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e
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s
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n
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n
ifi
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a
n
t
re
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sh
i
p
s
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m
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f
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ss
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n
d
t
h
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su
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sc
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les
o
f
a
c
a
d
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m
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lf
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c
ti
o
n
a
n
d
se
lf
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v
a
lu
a
ti
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n
.
Ac
a
d
e
m
ic
se
lf
-
re
g
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l
a
ti
o
n
sh
o
we
d
sig
n
ifi
c
a
n
t
p
a
t
h
c
o
e
fficie
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ts
with
e
m
o
ti
o
n
a
l
se
lf
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ffica
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y
:
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lf
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pl
a
n
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i
n
g
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se
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m
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ri
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g
,
a
n
d
se
lf
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re
a
c
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tl
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ss
o
c
iate
d
with
u
si
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g
a
n
d
m
a
n
a
g
in
g
one
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s
o
wn
e
m
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ti
o
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s
a
n
d
p
e
rc
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iv
in
g
e
m
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ti
o
n
s
th
r
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g
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c
ial
e
x
p
re
ss
io
n
s
.
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e
lf
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p
lan
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in
g
a
n
d
se
lf
-
m
o
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it
o
rin
g
we
re
sta
ti
stica
ll
y
sig
n
ifi
c
a
n
t
ly
a
ss
o
c
iate
d
with
d
e
a
li
n
g
with
e
m
o
ti
o
n
s
in
o
th
e
rs
.
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e
lf
-
p
lan
n
i
n
g
,
se
lf
-
m
o
n
it
o
rin
g
,
se
lf
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in
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c
ti
o
n
,
a
n
d
se
lf
-
re
a
c
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we
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sta
ti
stica
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sig
n
ifi
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a
n
t
in
t
h
e
ir
a
ss
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iatio
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with
id
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n
t
ify
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n
g
a
n
d
u
n
d
e
rsta
n
d
in
g
o
n
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’
s
o
wn
e
m
o
ti
o
n
s.
Ac
a
d
e
m
ic
se
lf
-
re
g
u
latio
n
e
l
u
c
id
a
tes
th
e
c
o
rre
latio
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b
e
twe
e
n
m
in
d
fu
ln
e
ss
a
n
d
e
m
o
ti
o
n
a
l
se
lf
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e
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.
Emo
ti
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a
l
se
lf
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a
n
d
we
ll
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b
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n
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b
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ste
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m
in
d
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d
se
lf
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g
u
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.
K
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w
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s
:
Aca
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u
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E
d
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p
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h
o
lo
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E
m
o
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s
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ef
f
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Me
d
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g
ef
f
ec
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Min
d
f
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ln
ess
Un
d
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g
r
a
d
u
ate
s
tu
d
en
ts
T
h
is i
s
a
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p
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n
a
c
c
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ss
a
rticle
u
n
d
e
r th
e
CC B
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-
SA
li
c
e
n
se
.
C
o
r
r
e
s
p
o
nd
ing
A
uth
o
r
:
Sam
er
Ad
n
an
Ab
d
el
Had
i
Facu
lty
o
f
E
d
u
ca
tio
n
,
H
u
m
an
i
ties
an
d
So
cial
Scien
ce
s
,
Al
Ain
Un
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s
ity
Ab
u
Dh
ab
i,
Un
ited
Ar
ab
E
m
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r
ates
E
m
ail:
s
am
er
.
ab
d
elh
ad
i@
aa
u
.
ac
.
ae
1.
I
NT
RO
D
UCT
I
O
N
E
m
o
tio
n
al
r
esear
ch
h
as
em
p
h
asized
s
tu
d
en
ts
’
ac
ad
em
ic
p
er
f
o
r
m
an
ce
an
d
ex
p
lo
r
e
d
th
e
v
a
r
iab
les
th
at
ca
n
en
h
an
ce
it
[
1
]
.
Am
o
n
g
t
h
e
v
a
r
iab
les
th
at
in
f
lu
en
ce
a
n
d
p
r
ed
ict
ac
a
d
em
ic
p
er
f
o
r
m
a
n
ce
,
r
esil
ien
ce
,
an
d
ad
ap
tab
ilit
y
in
lear
n
i
n
g
e
n
v
ir
o
n
m
en
ts
is
ac
a
d
em
ic
s
elf
-
r
e
g
u
latio
n
.
Self
-
r
eg
u
latio
n
r
ef
e
r
s
to
th
e
p
r
o
ce
s
s
es
b
y
wh
ich
s
tu
d
en
ts
e
f
f
ec
tiv
ely
m
a
n
ag
e
th
ei
r
lear
n
i
n
g
en
v
ir
o
n
m
e
n
t,
b
e
h
av
io
r
s
,
an
d
p
s
y
ch
o
lo
g
ic
al
s
tates
to
ac
h
iev
e
th
eir
ed
u
ca
tio
n
al
g
o
als
[
2
]
.
Self
-
r
eg
u
latio
n
th
e
o
r
y
p
o
s
its
th
at
an
i
n
d
iv
id
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al
’
s
ac
h
ie
v
em
en
t
o
f
g
o
als
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n
life
o
r
ed
u
ca
tio
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d
e
p
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d
s
lar
g
el
y
o
n
s
elf
-
r
eg
u
latio
n
p
r
o
ce
s
s
es
[
3
]
.
I
n
lear
n
in
g
co
n
tex
ts
,
ac
ad
e
m
ic
s
elf
-
r
eg
u
latio
n
h
elp
s
s
tu
d
en
ts
m
an
a
g
e
th
eir
lear
n
in
g
ef
f
ec
tiv
el
y
b
y
in
v
o
lv
in
g
p
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,
s
ettin
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g
o
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ls
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d
m
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n
ito
r
in
g
Evaluation Warning : The document was created with Spire.PDF for Python.
I
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J
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&
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N:
2252
-
8
8
2
2
A
ca
d
emic
s
elf
-
r
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u
la
tio
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a
s
a
b
r
id
g
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b
etw
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min
d
fu
l
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ess
a
n
d
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tio
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(
S
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1213
p
r
o
g
r
ess
to
war
d
th
o
s
e
g
o
als
[
4
]
.
Pre
v
io
u
s
s
tu
d
ies
s
h
o
w
th
at
s
tu
d
en
ts
with
h
ig
h
ac
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ic
ac
h
iev
em
en
t
d
is
p
lay
elev
ated
lev
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f
ac
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e
m
ic
s
elf
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r
eg
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latio
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,
lo
w
s
tr
ess
,
an
d
h
ea
lth
y
p
s
y
ch
o
l
o
g
ical
well
-
b
ein
g
[
5
]
–
[
8
]
.
B
u
ild
in
g
o
n
th
is
,
e
m
o
tio
n
r
e
g
u
latio
n
a
n
d
atten
tio
n
co
n
tr
o
l
p
lay
co
m
p
lem
e
n
tar
y
r
o
les
[9
],
[
1
0
]
.
Min
d
f
u
ln
ess
f
ac
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ates
atten
tio
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an
d
th
e
d
ev
elo
p
m
en
t
o
f
m
etac
o
g
n
itiv
e
awa
r
en
ess
,
e
n
ab
lin
g
s
tu
d
e
n
ts
to
b
ec
o
m
e
awa
r
e
o
f
th
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em
o
t
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al
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d
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itiv
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r
esp
o
n
s
es
an
d
ad
ju
s
t
th
em
to
th
e
s
it
u
atio
n
[
1
1
],
[
1
2
]
.
T
h
er
ef
o
r
e,
m
i
n
d
f
u
l
n
ess
is
h
y
p
o
th
esized
to
s
u
p
p
o
r
t
s
tu
d
e
n
ts
’
ac
ad
em
ic
ac
h
iev
em
en
t
b
y
s
tr
en
g
th
en
in
g
th
eir
ab
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y
to
ap
p
r
o
p
r
iately
m
o
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u
l
ate
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tio
n
,
b
eh
av
io
r
s
,
an
d
em
o
tio
n
s
in
r
esp
o
n
s
e
to
s
itu
atio
n
al
d
em
an
d
s
[
1
3
],
[
1
4
]
.
R
esear
ch
h
as
s
h
o
w
n
th
at
m
in
d
f
u
ln
ess
p
r
ac
tices
c
an
en
h
an
ce
s
tu
d
en
ts
’
s
elf
-
e
f
f
i
ca
cy
;
s
tu
d
en
ts
with
h
ig
h
lev
els o
f
m
i
n
d
f
u
ln
ess
ca
n
m
ain
tain
f
o
c
u
s
,
m
an
ag
e
s
tr
ess
ef
f
ec
tiv
ely
,
an
d
r
esp
o
n
d
ef
f
ec
tiv
ely
to
ac
ad
em
ic
ch
allen
g
es
[
1
5
]
–
[
1
7
]
.
Ho
wev
er
,
f
u
tu
r
e
s
tu
d
ies
ar
e
r
ec
o
m
m
en
d
ed
to
id
e
n
tify
th
e
m
e
d
iatin
g
f
ac
to
r
s
th
at
s
tr
en
g
th
en
th
e
r
elatio
n
s
h
ip
b
et
wee
n
m
in
d
f
u
ln
ess
an
d
em
o
tio
n
al
s
elf
-
ef
f
icac
y
.
E
m
o
tio
n
al
s
elf
-
ef
f
icac
y
r
ef
e
r
s
to
an
in
d
iv
id
u
al
’
s
co
n
v
ictio
n
in
th
eir
ca
p
ac
ity
to
m
an
ag
e
th
eir
em
o
tio
n
al
s
tates
p
r
o
f
icien
tly
[
1
8
]
.
E
m
o
tio
n
al
s
elf
-
ef
f
icac
y
i
n
f
lu
en
ce
s
s
tu
d
en
ts
’
m
o
tiv
atio
n
,
en
g
ag
em
e
n
t,
an
d
em
o
tio
n
al
r
esil
ien
ce
,
m
ak
in
g
it
cr
u
cial
f
o
r
ac
ad
em
ic
p
e
r
f
o
r
m
an
ce
[
1
9
]
.
Prio
r
s
tu
d
ies
h
av
e
estab
lis
h
ed
an
ass
o
ciatio
n
b
etwe
en
m
in
d
f
u
ln
ess
an
d
em
o
tio
n
al
s
elf
-
ef
f
icac
y
,
in
d
icatin
g
th
at
th
e
awa
r
e
n
e
s
s
an
d
ac
ce
p
tan
ce
in
h
er
en
t
in
m
in
d
f
u
ln
ess
ca
n
e
n
h
an
ce
c
o
n
f
id
e
n
ce
in
em
o
tio
n
al
r
eg
u
latio
n
[
1
1
]
,
[
2
0
],
[
21
]
.
Self
-
ef
f
icac
y
b
elief
s
f
r
o
m
th
e
p
er
s
p
ec
tiv
e
o
f
B
an
d
u
r
a
’
s
s
o
cial
co
g
n
itiv
e
th
eo
r
y
in
f
lu
en
ce
an
i
n
d
iv
id
u
al
’
s
p
er
s
is
ten
ce
,
b
eh
av
io
r
a
l
ch
o
ices,
an
d
ab
ilit
y
t
o
co
p
e
with
ch
allen
g
es
[
2
2
]
.
Stu
d
en
t
s
with
h
ig
h
em
o
tio
n
al
s
elf
-
ef
f
icac
y
d
em
o
n
s
tr
ate
h
ig
h
m
o
tiv
ati
o
n
,
ef
f
ec
tiv
e
s
tr
ess
m
an
ag
em
en
t,
an
d
g
r
ea
t
er
p
ar
ticip
atio
n
in
ac
tiv
ities
[
2
3
]
.
Min
d
f
u
ln
ess
d
ev
elo
p
s
em
o
tio
n
al
s
elf
-
ef
f
icac
y
th
r
o
u
g
h
s
elf
-
awa
r
en
ess
an
d
em
o
tio
n
al
clar
ity
,
lea
d
in
g
t
o
g
r
ea
ter
em
o
tio
n
al
co
n
tr
o
l
[
2
4
],
[
2
5
]
.
Alth
o
u
g
h
r
esear
ch
in
d
icate
s
a
co
r
r
ela
tio
n
b
etwe
en
m
in
d
f
u
ln
ess
a
n
d
em
o
tio
n
al
s
elf
-
ef
f
icac
y
,
in
v
esti
g
atio
n
s
in
to
th
e
m
ed
iatin
g
v
ar
iab
les
in
th
is
r
elatio
n
s
h
ip
,
esp
ec
ially
th
e
in
f
lu
en
ce
o
f
ac
ad
em
ic
s
elf
-
r
eg
u
latio
n
lev
els
am
o
n
g
u
n
d
er
g
r
ad
u
ate
s
tu
d
en
ts
,
r
em
ain
s
ca
r
ce
.
T
h
is
s
tu
d
y
in
v
esti
g
ates
th
e
m
ed
iatio
n
f
u
n
ctio
n
o
f
ac
ad
e
m
ic
s
elf
-
r
e
g
u
latio
n
i
n
th
e
en
h
an
ce
m
e
n
t
o
f
em
o
tio
n
al
s
elf
-
ef
f
icac
y
t
h
r
o
u
g
h
m
in
d
f
u
ln
ess
am
o
n
g
u
n
d
e
r
g
r
a
d
u
ate
s
tu
d
en
ts
o
f
v
ar
i
o
u
s
n
atio
n
alities
.
Un
d
er
g
r
a
d
u
ate
s
tu
d
en
ts
n
ee
d
s
k
ills
in
m
an
ag
in
g
lear
n
in
g
an
d
em
o
tio
n
s
d
u
e
to
th
e
r
ep
etitiv
e
ac
ad
em
ic
d
em
an
d
s
th
at
ca
n
in
cr
ea
s
e
s
tr
ess
an
d
em
o
tio
n
a
l
ch
allen
g
es.
Ho
w
m
in
d
f
u
l
a
tten
tio
n
awa
r
en
ess
tr
an
s
lates
in
to
em
o
tio
n
al
s
elf
-
ef
f
icac
y
in
ac
ad
em
ic
s
ettin
g
s
r
em
ain
u
n
clea
r
,
alth
o
u
g
h
s
o
m
e
p
r
ev
io
u
s
s
tu
d
ies
h
av
e
s
h
o
wn
th
at
m
in
d
f
u
ln
ess
p
lay
s
a
r
o
le
in
atten
tio
n
co
n
tr
o
l
an
d
e
m
o
tio
n
al
r
eg
u
latio
n
,
an
d
th
at
s
tu
d
en
ts
’
b
elief
in
th
eir
ab
ilit
y
to
ef
f
ec
tiv
ely
r
eg
u
late
th
eir
em
o
ti
o
n
al
s
tates
th
at
i
s
,
em
o
tio
n
al
s
elf
-
ef
f
icac
y
is
f
u
n
d
am
e
n
tal
to
m
o
tiv
atio
n
,
en
g
ag
em
en
t,
an
d
co
p
in
g
.
Sp
ec
if
ically
,
th
er
e
is
a
p
au
city
o
f
ex
p
er
im
en
tal
r
esear
ch
o
n
cu
ltu
r
ally
v
ar
ied
u
n
d
e
r
g
r
a
d
u
ate
co
h
o
r
ts
in
v
esti
g
atin
g
th
e
m
ed
iatio
n
f
u
n
ctio
n
o
f
ac
ad
em
i
c
s
elf
-
r
eg
u
latio
n
in
th
e
r
elatio
n
s
h
ip
b
etwe
en
m
in
d
f
u
ln
ess
an
d
em
o
tio
n
al
s
elf
-
ef
f
icac
y
.
E
v
id
e
n
ce
in
th
e
p
s
y
ch
o
lo
g
y
liter
atu
r
e
in
d
icate
s
th
at
p
lan
n
in
g
,
g
o
al
s
ettin
g
,
p
r
o
g
r
ess
m
o
n
ito
r
in
g
,
b
eh
av
io
r
m
o
d
if
icatio
n
,
an
d
p
s
y
ch
o
lo
g
ical
s
tate
—
co
m
p
o
n
en
ts
o
f
ac
ad
e
m
ic
s
elf
-
r
eg
u
latio
n
—
p
r
e
d
ict
well
-
b
ein
g
an
d
ac
c
o
m
p
lis
h
m
en
t.
T
h
is
s
tu
d
y
aim
s
to
ad
d
r
ess
th
is
g
ap
b
y
i
n
v
esti
g
atin
g
th
e
i
m
p
ac
t
o
f
m
in
d
f
u
ln
ess
o
n
ac
ad
em
ic
s
elf
-
r
eg
u
latio
n
an
d
th
e
c
o
r
r
elatio
n
b
etwe
en
ac
ad
em
ic
s
elf
-
r
eg
u
latio
n
an
d
en
h
an
ce
d
em
o
tio
n
al
s
elf
-
ef
f
ic
ac
y
.
T
h
e
r
esear
ch
s
u
b
ject
co
n
ce
r
n
s
th
e
clar
ity
o
f
th
e
r
elatio
n
s
h
ip
b
etwe
en
m
in
d
f
u
ln
ess
an
d
em
o
tio
n
al
s
elf
-
ef
f
icac
y
in
u
n
d
er
g
r
ad
u
ates,
as
w
ell
as
th
e
d
eg
r
ee
to
wh
ich
ac
ad
em
ic
s
elf
-
r
eg
u
latio
n
m
ed
iates
th
is
r
elatio
n
s
h
ip
.
T
h
is
s
tu
d
y
s
ee
k
s
to
ex
am
in
e
t
h
e
m
ed
iatin
g
ef
f
ec
t
o
f
ac
ad
e
m
ic
s
elf
-
r
eg
u
latio
n
o
n
th
e
co
n
n
ec
tio
n
b
etwe
en
m
in
d
f
u
ln
ess
an
d
e
m
o
tio
n
al
s
elf
-
ef
f
i
ca
cy
in
a
co
h
o
r
t o
f
u
n
d
er
g
r
ad
u
ate
s
tu
d
en
ts
.
T
h
is
s
tu
d
y
s
ee
k
s
to
d
eter
m
in
e
wh
eth
er
m
in
d
f
u
l
atten
tiv
e
awa
r
en
ess
co
r
r
elate
s
wi
th
em
o
tio
n
al
s
elf
-
ef
f
icac
y
.
−
I
s
th
er
e
a
co
r
r
elatio
n
b
etwe
en
ac
ad
em
ic
s
elf
-
r
eg
u
latio
n
an
d
e
m
o
tio
n
al
s
elf
-
ef
f
icac
y
?
−
Do
es
ac
ad
em
ic
s
elf
-
r
e
g
u
lati
o
n
m
e
d
iate
th
e
r
elatio
n
s
h
ip
b
etwe
en
m
in
d
f
u
ln
ess
an
d
em
o
tio
n
al
s
elf
-
ef
f
icac
y
?
2.
L
I
T
E
R
AT
U
RE
R
E
VI
E
W
Aca
d
em
ic
s
elf
-
r
eg
u
latio
n
is
s
ee
n
as
a
cr
u
cial
d
eter
m
in
an
t
o
f
s
u
cc
ess
an
d
d
ev
elo
p
m
en
t
am
o
n
g
u
n
d
er
g
r
ad
u
ate
s
tu
d
en
ts
.
N
u
m
er
o
u
s
r
esear
c
h
es
h
av
e
in
v
esti
g
ated
th
e
co
r
r
elatio
n
s
b
e
twee
n
m
in
d
f
u
ln
ess
,
em
o
tio
n
al
s
elf
-
ef
f
icac
y
,
an
d
ac
ad
em
ic
s
elf
-
r
eg
u
latio
n
i
n
co
lleg
e
s
tu
d
en
ts
.
R
esear
ch
in
d
icate
s
th
at
m
in
d
f
u
ln
ess
,
c
h
ar
ac
ter
ized
b
y
n
o
n
-
ju
d
g
m
en
tal
awa
r
e
n
ess
o
f
th
e
b
o
d
y
[
2
6
]
,
m
i
n
d
,
an
d
e
m
o
tio
n
s
,
im
p
r
o
v
es
em
o
tio
n
al
r
eg
u
latio
n
an
d
s
e
lf
-
ef
f
icac
y
am
o
n
g
s
tu
d
en
ts
[
2
0
]
.
Similar
ly
,
s
elf
-
ef
f
icac
y
,
o
n
e’
s
p
er
ce
iv
ed
ca
p
ab
ilit
y
to
ac
h
iev
e
g
o
als
an
d
o
v
er
co
m
e
ch
allen
g
es
[
1
2
]
,
h
elp
s
s
tu
d
en
ts
co
p
e
with
th
e
ch
allen
g
es
p
o
s
ed
b
y
d
if
f
icu
lt
em
o
tio
n
al
s
itu
atio
n
s
[
2
7
]
.
Stu
d
y
i
n
g
th
e
in
ter
a
ctio
n
b
etwe
en
th
ese
f
ac
to
r
s
h
elp
s
u
n
d
er
s
tan
d
u
n
d
er
g
r
ad
u
ate
s
tu
d
en
ts
'
ac
ad
em
ic
s
u
cc
ess
an
d
well
-
b
ein
g
.
2
.
1
.
M
ind
f
uln
es
s
a
nd
em
o
t
io
na
l self
-
ef
f
ica
cy
Min
d
f
u
ln
ess
en
tails
b
ein
g
co
g
n
izan
t
an
d
s
u
s
tain
in
g
awa
r
e
n
ess
o
f
th
e
cu
r
r
en
t
m
o
m
en
t,
d
ev
o
id
o
f
co
n
tem
p
latio
n
o
f
th
e
p
ast
o
r
f
u
tu
r
e
,
an
d
r
ef
r
ain
in
g
f
r
o
m
m
ak
in
g
ju
d
g
em
en
ts
.
T
h
is
a
tten
tiv
e,
co
n
s
cio
u
s
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
2
12
-
1
2
26
1214
atten
tio
n
to
th
e
p
r
esen
t
m
o
m
en
t
h
elp
s
an
in
d
iv
id
u
al
b
ec
o
m
e
awa
r
e
o
f
th
eir
em
o
tio
n
s
an
d
r
esp
o
n
d
m
o
r
e
ap
p
r
o
p
r
iately
to
th
e
d
em
an
d
s
o
f
s
itu
atio
n
s
[
2
7
]
.
E
m
o
tio
n
al
s
elf
-
ef
f
icac
y
is
an
in
d
iv
id
u
al
'
s
f
ee
lin
g
o
f
b
ein
g
ab
le
to
h
an
d
le
th
eir
em
o
tio
n
s
s
u
cc
ess
f
u
lly
.
I
n
v
esti
g
atin
g
th
e
r
elatio
n
s
h
ip
b
etwe
en
m
in
d
f
u
l
n
ess
an
d
e
m
o
tio
n
al
s
elf
-
ef
f
icac
y
am
o
n
g
u
n
d
e
r
g
r
a
d
u
ate
s
tu
d
en
ts
is
v
er
y
im
p
o
r
t
an
t
b
ec
au
s
e
th
is
g
r
o
u
p
m
ay
s
h
o
w
s
y
m
p
to
m
s
o
f
an
x
iety
,
s
tr
ess
,
an
d
m
e
n
tal
h
ea
lth
is
s
u
es with
th
e
co
n
s
eq
u
en
t
n
eg
ativ
e
ef
f
ec
ts
[
2
8
],
[
2
9
]
.
W
ah
y
u
n
i
et
a
l.
[
2
6
]
in
v
esti
g
ated
th
e
ab
ilit
y
o
f
s
elf
-
co
m
p
ass
io
n
an
d
s
elf
-
ef
f
icac
y
to
p
r
ed
ict
m
ath
an
x
iety
at
th
e
u
n
d
er
g
r
ad
u
ate
lev
el.
T
h
e
r
esear
ch
er
s
m
ea
s
u
r
ed
m
ath
an
x
iety
lev
els
am
o
n
g
s
tu
d
en
ts
in
en
g
in
ee
r
in
g
,
tech
n
o
lo
g
y
,
s
cien
ce
,
an
d
m
ath
e
m
atics
(
STE
M)
an
d
n
o
n
-
STE
M
m
ajo
r
s
.
T
h
e
f
in
d
in
g
s
in
d
icate
d
th
at
s
tu
d
en
ts
in
n
o
n
-
STE
M
d
i
s
cip
lin
es
h
ad
g
r
ea
ter
lev
els
o
f
m
ath
em
atica
l
an
x
iety
c
o
m
p
a
r
ed
to
th
eir
STE
M
co
u
n
ter
p
a
r
ts
.
T
h
e
r
esu
lts
in
d
i
ca
ted
n
o
p
r
ed
ictiv
e
c
o
r
r
elatio
n
b
etwe
en
m
in
d
f
u
ln
ess
an
d
ar
ith
m
etic
an
x
iety
,
d
esp
ite
th
e
o
b
s
er
v
atio
n
o
f
a
s
tr
o
n
g
lin
k
.
Me
n
g
es
an
d
C
altab
ian
o
[
1
2
]
ex
a
m
in
ed
th
e
r
el
atio
n
s
h
ip
b
etwe
en
em
o
tio
n
al
r
eg
u
latio
n
an
d
m
i
n
d
f
u
ln
ess
in
an
u
n
d
e
r
g
r
ad
u
a
te
p
o
p
u
latio
n
.
T
h
e
s
tu
d
y
'
s
f
in
d
in
g
s
s
h
o
wed
a
s
tatis
t
ically
s
ig
n
if
ican
t n
eg
ativ
e
co
r
r
elatio
n
b
etwe
en
m
in
d
f
u
l
n
ess
an
d
d
if
f
icu
lties
in
em
o
tio
n
al
r
eg
u
latio
n
.
T
h
e
f
in
d
in
g
s
f
u
r
th
er
in
d
icate
d
n
o
d
if
f
er
en
ce
s
in
th
e
m
ea
n
s
co
r
e
s
(
to
tal
an
d
s
u
b
s
ca
le)
b
etwe
en
m
ales
an
d
f
em
ales.
T
h
e
r
esu
lts
also
s
h
o
wed
n
o
d
if
f
er
en
ce
s
b
etwe
en
t
h
e
m
ea
n
s
co
r
es
o
f
m
ales
an
d
f
em
al
es
o
n
th
e
em
o
tio
n
al
r
eg
u
latio
n
d
if
f
icu
lties
s
ca
les (
to
tal
s
co
r
e
an
d
s
u
b
s
ca
le
s
co
r
es).
Sh
awk
y
an
d
Sh
ah
ee
n
[
3
0
]
in
v
esti
g
ated
th
e
ef
f
ec
tiv
e
n
ess
o
f
m
in
d
f
u
ln
ess
-
b
ased
co
g
n
iti
v
e
th
er
ap
y
(
MBC
T
)
in
en
h
an
cin
g
s
elf
-
ef
f
icac
y
an
d
r
esil
ien
ce
in
w
o
m
en
.
T
h
e
r
esu
lts
s
h
o
wed
th
at
th
e
m
ea
n
r
esil
ien
ce
an
d
s
elf
-
ef
f
icac
y
s
co
r
es
in
th
e
p
o
s
t
-
test
wer
e
s
ig
n
if
ican
tly
h
ig
h
e
r
th
an
t
h
e
p
r
e
-
test
in
th
e
e
x
p
er
im
en
tal
g
r
o
u
p
.
T
h
e
r
esear
ch
er
s
co
n
clu
d
ed
th
at
m
i
n
d
f
u
ln
ess
-
b
ased
co
g
n
itiv
e
th
e
r
ap
y
is
ef
f
ec
tiv
e
in
e
n
h
an
ci
n
g
r
esil
ien
ce
an
d
s
elf
-
ef
f
icac
y
in
w
o
m
en
.
R
am
li
et
a
l.
[
2
7
]
ex
am
in
e
d
th
e
im
p
ac
t
o
f
a
m
in
d
f
u
ln
ess
tr
ain
in
g
p
r
o
g
r
a
m
f
o
r
h
ig
h
s
ch
o
o
l
ad
o
lescen
ts
.
T
h
e
s
tu
d
y
r
esu
lt
s
s
h
o
wed
th
at
m
in
d
f
u
l
n
ess
tr
ain
in
g
en
h
an
ce
d
th
e
a
b
ilit
y
o
f
th
e
p
ar
ticip
an
ts
to
r
eg
u
late
th
eir
e
m
o
tio
n
s
as
ass
ess
ed
b
y
p
r
e
-
a
n
d
p
o
s
t
-
test
co
m
p
ar
is
o
n
.
T
h
e
r
esear
ch
e
r
s
s
tr
ess
ed
th
e
im
p
o
r
tan
ce
th
at
m
in
d
f
u
l
n
ess
tr
ain
in
g
p
r
o
g
r
am
s
ca
n
h
a
v
e
o
n
h
elp
in
g
a
d
o
lescen
ts
r
eg
u
late
th
eir
o
w
n
em
o
tio
n
s
with
o
u
t
ch
an
g
in
g
th
eir
p
er
ce
p
tio
n
o
r
e
v
alu
atio
n
o
f
s
itu
atio
n
s
.
A
s
tu
d
y
p
er
f
o
r
m
ed
b
y
De
la
Fu
en
te
et
a
l.
[
3
1
]
ex
am
in
e
d
th
e
r
elatio
n
s
h
ip
b
etwe
en
m
in
d
f
u
ln
ess
an
d
g
r
it
ag
ain
s
t
e
m
o
tio
n
al
s
tab
ilit
y
an
d
ac
a
d
e
m
ic
b
u
r
n
o
u
t
am
o
n
g
u
n
iv
er
s
ity
s
tu
d
e
n
ts
.
T
h
e
r
esu
lts
s
h
o
wed
s
ig
n
if
ican
t
f
in
d
i
n
g
s
th
at
m
in
d
f
u
l
n
ess
was
r
elate
d
to
im
p
r
o
v
e
d
em
o
tio
n
al
s
tab
ilit
y
an
d
r
ed
u
ce
d
ac
ad
em
ic
f
atig
u
e.
Min
d
f
u
l
n
ess
an
d
g
r
it
wer
e
f
o
u
n
d
to
b
e
i
m
p
o
r
tan
t
m
ea
s
u
r
es
o
f
less
en
in
g
ac
a
d
em
ic
f
atig
u
e.
T
h
is
s
h
o
ws
h
o
w
im
p
o
r
tan
t m
i
n
d
f
u
ln
ess
is
f
o
r
s
u
p
p
o
r
ti
n
g
t
h
e
m
en
tal
h
ea
lth
an
d
well
-
b
ein
g
o
f
u
n
iv
e
r
s
ity
s
tu
d
en
ts
.
Xu
et
a
l.
[
3
2
]
ev
alu
ated
th
e
ef
f
ec
t
o
f
a
m
in
d
f
u
l
lead
er
s
h
i
p
tr
ain
in
g
p
r
o
g
r
am
o
n
f
ac
u
lty
m
em
b
e
r
s
'
m
in
d
f
u
ln
ess
an
d
th
eir
ab
ilit
y
to
h
el
p
s
tu
d
en
ts
'
m
en
tal
h
ea
lth
.
T
h
e
s
tu
d
y
r
esu
lts
s
h
o
wed
th
at
th
e
lev
el
o
f
f
ac
u
lty
m
em
b
er
s
m
in
d
f
u
ln
ess
in
th
e
ex
p
er
im
e
n
tal
g
r
o
u
p
in
cr
ea
s
ed
b
y
1
3
.
2
7
%,
s
o
it
is
h
ar
d
ly
less
th
an
3
.
1
3
%
o
f
th
e
co
n
tr
o
l
g
r
o
u
p
.
Par
ticip
an
ts
o
f
th
e
ex
p
er
im
en
tal
g
r
o
u
p
s
h
o
wed
en
h
an
ce
d
em
o
t
io
n
al
co
n
tr
o
l,
m
in
d
f
u
ln
ess
,
s
elf
-
awa
r
en
ess
,
an
d
ef
f
ec
tiv
e
c
o
m
m
u
n
icatio
n
with
s
tu
d
en
ts
.
T
h
ey
also
u
s
ed
m
o
r
e
p
r
ac
tices
o
f
m
i
n
d
f
u
l
n
ess
in
t
h
eir
wo
r
k
a
n
d
d
ea
lt
with
th
e
m
en
tal
h
ea
lth
is
s
u
es
o
f
th
eir
s
tu
d
e
n
ts
m
o
r
e
o
f
ten
.
T
h
ese
r
esu
lts
s
u
g
g
est
th
at
m
in
d
f
u
l
lea
d
er
s
h
ip
tr
ain
i
n
g
c
an
b
e
an
ef
f
ec
tiv
e
m
eth
o
d
to
im
p
r
o
v
e
th
e
m
in
d
f
u
ln
ess
,
em
o
tio
n
al
r
eg
u
latio
n
,
a
n
d
th
eir
r
o
le
in
s
u
p
p
o
r
tin
g
s
tu
d
en
ts
'
m
en
tal
h
ea
lth
o
f
f
ac
u
lty
m
em
b
er
s
.
C
ai
et
a
l
.
[
2
0
]
c
o
n
d
u
cted
a
s
tu
d
y
o
f
h
ea
lth
ca
r
e
p
r
o
f
ess
io
n
als
to
ass
ess
th
e
ef
f
ec
t
o
f
a
Min
d
f
u
ln
ess
-
B
ased
C
o
m
p
ass
io
n
an
d
R
esil
ien
ce
E
n
h
an
c
em
en
t
(
MBC
AR
E
)
p
r
o
g
r
am
wh
ich
in
v
o
lv
e
d
m
in
d
f
u
ln
ess
an
d
s
elf
-
co
m
p
ass
io
n
.
T
h
e
r
esu
lts
co
n
cl
u
d
ed
th
at
th
e
p
r
o
g
r
am
r
esu
lted
in
r
ed
u
ce
d
lev
els
o
f
p
s
y
ch
o
lo
g
ical
b
u
r
n
o
u
t,
r
ed
u
ce
d
lev
els
o
f
em
o
tio
n
al
ex
h
au
s
tio
n
,
an
d
in
cr
ea
s
ed
f
ee
lin
g
s
o
f
p
er
s
o
n
al
ac
co
m
p
lis
h
m
en
t
in
th
e
h
ea
lt
h
ca
r
e
p
r
o
f
ess
io
n
als
in
v
o
lv
ed
in
th
e
s
tu
d
y
.
T
h
e
r
esu
lts
also
s
h
o
wed
th
at
th
e
p
o
s
itiv
e
af
f
ec
t
im
p
r
o
v
ed
af
te
r
th
e
tr
ain
in
g
,
wh
ils
t
th
e
n
eg
ativ
e
af
f
ec
t
was
n
o
t
af
f
ec
ted
.
T
h
e
s
e
f
in
d
in
g
s
s
u
g
g
est
th
at
th
e
tr
ain
in
g
in
m
in
d
f
u
l
n
ess
an
d
s
elf
-
co
m
p
ass
io
n
,
in
s
p
ite
o
f
th
e
d
if
f
icu
lties
r
elate
d
to
tim
e
an
d
av
ailab
ilit
y
,
is
s
u
itab
le
f
o
r
t
h
e
n
ee
d
s
o
f
h
ea
lth
ca
r
e
p
r
o
f
e
s
s
io
n
als
an
d
th
at
its
im
p
lem
en
tatio
n
in
to
th
eir
p
r
o
f
ess
io
n
al
f
r
am
ewo
r
k
im
p
r
o
v
es
th
eir
ab
ilit
y
to
p
r
ac
tice
th
e
s
k
ills
ac
q
u
ir
ed
p
o
s
itiv
ely
af
f
ec
tin
g
th
eir
em
o
tio
n
al
s
tab
ilit
y
an
d
c
o
m
p
a
s
s
io
n
th
at
will r
ea
ch
th
em
.
Prio
r
r
esear
ch
h
as
g
iv
en
s
o
m
e
clu
es
r
eg
ar
d
in
g
th
e
r
elatio
n
s
h
ip
o
f
m
in
d
f
u
ln
ess
with
em
o
tio
n
al
s
elf
-
ef
f
icac
y
in
u
n
iv
er
s
ity
s
tu
d
en
ts
.
T
h
e
r
esu
lts
o
f
th
ese
s
tu
d
ies
s
h
o
w
th
e
p
o
s
itiv
e
im
p
ac
t
o
f
m
in
d
f
u
ln
ess
in
ter
v
en
tio
n
s
o
n
em
o
tio
n
al
r
eg
u
latio
n
,
s
tu
d
e
n
t
well
-
b
ein
g
,
ac
ad
em
ic
s
elf
-
r
e
g
u
latio
n
,
a
n
d
p
s
y
c
h
o
lo
g
ical
r
esil
ien
ce
.
T
h
ese
s
tu
d
ies
d
r
aw
atten
tio
n
to
th
e
im
p
o
r
ta
n
c
e
o
f
im
p
lem
en
tin
g
m
in
d
f
u
ln
e
s
s
in
ter
v
en
tio
n
s
an
d
tr
ain
in
g
p
r
o
g
r
am
s
in
ed
u
ca
tio
n
al
s
ettin
g
s
d
esp
ite
th
e
ch
allen
g
es
p
o
s
ed
b
y
th
e
ac
ad
e
m
ic
co
n
tex
t
an
d
th
e
p
r
ac
tical
ap
p
licatio
n
o
f
s
u
ch
in
ter
v
en
tio
n
s
.
T
h
e
r
esu
lts
in
d
icate
th
at
en
h
an
ce
m
e
n
t
o
f
m
in
d
f
u
ln
ess
an
d
em
o
tio
n
al
s
elf
-
ef
f
icac
y
is
a
g
o
o
d
s
tr
ateg
y
f
o
r
en
h
an
ce
m
e
n
t
o
f
m
en
tal
h
ea
lth
an
d
well
-
b
ei
n
g
o
f
u
n
d
er
g
r
ad
u
ate
s
tu
d
en
ts
.
Ho
wev
er
,
f
u
r
th
er
r
es
ea
r
ch
is
n
ee
d
ed
to
u
n
d
er
s
tan
d
th
e
s
u
s
tain
ed
e
f
f
ec
ts
o
f
th
ese
in
ter
v
en
tio
n
s
an
d
to
clar
if
y
th
e
p
s
y
ch
o
lo
g
ical
m
e
ch
an
is
m
s
u
n
d
er
ly
in
g
th
e
r
o
le
s
o
f
m
in
d
f
u
ln
ess
an
d
em
o
tio
n
al
s
elf
-
ef
f
icac
y
in
s
u
p
p
o
r
tin
g
ac
ad
em
ic
p
er
f
o
r
m
a
n
ce
an
d
p
er
s
o
n
al
d
ev
elo
p
m
en
t
am
o
n
g
u
n
d
er
g
r
a
d
u
ate
s
tu
d
en
t
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
A
ca
d
emic
s
elf
-
r
eg
u
la
tio
n
a
s
a
b
r
id
g
e
b
etw
ee
n
min
d
fu
l
n
ess
a
n
d
emo
tio
n
a
l
…
(
S
a
mer
A
d
n
a
n
A
b
d
el
Ha
d
i
)
1215
2
.
2
.
M
ind
f
uln
es
s
a
nd
a
ca
dem
ic
s
elf
-
re
g
ula
t
io
n
Min
d
f
u
ln
ess
is
an
im
p
o
r
tan
t
v
ar
iab
le
in
s
h
ap
in
g
u
n
d
er
g
r
ad
u
ate
s
tu
d
en
ts
'
ac
ad
em
ic
ex
p
er
ien
ce
s
.
Pre
v
io
u
s
s
tu
d
ies
d
em
o
n
s
tr
ate
r
elatio
n
s
h
ip
b
etwe
en
m
in
d
f
u
ln
ess
an
d
s
tu
d
en
ts
'
ac
ad
em
ic
p
er
f
o
r
m
an
ce
.
T
h
e
r
esu
lts
o
f
th
ese
s
tu
d
ies
in
d
ic
ate
th
at
d
ev
elo
p
in
g
m
in
d
f
u
ln
ess
s
k
ill
s
an
d
ad
o
p
tin
g
e
f
f
ec
tiv
e
s
elf
-
r
eg
u
latio
n
s
tr
ateg
ies
ca
n
s
ig
n
if
ican
tly
c
o
n
tr
ib
u
te
t
o
en
h
an
cin
g
ac
ad
e
m
ic
p
er
f
o
r
m
an
ce
,
d
e
v
elo
p
in
g
s
tu
d
en
ts
'
s
k
ills
in
co
p
in
g
with
ac
ad
em
ic
s
tr
ess
,
an
d
m
itig
atin
g
its
n
eg
ativ
e
l
o
n
g
-
ter
m
ef
f
ec
ts
[
2
0
],
[
2
6
]
,
[
33
],
[
3
4
]
.
Aca
d
em
ic
s
elf
-
r
eg
u
latio
n
is
d
ef
in
ed
as
th
e
co
n
s
cio
u
s
r
eg
u
latio
n
o
f
p
er
s
o
n
al
th
o
u
g
h
ts
,
em
o
tio
n
s
,
an
d
b
eh
av
io
r
s
[
3
5
]
.
T
h
e
im
p
o
r
tan
ce
o
f
th
e
in
ter
ac
tio
n
b
etwe
en
m
in
d
f
u
ln
ess
an
d
s
elf
-
r
eg
u
latio
n
i
n
th
e
ac
ad
em
ic
c
o
n
tex
t
is
ev
id
en
t,
as
th
is
in
ter
ac
tio
n
co
n
tr
ib
u
tes
to
en
h
an
ci
n
g
s
tu
d
en
ts
'
ac
ad
em
ic
ac
h
iev
em
en
t,
p
s
y
ch
o
lo
g
ical
r
esil
ien
ce
,
an
d
s
u
p
p
o
r
tin
g
th
eir
em
o
tio
n
al
we
ll
-
b
ein
g
[
3
6
]
–
[
3
8
]
.
Nu
m
er
o
u
s
s
tu
d
ies
h
a
v
e
in
d
ic
ated
f
av
o
r
ab
le
c
o
r
r
elatio
n
s
a
m
o
n
g
m
in
d
f
u
ln
ess
,
s
elf
-
r
eg
u
l
atio
n
,
an
d
ac
ad
em
ic
s
elf
-
r
eg
u
latio
n
[
3
9
]
–
[
4
3
]
.
C
ai
et
a
l.
[
2
0
]
id
en
tifie
d
a
lin
k
b
etwe
en
f
iv
e
s
u
b
s
ca
les o
f
m
in
d
f
u
ln
ess
an
d
s
elf
-
r
eg
u
latio
n
in
th
eir
r
esear
ch
o
f
u
n
iv
e
r
s
ity
s
tu
d
en
ts
.
T
h
e
s
tu
d
y
'
s
r
e
s
u
lts
in
d
icate
d
th
at
th
e
s
u
b
s
ca
les
o
f
o
b
s
er
v
in
g
,
b
eh
a
v
in
g
with
aw
ar
en
ess
,
an
d
n
o
n
-
ju
d
g
in
g
wer
e
p
o
s
itiv
ely
co
r
r
elate
d
with
d
elay
ed
g
r
atif
icatio
n
s
k
ills
.
T
h
e
s
u
b
s
ca
les
o
f
d
e
s
cr
ib
in
g
,
b
e
h
av
in
g
with
aw
ar
en
ess
,
an
d
n
o
n
-
ju
d
g
in
g
e
x
h
ib
ited
a
n
eg
ativ
e
co
r
r
elatio
n
with
d
if
f
icu
lties
in
em
o
tio
n
r
eg
u
latio
n
,
af
ter
a
cc
o
u
n
tin
g
f
o
r
th
e
in
f
lu
en
ce
o
f
o
th
er
m
in
d
f
u
ln
ess
s
u
b
s
ca
les.
T
h
ese
f
in
d
in
g
s
co
n
f
ir
m
th
e
r
o
le
o
f
s
o
m
e
asp
ec
ts
o
f
m
in
d
f
u
ln
ess
in
p
r
o
m
o
t
in
g
s
elf
-
r
eg
u
latio
n
,
em
o
tio
n
al
r
e
g
u
latio
n
,
an
d
d
e
lay
in
g
g
r
atif
icatio
n
,
wh
ic
h
e
n
h
an
ce
s
s
tu
d
en
ts
'
ab
ilit
y
to
c
o
p
e
with
ac
a
d
em
ic
s
tr
ess
.
I
n
r
etu
r
n
,
R
am
li
et
a
l.
[
2
7
]
e
x
am
in
ed
th
e
e
f
f
ec
tiv
en
es
s
o
f
a
m
in
d
f
u
ln
ess
in
ter
v
en
tio
n
in
e
n
h
an
cin
g
s
elf
-
co
n
tr
o
l
an
d
p
e
r
ce
iv
ed
ac
a
d
em
ic
co
n
tr
o
l
a
m
o
n
g
f
em
ale
s
tu
d
en
ts
.
T
h
e
s
tu
d
y
f
in
d
i
n
g
s
in
d
icate
d
th
at
m
in
d
f
u
ln
ess
tr
ain
in
g
c
o
n
tr
ib
u
t
ed
to
en
h
an
ci
n
g
s
tu
d
en
ts
'
s
elf
-
co
n
tr
o
l
s
k
ills
an
d
en
h
an
ci
n
g
c
o
n
s
cio
u
s
ac
ad
em
ic
co
n
tr
o
l.
T
h
ese
f
in
d
in
g
s
s
u
g
g
est
th
at
m
in
d
f
u
ln
ess
ca
n
p
la
y
a
p
iv
o
tal
r
o
le
in
s
u
p
p
o
r
ti
n
g
b
eh
a
v
io
r
al
a
n
d
co
g
n
itiv
e
d
im
e
n
s
io
n
s
ass
o
cia
ted
with
ac
ad
em
ic
p
er
f
o
r
m
a
n
ce
an
d
h
elp
i
n
g
to
r
e
d
u
ce
s
tr
ess
an
d
ac
ad
em
ic
p
r
ess
u
r
e.
W
ah
y
u
n
i
et
a
l.
[
2
6
]
in
v
esti
g
ated
th
e
f
u
n
ctio
n
o
f
m
in
d
f
u
ln
ess
as
a
m
ed
iatin
g
v
ar
iab
le
b
etwe
en
ac
ad
em
ic
s
tr
ess
an
d
s
elf
-
r
eg
u
l
atio
n
,
as
well
as
th
e
in
ter
r
elatio
n
s
am
o
n
g
ac
a
d
em
ic
s
tr
ess
,
s
elf
-
r
eg
u
latio
n
,
an
d
m
in
d
f
u
ln
ess
am
o
n
g
Ma
lay
s
ian
u
n
d
er
g
r
ad
u
ate
s
tu
d
en
ts
.
T
h
e
r
esear
ch
id
en
tifie
d
s
u
b
s
tan
tial
r
elatio
n
s
h
ip
s
am
o
n
g
m
in
d
f
u
ln
ess
,
s
elf
-
r
eg
u
latio
n
,
an
d
ac
ad
em
ic
s
tr
ess
.
T
h
e
s
tu
d
y
r
esu
lts
d
id
n
o
t
in
d
icate
a
m
ed
iatin
g
f
u
n
ctio
n
f
o
r
m
in
d
f
u
ln
ess
in
th
e
lin
k
b
etwe
en
s
elf
-
r
e
g
u
latio
n
an
d
ac
ad
em
ic
s
tr
ess
.
T
h
e
liter
atu
r
e
f
o
cu
s
ed
o
n
th
e
r
o
le
o
f
m
in
d
f
u
l
n
ess
in
en
h
an
cin
g
th
e
ac
ad
em
ic
ex
p
er
i
en
ce
an
d
p
r
o
m
o
tin
g
th
e
well
-
b
ein
g
o
f
u
n
iv
er
s
ity
s
tu
d
en
ts
.
Min
d
f
u
l
n
ess
s
k
ills
ar
e
clea
r
ly
ef
f
ec
tiv
e
in
h
elp
i
n
g
s
tu
d
e
n
ts
r
eg
u
late
th
eir
em
o
tio
n
s
an
d
m
an
ag
e
p
s
y
ch
o
lo
g
ical
s
tr
ess
,
wh
ich
p
o
s
itiv
ely
im
p
ac
ts
th
eir
ac
ad
em
ic
p
er
f
o
r
m
an
ce
an
d
r
esil
ien
ce
[
2
0
],
[
26
],
[
33
],
[
34
],
[
36
]
–
[
3
8
]
.
T
h
e
r
ec
o
m
m
en
d
atio
n
s
in
th
e
s
e
s
tu
d
ies
in
d
icate
th
e
n
ee
d
to
in
v
esti
g
ate
th
e
lo
n
g
-
ter
m
im
p
ac
t
o
f
m
in
d
f
u
ln
e
s
s
in
ter
v
en
tio
n
s
o
n
s
elf
-
r
eg
u
l
atio
n
an
d
ac
ad
em
ic
s
elf
-
r
eg
u
latio
n
,
with
a
f
o
cu
s
o
n
u
n
d
er
s
tan
d
in
g
th
e
v
ar
iab
les th
at
ex
p
lain
th
e
r
elatio
n
s
h
ip
b
etwe
en
m
in
d
f
u
ln
ess
an
d
im
p
r
o
v
in
g
s
tu
d
e
n
ts
'
we
ll
-
b
ein
g
.
E
v
alu
atin
g
th
e
ef
f
ec
tiv
en
ess
o
f
d
if
f
e
r
en
t
m
o
d
els
o
f
m
in
d
f
u
ln
ess
p
r
o
g
r
a
m
s
is
also
ess
en
tial
f
o
r
d
ev
elo
p
i
n
g
s
u
p
p
o
r
tiv
e
an
d
f
l
ex
ib
le
s
tr
ateg
ies
th
at
en
h
an
ce
s
tu
d
en
ts
'
ac
ad
em
ic
p
er
f
o
r
m
an
ce
.
I
n
g
en
e
r
al,
th
e
r
ev
iewe
d
s
tu
d
ies
em
p
h
asize
th
e
im
p
o
r
tan
ce
o
f
in
teg
r
atin
g
m
in
d
f
u
ln
ess
in
to
ed
u
ca
tio
n
al
s
ettin
g
s
,
g
iv
en
its
clea
r
im
p
ac
t
o
n
d
ev
elo
p
in
g
s
tu
d
en
ts
'
s
k
ills
,
en
h
an
cin
g
s
el
f
-
r
eg
u
latio
n
s
k
ills
,
p
r
o
m
o
tin
g
well
-
b
ein
g
,
an
d
ac
a
d
em
ic
ac
h
iev
em
e
n
t a
t th
e
u
n
iv
er
s
ity
lev
el.
2
.
3
.
Aca
de
m
ic
s
elf
-
re
g
ula
t
io
n a
nd
em
o
t
io
na
l self
-
ef
f
ic
a
cy
Key
f
ac
to
r
s
ca
u
s
in
g
t
h
e
ac
ad
em
ic
s
u
cc
ess
an
d
p
s
y
ch
o
l
o
g
ic
al
well
-
b
ein
g
o
f
u
n
d
er
g
r
ad
u
at
e
s
tu
d
en
ts
in
clu
d
e
ac
ad
em
ic
s
elf
-
r
e
g
u
lati
o
n
an
d
e
m
o
tio
n
al
s
elf
-
ef
f
icac
y
.
Acc
o
r
d
in
g
to
C
ai
et
a
l.
[
2
0
]
,
s
elf
-
ef
f
icac
y
an
d
p
s
y
ch
o
lo
g
ical
well
-
b
ein
g
ar
e
ess
en
tial
r
eq
u
ir
em
en
ts
in
th
e
ac
ad
em
ic
s
ettin
g
s
.
Me
n
g
es
a
n
d
C
altab
ian
o
[
1
2
]
th
er
ef
o
r
e
also
h
ig
h
lig
h
t
o
n
th
e
f
ac
t
th
at
em
o
tio
n
al
s
elf
-
ef
f
icac
y
p
lay
s
a
r
o
le
in
h
u
m
an
g
r
o
wth
an
d
co
u
n
ter
s
em
o
tio
n
al
d
if
f
icu
lties
wh
en
co
n
f
r
o
n
ted
with
a
n
eg
ati
v
e
s
itu
atio
n
.
Stu
d
ies
h
av
e
o
f
f
er
e
d
p
r
o
f
o
u
n
d
u
n
d
er
s
tan
d
i
n
g
o
f
t
h
e
in
ter
r
ela
ted
n
ess
o
f
th
ese
co
n
ce
p
ts
an
d
th
e
d
ir
ec
t
a
n
d
in
d
ir
ec
t
p
s
y
c
h
o
lo
g
ical
e
f
f
ec
t
o
f
th
ese
co
n
ce
p
ts
o
n
v
ar
io
u
s
ac
a
d
em
ic
an
d
p
er
s
o
n
al
asp
ec
ts
o
f
u
n
d
er
g
r
ad
u
ate
s
tu
d
en
ts
.
T
h
e
r
esu
lts
o
f
th
e
s
tu
d
y
s
u
g
g
est
th
at
ac
ad
em
ic
s
tr
ess
an
d
s
tr
ess
s
y
m
p
to
m
s
o
f
th
e
u
n
d
er
g
r
ad
u
ate
s
tu
d
en
ts
ar
e
in
f
lu
e
n
ce
d
b
y
s
elf
-
r
eg
u
latio
n
an
d
ex
ter
n
al
r
eg
u
latio
n
d
er
iv
i
n
g
f
r
o
m
p
ed
a
g
o
g
ic
al
ap
p
r
o
ac
h
es.
T
h
e
r
esear
ch
er
s
th
eo
r
ized
th
at
ac
a
d
em
ic
s
tr
ess
s
y
m
p
to
m
s
ar
e
in
f
lu
en
ce
d
b
y
th
e
lev
el
o
f
s
elf
-
r
e
g
u
latio
n
o
f
s
tu
d
en
ts
(
lo
w/m
ed
iu
m
/h
ig
h
)
co
m
b
i
n
e
d
with
th
e
lev
el
o
f
o
u
ts
id
e
co
n
tr
o
l
with
in
th
e
ed
u
ca
tio
n
al
s
ettin
g
(
lo
w/m
ed
iu
m
/h
ig
h
)
.
T
h
e
r
esear
ch
was
co
n
d
u
cted
o
n
a
g
r
o
u
p
o
f
5
2
7
u
n
d
er
g
r
ad
u
ates.
T
h
e
lev
el
o
f
ac
ad
e
m
ic
s
tr
ess
ex
p
er
ien
ce
d
b
y
s
tu
d
en
ts
ca
n
b
e
p
r
e
d
icted
f
r
o
m
th
e
s
elf
-
r
eg
u
latio
n
s
k
ills
o
f
s
tu
d
e
n
ts
an
d
th
e
f
ea
t
u
r
es
o
f
th
e
r
eg
u
lato
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r
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k
p
r
o
v
id
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b
y
th
e
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ca
tio
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s
ettin
g
.
T
h
e
r
esu
lts
in
d
icate
th
at
th
e
ex
ten
t o
f
ac
ad
em
ic
s
tr
ess
ex
p
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ien
ce
d
b
y
s
tu
d
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in
h
ig
h
er
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u
ca
tio
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d
e
p
en
d
en
t
o
n
th
e
in
ter
ac
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o
f
b
o
th
in
d
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d
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al
ch
ar
ac
ter
is
tics
o
f
th
e
s
tu
d
en
t a
n
d
in
s
titu
tio
n
al
p
ed
a
g
o
g
ical
a
p
p
r
o
ac
h
es.
T
h
e
r
esear
ch
er
s
u
s
ed
th
e
tech
n
iq
u
es
o
f
ANOV
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d
MA
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3
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t
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ec
t
o
f
ac
ad
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ic
s
elf
-
r
eg
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ter
n
al
r
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latio
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o
n
ac
a
d
em
ic
s
tr
ess
lev
els
an
d
s
y
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p
to
m
s
.
T
h
e
r
e
s
u
lts
s
u
g
g
ested
th
at
th
er
e
is
an
in
ter
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lay
b
etwe
en
s
elf
-
r
eg
u
latio
n
ap
p
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o
ac
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Evaluation Warning : The document was created with Spire.PDF for Python.
I
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2
2
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I
n
t
J
E
v
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d
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,
Vo
l
.
15
,
No
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2
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Ap
r
il
20
2
6
:
1
2
12
-
1
2
26
1216
s
tu
d
en
ts
an
d
th
e
r
eg
u
lato
r
y
f
r
am
ewo
r
k
o
f
th
e
ed
u
ca
tio
n
al
en
v
ir
o
n
m
e
n
t
th
at
in
f
o
r
m
s
t
h
e
in
ten
s
ity
o
f
th
e
ac
ad
em
ic
s
tr
ess
en
co
u
n
ter
ed
b
y
u
n
d
er
g
r
ad
u
ate
s
tu
d
e
n
ts
.
T
h
ese
f
in
d
in
g
s
h
ig
h
lig
h
t
t
h
e
im
p
o
r
ta
n
ce
o
f
u
n
d
er
s
tan
d
i
n
g
t
h
e
r
o
le
o
f
in
d
iv
id
u
al
a
n
d
c
o
n
tex
tu
al
f
ac
to
r
s
in
th
e
r
ed
u
cti
o
n
o
f
t
h
e
a
d
v
er
s
e
ef
f
ec
ts
o
f
ac
ad
em
i
c
s
tr
ess
an
d
p
r
o
m
o
tio
n
o
f
s
tu
d
e
n
ts
'
well
-
b
ein
g
.
T
h
e
f
in
d
i
n
g
s
r
esu
lt
in
th
e
co
n
cl
u
s
io
n
th
at
th
e
d
eter
m
in
a
n
ts
an
d
m
an
if
estatio
n
s
o
f
th
e
ac
ad
e
m
ic
s
tr
ess
in
u
n
d
er
g
r
a
d
u
ate
s
tu
d
en
ts
ar
e
in
f
lu
en
ce
d
b
y
s
elf
-
r
eg
u
latio
n
,
a
n
d
ex
ter
n
al
r
e
g
u
lato
r
y
ass
is
tan
ce
o
f
f
er
ed
b
y
th
e
ed
u
ca
tio
n
al
e
n
v
ir
o
n
m
en
t.
No
n
eth
eless
,
p
r
e
v
io
u
s
s
tu
d
ies
lack
s
tu
d
ies
th
at
d
ir
ec
tly
m
ea
s
u
r
e
th
e
r
o
le
o
f
ac
a
d
em
ic
s
elf
-
r
eg
u
l
atio
n
in
em
o
tio
n
al
s
elf
-
ef
f
icac
y
.
I
n
th
e
s
tu
d
y
o
f
De
la
Fu
en
te
et
a
l.
[
3
1
]
,
w
h
ich
s
tu
d
ied
th
e
r
elatio
n
s
h
ip
b
etwe
en
th
e
ex
ter
n
al
ed
u
ca
tio
n
al
r
eg
u
latio
n
o
f
teac
h
er
s
an
d
th
e
lev
el
o
f
s
el
f
-
r
eg
u
latio
n
o
f
s
tu
d
e
n
ts
in
r
elatio
n
to
ac
ad
em
ic
s
tr
ess
.
Giv
en
th
is
r
esear
ch
v
ac
u
u
m
,
th
e
cu
r
r
en
t
s
tu
d
y
aim
ed
to
ch
ec
k
th
e
m
ed
iatio
n
f
u
n
ctio
n
o
f
ac
ad
em
ic
s
elf
-
r
e
g
u
latio
n
o
f
em
o
tio
n
al
s
elf
-
ef
f
icac
y
.
An
u
n
d
er
s
tan
d
in
g
o
f
th
is
p
o
s
itio
n
allo
ws
f
o
r
t
h
e
d
ev
el
o
p
m
en
t
o
f
s
p
ec
if
ic
tr
ea
tm
en
ts
th
at
co
u
ld
b
en
ef
it st
u
d
en
ts
with
r
esp
ec
t t
o
ac
ad
em
ic
ac
h
ie
v
em
en
t a
n
d
e
m
o
tio
n
al
h
ea
lth
.
R
esear
ch
h
as
s
h
o
wn
a
s
tatis
tically
s
ig
n
if
ican
t
co
r
r
elatio
n
b
etwe
en
m
in
d
f
u
ln
ess
an
d
s
elf
-
ef
f
icac
y
[
2
6
]
,
[
3
1
]
,
as
well
as
t
h
e
e
f
f
i
cien
cy
o
f
m
in
d
f
u
ln
ess
-
b
ased
i
n
ter
v
en
tio
n
p
r
o
g
r
am
s
in
in
cr
e
asin
g
th
e
lev
els
o
f
s
elf
-
ef
f
icac
y
[
20
]
,
[
30
],
[
32
]
.
I
n
d
iv
id
u
als
wh
o
ar
e
f
o
u
n
d
to
p
o
s
s
ess
h
ig
h
lev
els
o
f
m
in
d
f
u
ln
ess
also
ex
h
ib
it
h
ig
h
er
lev
els
o
f
s
elf
-
ef
f
icac
y
an
d
em
o
tio
n
al
s
tab
ilit
y
.
R
esear
ch
co
n
tin
u
ally
h
ig
h
lig
h
ts
th
e
r
elatio
n
s
h
ip
b
etwe
en
m
in
d
f
u
ln
ess
an
d
s
elf
-
r
eg
u
latio
n
ac
a
d
em
ically
[
20
],
[
26
]
,
[
36
]
–
[
4
3
]
.
Sti
ll,
th
er
e
ar
e
d
ef
icien
cies f
o
u
n
d
in
th
ese
r
esear
ch
es.
T
h
ey
h
a
v
e
f
o
cu
s
ed
p
r
im
ar
ily
o
n
co
r
r
elatio
n
al
r
elatio
n
s
h
ip
s
an
d
h
av
e
n
o
t
ex
am
in
e
d
d
ef
in
ite
ca
u
s
al
lin
k
s
.
Mo
r
eo
v
er
,
m
o
s
t
o
f
th
e
s
tu
d
ies
h
av
e
ig
n
o
r
ed
th
e
p
o
s
s
ib
le
m
ed
iatin
g
v
ar
iab
les
in
th
e
r
elatio
n
s
h
ip
b
etwe
en
m
in
d
f
u
ln
ess
,
s
elf
-
ef
f
icac
y
,
an
d
em
o
tio
n
al
s
elf
-
ef
f
icac
y
.
T
h
e
r
o
le
o
f
d
em
o
g
r
ap
h
ic
ch
ar
ac
ter
is
tics
s
u
ch
as
ag
e,
le
v
el
o
f
ed
u
ca
tio
n
,
g
r
a
d
e
p
o
i
n
t
av
er
ag
e
(
GPA)
,
g
eo
g
r
ap
h
ical
lo
ca
tio
n
an
d
s
u
b
jec
t
o
f
s
tu
d
y
h
as b
ee
n
p
o
o
r
l
y
ex
p
l
o
r
ed
.
T
h
is
s
tu
d
y
attem
p
ts
to
ad
d
r
ess
th
ese
d
ef
icien
cies
b
ec
au
s
e
it
co
n
ce
n
tr
ates
u
p
o
n
u
n
d
er
g
r
ad
u
ate
s
tu
d
en
ts
o
f
v
a
r
ied
ag
es,
GPA
s
,
p
lace
s
o
f
r
esid
en
ce
,
an
d
ac
ad
em
ic
co
u
r
s
es.
T
h
e
r
esear
ch
is
to
ex
am
in
e
t
h
e
m
ed
iatin
g
r
o
le
o
f
ac
ad
e
m
ic
s
elf
-
r
eg
u
latio
n
o
n
th
e
lin
k
b
et
wee
n
m
in
d
f
u
ln
ess
an
d
em
o
tio
n
al
s
elf
-
ef
f
icac
y
o
n
a
p
r
o
p
o
s
ed
m
o
d
el.
T
h
is
wo
r
k
aim
s
to
ex
p
lain
th
e
r
elatio
n
s
h
ip
s
b
etwe
en
th
ese
v
ar
iab
les in
an
attem
p
t to
ad
d
to
p
r
ev
io
u
s
r
esear
ch
f
in
d
in
g
s
a
n
d
s
u
p
p
lem
en
t
th
e
o
r
etica
l
u
n
d
er
s
tan
d
in
g
.
T
h
is
s
tu
d
y
ex
am
in
es
th
e
ef
f
ec
t
o
f
m
in
d
f
u
ln
ess
o
n
em
o
tio
n
al
s
elf
-
ef
f
icac
y
m
ed
iated
th
r
o
u
g
h
in
tellectu
al
s
elf
-
r
eg
u
latio
n
.
T
h
is
s
tu
d
y
ass
es
s
es
th
e
ef
f
ec
t
o
f
m
in
d
f
u
ln
ess
o
n
em
o
t
io
n
al
s
elf
-
ef
f
icac
y
an
d
ac
ad
em
ic
s
elf
-
r
eg
u
latio
n
,
b
ased
o
n
t
h
e
p
r
ev
io
u
s
r
esear
ch
ev
id
en
ce
d
em
o
n
s
tr
atin
g
th
e
p
o
s
itiv
e
im
p
ac
t
o
f
m
in
d
f
u
ln
e
s
s
o
n
s
elf
-
ef
f
icac
y
.
W
e
p
r
o
p
o
s
e
th
at
in
cr
ea
s
ed
m
in
d
f
u
ln
ess
en
h
a
n
ce
s
ac
ad
em
ic
s
elf
-
r
eg
u
latio
n
,
w
h
ich
th
en
in
cr
ea
s
es
em
o
tio
n
al
s
elf
-
ef
f
ica
cy
.
3.
M
E
T
H
O
D
3
.
1
.
Resea
rc
h
a
pp
ro
a
ch
As
p
ar
t
o
f
a
q
u
a
n
titativ
e
ap
p
r
o
ac
h
to
in
f
o
r
m
atio
n
g
ath
er
i
n
g
,
we
ex
am
i
n
ed
t
h
e
m
ed
iatin
g
r
o
le
o
f
ac
ad
em
ic
s
elf
-
r
eg
u
latio
n
in
a
r
elatio
n
s
h
ip
b
etwe
en
m
in
d
f
u
ln
ess
an
d
em
o
tio
n
al
s
elf
-
ef
f
icac
y
.
T
h
e
p
r
esen
t
in
v
esti
g
atio
n
was
co
n
d
u
cted
to
d
eter
m
in
e
wh
et
h
er
ac
a
d
em
ic
s
elf
-
r
eg
u
latio
n
,
in
p
ar
t,
ex
p
lain
s
th
e
lin
k
b
etwe
en
m
in
d
f
u
ln
ess
an
d
em
o
tio
n
al
s
elf
-
ef
f
icac
y
.
3
.
2
.
Resea
rc
h
m
e
t
ho
d
W
e
em
p
lo
y
ed
a
s
u
r
v
ey
r
esea
r
ch
m
et
h
o
d
o
lo
g
y
to
co
llect
d
ata
f
r
o
m
u
n
d
er
g
r
ad
u
ate
s
tu
d
e
n
ts
to
g
ai
n
in
s
ig
h
ts
co
n
s
is
ten
t
with
th
e
s
tu
d
y
'
s
o
b
jectiv
es.
W
e
co
llected
d
ata
o
n
m
in
d
f
u
l
n
ess
,
ac
ad
e
m
ic
s
elf
-
r
eg
u
latio
n
,
an
d
em
o
tio
n
al
s
elf
-
ef
f
icac
y
f
r
o
m
u
n
d
er
g
r
ad
u
ate
s
tu
d
en
ts
i
n
Asi
a,
Af
r
ica,
No
r
th
Am
er
i
ca
,
So
u
th
Am
e
r
ica,
Au
s
tr
alia,
an
d
E
u
r
o
p
e.
3
.
3
.
P
a
rt
icipa
nts
W
e
em
p
lo
y
ed
a
co
n
v
en
ie
n
ce
s
am
p
lin
g
tech
n
iq
u
e
to
ch
o
o
s
e
u
n
d
er
g
r
ad
u
ate
s
tu
d
en
ts
.
W
e
d
is
s
em
in
ated
th
e
s
tu
d
y
in
s
tr
u
m
en
ts
—
th
e
m
in
d
f
u
l
atten
tio
n
awa
r
en
ess
s
ca
le
(
MA
AS)
,
th
e
ac
ad
em
ic
s
elf
-
r
eg
u
latio
n
s
ca
le
(
ASR
S),
an
d
th
e
em
o
tio
n
al
s
elf
-
ef
f
icac
y
s
ca
le
(
E
SES)
—
th
r
o
u
g
h
th
e
Mo
o
d
le
p
latf
o
r
m
,
u
n
iv
er
s
ity
em
ail,
W
h
atsAp
p
m
ess
ag
es,
an
d
m
an
y
s
o
cial
m
ed
ia
ch
an
n
els.
A
to
tal
o
f
6
4
7
u
n
d
er
g
r
ad
u
ate
s
tu
d
en
ts
f
r
o
m
Au
s
tr
alia,
Asi
a,
E
u
r
o
p
e
,
No
r
th
an
d
So
u
th
Am
er
ica
,
an
d
Af
r
ica
to
o
k
p
a
r
t
in
th
e
r
esear
ch
.
Par
ticip
an
ts
ca
m
e
f
r
o
m
v
ar
io
u
s
ac
ad
em
ic
lev
els,
a
g
es,
an
d
f
ield
s
o
f
s
tu
d
y
f
r
o
m
v
ar
io
u
s
co
lleg
es.
T
h
e
d
ata
o
f
th
e
p
ar
ticip
an
ts
ar
e
p
r
esen
ted
i
n
T
ab
le
1.
T
ab
le
1
s
h
o
ws
an
ex
ce
r
p
t
o
f
a
s
am
p
le
o
f
6
4
7
with
a
f
em
ale
p
r
e
p
o
n
d
er
an
ce
o
f
7
7
.
1
%.
M
o
s
t
o
f
th
e
p
ar
ticip
an
ts
wer
e
ag
ed
b
etwe
en
1
8
to
2
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y
ea
r
s
,
wh
ich
am
o
u
n
ted
to
7
4
.
5
%,
with
s
tu
d
en
ts
in
th
eir
th
ir
d
y
ea
r
b
ein
g
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lar
g
est
p
ar
ticip
an
t
i
n
th
e
s
tu
d
y
,
at
3
7
.
1
%.
Mo
s
t
p
eo
p
le
s
h
o
wed
m
id
-
r
an
g
e
GPAs
as
well
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s
5
6
.
9
%.
Ma
jo
r
ity
o
f
th
e
r
esp
o
n
d
en
ts
wer
e
en
r
o
lled
in
ar
ts
an
d
s
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s
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ce
s
p
r
o
g
r
am
s
at
5
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.
9
%
f
o
llo
wed
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t
a
l
6
4
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1
0
0
3
.
4
.
M
ea
s
uring
ins
t
rum
ent
s
3
.
4
.
1
.
T
he
m
ind
f
ul a
t
t
ent
io
n a
wa
re
nes
s
s
ca
le
T
o
ass
ess
m
in
d
f
u
ln
ess
f
o
r
t
h
e
s
u
b
jects
in
th
is
s
tu
d
y
,
w
e
u
s
ed
MA
AS
to
m
ea
s
u
r
e
t
h
e
lev
el
o
f
m
in
d
f
u
ln
ess
f
o
r
th
e
u
n
d
er
g
r
a
d
u
ate
s
tu
d
en
ts
.
T
h
e
MA
AS
d
ev
elo
p
ed
b
y
[
4
4
]
is
a
s
elf
-
r
e
p
o
r
t
m
ea
s
u
r
e,
u
s
in
g
a
s
ix
-
p
o
in
t
L
ik
er
t
s
ca
le,
with
r
esp
o
n
s
es
r
an
g
in
g
o
n
a
s
ix
-
p
o
in
t
s
ca
le
f
r
o
m
1
(
alm
o
s
t
n
ev
er
)
to
6
(
alm
o
s
t
alwa
y
s
)
.
T
h
e
s
ca
le
c
o
n
s
is
ts
o
f
1
5
item
s
,
m
an
y
o
f
wh
ic
h
ar
e
wr
itten
in
r
ev
er
s
e
(
e.
g
.
,
“
I
m
ay
ex
p
er
ien
ce
an
em
o
tio
n
with
o
u
t b
ein
g
awa
r
e
o
f
it u
n
til later
”)
.
R
ed
u
ce
d
s
co
r
es in
d
icate
h
ig
h
le
v
els o
f
awa
r
en
ess
.
3
.
4
.
2
.
T
he
a
ca
dem
ic
s
elf
-
re
g
ula
t
io
n sca
le
ASR
S
wa
s
d
ev
elo
p
ed
b
y
A
k
h
tar
an
d
Ma
h
m
o
o
d
[
4
5
]
to
ass
ess
s
tu
d
en
ts
'
s
elf
-
r
eg
u
lated
lear
n
in
g
b
eh
av
io
r
s
.
E
v
er
y
3
0
item
s
o
n
th
e
s
ca
le
ar
e
lin
k
ed
to
th
e
b
eh
av
io
r
o
f
ac
a
d
em
ic
s
elf
-
r
eg
u
latio
n
.
T
h
e
s
u
b
s
ca
les
in
clu
d
e
s
elf
-
p
lan
n
in
g
,
s
elf
-
m
o
n
ito
r
in
g
,
s
elf
-
in
s
tr
u
ctio
n
,
s
elf
-
ev
alu
atio
n
,
an
d
s
elf
-
r
ea
ctio
n
.
Par
ticip
an
ts
r
ate
th
e
d
eg
r
ee
o
f
s
elf
-
r
eg
u
lated
lear
n
i
n
g
b
e
h
av
io
r
i
n
wh
ich
t
h
ey
en
g
ag
e
f
r
o
m
a
4
-
p
o
in
t
L
i
k
er
t
s
ca
le
(
1
=
n
o
t
at
all
tr
u
e;
4=
co
m
p
letely
tr
u
e)
.
Hig
h
er
s
c
o
r
es
in
d
icate
th
e
m
o
r
e
s
elf
-
r
e
g
u
lated
lear
n
i
n
g
s
tr
ateg
ies
ap
p
lied
in
e
d
u
ca
tio
n
al
s
ettin
g
s
.
3
.
4
.
3
.
T
he
em
o
t
io
na
l self
-
ef
f
ica
cy
s
ca
le
W
e
u
s
ed
E
SES to
ass
e
s
s
th
e
a
b
ilit
y
o
f
th
e
p
a
r
ticip
an
ts
to
co
p
e
with
em
o
tio
n
al
e
v
en
ts
[
4
6
]
.
T
h
e
E
SES
is
a
s
elf
-
r
ep
o
r
t
in
s
tr
u
m
en
t
co
n
tain
in
g
2
7
item
s
,
ea
ch
o
f
wh
ich
is
an
in
d
iv
id
u
al
’
s
ca
p
ac
ity
to
n
av
ig
at
e
em
o
tio
n
al
cir
cu
m
s
tan
ce
s
(
e.
g
.
,
“
I
co
n
ce
n
tr
ate
o
n
p
o
s
itiv
e
e
m
o
tio
n
s
to
f
ig
u
r
e
o
u
t
s
o
lu
tio
n
s
to
th
e
ch
allen
g
es
I
m
ee
t
”
)
.
E
ac
h
o
f
th
e
p
a
r
ticip
an
ts
an
s
wer
s
o
n
a
5
-
p
o
in
t
L
ik
er
t
s
ca
le
(
f
r
o
m
0
=
n
e
v
er
to
5
=
alwa
y
s
)
.
I
n
cr
ea
s
ed
s
co
r
es
ar
e
an
in
d
icato
r
o
f
in
c
r
ea
s
ed
em
o
tio
n
al
s
elf
-
ef
f
icac
y
.
T
h
e
item
s
o
f
all
in
s
tr
u
m
en
ts
u
s
ed
in
th
is
s
tu
d
y
h
ad
b
ee
n
Ar
ab
icize
d
u
s
in
g
t
h
e
f
o
r
war
d
-
b
ac
k
war
d
tr
an
s
latio
n
m
eth
o
d
.
W
e
s
o
u
g
h
t
a
p
a
n
el
o
f
p
s
y
ch
o
l
o
g
y
ex
p
er
ts
,
p
r
o
f
icien
t
in
Ar
ab
ic
an
d
E
n
g
lis
h
(
in
clu
d
i
n
g
two
f
ac
u
lty
m
em
b
er
s
f
r
o
m
Ar
ab
O
p
en
Un
iv
er
s
ity
an
d
o
n
e
lan
g
u
a
g
e
s
p
ec
ialis
t)
to
ev
alu
ate
th
e
co
n
ten
t
an
d
tr
an
s
lat
io
n
o
f
all
th
e
item
s
in
ter
m
s
o
f
clar
ity
an
d
cu
ltu
r
al
ap
p
r
o
p
r
iaten
ess
.
Du
r
in
g
th
e
p
ilo
t
p
r
o
ject,
we
co
llected
f
ee
d
b
ac
k
f
r
o
m
u
n
d
er
g
r
a
d
u
ates
at
Al
Ain
Un
iv
er
s
ity
,
Ab
u
Dh
ab
i
ca
m
p
u
s
.
T
h
e
s
tu
d
en
ts
’
s
u
g
g
ested
en
h
a
n
ce
m
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th
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atin
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[
4
5
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h
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2
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b
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ir
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at
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atio
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ated
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ig
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ct
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r
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at
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icted
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u
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e
1
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ates
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en
t
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e
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m
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d
els
g
o
es
in
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s
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th
e
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tag
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al
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it
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ated
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Hu
an
d
B
en
tler
's
[
4
8
]
r
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e
n
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atio
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s
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cr
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ased
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t
m
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6
.
E
t
hica
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W
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h
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t
o
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tan
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a
r
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s
in
s
cien
tific
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av
o
id
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d
elem
en
ts
th
at
v
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l
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eth
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asp
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an
d
cu
ltu
r
al
p
r
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ac
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d
u
r
in
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th
e
p
r
o
ce
d
u
r
es
u
s
ed
in
th
is
s
tu
d
y
.
At
th
e
co
m
m
en
ce
m
en
t
o
f
ea
ch
s
ca
le,
in
s
tr
u
ctio
n
s
wer
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p
r
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v
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d
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o
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ch
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ar
ticip
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t'
s
v
o
lu
n
tar
y
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en
t
to
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g
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e
i
n
th
is
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tu
d
y
.
Par
ticip
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ts
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ass
u
r
ed
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at
all
d
ata
wo
u
ld
r
em
ai
n
c
o
n
f
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e
n
tial
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ld
n
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b
e
d
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v
u
lg
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n
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er
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m
s
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s
.
W
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s
ec
u
r
ed
eth
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p
er
m
is
s
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o
n
f
r
o
m
th
e
r
esear
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co
m
m
ittee
at
Al
Ain
Un
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s
ity
(
R
ef
er
en
ce
No
:
C
OP/A
R
E
C
/AN/2
5
_
1
5
)
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t
J
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&
R
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c
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N:
2252
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8
2
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b
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Ha
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1219
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u
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.
Pro
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2
6
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3
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[
3
1
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s
an
d
b
o
d
y
la
n
g
u
a
g
e.
T
h
is
f
in
d
in
g
is
co
n
s
is
ten
t
with
th
eo
r
etica
l
d
ef
in
itio
n
s
an
d
cu
r
r
e
n
t
r
esear
ch
.
Self
-
r
ea
ctio
n
r
ef
er
s
to
em
o
tio
n
al
an
d
b
eh
a
v
io
r
al
r
esp
o
n
s
es
f
o
llo
win
g
s
elf
ev
alu
atio
n
,
i
n
clu
d
in
g
r
ein
f
o
r
ce
m
e
n
t
o
f
s
u
cc
ess
es
o
r
r
ev
is
io
n
o
f
s
tr
ateg
ies,
also
s
tu
d
en
ts
'
ab
ilit
y
t
o
cr
itically
ev
alu
ate
th
eir
ac
ad
em
ic
o
u
tco
m
es
an
d
r
esp
o
n
d
p
o
s
itiv
ely
.
Stu
d
e
n
ts
wh
o
ar
e
p
r
o
f
icien
t
in
s
elf
-
r
ea
ctio
n
ar
e
e
x
p
ec
ted
to
b
e
awa
r
e
o
f
th
e
o
u
tc
o
m
es
o
f
th
eir
p
er
f
o
r
m
an
ce
,
d
r
aw
less
o
n
s
f
r
o
m
t
h
ese
ex
p
er
ie
n
ce
s
,
an
d
ad
ju
s
t
th
eir
s
tr
ateg
ies
ac
co
r
d
in
g
ly
.
T
h
is
s
k
ill
ca
n
en
h
an
ce
th
e
r
eg
u
latio
n
o
f
e
m
o
tio
n
al
r
ea
ctio
n
s
an
d
th
e
ef
f
e
ctiv
e
u
s
e
o
f
e
m
o
tio
n
s
i
n
v
ar
io
u
s
s
itu
atio
n
s
.
De
l
a
Fu
en
te
et
a
l.
[
3
1
]
s
u
g
g
est
th
at
s
tu
d
en
ts
'
em
o
tio
n
al
an
d
b
eh
av
io
r
al
r
esp
o
n
s
es
f
o
llo
win
g
s
elf
ev
alu
atio
n
h
elp
s
en
h
an
ce
em
o
tio
n
al
in
tellig
en
c
e
an
d
en
h
an
ce
s
th
e
ab
ilit
y
to
m
an
ag
e
em
o
tio
n
al
r
esp
o
n
s
es.
C
ai
et
a
l.
[
2
0
]
ad
d
th
at
th
e
r
elatio
n
s
h
ip
b
etwe
en
m
in
d
f
u
l r
ea
ctio
n
an
d
em
o
tio
n
al
r
eg
u
latio
n
is
a
p
o
s
itiv
e,
ef
f
ec
tiv
e
o
n
e,
in
d
icatin
g
th
at
in
cr
ea
s
ed
ev
alu
ativ
e
s
el
f
-
r
eg
u
latio
n
is
p
o
s
itiv
ely
ass
o
ciate
d
with
em
o
tio
n
al
s
tab
i
lity
an
d
ef
f
ec
tiv
e
em
o
tio
n
m
a
n
ag
em
e
n
t.
T
h
e
r
ef
lectiv
e
an
d
e
v
alu
ativ
e
asp
e
cts
o
f
s
elf
-
r
ea
ctio
n
i
n
clu
d
e
p
er
s
o
n
al
em
o
tio
n
al
s
en
s
itiv
ity
n
o
t
o
n
ly
in
ter
n
al
em
o
tio
n
al
awa
r
en
ess
,
b
ased
o
n
th
e
r
elatio
n
s
h
ip
d
em
o
n
s
tr
ated
in
th
e
cu
r
r
e
n
t
s
tu
d
y
'
s
r
esu
lts
b
etwe
en
s
elf
-
r
ea
ctio
n
an
d
t
h
e
p
er
ce
p
tio
n
o
f
em
o
tio
n
s
th
r
o
u
g
h
f
ac
ial
ex
p
r
ess
io
n
s
an
d
b
o
d
y
lan
g
u
ag
e.
T
h
is
is
co
n
s
is
ten
t
with
th
e
f
in
d
in
g
s
o
f
Deep
et
a
l.
[
4
9
]
,
wh
o
in
d
icate
d
th
at
m
in
d
f
u
ln
ess
in
ter
v
en
tio
n
s
co
n
tr
ib
u
te
d
to
i
m
p
r
o
v
e
d
em
o
tio
n
al
r
e
g
u
latio
n
an
d
in
ter
p
er
s
o
n
al
e
f
f
icac
y
.
T
h
ese
cu
r
r
en
t f
in
d
in
g
s
h
ig
h
lig
h
t
th
e
im
p
o
r
ta
n
ce
o
f
in
teg
r
atin
g
m
in
d
f
u
ln
ess
in
to
a
ca
d
em
ic
s
ettin
g
s
to
en
h
an
ce
s
tu
d
en
ts
'
em
o
tio
n
al
co
m
p
eten
cies,
wh
ich
a
r
e
ess
en
tial f
o
r
ac
ad
em
ic
s
u
cc
ess
an
d
p
er
s
o
n
al
well
-
b
ein
g
[
2
6
]
,
[
3
1
]
.
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