Abstract

This study explores the relationship between university students' emotional intelligence, religiosity, and creative thinking skills. Creative thinking is crucial for innovation and job creation, while emotional intelligence involves understanding and managing emotions, which are vital for a successful life. Using a descriptive research method, data were collected from 120 university students selected through convenience sampling. Three scales measured emotional intelligence, religiosity, and creative thinking skills. The analysis revealed a relationship among these variables, indicating that emotions, mediated by religiosity, can enhance creative thinking skills in students. Most respondents agreed that they can regulate their emotions, and the study highlighted that religion aids in emotion regulation. Religion helps manage emotions in critical situations, promoting calmness and creative thinking.

Key Words

Religiosity, Emotional Intelligence, Creative Thinking Skills  

Introduction

Creative thinking is seen to be an effective approach to dealing with the problem of employability since it is a key element in promoting innovation and job creation (Rodrigues, 2019). It is now widely recognized as a need for a successful life (Goleman, 1995; J. D. Mayer, & Salovey, P., 1993). Religiosity is a word used to describe a person's excessive devotion to a religion or religious activity. Such participation is unusual for someone of a comparable faith, and it is frequently motivated by personal views rather than religious substance (Goleman, 1995).

Students' creative thinking abilities have been a significant focus of studies among psychologists, educators, and sociologists over the past several decades as they prepare to be tomorrow's leaders (Salami, 2012). Transitioning from Montessori to university is a tough and stressful time for students as they must deal with stress and psychological problems in order to achieve their long-term objectives. External influences may disrupt kids' emotional intelligence, creative thinking ability, psychological, and educational development, therefore finding methods to improve their emotional intelligence and creative thinking abilities is crucial. As a result, cultivating good personality traits is more essential than avoiding undesirable traits such as melancholy (Salami, 2012). Emotional intelligence and religious definition are two good characteristics that may help Pakistani university students improve their creative thinking abilities.

Although it is numerously believed that emotional intelligence participates in more long-lasting inter-individual relationships, the query has been derived almost exclusively using cross-sectional structures. In fact, the use of multiple types of designs is rare in the EI part. While previous studies have declared that good acumen, understanding, and maintenance of emotions contribute to more gratifying interpersonal relationships, a bit is really known regarding the clear role executed by EI (Parker, 2020). 

Social emotional intelligence is considered important. This is consistent with the results of the Schwarz experiments (Schwartz and Comer, 2018; Khilmiyah & Wiyono, 2021), which assert that 70% of socially relevant growth is not due to cognition and performance of the resulting intelligence proper collective intelligence, ie. Individual ability to collaborate and work Other studies confirmed that exploration and sensory instruction are positive developmental factors (Tolchah & Mu’ammar, 2019). Italy is used as a case study to examine religious and spiritual educational approaches to teaching in disability settings (Friso & Caldin, 2014).

Individuals' emotional intelligence  (Çelik, 2008; Sharma, 2009) or creative thinking abilities (Keyes, 2007) are influenced by cultural and contextual variables, according to a significant number of prior studies (Tannous, 2010).  Furthermore, empirical results support the notion that Eastern and Western cultures have substantial variations in values and beliefs(Markus, 1991; Triandis, 1993).   Asian cultures are described as composed cultures in which people want to behave as a cohesive group, while European cultures are described as individualistic cultures that encourage the self-interests, wants, demands, and desires of individuals (Hofstede, 1997). In Pakistan, empirical studies on emotional intelligence in organizations (Anka, 2006; A. A. Malik, 2005)   and educational domains have been conducted for decades (Asad, 2004; Quaid, 2006). A study of undergraduates at Pakistan's Kohat University of Science and Technology (KUST) looked into the link between emotional intelligence and academic success. The data demonstrated that emotional intelligence and academic success among undergraduate students have a substantial positive link (Suliman, 2007, Turi, Rani, Abidin, Mahmud, & Al Adresi, 2020).

The degree to which a person carries out his or her religious views is referred to as religious attitude. A person with an intrinsic religious attitude spends his or her life in accordance with his or her faith. A person with an extrinsic religious attitude, on the other hand, may be much more affected by other social factors and may engage in religious activities to satisfy personal goals such as social connection or relative gain (Allport, 1967). The connection between measures of religiosity and measures of creative thinking abilities is widely established in religious psychology (Possel, 2010). Knowledge is positively envisioned as a vital calculation that creates a gigantic distinction in understanding and execution (Testy, 2007). Knowledge is an idea that has for some time been keen on examination and investigation of its aspects, sections, signs, elements, and types. Strict knowledge is top to bottom and is mindfulness wherein an individual turns out to be considerably more reasonable of his inside viewpoints. Strict knowledge rises above one's physical and mental connection with one's aspects and impacts the natural and otherworldly government of one's lifestyle. Cultural knowledge is a couple of social discernment abilities that are obligatory for comprehensive information trade in social gatherings (Williams et al., 2007). Social knowledge obliges individuals to depend on the right to perform perfectly in their obligations and to make social connections between individuals and the workplace (Malik, Cooper-Thomas, & Zikic, 2013). Social knowledge assists administrators' ability with liaising and brief collaboration, and upgrade ways of behaving in the conditions of correspondence that help to conduct variation (Forests, Feyerherm, & Gu, 2015-2014). Character is one of the main ideas in brain science. Character brain science is a space that finds individual properties and highlights, furthermore, profound and social, that are surely joined and predictable and can be perceived in day-to-day existence (Sadock, Sadock, & Kaplan, 2015). Character refers to the outer and noticeable qualities of an individual. An individual's character is a mix of mental qualities (like quiet, forceful, aggressive, steadfast, or social). Religion is characterized as a coordinated arrangement of convictions, practices, and methods of love (Curlin et al., 2007). Legalism then again is a multi-layered humanistic term. It comprises of different perspectives like cooperation in religious exercises, characteristic confidence, conviction, strict mentalities and practices, strict personality, and alliance (Emblen, 1992). College training is an upsetting stage in any individual's life. This is portrayed in the higher predominance of emotional well-being issues, for example, nervousness and sadness among the age gathering of people who go to school. The commonness of tension and misery has been on a consistent ascent and quickly turning into a financial weight to all nations around the world. Despite the fact that religion has been utilized to adapt to the pain, a negative strict survival strategy can likewise prompt more unfortunate results and psychological well-being issues (Rashid, Hazreen, Hashim, Nikmat, and Mohamad, 2021).

Religion has been linked to more creative thoughts (Amit, 2009), higher self-esteem (Yakushko, 2005), and happiness (Yakushko, 2005). (Elliott, 2007). Additionally, religiosity has been linked to improved coping skills, increased efforts to find meaning in problems (Büssing A., 2005), augmented hope, fate, and optimism (AL, 2007), and best modification through nerve-wracking life events (Büssing A., 2005; Hasson-Ohayon, 2009). Several studies discovered a link between religion and psychological discomfort (Lesniak, 2006; Levin, 2011). Religiosity has been synced to lower levels of stress and depression (Eliassen, 2005; Mann, 2008) as well as reduced post-traumatic stress symptoms. Despite all of this data, several studies have shown that there is no availability of any link between religion and creative thinking abilities. Another reason for this study was the discrepancy between earlier findings addressing the relationship between religious inclination and creative thinking abilities. Furthermore, recent research has shown that a cross-cultural viewpoint influences the relationship between religiosity and mental health (Klanjšek et al., 2011).  




Research GAP

The concept of religion in higher education and its relationship to creative thinking is still relatively new, and empirical research is scarce. There have lately been demands for study to better understand the "creative thinking mentality" and to investigate fundamental ideas that drive entrepreneurs, as (Kauanui, 2010) pointed out. To close the gap, this research adds the religiosity built to creative thinking skills and higher education studies, with the goal of experimentally examining its impact on creative thinking skills, personal attitude, and perceived behavior control. According to some researchers, creative thinking abilities, innovation, and creative thinking are all intertwined (Tsai, 2014). Nonetheless, creative thinking skills models have mostly ignored the link between creative thinking skills and creative thinking abilities (L. Zampetakis, Gotsi, M., Andriopoulos, C., & Moustakis, V., 2011).

Furthermore, since creative thinking skills play such an essential part in the whole creative thinking process, researchers have identified the circumstances that must be met in order to improve creative thinking abilities (Lerch, 2015). Much of the creative thinking literature has historically focused extensively on the action that an individual's behavior toward creative thinking, perceived societal standards, and perceived behavior control applies in understanding the basics of creative thinking abilities, as (L. Zampetakis, Gotsi, M., Andriopoulos, C., & Moustakis, V., 2011) pointed out. However, previous research has focused on the cognitive aspects of entrepreneurship. Our study is a modest addition to the kinds of literature on higher education and creative thinking to throw more light on these understudied antecedents. University students are now a significant target of creative thinking incentive programs (Paladina-Meléndez, 2014). As a result, further study is clearly required in this area so that institutions may become structuring sites for raising creative thinking consciousness and replicating psychological and behavioral traits that support students' creative thinking spirit. The goal of this research is to participate in the area of creative thinking education by determining which psychological variables should be encouraged in higher-level education programs to enhance students' creative thinking abilities. To close this gap, this research proposes that creative thinking abilities may be developed via the development of religious and emotional aspects and that they can also serve as a bridge.




Current Research 

The current research closed the gap in information about the relationship between religiosity, emotional intelligence, and creative thinking abilities in undergraduate students of different universities in Pakistan and deduced the connection between study factors including emotional intelligence (EI), religiosity (R), and Creative Thinking Skills (CTS). The objectives of the study were (a) to determine the influence of emotional intelligence and the involvement of religion on the creative thinking skills of a person, and to describe the importance of religiosity in practical and professional life. This research attempted to answer the following research questions to achieve the research objectives: 

? What are the effects of religiosity, emotional intelligence, and creative thinking skills on the students?

? How to appraise the emotional intelligence in undergraduate students?

? Identify how students use their creative skills in educational matters.0

Review of Related Literature

Emotional Intelligence (EI)

It is now widely recognized as a need for a successful life (Goleman, 1995; J. D. Mayer, & Salovey, P., 1993). There is also a well-established link between greater emotional intelligence and more creative thinking abilities, according to studies (Maccann, 2011; Tannous, 2010b). Emotional intelligence is also linked to religion (Miklolajczak, 2007), dispute (Suliman, 2006), psychological discomfort (Karim, 2011), reduced psychopathology, anti-social conduct, and delinquency, according to a growing body of research (Austin, 2005).

(J. D. Mayer, & Salovey., 1997) identified distinct but related emotional branches i.e.

1. Perception of Emotions; the effectiveness to effectively discern one's own and other people's emotions based on more than one contextual signals

2. Using emotions to ease thoughts; the potential to assist and steer intellectual processing using emotions and moods, 

3. Understanding Emotions; the capacity to use thoughts and moods to hold up and guide cognitive thinking; the ability to reflect on and adjust one's own emotions in order to improve thinking and intellectual progress.

Petrides (2000) offered an elective meaning of EI (known as quality EI), which depicted it as a beneath-level character trademark in view of self-understanding of one's personal capacities. Not at all like the capacity the ability to appreciate anyone on a deeper level model, which utilizes something like the imprint execution evaluations, the highlighted EI model purposes self-report estimations. Thorndike was quick to recommend the capacity to appreciate anyone on a profound level, which has its basis in the conviction of social knowledge (Thorndike, 1920). Yet, it was only after (Goleman, 1995) that the capacity to understand individuals on a deeper level was perceived as a basic part of having knowledge (Schutte, 1998). The ability to understand anyone on a profound level, as per (Zhou, 2003) is the ability to perceive and direct feelings, as well as their interrelationships with discernment, in oneself as well as other people.

(Parker, 2020) did more studies examine the effect of characteristic EI on relationship contentment over a 15-year era? The sample was made up of 314 adults (110 male and 204 female) who concluded measures of EI at two time edges: as 1st-year undergraduate scholars and then almost 15 years apart in middle adulthood. EI was observed to have high person solidity over 15 years, congruous with the conceptualization that the built surroundings have various dispositions from the character domain. EI was also realized to be a moderate foreteller of relationship contentment at Time 2, supporting the idea that EI plays a part in the development of satisfying interpersonal relationships. The relation between EI and association satisfaction also has pivotal results for understanding the successful transformation to adulthood.

Wong (2002) characterized the ability to understand individuals on a deeper level as a combination of associated abilities that human possesses to manage specific feelings. Taking into account the model proposed by (Mayer & Salovey., 1997), another specialist (Wong, 2002) laid out a four-layered decision for the capacity to understand people on a profound level that embraces the ability to fathom and incite one's own feelings, the inclination to recognize, distinguish, and grasp the vibe of others, the expertise to keep up with sensations for a lot quicker recuperation, and the proficiency to utilize one's own feelings. 




Religiosity (RG) 

Religiosity (RG) Religion is a particularly convoluted development, as it is challenging to characterize (Shamsi, 2019). "Religiosity" is derived from strict events in Western societies (Singla, 2019). From an etymological stance, the expression " Religiosity " connects with words like " Religiosity," "strict," and "religion," all of which come from the (M. Tajpour, 2019). Religiosity might be characterized as " Religiosity," "devotion," "dutifulness," or even "devotion" from a calculated point of view. Strict responsibility, activity, and conviction are instances of legalism (Dull., 2017). Individual familiarity with strict importance values and lessons is alluded to as religion.

People with Religiosity have faith in God's presence, follow His decrees, and show dutifulness to him (Vinueza, 2017). Strict standards have been caught up in somebody who has legalism. Religion is a complex peculiarity. Analysts accept that legalism is comprised of three parts i.e., alliance, movement (participation on strict occasions or contribution in strict exercises), and related convictions (Vasconcelos, 2020). (Aydin., 2019) 3 define religion as having five aspects i.e.,

1. Belief (standards of trust)

2. Experiential (factual, observational), 

3. Intellectual (information on faith doctrines and holy literature)

4. Consequential (giving respect to others in a manner of religious disciplines).

5. Ritual (custom, fashion, habitual)

Purely as a Muslim entails being a top learner. This situation motivates people to read and write with zeal. Previous studies have reflected that children with a high level of religion do better in school (Fradelos, 2019).




Creative Thinking Skills (CTS)

Creative thinking is concerned with the future and informs us about the role of education, both individually and collectively. Students with innovative thinking abilities have more possibilities in the future and will be able to better manage their lives (Wolff., 2004). Students have two mindsets, reactive and proactive, according to research. Proactive education's primary objectives are to encourage attitudes through giving chances for individuals with future talents, as well as alternative creative future visions. It is also accomplished through encouraging individual active involvement, regardless of future conditions (Haapala, 2002).

As (Romero, 2013) pointed out, creative thinking is particularly useful in the intermediate phases of development, such as in early childhood. For many youngsters, adolescence is a critical stage in their development. They begin to plan their life paths and make decisions about social connections, groups, and friends, as well as the significance of academic achievement, during this period (Carlo, 2012). Nurmi (2004) saw creative thinking as an essential ability for anybody who wants to think about his or her future activities, conceive of their significance in their own lives, and operate with reason. According to Wells (2002), creative thinking is the source of improving critical awareness of a range of future demonstrations. It is beneficial for students to see the pattern of life in the future when we compare and contrast various interpretations of the future using a range of broadcasting sources and investigate the views of people about life in the past. This will aid students in recognizing and challenging their own and society's preconceptions about the future.

Research Methodology

This descriptive research was carried out solely for academic reasons, with the primary goal of delivering a composite knowledge of the relationship between emotional intelligence, religiosity, and creative thinking skills. The study was carried out during COVID-19 and data was collected through an online survey. A sample of 120 undergraduate students of the university was selected. The initial plan was to use the data of about 300+ students, but after critical conditions were observed as a result of the COVID-19 pandemic, the plan was changed. Universities were closed even the whole country was locked down for some time at the start. This study was based on convenience sampling. The convenience sampling technique was employed in this study because the elements selected were ideal for meeting the objectives of the present study. Due to the current pandemic situation in the world data was gathered with the help of Google Forms via social media. The quantitative technique was utilized to collect information. The online survey was prepared with closed-ended questions. Data was received and analyzed through the Statistical tool SPSS. Already developed and reliable research tools of the following researchers were used in this study: 

Data Analysis and Results

Table 1

Descriptive Statistics of all variables

	Mean	Std. Deviation	N
Religiosity	3.49	0.433	120
Emotional Intelligence	3.88	0.591	120
Creative Thinking	3.68	0.508	120

 




The results of the illustrative statistics presented, it is observed that the means score of the respondents scored "agreed" towards religiosity. Also, the average number of respondents is more those who agreed with emotional intelligence as well as creative thinking.

Descriptive analysis of Emotional Intelligence Predictor variables

From the outcome of the illustrative statistics of the collection of variables that contribute to the development of emotional intelligence. These supporting variables are also scored quite high on the average basis. The means score of the self-emotional appraisal variable is about 3.79, for the others' emotions appraisal variable, the average score is about 3.99, for the use of the emotions variable, the average number of respondents scored 4.03, which means they agreed on using of emotions for achieving any goals. On the other hand, for the regulation of emotions, the mean score is 3.72.




 

Table 2

Descriptive Statistics of Emotional Intelligence Predictor Variables

	N	Mean	Std. Deviation
Self-Emotions Appraisal	120	3.79	.768
Others-Emotions Appraisal	120	3.99	.684
Use of Emotion	120	4.03	.697
Regulation of Emotion	120	3.72	.840

Correlation Analysis of Religiosity, Emotional Intelligence, and Creative Thinking is described here as under:

 

Table 4

Correlation Analysis Results

		Religiosity	Emotional Intelligence	Creative Thinking
Religiosity	Pearson Correlation	01	0.361**	0.402**
	Sig. (2-tailed)		0.000	0.000
	N	120	120	120
Emotional Intelligence	Pearson Correlation	0.361**	01	0.725**
	Sig. (2-tailed)	0.000	-	0.000
	N	120	120	120
Creative Thinking	Pearson Correlation	0.402**	0.725**	01
	Sig. (2-tailed)	.000	.000
	N	120	120	120

 




In the Pearson correlation analysis of religiosity, emotional intelligence, and creative thinking, it is observed that religiosity has a strong impact on the creative thinking of students with a correlation value of 0.402** wherein 0.361** correlation value with emotional intelligence was recorded. For emotional intelligence, it is observed that emotional intelligence has a correlation value of 0.725**, reflecting a strong relationship with creative thinking.




 

Table 5

Model Summary for the impact of EI on RG

Model	R	R Square	Adjusted R Square	Std. Error of the Estimate
1	0.361a	0.130	0.123	0.405

 




In the model summary, the standard mistake is assessed around 0.405 and the changed R square worth which is around 0.123, shows that the 12.3% of the fluctuation of the ward variable is expounded by the free factor or indicator variable.




 

Table 6

ANOVA for the impact of EI on RG

Model		Sum of Squares	df	Mean Square	F	Sig.
1	Regression	2.905	01	2.905	17.690	0.000b
	Residual	19.374	118	0.164
	Total	22.279	119

 




The consequences of ANOVA are depicted to look at the impact of the ability to appreciate anyone on a deeper level of religion, which is fundamentally the reliant variable relying on the reactions of the capacity to understand people at their core. The number of squares of relapse examination is 2.905, while the level of opportunity is 1 and the p esteem or the importance esteem is 0.000, which shows that the capacity to understand individuals on a profound level of the college understudies fundamentally affects their religion.




 

Table 10

Coefficients for the impact of RG on CTS

Model		Unstandardized Coefficients		Standardized Coefficients	t	Sig.
		B	Std. Error	Beta
1	(Constant)	2.036	0.348		5.857	0.000
	Religiosity	0.471	0.099	0.402	4.766	0.000

 




According to the regression data, religiosity has a standard error of 0.099 and an unstandardized coefficient of 0.471; the significance is 0.000, and the standardized coefficient is around 0.402. The following is the regression equation for the creative thinking abilities associated with religiosity:

(Creative thinking Skills (CTS) = 2.036 + 0.471 R (Religiosity)




 

Table 11

Model Summary for the impact of EI on CT mediated by RG

Model	R	R Square	MSE	F	df1	df2	P
1	0.740a	0.548	0.1184	71.588	2.000	117.000	0.000

 




With df1 at 2.00 and df2 at 117.00 with a p-value of 0.000, the mean standard error (MSE) is estimated to be about 0.1184, the R square value to be about 0.548, and the value of R to be about 0.740. This indicates that 54.8% of the variance of the dependent variable is represented by the independent variable in accordance with the mediator variable. For example, only 54.8% of the variation in university students' creative thinking abilities can be explained by emotional intelligence, which is mediated by the students' religiosity.




 

Table 12

Coefficients for the impact of EI on CT mediated by RG

Model		Unstandardized Coefficients		Standardized Coefficients	T	Sig.
		B	Std. Error	Beta
1	(Constant)	0.799	0.284		2.810	0.000
	Emotional Intelligence	0.572	0.057	0.667	10.014	0.000
	Religiosity	0.188	0.078	0.162	2.414	0.000

 




The standard blunder recorded for legalism is 0.099 for the unstandardized coefficient for the capacity to appreciate people on a profound level which is 0.471. While the importance is 0.000 and the Normalized coefficient of around 0.402. The relapse condition for the imaginative reasoning abilities relating to the capacity to appreciate individuals on a deeper level intervened by legalism is the accompanying:

(Creative Thinking Skills) CTS = 0.799 + 0.572 EI (Emotional Intelligence) + 0.188 RG (Religiosity)




 

Table 13

Model Summary for the impact of EI on CTS

Model	R	R Square	Adjusted R Square	Std. Error of the Estimate
1	0.725a	0.526	0.522	0.351

 




The standard mistake is assessed around 0.351 and the changed R square worth which is around 0.522, shows that the 52.2 % of the difference of ward variable is depicted by the free factor or indicator variable.




 

Table 14

ANOVA for the impact of EI on CTS

Model		Sum of Squares	df	Mean Square	F	Sig.
1	Regression	16.137	01	16.137	130.928	0.000b
	Residual	14.544	118	0.123
	Total	30.680	119

 




The amount of squares as indicated by relapse investigation is 16.137. While the level of opportunity is 1 and the p esteem or the importance esteem is 0.000, that implies that the capacity to understand individuals on a profound level straightforwardly affects the imaginative reasoning abilities of the college understudies.




 

Table 15

Coefficients for the impact of EI on CTS

Model		Unstandardized Coefficients		Standardized Coefficients	t	Sig.
		B	Std. Error	Beta
1	(Constant)	64	.214		.919	000
	Emotional Intelligence	.623	.054	.725	11.442	000

 




The standard blunder recorded for the autonomous variable named inventive reasoning, is 0.054 for the unstandardized coefficient for the ability to appreciate anyone on a profound level which is 0.623. While the importance is 0.000 and the Normalized coefficient is 0.725. The relapse condition for the inventive reasoning abilities relating to the capacity to understand people on a deeper level is referenced underneath:

(Creative Thinking Skills) CTS = 1.264 + 0.623 Emotional Intelligene (EI)

Conclusions

Data concluded that the first and most significant inquiry the utilization of feelings interceded by religion can be useful in the development of imaginative reasoning abilities of college understudies. Understudies' areas of strength have associations among all factors i.e., religion, the ability to appreciate individuals on a profound level, and inventive reasoning. Fundamentally religion influences any remaining qualities of understudies so we can say that religion finished up as the significant effect factor among any remaining features. From the aftereffects of the reactions on the guideline of feelings, the majority of the respondents have scored "concurred" that they can manage their feelings. With regards to this investigation, it tends to be closed, as we may be aware that, our religion assists us with directing our imaginative reasoning and the capacity to grow people on a deeper level, nevertheless of whether there is what is happening in life, religion offers help to manage the feelings, for example, out of frustration and sadness and so on. Our religion helps us to try to avoid panicking, so you can think inventively and really.

Implication of the Study

This study delays the generalizability of the positive connections between the ability to appreciate anyone on a deeper level, legalism, and imaginative reasoning abilities in Pakistan. Moreover, it additionally examines that the connections of administration with educator execution and worth consistency with instructor execution reinforce those individuals who entrust their colleagues and offer information to them and work together inside groups through the initiative. Be that as it may, a relationship with educator commitment as a mediator is a lot of new experimental discoveries in the exploration setting since this report is a pioneer in its temperament in a non-industrial nation like Pakistan. It will assist specialists with thinking further to open numerous alternate ways of investigating. There are a few hypothetical ramifications that can be gotten from this study's outcomes. This goes against past specialists' supporting areas of strength between the capacity to understand people on a deeper level, legalism, and inventive reasoning abilities. One more hypothetical ramification is that the relationship among's religion and imaginative reasoning is more reviewed than scholastics recently envisioned, as proven by the unrefined estimations used in earlier examinations. Legalism can't be kept up with by going to strict administrations consistently. While assessing legalism, mental and scholarly parts should be investigated, and a tantamount hypothetical methodology for the improvement of imaginative reasoning abilities in college understudies ought to be utilized.

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