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l
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we
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th
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lf
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p
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n
d
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iate
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lf
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o
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t
h
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r
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stu
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n
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re
latio
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sh
i
p
m
o
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c
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a
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d
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lf
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t,
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a
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u
larly
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re
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n
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n
g
a
d
o
les
c
e
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ts
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se
lf
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t
.
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h
is
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e
se
a
rc
h
h
ig
h
li
g
h
ts
t
h
e
c
rit
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in
flu
e
n
c
e
o
f
p
sy
c
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sili
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n
d
t
e
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sh
a
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g
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les
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ts
’
se
lf
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t.
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p
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o
v
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d
e
s
e
m
p
iri
c
a
l
su
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p
o
rt
f
o
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e
d
u
c
a
ti
o
n
a
l
p
ra
c
ti
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e
,
h
ig
h
li
g
h
t
in
g
t
h
e
k
e
y
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o
le
o
f
e
n
v
iro
n
m
e
n
t,
p
sy
c
h
o
lo
g
ic
a
l
fa
c
to
rs,
a
n
d
g
o
o
d
tea
c
h
e
r
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stu
d
e
n
t
re
lati
o
n
sh
ip
s
in
a
d
o
les
c
e
n
ts
’
m
e
n
tal
h
e
a
lt
h
a
n
d
se
lf
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c
o
n
c
e
p
t
d
e
v
e
l
o
p
m
e
n
t
.
K
ey
w
o
r
d
s
:
Ad
o
lescen
ts
E
n
v
ir
o
n
m
en
tal
f
ac
to
r
s
Ps
y
ch
o
lo
g
ical
f
ac
to
r
s
Self
-
co
n
ce
p
t
T
ea
ch
er
-
s
tu
d
en
t
r
elatio
n
s
h
ip
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
:
J
am
alsaf
r
i Saib
o
n
Sch
o
o
l o
f
E
d
u
ca
tio
n
al
Stu
d
ies,
Un
iv
er
s
iti Sain
s
Ma
lay
s
ia
Min
d
en
,
Pen
an
g
,
Ma
lay
s
ia
E
m
ail:
jam
alsaf
r
i@
u
s
m
.
m
y
1.
I
NT
RO
D
UCT
I
O
N
Self
-
co
n
c
e
p
t
r
e
f
e
r
s
t
o
a
n
i
n
d
iv
i
d
u
al
’
s
p
e
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ce
p
t
io
n
,
b
eli
e
f
s
,
a
n
d
ev
al
u
at
io
n
o
f
th
em
s
el
v
es
,
e
n
c
o
m
p
ass
i
n
g
co
g
n
iti
v
e,
em
o
ti
o
n
a
l,
an
d
s
o
cial
d
i
m
e
n
s
i
o
n
s
[
1
]
.
Ad
o
les
ce
n
ce
is
a
cr
i
tic
al
t
u
r
n
i
n
g
p
o
i
n
t
i
n
i
n
d
i
v
i
d
u
al
p
s
y
c
h
o
lo
g
i
ca
l
d
e
v
el
o
p
m
e
n
t
a
n
d
s
o
ci
ali
za
ti
o
n
.
T
h
e
s
el
f
-
c
o
n
c
ep
t
f
o
r
m
e
d
d
u
r
i
n
g
t
h
is
p
er
io
d
d
et
e
r
m
i
n
es
t
h
e
in
d
i
v
i
d
u
al
’
s
u
n
d
e
r
s
t
an
d
i
n
g
o
f
s
el
f
-
wo
r
t
h
a
n
d
p
r
o
f
o
u
n
d
l
y
i
m
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ts
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h
eir
ac
a
d
em
ic
p
e
r
f
o
r
m
a
n
ce
,
s
o
cia
l
ad
ap
ta
b
il
it
y
,
a
n
d
m
e
n
ta
l
h
e
alt
h
[
2
]
.
S
el
f
-
co
n
ce
p
t
is
a
c
o
r
e
is
s
u
e
i
n
ad
o
l
esc
en
t
p
s
y
c
h
o
lo
g
ical
d
e
v
el
o
p
m
e
n
t,
an
d
its
f
o
r
m
ati
o
n
is
co
m
p
le
x
l
y
i
n
te
r
tw
in
e
d
b
y
m
u
lti
p
l
e
f
ac
t
o
r
s
s
u
ch
as
f
a
m
il
y
,
s
ch
o
o
l
,
an
d
s
o
ci
al
c
u
lt
u
r
e
.
R
ec
en
t
s
tu
d
ies
in
d
icate
th
at
ad
o
lescen
ts
ar
e
in
cr
ea
s
in
g
ly
ex
p
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ien
cin
g
ch
allen
g
es
in
s
elf
-
co
n
ce
p
t
d
ev
elo
p
m
e
n
t,
ch
ar
ac
ter
ized
b
y
h
eig
h
ten
ed
s
elf
-
d
o
u
b
t,
id
e
n
t
ity
co
n
f
u
s
io
n
,
a
n
d
d
is
cr
ep
an
ci
es
b
etwe
en
p
er
s
o
n
al
an
d
s
o
cieta
l
e
x
p
ec
tatio
n
s
[
3
]
,
[
4
]
.
Mo
r
eo
v
er
,
m
an
y
s
ch
o
la
r
s
s
tated
th
at
ad
o
lescen
ts
s
h
o
w
a
n
x
iety
,
d
ep
r
ess
io
n
,
an
d
ev
e
n
b
e
h
av
io
r
al
p
r
o
b
le
m
s
d
u
e
to
a
n
in
s
u
f
f
icien
t
s
elf
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co
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ce
p
t.
Fo
r
e
x
am
p
le,
s
o
m
e
s
tu
d
en
ts
’
h
ig
h
d
ep
en
d
e
n
ce
o
n
ac
ad
e
m
ic
p
er
f
o
r
m
an
ce
m
ak
es
th
eir
s
elf
-
c
o
n
ce
p
t
h
ig
h
l
y
tied
to
ac
ad
em
ic
s
u
cc
ess
.
On
ce
th
eir
Evaluation Warning : The document was created with Spire.PDF for Python.
I
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J
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N:
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8
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2
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E
n
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men
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p
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h
o
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ca
l in
flu
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’
s
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p
t:
tea
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s
tu
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…
(
Tin
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4529
g
r
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it
m
ay
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[
5
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.
M
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o
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alize
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s
u
its
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c
o
n
s
titu
tin
g
a
n
ad
d
itio
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p
s
y
ch
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ical
b
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en
in
f
o
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m
i
n
g
t
h
ei
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s
elf
-
co
n
ce
p
t
[
6
]
.
W
h
at
is
m
o
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e
s
er
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s
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at
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h
e
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m
e
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ts
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ase
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ates th
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v
e
co
n
c
e
n
tr
at
ed
o
n
t
h
e
i
n
d
e
p
e
n
d
en
t
r
o
l
e
o
f
i
n
d
iv
id
u
al
e
n
v
i
r
o
n
m
e
n
ta
l
o
r
p
s
y
c
h
o
l
o
g
ic
al
f
a
ct
o
r
s
[
7
]
–
[
9
]
,
a
n
d
t
h
e
ex
p
l
o
r
at
io
n
o
f
th
ei
r
j
o
i
n
t
m
ec
h
a
n
is
m
s
r
e
m
ai
n
s
i
n
s
u
f
f
ic
ie
n
t
.
I
n
a
d
d
it
io
n
,
r
es
ea
r
c
h
o
n
th
e
t
ea
c
h
er
-
s
t
u
d
e
n
t
r
el
ati
o
n
s
h
i
p
p
r
im
ar
il
y
f
o
c
u
s
es
o
n
i
ts
i
m
p
a
ct
o
n
ac
ad
em
ic
a
ch
i
ev
em
en
t
[
1
0
]
–
[
1
2
]
,
w
h
il
e
i
ts
p
o
te
n
t
ial
m
o
d
e
r
ati
n
g
r
o
le
i
n
a
d
o
les
ce
n
t
p
s
y
ch
o
l
o
g
i
c
al
d
ev
el
o
p
m
en
t h
as
n
o
t
b
ee
n
f
u
ll
y
e
x
p
l
o
r
ed
.
Ps
y
c
h
o
lo
g
ica
l r
esil
i
en
ce
r
e
f
e
r
s
to
an
in
d
i
v
i
d
u
al
’
s
a
b
il
it
y
to
ad
ap
t
to
a
d
v
e
r
s
it
y
,
s
tr
ess
,
o
r
m
aj
o
r
c
h
a
lle
n
g
es
[
1
3
]
.
S
o
m
e
s
c
h
o
la
r
s
h
a
v
e
p
o
in
te
d
o
u
t
t
h
at
r
esi
lie
n
c
e
p
la
y
s
a
v
ita
l
r
o
l
e
i
n
r
ed
u
ci
n
g
a
ca
d
e
m
i
c
s
tr
ess
,
a
n
x
iet
y
,
a
n
d
d
e
p
r
ess
i
o
n
le
v
els
am
o
n
g
a
d
o
l
esce
n
ts
[
14
]
,
[
1
5
]
.
H
o
we
v
er
,
as
a
p
o
s
it
iv
e
p
s
y
ch
o
l
o
g
i
ca
l
r
eso
u
r
c
e,
p
s
y
c
h
o
l
o
g
ic
al
r
esi
lie
n
ce
h
as
n
o
t
b
e
en
s
y
s
te
m
at
ica
ll
y
v
e
r
i
f
ie
d
i
n
its
m
ed
iat
in
g
r
o
l
e
b
e
twe
e
n
e
n
v
i
r
o
n
m
e
n
t
al
an
d
p
s
y
c
h
o
lo
g
i
ca
l
f
ac
to
r
s
a
n
d
s
el
f
-
c
o
n
ce
p
t
.
I
n
o
t
h
e
r
wo
r
d
s
,
cu
r
r
e
n
t
r
ese
ar
ch
n
e
g
le
cts
t
o
p
r
o
v
id
e
a
n
i
n
te
g
r
at
e
d
an
d
m
u
lti
d
i
m
e
n
s
i
o
n
a
l
t
h
e
o
r
et
i
ca
l
f
r
a
m
ew
o
r
k
f
o
r
d
e
v
e
lo
p
i
n
g
a
n
ad
o
l
esc
en
t
’
s
s
elf
-
c
o
n
c
e
p
t,
w
h
i
ch
l
im
i
ts
th
e
d
e
p
t
h
o
f
t
h
eo
r
e
tic
al
r
ese
ar
c
h
a
n
d
h
i
n
d
e
r
s
t
h
e
ef
f
e
cti
v
e
n
ess
o
f
p
r
ac
t
ic
al
i
n
te
r
v
e
n
ti
o
n
s
.
T
h
e
r
e
f
o
r
e
,
t
h
is
s
tu
d
y
p
r
o
p
o
s
es
a
n
i
n
te
g
r
a
te
d
m
o
d
el
to
e
x
p
lo
r
e
h
o
w
en
v
i
r
o
n
m
e
n
t
al
a
n
d
p
s
y
ch
o
l
o
g
i
ca
l
f
ac
t
o
r
s
i
n
f
l
u
e
n
c
e
a
d
o
les
ce
n
t
s
e
lf
-
c
o
n
c
ep
t
t
h
r
o
u
g
h
p
s
y
c
h
o
l
o
g
ic
al
r
esil
ie
n
c
e
.
It
f
u
r
t
h
e
r
a
n
al
y
s
es
th
e
m
o
d
e
r
at
in
g
r
o
l
e
o
f
th
e
te
ac
h
e
r
-
s
t
u
d
e
n
t
r
el
ati
o
n
s
h
i
p
in
t
h
is
p
r
o
ce
s
s
.
T
h
u
s
,
t
h
is
s
t
u
d
y
ai
m
s
to
a
d
d
r
ess
t
h
e
f
o
ll
o
wi
n
g
r
esea
r
ch
q
u
esti
o
n
s
:
i)
Do
e
n
v
ir
o
n
m
e
n
ta
l
f
a
ct
o
r
s
s
i
g
n
i
f
ic
a
n
tl
y
p
r
e
d
i
ct
r
esil
i
e
n
ce
?
ii)
Do
p
s
y
c
h
o
l
o
g
ic
al
f
ac
t
o
r
s
s
ig
n
i
f
ic
a
n
tl
y
p
r
e
d
i
ct
r
esil
i
e
n
ce
?
iii)
Do
es
p
s
y
c
h
o
lo
g
i
ca
l
r
esi
lie
n
ce
s
ig
n
i
f
ic
a
n
tl
y
p
r
e
d
i
ct
s
el
f
-
c
o
n
ce
p
t?
iv
)
Do
es
p
s
y
c
h
o
l
o
g
ic
al
r
esil
ie
n
c
e
m
e
d
ia
te
t
h
e
r
elat
io
n
s
h
i
p
b
et
w
ee
n
a
d
o
les
ce
n
ts
’
e
n
v
ir
o
n
m
e
n
t,
p
s
y
c
h
o
lo
g
i
ca
l
f
a
ct
o
r
s
,
a
n
d
s
e
lf
-
c
o
n
c
ep
t?
v)
Do
es
th
e
te
ac
h
e
r
-
s
t
u
d
e
n
t
r
el
ati
o
n
s
h
i
p
m
o
d
er
ate
th
e
r
el
ati
o
n
s
h
ip
b
et
wee
n
p
s
y
c
h
o
l
o
g
ica
l
r
esil
ien
ce
an
d
s
elf
-
co
n
c
e
p
t?
T
h
is
s
tu
d
y
co
n
f
ir
m
ed
th
e
r
ela
tio
n
s
h
ip
b
etwe
en
in
d
iv
id
u
als
’
co
g
n
itio
n
o
f
th
e
en
v
ir
o
n
m
e
n
t
an
d
th
eir
em
o
tio
n
al
r
esp
o
n
s
es,
as
o
u
tlin
ed
in
co
g
n
itiv
e
b
eh
a
v
io
r
al
th
eo
r
y
(
C
B
T
)
an
d
s
o
cial
lear
n
in
g
th
eo
r
y
.
Ad
o
lescen
ts
’
p
er
ce
p
tio
n
o
f
t
h
e
s
u
r
r
o
u
n
d
in
g
en
v
ir
o
n
m
en
t
is
clo
s
ely
r
elate
d
to
th
eir
e
m
o
tio
n
al
r
esp
o
n
s
e
.
T
h
e
en
v
ir
o
n
m
en
t
’
s
s
u
p
p
o
r
tiv
e
f
ac
to
r
s
p
r
o
m
o
te
p
s
y
c
h
o
lo
g
ic
al
r
esil
ien
ce
b
y
af
f
ec
tin
g
in
d
i
v
id
u
als
’
em
o
tio
n
al
r
eg
u
latio
n
ab
ilit
y
an
d
co
p
in
g
s
tr
ateg
ies.
T
h
r
o
u
g
h
th
is
t
h
eo
r
etica
l
p
er
s
p
ec
tiv
e
,
we
c
an
u
n
d
er
s
tan
d
h
o
w
in
d
iv
id
u
als
d
ev
elo
p
p
o
s
itiv
e
p
s
y
ch
o
lo
g
ical
r
eso
u
r
ce
s
,
s
u
ch
as
p
s
y
ch
o
lo
g
ical
r
esil
ien
ce
,
with
in
a
s
p
ec
if
ic
en
v
ir
o
n
m
en
t
to
co
p
e
with
life
’
s
ch
allen
g
es
ef
f
ec
tiv
ely
.
Seco
n
d
,
th
is
s
tu
d
y
ex
p
a
n
d
s
th
e
r
o
le
o
f
p
s
y
ch
o
lo
g
ical
r
esil
ien
ce
in
s
h
ap
in
g
s
elf
-
co
n
ce
p
t
an
d
en
r
ic
h
es
th
e
t
h
eo
r
eti
ca
l
f
r
am
ewo
r
k
o
n
h
o
w
i
n
d
iv
i
d
u
als
ad
ap
t
to
th
ei
r
en
v
ir
o
n
m
en
t
an
d
d
e
v
elo
p
s
elf
-
co
g
n
itio
n
th
r
o
u
g
h
p
s
y
ch
o
l
o
g
ic
al
r
eg
u
latio
n
.
Ultim
ately
,
th
e
m
o
d
er
atin
g
r
o
le
o
f
th
e
teac
h
er
-
s
tu
d
e
n
t
r
elatio
n
s
h
ip
o
f
f
e
r
s
a
f
r
esh
p
er
s
p
ec
tiv
e.
I
t
en
r
ich
es
o
u
r
u
n
d
er
s
tan
d
in
g
o
f
th
e
r
o
le
o
f
th
e
s
o
cial
s
u
p
p
o
r
t sy
s
tem
(
esp
ec
ia
lly
th
e
teac
h
er
-
s
tu
d
e
n
t r
elatio
n
s
h
ip
)
in
s
h
ap
in
g
ad
o
lescen
t sel
f
-
co
n
ce
p
t.
2.
L
I
T
E
R
AT
U
RE
R
E
VI
E
W
2
.
1
.
E
nv
iro
nm
ent
a
l
f
a
ct
o
rs a
nd
ps
y
cho
lo
g
ica
l r
esil
ience
E
n
v
ir
o
n
m
en
tal
f
ac
to
r
s
,
in
clu
d
in
g
f
am
ily
s
u
p
p
o
r
t,
s
ch
o
o
l
atm
o
s
p
h
er
e,
an
d
s
o
cial
cu
ltu
r
e,
p
lay
a
f
u
n
d
am
e
n
tal
r
o
le
in
s
h
ap
in
g
an
in
d
iv
id
u
al
’
s
p
s
y
ch
o
lo
g
ical
q
u
ality
b
y
d
ir
ec
tly
o
r
in
d
ir
ec
tl
y
in
f
lu
en
cin
g
th
eir
co
g
n
itiv
e
an
d
em
o
tio
n
al
d
ev
el
o
p
m
en
t
[1
6
]
.
Am
o
n
g
th
ese,
f
a
m
ily
s
u
p
p
o
r
t
is
p
ar
ticu
lar
ly
c
r
u
cial,
as
it
p
r
o
v
id
es
a
s
en
s
e
o
f
e
m
o
tio
n
al
s
ec
u
r
it
y
an
d
b
elo
n
g
in
g
,
wh
ic
h
ar
e
ess
en
tial
f
o
r
th
e
p
s
y
c
h
o
lo
g
ical
well
-
b
ein
g
o
f
teen
ag
er
s
[1
7
]
,
[
1
8
]
.
Fo
s
ter
e
t
a
l.
[
1
9
]
s
tated
th
at
a
s
u
p
p
o
r
tiv
e
f
am
ily
en
v
ir
o
n
m
e
n
t
f
o
s
ter
s
ad
ap
tiv
e
co
p
in
g
s
tr
ateg
ies,
en
ab
lin
g
ad
o
lescen
ts
to
h
a
n
d
le
s
tr
ess
m
o
r
e
e
f
f
ec
tiv
ely
.
B
ey
o
n
d
t
h
e
f
am
ily
,
s
ch
o
o
l
en
v
ir
o
n
m
en
ts
also
p
lay
a
s
ig
n
if
ican
t
r
o
le
in
co
n
tr
ib
u
tin
g
to
p
s
y
ch
o
lo
g
ica
l
r
esil
ien
ce
.
Po
s
i
tiv
e
in
ter
p
er
s
o
n
al
r
elatio
n
s
h
ip
s
,
s
u
p
p
o
r
tiv
e
teac
h
e
r
-
s
tu
d
en
t
in
t
er
ac
tio
n
s
,
an
d
well
-
estab
lis
h
ed
p
s
y
ch
o
lo
g
ical
s
u
p
p
o
r
t
s
y
s
tem
s
h
elp
ad
o
lescen
ts
d
ev
elo
p
co
n
f
id
en
ce
an
d
co
p
in
g
m
ec
h
an
is
m
s
in
r
esp
o
n
s
e
to
ac
ad
em
ic
an
d
s
o
cial
ch
al
len
g
es
[
20
]
,
[
2
1
]
.
Acc
o
r
d
in
g
to
C
B
T
,
en
v
ir
o
n
m
en
tal
f
ac
to
r
s
s
h
ap
e
an
in
d
iv
id
u
al
’
s
co
g
n
itiv
e
ev
alu
atio
n
s
an
d
co
p
in
g
s
tr
ateg
ies,
wh
ich
in
tu
r
n
in
f
lu
e
n
ce
th
e
ir
r
esil
ien
ce
[
22
]
,
[
2
3
]
.
Ad
d
itio
n
ally
,
s
o
m
e
em
p
ir
ical
s
tu
d
ies
s
tated
th
at
a
s
u
p
p
o
r
tiv
e
en
v
ir
o
n
m
en
t
all
o
ws
in
d
iv
id
u
als
to
r
ef
r
am
e
s
t
r
ess
o
r
s
p
o
s
itiv
ely
,
ad
o
p
t
m
o
r
e
ad
ap
tiv
e
co
g
n
itiv
e
p
atter
n
s
,
an
d
en
g
a
g
e
in
ef
f
e
ctiv
e
b
eh
av
io
r
al
s
tr
ateg
ies,
th
er
eb
y
s
tr
en
g
t
h
en
in
g
th
eir
r
e
s
ilien
ce
[
21
]
,
[
2
4
]
.
So
cial
lear
n
in
g
t
h
eo
r
y
also
s
u
p
p
o
r
ts
th
e
id
ea
th
at
p
s
y
ch
o
lo
g
ical
r
esil
ien
ce
ca
n
b
e
en
h
a
n
ce
d
b
y
h
elp
i
n
g
p
eo
p
le
lear
n
ef
f
ec
tiv
e
em
o
tio
n
m
an
ag
em
en
t
an
d
s
tr
ess
-
co
p
in
g
m
eth
o
d
s
th
r
o
u
g
h
r
o
le
m
o
d
els,
s
u
ch
as
p
ar
en
ts
,
teac
h
er
s
,
an
d
o
u
ts
tan
d
in
g
p
ee
r
s
[
2
5
]
.
I
n
o
th
er
wo
r
d
s
,
p
o
s
itiv
e
en
v
ir
o
n
m
en
tal
f
ac
to
r
s
s
ig
n
if
ican
tly
en
h
a
n
ce
th
e
d
ev
elo
p
m
e
n
t
o
f
p
s
y
c
h
o
lo
g
ic
al
r
esil
ien
ce
b
y
o
f
f
er
in
g
in
d
iv
id
u
als
ad
v
an
tag
e
o
u
s
co
g
n
it
iv
e
an
d
em
o
tio
n
al
Evaluation Warning : The document was created with Spire.PDF for Python.
I
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2
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Vo
l
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14
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6
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Dec
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b
er
20
25
:
4
5
2
8
-
4
5
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9
4530
r
eso
u
r
ce
s
.
T
h
u
s
,
t
h
e
f
o
llo
wi
n
g
h
y
p
o
th
esis
(
H1
)
is
p
r
o
p
o
s
ed
:
en
v
ir
o
n
m
en
tal
f
ac
t
o
r
s
s
ig
n
if
ican
tly
an
d
p
o
s
itiv
ely
p
r
ed
ict
p
s
y
ch
o
lo
g
ical
r
esil
ien
ce
.
2
.
2
.
P
s
y
cho
lo
g
ica
l
f
a
ct
o
rs a
n
d ps
y
cho
lo
g
ica
l r
esil
ience
Ps
y
ch
o
lo
g
ical
f
ac
to
r
s
,
in
clu
d
i
n
g
em
o
tio
n
al
r
e
g
u
latio
n
,
attr
ib
u
tio
n
s
ty
le,
an
d
o
p
tim
is
m
,
ar
e
cr
u
cial
f
o
r
m
an
ag
in
g
s
tr
ess
an
d
p
r
o
m
o
tin
g
p
s
y
ch
o
lo
g
ical
well
-
b
ein
g
[
26
]
.
E
m
o
tio
n
al
r
eg
u
latio
n
,
wh
ich
in
v
o
lv
es
co
n
tr
o
llin
g
em
o
tio
n
al
r
esp
o
n
s
es
to
s
tr
es
s
,
is
k
ey
in
s
h
ap
in
g
h
o
w
in
d
iv
id
u
als
co
p
e
with
a
d
v
er
s
ity
.
E
m
p
ir
ical
s
tu
d
ies
s
u
g
g
est
ed
th
at
in
d
iv
i
d
u
als
wh
o
ca
n
r
e
g
u
late
th
ei
r
em
o
tio
n
s
e
f
f
ec
tiv
ely
te
n
d
t
o
em
p
lo
y
h
ea
lth
ier
co
p
in
g
s
tr
ateg
ies,
r
e
d
u
cin
g
e
m
o
tio
n
al
d
is
tr
ess
an
d
en
h
an
ci
n
g
r
esil
ien
ce
[
16
]
,
[
27
]
.
Acc
o
r
d
in
g
to
B
u
ck
ley
an
d
Su
lliv
an
[
28
]
,
a
p
o
s
itiv
e
attr
ib
u
tio
n
s
ty
le
h
elp
s
to
o
v
er
c
o
m
e
d
if
f
icu
lties
an
d
b
u
ild
s
elf
-
c
o
n
f
id
en
ce
.
T
h
e
C
B
T
f
u
r
th
er
em
p
h
asizes
th
at
an
in
d
iv
id
u
al
’
s
co
g
n
itiv
e
m
o
d
el
—
h
o
w
th
ey
in
ter
p
r
et
s
tr
ess
—
d
ir
ec
tly
im
p
ac
ts
th
eir
em
o
tio
n
al
an
d
b
eh
a
v
io
r
al
r
esp
o
n
s
es
[
1
5
]
,
[
1
9
]
.
Fo
r
in
s
tan
ce
,
in
d
iv
id
u
als
with
h
ig
h
s
elf
-
ef
f
icac
y
b
eliev
e
th
ey
ca
n
co
n
t
r
o
l
th
eir
en
v
ir
o
n
m
en
t
an
d
ar
e
m
o
r
e
lik
ely
to
ad
o
p
t
ad
ap
tiv
e
co
p
in
g
m
ec
h
an
is
m
s
wh
en
f
ac
ed
with
s
tr
ess
,
r
esu
ltin
g
in
lo
wer
em
o
tio
n
al
d
is
tr
ess
an
d
h
ig
h
e
r
r
esil
ien
ce
.
Similar
ly
,
s
tr
o
n
g
e
m
o
tio
n
al
r
eg
u
latio
n
ab
ilit
ies
en
ab
le
in
d
i
v
id
u
als
to
m
an
ag
e
s
tr
ess
-
r
elate
d
n
eg
ativ
e
em
o
tio
n
s
,
p
r
e
v
en
tin
g
em
o
tio
n
al
u
p
h
ea
v
als
th
at
co
u
ld
u
n
d
e
r
m
in
e
th
eir
r
esil
ien
ce
[
16
]
,
[
2
1
]
.
So
cial
lear
n
in
g
th
eo
r
y
s
u
g
g
ests
th
at
th
r
o
u
g
h
v
icar
i
o
u
s
lear
n
in
g
,
s
u
ch
as
im
itatin
g
teac
h
er
s
an
d
p
ar
e
n
ts
,
in
d
iv
id
u
als
ar
e
m
o
r
e
lik
ely
to
d
ev
elo
p
p
o
s
itiv
e
in
ter
n
al
b
elief
s
an
d
en
h
an
ce
th
eir
p
s
y
ch
o
lo
g
ical
r
esil
ien
ce
[
2
5
]
.
T
h
er
ef
o
r
e,
p
s
y
ch
o
lo
g
ical
f
ac
to
r
s
p
r
o
m
o
te
p
s
y
ch
o
lo
g
ical
r
esil
ien
ce
b
y
s
h
ap
in
g
th
e
in
d
i
v
id
u
al
’
s
em
o
tio
n
al
an
d
c
o
g
n
it
iv
e
r
esp
o
n
s
e
p
atter
n
s
.
W
e
p
r
o
p
o
s
ed
h
y
p
o
th
esis
2
(
H2
)
as
:
p
s
y
ch
o
lo
g
ical
f
ac
to
r
s
s
ig
n
if
ican
tly
an
d
p
o
s
itiv
ely
p
r
ed
ict
p
s
y
ch
o
lo
g
ical
r
esil
ien
ce
.
2
.
3
.
P
s
y
cho
lo
g
ica
l
re
s
ilience
a
nd
s
elf
-
co
ncept
Self
-
co
n
ce
p
t r
ef
e
r
s
to
in
d
iv
id
u
als
’
p
er
ce
p
tio
n
an
d
ev
alu
atio
n
o
f
th
eir
ch
ar
ac
te
r
is
tics
,
ab
ilit
ie
s
,
v
alu
es,
an
d
s
o
cial
r
o
les
[
1
]
.
I
ts
s
tab
ilit
y
is
clo
s
ely
lin
k
ed
to
m
en
tal
h
ea
lth
,
as
a
well
-
d
ef
in
e
d
a
n
d
p
o
s
itiv
e
s
elf
-
co
n
ce
p
t
s
er
v
es
as
a
p
s
y
ch
o
lo
g
ical
f
o
u
n
d
atio
n
f
o
r
co
p
in
g
with
c
h
allen
g
es
[
14
]
,
[
1
5
]
.
Ps
y
ch
o
lo
g
ical
r
esil
ien
ce
is
cr
u
cial
in
s
h
ap
in
g
an
d
m
ain
tain
in
g
s
elf
-
co
n
ce
p
t,
p
ar
ticu
lar
l
y
in
ad
v
er
s
ity
.
R
esil
ien
t
in
d
iv
id
u
als
ten
d
to
in
ter
p
r
et
f
ailu
r
es
an
d
c
h
allen
g
es
as
tem
p
o
r
ar
y
s
etb
ac
k
s
r
ath
er
th
an
in
d
icato
r
s
o
f
p
er
s
o
n
al
i
n
ad
e
q
u
ac
y
.
I
n
s
tead
o
f
allo
win
g
n
eg
ativ
e
ex
p
e
r
ien
ce
s
to
d
im
in
is
h
th
eir
s
elf
-
wo
r
t
h
,
th
ey
r
ef
r
a
m
e
d
if
f
icu
lties
as
o
p
p
o
r
t
u
n
ities
f
o
r
g
r
o
wth
,
r
ein
f
o
r
cin
g
a
s
tab
le
a
n
d
p
o
s
itiv
e
s
elf
-
co
n
ce
p
t
[2
9
],
[
30
]
.
CBT
s
u
p
p
o
r
ts
th
is
v
ie
w,
em
p
h
asizin
g
th
at
r
esil
ien
ce
,
as
a
co
g
n
itiv
e
an
d
em
o
tio
n
al
r
eg
u
latio
n
m
ec
h
a
n
is
m
,
en
ab
les
in
d
iv
id
u
als
to
m
ain
tain
a
b
alan
ce
d
s
elf
-
p
er
ce
p
tio
n
e
v
en
u
n
d
e
r
s
tr
ess
.
Fo
r
in
s
tan
ce
,
s
o
m
e
em
p
ir
i
ca
l
f
in
d
in
g
s
s
tated
th
at
in
h
ig
h
-
p
r
ess
u
r
e
ac
ad
em
i
c
s
ettin
g
s
,
s
tu
d
en
ts
with
g
r
ea
ter
r
esil
ien
ce
ar
e
m
o
r
e
ad
ep
t
at
m
an
ag
in
g
n
e
g
ativ
e
em
o
tio
n
s
,
th
er
eb
y
p
r
e
v
en
tin
g
ac
ad
em
ic
f
ailu
r
es
f
r
o
m
u
n
d
er
m
in
in
g
th
eir
s
elf
-
co
n
ce
p
t
[
17
]
,
[
3
1
]
.
Similar
ly
,
Hu
s
s
ain
et
a
l.
[
1
3
]
also
s
tated
th
at
p
s
y
ch
o
lo
g
ical
r
esil
ien
ce
h
elp
s
in
d
iv
id
u
als
n
a
v
ig
ate
s
o
cial
in
ter
ac
tio
n
s
co
n
f
id
e
n
tly
,
th
er
eb
y
m
i
n
im
izin
g
th
e
in
f
lu
en
ce
o
f
ex
ter
n
al
cr
itic
is
m
o
n
th
eir
s
elf
-
p
er
ce
p
tio
n
.
Ad
o
lescen
ts
wh
o
ex
h
ib
it
h
ig
h
lev
els
o
f
r
esil
ien
ce
ar
e
m
o
r
e
lik
ely
to
m
an
ag
e
d
if
f
icu
lt
s
itu
atio
n
s
.
B
e
s
id
es,
ac
c
o
r
d
in
g
to
s
o
cial
lear
n
in
g
th
eo
r
y
,
wh
en
teen
ag
er
s
f
ac
e
s
etb
ac
k
s
,
th
ey
will
in
ter
n
alize
th
is
co
p
in
g
p
atter
n
an
d
f
u
r
th
e
r
co
n
s
o
lid
ate
th
eir
p
o
s
itiv
e
s
elf
-
co
n
ce
p
t
i
f
th
ey
s
ee
p
eo
p
le
ar
o
u
n
d
t
h
em
r
eso
lv
e
d
if
f
icu
lties
with
a
p
o
s
itiv
e
attitu
d
e
[
3
2
]
.
Hen
ce
,
h
y
p
o
th
esis
3
(
H3
)
was
p
r
o
p
o
s
ed
as:
p
s
y
ch
o
lo
g
ical
r
esil
ien
ce
s
ig
n
if
ican
tly
an
d
p
o
s
itiv
ely
p
r
e
d
icts
s
elf
-
co
n
ce
p
t.
2
.
4
.
M
edia
t
ing
ro
le
o
f
ps
y
cho
lo
g
ica
l r
esil
ience
As
an
in
ter
n
al
r
eg
u
lato
r
y
r
eso
u
r
ce
,
p
s
y
c
h
o
lo
g
ical
r
esil
ien
ce
is
cr
u
cial
in
u
n
d
er
s
tan
d
in
g
h
o
w
en
v
ir
o
n
m
en
tal
an
d
p
s
y
ch
o
l
o
g
i
ca
l
f
ac
to
r
s
in
f
lu
en
ce
s
elf
-
c
o
n
c
ep
t.
CBT
p
o
s
its
th
at
b
o
th
en
v
i
r
o
n
m
en
tal
f
ac
t
o
r
s
,
in
clu
d
in
g
f
a
m
ily
s
u
p
p
o
r
t
an
d
s
ch
o
o
l
atm
o
s
p
h
er
e,
a
n
d
p
s
y
ch
o
lo
g
ical
f
ac
to
r
s
,
s
u
ch
as
em
o
t
io
n
r
eg
u
latio
n
an
d
an
o
p
tim
is
tic
attitu
d
e,
in
f
lu
e
n
ce
th
e
d
ev
elo
p
m
en
t
o
f
p
s
y
ch
o
lo
g
y
b
y
alter
in
g
in
d
iv
id
u
als
’
co
g
n
itiv
e
an
d
em
o
tio
n
al
r
esp
o
n
s
es
[
22
],
[2
4
],
[
33
]
.
Ps
y
ch
o
lo
g
ical
r
esil
ien
ce
en
ab
les
in
d
iv
id
u
als
to
m
an
ag
e
ex
ter
n
al
p
r
ess
u
r
es
an
d
in
te
r
n
al
ch
alle
n
g
es
m
o
r
e
ef
f
ec
tiv
ely
,
th
u
s
p
r
eser
v
in
g
a
s
tab
le
s
elf
-
co
n
c
ep
t
d
u
r
i
n
g
a
d
v
er
s
e
s
itu
atio
n
s
[
2
3
]
,
[
2
4
]
,
[
32
]
,
[
3
4
]
.
So
m
e
e
m
p
ir
ical
r
esear
ch
in
d
icate
d
th
at
g
o
o
d
f
am
ily
s
u
p
p
o
r
t
an
d
p
o
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itiv
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p
s
y
ch
o
lo
g
y
ca
n
en
h
a
n
ce
ad
o
lescen
ts
’
em
o
tio
n
al
r
eg
u
latio
n
ab
ilit
y
,
aid
in
g
th
em
in
m
ain
tain
in
g
p
o
s
itiv
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s
elf
-
ev
alu
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am
id
s
t
ac
ad
em
ic
p
r
ess
u
r
e
an
d
s
o
cial
ch
allen
g
es
[
1
9
]
,
[
2
1
]
,
[
35
]
.
Ho
wev
e
r
,
n
o
d
ir
ec
t
ev
i
d
en
ce
ex
is
ts
th
at
p
s
y
ch
o
lo
g
ical
r
esil
ien
ce
m
ed
iates
th
e
r
elatio
n
s
h
ip
b
etwe
en
en
v
ir
o
n
m
en
tal
an
d
p
s
y
ch
o
lo
g
ical
f
ac
to
r
s
an
d
s
elf
-
co
n
ce
p
t.
T
h
is
s
tu
d
y
co
n
s
id
er
s
th
at
e
n
v
i
r
o
n
m
en
tal
a
n
d
p
s
y
ch
o
l
o
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f
ac
to
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s
,
in
clu
d
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g
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o
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u
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,
ca
n
in
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ir
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in
f
lu
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s
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ce
p
t
v
ia
p
s
y
ch
o
lo
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r
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ce
.
Hen
ce
,
h
y
p
o
th
eses
4
an
d
5
(
H4
a
n
d
H5
)
wer
e
p
r
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p
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s
ed
:
p
s
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b
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v
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p
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2
.
5
.
M
o
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t
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t
ud
ent
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la
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ip
T
h
e
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tu
d
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r
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n
s
h
ip
is
a
c
r
u
cial
f
ac
t
o
r
i
n
ad
o
lescen
t
p
s
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ch
o
l
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d
e
v
el
o
p
m
en
t.
I
t
p
r
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v
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s
e
m
o
t
i
o
n
a
l
s
u
p
p
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t
a
n
d
a
c
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m
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d
f
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er
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el
f
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c
o
n
f
i
d
e
n
c
e
a
n
d
s
o
c
i
al
awa
r
en
ess
[
20
],
[
36
]
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
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J
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&
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2252
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8
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2
2
E
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ta
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p
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(
Tin
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4531
B
ased
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s
o
cial
-
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o
lo
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th
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r
y
,
th
is
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elatio
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id
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So
m
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p
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f
in
d
in
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s
s
tated
th
at
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h
er
s
’
s
u
p
p
o
r
t
an
d
ca
r
e
s
tr
en
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th
en
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tu
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e
n
ts
’
p
s
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ch
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r
esil
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ce
,
en
h
a
n
cin
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t
h
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a
b
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to
co
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e
with
ac
ad
em
ic
an
d
p
er
s
o
n
al
d
i
f
f
icu
lties
[
20
]
,
[
37
]
.
Fu
r
th
er
m
o
r
e
,
a
p
o
s
itiv
e
teac
h
er
-
s
tu
d
en
t
r
elatio
n
s
h
ip
co
n
t
r
ib
u
tes
to
f
o
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m
in
g
a
h
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lth
y
s
elf
-
co
n
ce
p
t
b
y
r
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f
o
r
cin
g
s
elf
-
c
o
g
n
itio
n
an
d
s
elf
-
ev
alu
atio
n
,
u
ltima
tely
f
o
s
ter
in
g
a
m
o
r
e
s
tab
le
an
d
p
o
s
itiv
e
s
elf
-
id
en
tity
[3
8
]
,
[
3
9
]
.
So
cial
lear
n
in
g
t
h
eo
r
y
s
u
g
g
ests
th
at
teac
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s
,
as
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o
r
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m
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s
tr
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e
f
f
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s
tu
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ts
th
r
o
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g
h
th
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em
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tio
n
al
r
e
g
u
latio
n
an
d
co
p
i
n
g
s
tr
ateg
ies
[
3
2
]
.
W
e
co
n
s
id
er
th
at
teac
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-
s
tu
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t
ca
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p
t.
T
h
u
s
,
h
y
p
o
th
esis
6
(
H6
)
was
p
r
o
p
o
s
ed
:
th
e
teac
h
er
-
s
tu
d
en
t
r
ela
tio
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s
h
ip
m
o
d
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ates
p
s
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ch
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l
o
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an
d
s
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ce
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t.
T
h
e
p
r
o
p
o
s
ed
f
r
a
m
ewo
r
k
,
as
s
ee
n
in
Fig
u
r
e
1
,
is
g
r
o
u
n
d
ed
i
n
CBT
,
s
o
cial
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th
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d
p
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t
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o
s
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th
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o
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en
tal
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ac
to
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s
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e.
g
.
,
f
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ily
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u
p
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o
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t,
s
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o
l
clim
ate)
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d
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s
y
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ical
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e.
g
.
,
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elf
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f
icac
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,
em
o
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n
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eg
u
latio
n
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f
o
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ter
ad
o
lescen
ts
’
p
s
y
ch
o
lo
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ical
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esil
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ce
(
H1
an
d
H2
)
,
wh
ich
in
tu
r
n
en
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ce
s
th
eir
s
elf
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co
n
ce
p
t
(
H3
)
.
Ps
y
ch
o
l
o
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ical
r
esil
ien
ce
o
p
er
ates
as
a
ce
n
tr
al
m
e
d
iato
r
(
H
4
an
d
H5
)
,
tr
an
s
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ese
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p
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tr
ea
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in
f
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le
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d
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o
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n
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t.
M
o
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r
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o
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s
tu
d
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t
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s
h
ip
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en
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lin
k
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en
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ce
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d
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co
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ce
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t
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H
6
)
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T
h
ese
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ath
s
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lain
h
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w
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ter
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al
s
u
p
p
o
r
ts
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r
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o
m
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to
s
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o
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t self
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id
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Fig
u
r
e
1
.
Fra
m
ewo
r
k
o
f
th
e
s
t
u
d
y
3.
M
E
T
H
O
D
3
.
1
.
Resea
rc
h
d
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n
T
h
is
s
tu
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ad
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p
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a
q
u
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n
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d
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d
ch
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s
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a
s
u
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v
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r
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ch
s
tr
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T
h
er
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e,
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is
s
tu
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g
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s
p
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if
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c
p
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p
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latio
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f
C
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in
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ch
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s
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d
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an
d
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d
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g
r
a
d
u
ates,
u
s
in
g
a
q
u
esti
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n
air
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m
et
h
o
d
to
co
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d
ata
an
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if
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tical
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a
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T
h
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s
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q
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Du
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3
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e
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,
4
2
8
q
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n
n
air
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wer
e
co
llected
,
co
v
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in
g
s
tu
d
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f
r
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m
8
h
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s
ch
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d
7
u
n
iv
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ities
.
Af
ter
elim
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atin
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4
0
4
r
e
m
ain
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n
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o
f
9
4
.
4
%.
T
h
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s
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p
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o
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f
2
0
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ales
(
4
9
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d
2
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0
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r
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R
eg
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8
0
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le
(
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4
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%
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d
s
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2
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1
0
0
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4
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8
%
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eg
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i
n
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e
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f
th
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1
5
2
(
3
7
.
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e
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ig
h
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ch
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d
2
5
2
(
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2
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wer
e
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n
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er
g
r
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d
u
ates,
with
u
n
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er
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ad
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ates
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th
e
m
ajo
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ity
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ily
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,
2
9
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th
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a
r
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t
s
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m
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r
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d
107
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ca
m
e
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r
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r
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r
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f
am
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e
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d
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ly
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ted
f
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2
2
6
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p
le
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5
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d
s
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d
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ts
with
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o
r
e
th
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n
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n
ted
f
o
r
1
7
8
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p
le
(
4
4
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1
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.
W
e
co
n
d
u
cted
in
d
ep
en
d
en
t
s
a
m
p
le
t
-
test
s
an
d
o
n
e
-
wa
y
ANOV
As
o
n
ea
ch
g
r
o
u
p
’
s
r
esil
ie
n
ce
an
d
s
elf
-
c
o
n
ce
p
t
s
co
r
es.
T
h
e
r
esu
lts
s
h
o
wed
n
o
s
ig
n
if
ican
t
d
if
f
er
en
ce
s
b
etwe
en
g
r
o
u
p
s
(
all
p
>0
.
0
5
)
.
Fu
r
th
er
m
o
r
e,
th
e
s
am
p
le
en
co
m
p
ass
ed
m
u
ltip
le
h
ig
h
s
ch
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o
ls
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d
co
m
p
r
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e
n
s
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e
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n
iv
er
s
ities
in
C
h
ao
zh
o
u
,
Gu
an
g
d
o
n
g
Pro
v
in
ce
,
in
d
icatin
g
th
at
th
is
s
tu
d
y
s
am
p
le
was w
ell
-
r
ep
r
esen
tativ
e
ac
r
o
s
s
r
eg
io
n
s
an
d
s
ch
o
o
l ty
p
es.
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
.
6
,
Dec
em
b
er
20
25
:
4
5
2
8
-
4
5
3
9
4532
3
.
2
.
Resea
rc
h
i
ns
t
rum
ent
s
T
h
e
q
u
esti
o
n
n
air
e
is
a
5
-
p
o
in
t L
ik
er
t
s
ca
le.
I
t
co
m
p
r
is
es
s
ix
p
ar
ts
:
d
em
o
g
r
a
p
h
ic
in
f
o
r
m
atio
n
(
g
en
d
er
,
ag
e,
ed
u
ca
tio
n
lev
el,
h
o
m
et
o
wn
,
an
d
f
am
ily
s
tr
u
ctu
r
e)
,
en
v
ir
o
n
m
en
tal
f
ac
to
r
s
,
p
s
y
ch
o
lo
g
ical
f
ac
to
r
s
,
p
s
y
ch
o
lo
g
ical
r
esil
ien
ce
,
s
elf
-
co
n
ce
p
t,
an
d
teac
h
e
r
-
s
tu
d
en
t
r
elatio
n
s
h
ip
,
with
3
9
item
s
.
E
n
v
ir
o
n
m
e
n
tal
f
ac
to
r
s
wer
e
m
ea
s
u
r
ed
u
s
in
g
5
item
s
ad
ap
ted
f
r
o
m
Gac
esa
et
a
l.
[
4
0
]
to
ass
ess
r
esp
o
n
d
en
ts
’
v
iews
o
n
th
eir
f
ee
lin
g
s
o
f
s
u
p
p
o
r
t
an
d
p
o
s
itiv
ity
at
h
o
m
e,
s
ch
o
o
l,
a
n
d
t
h
e
co
m
m
u
n
ity
.
Fo
r
ex
am
p
le,
“
My
f
am
il
y
m
em
b
er
s
lis
ten
to
m
e
an
d
g
iv
e
m
e
ad
v
ice.
”
Ps
y
ch
o
lo
g
ical
f
ac
to
r
s
(
6
item
s
)
w
er
e
ad
ap
ted
to
th
e
s
ca
le
o
f
Simio
n
e
et
a
l.
[
4
1
]
to
ass
es
s
em
o
tio
n
al
r
eg
u
latio
n
ab
ilit
y
an
d
o
p
tim
is
tic
attitu
d
e
in
th
e
f
ac
e
o
f
s
tr
ess
an
d
ch
allen
g
es,
s
u
ch
as
“
I
g
en
er
ally
v
iew
f
u
tu
r
e
c
h
allen
g
es
an
d
o
p
p
o
r
tu
n
ities
with
an
o
p
tim
is
tic
attitu
d
e.
”
Ps
y
ch
o
lo
g
ical
r
esil
ien
ce
was
m
ea
s
u
r
ed
b
y
a
5
-
item
s
ca
le
d
ev
elo
p
e
d
b
y
T
r
an
g
an
d
T
h
an
g
[
4
2
]
to
ass
ess
ad
o
lescen
ts
’
ab
ilit
y
to
r
em
ai
n
ca
lm
,
s
tick
to
th
eir
g
o
als,
tr
an
s
f
o
r
m
s
tr
ess
,
an
d
r
e
-
estab
lis
h
p
s
y
ch
o
lo
g
ical
b
alan
ce
in
a
d
v
e
r
s
ity
.
Sam
p
le
item
s
in
clu
d
ed
“
I
ca
n
tu
r
n
s
tr
ess
in
to
m
o
tiv
atio
n
.
”
Self
-
c
o
n
ce
p
t
was
m
ea
s
u
r
ed
u
s
in
g
a
6
-
item
s
ca
le
d
ev
elo
p
e
d
b
y
Fatim
a
et
a
l.
[
4
3
]
to
ass
es
s
th
eir
s
elf
-
co
n
ce
p
t,
d
eter
m
in
atio
n
,
g
o
als,
an
d
ef
f
o
r
t
lev
els.
Sam
p
le
item
s
in
clu
d
ed
“
I
f
ee
l
co
n
f
id
e
n
t
in
m
y
a
b
ilit
ies
an
d
wo
r
th
.
”
T
h
e
teac
h
er
-
s
tu
d
en
t
r
elatio
n
s
h
ip
(
6
item
s
)
was
ad
ap
ted
f
r
o
m
Po
lin
g
et
a
l.
[
4
4
]
to
ex
p
r
ess
s
elf
-
p
er
ce
p
tio
n
s
o
f
teac
h
er
-
s
tu
d
e
n
t
in
ter
ac
tio
n
q
u
ality
,
s
u
ch
as
“
My
teac
h
er
ca
r
es
ab
o
u
t
m
y
ac
a
d
em
ic
p
r
o
g
r
ess
an
d
m
e
n
tal
s
tate.
”
T
o
en
s
u
r
e
cr
o
s
s
-
cu
ltu
r
al
s
em
an
tic
eq
u
i
v
alen
ce
,
th
is
s
tu
d
y
u
s
ed
b
ac
k
-
tr
a
n
s
latio
n
tech
n
iq
u
es
to
elim
in
ate
am
b
ig
u
ity
o
r
cu
ltu
r
al
b
ias.
Su
b
s
eq
u
en
tly
,
a
p
ilo
t
test
with
5
0
C
h
in
ese
ad
o
lescen
ts
was
co
n
d
u
cted
to
v
er
if
y
item
r
eliab
ilit
y
an
d
v
alid
ity
.
B
ased
o
n
f
ee
d
b
ac
k
,
s
o
m
e
wo
r
d
in
g
was f
in
e
-
tu
n
ed
.
T
h
ese
s
tep
s
ef
f
ec
tiv
ely
en
s
u
r
ed
th
e
s
ca
le
’
s
ap
p
licab
ilit
y
in
th
e
C
h
in
ese
co
n
tex
t.
3
.
3
.
Da
t
a
a
na
ly
s
is
Data
an
aly
s
is
u
s
es
two
s
o
f
tw
ar
e
to
o
ls
:
SP
SS
2
7
an
d
Sm
ar
tPLS
4
.
First,
th
e
SP
SS
2
7
d
escr
ip
tiv
e
s
tatis
t
ical
an
aly
s
is
o
f
th
e
q
u
esti
o
n
n
air
e
d
ata
is
p
r
esen
ted
to
d
escr
ib
e
th
e
p
o
p
u
latio
n
’
s
s
tati
s
tical
in
f
o
r
m
atio
n
r
eg
ar
d
in
g
th
e
r
esp
o
n
d
en
ts
.
Su
b
s
eq
u
en
tly
,
Sm
ar
tPLS
4
was
u
s
ed
to
an
aly
ze
th
e
s
tr
u
ctu
r
al
eq
u
atio
n
m
o
d
elin
g
(
SEM
)
,
ex
p
l
o
r
e
t
h
e
p
at
h
r
elat
io
n
s
h
ip
s
b
etwe
en
th
e
v
ar
io
u
s
r
esear
ch
v
a
r
iab
les,
an
d
test
th
e
ass
u
m
p
tio
n
s
an
d
m
o
d
er
atin
g
ef
f
ec
ts
.
4.
RE
SU
L
T
S
4
.
1
.
M
ea
s
urem
ent
m
o
del r
esu
lt
s
T
h
e
f
ac
to
r
lo
a
d
in
g
(
FL)
,
C
r
o
n
b
ac
h
’
s
a
lp
h
a
(
α
)
,
co
m
p
o
s
ite
r
eliab
ilit
y
(
C
R
)
,
an
d
av
e
r
ag
e
v
ar
ian
c
e
ex
tr
ac
ted
(
AVE
)
o
f
t
h
e
f
iv
e
m
ain
co
n
s
tr
u
cts
m
et
t
h
e
s
tatis
tical
r
eq
u
ir
em
en
ts
,
in
d
icatin
g
th
at
th
ese
co
n
s
tr
u
cts
p
er
f
o
r
m
ed
well
r
eg
ar
d
in
g
m
ea
s
u
r
em
en
t
r
eliab
ilit
y
an
d
v
alid
ity
.
Sp
ec
if
ically
,
th
e
FL
o
f
all
co
n
s
tr
u
cts
ex
ce
ed
ed
0
.
7
,
α
a
n
d
C
R
ex
ce
ed
ed
0
.
7
,
a
n
d
t
h
e
AVE
v
al
u
es
ex
ce
ed
ed
0
.
5
,
in
d
icatin
g
th
at
t
h
e
s
ca
les
u
s
ed
h
ad
h
ig
h
in
ter
n
al
co
n
s
is
ten
cy
an
d
co
n
v
er
g
en
t
v
alid
ity
wh
en
m
ea
s
u
r
in
g
th
ese
co
n
s
tr
u
cts
[
4
5
]
,
a
s
s
ee
n
in
T
ab
le
1
.
Acc
o
r
d
in
g
to
th
e
Fo
r
n
ell
–
L
ar
c
k
er
cr
iter
io
n
,
th
e
s
q
u
ar
e
r
o
o
t
o
f
th
e
AVE
o
f
ea
ch
co
n
s
tr
u
ct
was
g
r
ea
ter
th
an
its
co
r
r
elatio
n
co
ef
f
icien
t
with
an
y
o
th
e
r
co
n
s
tr
u
ct,
wh
ic
h
in
d
icate
d
th
at
th
ese
c
o
n
s
tr
u
cts
h
a
d
g
o
o
d
d
is
cr
im
in
an
t
v
alid
ity
in
th
is
s
tu
d
y
[
4
6
]
,
as
s
ee
n
in
T
ab
le
1
.
As
s
h
o
wn
i
n
T
ab
le
2
,
ac
co
r
d
in
g
t
o
th
e
h
et
er
o
tr
ait
–
m
o
n
o
tr
ait
(
HT
MT
)
cr
iter
ia,
th
e
HT
MT
v
alu
es
b
etwe
en
all
co
n
s
tr
u
cts
wer
e
lo
wer
th
an
0
.
8
5
,
s
h
o
win
g
g
o
o
d
d
is
cr
im
in
an
t
v
alid
ity
[
4
7
]
.
I
n
p
ar
ticu
la
r
,
t
h
e
HT
MT
v
alu
es
o
f
th
e
in
te
r
ac
tio
n
ter
m
“
p
s
y
ch
o
lo
g
ical
r
esil
ien
ce
*
teac
h
er
-
s
tu
d
en
t
r
elatio
n
s
h
ip
”
wer
e
g
e
n
er
ally
lo
w,
in
d
icatin
g
n
o
s
ig
n
if
ican
t
o
v
er
lap
b
etwe
en
th
e
i
n
ter
ac
tio
n
ter
m
an
d
o
th
er
co
n
s
tr
u
cts;
th
er
ef
o
r
e,
it e
x
h
ib
ited
s
ig
n
if
ican
t
d
is
cr
im
in
a
n
t v
alid
ity
.
T
ab
le
1
.
Fo
r
n
ell
–
L
ar
ck
e
r
cr
ite
r
io
n
C
o
n
st
r
u
c
t
α
CR
AVE
FL
1
2
3
4
5
P
sy
c
h
o
l
o
g
i
c
a
l
r
e
si
l
i
e
n
c
e
0
.
8
7
8
0
.
8
9
0
0
.
6
9
6
0
.
7
8
2
-
0
.
8
8
4
0
.
8
3
4
S
e
l
f
-
c
o
n
c
e
p
t
0
.
8
7
6
0
.
9
0
0
0
.
6
5
6
0
.
7
6
8
-
0
.
8
6
6
0
.
6
0
9
0
.
8
1
3
P
sy
c
h
o
l
o
g
i
c
a
l
f
a
c
t
o
r
s
0
.
8
6
5
0
.
8
8
7
0
.
6
7
5
0
.
8
9
2
-
0
.
8
7
6
0
.
5
8
7
0
.
4
8
7
0
.
7
9
8
En
v
i
r
o
n
m
e
n
t
a
l
f
a
c
t
o
r
s
0
.
8
8
9
0
.
8
8
9
0
.
6
7
3
0
.
7
5
3
-
0
.
8
7
7
0
.
5
4
3
0
.
4
6
7
0
.
4
8
3
0
.
8
2
2
Te
a
c
h
e
r
-
st
u
d
e
n
t
r
e
l
a
t
i
o
n
s
h
i
p
0
.
9
0
0
0
.
9
0
1
0
.
6
8
8
0
.
7
9
1
-
0
.
8
3
7
0
.
3
1
9
0
.
4
7
7
0
.
2
3
6
0
.
2
4
3
0
.
8
1
8
T
ab
le
2
.
Dis
cr
im
in
an
t
v
ali
d
ity
(
HT
MT
)
C
o
n
st
r
u
c
t
1
2
3
4
5
6
P
sy
c
h
o
l
o
g
i
c
a
l
r
e
si
l
i
e
n
c
e
S
e
l
f
-
c
o
n
c
e
p
t
0
.
6
7
7
P
sy
c
h
o
l
o
g
i
c
a
l
f
a
c
t
o
r
s
0
.
6
5
4
0
.
5
3
9
En
v
i
r
o
n
m
e
n
t
a
l
f
a
c
t
o
r
s
0
.
6
0
5
0
.
5
1
7
0
.
5
4
0
Te
a
c
h
e
r
-
st
u
d
e
n
t
r
e
l
a
t
i
o
n
s
h
i
p
0
.
3
5
8
0
.
5
2
6
0
.
2
6
3
0
.
2
7
2
P
sy
c
h
o
l
o
g
i
c
a
l
r
e
si
l
i
e
n
c
e
*
t
e
a
c
h
e
r
-
st
u
d
e
n
t
r
e
l
a
t
i
o
n
s
h
i
p
0
.
2
2
6
0
.
1
3
6
0
.
2
3
6
0
.
2
6
3
0
.
0
9
1
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
E
n
viro
n
men
ta
l a
n
d
p
s
yc
h
o
lo
g
i
ca
l in
flu
en
ce
s
o
n
a
d
o
lescen
ts
’
s
elf
-
co
n
ce
p
t:
tea
ch
er
-
s
tu
d
e
n
t
…
(
Tin
g
C
h
en
)
4533
4
.
2
.
Str
uct
ura
l m
o
del r
esu
lt
s
T
h
e
VI
F
v
alu
es
o
f
all
p
ath
s
ar
e
less
th
an
5
,
in
d
icatin
g
n
o
s
ig
n
if
ican
t
m
u
ltico
llin
ea
r
i
ty
p
r
o
b
lem
b
etwe
en
th
e
co
n
s
tr
u
cts,
th
e
m
o
d
el
esti
m
atio
n
is
s
tab
le,
an
d
t
h
e
r
esu
lts
ar
e
r
eliab
le
[
4
5
]
.
As
s
h
o
wn
in
T
ab
le
3
,
en
v
ir
o
n
m
en
tal
f
ac
to
r
s
p
o
s
itiv
ely
an
d
s
ig
n
if
ican
tly
af
f
ec
t
p
s
y
ch
o
lo
g
ical
r
esil
ien
ce
(
β=0
.
3
3
8
*
*
*
)
;
th
er
ef
o
r
e,
H1
is
s
u
p
p
o
r
ted
.
Seco
n
d
l
y
,
H2
co
n
s
id
er
s
th
at
p
s
y
c
h
o
lo
g
ical
f
ac
to
r
s
p
o
s
itiv
ely
an
d
s
ig
n
if
ican
tly
af
f
ec
t
p
s
y
ch
o
lo
g
ical
r
esil
ien
ce
.
T
h
e
p
ath
co
ef
f
icien
t
is
0
.
4
2
4
,
a
n
d
th
e
P
v
alu
e
is
0
.
0
0
0
.
T
h
er
ef
o
r
e,
th
is
r
esu
lt
also
s
u
p
p
o
r
ts
H2
.
T
h
e
r
elatio
n
s
h
ip
b
etwe
en
p
s
y
c
h
o
lo
g
ical
r
es
ilien
ce
an
d
s
elf
-
co
n
ce
p
t
is
a
ls
o
s
ig
n
if
ican
t
a
n
d
p
o
s
itiv
e
(
β=0
.
4
5
1
*
*
*
)
;
h
en
ce
,
H3
was
s
u
p
p
o
r
ted
.
T
h
e
m
o
d
el
test
r
esu
lt
s
al
s
o
in
d
icate
th
at
th
e
R
²
v
alu
e
f
o
r
r
esil
ien
ce
is
0
.
4
3
3
,
wh
ile
th
e
R
²
v
alu
e
f
o
r
s
elf
-
co
n
ce
p
t
is
0
.
5
1
2
.
Acc
o
r
d
in
g
to
ef
f
ec
t
s
ize
cr
iter
io
n
,
v
alu
es
o
f
0
.
2
6
an
d
ab
o
v
e
ar
e
co
n
s
id
er
e
d
lar
g
e
ef
f
ec
t
s
izes
[
4
5
]
.
T
h
er
e
f
o
r
e,
th
is
r
esear
ch
m
o
d
el
ex
h
ib
its
a
“
lar
g
e
ef
f
ec
t
”
in
ex
p
lain
in
g
th
e
v
ar
iatio
n
in
r
esil
ien
ce
an
d
s
elf
-
co
n
ce
p
t,
in
d
icatin
g
th
at
t
h
e
co
n
s
tr
u
cted
th
e
o
r
etica
l
f
r
am
ewo
r
k
p
o
s
s
ess
es
a
s
tr
o
n
g
p
r
ed
ictiv
e
ab
ilit
y
f
o
r
th
ese
two
co
r
e
v
ar
iab
les.
T
h
e
ef
f
ec
t
s
ize
(
f
²)
an
aly
s
is
was
co
n
d
u
cte
d
to
ev
al
u
ate
th
e
r
el
ativ
e
co
n
tr
ib
u
tio
n
o
f
ea
ch
e
x
o
g
en
o
u
s
co
n
s
tr
u
ct
to
t
h
e
en
d
o
g
en
o
u
s
v
ar
iab
les
in
th
e
s
tr
u
ctu
r
al
m
o
d
el.
Fu
r
th
er
m
o
r
e,
f
o
r
p
s
y
ch
o
lo
g
ical
r
esil
ien
ce
,
b
o
th
en
v
ir
o
n
m
en
tal
f
ac
to
r
s
(
f
²=
0
.
1
5
4
)
an
d
p
s
y
ch
o
lo
g
ical
f
ac
to
r
s
(
f
²=
0
.
2
4
3
)
d
em
o
n
s
tr
ated
m
ed
iu
m
ef
f
ec
t
s
izes
[
4
5
]
,
in
d
icatin
g
th
at
b
o
th
co
n
s
tr
u
cts
p
o
s
itiv
ely
in
f
lu
en
ce
p
s
y
ch
o
lo
g
ical
r
esil
ien
ce
.
I
n
th
e
ca
s
e
o
f
s
elf
-
co
n
ce
p
t,
th
e
lar
g
est
ef
f
e
ct
was
attr
ib
u
ted
to
p
s
y
ch
o
lo
g
ical
r
esil
ien
ce
(
f
²=
0
.
2
2
8
)
,
r
e
p
r
esen
tin
g
a
m
ed
iu
m
ef
f
ec
t
[
4
5
]
.
T
h
is
s
u
g
g
ests
th
at
p
s
y
ch
o
l
o
g
ical
r
esil
ien
ce
is
ce
n
tr
al
to
s
h
ap
in
g
s
tu
d
en
ts
’
s
elf
-
co
n
ce
p
t.
T
ab
le
3
.
Hy
p
o
th
eses
an
aly
s
is
H
y
p
o
t
h
e
s
i
s
B
e
t
a
(
P
a
t
h
c
o
e
f
f
i
c
i
e
n
t
s)
S
TD
EV
T
v
a
l
u
e
P
v
a
l
u
e
f²
R
e
s
u
l
t
H1
En
v
i
r
o
n
m
e
n
t
a
l
f
a
c
t
o
r
s
-
>
p
s
y
c
h
o
l
o
g
i
c
a
l
r
e
s
i
l
i
e
n
c
e
0
.
3
3
8
0
.
0
5
0
6
.
6
6
9
0
.
0
0
0
0
.
1
5
4
S
u
p
p
o
r
t
e
d
H2
P
sy
c
h
o
l
o
g
i
c
a
l
f
a
c
t
o
r
s
-
>
p
s
y
c
h
o
l
o
g
i
c
a
l
r
e
s
i
l
i
e
n
c
e
0
.
4
2
4
0
.
0
4
9
8
.
6
0
3
0
.
0
0
0
0
.
2
4
3
S
u
p
p
o
r
t
e
d
H3
P
sy
c
h
o
l
o
g
i
c
a
l
r
e
si
l
i
e
n
c
e
-
>
se
l
f
-
c
o
n
c
e
p
t
0
.
4
5
1
0
.
0
6
0
7
.
5
3
8
0
.
0
0
0
0
.
2
2
8
S
u
p
p
o
r
t
e
d
R²
(
P
sy
c
h
o
l
o
g
i
c
a
l
r
e
s
i
l
i
e
n
c
e
)
=
0
.
4
3
3
;
R
²(
S
e
l
f
-
c
o
n
c
e
p
t
)
=
0
.
5
1
2
,
*
*
*
<
0
.
0
0
1
As
s
h
o
wn
in
T
ab
le
4
,
e
n
v
ir
o
n
m
en
tal
f
ac
t
o
r
s
s
ig
n
if
ican
tl
y
p
r
e
d
ict
s
elf
-
co
n
ce
p
t
(
β=0
.
1
5
2
*
*
)
,
an
d
p
s
y
ch
o
lo
g
ical
f
ac
to
r
s
also
d
ir
ec
tly
in
f
lu
en
ce
s
elf
-
co
n
ce
p
t
(
β=0
.
1
6
2
*
*
)
.
Fu
r
th
er
m
o
r
e,
th
e
m
ed
iatin
g
ef
f
ec
ts
o
f
p
s
y
ch
o
lo
g
ical
r
esil
ien
ce
o
n
th
ese
r
elatio
n
s
h
ip
s
wer
e
s
ig
n
if
ican
t.
Sp
ec
if
ically
,
en
v
ir
o
n
m
en
t
al
f
ac
to
r
s
in
f
lu
en
ce
s
elf
-
co
n
ce
p
t
th
r
o
u
g
h
p
s
y
ch
o
lo
g
ical
r
esil
ien
ce
(
β=0
.
1
5
3
*
*
*
)
,
an
d
p
s
y
ch
o
l
o
g
ical
f
ac
to
r
s
in
f
l
u
en
ce
s
elf
-
co
n
ce
p
t
th
r
o
u
g
h
p
s
y
ch
o
l
o
g
ical
r
esil
ien
ce
(
β=0
.
1
9
1
*
*
*
)
.
T
h
ese
f
in
d
in
g
s
s
u
g
g
est
th
at
p
s
y
ch
o
lo
g
ical
r
esil
ien
ce
i
s
a
s
ig
n
if
ican
t
m
ed
iato
r
in
b
o
th
p
ath
s
,
th
er
eb
y
s
u
p
p
o
r
tin
g
H4
an
d
H5
.
Sin
ce
b
o
th
e
n
v
ir
o
n
m
en
tal
f
ac
to
r
s
an
d
p
s
y
ch
o
lo
g
ical
f
ac
to
r
s
ca
n
d
ir
e
ctly
in
f
lu
en
ce
s
elf
-
c
o
n
ce
p
t,
t
h
ese
r
esu
lts
s
u
g
g
est a
p
ar
tial m
ed
iatio
n
ef
f
ec
t.
T
ab
le
5
p
r
esen
ts
th
at
th
e
in
ter
ac
tio
n
b
etwe
en
p
s
y
c
h
o
lo
g
i
ca
l
r
esil
ien
ce
an
d
th
e
teac
h
er
-
s
tu
d
en
t
r
elatio
n
s
h
ip
s
ig
n
if
ican
tly
m
o
d
er
ates
s
elf
-
co
n
ce
p
t
(
β=0
.
1
9
3
*
*
*
)
.
T
h
is
r
esu
lt
in
d
icate
s
th
at
th
e
teac
h
er
-
s
tu
d
en
t
r
elatio
n
s
h
ip
m
o
d
er
ates
th
e
ef
f
ec
t
o
f
p
s
y
ch
o
lo
g
ical
r
esil
ien
c
e
o
n
s
elf
-
co
n
ce
p
t,
with
th
e
in
ter
ac
tio
n
h
av
in
g
a
s
u
b
s
tan
tial
p
o
s
itiv
e
im
p
ac
t.
T
h
er
ef
o
r
e
,
H6
is
s
u
p
p
o
r
ted
,
d
e
m
o
n
s
tr
atin
g
th
at
th
e
teac
h
er
-
s
tu
d
en
t
r
elatio
n
s
h
ip
s
tr
en
g
th
en
s
th
e
in
f
lu
e
n
ce
o
f
p
s
y
ch
o
lo
g
ical
r
esil
ien
ce
o
n
s
elf
-
co
n
ce
p
t,
as
s
h
o
wn
in
Fig
u
r
e
2
.
T
h
e
co
m
p
lete
s
tr
u
ctu
r
al
m
o
d
el
in
Sm
ar
tPLS 4
.
0
is
s
h
o
wn
in
Fig
u
r
e
3
.
T
ab
le
4
.
Me
d
iatin
g
an
aly
s
is
H
y
p
o
t
h
e
s
i
s
B
e
t
a
(
P
a
t
h
c
o
e
f
f
i
c
i
e
n
t
s)
S
TD
EV
T
v
a
l
u
e
P
v
a
l
u
e
R
e
s
u
l
t
D
i
r
e
c
t
e
f
f
e
c
t
En
v
i
r
o
n
m
e
n
t
a
l
f
a
c
t
o
r
s
-
>
se
l
f
-
c
o
n
c
e
p
t
0
.
1
5
2
0
.
0
5
8
2
.
6
3
0
0
.
0
0
9
P
sy
c
h
o
l
o
g
i
c
a
l
f
a
c
t
o
r
s
-
>
se
l
f
-
c
o
n
c
e
p
t
0
.
1
6
2
0
.
0
5
5
2
.
9
5
5
0
.
0
0
3
I
n
d
i
r
e
c
t
e
f
f
e
c
t
H4
En
v
i
r
o
n
m
e
n
t
a
l
f
a
c
t
o
r
s
-
>
p
s
y
c
h
o
l
o
g
i
c
a
l
r
e
s
i
l
i
e
n
c
e
-
>
se
l
f
-
c
o
n
c
e
p
t
0
.
1
5
3
0
.
0
3
3
4
.
6
1
4
0
.
0
0
0
S
u
p
p
o
r
t
e
d
H5
P
sy
c
h
o
l
o
g
i
c
a
l
f
a
c
t
o
r
s
-
>
p
s
y
c
h
o
l
o
g
i
c
a
l
r
e
s
i
l
i
e
n
c
e
-
>
s
e
l
f
-
c
o
n
c
e
p
t
0
.
1
9
1
0
.
0
3
4
5
.
6
2
9
0
.
0
0
0
S
u
p
p
o
r
t
e
d
*
*
<
0
.
0
1
;
*
*
*
<
0
.
0
0
1
T
ab
le
5
.
Mo
d
er
atin
g
a
n
aly
s
is
H
y
p
o
t
h
e
s
i
s
B
e
t
a
(
P
a
t
h
c
o
e
f
f
i
c
i
e
n
t
s)
S
TD
EV
T
v
a
l
u
e
P
v
a
l
u
e
R
e
s
u
l
t
H6
P
sy
c
h
o
l
o
g
i
c
a
l
r
e
si
l
i
e
n
c
e
*
t
e
a
c
h
e
r
-
st
u
d
e
n
t
r
e
l
a
t
i
o
n
s
h
i
p
-
>
s
e
l
f
-
c
o
n
c
e
p
t
0
.
1
9
3
0
.
0
4
7
4
.
1
0
4
0
.
0
0
0
S
u
p
p
o
r
t
e
d
*
*
*
<
0
.
0
0
1
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2
2
5
2
-
8
8
2
2
I
n
t
J
E
v
al
&
R
es E
d
u
c
,
Vo
l
.
14
,
No
.
6
,
Dec
em
b
er
20
25
:
4
5
2
8
-
4
5
3
9
4534
Fig
u
r
e
2
.
T
h
e
m
o
d
er
atin
g
e
f
f
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ct
o
f
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er
-
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tu
d
en
t r
elatio
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h
ip
Fig
u
r
e
3
.
Stru
ctu
r
al
m
o
d
el
in
Sm
ar
tPLS 4
.
0
5.
DIS
CU
SS
I
O
N
T
h
e
s
tu
d
y
f
o
u
n
d
th
at
e
n
v
ir
o
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m
en
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ac
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ig
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ican
tly
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o
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itiv
ely
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p
ac
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o
lescen
t
p
s
y
ch
o
lo
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ical
r
esil
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ce
.
Sp
ec
if
ically
,
a
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p
p
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r
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r
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n
m
e
n
t
f
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o
m
f
am
ily
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d
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ch
o
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s
ig
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ican
tly
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ce
ad
o
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t
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s
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o
l
o
g
ical
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esil
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ce
,
im
p
r
o
v
in
g
t
h
eir
ab
ilit
y
to
co
p
e
with
s
tr
ess
an
d
d
if
f
icu
lties
.
T
h
is
r
esu
lt
is
co
n
s
is
ten
t
with
ex
is
tin
g
e
m
p
ir
ical
r
esear
ch
,
esp
ec
ially
o
n
th
e
im
p
ac
t o
f
f
am
ily
s
u
p
p
o
r
t
a
n
d
s
ch
o
o
l
atm
o
s
p
h
er
e
o
n
a
d
o
lescen
t
p
s
y
c
h
o
lo
g
ical
r
esil
ien
ce
[
1
7
]
–
[
1
9
]
.
Fam
i
ly
s
u
p
p
o
r
t
p
r
o
v
id
es
em
o
ti
o
n
al
s
ec
u
r
ity
an
d
s
elf
-
ef
f
icac
y
f
o
r
a
d
o
lescen
ts
,
wh
ile
th
e
s
ch
o
o
l
atm
o
s
p
h
er
e
p
r
o
m
o
tes
s
tu
d
en
ts
’
em
o
tio
n
al
r
eg
u
latio
n
an
d
p
s
y
ch
o
lo
g
ical
g
r
o
wth
b
y
cr
e
atin
g
a
p
o
s
itiv
e,
o
p
en
,
an
d
i
n
clu
s
iv
e
en
v
ir
o
n
m
en
t
[
2
0
]
,
[
2
1
]
.
T
h
ese
p
o
s
itiv
e
ef
f
ec
ts
o
f
en
v
ir
o
n
m
en
tal
f
ac
t
o
r
s
in
d
icate
th
at
th
e
ex
ter
n
al
en
v
ir
o
n
m
en
t
en
h
an
ce
s
in
d
i
v
id
u
als
’
p
s
y
ch
o
lo
g
ical
r
esil
ien
ce
b
y
p
r
o
v
id
in
g
th
em
with
r
eso
u
r
ce
s
an
d
s
u
p
p
o
r
t.
T
h
en
it
en
h
an
ce
s
th
eir
a
d
ap
tab
il
ity
an
d
r
esil
ien
ce
in
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
E
n
viro
n
men
ta
l a
n
d
p
s
yc
h
o
lo
g
i
ca
l in
flu
en
ce
s
o
n
a
d
o
lescen
ts
’
s
elf
-
co
n
ce
p
t:
tea
ch
er
-
s
tu
d
e
n
t
…
(
Tin
g
C
h
en
)
4535
th
e
f
ac
e
o
f
ch
allen
g
es.
T
h
is
f
in
d
in
g
is
also
s
u
p
p
o
r
ted
b
y
CBT
.
Acc
o
r
d
in
g
to
CBT
,
in
d
iv
id
u
als
’
co
g
n
itio
n
an
d
ev
alu
atio
n
o
f
th
e
ex
ter
n
al
e
n
v
ir
o
n
m
en
t
d
ir
ec
tly
af
f
ec
t
th
eir
em
o
tio
n
al
r
ea
ctio
n
s
a
n
d
b
eh
av
io
r
al
p
atter
n
s
[
2
1
]
,
[
2
4
]
.
So
cial
lear
n
in
g
th
e
o
r
y
h
o
l
d
s
th
at
in
d
iv
id
u
als
ac
q
u
ir
e
co
p
in
g
s
tr
ateg
ies
b
y
o
b
s
er
v
in
g
an
d
im
itatin
g
th
e
co
p
i
n
g
b
eh
av
i
o
r
s
o
f
o
th
e
r
s
[
2
5
]
.
Ad
o
lescen
ts
ca
n
d
e
v
elo
p
p
o
s
itiv
e
s
elf
-
co
g
n
itio
n
a
n
d
em
o
tio
n
r
eg
u
latio
n
s
tr
ateg
ies in
a
s
u
p
p
o
r
tiv
e
f
am
i
ly
an
d
s
ch
o
o
l e
n
v
ir
o
n
m
e
n
t.
T
h
en
,
it e
n
h
an
ce
s
th
eir
p
s
y
ch
o
lo
g
ical
r
esil
ien
ce
an
d
en
ab
les th
em
to
co
p
e
ef
f
e
ctiv
e
ly
with
v
ar
io
u
s
life
c
h
allen
g
es
.
T
h
is
s
tu
d
y
also
f
o
u
n
d
th
at
p
s
y
ch
o
lo
g
ical
f
ac
to
r
s
s
ig
n
if
ica
n
tly
im
p
ac
t
ad
o
lescen
ts
’
p
s
y
ch
o
lo
g
ical
r
esil
ien
ce
.
Sp
ec
if
ically
,
ad
o
lescen
ts
s
h
o
w
s
tr
o
n
g
er
p
s
y
ch
o
lo
g
ical
r
esil
ien
ce
with
h
ig
h
er
o
p
tim
is
m
an
d
em
o
tio
n
r
eg
u
latio
n
ab
ilit
ies.
W
h
en
in
d
iv
id
u
als
f
ac
e
s
tr
ess
an
d
d
if
f
icu
lties
,
b
eliev
in
g
t
h
ey
h
av
e
s
u
f
f
icien
t
ab
ilit
y
to
co
p
e
an
d
ca
n
r
eg
u
lat
e
th
eir
em
o
tio
n
s
ef
f
ec
tiv
ely
h
elp
s
th
em
co
n
f
r
o
n
t
ch
allen
g
es
m
o
r
e
s
u
cc
ess
f
u
lly
.
T
h
is
co
n
f
id
e
n
ce
,
in
t
u
r
n
,
all
o
ws
th
em
to
r
ec
o
v
er
m
o
r
e
q
u
ic
k
ly
f
r
o
m
s
etb
ac
k
s
.
T
h
is
f
i
n
d
in
g
is
co
n
s
is
ten
t
with
th
e
r
esu
lts
o
f
Glass
ie
an
d
Sc
h
u
tte
[
2
6
]
,
wh
ich
in
d
icate
th
at
p
s
y
ch
o
lo
g
ical
f
ac
to
r
s
ar
e
cr
u
cial
in
en
h
an
ci
n
g
p
s
y
ch
o
lo
g
ical
r
esil
ien
ce
.
T
h
e
f
in
d
in
g
also
alig
n
s
with
CBT
an
d
s
o
cial
lear
n
in
g
th
e
o
r
y
,
b
ec
au
s
e
in
ter
n
al
p
s
y
ch
o
lo
g
ical
f
ac
to
r
s
d
ee
p
ly
in
f
lu
en
ce
an
in
d
i
v
id
u
al
’
s
ad
a
p
tiv
e
ch
ar
ac
ter
is
tics
an
d
p
s
y
ch
o
lo
g
ical
r
esil
ien
ce
[
1
5
]
,
[
3
2
]
.
I
n
d
iv
id
u
als
’
em
o
tio
n
al
r
eg
u
latio
n
a
b
ilit
y
ca
n
h
el
p
th
em
m
ain
tain
p
s
y
ch
o
lo
g
ical
b
alan
ce
in
s
tr
ess
f
u
l
s
itu
atio
n
s
,
r
ed
u
ce
th
e
in
ter
f
er
e
n
ce
o
f
n
eg
ativ
e
em
o
tio
n
s
,
an
d
th
u
s
en
h
an
ce
th
eir
ad
ap
tab
ilit
y
an
d
r
esil
ien
ce
in
th
e
f
ac
e
o
f
d
if
f
ic
u
lties
[
2
1
]
.
T
h
er
ef
o
r
e,
p
s
y
ch
o
l
o
g
ical
f
ac
t
o
r
s
p
lay
a
v
ital
r
o
le
in
co
n
s
t
r
u
ctin
g
in
d
i
v
id
u
al
p
s
y
ch
o
lo
g
ical
r
esil
ien
ce
.
T
h
e
r
esu
lts
s
h
o
w
th
at
p
s
y
ch
o
lo
g
ical
r
esil
ien
ce
h
as
a
s
ig
n
if
ican
t
p
o
s
itiv
e
im
p
ac
t
o
n
ad
o
lescen
ts
’
s
elf
-
co
n
ce
p
t.
Sp
ec
if
ically
,
ad
o
lescen
ts
with
h
ig
h
er
p
s
y
ch
o
lo
g
ical
r
esil
ien
ce
ca
n
b
etter
f
ac
e
ex
ter
n
al
p
r
ess
u
r
e
an
d
ch
allen
g
es.
T
h
ey
u
s
u
ally
h
av
e
a
s
tr
o
n
g
er
s
elf
-
co
n
ce
p
t
an
d
ca
n
m
ain
tain
a
p
o
s
itiv
e
s
elf
-
ev
alu
atio
n
in
d
if
f
icu
lt
s
itu
atio
n
s
.
T
h
is
r
esu
lt
is
co
n
s
is
ten
t
w
ith
th
e
em
p
ir
ical
f
in
d
in
g
s
[
2
9
]
–
[
3
1
]
o
n
p
s
y
ch
o
lo
g
ical
r
esil
ien
ce
,
in
d
icatin
g
th
at
it
h
elp
s
ad
o
les
ce
n
ts
m
ain
tain
m
en
tal
h
ea
lth
i
n
th
e
f
ac
e
o
f
ad
v
e
r
s
ity
an
d
p
r
o
m
o
tes
th
e
p
o
s
itiv
e
d
ev
elo
p
m
e
n
t
o
f
t
h
eir
s
elf
-
c
o
n
ce
p
t.
Ps
y
ch
o
lo
g
ical
r
esil
ien
ce
en
h
an
ce
s
a
d
o
lescen
ts
’
a
b
ilit
y
to
a
d
ap
t
to
ad
v
er
s
ity
,
p
r
o
m
o
tes
th
eir
r
e
co
g
n
itio
n
o
f
s
elf
-
wo
r
th
an
d
ab
ilit
y
,
an
d
th
u
s
im
p
r
o
v
es
th
eir
s
elf
-
co
n
ce
p
t.
T
h
is
is
co
n
s
is
ten
t
with
CBT
“
s
elf
-
d
ir
ec
ted
co
g
n
itio
n
”
c
o
n
ce
p
t.
I
n
d
i
v
id
u
als
co
n
s
tr
u
ct
s
elf
-
co
n
ce
p
t
t
h
r
o
u
g
h
co
g
n
itio
n
a
n
d
e
n
v
ir
o
n
m
en
tal
s
tim
u
li
r
esp
o
n
s
e
[
4
8
]
.
I
n
a
d
d
itio
n
,
s
o
cial
lear
n
in
g
th
e
o
r
y
also
s
u
p
p
o
r
ts
th
at
o
b
s
er
v
in
g
an
d
im
itatin
g
p
o
s
it
iv
e
co
p
in
g
p
atter
n
s
ca
n
f
u
r
th
er
co
n
s
o
lid
ate
p
o
s
itiv
e
s
elf
-
c
o
n
ce
p
t
[
2
5
]
.
Af
ter
ex
p
er
ien
cin
g
th
e
ch
allen
g
es
o
f
ad
v
er
s
ity
,
ad
o
lescen
ts
ca
n
f
o
r
m
a
m
o
r
e
p
o
s
itiv
e
s
elf
-
ev
alu
atio
n
,
wh
ich
h
elp
s
th
em
estab
lis
h
a
s
o
lid
s
elf
-
co
n
ce
p
t.
T
h
e
r
esear
ch
in
d
icate
s
th
a
t
en
v
ir
o
n
m
e
n
tal
an
d
p
s
y
c
h
o
lo
g
ical
f
ac
to
r
s
in
d
i
r
ec
tly
in
f
lu
en
ce
ad
o
lescen
ts
’
s
elf
-
co
n
ce
p
t
v
i
a
p
s
y
ch
o
l
o
g
ical
r
esil
ien
ce
.
Su
p
p
o
r
tiv
e
f
a
m
ily
an
d
s
c
h
o
o
l
e
n
v
ir
o
n
m
en
ts
s
ig
n
if
ican
tly
en
h
an
ce
ad
o
lescen
ts
’
r
esil
ien
ce
[
2
4
]
,
[
2
7
]
,
wh
ile
in
cr
ea
s
ed
s
elf
-
ef
f
icac
y
an
d
em
o
tio
n
al
r
eg
u
latio
n
f
u
r
th
er
co
n
tr
ib
u
te
to
th
is
r
esil
ien
ce
.
R
esil
ien
ce
f
ac
to
r
s
en
h
an
ce
ad
o
lescen
ts
’
s
elf
-
ev
alu
atio
n
,
f
ac
ilit
atin
g
th
e
h
ea
lth
y
d
ev
elo
p
m
en
t
o
f
s
elf
-
c
o
n
ce
p
t
[
2
2
]
,
[
3
2
]
.
I
n
o
th
er
wo
r
d
s
,
en
v
ir
o
n
m
en
tal
an
d
p
s
y
ch
o
lo
g
ical
f
ac
t
o
r
s
d
ir
ec
tly
in
f
lu
en
ce
s
elf
-
co
n
ce
p
t
f
o
r
m
atio
n
an
d
in
d
ir
ec
tly
en
h
an
ce
r
esil
ien
ce
,
th
er
eb
y
af
f
ec
tin
g
s
elf
-
co
n
ce
p
t.
T
h
e
f
in
d
in
g
s
in
d
icate
d
th
at
t
h
e
teac
h
er
-
s
tu
d
en
t
r
elatio
n
s
h
i
p
s
ig
n
if
ican
tly
m
o
d
er
ate
d
ad
o
lescen
ts
’
r
esil
ien
ce
an
d
s
elf
-
co
n
ce
p
t.
T
h
is
f
in
d
in
g
alig
n
s
with
cu
r
r
en
t
em
p
ir
ical
r
esear
ch
o
n
teac
h
er
-
s
tu
d
en
t
r
elatio
n
s
h
ip
s
.
Fo
r
ex
am
p
le,
th
e
p
o
s
itiv
e
teac
h
er
-
s
tu
d
en
t
r
el
atio
n
s
h
ip
en
h
an
ce
s
s
tu
d
e
n
ts
’
em
o
tio
n
al
s
ec
u
r
ity
,
th
er
eb
y
aid
i
n
g
in
th
e
d
ev
elo
p
m
en
t
o
f
t
h
eir
s
elf
-
co
n
ce
p
t
[
2
0
]
.
R
ec
o
g
n
itio
n
an
d
af
f
ir
m
a
tio
n
f
r
o
m
teac
h
er
s
p
r
o
v
id
e
s
tu
d
en
ts
with
im
p
o
r
tan
t
p
er
ce
i
v
ed
v
alid
atio
n
.
W
h
en
ad
o
lescen
ts
f
ee
l
th
at
th
eir
teac
h
er
s
r
ec
o
g
n
ize
th
eir
ab
ilit
ies,
th
eir
in
ter
n
al
c
o
p
in
g
b
elief
s
ar
e
s
tr
en
g
th
e
n
e
d
,
an
d
th
ey
a
r
e
m
o
r
e
co
n
f
id
e
n
t
in
tr
an
s
f
o
r
m
in
g
r
esil
ien
ce
in
to
p
o
s
itiv
e
s
elf
-
ev
alu
atio
n
s
[
3
7
]
.
Ib
r
ah
im
a
n
d
E
l
Z
aa
tar
i
[
3
6
]
also
f
o
u
n
d
t
h
at
s
tu
d
en
ts
with
g
o
o
d
teac
h
er
-
s
tu
d
en
t
r
elatio
n
s
h
ip
s
t
en
d
to
p
er
f
o
r
m
b
etter
in
m
en
t
al
h
ea
lth
an
d
ac
ad
em
ic
p
er
f
o
r
m
an
ce
.
I
n
a
d
d
itio
n
,
s
o
cial
lear
n
in
g
th
eo
r
y
s
u
g
g
ests
th
at
teac
h
er
s
’
s
u
p
p
o
r
tiv
e
b
eh
av
io
r
s
an
d
co
p
in
g
d
em
o
n
s
tr
atio
n
s
ca
n
b
e
lear
n
ed
an
d
im
itated
m
o
r
e
ef
f
ec
tiv
ely
b
y
s
tu
d
en
ts
[
3
2
]
.
Hig
h
-
q
u
ality
teac
h
er
–
s
tu
d
en
t
in
ter
ac
t
io
n
cr
ea
tes
a
s
af
e
em
o
tio
n
al
en
v
ir
o
n
m
en
t
th
at
s
ig
n
if
ican
tly
b
u
f
f
e
r
s
s
tu
d
en
ts
’
n
eg
ativ
e
em
o
tio
n
s
an
d
h
el
p
s
th
em
m
ain
tain
s
elf
-
esteem
an
d
co
g
n
itiv
e
clar
ity
in
s
tr
ess
f
u
l
s
itu
atio
n
s
.
T
h
is
s
u
p
p
o
r
tiv
e
co
n
tex
t
en
a
b
les
p
s
y
ch
o
lo
g
ical
r
esil
ien
ce
to
b
e
m
o
r
e
ef
f
ec
tiv
e
ly
tr
an
s
f
o
r
m
e
d
in
to
a
s
o
lid
s
elf
-
co
n
ce
p
t.
T
h
er
e
wer
e
s
ev
er
al
p
r
ac
tical
im
p
licatio
n
s
o
f
th
e
s
tu
d
y
.
Fir
s
t,
s
u
p
p
o
r
tin
g
th
e
f
am
ily
e
n
v
ir
o
n
m
en
t,
s
u
ch
as
p
ar
en
ts
’
em
o
tio
n
al
ca
r
e
an
d
ed
u
ca
tio
n
al
m
et
h
o
d
s
,
h
as
s
ig
n
if
ican
tly
im
p
ac
ted
ad
o
lescen
ts
’
p
s
y
ch
o
lo
g
ical
r
esil
ien
ce
an
d
s
elf
-
co
n
ce
p
t
d
e
v
elo
p
m
e
n
t.
T
h
er
ef
o
r
e,
f
a
m
ily
e
d
u
ca
tio
n
s
h
o
u
ld
em
p
h
asize
em
o
tio
n
al
s
u
p
p
o
r
t,
co
m
m
u
n
i
ca
tio
n
,
an
d
m
e
n
tal
h
ea
lth
ed
u
ca
tio
n
to
h
elp
ch
ild
r
en
d
e
v
elo
p
g
o
o
d
co
p
in
g
s
tr
ateg
ies
an
d
m
ain
tain
a
s
tab
le
p
s
y
ch
o
lo
g
ical
s
tate.
Sch
o
o
ls
s
h
o
u
ld
c
r
ea
te
an
in
clu
s
iv
e
an
d
ca
r
in
g
en
v
ir
o
n
m
en
t
at
th
e
s
ch
o
o
l
lev
el
an
d
f
o
cu
s
o
n
s
tu
d
e
n
ts
’
em
o
tio
n
al
d
ev
elo
p
m
en
t
an
d
m
en
tal
h
ea
lth
,
n
o
t
ju
s
t
im
p
r
o
v
in
g
ac
a
d
em
ic
p
er
f
o
r
m
a
n
ce
.
Seco
n
d
,
e
d
u
ca
to
r
s
ca
n
h
e
lp
s
tu
d
en
ts
estab
lis
h
p
o
s
itiv
e
s
elf
-
ev
alu
atio
n
a
n
d
p
s
y
ch
o
lo
g
ical
r
esil
ien
ce
tr
ain
in
g
th
r
o
u
g
h
c
u
r
r
icu
l
u
m
d
esig
n
a
n
d
p
s
y
ch
o
l
o
g
ical
c
o
u
n
s
e
lin
g
.
Fo
r
ex
am
p
le,
s
itu
atio
n
al
s
im
u
latio
n
an
d
s
tr
e
s
s
m
an
ag
em
en
t
wo
r
k
s
h
o
p
s
,
h
elp
s
tu
d
en
ts
id
en
tify
an
d
d
ea
l
with
s
itu
atio
n
s
th
at
m
ay
af
f
ec
t
th
eir
m
en
tal
h
ea
lt
h
an
d
cu
ltiv
ate
th
eir
ab
ilit
y
t
o
ad
ap
t
to
th
e
en
v
ir
o
n
m
e
n
t
an
d
p
s
y
ch
o
l
o
g
ical
Evaluation Warning : The document was created with Spire.PDF for Python.
I
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2
2
5
2
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8
8
2
2
I
n
t
J
E
v
al
&
R
es E
d
u
c
,
Vo
l
.
14
,
No
.
6
,
Dec
em
b
er
20
25
:
4
5
2
8
-
4
5
3
9
4536
r
esil
ien
ce
.
I
t
is
also
r
ec
o
m
m
e
n
d
ed
th
at
s
ch
o
o
ls
in
tr
o
d
u
ce
te
ac
h
er
tr
ain
in
g
b
ased
o
n
s
o
cial
em
o
tio
n
al
lear
n
in
g
(
SEL
)
an
d
in
co
r
p
o
r
ate
s
k
ills
s
u
ch
as
em
o
tio
n
r
ec
o
g
n
itio
n
,
p
o
s
itiv
e
f
ee
d
b
ac
k
,
a
n
d
em
p
at
h
etic
lis
ten
in
g
in
to
r
eg
u
lar
teac
h
er
t
r
ain
in
g
.
W
e
also
r
ec
o
m
m
en
d
t
h
at
s
ch
o
o
ls
o
r
ed
u
ca
tio
n
au
th
o
r
ities
ca
r
r
y
o
u
t
m
en
tal
h
ea
lth
liter
ac
y
im
p
r
o
v
em
en
t
p
r
o
jects
an
d
p
r
o
m
o
te
th
e
“self
-
co
n
ce
p
t
an
d
r
esil
ien
ce
”
th
em
ed
ed
u
ca
tio
n
th
r
o
u
g
h
o
u
t
th
e
s
ch
o
o
l.
I
n
a
d
d
itio
n
,
th
e
q
u
ality
o
f
th
e
teac
h
e
r
-
s
tu
d
en
t
r
elatio
n
s
h
ip
p
lay
s
a
v
ital
r
o
le
in
d
e
v
elo
p
in
g
ad
o
lescen
ts
’
p
s
y
ch
o
lo
g
ical
r
e
s
ilien
ce
an
d
s
elf
-
c
o
n
ce
p
t.
T
h
er
ef
o
r
e,
s
ch
o
o
ls
s
h
o
u
ld
tr
ain
teac
h
er
s
to
h
av
e
a
k
ee
n
em
o
tio
n
al
r
ec
o
g
n
itio
n
a
b
ilit
y
an
d
g
o
o
d
co
m
m
u
n
icati
o
n
s
k
ills
to
en
h
an
ce
th
eir
em
o
tio
n
al
co
n
n
ec
tio
n
with
s
tu
d
en
ts
.
T
ea
ch
er
s
’
em
o
t
io
n
al
s
u
p
p
o
r
t
h
elp
s
s
tu
d
en
ts
’
ac
ad
em
ic
p
r
o
g
r
ess
b
u
t
also
h
elp
s
th
em
m
ain
tain
a
p
o
s
itiv
e
attitu
d
e
an
d
co
n
f
id
e
n
ce
wh
en
f
ac
in
g
p
er
s
o
n
al
d
i
f
f
ic
u
lties
.
Ad
d
itio
n
ally
,
to
h
elp
s
tu
d
en
ts
lear
n
to
co
p
e
with
r
ea
l
-
wo
r
ld
s
o
cial
s
tr
ess
o
r
s
p
r
o
ac
tiv
ely
,
we
r
ec
o
m
m
en
d
co
n
d
u
ctin
g
s
tr
ess
f
u
l
s
itu
atio
n
s
im
u
latio
n
s
an
d
in
ter
ac
tiv
e
n
ar
r
ativ
e
e
x
er
cises
at
th
e
class
o
r
g
r
ad
e
le
v
el
.
T
h
r
o
u
g
h
p
o
s
itiv
e
n
a
r
r
ativ
es
an
d
p
ee
r
s
h
ar
in
g
,
s
tu
d
en
ts
ca
n
in
ter
n
alize
co
n
s
tr
u
ctiv
e
co
p
in
g
s
tr
ateg
ies
an
d
ex
p
er
ien
ce
v
alid
atio
n
an
d
em
o
tio
n
al
s
u
p
p
o
r
t
in
a
g
r
o
u
p
s
ettin
g
.
T
h
e
n
,
s
tu
d
en
ts
c
an
f
u
r
t
h
er
s
tr
en
g
th
e
n
th
eir
r
esil
ien
ce
an
d
en
h
an
ce
th
ei
r
s
elf
-
c
o
n
ce
p
t.
6.
CO
NCLU
SI
O
N
T
h
is
s
tu
d
y
e
x
am
in
e
d
h
o
w
en
v
ir
o
n
m
e
n
tal
an
d
p
s
y
ch
o
lo
g
ical
f
ac
to
r
s
in
f
lu
e
n
ce
a
d
o
lescen
ts
’
s
elf
-
co
n
ce
p
t
th
r
o
u
g
h
p
s
y
c
h
o
lo
g
ical
r
esil
ien
ce
,
an
d
wh
eth
er
t
ea
ch
er
–
s
tu
d
en
t
r
elatio
n
s
h
ip
s
i
m
p
ac
t
th
is
p
r
o
c
ess
.
T
h
is
s
tu
d
y
f
o
u
n
d
th
at
ec
o
lo
g
ical
an
d
p
s
y
ch
o
lo
g
ical
f
ac
to
r
s
s
ig
n
if
ican
tly
b
o
o
s
t
r
esil
ien
ce
,
wh
ich
s
tr
o
n
g
ly
p
r
ed
icts
s
elf
-
co
n
ce
p
t.
R
esil
ien
ce
p
ar
tially
m
ed
iates
th
e
ef
f
ec
ts
o
f
th
ese
f
ac
to
r
s
o
n
s
elf
-
co
n
ce
p
t,
an
d
a
p
o
s
itiv
e
teac
h
er
-
s
tu
d
en
t
r
elatio
n
s
h
ip
f
u
r
th
er
s
tr
en
g
th
e
n
s
th
e
r
esil
ien
ce
to
th
e
s
elf
-
co
n
ce
p
t
lin
k
.
T
h
ese
r
esu
lts
co
n
f
ir
m
o
u
r
r
esear
ch
q
u
esti
o
n
s
an
d
h
i
g
h
lig
h
t
r
esil
ien
ce
an
d
s
u
p
p
o
r
t
iv
e
teac
h
er
-
s
tu
d
en
t
in
ter
ac
tio
n
s
as
k
ey
f
ac
to
r
s
in
f
o
s
ter
in
g
a
h
ea
lth
y
ad
o
lescen
t self
-
co
n
ce
p
t.
T
h
is
s
tu
d
y
ad
o
p
ted
a
cr
o
s
s
-
s
ec
tio
n
al
d
esig
n
.
Alth
o
u
g
h
th
e
co
r
r
elatio
n
b
etwe
en
th
e
v
ar
i
ab
les
was
r
ev
ea
led
,
th
e
ca
u
s
al
r
elatio
n
s
h
ip
co
u
ld
n
o
t
b
e
d
eter
m
in
ed
.
Fu
tu
r
e
r
esear
ch
ca
n
ad
o
p
t
lo
n
g
itu
d
in
al
o
r
ex
p
er
im
en
tal
r
esear
ch
to
tr
ac
k
th
e
p
s
y
ch
o
lo
g
ical
d
e
v
elo
p
m
en
t
ch
an
g
es
o
f
ad
o
lescen
ts
.
Dem
o
g
r
ap
h
ic
f
ac
to
r
s
(
g
en
d
e
r
/ag
e)
m
ay
a
f
f
ec
t
t
h
e
r
esear
ch
r
esu
lts
.
Ad
o
lescen
ts
m
ay
co
n
s
tr
u
ct
th
eir
s
elf
-
c
o
n
ce
p
t
d
if
f
er
en
tly
at
d
if
f
er
en
t
s
tag
es
o
f
g
r
o
wth
.
Fu
tu
r
e
r
esear
ch
ca
n
f
u
r
th
er
in
tr
o
d
u
ce
ag
e
an
d
g
en
d
er
as
m
o
d
e
r
atin
g
v
ar
ia
b
les
to
ex
p
lo
r
e
wh
eth
e
r
th
ese
f
ac
to
r
s
af
f
ec
t
th
e
ap
p
licab
ilit
y
o
f
th
e
r
esear
ch
m
o
d
el.
T
h
is
s
tu
d
y
u
s
ed
co
n
v
e
n
ien
ce
s
am
p
lin
g
to
r
ec
r
u
it
s
u
b
jects
f
r
o
m
m
u
ltip
le
h
ig
h
s
ch
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NC
E
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[
1
]
K
.
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.
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s
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2
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B
.
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O
.
A
.
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J.
C
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.
,
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7
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E.
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