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K
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Aca
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An
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Dep
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C
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A
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R
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L
.
T
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a
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e,
J
r
.
C
o
lleg
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f
Hu
m
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Kin
etics,
Un
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s
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o
f
So
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th
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Mi
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Kab
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Ph
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1.
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u
ch
as
h
y
p
e
r
ten
s
io
n
an
d
wea
k
e
n
ed
im
m
u
n
ity
.
T
h
ese
th
r
ee
co
n
d
i
tio
n
s
,
wh
ile
d
is
tin
ct,
o
f
ten
o
v
er
lap
an
d
ex
ac
er
b
ate
o
n
e
a
n
o
th
er
,
c
o
llectiv
ely
co
n
tr
ib
u
tin
g
to
th
e
d
eter
io
r
atio
n
o
f
m
e
n
tal
h
ea
lth
an
d
life
q
u
a
lity
[
3
]
.
Aca
d
em
ic
p
r
o
cr
asti
n
atio
n
r
ef
er
s
to
th
e
in
ten
tio
n
al
d
ela
y
o
r
av
o
id
an
ce
o
f
ac
ad
e
m
ic
ta
s
k
s
d
esp
ite
awa
r
en
ess
o
f
p
o
ten
tial
n
eg
ativ
e
co
n
s
eq
u
en
ce
s
,
s
u
ch
as
p
o
o
r
p
er
f
o
r
m
a
n
ce
o
r
h
eig
h
ten
ed
s
tr
ess
.
I
t
i
s
a
p
r
ev
alen
t
b
eh
av
io
r
am
o
n
g
s
tu
d
en
ts
an
d
is
o
f
te
n
lin
k
ed
to
d
if
f
icu
lties
in
s
elf
-
r
eg
u
latio
n
,
tim
e
m
an
ag
em
en
t,
an
d
task
in
itiatio
n
[
4
]
.
Un
li
k
e
g
en
e
r
al
p
r
o
cr
asti
n
atio
n
,
a
ca
d
em
ic
p
r
o
cr
asti
n
atio
n
s
p
ec
if
ically
p
er
tain
s
to
ed
u
ca
tio
n
al
co
n
tex
ts
,
in
clu
d
i
n
g
p
o
s
tp
o
n
i
n
g
s
tu
d
y
in
g
f
o
r
ex
am
s
,
co
m
p
letin
g
ass
ig
n
m
en
ts
,
o
r
en
g
a
g
in
g
i
n
lear
n
in
g
ac
tiv
ities
[
5
]
.
T
h
is
b
eh
av
io
r
is
f
r
eq
u
e
n
tly
ass
o
ciate
d
with
co
g
n
itiv
e
an
d
em
o
tio
n
al
f
ac
to
r
s
s
u
ch
as
f
ea
r
o
f
f
ailu
r
e,
p
er
f
ec
tio
n
is
m
,
o
r
lack
o
f
m
o
tiv
atio
n
,
wh
i
ch
ca
n
lead
to
a
c
y
cle
o
f
g
u
ilt
an
d
d
ec
r
ea
s
ed
ac
ad
em
ic
s
atis
f
ac
tio
n
[
6
]
.
DAS
h
av
e
em
er
g
ed
as si
g
n
if
ic
an
t m
en
tal
h
ea
lth
ch
allen
g
es f
o
r
s
tu
d
en
ts
,
ex
ac
er
b
ated
b
y
th
e
d
em
an
d
s
o
f
m
o
d
e
r
n
ed
u
ca
tio
n
an
d
s
o
ci
etal
p
r
ess
u
r
es.
Ma
n
y
s
tu
d
en
ts
f
ac
e
ac
ad
em
ic
wo
r
k
l
o
ad
s
,
f
in
a
n
cial
s
tr
u
g
g
les,
an
d
u
n
ce
r
tain
ties
ab
o
u
t
th
e
f
u
tu
r
e
,
wh
ich
c
o
n
tr
ib
u
te
to
em
o
tio
n
al
d
is
tr
ess
an
d
r
ed
u
ce
d
c
o
p
in
g
ab
ilit
ies
[
7
]
,
[
8
]
.
Dep
r
ess
io
n
is
p
ar
ticu
lar
ly
co
n
ce
r
n
in
g
,
as
it
o
f
ten
le
ad
s
to
d
im
in
is
h
ed
m
o
tiv
atio
n
an
d
ac
ad
em
ic
d
is
en
g
ag
em
en
t,
wh
ile
an
x
iety
d
is
o
r
d
er
s
ca
n
im
p
air
c
o
n
ce
n
tr
atio
n
an
d
lead
to
av
o
i
d
an
ce
b
e
h
av
io
r
s
[
9
]
.
Stre
s
s
,
wh
eth
er
ac
ad
em
ic
o
r
p
er
s
o
n
al,
f
u
r
th
er
c
o
m
p
o
u
n
d
s
th
ese
ch
allen
g
es,
lead
in
g
t
o
b
u
r
n
o
u
t
an
d
n
eg
ativ
ely
af
f
ec
tin
g
p
h
y
s
ical
h
ea
lth
an
d
c
o
g
n
itiv
e
p
er
f
o
r
m
an
ce
.
I
n
p
ar
al
lel,
ac
ad
em
ic
p
r
o
c
r
asti
n
atio
n
i
s
a
p
er
v
asiv
e
is
s
u
e
am
o
n
g
s
tu
d
e
n
ts
,
with
u
p
to
5
0
% r
ep
o
r
tin
g
r
eg
u
lar
d
elay
s
in
co
m
p
letin
g
task
s
[
1
0
]
.
R
ec
en
t
s
tu
d
ies
h
av
e
h
i
g
h
lig
h
ted
th
e
p
r
ev
alen
ce
an
d
im
p
a
ct
o
f
DAS
am
o
n
g
s
tu
d
en
t
p
o
p
u
latio
n
s
,
em
p
h
asizin
g
th
eir
s
ig
n
if
ican
t
i
m
p
licatio
n
s
f
o
r
m
en
tal
h
ea
lth
an
d
ac
ad
em
ic
p
e
r
f
o
r
m
an
ce
.
D
ep
r
ess
io
n
h
as
b
ee
n
id
en
tifie
d
as
a
lead
in
g
f
ac
to
r
co
n
tr
ib
u
tin
g
to
ac
a
d
em
ic
d
i
s
en
g
ag
em
en
t
an
d
s
o
cial
is
o
latio
n
,
with
s
tu
d
en
ts
r
ep
o
r
tin
g
h
ig
h
le
v
els
o
f
s
ad
n
ess
an
d
h
o
p
eless
n
ess
[
1
1
]
.
Fu
r
th
er
r
esear
ch
h
as
s
h
o
wn
th
at
p
r
o
cr
asti
n
atio
n
is
o
f
ten
lin
k
e
d
to
f
ac
to
r
s
s
u
ch
as
p
o
o
r
tim
e
m
a
n
ag
em
e
n
t,
f
ea
r
o
f
f
ailu
r
e,
a
n
d
lo
w
s
e
lf
-
r
eg
u
latio
n
,
wh
ich
co
n
tr
ib
u
te
t
o
d
elay
s
in
c
o
m
p
letin
g
ac
ad
em
ic
task
s
[
1
2
]
.
F
u
r
th
er
m
o
r
e,
p
r
o
cr
asti
n
atio
n
h
as
b
ee
n
ass
o
ciate
d
with
n
eg
ativ
e
em
o
tio
n
al
o
u
tc
o
m
es,
in
clu
d
in
g
h
eig
h
ten
e
d
le
v
els
o
f
an
x
iety
an
d
s
tr
ess
,
as
s
tu
d
en
ts
ex
p
er
ien
ce
g
u
ilt an
d
f
r
u
s
tr
atio
n
f
r
o
m
f
ailin
g
to
m
ee
t
d
ea
d
lin
es
[
6
]
.
Aca
d
em
ic
p
r
o
cr
asti
n
atio
n
h
as
b
ec
o
m
e
an
in
cr
ea
s
in
g
ly
p
er
v
asiv
e
is
s
u
e
in
h
ig
h
er
ed
u
ca
tio
n
,
o
f
ten
r
esu
ltin
g
in
m
is
s
ed
d
ea
d
lin
e
s
,
ac
ad
em
ic
u
n
d
er
p
er
f
o
r
m
an
ce
,
an
d
elev
ated
p
s
y
ch
o
lo
g
i
ca
l
d
is
tr
ess
am
o
n
g
s
tu
d
en
ts
.
Nu
m
er
o
u
s
s
tu
d
ies
h
av
e
estab
lis
h
ed
its
ass
o
ciatio
n
with
n
eg
ativ
e
e
m
o
tio
n
al
o
u
tco
m
es,
in
clu
d
i
n
g
d
ep
r
ess
io
n
,
an
x
iety
,
a
n
d
s
tr
e
s
s
.
T
h
ese
m
en
tal
h
ea
lth
c
o
n
d
itio
n
s
,
wh
en
u
n
ad
d
r
ess
ed
,
s
ig
n
if
ican
tly
im
p
air
s
tu
d
en
ts
’
m
o
tiv
atio
n
,
s
elf
-
r
e
g
u
latio
n
,
an
d
a
ca
d
em
ic
p
e
r
s
is
t
en
ce
.
Ho
wev
er
,
d
esp
ite
th
e
g
lo
b
al
atten
tio
n
to
th
ese
is
s
u
es,
litt
le
is
k
n
o
wn
ab
o
u
t
h
o
w
ac
ad
em
ic
p
r
o
c
r
asti
n
atio
n
s
p
ec
if
ically
r
elate
s
to
m
en
tal
h
ea
lth
ch
allen
g
es
am
o
n
g
c
o
lleg
e
s
tu
d
en
ts
in
th
e
So
u
th
er
n
Ph
ilip
p
i
n
es
—
a
co
n
tex
t
ch
ar
ac
ter
ized
b
y
d
is
tin
ct
cu
ltu
r
al,
s
o
cial,
an
d
ac
ad
em
ic
s
tr
ess
o
r
s
.
T
o
ad
d
r
ess
th
is
g
ap
,
th
e
p
r
e
s
en
t
s
tu
d
y
is
g
u
id
e
d
b
y
th
e
g
en
er
al
r
esear
ch
q
u
esti
o
n
:
wh
at
is
th
e
r
elatio
n
s
h
ip
b
etwe
en
ac
ad
em
i
c
p
r
o
c
r
asti
n
atio
n
an
d
th
e
lev
el
s
o
f
DAS
am
o
n
g
c
o
lleg
e
s
tu
d
en
ts
in
th
e
So
u
th
er
n
Ph
ilip
p
in
es?
Sp
ec
if
ically
,
th
e
s
tu
d
y
aim
s
to
i
)
d
eter
m
in
e
th
e
lev
el
o
f
ac
ad
e
m
ic
p
r
o
c
r
asti
n
atio
n
am
o
n
g
s
tu
d
en
ts
;
ii
)
ass
e
s
s
th
eir
lev
els
o
f
DAS;
an
d
iii
)
tes
t
th
e
r
el
atio
n
s
h
ip
b
etwe
en
th
ese
p
s
y
ch
o
lo
g
ical
o
u
tc
o
m
es
an
d
th
eir
p
r
o
cr
asti
n
atio
n
b
eh
a
v
io
r
s
.
I
t is h
y
p
o
th
esized
th
at
a
ca
d
em
ic
p
r
o
cr
asti
n
atio
n
is
s
ig
n
if
ican
tly
co
r
r
elate
d
with
in
cr
ea
s
ed
lev
els
o
f
DA
S
.
T
h
is
s
tu
d
y
is
an
ch
o
r
ed
i
n
s
elf
-
r
eg
u
latio
n
th
eo
r
y
[
1
3
]
,
wh
ich
p
o
s
its
th
at
p
r
o
cr
asti
n
atio
n
r
esu
lts
f
r
o
m
an
in
d
iv
id
u
al
’
s
f
ailu
r
e
to
m
a
n
ag
e
co
n
f
lictin
g
g
o
als
an
d
e
m
o
tio
n
al
im
p
u
ls
es.
Ad
d
itio
n
ally
,
tem
p
o
r
al
m
o
tiv
atio
n
th
eo
r
y
[
1
4
]
ex
p
lain
s
p
r
o
cr
asti
n
atio
n
as
a
f
u
n
ctio
n
o
f
tim
e
s
en
s
itiv
ity
,
ex
p
ec
tan
cy
,
v
alu
e
,
an
d
im
p
u
ls
iv
en
ess
,
all
o
f
wh
ich
ca
n
b
e
in
f
lu
e
n
ce
d
b
y
p
s
y
ch
o
lo
g
i
ca
l
s
tates
s
u
ch
as
d
ep
r
ess
io
n
an
d
s
tr
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
an
titativ
e
r
esear
c
h
d
esig
n
,
s
p
ec
if
ically
a
d
escr
ip
tiv
e
co
r
r
elatio
n
ap
p
r
o
ac
h
,
t
o
ex
p
lo
r
e
th
e
r
elatio
n
s
h
ip
b
etwe
en
ac
a
d
em
ic
p
r
o
cr
asti
n
atio
n
an
d
th
e
lev
els
o
f
DAS
am
o
n
g
co
lleg
e
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
o
le
o
f a
ca
d
emic
p
r
o
cra
s
tin
a
tio
n
in
th
e
o
cc
u
r
r
en
ce
o
f
d
ep
r
ess
io
n
,
…
(
La
w
r
en
ce
A
n
th
o
n
y
U.
Do
llen
te
)
1005
s
tu
d
en
ts
.
Qu
an
titativ
e
r
esear
ch
in
v
o
lv
es
th
e
s
y
s
tem
atic
co
llectio
n
an
d
an
aly
s
is
o
f
n
u
m
er
ical
d
ata
to
u
n
d
er
s
tan
d
p
atter
n
s
,
r
elatio
n
s
h
ip
s
,
o
r
t
r
en
d
s
in
a
p
ar
ticu
la
r
p
h
en
o
m
en
o
n
[
1
5
]
.
Descr
ip
tiv
e
co
r
r
elatio
n
,
a
ty
p
e
o
f
q
u
an
titativ
e
r
esear
ch
,
is
u
s
ed
to
id
en
tify
an
d
m
ea
s
u
r
e
th
e
s
tr
en
g
th
an
d
d
ir
ec
tio
n
o
f
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
ip
u
latin
g
th
em
[
1
6
]
.
T
h
e
u
s
e
o
f
q
u
a
n
titativ
e
r
esear
ch
,
p
ar
ticu
lar
l
y
th
e
d
escr
ip
tiv
e
co
r
r
elatio
n
d
esig
n
,
is
h
i
g
h
ly
a
p
p
r
o
p
r
iate
f
o
r
t
h
is
s
tu
d
y
as
it
allo
ws
f
o
r
th
e
m
e
asu
r
em
en
t
o
f
th
e
d
eg
r
ee
to
wh
ic
h
ac
a
d
em
ic
p
r
o
cr
a
s
tin
atio
n
co
r
r
elate
s
with
DAS
am
o
n
g
co
lleg
e
s
tu
d
en
ts
.
T
h
is
d
esig
n
is
id
ea
l
b
e
ca
u
s
e
it
p
r
o
v
id
es
clea
r
,
n
u
m
e
r
ical
d
ata
th
at
ca
n
illu
s
tr
ate
th
e
ex
ten
t
o
f
t
h
ese
r
elatio
n
s
h
ip
s
,
o
f
f
er
in
g
a
f
o
u
n
d
atio
n
f
o
r
u
n
d
er
s
tan
d
i
n
g
h
o
w
p
r
o
cr
asti
n
atio
n
b
eh
av
io
r
s
ar
e
lin
k
e
d
to
m
e
n
tal
h
ea
lth
is
s
u
es.
T
h
e
d
esc
r
ip
tiv
e
co
r
r
elatio
n
d
esig
n
also
allo
ws
f
o
r
th
e
ex
p
lo
r
atio
n
o
f
th
ese
v
ar
iab
les
in
a
n
atu
r
al
s
ettin
g
wi
th
o
u
t
ex
p
er
im
en
tal
m
an
ip
u
latio
n
,
m
a
k
in
g
it
s
u
itab
le
f
o
r
th
e
s
tu
d
y
o
f
r
ea
l
-
wo
r
l
d
s
tu
d
en
t
b
eh
av
io
r
s
an
d
p
s
y
c
h
o
lo
g
ical
s
tates.
2
.
2
.
Respo
nd
ent
s
a
nd
s
a
m
pl
ing
T
h
e
s
tu
d
y
in
v
o
lv
e
d
7
9
6
co
lleg
e
s
tu
d
en
t
r
esp
o
n
d
e
n
ts
s
elec
t
ed
u
s
in
g
s
im
p
le
r
an
d
o
m
s
am
p
lin
g
f
r
o
m
a
s
tate
u
n
iv
er
s
ity
in
th
e
So
u
t
h
er
n
Ph
ilip
p
in
es.
Simp
le
r
a
n
d
o
m
s
am
p
lin
g
is
a
p
r
o
b
a
b
ilit
y
tech
n
iq
u
e
i
n
wh
ich
ev
er
y
in
d
i
v
id
u
al
in
th
e
ta
r
g
et
p
o
p
u
latio
n
h
as
an
eq
u
al
ch
an
ce
o
f
b
ein
g
s
elec
ted
,
en
s
u
r
in
g
th
at
th
e
s
am
p
le
is
r
ep
r
esen
tativ
e
an
d
m
in
im
izin
g
s
elec
tio
n
b
ias.
T
h
is
ap
p
r
o
a
ch
was
p
ar
ticu
lar
ly
ap
p
r
o
p
r
i
ate
f
o
r
th
e
p
r
esen
t
s
tu
d
y
,
as
it
allo
wed
f
o
r
b
r
o
ad
in
clu
s
io
n
o
f
s
tu
d
en
ts
f
r
o
m
v
ar
io
u
s
ac
ad
em
ic
p
r
o
g
r
a
m
s
an
d
y
ea
r
lev
els,
th
er
e
b
y
en
h
an
cin
g
th
e
g
en
e
r
aliza
b
ilit
y
o
f
th
e
f
in
d
in
g
s
.
Par
ticip
an
ts
wer
e
r
ec
r
u
ited
th
r
o
u
g
h
o
f
f
icial
s
tu
d
en
t
class
li
s
ts
.
Data
co
llectio
n
was
co
n
d
u
cted
o
n
lin
e
u
s
in
g
s
ec
u
r
e
Go
o
g
le
Fo
r
m
s
to
en
s
u
r
e
ac
ce
s
s
ib
ilit
y
an
d
co
n
v
en
ien
ce
.
T
o
en
h
a
n
ce
th
e
in
teg
r
ity
o
f
r
esp
o
n
s
es,
ea
ch
p
ar
ticip
a
n
t
wa
s
r
eq
u
ir
ed
to
lo
g
in
with
th
ei
r
u
n
iv
e
r
s
ity
-
is
s
u
ed
em
ail
an
d
co
u
l
d
o
n
ly
r
esp
o
n
d
o
n
ce
.
No
f
ac
e
-
to
-
f
ac
e
m
o
n
ito
r
in
g
was
c
o
n
d
u
cted
,
b
u
t
d
ata
s
u
b
m
is
s
io
n
was
tim
e
-
s
tam
p
ed
an
d
m
o
n
ito
r
ed
b
y
th
e
r
esear
ch
e
r
s
to
tr
ac
k
c
o
m
p
leten
ess
an
d
p
ar
ticip
atio
n
tr
e
n
d
s
.
B
ef
o
r
e
f
u
ll
d
ep
l
o
y
m
en
t,
a
p
il
o
t
test
was
co
n
d
u
cted
with
3
0
s
tu
d
en
ts
wh
o
wer
e
n
o
t
p
ar
t
o
f
th
e
f
in
al
s
am
p
le.
T
h
is
p
r
etestin
g
en
s
u
r
ed
clar
ity
,
cu
ltu
r
al
r
elev
an
ce
,
an
d
th
e
in
ter
n
al
co
n
s
is
ten
cy
o
f
th
e
s
u
r
v
ey
item
s
.
Feed
b
ac
k
f
r
o
m
th
e
p
il
o
t
g
r
o
u
p
led
t
o
m
in
o
r
a
d
ju
s
tm
en
ts
in
item
p
h
r
asin
g
f
o
r
b
etter
c
o
m
p
r
eh
en
s
io
n
in
th
e
lo
ca
l c
o
n
tex
t.
Par
ticip
atio
n
wa
s
v
o
lu
n
tar
y
,
an
d
i
n
f
o
r
m
ed
co
n
s
en
t w
as o
b
tain
ed
d
ig
itally
p
r
i
o
r
to
an
s
wer
in
g
th
e
q
u
esti
o
n
n
air
e.
All d
ata
wer
e
tr
ea
ted
with
s
tr
ict
co
n
f
id
en
tialit
y
an
d
u
s
ed
s
o
lely
f
o
r
ac
ad
em
i
c
p
u
r
p
o
s
es.
2
.
3
.
Resea
rc
h
ins
t
rum
ent
s
T
h
is
r
esear
ch
ad
ap
ted
th
e
ac
a
d
em
ic
p
r
o
cr
asti
n
atio
n
s
ca
le
d
ev
elo
p
ed
b
y
L
ay
[
1
7
]
to
m
ea
s
u
r
e
th
e
lev
el
o
f
ac
a
d
em
ic
p
r
o
cr
asti
n
atio
n
am
o
n
g
t
h
e
r
esp
o
n
d
e
n
ts
.
T
h
e
in
s
tr
u
m
e
n
t
h
as
d
em
o
n
s
tr
ated
s
tr
o
n
g
in
ter
n
al
co
n
s
is
ten
cy
,
with
a
C
r
o
n
b
ac
h
’
s
alp
h
a
o
f
0
.
8
8
.
W
h
ile
in
itially
d
ev
elo
p
ed
in
a
W
ester
n
c
o
n
tex
t,
th
e
ac
ad
em
ic
p
r
o
cr
asti
n
atio
n
s
ca
le
h
as
b
ee
n
p
r
e
v
io
u
s
ly
u
s
ed
in
s
tu
d
ies
in
v
o
l
v
in
g
So
u
th
ea
s
t
Asi
an
s
tu
d
en
t
p
o
p
u
latio
n
s
,
in
clu
d
in
g
th
e
Ph
ilip
p
in
es,
d
u
e
to
its
r
elev
an
ce
to
u
n
iv
er
s
al
ac
ad
em
ic
b
eh
av
io
r
s
s
u
ch
as
task
d
elay
an
d
av
o
id
an
ce
.
Min
o
r
lin
g
u
is
tic
a
n
d
c
o
n
tex
tu
al
ad
ju
s
tm
en
ts
we
r
e
m
ad
e
to
en
s
u
r
e
clar
ity
an
d
cu
ltu
r
al
s
en
s
itiv
ity
,
an
d
a
p
ilo
t
test
was
co
n
d
u
cte
d
with
Fil
ip
in
o
co
lleg
e
s
tu
d
e
n
ts
to
af
f
ir
m
its
ap
p
r
o
p
r
iate
n
ess
.
I
n
ad
d
itio
n
,
t
h
e
s
tu
d
y
u
tili
ze
d
th
e
d
ep
r
ess
io
n
,
an
x
iety
,
a
n
d
s
tr
ess
s
ca
le
(
DASS
-
2
1
)
[
1
8
]
to
ass
ess
p
s
y
ch
o
lo
g
ical
d
is
tr
ess
.
T
h
is
in
s
tr
u
m
en
t
h
as
b
ee
n
wid
ely
v
alid
ated
ac
r
o
s
s
d
iv
er
s
e
cu
ltu
r
al
co
n
tex
ts
,
in
clu
d
in
g
th
e
Ph
ilip
p
in
es,
an
d
h
as
s
h
o
wn
r
o
b
u
s
t
r
eliab
ilit
y
with
C
r
o
n
b
ac
h
’
s
alp
h
a
v
alu
es
o
f
0
.
9
1
f
o
r
d
ep
r
ess
io
n
,
0
.
8
4
f
o
r
an
x
iety
,
an
d
0
.
9
0
f
o
r
s
tr
ess
.
L
o
ca
l
u
s
e
o
f
th
e
DA
SS
-
2
1
in
Ph
ilip
p
in
e
m
en
tal
h
ea
lt
h
r
esear
ch
co
n
f
ir
m
s
its
cu
ltu
r
al
ap
p
licab
ilit
y
an
d
co
n
ce
p
tu
al
alig
n
m
en
t w
ith
th
e
ex
p
er
ien
ce
s
o
f
Fil
ip
in
o
s
tu
d
e
n
ts
.
2
.
4
.
St
a
t
is
t
ica
l
a
na
ly
s
is
T
h
is
r
esear
ch
em
p
lo
y
ed
b
o
th
d
escr
ip
tiv
e
an
d
in
f
e
r
en
tial
s
tatis
tic
s
to
an
aly
ze
th
e
d
ata,
in
clu
d
in
g
f
r
eq
u
e
n
cy
co
u
n
ts
,
m
ea
n
,
a
n
d
c
o
m
p
o
s
ite
m
ea
n
,
t
o
d
escr
ib
e
th
e
lev
els o
f
ac
ad
em
ic
p
r
o
cr
asti
n
atio
n
an
d
th
e
DAS
am
o
n
g
th
e
r
esp
o
n
d
en
ts
.
T
o
te
s
t
th
e
r
elatio
n
s
h
ip
b
etwe
en
ac
ad
em
ic
p
r
o
c
r
asti
n
atio
n
an
d
th
e
lev
els
o
f
DAS
,
th
e
Pear
s
o
n
co
r
r
elatio
n
co
ef
f
icien
t
was
u
s
ed
.
T
h
e
Pear
s
o
n
co
r
r
elatio
n
is
th
e
m
o
s
t
ap
p
r
o
p
r
iat
e
s
tatis
tical
m
eth
o
d
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
a
n
d
d
ir
ec
tio
n
o
f
th
e
lin
ea
r
r
elatio
n
s
h
ip
b
etwe
en
two
co
n
tin
u
o
u
s
v
ar
iab
les,
allo
win
g
f
o
r
a
c
lear
u
n
d
er
s
tan
d
in
g
o
f
h
o
w
ac
ad
em
ic
p
r
o
cr
asti
n
atio
n
c
o
r
r
elate
s
with
th
e
p
s
y
ch
o
lo
g
ical
o
u
tco
m
es
o
f
D
AS
.
T
h
is
m
eth
o
d
en
s
u
r
es
a
p
r
ec
is
e
q
u
an
tific
atio
n
o
f
th
e
r
elatio
n
s
h
ip
s
b
etwe
en
th
ese
v
ar
iab
les.
2
.
5
.
E
t
hica
l
co
ns
idera
t
io
n
I
n
c
o
n
d
u
ctin
g
th
is
r
esear
ch
,
eth
ical
co
n
s
id
er
atio
n
s
wer
e
p
r
io
r
itized
to
en
s
u
r
e
th
e
p
r
o
te
ctio
n
an
d
well
-
b
ein
g
o
f
all
p
ar
ticip
an
t
s
.
I
n
f
o
r
m
ed
co
n
s
en
t
was
o
b
tain
ed
f
r
o
m
ea
ch
r
esp
o
n
d
e
n
t,
en
s
u
r
in
g
th
e
y
u
n
d
er
s
to
o
d
th
e
p
u
r
p
o
s
e
o
f
th
e
s
tu
d
y
,
th
e
v
o
lu
n
ta
r
y
n
at
u
r
e
o
f
p
ar
ticip
atio
n
,
an
d
t
h
eir
r
ig
h
t
to
with
d
r
aw
at
an
y
tim
e
with
o
u
t
p
en
alty
.
C
o
n
f
id
e
n
tiality
was
s
tr
ictly
m
ain
tain
ed
,
with
all
d
ata
an
o
n
y
m
ized
a
n
d
s
ec
u
r
ely
s
to
r
e
d
.
Ad
d
itio
n
ally
,
th
e
s
tu
d
y
ad
h
er
e
d
to
eth
ical
g
u
id
elin
es
b
y
en
s
u
r
in
g
th
at
th
e
p
a
r
ticip
an
ts
'
m
e
n
tal
h
ea
lth
was
n
o
t
n
eg
ativ
ely
im
p
ac
te
d
,
an
d
ap
p
r
o
p
r
iate
r
ef
e
r
r
als f
o
r
p
s
y
ch
o
lo
g
ical
s
u
p
p
o
r
t w
er
e
p
r
o
v
id
ed
if
n
ee
d
ed
.
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
.
15
,
No
.
2
,
Ap
r
il
20
2
6
:
1
0
0
3
-
1
0
1
5
1006
3.
RE
SU
L
T
S
T
ab
le
1
p
r
esen
ts
th
e
lev
els
o
f
ac
ad
em
ic
p
r
o
cr
asti
n
atio
n
am
o
n
g
th
e
s
tu
d
e
n
ts
b
ased
o
n
t
h
e
r
esp
o
n
s
es
co
llected
in
th
e
s
tu
d
y
.
T
h
e
ta
b
le
p
r
o
v
id
es
an
o
v
er
v
iew
o
f
t
h
e
f
r
eq
u
en
cy
an
d
d
is
tr
ib
u
tio
n
o
f
p
r
o
cr
asti
n
atio
n
b
eh
av
io
r
s
ac
r
o
s
s
d
if
f
er
en
t
r
e
s
p
o
n
d
en
ts
,
o
f
f
e
r
in
g
in
s
ig
h
t
in
to
th
e
g
en
er
al
ten
d
en
c
y
o
f
s
tu
d
en
ts
to
d
elay
ac
ad
em
ic
task
s
.
T
h
is
an
aly
s
i
s
is
cr
u
cial
in
u
n
d
er
s
tan
d
in
g
th
e
ex
ten
t
o
f
ac
ad
em
ic
p
r
o
cr
asti
n
atio
n
am
o
n
g
co
lleg
e
s
tu
d
en
ts
an
d
its
p
o
te
n
tial im
p
licatio
n
s
f
o
r
th
eir
ac
a
d
e
m
ic
p
er
f
o
r
m
an
ce
a
n
d
m
e
n
tal
h
ea
lth
.
T
ab
le
1
.
Aca
d
em
ic
p
r
o
c
r
asti
n
atio
n
am
o
n
g
th
e
s
tu
d
e
n
ts
S
t
a
t
e
me
n
t
M
e
a
n
D
e
scri
p
t
i
o
n
1
0
.
I
p
r
e
f
e
r
t
o
l
e
a
v
e
e
a
r
l
y
f
o
r
a
n
a
p
p
o
i
n
t
m
e
n
t
.
2
.
8
9
A
g
r
e
e
5.
Ev
e
n
w
i
t
h
j
o
b
s
t
h
a
t
r
e
q
u
i
r
e
l
i
t
t
l
e
e
l
s
e
e
x
c
e
p
t
s
i
t
t
i
n
g
d
o
w
n
a
n
d
d
o
i
n
g
t
h
e
m
,
I
c
o
mp
l
e
t
e
t
h
e
m
p
r
o
m
p
t
l
y
.
2
.
8
0
A
g
r
e
e
1
4
.
I
b
u
y
e
sse
n
t
i
a
l
i
t
e
ms
a
h
e
a
d
o
f
t
i
me
.
2
.
7
8
A
g
r
e
e
1.
I
o
f
t
e
n
p
e
r
f
o
r
m
t
a
s
k
s I
i
n
t
e
n
d
t
o
d
o
w
e
l
l
i
n
a
d
v
a
n
c
e
.
2
.
7
8
A
g
r
e
e
6.
I
u
su
a
l
l
y
ma
k
e
d
e
c
i
si
o
n
s a
s
s
o
o
n
a
s
p
o
ssi
b
l
e
.
2
.
7
6
A
g
r
e
e
1
7
.
I
t
a
k
e
c
a
r
e
o
f
a
l
l
t
h
e
t
a
s
k
s I
h
a
v
e
t
o
d
o
b
e
f
o
r
e
I
set
t
l
e
d
o
w
n
a
n
d
r
e
l
a
x
f
o
r
t
h
e
e
v
e
n
i
n
g
.
2
.
7
5
A
g
r
e
e
2.
W
h
e
n
i
t
i
s
t
i
m
e
t
o
g
e
t
u
p
i
n
t
h
e
mo
r
n
i
n
g
,
I
g
e
t
r
i
g
h
t
o
u
t
o
f
b
e
d
2
.
6
9
A
g
r
e
e
9.
I
e
f
f
i
c
i
e
n
t
l
y
ma
n
a
g
e
my
t
i
me
a
n
d
a
v
o
i
d
d
i
s
t
r
a
c
t
i
o
n
s wh
e
n
p
r
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p
a
r
i
n
g
f
o
r
a
d
e
a
d
l
i
n
e
.
2
.
6
7
A
g
r
e
e
1
5
.
I
u
su
a
l
l
y
a
c
c
o
m
p
l
i
sh
e
v
e
r
y
t
h
i
n
g
I
p
l
a
n
t
o
d
o
i
n
a
d
a
y
.
2
.
6
7
A
g
r
e
e
4.
I
g
e
n
e
r
a
l
l
y
r
e
t
u
r
n
p
h
o
n
e
c
a
l
l
s
p
r
o
m
p
t
l
y
.
2
.
6
5
A
g
r
e
e
7.
I
st
a
r
t
w
o
r
k
i
mm
e
d
i
a
t
e
l
y
w
h
e
n
I
h
a
v
e
t
a
s
k
s t
o
d
o
.
2
.
6
4
A
g
r
e
e
1
2
.
I
o
f
t
e
n
f
i
n
i
s
h
t
a
s
k
s e
a
r
l
i
e
r
t
h
a
n
n
e
c
e
ss
a
r
y
.
2
.
6
3
A
g
r
e
e
1
1
.
I
u
su
a
l
l
y
st
a
r
t
a
n
a
ss
i
g
n
m
e
n
t
s
h
o
r
t
l
y
a
f
t
e
r
i
t
i
s a
ss
i
g
n
e
d
.
2
.
5
9
A
g
r
e
e
3.
I
mai
l
a
l
e
t
t
e
r
s
h
o
r
t
l
y
a
f
t
e
r
w
r
i
t
i
n
g
i
t
.
2
.
5
3
A
g
r
e
e
1
6
.
I
a
m p
r
o
a
c
t
i
v
e
a
n
d
g
e
t
t
h
i
n
g
s
d
o
n
e
w
i
t
h
o
u
t
d
e
l
a
y
.
2
.
5
3
A
g
r
e
e
8.
I
a
m n
e
v
e
r
c
a
u
g
h
t
d
o
i
n
g
s
o
m
e
t
h
i
n
g
a
t
t
h
e
l
a
s
t
m
i
n
u
t
e
w
h
e
n
p
r
e
p
a
r
i
n
g
t
o
g
o
o
u
t
.
2
.
4
7
D
i
sag
r
e
e
1
3
.
I
sh
o
p
f
o
r
b
i
r
t
h
d
a
y
o
r
C
h
r
i
st
m
a
s
g
i
f
t
s
w
e
l
l
i
n
a
d
v
a
n
c
e
.
2
.
3
5
D
i
sag
r
e
e
O
v
e
r
a
l
l
mea
n
2
.
6
6
M
o
d
e
r
a
t
e
a
c
a
d
e
m
i
c
p
r
o
c
r
a
st
i
n
a
t
i
o
n
4
.
0
0
–
3
.
5
0
:
S
t
r
o
n
g
l
y
a
g
r
e
e
(
L
o
w
a
c
a
d
e
mi
c
p
r
o
c
r
a
s
t
i
n
a
t
i
o
n
)
;
3
.
4
9
–
2
.
5
0
:
A
g
r
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e
(
M
o
d
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r
a
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c
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o
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;
2
.
4
9
–
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.
5
0
:
D
i
sa
g
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i
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1
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4
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0
0
:
S
t
r
o
n
g
l
y
d
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s
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r
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(
V
e
r
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g
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d
e
m
i
c
p
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o
c
r
a
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n
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t
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o
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Fig
u
r
e
1
illu
s
tr
ates
th
e
le
v
els
o
f
DAS
am
o
n
g
t
h
e
s
tu
d
en
ts
,
as
m
ea
s
u
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ed
i
n
th
e
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y
.
T
h
e
f
ig
u
r
e
p
r
o
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ep
r
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e
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is
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ical
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h
ig
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o
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n
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itio
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o
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t
h
e
r
esp
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n
d
en
ts
.
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h
is
an
aly
s
is
is
ess
en
tial
f
o
r
u
n
d
er
s
tan
d
in
g
th
e
m
en
tal
h
ea
lth
ch
allen
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es f
ac
e
d
b
y
s
tu
d
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ts
an
d
th
eir
p
o
ten
tial c
o
r
r
el
atio
n
with
ac
ad
em
ic
p
r
o
cr
asti
n
atio
n
.
T
ab
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2
p
r
esen
ts
th
e
test
o
f
r
el
atio
n
s
h
ip
b
etwe
en
th
e
r
esp
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n
d
en
ts
'
ac
ad
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ic
p
r
o
cr
asti
n
atio
n
an
d
th
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lev
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o
f
DAS
.
T
h
e
tab
le
s
h
o
ws
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e
r
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o
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Pear
s
o
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co
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is
,
h
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h
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s
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ip
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ati
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o
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T
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iv
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m
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eth
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av
io
r
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ar
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ig
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if
ica
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tly
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d
with
h
ig
h
er
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f
DAS
am
o
n
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o
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ts
.
Fig
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Dep
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8
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2
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Th
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llen
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1007
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.
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ip
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4.
DIS
CU
SS
I
O
N
4
.
1
.
Aca
de
m
ic
pro
cr
a
s
t
ina
t
i
o
n o
f
t
he
re
s
po
nd
ent
s
T
h
e
o
v
er
all
ac
ad
em
ic
p
r
o
cr
as
tin
atio
n
o
f
th
e
r
esp
o
n
d
en
ts
g
o
t
a
co
m
p
o
s
ite
m
ea
n
o
f
2
.
6
6
,
in
ter
p
r
eted
as
“
m
o
d
er
ate
ac
a
d
em
ic
p
r
o
cr
asti
n
atio
n
.
”
T
h
is
m
ea
n
s
th
at
s
tu
d
en
ts
ex
h
ib
it
a
m
o
d
e
r
ate
ten
d
en
cy
to
d
ela
y
ac
ad
em
ic
task
s
,
r
ef
lectin
g
a
c
o
m
m
o
n
ch
allen
g
e
f
ac
e
d
b
y
m
an
y
in
m
an
a
g
in
g
th
eir
ac
ad
e
m
ic
r
esp
o
n
s
ib
ilit
ies.
T
h
is
im
p
lies
th
at
p
r
o
cr
asti
n
atio
n
,
wh
ile
n
o
t
ex
tr
em
e,
is
p
r
e
v
alen
t
en
o
u
g
h
to
p
o
ten
tially
im
p
ac
t
th
eir
ac
a
d
em
ic
p
er
f
o
r
m
an
ce
an
d
well
-
b
ein
g
,
n
ec
ess
itatin
g
atten
tio
n
in
ac
ad
e
m
ic
s
ettin
g
s
.
T
h
is
f
in
d
in
g
alig
n
s
with
p
r
e
v
io
u
s
r
esear
ch
th
at
h
as
id
en
t
if
ied
m
o
d
er
ate
lev
els
o
f
p
r
o
c
r
asti
n
atio
n
am
o
n
g
s
tu
d
e
n
ts
.
Fo
r
in
s
tan
ce
,
s
tu
d
ies
h
av
e
s
h
o
wn
th
at
m
a
n
y
co
lleg
e
s
tu
d
en
ts
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r
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r
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r
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ich
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tco
m
es
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d
m
en
tal
h
ea
lth
[
1
9
]
–
[
2
1
]
.
Similar
p
atter
n
s
o
f
ac
ad
em
ic
p
r
o
cr
asti
n
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n
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g
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s
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r
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r
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th
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ig
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r
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.
8
9
,
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al
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ip
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r
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r
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ts
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h
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lies
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ile
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r
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r
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r
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t
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r
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tu
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a
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e
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m
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t
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eh
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io
r
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ies
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g
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ay
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h
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ied
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ep
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o
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le,
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tu
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y
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Slo
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et
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l.
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2
2
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f
o
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n
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th
at
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tu
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f
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d
is
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lay
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u
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k
ills
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ar
td
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et
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l.
[
2
3
]
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er
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e
d
th
at
wh
ile
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r
o
cr
asti
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atio
n
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ic
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en
ts
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tu
n
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et
a
l.
[
2
4
]
also
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o
ted
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h
at
s
tu
d
en
ts
m
ay
d
em
o
n
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tr
ate
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ch
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5
,
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ter
p
r
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d
is
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ee
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h
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m
ea
n
s
th
at
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tu
d
en
ts
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ay
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n
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te
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ea
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h
is
f
in
d
in
g
alig
n
s
with
t
h
e
r
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lts
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f
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r
ev
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u
s
s
tu
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ies,
wh
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e
p
r
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cr
asti
n
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n
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o
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n
d
ac
ad
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ic
ac
tiv
ities
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th
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s
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s
tu
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en
ts
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liv
es.
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r
in
s
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ce
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ig
h
li
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ted
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o
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ch
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ts
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n
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n
n
ec
ess
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y
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tr
ess
.
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ly
,
Ar
ıb
aş
[
2
5
]
o
b
s
er
v
ed
th
at
p
r
o
cr
asti
n
atio
n
is
a
wid
esp
r
ea
d
b
eh
av
io
r
th
at
af
f
ec
ts
v
ar
io
u
s
asp
ec
ts
o
f
s
tu
d
en
ts
'
tim
e
m
an
ag
em
e
n
t,
in
clu
d
in
g
p
er
s
o
n
al
an
d
s
o
cial
ac
tiv
ities
.
L
u
et
a
l.
[
2
6
]
also
n
o
ted
t
h
at
p
r
o
cr
asti
n
atio
n
b
eh
av
io
r
s
ar
e
n
o
t
co
n
f
in
ed
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s
ettin
g
s
b
u
t
m
an
if
est
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o
th
er
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ea
s
s
u
ch
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f
in
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ld
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.
4
.
2
.
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u
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1
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h
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lies
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r
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n
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ettin
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.
Fo
r
ex
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le,
L
ee
et
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l.
[
2
7
]
h
ig
h
lig
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ted
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ea
r
ly
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n
e
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th
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o
f
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[
2
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f
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wo
r
k
lo
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.
Mo
r
e
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v
er
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Hir
s
h
b
er
g
et
a
l.
[
2
9
]
r
ep
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r
ted
th
at
th
e
tr
an
s
itio
n
to
in
d
ep
en
d
en
t liv
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ig
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s
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f
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cr
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s
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r
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n
r
is
k
am
o
n
g
u
n
iv
e
r
s
ity
s
tu
d
en
ts
.
Evaluation Warning : The document was created with Spire.PDF for Python.
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I
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at
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ild
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ican
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r
ev
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f
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am
o
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tu
d
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ts
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Yan
g
et
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l.
[
3
0
]
f
o
u
n
d
th
at
m
o
r
e
th
an
h
alf
o
f
u
n
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tu
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ex
h
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it h
ig
h
lev
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f
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f
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k
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wo
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k
lo
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r
co
m
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etitio
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.
Similar
ly
,
Yan
g
[
3
1
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p
h
asized
th
at
s
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cial
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d
p
er
f
o
r
m
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ce
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r
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u
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o
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d
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o
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ally
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a
s
tu
d
y
b
y
R
ab
b
y
et
a
l.
[
3
2
]
r
e
v
ea
led
th
a
t
ex
am
-
r
elate
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s
tr
ess
is
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e
s
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al
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2
1
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p
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ild
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ess
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2
8
9
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e
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o
r
ized
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ess
ed
,
1
7
9
ar
e
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r
ely
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t
r
ess
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,
an
d
3
7
f
all
in
to
th
e
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tr
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ely
s
tr
ess
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c
ateg
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r
y
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T
h
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m
ea
n
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th
at
a
s
u
b
s
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tial
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r
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r
tio
n
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tu
d
en
ts
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g
with
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o
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er
ate
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ev
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els
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f
s
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ess
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wh
ich
m
ay
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ter
f
er
e
wit
h
th
eir
ac
a
d
em
ic
p
er
f
o
r
m
a
n
ce
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d
o
v
er
all
well
-
b
ein
g
.
T
h
is
im
p
lies
th
at
s
tr
ess
is
a
wid
esp
r
ea
d
co
n
ce
r
n
am
o
n
g
th
e
s
tu
d
en
t
p
o
p
u
latio
n
,
p
o
ten
tially
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tem
m
in
g
f
r
o
m
ac
a
d
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ic
p
r
ess
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r
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tim
e
co
n
s
tr
ain
ts
,
an
d
p
er
s
o
n
al
r
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n
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ilit
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T
h
e
r
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lts
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e
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n
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ten
t
with
s
tu
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ies
h
ig
h
lig
h
tin
g
t
h
e
p
r
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alen
ce
o
f
s
tr
ess
in
ac
ad
em
ic
en
v
ir
o
n
m
en
ts
.
Stu
d
ies
claim
th
at
c
o
lleg
e
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d
e
n
ts
f
r
eq
u
en
tly
r
ep
o
r
t
s
tr
ess
r
elate
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to
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ea
d
lin
es
a
n
d
p
er
f
o
r
m
an
ce
ex
p
ec
tatio
n
s
.
I
t
a
ls
o
d
em
o
n
s
tr
ated
th
at
b
alan
ci
n
g
c
o
u
r
s
ewo
r
k
with
s
o
cial
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d
f
am
ily
o
b
lig
atio
n
s
is
a
s
ig
n
if
ican
t
co
n
tr
ib
u
to
r
t
o
elev
ated
s
tr
ess
lev
els.
Mo
r
eo
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er
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esear
c
h
b
y
M
o
r
ales
-
R
o
d
r
íg
u
ez
et
a
l.
[
3
3
]
r
ev
ea
led
th
at
ch
r
o
n
ic
s
tr
ess
am
o
n
g
s
tu
d
en
ts
o
f
ten
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r
r
el
ates
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em
i
c
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e
m
en
t
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n
d
p
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ch
o
lo
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ical
well
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4
.
3
.
Rela
t
io
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hip
bet
wee
n t
h
e
re
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po
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a
ca
dem
ic
pro
cr
a
s
t
ina
t
io
n a
nd
DAS
a
m
o
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t
he
s
t
ud
ent
s
On
th
e
test
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f
th
e
r
elatio
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s
h
ip
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etwe
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th
e
r
esp
o
n
d
en
ts
’
a
ca
d
em
ic
p
r
o
c
r
asti
n
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d
d
ep
r
ess
io
n
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iety
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n
d
s
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ess
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e
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lt
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s
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o
w
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at
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ep
r
ess
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n
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as
a
Pear
s
o
n
c
o
r
r
elatio
n
co
ef
f
icien
t
o
f
.
0
7
9
*
*
with
a
p
-
v
alu
e
o
f
.
0
2
6
,
in
d
icatin
g
a
s
ig
n
if
ican
t
p
o
s
itiv
e
r
elatio
n
s
h
ip
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T
h
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im
p
lies
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at
as
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ad
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p
r
o
cr
asti
n
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n
in
cr
ea
s
es,
th
e
lev
el
o
f
d
ep
r
ess
io
n
am
o
n
g
s
tu
d
en
ts
ten
d
s
to
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is
e.
T
h
e
ten
d
en
cy
to
d
elay
ac
ad
em
ic
r
esp
o
n
s
ib
ilit
ies
m
ay
co
n
tr
ib
u
t
e
to
f
ee
lin
g
s
o
f
h
elp
less
n
ess
a
n
d
d
ec
r
ea
s
ed
s
elf
-
wo
r
th
,
ex
ac
er
b
atin
g
d
e
p
r
ess
iv
e
s
y
m
p
to
m
s
.
T
h
is
f
in
d
in
g
alig
n
s
with
p
r
e
v
io
u
s
r
esear
ch
th
at
h
ig
h
lig
h
t
s
th
e
lin
k
b
etwe
en
p
r
o
cr
asti
n
atio
n
a
n
d
n
eg
ativ
e
em
o
tio
n
al
o
u
tc
o
m
es.
Stu
d
ies
s
u
g
g
est
th
at
p
r
o
cr
ast
in
atio
n
o
f
ten
lead
s
to
h
eig
h
te
n
ed
p
s
y
ch
o
lo
g
ical
d
is
tr
ess
d
u
e
to
u
n
m
et
d
ea
d
lin
es
an
d
c
o
m
p
r
o
m
is
ed
ac
ad
e
m
ic
p
er
f
o
r
m
an
ce
[
3
4
]
.
Fu
r
th
er
m
o
r
e,
Siro
is
[
1
2
]
id
en
tifie
d
a
s
ig
n
if
ican
t
ass
o
ciatio
n
b
etwe
en
p
r
o
c
r
asti
n
atio
n
an
d
d
ep
r
ess
iv
e
ten
d
en
cies,
p
ar
ticu
lar
ly
in
h
ig
h
-
s
tr
ess
en
v
ir
o
n
m
en
ts
.
Similar
ly
,
Aller
et
a
l.
[
3
5
]
n
o
te
d
th
at
p
r
o
cr
asti
n
atio
n
am
p
lifie
s
f
ee
lin
g
s
o
f
s
elf
-
d
o
u
b
t
an
d
f
ailu
r
e,
wh
ich
a
r
e
k
ey
co
n
tr
i
b
u
to
r
s
to
d
ep
r
ess
io
n
.
I
n
ter
m
s
o
f
a
n
x
iety
,
th
e
r
esu
lts
r
ev
ea
l
a
Pear
s
o
n
co
r
r
elatio
n
co
ef
f
icien
t
o
f
.
0
3
5
with
a
p
-
v
alu
e
o
f
.
3
2
5
,
in
d
icatin
g
th
at
th
e
r
el
atio
n
s
h
ip
b
etwe
en
ac
ad
em
ic
p
r
o
cr
asti
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atio
n
an
d
a
n
x
iety
is
n
o
t
s
tat
is
tical
ly
s
ig
n
if
ican
t.
T
h
is
im
p
lies
th
at
v
ar
iatio
n
s
in
p
r
o
cr
asti
n
atio
n
lev
els
d
o
n
o
t
n
ec
ess
ar
ily
co
r
r
e
s
p
o
n
d
to
ch
an
g
es
in
an
x
iety
lev
els
am
o
n
g
th
e
r
esp
o
n
d
en
ts
.
W
h
ile
p
r
o
c
r
asti
n
atio
n
m
ay
co
n
tr
ib
u
te
t
o
s
tr
ess
o
r
f
r
u
s
tr
atio
n
,
its
d
ir
ec
t
in
f
lu
en
ce
o
n
an
x
iety
m
ig
h
t
b
e
less
p
r
o
n
o
u
n
ce
d
,
p
o
s
s
ib
ly
d
u
e
to
o
th
er
m
ed
iatin
g
f
ac
t
o
r
s
in
f
lu
en
cin
g
a
n
x
iet
y
in
d
ep
en
d
en
tly
.
T
h
is
f
in
d
in
g
is
co
n
s
is
ten
t
w
ith
r
esear
ch
s
u
g
g
esti
n
g
th
at
p
r
o
cr
asti
n
atio
n
'
s
im
p
ac
t
o
n
an
x
iety
is
co
n
tex
t
-
d
e
p
en
d
e
n
t.
Fo
r
in
s
tan
ce
,
Hu
an
g
et
a
l.
[
3
6
]
ar
g
u
ed
th
at
p
r
o
c
r
asti
n
atio
n
d
o
es
n
o
t
u
n
iv
er
s
ally
p
r
ed
ict
an
x
iety
lev
els,
as
th
e
r
elatio
n
s
h
ip
is
o
f
ten
m
o
d
e
r
ated
b
y
co
p
i
n
g
s
tr
ateg
ies
an
d
i
n
d
iv
id
u
al
r
e
s
ilien
ce
.
Similar
ly
,
Go
r
t
et
a
l.
[
3
7
]
o
b
s
er
v
e
d
th
at
wh
ile
p
r
o
cr
asti
n
atio
n
m
ay
h
ei
g
h
ten
m
o
m
e
n
tar
y
s
tr
ess
,
it
d
o
es
n
o
t
co
n
s
is
ten
tly
lead
to
clin
ical
an
x
iety
.
I
n
ter
m
s
o
f
s
tr
ess
,
th
e
r
esu
lts
s
h
o
w
a
Pear
s
o
n
co
r
r
elatio
n
co
ef
f
icien
t
o
f
.
0
1
1
with
a
p
-
v
alu
e
o
f
.
7
5
1
,
in
d
icatin
g
n
o
s
tatis
tically
s
ig
n
if
ican
t
r
elatio
n
s
h
ip
b
etwe
en
ac
ad
em
ic
p
r
o
cr
asti
n
atio
n
an
d
s
tr
ess
am
o
n
g
th
e
r
esp
o
n
d
en
ts
.
T
h
is
im
p
lies
th
at
ch
an
g
es
in
p
r
o
cr
asti
n
atio
n
le
v
els
ar
e
n
o
t
d
ir
ec
tly
lin
k
e
d
to
v
ar
iatio
n
s
in
s
tr
ess
lev
els.
Facto
r
s
o
th
er
th
an
p
r
o
c
r
asti
n
atio
n
,
s
u
ch
as
tim
e
m
an
a
g
em
en
t
s
k
ills
o
r
ex
ter
n
al
life
p
r
ess
u
r
es,
m
ay
p
la
y
a
m
o
r
e
s
u
b
s
tan
tial r
o
le
i
n
in
f
lu
en
cin
g
s
tr
ess
.
T
h
is
o
u
tco
m
e
alig
n
s
with
s
tu
d
ies
s
u
g
g
esti
n
g
th
at
th
e
co
n
n
e
ctio
n
b
etwe
en
p
r
o
cr
asti
n
atio
n
an
d
s
tr
ess
is
s
itu
atio
n
al
r
ath
er
th
an
u
n
iv
e
r
s
al.
Fo
r
ex
am
p
le,
Di
No
ce
r
a
et
a
l.
[
3
8
]
f
o
u
n
d
th
at
wh
ile
p
r
o
cr
asti
n
atio
n
m
ig
h
t
in
cr
ea
s
e
s
h
o
r
t
-
ter
m
task
-
r
elat
ed
s
tr
ess
,
it
d
o
es
n
o
t
co
n
s
is
te
n
tly
co
n
tr
ib
u
te
to
o
v
er
all
s
tr
e
s
s
lev
els.
Similar
ly
,
Go
n
g
et
a
l.
[
3
9
]
h
ig
h
lig
h
te
d
th
at
ef
f
ec
tiv
e
co
p
in
g
m
ec
h
a
n
i
s
m
s
ca
n
m
itig
ate
th
e
p
o
ten
tial
s
tr
ess
ca
u
s
ed
b
y
p
r
o
cr
asti
n
atio
n
,
r
ed
u
ci
n
g
its
o
v
er
all
im
p
ac
t.
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ess
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ad
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r
ess
p
r
o
cr
asti
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'
s
r
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in
s
tu
d
en
ts
'
p
s
y
ch
o
lo
g
ical
well
-
b
ein
g
[
4
0
]
.
Mo
r
e
o
v
er
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in
teg
r
atin
g
co
u
n
s
elin
g
s
er
v
ices
th
at
f
o
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u
s
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p
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asti
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-
r
elate
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itiv
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d
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n
al
b
ar
r
ier
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ca
n
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h
an
ce
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tu
d
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ts
'
co
p
in
g
m
ec
h
a
n
is
m
s
an
d
r
es
ilien
ce
[
4
1
]
.
T
h
e
s
ig
n
if
ican
t
r
elatio
n
s
h
ip
f
o
u
n
d
b
etwe
en
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d
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o
f
s
elf
-
r
e
g
u
latio
n
f
ailu
r
e
an
d
tem
p
o
r
al
m
o
tiv
a
tio
n
th
eo
r
y
,
wh
ich
s
u
g
g
ests
th
at
s
tu
d
en
ts
ex
p
er
ie
n
cin
g
d
ep
r
ess
iv
e
s
y
m
p
to
m
s
o
f
ten
s
tr
u
g
g
le
with
lo
w
m
o
tiv
ati
o
n
,
d
im
in
is
h
ed
task
v
alu
e,
an
d
im
p
air
e
d
g
o
al
-
s
ettin
g
,
lead
in
g
to
d
elay
ed
ac
ad
e
m
ic
en
g
ag
e
m
en
t.
C
o
n
v
er
s
ely
,
th
e
n
o
n
-
s
ig
n
if
ican
t
f
in
d
in
g
s
f
o
r
a
n
x
iety
a
n
d
s
tr
ess
m
ay
in
d
icate
th
at
wh
ile
th
ese
co
n
d
itio
n
s
c
r
ea
te
p
s
y
ch
o
lo
g
ic
al
d
is
co
m
f
o
r
t,
th
ey
m
ay
n
o
t
alwa
y
s
tr
a
n
s
late
in
to
av
o
id
a
n
ce
b
e
h
av
io
r
s
u
ch
a
s
p
r
o
cr
asti
n
atio
n
,
esp
ec
ially
in
co
n
tex
ts
wh
er
e
ex
ter
n
al
ac
ad
em
ic
p
r
ess
u
r
es
co
m
p
el
task
co
m
p
letio
n
d
e
s
p
ite
in
ter
n
al
d
is
tr
ess
.
So
m
e
s
tu
d
ies
th
at
h
av
e
s
im
ilar
ly
r
ep
o
r
ted
n
o
co
r
r
elati
o
n
b
etwe
en
s
tr
ess
an
d
p
r
o
cr
asti
n
atio
n
,
s
u
g
g
esti
n
g
th
at
h
i
g
h
-
f
u
n
ctio
n
in
g
an
x
i
o
u
s
in
d
iv
id
u
als m
ay
e
v
en
u
s
e
th
eir
an
x
iety
as a
m
o
tiv
at
o
r
[
4
2
]
.
T
h
e
ed
u
ca
ti
o
n
al
en
v
ir
o
n
m
en
t
in
th
e
So
u
t
h
er
n
Ph
ilip
p
in
es,
c
h
ar
ac
ter
ized
b
y
lim
ited
ac
ce
s
s
to
m
en
tal
h
ea
lth
s
u
p
p
o
r
t,
c
u
ltu
r
al
ex
p
e
ctatio
n
s
o
f
ac
ad
e
m
ic
ac
h
iev
e
m
en
t,
an
d
h
ea
v
y
c
o
u
r
s
e
lo
a
d
s
,
m
ay
also
s
h
ap
e
s
tu
d
en
ts
'
co
p
in
g
b
eh
av
io
r
s
d
if
f
er
en
tly
th
an
in
W
ester
n
co
n
tex
ts
,
wh
er
e
m
o
s
t
p
r
io
r
to
o
l
s
wer
e
d
ev
elo
p
ed
.
T
h
ese
co
n
tex
tu
al
f
ac
to
r
s
m
ig
h
t
b
u
f
f
er
o
r
in
ten
s
if
y
th
e
ef
f
e
cts
o
f
em
o
tio
n
al
d
is
tr
ess
o
n
ac
ad
em
ic
b
eh
av
io
r
s
.
Ho
wev
er
,
th
is
s
tu
d
y
is
n
o
t
with
o
u
t
lim
itatio
n
s
.
B
ein
g
cr
o
s
s
-
s
ec
tio
n
al,
it
ca
n
n
o
t
estab
lis
h
ca
u
s
ality
,
an
d
its
r
elian
ce
o
n
s
elf
-
r
e
p
o
r
te
d
d
a
ta
in
tr
o
d
u
ce
s
p
o
ten
tial
b
iases
s
u
ch
as
s
o
cial
d
esira
b
ili
ty
an
d
s
u
b
jectiv
e
m
is
r
ep
o
r
tin
g
.
Ad
d
itio
n
ally
,
a
lth
o
u
g
h
s
tan
d
a
r
d
ized
in
s
tr
u
m
en
ts
wer
e
u
s
ed
,
th
eir
ap
p
licab
ilit
y
m
ay
s
till
b
e
in
f
lu
en
ce
d
b
y
cu
ltu
r
al
n
u
a
n
ce
s
th
at
wer
e
n
o
t
f
u
lly
ca
p
tu
r
ed
in
th
e
ad
ap
tatio
n
p
r
o
ce
s
s
.
Fu
tu
r
e
r
esear
ch
s
h
o
u
ld
co
n
s
id
er
lo
n
g
itu
d
in
al
d
esig
n
s
,
in
clu
d
e
q
u
alitativ
e
in
s
ig
h
ts
,
an
d
ac
c
o
u
n
t
f
o
r
in
s
titu
tio
n
al
an
d
s
o
cio
c
u
ltu
r
al
f
ac
to
r
s
th
at
s
h
ap
e
b
o
th
m
e
n
tal
h
ea
lth
an
d
ac
a
d
em
ic
b
e
h
av
io
r
.
B
ased
o
n
th
e
s
tu
d
y
’
s
f
in
d
i
n
g
s
,
ed
u
ca
to
r
s
an
d
in
s
titu
tio
n
s
s
h
o
u
ld
im
p
lem
en
t
tar
g
eted
in
t
er
v
en
tio
n
s
th
at
d
ir
ec
tly
a
d
d
r
ess
task
d
elay
an
d
em
o
tio
n
al
well
-
b
ein
g
.
First,
tim
e
m
an
ag
em
e
n
t
tr
ain
i
n
g
p
r
o
g
r
am
s
ca
n
b
e
in
teg
r
ated
in
to
o
r
ien
tatio
n
o
r
g
u
id
an
ce
s
er
v
ices
to
e
q
u
ip
s
t
u
d
en
ts
with
p
r
ac
tical
s
tr
ateg
ies
f
o
r
g
o
al
-
s
ettin
g
,
p
r
io
r
itizatio
n
,
an
d
s
ch
ed
u
lin
g
—
s
k
ills
th
at
h
elp
r
ed
u
ce
p
r
o
cr
asti
n
ato
r
y
b
e
h
av
io
r
a
n
d
s
u
p
p
o
r
t
ac
a
d
em
ic
s
u
cc
ess
.
Seco
n
d
,
co
g
n
itiv
e
-
b
eh
av
io
r
al
wo
r
k
s
h
o
p
s
f
o
cu
s
ed
o
n
p
r
o
c
r
asti
n
atio
n
-
r
elate
d
t
h
o
u
g
h
t
p
atter
n
s
an
d
d
ep
r
ess
iv
e
s
y
m
p
to
m
s
ca
n
h
e
lp
s
tu
d
en
ts
r
ec
o
g
n
ize
av
o
id
a
n
ce
ten
d
e
n
cies
an
d
r
ep
lace
t
h
em
with
ad
a
p
tiv
e
co
p
in
g
m
ec
h
an
is
m
s
.
L
astl
y
,
in
s
tr
u
cto
r
s
ca
n
ad
o
p
t
s
tr
u
ctu
r
e
d
co
u
r
s
e
d
esig
n
s
th
at
in
clu
d
e
clea
r
,
in
cr
em
en
tal
d
ea
d
lin
es
an
d
f
o
r
m
ativ
e
f
ee
d
b
ac
k
,
wh
ich
h
a
v
e
b
ee
n
s
h
o
wn
to
r
e
d
u
ce
p
r
o
c
r
asti
n
atio
n
a
n
d
l
ess
en
th
e
em
o
tio
n
al
b
u
r
d
e
n
ass
o
ciate
d
with
lar
g
e
ac
ad
em
ic
task
s
.
T
h
ese
ev
id
en
ce
-
b
ased
s
tr
ateg
ies
n
o
t
o
n
ly
r
esp
o
n
d
t
o
th
e
id
en
tifie
d
r
elatio
n
s
h
ip
b
etwe
en
p
r
o
cr
asti
n
atio
n
an
d
d
e
p
r
e
s
s
io
n
b
u
t
also
p
r
o
m
o
te
a
m
o
r
e
s
u
p
p
o
r
tiv
e
an
d
m
en
tally
h
ea
lth
y
ac
a
d
em
ic
en
v
ir
o
n
m
e
n
t.
5.
CO
NCLU
SI
O
N
T
h
is
s
tu
d
y
ad
v
an
ce
s
th
eo
r
eti
ca
l
u
n
d
er
s
tan
d
in
g
b
y
d
em
o
n
s
tr
atin
g
th
at
ac
ad
em
ic
p
r
o
cr
as
tin
atio
n
is
clo
s
ely
in
ter
twin
ed
with
em
o
tio
n
al
an
d
s
elf
-
r
eg
u
lato
r
y
p
r
o
ce
s
s
es,
p
ar
ticu
lar
ly
d
e
p
r
ess
iv
e
s
y
m
p
to
m
s
.
B
y
alig
n
in
g
its
f
in
d
in
g
s
with
s
elf
-
r
eg
u
latio
n
t
h
eo
r
y
an
d
tem
p
o
r
al
m
o
tiv
atio
n
th
e
o
r
y
,
th
e
s
tu
d
y
s
tr
en
g
th
e
n
s
th
e
v
iew
th
at
p
r
o
cr
asti
n
atio
n
is
n
o
t
m
er
ely
a
b
e
h
av
io
r
al
d
elay
b
u
t
an
af
f
ec
t
-
d
r
iv
e
n
co
p
i
n
g
r
esp
o
n
s
e
s
h
ap
ed
b
y
d
im
in
is
h
ed
m
o
ti
v
atio
n
,
im
p
ai
r
ed
ex
ec
u
tiv
e
co
n
tr
o
l,
an
d
n
e
g
ativ
e
m
o
o
d
s
tates.
T
h
is
co
n
tr
ib
u
tes
to
th
e
o
r
y
b
y
clar
if
y
in
g
t
h
at
d
if
f
er
en
t
p
s
y
ch
o
lo
g
ical
co
n
d
itio
n
s
d
o
n
o
t
u
n
i
f
o
r
m
ly
in
f
lu
e
n
ce
p
r
o
cr
asti
n
ato
r
y
b
e
h
av
io
r
,
as
th
e
lin
k
ap
p
ea
r
s
s
p
ec
if
ic
to
d
e
p
r
es
s
io
n
r
ath
er
th
an
a
n
x
iety
o
r
s
tr
ess
,
s
u
g
g
esti
n
g
d
if
f
er
en
tiated
e
m
o
tio
n
al
p
ath
way
s
an
d
m
ec
h
a
n
is
m
s
th
at
f
u
tu
r
e
m
o
d
els m
u
s
t a
cc
o
u
n
t
f
o
r
.
Fro
m
a
p
r
ac
tical
s
tan
d
p
o
in
t,
th
e
f
in
d
in
g
s
o
f
f
er
clea
r
im
p
licatio
n
s
f
o
r
ed
u
ca
tio
n
al
lead
er
s
,
in
s
titu
tio
n
s
,
an
d
teac
h
er
s
.
Ad
m
in
is
tr
ato
r
s
ca
n
u
s
e
th
ese
in
s
i
g
h
ts
to
d
esig
n
p
o
licies
th
at
in
teg
r
ate
m
en
tal
h
ea
lth
co
n
s
id
er
atio
n
s
in
to
ac
ad
em
ic
s
u
p
p
o
r
t
s
y
s
tem
s
,
r
ec
o
g
n
izin
g
p
r
o
cr
asti
n
atio
n
as
a
p
o
ten
tial
ea
r
ly
i
n
d
icato
r
o
f
d
ep
r
ess
iv
e
ten
d
en
cies.
T
ea
c
h
er
s
m
ay
a
p
p
ly
s
tr
u
ctu
r
ed
in
s
tr
u
ctio
n
al
s
tr
ateg
ies
—
s
u
ch
as
clea
r
er
task
s
ca
f
f
o
ld
in
g
,
p
r
ed
ictab
le
tim
elin
es,
an
d
r
eg
u
lar
p
r
o
g
r
ess
ch
ec
k
-
in
s
—
to
h
elp
s
tu
d
en
ts
m
an
ag
e
wo
r
k
lo
a
d
d
em
an
d
s
wh
ile
r
ed
u
cin
g
th
e
e
m
o
tio
n
al
b
u
r
d
e
n
ass
o
ciate
d
w
ith
ac
ad
em
ic
task
s
.
Fo
r
in
s
tit
u
tio
n
al
lead
e
r
s
,
th
e
r
esu
lts
s
u
p
p
o
r
t th
e
d
ev
elo
p
m
e
n
t o
f
ca
m
p
u
s
-
wid
e
f
r
am
ewo
r
k
s
th
at
co
o
r
d
in
ate
ac
ad
em
ic
g
u
i
d
an
ce
with
m
en
tal
-
h
ea
lth
s
er
v
ices to
b
etter
id
e
n
tify
an
d
ad
d
r
ess
s
tu
d
en
ts
at
r
is
k
.
T
h
e
s
tu
d
y
’
s
n
u
an
ce
d
r
esu
lts
also
h
ig
h
lig
h
t
th
e
n
ee
d
f
o
r
m
o
r
e
c
o
m
p
r
e
h
en
s
iv
e
ex
p
lo
r
at
io
n
o
f
h
o
w
em
o
tio
n
al
an
d
co
n
te
x
tu
al
f
ac
t
o
r
s
s
h
ap
e
p
r
o
cr
asti
n
atio
n
d
if
f
e
r
en
tly
.
Fu
tu
r
e
r
esear
ch
s
h
o
u
ld
id
en
tify
m
e
d
iatin
g
an
d
m
o
d
er
atin
g
m
ec
h
a
n
is
m
s
—
s
u
ch
as
s
elf
-
ef
f
icac
y
,
e
m
o
ti
o
n
-
r
eg
u
latio
n
s
k
ills
,
co
g
n
itiv
e
ap
p
r
aisal,
o
r
cu
ltu
r
al
n
o
r
m
s
—
th
at
ex
p
lain
wh
y
d
ep
r
ess
io
n
p
r
ed
icts
p
r
o
cr
asti
n
atio
n
wh
ile
an
x
iety
an
d
s
tr
ess
d
o
n
o
t.
L
o
n
g
itu
d
in
a
l
d
esig
n
s
ar
e
n
ee
d
ed
to
clar
if
y
ca
u
s
ality
an
d
d
ev
elo
p
m
e
n
tal
p
atter
n
s
,
wh
ile
m
u
lti
-
ca
m
p
u
s
o
r
cr
o
s
s
-
cu
ltu
r
al
Evaluation Warning : The document was created with Spire.PDF for Python.
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I
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N:
2252
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8
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1011
DATA AV
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[
8
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.
L.
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[
9
]
M
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ry
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1
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2
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S
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s,
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r
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r
a
s
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a
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d
st
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ss:
A
c
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c
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o
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[1
3
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M
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m,
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D
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s
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,
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u
a
rt
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y
J
o
u
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.
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4
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.
[1
4
]
B
.
Le
e
,
S
.
Y
o
u
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,
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d
L.
F
r
e
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e
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d
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l
,
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D
e
a
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l
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n
e
Ef
f
e
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t
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n
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t
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o
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t
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t
C
a
r
e
:
A
Te
mp
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r
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l
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e
o
r
y
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sp
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ss
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me
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t
,
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o
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p
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o
o
m.1
3
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.
[1
5
]
G
.
R
.
R
y
s
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r
,
“
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,
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t
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p
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4
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4
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7
8
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3
5
6
8
2
-
2.
[
16
]
H
.
Ta
h
e
r
d
o
o
s
t
,
“
W
h
a
t
a
r
e
d
i
f
f
e
r
e
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t
r
e
sea
r
c
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a
p
p
r
o
a
c
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e
s
?
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s
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v
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R
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e
w
o
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Q
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a
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v
e
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q
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m
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c
h
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s,
t
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s,
a
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l
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m
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t
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t
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o
n
s,
”
J
o
u
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a
l
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M
a
n
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g
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m
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t
S
c
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&
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4
/
j
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.
v
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1
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4
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3
8
.
[
17
]
Ö
.
B
e
r
k
,
R
.
A
l
t
u
n
ı
ş
ı
k
,
E.
Es
k
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e
r
,
a
n
d
N
.
S
a
r
ı
k
a
y
a
,
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A
S
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R
e
l
i
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l
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t
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a
n
d
V
a
l
i
d
i
t
y
o
f
La
y
(
1
9
8
6
)
’
s
G
e
n
e
r
a
l
P
r
o
c
r
a
s
t
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n
a
t
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o
n
S
c
a
l
e
,”
(
i
n
Tu
r
k
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s
h
)
,
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ü
m
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şh
a
n
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Ü
n
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l
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o
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p
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4
–
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1
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[
O
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l
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n
e
]
.
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R
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[
18
]
O
.
N
.
M
e
d
v
e
d
e
v
,
“
D
e
p
r
e
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o
n
a
n
x
i
e
t
y
st
r
e
ss
s
c
a
l
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s
(
D
A
S
S
-
2
1
)
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n
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n
t
e
r
n
a
t
i
o
n
a
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t
e
x
t
s,
”
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n
I
n
t
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t
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a
l
H
a
n
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b
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–
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3
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3
_
1
5
-
1.
[
19
]
F
.
Jo
h
a
n
sso
n
e
t
a
l
.
,
“
A
sso
c
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t
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t
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S
w
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,
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AM
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a
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.
[2
0
]
A
.
R
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z
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n
t
a
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,
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.
F
o
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sst
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.
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k
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t
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mo
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g
u
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t
s:
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i
f
f
e
r
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t
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t
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g
se
v
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c
a
ses
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d
o
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s
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p
p
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v
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a
ses,
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t
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Ps
y
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1
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f
a
c
t
o
r
s
i
n
u
n
i
v
e
r
s
i
t
y
st
u
d
e
n
t
s,
”
I
n
t
e
r
n
a
t
i
o
n
a
l
J
o
u
rn
a
l
o
f
En
v
i
r
o
n
m
e
n
t
a
l
R
e
se
a
rc
h
a
n
d
P
u
b
l
i
c
H
e
a
l
t
h
,
v
o
l
.
1
7
,
n
o
.
1
3
,
p
.
4
7
7
8
,
2
0
2
0
,
d
o
i
:
1
0
.
3
3
9
0
/
i
j
e
r
p
h
1
7
1
3
4
7
7
8
.
[3
4
]
C
.
S
t
e
i
n
e
r
t
,
N
.
H
e
i
m,
a
n
d
F
.
Le
i
c
h
se
n
r
i
n
g
,
“
P
r
o
c
r
a
st
i
n
a
t
i
o
n
,
p
e
r
f
e
c
t
i
o
n
i
sm
,
a
n
d
o
t
h
e
r
w
o
r
k
-
r
e
l
a
t
e
d
m
e
n
t
a
l
p
r
o
b
l
e
ms:
p
r
e
v
a
l
e
n
c
e
,
t
y
p
e
s
,
a
sses
sme
n
t
,
a
n
d
t
r
e
a
t
me
n
t
—
a
sc
o
p
i
n
g
r
e
v
i
e
w
,
”
Fro
n
t
i
e
rs
i
n
Ps
y
c
h
i
a
t
ry
,
v
o
l
.
1
2
,
p
.
7
3
6
7
7
6
,
2
0
2
1
,
d
o
i
:
1
0
.
3
3
8
9
/
f
p
s
y
t
.
2
0
2
1
.
7
3
6
7
7
6
.
[
35
]
L.
A
l
l
e
r
a
n
d
A
.
M
.
A
l
mr
w
a
n
i
,
“
S
e
l
f
-
d
o
u
b
t
i
n
n
u
r
si
n
g
st
u
d
e
n
t
s
:
A
n
e
v
o
l
u
t
i
o
n
a
r
y
c
o
n
c
e
p
t
a
n
a
l
y
s
i
s,”
A
d
v
a
n
c
e
s
i
n
N
u
rs
i
n
g
S
c
i
e
n
c
e
,
v
o
l
.
4
7
,
n
o
.
2
,
p
p
.
1
5
3
–
1
6
5
,
2
0
2
4
,
d
o
i
:
1
0
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1
0
9
7
/
A
N
S
.
0
0
0
0
0
0
0
0
0
0
0
0
0
4
7
5
.
[
36
]
H
.
H
u
a
n
g
e
t
a
l
.
,
“
Th
e
a
sso
c
i
a
t
i
o
n
b
e
t
w
e
e
n
p
e
r
f
e
c
t
i
o
n
i
sm
a
n
d
a
c
a
d
e
m
i
c
p
r
o
c
r
a
s
t
i
n
a
t
i
o
n
a
m
o
n
g
u
n
d
e
r
g
r
a
d
u
a
t
e
n
u
r
s
i
n
g
s
t
u
d
e
n
t
s
:
Th
e
r
o
l
e
o
f
s
e
l
f
‐
e
f
f
i
c
a
c
y
a
n
d
r
e
si
l
i
e
n
c
e
,
”
N
u
rs
i
n
g
O
p
e
n
,
v
o
l
.
1
0
,
n
o
.
1
0
,
p
p
.
6
7
5
8
–
6
7
6
8
,
2
0
2
3
,
d
o
i
:
1
0
.
1
0
0
2
/
n
o
p
2
.
1
9
2
2
.
[
37
]
C
.
G
o
r
t
,
D
.
M
a
r
c
u
ss
o
n
-
C
l
a
v
e
r
t
z
,
a
n
d
C
.
K
u
e
h
n
e
r
,
“
P
r
o
c
r
a
st
i
n
a
t
i
o
n
,
a
f
f
e
c
t
i
v
e
s
t
a
t
e
,
r
u
m
i
n
a
t
i
o
n
,
a
n
d
sl
e
e
p
q
u
a
l
i
t
y
:
I
n
v
e
st
i
g
a
t
i
n
g
r
e
c
i
p
r
o
c
a
l
e
f
f
e
c
t
s
w
i
t
h
a
mb
u
l
a
t
o
r
y
a
s
sessme
n
t
,
”
J
o
u
rn
a
l
o
f
Ra
t
i
o
n
a
l
-
Em
o
t
i
v
e
&
C
o
g
n
i
t
i
v
e
-
Be
h
a
v
i
o
r
T
h
e
r
a
p
y
,
v
o
l
.
3
9
,
p
p
.
5
8
–
8
5
,
2
0
2
1
,
d
o
i
:
1
0
.
1
0
0
7
/
s1
0
9
4
2
-
0
2
0
-
0
0
3
5
3
-
4.
[
38
]
F
.
D
i
N
o
c
e
r
a
,
R
.
D
e
P
i
a
n
o
,
M
.
R
u
l
l
o
,
a
n
d
G
.
Te
m
p
e
s
t
i
n
i
,
“
A
l
a
c
k
o
f
f
o
c
u
s,
n
o
t
t
a
s
k
a
v
o
i
d
a
n
c
e
,
ma
k
e
s
t
h
e
d
i
f
f
e
r
e
n
c
e
:
w
o
r
k
r
o
u
t
i
n
e
s
i
n
p
r
o
c
r
a
st
i
n
a
t
o
r
s
a
n
d
n
o
n
-
p
r
o
c
r
a
s
t
i
n
a
t
o
r
s
,
”
Be
h
a
v
i
o
r
a
l
S
c
i
e
n
c
e
s
,
v
o
l
.
1
3
,
n
o
.
4
,
p
.
3
3
3
,
2
0
2
3
,
d
o
i
:
1
0
.
3
3
9
0
/
b
s
1
3
0
4
0
3
3
3
.
[
39
]
Z.
G
o
n
g
,
L
.
W
a
n
g
,
a
n
d
H
.
W
a
n
g
,
“
P
e
r
c
e
i
v
e
d
s
t
r
e
ss
a
n
d
i
n
t
e
r
n
e
t
a
d
d
i
c
t
i
o
n
a
mo
n
g
C
h
i
n
e
se
c
o
l
l
e
g
e
st
u
d
e
n
t
s
:
me
d
i
a
t
i
n
g
e
f
f
e
c
t
o
f
p
r
o
c
r
a
st
i
n
a
t
i
o
n
a
n
d
m
o
d
e
r
a
t
i
n
g
e
f
f
e
c
t
o
f
f
l
o
w
,
”
Fro
n
t
i
e
rs
i
n
Psy
c
h
o
l
o
g
y
,
v
o
l
.
1
2
,
p
.
6
3
2
4
6
1
,
2
0
2
1
,
d
o
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:
1
0
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3
3
8
9
/
f
p
s
y
g
.
2
0
2
1
.
6
3
2
4
6
1
.
[4
0
]
S
.
V
a
l
e
n
t
e
,
S
.
D
o
m
i
n
g
u
e
z
-
L
a
r
a
,
a
n
d
A
.
Lo
u
r
e
n
ç
o
,
“
P
l
a
n
n
i
n
g
Ti
m
e
M
a
n
a
g
e
m
e
n
t
i
n
S
c
h
o
o
l
a
c
t
i
v
i
t
i
e
s
a
n
d
R
e
l
a
t
i
o
n
t
o
P
r
o
c
r
a
s
t
i
n
a
t
i
o
n
:
a
st
u
d
y
f
o
r
Ed
u
c
a
t
i
o
n
a
l
s
u
st
a
i
n
a
b
i
l
i
t
y
,
”
S
u
s
t
a
i
n
a
b
i
l
i
t
y
,
v
o
l
.
1
6
,
n
o
.
1
6
,
p
.
6
8
8
3
,
2
0
2
4
,
d
o
i
:
1
0
.
3
3
9
0
/
s
u
1
6
1
6
6
8
8
3
.
[4
1
]
L.
S
c
h
u
e
n
e
m
a
n
n
,
V
.
S
c
h
e
r
e
n
b
e
r
g
,
M
.
v
o
n
S
a
l
i
s
c
h
,
a
n
d
M
.
Ec
k
e
r
t
,
“
‘
I
’
l
l
w
o
r
r
y
a
b
o
u
t
i
t
t
o
mo
r
r
o
w
’
–
F
o
st
e
r
i
n
g
e
mo
t
i
o
n
r
e
g
u
l
a
t
i
o
n
sk
i
l
l
s
t
o
o
v
e
r
c
o
me
p
r
o
c
r
a
s
t
i
n
a
t
i
o
n
,
”
F
ro
n
t
i
e
rs
i
n
Psy
c
h
o
l
o
g
y
,
v
o
l
.
1
3
,
p
.
7
8
0
6
7
5
,
2
0
2
2
,
d
o
i
:
1
0
.
3
3
8
9
/
f
p
s
y
g
.
2
0
2
2
.
7
8
0
6
7
5
.
[4
2
]
B
.
D
u
d
a
-
M
a
c
e
r
a
a
n
d
E.
G
a
l
l
a
r
d
o
-
Ec
h
e
n
i
q
u
e
,
“
C
h
a
r
a
c
t
e
r
i
z
a
t
i
o
n
o
f
A
c
a
d
e
mi
c
P
r
o
c
r
a
st
i
n
a
t
i
o
n
i
n
P
e
r
u
v
i
a
n
U
n
i
v
e
r
si
t
y
S
t
u
d
e
n
t
s
,
”
Re
v
i
st
a
E
l
e
c
t
r
ó
n
i
c
a
Ed
u
c
a
r
e
,
v
o
l
.
2
6
,
n
o
.
2
,
p
p
.
3
6
9
–
3
8
5
,
2
0
2
2
,
d
o
i
:
1
0
.
1
5
3
5
9
/
r
e
e
.
2
6
-
2
.
2
0
.
B
I
O
G
RAP
H
I
E
S O
F
AUTH
O
RS
La
wr
e
n
c
e
Anth
o
n
y
U.
Do
ll
e
n
t
e
is
a
se
a
so
n
e
d
e
d
u
c
a
to
r
w
it
h
2
0
y
e
a
rs
o
f
e
x
p
e
rien
c
e
,
c
u
rre
n
tl
y
a
ffil
iate
d
wi
th
th
e
Un
iv
e
rsity
o
f
S
o
u
t
h
e
rn
M
i
n
d
a
n
a
o
.
He
h
o
l
d
s
a
Do
c
to
r
o
f
P
h
il
o
so
p
h
y
in
E
d
u
c
a
ti
o
n
m
a
jo
r
in
Ap
p
li
e
d
Li
n
g
u
isti
c
s
fro
m
th
e
Un
i
v
e
rsity
o
f
th
e
Im
m
a
c
u
late
Co
n
c
e
p
ti
o
n
.
Wi
th
e
x
p
e
rti
se
in
li
n
g
u
isti
c
s,
c
o
m
m
u
n
ica
ti
o
n
,
a
n
d
s
o
c
ial
sc
ien
c
e
s
,
Dr.
Law
re
n
c
e
is
c
o
m
m
it
ted
t
o
a
d
v
a
n
c
i
n
g
in
ter
d
isc
ip
li
n
a
ry
e
d
u
c
a
t
io
n
th
a
t
b
ri
d
g
e
s
lan
g
u
a
g
e
stu
d
ies
a
n
d
so
c
ieta
l
u
n
d
e
rsta
n
d
i
n
g
.
His
wo
r
k
e
m
p
h
a
siz
e
s
th
e
d
e
v
e
lo
p
m
e
n
t
o
f
e
ffe
c
ti
v
e
c
o
m
m
u
n
ica
ti
o
n
sk
il
ls,
c
rit
ica
l
t
h
i
n
k
i
n
g
,
a
n
d
c
u
lt
u
ra
l
a
wa
re
n
e
ss
a
m
o
n
g
h
i
s
st
u
d
e
n
ts.
As
a
n
a
c
a
d
e
m
ic
lea
d
e
r,
h
e
striv
e
s
to
in
sp
ire
e
x
c
e
ll
e
n
c
e
a
n
d
f
o
ste
r
in
tellec
tu
a
l
g
ro
wt
h
in
b
o
t
h
tea
c
h
in
g
a
n
d
re
se
a
rc
h
.
Dr.
Law
re
n
c
e
’s
d
e
d
ica
ti
o
n
to
h
is
field
is
e
v
i
d
e
n
t
in
h
is
c
o
m
m
it
m
e
n
t
t
o
e
m
p
o
we
rin
g
lea
rn
e
rs
a
n
d
c
o
n
tri
b
u
ti
n
g
to
a
c
a
d
e
m
ic
d
isc
o
u
rse
.
He
c
a
n
b
e
c
o
n
tac
ted
a
t
e
m
a
il
:
lau
d
o
ll
e
n
te@
u
sm
.
e
d
u
.
p
h
.
Ar
m
a
n
d
G
.
Ato
n
is
a
n
In
str
u
c
to
r
III
a
t
Ca
v
i
te
S
tate
Un
i
v
e
rsity
,
wh
e
re
h
e
h
a
s
d
e
d
ica
ted
4
y
e
a
rs
t
o
tea
c
h
in
g
p
h
y
sic
a
l
e
d
u
c
a
ti
o
n
,
d
a
n
c
e
,
a
n
d
re
c
re
a
ti
o
n
.
Arm
a
n
d
is
c
o
m
m
it
ted
to
fo
ste
ri
n
g
a
l
o
v
e
fo
r
p
h
y
sic
a
l
a
c
ti
v
it
y
a
n
d
c
re
a
ti
v
e
e
x
p
re
ss
io
n
a
m
o
n
g
h
is
stu
d
e
n
ts,
e
m
p
l
o
y
i
n
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