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Na
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ting the
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it
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p
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stu
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n
t
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b
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in
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e
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u
c
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l
p
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a
in
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s
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lt
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ted
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is
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d
d
re
ss
e
s th
is
issu
e
b
y
g
a
u
g
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n
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e
we
ll
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b
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o
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t
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h
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rs
a
t
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r
a
g
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S
tate
Un
iv
e
rsity
-
M
a
in
Ca
m
p
u
s,
P
h
i
li
p
p
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e
s,
f
o
c
u
si
n
g
o
n
c
o
g
n
i
ti
v
e
,
p
s
y
c
h
o
lo
g
ica
l,
so
c
ial,
a
n
d
m
a
teria
l
d
ime
n
sio
n
s
b
a
se
d
o
n
t
h
e
Org
a
n
iza
ti
o
n
fo
r
Eco
n
o
m
ic
C
o
-
o
p
e
ra
ti
o
n
a
n
d
De
v
e
lo
p
m
e
n
t
(OE
CD)
P
ro
g
ra
m
m
e
fo
r
In
tern
a
ti
o
n
a
l
S
tu
d
e
n
t
Ass
e
ss
m
e
n
t
(P
IS
A)
fra
m
e
wo
rk
.
T
h
e
stu
d
y
e
m
p
l
o
y
e
d
d
e
sc
rip
ti
v
e
-
c
o
rre
latio
n
a
l
re
se
a
rc
h
d
e
sig
n
a
n
d
d
a
ta
we
re
c
o
ll
e
c
ted
fro
m
6
2
Ba
c
h
e
lo
r
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f
El
e
m
e
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tary
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u
c
a
ti
o
n
(BEE
d
)
a
n
d
6
6
Ba
c
h
e
lo
r
o
f
S
e
c
o
n
d
a
ry
Ed
u
c
a
ti
o
n
(BS
Ed
)
m
a
jo
r
i
n
S
c
ien
c
e
stu
d
e
n
t
tea
c
h
e
rs
u
si
n
g
stra
ti
fied
ra
n
d
o
m
sa
m
p
li
n
g
.
An
a
ly
sis
m
e
th
o
d
s
i
n
c
lu
d
e
d
fre
q
u
e
n
c
y
c
o
u
n
ts,
p
e
rc
e
n
tag
e
s,
we
ig
h
t
e
d
m
e
a
n
s,
in
d
e
p
e
n
d
e
n
t
sa
m
p
le
T
-
tes
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a
n
d
P
e
a
rso
n
p
ro
d
u
c
t
-
m
o
m
e
n
t
c
o
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lati
o
n
.
Re
su
lt
s
sh
o
we
d
th
a
t
m
o
st
p
a
rti
c
ip
a
n
ts
we
re
fe
m
a
le
a
n
d
fro
m
th
e
BEE
d
p
ro
g
ra
m
.
S
ig
n
ifi
c
a
n
t
d
iffere
n
c
e
s
i
n
we
ll
-
b
e
in
g
we
re
fo
u
n
d
b
a
se
d
o
n
g
e
n
d
e
r
,
wh
il
e
n
o
sig
n
ifi
c
a
n
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d
if
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re
n
c
e
s
we
re
o
b
se
rv
e
d
b
e
twe
e
n
th
e
p
ro
g
ra
m
s.
Co
g
n
i
ti
v
e
we
ll
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b
e
in
g
wa
s
a
ss
o
c
iate
d
with
p
sy
c
h
o
lo
g
ica
l
a
n
d
so
c
ial
we
ll
-
b
e
i
n
g
,
a
n
d
m
a
teria
l
we
ll
-
b
e
in
g
wa
s
sig
n
ifi
c
a
n
tl
y
l
in
k
e
d
to
b
o
th
p
sy
c
h
o
lo
g
ica
l
a
n
d
so
c
ial
we
ll
-
b
e
in
g
.
P
r
o
p
o
se
d
i
n
terv
e
n
ti
o
n
s
i
n
c
lu
d
e
f
in
a
n
c
ial
s
u
p
p
o
rt
,
so
c
ial
n
e
two
r
k
e
n
h
a
n
c
e
m
e
n
t,
a
n
d
a
c
a
d
e
m
ic
e
n
g
a
g
e
m
e
n
t
p
ro
m
o
ti
o
n
.
T
h
e
se
fin
d
i
n
g
s
p
re
se
n
t
n
o
v
e
l
in
si
g
h
ts i
n
to
th
e
imp
o
rtan
c
e
o
f
fin
a
n
c
ial
a
id
a
n
d
r
o
b
u
st so
c
ial
n
e
two
rk
s
in
imp
r
o
v
i
n
g
stu
d
e
n
t
tea
c
h
e
rs’ we
ll
-
b
e
in
g
a
n
d
a
c
a
d
e
m
ic su
c
c
e
ss
.
K
ey
w
o
r
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s
:
B
eg
in
n
in
g
r
ea
d
er
s
E
x
ten
s
io
n
p
r
o
ject
I
m
p
ac
t a
s
s
ess
m
en
t
R
ea
d
in
g
in
ter
v
en
tio
n
R
ea
d
in
g
p
er
f
o
r
m
an
ce
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
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-
SA
li
c
e
n
se
.
C
o
r
r
e
s
p
o
nd
ing
A
uth
o
r
:
T
r
ix
ie
E
.
C
u
b
illas
Dep
ar
tm
en
t o
f
E
lem
en
tar
y
E
d
u
ca
tio
n
,
Facu
lty
o
f
C
o
lleg
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o
f
E
d
u
ca
tio
n
,
C
ar
ag
a
State
Un
iv
er
s
ity
Am
p
ay
o
n
,
B
u
tu
an
C
ity
,
8
6
0
0
,
Ph
ilip
p
in
es
E
m
ail: te
cu
b
illas
@
ca
r
s
u
.
ed
u
.
p
h
1.
I
NT
RO
D
UCT
I
O
N
T
ea
ch
in
g
in
ter
n
s
h
ip
s
tr
ain
p
r
o
s
p
ec
tiv
e
teac
h
er
s
o
n
th
e
r
u
d
im
en
ts
o
f
lear
n
i
n
g
-
ce
n
te
r
ed
in
s
tr
u
ctio
n
an
d
im
m
e
r
s
e
th
em
i
n
th
e
ac
t
u
al
class
r
o
o
m
e
x
p
er
ien
ce
,
p
r
ep
ar
in
g
th
em
t
o
b
ec
o
m
e
th
e
m
o
s
t
eq
u
ip
p
ed
a
n
d
q
u
alif
ied
teac
h
er
s
in
th
e
co
u
n
tr
y
[
1
]
.
Nu
m
er
o
u
s
co
u
n
tr
ies h
a
v
e
p
lace
d
g
r
ea
ter
im
p
o
r
tan
ce
o
n
s
tu
d
en
t te
ac
h
in
g
,
r
ec
o
g
n
izin
g
th
at
p
r
ac
tical
ex
p
er
ien
ce
s
ar
e
c
r
u
cial
f
o
r
en
h
an
cin
g
c
o
m
p
eten
ce
an
d
p
r
o
v
id
in
g
a
s
u
p
p
o
r
tiv
e
en
v
ir
o
n
m
en
t,
all
o
f
wh
ich
s
ig
n
if
ican
tly
p
r
o
m
o
te
s
tu
d
en
t
t
ea
ch
er
s
’
f
u
tu
r
e
ca
r
ee
r
[
2
]
.
T
h
e
C
o
m
m
is
s
io
n
o
n
Hig
h
er
E
d
u
ca
tio
n
(
C
HE
D)
g
o
v
er
n
s
s
tu
d
en
t
in
ter
n
s
h
ip
s
in
t
h
e
Ph
ilip
p
in
es.
As
p
er
th
e
g
u
id
in
g
p
r
in
ci
p
le
[
3
]
,
th
e
in
ter
n
s
h
ip
allo
ws
s
tu
d
en
ts
to
co
m
p
lem
en
t
th
eir
f
o
r
m
al
lear
n
in
g
.
T
h
ese
in
ter
n
s
h
ip
s
ar
e
d
esig
n
ed
to
b
r
i
d
g
e
th
e
g
ap
b
etwe
en
th
e
o
r
etica
l
k
n
o
wled
g
e
an
d
p
r
ac
tical
ap
p
licatio
n
,
en
s
u
r
in
g
th
at
s
tu
d
e
n
ts
g
ain
h
a
n
d
s
-
o
n
ex
p
er
ien
ce
in
t
h
eir
r
esp
ec
tiv
e
f
ield
s
[
4
]
.
E
v
e
r
y
s
tu
d
e
n
t e
n
r
o
ll
ed
in
a
teac
h
er
e
d
u
ca
tio
n
p
r
o
g
r
am
m
u
s
t c
o
m
p
lete
a
teac
h
in
g
in
ter
n
s
h
ip
as
p
ar
t
o
f
th
eir
p
r
ep
a
r
atio
n
to
en
ter
t
h
e
wo
r
k
f
o
r
ce
as
a
f
u
ll
-
f
led
g
e
d
ed
u
ca
to
r
[
5
]
.
T
h
is
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t J E
v
al
&
R
es E
d
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c
I
SS
N:
2252
-
8
8
2
2
N
a
vig
a
tin
g
th
e
p
r
a
ctice
tea
c
h
i
n
g
o
d
yss
ey
:
u
n
ve
ilin
g
th
e
w
ell
-
b
ein
g
d
yn
a
mics
of
…
(
Tr
ixie
E
.
C
u
b
illa
s
)
2531
in
ter
n
s
h
ip
is
a
cr
u
cial
co
m
p
o
n
en
t
o
f
p
r
o
f
ess
io
n
al
d
ev
elo
p
m
en
t
in
f
ield
e
d
u
ca
tio
n
[
6
]
.
Ho
wev
er
,
d
u
r
in
g
th
e
in
ter
n
s
h
ip
p
er
i
o
d
,
s
tu
d
e
n
t te
ac
h
er
s
f
ac
e
v
ar
i
o
u
s
ch
allen
g
es a
f
f
ec
tin
g
th
eir
well
-
b
ei
n
g
[
7
]
.
Stu
d
en
t
teac
h
er
s
ex
p
er
ie
n
ce
co
g
n
itiv
e
o
v
er
l
o
ad
a
n
d
b
u
r
n
o
u
t
f
r
o
m
ju
g
g
lin
g
c
o
u
r
s
ewo
r
k
,
less
o
n
p
lan
n
in
g
,
an
d
teac
h
in
g
d
u
ties
an
d
s
tr
u
g
g
le
to
a
p
p
ly
th
e
o
r
etica
l
k
n
o
wled
g
e
d
u
e
to
lim
ited
p
r
ac
tical
ex
p
er
ien
ce
[
8
]
.
Als
o
,
m
ater
ially
,
f
in
an
cial
s
tr
ess
is
p
r
ev
alen
t,
p
ar
ticu
lar
ly
with
u
n
p
aid
in
ter
n
s
h
ip
s
o
r
in
s
u
f
f
icien
t sti
p
en
d
s
,
an
d
r
estricte
d
ac
ce
s
s
to
teac
h
in
g
r
eso
u
r
ce
s
ca
n
im
p
ed
e
t
h
e
ir
ef
f
ec
tiv
en
ess
[
9
]
.
Mo
r
eo
v
e
r
,
s
tu
d
en
t
teac
h
er
s
m
ay
f
ee
l
is
o
lated
with
o
u
t
ad
e
q
u
ate
s
u
p
p
o
r
t
f
r
o
m
p
ee
r
s
,
m
en
to
r
s
,
o
r
s
ch
o
o
l
s
taf
f
,
a
n
d
d
if
f
ic
u
lties
in
in
teg
r
atin
g
in
to
th
e
s
ch
o
o
l
co
m
m
u
n
ity
ca
n
im
p
ac
t
th
eir
p
r
o
f
ess
io
n
al
r
e
latio
n
s
h
ip
s
[
6
]
.
Ps
y
ch
o
lo
g
ically
,
th
e
p
r
ess
u
r
e
to
ex
ce
l
ca
n
lead
to
s
ig
n
i
f
ican
t
s
t
r
ess
an
d
a
n
x
iety
,
wh
ile
n
eg
ati
v
e
f
ee
d
b
ac
k
o
r
p
e
r
ce
iv
ed
f
ailu
r
es
ca
n
a
f
f
ec
t
t
h
eir
s
elf
-
esteem
an
d
co
n
f
i
d
en
ce
[
1
0
]
.
Ov
er
th
e
p
ast f
ew
d
ec
ad
es,
s
e
v
er
al
r
esear
ch
ar
ticles
[
4
]
,
[
1
1
]
h
av
e
d
em
o
n
s
tr
ated
th
e
p
o
s
itiv
e
lear
n
in
g
ex
p
er
ien
ce
s
t
h
at
s
tu
d
en
t
teac
h
er
s
g
ain
d
u
r
in
g
th
e
in
ter
n
s
h
ip
p
er
io
d
;
h
o
wev
er
,
th
e
r
e
is
o
n
l
y
lim
ited
liter
atu
r
e
th
at
d
is
cu
s
s
es
th
eir
v
u
ln
er
ab
il
ity
to
v
ar
io
u
s
co
n
tex
tu
al
an
d
p
er
s
o
n
al
s
tr
ess
es
th
at
ca
n
en
d
an
g
er
th
eir
h
ea
lth
an
d
well
-
b
ein
g
.
I
n
ad
d
itio
n
,
a
lo
t o
f
s
ch
o
lar
ly
wo
r
k
s
h
av
e
b
e
en
d
o
n
e
r
e
g
ar
d
i
n
g
in
-
s
er
v
ice
t
ea
ch
er
s
’
well
-
b
ein
g
b
u
t
o
n
ly
a
f
ew
wer
e
ab
o
u
t
p
r
a
ctice
o
r
s
tu
d
en
t
teac
h
er
s
.
Als
o
,
ac
co
r
d
in
g
to
Ho
s
s
ain
et
a
l.
[
1
2
]
,
th
er
e
is
a
lack
o
f
ag
r
ee
m
en
t
o
n
wh
ich
s
p
ec
if
ic
d
o
m
ain
s
s
h
o
u
ld
b
e
s
tu
d
ied
to
f
u
lly
u
n
d
er
s
tan
d
s
tu
d
e
n
t
teac
h
er
s
’
well
-
b
ein
g
.
Hen
ce
,
we
aim
to
ex
p
lo
r
e
th
e
latter
’
s
lev
el
o
f
well
-
b
ein
g
u
s
in
g
th
e
Or
g
an
izatio
n
f
o
r
E
co
n
o
m
ic
C
o
-
o
p
er
atio
n
an
d
Dev
el
o
p
m
en
t
(
OE
C
D)
Pr
o
g
r
am
m
e
f
o
r
I
n
ter
n
atio
n
al
Stu
d
en
t
Ass
ess
m
en
t
(
PISA
)
f
r
am
ewo
r
k
to
b
r
id
g
e
th
e
g
ap
an
d
to
ad
d
r
ess
th
e
ch
allen
g
es
th
ey
en
co
u
n
ter
th
r
o
u
g
h
r
ev
is
itin
g
th
e
u
n
iv
er
s
ity
in
ter
n
s
h
ip
p
lan
.
W
ith
ap
p
r
o
p
r
iate
in
f
o
r
m
atio
n
a
b
o
u
t
th
eir
well
-
b
ein
g
,
s
u
f
f
icien
t su
p
p
o
r
t w
ill b
e
af
f
o
r
d
e
d
to
th
e
m
.
Fu
r
th
e
r
,
o
u
r
s
t
u
d
y
ai
m
s
t
o
ad
d
r
ess
t
h
e
is
s
u
e
b
y
s
p
ec
if
i
ca
ll
y
e
x
p
l
o
r
i
n
g
t
h
e
le
v
e
l
o
f
c
o
g
n
iti
v
e,
p
s
y
c
h
o
lo
g
i
ca
l,
s
o
cia
l,
a
n
d
m
at
er
i
al
wel
l
-
b
e
in
g
o
f
s
t
u
d
e
n
t
te
ac
h
e
r
s
an
d
ass
o
ci
ati
n
g
t
h
e
m
wit
h
th
ei
r
p
r
o
f
il
es.
T
h
is
in
v
est
ig
ati
o
n
m
ay
a
id
i
n
p
r
o
v
i
d
i
n
g
co
m
p
r
eh
e
n
s
i
v
e
s
u
p
p
o
r
t
m
ec
h
a
n
is
m
s
t
h
at
c
a
n
en
h
an
ce
th
ei
r
wel
l
-
b
e
in
g
,
u
lt
im
ate
ly
le
a
d
i
n
g
t
o
b
ett
er
r
et
en
t
io
n
a
n
d
s
u
c
ce
s
s
r
at
es
i
n
t
h
e
te
ac
h
i
n
g
i
n
t
e
r
n
s
h
i
p
a
n
d
t
h
e
ir
f
u
t
u
r
e
ca
r
e
er
.
T
h
u
s
,
th
e
r
el
e
v
a
n
c
e
o
f
t
h
is
s
t
u
d
y
o
n
t
h
e
i
n
te
r
n
s
h
i
p
p
r
o
g
r
a
m
s
in
h
i
g
h
er
e
d
u
ca
ti
o
n
i
n
s
t
it
u
ti
o
n
s
is
o
b
v
io
u
s
.
2.
M
E
T
H
O
D
T
h
e
s
tu
d
y
em
p
l
o
y
ed
a
d
escr
ip
tiv
e
co
r
r
elatio
n
al
d
esig
n
to
ass
ess
th
e
co
g
n
itiv
e,
p
s
y
ch
o
l
o
g
i
ca
l,
s
o
cial,
an
d
m
ater
ial
well
-
b
ein
g
o
f
s
t
u
d
en
t
teac
h
e
r
s
.
I
t
aim
e
d
to
d
eter
m
in
e
if
t
h
er
e
wer
e
s
ig
n
if
ican
t
r
elatio
n
s
h
ip
s
am
o
n
g
th
ese
d
im
en
s
io
n
s
o
f
well
-
b
ein
g
.
Th
is
s
tu
d
y
c
o
n
d
u
cted
at
C
ar
ag
a
State
Un
iv
e
r
s
ity
-
Ma
in
C
am
p
u
s
d
u
r
in
g
t
h
e
s
ec
o
n
d
s
em
ester
o
f
th
e
ac
ad
em
ic
y
ea
r
2
0
2
3
-
2
0
2
4
,
th
e
s
tu
d
y
t
o
o
k
p
lace
in
B
u
tu
an
C
ity
,
C
ar
ag
a
R
eg
io
n
,
Ph
ilip
p
in
es.
T
h
e
p
a
r
ticip
an
ts
o
f
th
is
s
tu
d
y
wer
e
B
ac
h
elo
r
o
f
E
lem
en
t
ar
y
E
d
u
ca
tio
n
(
B
E
E
d
)
an
d
B
ac
h
elo
r
o
f
Seco
n
d
ar
y
E
d
u
ca
tio
n
Ma
jo
r
in
Scien
ce
(
B
SEd
-
Scien
ce
)
s
tu
d
en
t te
ac
h
er
s
f
r
o
m
th
e
C
o
lleg
e
o
f
E
d
u
ca
tio
n
o
f
th
e
u
n
iv
er
s
ity
.
T
h
ese
s
tu
d
en
t
tea
ch
er
s
,
also
k
n
o
wn
as
in
ter
n
s
,
p
r
ac
ticed
teac
h
i
n
g
u
n
d
e
r
th
e
g
u
id
a
n
ce
o
f
a
co
o
p
er
atin
g
teac
h
e
r
.
T
h
ey
ap
p
lied
th
eir
th
eo
r
etica
l
k
n
o
wled
g
e
a
n
d
teac
h
in
g
s
tr
ateg
ies
in
ac
tu
al
class
r
o
o
m
s
ettin
g
s
,
p
r
im
ar
ily
in
p
u
b
lic
el
em
en
tar
y
s
ch
o
o
ls
with
in
th
e
D
ep
ar
tm
en
t o
f
E
d
u
ca
ti
o
n
,
B
u
tu
a
n
C
ity
Div
is
io
n
.
T
h
e
s
tu
d
y
u
tili
ze
d
s
tr
atif
ied
r
a
n
d
o
m
s
am
p
lin
g
to
s
elec
t
1
2
9
p
ar
ticip
an
ts
;
6
2
f
r
o
m
B
E
E
d
a
n
d
6
6
f
r
o
m
B
SEd
-
Scien
ce
s
tu
d
en
t
teac
h
er
s
.
C
o
ch
r
an
’
s
f
o
r
m
u
la
was
u
s
e
d
to
d
eter
m
in
e
th
e
s
tu
d
y
’
s
s
a
m
p
le
s
ize,
wh
er
e
(
n
)
is
th
e
s
am
p
le
s
ize,
(
p
)
is
th
e
m
ax
im
u
m
v
ar
iab
ilit
y
,
(
z)
is
t
h
e
lev
el
o
f
co
n
f
id
en
ce
,
(
e
)
is
th
e
p
r
ec
is
io
n
lev
el
(
9
5
%),
an
d
(
q
=
1
-
p
)
.
T
h
e
ca
lcu
latio
n
is
as
in
(
1
)
.
(
(
1
.
96
)
2
(
0
.
5
)
(
0
.
5
)
)
(
0
.
05
)
2
=
385
(
1
)
Ho
wev
er
,
d
u
e
to
th
e
s
m
all
p
o
p
u
latio
n
s
ize,
th
e
r
esear
ch
e
r
s
ad
ju
s
ted
th
is
u
s
in
g
th
e
(
2
)
.
385
(
1
+
(
384
194
)
)
=
129
(
2
)
It
was
u
tili
ze
d
b
y
Awu
ah
-
F
r
im
p
o
n
g
et
a
l.
[
1
3
]
,
wh
o
m
o
d
if
ied
C
o
ch
r
a
n
’
s
f
o
r
m
u
la
i
n
th
eir
s
tu
d
y
.
T
h
is
s
am
p
lin
g
f
o
r
m
u
la
en
s
u
r
e
d
th
at
th
e
s
am
p
le
s
ize
was
ap
p
r
o
p
r
i
ate
g
iv
en
th
e
p
o
p
u
latio
n
s
ize
an
d
s
p
ec
if
ied
lev
els
o
f
p
r
ec
is
io
n
,
co
n
f
id
en
ce
,
a
n
d
v
ar
iab
ilit
y
.
T
h
e
s
tatis
tical
tr
ea
tm
en
t
o
f
th
e
d
ata
g
ath
er
ed
in
th
is
s
tu
d
y
in
v
o
lv
e
d
f
r
eq
u
en
cy
co
u
n
ts
an
d
p
er
ce
n
tag
es
to
d
eter
m
in
e
t
h
e
p
r
o
f
ile
o
f
th
e
p
ar
ticip
an
ts
in
t
er
m
s
o
f
g
en
d
er
an
d
p
r
o
g
r
am
.
A
weig
h
ted
m
ea
n
was
u
s
ed
to
ass
e
s
s
th
e
lev
el
o
f
s
tu
d
en
t
teac
h
er
s
’
co
g
n
itiv
e
,
p
s
y
ch
o
lo
g
ical,
s
o
cial,
an
d
m
ater
ial
well
-
b
ein
g
.
Ad
d
itio
n
ally
,
a
n
in
d
ep
en
d
en
t sam
p
le
t
-
test
id
en
tifie
d
w
h
eth
er
th
er
e
was
a
s
ig
n
if
ican
t
d
if
f
e
r
en
ce
in
th
e
le
v
el
o
f
well
-
b
ein
g
o
f
s
tu
d
e
n
t
teac
h
e
r
s
wh
en
g
r
o
u
p
ed
ac
c
o
r
d
in
g
to
th
eir
p
r
o
f
ile,
an
d
Pear
s
o
n
p
r
o
d
u
ct
-
m
o
m
en
t
co
r
r
elatio
n
d
eter
m
in
ed
th
e
s
ig
n
if
ican
t r
elatio
n
s
h
ip
s
b
etwe
en
an
d
am
o
n
g
th
e
d
o
m
ai
n
s
o
f
we
ll
-
b
ein
g
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2
2
5
2
-
8
8
2
2
I
n
t J E
v
al
&
R
es E
d
u
c
,
Vo
l
.
14
,
No
.
4
,
Au
g
u
s
t
20
25
:
2
5
3
0
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2
5
3
8
2532
I
n
g
ath
e
r
in
g
d
ata,
t
h
e
s
tu
d
y
u
tili
ze
d
an
ad
ap
ted
s
u
r
v
ey
in
s
tr
u
m
en
t
b
ased
o
n
th
e
OE
C
D’
s
PISA
f
r
am
ewo
r
k
.
Mo
d
if
icatio
n
s
w
er
e
m
ad
e
to
alig
n
with
t
h
e
s
tu
d
y
’
s
o
b
jectiv
es;
h
en
ce
,
t
h
e
in
s
tr
u
m
en
t
was
s
u
b
s
eq
u
en
tly
v
alid
ated
b
y
th
r
ee
ev
alu
ato
r
s
.
I
t
was
also
p
il
o
ted
with
3
0
s
tu
d
en
t
teac
h
er
s
f
r
o
m
a
d
if
f
er
e
n
t
ed
u
ca
tio
n
p
r
o
g
r
am
,
ac
h
iev
in
g
a
C
r
o
n
b
ac
h
’
s
a
lp
h
a
v
alu
e
o
f
0
.
9
3
,
in
d
icatin
g
h
ig
h
in
ter
n
a
l
co
n
s
is
ten
cy
.
No
item
s
r
eq
u
ir
ed
m
o
d
if
icatio
n
o
r
ch
an
g
e
.
T
h
e
s
u
r
v
e
y
co
lle
cted
in
f
o
r
m
atio
n
o
n
s
tu
d
en
t
teac
h
er
s
’
p
r
o
f
iles
,
in
clu
d
in
g
g
en
d
er
a
n
d
p
r
o
g
r
a
m
,
an
d
ass
ess
ed
th
eir
well
-
b
ein
g
ac
r
o
s
s
co
g
n
itiv
e,
p
s
y
ch
o
lo
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ical,
s
o
cial,
a
n
d
m
ater
ial
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o
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ain
s
.
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ac
h
d
o
m
ain
co
m
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r
is
ed
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u
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o
n
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r
o
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id
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g
a
co
m
p
r
eh
en
s
iv
e
o
v
er
v
iew
o
f
th
e
s
tu
d
e
n
t
teac
h
er
s
’
well
-
b
ein
g
.
C
r
o
s
s
-
v
alid
atio
n
o
f
d
ata
wer
e
co
n
d
u
cted
t
h
r
o
u
g
h
tr
ian
g
u
latio
n
to
e
n
r
ich
th
e
d
ata
g
ath
er
ed
th
r
o
u
g
h
th
e
s
u
r
v
ey
.
T
o
en
s
u
r
e
eth
ical
clea
r
an
ce
f
o
r
a
s
tu
d
y
,
t
h
e
r
esear
ch
er
s
o
b
tain
ed
in
f
o
r
m
ed
c
o
n
s
en
t
f
r
o
m
all
p
ar
ticip
an
ts
.
T
h
is
was
d
o
n
e
to
en
s
u
r
e
th
at
th
e
y
u
n
d
er
s
to
o
d
th
e
p
u
r
p
o
s
e
an
d
m
eth
o
d
s
o
f
th
e
s
tu
d
y
.
T
h
e
r
esear
ch
er
s
also
en
s
u
r
ed
th
at
th
e
s
tu
d
y
'
s
d
esig
n
h
elp
ed
m
in
im
ize
an
y
p
o
ten
tial
h
ar
m
an
d
th
at
p
ar
ticip
atio
n
was
v
o
lu
n
tar
y
,
with
th
e
o
p
tio
n
to
with
d
r
aw
at
a
n
y
ti
m
e.
T
h
e
y
m
ain
tain
e
d
tr
an
s
p
ar
en
cy
an
d
o
p
e
n
co
m
m
u
n
icatio
n
with
p
ar
ticip
a
n
ts
th
r
o
u
g
h
o
u
t th
e
s
tu
d
y
to
u
p
h
o
ld
eth
ical
s
tan
d
ar
d
s
.
3.
RE
SU
L
T
S AN
D
D
I
SCU
SS
I
O
N
3
.
1
.
T
he
pro
f
ile
o
f
t
he
s
t
ud
ent
t
ea
cher
s
in t
er
m
s
o
f
g
ender
a
n
d pro
g
ra
m
T
h
e
d
ata
p
r
esen
ted
in
Fig
u
r
e
1
r
ev
ea
ls
a
p
r
o
n
o
u
n
ce
d
g
en
d
e
r
d
is
p
ar
ity
am
o
n
g
th
e
s
tu
d
e
n
t
teac
h
er
s
at
th
e
C
o
lleg
e
o
f
E
d
u
ca
tio
n
,
C
ar
ag
a
State
Un
iv
er
s
ity
,
with
a
s
ig
n
if
ican
t
m
aj
o
r
ity
(
7
4
.
8
2
%)
b
ein
g
f
em
ale.
T
h
is
d
is
p
ar
ity
is
r
ef
lectiv
e
o
f
b
r
o
ad
er
tr
en
d
s
in
t
h
e
teac
h
in
g
p
r
o
f
ess
io
n
,
w
h
er
e
f
em
ales
o
f
ten
co
n
s
titu
te
th
e
m
ajo
r
ity
.
T
h
is
d
is
p
ar
ity
m
a
y
h
av
e
im
p
licatio
n
s
f
o
r
th
e
d
y
n
am
ics
with
in
t
h
e
ed
u
ca
tio
n
al
en
v
ir
o
n
m
en
t,
p
o
ten
tially
in
f
lu
en
ci
n
g
class
r
o
o
m
in
ter
ac
tio
n
s
,
p
ee
r
s
u
p
p
o
r
t
s
y
s
tem
s
,
an
d
th
e
o
v
er
all
cu
l
tu
r
e
o
f
th
e
teac
h
e
r
ed
u
ca
tio
n
p
r
o
g
r
am
.
T
h
e
s
lig
h
tly
h
ig
h
er
r
e
p
r
esen
ta
tio
n
o
f
p
a
r
ticip
an
ts
in
t
h
e
B
E
E
d
p
r
o
g
r
a
m
(
5
1
.
0
8
%)
c
o
m
p
a
r
ed
to
th
e
B
SEd
m
ajo
r
in
s
cien
ce
p
r
o
g
r
am
(
4
8
.
9
2
%).
T
h
ese
r
esu
lts
s
u
g
g
est
a
b
alan
ce
d
d
is
tr
ib
u
tio
n
b
etwe
en
th
ese
two
p
r
o
g
r
a
m
s
.
Ho
wev
er
,
th
e
m
a
r
g
in
al
d
if
f
er
en
ce
in
d
icate
s
t
h
at
b
o
th
p
r
o
g
r
a
m
s
attr
ac
t
a
s
im
ilar
n
u
m
b
er
o
f
s
tu
d
en
ts
,
wh
ich
co
u
ld
b
e
in
d
icativ
e
o
f
th
e
u
n
i
v
er
s
ity
’
s
ef
f
o
r
ts
to
p
r
o
m
o
te
b
o
th
elem
en
t
ar
y
an
d
s
ec
o
n
d
ar
y
ed
u
ca
tio
n
p
ath
way
s
eq
u
ally
.
Fu
r
th
e
r
m
o
r
e
,
t
h
e
d
a
ta
f
r
o
m
th
e
f
i
g
u
r
e
p
r
o
v
i
d
es
v
al
u
ab
le
i
n
s
i
g
h
ts
i
n
t
o
t
h
e
g
e
n
d
e
r
an
d
p
r
o
g
r
a
m
d
is
t
r
i
b
u
ti
o
n
o
f
s
t
u
d
e
n
t
te
ac
h
e
r
s
a
t
C
a
r
a
g
a
S
tat
e
U
n
i
v
e
r
s
it
y
.
A
d
d
r
ess
i
n
g
th
e
i
d
e
n
t
if
i
e
d
d
is
p
a
r
i
ties
a
n
d
l
ev
er
a
g
i
n
g
th
e
b
ala
n
ce
d
p
r
o
g
r
a
m
r
e
p
r
ese
n
tati
o
n
c
an
h
el
p
c
r
ea
t
e
a
m
o
r
e
i
n
cl
u
s
i
v
e
a
n
d
s
u
p
p
o
r
ti
v
e
e
d
u
ca
t
io
n
al
e
n
v
ir
o
n
m
e
n
t
.
T
h
ese
i
n
iti
ati
v
es
u
lt
im
ate
ly
b
e
n
e
f
it
t
h
e
w
ell
-
b
ei
n
g
a
n
d
p
r
o
f
es
s
io
n
al
d
e
v
e
lo
p
m
e
n
t
o
f
al
l s
tu
d
en
t
t
ea
ch
er
s
.
Fig
u
r
e
1
.
Par
ticip
an
ts
’
p
r
o
f
ile
in
ter
m
s
o
f
g
e
n
d
er
an
d
p
r
o
g
r
a
m
3
.
2
.
T
he
well
-
being
o
f
t
he
s
t
ud
e
nt
t
ea
cher
s
in
t
er
m
s
o
f
co
g
nitiv
e,
ps
y
cho
lo
g
ica
l,
s
o
cia
l,
a
nd
m
a
t
er
ia
l
dim
ens
io
ns
T
ab
le
1
r
e
v
ea
ls
th
at
th
e
s
tu
d
e
n
t
teac
h
er
s
ex
h
i
b
it
a
h
ig
h
lev
e
l
o
f
well
-
b
ein
g
in
t
h
r
ee
k
ey
d
i
m
en
s
io
n
s
:
co
g
n
itiv
e,
p
s
y
ch
o
lo
g
ical,
an
d
s
o
cial.
T
h
e
d
ata
in
d
icate
s
th
at
th
e
p
ar
ticip
an
ts
g
en
er
ally
ar
e
s
atis
f
ied
with
th
eir
th
in
k
in
g
an
d
p
r
o
b
lem
-
s
o
lv
in
g
ab
ilit
ies,
m
en
tal
an
d
em
o
tio
n
al
s
tab
ilit
y
,
s
o
cial
in
ter
ac
tio
n
s
,
an
d
r
elatio
n
s
h
ip
s
.
Ho
wev
er
,
it
ca
n
b
e
n
o
ted
th
at
th
e
m
ater
ial
d
im
en
s
io
n
p
r
ese
n
ts
a
d
if
f
er
en
t
p
ictu
r
e.
A
s
co
r
e
o
f
2
.
1
8
,
wh
ich
is
ca
teg
o
r
ized
as
f
air
,
in
d
icate
s
a
lo
w
lev
el
o
f
m
ater
ial
well
-
b
e
in
g
,
an
d
h
ig
h
lig
h
ts
a
s
ig
n
if
ica
n
t
ar
ea
o
f
co
n
ce
r
n
.
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I
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t J E
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&
R
es E
d
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2252
-
8
8
2
2
N
a
vig
a
tin
g
th
e
p
r
a
ctice
tea
c
h
i
n
g
o
d
yss
ey
:
u
n
ve
ilin
g
th
e
w
ell
-
b
ein
g
d
yn
a
mics
of
…
(
Tr
ixie
E
.
C
u
b
illa
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)
2533
T
h
e
d
ata
s
u
g
g
ests
th
at
th
e
p
ar
ticip
an
ts
m
ay
f
ac
e
ch
allen
g
es r
elate
d
to
f
in
an
cial
s
tab
ilit
y
o
r
ac
ce
s
s
to
n
ec
es
s
ar
y
r
eso
u
r
ce
s
,
wh
ich
co
u
ld
im
p
ac
t th
eir
o
v
e
r
all
well
-
b
ein
g
.
T
h
e
co
n
ce
r
n
o
n
m
ater
ial
in
s
u
f
f
icien
cy
ca
n
h
av
e
f
ar
-
r
ea
c
h
in
g
im
p
licatio
n
s
o
n
th
e
s
tu
d
en
t
teac
h
er
s
’
o
v
er
all
well
-
b
ein
g
.
A
d
d
r
ess
in
g
th
is
in
ad
eq
u
ac
y
is
th
er
e
f
o
r
e
cr
itical.
Fin
an
cial
in
s
tab
ilit
y
ca
n
u
n
d
e
r
m
in
e
th
e
b
en
ef
its
g
ain
ed
f
r
o
m
h
i
g
h
c
o
g
n
itiv
e,
p
s
y
ch
o
lo
g
ical,
an
d
s
o
cial
well
-
b
ein
g
.
W
i
th
o
u
t
ad
eq
u
ate
f
in
an
cial
r
eso
u
r
ce
s
,
s
tu
d
en
t
teac
h
er
s
m
a
y
f
in
d
it
ch
allen
g
i
n
g
to
m
ain
ta
in
th
eir
m
en
tal
an
d
em
o
tio
n
al
h
ea
lth
,
wh
ich
ca
n
,
in
tu
r
n
,
a
f
f
ec
t th
eir
ac
a
d
em
ic
p
er
f
o
r
m
a
n
ce
an
d
f
u
tu
r
e
ca
r
ee
r
p
r
o
s
p
ec
ts
.
T
ab
le
1
.
Stu
d
e
n
t te
ac
h
er
s
’
wel
l
-
b
ein
g
in
te
r
m
s
o
f
c
o
g
n
itiv
e,
p
s
y
ch
o
lo
g
ical,
s
o
cial,
a
n
d
m
at
er
ial
d
im
en
s
io
n
s
D
i
me
n
si
o
n
s
Le
v
e
l
V
e
r
b
a
l
d
e
scr
i
p
t
i
o
n
I
n
t
e
r
p
r
e
t
a
t
i
o
n
C
o
g
n
i
t
i
v
e
3
.
3
6
G
o
o
d
H
i
g
h
l
e
v
e
l
o
f
w
e
l
l
-
b
e
i
n
g
P
sy
c
h
o
l
o
g
i
c
a
l
3
.
0
6
G
o
o
d
H
i
g
h
l
e
v
e
l
o
f
w
e
l
l
-
b
e
i
n
g
S
o
c
i
a
l
3
.
3
2
G
o
o
d
H
i
g
h
l
e
v
e
l
o
f
w
e
l
l
-
b
e
i
n
g
M
a
t
e
r
i
a
l
2
.
1
8
F
a
i
r
Lo
w
l
e
v
e
l
o
f
w
e
l
l
-
b
e
i
n
g
R
a
n
g
e
o
f
me
a
n
s
:
1
.
0
0
-
1
.
4
9
(
p
o
o
r
)
;
1
.
5
0
-
2
.
4
9
(
f
a
i
r
)
;
2
.
5
0
-
3
.
4
9
(
g
o
o
d
)
;
3
.
5
0
-
4
.
0
0
(
v
e
r
y
g
o
o
d
)
T
h
e
p
r
o
p
o
s
ed
in
ter
v
en
tio
n
s
,
s
u
ch
as
f
in
an
cial
s
u
p
p
o
r
t,
s
o
ci
al
n
etwo
r
k
en
h
an
ce
m
e
n
t,
an
d
ac
ad
em
ic
en
g
ag
em
e
n
t
p
r
o
m
o
tio
n
,
ar
e
e
s
s
en
tial
s
tep
s
to
war
d
m
itig
atin
g
th
ese
ch
allen
g
es.
Pro
v
i
d
in
g
f
in
an
cial
ai
d
ca
n
allev
iate
th
e
im
m
e
d
iate
s
tr
ess
o
r
s
r
elate
d
to
m
ater
ial
in
s
u
f
f
icien
cy
,
allo
win
g
s
tu
d
e
n
t
teac
h
e
r
s
to
f
o
cu
s
m
o
r
e
o
n
th
eir
s
tu
d
ies
an
d
p
er
s
o
n
al
d
e
v
elo
p
m
en
t.
E
n
h
an
cin
g
s
o
cial
n
etwo
r
k
s
ca
n
p
r
o
v
i
d
e
ad
d
iti
o
n
al
em
o
tio
n
al
an
d
p
r
ac
tical
s
u
p
p
o
r
t,
f
u
r
th
e
r
b
o
ls
ter
in
g
th
eir
p
s
y
ch
o
lo
g
ical
an
d
s
o
cial
well
-
b
ein
g
.
Pr
o
m
o
tin
g
ac
a
d
em
ic
en
g
ag
em
e
n
t
ca
n
h
elp
s
tu
d
e
n
t
teac
h
er
s
s
tay
m
o
tiv
ate
d
an
d
co
n
n
ec
ted
to
th
eir
ed
u
ca
tio
n
a
l
g
o
als,
f
o
s
ter
in
g
a
s
en
s
e
o
f
p
u
r
p
o
s
e
an
d
ac
h
iev
e
m
en
t.
Giv
en
th
e
f
in
d
i
n
g
s
,
a
s
ig
n
if
i
ca
n
t
im
p
ac
t
o
f
f
in
an
cial
s
tr
ess
o
n
co
lleg
e
s
tu
d
en
ts
in
L
eb
an
o
n
was
r
ev
ea
led
in
p
r
e
v
io
u
s
s
tu
d
ies
[
1
4
]
,
[
1
5
]
,
a
f
f
ec
tin
g
th
eir
wel
l
-
b
ein
g
a
n
d
m
en
tal
h
ea
lth
asp
ec
ts
.
T
h
e
f
i
n
d
in
g
s
r
ev
ea
l
h
o
w
f
i
n
an
cial
s
tr
ess
af
f
ec
ts
th
e
well
-
b
ein
g
o
f
s
tu
d
en
t
teac
h
er
s
,
em
p
h
asizin
g
t
h
e
n
ee
d
f
o
r
b
etter
f
in
an
cial
s
u
p
p
o
r
t sy
s
tem
s
.
Fu
r
th
er
,
s
ev
er
al
r
esear
ch
e
r
s
[
1
6
]
,
[
1
7
]
s
u
g
g
est th
at
p
r
o
v
id
in
g
ad
eq
u
ate
f
in
an
cial
aid
an
d
r
eso
u
r
ce
s
ca
n
im
p
r
o
v
e
th
e
o
v
er
all
q
u
ality
o
f
life
o
f
s
tu
d
e
n
t te
ac
h
er
s
'
p
er
f
o
r
m
an
ce
.
I
n
s
u
m
m
ar
y
,
wh
ile
th
e
s
tu
d
e
n
t
teac
h
er
s
ex
h
ib
it
h
ig
h
lev
el
s
o
f
co
g
n
itiv
e,
p
s
y
ch
o
lo
g
ical,
an
d
s
o
cial
well
-
b
ein
g
,
th
e
lo
w
m
ate
r
ial
well
-
b
ein
g
s
co
r
e
h
i
g
h
lig
h
ts
a
cr
itical
ar
ea
th
at
n
ee
d
s
att
en
tio
n
.
Ad
d
r
ess
in
g
f
in
an
cial
an
d
m
ater
ial
n
ee
d
s
i
s
ess
en
tial
f
o
r
en
h
a
n
cin
g
th
e
o
v
er
all
q
u
ality
o
f
life
a
n
d
well
-
b
ein
g
o
f
s
tu
d
e
n
t
teac
h
er
s
.
T
h
e
f
in
d
i
n
g
s
em
p
h
as
ize
th
e
im
p
o
r
tan
ce
o
f
co
m
p
r
eh
en
s
iv
e
s
u
p
p
o
r
t
s
y
s
tem
s
th
at
in
clu
d
e
f
in
an
cial
ai
d
an
d
r
o
b
u
s
t so
cial
n
etwo
r
k
s
to
en
s
u
r
e
th
e
h
o
lis
tic
well
-
b
ein
g
an
d
ac
ad
em
ic
s
u
cc
ess
o
f
s
tu
d
e
n
t te
ac
h
er
s
.
3
.
3
.
Co
m
pa
ring
t
he
lev
el
o
f
well
-
being
o
f
s
t
ud
ent
t
ea
cher
s
wh
en
g
ro
up
ed
a
cc
o
rding
t
o
pro
f
ile
T
ab
le
2
d
is
p
lay
s
th
e
s
tu
d
y
'
s
r
esu
lts
o
n
th
e
co
m
p
ar
is
o
n
o
f
t
h
e
lev
els
o
f
well
-
b
ein
g
ac
co
r
d
in
g
to
th
e
s
tu
d
en
t
teac
h
er
s
'
p
r
o
f
ile
(
g
e
n
d
er
an
d
p
r
o
g
r
am
)
.
T
h
e
d
ata
in
d
icate
th
at
th
er
e
is
a
s
tatis
tically
s
ig
n
if
ican
t
d
if
f
er
en
ce
in
th
e
well
-
b
ein
g
le
v
els
o
f
s
tu
d
en
t
teac
h
er
s
b
ased
o
n
g
e
n
d
er
.
T
h
e
F
-
v
alu
e
f
o
r
th
i
s
v
ar
iab
le
is
1
.
3
2
4
,
with
a
p
-
v
alu
e
o
f
0
.
0
4
9
.
T
h
is
d
ata
s
u
g
g
ests
th
at
g
en
d
er
d
o
es
h
av
e
a
n
o
tab
le
im
p
ac
t
o
n
th
e
well
-
b
ein
g
o
f
s
tu
d
en
t te
ac
h
er
s
in
th
is
s
tu
d
y
.
T
ab
le
2
.
C
o
m
p
a
r
in
g
th
e
s
tu
d
e
n
t te
ac
h
er
s
’
lev
el
o
f
well
-
b
ein
g
in
ter
m
s
o
f
g
en
d
er
an
d
p
r
o
g
r
am
V
a
r
i
a
b
l
e
s
F
-
v
a
l
u
e
P
-
V
a
l
u
e
D
e
c
i
s
i
o
n
G
e
n
d
e
r
M
a
l
e
S
i
g
n
i
f
i
c
a
n
t
F
e
m
a
l
e
1
.
3
2
4
0
.
0
5
2
P
r
o
g
r
a
m
B
E
E
d
N
o
t
s
i
g
n
i
f
i
c
a
n
t
B
S
Ed
S
c
i
e
n
c
e
3
.
2
2
7
0
.
7
3
3
T
h
e
s
ig
n
if
ican
t
d
if
f
e
r
en
ce
in
well
-
b
ein
g
lev
els
b
ased
o
n
g
e
n
d
er
s
u
g
g
ests
th
at
g
en
d
er
p
la
y
s
a
n
o
tab
le
r
o
le
in
s
h
a
p
in
g
th
e
well
-
b
ein
g
o
f
s
tu
d
en
t
teac
h
er
s
.
T
h
is
f
in
d
i
n
g
alig
n
s
with
ex
is
tin
g
liter
atu
r
e
th
at
o
f
ten
p
o
in
ts
to
g
en
d
er
d
if
f
er
e
n
ce
s
in
wel
l
-
b
ein
g
,
p
o
ten
tially
d
u
e
to
v
ar
y
in
g
s
o
cial
r
o
les,
e
x
p
ec
tatio
n
s
,
an
d
s
tr
ess
o
r
s
ex
p
er
ien
ce
d
b
y
m
ale
a
n
d
f
em
a
le
s
tu
d
en
ts
.
T
h
e
claim
co
n
f
o
r
m
s
with
th
e
s
tatem
en
t
o
f
p
a
r
ticip
an
t
2
3
d
u
r
in
g
th
e
d
ata
cr
o
s
s
-
v
alid
atio
n
th
r
o
u
g
h
t
r
ian
g
u
latio
n
:
“
N
a
a
k
o
y
f
r
i
e
n
d
s
n
a
m
a
-
s
h
a
r
a
n
n
a
k
o
s
a
a
k
o
n
g
m
g
a
p
r
o
b
l
e
m
s
r
e
g
a
r
d
i
n
g
a
c
a
d
s
,
m
a
o
n
a
d
i
l
i
k
o
k
a
a
y
o
s
t
r
e
s
s
k
a
y
m
a
k
a
-
u
n
l
o
a
d
m
a
n
k
o
s
a
a
k
o
n
g
e
m
o
t
i
o
n
s
s
a
i
l
a
h
a
.
”
“
I
h
a
v
e
f
r
i
e
n
d
s
w
h
o
m
I
c
a
n
s
h
a
r
e
m
y
p
r
o
b
l
e
m
s
r
e
g
a
r
d
i
n
g
a
c
a
d
e
m
i
c
s
,
h
e
n
c
e
I
a
m
n
o
t
s
t
r
e
s
s
e
d
s
i
n
c
e
I
c
a
n
u
n
l
o
a
d
m
y
e
m
o
t
i
o
n
s
t
o
t
h
e
m
.
”
(
T
r
a
n
s
l
a
t
e
d
)
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
5
3
0
-
2
5
3
8
2534
Par
ticip
an
t 4
1
also
ex
p
r
ess
ed
h
is
id
ea
s
tatin
g
th
at:
“
M
e
d
y
o
m
a
u
l
a
w
k
o
m
o
-
s
h
a
r
e
s
a
a
k
o
n
g
p
r
o
b
l
e
m
a
s
a
a
k
o
n
g
m
g
a
c
l
o
s
e
f
r
i
e
n
d
’
s
k
a
y
p
a
s
i
n
k
a
n
t
i
y
a
w
a
n
r
a
k
o
n
i
l
a
.
U
s
a
h
a
y
m
a
g
-
p
r
e
t
e
n
d
n
a
l
a
n
g
k
o
n
a
o
k
a
y
r
a
k
o
p
e
r
o
n
a
g
k
a
l
i
s
o
d
n
a
d
i
a
y
k
o
s
a
a
k
o
n
g
s
t
u
d
i
e
s
.
”
“
I
a
m
a
b
i
t
s
h
y
i
n
s
h
a
r
i
n
g
m
y
p
r
o
b
l
e
m
s
t
o
m
y
c
l
o
s
e
f
r
i
e
n
d
s
b
e
c
a
u
s
e
t
h
e
y
m
i
g
h
t
j
u
s
t
t
e
a
s
e
m
e
.
S
o
m
e
t
i
m
e
s
,
I
w
o
u
l
d
j
u
s
t
p
r
e
t
e
n
d
t
h
a
t
I
a
m
o
k
a
y
b
u
t
t
h
e
t
r
u
t
h
i
s
t
h
a
t
I
a
m
s
t
r
u
g
g
l
i
n
g
w
i
t
h
m
y
s
t
u
d
i
e
s
.
”
(
T
r
a
n
s
l
a
t
e
d
)
I
n
ad
d
itio
n
,
p
a
r
ticip
an
t 1
0
m
e
n
tio
n
ed
th
at:
“
A
mo
n
g
t
o
p
ic
s
a
a
k
o
n
g
mg
a
ma
le
fr
ien
d
’
s
ka
y
p
u
r
o
r
a
m
g
a
b
in
o
a
n
g
ma
o
n
a
ma
u
la
w
g
yu
d
k
o
ma
g
-
s
h
a
r
e
s
h
a
r
e
s
a
a
ko
n
g
mg
a
p
r
o
b
lem
s
a
eskw
ela
ka
y
K
J
la
n
g
a
k
o
n
g
d
a
tin
g
.
”
“
Ou
r
u
s
u
a
l
to
p
ic
w
ith
my
m
a
le
fr
ien
d
s
a
r
e
a
ll
fu
n
n
y
t
o
p
i
cs
th
a
t
is
w
h
y
I
a
m
n
o
t
co
mf
o
r
ta
b
le
tellin
g
th
em
a
b
o
u
t m
y
is
s
u
es in
s
ch
o
o
l b
ec
a
u
s
e
th
ey
mig
h
t th
in
k
th
a
t I
a
m
kill jo
y.
”
(
T
r
a
n
s
l
a
t
e
d
)
Fro
m
th
e
s
tatem
en
ts
p
r
o
v
id
ed
,
f
em
ale
s
tu
d
en
t
teac
h
e
r
s
g
en
er
ally
ex
p
e
r
ien
ce
b
etter
em
o
tio
n
a
l
well
-
b
ein
g
th
a
n
t
h
eir
m
ale
co
u
n
ter
p
ar
ts
.
Fem
ale
s
tu
d
en
t
teac
h
er
s
b
en
e
f
it
f
r
o
m
a
s
u
p
p
o
r
tiv
e
n
etwo
r
k
o
f
f
r
ien
d
s
with
wh
o
m
th
e
y
f
ee
l
c
o
m
f
o
r
ta
b
le
s
h
ar
in
g
th
eir
ac
ad
e
m
ic
p
r
o
b
lem
s
.
I
n
c
o
n
tr
ast,
m
ale
s
tu
d
e
n
t
teac
h
er
s
s
ee
m
to
s
tr
u
g
g
le
m
o
r
e
with
em
o
tio
n
al
well
-
b
ein
g
d
u
e
to
th
eir
r
elu
ct
an
ce
to
s
h
ar
e
p
er
s
o
n
al
is
s
u
es
with
f
r
ien
d
s
.
T
h
e
y
f
ea
r
b
ein
g
teased
o
r
ju
d
g
ed
,
l
ea
d
in
g
th
e
m
to
i
n
ter
n
alize
th
e
ir
s
tr
u
g
g
les
an
d
p
r
ete
n
d
e
v
er
y
th
in
g
is
f
in
e.
T
h
eir
s
o
cial
in
ter
ac
tio
n
s
ar
e
o
f
ten
c
en
ter
ed
ar
o
u
n
d
h
u
m
o
r
o
u
s
to
p
i
cs,
m
ak
in
g
it
d
if
f
ic
u
lt
f
o
r
th
e
m
to
d
is
cu
s
s
s
er
io
u
s
is
s
u
es.
T
h
is
lack
o
f
em
o
tio
n
a
l
s
u
p
p
o
r
t
an
d
th
e
p
r
ess
u
r
e
to
m
ain
tain
a
f
ac
a
d
e
o
f
well
-
b
e
in
g
ca
n
n
e
g
ativ
ely
im
p
ac
t
th
eir
o
v
er
all
s
tr
ess
le
v
els
an
d
m
en
tal
h
ea
lth
.
T
h
is
claim
co
r
r
o
b
o
r
ates
Yan
g
a
n
d
Z
h
en
g
[
1
8
]
,
wh
er
e
th
ey
h
i
g
h
lig
h
ted
th
at
f
em
ales
ten
d
to
p
er
ce
iv
e
m
o
r
e
em
o
tio
n
al
s
u
p
p
o
r
t
f
r
o
m
o
th
er
p
e
o
p
le
,
s
u
ch
as
ad
u
lts
an
d
f
r
ien
d
s
,
wh
ich
p
o
s
itiv
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ican
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ter
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s
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ed
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ca
tio
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al
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s
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Fo
r
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s
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em
ale
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d
en
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s
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i
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it
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o
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ig
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n
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n
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a
p
-
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3
3
.
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h
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g
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h
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t
th
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ty
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o
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t
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s
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h
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f
in
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h
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g
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ac
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o
r
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o
t
h
e
r
t
h
an
t
h
e
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a
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ic
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l
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ti
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y
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em
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g
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m
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r
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le
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l
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el
l
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h
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f
in
d
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g
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h
lig
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ac
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d
u
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s
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ld
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d
s
tr
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o
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u
p
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d
f
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m
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tu
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s
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ec
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izin
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u
n
i
q
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e
ch
allen
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d
itio
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ally
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ile
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ty
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e
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ciate
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th
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tial f
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s
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lu
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ce
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ac
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s
s
d
if
f
er
en
t a
ca
d
em
ic
d
is
cip
lin
es.
S
ev
er
al
s
tu
d
ies
[
1
5
]
,
[
1
9
]
f
o
u
n
d
s
im
ilar
r
esu
lts
o
n
s
tu
d
e
n
t
teac
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ess
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d
lo
we
r
o
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er
all
well
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g
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o
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p
ar
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t
o
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m
ale
co
u
n
ter
p
ar
ts
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alig
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g
with
th
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f
in
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g
s
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f
o
u
r
s
tu
d
y
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Als
o
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a
s
im
ilar
f
in
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in
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s
[
2
0
]
,
[
2
1
]
u
n
c
o
v
er
e
d
th
at
th
er
e
a
r
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o
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u
ca
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am
s
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T
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f
in
d
in
g
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af
f
ir
m
th
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s
tu
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I
n
g
en
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t
h
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f
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asize
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ee
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f
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a
h
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lis
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to
s
u
p
p
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tin
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s
tu
d
en
t
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well
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g
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t
co
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en
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r
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ter
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ar
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tailo
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d
to
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ess
th
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d
if
f
er
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s
ef
f
ec
tiv
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.
T
h
r
o
u
g
h
th
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in
itiativ
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ed
u
ca
tio
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al
in
s
titu
tio
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s
ca
n
cr
ea
te
a
m
o
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p
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ir
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m
en
t th
at
p
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ei
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g
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n
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ac
ad
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ic
s
u
cc
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o
f
all
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tu
d
en
t te
ac
h
er
s
.
3
.
4
.
Co
rr
ela
t
ing
t
he
well
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being
o
f
s
t
ud
ent
t
ea
cher
s
a
cr
o
s
s
di
m
ens
io
ns
T
ab
le
3
ex
h
ib
its
th
e
r
esu
lts
o
f
th
e
co
r
r
elatio
n
an
aly
s
is
o
f
th
e
d
im
en
s
io
n
s
o
f
th
e
s
tu
d
en
t
teac
h
er
s
’
well
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b
ein
g
.
T
h
e
r
esu
lts
in
d
ica
te
s
ig
n
if
ican
t
r
elatio
n
s
h
ip
s
b
e
twee
n
v
ar
io
u
s
d
im
en
s
io
n
s
o
f
well
-
b
ein
g
am
o
n
g
s
tu
d
en
t
teac
h
er
s
.
T
h
e
s
ig
n
if
i
ca
n
t
p
o
s
itiv
e
r
elatio
n
s
h
ip
b
e
twee
n
co
g
n
itiv
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an
d
p
s
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lo
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ical
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(R
-
v
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o
f
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3
2
4
,
p
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v
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o
f
0
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0
0
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)
u
n
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er
s
co
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i
m
p
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tan
ce
o
f
m
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tal
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ag
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m
en
t
an
d
co
g
n
itiv
e
s
atis
f
ac
tio
n
in
f
o
s
ter
in
g
em
o
ti
o
n
al
s
tab
ilit
y
an
d
m
en
tal
h
ea
lt
h
.
T
h
is
f
in
d
in
g
alig
n
s
with
ex
is
tin
g
liter
atu
r
e
th
at
s
u
g
g
ests
co
g
n
itiv
e
ac
tiv
ities
an
d
p
r
o
b
lem
-
s
o
lv
i
n
g
s
k
ills
ca
n
en
h
an
ce
p
s
y
ch
o
lo
g
ical
r
esil
ien
ce
an
d
well
-
b
ein
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
N
a
vig
a
tin
g
th
e
p
r
a
ctice
tea
c
h
i
n
g
o
d
yss
ey
:
u
n
ve
ilin
g
th
e
w
ell
-
b
ein
g
d
yn
a
mics
of
…
(
Tr
ixie
E
.
C
u
b
illa
s
)
2535
Similar
ly
,
s
ev
er
al
s
tu
d
ies
[
2
2
]
,
[
2
3
]
ex
p
lai
n
ed
th
at
c
o
g
n
itiv
e
asp
ec
ts
wer
e
p
o
s
itiv
ely
lin
k
e
d
with
all
d
im
en
s
io
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s
o
f
p
s
y
ch
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l
o
g
ical
well
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b
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.
E
m
o
tio
n
al
in
tellig
en
ce
,
ac
co
r
d
in
g
to
p
r
ev
io
u
s
s
tu
d
ies
[
2
4
]
–
[
2
6
]
as
p
ar
t
o
f
th
e
p
s
y
ch
o
l
o
g
ical
c
o
n
ti
n
u
u
m
,
co
n
n
ec
ts
em
o
tio
n
s
with
r
ea
s
o
n
in
g
,
m
ea
n
in
g
th
at
o
u
r
e
m
o
tio
n
s
af
f
ec
t
o
u
r
th
o
u
g
h
ts
,
ju
s
t
as
o
u
r
co
g
n
itiv
e
p
r
o
ce
s
s
es
im
p
ac
t
o
u
r
em
o
tio
n
al
s
tates.
Al
s
o
,
Dilek
çi
an
d
Ma
n
ap
[
2
7
]
f
o
u
n
d
th
at
“
em
o
tio
n
al
lab
o
r
”
as
well
as
o
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g
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co
n
ce
p
ts
ar
e
clo
s
ely
lin
k
ed
to
th
e
p
s
y
ch
o
l
o
g
ical
d
im
en
s
io
n
s
o
f
well
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g
,
as
th
e
y
in
v
o
lv
e
th
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co
g
n
itiv
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p
r
o
ce
s
s
es
o
f
s
elf
-
r
ef
lectio
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,
id
e
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f
o
r
m
a
tio
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,
an
d
m
a
n
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in
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o
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ex
p
r
ess
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in
p
r
o
f
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s
.
Mo
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itiv
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r
r
e
latio
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b
etwe
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c
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g
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itiv
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an
d
s
o
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well
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g
(
R
-
v
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o
f
0
.
1
7
7
,
p
-
v
alu
e
o
f
0
.
0
3
7
)
in
d
icate
s
th
at
s
tu
d
en
ts
wh
o
ar
e
co
g
n
itiv
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en
g
ag
e
d
an
d
s
atis
f
ied
w
ith
th
eir
in
tellectu
al
ab
ilit
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ar
e
lik
ely
to
h
a
v
e
b
etter
s
o
cial
in
ter
ac
tio
n
s
an
d
r
elatio
n
s
h
ip
s
.
T
h
is
r
elatio
n
s
h
ip
h
ig
h
lig
h
ts
th
e
in
ter
co
n
n
ec
ted
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atu
r
e
o
f
co
g
n
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d
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o
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o
m
ain
s
.
T
h
e
f
in
d
in
g
f
u
r
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er
s
u
g
g
ests
th
at
in
tellectu
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f
u
lf
illme
n
t c
an
e
n
h
an
ce
s
o
cial
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n
n
ec
ted
n
ess
an
d
s
u
p
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o
r
t n
et
wo
r
k
s
.
Giv
en
th
e
f
in
d
in
g
s
,
C
h
en
[
2
8
]
d
is
co
v
er
ed
th
at
n
eg
ativ
e
em
o
tio
n
s
ca
n
lim
it
co
g
n
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ab
ilit
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an
d
lead
to
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u
r
n
o
u
t.
Ad
d
itio
n
ally
,
B
u
r
ić
et
a
l.
[
2
9
]
h
ig
h
lig
h
ted
th
at
em
o
tio
n
s
p
lay
a
s
ig
n
if
ican
t
r
o
le
in
lear
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in
g
.
Fu
r
th
er
m
o
r
e
,
R
u
g
g
er
i
et
a
l.
[
3
0
]
f
o
u
n
d
th
at
p
o
s
itiv
e
r
elatio
n
s
h
ip
s
with
in
s
ch
o
o
ls
ar
e
c
r
u
cial
f
o
r
well
-
b
ei
n
g
an
d
ar
e
f
u
n
d
am
en
tal
to
cr
ea
tin
g
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ef
f
ec
tiv
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en
v
ir
o
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m
en
t.
I
t
ca
n
b
e
n
o
ted
,
h
o
we
v
er
,
th
at
th
e
co
g
n
itiv
e
d
im
en
s
io
n
is
n
o
t
s
ig
n
if
ican
tly
lin
k
ed
with
th
e
m
ater
ial
well
-
b
ein
g
(
R
-
v
alu
e
o
f
-
0
.
0
7
5
,
p
-
v
alu
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f
0
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3
7
9
)
.
T
h
is
r
es
u
lt
en
tails
th
at
th
e
in
tellect
d
o
es
n
o
t
n
ec
ess
ar
ily
tr
an
s
late
to
m
ater
ial
s
tab
ilit
y
.
T
h
is
f
in
d
in
g
is
cr
itical
as
it
p
o
in
ts
to
th
e
d
is
tin
ct
n
atu
r
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f
m
ater
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ich
m
ay
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in
f
lu
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d
m
o
r
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b
y
ex
ter
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al
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ch
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f
i
n
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cial
r
eso
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r
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d
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o
n
o
m
ic
co
n
d
itio
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s
r
ath
e
r
th
an
co
g
n
itiv
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en
g
a
g
em
en
t.
T
ab
le
3
.
Sig
n
if
ica
n
t r
elatio
n
s
h
ip
b
etwe
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d
am
o
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g
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m
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l
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v
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T
h
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ab
s
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o
f
a
s
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t
r
elatio
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s
h
ip
b
etwe
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o
cial
a
n
d
p
s
y
ch
o
lo
g
ical
well
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R
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0
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2
5
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p
-
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2
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in
tr
ig
u
in
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war
r
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r
t
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in
v
esti
g
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n
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I
t
s
u
g
g
ests
th
at
wh
ile
s
o
cial
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ter
ac
tio
n
s
ar
e
ess
en
tial,
th
e
y
m
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y
n
o
t
d
ir
ec
tly
im
p
ac
t
p
s
y
ch
o
lo
g
ical
well
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ein
g
in
th
e
s
am
e
way
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o
g
n
itiv
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ac
tiv
ities
d
o
.
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h
is
co
u
l
d
im
p
ly
th
at
o
t
h
er
f
ac
t
o
r
s
,
s
u
ch
as
p
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o
n
al
co
p
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h
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is
m
s
an
d
in
d
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id
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p
s
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lo
g
ical
tr
aits
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p
lay
a
m
o
r
e
s
ig
n
if
ican
t r
o
le
i
n
d
eter
m
i
n
in
g
p
s
y
ch
o
lo
g
ical
well
-
b
ein
g
.
T
h
e
s
ig
n
if
ican
t
p
o
s
itiv
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r
elatio
n
s
h
ip
b
etwe
en
p
s
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ch
o
l
o
g
ic
al
an
d
m
ater
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well
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g
(
R
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v
alu
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f
0
.
1
9
4
,
p
-
v
alu
e
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f
0
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0
2
2
)
h
ig
h
lig
h
ts
th
e
p
o
s
s
ib
le
in
f
lu
en
ce
o
f
f
in
an
cial
s
tab
ilit
y
o
n
m
e
n
tal
h
ea
lth
.
Fin
an
cially
s
ec
u
r
e
s
tu
d
en
ts
ar
e
lik
ely
to
ex
p
er
ien
ce
less
s
tr
ess
an
d
an
x
iety
,
co
n
tr
ib
u
tin
g
to
b
etter
p
s
y
ch
o
lo
g
ical
well
-
b
ein
g
.
T
h
is
f
in
d
in
g
em
p
h
asizes
th
e
n
ee
d
f
o
r
f
in
an
cia
l
s
u
p
p
o
r
t
s
y
s
tem
s
to
en
h
an
ce
s
tu
d
en
ts
’
m
en
tal
h
ea
lth
an
d
o
v
er
all
well
-
b
ein
g
.
L
astl
y
,
th
e
s
ig
n
if
ican
t
p
o
s
itiv
e
r
elatio
n
s
h
ip
b
etwe
en
s
o
ci
al
an
d
m
ater
ial
well
-
b
ein
g
(
R
-
v
alu
e
o
f
0
.
2
0
4
,
p
-
v
alu
e
o
f
0
.
0
1
6
)
in
d
i
ca
tes
th
at
f
in
an
cial
s
tab
ilit
y
c
an
en
h
a
n
ce
s
o
cial
in
ter
ac
tio
n
s
an
d
r
elatio
n
s
h
ip
s
.
Stu
d
en
ts
with
ad
eq
u
ate
f
in
an
cial
r
eso
u
r
ce
s
ar
e
lik
ely
to
p
ar
ticip
ate
m
o
r
e
in
s
o
cial
ac
tiv
ities
an
d
b
u
ild
m
o
r
e
r
o
b
u
s
t
s
o
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n
etwo
r
k
s
,
wh
i
ch
in
tu
r
n
ca
n
p
r
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v
id
e
em
o
tio
n
al
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d
p
r
ac
tical
s
u
p
p
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r
t.
C
o
n
s
is
ten
t
with
th
e
f
in
d
in
g
s
,
B
u
r
ić
et
a
l.
[
2
9
]
f
o
u
n
d
th
at
f
in
a
n
cial
asp
ec
ts
o
f
life
r
ef
lect
th
e
p
er
s
o
n
’
s
s
o
cial
d
ea
lin
g
s
,
h
en
ce
Sirg
y
[
3
1
]
p
r
o
p
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s
ed
t
h
at
p
o
li
cies
th
at
aim
to
im
p
r
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well
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s
h
o
u
ld
co
n
s
id
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b
o
t
h
s
o
cial
an
d
m
ater
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asp
ec
ts
,
as
th
ey
ar
e
in
ter
d
ep
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d
en
t.
E
n
h
an
cin
g
o
n
e
d
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s
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ca
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p
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itiv
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im
p
ac
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a
m
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lis
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p
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ell
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en
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.
T
h
e
cr
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r
o
le
o
f
m
ater
ial
well
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g
i
n
b
o
o
s
tin
g
b
o
th
p
s
y
c
h
o
lo
g
ical
a
n
d
s
o
cial
well
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b
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g
is
ev
id
en
t,
s
u
g
g
esti
n
g
t
h
at
im
p
r
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v
in
g
f
in
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n
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s
tab
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ca
n
h
av
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a
p
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s
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ip
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le
e
f
f
ec
t
o
n
o
th
e
r
asp
ec
ts
o
f
well
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g
.
T
h
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in
s
ig
h
ts
h
i
g
h
lig
h
t
th
e
im
p
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tan
ce
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v
er
all
well
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b
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o
f
s
tu
d
e
n
t
teac
h
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s
.
Fu
r
th
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tu
d
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ld
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th
e
m
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h
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m
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th
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r
elatio
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d
d
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ter
v
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e
n
t te
ac
h
er
s
’
well
-
b
ein
g
e
f
f
ec
tiv
ely
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
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14
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4
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Au
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s
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20
25
:
2
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2536
4.
CO
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SI
O
N
As
h
ig
h
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th
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f
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with
f
em
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m
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ity
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Fem
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d
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b
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f
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ater
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ests
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en
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f
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d
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s
to
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ess
en
tially
im
p
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Pro
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all
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ican
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n
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tab
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n
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a
p
o
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itiv
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ip
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h
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ts
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ig
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lig
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th
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tan
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y
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tem
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th
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ess
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d
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ce
th
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o
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er
all
well
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s
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d
en
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th
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ld
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p
lo
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m
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h
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is
m
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ly
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elatio
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s
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d
d
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ta
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ter
v
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s
t
o
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p
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t
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d
en
t
teac
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s
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well
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f
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tiv
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u
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in
g
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tr
o
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etwo
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k
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w
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in
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tio
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tical
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u
p
p
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t
f
o
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s
tu
d
e
n
t
teac
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s
.
B
o
th
f
i
n
an
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aid
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d
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tr
o
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s
o
cial
n
etwo
r
k
s
ar
e
cr
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in
en
h
a
n
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.
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h
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f
in
d
in
g
s
p
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n
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v
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in
s
ig
h
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p
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well
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d
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ad
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c
ce
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s
.
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tr
ain
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in
s
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tio
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s
ca
n
u
s
e
th
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in
s
ig
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p
in
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s
th
at
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s
t
s
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d
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n
t
teac
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s
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co
g
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itiv
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p
s
y
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h
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lo
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ical,
m
ater
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an
d
s
o
cial
well
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th
er
e
b
y
e
n
s
u
r
in
g
a
ca
d
em
ic
s
u
cc
ess
.
ACK
NO
WL
E
DG
E
M
E
NT
S
T
h
e
au
th
o
r
s
wo
u
l
d
also
lik
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to
ex
p
r
ess
th
eir
g
r
atitu
d
e
to
Dr
.
L
eo
L
.
C
o
d
illa,
J
r
.
,
Dea
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f
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C
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lleg
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o
f
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esear
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d
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T
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s
to
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m
e
m
b
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p
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el,
Dr
.
Ar
iel
U.
C
u
b
illas
an
d
Dr
.
L
eo
L
.
C
o
d
illa,
J
r
.
F
UNDING
I
NF
O
R
M
A
T
I
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N
T
h
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au
th
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s
wis
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to
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p
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to
C
ar
ag
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State
Un
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f
in
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v
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g
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p
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f
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.
AUTHO
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C
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tio
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r
s
h
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p
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an
d
f
ac
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co
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r
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.
Na
m
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f
Aut
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Evaluation Warning : The document was created with Spire.PDF for Python.
I
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&
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N:
2252
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8
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2537
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DATA AV
AI
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AB
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av
ailab
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with
in
th
e
ar
tic
le.
RE
F
E
R
E
NC
E
S
[
1
]
T.
A
d
a
ms
,
B
.
K
o
s
t
e
r
,
a
n
d
P
.
d
e
n
B
r
o
k
,
“
P
a
t
t
e
r
n
s
i
n
st
u
d
e
n
t
t
e
a
c
h
e
r
s’
l
e
a
r
n
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n
g
p
r
o
c
e
s
ses
a
n
d
o
u
t
c
o
me
s
o
f
c
l
a
ssr
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o
m
m
a
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g
e
me
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t
d
u
r
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n
g
t
h
e
i
r
i
n
t
e
r
n
s
h
i
p
,
”
T
e
a
c
h
i
n
g
a
n
d
T
e
a
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r E
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u
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,
v
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l
.
1
2
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p
.
1
0
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8
9
1
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D
e
c
.
2
0
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6
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.
t
a
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e
.
2
0
2
2
.
1
0
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9
1
.
[
2
]
M
.
M
a
h
mo
o
d
,
D
.
S
.
A
z
i
z
,
a
n
d
D
.
M
.
B
i
b
i
,
“
Ef
f
e
c
t
s
o
f
t
e
a
c
h
i
n
g
p
r
a
c
t
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c
e
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s
h
a
p
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n
g
p
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s
p
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c
t
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v
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t
e
a
c
h
e
r
s’
p
r
o
f
e
s
si
o
n
a
l
i
d
e
n
t
i
t
i
e
s
:
c
o
m
p
a
r
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t
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v
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a
n
a
l
y
s
i
s,”
J
o
u
r
n
a
l
o
f
Ed
u
c
a
t
i
o
n
a
n
d
E
d
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p
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7
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–
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[
3
]
I
.
B
a
w
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,
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T
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P
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S
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n
t
s’
Emp
l
o
y
a
b
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t
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R
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a
d
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ss,
”
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t
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t
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Ac
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[
4
]
J.
T.
L
o
b
o
,
“
A
n
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n
q
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y
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f
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s’
a
p
p
r
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s
a
l
,
”
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o
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f
R
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,
P
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3
.
[
5
]
S
.
N
.
J
o
g
a
n
,
“
E
v
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h
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f
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p
.
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t
men
t
o
f
E
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n
,
C
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r
a
l
U
n
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v
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si
t
y
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f
K
a
r
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a
t
a
k
a
,
”
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n
t
e
r
n
a
t
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o
n
a
l
J
o
u
r
n
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f
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S
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s
,
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o
l
.
5
,
n
o
.
2
,
p
p
.
2
2
7
–
2
3
5
,
2
0
1
9
.
[
6
]
S
.
L.
B
a
y
l
a
n
,
“
A
q
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t
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sity
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:
k
s
b
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@c
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e
d
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.
p
h
.
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