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20
26
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.
469
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tu
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t
l
e
a
d
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rsh
i
p
(S
L)
is
a
k
e
y
d
riv
e
r
f
o
r
p
e
rso
n
a
l
g
r
o
wth
,
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r
g
a
n
iza
ti
o
n
a
l
e
ffe
c
ti
v
e
n
e
ss
,
a
n
d
c
a
m
p
u
s
g
o
v
e
rn
a
n
c
e
.
Ho
we
v
e
r,
in
C
h
in
a
,
les
s
a
tt
e
n
ti
o
n
h
a
s
b
e
e
n
p
a
id
to
th
e
d
e
v
e
lo
p
m
e
n
t
o
f
SL
,
e
sp
e
c
ially
wit
h
i
n
stu
d
e
n
t
u
n
i
o
n
s,
w
h
ich
p
lay
a
c
e
n
tral
r
o
le
i
n
g
o
v
e
rn
a
n
c
e
a
n
d
re
p
re
se
n
tatio
n
.
T
h
e
re
fo
re
,
th
i
s
re
se
a
rc
h
e
x
p
lo
re
s
th
e
e
ffe
c
t
o
f
o
r
g
a
n
iza
ti
o
n
a
l
c
li
m
a
te
(OC)
a
n
d
st
u
d
e
n
t
e
n
g
a
g
e
m
e
n
t
(S
E)
on
SL
in
c
o
ll
e
g
e
stu
d
e
n
t
u
n
i
o
n
s
a
n
d
e
x
a
m
in
e
s
th
e
m
o
d
e
ra
ti
n
g
e
ffe
c
t
o
f
SE
.
A
q
u
a
n
ti
tati
v
e
su
rv
e
y
wa
s
c
o
n
d
u
c
ted
,
targ
e
ti
n
g
1
7
,
2
0
0
stu
d
e
n
t
u
n
io
n
m
e
m
b
e
rs
in
S
h
a
n
x
i
P
ro
v
in
c
e
,
Ch
in
a
.
Da
ta
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s
c
o
ll
e
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fro
m
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0
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sp
o
n
d
e
n
ts
u
si
n
g
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n
li
n
e
q
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e
sti
o
n
n
a
ires
t
h
ro
u
g
h
a
c
o
n
v
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n
ien
c
e
sa
m
p
li
n
g
tec
h
n
iq
u
e
.
T
h
e
d
irec
t
e
ffe
c
t
a
n
d
m
o
d
e
ra
ti
n
g
e
ffe
c
t
we
re
a
n
a
ly
z
e
d
b
y
p
a
rti
a
l
lea
st
sq
u
a
re
s
-
stru
c
tu
ra
l
e
q
u
a
ti
o
n
m
o
d
e
li
n
g
(
P
LS
-
S
EM
)
,
wh
ich
wa
s
c
h
o
se
n
d
u
e
to
it
s
su
it
a
b
il
it
y
fo
r
a
n
a
ly
z
i
n
g
c
o
m
p
lex
m
o
d
e
ls.
Th
e
fi
n
d
i
n
g
s
re
v
e
a
led
th
a
t
b
o
t
h
OC
a
n
d
SE
h
a
v
e
a
p
o
siti
v
e
e
ffe
c
t
o
n
SL
.
M
o
re
o
v
e
r,
SE
sig
n
ifi
c
a
n
t
ly
m
o
d
e
ra
tes
th
e
re
latio
n
sh
i
p
b
e
twe
e
n
OC
a
n
d
SL
.
Th
i
s
re
se
a
r
c
h
a
d
v
a
n
c
e
s
so
c
ial
c
o
g
n
it
i
v
e
th
e
o
r
y
in
th
e
Ch
in
e
se
h
i
g
h
e
r
e
d
u
c
a
ti
o
n
c
o
n
tex
t
.
It
e
n
h
a
n
c
e
s
th
e
u
n
d
e
rsta
n
d
in
g
o
f
h
o
w
c
o
ll
e
g
e
c
li
m
a
te
a
n
d
i
n
d
i
v
id
u
a
l
fa
c
to
rs
in
tera
c
t
to
sh
a
p
e
SL
.
P
ra
c
ti
c
a
ll
y
,
it
su
g
g
e
sts
th
e
imp
o
rta
n
c
e
o
f
fo
ste
rin
g
a
su
p
p
o
rti
v
e
OC
a
n
d
stim
u
lati
n
g
SE
in
SL
d
e
v
e
lo
p
m
e
n
t.
K
ey
w
o
r
d
s
:
C
h
in
a
Or
g
an
izatio
n
al
clim
ate
PLS
-
SEM
Stu
d
en
t e
n
g
a
g
em
en
t
Stu
d
en
t le
ad
er
s
h
ip
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
:
Aid
a
Han
im
A.
Ham
id
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
(
UKM
)
4
3
6
0
0
,
B
an
g
i,
Selan
g
o
r
,
Ma
la
y
s
ia
E
m
ail: a
id
ah
an
im
@
u
k
m
.
ed
u
.
m
y
1.
I
NT
RO
D
UCT
I
O
N
T
h
e
in
cr
ea
s
in
g
em
p
h
asis
o
n
c
o
m
p
r
eh
e
n
s
iv
e
talen
t
d
ev
el
o
p
m
en
t
an
d
t
h
e
co
n
s
tan
t
ev
o
lu
ti
o
n
o
f
th
e
jo
b
m
ar
k
et
m
ak
e
co
lleg
e
s
tu
d
en
ts
f
ac
e
g
r
o
win
g
ch
allen
g
es
an
d
r
is
in
g
ex
p
ec
tatio
n
s
[
1
]
.
I
n
th
is
co
n
tex
t,
lead
er
s
h
ip
h
as
b
ec
o
m
e
a
cr
u
cial
co
m
p
et
en
cy
th
at
co
lleg
e
s
tu
d
e
n
ts
m
u
s
t
p
o
s
s
ess
.
Pre
v
io
u
s
s
tu
d
ies
s
h
o
w
th
at
C
h
in
ese
s
tu
d
en
ts
wh
o
h
eld
lead
er
s
h
ip
r
o
les
ac
h
iev
ed
ab
o
u
t
a
7
%
h
ig
h
er
s
tar
tin
g
s
alar
y
co
m
p
a
r
ed
to
th
eir
p
ee
r
s
[
2
]
.
Me
an
wh
ile,
lo
n
g
itu
d
in
al
d
ata
f
r
o
m
th
e
C
h
in
a
co
lleg
e
s
tu
d
en
ts
lo
n
g
itu
d
in
al
s
u
r
v
ey
(
C
C
SLS)
u
n
d
er
s
co
r
es
th
at
lead
er
s
h
ip
ex
p
er
ien
ce
p
r
e
d
icts
im
p
r
o
v
e
d
ac
a
d
em
ic
p
er
f
o
r
m
an
ce
b
o
th
im
m
ed
iately
a
n
d
o
v
er
tim
e
[
3
]
.
T
h
u
s
,
th
e
d
ev
elo
p
m
e
n
t
o
f
s
tu
d
en
t
lead
er
s
h
ip
(
SL)
h
as
ac
co
r
d
in
g
ly
em
er
g
ed
as
a
k
ey
ar
ea
o
f
ac
a
d
em
ic
r
esear
ch
[
4
]
.
Ho
wev
er
,
d
esp
ite
th
e
g
r
o
win
g
b
o
d
y
o
f
liter
atu
r
e,
th
er
e
is
s
till
a
lack
o
f
s
y
s
tem
atic
an
d
in
-
d
ep
th
in
v
esti
g
atio
n
in
to
h
o
w
to
en
h
an
ce
SL
ef
f
ec
t
iv
ely
.
Ad
d
r
ess
in
g
th
is
r
esear
c
h
g
ap
is
ess
en
tial n
o
t o
n
ly
f
o
r
p
r
o
m
o
tin
g
s
tu
d
en
ts
’
all
-
ar
o
u
n
d
d
ev
elo
p
m
en
t
b
u
t
a
ls
o
f
o
r
cu
ltiv
atin
g
m
o
r
e
y
o
u
n
g
talen
ts
with
lead
er
s
h
ip
p
o
ten
tial
an
d
a
s
tr
o
n
g
s
en
s
e
o
f
s
o
cial
r
esp
o
n
s
ib
ilit
y
[
1
]
.
SL
is
a
k
ey
d
o
m
ain
o
f
s
tu
d
en
t
d
ev
elo
p
m
en
t
th
at
r
ef
er
s
to
a
s
et
o
f
in
ter
r
elate
d
ab
ilit
ies
th
at
en
ab
le
s
tu
d
en
ts
to
im
p
r
o
v
e
th
em
s
elv
es,
in
f
lu
en
ce
o
th
er
s
,
an
d
wo
r
k
co
llab
o
r
ativ
ely
to
war
d
s
h
ar
ed
g
o
als
[
5
]
.
Ho
wev
er
,
th
e
ex
is
tin
g
s
tu
d
ies
ab
o
u
t
lea
d
er
s
h
ip
d
ev
elo
p
m
en
t
f
o
cu
s
m
o
r
e
o
n
lead
e
r
s
’
an
d
t
ea
ch
er
s
’
lead
er
s
h
ip
in
ed
u
ca
tio
n
al
s
ettin
g
s
;
lim
ited
s
tu
d
ies
lo
o
k
ed
in
to
SL
,
esp
ec
ially
wh
er
e
it
co
n
ce
r
n
s
f
o
r
m
al
s
tu
d
en
t
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2252
-
8
8
2
2
I
n
t
J
E
v
al
&
R
es E
d
u
c
,
Vo
l
.
15
,
No
.
1
,
Feb
r
u
a
r
y
20
2
6
:
469
-
478
470
o
r
g
an
izatio
n
s
[
6
]
.
Am
o
n
g
th
ese,
th
e
s
tu
d
en
t
u
n
io
n
o
r
g
an
izatio
n
as
a
p
latf
o
r
m
is
a
s
i
g
n
if
ican
t
f
o
r
m
o
f
lead
er
s
h
ip
f
o
r
s
tu
d
en
ts
’
s
elf
-
g
o
v
er
n
an
ce
,
s
er
v
ice,
an
d
r
ep
r
esen
tatio
n
[
7
]
.
T
h
r
o
u
g
h
a
ctiv
e
p
ar
ticip
atio
n
,
m
em
b
er
s
o
f
s
tu
d
en
t
u
n
io
n
s
ar
e
en
g
ag
in
g
in
lead
e
r
s
h
ip
d
e
v
e
lo
p
m
en
t
an
d
ac
tin
g
as
r
e
p
r
ese
n
tativ
es
f
o
r
a
lar
g
er
g
r
o
u
p
o
f
s
tu
d
en
ts
.
T
h
e
r
ef
o
r
e
,
id
en
tify
in
g
t
h
e
k
ey
f
ac
t
o
r
s
th
at
in
f
lu
en
ce
th
e
lead
er
s
h
i
p
o
f
s
tu
d
en
t
u
n
io
n
m
em
b
er
s
is
a
p
r
ess
in
g
d
ir
ec
tio
n
f
o
r
f
u
tu
r
e
r
esear
ch
.
I
n
r
ec
e
n
t
y
ea
r
s
,
r
esear
ch
h
as
i
n
cr
ea
s
in
g
ly
f
o
cu
s
ed
o
n
th
e
r
el
atio
n
s
h
ip
b
etwe
en
o
r
g
an
izatio
n
al
clim
ate
(
OC
)
an
d
in
d
iv
id
u
al
d
ev
elo
p
m
en
t
[
8
]
–
[
1
0
]
.
OC
ca
n
b
e
d
ef
in
ed
as
th
e
co
llectiv
e
p
er
ce
p
ti
o
n
s
an
d
ev
alu
atio
n
s
o
f
th
e
o
r
g
an
izatio
n
’
s
o
v
er
all
en
v
ir
o
n
m
en
t
b
y
its
m
em
b
er
s
[
1
1
]
.
A
n
eg
ativ
e
clim
ate
ca
n
n
eg
ativ
ely
af
f
ec
t
m
o
tiv
atio
n
an
d
f
o
s
ter
d
is
en
g
a
g
em
en
t
an
d
d
eter
io
r
atio
n
,
an
d
ca
n
h
av
e
n
eg
ativ
e
e
f
f
ec
ts
o
n
s
tu
d
en
ts
’
m
en
tal
h
ea
lth
an
d
lear
n
in
g
[
9
]
.
Alter
n
ativ
ely
,
a
p
o
s
itiv
e
OC
h
as a
m
ea
n
in
g
f
u
l in
f
lu
en
ce
o
n
s
tu
d
en
t
d
ev
elo
p
m
e
n
t [
1
1
]
,
s
u
ch
as
p
s
y
ch
o
lo
g
ical
well
-
b
ein
g
[
8
]
,
m
o
tiv
atio
n
[
1
0
]
,
s
en
s
e
o
f
b
elo
n
g
in
g
[
9
]
,
an
d
b
eh
a
v
io
r
al
p
er
f
o
r
m
a
n
ce
[
1
2
]
.
T
h
ese
ar
e
all
f
o
u
n
d
atio
n
al
to
e
f
f
ec
tiv
e
lead
er
s
h
ip
b
eh
a
v
io
r
s
.
T
h
er
ef
o
r
e,
t
h
ese
f
in
d
in
g
s
s
u
g
g
est
th
at
OC
m
ay
co
n
tr
ib
u
te
to
s
tu
d
e
n
t
d
e
v
elo
p
m
en
t
[
1
1
]
.
Ho
wev
e
r
,
f
ew
r
esear
ch
h
as
d
ir
ec
tly
ex
am
in
ed
th
e
i
n
f
lu
en
ce
o
f
OC
on
SL
,
esp
ec
ially
with
in
th
e
co
n
tex
t
o
f
co
lleg
e
s
tu
d
en
t u
n
io
n
s
[
1
3
]
.
Fu
r
th
er
m
o
r
e
,
in
d
iv
id
u
al
f
ac
to
r
-
s
tu
d
en
t
en
g
a
g
em
en
t
(
SE)
,
s
e
r
v
e
as
k
ey
d
eter
m
in
a
n
ts
in
b
o
th
s
tu
d
en
t
ac
ad
em
ic
ac
h
iev
em
en
t
an
d
b
r
o
ad
er
s
tu
d
en
t
d
ev
elo
p
m
en
t
[
1
4
]
.
SE
is
d
ef
in
ed
as
a
p
o
s
it
iv
e,
f
u
lf
illi
n
g
,
wo
r
k
-
r
elate
d
s
tate
o
f
m
in
d
th
at
is
ch
ar
ac
ter
ized
b
y
v
ig
o
r
,
d
e
d
icatio
n
,
an
d
ab
s
o
r
p
tio
n
[
1
5
]
.
Par
ticip
atio
n
in
o
r
g
an
izatio
n
s
ca
n
p
r
o
v
id
e
s
tu
d
en
ts
with
o
p
p
o
r
t
u
n
ities
to
d
ev
elo
p
th
eir
co
m
m
u
n
icatio
n
[
1
6
]
,
s
elf
-
e
f
f
icac
y
,
s
en
s
e
o
f
r
esp
o
n
s
ib
ilit
y
[
1
7
]
,
co
llab
o
r
atio
n
,
d
ec
is
io
n
-
m
a
k
in
g
,
an
d
s
o
cial
in
ter
ac
tio
n
[
1
8
]
.
T
ak
en
to
g
eth
er
,
s
tu
d
en
ts
with
a
h
ig
h
lev
el
o
f
en
g
a
g
em
en
t
a
r
e
m
o
r
e
lik
ely
to
tak
e
o
n
k
e
y
r
o
les
in
team
s
an
d
d
em
o
n
s
tr
ate
s
tr
o
n
g
er
lead
e
r
s
h
ip
p
o
ten
tial.
T
h
is
h
ig
h
lig
h
ts
th
e
n
ee
d
t
o
in
v
esti
g
ate
th
e
r
elatio
n
s
h
ip
b
etwe
en
SE
an
d
SL
.
Ho
wev
er
,
f
ew
s
tu
d
ies em
p
ir
ic
ally
test
th
e
m
o
d
er
atin
g
ef
f
ec
t
o
f
SE
in
f
o
r
m
al
s
tu
d
en
t
u
n
io
n
co
n
tex
ts
in
C
h
in
a.
I
n
s
u
m
,
less
atten
tio
n
h
as
b
e
en
p
aid
to
th
e
d
ev
elo
p
m
e
n
t
o
f
SL
in
th
e
s
tu
d
en
t
u
n
io
n
,
a
n
d
lim
ited
em
p
ir
ical
s
tu
d
ies
h
av
e
b
ee
n
c
o
n
d
u
cte
d
ab
o
u
t
th
e
r
elatio
n
s
h
i
p
s
b
etwe
en
o
r
g
an
izatio
n
al
an
d
in
d
iv
i
d
u
al
f
ac
to
r
s
an
d
SL
.
A
d
ee
p
u
n
d
er
s
tan
d
in
g
o
f
h
o
w
SL
d
ev
elo
p
e
d
in
th
e
s
tu
d
en
t
u
n
io
n
s
h
o
u
ld
b
e
p
ai
d
m
o
r
e
atten
tio
n
to
.
Actu
ally
,
ac
co
r
d
in
g
to
s
o
cial
co
g
n
itiv
e
th
eo
r
y
,
th
e
in
ter
ac
ti
o
n
b
etwe
en
o
r
g
an
izatio
n
al
an
d
in
d
iv
id
u
al
f
ac
t
o
r
s
p
r
o
v
id
es
a
m
o
r
e
co
m
p
r
eh
e
n
s
iv
e
ex
p
lan
atio
n
f
o
r
s
tu
d
en
t
d
e
v
elo
p
m
en
t
o
u
tco
m
es.
E
n
g
a
g
e
d
s
tu
d
en
ts
ar
e
m
o
r
e
lik
ely
to
b
en
ef
it
f
r
o
m
a
p
o
s
itiv
e
OC
,
p
ar
ticip
atin
g
in
s
tu
d
en
t
u
n
io
n
ev
en
ts
,
wo
r
k
in
g
with
f
ello
w
s
tu
d
en
ts
,
an
d
tr
y
in
g
f
o
r
lead
er
s
h
ip
e
x
p
er
ien
ce
s
[
1
9
]
.
I
f
s
tu
d
e
n
ts
ar
e
n
o
t e
n
g
ag
ed
,
th
e
y
m
ay
ig
n
o
r
e
th
e
p
o
s
itiv
e
asp
ec
ts
o
f
th
e
clim
ate
an
d
,
th
er
ef
o
r
e
,
wea
k
e
n
th
e
clim
ate
’
s
im
p
ac
t o
n
th
eir
lead
er
s
h
ip
d
ev
elo
p
m
en
t [
1
9
]
,
[
2
0
]
.
SE
ac
ts
as th
e
m
ec
h
an
is
m
th
r
o
u
g
h
wh
ich
OC
f
o
s
ter
s
lead
er
s
h
ip
g
r
o
wth
.
Un
d
er
s
tan
d
in
g
th
is
in
ter
p
la
y
m
ay
r
ev
ea
l
m
o
r
e
n
u
an
ce
d
m
ec
h
an
is
m
s
.
Ho
wev
er
,
em
p
ir
ical
s
tu
d
ies
ex
a
m
in
in
g
th
is
m
o
d
er
atin
g
e
f
f
ec
t
r
em
a
in
lim
ited
.
A
g
ain
s
t
th
is
b
ac
k
d
r
o
p
,
th
is
r
esear
ch
is
g
u
id
ed
b
y
th
e
f
o
llo
win
g
r
esear
ch
q
u
esti
o
n
s
:
i)
Do
es
OC
p
o
s
itiv
ely
im
p
ac
t
SL
in
th
e
s
tu
d
en
t
u
n
io
n
?
(
R
Q1
)
ii)
Do
es
SE
p
o
s
itiv
ely
im
p
ac
t
SL
in
th
e
s
tu
d
en
t
u
n
io
n
?
(
R
Q2
)
iii)
Do
es
SE
m
o
d
er
ate
th
e
r
elatio
n
s
h
ip
b
etwe
en
OC
an
d
SL
am
o
n
g
th
e
s
tu
d
e
n
t u
n
io
n
?
(
R
Q3
)
T
o
an
s
wer
th
ese
q
u
esti
o
n
s
,
th
e
r
esear
ch
er
s
co
llected
s
u
r
v
ey
d
ata
f
r
o
m
2
1
co
lleg
es
i
n
Sh
an
x
i
Pro
v
in
ce
,
C
h
in
a,
u
s
in
g
p
a
r
tial
least
s
q
u
ar
es
-
s
tr
u
ctu
r
al
eq
u
atio
n
m
o
d
elin
g
(
PLS
-
SEM
)
t
o
an
aly
ze
th
e
d
ata.
T
h
is
r
esear
ch
’
s
n
o
v
elt
y
lies
in
its
f
o
cu
s
o
n
f
o
r
m
al
s
tu
d
en
t
u
n
io
n
co
n
tex
ts
in
C
h
in
a
an
d
em
p
ir
ically
test
s
a
m
o
d
er
atin
g
m
ec
h
an
is
m
(
e
n
g
a
g
em
en
t)
.
Me
an
wh
ile,
th
is
r
ese
ar
ch
e
x
am
in
es b
o
th
d
ir
ec
t
an
d
m
o
d
er
atin
g
ef
f
ec
ts
,
th
u
s
o
f
f
er
in
g
a
s
tr
o
n
g
er
th
e
o
r
etica
l
an
d
p
r
ac
tical
co
n
tr
i
b
u
ti
o
n
.
T
h
e
o
r
etica
lly
,
th
is
r
esear
ch
ad
v
an
ce
s
s
o
cial
co
g
n
itiv
e
th
eo
r
y
in
th
e
C
h
in
ese
h
ig
h
er
ed
u
ca
tio
n
co
n
tex
t,
em
p
ir
ically
test
s
th
e
m
o
d
er
ati
n
g
r
o
le
o
f
SE
,
an
d
f
ills
a
s
ig
n
if
ican
t
g
ap
in
u
n
d
er
s
tan
d
in
g
SL
with
in
s
tu
d
e
n
t
u
n
io
n
o
r
g
a
n
izatio
n
s
.
Pra
ctic
ally
,
it
s
u
g
g
ests
th
e
im
p
o
r
tan
ce
o
f
f
o
s
ter
in
g
a
s
u
p
p
o
r
tiv
e
OC
an
d
s
tim
u
latin
g
SE
in
SL
d
ev
elo
p
m
en
t.
2.
M
E
T
H
O
D
2
.
1
.
Resea
rc
h
des
ig
n
T
h
is
r
esear
ch
em
p
lo
y
ed
a
q
u
an
titativ
e
ap
p
r
o
ac
h
with
a
co
r
r
elatio
n
al
s
u
r
v
ey
r
esear
c
h
d
esig
n
to
ex
am
in
e
th
e
r
elatio
n
s
h
ip
s
b
etwe
en
OC
,
SE
,
an
d
SL
.
Data
wer
e
co
llected
cr
o
s
s
-
s
ec
tio
n
al
ly
f
r
o
m
th
e
co
lleg
e
s
tu
d
en
t
u
n
io
n
s
in
Sh
an
x
i
Pro
v
in
ce
,
C
h
in
a
.
W
e
u
s
e
s
tr
u
ctu
r
al
q
u
esti
o
n
n
air
e
s
to
m
ea
s
u
r
e
r
el
ated
v
ar
iab
les
an
d
th
en
an
aly
ze
c
o
r
r
elatio
n
s
b
etwe
en
th
em
.
2
.
2
.
P
o
pu
la
t
io
n a
nd
s
a
m
pli
ng
T
h
er
e
ar
e
2
1
co
lleg
es
in
Sh
a
n
x
i
Pro
v
in
ce
,
C
h
in
a,
with
a
n
esti
m
ated
p
o
p
u
latio
n
o
f
1
7
,
2
0
0
s
tu
d
en
t
u
n
io
n
m
em
b
er
s
.
Du
e
to
th
e
g
e
o
g
r
ap
h
ical
d
is
p
er
s
io
n
an
d
th
e
lim
ited
ac
ce
s
s
ib
ili
ty
to
all
m
e
m
b
er
s
d
ir
ec
tly
,
th
is
r
esear
ch
em
p
lo
y
ed
a
co
n
v
en
i
en
ce
s
am
p
lin
g
tech
n
iq
u
e.
Me
an
wh
ile,
Hill
[
2
1
]
r
ec
o
m
m
en
d
ed
th
at
th
e
s
am
p
le
s
ize
f
o
r
q
u
a
n
titativ
e
r
esear
ch
r
an
g
es
b
etwe
en
3
0
an
d
5
0
0
.
T
h
e
tar
g
et
s
am
p
le
s
ize
o
f
5
0
0
wa
s
s
et
to
ca
p
t
u
r
e
t
h
e
d
iv
er
s
ity
an
d
r
ep
r
esen
tativ
en
ess
o
f
th
e
s
tu
d
en
t
u
n
io
n
p
o
p
u
latio
n
in
Sh
a
n
x
i
Pr
o
v
in
ce
.
Fo
r
d
ata
co
llectio
n
,
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t
J
E
v
al
&
R
es E
d
u
c
I
SS
N:
2252
-
8
8
2
2
S
tu
d
en
t le
a
d
ers
h
ip
in
C
h
in
ese
h
ig
h
er e
d
u
c
a
tio
n
s
tu
d
e
n
t u
n
i
o
n
:
th
e
r
o
le
o
f
o
r
g
a
n
iz
a
tio
n
a
l
…
(
Lei H
u
a
)
471
we
d
is
tr
ib
u
ted
th
e
o
n
lin
e
q
u
esti
o
n
n
air
e
d
ir
ec
tly
th
r
o
u
g
h
in
s
ti
tu
tio
n
al
m
ailin
g
lis
ts
an
d
s
o
ci
al
m
ed
ia
p
latf
o
r
m
s
.
T
h
ese
p
ar
ticip
an
ts
wer
e
th
en
a
s
k
ed
to
r
ef
er
o
th
er
elig
i
b
le
s
tu
d
en
t u
n
io
n
m
em
b
er
s
with
in
th
eir
n
etwo
r
k
s
.
T
h
e
r
e
ar
e
a
to
tal
o
f
3
7
8
v
alid
r
esp
o
n
s
es,
r
esu
ltin
g
in
a
r
esp
o
n
s
e
r
at
e
o
f
7
5
.
6
%.
2
.
3
.
I
ns
t
rum
ent
s
T
h
is
r
esear
ch
h
as
th
r
ee
m
ain
in
s
tr
u
m
en
ts
:
th
e
OC
s
ca
le,
SE
s
ca
le,
an
d
th
e
SL
s
ca
le
,
wh
ich
ca
n
b
e
s
ee
n
in
T
ab
le
1
(
s
ee
Ap
p
en
d
ix
)
.
All
th
r
ee
in
s
tr
u
m
e
n
ts
u
s
e
a
5
-
p
o
in
t
L
ik
er
t
s
ca
le
f
r
o
m
1
(
s
tr
o
n
g
ly
d
is
ag
r
ee
)
t
o
5
(
s
tr
o
n
g
ly
a
g
r
ee
)
u
s
ed
to
d
is
tin
g
u
is
h
p
ar
ticip
an
t
e
x
p
er
ien
ce
s
.
T
h
e
OC
s
ca
le
i
s
ad
ap
ted
f
r
o
m
B
o
ck
et
a
l
.
[
2
2
]
with
1
5
item
s
to
d
e
p
ict
af
f
ili
atio
n
clim
ate,
in
n
o
v
ativ
en
ess
clim
ate,
an
d
f
air
n
ess
clim
ate
with
in
th
e
s
tu
d
en
t
u
n
io
n
.
T
h
e
SE
is
m
ea
s
u
r
ed
b
y
th
e
Utr
ec
h
t
W
o
r
k
E
n
g
ag
em
en
t
Scale
(
UW
E
S
-
1
7
)
[
1
5
]
c
o
n
s
is
tin
g
o
f
1
7
item
s
in
to
tal.
T
h
e
SL
s
ca
le
was
b
ased
o
n
th
e
wo
r
k
o
f
Po
s
n
er
an
d
Ko
u
ze
s
[
2
3
]
with
2
0
item
s
ac
r
o
s
s
f
iv
e
d
im
en
s
io
n
s
.
T
h
ese
th
r
ee
in
s
tr
u
m
en
ts
h
av
e
b
ee
n
u
s
ed
in
p
r
ev
io
u
s
s
tu
d
ies
with
in
th
e
s
tu
d
en
t
u
n
i
o
n
co
n
tex
t,
s
h
o
win
g
g
o
o
d
r
eliab
ilit
y
an
d
v
alid
ity
with
s
im
ilar
s
am
p
le
s
.
I
n
ad
d
itio
n
,
th
is
r
esear
ch
h
as
two
r
o
u
n
d
s
o
f
in
s
tr
u
m
en
t v
alid
atio
n
.
Fo
r
th
e
f
ir
s
t r
o
u
n
d
,
t
o
k
ee
p
th
e
i
n
s
tr
u
m
en
ts
’
co
n
tex
tu
al
v
alid
ity
,
th
i
s
r
esear
ch
em
p
lo
y
ed
ex
p
er
ts
to
g
u
a
r
an
tee
t
h
at
th
e
c
o
n
s
tr
u
cts
m
ea
s
u
r
ed
an
d
o
v
er
al
l
s
ca
les
wer
e
r
ep
r
esen
tativ
e.
B
ased
o
n
th
e
ex
p
e
r
t
s
u
g
g
esti
o
n
s
,
s
ev
er
al
item
s
wer
e
m
o
d
if
ied
f
o
r
th
e
s
tu
d
en
t
u
n
io
n
co
n
tex
t.
Fo
r
th
e
s
ec
o
n
d
r
o
u
n
d
o
f
v
alid
atio
n
,
we
co
n
d
u
cted
a
p
ilo
t
s
tu
d
y
with
a
s
am
p
le
o
f
5
4
u
n
iv
er
s
ity
s
tu
d
en
ts
to
co
n
f
ir
m
th
e
r
eliab
ilit
y
an
d
v
alid
ity
o
f
th
ese
in
s
tr
u
m
en
ts
.
T
h
e
s
am
p
le
s
ize
in
th
e
p
ilo
t
s
tu
d
y
was
g
e
n
er
ated
b
ased
o
n
B
u
jan
g
et
a
l
.
[
2
4
]
w
h
o
s
u
g
g
est
th
at
a
s
am
p
le
s
ize
b
etwe
en
3
0
an
d
5
0
wo
u
ld
b
e
en
o
u
g
h
f
o
r
th
e
p
ilo
t
s
tu
d
y
.
T
h
e
p
il
o
t
s
tu
d
y
c
o
n
f
ir
m
ed
th
e
s
tr
o
n
g
r
eliab
ilit
y
a
n
d
v
alid
ity
o
f
th
e
in
s
tr
u
m
en
ts
;
th
e
f
in
aliz
ed
in
s
tr
u
m
en
ts
wer
e
th
en
u
s
ed
in
th
e
p
r
im
ar
y
d
ata
co
llectio
n
p
h
ase.
2
.
4
.
Da
t
a
a
na
ly
s
is
pro
ce
du
re
B
ef
o
r
e
th
e
p
r
im
ar
y
s
tu
d
y
d
ata
an
aly
s
is
,
we
co
n
d
u
cted
Har
m
an
’
s
s
in
g
le
-
f
ac
to
r
test
to
ch
ec
k
wh
eth
er
th
is
r
esear
ch
s
u
f
f
er
s
f
r
o
m
th
e
is
s
u
es
o
f
co
m
m
o
n
m
eth
o
d
v
ar
ian
ce
(
C
MV
)
.
T
h
e
r
esu
lts
s
h
o
wed
th
at
th
e
f
ir
s
t
u
n
r
o
tated
f
ac
to
r
ac
co
u
n
ted
f
o
r
less
th
an
4
0
%
o
f
th
e
to
tal
v
a
r
ian
ce
,
in
d
icatin
g
th
at
C
MV
w
as
n
o
t
a
s
ig
n
if
ica
n
t
co
n
ce
r
n
.
W
e
an
aly
ze
d
th
e
d
a
ta
th
r
o
u
g
h
Sm
ar
tPLS
4
.
0
to
ex
am
in
e
th
e
r
elatio
n
s
h
i
p
s
am
o
n
g
k
e
y
v
ar
ia
b
les,
ad
d
r
ess
in
g
R
Q1
,
R
Q2
,
an
d
R
Q
3
.
W
e
ch
o
o
s
e
PLS
-
SEM
f
o
r
a
v
ar
iety
o
f
ess
en
tial
r
ea
s
o
n
s
.
On
th
e
o
n
e
h
an
d
,
th
e
d
ata
co
llected
in
th
is
r
es
ea
r
ch
wer
e
n
o
t
n
o
r
m
ally
d
is
tr
ib
u
ted
,
a
n
d
PLS
-
SEM
ca
n
a
cc
o
m
m
o
d
ate
n
o
n
-
n
o
r
m
al
d
ata
[
2
5
]
.
On
th
e
o
t
h
er
h
a
n
d
,
PLS
-
SEM
is
m
o
r
e
s
u
itab
le
f
o
r
r
esear
ch
m
o
d
els
with
p
r
ed
ictio
n
co
n
s
tr
u
ctio
n
s
.
T
h
er
e
f
o
r
e,
Sm
a
r
tPLS
4
.
0
is
a
f
r
ien
d
ly
s
o
f
twar
e
th
at
allo
ws
u
s
er
s
to
an
aly
ze
m
o
d
er
atio
n
e
f
f
ec
ts
th
r
o
u
g
h
a
s
tab
le
an
d
s
tr
aig
h
tf
o
r
war
d
p
r
o
ce
s
s
.
T
h
e
d
ata
an
aly
s
is
p
r
o
ce
d
u
r
e
c
o
n
s
is
ted
o
f
th
r
ee
s
tag
es:
ass
es
s
m
en
t
o
f
th
e
m
ea
s
u
r
em
en
t
m
o
d
el,
s
tr
u
ctu
r
al
m
o
d
el,
an
d
p
ath
s
ig
n
if
ican
ce
.
T
h
e
ass
es
s
m
en
t
o
f
th
e
m
ea
s
u
r
em
en
t
m
o
d
el
aim
s
to
co
n
f
ir
m
th
e
r
eliab
ilit
y
an
d
v
a
lid
ity
o
f
th
e
m
o
d
el.
T
h
e
ass
ess
m
en
t
o
f
s
tr
u
ctu
r
al
aim
s
to
ad
d
r
ess
th
e
r
esear
c
h
q
u
esti
o
n
s
th
r
o
u
g
h
a
m
u
ltico
ll
in
ea
r
ity
test
an
d
ev
alu
ate
th
e
m
o
d
el
’
s
p
r
ed
ictiv
e
p
o
wer
.
Fo
r
p
ath
s
ig
n
if
ican
c
e,
th
e
r
elatio
n
s
h
i
p
s
b
etwe
en
co
lleg
e
s
tu
d
en
t
u
n
io
n
OC
,
SE
,
an
d
SL
wer
e
ex
am
in
ed
.
Su
b
s
eq
u
en
tly
,
we
u
s
e
an
in
ter
ac
tio
n
ter
m
b
etwe
en
OC
an
d
SE
to
ass
ess
th
e
m
o
d
er
atin
g
ef
f
ec
t
o
f
SE
.
T
h
e
m
o
d
el
was d
r
awn
b
y
Sm
ar
tPLS 4
.
0
,
as sh
o
wn
in
Fi
g
u
r
e
1
.
Fig
u
r
e
1
.
Stru
ctu
r
al
eq
u
atio
n
m
o
d
el
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2252
-
8
8
2
2
I
n
t
J
E
v
al
&
R
es E
d
u
c
,
Vo
l
.
15
,
No
.
1
,
Feb
r
u
a
r
y
20
2
6
:
469
-
478
472
3.
RE
SU
L
T
S
AND
D
I
SCU
SS
I
O
N
3
.
1
.
Ass
es
s
m
ent
o
f
m
ea
s
urem
ent
m
o
del
T
h
e
m
ea
s
u
r
em
en
t
m
o
d
el
was
ev
alu
ated
to
co
n
f
i
r
m
th
e
r
elia
b
ilit
y
an
d
v
alid
ity
,
f
o
c
u
s
in
g
o
n
in
d
icato
r
r
eliab
ilit
y
,
in
ter
n
al
c
o
n
s
is
ten
cy
,
co
n
v
er
g
e
n
t
v
alid
ity
,
an
d
d
i
s
cr
im
in
an
t
v
alid
ity
.
T
h
e
in
d
ic
ato
r
r
eliab
ilit
y
was
ass
es
s
ed
b
y
ex
a
m
in
in
g
th
e
in
d
icato
r
lo
a
d
in
g
,
an
d
th
ese
item
s
ar
e
all
ab
o
v
e
0
.
7
0
8
,
m
ee
t
in
g
th
e
ac
ce
p
tab
l
e
th
r
esh
o
ld
.
T
o
ev
alu
ate
in
ter
n
al
co
n
s
is
ten
cy
,
b
o
th
co
m
p
o
s
i
te
r
eliab
ilit
y
an
d
C
r
o
n
b
ac
h
’
s
alp
h
a
wer
e
ab
o
v
e
0
.
7
0
,
in
d
icatin
g
s
tr
o
n
g
in
te
r
n
al
co
n
s
is
ten
cy
.
T
h
e
ass
ess
m
en
t
o
f
co
n
v
er
g
e
n
t
v
alid
ity
aim
ed
to
d
eter
m
in
e
wh
eth
er
item
s
with
in
th
e
s
am
e
co
n
s
tr
u
ct
ex
h
ib
ited
s
u
b
s
tan
tial
co
r
r
elatio
n
s
.
T
h
is
was
d
o
n
e
b
y
ass
ess
in
g
th
e
in
d
icato
r
lo
a
d
in
g
a
n
d
a
v
er
ag
e
v
ar
ian
ce
e
x
tr
ac
ted
(
AVE
)
.
A
s
s
h
o
wn
in
T
a
b
le
2
,
all
th
e
A
VE
v
alu
es
ex
ce
ed
e
d
th
e
r
ec
o
m
m
e
n
d
ed
m
in
im
u
m
o
f
0
.
5
0
,
s
u
g
g
esti
n
g
th
at
th
ese
item
s
r
ep
r
esen
t th
e
co
n
s
tr
u
cts [
2
5
]
.
Dis
cr
im
in
an
t
v
alid
ity
was
e
v
alu
ated
u
s
in
g
th
e
h
eter
o
tr
a
it
-
m
o
n
o
tr
ait
(
HT
MT
)
r
atio
,
wh
ich
is
co
n
s
id
er
ed
a
s
tr
ictly
d
ef
i
n
ed
i
n
d
icato
r
o
f
wh
eth
er
t
h
ese
co
n
s
tr
u
cts
ar
e
d
is
tin
ct.
Acc
o
r
d
in
g
to
Go
ld
et
a
l
.
[
2
6
]
,
if
th
e
HT
MT
r
atio
is
b
el
o
w
0
.
8
5
,
th
e
co
n
s
tr
u
cts
ar
e
d
is
tin
g
u
is
h
ab
le
em
p
ir
ically
.
T
h
e
v
alu
es
p
r
esen
ted
in
T
ab
le
3
s
h
o
w
th
at
th
e
HT
MT
r
atio
s
b
etwe
en
OC
,
SE,
an
d
SL
wer
e
all
b
elo
w
t
h
e
0
.
8
5
th
r
e
s
h
o
ld
,
in
f
e
r
r
in
g
th
at
d
is
cr
im
in
an
t
v
alid
ity
was
s
u
f
f
icien
tly
estab
lis
h
ed
f
o
r
th
e
co
n
s
tr
u
cts
in
th
e
p
r
o
p
o
s
ed
m
o
d
e
l.
Ov
er
all,
it
co
u
ld
b
e
co
n
clu
d
ed
th
at
t
h
e
m
ea
s
u
r
e
m
en
t m
o
d
el
m
ee
ts
th
e
ac
ce
p
ta
b
le
cr
iter
ia
f
o
r
r
eliab
ilit
y
an
d
v
alid
ity
.
T
ab
le
2.
R
eliab
ilit
y
an
d
v
alid
ity
a
n
aly
s
i
s
f
o
r
th
e
m
ea
s
u
r
em
en
t
m
o
d
el
C
o
n
st
r
u
c
t
s
C
r
o
n
b
a
c
h
’
s a
l
p
h
a
C
o
m
p
o
si
t
e
r
e
l
i
a
b
i
l
i
t
y
AVE
OC
0
.
9
28
0
.
9
37
0.
5
3
6
SE
0
.
9
4
4
0
.
9
5
0
0
.
5
2
6
SL
0.
9
5
0
0
.
9
4
1
0.
5
1
1
T
ab
le
3.
HT
MT
d
is
cr
im
in
an
t
an
aly
s
is
f
o
r
th
e
m
ea
s
u
r
em
en
t
m
o
d
el
C
o
n
st
r
u
c
t
s
OC
SE
SL
OC
SE
0
.
7
2
4
SL
0
.
6
3
4
0
.
6
4
1
3
.
2
.
Ass
es
s
m
ent
o
f
s
t
ruct
ura
l m
o
del
E
v
alu
atin
g
th
e
s
tr
u
ctu
r
al
m
o
d
el
co
n
s
is
ts
o
f
m
u
ltico
llin
ea
r
ity
d
iag
n
o
s
tics
,
co
ef
f
icien
t
o
f
d
eter
m
in
atio
n
(
R
2
)
,
ef
f
ec
t
s
ize
(
f
2
)
,
an
d
p
r
ed
ictiv
e
r
elev
an
c
e
(
Q
2
)
.
T
h
e
r
esu
lts
o
f
th
e
s
tr
u
ctu
r
al
m
o
d
el
an
d
p
ath
s
ig
n
if
ican
ce
ar
e
s
h
o
wn
in
T
ab
l
e
4
.
T
ab
le
4.
Path
co
e
f
f
icien
ts
f
o
r
OC
,
SE,
an
d
SL
R
e
l
a
t
i
o
n
s
h
i
p
S
t
d
B
e
t
a
S
t
d
Er
r
o
r
t
-
v
a
l
u
e
p
-
v
a
l
u
e
B
C
I
LL
B
C
I
U
L
V
I
F
f
2
OC
--
>
SL
0.
6
2
8
0
.
0
4
5
1
1
.
3
8
4
0
.
0
0
0
0
.
5
4
0
0
.
7
1
8
2
.
1
8
3
0
.
3
2
3
SE
--
>
S
L
0
.
7
5
0
0
.
0
6
6
1
3
.
9
1
9
0
.
0
0
0
0
.
5
7
9
0
.
6
9
2
2
.
6
0
7
0
.
5
6
2
S
E*
O
C
--
>
S
L
0.
3
4
8
0
.
0
5
2
6
.
7
3
3
0
.
0
0
0
0
.
2
4
5
0
.
4
4
8
2
.
0
1
4
0
.
1
2
1
3
.
2
.
1
.
Co
llin
ea
rit
y
a
na
ly
s
is
C
o
llin
ea
r
ity
d
iag
n
o
s
tics
wer
e
co
n
d
u
cte
d
to
in
v
esti
g
ate
wh
eth
er
m
u
ltico
llin
ea
r
ity
ex
is
ts
am
o
n
g
OC
,
SE
,
an
d
SL
in
th
is
m
o
d
el.
T
h
e
v
ar
ian
ce
in
f
latio
n
f
ac
to
r
s
(
V
I
F)
wer
e
esti
m
ated
f
o
r
ea
c
h
c
o
n
s
tr
u
ct.
Alth
o
u
g
h
s
o
m
e
r
esear
ch
er
s
ad
o
p
t
5
.
0
as
a
th
r
esh
o
ld
,
VI
F
v
alu
es
g
r
ea
ter
th
an
3
.
0
a
r
e
c
o
n
s
id
er
ed
in
d
icativ
e
o
f
p
o
te
n
tial
m
u
ltico
llin
ea
r
ity
is
s
u
es
in
th
is
r
esear
ch
[
2
5
]
.
I
n
th
is
r
esear
ch
,
th
e
VI
F
v
alu
es
f
o
r
OC
(
2
.
1
8
3
)
,
SE
(
2
.
6
0
7
)
,
an
d
th
eir
in
ter
ac
tio
n
ter
m
with
SL
(
2
.
0
1
4
)
wer
e
all
b
elo
w
3
.
0
,
co
n
f
ir
m
in
g
t
h
at
m
u
ltico
llin
ea
r
ity
was n
o
t a
p
r
o
b
lem
in
th
is
m
o
d
el.
3
.
2
.
2
.
T
he
co
ef
f
icient
o
f
det
e
rm
ina
t
io
n (
R
2
)
E
v
alu
atin
g
th
e
v
alu
e
o
f
R
2
i
s
ess
en
tia
l
f
o
r
d
eter
m
in
in
g
t
h
e
ex
p
lan
ato
r
y
p
o
wer
o
f
th
e
s
tr
u
ctu
r
al
m
o
d
el.
I
t r
ef
lects h
o
w
well
th
e
in
d
ep
en
d
e
n
t c
o
n
s
tr
u
cts ac
co
u
n
t f
o
r
v
ar
ian
ce
in
th
e
d
ep
en
d
e
n
t c
o
n
s
tr
u
ct.
I
n
th
is
r
esear
ch
,
th
e
R
2
v
alu
e
s
u
g
g
est
s
th
at
co
lleg
e
s
tu
d
e
n
t
OC
ex
p
l
ain
s
ap
p
r
o
x
im
ately
4
4
.
2
%
o
f
th
e
v
ar
iatio
n
in
SL
,
wh
ich
in
clu
d
es
th
e
co
m
b
in
ed
ef
f
ec
ts
o
f
OC
,
SE
,
a
n
d
th
ei
r
i
n
ter
ac
tio
n
ter
m
.
B
ased
o
n
C
h
in
cr
iter
ia
[
2
7
]
,
th
is
lev
el
o
f
ex
p
lan
ato
r
y
p
o
wer
is
co
n
s
id
er
ed
m
e
d
iu
m
.
3
.
2
.
3
.
Ass
ess
m
ent
o
f
t
he
ef
f
e
ct
s
ize
(
f
2
)
T
h
e
f
²
v
alu
e
in
d
icate
s
th
e
im
p
ac
t
o
f
co
lleg
e
s
tu
d
en
t
u
n
i
o
n
OC
o
r
SE
on
SL
,
with
la
r
g
er
v
alu
es
r
ef
lectin
g
a
s
tr
o
n
g
er
ef
f
ec
t
s
ize.
T
ab
le
4
s
u
m
m
ar
izes
th
e
f
²
v
alu
es
o
b
tain
ed
in
th
is
r
esear
ch
.
Fo
llo
win
g
C
h
in
g
u
id
elin
es
[
2
7
]
,
wh
er
e
f
²
v
a
lu
es
o
f
0
.
0
2
,
0
.
1
5
,
an
d
0
.
3
5
r
ep
r
esen
t
s
m
all,
m
ed
iu
m
,
an
d
lar
g
e
ef
f
ec
ts
,
r
esp
ec
tiv
ely
,
th
e
im
p
ac
t
o
f
OC
on
SL
is
co
n
s
id
er
ed
m
o
d
er
ate,
wh
ile
th
e
im
p
ac
t
o
f
SE
o
n
SL
is
co
n
s
id
er
ed
lar
g
e.
I
n
ad
d
itio
n
,
th
e
m
o
d
er
at
in
g
ef
f
ec
t
o
f
SE
o
n
th
e
r
elatio
n
s
h
ip
b
etwe
en
OC
an
d
SL
is
c
o
n
s
id
er
ed
s
m
all.
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
S
tu
d
en
t le
a
d
ers
h
ip
in
C
h
in
ese
h
ig
h
er e
d
u
c
a
tio
n
s
tu
d
e
n
t u
n
i
o
n
:
th
e
r
o
le
o
f
o
r
g
a
n
iz
a
tio
n
a
l
…
(
Lei H
u
a
)
473
3
.
2
.
4
.
Ass
ess
m
ent
o
f
t
he
predict
iv
e
po
wer
(
Q
2
)
A
k
ey
o
b
jectiv
e
o
f
PLS
is
to
ass
ess
th
e
m
o
d
el’
s
p
r
ed
ictiv
e
ca
p
ab
ilit
y
.
T
h
is
r
esear
ch
u
s
ed
th
e
Q
2
v
alu
e,
wh
ich
is
ty
p
ically
u
s
ed
to
m
ea
s
u
r
e
p
r
ed
ictiv
e
p
o
wer
.
T
h
e
Q
2
an
aly
s
is
was
p
er
f
o
r
m
e
d
b
y
e
m
p
lo
y
i
n
g
th
e
“
b
lin
d
f
o
ld
i
n
g
”
p
r
o
ce
s
s
with
a
d
is
tan
ce
v
alu
e
o
f
7
in
Sm
ar
tPLS.
T
h
e
p
r
ed
ictiv
e
p
o
wer
Q
2
v
alu
e
f
o
r
SL
is
0
.
4
7
2
,
wh
ich
e
x
ce
ed
s
0
.
3
5
,
a
l
ar
g
e
p
r
e
d
ictiv
e
p
o
wer
[
2
5
]
.
T
h
u
s
,
th
e
m
o
d
el
h
as a
lar
g
e
p
r
ed
i
ctiv
e
r
elev
an
ce
.
3
.
3
.
M
o
del pa
t
h si
g
nifica
nce
Acc
o
r
d
in
g
to
Sar
s
ted
t
et
a
l
.
[
2
8
]
,
th
e
s
tr
u
ctu
r
al
m
o
d
el
r
elatio
n
s
h
ip
s
wer
e
ass
ess
ed
b
y
r
ep
o
r
tin
g
p
ath
co
ef
f
icien
ts
,
s
tan
d
ar
d
e
r
r
o
r
s
,
t
-
v
alu
es,
an
d
p
-
v
alu
es,
b
ased
o
n
b
o
o
ts
tr
ap
p
in
g
with
1
0
,
0
0
0
r
esam
p
les
u
s
in
g
Sm
ar
tPLS
[
2
9
]
.
I
n
r
esp
o
n
s
e
to
th
e
co
n
ce
r
n
s
b
y
Gr
ee
n
lan
d
et
a
l
.
[
3
0
]
,
r
eg
ar
d
in
g
th
e
o
v
e
r
r
el
ian
ce
o
n
p
-
v
alu
es,
co
n
f
id
en
ce
in
ter
v
als,
an
d
ef
f
ec
t sizes we
r
e
also
co
n
s
id
er
ed
to
ev
alu
ate
th
e
h
y
p
o
t
h
eses
m
o
r
e
co
m
p
r
e
h
en
s
iv
ely
.
3
.
3
.
1
.
T
he
re
la
t
io
ns
hi
p bet
wee
n o
r
g
a
niza
t
io
na
l c
lim
a
t
e
a
nd
s
t
ud
ent
lea
dersh
i
p
T
h
e
r
esu
lts
in
T
ab
le
4
s
h
o
w
a
s
tatis
t
ically
s
ig
n
if
ican
t
p
o
s
itiv
e
r
elatio
n
s
h
ip
b
etwe
en
OC
an
d
SL
,
with
a
p
-
v
alu
e
less
th
an
0
.
0
0
1
.
T
h
e
9
5
%
b
ias
-
co
r
r
ec
ted
co
n
f
i
d
en
ce
in
ter
v
al
lo
wer
lim
it
(
B
C
I
L
L
=0
.
5
4
0
)
an
d
b
ias
-
co
r
r
ec
ted
c
o
n
f
id
e
n
ce
in
ter
v
al
u
p
p
e
r
lim
it
(
B
C
I
UL
=0
.
7
1
8
)
d
o
es
n
o
t
co
n
tain
ze
r
o
,
f
u
r
t
h
er
co
n
f
ir
m
in
g
th
e
s
ig
n
if
ican
ce
o
f
th
e
p
o
s
itiv
e
r
elatio
n
s
h
ip
.
T
h
is
f
in
d
in
g
h
ig
h
lig
h
t
th
at
a
p
o
s
itiv
e
OC
ca
n
en
h
an
ce
SL
am
o
n
g
s
tu
d
en
t
u
n
i
o
n
s
in
c
o
lleg
es
in
Sh
an
x
i
Pro
v
i
n
ce
,
C
h
in
a.
T
h
is
r
esear
ch
s
u
p
p
o
r
ts
E
ze
a
k
u
a
n
d
Ok
o
y
e
[
3
1
]
,
wh
o
co
n
clu
d
e
d
th
at
an
in
clu
s
iv
e
OC
p
r
o
v
id
es
s
tu
d
en
ts
with
o
p
p
o
r
tu
n
ities
to
p
a
r
ticip
ate
in
o
r
g
a
n
izatio
n
al
g
o
v
er
n
an
ce
an
d
d
ec
is
io
n
-
m
a
k
in
g
,
th
u
s
en
h
an
ci
n
g
th
eir
s
en
s
e
o
f
r
esp
o
n
s
ib
ilit
y
an
d
l
ea
d
er
s
h
ip
ca
p
ac
ity
.
Mo
r
eo
v
er
,
a
s
u
p
p
o
r
tiv
e
a
n
d
c
o
h
esiv
e
OC
p
r
o
v
id
es
a
s
o
lid
p
latf
o
r
m
f
o
r
o
n
g
o
in
g
SL
p
r
a
ctice
[
3
2
]
.
Stu
d
en
t
u
n
io
n
s
also
o
f
f
er
o
p
p
o
r
tu
n
itie
s
f
o
r
s
tu
d
en
t
lead
er
s
to
d
ev
el
o
p
th
e
p
r
o
ject
m
an
ag
em
en
t
a
n
d
ev
en
t
p
lan
n
in
g
s
k
ills
n
ee
d
ed
to
lea
d
ef
f
ec
tiv
ely
,
an
d
o
f
te
n
,
d
e
v
elo
p
k
ey
d
ec
is
io
n
-
m
ak
in
g
s
k
ills
,
co
m
m
u
n
icatio
n
s
k
ills
,
an
d
p
r
o
b
lem
-
s
o
lv
in
g
s
k
ills
.
An
OC
p
r
o
m
o
tes
co
llab
o
r
atio
n
,
in
clu
s
iv
en
ess
,
an
d
th
e
p
u
r
s
u
it
o
f
s
h
ar
e
d
g
o
als.
T
h
er
ef
o
r
e,
s
u
ch
an
OC
allo
ws
th
e
s
tu
d
en
ts
to
lear
n
ab
o
u
t
lis
ten
in
g
,
n
eg
o
tiatin
g
,
an
d
m
o
tiv
atin
g
o
th
er
p
eo
p
le
in
team
s
in
a
way
th
at
f
u
r
th
er
s
u
p
p
o
r
ts
th
eir
lead
e
r
s
h
ip
p
r
ac
t
ice
[
8
]
.
T
h
is
f
in
d
in
g
ca
n
b
e
u
n
d
e
r
s
to
o
d
i
n
th
e
C
h
in
ese
co
n
tex
t.
I
n
C
h
in
a,
OC
o
f
ten
co
m
es
f
r
o
m
th
e
ac
k
n
o
wled
g
e
m
en
t
o
f
th
e
h
ie
r
ar
ch
ical
r
elatio
n
s
h
ip
,
m
o
r
al
ex
p
ec
tatio
n
s
,
an
d
th
e
v
al
u
e
o
f
h
ar
m
o
n
y
a
n
d
co
llectiv
e
in
ter
est
[
3
3
]
.
T
h
is
c
u
ltu
r
al
v
alu
e
ex
p
lain
s
wh
y
s
tu
d
en
t
lead
er
s
e
n
g
ag
e
m
o
r
e
p
o
s
itiv
ely
in
clim
ates
th
at
em
p
h
asize
co
h
esio
n
,
r
esp
ec
t
f
o
r
a
u
th
o
r
ity
,
an
d
t
h
e
p
u
r
s
u
it
o
f
co
llectiv
e
in
ter
est.
T
h
is
is
in
lin
e
with
J
ie
[
3
3
]
,
wh
o
ex
am
in
e
d
th
e
c
o
n
tr
ib
u
tio
n
o
f
OC
to
th
e
d
ev
elo
p
m
en
t
o
f
co
lleg
e
SL
in
C
h
in
a.
A
p
o
s
itiv
e
OC
f
o
s
ter
s
s
tr
o
n
g
f
ee
lin
g
s
o
f
co
l
lectiv
is
m
,
s
elf
-
ef
f
icac
y
,
an
d
em
o
tio
n
al
co
m
m
itm
en
t
am
o
n
g
s
tu
d
en
ts
,
th
er
eb
y
p
r
o
m
o
tin
g
lead
er
s
h
ip
d
ev
elo
p
m
en
t.
Ho
wev
er
,
s
o
m
e
s
ch
o
lar
s
ar
g
u
e
th
at
OC
m
ay
n
o
t
d
ir
e
ctly
im
p
ac
t
SL
,
b
u
t
r
ath
er
ex
er
ts
its
in
f
lu
en
ce
th
r
o
u
g
h
m
ed
iatin
g
v
ar
iab
les.
T
h
ese
in
co
n
s
is
ten
t
f
in
d
in
g
s
m
ay
s
tem
f
r
o
m
t
h
e
in
ter
p
lay
o
f
in
d
iv
id
u
al
s
tu
d
e
n
t
f
ac
to
r
s
,
s
u
ch
as
p
er
s
o
n
ality
an
d
m
o
tiv
atio
n
,
o
r
co
n
tex
t
u
al
f
ac
to
r
s
,
s
u
ch
as
ed
u
ca
tio
n
al
lev
el
an
d
cu
ltu
r
al
b
ac
k
g
r
o
u
n
d
.
Desp
ite
th
ese
in
c
o
n
s
is
ten
cies,
th
e
p
r
esen
t
f
i
n
d
i
n
g
s
o
f
f
e
r
em
p
ir
ical
s
u
p
p
o
r
t f
o
r
en
h
an
cin
g
s
tu
d
en
t
o
r
g
an
izatio
n
s
a
n
d
p
r
o
m
o
tin
g
s
tu
d
en
t d
e
v
elo
p
m
e
n
t in
C
h
in
ese
co
lleg
es.
3
.
3
.
2
.
T
he
re
la
t
io
ns
hi
p bet
wee
n st
ud
ent
eng
a
g
em
ent
a
nd
s
t
ud
ent
lea
dersh
ip
T
h
e
r
esu
lts
in
T
ab
le
4
ad
d
r
ess
R
Q2
,
it
s
h
o
ws
th
at
th
er
e
is
a
s
tatis
tica
lly
s
ig
n
if
ican
t
p
o
s
itiv
e
r
elatio
n
s
h
ip
b
etwe
en
SE
an
d
SL
,
with
a
p
-
v
alu
e
less
th
an
0
.
0
0
1
.
T
h
e
co
n
f
i
d
en
ce
in
ter
v
al
(
B
C
I
L
L
=0
.
5
7
9
,
B
C
I
UL
=0
.
6
9
2
)
d
o
es
n
o
t
in
cl
u
d
e
ze
r
o
,
f
u
r
th
er
co
n
f
ir
m
in
g
th
e
r
elatio
n
s
h
ip
.
T
h
ese
r
esu
lts
s
u
g
g
est
th
at
SE
i
s
a
k
ey
f
ac
to
r
in
f
lu
e
n
cin
g
th
e
d
ev
elo
p
m
en
t
o
f
SL
am
o
n
g
s
tu
d
en
t
u
n
io
n
s
in
co
lleg
es
in
Sh
an
x
i
Pro
v
in
ce
,
C
h
in
a.
T
h
is
f
in
d
in
g
is
co
n
s
is
ten
t
wit
h
a
s
tu
d
y
th
at
h
ig
h
e
r
en
g
a
g
e
m
en
t
lev
els
in
ac
ad
em
ic,
s
o
ci
al,
an
d
co
-
cu
r
r
ic
u
lar
p
r
ac
tices
p
r
o
m
o
te
s
tu
d
en
ts
’
d
ev
elo
p
in
g
lead
er
s
h
ip
s
k
ills
[
1
8
]
.
T
h
is
f
in
d
in
g
also
s
u
p
p
o
r
ts
Ma
r
tín
ez
et
a
l
.
[
1
7
]
wh
o
ar
g
u
ed
th
at
h
ig
h
ly
en
g
a
g
ed
s
tu
d
en
ts
o
f
ten
e
x
h
ib
it
s
tr
o
n
g
er
in
tr
i
n
s
ic
m
o
tiv
atio
n
an
d
s
elf
-
ef
f
icac
y
,
wh
ich
i
n
t
u
r
n
c
o
n
t
r
i
b
u
t
e
t
o
t
h
e
d
e
v
el
o
p
m
e
n
t
o
f
s
e
l
f
-
l
e
a
d
e
r
s
h
i
p
a
n
d
in
f
l
u
e
n
c
e
o
v
e
r
o
t
h
e
r
s
.
Su
ch
p
o
s
itiv
e
p
s
y
ch
o
lo
g
ical
s
tates
an
d
b
eh
av
io
r
al
ten
d
en
c
ies
p
r
o
v
id
e
a
s
o
lid
f
o
u
n
d
atio
n
f
o
r
th
e
g
r
o
wth
o
f
lead
er
s
h
i
p
ca
p
ac
ity
.
T
h
ese
s
im
ilar
f
in
d
in
g
s
ca
n
b
e
ex
p
lain
ed
b
y
th
e
f
ac
t
th
at
p
a
r
ticip
atio
n
in
s
tu
d
en
t
u
n
io
n
s
en
h
a
n
ce
s
task
en
g
ag
em
e
n
t
an
d
f
o
s
ter
s
a
s
en
s
e
o
f
r
esp
o
n
s
ib
ilit
y
,
wh
ich
co
n
tr
ib
u
tes
to
th
e
d
ev
elo
p
m
en
t
o
f
k
ey
ch
a
r
a
cter
is
tics
a
s
s
o
ciate
d
with
SL
.
A
C
h
in
ese
r
esear
ch
e
r
ex
p
lain
ed
th
is
p
o
s
itiv
e
r
elati
o
n
s
h
ip
:
lead
er
s
h
ip
is
en
co
u
r
a
g
ed
b
y
p
r
ac
tice
an
d
o
b
s
er
v
atio
n
,
a
n
d
SE
is
im
p
o
r
t
an
t
in
o
f
f
e
r
in
g
r
ea
l
-
wo
r
ld
e
x
p
er
ien
ce
s
[
3
4
]
.
Activ
e
en
g
ag
e
m
en
t
in
o
r
g
an
izin
g
ca
m
p
u
s
ev
e
n
ts
,
co
o
r
d
in
atin
g
s
tu
d
en
t
ac
tiv
ities
,
an
d
in
ter
ac
ti
n
g
with
u
n
iv
er
s
ity
au
th
o
r
ities
m
ir
r
o
r
s
tr
a
d
itio
n
al
ap
p
r
en
tice
-
lik
e
lea
r
n
in
g
m
o
d
el
s
th
at
ar
e
d
ee
p
ly
r
o
o
ted
in
C
h
i
n
ese
ed
u
ca
tio
n
c
u
ltu
r
e
[
3
4
]
.
Ho
wev
er
,
it
is
wo
r
th
n
o
tin
g
th
at
s
o
m
e
s
tu
d
ies
h
av
e
p
r
esen
ted
co
n
tr
asti
n
g
f
in
d
in
g
s
.
Fo
r
in
s
tan
ce
,
Sh
in
an
d
B
o
lk
an
[
3
5
]
o
b
s
er
v
e
d
th
at
SE
d
o
es
n
o
t
im
p
ac
t
SL
d
ev
elo
p
m
e
n
t.
Su
c
h
in
c
o
n
s
is
ten
t
f
in
d
i
n
g
s
m
a
y
b
e
d
u
e
t
o
c
o
n
tex
tu
al
lim
itatio
n
s
.
E
v
en
w
h
en
s
tu
d
en
ts
ex
h
ib
it h
ig
h
lev
els o
f
en
g
ag
em
en
t,
if
th
e
o
r
g
an
izatio
n
lack
s
clea
r
o
b
jectiv
es,
well
-
d
ef
in
e
d
r
o
les,
o
r
s
tr
u
ctu
r
ed
f
ee
d
b
ac
k
m
ec
h
an
is
m
s
,
th
eir
ef
f
o
r
ts
m
ay
r
esu
lt
in
“
in
ef
f
ec
tiv
e
b
u
s
y
n
ess
”
,
wh
er
e
en
g
ag
em
e
n
t
f
ails
to
tr
an
s
late
in
to
m
ea
n
in
g
f
u
l
lead
er
s
h
ip
d
ev
elo
p
m
en
t
.
T
h
er
ef
o
r
e,
wh
ile
in
s
titu
tio
n
s
a
n
d
s
tu
d
e
n
t
o
r
g
an
izatio
n
s
s
h
o
u
ld
co
n
tin
u
e
to
p
r
o
m
o
te
SE
,
th
ey
m
u
s
t
also
f
o
cu
s
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2252
-
8
8
2
2
I
n
t
J
E
v
al
&
R
es E
d
u
c
,
Vo
l
.
15
,
No
.
1
,
Feb
r
u
a
r
y
20
2
6
:
469
-
478
474
o
n
b
u
ild
in
g
en
v
ir
o
n
m
en
ts
th
a
t
ar
e
g
o
al
-
o
r
ien
ted
,
s
tr
u
ctu
r
al
ly
s
o
u
n
d
,
a
n
d
p
r
o
v
id
e
co
n
s
is
ten
t
d
ev
el
o
p
m
en
tal
f
ee
d
b
ac
k
.
T
h
is
en
s
u
r
es th
at
SE
is
m
ea
n
in
g
f
u
lly
alig
n
ed
wit
h
p
ath
way
s
th
at
f
ac
ilit
ate
s
k
ill g
r
o
wth
.
3
.
3
.
3
.
T
he
m
o
dera
t
ing
ef
f
ec
t
o
f
s
t
u
dent
eng
a
g
em
ent
o
n t
he
re
la
t
io
ns
hip
bet
wee
n o
rg
a
niza
t
io
na
l c
lim
a
t
e
a
nd
s
t
ud
ent
lea
der
s
hip
T
h
e
r
esu
lts
in
T
ab
le
4
s
h
o
w
th
at
SE
s
ig
n
if
ican
tly
m
o
d
er
ates
th
e
r
elatio
n
s
h
ip
b
etwe
en
OC
an
d
SL
(
β
=0
.
3
4
8
,
t
=
6
.
7
3
3
,
p
<
0
.
0
0
1
)
.
Fu
r
th
er
m
o
r
e
,
th
e
9
5
%
(
B
C
I
L
L
=0
.
2
4
5
,
B
C
I
UL
=0
.
4
4
8
)
d
o
e
s
n
o
t
in
clu
d
e
ze
r
o
,
in
d
icatin
g
a
s
tatis
tically
s
ig
n
if
ican
t m
o
d
er
atin
g
ef
f
ec
t.
Me
a
n
wh
ile,
Fig
u
r
e
2
d
is
p
lay
s
th
at
wh
en
SE
is
h
ig
h
,
th
e
p
o
s
itiv
e
im
p
ac
t o
f
OC
o
n
SL
b
ec
o
m
es st
r
o
n
g
er
.
T
h
is
f
in
d
in
g
co
n
f
i
r
m
s
th
at
th
e
ef
f
ec
t
o
f
OC
on
SL
b
ec
o
m
es
s
tr
o
n
g
er
wh
en
s
tu
d
en
ts
ex
h
ib
it
h
ig
h
e
r
lev
els
o
f
en
g
ag
em
en
t.
T
h
is
f
in
d
in
g
is
in
lin
e
with
No
r
a
b
u
en
a
-
Fig
u
er
o
a
et
a
l
.
[
8
]
w
h
o
em
p
h
asized
th
at
SE
ca
n
m
ax
im
ize
th
e
ef
f
ec
t
o
f
OC
o
n
s
tu
d
en
t
o
u
tco
m
es.
Similar
ly
,
Viđ
ak
et
a
l
.
[
9
]
h
i
g
h
lig
h
te
d
th
at
ev
en
w
h
en
th
e
OC
is
h
ig
h
ly
p
o
s
itiv
e,
s
tu
d
e
n
ts
with
lo
w
lev
els
o
f
e
n
g
ag
em
en
t
m
ay
s
till
s
tr
u
g
g
le
t
o
u
tili
ze
th
e
av
ailab
l
e
r
eso
u
r
ce
s
to
en
h
an
ce
th
ei
r
lead
er
s
h
ip
d
ev
elo
p
m
en
t.
Me
an
w
h
ile,
th
e
m
o
d
er
atin
g
ef
f
ec
t
in
d
icate
s
an
in
ter
ac
tio
n
o
f
in
d
iv
id
u
al
an
d
c
o
n
tex
tu
al
v
ar
iab
les,
wh
ich
is
co
n
s
is
ten
t
with
s
o
cial
co
g
n
itiv
e
th
eo
r
y
.
So
cial
co
g
n
itiv
e
th
eo
r
y
p
o
s
its
th
at
in
d
iv
id
u
al
b
eh
av
io
r
is
s
h
ap
ed
b
y
th
e
d
y
n
am
ic
in
ter
ac
tio
n
o
f
p
er
s
o
n
al,
b
eh
av
io
r
al,
a
n
d
en
v
ir
o
n
m
en
tal
f
ac
to
r
s
[
3
6
]
.
I
n
th
is
r
esear
ch
,
OC
r
ep
r
esen
ts
th
e
en
v
ir
o
n
m
en
tal
f
ac
to
r
,
wh
i
le
SE
s
er
v
es
as
an
in
d
iv
id
u
al
-
lev
el
f
ac
to
r
.
C
o
n
s
e
q
u
en
tly
,
SE
en
h
an
ce
s
th
e
s
tr
en
g
th
o
f
t
h
e
r
elatio
n
s
h
ip
b
etwe
en
OC
an
d
SL
.
T
h
is
tr
iad
ic
in
ter
ac
tio
n
is
e
v
id
en
t
i
n
s
tu
d
en
t
u
n
io
n
co
n
te
x
ts
,
wh
e
r
e
m
em
b
e
r
s
’
lead
er
s
h
ip
b
eh
a
v
io
r
is
s
h
ap
ed
b
y
t
h
e
s
u
r
r
o
u
n
d
in
g
OC
,
as we
ll a
s
th
eir
m
o
tiv
atio
n
a
n
d
ca
p
ac
ity
to
en
g
ag
e.
I
n
th
e
C
h
in
ese
co
n
tex
t,
th
is
i
s
p
ar
ticu
lar
ly
d
is
tin
ctiv
e,
as
l
ea
d
er
s
h
ip
b
eh
av
i
o
r
s
ar
e
in
f
lu
en
ce
d
n
o
t
o
n
ly
b
y
in
s
titu
tio
n
al
s
tr
u
ctu
r
es
b
u
t
also
b
y
p
er
s
o
n
al
in
itiativ
e
an
d
r
elatio
n
al
awa
r
en
ess
[
3
7
]
.
Stu
d
en
ts
wh
o
a
r
e
m
o
r
e
ac
tiv
ely
in
v
o
lv
ed
a
r
e
b
etter
ab
le
to
n
av
ig
ate
th
e
h
ie
r
ar
ch
ical,
r
elatio
n
s
h
ip
-
o
r
ien
te
d
n
atu
r
e
o
f
s
tu
d
en
t
u
n
io
n
s
,
lev
er
ag
i
n
g
th
e
OC
t
o
en
h
an
ce
th
eir
lead
er
s
h
ip
d
ev
elo
p
m
en
t.
T
h
ese
s
tu
d
en
ts
ar
e
g
en
er
ally
m
o
r
e
s
en
s
itiv
e
to
OC
,
m
ak
in
g
th
e
m
o
d
er
atio
n
o
f
SE
m
o
r
e
p
r
o
m
in
en
t.
T
h
ese
f
in
d
in
g
s
n
o
t
o
n
ly
v
alid
ate
th
e
ap
p
licab
ilit
y
o
f
s
o
cial
c
o
g
n
iti
v
e
th
eo
r
y
am
o
n
g
c
o
lleg
e
SL
in
C
h
in
a
b
u
t
also
p
r
o
v
id
e
em
p
ir
ical
ev
id
en
ce
f
o
r
s
tu
d
en
t d
ev
elo
p
m
en
t r
esear
c
h
.
Fig
u
r
e
2
.
T
h
e
in
ter
ac
tio
n
ef
f
ec
t o
f
SE
3
.
4
.
L
im
it
a
t
io
n a
nd
re
co
mm
enda
t
io
n
W
h
ile
th
is
r
esear
ch
p
r
o
v
i
d
es
v
alu
ab
le
th
e
o
r
etica
l
a
n
d
em
p
i
r
ical
in
s
ig
h
ts
in
to
OC
,
SE
,
a
n
d
SL
,
t
h
er
e
ar
e
a
f
ew
lim
itatio
n
s
th
at
s
h
o
u
ld
b
e
ac
k
n
o
wled
g
ed
.
First,
th
e
s
u
r
v
ey
d
ata
is
s
elf
-
r
ep
o
r
te
d
,
wh
ich
in
tr
o
d
u
ce
s
th
e
p
o
te
n
tial
f
o
r
r
esp
o
n
s
e
b
ia
s
an
d
th
e
m
is
r
ep
r
esen
tatio
n
o
f
f
in
d
i
n
g
s
d
u
e
to
C
MV
.
I
n
ad
d
itio
n
,
c
o
n
v
e
n
ien
ce
s
am
p
lin
g
with
in
a
s
in
g
le
p
r
o
v
in
ce
m
ay
p
o
s
e
a
lim
itatio
n
o
n
th
e
g
e
n
er
aliza
b
ilit
y
o
f
t
h
e
f
in
d
in
g
s
in
o
th
er
lo
ca
tio
n
s
.
Fu
r
th
er
m
o
r
e,
th
is
r
esear
ch
em
p
lo
y
e
d
a
cr
o
s
s
-
s
ec
tio
n
al
d
esig
n
,
wh
ich
lim
its
th
e
p
o
s
s
ib
ilit
y
o
f
estab
lis
h
in
g
a
ca
u
s
al
lin
k
b
etw
ee
n
OC
an
d
SL
.
T
o
f
u
r
th
er
ad
d
r
ess
lim
itatio
n
s
,
f
u
tu
r
e
s
tu
d
ies
m
a
y
in
c
o
r
p
o
r
ate
ad
d
itio
n
al
d
ata
c
o
llectio
n
m
eth
o
d
s
,
s
u
ch
as
s
tr
u
ctu
r
ed
in
ter
v
iews
an
d
m
u
lti
-
s
o
u
r
ce
a
n
aly
s
is
,
to
elim
in
ate
b
ias.
Ad
d
itio
n
ally
,
d
r
aw
s
am
p
les
f
r
o
m
m
u
ltip
le
p
r
o
v
in
ce
s
an
d
u
s
e
a
p
r
o
b
a
b
ilit
y
-
b
ased
s
am
p
lin
g
d
e
s
ig
n
to
im
p
r
o
v
e
th
e
ex
ter
n
al
v
alid
ity
o
f
f
in
d
in
g
s
.
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
S
tu
d
en
t le
a
d
ers
h
ip
in
C
h
in
ese
h
ig
h
er e
d
u
c
a
tio
n
s
tu
d
e
n
t u
n
i
o
n
:
th
e
r
o
le
o
f
o
r
g
a
n
iz
a
tio
n
a
l
…
(
Lei H
u
a
)
475
I
n
ad
d
itio
n
,
f
u
t
u
r
e
s
tu
d
ies
s
h
o
u
ld
co
n
s
id
er
u
s
in
g
a
lo
n
g
itu
d
in
al
d
esig
n
o
r
ex
p
er
i
m
en
tal
d
esig
n
to
estab
lis
h
s
tr
o
n
g
er
ca
u
s
al
r
elatio
n
s
h
ip
s
.
Fin
ally
,
th
is
r
esear
ch
lo
o
k
ed
a
t
th
e
r
elatio
n
s
h
ip
s
am
o
n
g
OC
,
SE
,
an
d
SL
.
Fu
tu
r
e
s
tu
d
ies
ar
e
en
co
u
r
a
g
ed
to
e
m
p
lo
y
ad
d
itio
n
al
p
o
ten
tial
v
ar
iab
les,
s
u
ch
as
s
tu
d
en
ts
’
p
s
y
ch
o
lo
g
ical
ca
p
ital,
teac
h
er
s
u
p
p
o
r
t,
ca
m
p
u
s
cu
ltu
r
e,
an
d
o
th
er
v
ar
iab
les,
to
f
o
r
m
a
m
o
r
e
r
o
b
u
s
t
m
o
d
el.
Fu
tu
r
e
s
tu
d
ies
m
ig
h
t
also
co
n
s
id
er
em
p
lo
y
in
g
m
o
d
er
at
in
g
v
a
r
iab
les,
s
u
ch
as
g
en
d
er
,
g
r
a
d
e,
a
n
d
f
am
ily
b
ac
k
g
r
o
u
n
d
,
to
ex
am
in
e
d
if
f
er
en
ce
s
am
o
n
g
g
r
o
u
p
s
.
4.
CO
NCLU
SI
O
N
I
n
co
n
cl
u
s
io
n
,
u
n
lik
e
p
r
io
r
s
tu
d
ies,
th
is
r
esear
ch
f
o
cu
s
es
o
n
f
o
r
m
al
s
tu
d
en
t
u
n
io
n
co
n
tex
ts
in
C
h
in
a
an
d
em
p
ir
ically
test
s
a
m
o
d
er
atin
g
m
ec
h
an
is
m
(
en
g
ag
em
e
n
t)
.
T
o
b
e
s
p
ec
if
ic,
th
is
r
esear
ch
ex
p
lo
r
ed
th
e
im
p
ac
t
o
f
OC
an
d
SE
o
n
SL
with
in
co
lleg
e
s
tu
d
en
t
u
n
io
n
s
in
th
e
C
h
in
ese
co
n
te
x
t
.
I
t
also
ex
am
in
e
d
wh
et
h
er
SE
m
o
d
er
ates
th
e
e
f
f
ec
ts
o
f
OC
on
SL
.
T
h
e
r
esu
lts
in
d
icate
th
at
s
u
p
p
o
r
tiv
e
o
r
g
an
iz
atio
n
al
co
n
d
itio
n
s
,
to
g
eth
er
with
ac
tiv
e
s
tu
d
en
t
p
ar
ticip
atio
n
,
f
o
s
ter
SL
d
ev
elo
p
m
en
t
am
o
n
g
s
tu
d
e
n
t
u
n
i
o
n
s
in
co
lleg
es
in
Sh
an
x
i
Pro
v
in
ce
,
C
h
in
a.
T
h
is
r
esear
ch
o
f
f
e
r
s
s
ig
n
if
ican
t th
eo
r
etica
l
an
d
p
r
ac
tical
im
p
licatio
n
s
.
T
h
eo
r
etica
lly
,
th
is
r
esear
ch
g
iv
es
a
d
ee
p
u
n
d
er
s
tan
d
i
n
g
o
f
h
o
w
SL
d
ev
elo
p
e
d
,
en
r
ich
in
g
th
e
em
p
ir
ical
ev
id
en
ce
a
b
o
u
t
r
elatio
n
s
h
ip
s
am
o
n
g
OC
,
SE
,
an
d
SL
in
th
e
co
n
tex
t
o
f
C
h
in
ese
c
o
lleg
es.
I
n
ad
d
itio
n
,
i
t
e
x
t
e
n
d
s
t
h
e
t
h
e
o
r
e
t
i
c
al
p
e
r
s
p
e
c
t
i
v
e
o
f
SL
d
e
v
e
l
o
p
m
e
n
t
b
y
h
i
g
h
l
i
g
h
t
i
n
g
t
h
a
t
l
e
a
d
e
r
s
h
i
p
p
r
a
c
t
i
c
e
o
cc
u
r
s
th
r
o
u
g
h
th
e
in
ter
ac
tio
n
o
f
co
n
tex
t
an
d
in
d
iv
id
u
al
a
g
en
cy
.
T
h
is
in
ter
a
ctio
n
p
er
s
p
ec
tiv
e
a
d
d
s
to
th
e
u
n
d
er
s
tan
d
in
g
o
f
t
h
e
m
ec
h
an
is
m
o
f
SL
d
ev
elo
p
m
e
n
t
b
y
illu
m
in
atin
g
th
e
p
r
o
ce
s
s
o
f
in
ter
n
aliza
tio
n
b
y
wh
ich
in
d
iv
id
u
als
d
ev
elo
p
lead
er
s
h
ip
with
in
a
g
iv
e
n
c
o
n
tex
t.
Als
o
,
it
e
m
b
o
d
ies
th
e
ce
n
tr
al
id
ea
o
f
t
h
e
tr
iad
ic
r
ec
ip
r
o
ca
l
d
ete
r
m
in
is
m
“e
n
v
ir
o
n
m
en
t
–
co
g
n
itio
n
–
b
eh
a
v
io
r
”
in
s
o
cial
co
g
n
itiv
e
th
eo
r
y
.
Ov
er
all,
th
is
r
esear
ch
e
x
ten
d
s
s
o
cial
co
g
n
itiv
e
th
eo
r
y
b
y
d
e
m
o
n
s
tr
atin
g
t
h
e
in
ter
ac
tiv
e
ef
f
ec
t o
f
OC
an
d
SE
on
SL
in
C
h
in
ese
s
tu
d
en
ts
.
Fu
r
th
er
m
o
r
e
,
th
ese
f
in
d
in
g
s
h
av
e
p
r
ac
tical
im
p
licatio
n
s
an
d
o
f
f
er
co
n
c
r
ete
s
u
g
g
esti
o
n
s
to
s
u
p
p
o
r
t
s
tu
d
en
t
d
ev
elo
p
m
e
n
t
an
d
th
e
m
an
ag
em
en
t
o
f
s
tu
d
en
t
o
r
g
an
izatio
n
s
.
A
s
u
p
p
o
r
tiv
e
OC
co
n
tr
ib
u
tes
to
th
e
s
tu
d
en
ts
’
lead
er
s
h
ip
awa
r
en
ess
an
d
th
eir
ca
p
ac
ity
th
r
o
u
g
h
p
r
ac
tice.
T
h
er
ef
o
r
e,
co
lleg
es
s
h
o
u
ld
b
e
ac
tiv
e
m
an
ag
er
s
o
f
s
tu
d
en
t
u
n
io
n
s
a
n
d
en
c
o
u
r
a
g
e
s
tu
d
en
ts
to
s
p
ea
k
u
p
an
d
p
r
o
v
id
e
a
p
p
r
o
p
r
iate
h
u
m
an
is
tic
s
u
p
p
o
r
t.
E
x
am
p
les
m
ay
in
clu
d
e
tr
a
n
s
p
ar
en
t
d
ec
is
io
n
-
m
ak
i
n
g
p
r
o
ce
s
s
es,
ac
ce
s
s
ib
ilit
y
to
v
ar
io
u
s
f
o
r
m
s
o
f
co
m
m
u
n
icatio
n
,
an
d
m
en
to
r
s
h
ip
o
p
p
o
r
tu
n
ities
th
r
o
u
g
h
f
ac
u
lty
o
r
m
o
r
e
s
ea
s
o
n
ed
s
tu
d
en
t
lead
er
s
.
Mo
r
eo
v
er
,
th
e
ess
en
tial
m
o
d
e
r
atio
n
o
f
SE
im
p
lies
th
at
c
o
lleg
es
s
h
o
u
ld
d
r
aw
u
p
o
n
s
tu
d
en
ts
’
in
tr
in
s
ic
m
o
tiv
atio
n
b
y
en
co
u
r
a
g
in
g
d
if
f
e
r
en
t
f
o
r
m
s
o
f
p
ar
ticip
atio
n
th
at
en
g
en
d
er
t
h
e
tr
an
s
itio
n
f
r
o
m
p
ass
iv
e
in
v
o
lv
em
en
t
t
o
ac
tiv
e
en
g
ag
em
e
n
t.
T
h
er
e
f
o
r
e,
co
ll
eg
es
m
ay
in
clu
d
e
s
tr
u
ctu
r
e
d
f
ee
d
b
ac
k
p
r
o
ce
s
s
es,
r
ec
o
g
n
itio
n
an
d
in
ce
n
tiv
e
o
p
p
o
r
tu
n
ities
,
an
d
a
v
ar
iety
o
f
f
o
r
m
ats
f
o
r
ac
tiv
ities
to
ap
p
ea
l
to
d
iv
e
r
s
e
in
ter
ests
an
d
f
o
r
m
s
o
f
SE
.
Ov
er
all,
C
h
in
ese
co
lleg
es
s
h
o
u
ld
f
o
s
ter
tr
an
s
p
ar
en
t
s
tu
d
en
t
u
n
io
n
clim
ates
an
d
cr
ea
te
s
tr
u
ct
u
r
ed
e
n
g
ag
em
en
t p
ath
way
s
to
s
tr
en
g
th
en
lea
d
er
s
h
ip
d
e
v
el
o
p
m
en
t.
ACK
NO
WL
E
DG
M
E
N
T
S
Sp
ec
ial
th
an
k
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12
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13
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14
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15
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.
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10
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11
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12
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13
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14
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15
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16
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17
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18
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19
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(I
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m
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w.
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c
a
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c
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tac
ted
a
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m
a
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:
b
it
y
@
u
k
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.
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d
u
.
m
y
.
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