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15
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Feb
r
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20
26
:
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81
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94
182
d
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ec
te
d
[
4
]
.
As
o
n
e
o
f
th
e
co
u
n
t
r
y
’
s
lead
i
n
g
ac
ad
em
ic
in
s
titu
tio
n
s
,
Yar
m
o
u
k
Un
iv
e
r
s
ity
is
a
m
icr
o
co
s
m
f
o
r
ex
am
in
i
n
g
th
ese
d
y
n
a
m
ics.
T
h
e
u
n
iv
er
s
ity
’
s
d
iv
er
s
e
s
tu
d
en
t
b
o
d
y
an
d
f
ac
u
lty
,
en
co
m
p
ass
in
g
in
d
iv
id
u
als
f
r
o
m
v
ar
io
u
s
cu
ltu
r
al
a
n
d
s
p
i
r
itu
al
b
ac
k
g
r
o
u
n
d
s
,
p
r
o
v
id
e
a
r
ich
e
n
v
ir
o
n
m
en
t
f
o
r
ex
p
lo
r
in
g
h
o
w
r
elig
io
u
s
co
m
m
itm
en
t
in
f
lu
en
ce
s
r
esp
ec
t
an
d
to
ler
an
ce
in
d
ail
y
in
ter
ac
tio
n
s
.
As
a
f
u
n
d
am
en
tal
co
n
ce
p
t
i
n
h
u
m
a
n
in
ter
ac
tio
n
s
,
r
esp
ec
t
in
v
o
lv
es
ac
k
n
o
wled
g
in
g
i
n
d
iv
id
u
als’
in
h
er
en
t
wo
r
th
a
n
d
d
ig
n
ity
r
e
g
ar
d
less
o
f
th
eir
b
ac
k
g
r
o
u
n
d
o
r
b
elief
s
.
T
h
eo
r
etica
l
f
r
am
e
wo
r
k
s
in
m
o
r
al
an
d
s
o
cial
p
h
ilo
s
o
p
h
y
h
a
v
e
em
p
h
asized
th
e
im
p
o
r
tan
ce
o
f
r
esp
ec
t,
th
o
u
g
h
its
ap
p
licatio
n
in
p
s
y
ch
o
lo
g
ical
r
esear
ch
h
as
b
ee
n
r
elativ
ely
l
im
ited
[
5
]
,
[
6
]
;
f
o
r
ex
am
p
le,
p
h
ilo
s
o
p
h
ical
p
er
s
p
ec
tiv
es
ar
g
u
e
th
at
r
esp
ec
t
is
ce
n
tr
al
to
eth
ical
b
eh
av
io
r
an
d
s
o
cial
co
h
esio
n
[
7
]
.
Desp
ite
its
im
p
o
r
tan
ce
,
ev
id
en
ce
s
u
g
g
e
s
ts
th
at
th
e
er
o
s
io
n
o
f
r
esp
ec
t
am
o
n
g
s
tu
d
en
ts
i
s
lin
k
ed
to
b
r
o
a
d
er
s
o
cieta
l
is
s
u
es,
in
clu
d
in
g
p
e
r
ce
iv
ed
m
o
r
al
d
ec
lin
e
[
8
]
.
C
o
n
cu
r
r
en
tly
,
r
esear
ch
o
n
cli
n
ical
s
tu
d
en
ts
h
as
d
em
o
n
s
tr
at
ed
a
p
o
s
itiv
e
co
r
r
elatio
n
b
etwe
en
r
o
le
u
n
ce
r
tain
ty
an
d
a
lack
o
f
r
esp
ec
t,
with
s
u
p
p
o
r
tiv
e
s
taf
f
m
o
d
er
atin
g
th
is
e
f
f
ec
t
[
9
]
.
E
x
am
in
in
g
th
e
k
ey
f
ac
to
r
s
in
f
lu
en
cin
g
th
e
r
elatio
n
s
h
ip
b
etwe
en
r
elig
io
u
s
c
o
m
m
itm
en
t
a
n
d
r
esp
ec
t
f
o
r
o
t
h
er
s
is
ess
en
tial
to
ad
d
r
ess
in
g
th
ese
is
s
u
es.
Ma
n
y
s
p
ir
itu
al
tr
ad
itio
n
s
em
p
h
asize
eth
ical
v
alu
es
s
u
ch
a
s
co
m
p
ass
io
n
,
em
p
ath
y
,
an
d
k
i
n
d
n
ess
,
wh
ich
ar
e
i
n
teg
r
al
t
o
f
o
s
ter
in
g
r
esp
ec
t
a
n
d
d
ig
n
ity
[
1
0
]
.
Fu
r
th
er
m
o
r
e,
r
elig
io
u
s
teac
h
in
g
s
o
f
te
n
p
r
o
v
id
e
m
o
r
al
f
r
am
ewo
r
k
s
th
at
en
co
u
r
a
g
e
p
r
i
n
cip
les
o
f
r
es
p
ec
t,
f
air
n
ess
,
an
d
h
o
n
esty
[
1
1
]
.
Ad
d
itio
n
ally
,
s
o
m
e
r
elig
io
u
s
co
m
m
u
n
ities
ad
v
o
ca
te
f
o
r
to
ler
an
ce
,
r
ec
o
g
n
izin
g
an
d
v
al
u
in
g
d
iv
er
s
e
b
elief
s
an
d
p
r
ac
tices.
Pro
m
o
tin
g
to
ler
an
ce
,
r
es
p
ec
t,
an
d
o
p
en
n
ess
is
ess
en
tial
f
o
r
p
er
s
o
n
al
d
ev
elo
p
m
e
n
t
an
d
s
o
cial
h
ar
m
o
n
y
,
h
i
g
h
lig
h
tin
g
th
e
im
p
o
r
ta
n
ce
o
f
cu
ltiv
atin
g
th
ese
attitu
d
es
am
o
n
g
u
n
i
v
er
s
ity
s
tu
d
en
ts
[
1
2
]
.
I
n
co
n
clu
s
io
n
,
th
e
r
elatio
n
s
h
ip
b
etwe
en
r
elig
io
u
s
c
o
m
m
itm
e
n
t
an
d
r
esp
ec
t
f
o
r
o
th
e
r
s
is
d
y
n
am
ic
an
d
co
n
tex
t
-
d
e
p
en
d
e
n
t.
W
h
ile
r
e
lig
io
u
s
tr
ad
itio
n
s
f
r
eq
u
e
n
tly
p
r
o
m
o
te
v
al
u
es
th
at
en
c
o
u
r
ag
e
r
esp
ec
t,
th
e
m
an
if
estatio
n
o
f
th
ese
v
alu
e
s
ca
n
v
ar
y
wid
ely
am
o
n
g
i
n
d
iv
id
u
als
an
d
co
m
m
u
n
ities
.
A
co
m
p
r
eh
en
s
iv
e
u
n
d
er
s
tan
d
i
n
g
o
f
t
h
is
r
elatio
n
s
h
ip
r
eq
u
ir
es
co
n
s
id
er
atio
n
o
f
th
e
d
iv
er
s
ity
o
f
r
elig
io
u
s
b
elief
s
an
d
b
r
o
a
d
er
cu
ltu
r
al
an
d
s
o
cieta
l f
ac
t
o
r
s
in
f
lu
en
cin
g
r
esp
ec
t a
n
d
t
o
ler
an
c
e.
2.
L
I
T
E
R
AT
U
RE
R
E
VI
E
W
Pre
v
io
u
s
liter
atu
r
e
was r
elied
u
p
o
n
t
o
co
n
s
tr
u
ct
th
e
t
h
r
ee
s
tu
d
y
s
ca
les
: r
elig
io
u
s
co
m
m
itm
e
n
t,
r
esp
ec
t
f
o
r
o
t
h
er
s
,
an
d
to
ler
an
ce
.
T
h
e
r
elig
io
u
s
co
m
m
itm
e
n
t
s
ca
le
m
ea
s
u
r
es
in
d
iv
id
u
als
’
a
d
h
er
e
n
ce
to
th
eir
s
p
ir
itu
al
v
alu
es,
b
elief
s
,
a
n
d
p
r
ac
tices
[
1
3
]
.
T
h
e
r
esp
ec
t
f
o
r
o
th
e
r
s
s
ca
le
m
ea
s
u
r
es
th
e
d
eg
r
ee
t
o
wh
ich
in
d
iv
id
u
als
r
esp
ec
t
o
th
er
s
in
v
ar
io
u
s
co
n
tex
ts
,
s
u
ch
as
h
u
m
an
r
ig
h
t
s
,
eld
er
s
,
p
ee
r
s
,
p
r
iv
ac
y
,
an
d
d
iv
er
s
e
o
p
in
io
n
s
[
1
4
]
,
[
1
5
]
.
T
h
e
to
ler
an
ce
s
ca
l
e
ev
alu
ates
h
o
w
in
d
iv
id
u
als
d
em
o
n
s
tr
ate
to
ler
an
ce
i
n
ev
er
y
d
ay
life
,
in
cl
u
d
in
g
ac
ce
p
tin
g
cu
ltu
r
al
d
i
v
er
s
ity
,
a
p
p
r
ec
iatin
g
o
t
h
er
s
’
ef
f
o
r
ts
,
u
n
d
er
s
tan
d
in
g
d
i
f
f
er
en
t
p
er
s
o
n
al
ities
,
an
d
r
esp
ec
tin
g
v
ar
io
u
s
r
elig
io
n
s
[
1
6
]
.
Pre
v
io
u
s
r
esear
ch
h
as
ex
te
n
s
iv
ely
ex
p
lo
r
ed
th
e
r
elatio
n
s
h
ip
s
b
etwe
en
d
em
o
g
r
a
p
h
ic
f
ac
to
r
s
an
d
k
ey
s
o
cial
co
n
s
tr
u
cts
s
u
ch
as
r
eli
g
io
u
s
co
m
m
itm
e
n
t,
r
esp
ec
t
f
o
r
o
th
e
r
s
,
an
d
to
ler
an
ce
.
Ge
n
d
er
d
if
f
er
e
n
ce
s
in
r
elig
io
u
s
co
m
m
itm
en
t h
av
e
b
e
en
p
a
r
ticu
lar
ly
n
o
ted
[
1
7
]
.
C
u
ltu
r
al
an
d
n
atio
n
al
c
o
n
tex
ts
h
a
v
e
also
b
ee
n
s
h
o
wn
to
in
f
lu
en
c
e
r
elig
io
u
s
co
m
m
itm
en
t
s
ig
n
if
ican
tly
.
Fo
r
in
s
t
an
ce
,
s
tu
d
ies
co
m
p
ar
in
g
r
eli
g
io
u
s
co
m
m
itm
e
n
t
ac
r
o
s
s
d
if
f
er
en
t
c
o
u
n
t
r
ies
h
av
e
r
ev
ea
led
s
u
b
s
tan
tial
v
ar
iatio
n
s
,
em
p
h
asizin
g
th
e
im
p
o
r
ta
n
ce
o
f
co
n
s
id
er
in
g
cu
ltu
r
al
f
ac
to
r
s
[
1
8
]
.
Ag
e
is
an
o
th
e
r
d
em
o
g
r
a
p
h
ic
f
ac
to
r
s
tu
d
ied
in
ter
m
s
o
f
r
elig
io
u
s
co
m
m
itm
en
t
a
n
d
to
ler
an
ce
.
R
esear
ch
s
h
o
ws
t
h
at
r
elig
io
u
s
co
m
m
itm
en
t
r
e
m
ain
s
s
tab
le
ac
r
o
s
s
d
if
f
er
en
t
ag
e
g
r
o
u
p
s
,
wh
ile
to
ler
an
ce
ca
n
f
lu
ct
u
ate
b
ased
o
n
life
ex
p
er
ien
ce
s
an
d
s
o
cial
in
ter
ac
tio
n
s
.
T
h
e
in
f
lu
en
ce
o
f
ac
ad
em
ic
d
is
cip
lin
es
o
n
s
o
cial
co
n
s
tr
u
cts
lik
e
to
ler
an
ce
h
as
also
b
ee
n
in
v
esti
g
ated
[
1
9
]
.
T
h
e
p
o
ten
tial
im
p
ac
t
o
f
ed
u
ca
tio
n
al
co
n
ten
t
o
n
s
o
cial
attitu
d
es
u
n
d
er
s
co
r
es
th
e
r
o
l
e
o
f
ac
ad
em
ic
e
n
v
ir
o
n
m
en
ts
in
s
h
ap
in
g
s
tu
d
e
n
t
b
eh
av
io
r
s
.
Fu
r
th
er
m
o
r
e,
th
e
p
r
o
g
r
ess
io
n
th
r
o
u
g
h
ac
ad
e
m
ic
y
ea
r
s
h
as
b
ee
n
lin
k
ed
t
o
v
ar
i
atio
n
s
in
r
elig
io
u
s
co
m
m
itm
en
t.
Stu
d
ies
s
u
g
g
e
s
t
th
at
as
s
tu
d
en
ts
ad
v
an
ce
in
th
eir
ed
u
ca
tio
n
al
jo
u
r
n
ey
,
th
eir
r
elig
io
u
s
co
m
m
itm
en
t
m
ay
in
c
r
ea
s
e
d
u
e
to
g
r
ea
ter
ex
p
o
s
u
r
e
to
r
elig
i
o
u
s
ed
u
ca
tio
n
a
n
d
co
m
m
u
n
ity
ac
tiv
ities
[
2
0
]
.
T
h
e
liter
atu
r
e
co
n
s
is
ten
tly
s
u
p
p
o
r
ts
th
e
in
ter
r
elate
d
n
ess
o
f
r
elig
io
u
s
co
m
m
itm
en
t,
r
esp
ec
t
f
o
r
o
th
er
s
,
an
d
to
ler
an
ce
.
Hig
h
er
r
elig
i
o
u
s
co
m
m
itm
en
t
is
o
f
ten
ass
o
ciate
d
with
tr
em
en
d
o
u
s
r
esp
ec
t
f
o
r
o
th
er
s
an
d
in
cr
ea
s
ed
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
To
lera
n
ce
o
n
ca
m
p
u
s
:
th
e
imp
a
ct
o
f relig
io
u
s
co
mmitmen
t a
n
d
r
esp
ec
t
… (
Mo
h
a
mma
d
Ja
b
er Th
a
lg
i
)
183
to
ler
an
ce
,
r
ein
f
o
r
cin
g
th
e
in
te
r
co
n
n
ec
ted
n
ess
o
f
th
ese
s
o
cial
v
alu
es
[
2
1
]
,
[
2
2
]
.
R
esp
ec
t
is
p
iv
o
tal
in
f
o
s
ter
in
g
to
ler
an
ce
an
d
s
o
cial
h
ar
m
o
n
y
[
2
3
]
.
T
h
ese
in
s
ig
h
ts
s
u
g
g
est
th
at
u
n
d
er
s
tan
d
in
g
th
e
d
y
n
a
m
ics
b
etwe
en
th
ese
v
ar
iab
les is
ess
en
tial f
o
r
p
r
o
m
o
tin
g
s
o
cial
co
h
esio
n
an
d
t
o
ler
an
ce
in
d
iv
e
r
s
e
s
o
cieties.
3.
P
RO
B
L
E
M
A
ND
AI
M
S
T
h
is
s
tu
d
y
e
x
am
in
es
th
e
r
e
latio
n
s
h
ip
b
etwe
en
r
elig
io
u
s
co
m
m
itm
en
t,
r
esp
ec
t
f
o
r
o
th
er
s
,
an
d
to
ler
an
ce
am
o
n
g
u
n
iv
er
s
ity
s
t
u
d
en
ts
,
ex
p
lo
r
in
g
wh
et
h
er
r
el
ig
io
s
ity
f
o
s
ter
s
o
r
h
i
n
d
er
s
th
e
s
e
v
alu
es
b
ased
o
n
d
em
o
g
r
a
p
h
ic
f
ac
to
r
s
.
I
s
lam
ic
p
r
in
cip
les
an
d
p
r
ef
er
en
ce
s
attem
p
t
to
f
o
s
ter
a
r
elig
io
u
s
p
er
s
o
n
ality
th
at
ac
ce
p
ts
o
th
er
s
an
d
d
ea
ls
with
th
em
b
y
in
co
r
p
o
r
atin
g
t
o
ler
ab
le
s
tan
d
ar
d
s
.
Hen
ce
,
a
citizen
s
u
b
j
u
g
ated
to
th
e
I
s
lam
ic
v
alu
e
s
y
s
tem
is
e
x
p
ec
ted
to
r
e
s
p
ec
t
o
th
er
s
a
n
d
b
e
t
o
ler
an
t.
So
,
it
is
ass
u
m
ed
th
at
r
elig
io
u
s
v
alu
es
ca
n
en
h
a
n
ce
r
esp
ec
t
an
d
to
ler
an
ce
to
war
d
s
o
th
er
s
[
2
4
]
.
Du
e
to
th
e
d
i
f
f
e
r
en
ce
s
in
u
n
d
er
s
tan
d
i
n
g
an
d
ap
p
licatio
n
asp
ec
ts
,
th
er
e
m
ay
b
e
f
o
r
m
s
o
f
s
u
p
er
f
icial
I
s
lam
ic
r
elig
io
s
ity
th
at
c
o
n
f
lict
with
th
e
v
alu
es
o
f
r
es
p
ec
tin
g
o
th
er
s
an
d
to
ler
an
ce
with
in
th
e
s
o
cial
en
v
ir
o
n
m
e
n
t.
T
h
u
s
,
it
b
ec
o
m
es
e
s
s
en
tial
to
lo
o
k
at
th
e
im
p
ac
t
o
f
r
elig
io
s
ity
with
in
th
e
f
r
am
ewo
r
k
o
f
s
o
cial
r
ela
tio
n
s
h
ip
s
,
wh
ich
ar
e
b
ased
o
n
r
esp
ec
t,
an
d
to
d
eter
m
in
e
if
r
elig
io
s
ity
h
elp
s
estab
lis
h
r
elatio
n
s
h
ip
s
b
ased
o
n
to
ler
a
n
ce
[
2
5
]
,
[
2
6
]
.
T
h
e
r
ef
o
r
e,
th
is
s
tu
d
y
f
o
c
u
s
es
o
n
ass
es
s
in
g
r
elig
io
u
s
co
m
m
itm
en
t,
r
esp
ec
t
f
o
r
o
th
er
s
,
an
d
to
ler
a
n
ce
am
o
n
g
u
n
iv
e
r
s
ity
s
tu
d
en
ts
.
I
t
also
aim
s
to
d
eter
m
in
e
r
elig
io
s
ity
an
d
r
esp
ec
t
f
o
r
o
th
er
s
a
n
d
ex
p
lain
th
e
d
em
o
g
r
ap
h
ic
v
a
r
iab
le
s
in
f
lu
en
cin
g
th
e
to
ler
a
n
ce
b
e
h
av
io
r
,
as
s
h
o
wn
in
Fig
u
r
e
1
.
T
h
e
f
o
llo
win
g
q
u
esti
o
n
s
ca
n
ex
p
r
ess
th
e
r
esear
ch
p
r
o
b
lem
:
−
T
o
wh
at
ex
ten
t d
o
u
n
iv
er
s
ity
s
tu
d
en
ts
d
em
o
n
s
tr
ate
r
elig
io
u
s
co
m
m
itm
en
t?
−
T
o
wh
at
ex
ten
t d
o
u
n
iv
er
s
ity
s
tu
d
en
ts
d
em
o
n
s
tr
ate
r
esp
ec
t f
o
r
o
th
er
s
?
−
T
o
wh
at
ex
ten
t d
o
u
n
iv
er
s
ity
s
tu
d
en
ts
d
em
o
n
s
tr
ate
to
ler
an
ce
?
−
Ar
e
th
er
e
s
ig
n
if
ican
t
d
if
f
er
en
ce
s
in
lev
els
o
f
r
elig
io
u
s
co
m
m
itm
en
t,
r
esp
ec
t
f
o
r
o
th
er
s
,
an
d
to
ler
an
ce
b
ased
o
n
v
ar
iab
les lik
e
g
en
d
er
,
co
u
n
tr
y
,
ag
e,
d
ep
ar
tm
en
t,
an
d
y
ea
r
o
f
s
tu
d
y
?
−
Ar
e
th
er
e
s
ig
n
if
ican
t
r
elatio
n
s
h
ip
s
b
etwe
en
r
elig
io
u
s
co
m
m
itm
en
t,
r
esp
ec
t
f
o
r
o
th
er
s
,
an
d
to
ler
an
ce
am
o
n
g
p
ar
ticip
an
ts
?
−
Do
d
em
o
g
r
ap
h
ic
ch
ar
ac
ter
is
tics
,
r
elig
io
u
s
co
m
m
itm
en
t,
an
d
r
esp
ec
t
f
o
r
o
th
er
s
p
r
ed
ict
to
ler
an
ce
am
o
n
g
p
ar
ticip
an
ts
?
Fig
u
r
e
1
.
T
h
e
an
aly
s
is
f
r
am
ew
o
r
k
T
h
u
s
,
th
e
s
tu
d
y
aim
s
to
r
aise
u
n
iv
e
r
s
ity
-
lev
el
to
ler
a
n
ce
,
e
x
p
lain
in
g
t
h
at
r
elig
io
u
s
co
m
m
itm
en
t
an
d
r
esp
ec
t
f
o
r
o
t
h
er
s
ar
e
ess
en
tial
f
o
r
cr
ea
tin
g
a
p
e
r
ip
h
er
al
en
v
i
r
o
n
m
en
t
in
ed
u
ca
tio
n
al
in
s
titu
tio
n
s
.
T
h
e
p
u
r
p
o
s
e
is
to
au
th
o
r
an
d
c
o
n
s
tr
u
ct
v
al
u
es
o
f
r
esp
ec
t,
ass
ets,
an
d
d
iv
er
s
e
in
co
r
p
o
r
atio
n
s
in
to
e
d
u
ca
tio
n
f
r
am
ewo
r
k
s
.
T
h
is
in
v
o
lv
es
u
s
in
g
ch
ar
ac
ter
ed
u
ca
tio
n
to
p
r
o
m
o
te
m
o
r
als
an
d
eth
ics
am
o
n
g
s
t
s
tu
d
en
ts
,
u
s
in
g
co
llab
o
r
atio
n
to
en
h
a
n
ce
s
tu
d
en
t
in
ter
ac
tio
n
,
an
d
u
s
in
g
a
co
n
s
tr
u
ctiv
is
t
lear
n
in
g
a
p
p
r
o
ac
h
t
o
en
a
b
le
s
tu
d
en
ts
to
c
o
n
s
tr
u
ct
th
eir
u
n
d
er
s
tan
d
in
g
o
f
to
ler
a
n
ce
an
d
r
esp
ec
t.
Or
g
an
izatio
n
an
d
s
u
p
p
o
r
t
p
er
s
p
ec
tiv
es
ar
e
f
u
r
th
er
s
tr
ess
ed
to
ac
h
iev
e
co
h
esiv
en
ess
o
f
in
ter
est
an
d
p
a
r
ticip
atio
n
with
th
e
o
v
er
all
g
o
al,
s
o
cializa
tio
n
,
a
n
d
s
o
cial
s
u
p
p
o
r
t
to
f
o
s
ter
co
m
m
o
n
g
o
als
an
d
r
e
s
p
o
n
s
ib
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y
.
M
o
r
al
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u
ca
tio
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u
n
d
er
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r
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to
e
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h
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n
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tan
d
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d
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d
m
u
lti
-
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tu
d
en
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p
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p
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latio
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.
T
o
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tu
d
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’
G
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nde
r
C
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r
y
A
g
e
D
e
partm
e
nt
Ye
ar
of
study
R
e
l
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g
i
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C
om
m
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t
m
e
nt
To
l
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r
ance
R
e
s
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fo
r
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s
Evaluation Warning : The document was created with Spire.PDF for Python.
I
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2
2
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8
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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
:
1
81
-
1
94
184
p
er
s
p
ec
tiv
es
o
n
to
ler
an
ce
in
d
if
f
er
en
t
s
o
cio
-
cu
ltu
r
al
en
v
ir
o
n
m
en
ts
,
a
g
lo
b
al
v
iew
is
in
cl
u
d
ed
in
ad
d
itio
n
t
o
life
lo
n
g
ed
u
ca
tio
n
to
d
ev
el
o
p
th
ese
v
alu
es
in
to
s
k
ills
f
o
r
p
er
s
o
n
al
an
d
ca
r
ee
r
d
e
v
e
lo
p
m
en
t.
R
elig
io
u
s
ed
u
ca
tio
n
tak
es
th
e
c
o
n
f
lict
b
etwe
en
lo
y
alty
to
f
aith
an
d
to
ler
an
ce
to
o
t
h
er
v
iews,
s
h
o
win
g
th
at
th
ese
ar
e
co
m
p
lem
en
tar
y
.
T
h
is
r
esear
ch
ex
ten
d
s
p
r
io
r
s
tu
d
ies
b
y
em
p
lo
y
in
g
a
r
o
b
u
s
t
q
u
an
titativ
e
a
p
p
r
o
ac
h
to
an
aly
ze
th
e
im
p
ac
t
o
f
r
elig
io
u
s
co
m
m
itm
en
t
an
d
r
esp
ec
t
f
o
r
o
th
er
s
o
n
to
ler
an
ce
.
Un
lik
e
p
r
e
v
io
u
s
r
esear
ch
,
it
ap
p
lies
s
tatis
t
ical
m
o
d
elin
g
to
id
en
ti
f
y
th
e
m
o
s
t
s
ig
n
if
ican
t
p
r
ed
i
cto
r
s
,
o
f
f
er
in
g
a
clea
r
er
u
n
d
er
s
tan
d
in
g
o
f
t
h
ese
r
elatio
n
s
h
ip
s
in
an
ed
u
ca
tio
n
al
s
ettin
g
.
4.
M
E
T
H
O
D
4
.
1
.
Descript
iv
e
s
t
a
t
is
t
ics f
o
r
re
lig
io
us
co
m
m
it
m
ent
s
ca
le
it
em
s
T
h
is
s
tu
d
y
u
s
ed
a
d
escr
ip
tiv
e
q
u
an
titativ
e
cr
o
s
s
-
s
ec
tio
n
al
s
u
r
v
ey
co
llected
b
etwe
en
J
u
n
e
1
6
,
2
0
2
3
,
an
d
Au
g
u
s
t
1
6
,
2
0
2
3
.
T
h
e
s
a
m
p
le
s
ize
was
d
eter
m
in
ed
u
s
in
g
R
ao
s
o
f
t
o
n
lin
e
s
o
f
twar
e
[
2
7
]
,
with
a
5
%
m
ar
g
in
o
f
er
r
o
r
,
a
9
5
%
co
n
f
i
d
en
ce
in
t
er
v
al
,
an
d
a
5
0
%
r
esp
o
n
s
e
d
is
tr
ib
u
tio
n
.
T
h
is
r
esu
lted
in
a
r
ec
o
m
m
en
d
e
d
s
am
p
le
s
ize
o
f
3
2
5
s
tu
d
en
ts
f
r
o
m
Facu
lty
o
f
Sh
ar
ia
an
d
I
s
l
am
ic
Stu
d
ies
,
Yar
m
o
u
k
Un
iv
er
s
ity
,
in
J
o
r
d
an
.
T
h
is
co
n
s
is
ts
o
f
s
ev
er
al
s
tu
d
en
ts
wh
o
h
av
e
en
r
o
lled
in
c
o
u
r
s
es
o
f
f
er
ed
with
in
th
e
f
ac
u
lty
b
u
t
o
r
ig
in
ate
f
r
o
m
o
th
er
f
ac
u
lties
(
N
=6
7
)
.
W
e
in
v
ited
2
,
5
0
0
u
n
d
er
g
r
a
d
u
ate
s
tu
d
en
ts
to
p
a
r
ticip
ate
to
en
h
an
c
e
th
e
s
tu
d
y
’
s
p
o
wer
.
T
h
e
s
u
r
v
ey
was
d
is
tr
ib
u
ted
v
i
a
em
ail
an
d
s
o
cial
m
ed
ia
p
latf
o
r
m
s
tar
g
etin
g
u
n
iv
er
s
ity
s
tu
d
en
ts
.
Data
an
aly
s
is
was
p
er
f
o
r
m
ed
o
n
r
esp
o
n
s
es
f
r
o
m
3
3
4
p
ar
ticip
an
ts
(
r
esp
o
n
s
e
r
ate=
1
3
%,
with
8
1
.
1
%
f
em
a
le
p
ar
ticip
an
ts
)
wh
o
co
m
p
leted
th
e
s
u
r
v
e
y
,
as
s
h
o
wn
in
T
ab
le
1
.
T
h
e
p
a
r
ticip
an
ts
ar
e
s
tu
d
en
ts
o
f
th
e
Sh
ar
ia
an
d
I
s
lam
ic
Stu
d
ies
Facu
lty
f
r
o
m
J
o
r
d
a
n
,
Ma
lay
s
ia,
T
h
ailan
d
,
an
d
I
n
d
o
n
esia.
T
h
e
s
tu
d
y
was
co
n
d
u
cted
b
y
th
e
eth
ical
s
tan
d
ar
d
s
f
o
r
s
o
cial
s
cien
ce
s
r
esear
ch
o
u
tlin
ed
in
th
e
Helsin
k
i D
ec
lar
at
io
n
[
2
8
]
.
T
ab
le
1
.
Par
ticip
an
ts
’
ess
en
tial
ch
ar
ac
ter
is
tics
(
N
=3
3
4
)
V
a
r
i
a
b
l
e
s
N
(
%)
G
e
n
d
e
r
M
a
l
e
6
3
(
1
8
.
9
%)
F
e
mal
e
2
7
1
(
8
1
.
1
%)
C
o
u
n
t
r
y
Jo
r
d
a
n
1
1
7
(
3
5
.
0
%)
M
a
l
a
y
si
a
2
0
1
(
6
0
.
2
%)
Th
a
i
l
a
n
d
3
(
0
.
9
%)
I
n
d
o
n
e
si
a
1
3
(
3
.
9
%)
A
g
e
18
-
20
1
6
5
(
4
9
.
4
%)
21
-
23
1
5
2
(
4
5
.
5
%)
24
-
26
1
0
(
3
.
0
%)
27
-
30
7
(
2
.
1
%)
D
e
p
a
r
t
me
n
t
I
sl
a
mi
c
s
t
u
d
i
e
s
1
4
8
(
4
4
.
3
%)
I
sl
a
mi
c
J
u
r
i
s
p
r
u
d
e
n
c
e
4
6
(
1
3
.
8
%)
F
u
n
d
a
m
e
n
t
a
l
s
o
f
r
e
l
i
g
i
o
n
2
7
(
8
.
1
%)
I
sl
a
mi
c
e
c
o
n
o
m
i
c
s
4
6
(
1
3
.
8
%)
O
t
h
e
r
d
e
p
a
r
t
me
n
t
s
6
7
(
2
0
.
1
%)
S
t
u
d
y
y
e
a
r
F
i
r
st
4
3
(
1
2
.
9
%)
S
e
c
o
n
d
9
7
(
2
9
.
0
%)
Th
i
r
d
9
9
(
2
9
.
6
%)
F
o
u
r
t
h
9
5
(
2
8
.
4
%)
4
.
2
.
M
ea
s
urem
ent
s
T
h
e
th
r
ee
s
tu
d
y
s
ca
les
wer
e
d
ev
elo
p
e
d
f
r
o
m
p
r
e
v
io
u
s
liter
atu
r
e,
an
d
ea
c
h
s
ca
le
’
s
r
eliab
ilit
y
co
ef
f
icien
ts
wer
e
co
m
p
u
te
d
.
T
h
e
r
elig
io
u
s
co
m
m
itm
en
t
s
ca
le
ass
e
s
s
ed
h
o
w
in
d
iv
id
u
als
ad
h
er
e
to
th
eir
s
p
ir
itu
al
v
alu
es,
b
elief
s
,
a
n
d
p
r
ac
tices.
I
t
co
n
s
is
ts
o
f
s
ev
en
it
em
s
r
ated
o
n
a
5
-
p
o
in
t
L
ik
er
t
s
ca
le,
r
an
g
in
g
f
r
o
m
1
(
n
o
t
at
all
tr
u
e
o
f
m
e)
to
5
(
to
tally
ac
tu
al
o
f
m
e)
[
1
3
]
.
T
h
e
r
esp
ec
t
f
o
r
o
th
er
s
s
ca
le
m
ea
s
u
r
es
th
e
d
eg
r
ee
to
wh
ich
in
d
iv
id
u
als
s
h
o
w
r
esp
ec
t
to
war
d
s
o
th
er
s
in
v
ar
io
u
s
co
n
tex
ts
.
T
h
is
s
ca
le
ty
p
ically
i
n
clu
d
es
item
s
th
at
ass
es
s
r
esp
ec
t
f
o
r
h
u
m
an
r
ig
h
ts
,
eld
er
s
,
p
ee
r
s
,
p
r
iv
ac
y
,
an
d
d
iv
er
s
e
o
p
in
io
n
s
.
Usi
n
g
eig
h
t
item
s
,
r
esp
o
n
d
en
ts
r
ate
th
eir
a
g
r
ee
m
en
t
with
s
tatem
en
ts
o
n
a
L
ik
e
r
t
s
ca
le,
o
f
ten
r
an
g
in
g
f
r
o
m
1
(
s
tr
o
n
g
ly
d
is
a
g
r
ee
)
t
o
5
(
s
tr
o
n
g
ly
ag
r
ee
)
.
T
h
is
s
ca
le
h
elp
s
u
s
u
n
d
er
s
tan
d
h
o
w
in
d
iv
i
d
u
als
v
alu
e
an
d
p
r
ac
tice
r
esp
ec
t
i
n
d
aily
in
ter
ac
tio
n
s
[
1
4
]
,
[
1
5
]
.
T
h
e
to
ler
a
n
ce
s
ca
le
ev
alu
ates
h
o
w
in
d
iv
id
u
als
d
em
o
n
s
tr
ate
to
le
r
an
ce
in
th
eir
ev
er
y
d
ay
liv
es.
T
h
is
s
ca
le
in
clu
d
es
s
ev
en
ite
m
s
m
ea
s
u
r
in
g
ac
ce
p
tan
ce
o
f
cu
ltu
r
al
d
iv
e
r
s
ity
,
ap
p
r
ec
iatio
n
o
f
o
th
er
s
’
e
f
f
o
r
ts
,
u
n
d
er
s
tan
d
i
n
g
o
f
d
if
f
er
e
n
t
p
e
r
s
o
n
alities
,
an
d
r
esp
ec
t
f
o
r
v
a
r
io
u
s
r
elig
io
n
s
.
R
esp
o
n
d
en
ts
r
ate
th
eir
a
g
r
ee
m
en
t
with
s
tatem
en
ts
o
n
a
L
ik
er
t
s
ca
le,
ty
p
ically
f
r
o
m
1
(
s
tr
o
n
g
ly
d
is
ag
r
ee
)
to
5
(
s
tr
o
n
g
l
y
ag
r
ee
)
.
T
h
is
s
ca
le
p
r
o
v
id
es in
s
ig
h
ts
in
to
h
o
w
in
d
iv
id
u
als p
r
ac
tice
to
ler
an
ce
an
d
in
clu
s
iv
ity
[
1
6
]
.
T
h
e
r
eliab
ilit
y
co
ef
f
icien
ts
f
o
r
th
e
s
ca
les
u
s
ed
in
th
is
s
tu
d
y
in
d
icate
h
ig
h
in
ter
n
al
co
n
s
is
te
n
cy
ac
r
o
s
s
all
d
im
en
s
io
n
s
.
Sp
ec
if
ically
,
C
r
o
n
b
ac
h
’
s
alp
h
a
v
alu
es
f
o
r
th
e
s
ca
les
m
ea
s
u
r
in
g
r
elig
io
u
s
co
m
m
itm
en
t,
r
esp
ec
t
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t
J
E
v
al
&
R
es E
d
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c
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SS
N:
2252
-
8
8
2
2
To
lera
n
ce
o
n
ca
m
p
u
s
:
th
e
imp
a
ct
o
f relig
io
u
s
co
mmitmen
t a
n
d
r
esp
ec
t
… (
Mo
h
a
mma
d
Ja
b
er Th
a
lg
i
)
185
f
o
r
o
th
er
s
,
an
d
to
ler
a
n
ce
ar
e
ab
o
v
e
th
e
co
m
m
o
n
ly
ac
ce
p
ted
t
h
r
esh
o
ld
o
f
0
.
7
0
,
s
u
g
g
esti
n
g
th
at
th
e
item
s
wi
th
in
ea
ch
s
ca
le
ar
e
h
ig
h
ly
co
r
r
elat
ed
an
d
m
ea
s
u
r
e
th
e
s
am
e
u
n
d
er
ly
in
g
co
n
s
tr
u
ct
[
2
9
]
.
T
h
e
r
el
ig
io
u
s
co
m
m
itm
en
t
s
ca
le,
with
an
alp
h
a
v
alu
e
o
f
0
.
8
8
0
,
d
em
o
n
s
tr
ates
s
tr
o
n
g
r
eliab
ilit
y
,
in
d
icatin
g
th
at
th
e
eig
h
t
item
s
co
n
s
is
ten
tly
m
ea
s
u
r
e
th
e
d
eg
r
ee
o
f
r
elig
io
u
s
co
m
m
itm
en
t
am
o
n
g
th
e
s
tu
d
en
ts
.
T
h
e
r
esp
e
ct
f
o
r
o
th
er
s
s
ca
le
s
h
o
ws
an
ev
en
h
ig
h
er
r
eliab
i
lity
co
ef
f
icien
t
o
f
0
.
9
1
6
,
r
ef
l
ec
tin
g
ex
ce
llen
t
in
ter
n
al
c
o
n
s
is
ten
cy
am
o
n
g
th
e
n
in
e
item
s
,
s
u
g
g
esti
n
g
th
at
th
e
s
ca
le
ef
f
ec
tiv
ely
ca
p
tu
r
es
th
e
v
ar
io
u
s
asp
ec
ts
o
f
r
esp
ec
t
f
o
r
o
th
er
s
in
d
if
f
er
en
t
co
n
tex
ts
.
Similar
ly
,
th
e
to
ler
an
ce
s
ca
le
h
as a
h
ig
h
alp
h
a
v
alu
e
o
f
0
.
9
1
2
,
in
d
icatin
g
th
at
th
e
eig
h
t item
s
r
eliab
ly
m
ea
s
u
r
e
th
e
s
tu
d
en
ts
’
to
ler
a
n
c
e
in
d
aily
ac
tiv
ities
.
4
.
3
.
Da
t
a
m
a
na
g
e
m
ent
a
nd
a
na
ly
s
es
Af
ter
co
llectin
g
t
h
e
s
tu
d
y
d
at
a,
th
e
r
esear
c
h
er
m
eticu
l
o
u
s
ly
r
ev
iewe
d
it
i
n
p
r
ep
ar
atio
n
f
o
r
co
m
p
u
ter
en
tr
y
.
T
h
e
d
ata
was
th
e
n
e
n
co
d
ed
b
y
c
o
n
v
e
r
tin
g
v
er
b
al
r
esp
o
n
s
es
in
to
n
u
m
er
ical
v
alu
es:
s
tr
o
n
g
ly
ag
r
ee
was
ass
ig
n
ed
a
v
alu
e
o
f
5
,
a
g
r
ee
a
v
alu
e
o
f
4
,
n
eu
tr
al
a
v
al
u
e
o
f
3
,
d
is
ag
r
ee
a
v
alu
e
o
f
2
,
a
n
d
s
tr
o
n
g
ly
d
is
ag
r
ee
a
v
alu
e
o
f
1
[
3
0
]
.
T
h
is
p
r
o
ce
s
s
en
ab
led
th
e
q
u
esti
o
n
n
air
e
to
q
u
an
titativ
ely
m
ea
s
u
r
e
th
e
r
e
latio
n
s
h
ip
b
etwe
en
r
elig
io
u
s
co
m
m
itm
en
t
an
d
r
esp
ec
t
f
o
r
o
th
er
s
am
o
n
g
a
s
am
p
le
o
f
J
o
r
d
an
ian
u
n
iv
e
r
s
ity
s
tu
d
en
ts
,
s
p
ec
if
ically
in
th
e
co
n
tex
t
o
f
I
s
lam
ic
la
ws,
f
r
o
m
th
e
s
tu
d
en
ts
’
p
er
s
p
ec
tiv
es.
T
h
e
d
ata
wer
e
an
al
y
ze
d
u
s
in
g
th
e
SP
SS
v
er
s
io
n
2
6
.
T
h
e
an
al
y
s
is
in
clu
d
ed
ca
lcu
latin
g
d
escr
ip
tiv
e
s
tatis
tic
s
(
m
ea
n
s
an
d
s
tan
d
a
r
d
d
e
v
iatio
n
s
)
an
d
in
f
er
en
tial
s
tatis
tics
(
t
-
test
s
an
d
o
n
e
-
way
ANOV
A)
to
tes
t
th
e
d
if
f
e
r
en
ce
s
b
etwe
en
ca
t
eg
o
r
ical
v
a
r
iab
les.
Ad
d
itio
n
ally
,
r
eliab
ilit
y
was
ass
e
s
s
ed
u
s
in
g
C
r
o
n
b
ac
h
’
s
alp
h
a
an
d
Pear
s
o
n
co
r
r
ela
tio
n
,
an
d
m
u
ltip
le
r
eg
r
ess
io
n
an
aly
s
es
wer
e
co
n
d
u
cted
to
test
th
e
im
p
ac
t
o
f
t
h
e
s
tu
d
y
v
a
r
iab
le
o
n
t
h
e
to
ler
an
ce
s
ca
le
[
3
1
]
.
T
h
e
s
tu
d
y
ap
p
lies
m
u
ltip
le
r
eg
r
es
s
io
n
an
aly
s
is
to
d
eter
m
in
e
th
e
p
r
ed
ictiv
e
p
o
wer
o
f
r
elig
i
o
u
s
co
m
m
itm
en
t
a
n
d
r
esp
ec
t
f
o
r
o
th
e
r
s
o
n
to
ler
an
ce
,
co
n
tr
o
llin
g
d
em
o
g
r
ap
h
ic
f
ac
to
r
s
.
T
h
is
m
eth
o
d
o
lo
g
ical
ap
p
r
o
ac
h
en
s
u
r
es
a
r
ig
o
r
o
u
s
ass
ess
m
en
t o
f
s
tatis
ti
ca
l sig
n
if
ican
ce
an
d
e
f
f
ec
t sizes,
s
tr
en
g
th
en
in
g
t
h
e
v
alid
ity
o
f
th
e
f
in
d
in
g
s
.
5.
RE
SU
L
T
S
5
.
1
.
Descript
iv
e
re
s
ults f
o
r
r
elig
io
us
co
m
m
it
m
ent
s
ca
le
it
em
s
(
Q
1
)
As
s
h
o
wn
in
T
ab
le
2
,
th
e
r
esu
lts
in
d
icate
a
h
ig
h
lev
el
o
f
r
el
ig
io
u
s
co
m
m
itm
en
t
am
o
n
g
p
a
r
ticip
an
ts
,
with
co
n
s
is
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M
%
SD
R
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k
3
I
g
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m
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r
a
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v
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l
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9
1
0
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9
8
2
0
.
3
8
5
1
4
I
st
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l
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w
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M
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mm
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d
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B
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H
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f
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9
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8
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4
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a
m c
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9
8
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3
3
3
5
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f
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t
h
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t
m
y
f
a
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h
i
n
f
l
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n
c
e
s
my
d
a
i
l
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a
v
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o
r
4
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8
9
0
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7
8
0
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3
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2
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b
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t
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i
s
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f
l
u
e
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e
s
my
b
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h
a
v
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o
r
4
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8
3
0
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9
6
6
0
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5
5
3
5
6
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a
m c
o
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t
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g
me
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t
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3
0
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6
6
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4
5
4
6
1
Th
e
b
e
l
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e
f
i
n
A
l
l
a
h
’
s
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x
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st
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n
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n
f
l
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c
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e
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2
0
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6
4
0
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5
6
4
7
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o
t
a
l
s
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o
r
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f
r
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l
i
g
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o
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s
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o
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t
m
e
n
t
s
c
a
l
e
4
.
8
0
.
9
7
0
.
3
2
N
o
t
e
:
M
=
m
e
a
n
s;
S
D
=
s
t
a
n
d
a
r
d
d
e
v
i
a
t
i
o
n
.
5
.
2
.
Descript
iv
e
re
s
ults f
o
r
r
esp
ec
t
f
o
r
o
t
hers sca
le
it
em
s
(
Q
2
)
As
s
h
o
wn
in
T
a
b
le
3
,
th
e
r
esu
lts
r
ev
ea
l
a
s
tr
o
n
g
co
m
m
itm
en
t
to
r
esp
ec
tin
g
o
th
er
s
am
o
n
g
p
ar
ticip
an
ts
,
with
h
ig
h
m
ea
n
s
co
r
es
ac
r
o
s
s
all
item
s
.
T
h
e
h
ig
h
est
-
r
an
k
ed
b
e
h
av
io
r
s
in
clu
d
e
r
esp
ec
tin
g
p
eo
p
le’
s
r
ig
h
ts
an
d
s
h
o
win
g
r
esp
ec
t
to
p
a
r
en
ts
,
teac
h
e
r
s
,
an
d
o
ld
e
r
in
d
iv
id
u
als,
b
o
th
with
a
m
ea
n
s
co
r
e
o
f
4
.
7
.
Par
ticip
an
ts
also
d
em
o
n
s
tr
ate
d
k
in
d
n
ess
an
d
r
esp
ec
t
to
war
d
s
f
r
ien
d
s
an
d
y
o
u
n
g
er
p
e
o
p
le
(
M=
4
.
7
0
)
an
d
v
alu
ed
r
esp
ec
tin
g
o
th
e
r
s
’
p
r
i
v
ac
y
.
Alth
o
u
g
h
s
till
h
ig
h
,
r
es
p
ec
t
f
o
r
o
th
er
s
’
o
p
in
io
n
s
an
d
ad
h
er
en
c
e
to
laws
r
an
k
s
lig
h
tly
lo
wer
,
with
m
ea
n
s
co
r
es
o
f
4
.
5
7
an
d
4
.
5
3
,
r
es
p
ec
tiv
ely
.
T
h
e
to
tal
s
co
r
e
o
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4
.
6
o
n
th
e
r
esp
ec
t
f
o
r
o
th
er
s
s
ca
le
in
d
icate
s
th
at
p
ar
t
icip
an
ts
co
n
s
is
ten
tly
p
r
io
r
itize
r
esp
ec
t in
th
eir
in
ter
ac
tio
n
s
a
n
d
d
aily
liv
es.
5
.
3
.
Descript
iv
e
re
s
ults f
o
r
t
o
lera
nce
s
ca
le
it
em
s
(
Q
3
)
As
s
h
o
wn
in
T
ab
le
4
,
th
e
r
esu
lts
in
d
icate
a
s
tr
o
n
g
s
en
s
e
o
f
to
ler
an
ce
am
o
n
g
p
ar
ticip
an
ts
,
with
h
ig
h
m
ea
n
s
co
r
es
ac
r
o
s
s
th
e
to
le
r
a
n
ce
s
ca
le
item
s
.
T
h
e
to
p
-
r
an
k
ed
b
eh
a
v
io
r
s
in
clu
d
e
lear
n
in
g
ab
o
u
t
an
d
ac
ce
p
tin
g
Evaluation Warning : The document was created with Spire.PDF for Python.
I
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N
:
2
2
5
2
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8
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I
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t
J
E
v
al
&
R
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d
u
c
,
Vo
l
.
15
,
No
.
1
,
Feb
r
u
a
r
y
20
26
:
1
81
-
1
94
186
d
if
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3
[
3
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4
5
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h
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5
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lects
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ig
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d
o
p
en
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m
in
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ed
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ess
am
o
n
g
p
ar
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ts
.
T
ab
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3
.
Me
an
s
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d
s
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ar
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d
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ms
M
%
SD
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k
1
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4
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7
0
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5
2
5
3
6
I
r
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sp
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s
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6
8
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3
6
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6
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4
I
mai
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4
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6
7
0
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9
3
4
0
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5
6
3
5
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7
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r
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f
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s l
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3
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4
6
N
o
t
e
:
M
=
m
e
a
n
s;
S
D
=
s
t
a
n
d
a
r
d
d
e
v
i
a
t
i
o
n
.
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ab
le
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.
Me
an
s
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d
s
tan
d
ar
d
d
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o
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n
ce
s
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I
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SD
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k
1
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l
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d
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4
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6
3
0
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2
6
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2
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ph
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5
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3
3
]
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T
ab
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.
Descr
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tiv
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N
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M
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m
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a
n
s;
S
D
=
s
t
a
n
d
a
r
d
d
e
v
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t
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;
*
p
<
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0
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;
*
*
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p
<
0
.
0
0
1
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
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t
J
E
v
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&
R
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d
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I
SS
N:
2252
-
8
8
2
2
To
lera
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ce
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ca
m
p
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s
:
th
e
imp
a
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o
f relig
io
u
s
co
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t a
n
d
r
esp
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t
… (
Mo
h
a
mma
d
Ja
b
er Th
a
lg
i
)
187
Gen
d
er
d
if
f
er
e
n
ce
s
s
h
o
w
th
at
m
ales
ex
h
ib
ite
d
s
ig
n
if
ican
tly
h
ig
h
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r
r
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o
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s
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m
itm
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t
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.
9
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1
8
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th
a
n
f
e
m
ales
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4
.
8
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SD=0
.
3
4
)
with
a
p
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v
alu
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o
f
0
.
0
1
.
I
n
co
n
tr
ast,
n
o
s
ig
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if
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d
if
f
e
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in
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wis
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T
h
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th
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h
ig
h
est
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m
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m
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2
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.
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ican
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in
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m
m
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t
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en
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d
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o
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n
tr
y
,
as
well
a
s
to
ler
an
ce
b
y
ag
e.
5
.
5
.
M
ea
ns
a
nd
co
rr
ela
t
io
n
bet
wee
n study
s
ca
le
s
(
Q
5
)
T
ab
le
6
d
is
p
lay
s
t
h
e
s
co
r
es
o
f
th
r
ee
f
ac
to
r
s
,
r
elig
io
u
s
co
m
m
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en
t,
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tin
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o
t
h
er
s
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a
n
d
to
ler
an
ce
,
am
o
n
g
3
3
4
p
ar
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ts
.
T
h
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m
ea
n
s
co
r
e
f
o
r
r
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m
m
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4
.
8
7
,
with
a
s
tan
d
ar
d
d
ev
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n
o
f
0
.
3
3
,
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n
d
icatin
g
a
h
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h
lev
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o
f
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u
s
co
m
m
itm
e
n
t
am
o
n
g
th
e
p
ar
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ts
with
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elativ
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lo
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ar
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.
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esp
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o
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h
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d
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4
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6
6
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d
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r
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4
6
,
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u
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g
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n
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th
at
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n
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ally
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esp
ec
tin
g
o
th
e
r
s
.
Ho
wev
er
,
th
er
e
is
s
lig
h
tly
m
o
r
e
v
ar
iab
ilit
y
th
an
r
elig
io
u
s
co
m
m
itm
en
t
[
3
4
]
.
T
o
ler
an
ce
h
ad
a
m
ea
n
s
co
r
e
o
f
4
.
5
5
an
d
a
s
tan
d
ar
d
d
ev
iatio
n
o
f
0
.
5
2
,
in
d
icatin
g
a
h
ig
h
to
ler
an
ce
lev
el
am
o
n
g
p
ar
ticip
an
ts
with
th
e
h
ig
h
est v
ar
iab
ilit
y
am
o
n
g
th
e
th
r
ee
f
ac
to
r
s
[
3
5
]
.
T
h
e
co
r
r
elatio
n
an
aly
s
is
r
ev
e
aled
s
ig
n
if
ican
t
p
o
s
itiv
e
r
elati
o
n
s
h
ip
s
b
etwe
en
th
e
f
ac
to
r
s
.
T
h
er
e
was
a
s
ig
n
if
ican
t
p
o
s
itiv
e
co
r
r
elat
io
n
(
r
=
0
.
5
6
6
,
p
<
0
.
0
1
)
b
etwe
en
r
elig
io
u
s
co
m
m
itm
en
t
an
d
r
esp
ec
tin
g
o
th
er
s
,
s
u
g
g
esti
n
g
th
at
in
d
iv
i
d
u
als
with
h
ig
h
er
r
elig
i
o
u
s
co
m
m
itm
en
t
ar
e
m
o
r
e
lik
ely
to
r
esp
ec
t
o
th
er
s
[
3
6
]
.
Similar
ly
,
th
er
e
was
a
s
ig
n
if
i
ca
n
t
p
o
s
itiv
e
co
r
r
elatio
n
(
r
=
0
.
4
9
4
,
p
<
0
.
0
1
)
b
etwe
en
r
elig
io
u
s
co
m
m
itm
en
t
an
d
to
ler
an
ce
,
in
d
icatin
g
th
at
i
n
d
iv
id
u
als
with
h
ig
h
er
r
eli
g
io
u
s
co
m
m
itm
en
t
ten
d
to
b
e
m
o
r
e
to
ler
an
t.
T
h
e
s
tr
o
n
g
est
co
r
r
elatio
n
w
as
o
b
s
er
v
ed
b
etwe
en
r
esp
ec
tin
g
o
th
er
s
an
d
to
ler
an
ce
(
r
=
0
.
7
9
4
,
p
<
0
.
0
1
)
,
s
u
g
g
esti
n
g
th
at
in
d
i
v
id
u
als wh
o
r
esp
ec
t o
th
er
s
ar
e
also
h
ig
h
l
y
to
ler
an
t.
Ov
er
all
,
th
e
r
esu
lts
in
d
icate
h
ig
h
r
elig
io
u
s
co
m
m
itm
e
n
t,
r
esp
ec
t
f
o
r
o
th
er
s
,
an
d
to
ler
an
ce
am
o
n
g
th
e
p
ar
ticip
an
ts
.
T
h
e
s
ig
n
if
ican
t
p
o
s
itiv
e
co
r
r
elatio
n
s
b
etwe
en
th
ese
f
ac
to
r
s
s
u
g
g
est
th
ey
ar
e
in
ter
r
elate
d
,
with
h
ig
h
er
r
elig
io
u
s
co
m
m
it
m
en
t a
s
s
o
ciate
d
with
tr
em
en
d
o
u
s
r
esp
ec
t f
o
r
o
th
e
r
s
an
d
to
le
r
an
ce
[
3
7
]
.
T
h
e
m
o
s
t
v
ital
r
elatio
n
s
h
ip
b
etwe
en
r
esp
ec
tin
g
o
th
er
s
an
d
to
ler
an
ce
is
o
b
s
er
v
ed
,
h
ig
h
lig
h
tin
g
th
e
clo
s
e
co
n
n
ec
tio
n
b
etwe
en
th
ese
two
s
o
cial
v
alu
es
[
3
8
]
.
T
ab
le
6
.
Sco
r
es o
f
ea
ch
f
ac
to
r
an
d
Pear
s
o
n
co
r
r
elatio
n
c
o
ef
f
i
cien
ts
(
N=
3
3
4
)
N
S
t
u
d
y
sc
a
l
e
s
M
(
S
D
)
1
2
3
1.
R
e
l
i
g
i
o
u
s
c
o
mm
i
t
m
e
n
t
4
.
8
7
(
0
.
3
3
)
1
2.
R
e
s
p
e
c
t
i
n
g
o
t
h
e
r
s
4
.
6
6
(
0
.
4
6
)
0
.
5
6
6
*
*
1
3.
To
l
e
r
a
n
c
e
4
.
5
5
(
0
.
5
2
)
0
.
4
9
4
*
*
0
.
7
9
4
*
*
1
N
o
t
e
s
:
M
=
mea
n
s
;
S
D
=
s
t
a
n
d
a
r
d
d
e
v
i
a
t
i
o
n
;
*
*
p
<
0
.
0
1
.
5
.
6
.
F
ind
ing
s
o
f
t
he
m
ultiple r
eg
re
s
s
io
n a
na
ly
s
is
(
Q
6
)
Mu
ltip
le
r
eg
r
ess
io
n
aim
s
to
d
eter
m
in
e
ea
ch
v
ar
iab
le
’
s
e
f
f
e
ct
o
n
th
e
m
ea
s
u
r
e
[
2
1
]
.
T
h
e
r
eg
r
ess
io
n
an
aly
s
is
p
r
esen
ted
in
T
a
b
le
7
p
r
o
v
id
es
a
c
o
m
p
r
e
h
en
s
iv
e
o
v
er
v
iew
o
f
t
h
e
v
ar
ia
b
les
p
r
ed
ictin
g
to
ler
a
n
ce
.
T
h
e
m
o
d
el
d
em
o
n
s
tr
ates
a
s
t
r
o
n
g
p
r
ed
ictiv
e
p
o
wer
,
as
in
d
icate
d
b
y
th
e
m
u
ltip
le
co
r
r
ela
tio
n
co
ef
f
icien
t
o
f
0
.
7
9
9
.
Fig
u
r
e
2
d
en
o
tes
th
e
p
o
s
itiv
e
lin
ea
r
r
elatio
n
s
h
ip
b
etwe
en
th
e
p
r
ed
icto
r
s
(
g
en
d
e
r
,
ag
e,
d
ep
ar
tm
e
n
t,
s
tu
d
y
y
ea
r
,
r
elig
io
u
s
co
m
m
it
m
en
t,
an
d
r
esp
ec
tin
g
o
th
e
r
s
)
an
d
th
e
d
ep
en
d
e
n
t
v
ar
iab
le
(
to
ler
an
ce
s
ca
le)
.
T
h
e
o
b
tain
ed
r
eg
r
ess
io
n
co
ef
f
icien
t
is
r
elativ
ely
h
ig
h
,
clo
s
e
to
0
.
7
9
,
wh
ich
ch
ar
ac
ter
ize
s
th
e
h
ig
h
p
o
s
itiv
e
d
ir
ec
tio
n
,
a
n
d
t
h
is
m
ea
n
s
th
at
th
e
ch
an
g
e
in
v
alu
es
o
f
th
e
p
r
e
d
icto
r
s
o
r
th
eir
in
c
r
ea
s
e
an
d
v
ar
iatio
n
in
t
h
e
r
ig
h
t
d
ir
ec
tio
n
af
f
ec
t
th
e
g
r
o
wth
o
f
th
e
to
ler
an
ce
s
ca
le
[
3
9
]
.
T
h
e
co
ef
f
icien
t
o
f
d
eter
m
in
a
tio
n
(
R
²)
is
0
.
6
3
8
,
in
d
icatin
g
th
at
th
e
m
o
d
el
ca
n
ex
p
lain
ap
p
r
o
x
im
ately
6
3
.
8
%
o
f
th
e
v
ar
ian
ce
in
to
ler
an
ce
.
T
h
e
ad
ju
s
ted
R
²
v
alu
e
o
f
0
.
6
3
,
wh
ich
ac
c
o
u
n
ts
f
o
r
th
e
n
u
m
b
er
o
f
p
r
ed
ic
to
r
s
in
th
e
m
o
d
el,
co
n
f
ir
m
s
th
e
r
o
b
u
s
tn
ess
o
f
th
e
f
in
d
in
g
s
.
T
h
e
s
tan
d
ar
d
er
r
o
r
o
f
th
e
esti
m
ate
is
0
.
3
1
5
0
7
,
r
ef
lectin
g
th
e
av
er
a
g
e
d
is
tan
ce
th
at
th
e
o
b
s
er
v
ed
v
alu
es f
all
f
r
o
m
th
e
r
eg
r
ess
io
n
lin
e.
T
h
e
R
²
ch
an
g
e
v
alu
e
o
f
0
.
6
3
8
an
d
th
e
F
c
h
an
g
e
v
alu
e
o
f
8
2
.
0
1
,
with
a
s
ig
n
if
ican
ce
lev
el
(
Sig
.
F
c
h
an
g
e)
o
f
0
.
0
0
0
,
in
d
icatin
g
th
at
th
e
m
o
d
el
is
s
tatis
tical
ly
s
ig
n
if
ican
t.
T
h
is
m
ea
n
s
t
h
at
th
e
in
d
ep
en
d
en
t
v
ar
iab
les
co
llectiv
ely
co
n
tr
ib
u
te
to
th
e
p
r
ed
ictio
n
o
f
to
ler
a
n
c
e
at
a
h
ig
h
ly
s
ig
n
if
ican
t
lev
el
(
p
<
0
.
0
0
1
)
.
Ov
e
r
all,
th
e
r
eg
r
ess
io
n
a
n
aly
s
is
u
n
d
e
r
s
co
r
es
th
e
im
p
o
r
tan
ce
o
f
th
e
s
elec
ted
in
d
ep
en
d
en
t
v
ar
ia
b
les
in
p
r
e
d
ictin
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
26
:
1
81
-
1
94
188
to
ler
an
ce
.
T
h
e
cr
itical
F
ch
a
n
g
e
v
alu
e
an
d
th
e
h
ig
h
R
²
v
alu
e
h
ig
h
lig
h
t
th
e
m
o
d
el
’
s
ef
f
ec
tiv
en
ess
in
ex
p
lain
in
g
th
e
v
ar
ian
ce
in
to
ler
a
n
ce
.
I
t
i
s
a
v
alu
ab
le
to
o
l
f
o
r
u
n
d
e
r
s
tan
d
in
g
th
e
f
ac
to
r
s
in
f
lu
en
ci
n
g
th
is
cr
u
cial
s
o
cial
co
n
s
tr
u
ct
[
3
4
]
.
T
ab
le
7
.
Su
m
m
a
r
y
o
f
r
e
g
r
ess
io
n
an
aly
s
is
f
o
r
v
ar
iab
les p
r
e
d
i
ctin
g
to
ler
an
ce
R
R²
A
d
j
u
st
e
d
R
²
S
t
d
.
Er
r
o
r
o
f
t
h
e
e
st
i
ma
t
e
R
²
c
h
a
n
g
e
F
c
h
a
n
g
e
d
f
1
d
f
2
S
i
g
.
F
c
h
a
n
g
e
0
.
7
9
9
0
.
6
3
8
0
.
6
3
0
.
3
1
5
0
7
0
.
6
3
8
8
2
.
0
1
7
3
2
6
0
.
0
0
0
*
*
*
R
2
:
R
s
q
u
a
r
e
,
ΔR
2
:
R
sq
u
a
r
e
c
h
a
n
g
e
;
p
*
*
*
<
0
.
0
0
1
.
D
e
p
e
n
d
e
n
t
v
a
r
i
a
b
l
e
:
t
o
l
e
r
a
n
c
e
sc
a
l
e
.
I
n
d
e
p
e
n
d
e
n
t
v
a
r
i
a
b
l
e
s
:
g
e
n
d
e
r
,
a
g
e
,
d
e
p
a
r
t
me
n
t
,
s
t
u
d
y
y
e
a
r
,
r
e
l
i
g
i
o
u
s c
o
m
mi
t
m
e
n
t
,
a
n
d
r
e
sp
e
c
t
i
n
g
o
t
h
e
r
s
.
Fig
u
r
e
2
.
T
h
e
r
elatio
n
s
h
ip
b
et
wee
n
th
e
p
r
e
d
icto
r
s
(
g
e
n
d
er
,
a
g
e,
d
ep
a
r
tm
en
t,
s
tu
d
y
y
ea
r
,
r
el
ig
io
u
s
co
m
m
itm
en
t,
an
d
r
esp
ec
tin
g
o
th
er
s
)
an
d
th
e
d
ep
e
n
d
en
t
v
ar
ia
b
le
(
to
ler
an
ce
s
ca
le)
T
h
e
r
e
g
r
ess
io
n
an
aly
s
is
o
f
th
e
r
esu
lts
in
T
ab
le
8
in
d
icate
s
th
at
s
ev
er
al
v
a
r
iab
les
wer
e
e
x
am
in
ed
to
d
eter
m
in
e
th
eir
im
p
ac
t
o
n
th
e
to
ler
an
ce
s
ca
le.
T
h
e
v
ar
iab
les
in
clu
d
ed
g
en
d
e
r
,
co
u
n
tr
y
,
ag
e,
d
ep
ar
tm
e
n
t,
s
tu
d
y
y
ea
r
,
r
elig
io
u
s
co
m
m
itm
en
t,
a
n
d
r
esp
ec
tin
g
o
th
er
s
.
T
h
e
an
al
y
s
is
s
h
o
ws
th
at
g
en
d
er
,
co
u
n
tr
y
,
ag
e,
d
ep
ar
tm
e
n
t,
an
d
s
tu
d
y
y
ea
r
d
id
n
o
t
s
ig
n
if
ican
tly
im
p
ac
t
th
e
to
ler
an
ce
s
ca
le,
as
in
d
icate
d
b
y
th
eir
p
-
v
alu
es
g
r
ea
ter
th
an
0
.
0
5
.
Sp
ec
if
ically
,
g
e
n
d
er
h
a
d
a
B
eta
v
alu
e
o
f
-
0
.
0
3
0
(
p
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.
3
9
)
,
th
e
co
u
n
tr
y
h
ad
a
B
eta
v
alu
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o
f
-
0
.
0
1
9
(
p
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.
6
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)
,
ag
e
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ad
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f
-
0
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0
3
4
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p
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.
3
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)
,
th
e
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ep
ar
tm
en
t
h
ad
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o
f
0
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0
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3
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p
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0
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7
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d
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r
h
ad
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alu
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-
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1
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0
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.
On
th
e
o
th
e
r
h
a
n
d
,
r
elig
io
u
s
co
m
m
itm
en
t
s
h
o
wed
a
p
o
s
itiv
e
r
elatio
n
s
h
ip
with
th
e
to
ler
an
ce
s
ca
le,
with
a
B
e
ta
v
alu
e
o
f
0
.
0
6
7
,
alth
o
u
g
h
th
is
was
n
o
t
s
tati
s
ti
ca
lly
s
ig
n
if
ican
t
(
p
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.
1
0
)
.
T
h
e
m
o
s
t
im
p
o
r
tan
t
p
r
ed
icto
r
was
r
esp
ec
tin
g
o
th
er
s
,
wh
ich
h
ad
a
s
tr
o
n
g
p
o
s
itiv
e
r
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n
s
h
ip
with
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ler
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ce
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ca
le,
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th
a
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ta
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alu
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7
5
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d
a
h
ig
h
ly
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g
n
if
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W
h
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co
m
p
ar
in
g
th
ese
r
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lts
with
th
e
co
r
r
elatio
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aly
s
is
,
we
f
in
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s
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ten
t
f
in
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g
s
.
B
o
th
r
eg
r
ess
io
n
a
n
d
c
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r
r
elatio
n
a
n
aly
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es
in
d
icate
th
at
g
en
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er
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u
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y
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ag
e,
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ep
a
r
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y
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ar
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t
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av
e
a
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ig
n
if
ican
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i
m
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ac
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th
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ler
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ce
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ca
le.
T
h
e
p
-
v
al
u
es
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th
e
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r
itical
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0
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o
r
r
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ws n
o
s
ig
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if
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t c
o
r
r
elatio
n
.
B
o
th
an
aly
s
es
s
h
o
w
a
p
o
s
iti
v
e
r
elatio
n
s
h
ip
with
th
e
to
ler
an
ce
s
ca
le
f
o
r
r
elig
io
u
s
co
m
m
itm
en
t.
Ho
wev
er
,
th
is
r
elatio
n
s
h
ip
is
n
o
t
s
tatis
tically
s
ig
n
if
ican
t
in
th
e
r
eg
r
ess
io
n
a
n
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is
(
p
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1
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an
d
is
s
im
ilar
ly
in
s
ig
n
if
ican
t
in
th
e
co
r
r
elatio
n
an
aly
s
is
.
T
h
e
m
o
s
t
n
o
tab
le
f
in
d
in
g
is
th
e
v
ar
iab
le
“r
esp
e
ctin
g
o
th
er
s
.
”
B
o
th
an
aly
s
es
h
ig
h
lig
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t
its
im
p
o
r
t
an
ce
as
an
ess
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tial
p
r
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r
o
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t
o
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ce
.
T
h
e
r
eg
r
ess
io
n
an
aly
s
is
s
h
o
ws
a
s
tr
o
n
g
p
o
s
itiv
e
r
elatio
n
s
h
ip
(
B
eta=
0
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7
5
7
,
p
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.
0
0
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,
an
d
th
e
co
r
r
elatio
n
an
aly
s
is
also
in
d
icate
s
a
s
tr
o
n
g
p
o
s
itiv
e
an
d
s
tatis
tically
s
ig
n
if
ican
t c
o
r
r
elatio
n
.
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J
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8
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2
2
To
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m
p
u
s
:
th
e
imp
a
ct
o
f relig
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u
s
co
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t a
n
d
r
esp
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t
… (
Mo
h
a
mma
d
Ja
b
er Th
a
lg
i
)
189
T
ab
le
8
.
R
eg
r
ess
io
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to
to
le
r
an
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s
ca
le
(
N=
3
3
4
)
V
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l
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*
*
*
P
r
e
d
i
c
t
o
r
s:
g
e
n
d
e
r
,
a
g
e
,
d
e
p
a
r
t
m
e
n
t
,
s
t
u
d
y
y
e
a
r
,
r
e
l
i
g
i
o
u
s
c
o
mm
i
t
m
e
n
t
,
r
e
sp
e
c
t
i
n
g
o
t
h
e
r
s;
D
e
p
e
n
d
e
n
t
v
a
r
i
a
b
l
e
:
t
o
l
e
r
a
n
c
e
sc
a
l
e
;
β
:
B
e
t
a
st
a
n
d
a
r
d
i
z
e
d
c
o
e
f
f
i
c
i
e
n
t
s
,
S
E
=
S
t
d
.
Er
r
o
r
,
*
*
*
p
≤
0
.
0
0
1
.
6.
DIS
CU
SS
I
O
N
6
.
1
.
Relig
io
us
co
m
m
it
m
ent
s
ca
le
T
h
e
h
i
g
h
lev
el
o
f
r
elig
io
u
s
c
o
m
m
itm
en
t
e
m
p
h
asizes
th
e
r
o
le
o
f
f
u
n
d
am
e
n
tal
r
elig
i
o
u
s
b
elief
s
in
p
ar
ticip
an
ts
’
d
aily
ex
p
er
ien
ce
s
[
2
0
]
.
T
h
e
item
th
at
s
tan
d
s
o
u
t
in
r
an
k
in
g
is
“I
g
iv
e
im
p
o
r
tan
ce
to
Qu
r
an
ic
v
alu
es,”
wh
ich
ca
n
b
e
in
ter
p
r
e
ted
as
th
e
Qu
r
an
as
a
g
u
id
e
in
th
eir
liv
es.
Nea
r
th
is
is
th
e
ite
m
,
“I
tr
y
to
k
ee
p
as
m
an
y
o
f
Pro
p
h
et
Mu
h
a
m
m
ad
’
s
(
PB
U
H)
ex
am
p
les
in
m
y
life
as
p
o
s
s
ib
le.
”
T
h
is
,
to
o
,
s
h
o
ws
th
at
p
ar
ticip
an
ts
s
ee
th
e
ex
am
p
le
o
f
th
e
p
r
o
p
h
et
as
an
ess
en
tial
f
ac
et
o
f
t
h
e
r
elig
io
n
th
ey
s
u
b
s
cr
ib
e
t
o
.
Mo
r
eo
v
er
,
m
an
y
s
tu
d
en
ts
in
d
icate
th
at
th
ey
ar
e
v
er
y
s
u
r
e
o
f
th
e
r
o
le
o
f
f
aith
in
s
h
ap
in
g
th
e
s
tu
d
en
ts
’
d
aily
co
n
d
u
ct
.
T
h
is
co
n
f
o
r
m
s
with
th
e
teac
h
in
g
s
o
f
I
s
lam
,
wh
er
e
it
will
f
r
eq
u
en
tly
d
e
m
an
d
th
at
th
e
f
ai
th
f
u
l
liv
e
th
eir
life
u
n
d
er
t
h
eir
f
aith
.
Alo
n
g
th
e
s
am
e
lin
es,
r
esp
o
n
s
es a
b
o
u
t
d
iv
i
n
e
ju
d
g
m
en
t su
g
g
est a
s
o
lid
p
o
s
itiv
e
f
o
r
b
eliev
in
g
in
d
iv
in
e
p
r
o
v
i
d
en
ce
an
d
th
e
m
o
r
al
ac
co
u
n
tab
ilit
y
o
f
th
is
f
a
ith
[
4
0
]
.
6
.
2
.
Respect
f
o
r
o
t
hers sca
le
T
h
e
r
esp
ec
t
f
o
r
o
th
er
s
s
ca
le
r
esu
lts
also
co
n
f
ir
m
th
e
p
a
r
ticip
an
ts
’
co
m
m
itm
en
t
to
p
r
o
p
er
s
o
cieta
l
b
eh
av
io
r
.
Ho
n
o
r
in
g
o
n
e’
s
p
a
r
en
t’
s
r
ig
h
ts
,
b
ein
g
f
r
ien
d
ly
to
f
r
ien
d
s
/y
o
u
n
g
p
eo
p
le,
an
d
b
ein
g
p
o
lite
to
p
ar
en
ts
,
teac
h
er
s
/eld
er
s
in
th
e
s
o
cial
n
o
r
m
ar
e
well
-
ap
p
r
ec
iated
b
e
h
av
io
r
s
,
th
u
s
eq
u
atin
g
th
e
n
o
b
le
I
s
lam
ic
in
ju
n
ctio
n
o
f
r
esp
ec
tin
g
o
t
h
er
s
[
4
1
]
.
Mo
r
e
m
in
iatu
r
e
s
co
r
es
f
o
r
v
alu
i
n
g
d
if
f
e
r
en
ce
s
in
o
p
i
n
io
n
s
an
d
ad
h
er
in
g
to
laws
s
ee
m
ed
to
r
ep
r
esen
t th
e
p
o
ten
t
ial
f
o
r
ad
v
er
s
ity
f
o
r
p
ar
ticip
an
ts
in
f
u
lly
p
r
ac
ticin
g
d
iv
e
r
s
ity
.
Ho
wev
er
,
th
e
to
tal
s
co
r
e
is
h
ig
h
e
n
o
u
g
h
t
o
m
ain
t
ain
r
esp
ec
t
f
o
r
o
th
e
r
s
,
wh
ich
ca
n
m
ea
n
th
at
s
u
ch
s
tu
d
e
n
ts
r
esp
ec
t
ev
er
y
b
o
d
y
in
d
if
f
er
en
t so
cial
s
itu
atio
n
s
[
4
2
]
.
6
.
3
.
T
o
lera
nce
s
ca
le
Par
ticip
an
ts
in
d
icate
d
lis
ten
in
g
to
d
if
f
er
en
t
cu
ltu
r
es
an
d
u
n
d
er
s
tan
d
in
g
o
th
er
s
,
wh
ich
was
th
e
h
ig
h
est
m
ea
n
-
r
ated
o
p
tio
n
[
3
2
]
.
T
h
i
s
is
p
o
s
s
ib
ly
in
h
ar
m
o
n
y
w
ith
I
s
lam
’
s
to
ler
an
ce
an
d
e
m
p
ath
y
in
clin
atio
n
s
.
No
tab
ly
,
co
m
m
u
n
ity
m
em
b
e
r
s
as
s
ig
n
ed
co
m
p
ar
ativ
ely
less
im
p
o
r
tan
ce
to
f
ac
to
r
s
th
at
co
n
ce
r
n
ed
ac
ce
p
ta
n
ce
o
f
d
is
s
en
t a
n
d
em
b
r
ac
in
g
d
if
f
e
r
en
ce
s
,
esp
ec
ially
item
s
o
f
a
c
o
n
f
lict
-
r
eso
lu
tio
n
n
atu
r
e.
6
.
4
.
St
a
t
is
t
ica
l dif
f
er
ence
s
bet
wee
n t
he
dem
o
g
ra
ph
ic
v
a
r
ia
bles
T
h
e
r
esu
lts
in
d
icate
d
th
at
g
e
n
d
er
ca
n
p
lay
a
r
o
le
in
r
elig
io
u
s
co
m
m
itm
en
t;
in
s
o
m
e
c
o
n
d
iti
o
n
s
,
m
ales
s
h
o
w
h
ig
h
er
le
v
els
o
f
co
m
m
i
tm
en
t
in
s
p
ec
if
ic
cu
ltu
r
al
co
n
tex
ts
[
4
3
]
.
H
o
wev
er
,
n
o
s
ig
n
if
ican
t
d
if
f
e
r
en
ce
s
wer
e
f
o
u
n
d
in
r
esp
ec
tin
g
o
t
h
er
s
an
d
to
ler
a
n
ce
,
in
d
icatin
g
th
at
th
ese
asp
ec
ts
m
ay
b
e
m
o
r
e
u
n
iv
er
s
ally
d
is
tr
ib
u
ted
ac
r
o
s
s
g
en
d
e
r
s
[
4
4
]
.
C
o
u
n
tr
y
-
wis
e
an
aly
s
is
is
co
n
s
is
ten
t
with
s
tu
d
ies
th
at
h
ig
h
lig
h
t
th
e
in
f
lu
e
n
ce
o
f
cu
ltu
r
al
an
d
n
atio
n
al
c
o
n
t
ex
ts
o
n
r
elig
io
u
s
co
m
m
itm
en
t.
T
h
e
co
n
s
id
er
ab
le
d
if
f
er
e
n
c
es
ac
r
o
s
s
co
u
n
tr
ies
u
n
d
er
s
co
r
e
th
e
im
p
o
r
tan
ce
o
f
co
n
s
id
er
in
g
c
u
ltu
r
al
f
ac
t
o
r
s
w
h
en
ex
am
i
n
in
g
r
elig
io
u
s
co
m
m
itm
en
t
[
4
5
]
.
Hig
h
lev
els
o
f
r
elig
io
u
s
c
o
m
m
itm
en
t
ar
e
s
ee
n
in
th
e
p
r
esen
t
s
tu
d
y
am
o
n
g
T
h
ai,
Ma
lay
s
ian
,
an
d
I
n
d
o
n
esian
s
tu
d
en
ts
,
wh
ich
is
wh
y
th
es
e
r
esu
lts
ar
e
in
clin
ed
to
wa
r
d
cu
ltu
r
al
b
ac
k
g
r
o
u
n
d
s
o
r
p
er
h
ap
s
ed
u
ca
tio
n
al
em
p
h
asis
s
et
f
o
r
th
ese
So
u
th
ea
s
t A
s
ian
p
eo
p
le.
Ho
wev
er
,
T
h
ai
s
tu
d
en
ts
’
s
u
b
s
tan
tially
h
ig
h
er
lev
el
o
f
r
elig
io
u
s
co
m
m
itm
en
t
th
a
n
th
e
c
o
m
p
ar
i
s
o
n
g
r
o
u
p
m
u
s
t
b
e
e
x
p
lo
r
e
d
t
o
d
eter
m
in
e
an
y
cu
ltu
r
al
o
r
ac
ad
em
ic
in
f
lu
e
n
ce
s
.
Sit
tin
g
in
th
e
ar
ea
o
f
I
s
lam
ic
s
cien
ce
s
in
J
o
r
d
an
,
th
e
s
tu
d
en
ts
m
ig
h
t b
ec
o
m
e
in
v
o
lv
ed
with
t
h
e
ed
u
ca
tio
n
al
an
d
r
elig
io
u
s
co
n
tex
ts
o
f
th
e
co
u
n
t
r
y
.
W
h
en
r
esear
ch
is
ca
r
r
ied
o
u
t
o
n
th
ese
s
tu
d
en
ts
’
o
r
ig
in
al
cu
ltu
r
al
s
ettin
g
s
,
it
will p
r
o
b
ab
ly
b
e
m
o
r
e
ac
ce
s
s
i
b
le
to
o
b
tain
m
o
r
e
r
e
p
r
esen
tativ
e
d
ata
o
n
th
eir
r
elig
io
u
s
b
elie
f
s
.
Ag
e
d
if
f
er
en
ce
s
s
h
o
wed
th
at
wh
ile
r
elig
io
u
s
co
m
m
itm
en
t
m
ay
r
em
ain
s
ta
b
le
ac
r
o
s
s
d
if
f
er
en
t
ag
e
g
r
o
u
p
s
,
to
ler
an
ce
ca
n
f
lu
ctu
ate,
p
o
ten
tially
i
n
f
lu
en
c
ed
b
y
life
ex
p
e
r
ien
ce
s
an
d
s
o
c
ial
in
ter
ac
tio
n
s
[
3
5
]
.
Dep
ar
tm
en
t
-
wis
e
d
if
f
er
e
n
ce
s
in
d
icate
d
th
at
I
s
lam
ic
ec
o
n
o
m
ics
s
tu
d
en
ts
h
ad
s
lig
h
tly
h
ig
h
er
s
co
r
es
in
to
ler
an
ce
.
T
h
is
co
u
ld
b
e
attr
ib
u
ted
to
I
s
lam
ic
ec
o
n
o
m
ics
’
s
p
ec
if
ic
cu
r
r
ic
u
lu
m
an
d
v
alu
es,
wh
ich
m
ay
p
r
o
m
o
te
h
ig
h
er
to
l
er
an
ce
lev
els
[
1
9
]
.
Sp
ec
ializatio
n
in
I
s
lam
ic
ec
o
n
o
m
ics
an
d
b
an
k
in
g
d
if
f
er
s
f
r
o
m
o
t
h
er
d
ep
ar
tm
e
n
ts
in
th
e
F
ac
u
lty
o
f
Sh
ar
ia.
Stu
d
en
ts
ca
n
b
e
g
i
v
en
k
n
o
wle
d
g
e
o
f
ec
o
n
o
m
ics o
th
er
th
a
n
i
n
Sh
ar
ia
an
d
I
s
lam
ic
s
cien
ce
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
:
1
81
-
1
94
190
Stu
d
y
y
ea
r
co
m
p
ar
is
o
n
s
s
h
o
wed
th
at
th
ir
d
-
y
ea
r
s
tu
d
en
ts
h
ad
th
e
h
ig
h
est
r
elig
io
u
s
co
m
m
itm
en
t,
s
u
g
g
esti
n
g
th
at
as
s
tu
d
en
ts
’
p
r
o
g
r
ess
in
th
eir
ac
ad
em
ic
jo
u
r
n
ey
,
th
eir
r
elig
i
o
u
s
co
m
m
it
m
en
t
m
ay
in
cr
ea
s
e,
p
o
s
s
ib
ly
d
u
e
to
g
r
ea
ter
ex
p
o
s
u
r
e
to
r
elig
io
u
s
ed
u
ca
tio
n
a
n
d
co
m
m
u
n
ity
ac
tiv
ities
[
4
6
]
.
T
h
e
m
o
s
t
n
o
ta
b
le
d
if
f
er
en
ce
s
wer
e
o
b
s
er
v
ed
i
n
r
elig
io
u
s
co
m
m
itm
en
t
b
y
g
en
d
er
an
d
c
o
u
n
tr
y
an
d
to
le
r
an
ce
b
y
ag
e
[
4
7
]
.
T
h
ese
f
in
d
in
g
s
co
n
tr
i
b
u
te
to
u
n
d
er
s
tan
d
in
g
h
o
w
d
em
o
g
r
ap
h
ic
f
ac
t
o
r
s
in
f
lu
en
ce
r
elig
io
u
s
co
m
m
itm
en
t,
r
esp
ec
t
f
o
r
o
th
er
s
,
an
d
to
ler
a
n
ce
an
d
h
i
g
h
lig
h
t
th
e
n
ee
d
f
o
r
f
u
r
th
er
r
e
s
ea
r
ch
to
ex
p
lo
r
e
th
ese
r
elati
o
n
s
h
ip
s
in
d
if
f
er
e
n
t
cu
ltu
r
al
an
d
e
d
u
ca
tio
n
al
co
n
te
x
ts
.
6
.
5
.
T
he
f
ind
ing
s
f
ro
m
co
rr
e
la
t
io
ns
T
h
e
s
ig
n
if
ican
t
p
o
s
itiv
e
co
r
r
el
atio
n
s
b
etwe
en
th
ese
f
ac
to
r
s
s
u
g
g
est
th
ey
ar
e
in
ter
r
elate
d
,
w
ith
h
ig
h
er
r
elig
io
u
s
co
m
m
itm
en
t
ass
o
ciate
d
with
g
r
ea
ter
r
esp
ec
t
f
o
r
o
th
er
s
an
d
to
ler
an
ce
.
T
h
is
f
in
d
in
g
alig
n
s
with
p
r
ev
io
u
s
r
esear
ch
h
i
g
h
lig
h
tin
g
th
e
in
ter
c
o
n
n
ec
te
d
n
ess
o
f
s
p
ir
itu
al
co
m
m
itm
en
t
a
n
d
s
o
cial
v
alu
es
s
u
ch
as
r
esp
ec
t
an
d
to
ler
a
n
ce
[
1
2
]
,
[
2
4
]
,
[
3
9
]
.
T
h
e
m
o
s
t
v
ital
r
elatio
n
s
h
ip
o
b
s
er
v
ed
is
b
etwe
en
r
esp
ec
tin
g
o
th
er
s
an
d
to
ler
an
ce
,
u
n
d
e
r
s
co
r
in
g
th
e
clo
s
e
co
n
n
ec
tio
n
b
etwe
en
th
ese
two
s
o
cial
v
alu
es.
T
h
is
s
tr
o
n
g
ass
o
ciatio
n
s
u
g
g
ests
th
at
in
d
iv
id
u
als
w
h
o
r
esp
ec
t
o
th
er
s
ar
e
lik
elier
to
ex
h
ib
it
to
ler
an
t
b
eh
a
v
io
r
s
.
T
h
is
f
in
d
in
g
is
co
n
s
is
ten
t
with
th
e
liter
atu
r
e,
wh
ich
em
p
h
asizes
th
e
r
o
le
o
f
r
esp
ec
t
in
f
o
s
ter
in
g
t
o
ler
an
ce
an
d
s
o
cial
h
ar
m
o
n
y
[
1
7
]
,
[
3
8
]
.
6
.
6
.
T
he
f
ind
ing
s
f
ro
m
m
ulti
ple r
eg
re
s
s
io
n a
na
ly
s
is
T
h
e
r
eg
r
ess
io
n
an
aly
s
is
f
u
r
t
h
e
r
u
n
d
er
s
co
r
es
th
e
im
p
o
r
ta
n
ce
o
f
th
e
s
elec
ted
in
d
ep
e
n
d
en
t
v
ar
iab
les
in
p
r
ed
ictin
g
to
ler
an
ce
.
T
h
is
alig
n
s
with
s
tu
d
ies
th
at
h
a
v
e
u
s
e
d
s
im
ilar
m
o
d
els
to
p
r
ed
ict
s
o
cial
b
eh
av
i
o
r
s
an
d
attitu
d
es
[
3
4
]
.
T
h
e
lac
k
o
f
t
h
e
im
p
ac
t
o
f
r
eli
g
io
u
s
co
m
m
itm
en
t
o
n
to
ler
an
ce
is
co
n
t
r
ar
y
to
ex
p
ec
tatio
n
.
T
h
is
co
u
ld
b
e
ex
p
lain
ed
b
y
th
e
f
ac
t
th
at
th
e
cu
ltu
r
e
o
f
r
elig
i
o
s
ity
th
at
ex
is
ted
wh
en
im
p
r
e
s
s
io
n
s
wer
e
f
o
r
m
ed
m
ig
h
t
d
if
f
er
f
r
o
m
th
e
I
s
lam
ic
cu
ltu
r
e
an
d
was
in
f
lu
e
n
ce
d
b
y
ce
r
tain
im
p
r
ess
io
n
s
n
o
t
en
tire
ly
co
r
r
esp
o
n
d
in
g
t
o
I
s
lam
ic
cu
ltu
r
e
[
4
8
]
.
I
t
ca
n
also
b
e
ad
d
e
d
th
at
th
e
ty
p
e
o
f
r
el
ig
io
u
s
co
m
m
itm
en
t
m
ea
s
u
r
e
d
b
y
th
e
s
ca
le
in
th
e
s
tu
d
y
m
ay
tap
in
to
f
o
r
m
al
a
n
d
r
itu
alis
tic
r
elig
io
s
ity
o
n
ly
.
On
th
e
o
th
er
h
a
n
d
,
“r
esp
ec
t
in
g
o
th
er
s
”
s
h
o
ws
a
m
o
d
er
ate
ef
f
ec
t
o
n
to
ler
an
ce
,
s
tr
ess
in
g
h
o
w
im
p
o
r
tan
t
it
is
in
b
u
ild
in
g
to
ler
an
ce
.
T
h
is
in
d
icate
s
th
at
in
d
iv
id
u
al
r
esp
ec
t
as
an
in
t
er
p
er
s
o
n
al
f
ac
to
r
is
f
u
n
d
am
en
tal
in
p
r
o
m
o
tin
g
to
ler
a
n
ce
r
ath
er
th
an
b
ein
g
r
elig
io
u
s
ly
co
m
m
itted
.
T
h
is
f
in
d
in
g
is
co
n
s
is
ten
t
with
th
e
liter
atu
r
e,
wh
ich
em
p
h
asizes
th
e
r
o
le
o
f
r
esp
ec
t
in
f
o
s
ter
in
g
to
ler
a
n
ce
an
d
s
o
cial
h
ar
m
o
n
y
.
Su
ch
f
in
d
i
n
g
s
ass
er
t
th
at
to
ler
an
ce
is
n
o
t
m
er
ely
a
m
atter
o
f
r
elig
i
o
u
s
cr
ee
d
[
4
8
]
b
u
t o
f
s
o
cial
in
d
iv
i
d
u
als an
d
h
u
m
an
b
ein
g
s
[
4
9
]
.
T
h
e
f
in
d
in
g
s
i
n
d
icate
th
at
to
ler
an
ce
is
lik
ely
a
u
n
iv
er
s
al
v
alu
e
r
ath
er
th
an
o
n
e
d
ete
r
m
in
ed
b
y
d
em
o
g
r
a
p
h
ic
f
ac
to
r
s
s
u
ch
as
g
en
d
er
,
co
u
n
tr
y
,
ag
e
,
d
e
p
ar
t
m
en
t,
o
r
s
tu
d
y
y
ea
r
[
5
0
]
.
T
h
e
lack
o
f
s
tatis
tical
s
ig
n
if
ican
ce
f
o
r
th
ese
v
a
r
iab
le
s
in
d
icate
s
th
at
to
ler
an
ce
m
ay
tr
an
s
ce
n
d
t
h
ese
s
p
ec
if
ic
s
o
cial
an
d
d
em
o
g
r
ap
h
ic
d
is
tin
ctio
n
s
,
r
ein
f
o
r
ci
n
g
th
at
i
t
o
p
er
ates
as
a
f
u
n
d
a
m
en
tal
v
alu
e
r
ath
er
th
an
o
n
e
lim
ited
b
y
p
er
s
o
n
al
o
r
s
o
cial
ch
ar
ac
ter
is
tics
[
5
0
]
.
At
th
e
s
am
e
tim
e,
it
im
p
lies
th
at
th
e
s
o
cial
co
n
tex
t
an
d
cu
ltu
r
e
p
la
y
an
eq
u
al
r
o
le
in
p
r
o
m
o
tin
g
th
e
to
ler
an
ce
v
al
u
e
s
o
f
s
tu
d
en
ts
.
T
h
er
e
is
a
n
ee
d
to
co
n
d
u
ct
m
o
r
e
r
esear
ch
o
n
th
e
p
ar
t
p
lay
ed
b
y
th
e
s
o
cial
en
v
ir
o
n
m
e
n
t,
p
a
r
ticu
lar
ly
th
e
u
n
i
v
er
s
ity
m
an
a
g
e
m
en
t.
Un
iv
e
r
s
ity
ca
m
p
u
s
es
ar
e
wh
er
e
p
eo
p
le
with
d
r
asti
ca
lly
d
if
f
er
en
t
b
ac
k
g
r
o
u
n
d
s
,
p
er
ce
p
tio
n
s
,
o
p
in
io
n
s
,
an
d
b
eh
a
v
io
r
s
g
ath
er
to
g
eth
er
f
o
r
p
r
e
p
o
n
d
er
an
tly
non
-
s
p
ir
itu
al
r
ea
s
o
n
s
[
5
1
]
.
Natu
r
ally
,
s
u
ch
en
v
ir
o
n
m
e
n
ts
s
et
b
ef
o
r
e
th
em
a
n
ex
p
ec
tatio
n
th
at
th
ey
h
a
v
e
to
s
tay
with
d
iv
er
s
e
p
e
o
p
le
a
n
d
ev
en
t
u
ally
lear
n
h
o
w
to
r
ea
ch
a
co
n
s
en
s
u
s
an
d
b
e
at
o
n
e
with
t
h
e
m
.
T
h
is
atm
o
s
p
h
er
e
o
f
r
esp
ec
t
an
d
to
ler
a
n
ce
,
to
wh
ich
th
e
u
n
iv
e
r
s
ity
in
tr
o
d
u
ce
s
its
n
ew
m
em
b
er
s
s
im
u
ltan
eo
u
s
ly
,
ca
n
b
e
co
n
s
id
er
ed
th
e
o
n
ly
ab
s
o
lu
te
o
f
s
u
ch
v
alu
es.
T
h
e
s
tu
d
y
s
h
o
ws
th
at
“
r
esp
e
ctin
g
o
th
er
s
”
is
th
e
s
tr
o
n
g
est
p
r
ed
icto
r
o
f
to
ler
a
n
ce
,
with
a
h
ig
h
ly
s
ig
n
if
ican
t
B
eta
v
alu
e
(
0
.
7
5
7
,
p
<0
.
0
0
1
)
,
s
u
r
p
ass
in
g
r
elig
io
u
s
co
m
m
itm
en
t.
Un
lik
e
p
r
io
r
r
esear
ch
,
d
em
o
g
r
a
p
h
ic
f
ac
to
r
s
s
u
ch
as
g
en
d
er
,
a
g
e,
an
d
s
tu
d
y
y
ea
r
d
o
n
o
t
s
ig
n
if
ican
tly
in
f
lu
en
ce
t
o
ler
an
ce
,
s
u
g
g
esti
n
g
its
u
n
iv
er
s
al
n
atu
r
e
.
T
h
e
r
e
g
r
ess
io
n
m
o
d
el
e
x
p
lain
s
6
3
.
8
%
o
f
th
e
v
ar
ian
ce
in
to
ler
a
n
ce
,
co
n
f
ir
m
in
g
its
p
r
ed
ictiv
e
s
tr
en
g
th
.
T
h
ese
f
in
d
in
g
s
em
p
h
asize
th
e
c
r
u
cial
r
o
le
o
f
r
esp
ec
t
in
f
o
s
ter
in
g
to
l
er
an
ce
,
in
d
ep
en
d
en
t
o
f
o
th
e
r
d
em
o
g
r
ap
h
ic
o
r
ac
ad
em
ic
f
ac
to
r
s
.
T
h
e
c
r
itical
asp
ec
t
o
f
th
ese
r
esu
lts
s
h
o
wed
th
a
t
f
o
r
m
al
r
elig
io
s
ity
m
ay
n
o
t
r
ef
lect
th
e
tr
u
e
v
al
u
es
o
f
I
s
lam
,
p
ar
ticu
lar
ly
in
ter
m
s
o
f
to
ler
an
ce
.
T
h
e
r
ef
o
r
e,
it
is
ess
en
tia
l
to
em
p
h
asize
th
e
g
o
al
o
f
I
s
lam
ic
ed
u
ca
tio
n
in
m
ak
in
g
r
elig
io
s
ity
a
s
o
cial
v
alu
e,
wh
ich
is
th
e
ac
tu
al
v
alu
e
th
at
I
s
lam
ic
cu
ltu
r
e
s
tr
iv
es f
o
r
.
6.
7
.
L
im
it
a
t
io
n
T
h
e
s
tu
d
y
p
r
o
v
id
es
in
s
ig
h
ts
i
n
to
th
e
ass
o
ciatio
n
s
b
etwe
en
v
ar
io
u
s
d
em
o
g
r
a
p
h
ic
f
ac
to
r
s
an
d
cr
itical
v
ar
iab
les
s
u
ch
as
r
elig
io
u
s
co
m
m
itm
en
t,
r
esp
ec
tin
g
o
th
e
r
s
,
an
d
to
ler
an
ce
,
b
u
t
s
ev
er
al
lim
itatio
n
s
s
h
o
u
ld
b
e
co
n
s
id
er
ed
.
W
h
ile
ad
eq
u
ate
f
o
r
s
tatis
tical
an
aly
s
i
s
,
th
e
s
a
m
p
le
s
ize
o
f
3
3
4
p
a
r
ticip
an
ts
m
ay
d
if
f
er
f
r
o
m
th
e
b
r
o
ad
e
r
p
o
p
u
latio
n
,
an
d
th
e
s
p
ec
if
ic
co
u
n
tr
ies
in
v
o
lv
ed
(
T
h
ailan
d
,
Ma
lay
s
ia,
I
n
d
o
n
esia,
an
d
J
o
r
d
an
)
m
a
y
lim
it
th
e
g
en
er
aliza
b
ilit
y
o
f
th
e
f
in
d
in
g
s
.
T
h
e
r
elian
ce
o
n
s
e
lf
-
r
ep
o
r
ted
d
ata
in
tr
o
d
u
ce
s
p
o
ten
tial
b
iases
,
s
u
ch
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