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Descr
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Ph
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R
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R
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ities
,
i
n
clu
d
in
g
s
tr
u
ctu
r
ed
ex
er
cise,
r
ec
r
ea
tio
n
al
s
p
o
r
ts
,
h
o
u
s
eh
o
ld
c
h
o
r
es,
an
d
ac
tiv
e
co
m
m
u
tin
g
,
all
o
f
wh
ich
v
ar
y
in
in
ten
s
ity
f
r
o
m
lig
h
t
to
v
ig
o
r
o
u
s
[
5
]
.
R
eg
u
lar
p
h
y
s
ical
ac
tiv
ity
is
ass
o
ciate
d
with
n
u
m
er
o
u
s
h
ea
lth
b
en
ef
its
,
s
u
ch
as
im
p
r
o
v
ed
ca
r
d
i
o
v
ascu
lar
f
u
n
ctio
n
,
en
h
an
ce
d
m
en
tal
h
ea
lth
,
an
d
r
ed
u
ce
d
r
is
k
o
f
ch
r
o
n
ic
co
n
d
itio
n
s
lik
e
o
b
esit
y
,
d
iab
etes,
an
d
h
y
p
er
ten
s
io
n
.
B
ey
o
n
d
p
h
y
s
ical
h
ea
lth
,
ac
tiv
e
p
ar
ticip
atio
n
in
p
h
y
s
ical
ac
tiv
ity
p
r
o
m
o
tes
s
o
cial
in
ter
ac
tio
n
,
s
tr
ess
r
ed
u
ctio
n
,
an
d
co
g
n
itiv
e
f
u
n
ctio
n
,
u
n
d
e
r
s
co
r
in
g
its
r
o
le
in
a
b
alan
ce
d
lif
esty
le
[
6
]
.
T
h
e
r
is
e
o
f
in
ter
n
et
a
d
d
ictio
n
am
o
n
g
s
tu
d
en
ts
h
as
b
ec
o
m
e
a
p
r
ess
in
g
co
n
ce
r
n
,
ex
ac
er
b
a
ted
b
y
t
h
e
g
r
o
win
g
r
elian
ce
o
n
d
ig
ital te
c
h
n
o
lo
g
y
f
o
r
ed
u
ca
tio
n
,
en
ter
ta
in
m
en
t,
an
d
s
o
cial
in
ter
ac
tio
n
.
E
x
ce
s
s
iv
e
in
ter
n
et
u
s
e
h
as
b
ee
n
lin
k
e
d
to
n
eg
ati
v
e
o
u
tc
o
m
es
s
u
ch
as
d
ec
r
ea
s
e
d
ac
ad
em
ic
p
er
f
o
r
m
a
n
ce
,
s
lee
p
d
is
tu
r
b
a
n
ce
s
,
an
d
h
eig
h
ten
ed
lev
els
o
f
an
x
iety
an
d
d
e
p
r
ess
io
n
[
7
]
.
Stu
d
en
ts
o
f
ten
ex
p
er
ie
n
ce
a
c
y
cle
o
f
co
m
p
u
ls
iv
e
o
n
lin
e
b
eh
av
io
r
s
,
s
u
ch
as
p
r
o
lo
n
g
e
d
g
am
in
g
o
r
s
o
cial
m
ed
ia
s
cr
o
llin
g
,
wh
ich
d
is
r
u
p
t
th
eir
f
o
cu
s
o
n
ac
ad
e
m
ic
r
esp
o
n
s
ib
ilit
ies
an
d
p
e
r
s
o
n
al
d
ev
elo
p
m
e
n
t
[
8
]
.
C
o
n
cu
r
r
e
n
tly
,
p
h
y
s
ical
ac
tiv
ity
e
n
g
ag
em
e
n
t
am
o
n
g
s
tu
d
e
n
ts
h
as
d
ec
lin
ed
,
with
s
ed
en
tar
y
l
if
esty
les
b
ec
o
m
in
g
m
o
r
e
p
r
e
v
alen
t
d
u
e
to
e
x
ten
d
ed
s
cr
ee
n
tim
e
an
d
a
lack
o
f
ac
ce
s
s
ib
le
r
ec
r
ea
tio
n
al
o
p
p
o
r
tu
n
ities
.
T
h
is
in
ac
tiv
ity
p
o
s
es
s
ig
n
if
ican
t
h
ea
lth
r
is
k
s
,
in
clu
d
in
g
o
b
esit
y
,
ca
r
d
io
v
ascu
lar
d
is
ea
s
es,
an
d
wea
k
en
ed
m
e
n
tal
h
ea
lth
,
f
u
r
t
h
er
co
m
p
o
u
n
d
ed
b
y
t
h
e
p
s
y
c
h
o
lo
g
ical
s
tr
ain
o
f
ac
ad
em
ic
p
r
ess
u
r
es
[
9
]
.
Fu
r
th
er
,
r
ec
e
n
t
s
tu
d
ies
h
av
e
e
x
ten
s
iv
ely
ex
am
in
e
d
in
ter
n
et
ad
d
ictio
n
,
f
o
cu
s
in
g
o
n
its
p
r
ev
alen
ce
,
r
is
k
f
ac
to
r
s
,
an
d
p
s
y
ch
o
lo
g
ical
im
p
licatio
n
s
.
R
esear
ch
h
ig
h
lig
h
t
s
th
at
in
ter
n
et
ad
d
ictio
n
is
p
ar
ticu
lar
ly
p
r
ev
ale
n
t
am
o
n
g
ad
o
lescen
ts
an
d
u
n
iv
er
s
ity
s
tu
d
en
ts
,
o
f
ten
d
r
iv
en
b
y
t
h
e
ac
ce
s
s
ib
ilit
y
o
f
d
ig
ital p
latf
o
r
m
s
an
d
th
eir
r
o
le
in
ed
u
ca
tio
n
,
co
m
m
u
n
icatio
n
,
an
d
en
ter
tain
m
en
t
[
1
0
]
.
Facto
r
s
s
u
ch
as
lo
n
elin
ess
,
s
tr
ess
,
a
n
d
lo
w
s
elf
-
esteem
h
av
e
b
ee
n
co
n
s
is
ten
tly
lin
k
e
d
to
ex
ce
s
s
iv
e
in
ter
n
et
u
s
e,
m
ak
i
n
g
y
o
u
n
g
p
eo
p
le
m
o
r
e
s
u
s
ce
p
t
ib
le
to
c
o
m
p
u
ls
iv
e
o
n
lin
e
b
e
h
av
io
r
s
.
Fu
r
th
er
m
o
r
e,
s
tu
d
ies
h
av
e
s
h
o
wn
a
s
tr
o
n
g
ass
o
ciatio
n
b
etwe
en
i
n
ter
n
et
ad
d
ictio
n
a
n
d
m
en
tal
h
ea
lth
is
s
u
es,
in
clu
d
in
g
an
x
iety
,
d
ep
r
ess
io
n
,
a
n
d
s
lee
p
d
is
tu
r
b
an
ce
s
[
1
1
]
.
Fu
r
th
er
m
o
r
e
,
r
esear
ch
wo
r
k
s
h
av
e
h
ig
h
lig
h
te
d
cr
itical
in
s
ig
h
ts
in
to
s
tu
d
en
ts
’
p
h
y
s
ical
ac
tiv
ity
en
g
ag
em
e
n
t,
r
e
v
ea
lin
g
its
b
en
ef
its
an
d
th
e
b
ar
r
ier
s
lim
i
tin
g
p
a
r
ticip
atio
n
.
Stu
d
ies
in
d
icate
th
at
r
e
g
u
lar
p
h
y
s
ical
ac
tiv
ity
s
ig
n
if
ican
tl
y
en
h
a
n
ce
s
s
tu
d
en
ts
’
p
h
y
s
ical
h
ea
lth
,
co
g
n
itiv
e
f
u
n
cti
o
n
,
an
d
em
o
tio
n
al
well
-
b
ein
g
,
with
ac
tiv
e
i
n
d
iv
i
d
u
als
r
ep
o
r
tin
g
b
etter
ac
ad
e
m
ic
p
er
f
o
r
m
a
n
ce
an
d
r
ed
u
ce
d
s
tr
ess
lev
els
[
1
2
]
.
Ho
wev
er
,
g
l
o
b
al
tr
e
n
d
s
s
u
g
g
est
a
co
n
ce
r
n
i
n
g
d
ec
lin
e
in
p
h
y
s
ical
ac
tiv
ity
am
o
n
g
s
tu
d
en
ts
,
attr
ib
u
ted
to
in
cr
ea
s
ed
s
cr
ee
n
tim
e,
ac
ad
em
ic
p
r
ess
u
r
es,
an
d
lim
ited
ac
ce
s
s
to
r
ec
r
ea
tio
n
al
f
ac
ilit
ies
[
1
3
]
.
Gen
d
er
d
if
f
er
en
ce
s
h
av
e
also
b
ee
n
n
o
t
ed
,
with
m
ale
s
tu
d
en
ts
ty
p
ically
en
g
ag
in
g
in
m
o
r
e
v
ig
o
r
o
u
s
a
ctiv
ities
th
an
th
eir
f
em
ale
co
u
n
te
r
p
ar
ts
,
wh
o
o
f
te
n
f
ac
e
cu
ltu
r
al
an
d
s
o
cieta
l
b
a
r
r
ier
s
[
1
4
]
.
Desp
ite
th
e
g
r
o
win
g
b
o
d
y
o
f
r
esear
ch
o
n
in
ter
n
et
ad
d
ictio
n
an
d
p
h
y
s
ical
ac
tiv
ity
e
n
g
ag
e
m
en
t
am
o
n
g
s
tu
d
en
ts
,
a
n
o
tab
le
g
a
p
r
em
ai
n
s
in
u
n
d
e
r
s
tan
d
in
g
t
h
e
co
r
r
elatio
n
b
etwe
en
th
ese
two
b
e
h
a
v
io
r
s
.
W
h
ile
s
tu
d
ies
h
av
e
ex
p
lo
r
ed
th
e
in
d
iv
id
u
al
im
p
ac
ts
o
f
e
x
ce
s
s
iv
e
in
ter
n
e
t
u
s
e
an
d
p
h
y
s
ical
in
ac
tiv
ity
,
n
o
c
o
m
p
r
e
h
en
s
iv
e
r
esear
ch
h
as
y
et
ex
am
in
ed
h
o
w
th
ese
two
f
ac
to
r
s
in
ter
s
ec
t
an
d
in
f
lu
en
ce
ea
ch
o
t
h
er
with
in
th
e
co
n
tex
t
o
f
s
tu
d
en
t
p
o
p
u
latio
n
s
.
T
h
e
ex
is
tin
g
liter
atu
r
e
p
r
im
ar
ily
ad
d
r
e
s
s
es
th
e
d
etr
im
en
tal
ef
f
ec
ts
o
f
in
ter
n
et
ad
d
ictio
n
o
n
m
e
n
tal
h
ea
lt
h
,
ac
a
d
em
ic
p
e
r
f
o
r
m
a
n
ce
,
a
n
d
p
h
y
s
ical
well
-
b
ein
g
,
as
well
as
th
e
b
e
n
ef
its
o
f
p
h
y
s
ical
ac
tiv
ity
o
n
s
tu
d
en
ts
’
o
v
er
all
h
ea
lth
[
1
5
]
.
Ho
wev
er
,
th
er
e
is
a
lack
o
f
r
esear
ch
f
o
cu
s
in
g
o
n
th
e
r
elatio
n
s
h
ip
b
etwe
en
p
h
y
s
ical
ac
tiv
ity
en
g
ag
e
m
en
t
an
d
in
ter
n
et
a
d
d
ictio
n
,
esp
e
cially
in
th
e
u
n
iq
u
e
co
n
te
x
t
o
f
s
tu
d
en
ts
in
r
u
r
al
co
m
m
u
n
ities
.
T
h
e
g
en
e
r
al
r
es
ea
r
ch
q
u
esti
o
n
g
u
id
in
g
th
is
s
tu
d
y
is
:
wh
at
is
th
e
r
elatio
n
s
h
i
p
b
etwe
en
p
h
y
s
ical
ac
tiv
ity
en
g
ag
em
e
n
t a
n
d
in
ter
n
et
ad
d
ictio
n
a
m
o
n
g
s
tu
d
en
ts
i
n
a
r
u
r
al
ac
ad
em
ia?
T
h
is
s
tu
d
y
p
r
esen
ts
a
n
o
v
el
c
o
n
tr
ib
u
tio
n
to
th
e
ac
ad
em
ic
d
is
co
u
r
s
e
b
y
ex
p
lo
r
i
n
g
th
e
u
n
d
er
s
tu
d
ied
r
elatio
n
s
h
ip
b
etwe
en
p
h
y
s
ical
ac
tiv
ity
en
g
ag
em
en
t
an
d
in
te
r
n
et
ad
d
ictio
n
am
o
n
g
s
tu
d
en
t
s
in
r
u
r
al
ac
ad
em
ic
s
ettin
g
s
.
Stu
d
en
ts
in
r
u
r
al
s
ettin
g
s
o
f
ten
ex
h
ib
it
u
n
iq
u
e
d
ig
i
tal
b
eh
av
io
r
,
ch
ar
ac
ter
ize
d
b
y
in
cr
ea
s
ed
r
elian
ce
o
n
o
n
lin
e
p
latf
o
r
m
s
d
u
e
to
li
m
ited
ac
ce
s
s
to
d
iv
er
s
e
r
ec
r
ea
tio
n
al
an
d
s
o
cial
o
p
p
o
r
tu
n
ities
.
At
th
e
s
am
e
tim
e,
p
h
y
s
ical
ac
tiv
ity
m
ay
b
e
c
o
n
s
tr
ain
ed
b
y
e
n
v
ir
o
n
m
en
tal,
in
f
r
astru
ctu
r
al,
o
r
p
r
o
g
r
am
m
atic
l
im
itatio
n
s
,
m
ak
in
g
th
e
in
ter
p
lay
b
etwe
en
s
cr
ee
n
tim
e
an
d
m
o
v
em
en
t
p
a
r
ticu
la
r
ly
r
elev
an
t
an
d
co
m
p
lex
in
t
h
ese
co
m
m
u
n
ities
.
I
n
an
er
a
wh
er
e
d
ig
ital
d
ep
e
n
d
en
cy
is
in
cr
ea
s
in
g
l
y
p
r
ev
al
en
t,
p
ar
tic
u
lar
ly
a
m
o
n
g
th
e
y
o
u
th
,
th
is
r
esear
ch
s
h
ed
s
lig
h
t
o
n
h
o
w
p
h
y
s
ical
ac
tiv
ity
m
ay
f
u
n
ctio
n
as
a
b
u
f
f
er
ag
ain
s
t
th
e
p
s
y
ch
o
l
o
g
i
ca
l
an
d
b
e
h
av
io
r
al
im
p
ac
ts
o
f
ex
ce
s
s
iv
e
in
ter
n
et
u
s
e.
Fo
r
s
tu
d
en
ts
in
r
u
r
al
a
r
ea
s
—
wh
o
m
ay
f
ac
e
lim
ited
ac
ce
s
s
to
s
tr
u
ctu
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ed
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ec
r
ea
tio
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tlets
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ig
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ex
p
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r
e
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ig
ital
en
v
ir
o
n
m
e
n
ts
—
th
e
f
in
d
in
g
s
o
f
f
er
a
u
n
iq
u
e
p
er
s
p
ec
tiv
e
o
n
b
alan
ci
n
g
v
ir
tu
al
en
g
ag
em
en
t
with
p
h
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s
ical
well
-
b
ein
g
.
B
e
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its
r
elev
an
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to
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tu
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en
t
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lth
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s
tu
d
y
ex
p
an
d
s
th
e
ex
is
tin
g
b
o
d
y
o
f
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
r
ela
tio
n
s
h
ip
b
etw
ee
n
p
h
y
s
ica
l a
ctivity
en
g
a
g
eme
n
t
a
n
d
in
tern
et
a
d
d
ictio
n
a
mo
n
g
… (
J
o
ma
r
B
.
E
s
to
)
4939
k
n
o
wled
g
e
b
y
b
r
id
g
in
g
two
d
is
tin
ct
y
et
in
ter
r
elate
d
d
o
m
a
in
s
:
b
eh
av
io
r
al
ad
d
ictio
n
an
d
p
h
y
s
ical
ac
tiv
ity
.
I
n
d
o
in
g
s
o
,
it
f
ills
a
cr
itical
g
ap
an
d
o
p
en
s
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ath
way
s
f
o
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f
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tu
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e
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tu
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ies
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at
p
r
o
m
o
t
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g
h
o
lis
tic
s
tu
d
en
t
welln
ess
.
2.
M
E
T
H
O
D
2
.
1
.
Resea
rc
h
des
ig
n
T
h
is
r
esear
ch
em
p
lo
y
ed
a
q
u
a
n
titativ
e
r
esear
ch
d
esi
g
n
,
s
p
ec
if
ically
d
escr
ip
tiv
e
co
r
r
elatio
n
,
to
ex
am
in
e
th
e
r
elatio
n
s
h
ip
b
etwe
en
p
h
y
s
ical
ac
tiv
ity
en
g
a
g
em
en
t
a
n
d
in
te
r
n
et
a
d
d
ictio
n
am
o
n
g
u
n
iv
er
s
ity
s
tu
d
en
ts
in
a
r
u
r
al
ac
a
d
em
ic
s
ettin
g
.
Qu
an
titativ
e
r
esear
ch
f
o
cu
s
es
o
n
th
e
c
o
llectio
n
an
d
a
n
aly
s
is
o
f
n
u
m
e
r
ical
d
ata
to
id
en
tify
p
atter
n
s
,
tr
en
d
s
,
o
r
r
elatio
n
s
h
ip
s
,
m
ak
in
g
it
s
u
itab
le
f
o
r
s
tu
d
y
in
g
m
ea
s
u
r
ab
le
v
ar
iab
les
[
1
6
]
.
Descr
ip
tiv
e
co
r
r
elatio
n
,
o
n
th
e
o
th
er
h
an
d
,
is
a
r
esear
ch
a
p
p
r
o
ac
h
th
at
s
ee
k
s
to
id
e
n
tif
y
an
d
d
escr
ib
e
th
e
r
elatio
n
s
h
ip
b
etwe
en
two
o
r
m
o
r
e
v
ar
ia
b
les
with
o
u
t
m
an
i
p
u
l
atin
g
th
em
.
T
h
e
c
h
o
ice
o
f
a
q
u
an
titativ
e
r
esear
ch
d
esig
n
,
p
a
r
ticu
lar
ly
d
escr
ip
tiv
e
co
r
r
elatio
n
,
is
ju
s
tifie
d
g
iv
en
th
e
n
atu
r
e
o
f
th
e
r
esear
ch
q
u
esti
o
n
s
a
n
d
t
h
e
v
ar
iab
les
in
v
o
lv
e
d
.
T
h
is
ap
p
r
o
ac
h
allo
ws
f
o
r
t
h
e
m
ea
s
u
r
e
m
en
t
o
f
b
o
th
p
h
y
s
ical
ac
tiv
ity
en
g
ag
em
en
t
an
d
in
ter
n
et
ad
d
ictio
n
in
a
s
tr
u
ct
u
r
ed
a
n
d
s
y
s
tem
atic
way
,
en
ab
lin
g
th
e
r
esear
ch
er
to
ass
ess
th
eir
r
elatio
n
s
h
ip
with
in
a
lar
g
er
p
o
p
u
latio
n
o
f
s
tu
d
en
ts
[
1
7
]
.
2
.
2
.
Respo
nd
ent
s
a
nd
s
a
m
pl
ing
T
h
e
s
tu
d
y
in
v
o
lv
ed
8
9
2
r
esp
o
n
d
en
ts
f
r
o
m
So
u
t
h
er
n
Ph
ilip
p
in
es,
wh
o
wer
e
s
elec
ted
u
s
i
n
g
s
im
p
le
r
an
d
o
m
s
am
p
lin
g
.
Simp
le
r
a
n
d
o
m
s
am
p
lin
g
is
a
p
r
o
b
ab
ilit
y
s
am
p
lin
g
m
eth
o
d
wh
er
e
ev
e
r
y
in
d
iv
id
u
al
in
th
e
p
o
p
u
latio
n
h
as
a
n
e
q
u
al
c
h
an
c
e
o
f
b
ein
g
s
elec
ted
,
e
n
s
u
r
in
g
t
h
at
th
e
s
am
p
le
is
r
ep
r
esen
tativ
e
o
f
th
e
p
o
p
u
latio
n
[
1
8
]
.
T
h
e
r
esp
o
n
d
e
n
ts
ar
e
co
m
p
r
is
ed
with
a
d
iv
e
r
s
e
g
r
o
u
p
o
f
s
tu
d
en
ts
ac
r
o
s
s
v
ar
io
u
s
a
ca
d
em
ic
p
r
o
g
r
am
s
,
with
a
n
ea
r
ly
b
alan
ce
d
g
en
d
e
r
d
is
tr
ib
u
tio
n
an
d
a
m
ajo
r
ity
co
m
in
g
f
r
o
m
lo
w
to
m
id
d
le
-
i
n
co
m
e
h
o
u
s
eh
o
ld
s
,
r
ef
lectin
g
th
e
ty
p
ical
s
o
cio
-
e
co
n
o
m
ic
la
n
d
s
ca
p
e
o
f
r
u
r
al
ac
ad
em
ic
co
m
m
u
n
ities
in
th
e
Ph
ilip
p
in
es.
T
h
is
tech
n
iq
u
e
was
ch
o
s
en
b
ec
au
s
e
it
m
in
im
izes
s
elec
tio
n
b
ias
an
d
allo
ws
f
o
r
th
e
g
en
er
aliza
tio
n
o
f
th
e
f
in
d
in
g
s
to
th
e
lar
g
er
s
tu
d
en
t
p
o
p
u
latio
n
.
B
y
u
s
in
g
s
im
p
le
r
an
d
o
m
s
am
p
lin
g
,
th
e
s
tu
d
y
en
s
u
r
ed
th
at
e
ac
h
r
esp
o
n
d
e
n
t
h
ad
an
eq
u
al
o
p
p
o
r
t
u
n
ity
to
p
ar
tic
ip
ate,
wh
ich
en
h
a
n
ce
s
th
e
r
el
iab
ilit
y
an
d
v
alid
ity
o
f
th
e
r
e
s
u
lts
.
Fu
r
th
er
m
o
r
e,
th
is
ap
p
r
o
ac
h
is
p
ar
ticu
lar
ly
s
u
itab
le
f
o
r
s
tu
d
ies
with
a
lar
g
e
an
d
d
iv
er
s
e
s
tu
d
e
n
t
p
o
p
u
l
atio
n
,
lik
e
th
is
o
n
e,
wh
er
e
a
f
air
a
n
d
u
n
b
iased
r
e
p
r
esen
tatio
n
is
cr
u
cial
f
o
r
e
x
am
i
n
in
g
th
e
r
elatio
n
s
h
ip
b
etwe
en
v
ar
iab
les.
2
.
3
.
Resea
rc
h
ins
t
ru
m
ent
T
h
is
r
esear
ch
ad
ap
ted
th
e
i
n
ter
n
atio
n
al
p
h
y
s
ical
ac
tiv
ity
q
u
esti
o
n
n
ai
r
e
(
I
PAQ)
to
m
ea
s
u
r
e
th
e
p
h
y
s
ical
ac
tiv
ity
en
g
ag
em
en
t
o
f
u
n
iv
er
s
ity
s
tu
d
en
ts
.
Dev
elo
p
ed
b
y
C
r
aig
et
a
l.
[
1
9
]
,
th
e
I
PAQ
i
s
a
wid
ely
u
s
ed
in
s
tr
u
m
en
t
with
a
h
ig
h
r
eliab
ilit
y
in
d
ex
,
ev
id
e
n
ce
d
b
y
a
C
r
o
n
b
ac
h
’
s
alp
h
a
r
a
n
g
in
g
f
r
o
m
0
.
8
0
to
0
.
9
0
,
en
s
u
r
in
g
co
n
s
is
ten
t
an
d
v
alid
r
esu
lts
ac
r
o
s
s
d
if
f
er
en
t
p
o
p
u
latio
n
s
.
Ad
d
itio
n
ally
,
th
e
in
te
r
n
et
ad
d
ictio
n
test
(
I
n
AT
)
was
ad
a
p
ted
to
ass
ess
th
e
lev
el
o
f
in
ter
n
et
ad
d
ictio
n
am
o
n
g
r
esp
o
n
d
en
ts
.
T
h
e
I
n
A
T
h
as
d
em
o
n
s
tr
ated
s
tr
o
n
g
r
eliab
ilit
y
,
with
a
C
r
o
n
b
ac
h
’
s
alp
h
a
o
f
0
.
9
2
,
c
o
n
f
ir
m
in
g
its
ef
f
ec
tiv
en
ess
in
m
ea
s
u
r
in
g
p
r
o
b
lem
atic
in
ter
n
et
u
s
e.
B
o
th
in
s
tr
u
m
en
ts
ar
e
well
-
estab
lis
h
ed
in
t
h
eir
r
esp
ec
tiv
e
f
ield
s
an
d
a
r
e
a
p
p
r
o
p
r
iate
f
o
r
ca
p
tu
r
in
g
th
e
v
ar
iab
les
o
f
in
ter
est
in
th
i
s
s
tu
d
y
.
W
h
ile
th
e
I
PAQ
an
d
I
n
AT
ar
e
wid
el
y
r
ec
o
g
n
ized
f
o
r
th
eir
r
eliab
ilit
y
an
d
v
alid
ity
,
th
ey
ar
e
p
ar
ticu
l
ar
ly
s
u
itab
le
f
o
r
r
u
r
al
Fil
ip
in
o
s
tu
d
en
ts
d
u
e
to
th
eir
cr
o
s
s
-
cu
ltu
r
al
ad
ap
tab
ilit
y
,
s
tr
aig
h
tf
o
r
war
d
la
n
g
u
a
g
e,
an
d
p
r
io
r
s
u
cc
ess
f
u
l
u
s
e
in
d
i
v
er
s
e
p
o
p
u
latio
n
s
,
in
clu
d
in
g
in
So
u
th
ea
s
t
Asi
an
co
n
tex
ts
.
2
.
4
.
St
a
t
is
t
ica
l
a
na
ly
s
is
T
h
is
r
esear
ch
u
tili
ze
d
b
o
t
h
d
escr
ip
tiv
e
an
d
in
f
er
e
n
tial
s
tatis
tics
to
an
aly
ze
th
e
d
ata.
D
escr
ip
tiv
e
s
tatis
t
ics,
in
clu
d
in
g
f
r
e
q
u
en
c
y
co
u
n
t,
p
er
ce
n
ta
g
e,
m
ea
n
,
an
d
co
m
p
o
s
ite
m
ea
n
,
wer
e
u
s
ed
to
s
u
m
m
ar
ize
an
d
d
escr
ib
e
th
e
p
h
y
s
ical
ac
tiv
ity
en
g
ag
em
e
n
t
an
d
in
ter
n
et
a
d
d
ictio
n
lev
els
o
f
th
e
s
tu
d
en
ts
.
Fo
r
th
e
te
s
t
o
f
r
elatio
n
s
h
ip
b
etwe
en
t
h
ese
two
v
ar
iab
les,
th
e
Pear
s
o
n
co
r
r
elatio
n
c
o
ef
f
icien
t
was
em
p
lo
y
ed
.
Pear
s
o
n
co
r
r
elatio
n
is
th
e
m
o
s
t
ap
p
r
o
p
r
iate
s
tatis
t
ical
test
f
o
r
th
is
s
tu
d
y
b
ec
au
s
e
it
m
ea
s
u
r
es
th
e
s
tr
en
g
th
an
d
d
ir
ec
tio
n
o
f
th
e
lin
ea
r
r
elatio
n
s
h
ip
b
etwe
en
two
c
o
n
tin
u
o
u
s
v
ar
ia
b
les,
allo
win
g
f
o
r
a
clea
r
ass
ess
m
en
t
o
f
h
o
w
p
h
y
s
ical
ac
tiv
ity
en
g
ag
em
e
n
t a
n
d
in
ter
n
et
ad
d
ictio
n
a
r
e
r
elate
d
.
3.
RE
SU
L
T
S
T
ab
le
1
illu
s
tr
ates
th
e
d
is
tr
ib
u
tio
n
o
f
p
h
y
s
ical
ac
tiv
ity
en
g
ag
em
en
t
am
o
n
g
th
e
s
tu
d
en
t
r
esp
o
n
d
en
ts
.
I
t
ca
teg
o
r
izes
th
eir
en
g
ag
em
e
n
t
in
to
th
r
ee
lev
els:
lo
w,
m
o
d
er
ate,
an
d
h
ig
h
,
p
r
o
v
id
in
g
a
cle
ar
o
v
er
v
iew
o
f
h
o
w
s
tu
d
en
ts
ar
e
p
ar
ticip
atin
g
in
p
h
y
s
ical
ac
tiv
ities
.
T
h
is
f
ig
u
r
e
h
ig
h
lig
h
ts
th
e
v
a
r
y
in
g
d
e
g
r
ee
s
o
f
p
h
y
s
ical
ac
tiv
ity
en
g
ag
em
e
n
t,
o
f
f
er
in
g
i
n
s
ig
h
t i
n
to
th
e
g
e
n
er
al
ac
tiv
ity
lev
els
o
f
s
tu
d
en
ts
with
in
th
e
s
tu
d
y
.
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
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b
er
20
25
:
4
9
3
7
-
4
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4940
Fig
u
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2
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4.
DIS
CU
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I
O
N
4
.
1
.
P
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s
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l
a
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f
s
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ud
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s
T
ab
le
1
s
h
o
ws
th
e
s
tu
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’
p
h
y
s
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ac
tiv
ity
en
g
a
g
em
en
t.
Of
th
e
8
9
2
r
esp
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d
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ts
,
2
1
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(
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5
%)
r
ep
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ted
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w
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en
t,
3
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(
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r
ep
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ate
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d
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e
p
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ted
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t.
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th
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ata
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ly
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h
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l
o
w
p
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y
s
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g
ag
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n
t,
h
i
g
h
lig
h
tin
g
a
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ten
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ar
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o
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ce
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f
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h
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lth
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ess
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ter
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ti
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s
.
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h
e
r
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s
m
aller
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s
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ests
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e
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ay
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r
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ch
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ig
h
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el
s
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f
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,
wh
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ld
b
e
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p
lo
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ed
f
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r
th
er
i
n
th
e
co
n
tex
t o
f
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a
ca
d
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d
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ty
le
h
a
b
its
.
T
h
e
r
esu
lts
o
f
th
e
p
h
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s
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ac
tiv
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en
g
ag
em
e
n
t
lev
els
am
o
n
g
s
tu
d
e
n
ts
h
ig
h
lig
h
t
im
p
o
r
tan
t
im
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licatio
n
s
f
o
r
th
eir
o
v
er
all
h
ea
lth
an
d
well
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.
W
h
ile
a
s
ig
n
if
ican
t
p
o
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tio
n
o
f
s
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d
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ts
en
g
ag
e
i
n
m
o
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ate
o
r
h
ig
h
lev
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o
f
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,
th
e
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r
esen
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o
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co
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s
id
er
a
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le
n
u
m
b
er
with
l
o
w
p
h
y
s
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ac
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ity
en
g
ag
em
e
n
t
s
u
g
g
ests
th
at
a
p
o
r
tio
n
o
f
th
e
s
tu
d
en
t
p
o
p
u
latio
n
m
ay
b
e
at
r
is
k
f
o
r
v
ar
i
o
u
s
h
e
alth
is
s
u
es,
s
u
ch
as
o
b
esit
y
,
ca
r
d
io
v
ascu
lar
d
is
ea
s
es,
an
d
m
en
tal
h
ea
lth
c
h
allen
g
es.
Ph
y
s
ical
ac
tiv
ity
is
cr
u
cial
n
o
t
o
n
ly
f
o
r
m
ain
tain
in
g
p
h
y
s
ical
h
ea
lth
b
u
t
also
f
o
r
en
h
a
n
cin
g
c
o
g
n
i
tiv
e
f
u
n
ctio
n
an
d
e
m
o
tio
n
al
well
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b
ein
g
,
b
o
th
o
f
wh
ich
ca
n
im
p
ac
t a
ca
d
em
ic
p
e
r
f
o
r
m
a
n
ce
.
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
r
ela
tio
n
s
h
ip
b
etw
ee
n
p
h
y
s
ica
l a
ctivity
en
g
a
g
eme
n
t
a
n
d
in
tern
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a
d
d
ictio
n
a
mo
n
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… (
J
o
ma
r
B
.
E
s
to
)
4941
Ph
y
s
ical
en
g
ag
em
en
t
is
ess
en
tial
f
o
r
s
tu
d
en
ts
as
it
p
lay
s
a
v
ital
r
o
le
in
m
ain
tai
n
in
g
b
o
th
p
h
y
s
ical
an
d
m
en
tal
h
ea
lth
,
w
h
ich
u
ltima
t
ely
co
n
tr
ib
u
tes
to
th
eir
ac
ad
em
ic
s
u
cc
ess
an
d
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v
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r
all
w
ell
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b
ein
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.
R
eg
u
lar
p
h
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ical
ac
tiv
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h
as
b
ee
n
s
h
o
wn
to
im
p
r
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v
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r
d
io
v
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lth
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en
g
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ilit
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r
ed
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th
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ch
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o
n
ic
d
is
ea
s
es,
s
u
ch
as
o
b
esit
y
,
d
iab
etes,
an
d
h
y
p
e
r
ten
s
io
n
[
2
0
]
.
Ad
d
itio
n
ally
,
en
g
a
g
in
g
in
p
h
y
s
ical
ac
tiv
ity
h
as
b
ee
n
l
in
k
ed
to
e
n
h
an
ce
d
c
o
g
n
itiv
e
f
u
n
ctio
n
,
in
clu
d
in
g
b
etter
m
em
o
r
y
,
atten
tio
n
,
an
d
lear
n
in
g
ca
p
ac
ity
,
wh
ich
ar
e
c
r
itical
f
o
r
ac
ad
em
ic
ac
h
iev
em
en
t
[
2
1
]
.
B
ey
o
n
d
p
h
y
s
ical
an
d
co
g
n
itiv
e
b
en
ef
its
,
p
h
y
s
ical
ac
tiv
ity
is
also
k
n
o
wn
to
h
a
v
e
a
p
o
s
itiv
e
im
p
a
ct
o
n
m
e
n
tal
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ea
lth
b
y
r
ed
u
cin
g
s
y
m
p
to
m
s
o
f
d
ep
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ess
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n
,
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x
iety
,
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d
s
tr
ess
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co
m
m
o
n
ch
allen
g
es f
ac
ed
b
y
u
n
iv
er
s
ity
s
tu
d
en
ts
[
2
2
]
.
4
.
2
.
Student
s
’
inte
rnet
a
dd
ict
io
n
Ov
er
all
in
ter
n
et
ad
d
ictio
n
.
T
h
e
o
v
er
all
in
ter
n
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ad
d
ictio
n
o
f
s
tu
d
en
ts
is
r
ep
o
r
ted
to
h
av
e
a
co
m
p
o
s
ite
m
ea
n
o
f
2
.
3
5
,
wh
ich
c
o
r
r
esp
o
n
d
s
to
a
m
ild
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ter
n
et
ad
d
ictio
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ter
p
r
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n
.
T
h
is
im
p
lies
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at
wh
ile
s
tu
d
en
ts
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ay
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o
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ex
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it
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ictio
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eir
i
n
ter
n
et
u
s
ag
e
m
ay
s
till
b
e
a
s
o
u
r
ce
o
f
co
n
ce
r
n
,
p
o
ten
tially
af
f
ec
tin
g
v
ar
io
u
s
asp
ec
ts
o
f
t
h
eir
ac
ad
em
ic
an
d
p
er
s
o
n
al
li
f
e.
Mild
in
ter
n
et
ad
d
ictio
n
s
u
g
g
ests
a
m
o
d
er
ate
lev
el
o
f
d
ep
e
n
d
en
c
y
,
wh
er
e
s
tu
d
en
ts
m
ay
ex
p
er
ie
n
ce
o
cc
asio
n
al
d
is
r
u
p
tio
n
s
in
d
aily
ac
tiv
ities
an
d
m
a
y
s
tr
u
g
g
le
to
co
n
tr
o
l th
e
a
m
o
u
n
t o
f
tim
e
s
p
en
t
o
n
lin
e.
T
h
e
f
in
d
in
g
s
o
f
th
is
s
tu
d
y
ar
e
co
n
s
is
ten
t
with
p
r
ev
io
u
s
r
ese
ar
ch
,
wh
ich
in
d
icate
s
th
at
m
ild
lev
els
o
f
in
ter
n
et
ad
d
ictio
n
a
r
e
co
m
m
o
n
am
o
n
g
s
tu
d
en
ts
,
af
f
ec
tin
g
th
eir
p
r
o
d
u
ctiv
ity
an
d
well
-
b
ei
n
g
[
2
3
]
.
Similar
ly
,
a
s
tu
d
y
b
y
Din
g
et
a
l.
[
2
4
]
h
i
g
h
lig
h
ted
th
at
u
n
iv
e
r
s
ity
s
tu
d
en
ts
o
f
ten
ex
p
e
r
ien
ce
m
o
d
e
r
ate
lev
els
o
f
in
ter
n
et
ad
d
ictio
n
,
wh
ich
ca
n
in
ter
f
er
e
with
th
eir
ac
ad
em
ic
p
er
f
o
r
m
a
n
ce
.
Ad
d
itio
n
ally
,
o
th
e
r
s
tu
d
ies
[
2
5
]
,
[
2
6
]
f
u
r
th
e
r
r
ein
f
o
r
ce
th
e
p
r
ev
alen
ce
o
f
m
ild
in
ter
n
et
a
d
d
ictio
n
in
s
tu
d
en
t
p
o
p
u
latio
n
s
,
em
p
h
asizin
g
th
e
n
ee
d
f
o
r
awa
r
en
ess
an
d
m
o
n
ito
r
in
g
o
f
i
n
ter
n
et
u
s
ag
e
h
ab
its
.
I
n
ter
m
s
o
f
tim
e
m
a
n
ag
em
en
t
an
d
d
aily
r
esp
o
n
s
ib
ilit
ies,
it
h
as
a
co
m
p
o
s
ite
m
ea
n
o
f
2
.
5
4
,
wh
ic
h
co
r
r
esp
o
n
d
s
to
a
m
o
d
er
ate
in
t
er
n
et
ad
d
ictio
n
in
ter
p
r
etatio
n
.
T
h
is
m
ea
n
s
th
at
s
tu
d
en
ts
ar
e
ex
p
er
ien
cin
g
s
o
m
e
lev
el
o
f
d
is
r
u
p
tio
n
in
m
an
ag
i
n
g
th
eir
tim
e
an
d
f
u
lf
illi
n
g
d
a
ily
task
s
d
u
e
to
th
eir
in
ter
n
et
u
s
ag
e.
T
h
is
im
p
lies
th
at
th
eir
in
ter
n
et
u
s
e
is
b
eg
in
n
in
g
to
h
av
e
a
n
o
ticea
b
le
im
p
ac
t
o
n
th
eir
ac
ad
em
ic,
s
o
cial,
an
d
p
er
s
o
n
al
r
esp
o
n
s
ib
ilit
ies,
p
o
ten
tially
lead
in
g
to
a
d
ec
lin
e
in
p
r
o
d
u
cti
v
ity
an
d
a
s
tr
u
g
g
le
to
b
alan
ce
v
ar
io
u
s
asp
ec
ts
o
f
th
eir
liv
es.
T
h
is
f
in
d
in
g
alig
n
s
with
p
r
ev
io
u
s
s
tu
d
ies
th
at
in
d
icate
a
m
o
d
er
ate
lev
el
o
f
in
ter
n
et
ad
d
ictio
n
am
o
n
g
s
tu
d
en
ts
ca
n
h
in
d
er
th
eir
ab
ilit
y
to
m
an
a
g
e
tim
e
ef
f
e
ctiv
ely
[
2
5
]
.
Similar
ly
,
a
s
tu
d
y
b
y
L
in
[
2
7
]
f
o
u
n
d
th
at
ex
ce
s
s
iv
e
in
ter
n
et
u
s
e
c
an
ca
u
s
e
s
ig
n
if
ican
t
d
is
r
u
p
tio
n
s
in
s
tu
d
en
ts
’
ac
ad
em
ic
p
er
f
o
r
m
an
ce
an
d
tim
e
m
an
ag
em
en
t.
Fu
r
th
e
r
m
o
r
e
,
R
o
g
o
wsk
a
a
n
d
L
ib
er
a
[
2
8
]
also
s
u
p
p
o
r
ts
th
is
b
y
s
h
o
win
g
th
a
t
in
ter
n
et
a
d
d
ictio
n
am
o
n
g
u
n
iv
er
s
ity
s
tu
d
e
n
ts
o
f
t
en
r
esu
lts
in
n
eg
lect
o
f
ess
en
tial ta
s
k
s
an
d
a
d
ec
lin
e
in
o
v
er
al
l lif
e
s
atis
f
ac
tio
n
.
I
n
ter
m
s
o
f
co
n
tr
o
l
an
d
co
m
p
u
ls
iv
e
u
s
e
,
it
h
as
a
co
m
p
o
s
i
te
m
ea
n
o
f
2
.
4
6
,
wh
ich
co
r
r
e
s
p
o
n
d
s
to
a
m
ild
in
ter
n
et
ad
d
ictio
n
in
ter
p
r
etatio
n
.
T
h
is
m
ea
n
s
th
at
s
tu
d
en
ts
ar
e
ex
p
e
r
ien
cin
g
s
o
m
e
d
eg
r
ee
o
f
d
if
f
ic
u
lty
in
co
n
t
r
o
llin
g
th
eir
in
ter
n
et
u
s
e,
b
u
t
th
e
co
m
p
u
ls
io
n
to
u
s
e
t
h
e
in
ter
n
et
is
n
o
t
o
v
er
wh
elm
i
n
g
.
T
h
is
im
p
lies
th
at
wh
ile
in
ter
n
et
u
s
e
m
ay
s
o
m
eti
m
es
f
ee
l
u
n
co
n
tr
o
llab
le,
it
d
o
es
n
o
t
y
et
s
ig
n
if
ican
tly
in
ter
f
er
e
with
th
eir
ab
ilit
y
to
f
u
n
ctio
n
in
d
aily
life
.
T
h
is
f
in
d
in
g
is
co
n
s
is
ten
t
with
s
tu
d
ies
s
h
o
win
g
th
at
m
o
d
er
ate
le
v
els
o
f
co
m
p
u
ls
iv
e
in
ter
n
et
u
s
e
ca
n
r
esu
lt
in
an
o
n
g
o
in
g
s
tr
u
g
g
le
to
lim
it
o
n
lin
e
ac
tiv
ity
,
with
o
u
t
r
ea
ch
in
g
a
lev
el
th
at
s
ev
er
el
y
d
is
r
u
p
ts
d
aily
f
u
n
ctio
n
in
g
[
2
9
]
.
Similar
ly
,
a
s
tu
d
y
b
y
Ma
r
c
ian
o
et
a
l.
[
3
0
]
f
o
u
n
d
t
h
at
in
d
iv
id
u
als
with
m
ild
in
ter
n
et
ad
d
ictio
n
o
f
ten
e
x
h
i
b
it
co
m
p
u
ls
iv
e
b
e
h
av
io
r
s
b
u
t
ar
e
ab
le
to
m
ain
tain
s
o
m
e
d
eg
r
ee
o
f
co
n
tr
o
l.
Ad
d
itio
n
ally
,
r
esear
ch
b
y
Pu
tr
a
et
a
l.
[
3
1
]
s
u
g
g
ests
th
at
m
ild
in
ter
n
et
ad
d
ictio
n
is
ch
ar
ac
ter
ized
b
y
a
d
esire
to
u
s
e
th
e
in
ter
n
et
ex
ce
s
s
iv
ely
,
th
o
u
g
h
n
o
t to
t
h
e
ex
ten
t t
h
at
it lea
d
s
to
m
ajo
r
life
d
is
r
u
p
tio
n
s
.
T
h
e
r
esu
lt
in
d
icate
s
th
at
s
tu
d
e
n
ts
ex
h
ib
it
m
ild
in
ter
n
et
a
d
d
ic
tio
n
in
ter
m
s
o
f
s
o
cial
an
d
in
t
er
p
er
s
o
n
al
im
p
ac
t,
as
r
e
f
lecte
d
i
n
th
e
c
o
m
p
o
s
ite
m
ea
n
o
f
2
.
1
5
.
T
h
is
im
p
lies
th
at
w
h
ile
in
ter
n
et
u
s
e
is
n
o
t
s
ev
er
ely
d
is
r
u
p
tin
g
s
tu
d
e
n
ts
'
s
o
cial
in
ter
ac
tio
n
s
o
r
r
elatio
n
s
h
ip
s
,
it
is
s
till
af
f
ec
tin
g
th
eir
ab
ilit
y
to
en
g
ag
e
m
ea
n
in
g
f
u
lly
in
f
ac
e
-
to
-
f
ac
e
in
ter
ac
tio
n
s
.
M
ild
ad
d
ictio
n
in
t
h
is
ar
ea
s
u
g
g
ests
th
at
wh
ile
s
tu
d
en
ts
ca
n
m
ain
tain
th
eir
s
o
cial
co
n
n
ec
tio
n
s
,
th
e
in
c
r
ea
s
in
g
ti
m
e
s
p
en
t
o
n
lin
e
m
a
y
s
u
b
tly
h
i
n
d
er
t
h
eir
ca
p
ac
ity
to
f
o
r
m
d
e
ep
er
,
m
o
r
e
f
u
lf
illi
n
g
r
elatio
n
s
h
ip
s
o
u
ts
id
e
o
f
th
e
d
i
g
ital
s
p
ac
e.
T
h
is
f
in
d
in
g
alig
n
s
with
p
r
io
r
r
esear
ch
th
at
s
u
g
g
ests
m
ild
in
ter
n
et
ad
d
ictio
n
ca
n
lea
d
to
s
o
cial
w
ith
d
r
awa
l
an
d
a
d
ec
r
ea
s
e
in
f
a
ce
-
to
-
f
ac
e
co
m
m
u
n
icatio
n
[
3
2
]
.
Similar
ly
,
o
th
er
s
tu
d
y
r
ep
o
r
ted
th
at
ex
ce
s
s
iv
e
tim
e
o
n
lin
e
m
ay
lead
t
o
r
ed
u
c
ed
q
u
ality
o
f
o
f
f
lin
e
in
ter
ac
tio
n
s
[
3
3
]
.
W
h
ile
th
e
cu
r
r
en
t
s
tu
d
y
f
o
u
n
d
th
at
th
e
s
o
cial
im
p
ac
t
is
m
ild
,
it
s
till
m
ir
r
o
r
s
b
r
o
ad
er
co
n
ce
r
n
s
ab
o
u
t
th
e
in
f
lu
e
n
ce
o
f
ex
ce
s
s
iv
e
in
ter
n
et
u
s
e
o
n
s
o
cia
lizatio
n
[
3
4
]
.
E
m
o
tio
n
al
d
ep
e
n
d
en
ce
a
n
d
c
o
p
in
g
.
T
h
e
r
esu
lt
in
d
icate
s
th
at
s
tu
d
en
ts
ex
p
er
ien
ce
m
ild
em
o
tio
n
al
d
ep
en
d
e
n
ce
o
n
th
e
in
ter
n
et,
with
a
co
m
p
o
s
ite
m
ea
n
o
f
2
.
2
3
.
T
h
is
im
p
lies
th
at
wh
ile
t
h
e
in
ter
n
et
p
r
o
v
i
d
es
s
o
m
e
em
o
tio
n
al
r
elief
o
r
co
p
in
g
m
ec
h
a
n
is
m
f
o
r
s
tu
d
en
ts
,
it
is
n
o
t
s
ig
n
if
ican
tly
r
ep
lacin
g
o
r
o
v
e
r
p
o
wer
in
g
o
th
er
m
ea
n
s
o
f
m
a
n
ag
in
g
em
o
tio
n
al
well
-
b
ein
g
.
Stu
d
en
ts
m
ay
b
e
u
s
in
g
th
e
i
n
ter
n
et
to
escap
e
o
r
d
is
tr
ac
t
th
em
s
elv
es
f
r
o
m
n
eg
ativ
e
em
o
tio
n
s
,
b
u
t
th
is
d
ep
en
d
en
ce
is
n
o
t
y
et
s
ev
er
e
en
o
u
g
h
to
ca
u
s
e
m
ajo
r
d
is
r
u
p
tio
n
s
in
th
eir
em
o
tio
n
al
o
r
p
s
y
ch
o
lo
g
ical
f
u
n
ctio
n
i
n
g
.
T
h
ese
f
in
d
in
g
s
ar
e
co
n
s
is
ten
t
with
s
tu
d
ies
s
h
o
win
g
t
h
at
in
d
iv
id
u
als
with
m
ild
em
o
tio
n
al
d
ep
en
d
en
ce
o
n
th
e
in
ter
n
et
o
f
ten
u
s
e
it
as
a
co
p
in
g
m
ec
h
an
is
m
f
o
r
s
tr
ess
o
r
n
eg
ativ
e
em
o
tio
n
s
[
3
5
]
.
Oth
er
r
esear
ch
h
as
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
9
3
7
-
4
9
4
7
4942
in
d
icate
d
th
at
o
n
lin
e
ac
tiv
ities
s
u
ch
as
g
am
in
g
o
r
s
o
cial
m
e
d
ia
u
s
e
ca
n
s
er
v
e
as
em
o
tio
n
a
l
o
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tlets
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b
u
t
wh
en
u
s
ed
ex
ce
s
s
iv
ely
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d
er
o
th
e
r
h
ea
lth
y
c
o
p
in
g
s
tr
ateg
ies
[
3
6
]
.
Similar
ly
,
it h
as b
e
en
f
o
u
n
d
th
at
wh
ile
m
ild
em
o
tio
n
al
d
ep
e
n
d
en
ce
o
n
th
e
in
ter
n
et
is
co
m
m
o
n
am
o
n
g
s
tu
d
en
ts
,
it
d
o
es
n
o
t
alwa
y
s
lead
to
s
er
io
u
s
p
s
y
ch
o
lo
g
ical
is
s
u
es
[
3
7
]
.
4
.
3
.
Rela
t
io
ns
hip
bet
wee
n t
h
e
re
s
po
nd
ent
s
’
p
hy
s
ica
l a
ct
iv
it
y
eng
a
g
e
m
ent
a
nd
inte
rnet
a
dd
ict
io
n
On
t
h
e
test
o
f
r
el
ati
o
n
s
h
i
p
b
et
we
en
th
e
r
es
p
o
n
d
e
n
ts
’
p
h
y
s
ic
al
ac
t
iv
it
y
e
n
g
a
g
e
m
e
n
t
a
n
d
i
n
te
r
n
et
ad
d
i
cti
o
n
,
t
h
e
P
ea
r
s
o
n
c
o
r
r
ela
t
io
n
co
ef
f
i
cie
n
t
o
f
-
.
0
7
4
*
*
a
n
d
a
p
-
v
a
lu
e
o
f
.
0
2
5
i
n
d
i
c
a
t
e
a
s
tat
i
s
t
i
c
al
l
y
s
i
g
n
i
f
i
c
a
n
t
n
eg
ativ
e
r
elatio
n
s
h
ip
.
T
h
is
im
p
lies
th
at
as
th
e
p
h
y
s
ical
ac
tiv
ity
en
g
ag
em
e
n
t
o
f
s
tu
d
en
ts
in
cr
ea
s
es,
th
eir
lev
el
o
f
in
ter
n
et
ad
d
ictio
n
d
ec
r
ea
s
e
s
,
th
o
u
g
h
th
e
s
tr
en
g
t
h
o
f
th
is
r
elatio
n
s
h
ip
is
wea
k
.
T
h
e
n
eg
ativ
e
co
r
r
elatio
n
s
u
g
g
ests
th
at
m
o
r
e
p
h
y
s
ically
en
g
ag
ed
s
tu
d
en
ts
m
ay
b
e
less
lik
ely
to
ex
h
i
b
it si
g
n
s
o
f
in
ter
n
et
ad
d
ictio
n
.
T
h
ese
f
in
d
in
g
s
alig
n
with
p
r
e
v
io
u
s
r
esear
ch
s
h
o
win
g
th
at
i
n
cr
ea
s
ed
p
h
y
s
ical
ac
tiv
ity
ca
n
s
er
v
e
as
a
p
r
o
tectiv
e
f
ac
to
r
ag
ain
s
t
in
ter
n
et
ad
d
ictio
n
[
3
8
]
.
Stu
d
i
es
h
av
e
in
d
icate
d
th
at
p
h
y
s
ical
en
g
ag
em
en
t
in
ac
tiv
ities
ca
n
h
elp
r
ed
u
ce
th
e
tim
e
s
p
en
t
o
n
lin
e,
w
h
ich
m
ay
p
r
ev
e
n
t
th
e
d
e
v
elo
p
m
e
n
t
o
f
a
d
d
ictiv
e
b
e
h
av
io
r
s
[
3
9
]
.
Ad
d
itio
n
ally
,
it
h
as
b
e
en
f
o
u
n
d
t
h
at
s
tu
d
en
ts
wh
o
r
eg
u
lar
ly
p
ar
ticip
ate
in
p
h
y
s
ical
ac
tiv
ities
h
av
e
im
p
r
o
v
e
d
m
en
tal
well
-
b
ein
g
,
r
ed
u
cin
g
t
h
eir
lik
elih
o
o
d
o
f
u
s
in
g
th
e
in
ter
n
et
as a
co
p
i
n
g
m
e
ch
an
is
m
[
4
0
]
.
T
h
e
r
esu
lts
im
p
ly
th
at
p
h
y
s
ical
ac
tiv
ity
en
g
ag
em
en
t
m
ay
p
la
y
a
r
o
le
in
m
itig
atin
g
in
ter
n
et
ad
d
ictio
n
am
o
n
g
s
tu
d
en
ts
.
Giv
e
n
th
e
s
tatis
tically
s
ig
n
if
ican
t
n
eg
ativ
e
co
r
r
elatio
n
b
etwe
en
p
h
y
s
ical
ac
tiv
ity
an
d
in
ter
n
et
ad
d
ictio
n
,
in
s
titu
tio
n
s
m
ay
c
o
n
s
id
er
p
r
o
m
o
tin
g
p
h
y
s
ical
ac
tiv
ity
as
p
ar
t
o
f
th
eir
b
r
o
a
d
er
m
en
tal
h
ea
lth
an
d
well
-
b
ein
g
s
tr
ateg
ies.
E
n
co
u
r
a
g
in
g
s
tu
d
en
ts
to
en
g
a
g
e
in
r
e
g
u
lar
p
h
y
s
ical
ac
tiv
ities
co
u
l
d
h
elp
allev
iate
s
o
m
e
o
f
th
e
ad
v
er
s
e
ef
f
ec
ts
ass
o
ciate
d
with
ex
ce
s
s
iv
e
in
ter
n
et
u
s
e,
f
o
s
ter
in
g
a
h
ea
lth
ier
b
alan
ce
b
etwe
en
o
n
lin
e
an
d
o
f
f
lin
e
b
eh
av
io
r
s
.
T
h
ese
f
i
n
d
i
n
g
s
s
u
p
p
o
r
t
th
e
n
o
tio
n
th
at
in
co
r
p
o
r
atin
g
p
h
y
s
ical
ac
tiv
ity
i
n
to
s
tu
d
en
ts
’
d
aily
r
o
u
tin
es c
an
im
p
r
o
v
e
m
en
tal
h
ea
lth
an
d
r
e
d
u
ce
th
e
r
is
k
s
ass
o
ciate
d
with
in
ter
n
et
ad
d
ictio
n
[
3
]
.
Sev
er
al
s
tu
d
ies
h
av
e
s
h
o
wn
t
h
at
p
h
y
s
ical
ac
tiv
ity
n
o
t
o
n
ly
e
n
h
an
ce
s
p
h
y
s
ic
al
h
ea
lth
b
u
t
also
ac
ts
as
an
e
f
f
ec
tiv
e
in
ter
v
en
tio
n
to
r
ed
u
ce
t
h
e
r
elian
ce
o
n
th
e
i
n
ter
n
et
f
o
r
em
o
tio
n
al
an
d
s
o
ci
al
f
u
lf
illme
n
t.
T
h
e
r
elatio
n
s
h
ip
b
etwe
en
b
e
h
av
io
r
al
ad
d
ictio
n
an
d
p
h
y
s
ical
h
ea
lth
h
as
b
ee
n
well
-
estab
lis
h
ed
in
t
h
e
liter
atu
r
e;
h
o
wev
er
,
cu
r
r
e
n
t f
r
a
m
ewo
r
k
s
o
f
ten
t
r
ea
t th
em
as sep
ar
ate
d
o
m
ai
n
s
.
T
o
d
ee
p
en
th
e
u
n
d
er
s
tan
d
i
n
g
o
f
h
o
w
s
tu
d
en
ts
n
av
ig
ate
th
e
b
alan
ce
b
etwe
en
in
ter
n
et
u
s
e
an
d
p
h
y
s
ical
ac
tiv
ity
,
in
teg
r
a
tin
g
p
s
y
ch
o
lo
g
ical
f
r
am
ewo
r
k
s
s
u
ch
as
d
u
al
-
p
r
o
c
ess
th
eo
r
y
co
u
ld
p
r
o
v
id
e
a
m
o
r
e
n
u
an
ce
d
ex
p
lan
atio
n
.
T
h
is
th
eo
r
y
d
is
tin
g
u
is
h
es
b
etwe
en
au
to
m
atic,
im
p
u
ls
iv
e
b
eh
a
v
io
r
s
an
d
d
elib
er
ate,
r
ef
lectiv
e
d
ec
is
io
n
-
m
a
k
in
g
p
r
o
ce
s
s
es,
wh
ich
m
ay
h
elp
ex
p
lain
wh
y
s
tu
d
e
n
ts
in
r
u
r
al
s
ettin
g
s
m
ig
h
t
d
ef
au
lt
to
ex
ce
s
s
iv
e
s
cr
ee
n
tim
e
d
esp
it
e
awa
r
en
ess
o
f
its
n
eg
ativ
e
ef
f
ec
ts
.
Similar
ly
,
a
p
p
ly
in
g
s
elf
-
d
eter
m
in
atio
n
th
eo
r
y
o
f
f
er
s
a
v
alu
a
b
le
len
s
th
r
o
u
g
h
wh
ich
to
ex
am
in
e
th
e
r
o
le
o
f
in
tr
in
s
ic
m
o
tiv
atio
n
a
n
d
f
u
lf
illme
n
t
o
f
p
s
y
ch
o
lo
g
ical
n
ee
d
s
—
s
u
ch
as
au
to
n
o
m
y
,
co
m
p
eten
ce
,
a
n
d
r
elate
d
n
ess
—
in
s
h
ap
in
g
s
tu
d
en
ts
’
ch
o
ices b
etwe
en
o
n
lin
e
en
g
a
g
em
en
t a
n
d
p
h
y
s
ical
ac
tiv
ity
.
T
h
e
f
in
d
in
g
s
alig
n
with
th
e
Dep
ar
tm
en
t
o
f
E
d
u
ca
tio
n
(
D
ep
E
d
)
an
d
th
e
C
o
m
m
is
s
io
n
on
Hig
h
er
E
d
u
ca
tio
n
(
C
HE
D)
p
o
licies
th
at
em
p
h
asize
th
e
im
p
o
r
tan
ce
o
f
p
h
y
s
ical
ed
u
ca
tio
n
an
d
h
o
lis
tic
s
tu
d
en
t
well
-
b
ein
g
with
in
th
e
Ph
ilip
p
in
e
ed
u
ca
tio
n
al
s
y
s
tem
.
Fu
r
th
e
r
m
o
r
e,
th
e
r
esu
lts
r
eso
n
ate
wit
h
th
e
W
o
r
ld
Hea
lth
Or
g
an
izatio
n
’
s
Glo
b
al
Actio
n
Plan
o
n
Ph
y
s
ical
Activ
ity
,
wh
ich
ad
v
o
ca
tes
f
o
r
r
ed
u
cin
g
s
ed
en
tar
y
b
eh
av
i
o
r
an
d
p
r
o
m
o
tin
g
ac
tiv
e
life
s
ty
les,
p
ar
ticu
lar
ly
am
o
n
g
y
o
u
th
.
B
y
p
o
s
itio
n
in
g
p
h
y
s
ical
ac
tiv
ity
as
a
p
o
ten
tial
b
u
f
f
er
a
g
ain
s
t
in
ter
n
et
ad
d
ic
tio
n
,
th
is
s
tu
d
y
s
u
p
p
o
r
ts
th
e
s
e
in
s
titu
tio
n
al
p
r
io
r
ities
an
d
o
f
f
er
s
em
p
ir
ical
ev
id
en
ce
th
at
ca
n
in
f
o
r
m
s
ch
o
o
l
-
b
ased
welln
ess
p
r
o
g
r
am
s
,
p
o
licy
d
ev
el
o
p
m
en
t,
a
n
d
s
tr
ateg
ic
in
itiativ
es
aim
ed
at
f
o
s
ter
in
g
h
ea
lth
ier
le
ar
n
in
g
e
n
v
ir
o
n
m
en
ts
in
b
o
th
r
u
r
al
an
d
u
r
b
a
n
s
ettin
g
s
.
5.
CO
NCLU
SI
O
N
T
h
e
f
in
d
in
g
s
o
f
th
is
s
tu
d
y
r
e
v
ea
l
th
at
m
o
s
t
s
tu
d
en
ts
d
em
o
n
s
tr
ate
m
o
d
er
ate
lev
els
o
f
p
h
y
s
ical
ac
tiv
ity
en
g
ag
em
e
n
t,
in
d
icatin
g
t
h
at
wh
ile
m
an
y
ar
e
p
h
y
s
ically
a
ctiv
e,
a
s
u
b
s
tan
tial
p
o
r
tio
n
r
e
m
ain
o
n
ly
p
ar
tially
en
g
ag
ed
.
T
h
is
h
ig
h
lig
h
ts
th
e
n
ee
d
f
o
r
g
r
ea
ter
in
s
titu
tio
n
al
f
o
cu
s
o
n
f
o
s
ter
in
g
ac
tiv
e
life
s
ty
les,
as
r
eg
u
lar
p
h
y
s
ical
ac
tiv
ity
is
v
ital
to
s
tu
d
en
ts
’
h
o
lis
tic
well
-
b
ein
g
an
d
ac
ad
em
ic
f
u
n
ctio
n
in
g
.
T
h
e
r
esu
lts
u
n
d
er
s
co
r
e
th
e
im
p
o
r
tan
ce
o
f
s
u
p
p
o
r
tiv
e
ac
a
d
em
ic
en
v
i
r
o
n
m
e
n
ts
th
at
en
c
o
u
r
ag
e
s
tu
d
en
ts
to
i
n
teg
r
ate
p
h
y
s
ical
ac
tiv
ity
in
to
th
eir
d
aily
r
o
u
tin
es a
s
p
ar
t o
f
m
ain
tain
in
g
b
ala
n
ce
an
d
welln
ess
.
I
n
co
n
tr
ast,
th
e
s
tu
d
y
also
id
en
tifie
d
a
n
o
tab
le
p
r
e
v
alen
ce
o
f
in
ter
n
et
ad
d
ictio
n
am
o
n
g
s
tu
d
en
ts
,
p
ar
ticu
lar
ly
ch
ar
ac
ter
ized
b
y
c
o
m
p
u
ls
iv
e
u
s
e,
e
m
o
tio
n
al
d
ep
en
d
en
ce
,
a
n
d
d
is
r
u
p
tio
n
s
in
d
a
ily
r
esp
o
n
s
ib
ilit
ies.
T
h
ese
p
atter
n
s
s
u
g
g
est
th
at
ex
ce
s
s
iv
e
in
ter
n
et
u
s
e
co
n
tin
u
es
to
p
o
s
e
ch
allen
g
es
to
s
tu
d
en
ts
’
p
r
o
d
u
ctiv
it
y
,
s
o
cial
r
elatio
n
s
h
ip
s
,
an
d
em
o
tio
n
al
s
tab
ilit
y
.
T
h
e
f
in
d
in
g
s
in
d
icate
th
at
in
ter
n
et
ad
d
ictio
n
ex
ten
d
s
b
ey
o
n
d
in
d
iv
id
u
al
b
eh
a
v
io
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ef
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Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t
J
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v
al
&
R
es E
d
u
c
I
SS
N:
2252
-
8
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J
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to
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4943
in
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wh
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m
ittee.
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
9
3
7
-
4
9
4
7
4944
DATA AV
AI
L
AB
I
L
I
T
Y
T
h
e
au
th
o
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s
co
n
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ir
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f
in
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o
f
th
is
s
tu
d
y
ar
e
av
ailab
le
with
in
th
e
ar
ticle.
RE
F
E
R
E
NC
E
S
[
1
]
R
.
Lo
z
a
n
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A
.
Q
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.
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.
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.
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m
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d
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so
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p
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.
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