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14
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Feb
r
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20
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319
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ea
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f
p
e
r
s
o
n
ality
ty
p
es
an
d
v
o
ca
tio
n
s
ch
o
ices
an
d
d
ec
is
io
n
s
h
as
b
ee
n
ca
r
r
ied
o
u
t
;
f
o
r
ex
a
m
p
le
,
a
s
tu
d
y
b
y
Hu
s
s
ain
et
a
l
.
[
8
]
in
d
icate
d
th
at
p
e
r
s
o
n
ality
tr
aits
in
f
lu
en
ce
s
th
e
ca
r
ee
r
d
ec
is
io
n
s
an
d
ch
o
ices,
co
n
s
eq
u
e
n
tly
p
er
s
o
n
ality
ty
p
es
s
h
o
u
ld
b
e
co
n
s
id
er
ed
in
ca
r
ee
r
d
e
v
elo
p
m
e
n
t
[
8
]
.
I
n
E
u
r
o
p
e,
s
tu
d
ies
h
av
e
in
d
icate
d
th
at
s
o
m
e
g
r
ad
u
ates
wo
r
k
in
o
cc
u
p
atio
n
s
th
a
t
ar
e
u
n
r
elate
d
to
th
eir
u
n
iv
er
s
ity
ar
ea
s
o
f
s
tu
d
y
th
u
s
lead
in
g
to
n
eg
ativ
e
c
o
n
s
eq
u
en
ce
s
s
u
ch
as
lo
w
jo
b
s
atis
f
ac
tio
n
,
lo
w
r
eten
tio
n
o
f
em
p
lo
y
ee
s
an
d
lo
w
p
r
o
d
u
ctiv
ity
[
2
]
,
[
9
]
.
Kem
b
o
i
et
a
l
.
[
1
0
]
s
h
o
we
d
a
r
elatio
n
s
h
ip
b
etwe
en
v
o
ca
tio
n
al
asp
ir
ati
o
n
s
an
d
p
er
s
o
n
ality
ty
p
es in
th
at
in
d
iv
i
d
u
als ch
o
o
s
e
ca
r
ee
r
s
th
at
ar
e
r
elate
d
to
th
e
ir
in
ter
est.
C
u
r
r
en
tly
,
in
Ken
y
a
,
th
er
e
ar
e
in
cr
ea
s
ed
ca
s
es
o
f
jo
b
less
n
ess
,
ca
s
u
aliza
tio
n
o
f
wo
r
k
,
co
n
tr
ac
ts
an
d
tem
p
o
r
ar
ily
e
n
g
ag
e
m
en
ts
wh
ich
d
o
n
o
t a
llo
w
em
p
l
o
y
ee
s
to
en
jo
y
th
e
f
u
n
d
am
en
tal
r
ig
h
ts
o
f
an
em
p
l
o
y
ee
[
1
1
]
.
Fu
r
th
er
m
o
r
e
,
s
o
m
e
g
r
a
d
u
ates m
ay
o
p
t
f
o
r
a
n
y
ca
r
ee
r
o
p
p
o
r
t
u
n
ity
,
s
o
m
e
o
f
wh
ich
h
a
v
e
litt
le
o
r
n
o
r
elatio
n
s
h
ip
with
th
e
d
eg
r
ee
p
r
o
g
r
am
u
n
d
er
tak
en
at
th
e
u
n
iv
er
s
ity
.
W
h
at
is
u
n
k
n
o
wn
is
wh
eth
er
p
er
s
o
n
ality
ty
p
es
an
d
ca
r
ee
r
ch
o
ices
en
d
u
r
e
o
r
ch
an
g
e
as
o
n
e
ad
v
a
n
ce
s
in
th
eir
p
r
o
f
ess
io
n
.
Peo
p
le
s
p
en
d
m
u
ch
tim
e
in
th
e
p
r
o
ce
s
s
o
f
ca
r
ee
r
d
e
v
elo
p
m
e
n
t
an
d
m
atch
in
g
th
e
ca
r
ee
r
s
with
th
e
m
atch
in
g
wo
r
k
e
n
v
ir
o
n
m
en
t.
C
o
n
s
eq
u
en
tly
,
if
a
s
tan
d
ar
d
way
o
f
d
eter
m
in
in
g
t
h
e
p
er
s
o
n
alities
an
d
th
e
en
v
ir
o
n
m
en
ts
wer
e
in
p
lace
,
it
w
o
u
ld
m
ak
e
th
e
c
h
o
ice
an
d
em
p
lo
y
m
en
t
o
f
g
r
a
d
u
at
es
ea
s
y
.
T
h
u
s
,
th
is
s
tu
d
y
s
o
u
g
h
t
to
ex
am
in
e
th
e
p
e
r
s
is
ten
cy
o
f
Ho
llan
d
’
s
p
er
s
o
n
ality
ty
p
es
an
d
th
e
d
e
g
r
ee
o
f
o
cc
u
p
atio
n
al
s
atis
f
ac
tio
n
;
an
d
to
d
eter
m
i
n
e
th
e
m
ed
iatin
g
ef
f
ec
t
o
f
co
n
s
is
ten
cy
o
n
th
e
r
elatio
n
s
h
i
p
b
etwe
en
Ho
llan
d
’
s
p
er
s
o
n
al
ity
ty
p
es
an
d
o
cc
u
p
atio
n
al
s
atis
f
ac
tio
n
.
T
h
e
s
tu
d
y
f
o
cu
s
ed
o
n
a
g
r
o
u
p
o
f
g
r
a
d
u
at
es
wh
o
wer
e
ass
ess
ed
u
s
in
g
H
o
llan
d
ty
p
o
lo
g
y
i
n
2
0
1
2
wh
e
n
th
ey
wer
e
in
th
eir
3
r
d
y
ea
r
o
f
s
tu
d
y
at
a
lo
ca
l
u
n
iv
er
s
ity
in
Ken
y
a,
to
d
ete
r
m
in
e
if
th
eir
p
er
s
o
n
ality
ty
p
e
s
an
d
o
cc
u
p
atio
n
al
ch
o
ices
h
av
e
p
e
r
s
is
ted
af
ter
g
r
ad
u
atio
n
,
a
n
d
wh
et
h
er
th
er
e
is
s
atis
f
ac
tio
n
in
th
e
o
cc
u
p
atio
n
s
th
ey
ar
e
cu
r
r
en
tly
p
u
r
s
u
in
g
.
2.
L
I
T
E
R
AT
U
RE
R
E
VI
E
W
2
.
1
.
P
er
s
is
t
ency
o
f
perso
na
lity
t
y
pes
a
nd
o
cc
up
a
t
io
na
l sa
t
is
f
a
ct
io
n
I
t
h
as
b
ee
n
s
u
g
g
ested
th
at
p
er
s
o
n
ality
tr
aits
ar
e
r
ig
id
,
h
ar
d
-
to
-
ch
an
g
e
p
atter
n
s
o
f
id
ea
s
,
f
e
elin
g
s
,
an
d
b
eh
av
io
r
s
t
h
at
s
et
o
n
e
p
e
r
s
o
n
ap
ar
t
[
1
2
]
.
Ho
wev
er
,
r
esear
ch
d
em
o
n
s
tr
ates
th
at
p
er
s
o
n
ality
tr
aits
ar
e
d
y
n
am
i
c
f
ea
tu
r
es
th
at
v
ar
y
th
r
o
u
g
h
o
u
t
a
p
er
s
o
n
'
s
life
tim
e
[
1
3
]
.
Per
s
o
n
ality
is
in
itially
co
n
ce
p
tu
alize
d
r
eg
ar
d
in
g
tem
p
er
am
en
ts
an
d
tr
aits
th
at
in
d
icate
p
r
ed
o
m
in
an
t
p
er
s
o
n
ality
s
tab
ilit
y
ac
r
o
s
s
th
e
life
s
p
an
.
W
ilk
s
[
1
4
]
in
v
esti
g
ated
p
er
s
o
n
ality
ty
p
es'
s
tab
ilit
y
an
d
p
er
s
o
n
ality
c
h
a
n
g
e
o
v
er
tim
e
a
n
d
r
ev
ea
led
t
h
at
o
th
e
r
asp
ec
ts
o
f
life
m
ig
h
t
co
n
tr
ib
u
te
to
p
er
s
o
n
ality
ch
an
g
e,
s
tab
ilit
y
,
tem
p
er
am
en
t,
an
d
tr
aits
.
W
ilk
s
[
1
4
]
f
o
cu
s
ed
o
n
o
th
er
th
eo
r
ies
o
f
p
er
s
o
n
ality
,
s
u
ch
as
tr
ait
th
eo
r
ies,
r
an
k
-
o
r
d
e
r
m
o
d
els,
an
d
tem
p
er
a
m
en
t
th
e
o
r
ies,
b
u
t
n
ee
d
ed
to
co
n
s
id
er
Ho
llan
d
’
s
p
e
r
s
o
n
ality
class
if
icatio
n
an
d
th
e
ch
an
g
e
o
r
s
tab
ilit
y
o
f
th
e
p
er
s
o
n
a
lity
ty
p
es
an
d
th
ei
r
im
p
ac
t o
n
o
cc
u
p
atio
n
.
E
n
v
ir
o
n
m
en
tal
f
ac
to
r
s
an
d
life
ev
en
ts
s
u
ch
as
u
n
em
p
lo
y
m
e
n
t
m
ay
h
av
e
p
s
y
c
h
o
lo
g
ical
im
p
licatio
n
s
o
n
in
d
iv
i
d
u
als,
th
u
s
af
f
ec
tin
g
p
er
s
o
n
ality
ty
p
es.
B
o
y
ce
et
a
l
.
[
1
5
]
i
n
v
esti
g
ated
wh
eth
er
th
e
p
er
s
o
n
ality
tr
aits
o
f
an
i
n
d
iv
id
u
al
ch
an
g
e
as
a
r
esu
lt
o
f
n
atu
r
al
m
atu
r
atio
n
o
r
co
n
tex
tu
al
o
r
en
v
ir
o
n
m
e
n
tal
p
r
o
ce
s
s
es,
u
s
in
g
th
e
ca
s
e
o
f
u
n
em
p
lo
y
m
en
t,
an
ex
p
ec
ted
life
ev
en
t.
T
h
e
r
esu
lts
in
d
icate
d
th
at
t
h
e
u
n
em
p
lo
y
ed
in
d
iv
id
u
als
ex
p
er
ien
ce
d
a
s
ig
n
if
ica
n
t
ch
a
n
g
e
in
th
eir
m
ea
n
lev
els
o
f
ag
r
ee
ab
len
ess
,
co
n
s
cien
tio
u
s
n
ess
,
an
d
o
p
en
n
ess
co
m
p
ar
ed
to
th
o
s
e
wh
o
h
ad
r
em
ain
ed
in
em
p
lo
y
m
e
n
t.
B
o
y
ce
et
a
l.
[
1
5
]
u
s
ed
th
e
f
iv
e
-
f
ac
to
r
m
o
d
el
o
f
p
er
s
o
n
ality
,
co
n
s
id
er
ed
jo
b
le
s
s
n
ess
a
s
th
e
ec
o
lo
g
ical
f
ac
to
r
af
f
ec
tin
g
p
er
s
o
n
ality
ch
a
n
g
es,
an
d
d
id
n
o
t
co
n
s
id
er
Ho
llan
d
’
s
class
if
icati
o
n
o
f
p
er
s
o
n
alities
.
Alth
o
u
g
h
p
e
r
s
o
n
ality
ch
an
g
es
th
r
o
u
g
h
o
u
t
life
,
y
o
u
th
a
n
d
o
l
d
ag
e
ar
e
wh
en
th
ese
ch
a
n
g
es
ar
e
m
o
s
t
v
is
ib
le,
an
d
s
o
cieta
l
p
r
ess
u
r
es
an
d
ex
p
er
ien
ce
s
p
a
r
tly
ca
u
s
e
th
e
s
h
if
t
[
1
6
]
.
T
h
e
s
tu
d
y
b
y
B
o
y
ce
et
a
l.
[
1
5
]
f
o
cu
s
ed
o
n
t
h
e
B
ig
Fiv
e
p
er
s
o
n
ality
tr
aits
th
eo
r
y
b
ased
in
Ger
m
an
y
a
n
d
ac
r
o
s
s
all
ad
u
lth
o
o
d
s
.
I
n
ad
d
itio
n
,
p
er
s
o
n
ality
m
a
y
v
ar
y
f
o
r
r
ea
s
o
n
s
o
th
er
th
an
in
h
er
e
n
t
m
atu
r
at
io
n
,
in
th
at
p
er
s
o
n
ality
p
r
ed
ict
s
th
e
o
cc
u
r
r
en
ce
o
f
s
ev
er
al
o
b
jectiv
e
m
ajo
r
life
ev
en
ts
(
s
elec
tio
n
ef
f
ec
ts
)
a
n
d
c
h
an
g
es
i
n
r
esp
o
n
s
e
to
ex
p
er
ien
cin
g
th
ese
ex
p
er
ien
ce
s
(
s
o
cializa
tio
n
ef
f
ec
ts
)
.
As
o
n
e
ag
es
an
d
m
atu
r
es,
th
eir
p
er
s
o
n
alities
m
ay
alter
,
in
d
icatin
g
d
ev
elo
p
m
e
n
tal
ad
a
p
tatio
n
s
th
a
t
en
ab
le
p
eo
p
le
to
a
d
ap
t
th
eir
ev
er
y
d
a
y
ac
tiv
ities
an
d
b
eh
a
v
i
o
r
to
th
e
a
v
ailab
le
r
eso
u
r
ce
s
[
1
7
]
,
[
1
8
]
.
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
P
ers
o
n
a
lity ty
p
es p
ers
is
ten
cy
,
o
cc
u
p
a
tio
n
a
l c
o
n
s
is
ten
cy
,
a
n
d
o
cc
u
p
a
tio
n
a
l
…
(
A
n
n
G
a
th
ig
i
a
Wa
r
u
ita
)
321
2
.
2
.
Co
ns
is
t
ency
o
f
H
o
lla
nd
’
s
wo
rk
env
iro
nm
ent
s
a
nd
o
c
cupa
t
io
na
l sa
t
is
f
a
ct
io
n
T
h
e
co
n
s
is
ten
cy
o
f
a
n
in
d
i
v
id
u
al
ca
n
b
e
h
y
p
o
th
esized
to
r
elate
to
p
er
s
is
ten
ce
an
d
ac
h
iev
em
en
t
.
I
n
d
iv
id
u
als
with
R
I
ASEC
s
c
o
r
es
b
etter
f
itti
n
g
Ho
llan
d
’
s
cir
cu
lar
s
tr
u
ctu
r
e
ca
n
f
in
d
m
atch
in
g
/co
n
g
r
u
e
n
t
en
v
ir
o
n
m
en
ts
[
1
9
]
.
T
h
is
im
p
li
es
th
at
an
in
d
iv
id
u
al
with
co
n
s
is
ten
t
s
co
r
es
in
th
e
R
I
ASEC
m
o
d
el
wo
u
ld
b
etter
f
in
d
an
ag
r
e
ein
g
w
o
r
k
in
g
o
r
co
n
g
r
u
en
t
e
n
v
ir
o
n
m
en
t.
Fu
r
th
er
,
T
r
ac
e
y
et
a
l.
[
1
9
]
a
r
g
u
e
th
at
in
d
iv
id
u
als
with
well
-
d
if
f
er
en
tiated
p
r
o
f
iles
an
d
th
o
s
e
with
h
ig
h
s
co
r
es
in
co
n
s
is
ten
cy
ar
e
lik
ely
to
b
e
clea
r
in
th
e
s
elec
tio
n
o
f
wo
r
k
en
v
ir
o
n
m
e
n
t a
n
d
ca
n
f
i
n
d
f
itti
n
g
en
v
ir
o
n
m
en
ts
.
W
o
ln
iak
an
d
Pas
ca
r
ella
[
2
0
]
ar
g
u
e
t
h
at
in
co
m
e
is
v
ital
in
d
eter
m
in
in
g
jo
b
s
atis
f
ac
tio
n
,
b
u
t
it
o
n
ly
ex
p
lain
s
s
o
m
e
th
in
g
s
th
at
in
f
lu
en
ce
it.
W
o
ln
iak
an
d
Pas
ca
r
ella
[
2
0
]
ca
r
r
ied
o
u
t
a
lo
n
g
itu
d
in
al
s
tu
d
y
to
in
v
esti
g
ate
p
r
ed
icto
r
s
o
f
jo
b
s
atis
f
ac
tio
n
.
T
h
ey
f
o
u
n
d
th
at
al
th
o
u
g
h
in
co
m
e
ex
p
lain
s
m
u
c
h
o
f
t
h
e
v
a
r
iatio
n
in
jo
b
s
atis
f
ac
tio
n
,
it
d
o
es
n
o
t
e
x
p
lain
e
v
er
y
th
i
n
g
t
h
at
b
r
in
g
s
ab
o
u
t
o
cc
u
p
atio
n
al
s
atis
f
ac
tio
n
,
w
h
ich
in
cl
u
d
es
in
d
iv
id
u
als'
p
er
ce
p
tio
n
s
o
f
co
n
g
r
u
en
ce
o
r
o
t
h
er
ch
ar
ac
t
er
is
tics
o
f
th
e
wo
r
k
ex
p
er
ien
ce
.
W
o
ln
iak
an
d
Pas
ca
r
ella
[
2
0
]
d
id
n
o
t c
o
n
s
id
er
co
n
s
is
ten
cy
as a
f
ac
to
r
in
f
lu
en
cin
g
o
cc
u
p
atio
n
s
atis
f
ac
tio
n
.
Occ
u
p
atio
n
al
s
atis
f
ac
tio
n
d
en
o
tes
th
e
e
x
ten
t
to
wh
ich
a
p
e
r
s
o
n
lik
es
t
h
eir
jo
b
,
wh
ich
d
ep
en
d
s
o
n
th
eir
s
u
b
jectiv
e
ev
alu
atio
n
,
eit
h
er
en
tire
ly
o
r
co
n
ce
r
n
in
g
s
p
e
cif
ic
attr
ib
u
tes
[
2
1
]
.
T
h
u
s
,
o
n
e
em
p
lo
y
ee
m
ay
b
e
m
o
r
e
s
atis
f
ied
/d
is
s
ati
s
f
ied
th
an
th
e
o
th
er
i
n
th
e
s
am
e
jo
b
.
J
o
b
s
atis
f
ac
tio
n
is
p
o
s
itiv
ely
in
f
lu
en
ce
d
b
y
s
alar
y
an
d
b
en
e
f
its
,
wo
r
k
p
lace
en
v
ir
o
n
m
en
t,
t
o
p
m
an
a
g
em
en
t
l
ea
d
er
s
h
ip
,
an
d
in
d
iv
i
d
u
al
a
m
o
u
n
t
o
f
wo
r
k
at
wo
r
k
p
lace
[
2
2
]
.
T
h
u
s
,
in
s
titu
tio
n
al
m
an
ag
em
en
t
s
h
o
u
ld
im
p
lem
en
t
ap
p
licab
le
lead
er
s
h
ip
s
ty
les
an
d
estab
lis
h
o
p
er
atio
n
al
p
o
licies an
d
s
tr
ate
g
ies to
en
s
u
r
e
em
p
l
o
y
ee
s
atis
f
ac
tio
n
an
d
i
n
cr
ea
s
e
p
r
o
d
u
ctiv
i
ty
.
T
h
er
e
ar
e
n
o
s
tu
d
ies
f
o
u
n
d
wh
ich
i
n
v
esti
g
ated
th
e
m
e
d
iatin
g
ef
f
ec
t
o
f
co
n
s
is
ten
cy
o
n
th
e
r
elatio
n
s
h
ip
b
etwe
en
p
e
r
s
o
n
a
lity
ty
p
es
an
d
o
cc
u
p
atio
n
al
s
atis
f
ac
tio
n
.
Mo
s
t
s
tu
d
ies
f
r
o
m
liter
atu
r
e
r
ev
iew
h
av
e
f
o
u
n
d
t
h
at
th
er
e
is
a
r
elat
io
n
s
h
ip
b
etwe
en
p
er
s
o
n
ality
t
y
p
es
an
d
jo
b
s
atis
f
ac
tio
n
.
C
o
n
s
eq
u
en
tly
,
th
e
n
ee
d
to
in
v
esti
g
ate
th
e
m
ed
iatin
g
ef
f
ec
t
o
f
co
n
s
is
ten
cy
o
n
t
h
e
r
elatio
n
s
h
ip
b
etwe
en
p
er
s
o
n
ality
ty
p
es
a
n
d
o
cc
u
p
atio
n
al
s
atis
f
ac
tio
n
.
2
.
3
.
T
heo
re
t
ica
l r
e
v
iew
Dif
f
er
en
t
th
eo
r
ies
h
av
e
e
x
p
lai
n
ed
th
e
co
n
ce
p
t
o
f
jo
b
s
atis
f
a
ctio
n
:
B
ased
o
n
th
e
Ho
llan
d
s
ty
p
o
lo
g
y
th
eo
r
y
,
i
n
d
iv
id
u
als
r
em
ain
in
a
g
iv
en
ca
r
ee
r
b
ased
o
n
wh
eth
er
th
e
e
n
v
ir
o
n
m
en
t
is
co
n
g
r
u
e
n
t
with
th
ei
r
p
er
s
o
n
ality
.
As
s
u
ch
,
co
n
g
r
u
en
ce
in
f
lu
en
ce
s
an
in
d
iv
id
u
a
l's
d
ec
is
io
n
to
r
em
ain
o
r
ch
an
g
e
to
a
d
if
f
er
en
t
o
cc
u
p
atio
n
.
Ho
wev
e
r
,
in
He
r
zb
er
g
’
s
two
-
f
ac
to
r
th
eo
r
y
[
2
3
]
o
th
er
f
ac
to
r
s
s
u
c
h
as
th
e
jo
b
,
r
ec
o
g
n
itio
n
,
ac
h
iev
em
en
t,
r
esp
o
n
s
ib
ilit
y
,
an
d
p
r
o
g
r
ess
io
n
in
f
lu
e
n
ce
a
n
em
p
lo
y
ee
’
s
r
eten
tio
n
r
ate.
J
o
b
s
atis
f
ac
tio
n
o
r
ab
s
en
ce
d
ep
en
d
s
o
n
th
e
em
p
lo
y
ee
’
s
p
er
ce
p
tio
n
o
f
th
e
d
e
g
r
ee
to
wh
ich
h
is
wo
r
k
d
eli
v
er
s
th
in
g
s
th
at
th
e
em
p
lo
y
ee
d
esire
s
[
2
3
]
.
Ma
s
lo
w’
s
h
ier
ar
ch
y
o
f
n
ee
d
s
t
h
eo
r
y
[
2
4
]
,
[
2
5
]
ar
g
u
es
th
at
in
d
iv
id
u
als
wan
t
to
in
cr
ea
s
e
th
e
th
in
g
s
th
ey
wan
t
to
ac
h
ie
v
e
an
d
p
r
io
r
itize
th
eir
n
ee
d
s
ac
co
r
d
in
g
to
th
eir
im
p
o
r
ta
n
ce
.
Acc
o
r
d
i
n
g
to
th
e
m
o
d
el,
em
p
lo
y
ee
s
d
er
i
v
e
s
atis
f
ac
tio
n
if
th
eir
p
r
io
r
it
y
n
ee
d
s
a
r
e
s
atis
f
ied
.
Per
s
o
n
ality
tr
aits
ar
e
as
s
o
ci
ated
with
jo
b
s
atis
f
ac
tio
n
[
2
6
]
–
[
2
8
]
.
T
h
ese
s
tu
d
ies
in
d
icate
d
th
at
p
er
s
o
n
ality
tr
aits
s
u
ch
as
ex
tr
av
er
s
io
n
,
ag
r
ee
ab
len
ess
,
o
p
e
n
n
ess
to
ex
p
er
ien
ce
,
a
n
d
co
n
s
cien
tio
u
s
n
ess
h
av
e
a
s
ig
n
if
ican
t
p
o
s
itiv
e
r
elatio
n
s
h
ip
with
jo
b
s
atis
f
ac
tio
n
.
T
h
u
s
,
s
h
o
win
g
th
at
p
er
s
o
n
ality
t
r
aits
in
f
lu
en
ce
th
e
o
cc
u
p
atio
n
al
s
atis
f
ac
tio
n
o
f
e
m
p
lo
y
ee
s
.
I
d
en
tify
i
n
g
a
n
d
u
n
d
er
s
tan
d
in
g
in
d
iv
id
u
als'
p
er
s
o
n
ality
d
im
en
s
io
n
s
is
v
ital
f
o
r
o
r
g
an
izatio
n
s
[
1
2
]
,
[
2
4
]
.
T
h
is
is
b
ec
au
s
e
th
e
em
p
l
o
y
ee
’
s
s
atis
f
ac
tio
n
with
th
e
o
cc
u
p
atio
n
in
f
lu
en
ce
s
th
eir
p
er
f
o
r
m
an
ce
a
n
d
o
v
e
r
al
l
p
er
f
o
r
m
an
ce
s
in
ce
e
m
p
lo
y
e
es
ar
e
th
e
d
r
i
v
er
s
o
f
t
h
e
o
r
g
an
izatio
n
'
s
s
u
cc
ess
.
Ho
llan
d
s
'
th
eo
r
y
o
f
p
er
s
o
n
al
ity
ty
p
es
in
d
icate
s
th
at
in
d
iv
id
u
als
d
er
iv
e
jo
y
an
d
s
atis
f
ac
tio
n
with
th
eir
o
cc
u
p
atio
n
s
wh
en
th
e
y
f
in
d
th
em
s
elv
es
in
m
atch
in
g
en
v
ir
o
n
m
en
ts
with
th
eir
in
ter
est
[
2
9
]
–
[
3
2
]
.
Fo
r
e
x
am
p
le
,
a
p
er
s
o
n
with
a
s
o
cial
p
e
r
s
o
n
a
lity
in
a
s
o
cial
en
v
ir
o
n
m
en
t
(
o
cc
u
p
atio
n
)
.
2
.
4
.
T
heo
re
t
ica
l f
r
a
m
ew
o
rk
T
h
is
s
tu
d
y
is
d
er
iv
ed
f
r
o
m
a
f
o
llo
w
-
up
o
f
a
p
r
e
v
io
u
s
s
tu
d
y
[
3
3
]
th
at
ap
p
lied
Ho
llan
d
’
s
th
eo
r
y
[
5
]
t
o
ex
am
in
e
th
e
ap
p
licab
ilit
y
o
f
th
e
ass
u
m
p
tio
n
s
th
at
p
eo
p
le
f
all
in
to
s
ix
d
is
tin
ct
p
er
s
o
n
ality
ty
p
es
th
at
co
r
r
esp
o
n
d
to
th
e
wo
r
k
en
v
i
r
o
n
m
en
t,
wh
ich
c
an
b
e
ap
p
lie
d
in
a
lear
n
i
n
g
e
n
v
ir
o
n
m
en
t.
Ho
llan
d
’
s
th
eo
r
y
[
5
]
class
if
ied
p
eo
p
le
in
t
o
s
ix
ca
teg
o
r
ies:
R
I
ASEC
as
s
h
o
wn
in
Fig
u
r
e
1
,
an
d
is
i
n
d
icate
d
b
y
t
h
r
ee
-
letter
c
o
d
es
th
at
ar
e
m
ea
s
u
r
ed
b
y
th
e
u
s
e
o
f
s
el
f
-
d
ir
ec
ted
s
ea
r
ch
(
SDS)
ac
tiv
ities
.
T
h
e
f
ir
s
t
letter
in
d
icate
s
th
e
p
er
s
o
n
ality
ty
p
e
o
f
th
e
in
d
i
v
id
u
al.
Ho
llan
d
p
o
s
tu
lates
th
at
th
e
s
ix
p
er
s
o
n
ality
ty
p
es
m
atch
s
ix
en
v
ir
o
n
m
en
ts
,
an
d
a
g
iv
e
n
p
er
s
o
n
ality
ty
p
e
d
o
m
in
ates
ea
ch
.
T
h
is
im
p
lies
th
at
in
d
iv
id
u
als
ar
e
b
etter
p
lace
d
in
m
atch
in
g
wo
r
k
i
n
g
en
v
ir
o
n
m
en
ts
to
p
er
m
it
th
em
to
ap
p
ly
th
eir
s
k
ills
an
d
ab
ilit
ies,
s
h
o
w
th
eir
attitu
d
e
s
an
d
v
alu
es,
a
n
d
ass
u
m
e
a
g
r
ee
ab
le
ci
r
cu
m
s
tan
ce
s
an
d
r
o
les.
T
h
is
s
tu
d
y
,
th
er
ef
o
r
e,
s
o
u
g
h
t
to
ad
v
an
ce
an
d
in
ter
r
o
g
ate
th
e
ap
p
licab
ilit
y
o
f
Ho
llan
d
'
s
ass
u
m
p
tio
n
s
lo
n
g
itu
d
in
ally
,
t
o
ch
ec
k
o
n
th
e
p
er
s
is
ten
cy
(
en
d
u
r
a
n
ce
)
o
f
p
er
s
o
n
ality
t
y
p
es,
co
n
s
is
ten
cy
o
f
o
cc
u
p
a
tio
n
al
ch
o
ices
an
d
s
atis
f
ac
tio
n
with
o
cc
u
p
atio
n
ten
y
ea
r
s
af
ter
g
r
ad
u
atio
n
.
T
h
e
s
tu
d
y
h
y
p
o
th
esized
p
er
s
is
ten
cy
as
th
e
s
tate
o
f
an
in
d
iv
id
u
al
b
ein
g
in
th
e
s
am
e
p
er
s
o
n
ality
ty
p
e
o
v
er
a
p
e
r
i
o
d
o
f
tim
e.
Ho
llan
d
r
e
f
er
s
to
co
n
s
is
ten
cy
as
th
e
p
r
o
x
im
ity
b
etwe
en
an
in
d
iv
id
u
al’
s
two
d
o
m
in
a
n
t
wo
r
k
e
n
v
i
r
o
n
m
en
t.
T
h
is
s
tu
d
y
h
y
p
o
th
es
ized
co
n
s
is
ten
cy
as
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
.
14
,
No
.
1
,
Feb
r
u
a
r
y
20
25
:
319
-
331
322
th
e
en
d
u
r
an
ce
o
f
an
in
d
iv
id
u
al
’
s
wo
r
k
en
v
ir
o
n
m
en
t i.
e.
if
an
in
d
iv
id
u
al
was in
a
r
ea
lis
tic
en
v
ir
o
n
m
e
n
t in
2
0
1
2
an
d
th
ey
h
av
e
r
em
ain
ed
t
o
b
e
i
n
r
ea
lis
tic
en
v
ir
o
n
m
e
n
t
10
y
ea
r
s
later
,
th
en
th
ey
ar
e
co
n
s
is
ten
t.
Fig
u
r
e
1
.
Ho
llan
d
’
s
h
ex
a
g
o
n
al
m
o
d
el
f
o
r
p
e
r
s
o
n
ality
ty
p
es a
n
d
v
o
c
atio
n
al
in
ter
ests
3.
M
E
T
H
O
D
3
.
1
.
P
a
rt
icipa
nts a
nd
pro
ce
du
re
T
h
e
s
tu
d
y
ad
o
p
te
d
a
lo
n
g
itu
d
in
al
co
h
o
r
t
r
esear
ch
d
esig
n
f
r
o
m
wh
ich
a
co
h
o
r
t
o
r
a
r
ep
r
esen
tativ
e
g
r
o
u
p
was
s
elec
ted
to
p
ar
ticip
ate
[
3
4
]
,
[
3
5
]
.
T
h
is
s
tu
d
y
is
a
f
o
llo
w
-
u
p
o
f
Mu
r
iith
i
s
tu
d
y
[
3
3
]
th
at
was
ca
r
r
ied
o
u
t
in
2
0
1
2
o
n
p
ar
ticip
an
ts
wh
o
wer
e
in
th
e
u
n
i
v
er
s
ity
as
s
tu
d
en
ts
p
u
r
s
u
in
g
v
ar
io
u
s
d
e
g
r
ee
p
r
o
g
r
a
m
s
,
th
u
s
,
th
is
s
tu
d
y
was
co
n
d
u
cte
d
as
a
f
o
llo
w
-
u
p
s
tu
d
y
te
n
y
ea
r
s
later
.
Acc
o
r
d
in
g
to
Su
p
er
’
s
m
o
d
el
o
f
ca
r
ee
r
s
tag
es,
th
e
ag
e
p
er
io
d
b
etwe
en
2
5
-
4
4
y
ea
r
s
lies
in
th
e
s
ec
o
n
d
ca
r
ee
r
d
ev
el
o
p
m
en
t
s
tag
e
k
n
o
wn
a
s
th
e
estab
lis
h
m
en
t
s
tag
e
[
3
6
]
.
T
h
e
r
esear
ch
e
r
co
n
d
u
cte
d
a
s
t
u
d
y
o
n
all
r
esp
o
n
d
en
ts
wh
o
h
ad
co
m
p
leted
th
e
SDS
q
u
esti
o
n
n
air
e
in
2
0
1
2
an
d
h
ad
in
d
icate
d
co
n
tac
ts
,
em
ails
,
o
r
p
h
o
n
e
n
u
m
b
er
s
.
Fro
m
th
e
2
0
1
2
s
tu
d
y
,
th
e
r
ese
ar
ch
er
co
n
tacte
d
all
th
e
1
1
2
p
ar
ticip
a
n
ts
wh
o
h
ad
co
m
p
leted
th
e
SDS
q
u
esti
o
n
n
air
e.
An
d
o
n
ly
7
6
r
esp
o
n
d
en
ts
p
r
o
v
id
ed
a
d
eq
u
at
e
d
ata
b
y
ac
tiv
ely
p
ar
ticip
atin
g
in
th
is
s
tu
d
y
w
h
ich
was
c
o
n
d
u
cted
i
n
2
0
2
3
wh
ich
was
th
eir
s
ec
o
n
d
tim
e
to
in
ter
ac
t w
ith
s
am
e
SDS to
o
l.
T
h
u
s
,
th
is
to
o
l w
as u
s
ed
to
p
r
o
v
id
e
d
ata
f
o
r
th
e
p
ast (
2
0
1
2
)
a
n
d
th
e
cu
r
r
en
t stu
d
y
(
2
0
2
3
)
.
Q
u
alitativ
e
an
d
q
u
a
n
titativ
e
d
ata
was
co
llected
an
d
h
en
ce
th
e
s
tu
d
y
em
p
lo
y
e
d
m
ix
ed
m
eth
o
d
s
i
n
o
r
d
er
to
p
r
o
v
id
e
an
in
-
d
ep
th
an
d
co
m
p
lete
p
er
s
p
ec
tiv
e
o
n
p
er
s
is
ten
cy
o
f
p
er
s
o
n
ality
ty
p
es,
co
n
s
is
ten
cy
o
f
ca
r
ee
r
ch
o
ices
an
d
o
cc
u
p
atio
n
al
s
atis
f
ac
tio
n
.
Qu
alitativ
e
d
ata
p
r
o
v
id
es
m
o
r
e
in
s
ig
h
ts
in
to
s
o
m
e
p
r
o
b
lem
s
th
at
ar
e
d
if
f
icu
lt to
q
u
an
tif
y
b
y
n
u
m
er
ical
m
ea
s
u
r
em
en
t,
t
h
u
s
en
h
an
cin
g
q
u
an
titativ
e
d
ata
[
3
7
]
.
3
.
2
.
I
ns
t
rum
ent
s
Prim
ar
y
d
ata
was
c
o
llected
u
s
in
g
an
a
d
ap
ted
SDS
q
u
esti
o
n
n
air
e
wh
ich
p
r
o
v
id
e
d
r
e
s
p
o
n
d
en
ts
'
d
em
o
g
r
a
p
h
ic
d
ata
,
p
er
s
o
n
ality
ty
p
es
an
d
lev
els
o
f
o
cc
u
p
atio
n
al
s
atis
f
ac
tio
n
o
f
th
e
in
d
iv
id
u
als.
T
h
e
q
u
esti
o
n
n
air
e
was
d
iv
id
ed
in
to
th
r
ee
s
ec
tio
n
s
.
Sectio
n
A
co
m
p
r
is
ed
th
e
r
esp
o
n
d
en
t'
s
d
em
o
g
r
a
p
h
ic
d
ata.
Sectio
n
B
f
o
c
u
s
ed
o
n
t
h
e
p
er
s
o
n
ality
ty
p
es,
n
am
ely
:
r
ea
lis
tic
(
R
)
,
in
v
esti
g
ativ
e
(
I
)
,
a
r
tis
tic
(
A)
,
s
o
cial
(
S),
en
ter
p
r
is
in
g
(
E
)
,
c
o
n
v
e
n
tio
n
al
(
C
)
.
T
h
e
r
esp
o
n
d
en
ts
wer
e
r
e
q
u
ir
ed
to
ch
ec
k
th
e
b
o
x
es
in
t
h
e
SDS
te
s
t
f
o
r
“L
”
(
L
ik
es
)
an
d
“D”
(
Dis
lik
es
)
,
t
h
e
to
tals
wer
e
r
ec
o
r
d
ed
in
th
e
b
o
x
es
s
h
o
wn
o
n
th
e
test
.
T
h
e
r
esear
ch
er
th
en
co
u
n
ted
th
e
L
s
,
an
d
p
ic
k
ed
th
e
th
r
ee
to
p
s
co
r
es,
e.
g
.
,
R
I
A,
wh
er
eb
y
th
e
h
ig
h
est,
R
was
th
e
p
r
o
f
ile
with
th
e
h
ig
h
est
s
co
r
e,
th
u
s
th
e
in
d
i
v
id
u
al’
s
p
er
s
o
n
ality
.
Sectio
n
C
co
m
p
r
is
ed
s
tatem
en
ts
t
h
at
d
escr
ib
ed
th
e
r
esp
o
n
d
en
t
’
s
f
ee
lin
g
s
c
o
n
ce
r
n
in
g
th
eir
cu
r
r
en
t
o
cc
u
p
atio
n
.
D
ata
was
g
ath
er
ed
u
s
in
g
a
L
ik
e
r
t
s
ca
le,
co
n
tain
i
n
g
s
co
r
es
r
an
g
in
g
f
r
o
m
1
-
5
.
T
h
e
L
ik
er
t
s
ca
le
co
n
tain
ed
s
tatem
en
ts
to
ass
es
s
th
e
r
esp
o
n
d
en
ts
’
f
ee
lin
g
s
r
eg
ar
d
in
g
th
eir
o
cc
u
p
atio
n
s
atis
f
ac
tio
n
wh
ich
wer
e
s
co
r
ed
at
f
iv
e
lev
els
.
T
h
e
item
co
n
tain
ed
a
f
iv
e
-
p
o
in
t
s
ca
le
,
wh
er
e
5
=Str
o
n
g
ly
ag
r
ee
(
SA)
,
4
=A
g
r
ee
(
A)
,
3
=U
n
d
ec
i
d
ed
(
U)
,
2
=
Dis
ag
r
ee
(
D)
,
an
d
1
=Str
o
n
g
ly
d
is
ag
r
ee
(
SD)
.
T
h
e
ex
p
ec
ted
o
u
tc
o
m
es
wer
e
eith
er
th
e
r
esp
o
n
d
en
ts
wer
e
s
atis
f
ie
d
with
th
eir
o
cc
u
p
atio
n
,
o
r
d
is
s
atis
f
ied
with
th
eir
o
cc
u
p
atio
n
s
.
T
h
er
e
f
o
r
e,
th
e
s
co
r
es
wer
e
d
ich
o
to
m
ized
to
h
av
e
two
ca
teg
o
r
ies
o
f
lev
els
o
f
s
atis
f
ac
tio
n
i.e
.
s
co
r
es
b
etwe
en
1
-
2
.
4
o
n
av
e
r
ag
e
wer
e
co
n
s
id
er
ed
d
is
s
atis
f
i
ed
,
wh
ile
s
co
r
es
b
etwe
en
2
.
5
-
5
o
n
av
e
r
ag
e
wer
e
co
n
s
id
er
ed
s
atis
f
ied
with
th
e
o
cc
u
p
atio
n
.
T
h
e
q
u
esti
o
n
n
ai
r
e
p
r
o
v
id
ed
s
tan
d
ar
d
g
u
id
elin
es
to
all
th
e
p
a
r
ticip
an
ts
.
Mo
r
eo
v
e
r
,
an
in
te
r
v
iew
g
u
id
e
was
u
s
ed
to
g
ath
e
r
d
ata
t
o
g
iv
e
an
in
-
d
ep
th
in
s
ig
h
t
in
to
th
e
n
atu
r
e
o
f
th
e
wo
r
k
th
e
p
a
r
ticip
an
ts
wer
e
in
v
o
lv
e
d
in
.
A
s
et
o
f
f
iv
e
q
u
esti
o
n
s
g
u
id
ed
th
e
r
esear
ch
er
t
o
g
ai
n
in
s
ig
h
ts
f
r
o
m
t
h
e
r
esp
o
n
d
e
n
ts
.
T
h
e
r
esear
ch
er
tar
g
eted
all
th
e
r
esp
o
n
d
en
ts
f
o
r
in
ter
v
iewin
g
a
n
d
c
o
llected
d
ata
u
n
til th
e
d
ata
was satu
r
ate
d
[
3
8
]
,
[
3
9
]
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t
J
E
v
al
&
R
es E
d
u
c
I
SS
N:
2252
-
8
8
2
2
P
ers
o
n
a
lity ty
p
es p
ers
is
ten
cy
,
o
cc
u
p
a
tio
n
a
l c
o
n
s
is
ten
cy
,
a
n
d
o
cc
u
p
a
tio
n
a
l
…
(
A
n
n
G
a
th
ig
i
a
Wa
r
u
ita
)
323
3
.
3
.
Da
t
a
a
na
ly
s
is
Qu
an
titativ
e
d
ata
was
an
aly
z
ed
u
s
in
g
d
escr
ip
tiv
e
a
n
d
in
f
er
en
tial
s
tatis
tic
s
an
d
th
e
r
esu
lts
wer
e
p
r
esen
ted
b
y
u
s
e
o
f
p
er
ce
n
tag
es
an
d
f
r
eq
u
en
cies.
T
h
e
r
elati
o
n
s
h
ip
b
etwe
en
p
er
s
is
ten
cy
o
f
p
er
s
o
n
ality
ty
p
es
an
d
o
cc
u
p
atio
n
al
s
atis
f
ac
tio
n
was
an
aly
ze
d
u
s
in
g
s
p
ea
r
m
an
’
s
r
an
k
in
g
co
r
r
elatio
n
.
A
lo
g
is
tic
r
eg
r
ess
io
n
an
aly
s
is
was
em
p
lo
y
ed
to
esta
b
lis
h
th
e
r
elatio
n
s
h
i
p
b
etwe
en
p
er
s
o
n
ality
ty
p
es,
c
o
n
s
is
ten
cy
o
f
ca
r
ee
r
ch
o
ices,
an
d
o
cc
u
p
atio
n
al
s
atis
f
ac
tio
n
.
Du
e
to
th
e
d
ata
’
s
b
in
ar
y
n
atu
r
e,
lo
g
is
tic
r
eg
r
ess
io
n
was
th
e
ap
p
r
o
p
r
iate
m
o
d
el
f
o
r
an
al
y
zin
g
s
u
ch
d
ata.
A
m
o
d
el
s
p
ec
if
ied
in
(
1
)
was a
p
p
lie
d
.
l
og
(
1
−
)
=
0
+
1
1
+
2
2
+
⋯
+
+
έ
(
1
)
W
h
er
e
,
is
th
e
p
r
o
b
ab
ilit
y
o
f
in
ter
est/
s
u
cc
ess
,
1
−
is
th
e
p
r
o
b
ab
ilit
y
o
f
f
ailu
r
e,
βo
is
th
e
i
n
ter
ce
p
t,
β
1
,
β
2
…β
n
ar
e
th
e
r
eg
r
ess
io
n
co
ef
f
icien
ts
o
f
r
esp
ec
tiv
e
in
d
ep
e
n
d
en
t
v
ar
ia
b
les,
X
1
is
th
e
p
er
s
o
n
ality
ty
p
es,
X
2
is
th
e
co
n
s
is
ten
cy
o
f
p
er
s
o
n
ality
ty
p
es,
X
3
is
th
e
wo
r
k
en
v
ir
o
n
m
en
t,
έ
is
th
e
er
r
o
r
ter
m
.
T
o
f
in
d
o
u
t
th
e
m
e
d
iatin
g
ef
f
ec
t
o
f
co
n
s
is
ten
cy
o
n
th
e
r
ela
tio
n
s
h
ip
b
etwe
en
p
er
s
o
n
ality
ty
p
es
an
d
o
cc
u
p
atio
n
al
s
atis
f
ac
tio
n
,
th
e
r
esear
ch
er
f
o
llo
we
d
B
ar
o
n
a
n
d
Ken
n
y
’
s
f
o
u
r
s
tep
s
[
4
0
]
as
s
h
o
wn
in
Fig
u
r
e
2
.
T
h
e
m
ed
iatio
n
v
ar
iab
le
is
a
f
u
ll
m
ed
iato
r
if
t
h
e
r
elatio
n
s
h
i
p
b
etwe
en
in
d
ep
en
d
en
t
an
d
d
ep
en
d
en
t
v
ar
iab
les
will
n
o
t
d
if
f
er
f
r
o
m
ze
r
o
a
f
ter
th
e
m
ed
iatio
n
v
ar
iab
le
is
in
cl
u
d
ed
in
th
e
m
o
d
el.
I
t
is
a
p
ar
t
ial
m
ed
iato
r
if
th
e
r
elatio
n
b
etwe
en
th
e
i
n
d
ep
e
n
d
en
t
an
d
d
e
p
en
d
e
n
t
v
ar
ia
b
les
is
s
ig
n
if
ican
tly
s
m
aller
b
u
t
g
r
ea
ter
th
an
ze
r
o
wh
en
th
e
m
ed
iato
r
v
ar
iab
le
is
in
clu
d
ed
.
Fig
u
r
e
2
.
Me
d
iatin
g
r
elatio
n
s
h
ip
b
etwe
en
th
e
I
V
a
n
d
DV
T
h
e
f
o
llo
win
g
f
o
u
r
s
tep
s
wer
e
tak
en
:
-
Step
1
:
d
em
o
n
s
tr
ate
a
s
ig
n
if
ic
an
t r
elatio
n
s
h
ip
b
etwe
en
th
e
i
n
d
ep
en
d
en
t a
n
d
d
ep
en
d
en
t v
a
r
iab
les (
Path
C
i
n
Fig
u
r
e
2
)
.
I
t is r
ep
r
esen
ted
b
y
(
2
)
.
DV
=β
0
+ β
1
(
I
V)
+
Ɛ
(
2
)
-
Step
2
:
th
e
in
d
ep
en
d
en
t
v
ar
iab
le
is
r
elate
d
to
th
e
m
ed
iato
r
.
T
h
e
r
esear
ch
er
tr
ea
ted
th
e
m
ed
i
ato
r
v
ar
iab
le
as
a
d
ep
en
d
en
t v
ar
ia
b
le
in
th
is
ca
s
e.
T
h
e
r
esear
ch
er
test
ed
Path
A
as sh
o
wn
in
Fig
u
r
e
2
u
s
in
g
(
3
).
ME
V
=β
0
+ β
1
(
I
V)
+
Ɛ
(
3
)
-
Step
3
:
th
e
m
ed
iato
r
v
ar
ia
b
le
r
elate
s
to
th
e
d
ep
en
d
en
t
v
ar
ia
b
le
(
Path
B
in
Fig
u
r
e
2
)
.
I
t
is
estab
lis
h
ed
b
y
co
n
tr
o
llin
g
f
o
r
t
h
e
ef
f
ec
ts
o
f
th
e
in
d
ep
e
n
d
en
t
v
ar
iab
le
o
n
th
e
d
ep
en
d
en
t v
ar
ia
b
le,
as sh
o
wn
in
(
4
)
.
D
V
=β
0
+ β
1
(
ME
V)
+
Ɛ
(
4
)
-
Step
4
:
th
e
s
tr
en
g
th
o
f
th
e
r
el
atio
n
b
etwe
en
th
e
i
n
d
ep
e
n
d
en
t
an
d
th
e
d
ep
en
d
en
t
v
ar
iab
le
is
s
ig
n
if
ican
tly
r
ed
u
ce
d
w
h
en
th
e
m
ed
iato
r
is
ad
d
ed
to
th
e
m
o
d
el
(
Path
C
in
Fig
u
r
e
2
)
,
as sh
o
w
n
in
(
5
)
.
DV
=β
0
+ β
1
(
I
V)
+
β
2
(
ME
V)
+
Ɛ
(
5
)
Qu
alitativ
e
d
ata
an
aly
s
is
in
v
o
lv
es
o
b
tain
in
g
d
etailed
in
f
o
r
m
atio
n
ab
o
u
t
th
e
to
p
ic
u
n
d
e
r
s
tu
d
y
an
d
estab
lis
h
in
g
p
atter
n
s
an
d
t
r
en
d
s
f
r
o
m
th
e
in
f
o
r
m
atio
n
co
llected
[
3
9
]
.
T
h
e
r
esear
c
h
er
tr
an
s
cr
ib
e
d
all
in
ter
v
iews,
o
r
g
an
ized
th
em
i
n
to
m
ea
n
in
g
f
u
l
ca
teg
o
r
ies
an
d
g
r
o
u
p
ed
th
em
in
to
r
elate
d
co
d
es.
T
h
e
co
d
ed
in
f
o
r
m
atio
n
was
th
en
o
r
g
an
iz
ed
in
to
th
em
es
an
d
p
r
esen
ted
in
a
n
ar
r
ativ
e
f
o
r
m
.
T
h
e
q
u
alitativ
e
d
ata
an
aly
s
is
en
h
an
ce
s
an
d
en
r
ich
es th
e
q
u
a
n
titativ
e
d
at
a
an
aly
s
is
[
4
1
]
.
P
a
t
h
B
C
o
n
si
s
t
e
n
c
y
(
M
EV
)
Occ
u
p
a
t
i
o
n
a
l
sat
i
sf
ac
t
i
o
n
(D
V
)
Pat
h
A
H
o
l
l
a
n
d
’
s
p
e
r
s
o
n
a
l
i
t
y
t
y
p
e
s
(
I
V
)
P
at
h
C
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
.
14
,
No
.
1
,
Feb
r
u
a
r
y
20
25
:
319
-
331
324
4.
RE
SU
L
T
S
AND
D
I
SCU
SS
I
O
N
4
.
1
.
Dem
o
g
ra
ph
ic
re
s
ults
4
.
1
.
1
.
Ag
e
R
esp
o
n
d
en
ts
in
d
icate
d
th
ei
r
a
g
e
an
d
th
e
d
ata
was
p
r
esen
ted
as
s
h
o
wn
in
T
a
b
le
1
.
R
esu
lts
in
T
ab
le
1
,
m
o
s
t
r
esp
o
n
d
en
ts
(
8
0
.
3
%)
wer
e
in
t
h
e
a
g
e
b
r
ac
k
et
o
f
3
0
-
3
4
y
ea
r
s
,
1
8
.
1
%
wer
e
in
th
e
a
g
e
b
r
ac
k
et
o
f
3
5
-
3
9
y
ea
r
s
,
an
d
o
n
e
was
ab
o
v
e
4
0
y
ea
r
s
.
T
h
is
im
p
lies
th
at
th
e
r
e
s
p
o
n
d
en
ts
h
a
v
e
b
ee
n
in
t
h
e
w
o
r
k
e
n
v
ir
o
n
m
en
t
f
o
r
ab
o
u
t
ten
y
ea
r
s
.
Fu
r
th
er
m
o
r
e,
th
e
r
esp
o
n
d
en
ts
wer
e
u
n
d
e
r
tak
in
g
th
eir
u
n
d
er
g
r
ad
u
ate
d
e
g
r
ee
ten
y
ea
r
s
ag
o
with
in
th
e
ag
e
b
r
ac
k
et
o
f
2
0
-
3
0
y
ea
r
s
.
T
ab
le
1
.
R
esp
o
n
d
e
n
ts
b
y
a
g
e
A
g
e
b
r
a
c
k
e
t
F
r
e
q
u
e
n
c
y
P
e
r
c
e
n
t
a
g
e
(
%)
30
-
3
4
y
e
a
r
s
61
8
0
.
3
35
-
3
9
y
e
a
r
s
14
1
8
.
4
4
0
y
e
a
r
s
a
n
d
a
b
o
v
e
1
1
.
3
To
t
a
l
76
1
0
0
.
0
4
.
1
.
2
.
Respo
nd
ent
s
’
g
ender
R
esp
o
n
d
en
ts
in
d
icate
d
th
eir
g
en
d
er
a
n
d
th
e
d
ata
was
p
r
e
s
en
ted
as
s
h
o
wn
in
Fig
u
r
e
3
.
Fro
m
th
is
f
ig
u
r
e
,
a
m
ajo
r
ity
(
5
3
.
9
%)
o
f
t
h
e
r
esp
o
n
d
en
ts
wer
e
f
em
ale,
wh
ile
4
6
.
1
%
wer
e
m
ale,
in
d
ic
atin
g
a
7
.
8
%
g
en
d
er
d
if
f
er
en
ce
.
Ma
jo
r
ity
o
f
th
e
r
es
p
o
n
d
e
n
ts
wer
e
f
em
ale
an
d
wer
e
also
willin
g
to
p
ar
ticip
ate
in
th
e
s
tu
d
y
.
Fig
u
r
e
3
.
Dis
tr
ib
u
tio
n
o
f
r
esp
o
n
d
en
ts
b
y
g
en
d
e
r
4
.
2
.
Descript
iv
e
re
s
ult
s
o
f
persis
t
ency
o
f
H
o
lla
nd
’
s
perso
na
lity
t
y
pes
a
nd
o
cc
up
a
t
io
na
l sa
t
i
s
f
a
ct
io
n
4
.
2
.
1
.
O
cc
up
a
t
io
n
s
a
t
is
f
a
ct
io
n
R
esp
o
n
d
en
ts
in
d
icate
d
th
eir
l
ev
el
o
f
o
cc
u
p
atio
n
al
s
atis
f
ac
tio
n
;
th
e
d
ata
was
p
r
esen
ted
i
n
Fig
u
r
e
4
.
Fro
m
th
is
f
ig
u
r
e
,
m
o
s
t
r
esp
o
n
d
en
ts
(
9
0
.
8
%)
wer
e
s
atis
f
ied
with
th
eir
ca
r
ee
r
o
cc
u
p
atio
n
s
,
wh
ile
9
.
2
%
wer
e
d
is
s
atis
f
ied
.
T
h
is
im
p
lies
th
at
th
e
r
esp
o
n
d
e
n
ts
wer
e
h
ap
p
y
with
th
eir
ca
r
ee
r
s
10
y
ea
r
s
af
t
er
th
eir
g
r
a
d
u
atio
n
.
T
h
e
r
esu
lts
also
in
d
icate
an
i
n
cr
ea
s
e
in
s
atis
f
ac
tio
n
f
r
o
m
6
7
.
1
%
an
d
a
d
ec
r
ea
s
e
in
d
is
s
atis
f
ac
tio
n
lev
els
3
2
.
9
%
f
r
o
m
th
e
2
0
1
2
s
tu
d
y
.
T
h
is
im
p
lies
th
at
th
e
r
esp
o
n
d
en
ts
wer
e
m
o
r
e
s
atis
f
ied
at
wo
r
k
th
an
th
ey
wer
e
with
th
eir
ca
r
ee
r
ch
o
ice
at
c
o
lleg
e
lev
el.
Fig
u
r
e
4
.
R
esp
o
n
d
en
ts
’
d
eg
r
ee
o
f
o
cc
u
p
atio
n
al
s
atis
f
ac
tio
n
4
.
2
.
2
.
P
er
s
is
t
ency
o
f
perso
na
lity
t
y
pes
Per
s
is
ten
cy
was
d
er
iv
ed
f
r
o
m
co
m
p
ar
in
g
th
e
d
o
m
in
an
t
c
o
d
e
s
o
f
th
e
p
er
s
o
n
ality
t
y
p
es
test
ed
in
2
0
1
2
an
d
th
e
cu
r
r
en
t
p
er
s
o
n
ality
ty
p
es.
T
o
ac
h
iev
e
th
is
,
a
co
m
p
ar
is
o
n
was
m
ad
e
b
etwe
en
th
e
p
er
s
o
n
ality
ty
p
es
test
ed
in
2
0
1
2
an
d
th
o
s
e
test
e
d
in
2
0
2
3
.
T
h
e
r
esu
lts
o
f
th
e
an
aly
s
is
wer
e
as
s
h
o
wn
in
T
ab
le
2
.
T
h
e
r
esu
lts
in
T
ab
le
2
r
ev
ea
le
d
th
at
m
o
s
t
r
e
s
p
o
n
d
en
ts
'
p
er
s
o
n
ality
ty
p
es
(
8
2
.
9
%)
wer
e
p
er
s
is
ten
t,
wh
il
e
1
7
.
1
%
wer
e
n
o
t.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t
J
E
v
al
&
R
es E
d
u
c
I
SS
N:
2252
-
8
8
2
2
P
ers
o
n
a
lity ty
p
es p
ers
is
ten
cy
,
o
cc
u
p
a
tio
n
a
l c
o
n
s
is
ten
cy
,
a
n
d
o
cc
u
p
a
tio
n
a
l
…
(
A
n
n
G
a
th
ig
i
a
Wa
r
u
ita
)
325
Fu
r
th
er
,
th
e
r
esu
lts
s
u
g
g
est
th
at
m
o
r
e
f
em
ales,
5
9
%
ar
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ely
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n
ad
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itio
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s
es
th
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er
s
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ile
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h
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in
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i
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en
o
te
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r
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t th
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ts
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T
ab
le
2
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Per
s
is
ten
cy
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f
p
er
s
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ality
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es
P
e
r
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st
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c
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e
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r
To
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l
(
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mal
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r
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t
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(
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9
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4
(
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0
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8
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1
3
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7
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1
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si
st
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t
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6
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1
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7
(
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8
.
7
)
6
3
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2
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9
)
To
t
a
l
3
5
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1
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4
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6
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3
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lity
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ct
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u
r
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Fro
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r
e
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ile
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t
o
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er
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atio
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ile
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atis
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ied
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th
at
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o
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th
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atio
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m
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t p
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r
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er
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also
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is
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atis
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ied
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p
atio
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Fig
u
r
e
5
.
Per
s
is
ten
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f
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er
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o
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ality
ty
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u
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atio
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atis
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3
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ency
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ip
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icate
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ip
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T
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3
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o
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4
.
1
.
Rela
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bet
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r
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ir
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.
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4
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ig
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u
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ig
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r
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ied
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ied
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u
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C
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3
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T
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T
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Q
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t
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edia
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ing
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ency
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b
u
t
n
o
w
I
a
m
lo
o
kin
g
fo
r
a
s
ch
o
l
a
r
s
h
ip
to
g
o
b
a
ck
a
n
d
s
tu
d
y
a
c
o
u
r
s
e
in
med
ica
l
la
b
o
r
a
to
r
y
tech
n
icia
n
b
ec
a
u
s
e
th
a
t is w
h
a
t I
w
o
u
ld
like
to
b
e
.
”
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2
2
5
2
-
8
8
2
2
I
n
t
J
E
v
al
&
R
es E
d
u
c
,
Vo
l
.
14
,
No
.
1
,
Feb
r
u
a
r
y
20
25
:
319
-
331
328
I
n
ad
d
itio
n
,
s
o
m
e
r
esp
o
n
d
e
n
ts
ar
e
s
till
ch
an
g
in
g
f
r
o
m
o
n
e
c
ar
ee
r
f
ield
to
a
n
o
th
e
r
in
s
ea
r
c
h
o
f
s
tab
le
ca
r
ee
r
s
o
r
em
p
lo
y
m
en
t
in
th
eir
r
esp
ec
tiv
e
f
ield
s
o
f
s
tu
d
y
d
u
e
to
th
e
ch
allen
g
i
n
g
ec
o
n
o
m
ic
tim
es.
Fo
r
ex
am
p
le,
wh
e
n
ask
ed
ab
o
u
t w
h
at
in
f
lu
en
ce
t
h
e
d
ec
is
io
n
to
th
eir
cu
r
r
e
n
t o
cc
u
p
atio
n
,
R
esp
o
n
d
en
t 0
0
5
s
aid
:
“
I
s
tu
d
ied
ed
u
c
a
tio
n
,
ea
r
ly
ch
ild
h
o
o
d
s
p
ec
ia
liz
a
tio
n
.
A
s
yo
u
kn
o
w
,
e
a
r
ly
ch
ild
h
o
o
d
ed
u
c
a
t
io
n
w
a
s
d
ev
o
lved
to
th
e
C
o
u
n
ty
Go
ve
r
n
men
ts
.
I
h
a
ve
b
ee
n
fo
llo
w
in
g
u
p
o
n
th
eir
emp
lo
yme
n
t o
p
p
o
r
tu
n
ities
.
My
fa
mily
r
eq
u
ir
e
s
me
to
p
r
o
v
id
e
u
p
ke
ep
,
s
o
I
h
a
d
to
lo
o
k
fo
r
a
n
a
lter
n
a
tive
jo
b
.
I
p
icke
d
w
h
a
teve
r
ca
me
my
w
a
y
ju
s
t to
p
u
t fo
o
d
o
n
th
e
ta
b
le.
I
a
m
in
th
e
tr
a
n
s
p
o
r
t in
d
u
s
tr
y
a
t th
e
mo
men
t
.
”
R
esp
o
n
d
en
t
0
0
5
s
tu
d
ied
a
p
r
o
g
r
am
in
a
s
o
cial
en
v
ir
o
n
m
en
t b
u
t
is
cu
r
r
en
tly
i
n
a
r
ea
lis
tic
en
v
ir
o
n
m
en
t
d
u
e
to
a
lack
o
f
em
p
lo
y
m
e
n
t.
T
h
e
y
s
till
n
ee
d
to
s
tu
d
y
to
ea
r
n
d
aily
b
r
ea
d
an
d
s
u
p
p
o
r
t t
h
eir
f
am
ily
.
On
th
e
o
th
er
h
an
d
,
m
is
m
atch
b
etwe
en
wo
r
k
a
n
d
p
er
s
o
n
alit
y
m
ay
lead
t
o
in
co
n
s
is
ten
cy
,
an
d
v
ice
-
v
er
s
a
is
also
tr
u
e.
T
h
is
m
ea
n
s
th
at
in
d
iv
id
u
als
m
ay
f
in
d
th
em
s
elv
es
in
a
f
ield
th
at
d
o
es
n
o
t
m
atch
th
eir
p
er
s
o
n
alities
,
th
u
s
m
o
v
in
g
t
o
a
m
atch
in
g
f
ield
.
R
esp
o
n
d
en
t
0
0
1
was
ask
ed
wh
at
wer
e
th
eir
ca
r
ee
r
in
te
r
ests
d
u
r
in
g
th
e
s
elec
tio
n
o
f
th
e
d
e
g
r
ee
p
r
o
g
r
am
.
T
h
e
r
esp
o
n
d
e
n
t
s
s
wi
tch
ed
f
r
o
m
en
g
i
n
ee
r
in
g
t
o
b
u
s
in
ess
to
f
in
d
a
f
it in
th
e
wo
r
k
en
v
ir
o
n
m
e
n
t.
“
I
a
m
o
ka
y
w
ith
my
c
a
r
ee
r
.
My
fir
s
t
d
eg
r
ee
w
a
s
in
e
n
g
in
ee
r
in
g
.
I
t
w
a
s
n
o
t
my
c
h
o
ice;
my
p
a
r
en
ts
d
icta
ted
th
e
p
r
o
g
r
a
m.
I
w
en
t
b
a
ck
to
s
ch
o
o
l
a
n
d
s
tu
d
ied
fo
r
a
b
a
ch
elo
r
o
f
co
mme
r
ce
,
w
h
ich
w
a
s
my
in
teres
t.
R
ec
en
tly
I
s
ta
r
ted
my
o
w
n
b
u
s
in
ess
,
a
n
d
I
lo
ve
w
h
a
t I
d
o
.
”
R
esp
o
n
d
en
t
0
0
1
m
o
v
ed
f
r
o
m
a
r
ea
lis
tic
en
v
ir
o
n
m
en
t
(
en
g
i
n
ee
r
in
g
)
to
a
n
en
ter
p
r
is
in
g
en
v
ir
o
n
m
e
n
t
(
b
u
s
in
ess
)
in
a
m
o
v
e
t
o
g
et
a
m
atch
b
etwe
en
t
h
e
wo
r
k
en
v
i
r
o
n
m
en
t
an
d
th
eir
p
er
s
o
n
ality
;
co
n
s
eq
u
e
n
tly
,
th
is
im
p
lies
th
at
th
e
f
it
p
lay
s
a
s
ig
n
if
ican
t
r
o
le
in
th
e
co
n
s
is
ten
cy
o
f
ca
r
ee
r
ch
o
ice.
T
h
e
lack
o
f
co
n
s
is
ten
cy
m
ay
co
m
p
el
an
in
d
iv
i
d
u
al
to
q
u
it
a
p
ar
ticu
lar
wo
r
k
e
n
v
ir
o
n
m
en
t
in
s
ea
r
ch
o
f
an
en
v
ir
o
n
m
e
n
t
th
at
m
atch
es
th
ei
r
s
k
ills
an
d
ab
ilit
ies
s
in
ce
th
e
m
is
m
atch
b
r
in
g
s
f
ee
lin
g
s
o
f
d
is
s
ati
s
f
ac
tio
n
.
Fo
r
ex
am
p
le,
R
esp
o
n
d
en
t
0
0
5
,
wh
o
s
tu
d
ied
a
B
ac
h
elo
r
’
s
d
e
g
r
ee
in
ed
u
ca
tio
n
an
d
en
d
ed
u
p
in
tr
an
s
p
o
r
t,
m
en
tio
n
ed
t
h
at
th
e
y
wer
e
u
n
h
a
p
p
y
an
d
willin
g
to
r
etu
r
n
to
th
e
teac
h
i
n
g
ca
r
ee
r
if
p
r
esen
ted
with
th
e
o
p
p
o
r
tu
n
ity
.
T
h
e
r
esp
o
n
d
e
n
ts
wh
o
wer
e
i
n
co
n
s
is
ten
t
wo
r
k
en
v
ir
o
n
m
e
n
ts
wer
e
h
a
p
p
y
.
R
esp
o
n
d
en
t
0
2
0
,
wh
o
u
n
d
er
to
o
k
a
d
eg
r
ee
p
r
o
g
r
am
in
a
s
o
cial
ac
ad
em
ic
f
ield
,
w
o
r
k
ed
i
n
a
s
o
cial
en
v
ir
o
n
m
en
t
an
d
was
h
ap
p
y
.
R
esp
o
n
d
en
t
0
0
1
w
h
o
s
tu
d
ie
d
B
ac
h
elo
r
o
f
C
o
m
m
er
ce
(
en
ter
p
r
is
in
g
ac
ad
em
ic
f
ield
)
an
d
w
as
m
an
ag
in
g
th
eir
o
wn
b
u
s
in
ess
(
en
ter
p
r
is
in
g
en
v
ir
o
n
m
e
n
t)
in
d
icate
d
th
at
th
e
y
wer
e
h
ap
p
y
with
th
eir
ca
r
e
er
.
R
esp
o
n
d
en
t
0
2
0
h
ad
th
e
f
o
llo
win
g
to
s
ay
:
“
I
s
tu
d
ied
fo
r
a
b
a
ch
elo
r
’
s
d
e
g
r
ee
in
ed
u
ca
tio
n
a
n
d
a
m
c
u
r
r
en
tly
tea
ch
in
g
in
o
n
e
o
f
t
h
e
s
ec
o
n
d
a
r
y
s
ch
o
o
ls
.
I
lo
ve
my
jo
b
,
a
n
d
I
am
h
a
p
p
y
w
o
r
kin
g
in
th
is
s
ch
o
o
l.
I
w
o
u
ld
n
o
t
ch
a
n
g
e
my
c
a
r
ee
r
fo
r
a
n
yth
in
g
,
I
lo
ve
t
h
a
t I
m
o
ld
s
tu
d
en
ts
in
to
g
r
ea
t
p
eo
p
le
i
n
s
o
ciety
,
a
n
d
I
lo
ve
my
p
r
o
fess
io
n
.
”
4
.
6
.
Dis
cu
s
s
io
n
T
h
is
s
tu
d
y
in
v
esti
g
ates
th
e
p
er
s
is
ten
cy
o
f
p
er
s
o
n
ality
ty
p
es
an
d
o
cc
u
p
atio
n
al
s
atis
f
a
ctio
n
;
th
e
m
ed
iatin
g
ef
f
ec
t
o
f
co
n
s
is
ten
c
y
o
n
th
e
r
elatio
n
s
h
ip
b
etwe
en
p
er
s
o
n
ality
t
y
p
es
an
d
o
cc
u
p
a
tio
n
al
s
atis
f
ac
tio
n
.
B
ased
o
n
th
e
f
in
d
in
g
s
,
th
er
e
i
s
a
p
o
s
itiv
e
s
ig
n
if
ican
t
(
R
=0
.
7
0
1
,
P<0
.
0
5
)
r
elatio
n
s
h
ip
b
et
wee
n
p
er
s
is
ten
cy
o
f
Ho
llan
d
’
s
p
er
s
o
n
ality
t
y
p
es
an
d
o
cc
u
p
atio
n
al
s
atis
f
ac
tio
n
.
T
h
is
im
p
lies
th
at
Ho
llan
d
'
s
p
er
s
o
n
ality
ty
p
es
p
er
s
is
t
o
v
er
tim
e
an
d
in
f
lu
en
ce
s
s
atis
f
ac
tio
n
p
o
s
itiv
ely
.
Ma
jo
r
ity
o
f
t
h
e
r
esp
o
n
d
en
ts
’
p
e
r
s
o
n
ality
ty
p
es
h
ad
p
er
s
is
ted
1
0
y
ea
r
s
later
,
in
th
at
th
eir
p
er
s
o
n
ality
ty
p
es
wer
e
s
till
th
e
s
am
e
a
s
th
e
o
n
es
test
ed
in
2
0
1
2
.
T
h
is
s
u
p
p
o
r
ts
th
e
a
r
g
u
m
en
t
th
at
p
er
s
o
n
ality
ty
p
es
o
f
an
in
d
i
v
id
u
al
en
d
u
r
e
o
v
er
tim
e
to
a
g
r
e
at
ex
ten
t
f
o
r
s
o
m
e
in
d
iv
id
u
als,
b
u
t
f
o
r
o
th
er
s
,
th
e
y
k
ee
p
ch
a
n
g
in
g
[
1
5
]
,
[
2
3
]
,
[
4
2
]
.
W
ilk
s
[
1
4
]
a
r
g
u
es
t
h
at
p
e
r
s
o
n
ality
is
in
itially
co
n
ce
p
tu
alize
d
r
eg
ar
d
i
n
g
tem
p
er
am
en
ts
an
d
tr
aits
th
at
in
d
i
ca
te
p
r
ed
o
m
i
n
an
t
p
er
s
o
n
ality
s
tab
ilit
y
ac
r
o
s
s
th
e
life
s
p
an
.
Per
s
o
n
ality
tr
aits
in
ad
u
lth
o
o
d
m
a
y
s
ig
n
if
y
s
tab
le
in
ter
-
in
d
i
v
id
u
al
v
ar
ian
ce
s
,
w
h
ile
th
e
co
n
tex
tu
al
p
er
s
p
ec
tiv
e
s
tr
ess
es
p
er
s
o
n
ality
ch
an
g
es
as
a
r
esp
o
n
s
e
to
life
ex
p
er
ien
ce
s
,
s
u
ch
as
en
v
ir
o
n
m
en
tal
f
ac
to
r
s
[
1
5
]
,
m
atu
r
ity
o
f
in
d
iv
id
u
als
[
1
7
]
,
an
d
r
o
le
c
h
an
g
es
[
4
2
]
.
I
n
d
iv
i
d
u
als
wh
o
wer
e
n
o
t
p
er
s
is
ten
t
m
ay
h
a
v
e
ch
an
g
ed
th
eir
p
er
s
o
n
ality
ty
p
es d
u
e
t
o
ad
ap
tatio
n
s
to
th
eir
e
n
v
ir
o
n
m
e
n
ts
th
at
co
m
e
with
ag
e
[
1
5
]
.
I
n
ad
d
itio
n
,
th
e
f
in
d
in
g
s
r
ev
e
aled
th
at
p
er
s
is
ten
cy
in
f
l
u
en
c
es
in
d
iv
id
u
als’
o
cc
u
p
atio
n
al
s
atis
f
ac
tio
n
.
T
h
is
im
p
lies
th
at
th
e
p
er
s
is
te
n
ce
o
f
Ho
llan
d
’
s
p
er
s
o
n
ality
ty
p
es
in
f
lu
en
ce
s
h
o
w
em
p
lo
y
ee
s
f
ee
l
ab
o
u
t
th
eir
jo
b
.
T
h
e
m
o
r
e
p
er
s
is
ten
t
th
ey
ar
e,
th
e
m
o
r
e
s
atis
f
ied
th
ey
ar
e.
Var
io
u
s
f
ac
to
r
s
m
ay
h
a
v
e
co
n
tr
ib
u
ted
t
o
th
e
p
er
s
is
ten
ce
o
f
t
h
e
p
er
s
o
n
ality
ty
p
es.
T
h
is
m
ay
in
clu
d
e
th
e
co
n
g
r
u
en
ce
o
f
th
e
in
d
i
v
id
u
a
ls
with
th
eir
wo
r
k
en
v
ir
o
n
m
en
t
[
5
]
an
d
th
e
f
ac
t t
h
at
p
er
s
o
n
ality
ty
p
es a
r
e
s
tab
le
p
er
s
o
n
ality
tr
aits
ac
r
o
s
s
th
e
l
if
esp
an
[
1
4
]
.
On
th
e
s
ec
o
n
d
o
b
jectiv
e,
t
h
e
s
tu
d
y
in
v
esti
g
ated
th
e
m
ed
iatin
g
ef
f
ec
t
o
f
c
o
n
s
is
ten
cy
o
n
th
e
r
elatio
n
s
h
ip
b
etwe
en
p
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s
o
n
a
lity
ty
p
es
an
d
o
cc
u
p
atio
n
al
s
atis
f
ac
tio
n
.
B
ased
o
n
th
e
f
i
n
d
in
g
s
,
co
n
s
is
ten
cy
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