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[
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T
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am
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m
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[
2
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,
[
3
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.
Stu
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h
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[
4
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Alth
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[
5
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–
[
7
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,
wh
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[
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ac
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9
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[
1
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3
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ic
ac
h
iev
e
m
en
t
[
1
4
]
,
[
1
5
]
,
b
u
t
th
ey
h
av
e
f
o
c
u
s
ed
o
n
eith
e
r
p
ar
e
n
ts
o
r
m
o
th
er
s
;
th
er
e
ar
e
n
o
d
ef
in
ite
r
esu
lts
f
o
r
th
is
r
elatio
n
s
h
ip
f
o
r
f
ath
er
s
.
E
x
is
tin
g
r
esear
ch
s
h
o
ws
th
at
f
ath
er
s
’
in
v
o
lv
em
en
t
in
p
ar
en
tin
g
m
ay
b
e
p
ar
ticu
lar
l
y
im
p
o
r
tan
t
f
o
r
c
h
ild
r
en
’
s
ac
ad
em
ic
s
u
cc
ess
b
ec
au
s
e
f
ath
er
s
m
ay
p
r
o
v
id
e
s
p
ec
ial
s
u
p
p
o
r
t
an
d
en
co
u
r
ag
em
e
n
t
th
a
t
is
d
if
f
er
en
t
f
r
o
m
m
o
th
er
s
[
1
6
]
.
C
o
m
p
a
r
ed
with
m
o
th
e
r
s
,
f
ath
e
r
s
m
ay
b
e
m
o
r
e
lik
ely
to
p
r
o
v
id
e
i
n
s
tr
u
m
en
t
al
s
u
p
p
o
r
t,
s
u
c
h
as
h
elp
in
g
with
h
o
m
ewo
r
k
,
p
r
o
v
id
in
g
e
d
u
ca
tio
n
al
f
i
n
an
cial
r
eso
u
r
ce
s
,
an
d
a
d
v
o
ca
ti
n
g
f
o
r
th
eir
ch
ild
r
e
n
’
s
ed
u
ca
tio
n
al
n
ee
d
s
[
1
6
]
–
[
1
8
]
.
I
n
ad
d
itio
n
,
co
m
p
ar
ed
with
c
h
ild
r
en
wh
o
s
e
f
ath
er
s
ar
e
n
o
t
in
v
o
lv
ed
,
ch
ild
r
e
n
with
in
v
o
lv
ed
a
n
d
lo
v
i
n
g
f
at
h
er
s
ar
e
m
o
r
e
lik
ely
t
o
p
er
f
o
r
m
well
in
s
ch
o
o
l,
h
av
e
h
ea
lth
y
s
elf
-
esteem
,
an
d
s
h
o
w
em
p
ath
y
a
n
d
p
r
o
s
o
cial
b
eh
av
io
r
[
1
9
]
.
On
th
e
o
th
e
r
h
a
n
d
,
h
o
w
p
a
r
en
ts
ch
o
o
s
e
to
r
aise
th
eir
ch
ild
r
en
h
as
a
s
ig
n
if
ican
t
i
m
p
ac
t
o
n
ad
o
lescen
ts
.
Mo
th
er
s
’
p
ar
e
n
tin
g
s
ty
le
h
as
a
g
r
ea
te
r
im
p
ac
t
o
n
ch
ild
r
e
n
’
s
s
o
cial
s
k
ills
,
b
u
t
f
ath
er
’
s
p
ar
e
n
tin
g
s
ty
le
h
as
a
g
r
ea
ter
im
p
ac
t
o
n
ac
ad
em
ic
ac
h
iev
em
en
t,
w
h
ich
d
o
es
n
o
t
v
a
r
y
b
y
g
en
d
er
f
o
r
ad
o
lescen
ts
[
2
0
]
.
R
esear
ch
er
s
an
d
p
o
licy
m
ak
e
r
s
h
av
e
lo
n
g
b
ee
n
in
ter
este
d
in
th
e
lin
k
b
etwe
en
f
ath
e
r
in
v
o
lv
em
e
n
t
an
d
ch
ild
r
en
’
s
g
r
o
wth
[
2
1
]
.
I
n
ad
d
itio
n
,
en
s
u
r
in
g
b
asic
p
ar
ticip
at
io
n
tim
e
is
a
p
r
er
e
q
u
is
ite
f
o
r
f
ath
er
in
v
o
l
v
em
en
t
in
ch
ild
r
en
’
s
ac
ad
em
ic
g
r
o
wth
.
Ho
wev
er
,
i
n
r
ea
l
life
,
n
ec
e
s
s
ar
y
f
ath
er
in
v
o
lv
em
en
t
h
as
b
ec
o
m
e
a
“
lu
x
u
r
y
”
.
I
n
th
e
PISA
2
0
1
5
test
,
th
e
o
r
g
an
izatio
n
f
o
r
ec
o
n
o
m
ic
co
o
p
e
r
atio
n
an
d
d
ev
elo
p
m
en
t
in
v
est
ig
ated
th
e
s
tatu
s
o
f
p
ar
en
tal
in
v
o
lv
em
e
n
t
in
1
8
c
o
u
n
tr
ies
o
r
r
e
g
io
n
s
(
in
cl
u
d
in
g
Ho
n
g
Ko
n
g
,
C
h
in
a
,
an
d
Ma
ca
o
)
.
T
h
e
r
esu
lts
s
h
o
wed
th
at
m
o
s
t
p
ar
en
ts
,
esp
ec
ially
f
ath
er
s
,
wer
e
u
n
ab
le
to
p
ar
ticip
ate
in
th
eir
ch
ild
r
e
n
’
s
g
r
o
wth
d
u
e
to
th
eir
b
u
s
y
wo
r
k
s
ch
ed
u
les.
I
n
o
th
e
r
wo
r
d
s
,
in
r
ea
lity
,
f
ath
er
s
’
i
n
v
o
lv
em
e
n
t
is
o
f
ten
lim
ited
b
y
wo
r
k
h
o
u
r
s
an
d
b
ec
o
m
es
a
s
ca
r
ce
r
eso
u
r
ce
[
2
2
]
.
T
h
e
f
lex
i
b
ilit
y
o
f
f
at
h
er
s
’
w
o
r
k
in
g
h
o
u
r
s
h
elp
s
th
em
p
a
r
ticip
ate
in
f
am
ily
life
[
8
]
.
T
h
is
s
itu
atio
n
h
as
attr
ac
te
d
wid
esp
r
ea
d
atten
tio
n
to
f
ath
er
in
v
o
l
v
em
en
t
a
n
d
s
tim
u
lated
p
eo
p
le
’
s
in
te
r
est
in
th
e
s
tu
d
y
o
f
f
ath
er
r
o
les
[
2
3
]
.
Atten
tio
n
h
as
also
b
ee
n
p
aid
t
o
d
if
f
er
e
n
ce
s
in
eth
n
icity
an
d
cu
ltu
r
al
b
ac
k
g
r
o
u
n
d
[
2
4
]
.
Fo
r
ex
am
p
le
,
a
s
tu
d
y
c
o
n
d
u
cte
d
a
m
eta
-
an
aly
s
is
o
f
6
6
p
ap
er
s
to
d
eter
m
in
e
th
e
r
elatio
n
s
h
ip
b
etwe
en
f
ath
er
in
v
o
lv
e
m
en
t
an
d
s
tu
d
en
t
ac
h
iev
em
en
t
f
r
o
m
p
r
esch
o
o
l
to
co
lleg
e.
T
h
e
r
esu
lts
s
h
o
wed
th
at
th
e
ass
o
ciatio
n
b
etwe
en
f
ath
e
r
in
v
o
lv
em
en
t
an
d
ad
o
lescen
t
e
d
u
ca
tio
n
al
o
u
tco
m
es
was
s
tatis
tically
s
ig
n
if
ican
t,
an
d
th
e
p
o
s
itiv
e
im
p
ac
t
o
f
f
a
th
er
in
v
o
l
v
em
en
t
was
ef
f
ec
tiv
e
f
o
r
b
o
th
wh
ite
ch
ild
r
e
n
an
d
m
in
o
r
ity
ch
ild
r
en
[
2
5
]
.
Alth
o
u
g
h
f
ath
er
i
n
v
o
lv
e
m
en
t
is
cr
u
cial
to
ch
ild
r
e
n
’
s
ac
ad
em
ic
ac
h
iev
em
e
n
t
an
d
is
c
u
r
r
en
tly
a
h
o
t
to
p
ic
in
th
is
f
ield
,
f
ew
p
eo
p
le
h
av
e
p
aid
atten
tio
n
to
th
e
cu
r
r
e
n
t
s
tatu
s
o
f
ev
alu
atin
g
t
h
e
f
ac
to
r
s
th
at
af
f
ec
t
f
ath
er
in
v
o
lv
em
e
n
t o
n
c
h
ild
r
en
’
s
ac
ad
em
ic
p
er
f
o
r
m
an
ce
an
d
o
r
g
a
n
i
zin
g
th
eir
r
esear
c
h
r
esu
lts
.
R
ec
en
t
liter
atu
r
e
r
ev
iews
[
2
3
]
,
[
2
6
]
h
a
v
e
in
v
esti
g
ated
th
e
im
p
ac
t
o
f
f
ath
er
i
n
v
o
lv
e
m
en
t
o
n
ch
ild
r
en
’
s
ac
ad
em
ic
p
e
r
f
o
r
m
an
ce
,
b
u
t
th
er
e
ar
e
lim
itatio
n
s
.
R
o
llè
et
a
l
.
[
2
6
]
class
if
ied
th
e
s
tu
d
ies
ac
co
r
d
in
g
to
th
em
es
s
u
ch
as
f
ath
er
in
v
o
lv
em
en
t,
q
u
ality
o
f
f
ath
e
r
-
ch
ild
r
elatio
n
s
h
ip
,
s
o
cio
ec
o
n
o
m
ic
f
ac
t
o
r
s
an
d
cu
ltu
r
al
d
y
n
am
ics,
an
d
p
r
o
p
o
s
ed
c
o
n
ten
t
a
n
aly
s
is
to
s
tu
d
y
th
e
im
p
ac
t
o
f
f
ath
er
in
v
o
lv
e
m
en
t
o
n
th
e
ac
ad
e
m
ic
p
er
f
o
r
m
an
ce
o
f
p
r
im
ar
y
s
ch
o
o
l
s
tu
d
en
ts
in
Pa
k
is
tan
o
v
er
th
e
p
ast
2
0
y
ea
r
s
.
An
o
th
er
s
tu
d
y
[
2
3
]
s
y
n
th
esized
th
e
r
esear
ch
o
n
f
ath
er
in
v
o
l
v
em
en
t
an
d
its
im
p
ac
t
o
n
ch
ild
d
e
v
elo
p
m
e
n
t
o
u
t
co
m
es,
m
ad
e
s
u
g
g
esti
o
n
s
f
o
r
co
u
n
s
elin
g
p
r
ac
tice
an
d
ed
u
ca
tio
n
,
an
d
p
o
i
n
ted
o
u
t
th
e
lim
itatio
n
s
an
d
d
ir
ec
tio
n
s
f
o
r
f
u
tu
r
e
r
esear
ch
.
T
h
e
r
ef
o
r
e
,
th
e
s
tu
d
ies
d
o
n
o
t
f
u
lly
p
r
esen
t
th
e
s
tatu
s
o
f
r
ese
ar
ch
o
n
t
h
e
f
ac
to
r
s
af
f
ec
tin
g
c
h
ild
r
en
’
s
ac
a
d
em
ic
p
er
f
o
r
m
an
ce
.
Alth
o
u
g
h
th
ese
r
ev
iews
co
v
er
a
r
elativ
ely
lar
g
e
n
u
m
b
e
r
o
f
liter
atu
r
es,
th
e
r
e
s
ea
r
ch
co
n
ten
t
o
n
t
h
e
f
ac
to
r
s
af
f
ec
tin
g
c
h
ild
r
en
’
s
ac
ad
em
ic
p
er
f
o
r
m
an
ce
is
r
el
ativ
ely
lim
ited
.
Alth
o
u
g
h
f
ath
er
in
v
o
l
v
em
en
t
is
cu
r
r
e
n
tly
u
n
d
er
s
to
o
d
as
a
m
u
ltid
im
en
s
io
n
al
s
tr
u
ctu
r
e
,
th
e
d
im
en
s
io
n
s
co
v
er
ed
a
r
e
n
o
t c
o
m
p
r
eh
e
n
s
iv
e
en
o
u
g
h
.
Fu
r
th
er
m
o
r
e,
t
h
e
ex
is
tin
g
r
esear
ch
o
n
th
is
to
p
ic
is
s
till
n
o
t
f
u
lly
u
n
d
er
s
to
o
d
.
So
m
e
ar
ticles
f
o
u
n
d
a
s
tr
o
n
g
p
o
s
itiv
e
r
elatio
n
s
h
ip
b
etwe
en
f
ath
er
in
v
o
l
v
em
en
t
an
d
c
h
ild
r
en
’
s
ac
ad
em
ic
ac
h
iev
em
en
t,
wh
ile
o
th
er
s
f
o
u
n
d
n
o
r
e
latio
n
s
h
ip
o
r
ev
en
a
n
eg
ativ
e
r
elatio
n
s
h
ip
[
5
]
,
[
2
7
]
.
A
s
tu
d
y
o
f
Af
r
ican
Am
er
i
ca
n
f
ath
er
s
s
h
o
wed
th
at
m
o
th
er
’
s
ag
e
was
r
elate
d
to
m
ath
a
ch
iev
em
e
n
t,
wh
ile
f
ath
er
’
s
ed
u
ca
tio
n
a
n
d
f
am
ily
in
v
o
lv
em
e
n
t
in
f
lu
e
n
ce
d
ac
h
ie
v
em
en
t
[
1
3
]
,
[
2
8
]
.
I
n
a
Po
r
tu
g
u
ese
s
tu
d
y
,
ad
o
les
ce
n
ts
’
p
er
ce
p
tio
n
s
o
f
th
ei
r
p
ar
en
ts
’
b
eh
av
io
r
wer
e
m
o
r
e
im
p
o
r
tan
t
f
o
r
ac
a
d
em
ic
ac
h
iev
em
en
t
[
2
9
]
.
I
n
ad
d
itio
n
,
th
e
d
ef
in
itio
n
an
d
d
im
e
n
s
io
n
s
o
f
f
ath
er
in
v
o
lv
e
m
en
t
r
em
ain
co
n
tr
o
v
e
r
s
ial
in
th
e
ac
ad
em
ic
co
m
m
u
n
ity
,
m
a
k
in
g
it
ev
en
m
o
r
e
im
p
o
r
tan
t
t
o
u
n
d
er
s
tan
d
th
e
liter
atu
r
e
o
n
th
e
im
p
ac
t
o
f
f
ath
er
in
v
o
lv
em
e
n
t o
n
c
h
ild
r
en
’
s
ac
ad
em
ic
ac
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lete
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tem
atic
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ev
iew
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f
4
5
ar
ticles
p
u
b
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ed
b
etwe
en
2
0
1
4
an
d
2
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2
4
in
W
eb
o
f
Scien
ce
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Sco
p
u
s
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R
I
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,
an
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ch
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Un
d
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ip
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an
d
im
p
r
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v
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p
r
ac
tice
in
th
is
f
ield
[
3
0
]
,
[
3
1
]
.
T
o
th
is
e
n
d
,
th
is
s
tu
d
y
ad
v
a
n
ce
s
th
e
p
r
e
v
io
u
s
wo
r
k
[
2
3
]
,
[
2
6
]
b
y
u
p
d
atin
g
t
h
e
cu
r
r
e
n
t
liter
atu
r
e
o
n
th
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r
e
latio
n
s
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ip
b
etwe
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Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
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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
25
:
258
-
277
260
f
ath
er
in
v
o
lv
em
en
t
a
n
d
ch
ild
r
en
’
s
ac
ad
em
ic
ac
h
iev
em
e
n
t.
I
n
ad
d
itio
n
,
th
is
s
tu
d
y
s
y
n
th
esizes
th
e
liter
atu
r
e
o
n
f
ath
er
in
v
o
lv
em
en
t a
n
d
a
d
d
r
es
s
es r
elev
an
t in
co
n
s
is
ten
cies.
T
h
is
s
tu
d
y
h
as f
iv
e
o
b
jectiv
es:
i)
W
h
at
is
th
e
r
elatio
n
s
h
ip
b
etwe
en
f
ath
er
i
n
v
o
lv
e
m
en
t a
n
d
ch
il
d
r
en
’
s
ac
ad
em
ic
ac
h
iev
em
e
n
t?
ii)
Ho
w
is
p
ar
en
tin
g
s
ty
le
r
elate
d
to
ch
ild
r
en
’
s
d
ev
elo
p
m
en
t?
iii)
W
h
at
f
ac
to
r
s
in
f
lu
en
ce
f
at
h
er
i
n
v
o
lv
em
e
n
t?
iv
)
W
h
at
ar
e
th
e
k
e
y
f
ac
t
o
r
s
in
th
e
ex
is
tin
g
liter
atu
r
e
th
at
m
ay
af
f
ec
t
th
e
r
elatio
n
s
h
ip
b
etwe
en
f
ath
er
in
v
o
lv
em
e
n
t a
n
d
c
h
ild
r
en
’
s
ac
ad
em
ic
ac
h
iev
em
e
n
t?
v)
W
h
at
ar
e
th
e
ex
is
tin
g
g
a
p
s
in
th
e
liter
atu
r
e
,
h
o
w
ca
n
a
s
tr
u
ctu
r
ed
em
p
ir
ical
r
esear
ch
f
o
u
n
d
atio
n
f
r
am
ewo
r
k
b
e
co
n
s
tr
u
cted
,
a
n
d
wh
at
d
ir
ec
tio
n
s
s
h
o
u
ld
f
u
tu
r
e
r
esear
ch
tak
e?
T
o
ac
h
iev
e
th
e
g
o
als
o
f
th
e
s
tu
d
y
,
t
h
r
o
u
g
h
t
h
e
an
al
y
s
is
o
f
4
5
a
r
ticles,
we
will
p
r
o
v
id
e
a
c
o
n
ce
p
tu
al
f
r
am
ewo
r
k
,
o
u
tlin
e
th
e
c
u
r
r
en
t
r
esear
ch
p
r
o
s
p
ec
ts
,
an
d
p
r
o
p
o
s
e
a
n
ew
r
esear
ch
ag
e
n
d
a.
T
h
is
ap
p
r
o
ac
h
will
h
elp
d
ee
p
en
th
e
co
m
p
r
e
h
en
s
i
o
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o
f
th
e
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f
f
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e
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s
an
d
p
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o
m
o
te
th
e
d
ev
elo
p
m
en
t
o
f
p
r
ac
tical
ap
p
r
o
ac
h
to
s
tr
en
g
th
en
th
e
p
o
s
itiv
e
r
o
le
o
f
f
ath
er
s
in
th
eir
c
h
ild
r
en
’
s
ac
ad
em
ics.
T
h
is
s
tu
d
y
h
ig
h
lig
h
ts
s
ev
er
al
f
ac
to
r
s
r
elate
d
to
th
e
r
o
le
o
f
f
ath
er
s
.
First,
it
will
d
ee
p
en
th
e
u
n
d
er
s
tan
d
i
n
g
o
f
th
e
r
o
le
o
f
f
ath
er
s
in
c
h
ild
r
en
’
s
ed
u
ca
tio
n
,
p
r
o
v
id
e
ed
u
ca
t
o
r
s
an
d
p
o
licy
m
ak
er
s
with
a
m
o
r
e
co
m
p
r
eh
e
n
s
iv
e
p
er
s
p
ec
tiv
e,
h
elp
th
em
f
o
r
m
u
late
m
o
r
e
e
f
f
ec
tiv
e
ed
u
ca
tio
n
al
s
tr
ateg
ies
an
d
p
o
licies,
an
d
p
r
o
m
o
te
f
ath
er
s
’
ac
tiv
e
p
a
r
ticip
atio
n
in
th
eir
c
h
ild
r
en
’
s
e
d
u
ca
tio
n
,
s
o
as
to
b
etter
p
r
o
m
o
te
th
e
all
-
r
o
u
n
d
d
ev
elo
p
m
e
n
t
o
f
ch
ild
r
en
.
Seco
n
d
ly
,
th
is
s
tu
d
y
s
y
s
tem
atica
lly
ev
alu
ated
a
lar
g
e
n
u
m
b
er
o
f
liter
atu
r
es,
id
en
tifie
d
an
d
s
o
r
te
d
o
u
t
th
e
k
ey
f
ac
to
r
s
an
d
m
ec
h
a
n
is
m
s
af
f
ec
tin
g
f
ath
e
r
s
’
in
v
o
lv
e
m
en
t,
p
r
o
v
id
e
d
a
clea
r
d
ir
ec
tio
n
a
n
d
f
o
u
n
d
atio
n
f
o
r
f
u
tu
r
e
r
esear
ch
,
a
n
d
h
elp
e
d
p
r
o
m
o
te
th
e
in
-
d
e
p
th
d
ev
elo
p
m
e
n
t
o
f
th
is
f
ield
.
T
h
e
n
o
v
elty
o
f
th
is
s
tu
d
y
lies
in
t
h
at
it
n
o
t
o
n
l
y
f
o
cu
s
es
o
n
th
e
d
ir
ec
t
r
elatio
n
s
h
ip
b
etwe
en
f
ath
er
s
’
in
v
o
lv
em
en
t
an
d
ch
ild
r
en
’
s
ac
a
d
em
ic
p
e
r
f
o
r
m
an
ce
,
b
u
t
also
d
ee
p
l
y
ex
p
lo
r
es
th
e
in
f
lu
en
ce
o
f
m
u
lti
d
im
en
s
io
n
al
f
ac
to
r
s
s
u
ch
as
p
ar
e
n
tin
g
s
ty
le,
m
e
d
iatin
g
an
d
m
o
d
er
atin
g
v
a
r
iab
l
es,
an
d
c
o
n
s
tr
u
cts
a
m
o
r
e
s
y
s
tem
atic
th
eo
r
etica
l
f
r
am
ewo
r
k
,
wh
ich
p
r
o
v
id
es
a
n
ew
p
er
s
p
ec
tiv
e
f
o
r
r
e
v
ea
lin
g
th
e
co
m
p
lex
m
ec
h
an
is
m
o
f
f
at
h
er
s
’
in
v
o
lv
em
en
t.
I
n
ad
d
itio
n
,
th
is
s
tu
d
y
also
p
r
o
v
id
es
a
th
eo
r
etica
l
b
asis
an
d
g
u
id
a
n
ce
f
o
r
th
e
f
o
r
m
u
lati
o
n
o
f
s
tr
ateg
ies
to
p
r
o
m
o
te
f
ath
er
s
’
in
v
o
lv
em
e
n
t.
2.
O
VE
RVI
E
W
O
F
F
AT
H
E
R
I
NVO
L
V
E
M
E
N
T
2
.
1
.
Di
m
ens
io
ns
a
nd
def
in
it
i
o
ns
o
f
f
a
t
her
inv
o
lv
e
m
ent
T
h
e
d
ef
in
itio
n
s
an
d
d
im
en
s
io
n
s
o
f
f
ath
er
in
v
o
lv
em
en
t a
r
e
d
i
v
er
s
e
in
ac
ad
em
ic
r
esear
ch
,
r
ef
lectin
g
its
co
m
p
lex
n
atu
r
e
.
T
h
e
m
o
d
el
d
iv
id
es
f
ath
e
r
in
v
o
lv
em
e
n
t
in
to
p
ar
ticip
atio
n
,
ac
ce
s
s
ib
ilit
y
an
d
r
esp
o
n
s
ib
ilit
y
,
co
v
er
in
g
d
ir
ec
t
c
ar
e,
p
r
esen
c
e
s
u
p
p
o
r
t
an
d
p
ar
e
n
tin
g
r
esp
o
n
s
ib
ilit
ies
[
3
2
]
.
L
a
m
b
et
a
l.
[
3
3
]
r
ef
i
n
ed
it
i
n
to
in
ter
ac
tiv
ity
,
ac
ce
s
s
ib
ilit
y
,
an
d
r
esp
o
n
s
iv
en
ess
,
em
p
h
asizin
g
th
e
im
p
o
r
tan
ce
o
f
f
ath
er
s
’
i
n
ter
ac
tio
n
,
p
r
esen
ce
an
d
r
esp
o
n
s
e
with
th
eir
ch
ild
r
en
.
Haw
k
in
s
an
d
Do
llah
ite
[
3
4
]
ex
p
an
d
ed
th
e
r
o
le
o
f
f
ath
e
r
s
to
in
clu
d
e
eth
ics,
s
er
v
ice,
d
ev
elo
p
m
en
t,
leis
u
r
e,
s
p
ir
itu
ality
,
g
u
id
an
ce
,
an
d
a
v
ar
iety
o
f
r
esp
o
n
s
ib
le
b
e
h
av
i
o
r
s
.
On
th
is
b
asis
,
cu
r
r
en
t
r
esear
ch
h
as
ex
p
a
n
d
e
d
th
e
d
im
en
s
io
n
s
o
f
f
ath
er
i
n
v
o
lv
em
en
t
to
in
cl
u
d
e
wa
r
m
th
,
co
n
tr
o
l/d
is
cip
lin
e,
an
d
f
am
ily
lea
r
n
in
g
m
o
tiv
atio
n
[
3
5
]
.
Ho
wev
er
,
f
ath
er
in
v
o
l
v
em
en
t sh
o
u
ld
n
o
t b
e
lim
ited
to
d
ir
ec
t
f
o
r
m
s
o
f
p
ar
ticip
atio
n
,
b
u
t
s
h
o
u
ld
co
v
er
m
u
ltip
le
lev
els
s
u
ch
as
em
o
tio
n
,
co
g
n
itio
n
,
m
o
r
ality
,
a
n
d
b
eh
av
io
r
.
Keo
wn
et
a
l.
[
3
6
]
p
o
in
ted
o
u
t
th
at
th
e
d
ef
in
itio
n
o
f
f
ath
e
r
in
v
o
lv
e
m
en
t
in
clu
d
es
em
o
tio
n
al
in
ter
a
ctio
n
,
r
esp
o
n
s
ib
ilit
y
,
ed
u
ca
tio
n
al
s
u
p
p
o
r
t,
u
n
i
q
u
e
r
o
le
in
p
lay
ac
tiv
ities
,
an
d
cr
ea
tio
n
o
f
a
f
am
ily
en
v
i
r
o
n
m
e
n
t.
An
o
t
h
er
s
tu
d
y
also
ex
am
i
n
ed
if
th
r
ee
ex
is
tin
g
in
s
tr
u
m
en
ts
f
o
r
ass
ess
in
g
f
ath
er
s
’
b
eh
av
io
r
c
o
u
ld
co
n
s
is
ten
tly
an
d
s
u
f
f
icien
tly
m
ea
s
u
r
e
f
a
th
er
s
’
in
v
o
lv
em
e
n
t
wh
en
u
s
ed
f
o
r
f
ath
er
s
a
n
d
m
o
th
er
s
r
esp
ec
tiv
ely
[
3
7
]
.
F
ath
er
s
’
b
eh
av
i
o
r
s
in
ca
r
in
g
f
o
r
a
n
d
ed
u
ca
tin
g
t
h
eir
ch
ild
r
en
h
a
v
e
d
if
f
er
en
t
d
im
en
s
io
n
s
[
3
6
]
.
T
h
is
m
u
ltid
im
en
s
io
n
al
u
n
d
er
s
tan
d
in
g
o
f
f
ath
er
s
’
in
v
o
lv
e
m
en
t
h
as
p
r
o
m
o
te
d
in
-
d
e
p
th
d
is
cu
s
s
io
n
s
o
n
th
e
in
v
o
l
v
em
en
t
o
f
f
ath
er
s
in
ch
ild
r
en
’
s
d
e
v
elo
p
m
e
n
t,
r
ec
o
g
n
izin
g
th
at
f
ath
er
s
’
in
v
o
lv
em
en
t is a
co
n
tin
u
o
u
s
an
d
m
u
ltifa
ce
ted
p
r
o
ce
s
s
r
ath
er
th
an
a
s
in
g
le
b
eh
a
v
io
r
al
m
an
if
estatio
n
.
I
t
is
im
p
o
r
tan
t
to
ac
k
n
o
wle
d
g
e
th
at
t
h
e
in
s
tr
u
m
e
n
ts
an
d
d
ef
in
itio
n
s
u
s
ed
to
m
ea
s
u
r
e
f
ath
e
r
in
v
o
lv
em
e
n
t
v
ar
ied
s
ig
n
if
ican
tly
ac
r
o
s
s
s
tu
d
ies.
So
m
e
f
o
cu
s
ed
o
n
o
b
s
er
v
ab
le
b
eh
a
v
io
r
s
(
e.
g
.
,
h
elp
in
g
with
h
o
m
ewo
r
k
)
,
wh
ile
o
t
h
er
s
in
cl
u
d
ed
af
f
ec
tiv
e
an
d
co
g
n
itiv
e
d
im
en
s
io
n
s
(
e.
g
.
,
em
o
tio
n
al
clo
s
en
ess
o
r
b
elief
s
)
.
T
h
is
h
eter
o
g
en
eity
i
n
o
p
er
atio
n
aliza
tio
n
in
tr
o
d
u
ce
s
p
o
ten
tial
m
ea
s
u
r
em
en
t
b
ias
a
n
d
lim
its
th
e
c
o
m
p
ar
a
b
ilit
y
o
f
f
in
d
in
g
s
.
Fu
tu
r
e
s
tu
d
ies
s
h
o
u
ld
aim
f
o
r
g
r
ea
te
r
co
n
ce
p
tu
al
clar
ity
an
d
u
s
e
s
tan
d
ar
d
ized
,
v
alid
ated
to
o
ls
to
ass
es
s
p
ater
n
al
in
v
o
lv
em
e
n
t.
2
.
2
.
T
he
ro
le
o
f
f
a
t
her’
s
inv
o
lv
em
ent
in
child
re
n’s
a
ca
dem
ic
p
e
r
f
o
r
ma
n
c
e
Fath
er
s
as
p
r
im
ar
y
ca
r
eg
iv
e
r
s
h
av
e
a
b
en
ef
icial
im
p
ac
t
o
n
c
h
ild
d
ev
el
o
p
m
en
t.
Sk
war
ch
u
k
et
a
l.
[
3
8
]
f
o
u
n
d
th
at
t
h
ese
ch
ild
r
en
h
ad
s
tr
o
n
g
er
in
tr
in
s
ic
q
u
alities
.
C
h
ild
r
en
in
r
o
le
-
s
h
ar
ed
f
am
il
ies
ex
h
ib
it
s
tr
o
n
g
e
r
v
er
b
al
s
k
ills
,
an
d
th
ey
h
av
e
h
ig
h
er
ac
a
d
em
ic
ac
h
iev
em
e
n
t,
wh
ich
is
ass
o
ciate
d
with
h
ig
h
er
e
d
u
ca
tio
n
al
ex
p
ec
tatio
n
s
f
r
o
m
t
h
eir
f
ath
er
s
.
B
ak
er
[
5
]
f
o
u
n
d
th
at
af
ter
c
o
n
tr
o
llin
g
f
o
r
th
e
ef
f
ec
ts
o
f
m
o
th
er
s
’
in
v
o
l
v
em
en
t
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
ela
tio
n
s
h
ip
b
etw
ee
n
fa
th
er in
vo
lvem
en
t a
n
d
c
h
ild
r
en
’
s
a
ca
d
emic
a
c
h
ieve
men
t
… (
He
Ya
n
jie
)
261
in
s
ch
o
o
l,
th
e
q
u
ality
o
f
c
h
ild
r
en
’
s
h
o
m
e
lear
n
in
g
e
n
v
ir
o
n
m
e
n
t,
a
n
d
d
em
o
g
r
ap
h
ic
f
ac
to
r
s
,
f
ath
er
s
’
in
v
o
lv
em
e
n
t
in
s
ch
o
o
l
p
r
ed
ic
ted
b
etter
r
ea
d
in
g
an
d
m
at
h
e
m
atics
o
u
tco
m
es.
Desp
ite
m
i
x
ed
f
in
d
in
g
s
ac
r
o
s
s
s
tu
d
ies,
th
e
liter
atu
r
e
b
r
o
ad
l
y
ac
k
n
o
wled
g
es
t
h
e
ed
u
ca
tio
n
al
s
ig
n
if
ican
ce
o
f
p
ater
n
al
i
n
v
o
lv
em
e
n
t.
Nex
t,
a
s
y
s
tem
atic
r
ev
iew
o
f
r
elev
an
t liter
atu
r
e
will b
e
co
n
d
u
cted
t
o
f
u
r
th
er
ex
p
lo
r
e
th
is
r
elatio
n
s
h
ip
.
3.
M
E
T
H
O
D
T
h
is
r
ev
iew
f
o
llo
wed
th
e
g
u
id
elin
es
o
f
th
e
p
r
ef
e
r
r
ed
r
ep
o
r
tin
g
item
s
f
o
r
s
y
s
tem
atic
r
ev
iews
an
d
m
eta
-
an
aly
s
es
(
PR
I
SMA)
s
tat
em
en
t
[
3
9
]
.
W
e
u
s
ed
a
two
-
s
tag
e
r
ev
iew
s
tr
ateg
y
o
f
au
to
m
a
ted
liter
atu
r
e
s
ea
r
c
h
an
d
m
an
u
al
s
cr
ee
n
in
g
to
s
ea
r
ch
f
o
r
ar
ticles
f
r
o
m
th
e
W
eb
o
f
Scien
ce
,
Sco
p
u
s
,
E
R
I
C
,
an
d
Go
o
g
le
Sch
o
lar
d
atab
ases
,
id
en
tifie
d
an
d
an
aly
ze
d
4
5
ar
ticles,
an
d
ex
a
m
in
ed
th
e
f
ac
to
r
s
th
at
in
f
lu
en
ce
th
e
ass
o
ciatio
n
b
etwe
en
f
ath
er
i
n
v
o
lv
e
m
en
t in
p
ar
en
tin
g
an
d
c
h
ild
r
en
’
s
ac
ad
em
ic
ac
h
iev
em
en
t
,
as
s
h
o
w
n
i
n
Fig
u
r
e
1
.
Fig
u
r
e
1.
PR
I
SMA
f
lo
w
d
i
a
g
r
am
3
.
1
.
Da
t
a
s
o
urce
a
nd
s
ea
rc
h
s
t
r
a
t
e
g
y
T
h
is
ar
ticle
was
wr
itten
f
o
llo
win
g
th
e
PR
I
S
MA
s
tatem
en
t,
wh
ich
was
d
ev
elo
p
ed
b
y
th
e
i
n
ter
n
atio
n
al
co
m
m
ittee
o
n
r
ep
o
r
tin
g
s
y
s
tem
atic
r
esear
ch
an
d
m
eta
-
an
al
y
s
es
[
4
0
]
to
p
r
o
v
id
e
a
d
etailed
f
r
am
ewo
r
k
f
o
r
co
n
d
u
ctin
g
an
d
r
e
p
o
r
tin
g
s
y
s
tem
atic
r
ev
iews.
T
h
e
r
ev
iew
p
r
o
ce
s
s
in
clu
d
e
d
id
en
tif
y
in
g
ap
p
licab
le
s
tu
d
ies,
s
cr
ee
n
in
g
an
d
s
elec
tin
g
s
tu
d
ies,
ex
tr
ac
tin
g
d
ata,
an
d
ass
ess
in
g
s
tu
d
y
q
u
ality
an
d
s
y
n
th
esizin
g
r
esu
lts
.
T
h
e
liter
atu
r
e
s
ea
r
ch
was
co
n
d
u
cted
f
r
o
m
Ma
r
c
h
to
A
p
r
il
2
0
2
4
,
c
o
v
er
in
g
ac
ad
e
m
ic
d
atab
ases
s
u
ch
as
W
eb
o
f
Scien
ce
,
Sco
p
u
s
,
E
R
I
C
,
an
d
Go
o
g
le
Sch
o
la
r
.
T
h
e
s
ea
r
ch
k
ey
wo
r
d
s
in
clu
d
ed
“
f
ath
er
”
o
r
“
p
ater
n
al
”
o
r
“
d
ad
”
o
r
“
p
ater
n
al
in
v
o
lv
em
en
t
”
,
“
p
ar
en
t
-
ch
ild
r
elatio
n
s
h
ip
”
o
r
“
f
ath
er
in
v
o
lv
em
e
n
t
”
,
“
p
ar
e
n
tin
g
s
ty
le
”
o
r
“
f
ath
er
en
g
ag
em
e
n
t
in
p
ar
en
tin
g
”
an
d
“
ac
ad
em
ic
ac
h
ie
v
em
en
t
”
o
r
“
ac
ad
em
ic
p
er
f
o
r
m
a
n
ce
”
o
r
“
c
h
ild
d
ev
el
o
p
m
en
t
”
o
r
“
ed
u
ca
tio
n
al
”
o
r
“
o
u
tco
m
e
s
”
o
r
g
r
ad
e
p
o
in
t
av
er
a
g
e
(
G
PA
)
in
all
th
e
d
atab
ase
s
,
an
d
E
n
g
lis
h
liter
atu
r
e
p
u
b
lis
h
ed
b
etwe
en
2
0
1
4
an
d
2
0
2
4
was
lim
ited
.
T
h
e
in
itial
s
ea
r
ch
y
ield
ed
1
,
2
3
8
p
a
p
er
s
a
n
d
5
3
6
p
a
p
er
s
m
et
th
e
cr
iter
ia
a
f
ter
e
x
clu
d
in
g
d
u
p
licates.
Af
ter
titl
e
a
n
d
ab
s
tr
ac
t
s
cr
ee
n
in
g
,
1
6
2
p
ap
e
r
s
en
ter
ed
th
e
n
ex
t
s
tep
.
I
n
s
ec
o
n
d
s
tep
,
th
e
f
u
ll
tex
ts
wer
e
s
cr
ee
n
ed
f
o
r
elig
ib
ilit
y
i
n
th
e
s
y
s
tem
atic
r
ev
iew.
Fin
al
ly
,
th
ese
4
5
p
ap
er
s
wer
e
r
etain
ed
.
3
.
2
.
I
nclus
io
n a
nd
ex
clus
io
n
cr
it
er
ia
T
h
e
in
clu
s
io
n
cr
iter
ia
we
r
e
a
s
:
i
)
th
e
r
elatio
n
s
h
ip
b
etwe
en
f
ath
er
s
’
f
am
ilial
in
v
o
lv
em
en
t
an
d
th
eir
ch
ild
r
en
’
s
ac
ad
em
ic
ac
h
iev
e
m
en
t;
ii)
s
tu
d
ies
wh
er
e
f
ath
er
s
o
r
o
th
er
p
ater
n
al
f
i
g
u
r
e
s
ar
e
th
e
p
r
im
ar
y
S
t
u
d
i
e
s i
n
c
l
u
d
e
d
i
n
r
e
v
i
e
w
(
n
=
4
5
)
I
n
c
l
u
d
e
d
R
e
c
o
r
d
s i
d
e
n
t
i
f
i
e
d
f
r
o
m
W
e
b
o
f
S
c
i
e
n
c
e
,
S
c
o
p
u
s
,
E
R
I
C
a
n
d
G
o
o
g
l
e
S
c
h
o
l
a
r
:
D
a
t
a
b
a
s
e
s (
n
=
1
,
2
3
8
)
R
e
c
o
r
d
s sc
r
e
e
n
e
d
(
n
=
5
3
6
)
R
e
p
o
r
t
s s
o
u
g
h
t
f
o
r
r
e
t
r
i
e
v
a
l
(
n
=
1
6
2
)
R
e
p
o
r
t
s a
ss
e
sse
d
f
o
r
e
l
i
g
i
b
i
l
i
t
y
(
n
=
8
7
)
R
e
c
o
r
d
s rem
o
v
e
d
b
e
f
o
r
e
t
h
e
scr
e
e
n
i
n
g
:
D
u
p
l
i
c
a
t
e
r
e
c
o
r
d
s re
mo
v
e
d
(
n
=
7
0
2
)
R
e
c
o
r
d
s e
x
c
l
u
d
e
d
*
*
(
n
=
3
7
4
)
R
e
p
o
r
t
s
n
o
t
r
e
t
r
i
e
v
e
d
(
n
=
7
5
)
R
e
p
o
r
t
s e
x
c
l
u
d
e
d
:
•
O
n
l
y
f
o
c
u
s
o
n
g
e
n
e
r
a
l
p
a
r
e
n
t
i
n
g
,
n
o
t
i
n
c
l
u
d
e
t
h
e
p
a
t
e
r
n
a
l
r
o
l
e
(
n
=
9
)
•
N
o
t
f
o
c
u
s
o
n
c
h
i
l
d
a
c
a
d
e
m
i
c
(
n
=
2
2
)
•
N
o
t
f
o
c
u
se
d
o
n
p
a
r
e
n
t
i
n
g
(
n
=
1
1
)
I
d
e
n
t
i
f
i
c
a
t
i
o
n
o
f
s
t
u
d
i
e
s
v
i
a
d
a
t
a
b
a
se
s
a
n
d
r
e
g
i
s
t
e
r
s
I
d
e
n
t
i
f
i
c
a
t
i
o
n
S
c
r
e
e
n
i
n
g
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
25
:
258
-
277
262
ca
r
eg
iv
er
s
o
r
p
ar
en
ts
;
iii)
s
tu
d
ies
em
p
lo
y
in
g
a
r
eliab
le
an
d
v
alid
m
eth
o
d
to
ev
al
u
ate
t
h
e
in
v
o
lv
em
en
t
o
f
f
ath
er
s
in
ch
ild
ca
r
e;
iv
)
r
ese
ar
ch
th
at
m
e
asu
r
es
th
e
ac
ad
e
m
ic
ac
h
iev
em
en
t
o
f
s
tu
d
e
n
ts
u
s
in
g
a
v
alid
an
d
r
eliab
le
m
etr
ic,
s
u
ch
as
GPA
o
r
teac
h
er
-
r
e
p
o
r
ted
ac
a
d
e
m
ic
p
er
f
o
r
m
an
ce
;
an
d
v
)
r
e
s
ea
r
ch
p
u
b
licatio
n
s
p
u
b
lis
h
ed
i
n
E
n
g
lis
h
b
etwe
en
2
0
1
4
a
n
d
2
0
2
4
.
On
th
e
o
th
er
h
an
d
,
th
e
ex
clu
s
io
n
cr
iter
ia
wer
e
as:
i
)
r
esear
ch
f
o
cu
s
in
g
s
o
lely
o
n
m
ater
n
al
p
ar
en
tal
in
v
o
lv
em
en
t
o
r
f
ailu
r
e
to
d
if
f
er
en
tiate
b
etwe
en
m
ater
n
al
an
d
p
ater
n
al
p
ar
ticip
atio
n
;
ii
)
ch
ild
r
e
n
’
s
n
o
n
-
ac
ad
em
ic
o
u
tco
m
es
ar
e
t
h
e
s
o
le
f
o
cu
s
o
f
r
esear
ch
(
e.
g
.
,
s
o
cial
-
em
o
tio
n
al
d
ev
elo
p
m
e
n
t,
b
e
h
av
io
r
al
p
r
o
b
lem
s
)
;
iii
)
r
es
ea
r
ch
lack
in
g
ad
eq
u
ate
d
ata
to
ev
al
u
ate
im
p
ac
t
m
ag
n
itu
d
e
o
r
co
r
r
elatio
n
co
ef
f
icien
ts
;
iv
)
pu
b
licatio
n
s
ar
e
p
er
io
d
icals
th
a
t
co
v
er
s
p
ec
if
ic
to
p
ics
(
e.
g
.
,
c
an
ce
r
,
n
eu
r
o
lo
g
ical
jo
u
r
n
als,
g
astro
en
ter
o
lo
g
y
,
d
e
n
tal
jo
u
r
n
als);
an
d
v
)
n
o
n
-
p
e
er
-
r
ev
iewe
d
s
tu
d
ies
f
o
r
wh
ic
h
th
e
en
tire
tex
t
is
u
n
av
ailab
le.
I
n
ad
d
itio
n
,
two
r
ev
iewe
r
s
u
s
ed
t
h
e
e
x
p
licit
an
d
p
r
ec
is
e
in
cl
u
s
io
n
a
n
d
ex
clu
s
i
o
n
c
r
iter
ia
to
en
s
u
r
e
th
at
o
n
ly
r
elev
a
n
t
an
d
h
i
g
h
-
q
u
ality
p
ap
e
r
s
wer
e
in
cl
u
d
ed
i
n
th
e
s
y
s
tem
atic
r
e
v
iew.
T
h
i
s
will
im
p
r
o
v
e
th
e
s
tu
d
y
’
s
v
alid
ity
an
d
r
eliab
ilit
y
,
as we
ll a
s
th
e
r
ev
iew
’
s
o
v
er
al
l q
u
ality
.
3
.
3
.
Da
t
a
e
x
t
ra
ct
i
o
n a
nd
a
na
ly
s
is
T
wo
s
ep
ar
ate
r
e
v
iewe
r
s
ex
tr
a
cted
d
ata
f
r
o
m
th
e
i
n
clu
d
ed
r
esear
ch
as
p
a
r
t
o
f
th
e
d
ata
ex
tr
ac
tio
n
tech
n
iq
u
e.
An
y
d
is
ag
r
ee
m
en
t
s
b
etwe
en
r
ev
iewe
r
s
wer
e
r
eso
lv
ed
th
r
o
u
g
h
d
is
cu
s
s
io
n
an
d
co
n
s
en
s
u
s
.
Data
wer
e
ex
tr
ac
ted
f
r
o
m
ea
ch
s
t
u
d
y
,
in
cl
u
d
in
g
s
tu
d
y
d
esig
n
,
s
am
p
le
s
ize,
m
ea
s
u
r
es
o
f
f
a
th
er
en
g
a
g
em
en
t
in
p
ar
en
tin
g
,
in
f
lu
e
n
cin
g
f
ac
t
o
r
s
,
ass
ess
m
en
ts
o
f
ch
ild
r
en
’
s
ac
ad
em
ic
p
r
o
g
r
ess
,
an
d
e
f
f
ec
t
s
ize
o
r
co
r
r
elatio
n
co
ef
f
icien
ts
.
T
h
e
d
ata
ex
tr
ac
tio
n
an
d
an
aly
s
is
tech
n
iq
u
es
wer
e
d
esig
n
ed
to
p
r
o
v
i
d
e
a
f
u
ll
an
d
r
eliab
le
s
u
m
m
ar
y
o
f
ex
is
tin
g
s
tu
d
ies
o
n
th
e
r
elatio
n
s
h
ip
b
etwe
en
f
ath
er
in
v
o
lv
em
en
t
in
p
ar
en
tin
g
an
d
ch
il
d
r
en
’
s
ac
ad
em
ic
ac
h
iev
e
m
en
t.
Usi
n
g
r
ig
o
r
o
u
s
an
d
tr
a
n
s
p
ar
en
t
m
et
h
o
d
o
lo
g
ies,
th
e
e
v
alu
atio
n
s
o
u
g
h
t
to
ex
p
lain
th
e
n
atu
r
e
o
f
th
is
lin
k
an
d
id
en
tif
y
an
y
p
o
te
n
tial
m
o
d
e
r
ato
r
s
o
r
m
ed
iato
r
s
o
f
th
e
ef
f
ec
t.
B
ased
o
n
d
ata
s
y
n
th
esis
,
th
e
r
ev
iewe
r
r
ev
iewe
d
an
d
en
ter
ed
th
e
s
elec
ted
p
ap
er
in
to
t
wo
tab
les,
o
n
e
to
ass
ess
th
e
ass
o
ciatio
n
b
etwe
en
f
ath
er
en
g
ag
em
e
n
t
an
d
ch
ild
a
ca
d
em
ic
ac
h
iev
em
e
n
t
an
d
th
e
o
th
er
to
ex
p
lo
r
e
th
e
s
tu
d
y
d
esig
n
,
alo
n
g
with
th
e
o
b
jects,
o
u
tc
o
m
es,
a
n
d
c
o
n
clu
s
io
n
o
f
ea
ch
p
u
b
licatio
n
.
T
h
e
PR
I
SMA
f
lo
w
d
iag
r
am
u
tili
ze
d
in
th
is
s
y
s
tem
atic
an
aly
s
is
is
d
ep
icted
in
Fig
u
r
e
1
.
4.
RE
SU
L
T
S
T
h
is
r
ev
iew
in
clu
d
ed
4
5
s
tu
d
ies
th
at
s
y
s
tem
atica
lly
ex
p
lo
r
ed
th
e
r
elatio
n
s
h
ip
b
etwe
e
n
f
ath
er
s
’
in
v
o
lv
em
e
n
t
in
p
ar
en
tin
g
an
d
th
eir
ch
ild
r
en
’
s
ac
ad
em
ic
ac
h
iev
em
en
t.
T
h
ese
s
tu
d
ies
co
v
er
ed
a
v
ar
iety
o
f
cu
ltu
r
al
b
ac
k
g
r
o
u
n
d
s
,
f
am
il
y
s
tr
u
ctu
r
es,
an
d
s
o
cio
ec
o
n
o
m
ic
lev
els,
p
r
o
v
id
in
g
a
r
i
ch
p
er
s
p
ec
tiv
e
f
o
r
u
n
d
er
s
tan
d
i
n
g
th
e
r
o
le
o
f
f
at
h
er
s
in
th
eir
c
h
ild
r
en
’
s
ed
u
ca
tio
n
.
T
h
e
r
esu
lts
wer
e
p
r
esen
ted
in
th
e
f
o
r
m
o
f
a
n
ar
r
ativ
e
s
y
n
th
esis
,
wh
ich
d
escr
ib
ed
th
e
r
esu
lts
o
f
th
e
i
n
clu
d
ed
s
tu
d
ies
in
d
etail.
B
y
co
m
p
r
eh
e
n
s
iv
ely
an
aly
zin
g
th
ese
s
tu
d
ies,
th
is
r
ev
iew
r
ev
ea
led
t
h
e
d
iv
e
r
s
ity
an
d
co
m
p
le
x
ity
o
f
f
ath
er
s
’
in
v
o
l
v
em
en
t
in
d
if
f
er
e
n
t
f
am
ily
en
v
ir
o
n
m
e
n
ts
,
as we
ll a
s
its
p
o
ten
tial m
ec
h
an
is
m
s
o
f
in
f
lu
en
ce
o
n
ch
ild
r
en
’
s
ac
ad
e
m
ic
p
er
f
o
r
m
an
ce
.
4
.
1
.
Descript
io
n
o
f
s
t
u
di
e
s
As
s
h
o
w
n
in
A
p
p
e
n
d
i
x
,
n
u
m
e
r
o
u
s
s
t
u
d
ies
h
a
v
e
s
h
o
w
n
th
e
i
m
p
o
r
t
a
n
ce
o
f
p
ar
e
n
ta
l
i
n
v
o
l
v
e
m
en
t
,
wh
ic
h
h
as
a
f
a
v
o
r
a
b
le
im
p
a
ct
o
n
s
tu
d
e
n
t
d
e
v
e
lo
p
m
e
n
t
[
4
1
]
.
T
h
e
c
o
n
ce
p
t
o
f
f
at
h
e
r
h
o
o
d
is
d
y
n
a
m
ic
an
d
m
u
lti
f
a
ce
t
ed
,
an
d
it
h
as
d
i
r
ec
t
co
n
n
e
cti
o
n
s
t
o
t
h
e
p
h
y
s
ica
l
an
d
m
en
tal
we
ll
-
b
ei
n
g
o
f
c
h
i
ld
r
e
n
as
wel
l
as
t
h
ei
r
e
d
u
ca
ti
o
n
al
a
n
d
s
o
ci
al
-
e
m
o
ti
o
n
al
g
r
o
wt
h
[
6
]
.
Yet
,
s
o
m
e
s
t
u
d
ies
h
a
v
e
s
h
o
w
n
th
at
t
h
e
m
o
r
e
f
a
th
er
s
a
r
e
i
n
v
o
lv
e
d
in
a
d
o
les
ce
n
ts
’
ed
u
c
ati
o
n
,
t
h
e
b
et
te
r
th
ei
r
ch
il
d
r
e
n
’
s
a
ca
d
e
m
i
c
p
e
r
f
o
r
m
a
n
c
e
will
b
e
[
2
8
]
,
[
3
0
]
,
[
4
2
]
.
T
h
e
r
e
lati
o
n
s
h
ip
b
et
we
en
f
at
h
er
’
s
in
v
o
l
v
e
m
e
n
t
i
n
p
a
r
e
n
t
in
g
an
d
c
h
il
d
r
e
n
’
s
a
ca
d
e
m
i
c
p
er
f
o
r
m
a
n
c
e
is
a
f
f
e
cte
d
b
y
m
a
n
y
f
a
ct
o
r
s
.
T
h
e
f
ir
s
t
g
o
al
o
f
t
h
e
s
t
u
d
y
was
t
o
e
x
p
l
o
r
e
h
o
w
to
e
x
a
m
i
n
e
t
h
e
r
e
lat
io
n
s
h
i
p
b
et
we
en
f
at
h
e
r
i
n
v
o
l
v
e
m
e
n
t
in
p
ar
e
n
ti
n
g
a
n
d
ch
i
ld
r
en
’
s
ac
a
d
e
m
ic
p
e
r
f
o
r
m
a
n
c
e.
4
.
1
.
1
.
Yea
r
a
nd
nu
m
ber
of
a
rt
icles
p
ub
li
s
h
e
d
Fig
u
r
e
2
s
h
o
ws
th
e
ar
ticles
p
u
b
lis
h
ed
b
etwe
en
2
0
1
4
an
d
2
0
2
4
;
an
av
e
r
ag
e
o
f
4
ar
ticles
p
er
y
ea
r
.
Sin
ce
th
e
d
ata
r
et
r
iev
al
en
d
ed
o
n
Ap
r
il
2
8
,
2
0
2
4
,
o
n
ly
o
n
e
a
r
ticle
was
p
u
b
lis
h
ed
in
2
0
2
4
.
E
x
ce
p
t
f
o
r
2
0
1
5
,
at
least
th
r
ee
ar
ticles
wer
e
p
u
b
lis
h
ed
in
all
o
th
er
y
ea
r
s
,
wit
h
t
h
e
m
o
s
t
p
u
b
lis
h
ed
in
2
0
1
6
(
n
=
7
)
.
Sin
ce
it
tak
es
a
ce
r
tain
am
o
u
n
t
o
f
tim
e
to
p
u
b
lis
h
p
ap
er
s
,
th
e
r
elativ
e
s
tab
ilit
y
o
f
th
e
n
u
m
b
er
o
f
p
u
b
lic
atio
n
s
in
d
icate
s
th
e
co
n
tin
u
ed
atten
tio
n
o
f
ac
ad
em
ician
s
to
th
is
p
r
im
ar
y
to
p
ic.
T
h
is
s
u
s
tain
ed
r
esear
ch
tr
en
d
r
ef
lects
th
e
ac
ad
em
ic
co
m
m
u
n
ity
’
s
en
d
u
r
in
g
in
ter
est
in
f
ath
er
in
v
o
lv
em
e
n
t
an
d
its
ed
u
ca
tio
n
al
im
p
licatio
n
s
.
Ov
er
th
e
p
ast
f
ew
d
ec
ad
es,
s
o
ciety
’
s
awa
r
e
n
ess
o
f
th
e
r
o
le
o
f
f
ath
er
s
in
f
am
ily
an
d
ed
u
ca
ti
o
n
h
as
g
r
ad
u
ally
in
c
r
ea
s
ed
[
4
3
]
.
Mo
r
e
p
e
o
p
le
ar
e
b
eg
in
n
in
g
to
r
ea
lize
th
at
f
ath
er
’
s
in
v
o
lv
em
e
n
t h
as a
n
im
p
o
r
tan
t e
f
f
ec
t o
n
ch
ild
r
en
’
s
d
ev
elo
p
m
e
n
t a
n
d
ac
ad
em
ic
p
e
r
f
o
r
m
a
n
ce
[
4
4
]
.
T
h
is
in
cr
ea
s
ed
awa
r
en
ess
h
as p
r
o
m
p
ted
r
esear
ch
er
s
an
d
ed
u
ca
to
r
s
to
p
ay
atten
tio
n
an
d
s
tu
d
y
th
e
to
p
ic.
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
ela
tio
n
s
h
ip
b
etw
ee
n
fa
th
er in
vo
lvem
en
t a
n
d
c
h
ild
r
en
’
s
a
ca
d
emic
a
c
h
ieve
men
t
… (
He
Ya
n
jie
)
263
Fig
u
r
e
2.
Year
an
d
n
u
m
b
e
r
of
p
u
b
l
i
c
a
t
i
o
n
s
At
th
e
s
am
e
tim
e,
as
f
am
ily
s
tr
u
ctu
r
es
ch
a
n
g
e
a
n
d
f
ath
er
s
’
r
o
les
in
th
e
f
am
ily
ev
o
l
v
e,
th
e
n
ee
d
to
s
tu
d
y
f
ath
er
s
’
in
v
o
lv
em
en
t
in
ch
ild
ca
r
e
is
also
in
cr
ea
s
in
g
[
4
5
]
.
I
n
m
o
d
er
n
f
am
ilies
,
f
ath
er
s
ar
e
tak
in
g
o
n
th
e
r
esp
o
n
s
ib
ilit
y
o
f
ac
tiv
ely
p
a
r
ticip
atin
g
in
th
eir
ch
ild
r
e
n
’
s
ed
u
ca
tio
n
,
w
h
ich
h
as
p
r
o
m
p
ted
r
esear
c
h
er
s
to
ex
p
lo
r
e
th
e
r
elatio
n
s
h
ip
b
etw
ee
n
f
ath
er
’
s
in
v
o
lv
em
en
t
in
p
ar
en
tin
g
an
d
ac
ad
em
ic
p
e
r
f
o
r
m
an
ce
.
I
n
a
d
d
itio
n
,
ed
u
ca
tio
n
p
o
licies
in
m
an
y
c
o
u
n
tr
ies
an
d
r
eg
io
n
s
h
av
e
b
e
g
u
n
to
p
ay
atten
tio
n
to
t
h
e
i
m
p
o
r
tan
ce
o
f
f
ath
e
r
s
’
p
ar
ticip
atio
n
i
n
c
h
ild
ca
r
e
[
4
6
]
.
Po
licy
m
a
k
er
s
an
d
e
d
u
ca
tio
n
al
in
s
titu
tio
n
s
h
av
e
r
ec
o
g
n
ize
d
th
at
b
y
p
r
o
m
o
tin
g
f
ath
er
s
’
in
v
o
l
v
em
en
t,
c
h
ild
r
e
n
’
s
ac
ad
em
ic
p
er
f
o
r
m
a
n
ce
,
a
n
d
d
ev
el
o
p
m
en
t
c
an
b
e
im
p
r
o
v
ed
.
T
h
is
p
o
licy
co
n
ce
r
n
also
d
r
iv
es
r
esear
ch
i
n
th
is
ar
ea
.
T
h
e
co
n
tin
u
ed
en
t
h
u
s
iasm
f
o
r
r
esear
ch
o
n
th
e
r
e
latio
n
s
h
ip
b
etwe
en
f
ath
er
in
v
o
lv
em
e
n
t
in
p
ar
e
n
tin
g
an
d
c
h
ild
r
en
’
s
ac
ad
em
ic
a
ch
iev
em
en
t
r
ef
lects
th
e
wid
es
p
r
ea
d
i
n
ter
est
an
d
im
p
o
r
tan
ce
s
o
ciety
attac
h
es
t
o
th
is
to
p
ic.
T
h
is
atten
tio
n
h
e
lp
s
p
r
o
m
o
te
th
e
d
ev
elo
p
m
en
t
o
f
f
am
ily
ed
u
ca
tio
n
an
d
s
ch
o
o
l
ed
u
ca
tio
n
p
r
ac
tices,
p
r
o
v
id
in
g
b
etter
s
u
p
p
o
r
t
an
d
g
u
id
a
n
ce
to
im
p
r
o
v
e
ch
ild
r
en
’
s
ac
ad
em
ic
p
er
f
o
r
m
an
ce
an
d
o
v
er
all
q
u
ali
ty
[
4
7
]
.
4
.
1
.
2
.
R
e
s
e
a
r
c
h
t
y
p
e
s
T
h
e
r
esear
ch
ca
teg
o
r
ies
o
f
ea
ch
p
ap
er
an
al
y
ze
d
in
th
is
s
tu
d
y
ar
e
s
h
o
wn
in
Fig
u
r
e
3
.
T
h
e
m
ain
ty
p
e
o
f
r
esear
ch
is
q
u
a
n
titativ
e
r
esear
ch
(
n
=
3
0
)
,
ac
c
o
u
n
tin
g
f
o
r
6
7
%.
T
h
e
s
ec
o
n
d
is
r
ev
iew
p
a
p
er
s
,
ac
co
u
n
tin
g
f
o
r
1
1
%;
th
en
q
u
alitativ
e
r
esear
c
h
p
a
p
er
s
,
ac
co
u
n
tin
g
f
o
r
9
%.
T
h
e
least
is
th
e
m
i
x
ed
-
m
et
h
o
d
s
r
esear
c
h
an
d
s
y
s
tem
atic
r
ev
iew
p
ap
er
s
,
an
d
th
e
n
u
m
b
er
o
f
th
em
is
th
e
s
am
e,
ac
co
u
n
tin
g
f
o
r
6
.
5
% e
ac
h
.
Qu
an
titativ
e
s
tu
d
ies
f
ac
e
in
h
er
en
t
lim
itatio
n
s
wh
en
ex
p
lo
r
in
g
th
e
co
n
n
ec
tio
n
b
etwe
en
f
ath
er
s
’
in
v
o
lv
em
e
n
t
in
p
ar
e
n
tin
g
a
n
d
ch
ild
r
e
n
’
s
ac
ad
em
ic
ac
h
iev
em
en
t.
Alth
o
u
g
h
s
u
ch
s
t
u
d
ies
ca
n
r
ev
ea
l
co
r
r
elatio
n
s
b
etwe
en
th
e
two
,
it
is
ch
allen
g
in
g
to
d
eter
m
in
e
ca
u
s
ality
d
u
e
t
o
th
e
o
b
s
er
v
atio
n
al
n
at
u
r
e
a
n
d
t
h
e
in
ab
ilit
y
to
co
n
tr
o
l
all
p
o
ten
tial
co
n
f
o
u
n
d
in
g
v
ar
iab
les
[
7
]
.
Fo
r
ex
a
m
p
le,
it
was
p
o
i
n
ted
o
u
t
b
ased
o
n
a
lar
g
e
-
s
ca
le
s
am
p
le
th
at
p
o
licies
th
at
en
co
u
r
ag
e
p
a
r
en
tal
in
v
o
lv
em
e
n
t
ar
e
b
en
e
f
icial
to
ad
o
lescen
ts
,
b
u
t
also
em
p
h
asized
th
e
n
ee
d
to
f
u
r
t
h
e
r
u
s
e
p
an
el
d
ata
to
test
ca
u
s
al
r
elatio
n
s
h
ip
s
[
4
8
]
.
I
n
ad
d
itio
n
,
q
u
esti
o
n
n
air
es
an
d
s
elf
-
r
ep
o
r
t
d
ata
in
q
u
an
titativ
e
s
tu
d
ies
m
ay
b
e
a
f
f
ec
ted
b
y
th
e
s
u
b
jectiv
ity
o
f
r
esp
o
n
d
en
t
s
an
d
m
em
o
r
y
b
ias,
wh
ich
m
ay
e
x
ag
g
e
r
ate
o
r
u
n
d
er
esti
m
ate
f
ath
er
s
’
in
v
o
lv
e
m
e
n
t
an
d
c
h
ild
r
en
’
s
ac
a
d
em
ic
p
e
r
f
o
r
m
a
n
ce
,
af
f
e
ctin
g
th
e
ac
cu
r
ac
y
o
f
th
e
r
esear
ch
[
1
3
]
,
[
4
9
]
.
Qu
an
titativ
e
s
tu
d
ies,
s
u
ch
as
q
u
esti
o
n
n
air
es,
m
a
y
f
a
ce
s
elf
-
r
ep
o
r
t
b
ias
f
r
o
m
r
esp
o
n
d
e
n
ts
[
1
3
]
,
[
4
9
]
,
wh
ich
m
ay
lead
to
in
ac
cu
r
ate
ass
es
s
m
en
ts
o
f
th
e
lin
k
b
etw
ee
n
f
ath
er
in
v
o
lv
em
en
t
an
d
ch
ild
r
en
’
s
ac
ad
em
i
c
ac
h
iev
em
en
t.
D
u
e
to
co
m
p
le
x
s
o
cial
an
d
em
o
tio
n
al
f
ac
to
r
s
[
5
0
]
,
a
s
in
g
le
q
u
an
titativ
e
m
et
h
o
d
m
ay
m
is
s
k
ey
d
etails.
T
o
co
m
p
e
n
s
ate
f
o
r
th
i
s
lim
itatio
n
,
q
u
alitativ
e
s
tu
d
ies,
s
u
ch
as
in
-
d
ep
th
in
ter
v
iews
an
d
o
b
s
er
v
atio
n
s
,
ca
n
p
r
o
v
id
e
r
ich
er
co
n
te
x
tu
al
in
f
o
r
m
atio
n
[
5
1
]
.
C
o
m
b
i
n
in
g
q
u
alitativ
e
an
d
q
u
an
titativ
e
m
eth
o
d
s
ca
n
r
ev
ea
l
h
id
d
en
d
y
n
am
ics
an
d
ex
p
er
ie
n
ce
s
,
th
er
eb
y
en
h
an
cin
g
u
n
d
e
r
s
tan
d
in
g
[
3
1
]
.
Giv
en
th
e
in
c
o
n
s
is
ten
t
r
esu
lts
o
f
th
e
ex
is
tin
g
s
tu
d
y
,
f
u
t
u
r
e
r
esea
r
ch
s
h
o
u
ld
c
o
n
s
id
er
ad
o
p
tin
g
a
lo
n
g
itu
d
in
al
d
esig
n
with
lo
n
g
-
ter
m
f
o
llo
w
-
u
p
to
r
ev
ea
l th
e
ev
o
lu
tio
n
o
f
th
e
r
ela
tio
n
s
h
ip
[
5
2
]
.
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
25
:
258
-
277
264
Fig
u
r
e
3
.
R
esear
ch
ty
p
es
an
d
n
u
m
b
er
o
f
p
u
b
licatio
n
s
4
.
1
.
3
.
M
a
in re
s
ea
rc
h
f
o
c
u
s
e
s
As
s
ee
n
in
Fig
u
r
e
4
,
th
e
m
ain
s
tu
d
ies
in
th
is
s
tu
d
y
m
a
in
ly
f
o
c
u
s
o
n
f
ath
er
in
v
o
lv
e
m
en
t
an
d
ch
ild
r
en
’
s
o
u
tc
o
m
es
as
well
as
in
ter
v
e
n
tio
n
(
n
=
1
5
)
.
M
an
y
f
ac
to
r
s
in
f
lu
en
ce
f
ath
er
in
v
o
l
v
em
en
t,
an
d
in
ter
v
en
tio
n
s
tu
d
ies
ar
e
b
ec
o
m
in
g
in
cr
ea
s
in
g
ly
co
m
m
o
n
.
T
h
er
ef
o
r
e,
it
is
s
ig
n
if
ican
t
to
co
n
s
id
er
th
e
s
o
cial
co
n
tex
t,
cu
ltu
r
e,
eth
n
icity
,
an
d
p
o
licies s
u
r
r
o
u
n
d
in
g
f
ath
er
i
n
v
o
lv
em
en
t.
Fig
u
r
e
4
.
Ma
in
r
esear
ch
f
o
c
u
s
e
s
a
n
d
n
u
m
b
e
r
o
f
p
u
b
l
i
c
a
t
i
o
n
s
First,
r
esear
ch
er
s
an
d
ed
u
ca
tio
n
ex
p
er
ts
b
eliev
e
th
at
in
cr
ea
s
in
g
f
ath
er
s
’
ed
u
ca
tio
n
al
in
v
o
lv
em
en
t
is
k
ey
b
ec
au
s
e
in
ter
v
en
tio
n
s
ca
n
d
ir
ec
tly
in
f
lu
en
ce
f
ath
e
r
s
’
b
eh
av
io
r
s
an
d
th
u
s
im
p
r
o
v
e
ch
ild
r
en
’
s
ac
ad
em
ic
p
er
f
o
r
m
an
ce
[
4
4
]
,
[
5
2
]
.
T
h
ese
s
tr
ateg
ies
aim
to
in
cr
ea
s
e
f
at
h
er
s
’
in
v
o
lv
em
e
n
t
th
r
o
u
g
h
p
a
r
en
t
-
ch
ild
ac
tiv
ities
,
f
am
ily
s
u
p
p
o
r
t
p
r
o
g
r
am
s
s
u
ch
as
b
o
o
k
clu
b
s
,
co
u
n
s
elin
g
,
an
d
h
o
m
e
v
is
its
[
5
3
]
,
an
d
p
ar
e
n
t
-
teac
h
e
r
co
n
f
er
e
n
ce
s
an
d
tr
ai
n
in
g
s
h
el
d
in
s
ch
o
o
ls
an
d
c
o
m
m
u
n
ities
[
5
4
]
.
Seco
n
d
,
f
ath
er
s
’
in
v
o
lv
em
en
t
h
as
b
ee
n
lin
k
ed
to
a
wid
e
r
a
n
g
e
o
f
d
e
v
elo
p
m
en
tal
o
u
tco
m
es,
in
clu
d
in
g
co
g
n
itiv
e,
em
o
tio
n
al,
ac
ad
em
ic,
an
d
s
o
cial
well
-
b
ein
g
,
as
well
as
im
p
r
o
v
ed
f
am
ily
d
y
n
am
ics
an
d
lear
n
in
g
m
o
tiv
atio
n
[
1
0
]
,
[
5
5
]
,
[
5
6
]
.
Fath
er
s
’
th
in
k
i
n
g
s
k
ills
m
ay
im
p
r
o
v
e
p
r
esch
o
o
l
er
s
’
ac
ad
em
ic
p
er
f
o
r
m
an
ce
b
y
p
u
s
h
in
g
th
em
to
m
aster
in
ter
m
ed
iate
s
k
ills
[
5
7
]
.
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
ela
tio
n
s
h
ip
b
etw
ee
n
fa
th
er in
vo
lvem
en
t a
n
d
c
h
ild
r
en
’
s
a
ca
d
emic
a
c
h
ieve
men
t
… (
He
Ya
n
jie
)
265
B
o
y
s
p
er
f
o
r
m
wo
r
s
e
in
ac
a
d
em
ics
wh
en
f
ath
er
s
s
h
o
w
m
o
r
e
ad
v
er
s
e
r
ea
ctio
n
s
th
a
n
b
o
y
s
[
5
8
]
.
Ho
wev
e
r
,
cu
r
r
en
t
r
esear
ch
h
as
n
o
t
f
u
l
ly
ex
p
lo
r
ed
t
h
e
d
iv
er
s
ity
an
d
cu
ltu
r
al
d
if
f
er
e
n
ce
s
in
f
ath
er
s
’
in
v
o
lv
em
e
n
t.
Fu
r
th
er
m
o
r
e
,
f
u
tu
r
e
ex
p
lo
r
ati
o
n
s
s
h
o
u
l
d
r
ef
in
e
th
e
d
if
f
er
e
n
t
ty
p
es
o
f
f
ath
er
in
v
o
lv
em
en
t,
s
u
ch
as
d
aily
ca
r
e,
ed
u
ca
tio
n
al
s
u
p
p
o
r
t,
an
d
em
o
tio
n
al
co
m
m
u
n
icatio
n
[
3
0
]
,
a
n
d
s
tu
d
y
h
o
w
th
ey
in
ter
ac
t
a
n
d
af
f
ec
t
ch
ild
r
en
’
s
d
ev
elo
p
m
e
n
t.
I
n
ad
d
itio
n
,
atten
tio
n
s
h
o
u
ld
b
e
p
aid
to
th
e
tem
p
o
r
al
co
n
tin
u
ity
o
f
f
ath
e
r
in
v
o
lv
em
en
t
an
d
th
e
im
p
ac
t
o
f
d
if
f
e
r
en
t
s
tag
es,
s
u
ch
as
th
e
r
o
le
o
f
ea
r
ly
in
v
o
l
v
em
en
t
in
th
e
lo
n
g
-
ter
m
d
ev
elo
p
m
en
t
o
f
y
o
u
n
g
ch
ild
r
en
[
5
9
]
.
I
n
ad
d
itio
n
,
r
esear
ch
o
n
f
ath
er
in
v
o
lv
em
en
t
f
r
o
m
a
cr
o
s
s
-
cu
ltu
r
al
p
e
r
s
p
ec
tiv
e
is
also
im
p
o
r
tan
t
,
esp
ec
ially
co
n
s
id
er
in
g
th
e
p
ar
ticu
lar
ity
o
f
cu
ltu
r
al
b
ac
k
g
r
o
u
n
d
s
s
u
ch
as
C
h
in
a
[
6
0
]
.
T
h
r
o
u
g
h
in
-
d
ep
th
r
esear
ch
,
s
tr
ateg
ies
ca
n
b
e
p
r
o
v
id
e
d
to
p
r
o
m
o
te
th
e
ac
tiv
e
p
ar
ticip
atio
n
o
f
f
ath
e
r
s
in
s
p
ec
if
ic
cu
ltu
r
al
en
v
ir
o
n
m
en
ts
to
o
p
tim
ize
th
e
g
r
o
wth
en
v
ir
o
n
m
en
t o
f
ch
ild
r
e
n
[
6
1
]
.
4
.
2
.
T
he
re
la
t
io
ns
hi
p
bet
wee
n
pa
re
nting
s
t
y
les
a
nd
child
re
n’s
d
e
v
e
l
o
p
men
t
T
h
e
s
ec
o
n
d
g
o
al
is
to
d
ee
p
e
n
th
e
ex
p
lo
r
atio
n
o
f
th
e
im
p
ac
t
o
f
f
ath
er
in
v
o
lv
em
e
n
t
o
n
ch
ild
r
en
’
s
d
ev
elo
p
m
e
n
t
an
d
ex
am
i
n
e
h
o
w
d
if
f
er
en
t
p
ar
e
n
tin
g
s
ty
les
v
ar
y
b
y
eth
n
ic
an
d
cu
ltu
r
al
b
ac
k
g
r
o
u
n
d
.
Fath
er
in
v
o
lv
em
e
n
t,
o
f
ten
s
h
a
p
ed
b
y
p
ar
en
tin
g
s
ty
le,
is
a
cr
itical
f
ac
to
r
in
f
l
u
en
cin
g
ch
ild
r
e
n
’
s
a
ca
d
em
ic
an
d
s
o
cial
o
u
tco
m
es
[
6
1
]
,
[
6
2
]
.
Su
p
p
o
r
t
iv
e
p
ar
e
n
tin
g
s
ty
le
will
im
p
r
o
v
e
ad
o
lescen
ts
’
ac
ad
em
ic
p
er
f
o
r
m
a
n
ce
,
wh
ile
au
th
o
r
itar
ian
p
a
r
en
tin
g
s
ty
le
o
f
ten
p
lace
s
h
ig
h
ex
p
ec
tatio
n
s
o
n
ch
ild
r
en
’
s
ac
ad
em
ic
p
e
r
f
o
r
m
an
ce
,
u
ltima
tely
ca
u
s
in
g
th
em
p
r
ess
u
r
e.
R
esear
ch
s
h
o
ws
th
at
d
if
f
er
en
t
p
ar
en
tin
g
s
tr
ateg
ies
m
ay
lead
to
d
if
f
e
r
en
t
d
e
v
elo
p
m
e
n
tal
p
ath
s
[
6
3
]
.
Fo
r
ex
am
p
le,
in
Ma
la
y
s
ia,
au
th
o
r
itativ
e
an
d
a
u
th
o
r
itar
ian
p
a
r
en
tin
g
h
el
p
im
p
r
o
v
e
th
e
ac
a
d
em
ic
p
er
f
o
r
m
an
ce
o
f
p
r
im
ar
y
s
ch
o
o
l
s
tu
d
en
ts
[
6
4
]
,
wh
ich
ec
h
o
es
th
e
r
esu
lts
o
f
a
s
tu
d
y
in
L
eb
an
o
n
t
h
at
co
n
f
ir
m
ed
th
at
au
th
o
r
itativ
e
p
a
r
en
tin
g
s
ty
les
h
elp
ed
im
p
r
o
v
e
ch
ild
r
e
n
’
s
ac
a
d
em
ic
p
er
f
o
r
m
a
n
ce
[
6
5
]
.
Ho
wev
er
,
in
I
n
d
o
n
esia,
au
th
o
r
itativ
e
p
ar
en
tin
g
m
ay
h
av
e
b
o
th
p
o
s
itiv
e
an
d
n
eg
ativ
e
ef
f
ec
ts
,
f
ac
ilit
atin
g
em
o
tio
n
r
eg
u
latio
n
b
u
t
also
h
av
in
g
n
eg
ativ
e
ef
f
ec
ts
o
n
e
m
o
tio
n
s
[
6
6
]
.
D
u
e
to
th
e
cu
lt
u
r
al
b
ac
k
g
r
o
u
n
d
o
f
Asi
an
s
tu
d
en
ts
,
in
g
e
n
er
al
th
e
m
ain
s
tr
ea
m
au
th
o
r
itar
ian
p
ar
e
n
tin
g
s
ty
le
is
co
n
s
id
er
ed
m
o
r
e
ef
f
ec
tiv
e
[
6
4
]
.
T
h
er
e
a
r
e
s
ig
n
if
ican
t
d
if
f
e
r
en
ce
s
in
p
ar
en
tin
g
s
ty
les
b
etwe
en
E
aster
n
an
d
W
ester
n
co
u
n
tr
i
es,
with
Asi
an
s
ten
d
in
g
to
p
r
ef
er
a
u
th
o
r
itativ
e
p
ar
en
tin
g
[
6
7
]
,
wh
ile
W
ester
n
p
ar
en
ts
ar
e
m
o
r
e
i
n
clin
ed
to
d
em
o
n
s
tr
ate
au
th
o
r
ity
[
6
8
]
.
W
ester
n
p
ar
en
ts
g
en
er
ally
b
eliev
e
th
at
a
b
alan
ce
d
ap
p
r
o
ac
h
with
m
o
d
er
ate
ac
ad
em
ic
r
ig
o
r
an
d
i
n
cr
ea
s
ed
lev
els
o
f
class
r
o
o
m
r
esp
o
n
s
iv
en
ess
ca
n
im
p
r
o
v
e
th
e
lik
elih
o
o
d
o
f
ac
ad
e
m
ic
ac
h
ie
v
em
en
t in
th
eir
o
f
f
s
p
r
in
g
[
6
9
]
.
I
n
ad
d
itio
n
,
c
u
ltu
r
al
d
if
f
e
r
en
c
es
s
ig
n
if
ican
tly
af
f
ec
t
p
ar
en
ti
n
g
s
ty
les.
A
cr
o
s
s
-
cu
ltu
r
al
s
t
u
d
y
f
o
u
n
d
th
at
au
th
o
r
itativ
e
p
a
r
en
tin
g
i
n
Au
s
tr
alia
an
d
I
n
d
o
n
esia
w
as
p
o
s
itiv
ely
ass
o
ciate
d
with
ch
ild
r
en
’
s
em
o
tio
n
r
eg
u
latio
n
b
u
t
n
eg
ativ
ely
as
s
o
ciate
d
with
b
eh
av
i
o
r
al
p
r
o
b
lem
s
[
6
9
]
.
Nev
er
th
eless
,
r
e
s
p
ec
t
f
o
r
tr
a
d
itio
n
wea
k
en
ed
th
e
p
o
s
itiv
e
ef
f
ec
ts
o
f
au
th
o
r
itativ
e
p
ar
e
n
tin
g
i
n
b
o
th
co
u
n
tr
ies.
I
n
a
s
tu
d
y
o
f
ad
o
lescen
ts
in
Sp
ain
,
Po
r
tu
g
al,
an
d
B
r
az
il,
p
ar
en
tal
ca
r
e
was
h
ig
h
ly
co
r
r
elate
d
with
s
elf
-
esteem
an
d
in
ter
n
aliza
tio
n
o
f
s
o
cial
v
alu
es
[
7
]
,
wh
ile
war
m
p
ar
e
n
tin
g
s
ty
l
es,
s
u
ch
as
a
co
m
b
in
atio
n
o
f
to
ler
an
ce
an
d
au
th
o
r
ity
,
wer
e
p
o
s
itiv
ely
co
r
r
elate
d
with
h
ig
h
s
elf
-
esteem
an
d
i
n
ter
n
aliza
tio
n
o
f
v
alu
es
in
ad
o
lescen
ts
,
esp
ec
ially
p
er
m
is
s
iv
e
p
ar
en
tin
g
[
7
]
.
T
a
k
e
n
to
g
eth
er
,
th
ese
f
in
d
i
n
g
s
h
ig
h
lig
h
t
th
e
co
m
p
le
x
ity
o
f
f
ath
e
r
i
n
v
o
lv
em
e
n
t
an
d
p
a
r
en
tin
g
s
ty
les,
an
d
th
e
r
o
le
o
f
cu
ltu
r
al
co
n
tex
t i
n
th
e
r
elatio
n
s
h
ip
b
etwe
en
th
ese
f
ac
to
r
s
an
d
ch
ild
d
ev
el
o
p
m
en
t.
4
.
3
.
F
a
ct
o
rs a
f
f
ec
t
ing
f
a
t
her’
s
inv
o
lv
em
ent
T
h
e
th
ir
d
g
o
al
is
to
an
al
y
ze
t
h
e
k
ey
f
ac
to
r
s
th
at
in
f
l
u
en
ce
f
ath
er
in
v
o
l
v
em
en
t.
R
esear
ch
b
y
Plan
alp
an
d
B
r
au
n
g
a
r
t
-
R
iek
er
[
7
0
]
m
en
tio
n
ed
th
at
B
elsk
y
’
s
th
r
ee
-
f
ac
to
r
m
o
d
el
s
tates
th
at
f
ath
er
s
’
in
v
o
lv
em
e
n
t
in
ea
r
ly
ch
ild
h
o
o
d
ed
u
ca
tio
n
is
in
f
lu
en
ce
d
b
y
th
r
ee
m
ai
n
f
a
cto
r
s
:
i
)
p
ar
en
ts
’
p
e
r
s
o
n
ality
an
d
p
s
y
c
h
o
lo
g
ical
r
eso
u
r
ce
s
;
ii
)
b
ac
k
g
r
o
u
n
d
r
eso
u
r
ce
s
o
f
s
tr
ess
an
d
s
u
p
p
o
r
t
;
an
d
iii
)
ch
ild
r
en
’
s
p
er
s
o
n
al
ch
a
r
ac
ter
is
tics
.
Fu
r
th
er
,
Par
k
e
[
7
1
]
d
i
v
id
ed
t
h
ese
f
ac
to
r
s
in
to
f
iv
e
ca
teg
o
r
ies:
p
er
s
o
n
al
attr
ib
u
tes
(
f
ath
e
r
’
s
talen
ts
,
attitu
d
es,
an
d
b
elief
s
)
,
ch
ild
ch
ar
ac
ter
is
tics
(
g
en
d
er
an
d
ag
e)
,
f
am
ily
f
ac
to
r
s
(
m
ar
ital
q
u
ality
,
m
o
th
er
’
s
em
p
lo
y
m
en
t)
,
cu
ltu
r
al
b
ac
k
g
r
o
u
n
d
(
g
e
n
d
er
r
o
le
co
n
ce
p
ts
,
cu
ltu
r
al
ex
p
ec
tatio
n
s
,
an
d
r
ac
ial
d
if
f
e
r
en
ce
s
)
,
a
n
d
th
e
in
f
lu
e
n
ce
o
f
p
u
b
lic
s
y
s
tem
s
(
m
ed
ical
ex
p
e
r
ien
ce
,
wo
r
k
p
lace
p
o
licies,
an
d
in
ter
v
en
tio
n
s
)
.
B
elsk
y
’
s
citati
o
n
p
o
i
n
ted
o
u
t
th
at
f
ath
er
s
’
p
er
s
o
n
al
ch
ar
a
cter
is
tics
p
lay
a
lead
in
g
r
o
le,
f
o
ll
o
wed
b
y
s
o
cial
b
ac
k
g
r
o
u
n
d
,
wh
ile
ch
ild
r
en
’
s
ch
ar
ac
ter
is
tics
h
av
e
a
r
elativ
el
y
s
m
all
im
p
ac
t.
Ou
r
an
aly
s
is
will
f
o
cu
s
o
n
th
ese
th
r
ee
d
im
en
s
io
n
s
:
in
d
iv
id
u
al,
f
am
ily
,
an
d
s
o
cial
to
f
u
lly
u
n
d
er
s
tan
d
th
e
d
r
i
v
in
g
f
o
r
ce
s
o
f
f
ath
er
in
v
o
l
v
em
en
t.
4
.
3
.
1
.
P
er
s
o
na
l f
a
ct
o
rs
Fath
er
s
’
g
en
d
er
r
o
le
co
n
ce
p
ts
h
av
e
a
s
ig
n
if
ican
t
im
p
ac
t
o
n
th
eir
in
v
o
l
v
em
en
t.
Fath
er
s
with
non
-
tr
a
d
itio
n
al
g
en
d
er
r
o
le
o
r
ien
tatio
n
s
an
d
h
ig
h
er
s
elf
-
est
ee
m
ar
e
m
o
r
e
in
clin
ed
to
ac
t
iv
ely
p
ar
ticip
ate
in
ch
ild
ca
r
e
[
7
2
]
,
[
7
3
]
.
Fath
er
s
’
attitu
d
es,
m
o
tiv
atio
n
s
,
an
d
s
k
ills
,
as
well
a
s
p
o
s
itiv
e
p
er
ce
p
tio
n
s
o
f
p
ar
en
tin
g
,
s
u
ch
as b
elief
s
ab
o
u
t g
en
d
er
r
o
les,
also
d
eter
m
in
e
th
eir
lev
el
o
f
in
v
o
lv
em
en
t [
7
4
]
,
[
7
5
]
.
Per
s
o
n
ality
tr
aits
s
u
ch
as
ten
d
en
cies
to
b
e
ca
r
in
g
,
cl
o
s
e,
an
d
teac
h
i
n
g
en
a
b
le
n
o
n
t
r
ad
itio
n
al
f
ath
e
r
s
to
d
is
p
lay
m
o
r
e
p
o
s
itiv
e
af
f
ec
t
an
d
less
s
tr
ess
in
p
ar
en
tin
g
[
7
6
]
.
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
25
:
258
-
277
266
4
.
3
.
2
.
F
a
m
ily
f
a
c
t
o
rs
Pas
t
r
esear
ch
h
ig
h
lig
h
ted
th
e
id
ea
th
at
m
o
th
er
s
ca
n
s
ig
n
if
ican
tly
in
f
l
u
en
ce
a
f
ath
e
r
’
s
lev
el
o
f
in
v
o
lv
em
e
n
t
an
d
h
is
p
ar
en
tin
g
p
r
ac
tices
s
im
p
ly
th
r
o
u
g
h
b
elief
s
an
d
attitu
d
es
[
7
7
]
.
Sp
o
u
s
al
s
u
p
p
o
r
t,
in
clu
d
in
g
th
e
wif
e
’
s
r
ec
o
g
n
itio
n
o
f
th
e
f
ath
er
’
s
ca
r
eg
iv
in
g
r
o
le,
h
as
b
e
en
co
n
s
is
ten
tly
id
en
tifie
d
as
a
k
ey
d
eter
m
in
an
t
o
f
p
ater
n
al
in
v
o
lv
em
e
n
t
[
7
1
]
,
[
7
8
]
–
[
8
3
]
.
T
h
is
p
o
s
itiv
e
cy
cle
o
f
in
ter
ac
tiv
e
r
elatio
n
s
h
ip
s
s
tr
e
n
g
th
en
s
th
e
f
ath
e
r
’
s
r
o
le
in
f
am
ily
e
d
u
ca
tio
n
a
n
d
also
p
r
o
m
o
tes
th
e
h
a
r
m
o
n
y
o
f
th
e
r
elatio
n
s
h
i
p
b
etwe
en
h
u
s
b
an
d
a
n
d
wif
e.
I
n
ad
d
itio
n
,
s
o
m
e
r
esear
ch
er
s
h
av
e
ex
p
an
d
ed
r
esear
ch
in
th
i
s
ar
ea
.
R
e
s
ea
r
ch
h
as
f
o
u
n
d
th
at
if
th
e
m
o
th
er
h
as
r
ich
k
n
o
wled
g
e,
th
e
c
h
ild
’
s
s
o
cial
s
k
ills
will
b
e
b
etter
;
o
n
th
e
co
n
tr
a
r
y
,
if
th
e
m
o
th
e
r
h
a
s
litt
le
k
n
o
wled
g
e,
th
e
ch
ild
’
s
s
o
cial
s
k
ills
will
b
e
p
o
o
r
[
5
5
]
.
At
th
e
s
am
e
tim
e,
m
o
th
er
s
’
co
n
tr
o
llin
g
b
eh
av
i
o
r
p
lay
s
a
m
ed
iatin
g
r
o
le
in
th
e
r
elatio
n
s
h
ip
b
etwe
e
n
m
o
th
er
-
ch
ild
c
o
n
tact
f
r
e
q
u
e
n
cy
an
d
ch
ild
r
e
n
’
s
ac
ad
em
ic
p
er
f
o
r
m
a
n
ce
[
3
0
]
.
4
.
3
.
3
.
So
cia
l f
a
c
t
o
rs
So
cio
ec
o
n
o
m
ic
c
o
n
d
itio
n
s
,
s
u
ch
as
ed
u
ca
tio
n
lev
el,
i
n
co
m
e,
an
d
o
cc
u
p
atio
n
,
ca
n
af
f
ec
t
f
ath
er
s
’
en
g
ag
em
e
n
t
[
8
4
]
.
J
o
b
s
tr
ess
an
d
tim
e
co
m
m
itm
en
t
ca
n
af
f
ec
t
f
ath
er
s
’
em
o
tio
n
al
s
tate
an
d
lim
it
th
eir
in
ter
ac
tio
n
with
th
eir
ch
ild
r
en
[
8
5
]
.
So
cial
ch
an
g
es,
s
u
ch
as
g
r
ea
ter
f
em
ale
p
ar
ticip
atio
n
in
th
e
wo
r
k
p
lace
,
lead
to
ch
an
g
es
in
f
am
ily
s
tr
u
ctu
r
e
an
d
p
a
r
en
t
-
ch
ild
r
elati
o
n
s
h
ip
s
[
8
6
]
.
I
n
d
u
al
-
in
c
o
m
e
f
am
ilies
,
allev
iatin
g
th
e
wo
r
k
d
em
an
d
s
an
d
w
o
r
k
-
f
am
ily
c
o
n
f
licts
o
f
w
o
r
k
in
g
f
ath
er
s
is
a
k
e
y
f
ac
to
r
in
in
cr
ea
s
in
g
f
ath
er
in
v
o
lv
em
e
n
t
[
8
4
]
.
I
n
g
e
n
er
al,
f
ath
er
s
’
p
er
s
o
n
ality
tr
aits
,
f
am
ily
en
v
ir
o
n
m
en
t
s
u
p
p
o
r
t,
an
d
s
o
cio
ec
o
n
o
m
ic
b
ac
k
g
r
o
u
n
d
jo
in
tly
s
h
ap
e
th
e
r
o
le
o
f
f
ath
er
s
in
f
am
ily
ed
u
c
atio
n
.
T
h
ese
f
ac
to
r
s
ar
e
in
ter
twin
ed
an
d
af
f
ec
t
th
e
d
eg
r
ee
an
d
q
u
ality
o
f
f
ath
er
s
’
in
v
o
lv
em
e
n
t.
4
.
4
.
K
ey
f
a
ct
o
rs
a
f
f
ec
t
ing
t
he
r
ela
t
io
ns
hip
bet
wee
n
f
a
t
her’
s
inv
o
lv
em
ent
a
nd
child
re
n’s
a
ca
dem
ic
perf
o
rm
a
nce
T
h
e
f
o
u
r
th
aim
was
to
ex
p
lo
r
e
k
ey
f
ac
to
r
s
in
th
e
e
x
is
tin
g
liter
atu
r
e
ac
r
o
s
s
d
if
f
er
e
n
t
cu
ltu
r
al
co
n
tex
ts
th
at
m
ay
in
f
lu
e
n
ce
th
e
r
elat
io
n
s
h
ip
b
etwe
en
f
ath
e
r
in
v
o
lv
em
en
t
in
p
ar
e
n
tin
g
an
d
c
h
ild
r
en
’
s
ac
ad
em
ic
ac
h
iev
em
e
n
t.
Acc
o
r
d
in
g
to
Fi
g
u
r
e
5
,
a
lar
g
e
n
u
m
b
er
o
f
s
tu
d
ies h
av
e
p
r
o
v
e
n
th
at
th
e
m
o
r
e
f
ath
er
s
ar
e
in
v
o
lv
e
d
in
ad
o
lescen
ts
’
ed
u
ca
tio
n
,
t
h
e
b
etter
th
eir
ch
ild
r
en
’
s
ac
ad
e
m
ic
p
er
f
o
r
m
a
n
ce
will
b
e
[
3
0
]
,
[
8
7
]
.
T
h
e
s
p
ec
if
ic
k
ey
im
p
ac
ts
ar
e
s
h
o
w
n
in
Fig
u
r
e
5
.
Fig
u
r
e
5.
Diag
r
am
of
k
ey
f
a
c
t
o
r
s
C
o
mm
u
n
i
t
y
r
e
so
u
r
c
e
s
P
ar
en
t
-
c
h
i
l
d
r
e
l
a
t
i
o
n
s
h
i
p
(
F
a
t
h
e
r
-
so
n
/
d
a
u
g
h
t
e
r
r
e
l
a
t
i
o
n
s
h
i
p
)
F
a
t
h
e
r
’
s
p
e
r
so
n
a
l
f
a
c
t
o
rs
F
a
t
h
e
r
's a
t
t
r
i
b
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t
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s
F
a
mi
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f
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c
t
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r
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Th
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t
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o
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s
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i
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w
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f
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h
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s
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Co
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t
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Tw
o
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u
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Ex
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t
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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
ela
tio
n
s
h
ip
b
etw
ee
n
fa
th
er in
vo
lvem
en
t a
n
d
c
h
ild
r
en
’
s
a
ca
d
emic
a
c
h
ieve
men
t
… (
He
Ya
n
jie
)
267
4
.
4
.
1
.
P
er
s
o
na
l f
a
ct
o
rs o
f
f
a
t
herho
o
d
a.
F
a
t
her
’
s
a
t
t
ribute
s
T
h
e
ex
ten
t
to
wh
ich
f
ath
e
r
s
ar
e
in
v
o
lv
ed
i
n
th
eir
ch
ild
r
e
n
’
s
liv
es
i
s
in
f
lu
en
ce
d
b
y
p
e
r
s
o
n
al
b
elief
s
an
d
s
itu
atio
n
al
f
ac
t
o
r
s
th
at
ar
e
clo
s
ely
r
elate
d
to
ch
ild
d
ev
el
o
p
m
en
t
[
4
3
]
.
T
r
a
d
itio
n
al
f
ath
e
r
in
g
attitu
d
es
h
a
v
e
b
ee
n
s
h
o
w
n
to
b
e
a
b
a
r
r
ier
t
o
f
ath
e
r
in
v
o
lv
em
e
n
t
[
8
7
]
.
T
o
ex
p
l
o
r
e
t
h
is
p
h
e
n
o
m
en
o
n
f
u
r
th
er
,
Fag
an
an
d
Palk
o
v
itz
[
8
0
]
co
n
d
u
cted
a
s
tu
d
y
u
s
in
g
th
e
p
a
r
en
tal
m
o
d
er
n
ity
s
ca
le,
in
wh
ich
p
ar
e
n
ts
wer
e
ask
ed
t
o
r
ate
th
eir
ag
r
ee
m
en
t
with
s
tatem
en
ts
ab
o
u
t
th
eir
p
ar
e
n
tin
g
b
elief
s
.
T
h
eir
r
esp
o
n
s
es
wer
e
th
en
co
r
r
elate
d
with
an
o
th
er
s
ca
le
m
ea
s
u
r
in
g
f
ath
er
in
v
o
lv
em
en
t.
T
h
e
r
esu
lts
s
h
o
wed
t
h
at
p
ar
en
tal
attitu
d
es
wer
e
p
o
s
i
tiv
ely
r
elate
d
to
th
e
q
u
ality
o
f
in
v
o
lv
em
e
n
t.
Fat
h
er
s
wh
o
r
ep
o
r
ted
m
o
r
e
n
u
r
tu
r
in
g
attitu
d
es
also
r
e
p
o
r
te
d
h
ig
h
er
le
v
els
o
f
p
er
ce
iv
ed
i
n
v
o
lv
e
m
en
t
with
th
eir
ch
ild
r
en
th
an
th
o
s
e
wh
o
r
e
p
o
r
ted
m
o
r
e
tr
ad
itio
n
al
o
r
a
u
th
o
r
itar
ian
attitu
d
es
.
B
o
th
d
im
en
s
io
n
s
o
f
th
ese
f
in
d
in
g
s
s
u
p
p
o
r
t
th
e
h
y
p
o
th
esis
th
at
f
ath
er
s
’
attitu
d
es
an
d
b
elief
s
ar
e
p
r
ed
icto
r
s
o
f
th
eir
in
v
o
lv
em
e
n
t w
ith
th
eir
ch
ild
r
en
.
I
n
a
d
d
itio
n
,
ad
v
an
ce
s
in
ed
u
ca
tio
n
an
d
in
c
r
ea
s
in
g
p
e
r
ce
p
tio
n
s
o
f
g
en
d
er
eq
u
ality
h
av
e
led
to
a
s
h
if
t
in
th
e
r
o
le
o
f
f
ath
er
s
f
r
o
m
f
in
an
c
ial
p
r
o
v
id
er
to
p
a
r
tn
er
in
s
h
ar
e
d
d
ec
is
io
n
-
m
ak
in
g
an
d
c
h
ild
ca
r
e
r
esp
o
n
s
ib
ilit
ies
[
8
8
]
.
I
n
C
h
in
a,
f
ath
er
s
’
s
elf
-
e
f
f
icac
y
an
d
p
o
s
itiv
e
attitu
d
es
to
war
d
s
f
ath
er
in
g
a
r
e
im
p
o
r
tan
t f
ac
t
o
r
s
in
p
r
e
d
ictin
g
th
eir
p
ar
ticip
atio
n
in
ch
ild
ca
r
e
[
2
9
]
.
b.
P
a
re
nt
-
child
re
la
t
io
ns
hip
B
ey
o
n
d
p
ater
n
al
attr
ib
u
tes,
th
e
q
u
ality
o
f
f
ath
er
–
ch
ild
in
te
r
ac
tio
n
s
p
lay
a
cr
u
cial
r
o
le
in
ch
ild
r
en
’
s
d
ev
elo
p
m
e
n
t.
T
h
ese
s
tu
d
ies
s
u
p
p
o
r
t
th
e
v
iew
th
at
m
o
th
er
s
an
d
f
ath
er
s
m
ak
e
d
if
f
er
e
n
t
co
n
tr
ib
u
tio
n
s
in
th
e
d
ev
elo
p
m
e
n
tal
d
o
m
ai
n
s
o
f
s
o
cio
-
em
o
tio
n
al,
co
g
n
itiv
e,
an
d
s
ex
u
al
id
en
tity
d
e
v
elo
p
m
e
n
t,
as
well
as
ch
ild
p
r
o
tectio
n
a
n
d
s
af
ety
[
8
9
]
.
T
h
e
u
n
iq
u
e
r
o
le
o
f
f
ath
er
s
,
esp
e
cially
in
p
lay
ac
tiv
ities
,
h
as
a
p
o
s
itiv
e
im
p
ac
t
o
n
ch
ild
r
en
’
s
s
o
cial,
e
m
o
tio
n
al,
an
d
co
g
n
itiv
e
d
ev
el
o
p
m
e
n
t
[
9
0
]
.
At
th
e
s
am
e
tim
e,
p
o
s
itiv
e
p
ar
en
t
-
c
h
ild
in
ter
ac
tio
n
s
,
s
u
ch
as
p
la
y
a
n
d
em
o
tio
n
al
s
u
p
p
o
r
t,
h
av
e
s
ig
n
if
ican
t
ef
f
ec
ts
o
n
c
h
ild
r
en
’
s
b
e
h
av
io
r
an
d
ac
ad
em
ic
ac
h
iev
e
m
en
t
[
7
9
]
,
[
9
1
]
.
I
n
ad
d
itio
n
,
th
e
q
u
ality
o
f
p
ar
ticip
atio
n
is
eq
u
ally
im
p
o
r
tan
t,
a
n
d
f
ath
er
s
’
s
tr
ict
attitu
d
es
m
ay
lead
to
an
ex
ac
e
r
b
atio
n
o
f
ch
ild
r
e
n
’
s
b
eh
av
i
o
r
al
p
r
o
b
lem
s
u
n
d
er
h
ig
h
lev
els
o
f
p
ar
ticip
atio
n
[
9
2
]
.
4
.
4
.
2
.
F
a
m
ily
f
a
c
t
o
r
s
a.
Div
is
io
n
o
f
la
bo
r
in
t
he
f
a
mi
l
y
T
h
e
d
i
v
is
io
n
o
f
lab
o
r
s
ig
n
if
ic
an
tly
af
f
ec
ts
f
ath
er
s
’
in
v
o
l
v
e
m
en
t
in
ch
ild
ca
r
e.
Alth
o
u
g
h
tr
ad
itio
n
al
g
en
d
er
r
o
le
s
ter
eo
ty
p
es
m
a
y
li
m
it
f
ath
er
i
n
v
o
lv
em
en
t,
L
u
ca
s
s
en
et
a
l.
[
9
3
]
co
n
f
ir
m
e
d
th
at
s
en
s
itiv
e
p
ar
en
tin
g
b
y
m
o
th
er
s
was
p
o
s
itiv
ely
a
s
s
o
ciate
d
with
ch
ild
r
en
’
s
em
er
g
en
t
m
etac
o
g
n
itiv
e
an
d
in
h
ib
ito
r
y
s
elf
-
c
o
n
tr
o
l
s
co
r
es,
an
d
h
ar
s
h
p
ar
e
n
tin
g
b
y
f
ath
er
s
was
n
eg
ativ
ely
ass
o
ciate
d
with
c
h
ild
r
en
’
s
em
er
g
e
n
t
m
etac
o
g
n
itiv
e
an
d
in
h
ib
ito
r
y
s
elf
-
co
n
tr
o
l
s
co
r
es.
T
h
is
is
co
n
s
is
ten
t
with
p
r
ev
io
u
s
r
esear
ch
s
h
o
win
g
th
at
f
ath
er
s
ar
e
m
o
r
e
lik
ely
th
an
m
o
t
h
er
s
to
en
g
a
g
e
in
in
te
n
s
e,
p
h
y
s
ically
s
tim
u
latin
g
p
la
y
o
r
u
n
u
s
u
al,
u
n
p
r
e
d
ictab
le
p
l
ay
an
d
m
o
r
e
lik
ely
to
p
r
aise
t
h
eir
c
h
ild
r
en
d
u
r
i
n
g
p
lay
ac
tiv
ities
.
Su
b
s
eq
u
e
n
t
r
esear
ch
h
as
s
h
o
wn
t
h
at
s
h
ar
ed
p
ar
e
n
tin
g
r
esp
o
n
s
ib
ilit
ies
lead
to
b
etter
f
am
ily
an
d
ch
ild
o
u
tco
m
es
[
9
4
]
.
Ho
we
v
er
,
ac
tu
al
p
ar
ticip
atio
n
is
lim
ited
b
y
wo
r
k
h
o
u
r
s
,
tr
an
s
p
o
r
tatio
n
,
a
n
d
o
th
er
liv
i
n
g
ar
r
an
g
em
e
n
ts
[
5
2
]
,
[
5
3
]
.
b.
Child
re
n
’
s
f
a
c
t
o
r
s
C
h
ild
h
o
o
d
ch
ar
ac
ter
is
tics
an
d
r
esp
o
n
s
es
in
f
l
u
en
ce
t
h
e
r
elati
o
n
s
h
ip
b
etwe
en
f
at
h
er
i
n
v
o
lv
em
en
t
an
d
ac
ad
em
ic
ac
h
iev
em
en
t.
C
h
il
d
ch
ar
ac
ter
is
tics
ar
e
p
o
s
itiv
ely
ass
o
ciate
d
with
f
ath
er
in
v
o
lv
em
e
n
t
[
2
3
]
.
Similar
ly
,
ch
ild
r
en
’
s
g
en
d
er
,
ed
u
ca
tio
n
al
b
ac
k
g
r
o
u
n
d
,
an
d
g
r
ad
es
in
f
lu
en
ce
th
eir
r
ec
ep
tiv
ity
to
p
ar
e
n
tal
in
ter
ac
tio
n
s
[
9
]
,
[
6
0
]
.
C
h
ild
r
e
n
’
s
attitu
d
es
to
war
d
s
th
eir
f
ath
er
’
s
k
n
o
wled
g
e
ar
e
p
o
s
itiv
ely
r
elate
d
to
ac
ad
em
ic
ac
h
iev
em
en
t,
wh
ile
p
o
s
itiv
e
p
er
ce
p
tio
n
s
o
f
th
eir
f
ath
e
r
’
s
clo
s
en
ess
b
eh
av
io
r
m
a
y
ac
tu
ally
d
ec
r
ea
s
e
ac
h
iev
em
en
t
[
4
2
]
.
At
th
e
s
am
e
tim
e,
ch
ild
r
en
’
s
f
ee
lin
g
s
also
in
f
lu
en
ce
th
e
r
elatio
n
s
h
ip
b
etwe
en
f
ath
er
in
v
o
lv
em
e
n
t
an
d
c
h
ild
r
en
’
s
ac
ad
em
ic
p
e
r
f
o
r
m
an
ce
.
R
esear
ch
h
as
c
o
n
f
ir
m
ed
th
at
a
d
o
lescen
ts
’
f
ee
lin
g
s
a
b
o
u
t
th
em
s
elv
es
an
d
th
eir
ab
ilit
ie
s
ar
e
d
ir
ec
tly
r
elate
d
to
th
ei
r
ac
ad
em
ic
p
er
f
o
r
m
a
n
ce
[
1
6
]
.
I
t
is
cr
u
cial
f
o
r
ad
o
lescen
ts
to
ex
p
er
ien
ce
b
ei
n
g
tr
ea
ted
f
air
ly
in
th
e
class
r
o
o
m
,
as
th
is
is
d
ir
ec
tly
r
elate
d
t
o
th
e
m
atu
r
atio
n
o
f
lear
n
in
g
m
o
tiv
atio
n
[
1
3
]
.
c.
Scho
o
l
f
a
c
t
o
r
s
Sch
o
o
ls
p
lay
a
ce
n
t
r
al
r
o
le
in
p
r
o
m
o
tin
g
f
ath
er
s
’
in
v
o
lv
em
e
n
t
in
t
h
eir
ch
ild
r
en
’
s
e
d
u
ca
tio
n
.
Sch
o
o
ls
s
h
o
u
ld
cr
ea
te
an
en
v
ir
o
n
m
en
t
th
at
r
esp
ec
ts
an
d
en
co
u
r
ag
es
f
ath
er
s
’
in
v
o
lv
em
en
t
an
d
m
a
in
tain
co
n
tact
with
f
ath
er
s
th
r
o
u
g
h
p
r
o
ac
tiv
e
co
m
m
u
n
icatio
n
b
y
teac
h
er
s
[
5
2
]
,
[
9
5
]
.
E
d
u
ca
tio
n
al
p
o
licies
s
h
o
u
ld
s
u
p
p
o
r
t
f
ath
er
-
s
p
ec
if
ic
en
g
ag
em
e
n
t
p
r
o
g
r
am
s
s
u
ch
as
“
f
ath
er
s
’
g
r
o
wth
clu
b
s
”
t
o
in
cr
ea
s
e
f
a
th
er
s
’
ed
u
ca
tio
n
al
co
n
f
id
en
ce
[
9
6
]
.
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