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teristics
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m
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lan
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t.
Th
r
o
u
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u
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stu
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y
a
ime
d
to
k
n
o
w
t
h
e
lev
e
l
o
f
s
o
c
ial
sk
il
ls
a
m
o
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g
u
n
iv
e
rsit
y
st
u
d
e
n
ts
a
n
d
t
h
e
ir
imp
a
c
t
o
n
th
e
ir
p
sy
c
h
o
lo
g
ica
l
so
l
id
it
y
a
n
d
a
d
a
p
ti
v
e
b
e
h
a
v
io
r
.
To
a
c
h
iev
e
th
e
stu
d
y
o
b
jec
ti
v
e
s,
th
e
d
e
sc
rip
ti
v
e
a
n
a
ly
ti
c
a
l
a
p
p
r
o
a
c
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wa
s
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s
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lem
e
n
tatio
n
.
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h
e
sc
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o
f
p
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siti
v
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so
c
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v
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m
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le
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ts
fro
m
p
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v
a
te u
n
i
v
e
rsiti
e
s
in
Jo
r
d
a
n
.
T
h
e
stu
d
y
c
o
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c
lu
d
e
d
th
a
t
t
h
e
le
v
e
l
o
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p
o
sit
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s
o
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e
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4
9
,
wh
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is
with
i
n
t
h
e
a
v
e
ra
g
e
lev
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l,
a
n
d
th
a
t
fe
m
a
le
stu
d
e
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ts
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n
jo
y
a
h
ig
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lev
e
l
o
f
so
c
ial
sk
il
ls
c
o
m
p
a
re
d
t
o
u
n
iv
e
r
sity
st
u
d
e
n
ts.
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e
re
su
lt
s
a
ls
o
i
n
d
ica
ted
a
sta
ti
stica
ll
y
sig
n
ifi
c
a
n
t
e
ffe
c
t
o
f
t
h
e
le
v
e
l
o
f
s
o
c
ial
sk
i
ll
s
o
n
b
o
t
h
p
sy
c
h
o
lo
g
ica
l
so
li
d
it
y
a
n
d
a
d
a
p
ti
v
e
b
e
h
a
v
i
o
r
a
m
o
n
g
u
n
i
v
e
rsity
stu
d
e
n
ts
.
P
o
siti
v
e
so
c
ial
b
e
h
a
v
io
r
a
lso
wo
r
k
s
t
o
p
ro
v
id
e
su
p
p
o
rt
b
e
twe
e
n
i
n
d
iv
i
d
u
a
ls
in
c
a
se
s
th
a
t
re
q
u
ire
su
p
p
o
rt
o
r
i
n
d
iffi
c
u
lt
sit
u
a
ti
o
n
s,
wh
ich
in
c
re
a
se
s
th
e
ir
p
sy
c
h
o
lo
g
ica
l
so
li
d
it
y
a
n
d
a
d
a
p
t
iv
e
b
e
h
a
v
io
r
.
T
h
is
c
o
n
firms
th
e
e
ffe
c
ti
v
e
ro
le
o
f
so
c
ial
b
e
h
a
v
io
rs
in
imp
r
o
v
in
g
b
o
th
t
h
e
lev
e
l
o
f
p
sy
c
h
o
l
o
g
ic
a
l
so
li
d
it
y
a
n
d
a
d
a
p
ti
v
e
b
e
h
a
v
i
o
r
a
m
o
n
g
u
n
i
v
e
rsity
st
u
d
e
n
ts.
K
ey
w
o
r
d
s
:
Ad
ap
tiv
e
b
eh
a
v
io
r
Po
s
itiv
e
p
s
y
ch
o
lo
g
y
Ps
y
ch
o
lo
g
ical
s
o
lid
ity
So
cial
s
k
ills
Un
iv
er
s
ity
s
tu
d
en
ts
T
h
is i
s
a
n
o
p
e
n
a
c
c
e
ss
a
rticle
u
n
d
e
r th
e
CC B
Y
-
SA
li
c
e
n
se
.
C
o
r
r
e
s
p
o
nd
ing
A
uth
o
r
:
Haith
am
Mo
h
am
m
ad
Ali
Z
u
r
e
i
g
at
J
er
ash
E
d
u
ca
tio
n
Dir
ec
to
r
ate,
J
o
r
d
an
ian
Min
is
tr
y
o
f
E
d
u
ca
tio
n
J
er
ash
,
J
o
r
d
an
E
m
ail: h
aiy
th
am
.
zr
e
q
at@
g
m
ail.
co
m
1.
I
NT
RO
D
UCT
I
O
N
A
p
er
s
o
n
n
ee
d
s
a
s
et
o
f
s
o
cial
s
k
ills
th
at
f
ac
ilit
ate
co
m
m
u
n
icatio
n
an
d
in
ter
ac
tio
n
with
h
is
s
u
r
r
o
u
n
d
in
g
s
i
n
h
is
r
elen
tles
s
s
ea
r
ch
f
o
r
s
elf
-
r
ea
lizatio
n
an
d
th
e
ac
h
iev
em
e
n
t
o
f
h
is
asp
ir
at
io
n
s
an
d
h
o
p
es
[
1
]
.
So
cial
s
k
ills
en
ter
ev
er
y
asp
ec
t
o
f
an
in
d
iv
id
u
al
’
s
life
[
2
]
.
T
h
ey
also
af
f
ec
t
h
is
ab
il
ity
to
f
o
r
m
s
o
cial
r
elatio
n
s
h
ip
s
with
h
is
p
ee
r
s
,
te
ac
h
er
s
,
an
d
im
p
o
r
tan
t
ad
u
lts
[
3
]
.
I
n
ad
d
itio
n
,
s
o
cial
s
k
ills
ar
e
d
ir
ec
tly
r
elate
d
to
th
e
ass
er
tiv
e
b
eh
av
io
r
o
f
in
d
iv
id
u
als,
s
u
ch
as
s
elf
-
ca
r
e
an
d
e
n
v
ir
o
n
m
en
tal
ca
r
e,
as
well
as
th
e
s
o
cial
s
k
ills
an
d
co
n
ce
p
ts
th
at
p
eo
p
le
lear
n
to
b
e
ab
le
to
in
ter
ac
t
with
th
eir
d
aily
liv
es,
as
th
e
d
ef
icien
cy
i
n
ad
a
p
tiv
e
b
eh
av
io
r
af
f
ec
ts
th
e
d
aily
liv
es
o
f
in
d
iv
id
u
als,
an
d
th
u
s
af
f
ec
ts
th
eir
s
o
cial
in
ter
ac
tio
n
[
4
]
.
W
h
ile
th
e
lo
s
s
o
f
th
ese
s
k
ill
s
lead
s
d
ir
ec
tly
to
s
o
cial
d
ev
iatio
n
an
d
ex
p
o
s
u
r
e
to
m
a
n
y
m
e
n
tal
h
ea
lth
p
r
o
b
lem
s
in
later
s
tag
es
o
f
life
,
wea
k
s
o
cial
s
k
ills
ar
e
co
n
s
id
er
ed
a
d
ir
ec
t
ca
u
s
e
o
f
th
e
b
eh
a
v
io
r
al
p
r
o
b
lem
s
th
at
in
d
iv
id
u
als
m
a
y
s
u
f
f
er
f
r
o
m
in
th
e
f
u
tu
r
e
[
5
]
.
T
h
e
im
p
o
r
tan
ce
o
f
s
o
cial
s
k
ill
s
is
also
ev
id
en
t
in
ter
m
s
o
f
t
h
eir
ass
o
ciatio
n
with
m
e
n
tal
h
ea
lth
at
a
ce
r
tain
tim
e
f
o
r
in
d
iv
id
u
als
[
6
]
.
As
Sak
ız
et
a
l.
[
3
]
s
h
o
wed
th
at,
th
er
e
is
in
cr
ea
s
in
g
ev
id
en
ce
ab
o
u
t
th
e
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t
J
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&
R
es E
d
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c
I
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N:
2252
-
8
8
2
2
Th
e
leve
l o
f so
cia
l skills
a
mo
n
g
u
n
ivers
ity
s
tu
d
en
ts
a
n
d
its
imp
a
ct
o
n
th
eir
… (
E
s
r
a
’
a
Oma
r
A
b
u
-
A
lkesh
ek
)
3783
im
p
o
r
tan
ce
o
f
th
ese
em
o
ti
o
n
s
f
r
o
m
a
p
h
y
s
ical
an
d
h
ea
lth
p
er
s
p
ec
tiv
e
as
well.
Mo
r
eo
v
er
,
th
e
co
n
ce
p
t
o
f
th
e
n
atu
r
e
o
f
th
e
in
te
r
ac
tio
n
b
etw
ee
n
s
o
cial
s
k
ills
an
d
tem
p
er
am
en
tal
s
k
ills
f
r
o
m
th
e
p
o
in
t
o
f
v
iew
o
f
em
o
tio
n
al
in
ter
ac
tio
n
is
th
at
i
n
d
iv
id
u
als
ten
d
to
cr
ea
te
a
s
o
cial
-
em
o
tio
n
al
en
v
ir
o
n
m
e
n
t
th
at
h
elp
s
th
e
in
d
iv
id
u
al
s
u
cc
ee
d
in
ter
m
s
o
f
em
o
tio
n
al
co
m
p
eten
ce
ass
o
ciate
d
with
s
o
cia
l
co
m
p
eten
ce
[
7
]
.
B
ec
au
s
e
o
f
th
is
im
p
o
r
tan
ce
,
m
em
b
er
s
o
f
th
e
s
o
cial
an
d
e
m
o
tio
n
al
ed
u
ca
tio
n
f
o
u
n
d
atio
n
in
1
9
7
7
s
et
v
ar
io
u
s
b
asic
s
k
ills
f
o
r
s
o
cial
an
d
em
o
tio
n
al
s
k
ills
,
wh
ich
ar
e
c
o
m
m
u
n
icatin
g
ef
f
ec
tiv
ely
[
8
]
.
T
h
e
a
b
ilit
y
to
co
o
p
er
ate
wit
h
o
th
e
r
s
,
em
o
tio
n
al
s
elf
-
co
n
tr
o
l
an
d
ap
p
r
o
p
r
iate
ex
p
r
ess
io
n
,
tak
in
g
a
s
y
m
p
ath
etic
p
er
s
p
ec
tiv
e,
o
p
tim
is
m
,
h
u
m
o
r
an
d
s
elf
-
awa
r
en
ess
in
clu
d
in
g
s
tr
en
g
th
,
th
e
ab
ilit
y
to
p
lan
an
d
s
et
g
o
als,
an
d
s
o
lv
e
p
r
o
b
lem
s
an
d
r
eso
lv
e
co
n
f
licts
r
atio
n
ally
[
9
]
.
T
h
er
ef
o
r
e,
an
y
ea
r
ly
d
e
f
icien
c
y
in
th
ese
s
k
ills
m
ay
lead
to
a
n
eg
ativ
e
im
p
ac
t
th
at
ac
cu
m
u
la
tes
o
n
th
e
in
d
iv
id
u
al
’
s
p
e
r
s
o
n
ality
an
d
all
s
tag
es
o
f
h
is
ed
u
ca
tio
n
.
Stu
d
en
ts
’
s
o
cial
p
r
o
b
lem
s
n
e
g
ativ
ely
af
f
ec
t
th
ei
r
s
elf
-
esteem
,
p
er
s
o
n
al
s
atis
f
ac
tio
n
,
g
r
o
wth
,
an
d
p
o
s
itiv
e
attitu
d
es
to
war
d
s
lear
n
in
g
[
1
]
.
T
h
er
ef
o
r
e,
u
n
iv
er
s
ity
p
r
o
f
ess
o
r
s
m
u
s
t
ta
k
e
a
n
ac
ti
v
e
r
o
le
in
h
elp
in
g
s
tu
d
e
n
ts
ac
q
u
ir
e,
d
ev
elo
p
,
a
n
d
d
is
s
o
lv
e
th
e
s
o
cial
s
k
ills
n
ec
ess
ar
y
f
o
r
im
p
o
r
tan
t
s
o
cial
r
elatio
n
s
h
ip
s
an
d
in
ter
ac
tio
n
s
in
th
eir
liv
es
[
1
0
]
.
I
n
d
iv
id
u
al
s
with
h
ig
h
s
o
cial
s
k
ills
ar
e
m
o
r
e
awa
r
e
o
f
th
e
wid
e
r
an
g
e
o
f
alter
n
ativ
es
av
ailab
le
wh
en
r
esp
o
n
d
in
g
th
an
th
o
s
e
wh
o
h
av
e
a
d
ef
icit
in
s
o
cial
s
k
ills
[
1
1
]
.
T
h
e
p
s
y
ch
o
lo
g
ical
h
er
itag
e
em
p
h
asizes
th
e
lin
k
b
etwe
en
d
e
f
icien
cies
in
s
o
cial
s
k
ills
an
d
m
an
y
em
o
tio
n
al
an
d
b
eh
a
v
io
r
al
d
is
o
r
d
er
s
,
e
s
p
ec
ially
d
ep
r
ess
io
n
,
d
esp
air
,
an
d
f
ee
lin
g
s
o
f
p
s
y
ch
o
lo
g
ical
lo
n
elin
ess
[
4
]
.
I
t
h
as
b
ee
n
s
h
o
wn
th
at
an
in
d
iv
id
u
al
’
s
lack
o
f
s
u
cc
ess
f
u
l
s
o
cial
in
ter
ac
tio
n
s
k
ills
with
o
th
er
s
an
d
th
e
i
n
ab
ilit
y
t
o
ex
p
r
ess
f
ee
lin
g
s
p
u
s
h
es
h
i
m
to
with
d
r
aw
an
d
f
ee
l
is
o
lated
,
u
n
ac
ce
p
tab
le,
an
d
h
elp
less
,
an
d
th
u
s
th
e
in
d
iv
id
u
al
’
s
r
esis
tan
ce
wea
k
en
s
,
an
d
h
e
co
llap
s
es
u
n
d
er
th
e
p
r
ess
u
r
e
o
f
an
y
p
r
ess
u
r
es
h
e
m
ay
b
e
ex
p
o
s
ed
to
in
h
is
d
aily
life
[
7
]
.
I
n
ad
d
itio
n
,
th
e
d
ec
r
ea
s
ed
ab
i
lity
to
ex
p
r
ess
f
ee
lin
g
s
lead
s
to
p
s
y
ch
o
lo
g
ical
d
is
o
r
d
er
s
.
A
s
tu
d
y
h
as
s
h
o
wn
th
at
th
e
in
a
b
ilit
y
to
s
h
o
w
n
eg
ativ
e
f
ee
lin
g
s
s
u
ch
as
an
g
er
lead
s
to
p
s
y
ch
o
lo
g
i
ca
l
d
is
o
r
d
er
s
[
1
2
]
.
Mo
r
eo
v
er
,
th
e
f
ailu
r
e
to
s
h
o
w
p
o
s
itiv
e
f
ee
lin
g
s
,
ac
co
r
d
in
g
to
C
ar
ed
d
a
et
a
l.
[
1
3
]
,
wea
k
en
s
o
u
r
r
elatio
n
s
h
i
p
with
o
th
er
s
.
Als
o
,
if
a
p
e
r
s
o
n
’
s
ab
ilit
y
to
s
ay
“
no
”
d
ec
r
ea
s
es
d
u
e
t
o
f
ea
r
o
f
o
th
er
s
,
h
e
m
ay
b
e
ex
p
o
s
ed
to
ac
tin
g
ac
co
r
d
in
g
to
d
ev
ian
t
b
e
h
av
io
r
s
.
T
h
is
is
wh
y
a
n
u
m
b
er
o
f
r
esear
ch
er
s
h
av
e
co
n
f
ir
m
e
d
th
at
th
e
p
r
ess
u
r
es
o
f
o
th
er
s
ar
e
im
p
o
r
ta
n
t
f
ac
to
r
s
in
m
an
y
d
ev
ian
t
b
eh
av
i
o
r
s
[
1
4
]
.
I
n
s
h
o
r
t,
d
ep
r
ess
io
n
,
s
o
cial
is
o
latio
n
,
d
r
u
g
ab
u
s
e,
an
d
s
o
cial
p
r
o
b
lem
s
ar
e
p
r
o
b
lem
s
ass
o
ciate
d
with
a
d
ec
r
ea
s
e
in
ad
ap
tiv
e
b
eh
a
v
io
r
[
1
5
]
,
w
h
ich
u
s
u
all
y
o
cc
u
r
s
in
th
e
co
n
tex
t
o
f
s
o
c
ial
in
ter
ac
tio
n
[
1
6
]
.
I
n
a
d
d
it
io
n
,
th
e
in
ab
ilit
y
o
f
th
e
in
d
i
v
id
u
al
to
r
esp
o
n
d
s
u
cc
ess
f
u
lly
to
r
eq
u
ir
em
en
ts
ac
co
r
d
in
g
to
th
e
in
d
iv
id
u
al
’
s
ch
r
o
n
o
lo
g
ical
ag
e
is
lik
ely
to
wea
k
en
h
is
ab
ilit
y
to
b
eh
av
e
ad
a
p
tiv
ely
in
th
e
s
o
cial
co
n
tex
t
[
1
7
]
.
Fu
r
th
er
m
o
r
e
,
th
e
in
ab
ilit
y
o
f
th
e
in
d
iv
id
u
al
to
b
ea
r
ev
er
y
th
i
n
g
r
elate
d
to
h
is
p
e
r
s
o
n
al
af
f
air
s
s
u
cc
ee
d
in
th
em
an
d
m
ak
e
th
e
ap
p
r
o
p
r
iate
d
e
cisi
o
n
in
th
e
m
[
1
8
]
.
I
t
is
o
n
e
o
f
th
e
b
eh
av
io
r
s
th
at
i
n
d
icate
s
an
in
d
iv
id
u
al
’
s
in
ab
ilit
y
to
a
d
ap
t b
e
h
av
io
r
ally
to
o
th
er
s
[
1
9
]
.
T
h
e
in
d
iv
i
d
u
al
’
s
b
ea
r
in
g
o
f
s
o
cial
r
esp
o
n
s
ib
ilit
y
,
wh
i
ch
m
ea
n
s
th
e
in
d
iv
i
d
u
al
’
s
ab
ilit
y
to
s
u
cc
ess
f
u
lly
p
er
f
o
r
m
t
h
e
e
x
p
ec
ted
s
o
cial
r
o
les
an
d
b
ea
r
th
e
r
esp
o
n
s
ib
ilit
y
r
esu
ltin
g
f
r
o
m
p
er
f
o
r
m
i
n
g
t
h
o
s
e
r
o
les,
as
well
as
s
o
cial
an
d
em
o
tio
n
al
m
atu
r
ity
wh
en
m
a
k
i
n
g
th
e
ap
p
r
o
p
r
iate
d
ec
is
io
n
[
2
0
]
.
I
t
is
o
n
e
o
f
th
e
im
p
o
r
tan
t
in
d
icato
r
s
o
f
th
e
in
d
iv
id
u
al
’
s
e
n
jo
y
m
e
n
t
o
f
s
u
f
f
ic
ien
t
b
eh
a
v
io
r
al
ad
ap
tatio
n
[
2
1
]
.
T
h
is
g
iv
es
h
im
a
d
eg
r
ee
o
f
p
s
y
c
h
o
lo
g
ical
s
o
l
i
d
ity
in
th
e
f
ac
e
o
f
life
’
s
cr
is
es
an
d
p
r
ess
u
r
es,
m
ea
n
in
g
th
at
th
e
in
d
iv
id
u
al
’
s
ac
q
u
is
itio
n
o
f
s
o
cial
s
k
ills
an
d
co
n
tin
u
o
u
s
tr
ain
in
g
o
n
th
e
m
wo
r
k
s
to
d
ev
elo
p
th
em
f
r
o
m
tim
e
to
tim
e
[
2
2
]
.
Su
cc
ess
f
u
l so
cial
r
elatio
n
s
h
ip
s
ar
e
co
n
s
id
er
ed
an
i
n
teg
r
al
p
ar
t o
f
s
elf
-
ass
er
tio
n
an
d
th
e
ab
ili
ty
to
ac
h
iev
e
g
o
als
[
2
3
]
,
[
2
4
]
.
Hen
ce
,
th
e
aim
o
f
th
e
s
tu
d
y
ap
p
ea
r
s
to
id
en
tify
th
e
lev
el
o
f
s
o
cial
s
k
ills
am
o
n
g
u
n
iv
er
s
ity
s
tu
d
en
ts
an
d
th
eir
im
p
ac
t
o
n
th
eir
p
s
y
ch
o
lo
g
ical
s
o
li
d
ity
an
d
ad
ap
tiv
e
b
eh
av
io
r
.
T
h
is
is
d
o
n
e
b
y
an
s
wer
in
g
th
e
f
o
llo
win
g
m
ain
q
u
esti
o
n
:
I
s
th
er
e
an
ef
f
ec
t
o
f
th
e
lev
el
o
f
s
o
cial
s
k
ill
s
am
o
n
g
u
n
iv
e
r
s
ity
s
tu
d
en
ts
o
n
th
eir
p
s
y
ch
o
lo
g
ical
s
o
lid
ity
an
d
ad
a
p
tiv
e
b
eh
av
io
r
?
T
h
er
ef
o
r
e,
th
e
im
p
o
r
tan
ce
o
f
th
is
s
tu
d
y
s
tem
s
f
r
o
m
th
e
f
ac
t th
at
s
tu
d
en
ts
’
s
o
cial
s
k
ills
ar
e
co
n
s
id
er
ed
o
n
e
o
f
th
e
m
o
s
t
d
ir
ec
t
ly
o
b
s
er
v
ab
le
b
eh
av
i
o
r
s
o
n
t
h
e
g
r
o
u
n
d
.
T
h
ey
ca
n
b
e
m
ea
s
u
r
ed
u
s
in
g
m
an
y
av
ailab
le
an
d
ea
s
y
-
to
-
a
p
p
ly
s
c
ales,
wh
ich
allo
ws
u
s
to
id
en
tify
m
an
y
laten
t
b
eh
av
io
r
s
in
s
tu
d
en
ts
,
s
u
ch
as
p
s
y
ch
o
lo
g
ical
s
o
lid
i
ty
a
n
d
a
d
a
p
tiv
e
b
eh
a
v
io
r
in
u
n
iv
e
r
s
ity
s
tu
d
en
ts
.
T
h
is
s
tu
d
y
is
a
c
o
n
tem
p
o
r
ar
y
s
tu
d
y
th
at
e
x
am
in
es
th
e
in
ter
a
ctio
n
o
f
p
s
y
ch
o
lo
g
ical
a
n
d
s
o
cial
f
ac
to
r
s
in
th
e
liv
es
o
f
u
n
iv
er
s
ity
s
tu
d
en
ts
.
I
t
s
ee
k
s
to
ex
p
lo
r
e
t
h
e
im
p
ac
t
o
f
th
e
r
elatio
n
s
h
ip
b
etwe
en
u
n
iv
e
r
s
ity
s
tu
d
en
ts
’
s
o
cial
s
k
ills
an
d
th
eir
p
s
y
ch
o
lo
g
ical
r
esil
ien
ce
an
d
ad
ap
tiv
e
b
eh
a
v
io
r
.
T
h
e
s
tu
d
y
f
o
cu
s
es
o
n
th
e
im
p
o
r
tan
ce
o
f
d
ev
elo
p
in
g
s
o
cial
s
k
ills
in
en
h
an
cin
g
th
e
a
b
ilit
y
to
co
p
e
with
th
e
p
s
y
ch
o
lo
g
ical
an
d
s
o
cial
ch
allen
g
es
th
ey
f
ac
e
d
u
r
in
g
th
eir
u
n
i
v
er
s
ity
y
ea
r
s
,
wh
ich
m
a
y
af
f
ec
t
th
eir
m
en
tal
h
ea
lth
a
n
d
ab
ilit
y
to
a
d
ap
t
i
n
d
iv
er
s
e
en
v
ir
o
n
m
en
ts
.
B
y
an
a
ly
zin
g
th
ese
r
elatio
n
s
h
ip
s
,
th
e
s
tu
d
y
aim
s
to
p
r
o
v
id
e
a
co
m
p
r
eh
en
s
iv
e
v
iew
o
f
th
e
r
o
le
o
f
s
o
cial
s
k
ills
in
im
p
r
o
v
in
g
p
s
y
ch
o
l
o
g
ical
r
esil
ien
ce
an
d
ad
ap
ti
v
e
b
eh
a
v
io
r
,
p
av
i
n
g
th
e
way
f
o
r
th
e
d
ev
elo
p
m
e
n
t
o
f
s
tr
ateg
ies
th
at
s
u
p
p
o
r
t
s
tu
d
en
ts
’
well
-
b
ein
g
an
d
en
h
an
ce
th
eir
a
b
ilit
y
to
ad
ap
t
to
th
e
p
r
ess
u
r
es
o
f
u
n
i
v
er
s
ity
life
.
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
.
5
,
Octo
b
er
20
25
:
3
7
8
2
-
3789
3784
2.
M
E
T
H
O
D
T
h
e
d
escr
ip
tiv
e
an
aly
tical
ap
p
r
o
ac
h
was
u
s
ed
in
co
n
d
u
ctin
g
th
is
s
tu
d
y
;
th
is
is
d
o
n
e
b
y
co
llectin
g
d
ata
f
r
o
m
th
e
s
tu
d
y
s
am
p
le
m
em
b
er
s
u
s
in
g
th
e
r
esear
ch
to
o
l,
th
en
d
escr
ib
in
g
th
e
p
h
en
o
m
en
o
n
s
tatis
tica
lly
th
r
o
u
g
h
ar
ith
m
etic
m
ea
n
s
an
d
s
tan
d
ar
d
d
ev
iatio
n
s
,
an
d
th
en
an
aly
zin
g
th
e
d
ata
to
d
ete
r
m
in
e
th
e
s
tatis
tical
ef
f
ec
t
th
r
o
u
g
h
th
e
an
aly
s
is
o
f
v
ar
ian
ce
(
ANOV
A)
test
,
an
d
t
h
e
s
im
p
le
r
an
d
o
m
s
am
p
lin
g
m
eth
o
d
was
u
s
ed
in
s
elec
tin
g
an
d
a
p
p
o
in
tin
g
th
e
s
tu
d
y
in
d
iv
id
u
als
f
r
o
m
p
r
iv
ate
u
n
iv
er
s
ity
s
tu
d
en
ts
in
J
o
r
d
a
n
,
b
y
d
is
tr
ib
u
tin
g
th
e
s
tu
d
y
to
o
ls
to
th
em
,
wh
ich
wer
e
r
ep
r
esen
ted
b
y
th
e
s
o
cial
s
k
ills
s
ca
le,
th
e
p
s
y
ch
o
lo
g
ical
s
o
lid
ity
s
ca
le,
an
d
th
e
ad
ap
tiv
e
b
eh
av
io
r
s
ca
le.
Af
ter
v
er
if
y
in
g
th
eir
v
alid
ity
an
d
r
eliab
ilit
y
u
s
in
g
Go
o
g
le
Fo
r
m
s
,
in
co
o
p
e
r
atio
n
with
u
n
iv
er
s
ity
p
r
o
f
ess
o
r
s
in
th
o
s
e
u
n
i
v
er
s
ities
,
th
e
d
ata
o
b
tain
ed
wer
e
th
en
an
aly
ze
d
u
s
in
g
ap
p
r
o
p
r
iate
s
tatis
t
ical
test
s
,
wh
ich
wer
e
r
e
p
r
esen
ted
b
y
ar
ith
m
etic
m
ea
n
s
,
s
tan
d
ar
d
d
ev
iatio
n
s
,
an
d
th
e
ANOVA
test
.
2
.
1
.
Respo
nd
ent
T
h
e
s
tu
d
y
s
am
p
le
co
n
s
is
ted
o
f
4
1
0
s
tu
d
e
n
ts
f
r
o
m
p
r
iv
at
e
u
n
iv
er
s
ities
in
J
o
r
d
a
n
f
r
o
m
d
if
f
er
e
n
t
g
o
v
er
n
o
r
ates.
T
h
e
s
im
p
le
r
a
n
d
o
m
s
am
p
lin
g
m
eth
o
d
was
f
o
llo
wed
in
s
elec
tin
g
th
em
,
wit
h
th
e
h
elp
o
f
f
ac
u
lty
m
em
b
er
s
in
th
o
s
e
u
n
iv
er
s
ities
o
v
er
a
p
er
io
d
o
f
two
wee
k
s
.
T
h
e
n
u
m
b
e
r
o
f
s
tu
d
en
ts
wh
o
r
esp
o
n
d
e
d
to
th
e
s
tu
d
y
to
o
ls
was
3
7
0
u
n
iv
er
s
ity
s
tu
d
en
ts
.
Ad
am
[
2
5
]
b
eliev
es
th
at
th
e
s
am
p
le
s
iz
e
o
f
th
is
s
tu
d
y
is
r
ep
r
esen
tativ
e
an
d
ca
n
b
e
u
s
ed
as a
q
u
an
titativ
e
r
esear
ch
s
am
p
le.
2
.
2
.
Resea
rc
h ins
t
rum
ent
s
T
h
e
cu
r
r
e
n
t
s
tu
d
y
r
elied
o
n
c
o
llectin
g
d
ata
f
r
o
m
th
e
s
tu
d
y
s
am
p
le
in
d
iv
id
u
als
o
n
a
q
u
e
s
tio
n
n
air
e
co
n
s
is
tin
g
o
f
th
r
ee
d
im
en
s
io
n
s
,
s
im
u
latin
g
th
e
m
ain
v
ar
iab
les
o
f
th
e
s
tu
d
y
:
s
o
cial
s
k
ills
,
p
s
y
ch
o
lo
g
ical
s
o
lid
it
y
,
an
d
ad
a
p
tiv
e
b
eh
av
i
o
r
o
f
u
n
iv
e
r
s
ity
s
tu
d
en
ts
.
T
h
e
d
ev
el
o
p
m
en
t
o
f
th
ese
t
o
o
ls
was
b
ased
o
n
s
o
cial
an
d
p
s
y
ch
o
l
o
g
ical
th
eo
r
ies
with
a
co
g
n
itiv
e
cu
r
v
e
[
2
6
]
.
I
t
was
f
o
u
n
d
th
at
s
o
cial
s
k
ills
a
r
e
am
o
n
g
th
e
m
o
s
t
im
p
o
r
tan
t
c
o
g
n
itiv
e
b
eh
av
io
r
s
th
at
co
n
tr
ib
u
te
to
r
e
d
u
cin
g
n
e
g
ativ
e
b
eh
a
v
io
r
s
am
o
n
g
u
n
iv
e
r
s
ity
s
tu
d
en
ts
[
2
7
]
.
Ad
ap
tiv
e
b
eh
a
v
io
r
is
a
b
eh
a
v
io
r
r
elate
d
to
p
e
r
s
o
n
al
r
elatio
n
s
h
ip
s
an
d
in
clu
d
es
h
o
n
est
an
d
d
ir
ec
t
ex
p
r
ess
io
n
o
f
p
er
s
o
n
al
th
o
u
g
h
ts
an
d
f
ee
lin
g
s
.
I
t
is
th
er
ef
o
r
e
s
o
cially
ap
p
r
o
p
r
iate
b
eh
av
i
o
r
,
as
a
p
e
r
s
o
n
wh
o
b
e
h
av
es
ad
ap
tiv
ely
tak
es
in
to
ac
co
u
n
t
th
e
f
ee
lin
g
s
an
d
r
ig
h
ts
o
f
o
th
er
s
[
2
8
]
.
Ps
y
ch
o
l
o
g
ical
s
o
lid
ity
s
h
o
ws
th
e
in
d
iv
id
u
al
’
s
ab
ilit
y
to
ad
a
p
t
to
d
aily
ch
allen
g
es
an
d
d
if
f
i
cu
lties
an
d
d
ea
l
with
f
r
u
s
tr
atio
n
,
m
is
tak
es,
an
d
p
s
y
ch
o
lo
g
ical
tr
au
m
a
[
2
9
]
.
T
h
u
s
,
d
ev
elo
p
in
g
r
ea
lis
tic
g
o
als an
d
th
e
ab
ilit
y
to
d
ea
l w
ith
o
th
er
s
m
o
r
e
p
o
s
itiv
ely
[
3
0
]
.
I
n
lig
h
t
o
f
d
ev
elo
p
in
g
th
e
cu
r
r
en
t
s
tu
d
y
to
o
l,
th
e
g
en
d
er
v
ar
iab
le
(
f
em
ale
an
d
m
ale)
an
d
s
cien
tific
s
p
ec
ializatio
n
(
s
cien
tific
an
d
h
u
m
an
ities
)
wer
e
a
d
d
ed
.
As
o
n
e
o
f
th
e
in
d
icato
r
s
th
at
n
ee
d
to
b
e
m
ea
s
u
r
ed
,
t
h
e
s
ec
o
n
d
ar
y
v
ar
ia
b
les
o
f
th
e
l
ev
el
o
f
s
o
cial
s
k
ills
am
o
n
g
u
n
iv
e
r
s
ity
s
tu
d
en
ts
a
n
d
th
e
ir
im
p
ac
t
o
n
th
eir
p
s
y
ch
o
lo
g
ical
s
o
lid
i
ty
an
d
a
d
ap
tiv
e
b
eh
a
v
io
r
ar
e
g
en
d
er
an
d
s
cien
tific
s
p
ec
ializatio
n
.
T
h
e
in
d
ep
e
n
d
en
t
v
ar
iab
le
is
s
o
cial
s
k
ills
an
d
th
e
d
ep
en
d
en
t
v
a
r
iab
les
ar
e
p
s
y
ch
o
lo
g
ical
s
o
lid
it
y
an
d
ad
a
p
tiv
e
b
eh
av
i
o
r
,
as
s
h
o
wn
in
Fig
u
r
e
1
.
Acc
o
r
d
in
g
l
y
,
th
e
s
t
u
d
y
t
o
o
l
c
o
n
s
is
t
ed
o
f
3
0
p
a
r
a
g
r
a
p
h
s
,
te
n
p
a
r
a
g
r
a
p
h
s
f
o
r
ea
ch
m
ai
n
v
a
r
i
ab
l
e,
all
o
f
wh
i
ch
ac
h
i
ev
ed
in
d
i
ca
t
o
r
s
o
f
v
al
id
it
y
a
n
d
r
e
lia
b
i
lit
y
t
o
m
e
asu
r
e
t
h
e
le
v
el
o
f
s
o
cia
l
s
k
i
ll
s
a
m
o
n
g
u
n
iv
er
s
it
y
s
tu
d
e
n
ts
a
n
d
t
h
ei
r
im
p
a
ct
o
n
th
e
ir
p
s
y
ch
o
l
o
g
i
ca
l
s
o
l
id
it
y
a
n
d
a
d
a
p
t
iv
e
b
e
h
a
v
i
o
r
.
T
h
e
t
o
o
l
v
a
li
d
it
y
test
u
s
es
co
n
t
en
t v
a
li
d
it
y
a
n
d
its
s
t
an
d
ar
d
s
,
w
h
il
e
th
e
r
e
lia
b
i
lit
y
test
u
s
es
C
r
o
n
b
a
ch
’
s
al
p
h
a
b
ase
d
o
n
Ad
a
m
[
2
5
]
.
T
a
b
l
e
1
s
h
o
ws
t
h
e
r
es
u
lts
o
f
t
h
e
v
a
li
d
it
y
a
n
d
r
eli
ab
ili
ty
test
s
.
T
ab
le
1
s
h
o
ws
t
h
e
r
es
u
lts
o
f
t
h
e
v
a
li
d
it
y
a
n
d
r
eli
ab
ili
ty
o
f
th
e
to
o
l
u
s
ed
in
th
is
s
t
u
d
y
.
Ac
c
o
r
d
i
n
g
t
o
t
h
e
ta
b
l
e,
all
p
a
r
a
g
r
a
p
h
s
t
h
at
m
a
k
e
u
p
t
h
e
to
o
l
a
r
e
v
ali
d
a
n
d
a
cc
e
p
t
a
b
le
f
o
r
a
p
p
li
ca
t
io
n
t
o
th
e
in
d
i
v
i
d
u
als
o
f
th
e
s
tu
d
y
s
a
m
p
le
.
T
h
u
s
,
it
ca
n
b
e
ass
e
r
te
d
t
h
a
t
t
h
e
d
a
ta
o
b
tai
n
ed
a
r
e
h
i
g
h
l
y
r
el
ia
b
le
,
a
n
d
b
e
ca
u
s
e
o
f
t
h
is
,
th
e
t
o
o
l
ca
n
b
e
u
s
ed
t
o
r
ea
ch
r
es
u
lts
t
h
a
t
ar
e
f
r
ee
o
f
b
ias
a
n
d
a
m
b
ig
u
i
ty
.
Fig
u
r
e
1
.
C
o
n
ce
p
tu
al
f
r
a
m
ewo
r
k
o
f
s
o
cial
s
k
ills
an
d
p
s
y
ch
o
l
o
g
ical
s
o
lid
ity
an
d
a
d
a
p
tiv
e
b
e
h
av
io
r
2
.
3
.
Da
t
a
a
na
ly
s
is
T
h
e
d
escr
ip
tiv
e
an
aly
tical
m
e
th
o
d
was
u
s
ed
to
id
en
tify
th
e
lev
el
o
f
s
o
cial
s
k
ills
am
o
n
g
u
n
iv
er
s
ity
s
tu
d
en
ts
an
d
its
im
p
ac
t
o
n
th
e
ir
p
s
y
ch
o
lo
g
ical
s
o
lid
ity
an
d
ad
ap
tiv
e
b
e
h
av
io
r
.
T
h
e
r
eliab
i
lity
an
d
v
alid
ity
o
f
th
e
d
ata
wer
e
v
er
if
ied
b
ef
o
r
e
co
n
d
u
ctin
g
t
h
e
s
tatis
tical
an
aly
s
is
p
r
o
ce
s
s
.
T
h
en
a
n
s
wer
th
e
s
tu
d
y
q
u
esti
o
n
s
u
s
in
g
s
tatis
tical
p
ac
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f
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r
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e
3
C
r
o
n
b
a
c
h
’
s
a
l
p
h
a
b
a
se
d
o
n
s
t
a
n
d
a
r
d
i
z
e
d
i
t
e
ms
0
.
9
2
V
a
l
i
d
3.
RE
SU
L
T
S
AND
D
I
SCU
SS
I
O
N
3
.
1
.
Resul
t
s
T
ab
le
2
s
h
o
ws
th
e
d
is
tr
ib
u
tio
n
o
f
th
e
s
tu
d
y
s
am
p
le,
wh
ich
co
n
s
is
ted
o
f
3
7
0
m
ale
an
d
f
e
m
ale
s
tu
d
en
ts
f
r
o
m
p
r
iv
ate
u
n
iv
er
s
ities
in
th
e
v
ar
io
u
s
g
o
v
er
n
o
r
ates
o
f
th
e
Hash
em
ite
Kin
g
d
o
m
o
f
J
o
r
d
a
n
.
T
h
e
s
tu
d
y
s
am
p
le
m
em
b
er
s
wer
e
class
if
ied
ac
co
r
d
in
g
to
g
en
d
er
(
m
ale
an
d
f
em
ale)
an
d
f
ield
o
f
s
p
ec
ializatio
n
(
s
cien
tific
an
d
h
u
m
an
ities
)
.
Acc
o
r
d
in
g
to
T
a
b
le
2
,
f
em
ales
d
o
m
in
ated
th
e
an
s
wer
s
with
1
9
8
f
em
ale
s
tu
d
en
ts
,
r
ep
r
esen
tin
g
5
3
.
5
%
o
f
th
e
t
o
tal.
T
h
ey
wer
e
f
o
llo
wed
b
y
m
ale
s
tu
d
en
ts
w
ith
1
7
2
m
ale
s
tu
d
en
ts
,
r
ep
r
ese
n
tin
g
4
6
.
5
%
o
f
th
e
to
tal.
I
n
ad
d
itio
n
,
T
a
b
le
2
s
h
o
ws
th
at
f
em
ale
s
tu
d
en
ts
h
av
e
a
h
ig
h
er
le
v
el
o
f
s
o
cial
s
k
ills
co
m
p
ar
ed
to
m
al
e
u
n
iv
er
s
ity
s
tu
d
e
n
ts
.
T
h
er
e
we
r
e
1
7
0
u
n
iv
er
s
ity
s
tu
d
en
ts
w
h
o
s
e
s
o
cial
s
k
ills
wer
e
with
i
n
th
e
n
o
r
m
al
lev
el.
On
ly
two
m
ale
s
tu
d
e
n
ts
h
ad
a
h
ig
h
le
v
el
o
f
s
o
cial
s
k
ills
.
W
h
ile
1
9
4
f
em
ale
s
tu
d
en
ts
h
ad
a
h
ig
h
le
v
el
o
f
s
o
cial
s
k
ills
.
On
ly
f
o
u
r
f
em
ale
s
tu
d
e
n
ts
h
ad
a
n
o
r
m
al
lev
el
o
f
s
o
cial
s
k
ills
.
T
h
r
o
u
g
h
th
is
,
th
e
co
n
c
lu
s
io
n
was
r
ea
ch
e
d
th
at
f
em
ale
s
tu
d
en
ts
h
av
e
a
h
i
g
h
er
lev
el
o
f
s
o
cial
s
k
ills
co
m
p
ar
ed
to
m
ales.
T
ab
le
2
also
s
h
o
ws
th
at
th
e
lev
el
o
f
s
o
cial
s
k
ills
o
f
s
tu
d
en
ts
s
tu
d
y
in
g
h
u
m
an
ities
d
if
f
er
s
s
ig
n
i
f
ican
tly
f
r
o
m
t
h
e
lev
el
o
f
s
o
ci
al
s
k
ills
o
f
s
tu
d
en
ts
s
tu
d
y
in
g
s
cien
ce
.
T
h
is
ca
n
b
e
attr
ib
u
ted
to
th
e
f
ac
t
th
at
th
e
n
atu
r
e
o
f
h
u
m
an
ities
r
eq
u
ir
es
b
u
ild
in
g
r
elatio
n
s
h
ip
s
an
d
s
o
cial
in
ter
a
ctio
n
m
o
r
e
th
an
s
cien
ce
,
wh
i
ch
r
eq
u
i
r
es
m
o
r
e
e
f
f
o
r
t
a
n
d
t
im
e
f
r
o
m
s
tu
d
e
n
ts
.
C
o
n
s
eq
u
en
tly
,
th
e
y
d
o
n
o
t
h
av
e
en
o
u
g
h
tim
e
to
r
aise th
eir
le
v
el
o
f
s
o
cial
s
k
ills
.
T
ab
le
2
.
Dis
tr
ib
u
tio
n
o
f
r
esp
o
n
s
es o
f
th
e
s
tu
d
y
s
am
p
le
m
em
b
er
s
D
e
mo
g
r
a
p
h
i
c
s
Lo
w
(
%)
N
o
r
mal
(
%)
H
i
g
h
(
%)
F
r
e
q
(
%)
G
e
n
d
e
r
M
a
l
e
0
(
0
.
0
0
)
1
7
0
(
4
5
.
9
5
)
2
(
0
.
5
4
)
1
7
2
(
4
6
.
5
)
F
e
mal
e
0
(
0
.
0
0
)
4
(
1
.
0
8
)
1
9
4
(
5
2
.
4
3
)
1
9
8
(
5
3
.
5
)
S
p
e
c
i
a
l
i
z
a
t
i
o
n
f
i
e
l
d
S
c
i
e
n
t
i
f
i
c
0
(
0
.
0
0
)
1
7
8
(
4
8
.
1
0
)
7
(
1
.
8
9
)
1
8
5
(
5
0
)
H
u
ma
n
i
s
t
0
(
0
.
0
0
)
6
(
1
.
6
2
)
1
7
9
(
4
8
.
3
8
)
1
8
5
(
5
0
)
Ho
wev
er
,
it
was
f
o
u
n
d
th
at
th
e
lev
el
o
f
s
o
cial
s
k
ills
am
o
n
g
u
n
iv
e
r
s
ity
s
tu
d
en
ts
in
J
o
r
d
an
was
av
er
ag
e
o
r
h
ig
h
.
T
h
is
in
d
icate
s
th
at
m
ale
an
d
f
e
m
ale
s
tu
d
en
ts
h
av
e
eith
e
r
a
n
o
r
m
al
o
r
h
ig
h
lev
el
o
f
s
o
cial
s
k
ills
an
d
th
e
s
am
e
ap
p
lies
t
o
d
if
f
e
r
en
t
ac
ad
em
ic
s
p
ec
ializatio
n
s
.
Ho
wev
er
,
it
was
f
o
u
n
d
th
at
th
e
r
e
was
a
s
tatis
t
ically
s
ig
n
if
ican
t
ef
f
ec
t
o
f
th
e
lev
el
o
f
s
o
cial
s
k
ills
o
n
b
o
th
p
s
y
ch
o
lo
g
ical
s
o
lid
it
y
an
d
ad
ap
tiv
e
b
e
h
av
io
r
am
o
n
g
t
h
em
.
As s
h
o
wn
in
t
h
e
f
o
llo
win
g
T
a
b
le
3
.
T
ab
le
3
s
h
o
ws
th
at
th
er
e
is
a
s
tatis
t
ically
s
ig
n
if
ican
t
ef
f
ec
t
o
f
th
e
le
v
el
o
f
s
o
cial
s
k
ills
p
o
s
s
es
s
ed
b
y
u
n
iv
er
s
ity
s
tu
d
en
ts
o
n
b
o
th
p
s
y
ch
o
lo
g
ical
s
o
lid
ity
an
d
ad
ap
t
iv
e
b
eh
av
i
o
r
.
T
h
is
r
esu
lt
ca
n
b
e
in
f
er
r
e
d
f
r
o
m
th
e
(
F)
test
v
alu
e,
wh
ich
ca
m
e
to
4
4
5
.
6
1
6
f
o
r
th
e
p
s
y
ch
o
l
o
g
ical
s
o
lid
ity
v
ar
ia
b
le
with
a
s
ig
n
i
f
ican
ce
lev
el
(
s
ig
.
)
less
th
an
(
0
.
0
5
)
,
an
d
4
7
9
.
1
5
7
f
o
r
th
e
ad
ap
tiv
e
b
e
h
av
io
r
v
a
r
iab
le
with
a
s
ig
n
if
ican
ce
lev
el
(
s
ig
.
)
less
th
an
(
0
.
0
5
)
.
T
h
is
co
n
f
ir
m
s
th
at
th
e
s
o
cial
s
k
ill
s
p
o
s
s
e
s
s
ed
b
y
s
tu
d
en
ts
,
as
o
n
e
o
f
th
e
co
m
p
o
n
en
ts
o
f
p
o
s
itiv
e
p
s
y
ch
o
lo
g
y
an
d
wh
ic
h
ap
p
ea
r
th
r
o
u
g
h
th
eir
d
aily
b
eh
av
io
r
s
,
h
av
e
a
clea
r
im
p
ac
t
o
n
t
h
eir
p
s
y
ch
o
lo
g
ical
s
o
lid
ity
an
d
a
d
ap
tiv
e
b
eh
a
v
io
r
,
s
tu
d
en
ts
h
av
i
n
g
a
h
ig
h
lev
el
o
f
s
o
cial
s
k
ills
ar
e
lik
ely
to
i
m
p
r
o
v
e
th
is
ty
p
e
o
f
p
s
y
ch
o
lo
g
ical
f
ac
to
r
s
in
th
em
.
T
ab
le
3
.
On
e
wa
y
ANOV
A
f
o
r
th
e
lev
el
o
f
s
o
cial
s
k
ills
in
b
o
th
p
s
y
ch
o
lo
g
ical
s
o
lid
ity
an
d
ad
ap
tiv
e
b
e
h
av
io
r
V
a
r
i
a
b
l
e
s
S
o
u
r
c
e
o
f
v
a
r
i
a
n
c
e
S
u
m
o
f
s
q
u
a
r
e
s
df
M
e
a
n
sq
u
a
r
e
F
S
i
g
.
P
sy
c
h
o
l
o
g
i
c
a
l
s
o
l
i
d
i
t
y
B
e
t
w
e
e
n
g
r
o
u
p
s
9
7
5
9
.
3
4
3
10
9
7
5
.
9
3
4
4
4
5
.
6
1
6
0
.
0
0
0
W
i
t
h
i
n
g
r
o
u
p
s
7
8
6
.
2
3
8
3
5
9
2
.
1
9
0
To
t
a
l
1
0
5
4
5
.
5
8
1
3
6
9
A
d
a
p
t
i
v
e
b
e
h
a
v
i
o
r
B
e
t
w
e
e
n
g
r
o
u
p
s
9
6
0
4
.
4
5
9
10
9
6
0
.
4
4
6
4
7
9
.
1
5
7
0
.
0
0
0
W
i
t
h
i
n
g
r
o
u
p
s
7
1
9
.
5
9
8
3
5
9
2
.
0
0
4
To
t
a
l
1
0
3
2
4
.
0
5
7
3
6
9
3
.
2
.
Dis
cus
s
io
n
T
h
e
r
esu
lts
o
f
th
e
s
tatis
tical
an
aly
s
is
s
h
o
w
th
at
f
e
m
ale
s
tu
d
en
ts
h
av
e
a
h
i
g
h
er
lev
el
o
f
s
o
cial
s
k
ills
th
an
m
ale
s
tu
d
e
n
ts
d
o
[
3
1
]
.
T
h
is
r
esu
lt
co
n
f
ir
m
s
wh
at
was
r
ea
ch
ed
i
n
R
ain
es
s
tu
d
y
[
1
]
,
wh
ich
s
h
o
wed
t
h
at
f
em
ale
s
tu
d
en
ts
h
av
e
a
h
ig
h
e
r
ab
ilit
y
to
co
m
m
u
n
icate
s
o
cially
th
an
m
ales,
wh
ich
m
ak
es
th
em
h
av
e
a
h
ig
h
lev
el
o
f
s
o
cial
s
k
ills
.
I
n
th
is
r
eg
ar
d
,
Ab
d
u
llah
[
4
]
r
ev
ea
led
t
h
at
f
em
ales
ten
d
to
h
elp
s
o
cia
lly
,
an
d
d
o
n
o
t
f
ee
l
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
.
5
,
Octo
b
er
20
25
:
3
7
8
2
-
3789
3786
ash
am
ed
to
ass
is
t
th
eir
co
lleag
u
es,
b
ec
au
s
e
th
e
y
h
av
e
h
ig
h
s
elf
-
co
n
f
id
en
ce
th
at
allo
ws
th
em
to
d
ea
l
with
all
s
o
cial
cir
cu
m
s
tan
ce
s
an
d
ev
en
ts
an
d
m
ak
es th
em
m
o
r
e
in
teg
r
ated
in
to
s
o
ciety
.
Ag
u
s
tin
a
an
d
Setiawan
[
8
]
also
s
h
o
wed
th
at
th
e
b
etter
th
e
s
o
cial
s
k
ills
o
f
s
tu
d
en
ts
,
th
e
b
etter
th
eir
ac
ad
em
ic
s
elf
-
ef
f
icac
y
,
wh
ich
en
h
a
n
ce
s
th
eir
s
o
cial
in
teg
r
atio
n
i
n
th
e
u
n
iv
er
s
ity
en
v
ir
o
n
m
e
n
t,
in
cr
e
ases
th
eir
o
p
p
o
r
t
u
n
ities
to
lear
n
f
r
o
m
p
ee
r
s
,
an
d
s
u
p
p
o
r
ts
th
eir
in
d
ep
e
n
d
en
ce
,
wh
ich
im
p
r
o
v
es
th
eir
lev
el
o
f
s
o
cial
s
k
ills
.
Yed
em
ie
an
d
Yi
d
eg
i
[
2
]
also
s
h
o
we
d
th
at
th
e
le
v
el
o
f
s
o
cial
s
k
ills
is
clo
s
ely
r
elate
d
to
a
s
tu
d
e
n
t
’
s
ab
ilit
y
to
u
s
e
o
p
e
n
p
h
r
as
es
wh
en
talk
in
g
t
o
o
th
er
s
,
as
well
as
g
iv
in
g
th
e
o
th
er
p
ar
t
y
a
f
u
ll
o
p
p
o
r
tu
n
ity
to
s
p
ea
k
an
d
e
x
p
r
ess
th
eir
p
o
in
t
o
f
v
iew.
T
h
is
in
clu
d
es
en
co
u
r
a
g
in
g
th
e
s
p
ea
k
er
to
co
n
tin
u
e
wh
e
r
e
h
e/sh
e
is
g
o
in
g
an
d
n
o
t
p
ick
i
n
g
u
p
o
n
h
is
/h
er
m
is
tak
es,
p
ay
in
g
f
u
ll
atten
tio
n
to
h
is
/h
er
s
p
ee
ch
an
d
n
o
t
ig
n
o
r
in
g
it
[
1
3
]
.
I
f
th
e
o
th
er
p
a
r
ty
s
p
ea
k
s
s
o
m
eth
in
g
in
co
m
p
r
e
h
en
s
ib
le,
“
I
r
esp
o
n
d
to
h
im
/h
er
to
s
ilen
ce
h
im
/h
er
,
”
an
d
“
I
d
o
n
o
t
in
ten
tio
n
a
lly
cr
iticize
o
th
er
s
n
eg
ativ
ely
f
o
r
wh
at
t
h
ey
s
ay
”
[
1
8
]
.
T
h
is
r
eq
u
ir
es
u
n
d
er
s
tan
d
in
g
t
h
e
f
ee
lin
g
s
o
f
o
t
h
er
s
an
d
em
p
at
h
izin
g
with
th
em
wh
ile
co
n
tin
u
in
g
to
r
esp
o
n
d
to
o
th
er
s
s
o
th
at
th
ey
k
n
o
w
th
at
th
eir
m
ess
ag
e
h
as
b
ee
n
r
ec
eiv
ed
in
th
e
b
est
p
o
s
s
ib
le
way
[
2
3
]
.
Hav
in
g
s
o
cial
s
k
ills
is
o
n
e
o
f
th
e
m
o
s
t
im
p
o
r
tan
t
f
ac
t
o
r
s
f
o
r
s
u
cc
ess
in
life
in
g
en
er
al
[
6
]
.
No
m
atter
wh
at
f
ield
o
f
s
tu
d
y
o
r
th
e
p
r
o
f
ess
io
n
y
o
u
wan
t
t
o
wo
r
k
i
n
,
a
t
s
o
m
e
p
o
in
t
y
o
u
will
h
av
e
to
co
m
m
u
n
icate
with
o
th
er
s
[
8
]
.
A
p
er
s
o
n
m
a
y
h
a
v
e
to
wo
r
k
o
n
g
r
o
u
p
p
r
o
jects
o
r
m
ay
n
ee
d
s
o
m
e
f
ee
d
b
ac
k
f
r
o
m
a
co
lleag
u
e
[
2
3
]
.
T
h
ey
m
ay
also
h
a
v
e
to
d
ea
l
d
ir
ec
tly
with
th
ei
r
p
r
o
f
ess
o
r
s
[
1
8
]
.
T
h
is
in
cr
ea
s
es
s
tu
d
en
ts
’
ab
ilit
y
to
ad
a
p
t
b
eh
av
io
r
ally
with
o
th
er
s
an
d
in
cr
ea
s
es
th
eir
lev
el
o
f
p
s
y
c
h
o
lo
g
ical
s
o
lid
ity
[
3
2
]
.
I
t
also
h
elp
s
a
p
er
s
o
n
i
n
d
ialo
g
u
e,
s
ee
k
in
g
in
f
o
r
m
atio
n
,
ac
ce
p
tin
g
r
ejec
tio
n
an
d
cr
iti
cism,
an
d
e
x
p
r
ess
in
g
p
o
s
itiv
e
f
ee
lin
g
s
a
n
d
p
r
aise
[
3
0
]
.
I
t
also
in
clu
d
es
d
ea
lin
g
c
alm
ly
an
d
b
ala
n
ce
d
with
p
e
r
s
o
n
al
p
r
o
b
lem
s
,
s
elf
-
ad
v
o
ca
cy
,
an
d
p
e
r
s
o
n
al
r
i
g
h
ts
[
1
4
]
.
So
cial
s
k
ills
ar
e
also
a
n
ess
en
tial
elem
en
t
in
a
s
tu
d
en
t
’
s
s
u
cc
ess
[
6
]
.
W
h
en
s
tu
d
en
ts
k
n
o
w
h
o
w
to
co
m
m
u
n
icate
th
eir
id
ea
s
,
lis
te
n
to
wh
at
o
th
er
s
s
ay
,
an
d
co
o
p
er
ate
with
o
th
er
s
,
it
b
ec
o
m
es
ea
s
ier
f
o
r
th
em
to
ac
h
iev
e
s
u
cc
ess
in
th
e
class
r
o
o
m
a
n
d
in
life
,
all
o
f
wh
ich
h
elp
t
h
em
ac
q
u
ir
e
a
d
ap
tiv
e
b
eh
av
io
r
s
k
ills
an
d
en
h
an
ce
th
eir
p
s
y
ch
o
lo
g
ical
s
o
lid
ity
[
2
2
]
.
Ps
y
ch
o
lo
g
ical
s
o
lid
it
y
is
a
s
et
o
f
p
er
s
o
n
al
c
h
ar
ac
ter
is
tics
th
at
h
elp
an
in
d
iv
i
d
u
al
ef
f
ec
tiv
el
y
co
n
f
r
o
n
t
s
tr
ess
.
I
t
co
n
s
i
s
ts
o
f
co
m
m
itm
en
t,
co
n
tr
o
l,
a
n
d
ch
allen
g
e
[
1
2
]
.
T
h
ese
ch
ar
ac
ter
is
tics
h
elp
m
ain
tain
th
e
in
d
iv
id
u
al
’
s
m
en
tal
a
n
d
p
h
y
s
ical
h
ea
lth
,
d
esp
ite
ex
p
o
s
u
r
e
to
s
tr
ess
f
u
l
ev
en
ts
[
2
1
]
.
T
h
u
s
,
th
e
in
d
iv
id
u
al
is
o
n
e
o
f
th
e
in
d
iv
id
u
als
wh
o
ex
h
ib
it
p
o
s
itiv
e
b
eh
a
v
io
r
s
with
in
s
o
ciety
[
1
8
]
.
T
h
is
co
n
f
ir
m
s
th
at
p
s
y
ch
o
l
o
g
ical
s
o
lid
i
ty
is
o
n
e
o
f
th
e
v
ar
iab
l
es
th
at
ar
e
a
f
f
ec
ted
b
y
an
d
i
n
f
lu
en
ce
p
o
s
itiv
e
s
o
cial
b
eh
a
v
io
r
s
[
1
7
]
.
B
ec
au
s
e
co
m
m
itm
en
t is o
n
e
o
f
th
e
m
o
s
t im
p
o
r
tan
t c
h
ar
ac
ter
is
tics
o
f
p
s
y
ch
o
lo
g
ical
s
o
li
d
ity
,
th
e
in
d
i
v
id
u
al
’
s
en
jo
y
m
e
n
t
o
f
th
is
ch
ar
ac
ter
is
tic
m
ak
es
h
im
cr
ea
te
a
k
i
n
d
o
f
p
s
y
c
h
o
lo
g
ical
co
n
tr
ac
t
th
at
th
e
in
d
iv
id
u
al
is
co
m
m
itted
to
to
war
d
s
h
im
s
elf
,
h
is
g
o
als,
h
is
v
alu
es,
a
n
d
o
th
er
s
,
i.e
.
,
h
e
b
e
h
av
es
in
a
p
o
s
itiv
e
s
o
cial
m
a
n
n
er
with
th
em
[
1
5
]
.
T
h
e
in
d
i
v
id
u
al
’
s
b
elief
th
at
h
e
ca
n
c
o
n
tr
o
l
th
e
ev
en
ts
h
e
en
c
o
u
n
ter
s
a
n
d
b
ea
r
p
er
s
o
n
al
r
esp
o
n
s
ib
ilit
y
f
o
r
wh
a
t
h
ap
p
en
s
to
h
im
,
as
well
as
h
is
ab
ilit
y
to
m
ak
e
d
ec
is
io
n
s
,
th
e
ab
ilit
y
to
in
ter
p
r
et
ev
e
n
ts
,
an
d
th
e
ab
ilit
y
to
ef
f
ec
tiv
ely
co
n
f
r
o
n
t stre
s
s
,
m
ak
es h
im
a
p
o
s
itiv
e
p
er
s
o
n
wh
o
ad
o
p
ts
all
f
o
r
m
s
o
f
p
o
s
itiv
e
s
o
cial
b
eh
av
io
r
[
1
4
]
.
T
h
e
in
d
iv
id
u
al
’
s
b
elief
th
at
th
e
ch
an
g
e
th
at
o
cc
u
r
s
in
asp
ec
ts
o
f
h
is
life
i
s
ex
citin
g
an
d
n
ec
ess
ar
y
f
o
r
g
r
o
wth
r
ath
er
th
a
n
a
t
h
r
ea
t
to
h
im
.
wh
ich
h
elp
s
h
im
to
th
in
k
,
ex
p
l
o
r
e
th
e
en
v
ir
o
n
m
e
n
t,
an
d
k
n
o
w
th
e
p
s
y
ch
o
lo
g
ical
an
d
s
o
cial
s
o
u
r
ce
s
th
at
h
elp
h
im
to
co
n
f
r
o
n
t
p
r
ess
u
r
es
ef
f
ec
tiv
ely
is
also
o
n
e
o
f
th
e
th
in
g
s
th
at
ap
p
ea
r
in
h
is
p
o
s
itiv
e
s
o
cial
b
eh
av
io
r
s
[
1
3
]
.
So
cial
s
k
ills
ar
e
also
im
p
o
r
tan
t
elem
en
ts
th
at
d
eter
m
in
e
th
e
n
atu
r
e
o
f
an
in
d
i
v
id
u
al
’
s
d
aily
in
ter
ac
tio
n
s
with
th
o
s
e
a
r
o
u
n
d
h
im
in
d
if
f
er
en
t
co
n
te
x
ts
,
wh
ich
,
if
t
h
ey
a
r
e
ef
f
icien
t,
a
r
e
a
m
a
n
if
estatio
n
o
f
p
s
y
ch
o
lo
g
ical
an
d
s
o
cial
co
m
p
atib
ilit
y
[
2
]
.
So
cial
s
k
ills
p
la
y
an
i
m
p
o
r
ta
n
t
r
o
le
in
th
e
ex
te
n
t
o
f
an
i
n
d
iv
id
u
al
’
s
s
u
cc
ess
in
es
tab
lis
h
in
g
ef
f
icien
t
s
o
cial
in
ter
ac
tio
n
with
o
th
er
s
an
d
h
is
ab
ilit
y
to
co
n
tin
u
e
t
h
is
in
ter
ac
tio
n
[
1
]
.
T
h
e
d
ec
lin
e
in
th
ese
s
k
ills
ex
p
lain
s
th
e
f
ailu
r
e
th
at
s
o
m
e
i
n
d
iv
id
u
als
s
u
f
f
er
f
r
o
m
in
p
r
a
ctica
l
life
s
itu
atio
n
s
d
esp
ite
th
eir
h
ig
h
m
en
tal
ab
ili
ties
.
T
h
e
m
atter
o
f
te
n
d
o
es
n
o
t
s
to
p
at
th
e
lim
its
o
f
p
o
o
r
s
o
cial
in
ter
ac
tio
n
an
d
lo
w
ad
ap
tiv
e
b
eh
av
io
r
,
b
u
t
m
ay
g
o
b
ey
o
n
d
th
at
to
a
lac
k
o
f
e
f
f
ec
tiv
en
ess
in
th
e
s
o
c
ial
en
v
ir
o
n
m
en
t
o
f
in
d
iv
id
u
als
wh
o
s
u
f
f
er
f
r
o
m
l
o
w
s
o
cial
s
k
ill
s
,
s
u
ch
th
at
th
e
y
f
all
p
r
ey
to
m
en
tal
illn
ess
i
n
its
v
ar
io
u
s
f
o
r
m
s
an
d
d
e
g
r
ee
s
[
8
]
.
4.
CO
NCLU
SI
O
N
T
h
e
s
tu
d
y
co
n
cl
u
d
ed
th
at
th
e
lev
el
o
f
s
o
cial
s
k
ills
am
o
n
g
u
n
iv
er
s
ity
s
tu
d
en
ts
in
J
o
r
d
an
w
as
av
er
ag
e
o
r
h
i
g
h
.
T
h
is
in
d
icate
s
th
at
m
ale
an
d
f
em
ale
s
tu
d
e
n
ts
h
av
e
eith
er
a
n
o
r
m
al
o
r
a
h
i
g
h
le
v
el
o
f
s
o
cial
s
k
ills
th
at
f
em
ale
s
tu
d
en
ts
h
av
e
a
h
ig
h
e
r
lev
el
o
f
s
o
cial
s
k
ills
th
an
m
ale
s
tu
d
en
ts
d
o
,
an
d
th
at
s
tu
d
en
ts
in
s
cien
tific
s
p
ec
ializatio
n
s
h
av
e
a
h
ig
h
er
l
ev
el
th
an
s
tu
d
en
ts
i
n
h
u
m
an
iti
es
s
p
ec
ializatio
n
s
in
p
o
s
itiv
e
s
o
cial
b
eh
a
v
io
r
.
T
h
e
r
esu
lts
also
in
d
icate
d
a
s
tatis
tically
s
ig
n
if
ican
t
ef
f
ec
t
o
f
t
h
e
lev
el
o
f
s
o
cial
s
k
ills
o
n
b
o
th
p
s
y
ch
o
lo
g
ical
s
o
lid
i
ty
an
d
ad
ap
tiv
e
b
e
h
av
i
o
r
am
o
n
g
u
n
iv
er
s
ity
s
tu
d
e
n
ts
,
r
eg
a
r
d
less
o
f
g
en
d
er
,
an
d
s
p
ec
ializatio
n
.
T
h
is
co
n
f
ir
m
s
th
e
ef
f
ec
tiv
e
r
o
le
o
f
s
o
cial
b
eh
av
io
r
s
in
im
p
r
o
v
i
n
g
b
o
th
th
e
lev
el
o
f
p
s
y
ch
o
l
o
g
ical
s
o
li
d
ity
an
d
ad
ap
tiv
e
b
e
h
av
io
r
a
m
o
n
g
u
n
i
v
er
s
ity
s
tu
d
en
ts
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t
J
E
v
al
&
R
es E
d
u
c
I
SS
N:
2252
-
8
8
2
2
Th
e
leve
l o
f so
cia
l skills
a
mo
n
g
u
n
ivers
ity
s
tu
d
en
ts
a
n
d
its
imp
a
ct
o
n
th
eir
… (
E
s
r
a
’
a
Oma
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u
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3787
T
h
e
h
ig
h
le
v
el
o
f
s
o
cial
s
k
ills
am
o
n
g
s
tu
d
e
n
ts
en
ab
les th
em
t
o
in
ter
ac
t a
n
d
c
o
m
m
u
n
icate
with
o
th
er
s
,
an
d
th
r
o
u
g
h
th
em
,
s
o
cial
n
o
r
m
s
an
d
r
elatio
n
s
h
ip
s
ap
p
ea
r
in
s
ev
er
al
v
er
b
al
an
d
n
o
n
-
v
er
b
al
f
o
r
m
s
.
So
cial
s
k
ills
also
en
ab
le
in
d
iv
id
u
als
to
ac
co
m
p
lis
h
task
s
in
th
e
r
eq
u
ir
ed
m
an
n
er
an
d
ac
h
iev
e
th
e
g
o
als
r
eq
u
ir
ed
o
f
th
em
,
o
r
th
at
th
ey
s
et
f
o
r
th
em
s
elv
es,
as
well
as
ac
h
iev
e
t
h
e
c
o
m
m
o
n
g
o
als
th
at
a
n
i
n
d
iv
id
u
al
c
an
s
et
with
o
th
er
s
.
So
cial
s
k
ills
en
ab
le
in
d
iv
i
d
u
al
s
to
p
r
o
v
id
e
s
u
p
p
o
r
t
in
s
itu
atio
n
s
th
at
r
eq
u
ir
e
s
u
p
p
o
r
t
o
r
i
n
d
if
f
icu
lt
s
itu
atio
n
s
,
wh
ich
in
cr
ea
s
es
th
eir
p
s
y
ch
o
l
o
g
ical
s
o
lid
i
ty
an
d
ad
ap
tiv
e
b
eh
av
io
r
.
T
h
er
ef
o
r
e,
a
h
ig
h
le
v
el
o
f
s
o
cial
s
k
ills
will
p
o
s
itiv
ely
af
f
ec
t
th
e
p
s
y
ch
o
lo
g
ical
s
tate
o
f
s
tu
d
en
ts
,
wh
ich
will
im
p
r
o
v
e
th
ei
r
ac
ad
em
ic
lev
el.
C
o
n
s
eq
u
en
tly
,
s
tu
d
e
n
ts
will
b
e
m
o
r
e
ab
le
to
ab
s
o
r
b
th
e
k
n
o
wled
g
e
an
d
in
f
o
r
m
atio
n
th
ey
s
tu
d
y
at
u
n
iv
er
s
ity
.
T
h
is
co
u
ld
b
e
o
n
e
o
f
th
e
co
m
p
o
n
en
ts
o
f
ed
u
ca
tio
n
al
p
o
licy
in
th
ese
u
n
iv
er
s
ities
.
T
h
e
p
r
esen
ce
o
f
a
p
o
s
itiv
e
im
p
ac
t
o
n
s
o
cial
s
k
ills
r
eq
u
ir
es
u
n
iv
er
s
ities
to
m
o
d
if
y
th
eir
ed
u
ca
tio
n
al
p
o
licies
to
b
e
co
m
p
atib
le
with
s
u
ch
s
k
ills
,
in
ter
m
s
o
f
im
p
r
o
v
in
g
th
em
an
d
i
n
teg
r
atin
g
th
em
in
t
o
th
e
ed
u
ca
tio
n
al
p
r
o
ce
s
s
.
T
h
er
ef
o
r
e,
t
h
is
s
tu
d
y
r
ec
o
m
m
en
d
s
co
n
d
u
ctin
g
f
u
tu
r
e
s
tu
d
ies
r
elate
d
to
m
ea
s
u
r
in
g
th
e
im
p
ac
t
o
f
s
o
cial
s
k
ills
o
n
p
s
y
ch
o
lo
g
ica
l
s
o
lid
ity
an
d
a
d
ap
tiv
e
b
eh
av
io
r
am
o
n
g
u
n
iv
er
s
ity
s
tu
d
en
ts
,
in
th
e
p
r
esen
ce
o
f
o
th
er
v
ar
i
ab
les
s
u
ch
as
ag
e
,
ec
o
n
o
m
ic
lev
el,
an
d
s
o
cial
s
tatu
s
.
F
UNDING
I
NF
O
R
M
A
T
I
O
N
No
f
u
n
d
in
g
is
in
v
o
lv
ed
.
AUTHO
R
CO
NT
RI
B
UT
I
O
NS ST
A
T
E
M
E
N
T
RE
F
E
R
E
NCES
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
.
Na
m
e
o
f
Aut
ho
r
C
M
So
Va
Fo
I
R
D
O
E
Vi
Su
P
Fu
E
s
r
a’
a
Om
ar
Ab
u
-
Alk
esh
ek
✓
✓
.
✓
✓
✓
✓
.
✓
✓
✓
✓
B
asm
a
Mo
h
am
m
ad
Al
-
Haw
am
d
eh
✓
✓
✓
✓
✓
.
✓
✓
Haith
am
Mo
h
am
m
ad
Ali Z
u
r
eig
at
✓
✓
✓
✓
✓
.
✓
✓
✓
✓
C
:
C
o
n
c
e
p
t
u
a
l
i
z
a
t
i
o
n
M
:
M
e
t
h
o
d
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l
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g
y
So
:
So
f
t
w
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Va
:
Va
l
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d
a
t
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o
n
Fo
:
Fo
r
mal
a
n
a
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y
s
i
s
I
:
I
n
v
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R
:
R
e
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s
D
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D
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C
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W
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d
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Vi
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su
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Su
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p
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v
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P
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P
r
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Fu
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NF
L
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C
T
O
F
I
N
T
E
R
E
S
T
ST
A
T
E
M
E
NT
No
co
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f
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f
in
ter
est.
I
NF
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RM
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D
CO
NS
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N
T
W
e
o
b
tain
ed
in
f
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m
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c
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r
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m
all
in
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th
is
s
tu
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.
E
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CAL AP
P
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V
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T
h
e
r
esear
ch
r
elate
d
to
h
u
m
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n
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s
e
h
as
b
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co
m
p
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with
all
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r
elev
an
t
n
atio
n
al
r
eg
u
l
atio
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s
an
d
in
s
titu
tio
n
al
p
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licies
b
y
th
e
ten
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f
th
e
Helsin
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Dec
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b
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r
ev
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b
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ar
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e
q
u
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t c
o
m
m
ittee.
DATA AV
AI
L
AB
I
L
I
T
Y
Der
iv
ed
d
ata
s
u
p
p
o
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tin
g
th
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f
in
d
in
g
s
o
f
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s
tu
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y
ar
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av
ailab
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f
r
o
m
th
e
c
o
r
r
esp
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n
d
i
n
g
au
t
h
o
r
[H
MA
Z]
,
o
n
r
eq
u
est.
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
.
5
,
Octo
b
er
20
25
:
3
7
8
2
-
3789
3788
RE
F
E
R
E
NC
E
S
[
1
]
J.
C
.
R
a
i
n
e
s,
“
I
mp
r
o
v
i
n
g
t
h
e
S
e
l
f
-
Es
t
e
e
m
a
n
d
S
o
c
i
a
l
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k
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s
o
f
S
t
u
d
e
n
t
s
w
i
t
h
Le
a
r
n
i
n
g
D
i
sa
b
i
l
i
t
i
e
s,”
E
n
c
y
c
l
o
p
e
d
i
a
o
f
S
o
c
i
a
l
W
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r
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,
2
0
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6
,
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o
i
:
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0
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3
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.
0
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.
1
2
1
8
.
[
2
]
Y
.
Y
.
Y
e
d
e
m
i
e
a
n
d
T.
M
.
Y
i
d
e
g
i
,
“
Th
e
r
e
l
a
t
i
o
n
s
h
i
p
a
m
o
n
g
a
c
a
d
e
m
i
c
so
c
i
a
l
i
n
t
e
r
a
c
t
i
o
n
,
a
c
a
d
e
mi
c
b
e
h
a
v
i
o
r
a
n
d
a
c
a
d
e
mi
c
a
c
h
i
e
v
e
me
n
t
o
f
w
o
l
d
i
a
se
c
o
n
d
a
r
y
s
c
h
o
o
l
st
u
d
e
n
t
s
:
i
mp
l
i
c
a
t
i
o
n
f
o
r
q
u
a
l
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t
y
e
d
u
c
a
t
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o
n
a
n
d
p
s
y
c
h
o
s
o
c
i
a
l
s
u
p
p
o
r
t
,
”
Re
se
a
r
c
h
o
n
H
u
m
a
n
i
t
i
e
s
a
n
d
S
o
c
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l
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c
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o
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5
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p
p
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.
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/
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H
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S
/
1
0
-
15
-
0
4
.
[
3
]
H
.
S
a
k
ı
z
,
A
.
M
e
r
t
,
a
n
d
H
.
S
a
r
ı
ç
a
m
,
“
S
e
l
f
-
e
st
e
e
m
a
n
d
p
e
r
c
e
i
v
e
d
s
o
c
i
a
l
c
o
mp
e
t
e
n
c
e
p
r
o
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e
c
t
a
d
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l
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sc
e
n
t
st
u
d
e
n
t
s
a
g
a
i
n
s
t
o
st
r
a
c
i
s
m
a
n
d
l
o
n
e
l
i
n
e
ss
,
”
J
o
u
r
n
a
l
o
f
Ps
y
c
h
o
l
o
g
i
st
s
a
n
d
C
o
u
n
s
e
l
l
o
rs
i
n
S
c
h
o
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l
s
,
v
o
l
.
3
1
,
n
o
.
1
,
p
p
.
9
4
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2
0
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,
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o
i
:
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0
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/
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g
c
.
2
0
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0
.
2
5
.
[
4
]
M
.
Q
.
A
b
d
u
l
l
a
h
,
“
Th
e
R
e
l
a
t
i
o
n
s
h
i
p
b
e
t
w
e
e
n
S
o
c
i
a
l
S
k
i
l
l
s,
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e
l
f
-
Est
e
e
m
a
n
d
B
i
g
F
i
v
e
P
e
r
s
o
n
a
l
i
t
y
F
a
c
t
o
r
s
a
mo
n
g
C
h
i
l
d
r
e
n
,
”
Psy
c
h
o
l
o
g
y
&
Psy
c
h
o
l
o
g
i
c
a
l
R
e
se
a
rc
h
I
n
t
e
r
n
a
t
i
o
n
a
l
J
o
u
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a
l
,
v
o
l
.
2
,
n
o
.
3
,
p
p
.
1
–
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,
2
0
1
7
,
d
o
i
:
1
0
.
2
3
8
8
0
/
P
P
R
I
J
-
1
6
0
0
0
1
2
9
.
[
5
]
R
.
W
.
M
o
e
l
l
e
r
a
n
d
M
.
S
e
e
h
u
u
s,
“
L
o
n
e
l
i
n
e
ss
a
s
a
me
d
i
a
t
o
r
f
o
r
c
o
l
l
e
g
e
s
t
u
d
e
n
t
s’
so
c
i
a
l
sk
i
l
l
s
a
n
d
e
x
p
e
r
i
e
n
c
e
s
o
f
d
e
p
r
e
ss
i
o
n
a
n
d
a
n
x
i
e
t
y
,
”
J
o
u
rn
a
l
o
f
Ad
o
l
e
sc
e
n
c
e
,
v
o
l
.
7
3
,
n
o
.
1
,
p
p
.
1
–
1
3
,
J
u
n
.
2
0
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9
,
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o
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:
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0
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6
/
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.
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e
sce
n
c
e
.
2
0
1
9
.
0
3
.
0
0
6
.
[
6
]
H
.
Tse
n
g
,
X
.
Y
i
,
a
n
d
H
.
-
T
.
Y
e
h
,
“
Le
a
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n
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n
g
-
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l
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t
e
d
so
f
t
sk
i
l
l
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