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Ac
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n
su
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ss
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m
e
n
t.
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ta
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n
a
ly
z
e
d
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g
m
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lt
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g
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ss
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a
n
d
n
o
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-
p
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ra
m
e
tri
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a
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s
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7
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ly
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ly
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a
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m
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sh
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d
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if
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ffe
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Th
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fin
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rm
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of
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d
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sili
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c
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m
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g
f
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t
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c
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K
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w
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s
:
Aca
d
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p
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f
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m
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ce
Aca
d
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tr
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C
o
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m
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a
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s
Hig
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tio
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Per
u
T
ea
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c
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rticle
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n
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CC
BY
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C
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A
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:
Alv
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s
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C
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v
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Facu
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ca
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p
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1.
I
NT
RO
D
UCT
I
O
N
Aca
d
em
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s
tr
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h
as
b
ec
o
m
e
a
p
er
v
asiv
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co
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ce
r
n
in
h
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u
ca
tio
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wo
r
ld
wid
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,
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s
ity
s
tu
d
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f
ac
e
in
cr
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s
in
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ac
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m
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d
em
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s
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tim
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p
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ess
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an
d
em
o
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allen
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a
t
m
ay
co
m
p
r
o
m
is
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b
o
th
well
-
b
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n
g
an
d
ac
ad
em
i
c
ac
h
iev
em
e
n
t
[
1
]
.
In
ac
ad
e
m
ic
co
n
tex
ts
,
s
tr
ess
is
co
m
m
o
n
ly
d
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th
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p
s
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ch
o
lo
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d
p
h
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s
io
lo
g
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ca
l
r
esp
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n
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th
at
o
cc
u
r
s
wh
en
s
tu
d
en
ts
p
er
ce
iv
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ac
ad
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ic
r
eq
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ir
em
en
ts
as
ex
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in
g
th
eir
a
v
ailab
le
c
o
p
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g
r
eso
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s
[
2
]
.
T
y
p
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ac
a
d
em
ic
s
tr
ess
o
r
s
in
clu
d
e
e
x
am
in
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s
,
ass
ig
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m
en
t
d
ea
d
lin
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h
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v
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wo
r
k
lo
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s
,
an
d
f
ea
r
of
f
ailu
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,
wh
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ay
lead
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p
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tr
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,
an
x
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an
d
r
ed
u
ce
d
ac
ad
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f
u
n
ctio
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in
g
[
3
]
.
Stu
d
e
n
ts
en
r
o
lled
in
p
r
o
f
ess
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al
tr
ain
in
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r
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r
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s
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s
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ch
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ly
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,
m
a
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be
p
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ticu
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ly
ex
p
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ed
to
t
h
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p
r
ess
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r
es,
as
th
ey
ar
e
r
e
q
u
ir
e
d
to
s
im
u
ltan
eo
u
s
l
y
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8
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2
2
A
ca
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A
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3393
m
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class
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k
ills
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d
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ig
o
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[
4
]
.
T
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in
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[
5
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.
T
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ca
d
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s
.
Alth
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in
f
lu
en
c
e
lear
n
in
g
o
u
tc
o
m
es,
em
p
ir
i
ca
l
f
in
d
in
g
s
r
em
ain
in
co
n
s
is
ten
t
ac
r
o
s
s
ed
u
ca
tio
n
al
co
n
tex
ts
.
In
p
ar
ticu
lar
,
lim
ited
ev
id
en
ce
ex
is
ts
r
eg
ar
d
in
g
h
o
w
ac
ad
em
ic
s
tr
ess
r
elate
s
to
o
b
jectiv
e
ac
ad
em
ic
p
er
f
o
r
m
an
ce
in
p
r
o
f
ess
io
n
al
t
ea
ch
er
-
tr
ain
in
g
p
r
o
g
r
am
s
in
P
er
u
.
C
lar
if
y
in
g
t
h
is
r
elatio
n
s
h
ip
is
ess
en
tial
b
ec
au
s
e
it
can
in
f
o
r
m
in
s
titu
tio
n
al
s
tr
ateg
ies
aim
ed
at
im
p
r
o
v
in
g
s
tu
d
en
t
well
-
b
ein
g
wh
ile
m
ain
tain
in
g
ac
ad
em
ic
s
u
cc
ess
.
T
h
er
ef
o
r
e,
e
x
am
in
in
g
wh
eth
er
p
e
r
ce
iv
ed
ac
ad
em
ic
s
tr
ess
m
ea
n
in
g
f
u
lly
p
r
ed
icts
ac
ad
em
ic
p
e
r
f
o
r
m
an
c
e
r
ep
r
esen
ts
a
r
elev
an
t
r
esear
c
h
p
r
o
b
lem
in
c
o
n
tem
p
o
r
ar
y
teac
h
er
ed
u
ca
tio
n
[
5
]
.
T
h
eo
r
etica
l
ap
p
r
o
ac
h
es
to
a
ca
d
em
ic
s
tr
ess
h
av
e
f
r
eq
u
e
n
tly
b
ee
n
g
r
o
u
n
d
ed
in
Sely
e’
s
g
en
er
al
ad
ap
tatio
n
s
y
n
d
r
o
m
e
(
GAS)
,
wh
ich
co
n
ce
p
tu
alize
s
s
tr
ess
as
a
p
h
y
s
io
lo
g
ical
r
esp
o
n
s
e
p
r
o
g
r
ess
in
g
th
r
o
u
g
h
th
e
s
tag
es
o
f
alar
m
,
r
esis
tan
ce
,
an
d
ex
h
a
u
s
tio
n
an
d
d
is
tin
g
u
is
h
e
s
b
etwe
en
eu
s
tr
ess
,
a
p
o
s
itiv
e
f
o
r
m
o
f
s
tr
ess
th
at
ca
n
en
h
an
ce
m
o
tiv
atio
n
an
d
p
er
f
o
r
m
a
n
ce
,
an
d
d
is
tr
ess
,
wh
ich
m
ay
im
p
air
co
g
n
iti
v
e
f
u
n
ctio
n
in
g
an
d
ac
ad
em
ic
ac
h
iev
em
en
t
[
6
]
.
C
o
m
p
lem
en
tin
g
th
is
p
h
y
s
io
lo
g
ical
p
er
s
p
ec
tiv
e,
L
az
ar
u
s
an
d
Fo
lk
m
an
’
s
tr
an
s
ac
tio
n
al
m
o
d
el
o
f
s
tr
ess
an
d
co
p
in
g
co
n
ce
p
tu
alize
s
s
tr
ess
as
a
d
y
n
am
ic
in
ter
ac
tio
n
b
etwe
en
in
d
iv
id
u
als
an
d
th
eir
en
v
i
r
o
n
m
e
n
t,
em
p
h
asizin
g
th
at
s
tr
ess
r
esp
o
n
s
es
d
ep
en
d
o
n
co
g
n
itiv
e
ap
p
r
aisa
l
an
d
t
h
e
p
e
r
ce
iv
ed
av
ailab
ilit
y
o
f
co
p
in
g
r
eso
u
r
ce
s
[
7
]
.
T
o
g
eth
e
r
,
th
ese
co
m
p
lem
en
tar
y
th
e
o
r
etica
l
f
r
am
e
wo
r
k
s
p
r
o
v
i
d
e
th
e
co
n
ce
p
tu
al
f
o
u
n
d
atio
n
f
o
r
u
n
d
er
s
tan
d
in
g
h
o
w
ac
a
d
em
ic
d
em
an
d
s
m
ay
eith
er
f
ac
ilit
ate
ad
ap
tiv
e
lea
r
n
in
g
p
r
o
ce
s
s
es
o
r
co
n
tr
ib
u
te
to
p
s
y
ch
o
lo
g
ical
s
tr
ain
an
d
r
ed
u
ce
d
ed
u
ca
tio
n
al
p
er
f
o
r
m
a
n
ce
.
C
o
m
p
lem
en
tar
ily
,
L
az
ar
u
s
an
d
Fo
lk
m
an
’
s
tr
an
s
a
ctio
n
al
m
o
d
el
o
f
s
tr
ess
an
d
co
p
in
g
em
p
h
asizes
th
at
s
tr
ess
o
u
tco
m
es
d
ep
en
d
o
n
in
d
iv
id
u
als’
c
o
g
n
itiv
e
ap
p
r
aisal
o
f
d
em
a
n
d
s
an
d
t
h
e
co
p
in
g
s
tr
ateg
ies
th
ey
em
p
lo
y
.
Fro
m
th
is
p
e
r
s
p
ec
tiv
e,
s
tu
d
en
ts
wh
o
ad
o
p
t
ef
f
ec
ti
v
e
p
r
o
b
lem
-
f
o
c
u
s
ed
s
tr
ateg
ies,
s
u
ch
as
p
lan
n
in
g
an
d
tim
e
m
an
ag
em
en
t,
o
r
em
o
tio
n
-
f
o
cu
s
ed
s
tr
ateg
ies,
s
u
ch
as
s
ee
k
in
g
s
o
cial
s
u
p
p
o
r
t,
m
ay
m
itig
ate
th
e
n
eg
ativ
e
ef
f
ec
ts
o
f
s
tr
ess
o
n
ac
ad
em
ic
p
er
f
o
r
m
an
ce
[
8
]
.
C
o
n
v
er
s
ely
,
wh
en
co
p
i
n
g
r
eso
u
r
ce
s
ar
e
in
s
u
f
f
icien
t,
s
tr
ess
m
ay
b
ec
o
m
e
a
d
etr
im
en
tal
f
ac
to
r
th
at
u
n
d
er
m
in
es
ac
ad
em
ic
ac
h
iev
em
e
n
t.
T
h
is
th
eo
r
etica
l
d
u
ality
o
f
f
e
r
s
an
ex
p
lan
atio
n
f
o
r
th
e
in
co
n
s
is
ten
t e
m
p
ir
ical
r
ela
tio
n
s
h
ip
o
b
s
er
v
e
d
b
etwe
en
ac
a
d
em
ic
s
tr
ess
an
d
p
er
f
o
r
m
an
ce
[
9
]
,
[
1
0
]
.
E
m
p
ir
ical
ev
id
e
n
ce
r
ef
lects
t
h
is
in
co
n
s
is
ten
cy
.
So
m
e
s
tu
d
ies
r
ep
o
r
t
th
at
h
i
g
h
lev
els
of
ac
ad
em
ic
s
tr
ess
n
eg
ativ
ely
af
f
ec
t
p
er
f
o
r
m
an
ce
th
r
o
u
g
h
m
ec
h
a
n
is
m
s
s
u
ch
as
co
g
n
itiv
e
o
v
e
r
lo
ad
,
em
o
tio
n
al
ex
h
au
s
tio
n
,
an
d
r
e
d
u
ce
d
d
ec
is
io
n
-
m
ak
i
n
g
ca
p
ac
ity
.
Oth
er
s
tu
d
ies,
h
o
wev
er
,
in
d
icate
t
h
at
s
tu
d
en
ts
with
s
tr
o
n
g
c
o
p
in
g
s
k
ills
or
r
esil
ien
ce
ar
e
ab
le
to
m
ain
tain
s
atis
f
ac
to
r
y
ac
ad
e
m
ic
o
u
tco
m
es
d
esp
ite
ex
p
er
i
en
cin
g
co
n
s
id
er
ab
le
s
tr
ess
[
1
1
]
–
[
1
4
]
.
Mo
r
eo
v
er
,
t
h
e
r
elatio
n
s
h
ip
b
etwe
en
s
tr
es
s
an
d
p
er
f
o
r
m
an
ce
a
p
p
ea
r
s
to
be
m
o
d
er
ated
by
d
em
o
g
r
a
p
h
ic
v
ar
iab
les,
in
clu
d
in
g
ag
e
,
g
e
n
d
er
,
an
d
le
v
el
of
s
tu
d
y
.
R
esear
ch
s
u
g
g
ests
th
at
o
ld
er
or
m
o
r
e
ex
p
er
ien
ce
d
s
tu
d
en
ts
o
f
ten
d
em
o
n
s
tr
ate
h
ig
h
e
r
ac
ad
em
ic
p
er
f
o
r
m
an
ce
,
p
o
ten
tially
due
to
g
r
ea
ter
m
atu
r
ity
,
clea
r
er
ac
ad
em
ic
g
o
als,
an
d
i
m
p
r
o
v
e
d
s
elf
-
r
eg
u
latio
n
[
1
5
]
,
[
1
6
]
.
Alth
o
u
g
h
f
em
ale
s
tu
d
e
n
ts
f
r
eq
u
en
tly
r
ep
o
r
t
h
ig
h
er
p
e
r
ce
iv
ed
s
tr
ess
lev
els,
th
is
d
o
es
not
co
n
s
is
ten
tly
tr
an
s
late
in
to
lo
wer
ac
ad
em
ic
p
er
f
o
r
m
an
ce
wh
en
co
m
p
ar
ed
with
m
ale
s
tu
d
en
ts
[
1
7
]
.
Desp
ite
th
e
b
r
ea
d
th
of
in
te
r
n
atio
n
al
r
esear
ch
,
lim
ited
ev
id
en
ce
is
av
ailab
le
r
eg
ar
d
in
g
h
o
w
th
ese
d
y
n
am
ics
o
p
er
ate
with
in
Per
u
v
ian
h
ig
h
er
ed
u
ca
tio
n
,
p
ar
ti
cu
lar
ly
in
p
r
o
f
ess
io
n
al
teac
h
er
-
tr
ain
in
g
p
r
o
g
r
am
s
.
E
ar
ly
ch
ild
h
o
o
d
ed
u
ca
tio
n
s
tu
d
en
ts
f
ac
e
d
is
tin
ctiv
e
ac
ad
em
ic,
em
o
tio
n
al,
an
d
p
r
ac
tical
d
em
an
d
s
lin
k
ed
to
p
ed
ag
o
g
ical
p
r
ep
ar
atio
n
an
d
p
r
o
f
ess
io
n
al
id
en
tity
f
o
r
m
atio
n
;
h
o
wev
e
r
,
it
r
em
ain
s
u
n
clea
r
wh
eth
er
p
er
ce
iv
ed
ac
ad
em
ic
s
tr
ess
m
ea
n
in
g
f
u
lly
af
f
ec
ts
o
b
jectiv
e
ac
a
d
em
ic
p
er
f
o
r
m
an
ce
in
th
is
co
n
tex
t.
I
m
p
o
r
ta
n
tly
,
m
a
n
y
p
r
io
r
s
tu
d
ies
r
ely
h
ea
v
ily
on
s
elf
-
r
ep
o
r
ted
ac
ad
e
m
ic
o
u
tco
m
es,
wh
ich
m
ay
i
n
tr
o
d
u
ce
b
ias
an
d
lim
it
th
e
v
alid
ity
of
c
o
n
clu
s
io
n
s
[
1
2
]
.
Ad
d
r
ess
in
g
th
is
g
ap
is
ess
en
ti
al
f
o
r
ev
id
en
ce
-
b
ased
d
ec
is
io
n
-
m
ak
in
g
in
s
tu
d
e
n
t
s
u
p
p
o
r
t
s
er
v
ices
an
d
cu
r
r
icu
lu
m
d
esig
n
.
C
lar
if
y
in
g
wh
eth
er
ac
a
d
em
ic
s
tr
ess
co
n
s
titu
tes
a
m
ea
n
in
g
f
u
l
d
eter
m
in
an
t
of
ac
ad
em
ic
p
er
f
o
r
m
an
ce
or
wh
eth
er
o
th
er
f
ac
to
r
s
s
u
ch
as
d
em
o
g
r
a
p
h
ic
m
atu
r
ity
p
lay
a
more
ce
n
tr
al
r
o
le
can
in
f
o
r
m
th
e
d
ev
elo
p
m
e
n
t
of
more
ef
f
ec
tiv
e
ed
u
ca
tio
n
al
in
ter
v
en
tio
n
s
.
T
h
e
ce
n
tr
al
s
cien
tific
q
u
esti
o
n
g
u
id
in
g
th
is
s
tu
d
y
is
wh
eth
er
p
e
r
ce
iv
ed
ac
ad
em
ic
s
tr
ess
f
u
n
ctio
n
s
as
a
s
ig
n
if
ic
an
t
p
r
e
d
icto
r
of
o
b
jectiv
ely
m
ea
s
u
r
ed
ac
ad
e
m
ic
p
er
f
o
r
m
an
ce
(
g
r
a
d
e
p
o
in
t
a
v
er
ag
es
o
r
GPA)
am
o
n
g
e
ar
ly
ch
ild
h
o
o
d
ed
u
ca
tio
n
s
t
u
d
en
ts
,
or
wh
eth
e
r
d
em
o
g
r
a
p
h
ic
f
ac
to
r
s
s
u
ch
as
ag
e
an
d
g
e
n
d
er
ex
er
t
a
s
tr
o
n
g
er
in
f
lu
e
n
ce
on
ac
a
d
em
ic
o
u
tc
o
m
es.
Sp
ec
if
ically
,
th
is
s
tu
d
y
ask
s
wh
eth
er
ac
ad
em
ic
s
tr
ess
in
d
ep
en
d
en
tly
p
r
ed
icts
ac
ad
em
ic
p
er
f
o
r
m
an
ce
wh
en
d
em
o
g
r
ap
h
ic
v
ar
iab
les
ar
e
co
n
tr
o
lled
,
th
er
eb
y
test
in
g
th
e
ass
u
m
p
tio
n
th
at
s
tr
ess
d
ir
ec
tly
u
n
d
er
m
in
es
ac
h
iev
em
en
t
in
p
r
o
f
ess
io
n
al
teac
h
er
-
tr
ain
in
g
c
o
n
tex
ts
.
T
h
e
n
o
v
elty
of
th
is
s
tu
d
y
lies
in
its
u
s
e
of
o
b
jectiv
ely
m
ea
s
u
r
ed
ac
ad
em
ic
p
er
f
o
r
m
an
c
e
(
o
f
f
icial
GPA
)
r
ath
er
th
an
s
elf
-
r
ep
o
r
te
d
ac
h
iev
em
en
t
to
ex
a
m
in
e
th
e
r
o
le
of
ac
ad
em
ic
s
tr
ess
wit
h
in
a
p
r
o
f
ess
io
n
al
teac
h
er
-
tr
ain
in
g
co
n
tex
t.
A
d
d
itio
n
ally
,
th
is
r
esear
ch
f
o
c
u
s
es
on
ea
r
l
y
c
h
ild
h
o
o
d
e
d
u
ca
tio
n
s
tu
d
e
n
ts
in
Per
u
v
ian
h
ig
h
er
ed
u
ca
ti
o
n
,
a
p
o
p
u
latio
n
t
h
at
h
as
b
ee
n
u
n
d
er
r
ep
r
esen
te
d
in
p
r
io
r
em
p
ir
ical
s
tu
d
ies,
wh
ile
s
im
u
ltan
eo
u
s
ly
an
aly
zi
n
g
d
e
m
o
g
r
ap
h
ic
f
ac
t
o
r
s
an
d
th
e
m
u
ltid
im
en
s
io
n
al
s
tr
u
ctu
r
e
of
ac
ad
em
ic
s
tr
ess
.
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
.
4
,
Au
g
u
s
t
20
26
:
3
3
9
2
-
3
4
0
4
3394
Acc
o
r
d
in
g
ly
,
th
is
s
tu
d
y
ex
am
i
n
es
th
e
r
elatio
n
s
h
ip
b
etwe
en
a
ca
d
em
ic
s
tr
ess
an
d
ac
ad
em
ic
p
er
f
o
r
m
an
ce
am
o
n
g
ea
r
ly
ch
ild
h
o
o
d
ed
u
ca
tio
n
s
tu
d
en
ts
at
a
Per
u
v
ian
u
n
iv
e
r
s
ity
.
Sp
ec
if
ically
,
it
in
v
esti
g
ates:
i
)
th
e
d
is
tr
ib
u
tio
n
al
ch
ar
ac
ter
is
tics
of
ac
ad
em
ic
s
tr
ess
an
d
GPA
;
ii
)
wh
eth
er
ac
ad
em
ic
s
tr
ess
p
r
ed
icts
ac
ad
em
ic
p
er
f
o
r
m
an
ce
wh
e
n
d
em
o
g
r
a
p
h
ic
v
ar
iab
les
a
r
e
co
n
s
id
er
ed
;
iii
)
w
h
eth
er
ac
ad
e
m
ic
p
er
f
o
r
m
a
n
ce
d
i
f
f
er
s
ac
r
o
s
s
s
tr
ess
lev
els
an
d
g
en
d
er
;
iv
)
th
e
laten
t
s
tr
u
ctu
r
e
of
ac
ad
em
ic
s
tr
ess
;
an
d
v
)
th
e
r
elativ
e
c
o
n
tr
ib
u
tio
n
of
s
tr
ess
an
d
d
em
o
g
r
ap
h
ic
p
r
ed
icto
r
s
to
ac
a
d
em
ic
p
er
f
o
r
m
an
ce
.
2.
M
E
T
H
O
D
2
.
1
.
Study
des
ig
n
T
h
e
s
tu
d
y
was
b
ased
on
a
q
u
an
titativ
e
an
d
co
r
r
elatio
n
al
ex
p
lan
ato
r
y
d
esig
n
an
d
s
tu
d
ied
th
e
f
ac
to
r
s
th
at
r
elate
to
ac
ad
em
ic
s
tr
es
s
a
n
d
ac
ad
em
ic
ac
h
iev
em
e
n
t
am
o
n
g
th
e
s
tu
d
en
ts
of
th
e
ea
r
ly
ch
ild
h
o
o
d
ed
u
ca
tio
n
co
u
r
s
e
at
a
Per
u
v
ian
u
n
iv
er
s
ity
.
It
was
cr
o
s
s
-
s
ec
tio
n
al
an
d
non
-
e
x
p
er
im
e
n
tal,
s
u
ch
th
at
v
ar
iab
les
wer
e
o
b
s
er
v
ed
in
th
eir
n
atu
r
al
ac
ad
em
ic
en
v
ir
o
n
m
en
t
with
o
u
t
an
y
m
an
ip
u
latio
n
an
d
in
ter
v
e
n
tio
n
.
T
h
is
d
esig
n
was
s
elec
ted
due
to
t
h
e
ab
ilit
y
of
th
e
r
esear
ch
er
s
to
ex
am
in
e
r
el
atio
n
s
h
ip
s
in
v
o
lv
i
n
g
s
tr
ess
,
d
em
o
g
r
ap
h
ic
f
ac
to
r
s
an
d
p
er
f
o
r
m
a
n
ce
o
u
tco
m
es
in
th
e
r
ea
l
-
life
u
n
i
v
er
s
ity
s
ettin
g
,
wh
ich
p
r
o
m
o
ted
ec
o
lo
g
ical
v
alid
ity
.
2
.
2
.
P
a
rt
icipa
nts
T
h
e
s
tu
d
y
p
ar
ticip
an
ts
wer
e
116
u
n
d
e
r
g
r
a
d
u
ate
s
tu
d
e
n
ts
s
tu
d
y
in
g
th
e
ea
r
ly
c
h
ild
h
o
o
d
ed
u
ca
tio
n
p
r
o
g
r
a
m
in
th
e
2
0
2
3
ac
ad
e
m
ic
y
ea
r
.
Par
ticip
an
ts
wer
e
s
elec
ted
u
s
in
g
a
s
im
p
le
r
a
n
d
o
m
s
am
p
lin
g
p
r
o
ce
d
u
r
e
.
T
h
e
lis
t
of
s
tu
d
en
ts
en
r
o
lled
in
th
e
ea
r
ly
ch
ild
h
o
o
d
ed
u
ca
ti
o
n
p
r
o
g
r
a
m
d
u
r
in
g
t
h
e
s
tu
d
y
p
er
io
d
was
o
b
tain
ed
f
r
o
m
th
e
ac
a
d
em
ic
a
d
m
in
is
tr
atio
n
of
th
e
u
n
iv
er
s
ity
a
n
d
s
er
v
ed
as
th
e
s
am
p
lin
g
f
r
am
e.
E
ac
h
s
tu
d
en
t
was
ass
ig
n
ed
a
n
u
m
er
ical
id
en
tif
ier
,
an
d
a
r
an
d
o
m
n
u
m
b
e
r
g
en
er
ato
r
was
u
s
ed
to
s
elec
t
p
ar
ticip
an
ts
.
T
h
is
p
r
o
ce
d
u
r
e
en
s
u
r
e
d
th
at
all
elig
ib
le
s
tu
d
en
ts
h
ad
an
eq
u
al
p
r
o
b
ab
ilit
y
of
in
clu
s
io
n
in
th
e
s
a
m
p
le
an
d
m
in
im
ized
p
o
ten
tial
s
elec
tio
n
b
ias
.
T
h
e
s
am
p
le
was
s
elec
ted
at
r
a
n
d
o
m
in
th
r
ee
ac
a
d
em
ic
cy
cles
(
V,
VI
I
,
a
n
d
I
X)
a
n
d
s
tu
d
en
ts
of
v
ar
io
u
s
lev
els
of
th
eir
p
r
o
g
r
am
wer
e
r
e
p
r
esen
ted
.
Stu
d
en
ts
h
ad
to
h
av
e
t
ak
en
at
least
two
s
em
ester
s
of
s
tu
d
y
to
be
elig
i
b
le,
a
q
u
alif
y
in
g
f
ac
t
o
r
s
et
to
en
s
u
r
e
th
at
th
ey
wo
u
ld
h
av
e
en
o
u
g
h
ac
a
d
em
ic
ex
p
o
s
u
r
e
to
ass
ess
b
o
th
lev
els
of
s
tr
ess
an
d
th
e
o
u
tco
m
e
of
p
er
f
o
r
m
an
ce
.
T
h
e
a
g
e
of
th
e
p
ar
ticip
an
ts
also
h
ad
a
b
alan
ce
b
etwe
en
tr
ad
itio
n
a
l
an
d
s
lig
h
tly
o
ld
er
lear
n
er
s
an
d
was
18
–
25
y
ea
r
s
of
a
g
e,
an
d
th
e
g
en
d
e
r
p
r
o
p
o
r
tio
n
was
eq
u
al,
with
o
u
t
an
y
g
en
d
e
r
b
ias.
Stu
d
en
t
r
ep
r
esen
tatio
n
in
ter
m
s
of
d
if
f
er
e
n
t
ac
ad
em
ic
lev
els
an
d
d
em
o
g
r
ap
h
ic
g
r
o
u
p
s
d
iv
e
r
s
if
ied
th
e
s
am
p
le
an
d
en
h
an
c
ed
th
e
ex
tr
ap
o
latio
n
of
th
e
r
e
s
u
lts
to
th
e
o
v
er
all
p
o
p
u
latio
n
of
t
h
e
ea
r
ly
c
h
ild
h
o
o
d
ed
u
ca
tio
n
s
tu
d
e
n
ts
at
th
e
u
n
iv
er
s
ity
.
2
.
3
.
I
ns
t
rum
ent
s
T
wo
m
ajo
r
in
s
tr
u
m
en
ts
wer
e
u
s
ed
in
d
ata
co
llectio
n
.
T
h
e
in
itial
one
was
th
e
p
er
ce
p
tio
n
of
ac
ad
em
ic
s
tr
ess
s
ca
le
cr
ea
ted
by
Z
h
e
n
g
an
d
Pen
g
[
1
8
]
an
d
m
o
d
if
ied
to
th
is
r
esear
ch
.
T
h
is
s
ca
le
co
m
p
r
is
ed
of
30
item
s
th
at
ass
ess
ed
s
tr
ess
r
elate
d
to
ac
ad
em
ic
ac
tiv
ities
with
t
h
e
d
im
e
n
s
io
n
s
th
at
in
cl
u
d
ed
tim
e
m
an
a
g
em
en
t,
wo
r
k
lo
ad
,
em
o
tio
n
al
r
ea
ctio
n
s
an
d
p
h
y
s
ical
ex
h
au
s
tio
n
.
T
h
e
an
s
wer
s
wer
e
g
iv
en
on
a
5
-
p
o
in
t
L
ik
e
r
t
s
ca
le
(
1
=stro
n
g
ly
d
is
ag
r
ee
;
5
=stro
n
g
ly
ag
r
ee
)
th
at
en
ab
led
m
ea
s
u
r
in
g
th
e
lev
el
of
p
e
r
ce
iv
ed
s
tr
ess
am
o
n
g
s
tu
d
en
ts
.
T
h
e
C
r
o
n
b
ac
h
’
s
alp
h
a
co
e
f
f
ic
ien
t
of
i
n
ter
n
al
c
o
n
s
is
ten
cy
te
s
t
was
f
o
u
n
d
to
be
0
.
8
9
,
wh
i
ch
im
p
lies
th
at
th
e
in
s
tr
u
m
en
t
was
in
ter
n
ally
co
n
s
is
ten
t
an
d
th
er
ef
o
r
e,
th
e
in
s
tr
u
m
en
t
was
ap
p
r
o
p
r
iate
in
m
ea
s
u
r
in
g
s
tr
ess
am
o
n
g
th
is
g
r
o
u
p
of
s
tu
d
en
ts
.
T
h
e
s
ec
o
n
d
to
o
l
th
at
was
u
s
ed
in
th
e
d
eter
m
in
atio
n
of
ac
ad
em
ic
p
er
f
o
r
m
a
n
ce
was
th
e
GPA
wh
ich
wa
s
o
b
tain
ed
th
r
o
u
g
h
o
f
f
icial
r
ec
o
r
d
s
h
eld
by
th
e
ac
ad
em
ic
o
f
f
ice
of
th
e
u
n
iv
e
r
s
ity
.
T
h
e
Per
u
v
ian
g
r
ad
in
g
s
y
s
tem
s
co
r
es
0
–
20
p
o
in
ts
with
th
e
b
etter
th
e
s
co
r
e
th
e
b
etter
th
e
p
er
f
o
r
m
an
ce
.
G
PA
was
s
elec
ted
as
th
e
o
u
tc
o
m
e
m
ea
s
u
r
e
s
in
ce
it
is
o
b
jectiv
e
a
n
d
h
as
b
ee
n
r
ec
o
g
n
ized
as
a
v
alid
m
ea
s
u
r
e
of
s
tu
d
en
t
p
er
f
o
r
m
an
ce
at
h
ig
h
er
ed
u
ca
tio
n
in
s
titu
tio
n
s
.
T
h
e
GPA
was
u
s
ed
to
be
s
u
r
e
of
th
e
asp
ec
t
of
ac
c
u
r
ac
y
in
d
eter
m
in
in
g
th
e
lev
el
of
p
er
f
o
r
m
a
n
ce
a
n
d
p
r
e
v
en
t
th
e
p
o
s
s
ib
ilit
y
of
b
ias
t
h
at
wo
u
ld
h
av
e
r
esu
lted
in
s
elf
-
r
ep
o
r
te
d
ac
ad
em
ic
p
er
f
o
r
m
an
ce
.
T
h
e
p
er
ce
p
tio
n
of
ac
a
d
em
ic
s
tr
ess
s
ca
le
wa
s
u
s
ed
to
m
ea
s
u
r
e
s
tu
d
en
ts
p
er
ce
iv
e
d
ac
ad
e
m
ic
s
tr
ess
.
T
h
e
in
s
tr
u
m
en
t
h
as
b
ee
n
wid
ely
ap
p
lied
in
u
n
iv
er
s
ity
p
o
p
u
latio
n
s
an
d
d
em
o
n
s
tr
ates
s
tr
o
n
g
p
s
y
c
h
o
m
etr
ic
p
r
o
p
er
ties
.
Fo
r
th
e
p
r
esen
t
s
tu
d
y
,
th
e
Sp
an
is
h
-
lan
g
u
ag
e
v
er
s
io
n
of
th
e
s
ca
le
was
u
s
ed
.
Min
o
r
lin
g
u
is
tic
ad
ju
s
tm
en
ts
wer
e
m
ad
e
to
e
n
s
u
r
e
clar
ity
an
d
co
n
te
x
tu
al
r
ele
v
an
ce
f
o
r
th
e
Per
u
v
ian
h
i
g
h
er
ed
u
ca
tio
n
s
ettin
g
;
h
o
wev
er
,
t
h
e
o
r
ig
i
n
al
s
tr
u
ctu
r
e
an
d
item
co
n
ten
t
of
t
h
e
s
ca
le
wer
e
p
r
eser
v
ed
.
Prio
r
to
th
e
m
ain
d
ata
co
llectio
n
,
th
e
in
s
tr
u
m
en
t
was
r
ev
iewe
d
by
two
s
p
ec
ialis
ts
in
ed
u
ca
t
io
n
al
p
s
y
ch
o
lo
g
y
to
co
n
f
ir
m
co
n
ten
t
clar
ity
an
d
co
n
tex
tu
al
ap
p
r
o
p
r
iaten
ess
.
2
.
4
.
Da
t
a
c
o
llect
io
n
pro
ce
du
re
s
Data
co
llectio
n
was
to
be
d
o
n
e
in
two
s
tag
es.
T
h
e
f
ir
s
t
s
tag
e
r
eq
u
ir
e
d
th
e
p
ar
ticip
an
ts
to
f
ill
th
e
ac
ad
em
ic
s
tr
ess
s
ca
le
in
th
e
class
r
o
o
m
s
at
th
e
o
n
s
et
of
p
la
n
n
ed
s
ess
io
n
s
to
m
ax
im
ize
p
ar
ticip
atio
n
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t
J
E
v
al
&
R
es E
d
u
c
I
SS
N:
2252
-
8
8
2
2
A
ca
d
emic
s
tr
ess
a
n
d
a
ca
d
emi
c
p
erfo
r
ma
n
ce
a
mo
n
g
ea
r
ly
ch
ild
h
o
o
d
… (
A
lva
r
o
C
a
mp
o
s
a
n
o
-
C
o
r
d
o
va
)
3395
T
h
e
o
b
je
cti
v
es
of
t
h
e
s
tu
d
y
w
er
e
o
u
tli
n
e
d
an
d
in
f
o
r
m
ed
c
o
n
s
en
t
f
o
r
m
s
we
r
e
g
iv
e
n
to
t
h
e
r
es
p
o
n
d
e
n
ts
b
e
f
o
r
e
th
e
s
u
r
v
e
y
was
ca
r
r
ie
d
o
u
t,
an
d
a
ll
we
r
e
s
ig
n
ed
ac
co
r
d
i
n
g
to
t
h
e
et
h
ic
al
s
t
an
d
a
r
d
s
s
et
by
th
e
A
m
e
r
ic
a
n
p
s
y
c
h
o
lo
g
i
ca
l
ass
o
cia
ti
o
n
.
T
h
e
q
u
esti
o
n
n
ai
r
es
w
er
e
f
i
lle
d
by
p
a
p
e
r
wit
h
g
u
i
d
an
ce
of
t
h
e
t
r
ai
n
ed
r
ese
ar
c
h
ass
is
ta
n
ts
w
h
o
s
aw
to
it
t
h
a
t
i
n
s
t
r
u
cti
o
n
s
we
r
e
a
d
h
e
r
e
d
to
p
r
o
p
e
r
l
y
,
a
n
o
n
y
m
it
y
of
t
h
e
r
esp
o
n
s
es
was
o
b
s
er
v
e
d
,
an
d
a
n
s
we
r
ed
all
q
u
esti
o
n
s
p
o
s
ed
by
t
h
e
p
ar
t
ici
p
an
ts
.
St
u
d
e
n
t
s
t
o
o
k
an
a
v
er
ag
e
of
20
m
i
n
u
te
s
to
f
i
ll
t
h
e
s
u
r
v
ey
.
T
h
e
o
f
f
i
cial
GPA
r
e
co
r
d
s
of
t
h
e
p
a
r
t
ici
p
a
n
ts
we
r
e
o
b
t
ai
n
e
d
th
r
o
u
g
h
t
h
e
ad
m
i
n
is
tr
ati
v
e
o
f
f
i
ce
of
th
e
u
n
iv
e
r
s
it
y
d
u
r
i
n
g
t
h
e
s
e
co
n
d
s
t
a
g
e
of
d
at
a
c
o
ll
ec
t
i
o
n
a
n
d
s
u
b
s
eq
u
e
n
t
l
y
,
an
o
n
y
m
ize
d
,
a
n
d
co
m
p
a
r
e
d
wit
h
t
h
ei
r
r
es
u
l
ts
on
th
e
s
tr
ess
s
u
r
v
e
y
by
u
s
i
n
g
u
n
i
q
u
e
c
o
d
es
.
T
h
is
p
r
o
c
ess
e
n
s
u
r
ed
ac
cu
r
a
c
y
of
t
h
e
p
e
r
f
o
r
m
an
ce
d
at
a
a
n
d
t
h
a
t
t
h
e
id
e
n
t
iti
es
of
th
e
s
tu
d
en
t
b
o
d
y
r
e
m
ai
n
c
o
n
f
id
e
n
tia
l.
T
h
e
co
m
b
i
n
at
io
n
of
t
h
e
r
es
u
lts
of
t
h
e
s
tr
ess
s
u
r
v
ey
a
n
d
t
h
e
v
al
id
at
ed
GPA
d
at
a
g
u
a
r
a
n
t
ee
d
th
e
h
i
g
h
m
e
th
o
d
s
r
i
g
o
r
an
d
r
ed
u
c
e
d
t
h
e
ch
an
ce
s
of
m
ea
s
u
r
e
m
e
n
t
b
ias
.
2
.
5
.
Da
t
a
a
na
ly
s
is
Data
wer
e
an
al
y
ze
d
u
s
in
g
SPSS
v
er
s
io
n
26.
Descr
ip
tiv
e
s
t
atis
tics
wer
e
co
m
p
u
ted
to
ex
am
in
e
th
e
d
is
tr
ib
u
tio
n
al
p
r
o
p
er
ties
of
ac
ad
em
ic
s
tr
ess
an
d
ac
ad
em
ic
p
er
f
o
r
m
a
n
ce
,
in
clu
d
in
g
m
ea
n
s
,
s
tan
d
ar
d
d
ev
iatio
n
s
,
an
d
d
is
p
er
s
io
n
p
atter
n
s
.
I
n
f
e
r
en
tial
an
aly
s
es
wer
e
co
n
d
u
cted
in
a
s
tep
wis
e
m
an
n
er
alig
n
ed
with
th
e
s
tu
d
y
o
b
jectiv
es.
L
in
ea
r
r
eg
r
ess
io
n
an
aly
s
is
was
u
s
ed
to
ass
ess
th
e
ass
o
ciatio
n
b
etwe
en
ac
ad
e
m
ic
s
tr
ess
an
d
GPA
an
d
to
ev
alu
ate
th
e
c
o
n
tr
ib
u
tio
n
of
d
em
o
g
r
a
p
h
ic
v
ar
ia
b
les
(
ag
e,
g
en
d
er
,
an
d
ac
ad
em
ic
cy
cl
e)
.
No
n
-
p
a
r
am
etr
ic
test
s
wer
e
ap
p
lied
due
to
n
o
n
-
n
o
r
m
ality
in
s
o
m
e
d
is
tr
ib
u
t
io
n
s
:
th
e
Kr
u
s
k
al
–
W
allis
H
test
ex
am
in
ed
GPA
d
if
f
er
en
ce
s
ac
r
o
s
s
s
tr
ess
ca
te
g
o
r
i
es
,
a
n
d
t
h
e
Ma
n
n
–
W
h
itn
ey
U
test
co
m
p
a
r
ed
GPA
by
g
en
d
er
.
E
x
p
lo
r
ato
r
y
f
ac
to
r
an
aly
s
is
with
v
ar
im
ax
r
o
tatio
n
was
p
er
f
o
r
m
ed
to
id
en
t
if
y
th
e
laten
t
d
im
e
n
s
io
n
s
of
ac
ad
em
ic
s
tr
ess
,
with
f
ac
to
r
lo
a
d
in
g
s
≥
0
.
7
0
co
n
s
i
d
er
ed
s
u
b
s
tan
tiv
e.
Fin
ally
,
s
tan
d
ar
d
ized
r
e
g
r
ess
io
n
co
e
f
f
icien
ts
with
95%
co
n
f
id
en
ce
in
ter
v
als
wer
e
ex
am
in
ed
to
co
m
p
ar
e
th
e
r
e
lativ
e
co
n
tr
ib
u
tio
n
of
s
tr
ess
an
d
d
em
o
g
r
ap
h
ic
p
r
ed
icto
r
s
to
ac
a
d
em
ic
p
er
f
o
r
m
an
ce
.
3.
RE
SU
L
T
S
Aca
d
em
ic
s
tr
ess
lev
els
am
o
n
g
ea
r
ly
ch
ild
h
o
o
d
ed
u
ca
tio
n
s
tu
d
en
ts
wer
e
g
en
e
r
ally
m
o
d
er
ate,
with
a
m
ea
n
s
co
r
e
of
3
.
6
5
(
SD=0
.
6
2
)
on
th
e
1
–
5
s
ca
le,
in
d
ica
tin
g
n
o
ticea
b
le
but
n
o
n
-
ex
tr
e
m
e
p
er
ce
p
tio
n
s
of
ac
ad
em
ic
p
r
ess
u
r
e.
Mo
s
t
s
tr
ess
s
co
r
es
wer
e
co
n
ce
n
tr
ated
b
etwe
en
3
.
0
an
d
4
.
3
,
r
e
f
lectin
g
h
eter
o
g
en
eity
in
p
er
ce
iv
ed
d
em
an
d
s
with
o
u
t
t
h
e
p
r
esen
ce
of
e
x
tr
em
e
s
tr
ess
co
n
d
itio
n
s
.
Aca
d
em
ic
p
er
f
o
r
m
an
ce
,
m
ea
s
u
r
e
d
th
r
o
u
g
h
o
f
f
icial
GPA
r
ec
o
r
d
s
,
s
h
o
wed
a
m
ea
n
v
al
u
e
of
1
4
.
7
2
(
SD=1
.
8
1
)
on
th
e
0
–
20
g
r
ad
i
n
g
s
ca
le
,
as
s
h
o
wn
in
Fig
u
r
e
1
.
T
h
e
m
ajo
r
ity
of
GPA
s
co
r
es
f
ell
with
in
th
e
13
–
16
r
an
g
e
,
s
u
g
g
esti
n
g
r
elativ
e
ly
s
tab
le
ac
ad
em
ic
o
u
tco
m
es
ac
r
o
s
s
th
e
s
am
p
le.
T
h
e
co
n
cu
r
r
en
t
p
r
esen
ce
of
m
o
d
er
ate
s
tr
ess
v
ar
iab
ilit
y
an
d
a
co
m
p
ar
ativ
ely
n
ar
r
o
w
GPA
d
is
tr
ib
u
tio
n
in
d
i
ca
tes
th
at
s
tu
d
en
ts
d
if
f
er
ed
in
th
eir
s
tr
ess
p
er
ce
p
tio
n
s
wh
ile
m
ain
tain
in
g
s
im
ilar
lev
els
of
ac
ad
em
ic
ac
h
iev
e
m
en
t.
T
h
is
d
is
tr
ib
u
tio
n
al
p
a
tter
n
p
r
o
v
id
ed
s
u
f
f
icien
t
v
ar
iab
ilit
y
to
s
u
p
p
o
r
t
s
u
b
s
eq
u
en
t
in
f
er
en
tial
an
al
y
s
es
ass
es
s
in
g
th
e
ass
o
cia
tio
n
b
etwe
en
ac
ad
e
m
ic
s
tr
ess
,
d
em
o
g
r
a
p
h
ic
ch
ar
ac
ter
is
tics
,
an
d
ac
ad
em
ic
p
er
f
o
r
m
an
ce
.
Fig
u
r
e
1
.
Dis
tr
ib
u
tio
n
of
ac
a
d
em
ic
s
tr
ess
an
d
ac
ad
em
ic
p
er
f
o
r
m
an
ce
am
o
n
g
ea
r
ly
c
h
ild
h
o
o
d
ed
u
ca
tio
n
s
tu
d
en
ts
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
.
4
,
Au
g
u
s
t
20
26
:
3
3
9
2
-
3
4
0
4
3396
Aca
d
em
ic
s
tr
ess
d
id
not
s
h
o
w
a
s
ig
n
if
ican
t
ass
o
ciatio
n
with
ac
ad
em
ic
p
er
f
o
r
m
an
ce
.
T
h
e
lin
ea
r
r
eg
r
ess
io
n
an
aly
s
is
in
d
icate
d
a
n
ea
r
-
ze
r
o
s
lo
p
e
b
etwe
en
ac
ad
em
ic
s
tr
ess
s
co
r
es
an
d
GP
A,
co
n
f
ir
m
in
g
th
at
v
ar
iatio
n
s
in
p
er
ce
i
v
ed
s
tr
ess
wer
e
not
s
y
s
tem
atica
lly
r
elate
d
to
ch
an
g
es
in
ac
ad
em
ic
o
u
tco
m
es
(
β≈
0
.
0
4
,
p
>0
.
0
5
)
.
GPA
v
alu
es
r
em
ai
n
e
d
b
r
o
a
d
ly
s
im
ilar
ac
r
o
s
s
th
e
f
u
ll
r
an
g
e
of
s
tr
ess
s
co
r
es
(1
–
5
)
,
s
u
g
g
esti
n
g
th
at
b
o
th
lo
wer
a
n
d
h
ig
h
er
s
tr
ess
le
v
els
wer
e
ass
o
ciate
d
with
co
m
p
ar
ab
le
ac
ad
em
ic
p
er
f
o
r
m
an
ce
.
In
co
n
tr
ast,
ag
e
ex
h
ib
ited
a
co
n
s
is
ten
t
p
o
s
itiv
e
r
elatio
n
s
h
ip
with
GPA.
Stu
d
en
ts
in
h
ig
h
er
ag
e
r
an
g
es
(
ap
p
r
o
x
im
ately
22
–
25
y
ea
r
s
)
ten
d
ed
to
ac
h
iev
e
h
i
g
h
er
G
PA
v
alu
es
th
an
y
o
u
n
g
e
r
s
tu
d
en
ts
(
1
8
–
20
y
ea
r
s
)
,
r
eg
ar
d
less
of
th
eir
r
ep
o
r
ted
s
tr
ess
lev
els
,
a
s
s
h
o
wn
in
Fig
u
r
e
2.
T
h
is
p
atter
n
in
d
icate
s
th
at
d
em
o
g
r
a
p
h
ic
m
atu
r
ity
co
n
tr
ib
u
tes
more
s
u
b
s
tan
tially
to
ac
ad
em
ic
p
er
f
o
r
m
an
ce
th
an
p
er
ce
iv
e
d
ac
ad
em
ic
s
tr
es
s
with
in
th
i
s
co
h
o
r
t.
Ov
er
all,
th
e
r
esu
lts
r
ein
f
o
r
ce
t
h
at
ac
ad
em
ic
s
tr
ess
d
o
es
n
o
t
f
u
n
ctio
n
as
a
m
ea
n
in
g
f
u
l
p
r
e
d
icto
r
of
GPA,
wh
er
ea
s
ag
e
r
ep
r
esen
ts
a
r
elev
an
t
d
em
o
g
r
a
p
h
ic
f
ac
t
o
r
ass
o
ciate
d
with
im
p
r
o
v
ed
ac
a
d
em
ic
o
u
tco
m
es.
Aca
d
em
ic
p
er
f
o
r
m
an
ce
d
id
n
o
t
v
ar
y
s
ig
n
if
ican
tly
ac
r
o
s
s
lev
els
o
f
ac
ad
em
ic
s
tr
ess
.
Me
d
ian
GPA
v
alu
es
wer
e
h
ig
h
ly
c
o
m
p
ar
a
b
le
am
o
n
g
s
tu
d
e
n
ts
r
ep
o
r
tin
g
lo
w,
m
o
d
er
ate,
an
d
h
ig
h
s
tr
ess
,
with
ce
n
tr
al
ten
d
en
cies
clu
s
ter
ed
ar
o
u
n
d
1
4
.
8
–
1
5
.
2
p
o
in
ts
.
T
h
e
in
ter
q
u
ar
tile
r
an
g
es
o
v
er
lap
p
ed
s
u
b
s
tan
tially
ac
r
o
s
s
all
s
tr
ess
ca
teg
o
r
ies,
in
d
icatin
g
s
im
ilar
p
er
f
o
r
m
a
n
ce
d
is
p
er
s
io
n
r
eg
ar
d
less
o
f
s
tr
ess
in
ten
s
ity
.
T
h
ese
d
is
tr
ib
u
tio
n
a
l
p
atter
n
s
ar
e
co
n
s
is
ten
t
with
t
h
e
n
o
n
-
p
ar
am
etr
ic
an
aly
s
is
,
wh
ich
s
h
o
wed
n
o
s
ig
n
if
ican
t
d
if
f
er
en
ce
s
in
GPA
ac
r
o
s
s
s
tr
ess
g
r
o
u
p
s
(
Kr
u
s
k
al
–
W
alli
s
H=
0
.
4
3
2
,
p
=0
.
8
0
6
)
,
as sh
o
wn
in
Fig
u
r
e
3.
Gen
d
er
-
b
ased
c
o
m
p
ar
is
o
n
s
lik
ewise
r
ev
ea
led
m
in
im
al
d
if
f
er
en
ce
s
in
ac
ad
em
ic
o
u
tco
m
e
s
.
Me
d
ian
GPA
v
alu
es
f
o
r
f
em
ale
an
d
m
ale
s
tu
d
en
ts
d
if
f
er
ed
b
y
less
th
an
0
.
3
p
o
in
ts
,
an
d
th
e
o
v
er
la
p
p
in
g
in
ter
q
u
ar
tile
r
an
g
es
in
d
icate
co
m
p
ar
ab
le
p
er
f
o
r
m
a
n
ce
v
ar
iab
ilit
y
b
etwe
e
n
g
r
o
u
p
s
,
as
d
escr
ib
ed
in
Fig
u
r
e
3
.
T
h
is
p
atter
n
alig
n
s
with
th
e
Ma
n
n
–
W
h
itn
ey
U
test
r
esu
lts
(
p
>0
.
0
5
)
,
co
n
f
ir
m
in
g
th
at
g
e
n
d
er
d
o
e
s
n
o
t
s
ig
n
if
ican
tly
in
f
lu
en
ce
ac
ad
em
ic
p
e
r
f
o
r
m
a
n
ce
in
th
is
s
am
p
le.
Ov
er
all,
t
h
e
r
esu
lts
in
d
icate
th
at
n
eith
er
s
tr
ess
in
ten
s
ity
n
o
r
g
en
d
er
ex
p
lain
s
m
ea
n
in
g
f
u
l
v
ar
iatio
n
in
GPA,
r
ein
f
o
r
cin
g
t
h
e
co
n
clu
s
io
n
th
at
ac
ad
e
m
ic
p
er
f
o
r
m
an
ce
am
o
n
g
ea
r
ly
ch
ild
h
o
o
d
e
d
u
ca
tio
n
s
tu
d
en
ts
is
lar
g
ely
in
d
ep
e
n
d
en
t
o
f
th
ese
f
ac
to
r
s
.
Fig
u
r
e
2
.
R
elatio
n
s
h
ip
b
etwe
e
n
ac
ad
em
ic
s
tr
ess
an
d
GPA
m
o
d
er
ated
by
ag
e
Fig
u
r
e
3
.
Aca
d
e
m
ic
p
er
f
o
r
m
a
n
ce
ac
r
o
s
s
s
tr
ess
lev
els
an
d
g
en
d
er
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t
J
E
v
al
&
R
es E
d
u
c
I
SS
N:
2252
-
8
8
2
2
A
ca
d
emic
s
tr
ess
a
n
d
a
ca
d
emi
c
p
erfo
r
ma
n
ce
a
mo
n
g
ea
r
ly
ch
ild
h
o
o
d
… (
A
lva
r
o
C
a
mp
o
s
a
n
o
-
C
o
r
d
o
va
)
3397
E
x
p
lo
r
ato
r
y
f
ac
to
r
an
al
y
s
is
u
s
in
g
v
ar
im
ax
r
o
tatio
n
r
e
v
ea
led
a
clea
r
an
d
well
-
d
ef
in
ed
th
r
ee
-
f
ac
to
r
s
tr
u
ctu
r
e
u
n
d
er
ly
in
g
ac
a
d
em
i
c
s
tr
ess
.
T
h
e
f
ir
s
t
f
ac
to
r
,
ac
ad
em
ic
p
r
ess
u
r
e,
ex
h
i
b
ited
s
tr
o
n
g
lo
ad
in
g
s
f
o
r
ass
ig
n
m
en
t
d
ea
d
lin
es
(
0
.
8
1
)
,
ex
am
in
atio
n
s
tr
ess
(
0
.
7
9
)
,
an
d
f
ea
r
of
f
ailu
r
e
(
0
.
7
5
)
,
in
d
icatin
g
th
at
e
v
alu
ativ
e
d
em
an
d
s
an
d
wo
r
k
lo
ad
-
r
elate
d
ex
p
ec
tatio
n
s
co
n
s
titu
te
a
b
r
o
ad
an
d
d
o
m
in
an
t
d
im
en
s
io
n
of
p
er
ce
iv
ed
s
tr
ess
,
as
s
h
o
wn
in
Fig
u
r
e
4.
T
h
e
co
n
s
is
ten
cy
of
h
ig
h
lo
a
d
in
g
s
ac
r
o
s
s
m
u
ltip
le
item
s
s
u
g
g
ests
th
at
ac
ad
em
ic
p
r
ess
u
r
e
r
ep
r
esen
ts
a
m
u
ltifa
ce
ted
co
n
s
tr
u
ct
en
co
m
p
ass
in
g
b
o
t
h
p
er
f
o
r
m
an
ce
e
v
alu
atio
n
an
d
task
m
an
ag
e
m
en
t
d
em
an
d
s
.
T
h
e
s
ec
o
n
d
f
ac
to
r
,
em
o
tio
n
al
s
tr
ess
,
was
p
r
im
ar
ily
ch
ar
ac
t
er
ized
by
em
o
tio
n
al
ex
h
a
u
s
tio
n
,
wh
ich
s
h
o
wed
a
h
ig
h
l
o
ad
in
g
(
0
.
8
0
)
.
T
h
is
f
in
d
in
g
in
d
icate
s
th
at
af
f
ec
tiv
e
d
ep
letio
n
o
p
e
r
ates
as
a
d
is
tin
ct
s
tr
es
s
d
im
en
s
io
n
,
la
r
g
ely
in
d
ep
e
n
d
e
n
t
of
ac
ad
em
ic
wo
r
k
l
o
ad
i
n
ten
s
ity
,
as
p
r
esen
ted
in
Fig
u
r
e
4.
T
h
e
th
ir
d
f
ac
t
o
r
,
p
h
y
s
ical
f
atig
u
e,
was
d
ef
in
ed
by
lack
of
s
leep
,
with
a
s
tr
o
n
g
lo
ad
in
g
(
0
.
7
7
)
,
r
ef
lectin
g
a
s
o
m
atic
co
m
p
o
n
e
n
t
of
ac
ad
em
ic
s
tr
ess
ass
o
ciat
ed
with
p
h
y
s
io
lo
g
ical
s
tr
ain
.
C
r
o
s
s
-
lo
ad
in
g
s
ac
r
o
s
s
f
ac
to
r
s
wer
e
m
in
im
al
(
g
en
er
ally
<
0
.
2
0
)
,
s
u
p
p
o
r
tin
g
s
tr
o
n
g
f
ac
to
r
ial
s
ep
ar
atio
n
a
n
d
co
n
s
tr
u
ct
clar
ity
.
Ov
er
all,
th
e
r
esu
lts
co
n
f
ir
m
t
h
at
ac
ad
em
ic
s
tr
ess
am
o
n
g
ea
r
l
y
ch
ild
h
o
o
d
e
d
u
ca
tio
n
s
tu
d
e
n
ts
is
m
u
ltid
im
en
s
io
n
al,
co
m
p
r
is
in
g
ac
ad
em
ic
p
r
ess
u
r
e,
em
o
tio
n
al
s
tr
ess
,
an
d
p
h
y
s
ical
f
atig
u
e
as
em
p
ir
ically
d
is
tin
ct
y
et
co
m
p
le
m
en
tar
y
co
m
p
o
n
en
ts
.
Stan
d
ar
d
ized
r
eg
r
ess
io
n
co
ef
f
icien
ts
with
9
5
%
c
o
n
f
i
d
en
ce
i
n
ter
v
als
wer
e
ex
am
in
e
d
to
ev
alu
ate
th
e
r
elativ
e
co
n
tr
ib
u
tio
n
o
f
ea
ch
p
r
ed
icto
r
to
ac
ad
em
ic
p
er
f
o
r
m
an
ce
.
Ag
e
em
er
g
e
d
as
th
e
o
n
ly
m
ea
n
in
g
f
u
l
p
r
ed
icto
r
o
f
GPA
(
β=0
.
2
1
,
9
5
%
C
I
[
0
.
0
5
,
0
.
3
7
]
)
,
in
d
icati
n
g
a
p
o
s
itiv
e
ass
o
ciatio
n
b
etwe
en
d
em
o
g
r
a
p
h
ic
m
atu
r
ity
an
d
ac
ad
e
m
ic
o
u
tco
m
es
as
d
escr
ib
ed
in
Fig
u
r
e
5
.
I
n
co
n
tr
ast,
ac
ad
em
ic
s
tr
ess
s
h
o
wed
a
v
er
y
s
m
all
ef
f
ec
t
s
ize
(
β=0
.
0
4
,
9
5
%
C
I
[
−0
.
0
8
,
0
.
1
0
]
)
,
with
co
n
f
id
en
c
e
in
ter
v
als
cr
o
s
s
in
g
ze
r
o
,
co
n
f
ir
m
in
g
th
e
ab
s
en
ce
o
f
a
s
ig
n
if
ican
t
r
elatio
n
s
h
ip
.
S
im
ilar
ly
,
g
e
n
d
er
(
β=0
.
0
2
,
9
5
%
C
I
[
−0
.
0
6
,
0
.
0
8
]
)
a
n
d
ac
ad
em
ic
cy
cle
(
β=−0
.
0
3
,
9
5
%
C
I
[
−0
.
0
9
,
0
.
0
3
]
)
d
id
n
o
t
d
em
o
n
s
tr
ate
s
ig
n
if
ican
t
co
n
tr
ib
u
tio
n
s
to
GPA,
as
s
h
o
w
n
in
Fig
u
r
e
5
.
T
h
e
co
n
ce
n
tr
atio
n
o
f
c
o
n
f
id
e
n
ce
i
n
ter
v
als
ar
o
u
n
d
ze
r
o
f
o
r
th
ese
p
r
ed
icto
r
s
in
d
icate
s
lim
ited
ex
p
lan
ato
r
y
v
alu
e.
Ov
er
all,
th
e
m
o
d
el
-
lev
el
co
m
p
ar
is
o
n
h
ig
h
lig
h
ts
ag
e
as
th
e
p
r
im
ar
y
d
eter
m
in
a
n
t
o
f
ac
a
d
em
ic
p
er
f
o
r
m
an
ce
,
wh
ile
ac
ad
em
ic
s
tr
ess
an
d
o
th
er
d
em
o
g
r
ap
h
ic
v
ar
iab
les co
n
tr
ib
u
te
m
in
im
ally
.
Fig
u
r
e
4
.
Mu
ltid
im
e
n
s
io
n
al
s
tr
u
ctu
r
e
of
ac
ad
em
ic
s
tr
ess
d
er
i
v
ed
f
r
o
m
ex
p
lo
r
ato
r
y
f
ac
to
r
an
aly
s
is
Fig
u
r
e
5
.
R
elativ
e
co
n
tr
i
b
u
tio
n
of
p
r
ed
icto
r
s
to
ac
ad
em
ic
p
e
r
f
o
r
m
a
n
ce
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
.
4
,
Au
g
u
s
t
20
26
:
3
3
9
2
-
3
4
0
4
3398
4.
DIS
CU
SS
I
O
N
T
h
is
s
tu
d
y
ex
am
in
ed
th
e
r
ela
tio
n
s
h
ip
b
etwe
en
ac
ad
em
ic
s
tr
ess
an
d
ac
ad
em
ic
p
er
f
o
r
m
an
ce
am
o
n
g
s
tu
d
en
ts
en
r
o
lled
in
th
e
ea
r
l
y
ch
ild
h
o
o
d
ed
u
ca
tio
n
p
r
o
g
r
am
at
a
Per
u
v
ian
u
n
iv
er
s
ity
.
C
o
n
tr
ar
y
to
th
e
co
m
m
o
n
l
y
h
eld
ass
u
m
p
tio
n
th
at
h
ig
h
er
s
tr
ess
lev
els
in
e
v
itab
ly
im
p
air
ac
ad
e
m
ic
o
u
tc
o
m
es,
th
e
f
in
d
i
n
g
s
in
d
icate
th
at
ac
ad
em
ic
s
tr
ess
d
id
not
s
ig
n
if
ican
tly
p
r
ed
ict
GPA.
Fro
m
a
th
eo
r
etica
l
p
er
s
p
ec
tiv
e,
th
ese
f
in
d
in
g
s
can
be
in
ter
p
r
eted
t
h
r
o
u
g
h
t
h
e
tr
an
s
ac
tio
n
al
m
o
d
el
of
s
tr
es
s
an
d
co
p
i
n
g
,
wh
ic
h
s
u
g
g
ests
th
at
th
e
ac
ad
em
ic
co
n
s
eq
u
en
ce
s
of
s
tr
ess
d
ep
e
n
d
lar
g
el
y
on
h
o
w
in
d
iv
i
d
u
als
ap
p
r
aise
an
d
m
an
ag
e
d
e
m
an
d
in
g
s
itu
atio
n
s
.
T
h
e
ab
s
en
ce
of
a
s
ig
n
if
ican
t
r
elatio
n
s
h
ip
b
etwe
en
ac
ad
em
ic
s
tr
ess
an
d
GPA
in
th
is
s
tu
d
y
m
ay
in
d
icate
th
at
m
an
y
s
tu
d
e
n
ts
p
o
s
s
ess
s
u
f
f
icien
t
co
p
i
n
g
r
eso
u
r
ce
s
to
r
eg
u
la
te
s
tr
ess
with
o
u
t
ex
p
er
ie
n
cin
g
ac
ad
em
ic
d
ec
lin
e.
T
h
is
in
ter
p
r
etatio
n
alig
n
s
with
th
e
co
n
ce
p
t
of
a
d
ap
tiv
e
s
tr
e
s
s
r
esp
o
n
s
es,
wh
er
e
m
o
d
e
r
ate
lev
els
of
p
e
r
ce
iv
ed
p
r
ess
u
r
e
m
ay
co
e
x
is
t
with
s
tab
le
ac
ad
em
ic
f
u
n
ctio
n
in
g
wh
en
s
tu
d
en
ts
em
p
lo
y
ef
f
ec
tiv
e
s
elf
-
r
eg
u
latio
n
s
tr
ateg
ies
s
u
ch
as
p
lan
n
in
g
,
ti
m
e
m
an
ag
e
m
en
t,
a
n
d
s
o
cial
s
u
p
p
o
r
t
co
h
o
r
t
[
1
9
]
,
[
2
0
]
.
In
th
is
s
en
s
e,
th
e
r
esu
lts
co
n
tr
ib
u
te
to
th
e
g
r
o
win
g
b
o
d
y
of
ev
id
en
ce
s
u
g
g
esti
n
g
th
at
ac
ad
em
ic
s
tr
ess
d
o
es
not
n
ec
e
s
s
ar
ily
tr
an
s
late
in
to
n
eg
ativ
e
ac
ad
em
ic
o
u
tco
m
es,
p
ar
ticu
lar
ly
am
o
n
g
s
tu
d
en
ts
wh
o
d
em
o
n
s
tr
ate
r
esil
ien
ce
an
d
ad
ap
tiv
e
c
o
p
in
g
ca
p
ac
ities
.
T
h
is
p
atter
n
was
co
n
s
is
ten
t
ac
r
o
s
s
m
u
ltip
le
an
al
y
tical
p
r
o
ce
d
u
r
es,
i
n
clu
d
in
g
li
n
ea
r
r
e
g
r
ess
io
n
an
d
non
-
p
ar
am
etr
ic
test
s
.
Alth
o
u
g
h
s
tu
d
en
ts
r
ep
o
r
ted
m
o
d
er
ate
le
v
els
of
ac
a
d
em
ic
s
tr
ess
,
ac
ad
em
ic
p
er
f
o
r
m
an
c
e
r
em
ain
ed
r
elativ
ely
s
tab
le,
s
u
g
g
esti
n
g
th
at
s
tr
ess
in
ten
s
ity
alo
n
e
d
o
es
not
ex
p
lain
v
ar
iatio
n
in
ac
h
iev
em
en
t
with
in
th
is
co
h
o
r
t
[
1
9
]
,
[
2
0
]
.
T
h
e
r
ef
o
r
e,
t
h
e
p
r
im
ar
y
em
p
ir
ical
an
s
wer
to
th
e
s
tu
d
y
’
s
s
cien
tific
q
u
esti
o
n
is
th
at
ac
ad
em
ic
s
tr
ess
,
wh
eth
er
ex
am
in
ed
g
l
o
b
ally
or
d
im
en
s
io
n
ally
,
d
o
e
s
not
in
d
ep
en
d
en
tly
e
x
p
lain
v
ar
iatio
n
in
GPA,
wh
er
ea
s
ag
e
d
em
o
n
s
tr
ates
a
m
ea
n
in
g
f
u
l
p
o
s
itiv
e
ass
o
ciati
o
n
with
ac
ad
em
ic
p
er
f
o
r
m
an
c
e.
T
h
is
co
n
clu
s
io
n
is
s
u
p
p
o
r
ted
by
c
o
n
v
e
r
g
en
t
q
u
an
titativ
e
ev
id
en
ce
,
in
cl
u
d
in
g
o
b
jectiv
e
GPA
d
ata
o
b
tain
ed
f
r
o
m
o
f
f
icial
u
n
iv
er
s
ity
r
ec
o
r
d
s
,
co
n
s
is
ten
t
n
u
ll
ass
o
ciatio
n
s
o
b
s
er
v
ed
ac
r
o
s
s
m
u
ltip
le
an
aly
tical
ap
p
r
o
ac
h
es
(
lin
ea
r
r
eg
r
ess
io
n
an
d
n
o
n
-
p
ar
a
m
etr
ic
test
s
)
,
an
d
n
ar
r
o
w
co
n
f
i
d
en
ce
in
ter
v
als
ce
n
te
r
ed
ar
o
u
n
d
ze
r
o
,
w
h
ich
co
llectiv
ely
in
d
icate
a
r
o
b
u
s
t
a
b
s
en
ce
of
a
m
ea
n
in
g
f
u
l
s
tr
ess
–
p
er
f
o
r
m
an
ce
r
elatio
n
s
h
ip
in
th
is
s
am
p
le.
T
h
ese
r
esu
lts
d
if
f
er
f
r
o
m
s
tu
d
ies
r
ep
o
r
tin
g
a
n
eg
ativ
e
ass
o
ciatio
n
b
etwe
en
ac
ad
em
ic
s
tr
ess
an
d
p
er
f
o
r
m
an
ce
th
r
o
u
g
h
m
ec
h
an
i
s
m
s
s
u
ch
as
co
g
n
itiv
e
o
v
er
lo
a
d
,
im
p
air
ed
co
n
ce
n
tr
atio
n
,
an
d
b
u
r
n
o
u
t
[
2
1
]
,
[
2
2
]
.
Ho
wev
er
,
th
ey
alig
n
with
r
esear
ch
in
d
icatin
g
th
at
ac
a
d
em
ic
s
tr
ess
d
o
es
not
u
n
if
o
r
m
ly
lead
to
p
o
o
r
e
r
o
u
tco
m
es,
p
a
r
ticu
lar
ly
w
h
en
s
tu
d
en
ts
p
o
s
s
ess
ef
f
ec
tiv
e
co
p
in
g
s
tr
ateg
ies
or
b
en
e
f
it
f
r
o
m
s
u
p
p
o
r
tiv
e
ac
ad
e
m
ic
en
v
ir
o
n
m
en
ts
[
2
3
]
–
[
2
5
]
.
W
ith
in
teac
h
er
-
e
d
u
ca
tio
n
p
r
o
g
r
a
m
s
,
s
tu
d
en
ts
m
ay
g
r
ad
u
ally
d
ev
elo
p
a
d
ap
tiv
e
b
eh
av
io
r
s
s
u
ch
as
p
la
n
n
in
g
,
e
m
o
tio
n
al
r
eg
u
latio
n
,
a
n
d
p
ee
r
s
u
p
p
o
r
t,
wh
ic
h
h
elp
b
u
f
f
e
r
th
e
ac
ad
em
ic
im
p
ac
t
of
s
tr
ess
an
d
allo
w
p
e
r
f
o
r
m
an
ce
to
be
m
ai
n
tain
ed
u
n
d
e
r
m
o
d
er
ate
p
r
ess
u
r
e
[
2
6
]
,
[
2
7
]
.
T
h
e
p
r
esen
t
f
in
d
in
g
s
th
er
ef
o
r
e
s
u
p
p
o
r
t
in
ter
p
r
etati
o
n
s
of
ac
ad
em
ic
s
tr
ess
as
a
co
n
tex
tu
al
a
n
d
m
o
d
e
r
ated
ex
p
er
ien
ce
r
at
h
er
t
h
an
a
u
n
if
o
r
m
ly
d
etr
im
e
n
tal
co
n
d
itio
n
.
A
k
ey
f
in
d
in
g
of
t
h
is
s
tu
d
y
is
th
at
ag
e
em
er
g
e
d
as
th
e
o
n
ly
m
ea
n
in
g
f
u
l
p
r
ed
icto
r
of
ac
ad
em
ic
p
er
f
o
r
m
an
ce
.
Old
e
r
s
tu
d
en
ts
co
n
s
is
ten
tly
ac
h
iev
ed
h
ig
h
er
GPA
v
alu
es,
in
d
ep
en
d
en
t
of
t
h
eir
r
ep
o
r
ted
s
tr
ess
lev
els.
T
h
is
r
esu
lt
is
co
n
s
i
s
te
n
t
with
p
r
ev
io
u
s
r
esear
ch
s
u
g
g
esti
n
g
th
at
more
m
atu
r
e
or
e
x
p
er
ien
ce
d
s
tu
d
e
n
ts
ten
d
to
d
em
o
n
s
tr
ate
g
r
ea
te
r
ac
ad
em
ic
p
er
s
is
ten
ce
,
clea
r
er
g
o
al
o
r
ien
tatio
n
,
an
d
m
o
r
e
r
e
f
in
ed
tim
e
-
m
an
ag
em
en
t
an
d
s
elf
-
r
eg
u
lat
io
n
s
k
ills
[
2
8
]
,
[
2
9
]
.
Similar
o
b
s
er
v
atio
n
s
r
ep
o
r
ted
by
G
k
in
to
n
i
et
a
l.
[
3
0
]
in
d
icate
th
at
o
ld
er
lear
n
er
s
o
f
ten
ex
h
ib
it
s
tr
o
n
g
er
s
tr
ess
-
r
eg
u
latio
n
m
ec
h
an
is
m
s
an
d
m
o
r
e
s
tab
le
ac
ad
em
ic
en
g
ag
em
e
n
t.
C
o
llectiv
ely
,
th
ese
f
in
d
in
g
s
h
ig
h
lig
h
t
th
e
im
p
o
r
tan
ce
of
d
ev
el
o
p
m
en
tal
an
d
ex
p
er
ien
tial
f
ac
to
r
s
in
s
h
ap
in
g
ac
ad
e
m
ic
ac
h
iev
e
m
en
t,
s
u
g
g
esti
n
g
th
at
d
em
o
g
r
ap
h
ic
m
atu
r
ity
m
a
y
p
lay
a
m
o
r
e
in
f
lu
e
n
tial
r
o
le
th
an
p
er
ce
iv
e
d
s
tr
ess
in
ten
s
ity
[
3
1
]
.
No
s
ig
n
if
ican
t
g
en
d
er
d
if
f
er
en
ce
s
in
ac
a
d
em
ic
p
er
f
o
r
m
a
n
ce
wer
e
o
b
s
er
v
e
d
.
Fem
ale
an
d
m
ale
s
tu
d
en
ts
d
is
p
lay
ed
co
m
p
ar
a
b
le
GPA
d
is
tr
ib
u
tio
n
s
,
d
esp
ite
ev
id
en
ce
f
r
o
m
ea
r
lier
s
tu
d
ies
in
d
icatin
g
th
at
f
em
ale
s
tu
d
en
ts
o
f
ten
r
ep
o
r
t
h
ig
h
er
lev
els
of
p
er
ce
iv
ed
s
tr
ess
[
3
2
]
.
T
h
e
ab
s
en
ce
of
p
e
r
f
o
r
m
an
ce
d
if
f
er
en
ce
s
s
u
g
g
ests
th
at
v
ar
iatio
n
s
in
s
tr
e
s
s
p
er
ce
p
tio
n
do
n
o
t
n
ec
ess
ar
ily
tr
an
s
late
in
to
ac
a
d
em
ic
d
is
ad
v
an
tag
e.
In
ea
r
ly
ch
ild
h
o
o
d
ed
u
ca
tio
n
p
r
o
g
r
am
s
,
s
h
ar
ed
p
r
o
f
ess
io
n
al
m
o
tiv
a
tio
n
s
an
d
p
ed
ag
o
g
ical
o
r
ien
ta
tio
n
s
m
ay
p
r
o
m
o
te
ad
ap
tiv
e
co
p
in
g
an
d
r
esil
ien
ce
ac
r
o
s
s
g
en
d
er
s
,
th
er
eb
y
r
ed
u
cin
g
th
e
ac
ad
em
ic
im
p
ac
t
of
s
tr
ess
-
r
elate
d
d
if
f
er
en
ce
s
[
3
3
]
,
[
3
4
]
.
T
h
e
ex
p
lo
r
ato
r
y
f
ac
to
r
an
al
y
s
is
f
u
r
th
er
s
u
p
p
o
r
ts
th
e
co
n
ce
p
tu
aliza
tio
n
of
ac
ad
em
ic
s
tr
ess
as
a
m
u
ltid
im
en
s
io
n
al
co
n
s
tr
u
ct
,
en
co
m
p
ass
in
g
ac
ad
em
ic
p
r
ess
u
r
e,
em
o
tio
n
al
s
tr
ess
,
an
d
p
h
y
s
ical
f
atig
u
e.
Aca
d
em
ic
p
r
ess
u
r
e
r
ef
lecte
d
ev
alu
ativ
e
an
d
wo
r
k
lo
ad
-
r
e
lated
d
em
an
d
s
,
wh
e
r
ea
s
em
o
tio
n
al
s
tr
ess
an
d
p
h
y
s
ical
f
atig
u
e
ca
p
tu
r
e
d
af
f
e
ctiv
e
an
d
p
h
y
s
io
lo
g
ical
asp
ec
ts
,
r
esp
ec
tiv
ely
.
T
h
is
s
tr
u
ctu
r
e
is
co
n
s
is
ten
t
with
p
r
ev
io
u
s
r
esear
ch
em
p
h
asizin
g
th
at
ac
ad
em
ic
s
tr
ess
in
v
o
lv
es
b
o
th
co
g
n
itiv
e
ev
al
u
a
tiv
e
an
d
af
f
ec
tiv
e
p
h
y
s
io
lo
g
ical
co
m
p
o
n
en
ts
a
n
d
s
h
o
u
ld
not
be
tr
ea
ted
as
a
s
in
g
le,
h
o
m
o
g
en
e
o
u
s
c
o
n
s
tr
u
ct
[
3
5
]
,
[
3
6
]
.
I
m
p
o
r
ta
n
tly
,
none
of
th
ese
s
t
r
ess
d
im
en
s
io
n
s
s
h
o
wed
a
s
i
g
n
if
ican
t
ass
o
ciatio
n
with
G
PA,
r
ein
f
o
r
cin
g
th
e
co
n
clu
s
io
n
th
at
ac
ad
em
ic
s
tr
ess
wh
eth
er
ex
am
in
ed
g
lo
b
ally
or
by
d
im
en
s
io
n
d
o
es
not
in
d
ep
en
d
en
tly
u
n
d
er
m
i
n
e
ac
ad
em
ic
p
er
f
o
r
m
a
n
ce
in
th
is
p
o
p
u
latio
n
[
3
7
]
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t
J
E
v
al
&
R
es E
d
u
c
I
SS
N:
2252
-
8
8
2
2
A
ca
d
emic
s
tr
ess
a
n
d
a
ca
d
emi
c
p
erfo
r
ma
n
ce
a
mo
n
g
ea
r
ly
ch
ild
h
o
o
d
… (
A
lva
r
o
C
a
mp
o
s
a
n
o
-
C
o
r
d
o
va
)
3399
C
o
n
s
eq
u
en
tly
,
th
e
f
in
d
i
n
g
s
ch
allen
g
e
d
ef
icit
-
b
ased
in
ter
p
r
etatio
n
s
of
ac
ad
em
ic
s
tr
ess
an
d
u
n
d
er
s
co
r
e
th
e
im
p
o
r
ta
n
ce
of
m
o
d
er
atin
g
f
ac
to
r
s
,
p
ar
ticu
la
r
ly
ag
e
-
r
elate
d
m
atu
r
ity
an
d
ad
ap
tiv
e
ca
p
ac
ity
,
in
d
ete
r
m
in
in
g
wh
eth
er
s
tr
ess
tr
an
s
lates
in
to
ac
ad
em
ic
co
n
s
eq
u
en
ce
s
.
Fro
m
an
ed
u
ca
tio
n
al
p
e
r
s
p
ec
tiv
e,
th
e
r
esu
lts
s
u
g
g
est
th
at
in
s
titu
tio
n
al
in
ter
v
e
n
tio
n
s
s
h
o
u
ld
e
x
ten
d
b
ey
o
n
d
an
ex
clu
s
iv
e
f
o
c
u
s
on
s
tr
ess
r
e
d
u
ctio
n
an
d
in
s
tead
em
p
h
asize
th
e
d
ev
elo
p
m
en
t
of
ad
ap
tiv
e
c
o
p
in
g
s
tr
ateg
ies,
s
elf
-
r
eg
u
latio
n
,
a
n
d
p
r
o
f
ess
io
n
al
r
esil
ien
ce
.
Fo
r
ea
r
ly
ch
ild
h
o
o
d
ed
u
ca
tio
n
p
r
o
g
r
am
s
,
ad
d
r
ess
in
g
b
o
th
th
e
b
r
o
ad
d
em
an
d
s
ass
o
ciate
d
with
ac
ad
em
ic
p
r
ess
u
r
e
an
d
th
e
more
s
p
ec
if
ic
r
is
k
s
r
elate
d
to
em
o
tio
n
al
ex
h
au
s
tio
n
an
d
p
h
y
s
ical
f
atig
u
e
m
ay
co
n
t
r
ib
u
te
to
im
p
r
o
v
ed
s
tu
d
en
t
well
-
b
ein
g
with
o
u
t
ass
u
m
in
g
in
e
v
itab
le
d
ec
lin
es
in
a
ca
d
em
ic
p
er
f
o
r
m
an
c
e.
T
h
ese
f
in
d
in
g
s
also
h
av
e
p
r
ac
tical
im
p
licatio
n
s
f
o
r
tea
ch
er
ed
u
ca
tio
n
p
r
o
g
r
am
s
.
R
ath
er
th
an
f
o
cu
s
in
g
e
x
clu
s
iv
ely
on
r
ed
u
c
in
g
ac
ad
e
m
ic
s
tr
ess
,
u
n
iv
er
s
iti
es
m
ay
b
e
n
ef
it
f
r
o
m
im
p
lem
e
n
tin
g
in
ter
v
en
tio
n
s
th
at
s
tr
en
g
th
en
s
tu
d
en
ts
’
co
p
in
g
s
k
ills
,
em
o
tio
n
al
r
eg
u
latio
n
,
an
d
ac
ad
em
ic
r
esil
ien
ce
.
Pro
g
r
am
s
th
at
p
r
o
m
o
te
tim
e
m
an
ag
em
en
t,
p
ee
r
s
u
p
p
o
r
t
n
etwo
r
k
s
,
an
d
r
ef
lectiv
e
lear
n
in
g
p
r
ac
tices
co
u
ld
h
elp
f
u
tu
r
e
teac
h
er
s
m
an
a
g
e
ac
ad
em
ic
p
r
ess
u
r
es
more
ef
f
ec
tiv
ely
wh
ile
m
ain
tain
in
g
ac
ad
em
ic
p
er
f
o
r
m
an
ce
.
Ad
d
i
tio
n
ally
,
f
o
s
ter
in
g
r
esil
ien
ce
an
d
ad
ap
tiv
e
co
p
in
g
s
tr
ateg
ies
d
u
r
in
g
teac
h
er
p
r
ep
a
r
atio
n
m
a
y
h
a
v
e
l
o
n
g
-
ter
m
b
en
e
f
its
,
as
ed
u
ca
to
r
s
f
r
eq
u
e
n
tly
en
c
o
u
n
ter
s
tr
ess
f
u
l
p
r
o
f
ess
io
n
al
en
v
ir
o
n
m
en
ts
.
T
h
er
ef
o
r
e,
i
n
teg
r
at
in
g
well
-
b
ein
g
an
d
r
esil
ien
ce
tr
ain
in
g
in
to
teac
h
er
ed
u
ca
tio
n
cu
r
r
ic
u
la
m
a
y
s
u
p
p
o
r
t
b
o
th
ac
ad
em
ic
s
u
cc
ess
d
u
r
in
g
u
n
iv
er
s
ity
s
tu
d
ies
an
d
p
r
o
f
ess
io
n
al
s
u
s
tai
n
ab
ilit
y
in
f
u
t
u
r
e
teac
h
in
g
ca
r
e
er
s
.
4
.
1
.
I
m
pli
ca
t
i
o
ns
of
t
he
f
ind
ing
s
T
h
e
f
in
d
in
g
s
in
d
icate
th
at
ac
ad
em
ic
s
tr
ess
alo
n
e
is
not
a
d
ec
is
iv
e
d
eter
m
in
an
t
of
ac
ad
em
ic
p
er
f
o
r
m
an
ce
a
m
o
n
g
ea
r
ly
ch
i
ld
h
o
o
d
ed
u
ca
tio
n
s
tu
d
en
ts
.
T
h
is
s
u
g
g
ests
th
at
in
s
titu
tio
n
al
p
o
licies
s
h
o
u
ld
not
r
ely
ex
clu
s
iv
ely
on
s
tr
ess
-
r
ed
u
ctio
n
a
p
p
r
o
ac
h
es
b
u
t
s
h
o
u
ld
p
r
io
r
itize
s
tr
en
g
t
h
en
in
g
s
tu
d
e
n
ts
’
ad
ap
tiv
e
co
p
i
n
g
s
k
ills
,
s
elf
-
r
eg
u
latio
n
,
an
d
r
esi
lien
ce
,
p
ar
ticu
lar
ly
th
o
s
e
r
elat
ed
to
tim
e
m
an
ag
em
e
n
t
an
d
e
m
o
tio
n
al
r
e
g
u
latio
n
.
T
h
e
p
o
s
itiv
e
r
o
le
of
ag
e
h
ig
h
lig
h
ts
th
e
im
p
o
r
tan
ce
of
s
u
p
p
o
r
tin
g
y
o
u
n
g
er
s
tu
d
en
ts
in
d
e
v
elo
p
in
g
m
atu
r
ity
-
r
elate
d
co
m
p
ete
n
cies
th
at
f
ac
ilit
ate
ac
ad
em
ic
s
u
cc
ess
.
4
.
2
.
F
uture
us
ef
uln
ess
a
nd
d
irec
t
io
ns
T
h
ese
r
esu
lts
will
be
h
elp
f
u
l
f
o
r
g
u
i
d
in
g
f
u
tu
r
e
r
esear
ch
a
n
d
p
r
ac
tice
by
en
co
u
r
ag
in
g
lo
n
g
itu
d
i
n
al
s
tu
d
ies
th
at
ex
am
in
e
how
co
p
i
n
g
s
tr
ateg
ies,
r
esil
ien
ce
,
an
d
i
n
s
titu
tio
n
al
s
u
p
p
o
r
t
in
ter
ac
t
w
ith
ac
ad
em
ic
s
tr
ess
o
v
er
tim
e.
Fu
tu
r
e
wo
r
k
s
h
o
u
ld
also
in
clu
d
e
lar
g
e
r
,
m
u
lti
-
in
s
titu
tio
n
al
s
am
p
les
,
an
d
i
n
c
o
r
p
o
r
ate
ad
d
itio
n
al
co
n
tex
tu
al
v
ar
iab
les
to
b
etter
u
n
d
er
s
tan
d
h
o
w
ac
ad
em
ic
s
tr
ess
in
f
lu
en
ce
s
lear
n
in
g
tr
ajec
to
r
ies
ac
r
o
s
s
d
if
f
er
e
n
t
s
tag
es
of
h
ig
h
er
ed
u
ca
tio
n
.
5.
CO
NCLU
SI
O
N
T
h
e
k
e
y
f
i
n
d
in
g
of
th
is
s
tu
d
y
is
th
at
ac
ad
e
m
ic
s
tr
ess
is
n
o
t
a
s
ig
n
if
ican
t
d
eter
m
in
a
n
t
of
ac
ad
em
ic
p
er
f
o
r
m
an
ce
,
wh
ile
a
g
e
r
e
p
r
esen
ts
th
e
o
n
l
y
c
o
n
s
is
ten
t
p
r
ed
icto
r
of
GPA.
T
h
e
ev
id
en
ce
s
u
p
p
o
r
tin
g
th
is
co
n
clu
s
io
n
is
b
ased
on
a
cr
o
s
s
-
s
ec
tio
n
al
q
u
an
titativ
e
d
esig
n
u
s
in
g
v
alid
ate
d
s
tr
ess
m
ea
s
u
r
es,
o
b
jectiv
e
ac
ad
em
ic
p
er
f
o
r
m
an
ce
i
n
d
ica
to
r
s
,
an
d
m
u
ltip
le
co
m
p
lem
e
n
tar
y
s
tatis
tical
an
aly
s
es
th
at
y
ield
ed
co
n
s
is
ten
t
r
esu
lts
.
T
h
is
s
tu
d
y
d
em
o
n
s
tr
ates
th
at
ac
ad
em
ic
s
tr
ess
d
o
es
not
c
o
n
s
titu
te
a
s
ig
n
if
ica
n
t
d
eter
m
i
n
an
t
of
ac
ad
em
ic
p
er
f
o
r
m
an
ce
a
m
o
n
g
ea
r
ly
ch
ild
h
o
o
d
ed
u
ca
tio
n
s
tu
d
en
ts
in
a
Per
u
v
ian
h
ig
h
er
-
ed
u
ca
tio
n
c
o
n
tex
t.
Alth
o
u
g
h
s
tu
d
en
ts
r
e
p
o
r
ted
m
o
d
er
ate
le
v
els
of
p
er
ce
iv
e
d
ac
ad
em
ic
s
tr
ess
,
th
eir
ac
a
d
em
ic
o
u
tco
m
es
r
e
m
ain
e
d
r
elativ
ely
s
tab
le,
an
d
s
tr
ess
in
ten
s
ity
s
h
o
wed
no
m
ea
n
in
g
f
u
l
ass
o
ciatio
n
with
GPA
.
I
n
s
tea
d
,
ag
e
em
er
g
ed
as
th
e
o
n
ly
c
o
n
s
is
ten
t
p
r
ed
icto
r
of
ac
ad
em
ic
p
er
f
o
r
m
an
ce
,
s
u
g
g
esti
n
g
th
at
m
atu
r
ity
,
ex
p
er
i
en
ce
,
an
d
im
p
r
o
v
ed
s
elf
-
r
eg
u
latio
n
p
lay
a
more
in
f
lu
en
tial
r
o
le
in
s
h
ap
in
g
a
ca
d
em
ic
ac
h
ie
v
em
en
t
th
an
s
tr
ess
alo
n
e.
T
h
ese
f
in
d
in
g
s
ch
allen
g
e
d
ef
icit
-
b
ased
ass
u
m
p
tio
n
s
th
at
ac
ad
em
ic
s
tr
ess
in
ev
itab
ly
u
n
d
er
m
in
es
s
tu
d
en
t
p
er
f
o
r
m
a
n
ce
an
d
h
ig
h
lig
h
t
th
e
im
p
o
r
tan
ce
of
ad
ap
tiv
e
co
p
in
g
an
d
r
esil
ien
ce
in
p
r
o
f
ess
io
n
al
teac
h
er
-
tr
ain
in
g
p
r
o
g
r
am
s
.
T
h
e
p
r
i
n
cip
al
co
n
tr
ib
u
tio
n
of
th
is
s
tu
d
y
lies
in
d
em
o
n
s
tr
atin
g
,
u
s
in
g
o
b
jectiv
ely
m
ea
s
u
r
ed
ac
ad
e
m
ic
p
er
f
o
r
m
an
ce
d
ata,
th
at
p
e
r
ce
iv
ed
ac
ad
em
ic
s
tr
ess
d
o
es
n
o
t
n
ec
ess
ar
ily
tr
an
s
late
in
to
r
ed
u
ce
d
ac
ad
em
ic
ac
h
iev
em
en
t
in
teac
h
er
-
tr
ain
i
n
g
co
n
tex
ts
.
By
f
o
cu
s
in
g
on
ea
r
ly
ch
ild
h
o
o
d
ed
u
ca
tio
n
s
tu
d
en
ts
in
a
Per
u
v
ia
n
u
n
iv
er
s
ity
,
th
is
r
esear
ch
ex
p
an
d
s
th
e
lim
ited
em
p
ir
ical
ev
id
en
ce
av
ailab
le
in
L
atin
Am
er
ican
teac
h
er
ed
u
ca
tio
n
p
r
o
g
r
am
s
.
T
h
ese
f
i
n
d
in
g
s
s
u
g
g
est
th
at
ed
u
ca
tio
n
al
p
o
licies
an
d
in
s
titu
tio
n
al
s
u
p
p
o
r
t
s
y
s
tem
s
s
h
o
u
ld
p
r
io
r
itize
th
e
d
ev
el
o
p
m
en
t
of
r
esil
ien
ce
,
ac
ad
em
ic
s
elf
-
r
eg
u
latio
n
,
a
n
d
a
d
ap
tiv
e
co
p
in
g
s
k
ills
r
ath
er
th
a
n
co
n
ce
n
tr
atin
g
s
o
lely
on
s
tr
ess
r
ed
u
ctio
n
.
Stre
n
g
th
en
in
g
th
e
s
e
co
m
p
eten
cies
d
u
r
in
g
teac
h
er
p
r
ep
ar
atio
n
m
ay
en
h
an
ce
b
o
th
ac
ad
em
ic
s
u
c
ce
s
s
d
u
r
in
g
u
n
iv
e
r
s
ity
s
tu
d
ies
an
d
lo
n
g
-
ter
m
p
r
o
f
ess
io
n
al
s
u
s
tain
ab
ilit
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how
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I
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2252
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,
[
AC
-
C
]
,
upon
r
ea
s
o
n
ab
le
r
eq
u
est.
RE
F
E
R
E
NC
E
S
[
1
]
A.
M
a
q
s
o
o
d
,
S.
G
u
l
,
N.
N
o
u
r
e
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d
A.
Y
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sw
i
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y
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o
.
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0
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.
[
2
]
J.
de
la
F
u
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t
e
,
J.
A
ma
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e
,
M.
C.
G
o
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To
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3
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R.
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Te
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a
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P
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y
,
v
o
l
.
41,
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.
11,
pp.
7618
–
7627,
N
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.
2022,
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[
4
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D.
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[
5
]
Y.
Q
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a
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.
[
6
]
M.
Za
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I.
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d
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4
.
[
7
]
L.
S
c
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mo
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d
M.
C.
W
e
h
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e
r
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[
8
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A.
K
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sari
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[
9
]
J.
G
u
st
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ms
-
C
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r
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C.
C
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1
0
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M.
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A.
B.
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[
1
1
]
J.
de
la
F
u
e
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t
e
,
M.
F
e
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n
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d
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-
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C
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M.
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o
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R.
A
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[
1
2
]
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J.
F
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M.
Zh
a
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,
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[
1
3
]
D.
K
a
l
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i
,
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A
c
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mi
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[
1
4
]
G.
K.
K
a
ss
y
mo
v
a
et
a
l
.
,
“
B
u
i
l
d
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2
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1
9
3
.
[
1
5
]
M.
B
.
H
k
o
ma,
A.
A
l
ma
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t
o
o
f
,
a
n
d
A.
R
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a
n
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,
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:
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.
[
1
6
]
D.
A.
R
o
b
s
o
n
,
M.
S.
A
l
l
e
n
,
a
n
d
S.
J.
H
o
w
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r
d
,
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e
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t
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d
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f
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o
mes
:
a
met
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-
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v
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e
w
,”
Psy
c
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/
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l
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7
.
[
1
7
]
T.
Gu
a
n
d
X.
G
a
i
,
“
I
mp
a
c
t
of
p
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so
n
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h
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s
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l
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3
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s
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7
6
.
[
1
8
]
G.
Z
h
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g
a
n
d
H.
P
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