Connecting academic striving with college students’ academic achievement: The role of self-efficacy
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Cite this article:
Ma, C., &
Zhou, Y.
(2025). Connecting academic striving with college students’ academic achievement: The role of self-efficacy.
Social Behavior and Personality: An international journal,
53(11),
e14829.
Abstract
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Academic motivation and self-efficacy are recognized as significant factors influencing students’ academic success. However, the predictive capacity of motivation and academic self-efficacy, and its impact on the academic outcomes of college students, has received limited scholarly investigation. Employing structural equation modeling, we delved into the relationship between academic striving and academic achievement, and assessed whether such a connection was mediated by academic self-efficacy. A cohort of 300 students from a Chinese university participated in this survey. The results underscored the contributions of academic striving and academic self-efficacy toward students’ academic achievement. Furthermore, academic self-efficacy emerged as a pivotal mediating factor between academic striving and academic achievement. This study offers empirically grounded support for the importance of fostering students’ academic striving and academic self-efficacy within university settings.
Academic achievement stands as a fundamental objective of the educational system, and is linked to consequential long-term results (Rothman & McMillan, 2003). The learning outcomes of students, particularly at the university level, serve as a gauge of the effectiveness or inefficacy of their education, and they serve as a crucial predictor of the future prospects of both individuals and the nation at large (Dev, 2016). Successful students transcend mere acquisitions and applications of information through efficient learning techniques; they also exhibit the ability to self-motivate, self-assess, and adapt their behaviors when faced with ineffective strategies (Al-Abyadh & Abdel Azeem, 2022). Consequently, the cultivations of self-motivation and self-discipline become imperative for attaining academic excellence (Kadiyono & Hafiar, 2017).
Recent scholars have continued to examine levels of academic achievement among college students through the lens of academic motivation (Abdelrahman, 2020; Wu, 2019; Zheng et al., 2021). For instance, Wu (2019) highlighted the positive influence of academic motivation on academic achievement in college over a 4-year span, underscoring the pivotal role of positive academic motivation in facilitating high levels of academic achievement among college students. Similarly, Abdelrahman (2020) identified a significant correlation between students’ levels of academic achievement and their academic motivation.
Academic striving refers to an individual’s deliberate efforts to pursue realistic and/or ambitious goals for achievement (Phan & Ngu, 2015). It encompasses the voluntary determination and motivation to strive towards meaningful academic outcomes (Phan et al., 2020). Regarded as a constructive psychological concept that can guide, promote, and inspire a student’s functional state, academic striving is recognized as having a beneficial impact on academic learning (Phan et al., 2020). Research involving adolescents has indicated predominantly positive associations between striving motivation and both objective academic grades and subjective assessments of academic achievement (Odermatt et al., 2024). Similarly, another study of adolescents revealed that the core components of striving for academic achievement and academic motivation, namely focus, accuracy, and persistence, exhibited a moderate-to-strong positive correlation with self-reported academic performance (Kulakow, 2020). Nevertheless, only a limited number of studies have directly explored the relationship between students’ academic motivation and their self-reported academic performance to date. Building on this body of literature, we proposed the following hypothesis:
Hypothesis 1: College students’ academic striving will be positively related to their academic achievements.
In addition, previous research has consistently identified self-efficacy as a significant determinant of academic achievement among college students (Al-Abyadh & Abdel Azeem, 2022; Zheng et al., 2021). Abouserie (1995) posited that the strength of self-efficacy may be linked to either failure or success, potentially influencing the academic performance of university students. Self-efficacy has been defined as an individual’s subjective assessment of their ability to perform the necessary actions to achieve specific goals (Bandura, 1997). Empirical evidence has shown that self-efficacy serves as a robust predictor of academic performance, maintaining its predictive validity across different times, locations, and contexts (Duckworth et al., 2007). Further, Miller and Brickman (2004) suggested that enhanced confidence in one’s abilities is related to academic success, prompting students to assume greater responsibilities for completing assignments and projects effectively. Consequently, strong self-efficacy is widely recognized as a crucial predictor of academic and work-related success. Honicke and Broadbent (2016) further corroborated this by demonstrating a positive relationship between self-efficacy and academic achievement through an analysis of 59 studies conducted at universities. Therefore, we proposed the following hypothesis:
Hypothesis 2: College students’ academic striving will be positively related to their academic self-efficacy.
Researchers have also reported a positive relationship between academic striving and self-efficacy among college students (Phan et al., 2020). Academic striving encompasses the establishment of challenging academic objectives, diligent efforts towards the attainment of objectives, and the experience of success through perseverance and determination (Gardner & Barefoot, 2011). These instances of mastery, where individuals overcome obstacles and achieve objectives, contribute to the formation of self-efficacy beliefs (Maddux & Kleiman, 2016). Moreover, academic striving has the potential to elicit favorable emotional responses, such as excitement and enjoyment (Hoferichter & Schlesier, 2024; Pekrun et al., 2006). Positive emotional experiences can enhance the levels of academic self-efficacy in college students, while negative emotions may diminish self-efficacy (Medrano et al., 2016). Therefore, we proposed the following hypotheses:
Hypothesis 3: College students’ academic self-efficacy will be positively related to their levels of academic achievement.
Hypothesis 4: Academic self-efficacy will mediate the relationship between academic striving and academic achievement.
In light of the aforementioned arguments, we centered our research on examining the intermediary role of self-efficacy in the relationship between academic striving and academic achievement among college students (see Figure 1).
Figure 1. Research Model and Hypotheses
Method
Participants and Procedure
The participants of this study comprised undergraduate students from a public university in Shanxi, People’s Republic of China. Prior to commencing the research, we obtained ethical approval from the academic committee of Jingdezhen University. Using a convenience sampling procedure, we carried out the data collection through a paper-based survey that was administered to the students by faculty members of the university during class time. Participation in the study was voluntary, confidential, and without any form of incentive provided. The objectives of the study, and the assurance of confidentiality, were clearly communicated to participants. All consenting individuals were included in the study, and were required to complete the entire survey for their responses to be included in the analysis. The data collection lasted a week, during which we received a total of 300 responses, resulting in a response rate of 63.56%.
The participant demographics consisted of 168 (56%) men and 132 (44%) women, with ages ranging from 18 to 23 years, and an average age of 19.97 years (SD = 1.21). Among the participants, 102 (34%) were freshmen, 106 (35%) were sophomores, 71 (24%) were juniors, and 21 (7%) were seniors.
Measures
Academic Striving
In this research, we utilized existing measures from prior studies. Phan et al.’s (2020) five-item Academic Striving Scale was employed in this study. We translated this scale into Chinese by employing two bilingual researchers to follow established back-translation procedures. An example item from this scale is “I always strive to achieve good academic results at university.” Responses are measured on a 5-point Likert scale ranging from 1 = strongly disagree to 5 = strongly agree. In this study, Cronbach’s alpha for this scale was .92.
Academic Self-Efficacy
We measured academic self-efficacy using Fan and William’s (2010) five-item Academic Self-Efficacy Scale. An example item is “I’m certain I can master the skills being taught in my class.” Responses are rated on a 5-point Likert scale ranging from 1 = strongly disagree to 5 = strongly agree. In this study, Cronbach’s alpha for this scale was .93.
Academic Achievement
We measured academic achievement based on students’ subjective assessments, consistent with prior research (e.g., Mazur et al., 2016; Odermatt et al., 2024). Within the survey, participants were asked to rate their academic performance at school using a 5-point Likert scale ranging from 1 = very poor to 5 = very good.
Data Analysis
We analyzed data using SPSS 24.0 and Amos 22.0. Initially, descriptive statistics and Pearson correlation coefficient analyses were conducted. Subsequently, we examined the validity and reliability of all measurement scales. Finally, we performed path analysis, utilizing structural equation modeling, to investigate the hypothesized relationships among the variables.
Results
Descriptive Statistics and Correlations
The descriptive statistics and correlations are displayed in Table 1. The findings indicated significant positive correlations among academic striving, academic self-efficacy, and academic achievement, thereby providing preliminary support for our hypotheses.
Table 1. Descriptive Statistics and Correlations
Note. ** p < .01.
Measurement Model
We evaluated the reliability of the measurement model through the application of Cronbach’s alpha, with a threshold of .70 established as the criterion for acceptable internal consistency. Additionally, we calculated composite reliability, with values of .60 or greater being considered indicative of robust reliability. The observed Cronbach’s alpha coefficients and composite reliability values exceeded the prescribed benchmarks, thereby substantiating the reliability of the constructs. We assessed convergent validity by examining the standardized factor loadings and the average variance extracted. The analysis revealed that all factor loadings surpassed .70, and average variance extracted values exceeded the threshold of .50, thus providing substantial evidence of convergent validity. Furthermore, the square root of the average variance extracted consistently exceeded the interconstruct correlations, thereby affirming the discriminant validity of the measures. Collectively, these findings offer comprehensive support for the validity and reliability of the constructs under investigation.
Structural Model
The results of the structural equation model estimation are detailed in Table 2. From these results, it is evident that academic striving exhibited significant and positive associations with academic achievement and academic self-efficacy, thereby supporting Hypotheses 1 and 2. Additionally, we observed a positive and significant relationship between academic self-efficacy and academic achievement, thereby affirming Hypothesis 3. To evaluate the significance of indirect effect in the current research model, we conducted bootstrapping tests with 5,000 resamples. The study findings revealed a positive and significant indirect relationship between academic striving and academic achievement, as mediated by academic self-efficacy. Consequently, academic self-efficacy served as a positive mediator in the connection between academic striving and academic achievement, thereby supporting Hypothesis 4.
Table 2. Results of Hypothesis Testing
Note. SE = standard error; CI = confidence interval; LL = lower limit; UL = upper limit
** p < .01.
Discussion
The relationship between students’ academic striving and their level of academic achievement has received limited attention in research, and the underlying mechanisms remain poorly understood. This study aimed to examine a theoretically driven structural equation model using a cohort of college students in People’s Republic of China. The results underscore the significance of academic striving and academic self-efficacy in predicting academic achievement, with the latter acting as a mediator in the association between striving and achievement.
Theoretical Implications
The results revealed a significant predictive relationship between students’ academic striving and their level of academic achievement. Specifically, academic striving emerged as a critical determinant of academic achievement, corroborating the findings of several prior investigations that have documented a substantial relationship between academic motivation and achievement (Abdelrahman, 2020; Wu, 2019; Zheng et al., 2021). Our study contributes to the existing research by elucidating the distinct and significant role of academic striving as a motivational construct in predicting academic outcomes. This finding reinforces the theoretical framework that posits academic motivation, particularly the motivation to strive for greater academic achievement, as a pivotal factor in driving educational success. Consequently, the results suggest that exhibiting a high level of academic striving is likely to exert a positive predictive effect on the enhancement of learning processes and outcomes.
Our findings align with those from previous studies that confirm the predictive impact of students’ academic striving on their academic self-efficacy (Phan et al., 2020). Specifically, academic striving has been identified as a significant variable in explaining academic self-efficacy. Additionally, our results support previous assertions that academic self-efficacy positively and significantly predicts academic achievement (Al-Abyad & Abdel Azeem, 2022; Zheng et al., 2021), indicating that students with high levels of academic self-efficacy are more likely to achieve superior levels of academic performance.
Furthermore, our findings revealed that self-efficacy partially mediated the relationship between academic striving and academic achievement. This implies that a student’s academic striving can exert both direct and indirect effects on their level of academic achievement through the mechanism of academic self-efficacy. The mediating role of self-efficacy presents us with a more detailed understanding of how students’ academic outcomes are predicted, underscoring the pivotal role of self-efficacy in translating striving motivation into concrete academic achievement. According to Gardner and Barefoot (2011), as students strive to attain their academic objectives, they encounter various challenges and obstacles. Successfully overcoming these hurdles through their efforts fosters a sense of self-efficacy (Maddux & Kleiman, 2016), which reinforces their beliefs in their academic capabilities. This enhanced confidence motivates students to persist in the face of difficulties, and to undertake more challenging tasks, thereby improving levels of academic achievement.
Practical Implications
Practically, our study’s findings have important implications for educators. First, they emphasize the critical importance of cultivating academic striving among college students. Educators can facilitate this by encouraging students to establish ambitious academic goals, and by providing the requisite resources and support to help students achieve these objectives. This may involve offering academic advice, establishing mentoring programs, and conducting workshops focused on goal-setting strategies. Second, the study underscores the necessity of promoting academic self-efficacy among students. Educators can achieve this by offering constructive feedback and acknowledging students’ achievements, while also creating a supportive, inclusive learning environment that fosters risk-taking and experimentation. Additionally, interventions designed to bolster students’ self-efficacy, such as cognitive–behavioral therapy and self-efficacy training programs, can be implemented to assist students in developing a more robust sense of their capabilities and potential.
Limitations and Future Research Directions
One limitation of this study pertains to the sample size, which comprised only 300 students from one Chinese university. This constraint may impede the generalizability of the findings. Subsequent research endeavors should encompass a broader spectrum of samples that include students from diverse cultural contexts. Another limitation concerns the utilization of self-reported measures, particularly the subjective assessment of achievement. Despite the widespread use and acceptance of self-reports as a data collection method in educational research, they are susceptible to potential biases and inaccuracies. Future investigations could contemplate integrating objective measures to furnish a more comprehensive insight into the interrelationships among these variables. Moreover, the design of this study is cross-sectional. This framework prevents the establishment of causal effects among the study variables. Subsequent studies might adopt a longitudinal design to improve our comprehension of causality to the greatest possible extent.
References
Abdelrahman, R. M. (2020). Metacognitive awareness and academic motivation and their impact on academic achievement of Ajman University students. Heliyon, 6(9), Article e04192. https://doi.org/10.1016/j.heliyon.2020.e04192
Abouserie, R. (1995). Self-esteem and achievement motivation as determinants of students’ approaches to studying. Studies in Higher Education, 20(1), 19–26. https://doi.org/10.1080/03075079512331381770
Al-Abyadh, M. H. A., & Abdel Azeem, H. A. H. (2022). Academic achievement: Influences of university students’ self-management and perceived self-efficacy. Journal of Intelligence, 10(3), 55. https://doi.org/10.3390/jintelligence10030055
Bandura, A. (1997). Self-efficacy: The exercise of self control. Freeman.
Dev, M. (2016). Factors affecting the academic achievement: A study of elementary school students of NCR, Delhi, India. Journal of Education and Practice, 7(4), 70–74. https://core.ac.uk/reader/234638410
Duckworth, A. L., Peterson, C., Matthews, M. D., & Kelly, D. R. (2007). Grit: Perseverance and passion for long-term goals. Journal of Personality and Social Psychology, 92(6), 1087–1101. https://doi.org/10.1037/0022-3514.92.6.1087
Fan, W., & Williams, C. M. (2010). The effects of parental involvement on students’ academic self-efficacy, engagement and intrinsic motivation. Educational Psychology, 30(1), 53–74. https://doi.org/10.1080/01443410903353302
Gardner, J. N., & Barefoot, B. O. (2011). Your college experience: Strategies for success. Macmillan.
Hoferichter, F., & Schlesier, J. (2024). Striving to learn and feeling well? The effects of students’ achievement goal-orientation on their psychological and physical well-being over one school year. Zeitschrift für Erziehungswissenschaft, 28, 397–418. https://doi.org/10.1007/s11618-024-01270-3
Honicke, T., & Broadbent, J. (2016). The influence of academic self-efficacy on academic performance: A systematic review. Educational Research Review, 17, 63–84. https://doi.org/10.1016/j.edurev.2015.11.002
Kadiyono, A. L., & Hafiar, H. (2017). The role of academic self-management in improving students’ academic achievement. In A. G. Abdullah, I. Hamidah, S. Aisyah, A. A. Danuwijaya, G. Yuliani, H. S. H. Munawaroh (Eds.), Idea for 21st century education (pp. 117–120). Routledge. https://doi.org/10.1201/9781315166575-22
Kulakow, S. (2020). Academic self-concept and achievement motivation among adolescent students in different learning environments: Does competence-support matter? Learning and Motivation, 70, Article 101632. https://doi.org/10.1016/j.lmot.2020.101632
Maddux, J. E., & Kleiman, E. M. (2016). Self-efficacy. In A. M. Wood & J. Johnson (Eds.), The Wiley handbook of positive clinical psychology (pp. 89–101). John Wiley & Sons. https://doi.org/10.1002/9781118468197.ch7
Mazur, J., Tabak, I., Dzielska, A., Wąż, K., & Oblacińska, A. (2016). The relationship between multiple substance use, perceived academic achievements, and selected socio-demographic factors in a Polish adolescent sample. International Journal of Environmental Research and Public Health, 13(12), Article 1264. https://doi.org/10.3390/ijerph13121264
Medrano, L. A., Flores-Kantera, E., Morettia, L., & Pereno, G. L. (2016). Effects of induction of positive and negative emotional states on academic self-efficacy beliefs in college students [In Spanish]. Psicología Educativa, 22(2), 135–141. https://doi.org/10.1016/j.pse.2015.03.003
Miller, R. B., & Brickman, S. J. (2004). A model of future-oriented motivation and self-regulation. Educational Psychology Review, 16(1), 9–33. https://doi.org/10.1023/B:EDPR.0000012343.96370.39
Odermatt, S. D., Weidmann, R., Schweizer, F., & Grob, A. (2024). Academic performance through multiple lenses: Intelligence, conscientiousness, and achievement striving motivation as differential predictors of objective and subjective measures of academic achievement in two studies of adolescents. Journal of Research in Personality, 109, Article 104461. https://doi.org/10.1016/j.jrp.2024.104461
Pekrun, R., Elliot, A. J., & Maier, M. A. (2006). Achievement goals and discrete achievement emotions: A theoretical model and prospective test. Journal of Educational Psychology, 98(3), 583–597. https://doi.org/10.1037/0022-0663.98.3.583
Phan, H. P., & Ngu, B. H. (2015). Validating personal well-being experiences at school: A quantitative examination of secondary school students. Education, 136(1), 34–52.
Phan, H. P., Ngu, B. H., Shih, J.-H., Lin, R.-Y., Shi, S.-Y., & Wang, H.-W. (2020). Validating “optimizing” concepts: The importance of personal resolve, effective functioning, and academic striving. Educational Psychology, 40(4), 448–472. https://doi.org/10.1080/01443410.2019.1693507
Rothman, S., & McMillan, J. (2003). Influences on achievement in literacy and numeracy. LSAY Research Reports, 36. https://research.acer.edu.au/lsay_research/40
Wu, Z. (2019). Academic motivation, engagement, and achievement among college students. College Student Journal, 53(1), 99–112.
Zheng, B., Chang, C., Lin, C.-H., & Zhang, Y. (2021). Self-efficacy, academic motivation, and self-regulation: How do they predict academic achievement for medical students? Medical Science Educator, 31(1), 125–130. https://doi.org/10.1007/s40670-020-01143-4
Abdelrahman, R. M. (2020). Metacognitive awareness and academic motivation and their impact on academic achievement of Ajman University students. Heliyon, 6(9), Article e04192. https://doi.org/10.1016/j.heliyon.2020.e04192
Abouserie, R. (1995). Self-esteem and achievement motivation as determinants of students’ approaches to studying. Studies in Higher Education, 20(1), 19–26. https://doi.org/10.1080/03075079512331381770
Al-Abyadh, M. H. A., & Abdel Azeem, H. A. H. (2022). Academic achievement: Influences of university students’ self-management and perceived self-efficacy. Journal of Intelligence, 10(3), 55. https://doi.org/10.3390/jintelligence10030055
Bandura, A. (1997). Self-efficacy: The exercise of self control. Freeman.
Dev, M. (2016). Factors affecting the academic achievement: A study of elementary school students of NCR, Delhi, India. Journal of Education and Practice, 7(4), 70–74. https://core.ac.uk/reader/234638410
Duckworth, A. L., Peterson, C., Matthews, M. D., & Kelly, D. R. (2007). Grit: Perseverance and passion for long-term goals. Journal of Personality and Social Psychology, 92(6), 1087–1101. https://doi.org/10.1037/0022-3514.92.6.1087
Fan, W., & Williams, C. M. (2010). The effects of parental involvement on students’ academic self-efficacy, engagement and intrinsic motivation. Educational Psychology, 30(1), 53–74. https://doi.org/10.1080/01443410903353302
Gardner, J. N., & Barefoot, B. O. (2011). Your college experience: Strategies for success. Macmillan.
Hoferichter, F., & Schlesier, J. (2024). Striving to learn and feeling well? The effects of students’ achievement goal-orientation on their psychological and physical well-being over one school year. Zeitschrift für Erziehungswissenschaft, 28, 397–418. https://doi.org/10.1007/s11618-024-01270-3
Honicke, T., & Broadbent, J. (2016). The influence of academic self-efficacy on academic performance: A systematic review. Educational Research Review, 17, 63–84. https://doi.org/10.1016/j.edurev.2015.11.002
Kadiyono, A. L., & Hafiar, H. (2017). The role of academic self-management in improving students’ academic achievement. In A. G. Abdullah, I. Hamidah, S. Aisyah, A. A. Danuwijaya, G. Yuliani, H. S. H. Munawaroh (Eds.), Idea for 21st century education (pp. 117–120). Routledge. https://doi.org/10.1201/9781315166575-22
Kulakow, S. (2020). Academic self-concept and achievement motivation among adolescent students in different learning environments: Does competence-support matter? Learning and Motivation, 70, Article 101632. https://doi.org/10.1016/j.lmot.2020.101632
Maddux, J. E., & Kleiman, E. M. (2016). Self-efficacy. In A. M. Wood & J. Johnson (Eds.), The Wiley handbook of positive clinical psychology (pp. 89–101). John Wiley & Sons. https://doi.org/10.1002/9781118468197.ch7
Mazur, J., Tabak, I., Dzielska, A., Wąż, K., & Oblacińska, A. (2016). The relationship between multiple substance use, perceived academic achievements, and selected socio-demographic factors in a Polish adolescent sample. International Journal of Environmental Research and Public Health, 13(12), Article 1264. https://doi.org/10.3390/ijerph13121264
Medrano, L. A., Flores-Kantera, E., Morettia, L., & Pereno, G. L. (2016). Effects of induction of positive and negative emotional states on academic self-efficacy beliefs in college students [In Spanish]. Psicología Educativa, 22(2), 135–141. https://doi.org/10.1016/j.pse.2015.03.003
Miller, R. B., & Brickman, S. J. (2004). A model of future-oriented motivation and self-regulation. Educational Psychology Review, 16(1), 9–33. https://doi.org/10.1023/B:EDPR.0000012343.96370.39
Odermatt, S. D., Weidmann, R., Schweizer, F., & Grob, A. (2024). Academic performance through multiple lenses: Intelligence, conscientiousness, and achievement striving motivation as differential predictors of objective and subjective measures of academic achievement in two studies of adolescents. Journal of Research in Personality, 109, Article 104461. https://doi.org/10.1016/j.jrp.2024.104461
Pekrun, R., Elliot, A. J., & Maier, M. A. (2006). Achievement goals and discrete achievement emotions: A theoretical model and prospective test. Journal of Educational Psychology, 98(3), 583–597. https://doi.org/10.1037/0022-0663.98.3.583
Phan, H. P., & Ngu, B. H. (2015). Validating personal well-being experiences at school: A quantitative examination of secondary school students. Education, 136(1), 34–52.
Phan, H. P., Ngu, B. H., Shih, J.-H., Lin, R.-Y., Shi, S.-Y., & Wang, H.-W. (2020). Validating “optimizing” concepts: The importance of personal resolve, effective functioning, and academic striving. Educational Psychology, 40(4), 448–472. https://doi.org/10.1080/01443410.2019.1693507
Rothman, S., & McMillan, J. (2003). Influences on achievement in literacy and numeracy. LSAY Research Reports, 36. https://research.acer.edu.au/lsay_research/40
Wu, Z. (2019). Academic motivation, engagement, and achievement among college students. College Student Journal, 53(1), 99–112.
Zheng, B., Chang, C., Lin, C.-H., & Zhang, Y. (2021). Self-efficacy, academic motivation, and self-regulation: How do they predict academic achievement for medical students? Medical Science Educator, 31(1), 125–130. https://doi.org/10.1007/s40670-020-01143-4
Figure 1. Research Model and Hypotheses
Table 1. Descriptive Statistics and Correlations
Note. ** p < .01.
Table 2. Results of Hypothesis Testing
Note. SE = standard error; CI = confidence interval; LL = lower limit; UL = upper limit
** p < .01.
The data that support the findings of this study are available on request from the corresponding author.
Yi Zhou, School of Economics and Management, Jingdezhen University, No. 3 Fuliang Blvd., Jingdezhen, 333400, Jiangxi, People’s Republic of China. Email: [email protected]
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