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A mix
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thods
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o
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ential
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eracy
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Ya
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Sep
20
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2
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May
14
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2
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Th
is
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x
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d
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o
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fin
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e
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g
a
m
o
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g
C
h
in
e
se
u
n
iv
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rsity
st
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ts.
I
n
re
sp
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to
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e
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n
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d
e
m
a
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d
f
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ti
c
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l
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ial
sk
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ls i
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C
h
i
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a
,
wh
e
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trad
it
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a
l
f
in
a
n
c
ial
e
d
u
c
a
ti
o
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o
ften
f
o
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u
se
s
o
n
th
e
o
r
y
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a
m
i
x
e
d
-
m
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d
s
a
p
p
ro
a
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h
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h
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se
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ti
a
l
e
x
p
l
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a
to
ry
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e
sig
n
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s
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se
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.
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h
e
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e
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m
e
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tal
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e
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o
d
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i
n
v
o
lv
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g
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p
e
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tal
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p
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ti
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p
(CG
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fo
ll
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g
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it
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e
a
c
h
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6
0
st
u
d
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ts
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c
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it
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d
th
r
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p
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r
p
o
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e
sa
m
p
li
n
g
.
Da
ta
o
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fin
a
n
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ial
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tera
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ll
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e
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g
we
re
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o
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ted
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a
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d
p
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in
ter
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n
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ires
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h
ts,
q
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terv
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c
ted
with
n
i
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st
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ts
u
si
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g
v
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tary
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m
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li
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h
e
q
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a
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o
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t
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d
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h
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fi
n
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ial
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a
n
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it
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d
fi
n
a
n
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ial
we
ll
b
e
in
g
(se
c
u
rit
y
,
re
sili
e
n
c
e
,
c
o
n
tro
l
,
a
n
d
fre
e
d
o
m
o
f
c
h
o
ice
).
Q
u
a
li
tativ
e
fin
d
in
g
s
re
in
fo
rc
e
d
th
e
se
re
su
lt
s,
re
v
e
a
li
n
g
t
h
e
m
e
s
su
c
h
a
s
th
e
p
ra
c
ti
c
a
l
a
p
p
li
c
a
ti
o
n
o
f
f
in
a
n
c
ial
k
n
o
wle
d
g
e
,
in
c
re
a
se
d
c
o
n
fid
e
n
c
e
,
h
i
g
h
e
r
e
n
g
a
g
e
m
e
n
t,
a
n
d
t
h
e
re
lev
a
n
c
e
o
f
les
so
n
s
to
r
e
a
l
-
wo
rld
fin
a
n
c
ial
c
h
a
ll
e
n
g
e
s.
O
v
e
ra
ll
,
t
h
e
stu
d
y
u
n
d
e
rsc
o
re
s
t
h
e
imp
o
rtan
c
e
o
f
in
c
o
rp
o
ra
ti
n
g
e
x
p
e
rien
ti
a
l
lea
rn
i
n
g
i
n
to
fin
a
n
c
ial
e
d
u
c
a
ti
o
n
to
b
o
o
st
li
tera
c
y
a
n
d
we
ll
b
e
i
n
g
,
p
r
o
v
id
i
n
g
v
a
lu
a
b
le
in
si
g
h
ts
fo
r
re
g
io
n
s
wh
e
re
p
ra
c
ti
c
a
l
fin
a
n
c
ial
e
d
u
c
a
ti
o
n
is sti
ll
e
v
o
l
v
i
n
g
.
K
ey
w
o
r
d
s
:
Fin
an
cial
ed
u
ca
tio
n
Fin
an
cial
liter
ac
y
Fin
an
cial
wellb
ein
g
Hig
h
er
ed
u
ca
tio
n
Un
iv
er
s
ity
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
o
r
:
Yan
i Z
h
o
u
Facu
lty
o
f
E
d
u
ca
tio
n
,
U
n
iv
er
s
iti Ke
b
an
g
s
aa
n
Ma
lay
s
ia
B
an
g
i,
Selan
g
o
r
,
Ma
lay
s
ia
E
m
ail:
p
1
1
5
7
7
8
@
s
is
wa.
u
k
m
.
e
d
u
.
m
y
1.
I
NT
RO
D
UCT
I
O
N
I
n
to
d
a
y
’
s
in
cr
ea
s
in
g
ly
co
m
p
lex
f
in
an
cial
lan
d
s
ca
p
e,
th
e
n
e
ed
f
o
r
f
in
an
cial
liter
ac
y
h
as
n
ev
er
b
ee
n
m
o
r
e
cr
itical,
p
ar
ticu
lar
ly
a
m
o
n
g
u
n
iv
e
r
s
ity
s
tu
d
en
ts
w
h
o
ar
e
o
n
th
e
cu
s
p
o
f
m
an
ag
in
g
th
ei
r
f
in
a
n
ce
s
in
d
ep
en
d
en
tly
.
Fin
an
cial
liter
ac
y
,
wh
ich
r
ef
e
r
s
to
a
n
i
n
d
iv
id
u
al’
s
ab
ilit
y
to
u
n
d
er
s
tan
d
an
d
ef
f
ec
tiv
ely
u
s
e
v
ar
io
u
s
f
in
an
cial
s
k
ills
,
in
clu
d
in
g
b
u
d
g
etin
g
,
s
av
in
g
,
an
d
in
v
esti
n
g
,
is
es
s
en
tial
f
o
r
m
ak
in
g
in
f
o
r
m
e
d
f
in
an
cial
d
ec
is
io
n
s
[
1
]
.
E
q
u
ally
im
p
o
r
tan
t
is
f
in
an
cial
wellb
ein
g
,
wh
ic
h
en
co
m
p
ass
es
an
in
d
iv
id
u
al’
s
s
en
s
e
o
f
s
ec
u
r
ity
an
d
f
r
ee
d
o
m
wh
en
m
an
a
g
in
g
th
eir
f
in
an
cial
r
eso
u
r
ce
s
,
as
well
as
th
eir
ab
ilit
y
to
m
ee
t
cu
r
r
en
t
f
in
an
cial
o
b
lig
atio
n
s
an
d
f
ee
l
co
n
f
id
en
t
ab
o
u
t
th
eir
f
in
an
cial
f
u
tu
r
e
[
2
]
,
[
3
]
.
As
f
in
an
cial
ch
alle
n
g
es
b
ec
o
m
e
m
o
r
e
p
r
o
m
in
e
n
t,
p
ar
ticu
lar
l
y
am
o
n
g
y
o
u
n
g
er
p
o
p
u
latio
n
s
[
4
]
,
th
e
r
o
le
o
f
f
in
an
cial
ed
u
ca
tio
n
in
s
h
ap
in
g
b
o
t
h
liter
ac
y
an
d
wellb
ein
g
h
as g
ai
n
ed
s
ig
n
if
ican
t a
tten
tio
n
.
Fin
an
cial
liter
ac
y
,
s
p
ec
if
ically
,
en
co
m
p
ass
es
th
r
ee
k
ey
co
m
p
o
n
en
ts
:
f
in
an
cial
k
n
o
wled
g
e,
wh
ich
is
th
e
u
n
d
e
r
s
tan
d
in
g
o
f
b
asic
f
in
an
cial
co
n
ce
p
ts
s
u
ch
as
s
av
in
g
s
,
in
v
estme
n
ts
,
b
u
d
g
etin
g
,
an
d
in
ter
est
r
ates;
Evaluation Warning : The document was created with Spire.PDF for Python.
I
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J
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&
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N:
2252
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8
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2
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A
mixe
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meth
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s
s
tu
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o
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th
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imp
a
ct
o
f e
xp
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tia
l fin
a
n
cia
l e
d
u
ca
tio
n
o
n
C
h
in
ese
s
tu
d
en
ts
’
… (
Ya
n
i Zh
o
u
)
2879
f
in
an
cial
attitu
d
e,
wh
ich
r
ef
lec
ts
an
in
d
i
v
id
u
al’
s
m
i
n
d
s
et,
co
n
f
id
en
ce
,
an
d
o
u
tlo
o
k
to
war
d
m
an
ag
in
g
f
in
a
n
ce
s
,
in
clu
d
in
g
th
eir
a
p
p
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o
ac
h
to
s
av
in
g
,
s
p
en
d
i
n
g
,
an
d
f
in
an
cial
p
lan
n
in
g
;
an
d
f
in
an
cial
b
e
h
av
io
r
,
wh
ich
in
v
o
l
v
es
th
e
ac
tu
al
f
in
an
cial
ac
tio
n
s
a
n
d
d
ec
is
io
n
s
in
d
iv
id
u
als
tak
e,
s
u
ch
as
b
u
d
g
etin
g
,
s
av
in
g
r
eg
u
lar
ly
,
m
a
n
ag
in
g
d
eb
t,
an
d
m
a
k
in
g
i
n
f
o
r
m
ed
i
n
v
estme
n
t
ch
o
ices
[
5
]
,
[
6
]
.
O
n
th
e
o
t
h
er
h
an
d
,
f
in
a
n
cial
wellb
ein
g
is
ty
p
ically
ass
es
s
ed
th
r
o
u
g
h
f
o
u
r
k
ey
d
i
m
en
s
io
n
s
:
i)
f
in
an
cial
s
ec
u
r
ity
(
an
in
d
iv
i
d
u
al’
s
ab
ilit
y
to
m
ee
t
th
eir
cu
r
r
en
t
f
in
an
cial
o
b
lig
atio
n
s
an
d
f
ee
l
co
n
f
id
en
t
th
at
t
h
ey
ca
n
s
u
s
tain
th
eir
s
tan
d
ar
d
o
f
liv
in
g
)
;
ii)
f
in
an
cial
r
esil
ien
ce
(
a
p
er
s
o
n
’
s
ca
p
ac
ity
to
r
ec
o
v
e
r
f
r
o
m
f
in
an
cial
s
etb
ac
k
s
o
r
c
o
p
e
with
f
in
a
n
cial
s
h
o
ck
s
)
;
iii)
f
in
an
cial
co
n
tr
o
l
(
th
e
ex
ten
t
to
wh
ic
h
an
in
d
iv
i
d
u
al
f
ee
ls
in
co
m
m
a
n
d
o
f
th
ei
r
f
in
an
cial
s
itu
atio
n
)
;
an
d
iv
)
f
in
an
cial
f
r
ee
d
o
m
o
f
ch
o
ice
(
an
i
n
d
iv
id
u
al’
s
ab
ilit
y
to
m
ak
e
life
d
ec
is
io
n
s
)
[
3
]
.
Fin
an
cial
liter
ac
y
an
d
wellb
ein
g
p
lay
a
cr
u
cial
r
o
le
in
in
d
iv
id
u
als’
ab
ilit
y
to
m
a
n
ag
e
p
er
s
o
n
al
f
in
an
ce
s
,
m
a
k
e
in
f
o
r
m
e
d
d
ec
is
io
n
s
,
an
d
ac
h
iev
e
f
in
an
cial
wellb
ein
g
.
Ho
wev
er
,
tr
a
d
itio
n
al
ap
p
r
o
ac
h
es
to
f
in
an
cial
ed
u
ca
tio
n
o
f
te
n
f
o
cu
s
o
n
th
eo
r
etica
l
k
n
o
wled
g
e,
n
eg
lectin
g
th
e
p
r
ac
tical
a
p
p
licatio
n
o
f
th
ese
co
n
ce
p
ts
[6
]
,
[
7]
.
T
h
is
h
as
led
to
s
tu
d
en
ts
’
lim
ited
f
in
a
n
cial
liter
ac
y
an
d
wellb
ein
g
in
v
a
r
io
u
s
co
n
tex
ts
o
f
th
e
wo
r
ld
[
8
]
,
s
u
c
h
as
C
h
in
a
[7
]
,
[
9]
.
I
n
r
esp
o
n
s
e
to
th
is
lim
itatio
n
,
ex
p
er
ien
tial
f
in
a
n
cial
ed
u
ca
tio
n
h
as
em
er
g
ed
as
a
m
o
r
e
ef
f
ec
tiv
e
m
eth
o
d
f
o
r
f
o
s
ter
in
g
b
o
th
f
in
an
cial
l
iter
ac
y
an
d
wellb
ein
g
.
T
h
is
ap
p
r
o
ac
h
in
teg
r
ates
h
an
d
s
-
o
n
lear
n
in
g
ex
p
e
r
ien
ce
s
,
allo
win
g
s
tu
d
en
ts
to
en
g
a
g
e
in
r
ea
l
-
wo
r
ld
f
in
an
cial
task
s
an
d
ap
p
l
y
f
in
a
n
cial
co
n
ce
p
ts
in
m
ea
n
in
g
f
u
l
way
s
[
1
0
]
,
[
11]
.
T
h
e
f
o
u
n
d
atio
n
o
f
ex
p
er
ie
n
tial
f
in
an
cial
ed
u
ca
tio
n
is
r
o
o
ted
in
Ko
lb
[
1
2
]
e
x
p
er
ie
n
tial
lear
n
in
g
th
eo
r
y
,
wh
ich
p
o
s
its
th
at
k
n
o
wled
g
e
is
cr
ea
ted
th
r
o
u
g
h
th
e
tr
an
s
f
o
r
m
atio
n
o
f
ex
p
er
ien
ce
.
Ko
lb
[
1
2
]
m
o
d
el
em
p
h
asizes
ac
tiv
e
p
ar
ticip
ati
o
n
an
d
r
ef
lectio
n
,
s
u
g
g
esti
n
g
th
at
s
tu
d
en
ts
lear
n
m
o
r
e
ef
f
ec
tiv
ely
w
h
en
th
ey
a
r
e
en
g
ag
e
d
in
task
s
th
at
r
eq
u
ir
e
th
em
to
ap
p
ly
t
h
eo
r
etica
l
k
n
o
wled
g
e.
I
n
th
e
co
n
tex
t
o
f
f
i
n
an
cial
ed
u
ca
tio
n
,
th
is
co
n
tr
asts
s
h
ar
p
ly
with
t
r
ad
itio
n
al
lectu
r
e
-
b
ased
m
et
h
o
d
s
wh
er
e
s
tu
d
en
ts
p
ass
iv
ely
ab
s
o
r
b
i
n
f
o
r
m
atio
n
.
E
x
p
er
ie
n
tial
lear
n
in
g
in
f
i
n
a
n
ce
en
co
u
r
ag
es
s
tu
d
e
n
ts
to
ac
tiv
ely
p
ar
ticip
ate
in
f
in
an
cial
s
im
u
latio
n
s
,
b
u
d
g
et
in
g
ex
er
cises
,
an
d
in
v
estme
n
t
d
ec
is
io
n
-
m
ak
in
g
p
r
o
ce
s
s
es,
h
elp
in
g
th
em
to
in
ter
n
alize
f
in
an
cial
co
n
ce
p
ts
m
o
r
e
ef
f
ec
tiv
el
y
[
1
3
]
,
[
14]
.
An
o
th
er
th
eo
r
etica
l
u
n
d
er
p
in
n
in
g
o
f
ex
p
e
r
ien
tial
f
in
an
ci
al
ed
u
ca
tio
n
is
co
n
s
tr
u
ctiv
is
m
,
wh
ich
em
p
h
asizes
th
at
lear
n
er
s
co
n
s
tr
u
ct
k
n
o
wled
g
e
th
r
o
u
g
h
ac
t
iv
e
en
g
a
g
em
en
t
with
p
r
o
b
lem
s
an
d
task
s
[
1
5
]
.
I
n
f
in
an
cial
e
d
u
ca
tio
n
,
th
is
m
ea
n
s
th
at
s
tu
d
en
ts
s
h
o
u
ld
b
e
e
x
p
o
s
ed
to
r
ea
l
-
wo
r
ld
f
in
an
cial
ch
allen
g
es
s
u
ch
as
m
an
ag
in
g
b
u
d
g
ets,
ev
alu
atin
g
in
v
estme
n
t
o
p
p
o
r
tu
n
ities
,
o
r
p
lan
n
in
g
f
o
r
lo
n
g
-
te
r
m
f
in
an
cia
l
g
o
als
[
1
6
]
.
T
h
ese
h
an
d
s
-
o
n
ex
p
e
r
ien
ce
s
en
ab
le
s
tu
d
en
ts
to
ap
p
ly
th
eo
r
etica
l
k
n
o
wled
g
e
in
p
r
ac
tical
s
itu
atio
n
s
,
f
o
s
ter
in
g
b
o
t
h
f
in
an
cial
liter
ac
y
an
d
co
n
f
id
e
n
ce
in
f
in
an
cial
d
ec
is
io
n
-
m
a
k
in
g
.
E
x
p
er
ien
tial
f
in
an
cial
ed
u
ca
tio
n
also
alig
n
s
with
s
elf
-
d
eter
m
in
atio
n
th
e
o
r
y
,
as
p
r
o
p
o
s
ed
b
y
Dec
i
an
d
R
y
an
[
1
7
]
.
T
h
is
th
e
o
r
y
s
u
g
g
ests
th
at
in
d
iv
id
u
als
ar
e
m
o
tiv
ated
to
lear
n
wh
en
th
e
y
h
av
e
au
to
n
o
m
y
,
co
m
p
eten
ce
,
an
d
a
s
en
s
e
o
f
r
elate
d
n
ess
in
th
eir
lear
n
in
g
p
r
o
ce
s
s
.
I
n
f
in
an
cial
ed
u
ca
tio
n
,
p
r
o
g
r
am
s
th
at
o
f
f
er
s
tu
d
en
ts
au
to
n
o
m
y
in
d
ec
is
io
n
-
m
ak
in
g
—
s
u
ch
as
m
an
ag
in
g
a
b
u
d
g
et
o
r
m
ak
in
g
in
v
estme
n
t
ch
o
ices
—
ar
e
m
o
r
e
lik
ely
to
en
g
a
g
e
s
tu
d
en
ts
an
d
im
p
r
o
v
e
th
ei
r
f
in
an
cial
s
k
ills
[
1
8
]
.
E
m
p
ir
ica
l
ev
id
en
ce
s
u
p
p
o
r
ts
th
is
,
with
s
tu
d
ies
s
h
o
win
g
th
at
s
tu
d
en
ts
wh
o
p
ar
ticip
ate
in
ex
p
er
ien
tial
f
in
a
n
cial
ed
u
ca
ti
o
n
p
r
o
g
r
am
s
r
e
p
o
r
t
h
ig
h
er
co
n
f
id
en
ce
lev
els
in
m
an
ag
i
n
g
th
eir
p
e
r
s
o
n
al
f
in
an
ce
s
,
a
cr
itical
f
ac
to
r
in
ac
h
iev
in
g
lo
n
g
-
ter
m
f
in
an
cial
w
ellb
ein
g
[
1
9
]
.
T
h
er
e
is
a
g
r
o
win
g
b
o
d
y
o
f
r
esear
ch
th
at
h
ig
h
lig
h
ts
th
e
ef
f
ec
tiv
en
ess
o
f
ex
p
er
ien
tial
f
in
an
cial
ed
u
ca
tio
n
in
im
p
r
o
v
in
g
f
in
a
n
cial
liter
ac
y
.
Fo
r
ex
am
p
le,
Als
h
ater
an
d
Oth
m
an
[
2
0
]
co
n
d
u
cted
a
s
tu
d
y
co
m
p
ar
in
g
tr
ad
itio
n
al
f
i
n
an
ci
al
ed
u
ca
tio
n
m
eth
o
d
s
with
ex
p
er
ien
tial
lear
n
in
g
ac
tiv
ities
,
s
u
ch
as
in
v
estme
n
t
s
im
u
latio
n
s
an
d
b
u
d
g
etin
g
g
a
m
es.
T
h
e
r
esu
lts
s
h
o
wed
th
at
s
tu
d
en
ts
wh
o
p
ar
ticip
ated
in
e
x
p
er
ien
tial
lear
n
in
g
h
ad
s
ig
n
if
ican
tly
g
r
ea
ter
im
p
r
o
v
em
en
ts
in
f
in
an
cial
k
n
o
wled
g
e,
p
ar
ticu
lar
ly
i
n
ar
ea
s
r
el
ated
to
s
av
in
g
an
d
in
v
esti
n
g
.
T
h
is
s
u
p
p
o
r
ts
th
e
i
d
ea
th
at
h
an
d
s
-
o
n
e
x
p
er
ie
n
ce
s
allo
w
s
tu
d
en
ts
to
en
g
a
g
e
with
th
e
m
ater
ial
m
o
r
e
d
ee
p
ly
,
r
esu
ltin
g
in
b
etter
r
eten
tio
n
o
f
f
in
a
n
cial
co
n
ce
p
ts
.
Similar
ly
,
s
ev
er
al
r
esea
r
ch
er
s
[
2
1
]
,
[
2
2
]
d
em
o
n
s
tr
ated
th
at
c
o
lleg
e
s
tu
d
en
ts
wh
o
p
ar
ticip
ated
i
n
ex
p
er
ien
tial
f
in
an
cial
ed
u
ca
tio
n
wer
e
m
o
r
e
lik
ely
to
m
ak
e
s
o
u
n
d
f
in
a
n
cial
d
ec
is
io
n
s
,
esp
ec
ially
in
ar
ea
s
lik
e
d
eb
t
m
an
ag
e
m
en
t
an
d
u
n
d
er
s
t
an
d
in
g
cr
ed
it.
T
h
e
r
esear
ch
h
ig
h
lig
h
te
d
h
o
w
ac
ti
v
ities
lik
e
m
an
ag
in
g
a
s
im
u
lated
b
u
d
g
et
o
r
m
ak
in
g
in
v
estme
n
t
d
ec
is
io
n
s
in
a
m
o
ck
s
to
c
k
m
a
r
k
et
h
elp
ed
s
tu
d
en
ts
u
n
d
e
r
s
tan
d
t
h
e
co
n
s
eq
u
en
ce
s
o
f
f
in
a
n
cial
d
ec
is
io
n
s
in
wa
y
s
th
at
tr
ad
itio
n
al
in
s
tr
u
ctio
n
co
u
ld
n
o
t.
T
h
ese
f
in
d
in
g
s
s
u
g
g
e
s
t
th
at
ex
p
er
ien
tial
lear
n
in
g
ca
n
o
f
f
er
a
m
o
r
e
co
m
p
r
eh
e
n
s
iv
e
an
d
en
g
a
g
in
g
ap
p
r
o
ac
h
to
f
i
n
an
cial
ed
u
ca
tio
n
.
I
n
ad
d
itio
n
to
its
im
p
ac
t
o
n
f
in
an
cial
liter
ac
y
,
ex
p
er
ien
tial
f
in
an
cial
ed
u
ca
tio
n
h
as
b
ee
n
s
h
o
wn
to
im
p
r
o
v
e
f
in
an
cial
wellb
ein
g
.
E
x
p
er
ien
tial
f
in
a
n
cial
ed
u
ca
ti
o
n
,
b
y
im
m
er
s
in
g
s
tu
d
en
ts
in
r
ea
l
-
wo
r
ld
f
i
n
an
cial
task
s
,
h
elp
s
b
u
ild
th
e
s
k
ills
n
ec
ess
ar
y
f
o
r
lo
n
g
-
ter
m
f
in
a
n
cial
wellb
ein
g
.
L
iu
[
7
]
ex
a
m
in
ed
th
e
im
p
ac
t
o
f
ex
p
er
ien
tial
f
in
an
cial
ed
u
ca
ti
o
n
o
n
f
in
a
n
cial
wellb
ein
g
an
d
f
o
u
n
d
th
at
in
d
iv
id
u
als
wh
o
p
ar
ticip
ated
in
th
ese
p
r
o
g
r
a
m
s
r
ep
o
r
ted
g
r
ea
ter
co
n
f
id
en
ce
in
th
eir
ab
ilit
y
to
m
an
ag
e
th
eir
f
in
an
ce
s
an
d
p
lan
f
o
r
th
eir
f
in
an
cial
f
u
tu
r
es.
Fu
r
th
er
s
u
p
p
o
r
tin
g
t
h
is
co
n
n
ec
tio
n
,
s
ev
er
al
s
tu
d
i
es
[
2
3
]
,
[
2
4
]
f
o
u
n
d
th
at
ex
p
er
ien
tial
f
in
an
cial
ed
u
ca
tio
n
p
o
s
itiv
ely
in
f
lu
en
c
ed
f
in
an
cial
r
esil
ien
ce
b
y
eq
u
ip
p
in
g
p
ar
ticip
an
ts
with
th
e
to
o
ls
to
h
an
d
le
f
in
an
cial
s
h
o
ck
s
.
Par
ticip
an
ts
wh
o
h
a
d
en
g
ag
ed
in
h
an
d
s
-
o
n
f
in
an
cial
p
lan
n
in
g
ac
tiv
ities
wer
e
m
o
r
e
ca
p
ab
le
o
f
m
an
a
g
in
g
f
in
an
cial
em
er
g
e
n
cies
an
d
p
lan
n
in
g
f
o
r
th
e
f
u
t
u
r
e,
a
cr
itical
asp
ec
t
o
f
f
in
an
ci
al
wellb
ein
g
.
T
h
ese
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
2025
:
2
8
7
8
-
2
8
9
0
2880
f
in
d
in
g
s
u
n
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e
r
s
co
r
e
th
e
im
p
o
r
tan
ce
o
f
ex
p
er
ien
tial
lea
r
n
in
g
in
p
r
o
m
o
tin
g
n
o
t
j
u
s
t
f
in
an
cia
l
liter
ac
y
,
b
u
t
also
th
e
lo
n
g
-
te
r
m
f
in
a
n
cial
s
ec
u
r
ity
an
d
wellb
ein
g
o
f
in
d
iv
id
u
als.
Ho
wev
er
,
d
esp
ite
th
e
e
v
id
en
c
e
s
u
p
p
o
r
tin
g
t
h
e
b
e
n
ef
its
o
f
ex
p
er
ien
tial
f
in
a
n
cial
ed
u
ca
tio
n
,
it
r
em
ain
s
an
u
n
d
e
r
-
in
v
esti
g
ated
a
r
ea
,
p
a
r
ticu
lar
ly
in
ce
r
tain
r
eg
io
n
s
an
d
p
o
p
u
latio
n
s
.
W
h
ile
s
tu
d
ies
in
W
ester
n
co
n
tex
ts
h
av
e
s
h
o
wn
th
at
h
an
d
s
-
o
n
,
p
r
ac
tical
ap
p
r
o
ac
h
es
to
f
in
a
n
cial
ed
u
ca
tio
n
ca
n
s
ig
n
if
ica
n
tly
im
p
r
o
v
e
b
o
th
f
in
an
cial
liter
ac
y
an
d
f
in
an
ci
al
wellb
ein
g
[
2
2
]
–
[
2
4
]
,
th
e
r
e
is
a
n
o
tab
le
lack
o
f
c
o
m
p
r
eh
en
s
iv
e
r
esear
ch
ex
p
lo
r
in
g
th
ese
o
u
tco
m
es
in
o
th
er
p
ar
ts
o
f
th
e
wo
r
ld
,
s
u
ch
as
C
h
in
a,
wh
er
e
g
o
v
er
n
m
en
t
p
o
licies
an
d
in
itiativ
es
(
e.
g
.
,
ed
u
ca
tio
n
m
o
d
er
n
izatio
n
2
0
3
5
,
n
atio
n
a
l
m
ed
iu
m
an
d
lo
n
g
-
ter
m
e
d
u
ca
tio
n
r
ef
o
r
m
a
n
d
d
ev
elo
p
m
e
n
t
p
lan
o
u
tli
n
e)
h
a
v
e
s
o
u
g
h
t
t
o
en
h
an
ce
f
in
a
n
ci
al
ed
u
ca
tio
n
[
2
5
]
,
[
2
6
]
.
T
h
e
m
ajo
r
ity
o
f
ex
is
tin
g
r
esear
ch
f
o
cu
s
es
o
n
tr
ad
itio
n
a
l,
lectu
r
e
-
b
ased
f
in
a
n
cial
ed
u
ca
tio
n
[
2
7
]
,
[
2
8
]
,
with
lim
ite
d
atten
tio
n
g
iv
e
n
to
h
o
w
ex
p
e
r
ien
tial le
ar
n
in
g
m
ig
h
t b
r
id
g
e
th
e
g
a
p
b
etwe
en
th
e
o
r
etica
l k
n
o
wled
g
e
an
d
r
ea
l
-
w
o
r
ld
ap
p
licatio
n
.
T
h
is
g
ap
in
th
e
liter
atu
r
e
is
esp
ec
ially
ev
i
d
en
t
i
n
th
e
c
o
n
tex
t
o
f
y
o
u
n
g
er
p
o
p
u
latio
n
s
,
s
u
ch
as
u
n
iv
er
s
ity
s
tu
d
e
n
ts
,
wh
o
a
r
e
a
t
a
cr
itical
s
tag
e
o
f
f
in
a
n
cial
d
ev
elo
p
m
e
n
t.
As
th
ese
in
d
iv
i
d
u
als
tr
an
s
itio
n
in
to
ad
u
lth
o
o
d
,
th
ey
ar
e
r
e
q
u
ir
ed
to
m
ak
e
im
p
o
r
tan
t
f
in
a
n
cia
l
d
ec
is
io
n
s
—
s
u
ch
as
m
an
ag
i
n
g
s
tu
d
en
t
lo
an
s
,
b
u
d
g
etin
g
,
an
d
p
lan
n
in
g
f
o
r
f
u
tu
r
e
ex
p
en
s
es
—
o
f
ten
with
o
u
t
s
u
f
f
icien
t
p
r
ac
tical
ex
p
er
ien
c
e
o
r
g
u
id
an
ce
[
2
9
]
.
I
n
r
esp
o
n
s
e,
C
h
in
ese
u
n
iv
er
s
i
ties
ar
e
b
eg
in
n
in
g
to
in
tr
o
d
u
c
e
f
in
an
cial
ed
u
ca
tio
n
p
r
o
g
r
a
m
s
.
Ho
wev
er
,
m
o
s
t
p
r
o
g
r
a
m
s
ten
d
to
f
o
c
u
s
o
n
im
p
ar
tin
g
th
e
o
r
etica
l
k
n
o
wled
g
e
[
3
0
]
,
[
3
1
]
,
w
h
ich
m
ay
n
o
t
f
u
l
ly
eq
u
ip
s
tu
d
en
ts
to
ap
p
ly
th
ese
co
n
ce
p
ts
in
r
ea
l
-
life
f
in
an
cial
s
itu
atio
n
s
.
C
o
n
s
eq
u
en
tly
,
d
esp
ite
th
eir
im
m
in
en
t
tr
an
s
itio
n
to
f
in
an
cial
in
d
ep
e
n
d
en
ce
,
f
in
an
cial
liter
ac
y
r
ates
am
o
n
g
C
h
in
ese
u
n
iv
er
s
ity
s
tu
d
en
ts
r
em
a
in
alar
m
in
g
ly
lo
w
[
2
7
]
,
[
29]
,
leav
in
g
m
an
y
u
n
p
r
ep
ar
ed
to
h
an
d
le
th
e
f
in
an
ci
al
d
ec
is
io
n
s
th
ey
will
f
ac
e
p
o
s
t
-
g
r
ad
u
atio
n
[
9
]
.
E
x
p
er
ien
tial f
in
an
cial
ed
u
ca
tio
n
,
wh
ich
im
m
er
s
es st
u
d
en
ts
in
r
ea
l
-
life
f
in
an
cial
s
ce
n
ar
io
s
,
c
o
u
ld
p
lay
a
p
i
v
o
tal
r
o
le
in
p
r
e
p
ar
in
g
th
em
f
o
r
th
e
s
e
ch
allen
g
es
b
y
p
r
o
m
o
tin
g
m
o
r
e
ac
tiv
e
en
g
ag
em
en
t
a
n
d
cr
i
tical
th
in
k
in
g
ab
o
u
t
f
in
an
cial
m
atter
s
[
2
0
]
.
M
o
r
eo
v
er
,
wh
ile
th
e
p
o
s
itiv
e
im
p
ac
t
s
o
f
ex
p
er
ien
tial
lear
n
in
g
ar
e
well
-
d
o
cu
m
en
ted
i
n
o
th
er
ed
u
ca
tio
n
al
f
ield
s
,
s
u
ch
as
s
cien
ce
an
d
en
g
in
ee
r
in
g
[
3
2
]
,
[
3
3
]
,
its
ap
p
licatio
n
in
f
in
a
n
cial
ed
u
ca
tio
n
h
as
y
et
to
b
e
f
u
lly
ex
p
lo
r
ed
an
d
q
u
an
tifie
d
[
6
]
,
[
2
2
]
.
R
esear
ch
is
n
ee
d
ed
to
d
eter
m
in
e
h
o
w
d
i
f
f
er
en
t
ex
p
er
ien
tial
m
eth
o
d
s
—
s
u
ch
as
s
im
u
latio
n
s
,
r
o
le
-
p
lay
in
g
,
an
d
in
ter
ac
tiv
e
f
in
an
cial
p
lan
n
i
n
g
to
o
ls
—
af
f
ec
t
d
iv
er
s
e
asp
ec
ts
o
f
f
in
an
cial
liter
ac
y
,
in
clu
d
in
g
f
in
an
cial
k
n
o
wled
g
e,
attitu
d
es,
an
d
b
eh
av
io
r
s
,
an
d
h
o
w
th
ey
co
n
tr
ib
u
te
to
f
in
an
cial
wellb
ein
g
o
u
tco
m
es
lik
e
s
ec
u
r
ity
,
r
esil
ien
ce
,
co
n
t
r
o
l,
an
d
f
r
ee
d
o
m
o
f
ch
o
ice.
As
s
u
ch
,
th
e
p
u
r
p
o
s
e
o
f
th
is
s
tu
d
y
,
u
n
d
er
p
in
n
e
d
b
y
a
m
ix
ed
-
m
eth
o
d
s
ap
p
r
o
ac
h
,
is
to
e
x
p
lo
r
e
th
e
im
p
ac
t
o
f
ex
p
er
ien
tial
f
in
an
c
ial
ed
u
ca
tio
n
o
n
f
in
an
cial
lit
er
ac
y
a
n
d
f
in
an
cial
wellb
ein
g
am
o
n
g
C
h
in
ese
u
n
iv
er
s
ity
s
tu
d
en
ts
.
Sp
ec
if
ical
ly
,
th
e
s
tu
d
y
aim
s
to
in
v
esti
g
ate
h
o
w
ex
p
e
r
ien
tial
lear
n
in
g
en
h
an
ce
s
s
tu
d
en
ts
’
u
n
d
er
s
tan
d
i
n
g
o
f
f
in
an
cial
co
n
ce
p
ts
an
d
im
p
r
o
v
es
th
eir
ab
ilit
y
to
m
an
a
g
e
p
er
s
o
n
al
f
in
an
ce
s
.
T
h
e
r
esear
ch
will
also
ex
p
lo
r
e
s
tu
d
en
ts
’
p
e
r
ce
p
t
io
n
s
o
f
ex
p
e
r
ien
tial
lear
n
in
g
a
s
an
ed
u
ca
tio
n
al
to
o
l,
ass
ess
in
g
its
ef
f
ec
tiv
en
ess
in
f
o
s
ter
in
g
b
o
th
f
in
an
cial
liter
ac
y
an
d
a
s
en
s
e
o
f
f
in
a
n
cial
s
ec
u
r
ity
.
As
s
u
ch
,
th
e
f
o
ll
o
win
g
r
esear
ch
q
u
esti
o
n
s
ar
e
p
r
o
p
o
s
ed
:
-
Do
es e
x
p
er
ien
tial f
in
an
cial
ed
u
ca
tio
n
in
f
lu
en
ce
f
in
a
n
cial
liter
ac
y
an
d
wellb
ein
g
am
o
n
g
C
h
in
ese
u
n
iv
er
s
ity
s
tu
d
en
ts
?
-
Ho
w
d
o
s
tu
d
en
ts
p
er
ce
iv
e
th
e
v
alu
e
o
f
ex
p
er
ien
tial
lear
n
i
n
g
in
im
p
r
o
v
in
g
t
h
eir
f
in
an
ci
al
m
an
ag
em
en
t
s
k
ills
?
T
h
is
r
esear
ch
is
s
ig
n
if
ican
t
b
e
ca
u
s
e
it
h
as
th
e
p
o
ten
tial
to
in
f
o
r
m
th
e
d
ev
el
o
p
m
e
n
t
o
f
m
o
r
e
p
r
ac
tical
an
d
en
g
a
g
in
g
f
in
a
n
cial
ed
u
ca
ti
o
n
p
r
o
g
r
am
s
in
C
h
in
ese
u
n
iv
e
r
s
ities
[
2
9
]
.
B
y
f
o
cu
s
in
g
o
n
e
x
p
er
ien
tial le
ar
n
in
g
,
th
is
s
tu
d
y
ca
n
p
r
o
v
id
e
in
s
ig
h
ts
in
to
h
o
w
u
n
iv
er
s
ities
m
ig
h
t
r
ed
esig
n
th
eir
f
in
an
cial
ed
u
ca
tio
n
cu
r
r
icu
la
t
o
b
etter
p
r
ep
ar
e
s
tu
d
en
ts
f
o
r
r
ea
l
-
wo
r
ld
f
in
an
cial
ch
allen
g
e
s
.
Ultim
ately
,
th
e
f
in
d
in
g
s
f
r
o
m
th
is
s
tu
d
y
ca
n
co
n
tr
ib
u
te
to
a
b
r
o
ad
er
u
n
d
er
s
tan
d
in
g
o
f
h
o
w
ex
p
er
ie
n
tial
lear
n
in
g
ca
n
em
p
o
wer
s
tu
d
en
ts
to
ac
h
iev
e
g
r
ea
ter
f
in
an
cial
liter
ac
y
an
d
wellb
ein
g
,
lay
in
g
th
e
g
r
o
u
n
d
wo
r
k
f
o
r
f
u
tu
r
e
ed
u
ca
tio
n
al
in
n
o
v
atio
n
s
in
f
in
an
cial
m
an
ag
em
en
t.
2.
M
E
T
H
O
D
2
.
1
.
Resea
rc
h
d
esig
n
T
h
e
s
tu
d
y
a
d
o
p
te
d
a
m
i
x
ed
-
m
eth
o
d
s
ap
p
r
o
ac
h
u
n
d
er
p
in
n
ed
b
y
a
s
eq
u
en
tial
ex
p
la
n
ato
r
y
d
e
s
ig
n
.
T
h
is
en
ab
led
a
m
o
r
e
h
o
lis
tic
v
iew
o
f
th
e
r
esear
ch
q
u
esti
o
n
s
[
3
4
]
.
T
h
e
co
m
b
i
n
atio
n
o
f
q
u
an
tita
tiv
e
an
d
q
u
alitativ
e
d
ata
allo
wed
f
o
r
a
co
m
p
r
eh
en
s
iv
e
an
aly
s
is
o
f
n
o
t
o
n
ly
th
e
m
ea
s
u
r
ab
le
im
p
ac
t
o
f
ex
p
er
ien
tial
f
in
a
n
cial
ed
u
ca
tio
n
b
u
t
also
th
e
p
er
s
o
n
al
ex
p
er
ien
ce
s
an
d
p
er
ce
p
tio
n
s
o
f
s
tu
d
en
ts
,
o
f
f
er
in
g
a
well
-
r
o
u
n
d
ed
p
e
r
s
p
ec
tiv
e
o
n
th
e
ef
f
icac
y
o
f
th
is
ed
u
ca
ti
o
n
al
ap
p
r
o
ac
h
i
n
th
e
u
n
iq
u
e
c
o
n
tex
t o
f
C
h
in
ese
u
n
iv
er
s
ity
s
t
u
d
en
ts
.
Sp
ec
if
ically
,
in
th
e
f
ir
s
t
q
u
an
t
itativ
e
p
h
ase,
a
q
u
asi
-
ex
p
er
im
en
tal
in
q
u
ir
y
o
f
m
et
h
o
d
was
co
n
d
u
cte
d
to
ass
ess
th
e
im
p
ac
t o
f
e
x
p
er
ie
n
tial
f
in
an
cial
ed
u
ca
tio
n
o
n
s
t
u
d
en
ts
’
f
in
an
cial
liter
ac
y
an
d
f
in
an
cial
wellb
ein
g
.
T
wo
g
r
o
u
p
s
o
f
u
n
iv
er
s
ity
s
tu
d
en
ts
wer
e
s
elec
ted
:
th
e
ex
p
er
i
m
en
tal
g
r
o
u
p
(
E
G)
p
ar
ticip
ate
d
in
an
ex
p
er
ien
tial
f
in
an
cial
ed
u
ca
tio
n
p
r
o
g
r
am
,
wh
ile
th
e
co
n
tr
o
l
g
r
o
u
p
(
C
G)
r
ec
eiv
ed
tr
ad
itio
n
al,
lect
u
r
e
-
b
ased
f
in
a
n
cial
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
A
mixe
d
-
meth
o
d
s
s
tu
d
y
o
n
th
e
imp
a
ct
o
f e
xp
erien
tia
l fin
a
n
cia
l e
d
u
ca
tio
n
o
n
C
h
in
ese
s
tu
d
en
ts
’
… (
Ya
n
i Zh
o
u
)
2881
ed
u
ca
tio
n
[
3
5
]
.
T
h
e
c
o
u
r
s
e
wa
s
titl
ed
as
“
Fin
an
cial
E
d
u
ca
tio
n
”
,
wh
ich
was
a
p
u
b
lic,
o
p
tio
n
al
co
u
r
s
e
av
ailab
le
to
u
n
d
e
r
g
r
a
d
u
ates.
A
p
r
e
-
test
an
d
p
o
s
t
-
test
d
esig
n
was
em
p
lo
y
ed
to
m
ea
s
u
r
e
c
h
an
g
es
in
f
i
n
an
cial
liter
ac
y
an
d
wellb
ein
g
ac
r
o
s
s
b
o
th
g
r
o
u
p
s
,
u
s
in
g
v
alid
ated
s
ca
les
s
p
e
cif
ically
d
esig
n
ed
f
o
r
th
is
p
o
p
u
latio
n
.
T
h
e
d
ata
co
llected
in
t
h
is
p
h
ase
p
r
o
v
i
d
e
d
s
tatis
tical
in
s
ig
h
ts
in
to
th
e
ef
f
ec
tiv
en
ess
o
f
e
x
p
er
ien
tial
lea
r
n
in
g
in
im
p
r
o
v
in
g
s
tu
d
en
ts
’
f
in
an
cial
k
n
o
wled
g
e
an
d
s
en
s
e
o
f
f
i
n
an
cial
s
ec
u
r
ity
.
I
n
th
e
s
ec
o
n
d
q
u
alitativ
e
p
h
ase,
s
em
i
-
s
tr
u
ctu
r
ed
in
ter
v
iews
wer
e
co
n
d
u
cted
with
a
s
u
b
s
et
o
f
s
tu
d
e
n
ts
f
r
o
m
th
e
E
G
to
e
x
p
lo
r
e
th
eir
p
er
ce
p
tio
n
s
an
d
ex
p
er
ien
ce
s
with
th
e
ex
p
e
r
ien
tial
f
in
an
cial
ed
u
ca
tio
n
p
r
o
g
r
am
.
T
h
e
in
ter
v
iews
wer
e
aim
ed
at
g
ain
in
g
a
d
ee
p
er
u
n
d
e
r
s
tan
d
in
g
o
f
h
o
w
s
tu
d
en
ts
ap
p
lied
f
in
an
cial
co
n
ce
p
ts
lear
n
ed
th
r
o
u
g
h
h
a
n
d
s
-
o
n
ac
tiv
ities
an
d
h
o
w
th
ese
ex
p
er
ien
ce
s
in
f
lu
en
ce
d
th
eir
f
in
an
cial
b
eh
av
io
r
s
an
d
attitu
d
es
[
3
5
]
.
T
h
e
q
u
alitativ
e
d
ata
wer
e
th
en
an
aly
ze
d
th
em
atica
lly
,
allo
win
g
f
o
r
a
r
ich
er
i
n
ter
p
r
etatio
n
o
f
t
h
e
q
u
an
titativ
e
f
in
d
i
n
g
s
an
d
p
r
o
v
id
in
g
n
u
an
ce
d
i
n
s
ig
h
ts
in
to
th
e
r
o
le
o
f
ex
p
er
ie
n
tial le
ar
n
in
g
.
2
.
2
.
P
a
rt
icipa
nts
T
h
e
s
tu
d
y
was
co
n
d
u
cted
in
a
p
ar
ticu
lar
co
m
p
r
eh
e
n
s
iv
e
u
n
iv
er
s
ity
in
C
h
in
a,
lo
ca
ted
in
a
city
wh
er
ein
th
e
lo
ca
l
ec
o
n
o
m
y
is
r
ap
id
ly
d
e
v
elo
p
in
g
,
an
d
s
tu
d
en
ts
f
ac
e
in
cr
ea
s
in
g
f
in
an
cial
r
esp
o
n
s
ib
ilit
ies
an
d
o
p
p
o
r
tu
n
ities
.
T
h
e
p
ar
ticip
an
ts
wer
e
u
n
d
er
g
r
ad
u
ate
s
tu
d
e
n
ts
f
r
o
m
t
h
is
u
n
iv
er
s
ity
wh
o
wer
e
en
r
o
lled
in
v
ar
io
u
s
d
is
cip
lin
es,
r
ef
lectin
g
a
d
i
v
er
s
e
r
an
g
e
o
f
ac
a
d
em
ic
b
ac
k
g
r
o
u
n
d
s
.
T
h
e
u
n
iv
er
s
ity
was
ch
o
s
en
f
o
r
its
r
ep
r
esen
tativ
e
s
tu
d
en
t
p
o
p
u
lat
io
n
,
wh
ich
in
cl
u
d
es
a
m
ix
o
f
s
tu
d
en
ts
f
r
o
m
u
r
b
an
a
n
d
r
u
r
al
ar
ea
s
,
p
r
o
v
i
d
in
g
a
b
r
o
ad
p
er
s
p
ec
tiv
e
o
n
f
in
a
n
cial
liter
ac
y
an
d
wellb
ein
g
am
o
n
g
C
h
in
ese
u
n
iv
er
s
ity
s
tu
d
en
ts
.
I
n
th
e
q
u
an
titativ
e
s
tu
d
y
,
p
ar
ticip
an
ts
wer
e
r
ec
r
u
ited
u
s
in
g
p
u
r
p
o
s
iv
e
s
am
p
lin
g
to
en
s
u
r
e
a
well
-
d
ef
in
ed
an
d
r
elev
a
n
t
s
am
p
le
f
o
r
ev
alu
atin
g
th
e
im
p
ac
t o
f
ex
p
er
ien
tial
f
in
an
cial
ed
u
ca
tio
n
.
T
h
is
s
am
p
lin
g
s
tr
ateg
y
en
ab
led
a
t
h
o
r
o
u
g
h
e
x
am
in
atio
n
o
f
h
o
w
e
x
p
er
ie
n
tial
f
in
an
cial
e
d
u
ca
tio
n
im
p
ac
t
s
f
in
an
cial
liter
ac
y
an
d
wellb
ein
g
am
o
n
g
C
h
in
ese
u
n
iv
er
s
ity
s
tu
d
e
n
ts
[
3
6
]
.
T
h
e
s
elec
tio
n
cr
iter
ia
wer
e:
i
)
p
a
r
ticip
an
ts
h
ad
to
b
e
f
u
ll
-
tim
e
u
n
d
er
g
r
ad
u
ate
s
tu
d
e
n
ts
with
n
o
p
r
io
r
f
o
r
m
al
f
in
a
n
cial
ed
u
ca
tio
n
,
e
n
s
u
r
in
g
th
at
th
eir
e
n
g
ag
e
m
en
t
with
f
in
an
cial
co
n
ce
p
ts
in
th
is
s
tu
d
y
r
e
p
r
esen
ted
th
eir
f
ir
s
t
s
tr
u
ctu
r
ed
e
x
p
o
s
u
r
e;
ii
)
s
tu
d
en
ts
m
ajo
r
in
g
in
f
in
an
ce
,
b
u
s
in
ess
,
o
r
r
elate
d
f
ield
s
wer
e
ex
cl
u
d
ed
to
elim
in
ate
an
y
p
r
e
-
ex
is
tin
g
f
in
an
ci
al
k
n
o
wled
g
e
t
h
at
m
ig
h
t
s
k
ew
th
e
s
tu
d
y
’
s
o
u
tco
m
es;
an
d
iii
)
p
ar
ticip
an
ts
h
a
d
to
b
e
in
th
ei
r
s
ec
o
n
d
o
r
th
ir
d
y
ea
r
o
f
s
tu
d
y
,
as
s
tu
d
en
ts
at
th
is
s
tag
e
ar
e
m
o
r
e
lik
ely
t
o
h
av
e
tak
en
o
n
p
e
r
s
o
n
al
f
i
n
an
cial
r
esp
o
n
s
ib
ilit
ies,
s
u
ch
as
m
an
a
g
in
g
liv
in
g
ex
p
e
n
s
es,
s
tu
d
en
t
lo
an
s
,
o
r
in
co
m
e
f
r
o
m
p
ar
t
-
tim
e
w
o
r
k
,
m
a
k
in
g
th
e
m
id
ea
l
f
o
r
ass
ess
in
g
th
e
p
r
ac
tical
ap
p
licatio
n
o
f
f
i
n
an
cial
ed
u
c
atio
n
.
B
ased
o
n
th
ese
cr
iter
i
a,
two
class
es
wer
e
s
elec
ted
f
o
r
th
e
s
tu
d
y
,
a
n
d
in
f
o
r
m
e
d
co
n
s
en
t
was
o
b
tain
e
d
f
r
o
m
all
p
ar
ticip
an
ts
.
On
e
cl
ass
was
r
an
d
o
m
ly
ass
ig
n
ed
as th
e
E
G
(
N=
6
0
)
a
n
d
th
e
o
th
er
as
th
e
C
G
(
N=
6
0
)
.
T
h
e
s
am
p
le
s
ize
wa
s
d
ee
m
ed
s
u
f
f
icien
t
f
o
r
in
ter
v
en
tio
n
s
tu
d
ies
[
3
5
]
,
p
r
o
v
id
in
g
en
o
u
g
h
s
tatis
tical
p
o
wer
to
d
et
ec
t sig
n
if
ican
t d
if
f
er
e
n
ce
s
b
et
wee
n
th
e
E
G
an
d
th
e
C
G.
Par
ticip
an
ts
in
th
e
E
G
e
n
g
ag
ed
in
in
ter
ac
tiv
e
f
in
an
cial
ed
u
ca
tio
n
ac
tiv
ities
d
esig
n
e
d
t
o
s
im
u
late
r
ea
l
-
life
f
in
an
cial
d
ec
is
io
n
-
m
ak
in
g
,
in
clu
d
in
g
b
u
d
g
etin
g
e
x
er
cises
,
in
v
estme
n
t
s
im
u
lati
o
n
s
,
an
d
p
r
ac
tical
m
o
n
ey
m
an
a
g
em
en
t
task
s
.
I
n
co
n
tr
ast,
th
e
C
G
atten
d
ed
co
n
v
en
tio
n
al
lectu
r
es
th
at
f
o
cu
s
ed
o
n
th
eo
r
etica
l
co
n
ce
p
ts
o
f
f
i
n
an
cial
liter
ac
y
.
Dem
o
g
r
a
p
h
ic
d
ata,
s
u
ch
as
ag
e,
g
en
d
e
r
,
m
ajo
r
,
an
d
p
lace
o
f
p
e
r
m
an
en
t
r
eg
is
ter
ed
r
esid
en
ce
(
u
r
b
a
n
an
d
r
u
r
al)
,
wer
e
also
co
llec
ted
to
ac
co
u
n
t
f
o
r
p
o
s
s
ib
le
in
f
lu
en
ce
s
o
n
th
e
p
ar
ticip
an
ts
’
f
in
a
n
cial
liter
ac
y
an
d
wellb
ein
g
,
en
s
u
r
in
g
t
h
at
an
y
o
b
s
er
v
ed
d
if
f
er
e
n
ce
s
co
u
ld
b
e
attr
ib
u
te
d
t
o
th
e
ed
u
ca
tio
n
al
in
te
r
v
en
tio
n
r
a
th
er
th
an
ex
te
r
n
al
f
ac
to
r
s
.
Acc
o
r
d
in
g
to
T
ab
le
1
,
th
e
p
a
r
ticip
an
ts
wer
e
b
etwe
en
2
0
an
d
2
2
y
ea
r
s
o
ld
,
with
a
g
en
er
ally
b
alan
ce
d
g
en
d
er
d
is
tr
ib
u
tio
n
.
T
h
e
y
m
ajo
r
ed
in
v
ar
io
u
s
f
ield
s
,
in
clu
d
in
g
ed
u
ca
tio
n
,
m
ed
ia,
en
g
in
ee
r
in
g
,
an
d
in
f
o
r
m
atio
n
tech
n
o
lo
g
y
,
an
d
m
o
s
t w
er
e
f
r
o
m
u
r
b
a
n
ar
e
as.
T
ab
le
1
.
Qu
a
n
titativ
e
p
ar
ticip
a
n
ts
’
d
em
o
g
r
ap
h
ic
in
f
o
r
m
atio
n
G
r
o
u
p
A
g
e
G
e
n
d
e
r
M
a
j
o
r
P
l
a
c
e
o
f
p
e
r
ma
n
e
n
t
r
e
g
i
s
t
e
r
e
d
r
e
s
i
d
e
n
c
e
EG
2
0
:
4
0
%
(
N
=
2
4
)
2
1
:
3
5
%
(
N
=
1
9
)
2
2
:
2
5
%
(
N
=
1
7
)
M
a
l
e
:
5
3
%
(
N
=
3
2
)
F
e
mal
e
:
4
7
%
(
N
=
2
8
)
Ed
u
c
a
t
i
o
n
:
4
2
%
(
N
=
2
5
)
M
e
d
i
a
:
3
7
%
(
N
=
2
2
)
En
g
i
n
e
e
r
i
n
g
:
1
3
%
(
N
=
8
)
I
n
f
o
r
mat
i
o
n
t
e
c
h
n
o
l
o
g
y
:
8
%
(
N
=
5
)
U
r
b
a
n
:
8
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B
an
th
ia
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d
Dey
[
3
8
]
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awn
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m
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s
[
3
9
]
–
[
4
1
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ap
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ally
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th
at
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n
n
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r
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th
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ap
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th
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g
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o
p
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latio
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h
e
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air
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y
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g
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e
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er
ts
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th
e
f
ield
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o
f
f
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a
n
cial
ed
u
ca
tio
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an
d
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e
h
av
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al
ec
o
n
o
m
ics,
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o
co
n
f
ir
m
ed
th
at
th
e
item
s
ac
cu
r
ately
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ef
lecte
d
t
h
e
c
o
n
s
tr
u
cts
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ein
g
m
ea
s
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r
e
d
.
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n
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tr
u
ct
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alid
ity
was
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lis
h
ed
th
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o
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g
h
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n
f
ir
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ato
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ac
to
r
an
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s
is
(
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,
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ich
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if
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th
at
th
e
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n
d
er
ly
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im
en
s
io
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f
f
in
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n
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liter
ac
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d
f
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n
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cial
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g
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ap
p
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o
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iately
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ep
r
esen
ted
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y
th
e
q
u
esti
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n
n
ai
r
e
item
s
.
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h
e
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lts
in
d
icate
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a
g
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d
f
it f
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th
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d
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c
o
n
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e
item
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h
e
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ten
d
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s
tr
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cts.
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m
ea
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s
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ac
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s
alp
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a,
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h
ex
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ed
e
d
th
e
th
r
esh
o
l
d
o
f
.
7
0
f
o
r
b
o
th
q
u
esti
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n
n
air
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n
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tin
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h
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is
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ig
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r
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s
v
alid
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p
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ce
s
s
en
s
u
r
ed
th
at
th
e
in
s
tr
u
m
e
n
ts
wer
e
s
u
itab
le
f
o
r
u
s
e
in
th
e
m
ain
s
tu
d
y
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p
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o
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ab
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ter
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u
[
7
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an
d
Z
h
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a
l.
[
4
2
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s
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s
u
r
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co
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is
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ac
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wh
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f
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g
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o
f
th
e
ef
f
ec
tiv
en
ess
o
f
ex
p
er
ien
tial
lear
n
in
g
,
th
eir
ch
allen
g
es
d
u
r
in
g
th
e
in
ter
v
e
n
tio
n
,
an
d
th
e
p
r
ac
tical
ap
p
li
ca
tio
n
s
o
f
th
e
f
in
a
n
cial
k
n
o
wled
g
e
th
ey
g
ain
ed
.
Ad
d
itio
n
al
f
o
llo
w
-
u
p
q
u
esti
o
n
s
wer
e
in
co
r
p
o
r
ate
d
to
allo
w
p
ar
ticip
an
ts
to
elab
o
r
ate
o
n
t
h
eir
ex
p
e
r
ien
ce
s
wit
h
f
in
an
cial
d
ec
is
io
n
-
m
ak
i
n
g
an
d
th
eir
o
v
er
all
s
en
s
e
o
f
f
in
an
cia
l
co
n
tr
o
l
an
d
s
ec
u
r
ity
a
f
ter
th
e
in
ter
v
en
tio
n
.
T
h
is
q
u
alitativ
e
d
ata
p
r
o
v
id
e
d
v
al
u
ab
le
co
n
te
x
t
to
th
e
q
u
a
n
titativ
e
f
in
d
in
g
s
,
o
f
f
e
r
in
g
a
m
o
r
e
co
m
p
r
eh
e
n
s
iv
e
u
n
d
er
s
tan
d
i
n
g
o
f
h
o
w
e
x
p
er
ie
n
tial e
d
u
ca
tio
n
im
p
ac
ted
b
o
th
f
in
an
cial
liter
ac
y
an
d
wellb
ein
g
.
2
.
4
.
Da
t
a
a
na
ly
s
is
I
n
l
i
n
e
with
t
h
e
r
e
s
e
a
r
c
h
q
u
es
t
i
o
n
s
,
q
u
a
n
t
i
t
a
ti
v
e
d
a
t
a
c
o
ll
ec
t
e
d
f
r
o
m
t
h
e
p
r
e
t
e
s
t
a
n
d
p
o
s
t
t
es
t
w
e
r
e
an
aly
ze
d
u
s
in
g
th
e
s
tatis
tical
p
ac
k
ag
e
f
o
r
s
o
cial
s
cien
ce
s
(
SP
SS
)
.
B
ased
o
n
th
e
f
u
lf
illme
n
t
o
f
p
r
er
e
q
u
is
ites
f
o
r
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
A
mixe
d
-
meth
o
d
s
s
tu
d
y
o
n
th
e
imp
a
ct
o
f e
xp
erien
tia
l fin
a
n
cia
l e
d
u
ca
tio
n
o
n
C
h
in
ese
s
tu
d
en
ts
’
… (
Ya
n
i Zh
o
u
)
2883
p
ar
am
etr
ic
test
s
,
in
d
ep
en
d
en
t
s
am
p
les
t
-
test
s
wer
e
co
n
d
u
cted
to
ex
am
in
e
wh
eth
er
t
h
er
e
wer
e
an
y
s
tatis
tical
d
if
f
er
en
ce
s
b
etwe
en
th
e
E
G
an
d
th
e
C
G
in
ter
m
s
o
f
f
in
an
cial
liter
ac
y
an
d
wellb
ein
g
.
Pai
r
ed
s
am
p
les
t
-
test
s
wer
e
also
ap
p
lied
t
o
ass
ess
wh
eth
er
b
o
th
th
e
E
G
an
d
C
G
m
ad
e
an
y
p
r
o
g
r
ess
with
in
th
eir
r
esp
ec
tiv
e
in
s
tr
u
ctio
n
al
in
ter
v
en
tio
n
s
.
T
h
e
co
m
b
in
atio
n
o
f
b
etwe
en
-
g
r
o
u
p
an
d
with
in
-
g
r
o
u
p
co
m
p
a
r
i
s
o
n
s
allo
wed
f
o
r
a
co
m
p
r
eh
e
n
s
iv
e
an
aly
s
is
o
f
th
e
ef
f
ec
tiv
en
ess
o
f
th
e
e
x
p
er
ie
n
tial f
in
an
cial
ed
u
ca
tio
n
p
r
o
g
r
a
m
[
4
3
]
.
On
th
e
o
th
er
h
an
d
,
q
u
alitativ
e
d
ata
f
r
o
m
th
e
s
em
i
-
s
tr
u
ctu
r
ed
in
ter
v
iews
wer
e
an
aly
ze
d
th
e
m
atica
lly
.
T
h
is
in
v
o
lv
ed
co
d
in
g
a
n
d
c
ateg
o
r
izin
g
th
e
d
ata
in
to
k
e
y
th
em
es
th
at
em
er
g
ed
f
r
o
m
th
e
p
ar
ticip
an
ts
’
r
esp
o
n
s
es,
s
u
ch
as
th
eir
p
er
ce
iv
ed
v
alu
e
o
f
e
x
p
er
ien
tia
l
lear
n
in
g
,
ch
allen
g
es
en
co
u
n
ter
ed
d
u
r
i
n
g
th
e
in
ter
v
en
tio
n
,
a
n
d
th
e
p
r
ac
tical
ap
p
licatio
n
o
f
f
in
a
n
cial
co
n
ce
p
ts
in
d
aily
life
.
T
h
em
atic
an
aly
s
is
allo
wed
f
o
r
a
d
ee
p
er
ex
p
lo
r
atio
n
o
f
th
e
s
tu
d
en
ts
’
ex
p
er
ien
ce
s
an
d
p
e
r
ce
p
t
i
o
n
s
[
4
4
]
,
co
m
p
lem
en
tin
g
th
e
q
u
an
titativ
e
f
in
d
in
g
s
b
y
p
r
o
v
id
in
g
co
n
te
x
t
an
d
in
s
ig
h
t
in
to
h
o
w
th
e
ex
p
er
ien
t
ial
lear
n
in
g
ap
p
r
o
ac
h
i
n
f
lu
en
ce
d
th
eir
f
in
a
n
cial
liter
ac
y
an
d
wellb
ein
g
.
T
h
e
in
teg
r
atio
n
o
f
b
o
th
q
u
an
titativ
e
an
d
q
u
alitativ
e
d
ata
o
f
f
er
ed
a
well
-
r
o
u
n
d
e
d
p
er
s
p
ec
tiv
e
o
n
th
e
s
tu
d
y
’
s
o
u
t
co
m
es
[
3
4
]
.
3.
RE
SU
L
T
S
3
.
1
.
Q
ua
ntit
a
t
iv
e
f
ind
ing
s
T
h
e
in
d
ep
e
n
d
en
t
s
am
p
les
t
-
te
s
t
was
f
ir
s
t
u
s
ed
to
co
m
p
ar
e
t
h
e
p
r
etest
an
d
p
o
s
ttes
t
s
co
r
es
o
f
th
e
E
G
an
d
C
G.
T
h
e
d
escr
ip
tiv
e
s
tati
s
tics
in
T
ab
le
3
an
d
th
e
in
f
er
e
n
tial
s
tati
s
tics
in
T
ab
le
4
in
d
icate
th
at,
b
ef
o
r
e
th
e
s
tu
d
y
,
alth
o
u
g
h
th
e
m
ea
n
s
f
o
r
th
e
v
ar
ia
b
les
an
d
c
o
r
r
esp
o
n
d
in
g
co
n
s
tr
u
cts
s
lig
h
tly
d
if
f
e
r
e
d
b
etwe
en
t
h
e
two
g
r
o
u
p
s
,
th
ese
d
if
f
er
en
ce
s
wer
e
n
o
t
s
tatis
tically
s
ig
n
if
ican
t
(
p
>.
0
5
)
.
T
h
is
s
u
g
g
ests
th
at
b
o
th
g
r
o
u
p
s
h
ad
s
im
ilar
lev
els
o
f
f
in
an
cial
liter
ac
y
,
f
in
an
cial
wellb
ein
g
,
an
d
t
h
eir
r
esp
ec
tiv
e
co
n
s
tr
u
cts
p
r
io
r
t
o
th
e
in
ter
v
en
tio
n
.
Ho
wev
er
,
s
u
b
s
tan
tial
d
if
f
er
en
ce
s
wer
e
o
b
s
er
v
e
d
at
th
e
p
o
s
tt
est
s
tag
e.
Fo
r
f
in
an
cial
liter
ac
y
,
th
e
E
G
(
M=
3
.
7
5
,
SD=.
4
0
)
s
ig
n
if
ican
tl
y
o
u
tp
er
f
o
r
m
ed
th
e
C
G
(
M=
2
.
7
4
,
SD=
.
3
9
)
,
t=1
0
.
7
3
,
p
<.
0
0
1
,
d
=.
3
9
)
,
in
d
icatin
g
a
s
m
all
ef
f
ec
t
s
ize.
T
h
e
s
ig
n
if
ican
t
d
if
f
er
en
ce
was
also
o
b
s
er
v
ed
in
f
in
an
cial
k
n
o
wled
g
e
(
t=5
.
6
9
,
p
<.
0
0
1
,
d
=.
6
2
)
,
f
in
an
cial
attitu
d
e
(
t=7
.
9
6
,
p
<
.
0
0
1
,
d
=.
6
6
)
,
an
d
f
in
an
cial
b
eh
av
io
r
(
t=5
.
0
3
,
p
<.
0
0
1
,
d
=
.
7
4
)
,
with
th
e
E
G
ac
h
iev
in
g
a
h
ig
h
er
le
v
el.
L
ik
ewise,
r
eg
ar
d
in
g
f
in
an
cial
wellb
ein
g
,
th
e
E
G
(
M=
3
.
7
1
,
SD=.
2
9
)
s
co
r
e
d
s
ig
n
if
ican
tly
h
ig
h
er
th
an
th
e
C
G
(
M=
2
.
8
3
,
SD=2
.
8
9
)
in
th
e
p
o
s
ttes
t,
t=1
2
.
3
4
,
p
<.
0
0
1
,
d
=.
3
0
.
I
n
ter
m
s
o
f
its
d
im
en
s
io
n
s
,
th
e
E
G
also
h
ad
a
h
ig
h
er
a
v
er
ag
e
t
h
an
th
e
C
G
in
f
in
an
cial
s
ec
u
r
ity
(
t=4
.
5
3
,
p
<.
0
0
1
,
d
=.
6
3
)
,
f
in
an
cial
r
esil
ien
ce
(
t=6
.
7
1
,
p
<.
0
0
1
,
d
=.
5
4
)
,
f
in
a
n
cial
co
n
tr
o
l
(
t=4
.
8
6
,
p
<.
0
0
1
,
d
=.
6
9
)
,
an
d
f
in
an
cial
f
r
ee
d
o
m
o
f
ch
o
ice
(
t=8
.
2
9
,
p
<
.
0
0
1
,
d
=.
5
9
)
.
T
ab
le
3
.
Descr
ip
tiv
e
s
tatis
tics
G
r
o
u
p
F
i
n
a
n
c
i
a
l
l
i
t
e
r
a
c
y
F
i
n
a
n
c
i
a
l
k
n
o
w
l
e
d
g
e
F
i
n
a
n
c
i
a
l
a
t
t
i
t
u
d
e
F
i
n
a
n
c
i
a
l
b
e
h
a
v
i
o
r
F
i
n
a
n
c
i
a
l
w
e
l
l
b
e
i
n
g
F
i
n
a
n
c
i
a
l
sec
u
r
i
t
y
F
i
n
a
n
c
i
a
l
r
e
si
l
i
e
n
c
e
F
i
n
a
n
c
i
a
l
c
o
n
t
r
o
l
F
i
n
a
n
c
i
a
l
f
r
e
e
d
o
m
o
f
c
h
o
i
c
e
EG
M
e
a
n
(
p
r
e
t
e
st
)
2
.
7
2
3
2
.
6
6
2
.
8
0
2
.
7
1
2
.
7
6
4
2
.
8
9
2
.
8
6
2
.
5
1
2
.
8
0
M
e
a
n
(
p
o
s
t
t
e
st
)
3
.
7
5
3
3
.
6
3
3
.
8
9
3
.
7
4
3
.
7
0
7
3
.
4
3
3
.
7
1
3
.
8
9
3
.
8
0
SD
(
p
r
e
t
e
st
)
.
4
0
8
.
7
2
5
.
8
3
3
.
6
2
2
.
3
2
6
.
5
3
0
.
8
4
5
.
5
0
7
.
4
0
6
SD
(
p
o
s
t
t
e
st
)
.
3
9
9
.
6
4
6
.
6
7
6
.
6
5
7
.
2
9
4
.
5
5
8
.
6
2
2
.
6
7
6
.
6
3
2
CG
M
e
a
n
(
p
r
e
t
e
st
)
2
.
7
0
4
2
.
6
6
2
.
7
4
2
.
7
2
2
.
8
0
0
2
.
8
6
2
.
9
4
2
.
5
4
2
.
8
6
M
e
a
n
(
p
o
s
t
t
e
st
)
2
.
7
4
3
2
.
7
4
3
.
0
9
2
.
8
6
4
.
0
2
2
.
8
2
9
2
.
8
6
3
.
0
9
2
.
6
3
SD
(
p
r
e
t
e
st
)
.
3
9
4
.
7
2
5
.
7
0
1
.
6
3
0
.
3
6
3
.
5
5
0
.
8
7
3
.
5
0
5
.
5
5
0
SD
(
p
o
s
t
t
e
st
)
.
3
8
8
.
6
5
7
.
7
0
2
.
8
1
0
2
.
8
9
.
3
0
2
.
4
3
0
.
7
0
2
.
5
4
7
T
ab
le
4
.
I
n
f
er
e
n
tial statis
tic
s
o
f
in
d
ep
e
n
d
en
t sam
p
les t
-
test
G
r
o
u
p
F
i
n
a
n
c
i
a
l
l
i
t
e
r
a
c
y
F
i
n
a
n
c
i
a
l
k
n
o
w
l
e
d
g
e
F
i
n
a
n
c
i
a
l
a
t
t
i
t
u
d
e
F
i
n
a
n
c
i
a
l
b
e
h
a
v
i
o
r
F
i
n
a
n
c
i
a
l
w
e
l
l
b
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1
Evaluation Warning : The document was created with Spire.PDF for Python.
I
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2
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I
n
t
J
E
v
al
&
R
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d
u
c
,
Vo
l
.
14
,
No
.
4
,
Au
g
u
s
t
2025
:
2
8
7
8
-
2
8
9
0
2884
T
h
en
,
th
e
p
air
ed
s
am
p
les
t
-
te
s
t
was
co
n
d
u
cted
to
co
m
p
ar
e
th
e
p
o
ten
tial
p
r
o
g
r
ess
m
ad
e
b
y
th
e
E
G
an
d
th
e
C
G.
Acc
o
r
d
i
n
g
to
T
a
b
le
5
,
f
o
r
th
e
E
G,
t
h
e
r
esu
lts
in
d
icate
d
s
ig
n
if
ican
t
im
p
r
o
v
em
en
ts
in
f
in
an
cia
l
liter
ac
y
(
t=
-
1
1
.
0
5
,
p
<.
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1
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d
=
.
9
9
)
,
f
in
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cial
k
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wled
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(
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ci
al
attitu
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an
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f
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io
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8
3
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5
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.
Similar
ly
,
s
ig
n
if
ican
t
p
r
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g
r
ess
was
s
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n
in
f
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9
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,
as
well
as
its
s
u
b
-
co
n
s
tr
u
cts:
f
i
n
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cial
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u
r
ity
(
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4
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1
2
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<.
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0
1
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.
1
2
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esil
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ce
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5
5
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1
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8
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,
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cial
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n
tr
o
l
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2
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o
m
o
f
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h
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ice
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1
3
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0
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.
T
h
ese
ef
f
ec
t
s
izes
in
d
icate
d
m
o
d
er
ate
to
lar
g
e
im
p
r
o
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e
n
ts
in
th
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E
G
ac
r
o
s
s
all
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ar
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les.
On
th
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o
th
er
h
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d
,
th
e
C
G
d
id
n
o
t
d
e
m
o
n
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tr
ate
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ig
n
if
ican
t
im
p
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n
ts
in
m
o
s
t
a
r
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s
.
T
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r
f
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ac
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.
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6
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d
f
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cial
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0
.
3
4
,
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3
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,
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tr
u
cts
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s
h
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wed
n
o
n
-
s
ig
n
if
ica
n
t
r
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lts
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Ho
wev
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im
p
r
o
v
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en
t w
as d
etec
ted
in
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in
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cial
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n
tr
o
l (
t=
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3
.
3
8
,
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=.
0
0
2
,
d
=.
9
5
)
with
in
th
e
C
G.
T
ab
le
5
.
I
n
f
er
e
n
tial statis
tic
s
o
f
p
air
ed
s
am
p
les test
G
r
o
u
p
F
i
n
a
n
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i
a
l
l
i
t
e
r
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c
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F
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Ov
er
all,
th
ese
f
in
d
in
g
s
s
u
g
g
est
th
at
th
e
ex
p
er
ien
tial
f
in
a
n
cia
l
ed
u
ca
tio
n
h
a
d
a
s
u
b
s
tan
tial
im
p
ac
t
o
n
th
e
f
in
an
cial
liter
ac
y
an
d
wellb
ein
g
o
f
s
tu
d
en
ts
in
th
e
E
G,
w
h
er
ea
s
th
e
C
G,
wh
ich
r
ec
eiv
e
d
r
eg
u
lar
ed
u
ca
tio
n
,
d
id
n
o
t
s
h
o
w
th
e
s
am
e
lev
el
o
f
p
r
o
g
r
ess
.
Alth
o
u
g
h
th
e
C
G
s
till
im
p
r
o
v
ed
its
f
in
an
cial
co
n
tr
o
l,
a
co
n
s
tr
u
ct
o
f
f
in
an
cial
wellb
ein
g
,
t
h
e
ef
f
ec
t
o
f
r
e
g
u
lar
f
in
an
cial
ed
u
ca
tio
n
was
less
p
r
o
n
o
u
n
ce
d
c
o
m
p
ar
ed
to
e
x
p
er
ien
tial
f
in
an
cial
ed
u
ca
tio
n
,
as
ev
id
e
n
ce
d
b
y
t
h
e
b
etwe
en
-
g
r
o
u
p
co
m
p
ar
is
o
n
s
o
f
t
h
e
p
o
s
ttes
t,
wh
er
ein
th
e
E
G
s
ig
n
if
ican
tly
o
u
tp
er
f
o
r
m
ed
th
e
C
G
in
v
a
r
io
u
s
d
im
en
s
io
n
s
.
As
s
u
ch
,
it
co
u
ld
b
e
m
ai
n
tain
ed
th
at
e
x
p
er
ie
n
tial
f
in
an
cial
ed
u
ca
tio
n
,
ch
a
r
ac
ter
ized
b
y
h
an
d
s
-
o
n
lear
n
in
g
,
in
ter
ac
tiv
e
s
im
u
latio
n
s
,
an
d
r
ea
l
-
wo
r
ld
f
in
an
cial
s
ce
n
ar
io
s
,
was
m
o
r
e
b
en
ef
i
cial
in
th
e
s
tu
d
y
th
an
r
eg
u
lar
f
in
an
cial
ed
u
ca
tio
n
,
w
h
ich
was
ty
p
ically
ch
ar
ac
ter
ized
b
y
th
eo
r
etica
l in
s
tr
u
ctio
n
an
d
p
ass
iv
e
lear
n
in
g
m
eth
o
d
s
.
3
.
2
.
Q
ua
lit
a
t
iv
e
f
ind
ing
s
T
h
e
q
u
alitativ
e
f
in
d
in
g
s
o
f
f
e
r
v
alu
ab
le
in
s
ig
h
ts
in
to
h
o
w
s
tu
d
en
ts
in
th
e
E
G
p
er
ce
i
v
ed
th
e
v
alu
e
o
f
ex
p
er
ien
tial
lear
n
in
g
in
im
p
r
o
v
in
g
th
eir
f
in
an
cial
m
an
ag
e
m
en
t
s
k
ills
.
T
h
e
in
ter
v
iews
r
ev
ea
led
s
ev
er
al
k
e
y
th
em
es
th
at
e
x
p
lain
th
e
s
ig
n
if
ican
t
im
p
r
o
v
e
m
en
ts
o
b
s
er
v
ed
in
f
i
n
an
cial
liter
ac
y
an
d
wellb
ein
g
in
th
e
q
u
an
titativ
e
f
in
d
in
g
s
.
Stu
d
en
ts
g
en
er
ally
ex
p
r
ess
ed
th
at
ex
p
er
ien
tial
lear
n
in
g
p
r
o
v
id
ed
t
h
em
with
a
d
ee
p
er
an
d
m
o
r
e
p
r
ac
tical
u
n
d
er
s
ta
n
d
in
g
o
f
f
in
a
n
cial
co
n
ce
p
ts
,
wh
ich
tr
an
s
lated
in
to
m
o
r
e
ef
f
ec
tiv
e
f
in
a
n
cial
m
an
ag
em
en
t
s
k
ills
.
Fo
r
ex
am
p
le,
o
n
e
d
o
m
in
an
t
t
h
em
e
was
th
e
p
r
ac
tical
ap
p
licatio
n
o
f
f
i
n
an
cial
k
n
o
wled
g
e.
Ma
n
y
s
tu
d
en
ts
h
ig
h
lig
h
ted
t
h
at
th
e
h
an
d
s
-
o
n
lear
n
in
g
a
p
p
r
o
ac
h
allo
wed
th
em
to
en
g
ag
e
d
ir
ec
tly
wit
h
f
in
an
cial
task
s
,
s
u
ch
as
b
u
d
g
e
tin
g
,
s
av
in
g
,
an
d
m
ak
i
n
g
in
v
e
s
tm
en
t
d
ec
is
io
n
s
.
T
h
ese
ac
tiv
i
ties
m
o
v
ed
b
ey
o
n
d
th
eo
r
etica
l
lear
n
in
g
,
g
iv
in
g
s
tu
d
en
ts
th
e
o
p
p
o
r
tu
n
ity
to
a
ctiv
ely
p
r
ac
tice
w
h
at
th
ey
h
ad
lear
n
e
d
in
th
e
class
r
o
o
m
[
2
2
]
.
On
e
p
a
r
ticip
a
n
t (
P3
)
s
tated
:
“
I
t
w
a
s
n
’
t
ju
s
t
a
b
o
u
t
le
a
r
n
in
g
co
n
ce
p
ts
—
w
e
a
ctu
a
lly
h
a
d
to
a
p
p
ly
th
em,
like
crea
tin
g
a
b
u
d
g
e
t
a
n
d
tr
a
ck
in
g
ex
p
en
s
es.
Th
a
t r
ea
lly
h
elp
ed
me
u
n
d
ers
ta
n
d
h
o
w
to
ma
n
a
g
e
my
mo
n
ey
in
r
ea
l
life
.
”
T
h
is
h
an
d
s
-
o
n
ex
p
er
ie
n
ce
p
r
o
v
id
ed
s
tu
d
en
ts
with
a
n
o
p
p
o
r
tu
n
ity
to
co
n
n
ec
t
t
h
eir
lear
n
i
n
g
to
r
ea
l
-
wo
r
ld
f
in
an
cial
d
ec
is
io
n
s
,
h
el
p
in
g
th
em
b
etter
u
n
d
er
s
tan
d
a
b
s
tr
ac
t
f
in
an
cial
co
n
ce
p
ts
in
a
co
n
cr
ete
way
[
1
0
]
.
T
h
is
en
h
an
ce
d
p
r
ac
tical
u
n
d
er
s
tan
d
in
g
alig
n
ed
with
th
e
q
u
an
titativ
e
f
in
d
in
g
s
,
wh
er
e
s
ig
n
if
ican
t
im
p
r
o
v
em
e
n
ts
wer
e
o
b
s
er
v
ed
in
f
in
an
cial
b
eh
a
v
io
r
an
d
f
in
a
n
cial
liter
ac
y
,
p
ar
ticu
lar
ly
in
t
h
e
ar
ea
s
o
f
f
in
an
cial
co
n
tr
o
l
a
n
d
d
ec
is
io
n
-
m
ak
in
g
.
Stu
d
en
ts
wer
e
ab
le
to
s
ee
th
e
d
ir
ec
t
im
p
ac
t
o
f
th
ei
r
d
ec
is
io
n
s
an
d
h
o
w
s
m
all
ch
an
g
es
in
b
u
d
g
etin
g
o
r
s
p
en
d
in
g
co
u
l
d
im
p
r
o
v
e
th
eir
o
v
er
al
l
f
in
an
cial
s
itu
atio
n
,
r
ein
f
o
r
cin
g
th
eir
lear
n
in
g
i
n
a
m
ea
n
in
g
f
u
l w
ay
.
An
o
th
er
t
h
em
e
was
in
cr
ea
s
e
d
co
n
f
id
en
ce
in
f
in
an
cial
m
a
n
ag
em
en
t.
Ma
n
y
s
tu
d
en
ts
r
e
p
o
r
ted
th
at
ex
p
er
ien
tial
lear
n
in
g
h
elp
e
d
th
em
f
ee
l m
o
r
e
co
m
f
o
r
tab
le
an
d
co
n
f
id
en
t
w
h
en
d
ea
lin
g
with
t
h
eir
f
in
a
n
ce
s
.
T
h
is
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t
J
E
v
al
&
R
es E
d
u
c
I
SS
N:
2252
-
8
8
2
2
A
mixe
d
-
meth
o
d
s
s
tu
d
y
o
n
th
e
imp
a
ct
o
f e
xp
erien
tia
l fin
a
n
cia
l e
d
u
ca
tio
n
o
n
C
h
in
ese
s
tu
d
en
ts
’
… (
Ya
n
i Zh
o
u
)
2885
n
ewf
o
u
n
d
co
n
f
id
en
ce
s
tem
m
ed
f
r
o
m
h
av
in
g
th
e
o
p
p
o
r
tu
n
ity
to
m
ak
e
f
in
an
cial
d
ec
is
io
n
s
in
a
s
u
p
p
o
r
tiv
e
lear
n
in
g
en
v
ir
o
n
m
en
t w
h
er
e
m
is
tak
es we
r
e
tr
ea
ted
as lea
r
n
in
g
o
p
p
o
r
t
u
n
ities
[
6
]
.
On
e
s
tu
d
en
t (
P6
)
m
e
n
tio
n
ed
:
“
B
efo
r
e,
I
d
id
n
’
t
feel
c
o
n
fid
e
n
t
a
b
o
u
t
ma
n
a
g
in
g
my
mo
n
e
y,
b
u
t
a
fter
d
o
in
g
th
e
ex
ercis
es
a
n
d
s
ee
in
g
h
o
w
th
e
n
u
mb
ers
w
o
r
k
ed
,
I
feel
like
I
k
n
o
w
h
o
w
to
co
n
tr
o
l m
y
s
p
en
d
in
g
a
n
d
s
a
vi
n
g
s
.
”
T
h
is
s
en
s
e
o
f
em
p
o
wer
m
e
n
t
i
s
r
ef
lecte
d
in
th
e
q
u
an
titativ
e
d
ata,
wh
ich
s
h
o
wed
s
u
b
s
tan
tial
p
r
o
g
r
ess
in
f
in
an
cial
attitu
d
e
an
d
f
in
an
cial
wellb
ein
g
,
p
ar
ticu
la
r
ly
in
ar
ea
s
lik
e
f
in
an
cial
c
o
n
tr
o
l
a
n
d
f
in
an
cial
f
r
ee
d
o
m
o
f
ch
o
ice
.
T
h
e
e
x
p
er
ie
n
tial
ac
tiv
ities
allo
wed
s
tu
d
en
ts
to
p
r
ac
tice
r
ea
l
-
life
f
i
n
an
cial
d
e
cisi
o
n
s
in
a
s
af
e,
co
n
tr
o
lled
e
n
v
ir
o
n
m
en
t,
wh
ic
h
b
o
ls
ter
ed
th
eir
c
o
n
f
id
en
ce
in
h
an
d
lin
g
th
eir
p
e
r
s
o
n
al
f
i
n
an
ce
s
o
u
ts
id
e
th
e
class
r
o
o
m
[
1
3
]
.
Ma
n
y
s
tu
d
e
n
ts
em
p
h
asized
th
at
p
r
io
r
to
th
e
in
ter
v
en
tio
n
,
th
ey
lack
e
d
th
e
ass
u
r
an
ce
to
m
ak
e
s
o
u
n
d
f
in
a
n
cial
d
ec
is
io
n
s
,
b
u
t th
e
ex
p
er
ien
ce
o
f
ac
tiv
ely
p
ar
t
icip
atin
g
in
m
an
ag
in
g
f
in
a
n
ce
s
d
u
r
in
g
th
e
co
u
r
s
e
h
elp
ed
th
em
o
v
er
c
o
m
e
th
is
b
ar
r
ier
.
T
h
is
in
cr
ea
s
ed
co
n
f
i
d
en
ce
was
d
ir
ec
tly
tied
to
th
eir
im
p
r
o
v
e
m
en
t
in
f
in
an
cial
co
n
tr
o
l,
as seen
in
th
e
q
u
an
titativ
e
r
esu
lts
,
wh
er
e
th
ey
f
elt
m
o
r
e
ca
p
ab
le
o
f
m
an
ag
in
g
th
eir
s
p
en
d
in
g
,
b
u
d
g
etin
g
,
an
d
s
av
in
g
e
f
f
ec
tiv
ely
.
T
h
e
th
em
e
o
f
ac
tiv
e
en
g
ag
e
m
en
t
an
d
in
te
r
est
was
also
p
r
o
m
in
e
n
t
in
th
e
in
ter
v
iews.
Stu
d
en
ts
ex
p
r
ess
ed
th
at
th
e
ex
p
er
ie
n
tial
n
atu
r
e
o
f
th
e
lear
n
in
g
m
ad
e
th
e
f
in
an
cial
co
n
c
ep
ts
m
o
r
e
r
elata
b
le
an
d
in
ter
esti
n
g
,
wh
ich
m
o
tiv
ated
t
h
em
to
b
e
m
o
r
e
e
n
g
ag
e
d
in
th
e
lear
n
in
g
p
r
o
ce
s
s
.
Un
lik
e
tr
ad
itio
n
al
f
in
an
cial
ed
u
ca
tio
n
,
wh
ich
o
f
ten
in
v
o
l
v
es
p
ass
iv
e
lear
n
in
g
th
r
o
u
g
h
lectu
r
es
an
d
tex
tb
o
o
k
r
ea
d
i
n
g
,
th
e
ex
p
e
r
ien
tial
lear
n
in
g
a
p
p
r
o
a
ch
ac
tiv
ely
in
v
o
lv
ed
s
tu
d
e
n
ts
in
th
e
lear
n
in
g
p
r
o
ce
s
s
,
m
ak
in
g
it
m
o
r
e
d
y
n
a
m
ic
an
d
in
te
r
ac
tiv
e
[
1
9
]
.
O
n
e
p
ar
ticip
a
n
t (
P2
)
r
em
ar
k
ed
:
“
I
t
w
a
s
mu
ch
mo
r
e
in
tere
s
tin
g
to
lea
r
n
b
y
d
o
in
g
,
r
a
th
er
th
a
n
ju
s
t
s
it
tin
g
a
n
d
lis
ten
in
g
.
I
felt
like
I
w
a
s
r
ea
lly
in
vo
lved
,
a
n
d
th
a
t
ma
d
e
me
w
a
n
t to
ke
e
p
lea
r
n
in
g
.
”
T
h
is
en
g
ag
em
e
n
t
lik
ely
co
n
t
r
ib
u
ted
to
th
e
s
ig
n
i
f
ican
t
g
ai
n
s
in
f
in
a
n
cial
r
esil
ien
ce
an
d
s
ec
u
r
ity
r
ep
o
r
ted
in
th
e
q
u
an
titativ
e
f
i
n
d
in
g
s
,
as
s
tu
d
en
ts
wh
o
wer
e
m
o
r
e
in
v
ested
i
n
th
eir
lear
n
in
g
wer
e
b
etter
a
b
le
to
ap
p
ly
f
in
a
n
cial
s
tr
ateg
ies
to
m
an
ag
e
th
eir
f
in
an
ce
s
.
B
y
ac
tiv
ely
p
ar
ticip
atin
g
i
n
f
in
a
n
cial
s
im
u
latio
n
s
an
d
r
ea
l
-
life
s
ce
n
ar
io
s
,
s
tu
d
en
ts
w
er
e
ab
le
to
r
etain
m
o
r
e
k
n
o
wl
ed
g
e
an
d
ap
p
ly
it
in
th
eir
p
er
s
o
n
al
liv
es
[
1
4
]
.
T
h
is
g
r
ea
ter
en
g
a
g
em
en
t
f
o
s
ter
ed
a
d
ee
p
er
u
n
d
er
s
tan
d
i
n
g
o
f
f
in
an
cial
co
n
ce
p
ts
an
d
r
esu
lted
in
m
o
r
e
m
ea
n
in
g
f
u
l
lear
n
in
g
ex
p
er
ien
ce
s
[
2
9
]
,
as
ev
id
en
ce
d
b
y
th
e
im
p
r
o
v
em
e
n
ts
in
f
in
an
cial
s
ec
u
r
ity
an
d
f
in
an
cial
r
esil
ien
ce
in
th
e
q
u
an
titativ
e
r
esu
lts
.
L
astl
y
,
s
tu
d
en
ts
em
p
h
asized
th
e
r
elev
an
ce
to
r
ea
l
-
wo
r
l
d
f
in
an
cial
ch
allen
g
es.
T
h
e
y
n
o
ted
t
h
at
ex
p
er
ien
tial
lear
n
in
g
h
el
p
ed
th
em
co
n
n
ec
t
ab
s
tr
ac
t
f
in
a
n
cial
th
eo
r
ies
to
p
r
ac
tical,
ev
er
y
d
a
y
f
in
an
cial
d
ec
is
io
n
s
.
As o
n
e
s
tu
d
en
t (
P9
)
s
aid
:
“
We
lea
r
n
ed
th
in
g
s
th
a
t
I
ca
n
a
ctu
a
lly
u
s
e
in
my
d
a
ily
life,
like
ma
n
a
g
in
g
a
b
u
d
g
et
o
r
p
l
a
n
n
in
g
fo
r
u
n
ex
p
ec
ted
ex
p
en
s
es.
”
T
h
is
p
r
ac
tical
r
elev
an
ce
e
x
p
la
in
ed
th
e
o
b
s
er
v
ed
im
p
r
o
v
em
e
n
ts
in
f
in
an
cial
r
esil
ien
ce
an
d
f
in
an
cial
wellb
ein
g
,
as
s
tu
d
e
n
ts
wer
e
b
etter
eq
u
ip
p
ed
to
p
lan
f
o
r
a
n
d
h
an
d
le
r
ea
l
-
wo
r
ld
f
in
an
cial
s
itu
atio
n
s
[
4
5
]
,
a
k
ey
o
u
tco
m
e
m
ea
s
u
r
ed
in
th
e
q
u
an
titativ
e
d
ata.
T
h
e
alig
n
m
en
t
o
f
lear
n
in
g
c
o
n
ten
t
with
r
ea
l
-
life
f
in
a
n
cial
ch
allen
g
es
m
ad
e
th
e
less
o
n
s
n
o
t
o
n
l
y
m
o
r
e
e
n
g
ag
in
g
b
u
t
als
o
m
o
r
e
u
s
ef
u
l
f
o
r
th
e
s
tu
d
en
ts
.
T
h
ey
ap
p
r
ec
iated
th
e
f
ac
t
th
at
th
e
f
in
a
n
cial
m
a
n
ag
em
en
t
s
k
ills
th
ey
lear
n
ed
co
u
ld
b
e
im
m
ed
iately
a
p
p
lie
d
to
th
eir
p
er
s
o
n
al
cir
cu
m
s
tan
ce
s
,
s
u
ch
as
s
av
in
g
f
o
r
f
u
tu
r
e
n
ee
d
s
,
m
an
ag
in
g
d
eb
t,
o
r
h
a
n
d
lin
g
f
in
an
cial
em
er
g
en
cies.
T
h
is
p
r
ac
tical
r
elev
an
ce
d
ee
p
e
n
ed
s
tu
d
en
ts
’
u
n
d
er
s
tan
d
in
g
o
f
f
i
n
an
cial
co
n
ce
p
ts
,
as
th
ey
s
aw
f
ir
s
t
-
h
an
d
h
o
w
th
ese
s
k
ills
co
u
ld
p
o
s
itiv
ely
im
p
ac
t t
h
eir
f
in
an
cial
wellb
ein
g
[
4
6
]
.
I
n
s
u
m
m
ar
y
,
s
tu
d
e
n
ts
in
th
e
E
G
p
er
ce
iv
ed
ex
p
e
r
ien
tial
lear
n
in
g
as
h
ig
h
ly
v
alu
ab
le
in
im
p
r
o
v
in
g
th
eir
f
in
an
cial
m
an
ag
e
m
en
t
s
k
ills
.
T
h
ey
attr
ib
u
ted
th
ei
r
i
m
p
r
o
v
e
d
f
i
n
an
cial
liter
ac
y
a
n
d
wellb
ein
g
to
t
h
e
p
r
ac
tical,
h
an
d
s
-
o
n
n
atu
r
e
o
f
th
e
lear
n
in
g
,
wh
ich
n
o
t
o
n
ly
in
cr
ea
s
ed
th
eir
u
n
d
e
r
s
tan
d
in
g
b
u
t
also
en
h
an
ce
d
th
eir
co
n
f
i
d
en
ce
a
n
d
e
n
g
ag
e
m
en
t
with
f
in
a
n
cial
m
an
ag
e
m
en
t.
T
h
r
o
u
g
h
ex
p
er
ien
tial
lear
n
in
g
,
s
tu
d
e
n
ts
d
ev
elo
p
e
d
a
d
ee
p
er
ap
p
r
ec
iati
o
n
f
o
r
th
e
im
p
o
r
tan
ce
o
f
f
in
a
n
cial
liter
ac
y
an
d
g
ain
ed
th
e
s
k
ills
n
ec
es
s
ar
y
to
m
an
ag
e
t
h
eir
f
i
n
an
ce
s
ef
f
ec
tiv
ely
.
T
h
ese
q
u
alitativ
e
f
in
d
i
n
g
s
d
ir
ec
tly
e
x
p
lain
e
d
th
e
s
ig
n
if
ican
t
q
u
a
n
titativ
e
g
ain
s
o
b
s
er
v
ed
in
th
e
s
tu
d
y
.
T
h
e
in
teg
r
atio
n
o
f
th
eo
r
y
an
d
p
r
ac
tice
allo
wed
s
tu
d
en
ts
to
d
ev
elo
p
b
o
th
th
e
k
n
o
wled
g
e
a
n
d
th
e
p
r
ac
tical
s
k
ills
r
eq
u
ir
ed
to
ac
h
iev
e
f
in
an
cial
s
u
cc
ess
[
6
]
,
r
ein
f
o
r
cin
g
t
h
e
ef
f
ec
tiv
en
ess
o
f
ex
p
er
ien
tial f
in
a
n
cial
ed
u
ca
tio
n
in
f
o
s
ter
in
g
m
ea
n
in
g
f
u
l im
p
r
o
v
em
en
ts
in
f
i
n
an
cial
liter
ac
y
an
d
b
e
h
av
io
r
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
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J
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&
R
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Vo
l
.
14
,
No
.
4
,
Au
g
u
s
t
2025
:
2
8
7
8
-
2
8
9
0
2886
4.
DIS
CU
SS
I
O
N
T
h
e
q
u
an
titativ
e
f
in
d
in
g
s
o
f
th
is
s
tu
d
y
d
em
o
n
s
tr
ate
th
at
ex
p
e
r
ien
tial
f
in
an
cial
e
d
u
ca
tio
n
s
ig
n
if
ican
tly
im
p
r
o
v
e
d
b
o
th
f
i
n
an
cial
liter
ac
y
(
k
n
o
wled
g
e,
b
e
h
av
io
r
,
a
n
d
attitu
d
e)
an
d
f
in
a
n
cial
w
ellb
ein
g
(
f
i
n
an
cial
s
ec
u
r
ity
,
r
esil
ien
ce
,
co
n
tr
o
l,
a
n
d
f
r
ee
d
o
m
o
f
ch
o
ice)
am
o
n
g
C
h
in
ese
u
n
iv
er
s
ity
s
tu
d
en
ts
,
in
lin
e
with
p
r
e
v
io
u
s
s
tu
d
ies.
R
esear
ch
h
as
co
n
s
is
te
n
tly
s
h
o
wn
th
at
h
an
d
s
-
o
n
,
ex
p
er
ien
tial
lear
n
in
g
ap
p
r
o
ac
h
es,
s
u
ch
as
th
o
s
e
u
s
ed
in
th
is
s
tu
d
y
,
ar
e
m
o
r
e
e
f
f
ec
tiv
e
at
en
h
a
n
cin
g
s
tu
d
e
n
ts
’
f
in
an
cial
co
m
p
eten
ce
t
h
an
tr
a
d
itio
n
al
lectu
r
e
-
b
ased
m
eth
o
d
s
[
1
0
]
,
[
23
]
,
[
24
]
,
[
46]
.
T
h
e
r
esu
lts
o
f
th
is
s
tu
d
y
co
n
f
ir
m
th
at
s
tu
d
en
ts
wh
o
p
a
r
ticip
ated
in
ex
p
e
r
ien
tial
f
in
an
cial
ed
u
ca
tio
n
n
o
t
o
n
ly
g
ain
ed
m
o
r
e
f
in
a
n
cial
k
n
o
wled
g
e
b
u
t
also
d
ev
elo
p
e
d
b
etter
f
in
an
cial
b
eh
av
io
r
s
an
d
attitu
d
es,
s
im
ilar
to
p
r
ev
io
u
s
f
in
d
in
g
s
[
3
]
,
[
4
7
]
,
wh
ic
h
r
ep
o
r
te
d
im
p
r
o
v
ed
f
in
a
n
cia
l
p
r
ac
tices
th
r
o
u
g
h
ac
tiv
e
en
g
ag
em
e
n
t in
f
i
n
an
cial
task
s
.
T
h
e
im
p
r
o
v
em
en
ts
in
f
in
a
n
cial
wellb
ein
g
o
b
s
er
v
ed
in
th
e
E
G
f
u
r
th
er
s
u
p
p
o
r
t
th
e
id
ea
th
at
ex
p
er
ien
tial
lear
n
in
g
f
o
s
ter
s
g
r
ea
ter
f
in
an
cial
co
n
tr
o
l,
s
ec
u
r
i
ty
,
an
d
r
esil
ien
ce
,
as
s
h
o
wn
i
n
ea
r
lier
s
tu
d
ies
[
2
]
,
[
1
1
]
.
T
h
e
ex
p
er
ien
tial
ap
p
r
o
ac
h
u
s
ed
in
th
is
s
tu
d
y
allo
wed
s
tu
d
en
ts
to
ap
p
ly
th
eo
r
etica
l
k
n
o
wled
g
e
i
n
p
r
ac
tical
s
ettin
g
s
,
en
ab
lin
g
th
em
to
m
ak
e
m
o
r
e
in
f
o
r
m
e
d
an
d
co
n
f
i
d
en
t
f
in
an
cial
d
ec
is
i
o
n
s
,
wh
ich
in
tu
r
n
co
n
tr
ib
u
ted
to
t
h
eir
s
en
s
e
o
f
f
in
an
cial
wellb
ein
g
.
T
h
is
is
c
o
n
s
is
ten
t
with
p
r
ev
io
u
s
r
esear
ch
s
u
g
g
esti
n
g
th
at
s
tu
d
en
ts
wh
o
a
r
e
m
o
r
e
en
g
a
g
e
d
in
th
e
lear
n
in
g
p
r
o
ce
s
s
th
r
o
u
g
h
r
ea
l
-
wo
r
ld
f
in
a
n
cial
task
s
d
ev
elo
p
a
s
tr
o
n
g
er
f
o
u
n
d
atio
n
f
o
r
lo
n
g
-
ter
m
f
in
an
cial
s
tab
ilit
y
[
4
8
]
.
T
h
e
q
u
alitativ
e
f
in
d
in
g
s
p
r
o
v
id
ed
a
d
ee
p
er
u
n
d
er
s
tan
d
in
g
o
f
h
o
w
ex
p
e
r
ien
tial
f
in
a
n
cial
ed
u
ca
tio
n
le
d
to
th
ese
q
u
an
titativ
e
im
p
r
o
v
e
m
en
ts
.
B
ased
o
n
Ko
lb
[
1
2
]
ex
p
er
ien
tial
lear
n
in
g
th
e
o
r
y
,
th
e
h
an
d
s
-
o
n
n
atu
r
e
o
f
th
e
p
r
o
g
r
am
allo
wed
s
tu
d
en
ts
to
ac
tiv
ely
e
n
g
ag
e
with
f
i
n
an
c
ial
co
n
ce
p
ts
an
d
a
p
p
ly
th
em
i
n
p
r
ac
tical
co
n
tex
ts
.
Stu
d
en
ts
r
ep
o
r
te
d
th
at
e
x
p
er
i
en
tial
lear
n
in
g
h
elp
ed
th
em
in
ter
n
alize
f
in
a
n
cial
k
n
o
wled
g
e
m
o
r
e
ef
f
ec
tiv
el
y
th
an
p
ass
iv
e
lear
n
in
g
m
eth
o
d
s
,
ex
p
lain
in
g
th
e
s
ig
n
if
ica
n
t
g
ain
s
in
f
in
an
cial
liter
ac
y
an
d
b
eh
a
v
io
r
.
T
h
e
tr
an
s
f
o
r
m
atio
n
o
f
ex
p
er
ien
ce
in
to
k
n
o
wled
g
e,
as
p
r
o
p
o
s
ed
b
y
L
iu
[
7
]
an
d
u
n
d
er
p
in
n
ed
b
y
Ko
lb
[
1
2
]
th
eo
r
y
,
p
lay
ed
a
cr
u
cial
r
o
le
in
h
elp
in
g
s
tu
d
en
ts
u
n
d
e
r
s
tan
d
an
d
r
eta
in
f
in
an
cial
co
n
ce
p
ts
m
o
r
e
th
o
r
o
u
g
h
ly
.
Mo
r
e
o
v
e
r
,
t
h
e
s
e
lf
-
d
et
er
m
i
n
ati
o
n
t
h
eo
r
y
o
f
Dec
i a
n
d
R
y
a
n
[
1
7
]
h
el
p
s
e
x
p
la
in
t
h
e
i
n
c
r
ea
s
e
i
n
s
tu
d
en
ts
’
co
n
f
i
d
e
n
c
e
an
d
a
u
t
o
n
o
m
y
in
m
a
n
a
g
i
n
g
f
i
n
a
n
ce
s
,
as
r
e
p
o
r
te
d
in
t
h
e
q
u
ali
tat
iv
e
f
i
n
d
i
n
g
s
.
T
h
e
e
x
p
e
r
ie
n
tial
t
ask
s
g
a
v
e
s
t
u
d
e
n
ts
t
h
e
o
p
p
o
r
t
u
n
it
y
to
m
a
k
e
f
i
n
a
n
ci
al
d
ec
is
i
o
n
s
in
d
e
p
e
n
d
e
n
t
ly
,
f
o
s
t
er
in
g
a
s
en
s
e
o
f
c
o
m
p
et
en
ce
an
d
s
elf
-
c
o
n
f
i
d
e
n
c
e
t
h
a
t
w
as
r
e
f
le
cte
d
i
n
t
h
e
im
p
r
o
v
em
en
ts
i
n
f
in
a
n
cia
l
a
ttit
u
d
e
,
co
n
t
r
o
l
,
a
n
d
f
r
ee
d
o
m
o
f
c
h
o
ice
o
b
s
e
r
v
ed
i
n
t
h
e
q
u
an
tit
ati
v
e
d
a
ta.
T
h
is
a
li
g
n
s
w
it
h
t
h
e
t
h
eo
r
y
’
s
em
p
h
asis
o
n
au
to
n
o
m
y
a
n
d
co
m
p
et
en
ce
as
k
e
y
m
o
ti
v
at
o
r
s
f
o
r
f
in
a
n
ci
al
le
ar
n
i
n
g
a
n
d
s
k
i
ll
d
ev
el
o
p
m
e
n
t
[
1
6
]
,
[
46]
.
M
o
r
e
o
v
er
,
t
h
e
c
o
n
s
t
r
u
cti
v
is
t
t
h
eo
r
y
,
p
a
r
ti
c
u
la
r
l
y
V
y
g
o
ts
k
y
[
1
5
]
e
m
p
h
asis
o
n
ac
ti
v
e
l
ea
r
n
i
n
g
,
a
l
s
o
s
u
p
p
o
r
ts
t
h
e
li
n
k
b
etwe
e
n
ex
p
e
r
i
en
tia
l
le
a
r
n
in
g
an
d
t
h
e
i
m
p
r
o
v
e
m
e
n
ts
i
n
f
i
n
a
n
cial
w
ell
b
ei
n
g
.
T
h
e
q
u
al
ita
ti
v
e
d
at
a
s
u
g
g
est
e
d
th
at
s
t
u
d
e
n
ts
wer
e
m
o
r
e
e
n
g
a
g
e
d
in
th
e
l
ea
r
n
i
n
g
p
r
o
c
ess
b
e
ca
u
s
e
t
h
e
y
we
r
e
d
i
r
ec
tl
y
i
n
v
o
l
v
ed
i
n
r
e
al
-
w
o
r
l
d
f
i
n
an
ci
al
t
as
k
s
,
s
u
ch
as
b
u
d
g
eti
n
g
an
d
f
i
n
a
n
c
ial
p
la
n
n
i
n
g
.
T
h
is
ac
ti
v
e
e
n
g
a
g
e
m
e
n
t
h
el
p
e
d
s
t
u
d
e
n
ts
c
o
n
n
ec
t
t
h
e
o
r
et
ica
l
k
n
o
wle
d
g
e
to
p
r
ac
t
ic
al
ap
p
li
ca
ti
o
n
s
,
w
h
ic
h
c
o
n
tr
ib
u
t
e
d
to
t
h
eir
i
n
cr
ea
s
e
d
f
i
n
a
n
ci
al
r
esi
lie
n
c
e
a
n
d
s
ec
u
r
it
y
.
B
y
all
o
wi
n
g
s
tu
d
en
ts
t
o
ex
p
e
r
i
en
ce
th
e
ch
all
en
g
es
a
n
d
s
o
l
u
ti
o
n
s
o
f
f
i
n
an
cia
l
m
a
n
a
g
e
m
e
n
t f
i
r
s
t
-
h
a
n
d
,
t
h
e
e
x
p
e
r
ie
n
t
i
al
l
ea
r
n
in
g
ap
p
r
o
a
ch
p
r
o
v
i
d
e
d
t
h
e
m
wit
h
th
e
to
o
ls
n
ee
d
e
d
to
b
et
te
r
n
a
v
ig
ate
t
h
e
ir
p
er
s
o
n
al
f
i
n
a
n
c
es.
Desp
ite
th
ese
p
o
s
itiv
e
f
in
d
in
g
s
,
s
o
m
e
u
n
ex
p
ec
ted
r
esu
lts
r
aise
im
p
o
r
tan
t
q
u
esti
o
n
s
f
o
r
f
u
r
th
e
r
co
n
s
id
er
atio
n
.
Fo
r
in
s
tan
ce
,
alth
o
u
g
h
th
e
C
G
s
h
o
wed
m
in
im
al
p
r
o
g
r
ess
o
v
er
all,
th
er
e
was
a
m
o
d
est
im
p
r
o
v
em
e
n
t
in
f
i
n
an
cial
co
n
t
r
o
l.
T
h
is
s
u
g
g
ests
th
at
tr
ad
itio
n
al
f
in
an
cial
ed
u
ca
tio
n
,
wh
ile
less
im
p
ac
tf
u
l
th
an
ex
p
er
ien
tial
m
eth
o
d
s
[
7
]
,
ca
n
s
till
p
r
o
v
id
e
s
o
m
e
f
o
u
n
d
atio
n
a
l
k
n
o
wled
g
e
an
d
s
k
ills
th
at
lead
to
im
p
r
o
v
em
en
ts
in
s
p
ec
if
ic
ar
ea
s
.
I
t
i
s
p
o
s
s
ib
le
th
at
th
e
th
eo
r
etica
l
co
n
ten
t
d
eliv
er
ed
in
th
e
C
G
h
elp
ed
s
tu
d
en
ts
g
r
asp
th
e
b
asic
co
n
ce
p
ts
o
f
m
a
n
ag
in
g
th
eir
f
i
n
an
ce
s
[
3
0
]
,
[
4
8
]
,
ev
e
n
th
o
u
g
h
th
e
ab
s
en
ce
o
f
p
r
ac
tical
ap
p
licatio
n
lim
ited
th
e
o
v
er
all
ef
f
ec
tiv
e
n
ess
.
T
h
is
f
in
d
in
g
im
p
lies
th
at
ev
en
co
n
v
en
tio
n
al
f
in
a
n
cial
ed
u
ca
tio
n
h
as
s
o
m
e
v
alu
e
in
en
h
an
cin
g
s
tu
d
en
ts
’
f
in
an
cial
m
an
ag
em
en
t
s
k
ills
,
p
ar
ticu
l
ar
ly
wh
en
it
co
m
es
to
u
n
d
e
r
s
tan
d
in
g
f
in
a
n
cial
p
r
o
ce
s
s
es su
ch
as b
u
d
g
etin
g
a
n
d
m
o
n
ito
r
in
g
ex
p
e
n
d
itu
r
es.
An
o
th
er
u
n
ex
p
ec
ted
o
u
tco
m
e
was
th
e
r
elativ
ely
s
m
aller
ef
f
ec
t
s
ize
in
f
in
an
cial
f
r
ee
d
o
m
o
f
ch
o
ice
co
m
p
ar
ed
to
o
th
er
d
im
e
n
s
io
n
s
o
f
f
in
an
cial
wellb
ei
n
g
i
n
th
e
E
G.
W
h
ile
s
tu
d
en
ts
in
th
e
E
G
r
ep
o
r
ted
im
p
r
o
v
em
e
n
ts
in
o
th
er
ar
ea
s
s
u
ch
as f
in
an
cial
r
esil
ien
ce
an
d
co
n
tr
o
l,
th
eir
p
er
ce
p
tio
n
o
f
f
i
n
an
cial
f
r
ee
d
o
m
d
id
n
o
t
in
cr
ea
s
e
as
s
ig
n
if
ican
tly
.
T
h
is
r
aises
th
e
q
u
esti
o
n
o
f
wh
eth
er
e
x
ter
n
al
f
ac
to
r
s
,
s
u
ch
as
ec
o
n
o
m
ic
co
n
d
itio
n
s
o
r
p
e
r
s
o
n
al
f
in
an
c
ial
co
n
s
tr
ain
ts
[
4
9
]
,
[
5
0
]
,
in
f
l
u
en
ce
d
s
tu
d
en
ts
’
p
er
ce
i
v
ed
f
r
ee
d
o
m
in
m
ak
in
g
f
in
an
cial
d
ec
is
io
n
s
,
ev
en
af
te
r
p
ar
ticip
atin
g
in
th
e
ex
p
e
r
ien
tial
p
r
o
g
r
am
.
I
t
is
p
o
s
s
ib
le
th
at
wh
ile
s
tu
d
en
ts
g
ain
ed
co
n
f
id
en
ce
in
m
a
n
ag
in
g
ev
er
y
d
ay
f
in
a
n
cial
task
s
,
th
ey
m
ay
s
till
h
av
e
f
elt
r
estricte
d
in
m
ak
in
g
lar
g
er
,
lo
n
g
-
ter
m
f
i
n
an
cial
ch
o
ices
d
u
e
to
f
ac
to
r
s
b
ey
o
n
d
th
eir
co
n
tr
o
l,
s
u
ch
as
lim
ited
f
in
an
cial
r
eso
u
r
ce
s
o
r
u
n
ce
r
tain
ty
a
b
o
u
t
f
u
tu
r
e
e
co
n
o
m
ic
co
n
d
itio
n
s
[
1
]
.
T
h
ese
u
n
e
x
p
ec
ted
r
esu
lts
h
ig
h
lig
h
t
th
e
co
m
p
lex
ity
o
f
f
in
a
n
cial
ed
u
ca
tio
n
an
d
s
u
g
g
est
t
h
at,
wh
ile
ex
p
er
ien
tial
lear
n
in
g
is
h
ig
h
ly
ef
f
ec
tiv
e,
it
m
ay
n
ee
d
to
b
e
s
u
p
p
lem
en
te
d
with
o
th
er
f
o
r
m
s
o
f
s
u
p
p
o
r
t
to
f
u
lly
ad
d
r
ess
s
tu
d
en
ts
’
f
in
an
cial
f
r
ee
d
o
m
an
d
lo
n
g
-
ter
m
d
ec
is
io
n
-
m
ak
in
g
ab
ilit
ies.
Fu
tu
r
e
r
esear
ch
co
u
ld
ex
p
l
o
r
e
th
e
in
f
lu
e
n
ce
o
f
ex
ter
n
al
ec
o
n
o
m
ic
o
r
p
er
s
o
n
al
f
ac
to
r
s
o
n
s
t
u
d
en
ts
’
p
e
r
ce
p
tio
n
s
o
f
f
in
an
ci
al
f
r
ee
d
o
m
,
as
well
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
A
mixe
d
-
meth
o
d
s
s
tu
d
y
o
n
th
e
imp
a
ct
o
f e
xp
erien
tia
l fin
a
n
cia
l e
d
u
ca
tio
n
o
n
C
h
in
ese
s
tu
d
en
ts
’
… (
Ya
n
i Zh
o
u
)
2887
as
th
e
p
o
ten
tial
b
e
n
ef
its
o
f
in
teg
r
atin
g
ex
p
e
r
ien
tial
ed
u
c
atio
n
with
a
d
d
itio
n
al
r
eso
u
r
c
es
o
r
g
u
id
a
n
ce
o
n
lo
n
g
-
ter
m
f
in
an
cial
p
la
n
n
in
g
.
Ad
d
itio
n
ally
,
th
e
s
tu
d
y
also
h
as
s
o
m
e
lim
itatio
n
s
th
at
s
h
o
u
ld
b
e
c
o
n
s
id
er
ed
wh
en
in
ter
p
r
etin
g
t
h
e
f
in
d
in
g
s
.
On
e
k
ey
lim
itatio
n
is
th
e
r
elativ
ely
s
m
all
s
am
p
le
s
ize
an
d
th
e
f
o
cu
s
o
n
a
s
in
g
le
u
n
iv
e
r
s
ity
,
wh
ich
lim
its
th
e
g
e
n
er
aliza
b
ilit
y
o
f
th
e
r
esu
lts
to
a
b
r
o
ad
e
r
p
o
p
u
latio
n
.
W
h
ile
th
e
s
tu
d
y
p
r
o
v
id
es
v
alu
ab
le
in
s
ig
h
ts
in
t
o
th
e
im
p
ac
t
o
f
ex
p
er
ie
n
tial
f
i
n
an
cial
ed
u
ca
tio
n
o
n
C
h
in
ese
u
n
iv
er
s
ity
s
tu
d
e
n
ts
,
it
r
em
ain
s
u
n
ce
r
tain
wh
et
h
er
s
im
ilar
o
u
tco
m
es
wo
u
ld
b
e
o
b
s
er
v
ed
i
n
o
t
h
er
e
d
u
ca
tio
n
al
in
s
titu
tio
n
s
o
r
r
eg
io
n
s
with
d
if
f
er
en
t
s
tu
d
e
n
t
d
em
o
g
r
ap
h
ics
an
d
f
in
a
n
cial
liter
ac
y
l
ev
els.
Ad
d
itio
n
ally
,
th
e
s
tu
d
y
d
id
n
o
t
ac
c
o
u
n
t
f
o
r
ex
ter
n
al
f
ac
to
r
s
th
at
co
u
ld
s
ig
n
if
ican
tly
in
f
lu
en
ce
s
tu
d
en
ts
’
f
in
an
cial
b
eh
av
io
r
an
d
d
ec
is
io
n
-
m
ak
in
g
,
s
u
ch
as
ec
o
n
o
m
ic
co
n
d
itio
n
s
,
f
am
ilial
f
in
an
cial
s
u
p
p
o
r
t,
o
r
p
e
r
s
o
n
a
l
f
in
an
cial
co
n
s
tr
ain
ts
.
T
h
ese
ex
ter
n
al
v
ar
iab
les
ca
n
p
lay
a
cr
u
cial
r
o
le
in
s
h
ap
in
g
s
tu
d
en
ts
’
f
in
an
cial
e
x
p
er
ie
n
ce
s
an
d
co
u
l
d
af
f
ec
t
th
e
o
v
er
all
ef
f
ec
tiv
en
ess
o
f
f
in
an
cial
ed
u
ca
tio
n
p
r
o
g
r
am
s
.
Fu
tu
r
e
r
esear
c
h
s
h
o
u
ld
ad
d
r
ess
th
ese
g
ap
s
b
y
e
x
p
an
d
in
g
th
e
s
am
p
le
s
ize
to
in
clu
d
e
s
tu
d
en
ts
f
r
o
m
m
u
ltip
l
e
u
n
iv
er
s
ities
ac
r
o
s
s
d
if
f
er
en
t
r
eg
io
n
s
,
allo
win
g
f
o
r
m
o
r
e
d
iv
er
s
e
p
er
s
p
ec
tiv
es.
Mo
r
eo
v
er
,
f
u
t
u
r
e
s
tu
d
ies
s
h
o
u
ld
in
co
r
p
o
r
ate
a
n
an
al
y
s
is
o
f
ex
ter
n
al
ec
o
n
o
m
ic
a
n
d
p
er
s
o
n
al
f
ac
to
r
s
to
b
etter
u
n
d
er
s
tan
d
h
o
w
th
ese
v
ar
iab
l
es
in
ter
ac
t
with
f
in
an
cial
ed
u
c
atio
n
an
d
i
n
f
lu
en
ce
s
tu
d
en
ts
’
f
in
an
cial
o
u
tco
m
es.
T
h
is
b
r
o
ad
er
s
co
p
e
wo
u
ld
p
r
o
v
id
e
a
m
o
r
e
c
o
m
p
r
e
h
en
s
iv
e
u
n
d
er
s
tan
d
in
g
o
f
th
e
r
ea
l
-
wo
r
ld
ap
p
licab
ilit
y
o
f
f
in
an
cial
ed
u
ca
tio
n
p
r
o
g
r
a
m
s
an
d
h
elp
r
ef
in
e
t
h
em
to
b
etter
s
u
it th
e
v
ar
y
in
g
n
ee
d
s
o
f
s
tu
d
e
n
ts
.
5.
CO
NCLU
SI
O
N
T
h
is
m
ix
ed
-
m
eth
o
d
s
s
tu
d
y
d
e
m
o
n
s
tr
ates
th
at
ex
p
er
ien
tial
f
i
n
an
cial
ed
u
ca
tio
n
s
ig
n
if
ican
tl
y
im
p
r
o
v
es
b
o
th
f
in
an
cial
liter
ac
y
,
in
clu
d
i
n
g
f
i
n
an
cial
k
n
o
wled
g
e
,
b
e
h
a
v
io
r
,
a
n
d
attitu
d
e,
as
well
as
f
in
an
cial
wellb
ein
g
,
en
co
m
p
ass
in
g
f
in
a
n
cial
s
ec
u
r
ity
,
r
esil
ien
ce
,
co
n
tr
o
l,
an
d
f
r
ee
d
o
m
o
f
c
h
o
ice,
am
o
n
g
C
h
in
ese
u
n
iv
er
s
ity
s
tu
d
en
ts
.
I
n
th
e
q
u
an
titativ
e
p
h
ase,
th
e
E
G,
wh
ich
en
g
ag
e
d
in
h
an
d
s
-
o
n
,
p
r
ac
tical
f
in
a
n
cial
task
s
,
s
h
o
wed
g
r
ea
ter
im
p
r
o
v
em
e
n
ts
co
m
p
a
r
ed
to
th
e
C
G,
wh
ich
f
o
llo
wed
tr
ad
itio
n
al
lectu
r
e
-
b
ased
m
eth
o
d
s
.
T
h
ese
f
in
d
in
g
s
af
f
ir
m
th
e
v
alu
e
o
f
ex
p
e
r
ien
ti
al
lear
n
in
g
ap
p
r
o
ac
h
es
in
en
h
an
cin
g
s
tu
d
en
ts
’
f
in
a
n
cial
m
an
ag
em
en
t
s
k
ills
an
d
f
o
s
ter
in
g
a
d
ee
p
er
u
n
d
er
s
tan
d
in
g
o
f
f
in
a
n
cial
co
n
ce
p
ts
.
T
h
e
q
u
alitativ
e
f
in
d
in
g
s
f
u
r
t
h
er
elu
cid
ate
th
ese
q
u
an
titativ
e
r
esu
lts
b
y
p
r
o
v
id
in
g
in
s
ig
h
t
in
to
h
o
w
s
tu
d
e
n
ts
p
er
ce
iv
ed
th
e
e
x
p
er
ien
tial
le
ar
n
in
g
ex
p
er
ien
ce
.
Stu
d
en
ts
in
th
e
E
G
r
ep
o
r
ted
th
at
th
e
p
r
ac
tical
ap
p
licatio
n
o
f
f
in
an
cial
k
n
o
wled
g
e
m
a
d
e
ab
s
tr
ac
t
co
n
ce
p
ts
m
o
r
e
ta
n
g
ib
le,
th
at
e
x
p
er
ien
ti
al
lear
n
in
g
allo
wed
th
em
to
a
ctiv
ely
en
g
ag
e
with
f
in
a
n
cial
task
s
,
an
d
t
h
at
th
e
h
an
d
s
-
o
n
ex
p
er
ien
ce
f
o
s
ter
ed
a
m
o
r
e
p
o
s
itiv
e
attitu
d
e
to
war
d
s
m
an
ag
i
n
g
f
in
an
ce
s
.
T
h
ese
q
u
alitativ
e
in
s
ig
h
ts
ex
p
lain
th
e
s
ig
n
if
ican
t
g
ain
s
o
b
s
er
v
ed
i
n
th
e
q
u
a
n
titativ
e
v
a
r
iab
les,
d
em
o
n
s
tr
atin
g
th
at
ex
p
er
ien
tial
f
in
a
n
cial
ed
u
ca
tio
n
n
o
t
o
n
l
y
eq
u
ip
s
s
tu
d
en
ts
with
k
n
o
wled
g
e
b
u
t
also
en
h
an
ce
s
th
eir
p
r
ac
tical
s
k
ills
an
d
c
o
n
f
id
e
n
ce
in
m
an
ag
in
g
p
er
s
o
n
al
f
in
an
ce
s
.
T
h
e
f
in
d
in
g
s
h
av
e
s
ig
n
if
ican
t
im
p
licatio
n
s
f
o
r
teac
h
i
n
g
an
d
th
e
d
esig
n
o
f
f
in
a
n
cial
ed
u
ca
tio
n
p
r
o
g
r
a
m
s
.
T
o
m
ax
im
ize
th
e
ef
f
ec
tiv
en
ess
o
f
th
ese
p
r
o
g
r
am
s
,
ed
u
ca
to
r
s
s
h
o
u
ld
p
r
io
r
itize
in
co
r
p
o
r
atin
g
ex
p
er
ien
tial
lear
n
in
g
o
p
p
o
r
t
u
n
ities
,
s
u
ch
as
f
in
an
cial
s
im
u
latio
n
s
,
b
u
d
g
etin
g
e
x
er
cises
,
an
d
r
ea
l
-
wo
r
l
d
d
ec
is
io
n
-
m
ak
in
g
task
s
,
in
to
th
eir
cu
r
r
icu
la.
T
h
ese
h
an
d
s
-
o
n
ac
tiv
ities
n
o
t
o
n
ly
im
p
r
o
v
e
s
tu
d
en
ts
’
k
n
o
wled
g
e
r
eten
tio
n
b
y
allo
win
g
th
em
to
ac
tiv
ely
en
g
a
g
e
with
f
in
a
n
cial
co
n
ce
p
ts
b
u
t
also
h
elp
d
e
v
elo
p
p
r
ac
tical
s
k
ills
th
at
ar
e
d
ir
ec
tly
ap
p
licab
le
in
r
ea
l
-
life
f
in
an
cial
s
ce
n
ar
io
s
.
Su
ch
an
ap
p
r
o
ac
h
f
o
s
ter
s
a
d
ee
p
e
r
u
n
d
e
r
s
tan
d
in
g
o
f
f
in
an
cial
p
r
in
cip
les
an
d
eq
u
ip
s
s
tu
d
en
ts
wi
th
th
e
ab
ilit
y
to
m
ak
e
in
f
o
r
m
e
d
f
in
an
c
ial
d
ec
is
io
n
s
wi
th
co
n
f
id
en
ce
.
Fu
r
t
h
er
m
o
r
e,
f
in
a
n
cial
ed
u
ca
tio
n
p
r
o
g
r
am
s
s
h
o
u
ld
b
e
d
esig
n
e
d
t
o
o
f
f
er
s
tu
d
en
ts
au
to
n
o
m
y
in
th
eir
lear
n
i
n
g
p
r
o
ce
s
s
es,
allo
win
g
th
em
to
p
r
ac
tice
m
ak
i
n
g
f
in
a
n
cial
d
ec
is
io
n
s
in
a
s
af
e
en
v
ir
o
n
m
e
n
t
wh
e
r
e
th
ey
ca
n
lear
n
f
r
o
m
th
eir
m
is
tak
es.
T
h
is
ex
p
er
ien
tial
p
r
ac
ti
ce
h
elp
s
b
u
ild
th
eir
co
n
f
i
d
en
ce
an
d
p
r
o
m
o
tes
a
g
r
ea
ter
s
en
s
e
o
f
f
in
an
cial
c
o
n
tr
o
l,
w
h
ich
is
cr
u
cial
f
o
r
lo
n
g
-
ter
m
f
in
an
cial
wellb
ein
g
.
B
y
f
o
c
u
s
in
g
o
n
in
ter
ac
tiv
e,
en
g
a
g
in
g
,
an
d
p
r
a
ctica
l
f
in
an
cial
ed
u
ca
tio
n
ex
p
er
ien
ce
s
,
in
s
titu
tio
n
s
ca
n
b
ett
er
p
r
ep
a
r
e
s
tu
d
en
ts
f
o
r
t
h
e
in
c
r
ea
s
in
g
ly
co
m
p
lex
f
in
an
cial
ch
allen
g
es
th
ey
will
e
n
co
u
n
ter
in
th
e
f
u
tu
r
e,
en
s
u
r
in
g
th
at
th
ey
ar
e
n
o
t
o
n
ly
k
n
o
wled
g
ea
b
le
b
u
t a
ls
o
c
o
m
p
eten
t a
n
d
co
n
f
id
en
t in
m
a
n
ag
in
g
t
h
eir
p
er
s
o
n
al
f
in
an
ce
s
.
F
UNDING
I
NF
O
R
M
A
T
I
O
N
Au
th
o
r
s
s
tate
n
o
f
u
n
d
in
g
in
v
o
lv
ed
.
AUTHO
R
CO
NT
RI
B
UT
I
O
NS ST
A
T
E
M
E
N
T
T
h
is
jo
u
r
n
al
u
s
es
th
e
C
o
n
tr
ib
u
to
r
R
o
les
T
ax
o
n
o
m
y
(
C
R
ed
iT)
to
r
ec
o
g
n
ize
in
d
iv
id
u
al
au
th
o
r
co
n
tr
ib
u
tio
n
s
,
r
ed
u
ce
au
th
o
r
s
h
ip
d
is
p
u
tes,
an
d
f
ac
ilit
ate
co
llab
o
r
atio
n
.
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