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K
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w
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E
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Fin
an
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First
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ea
r
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n
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s
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s
tu
d
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Me
n
tal
h
ea
lth
Self
-
esteem
T
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ap
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an
d
p
r
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f
ess
io
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al
h
elp
T
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CC B
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SA
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C
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s
p
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A
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r
:
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v
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a
A/P Gu
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a
Seg
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Sch
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E
d
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ca
tio
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Facu
lty
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So
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Scien
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s
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Hu
m
a
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ities
,
Un
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s
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lo
g
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8
1
3
1
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J
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J
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Ma
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co
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1.
I
NT
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D
UCT
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O
N
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s
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n
to
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p
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y
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ad
u
lts
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liv
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esp
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f
o
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wh
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[
1
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,
[
2
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.
T
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a
b
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to
r
eg
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late
em
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ti
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s
,
estab
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m
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s
itio
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b
y
l
o
w
s
elf
-
esteem
an
d
f
ee
lin
g
s
o
f
lo
n
elin
ess
[
3
]
–
[
5
]
.
Stu
d
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s
h
o
w
th
at
o
v
er
5
5
%
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f
f
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p
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v
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all
well
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[
2
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,
[
6
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.
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r
ep
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[
7
]
.
Hig
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elf
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esteem
ca
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b
u
f
f
er
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tu
d
en
ts
ag
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t
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co
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with
ac
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em
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n
d
s
o
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d
em
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d
s
[
8
]
.
C
o
n
v
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s
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ly
,
lo
w
s
elf
-
esteem
is
o
f
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lin
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s
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if
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tly
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’
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well
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an
d
ad
a
p
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u
n
iv
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s
ity
life
[
9
]
,
[
1
0
]
.
R
esear
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at
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tu
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with
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a
n
d
s
el
f
-
esteem
d
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r
in
g
th
is
p
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io
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[
9
]
.
I
n
Ma
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s
.
Stu
d
ies
in
d
icate
th
at
Ma
lay
s
ian
s
tu
d
en
ts
r
ep
o
r
t
h
ig
h
er
m
en
tal
h
ea
lth
is
s
u
es
co
m
p
ar
ed
to
th
ei
r
in
ter
n
atio
n
al
co
u
n
ter
p
a
r
ts
,
s
u
ch
as
th
o
s
e
in
th
e
UK,
p
ar
tly
d
u
e
to
lo
wer
lev
els
o
f
s
elf
-
co
m
p
ass
io
n
an
d
r
esil
ien
ce
[
4
]
.
An
x
iety
r
em
ain
s
th
e
m
o
s
t
c
o
m
m
o
n
m
e
n
tal
h
ea
l
th
d
is
o
r
d
e
r
a
m
o
n
g
Ma
lay
s
ian
s
tu
d
en
ts
,
f
o
llo
wed
b
y
d
ep
r
ess
io
n
an
d
s
tr
ess
,
with
f
in
an
cial
p
r
ess
u
r
es
f
u
r
th
er
im
p
ac
tin
g
m
en
tal
h
ea
lth
[
2
]
,
[
1
1
]
–
[
1
3
]
.
Ad
d
itio
n
ally
,
lo
w
s
elf
-
esteem
lev
els
am
o
n
g
Ma
lay
s
ian
f
ir
s
t
-
y
ea
r
s
tu
d
en
ts
h
av
e
b
ee
n
o
b
s
er
v
ed
,
im
p
ac
tin
g
th
eir
m
e
n
tal
h
ea
lth
an
d
em
o
tio
n
al
well
-
b
ein
g
as
th
ey
ad
ju
s
t
to
in
s
titu
tio
n
al
d
em
an
d
s
[
1
4
]
–
[
1
6
]
.
Ho
we
v
er
,
t
h
er
e
is
lim
ited
em
p
ir
ical
r
esear
c
h
ex
am
in
in
g
h
o
w
Ma
lay
s
ian
f
ir
s
t
-
y
ea
r
s
tu
d
en
ts
c
o
p
e
with
th
ese
ch
allen
g
es,
p
ar
ticu
l
ar
ly
r
eg
a
r
d
in
g
s
elf
-
esteem
d
e
v
elo
p
m
en
t,
l
o
n
g
itu
d
in
al
p
atter
n
s
o
f
m
en
tal
h
ea
lth
,
an
d
cr
o
s
s
-
cu
ltu
r
al
co
m
p
a
r
is
o
n
s
.
T
h
is
u
n
d
er
s
co
r
es
th
e
im
p
o
r
tan
ce
o
f
in
s
titu
tio
n
al
ef
f
o
r
ts
to
p
r
o
v
id
e
ef
f
ec
tiv
e
co
p
in
g
an
d
s
u
p
p
o
r
t
m
ec
h
an
is
m
s
.
T
o
m
a
n
ag
e
th
ese
ch
allen
g
es,
co
u
n
s
ellin
g
a
n
d
s
u
p
p
o
r
t
s
e
r
v
ices
ar
e
cr
itical
in
h
elp
in
g
Ma
lay
s
ian
s
tu
d
e
n
ts
co
p
e
with
th
e
s
tr
ess
o
r
s
o
f
u
n
i
v
er
s
ity
life
[
1
6
]
.
Sig
n
if
ican
tly
,
r
esear
ch
h
as
h
i
g
h
lig
h
ted
th
e
ad
v
er
s
e
ef
f
e
cts
o
f
ac
ad
em
ic
p
r
ess
u
r
e
o
n
m
en
tal
h
ea
lth
,
as
f
ir
s
t
-
y
ea
r
s
tu
d
en
ts
o
f
ten
f
ee
l
o
v
er
wh
elm
ed
b
y
in
cr
ea
s
ed
ac
ad
em
ic
d
em
an
d
s
[
1
]
.
S
o
cial
is
o
latio
n
an
d
a
s
en
s
e
o
f
lo
n
elin
ess
ar
e
als
o
p
r
e
v
alen
t,
b
o
th
o
f
wh
ich
a
r
e
m
ajo
r
p
r
ed
icto
r
s
o
f
m
en
ta
l
h
ea
lth
is
s
u
es
[
2
]
.
Stu
d
ies
s
u
g
g
est
th
at
as
s
tu
d
en
ts
n
av
ig
ate
th
ese
p
r
ess
u
r
es,
s
elf
-
esteem
s
er
v
es
as
a
p
o
s
i
tiv
e
an
tece
d
en
t
o
f
well
-
b
ein
g
;
th
u
s
,
f
o
s
ter
in
g
h
i
g
h
er
s
elf
-
esteem
c
o
u
ld
r
ed
u
ce
s
tr
ess
an
d
en
h
an
ce
s
tu
d
en
ts
’
e
m
o
tio
n
al
well
-
b
ei
n
g
[
7
]
,
[
8
]
.
Ho
we
v
er
,
th
e
s
tig
m
a
s
u
r
r
o
u
n
d
in
g
m
en
tal
h
ea
lth
s
u
p
p
o
r
t
ca
n
f
u
r
th
e
r
d
is
co
u
r
ag
e
s
tu
d
en
ts
f
r
o
m
s
ee
k
in
g
h
elp
,
co
n
tr
ib
u
tin
g
to
a
cy
cle
o
f
em
o
tio
n
al
d
is
tr
ess
[
4
]
.
T
h
is
s
tu
d
y
p
r
o
v
i
d
es
a
n
o
v
el
co
n
t
r
i
b
u
ti
o
n
b
y
a
d
o
p
ti
n
g
a
q
u
al
ita
ti
v
e
,
s
tu
d
en
t
-
ce
n
t
er
ed
ap
p
r
o
ac
h
t
o
ex
p
l
o
r
e
t
h
e
m
e
n
t
al
a
n
d
e
m
o
ti
o
n
al
well
-
b
e
in
g
o
f
Ma
l
ay
s
ia
n
f
i
r
s
t
-
y
ea
r
u
n
i
v
er
s
it
y
s
tu
d
en
ts
d
u
r
i
n
g
th
ei
r
tr
a
n
s
iti
o
n
to
u
n
i
v
er
s
i
ty
l
if
e.
W
h
ile
p
r
io
r
r
es
ea
r
c
h
h
as
p
r
e
d
o
m
in
an
tl
y
e
m
p
lo
y
ed
q
u
a
n
tit
ati
v
e
m
et
h
o
d
s
o
r
f
o
c
u
s
e
d
o
n
in
t
er
n
ati
o
n
al
co
n
t
ex
ts
,
t
h
is
s
tu
d
y
o
f
f
e
r
s
r
i
ch
,
c
o
n
t
ex
tu
ali
ze
d
in
s
i
g
h
ts
t
h
r
o
u
g
h
in
-
d
e
p
t
h
i
n
t
er
v
ie
ws
a
n
d
th
em
ati
c
an
al
y
s
is
.
E
n
g
a
g
i
n
g
wi
th
s
t
u
d
en
ts
c
ap
tu
r
es
i
m
m
ed
iat
e
a
n
d
r
e
f
l
ec
t
iv
e
p
e
r
s
p
e
cti
v
es
o
n
th
e
c
h
a
lle
n
g
es
f
ac
e
d
d
u
r
i
n
g
t
h
is
u
n
i
v
e
r
s
i
ty
t
r
a
n
s
i
ti
o
n
al
p
e
r
i
o
d
.
T
h
is
ap
p
r
o
ac
h
a
d
d
r
ess
es
a
c
r
iti
ca
l
g
a
p
i
n
Ma
la
y
s
i
an
h
i
g
h
er
ed
u
c
ati
o
n
lite
r
a
tu
r
e
a
n
d
c
o
n
tr
ib
u
t
es
p
r
a
c
tica
l
im
p
li
ca
ti
o
n
s
f
o
r
c
u
lt
u
r
al
l
y
r
es
p
o
n
s
i
v
e
s
u
p
p
o
r
t
in
iti
ati
v
es.
Fr
am
e
d
b
y
th
e
g
u
i
d
i
n
g
r
ese
ar
ch
q
u
esti
o
n
th
at
f
o
c
u
s
es
o
n
h
o
w
f
i
r
s
t
-
y
ea
r
u
n
i
v
e
r
s
it
y
s
t
u
d
en
ts
ex
p
er
i
e
n
ce
m
en
t
al
a
n
d
e
m
o
ti
o
n
al
well
-
b
ei
n
g
d
u
r
i
n
g
t
h
e
ir
tr
a
n
s
i
tio
n
t
o
u
n
i
v
e
r
s
it
y
lif
e,
t
h
is
s
t
u
d
y
ai
m
s
t
o
i
n
f
o
r
m
t
h
e
d
e
v
el
o
p
m
en
t
o
f
t
ail
o
r
e
d
m
e
n
ta
l
h
e
alt
h
a
n
d
em
o
t
io
n
a
l s
u
p
p
o
r
t s
y
s
t
em
s
f
o
r
f
ir
s
t
-
y
e
ar
s
t
u
d
e
n
ts
i
n
M
al
ay
s
ia
.
2.
M
E
T
H
O
D
2
.
1
.
Appro
a
ch
t
o
da
t
a
co
llect
i
o
n a
nd
pa
rt
icipa
nts
T
h
is
s
tu
d
y
u
tili
ze
d
q
u
alitativ
e,
o
p
en
-
e
n
d
ed
,
s
em
i
-
s
tr
u
ctu
r
e
d
in
ter
v
iews
to
in
v
esti
g
ate
th
e
m
en
tal
h
ea
lth
an
d
em
o
tio
n
al
ch
allen
g
es
f
ac
ed
b
y
Ma
lay
s
ian
f
ir
s
t
-
y
ea
r
u
n
iv
er
s
ity
s
tu
d
en
ts
d
u
r
in
g
th
eir
tr
an
s
itio
n
to
u
n
iv
er
s
ity
life
.
Pu
r
p
o
s
iv
e
s
am
p
lin
g
,
k
n
o
w
n
f
o
r
its
ef
f
ec
tiv
en
ess
in
s
elec
tin
g
p
ar
ticip
an
ts
wh
o
ca
n
p
r
o
v
id
e
r
ich
,
r
elev
an
t
in
f
o
r
m
atio
n
[
1
7
]
,
was
u
s
ed
to
r
ec
r
u
it
1
5
f
ir
s
t
-
an
d
s
ec
o
n
d
-
y
ea
r
s
tu
d
en
ts
r
ef
lectin
g
o
n
th
eir
f
ir
s
t
-
y
ea
r
ex
p
er
ien
ce
s
.
T
h
ese
p
ar
ticip
an
ts
wer
e
tar
g
eted
b
ec
au
s
e
th
ey
wer
e
eith
e
r
cu
r
r
en
tl
y
u
n
d
er
g
o
in
g
o
r
h
ad
r
ec
en
tly
u
n
d
e
r
g
o
n
e
th
e
tr
an
s
it
io
n
p
er
io
d
,
en
a
b
lin
g
th
em
to
p
r
o
v
id
e
f
ir
s
t
-
h
a
n
d
an
d
r
e
f
lectiv
e
in
s
ig
h
ts
i
n
to
t
h
e
p
s
y
ch
o
lo
g
ical
an
d
em
o
tio
n
al
ad
ju
s
tm
en
ts
r
e
q
u
ir
ed
d
u
r
in
g
th
is
cr
itical
p
h
ase.
T
h
is
s
el
ec
tio
n
en
s
u
r
e
d
t
h
at
p
ar
ticip
an
ts
co
u
ld
m
ea
n
in
g
f
u
l
ly
d
escr
ib
e
th
e
ch
allen
g
es,
c
o
p
in
g
s
tr
ateg
ies,
an
d
s
u
p
p
o
r
t
s
y
s
tem
s
in
f
lu
en
cin
g
th
eir
m
en
tal
h
ea
lth
an
d
em
o
tio
n
al
well
-
b
ein
g
.
I
n
q
u
alitativ
e
r
esear
ch
,
a
s
am
p
le
s
iz
e
o
f
ap
p
r
o
x
im
ately
1
5
p
a
r
ticip
an
ts
is
g
en
er
ally
co
n
s
id
er
ed
a
d
eq
u
ate
[
1
8
]
,
[
1
9
]
.
Par
ticip
an
ts
wer
e
r
ec
r
u
it
ed
th
r
o
u
g
h
d
ir
ec
t
o
u
tr
ea
ch
,
i
n
clu
d
in
g
co
n
tactin
g
u
n
iv
e
r
s
ity
s
tu
d
en
ts
an
d
th
eir
f
r
ien
d
s
b
y
p
h
o
n
e.
T
h
o
s
e
wh
o
ag
r
ee
d
an
d
p
r
o
v
id
e
d
in
f
o
r
m
ed
co
n
s
en
t
we
r
e
in
clu
d
ed
in
th
e
s
tu
d
y
,
with
i
n
ter
v
iews
co
n
d
u
cte
d
in
th
eir
p
r
ef
er
r
ed
l
o
ca
tio
n
s
,
s
u
ch
as
co
f
f
ee
s
h
o
p
s
o
r
o
n
lin
e
th
r
o
u
g
h
v
id
eo
ca
lls
.
T
h
e
f
le
x
ib
le,
s
em
i
-
s
tr
u
ctu
r
ed
in
ter
v
iew
f
o
r
m
at
allo
wed
f
o
r
th
e
ex
p
lo
r
atio
n
o
f
k
ey
to
p
ics,
in
clu
d
in
g
q
u
esti
o
n
s
s
u
ch
as
“Ho
w
h
as
y
o
u
r
m
e
n
tal
an
d
e
m
o
tio
n
al
well
-
b
ein
g
b
ee
n
s
in
ce
s
tar
tin
g
u
n
i
v
er
s
ity
?”
Pro
b
in
g
q
u
esti
o
n
s
en
co
u
r
ag
ed
f
u
r
th
er
d
is
cu
s
s
io
n
an
d
in
-
d
ep
th
u
n
d
er
s
tan
d
in
g
.
All
in
ter
v
iews
la
s
ted
ap
p
r
o
x
im
ately
3
0
m
in
u
tes
an
d
wer
e
r
ec
o
r
d
ed
with
p
ar
ticip
an
ts
’
co
n
s
en
t,
th
en
tr
an
s
cr
ib
ed
an
d
an
o
n
y
m
ized
to
en
s
u
r
e
co
n
f
id
e
n
tiality
.
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
.
15
,
No
.
1
,
Feb
r
u
a
r
y
20
2
6
:
82
-
88
84
2
.
2
.
Da
t
a
a
na
ly
s
is
T
h
em
atic
an
aly
s
is
,
as
o
u
tlin
ed
b
y
B
r
au
n
an
d
C
lar
k
e
[
2
0
]
,
w
as
u
s
ed
to
an
aly
ze
th
e
d
ata.
T
h
e
p
r
o
ce
s
s
in
v
o
lv
ed
s
ix
s
tep
s
:
i
)
f
am
iliar
i
za
tio
n
;
ii
)
c
o
d
in
g
;
iii
)
th
e
m
e
g
en
er
atio
n
;
iv
)
r
ev
iewin
g
th
em
es
;
v
)
d
e
f
in
in
g
an
d
n
am
in
g
t
h
em
es
;
an
d
vi
)
wr
itin
g
u
p
.
I
n
th
is
s
tu
d
y
,
th
e
in
te
r
v
i
ew
d
ata
wer
e
tr
a
n
s
cr
ib
ed
v
er
b
atim
an
d
r
ev
iewe
d
m
u
ltip
le
tim
es
d
u
r
in
g
th
e
f
a
m
iliar
izatio
n
p
h
ase
to
en
s
u
r
e
d
ee
p
en
g
ag
em
e
n
t
with
th
e
d
ata.
C
o
d
in
g
was
co
n
d
u
cte
d
m
an
u
ally
,
wh
er
e
k
ey
tex
t
s
eg
m
en
ts
wer
e
id
en
tifi
ed
an
d
tag
g
ed
.
R
elate
d
co
d
es
wer
e
th
en
g
r
o
u
p
e
d
in
to
b
r
o
a
d
er
th
em
es
d
u
r
in
g
th
e
th
em
e
g
en
er
atio
n
p
h
ase.
T
h
e
p
r
elim
in
ar
y
th
e
m
es
wer
e
s
u
b
s
eq
u
en
tly
r
ev
iewe
d
to
en
s
u
r
e
th
at
th
ey
ac
cu
r
ately
r
ep
r
esen
te
d
th
e
d
ata
an
d
wer
e
clea
r
ly
d
is
tin
g
u
is
h
ab
le
f
r
o
m
o
n
e
an
o
th
er
.
E
ac
h
f
in
alize
d
th
em
e
was
th
en
ca
r
ef
u
lly
d
ef
in
e
d
an
d
g
iv
e
n
a
co
n
ci
s
e,
d
escr
ip
tiv
e
n
am
e
to
ca
p
tu
r
e
its
co
r
e
m
ea
n
in
g
.
Fin
ally
,
in
th
e
wr
itin
g
-
u
p
p
h
a
s
e,
th
e
th
em
es
wer
e
s
y
n
th
esiz
ed
an
d
illu
s
tr
ated
with
p
ar
tici
p
an
t
q
u
o
tatio
n
s
to
co
n
s
tr
u
ct
a
c
o
h
er
e
n
t
n
ar
r
ativ
e
o
f
s
tu
d
e
n
ts
’
ex
p
e
r
ien
ce
s
an
d
ad
ju
s
tm
en
ts
to
u
n
iv
er
s
ity
lif
e.
T
h
is
s
y
s
tem
atic
ap
p
r
o
ac
h
p
r
o
v
id
e
d
a
co
m
p
r
eh
en
s
iv
e
ex
p
lo
r
atio
n
o
f
th
e
ch
all
en
g
es a
n
d
a
d
ju
s
tm
en
ts
f
ac
ed
b
y
s
tu
d
en
ts
.
Ad
d
itio
n
ally
,
p
ee
r
d
eb
r
ief
in
g
was
co
n
d
u
cted
,
w
h
er
e
co
lle
ag
u
es
r
ev
iewe
d
th
e
c
o
d
in
g
a
n
d
th
em
e
g
en
er
atio
n
p
r
o
ce
s
s
to
p
r
o
v
id
e
f
ee
d
b
ac
k
a
n
d
e
n
s
u
r
e
co
n
s
is
ten
cy
.
T
h
is
co
llab
o
r
ativ
e
r
ev
iew
s
er
v
ed
as
a
f
o
r
m
o
f
v
er
if
icatio
n
,
h
elp
in
g
t
o
m
in
i
m
ize
r
esear
ch
er
b
ias
an
d
en
h
an
ce
th
e
cr
e
d
ib
ilit
y
o
f
t
h
e
f
i
n
d
in
g
s
.
T
h
e
m
an
u
al
co
d
in
g
p
r
o
ce
s
s
,
s
u
p
p
o
r
ted
b
y
p
ee
r
d
e
b
r
ief
in
g
,
h
elp
ed
v
alid
at
e
th
e
r
esu
lts
an
d
e
n
h
an
ce
th
e
r
ig
o
r
o
f
t
h
e
an
al
y
s
is
d
esp
ite
th
e
s
tu
d
y
’
s
s
in
g
le
-
s
o
u
r
ce
d
esig
n
.
3.
RE
SU
L
T
S
T
h
e
an
aly
s
is
id
en
tifie
s
f
o
u
r
th
em
es
f
o
r
th
e
m
en
tal
an
d
em
o
t
io
n
al
well
-
b
ein
g
o
f
f
ir
s
t
-
y
ea
r
u
n
iv
er
s
ity
s
tu
d
en
ts
in
Ma
lay
s
ia.
T
h
ese
t
h
em
es
ar
e
m
en
tal
h
ea
lth
d
ec
lin
e,
s
elf
-
esteem
,
f
in
an
cial
s
tr
ess
,
an
d
th
er
ap
y
an
d
p
r
o
f
ess
io
n
al
h
elp
.
E
ac
h
o
f
th
e
s
e
th
em
es is
d
is
cu
s
s
ed
in
th
e
f
o
llo
win
g
s
ec
tio
n
s
.
3
.
1
.
M
ent
a
l hea
lt
h dec
li
ne
Mo
s
t
o
f
th
e
s
tu
d
en
ts
r
ep
o
r
ted
ex
p
er
ien
cin
g
a
d
ec
lin
e
in
th
eir
m
en
tal
h
ea
lth
s
in
ce
s
tar
tin
g
u
n
iv
er
s
ity
,
with
s
y
m
p
to
m
s
o
f
an
x
iety
,
d
ep
r
ess
io
n
,
an
d
p
an
ic
attac
k
s
.
Facto
r
s
in
clu
d
e
ac
ad
em
ic
s
tr
ess
,
lo
n
elin
ess
,
an
d
s
ep
ar
atio
n
f
r
o
m
f
am
ily
.
Fo
r
ex
am
p
le,
s
tu
d
en
t
B
r
ep
o
r
ted
s
ev
er
al
s
y
m
p
to
m
s
:
“
It
’
s
my
fir
s
t
time
livin
g
a
w
a
y
fr
o
m
my
fa
mily,
a
n
d
ev
e
r
yth
in
g
a
t
u
n
ivers
ity
feels
n
ew
a
n
d
o
ve
r
w
h
elmin
g
.
I
r
ea
lly
s
tr
u
g
g
l
e
w
ith
th
e
a
ca
d
emic
s
tr
es
s
h
er
e.
P
lu
s
,
I
fin
d
it
h
a
r
d
to
co
n
n
e
ct
w
ith
o
th
ers
b
ec
a
u
s
e
th
e
cu
ltu
r
e
is
s
o
d
iffer
en
t
fr
o
m
min
e.
S
i
n
ce
I
a
r
r
ived
,
my
men
t
a
l
h
e
a
lth
h
a
s
ta
ke
n
a
h
it
—
I
’
ve
b
ee
n
d
e
a
lin
g
w
ith
a
n
xiety
,
d
ep
r
ess
io
n
,
a
n
d
in
s
o
mn
ia
.”
3
.
2
.
Self
-
este
em
Self
-
esteem
r
ef
lects
th
e
em
o
ti
o
n
al
s
tate
o
f
th
e
in
d
iv
i
d
u
al.
S
o
m
e
s
tu
d
en
ts
m
en
tio
n
ed
f
lu
ct
u
atio
n
s
in
s
elf
-
esteem
.
Aca
d
em
ic
c
h
allen
g
es,
f
ailu
r
e,
o
r
em
o
tio
n
al
s
tr
ess
lo
wer
s
elf
-
esteem
,
wh
il
e
o
th
er
s
f
ee
l
t
h
at
in
d
ep
en
d
en
ce
h
as im
p
r
o
v
e
d
it.
Stu
d
en
t C st
ated
:
“
B
ein
g
in
d
ep
e
n
d
en
t
a
t
u
n
iver
s
ity
ma
d
e
my
s
elf
-
esteem
s
t
r
o
n
g
er.
Du
e
to
a
ca
d
emic
p
r
ess
u
r
e,
my
men
ta
l h
ea
lth
is
u
n
s
ta
b
le,
b
u
t
my
s
tr
o
n
g
s
elf
-
esteem
h
elp
ed
me
s
u
r
vive
my
fir
s
t
-
ye
a
r
jo
u
r
n
ey
.
”
3
.
3
.
F
ina
ncia
l st
re
s
s
So
m
e
s
tu
d
en
ts
r
ep
o
r
te
d
th
at
t
h
eir
f
i
n
an
cial
p
r
o
b
lem
s
ar
e
a
s
ig
n
if
ican
t
f
ac
to
r
af
f
ec
tin
g
th
eir
m
en
tal
an
d
em
o
tio
n
al
well
-
b
ein
g
.
Fo
r
in
s
tan
ce
,
s
tu
d
en
t
M
h
ig
h
lig
h
t
ed
:
“
Ma
n
a
g
in
g
my
fin
a
n
ce
s
a
lw
a
y
s
s
t
r
es
s
es
me
o
u
t
s
in
ce
I
h
a
ve
to
p
la
n
a
n
d
b
u
d
g
et
th
e
p
o
ck
et
mo
n
ey
my
fa
mily
g
ives m
e.
I
t
’
s
to
u
g
h
to
d
ea
l wi
th
th
ese
s
itu
a
tio
n
s
.
”
3
.
4
.
T
hera
py
a
nd
pro
f
ess
io
na
l he
lp
So
m
e
s
tu
d
en
ts
h
a
v
e
tu
r
n
ed
to
th
er
ap
y
o
r
m
ed
ical
h
elp
t
o
m
a
n
ag
e
m
e
n
tal
h
ea
lth
ch
allen
g
es
d
u
e
to
th
e
p
r
ess
u
r
es
o
f
u
n
iv
er
s
ity
life
.
Fo
r
th
em
,
th
e
r
ap
y
,
o
f
te
n
co
m
b
in
ed
with
m
ed
icatio
n
,
h
as
p
r
o
v
e
n
to
b
e
an
ef
f
ec
tiv
e
way
to
r
eliev
e
s
tr
ess
an
d
en
h
a
n
ce
th
eir
m
en
tal
well
-
b
ei
n
g
.
S
tu
d
en
t A
r
ep
o
r
ted
:
“
Un
ivers
ity
life
is
d
ema
n
d
in
g
,
a
n
d
it
’
s
s
ta
r
tin
g
to
a
ffect
my
men
ta
l
h
e
a
lth
.
To
co
p
e
w
ith
it,
I
r
ea
ch
ed
o
u
t
fo
r
p
r
o
fess
io
n
a
l
h
elp
.
Wit
h
th
era
p
y
a
n
d
med
i
ca
tio
n
,
I
’
ve
b
ee
n
a
b
le
t
o
ma
n
a
g
e
my
s
tr
es
s
a
n
d
feel
b
etter o
ve
r
a
ll
.”
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
q
u
a
lita
tive
s
tu
d
y
o
n
th
e
me
n
ta
l a
n
d
emo
ti
o
n
a
l well
-
b
ein
g
o
f fir
s
t
-
ye
a
r
…
(
P
a
u
viya
A
/P
Gu
n
a
S
e
g
a
r
)
85
4.
DIS
CU
SS
I
O
N
T
h
e
m
en
tal
an
d
em
o
tio
n
al
well
-
b
ein
g
o
f
s
tu
d
en
ts
o
f
ten
d
ec
lin
es
d
u
r
in
g
th
eir
f
ir
s
t
-
y
ea
r
.
Ma
n
y
s
tu
d
en
ts
r
ep
o
r
t
h
eig
h
ten
e
d
lev
els
o
f
an
x
iety
,
d
ep
r
ess
io
n
,
an
d
p
an
ic
attac
k
s
d
u
e
to
ac
ad
em
ic
s
tr
ess
,
lo
n
elin
ess
,
an
d
s
ep
ar
atio
n
f
r
o
m
th
eir
f
a
m
ilies
.
T
h
e
tr
an
s
itio
n
to
a
n
e
w
en
v
ir
o
n
m
en
t,
c
o
u
p
le
d
with
a
h
ea
v
y
ac
ad
em
ic
wo
r
k
lo
ad
,
s
ig
n
if
ican
tly
co
n
tr
i
b
u
tes
to
th
ese
s
tr
u
g
g
les.
I
n
c
r
ea
s
ed
ac
ad
em
ic
d
em
an
d
s
ar
e
a
p
r
im
a
r
y
ca
u
s
e
o
f
s
tr
ess
an
d
an
x
iety
in
f
ir
s
t
-
y
ea
r
s
tu
d
en
ts
[
1
]
.
Stu
d
ies in
d
icate
th
at
3
5
-
5
5
% o
f
s
tu
d
en
ts
ex
p
er
ien
ce
h
ig
h
lev
els o
f
p
s
y
ch
o
lo
g
ical
d
is
tr
ess
d
u
r
in
g
th
is
tr
an
s
itio
n
p
er
io
d
,
h
i
g
h
li
g
h
tin
g
th
e
wid
esp
r
ea
d
n
atu
r
e
o
f
th
e
is
s
u
e
[
2
1
]
.
R
esear
ch
h
as
s
h
o
wn
s
ig
n
if
ican
t
in
cr
ea
s
es
in
m
en
tal
h
ea
lth
s
y
m
p
to
m
s
am
o
n
g
f
ir
s
t
-
y
ea
r
s
tu
d
en
ts
,
p
ar
ticu
lar
l
y
in
an
x
iety
an
d
d
e
p
r
ess
io
n
lev
els
b
ef
o
r
e
an
d
af
ter
th
e
C
OVI
D
-
1
9
p
an
d
em
ic
[
2
2
]
.
T
h
e
tr
an
s
itio
n
to
u
n
iv
er
s
ity
life
ex
p
o
s
es
s
tu
d
en
ts
to
v
ar
io
u
s
s
tr
ess
o
r
s
,
in
clu
d
in
g
ac
ad
em
ic
p
r
ess
u
r
es,
in
d
ep
en
d
e
n
t
d
ec
is
io
n
-
m
ak
in
g
,
a
n
d
a
lack
o
f
estab
lis
h
ed
s
u
p
p
o
r
t
n
etwo
r
k
s
,
all
o
f
wh
ich
co
n
tr
i
b
u
te
to
p
s
y
ch
o
l
o
g
ical
d
is
tr
ess
[
2
3
]
.
W
h
ile
s
o
m
e
s
tu
d
en
ts
ad
ju
s
t
o
v
er
tim
e,
m
en
tal
h
ea
lth
s
tr
u
g
g
les
o
f
ten
p
er
s
is
t
b
ey
o
n
d
th
e
f
i
r
s
t
-
y
ea
r
[
2
3
]
.
Fu
r
th
e
r
m
o
r
e
,
r
esear
ch
in
v
o
lv
in
g
f
ir
s
t
-
y
ea
r
u
n
iv
er
s
ity
s
tu
d
en
ts
h
as
d
e
m
o
n
s
tr
ated
th
at
p
o
o
r
m
e
n
tal
h
ea
lth
,
p
ar
ticu
lar
l
y
d
ep
r
ess
io
n
,
p
r
ed
icts
r
e
d
u
ce
d
d
eg
r
ee
co
m
m
itm
en
t
an
d
lo
w
er
cu
m
u
lativ
e
g
r
ad
e
p
o
in
t
a
v
er
ag
e
(
GPA
)
[
2
4
]
.
T
h
ese
f
in
d
in
g
s
u
n
d
er
s
co
r
e
th
e
n
eg
ativ
e
im
p
ac
t
o
f
m
en
tal
h
ea
lth
is
s
u
es
o
n
b
o
th
ac
ad
em
ic
p
er
f
o
r
m
an
ce
an
d
s
tu
d
en
ts
’
d
ed
icatio
n
to
co
m
p
le
tin
g
th
eir
d
e
g
r
ee
s
,
em
p
h
asizin
g
th
e
im
p
o
r
tan
ce
o
f
ea
r
ly
i
n
ter
v
en
tio
n
s
[
2
4
]
.
R
eg
ar
d
in
g
s
elf
-
esteem
,
th
e
d
a
ta
s
h
o
w
a
co
m
p
le
x
p
atter
n
.
W
h
ile
s
o
m
e
s
tu
d
e
n
ts
ex
p
e
r
ien
ce
a
d
ec
lin
e
in
s
elf
-
co
n
f
id
e
n
ce
d
u
e
to
ac
ad
em
ic
ch
allen
g
es
an
d
em
o
tio
n
al
s
tr
ess
,
o
th
er
s
r
ep
o
r
t
a
n
in
cr
ea
s
e
in
s
elf
-
esteem
d
u
e
to
n
ewf
o
u
n
d
in
d
ep
en
d
en
ce
.
C
h
an
g
es
in
s
elf
-
esteem
d
u
r
in
g
th
e
f
ir
s
t
-
y
ea
r
o
f
u
n
i
v
er
s
ity
in
d
icate
th
at
ac
h
iev
em
en
t
g
o
als
p
lay
a
r
o
le
in
t
h
is
d
ev
elo
p
m
en
tal
p
r
o
ce
s
s
[
2
5
]
.
Stu
d
ies
s
u
g
g
e
s
t
th
at
s
elf
-
esteem
f
lu
ctu
atio
n
s
ar
e
c
o
m
m
o
n
d
u
r
in
g
m
ajo
r
life
tr
an
s
itio
n
s
an
d
ar
e
s
ig
n
if
ican
tl
y
im
p
ac
ted
b
y
s
o
cial
p
r
o
b
lem
-
s
o
lv
in
g
s
k
ills
an
d
p
ee
r
r
elatio
n
s
h
ip
s
[
3
]
.
New
s
o
cial
en
v
ir
o
n
m
en
ts
ca
n
in
ten
s
if
y
f
ee
lin
g
s
o
f
lo
n
elin
ess
an
d
in
f
er
io
r
ity
,
f
u
r
th
e
r
lo
wer
in
g
s
elf
-
esteem
[
3
]
.
Ad
d
itio
n
ally
,
r
esear
ch
o
n
f
ir
s
t
-
y
ea
r
s
tu
d
en
ts
in
h
ig
h
er
e
d
u
ca
tio
n
in
s
titu
tio
n
s
in
th
e
Ph
ilip
p
in
es
f
o
u
n
d
a
p
o
s
itiv
e
r
elatio
n
s
h
ip
b
etwe
en
s
elf
-
esteem
an
d
ac
ad
em
ic
ac
h
iev
em
en
t,
in
d
icatin
g
th
at
h
i
g
h
er
s
elf
-
este
em
is
ass
o
ciate
d
with
b
etter
ac
ad
em
ic
p
er
f
o
r
m
an
ce
[
2
6
]
.
Fin
an
cial
s
t
r
es
s
is
a
n
o
t
h
e
r
s
i
g
n
i
f
i
c
a
n
t
c
o
n
t
r
i
b
u
t
o
r
t
o
s
t
u
d
e
n
ts
’
e
m
o
t
i
o
n
a
l
s
t
r
a
i
n
.
M
a
n
y
s
tu
d
en
t
s
s
tr
u
g
g
le
with
f
in
an
cial
m
an
ag
e
m
en
t,
wh
ich
ex
ac
er
b
ates
an
x
iety
an
d
d
ep
r
ess
io
n
.
T
h
e
f
in
a
n
cial
b
u
r
d
en
o
n
s
tu
d
en
ts
is
in
cr
ea
s
in
g
d
u
e
to
r
is
in
g
tu
itio
n
co
s
ts
,
d
ec
r
ea
s
in
g
g
r
an
ts
,
an
d
in
s
titu
tio
n
al
s
p
en
d
in
g
s
h
if
ts
,
wh
ich
u
l
t
i
m
a
t
e
l
y
s
h
i
f
t
m
o
r
e
f
i
n
a
n
c
i
al
r
es
p
o
n
s
i
b
il
i
t
y
o
n
t
o
s
t
u
d
e
n
ts
[
2
7
]
.
R
esear
ch
h
as
d
em
o
n
s
tr
ated
a
clea
r
co
r
r
elatio
n
b
etwe
en
f
in
an
cial
in
s
ec
u
r
ity
a
n
d
p
s
y
c
h
o
lo
g
ical
d
is
tr
ess
,
r
ein
f
o
r
cin
g
t
h
e
n
ee
d
f
o
r
f
in
an
cial
liter
ac
y
p
r
o
g
r
am
s
[
2
8
]
.
Fo
r
th
o
s
e
ex
p
er
ien
cin
g
s
ev
er
e
m
en
tal
h
ea
lth
ch
allen
g
e
s
,
s
ee
k
in
g
p
r
o
f
ess
io
n
al
h
elp
,
s
u
ch
as
co
u
n
s
elin
g
o
r
th
er
a
p
y
,
b
ec
o
m
es
a
n
ec
ess
ar
y
co
p
in
g
s
tr
ateg
y
.
T
h
er
a
p
y
,
o
f
ten
c
o
m
b
in
e
d
with
m
ed
icatio
n
,
h
as
b
ee
n
f
o
u
n
d
to
ef
f
ec
tiv
ely
r
e
d
u
ce
s
tr
ess
an
d
im
p
r
o
v
e
wel
l
-
b
ein
g
[
2
9
]
.
I
n
cr
ea
s
ed
u
tili
z
atio
n
o
f
u
n
i
v
er
s
ity
co
u
n
s
elin
g
s
er
v
ices
r
ef
lects
g
r
ea
ter
awa
r
en
ess
an
d
r
ed
u
ce
d
s
tig
m
a
r
eg
ar
d
in
g
m
en
tal
h
ea
lth
s
u
p
p
o
r
t
[
3
0
]
,
[
3
1
]
.
C
o
u
n
s
elin
g
ce
n
ter
s
s
aw
in
cr
ea
s
ed
u
tili
za
tio
n
r
ates,
wh
ich
i
n
d
icate
s
th
at
m
o
r
e
s
tu
d
en
ts
ar
e
ac
ce
s
s
in
g
s
er
v
ices
av
ailab
le
o
n
ca
m
p
u
s
es [
3
0
]
,
[
3
1
]
.
T
h
is
s
tu
d
y
’
s
m
eth
o
d
o
lo
g
ical
i
m
p
licatio
n
lies
in
its
q
u
alitati
v
e
ap
p
r
o
ac
h
,
wh
ich
p
r
o
v
id
es
an
in
-
d
ep
th
ex
p
lo
r
atio
n
o
f
f
ir
s
t
-
y
ea
r
u
n
iv
er
s
ity
s
tu
d
en
ts
’
ex
p
er
ien
ce
s
,
o
f
f
er
in
g
a
r
ich
u
n
d
er
s
tan
d
in
g
o
f
th
eir
m
en
tal
a
n
d
em
o
tio
n
al
well
-
b
ein
g
.
B
y
e
m
p
lo
y
in
g
th
em
atic
an
al
y
s
is
,
th
e
r
esear
ch
ca
p
tu
r
es
th
e
n
u
an
ce
d
p
er
s
p
ec
tiv
es
o
f
s
tu
d
en
ts
as
th
ey
n
av
ig
ate
a
ca
d
em
ic,
s
o
cial,
an
d
em
o
tio
n
al
ch
allen
g
es.
T
h
is
ap
p
r
o
a
ch
h
ig
h
lig
h
ts
th
e
co
m
p
lex
ities
o
f
u
n
iv
er
s
ity
a
d
ju
s
tm
en
t
th
at
m
ay
n
o
t
b
e
f
u
lly
ca
p
tu
r
e
d
th
r
o
u
g
h
s
tan
d
ar
d
ize
d
s
ca
les.
Ho
wev
er
,
wh
ile
q
u
alitativ
e
m
eth
o
d
s
o
f
f
er
d
ep
th
,
th
ey
d
o
n
o
t
m
ea
s
u
r
e
th
e
p
r
ev
alen
ce
o
r
in
te
n
s
ity
o
f
th
ese
ch
allen
g
es
ac
r
o
s
s
a
lar
g
er
p
o
p
u
latio
n
.
T
h
e
f
i
n
d
i
n
g
s
s
u
g
g
est
s
e
v
e
r
a
l
p
r
ac
ti
ca
l
i
m
p
li
ca
t
io
n
s
f
o
r
h
i
g
h
e
r
ed
u
ca
t
io
n
i
n
s
tit
u
ti
o
n
s
.
Un
i
v
e
r
s
i
ties
s
h
o
u
l
d
im
p
l
em
e
n
t
s
t
r
u
ct
u
r
e
d
m
e
n
ta
l
h
e
alt
h
s
u
p
p
o
r
t
p
r
o
g
r
a
m
s
t
ail
o
r
e
d
s
p
ec
if
ic
all
y
t
o
f
i
r
s
t
-
y
ea
r
s
t
u
d
e
n
ts
,
as
t
h
e
s
tu
d
y
h
i
g
h
li
g
h
ts
t
h
e
h
ei
g
h
te
n
e
d
r
is
k
o
f
d
is
t
r
ess
d
u
r
i
n
g
t
h
is
tr
an
s
i
ti
o
n
.
Or
ie
n
ta
ti
o
n
p
r
o
g
r
am
s
s
h
o
u
l
d
i
n
c
o
r
p
o
r
a
te
m
e
n
ta
l
h
ea
lt
h
aw
ar
en
ess
a
n
d
c
o
p
i
n
g
s
t
r
at
eg
ies
,
i
n
f
o
r
m
e
d
b
y
th
e
c
h
a
lle
n
g
es
id
e
n
ti
f
ie
d
i
n
t
h
is
r
ese
a
r
c
h
.
Ad
d
it
io
n
a
ll
y
,
p
ee
r
m
e
n
t
o
r
in
g
in
i
tia
ti
v
es
—
s
h
o
w
n
t
o
m
iti
g
a
te
l
o
n
el
in
ess
a
n
d
s
e
lf
-
es
te
em
is
s
u
es
—
s
h
o
u
l
d
b
e
ex
p
a
n
d
e
d
t
o
p
r
o
v
id
e
s
o
cia
l
s
u
p
p
o
r
t.
F
in
an
ci
al
s
tr
ess
,
an
o
th
e
r
m
aj
o
r
co
n
t
r
i
b
u
t
o
r
t
o
m
e
n
ta
l
h
ea
l
th
is
s
u
es
,
u
n
d
er
s
co
r
es
t
h
e
n
ee
d
f
o
r
f
i
n
a
n
cial
li
te
r
ac
y
w
o
r
k
s
h
o
p
s
t
o
h
el
p
s
tu
d
en
ts
m
a
n
a
g
e
t
h
ei
r
e
x
p
e
n
s
es
m
o
r
e
e
f
f
ec
t
iv
el
y
.
Po
li
c
y
m
ak
er
s
s
h
o
u
l
d
als
o
r
e
ass
ess
f
i
n
a
n
c
ial
ai
d
p
o
li
ci
es
to
e
n
s
u
r
e
a
d
eq
u
ate
s
u
p
p
o
r
t
f
o
r
s
t
u
d
e
n
ts
f
r
o
m
ec
o
n
o
m
ic
all
y
d
is
a
d
v
a
n
ta
g
e
d
b
a
ck
g
r
o
u
n
d
s
.
F
u
r
t
h
er
m
o
r
e,
i
n
te
g
r
a
ti
n
g
c
o
u
n
s
eli
n
g
s
er
v
i
ce
s
wit
h
i
n
ac
ad
em
ic
ad
v
is
i
n
g
f
r
am
ew
o
r
k
s
c
o
u
l
d
p
r
o
v
i
d
e
a
d
u
al
b
e
n
e
f
it
—
e
n
h
an
ci
n
g
b
o
t
h
m
e
n
tal
wel
l
-
b
e
i
n
g
a
n
d
ac
ad
em
ic
p
e
r
f
o
r
m
a
n
c
e.
A
d
d
r
ess
in
g
t
h
es
e
c
o
n
c
er
n
s
at
t
h
e
i
n
s
ti
tu
ti
o
n
al
a
n
d
p
o
lic
y
le
v
e
ls
ca
n
in
cr
ea
s
e
s
t
u
d
e
n
t
r
ete
n
t
io
n
,
ac
a
d
e
m
i
c
s
u
c
ce
s
s
,
a
n
d
o
v
e
r
al
l
p
s
y
c
h
o
lo
g
i
ca
l w
ell
-
b
ei
n
g
d
u
r
i
n
g
t
h
e
cr
i
tic
al
f
ir
s
t
-
y
ea
r
o
f
u
n
i
v
e
r
s
it
y
li
f
e
.
5.
L
I
M
I
T
AT
I
O
NS,
RA
M
I
F
I
C
AT
I
O
N
S,
AND
F
UT
U
RE
R
E
S
E
ARCH
T
h
is
s
tu
d
y
p
r
o
v
id
es
an
in
-
d
ep
th
ex
p
lo
r
atio
n
o
f
s
tu
d
en
ts
’
m
e
n
tal
an
d
em
o
tio
n
al
well
-
b
ein
g
,
o
f
f
er
in
g
v
alu
ab
le
in
s
ig
h
ts
f
o
r
its
im
p
r
o
v
em
en
t
am
o
n
g
u
n
iv
e
r
s
ity
s
tu
d
en
ts
.
Ho
wev
er
,
s
ev
er
al
lim
itatio
n
s
r
estrict
th
e
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
.
15
,
No
.
1
,
Feb
r
u
a
r
y
20
2
6
:
82
-
88
86
g
en
er
aliza
b
ilit
y
o
f
th
ese
r
esu
lt
s
.
T
h
e
s
tu
d
y
’
s
s
m
all
-
s
ca
le,
q
u
alitativ
e
d
esig
n
,
f
o
cu
s
ed
o
n
f
i
r
s
t
-
an
d
s
ec
o
n
d
-
y
ea
r
s
tu
d
en
ts
,
lim
its
i
ts
ap
p
licab
ili
ty
to
a
wid
er
p
o
p
u
latio
n
.
Ad
d
itio
n
ally
,
th
e
r
elian
ce
o
n
s
u
b
jectiv
e
s
elf
-
r
ep
o
r
ts
in
tr
o
d
u
ce
s
p
o
ten
tial
b
iases
,
s
u
ch
as
s
elec
tiv
e
m
em
o
r
y
o
r
s
o
cial
d
esira
b
ilit
y
.
W
h
ile
th
em
atic
an
aly
s
is
o
f
f
er
s
r
ich
in
s
ig
h
ts
,
it
d
o
es
n
o
t
m
ea
s
u
r
e
th
e
ex
ten
t
o
r
f
r
eq
u
en
cy
o
f
th
e
ch
allen
g
es
d
is
cu
s
s
ed
.
Fu
tu
r
e
r
esear
ch
co
u
ld
ad
d
r
ess
th
is
b
y
in
teg
r
atin
g
q
u
a
n
titativ
e
m
eth
o
d
s
to
ass
ess
th
e
b
r
o
ad
e
r
im
p
ac
t
o
f
th
ese
th
em
es.
An
o
th
er
lim
itatio
n
is
th
e
s
elf
-
s
elec
tio
n
b
ias;
p
ar
ticip
an
ts
wh
o
v
o
lu
n
teer
ed
m
a
y
h
av
e
h
ad
d
if
f
er
en
t
ex
p
er
ien
ce
s
th
a
n
n
o
n
-
p
ar
ticip
an
ts
,
p
o
ten
tially
s
k
ewin
g
t
h
e
r
esu
lts
to
war
d
s
th
o
s
e
with
g
r
ea
ter
r
esil
ien
ce
o
r
s
u
p
p
o
r
t.
T
h
e
q
u
alitativ
e
f
o
r
m
at
also
p
r
ec
lu
d
es
q
u
a
n
tify
in
g
th
e
r
elatio
n
s
h
ip
s
b
etwe
en
ac
ad
em
ic
d
if
f
icu
lties
an
d
co
p
in
g
m
ec
h
a
n
is
m
s
.
Ad
d
itio
n
ally
,
th
e
lack
o
f
a
lo
n
g
itu
d
in
al
d
esig
n
lim
its
th
e
a
b
ilit
y
to
tr
ac
k
h
o
w
s
tu
d
en
ts
’
ex
p
er
ien
ce
s
an
d
co
p
in
g
s
tr
ateg
ies ev
o
lv
e.
T
h
e
r
am
if
icatio
n
s
o
f
th
ese
f
i
n
d
in
g
s
ex
ten
d
to
v
ar
io
u
s
asp
ec
ts
o
f
u
n
iv
er
s
ity
p
o
licies
an
d
s
tu
d
en
t
s
u
p
p
o
r
t
s
er
v
ices.
T
h
e
e
v
id
en
c
e
s
u
g
g
ests
th
at
f
ailin
g
t
o
ad
d
r
ess
m
en
tal
h
ea
lth
co
n
ce
r
n
s
in
f
ir
s
t
-
y
ea
r
s
tu
d
e
n
ts
ca
n
lead
to
lo
n
g
-
ter
m
ac
ad
e
m
ic
d
is
en
g
ag
em
en
t,
d
r
o
p
o
u
t
r
is
k
s
,
an
d
d
eter
io
r
atin
g
p
s
y
ch
o
lo
g
ical
well
-
b
ein
g
.
T
h
e
s
tu
d
y
em
p
h
asizes
th
e
n
ee
d
f
o
r
p
r
o
ac
tiv
e
in
ter
v
en
tio
n
r
a
th
er
th
a
n
r
ea
ctiv
e
m
ea
s
u
r
es,
u
r
g
in
g
u
n
iv
e
r
s
ities
to
in
teg
r
ate
well
-
b
ein
g
s
u
p
p
o
r
t in
to
ac
ad
em
ic
f
r
am
ewo
r
k
s
r
ath
er
th
an
tr
ea
tin
g
it a
s
a
s
ep
ar
ate
en
tity
.
Fu
tu
r
e
r
esear
ch
s
h
o
u
ld
ex
p
l
o
r
e
th
e
lo
n
g
itu
d
in
al
ef
f
ec
ts
o
f
th
ese
f
ac
to
r
s
b
ey
o
n
d
th
e
f
ir
s
t
-
y
ea
r
,
ass
es
s
in
g
wh
eth
er
in
ter
v
en
ti
o
n
s
r
esu
lt
in
s
u
s
tain
ed
im
p
r
o
v
em
en
ts
.
Ad
d
itio
n
ally
,
cu
l
tu
r
al
v
ar
iatio
n
s
in
u
n
iv
er
s
ity
ad
ap
tatio
n
s
h
o
u
ld
b
e
ex
am
in
ed
,
as
s
tu
d
en
ts
f
r
o
m
d
if
f
er
en
t
b
ac
k
g
r
o
u
n
d
s
m
ay
ex
p
er
ien
ce
u
n
iq
u
e
s
tr
ess
o
r
s
.
Fu
tu
r
e
s
tu
d
ies
s
h
o
u
ld
aim
f
o
r
a
m
o
r
e
d
iv
e
r
s
e
an
d
r
ep
r
esen
tativ
e
s
am
p
le,
in
clu
d
in
g
s
tu
d
en
ts
f
r
o
m
v
ar
io
u
s
co
u
n
tr
ies,
an
d
in
co
r
p
o
r
ate
q
u
an
titativ
e
o
r
m
ix
ed
-
m
eth
o
d
s
ap
p
r
o
ac
h
es
to
p
r
o
v
id
e
a
b
r
o
ad
e
r
u
n
d
er
s
tan
d
i
n
g
o
f
th
e
in
ter
p
la
y
b
etwe
en
ac
ad
e
m
ic,
s
o
cial,
a
n
d
em
o
tio
n
al
f
ac
to
r
s
.
L
o
n
g
itu
d
in
al
s
tu
d
ies
co
u
ld
o
f
f
er
v
alu
a
b
le
in
s
ig
h
ts
in
to
th
e
lo
n
g
-
ter
m
p
r
o
g
r
ess
io
n
o
f
f
ir
s
t
-
y
ea
r
s
tu
d
en
ts
’
m
en
tal
an
d
em
o
tio
n
al
well
-
b
ein
g
.
L
astl
y
,
f
u
tu
r
e
r
esear
ch
s
h
o
u
l
d
in
v
esti
g
ate
th
e
ef
f
ec
tiv
en
ess
o
f
s
p
ec
if
ic
u
n
iv
e
r
s
ity
in
itiativ
es,
s
u
ch
as
r
esil
ien
ce
tr
ain
in
g
o
r
p
ee
r
s
u
p
p
o
r
t n
etwo
r
k
s
,
in
m
itig
atin
g
t
h
e
im
p
ac
t o
f
f
ir
s
t
-
y
ea
r
tr
a
n
s
itio
n
ch
allen
g
es.
6.
CO
NCLU
SI
O
N
T
h
is
s
tu
d
y
o
f
f
er
s
an
in
-
d
ep
t
h
ex
am
in
atio
n
o
f
th
e
tr
an
s
itio
n
al
ex
p
er
ien
ce
s
o
f
f
ir
s
t
-
y
ea
r
u
n
iv
er
s
ity
s
tu
d
en
ts
in
Ma
lay
s
ia.
I
t
h
ig
h
lig
h
ts
th
e
im
p
o
r
tan
ce
o
f
u
n
d
er
s
tan
d
in
g
th
eir
m
en
tal
an
d
em
o
tio
n
al
well
-
b
ein
g
d
u
r
in
g
t
h
is
p
iv
o
tal
s
tag
e
o
f
t
h
eir
ac
ad
em
ic
jo
u
r
n
ey
.
Gain
i
n
g
in
s
ig
h
t
in
to
th
ese
ex
p
er
ien
ce
s
u
n
d
er
s
co
r
es
th
e
n
ee
d
f
o
r
well
-
r
o
u
n
d
e
d
s
u
p
p
o
r
t
s
y
s
tem
s
in
h
ig
h
e
r
ed
u
ca
tio
n
th
at
ad
d
r
ess
b
o
th
ac
a
d
em
ic
an
d
p
er
s
o
n
al
ch
allen
g
es,
th
er
eb
y
f
o
s
ter
in
g
s
u
cc
ess
f
u
l
ad
ju
s
tm
en
t
an
d
o
v
er
all
well
-
b
ein
g
as
s
tu
d
en
ts
tr
an
s
itio
n
in
to
u
n
iv
er
s
ity
life
.
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
t
r
ib
u
to
r
R
o
les
T
a
x
o
n
o
m
y
(
C
R
ed
iT)
to
r
ec
o
g
n
ize
in
d
iv
i
d
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
.
Na
m
e
o
f
Aut
ho
r
C
M
So
Va
Fo
I
R
D
O
E
Vi
Su
P
Fu
Pau
v
iy
a
A/P Gu
n
a
Seg
ar
✓
✓
✓
✓
✓
✓
✓
✓
✓
✓
✓
Azlin
a
Mo
h
d
Ko
s
n
in
✓
✓
✓
✓
✓
✓
L
in
a
Han
d
ay
a
n
i
✓
✓
✓
C
:
C
o
n
c
e
p
t
u
a
l
i
z
a
t
i
o
n
M
:
M
e
t
h
o
d
o
l
o
g
y
So
:
So
f
t
w
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r
e
Va
:
Va
l
i
d
a
t
i
o
n
Fo
:
Fo
r
mal
a
n
a
l
y
s
i
s
I
:
I
n
v
e
s
t
i
g
a
t
i
o
n
R
:
R
e
so
u
r
c
e
s
D
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D
a
t
a
C
u
r
a
t
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W
r
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g
-
O
r
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f
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e
v
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su
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p
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st
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a
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Fu
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d
i
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t
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CO
NF
L
I
C
T
O
F
I
N
T
E
R
E
S
T
ST
A
T
E
M
E
NT
Au
th
o
r
s
s
tate
n
o
co
n
f
lict
o
f
in
t
er
est.
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
q
u
a
lita
tive
s
tu
d
y
o
n
th
e
me
n
ta
l a
n
d
emo
ti
o
n
a
l well
-
b
ein
g
o
f fir
s
t
-
ye
a
r
…
(
P
a
u
viya
A
/P
Gu
n
a
S
e
g
a
r
)
87
I
NF
O
RM
E
D
CO
NS
E
N
T
W
e
h
av
e
o
b
tain
ed
in
f
o
r
m
ed
c
o
n
s
en
t f
r
o
m
all
in
d
iv
id
u
als in
c
lu
d
ed
in
t
h
is
s
tu
d
y
.
E
T
H
I
CAL AP
P
RO
V
AL
T
h
e
r
esear
ch
in
v
o
lv
in
g
h
u
m
an
p
ar
ticip
an
ts
co
m
p
lied
with
all
r
elev
an
t
n
atio
n
al
r
eg
u
l
atio
n
s
an
d
in
s
titu
tio
n
al
p
o
licies
an
d
ad
h
er
ed
to
th
e
p
r
in
cip
les
o
f
th
e
Dec
lar
atio
n
o
f
Helsin
k
i.
E
th
ical
ap
p
r
o
v
al
was
o
b
tain
ed
f
r
o
m
th
e
Un
i
v
er
s
iti
T
ek
n
o
lo
g
i
Ma
lay
s
ia
(
UT
M)
R
esear
ch
E
th
ics
C
o
m
m
ittee
f
o
r
No
n
-
C
lin
ical
R
esear
ch
(
R
ef
er
en
ce
No
: U
T
MREC
-
2025
-
1
5
9
)
.
DATA AV
AI
L
AB
I
L
I
T
Y
T
h
e
d
ata
th
at
s
u
p
p
o
r
t
th
e
f
i
n
d
in
g
s
o
f
th
is
s
tu
d
y
ar
e
av
aila
b
le
o
n
r
eq
u
est
f
r
o
m
th
e
co
r
r
esp
o
n
d
in
g
au
th
o
r
,
[
PAGS
]
.
T
h
e
d
ata,
wh
ich
co
n
tain
in
f
o
r
m
atio
n
t
h
at
co
u
ld
co
m
p
r
o
m
is
e
th
e
p
r
iv
ac
y
o
f
r
esear
c
h
p
ar
ticip
an
ts
,
ar
e
n
o
t p
u
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