
ed
th
at
th
er
e
is
a
s
tatis
t
ically
s
ig
n
if
ican
t
co
r
r
elatio
n
b
etwe
en
em
o
tio
n
al
em
p
ath
y
,
co
g
n
itiv
e
em
p
ath
y
an
d
altr
u
is
tic
b
eh
av
io
r
,
s
u
g
g
esti
n
g
a
co
r
r
elatio
n
b
etwe
en
s
elf
less
b
eh
av
io
r
a
n
d
s
u
b
jectiv
e
well
-
b
ein
g
.
T
h
e
s
tu
d
y
'
s
r
esu
lts
in
d
icate
d
th
at
co
g
n
itiv
e
a
n
d
em
o
tio
n
al
e
m
p
ath
y
af
f
ec
t su
b
jectiv
e
well
-
b
ein
g
th
r
o
u
g
h
altr
u
is
tic
b
eh
av
i
o
r
.
E
m
o
tio
n
al
em
p
ath
y
f
o
s
ter
s
s
u
p
p
o
r
tiv
e
s
o
cial
in
ter
ac
tio
n
s
an
d
th
e
d
ev
elo
p
m
en
t
o
f
h
i
g
h
-
q
u
ality
r
elatio
n
s
h
ip
s
,
r
esu
ltin
g
in
en
h
an
ce
d
s
u
b
jectiv
e
well
-
b
ein
g
a
n
d
life
s
atis
f
ac
tio
n
.
E
m
o
tio
n
al
em
p
ath
y
also
aid
s
in
th
e
em
o
tio
n
r
e
g
u
latio
n
,
p
s
y
ch
o
lo
g
ical
r
esil
ien
ce
,
an
d
co
p
i
n
g
in
s
tr
ess
f
u
l
an
d
ad
v
er
s
e
s
itu
atio
n
s
.
A
s
tu
d
y
b
y
C
h
o
p
ik
et
a
l
.
[
2
9
]
d
is
co
v
e
r
ed
th
at
th
o
s
e
with
h
ig
h
lev
els
o
f
em
o
tio
n
al
em
p
ath
y
ar
e
m
o
r
e
i
n
ter
ested
in
m
ak
in
g
q
u
ality
r
elatio
n
s
h
ip
s
with
o
t
h
er
s
.
T
h
ey
k
n
o
w
th
at
th
ei
r
s
o
c
ial
co
n
tacts
ar
e
b
en
ef
icial
an
d
s
ig
n
if
ican
t,
wh
ich
m
ak
es
th
em
h
ap
p
y
an
d
f
u
ll
o
f
p
o
s
itiv
e
f
ee
lin
g
s
.
A
s
tu
d
y
co
n
d
u
cte
d
b
y
Feiler
an
d
Klein
b
au
m
[
3
2
]
r
ev
ea
led
th
at
em
o
tio
n
al
e
m
p
ath
y
h
as
an
im
p
o
r
tan
t
r
o
le
in
m
ain
t
ain
in
g
g
o
o
d
r
elatio
n
s
h
ip
s
li
n
k
ed
to
s
u
b
jectiv
e
well
-
b
ein
g
,
a
n
d
th
at
em
o
tio
n
al
em
p
ath
y
h
elp
s
th
e
in
d
iv
i
d
u
al
to
id
en
tif
y
th
e
p
o
s
itiv
e
an
d
n
e
g
ativ
e
em
o
tio
n
s
o
f
o
th
er
s
,
an
d
h
elp
s
th
e
i
n
d
iv
id
u
al
f
ee
l
h
ap
p
y
wh
e
n
o
t
h
er
s
s
h
ar
e
th
eir
h
a
p
p
in
ess
.
T
h
e
i
n
d
iv
id
u
al'
s
p
ain
is
Evaluation Warning : The document was created with Spire.PDF for Python.
I
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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
.
3
,
J
u
n
e
20
25
:
1
6
9
5
-
1
7
0
5
1698
ac
co
m
p
an
ied
b
y
th
at
o
f
o
th
er
s
.
E
m
o
tio
n
al
e
m
p
ath
y
en
ab
les
th
e
in
d
iv
id
u
al
t
o
ex
p
er
ien
ce
th
e
o
th
er
'
s
f
ee
lin
g
s
an
d
em
o
tio
n
s
wh
ile
b
ein
g
aw
ar
e
th
at
s
u
ch
f
ee
lin
g
s
an
d
em
o
tio
n
s
b
elo
n
g
to
th
e
o
t
h
er
in
d
i
v
id
u
al.
R
esear
ch
b
y
Gr
ü
h
n
et
a
l
.
[
3
0
]
d
is
co
v
er
ed
th
at
th
o
s
e
with
elev
ated
em
o
tio
n
al
em
p
ath
y
r
ep
o
r
t
m
o
r
e
life
s
atis
f
ac
tio
n
,
ex
p
er
ien
ce
a
p
r
e
d
o
m
in
a
n
ce
o
f
g
o
o
d
o
v
er
n
eg
ativ
e
f
ee
lin
g
s
,
an
d
d
is
p
lay
less
d
ep
r
ess
io
n
s
y
m
p
to
m
s
co
m
p
ar
e
d
to
th
o
s
e
with
d
im
in
is
h
ed
e
m
o
tio
n
al
id
en
tific
atio
n
.
Ma
n
cz
ak
et
a
l
.
[
3
3
]
id
e
n
tifie
d
th
e
d
etr
im
en
tal
im
p
ac
t
o
f
em
o
tio
n
al
em
p
ath
y
o
n
s
u
b
ject
iv
e
well
-
b
ein
g
,
r
ev
ea
lin
g
a
co
r
r
elatio
n
b
etwe
en
em
o
tio
n
al
em
p
ath
y
an
d
ce
r
tain
p
h
y
s
ical
s
y
m
p
to
m
s
,
in
clu
d
in
g
in
f
lam
m
atio
n
.
T
h
is
ca
n
b
e
elu
cid
ated
b
y
t
h
e
n
o
tio
n
t
h
at
a
h
u
m
an
with
a
h
eig
h
ten
ed
d
eg
r
ee
o
f
em
o
tio
n
al
em
p
ath
y
is
co
n
ce
r
n
e
d
f
o
r
o
t
h
er
s
,
an
d
p
r
o
v
id
i
n
g
s
u
ch
ca
r
e
m
ay
p
lace
s
u
p
p
lem
en
tar
y
b
u
r
d
en
s
o
n
th
e
in
d
iv
id
u
al.
W
e
ch
o
s
e
to
ex
am
in
e
th
e
p
r
ed
ictiv
e
ab
ilit
y
o
f
em
o
tio
n
a
l
em
p
ath
y
in
d
eter
m
in
i
n
g
th
e
lev
el
o
f
s
u
b
jectiv
e
well
-
b
ein
g
am
o
n
g
a
s
am
p
le
o
f
u
n
iv
er
s
ity
s
tu
d
en
ts
in
th
e
Un
ited
Ar
ab
E
m
ir
at
es
an
d
to
s
tu
d
y
th
e
ef
f
ec
t
o
f
em
o
tio
n
al
em
p
ath
y
o
n
s
u
b
jectiv
e
well
-
b
ei
n
g
t
h
at
v
ar
ies
ac
co
r
d
in
g
to
th
e
ac
ad
em
ic
lev
el
at
th
e
b
ac
h
elo
r
'
s
lev
el
an
d
th
e
h
ig
h
er
d
ip
lo
m
a
s
tag
e,
wh
er
e
it
ca
n
b
e
n
o
ted
th
at
em
o
tio
n
al
em
p
ath
y
in
cr
ea
s
es
th
e
s
u
b
jectiv
e
well
-
b
ein
g
.
Pre
v
i
o
u
s
s
tu
d
ies
h
av
e
v
ar
ied
i
n
its
ap
p
r
o
ac
h
t
o
th
e
lin
k
b
etw
ee
n
em
p
ath
y
an
d
s
u
b
jectiv
e
well
-
b
ein
g
.
So
m
e
r
esear
ch
er
s
in
v
esti
g
ated
th
e
f
u
n
ctio
n
o
f
em
p
at
h
y
,
b
o
t
h
co
g
n
itiv
ely
an
d
em
o
tio
n
ally
,
in
s
u
b
jectiv
e
well
-
b
ein
g
[
8
]
,
[
3
4
]
,
[
3
5
]
.
Oth
er
r
esear
ch
er
s
h
av
e
in
v
esti
g
ated
th
e
im
p
ac
t
o
f
em
o
tio
n
al
in
tellig
en
ce
o
n
s
u
b
j
ec
tiv
e
well
-
b
ein
g
,
with
a
f
o
c
u
s
o
n
em
p
ath
y
[
3
6
]
,
[
3
7
]
.
So
m
e
r
esear
ch
er
s
h
av
e
in
v
esti
g
ated
th
e
m
ed
iatin
g
r
o
le
o
f
em
o
tio
n
al
in
tellig
en
c
e
in
th
e
r
elatio
n
s
h
ip
b
etwe
e
n
m
in
d
f
u
ln
ess
an
d
well
-
b
ein
g
[
1
7
]
,
[
3
8
]
,
[
3
9
]
.
T
h
e
im
p
ac
t
o
f
em
p
ath
y
,
e
n
co
m
p
ass
in
g
its
co
g
n
itiv
e
an
d
em
o
tio
n
al
co
m
p
o
n
e
n
ts
,
o
n
well
-
b
ein
g
was
ex
am
in
ed
,
with
em
p
ath
y
r
eg
ar
d
ed
as
a
s
u
b
s
et
o
f
em
o
tio
n
al
in
tellig
en
ce
.
W
e
co
n
ce
n
tr
ate
o
n
em
o
tio
n
al
e
m
p
ath
y
an
d
its
in
f
lu
en
ce
o
n
s
u
b
jectiv
e
well
-
b
ein
g
,
p
o
s
itin
g
t
h
at
em
o
tio
n
al
em
p
ath
y
en
h
an
ce
s
s
u
b
jectiv
e
well
-
b
ein
g
in
u
n
d
e
r
g
r
ad
u
ate
a
n
d
g
r
ad
u
ate
s
tu
d
e
n
t
s
.
3.
M
E
T
H
O
D
A
q
u
an
titativ
e
a
p
p
r
o
ac
h
was
e
m
p
lo
y
ed
,
in
c
o
r
p
o
r
atin
g
a
co
m
p
ar
ativ
e
ex
a
m
in
atio
n
o
f
th
e
t
wo
g
r
o
u
p
s
.
T
h
e
p
r
esen
t
s
tu
d
y
u
tili
ze
d
a
s
u
r
v
ey
r
esear
ch
d
esig
n
.
Stu
d
en
ts
at
Al
Ain
Un
iv
er
s
ity
,
b
o
th
g
r
a
d
u
ate
an
d
u
n
d
er
g
r
ad
u
ate,
f
r
o
m
th
e
co
lle
g
e
o
f
e
d
u
ca
tio
n
,
h
u
m
a
n
ities
,
an
d
s
o
cial
s
cien
ce
s
,
s
elf
-
r
ep
o
r
ted
th
eir
em
o
tio
n
al
em
p
ath
y
an
d
s
u
b
jectiv
e
well
-
b
ein
g
.
W
e
em
p
lo
y
ed
m
u
lti
-
g
r
o
u
p
p
ath
a
n
aly
s
is
,
u
tili
zin
g
R
Stu
d
io
an
d
th
e
L
av
aa
n
p
ac
k
a
g
e,
to
ex
am
in
e
th
e
p
r
ed
ictiv
e
ca
p
ac
ity
o
f
e
m
o
tio
n
al
em
p
ath
y
s
u
b
s
ca
les
(
s
u
f
f
er
in
g
,
p
o
s
itiv
e
s
h
ar
in
g
,
r
esp
o
n
s
iv
e
cr
y
i
n
g
,
e
m
o
tio
n
al
atten
tio
n
,
f
ee
lin
g
f
o
r
o
th
er
s
,
an
d
em
o
tio
n
al
co
n
tag
io
n
)
o
n
s
u
b
jectiv
e
well
-
b
ein
g
am
o
n
g
u
n
d
er
g
r
a
d
u
ate
an
d
g
r
ad
u
ate
s
tu
d
en
ts
.
T
h
e
r
o
u
te
an
aly
s
is
em
p
lo
y
ed
in
t
h
is
wo
r
k
r
esem
b
les
m
u
ltip
le
r
eg
r
ess
io
n
,
an
d
th
e
L
av
aa
n
p
ac
k
ag
e
was
ch
o
s
en
to
u
tili
ze
th
e
m
u
lti
-
g
r
o
u
p
p
ath
an
aly
s
is
f
ea
tu
r
e
o
f
f
er
ed
b
y
th
is
p
ac
k
ag
e
.
T
o
estab
lis
h
th
e
d
ep
e
n
d
en
t
v
ar
ia
b
le
(
s
u
b
jectiv
e
well
-
b
ein
g
)
a
n
d
th
e
in
d
e
p
en
d
e
n
t
v
ar
iab
les
(
em
o
tio
n
al
e
m
p
ath
y
s
u
b
s
ca
les),
th
e
weig
h
te
d
m
ea
n
s
wer
e
co
m
p
u
ted
b
y
s
u
m
m
i
n
g
th
e
s
co
r
es
o
f
ea
ch
s
u
b
s
ca
le
an
d
d
iv
id
in
g
b
y
th
e
n
u
m
b
er
o
f
item
s
with
in
th
at
s
u
b
s
ca
le.
C
o
n
s
eq
u
en
tly
,
all
v
ar
iab
les
in
co
r
p
o
r
ated
in
th
e
an
aly
s
is
ar
e
o
b
s
er
v
ed
v
a
r
iab
les.
3
.
1
.
P
a
rt
icipa
nts
W
e
em
p
lo
y
ed
th
e
b
asic
r
a
n
d
o
m
s
am
p
lin
g
m
et
h
o
d
to
s
elec
t
th
e
s
tu
d
y
s
am
p
le.
T
h
e
r
e
g
is
tr
atio
n
an
d
ad
m
is
s
io
n
d
ep
ar
tm
en
ts
at
Al
Ain
Un
iv
er
s
ity
,
en
co
m
p
ass
in
g
b
o
th
t
h
e
Al
Ain
an
d
Ab
u
Dh
ab
i
ca
m
p
u
s
es,
s
u
p
p
lied
d
ata
r
eg
ar
d
i
n
g
s
tu
d
e
n
t
en
r
o
lm
e
n
t
in
th
e
b
ac
h
elo
r
'
s
d
eg
r
ee
an
d
p
o
s
tg
r
ad
u
ate
p
r
o
f
ess
io
n
al
d
ip
lo
m
a
p
r
o
g
r
a
m
s
with
in
th
e
Facu
lty
o
f
E
d
u
ca
tio
n
,
Hu
m
an
ities
,
an
d
So
cial
Scien
ce
s
f
o
r
th
e
a
u
tu
m
n
s
em
ester
o
f
th
e
ac
ad
em
ic
y
ea
r
2
0
2
2
/2
0
2
3
,
wh
ich
co
m
p
r
is
ed
1
,
2
0
6
b
ac
h
elo
r
'
s
d
eg
r
ee
s
tu
d
en
ts
an
d
3
,
0
1
0
p
o
s
tg
r
ad
u
ate
p
r
o
f
ess
io
n
al
d
i
p
lo
m
a
s
tu
d
e
n
ts
.
An
in
v
itatio
n
was
d
is
p
atch
e
d
to
all
g
r
ad
u
ate
an
d
p
o
s
tg
r
a
d
u
ate
p
r
o
f
ess
io
n
al
d
ip
lo
m
a
s
tu
d
en
ts
.
A
to
tal
o
f
3
0
7
s
tu
d
e
n
ts
en
g
ag
e
d
in
th
e
r
esear
ch
.
Un
iv
er
s
ity
em
ail
a
d
d
r
ess
es
o
f
s
tu
d
en
ts
wer
e
u
tili
ze
d
to
d
is
tr
ib
u
te
an
d
co
n
v
ey
th
e
m
u
ltid
im
en
s
io
n
al
em
o
tio
n
al
em
p
ath
y
s
ca
le
(
MD
E
E
S)
an
d
th
e
s
u
b
jectiv
e
well
-
b
ein
g
s
ca
le
(
W
eB
s
)
,
wh
ich
wer
e
ad
d
itio
n
ally
u
p
lo
a
d
ed
to
Mo
o
d
le.
T
a
b
le
1
d
is
p
lay
s
th
e
d
em
o
g
r
a
p
h
ic
in
f
o
r
m
atio
n
o
f
th
e
p
ar
ticip
an
ts
.
I
n
T
ab
le
1
,
th
e
r
e
s
ea
r
ch
er
s
r
e
v
ea
l
ed
t
h
a
t
th
e
m
a
jo
r
ity
o
f
th
e
r
e
s
p
o
n
d
en
t
s
wer
e
f
em
al
e
(
9
2
.
2
%)
an
d
m
o
s
t
o
f
th
e
s
tu
d
en
t
s
(
4
7
.
2
%)
wer
e
in
th
e
2
3
-
2
8
ag
e
g
r
o
u
p
.
T
h
e
s
am
p
le
w
as
m
o
s
t
ly
f
em
a
le.
T
h
e
s
ig
n
i
f
i
ca
n
t
g
en
d
er
d
is
p
ar
ity
m
ay
l
im
i
t
th
e
f
in
d
in
g
s
'
ap
p
li
ca
ti
o
n
to
m
a
l
e
s
tu
d
en
t
s
an
d
th
e
wh
o
le
s
tu
d
en
t
p
o
p
u
la
tio
n
.
T
h
e
v
as
t
m
ajo
r
i
ty
o
f
r
e
s
p
o
n
d
en
t
s
wer
e
b
e
t
wee
n
th
e
a
g
e
s
o
f
2
3
an
d
2
8
.
T
h
e
cu
r
r
en
t
s
tu
d
y
wa
s
co
n
d
u
c
ted
a
t
Al
A
in
Un
iv
er
s
i
ty
,
wh
ich
h
a
s
ca
m
p
u
s
e
s
in
b
o
th
Al
A
in
a
n
d
Ab
u
Dh
ab
i.
A
s
a
r
e
s
u
l
t,
th
e
f
i
n
d
in
g
s
m
ay
n
o
t
ap
p
ly
to
s
tu
d
en
t
s
a
t
o
t
h
er
co
ll
eg
e
s
o
r
g
eo
g
r
ap
h
ic
a
r
ea
s
.
T
h
e
s
tu
d
y
in
c
lu
d
ed
a
s
m
a
ll
s
am
p
l
e
o
f
s
tu
d
en
t
s
en
r
o
l
led
in
b
ac
h
e
lo
r
's
d
eg
r
ee
an
d
p
o
s
tg
r
ad
u
a
te
p
r
o
f
e
s
s
io
n
a
l
ce
r
tif
ic
at
e
p
r
o
g
r
am
s
a
t
th
e
Fa
cu
l
ty
o
f
E
d
u
ca
ti
o
n
,
Hu
m
an
i
ti
es
,
an
d
So
c
ia
l
Sc
ie
n
ce
s
.
T
h
i
s
co
h
o
r
t
m
ay
n
o
t
b
e
r
ep
r
e
s
en
t
at
iv
e
o
f
s
tu
d
en
t
s
i
n
o
t
h
er
f
a
cu
lt
ie
s
o
r
s
p
e
ci
al
iz
at
io
n
s
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t
J
E
v
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&
R
es E
d
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SS
N:
2252
-
8
8
2
2
E
mo
tio
n
a
l e
mp
a
th
y
p
r
ed
ictin
g
s
u
b
jective
w
ell
-
b
ein
g
:
u
n
d
er
g
r
a
d
u
a
te
…
(
S
a
mer A
d
n
a
n
A
b
d
el
Ha
d
i
)
1699
T
ab
le
1
.
Dem
o
g
r
ap
h
ic
ch
ar
ac
t
er
is
tics
o
f
th
e
s
am
p
le
m
em
b
er
s
(
N=
3
0
7
)
V
a
r
i
a
b
l
e
S
u
b
-
v
a
r
i
a
b
l
e
s
N
u
mb
e
r
s
P
e
r
c
e
n
t
a
g
e
G
e
n
d
e
r
M
a
l
e
24
7
.
8
F
e
mal
e
2
8
3
9
2
.
2
A
g
e
(
y
e
a
r
s)
17
-
22
38
1
2
.
4
23
-
28
1
4
5
4
7
.
2
29
-
34
1
0
0
3
2
.
6
3
5
a
n
d
a
b
o
v
e
24
7
.
8
Ed
u
c
a
t
i
o
n
l
e
v
e
l
U
n
d
e
r
g
r
a
d
u
a
t
e
1
4
5
4
7
.
2
G
r
a
d
u
a
t
e
1
6
2
5
2
.
8
To
t
a
l
3
0
7
1
0
0
3
.
2
.
M
ea
s
uring
ins
t
rum
ent
s
3
.
2
.
1
.
T
he
m
ultidim
ens
io
na
l e
m
o
t
io
na
l e
m
pa
t
hy
s
ca
le
W
e
em
p
lo
y
ed
th
e
MD
E
E
S
as
o
u
tlin
ed
b
y
Allo
way
et
a
l
.
[
1
8
]
to
ev
alu
ate
th
e
em
o
tio
n
al
em
p
ath
y
o
f
u
n
d
er
g
r
ad
u
ate
an
d
g
r
a
d
u
ate
s
tu
d
en
ts
.
T
h
e
s
ca
le
item
s
h
a
v
e
b
ee
n
r
en
d
er
ed
in
t
o
Ar
ab
i
c.
T
h
e
s
elf
-
r
ep
o
r
t
m
ea
s
u
r
e
s
ca
le
co
m
p
r
is
es
s
ix
s
u
b
s
ca
les:
s
u
f
f
er
in
g
,
p
o
s
itiv
e
s
h
ar
in
g
,
r
esp
o
n
s
iv
e
c
r
y
in
g
,
e
m
o
tio
n
al
atten
tio
n
,
f
ee
lin
g
f
o
r
o
th
er
s
,
an
d
em
o
tio
n
al
co
n
ta
g
io
n
.
E
ac
h
item
o
n
t
h
e
s
ca
le
d
elin
ea
tes
a
s
p
ec
if
ic
b
eh
av
io
r
.
Stu
d
e
n
ts
em
p
lo
y
a
4
-
p
o
i
n
t
L
ik
er
t
s
ca
le
to
ass
ess
th
e
f
r
eq
u
en
cy
o
f
b
eh
av
io
r
ap
p
licab
ilit
y
,
r
a
n
g
in
g
f
r
o
m
0
“
s
tr
o
n
g
ly
d
is
ag
r
ee
”
to
4
“
s
tr
o
n
g
ly
ag
r
e
e
”
.
An
elev
ated
s
co
r
e
am
o
n
g
u
n
d
er
g
r
ad
u
ate
an
d
g
r
ad
u
ate
s
tu
d
en
ts
in
d
icate
s
h
eig
h
ten
ed
e
m
o
tio
n
al
em
p
ath
y
.
T
h
is
s
tu
d
y
in
v
o
l
v
ed
a
p
ilo
t
o
f
th
e
MD
E
E
S
u
s
in
g
a
co
n
v
e
n
ien
ce
s
am
p
le
o
f
3
8
u
n
d
er
g
r
ad
u
ate
an
d
g
r
ad
u
ate
s
tu
d
en
ts
f
r
o
m
m
u
ltip
le
u
n
i
v
er
s
ities
to
ev
alu
ate
th
e
s
ca
le
'
s
r
elia
b
ilit
y
an
d
v
alid
ity
.
T
h
e
m
ajo
r
ity
o
f
th
e
s
u
b
s
ca
les
ex
h
ib
it
a
co
r
r
elatio
n
o
f
.
2
3
o
r
g
r
ea
ter
b
etwe
en
t
h
e
item
an
d
th
e
s
u
b
s
ca
le;
th
e
r
eliab
ilit
y
co
ef
f
icien
ts
f
o
r
t
h
e
s
ix
s
u
b
s
ca
les ar
e:
.
7
6
(
s
u
f
f
er
in
g
)
,
.
7
8
(
p
o
s
itiv
e
s
h
ar
in
g
)
,
.
8
2
(
r
esp
o
n
s
iv
e
cr
y
in
g
)
,
.
7
9
(
em
o
tio
n
al
atten
tio
n
)
,
.
6
8
(
f
ee
lin
g
f
o
r
o
t
h
er
s
)
,
an
d
.
6
6
(
e
m
o
tio
n
al
co
n
tag
i
o
n
)
.
T
h
e
o
v
er
all
d
ep
en
d
ab
ilit
y
o
f
th
e
MD
E
E
S wa
s
.
8
7
.
3
.
2
.
2
.
T
he
s
ub
j
ec
t
iv
e
well
-
bei
ng
s
ca
le
T
h
e
W
eBs
cr
ea
ted
b
y
L
u
i
a
n
d
Fer
n
a
n
d
o
[
4
0
]
was
em
p
l
o
y
ed
i
n
th
e
p
r
esen
t
in
v
esti
g
atio
n
.
T
h
e
in
s
tr
u
m
en
t
co
m
p
r
is
es
2
9
ite
m
s
th
at
ev
al
u
ate
s
u
b
jectiv
e
well
-
b
ein
g
.
T
h
e
s
ca
le
co
m
p
r
is
es
f
iv
e
s
u
b
s
ca
les:
f
in
an
cial,
p
h
y
s
ical,
s
o
cial,
eu
d
aim
o
n
ic,
an
d
h
ed
o
n
ic
well
-
b
ein
g
.
Par
ticip
an
ts
wer
e
in
s
tr
u
cted
to
ev
alu
ate
th
e
item
s
u
s
in
g
a
6
-
p
o
in
t
s
ca
le,
with
1
in
d
icatin
g
s
tr
o
n
g
d
is
a
g
r
ee
m
en
t
an
d
6
in
d
icatin
g
s
tr
o
n
g
ag
r
ee
m
en
t.
All
item
s
o
n
th
e
s
ca
le
ar
e
p
o
s
itiv
e.
T
h
e
m
in
im
u
m
s
co
r
es
a
r
esp
o
n
d
e
n
t
ca
n
ac
h
iev
e
is
2
9
,
wh
ile
th
e
m
ax
im
u
m
is
1
7
4
;
a
h
ig
h
e
r
s
co
r
e
in
d
icate
s
a
g
r
ea
ter
lev
el
o
f
s
u
b
jectiv
e
well
-
b
ein
g
.
T
h
e
v
alid
ity
o
f
th
e
s
ca
le
in
th
is
s
tu
d
y
in
d
icate
s
th
at
m
o
s
t
s
u
b
s
ca
les
h
av
e
a
co
r
r
elatio
n
o
f
.
2
1
o
r
g
r
ea
ter
b
etwe
en
th
e
item
an
d
th
e
s
u
b
s
ca
le.
T
h
e
s
ca
le
d
em
o
n
s
tr
ated
a
r
eliab
ilit
y
(
C
r
o
n
b
ac
h
’
s
α
)
o
f
.
9
0
in
th
e
p
r
esen
t
in
v
esti
g
atio
n
.
Alth
o
u
g
h
th
ese
s
ca
les
ar
e
esteem
ed
,
th
eir
ef
f
icac
y
an
d
p
er
tin
en
ce
m
ay
d
if
f
e
r
ac
r
o
s
s
cu
ltu
r
al
o
r
ed
u
ca
tio
n
al
co
n
tex
ts
,
co
n
s
eq
u
en
tly
af
f
ec
tin
g
t
h
e
o
u
tco
m
es.
Su
b
s
eq
u
en
t
s
tu
d
y
tar
g
etin
g
th
ese
l
im
itatio
n
s
m
ay
en
h
an
ce
th
e
g
en
er
aliza
b
ilit
y
an
d
r
eliab
ilit
y
o
f
th
e
r
esu
lts
.
4.
RE
SU
L
T
S
T
h
is
s
tu
d
y
s
ee
k
s
to
ex
am
in
e
th
e
p
r
ed
ictiv
e
ca
p
ac
ity
o
f
e
m
o
tio
n
al
em
p
ath
y
s
u
b
s
ca
les
(
s
u
f
f
er
in
g
,
p
o
s
itiv
e
s
h
ar
in
g
,
r
esp
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Evaluation Warning : The document was created with Spire.PDF for Python.
I
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J
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ased
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in
g
,
f
ee
lin
g
f
o
r
o
th
er
s
,
an
d
em
o
tio
n
al
co
n
tag
io
n
)
t
o
h
av
e
an
in
c
r
ea
s
e
in
s
u
b
jectiv
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well
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ein
g
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Fu
r
th
er
m
o
r
e
,
T
ab
le
3
in
d
icate
s
th
at
th
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s
u
f
f
er
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g
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u
b
s
ca
le
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n
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at
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p
o
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ess
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th
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ig
h
est
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te
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r
eg
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io
n
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c
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icien
ts
.
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i
s
m
ea
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s
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th
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u
f
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i
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ath
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as
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ig
h
est
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n
tr
ib
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tio
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in
p
r
e
d
ictin
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s
u
b
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well
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b
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co
m
p
ar
e
d
with
o
t
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er
em
o
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e
m
p
ath
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u
b
s
ca
les.
T
h
e
p
o
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in
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b
s
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ig
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est
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ath
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ich
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Fig
u
r
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s
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ath
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iag
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r
m
o
d
el
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t
p
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ap
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o
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o
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ll d
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n
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at
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u
r
e
3
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it
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alize
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ar
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m
ates
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Po
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ar
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Al
s
o
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(
L
in
e)
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T
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r
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is
co
v
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ed
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at
in
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ea
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m
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p
ath
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m
p
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s
u
ch
as
s
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f
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p
o
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s
h
ar
in
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,
r
esp
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iv
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c
r
y
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g
,
f
ee
lin
g
f
o
r
o
th
e
r
s
,
an
d
em
o
tio
n
al
co
n
tag
io
n
r
esu
lted
in
an
im
p
r
o
v
em
e
n
t
in
s
u
b
jectiv
e
well
-
b
ein
g
am
o
n
g
b
o
th
u
n
d
er
g
r
ad
u
ate
an
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g
r
a
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u
ate
s
tu
d
en
ts
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No
tab
ly
,
th
e
s
u
f
f
er
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co
m
p
o
n
en
t
o
f
em
o
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n
al
em
p
ath
y
h
ad
th
e
h
ig
h
est
in
f
lu
e
n
ce
o
n
p
r
ed
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g
s
u
b
jectiv
e
well
-
b
ein
g
in
b
o
th
g
r
o
u
p
s
.
Fu
r
th
er
m
o
r
e
,
f
ee
lin
g
f
o
r
o
t
h
er
s
r
ated
s
ec
o
n
d
in
p
r
ed
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g
s
u
b
jectiv
e
well
-
b
ein
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am
o
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g
u
n
d
er
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r
a
d
u
ates,
wh
ile
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o
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itiv
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s
h
ar
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was
th
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s
ec
o
n
d
p
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ed
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r
f
o
r
g
r
ad
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ate
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e
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ts
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I
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ter
esti
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g
ly
,
a
r
is
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th
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em
o
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m
p
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t w
as lin
k
ed
to
a
r
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u
ctio
n
in
s
u
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jectiv
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well
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g
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T
ab
le
3
.
T
h
e
p
ath
(
r
eg
r
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io
n
)
co
ef
f
icien
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an
d
t
h
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ig
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if
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1702
5.
DIS
CU
SS
I
O
N
T
h
e
r
esu
lts
o
f
th
is
s
tu
d
y
elu
cid
ate
th
e
in
tr
icate
r
elatio
n
s
h
ip
b
etwe
en
m
an
y
asp
ec
ts
o
f
em
o
tio
n
al
em
p
ath
y
an
d
s
u
b
jectiv
e
well
-
b
ein
g
in
u
n
d
e
r
g
r
a
d
u
ate
an
d
g
r
ad
u
ate
s
tu
d
en
ts
.
T
h
is
s
tu
d
y
co
n
tr
ib
u
tes
to
ex
is
tin
g
r
esear
ch
o
n
th
e
i
n
f
lu
en
ce
o
f
em
p
ath
y
o
n
well
-
b
ein
g
b
y
ill
u
s
tr
atin
g
th
e
p
r
e
d
ictab
ilit
y
o
f
s
u
f
f
er
in
g
,
p
o
s
itiv
e
s
h
ar
in
g
,
r
esp
o
n
s
iv
e
cr
y
in
g
,
e
m
o
tio
n
al
atten
tio
n
,
f
ee
lin
g
f
o
r
o
th
er
s
,
an
d
em
o
tio
n
al
co
n
ta
g
io
n
,
o
n
s
u
b
jectiv
e
well
-
b
ein
g
.
T
h
is
s
tu
d
y
b
u
ild
s
u
p
o
n
p
r
io
r
r
esear
ch
ex
am
i
n
in
g
th
e
co
n
n
ec
tio
n
s
am
o
n
g
c
o
g
n
itiv
e
e
m
p
ath
y
,
em
o
tio
n
al
in
tellig
en
ce
,
an
d
well
-
b
ein
g
b
y
id
en
tif
y
in
g
em
o
tio
n
al
em
p
ath
y
as
a
s
ig
n
if
ican
t
p
r
ed
icto
r
[
1
]
,
[
8
]
,
[
1
2
]
,
[
1
4
]
,
[
2
7
]
–
[
3
0
]
,
[
3
2
]
,
[
3
4
]
,
[
3
5
]
.
On
e
o
f
th
e
m
o
s
t
im
p
o
r
tan
t
d
i
s
co
v
er
ies
is
th
e
d
u
al
n
atu
r
e
o
f
em
o
tio
n
al
em
p
at
h
y
.
W
h
ile
em
o
tio
n
al
em
p
ath
y
ca
n
im
p
r
o
v
e
s
u
b
ject
iv
e
well
-
b
ein
g
b
y
s
tr
en
g
th
en
i
n
g
em
o
tio
n
al
ties
with
o
th
er
s
,
it
ca
n
also
h
av
e
n
eg
ativ
e
c
o
n
s
eq
u
e
n
ce
s
.
T
h
e
n
eg
ativ
e
c
o
r
r
elatio
n
b
etwe
en
h
ig
h
le
v
els
o
f
em
o
tio
n
al
atte
n
tio
n
a
n
d
d
ec
r
ea
s
ed
s
u
b
jectiv
e
well
-
b
ein
g
im
p
lies
th
at
em
p
ath
y
,
wh
e
n
p
er
ce
iv
ed
as
em
o
tio
n
al
o
v
e
r
lo
ad
,
m
i
g
h
t
u
n
d
e
r
m
in
e
lif
e
s
atis
f
ac
tio
n
an
d
im
p
air
o
n
e'
s
ab
ilit
y
to
ev
alu
ate
life
o
b
jectiv
ely
.
T
h
is
alig
n
s
with
p
r
e
v
io
u
s
f
in
d
i
n
g
s
[
3
2
]
,
[
3
3
]
th
at
em
p
ath
y
m
ay
ex
ac
er
b
ate
an
in
d
iv
id
u
al'
s
ch
allen
g
es.
Att
en
d
in
g
to
o
th
e
r
s
'
em
o
tio
n
al
s
t
ates
m
ay
ad
v
er
s
ely
af
f
ec
t
an
in
d
iv
id
u
al'
s
well
-
b
ein
g
.
W
h
en
an
in
d
iv
id
u
al
p
e
r
ce
iv
es
u
n
p
leasan
t
e
m
o
tio
n
s
,
it
m
ay
ad
v
e
r
s
ely
af
f
ec
t
s
u
b
jectiv
e
well
-
b
ein
g
,
lead
in
g
to
f
ee
lin
g
s
o
f
s
ad
n
ess
in
r
esp
o
n
s
e
to
th
e
n
eg
ativ
e
e
m
o
tio
n
s
o
f
o
t
h
er
s
.
E
m
o
tio
n
al
em
p
at
h
y
h
a
d
a
n
e
g
ativ
e
im
p
ac
t
o
n
well
-
b
ei
n
g
;
t
h
is
f
in
d
in
g
s
lin
k
in
g
em
o
tio
n
al
e
m
p
ath
y
to
p
h
y
s
ical
s
y
m
p
to
m
s
s
u
ch
as
in
f
lam
m
atio
n
[
3
3
]
.
T
h
is
m
ay
b
e
e
x
p
lain
ed
b
y
th
e
f
ac
t
th
at
s
o
m
eo
n
e
with
a
h
ig
h
lev
el
o
f
em
o
tio
n
al
em
p
at
h
y
ca
r
es f
o
r
o
th
er
s
,
an
d
o
f
f
er
in
g
s
u
ch
ca
r
e
m
ig
h
t le
ad
to
d
if
f
icu
lties
f
o
r
th
e
in
d
iv
id
u
al.
T
h
e
s
u
b
s
ca
le
o
f
s
u
f
f
er
in
g
,
d
ef
in
ed
as
a
co
n
s
cio
u
s
to
ler
a
n
ce
o
f
p
ain
o
r
d
is
co
m
f
o
r
t,
was
s
h
o
wn
to
b
e
th
e
h
ig
h
est
p
r
ed
icto
r
o
f
s
u
b
j
ec
tiv
e
well
-
b
ein
g
i
n
b
o
th
u
n
d
er
g
r
a
d
u
ate
an
d
g
r
ad
u
ate
s
tu
d
en
ts
.
T
h
e
s
tu
d
y
em
p
h
asizes
th
e
im
p
o
r
tan
ce
o
f
ex
p
e
r
ien
cin
g
an
d
r
esp
o
n
d
in
g
to
o
th
er
p
eo
p
le'
s
p
ain
in
i
m
p
r
o
v
i
n
g
s
u
b
jectiv
e
well
-
b
ein
g
.
Acc
o
r
d
in
g
t
o
p
r
ev
io
u
s
s
tu
d
ies
[
4
1
]
,
[
4
2
]
,
s
u
f
f
er
i
n
g
n
o
t
o
n
ly
in
cr
ea
s
es
r
elatio
n
s
h
ip
d
ep
t
h
b
u
t
m
ay
also
lead
to
a
d
ee
p
e
r
s
en
s
e
o
f
p
u
r
p
o
s
e
an
d
p
e
r
s
o
n
al
p
r
o
g
r
ess
.
Similar
ly
,
th
e
f
ee
lin
g
f
o
r
o
th
e
r
s
s
u
b
s
ca
le
was
a
p
r
ed
icto
r
o
f
s
u
b
jectiv
e
well
-
b
ein
g
.
T
h
is
s
u
g
g
ests
th
at
u
n
d
er
g
r
ad
u
ate
an
d
g
r
ad
u
ate
s
tu
d
en
ts
wh
o
d
em
o
n
s
tr
ate
g
r
ea
t
er
em
o
tio
n
al
em
p
ath
y
f
o
r
th
e
em
o
tio
n
al
s
tates
o
f
o
th
er
s
ar
e
h
ap
p
ier
.
T
h
is
s
tu
d
y
m
ay
h
av
e
s
ig
n
if
ica
n
ce
f
o
r
s
tu
d
en
t
m
en
tal
h
ea
lth
i
n
ter
v
en
ti
o
n
s
in
ce
it
im
p
lies
th
at
s
tr
en
g
th
en
in
g
em
p
ath
y
-
r
e
lated
s
k
ills
,
s
u
ch
as
em
o
tio
n
al
u
n
d
e
r
s
tan
d
in
g
an
d
n
o
n
ju
d
g
m
en
tal
r
ep
lies
,
m
ig
h
t
in
cr
ea
s
e
well
-
b
ein
g
[
4
3
]
.
I
n
t
er
esti
n
g
ly
,
f
o
r
g
r
ad
u
ate
s
tu
d
en
ts
,
p
o
s
itiv
e
s
h
ar
in
g
was
a
g
o
o
d
p
r
ed
icto
r
o
f
s
u
b
jectiv
e
well
-
b
ein
g
.
T
h
is
s
h
o
ws th
at
s
h
ar
in
g
g
o
o
d
em
o
tio
n
al
ex
p
er
ien
ce
s
is
im
p
o
r
tan
t f
o
r
g
r
ad
u
ate
s
tu
d
en
ts
'
s
o
cial
ties
an
d
p
s
y
ch
o
lo
g
ical
well
-
b
ein
g
.
Hap
p
y
s
o
cial
co
n
tacts,
d
ef
in
ed
as
th
e
s
h
ar
in
g
o
f
jo
y
an
d
h
ap
p
y
f
ee
lin
g
s
,
ca
n
co
n
s
id
er
ab
ly
im
p
r
o
v
e
well
-
b
ein
g
,
em
p
h
asizin
g
th
e
n
ee
d
o
f
cr
ea
tin
g
s
itu
atio
n
s
th
at
en
co
u
r
ag
e
s
u
ch
r
elatio
n
s
h
ip
s
[
4
4
]
,
[
4
5
]
.
T
h
e
s
tu
d
y
f
in
d
in
g
s
h
av
e
p
r
o
f
o
u
n
d
im
p
licatio
n
s
.
T
h
e
co
n
ce
n
tr
ated
in
ter
v
e
n
tio
n
s
aim
ed
at
en
h
an
cin
g
em
o
tio
n
al
em
p
ath
y
co
m
p
o
n
en
ts
,
s
u
ch
as
p
o
s
itiv
e
s
h
ar
in
g
an
d
ad
ap
tiv
e
em
o
tio
n
al
atten
tio
n
,
m
ay
b
e
cr
u
cial
to
im
p
r
o
v
in
g
s
u
b
jectiv
e
well
-
b
ei
n
g
in
u
n
iv
er
s
ity
s
tu
d
e
n
ts
.
At
th
e
s
am
e
tim
e,
ca
r
e
is
ad
v
is
e
d
wh
en
e
n
h
an
cin
g
em
o
tio
n
al
em
p
ath
y
,
s
in
ce
ex
c
ess
iv
e
em
o
tio
n
al
en
g
ag
em
e
n
t
ca
n
lead
to
d
ec
r
ea
s
ed
well
-
b
ein
g
.
Fu
tu
r
e
s
tu
d
y
ca
n
u
s
e
lo
n
g
itu
d
in
al
s
tu
d
ies
to
b
etter
u
n
d
er
s
tan
d
th
e
lo
n
g
-
ter
m
co
n
s
eq
u
en
ce
s
o
f
e
m
o
tio
n
al
em
p
ath
y
o
n
well
-
b
ein
g
.
Fu
r
th
e
r
m
o
r
e
,
in
t
er
v
en
tio
n
-
b
ased
r
esear
ch
th
a
t
aim
s
to
cr
ea
te
p
r
o
g
r
am
s
f
o
r
s
tr
en
g
th
en
in
g
em
o
tio
n
al
em
p
at
h
y
wh
ile
r
ed
u
cin
g
th
e
em
o
tio
n
al
o
v
er
lo
ad
m
ig
h
t
h
av
e
p
r
ac
tical
b
en
e
f
its
f
o
r
b
o
o
s
tin
g
s
tu
d
en
t
m
en
tal
h
ea
lth
an
d
r
esil
ien
ce
.
6.
CO
NCLU
SI
O
N
T
h
e
p
r
esen
t
s
tu
d
y
f
o
u
n
d
th
at
elem
en
ts
o
f
em
p
ath
y
s
ig
n
if
i
ca
n
tly
f
o
r
ec
ast
s
u
b
jectiv
e
we
ll
-
b
ein
g
in
u
n
d
er
g
r
ad
u
ate
an
d
g
r
a
d
u
ate
s
tu
d
en
ts
.
An
in
cr
ea
s
e
in
s
u
f
f
er
in
g
,
p
o
s
itiv
e
s
h
ar
in
g
,
r
esp
o
n
s
iv
e
cr
y
in
g
,
f
ee
lin
g
f
o
r
o
th
er
s
,
an
d
e
m
o
tio
n
al
co
n
tag
io
n
co
r
r
elate
s
with
a
h
eig
h
ten
ed
lev
el
o
f
s
u
b
jectiv
e
well
-
b
ein
g
am
o
n
g
u
n
d
er
g
r
ad
u
ate
an
d
g
r
a
d
u
ate
s
tu
d
en
ts
.
T
h
e
em
o
tio
n
al
atten
t
io
n
co
m
p
o
n
en
t
h
ad
a
n
e
g
ativ
e
co
r
r
elatio
n
with
s
u
b
jectiv
e
well
-
b
ein
g
in
b
o
t
h
u
n
d
er
g
r
a
d
u
ate
an
d
g
r
ad
u
at
e
s
tu
d
en
ts
,
in
d
icatin
g
t
h
at
in
cr
ea
s
ed
em
o
tio
n
al
atten
tio
n
co
r
r
elate
s
with
d
im
i
n
is
h
ed
s
u
b
jectiv
e
well
-
b
ein
g
.
T
h
e
p
r
esen
t
s
tu
d
y
in
d
icate
s
t
h
at
th
e
r
elatio
n
s
h
ip
b
etwe
en
em
o
tio
n
al
atten
tio
n
an
d
o
v
er
all
well
-
b
ein
g
m
a
y
b
e
co
m
p
lex
.
Am
o
n
g
th
e
em
o
tio
n
al
em
p
at
h
y
co
m
p
o
n
en
ts
,
s
u
f
f
e
r
in
g
ex
h
i
b
ited
th
e
h
ig
h
est
p
ath
c
o
ef
f
icien
ts
f
o
r
b
o
th
u
n
d
er
g
r
ad
u
ate
an
d
g
r
ad
u
ate
s
tu
d
e
n
ts
,
s
h
o
win
g
th
at
it
p
lay
s
an
im
p
o
r
tan
t
r
o
le
in
p
r
ed
ictin
g
s
u
b
j
ec
tiv
e
wellb
ein
g
.
T
h
is
in
d
icat
es
h
o
w
cr
itical
th
e
ab
ilit
y
to
em
p
ath
ize
with
th
e
m
is
er
y
o
f
o
th
er
s
is
f
o
r
o
n
e'
s
o
wn
well
-
b
ein
g
.
Fu
r
t
h
er
m
o
r
e,
f
ee
lin
g
f
o
r
o
th
er
s
co
m
p
o
n
en
t
r
a
n
k
s
s
ec
o
n
d
in
p
r
ed
ictin
g
s
u
b
jectiv
e
well
-
b
ein
g
am
o
n
g
u
n
d
e
r
g
r
a
d
u
ate
s
tu
d
e
n
ts
,
wh
ile
p
o
s
itiv
e
s
h
ar
in
g
d
o
es
s
o
am
o
n
g
g
r
a
d
u
ate
s
tu
d
en
ts
.
T
h
ese
d
is
cr
ep
an
cies
s
u
g
g
est
th
at
s
o
m
e
co
m
p
o
n
en
ts
o
f
em
o
tio
n
al
em
p
ath
y
m
ay
h
av
e
a
b
ig
g
er
i
n
f
lu
en
ce
o
n
s
u
b
jectiv
e
well
-
b
ein
g
.
Ov
er
all,
o
u
r
f
in
d
in
g
s
d
e
m
o
n
s
tr
ate
em
o
tio
n
al
em
p
ath
y
’
s
co
m
p
le
x
n
atu
r
e
a
n
d
s
ig
n
if
ican
t
ad
v
an
tag
es
to
s
u
b
jectiv
e
well
-
b
ein
g
,
em
p
h
a
s
izin
g
th
e
n
ee
d
o
f
d
ev
elo
p
in
g
em
o
tio
n
al
em
p
ath
y
s
k
ill in
o
r
d
e
r
to
in
c
r
ea
s
e
s
tu
d
en
ts
’
well
-
b
ein
g
.
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
mo
tio
n
a
l e
mp
a
th
y
p
r
ed
ictin
g
s
u
b
jective
w
ell
-
b
ein
g
:
u
n
d
er
g
r
a
d
u
a
te
…
(
S
a
mer A
d
n
a
n
A
b
d
el
Ha
d
i
)
1703
T
h
e
o
u
tco
m
es o
f
th
is
s
tu
d
y
h
a
v
e
d
o
m
in
a
n
t in
v
o
lv
e
m
en
t f
o
r
f
u
tu
r
e
r
esear
ch
.
Sin
ce
th
e
r
esu
l
ts
in
d
icate
th
at
an
in
cr
ea
s
e
in
th
e
em
o
tio
n
al
atten
tio
n
co
m
p
o
n
e
n
t
is
ass
o
ciate
d
with
a
d
ec
r
ea
s
e
in
s
u
b
jectiv
e
well
-
b
ein
g
,
f
u
tu
r
e
r
esear
ch
m
ig
h
t
ex
am
in
e
wh
y
p
ay
in
g
m
o
r
e
em
o
tio
n
a
l
atten
tio
n
h
as
a
n
eg
ativ
e
im
p
ac
t
o
n
wellb
ein
g
.
T
h
is
m
ig
h
t
in
v
o
lv
e
c
o
n
d
u
ctin
g
q
u
alitativ
e
r
esear
ch
o
r
u
s
in
g
ex
p
er
im
en
tal
m
eth
o
d
s
to
s
ee
if
em
o
tio
n
al
atten
tio
n
ca
u
s
es e
m
o
tio
n
al
lo
a
d
,
o
r
s
tr
ess
wh
ich
ca
n
h
av
e
a
d
etr
im
en
tal
im
p
ac
t o
n
wellb
ein
g
.
C
o
n
s
id
er
in
g
th
at
p
o
s
itiv
e
s
h
ar
in
g
is
th
e
s
ec
o
n
d
-
b
est
p
r
ed
icto
r
o
f
well
-
b
ein
g
f
o
r
g
r
a
d
u
ate
s
tu
d
en
ts
b
u
t
n
o
t
f
o
r
u
n
d
er
g
r
ad
u
ates,
f
u
tu
r
e
s
tu
d
y
m
i
g
h
t
in
v
esti
g
ate
th
e
r
ea
s
o
n
s
f
o
r
th
is
d
is
p
ar
ity
.
R
esear
ch
er
s
m
ig
h
t
l
o
o
k
in
to
h
o
w
g
r
a
d
u
ate
s
tu
d
en
ts
’
life
ex
p
e
r
ien
ce
s
,
m
atu
r
ity
,
o
r
co
g
n
itiv
e
ch
a
n
g
es
m
ak
e
th
em
m
o
r
e
o
p
e
n
to
p
o
s
itiv
e
em
o
tio
n
al
in
ter
ch
an
g
e.
Fu
tu
r
e
r
esear
c
h
m
ig
h
t
in
v
esti
g
ate
i
n
to
th
e
l
o
n
g
-
ter
m
ef
f
ec
ts
o
f
v
ar
i
o
u
s
em
o
tio
n
al
e
m
p
ath
y
co
m
p
o
n
en
ts
(
s
u
f
f
er
in
g
,
p
o
s
itiv
e
s
h
ar
in
g
,
em
o
tio
n
al
co
n
tag
io
n
)
o
n
well
-
b
ein
g
.
T
h
is
wo
u
ld
p
r
o
v
id
e
a
m
o
r
e
co
m
p
lete
u
n
d
er
s
tan
d
in
g
o
f
h
o
w
th
ese
co
m
p
o
n
e
n
ts
ev
o
lv
e
o
v
er
tim
e
an
d
th
eir
co
n
tin
u
o
u
s
i
m
p
ac
t o
n
s
u
b
jectiv
e
well
-
b
ein
g
at
v
ar
i
o
u
s
life
s
tag
es.
T
h
e
r
esu
lts
o
f
th
is
s
tu
d
y
also
h
av
e
im
p
o
r
tan
t
c
o
n
n
o
tatio
n
s
f
o
r
p
r
ac
tice.
I
t
is
v
ital
to
im
p
r
o
v
e
em
o
tio
n
al
atten
tio
n
an
d
p
r
o
v
i
d
e
s
tu
d
en
ts
with
s
tr
ateg
ie
s
f
o
r
r
eg
u
latin
g
it.
Min
d
f
u
l
n
ess
tr
ai
n
in
g
an
d
co
g
n
itiv
e
-
b
eh
av
io
r
al
th
e
r
ap
y
ca
n
h
elp
s
tu
d
en
ts
im
p
r
o
v
e
th
eir
em
o
tio
n
al
f
o
cu
s
wh
ile
p
r
eser
v
in
g
th
eir
well
-
b
ein
g
.
B
ec
au
s
e
th
e
s
u
f
f
er
in
g
co
m
p
o
n
en
t
h
as
th
e
g
r
ea
test
p
r
ed
ic
tiv
e
p
o
ten
tial
f
o
r
s
u
b
jectiv
e
well
-
b
ein
g
in
b
o
th
u
n
d
er
g
r
ad
u
ate
an
d
g
r
ad
u
ate
s
tu
d
en
ts
,
it
is
r
ec
o
m
m
en
d
e
d
th
at
in
ter
v
en
tio
n
p
r
o
g
r
am
s
th
at
f
o
s
ter
em
o
tio
n
al
em
p
ath
y
f
o
r
co
n
s
cio
u
s
to
ler
an
ce
o
f
o
th
er
s
’
p
ain
o
r
d
is
tr
ess
b
e
in
clu
d
ed
in
s
tu
d
en
t
welln
ess
p
r
o
g
r
am
s
.
I
m
p
r
o
v
in
g
e
m
p
ath
y
am
o
n
g
c
o
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Evaluation Warning : The document was created with Spire.PDF for Python.
I
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DATA AV
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[
1
]
M
.
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,
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.
Y
.
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.
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o
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Y
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x
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[
2
]
S
.
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b
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s,
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4
.
[
3
]
R
.
B
e
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t
e
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t
a
l
.
,
“
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e
p
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.
[
4
]
J.
Q
.
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o
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.
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.
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0
.
[
5
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Ş
.
Ü
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n
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r
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a
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.
A
t
a
y
,
“
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o
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w
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m
p
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d
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s:
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c
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c
t
i
o
n
a
l
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y
,
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h
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Ps
y
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,
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.
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–
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.
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.
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.
[
6
]
Q
.
W
a
n
g
,
K
.
Z
h
i
,
B
.
Y
u
,
a
n
d
J.
C
h
e
n
g
,
“
S
o
c
i
a
l
t
r
u
st
a
n
d
su
b
j
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c
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v
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-
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e
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n
g
o
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c
o
l
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st
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s
i
n
C
h
i
n
a
:
t
h
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mu
l
t
i
p
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e
me
d
i
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t
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f
f
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ss
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o
n
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n
d
s
o
c
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a
l
e
mp
a
t
h
y
,
”
Fr
o
n
t
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e
rs
i
n
Psy
c
h
o
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y
,
v
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.
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4
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o
.
1
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–
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.
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3
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3
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p
s
y
g
.
2
0
2
3
.
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0
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1
1
9
3
.
[
7
]
A
.
S
c
a
r
a
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t
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,
H
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p
p
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b
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.
2
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4
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8
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0
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.
[
8
]
M
.
G.
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l
,
D
.
N
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[
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6
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7
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9
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