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K
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Aca
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Gr
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k
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[
1
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,
[
2
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.
T
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[
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3
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6
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b
alan
ce
o
f
m
o
tiv
atio
n
co
u
l
d
r
esu
lt
in
n
eg
ativ
e
co
n
s
eq
u
en
c
es
s
u
ch
as
b
u
r
n
o
u
t,
w
o
r
k
in
h
i
b
itio
n
in
th
e
ailin
g
a
r
ea
,
o
r
i
n
th
e
ex
tr
em
e,
d
r
o
p
o
u
t
o
f
s
p
o
r
ts
o
r
ac
ad
em
ic
wo
r
k
[
7
]
,
[
8
]
.
T
h
u
s
,
th
er
e
is
g
r
o
win
g
co
n
ce
r
n
an
d
in
c
r
ea
s
in
g
i
n
ter
e
s
t
in
u
n
d
er
s
tan
d
in
g
s
tu
d
en
t
-
ath
letes
m
o
tiv
atio
n
t
o
war
d
s
b
o
th
s
p
o
r
ts
an
d
ac
a
d
em
ics
ac
r
o
s
s
v
ar
io
u
s
r
esear
c
h
co
n
tex
ts
[
3
]
,
[
9
]
.
R
esear
ch
h
as
lin
k
ed
s
tu
d
en
t
-
ath
letes
m
o
tiv
atio
n
to
war
d
s
s
p
o
r
ts
an
d
ac
ad
e
m
ics
to
b
e
p
o
s
itiv
ely
ass
o
ciate
d
with
th
eir
o
v
er
all
s
u
cc
ess
,
in
c
lu
d
in
g
r
o
b
u
s
t
s
o
cial
s
u
p
p
o
r
t
f
r
o
m
f
r
ien
d
s
,
f
am
ily
,
an
d
co
ac
h
es
[
1
0
]
,
en
h
an
ce
d
s
p
o
r
ts
m
an
s
h
ip
o
r
ien
tatio
n
s
an
d
s
u
s
tain
ed
d
ed
icatio
n
to
th
eir
s
p
o
r
t
[
1
1
]
an
d
g
r
ea
ter
ac
h
iev
em
en
t
s
ch
o
o
l
ac
tiv
ities
[
1
2
]
.
Giv
en
th
e
s
ig
n
if
ican
t
an
d
p
r
e
v
ailin
g
r
o
les
o
f
ath
letics
an
d
ac
ad
em
ics
in
th
e
liv
es
o
f
s
tu
d
en
t
-
ath
letes,
it
is
p
r
o
b
a
b
le
th
at
t
h
e
m
o
tiv
atio
n
o
f
s
tu
d
en
t
-
at
h
letes
in
th
ese
two
a
r
ea
s
is
in
ter
c
o
n
n
ec
ted
[
2
]
,
[
1
3
]
.
T
h
e
s
ig
n
if
ican
t
in
f
lu
en
ce
o
f
s
tu
d
en
t
-
ath
letes
’
m
o
tiv
atio
n
to
war
d
s
s
p
o
r
ts
an
d
ac
ad
em
ics
(
SAMSA)
,
to
g
eth
er
with
th
e
wid
e
r
ec
o
g
n
itio
n
t
h
at
it
ca
n
b
e
cu
ltiv
ated
an
d
en
h
an
ce
d
,
h
as
r
esu
lted
in
a
r
is
in
g
cu
r
io
s
ity
in
u
n
d
er
s
tan
d
i
n
g
th
e
m
ec
h
an
is
m
th
at
co
n
tr
i
b
u
tes
to
its
d
ev
elo
p
m
en
t
in
b
o
th
d
o
m
ai
n
s
.
No
twith
s
tan
d
in
g
th
e
in
cr
ea
s
in
g
f
o
cu
s
o
n
t
h
e
d
if
f
i
cu
lties
en
co
u
n
ter
ed
b
y
s
tu
d
e
n
t
-
ath
letes
to
p
ar
ticip
ate
in
b
o
th
ac
ad
em
ics
an
d
ath
letics,
h
o
wev
er
,
lim
ited
s
tu
d
ies
h
av
e
ex
p
lo
r
ed
th
e
s
p
ec
if
ic
f
ac
to
r
s
th
at
i
n
f
lu
en
ce
th
i
s
b
alan
ce
,
an
d
h
o
w
th
ese
f
ac
to
r
s
in
f
lu
en
ce
t
h
e
m
o
t
iv
atio
n
s
o
f
b
o
th
s
p
o
r
ts
an
d
ac
a
d
em
ics.
Ho
p
e
r
ef
er
s
to
th
e
a
n
ticip
at
ed
ca
p
ac
ity
to
ca
r
r
y
o
u
t
p
l
an
n
ed
p
at
h
s
to
war
d
s
d
esira
b
le
f
u
tu
r
e
o
b
jectiv
es.
Sp
ec
if
ically
,
h
o
p
e
is
a
co
g
n
itiv
e
m
o
tiv
atio
n
al
p
r
o
ce
s
s
co
n
s
is
tin
g
o
f
two
co
m
p
o
n
e
n
ts
,
wh
ich
is
m
o
s
tly
ex
am
in
ed
u
s
in
g
th
eo
r
y
o
f
h
o
p
e
an
d
its
ass
o
ciate
d
s
ca
les
[
1
4
]
.
T
h
e
in
itial
elem
e
n
t
o
f
h
o
p
e
ca
n
b
e
id
en
tifie
d
as
p
ath
way
s
.
Path
way
s
r
ef
er
to
th
e
co
n
ce
p
tu
alize
d
r
o
u
tes
to
ac
h
iev
e
o
b
jectiv
es.
Hig
h
ly
h
o
p
ef
u
l
in
d
iv
id
u
als,
as
in
d
icate
d
b
y
th
eir
av
er
ag
e
lev
el
o
f
h
o
p
e,
n
o
t
o
n
ly
ex
ce
l
at
v
is
u
alizin
g
r
ea
lis
tic
r
o
u
tes
to
th
eir
o
b
jectiv
es
,
b
u
t
also
g
en
e
r
ate
v
ar
io
u
s
alter
n
ati
v
e
r
o
u
tes
an
d
a
g
r
ea
ter
n
u
m
b
er
o
f
g
o
als
o
v
e
r
all,
in
t
h
e
ev
e
n
t
o
f
u
n
f
o
r
eseen
o
b
s
tacle
s
in
th
e
p
u
r
s
u
it
o
f
g
o
als
o
r
if
a
g
o
al
b
ec
o
m
es
u
n
ac
h
iev
a
b
le
[
1
4
]
,
[
1
5
]
.
Ag
en
cy
co
n
s
titu
tes
th
e
s
ec
o
n
d
elem
e
n
t
o
f
h
o
p
e.
T
h
is
co
m
p
o
n
en
t
r
e
f
er
s
to
t
h
e
co
n
v
ictio
n
,
to
g
eth
e
r
with
th
e
ac
co
m
p
an
y
in
g
d
r
iv
e
an
d
d
eter
m
i
n
atio
n
,
th
at
i
n
d
iv
i
d
u
als
p
o
s
s
ess
in
th
eir
ab
ilit
y
to
p
u
r
s
u
e
th
eir
en
v
is
io
n
e
d
co
u
r
s
es
o
f
ac
tio
n
to
ac
h
iev
e
th
eir
in
ten
d
ed
o
b
jectiv
es
[
1
4
]
,
[
1
6
]
.
I
n
d
iv
id
u
als
with
h
ig
h
le
v
els
o
f
h
o
p
e
h
a
v
e
b
e
en
s
h
o
wn
to
em
p
lo
y
in
cr
ea
s
ed
s
tr
ateg
ies th
at
f
o
s
ter
m
o
r
e
r
o
b
u
s
t b
elief
s
in
th
ei
r
ca
p
ac
ity
to
ac
h
iev
e
o
b
jectiv
es [
1
5
]
.
Ho
p
e,
in
s
p
o
r
ts
co
n
tex
t,
s
er
v
e
s
as
a
m
ea
n
s
o
f
f
o
s
ter
in
g
en
d
u
r
an
ce
,
a
c
r
u
cial
attr
ib
u
te
in
t
h
e
f
ac
e
o
f
ch
allen
g
es
s
u
ch
as
in
ju
r
y
,
d
e
f
ea
t,
o
r
o
t
h
er
ci
r
cu
m
s
tan
ce
s
t
h
at
m
ay
af
f
lict
ath
letes
[
1
7
]
.
Ath
letes
wh
o
h
a
v
e
h
eig
h
ten
ed
lev
els
o
f
h
o
p
e
in
h
er
en
tly
d
e
m
o
n
s
tr
ate
in
c
r
ea
s
ed
d
r
iv
e
to
ac
h
iev
e
t
h
eir
ath
leti
c
g
o
als
b
ec
a
u
s
e
o
f
th
eir
s
tead
f
ast
co
n
v
ictio
n
i
n
t
h
eir
ca
p
ac
ity
to
s
u
cc
ee
d
,
ev
e
n
wh
en
f
ac
e
d
with
o
b
s
tacle
s
[
1
8
]
.
T
h
is
m
in
d
s
et
s
er
v
es
as
a
d
r
iv
in
g
f
o
r
ce
f
o
r
at
h
letes
to
s
u
s
tain
ath
letes’
co
m
m
itm
en
t
to
th
eir
tr
ain
in
g
r
eg
i
m
en
s
,
r
ec
o
v
er
f
r
o
m
s
etb
ac
k
s
,
an
d
co
n
tin
u
o
u
s
ly
e
n
h
an
ce
th
eir
p
e
r
f
o
r
m
an
ce
[
1
7
]
,
[
1
9
]
.
Ad
d
itio
n
ally
,
h
ig
h
lev
els
o
f
h
o
p
e
in
in
d
iv
id
u
als
is
p
o
s
itiv
ely
ass
o
ciate
d
with
im
p
r
o
v
ed
p
er
f
o
r
m
an
ce
[
2
0
]
,
en
h
an
ce
d
o
v
er
a
ll
well
-
b
ein
g
[
2
1
]
,
s
tr
en
g
th
en
ed
s
o
cial
ad
a
p
tatio
n
,
co
m
p
eten
ce
a
n
d
d
em
o
n
s
tr
ate
m
en
tal
r
esil
ien
ce
in
s
p
o
r
ts
[
1
6
]
,
[
1
9
]
.
L
i
k
ewise,
with
in
th
e
r
ea
lm
o
f
ac
ad
em
ic
s
,
h
o
p
e
f
u
n
ctio
n
s
as
a
p
o
ten
t
ca
taly
s
t
f
o
r
s
tu
d
en
t
-
ath
letes.
I
t
en
ab
les
ath
letes
to
estab
lis
h
ac
ad
em
ic
o
b
jectiv
es
an
d
m
ai
n
tain
th
eir
m
o
tiv
atio
n
to
ac
h
ie
v
e
th
eir
g
o
als,
ev
e
n
in
th
e
f
ac
e
o
f
tim
e
lim
itatio
n
s
an
d
th
e
co
m
p
etin
g
d
em
an
d
s
o
f
s
p
o
r
ts
an
d
s
tu
d
y
[
1
7
]
,
[
1
8
]
.
W
h
en
s
tu
d
en
ts
p
o
s
s
ess
a
r
o
b
u
s
t
s
en
s
e
o
f
h
o
p
e,
th
ey
h
a
v
e
c
o
n
f
id
e
n
ce
in
t
h
eir
ca
p
ac
ity
to
o
v
er
co
m
e
ac
a
d
em
ic
o
b
s
tacle
s
,
s
u
ch
as
d
em
an
d
in
g
co
u
r
s
ewo
r
k
,
ex
a
m
in
atio
n
s
,
o
r
m
an
a
g
in
g
co
n
f
lictin
g
d
ea
d
lin
es
with
th
eir
ath
letic
o
b
lig
atio
n
s
[
2
2
]
,
[
2
3
]
.
Stu
d
en
ts
th
at
ar
e
o
p
tim
is
tic
ar
e
m
o
r
e
in
clin
e
d
to
d
e
m
o
n
s
tr
ate
tr
aits
s
u
ch
as
p
er
s
ev
er
an
ce
,
ef
f
ec
tiv
e
tim
e
m
an
ag
em
en
t,
an
d
p
r
o
ac
tiv
e
l
ea
r
n
in
g
,
wh
ich
ac
tiv
ely
c
o
n
t
r
ib
u
te
to
in
cr
ea
s
ed
ac
ad
em
ic
s
u
cc
ess
[
2
2
]
.
T
h
is
h
o
p
ef
u
l
p
er
s
p
ec
tiv
e
n
o
t
o
n
ly
m
o
tiv
ates
th
em
to
p
u
r
s
u
e
s
o
lu
tio
n
s
wh
en
ch
allen
g
es
o
cc
u
r
b
u
t
also
in
s
p
ir
es
th
em
to
estab
lis
h
g
r
ea
ter
ac
ad
em
ic
g
o
al
an
d
s
tay
d
e
d
icate
d
t
o
attain
in
g
g
o
als,
e
v
en
in
th
e
m
id
s
t
o
f
d
if
f
icu
lties
[
2
4
]
.
Ultim
ately
,
s
tu
d
e
n
t
th
at
d
em
o
n
s
tr
ate
h
o
p
e
ten
d
to
d
is
p
lay
elev
ated
lev
els
o
f
ac
a
d
em
i
c
in
v
o
lv
em
e
n
t
an
d
h
eig
h
ten
ed
s
en
s
e
o
f
s
atis
f
ac
tio
n
,
lead
in
g
to
en
h
an
ce
d
p
e
r
f
o
r
m
an
ce
b
o
th
in
s
id
e
an
d
o
u
ts
id
e
th
e
ed
u
ca
tio
n
al
s
ettin
g
[
2
2
]
,
[
2
4
]
.
W
ith
in
th
e
f
r
am
ewo
r
k
o
f
s
elf
-
d
eter
m
in
atio
n
th
eo
r
y
(
SDT)
[
2
5
]
,
h
o
p
e
ass
u
m
es
a
p
iv
o
tal
f
u
n
ctio
n
i
n
s
tim
u
latin
g
s
tu
d
en
t
-
ath
letes
b
y
s
atis
f
y
in
g
th
eir
f
u
n
d
am
e
n
tal
p
s
y
ch
o
lo
g
ical
n
ee
d
s
o
f
au
t
o
n
o
m
y
,
co
m
p
eten
ce
,
an
d
r
elate
d
n
ess
.
Mo
tiv
ated
s
tu
d
en
t
-
ath
letes
ex
p
er
ien
ce
a
f
e
elin
g
o
f
m
aster
y
o
v
er
th
eir
g
o
als
an
d
s
tr
ateg
ies
to
ac
co
m
p
lis
h
th
em
,
th
e
r
ef
o
r
e,
a
u
g
m
en
tin
g
th
eir
n
ee
d
s
f
o
r
a
u
t
o
n
o
m
y
[
2
6
]
.
T
h
e
estab
lis
h
m
en
t
o
f
th
is
f
ee
lin
g
o
f
co
n
tr
o
l
is
cr
u
cial
f
o
r
b
o
t
h
ath
letic
an
d
ac
a
d
em
ic
e
n
d
ea
v
o
r
s
,
as
it
e
n
s
u
r
es
th
at
t
h
eir
ac
tio
n
s
ar
e
in
h
a
r
m
o
n
y
with
th
eir
i
n
d
iv
id
u
al
v
al
u
es
a
n
d
in
te
r
est
[
2
5
]
,
[
2
6
]
.
Fu
r
th
er
m
o
r
e,
h
o
p
e
e
n
h
an
ce
s
at
h
letes’
co
n
f
id
en
ce
in
th
eir
o
wn
ca
p
ab
ilit
ies,
th
er
ef
o
r
e
cu
l
tiv
atin
g
a
f
ee
lin
g
o
f
p
r
o
f
icien
c
y
[
1
5
]
,
[
2
0
]
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
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2252
-
8
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J
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4
,
No
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4
,
Au
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u
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2
5
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2
5
7
4
-
2
5
8
3
2576
Gr
it
is
d
e
f
i
n
ed
as a
co
m
p
le
x
p
er
s
o
n
al
it
y
t
r
ai
t
t
h
at
en
co
m
p
ass
es
t
h
e
e
x
te
n
t
t
o
w
h
i
ch
i
n
d
i
v
i
d
u
als
s
u
s
ta
in
in
t
er
est
an
d
co
n
ce
n
t
r
at
io
n
o
n
a
s
i
g
n
if
i
ca
n
t
o
b
j
ec
t
iv
e
(
o
r
o
b
j
ec
ti
v
es)
f
o
r
e
x
te
n
d
e
d
p
e
r
i
o
d
s
o
f
ti
m
e
,
k
n
o
w
n
as
co
n
s
is
t
e
n
c
y
o
f
i
n
t
er
ests
(
C
OI
)
,
a
n
d
t
h
e
ex
te
n
t
t
o
w
h
i
ch
in
d
i
v
i
d
u
als
p
e
r
s
is
t
in
ac
h
i
ev
in
g
t
h
es
e
o
b
j
ec
t
iv
es
d
es
p
ite
ch
all
en
g
es
,
f
r
u
s
t
r
a
ti
o
n
,
a
n
d
te
d
i
u
m
,
k
n
o
w
n
as
p
e
r
s
e
v
e
r
a
n
ce
o
f
e
f
f
o
r
t
(
PO
E
)
[
2
7
]
.
S
tu
d
i
es
s
u
g
g
es
t
t
h
at
g
r
it
is
m
o
s
tl
y
li
n
k
e
d
t
o
a
d
a
p
t
iv
e
t
r
a
its
t
h
at
ar
e
u
tili
ze
d
i
n
v
a
r
i
o
u
s
s
it
u
ati
o
n
s
o
f
a
c
h
ie
v
em
en
t
[
2
8
]
.
F
o
r
i
n
s
t
a
n
ce
,
h
ei
g
h
t
en
e
d
g
r
i
t
h
as
b
e
en
ass
o
ci
at
ed
wit
h
en
h
a
n
ce
d
a
ca
d
e
m
ic
ac
h
i
ev
em
e
n
t
i
n
h
i
g
h
s
c
h
o
o
l
s
t
u
d
e
n
ts
[
2
9
]
,
in
c
r
ea
s
e
d
em
o
t
io
n
al
i
n
t
ell
ig
e
n
ce
i
n
u
n
d
e
r
g
r
ad
u
a
te
s
tu
d
en
ts
[
2
7
]
,
g
r
e
at
er
o
p
t
im
is
m
in
s
c
h
o
o
l
t
ea
ch
er
s
[
3
0
]
,
d
e
cr
ea
s
ed
p
r
o
c
r
asti
n
ati
o
n
i
n
u
n
i
v
e
r
s
it
y
[
3
1
]
,
a
n
d
r
ed
u
c
e
d
b
u
r
n
o
u
t
l
e
v
els
[
3
2
]
.
Ne
v
er
t
h
eles
s
,
t
h
e
r
e
is
a
s
c
ar
cit
y
o
f
r
ese
a
r
c
h
in
v
esti
g
at
in
g
t
h
e
i
m
p
ac
t
o
f
g
r
it
o
n
s
t
u
d
e
n
ts
'
m
o
t
i
v
at
io
n
i
n
b
o
t
h
s
p
o
r
ts
a
n
d
a
ca
d
e
m
ic
.
Aca
d
em
ic
g
r
it e
n
ab
les s
tu
d
en
ts
to
p
er
s
ev
er
e
wh
en
f
ac
ed
with
d
if
f
icu
lties
,
s
u
s
tain
co
n
s
tan
t e
f
f
o
r
t,
an
d
s
tay
f
o
cu
s
ed
in
th
eir
ac
ad
em
i
c
g
o
als
d
esp
ite
ch
allen
g
es
[
3
3
]
,
[
3
4
]
.
E
x
te
n
s
iv
e
r
esear
ch
h
a
s
d
em
o
n
s
tr
ated
th
at
in
d
iv
id
u
als
wh
o
ex
h
ib
it
h
ig
h
er
lev
els
o
f
g
r
it
g
en
er
ally
att
ain
s
u
p
er
io
r
ac
ad
e
m
ic
r
esu
lts
,
in
clu
d
in
g
h
ig
h
er
g
r
ad
es
an
d
in
c
r
ea
s
ed
o
v
e
r
all
s
atis
f
ac
tio
n
with
th
eir
ed
u
ca
tio
n
al
ex
p
er
ien
ce
s
[
3
5
]
.
Per
s
ev
er
an
ce
s
er
v
es
as
ess
en
tial
f
o
r
s
u
r
m
o
u
n
tin
g
c
h
a
llen
g
es
an
d
s
u
s
tain
in
g
m
o
tiv
atio
n
o
v
er
lo
n
g
p
e
r
io
d
s
,
wh
i
ch
is
n
ec
ess
ar
y
f
o
r
ac
ad
em
ic
ac
h
iev
em
e
n
t
[
3
3
]
,
[
3
6
]
.
M
o
r
eo
v
er
,
s
tu
d
ies
s
u
g
g
est
th
at
g
r
it
is
p
ar
ticu
la
r
ly
lin
k
e
d
to
ad
ap
tiv
e
tr
aits
an
d
o
u
tco
m
es
in
m
an
y
s
itu
ati
o
n
s
.
Hig
h
er
g
r
it
lev
els
wer
e
a
s
s
o
ciate
d
with
in
cr
ea
s
ed
ac
a
d
em
ic
s
u
cc
ess
[
2
7
]
,
[
3
7
]
,
h
i
g
h
er
ed
u
ca
tio
n
al
attain
m
en
t
[
3
6
]
an
d
h
ig
h
er
lev
el
s
o
f
s
ati
s
f
ac
tio
n
with
co
lleg
e
life
[
3
8
]
.
Gr
it
is
ess
en
tial
in
th
e
s
p
o
r
ts
en
v
ir
o
n
m
en
t
as
it
p
lay
s
a
v
ital
p
a
r
t
in
en
ab
lin
g
s
tu
d
en
t
-
ath
letes
to
s
u
r
m
o
u
n
t
d
if
f
ic
u
lties
.
Activ
e
in
v
o
lv
em
en
t
in
s
p
o
r
ts
ca
n
f
o
s
ter
th
e
cu
ltiv
atio
n
o
f
p
er
s
ev
er
an
ce
as
s
p
o
r
ts
o
f
f
er
a
wid
e
r
an
g
e
o
f
p
h
y
s
ical,
m
en
tal,
an
d
s
o
cial
o
b
s
tacle
s
[
3
9
]
.
Ath
letes
th
at
p
o
s
s
ess
g
r
ea
ter
lev
els
o
f
g
r
it
ar
e
m
o
r
e
in
clin
ed
to
p
er
s
ev
er
e
d
u
r
in
g
ch
allen
g
in
g
t
r
ain
in
g
s
ess
io
n
s
,
s
u
s
tain
co
n
ce
n
tr
atio
n
d
u
r
in
g
d
if
f
icu
lt
ev
en
ts
,
an
d
b
o
u
n
ce
b
ac
k
f
r
o
m
s
etb
ac
k
s
with
a
r
en
ewe
d
d
ed
icatio
n
to
co
n
tin
u
o
u
s
g
r
o
wth
[
2
7
]
,
[
4
0
]
.
E
m
p
i
r
ical
e
v
id
en
ce
s
u
g
g
ests
a
s
ig
n
if
ican
t
co
n
n
ec
tio
n
b
etwe
e
n
g
r
it
an
d
ath
letic
p
er
f
o
r
m
a
n
c
e.
Gr
ay
et
a
l
.
[
3
2
]
d
is
co
v
er
e
d
th
at
an
in
d
i
v
id
u
al
with
elev
ated
le
v
els
o
f
g
r
it
g
e
n
er
ally
s
u
r
p
ass
th
eir
less
g
r
it
co
u
n
ter
p
a
r
ts
,
n
o
t
d
u
e
t
o
in
h
er
en
t
s
u
p
er
io
r
ity
,
b
u
t
as
th
ey
m
o
r
e
i
n
clin
ed
to
i
n
v
es
t
th
e
s
u
b
s
tan
tial
ef
f
o
r
t
an
d
tim
e
n
ee
d
ed
t
o
ac
h
iev
e
m
aster
y
.
T
h
u
s
,
g
r
itty
ath
letes
p
u
r
s
u
e
ex
ce
llen
ce
r
elen
tles
s
ly
an
d
s
ee
f
ailu
r
es a
s
o
p
p
o
r
tu
n
ities
to
p
r
o
g
r
ess
r
ath
er
th
an
q
u
it.
Acc
o
r
d
in
g
to
th
e
SDT
[
2
5
]
,
[
2
6
]
,
g
r
it
wh
ich
is
p
ass
io
n
th
at
is
co
u
p
led
with
p
er
s
ev
e
r
an
ce
c
o
n
ce
r
n
in
g
th
e
lo
n
g
-
ter
m
g
o
als
is
v
ital
i
n
th
e
s
tu
d
en
ts
’
m
o
tiv
atio
n
f
o
r
s
p
o
r
ts
an
d
ac
ad
em
ic
ac
tiv
ities
[
3
7
]
,
[
4
1
]
.
SDT
f
o
cu
s
es
o
n
th
e
f
u
lf
illme
n
t
o
f
t
h
r
ee
b
asic
p
s
y
ch
o
lo
g
ical
n
ee
d
s
(
au
to
n
o
m
y
,
co
m
p
ete
n
ce
,
a
n
d
r
elate
d
n
ess
)
[
4
2
]
,
[
4
3
]
.
Gr
it
co
m
p
lem
e
n
ts
th
ese
n
ee
d
s
b
ec
au
s
e
it
en
lis
ts
th
e
s
t
u
d
en
t
ath
letes
to
p
er
s
ev
er
e
in
th
eir
p
u
r
s
u
its
ev
en
wh
en
th
ey
ar
e
f
ac
ed
with
ad
v
er
s
ities
m
ak
in
g
s
u
r
e
t
h
ey
d
o
n
o
t
wan
e
o
n
eith
e
r
f
r
o
n
t
[
1
8
]
.
Gr
it
en
ab
les
s
tu
d
en
t
-
ath
letes
to
b
e
in
d
ep
en
d
en
t
to
m
an
ag
e
p
ath
to
war
d
s
ac
ad
em
i
c
an
d
ath
letic
ac
h
iev
em
e
n
ts
as
th
ey
g
et
m
o
ti
v
ated
to
co
n
q
u
er
ch
allen
g
es
with
th
e
m
aster
y
o
f
d
ec
is
io
n
-
m
ak
in
g
[
1
8
]
.
I
n
ter
m
s
o
f
co
m
p
eten
ce
,
d
eter
m
in
ed
s
tu
d
e
n
t
ath
letes
o
f
ten
ex
er
t
m
o
r
e
e
f
f
o
r
t
to
ac
h
iev
e
p
r
o
f
icien
cy
n
o
t
o
n
ly
in
th
eir
ac
ad
e
m
ic
p
u
r
s
u
its
b
u
t
also
in
th
ei
r
s
p
o
r
ts
en
d
ea
v
o
r
s
.
T
h
is
r
elen
tl
ess
p
u
r
s
u
it
o
f
ef
f
icie
n
cy
alig
n
s
p
er
f
ec
tly
with
t
h
e
id
ea
s
o
f
th
e
SDT
an
d
th
e
co
n
ce
p
t
o
f
d
esig
n
in
g
f
o
r
in
d
iv
id
u
als
to
f
ee
l
co
m
p
ete
n
t
an
d
s
u
cc
ess
f
u
l
[
2
5
]
,
[
2
6
]
.
Gr
it
also
en
h
an
ce
s
th
e
s
en
s
e
o
f
co
n
n
ec
ted
n
ess
,
as
s
tu
d
en
t
-
ath
letes
in
s
tin
ctiv
ely
s
ee
k
co
m
f
o
r
t
am
o
n
g
th
eir
co
ac
h
es,
teac
h
er
s
,
an
d
p
ee
r
s
to
ad
d
r
ess
th
e
d
iv
er
s
e
c
h
allen
g
e
s
th
ey
f
ac
e
[
1
8
]
,
[
4
1
]
.
T
h
u
s
,
b
y
in
s
till
in
g
p
e
r
s
ev
er
an
ce
,
g
r
it
g
u
ar
a
n
tees
th
at
s
tu
d
en
t
-
ath
letes
will
f
u
lf
ill
th
eir
p
s
y
ch
o
lo
g
ical
n
ee
d
s
ac
co
r
d
in
g
to
th
e
p
r
in
cip
les
o
f
SDT
[
2
5
]
,
s
o
p
r
o
m
o
tin
g
th
eir
lo
n
g
-
ter
m
s
u
cc
ess
in
s
p
o
r
ts
an
d
ac
ad
em
ics.
Hen
ce
,
g
r
it
p
r
o
v
es
ad
v
an
ta
g
eo
u
s
in
ef
f
ec
tiv
ely
h
an
d
lin
g
th
e
r
eq
u
ir
em
e
n
ts
o
f
d
u
al
r
o
les,
wh
ile
en
s
u
r
in
g
th
at
o
n
e
h
as h
i
g
h
m
o
tiv
atio
n
to
e
x
ce
l in
b
o
th
f
ie
ld
s
.
T
h
is
s
tu
d
y
ad
d
r
ess
es
a
cr
itica
l
g
ap
in
u
n
d
e
r
s
tan
d
in
g
h
o
w
h
o
p
e
an
d
g
r
it
d
ir
ec
tly
in
f
lu
e
n
c
e
th
e
d
u
al
m
o
tiv
atio
n
o
f
s
tu
d
e
n
t
-
ath
letes
in
b
o
th
ac
a
d
em
ics
an
d
s
p
o
r
ts
.
W
h
ile
p
r
ev
io
u
s
s
tu
d
ies
h
av
e
ac
k
n
o
wled
g
ed
th
e
d
if
f
icu
lties
en
co
u
n
ter
ed
b
y
s
t
u
d
en
t
-
ath
letes,
t
h
er
e
r
em
ain
s
a
lack
o
f
clar
ity
an
d
c
o
n
ce
p
tu
al
u
n
d
er
s
tan
d
in
g
r
eg
ar
d
in
g
th
e
s
p
ec
if
ic
m
ec
h
a
n
is
m
s
th
at
f
o
s
ter
an
d
en
h
a
n
c
e
th
eir
m
o
tiv
atio
n
in
b
o
th
s
p
o
r
ts
an
d
ac
ad
em
ics.
T
h
is
s
tu
d
y
u
tili
ze
s
th
e
SDT
t
o
p
r
o
v
id
e
a
d
etailed
ex
p
lo
r
atio
n
o
f
h
o
w
h
o
p
e
a
n
d
g
r
it
ca
n
en
h
an
ce
m
o
tiv
atio
n
,
th
er
eb
y
p
o
te
n
tially
im
p
r
o
v
in
g
o
u
tco
m
es
in
b
o
th
ac
ad
em
ic
an
d
s
p
o
r
ts
co
n
tex
ts
.
I
n
lig
h
t
o
f
th
ese
in
s
ig
h
ts
,
th
is
s
tu
d
y
aim
ed
t
o
in
v
esti
g
ate
th
e
r
elatio
n
s
h
ip
b
etwe
en
h
o
p
e,
g
r
it,
an
d
m
o
tiv
atio
n
o
f
ac
a
d
em
ic
an
d
s
p
o
r
ts
o
f
s
tu
d
en
t
-
ath
letes.
T
h
u
s
,
th
e
c
u
r
r
en
t
aim
ed
to
ex
am
in
e
t
h
e
f
o
l
lo
win
g
h
y
p
o
th
eses
:
i)
Ag
en
cy
an
d
p
at
h
way
is
a
s
ig
n
if
ican
t
p
r
ed
icto
r
o
f
at
h
letes’
m
o
tiv
atio
n
to
war
d
s
s
p
o
r
ts
an
d
ac
ad
em
ics
(
H
1
)
;
ii)
C
OI
an
d
POE
p
o
s
itiv
ely
p
r
ed
icts
ath
letes’
m
o
tiv
atio
n
t
o
war
d
s
s
p
o
r
ts
an
d
ac
a
d
em
ics
(
H
2
)
;
iii)
Gr
it
is
a
p
o
s
itiv
e
p
r
ed
icto
r
o
f
at
h
letes’
m
o
tiv
atio
n
t
o
war
d
s
s
p
o
r
ts
an
d
ac
ad
em
ics
(
H
3
)
;
an
d
i
v
)
H
o
p
e
is
a
p
o
s
itiv
e
p
r
ed
icto
r
o
f
a
th
letes’
m
o
tiv
atio
n
to
war
d
s
s
p
o
r
ts
an
d
ac
a
d
em
ics
(
H
4
)
.
2.
M
E
T
H
O
D
2
.
1
.
P
a
rt
icipa
nts
A
to
tal
o
f
2
4
7
s
tu
d
en
t
-
ath
letes
f
r
o
m
v
ar
io
u
s
s
p
o
r
ts
d
is
cip
lin
e
wh
o
wer
e
en
r
o
lled
d
u
r
in
g
1
s
t
s
em
ester
o
f
th
e
ac
ad
em
ic
y
ea
r
2
0
2
4
-
2
0
2
5
at
Min
d
a
n
ao
State
Un
iv
er
s
ity
-
I
lig
an
I
n
s
titu
te
o
f
T
ec
h
n
o
lo
g
y
(
MSU
-
I
I
T
)
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t
J
E
v
al
&
R
es E
d
u
c
I
SS
N:
2252
-
8
8
2
2
Ho
p
e
a
n
d
g
r
it:
th
e
d
r
ivin
g
fo
r
ce
s
b
eh
in
d
s
tu
d
e
n
t
-
a
th
letes
’
m
o
tiva
tio
n
in
s
p
o
r
ts
a
n
d
…
(
Je
t
C
.
Lo
n
g
a
kit
)
2577
Ma
le
ath
letes
co
m
p
r
is
ed
o
f
1
5
4
(
6
2
.
3
5
%)
a
n
d
9
3
(
3
7
.
6
5
%)
f
em
a
le
with
th
e
ag
e
r
an
g
e
o
f
1
8
-
2
4
y
ea
r
s
(
M=
1
8
.
8
1
,
SD=1
.
1
7
)
.
T
h
e
s
am
p
le
s
ize
f
o
r
th
is
s
tu
d
y
was
d
eter
m
in
ed
u
s
in
g
th
e
R
ao
s
o
f
t
s
am
p
le
s
ize
ca
lcu
la
to
r
,
r
esu
ltin
g
in
a
ca
lcu
lated
s
ize
o
f
3
0
6
.
A
to
tal
o
f
2
8
2
r
esp
o
n
s
es
wer
e
co
llect
ed
d
u
r
in
g
t
h
e
d
ata
g
ath
er
in
g
p
h
ase.
Af
ter
d
ata
cle
an
in
g
,
2
4
7
v
alid
r
esp
o
n
s
es we
r
e
s
elec
ted
f
o
r
a
n
aly
s
is
.
Par
ticip
an
ts
wer
e
id
en
tifie
d
u
s
in
g
p
u
r
p
o
s
iv
e
s
am
p
lin
g
tech
n
iq
u
e.
T
h
is
ap
p
r
o
ac
h
to
p
ar
ticip
an
t
s
elec
tio
n
is
b
ased
n
o
t
o
n
s
tati
s
tical
p
r
o
b
ab
ilit
y
,
b
u
t
o
n
s
u
b
j
ec
tiv
e
ass
ess
m
en
ts
o
f
th
e
in
d
i
v
id
u
al
d
ete
r
m
in
in
g
wh
ich
v
o
lu
n
teer
s
ar
e
lik
ely
t
o
y
ield
th
e
m
o
s
t
v
alu
a
b
le
in
s
ig
h
ts
[
4
4
]
.
As
s
u
ch
,
p
a
r
ticip
a
n
ts
wer
e
r
ec
r
u
ited
b
ased
o
n
th
e
f
o
llo
win
g
cr
iter
i
a:
i
)
at
least
f
iv
e
y
ea
r
s
o
f
p
ar
ticip
atin
g
in
d
if
f
er
en
t
t
o
u
r
n
a
m
en
ts
;
ii
)
co
m
p
eted
r
eg
io
n
al
o
r
n
atio
n
al
m
ee
ts
in
s
p
o
r
ts
;
an
d
iii
)
o
f
f
icially
e
n
r
o
ll
ed
d
u
r
in
g
th
e
f
ir
s
t
s
em
ester
o
f
th
e
ac
a
d
em
ic
y
ea
r
2024
-
2
0
2
5
.
2
.
2
.
I
ns
t
rum
ent
s
Gr
it
s
ca
le
was
u
s
ed
t
o
m
ea
s
u
r
e
ath
letes’
g
r
it.
T
h
e
1
2
-
item
s
ca
les
m
ea
s
u
r
ed
th
e
two
c
o
m
p
o
n
en
ts
in
ter
est
(
6
item
s
,
e.
g
.
,
“
s
etb
ac
k
s
d
o
n
’
t
d
is
co
u
r
a
g
e
m
e”
)
an
d
POE
(
6
item
s
,
e.
g
.
,
I
h
av
e
a
ch
iev
ed
a
g
o
al
th
at
to
o
k
y
ea
r
s
o
f
wo
r
k
)
an
d
p
ar
tic
ip
an
ts
r
ated
ea
ch
item
u
s
in
g
a
5
-
p
o
in
t
L
ik
er
t
s
ca
le
r
an
g
in
g
f
r
o
m
1
=
n
o
t
lik
e
m
e
at
all
to
5
=
v
er
y
m
u
ch
lik
e
me
,
with
a
h
ig
h
er
s
co
r
e
i
n
d
icate
a
g
r
ea
ter
lev
el
o
f
g
r
it.
Sp
ec
if
ical
ly
,
item
s
2
,
3
,
5
,
7
,
8
,
an
d
1
1
o
n
th
e
C
OI
s
u
b
s
ca
le
wer
e
r
ev
er
s
e
-
co
d
ed
.
T
h
e
p
s
y
ch
o
m
etr
ic
p
r
o
p
er
ties
o
f
th
e
m
ea
s
u
r
e
ar
e
well
-
estab
lis
h
ed
,
with
C
r
o
n
b
ac
h
’
s
alp
h
a
s
co
r
es
r
a
n
g
in
g
f
r
o
m
.
7
8
to
.
8
6
[
4
5
]
,
[
4
6
]
.
C
r
o
n
b
ac
h
’
s
alp
h
a
o
f
C
OI
an
d
POE
ar
e
.
8
4
an
d
.
8
3
8
r
esp
ec
tiv
ely
.
T
h
e
o
v
er
all
in
te
r
n
al
co
n
s
is
ten
cy
o
f
g
r
it scale
is
.
8
8
.
T
h
e
h
o
p
e
lev
el
o
f
ath
letes
was
m
ea
s
u
r
ed
b
y
d
is
p
o
s
itio
n
al
h
o
p
e
s
ca
le
.
T
h
e
s
ca
le
co
n
s
is
ts
o
f
1
2
-
item
in
clu
d
in
g
f
o
u
r
item
s
f
o
r
p
at
h
way
s
d
im
en
s
io
n
s
(
e.
g
.
,
“
t
h
er
e
ar
e
lo
ts
o
f
way
s
ar
o
u
n
d
a
n
y
p
r
o
b
lem
”)
,
f
o
u
r
item
s
f
o
r
ag
e
n
cy
d
im
e
n
s
io
n
s
(
e.
g
.
,
“I
’
v
e
b
ee
n
p
r
etty
s
u
cc
ess
f
u
l
i
n
life
”)
,
an
d
4
item
s
ar
e
f
iller
s
.
Usi
n
g
an
8
-
p
o
in
t
L
ik
er
t
-
ty
p
e
s
ca
le
r
an
g
in
g
f
r
o
m
1
=
d
ef
in
itely
f
alse
to
8
=
d
ef
in
itely
tr
u
e
,
with
a
h
i
g
h
est
s
co
r
e
in
d
icatin
g
h
ig
h
lev
el
o
f
h
o
p
e.
T
h
e
m
ea
s
u
r
e
h
ad
s
tr
o
n
g
in
ter
n
al
r
eliab
ili
ty
esti
m
ates
to
v
ar
io
u
s
co
n
tex
t
[
4
7
]
,
[
4
8
]
.
T
h
e
C
r
o
n
b
ac
h
’
s
alp
h
a
o
f
H
o
p
e
s
ca
le
in
th
is
s
tu
d
y
was .
8
4
f
o
r
o
v
e
r
all,
.
7
6
f
o
r
a
g
en
cy
,
an
d
.
7
7
f
o
r
p
ath
way
s
.
T
h
e
s
tu
d
en
t a
th
letes’
m
o
tiv
ati
o
n
to
war
d
s
p
o
r
ts
an
d
ac
ad
e
m
ics q
u
esti
o
n
n
air
e
(
SAMSAQ
)
was u
s
ed
to
ass
es
s
th
e
co
lleg
e
ath
letes’
m
o
tiv
atio
n
to
war
d
s
s
p
o
r
ts
an
d
ac
ad
em
ics.
T
h
e
s
ca
le
was
co
m
p
r
is
ed
o
f
3
0
-
item
with
th
r
ee
d
if
f
er
en
t
s
u
b
s
ca
les:
s
tu
d
en
t
ath
letic
m
o
tiv
atio
n
(
e.
g
.
,
“I
t
is
wo
r
th
th
e
ef
f
o
r
t
to
b
e
an
ex
ce
p
tio
n
al
ath
lete
in
m
y
s
p
o
r
t”)
,
ca
r
ee
r
ath
letic
m
o
tiv
atio
n
(
C
AM
)
(
e.
g
.
,
“I
am
co
n
f
id
en
t
th
at
I
ca
n
b
e
a
s
tar
p
er
f
o
r
m
er
o
n
m
y
team
th
is
y
ea
r
”)
,
a
n
d
ac
ad
em
ic
m
o
tiv
atio
n
(
AM
)
(
e.
g
.
,
“I
t is im
p
o
r
tan
t f
o
r
m
e
to
lear
n
wh
at
is
tau
g
h
t in
m
y
co
u
r
s
es”)
,
with
a
r
esp
o
n
s
es
r
ated
u
s
in
g
s
ix
-
p
o
i
n
t
L
ik
er
t
s
ca
le
r
an
g
in
g
f
r
o
m
1
=
v
er
y
s
tr
o
n
g
ly
d
is
ag
r
ee
to
6
=
v
er
y
s
tr
o
n
g
ly
ag
r
ee
.
T
h
e
h
ig
h
er
s
co
r
es
in
d
icatin
g
in
c
r
ea
s
ed
lev
el
o
f
s
p
o
r
t
an
d
AM
.
T
h
e
SAMSAQ
h
as
r
ep
o
r
ted
ac
ce
p
tab
le
lev
els
o
f
in
ter
n
al
co
n
s
is
ten
cy
to
o
t
h
er
s
tu
d
ies
[
1
0
]
,
[
2
2
]
.
T
h
e
i
n
ter
n
al
co
n
s
is
ten
cy
o
f
SAMSAQ
d
im
en
s
io
n
s
s
u
ch
a
s
s
tu
d
en
t
ath
letes’
m
o
tiv
atio
n
(
SAM
)
,
C
AM
,
a
n
d
AM
ar
e
.
8
6
,
.
8
3
,
an
d
.
8
5
r
esp
ec
tiv
ely
.
th
e
o
v
er
all
in
ter
n
al
co
n
s
is
ten
cy
o
f
th
e
SAMSAQ
is
.
9
4
.
2
.
3
.
P
ro
ce
du
re
B
ef
o
r
e
th
e
co
n
d
u
ct
o
f
th
e
s
tu
d
y
,
a
u
th
o
r
izatio
n
was
ac
q
u
ir
ed
f
r
o
m
th
e
s
ch
o
o
l
au
th
o
r
ities
an
d
test
ad
m
in
is
tr
atio
n
was
co
n
d
u
cte
d
af
ter
th
e
r
esear
ch
eth
ics
r
ev
iew
co
m
m
ittee
o
f
th
e
in
s
t
itu
tio
n
g
r
a
n
ted
its
ap
p
r
o
v
al.
C
o
n
s
en
t
f
o
r
m
s
wer
e
co
llected
f
r
o
m
th
e
p
ar
ticip
a
n
ts
.
T
h
e
q
u
esti
o
n
n
air
es
ex
p
licitly
d
elin
ea
ted
th
e
p
u
r
p
o
s
e
o
f
th
e
r
esear
ch
an
d
ass
u
r
ed
th
e
co
n
f
id
en
tiality
o
f
p
ar
ticip
an
ts
'
r
esp
o
n
s
es.
Un
d
er
th
e
g
u
id
an
ce
o
f
ass
ig
n
ed
r
esear
ch
er
s
,
th
e
p
ar
ticip
an
ts
d
ilig
en
tly
f
illed
o
u
t
th
e
p
ac
k
et
o
f
q
u
esti
o
n
n
air
e
s
.
T
h
e
r
esear
ch
er
s
co
n
f
ir
m
e
d
th
at
t
h
e
p
a
r
ticip
an
t
s
ar
e
q
u
alif
ied
ath
letes
f
r
o
m
MSU
-
IIT
with
ex
p
er
ien
ce
c
o
m
p
etin
g
at
least
at
th
e
r
eg
io
n
al
o
r
n
atio
n
al
lev
els,
as
s
tip
u
lated
b
y
th
e
in
clu
s
io
n
cr
iter
ia.
T
h
e
d
ata
g
ath
er
ed
f
r
o
m
th
is
s
tu
d
y
wer
e
q
u
an
tifie
d
ac
co
r
d
in
g
to
th
e
ite
m
s
s
elec
ted
b
y
th
e
r
esp
o
n
d
e
n
t
s
.
Ad
d
itio
n
al
r
is
k
s
r
elate
d
to
p
ar
ticip
atio
n
in
th
e
o
n
lin
e
s
u
r
v
ey
wer
e
en
u
m
er
at
ed
,
in
clu
d
in
g
p
o
ten
tial
r
is
k
s
to
d
ata
p
r
iv
ac
y
d
u
e
to
th
e
d
i
g
ital
co
llectio
n
o
f
r
esp
o
n
s
es.
T
o
ad
d
r
ess
th
is
,
s
tr
ict
d
ata
p
r
o
tectio
n
m
ea
s
u
r
es
wer
e
im
p
lem
en
ted
to
s
ec
u
r
e
p
ar
ticip
an
t
in
f
o
r
m
atio
n
.
Par
ticip
an
ts
wer
e
in
f
o
r
m
ed
o
f
th
e
p
o
s
s
ib
ilit
y
o
f
m
in
o
r
p
s
y
c
h
o
lo
g
ical
d
is
co
m
f
o
r
t
f
r
o
m
ce
r
tain
q
u
esti
o
n
s
,
as we
ll a
s
th
eir
r
ig
h
t to
with
d
r
aw
f
r
o
m
th
e
s
tu
d
y
o
r
r
eq
u
est a
d
e
b
r
ief
in
g
at
an
y
tim
e.
2
.
4
.
Da
t
a
a
na
ly
s
is
T
ab
le
1
d
is
p
lay
s
th
e
n
o
r
m
ality
test
,
r
eliab
ilit
y
,
an
d
b
iv
ar
iate
co
r
r
elatio
n
.
T
h
e
r
esu
lts
in
d
ica
te
th
at
th
e
s
k
ewn
ess
an
d
k
u
r
to
s
is
v
alu
es
f
o
r
all
th
e
s
ca
les
d
id
n
o
t
m
e
et
th
e
s
p
ec
if
ied
th
r
esh
o
ld
v
alu
e
o
f
[
2
,
-
2
]
.
T
h
u
s
,
it
ca
n
b
e
ass
u
m
ed
th
at
th
e
d
ata
s
et
d
o
es
n
o
t
ad
h
er
e
to
a
n
o
r
m
al
d
is
tr
ib
u
tio
n
.
Ad
d
itio
n
ally
,
th
e
tab
le
p
r
esen
ts
th
e
r
esu
lts
o
f
th
e
r
eliab
ilit
y
test
c
o
n
d
u
cte
d
o
n
ea
ch
s
ca
le
u
s
ed
in
th
e
s
tu
d
y
.
T
h
e
r
esu
lts
s
h
o
wed
th
at
all
s
ca
les
d
em
o
n
s
tr
ated
a
s
tr
o
n
g
lev
el
o
f
r
eliab
ilit
y
,
as
in
d
icate
d
b
y
C
r
o
n
b
ac
h
’
s
alp
h
a
v
alu
e
r
an
g
i
n
g
f
r
o
m
.
7
6
to
.
9
4
.
L
astl
y
,
th
e
tab
le
also
d
is
p
lay
s
th
e
b
iv
ar
iate
co
r
r
elatio
n
s
f
o
r
e
ac
h
s
ca
le,
r
ev
ea
lin
g
a
s
tr
o
n
g
c
o
r
r
elatio
n
b
etwe
en
all
th
e
s
ca
les
(
p
<.
0
0
0
1
)
.
I
n
ad
d
itio
n
,
lin
ea
r
r
eg
r
ess
io
n
w
as
u
tili
ze
d
to
a
n
aly
ze
t
h
e
as
s
o
ciatio
n
b
etwe
en
d
im
en
s
io
n
s
o
f
h
o
p
e
an
d
g
r
it
o
n
s
tu
d
en
t
-
ath
letes
m
o
tiv
atio
n
to
war
d
s
ac
ad
em
ic
a
n
d
s
p
o
r
ts
.
Fo
r
th
is
p
ar
ticu
la
r
ass
es
s
m
en
t,
th
e
s
tu
d
y
aim
ed
to
estab
lis
h
th
e
co
n
n
ec
tio
n
b
etwe
en
t
h
ese
v
ar
iab
les,
r
eg
ar
d
less
o
f
th
eir
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2252
-
8
8
2
2
I
n
t
J
E
v
al
&
R
es E
d
u
c
,
Vo
l
.
4
,
No
.
4
,
Au
g
u
s
t 2
0
2
5
:
2
5
7
4
-
2
5
8
3
2578
u
n
d
er
ly
i
n
g
s
tr
u
ctu
r
es.
Ultim
ately
,
th
e
r
esear
ch
e
r
s
u
tili
ze
d
m
u
ltip
le
r
eg
r
ess
io
n
an
aly
s
is
to
d
eter
m
in
e
th
e
d
ir
ec
t
in
f
lu
en
ce
o
f
ath
letes’
h
o
p
e
a
n
d
g
r
it
i
n
b
o
t
h
ac
ad
em
ic
a
n
d
s
p
o
r
t
m
o
tiv
atio
n
.
I
n
th
is
p
ar
ticu
lar
m
o
d
elin
g
ap
p
r
o
ac
h
,
v
ar
io
u
s
p
r
ed
icto
r
s
p
o
s
s
ess
th
e
ca
p
ab
ilit
y
t
o
p
r
ed
ict
a
s
in
g
u
lar
tar
g
et
v
a
r
iab
le
[
4
9
]
.
T
h
is
in
v
esti
g
atio
n
ex
am
i
n
es
th
e
r
el
atio
n
s
h
ip
b
etwe
en
s
tu
d
en
t
-
ath
letes
ac
ad
em
ic
an
d
s
p
o
r
ts
m
o
t
iv
atio
n
an
d
d
is
tin
ct
f
ea
tu
r
es o
f
h
o
p
e
a
n
d
g
r
it o
f
s
tu
d
en
t
-
ath
letes.
T
ab
le
1
.
No
r
m
ality
esti
m
ates,
r
eliab
ilit
y
an
d
b
i
v
ar
iate
co
r
r
el
atio
n
V
a
r
i
a
b
l
e
1
2
3
4
5
6
7
1
.
A
g
e
n
c
y
(
.
7
6
)
2
.
P
a
t
h
w
a
y
.
7
1
8
*
*
(
.
7
7
)
3
.
C
O
I
.
2
7
6
*
*
.
2
4
5
*
*
(
.
8
4
)
4
.
P
O
E
.
3
2
4
*
*
.
3
3
3
*
*
.
5
8
5
*
*
(
.
8
3
)
5
.
C
A
M
.
4
1
0
*
*
.
3
8
0
*
*
.
4
3
7
*
*
.
4
0
2
*
*
(
.
8
3
)
6
.
S
A
M
.
4
9
9
*
*
.
4
8
1
*
*
.
4
0
1
*
*
.
5
1
3
*
*
.
7
4
9
*
*
(
.
8
5
)
7
.
A
M
.
4
7
4
*
*
.
4
2
5
*
*
.
5
4
3
*
*
.
4
9
1
*
*
.
8
0
5
*
*
.
8
2
7
*
*
(
.
8
6
)
M
e
a
n
2
4
.
1
5
4
2
3
.
7
8
9
2
0
.
5
3
0
2
2
.
5
0
6
2
1
.
5
9
5
3
1
.
7
8
9
6
9
.
8
5
0
SD
4
.
4
9
9
4
.
4
4
3
4
.
3
2
5
3
.
9
7
7
4
.
2
6
1
5
.
3
7
7
1
0
.
9
3
6
S
k
e
w
n
e
ss
-
.
3
2
3
-
.
4
3
8
.
3
3
2
.
1
0
9
-
.
2
8
8
-
.
4
2
1
-
.
1
0
1
K
u
r
t
o
si
s
-
.
1
5
0
.
3
8
7
-
.
2
9
4
-
.
6
8
7
.
7
3
8
.
5
4
4
.
8
0
2
N
o
t
e
:
S
i
g
n
i
f
i
c
a
n
t
a
t
l
e
v
e
l
*
p
<
.
0
5
,
*
*
p
<
.
0
1
3.
RE
SU
L
T
S AN
D
D
I
SCU
SS
I
O
N
T
h
e
m
ea
n
,
s
tan
d
ar
d
d
ev
iatio
n
s
,
r
eliab
ilit
y
,
s
k
ewn
ess
,
k
u
r
to
s
is
,
an
d
co
r
r
elatio
n
am
o
n
g
v
a
r
iab
les
ar
e
d
is
p
lay
ed
in
T
a
b
le
1
.
T
h
e
r
es
u
lts
d
em
o
n
s
tr
ated
th
at
all
f
ac
t
o
r
s
o
f
h
o
p
e
a
n
d
g
r
it
wer
e
p
o
s
itiv
ely
co
r
r
elate
d
t
o
C
AM
(
r
=.
3
8
to
.
4
3
)
,
AM
(
r
=.
4
0
t
o
.
5
1
)
,
an
d
s
tu
d
e
n
t
at
h
letic
m
o
tiv
atio
n
(
r
=
.
4
2
to
.
5
4
)
.
Mo
r
eo
v
er
,
th
e
s
k
ewn
ess
an
d
k
u
r
t
o
s
is
v
alu
es
ar
e
r
elativ
ely
clo
s
e
to
ze
r
o
,
in
d
icatin
g
th
at
th
e
d
ata
ar
e
ap
p
r
o
x
im
ately
n
o
r
m
al
an
d
s
u
itab
le
f
o
r
p
ar
a
m
etr
ic
s
tatis
tical
an
aly
s
es.
I
n
T
ab
le
2
,
th
e
f
in
d
i
n
g
s
in
d
ic
ate
th
at
all
f
o
r
m
s
o
f
m
o
tiv
atio
n
s
ig
n
if
ican
tly
p
r
e
d
ict
b
o
th
ag
en
cy
a
n
d
p
ath
way
s
.
Firstl
y
,
C
AM
p
o
s
itiv
ely
p
r
ed
ict
b
etwe
en
ag
en
cy
(
β=0
.
4
1
0
,
t=7
.
0
3
1
,
p
=<
.
0
0
1
)
an
d
p
at
h
way
s
(
β=0
.
4
2
5
,
t=6
.
4
3
7
,
p
=<
.
0
0
1
)
.
Hen
ce
,
1
6
.
8
%
o
f
th
e
v
ar
ian
c
e
in
C
AM
o
f
s
tu
d
en
t
-
ath
letes
was
ex
p
lain
ed
b
y
ag
en
cy
an
d
1
4
.
5
%
b
y
p
ath
way
s
.
Seco
n
d
ly
,
SAM
also
s
h
o
wed
a
p
o
s
itiv
e
ass
o
ciatio
n
b
etwe
en
ag
en
c
y
(
β=0
.
4
9
9
,
t=9
.
0
1
7
,
p
=<
.
0
0
1
)
an
d
p
at
h
way
s
(
β=0
.
4
8
1
,
t=
8
.
5
8
5
,
p
=<
.
0
0
1
)
.
T
h
e
f
i
n
d
in
g
s
s
u
g
g
ested
th
at
2
4
.
9
%
o
f
th
e
v
ar
ian
ce
in
ag
en
c
y
an
d
2
3
.
1
%
o
f
th
e
v
ar
ian
ce
in
p
at
h
way
s
was
ex
p
lain
ed
b
y
SAM.
Fu
r
th
er
m
o
r
e,
AM
p
o
s
itiv
ely
p
r
e
d
icted
b
o
th
ag
e
n
cy
(
β=0
.
4
3
4
,
t=
8
.
4
3
2
,
p
=<
.
0
0
1
)
an
d
p
ath
way
s
(
β=0
.
4
2
5
,
t=7
.
3
4
5
,
p
=<
.
0
0
1
)
.
T
h
u
s
,
2
2
.
5
%
o
f
th
e
v
a
r
ian
ce
in
AM
was
ex
p
lain
ed
b
y
ag
en
cy
an
d
4
2
.
5
%
b
y
p
ath
way
s
.
Fu
r
th
er
m
o
r
e
,
th
e
r
esu
lts
s
u
g
g
est
th
at
th
e
lev
el
o
f
m
o
tiv
atio
n
to
war
d
s
s
p
o
r
ts
an
d
ac
ad
em
ics
is
a
p
o
wer
f
u
l
p
r
ed
icto
r
o
f
h
ig
h
h
o
p
e,
en
c
o
m
p
ass
in
g
b
o
th
th
e
b
elief
in
o
n
e’
s
ca
p
ac
ity
to
a
ch
iev
e
d
esire
d
g
o
als
an
d
t
h
e
ab
ilit
y
to
d
ev
elo
p
ef
f
ec
tiv
e
p
lan
s
to
g
o
al
ac
h
ie
v
e
m
en
t.
T
h
u
s
,
H
1
is
ac
ce
p
ted
.
T
ab
le
2
.
Mu
ltip
le
r
e
g
r
ess
io
n
V
a
r
i
a
b
l
e
C
A
M
S
A
M
AM
β
R
2
t
β
R
2
t
β
R
2
t
H
1
A
g
e
n
c
y
.
4
1
0
.
1
6
8
7
.
0
3
1
*
*
.
4
9
9
.
2
4
9
9
.
0
1
7
*
*
.
4
3
4
.
2
2
5
8
.
4
3
2
*
*
H
1
P
a
t
h
w
a
y
.
4
2
5
.
1
4
5
6
.
4
3
7
*
*
.
4
8
1
.
2
3
1
8
.
5
8
5
*
*
.
4
2
5
.
4
2
5
7
.
3
4
5
*
*
H
2
C
O
I
.
4
3
7
.
1
9
1
7
.
5
9
6
*
*
.
4
0
1
.
1
6
1
6
.
8
4
6
*
*
.
5
4
3
.
2
9
5
1
0
.
1
3
4
*
*
H
2
P
O
E
.
4
0
2
.
1
6
1
6
.
8
6
6
*
*
.
5
1
3
.
2
6
3
9
.
3
4
6
*
*
.
4
9
1
.
2
4
1
8
.
8
1
3
*
*
N
o
t
e
:
S
i
g
n
i
f
i
c
a
n
t
a
t
l
e
v
e
l
*
p
<
.
0
5
,
*
*
p
<
.
0
1
Ad
d
itio
n
ally
,
two
d
im
en
s
io
n
s
o
f
g
r
it
s
h
o
wed
a
s
ig
n
if
ican
t
p
r
ed
icto
r
o
f
s
tu
d
en
t
-
ath
letes
m
o
tiv
atio
n
to
war
d
s
s
p
o
r
ts
an
d
ac
ad
em
ic
s
.
AM
s
h
o
wed
th
e
s
tr
o
n
g
est
p
r
ed
icto
r
o
f
C
OI
(
β=.5
4
3
,
t
=1
0
.
1
3
4
,
p
=<
.
0
0
1
)
ex
p
lain
in
g
2
9
.
5
%
o
f
th
e
v
ar
i
an
ce
.
T
h
is
im
p
lies
th
at
s
tu
d
en
t
-
ath
letes
wh
o
ar
e
ac
ad
em
ically
m
o
tiv
ated
ar
e
m
o
r
e
in
clin
e
d
to
s
u
s
tain
th
ei
r
in
ter
est
co
n
s
is
ten
tly
.
SAM
(
β=.4
0
1
,
t=6
.
8
4
6
,
p
=<
.
0
0
1
)
a
n
d
C
AM
(
β=.4
3
7
,
t=7
.
5
9
6
,
p
=<
.
0
0
1
)
lik
ewise
m
ad
e
s
ig
n
if
ican
t
p
r
e
d
ictio
n
s
f
o
r
C
OI
b
y
ex
p
lain
i
n
g
1
6
.
1
%
an
d
1
9
.
1
%
o
f
th
e
v
ar
ian
ce
,
r
esp
ec
tiv
ely
.
Similar
ly
,
POE
h
ad
s
h
o
wn
to
b
e
a
s
tr
o
n
g
p
r
e
d
icto
r
o
f
SAM
(
β=.5
1
3
,
t=
9
.
3
4
6
,
p
=<
.
0
0
1
)
with
2
6
.
3
%
o
f
th
e
v
ar
ian
ce
ex
p
lain
e
d
.
Ad
d
itio
n
ally
,
AM
(
β=.4
9
1
,
t=8
.
8
1
3
,
p
=<
.
0
0
1
)
an
d
C
AM
(
β=.4
0
2
,
t=
6
.
8
6
6
,
p
=<
.
0
0
1
)
m
ad
e
a
s
ig
n
if
ican
t
p
r
ed
ictio
n
f
o
r
POE
with
2
4
.
1
%
a
n
d
1
6
.
1
%
o
f
th
e
v
ar
ian
ce
ex
p
lain
ed
,
r
esp
ec
tiv
ely
.
T
h
u
s
,
H
2
h
as b
ee
n
ac
ce
p
ted
.
C
o
n
s
eq
u
en
tly
,
th
e
co
ef
f
icien
ts
wer
e
an
aly
ze
d
to
d
ete
r
m
in
e
t
h
e
ex
ten
t
o
f
th
e
d
ir
ec
t
in
f
l
u
en
ce
o
f
g
r
it
an
d
h
o
p
e
o
n
th
e
SAMSA
,
as
s
h
o
wn
in
T
ab
le
3
.
First,
an
an
aly
s
is
wa
s
p
er
f
o
r
m
ed
to
ex
am
in
e
th
e
co
n
n
ec
tio
n
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t
J
E
v
al
&
R
es E
d
u
c
I
SS
N:
2252
-
8
8
2
2
Ho
p
e
a
n
d
g
r
it:
th
e
d
r
ivin
g
fo
r
ce
s
b
eh
in
d
s
tu
d
e
n
t
-
a
th
letes
’
m
o
tiva
tio
n
in
s
p
o
r
ts
a
n
d
…
(
Je
t
C
.
Lo
n
g
a
kit
)
2579
b
etwe
en
g
r
it
an
d
th
e
SAMSA
.
T
h
e
f
in
d
in
g
s
s
u
g
g
est
th
at
th
e
r
e
is
a
clea
r
an
d
d
ir
ec
t
p
o
s
itiv
e
im
p
ac
t
o
f
g
r
it
o
n
SAMSA
(
F(1
,
2
3
5
)
=1
2
3
.
5
6
1
,
p
=<
.
0
0
1
)
.
I
n
t
h
is
co
n
tex
t,
H
3
h
as
b
ee
n
ac
ce
p
ted
.
L
astl
y
,
th
e
ass
o
ciatio
n
b
etwe
en
h
o
p
e
an
d
SAMSA
was
al
s
o
ex
am
in
ed
.
T
h
e
r
esu
lt
s
h
o
wed
th
at
h
o
p
e
p
o
s
itiv
ely
p
r
ed
icted
SAMSA
(
F(1
,
2
3
5
)
=9
6
.
2
3
3
,
p
=<
.
0
0
1
)
.
T
h
u
s
,
H
4
is
ac
ce
p
ted
.
Hen
ce
,
th
e
r
esu
lts
in
d
icate
th
at
b
o
th
g
r
it
an
d
h
o
p
e
d
ir
ec
tly
an
d
s
ig
n
if
ican
tly
im
p
ac
ts
SAMSA
.
T
ab
le
3
.
L
in
ea
r
r
eg
r
ess
io
n
H
y
p
o
t
h
e
s
i
s
P
a
t
h
s
β
R
2
F
p
D
e
c
i
s
i
o
n
H
3
G
r
i
t
→
S
A
M
S
A
.
5
7
9
.
3
3
5
1
2
3
.
5
6
1
<
.
0
0
1
A
c
c
e
p
t
e
d
H
4
H
o
p
e
→
S
A
M
S
A
.
5
3
1
2
8
2
9
6
.
2
3
3
<
.
0
0
1
A
c
c
e
p
t
e
d
N
o
t
e
:
S
i
g
n
i
f
i
c
a
n
t
a
t
l
e
v
e
l
*
p
<
.
0
5
,
*
*
p
<
.
0
1
T
h
e
cu
r
r
en
t
s
tu
d
y
aim
ed
to
e
x
am
in
e
wh
et
h
er
g
r
it
a
n
d
h
o
p
e
in
f
lu
e
n
ce
s
SAMSA
.
T
h
e
p
r
esen
t
s
tu
d
y
o
f
f
er
s
s
ev
er
al
in
ter
esti
n
g
r
esu
lts
th
at
ar
e
wo
r
th
y
o
f
f
u
r
t
h
er
d
is
cu
s
s
io
n
s
.
T
h
e
h
y
p
o
th
esis
p
r
o
p
o
s
ed
th
at
d
im
en
s
io
n
s
o
f
g
r
it
an
d
h
o
p
e
s
ig
n
if
ican
tly
p
r
ed
ict
m
o
ti
v
atio
n
o
f
s
tu
d
e
n
t
-
ath
letes
to
war
d
s
s
p
o
r
ts
an
d
ac
ad
em
ics.
T
h
e
r
esu
lts
in
d
ic
ate
th
at
b
o
th
ag
e
n
cy
a
n
d
p
a
th
way
s
,
two
d
im
en
s
io
n
s
o
f
h
o
p
e,
s
ig
n
if
ica
n
tly
en
h
an
ce
m
o
tiv
atio
n
in
s
p
o
r
ts
an
d
ac
ad
e
m
ics.
Ag
en
cy
,
o
r
b
e
lief
in
o
n
e'
s
ab
ilit
y
to
in
f
lu
e
n
c
e
o
u
tco
m
es,
f
o
s
ter
s
co
n
f
id
en
ce
a
n
d
p
er
s
is
ten
ce
,
wh
ile
p
ath
way
s
,
th
e
ca
p
ac
ity
to
d
ev
is
e
ac
tio
n
ab
le
p
lan
s
,
f
u
r
th
er
p
r
ed
icts
s
u
cc
ess
[
1
5
]
,
[
2
4
]
.
T
h
is
alig
n
s
with
r
esear
ch
s
h
o
win
g
th
at
h
o
p
ef
u
l
in
d
iv
id
u
als
o
f
te
n
o
u
t
p
er
f
o
r
m
p
ee
r
s
ac
ad
em
ically
[
1
5
]
.
Pro
v
i
d
in
g
s
tu
d
en
t
-
ath
let
es
with
b
o
th
ag
e
n
cy
an
d
p
ath
way
s
k
ills
in
cr
ea
s
es
m
o
tiv
atio
n
an
d
en
g
ag
em
e
n
t,
s
u
p
p
o
r
tin
g
th
eir
g
r
o
wth
in
b
o
t
h
d
o
m
ain
s
[
2
4
]
,
[
5
0
]
.
Fu
r
th
e
r
m
o
r
e,
s
tr
o
n
g
co
g
n
itiv
e
ab
ilit
ies f
ac
ilit
ate
r
esil
ien
ce
b
y
eq
u
i
p
p
in
g
in
d
iv
i
d
u
als to
co
n
f
r
o
n
t
an
d
n
av
ig
ate
c
h
allen
g
es e
f
f
ec
tiv
ely
[
1
5
]
.
I
n
th
e
SDT
f
r
am
ewo
r
k
[
2
5
]
,
a
g
en
cy
f
u
l
f
ills
th
e
n
ee
d
s
f
o
r
au
t
o
n
o
m
y
a
n
d
co
m
p
eten
ce
b
y
em
p
o
wer
in
g
in
d
iv
id
u
als
to
s
et
an
d
p
u
r
s
u
e
t
h
eir
o
wn
g
o
als
co
n
f
i
d
en
tly
,
th
u
s
en
h
an
cin
g
m
o
tiv
atio
n
.
Path
way
s
also
s
u
p
p
o
r
t
co
m
p
eten
ce
b
y
eq
u
i
p
p
in
g
s
tu
d
en
ts
with
s
tr
ateg
ies
to
o
v
er
co
m
e
c
h
allen
g
es.
W
h
en
s
tu
d
en
ts
ar
e
g
r
a
n
ted
au
to
n
o
m
y
an
d
a
s
en
s
e
o
f
co
n
tr
o
l
o
v
er
th
eir
ch
o
ices,
th
ey
e
x
p
er
ien
ce
g
r
ea
ter
in
tr
in
s
ic
m
o
tiv
atio
n
,
b
o
o
s
tin
g
en
g
ag
em
e
n
t
in
b
o
th
s
p
o
r
ts
a
n
d
ac
ad
em
ics
[
4
3
]
.
T
h
e
f
i
n
d
in
g
s
em
p
h
asize
th
e
im
p
o
r
tan
ce
o
f
f
o
s
ter
in
g
h
o
p
e,
p
ar
ticu
lar
ly
a
g
en
cy
an
d
p
at
h
way
s
,
to
b
o
o
s
t
m
o
tiv
atio
n
i
n
s
p
o
r
ts
an
d
ac
ad
em
ics.
T
ea
c
h
e
r
s
an
d
co
ac
h
es
ca
n
s
u
p
p
o
r
t
th
is
b
y
p
r
o
v
id
in
g
g
o
al
-
s
ettin
g
an
d
p
r
o
b
lem
-
s
o
lv
i
n
g
o
p
p
o
r
tu
n
ities
th
at
en
h
an
ce
s
tu
d
en
ts
’
s
en
s
e
o
f
co
n
tr
o
l,
alig
n
in
g
with
SDT
’
s
f
o
cu
s
o
n
a
u
to
n
o
m
y
an
d
co
m
p
e
ten
ce
.
Stru
ctu
r
ed
s
u
p
p
o
r
t,
s
u
c
h
as
m
e
n
to
r
in
g
a
n
d
s
tr
ateg
ic
p
lan
n
in
g
,
ca
n
h
elp
s
tu
d
en
t
-
ath
letes
cr
ea
te
ac
tio
n
ab
le
p
lan
s
f
o
r
o
v
e
r
co
m
in
g
ch
allen
g
es
[
4
3
]
.
E
d
u
ca
tio
n
al
in
s
titu
tio
n
s
s
h
o
u
l
d
im
p
lem
en
t
f
r
am
ewo
r
k
s
th
at
p
r
o
m
o
te
a
u
to
n
o
m
y
,
s
elf
-
d
ir
e
cted
lear
n
in
g
,
a
n
d
f
lex
ib
ilit
y
in
ac
a
d
em
ics
an
d
a
th
letics,
in
teg
r
atin
g
ag
e
n
cy
a
n
d
p
ath
way
s
in
t
o
cu
r
r
icu
la
to
e
q
u
ip
s
tu
d
e
n
ts
with
s
k
ills
f
o
r
lo
n
g
-
ter
m
p
er
s
ev
e
r
an
ce
an
d
s
u
cc
ess
.
T
h
ese
p
r
a
ctice
s
,
u
s
ed
in
b
o
th
s
h
o
r
t
-
te
r
m
an
d
lo
n
g
-
ter
m
p
r
o
g
r
a
m
s
,
ca
n
d
r
i
v
e
p
e
r
s
is
ten
ce
an
d
p
er
f
o
r
m
a
n
ce
,
s
u
p
p
o
r
tin
g
s
tu
d
e
n
ts
in
ac
h
iev
in
g
th
ei
r
g
o
als
n
o
t
o
n
ly
in
s
p
o
r
ts
an
d
ac
ad
em
ics b
u
t in
b
r
o
ad
er
life
p
u
r
s
u
its
.
T
h
e
s
ec
o
n
d
r
esu
lts
in
d
icate
th
at
b
o
th
C
OI
an
d
POE
a
r
e
ess
en
tial
f
o
r
SAM
in
s
p
o
r
ts
an
d
a
ca
d
em
ics.
C
OI
h
elp
s
ath
lete
s
s
tay
co
m
m
itted
to
th
eir
s
p
o
r
t
o
r
ac
ad
em
ic
p
ath
d
esp
ite
d
is
tr
ac
tio
n
s
,
wh
ile
p
er
s
ev
er
an
ce
en
ab
les
th
em
to
k
ee
p
p
u
s
h
in
g
th
r
o
u
g
h
s
etb
ac
k
s
,
en
h
an
cin
g
m
o
tiv
atio
n
[
3
3
]
,
[
4
0
]
.
Per
s
ev
er
an
t
ath
letes
ar
e
m
o
r
e
lik
ely
to
p
er
s
is
t
in
tr
ain
in
g
an
d
ac
a
d
em
ics
ev
en
af
t
er
f
ailu
r
es,
b
u
ild
in
g
r
esil
ien
ce
an
d
a
s
en
s
e
o
f
ac
co
m
p
lis
h
m
en
t
[
3
7
]
,
[
4
1
]
.
T
h
is
p
o
s
tu
lates
th
at
wh
en
ath
le
tes
h
av
e
h
ig
h
lev
el
o
f
p
er
s
ev
e
r
an
ce
will
lik
ely
t
o
in
cr
ea
s
e
th
eir
m
o
tiv
atio
n
in
b
o
th
ar
ea
s
.
Stu
d
en
t
-
ath
letes
d
eter
m
in
atio
n
h
elp
s
o
v
er
co
m
e
o
b
s
tacle
s
,
wh
ich
lead
s
to
m
o
d
est
win
s
an
d
m
o
tiv
ates
th
em
to
p
u
r
s
u
e
[
3
5
]
.
T
h
is
p
e
r
s
ev
er
an
ce
h
elp
s
s
tu
d
en
t
-
ath
letes
to
s
tay
in
s
p
o
r
ts
an
d
in
in
s
titu
tio
n
,
wh
er
e
h
ar
d
wo
r
k
is
ess
en
tial
f
o
r
lo
n
g
-
ter
m
s
u
cc
ess
.
T
h
u
s
,
g
r
it’s
p
er
s
is
t
en
ce
o
f
in
ter
est
an
d
POE
m
o
tiv
ate
s
tu
d
en
t
-
ath
letes
to
o
v
er
co
m
e
h
u
r
d
les,
s
tay
d
ed
icate
d
,
an
d
s
tay
f
o
cu
s
ed
in
s
p
o
r
ts
an
d
ac
ad
em
ics
[
3
0
]
,
[
4
1
]
.
Fro
m
a
n
SDT
p
e
r
s
p
ec
tiv
e
[
2
5
]
,
co
n
s
is
ten
cy
al
ig
n
s
with
th
e
n
ee
d
f
o
r
au
to
n
o
m
y
,
as
it
allo
ws
s
tu
d
en
ts
to
p
u
r
s
u
e
p
er
s
o
n
ally
m
ea
n
in
g
f
u
l
g
o
als,
f
o
s
ter
in
g
in
tr
in
s
ic
m
o
tiv
atio
n
.
Per
s
ev
er
an
ce
co
n
tr
ib
u
tes
to
co
m
p
eten
ce
,
as
o
v
er
c
o
m
in
g
c
h
allen
g
es
b
u
ild
s
c
o
n
f
id
e
n
ce
.
T
o
g
eth
er
,
th
ese
elem
en
ts
s
u
p
p
o
r
t
a
s
en
s
e
o
f
s
elf
-
d
ir
ec
tio
n
an
d
b
elief
in
o
n
e
’
s
ab
ilit
ies,
in
cr
ea
s
in
g
m
o
tiv
atio
n
in
s
p
o
r
ts
an
d
ac
a
d
em
ics.
L
astl
y
,
b
o
th
h
o
p
e
an
d
g
r
it
ar
e
s
tr
o
n
g
p
r
ed
icto
r
s
o
f
SAM
to
w
ar
d
s
s
p
o
r
ts
an
d
ac
ad
em
ics.
Ac
co
r
d
in
g
to
SDT,
g
r
it
an
d
h
o
p
e
f
u
lf
ill
s
tu
d
en
ts
’
b
asic
p
s
y
ch
o
lo
g
ical
n
e
ed
s
f
o
r
au
to
n
o
m
y
,
co
m
p
eten
c
e,
an
d
r
elate
d
n
ess
,
m
o
tiv
atin
g
s
tu
d
en
t
-
ath
letes
to
p
lay
s
p
o
r
ts
[
2
5
]
,
[
2
6
]
.
T
h
ese
q
u
alities
h
elp
in
ter
n
alize
,
m
o
tiv
atio
n
,
m
ak
i
n
g
s
p
o
r
ts
an
d
ac
ad
em
ics
m
o
r
e
s
elf
-
d
eter
m
in
e
d
a
n
d
s
u
s
tain
ed
.
G
r
it,
m
ea
s
u
r
e
d
b
y
s
u
s
tain
ed
in
ter
est
a
n
d
p
er
s
is
ten
ce
o
f
ef
f
o
r
t,
is
lin
e
with
SDT
n
ee
d
s
f
o
r
co
m
p
et
en
ce
an
d
au
to
n
o
m
y
.
Stu
d
en
t
-
ath
letes
ex
h
ib
itin
g
h
eig
h
ten
ed
lev
els
o
f
g
r
it
d
e
m
o
n
s
tr
ate
s
u
s
tain
ed
g
o
al
o
r
ien
t
atio
n
s
(
C
OI
)
an
d
e
n
d
u
r
e
ch
al
len
g
es
(
POE
)
.
T
h
is
co
n
tin
u
in
g
ef
f
o
r
t
im
p
r
o
v
es
th
eir
s
en
s
e
o
f
co
m
p
eten
ce
as
s
t
u
d
en
t
-
ath
letes
s
u
r
m
o
u
n
t
c
h
allen
g
es
an
d
witn
ess
im
p
r
o
v
em
e
n
ts
in
th
eir
s
p
o
r
ts
a
n
d
ac
ad
em
ic
ac
h
iev
em
en
ts
.
Fu
r
th
er
m
o
r
e
,
g
r
it p
r
o
m
o
tes a
s
en
s
e
o
f
au
to
n
o
m
y
b
y
en
co
m
p
ass
in
g
s
elf
-
m
o
tiv
ated
p
er
s
is
ten
ce
an
d
g
o
al
-
d
ir
ec
te
d
ac
tio
n
s
,
en
ab
lin
g
ath
letes
p
er
ce
iv
e
as
h
av
in
g
co
n
tr
o
l o
f
th
eir
d
ed
icatio
n
a
n
d
ac
co
m
p
lis
h
m
en
ts
[
1
3
]
,
[
3
5
]
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2252
-
8
8
2
2
I
n
t
J
E
v
al
&
R
es E
d
u
c
,
Vo
l
.
4
,
No
.
4
,
Au
g
u
s
t 2
0
2
5
:
2
5
7
4
-
2
5
8
3
2580
SAM
is
p
r
im
ar
ily
in
tr
in
s
ic,
g
r
o
u
n
d
e
d
in
p
er
s
o
n
al
g
o
als
a
n
d
v
alu
es,
r
ath
er
th
an
in
f
lu
e
n
ce
b
y
ex
ter
n
al
p
r
ess
u
r
es
[
1
3
]
.
C
o
n
s
eq
u
en
tly
,
h
o
p
e
s
ig
n
if
ica
n
tly
in
c
r
ea
s
es
s
tu
d
en
t
-
ath
letes’
m
o
tiv
atio
n
b
y
im
p
r
o
v
in
g
t
h
eir
s
en
s
e
o
f
co
m
p
eten
ce
a
n
d
a
u
to
n
o
m
y
.
Fo
r
in
s
tan
ce
,
ath
letes
with
h
ig
h
e
r
lev
els
o
f
h
o
p
e
ex
h
ib
it
a
s
en
s
e
o
f
ag
en
cy
an
d
d
e
m
o
n
s
tr
ate
m
en
t
al
ag
ilit
y
b
y
id
en
tify
in
g
v
ar
io
u
s
s
tr
ateg
ies
to
attain
th
o
s
e
g
o
als
[
2
2
]
,
[
2
4
]
.
T
h
is
en
h
an
ce
s
th
eir
s
en
s
e
o
f
c
o
m
p
eten
ce
,
as
th
e
y
h
a
v
e
co
n
f
id
en
ce
in
th
ei
r
ab
ilit
y
to
o
v
e
r
c
o
m
e
o
b
s
tacle
s
an
d
ac
h
iev
e
s
u
cc
ess
.
Fu
r
th
er
m
o
r
e,
h
o
p
e
f
ac
ilit
ates
au
to
n
o
m
y
,
as
ath
letes
p
o
s
s
ess
in
g
elev
ated
lev
els
o
f
h
o
p
e
ca
n
ef
f
ec
tiv
ely
in
f
l
u
en
ce
th
eir
p
ath
b
y
e
x
er
cisi
n
g
co
n
tr
o
l
o
v
er
th
eir
ef
f
o
r
ts
an
d
p
ath
s
th
ey
f
o
llo
w.
T
h
e
co
m
b
in
atio
n
o
f
h
o
p
e
a
n
d
g
r
it
f
o
s
ter
s
a
m
o
tiv
atio
n
al
en
v
ir
o
n
m
en
t
in
wh
ich
s
tu
d
e
n
t
-
ath
lete
s
ex
p
er
ien
ce
a
s
en
s
e
o
f
co
m
p
eten
ce
an
d
au
to
n
o
m
y
.
T
h
ese
r
esu
lts
lead
to
in
cr
ea
s
ed
m
o
tiv
atio
n
,
as
in
d
iv
id
u
al
s
ar
e
p
r
o
p
elled
b
y
p
er
s
o
n
al
o
b
jectiv
es
an
d
c
o
n
f
i
d
en
ce
in
t
h
eir
o
wn
ab
ilit
y
.
Gr
it
an
d
h
o
p
e,
a
n
aly
ze
d
t
h
r
o
u
g
h
th
e
f
r
am
ew
o
r
k
o
f
SDT,
ar
e
s
ig
n
if
ican
t
p
r
ed
icto
r
s
o
f
m
o
tiv
atio
n
in
s
p
o
r
ts
an
d
a
ca
d
em
ics
b
y
f
u
lf
illi
n
g
b
asic
p
s
y
ch
o
lo
g
ical
n
ee
d
s
,
th
er
eb
y
e
n
h
an
cin
g
s
u
s
tain
ed
p
ar
ticip
atio
n
an
d
ac
co
m
p
lis
h
m
e
n
ts
.
T
h
e
f
i
n
d
in
g
s
h
ig
h
lig
h
t
th
e
i
m
p
o
r
tan
ce
o
f
f
o
s
ter
in
g
g
r
it
a
n
d
h
o
p
e
to
en
h
a
n
ce
SAM
in
s
p
o
r
ts
a
n
d
ac
ad
em
ics.
E
d
u
ca
tio
n
al
p
r
a
ctice
s
an
d
p
o
licies
s
h
o
u
ld
p
r
io
r
itize
th
e
d
ev
elo
p
m
en
t
o
f
co
n
s
is
ten
cy
,
p
er
s
ev
er
an
ce
,
an
d
ag
en
cy
b
y
cr
ea
tin
g
s
u
p
p
o
r
tiv
e
en
v
ir
o
n
m
e
n
ts
.
I
n
s
titu
tio
n
s
ca
n
im
p
lem
en
t
f
lex
ib
le
ac
ad
em
ic
s
tr
u
ctu
r
es,
s
u
ch
as tu
to
r
in
g
an
d
d
ea
d
lin
e
ad
j
u
s
tm
en
ts
d
u
r
in
g
p
ea
k
s
p
o
r
ts
s
ea
s
o
n
s
,
to
h
elp
a
th
letes b
alan
ce
b
o
th
d
o
m
ain
s
.
E
d
u
ca
to
r
s
an
d
c
o
ac
h
es
ca
n
f
u
r
th
er
s
u
p
p
o
r
t m
o
tiv
at
io
n
b
y
p
r
o
m
o
tin
g
au
t
o
n
o
m
y
a
n
d
g
o
al
-
s
ettin
g
th
at
alig
n
with
s
tu
d
en
ts
'
p
er
s
o
n
al
in
ter
ests
.
Po
licies
th
at
m
ee
t
s
tu
d
en
ts
'
p
s
y
ch
o
lo
g
ical
n
e
ed
s
f
o
r
au
to
n
o
m
y
,
co
m
p
eten
ce
,
an
d
r
elate
d
n
ess
wo
u
ld
n
u
r
tu
r
e
s
elf
-
d
eter
m
in
e
d
m
o
tiv
atio
n
,
d
r
iv
in
g
s
u
s
tain
ed
en
g
ag
em
en
t
an
d
s
u
cc
ess
in
b
o
th
ac
ad
em
ics an
d
s
p
o
r
ts
.
Alth
o
u
g
h
t
h
e
p
r
esen
t
s
tu
d
y
o
f
f
er
s
n
o
v
el
in
s
ig
h
ts
in
to
th
e
w
ay
s
in
wh
ich
t
h
e
n
atu
r
e
o
f
h
o
p
e
an
d
g
r
it
in
f
lu
en
ce
s
th
e
m
o
tiv
atio
n
o
f
s
tu
d
en
t
-
ath
letes
in
s
p
o
r
ts
an
d
ac
ad
em
ics,
it
is
ess
en
tial
t
o
ac
k
n
o
wled
g
e
its
lim
itatio
n
s
.
Firstl
y
,
all
v
ar
iab
les
in
th
e
s
tu
d
y
wer
e
co
n
d
u
c
ted
u
s
in
g
s
elf
-
r
ep
o
r
t
m
ea
s
u
r
e
s
,
wh
ich
m
ay
h
av
e
in
tr
o
d
u
ce
d
a
s
o
cial
-
d
esira
b
ilit
y
b
ias.
Fu
tu
r
e
r
esear
ch
m
ig
h
t
em
p
lo
y
s
o
cial
d
esira
b
ilit
y
s
ca
les
to
p
ar
tly
co
n
tr
o
l
f
o
r
p
o
ten
tial
b
ias
in
th
e
d
ata
an
aly
s
is
.
Seco
n
d
ly
,
th
e
g
en
e
r
aliza
b
ilit
y
o
f
th
e
s
tu
d
y
'
s
r
esu
lts
m
ay
b
e
lim
ited
b
ec
au
s
e
th
e
s
am
p
le
e
x
clu
s
iv
ely
co
m
p
r
is
es
s
tu
d
en
t
-
ath
letes,
wh
ich
m
ay
n
o
t
b
e
in
d
icativ
e
o
f
o
th
er
g
r
o
u
p
s
s
u
c
h
as
n
o
n
-
ath
letes.
Ad
d
itio
n
ally
,
th
e
p
r
esen
t
s
tu
d
y
d
id
n
o
t
ac
co
u
n
t
th
e
ty
p
e
o
f
s
p
o
r
t,
s
p
o
r
ts
ac
h
iev
em
en
t,
an
d
s
o
cial
s
u
p
p
o
r
ts
as
m
o
d
er
ato
r
s
o
r
m
ed
iato
r
s
wh
ich
c
o
u
ld
p
o
ten
tially
a
f
f
ec
ts
s
tu
d
en
t
-
a
th
letes
m
o
tiv
atio
n
to
war
d
s
s
p
o
r
ts
a
n
d
ac
ad
em
ics.
Fu
tu
r
e
s
tu
d
ies
s
h
o
u
ld
in
co
r
p
o
r
ate
th
ese
v
ar
iab
les
to
o
b
tai
n
a
m
o
r
e
co
m
p
r
eh
e
n
s
iv
e
u
n
d
er
s
tan
d
in
g
o
f
th
e
in
ter
ac
tio
n
b
etwe
en
p
er
s
o
n
al
an
d
ex
ter
n
al
in
f
lu
en
ce
s
in
s
h
ap
in
g
m
o
tiv
atio
n
in
s
tu
d
e
n
t
-
ath
letes.
4.
CO
NCLU
SI
O
N
T
h
is
s
tu
d
y
e
x
p
lo
r
e
d
t
h
e
r
elati
o
n
s
h
ip
b
etwe
en
h
o
p
e,
g
r
it,
an
d
m
o
tiv
atio
n
a
m
o
n
g
s
tu
d
e
n
t
-
a
th
letes
in
MSU
-
IIT
,
h
ig
h
lig
h
tin
g
th
e
s
ig
n
if
ican
t
r
o
le
th
ese
p
s
y
c
h
o
l
o
g
ical
tr
aits
p
lay
in
s
h
ap
in
g
s
tu
d
en
t
-
ath
letes’
ac
ad
em
ic
an
d
s
p
o
r
t p
er
f
o
r
m
an
ce
.
T
h
e
f
in
d
in
g
s
in
d
icate
th
at
b
o
th
h
o
p
e
,
s
p
ec
if
ically
ag
en
c
y
an
d
p
ath
wa
y
s
,
an
d
g
r
it,
en
c
o
m
p
ass
in
g
C
OI
an
d
POE
,
ar
e
k
ey
p
r
ed
icto
r
s
o
f
m
o
tiv
atio
n
.
Hig
h
er
lev
els
o
f
h
o
p
e
a
n
d
g
r
it
s
ig
n
if
ican
tly
en
h
an
ce
m
o
tiv
at
io
n
,
d
r
iv
in
g
s
tu
d
en
t
-
ath
letes
to
en
g
ag
e
m
o
r
e
ac
tiv
ely
an
d
p
er
s
is
ten
tly
in
b
o
th
th
eir
ac
ad
em
ic
a
n
d
ath
letic
p
u
r
s
u
its
.
T
h
ese
in
s
ig
h
ts
em
p
h
a
s
ize
th
e
im
p
o
r
ta
n
ce
o
f
f
o
s
ter
in
g
g
r
it
an
d
h
o
p
e
in
s
tu
d
en
t
-
ath
letes
to
s
u
p
p
o
r
t
th
eir
o
v
er
all
d
ev
elo
p
m
en
t
an
d
ac
h
iev
em
en
t.
B
y
f
o
s
ter
in
g
a
s
en
s
e
o
f
ag
en
cy
,
f
ac
ilit
atin
g
th
e
d
ev
elo
p
m
en
t
o
f
s
tr
ateg
ies
f
o
r
s
u
cc
ess
,
an
d
p
r
o
m
o
tin
g
s
u
s
tain
ed
ef
f
o
r
t,
SDT
o
f
f
er
s
a
v
alu
ab
le
f
r
am
ewo
r
k
f
o
r
en
h
a
n
cin
g
m
o
tiv
atio
n
.
T
h
ese
r
esu
lts
co
u
ld
o
f
f
er
a
m
o
r
e
co
m
p
r
eh
e
n
s
iv
e
p
er
s
p
ec
tiv
e
o
n
t
h
e
d
ev
elo
p
m
e
n
t
o
f
m
o
tiv
atio
n
,
th
u
s
,
o
f
f
er
in
g
s
ig
n
if
ica
n
t
in
s
ig
h
ts
f
o
r
co
ac
h
es,
ed
u
ca
to
r
s
,
an
d
s
p
o
r
ts
p
s
y
ch
o
lo
g
is
t
in
th
eir
e
f
f
o
r
t
to
e
n
h
an
ce
th
e
lo
n
g
-
ter
m
s
u
cc
ess
an
d
wel
l
-
b
ein
g
o
f
s
p
o
r
ts
ath
letes.
T
h
ese
f
in
d
in
g
s
c
o
u
ld
p
r
o
v
id
e
u
s
ef
u
l
p
er
s
p
ec
tiv
es
o
n
d
ev
elo
p
in
g
s
p
ec
if
ic
m
e
th
o
d
s
to
im
p
r
o
v
e
b
o
th
ac
a
d
em
ic
an
d
ath
letic
m
o
tiv
atio
n
.
F
UNDING
I
NF
O
R
M
A
T
I
O
N
T
h
e
au
th
o
r
s
d
ec
lar
e
th
at
n
o
f
u
n
d
in
g
was
r
ec
eiv
ed
to
s
u
p
p
o
r
t
t
h
e
co
n
d
u
ct
o
f
th
is
s
tu
d
y
o
r
t
h
e
p
r
ep
ar
atio
n
o
f
t
h
is
m
an
u
s
cr
ip
t
.
AUTHO
R
CO
NT
RI
B
UT
I
O
NS ST
A
T
E
M
E
N
T
T
h
is
jo
u
r
n
al
u
s
es
th
e
C
o
n
tr
ib
u
to
r
R
o
les
T
ax
o
n
o
m
y
(
C
R
ed
iT)
to
r
ec
o
g
n
ize
in
d
iv
id
u
al
au
th
o
r
co
n
tr
ib
u
tio
n
s
,
r
ed
u
ce
au
th
o
r
s
h
ip
d
is
p
u
tes,
an
d
f
ac
ilit
ate
co
llab
o
r
atio
n
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t
J
E
v
al
&
R
es E
d
u
c
I
SS
N:
2252
-
8
8
2
2
Ho
p
e
a
n
d
g
r
it:
th
e
d
r
ivin
g
fo
r
ce
s
b
eh
in
d
s
tu
d
e
n
t
-
a
th
letes
’
m
o
tiva
tio
n
in
s
p
o
r
ts
a
n
d
…
(
Je
t
C
.
Lo
n
g
a
kit
)
2581
Na
m
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f
Aut
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So
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Vi
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Fu
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C.
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it
✓
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J
o
s
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h
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o
b
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T
ee
jay
Pan
g
an
ib
a
n
✓
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J
ay
Ma
r
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D.
Sin
ag
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lv
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J
an
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aller
a
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C
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C
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r
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:
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r
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&
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Fu
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NF
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Au
th
o
r
s
s
tate
n
o
co
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f
lict o
f
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t
er
est.
DATA
AV
AI
L
AB
I
L
I
T
Y
T
h
e
d
ata
th
at
s
u
p
p
o
r
t
th
e
f
in
d
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g
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o
f
th
is
s
tu
d
y
ar
e
av
ailab
l
e
f
r
o
m
th
e
co
r
r
esp
o
n
d
in
g
au
t
h
o
r
[
J
C
L
]
,
u
p
o
n
r
ea
s
o
n
ab
le
r
eq
u
est.
RE
F
E
R
E
NC
E
S
[
1
]
P
.
C
.
P
a
r
k
e
r
,
L
.
D
.
G
o
e
g
a
n
,
a
n
d
L
.
M
.
D
a
n
i
e
l
s
,
“
A
n
e
x
p
l
o
r
a
t
o
r
y
m
i
x
e
d
m
e
t
h
o
d
s
t
u
d
y
o
n
st
u
d
e
n
t
-
a
t
h
l
e
t
e
s
’
m
o
t
i
v
a
t
i
o
n
f
o
r
a
s
s
e
s
sm
e
n
t
i
n
s
p
o
r
t
a
n
d
a
c
a
d
e
m
i
c
s
e
t
t
i
n
g
s
,
”
C
o
g
e
n
t
E
d
u
c
a
t
i
o
n
,
v
o
l
.
1
1
,
n
o
.
1
,
p
.
2
2
9
8
6
1
3
,
2
0
2
4
,
d
o
i
:
1
0
.
1
0
8
0
/
2
3
3
1
1
8
6
X
.
2
0
2
3
.
2
2
9
8
6
1
3
.
[
2
]
M
.
A
.
Y
u
k
h
y
m
e
n
k
o
-
Le
s
c
r
o
a
r
t
,
“
O
n
i
d
e
n
t
i
t
y
a
n
d
s
p
o
r
t
c
o
n
d
u
c
t
o
f
s
t
u
d
e
n
t
-
a
t
h
l
e
t
e
s
:
C
o
n
s
i
d
e
r
i
n
g
a
t
h
l
e
t
i
c
a
n
d
a
c
a
d
e
m
i
c
c
o
n
t
e
x
t
s
,
”
Psy
c
h
o
l
o
g
y
o
f
S
p
o
rt
a
n
d
Ex
e
rc
i
se
,
v
o
l
.
3
4
,
p
p
.
1
0
–
1
9
,
2
0
1
8
,
d
o
i
:
1
0
.
1
0
1
6
/
j
.
p
sy
c
h
sp
o
r
t
.
2
0
1
7
.
0
9
.
0
0
6
.
[
3
]
Y
.
Le
e
e
t
a
l
.
,
“
V
a
l
i
d
a
t
i
o
n
o
f
t
h
e
S
t
u
d
e
n
t
A
t
h
l
e
t
e
s’
M
o
t
i
v
a
t
i
o
n
T
o
w
a
r
d
S
p
o
r
t
s
a
n
d
A
c
a
d
e
mi
c
s
Q
u
e
st
i
o
n
n
a
i
r
e
(
S
A
M
S
A
Q
)
f
o
r
K
o
r
e
a
n
C
o
l
l
e
g
e
S
t
u
d
e
n
t
-
A
t
h
l
e
t
e
s
:
A
n
A
p
p
l
i
c
a
t
i
o
n
o
f
E
x
p
l
o
r
a
t
o
r
y
S
t
r
u
c
t
u
r
a
l
Eq
u
a
t
i
o
n
M
o
d
e
l
i
n
g
,
”
Fro
n
t
i
e
rs
i
n
Psy
c
h
o
l
o
g
y
,
v
o
l
.
1
3
,
p
.
8
5
3
2
3
6
,
2
0
2
2
,
d
o
i
:
1
0
.
3
3
8
9
/
f
p
s
y
g
.
2
0
2
2
.
8
5
3
2
3
6
.
[
4
]
W
.
S
u
n
,
L
.
L
i
u
,
Y
.
Ji
a
n
g
,
P
.
F
a
n
g
,
X
.
D
i
n
g
,
a
n
d
G
.
W
a
n
g
,
“
A
c
a
d
e
mi
c
s
–
A
t
h
l
e
t
i
c
s C
o
n
f
l
i
c
t
a
n
d
C
o
l
l
e
g
e
A
t
h
l
e
t
e
s’
W
e
l
l
-
B
e
i
n
g
:
Th
e
M
e
d
i
a
t
i
n
g
Ef
f
e
c
t
o
f
N
e
g
a
t
i
v
e
Em
o
t
i
o
n
s
a
n
d
t
h
e
M
o
d
e
r
a
t
i
n
g
Ef
f
e
c
t
o
f
Li
f
e
M
o
t
i
v
a
t
i
o
n
,
”
Be
h
a
v
i
o
r
a
l
S
c
i
e
n
c
e
s
,
v
o
l
.
1
3
,
n
o
.
2
,
p
.
9
3
2
0
2
3
,
d
o
i
:
1
0
.
3
3
9
0
/
b
s
1
3
0
2
0
0
9
3
.
[
5
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