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an
d
ex
cited
ab
o
u
t
lea
r
n
in
g
,
r
e
latin
g
to
th
e
s
u
b
ject
m
atter
,
atten
d
in
g
class
es
co
n
s
is
ten
tly
,
f
in
is
h
in
g
ass
ig
n
m
en
ts
,
an
d
ask
in
g
f
o
r
ass
is
tan
ce
wh
en
n
ec
ess
ar
y
.
Aca
d
em
ic
en
g
ag
em
en
t
h
as
s
o
m
e
b
en
ef
its
f
o
r
s
tu
d
en
ts
,
o
n
e
o
f
th
em
b
ein
g
th
at
it
p
r
o
m
o
tes
th
eir
ac
ad
em
ic
p
er
f
o
r
m
a
n
ce
an
d
ac
h
iev
em
en
t.
T
h
is
is
tr
u
e
b
ec
a
u
s
e
s
tu
d
en
ts
wh
o
ac
tiv
ely
e
n
g
a
g
e
in
th
eir
s
tu
d
ies
an
d
p
ar
ticip
ate
in
lear
n
in
g
u
s
u
ally
p
er
f
o
r
m
well
[
6
]
.
H
o
wev
er
,
a
s
tu
d
y
r
e
p
o
r
te
d
th
at
o
n
ly
b
e
h
av
io
r
al
en
g
ag
em
e
n
t
s
ig
n
if
ican
tly
p
r
o
m
o
ted
s
tu
d
en
t
ac
h
iev
em
en
t
in
th
eir
r
esear
c
h
.
Aca
d
em
ic
e
n
g
ag
em
e
n
t
h
as
th
r
e
e
co
m
p
o
n
en
ts
:
b
eh
a
v
io
r
al,
co
g
n
itiv
e,
a
n
d
af
f
ec
tiv
e
d
o
m
a
in
s
,
o
r
th
e
v
ig
o
r
,
d
ed
icatio
n
,
an
d
a
b
s
o
r
p
tio
n
co
m
p
o
n
en
ts
[
7
]
.
W
h
ich
ev
e
r
co
m
p
o
n
en
ts
o
f
en
g
a
g
em
en
t
ar
e
co
n
s
id
er
ed
in
a
n
y
s
tu
d
y
,
th
er
e
is
a
n
ee
d
to
p
r
o
m
o
te
an
d
im
p
r
o
v
e
th
e
m
f
o
r
th
e
b
e
n
ef
it
o
f
th
e
s
tu
d
e
n
t.
S
tu
d
en
ts
’
ac
ad
em
ic
en
g
a
g
em
en
t
ca
n
b
e
e
n
h
an
ce
d
th
r
o
u
g
h
in
ter
n
al
an
d
e
x
ter
n
al
f
ac
to
r
s
lik
e
s
elf
-
ef
f
icac
y
a
n
d
s
o
cial
s
u
p
p
o
r
t
[
8
]
,
[
9
]
.
So
cial
s
u
p
p
o
r
t
d
escr
ib
es
th
e
a
id
,
h
elp
,
an
d
ass
is
tan
ce
g
iv
en
o
r
r
en
d
e
r
ed
to
an
i
n
d
iv
id
u
al
b
y
o
th
er
s
,
in
clu
d
in
g
f
in
an
cial,
em
o
ti
o
n
a
l,
o
r
m
ater
ial
aid
.
C
o
n
tex
t
u
ally
,
s
o
cial
s
u
p
p
o
r
t
r
e
f
er
s
to
s
tu
d
en
ts
’
ass
is
tan
ce
f
r
o
m
p
a
r
en
ts
an
d
p
ee
r
s
to
h
el
p
th
em
f
ac
e,
tack
le,
a
n
d
s
u
r
m
o
u
n
t
ch
allen
g
es
an
d
h
in
d
r
an
c
es
in
ac
co
m
p
lis
h
in
g
o
r
ac
tu
alizin
g
th
eir
ac
ad
em
ic
g
o
als.
A
s
tu
d
y
d
ef
in
ed
s
o
cial
s
u
p
p
o
r
t
as
th
e
ass
is
tan
ce
an
d
en
co
u
r
ag
em
e
n
t
o
th
er
s
p
r
o
v
id
e,
cr
itical
in
s
u
s
tain
in
g
in
d
iv
id
u
als
’
m
o
tiv
atio
n
an
d
co
p
in
g
m
ec
h
an
is
m
s
,
p
ar
ticu
lar
ly
in
ac
ad
em
ic
s
ettin
g
s
[
1
0
]
.
So
cial
s
u
p
p
o
r
t
ca
n
cr
ea
te
a
s
en
s
e
o
f
b
elo
n
g
in
g
in
s
tu
d
e
n
ts
an
d
b
o
o
s
t
th
eir
r
esil
ien
ce
,
d
r
iv
e,
an
d
s
elf
-
ass
u
r
an
ce
as
th
ey
p
u
r
s
u
e
th
eir
ac
ad
em
ic
g
o
al
s
.
Par
en
tal
s
u
p
p
o
r
t
in
v
o
lv
es
all
th
e
ass
is
tan
ce
an
d
p
r
o
v
is
io
n
s
p
ar
en
ts
m
a
k
e
t
o
war
d
s
th
e
s
m
o
o
th
ac
ad
em
ic
jo
u
r
n
ey
o
f
th
eir
war
d
s
.
I
n
co
n
tr
ast,
p
ee
r
s
u
p
p
o
r
t
en
co
m
p
ass
es
th
e
h
elp
s
tu
d
en
ts
r
ec
eiv
e
f
r
o
m
t
h
eir
f
r
ien
d
s
an
d
class
m
ates
to
war
d
s
th
eir
s
u
cc
ess
in
s
ch
o
o
l.
I
t
is
also
ev
id
en
t
th
at
h
o
m
e
-
b
ased
p
ar
en
tal
in
v
o
lv
em
en
t
p
lay
s
a
cr
u
cial
r
o
le
in
s
tu
d
e
n
ts
’
ac
ad
e
m
ic
en
g
ag
em
e
n
t
b
y
p
r
o
v
id
i
n
g
ch
ild
r
en
with
th
e
n
e
ce
s
s
ar
y
em
o
tio
n
al,
ac
ad
em
ic,
an
d
s
o
cial
r
eso
u
r
ce
s
to
e
n
h
an
c
e
th
eir
ed
u
ca
tio
n
al
o
u
tco
m
es.
A
n
o
th
er
s
tu
d
y
ar
g
u
ed
t
h
at
p
ee
r
s
u
p
p
o
r
t
im
p
r
o
v
es
s
o
cial
s
k
ills
,
em
o
tio
n
al
in
t
ellig
en
ce
,
ac
ad
e
m
ic
m
o
tiv
atio
n
,
s
elf
-
wo
r
th
,
co
n
f
id
en
ce
,
an
d
b
elo
n
g
in
g
[
1
1
]
.
L
iter
atu
r
e
h
as
s
h
o
wn
a
lin
k
b
e
twee
n
s
o
cial
s
u
p
p
o
r
t
an
d
s
tu
d
en
ts
’
ac
ad
em
ic
o
u
tco
m
es.
Stu
d
en
ts
wh
o
d
o
n
o
t
h
av
e
en
o
u
g
h
s
o
cial
s
u
p
p
o
r
t
b
ec
o
m
e
less
m
o
tiv
ated
an
d
in
ter
ested
in
th
eir
s
tu
d
ies.
I
n
ad
d
itio
n
,
a
s
tu
d
y
r
ep
o
r
ted
lo
w
m
o
ti
v
atio
n
an
d
d
is
in
ter
est
in
s
tu
d
ies
am
o
n
g
ch
ild
r
en
wh
o
lack
s
o
cial
s
u
p
p
o
r
t
[
1
2
]
.
Ded
u
ctiv
ely
,
s
tu
d
en
ts
lack
in
g
s
o
cial
s
u
p
p
o
r
t
wo
u
ld
h
av
e
h
iccu
p
s
in
m
e
etin
g
th
eir
c
u
r
r
icu
lar
in
v
o
lv
e
m
en
t,
co
n
s
eq
u
en
tly
n
eg
ativ
ely
a
f
f
ec
tin
g
th
eir
g
r
a
d
es.
A
s
tu
d
y
s
h
o
wed
t
h
at
lac
k
in
g
s
o
cial
s
u
p
p
o
r
t
n
eg
ativ
el
y
im
p
ac
ts
s
tu
d
en
ts
’
ac
ad
em
ic
ac
h
iev
em
en
t
[
1
3
]
.
L
ac
k
o
f
s
o
cial
s
u
p
p
o
r
t
ca
n
also
af
f
ec
t
th
e
p
s
y
ch
o
lo
g
ical
s
tate
o
f
s
tu
d
en
ts
.
I
n
lin
e
with
th
is
p
er
s
p
ec
tiv
e,
a
s
tu
d
y
im
p
lied
th
at
a
lack
o
f
s
o
cial
s
u
p
p
o
r
t
tr
ig
g
er
s
s
tr
ess
an
d
an
x
iety
in
s
tu
d
e
n
ts
,
wh
ich
co
u
ld
h
av
e
a
d
etr
im
e
n
t
al
im
p
ac
t
o
n
th
eir
ac
ad
e
m
ic
en
g
ag
em
e
n
t
[
1
4
]
.
I
n
o
th
er
w
o
r
d
s
,
s
o
cial
s
u
p
p
o
r
t
co
u
ld
p
r
o
m
o
te
p
o
s
itiv
e
p
s
y
ch
o
lo
g
y
i
n
s
tu
d
en
ts
b
y
b
o
o
s
tin
g
th
eir
s
elf
-
ef
f
icac
y
.
Aca
d
em
ic
s
elf
-
ef
f
icac
y
co
u
ld
b
e
p
er
ce
iv
ed
as
s
tu
d
en
ts
’
co
n
f
id
en
ce
an
d
b
elief
in
th
eir
ca
p
ac
ity
to
en
g
ag
e
in
a
n
d
ac
co
m
p
lis
h
an
a
ca
d
em
ic
task
o
r
d
em
an
d
[
1
5
]
.
An
o
th
er
s
tu
d
y
a
r
g
u
es th
at
ac
a
d
em
ic
s
elf
-
ef
f
icac
y
is
th
e
d
eg
r
ee
to
w
h
ich
s
tu
d
e
n
ts
b
eliev
e
th
ey
ca
n
s
tar
t
an
d
ac
h
iev
e
a
n
ac
ad
em
ic
task
with
in
a
p
ar
ticu
lar
ac
ad
em
ic
o
r
r
esear
ch
ar
ea
[
1
6
]
.
Stu
d
ies
h
av
e
s
h
o
wn
th
at
ch
ild
r
en
with
a
h
ig
h
s
en
s
e
o
f
th
eir
ab
ilit
ies
ar
e
lik
elier
to
s
tay
in
v
o
lv
e
d
in
th
ei
r
s
tu
d
ies an
d
s
u
cc
ee
d
ac
a
d
em
i
ca
lly
.
Fo
r
in
s
tan
ce
,
a
s
tu
d
y
s
u
g
g
ests
th
at
s
tu
d
en
ts
with
h
ig
h
ac
ad
em
ic
s
elf
-
e
f
f
ic
ac
y
ten
d
to
e
x
h
ib
it
g
r
ea
ter
ac
ad
em
ic
p
er
f
o
r
m
an
ce
b
ec
au
s
e
th
ey
b
eliev
e
in
t
h
eir
ab
ilit
ies
to
o
v
er
co
m
e
ch
alle
n
g
es
an
d
ac
h
iev
e
t
h
eir
g
o
al
s
[
1
7
]
,
[
1
8
]
.
Similar
ly
,
a
n
o
t
h
er
s
tu
d
y
o
b
s
er
v
e
d
a
p
o
s
itiv
e
r
elatio
n
s
h
ip
b
etwe
en
p
ar
en
tal
s
u
p
p
o
r
t
an
d
ac
ad
em
ic
s
elf
-
ef
f
icac
y
am
o
n
g
p
r
im
ar
y
s
ch
o
o
l
p
u
p
ils
,
wh
ich
ca
n
p
o
s
itiv
ely
in
f
lu
en
ce
th
eir
ac
ad
em
ic
e
n
g
ag
em
e
n
t
[
1
9
]
.
Stu
d
en
ts
with
h
ig
h
lev
els
o
f
ac
ad
em
ic
s
elf
-
ef
f
icac
y
ar
e
m
o
r
e
lik
ely
to
tak
e
ch
ar
g
e
o
f
th
eir
ed
u
ca
tio
n
,
p
ar
ticip
ate
ac
tiv
ely
in
class
,
an
d
ask
q
u
esti
o
n
s
.
Acc
o
r
d
in
g
to
a
s
tu
d
y
,
ac
ad
e
m
ic
en
g
ag
em
en
t
is
p
o
s
itiv
ely
lin
k
ed
to
ac
ad
em
ic
s
elf
-
e
f
f
i
ca
cy
[
2
0
]
.
A
s
tu
d
y
r
ep
o
r
ted
th
at
ac
ad
em
ic
s
elf
-
ef
f
icac
y
,
en
g
ag
e
m
en
t,
a
n
d
p
er
f
o
r
m
an
ce
ar
e
p
o
s
itiv
ely
c
o
r
r
elate
d
,
im
p
ly
in
g
th
at
th
e
y
ar
e
n
ec
ess
ar
y
f
o
r
s
tu
d
en
ts
to
ac
h
iev
e
th
eir
ac
ad
em
ic
g
o
als
[
2
1
]
.
Stu
d
en
ts
with
h
ig
h
ac
ad
em
ic
s
elf
-
ef
f
icac
y
co
u
l
d
b
e
s
aid
to
p
r
io
r
itize
wo
r
k
,
s
et
r
ea
lis
tic
o
b
jectiv
es,
an
d
av
o
id
p
r
o
c
r
asti
n
atio
n
b
ec
au
s
e
th
ey
h
av
e
c
o
n
f
i
d
en
ce
i
n
th
eir
a
b
ilit
y
to
m
an
ag
e
th
eir
tim
e
well,
wh
ich
in
cr
ea
s
es
p
r
o
d
u
ctiv
ity
an
d
ef
f
icien
cy
.
Un
d
o
u
b
ted
ly
,
s
tu
d
e
n
t
s
with
h
ig
h
ac
ad
em
ic
s
elf
-
ef
f
icac
y
wo
u
ld
lik
ely
d
em
o
n
s
tr
ate
ef
f
ec
tiv
e
tim
e
m
an
ag
em
en
t
s
k
ills
,
lead
in
g
to
im
p
r
o
v
e
d
ac
ad
em
ic
p
er
f
o
r
m
an
ce
an
d
r
ed
u
ce
d
p
r
o
cr
asti
n
atio
n
.
Sh
a
r
in
g
th
is
p
er
s
p
ec
tiv
e,
th
e
liter
atu
r
e
ass
er
ts
th
at
s
tu
d
en
ts
with
h
ig
h
ac
ad
em
ic
s
elf
-
ef
f
icac
y
ar
e
m
o
r
e
lik
ely
to
h
av
e
g
o
o
d
tim
e
m
an
ag
em
en
t
s
k
ills
[
2
2
]
.
Aca
d
em
ic
s
elf
-
ef
f
icac
y
p
r
o
m
o
tes
a
g
r
o
wth
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
Th
e
r
o
le
o
f so
cia
l su
p
p
o
r
t a
n
d
a
ca
d
emic
s
elf
-
effica
cy
in
en
h
a
n
cin
g
a
ca
d
emic
… (
E
liz
a
b
eth
I
feo
ma
A
n
iero
b
i
)
4691
m
en
tality
an
d
an
o
p
e
n
n
ess
to
lear
n
in
g
f
r
o
m
o
th
er
s
b
y
m
o
tiv
a
tin
g
s
tu
d
en
ts
to
ask
teac
h
er
s
,
p
ee
r
s
,
an
d
m
e
n
to
r
s
f
o
r
ad
v
ice,
s
u
p
p
o
r
t,
an
d
cr
iticis
m
wh
en
n
ee
d
ed
.
Acc
o
r
d
i
n
g
to
th
e
liter
atu
r
e,
s
tu
d
en
ts
with
h
ig
h
s
elf
-
ef
f
icac
y
em
b
r
ac
e
a
g
r
o
wth
m
in
d
s
et,
wh
ich
is
ty
p
if
ied
b
y
th
e
c
o
n
v
ictio
n
th
at
t
h
ey
ca
n
g
r
o
w
a
n
d
im
p
r
o
v
e
th
r
o
u
g
h
ef
f
o
r
t,
co
m
m
itm
e
n
t,
a
n
d
lea
r
n
in
g
[
2
3
]
.
T
h
is
m
in
d
s
et
o
f
te
n
lead
s
to
a
willin
g
n
ess
to
s
ee
k
f
ee
d
b
ac
k
a
n
d
g
u
id
an
ce
f
r
o
m
o
th
er
s
.
Stu
d
en
t
s
with
h
ig
h
le
v
els
o
f
ac
a
d
em
i
c
s
elf
-
ef
f
icac
y
a
r
e
m
o
r
e
lik
ely
to
ac
tiv
ely
en
g
a
g
e
in
class
r
o
o
m
ac
tiv
ities
,
p
ar
ticip
ate
in
d
is
cu
s
s
io
n
s
,
an
d
s
ee
k
c
lar
if
icatio
n
th
r
o
u
g
h
q
u
esti
o
n
s
[
2
4
]
.
On
th
e
o
t
h
er
h
an
d
,
s
tu
d
en
ts
w
ith
lo
w
ac
ad
em
ic
s
elf
-
ef
f
icac
y
p
ar
ticip
ate
less
in
class
,
co
n
tr
ib
u
te
less
to
d
is
cu
s
s
io
n
s
,
an
d
r
ef
r
ain
f
r
o
m
r
aisi
n
g
q
u
esti
o
n
s
,
wh
ich
l
o
wer
s
th
eir
ac
ad
em
ic
en
g
a
g
e
m
en
t.
Fo
r
in
s
tan
ce
,
ac
co
r
d
in
g
t
o
a
s
tu
d
y
,
ac
a
d
e
m
ic
en
g
ag
em
e
n
t
is
in
v
er
s
ely
co
r
r
elate
d
with
lo
w
ac
ad
em
ic
s
elf
-
ef
f
icac
y
[
2
5
]
.
Sev
er
al
s
tu
d
ies
f
o
u
n
d
th
at
s
e
lf
-
ef
f
icac
y
an
d
ac
ad
em
ic
e
n
g
ag
em
en
t
h
av
e
a
p
o
s
itiv
e
an
d
s
tr
o
n
g
co
n
n
ec
tio
n
am
o
n
g
s
tu
d
en
ts
[
2
6
]
.
An
o
th
er
s
tu
d
y
s
h
o
wed
th
at
s
elf
-
ef
f
icac
y
p
lay
s
a
s
ig
n
if
ican
t
r
o
le
in
en
h
an
cin
g
s
tu
d
en
t
en
g
ag
em
e
n
t
[
2
7
]
.
T
h
ese
s
tu
d
en
ts
f
r
eq
u
en
tly
p
u
t
o
f
f
an
d
av
o
id
d
o
in
g
th
ei
r
s
ch
o
o
lwo
r
k
,
wh
ich
r
esu
lts
in
m
is
s
ed
d
ea
d
lin
es
an
d
lo
wer
p
r
o
d
u
ctiv
ity
.
T
h
e
liter
atu
r
e
s
u
p
p
o
r
ts
th
at
th
o
s
e
h
a
v
in
g
d
if
f
ic
u
lties
p
er
s
is
tin
g
in
th
e
f
ac
e
o
f
ac
ad
em
ic
ch
allen
g
es
lead
to
p
o
o
r
ac
ad
em
ic
p
e
r
f
o
r
m
a
n
ce
[
2
8
]
.
Acc
o
r
d
in
g
to
a
s
tu
d
y
,
a
lack
o
f
ac
ad
em
ic
s
elf
-
ef
f
icac
y
m
ig
h
t r
esu
lt in
a
r
elian
ce
o
n
o
u
ts
id
e
h
elp
f
o
r
s
u
cc
ess
in
s
ch
o
o
l
[
2
9
]
.
Pre
v
io
u
s
s
tu
d
ies
r
ev
ea
led
t
h
at
s
o
cial
s
u
p
p
o
r
t
a
n
d
ac
a
d
e
m
ic
s
elf
-
ef
f
icac
y
s
ig
n
if
ica
n
tly
im
p
ac
t
s
tu
d
en
ts
’
ac
ad
em
ic
en
g
a
g
em
e
n
t
s
in
ce
th
e
y
p
o
s
itiv
ely
af
f
ec
t
it.
A
s
tu
d
y
r
ep
o
r
ted
t
h
at
ac
a
d
em
ic
s
elf
-
ef
f
icac
y
h
ad
th
e
m
o
s
t
p
o
ten
t
p
r
ed
icti
v
e
p
o
wer
in
d
eter
m
in
in
g
ac
a
d
em
ic
en
g
a
g
em
en
t
[
3
0
]
.
So
c
ial
s
u
p
p
o
r
t
f
ac
t
o
r
s
,
in
clu
d
in
g
teac
h
er
s
u
p
p
o
r
t,
p
ar
en
tal
in
v
o
l
v
em
en
t,
an
d
p
ee
r
a
ttach
m
en
t,
wer
e
also
s
ig
n
if
ica
n
t
p
r
e
d
icto
r
s
wh
en
co
m
b
in
ed
.
T
h
is
s
u
g
g
ests
th
at
wh
ile
ac
ad
em
ic
s
elf
-
ef
f
icac
y
i
s
a
k
ey
d
r
iv
er
,
th
e
r
o
le
o
f
ex
te
r
n
al
s
o
cial
s
u
p
p
o
r
t
s
y
s
tem
s
is
v
ital
in
p
r
o
m
o
tin
g
s
tu
d
en
t
en
g
ag
e
m
en
t.
An
o
th
er
eq
u
ally
o
b
s
er
v
ed
s
ig
n
if
ica
n
t
p
o
s
itiv
e
co
r
r
elatio
n
b
etwe
en
co
m
p
o
n
en
ts
o
f
p
ee
r
s
’
p
er
ce
iv
ed
s
u
p
p
o
r
t,
s
tu
d
e
n
t
en
g
ag
e
m
en
t
in
ac
a
d
em
ic
ac
tiv
ities
,
an
d
life
s
atis
f
ac
tio
n
,
wh
ich
ca
n
b
o
o
s
t
s
tu
d
en
ts
’
s
elf
-
ef
f
icac
y
[
3
1
]
.
Similar
ly
,
a
s
tu
d
y
r
ep
o
r
ted
th
at
s
o
cial
s
u
p
p
o
r
t
av
ailab
le
to
s
tu
d
en
ts
b
o
o
s
ts
s
e
lf
-
ef
f
icac
y
,
with
a
p
o
s
itiv
e
r
ip
p
le
ef
f
ec
t o
n
th
eir
ac
a
d
em
ic
e
n
g
ag
em
e
n
t
[
8
]
.
Mo
r
eo
v
er
,
th
e
liter
atu
r
e
s
u
p
p
o
r
ts
th
at
f
o
u
n
d
th
at
ac
ad
e
m
ic
s
elf
-
ef
f
icac
y
an
d
s
o
cial
s
u
p
p
o
r
t
ar
e
g
o
o
d
p
r
ed
icto
r
s
o
f
ac
ad
em
ic
ad
ju
s
t
m
en
t,
wh
ich
ca
n
lead
a
s
tu
d
en
t
to
ac
tiv
e
en
g
ag
em
en
t
in
s
tu
d
ies
[
3
2
]
.
Ar
g
u
ab
ly
,
a
s
tu
d
en
t
wh
o
lack
s
p
r
o
p
er
ad
ju
s
tm
en
t
wo
u
ld
b
e
v
u
ln
er
ab
le
to
d
is
tr
ac
tio
n
s
.
On
th
e
o
th
er
h
an
d
,
s
o
m
e
s
ch
o
lar
s
r
ev
ea
led
n
o
s
ig
n
if
ica
n
t
r
elatio
n
s
h
ip
b
etwe
en
s
o
cial
s
u
p
p
o
r
t,
ac
ad
em
ic
s
elf
-
ef
f
ica
cy
,
an
d
ac
ad
em
ic
en
g
ag
em
e
n
t a
m
o
n
g
u
n
d
er
g
r
ad
u
ate
s
tu
d
en
ts
[
3
3
]
.
T
h
is
s
tu
d
y
is
an
ch
o
r
e
d
o
n
t
h
e
s
elf
-
d
eter
m
in
atio
n
th
eo
r
y
,
wh
ich
ar
g
u
es
th
at
h
u
m
a
n
s
h
av
e
th
r
ee
f
u
n
d
am
e
n
tal
p
s
y
ch
o
lo
g
ical
n
e
ed
s
to
m
o
tiv
ate
th
e
m
to
ac
t:
a
u
to
n
o
m
y
,
r
elate
d
n
ess
,
an
d
c
o
m
p
eten
ce
[
3
4
]
.
T
h
at
is
to
s
ay
th
at
o
n
e
wo
u
ld
b
e
d
et
er
m
in
ed
t
o
en
g
ag
e
in
t
h
eir
s
tu
d
ies
an
d
o
th
er
ac
ad
em
ic
ac
tiv
i
ties
in
th
e
p
r
esen
ce
o
f
th
eir
co
n
f
id
e
n
ce
an
d
ab
ilit
y
to
tak
e
u
p
an
d
ac
c
o
m
p
lis
h
th
eir
ed
u
ca
tio
n
al
task
s
,
as
well
as
with
th
e
s
u
p
p
o
r
t
o
r
in
v
o
lv
e
m
en
t
o
f
s
ig
n
if
ican
t
o
th
er
s
ar
o
u
n
d
th
em
.
T
h
is
r
esear
ch
is
cr
u
cial
b
ec
au
s
e
it
f
o
cu
s
es
o
n
th
e
u
n
d
er
e
x
p
lo
r
e
d
in
ter
p
lay
b
etwe
en
s
o
cial
s
u
p
p
o
r
t
an
d
s
elf
-
ef
f
i
ca
cy
in
p
r
ed
ictin
g
ac
ad
em
ic
e
n
g
ag
em
e
n
t,
an
ar
ea
p
ar
ticu
lar
ly
r
ele
v
an
t
in
to
d
ay
’
s
in
cr
ea
s
in
g
ly
au
to
n
o
m
o
u
s
lea
r
n
in
g
e
n
v
ir
o
n
m
en
ts
.
W
h
at
s
ets
th
is
s
tu
d
y
ap
ar
t
is
its
in
teg
r
ated
f
r
am
ewo
r
k
th
at
ex
am
in
es
d
ir
ec
t
r
elatio
n
s
h
i
p
s
an
d
h
o
w
th
ese
p
s
y
c
h
o
lo
g
ic
al
f
ac
to
r
s
in
f
lu
en
ce
s
tu
d
en
ts
’
ac
ad
em
ic
b
eh
a
v
io
r
.
T
h
e
f
in
d
in
g
s
o
f
th
is
s
tu
d
y
h
o
p
e
to
ad
v
a
n
ce
th
e
f
r
o
n
tier
s
o
f
k
n
o
wled
g
e
an
d
p
r
o
v
id
e
a
th
eo
r
etica
l
f
r
am
ewo
r
k
f
o
r
th
e
r
elatio
n
s
h
i
p
b
etwe
en
s
o
cial
s
u
p
p
o
r
t
an
d
s
elf
-
ef
f
icac
y
an
d
th
e
ac
a
d
e
m
ic
en
g
ag
e
m
en
t
o
f
u
n
iv
er
s
ity
s
tu
d
en
ts
.
I
n
lig
h
t
o
f
th
is
th
eo
r
etica
l
f
o
u
n
d
atio
n
,
t
h
is
s
tu
d
y
h
as
th
r
ee
o
b
jectiv
es:
i
)
to
ex
a
m
in
e
th
e
im
p
ac
t
o
f
s
o
cial
s
u
p
p
o
r
t
o
n
u
n
iv
er
s
ity
s
tu
d
en
ts
’
ac
ad
em
ic
en
g
ag
em
en
t;
ii
)
to
in
v
esti
g
ate
th
e
m
ed
iatin
g
r
o
le
o
f
s
elf
-
ef
f
icac
y
in
th
e
r
elatio
n
s
h
ip
b
etwe
en
s
o
cial
s
u
p
p
o
r
t
an
d
ac
ad
em
ic
en
g
ag
em
en
t;
a
n
d
iii
)
to
e
x
p
lo
r
e
wh
eth
e
r
th
ese
r
elatio
n
s
h
ip
s
d
if
f
er
b
a
s
ed
o
n
s
tu
d
e
n
ts
’
g
en
d
er
a
n
d
y
ea
r
o
f
s
tu
d
y
.
T
h
e
r
ef
o
r
e,
f
o
llo
win
g
r
esear
ch
q
u
esti
o
n
s
wer
e
d
r
awn
t
o
f
in
d
t
h
e
u
n
f
o
ld
ed
r
ea
liti
es r
eg
ar
d
in
g
s
tu
d
y
’
s
o
b
jectiv
es
:
−
W
h
at
is
th
e
r
elatio
n
s
h
ip
b
etwe
en
s
o
cial
s
u
p
p
o
r
t
an
d
ac
ad
em
i
c
en
g
ag
em
e
n
t
am
o
n
g
u
n
d
er
g
r
ad
u
ate
s
tu
d
en
ts
o
f
a
p
u
b
lic
u
n
i
v
er
s
ity
in
An
am
b
r
a
State?
−
W
h
at
is
th
e
r
elatio
n
s
h
ip
b
etwe
en
ac
ad
em
ic
s
elf
-
ef
f
icac
y
an
d
ac
ad
em
ic
en
g
ag
em
e
n
t
am
o
n
g
u
n
d
e
r
g
r
a
d
u
ate
s
tu
d
en
ts
o
f
a
p
u
b
lic
u
n
i
v
er
s
ity
in
An
am
b
r
a
State?
−
W
h
at
is
th
e
jo
in
t
r
elatio
n
s
h
ip
b
etwe
en
s
o
cial
s
u
p
p
o
r
t,
ac
ad
e
m
ic
s
elf
-
ef
f
icac
y
,
an
d
ac
ad
em
ic
en
g
ag
em
en
t
am
o
n
g
u
n
d
e
r
g
r
a
d
u
ate
s
tu
d
en
ts
o
f
a
p
u
b
lic
u
n
iv
er
s
ity
in
An
a
m
b
r
a
State?
I
n
ad
d
itio
n
,
t
h
e
f
o
llo
win
g
r
esear
ch
h
y
p
o
th
eses
g
u
id
e
d
th
e
c
u
r
r
en
t stu
d
y
:
−
T
h
er
e
is
n
o
s
ig
n
if
ican
t
r
el
atio
n
s
h
ip
b
etwe
en
s
o
cial
s
u
p
p
o
r
t
an
d
ac
ad
em
ic
e
n
g
a
g
em
en
t
am
o
n
g
u
n
d
er
g
r
ad
u
ate
s
tu
d
en
ts
o
f
a
p
u
b
lic
u
n
iv
er
s
ity
in
A
n
am
b
r
a
Sta
te
(
HO1
)
.
−
T
h
er
e
is
n
o
s
ig
n
if
ican
t
r
elatio
n
s
h
ip
b
etwe
en
ac
ad
em
ic
s
elf
-
ef
f
icac
y
an
d
ac
ad
em
ic
e
n
g
a
g
em
en
t
am
o
n
g
u
n
d
er
g
r
ad
u
ate
s
tu
d
en
ts
o
f
a
p
u
b
lic
u
n
iv
er
s
ity
in
A
n
am
b
r
a
Sta
te
(
HO2
)
.
−
T
h
er
e
is
n
o
s
ig
n
if
ican
t
r
elatio
n
s
h
ip
b
etwe
en
s
o
cial
s
u
p
p
o
r
t,
ac
a
d
em
ic
s
elf
-
ef
f
icac
y
,
an
d
ac
a
d
em
ic
en
g
ag
em
e
n
t a
m
o
n
g
u
n
d
er
g
r
ad
u
ate
s
tu
d
en
ts
o
f
a
p
u
b
lic
u
n
iv
e
r
s
ity
in
An
am
b
r
a
State
(
HO3
)
.
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
.
6
,
Dec
em
b
er
20
25
:
4
6
8
9
-
4
6
9
9
4692
2.
M
E
T
H
O
D
T
h
e
cu
r
r
e
n
t
s
tu
d
y
is
g
u
id
ed
b
y
th
e
co
r
r
elatio
n
al
r
esear
ch
d
esig
n
.
T
h
e
p
o
p
u
latio
n
c
o
m
p
r
is
ed
o
v
er
2
0
,
0
0
0
r
esp
o
n
d
en
ts
o
f
u
n
d
er
g
r
ad
u
ate
r
e
g
u
lar
s
tu
d
e
n
ts
o
f
th
e
2
0
2
3
/2
0
2
4
s
ess
io
n
in
a
p
u
b
lic
u
n
iv
e
r
s
ity
in
An
am
b
r
a
State
,
Nig
er
ia
.
T
h
e
s
am
p
le
s
ize
was
4
0
3
s
tu
d
en
ts
d
r
awn
u
s
in
g
th
e
r
an
d
o
m
s
am
p
li
n
g
tech
n
iq
u
e.
T
h
e
in
s
tr
u
m
en
ts
u
s
ed
f
o
r
d
ata
co
llectio
n
wer
e
th
r
ee
s
ets o
f
in
s
tr
u
m
en
ts
v
alid
ated
b
y
th
r
ee
ex
p
e
r
ts
in
th
e
Facu
lty
o
f
E
d
u
ca
tio
n
,
a
p
u
b
lic
u
n
iv
e
r
s
ity
in
An
am
b
r
a
State.
T
h
e
in
s
tr
u
m
e
n
ts
u
s
ed
wer
e
th
e
s
o
cial
s
u
p
p
o
r
t
q
u
esti
o
n
n
air
e
(
SS
Q)
,
ac
ad
em
ic
s
elf
-
ef
f
icac
y
q
u
esti
o
n
n
air
e
(
ASEQ
)
,
an
d
ac
ad
em
ic
en
g
ag
em
e
n
t
q
u
esti
o
n
n
air
e
(
AE
Q)
.
T
h
e
SS
Q
is
an
8
-
item
q
u
esti
o
n
n
air
e
d
esig
n
ed
to
ass
ess
th
e
p
er
ce
iv
ed
av
ailab
ilit
y
an
d
q
u
ality
o
f
s
o
cial
s
u
p
p
o
r
t
f
r
o
m
v
ar
io
u
s
s
o
u
r
ce
s
,
in
clu
d
in
g
f
am
ily
an
d
f
r
ien
d
s
.
T
h
e
ASE
Q
is
a
7
-
item
q
u
esti
o
n
n
air
e
t
o
ass
ess
s
tu
d
en
ts
’
co
n
f
id
e
n
ce
in
th
ei
r
ab
ilit
y
to
p
er
f
o
r
m
ac
ad
e
m
ic
task
s
an
d
a
ch
iev
e
ed
u
ca
tio
n
al
g
o
als.
T
h
e
AE
Q
is
a
6
-
item
q
u
esti
o
n
n
air
e
d
esig
n
ed
to
elicit
in
f
o
r
m
atio
n
o
n
s
tu
d
en
ts
’
in
v
o
lv
em
en
t,
p
a
r
ticip
atio
n
,
a
n
d
m
o
tiv
atio
n
in
ac
ad
e
m
ic
ac
tiv
ities
.
T
h
e
SS
Q
was
co
n
s
tr
u
cted
o
n
a
4
-
p
o
in
t
r
atin
g
s
ca
le
an
d
wei
g
h
ted
s
co
r
es
o
f
v
er
y
tr
u
e
(
VT
)
=4
,
t
r
u
e
(
T
)
=3
,
s
o
m
ewh
at
f
alse
(
SF
)
=2
,
f
alse
(
F)=
1
.
T
h
e
ASEQ
w
as
also
co
n
s
tr
u
cted
o
n
a
4
-
p
o
in
t
r
atin
g
s
ca
le
b
u
t
weig
h
ted
v
er
y
c
o
n
f
i
d
en
t
(
VC
)
=4
,
c
o
n
f
i
d
en
t
(
C
)
=3
,
less
co
n
f
id
en
t
(
L
C
)
=2
,
n
o
t
co
n
f
i
d
en
t
at
all
(
NC
)
=1
,
wh
ile
th
e
AE
Q
was
al
s
o
o
n
a
4
-
p
o
i
n
t
r
atin
g
s
ca
le
o
f
s
tr
o
n
g
ly
a
g
r
ee
(
SA)
=4
,
a
g
r
ee
(
A)
=3
,
d
is
ag
r
ee
(
D)
=2
,
s
tr
o
n
g
ly
d
is
ag
r
ee
(
SD)
=1
.
T
h
e
r
eliab
ilit
y
o
f
th
e
SS
Q,
ASEQ
,
an
d
A
E
Q
was
d
eter
m
in
ed
u
s
in
g
C
r
o
n
b
ac
h
’
s
a
lp
h
a.
T
h
e
co
r
r
elatio
n
co
ef
f
icien
ts
o
b
tain
ed
wer
e
.
8
7
f
o
r
s
o
cial
s
u
p
p
o
r
t,
.
8
3
f
o
r
ac
ad
em
ic
s
elf
-
ef
f
icac
y
,
an
d
.
9
1
f
o
r
s
ch
o
lar
ly
en
g
a
g
em
en
t.
T
h
e
r
esear
ch
er
s
a
d
m
in
is
ter
ed
th
e
q
u
esti
o
n
n
air
es
to
t
h
e
s
tu
d
en
ts
th
r
o
u
g
h
a
Go
o
g
le
Fo
r
m
lin
k
,
a
n
d
4
0
3
r
esp
o
n
d
e
n
ts
f
o
r
m
ed
th
e
s
am
p
le
s
ize.
T
h
e
s
tu
d
en
ts
wer
e
in
f
o
r
m
e
d
ab
o
u
t
th
e
p
u
r
p
o
s
e
o
f
th
e
s
tu
d
y
,
t
h
eir
co
n
s
en
t
was
s
o
u
g
h
t
to
p
ar
tici
p
ate,
an
d
t
h
eir
an
o
n
y
m
ity
was
en
s
u
r
ed
.
T
h
e
eth
ical
co
m
m
i
ttee
ap
p
r
o
v
ed
th
is
s
tu
d
y
(
Ap
p
r
o
v
al
#
SE/GOP/0
7
6
-
2
0
2
4
)
.
Af
ter
co
llectin
g
d
ata
was m
an
ag
ed
in
an
E
x
ce
l
S
h
ee
t,
wh
ich
was la
ter
an
aly
ze
d
u
s
in
g
SP
S
S so
f
twar
e
(
v
er
s
io
n
2
7
)
.
W
e
ap
p
lied
b
o
th
d
escr
ip
tiv
e
a
n
d
in
f
er
en
tial
s
tatis
t
ics.
T
h
e
r
esear
ch
q
u
esti
o
n
s
wer
e
an
s
wer
ed
u
s
in
g
th
e
Pear
s
o
n
p
r
o
d
u
ct
-
m
o
m
en
t
c
o
r
r
elatio
n
co
ef
f
icien
t
.
Ho
wev
er
,
th
e
r
esear
ch
h
y
p
o
th
eses
wer
e
test
ed
u
s
in
g
m
u
ltip
le
r
e
g
r
ess
io
n
an
al
y
s
is
at
th
e
.
0
5
s
ig
n
if
ican
ce
le
v
el
to
d
eter
m
in
e
t
h
e
ass
o
ciatio
n
o
f
th
e
v
ar
iab
les.
3.
RE
SU
L
T
S
B
ef
o
r
e
ap
p
ly
in
g
th
e
s
tatis
tics
,
we
test
ed
th
e
d
ata
o
n
p
ar
am
etr
ic
ass
u
m
p
tio
n
s
.
T
h
e
d
ata
f
u
lf
illed
th
e
n
o
r
m
ality
,
h
o
m
o
g
e
n
eity
,
an
d
eq
u
al
v
ar
ian
ce
ass
u
m
p
tio
n
s
,
lead
in
g
u
s
to
an
aly
ze
th
e
d
ata
f
u
r
th
er
to
an
s
wer
r
esear
ch
q
u
esti
o
n
s
an
d
test
h
y
p
o
th
eses
.
T
h
is
r
esear
ch
a
p
p
lie
d
d
escr
ip
tiv
e
s
tatis
tics
to
r
aise
awa
r
en
ess
o
f
th
e
d
em
o
g
r
a
p
h
ic
in
f
o
r
m
atio
n
o
f
r
esp
o
n
d
en
ts
,
wh
ich
is
p
r
o
v
id
e
d
in
T
ab
le
1
.
T
ab
le
1
.
Stu
d
e
n
ts
’
s
o
cio
-
d
em
o
g
r
ap
h
ic
c
h
ar
ac
ter
is
tics
V
a
r
i
a
b
l
e
s
F
r
e
q
u
e
n
c
y
P
e
r
c
e
n
t
a
g
e
(
%)
F
i
e
l
d
H
u
ma
n
i
t
i
e
s
1
3
8
3
4
.
2
T
e
c
h
n
o
l
o
g
y
/
I
C
T
60
1
4
.
9
S
c
i
e
n
c
e
s
1
0
6
2
6
.
3
C
o
mm
e
r
c
i
a
l
99
2
4
.
6
R
e
si
d
e
n
c
e
I
n
si
d
e
c
a
m
p
u
s
43
1
0
.
7
O
f
f
-
c
a
mp
u
s
3
6
0
8
9
.
3
G
e
n
d
e
r
M
a
l
e
1
3
3
3
3
.
0
F
e
mal
e
2
7
0
6
7
.
0
T
o
t
a
l
4
0
3
1
0
0
.
0
T
ab
le
1
r
ev
ea
ls
th
at
th
e
s
am
p
le
s
ize
co
n
s
is
ts
o
f
m
o
r
e
f
em
a
le
u
n
d
er
g
r
ad
u
ate
s
tu
d
en
ts
(
2
7
0
,
6
7
.
0
%)
th
an
m
ale
u
n
d
er
g
r
ad
u
ate
s
tu
d
en
ts
(
1
3
3
,
3
3
.
0
%).
I
n
ter
m
s
o
f
f
ield
o
f
s
tu
d
y
,
1
3
8
r
esp
o
n
d
en
ts
,
r
ep
r
esen
tin
g
3
4
.
2
%,
ar
e
in
th
e
h
u
m
a
n
ities
;
6
0
r
esp
o
n
d
en
ts
(
1
4
.
9
%
)
ar
e
f
r
o
m
th
e
f
ield
o
f
tech
n
o
l
o
g
y
/I
C
T
;
1
0
6
r
esp
o
n
d
en
ts
,
(
2
6
.
3
%
)
ar
e
f
r
o
m
th
e
s
cien
c
es;
wh
ile
9
9
p
ar
ticip
an
ts
(
2
4
.
6
%
)
ar
e
f
r
o
m
co
m
m
er
cials
f
ield
.
Fu
r
th
er
m
o
r
e,
4
3
r
esp
o
n
d
en
ts
,
r
ep
r
esen
tin
g
1
0
.
7
%,
r
esid
e
o
n
th
e
ca
m
p
u
s
,
wh
ile
3
6
0
p
ar
ticip
an
ts
(
8
9
.
3
%
)
r
esid
e
o
f
f
ca
m
p
u
s
.
Mo
r
eo
v
er
,
th
e
ag
e
o
f
th
e
r
esp
o
n
d
en
ts
is
p
r
esen
ted
in
Fig
u
r
e
1
.
T
h
e
f
ig
u
r
e
s
h
o
ws
a
b
ar
ch
a
r
t
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6
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L
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ican
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wo
u
ld
n
o
t
n
ec
ess
ar
ily
af
f
ec
t
th
e
e
d
u
c
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al
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g
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g
em
en
t
o
f
u
n
d
er
g
r
ad
u
ate
s
tu
d
e
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ts
in
a
p
u
b
lic
u
n
iv
e
r
s
ity
in
An
a
m
b
r
a
State.
T
h
e
n
u
ll
h
y
p
o
t
h
esis
was,
th
er
ef
o
r
e
,
ac
ce
p
te
d
.
T
h
u
s
,
s
o
cial
s
u
p
p
o
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t
a
n
d
ac
ad
em
ic
s
elf
-
ef
f
icac
y
d
o
n
o
t
jo
in
tly
p
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th
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ca
t
io
n
al
en
g
ag
em
e
n
t
o
f
u
n
d
e
r
g
r
ad
u
ate
s
tu
d
en
ts
in
a
p
u
b
lic
u
n
iv
er
s
ity
in
An
a
m
b
r
a
State.
T
ab
le
7
.
Mu
ltip
le
r
e
g
r
ess
io
n
a
n
aly
s
is
f
o
r
th
e
jo
in
t
r
elatio
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s
h
i
p
b
etwe
en
th
e
d
eter
m
in
er
s
(
s
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s
u
p
p
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r
t a
n
d
ac
ad
em
ic
s
elf
-
ef
f
icac
y
)
an
d
t
h
e
u
n
d
er
g
r
ad
u
ate
s
tu
d
en
ts
’
ac
a
d
em
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g
em
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t
M
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A
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DIS
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ize
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ate
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ile
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.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
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2252
-
8
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2
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Th
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p
p
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a
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E
liz
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feo
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n
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)
4695
T
h
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s
tu
d
y
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s
o
c
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p
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itiv
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elatio
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ip
(
β
=.
3
1
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)
with
th
e
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ad
em
ic
en
g
ag
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m
en
t
o
f
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n
d
er
g
r
a
d
u
ate
s
tu
d
en
ts
at
Nn
a
m
d
i
Azik
iwe
Un
iv
er
s
ity
,
Awk
a.
T
h
o
u
g
h
th
e
s
tatis
t
ical
an
aly
s
is
s
h
o
wed
th
at
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is
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elatio
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h
ip
is
in
s
ig
n
if
ican
t,
it
in
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icate
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th
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lig
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test
s
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cial
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u
p
p
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ess
ar
y
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o
r
s
tu
d
e
n
ts
’
ac
ad
e
m
ic
en
g
ag
em
e
n
t.
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h
is
m
ea
n
s
th
at
th
o
u
g
h
s
o
cial
s
u
p
p
o
r
t
is
n
ee
d
ed
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it
m
ay
n
o
t
s
ig
n
if
ican
tly
p
r
o
m
o
te
s
tu
d
en
ts
’
en
g
ag
e
m
en
t
i
n
ac
a
d
em
ic
ac
tiv
ities
.
B
y
im
p
licatio
n
,
wh
en
s
tu
d
e
n
ts
ar
e
d
eter
m
in
ed
in
th
eir
ac
ad
e
m
ic
p
u
r
s
u
its
,
th
e
y
c
o
u
ld
b
e
i
n
ter
n
ally
p
r
o
p
elled
to
en
g
a
g
e
in
th
eir
s
tu
d
ies
ir
r
esp
ec
tiv
e
o
f
an
y
ex
ter
n
al
s
u
p
p
o
r
t
th
e
y
r
ec
eiv
e.
T
h
is
f
in
d
in
g
s
u
p
p
o
r
ts
p
r
ev
io
u
s
liter
atu
r
e
o
f
C
h
an
et
a
l.
[
3
5
]
,
wh
ich
f
o
u
n
d
a
p
o
s
itiv
e
co
n
n
e
ctio
n
b
etwe
en
p
ar
en
tal
i
n
v
o
lv
em
en
t
an
d
ac
ad
em
ic
en
g
a
g
e
m
en
t.
Similar
ly
,
th
e
f
in
d
in
g
s
s
u
p
p
o
r
t
r
esear
c
h
t
h
at
em
p
h
asized
th
at
p
ee
r
s
u
p
p
o
r
t
p
o
s
itiv
ely
af
f
ec
ts
s
tu
d
en
ts
’
ac
ad
em
ic
en
g
ag
em
e
n
t.
Ad
d
itio
n
ally
,
t
h
e
s
tu
d
y
co
r
r
o
b
o
r
ates
an
o
th
er
s
tu
d
y
’
s
f
in
d
in
g
s
,
wh
ich
s
h
o
wed
a
p
o
s
itiv
e
co
r
r
elatio
n
b
etwe
en
p
ee
r
s
u
p
p
o
r
t a
n
d
s
tu
d
en
t a
ca
d
em
ic
e
n
g
a
g
em
en
t
[
3
1
]
.
T
h
e
s
tu
d
y
d
em
o
n
s
tr
ated
th
at
ac
ad
em
ic
s
elf
-
ef
f
icac
y
h
as
a
h
ig
h
a
n
d
p
o
s
itiv
e
co
r
r
elatio
n
(
β=.4
8
2
)
with
ac
ad
em
ic
e
n
g
ag
e
m
en
t,
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ea
n
in
g
th
at
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tu
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e
n
ts
with
g
r
ea
ter
co
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f
id
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ce
in
th
eir
ac
a
d
em
ic
ab
ilit
ies
ar
e
m
o
r
e
en
g
a
g
ed
in
t
h
eir
s
tu
d
ies.
W
h
en
s
u
b
jecte
d
to
s
tatis
tical
an
aly
s
is
,
th
e
f
in
d
in
g
was
s
ig
n
i
f
ican
t.
T
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h
o
ws
th
at
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in
cr
ea
s
e
in
s
tu
d
e
n
ts
’
a
ca
d
em
ic
s
elf
-
ef
f
icac
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g
o
es
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h
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in
cr
ea
s
e
in
t
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ac
a
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em
i
c
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g
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g
em
en
t.
I
t
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a
f
ac
t
th
at
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tu
d
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av
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lity
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ad
em
ic
task
,
it
will
b
o
o
s
t
th
eir
en
g
ag
e
m
en
t
in
th
eir
s
tu
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ies.
T
h
e
f
in
d
in
g
s
o
f
th
is
s
tu
d
y
ar
e
co
n
s
is
ten
t
with
th
e
ex
is
tin
g
liter
atu
r
e.
I
t
co
n
f
ir
m
s
th
e
s
elf
-
d
eter
m
in
atio
n
th
e
o
r
y
th
at
c
o
n
f
id
en
ce
in
o
n
e
’
s
ac
ad
em
ic
ab
ilit
y
c
o
u
ld
d
r
iv
e
one
’
s
d
eter
m
in
atio
n
to
e
n
g
a
g
e
in
o
n
e
’
s
s
tu
d
ies
[
3
4
]
.
T
h
is
f
in
d
in
g
v
alid
ates
a
s
tu
d
y
’
s
f
in
d
i
n
g
s
th
at
s
elf
-
ef
f
icac
y
s
ig
n
if
ican
tly
en
h
an
ce
s
s
tu
d
en
t
en
g
ag
em
e
n
t
[
2
7
]
.
T
h
e
f
in
d
i
n
g
a
g
r
ee
s
with
a
s
tu
d
y
th
at
o
b
s
er
v
e
d
s
elf
-
ef
f
icac
y
an
d
ac
ad
em
ic
e
n
g
ag
em
en
t
h
av
e
a
p
o
s
itiv
e
an
d
s
tr
o
n
g
co
n
n
ec
tio
n
a
m
o
n
g
s
tu
d
en
ts
[
2
6
]
.
T
h
e
f
in
d
in
g
s
o
f
th
is
s
tu
d
y
also
in
d
icate
d
a
s
ig
n
if
ican
t
jo
in
t
r
elatio
n
s
h
ip
b
etwe
en
s
o
cial
s
u
p
p
o
r
t,
ac
ad
em
ic
s
elf
-
ef
f
icac
y
,
a
n
d
a
ca
d
em
ic
en
g
ag
e
m
en
t.
C
o
m
b
i
n
in
g
th
ese
f
ac
to
r
s
r
esu
lts
in
i
m
p
r
o
v
e
d
ac
ad
em
ic
p
ar
ticip
atio
n
an
d
s
tu
d
en
t
o
u
tco
m
es.
Self
-
d
eter
m
in
atio
n
th
eo
r
y
co
n
f
ir
m
s
th
at
co
n
n
ec
ted
n
e
s
s
,
wh
ich
co
u
ld
b
e
ex
p
er
ien
ce
d
th
r
o
u
g
h
s
o
cial
s
u
p
p
o
r
t
an
d
a
s
en
s
e
o
f
co
m
p
e
ten
ce
with
s
elf
-
ef
f
icac
y
,
is
cr
itical
in
p
r
o
p
ellin
g
s
tu
d
en
ts
in
to
ac
tio
n
[
3
4
]
.
T
h
is
is
to
s
ay
th
at
s
tu
d
en
ts
wh
o
r
ec
eiv
e
s
o
cial
s
u
p
p
o
r
t
an
d
e
x
p
er
ien
ce
s
elf
-
co
n
f
id
en
ce
in
th
eir
s
tu
d
ies
s
tan
d
a
b
etter
a
n
d
h
ig
h
e
r
ch
an
ce
o
f
en
g
ag
in
g
ac
tiv
ely
in
t
h
eir
ac
a
d
em
ic
ac
tiv
ities
.
T
h
is
r
esu
lt
i
s
co
n
s
i
s
ten
t
with
a
s
tu
d
y
th
at
o
b
s
er
v
ed
th
at
s
o
cial
s
u
p
p
o
r
t
an
d
ac
a
d
em
ic
s
elf
-
ef
f
icac
y
co
n
tr
ib
u
te
s
ig
n
if
ican
tly
to
s
tu
d
en
t
e
n
g
ag
em
e
n
t
[
3
0
]
.
T
h
e
f
i
n
d
in
g
also
v
alid
ates
t
h
e
f
i
n
d
in
g
s
o
f
s
ev
e
r
al
s
tu
d
ies
[
8
]
,
[
1
9
]
,
wh
o
f
o
u
n
d
th
at
p
ar
en
tal
s
u
p
p
o
r
t
h
as
a
p
o
s
itiv
e
r
elatio
n
s
h
ip
with
s
tu
d
en
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’
ac
a
d
em
ic
s
elf
-
ef
f
icac
y
,
wh
ich
ca
n
b
o
o
s
t
th
eir
ac
ad
e
m
ic
en
g
a
g
em
en
t.
Sin
ce
b
o
th
v
ar
iab
les
o
f
p
ar
en
tal
s
u
p
p
o
r
t
an
d
s
elf
-
ef
f
icac
y
p
o
s
itiv
ely
co
r
r
elate
with
ac
a
d
em
ic
en
g
a
g
em
en
t
in
d
iv
id
u
a
lly
,
it
f
o
llo
ws
to
ass
er
t
th
at
b
o
th
will
jo
in
tly
co
r
r
elate
p
o
s
itiv
ely
with
s
tu
d
en
ts
’
ac
ad
em
ic
en
g
ag
em
e
n
t.
T
h
e
f
in
d
in
g
also
s
u
p
p
o
r
ts
a
s
tu
d
y
t
h
at
o
b
s
er
v
ed
a
s
ig
n
if
ican
t
p
o
s
itiv
e
co
r
r
elatio
n
b
etwe
en
p
ee
r
s
’
p
er
ce
i
v
ed
s
u
p
p
o
r
t,
s
tu
d
e
n
t
en
g
ag
e
m
en
t
in
ac
ad
em
ic
ac
tiv
ities
,
an
d
life
s
atis
f
ac
tio
n
,
wh
ich
ca
n
b
o
o
s
t stu
d
en
ts
’
s
elf
-
ef
f
icac
y
[
3
1
]
.
Similar
ly
,
it
ag
r
ee
s
with
a
s
tu
d
y
th
at
r
ep
o
r
ted
t
h
at
s
o
cia
l
s
u
p
p
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r
t
av
ailab
le
to
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tu
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en
ts
b
o
o
s
ts
s
elf
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ef
f
icac
y
with
a
p
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e
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ip
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le
im
p
ac
t
o
n
th
eir
ac
ad
e
m
i
c
en
g
ag
em
e
n
t
[
8
]
.
I
t
f
u
r
th
er
a
lig
n
s
with
a
s
tu
d
y
th
at
f
o
u
n
d
th
at
ac
a
d
em
ic
s
elf
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ef
f
icac
y
an
d
s
o
cial
s
u
p
p
o
r
t
ar
e
g
o
o
d
p
r
ed
icto
r
s
o
f
ac
a
d
e
m
ic
ad
ju
s
tm
en
t
an
d
attr
ib
u
tes
th
at
ca
n
p
r
ed
is
p
o
s
e
a
s
tu
d
en
t
to
ac
ti
v
e
en
g
ag
em
e
n
t
in
s
tu
d
ies
[
3
2
]
.
Ar
g
u
a
b
ly
,
a
s
tu
d
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t
wh
o
lack
s
p
r
o
p
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ad
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wo
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ld
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e
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u
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er
ab
le
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ac
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s
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H
o
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e
f
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with
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claim
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ig
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ican
t
r
elatio
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s
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ip
ex
is
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ic
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ef
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ica
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d
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em
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n
t o
f
u
n
d
e
r
g
r
ad
u
ate
s
tu
d
en
ts
[
3
3
]
.
5.
CO
NCLU
SI
O
N
T
h
e
r
esu
lts
o
f
th
is
s
tu
d
y
s
h
ed
lig
h
t
o
n
th
e
r
elatio
n
s
h
i
p
s
b
etwe
en
s
o
cial
s
u
p
p
o
r
t,
ac
ad
em
ic
s
elf
-
ef
f
icac
y
,
an
d
ac
a
d
em
ic
e
n
g
ag
em
e
n
t
am
o
n
g
u
n
d
e
r
g
r
a
d
u
ate
s
tu
d
en
ts
at
a
p
u
b
lic
u
n
i
v
er
s
ity
in
An
am
b
r
a
State.
Sp
ec
if
ically
,
th
e
f
in
d
i
n
g
s
r
ev
ea
led
th
at
s
o
cial
s
u
p
p
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t
an
d
ac
a
d
em
ic
s
elf
-
ef
f
ic
ac
y
ex
h
i
b
it
lo
w
b
u
t
p
o
s
itiv
e
co
r
r
elatio
n
s
with
ac
ad
em
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g
ag
em
e
n
t.
Ho
wev
er
,
n
eith
er
o
f
th
ese
r
elatio
n
s
h
ip
s
r
ea
ch
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s
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tical
s
ig
n
if
ican
ce
wh
en
test
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th
r
o
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g
h
lin
ea
r
r
eg
r
ess
io
n
m
o
d
e
ls
,
s
u
g
g
esti
n
g
th
at
s
o
cial
s
u
p
p
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t
m
ay
h
av
e
a
m
in
im
al
im
p
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t
o
n
ac
a
d
em
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g
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e
n
t.
I
n
co
n
tr
ast,
ac
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em
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s
elf
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ef
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f
o
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n
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t
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ig
n
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t
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h
ip
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n
t,
in
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cr
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cial
r
o
le
in
en
h
a
n
cin
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s
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’
ac
ad
em
ic
in
v
o
lv
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e
n
t.
W
h
en
co
n
s
id
e
r
in
g
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o
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s
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p
p
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r
t
an
d
ac
ad
em
ic
s
elf
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ef
f
icac
y
,
th
e
jo
in
t
co
n
tr
ib
u
tio
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to
ex
p
lain
in
g
ac
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ag
e
m
en
t
was
m
in
im
al,
with
o
n
l
y
1
.
1
%
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e
v
ar
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in
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d
t
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co
p
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f
th
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v
ar
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b
les
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tu
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ied
.
T
h
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f
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in
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p
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t
im
p
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s
o
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s
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p
p
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t m
a
y
n
o
t
b
e
as in
f
lu
e
n
t
ial
in
th
e
ac
ad
em
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co
n
tex
t o
f
th
e
p
ar
ticip
an
ts
in
th
is
s
tu
d
y
.
A
k
ey
lim
itatio
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o
f
th
e
s
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y
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co
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r
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n
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th
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ab
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to
in
f
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esear
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tial d
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m
in
an
ts
o
f
ac
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g
ag
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I
t is also
r
ec
o
m
m
en
d
ed
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a
t su
b
s
eq
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en
t stu
d
ies
Evaluation Warning : The document was created with Spire.PDF for Python.
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etwe
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ests
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t
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o
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ter
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lely
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p
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E
d
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ld
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p
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ate
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at
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[
1
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A
.
J.
D
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h
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f
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.
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[
4
]
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.
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5
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L.
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[
6
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R
.
S
u
k
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r
,
A
.
F
.
M
o
h
d
A
y
u
b
,
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.
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.
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A
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[
7
]
D
.
Ly
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sma
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a
,
U
.
S
.
H
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d
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y
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t
,
E
.
A
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a
n
d
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O
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M
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.
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J
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[
8
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C
.
C
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,
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B
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Y
.
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with
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AI
to
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ro
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c
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ti
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c
a
n
b
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c
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tac
te
d
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t
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m
a
il
:
a
m
jad
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1
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field
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d
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S
h
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c
a
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c
o
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tac
ted
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m
a
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:
u
b
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n
ifav
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r
2
2
@
g
m
a
il
.
c
o
m
.
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