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er
s
is
ten
t
d
if
f
icu
lties
with
m
o
r
e
co
m
p
le
x
co
n
ce
p
ts
,
wh
ich
co
n
tr
ib
u
te
to
wea
k
f
in
a
n
cial
b
e
h
av
io
r
s
,
in
cl
u
d
in
g
a
te
n
d
en
c
y
to
s
p
en
d
r
ath
er
th
an
s
av
e.
T
h
ese
c
h
allen
g
es
h
ig
h
lig
h
t
th
e
n
ee
d
f
o
r
tar
g
ete
d
in
ter
v
e
n
tio
n
s
,
ev
en
as
f
in
an
cial
liter
ac
y
co
n
ti
n
u
es
to
s
h
o
w
a
p
o
s
itiv
e
ass
o
ciatio
n
with
s
av
in
g
in
ten
tio
n
s
[
6
]
–
[
9
]
.
Fu
r
t
h
er
m
o
r
e,
f
am
ilial
f
ac
to
r
s
,
e.
g
.
,
ec
o
n
o
m
ic
ed
u
ca
tio
n
an
d
p
a
r
en
tal
in
co
m
e
s
ig
n
if
ican
tly
in
f
lu
en
ce
s
tu
d
en
ts
’
f
in
an
cial
liter
ac
y
an
d
in
clu
s
io
n
[
1
0
]
.
T
h
ese
in
ter
co
n
n
ec
ted
ch
alle
n
g
es
n
ec
ess
itate
th
e
d
ev
elo
p
m
e
n
t o
f
tar
g
eted
ed
u
c
atio
n
al
co
u
r
s
es to
im
p
r
o
v
e
s
tu
d
en
ts
’
o
v
er
all
f
in
an
cial
attitu
d
es a
n
d
p
r
ac
tices [
6
]
.
E
x
p
er
ien
tial
lear
n
in
g
an
d
p
r
ac
tical
f
in
an
cial
ed
u
ca
tio
n
p
r
o
g
r
am
s
ar
e
r
ec
o
m
m
en
d
e
d
to
en
h
an
ce
f
in
a
n
cial
liter
ac
y
an
d
p
r
o
m
o
te
p
o
s
itiv
e
f
in
an
cial
p
r
ac
tices
[
1
1
]
.
Un
iv
er
s
ities
s
h
o
u
ld
in
teg
r
ate
co
m
p
r
eh
en
s
iv
e
f
in
an
cial
liter
ac
y
co
u
r
s
es
in
to
t
h
eir
cu
r
r
icu
la
to
ad
d
r
ess
g
ap
s
in
s
tu
d
e
n
ts
’
f
in
an
cial
k
n
o
wled
g
e
,
p
ar
t
icu
lar
ly
f
o
c
u
s
in
g
o
n
co
m
p
lex
c
o
n
ce
p
ts
lik
e
co
m
p
o
u
n
d
in
ter
est [
6
]
,
[
1
2
]
,
[
1
3
]
.
I
m
p
lem
en
tin
g
ex
p
er
ien
tial
lea
r
n
in
g
o
p
p
o
r
tu
n
ities
,
e.
g
.
,
f
in
a
n
cial
s
im
u
latio
n
s
an
d
r
ea
l
-
life
f
in
an
cial
m
an
ag
em
en
t ta
s
k
s
,
ca
n
h
elp
s
tu
d
en
ts
d
ev
elo
p
p
r
ac
tical
f
in
a
n
cial
s
k
ills
[
1
1
]
,
[
1
2
]
.
I
n
teg
r
atin
g
f
in
an
cial
liter
ac
y
ac
r
o
s
s
cu
r
r
icu
la
is
a
m
u
ltifa
ce
ted
ap
p
r
o
ac
h
th
at
i
n
v
o
lv
es
em
b
ed
d
in
g
f
in
a
n
cial
co
n
ce
p
ts
in
t
o
v
ar
i
o
u
s
s
u
b
jects,
p
ar
ticu
lar
ly
m
ath
em
atics
an
d
s
o
cial
s
tu
d
ies,
to
en
h
an
ce
s
tu
d
en
ts
’
u
n
d
er
s
tan
d
i
n
g
an
d
ap
p
l
icatio
n
o
f
f
in
an
cial
k
n
o
wled
g
e
[
1
4
]
,
[
1
5
]
.
Fin
an
c
ial
liter
ac
y
ed
u
ca
tio
n
f
o
r
d
ig
i
tal
-
n
ativ
e
lear
n
er
s
r
e
q
u
ir
es
d
i
g
ital
p
ed
ag
o
g
y
th
at
m
atch
es
th
eir
in
te
r
ac
tiv
e,
te
ch
n
o
lo
g
y
-
d
r
iv
en
p
r
e
f
er
en
ce
s
.
Ad
ap
tiv
e
p
latf
o
r
m
s
,
s
im
u
la
tio
n
s
,
an
d
m
o
b
ile
b
u
d
g
etin
g
to
o
ls
ca
n
s
u
p
p
o
r
t
e
x
p
er
ien
tial
lear
n
in
g
,
p
e
r
s
o
n
ali
za
tio
n
,
a
n
d
b
eh
av
i
o
r
al
e
n
g
ag
e
m
en
t.
Gr
o
u
n
d
ed
in
m
o
tiv
atio
n
al
an
d
b
eh
av
io
r
al
p
r
in
cip
les,
s
u
ch
ap
p
r
o
ac
h
es
h
elp
d
ev
elo
p
in
f
o
r
m
ed
an
d
co
n
f
id
en
t
f
i
n
an
cial
d
ec
is
io
n
-
m
ak
er
s
in
th
e
d
ig
ital
ec
o
n
o
m
y
[
1
6
]
.
T
h
ese
in
s
ig
h
ts
s
h
o
w
th
at
f
in
an
cial
liter
ac
y
in
v
o
lv
es
k
n
o
wled
g
e,
b
eh
av
io
r
,
an
d
attitu
d
es.
T
h
is
s
tu
d
y
ex
am
in
es
h
o
w
t
h
ese
d
i
m
en
s
io
n
s
ca
n
b
e
s
tr
en
g
t
h
en
e
d
th
r
o
u
g
h
ev
id
e
n
ce
-
b
ased
,
ad
ap
tiv
e,
an
d
c
o
n
tex
t
-
r
elev
an
t in
s
tr
u
ctio
n
,
g
u
id
e
d
b
y
f
o
u
r
k
ey
q
u
esti
o
n
s
as:
−
Ho
w
s
tr
o
n
g
ly
d
o
s
tu
d
en
ts
’
d
e
m
o
g
r
ap
h
ic
p
r
o
f
iles
an
d
ac
ad
e
m
ic
b
ac
k
g
r
o
u
n
d
s
af
f
ec
t
th
eir
f
in
an
cial
liter
ac
y
lev
els?
−
Ho
w
d
o
in
co
m
e
lev
els,
f
in
an
c
ial
ed
u
ca
tio
n
b
ac
k
g
r
o
u
n
d
,
an
d
in
co
m
e
s
o
u
r
ce
s
r
elate
to
s
tu
d
en
ts
’
f
in
an
cial
k
n
o
wled
g
e,
b
eh
a
v
io
r
s
,
an
d
attitu
d
es?
−
Ho
w
ca
n
d
ig
ital
p
ed
ag
o
g
y
en
h
an
ce
f
in
an
cial
liter
ac
y
o
u
tco
m
es
th
r
o
u
g
h
ad
ap
tiv
e
a
n
d
tech
n
o
lo
g
y
-
s
u
p
p
o
r
ted
lea
r
n
in
g
s
tr
ateg
ies?
−
W
h
at
im
p
licatio
n
s
d
o
th
ese
f
i
n
d
in
g
s
h
o
ld
f
o
r
th
e
in
teg
r
atio
n
o
f
d
ig
ital
an
d
p
s
y
ch
o
l
o
g
ical
co
m
p
o
n
e
n
ts
in
d
esig
n
in
g
f
le
x
ib
le
f
in
an
cial
lit
er
ac
y
cu
r
r
icu
la?
T
o
ad
d
r
ess
th
is
ch
allen
g
e,
th
e
p
r
esen
t
s
tu
d
y
ass
es
s
es
f
in
an
cial
liter
ac
y
am
o
n
g
T
h
ai
u
n
iv
er
s
ity
s
tu
d
en
ts
b
y
ex
am
in
in
g
d
em
o
g
r
ap
h
ic,
ac
ad
em
ic,
an
d
s
o
cio
ec
o
n
o
m
ic
d
ete
r
m
in
an
ts
.
T
h
e
m
eth
o
d
o
lo
g
y
,
f
in
d
in
g
s
,
d
is
cu
s
s
io
n
,
an
d
co
n
clu
s
io
n
ar
e
d
etailed
in
th
e
f
o
llo
win
g
s
ec
tio
n
s
.
2.
M
E
T
H
O
D
T
h
is
s
tu
d
y
em
p
lo
y
ed
a
m
i
x
ed
-
m
eth
o
d
d
esig
n
,
in
teg
r
atin
g
q
u
an
titativ
e
an
aly
s
is
with
s
em
i
-
s
tr
u
ctu
r
ed
q
u
alitativ
e
in
ter
v
iews
to
in
v
esti
g
ate
th
e
f
in
an
cial
k
n
o
wled
g
e,
b
eh
a
v
io
r
s
,
an
d
attitu
d
es
o
f
u
n
d
e
r
g
r
ad
u
ate
s
tu
d
en
ts
[
1
7
]
,
[
1
8
]
.
As
s
h
o
wn
in
Fig
u
r
e
1
,
th
is
s
tu
d
y
ad
o
p
ted
a
s
eq
u
en
tial
ex
p
lan
ato
r
y
m
ix
ed
-
m
eth
o
d
s
f
r
am
ewo
r
k
th
at
in
te
g
r
ates
q
u
an
titativ
e
an
d
q
u
alitativ
e
p
h
ases
to
e
x
am
in
e
f
in
an
c
ial
liter
ac
y
am
o
n
g
u
n
d
er
g
r
ad
u
ate
s
tu
d
en
ts
.
T
h
e
d
esig
n
allo
ws
q
u
an
titativ
e
an
al
y
s
es
to
f
ir
s
t
id
en
tify
g
e
n
er
al
p
atter
n
s
o
f
f
in
a
n
cial
liter
ac
y
,
f
o
llo
we
d
b
y
q
u
alitativ
e
in
q
u
ir
y
to
ex
p
lain
an
d
co
n
tex
tu
alize
th
ese
p
atter
n
s
v
ia
s
tu
d
en
ts
’
liv
e
d
ex
p
er
ien
ce
s
,
p
r
o
v
i
d
in
g
i
n
ter
p
r
etativ
e
d
ep
t
h
to
s
u
p
p
o
r
t
cu
r
r
icu
lu
m
d
ev
el
o
p
m
en
t
an
d
d
ig
ital
lear
n
i
n
g
in
ter
v
en
tio
n
s
.
E
v
id
en
ce
-
b
ased
lear
n
in
g
o
u
tco
m
es
alig
n
e
d
w
ith
th
e
Or
g
an
is
atio
n
f
o
r
E
c
o
n
o
m
ic
C
o
-
o
p
e
r
atio
n
an
d
Dev
el
o
p
m
en
t
(
OE
C
D
)
f
r
a
m
ewo
r
k
ca
n
b
e
d
ev
elo
p
e
d
b
y
s
p
ec
if
ically
tailo
r
in
g
p
er
f
o
r
m
a
n
ce
b
e
n
ch
m
ar
k
s
t
o
ad
d
r
ess
th
e
d
is
p
ar
ities
id
en
tifi
ed
in
s
tu
d
e
n
ts
’
g
r
a
d
e
p
o
in
t
av
er
ag
e
-
cu
m
u
lativ
e
(
GPAX)
,
le
v
els,
f
ield
s
o
f
s
tu
d
y
,
an
d
in
co
m
e
s
o
u
r
ce
s
.
Ho
wev
er
,
it is
ex
p
ec
ted
th
at
th
is
ad
ap
ti
v
e
alig
n
m
en
t w
ill r
ep
lace
s
tan
d
ar
d
ized
in
s
tr
u
ctio
n
with
a
d
i
f
f
er
en
tiated
m
o
d
el,
e
n
s
u
r
in
g
th
at
s
tu
d
e
n
ts
f
r
o
m
l
o
wer
ac
ad
em
ic
tier
s
r
ec
eiv
e
tar
g
eted
s
ca
f
f
o
ld
in
g
to
m
ee
t
in
ter
n
atio
n
al
liter
ac
y
s
t
an
d
ar
d
s
wh
ile
h
ig
h
er
-
p
e
r
f
o
r
m
in
g
g
r
o
u
p
s
ar
e
c
h
allen
g
ed
with
m
o
r
e
co
m
p
lex
f
in
an
cial
s
im
u
latio
n
s
.
2
.
1
.
Q
ues
t
io
nn
a
ire
des
ig
n
T
h
is
s
tu
d
y
em
p
lo
y
ed
a
q
u
an
t
itativ
e
ap
p
r
o
ac
h
u
s
in
g
a
s
tr
u
ctu
r
ed
q
u
esti
o
n
n
air
e
to
ass
es
s
f
in
an
cial
liter
ac
y
in
T
h
ai
u
n
iv
er
s
ity
s
tu
d
en
ts
.
T
h
e
two
-
s
ec
tio
n
in
s
tr
u
m
en
t,
a
d
ap
ted
b
y
th
e
B
an
k
o
f
T
h
ailan
d
f
r
o
m
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
Dete
r
min
a
n
ts
o
f fin
a
n
cia
l litera
cy
a
mo
n
g
Th
a
i u
n
d
erg
r
a
d
u
a
t
es fo
r
d
ig
ita
l a
n
d
…
(
P
ich
it B
o
o
n
kro
n
g
)
1713
OE
C
D
to
o
ls
,
alig
n
s
with
th
e
OE
C
D/
I
n
ter
n
atio
n
al
Netwo
r
k
o
n
Fin
an
cial
E
d
u
ca
tio
n
(
I
NF
E
)
2
0
1
6
f
r
am
ewo
r
k
to
m
ea
s
u
r
e
f
in
a
n
cial
k
n
o
wled
g
e,
b
eh
a
v
io
r
,
a
n
d
attitu
d
e
[
4
]
,
[
1
2
]
,
[
1
3
]
,
[
1
9
]
.
−
Par
t
1
:
s
tu
d
en
ts
wer
e
r
eq
u
ested
to
p
r
o
v
id
e
d
em
o
g
r
ap
h
ic
in
f
o
r
m
atio
n
,
wh
ich
en
co
m
p
ass
ed
th
eir
g
en
d
e
r
,
y
ea
r
o
f
s
tu
d
y
,
GPAX,
f
ac
u
lty
af
f
iliatio
n
,
as
well
as
p
er
s
o
n
al
an
d
p
ar
e
n
tal
m
o
n
t
h
ly
in
co
m
e
an
d
th
eir
p
r
im
ar
y
s
o
u
r
ce
s
.
−
Par
t
2
:
a
n
ev
alu
atio
n
o
f
f
i
n
an
cial
liter
ac
y
s
k
ills
was
co
n
d
u
cted
,
b
ased
o
n
th
e
OE
C
D
f
r
am
ewo
r
k
,
th
r
o
u
g
h
a
s
er
ies o
f
q
u
esti
o
n
s
alig
n
ed
with
th
e
th
r
ee
co
r
e
d
im
e
n
s
io
n
s
.
Fin
an
cial
co
m
p
eten
ce
was
m
ea
s
u
r
ed
u
s
in
g
an
in
s
tr
u
m
e
n
t
with
th
r
ee
co
m
p
o
n
en
ts
:
k
n
o
wled
g
e
(
7
m
u
ltip
le
ch
o
ice
q
u
esti
o
n
s
(
MCQs
)
o
n
in
ter
est,
in
f
latio
n
,
an
d
r
is
k
)
,
b
e
h
av
io
r
,
an
d
attitu
d
e
(
b
o
th
ass
ess
ed
v
ia
5
-
p
o
in
t
L
i
k
er
t
s
ca
les).
Data
wer
e
co
llected
u
s
in
g
a
s
tr
u
ctu
r
ed
s
elf
-
ad
m
i
n
is
ter
ed
q
u
esti
o
n
n
air
e
ad
m
in
is
ter
ed
v
ia
Go
o
g
le
Fo
r
m
s
,
en
ab
lin
g
o
n
lin
e
p
ar
ticip
atio
n
with
s
tan
d
ar
d
ized
item
s
,
r
esp
o
n
s
e
o
p
tio
n
s
,
an
d
in
s
tr
u
ctio
n
s
.
C
o
n
ten
t
an
d
co
n
s
tr
u
ct
v
alid
it
y
wer
e
co
n
f
ir
m
ed
th
r
o
u
g
h
e
x
p
er
t
r
ev
iew,
p
ilo
t
test
in
g
,
a
n
d
in
d
ex
o
f
item
-
o
b
jectiv
e
co
n
g
r
u
e
n
ce
(
I
OC
)
,
with
r
eliab
ilit
y
s
u
p
p
o
r
ted
b
y
a
C
r
o
n
b
ac
h
’
s
α
>
0
.
7
0
.
Fig
u
r
e
1
.
Seq
u
en
tial e
x
p
lan
at
o
r
y
m
ix
ed
-
m
eth
o
d
s
f
r
am
ewo
r
k
in
teg
r
atin
g
q
u
an
titativ
e
an
d
q
u
alitativ
e
p
h
ases
to
in
v
esti
g
ate
f
in
an
cial
liter
ac
y
a
m
o
n
g
u
n
d
e
r
g
r
ad
u
ates
2
.
2
.
Se
m
i
-
s
t
ruct
ured
inte
rv
iew
T
o
ex
p
lo
r
e
th
e
f
in
a
n
cial
k
n
o
w
led
g
e,
b
eh
av
i
o
r
s
,
an
d
attitu
d
es o
f
T
h
ai
u
n
d
er
g
r
ad
u
ate
s
tu
d
en
ts
,
a
s
em
i
-
s
tr
u
ctu
r
ed
in
te
r
v
iew
m
eth
o
d
o
l
o
g
y
was
u
tili
ze
d
[
2
0
]
,
[
2
1
]
.
Usi
n
g
co
n
tex
t
-
s
p
ec
if
ic
q
u
esti
o
n
s
f
o
r
T
h
ai
s
tu
d
e
n
ts
to
ca
p
tu
r
e
m
ea
n
in
g
f
u
l a
n
d
ac
c
u
r
ate
d
ata,
a
to
tal
o
f
1
0
s
tu
d
en
ts
wer
e
in
ter
v
iewe
d
u
s
in
g
f
i
v
e
co
r
e
q
u
esti
o
n
s
as:
−
Q1
:
h
ow
wo
u
ld
y
o
u
d
ef
i
n
e
f
i
n
an
cial
liter
ac
y
,
an
d
in
wh
at
way
s
d
o
es
it
in
f
lu
en
ce
y
o
u
r
p
er
s
o
n
al
f
in
an
cial
d
ec
is
io
n
-
m
ak
in
g
an
d
o
v
er
all
e
co
n
o
m
ic
u
n
d
er
s
tan
d
in
g
?
−
Q2
:
w
h
at
f
in
an
cial
attitu
d
es
o
r
b
elief
s
d
o
y
o
u
an
d
y
o
u
r
p
ee
r
s
co
m
m
o
n
ly
h
o
l
d
,
a
n
d
h
o
w
d
o
th
ese
in
f
lu
en
ce
y
o
u
r
d
aily
f
in
a
n
cial
d
ec
is
io
n
s
an
d
d
is
cip
lin
e?
−
Q3
:
i
n
y
o
u
r
o
p
in
io
n
,
h
o
w
d
o
f
in
an
cial
h
ab
its
,
e.
g
.
,
s
p
en
d
in
g
,
s
av
in
g
,
an
d
b
u
d
g
etin
g
r
ef
lect
y
o
u
r
f
i
n
an
cial
b
eh
av
io
r
,
an
d
wh
at
r
o
le
d
o
es l
if
esty
le
p
lay
in
s
h
ap
in
g
th
ese
h
ab
its
?
−
Q4
:
w
h
at
ar
e
th
e
m
ain
f
in
an
cial
ch
allen
g
es
y
o
u
cu
r
r
en
tly
f
ac
e
as
a
s
tu
d
e
n
t,
an
d
h
o
w
d
o
y
o
u
a
p
p
ly
f
in
an
cial
k
n
o
wled
g
e
o
r
s
tr
ateg
ies to
m
an
ag
e
th
em
?
−
Q5
:
h
o
w
d
o
y
o
u
p
lan
to
m
an
a
g
e
y
o
u
r
f
in
an
ce
s
af
ter
g
r
a
d
u
ati
o
n
,
an
d
wh
at
f
in
a
n
cial
p
lan
n
in
g
o
r
in
v
estme
n
t
s
tr
ateg
ies
d
o
y
o
u
i
n
ten
d
to
ad
o
p
t a
s
a
y
o
u
n
g
p
r
o
f
ess
io
n
al?
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
7
1
1
-
1
7
2
7
1714
2
.
3
.
Da
t
a
c
o
llect
io
n
I
n
2
0
2
4
,
th
e
u
n
d
e
r
g
r
a
d
u
ate
p
o
p
u
latio
n
at
R
an
g
s
it
Un
iv
e
r
s
ity
was
=
28
,
068
.
T
h
e
m
in
im
u
m
r
eq
u
ir
ed
s
am
p
le
s
ize
(
)
to
esti
m
ate
a
p
o
p
u
latio
n
m
ea
n
(
̅
)
with
a
s
p
ec
if
ied
p
r
ec
is
io
n
was
co
m
p
u
ted
u
s
in
g
th
e
n
o
r
m
al
-
th
e
o
r
y
f
o
r
m
u
la
with
f
i
n
ite
p
o
p
u
latio
n
co
r
r
ec
tio
n
s
u
c
h
th
at
:
=
0
1
+
0
−
1
,
0
=
2
2
2
Sp
ec
if
ically
,
is
th
e
s
tan
d
ar
d
n
o
r
m
al
q
u
an
tile
f
o
r
th
e
d
esire
d
co
n
f
id
en
ce
lev
el,
is
th
e
p
o
p
u
latio
n
s
tan
d
ar
d
d
ev
iatio
n
o
r
SD
(
esti
m
ated
f
r
o
m
p
ilo
t
d
ata
o
r
p
r
ev
io
u
s
s
tu
d
ies),
an
d
is
th
e
d
esire
d
m
ar
g
in
o
f
er
r
o
r
[
2
2
]
,
[
2
3
]
.
Usi
n
g
=
1
.
96
(
f
o
r
a
9
5
%
co
n
f
id
en
ce
lev
el)
,
=
20
,
an
d
=
2
,
th
e
in
itial
esti
m
ate
y
ield
ed
0
=
384
.
16
,
an
d
af
ter
ap
p
ly
in
g
th
e
f
in
ite
p
o
p
u
latio
n
co
r
r
ec
tio
n
f
o
r
=
28
,
068
,
th
e
ad
ju
s
ted
m
in
im
u
m
s
am
p
le
s
ize
was
≈
379
.
Par
ticip
an
ts
wer
e
elig
ib
le
if
th
ey
wer
e
f
u
ll
-
tim
e
u
n
d
er
g
r
ad
u
ate
s
tu
d
en
ts
en
r
o
lled
at
R
an
g
s
it
Un
iv
er
s
ity
d
u
r
in
g
th
e
2
0
2
4
ac
ad
em
ic
y
ea
r
,
ag
ed
1
8
y
ea
r
s
o
r
o
ld
er
.
Stu
d
en
ts
o
n
ac
ad
em
ic
leav
e,
ex
ch
an
g
e
s
tu
d
en
ts
,
an
d
in
co
m
p
lete
r
esp
o
n
s
es
wer
e
ex
clu
d
ed
f
r
o
m
th
e
an
aly
s
is
.
Data
wer
e
co
llected
v
ia
Go
o
g
le
Fo
r
m
s
b
etwe
en
J
u
n
e
an
d
Dec
em
b
er
2
0
2
4
u
s
in
g
co
n
v
en
ien
ce
s
am
p
lin
g
,
y
ield
in
g
6
1
8
v
alid
u
n
d
er
g
r
ad
u
ate
r
esp
o
n
s
es,
wh
ich
ex
ce
ed
ed
th
e
m
in
im
u
m
r
eq
u
ir
ed
s
am
p
le
s
ize
o
f
3
7
9
f
o
r
r
ep
r
esen
tativ
en
ess
.
2
.
4
.
Ana
ly
t
ica
l
a
pp
ro
a
ches
Qu
an
titativ
e
d
ata
wer
e
an
aly
ze
d
u
s
in
g
d
escr
ip
tiv
e
an
d
in
f
er
en
tial
s
tatis
tic
s
to
as
s
es
s
f
in
an
cial
k
n
o
wled
g
e,
b
e
h
av
io
r
,
an
d
att
itu
d
e
ac
r
o
s
s
d
em
o
g
r
a
p
h
ic
v
a
r
iab
les.
I
n
ter
v
iew
d
ata
wer
e
ex
am
in
ed
t
h
r
o
u
g
h
th
em
atic
an
aly
s
is
to
ca
p
tu
r
e
s
tu
d
en
ts
liv
ed
ex
p
er
ien
ce
s
.
T
h
is
m
ix
ed
-
m
eth
o
d
s
ap
p
r
o
ac
h
en
ab
led
b
o
t
h
s
tatis
t
ical
r
ig
o
r
an
d
co
n
tex
tu
al
d
ep
th
,
en
h
an
cin
g
t
h
e
v
alid
ity
an
d
ap
p
licab
ilit
y
o
f
f
in
d
i
n
g
s
r
elate
d
to
f
in
an
cial
liter
ac
y
an
d
its
r
o
le
in
s
u
s
tain
ab
le
d
ev
elo
p
m
en
t.
2
.
4
.
1
.
Q
ua
ntit
a
t
iv
e
a
na
ly
s
is
T
h
e
r
esp
o
n
s
es
wer
e
e
x
p
o
r
ted
to
a
n
E
x
ce
l
s
p
r
ea
d
s
h
ee
t
f
o
r
p
r
e
p
r
o
ce
s
s
in
g
a
n
d
s
tatis
tical
an
aly
s
is
.
T
h
e
d
ata
wer
e
an
aly
ze
d
u
s
in
g
d
escr
ip
tiv
e
s
tatis
tics
,
in
clu
d
in
g
m
ea
n
(
̅
)
an
d
SD
,
to
s
u
m
m
ar
ize
s
tu
d
en
ts
’
f
in
an
cial
k
n
o
wled
g
e,
b
eh
a
v
io
r
,
an
d
attitu
d
es.
T
o
ev
alu
ate
th
e
d
is
tr
ib
u
tio
n
o
f
f
in
an
cial
l
iter
ac
y
s
co
r
es,
th
e
Ko
lm
o
g
o
r
o
v
-
Sm
ir
n
o
v
n
o
r
m
al
ity
test
was
co
n
d
u
cte
d
at
a
s
ig
n
if
ican
ce
le
v
el
o
f
=
0
.
05
.
Giv
en
t
h
at
th
e
d
ata
d
id
n
o
t
m
ee
t
n
o
r
m
ality
ass
u
m
p
tio
n
s
,
n
o
n
-
p
ar
a
m
etr
ic
s
tatis
ti
ca
l
m
eth
o
d
s
wer
e
em
p
l
o
y
ed
.
T
h
e
Kr
u
s
k
al
-
W
allis
test
was
u
s
ed
to
co
m
p
ar
e
f
in
a
n
cial
liter
ac
y
lev
els
ac
r
o
s
s
d
if
f
er
en
t
g
r
o
u
p
s
,
wh
ile
t
h
e
W
ilco
x
o
n
r
an
k
-
s
u
m
test
was
ap
p
lied
f
o
r
p
air
wis
e
co
m
p
ar
is
o
n
s
.
Ad
d
itio
n
ally
,
2
tes
t
was
u
s
ed
to
ex
am
in
e
ass
o
ciatio
n
s
b
etwe
en
ca
teg
o
r
ical
v
ar
iab
les.
C
r
am
er
’
s
V
m
ea
s
u
r
ed
ass
o
ciatio
n
s
b
etwe
en
ca
teg
o
r
ical
v
ar
iab
les,
wh
ile
Sp
ea
r
m
an
’
s
r
an
k
co
r
r
elatio
n
ass
ess
ed
m
o
n
o
to
n
ic
r
elatio
n
s
h
ip
s
b
etwe
en
k
n
o
wled
g
e,
b
eh
av
i
o
r
,
an
d
attitu
d
es.
2
.
4
.
2
.
Q
ua
lita
t
iv
e
a
na
ly
s
is
T
o
co
m
p
lem
en
t
th
e
q
u
an
tita
tiv
e
p
h
ase,
q
u
alitativ
e
d
ata
wer
e
g
ath
er
e
d
th
r
o
u
g
h
s
em
i
-
s
tr
u
ctu
r
ed
in
ter
v
iews
with
ten
p
u
r
p
o
s
iv
e
ly
s
elec
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v
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An
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3.
RE
SU
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Su
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6
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o
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J
am
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6
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4
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s
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f
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.
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8
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Dete
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1715
3
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>
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a
h
t
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1
1
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5
0
3
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2
.
F
a
ct
o
rs
a
s
s
o
cia
t
ed
wit
h
f
ina
ncia
l lit
er
a
cy
Fin
an
cial
liter
ac
y
d
if
f
er
ed
s
ig
n
if
ican
tly
ac
r
o
s
s
s
tu
d
en
ts
’
ac
ad
em
ic
ch
ar
ac
ter
is
tics
(
y
ea
r
o
f
s
tu
d
y
,
GPAX,
an
d
f
ield
)
,
f
in
an
cial
b
ac
k
g
r
o
u
n
d
,
in
c
o
m
e
s
o
u
r
ce
,
an
d
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co
m
e
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el,
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d
icatin
g
t
h
at
b
o
th
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ad
e
m
ic
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d
s
o
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ec
o
n
o
m
ic
f
ac
to
r
s
j
o
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tly
s
h
ap
e
v
ar
iatio
n
s
in
f
in
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c
ial
k
n
o
wled
g
e,
b
eh
av
io
r
,
a
n
d
attitu
d
e.
T
ab
le
2
s
u
m
m
ar
izes
th
e
co
m
p
ar
is
o
n
o
f
f
in
an
cial
co
m
p
eten
ce
s
co
r
es
ac
r
o
s
s
s
tu
d
en
t
d
em
o
g
r
a
p
h
ics.
Du
e
to
n
o
n
-
n
o
r
m
al
s
co
r
e
d
is
tr
ib
u
tio
n
s
(
Ko
lm
o
g
o
r
o
v
-
Sm
ir
n
o
v
,
<
0
.
05
)
,
n
o
n
-
p
ar
am
etr
ic
an
aly
s
es
(
Ma
n
n
-
W
h
itn
ey
U
a
n
d
Kr
u
s
k
al
-
W
allis
te
s
ts
)
wer
e
em
p
lo
y
ed
.
T
h
e
r
esu
lts
r
ev
ea
l th
at
o
v
er
all
f
in
an
cial
co
m
p
eten
ce
v
ar
ies s
ig
n
if
ican
tly
with
s
tu
d
en
ts
’
y
ea
r
,
GPAX
lev
els,
f
ield
o
f
s
tu
d
y
(
all
<
0
.
001
)
,
p
r
i
o
r
f
in
an
cial
s
tu
d
y
(
=
0
.
018
)
,
in
co
m
e
s
o
u
r
ce
,
an
d
in
co
m
e
lev
el
(
b
o
th
=
0
.
003
)
.
B
ased
o
n
ac
ad
em
ic
a
n
d
f
in
a
n
cial
f
ac
to
r
s
,
th
e
v
ar
i
atio
n
o
f
f
in
an
cial
liter
ac
y
is
d
escr
ib
ed
.
3
.
2
.
1
.
Aca
dem
ic
f
a
ct
o
rs
Aca
d
em
ic
p
r
o
g
r
ess
io
n
ex
h
ib
i
ted
a
s
ig
n
if
ican
t
ass
o
ciatio
n
with
f
in
an
cial
co
m
p
eten
ce
as
s
h
o
wn
in
Fig
u
r
e
2
.
Yea
r
-
1
s
tu
d
en
ts
s
co
r
ed
1
6
.
4
4
1
±
1
.
9
1
0
o
n
th
e
2
1
-
p
o
in
t
co
m
p
o
s
ite
s
ca
le,
r
is
in
g
m
o
d
estl
y
in
Yea
r
-
2
(
1
6
.
5
0
0
±
1
.
6
5
9
)
b
u
t
f
allin
g
i
n
Yea
r
-
3
(
1
5
.
9
5
3
±
2
.
1
4
3
)
a
n
d
Yea
r
-
4
(
1
5
.
3
5
4
±
2
.
0
4
3
)
;
th
e
o
m
n
ib
u
s
test
was
s
ig
n
if
ican
t
(
p
<
0
.
0
0
1
)
.
Gr
ad
e
p
er
f
o
r
m
a
n
ce
ex
er
ted
th
e
s
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tr
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Fin
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im
p
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Evaluation Warning : The document was created with Spire.PDF for Python.
I
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2
2
5
2
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8
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I
n
t
J
E
v
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&
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Vo
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15
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No
.
2
,
Ap
r
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20
2
6
:
1
7
1
1
-
1
7
2
7
1716
T
ab
le
2
.
C
o
m
p
a
r
is
o
n
o
f
f
in
an
c
ial
liter
ac
y
co
m
p
o
n
en
ts
ac
r
o
s
s
d
em
o
g
r
ap
h
ic
a
n
d
ed
u
ca
tio
n
al
f
ac
to
r
s
am
o
n
g
T
h
ai
u
n
d
e
r
g
r
a
d
u
ates a
t a
s
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n
i
f
ican
ce
lev
el
o
f
α
=0
.
0
5
F
a
c
t
o
r
La
b
e
l
s
K
n
o
w
l
e
d
g
e
(
7
)
B
e
h
a
v
i
o
r
(
9
)
A
t
t
i
t
u
d
e
(
5
)
O
v
e
r
a
l
l
(
2
1
)
C
o
m
p
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so
n
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SD
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Fig
u
r
e
2
.
Dis
tr
ib
u
tio
n
o
f
o
v
er
a
ll f
in
an
cial
liter
ac
y
s
co
r
es a
cr
o
s
s
ac
ad
em
ic
y
ea
r
,
GPAX
lev
el,
an
d
f
ield
o
f
s
tu
d
y
am
o
n
g
T
h
ai
u
n
d
e
r
g
r
a
d
u
ates in
th
e
co
n
tex
t o
f
d
ig
ital a
n
d
ad
a
p
tiv
e
lear
n
in
g
d
esig
n
3
.
2
.
2
.
F
ina
ncia
l
f
a
ct
o
r
s
Fin
an
ce
-
r
elate
d
co
u
r
s
ewo
r
k
co
n
v
ey
e
d
a
m
o
d
est
ed
g
e
:
s
tu
d
en
ts
with
p
r
io
r
ex
p
o
s
u
r
e
av
er
ag
ed
1
6
.
4
4
8
±
1
.
8
3
0
o
n
t
h
e
2
1
-
p
o
in
t
s
ca
le,
s
u
r
p
ass
in
g
p
ee
r
s
with
o
u
t
s
u
ch
tr
ain
in
g
(
1
6
.
0
6
4
±
1
.
9
6
4
;
p
=0
.
0
1
8
)
,
ch
ief
l
y
th
r
o
u
g
h
r
ich
er
k
n
o
wled
g
e.
I
n
co
m
e
p
r
o
v
en
an
ce
also
m
atter
ed
.
R
esp
o
n
d
en
ts
s
u
p
p
o
r
tin
g
th
em
s
elv
es
v
ia
lo
an
s
o
r
p
aid
wo
r
k
r
ec
o
r
d
ed
1
6
.
6
2
3
±
1
.
8
5
4
,
o
u
ts
co
r
in
g
th
o
s
e
r
elian
t
o
n
p
ar
en
t
allo
wan
ce
(
1
6
.
0
8
7
±
1
.
9
0
2
;
p
=0
.
0
0
3
)
an
d
d
is
p
lay
i
n
g
b
etter
b
e
h
av
i
o
r
an
d
attitu
d
e.
A
s
tep
wis
e
g
r
ad
ien
t
b
y
m
o
n
th
l
y
ea
r
n
in
g
s
was
ev
id
en
t,
i.e
.
,
co
m
p
eten
ce
lim
b
ed
f
r
o
m
≤
T
H
B
5
,
0
0
0
(
1
6
.
0
2
)
to
T
HB
1
0
,
0
0
1
-
1
5
,
0
0
0
(
1
6
.
5
9
)
an
d
s
tab
ilized
at
≥
T
HB
1
5
,
0
0
0
(
1
6
.
5
2
4
±
2
.
1
5
1
;
p
=0
.
0
0
3
)
,
wit
h
g
ain
s
co
n
ce
n
tr
ated
in
b
eh
a
v
io
r
al
f
ac
ets;
th
e
p
latea
u
s
u
g
g
ests
d
im
in
is
h
in
g
m
ar
g
in
al
r
etu
r
n
s
at
h
ig
h
er
in
c
o
m
e.
C
o
llectiv
ely
,
th
ese
f
in
a
n
cial
d
eter
m
in
an
ts
h
ig
h
lig
h
t
th
e
r
o
le
o
f
ec
o
n
o
m
ic
ag
en
cy
an
d
f
o
r
m
al
in
s
tr
u
ctio
n
in
s
h
ap
in
g
s
u
s
tain
ab
le
f
in
an
cial
p
r
ac
tices.
T
h
ese
f
in
d
in
g
s
co
m
p
lem
e
n
t
ac
ad
em
ic
p
r
ed
ict
o
r
s
an
d
o
f
f
er
ac
tio
n
ab
le
tar
g
ets f
o
r
p
o
licy
m
ak
er
s
an
d
c
u
r
r
icu
lu
m
d
esig
n
er
s
.
3
.
3
.
Student
s
’
f
ina
ncia
l c
o
mp
et
ency
T
h
e
em
p
ir
ical
f
in
d
in
g
s
o
n
s
tu
d
en
ts
’
f
i
n
an
cial
co
m
p
eten
c
e,
en
co
m
p
ass
in
g
f
i
n
an
cial
k
n
o
wled
g
e,
b
eh
av
io
r
,
an
d
attitu
d
e
ar
e
p
r
es
en
ted
,
as
m
ea
s
u
r
ed
th
r
o
u
g
h
as
s
tr
u
ctu
r
ed
q
u
esti
o
n
n
air
e.
Dr
a
win
g
o
n
n
u
m
e
r
ical
ev
id
en
ce
,
th
e
an
aly
s
is
r
ev
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ls
p
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s
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d
d
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p
ar
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in
s
tu
d
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’
f
in
an
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tan
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to
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m
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m
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an
d
f
u
tu
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e
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r
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in
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es.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
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t
J
E
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&
R
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SS
N:
2252
-
8
8
2
2
Dete
r
min
a
n
ts
o
f fin
a
n
cia
l litera
cy
a
mo
n
g
Th
a
i u
n
d
erg
r
a
d
u
a
t
es fo
r
d
ig
ita
l a
n
d
…
(
P
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it B
o
o
n
kro
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g
)
1717
3
.
3
.
1
.
K
no
wledg
e
Fin
an
cial
k
n
o
wled
g
e
s
co
r
es
c
o
v
er
in
g
co
r
e
to
p
ics,
i.e
.
,
tim
e
v
alu
e
o
f
m
o
n
ey
,
lo
an
in
ter
est,
s
im
p
le
an
d
co
m
p
o
u
n
d
in
ter
est,
r
is
k
a
n
d
r
etu
r
n
tr
a
d
e
-
o
f
f
s
,
in
f
latio
n
,
a
n
d
d
iv
e
r
s
if
icatio
n
,
v
a
r
y
s
ig
n
i
f
ican
tly
b
y
ac
ad
em
ic
p
er
f
o
r
m
an
ce
an
d
f
iel
d
o
f
s
tu
d
y
.
As
s
h
o
wn
in
T
ab
le
3
,
th
e
GPAX
lev
el
d
em
o
n
s
tr
ates
a
s
tat
is
tically
s
ig
n
if
ican
t
in
f
lu
en
ce
(
p
<
0
.
0
0
1
)
ac
r
o
s
s
all
f
in
an
cial
k
n
o
wled
g
e
ca
teg
o
r
ies,
in
d
icatin
g
th
at
h
ig
h
er
ac
a
d
em
ic
p
er
f
o
r
m
a
n
ce
is
co
n
s
is
ten
tly
tied
to
b
etter
f
i
n
an
cial
liter
ac
y
.
Fo
r
FK0
4
(
co
m
p
o
u
n
d
in
ter
est
)
,
s
tu
d
en
ts
in
th
e
h
ig
h
est
GPAX
tier
(
3
.
2
5
)
ac
h
iev
ed
a
6
6
.
1
0
%
co
r
r
ec
t
r
esp
o
n
s
e
r
ate,
a
s
tar
k
co
n
tr
ast
to
th
e
m
er
e
1
4
.
3
0
%
r
ec
o
r
d
ed
f
o
r
th
o
s
e
in
th
e
lo
west
tier
(
2
.
0
0
-
2
.
4
9
)
.
T
h
e
s
tu
d
en
t’
s
f
ield
o
f
s
tu
d
y
s
ig
n
if
ican
tl
y
in
f
l
u
en
ce
s
n
ea
r
ly
all
f
in
an
cial
k
n
o
wled
g
e
ar
ea
s
,
e.
g
.
,
h
ea
lth
-
s
cien
ce
s
tu
d
en
ts
co
n
s
is
ten
tly
d
em
o
n
s
tr
ate
th
e
h
ig
h
est
p
r
o
f
i
cien
cy
lev
els
ac
r
o
s
s
m
o
s
t c
ateg
o
r
ies,
th
o
u
g
h
it n
o
t
ab
ly
d
o
es n
o
t
h
av
e
a
s
tatis
tical
ly
s
ig
n
if
ican
t im
p
ac
t o
n
u
n
d
er
s
tan
d
in
g
co
m
p
o
u
n
d
in
ter
est
(
p
=0
.
1
7
1
)
.
Hig
h
e
r
ac
ad
em
ic
s
tan
d
in
g
co
r
r
elate
s
with
a
s
ig
n
if
ican
tly
g
r
ea
te
r
lik
el
ih
o
o
d
o
f
m
aster
in
g
co
m
p
lex
co
n
ce
p
ts
lik
e
co
m
p
o
u
n
d
in
g
a
n
d
d
i
v
er
s
if
icatio
n
co
m
p
ar
ed
to
lo
we
r
-
p
er
f
o
r
m
i
n
g
p
ee
r
s
.
Par
ticip
atio
n
in
f
in
an
cial
s
tu
d
y
s
ig
n
if
ican
tl
y
en
h
a
n
ce
s
s
tu
d
en
ts
’
p
er
f
o
r
m
an
ce
in
f
o
u
r
o
u
t
o
f
s
ev
en
ca
te
g
o
r
ies,
i.e
.
,
s
tu
d
en
ts
with
f
in
an
cial
s
tu
d
y
b
ac
k
g
r
o
u
n
d
c
o
n
s
is
ten
tly
ac
h
iev
e
d
h
i
g
h
er
c
o
r
r
ec
t
r
esp
o
n
s
e
r
ates
th
an
th
o
s
e
with
o
u
t
(
p
<
0
.
0
5
)
.
T
h
is
u
n
d
er
s
co
r
es
a
s
tr
o
n
g
p
o
s
itiv
e
co
r
r
elatio
n
b
etwe
en
ac
ad
em
ic
ac
h
iev
e
m
en
t
an
d
f
in
an
cial
liter
ac
y
.
T
h
ese
p
atter
n
s
,
s
u
p
p
o
r
ted
b
y
s
ig
n
if
ican
t
2
v
alu
es
(
e.
g
.
,
p
<
0
.
0
0
1
f
o
r
FK0
2
,
F
K0
3
,
a
n
d
FK0
7
)
,
af
f
ir
m
th
at
GPAX
an
d
f
ield
o
f
s
tu
d
y
ar
e
k
e
y
p
r
e
d
icto
r
s
o
f
f
in
an
cial
k
n
o
wled
g
e.
T
h
e
c
o
n
s
is
ten
tly
lo
w
s
co
r
es
f
o
r
FK0
4
h
i
g
h
lig
h
t
a
p
er
s
is
ten
t
co
n
ce
p
tu
al
g
ap
,
n
ec
es
s
itatin
g
tar
g
eted
,
cu
r
r
ic
u
lu
m
-
s
en
s
itiv
e
f
in
an
cial
ed
u
ca
tio
n
s
tr
ateg
ies tailo
r
ed
to
d
iv
er
s
e
ac
ad
em
ic
a
b
ilit
ies an
d
d
is
cip
lin
ar
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co
n
tex
ts
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3
.
Per
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u
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n
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r
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t r
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o
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es to
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s
ac
r
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s
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lex
f
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an
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ac
tiv
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ties
.
3
.
3
.
3
.
At
t
it
ud
e
T
h
e
f
in
an
cial
attitu
d
e
o
f
u
n
iv
e
r
s
ity
s
tu
d
en
ts
is
a
cr
itical
co
m
p
o
n
en
t o
f
th
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o
v
e
r
all
f
in
an
ci
al
liter
ac
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,
wh
ich
en
co
m
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ass
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k
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wled
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s
k
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d
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r
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n
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ar
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o
r
m
ak
in
g
i
n
f
o
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m
ed
f
in
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d
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s
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ile
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2
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ated
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ted
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est
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n
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.
4
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,
in
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lin
k
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f
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s
tab
ilit
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d
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te
r
m
f
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th
in
k
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.
Ad
d
itio
n
ally
,
s
tu
d
en
ts
with
p
o
s
itiv
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f
in
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attitu
d
es
ar
e
m
o
r
e
lik
ely
to
en
g
ag
e
in
d
esira
b
le
f
in
a
n
cial
b
eh
av
io
r
s
,
e.
g
.
,
s
av
in
g
,
b
u
d
g
e
tin
g
,
an
d
p
r
u
d
e
n
t
s
p
en
d
in
g
.
I
n
co
n
tr
ast,
n
eg
ativ
e
f
in
an
cial
attitu
d
es c
an
lead
to
p
o
o
r
f
in
an
cial
b
e
h
av
io
r
s
,
e
.
g
.
,
o
v
er
s
p
en
d
i
n
g
an
d
in
a
d
eq
u
ate
s
av
in
g
.
3
.
4
.
T
hem
a
t
ic
a
na
ly
s
is
T
o
co
m
p
lem
en
t
th
e
q
u
a
n
titativ
e
f
in
d
in
g
s
,
a
th
em
atic
an
aly
s
is
was
co
n
d
u
cted
to
ex
p
lo
r
e
s
tu
d
en
ts
’
p
er
ce
p
tio
n
s
an
d
liv
ed
ex
p
er
ie
n
ce
s
r
elate
d
to
f
in
an
cial
liter
ac
y
.
Gu
id
ed
b
y
f
iv
e
o
p
en
-
e
n
d
ed
q
u
esti
o
n
s
,
th
e
an
aly
s
is
aim
ed
to
u
n
c
o
v
er
d
ee
p
er
in
s
ig
h
ts
in
t
o
s
tu
d
e
n
ts
’
f
in
an
cial
k
n
o
wled
g
e,
b
eh
a
v
io
r
al
p
atter
n
s
,
an
d
attitu
d
in
al
o
r
ien
tatio
n
s
.
T
h
u
s
,
1
0
u
n
iv
er
s
ity
s
tu
d
en
ts
wer
e
f
u
r
th
er
in
ter
v
iewe
d
b
y
Q1
-
Q5
an
d
th
eir
o
v
e
r
all
p
er
s
p
ec
tiv
e
o
n
f
in
an
cial
liter
a
cy
is
illu
s
tr
ated
.
3
.
4
.
1
.
Understa
nd
ing
f
ina
ncia
l lit
er
a
cy
Fo
r
Q1
,
s
tu
d
en
ts
u
n
if
o
r
m
ly
d
ef
in
ed
f
in
an
cial
liter
ac
y
as
th
e
ca
p
ac
ity
to
m
an
ag
e
r
eso
u
r
ce
s
ju
d
icio
u
s
ly
.
T
h
ey
s
tr
ess
ed
its
ev
er
y
d
ay
u
tili
ty
,
en
co
m
p
ass
in
g
b
u
d
g
etin
g
,
d
is
cip
lin
ed
s
av
in
g
,
a
n
d
av
o
id
i
n
g
u
n
n
ec
ess
ar
y
d
e
b
t,
to
d
is
tin
g
u
is
h
n
ee
d
s
f
r
o
m
wan
ts
,
ex
em
p
lifie
d
b
y
th
e
r
em
a
r
k
,
“
fin
a
n
cia
l
liter
a
cy
mea
n
s
kn
o
w
in
g
h
o
w
to
p
r
io
r
itiz
e
a
n
d
tr
a
ck
ex
p
e
n
s
es
to
a
v
o
id
o
ve
r
s
p
en
d
in
g
.
”
Stu
d
e
n
ts
also
p
o
r
tr
a
y
ed
it
as
p
r
o
tectio
n
ag
ain
s
t
in
f
latio
n
,
f
r
a
u
d
,
an
d
c
all
ce
n
ter
s
ca
m
s
,
s
itu
atin
g
f
in
an
cial
ed
u
ca
tio
n
as
a
r
o
u
te
to
lo
n
g
ter
m
s
ec
u
r
ity
an
d
a
u
to
n
o
m
y
.
Ma
n
y
r
ep
o
r
ted
g
r
ea
ter
co
n
f
id
en
ce
s
i
n
p
lan
n
i
n
g
a
n
d
s
h
a
r
p
er
en
g
a
g
em
en
t
w
ith
m
ac
r
o
ec
o
n
o
m
ic
is
s
u
es; o
n
e
n
o
ted
,
“
it
h
elp
s
me
p
la
n
b
etter a
n
d
u
n
d
ers
ta
n
d
t
h
e
b
ig
g
er e
co
n
o
mic
p
ictu
r
e
.
”
O
v
er
all,
th
e
f
in
d
i
n
g
s
ca
s
t
f
in
an
cial
liter
ac
y
n
o
t
m
er
ely
as
a
tech
n
ical
s
k
ill
s
et
b
u
t
as
a
cr
itical
life
co
m
p
eten
ce
s
h
ap
in
g
p
er
s
o
n
al
d
ec
is
io
n
s
an
d
h
eig
h
ten
in
g
awa
r
en
ess
o
f
th
e
ec
o
n
o
m
ic
f
o
r
ce
s
lik
ely
to
af
f
ec
t stu
d
e
n
ts
’
f
u
tu
r
es.
3
.
4
.
2
.
F
ina
ncia
l
a
t
t
it
ud
es a
nd
peer
influence
I
n
r
esp
o
n
s
e
to
Q2
(
f
in
an
cial
attitu
d
es
s
h
ap
in
g
d
aily
d
ec
is
io
n
s
)
,
m
o
s
t
s
tu
d
en
ts
r
ep
o
r
ted
ca
u
tio
u
s
o
r
m
o
d
er
ate
ap
p
r
o
ac
h
es
to
b
o
th
s
p
en
d
in
g
an
d
s
av
in
g
.
Peer
in
f
lu
en
ce
em
er
g
ed
as
a
co
n
s
is
ten
t
m
o
d
er
atin
g
f
ac
to
r
,
o
f
ten
d
is
r
u
p
tin
g
ad
h
er
en
ce
to
f
in
an
cial
p
lan
s
;
o
n
e
r
esp
o
n
d
en
t
n
o
ted
,
“
if
my
fr
ien
d
s
g
o
o
u
t,
I
feel
p
r
ess
u
r
ed
to
jo
in
,
ev
en
if
I
d
id
n
’
t
p
la
n
to
s
p
en
d
,
”
h
ig
h
lig
h
tin
g
th
e
s
o
cial
d
im
en
s
io
n
o
f
f
in
an
cial
s
elf
-
r
eg
u
latio
n
.
Desp
ite
th
is
,
m
an
y
ex
p
r
ess
ed
s
tr
o
n
g
co
m
m
itm
en
t
to
lo
n
g
-
ter
m
f
in
an
cial
g
o
als,
p
ar
ticu
lar
ly
in
in
v
estme
n
t
b
eh
av
io
r
.
T
h
ese
s
tu
d
en
ts
v
iewe
d
in
v
esti
n
g
as
a
g
r
ad
u
al,
g
o
al
-
d
r
iv
en
p
r
o
ce
s
s
,
p
r
o
m
p
tin
g
s
cr
u
tin
y
o
f
d
is
cr
etio
n
ar
y
s
p
en
d
in
g
to
s
u
s
tain
r
eg
u
lar
co
n
tr
ib
u
tio
n
s
.
Stu
d
en
ts
s
h
o
w
b
asic
r
is
k
-
m
an
ag
em
en
t
awa
r
en
ess
th
r
o
u
g
h
co
s
t
-
co
n
s
cio
u
s
s
p
en
d
in
g
an
d
in
ter
est
in
d
iv
er
s
if
icatio
n
.
Alth
o
u
g
h
p
ee
r
in
f
lu
en
ce
af
f
ec
ts
s
h
o
r
t
-
ter
m
d
is
cip
lin
e,
th
eir
f
in
an
cial
attitu
d
es r
em
ain
g
en
er
ally
p
r
u
d
en
t a
n
d
o
r
ien
ted
to
war
d
lo
n
g
-
ter
m
p
lan
n
in
g
.
3
.
4
.
3
.
F
ina
ncia
l
beha
v
io
r
a
nd
life
s
t
y
le
influences
Q3
r
esp
o
n
s
es
r
ev
ea
led
p
er
ce
p
ti
o
n
s
o
f
h
o
w
s
p
en
d
in
g
,
s
av
in
g
,
an
d
b
u
d
g
e
tin
g
r
elate
to
b
r
o
ad
er
f
in
an
cial
b
eh
av
io
r
.
Ma
n
y
s
tu
d
en
ts
id
en
tifie
d
as
ca
u
tio
u
s
s
p
en
d
er
s
,
em
p
h
asizin
g
f
r
u
g
ality
an
d
s
tr
u
ctu
r
ed
p
lan
n
in
g
.
On
e
n
o
ted
th
at
co
n
s
is
ten
t
s
av
in
g
an
d
b
u
d
g
etin
g
“m
ir
r
o
r
a
m
eth
o
d
ical
d
is
p
o
s
itio
n
”
s
h
ap
ed
b
y
f
in
an
cial
-
liter
ac
y
ed
u
ca
tio
n
,
s
u
p
p
o
r
tin
g
r
ef
lectiv
e
g
o
al
-
s
ettin
g
.
Oth
er
s
ad
m
itted
to
o
cc
asio
n
al
d
is
cr
etio
n
ar
y
s
p
en
d
in
g
,
p
ar
ticu
lar
ly
in
s
o
cial
s
ettin
g
s
,
b
u
t
d
escr
ib
e
d
o
f
f
s
ettin
g
s
u
ch
ex
p
en
s
es th
r
o
u
g
h
b
u
d
g
etar
y
ad
ju
s
tm
en
ts
.
L
if
esty
le
em
er
g
ed
as
a
k
ey
in
f
lu
en
ce
o
n
f
in
an
cial
b
eh
av
io
r
,
with
d
aily
r
o
u
tin
es,
p
ee
r
in
ter
ac
tio
n
s
,
an
d
d
ig
ital
m
ed
ia
s
h
ap
in
g
co
n
s
u
m
p
tio
n
h
ab
its
.
As
o
n
e
s
tu
d
en
t
s
tated
,
“
lifes
tyle
p
la
ys
a
cru
cia
l
r
o
le
in
d
etermin
in
g
fin
a
n
cia
l
h
a
b
its
b
ec
a
u
s
e
it
r
ep
r
esen
ts
o
u
r
d
a
ily
w
a
y
o
f
livin
g
.”
Stu
d
en
ts
v
iewe
d
b
u
d
g
etin
g
an
d
ex
p
en
s
e
tr
ac
k
in
g
as
v
ital self
-
r
eg
u
lato
r
y
s
tr
ateg
ies,
r
ef
lectin
g
b
o
th
p
er
s
o
n
al
d
is
p
o
s
itio
n
s
an
d
b
r
o
ad
er
s
o
cio
-
cu
ltu
r
al
in
f
lu
en
ce
s
.
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
Dete
r
min
a
n
ts
o
f fin
a
n
cia
l litera
cy
a
mo
n
g
Th
a
i u
n
d
erg
r
a
d
u
a
t
es fo
r
d
ig
ita
l a
n
d
…
(
P
ich
it B
o
o
n
kro
n
g
)
1719
3
.
4
.
4
.
F
ina
ncia
l
cha
lleng
es a
nd
co
pin
g
s
t
ra
t
eg
ie
s
An
aly
s
is
o
f
Q4
r
esp
o
n
s
es
r
ev
ea
led
f
o
u
r
r
ec
u
r
r
in
g
f
in
an
cial
s
tr
ess
o
r
s
:
lim
ited
m
o
n
th
ly
in
co
m
e,
h
ig
h
liv
in
g
co
s
ts
,
p
ee
r
-
d
r
iv
en
s
p
en
d
in
g
,
an
d
in
ad
eq
u
ate
ea
r
ly
f
in
an
cial
p
lan
n
in
g
.
Stu
d
en
ts
r
ep
o
r
ted
th
at
ess
en
tial
ex
p
en
s
es,
d
o
r
m
ito
r
y
f
ee
s
,
an
d
u
n
ex
p
ec
ted
co
s
ts
o
f
ten
s
tr
ain
ed
th
eir
b
u
d
g
ets.
I
n
r
esp
o
n
s
e,
s
tu
d
en
ts
em
p
lo
y
ed
ad
ap
tiv
e
s
tr
ateg
ies.
On
e
u
s
ed
a
m
o
b
ile
b
an
k
in
g
ap
p
to
tr
ac
k
an
d
ca
teg
o
r
ize
s
p
en
d
in
g
,
d
is
tin
g
u
is
h
in
g
n
ee
d
s
f
r
o
m
wan
ts
.
An
o
th
er
m
ain
tain
ed
a
m
o
n
th
ly
in
co
m
e
-
ex
p
en
s
e
led
g
er
to
m
o
n
ito
r
h
ab
its
an
d
p
r
ee
m
p
t
b
u
d
g
et
o
v
er
r
u
n
s
.
A
th
ir
d
p
r
io
r
itized
f
in
an
cial
r
esil
ien
ce
b
y
b
u
ild
in
g
an
em
er
g
en
cy
f
u
n
d
eq
u
iv
alen
t
to
s
ix
m
o
n
th
s
o
f
ess
en
tial
co
s
ts
,
h
eld
in
an
e
-
s
av
in
g
s
ac
co
u
n
t
f
o
r
liq
u
id
ity
.
C
o
llectiv
ely
,
th
ese
ac
co
u
n
ts
s
h
o
w
th
at
d
esp
ite
co
n
s
tr
ain
ed
r
eso
u
r
ce
s
,
b
asic
to
o
ls
,
e.
g
.
,
b
u
d
g
etin
g
ap
p
s
,
ex
p
en
d
itu
r
e
lo
g
s
,
an
d
p
lan
n
ed
s
av
in
g
s
en
h
an
ce
d
s
tu
d
en
ts
’
f
in
an
cial
s
elf
-
r
eg
u
latio
n
an
d
r
ed
u
ce
d
s
tr
ess
d
u
r
in
g
th
eir
s
tu
d
ies.
3
.
4
.
5
.
F
ina
ncia
l
pla
nn
ing
a
nd
po
s
t
-
g
ra
du
a
t
io
n e
x
pect
a
t
io
ns
An
s
wer
in
g
Q5
,
s
tu
d
en
ts
ap
p
r
o
ac
h
in
g
f
in
an
cial
in
d
ep
en
d
en
ce
ad
o
p
t
a
s
tr
u
ctu
r
ed
,
m
u
lti
-
p
h
ase
f
in
an
cial
s
tr
ateg
y
.
First,
th
o
s
e
with
g
o
v
er
n
m
en
t
-
s
u
b
s
id
ized
lo
an
s
p
r
io
r
itize
ac
ce
ler
ated
r
ep
ay
m
en
t
alo
n
g
s
id
e
m
o
d
est,
tax
-
ad
v
an
tag
ed
r
etir
em
en
t
co
n
tr
ib
u
tio
n
s
.
Seco
n
d
,
n
ea
r
ly
all
em
p
h
asize
r
is
k
m
itig
atio
n
b
y
r
ap
id
ly
estab
lis
h
in
g
em
er
g
en
cy
f
u
n
d
s
(
co
v
er
in
g
3
-
6
m
o
n
th
s
o
f
ex
p
en
s
es)
an
d
s
ec
u
r
in
g
co
m
p
r
eh
en
s
iv
e
h
ea
lth
an
d
in
co
m
e
p
r
o
tectio
n
in
s
u
r
an
ce
,
citin
g
u
n
in
s
u
r
ed
s
h
o
ck
s
as
p
r
im
ar
y
lo
n
g
-
ter
m
th
r
ea
ts
.
T
h
ir
d
,
r
esp
o
n
d
en
ts
co
n
s
is
ten
tly
ad
v
o
ca
te
ea
r
ly
,
d
iv
er
s
if
ied
in
v
esti
n
g
th
r
o
u
g
h
r
eg
u
lar
co
n
tr
ib
u
tio
n
s
to
r
etir
em
en
t
ac
co
u
n
ts
o
r
b
r
o
ad
-
b
ased
p
o
r
tf
o
lio
s
,
g
u
id
ed
b
y
p
er
s
o
n
al
r
is
k
to
ler
an
ce
an
d
th
e
p
r
in
cip
le
o
f
co
m
p
o
u
n
d
in
ter
est.
Peer
d
ialo
g
u
e
s
h
o
ws
s
tr
o
n
g
in
ter
est
in
f
o
r
m
al
f
in
an
cial
ed
u
ca
tio
n
,
with
s
tu
d
en
ts
p
r
io
r
itizin
g
d
eb
t
r
ed
u
ctio
n
,
em
er
g
en
cy
p
r
ep
ar
ed
n
ess
,
an
d
d
is
cip
lin
ed
in
v
estme
n
t a
s
k
ey
co
m
p
o
n
en
ts
o
f
ea
r
ly
-
ca
r
ee
r
f
in
an
cial
p
lan
n
in
g
.
3
.
5
.
Co
nte
nt
a
na
ly
s
is
T
h
e
co
n
ten
t
an
aly
s
is
in
teg
r
ated
q
u
an
titativ
e
an
d
q
u
alitativ
e
ev
id
en
ce
to
ex
am
in
e
d
eter
m
in
an
ts
o
f
f
in
an
cial
liter
ac
y
am
o
n
g
T
h
ai
u
n
d
er
g
r
ad
u
ates,
f
o
cu
s
in
g
o
n
h
o
w
ac
ad
em
ic,
d
em
o
g
r
ap
h
ic,
an
d
s
o
cio
ec
o
n
o
m
ic
f
ac
to
r
s
s
h
ap
e
k
n
o
wled
g
e,
b
eh
av
io
r
,
an
d
attitu
d
es.
Gu
id
ed
b
y
th
e
OE
C
D/I
NFE
f
r
am
ewo
r
k
,
r
esp
o
n
s
es
f
r
o
m
6
1
8
s
u
r
v
ey
p
ar
ticip
an
ts
an
d
ten
in
ter
v
iewe
es
wer
e
o
r
g
an
ized
ac
r
o
s
s
th
e
th
r
ee
liter
ac
y
d
im
en
s
io
n
s
.
Qu
an
titativ
ely
,
GPAX,
f
ield
o
f
s
tu
d
y
,
in
co
m
e
s
o
u
r
ce
,
an
d
p
r
io
r
f
in
an
cial
ed
u
ca
tio
n
em
er
g
ed
as
s
ig
n
if
ican
t
p
r
ed
icto
r
s
.
Hig
h
er
-
GPAX
s
tu
d
en
ts
s
h
o
wed
s
tr
o
n
g
er
k
n
o
wled
g
e
an
d
m
o
r
e
d
is
cip
lin
ed
f
in
an
cial
b
eh
av
io
r
,
wh
ile
f
in
an
cial
co
u
r
s
ewo
r
k
im
p
r
o
v
ed
awa
r
en
ess
o
f
b
u
d
g
etin
g
an
d
s
av
in
g
.
Hea
lth
-
s
cien
ce
s
tu
d
en
ts
ac
h
iev
ed
th
e
h
ig
h
est
liter
ac
y
lev
els,
f
o
llo
wed
b
y
th
o
s
e
in
b
u
s
in
ess
an
d
en
g
in
ee
r
in
g
;
s
o
cial
-
s
cien
ce
s
tu
d
en
ts
s
co
r
ed
lo
wer
,
p
ar
ticu
lar
ly
in
co
m
p
o
u
n
d
in
ter
est,
lo
n
g
-
ter
m
p
lan
n
in
g
,
an
d
r
is
k
d
iv
er
s
if
icatio
n
.
Fin
an
cial
in
d
ep
en
d
en
ce
also
m
atter
ed
,
with
s
tu
d
en
ts
ea
r
n
in
g
s
u
p
p
lem
en
tal
in
co
m
e
d
em
o
n
s
tr
atin
g
g
r
ea
ter
d
is
cip
lin
e
th
an
th
o
s
e
r
ely
in
g
s
o
lely
o
n
p
ar
en
tal
s
u
p
p
o
r
t.
Qu
alitativ
e
f
in
d
in
g
s
en
r
ich
ed
th
ese
p
atter
n
s
b
y
illu
s
tr
atin
g
h
o
w
s
tu
d
en
ts
in
ter
p
r
et
an
d
en
ac
t
f
in
an
cial
liter
ac
y
in
ev
er
y
d
ay
co
n
tex
ts
.
I
n
ter
v
iewe
es
v
iewe
d
f
in
an
cial
liter
ac
y
as
b
o
th
co
g
n
itiv
e
an
d
b
eh
av
io
r
al,
s
h
ap
ed
b
y
h
o
u
s
eh
o
ld
ex
p
ec
tatio
n
s
,
p
ee
r
in
f
lu
en
ce
,
an
d
p
er
s
o
n
al
r
o
u
tin
es.
Ma
n
y
ac
k
n
o
wled
g
ed
th
at
p
ar
en
tal
f
in
an
cial
s
u
p
p
o
r
t
lim
ited
au
to
n
o
m
y
b
u
t
p
r
o
v
id
ed
a
s
af
e
s
p
ac
e
to
p
r
ac
tice
b
asic
m
o
n
ey
m
an
ag
em
en
t.
Per
s
is
ten
t
ch
allen
g
es
in
clu
d
ed
life
s
ty
le
-
d
r
iv
en
s
p
en
d
in
g
,
p
ee
r
p
r
ess
u
r
e,
lim
ited
r
esp
o
n
s
ib
ilit
y
o
v
er
f
in
an
cial
d
ec
is
io
n
s
,
an
d
in
co
n
s
is
ten
t
s
av
in
g
h
ab
its
.
Desp
ite
p
o
s
s
ess
in
g
co
n
ce
p
tu
al
f
in
an
cial
k
n
o
wled
g
e,
s
tu
d
en
ts
s
tr
u
g
g
le
with
co
n
s
is
ten
t
ap
p
licatio
n
,
r
ev
ea
lin
g
a
s
ig
n
if
ican
t g
ap
b
etwe
en
th
eo
r
y
an
d
ex
ec
u
tio
n
.
T
h
ese
f
in
d
in
g
s
em
p
h
asize
th
e
n
ec
ess
ity
f
o
r
ex
p
er
ien
tial
lear
n
in
g
,
d
ig
ital
b
eh
av
io
r
-
tr
ac
k
in
g
,
an
d
r
ef
lectiv
e
p
ed
ag
o
g
y
to
b
r
id
g
e
th
is
g
ap
an
d
f
o
s
ter
lo
n
g
-
ter
m
f
in
an
cial
co
m
p
eten
ce
.
3.
6
.
I
nte
rpre
t
a
t
iv
e
ph
eno
m
eno
lo
g
ica
l a
na
ly
s
is
T
h
e
I
PA
ex
p
lo
r
ed
h
o
w
T
h
ai
u
n
d
er
g
r
ad
u
ates
m
ak
e
s
en
s
e
o
f
th
eir
f
in
an
cial
ex
p
er
ien
ce
s
,
em
p
h
asizin
g
s
u
b
jectiv
e
m
ea
n
in
g
-
m
ak
in
g
r
ath
er
th
an
b
r
o
ad
g
en
er
aliza
tio
n
.
Dr
awin
g
o
n
10
s
em
i
-
s
tr
u
ctu
r
ed
in
ter
v
iews,
f
in
an
cial
liter
ac
y
em
er
g
ed
as a
r
elatio
n
al
an
d
ev
o
lv
in
g
co
n
s
tr
u
ct
s
h
ap
ed
b
y
au
to
n
o
m
y
,
s
ec
u
r
ity
,
an
d
co
n
tin
u
ed
f
am
ilial
d
ep
en
d
en
ce
.
Stu
d
en
ts
f
r
eq
u
en
tly
d
escr
ib
ed
f
in
an
cial
m
an
ag
em
en
t
as
“
co
n
tr
o
llin
g
mo
n
ey
b
efo
r
e
it
co
n
tr
o
ls
yo
u
,
”
r
ef
lectin
g
ten
s
io
n
b
etwe
en
th
e
d
esire
f
o
r
in
d
ep
en
d
en
ce
an
d
r
elian
ce
o
n
p
ar
en
tal
allo
wan
ce
s
th
at
d
ef
in
e
th
eir
f
in
an
cial
r
ea
lity
.
A
ce
n
tr
al
th
em
e
o
f
asp
ir
atio
n
v
er
s
u
s
co
n
s
tr
ain
t
em
er
g
ed
,
as
s
tu
d
en
ts
’
b
u
d
g
etin
g
an
d
s
av
in
g
ef
f
o
r
ts
wer
e
cu
r
tailed
b
y
r
estricte
d
in
co
m
e,
p
ar
en
tal
d
ep
en
d
en
ce
,
an
d
p
er
v
asiv
e
s
o
cial
o
r
life
s
ty
le
p
r
ess
u
r
es.
Par
en
tal
p
r
o
v
is
io
n
f
u
n
ctio
n
ed
b
o
th
as
a
s
tab
ilizin
g
r
eso
u
r
ce
an
d
a
co
n
s
tr
ain
t
o
n
d
ev
elo
p
in
g
f
u
ll
f
in
an
cial
au
to
n
o
m
y
.
Peer
ex
p
ec
tatio
n
s
an
d
life
s
ty
le
co
n
f
o
r
m
ity
o
f
ten
wea
k
en
ed
f
in
an
cial
d
is
cip
lin
e,
wh
er
ea
s
r
ef
lectiv
e
p
r
ac
tices,
e.
g
.
,
ex
p
en
s
e
tr
ac
k
in
g
th
r
o
u
g
h
m
o
b
ile
ap
p
licatio
n
s
o
r
jo
u
r
n
als
wer
e
ad
o
p
ted
as
co
m
p
en
s
ato
r
y
s
tr
ateg
ies.
Su
ch
b
eh
av
io
r
s
r
ef
lect
ex
p
er
ien
tial
lear
n
in
g
,
en
ab
lin
g
s
tu
d
en
ts
to
r
ein
ter
p
r
et
f
in
an
cial
r
esp
o
n
s
ib
ilit
y
th
r
o
u
g
h
liv
ed
ex
p
er
ien
ce
.
Fin
an
cial
attitu
d
es
en
co
m
p
ass
ed
em
o
tio
n
al
an
d
m
o
r
al
d
im
en
s
io
n
s
,
wh
er
e
g
r
atitu
d
e
an
d
p
er
ce
iv
ed
o
b
lig
atio
n
s
s
h
ap
ed
r
esp
o
n
s
ib
le
s
p
en
d
in
g
,
wh
ile
o
v
er
s
p
en
d
in
g
tr
ig
g
er
ed
g
u
ilt
an
d
s
u
cc
ess
f
u
l
s
av
in
g
f
o
s
ter
ed
p
r
id
e
an
d
co
m
p
eten
ce
.
An
ticip
atio
n
o
f
p
o
s
t
-
g
r
ad
u
atio
n
in
d
ep
en
d
en
ce
p
r
o
d
u
ce
d
b
o
th
an
x
iety
an
d
m
o
tiv
atio
n
,
p
r
o
m
p
tin
g
s
tu
d
en
ts
to
ar
ticu
late
p
lan
s
f
o
r
d
eb
t r
ep
ay
m
en
t,
em
er
g
en
cy
f
u
n
d
in
g
,
an
d
f
u
tu
r
e
in
v
estme
n
t.
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
7
1
1
-
1
7
2
7
1720
4.
DIS
CU
SS
I
O
N
AND
E
D
UC
AT
I
O
NA
L
G
UID
E
L
I
N
E
T
h
ai
u
n
iv
er
s
ity
s
tu
d
en
ts
d
em
o
n
s
tr
ate
a
n
o
tab
le
g
ap
b
etwe
en
f
in
an
cial
k
n
o
wled
g
e
an
d
its
ap
p
licatio
n
.
Aca
d
em
ically
p
r
o
f
icien
t
s
tu
d
en
ts
o
f
ten
f
ail
to
tr
an
s
late
co
n
ce
p
tu
al
u
n
d
er
s
tan
d
in
g
in
to
p
r
ac
tical
p
lan
n
in
g
[
2
4
]
,
[
2
5
]
,
wh
ile
f
in
an
cially
s
tr
ess
ed
s
tu
d
en
ts
p
r
io
r
itize
im
m
ed
iate
co
n
s
u
m
p
tio
n
o
v
er
s
av
in
g
d
u
e
to
h
ig
h
liv
in
g
co
s
ts
an
d
lim
ited
f
in
an
cial
f
am
iliar
ity
[
9
]
,
[
1
2
]
,
[
2
6
]
,
[
2
7
]
.
T
h
e
in
s
ig
h
ts
in
to
f
in
an
cial
co
m
p
eten
cy
,
k
ey
f
in
an
cial
ch
allen
g
es a
n
d
ed
u
ca
tio
n
al
g
u
id
elin
e
ar
e
d
is
cu
s
s
ed
.
4
.
1
.
F
ina
ncia
l
co
m
pet
ency
Fin
an
cial
co
m
p
eten
cy
en
co
m
p
ass
es
an
in
ter
p
lay
o
f
k
n
o
wled
g
e,
b
eh
av
io
r
s
,
an
d
attitu
d
es
th
at
co
llectiv
ely
en
ab
le
in
d
iv
id
u
als
to
m
ak
e
s
o
u
n
d
f
in
an
cial
d
ec
is
io
n
s
.
I
n
T
h
ailan
d
,
s
u
r
v
ey
s
co
n
d
u
cted
in
2
0
2
0
an
d
2
0
2
2
d
o
cu
m
en
t
a
s
tead
y
r
is
e
in
p
r
o
f
icien
cy
,
f
r
o
m
6
7
.
4
%
to
7
1
.
4
%
o
f
th
e
p
o
p
u
latio
n
ac
h
iev
in
g
b
aselin
e
co
m
p
eten
cy
,
s
u
r
p
ass
in
g
OE
C
D
b
en
ch
m
ar
k
s
[
1
2
]
,
[
1
3
]
.
Nev
er
th
eless
,
th
ese
ag
g
r
eg
ate
im
p
r
o
v
em
en
ts
m
ask
p
er
s
is
ten
t d
ef
icien
cies in
tr
an
s
latin
g
co
n
ce
p
tu
al
u
n
d
er
s
tan
d
in
g
in
to
ev
er
y
d
ay
p
r
ac
tice.
4
.
1
.
1
.
K
no
wledg
e
a
cquis
it
io
n a
nd
re
t
ent
io
n
E
m
p
ir
ical
ev
id
en
ce
co
n
f
ir
m
s
th
at
ac
ad
em
ic
p
er
f
o
r
m
an
ce
co
r
r
elate
s
with
f
in
an
cial
k
n
o
wled
g
e:
s
tu
d
en
ts
with
h
ig
h
er
g
r
ad
e
p
o
in
t
av
er
ag
e
(
GPAs
)
s
co
r
e
b
etter
o
n
liter
ac
y
ass
ess
m
en
ts
an
d
ex
h
ib
it
f
ewe
r
r
is
k
y
b
eh
av
io
r
s
[
2
4
]
,
[
2
5
]
.
Stru
ctu
r
ed
f
in
an
cial
ed
u
ca
tio
n
p
r
o
g
r
am
s
y
ield
m
ea
s
u
r
ab
le
g
ain
s
,
e.
g
.
,
ac
co
u
n
tin
g
s
tu
d
en
ts
r
ec
eiv
in
g
tar
g
eted
in
s
tr
u
ctio
n
s
aw
an
1
1
%
im
p
r
o
v
em
en
t
in
k
n
o
wled
g
e
s
co
r
es
[
2
8
]
.
Mo
r
eo
v
er
,
lo
n
g
-
ter
m
in
ter
v
en
tio
n
s
in
o
th
er
co
n
tex
ts
,
e.
g
.
,
Per
u
,
d
em
o
n
s
tr
ate
d
o
wn
s
tr
ea
m
b
en
ef
its
,
with
s
tu
d
en
ts
r
ed
u
cin
g
lo
an
ar
r
ea
r
s
b
y
tr
an
s
latin
g
class
r
o
o
m
in
s
ig
h
ts
in
to
p
r
u
d
en
t
b
o
r
r
o
win
g
ch
o
ices
[
2
9
]
.
Desp
ite
th
ese
s
u
cc
ess
es,
k
n
o
wled
g
e
r
eten
tio
n
r
em
ain
s
f
r
ag
ile: w
ith
o
u
t c
o
n
tin
u
al
r
ein
f
o
r
ce
m
en
t,
co
n
ce
p
tu
al
g
ain
s
er
o
d
e,
an
d
s
tu
d
en
ts
r
ev
er
t to
s
u
b
-
o
p
tim
al
d
ef
au
lts
(
e.
g
.
,
lo
w
-
y
ield
s
av
in
g
s
ac
co
u
n
ts
)
.
4
.
1
.
2
.
B
eha
v
io
ra
l
ex
ec
utio
n
Po
s
s
ess
in
g
k
n
o
wled
g
e
d
o
es
n
o
t
g
u
ar
an
tee
d
is
cip
lin
ed
ac
tio
n
.
Ou
r
f
in
d
in
g
s
an
d
s
u
p
p
o
r
tin
g
liter
atu
r
e
r
ev
ea
l
th
at
m
an
y
s
tu
d
en
ts
r
ely
o
n
b
asic
s
av
in
g
s
m
ec
h
an
is
m
s
,
ty
p
ically
o
f
f
er
in
g
m
in
im
al
r
etu
r
n
s
-
th
u
s
p
r
o
lo
n
g
in
g
th
e
ac
cu
m
u
latio
n
o
f
r
etir
em
en
t
f
u
n
d
s
an
d
d
im
in
is
h
in
g
m
o
tiv
atio
n
to
s
av
e
[
9
]
,
[
2
7
]
,
[
3
0
]
.
B
eh
av
io
r
al
ec
o
n
o
m
ics
r
esear
ch
u
n
d
er
s
co
r
es
th
e
im
p
o
r
tan
ce
o
f
d
ef
au
lts
:
au
to
m
atic
tr
an
s
f
er
s
in
to
ea
r
m
ar
k
ed
s
u
b
-
ac
co
u
n
ts
s
ig
n
if
ican
tly
o
u
tp
ac
e
in
f
o
r
m
atio
n
alo
n
e
in
b
o
o
s
tin
g
s
av
in
g
s
r
ates
an
d
o
v
er
co
m
in
g
p
r
esen
t
b
ias
[
3
1
]
.
Hab
it
-
f
o
r
m
atio
n
m
o
d
els f
u
r
th
er
s
u
g
g
est
th
at
in
cr
em
en
tal,
r
ep
ea
ted
m
icr
o
-
d
ep
o
s
its
cr
ea
te
f
ee
d
b
ac
k
lo
o
p
s
th
at
r
ein
f
o
r
ce
s
av
in
g
r
o
u
tin
es
[
3
2
]
.
Nev
er
th
eless
,
th
e
p
au
city
o
f
ef
f
ec
tiv
e
co
m
p
o
n
en
ts
(
e.
g
.
,
p
ee
r
s
u
p
p
o
r
t,
g
am
if
ied
ch
allen
g
es,
p
er
s
o
n
alize
d
n
u
d
g
es)
wea
k
en
s
th
ese
m
ec
h
an
is
m
s
,
p
r
ev
en
tin
g
k
n
o
wled
g
e
f
r
o
m
cr
y
s
tallizin
g
in
to
h
ab
itu
al
b
eh
av
io
r
.
4
.
1
.
3
.
At
t
it
ud
ina
l
o
rient
a
t
io
n
Attitu
d
es
to
war
d
s
av
in
g
an
d
s
p
en
d
in
g
ar
e
s
h
ap
ed
b
y
p
s
y
ch
o
lo
g
ical
tr
aits
an
d
s
o
cial
n
o
r
m
s
.
Fo
r
in
s
tan
ce
,
Ma
ch
iav
ellian
is
m
(
MA
C
H)
co
r
r
elate
s
p
o
s
itiv
ely
with
a
s
av
in
g
m
in
d
s
et,
wh
er
ea
s
p
s
y
ch
o
p
ath
y
(
PS
Y)
ass
o
ciate
s
with
im
p
u
ls
iv
e
s
p
en
d
in
g
[
3
0
]
.
Gen
d
er
d
if
f
er
en
ce
s
also
em
er
g
e:
f
em
ale
s
tu
d
en
ts
ty
p
ically
ex
h
ib
it
s
tr
o
n
g
er
s
av
in
g
attitu
d
es,
wh
ile
m
ales
o
f
ten
d
em
o
n
s
tr
ate
h
ig
h
er
s
p
en
d
in
g
p
r
o
p
en
s
ities
[
3
]
,
[
3
3
]
.
R
eg
ar
d
less
o
f
th
ese
p
r
ed
is
p
o
s
itio
n
s
,
th
e
ab
s
en
ce
o
f
well
-
d
ef
in
ed
f
in
an
cial
g
o
als
o
f
ten
u
n
d
er
m
in
es
attitu
d
in
al
s
h
if
ts
.
Go
al
-
s
ettin
g
th
eo
r
y
p
o
s
its
th
at
s
p
ec
if
ic,
tim
e
-
b
o
u
n
d
o
b
jectiv
es
en
h
an
ce
s
elf
-
m
o
n
ito
r
in
g
an
d
p
er
s
is
ten
ce
,
wh
ile
im
ag
in
in
g
o
n
e’
s
f
u
tu
r
e
s
elf
ca
n
m
o
tiv
ate
d
elay
ed
g
r
atif
icatio
n
[
3
4
]
.
W
ith
o
u
t
s
tr
u
ctu
r
ed
g
u
id
an
ce
to
ar
ticu
late
s
p
ec
if
ic,
m
ea
s
u
r
ab
le,
ac
h
iev
ab
le,
r
elev
an
t,
tim
e
-
bound
(
SMART
)
g
o
als,
s
tu
d
en
ts
’
ab
s
tr
ac
t
attitu
d
in
al
im
p
r
o
v
em
en
ts
f
ail
to
r
eso
n
ate
in
d
aily
ch
o
ices,
wh
er
ea
s
a
p
r
o
ac
tiv
e,
r
is
k
-
in
f
o
r
m
ed
m
in
d
s
et
is
ess
en
tial
f
o
r
alig
n
in
g
in
v
estme
n
t stra
teg
ies with
lo
n
g
-
ter
m
f
in
an
cial
r
esil
ien
ce
.
4
.
2
.
K
ey
f
ina
ncia
l c
ha
lleng
es
B
ey
o
n
d
co
m
p
eten
cy
g
ap
s
,
s
tu
d
en
ts
co
n
f
r
o
n
t
in
ter
twin
ed
f
in
an
cial
ch
allen
g
es
th
at
im
p
ed
e
b
o
th
ac
ad
em
ic
s
u
cc
ess
an
d
lo
n
g
-
ter
m
wellb
ein
g
’
s
.
Fo
u
r
p
r
ed
o
m
in
an
t
o
b
s
tacle
s
wer
e
id
en
tifie
d
;
ea
ch
lin
k
ed
to
s
tr
u
ctu
r
al,
p
s
y
ch
o
lo
g
ical,
an
d
co
n
tex
tu
al
f
ac
to
r
s
war
r
an
tin
g
tar
g
eted
atten
tio
n
.
4
.
2
.
1
.
L
im
it
ed
lo
ng
-
t
er
m
g
o
a
l
-
s
et
t
ing
A
p
r
ed
o
m
in
ately
s
h
o
r
t
-
ter
m
,
co
n
s
u
m
p
tio
n
-
o
r
ien
ted
h
o
r
izo
n
p
r
ev
ails
am
o
n
g
u
n
d
er
g
r
ad
u
ates.
Ov
er
5
0
%
r
ep
o
r
t
s
ig
n
if
ican
t
f
in
an
cial
s
tr
ess
,
an
d
u
p
to
9
6
%
ex
p
er
ien
ce
h
eig
h
ten
ed
em
o
tio
n
al
s
tr
ain
,
m
o
s
t
ac
u
tely
am
o
n
g
lo
w
s
o
cio
-
ec
o
n
o
m
ic
o
r
in
ter
n
atio
n
al
s
tu
d
en
ts
m
an
ag
in
g
tu
itio
n
p
ay
m
en
ts
an
d
p
r
ec
ar
io
u
s
em
p
lo
y
m
en
t
p
r
o
s
p
ec
ts
[
6
]
,
[
1
2
]
,
[
2
6
]
.
L
ac
k
in
g
clea
r
,
p
er
s
o
n
al
lo
n
g
-
ter
m
f
in
an
ci
al
o
b
jectiv
es c
o
r
r
elate
s
with
g
r
ea
ter
r
elian
ce
o
n
h
ig
h
-
in
ter
est
cr
ed
it
lin
es,
d
im
in
is
h
ed
ac
ad
em
ic
p
er
s
is
ten
ce
,
an
d
r
ed
u
ce
d
life
s
atis
f
ac
tio
n
[
2
8
]
.
Go
al
-
s
ettin
g
f
r
am
ewo
r
k
s
ad
v
o
ca
te
co
u
p
lin
g
SMART
wo
r
k
s
h
ee
ts
with
au
to
n
o
m
y
-
s
u
p
p
o
r
tiv
e
co
ac
h
in
g
to
s
atis
f
y
co
r
e
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