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c
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d
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stu
d
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t
p
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p
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lati
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s.
K
ey
w
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r
d
s
:
Aca
d
em
ic
en
titl
em
en
t
Aca
d
em
ic
n
ar
ciss
is
m
Aca
d
em
ic
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u
tco
m
e
Al
-
Azh
ar
Un
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er
s
ity
Ps
y
ch
o
lo
g
ical
r
esil
ien
ce
Un
d
er
g
r
a
d
u
ate
s
tu
d
en
ts
T
h
is i
s
a
n
o
p
e
n
a
c
c
e
ss
a
rticle
u
n
d
e
r th
e
CC B
Y
-
SA
li
c
e
n
se
.
C
o
r
r
e
s
p
o
nd
ing
A
uth
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r
:
Mo
h
am
ed
Ali
Nem
t
-
alla
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Dep
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tm
en
t o
f
E
d
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ca
tio
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Ps
y
ch
o
lo
g
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d
Statis
tics
,
Facu
lt
y
o
f
E
d
u
ca
tio
n
,
Al
-
Azh
ar
Un
i
v
er
s
ity
C
air
o
,
E
g
y
p
t
E
m
ail:
m
o
h
am
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n
am
atallah
.
2
0
2
6
@
az
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ar
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ed
u
.
eg
1.
I
NT
RO
D
UCT
I
O
N
Aca
d
em
ic
en
titl
em
en
t
r
ef
er
s
to
s
tu
d
en
ts
’
ex
p
ec
tatio
n
s
o
f
ac
ad
em
ic
s
u
cc
ess
wi
th
o
u
t
co
m
m
en
s
u
r
ate
ef
f
o
r
t
[
1
]
,
[
2
]
.
T
h
is
attitu
d
e
h
as
b
ee
n
lin
k
ed
to
d
ec
r
ea
s
ed
e
f
f
o
r
t,
d
is
r
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p
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b
e
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av
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r
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to
le
r
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ce
f
o
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is
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o
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esty
,
an
d
ex
p
l
o
itatio
n
o
f
o
th
er
s
[
3
]
–
[
5
]
.
T
h
e
p
r
e
v
alen
ce
o
f
ac
ad
em
ic
en
titl
em
en
t
am
o
n
g
co
lleg
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s
tu
d
en
ts
r
aises
co
n
ce
r
n
s
ab
o
u
t
d
is
cip
lin
ar
y
p
r
o
ce
s
s
es a
n
d
o
v
er
all
u
n
iv
er
s
ity
clim
ate.
Aca
d
em
ic
en
titl
em
en
t
en
co
m
p
ass
es
b
elief
s
th
at
o
n
e
’
s
ac
ad
em
ic
o
u
tp
u
t
s
h
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b
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atis
f
ac
to
r
y
,
in
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h
ig
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d
s
u
cc
ess
f
u
l
en
d
ea
v
o
r
s
,
with
o
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t
ex
er
tin
g
m
ax
im
u
m
ef
f
o
r
t.
R
ec
en
t
r
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co
n
f
ir
m
s
th
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ex
is
ten
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f
th
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am
o
n
g
u
n
d
er
g
r
ad
u
ate
s
tu
d
en
ts
[
6
]
–
[
1
0
]
.
C
o
n
v
er
s
ely
,
p
s
y
ch
o
lo
g
ical
r
esil
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ce
is
d
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in
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as
th
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ab
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to
co
p
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with
an
d
p
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ad
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s
ity
,
tr
au
m
a,
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tr
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[
1
1
]
.
T
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m
in
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as
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m
e
in
cr
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s
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ly
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ev
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if
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ac
ad
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in
s
titu
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r
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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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…
(
Ma
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mo
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E
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s
a
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B
a
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a
w
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)
3043
Stu
d
en
ts
ex
h
ib
itin
g
en
titl
em
en
t
ten
d
to
h
av
e
an
ex
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lo
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1
2
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.
T
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ay
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[
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[
1
3
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R
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titl
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to
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s
cien
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s
n
ess
[
1
4
]
–
[
1
6
]
,
wh
ich
in
v
o
lv
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ilig
en
ce
,
p
er
s
ev
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an
ce
,
an
d
s
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o
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C
o
n
cu
r
r
en
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with
th
e
g
r
o
win
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in
ter
est
in
ac
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titl
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t,
r
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ch
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s
h
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p
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esil
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s
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Ps
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m
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ity
[
1
7
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–
[
2
1
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.
R
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h
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d
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s
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m
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tiv
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d
ap
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allen
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p
o
s
itiv
ely
[
2
2
]
,
[
2
3
]
.
I
n
h
ig
h
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u
ca
tio
n
,
p
s
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ch
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lo
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p
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[
2
4
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–
[
2
6
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.
W
h
ile
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ied
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ip
r
em
ain
s
u
n
clea
r
.
E
n
titl
ed
s
tu
d
en
ts
m
ay
ex
h
ib
it
less
r
esil
ien
ce
d
u
e
to
u
n
r
ea
lis
tic
ex
p
ec
tatio
n
s
an
d
ex
ter
n
al
lo
cu
s
o
f
co
n
tr
o
l.
C
o
n
v
er
s
ely
,
r
esil
ien
t
s
tu
d
en
ts
m
ig
h
t
b
e
less
lik
ely
to
d
ev
elo
p
en
titl
em
en
t m
en
talities
d
u
e
to
th
eir
in
n
er
s
tr
en
g
th
s
an
d
ad
ap
tab
ilit
y
.
R
esil
ien
t
in
d
iv
id
u
als
o
f
ten
p
o
s
s
ess
an
in
ter
n
al
lo
cu
s
o
f
co
n
tr
o
l
[
2
7
]
,
[
2
8
]
an
d
h
ig
h
er
em
o
tio
n
al
in
tellig
en
ce
[
2
9
]
,
[
3
0
]
.
T
h
ese
tr
aits
,
alo
n
g
with
s
elf
-
d
is
cip
lin
e,
m
o
tiv
atio
n
,
an
d
p
er
s
ev
er
an
ce
[
3
1
]
,
co
n
tr
ib
u
te
to
th
eir
ab
ilit
y
to
n
av
ig
ate
ch
allen
g
es
ef
f
ec
tiv
ely
in
ac
ad
em
ic
an
d
p
er
s
o
n
al
co
n
tex
ts
.
I
n
d
iv
id
u
als
with
h
ig
h
r
esil
ien
ce
ten
d
to
v
iew
o
b
s
tacle
s
as
o
p
p
o
r
tu
n
ities
f
o
r
g
r
o
wth
,
m
ain
tain
in
g
a
p
o
s
itiv
e
o
u
tlo
o
k
ev
en
in
th
e
f
ac
e
o
f
ad
v
er
s
ity
.
T
h
is
m
in
d
s
et
allo
ws
th
em
to
b
o
u
n
ce
b
ac
k
f
r
o
m
s
etb
ac
k
s
m
o
r
e
q
u
ick
ly
an
d
ad
ap
t
to
ch
an
g
in
g
cir
cu
m
s
tan
ce
s
,
q
u
alities
th
at
ar
e
p
ar
ticu
lar
ly
v
alu
ab
le
in
th
e
d
y
n
am
ic
en
v
ir
o
n
m
en
t
o
f
h
ig
h
er
ed
u
ca
tio
n
.
Aca
d
em
ic
en
titl
em
en
t
co
n
s
is
ten
tly
p
r
ed
icts
p
o
o
r
er
ac
ad
em
ic
p
er
f
o
r
m
an
ce
,
in
clu
d
in
g
lo
wer
g
r
ad
e
-
p
o
in
t
av
er
ag
e
(
GPA)
[
1
5
]
,
[
2
0
]
,
[
3
2
]
,
[
3
3
]
,
in
cr
ea
s
ed
lik
elih
o
o
d
o
f
ch
ea
tin
g
[
3
4
]
,
[
3
5
]
,
u
n
r
ea
lis
tic
ex
p
ec
tatio
n
s
ab
o
u
t g
r
ad
in
g
an
d
co
u
r
s
ewo
r
k
[
3
2
]
,
an
d
b
lam
e
attr
ib
u
tio
n
to
in
s
tr
u
cto
r
s
f
o
r
ac
ad
em
ic
f
ailu
r
es
[
1
]
.
I
n
co
n
tr
ast,
p
s
y
ch
o
lo
g
ical
r
esil
ien
ce
is
co
n
s
id
er
ed
a
p
r
o
tectiv
e
f
ac
to
r
ag
ain
s
t a
ca
d
em
ic
p
r
o
b
lem
s
[
3
6
]
–
[
3
8
]
.
L
im
ited
r
esear
ch
h
as
ex
p
lo
r
ed
th
e
r
elatio
n
s
h
ip
b
etwe
en
ac
ad
em
ic
en
titl
em
en
t
an
d
r
esil
ien
ce
.
T
o
r
r
es
et
a
l
.
[
3
9
]
id
en
tifie
d
a
s
ig
n
if
ican
t
n
o
n
lin
ea
r
n
eg
ativ
e
co
r
r
elatio
n
b
etwe
en
th
ese
co
n
s
tr
u
cts
am
o
n
g
u
n
iv
er
s
ity
s
tu
d
en
ts
.
Ho
wev
er
,
f
u
r
th
er
r
esear
ch
is
n
ee
d
ed
to
u
n
d
er
s
tan
d
th
eir
r
elatio
n
s
h
ip
f
u
lly
.
T
h
is
g
ap
in
th
e
liter
atu
r
e
p
r
esen
ts
an
o
p
p
o
r
tu
n
ity
to
b
etter
u
n
d
er
s
tan
d
h
o
w
th
ese
two
im
p
o
r
tan
t
p
s
y
ch
o
lo
g
ical
co
n
s
tr
u
cts
in
ter
ac
t a
n
d
in
f
lu
en
ce
s
tu
d
en
t o
u
tco
m
es.
T
h
eo
r
etica
l
f
r
am
ewo
r
k
s
s
u
g
g
est
p
o
ten
tial
lin
k
s
b
etwe
en
ac
ad
em
ic
en
titl
em
en
t
an
d
r
esil
ien
ce
.
Fo
r
in
s
tan
ce
,
th
e
lo
cu
s
o
f
co
n
tr
o
l,
a
co
n
ce
p
t
clo
s
ely
r
elate
d
to
b
o
th
co
n
s
tr
u
cts,
m
ay
p
lay
a
m
ed
iatin
g
r
o
le.
Aca
d
em
ically
en
titl
ed
s
tu
d
en
ts
o
f
ten
ex
h
ib
it
an
ex
ter
n
al
lo
cu
s
o
f
co
n
tr
o
l,
attr
ib
u
tin
g
th
eir
r
esu
lts
to
ex
ter
n
al
f
ac
to
r
s
[
1
]
,
[
1
2
]
.
C
o
n
v
er
s
ely
,
r
esil
ien
ce
is
ass
o
ciate
d
with
an
in
ter
n
al
lo
cu
s
o
f
co
n
tr
o
l
[
2
8
]
.
T
h
is
th
eo
r
etica
l
co
n
n
ec
tio
n
s
u
g
g
ests
a
p
o
s
s
ib
le
r
elatio
n
s
h
ip
b
etwe
en
ac
ad
em
ic
en
titl
em
en
t a
n
d
r
esil
ien
ce
.
Fu
r
th
er
m
o
r
e,
em
o
tio
n
al
r
eg
u
latio
n
an
d
co
p
in
g
s
tr
ateg
ies,
wh
ich
ar
e
in
teg
r
al
to
r
esil
ien
ce
[
2
9
]
,
[
3
0
]
,
m
ay
b
e
less
d
ev
elo
p
ed
in
s
tu
d
en
ts
with
h
ig
h
lev
els
o
f
ac
ad
em
ic
en
titl
em
en
t.
T
h
ese
s
tu
d
en
ts
o
f
ten
s
tr
u
g
g
le
to
r
eg
u
late
th
eir
em
o
tio
n
s
wh
en
f
ac
in
g
ac
ad
em
ic
ch
allen
g
es
o
r
p
er
ce
iv
ed
in
ju
s
tices
[
4
0
]
,
[
4
1
]
.
Giv
en
th
ese
th
eo
r
etica
l
co
n
n
ec
tio
n
s
an
d
th
e
lack
o
f
em
p
ir
ical
r
esear
ch
d
ir
ec
tly
ex
am
in
in
g
th
e
r
elatio
n
s
h
ip
b
etwe
en
ac
ad
em
ic
en
titl
em
en
t a
n
d
p
s
y
ch
o
lo
g
ical
r
esil
ien
ce
,
th
e
p
r
esen
t stu
d
y
aim
s
to
ad
d
r
ess
th
is
g
ap
in
th
e
liter
atu
r
e.
B
ased
o
n
th
e
ex
is
tin
g
liter
atu
r
e
an
d
th
eo
r
etica
l
f
r
am
ewo
r
k
s
,
we
h
y
p
o
th
esize
th
at:
i)
t
h
er
e
is
a
s
ig
n
if
ican
t
n
eg
ativ
e
co
r
r
elatio
n
b
etwe
en
o
v
er
all
ac
ad
em
ic
en
titl
em
en
t
an
d
p
s
y
ch
o
lo
g
ical
r
esil
ien
ce
(
H1
)
;
ii)
a
ca
d
em
ic
en
titl
em
en
t su
b
s
ca
les (
ac
ad
em
ic
n
ar
ciss
is
m
an
d
ac
ad
em
ic
o
u
tco
m
e)
p
r
ed
ict
p
s
y
ch
o
lo
g
ical
r
esil
ien
ce
(
H2
)
.
T
h
is
s
tu
d
y
aim
s
to
in
v
esti
g
ate
th
e
co
r
r
elatio
n
b
etwe
en
ac
ad
em
ic
en
titl
em
en
t
an
d
p
s
y
ch
o
lo
g
ical
r
esil
ien
ce
am
o
n
g
u
n
d
er
g
r
ad
u
ate
s
tu
d
en
ts
an
d
ex
p
lo
r
e
th
e
p
o
ten
tial
f
o
r
p
r
ed
ictin
g
p
s
y
ch
o
lo
g
ical
r
esil
ien
ce
th
r
o
u
g
h
ac
ad
em
ic
en
titl
em
en
t.
T
h
e
f
in
d
in
g
s
will
p
r
o
v
id
e
v
alu
ab
le
in
s
ig
h
ts
f
o
r
h
ig
h
er
ed
u
ca
tio
n
in
s
titu
tio
n
s
,
in
f
o
r
m
in
g
s
tr
ateg
ies
to
f
o
s
ter
r
esil
ien
ce
an
d
ad
d
r
ess
ch
allen
g
es
p
r
esen
ted
b
y
en
titl
em
en
t
th
in
k
in
g
an
d
b
eh
av
io
r
.
Mo
r
eo
v
er
,
u
n
d
er
s
tan
d
in
g
th
is
r
elatio
n
s
h
ip
co
u
ld
p
r
o
v
id
e
v
alu
ab
le
in
s
ig
h
ts
f
o
r
d
ev
elo
p
in
g
tar
g
eted
in
ter
v
en
tio
n
s
in
h
ig
h
er
ed
u
ca
tio
n
s
ettin
g
s
.
2.
M
E
T
H
O
D
2
.
1
.
P
a
rt
icipa
nts
T
h
e
s
tu
d
y
in
clu
d
ed
7
4
6
m
ale
u
n
d
er
g
r
ad
u
ate
s
tu
d
en
ts
f
r
o
m
th
e
Facu
lty
o
f
E
d
u
ca
tio
n
at
Al
-
Azh
ar
Un
iv
er
s
ity
in
th
e
Go
v
er
n
o
r
ate
o
f
Dak
ah
lia,
E
g
y
p
t.
T
h
e
p
ar
ticip
an
ts
'
ag
es
v
ar
ied
f
r
o
m
1
9
to
2
5
y
ea
r
s
(
M
=
2
1
.
4
1
,
SD
=.
9
5
2
)
.
T
h
e
s
am
p
le
in
v
o
lv
ed
s
tu
d
en
ts
co
m
in
g
f
r
o
m
v
ar
io
u
s
ac
ad
em
ic
m
ajo
r
s
,
s
u
ch
as
Geo
g
r
ap
h
y
(
n
=1
5
0
)
,
Sp
ec
ial
E
d
u
ca
tio
n
(
n
=1
3
5
)
,
E
n
g
lis
h
L
an
g
u
ag
e
(
n
=7
9
)
,
T
ec
h
n
o
lo
g
y
(
n
=1
9
3
)
,
Ps
y
ch
o
lo
g
y
(n
=
5
9
)
,
an
d
Fre
n
ch
L
a
n
g
u
ag
e
(
n
=
1
3
2
)
.
Ad
d
itio
n
ally
,
p
ar
ticip
an
ts
wer
e
d
r
awn
f
r
o
m
d
if
f
er
en
t
g
r
ad
e
lev
els,
with
1
3
9
s
tu
d
en
ts
in
th
eir
s
ec
o
n
d
y
ea
r
an
d
6
0
6
in
th
eir
f
o
u
r
th
y
ea
r
.
R
eg
ar
d
in
g
th
eir
p
lace
o
f
r
esid
en
ce
,
1
7
2
p
ar
ticip
an
ts
wer
e
f
r
o
m
u
r
b
an
ar
ea
s
,
wh
ile
5
7
3
wer
e
f
r
o
m
r
u
r
al
ar
ea
s
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2
2
5
2
-
8
8
2
2
I
n
t
J
E
v
al
&
R
es E
d
u
c
,
Vo
l
.
14
,
No
.
4
,
Au
g
u
s
t
20
25
:
3
0
4
2
-
3
0
5
0
3044
2
.
2
.
M
ea
s
ures
2
.
2
.
1
.
Aca
dem
ic
ent
it
lem
ent
s
ca
le
(
AE
S)
T
h
e
AE
S
[
4
2
]
was
u
s
ed
to
ass
ess
p
ar
ticip
an
ts
'
lev
els
o
f
ac
ad
em
ic
en
titl
em
en
t.
T
h
e
AE
S
is
a
2
6
-
item
s
elf
-
r
ep
o
r
t
m
ea
s
u
r
e
th
at
co
n
s
is
ts
o
f
two
f
ac
to
r
s
:
ac
ad
em
ic
n
ar
ciss
is
m
(
1
3
item
s
)
an
d
ac
ad
em
ic
o
u
tco
m
e
(
1
3
i
tem
s
)
.
I
tem
s
ar
e
r
ated
o
n
a
L
ik
er
t
Scale
o
f
7
p
o
in
ts
.
T
h
e
h
ig
h
er
th
e
s
co
r
e,
th
e
s
tr
o
n
g
er
ar
e
th
e
ac
ad
em
ic
en
titl
em
en
t
b
elief
s
.
T
h
e
Ar
ab
ic
tr
an
s
latio
n
o
f
th
e
AE
S
was
u
tili
ze
d
in
th
is
s
tu
d
y
.
T
h
e
o
r
ig
in
al
s
ca
le
h
as
d
em
o
n
s
tr
ated
g
o
o
d
in
ter
n
al
co
n
s
is
ten
cy
r
eliab
ilit
y
(
α
=
.
8
3
)
,
with
α
=
.
8
6
f
o
r
th
e
ac
ad
em
ic
n
ar
ciss
is
m
f
ac
to
r
an
d
α
=
.
8
4
f
o
r
th
e
ac
ad
em
ic
o
u
tco
m
e
f
ac
to
r
[
4
2
]
.
2
.
2
.
2
.
Co
nn
o
r
-
Da
v
ids
o
n Re
s
ilience
Sca
le
(
CD
-
RIS
C)
T
h
e
CD
-
R
I
SC
[
4
3
]
is
a
2
5
-
item
s
elf
-
r
ep
o
r
t
q
u
esti
o
n
n
air
e
d
esig
n
ed
to
ass
ess
an
in
d
iv
id
u
al'
s
r
eso
u
r
ce
f
u
ln
ess
in
ad
v
er
s
ities
an
d
ca
p
ac
ity
to
b
o
u
n
ce
b
ac
k
f
r
o
m
d
if
f
icu
lt
s
itu
atio
n
s
.
R
esp
o
n
s
es a
r
e
g
iv
en
o
n
a
5
-
p
o
in
t
L
ik
er
t
s
ca
le,
with
h
ig
h
er
s
co
r
es
in
d
icatin
g
h
ig
h
er
lev
els
o
f
r
esil
ien
ce
.
T
h
e
o
r
ig
in
al
C
D
-
R
I
SC
h
as
s
h
o
wn
v
er
y
g
o
o
d
p
s
y
ch
o
m
etr
ic
p
r
o
p
er
ties
,
in
clu
d
in
g
h
ig
h
in
ter
n
al
co
n
s
is
ten
cy
(
α
=
.
8
9
)
an
d
g
o
o
d
test
-
r
etest
r
eliab
ilit
y
(
in
tr
ac
lass
co
r
r
elatio
n
=
.
8
7
)
[
4
3
]
.
T
h
e
s
ca
le
h
as
b
ee
n
v
alid
ated
ac
r
o
s
s
n
u
m
er
o
u
s
s
tu
d
ies
an
d
d
em
o
n
s
tr
ates e
x
ce
llen
t r
eliab
ilit
y
in
m
ea
s
u
r
in
g
p
s
y
ch
o
lo
g
ical
r
esil
ien
ce
.
T
h
e
Ar
ab
ic
v
er
s
io
n
o
f
AE
S
an
d
C
D
-
R
I
SC
u
n
d
er
wen
t
a
r
ig
o
r
o
u
s
tr
an
s
latio
n
an
d
v
alid
atio
n
p
r
o
ce
s
s
.
I
n
itially
,
th
e
s
ca
le
was
tr
an
s
lated
f
r
o
m
E
n
g
lis
h
to
Ar
ab
ic
b
y
th
e
au
th
o
r
s
.
A
b
ac
k
-
tr
an
s
latio
n
was
th
en
p
er
f
o
r
m
ed
b
y
an
in
d
ep
en
d
en
t
tr
an
s
lato
r
to
en
s
u
r
e
ac
cu
r
ac
y
.
Fo
llo
win
g
th
is
,
a
co
n
f
ir
m
ato
r
y
f
ac
to
r
an
aly
s
is
(
C
FA
)
o
f
AE
S
was
co
n
d
u
cted
with
a
s
ep
ar
ate
s
am
p
le
o
f
2
1
8
s
tu
d
en
ts
to
v
er
if
y
th
e
two
-
f
ac
to
r
s
tr
u
ctu
r
e
(
ac
ad
em
ic
n
ar
ciss
is
m
an
d
ac
ad
em
ic
o
u
tco
m
e
)
o
f
th
e
o
r
ig
in
al
s
ca
le.
T
h
e
C
FA
r
esu
lts
s
u
p
p
o
r
ted
th
e
two
-
f
ac
to
r
m
o
d
el
(
χ2
/d
f
=
2
.
3
4
,
co
m
p
ar
ativ
e
f
it
in
d
ex
(
C
FI
)
=
.
9
2
,
r
o
o
t
m
ea
n
s
q
u
ar
e
er
r
o
r
o
f
ap
p
r
o
x
im
atio
n
(
R
MSE
A
)
=
.
0
6
7
)
.
I
n
ter
n
al
co
n
s
is
ten
cy
was
ass
ess
ed
u
s
in
g
C
r
o
n
b
ac
h
'
s
alp
h
a,
y
ield
in
g
co
ef
f
icien
ts
o
f
.
8
8
f
o
r
ac
ad
em
ic
n
ar
ciss
is
m
an
d
.
8
0
f
o
r
ac
ad
em
ic
o
u
tco
m
e
,
co
m
p
ar
ab
le
to
th
e
o
r
ig
in
al
E
n
g
lis
h
v
er
s
io
n
.
T
est
-
r
etest
r
eliab
ilit
y
o
v
er
a
f
o
u
r
-
wee
k
in
ter
v
al
(
n
=
6
7
)
s
h
o
wed
s
tr
o
n
g
tem
p
o
r
al
s
tab
ilit
y
(
r
=
.
8
2
,
p
<
.
0
0
1
)
.
Mo
r
eo
v
er
,
a
C
FA
o
f
C
D
-
R
I
SC
was
co
n
d
u
cted
to
v
er
if
y
th
e
f
iv
e
-
f
ac
to
r
s
tr
u
ctu
r
e
o
f
th
e
o
r
ig
in
al
s
ca
le.
T
h
e
C
FA
r
esu
lts
s
u
p
p
o
r
ted
th
e
f
iv
e
-
f
ac
to
r
m
o
d
el
(
χ2
/d
f
=
2
.
1
8
,
C
FI
=
.
9
4
,
R
MSE
A
=
.
0
5
8
)
.
C
r
o
n
b
ac
h
'
s
alp
h
a
f
o
r
th
e
to
tal
s
ca
le
was .
9
1
,
with
s
u
b
s
ca
le
r
eliab
ilit
ies r
an
g
in
g
f
r
o
m
.
7
5
to
.
8
8
.
2
.
3
.
P
r
o
ce
du
re
T
h
e
d
ata
was
g
ath
er
ed
elec
tr
o
n
ically
b
y
Go
o
g
le
Fo
r
m
s
s
ec
o
n
d
s
em
ester
o
f
th
e
2
0
2
3
-
2
0
2
4
ac
ad
em
ic
y
ea
r
.
Ar
ab
ic
tr
an
s
latio
n
was
d
o
n
e
f
o
r
th
e
AE
S
an
d
C
D
-
R
I
SC
d
ep
lo
y
ed
.
Par
ticip
an
ts
wer
e
h
an
d
ed
th
e
in
f
o
r
m
ed
co
n
s
en
t
d
o
cu
m
e
n
t
s
an
d
th
ey
co
m
p
le
ted
th
e
m
ea
s
u
r
es
an
o
n
y
m
o
u
s
ly
.
T
h
e
n
ec
ess
ar
y
eth
ical
co
n
s
id
er
atio
n
s
wer
e
tak
en
in
to
ac
co
u
n
t th
r
o
u
g
h
o
u
t th
e
p
r
o
ce
s
s
o
f
d
ata
co
llectio
n
,
s
u
ch
as c
o
n
f
id
en
tiality
an
d
in
f
o
r
m
ed
co
n
s
en
t.
2
.
4
.
Da
t
a
a
na
ly
s
is
Descr
ip
tiv
e
s
tatis
tics
s
u
ch
as
m
ea
n
,
s
tan
d
ar
d
d
ev
iatio
n
,
an
d
f
r
eq
u
en
cy
wer
e
d
eter
m
in
ed
f
o
r
s
tu
d
y
v
ar
iab
les an
d
d
em
o
g
r
ap
h
ic
ch
ar
ac
ter
is
tics
.
Pear
s
o
n
’
s
co
r
r
elatio
n
co
ef
f
icien
ts
wer
e
f
ig
u
r
ed
o
u
t f
o
r
th
e
p
u
r
p
o
s
e
o
f
co
r
r
elatin
g
ac
ad
em
ic
en
titl
em
en
t
(
to
tal
s
co
r
e
an
d
s
u
b
s
ca
les)
with
p
s
y
ch
o
lo
g
ical
r
esil
ien
ce
.
Ad
d
itio
n
ally
,
a
m
u
ltip
le
r
eg
r
ess
io
n
an
aly
s
is
was
co
n
d
u
cted
to
ex
am
in
e
th
e
p
r
ed
ictiv
e
p
o
wer
o
f
ac
ad
em
ic
en
titl
em
en
t
s
u
b
s
ca
les
o
n
p
s
y
ch
o
lo
g
ical
r
esil
ien
ce
.
All
an
aly
s
es
wer
e
p
er
f
o
r
m
ed
u
s
in
g
SP
SS
v
er
s
io
n
2
6
.
0
to
en
s
u
r
e
ac
cu
r
ate
an
d
r
eliab
le
s
tatis
tical
co
m
p
u
tatio
n
s
.
3.
RE
SU
L
T
S
T
h
e
p
r
esen
t
s
tu
d
y
ex
am
in
ed
th
e
r
elatio
n
s
h
ip
b
etwe
en
ac
ad
em
ic
en
titl
em
en
t
an
d
p
s
y
ch
o
lo
g
ical
r
esil
ien
ce
am
o
n
g
u
n
d
er
g
r
ad
u
ate
s
tu
d
en
ts
.
Ov
er
all,
th
e
f
in
d
in
g
s
r
ev
ea
led
a
s
ig
n
if
ican
t
n
eg
ativ
e
co
r
r
elatio
n
b
etwe
en
ac
ad
em
ic
en
titl
em
en
t
an
d
p
s
y
ch
o
lo
g
ical
r
esil
ien
ce
.
Descr
ip
tiv
e
s
tatis
tics
,
co
r
r
elatio
n
s
,
an
d
r
eg
r
ess
io
n
an
aly
s
es we
r
e
co
n
d
u
cted
to
ex
p
lo
r
e
th
ese
r
elatio
n
s
h
ip
s
in
d
ep
th
.
T
ab
le
1
p
r
esen
ts
th
e
d
escr
ip
tiv
e
s
tatis
tics
f
o
r
th
e
m
ain
s
tu
d
y
v
ar
iab
les.
T
h
e
AE
S y
ield
ed
a
m
ea
n
to
tal
s
co
r
e
o
f
1
0
3
.
5
1
(
SD
=
1
3
.
4
9
2
)
,
with
s
u
b
s
ca
le
m
ea
n
s
o
f
4
4
.
5
0
(
SD
=
7
.
9
9
2
)
f
o
r
ac
ad
em
ic
n
ar
ciss
is
m
an
d
5
9
.
0
1
(
SD
=
9
.
5
1
5
)
f
o
r
ac
ad
em
ic
o
u
tco
m
e.
T
h
e
C
D
-
R
I
SC
p
r
o
d
u
ce
d
a
m
ea
n
to
tal
s
co
r
e
o
f
9
7
.
1
9
(
SD
=
1
3
.
3
9
2
)
.
Am
o
n
g
th
e
C
D
-
R
I
SC
s
u
b
s
ca
les,
p
er
s
o
n
al
co
m
p
eten
ce
h
ad
th
e
h
ig
h
est
m
ea
n
s
co
r
e
(
M
=
3
1
.
8
8
,
SD
=
4
.
9
9
6
)
,
f
o
llo
wed
b
y
to
ler
an
ce
o
f
n
eg
ativ
e
af
f
ec
t
(
M
=
2
5
.
1
8
,
SD
=
4
.
8
5
0
)
.
T
h
e
s
p
ir
itu
al
in
f
lu
en
ce
s
s
u
b
s
ca
le
h
ad
th
e
lo
west m
ea
n
s
co
r
e
(
M
=
9
.
6
0
,
SD
=
.
9
8
3
)
.
I
n
ex
am
in
in
g
th
e
r
elatio
n
s
h
ip
s
b
etwe
en
AE
S
an
d
C
D
-
R
I
SC
s
u
b
s
ca
les,
ac
ad
em
ic
n
ar
ciss
is
m
s
h
o
wed
th
e
s
tr
o
n
g
est
n
eg
ativ
e
co
r
r
elatio
n
with
to
ler
an
ce
o
f
n
eg
ativ
e
af
f
ec
t
(
r
=
-
.
5
3
2
,
p
<
.
0
1
)
.
Aca
d
em
ic
o
u
tco
m
e
h
ad
th
e
s
tr
o
n
g
est
n
eg
ativ
e
co
r
r
elatio
n
with
p
er
s
o
n
al
co
m
p
eten
ce
(
r
=
-
.
5
6
4
,
p
<
.
0
1
)
.
Ho
wev
er
,
s
p
ir
itu
al
in
f
lu
en
ce
s
s
u
b
s
ca
le
o
f
C
D
-
R
I
SC
d
em
o
n
s
tr
ated
th
e
wea
k
est
co
r
r
elatio
n
s
with
AE
S
an
d
its
s
u
b
s
ca
les,
alth
o
u
g
h
th
ese
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t
J
E
v
al
&
R
es E
d
u
c
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SS
N:
2252
-
8
8
2
2
N
a
vig
a
tin
g
a
d
ve
r
s
ity:
th
e
r
ela
tio
n
s
h
ip
b
etw
ee
n
a
ca
d
emic
en
titl
eme
n
t a
n
d
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(
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h
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u
d
E
l
s
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id
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a
d
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co
r
r
elatio
n
s
r
em
ain
ed
s
ig
n
if
ican
t
(
r
r
an
g
in
g
f
r
o
m
-
.
1
8
5
to
-
.
2
7
1
,
p
<
.
0
1
)
.
A
s
tr
o
n
g
n
eg
ativ
e
co
r
r
elatio
n
was
o
b
s
er
v
ed
b
etwe
en
to
tal
AE
S
an
d
C
D
-
R
I
SC
s
co
r
es
(
r
=
-
.
8
0
1
,
p
<
.
0
1
)
.
Mo
r
eo
v
er
,
b
o
th
AE
S
s
u
b
s
ca
les
wer
e
n
eg
ativ
ely
co
r
r
elate
d
with
th
e
to
tal
C
D
-
R
I
SC
s
co
r
e:
ac
ad
em
ic
n
ar
ciss
is
m
(
r
=
-
.
5
8
0
,
p
<
.
0
1
)
an
d
ac
ad
em
ic
o
u
tco
m
e
(
r
=
-
.
6
4
8
,
p
<
.
0
1
)
.
All
C
D
-
R
I
SC
s
u
b
s
ca
les
d
em
o
n
s
tr
ated
s
ig
n
if
ican
t
n
eg
ativ
e
co
r
r
elatio
n
s
with
AE
S
an
d
its
s
u
b
s
ca
les.
T
h
e
s
tr
o
n
g
est
n
eg
ativ
e
co
r
r
elatio
n
s
wer
e
f
o
u
n
d
b
etwe
en
to
tal
AE
S
s
co
r
es
an
d
p
er
s
o
n
al
co
m
p
eten
ce
s
u
b
s
ca
le
(r
=
-
.
6
9
4
,
p
<
.
0
1
)
,
an
d
b
etwe
en
to
tal
AE
S
s
co
r
es
an
d
to
ler
an
ce
o
f
n
eg
ativ
e
af
f
ec
t
s
u
b
s
ca
le
(
r
=
-
.
7
2
5
,
p
<
.
0
1
)
.
A
m
u
ltip
le
r
eg
r
ess
io
n
an
aly
s
is
was
co
n
d
u
cted
to
ass
ess
th
e
p
r
ed
ictiv
e
p
o
wer
o
f
ac
ad
em
ic
en
titl
em
en
t
o
n
p
s
y
ch
o
lo
g
ical
r
esil
ien
ce
.
T
h
e
two
AE
S
s
u
b
s
ca
les
s
er
v
ed
as
p
r
ed
icto
r
s
,
with
th
e
to
tal
C
D
-
R
I
SC
s
co
r
e
as
th
e
d
ep
en
d
en
t v
ar
iab
le
,
as
s
ee
n
in
T
ab
le
2
.
T
ab
le
1
.
C
o
r
r
elatio
n
s
am
o
n
g
a
ca
d
em
ic
en
titl
em
en
t,
p
s
y
c
h
o
lo
g
ical
r
esil
ien
ce
,
an
d
th
eir
s
u
b
s
ca
les
V
a
r
i
a
b
l
e
M
1
2
3
4
5
6
7
8
1
A
c
a
d
e
mi
c
n
a
r
c
i
ssi
s
m
4
4
.
5
0
1
2
A
c
a
d
e
mi
c
o
u
t
c
o
m
e
5
9
.
0
1
.
1
8
**
1
3
A
c
a
d
e
mi
c
e
n
t
i
t
l
e
me
n
t
1
0
3
.
5
.
7
2
**
.
8
1
**
1
4
P
e
r
so
n
a
l
c
o
m
p
e
t
e
n
c
e
3
1
.
8
8
-
.
5
0
**
-
.
5
6
**
-
.
6
9
**
1
5
To
l
e
r
a
n
c
e
o
f
n
e
g
a
t
i
v
e
a
f
f
e
c
t
2
5
.
1
8
-
.
5
3
**
-
.
5
8
**
-
.
7
2
**
.
6
5
**
1
6
A
c
c
e
p
t
a
n
c
e
o
f
c
h
a
n
g
e
1
9
.
0
2
-
.
4
8
**
-
.
5
4
**
-
.
6
6
**
.
6
3
**
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5
9
**
1
7
C
o
n
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o
l
1
1
.
5
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-
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4
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**
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.
4
7
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5
8
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.
6
2
**
.
5
7
**
.
5
0
**
1
8
S
p
i
r
i
t
u
a
l
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n
f
l
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e
n
c
e
s
9
.
6
0
-
.
1
8
**
-
.
2
2
**
-
.
2
7
**
.
3
8
**
.
2
0
**
.
3
9
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.
2
8
**
1
9
P
sy
c
h
o
l
o
g
i
c
a
l
r
e
si
l
i
e
n
c
e
9
7
.
1
9
-
.
5
8
**
-
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6
4
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8
0
**
.
8
9
**
.
8
6
**
.
8
0
**
.
7
5
**
.
4
3
**
N
o
t
e
.
*
*
p
<
.
0
1
T
ab
le
2
.
Mu
ltip
le
r
e
g
r
ess
io
n
a
n
aly
s
is
p
r
ed
ictin
g
p
s
y
c
h
o
lo
g
ic
al
r
esil
ien
ce
f
r
o
m
ac
ad
e
m
ic
en
titl
em
en
t
s
u
b
s
ca
les
P
r
e
d
i
c
t
o
r
B
SE
B
β
T
P
R²
F
C
o
n
st
a
n
t
1
0
3
.
9
7
3
3
.
3
3
7
3
1
.
1
5
7
.
0
0
0
A
c
a
d
e
mi
c
n
a
r
c
i
ssi
s
m
-
.
3
7
7
.
0
6
0
-
.
2
3
7
-
6
.
3
1
6
.
0
0
0
A
c
a
d
e
mi
c
o
u
t
c
o
m
e
.
1
7
1
.
0
4
9
.
1
3
2
3
.
5
1
7
.
0
0
0
F
u
l
l
m
o
d
e
l
.
0
5
4
2
1
.
2
8
7
N
o
t
e
:
B
=
u
n
s
t
a
n
d
a
r
d
i
z
e
d
r
e
g
r
e
ssi
o
n
c
o
e
f
f
i
c
i
e
n
t
;
S
E
B
=
st
a
n
d
a
r
d
e
r
r
o
r
o
f
B
;
β
=
st
a
n
d
a
r
d
i
z
e
d
r
e
g
r
e
ss
i
o
n
c
o
e
f
f
i
c
i
e
n
t
;
R²
=
c
o
e
f
f
i
c
i
e
n
t
o
f
d
e
t
e
r
mi
n
a
t
i
o
n
T
h
e
r
eg
r
ess
io
n
m
o
d
el
was
s
tatis
tically
s
ig
n
if
ican
t,
F(
2
,
7
4
3
)
=
2
1
.
2
8
7
,
p
<
.
0
0
1
,
ac
co
u
n
tin
g
f
o
r
5
.
4
%
o
f
th
e
v
ar
ian
ce
in
p
s
y
ch
o
lo
g
ical
r
esil
ien
ce
(
R
²
=
.
0
5
4
)
.
B
o
th
ac
ad
em
ic
n
ar
ciss
is
m
(
β
=
-
.
2
3
7
,
p
<
.
0
0
1
)
an
d
ac
ad
em
ic
o
u
tco
m
e
(
β
=
.
1
3
2
,
p
<
.
0
0
1
)
em
er
g
ed
as
s
ig
n
if
ican
t
p
r
ed
icto
r
s
o
f
p
s
y
ch
o
lo
g
ical
r
esil
ien
ce
.
T
h
ese
r
esu
lts
r
em
ain
ed
co
n
s
is
ten
t e
v
en
af
ter
co
n
tr
o
llin
g
f
o
r
p
o
ten
tial c
o
n
f
o
u
n
d
in
g
v
ar
iab
les.
A
d
ir
ec
t
r
eg
r
ess
io
n
an
aly
s
is
s
h
o
wed
th
at
ac
ad
em
ic
n
ar
ciss
is
m
n
eg
ativ
ely
im
p
ac
ts
p
s
y
ch
o
lo
g
ical
r
esil
ien
ce
,
wh
ile
th
e
ac
ad
em
ic
o
u
tco
m
e
s
u
b
s
ca
le
p
o
s
itiv
ely
co
r
r
elate
s
with
r
esil
ien
ce
.
Hig
h
er
s
co
r
es
o
n
th
e
ac
ad
em
ic
o
u
tco
m
e
s
u
b
s
ca
le
in
d
icate
s
lig
h
tly
h
ig
h
er
r
esil
ien
ce
lev
els
co
m
p
ar
ed
to
ac
ad
em
ic
n
ar
ciss
is
m
s
co
r
es,
wh
ile
co
n
tr
o
llin
g
f
o
r
th
e
ac
ad
em
ic
o
u
tco
m
e
s
u
b
s
ca
le.
Mo
r
eo
v
er
,
ac
ad
em
ic
n
ar
ciss
is
m
n
eg
ativ
ely
p
r
ed
icted
p
s
y
ch
o
lo
g
ical
r
esil
ien
ce
,
s
u
g
g
esti
n
g
th
at
h
ig
h
er
lev
els
o
f
ac
ad
em
ic
n
ar
ciss
is
m
wer
e
ass
o
ciate
d
with
lo
wer
r
esil
ien
ce
.
C
o
n
v
er
s
ely
,
ac
ad
em
ic
o
u
tco
m
e
h
ad
a
p
o
s
itiv
e
co
r
r
elatio
n
with
r
esil
ien
ce
s
u
ch
th
at
s
tu
d
en
ts
with
h
ig
h
er
s
co
r
es
o
n
th
is
s
u
b
s
ca
le
r
ep
o
r
ted
s
lig
h
tly
m
o
r
e
r
esil
ien
ce
th
an
th
e
o
th
er
s
af
ter
co
n
tr
o
llin
g
f
o
r
ac
ad
em
ic
n
ar
ciss
is
m
.
4.
DIS
CU
SS
I
O
N
T
h
e
f
in
d
in
g
s
o
f
th
is
s
tu
d
y
r
ev
ea
l
a
n
eg
ativ
e
r
elatio
n
s
h
ip
b
etwe
en
ac
ad
em
ic
en
titl
em
en
t
an
d
p
s
y
ch
o
lo
g
ical
r
esil
ien
ce
,
s
u
g
g
esti
n
g
th
at
s
tu
d
en
ts
with
h
ig
h
lev
els o
f
ac
ad
em
ic
en
titl
em
en
t te
n
d
to
h
av
e
lo
wer
lev
els
o
f
p
s
y
ch
o
lo
g
ical
r
esil
ien
ce
.
T
h
e
o
b
s
er
v
ed
co
r
r
elatio
n
b
etwe
en
to
tal
ac
ad
em
ic
en
titl
em
en
t
s
co
r
e
an
d
p
s
y
ch
o
lo
g
ical
r
esil
ien
ce
(
r
=
-
.
8
0
)
s
u
p
p
o
r
ts
p
r
ev
io
u
s
f
in
d
in
g
s
th
at
th
ese
two
co
n
s
tr
u
cts
m
ay
b
e
in
v
er
s
ely
r
elate
d
[
4
2
]
.
T
h
is
s
tr
o
n
g
n
eg
ativ
e
co
r
r
elatio
n
s
u
g
g
ests
th
at
in
ter
v
en
tio
n
s
tar
g
etin
g
o
n
e
co
n
s
tr
u
ct
m
ig
h
t
h
av
e
s
ig
n
if
ican
t e
f
f
ec
ts
o
n
th
e
o
th
er
.
Sev
er
al
th
eo
r
etica
l
co
n
ce
p
ts
ca
n
b
e
u
s
ed
to
ex
p
lain
th
is
r
elatio
n
s
h
ip
.
First,
th
e
lo
cu
s
o
f
co
n
tr
o
l
m
ay
co
n
tr
ib
u
te
to
u
n
d
er
s
tan
d
in
g
th
is
r
elatio
n
s
h
ip
.
Aca
d
em
ically
en
titl
ed
s
tu
d
en
ts
o
f
ten
ex
h
ib
it
an
ex
ter
n
al
lo
cu
s
o
f
co
n
tr
o
l,
attr
ib
u
tin
g
th
eir
r
esu
lts
to
ex
ter
n
al
f
ac
to
r
s
[
1
]
,
[
1
2
]
.
C
o
n
v
er
s
ely
,
in
d
iv
id
u
als
with
an
in
ter
n
al
lo
cu
s
o
f
co
n
tr
o
l
d
em
o
n
s
tr
ate
m
o
r
e
co
m
p
lex
ad
ap
tab
ilit
y
p
atter
n
s
,
b
eliev
in
g
th
at
g
o
al
ac
h
iev
em
en
t
d
ep
en
d
s
o
n
p
er
s
o
n
al
in
itiativ
es
[
2
8
]
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2
2
5
2
-
8
8
2
2
I
n
t
J
E
v
al
&
R
es E
d
u
c
,
Vo
l
.
14
,
No
.
4
,
Au
g
u
s
t
20
25
:
3
0
4
2
-
3
0
5
0
3046
Seco
n
d
,
th
e
co
n
s
tr
u
cts
o
f
ac
ad
em
ic
en
titl
em
en
t,
in
clu
d
in
g
u
n
r
ea
lis
tic
ex
p
ec
tatio
n
s
an
d
a
lack
o
f
p
er
s
o
n
al
r
esp
o
n
s
ib
ilit
y
,
m
ay
n
eg
ativ
ely
af
f
ec
t r
esil
ien
ce
[
2
]
,
[
4
4
]
.
R
esil
ien
ce
r
eq
u
ir
es th
e
ab
ilit
y
to
r
esp
o
n
d
to
th
r
ea
ts
an
d
b
o
u
n
ce
b
ac
k
f
r
o
m
s
etb
ac
k
s
[
1
1
]
,
[
4
5
]
,
b
u
t
th
is
m
ay
b
e
ch
allen
g
in
g
f
o
r
s
tu
d
en
ts
wh
o
ex
p
ec
t
to
p
er
f
o
r
m
ac
ad
em
ically
with
o
u
t
co
r
r
esp
o
n
d
in
g
ef
f
o
r
t
[
1
]
.
T
h
ir
d
,
th
e
u
n
f
av
o
r
ab
le
ass
o
ciatio
n
m
ay
b
e
d
u
e
to
v
ar
iatio
n
s
in
em
o
tio
n
al
r
eg
u
latio
n
an
d
co
p
in
g
s
tr
ateg
ies.
R
esil
ien
t stu
d
en
ts
h
av
e
h
ig
h
er
em
o
tio
n
al
in
tellig
en
ce
an
d
b
etter
em
o
tio
n
al
co
n
tr
o
l
[
4
6
]
,
[
4
7
]
,
wh
er
ea
s
ac
ad
em
ically
en
titl
ed
s
tu
d
en
ts
s
tr
u
g
g
le
to
r
eg
u
late
th
eir
em
o
tio
n
s
wh
en
ex
p
er
ien
cin
g
ac
ad
em
ic
ch
allen
g
es o
r
p
er
ce
iv
ed
in
ju
s
tices
[
1
0
]
,
[
4
8
]
.
T
h
e
s
tr
o
n
g
n
eg
ativ
e
co
r
r
elatio
n
s
b
etwe
en
ac
ad
em
ic
en
titl
em
en
t
an
d
th
e
p
er
s
o
n
al
co
m
p
eten
ce
(r
=
-
.
6
9
)
an
d
to
ler
an
ce
o
f
n
eg
ativ
e
af
f
ec
t
(
r
=
-
.
7
3
)
s
u
b
s
ca
les
o
f
r
esil
ien
ce
ar
e
p
ar
ticu
lar
ly
n
o
tewo
r
th
y
.
T
h
ese
f
in
d
in
g
s
s
u
g
g
est
th
at
ac
ad
em
ically
en
titl
ed
s
tu
d
en
ts
m
ay
h
av
e
lo
wer
co
n
f
id
en
ce
in
th
eir
ab
ilit
ies
to
co
p
e
with
ch
allen
g
es
(
p
er
s
o
n
al
co
m
p
eten
ce
)
an
d
m
ay
s
tr
u
g
g
le
m
o
r
e
with
m
an
ag
in
g
n
eg
ativ
e
em
o
tio
n
s
(
to
ler
an
ce
o
f
n
eg
ativ
e
af
f
ec
t
)
.
T
h
is
alig
n
s
with
r
esear
ch
in
d
icatin
g
th
at
ac
ad
em
ic
en
titl
em
en
t
is
ass
o
ciate
d
with
d
ec
r
ea
s
ed
ef
f
o
r
t a
n
d
in
cr
ea
s
ed
b
lam
e
attr
ib
u
tio
n
to
ex
ter
n
al
f
ac
to
r
s
[
3
]
,
[
5
]
.
T
h
e
wea
k
er
,
alb
eit
s
till
s
ig
n
if
ican
t,
n
eg
ativ
e
co
r
r
elatio
n
b
etwe
en
ac
ad
em
ic
en
titl
em
en
t
an
d
th
e
Sp
ir
itu
al
I
n
f
lu
en
ce
s
s
u
b
s
ca
le
o
f
r
esil
ien
ce
(
r
r
an
g
in
g
f
r
o
m
-
.
1
9
to
-
.
2
7
)
s
u
g
g
ests
th
at
s
p
ir
itu
al
o
r
p
h
ilo
s
o
p
h
ical
b
elief
s
m
ay
b
e
less
im
p
ac
ted
b
y
o
r
less
r
elate
d
to
ac
ad
em
ic
en
titl
em
en
t.
T
h
is
f
in
d
in
g
war
r
an
ts
f
u
r
th
er
in
v
esti
g
atio
n
to
u
n
d
er
s
tan
d
th
e
r
o
le
o
f
s
p
ir
itu
al
o
r
p
h
ilo
s
o
p
h
ical
b
elief
s
in
th
e
r
elatio
n
s
h
ip
b
etwe
en
ac
ad
em
ic
en
titl
em
en
t
an
d
r
esil
ien
ce
[
4
9
]
,
[
5
0
]
.
Fu
tu
r
e
s
tu
d
ies
s
h
o
u
ld
ex
p
lo
r
e
th
e
p
o
ten
tial
m
o
d
er
atin
g
r
o
le
o
f
s
p
ir
itu
al
b
elief
s
in
th
e
r
elatio
n
s
h
ip
b
etwe
en
ac
ad
em
ic
en
titl
em
en
t a
n
d
r
esil
ien
ce
.
T
h
e
m
u
ltip
le
r
eg
r
ess
io
n
an
aly
s
is
r
ev
ea
led
th
at
b
o
th
ac
ad
em
ic
n
ar
ciss
is
m
an
d
ac
ad
em
ic
o
u
tco
m
e
s
u
b
s
ca
les
s
ig
n
if
ican
tly
p
r
ed
icted
p
s
y
ch
o
lo
g
ical
r
esil
ien
ce
,
alb
eit
in
d
if
f
er
en
t
d
ir
ec
tio
n
s
.
ac
ad
em
ic
n
ar
ciss
is
m
n
eg
ativ
ely
p
r
ed
icted
r
esil
ien
ce
(
β
=
-
.
2
4
)
,
wh
ich
alig
n
s
with
p
r
ev
io
u
s
r
esear
ch
lin
k
in
g
n
ar
ciss
is
tic
tr
aits
to
lo
wer
r
esil
ien
ce
[
5
1
]
,
[
5
2
]
.
I
n
ter
esti
n
g
ly
,
th
e
ac
ad
em
ic
o
u
tco
m
e
s
u
b
s
ca
le
p
o
s
itiv
ely
p
r
ed
icted
r
esil
ien
ce
(β
=
.
1
3
)
wh
en
co
n
tr
o
llin
g
f
o
r
ac
ad
em
ic
n
ar
ciss
is
m
.
T
h
is
f
in
d
in
g
s
u
g
g
ests
a
m
o
r
e
co
m
p
lex
r
elatio
n
s
h
ip
b
etwe
en
ac
ad
em
ic
en
titl
em
en
t
an
d
r
esil
ien
ce
th
an
in
itially
h
y
p
o
th
esized
.
I
t'
s
p
o
s
s
ib
le
th
at
s
o
m
e
asp
ec
ts
o
f
o
u
tco
m
e
-
f
o
cu
s
ed
en
titl
em
en
t,
s
u
ch
as
h
ig
h
ex
p
ec
tatio
n
s
f
o
r
ac
ad
em
ic
s
u
cc
ess
,
m
ay
co
n
tr
ib
u
te
p
o
s
itiv
ely
to
r
esil
ien
ce
wh
en
s
ep
ar
ated
f
r
o
m
n
ar
ciss
is
tic
ten
d
en
cies
[
5
3
]
,
[
5
4
]
.
T
h
e
s
tu
d
y
f
in
d
in
g
s
s
h
o
u
ld
b
e
in
ter
p
r
eted
with
in
th
e
s
p
ec
if
ic
cu
ltu
r
al
an
d
ed
u
ca
tio
n
al
co
n
tex
t
o
f
Al
-
Azh
ar
Un
iv
er
s
ity
in
E
g
y
p
t.
C
u
ltu
r
al
f
ac
to
r
s
,
s
u
ch
as
co
llectiv
is
t
v
alu
es,
r
elig
io
u
s
in
f
lu
en
ce
s
,
an
d
tr
ad
itio
n
al
ed
u
ca
tio
n
al
p
r
ac
tices,
m
ay
p
lay
a
s
ig
n
if
ican
t
r
o
le
in
s
h
ap
in
g
b
o
th
ac
ad
em
ic
en
titl
em
en
t
an
d
r
esil
ien
ce
am
o
n
g
E
g
y
p
tian
s
tu
d
en
ts
.
Fo
r
in
s
tan
ce
,
th
e
em
p
h
asis
o
n
r
esp
ec
t
f
o
r
au
th
o
r
ity
f
ig
u
r
es
in
E
g
y
p
tian
cu
ltu
r
e
co
u
ld
p
o
ten
tially
m
itig
ate
ex
tr
em
e
f
o
r
m
s
o
f
ac
ad
em
ic
en
titl
em
en
t.
C
o
n
v
er
s
ely
,
th
e
tr
ad
itio
n
ally
h
ier
ar
ch
ical
s
tr
u
ctu
r
e
o
f
ed
u
ca
tio
n
m
ig
h
t
im
p
ac
t
s
tu
d
en
ts
’
p
er
ce
p
tio
n
s
o
f
th
eir
r
o
le
in
th
e
lear
n
in
g
p
r
o
ce
s
s
.
Ad
d
itio
n
ally
,
th
e
s
tr
o
n
g
f
am
ilial a
n
d
co
m
m
u
n
ity
s
u
p
p
o
r
t sy
s
tem
s
ty
p
ical
in
E
g
y
p
tian
s
o
ciety
co
u
ld
co
n
tr
ib
u
te
to
h
ig
h
er
lev
els
o
f
r
esil
ien
ce
.
Ho
wev
er
,
th
ese
cu
ltu
r
al
f
ac
to
r
s
m
ay
also
cr
ea
te
u
n
iq
u
e
p
r
ess
u
r
es
an
d
ex
p
ec
tatio
n
s
th
at
in
f
lu
en
ce
ac
ad
em
ic
en
titl
em
en
t
an
d
r
esil
ien
ce
in
way
s
th
at
d
if
f
er
f
r
o
m
W
ester
n
co
n
tex
ts
.
Fu
tu
r
e
cr
o
s
s
-
cu
ltu
r
al
s
tu
d
ies
co
m
p
ar
in
g
ac
ad
em
ic
en
titl
em
en
t
an
d
r
esil
ien
ce
ac
r
o
s
s
d
if
f
er
en
t
ed
u
ca
tio
n
al
s
y
s
tem
s
an
d
cu
ltu
r
al
b
ac
k
g
r
o
u
n
d
s
wo
u
ld
p
r
o
v
id
e
v
alu
ab
le
in
s
ig
h
ts
in
to
th
e
g
en
er
aliza
b
ilit
y
o
f
th
ese
f
in
d
in
g
s
an
d
h
elp
id
en
tify
u
n
iv
er
s
al
v
er
s
u
s
cu
ltu
r
e
-
s
p
ec
if
ic
f
ac
to
r
s
in
f
lu
en
cin
g
th
ese
co
n
s
tr
u
cts.
T
h
e
s
tu
d
y
f
in
d
in
g
s
h
av
e
s
ev
er
al
im
p
licatio
n
s
f
o
r
h
ig
h
er
ed
u
ca
tio
n
in
s
titu
tio
n
s
an
d
p
r
ac
titi
o
n
er
s
.
Giv
en
th
e
n
eg
ativ
e
r
elatio
n
s
h
ip
b
etwe
en
ac
ad
em
ic
en
titl
em
en
t
an
d
r
esil
ien
ce
,
u
n
iv
er
s
ities
s
h
o
u
ld
co
n
s
id
er
im
p
lem
en
tin
g
p
r
o
g
r
am
s
to
ad
d
r
ess
en
titl
ed
attitu
d
es
an
d
b
eh
av
io
r
s
.
T
h
is
in
clu
d
es
im
p
lem
en
tin
g
p
r
o
g
r
am
s
o
n
p
er
s
o
n
al
r
esp
o
n
s
ib
ilit
y
,
r
ea
lis
tic
ex
p
ec
tatio
n
s
ettin
g
,
an
d
ef
f
o
r
t
v
alu
e.
Ad
d
itio
n
ally
,
in
s
titu
tio
n
s
s
h
o
u
ld
f
o
cu
s
o
n
d
ev
elo
p
in
g
r
esil
ien
ce
am
o
n
g
s
tu
d
en
ts
,
in
co
r
p
o
r
atin
g
r
esil
ien
ce
-
b
u
ild
in
g
ac
tiv
ities
in
to
cu
r
r
icu
la,
an
d
p
r
o
v
id
in
g
tar
g
eted
s
u
p
p
o
r
t.
Ho
wev
er
,
ed
u
ca
to
r
s
s
h
o
u
ld
n
o
t
d
is
co
u
r
ag
e
h
ig
h
ex
p
ec
tatio
n
s
en
tire
ly
,
as
o
u
tco
m
e
-
f
o
cu
s
ed
attitu
d
es
m
ay
b
e
b
en
ef
icial.
Per
s
o
n
alize
d
ap
p
r
o
ac
h
es
m
ay
b
e
m
o
r
e
ef
f
ec
tiv
e
th
an
one
-
s
ize
-
f
its
-
all
in
ter
v
en
tio
n
s
.
T
h
e
s
tu
d
y
h
as
lim
itatio
n
s
,
in
clu
d
in
g
a
cr
o
s
s
-
s
ec
tio
n
al
d
esig
n
th
at
lim
its
ca
u
s
al
in
f
er
en
ce
s
ab
o
u
t
th
e
r
elatio
n
s
h
ip
b
etwe
en
ac
ad
em
ic
en
titl
em
en
t
an
d
r
esil
ien
ce
,
a
s
am
p
le
lim
ited
to
m
ale
u
n
d
er
g
r
ad
u
ate
s
tu
d
en
ts
f
r
o
m
o
n
e
u
n
iv
er
s
ity
in
E
g
y
p
t,
an
d
th
e
u
s
e
o
f
s
elf
-
r
ep
o
r
t
m
ea
s
u
r
es,
wh
ich
m
ay
b
e
s
u
b
ject
to
s
o
cial
d
esira
b
ilit
y
b
ias.
Ad
d
itio
n
ally
,
th
e
s
tu
d
y
s
u
g
g
ests
ex
p
lo
r
in
g
ad
d
itio
n
al
f
ac
to
r
s
s
u
ch
as
p
er
s
o
n
ality
tr
aits
,
f
am
ily
b
ac
k
g
r
o
u
n
d
,
an
d
ac
ad
em
ic
ex
p
er
ien
ce
s
to
d
ev
elo
p
a
m
o
r
e
co
m
p
r
eh
en
s
iv
e
u
n
d
er
s
tan
d
in
g
o
f
th
e
d
eter
m
in
an
ts
o
f
ac
ad
em
ic
en
titl
em
en
t a
n
d
r
esil
ien
ce
in
h
ig
h
er
ed
u
ca
tio
n
s
ettin
g
s
.
Fu
tu
r
e
r
esear
ch
s
h
o
u
ld
u
s
e
d
iv
er
s
e
m
eth
o
d
o
lo
g
ies
to
u
n
d
er
s
tan
d
th
e
r
elatio
n
s
h
ip
b
etwe
en
ac
ad
em
ic
en
titl
em
en
t
an
d
r
esil
ien
ce
.
L
o
n
g
itu
d
in
al
s
tu
d
ies
ca
n
tr
ac
k
th
e
d
ev
elo
p
m
en
t
o
f
en
titl
em
en
t
an
d
r
esil
ien
ce
o
v
er
tim
e,
wh
ile
m
ix
ed
-
m
eth
o
d
s
ap
p
r
o
ac
h
es
ca
n
p
r
o
v
id
e
d
ee
p
er
in
s
ig
h
ts
.
Per
s
o
n
ality
tr
aits
lik
e
th
e
B
ig
Fiv
e
o
r
n
ar
ciss
is
m
co
u
ld
p
r
o
v
id
e
a
n
u
an
ce
d
u
n
d
er
s
tan
d
in
g
o
f
in
d
iv
id
u
al
d
if
f
er
en
ce
s
.
Fam
ily
b
ac
k
g
r
o
u
n
d
f
ac
to
r
s
,
s
u
ch
as
p
ar
en
tin
g
s
ty
les
an
d
s
o
cio
ec
o
n
o
m
ic
s
tatu
s
,
s
h
o
u
ld
also
b
e
ex
am
in
ed
.
Me
d
iatin
g
v
ar
iab
les
lik
e
co
p
in
g
s
tr
ateg
ies
an
d
ac
ad
em
ic
s
elf
-
ef
f
icac
y
co
u
ld
b
e
ex
p
lo
r
ed
.
I
n
ter
v
en
tio
n
s
tu
d
ies to
r
ed
u
ce
en
titl
em
en
t o
r
en
h
an
ce
r
esil
ien
ce
co
u
ld
tr
an
s
late
f
in
d
in
g
s
in
to
p
r
ac
tical
ed
u
ca
tio
n
al
s
ettin
g
s
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t
J
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v
al
&
R
es E
d
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c
I
SS
N:
2252
-
8
8
2
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a
vig
a
tin
g
a
d
ve
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s
ity:
th
e
r
ela
tio
n
s
h
ip
b
etw
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n
a
ca
d
emic
en
titl
eme
n
t a
n
d
…
(
Ma
h
mo
u
d
E
l
s
a
id
B
a
d
a
w
y
)
3047
5.
CO
NCLU
SI
O
N
T
h
is
s
tu
d
y
p
r
o
v
id
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v
alu
ab
le
in
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ig
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ts
in
to
th
e
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elatio
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s
h
ip
b
etwe
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ac
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em
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en
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em
en
t
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d
p
s
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ch
o
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ical
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esil
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ce
am
o
n
g
u
n
d
er
g
r
ad
u
ate
s
tu
d
en
ts
at
Al
-
Azh
ar
Un
iv
er
s
ity
in
E
g
y
p
t.
T
h
e
f
in
d
in
g
s
r
ev
ea
l
a
s
ig
n
if
ican
t
n
eg
ativ
e
co
r
r
elatio
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b
etwe
en
ac
ad
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ic
en
titl
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en
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C
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All
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DATA AV
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Evaluation Warning : The document was created with Spire.PDF for Python.
I
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3048
RE
F
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R
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NC
E
S
[
1
]
A
.
L.
B
a
r
t
o
n
a
n
d
J
.
K
.
H
i
r
sch
,
“
P
e
r
mi
ssi
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p
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me
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s:
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me
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,
”
J
o
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Am
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1
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.
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.
[
2
]
P
.
J.
J
o
r
d
a
n
,
S
.
R
a
m
sa
y
,
a
n
d
K
.
M
.
W
e
st
e
r
l
a
k
e
n
,
“
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f
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l
e
me
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t
,
”
O
r
g
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za
t
i
o
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a
l
Ps
y
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h
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g
y
Re
v
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w
,
v
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l
.
7
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p
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.
1
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–
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4
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y
2
0
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7
,
d
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0
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1
1
7
7
/
2
0
4
1
3
8
6
6
1
6
6
4
7
1
2
1
.
[
3
]
D
.
L.
Ja
c
k
s
o
n
,
M
.
P
.
F
r
e
y
,
C
.
M
c
Le
l
l
a
n
,
C
.
M
.
R
a
u
t
i
,
P
.
B
.
L
a
m
b
o
r
n
,
a
n
d
J.
A
.
S
i
n
g
l
e
t
o
n
-
Ja
c
k
s
o
n
,
“
I
d
e
s
e
r
v
e
m
o
r
e
A
’
s
:
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r
e
p
o
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t
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d
e
v
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p
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mi
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.
[
4
]
A
.
K
e
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r
,
“
A
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mi
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[
5
]
L.
Ji
a
n
g
,
T.
M
.
Tr
i
p
p
,
a
n
d
P
.
Y
.
H
o
n
g
,
“
C
o
l
l
e
g
e
i
n
st
r
u
c
t
i
o
n
i
s
n
o
t
so
st
r
e
s
s
f
r
e
e
a
f
t
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r
a
l
l
:
a
q
u
a
l
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a
t
i
v
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a
n
d
q
u
a
n
t
i
t
a
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s
t
u
d
y
o
f
a
c
a
d
e
m
i
c
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n
t
i
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l
e
m
e
n
t
,
u
n
c
i
v
i
l
b
e
h
a
v
i
o
r
s,
a
n
d
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n
s
t
r
u
c
t
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s
t
r
a
i
n
a
n
d
b
u
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t
,
”
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t
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a
n
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,
v
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l
.
3
3
,
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o
.
5
,
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p
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5
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–
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,
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c
.
2
0
1
7
,
d
o
i
:
1
0
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1
0
0
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/
smi
.
2
7
4
2
.
[
6
]
K
.
L.
F
l
e
t
c
h
e
r
,
E
.
E.
P
i
e
r
s
o
n
,
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.
L.
S.
N
e
u
me
i
st
e
r
,
a
n
d
W
.
H
.
F
i
n
c
h
,
“
O
v
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r
p
a
r
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n
t
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a
n
d
p
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f
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st
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a
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me
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y
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a
d
u
l
t
s,
”
J
o
u
r
n
a
l
o
f
C
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l
d
a
n
d
Fa
m
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l
y
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s
,
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6
-
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9
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6
6
3
-
7.
[
7
]
M
.
E.
F
r
o
mu
t
h
,
J.
E.
B
a
ss
,
D
.
B
.
K
e
l
l
y
,
T.
L.
D
a
v
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s,
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d
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.
L.
C
h
a
n
,
“
A
c
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mi
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t
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t
:
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t
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[
3
3
]
D
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[
3
4
]
B
.
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N
.
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.
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[
3
5
]
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b
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2
.
[
3
6
]
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.
B
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n
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6.
[
3
7
]
D
.
J.
F
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,
L
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.
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[
3
8
]
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.
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.
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d
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1
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[
3
9
]
C.
G.
T
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,
A
.
N.
M
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s
,
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G.
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To
l
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o
,
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Pr
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[
4
0
]
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.
A
.
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n
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p
p
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M
.
M
.
K
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p
,
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A
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Psy
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[
4
1
]
M
.
A
.
N
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t
-
A
l
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,
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[
4
2
]
D
.
T.
W
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,
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.
A
.
W
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.
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B
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J
.
M
.
B
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,
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A
c
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m
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sc
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,
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c
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Re
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,
v
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l
.
4
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6
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p
p
.
4
4
1
–
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5
0
,
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0
1
4
.
[
4
3
]
K
.
M
.
C
o
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o
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J.
R
.
T
.
D
a
v
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d
so
n
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“
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e
v
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p
me
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w
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:
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C
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(
C
D
-
R
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C
)
,
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e
p
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d
A
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,
v
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l
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1
1
3
.
[
4
4
]
M
.
S
.
Ed
w
a
r
d
s
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n
d
N
.
M
.
A
sh
k
a
n
a
sy
,
“
Em
o
t
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d
f
a
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c
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d
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mi
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:
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mal
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t
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o
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a
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Ma
n
a
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& O
rg
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v
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l
.
2
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:
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/
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m
o
.
2
0
1
8
.
2
0
.
[
4
5
]
A
.
C
.
S
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n
k
,
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.
L
.
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n
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S
.
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y
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R
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se
n
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B
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b
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m
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e
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Ac
a
d
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Ma
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t
Re
v
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v
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l
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4
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2
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m
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tallah
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2
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2
6
@a
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.
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