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Stress, se
lf
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:
a
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udy
on the
experi
ences o
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19
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Th
e
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c
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is
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tate
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b
y
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d
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ti
f
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in
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t
h
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ir
p
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so
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ss
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a
m
in
in
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im
p
a
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ts
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we
ll
b
e
in
g
a
n
d
j
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p
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rm
a
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,
a
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se
lf
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ti
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a
s
we
ll
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s
d
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term
in
in
g
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h
e
re
l
a
ti
o
n
sh
i
p
s
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m
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g
th
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se
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.
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i
n
g
a
d
e
sc
rip
ti
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o
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latio
n
a
l
d
e
sig
n
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d
a
ta
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re
c
o
ll
e
c
ted
fro
m
1
1
7
e
d
u
c
a
ti
o
n
a
l
lea
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rs
th
ro
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g
h
a
v
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ted
su
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m
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h
a
re
li
a
b
il
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ty
c
o
e
f
ficie
n
t
o
f
0
.
8
2
8
.
De
sc
rip
ti
v
e
sta
t
isti
c
s
a
n
d
S
p
e
a
rm
a
n
ra
n
k
-
o
r
d
e
r
c
o
rre
latio
n
we
re
u
se
d
to
a
n
a
ly
z
e
re
latio
n
sh
i
p
s
a
m
o
n
g
stre
ss
so
u
rc
e
s,
imp
a
c
ts,
a
n
d
se
lf
-
c
a
re
.
Re
su
lt
s
sh
o
we
d
t
h
a
t
a
d
m
i
n
istrativ
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tas
k
s,
ro
le
o
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a
d
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a
n
d
li
m
it
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d
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sti
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o
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l
re
so
u
rc
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s
a
re
th
e
m
a
in
stre
ss
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rs,
sig
n
ifi
c
a
n
tl
y
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ffe
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ti
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g
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e
a
lt
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c
o
g
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ti
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in
g
,
jo
b
p
e
rfo
rm
a
n
c
e
,
a
n
d
fa
m
il
y
li
fe
.
S
e
lf
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c
a
re
p
ra
c
ti
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s
su
c
h
a
s
so
c
ial
su
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p
o
rt,
sp
iri
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a
l
ro
u
ti
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e
s,
a
n
d
w
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rk
b
o
u
n
d
a
ries
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re
m
o
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ra
tely
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ra
c
ti
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d
b
u
t
sh
o
we
d
n
o
sig
n
ifi
c
a
n
t
re
latio
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sh
i
p
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h
stre
ss
re
d
u
c
ti
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o
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it
s imp
a
c
ts.
Th
e
se
fin
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i
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g
s e
m
p
h
a
siz
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th
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li
m
it
s o
f
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n
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a
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a
n
d
t
h
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n
e
e
d
fo
r
in
stit
u
ti
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n
a
l
su
p
p
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rt.
Th
e
st
u
d
y
s
u
g
g
e
sts
re
fi
n
in
g
t
h
e
jo
b
d
e
m
a
n
d
s
-
re
so
u
rc
e
s
(JD
-
R)
m
o
d
e
l
a
n
d
c
o
n
se
rv
a
ti
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f
re
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s
(COR)
th
e
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r
y
t
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a
c
c
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n
t
f
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rg
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n
iza
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lt
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ra
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c
t
o
rs
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n
d
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v
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lo
p
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g
c
o
u
n
try
c
o
n
t
e
x
ts,
wit
h
imp
li
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ti
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s
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o
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lea
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p
m
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t,
stre
ss
m
a
n
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m
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n
t,
a
n
d
in
stit
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o
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l
p
o
li
c
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fo
rm
s.
K
ey
w
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r
d
s
:
E
d
u
ca
tio
n
al
lead
e
r
s
h
ip
Self
-
ca
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Stre
s
s
W
ell
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b
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W
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p
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s
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p
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T
h
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rticle
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d
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r th
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CC B
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li
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C
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p
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A
uth
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r
:
E
l D
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n
G.
Plazo
R
esear
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I
n
n
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d
T
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B
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I
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No
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Min
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State
Un
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s
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ar
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R
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T
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d
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C
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,
8
3
0
0
Su
r
i
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d
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Su
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,
Ph
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p
in
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m
ail: e
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.
p
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1.
I
NT
RO
D
UCT
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N
Stre
s
s
,
s
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lf
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an
d
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u
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in
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s
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ab
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u
ca
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lead
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ip
in
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ec
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eq
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ter
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d
s
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p
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taf
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tu
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ar
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T
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ten
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C
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D
-
1
9
p
a
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wh
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p
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ab
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f
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in
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ld
wid
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[
1
]
,
[
2
]
.
Stre
s
s
in
lead
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s
h
ip
n
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t
o
n
l
y
af
f
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ts
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id
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also
im
p
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in
s
titu
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p
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ak
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p
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u
r
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r
elev
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o
r
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v
esti
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.
E
d
u
ca
tio
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al
lea
d
er
s
h
ip
h
as
ev
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lv
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b
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in
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allen
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Sch
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lar
s
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av
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in
cr
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s
in
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ly
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p
h
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s
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th
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r
Evaluation Warning : The document was created with Spire.PDF for Python.
I
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J
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&
R
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N:
2252
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8
8
2
2
S
tr
ess
,
s
el
f
-
ca
r
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a
n
d
w
ellb
ein
g
:
a
s
tu
d
y
o
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ex
p
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ce
s
o
f e
d
u
ca
tio
n
a
l le
a
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in
…
(
N
eme
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G.
Lo
a
yo
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)
409
lead
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s
to
en
g
ag
e
in
s
elf
-
ca
r
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r
ac
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ef
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tiv
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d
p
r
ev
en
t
b
u
r
n
o
u
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[
3
]
,
[
4
]
.
Self
-
ca
r
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is
n
o
w
r
ec
o
g
n
ized
as
a
f
u
n
d
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tal
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esil
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ip
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elp
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lead
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co
p
e
with
s
tr
ess
an
d
m
ain
tain
th
eir
wellb
ein
g
[
5
]
.
Desp
ite
in
cr
ea
s
ed
awa
r
en
ess
o
f
th
ese
co
n
ce
r
n
s
,
m
a
n
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ca
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n
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tin
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e
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ig
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s
tr
ess
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o
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ten
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ed
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ip
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f
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p
p
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t,
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b
s
atis
f
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[
6
]
,
[
7
]
.
Stu
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ies
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s
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at
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ail
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h
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to
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ti
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ely
d
i
m
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e
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ativ
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n
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eq
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s
f
o
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th
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en
tire
ed
u
ca
tio
n
al
co
m
m
u
n
ity
[
3
]
,
[
8
]
.
T
h
is
o
n
g
o
in
g
ch
allen
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h
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g
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lig
h
ts
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f
o
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s
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ip
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etwe
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ess
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elf
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ca
r
e,
an
d
wellb
ein
g
i
n
ed
u
ca
tio
n
al
lead
er
s
h
ip
.
W
h
ile
th
e
in
ter
n
atio
n
al
liter
at
u
r
e
p
r
o
v
i
d
es
v
alu
a
b
le
in
s
ig
h
ts
in
to
th
ese
d
y
n
am
ics,
r
esear
ch
r
em
ai
n
s
lim
ited
in
ce
r
tain
r
eg
io
n
s
,
p
ar
t
icu
lar
ly
in
d
ev
elo
p
in
g
c
o
u
n
t
r
ies
lik
e
th
e
Ph
ilip
p
in
es.
T
h
er
e
is
a
lack
o
f
s
tu
d
ies
ex
p
lo
r
in
g
h
o
w
s
tr
ess
,
s
elf
-
ca
r
e,
an
d
wellb
ein
g
in
ter
ac
t
a
m
o
n
g
ed
u
ca
tio
n
al
lead
er
s
in
Ph
ilip
p
in
e
h
ig
h
er
ed
u
ca
tio
n
in
s
titu
tio
n
s
[
9
]
.
T
h
e
ex
p
er
ien
ce
s
o
f
lead
er
s
in
s
tate
u
n
iv
er
s
ities
,
esp
e
cially
th
o
s
e
o
u
ts
id
e
m
etr
o
p
o
litan
ar
ea
s
,
h
a
v
e
b
ee
n
lar
g
ely
o
v
er
lo
o
k
ed
.
T
h
is
g
ap
leav
es
cr
itical
q
u
esti
o
n
s
u
n
an
s
wer
ed
ab
o
u
t
h
o
w
cu
ltu
r
al,
in
s
titu
tio
n
al,
an
d
r
eso
u
r
ce
-
r
elate
d
f
ac
to
r
s
in
f
lu
e
n
ce
l
ea
d
er
s
h
ip
ex
p
er
ien
ce
s
in
th
ese
co
n
tex
ts
.
E
m
p
ir
ical
s
tu
d
ies
f
r
o
m
o
th
er
co
u
n
tr
ies
s
u
g
g
est
th
at
in
s
titu
tio
n
al
p
o
licies,
cu
ltu
r
al
ex
p
ec
ta
tio
n
s
,
an
d
lead
er
s
h
ip
s
ty
les
s
ig
n
if
ican
tl
y
s
h
ap
e
h
o
w
ed
u
ca
tio
n
al
lead
er
s
ex
p
er
ien
ce
s
tr
ess
an
d
en
g
ag
e
in
s
elf
-
ca
r
e
[
1
0
]
–
[
1
2
]
.
Ho
wev
e
r
,
th
e
ex
ten
t
to
wh
ich
th
ese
f
ac
to
r
s
ap
p
ly
in
th
e
Ph
ilip
p
in
e
co
n
tex
t
r
em
a
in
s
u
n
d
er
e
x
p
lo
r
e
d
.
T
h
e
ab
s
en
ce
o
f
r
esear
ch
f
o
cu
s
in
g
o
n
p
r
o
v
i
n
cial
u
n
iv
er
s
ities
,
wh
er
e
r
eso
u
r
ce
lim
itatio
n
s
an
d
s
o
cio
-
cu
ltu
r
al
f
ac
to
r
s
p
r
esen
t
u
n
iq
u
e
c
h
allen
g
es,
f
u
r
th
er
wid
en
s
th
is
g
ap
.
Ad
d
r
ess
in
g
th
ese
k
n
o
wled
g
e
g
ap
s
is
ess
en
tial
f
o
r
d
ev
elo
p
in
g
r
elev
a
n
t,
ev
id
e
n
ce
-
b
ased
s
tr
ateg
ies to
s
u
p
p
o
r
t e
d
u
ca
tio
n
al
lead
er
s
’
wellb
ein
g
.
No
r
th
E
aster
n
Min
d
an
a
o
State
Un
iv
er
s
ity
(
NE
MSU)
r
ep
r
e
s
en
ts
an
id
ea
l
s
ettin
g
f
o
r
in
v
esti
g
atin
g
th
ese
co
n
ce
r
n
s
.
As
a
s
tate
u
n
i
v
er
s
ity
lo
ca
ted
in
Min
d
an
ao
,
NE
MSU
f
ac
es
r
eso
u
r
ce
co
n
s
tr
ain
ts
,
ad
m
in
is
tr
ativ
e
d
em
an
d
s
,
an
d
co
m
m
u
n
ity
ex
p
ec
tatio
n
s
th
at
p
lace
s
ig
n
if
ic
an
t
p
r
ess
u
r
e
o
n
its
ed
u
ca
tio
n
al
lead
er
s
.
T
h
ese
r
ea
liti
es
m
ir
r
o
r
b
r
o
a
d
er
c
h
a
llen
g
es
f
ac
ed
b
y
lead
er
s
i
n
s
im
ilar
in
s
titu
tio
n
s
ac
r
o
s
s
th
e
Ph
ilip
p
in
es.
Un
d
er
s
tan
d
in
g
h
o
w
NE
MSU
lead
er
s
ex
p
er
ie
n
ce
s
tr
ess
,
ad
o
p
t
s
elf
-
ca
r
e
p
r
ac
tices,
a
n
d
m
a
n
a
g
e
th
eir
wellb
ein
g
will
n
o
t
o
n
ly
in
f
o
r
m
in
s
titu
tio
n
al
p
o
licies
b
u
t
also
co
n
tr
ib
u
t
e
to
th
e
lim
ited
liter
atu
r
e
o
n
l
ea
d
er
s
h
ip
wellb
ein
g
in
Ph
ilip
p
in
e
h
ig
h
er
ed
u
ca
tio
n
.
T
h
is
s
tu
d
y
aim
s
to
ex
p
lo
r
e
th
e
ex
p
er
ien
ce
s
o
f
ed
u
ca
tio
n
al
le
ad
er
s
at
NE
MSU
with
a
f
o
cu
s
o
n
s
tr
ess
,
s
elf
-
ca
r
e,
an
d
wellb
ein
g
.
Sp
e
cif
ically
,
it
s
ee
k
s
to
:
i
)
id
en
tify
th
e
m
ajo
r
s
o
u
r
ce
s
o
f
s
tr
e
s
s
ex
p
er
ien
ce
d
b
y
ed
u
ca
tio
n
al
lead
e
r
s
at
NE
M
SU;
ii
)
ex
am
in
e
th
e
p
er
ce
iv
ed
im
p
ac
ts
o
f
s
tr
ess
o
n
th
eir
wellb
ein
g
an
d
jo
b
p
er
f
o
r
m
an
ce
;
iii
)
ex
p
lo
r
e
th
e
s
elf
-
ca
r
e
p
r
ac
tices
th
e
y
a
d
o
p
t
t
o
m
a
n
ag
e
s
tr
ess
;
an
d
iv
)
d
eter
m
i
n
e
th
e
r
elatio
n
s
h
ip
s
b
etwe
en
s
o
u
r
ce
s
o
f
s
tr
ess
,
im
p
ac
ts
o
f
s
tr
ess
,
an
d
s
elf
-
ca
r
e
p
r
ac
tices.
T
o
ad
d
r
e
s
s
th
ese
o
b
jectiv
es,
th
is
s
tu
d
y
an
s
wer
s
th
e
f
o
llo
wi
n
g
r
esear
ch
q
u
esti
o
n
s
:
−
W
h
at
ar
e
th
e
m
ajo
r
s
o
u
r
ce
s
o
f
s
tr
ess
ex
p
er
ien
ce
d
b
y
e
d
u
ca
tio
n
al
lead
er
s
at
NE
MSU?
−
W
h
at
ar
e
th
e
p
er
ce
iv
e
d
im
p
ac
t
s
o
f
s
tr
ess
o
n
th
eir
wellb
ein
g
a
n
d
jo
b
p
er
f
o
r
m
an
ce
?
−
W
h
at
s
elf
-
ca
r
e
p
r
ac
tices a
r
e
a
d
o
p
ted
b
y
th
ese
lead
e
r
s
to
m
a
n
ag
e
s
tr
ess
?
−
I
s
th
er
e
a
s
ig
n
if
ican
t r
elatio
n
s
h
ip
b
etwe
en
s
o
u
r
ce
s
o
f
s
tr
ess
an
d
im
p
ac
ts
o
f
s
tr
ess
?
−
I
s
th
er
e
a
s
ig
n
if
ican
t r
elatio
n
s
h
ip
b
etwe
en
s
o
u
r
ce
s
o
f
s
tr
ess
an
d
s
elf
-
ca
r
e
p
r
ac
tices?
−
I
s
th
er
e
a
s
ig
n
if
ican
t r
elatio
n
s
h
ip
b
etwe
en
im
p
ac
ts
o
f
s
tr
ess
an
d
s
elf
-
ca
r
e
p
r
ac
tices?
I
n
lin
e
with
th
ese
r
esear
ch
q
u
e
s
tio
n
s
,
th
e
s
tu
d
y
test
s
th
e
f
o
llo
win
g
n
u
ll h
y
p
o
th
eses
:
−
H₀₁
:
th
er
e
is
n
o
s
ig
n
if
ican
t
r
elatio
n
s
h
ip
b
etwe
en
s
o
u
r
ce
s
o
f
s
tr
ess
an
d
im
p
ac
ts
o
f
s
tr
e
s
s
a
m
o
n
g
ed
u
ca
tio
n
al
lead
er
s
at
NE
MSU.
−
H₀₂
:
th
e
r
e
is
n
o
s
ig
n
if
ican
t
r
elatio
n
s
h
ip
b
etwe
en
s
o
u
r
c
es
o
f
s
tr
ess
an
d
s
elf
-
ca
r
e
p
r
ac
tices
am
o
n
g
ed
u
ca
tio
n
al
lead
e
r
s
at
NE
MSU.
−
H₀₃
:
th
er
e
is
n
o
s
ig
n
if
ican
t
r
elatio
n
s
h
ip
b
etwe
en
im
p
ac
ts
o
f
s
tr
ess
an
d
s
elf
-
ca
r
e
p
r
ac
tices
am
o
n
g
ed
u
ca
tio
n
al
lead
e
r
s
at
NE
MSU.
T
h
e
p
u
r
p
o
s
e
o
f
th
is
p
ap
er
is
to
ex
am
in
e
th
e
in
ter
co
n
n
ec
te
d
n
ess
o
f
s
tr
ess
,
s
elf
-
ca
r
e,
an
d
wellb
ein
g
am
o
n
g
ed
u
ca
tio
n
al
lead
er
s
at
NE
MSU.
B
y
ad
d
r
ess
in
g
th
e
id
en
tifie
d
g
ap
s
,
th
is
r
esear
ch
aim
s
to
p
r
o
v
id
e
ev
id
en
ce
-
b
ased
in
s
ig
h
ts
th
at
ca
n
i
n
f
o
r
m
in
s
titu
tio
n
al
p
o
licies,
lead
er
s
h
ip
d
ev
elo
p
m
en
t
p
r
o
g
r
am
s
,
an
d
wellb
ein
g
s
u
p
p
o
r
t
s
y
s
tem
s
.
Ultim
ately
,
th
is
s
tu
d
y
co
n
tr
i
b
u
tes
to
th
e
g
lo
b
al
ef
f
o
r
t
to
p
r
o
m
o
te
r
esil
ien
t,
ef
f
ec
tiv
e,
an
d
wellb
ein
g
-
ce
n
te
r
ed
ed
u
ca
tio
n
al
lead
er
s
h
ip
,
p
ar
ticu
lar
ly
with
in
d
ev
el
o
p
in
g
co
u
n
tr
y
c
o
n
tex
ts
.
2.
L
I
T
E
R
AT
U
RE
R
E
VI
E
W
T
h
e
ex
p
lo
r
atio
n
o
f
s
tr
ess
,
s
elf
-
ca
r
e,
an
d
wellb
ein
g
am
o
n
g
e
d
u
ca
tio
n
al
lead
er
s
h
as
g
ain
ed
s
ig
n
if
ican
t
atten
tio
n
,
p
ar
ticu
lar
ly
in
th
e
a
f
ter
m
ath
o
f
th
e
C
OVI
D
-
1
9
p
a
n
d
em
ic,
wh
ich
r
e
v
ea
led
th
eir
v
u
ln
er
ab
ilit
ies
an
d
p
r
o
m
p
te
d
a
r
e
-
ev
alu
atio
n
o
f
lead
er
s
h
ip
p
r
ac
tices.
T
h
is
liter
atu
r
e
r
ev
iew
s
y
n
t
h
esizes
r
ec
en
t
s
ch
o
lar
ly
wo
r
k
s
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
26
:
408
-
423
410
th
at
in
v
esti
g
ate
th
e
co
m
p
le
x
ities
o
f
ed
u
ca
tio
n
al
lea
d
er
s
h
ip
,
th
e
v
ital
r
o
le
o
f
s
elf
-
ca
r
e,
a
n
d
th
eir
im
p
licatio
n
s
f
o
r
lead
er
wellb
ein
g
.
2
.
1
.
T
he
im
pa
ct
o
f
lea
dersh
ip o
n we
llb
eing
A
s
u
b
s
tan
tial
b
o
d
y
o
f
r
esear
c
h
h
ig
h
lig
h
ts
th
e
co
n
n
ec
tio
n
b
e
twee
n
lead
er
s
h
ip
r
esp
o
n
s
ib
ilit
ies
an
d
th
e
wellb
ein
g
o
f
e
d
u
ca
tio
n
al
lea
d
er
s
.
T
h
e
d
em
a
n
d
in
g
n
atu
r
e
o
f
m
an
ag
in
g
in
s
titu
tio
n
s
,
co
u
p
led
with
th
e
n
ee
d
to
cu
ltiv
ate
s
u
p
p
o
r
tiv
e
lear
n
in
g
en
v
ir
o
n
m
en
ts
,
o
f
ten
p
lace
s
lead
er
s
u
n
d
er
s
ig
n
if
ican
t
s
tr
ess
.
Stu
d
ies
r
ev
ea
l
th
at
m
an
y
ed
u
ca
tio
n
al
lead
er
s
ten
d
to
n
eg
lect
s
elf
-
ca
r
e
as
th
e
y
p
r
io
r
itize
th
e
n
ee
d
s
o
f
th
eir
s
taf
f
an
d
s
tu
d
en
ts
,
r
esu
ltin
g
in
ad
v
er
s
e
h
ea
lth
o
u
t
co
m
es
[
2
]
,
[
6
]
.
Fo
r
ex
am
p
le,
Du
r
r
an
i a
n
d
Ma
k
h
m
eto
v
a
[
2
]
q
u
an
titativ
e
s
tu
d
y
in
Kaz
ak
h
s
tan
illu
s
tr
ates
h
o
w
i
n
ten
s
e
wo
r
k
lo
a
d
s
an
d
lead
e
r
s
h
ip
d
em
an
d
s
lead
to
th
e
n
eg
lect
o
f
p
er
s
o
n
al
wellb
ein
g
.
T
h
ese
p
atter
n
s
ec
h
o
f
in
d
in
g
s
in
o
th
er
c
o
n
tex
ts
,
wh
er
e
s
tr
ess
co
n
tr
ib
u
tes
to
r
ed
u
ce
d
jo
b
s
atis
f
ac
tio
n
an
d
in
cr
ea
s
ed
b
u
r
n
o
u
t,
u
ltima
tely
im
p
air
in
g
lea
d
er
s
h
ip
ef
f
ec
t
iv
en
ess
[
3
]
,
[
6
]
.
2
.
2
.
T
he
nece
s
s
it
y
o
f
s
elf
-
ca
r
e
in lea
dersh
i
p
Self
-
ca
r
e
is
in
cr
ea
s
in
g
ly
r
ec
o
g
n
ized
as
ess
en
tial
f
o
r
m
a
in
tain
in
g
lead
er
s
h
ip
ef
f
ec
tiv
en
ess
an
d
f
o
s
ter
in
g
a
p
o
s
itiv
e
o
r
g
a
n
izatio
n
al
cu
ltu
r
e.
Sk
o
u
s
en
et
a
l.
[
4
]
em
p
h
asize
th
at
s
elf
-
ca
r
e
an
d
wellb
ein
g
s
h
o
u
ld
b
e
in
teg
r
ated
in
to
lead
e
r
s
h
ip
tr
ain
in
g
p
r
o
g
r
am
s
.
Similar
ly
,
th
e
co
n
ce
p
t
o
f
ca
r
in
g
lea
d
er
s
h
ip
h
ig
h
lig
h
ts
th
at
lead
er
s
ar
e
r
esp
o
n
s
ib
le
n
o
t
o
n
l
y
f
o
r
o
r
g
an
izatio
n
al
s
u
cc
ess
b
u
t
also
f
o
r
n
u
r
tu
r
i
n
g
th
e
wellb
ein
g
o
f
th
em
s
elv
es
an
d
th
eir
team
s
[
7
]
.
E
v
id
en
ce
s
u
g
g
ests
th
at
s
elf
-
ca
r
e
p
r
ac
tices
en
h
an
ce
lead
er
s
’
r
esil
ien
ce
,
r
ef
lectiv
e
ca
p
ac
ity
,
an
d
em
o
tio
n
al
r
eg
u
latio
n
,
c
o
n
t
r
ib
u
tin
g
to
h
ea
lth
ier
lead
e
r
s
h
ip
o
u
tco
m
es
[
5
]
.
2
.
3
.
Self
-
e
f
f
ica
cy
a
nd
em
o
t
i
o
na
l r
eg
ula
t
io
n
Self
-
ef
f
icac
y
p
lay
s
a
ce
n
tr
al
r
o
le
in
s
h
ap
in
g
h
o
w
ed
u
ca
tio
n
al
lead
er
s
m
an
ag
e
s
tr
ess
an
d
m
ain
tain
wellb
ein
g
.
L
ea
d
er
s
with
h
ig
h
s
elf
-
ef
f
icac
y
d
em
o
n
s
tr
ate
g
r
ea
ter
co
n
f
id
en
ce
in
th
ei
r
a
b
ilit
y
to
im
p
lem
en
t
p
r
ac
tices
th
at
s
u
p
p
o
r
t
b
o
th
p
e
r
s
o
n
al
an
d
o
r
g
an
izatio
n
al
wel
lb
ein
g
[
1
3
]
.
R
esear
ch
also
lin
k
s
s
elf
-
ef
f
icac
y
to
im
p
r
o
v
e
d
em
o
tio
n
al
r
eg
u
latio
n
,
en
ab
lin
g
lead
er
s
to
n
a
v
ig
at
e
s
tr
ess
o
r
s
m
o
r
e
ef
f
ec
tiv
ely
[
1
4
]
.
W
h
en
lead
e
r
s
f
ee
l
ca
p
ab
le
an
d
s
u
p
p
o
r
ted
,
t
h
ey
ar
e
m
o
r
e
lik
el
y
to
a
d
o
p
t
co
n
s
is
ten
t
s
elf
-
ca
r
e
r
o
u
ti
n
es,
wh
ich
p
o
s
itiv
ely
im
p
ac
ts
th
eir
lead
er
s
h
ip
ef
f
ec
tiv
en
ess
an
d
s
ch
o
o
l c
lim
ate
[
8
]
,
[
1
5
]
.
2
.
4
.
Str
ess
m
a
na
g
em
ent
t
ec
hn
iq
ues
E
d
u
ca
tio
n
al
lead
er
s
em
p
lo
y
v
ar
io
u
s
s
tr
ateg
ies to
m
an
ag
e
s
tr
ess
an
d
m
ain
tain
b
alan
ce
.
Kila
g
et
a
l.
[
8
]
id
en
tifie
d
k
ey
ap
p
r
o
ac
h
es
s
u
ch
as
em
o
tio
n
al
r
eg
u
latio
n
a
n
d
p
r
o
b
lem
-
s
o
lv
in
g
as
cr
u
cial
to
ef
f
ec
tiv
e
s
tr
es
s
m
an
ag
em
en
t.
T
h
ese
s
k
ills
n
o
t
o
n
ly
s
u
p
p
o
r
t
in
d
iv
i
d
u
a
l
wellb
ein
g
b
u
t
also
co
n
tr
ib
u
te
to
h
ea
lth
ier
o
r
g
an
izatio
n
al
en
v
ir
o
n
m
en
ts
.
Mo
r
eo
v
er
,
th
e
p
r
esen
ce
o
f
f
o
r
m
al
m
en
to
r
s
h
ip
s
y
s
tem
s
wit
h
in
in
s
titu
tio
n
s
h
as
b
ee
n
s
h
o
wn
t
o
p
r
o
v
id
e
c
r
itical
em
o
tio
n
al
s
u
p
p
o
r
t a
n
d
en
c
o
u
r
ag
e
s
elf
-
ca
r
e
am
o
n
g
lead
e
r
s
[
5
]
,
[
6
]
.
2
.
5
.
T
he
ro
le
o
f
ins
t
it
utio
na
l po
licies
I
n
s
titu
tio
n
al
s
u
p
p
o
r
t
p
la
y
s
a
d
ec
is
iv
e
r
o
le
in
s
h
ap
i
n
g
l
ea
d
er
s
’
s
elf
-
ca
r
e
p
r
ac
tices
a
n
d
o
v
er
all
wellb
ein
g
.
R
esear
ch
h
i
g
h
lig
h
t
s
th
e
im
p
o
r
tan
ce
o
f
p
o
licies
th
at
p
r
o
m
o
te
w
o
r
k
-
life
b
alan
ce
,
allo
ca
te
r
eso
u
r
ce
s
f
o
r
m
en
tal
h
ea
lth
,
an
d
en
co
u
r
ag
e
s
elf
-
ca
r
e
am
o
n
g
ed
u
ca
ti
o
n
al
lead
er
s
[
3
]
,
[
1
6
]
.
I
n
s
titu
tio
n
s
th
at
em
b
r
ac
e
ca
r
in
g
lead
er
s
h
i
p
p
r
i
n
cip
les
ten
d
to
f
o
s
ter
p
o
s
itiv
e
wellb
e
in
g
o
u
tc
o
m
es
f
o
r
b
o
th
lead
er
s
an
d
th
e
b
r
o
ad
e
r
ed
u
ca
tio
n
al
co
m
m
u
n
ity
[
3
]
,
[
7
]
,
[
1
7
]
.
2
.
6
.
Na
v
ig
a
t
ing
cr
is
is
s
it
ua
t
i
o
ns
T
h
e
C
OVI
D
-
1
9
p
an
d
e
m
ic
u
n
d
er
s
co
r
ed
th
e
n
ee
d
f
o
r
ed
u
ca
ti
o
n
al
lead
er
s
to
en
g
a
g
e
in
s
elf
-
ca
r
e
wh
ile
n
av
ig
atin
g
co
m
p
lex
,
h
ig
h
-
p
r
ess
u
r
e
en
v
ir
o
n
m
e
n
ts
.
Glo
b
al
cr
is
es
am
p
lifie
d
s
tr
es
s
o
r
s
f
ac
ed
b
y
lead
e
r
s
,
h
ig
h
lig
h
tin
g
th
e
im
p
o
r
tan
ce
o
f
ad
ap
tiv
e
lead
er
s
h
i
p
s
tr
ateg
ies
[
1
]
,
[
3
]
.
Hay
es
et
a
l.
[
3
]
o
b
s
er
v
ed
h
o
w
s
ch
o
o
l
p
r
in
cip
als
in
t
h
e
Un
ited
States
p
r
io
r
itized
p
er
s
o
n
al
s
elf
-
ca
r
e
d
u
r
in
g
th
e
p
an
d
em
ic,
d
em
o
n
s
tr
atin
g
th
at
s
elf
-
awa
r
en
ess
an
d
r
ef
lectiv
e
p
r
ac
tices a
r
e
cr
itical
to
m
ain
ta
in
in
g
r
esil
ien
ce
d
u
r
in
g
c
r
is
es.
2
.
7
.
T
he
inte
rsect
io
na
lity
o
f
s
elf
-
ca
re
a
nd
lea
dersh
ip s
t
y
l
es
L
ea
d
er
s
h
ip
s
ty
les
s
ig
n
if
ican
tly
in
f
lu
en
ce
h
o
w
ed
u
ca
tio
n
al
lead
er
s
ap
p
r
o
ac
h
s
elf
-
ca
r
e
an
d
m
an
ag
e
s
tr
ess
.
T
r
an
s
f
o
r
m
atio
n
al
lead
er
s
h
ip
,
wh
ich
em
p
h
asizes
r
elatio
n
s
h
ip
-
b
u
il
d
in
g
an
d
s
u
p
p
o
r
t
n
etwo
r
k
s
,
h
as
b
ee
n
f
o
u
n
d
to
cr
ea
te
e
n
v
ir
o
n
m
en
ts
wh
er
e
s
elf
-
ca
r
e
is
en
co
u
r
ag
ed
f
o
r
b
o
t
h
lead
e
r
s
an
d
th
eir
team
s
[
1
2
]
,
[
1
7
]
,
[
1
8
]
.
E
m
o
tio
n
al
s
u
p
p
o
r
t
s
y
s
tem
s
with
in
o
r
g
an
izatio
n
s
e
n
h
an
c
e
lead
er
s
’
s
en
s
e
o
f
v
alu
e
a
n
d
em
p
o
wer
m
e
n
t,
p
r
o
m
o
tin
g
co
n
s
is
ten
t e
n
g
ag
em
en
t in
s
elf
-
ca
r
e
p
r
ac
tices a
n
d
s
tr
en
g
th
en
in
g
lead
er
s
h
ip
ef
f
ec
ti
v
en
ess
[
1
2
]
,
[
1
9
]
.
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
tr
ess
,
s
el
f
-
ca
r
e,
a
n
d
w
ellb
ein
g
:
a
s
tu
d
y
o
n
th
e
ex
p
erien
ce
s
o
f e
d
u
ca
tio
n
a
l le
a
d
ers
in
…
(
N
eme
s
io
G.
Lo
a
yo
n
)
411
2
.
8
.
Cultura
l
co
ns
idera
t
io
ns
in s
elf
-
ca
re
C
u
ltu
r
al
co
n
tex
t
is
a
cr
itical
f
ac
to
r
s
h
ap
i
n
g
lea
d
er
s
’
ex
p
er
i
en
ce
s
o
f
s
tr
ess
an
d
th
eir
ap
p
r
o
ac
h
es
to
s
elf
-
ca
r
e.
S
tu
d
ies r
ev
ea
l
ed
th
at
cu
ltu
r
al
ex
p
ec
tatio
n
s
ar
o
u
n
d
l
ea
d
er
s
h
ip
,
wellb
ein
g
,
an
d
p
er
s
o
n
al
r
esp
o
n
s
ib
ilit
y
v
ar
y
ac
r
o
s
s
s
ettin
g
s
,
in
f
lu
en
cin
g
lead
er
s
’
ab
ilit
y
an
d
willin
g
n
ess
to
en
g
ag
e
in
s
elf
-
ca
r
e
[
1
0
]
,
[
1
1
]
.
I
n
co
r
p
o
r
atin
g
cu
ltu
r
ally
r
esp
o
n
s
iv
e
lead
er
s
h
ip
p
r
ac
tices
ca
n
h
elp
ad
d
r
ess
th
ese
c
h
allen
g
es,
en
h
an
cin
g
lead
e
r
s
’
wellb
ein
g
an
d
r
ed
u
cin
g
s
tr
ess
in
d
iv
er
s
e
ed
u
ca
tio
n
al
co
n
tex
t
s
.
T
h
e
r
ev
iewe
d
liter
atu
r
e
u
n
d
e
r
s
co
r
es
th
e
in
ter
co
n
n
ec
ted
n
es
s
o
f
s
tr
ess
,
s
elf
-
ca
r
e,
an
d
wellb
ein
g
in
s
h
ap
in
g
th
e
ex
p
er
ien
ce
s
an
d
e
f
f
ec
tiv
en
ess
o
f
ed
u
ca
tio
n
al
lead
er
s
.
I
t
is
im
p
er
ativ
e
th
at
ed
u
c
atio
n
al
in
s
titu
tio
n
s
in
teg
r
ate
s
elf
-
ca
r
e
p
r
ac
tices
in
to
lead
er
s
h
ip
p
r
ep
a
r
atio
n
a
n
d
d
ev
elo
p
m
en
t
in
itiativ
es.
B
y
r
ec
o
g
n
izin
g
th
e
cr
itical
r
o
le
o
f
s
tr
ess
m
an
ag
em
en
t
an
d
s
elf
-
ca
r
e,
o
r
g
a
n
izatio
n
s
ca
n
f
o
s
ter
h
ea
lth
ier
,
m
o
r
e
r
esil
ien
t
lead
er
s
,
u
ltima
tely
en
h
an
cin
g
ed
u
ca
tio
n
al
en
v
ir
o
n
m
en
ts
f
o
r
s
taf
f
,
s
tu
d
en
ts
,
an
d
c
o
m
m
u
n
ities
.
3.
T
H
E
O
R
E
T
I
CA
L
F
RAM
E
WO
RK
T
h
is
s
tu
d
y
is
g
r
o
u
n
d
ed
i
n
two
in
ter
r
elate
d
th
e
o
r
etica
l
p
er
s
p
ec
tiv
es
th
at
h
elp
ex
p
lain
th
e
co
m
p
lex
in
ter
p
lay
b
etwe
en
s
tr
ess
,
s
elf
-
ca
r
e
p
r
ac
tices,
an
d
wellb
ei
n
g
am
o
n
g
e
d
u
ca
tio
n
al
lead
er
s
:
th
e
jo
b
d
em
a
n
d
s
-
r
eso
u
r
ce
s
(
J
D
-
R
)
m
o
d
el
an
d
th
e
co
n
s
er
v
atio
n
o
f
r
eso
u
r
c
es
(
C
OR
)
th
eo
r
y
.
T
o
g
eth
er
,
th
ese
f
r
am
ewo
r
k
s
p
r
o
v
id
e
a
c
o
m
p
r
eh
en
s
iv
e
le
n
s
th
r
o
u
g
h
wh
ic
h
to
u
n
d
er
s
tan
d
h
o
w
th
e
d
em
a
n
d
s
o
f
ed
u
ca
tio
n
al
lead
er
s
h
ip
co
n
tr
ib
u
te
to
s
tr
ess
an
d
how
in
d
iv
id
u
al
an
d
co
n
tex
t
u
al
r
eso
u
r
ce
s
,
s
u
ch
as
s
elf
-
ca
r
e
p
r
ac
tices,
in
f
lu
en
ce
lead
er
s
’
wellb
ein
g
.
T
h
e
J
D
-
R
m
o
d
el
as
d
ef
in
e
d
by
s
ev
er
al
s
ch
o
lar
s
[
2
0
]
–
[
2
2
]
p
o
s
its
th
at
ev
er
y
o
cc
u
p
atio
n
,
in
clu
d
in
g
ed
u
ca
tio
n
al
lead
er
s
h
ip
,
is
ch
ar
ac
ter
ized
b
y
s
p
ec
if
ic
jo
b
d
e
m
an
d
s
an
d
jo
b
r
eso
u
r
ce
s
.
J
o
b
d
em
an
d
s
,
s
u
ch
as
ad
m
in
is
tr
ativ
e
wo
r
k
lo
ad
,
r
o
le
o
v
er
lo
ad
,
an
d
ex
ter
n
al
m
an
d
ates,
r
eq
u
ir
e
s
u
s
tain
ed
ef
f
o
r
t
an
d
ar
e
ass
o
ciate
d
with
p
h
y
s
io
lo
g
ical
a
n
d
p
s
y
c
h
o
lo
g
ical
co
s
ts
,
lead
in
g
t
o
s
tr
ess
an
d
b
u
r
n
o
u
t
if
n
o
t
a
d
eq
u
at
ely
m
an
ag
e
d
.
T
h
is
alig
n
s
with
th
e
f
in
d
in
g
s
o
f
th
is
s
tu
d
y
,
wh
ich
id
en
tifie
d
o
v
er
wh
elm
in
g
p
a
p
er
wo
r
k
,
m
u
l
tip
le
ad
m
in
is
tr
ativ
e
d
u
ties
,
an
d
lim
ited
in
s
titu
tio
n
al
r
eso
u
r
ce
s
as
t
h
e
p
r
im
ar
y
s
o
u
r
ce
s
o
f
s
tr
ess
am
o
n
g
ed
u
ca
tio
n
al
lead
er
s
at
NE
MSU
.
T
h
e
im
p
ac
ts
o
f
th
es
e
d
em
an
d
s
,
r
ef
lecte
d
in
r
ed
u
c
ed
p
h
y
s
ical
h
ea
lth
,
co
g
n
itiv
e
f
u
n
ctio
n
in
g
,
an
d
jo
b
p
er
f
o
r
m
an
ce
,
ar
e
c
o
n
s
is
ten
t
with
th
e
J
D
-
R
mo
d
el
’
s
ass
er
tio
n
th
at
e
x
ce
s
s
iv
e
d
em
an
d
s
ca
n
d
e
p
lete
a
n
in
d
iv
id
u
al
’
s
en
e
r
g
y
a
n
d
im
p
air
f
u
n
ctio
n
in
g
.
T
h
e
C
OR
th
eo
r
y
f
u
r
th
er
elu
cid
ates
h
o
w
s
tr
ess
d
ev
elo
p
s
wh
en
in
d
iv
id
u
als
p
er
ce
iv
e
a
th
r
ea
t
o
f
r
eso
u
r
ce
lo
s
s
,
ex
p
er
ien
ce
ac
tu
al
r
eso
u
r
ce
d
ep
letio
n
,
o
r
f
ail
to
g
ain
ex
p
ec
ted
r
eso
u
r
ce
s
[
2
3
]
.
W
ith
in
th
e
co
n
tex
t
o
f
th
is
s
tu
d
y
,
ed
u
c
atio
n
al
lea
d
er
s
r
ep
o
r
te
d
m
o
d
e
r
ate
en
g
a
g
em
en
t
in
s
elf
-
ca
r
e
p
r
ac
tices,
p
ar
ticu
lar
ly
th
o
s
e
r
o
o
ted
in
s
o
cial
s
u
p
p
o
r
t,
s
p
ir
itu
ality
,
an
d
em
o
tio
n
al
co
p
in
g
,
as
m
ea
n
s
to
r
ep
len
is
h
d
ep
leted
p
er
s
o
n
al
r
eso
u
r
ce
s
.
Ho
wev
er
,
t
h
e
s
tu
d
y
f
o
u
n
d
a
n
e
g
lig
ib
le
r
elatio
n
s
h
i
p
b
etwe
en
s
elf
-
ca
r
e
p
r
ac
tices a
n
d
th
e
r
e
d
u
ctio
n
o
f
s
tr
ess
o
r
its
im
p
ac
ts
,
s
u
g
g
esti
n
g
th
at
in
d
iv
id
u
al
co
p
i
n
g
m
e
ch
an
is
m
s
alo
n
e
m
ay
b
e
in
s
u
f
f
icien
t
to
co
u
n
ter
ac
t
th
e
r
eso
u
r
ce
-
d
r
ain
in
g
d
em
a
n
d
s
o
f
ed
u
ca
tio
n
al
lead
er
s
h
ip
.
T
h
is
o
b
s
er
v
atio
n
alig
n
s
with
C
O
R
th
eo
r
y
’
s
em
p
h
asis
o
n
th
e
cr
itical
r
o
le
o
f
co
n
tex
tu
al
a
n
d
in
s
titu
tio
n
al
r
eso
u
r
ce
s
in
b
u
f
f
er
in
g
ag
ain
s
t stre
s
s
.
Mo
r
eo
v
er
,
cu
ltu
r
al
f
ac
to
r
s
in
t
er
s
ec
t
with
th
ese
th
eo
r
etica
l
p
er
s
p
ec
tiv
es,
p
ar
ticu
lar
ly
in
t
h
e
Ph
ilip
p
in
e
co
n
tex
t,
wh
e
r
e
s
p
ir
itu
ality
,
f
a
m
ily
ties
,
an
d
co
m
m
u
n
ity
s
u
p
p
o
r
t
ar
e
ce
n
tr
al
to
co
p
in
g
an
d
r
esil
ien
ce
[
9
]
,
[
1
1
]
.
T
h
e
f
in
d
in
g
s
t
h
at
ed
u
ca
tio
n
a
l
lead
er
s
h
ea
v
ily
r
ely
o
n
s
p
ir
itu
al
r
o
u
ti
n
es
an
d
s
o
cial
s
u
p
p
o
r
t
as
s
elf
-
ca
r
e
s
tr
ateg
ies
h
ig
h
lig
h
t
th
e
cu
ltu
r
al
em
b
ed
d
ed
n
ess
o
f
r
eso
u
r
ce
co
n
s
er
v
atio
n
an
d
co
p
in
g
m
ec
h
an
is
m
s
.
Ho
wev
er
,
th
e
lim
ited
im
p
ac
t
o
f
th
ese
p
r
ac
tices
o
n
r
e
d
u
cin
g
s
tr
ess
,
as
ev
id
en
ce
d
b
y
th
e
s
tu
d
y
’
s
r
esu
lts
,
u
n
d
er
s
co
r
es
t
h
e
n
ee
d
to
c
o
n
s
id
er
b
o
th
cu
ltu
r
al
s
tr
en
g
th
s
an
d
in
s
titu
tio
n
al
r
esp
o
n
s
ib
ilit
ies in
p
r
o
m
o
tin
g
lead
e
r
wellb
ein
g
.
I
n
s
u
m
,
th
e
in
teg
r
atio
n
o
f
th
e
J
D
-
R
mo
d
el,
C
OR
th
eo
r
y
,
an
d
cu
ltu
r
al
co
n
s
id
er
atio
n
s
p
r
o
v
id
es
a
r
o
b
u
s
t
th
eo
r
etica
l
f
o
u
n
d
atio
n
f
o
r
u
n
d
er
s
tan
d
in
g
h
o
w
jo
b
d
e
m
an
d
s
,
av
ailab
le
r
eso
u
r
ce
s
,
an
d
s
elf
-
ca
r
e
p
r
ac
tices
in
ter
ac
t
to
s
h
ap
e
th
e
ex
p
er
ien
ce
s
o
f
s
tr
ess
an
d
wellb
ein
g
a
m
o
n
g
ed
u
ca
tio
n
al
lead
er
s
.
T
h
is
f
r
am
ewo
r
k
also
em
p
h
asizes
th
at
ad
d
r
ess
in
g
s
tr
ess
an
d
p
r
o
m
o
tin
g
wellb
ein
g
r
eq
u
ir
es
n
o
t
o
n
ly
in
d
i
v
id
u
al
co
p
in
g
ef
f
o
r
ts
b
u
t
also
in
s
titu
tio
n
al
in
ter
v
en
tio
n
s
th
at
en
h
an
ce
lead
er
s
’
ac
ce
s
s
to
r
eso
u
r
ce
s
an
d
r
ed
u
ce
ex
ce
s
s
iv
e
d
em
an
d
s
.
3
.
1
.
Co
ncept
ua
l
m
o
de
l
T
h
e
co
n
ce
p
t
u
al
m
o
d
el
in
Fi
g
u
r
e
1
illu
s
tr
ates
th
e
in
ter
ac
tio
n
am
o
n
g
th
e
s
tu
d
y
’
s
co
r
e
v
ar
iab
les:
s
o
u
r
ce
s
o
f
s
tr
ess
,
im
p
ac
ts
o
f
s
tr
ess
,
an
d
s
elf
-
ca
r
e
p
r
ac
tices
a
m
o
n
g
ed
u
ca
ti
o
n
al
lea
d
er
s
at
NE
MSU
.
Gu
id
ed
b
y
th
e
JD
-
R
mod
el,
it
s
h
o
ws
h
o
w
jo
b
-
r
elate
d
s
tr
ess
o
r
s
,
s
u
c
h
as
ad
m
in
is
tr
ativ
e
w
o
r
k
lo
a
d
an
d
r
o
le
o
v
er
lo
a
d
,
in
cr
ea
s
e
p
h
y
s
ical,
co
g
n
itiv
e,
an
d
em
o
tio
n
al
s
tr
ain
.
T
h
e
C
OR
th
eo
r
y
ex
p
lain
s
h
o
w
t
h
ese
s
tr
ess
o
r
s
d
r
ain
p
er
s
o
n
al
r
eso
u
r
ce
s
,
p
r
o
m
p
tin
g
th
e
n
ee
d
f
o
r
s
elf
-
ca
r
e
to
r
esto
r
e
b
alan
ce
.
T
h
is
co
n
ce
p
tu
al
m
o
d
el
is
an
c
h
o
r
ed
i
n
th
e
J
D
-
R
C
OR
th
eo
r
y
,
wh
ich
ex
p
lain
h
o
w
jo
b
d
e
m
an
d
s
s
u
ch
as
ad
m
in
is
tr
ativ
e
wo
r
k
lo
ad
,
r
o
le
o
v
e
r
lo
ad
,
an
d
e
x
ter
n
a
l
m
an
d
ates
co
n
tr
ib
u
te
to
s
tr
ess
an
d
wellb
ein
g
o
u
tco
m
es.
T
h
e
m
o
d
el
d
e
p
icts
th
e
s
ig
n
if
ican
t
p
o
s
itiv
e
r
elatio
n
s
h
ip
b
etwe
en
s
o
u
r
ce
s
o
f
s
tr
ess
an
d
im
p
ac
ts
o
f
s
tr
ess
,
as
s
u
p
p
o
r
ted
b
y
th
e
s
t
u
d
y
’
s
f
in
d
in
g
s
.
I
t
also
s
h
o
ws
th
e
n
eg
lig
ib
le
ass
o
ciatio
n
s
b
etwe
en
s
tr
ess
an
d
s
elf
-
ca
r
e
p
r
ac
tices,
h
ig
h
lig
h
tin
g
th
at
wh
ile
lead
er
s
en
g
a
g
e
in
p
er
s
o
n
al
co
p
i
n
g
s
tr
ateg
ies s
u
ch
as so
cial
s
u
p
p
o
r
t,
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
26
:
408
-
423
412
s
p
ir
itu
ality
,
an
d
em
o
tio
n
al
s
elf
-
ca
r
e,
th
ese
ef
f
o
r
ts
alo
n
e
ar
e
in
s
u
f
f
icien
t
to
m
itig
ate
s
tr
ess
im
p
ac
ts
with
o
u
t
in
s
titu
tio
n
al
s
u
p
p
o
r
t.
T
h
e
m
o
d
el
also
r
ef
lects
th
e
cu
ltu
r
al
co
n
tex
t,
em
p
h
asizin
g
th
e
r
o
le
o
f
s
p
ir
itu
ality
an
d
s
o
cial
r
elatio
n
s
h
ip
s
as k
ey
s
elf
-
ca
r
e
r
eso
u
r
ce
s
with
in
t
h
e
Ph
ilip
p
in
e
h
ig
h
er
ed
u
ca
tio
n
s
ettin
g
.
W
h
ile
th
e
co
n
ce
p
tu
al
m
o
d
el
d
r
aws
f
r
o
m
th
e
J
D
-
R
m
o
d
el
an
d
C
OR
th
eo
r
y
to
e
x
p
lain
th
e
i
n
ter
ac
tio
n
o
f
s
tr
ess
,
s
elf
-
ca
r
e,
an
d
well
b
ein
g
am
o
n
g
e
d
u
ca
tio
n
al
lea
d
er
s
,
th
e
f
in
d
in
g
s
s
u
g
g
est
i
m
p
o
r
tan
t
c
o
n
tex
tu
al
n
u
an
ce
s
th
at
ex
ten
d
th
ese
f
r
a
m
ewo
r
k
s
.
T
h
e
n
eg
lig
ib
le
r
ela
tio
n
s
h
ip
b
etwe
en
s
elf
-
ca
r
e
a
n
d
s
tr
ess
r
ed
u
ctio
n
,
d
esp
ite
m
o
d
er
ate
en
g
ag
em
e
n
t
in
s
elf
-
ca
r
e,
h
ig
h
lig
h
ts
th
e
li
m
its
o
f
in
d
iv
id
u
al
c
o
p
in
g
in
r
eso
u
r
ce
-
co
n
s
tr
ain
e
d
s
ettin
g
s
lik
e
NE
MSU.
T
h
is
in
d
icate
s
th
at
in
s
titu
tio
n
al
f
ac
to
r
s
m
ay
e
x
er
t
a
s
tr
o
n
g
e
r
in
f
lu
en
ce
o
n
lead
er
’
s
wellb
ein
g
th
an
th
ese
th
eo
r
ies
tr
ad
itio
n
ally
em
p
h
asize.
Mo
r
eo
v
er
,
th
e
s
tr
o
n
g
r
elian
ce
o
n
s
p
ir
itu
al
an
d
s
o
cial
s
elf
-
ca
r
e
u
n
d
er
s
co
r
es
th
e
r
o
le
o
f
cu
ltu
r
ally
r
o
o
ted
co
p
in
g
m
ec
h
an
is
m
s
,
s
u
g
g
esti
n
g
th
at
f
u
tu
r
e
r
ef
in
em
e
n
ts
o
f
th
ese
m
o
d
els
s
h
o
u
ld
in
te
g
r
at
e
cu
ltu
r
al
an
d
co
n
te
x
tu
al
v
ar
iab
les,
p
ar
ticu
lar
ly
f
o
r
ap
p
licatio
n
in
d
e
v
elo
p
in
g
co
u
n
tr
ies.
Hav
in
g
estab
lis
h
ed
th
e
th
e
o
r
etica
l
f
o
u
n
d
atio
n
an
d
c
o
n
ce
p
t
u
al
m
o
d
el
th
at
g
u
id
e
th
is
s
tu
d
y
,
th
e
f
o
llo
win
g
s
ec
tio
n
d
escr
ib
e
s
th
e
r
esear
ch
m
eth
o
d
s
em
p
lo
y
ed
to
ex
am
in
e
t
h
e
ex
p
er
ie
n
ce
s
o
f
s
tr
ess
,
s
elf
-
ca
r
e
p
r
ac
tices,
an
d
wellb
ein
g
a
m
o
n
g
e
d
u
ca
tio
n
al
lead
er
s
a
t
NE
MSU.
T
h
is
in
clu
d
es
th
e
r
esear
ch
d
esig
n
,
p
ar
ticip
an
ts
,
d
ata
co
llectio
n
p
r
o
ce
d
u
r
es,
a
n
d
an
al
y
tical
tech
n
iq
u
es u
s
ed
to
ad
d
r
ess
th
e
s
tu
d
y
o
b
jectiv
es.
Fig
u
r
e
1
.
C
o
n
ce
p
tu
al
m
o
d
el:
in
ter
r
elatio
n
s
h
ip
b
etwe
en
s
tr
ess
,
im
p
ac
ts
an
d
s
elf
-
ca
r
e
am
o
n
g
ed
u
ca
tio
n
al
lead
er
s
4.
M
E
T
H
O
D
4
.
1
.
Study
des
i
gn
T
h
is
s
tu
d
y
ad
o
p
ted
a
d
escr
ip
tiv
e
co
r
r
elatio
n
al
d
esig
n
to
e
x
am
in
e
th
e
ex
p
er
ien
ce
s
o
f
e
d
u
ca
tio
n
al
lead
er
s
co
n
ce
r
n
in
g
s
tr
ess
,
s
elf
-
ca
r
e,
an
d
wellb
ein
g
at
NE
MSU
.
T
h
e
d
esig
n
was
ap
p
r
o
p
r
iate
f
o
r
d
eter
m
in
i
n
g
th
e
r
elatio
n
s
h
ip
s
am
o
n
g
t
h
ese
v
ar
iab
les
with
o
u
t
m
an
ip
u
latin
g
th
em
.
A
s
tr
u
ctu
r
e
d
q
u
esti
o
n
n
air
e
was
u
s
ed
to
g
ath
er
d
ata
f
r
o
m
ed
u
ca
tio
n
a
l
lead
er
s
,
ca
p
tu
r
i
n
g
th
ei
r
p
er
ce
iv
ed
s
tr
ess
lev
els,
s
elf
-
ca
r
e
p
r
ac
tices,
an
d
wellb
ein
g
s
tatu
s
.
4
.
2
.
P
o
pu
la
t
io
n o
f
t
he
s
t
ud
y
T
h
e
tar
g
et
p
o
p
u
latio
n
f
o
r
th
is
s
tu
d
y
co
m
p
r
is
ed
e
d
u
ca
tio
n
al
lead
er
s
f
r
o
m
NE
MSU
.
T
h
ese
in
clu
d
ed
in
d
iv
id
u
als
h
o
ld
in
g
f
o
r
m
al
lead
er
s
h
ip
o
r
s
u
p
er
v
is
o
r
y
r
o
l
es
ac
r
o
s
s
NE
M
SU
’
s
ca
m
p
u
s
es,
s
u
ch
as
ca
m
p
u
s
d
ir
ec
to
r
s
,
d
ea
n
s
,
d
ep
ar
tm
e
n
t
ch
air
s
,
p
r
o
g
r
am
h
ea
d
s
,
an
d
f
ac
u
lty
m
em
b
er
s
with
a
d
m
in
i
s
tr
ativ
e
f
u
n
ctio
n
s
.
T
h
e
to
tal
p
o
p
u
latio
n
was
d
is
tr
ib
u
ted
ac
r
o
s
s
th
e
u
n
iv
er
s
ity
’
s
v
ar
io
u
s
ca
m
p
u
s
es,
in
clu
d
i
n
g
T
an
d
ag
,
B
is
lig
,
L
ian
g
a,
C
ag
wait,
T
ag
b
in
a,
S
an
Mig
u
el,
an
d
C
an
tilan
.
Fo
r
th
is
s
tu
d
y
,
a
to
tal
o
f
1
1
7
ed
u
ca
tio
n
al
lead
er
s
p
ar
ticip
ated
,
r
ep
r
esen
tin
g
d
iv
er
s
e
p
o
s
itio
n
s
an
d
ca
m
p
u
s
es.
T
h
is
p
o
p
u
latio
n
was
s
elec
ted
to
ca
p
tu
r
e
v
ar
ied
lead
er
s
h
ip
ex
p
e
r
ien
ce
s
,
s
tr
e
s
s
o
r
s
,
s
elf
-
ca
r
e
p
r
ac
tices,
an
d
wellb
ein
g
p
er
ce
p
tio
n
s
ac
r
o
s
s
NE
MSU
’
s
in
s
titu
tio
n
al
lan
d
s
ca
p
e.
4
.
3
.
De
m
o
g
r
a
ph
ic
o
f
t
he
re
s
po
nd
en
ts
T
h
e
r
esear
ch
er
co
llected
d
e
m
o
g
r
ap
h
ic
in
f
o
r
m
atio
n
f
r
o
m
th
e
r
esp
o
n
d
e
n
ts
to
g
ain
in
s
ig
h
t
in
to
th
eir
ch
ar
ac
ter
is
tics
an
d
lead
er
s
h
ip
p
r
o
f
iles
.
T
ab
le
1
p
r
esen
ts
th
e
d
em
o
g
r
ap
h
ic
d
etails
o
f
th
e
s
tu
d
y
p
ar
ticip
a
n
ts
,
S
o
u
r
c
e
o
f
s
tr
e
ss
-
Ad
m
in
istrati
v
e
w
o
rk
l
o
a
d
s
-
Ro
le
o
v
erlo
ad
-
Ex
tern
a
l
m
a
n
d
a
tes
-
Li
m
it
e
d
r
e
so
u
rc
e
s
Im
p
a
c
t
o
f
str
e
ss
-
P
h
y
sic
a
l
e
ffe
c
ts
-
Co
g
n
it
i
v
e
e
ffe
c
ts
-
Emo
ti
o
n
a
l/
m
o
ti
v
a
ti
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l
imp
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lf
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r
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iri
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o
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a
re
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2252
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8
8
2
2
S
tr
ess
,
s
el
f
-
ca
r
e,
a
n
d
w
ellb
ein
g
:
a
s
tu
d
y
o
n
th
e
ex
p
erien
ce
s
o
f e
d
u
ca
tio
n
a
l le
a
d
ers
in
…
(
N
eme
s
io
G.
Lo
a
yo
n
)
413
in
clu
d
in
g
ag
e,
p
o
s
itio
n
in
NE
MSU,
ca
m
p
u
s
lo
ca
tio
n
,
y
ea
r
s
in
ed
u
ca
tio
n
al
lead
e
r
s
h
ip
,
to
t
al
y
ea
r
s
in
s
er
v
ice,
civ
il
s
tatu
s
,
an
d
h
ig
h
est
ed
u
ca
tio
n
al
attain
m
en
t.
Gath
er
in
g
t
h
is
in
f
o
r
m
atio
n
p
r
o
v
id
e
d
a
co
m
p
r
eh
en
s
iv
e
p
r
o
f
ile
o
f
th
e
r
esp
o
n
d
e
n
ts
,
wh
ich
is
es
s
en
tial
f
o
r
u
n
d
er
s
tan
d
in
g
th
eir
ex
p
er
ien
ce
s
with
s
tr
ess
,
s
e
lf
-
ca
r
e,
an
d
wellb
ein
g
.
T
h
e
s
tu
d
y
in
clu
d
e
d
1
1
7
r
esp
o
n
d
en
ts
,
co
m
p
o
s
ed
o
f
5
8
f
ac
u
lty
m
em
b
er
s
with
ad
m
in
is
tr
ativ
e
r
o
les
(
4
9
.
5
7
%),
1
9
d
e
p
ar
tm
en
t
ch
ai
r
s
(
1
6
.
2
4
%),
1
7
p
r
o
g
r
am
h
ea
d
s
(
1
4
.
5
3
%),
4
d
ea
n
s
(
3
.
4
2
%),
3
ca
m
p
u
s
d
ir
ec
to
r
s
(
2
.
5
6
%),
an
d
1
6
r
esp
o
n
d
en
t
s
h
o
ld
in
g
o
t
h
er
lea
d
er
s
h
ip
-
r
elate
d
p
o
s
itio
n
s
(
1
3
.
6
8
%).
I
n
ter
m
s
o
f
ca
m
p
u
s
d
is
tr
ib
u
tio
n
,
th
e
lar
g
est
g
r
o
u
p
ca
m
e
f
r
o
m
C
an
tilan
C
am
p
u
s
(
3
0
.
7
7
%),
f
o
llo
wed
b
y
B
is
li
g
C
am
p
u
s
(
1
6
.
1
%)
,
T
an
d
ag
C
am
p
u
s
(
1
4
.
5
3
%),
San
Mig
u
el
C
am
p
u
s
(
1
3
.
6
8
%),
L
ian
g
a
C
am
p
u
s
(
8
.
5
5
%
)
,
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ag
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C
am
p
u
s
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8
.
5
5
%),
T
ag
b
in
a
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am
p
u
s
(
7
.
6
9
%),
wh
ile
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o
m
e
ca
m
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u
s
es we
r
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n
o
t sp
ec
if
ied
.
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h
e
r
esp
o
n
d
en
ts
r
e
p
r
esen
ted
d
iv
er
s
e
ag
e
g
r
o
u
p
s
,
with
th
e
m
ajo
r
ity
ag
e
d
3
1
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0
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r
s
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3
6
.
7
5
%)
,
f
o
llo
wed
b
y
4
1
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5
0
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r
s
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2
9
.
0
6
%),
2
1
to
3
0
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ea
r
s
(
2
0
.
5
1
%),
5
1
to
6
0
y
ea
r
s
(
1
1
.
1
1
%),
an
d
a
s
m
all
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er
ce
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e
ag
e
d
6
1
y
ea
r
s
an
d
ab
o
v
e
(
2
.
5
6
%).
R
eg
ar
d
i
n
g
lea
d
er
s
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ip
ex
p
er
ie
n
ce
,
3
4
r
esp
o
n
d
en
ts
(
2
9
.
0
6
%)
h
ad
1
to
3
y
ea
r
s
,
2
5
r
esp
o
n
d
e
n
ts
(
2
1
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3
7
%)
h
a
d
less
th
an
1
y
ea
r
,
wh
ile
2
0
r
esp
o
n
d
e
n
ts
(
1
7
.
0
9
%)
ea
ch
r
ep
o
r
ted
7
to
1
0
y
ea
r
s
an
d
1
1
+
y
ea
r
s
o
f
ex
p
er
ien
ce
in
e
d
u
ca
tio
n
al
le
ad
er
s
h
ip
r
o
les.
I
n
ter
m
s
o
f
t
o
tal
y
ea
r
s
in
s
er
v
ice,
4
0
r
esp
o
n
d
en
ts
(
3
4
.
1
9
%)
h
ad
b
ee
n
in
s
er
v
ice
f
o
r
less
th
an
5
y
ea
r
s
,
3
2
r
esp
o
n
d
en
ts
(
2
7
.
3
5
%)
s
er
v
ed
f
o
r
1
1
t
o
2
0
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ea
r
s
,
2
4
r
esp
o
n
d
e
n
ts
(
2
0
.
5
1
%)
h
ad
5
to
1
0
y
ea
r
s
,
an
d
2
1
r
esp
o
n
d
e
n
ts
(
1
7
.
9
5
%)
h
ad
s
er
v
ed
f
o
r
m
o
r
e
th
an
2
1
y
ea
r
s
.
T
h
e
m
ajo
r
ity
o
f
p
ar
ticip
an
ts
wer
e
m
ar
r
ied
(
7
1
.
7
9
%),
wh
ile
2
4
.
7
9
%
wer
e
s
in
g
le,
an
d
s
m
all
p
er
ce
n
tag
es
wer
e
wid
o
wed
(
1
.
7
1
%)
o
r
s
ep
a
r
ated
(
1
.
7
1
%).
As
f
o
r
ed
u
ca
tio
n
al
attain
m
en
t,
5
1
r
esp
o
n
d
en
ts
(
4
3
.
5
9
%)
h
eld
a
m
aster
’
s
d
eg
r
ee
,
4
4
(
3
7
.
6
1
%)
h
eld
a
d
o
cto
r
ate,
an
d
2
2
(
1
8
.
8
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h
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ts
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s
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en
h
an
cin
g
th
e
in
ter
p
r
etatio
n
o
f
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eir
ex
p
er
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en
ce
s
with
s
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es
s
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s
elf
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r
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r
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tices,
an
d
wellb
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g
with
in
th
e
co
n
tex
t
o
f
ed
u
ca
tio
n
al
lead
e
r
s
h
ip
at
NE
MSU.
T
ab
le
1
.
Dem
o
g
r
ap
h
ic
p
r
o
f
ile
o
f
th
e
r
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d
e
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ts
P
r
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f
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r
e
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(
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Sa
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T
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y
em
p
l
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p
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p
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iv
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s
am
p
lin
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to
s
elec
t
1
1
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p
a
r
ticip
an
ts
h
o
ld
in
g
f
o
r
m
al
lea
d
er
s
h
ip
o
r
s
u
p
er
v
is
o
r
y
r
o
les
with
in
NE
MSU.
T
h
is
m
eth
o
d
was
ap
p
r
o
p
r
iate
f
o
r
tar
g
etin
g
in
d
iv
id
u
als
with
d
ir
ec
t
ex
p
er
ien
ce
in
m
an
ag
i
n
g
s
tr
e
s
s
,
s
elf
-
ca
r
e,
an
d
wellb
ein
g
in
an
ac
ad
em
ic
lead
er
s
h
ip
c
o
n
tex
t.
Par
ticip
a
n
ts
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
26
:
408
-
423
414
in
clu
d
ed
ca
m
p
u
s
d
ir
ec
to
r
s
,
d
e
an
s
,
d
ep
ar
tm
e
n
t
ch
air
s
,
p
r
o
g
r
am
h
ea
d
s
,
an
d
f
ac
u
lty
with
a
d
m
in
is
tr
ativ
e
d
u
ties
ac
r
o
s
s
v
ar
io
u
s
ca
m
p
u
s
es.
T
h
is
ap
p
r
o
ac
h
e
n
s
u
r
ed
th
e
in
clu
s
io
n
o
f
th
o
s
e
m
o
s
t
af
f
ec
ted
b
y
le
ad
er
s
h
ip
d
em
an
d
s
,
alig
n
in
g
with
th
e
s
tu
d
y
’
s
aim
to
ex
p
lo
r
e
th
e
in
ter
c
o
n
n
ec
te
d
n
ess
o
f
s
tr
ess
,
s
e
lf
-
ca
r
e,
an
d
wellb
ein
g
am
o
n
g
ed
u
ca
tio
n
al
lead
e
r
s
.
4
.
5
.
I
ns
t
rum
ent
a
t
io
n
T
h
e
s
tu
d
y
u
tili
ze
d
a
v
alid
at
ed
s
u
r
v
ey
q
u
esti
o
n
n
air
e
to
ass
es
s
s
tr
e
s
s
,
s
e
lf
-
ca
r
e
p
r
ac
t
ices,
an
d
wellb
ein
g
am
o
n
g
ed
u
ca
tio
n
al
lead
er
s
at
NE
MSU.
T
h
e
in
s
tr
u
m
en
t
co
m
p
r
is
ed
f
o
u
r
s
ec
t
io
n
s
:
d
em
o
g
r
ap
h
ic
p
r
o
f
ile,
s
o
u
r
ce
s
o
f
s
tr
ess
,
im
p
ac
ts
o
f
s
tr
ess
,
an
d
s
elf
-
ca
r
e
p
r
ac
tices,
en
s
u
r
in
g
alig
n
m
e
n
t
with
th
e
s
tu
d
y
o
b
jectiv
es.
Dem
o
g
r
a
p
h
ic
d
ata
in
clu
d
ed
ag
e
,
p
o
s
itio
n
,
ca
m
p
u
s
,
y
ea
r
s
in
lead
er
s
h
ip
,
to
tal
s
er
v
ice
y
ea
r
s
,
civ
il
s
tatu
s
,
an
d
ed
u
ca
tio
n
al
attain
m
en
t.
A
r
eliab
ilit
y
test
u
s
in
g
C
r
o
n
b
ac
h
’
s
al
p
h
a
y
ield
ed
a
c
o
ef
f
icien
t
o
f
0
.
8
2
8
,
in
d
icatin
g
g
o
o
d
in
ter
n
al
co
n
s
i
s
ten
cy
[
2
4
]
.
T
h
is
co
n
f
ir
m
e
d
t
h
e
in
s
tr
u
m
en
t
’
s
r
eliab
ilit
y
an
d
ju
s
tifie
d
th
e
u
s
e
o
f
co
m
p
o
s
ite
m
ea
n
s
co
r
es f
o
r
d
escr
ip
tiv
e
an
d
i
n
f
er
en
tial a
n
aly
s
is
.
4
.
6
.
M
et
ho
d o
f
da
t
a
c
o
llect
io
n a
nd
et
hica
l c
lea
ra
nce
T
o
g
ath
e
r
d
ata,
th
e
r
esear
c
h
er
s
ad
m
in
is
ter
ed
a
n
o
n
lin
e
s
u
r
v
ey
v
ia
Go
o
g
le
Fo
r
m
s
,
tar
g
etin
g
ed
u
ca
tio
n
al
lead
er
s
ac
r
o
s
s
NE
MSU’
s
s
ev
en
ca
m
p
u
s
es:
T
an
d
ag
,
B
is
lig
,
L
ian
g
a,
C
ag
wait,
T
ag
b
in
a,
Sa
n
Mig
u
el,
an
d
C
an
tilan
.
Prio
r
a
p
p
r
o
v
al
was
s
ec
u
r
ed
f
r
o
m
ea
c
h
ca
m
p
u
s
d
ir
ec
to
r
.
E
th
ical
p
r
o
to
co
ls
wer
e
s
tr
ictly
f
o
llo
wed
,
in
clu
d
in
g
i
n
f
o
r
m
ed
co
n
s
en
t
o
u
tlin
in
g
th
e
s
tu
d
y
’
s
p
u
r
p
o
s
e,
v
o
lu
n
tar
y
p
ar
ticip
atio
n
,
an
d
th
e
r
i
g
h
t
t
o
with
d
r
aw
at
an
y
tim
e.
Par
tici
p
an
t
an
o
n
y
m
ity
was
p
r
eser
v
e
d
,
with
n
o
p
er
s
o
n
al
i
d
en
tifie
r
s
co
llected
,
e
n
s
u
r
in
g
co
n
f
id
en
tiality
a
n
d
r
esp
ec
t f
o
r
r
esp
o
n
d
en
ts
’
r
ig
h
ts
th
r
o
u
g
h
o
u
t
th
e
s
tu
d
y
.
4
.
7
.
M
et
ho
d o
f
da
t
a
a
na
ly
s
is
Af
ter
d
ata
co
llectio
n
,
r
esp
o
n
s
es
f
r
o
m
Go
o
g
le
Fo
r
m
s
wer
e
an
aly
ze
d
u
s
in
g
SP
SS
v
er
s
io
n
2
5
.
Descr
ip
tiv
e
s
tatis
tic
s
f
r
eq
u
en
cies,
p
er
ce
n
tag
es,
m
ea
n
s
,
an
d
s
tan
d
ar
d
d
ev
iatio
n
s
wer
e
u
s
ed
to
s
u
m
m
a
r
ize
r
esp
o
n
d
en
t
d
em
o
g
r
ap
h
ics
an
d
th
eir
ex
p
e
r
ien
ce
s
o
f
s
tr
ess
,
s
e
lf
-
ca
r
e,
an
d
wellb
ein
g
.
T
o
e
x
a
m
in
e
r
elatio
n
s
h
ip
s
am
o
n
g
v
ar
ia
b
les,
Sp
ea
r
m
an
r
an
k
-
o
r
d
er
co
r
r
elatio
n
was
ap
p
lied
,
ap
p
r
o
p
r
iate
f
o
r
th
e
o
r
d
in
al
n
atu
r
e
o
f
L
ik
er
t
-
s
ca
le
d
ata.
T
h
is
m
eth
o
d
ef
f
ec
tiv
ely
ca
p
tu
r
ed
th
e
s
tr
en
g
th
an
d
d
ir
ec
tio
n
o
f
ass
o
ciatio
n
s
b
etwe
en
s
o
u
r
ce
s
an
d
im
p
ac
ts
o
f
s
tr
ess
an
d
s
elf
-
ca
r
e
p
r
ac
tices,
allo
win
g
f
o
r
m
ea
n
in
g
f
u
l
in
s
ig
h
ts
in
to
t
h
e
wel
lb
ein
g
o
f
NE
MSU
ed
u
ca
tio
n
al
lead
e
r
s
.
5.
RE
SU
L
T
S AN
D
D
I
SCU
SS
I
O
N
T
h
is
s
ec
tio
n
p
r
esen
ts
th
e
r
esu
lts
o
f
th
e
s
tu
d
y
alo
n
g
s
id
e
r
elev
an
t
d
is
cu
s
s
io
n
s
to
in
ter
p
r
et
th
e
f
in
d
in
g
s
.
T
h
e
tab
les
s
u
m
m
ar
ize
th
e
r
esp
o
n
s
es
o
f
ed
u
ca
tio
n
al
lead
er
s
at
NE
MSU
r
eg
ar
d
in
g
th
eir
ex
p
er
ien
ce
s
o
f
s
tr
ess
,
its
im
p
ac
ts
o
n
wellb
ein
g
an
d
jo
b
p
er
f
o
r
m
a
n
ce
,
an
d
th
e
s
elf
-
c
ar
e
p
r
ac
tices th
ey
ad
o
p
t.
5
.
1
.
Descript
iv
e
a
na
ly
s
is
T
ab
le
2
p
r
esen
ts
th
e
m
ea
n
s
co
r
es
o
f
th
e
d
if
f
er
e
n
t
s
o
u
r
ce
s
o
f
s
tr
ess
ex
p
er
ien
ce
d
b
y
e
d
u
ca
tio
n
al
lead
er
s
at
NE
MSU.
T
h
e
o
v
er
all
m
ea
n
o
f
3
.
2
5
with
a
s
tan
d
ar
d
d
ev
iatio
n
o
f
1
.
0
6
f
alls
u
n
d
er
th
e
“n
eu
tr
al
”
lev
el
o
f
ag
r
ee
m
en
t,
s
u
g
g
esti
n
g
th
a
t,
o
n
av
e
r
ag
e,
t
h
e
r
esp
o
n
d
en
ts
n
eith
er
s
tr
o
n
g
ly
ag
r
ee
d
n
o
r
d
is
ag
r
ee
d
ab
o
u
t
ex
p
er
ien
cin
g
s
ig
n
if
ica
n
t
s
tr
ess
f
r
o
m
th
e
id
en
tifie
d
s
o
u
r
ce
s
.
H
o
wev
er
,
a
clo
s
er
ex
am
in
atio
n
o
f
in
d
iv
id
u
al
item
s
r
ev
ea
ls
th
at
ce
r
tain
s
tr
ess
o
r
s
em
er
g
ed
m
o
r
e
p
r
o
m
in
en
tly
.
Am
o
n
g
th
e
s
ix
id
e
n
tifie
d
s
o
u
r
ce
s
o
f
s
tr
ess
,
ad
m
in
is
tr
ativ
e
task
s
r
ec
o
r
d
ed
th
e
h
ig
h
est
m
ea
n
o
f
3
.
5
8
(
a
g
r
ee
)
,
f
o
llo
wed
b
y
r
o
le
o
v
e
r
l
o
ad
with
a
m
ea
n
o
f
3
.
5
0
(
a
g
r
ee
)
.
T
h
ese
f
in
d
in
g
s
in
d
icate
th
at
ed
u
ca
tio
n
al
lea
d
er
s
ex
p
er
ien
ce
c
o
n
s
id
er
ab
le
s
tr
ess
f
r
o
m
p
ap
e
r
wo
r
k
,
d
o
cu
m
e
n
tatio
n
d
em
an
d
s
,
an
d
th
e
o
v
er
wh
elm
in
g
r
esp
o
n
s
ib
ilit
ies
o
f
th
eir
lead
er
s
h
ip
r
o
les
.
T
h
ese
r
esu
lts
ar
e
co
n
s
is
ten
t
with
p
r
ev
io
u
s
s
tu
d
ies
h
ig
h
lig
h
tin
g
h
o
w
ad
m
in
is
tr
ativ
e
wo
r
k
lo
ad
a
n
d
m
u
ltip
le
lead
er
s
h
ip
r
esp
o
n
s
ib
ilit
ies co
n
tr
ib
u
te
s
ig
n
if
ican
tly
to
s
tr
ess
am
o
n
g
ed
u
c
atio
n
al
lead
er
s
[
2
]
,
[
6
]
,
[
2
5
]
.
On
th
e
o
t
h
er
h
a
n
d
,
s
tr
ess
o
r
s
s
u
ch
as
s
tak
eh
o
l
d
er
in
ter
ac
tio
n
s
(
m
ea
n
=2
.
9
8
)
,
ex
ter
n
al
p
r
ess
u
r
es
f
r
o
m
ag
en
cies
(
m
ea
n
=3
.
3
5
)
,
co
n
ce
r
n
f
o
r
o
th
e
r
s
(
m
ea
n
=3
.
1
5
)
,
a
n
d
jo
b
s
ec
u
r
ity
(
m
ea
n
=
2
.
9
1
)
wer
e
in
ter
p
r
eted
as
n
eu
tr
al,
i
n
d
icatin
g
v
ar
ia
b
ilit
y
in
h
o
w
th
ese
f
ac
to
r
s
wer
e
p
er
ce
iv
ed
ac
r
o
s
s
th
e
r
esp
o
n
d
en
ts
.
W
h
ile
th
ese
s
o
u
r
ce
s
o
f
s
tr
ess
d
id
n
o
t
r
ea
ch
th
e
“a
g
r
ee
”
lev
el
o
n
av
e
r
ag
e,
th
eir
m
ea
n
s
s
u
g
g
est
th
at
th
ey
s
till
co
n
tr
ib
u
te
to
th
e
o
v
er
all
s
tr
ess
ex
p
er
ien
ce
d
b
y
ed
u
ca
tio
n
al
lead
er
s
.
T
h
e
h
ig
h
m
ea
n
s
co
r
es
f
o
r
ad
m
in
is
tr
a
tiv
e
task
s
an
d
r
o
le
o
v
er
lo
ad
r
e
f
lect
b
r
o
ad
er
p
att
er
n
s
in
th
e
liter
atu
r
e
em
p
h
a
s
izin
g
h
o
w
ed
u
ca
tio
n
al
lead
er
s
f
ac
e
c
o
m
p
etin
g
d
em
an
d
s
an
d
ar
e
o
f
te
n
ex
p
ec
t
ed
to
m
a
n
ag
e
ex
ce
s
s
iv
e
wo
r
k
l
o
ad
s
wh
ile
m
ain
tain
in
g
in
s
titu
tio
n
al
p
er
f
o
r
m
a
n
ce
[
3
]
,
[
5
]
.
Fu
r
th
er
m
o
r
e,
ex
ter
n
a
l
m
an
d
ates
f
r
o
m
ag
en
cies
lik
e
C
o
m
m
is
s
io
n
o
n
Hig
h
er
E
d
u
ca
tio
n
(
C
HE
D
)
an
d
Dep
ar
tm
en
t
o
f
B
u
d
g
et
a
n
d
Ma
n
ag
em
en
t
(
DB
M
)
,
th
o
u
g
h
r
ated
n
eu
tr
al
o
v
er
all,
h
a
v
e
b
ee
n
p
r
ev
i
o
u
s
ly
id
en
tifie
d
as
s
ig
n
if
ican
t
s
tr
ess
o
r
s
in
h
ig
h
er
e
d
u
ca
tio
n
lead
er
s
h
ip
,
p
ar
ticu
lar
ly
in
r
eso
u
r
ce
-
co
n
s
tr
ain
ed
s
ettin
g
s
s
u
ch
as
s
tate
u
n
iv
er
s
ities
[
2
6
]
.
T
h
e
f
in
d
i
n
g
s
also
alig
n
with
th
e
g
lo
b
al
d
is
co
u
r
s
e
o
n
lead
e
r
s
h
ip
s
tr
ess
,
wh
ich
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8
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S
tr
ess
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el
f
-
ca
r
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a
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ein
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:
a
s
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p
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f e
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eme
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G.
Lo
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p
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asizes
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o
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ex
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s
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iv
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d
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a
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is
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ativ
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b
u
r
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to
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d
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e
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u
ce
d
lead
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ip
ef
f
ec
tiv
en
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[
7
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,
[
8
]
,
[
2
7
]
.
W
h
ile
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o
m
e
r
esp
o
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e
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ts
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p
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ess
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tr
ality
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d
s
s
p
ec
if
ic
s
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ess
o
r
s
,
th
e
p
r
esen
ce
o
f
“a
g
r
ee
”
r
ati
n
g
s
f
o
r
k
ey
i
tem
s
h
ig
h
lig
h
ts
th
e
p
er
s
is
ten
t
ch
allen
g
e
o
f
a
d
m
i
n
is
tr
ativ
e
wo
r
k
lo
ad
a
n
d
r
o
le
ex
p
ec
tatio
n
s
f
o
r
NE
MSU
’
s
e
d
u
ca
tio
n
al
lead
er
s
.
T
h
ese
r
esu
lts
s
u
g
g
est
th
at
alth
o
u
g
h
n
o
t
all
s
o
u
r
ce
s
o
f
s
tr
ess
ar
e
co
n
s
is
ten
tly
p
er
ce
iv
ed
as
p
r
o
b
lem
atic,
th
e
cu
m
u
lativ
e
ef
f
ec
t
o
f
a
d
m
in
is
tr
ativ
e
task
s
an
d
r
o
le
o
v
er
lo
ad
co
n
tr
ib
u
tes
s
u
b
s
tan
tially
to
th
e
s
tr
ess
lan
d
s
ca
p
e
ex
p
e
r
ien
ce
d
b
y
ed
u
ca
tio
n
al
lead
er
s
in
th
e
u
n
iv
er
s
ity
.
T
h
ese
f
in
d
in
g
s
u
n
d
er
s
co
r
e
th
e
im
p
o
r
ta
n
ce
o
f
p
r
o
v
id
i
n
g
in
s
titu
tio
n
al
s
u
p
p
o
r
t
m
ec
h
an
is
m
s
to
m
a
n
ag
e
w
o
r
k
lo
ad
d
em
an
d
s
a
n
d
r
ed
u
ce
s
tr
ess
am
o
n
g
lead
e
r
s
,
co
n
s
is
ten
t w
ith
r
ec
o
m
m
en
d
ati
o
n
s
f
r
o
m
r
ec
en
t liter
atu
r
e
[
3
]
,
[
2
8
]
.
T
ab
le
2
.
So
u
r
ce
s
o
f
s
tr
ess
ex
p
er
ien
ce
d
b
y
ed
u
ca
tio
n
al
lead
er
s
Th
e
m
e
I
t
e
m
st
a
t
e
m
e
nt
M
e
a
n
SD
I
n
t
e
r
p
r
e
t
a
t
i
o
n
R
o
l
e
o
v
e
r
l
o
a
d
I
f
e
e
l
o
v
e
r
w
h
e
l
me
d
b
y
t
h
e
mu
l
t
i
p
l
e
r
e
sp
o
n
s
i
b
i
l
i
t
i
e
s
o
f
m
y
p
o
si
t
i
o
n
.
3
.
5
0
1
.
0
1
A
g
r
e
e
A
d
mi
n
i
s
t
r
a
t
i
v
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a
s
k
s
P
a
p
e
r
w
o
r
k
a
n
d
d
o
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u
me
n
t
a
t
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o
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d
e
ma
n
d
si
g
n
i
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a
n
t
l
y
c
o
n
t
r
i
b
u
t
e
t
o
m
y
st
r
e
ss.
3
.
5
8
1
.
0
6
A
g
r
e
e
S
t
a
k
e
h
o
l
d
e
r
i
n
t
e
r
a
c
t
i
o
n
s
I
f
r
e
q
u
e
n
t
l
y
e
x
p
e
r
i
e
n
c
e
st
r
e
ss
f
r
o
m
man
a
g
i
n
g
i
n
t
e
r
a
c
t
i
o
n
s
w
i
t
h
p
a
r
e
n
t
s
,
s
t
a
f
f
,
o
r
s
t
u
d
e
n
t
s.
2
.
9
8
1
.
0
9
N
e
u
t
r
a
l
Ex
t
e
r
n
a
l
p
r
e
ss
u
r
e
s
M
a
n
d
a
t
e
s
f
r
o
m
C
H
ED
,
D
B
M
,
o
r
o
t
h
e
r
a
g
e
n
c
i
e
s
a
d
d
p
r
e
ss
u
r
e
t
o
my
w
o
r
k
l
o
a
d
.
3
.
3
5
1
.
0
9
N
e
u
t
r
a
l
C
o
n
c
e
r
n
f
o
r
o
t
h
e
r
s
I
f
e
e
l
e
mo
t
i
o
n
a
l
st
r
e
ss
d
u
e
t
o
t
h
e
n
e
e
d
s
a
n
d
w
e
l
l
b
e
i
n
g
o
f
m
y
s
t
a
f
f
o
r
st
u
d
e
n
t
s
.
3
.
1
5
1
.
0
5
N
e
u
t
r
a
l
Jo
b
se
c
u
r
i
t
y
I
f
e
e
l
u
n
c
e
r
t
a
i
n
a
b
o
u
t
t
h
e
st
a
b
i
l
i
t
y
o
r
f
u
t
u
r
e
o
f
m
y
l
e
a
d
e
r
sh
i
p
p
o
si
t
i
o
n
.
2
.
9
1
1
.
0
6
N
e
u
t
r
a
l
O
v
e
r
a
l
l
3
.
2
5
1
.
0
6
N
e
u
t
r
a
l
T
ab
le
3
s
h
o
ws
th
e
r
esu
lts
o
f
t
h
e
p
er
ce
iv
e
d
im
p
ac
ts
o
f
s
tr
ess
o
n
th
e
wellb
ein
g
an
d
jo
b
p
er
f
o
r
m
an
ce
o
f
ed
u
ca
tio
n
al
lead
er
s
at
NE
MSU.
T
h
e
o
v
er
all
m
ea
n
o
f
3
.
3
8
,
with
a
s
tan
d
ar
d
d
ev
iatio
n
o
f
1
.
1
3
,
f
alls
u
n
d
e
r
th
e
“n
eu
tr
al
”
lev
el
o
f
ag
r
ee
m
e
n
t
b
ased
o
n
th
e
L
ik
er
t
s
ca
le.
T
h
is
s
u
g
g
ests
th
at,
o
n
av
er
a
g
e,
r
esp
o
n
d
en
ts
n
eith
e
r
s
tr
o
n
g
ly
ag
r
ee
d
n
o
r
d
is
ag
r
ee
d
th
at
s
tr
ess
h
ad
co
n
s
id
er
ab
le
im
p
ac
ts
o
n
th
eir
wellb
ein
g
a
n
d
jo
b
p
er
f
o
r
m
a
n
ce
.
Ho
wev
er
,
v
ar
iatio
n
s
in
th
e
m
e
an
s
co
r
es
ac
r
o
s
s
in
d
iv
id
u
al
ite
m
s
p
r
o
v
id
e
f
u
r
th
e
r
in
s
ig
h
t
in
t
o
h
o
w
s
tr
ess
af
f
ec
ts
th
ese
lead
er
s
.
T
h
e
p
h
y
s
ical
ef
f
ec
ts
o
f
s
tr
ess
r
ec
o
r
d
ed
th
e
h
ig
h
est
m
ea
n
o
f
3
.
7
1
(
a
g
r
ee
)
,
f
o
ll
o
wed
b
y
c
o
g
n
itiv
e
ef
f
ec
ts
with
a
m
ea
n
o
f
3
.
4
3
(
a
g
r
ee
)
.
T
h
ese
f
in
d
in
g
s
in
d
i
ca
te
th
at
m
an
y
ed
u
ca
tio
n
al
lead
er
s
ex
p
er
ien
ce
p
h
y
s
ical
s
y
m
p
to
m
s
s
u
ch
as
h
e
ad
ac
h
es,
f
atig
u
e,
an
d
p
o
o
r
s
leep
d
u
e
to
wo
r
k
-
r
elate
d
s
tr
ess
.
Fu
r
th
er
m
o
r
e
,
s
tr
ess
was
r
ep
o
r
ted
t
o
im
p
air
d
ec
is
io
n
-
m
ak
in
g
ab
ilit
ies
an
d
f
o
cu
s
,
b
o
th
o
f
wh
ich
ar
e
c
r
itical
f
o
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is
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r
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ltima
tely
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m
p
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g
lea
d
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h
ip
ef
f
ec
tiv
en
ess
[
3
]
,
[
2
9
]
.
T
ab
le
3
.
I
m
p
ac
ts
o
f
s
tr
ess
o
n
e
d
u
ca
tio
n
al
lead
e
r
s
Th
e
m
e
I
t
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m
st
a
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m
e
n
t
M
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a
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SD
I
n
t
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r
p
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t
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n
W
o
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k
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to
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me.
3
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2
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1
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1
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Emo
t
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f
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i
r
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m
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e
t
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ms
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g
.
,
h
e
a
d
a
c
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e
s,
f
a
t
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e
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n
d
p
o
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sl
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p
)
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e
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a
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se
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ss.
3
.
7
1
1
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1
1
A
g
r
e
e
C
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g
n
i
t
i
v
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f
f
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t
s
S
t
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i
mp
a
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s
my
d
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o
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-
m
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k
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a
b
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s
.
3
.
4
3
1
.
0
9
A
g
r
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e
M
o
t
i
v
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t
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o
n
I
f
e
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l
a
l
o
s
s
o
f
p
a
ssi
o
n
o
r
d
r
i
v
e
i
n
my
w
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r
k
d
u
e
t
o
st
r
e
ss.
3
.
2
3
1
.
1
7
N
e
u
t
r
a
l
O
v
e
r
a
l
l
3
.
3
8
1
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1
3
N
e
u
t
r
a
l
Oth
er
in
d
icato
r
s
o
f
s
tr
ess
im
p
ac
t,
in
clu
d
in
g
em
o
tio
n
al
ef
f
ec
ts
(
m
ea
n
=
3
.
2
8
)
,
wo
r
k
-
to
-
h
o
m
e
s
p
illo
v
er
(
m
ea
n
=
3
.
2
3
)
,
a
n
d
m
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tiv
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lo
s
s
(
m
ean
=3
.
2
3
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,
wer
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n
ter
p
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g
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esti
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at
wh
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ese
ef
f
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wer
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p
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ey
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o
t
ex
p
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is
ten
tly
h
ig
h
lev
els
ac
r
o
s
s
all
r
esp
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n
d
en
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.
Nev
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th
eless
,
th
ese
s
tr
ess
o
u
tco
m
es,
ev
en
wh
en
m
o
d
e
r
ate,
h
av
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b
ee
n
d
o
cu
m
en
ted
i
n
p
r
ev
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u
s
r
esear
ch
as
p
r
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r
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n
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d
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r
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s
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b
s
atis
f
ac
tio
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am
o
n
g
ed
u
ca
tio
n
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lead
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r
s
[
5
]
,
[
6
]
.
T
h
e
f
in
d
in
g
s
h
ig
h
lig
h
t
th
at
p
h
y
s
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an
d
co
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n
itiv
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f
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ts
o
f
s
tr
ess
ar
e
m
o
r
e
im
m
ed
iately
n
o
ticea
b
le
an
d
im
p
ac
tf
u
l
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n
th
e
d
aily
f
u
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ctio
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f
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d
u
ca
tio
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lead
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s
co
m
p
ar
ed
to
em
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tio
n
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m
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tiv
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n
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f
ac
to
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s
.
T
h
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r
esu
lts
r
ef
lect
b
r
o
ad
e
r
p
atter
n
s
o
b
s
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v
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in
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d
u
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wh
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co
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to
f
u
lf
ill
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esp
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ib
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esp
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ex
p
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g
p
h
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s
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s
tr
ain
an
d
co
g
n
itiv
e
f
atig
u
e
[
2
]
,
[
7
]
,
[
3
0
]
.
T
h
e
n
eu
tr
al
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v
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r
all
in
ter
p
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etat
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wh
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to
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p
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a
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No
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im
p
ac
ts
r
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f
o
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s
Evaluation Warning : The document was created with Spire.PDF for Python.
I
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J
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&
R
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c
,
Vo
l
.
15
,
No
.
1
,
Feb
r
u
a
r
y
20
26
:
408
-
423
416
co
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ab
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T
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ca
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tices,
an
d
p
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n
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ip
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as a
d
v
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c
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b
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r
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n
t r
esear
ch
[
3
1
]
,
[
3
2
]
.
T
ab
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4
p
r
esen
ts
th
e
s
elf
-
ca
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p
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ac
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NE
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to
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ag
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ess
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T
h
e
o
v
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all
m
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3
.
7
0
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with
a
s
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f
0
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9
6
,
f
alls
u
n
d
er
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“a
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r
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L
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.
T
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f
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ar
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alig
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tlets
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m
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g
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ein
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am
o
n
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ed
u
ca
tio
n
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lead
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s
[
5
]
,
[
8
]
.
T
ab
le
4
.
Self
-
ca
r
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p
r
ac
tices o
f
ed
u
ca
tio
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lead
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s
Th
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m
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g
.
,
w
a
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,
e
x
e
r
c
i
s
e
)
t
o
man
a
g
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m
y
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t
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ss.
3
.
5
6
1
.
0
5
A
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i
t
h
s
t
r
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ss
.
4
.
1
5
0
.
9
4
A
g
r
e
e
N
o
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i
me
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o
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o
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2
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1
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O
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A
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ad
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th
e
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d
e
n
ts
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ted
m
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ate
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n
g
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e
n
t
in
o
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p
atio
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s
elf
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r
e
(
m
ea
n
=3
.
6
7
,
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r
ee
)
an
d
p
h
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s
ical
s
elf
-
ca
r
e
(
m
ea
n
=3
.
5
6
,
ag
r
ee
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,
r
ef
lecti
n
g
ef
f
o
r
ts
to
estab
lis
h
wo
r
k
-
l
if
e
b
o
u
n
d
ar
ies
an
d
p
ar
ticip
ate
in
p
h
y
s
ical
ac
tiv
ities
s
u
ch
as
ex
er
cise
o
r
walk
in
g
.
T
h
ese
p
r
ac
tices
ar
e
k
n
o
wn
to
co
n
tr
ib
u
te
p
o
s
itiv
ely
to
s
tr
ess
m
an
a
g
em
en
t
an
d
o
v
er
all
wellb
ein
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,
as
h
ig
h
lig
h
ted
in
p
r
io
r
r
esear
c
h
[
4
]
,
[
1
4
]
.
Ho
we
v
er
,
it
is
n
o
tab
le
th
at
th
e
item
“n
o
tim
e
f
o
r
s
elf
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ca
r
e”
r
ec
o
r
d
e
d
a
m
ea
n
o
f
2
.
7
9
,
in
ter
p
r
eted
as
n
eu
tr
al,
s
u
g
g
esti
n
g
th
at
d
esp
ite
m
o
d
er
ate
e
n
g
ag
em
en
t
in
s
elf
-
ca
r
e,
s
o
m
e
r
e
s
p
o
n
d
en
ts
ac
k
n
o
wled
g
e
in
s
t
an
ce
s
wh
en
wo
r
k
d
em
an
d
s
p
r
ev
en
t
th
e
m
f
r
o
m
co
n
s
is
ten
tly
p
r
io
r
itizin
g
t
h
e
ir
wellb
ein
g
.
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h
is
is
co
n
s
is
ten
t
with
liter
atu
r
e
in
d
icatin
g
th
at
lea
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er
s
h
ip
r
esp
o
n
s
ib
ilit
ies
an
d
in
s
titu
tio
n
al
p
r
ess
u
r
es
o
f
ten
cr
ea
te
b
a
r
r
ier
s
to
ef
f
ec
tiv
e
s
elf
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ca
r
e
am
o
n
g
e
d
u
ca
tio
n
al
lea
d
er
s
[
3
3
]
,
[
3
4
]
.
T
h
e
h
ig
h
m
ea
n
s
co
r
es
i
n
s
p
ir
itu
al
an
d
s
o
cial
s
u
p
p
o
r
t
r
e
f
lect
th
e
cu
ltu
r
al
an
d
co
m
m
u
n
it
y
-
o
r
ien
te
d
co
n
tex
t
o
f
NE
MSU,
wh
er
e
lead
er
s
m
ay
lean
o
n
f
aith
an
d
in
ter
p
er
s
o
n
al
r
elatio
n
s
h
ip
s
as
co
p
in
g
m
ec
h
an
is
m
s
.
T
h
is
o
b
s
er
v
atio
n
alig
n
s
with
f
in
d
in
g
s
t
h
at
h
i
g
h
lig
h
t
th
e
r
o
le
o
f
cu
ltu
r
ally
r
o
o
ted
s
elf
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ca
r
e
p
r
ac
tices,
p
ar
ticu
lar
ly
i
n
Ph
ilip
p
i
n
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ed
u
ca
tio
n
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s
ettin
g
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in
m
an
a
g
i
n
g
s
tr
ess
an
d
en
h
a
n
cin
g
we
llb
ein
g
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1
0
]
,
[
1
1
]
.
Ov
er
all,
th
e
r
esu
lts
s
u
g
g
est
th
at
wh
ile
ed
u
ca
tio
n
al
lead
er
s
at
NE
MSU
ac
tiv
ely
en
g
a
g
e
in
v
ar
io
u
s
s
elf
-
ca
r
e
p
r
ac
tices,
ch
allen
g
es
s
u
ch
as
tim
e
co
n
s
tr
ain
ts
h
in
d
er
th
ei
r
ab
ilit
y
to
f
u
lly
i
n
teg
r
ate
t
h
ese
p
r
ac
tices
in
to
th
eir
r
o
u
ti
n
es.
T
h
is
r
ein
f
o
r
ce
s
th
e
n
ee
d
f
o
r
in
s
titu
tio
n
al
p
o
l
icies
th
at
n
o
t
o
n
l
y
en
c
o
u
r
a
g
e
s
elf
-
ca
r
e
b
u
t
also
cr
ea
te
en
ab
lin
g
e
n
v
ir
o
n
m
en
ts
wh
er
e
lead
er
s
h
av
e
th
e
tim
e
an
d
r
eso
u
r
c
es
to
co
n
s
is
ten
tly
p
r
io
r
itize
th
eir
wellb
ein
g
[
4
]
,
[
3
5
]
.
5
.
2
.
Co
rr
el
a
t
io
n o
f
v
a
ria
bles
T
ab
le
5
p
r
esen
ts
t
h
e
Sp
ea
r
m
an
r
a
n
k
-
o
r
d
er
co
r
r
elatio
n
r
esu
lts
s
h
o
win
g
th
e
r
elatio
n
s
h
ip
s
am
o
n
g
s
o
u
r
ce
s
o
f
s
tr
ess
,
im
p
ac
ts
o
f
s
tr
ess
,
an
d
s
elf
-
ca
r
e
p
r
ac
tices
am
o
n
g
ed
u
ca
tio
n
al
le
ad
er
s
at
NE
MSU
.
T
h
e
an
al
y
s
is
r
ev
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led
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m
o
d
e
r
ate
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tically
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ig
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r
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ρ
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T
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at
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lead
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ex
p
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h
ig
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lev
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o
f
s
tr
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r
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m
v
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s
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s
,
th
e
n
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ati
v
e
im
p
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f
s
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n
t
h
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a
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d
jo
b
p
e
r
f
o
r
m
an
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also
ten
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to
in
cr
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T
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tr
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f
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if
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t
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im
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r
s
ar
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S
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[
3
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[
6
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T
ab
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5
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C
o
r
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V
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r
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ip
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en
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o
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s
,
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led
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n
v
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en
t
w
h
er
e
s
tr
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ar
e
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ely
to
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is
e,
u
ltima
tely
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g
to
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eg
ativ
e
i
m
p
ac
ts
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n
lea
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er
s
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wellb
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.
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h
e
im
p
ac
t
o
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s
tr
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s
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th
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ter
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esp
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1
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k
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g
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r
ed
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ce
d
f
o
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s
(
m
ea
n
=
3
.
4
3
)
.
T
h
ese
f
in
d
in
g
s
d
em
o
n
s
tr
ate
h
o
w
elev
ated
s
tr
ess
lev
els,
tr
ig
g
er
ed
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y
wo
r
k
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r
el
ated
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em
an
d
s
an
d
in
s
titu
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r
ess
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r
es,
d
ir
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tly
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n
tr
ib
u
te
to
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im
in
is
h
ed
p
h
y
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ical
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d
m
e
n
tal
wellb
ein
g
am
o
n
g
ed
u
ca
tio
n
al
lead
er
s
at
NE
MSU.
I
n
co
n
tr
ast,
th
e
an
aly
s
is
s
h
o
wed
a
n
eg
lig
ib
le
an
d
n
o
n
-
s
ig
n
if
ican
t
r
elatio
n
s
h
ip
b
etwe
en
s
o
u
r
ce
s
o
f
st
r
ess
an
d
s
elf
-
ca
r
e
p
r
ac
tices (
ρ
=
-
0
.
0
3
6
,
p
=
0
.
3
5
0
)
,
as we
ll a
s
b
etwe
en
im
p
ac
ts
o
f
s
t
r
es
s
an
d
s
elf
-
ca
r
e
p
r
ac
tices
(
ρ
=0
.
1
4
0
,
p
=
0
.
4
4
0
)
.
T
h
ese
r
esu
lts
in
d
icate
th
at
s
e
lf
-
ca
r
e
p
r
ac
tices
r
ep
o
r
ted
b
y
th
e
r
esp
o
n
d
en
ts
d
o
n
o
t
s
ig
n
if
ican
tly
in
f
l
u
en
ce
o
r
b
u
f
f
er
th
e
ef
f
ec
ts
o
f
s
tr
ess
.
Desp
ite
th
e
r
esp
o
n
d
en
ts
d
em
o
n
s
tr
atin
g
m
o
d
er
ate
en
g
ag
em
e
n
t
in
s
elf
-
ca
r
e
p
r
ac
ti
ce
s
s
u
ch
as
p
h
y
s
ical
ac
tiv
ity
,
e
m
o
tio
n
al
s
elf
-
ca
r
e
,
a
n
d
s
p
ir
itu
al
r
o
u
tin
es (
o
v
e
r
all
m
ea
n
=
3
.
7
0
)
,
th
ese
ef
f
o
r
ts
m
a
y
n
o
t
b
e
s
u
f
f
icie
n
t
to
o
f
f
s
et
t
h
e
im
p
ac
ts
o
f
s
tr
ess
ar
is
in
g
f
r
o
m
th
eir
lead
e
r
s
h
ip
r
o
les.
T
h
ese
f
in
d
in
g
s
alig
n
with
r
esear
ch
s
u
g
g
esti
n
g
t
h
at
wh
ile
s
elf
-
ca
r
e
is
ess
en
tial,
it
m
ay
n
o
t
in
d
ep
e
n
d
en
tly
m
itig
ate
th
e
n
eg
ativ
e
co
n
s
eq
u
en
ce
s
o
f
ex
ce
s
s
iv
e
s
tr
es
s
wi
th
o
u
t a
d
eq
u
ate
in
s
titu
tio
n
al
s
u
p
p
o
r
t a
n
d
m
an
ag
ea
b
le
wo
r
k
lo
ad
s
[
4
]
,
[
5
]
.
T
h
e
ab
s
en
ce
o
f
s
ig
n
if
ican
t
r
elatio
n
s
h
ip
s
b
etwe
en
s
elf
-
ca
r
e
an
d
s
tr
ess
o
u
tco
m
es
h
ig
h
lig
h
ts
th
e
n
ee
d
f
o
r
NE
MSU
to
ex
p
lo
r
e
m
o
r
e
co
m
p
r
eh
en
s
iv
e
s
u
p
p
o
r
t
m
ec
h
a
n
is
m
s
th
at
ad
d
r
ess
b
o
th
in
d
i
v
id
u
al
co
p
in
g
p
r
ac
tices a
n
d
o
r
g
an
izat
io
n
al
s
tr
ess
o
r
s
.
5
.
3
.
B
ig
g
est
s
o
urce
o
f
s
t
re
s
s
ex
perience
d by
educa
t
io
na
l l
ea
ders
Fig
u
r
e
2
illu
s
tr
ates
th
e
d
is
tr
ib
u
tio
n
o
f
th
e
b
ig
g
est
s
o
u
r
ce
s
o
f
s
tr
ess
as
r
ep
o
r
ted
b
y
ed
u
ca
tio
n
al
lead
er
s
at
NE
MSU.
Mo
s
t
r
esp
o
n
d
en
ts
,
7
2
o
u
t
o
f
1
1
7
(
6
1
.
5
%),
i
d
en
t
if
ied
o
v
er
w
h
elm
in
g
p
ap
er
wo
r
k
an
d
d
ea
d
lin
es
as
th
eir
p
r
i
m
ar
y
s
o
u
r
ce
o
f
s
tr
e
s
s
.
T
h
is
r
esu
lt
is
co
n
s
is
ten
t
with
th
e
ea
r
lier
f
in
d
in
g
s
i
n
T
ab
le
2
,
wh
er
e
ad
m
in
is
tr
ativ
e
task
s
r
ec
o
r
d
e
d
th
e
h
ig
h
est
m
ea
n
s
co
r
e,
co
n
f
ir
m
in
g
th
at
d
o
cu
m
en
t
atio
n
r
eq
u
ir
em
e
n
ts
,
d
ea
d
lin
es,
an
d
r
elate
d
b
u
r
ea
u
c
r
atic
p
r
o
ce
s
s
es p
lace
a
s
ig
n
if
ican
t b
u
r
d
en
o
n
ed
u
ca
tio
n
al
lead
er
s
.
Fig
u
r
e
2
.
B
ig
g
est
s
o
u
r
ce
o
f
s
tr
ess
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