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S
tu
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e
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ts,
in
c
l
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d
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g
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o
c
a
ti
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n
a
l
sc
h
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stu
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ts,
a
re
v
u
ln
e
ra
b
le
to
trau
m
a
ti
c
e
x
p
e
rien
c
e
s
(TE
)
.
S
t
u
d
e
n
ts
stil
l
lo
o
k
n
o
rm
a
l
b
u
t
e
x
p
e
rie
n
c
e
stre
ss
th
a
t
in
terfe
re
s
with
lea
rn
i
n
g
a
c
ti
v
it
ie
s.
TE
c
a
n
b
e
o
b
se
rv
e
d
th
r
o
u
g
h
p
o
sit
iv
e
p
sy
c
h
o
lo
g
ica
l
a
tt
ri
b
u
tes
s
u
c
h
a
s
se
lf
-
lo
v
e
(S
L)
,
c
o
m
p
a
ss
io
n
,
g
ra
t
i
tu
d
e
,
a
n
d
h
a
p
p
i
n
e
ss
.
Th
is
st
u
d
y
a
ime
d
t
o
e
x
p
lo
re
t
h
e
g
e
n
d
e
r
-
sp
e
c
ifi
c
v
iew
s
o
f
v
o
c
a
ti
o
n
a
l
sc
h
o
o
l
stu
d
e
n
ts
re
g
a
rd
in
g
t
h
e
ir
TE
t
o
p
r
o
v
i
d
e
re
su
lt
s
th
a
t
c
a
n
b
e
th
e
b
a
sis
fo
r
t
h
e
imp
lem
e
n
tatio
n
o
f
g
e
n
d
e
r
-
d
iffere
n
ti
a
ted
i
n
terv
e
n
ti
o
n
s
in
sc
h
o
o
ls.
A
c
ro
ss
-
se
c
ti
o
n
a
l
su
r
v
e
y
u
sin
g
q
u
a
n
t
it
a
ti
v
e
m
e
th
o
d
s
wa
s
c
o
n
d
u
c
ted
a
n
d
in
v
o
lv
e
d
4
9
8
v
o
c
a
ti
o
n
a
l
sc
h
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o
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d
e
n
ts
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Wes
t
S
u
m
a
tra,
In
d
o
n
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sia
.
Da
ta
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c
o
ll
e
c
ted
u
sin
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re
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c
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m
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a
p
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c
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ti
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.
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p
o
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rfo
rm
a
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m
a
p
a
n
a
ly
sis
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M
A)
m
e
th
o
d
wa
s
a
lso
u
se
d
to
a
ss
e
ss
th
e
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n
c
ti
o
n
a
li
t
y
o
f
v
a
ria
b
les
in
t
h
e
stu
d
y
.
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h
e
re
su
lt
s
sh
o
we
d
th
a
t
p
o
siti
v
e
p
sy
c
h
o
l
o
g
ica
l
a
tt
ri
b
u
tes
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n
tera
c
t,
re
late
,
a
n
d
h
a
v
e
a
ro
le
in
th
e
TE
o
f
v
o
c
a
ti
o
n
a
l
stu
d
e
n
ts,
i
n
c
lu
d
in
g
i
n
th
e
e
v
a
l
u
a
ti
o
n
o
f
g
e
n
d
e
r
a
n
a
ly
sis.
Th
e
re
su
lt
s
o
f
t
h
e
st
u
d
y
c
a
n
b
e
a
r
e
fe
re
n
c
e
to
re
d
u
c
e
t
h
e
imp
a
c
t
o
f
TE
f
o
r
v
o
c
a
ti
o
n
a
l
stu
d
e
n
ts,
e
sp
e
c
ially
b
y
g
e
n
d
e
r
-
sp
e
c
ifi
c
v
o
c
a
ti
o
n
a
l
sc
h
o
o
ls.
F
o
r
fu
tu
re
re
se
a
rc
h
,
TE
c
a
n
b
e
stu
d
ied
wit
h
o
th
e
r
p
o
siti
v
e
p
s
y
c
h
o
l
o
g
ica
l
a
tt
rib
u
te
v
a
riab
les
o
v
e
r
a
lo
n
g
e
r
p
e
rio
d
o
f
t
ime
.
K
ey
w
o
r
d
s
:
E
d
u
ca
tio
n
al
co
n
tex
t
E
v
alu
atio
n
g
e
n
d
er
an
aly
s
is
Mu
lti
-
g
r
o
u
p
an
aly
s
is
T
r
au
m
atic
ex
p
e
r
ien
ce
Vo
ca
tio
n
al
s
tu
d
en
ts
T
h
is i
s
a
n
o
p
e
n
a
c
c
e
ss
a
rticle
u
n
d
e
r th
e
CC B
Y
-
SA
li
c
e
n
se
.
C
o
r
r
e
s
p
o
nd
ing
A
uth
o
r
:
Firm
an
Dep
ar
tm
en
t o
f
Gu
id
an
ce
a
n
d
C
o
u
n
s
elin
g
,
Facu
lty
o
f
E
d
u
ca
t
io
n
,
Pad
an
g
State
Un
iv
er
s
ity
Pad
an
g
,
I
n
d
o
n
esia
E
m
ail:
f
ir
m
an
@
f
ip
.
u
n
p
.
ac
.
id
1.
I
NT
RO
D
UCT
I
O
N
T
r
au
m
atic
ex
p
er
ien
ce
s
(TE)
h
av
e
b
ec
o
m
e
a
to
p
ic
o
f
d
is
cu
s
s
io
n
in
th
e
ed
u
ca
tio
n
al
wo
r
ld
r
e
ce
n
tly
d
u
e
to
th
eir
im
p
ac
t
o
n
th
e
p
r
ac
tice
o
f
ed
u
ca
tio
n
al
p
r
o
g
r
am
s
in
s
c
h
o
o
ls
.
T
r
au
m
atic
e
v
en
ts
ex
p
er
ien
ce
d
b
y
s
tu
d
en
ts
b
ec
o
m
e
o
n
e
o
f
th
e
f
ac
to
r
s
th
a
t
in
h
ib
it
th
e
im
p
lem
en
tatio
n
o
f
th
e
lear
n
in
g
a
n
d
teac
h
i
n
g
p
r
o
ce
s
s
at
s
ch
o
o
l
[
1
]
.
Alth
o
u
g
h
in
h
ib
itin
g
,
id
e
n
tify
i
n
g
an
d
u
n
d
er
s
tan
d
i
n
g
s
tu
d
en
t
s
with
TE
ar
e
ch
allen
g
in
g
[
2
]
.
T
h
is
o
cc
u
r
r
ed
d
u
e
to
th
e
s
tu
d
en
ts
with
TE
lo
o
k
ed
lik
e
n
o
r
m
al
s
tu
d
e
n
ts
b
u
t
e
x
p
er
ien
ce
d
a
v
e
r
y
s
tr
ess
f
u
l
c
o
n
d
itio
n
a
n
d
h
ad
a
n
im
p
ac
t
o
n
p
h
y
s
ical,
co
g
n
itiv
e
,
m
en
tal,
em
o
tio
n
al
an
d
in
s
o
m
e
ca
s
es
m
ad
e
s
tu
d
en
ts
d
ep
r
ess
ed
[
2
]
,
[
3
]
.
T
h
is
lead
s
to
d
if
f
ic
u
lties
in
co
m
p
l
etin
g
lear
n
in
g
task
s
,
f
ailu
r
e
t
o
ac
h
iev
e
lear
n
in
g
g
o
als
an
d
lead
s
to
lear
n
in
g
f
ailu
r
e
[
2
]
,
[
4
]
.
T
h
is
co
n
d
itio
n
b
ec
o
m
es m
o
r
e
u
r
g
en
t to
g
et
d
ee
p
er
atten
tio
n
f
o
r
s
tu
d
en
ts
in
v
o
ca
tio
n
al
s
ch
o
o
ls
,
b
ec
au
s
e
lear
n
i
n
g
o
b
jectiv
es
in
v
o
ca
tio
n
al
s
ch
o
o
ls
ar
e
n
o
t
o
n
l
y
r
elate
d
to
th
e
m
ast
er
y
o
f
i
n
s
ig
h
t
a
n
d
k
n
o
wled
g
e,
b
u
t
also
r
elate
d
to
p
r
ac
tical
s
k
ills
wh
ich
ar
e
a
p
r
er
eq
u
is
ite
f
o
r
d
ev
el
o
p
in
g
s
tu
d
en
ts
’
wo
r
k
r
ea
d
in
ess
to
co
m
p
ete
in
th
e
in
d
u
s
tr
ial
an
d
b
u
s
in
ess
wo
r
ld
[
2
]
,
[
5
]
,
[
6
]
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t
J
E
v
al
&
R
es E
d
u
c
I
SS
N:
2252
-
8
8
2
2
Th
e
ev
a
lu
a
tio
n
a
n
a
lysi
s
o
f g
en
d
er v
o
ca
tio
n
a
l stu
d
en
ts
o
n
tr
a
u
ma
tic
ex
p
erien
ce
in
ed
u
ca
tio
n
a
l
… (
F
ir
ma
n
)
2687
Stu
d
en
ts
’
TE
co
u
ld
b
e
ca
u
s
ed
b
y
v
ar
io
u
s
th
in
g
s
o
u
ts
id
e
o
f
th
em
s
elv
es,
in
clu
d
in
g
t
h
e
s
ch
o
o
l
en
v
ir
o
n
m
en
t
[
7
]
.
C
ases
o
f
tee
n
ag
e
d
elin
q
u
en
c
y
co
m
m
itted
b
y
s
tu
d
en
ts
,
f
ailu
r
e
in
lear
n
in
g
an
d
l
o
w
lev
el
o
f
co
m
p
etitiv
en
ess
o
f
s
tu
d
e
n
ts
,
e
s
p
ec
ially
s
tu
d
en
ts
in
v
o
c
atio
n
a
l
s
ch
o
o
ls
,
ar
e
a
s
er
ies
o
f
ev
en
t
s
th
at
ar
e
p
r
e
d
icted
to
b
e
d
u
e
to
th
e
TE
o
f
s
tu
d
en
ts
wh
o
co
n
tin
u
o
u
s
ly
s
tr
u
g
g
le
with
s
tr
ess
f
u
l
co
n
d
itio
n
s
an
d
o
f
ten
ca
u
s
e
d
ep
r
ess
io
n
[
8
]
–
[
10
]
.
TE
ar
e
a
s
s
o
ciate
d
with
s
tr
o
n
g
n
eg
ativ
e
em
o
tio
n
s
s
u
c
h
as
s
h
am
e,
h
el
p
less
n
ess
,
f
ea
r
,
an
d
f
ee
lin
g
th
r
ea
te
n
ed
b
y
v
ar
io
u
s
p
h
y
s
ical,
m
en
tal,
an
d
em
o
tio
n
al
ev
en
ts
[
2
]
,
[
11
]
.
TE
will
ca
u
s
ed
s
y
m
p
to
m
s
i
n
th
o
u
g
h
ts
,
em
o
tio
n
s
,
an
d
ac
tio
n
s
[
2
]
.
Pre
v
io
u
s
r
esear
ch
d
escr
ib
ed
s
ev
er
al
s
y
m
p
to
m
s
o
f
TE
th
at
g
en
e
r
ally
ap
p
ea
r
in
a
p
er
s
o
n
,
in
clu
d
i
n
g
s
tu
d
en
ts
at
s
ch
o
o
l,
s
u
ch
as
b
ein
g
o
v
e
r
s
h
ad
o
wed
b
y
th
e
tr
a
u
m
atic
ev
en
t,
lo
w
h
o
p
e
f
o
r
th
e
f
u
tu
r
e
,
n
eg
ativ
e
th
in
k
in
g
,
em
o
tio
n
ality
,
alien
atio
n
,
an
d
h
elp
less
n
ess
[
12
]
,
[
13
]
.
T
h
e
p
r
ev
io
u
s
s
tatem
en
t
in
d
icate
d
th
at
TE
c
an
b
e
r
ec
o
g
n
ized
th
r
o
u
g
h
s
ev
er
al
s
y
m
p
to
m
s
th
at
o
cc
u
r
r
ed
an
d
f
elt
b
y
s
o
m
e
o
n
e
wh
o
h
as e
x
p
e
r
ien
ce
d
a
tr
au
m
a
tic
ev
en
t.
Dea
lin
g
with
TE
r
eq
u
ir
es
a
co
m
p
r
e
h
en
s
iv
e
u
n
d
er
s
tan
d
in
g
[
2
]
,
[
14
]
.
T
h
r
o
u
g
h
i
n
-
d
ep
th
an
d
co
m
p
r
eh
e
n
s
iv
e
u
n
d
er
s
tan
d
in
g
,
r
elate
d
s
tak
eh
o
l
d
er
s
,
esp
ec
ially
s
ch
o
o
ls
,
ca
n
id
e
n
tify
a
n
d
d
esig
n
s
er
v
ice
p
r
o
g
r
a
m
s
th
at
ca
n
b
e
p
r
o
v
id
e
d
to
s
tu
d
en
ts
to
h
elp
r
ed
u
ce
o
r
ev
en
elim
in
ate
th
e
im
p
ac
t
o
f
TE
f
elt
b
y
s
tu
d
en
ts
wh
o
ex
p
er
ie
n
ce
d
tr
au
m
atic
ev
en
ts
[
15
]
.
T
h
is
also
ass
i
s
ts
in
en
h
an
cin
g
th
e
q
u
ality
o
f
ed
u
c
atio
n
p
r
o
v
id
ed
b
y
th
e
s
ch
o
o
l.
Pre
v
io
u
s
r
esear
ch
also
ex
p
lain
ed
th
at
th
e
t
r
ig
g
er
s
o
f
TE
h
a
v
e
d
if
f
er
en
t
f
r
eq
u
en
cies,
co
n
d
itio
n
s
,
an
d
v
ar
iatio
n
s
,
o
n
e
o
f
th
e
m
is
in
f
lu
en
ce
d
b
y
g
en
d
e
r
d
o
m
in
a
n
ce
in
s
ch
o
o
ls
[
16
]
,
[
17
]
.
Sch
o
o
ls
with
a
ce
r
tain
g
en
d
er
d
o
m
in
an
ce
h
a
v
e
a
ten
d
en
cy
to
estab
lis
h
a
h
ier
a
r
ch
y
o
f
p
o
we
r
,
a
u
th
o
r
ity
,
a
n
d
r
ela
tio
n
s
h
ip
s
[
18
]
.
T
h
e
h
ier
ar
ch
ical
d
if
f
er
e
n
ce
s
th
at
ar
e
f
o
r
m
ed
ca
u
s
e
in
s
tab
ilit
y
in
in
ter
ac
tio
n
s
t
h
at
s
o
m
etim
e
s
lead
to
co
n
f
licts
b
etwe
en
s
tu
d
en
ts
th
at
lead
to
TE
[
19
]
,
[
20
]
.
Gen
d
er
d
o
m
i
n
a
n
ce
ca
n
also
o
cc
u
r
in
v
o
ca
tio
n
al
s
ch
o
o
ls
.
T
h
is
is
af
f
ec
ted
b
y
ce
r
tain
m
aj
o
r
s
th
at
ten
d
to
b
e
m
o
r
e
p
o
p
u
lar
am
o
n
g
ce
r
tain
g
e
n
d
er
s
[
21
]
.
B
esid
es
b
ein
g
th
e
ca
u
s
e
o
f
t
r
a
u
m
a,
th
e
way
s
tu
d
e
n
ts
r
esp
o
n
d
to
d
if
f
icu
lties
,
p
r
ess
u
r
es
an
d
p
r
o
b
lem
s
is
also
in
f
lu
en
ce
d
b
y
t
h
e
s
ch
o
o
l
e
n
v
ir
o
n
m
en
t
[
22
]
,
[
23
]
.
Sch
o
o
l
en
v
ir
o
n
m
e
n
ts
with
a
ce
r
tain
g
en
d
e
r
d
o
m
in
an
ce
also
p
r
o
v
i
d
e
d
if
f
er
en
t
p
er
s
p
ec
tiv
es
o
n
t
h
e
p
r
o
b
le
m
s
ex
p
er
ien
ce
d
b
y
s
tu
d
e
n
ts
[
24
]
.
T
h
is
co
n
d
itio
n
ca
u
s
ed
s
tu
d
en
ts
to
h
a
v
e
d
if
f
er
en
t
r
ea
ctio
n
s
an
d
v
iews
in
d
ea
lin
g
with
p
r
o
b
lem
s
,
in
cl
u
d
ed
TE
.
Stu
d
en
ts
’
r
ea
ctio
n
s
an
d
v
iews
o
n
th
ei
r
TE
ca
n
b
e
id
en
tifie
d
th
r
o
u
g
h
p
o
s
itiv
e
p
s
y
ch
o
lo
g
ical
attr
ib
u
t
es
[
25
]
,
[
26
]
.
So
m
e
p
o
s
itiv
e
p
s
y
ch
o
lo
g
ical
attr
ib
u
tes
s
u
ch
as
s
elf
-
lo
v
e
(
SL)
,
s
elf
-
co
m
p
ass
io
n
(
SC
)
,
g
r
atitu
d
e,
an
d
h
ap
p
i
n
ess
ar
e
k
n
o
wn
to
h
av
e
a
n
im
p
ac
t
o
n
a
p
er
s
o
n
’
s
TE
[
1
2
]
,
[
27
]
,
[
28
]
.
P
o
s
it
i
v
e
p
s
y
c
h
o
l
o
g
y
i
s
t
h
e
s
t
u
d
i
e
s
o
f
c
o
n
d
i
t
i
o
n
s
a
n
d
p
r
o
c
e
s
s
e
s
t
h
at
c
o
n
t
r
i
b
u
t
e
d
t
o
o
p
ti
m
a
l
f
u
n
c
t
i
o
n
i
n
g
i
n
l
i
f
e
[
13
]
.
W
h
il
e
,
p
o
s
it
i
v
e
p
s
y
c
h
o
l
o
g
i
c
a
l
at
t
r
i
b
u
t
es
a
r
e
v
a
r
i
o
u
s
a
t
t
r
i
b
u
t
e
s
t
h
a
t
s
u
p
p
o
r
t
s
t
h
e
s
t
r
e
n
g
t
h
a
n
d
f
o
r
m
a
t
i
o
n
o
f
o
p
t
i
m
a
l
p
s
y
c
h
o
l
o
g
i
c
a
l
c
o
n
d
i
t
i
o
n
s
[
29
]
.
T
h
e
s
e
t
r
a
i
ts
a
r
e
r
e
l
a
t
e
d
to
e
a
c
h
o
t
h
e
r
a
n
d
r
e
l
a
t
e
t
o
o
t
h
e
r
c
o
n
d
i
t
i
o
n
s
w
it
h
i
n
h
u
m
a
n
s
.
SL
,
SC
,
g
r
a
t
i
t
u
d
e
,
a
n
d
h
a
p
p
i
n
e
s
s
a
r
e
s
o
m
e
o
f
t
h
e
a
t
t
r
i
b
u
t
es
c
o
n
ta
i
n
e
d
i
n
t
h
e
c
o
n
c
e
p
t
o
f
p
o
s
i
t
i
v
e
p
s
y
ch
o
lo
g
y
.
T
h
ese
attr
ib
u
tes
ar
e
in
ter
co
n
n
ec
te
d
with
ea
ch
o
th
er
an
d
r
elate
d
to
o
th
er
s
tates
in
h
u
m
an
b
ei
n
g
s
.
SL
,
co
m
p
ass
io
n
,
g
r
atitu
d
e,
a
n
d
h
ap
p
in
ess
ar
e
s
o
m
e
o
f
th
e
attr
ib
u
tes
f
o
u
n
d
in
th
e
co
n
ce
p
t
o
f
p
o
s
itiv
e
p
s
y
ch
o
lo
g
y
.
I
n
ad
d
itio
n
to
r
elatin
g
to
th
e
f
ield
o
f
p
o
s
itiv
e
p
s
y
ch
o
lo
g
y
.
T
h
ese
attr
ib
u
tes
ar
e
also
r
elate
d
to
TE
th
at
h
ap
p
e
n
to
p
eo
p
le,
in
clu
d
ed
s
tu
d
en
ts
in
s
ch
o
o
l
[
30
]
,
[
31
]
.
SL
s
h
o
w
e
d
a
c
o
r
r
e
la
t
i
o
n
w
i
t
h
TE
.
S
o
m
e
o
f
t
h
e
TE
t
h
a
t
s
t
u
d
en
t
s
h
a
d
e
x
p
e
r
ie
n
c
e
d
g
r
e
a
tl
y
a
f
f
e
c
t
e
d
t
h
ei
r
SL
[
27
]
.
I
n
a
d
d
itio
n
,
SL
also
h
elp
ed
s
tu
d
e
n
ts
wh
o
h
ad
ex
p
e
r
i
en
ce
d
tr
a
u
m
atic
ev
e
n
ts
to
h
an
d
le
th
eir
s
tr
ess
an
d
p
ain
f
u
l
f
ee
lin
g
s
[
32
]
.
O
n
o
t
h
er
a
t
t
r
i
b
u
t
e
s
,
i
t
wa
s
f
o
u
n
d
t
h
a
t
SC
w
as
r
e
l
a
t
e
d
t
o
TE
[
33
]
.
T
h
i
s
a
t
t
r
i
b
u
t
e
h
e
l
p
s
tu
d
en
ts
t
o
ac
h
iev
ed
a
s
e
n
s
e
o
f
c
o
m
p
a
s
s
i
o
n
i
n
d
e
al
i
n
g
wi
t
h
a
n
y
a
d
v
e
r
s
i
t
y
,
i
n
c
l
u
d
i
n
g
s
t
r
e
s
s
f
u
l
c
o
n
d
i
ti
o
n
s
e
x
p
e
r
i
e
n
c
e
d
b
y
i
n
d
i
v
i
d
u
a
l
s
[
33
]
.
Gr
atitu
d
e
also
in
f
lu
e
n
ce
s
TE
[
34
]
.
Peo
p
le
with
h
ig
h
e
r
le
v
els
o
f
g
r
atitu
d
e
ar
e
k
n
o
wn
t
o
b
e
a
b
le
to
g
ain
less
o
n
s
f
r
o
m
s
tr
ess
f
u
l
e
v
e
n
t
s
[
34
]
.
W
h
ile,
h
ap
p
in
ess
is
k
n
o
wn
t
o
h
elp
i
n
d
iv
id
u
als
b
ec
o
m
e
m
o
r
e
r
esil
ien
t to
th
e
tr
au
m
atic
co
n
d
itio
n
s
th
ey
ex
p
er
ien
ce
d
[
35
]
.
Ho
wev
er
,
th
is
co
n
tex
t
is
o
n
ly
d
is
cu
s
s
ed
in
g
en
er
al
ter
m
s
with
o
u
t
co
n
s
id
er
in
g
t
h
e
ef
f
ec
t
o
f
g
en
d
e
r
an
d
s
ep
ar
ated
o
n
e
attr
ib
u
te
f
r
o
m
an
o
th
er
.
R
eg
ar
d
i
n
g
th
is
co
n
d
itio
n
,
th
e
s
p
ec
if
ic
o
b
jectiv
e
o
f
th
is
r
esear
ch
is
to
ex
p
lo
r
e
th
e
in
ter
ac
tio
n
o
f
p
o
s
itiv
e
p
s
y
ch
o
lo
g
ical
attr
ib
u
tes
in
an
in
teg
r
ate
d
f
r
am
ew
o
r
k
with
TE
,
esp
ec
ially
b
ased
o
n
g
en
d
er
an
aly
tic
e
v
alu
atio
n
i
n
v
o
ca
tio
n
al
s
tu
d
en
ts
.
T
h
e
e
x
p
lo
r
atio
n
o
f
d
if
f
er
en
ce
s
in
g
en
d
er
p
er
s
p
ec
tiv
es
o
f
v
o
ca
tio
n
al
s
tu
d
en
ts
in
d
ea
lin
g
with
TE
r
ef
lecte
d
in
th
e
p
o
s
itiv
e
p
s
y
c
h
o
lo
g
ical
attr
ib
u
tes
p
o
s
s
ess
ed
b
y
th
e
s
tu
d
en
ts
is
th
e
n
o
v
elty
o
f
th
e
r
esear
ch
co
n
d
u
cted
.
T
h
is
r
esear
ch
th
en
b
ec
o
m
es
im
p
o
r
tan
t
t
o
d
o
b
ec
au
s
e
th
r
o
u
g
h
a
b
etter
u
n
d
er
s
tan
d
in
g
o
f
t
h
e
p
atter
n
s
o
f
v
iews
o
f
TE
o
f
v
o
ca
tio
n
al
s
tu
d
en
ts
,
it
ca
n
s
er
v
e
as
a
b
asis
f
o
r
p
s
y
ch
o
lo
g
ical
s
er
v
ices
r
elate
d
to
g
en
d
e
r
-
b
ase
d
TE
an
d
is
r
elev
an
t
to
th
e
c
u
r
r
en
t
e
d
u
ca
tio
n
al
co
n
d
itio
n
s
th
at
r
eq
u
ir
e
atten
ti
o
n
in
b
u
ild
i
n
g
a
b
alan
ce
b
etw
ee
n
m
aster
y
o
f
tech
n
ical
s
k
ill
s
an
d
p
s
y
ch
o
lo
g
ical
well
-
b
ein
g
o
f
v
o
ca
tio
n
al
s
tu
d
e
n
ts
.
B
ased
o
n
th
e
p
r
ev
io
u
s
e
x
p
lan
atio
n
,
t
h
e
m
o
d
el
f
r
am
ewo
r
k
ca
n
b
e
ex
p
lain
e
d
alo
n
g
with
th
e
d
i
r
ec
t
h
y
p
o
th
esis
th
at
ca
n
b
e
f
o
r
m
e
d
f
r
o
m
th
e
m
o
d
el.
T
h
e
m
o
d
el
f
r
a
m
ewo
r
k
th
at
ca
n
b
e
ap
p
lied
in
th
is
s
tu
d
y
is
s
h
o
wn
in
Fig
u
r
e
1
.
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
.
4
,
Au
g
u
s
t
20
25
:
2
6
8
6
-
2
6
9
7
2688
Fig
u
r
e
1
.
Hy
p
o
th
esis
m
o
d
el
f
r
am
ewo
r
k
2.
RE
S
E
ARCH
M
E
T
H
O
D
2
.
1
.
Resea
rc
h
des
ig
n a
n
d r
esp
o
n
dent
T
h
is
r
ese
ar
c
h
is
a
cr
o
s
s
-
s
e
cti
o
n
al
s
u
r
v
e
y
u
s
i
n
g
q
u
a
n
ti
tat
iv
e
m
et
h
o
d
s
.
A
n
o
n
-
p
r
o
b
a
b
i
lit
y
s
a
m
p
li
n
g
was
u
s
e
d
in
t
h
is
r
esea
r
c
h
.
R
esp
o
n
d
e
n
ts
in
t
h
is
s
tu
d
y
we
r
e
4
9
8
s
t
u
d
e
n
ts
f
r
o
m
s
i
x
v
o
c
ati
o
n
al
s
ch
o
o
ls
in
W
est
Su
m
at
r
a
,
I
n
d
o
n
esi
a
.
T
h
e
s
i
x
v
o
c
ati
o
n
al
s
c
h
o
o
ls
i
n
t
h
e
W
est
Su
m
at
r
a
R
e
g
i
o
n
we
r
e
t
h
e
n
s
el
ec
t
ed
b
ase
d
o
n
t
h
e
s
ch
o
o
l'
s
wil
li
n
g
n
ess
t
o
b
e
i
n
v
o
lv
e
d
i
n
t
h
e
r
ese
ar
c
h
p
r
o
ce
s
s
.
I
n
th
is
s
t
u
d
y
,
r
esea
r
ch
er
s
c
h
o
s
e
t
h
r
ee
s
c
h
o
o
ls
wi
th
a
p
r
e
d
o
m
i
n
a
n
ce
o
f
s
t
u
d
e
n
ts
wit
h
t
h
e
m
al
e
g
e
n
d
e
r
a
n
d
th
r
e
e
s
ch
o
o
ls
w
it
h
a
p
r
ed
o
m
i
n
a
n
c
e
o
f
s
t
u
d
e
n
ts
wit
h
th
e
f
e
m
al
e
g
en
d
er
.
Ou
t
o
f
th
e
to
t
al
r
es
p
o
n
d
e
n
ts
,
2
3
6
p
e
o
p
le
(
4
7
.
4
%
)
we
r
e
m
ale
an
d
2
6
2
p
e
o
p
le
(
5
2
.
6
%
)
we
r
e
f
e
m
al
e.
B
as
ed
o
n
a
g
e
,
2
8
p
e
o
p
le
(
5
.
6
%)
we
r
e
a
g
ed
1
5
y
ea
r
s
,
2
4
5
p
e
o
p
le
(
4
9
.
2
%
)
w
e
r
e
a
g
e
d
1
6
y
ea
r
s
,
1
7
0
p
e
o
p
le
(
3
4
.
1
%
)
w
er
e
a
g
ed
1
7
y
e
ar
s
,
an
d
5
5
p
e
o
p
le
(
1
1
%)
w
er
e
a
g
e
d
1
8
y
e
ar
s
.
B
y
g
r
a
d
e
,
3
3
2
p
e
o
p
le
(
6
6
.
6
7
%)
ca
m
e
f
r
o
m
1
0
t
h
g
r
ad
e,
1
6
5
p
e
o
p
le
(
6
6
.
6
7
%
)
f
r
o
m
1
1
t
h
g
r
a
d
e
,
an
d
1
p
e
o
p
le
(
0
.
2
%)
f
r
o
m
1
2
t
h
g
r
a
d
e
.
2
.
2
.
Da
t
a
co
llect
ing
a
nd
re
s
ea
rc
h ins
t
rum
ent
T
h
e
r
esear
ch
was
co
n
d
u
cted
d
ir
ec
tly
b
y
d
is
tr
ib
u
tin
g
r
esear
ch
in
s
tr
u
m
en
ts
th
at
h
ad
b
ee
n
p
r
ep
ar
ed
b
ased
o
n
th
e
v
a
r
iab
les
in
v
o
l
v
ed
in
th
e
s
tu
d
y
with
t
h
e
g
u
id
an
ce
o
f
teac
h
e
r
s
at
th
e
s
ch
o
o
l
b
y
u
tili
zin
g
th
e
g
o
o
g
le
f
o
r
m
in
s
tr
u
m
en
t
d
ep
l
o
y
m
en
t
ap
p
licatio
n
.
A
L
ik
er
t
s
ca
le
was
u
s
ed
f
o
r
ea
ch
m
ea
s
u
r
em
en
t
with
ea
ch
item
r
ated
o
n
a
s
ca
le
o
f
o
n
e
to
f
iv
e.
T
h
ese
m
ea
s
u
r
em
e
n
ts
ar
e
in
ac
co
r
d
a
n
ce
with
th
e
liter
atu
r
e
th
at
h
as
b
ee
n
r
ev
iewe
d
an
d
a
d
ap
ted
to
t
h
e
n
ee
d
s
o
f
th
e
s
tu
d
y
.
T
h
e
m
ea
s
u
r
em
en
t
o
f
TE
v
ar
ia
b
le
u
s
ed
TE
in
s
tr
u
m
en
t
with
item
s
,
s
u
ch
as
“
n
o
t
g
iv
in
g
u
p
ev
en
th
o
u
g
h
m
y
p
o
s
itio
n
is
wr
o
n
g
,
”
f
r
o
m
R
u
s
m
an
a
et
a
l.
[
36
]
.
T
h
e
m
ea
s
u
r
em
en
t
o
f
SL
v
ar
iab
le
u
s
ed
SL
in
s
tr
u
m
en
t
with
item
s
,
s
u
ch
as
“I
tr
ea
t
m
y
s
elf
well
,
”
f
r
o
m
Hen
s
ch
k
e
’
s
SL
in
s
tr
u
m
en
t
[
37
]
.
T
h
e
m
ea
s
u
r
em
en
t
o
f
SC
v
ar
iab
le
u
s
ed
SC
in
s
tr
u
m
en
t
with
item
s
,
s
u
ch
as
“I
h
ate
m
y
o
wn
wea
k
n
ess
es
,
”
f
r
o
m
R
am
ad
h
a
n
et
a
l
.
[
38
]
.
T
h
e
m
ea
s
u
r
e
m
en
t
o
f
g
r
atitu
d
e
v
ar
iab
le
u
s
ed
th
e
g
r
atitu
d
e
in
s
tr
u
m
en
t
with
item
s
,
s
u
ch
as
“As
I
g
et
o
ld
e
r
,
I
ca
n
ap
p
r
ec
iate
ev
er
y
e
v
en
t
th
at
h
a
p
p
en
s
in
life
,
”
f
r
o
m
Aliy
a
et
a
l
.
[
39
]
.
W
h
ile,
th
e
m
ea
s
u
r
em
en
t
o
f
h
ap
p
in
ess
v
ar
iab
le
u
s
ed
h
ap
p
in
ess
in
s
tr
u
m
en
t
with
item
s
,
s
u
ch
as
“
i
n
g
en
er
al
I
co
n
s
id
er
m
y
s
elf
h
ap
p
y
,
”
f
r
o
m
Z
h
u
[
40
]
h
ap
p
in
ess
in
s
tr
u
m
e
n
t.
C
r
o
n
b
ac
h
’
s
alp
h
a
(
C
A)
co
ef
f
icien
t
th
r
o
u
g
h
r
eliab
ilit
y
an
aly
s
is
in
th
e
Sm
ar
t
PLS
3
.
0
ap
p
licatio
n
is
u
s
ed
to
s
h
o
w
t
h
e
r
eliab
ilit
y
o
f
th
e
in
s
tr
u
m
en
t
in
o
r
d
e
r
s
tar
tin
g
f
r
o
m
1
.
0
0
;
0
.
8
9
;
1
.
0
0
;
1
.
0
0
;
0
.
7
4
.
T
h
e
CA
co
ef
f
icien
t
v
alu
e
s
h
o
ws
th
e
r
eliab
ilit
y
o
f
th
e
item
s
f
o
r
ea
ch
in
s
tr
u
m
e
n
t u
s
ed
.
2
.
3
.
Da
t
a
a
na
ly
s
is
Prim
ar
y
d
ata
wer
e
o
b
tain
e
d
th
r
o
u
g
h
q
u
esti
o
n
n
air
es.
Da
ta
an
aly
s
is
was
ca
r
r
ied
o
u
t
u
s
in
g
th
e
Sm
ar
tPLS
3
p
r
o
g
r
am
wh
ich
is
u
s
ef
u
l
f
o
r
o
b
tai
n
in
g
p
ar
tial
least
s
q
u
ar
es
eq
u
atio
n
m
o
d
e
ls
.
T
h
is
m
eth
o
d
o
f
an
aly
s
is
allo
ws
a
co
m
p
r
eh
en
s
iv
e
u
n
d
er
s
tan
d
i
n
g
o
f
t
h
e
r
esear
ch
v
ar
iab
les.
T
h
e
a
n
aly
s
is
u
s
es
a
s
er
ie
s
o
f
test
s
s
u
ch
as
th
e
av
er
ag
e
v
ar
ian
ce
ex
tr
ac
t
(
AVE
)
v
alu
e
w
h
ich
is
>0
.
5
to
s
h
o
w
co
n
v
er
g
e
n
t
v
alid
ity
[
41
]
.
CA
,
co
m
p
o
s
ite
r
eliab
ilit
y
,
an
d
o
u
t
er
lo
ad
in
g
(
OL
)
>0
.
7
f
o
r
c
o
n
s
tr
u
ct
d
is
cr
im
in
an
t
v
alid
ity
[
42
]
.
T
o
ev
al
u
ate
th
e
ex
ten
t
to
wh
ic
h
th
ese
v
a
r
iab
l
es
ca
p
tu
r
e
d
i
f
f
er
en
t
co
n
ce
p
ts
,
Fo
r
n
ell
an
d
L
ar
c
k
er
[
43
]
an
d
h
eter
o
tr
ait
r
atio
o
f
an
d
m
o
n
o
tr
ait
[
43
]
f
o
r
m
u
la
u
s
ed
.
I
n
ad
d
itio
n
,
an
im
p
o
r
tan
ce
-
p
er
f
o
r
m
an
ce
m
ap
an
aly
s
is
(
I
PMA)
was
also
ca
r
r
ied
o
u
t
to
u
n
d
er
s
tan
d
t
h
e
r
elev
an
ce
an
d
p
er
f
o
r
m
a
n
ce
o
f
v
ar
iab
les
in
th
e
co
n
ce
p
tu
al
m
o
d
el
[
44
]
.
T
h
e
d
ata
was th
en
an
aly
ze
d
ac
r
o
s
s
co
m
p
lete
d
ata,
m
ale
an
d
f
em
ale.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t
J
E
v
al
&
R
es E
d
u
c
I
SS
N:
2252
-
8
8
2
2
Th
e
ev
a
lu
a
tio
n
a
n
a
lysi
s
o
f g
en
d
er v
o
ca
tio
n
a
l stu
d
en
ts
o
n
tr
a
u
ma
tic
ex
p
erien
ce
in
ed
u
ca
tio
n
a
l
… (
F
ir
ma
n
)
2689
3.
RE
SU
L
T
S
AND
D
I
SCU
SS
I
O
N
3
.
1
.
M
ulti
-
g
ro
up
a
na
ly
s
is
-
s
t
r
uct
ura
l e
qu
a
t
io
n m
o
del
R
eliab
ilit
y
te
s
ts
wer
e
ca
r
r
ied
o
u
t
f
ir
s
t
to
test
th
e
OL
,
CA
,
C
R
an
d
AVE
v
alu
es.
T
h
e
d
ata
test
ed
wer
e
all
d
ata,
m
ale
an
d
f
e
m
ale
d
ata
.
I
n
f
o
r
m
atio
n
o
n
th
ese
d
ata
is
s
h
o
wn
in
T
a
b
le
1
an
d
Fig
u
r
es
2
to
4
.
T
ab
le
1
a
n
d
Fig
u
r
es
2
to
4
m
ea
s
u
r
in
g
th
e
co
n
v
er
g
en
t
v
alid
ity
test
s
h
o
w
th
at
th
e
OL
d
ata
r
esu
lts
ex
ce
ed
th
e
v
alu
e
o
f
0
.
7
wh
ich
in
d
icate
s
th
e
r
eliab
ilit
y
o
f
th
e
in
s
tr
u
m
e
n
t
[
42
]
.
I
n
ad
d
i
tio
n
,
th
e
C
A
an
d
C
R
v
alu
es
also
ex
ce
ed
0
.
7
[
42
]
.
Fu
r
th
er
m
o
r
e
,
th
e
AVE
v
alu
e
also
ex
ce
ed
s
0
.
5
[
41
]
.
T
h
is
s
h
o
wed
th
at
th
e
d
ata
h
ad
m
et
th
e
s
tan
d
ar
d
s
an
d
co
u
ld
b
e
p
r
o
ce
e
d
ed
f
o
r
f
u
r
th
er
test
in
g
.
T
h
e
d
ata
th
e
n
wen
t
th
r
o
u
g
h
a
d
is
cr
im
in
an
t
test
wh
ich
is
u
s
ef
u
l
f
o
r
m
ea
s
u
r
in
g
c
o
n
s
tr
u
cts
th
r
o
u
g
h
a
v
ar
iety
o
f
d
if
f
er
en
t
r
esear
ch
co
n
ce
p
ts
.
T
h
is
m
ea
s
u
r
em
e
n
t
u
s
ed
th
e
c
o
n
ce
p
t
o
f
Fo
r
n
ell
an
d
L
ar
c
k
er
f
o
r
m
u
la
an
d
h
eter
o
tr
ait
a
n
d
m
o
n
o
tr
ait
(
HT
MT
)
.
T
h
e
d
ata
test
ed
w
er
e
co
m
p
lete
d
ata
,
m
ale
s
tu
d
en
ts
’
d
ata
an
d
f
em
al
e
s
tu
d
en
ts
’
d
ata.
T
ab
le
2
s
h
o
ws
th
e
r
esu
lts
o
f
th
e
Fo
r
n
ell
-
L
ar
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k
er
test
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at
t
h
e
s
q
u
ar
e
r
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t
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alu
e
o
f
AVE
f
o
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ea
c
h
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ar
iab
le
h
as a
h
ig
h
er
v
alu
e
th
a
n
th
e
v
alu
e
b
elo
w
it
[
42
]
.
T
ab
l
e
2
also
s
h
o
w
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th
at
th
e
HT
MT
test
r
e
s
u
lts
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er
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e
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0
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1
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o
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9
[
42
]
.
T
h
is
in
d
icate
s
th
at
th
e
d
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t
h
at
was
test
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is
ap
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ata,
m
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s
tu
d
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ts
'
d
ata
an
d
f
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s
tu
d
en
ts
'
d
ata.
Fu
r
th
er
m
o
r
e,
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e
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ata
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n
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e
in
p
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tted
in
to
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ased
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s
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le
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ce
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en
ts
'
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ata.
T
h
e
10
h
y
p
o
th
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ar
e
s
h
o
wn
in
T
ab
le
3
.
T
ab
le
1
.
OL
,
CA
,
C
R
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an
d
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Fig
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r
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OL
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ata
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ata
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1
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Evaluation Warning : The document was created with Spire.PDF for Python.
I
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2252
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Th
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ir
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2691
T
ab
le
3
.
Dir
ec
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f
ec
t h
y
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o
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s
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o
.
D
i
r
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h
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s
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D
i
r
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c
t
e
f
f
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c
t
h
y
p
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t
h
e
si
s
1.
H
1
:
g
r
a
t
i
t
u
d
e
-
>
S
C
6.
H
6
:
h
a
p
p
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>
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L
2.
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2
:
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r
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7.
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a
p
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3.
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r
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8.
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8
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4.
H
4
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a
p
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r
a
t
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9.
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9
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L
-
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5.
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5
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a
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>
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C
1
0
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1
0
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L
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>
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T
ab
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4
s
h
o
w
s
th
at
in
t
h
e
co
m
p
lete
d
ata
an
aly
s
is
,
th
er
e
wer
e
eig
h
t
ac
ce
p
ted
h
y
p
o
th
eses
m
a
r
k
ed
with
th
e
s
y
m
b
o
l
“
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d
s
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ws
a
s
ig
n
if
ican
t
r
elatio
n
s
h
ip
with
a
p
-
v
alu
e<
0
.
0
5
[
45
]
,
Me
an
w
h
ile,
h
y
p
o
t
h
esis
7
,
th
e
r
elatio
n
s
h
ip
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etwe
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ap
p
in
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d
T
E
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.
0
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1
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p
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1
9
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1
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e
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s
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ip
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ailed
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b
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l
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m
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t
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“
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icate
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ip
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ile
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e
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ely
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ip
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e
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.
0
8
2
)
d
id
n
o
t
in
d
icate
a
s
ig
n
if
ican
t
r
elatio
n
s
h
i
p
an
d
wer
e
m
ar
k
ed
with
t
h
e
s
y
m
b
o
l
“
×
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.
Fem
ale
s
tu
d
en
ts
'
h
y
p
o
th
esis
d
ata
s
h
o
ws
th
at
th
er
e
ar
e
s
ev
en
ac
ce
p
ted
h
y
p
o
th
eses
m
ar
k
e
d
wit
h
th
e
s
y
m
b
o
l
“
”
in
d
icatin
g
a
s
ig
n
if
ican
t
r
elatio
n
s
h
ip
wh
ile
th
r
ee
h
y
p
o
th
eses
,
h
y
p
o
th
esis
1
,
th
e
r
elatio
n
s
h
ip
b
etwe
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r
atitu
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e
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d
co
m
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ass
io
n
(
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.
0
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1
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p
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.
0
9
1
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,
h
y
p
o
t
h
esis
7
,
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e
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e
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ip
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etwe
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a
p
p
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ess
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d
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0
5
2
,
p=
-
0
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2
0
9
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h
y
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o
th
esis
1
0
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th
e
r
elatio
n
s
h
ip
b
etwe
en
SL
an
d
T
E
(
β=
-
0
.
0
6
5
,
p
=0
.
1
7
9
)
s
h
o
wed
n
o
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ig
n
if
ican
t
r
elatio
n
s
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ip
an
d
was
m
ar
k
e
d
with
th
e
s
y
m
b
o
l
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×
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.
T
h
e
h
ap
p
in
ess
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ar
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le
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r
o
m
c
o
m
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lete
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ata,
b
o
th
m
ale
a
n
d
f
em
ale
s
tu
d
en
ts
,
was
n
o
t
s
ig
n
if
ican
tly
r
elate
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to
T
E
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T
h
e
m
u
ltig
r
o
u
p
an
aly
s
is
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etwe
en
m
ale
an
d
f
em
ale
s
tu
d
en
ts
s
h
o
wed
th
at
th
e
n
in
e
h
y
p
o
th
eses
test
ed
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ad
n
o
s
ig
n
if
ican
t
d
if
f
er
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ce
b
etwe
en
th
e
d
ata
o
f
m
ale
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d
f
em
ale
s
tu
d
en
ts
an
d
wer
e
m
ar
k
ed
with
th
e
s
y
m
b
o
l
“
×
”
.
I
n
co
n
tr
ast,
th
e
3
r
d
h
y
p
o
th
es
is
,
th
e
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elatio
n
s
h
ip
b
etwe
en
g
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d
e
a
n
d
T
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(
β
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.
1
6
4
,
p
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0
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5
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s
h
o
wed
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s
ig
n
if
ican
t
d
if
f
e
r
en
ce
b
etwe
e
n
m
ale
a
n
d
f
em
ale
s
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d
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ts
an
d
was m
ar
k
ed
with
th
e
s
y
m
b
o
l
“
”
.
T
ab
le
4
.
Hy
p
o
th
esis
an
aly
s
is
o
f
d
ir
ec
t e
f
f
ec
t
a
n
d
MG
A
(
m
ale
v
s
f
em
ale
)
A
n
a
l
y
s
i
s
o
f
r
e
s
u
l
t
s
H1
H2
H3
H4
H5
H6
H7
H8
H9
H
1
0
C
o
m
p
l
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a
t
a
β
0
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1
2
0
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4
9
4
-
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1
2
4
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3
6
1
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1
8
8
0
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3
9
2
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4
1
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2
2
8
0
.
1
4
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5
P
-
v
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l
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e
0
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1
R
e
s
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M
a
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’
d
a
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a
β
0
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1
9
9
0
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5
4
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3
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R
e
s
u
l
t
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F
e
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’
d
a
t
a
β
0
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0
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1
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4
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R
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t
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M
G
A
(
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e
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v
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mal
e
s)
D
i
f
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.
(
β ma
l
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l
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0
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1
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R
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×
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×
×
×
T
h
e
d
ata
a
n
aly
s
is
r
esu
lts
u
s
in
g
s
tr
u
ctu
r
al
e
q
u
atio
n
m
o
d
el
(
S
E
M)
s
h
o
wed
t
h
at
p
o
s
itiv
e
p
s
y
ch
o
lo
g
ical
attr
ib
u
tes
an
d
s
tu
d
en
ts
'
TE
h
a
v
e
a
r
elatio
n
,
w
h
ich
in
d
icate
s
th
at
co
m
p
r
eh
en
d
in
g
s
tu
d
en
ts
'
TE
th
r
o
u
g
h
p
o
s
itiv
e
attr
ib
u
tes
th
at
ex
is
t
in
s
tu
d
en
ts
is
o
n
e
alter
n
ativ
e
in
ac
h
iev
in
g
a
co
m
p
r
eh
e
n
s
iv
e
u
n
d
e
r
s
tan
d
in
g
o
f
s
tu
d
en
ts
'
TE
in
v
o
ca
tio
n
al
s
ch
o
o
ls
.
Sch
o
o
ls
h
av
e
a
r
o
le
in
h
el
p
in
g
s
tu
d
en
t
s
d
ea
l
with
TE
,
b
ec
au
s
e
s
ch
o
o
ls
an
d
s
tu
d
en
ts
ar
e
a
u
n
ity
th
at
is
i
n
s
ep
ar
ab
le.
Gr
atitu
d
e
h
as
a
p
o
s
itiv
e
in
f
lu
e
n
c
e
o
n
th
e
TE
e
x
p
er
ie
n
ce
d
b
y
s
tu
d
en
ts
b
u
t
d
if
f
er
s
b
ased
o
n
g
en
d
er
b
etwe
en
m
al
e
an
d
f
em
ale
.
T
h
e
r
esu
lts
o
f
th
e
r
esear
ch
co
n
d
u
cted
ar
e
in
lin
e
with
th
e
r
esear
ch
co
n
d
u
cte
d
b
y
R
ey
et
a
l.
[
46
]
,
wh
ich
s
h
o
wed
th
at
s
tr
en
g
t
h
en
in
g
g
r
atitu
d
e
h
as
a
p
o
s
itiv
e
an
d
s
ig
n
if
ican
t
in
f
lu
en
ce
in
h
elp
in
g
s
tu
d
en
ts
d
ea
l
with
tr
au
m
atic
ev
e
n
ts
ex
p
er
ien
ce
d
b
y
s
tu
d
e
n
ts
an
d
h
el
p
in
g
s
tu
d
en
ts
av
o
id
s
u
icid
al
b
eh
av
io
r
,
b
u
t
d
if
f
e
r
en
t
b
etwe
en
m
ale
an
d
f
e
m
a
le
s
tu
d
en
ts
.
I
t
is
k
n
o
wn
th
a
t
tr
au
m
atic
ev
en
ts
ex
p
er
ien
ce
d
b
y
s
tu
d
en
ts
d
o
n
o
t
h
av
e
a
p
o
s
itiv
e
r
elatio
n
s
h
ip
with
h
ap
p
in
ess
in
b
o
th
m
ale
a
n
d
f
em
ale
s
tu
d
en
ts
.
T
h
e
r
esu
lts
o
f
th
e
r
esear
ch
o
b
tain
ed
ar
e
in
lin
e
with
r
esear
ch
co
n
d
u
cted
b
y
Aca
t
an
d
His
ar
[
47
]
,
wh
ich
ex
p
lain
ed
th
at
th
e
r
e
was
n
o
in
f
lu
en
ce
b
etwe
en
tr
a
u
m
atic
ev
e
n
ts
ex
p
er
ien
ce
d
b
y
s
tu
d
e
n
ts
o
n
s
tu
d
en
t
h
ap
p
in
ess
f
o
r
b
o
th
m
ale
an
d
f
em
ale
s
tu
d
en
ts
.
Ho
wev
er
,
h
ap
p
in
ess
is
s
h
o
wn
to
h
av
e
th
e
ab
ilit
y
to
b
e
a
p
r
ed
icto
r
o
f
tr
au
m
atic
ev
en
ts
ex
p
e
r
ien
ce
d
b
y
s
tu
d
en
ts
.
I
n
an
o
th
er
h
y
p
o
th
esis
,
it
is
k
n
o
wn
th
at
SC
h
as
an
in
f
l
u
en
c
e
o
n
t
h
e
TE
ex
p
er
ie
n
ce
d
b
y
s
tu
d
en
ts
at
s
ch
o
o
l
b
u
t
is
n
o
t
s
ig
n
if
ican
tly
d
if
f
er
e
n
t
in
th
e
g
e
n
d
er
an
aly
s
is
co
n
d
u
cted
.
T
h
is
is
in
lin
e
w
ith
th
e
r
esear
ch
b
y
Ses
li
an
d
Ç
ek
iç
[
48
]
,
wh
ich
s
h
o
wed
th
at
SC
h
ad
a
r
elatio
n
s
h
ip
with
tr
au
m
atic
ev
en
ts
ex
p
er
ien
ce
d
b
y
s
tu
d
e
n
ts
b
u
t
d
i
d
n
o
t
s
h
o
w
a
s
ig
n
if
ican
t
d
if
f
e
r
en
ce
b
etwe
en
m
ale
a
n
d
f
em
ale
s
tu
d
en
ts
.
T
h
e
last
h
y
p
o
th
esis
th
at
r
ev
iews
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
.
4
,
Au
g
u
s
t
20
25
:
2
6
8
6
-
2
6
9
7
2692
SL
with
TE
s
h
o
ws
th
at
SL
is
m
o
r
e
i
n
f
lu
en
tial
o
n
tr
au
m
atic
ev
en
ts
ex
p
e
r
ien
ce
d
b
y
f
e
m
ale
s
tu
d
en
ts
,
alth
o
u
g
h
in
MG
A
it
d
o
es
n
o
t
s
h
o
w
e
n
o
u
g
h
s
ig
n
if
ican
t
d
if
f
e
r
en
ce
s
b
etwe
en
m
ale
an
d
f
em
ale
d
ata.
T
h
is
is
also
s
th
at
f
em
ale
ten
d
to
l
o
v
e
th
e
m
s
elv
es m
o
r
e
an
d
p
r
io
r
itize
th
e
m
s
elv
es m
o
r
e
d
ee
p
l
y
th
an
m
ale
[
49
]
.
T
h
e
d
is
cu
s
s
io
n
s
h
o
wed
h
o
w
p
o
s
itiv
e
p
s
y
ch
o
lo
g
ical
attr
ib
u
tes
h
av
e
an
ef
f
ec
t
o
n
TE
an
d
ca
n
b
e
th
e
b
asis
f
o
r
p
r
o
v
id
in
g
g
e
n
d
er
-
b
a
s
ed
in
ter
v
en
tio
n
s
f
o
r
s
tu
d
en
ts
wh
o
ex
p
e
r
ien
ce
TE
in
v
o
ca
tio
n
al
s
ch
o
o
ls
.
T
h
is
is
ex
p
ec
ted
to
b
e
th
e
b
asis
f
o
r
d
ev
elo
p
in
g
p
s
y
ch
o
l
o
g
ical
s
er
v
ice
p
r
o
g
r
am
s
th
at
ar
e
b
en
ef
i
cial
f
o
r
s
tu
d
en
ts
in
v
o
ca
tio
n
al
s
ch
o
o
ls
.
Af
ter
u
n
d
er
s
tan
d
in
g
th
e
r
elatio
n
s
h
ip
b
et
wee
n
p
o
s
itiv
e
p
s
y
ch
o
lo
g
ical
a
ttrib
u
tes
an
d
TE
o
f
v
o
ca
tio
n
al
s
tu
d
e
n
ts
b
ased
o
n
g
en
d
er
an
aly
s
is
ev
alu
atio
n
,
th
e
co
llected
d
ata
wer
e
th
en
a
n
a
ly
ze
d
to
u
n
d
e
r
s
tan
d
th
e
r
o
le
o
f
th
e
p
o
s
itiv
e
p
s
y
c
h
o
lo
g
ical
attr
ib
u
tes
o
n
th
e
TE
o
f
v
o
ca
tio
n
al
s
tu
d
e
n
ts
.
Fu
r
th
er
a
n
aly
s
is
ca
n
b
e
s
ee
n
in
th
e
n
ex
t sectio
n
.
3
.
2
.
I
m
po
rt
a
nce
-
perf
o
rma
nce
ma
p a
na
ly
s
is
I
PMA
is
a
ls
o
u
s
ed
i
n
r
ese
ar
c
h
to
ev
al
u
at
e
t
h
e
p
e
r
f
o
r
m
an
ce
a
n
d
i
m
p
o
r
ta
n
ce
o
f
v
a
r
ia
b
l
es
o
f
a
m
o
d
el
o
r
s
y
s
te
m
[
44
]
.
T
h
e
v
ar
ia
b
le
m
a
p
a
p
p
r
o
a
ch
is
b
ase
d
o
n
tw
o
d
i
m
en
s
i
o
n
s
ca
l
le
d
p
er
f
o
r
m
a
n
c
e
a
n
d
i
m
p
o
r
t
a
n
c
e
[
50
]
.
Per
f
o
r
m
a
n
c
e
r
e
p
r
ese
n
ts
h
o
w
w
ell
a
v
a
r
ia
b
l
e
f
u
n
c
ti
o
n
s
i
n
t
h
e
s
y
s
t
em
,
w
h
il
e
i
m
p
o
r
t
a
n
c
e
r
ep
r
ese
n
ts
h
o
w
im
p
o
r
t
an
t
th
e
v
a
r
i
a
b
le
is
i
n
th
e
s
y
s
te
m
[
50
]
.
T
h
u
s
,
v
a
r
ia
b
l
es
ca
n
b
e
a
n
al
y
ze
d
to
d
et
er
m
i
n
e
p
r
i
o
r
iti
es
a
n
d
f
o
c
u
s
ar
ea
s
f
o
r
f
u
r
t
h
er
d
e
v
el
o
p
m
e
n
t
r
e
g
a
r
d
i
n
g
th
e
v
a
r
ia
b
l
es
i
n
v
o
lv
ed
i
n
r
es
ea
r
c
h
[
44
]
.
I
n
o
t
h
e
r
w
o
r
d
s
,
t
h
is
a
n
al
y
s
is
is
u
s
e
f
u
l
f
o
r
u
n
d
e
r
s
ta
n
d
i
n
g
h
o
w
in
f
l
u
e
n
ti
al
a
v
a
r
ia
b
l
e
is
to
t
h
e
m
ai
n
v
a
r
ia
b
l
es
th
at
h
a
v
e
b
ee
n
d
et
er
m
i
n
e
d
i
n
t
h
e
an
al
y
s
is
.
T
h
e
m
a
in
v
a
r
i
ab
le
u
s
e
d
i
n
th
is
r
es
ea
r
c
h
a
n
d
u
s
e
d
as
a
b
e
n
c
h
m
ar
k
i
n
c
o
n
d
u
c
t
in
g
th
e
a
n
al
y
s
is
is
s
tu
d
e
n
ts
'
TE
.
I
PMA
r
es
u
l
ts
ca
n
b
e
f
u
r
t
h
e
r
e
x
p
l
ai
n
e
d
i
n
f
o
u
r
q
u
a
d
r
a
n
ts
f
o
r
m
e
d
f
r
o
m
t
h
e
a
v
e
r
a
g
e
o
f
p
er
f
o
r
m
an
ce
an
d
im
p
o
r
ta
n
c
e
s
c
o
r
es
[
44
]
.
T
h
e
q
u
a
d
r
a
n
t
ar
ea
c
o
n
s
is
ts
o
f
Q1
(
g
o
o
d
m
an
a
g
e
m
e
n
t
,
n
e
ed
s
to
b
e
m
a
in
tai
n
e
d
,
p
e
r
f
o
r
m
a
n
c
e
a
n
d
i
m
p
o
r
t
an
ce
ab
o
v
e
av
e
r
a
g
e
)
,
Q
2
(
i
m
p
o
r
ta
n
t
,
b
u
t
n
ee
d
s
to
b
e
i
m
p
r
o
v
e
d
,
i
m
p
o
r
ta
n
ce
v
a
lu
e
ab
o
v
e
av
er
a
g
e
,
p
e
r
f
o
r
m
an
ce
v
alu
e
b
el
o
w
a
v
e
r
a
g
e
)
,
Q
3
(
t
o
o
h
i
g
h
p
e
r
f
o
r
m
an
ce
f
o
r
less
im
p
o
r
t
a
n
t
c
o
n
d
iti
o
n
s
,
im
p
o
r
t
an
ce
v
al
u
e
b
el
o
w
a
v
er
ag
e,
p
er
f
o
r
m
a
n
c
e
v
al
u
e
a
b
o
v
e
a
v
e
r
a
g
e)
,
a
n
d
Q
4
(
n
o
i
n
f
l
u
e
n
c
e
a
n
d
n
o
p
e
r
f
o
r
m
a
n
c
e,
i
m
p
o
r
t
a
n
c
e
v
al
u
e
,
an
d
p
e
r
f
o
r
m
a
n
c
e
v
al
u
e
b
el
o
w
av
er
a
g
e
)
[
44
]
.
F
o
r
e
x
a
m
p
l
e,
t
h
e
I
P
MA
r
es
u
lts
f
o
r
t
h
e
c
o
m
p
l
et
e
d
a
ta
a
r
e
u
s
e
d
to
p
r
o
v
i
d
e
a
n
o
v
e
r
v
ie
w
o
f
t
h
e
I
PMA
q
u
a
d
r
a
n
ts
s
h
o
w
n
i
n
Fi
g
u
r
e
5
.
Fig
u
r
e
5
.
I
PMA
f
o
r
co
m
p
lete
d
ata
I
PMA
an
aly
s
is
b
ased
o
n
T
a
b
le
5
an
d
Fig
u
r
e
5
in
th
e
co
m
p
lete
d
ata
s
h
o
wed
th
at
th
e
h
ap
p
in
ess
v
ar
iab
le
(
Q2
)
is
k
n
o
wn
to
b
e
an
im
p
o
r
tan
t
v
ar
iab
le
in
th
e
TE
o
f
s
tu
d
en
ts
b
u
t
h
as
a
p
o
o
r
p
er
f
o
r
m
an
ce
th
at
r
eq
u
ir
es a
tten
tio
n
f
r
o
m
s
tak
eh
o
ld
er
s
r
elate
d
to
s
tu
d
en
ts
.
I
n
a
d
d
itio
n
,
it is
also
k
n
o
wn
th
at
t
h
e
SC
v
ar
iab
le
(
Q4
)
h
as
lo
w
p
er
f
o
r
m
a
n
ce
an
d
h
as
n
o
ef
f
ec
t
o
n
th
e
co
n
d
itio
n
o
f
s
tu
d
en
ts
'
TE
.
T
h
e
v
ar
iab
les
o
f
g
r
atitu
d
e
an
d
SL
(
Q3
)
s
h
o
we
d
th
at
th
ese
v
ar
ia
b
les
p
er
f
o
r
m
ed
well
b
u
t
wer
e
n
o
t
v
er
y
im
p
o
r
tan
t
f
o
r
s
tu
d
e
n
ts
'
TE
.
Data
f
r
o
m
m
ale
s
tu
d
en
ts
s
h
o
wed
th
e
o
p
p
o
s
ite,
b
ased
o
n
th
e
d
ata,
g
r
atitu
d
e
(
Q1
)
is
im
p
o
r
tan
t
a
n
d
p
er
f
o
r
m
s
well
o
n
s
tu
d
en
ts
'
TE
.
T
h
is
v
ar
iab
le
ca
n
ce
r
tain
ly
b
e
m
ain
tain
e
d
b
o
th
b
y
th
e
s
tu
d
en
ts
th
em
s
elv
es
an
d
b
y
o
th
er
s
a
r
o
u
n
d
th
em
.
Me
an
wh
ile,
th
e
h
ap
p
i
n
ess
v
ar
iab
le
(
Q2
)
also
s
h
o
ws
a
h
ig
h
in
f
lu
e
n
ce
o
n
TE
b
u
t
h
as
a
p
o
o
r
p
er
f
o
r
m
an
ce
.
T
h
is
co
n
d
itio
n
also
r
eq
u
ir
es
atten
tio
n
f
r
o
m
b
o
th
th
e
s
tu
d
en
ts
th
e
m
s
elv
es
a
n
d
th
e
s
u
r
r
o
u
n
d
in
g
en
v
ir
o
n
m
en
t.
Fu
r
t
h
er
m
o
r
e,
SC
an
d
SL
v
ar
ia
b
les
(
Q4
)
wer
e
id
en
tifie
d
as
u
n
im
p
o
r
tan
t
an
d
p
o
o
r
ly
p
e
r
f
o
r
m
in
g
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t
J
E
v
al
&
R
es E
d
u
c
I
SS
N:
2252
-
8
8
2
2
Th
e
ev
a
lu
a
tio
n
a
n
a
lysi
s
o
f g
en
d
er v
o
ca
tio
n
a
l stu
d
en
ts
o
n
tr
a
u
ma
tic
ex
p
erien
ce
in
ed
u
ca
tio
n
a
l
… (
F
ir
ma
n
)
2693
v
ar
iab
les
in
r
elatio
n
to
m
ale
s
tu
d
en
ts
'
TE
.
W
h
ile,
in
th
e
f
e
m
ale
s
tu
d
en
ts
'
d
ata,
SL
(
Q1
)
was
f
o
u
n
d
to
b
e
an
im
p
o
r
tan
t
a
n
d
well
-
p
er
f
o
r
m
in
g
v
ar
ia
b
le
in
r
elatio
n
to
s
tu
d
e
n
ts
'
TE
,
h
ap
p
in
ess
(
Q2
)
was
also
f
o
u
n
d
to
b
e
a
n
im
p
o
r
tan
t
b
u
t
u
n
d
er
p
er
f
o
r
m
i
n
g
v
ar
ia
b
le
lik
e
th
e
c
o
m
p
lete
d
ata
an
d
m
ale
s
tu
d
e
n
ts
'
d
ata.
Me
an
wh
ile,
SC
(
Q4
)
was
f
o
u
n
d
to
b
e
an
u
n
d
er
p
e
r
f
o
r
m
in
g
an
d
u
n
im
p
o
r
tan
t
v
a
r
iab
le
in
r
elatio
n
to
f
em
ale
s
tu
d
en
ts
'
TE
.
T
h
e
g
r
atitu
d
e
v
a
r
iab
le
(
Q3
)
was
f
o
u
n
d
to
b
e
a
h
ig
h
p
er
f
o
r
m
i
n
g
b
u
t
n
o
t
v
er
y
im
p
o
r
tan
t
v
ar
iab
le
f
o
r
f
em
ale
s
tu
d
en
ts
'
TE
.
T
h
e
I
PMA
r
esu
lts
ex
p
lain
ed
i
n
m
o
r
e
d
ep
th
th
e
co
n
tr
ib
u
tio
n
o
f
p
o
s
itiv
e
p
s
y
ch
o
lo
g
ical
attr
ib
u
tes
to
th
e
TE
o
f
s
tu
d
e
n
ts
in
v
o
ca
tio
n
al
s
ch
o
o
ls
.
Hap
p
in
ess
h
as
a
n
i
m
p
o
r
tan
t
r
o
le
i
n
th
e
tr
au
m
atic
ev
en
ts
ex
p
er
ie
n
ce
d
b
y
s
tu
d
en
ts
.
T
h
is
r
esu
lt
is
also
in
lin
e
with
th
e
r
esear
ch
d
escr
ib
ed
b
y
Aca
t
an
d
His
ar
[
4
7
]
th
at
h
ap
p
in
ess
is
a
p
o
ten
tial
p
r
e
d
icto
r
o
f
tr
a
u
m
atic
ev
en
ts
ex
p
er
ie
n
ce
d
b
y
s
tu
d
en
ts
at
s
ch
o
o
l.
T
h
e
we
ak
p
er
f
o
r
m
a
n
ce
o
f
h
ap
p
in
ess
in
th
e
e
v
alu
atio
n
an
aly
s
is
co
n
d
u
cted
o
n
all
ty
p
es
o
f
d
ata
in
d
icate
s
th
at
th
is
v
ar
i
ab
le
r
eq
u
ir
es
s
p
ec
ial
atten
tio
n
f
r
o
m
th
e
s
ch
o
o
l
an
d
h
as
th
e
p
o
ten
tial
to
b
e
a
s
o
lu
tio
n
in
d
ev
el
o
p
in
g
in
te
r
v
en
tio
n
s
f
o
r
s
tu
d
en
ts
with
tr
au
m
atic
ev
en
ts
ex
p
er
ien
ce
d
b
y
s
tu
d
en
ts
in
s
ch
o
o
ls
,
in
clu
d
in
g
s
tu
d
en
ts
in
v
o
ca
tio
n
al
s
ch
o
o
ls
.
I
n
ad
d
itio
n
,
in
d
ea
lin
g
with
TE
,
th
er
e
ar
e
d
if
f
er
en
ce
s
in
p
er
s
p
ec
tiv
es
b
etwe
en
m
ale
an
d
f
em
ale
s
tu
d
en
ts
r
eg
ar
d
in
g
t
h
e
ex
ten
t
o
f
th
e
in
f
l
u
en
ce
o
f
p
o
s
itiv
e
p
s
y
ch
o
lo
g
ical
attr
ib
u
tes o
n
tr
a
u
m
atic
ev
en
ts
ex
p
er
ien
ce
d
b
y
s
tu
d
en
ts
in
v
o
ca
ti
o
n
al
s
ch
o
o
ls
.
Ma
le
s
tu
d
en
ts
ar
e
k
n
o
wn
to
h
av
e
a
ten
d
e
n
cy
t
o
p
r
io
r
itize
g
r
atitu
d
e
o
v
er
SL
wh
en
f
ac
i
n
g
TE
.
Me
an
wh
ile,
th
e
d
ata
f
o
r
f
em
ale
s
tu
d
en
ts
is
th
e
o
p
p
o
s
ite,
f
r
o
m
th
e
r
esu
lts
o
f
th
e
a
n
aly
s
is
it
is
k
n
o
wn
th
at
f
em
ale
h
av
e
a
ten
d
en
cy
to
lo
v
e
th
em
s
elv
es
r
ath
er
th
an
b
e
g
r
atef
u
l
wh
en
d
ea
lin
g
with
TE
t
h
at
o
cc
u
r
.
T
h
is
is
in
lin
e
with
r
esear
ch
co
n
d
u
cted
b
y
B
o
wen
[
5
1
]
wh
ich
ex
p
lain
s
th
at
m
ale
s
tu
d
e
n
ts
ten
d
to
b
e
b
etter
at
s
ee
in
g
p
o
s
itiv
e
co
n
d
itio
n
s
in
TE
th
at
lead
to
th
e
r
ea
lizatio
n
o
f
g
r
atit
u
d
e.
Me
an
wh
ile,
th
e
SC
v
ar
iab
le
was f
o
u
n
d
to
b
e
less
in
f
lu
en
tial
o
n
th
e
TE
o
f
s
tu
d
en
ts
in
v
o
ca
tio
n
al
s
ch
o
o
ls
,
alth
o
u
g
h
th
e
p
r
ev
io
u
s
an
aly
s
is
s
h
o
wed
a
s
tr
o
n
g
an
d
p
o
s
itiv
e
r
elatio
n
s
h
ip
with
TE
.
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ab
le
5
.
I
PMA
v
ar
ia
b
le
r
esu
lt
s
co
m
p
lete
d
ata
f
o
r
m
ale
an
d
f
em
ale
La
t
e
n
t
v
a
r
i
a
b
l
e
s
TE
P
o
si
t
i
o
n
To
t
a
l
e
f
f
e
c
t
(
s
i
g
n
i
f
i
c
a
n
c
e
)
I
n
d
e
x
v
a
l
u
e
(
p
e
r
f
o
r
ma
n
c
e
)
C
o
m
p
l
e
t
e
d
a
t
a
G
r
a
t
i
t
u
d
e
-
0
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1
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4
75
.
444
Q3
H
a
p
p
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ss
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0
4
1
64
.
759
Q2
SC
-
0
.
2
2
8
59
.
488
Q4
SL
-
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.
0
8
5
68
.
234
Q3
M
e
a
n
-
0
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0
9
9
66
.
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M
a
l
e
d
a
t
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r
a
t
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t
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d
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4
6
74
.
153
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a
p
p
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4
63
.
242
Q2
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631
Q4
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277
F
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mal
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a
t
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r
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t
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6
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1
2
6
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708
4.
CO
NCLU
SI
O
N
T
h
is
s
tu
d
y
em
p
h
asizes
th
e
r
o
le
o
f
p
s
y
ch
o
lo
g
ical
attr
ib
u
t
es
in
r
elatio
n
to
th
e
TE
o
f
v
o
ca
tio
n
al
s
tu
d
en
ts
.
Po
s
itiv
e
p
s
y
ch
o
lo
g
i
ca
l
attr
ib
u
tes
ar
e
also
k
n
o
w
n
to
h
av
e
a
f
u
n
ctio
n
an
d
s
ig
n
if
ican
ce
in
th
e
in
ter
ac
tio
n
m
o
d
el
with
TE
th
a
t
o
cc
u
r
in
v
o
ca
tio
n
al
s
tu
d
en
ts
.
T
h
e
r
esu
lts
o
f
th
e
h
y
p
o
th
esis
an
aly
s
is
co
n
d
u
cted
s
ep
ar
ately
also
s
h
o
wed
d
if
f
er
e
n
t
r
esu
lts
b
etwe
en
m
ale
an
d
f
em
ale
s
tu
d
en
ts
in
ter
m
s
o
f
p
o
s
itiv
e
p
s
y
ch
o
lo
g
ical
attr
ib
u
tes
to
war
d
s
th
e
TE
o
f
v
o
ca
tio
n
al
s
tu
d
en
ts
.
Alth
o
u
g
h
in
th
e
MG
A
an
aly
s
is
co
n
d
u
cted
,
th
er
e
was
o
n
ly
o
n
e
h
y
p
o
th
esis
th
at
h
ad
a
s
i
g
n
if
ican
t
d
if
f
er
e
n
ce
b
etwe
en
m
ale
an
d
f
em
ale
s
tu
d
en
ts
.
T
h
r
o
u
g
h
th
e
I
PMA
an
aly
s
is
,
it
h
elp
s
to
m
ak
e
a
d
ee
p
er
c
o
n
tr
ib
u
tio
n
to
c
o
m
p
r
eh
en
s
iv
ely
u
n
d
e
r
s
tan
d
th
e
tr
au
m
atic
ev
en
ts
ex
p
er
ien
ce
d
b
y
s
tu
d
e
n
ts
in
v
o
ca
tio
n
al
s
ch
o
o
ls
.
T
h
e
r
esu
lts
o
f
th
e
an
aly
s
is
also
s
h
o
wed
th
at
g
en
d
e
r
-
b
ased
in
ter
v
en
tio
n
s
f
o
r
s
tu
d
e
n
ts
wh
o
ex
p
er
ien
ce
TE
s
h
o
w
a
h
ig
h
lev
el
o
f
u
r
g
en
c
y
b
ec
a
u
s
e
th
e
p
er
s
p
ec
tiv
es
o
f
m
ale
an
d
f
em
ale
s
tu
d
e
n
ts
ar
e
d
if
f
er
en
t
in
ad
d
r
ess
in
g
th
e
TE
th
e
y
ar
e
f
ac
ed
with
.
Of
c
o
u
r
s
e,
s
ch
o
o
ls
as
an
im
p
o
r
tan
t
p
ar
t
o
f
s
tu
d
e
n
ts
m
u
s
t
tak
e
a
r
o
le
in
h
elp
i
n
g
s
tu
d
en
ts
d
ea
l
with
th
eir
TE
.
T
h
e
d
esig
n
o
f
th
e
in
ter
v
e
n
tio
n
s
p
r
o
v
id
e
d
s
h
o
u
ld
ce
r
tain
ly
b
e
t
ailo
r
ed
to
th
e
n
ee
d
s
o
f
s
tu
d
en
t
s
,
esp
ec
ially
r
ef
er
r
in
g
to
th
e
e
v
alu
atio
n
o
f
g
e
n
d
er
an
aly
s
is
th
at
h
as
b
ee
n
ca
r
r
ied
o
u
t
in
th
is
s
tu
d
y
.
T
h
e
f
in
d
in
g
s
ca
n
also
b
e
th
e
b
asi
s
f
o
r
d
ev
elo
p
in
g
a
v
o
ca
tio
n
a
l
ed
u
ca
tio
n
c
u
r
r
icu
lu
m
th
at
p
r
io
r
itizes
th
e
b
alan
ce
b
etwe
en
m
aster
y
o
f
c
o
m
p
eten
cies
an
d
s
tu
d
en
ts
'
p
s
y
ch
o
lo
g
ical
well
-
b
ein
g
.
B
ased
o
n
th
e
f
in
d
in
g
s
,
f
u
r
th
er
r
esear
ch
is
n
ee
d
e
d
to
ex
am
i
n
e
s
th
e
o
th
e
r
p
o
s
itiv
e
p
s
y
ch
o
lo
g
ical
attr
ib
u
tes th
at
e
f
f
ec
ts
o
n
v
o
ca
tio
n
al
s
tu
d
en
ts
’
TE
esp
ec
ially
in
lo
n
g
er
p
e
r
io
d
tim
e.
Evaluation Warning : The document was created with Spire.PDF for Python.
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2694
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F].
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estrictio
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RE
F
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E
NC
E
S
[
1
]
B
.
S
t
r
a
t
f
o
r
d
e
t
a
l
.
,
“
A
sc
o
p
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v
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w
o
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h
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-
b
a
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f
o
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t
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p
p
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st
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o
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a
u
ma,
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Me
n
t
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9.
[
2
]
E.
R
o
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e
n
a
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R
.
H
u
l
l
,
S
u
p
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3
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N
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B
a
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Ed
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[
18
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19
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[
21
]
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[
22
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[
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[
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[
25
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[
26
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[
27
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[
28
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E.
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[
29
]
M
.
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