In
te
r
n
ation
a
l Jou
rn
al
o
f E
v
al
u
a
t
i
on
a
n
d
R
e
se
arc
h
in
Ed
u
c
ation
(
IJERE
)
V
o
l.
8
, N
o. 1, Mar
c
h
201
9,
pp.
158~
1
6
4
ISSN
: 2252-
88
22,
D
O
I
:
10.11
59
1
/ijer
e
.
v8i
1.
177
98
158
Jou
rn
a
l
h
o
me
pa
ge
:
ht
tp:
//i
a
e
score
.
com
/
j
o
u
r
na
l
s
/
i
n
d
e
x
.
p
hp/IJ
ERE
Development of preschool socia
l
emotional inventory for
preschoolers: a preliminary
study
Goh
W
a
h
I
m
1
,
Y
e
o Kee
Jiar
2
,
R
o
h
aya
B
t. Tal
ib
3
1
Dep
a
rtm
e
nt
o
f
Ed
ucati
on,
I
nsti
tu
t P
e
n
d
i
d
i
k
an
G
uru
Kam
p
us
T
e
m
en
g
go
ng
I
brah
im,
M
a
l
a
ysia
2,
3
F
acul
t
y
of
E
duc
at
io
n,
U
ni
versiti T
e
kn
olo
g
i
M
a
lay
s
i
a
,
M
a
lay
s
i
a
Art
i
cl
e In
fo
ABSTRACT
A
r
tic
le hist
o
r
y
:
R
e
ce
i
v
e
d
Jan
1
7, 201
9
Re
vise
d F
e
b 21,
201
9
A
c
c
e
pte
d
F
eb 28,
2
0
1
9
S
o
ci
al-em
o
t
i
o
n
a
l
c
om
p
e
tenci
e
s
h
a
ve
b
een
e
st
abl
i
shed
a
s
i
m
po
rtan
t
predi
c
tors
in
c
h
i
l
d
ren’s
men
t
al
h
ealt
h
,
sch
o
o
l
r
eadi
n
ess
an
d
acad
em
ic
s
ucc
e
s
s
.
A
g
e
a
n
d
dev
e
lo
pm
ent
a
ll
y
app
r
op
riat
e
scr
eeni
ng
fo
r
pres
choo
l
ch
il
dren
i
s
i
m
p
o
r
t
a
n
t
f
o
r
early
d
etect
io
n
of
d
evelo
p
m
e
n
t
al
d
elay
s
and
e
a
rl
y
i
n
terv
ent
io
n.
T
he
pu
rpo
s
e
of
t
h
i
s
s
t
ud
y
i
s
t
o
m
easu
r
e
presch
oo
l
ch
ild
ren’s
soc
i
al
e
m
o
t
i
o
n
a
l
com
p
etenci
es
(
SE
C)
b
ased
o
n
the
M
a
lay
s
i
a
n
co
ntex
t
u
s
i
n
g
th
e
P
r
e
scho
ol
S
o
ci
al
E
m
o
ti
on
al
C
om
pet
e
ncy
In
ven
t
o
r
y
(P
-S
ECI)
devel
o
p
e
d
to
p
ro
vide
paren
t
s
,
t
eachers
an
d
chi
l
d
care
p
r
of
es
s
i
o
n
als
with
a
s
tan
d
ardi
z
ed,
norm
-
ref
e
renced,
reli
abl
e
a
nd
v
ali
d
i
nstru
m
ent.
A
p
ool
o
f
5
0
i
tems
w
a
s
creat
ed
f
o
r
P
-
S
E
CI,
repres
e
n
t
i
ng
e
ig
h
t
c
l
u
sters
o
f
s
o
c
ial
e
m
o
t
i
onal
com
p
e
t
e
nci
e
s
in
chi
l
d
r
en:
s
e
lf
-a
w
a
reness
,
so
cial
a
waren
e
s
s
,
self
-m
an
agem
ent
,
r
e
lat
i
onship
m
a
nag
e
men
t
,
attachm
e
nt
,
co
mmuni
cati
on,
r
es
po
n
s
i
b
l
e
d
eci
si
on
m
a
k
in
g
a
n
d
pro-social
s
kills
.
Thi
s
p
ilot
s
t
ud
y
i
n
volved
t
wo
p
ublic
A
nnex
p
r
e
sc
ho
ols
in
Jo
ho
r
Bahru,
purpo
sely
s
e
l
ected
w
ith
4
9
presch
oo
l
ch
il
dren
a
s
r
e
s
po
nd
e
n
ts.
Resu
lts
s
ho
wed
th
at
P
-S
ECI
h
a
s
a
hi
gh
r
eli
a
b
i
lity
i
ndex
(A
lph
a
Cron
ba
c
h
-
Teach
ers
.98
an
d
P
a
ren
t
s
.9
5).
Ini
t
i
a
l
find
in
g
s
a
l
s
o
sh
ow
ed
t
ha
t
T
eachers
and
P
a
rent
s
d
i
ff
er
i
n
thei
r
eval
uat
i
o
n
o
f
th
e
i
r chil
dren
’s
S
E
C
acco
rdin
g
to
a
ge
a
nd
gen
d
er.
Bu
t
f
o
r
th
e
age
criteria,
t
he
m
ean
d
iff
e
ren
ce
is
s
l
i
g
h
t
ly
w
ider
i
n
com
p
ariso
n
t
o
g
e
nd
er.
Theref
o
r
e,
P
-SE
C
I
i
s
r
e
l
ev
ant
i
n
p
redi
c
t
i
ng
c
h
i
l
d
r
e
n
’
s
m
e
nt
al
h
ealth,
scho
ol
r
eadi
n
es
s
and
ac
ad
emi
c
a
c
h
iev
e
men
t
.
Resul
ts
f
rom
the
st
ud
y
a
l
so
s
ho
wed
th
at
t
he
i
n
v
ent
o
ry
hold
s
p
rom
i
se
a
s
a
reli
ab
l
e
and
valid
in
st
rum
e
n
t
t
o
ev
alu
a
te
S
EC
i
n
yo
un
g
ch
ild
ren
acc
o
r
di
ng
t
o
th
e
Malaysian context.
K
eyw
ord
s
:
Instrum
e
nt
Inve
nt
ory
Pr
eschoo
l
So
ci
al
e
mot
i
onal
c
o
mp
et
e
n
c
i
e
s
So
ci
al
e
mot
i
onal
l
e
a
r
ni
ng
Co
pyri
gh
t © 2
019 In
stit
u
t
e
of Advanced
En
gi
neeri
n
g
an
d
Scien
ce.
All
rights
res
e
rv
ed.
Corres
pon
d
i
n
g
Au
th
or:
G
oh Wa
h I
m
Inst
i
t
u
t
P
endi
d
i
ka
n G
u
ru
K
am
pus Te
m
e
n
ggo
ng
Ibra
him
,
Jala
n
D
a
ti
n H
a
lim
ah,
80
3
50 Jo
h
o
r B
a
hr
u, Joh
or,
Mala
ysia.
Em
ail:
gow
i
m
p@
ya
ho
o.
com
1.
I
N
TR
OD
U
C
TI
O
N
The
de
ve
l
opm
e
n
t
o
f
s
oc
ia
l-
em
ot
i
o
nal
c
o
m
p
ete
n
c
e
(
S
E
C)
i
s
an
i
m
p
o
rta
n
t
fo
und
a
tio
n
fo
r
yo
ung
chi
l
d
ren
t
o
a
c
h
ie
ve
s
uc
ce
ss
i
n
sc
h
o
o
l
s
a
n
d
i
n
l
a
t
er
l
i
v
es.
N
e
w
em
pi
r
i
c
a
l
rese
arc
h
h
a
s
p
r
o
vide
d
a
new
perspe
c
tive
on
the
im
p
o
rtanc
e
o
f
soc
i
a
l
–e
mo
ti
o
n
al
c
om
pe
te
nce
to
s
c
hool
r
e
a
d
i
n
e
ss.
A
n
umb
e
r
o
f
r
e
s
ea
rch
e
rs
have
s
how
n
th
at
c
h
i
l
d
ren
w
h
o
e
n
te
r
ki
nder
g
arten
w
i
t
h
m
ore
p
o
s
i
t
iv
e
p
r
of
il
e
s
o
f
so
c
i
al–
e
mo
t
i
o
n
a
l
co
mpe
t
en
ce
have
n
o
t
o
n
l
y
mor
e
s
ucc
e
ss
in
d
e
v
el
o
p
i
n
g
p
os
iti
ve
a
t
t
i
t
ude
s
abo
u
t
s
ch
oo
l
and
s
u
cce
ssfu
l
ear
l
y
a
djus
tme
n
t
t
o
sc
ho
ol
,
but
a
l
s
o
i
m
p
r
ov
e
d
g
r
a
d
e
s
a
n
d
a
c
hi
ev
emen
t
[1
]-[
3
].
A
c
h
i
ld
w
ith
p
oo
r
S
E
C
is
a
t
ri
s
k
o
f
h
a
vi
ng
po
o
r
rela
tio
ns
hips
w
i
t
h
pe
ers,
b
e
h
a
v
i
oura
l
p
rob
l
em
s,
u
n
d
er
ach
ie
v
e
me
n
t
i
n
a
c
a
dem
i
cs
o
r
de
vel
o
pi
n
g
p
h
y
si
c
a
l
a
n
d
me
ntal
h
ea
lt
h
prob
lem
s
.
I
n
a
r
ece
nt
r
evi
e
w
of
s
t
udie
s
on
S
E
C,
t
he
d
eve
l
o
p
me
n
t
o
f
ch
il
dren’
s
s
oc
ia
l,
em
otio
na
l
a
n
d
beh
a
v
i
oura
l
s
k
i
l
l
s
ha
ve
b
e
e
n
lin
ke
d
t
o
g
rea
t
e
r
e
d
uc
ati
o
n
a
l
succe
ss,
i
mprove
me
nts
i
n
Evaluation Warning : The document was created with Spire.PDF for Python.
Int J
Eval & R
es E
d
u
c
.
IS
S
N
:
2252-
88
22
D
e
ve
l
o
pm
e
n
t
o
f
presc
h
o
o
l
soc
i
a
l
e
m
oti
o
n
a
l
i
n
ve
n
t
ory f
o
r pr
esch
oo
lers: a
p
r
el
im
inary
s
t
ud
y
(G
o
h
Wah
I
m
)
15
9
beha
v
i
o
u
r,
i
nc
r
ease
d
i
nc
lu
sion,
i
m
p
ro
ved
l
e
arn
i
n
g
,
gre
a
t
e
r
soci
al
c
oh
esio
n
,
a
nd
i
mpro
v
e
me
nt
s
i
n
m
e
n
t
a
l
hea
l
t
h
[4],
[5].
C
u
rre
ntly
t
her
e
a
re
626,
206
pre
s
ch
oo
l
c
h
il
dre
n
a
t
t
e
ndi
ng
s
ome
f
orm
of
e
arly
c
h
i
l
d
ho
od
pro
g
r
a
m
,
e
i
th
e
r
p
ubl
i
c
l
y
r
u
n
by
t
h
e
g
overn
men
t
a
ut
ho
ri
ti
e
s
o
r
p
r
iv
a
t
ely
ru
n
b
y
c
om
p
a
nie
s
o
r
i
ndi
v
i
dua
ls
[
6].
G
i
ve
n
the
incre
a
s
i
ng
aw
a
r
eness
o
f
t
he
i
m
porta
nc
e
o
f
S
EC
t
o
a
d
j
u
st
m
e
nt
dur
i
n
g
t
h
e
pre
s
c
h
oo
l
ye
ars
a
n
d
to
s
uc
ce
ss
dur
in
g
the
tran
si
tio
n
to
f
orma
l
sc
h
o
o
lin
g
[7]
,
t
her
e
i
s
a
n
i
n
c
r
e
a
s
i
ng
n
eed
f
o
r
m
ea
su
re
s
of
s
o
c
i
a
l
c
o
mp
et
e
n
ce
tha
t
a
re
b
rie
f
,
e
a
sy-t
o-use,
a
nd
ha
ve
u
t
i
l
i
t
y
i
n
a
s
s
ess
i
n
g
t
he
co
ns
t
r
uc
t
i
n
p
resc
ho
o
l
er
s.
T
her
e
i
s
a
l
a
ck
o
f
systemat
ic
a
ssess
m
e
nt
p
roce
dures
a
nd
instrum
e
nts
for
early
d
e
te
c
t
i
o
n
o
f
c
hil
d
re
n
w
i
t
h
p
oor
S
EC
i
n
Ma
lay
s
i
a
w
h
ic
h
hi
nde
rs
t
he
p
ossi
bi
l
i
t
y
o
f
ea
rly
in
te
rv
ent
i
on
a
n
d
t
r
e
a
t
m
e
nt
t
o
pre
v
e
n
t
fu
ture
p
ro
bl
em
s.
P
rese
nt
l
y
,
t
h
e
r
e
i
s
n
o
sp
e
c
if
i
c
i
nst
r
u
m
e
n
t
reco
mmen
d
e
d
by
th
e
Ed
u
c
ati
on
Mi
ni
st
ry
f
or
s
ch
oo
ls
t
o
ass
e
ss
ch
i
l
dren’
s
S
EC.
Te
ac
h
e
rs
n
ee
d
t
o
und
erst
a
n
d
ch
il
d
r
en
’s
d
e
v
e
l
op
me
nt
o
f
SEC
and
a
s
p
ec
ts
o
f
the
c
ons
truc
t
i
n
o
rder
t
o
pro
v
i
d
e
in
form
ation
f
o
r
i
n
ter
v
e
n
t
i
on
s
,
t
a
r
get
i
ng
y
o
u
n
g
ch
i
l
dren
a
t
risk
f
or
p
oor
o
u
t
c
o
m
e
s
d
u
e
to
d
e
f
ic
i
t
s
in
s
ocia
l
com
p
ete
n
c
e
o
r
re
l
a
te
d
be
ha
vi
oura
l
p
ro
b
l
em
s
[7],
[
8].
There
a
r
e
som
e
a
va
i
l
a
b
l
e
i
n
s
trum
e
n
t
s
o
f
p
opu
la
r
scale
s
f
r
o
m
t
h
e
U
n
i
t
e
d
S
t
a
t
e
s
a
n
d
U
n
i
t
e
d
K
i
n
g
d
o
m
u
s
e
d
b
y
r
e
s
e
a
r
c
h
e
r
s
w
h
e
n
ca
rry
i
n
g
ou
t
t
h
ei
r
re
sea
r
ch
i
n
th
e
s
c
h
o
o
l
s
s
u
c
h
a
s
D
E
S
S
A
,
D
E
C
A
a
n
d
S
C
Q
.
T
h
e
s
e
i
n
s
t
r
u
m
e
n
t
s
a
r
e
s
p
e
c
ifi
c
t
o
t
h
e
c
u
ltur
e
s
o
f
t
he
ir
o
rig
i
n
a
n
d
do
n
o
t
t
a
ke
i
nt
o
ac
co
u
n
t
o
u
r
l
o
cal
c
u
l
t
u
r
a
l
fa
ctor
s.
T
he
ref
o
re,
t
he
e
va
l
u
at
io
n
o
f
s
oc
ia
l-em
ot
i
o
na
l
de
v
e
l
opm
ent
risks
the
bia
s
es
o
f
cl
ini
c
a
l
a
ppr
aisal
or
t
he
b
i
a
ses
of
t
he
c
u
l
tur
a
l
d
i
ffere
n
ce
s
em
bedde
d
in
i
n
s
trum
en
ts
d
e
v
i
s
e
d
elsew
h
e
r
e [9].
C
ul
tur
a
lly a
p
p
ropr
i
a
t
e
s
c
a
le
s
a
r
e nec
e
ssary s
inc
e t
h
e
w
a
y pa
r
e
nts
re
late
to chi
l
d
r
e
n,
t
he a
m
o
u
n
t
of
free
d
om
a
l
l
ow
e
d
,
the
e
x
p
e
c
t
at
io
ns
t
he
y
ha
ve,
am
on
g
o
t
her
e
v
e
n
t
s
d
i
f
f
e
r
fro
m
one
c
ul
t
u
re
t
o
an
oth
e
r.
Conse
que
n
tly
s
t
a
ndard
s
o
f
s
ocia
l
a
d
justm
e
nt
v
ary
w
i
t
h
t
he
c
ul
t
u
ra
l
n
o
r
m
s
by
w
h
ic
h
t
h
ey
a
re
j
u
d
g
e
d
[
10]
.
Ap
p
r
op
ri
at
e
a
s
se
ssmen
t
d
e
vi
ce
s,
t
h
e
re
fo
re
,
mu
st
a
bi
de
w
i
t
h
cu
lt
ura
l
n
o
r
m
s
a
nd
th
is
a
ppea
r
s
to
b
e
a
very
impor
ta
nt
f
a
c
t
o
r
in
a
sse
ssi
ng
t
h
e
c
h
i
l
d
’
s
s
c
h
ola
s
t
i
c
po
t
e
n
t
ia
l
.
H
e
n
c
e
,
t
h
e
pu
rpo
s
e
of
t
h
i
s
p
i
l
o
t
st
ud
y
wa
s
to
d
o
a
fe
as
ib
il
it
y
te
st
o
n
P
-
SE
C
I
,
an
i
nstrum
en
t
t
o
p
r
o
v
i
de
p
ar
ent
s
,
t
e
a
c
h
ers
and
ch
i
l
dc
are
profe
ssi
o
n
al
s
w
i
t
h
a
st
a
ndard
ize
d
,
norm
-re
fer
e
nced,
re
l
i
a
b
l
e
a
n
d
v
al
id
i
ns
t
r
ume
n
t
w
h
ic
h
is
eas
y
t
o
u
se
t
o
eva
l
ua
te
c
h
i
ldre
n’s
S
E
C
ac
cord
in
g
t
o
t
he
M
a
l
ay
sia
n
c
o
n
t
ex
t
t
o
d
etec
t
deve
l
o
p
m
e
n
tal
dela
ys
f
or
p
resc
h
o
o
l
c
hi
ldre
n
a
g
e
4
t
o
6
yea
r
s ol
d.
S
E
C
is
a
c
h
i
l
d
's
a
bi
l
ity
t
o
e
xper
i
enc
e
,
re
gula
t
e
a
nd
e
x
press
e
m
ot
i
o
n
s
,
to
f
orm
cl
o
s
e
a
n
d
sec
u
r
e
in
t
e
rper
sona
l
r
e
lat
i
o
n
s
hi
ps
w
it
h
pe
op
le
a
ro
un
d
h
i
m,
a
nd
t
o
e
x
p
l
ore
h
i
s
en
vir
onm
en
t
a
nd
l
e
ar
n,
a
l
l
i
n
t
h
e
con
t
e
x
t
of
f
am
i
l
y,
c
om
m
unit
y
,
an
d
c
u
lt
ure.
I
t
is
a
c
om
ple
x
t
e
r
m
r
e
l
at
ing
t
o
v
a
r
iou
s
e
m
o
t
i
ona
l
l
iter
acy
a
n
d
pros
ocia
l
sk
i
lls
w
hic
h
a
llow
s
t
he
c
hi
ld
t
o
f
u
nct
i
on
i
n
h
i
s
s
u
rr
ou
nd
i
n
g
s
.
A
c
cordi
n
g
to
M
a
y
er
a
n
d
C
i
a
rr
ochi,
SEC
i
s
a
c
o
m
bi
n
a
ti
on
of
e
mot
i
on
a
l
i
nt
e
l
l
ect
,
so
ci
al
e
f
f
ecti
v
e
n
e
ss,
a
nd,
p
e
r
hap
s
,
em
otio
na
l
i
n
te
l
lige
n
ce
i
t
s
el
f
migh
t
be
r
epre
se
n
t
e
d
by
th
e
t
e
r
m
s
ocio-em
o
ti
ona
l
e
f
fec
t
i
v
e
n
ess
–
‘an
in
di
vi
d
u
al’s
cap
a
c
i
t
y
to
n
av
i
g
a
t
e
th
e
soc
i
al w
or
ld
i
n
an
e
ffect
i
v
e
ma
nner,
a
ccom
p
l
i
s
h
i
n
g his or
h
e
r
g
oals a
s
nee
d
e
d
[11]
.
I
n
r
e
cent
year
s,
r
esea
rch
has
sug
g
es
te
d
t
h
a
t
t
here
i
s
a
s
t
ro
ng
li
nk
b
e
t
ween
y
ou
ng
c
h
i
l
d
re
n'
s
so
c
i
o
-
e
m
o
t
i
o
n
a
l
c
o
mp
e
t
en
ce
a
n
d
t
h
ei
r
ch
a
n
ces
o
f
ea
rl
y
s
c
hoo
l
su
c
c
e
ss
[
12]
,
[1
3],
[3].
A
w
ell
-
pla
nne
d
an
d
w
e
ll-
implem
e
n
te
d
s
o
cia
l
-em
o
t
i
ona
l
progra
m
m
e
can
posi
t
ive
l
y
affec
t
a
c
a
d
e
m
ic
o
utc
o
m
e
s
[1].
S
oc
i
a
l
-
em
ot
i
o
na
l
l
e
a
r
ni
ng
(
S
EL)
w
a
s
f
i
r
st
i
nt
ro
du
ced
i
n
1994
a
s
a
c
o
nc
ept
u
al
fra
m
e
w
o
r
k
i
nc
or
p
o
rat
i
n
g
S
EL
and
em
ot
i
o
na
l
com
p
ete
n
c
e
.
CA
S
EL
(Co
l
l
a
bora
tive
t
o
A
dva
n
c
e
S
o
c
i
a
l
a
nd
E
mo
ti
ona
l
Le
arni
n
g
)
,
the
w
o
rl
d’s
lea
d
in
g
orga
nisa
t
i
o
n
p
rom
o
tin
g
i
n
te
g
r
a
t
ed
a
ca
d
e
mi
c
,
s
oc
i
a
l,
a
nd
em
oti
o
n
a
l
l
ear
n
ing
for
all
c
h
i
l
d
ren
i
n
p
re
sc
hoo
l
thr
o
u
g
h
h
i
g
h
s
c
hoo
l
id
e
n
t
i
fie
s
S
EL
a
s
c
om
p
e
te
nc
ies
or
s
k
i
l
l
s
in
“
ide
n
ti
fy
i
n
g
a
n
d
la
be
li
n
g
f
ee
li
ngs,
e
x
p
r
e
ssi
n
g
fe
el
ings,
asses
s
i
ng
t
h
e
i
n
te
ns
ity
o
f
fee
l
i
n
gs,
m
a
na
g
i
n
g
f
ee
lin
g
s,
d
e
l
a
y
i
n
g
gra
tifica
tio
n,
c
on
tro
l
lin
g
i
m
p
u
l
s
es,
and
reduc
ing
stress”.
CA
S
EL
e
s
ta
blis
he
d
fi
ve
i
nte
rrela
t
e
d
se
ts
o
f
c
og
n
iti
ve,
affec
t
i
v
e
a
n
d
beha
vi
ora
l
com
p
ete
n
c
i
e
s
as
show
n
i
n
F
ig
ure
1.
The
d
efi
n
i
t
i
o
ns
o
f the
fi
ve
S
E
C clus
ters
f
or
s
tu
de
nts a
r
e:
a.
Sel
f
-a
w
a
reness
is
t
h
e a
b
il
it
y t
o
a
ccur
a
te
l
y
r
ecog
n
i
ze
o
ne’
s
em
o
tio
ns an
d
t
ho
u
g
h
t
s
a
nd
th
e
i
r
in
flue
nce
o
n
o
n
e
’s
b
eh
avi
o
r.
I
t
i
n
cl
ud
es
accu
ra
t
e
l
y
a
ssessi
n
g
o
n
e
’s
s
t
r
e
n
g
t
h
s,
w
e
a
kne
ss
es
a
nd
lim
it
a
t
i
ons,
a
s
w
el
l
a
s
p
o
s
s
e
ssi
ng
a
w
el
l
-
g
r
o
und
e
d
sen
s
e
o
f
c
onf
id
en
ce
a
n
d
opt
i
m
ism.
b.
S
e
l
f
-man
agem
e
n
t
i
s
t
h
e
a
b
i
l
i
t
y
t
o
re
gul
a
t
e
o
n
e
’s
e
mot
i
o
n
s
,
tho
ught
s
,
a
n
d
b
e
h
a
vi
o
r
s
e
f
fe
cti
v
ely
in
d
i
f
f
e
ren
t
s
it
ua
ti
on
s
o
n
e
en
coun
t
e
rs.
It
i
n
c
l
ude
s
ma
n
a
gi
ng
t
e
n
si
o
n
a
nd
s
t
res
s
,
c
ontrol
l
i
n
g
o
ne
’s
i
m
p
ul
se
s,
moti
va
t
i
n
g
o
ne
self, se
tti
n
g
a
nd
w
o
rki
n
g tow
a
r
d
s
ac
hi
e
v
in
g
one’s
p
e
r
so
na
l a
nd ac
ade
m
ic
goa
ls.
c.
So
ci
al
a
wa
renes
s
i
s
t
h
e
a
b
i
l
i
t
y
t
o
t
a
k
e
t
h
e
p
e
r
s
p
e
c
t
i
v
e
o
f
o
t
h
e
r
s
,
t
o
e
m
p
a
t
h
i
z
e
w
i
t
h
o
t
h
e
r
s
f
r
o
m
d
i
v
e
r
s
e
bac
kgr
o
u
n
ds
a
nd
c
u
ltur
e
s,
t
o
un
der
s
ta
n
d
s
o
c
ial
a
n
d
e
t
h
i
ca
l
n
o
rm
s
fo
r
the
ri
gh
t
b
e
h
a
vi
o
r
,
t
o
r
ec
og
ni
z
e
fa
mil
y
, sc
h
o
o
l
,
a
n
d
com
m
un
it
y r
e
source
s an
d
su
p
p
o
r
t
.
d.
R
e
lati
on
sh
ip
m
an
ag
em
en
t
sk
il
l
s
i
s
the
a
b
il
it
y
to
e
sta
b
li
sh
a
nd
m
ai
n
t
a
i
n
hea
l
t
hy
a
nd
r
e
w
a
r
d
i
ng
rela
tio
ns
hips
w
it
h
d
i
ver
s
e
i
n
d
i
vid
u
a
l
s
a
n
d
gr
ou
ps.
It
i
nc
lu
d
e
s
i
n
terpe
r
so
na
l
s
k
il
l
,
i
n
t
er
act
i
n
g
w
i
th
o
t
h
e
r
s,
liste
n
i
n
g
a
ct
i
v
el
y,
c
oo
per
a
tin
g,
r
esist
i
n
g
i
nap
p
r
opr
i
a
te
s
oc
i
a
l
p
re
ssur
e,
n
eg
ot
iat
i
ng
c
o
n
f
l
i
c
t
con
s
truc
t
i
ve
l
y
,
and se
ek
in
g and
o
ffe
r
i
n
g
h
e
l
p w
h
e
n
ne
e
d
ed
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
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N: 2
2
5
2
-
88
22
In
t
.
J
.
E
v
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&
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s
.
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ealist
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f
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nd
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t
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s
.
F
i
g
u
r
e 1
.
CAS
EL 5
S
EC clu
s
t
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(
S
our
ce:
h
t
t
p
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t
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e
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o
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ppr
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to
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g
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h
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a
ll
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of
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he
a
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o
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e
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c
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ter
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s
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ti
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u
t
a
n
ot
her
3
m
o
r
e
c
lu
ster
s
w
e
r
e
a
dde
d
b
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r
e
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ar
cher
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ase
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o
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i
ng
t
h
eor
i
e
s
.
The
s
e 3
new
c
l
us
t
e
r
s
w
er
e
a
t
t
a
c
h
me
nt,
c
o
m
m
unica
ti
on
sk
i
l
l
s
an
d
pr
os
oc
i
a
l
s
k
i
l
l
s w
h
ic
h a
r
e impor
t
a
n
t
c
lu
ster
s
of
S
EC
w
h
i
ch
n
ee
de
d
to
b
e
i
n
cor
por
ate
d
s
inc
e
y
ou
n
g
c
h
i
l
d
r
e
n’
s
n
e
e
d
s
a
nd
s
o
cia
l
-
e
m
o
t
i
ona
l
de
vel
o
pm
e
n
t
ar
e
di
ff
er
e
n
t
fr
om
t
h
o
se
o
f
ol
der
c
h
il
dr
e
n
a
n
d
a
du
l
t
s.
a.
At
ta
ch
me
n
t
is
t
he
b
on
d
i
n
g
w
h
ic
h
is
c
r
e
a
t
e
d
w
he
n
a
chi
l
d’
s
e
x
p
e
r
i
enc
e
s
w
i
t
h
t
he
p
aren
ts
/p
rimary
c
a
re
give
rs
t
hat
a
r
e
reliab
l
e
,
p
r
e
d
i
cta
b
le
a
n
d
a
cce
ssib
le
d
uring
t
he
ir
c
ar
e
in
t
he
p
a
s
t.
T
he
qua
l
i
t
y
o
f
a
t
ta
c
h
m
e
n
t
i
s
dete
rm
ine
d
b
y
the
c
h
ild’s
w
il
lin
g
n
ess
t
o
e
n
g
a
ge
a
nd
be
nef
it
fr
om
s
oc
ia
l
i
n
ter
a
c
t
i
o
ns.
Th
e
ba
sis
f
o
r
tr
us
t
in
r
e
l
a
tio
ns
h
i
ps
w
ith
o
ther
s
w
o
u
l
d
de
vel
o
p
f
r
o
m
e
a
r
l
y
a
t
t
a
ch
me
nt
s.
T
h
i
s
r
e
l
a
tio
ns
hip
bu
i
l
d
s
t
he
a
b
i
l
ity
t
o
f
o
r
m
c
l
o
se
r
elat
i
o
ns
h
i
p
s
w
i
t
h
othe
r
s
t
hr
o
u
gho
ut
t
h
e
i
r
l
i
f
e
[
1
4
]
,
[1
5].
Th
i
s
i
s
al
so
sta
t
ed
E
r
i
ks
o
n
’
s
P
syc
hosoc
ia
l
T
h
eor
y
i
n
S
t
a
g
e
1:
T
r
u
s
t
v
s
M
i
str
us
t.
I
f
an
i
nf
a
n
t’
s
ph
ys
ica
l
a
n
d
e
m
oti
o
na
l
ne
e
d
s
ar
e
m
e
t
i
n
a
c
o
n
si
st
e
n
t
a
n
d
c
a
r
i
n
g
w
a
y
,
he
l
ea
r
ns
t
hat
hi
s
mo
the
r
o
r
car
egi
v
er
can
b
e
c
o
u
n
te
d
o
n
a
n
d
h
e
de
ve
l
ops
a
n
a
tti
t
ude
o
f
t
r
ust
i
n
p
e
o
p
l
e
.
I
f
h
i
s
n
e
e
d
s
a
r
e
n
o
t
m
e
t
,
h
e
m
a
y
b
e
c
o
m
e
f
ear
fu
l
an
d
le
a
r
ns
n
o
t
t
o
tr
us
t
the
peo
p
l
e
a
r
ou
n
d
h
im.
A
n
i
n
f
a
n
t
m
u
st
f
irst
f
orm
a
trusti
ng
r
e
la
t
i
o
n
sh
ip
wit
h
t
he
p
a
r
ent
s
/car
eg
i
v
er,
ot
herwise
a
s
e
nse
o
f
m
istr
u
s
t
wil
l
deve
l
op.
I
f
the
ch
i
l
d
has
a
sec
u
r
e
at
t
ach
me
nt
,
it
i
s
mo
re
lik
e
l
y
t
h
a
t
h
e
woul
d
b
e
w
i
l
l
i
ng
t
o
i
n
t
e
r
ac
t
wi
th
o
t
h
ers
o
u
t
side
t
h
e
f
a
m
il
y
as
it
f
a
v
o
r
s
e
x
p
l
or
a
t
or
y
be
ha
v
i
or
s
inc
r
ea
sing
t
he
l
ike
l
iho
o
d
o
f
s
o
c
ia
l
int
e
rac
t
i
ons
.
Ai
n
s
wo
rth
id
en
ti
fi
ed
t
h
r
ee
di
ff
er
e
n
t
t
y
pes
of
a
tta
c
h
m
e
n
t:
sec
u
r
e
,
a
m
bi
va
len
t
a
n
d
a
v
o
i
d
ance
)
eac
h
of
t
hem
l
e
a
d
in
g
t
o
d
if
fer
e
n
t
t
ypes
of
b
e
h
a
v
ior
i
n
t
he
c
h
i
ldr
e
n
[
16]
.
Wa
t
e
r
s
e
t
al.
c
onc
l
ude
d
tha
t
t
h
e
qu
al
ity
o
f
at
t
a
ch
men
t
w
o
u
l
d
p
re
d
i
c
t
c
o
mpe
t
e
n
ce
a
n
d
ac
ce
pta
n
c
e
in
t
h
e peer
g
r
o
u
p
[
1
7
].
L
ie
ber
m
an
e
t
al
.
f
ound
t
h
a
t
t
h
e
so
c
i
a
l
c
o
m
pe
t
e
n
c
e
of
the
c
h
ildre
n
was
r
e
late
d
t
o
t
h
e
qua
l
i
t
y
o
f
t
h
e
a
t
ta
c
h
me
n
t
b
etwe
en
m
ot
h
e
r
a
n
d
ch
ild
re
n
,
a
n
d
t
h
e
amount
of
e
x
p
e
r
ie
nce
t
h
at
t
he
c
hi
l
d
h
a
d
h
ad
w
ith
p
ee
r
s
and
a
l
s
o
e
sta
b
l
i
s
h
e
d
t
h
a
t
f
ath
e
r
av
ai
l
a
bil
ity
w
as
r
el
at
ed
t
o
c
h
il
dr
e
n
h
a
v
i
n
g
le
ss
c
on
f
l
i
c
t
w
i
t
h
t
he
ir
f
r
i
e
n
ds
[
1
8
]
.
I
ncon
s
i
s
te
n
t
o
r
rejec
t
i
n
g
par
e
n
t
s
are
more
like
l
y
t
o
c
r
ea
t
e
i
nsec
ur
e
att
a
c
h
me
nts
and
t
h
is
c
o
u
ld
h
ave
d
i
sa
str
o
us
c
ons
e
que
nce
s
f
or
c
hi
l
d
r
e
n’
s
soc
i
a
l
re
l
a
ti
on
sh
ip
s wi
th
p
ee
rs [
19
], [
15
].
b.
Co
mmun
ica
t
io
n
sk
i
l
ls
r
eflec
t
c
h
ildre
n’s
a
b
ili
t
y
t
o
pr
ope
rl
y
in
tera
ct
w
i
t
h o
t
h
e
r
c
hi
ldr
e
n
a
nd
a
d
ults usin
g
in
terpe
r
s
ona
l
s
k
il
ls.
It
i
s
a
n
i
m
porta
n
t
s
k
i
l
l
e
s
p
e
c
i
al
l
y
f
or
y
o
u
n
g
c
h
i
ldre
n
with
l
imite
d
a
m
ou
n
t
o
f
voc
a
b
ular
y
a
n
d
fi
n
d
d
i
f
f
i
c
u
l
t
y
i
n
ve
r
b
al
isi
n
g
the
i
r
em
o
tio
ns
a
n
d
t
hou
gh
ts
w
hi
c
h
c
an
b
e
t
o
o
abs
t
ract
a
n
d
ove
r
w
he
lm
ing
to
t
hem
.
W
he
n
a
d
ults
t
a
l
k
w
i
th
c
hi
ldr
e
n
a
b
o
u
t
em
ot
i
o
n
s
,
i
t
h
e
l
ps
c
h
i
l
d
r
e
n
t
o
unde
r
s
ta
n
d
the
i
r
em
oti
ons
a
nd
o
t
her
s
’
em
ot
ion
s
a
s
w
e
l
l
.
Th
is
h
e
l
ps
c
h
i
ldr
e
n
ha
ve
m
o
r
e
pos
it
ive
r
e
l
a
t
i
o
n
s
h
i
p
s
w
i
t
h
t
h
ei
r
p
e
ers
l
ead
in
g
to
a
g
rea
t
e
r
a
b
i
lit
y
t
o
r
e
g
ul
at
e
t
h
ei
r
e
m
o
t
i
o
ns
a
n
d
b
eha
v
i
our
[
20]
.
C
o
m
m
unica
tio
n
ski
l
l
s
c
an
b
e
be
st
e
v
a
l
u
at
ed
i
n
p
l
a
y
s
ett
i
ng
s
wh
e
r
e
c
h
i
l
d
re
n
es
ta
b
l
i
s
h a
n
d m
a
inta
i
n
f
r
i
en
dsh
i
ps
[
2
1
]
.
W
i
t
h
a
g
e,
t
he
ir
p
la
y
pa
t
t
e
r
ns
b
ec
o
m
e
m
o
r
e
c
omple
x
a
n
d
s
o
p
h
i
stic
ate
d
a
n
d
i
n
ter
a
ct
ion
a
n
d
com
m
unic
a
t
i
o
n
Evaluation Warning : The document was created with Spire.PDF for Python.
Int J
Eval & R
es E
d
u
c
.
IS
S
N
:
2252-
88
22
D
e
ve
l
o
pm
e
n
t
o
f
presc
h
o
o
l
soc
i
a
l
e
m
oti
o
n
a
l
i
n
ve
n
t
ory f
o
r pr
esch
oo
lers: a
p
r
el
im
inary
s
t
ud
y
(G
o
h
Wah
I
m
)
16
1
form
t
he
b
a
s
is
f
or
i
n
t
rica
te
p
la
y
sc
e
n
ar
ios.
C
hi
ldr
e
n
w
i
t
h
p
o
o
r
f
ri
e
n
d
s
hi
p
skil
l
s
a
re
r
ej
e
c
t
ed
b
y
t
h
ei
r
pee
r
s
a
n
d
a
s
a
c
on
se
que
nce
l
a
c
k
t
he
o
pp
ort
u
n
i
t
y
t
o
de
vel
o
p
the
i
r
so
ci
a
l
s
kil
l
s
[22
]
.
Th
e
s
e
ch
i
l
d
r
en
a
re
a
t
ri
sk
f
o
r
d
e
v
elop
ing
bo
th
i
nt
ern
a
li
zi
ng
a
nd
e
x
t
ern
a
li
zi
ng
d
i
s
o
r
d
er
s
[23]
.
Chi
l
d
ren’
s
a
b
il
it
y
t
o
m
a
i
n
t
a
i
n
i
n
t
e
ra
ct
io
ns
i
n
l
a
rg
e
r
g
ro
up
s
ev
ol
v
e
s
with
t
i
m
e.
B
y
5
-
ye
ars
o
l
d
,
ch
il
d
r
en
a
re
a
bl
e
t
o
p
a
r
t
i
c
i
pa
te
i
n
coo
p
er
at
i
v
e
p
l
a
y
w
he
re
t
hey
exc
h
a
n
ge
i
de
as
over
pla
y
s
cena
r
i
o
s,
a
nd
even
a
t
t
ri
bu
te
r
oles
t
o
c
h
il
dr
en
in
vol
ve
d.
C
o
o
p
e
r
at
ive
p
l
a
y
s
tem
s
f
rom
ch
i
l
dren
u
n
d
e
r
sta
n
ds
o
f
r
ec
ipr
o
ci
ty
a
s
the
ba
sis
of
b
ui
ld
in
g
a
n
d
ma
int
a
in
in
g fri
end
s
h
i
ps
[
2
4
].
c.
Pros
oci
a
l
s
k
i
l
ls
i
n
c
l
ude
a
w
i
d
e
ra
nge
o
f
v
o
l
u
ntar
y
act
i
o
ns
o
r
be
ha
v
i
our
s
d
i
r
e
c
t
e
d
at
o
t
h
er
p
e
o
ple’
s
bene
f
i
t
s
u
ch a
s
shar
i
n
g to
ys and ot
her
ob
jec
t
s, turn-ta
ki
n
g
, gi
vi
ng
a
nd
a
sk
in
g
fo
r
h
e
l
p
[
25].
Chi
l
d
re
n
l
o
w
o
n
p
roso
ci
al
b
e
h
avi
o
r
a
r
e
re
jec
t
e
d
b
y
th
ei
r
p
e
e
r
s,
a
re
o
ft
en
a
g
gress
i
ve
a
nd
e
x
h
i
b
i
t
beh
a
vi
ors
w
h
ic
h
put
them
a
t r
i
sk
f
o
r
exte
r
nal
i
z
i
n
g
di
s
orders [26],
[2
7]
.
U
n
t
i
l
t
he
a
ge
o
f 5,
m
os
t ch
i
l
dren
need
to
b
e
re
m
in
de
d
to
s
hare
,
he
l
p
o
r
w
a
it
f
or
t
he
ir
t
ur
n
d
u
ri
n
g
a
g
am
e
b
u
t
o
n
c
e
th
e
s
e
ru
les
a
r
e
in
ter
n
a
l
i
s
e
d
,
m
o
st
c
hi
l
d
ren
ten
d
t
o
ex
h
i
b
i
t
the
s
e
be
ha
viors
w
i
t
h
o
u
t
adu
lt
prom
p
t
i
n
g
[2
8]
a
n
d
a
l
so
s
h
o
w
i
n
g
si
gn
s
of
l
e
s
se
r
egoc
e
n
tric
ity,
m
o
re
int
e
r
ac
t
i
o
n
s w
i
t
h
t
he
i
r
p
ee
rs incr
easin
g
th
eir
pros
oc
ial
ski
l
l
s
.
2.
RESEARCH
M
ETH
O
D
Th
is
p
il
ot
s
t
u
dy
e
m
pl
o
y
ed
a
s
urve
y
des
i
gn
t
o
c
ol
l
e
c
t
d
ata
usi
n
g
P
-S
ECI.
T
he
t
ota
l
num
ber
o
f
presc
h
ool
c
h
i
l
d
re
n
i
n
c
l
ude
d
i
n
t
h
i
s
s
t
u
d
y
w
e
r
e
N
=
4
9
f
r
o
m
tw
o
p
u
b
l
ic
p
re
sc
h
o
o
l
s
i
n
t
he
t
ow
n
of
J
o
hor
Ba
hru.
T
he
se
2
p
ub
lic
p
r
e
sch
o
o
l
s
a
r
e
an
ne
xe
d
to
a
n
a
t
i
o
na
l
ty
pe
p
rim
a
ry
s
chool
cater
i
ng
for
par
e
nts
from
the
midd
le
a
nd
l
o
w
e
r
i
n
c
o
me
g
rou
p
s
a
n
d
w
e
re
purp
o
se
ly
s
e
l
e
c
ted
be
ca
use
of
t
he
hom
o
g
e
n
o
u
s
ch
ar
acte
r
istic
s
(close
p
ro
xim
ity
a
n
d
s
im
ila
ri
t
i
e
s
o
f
the
sc
h
o
o
l
,
t
e
ac
he
rs,
par
e
n
t
s
a
nd
c
h
il
dren
p
ro
fi
les)
.
F
o
r
fea
s
i
b
il
i
t
y
an
d
pi
lot
s
t
ud
i
e
s
the
sam
p
le
s
ize
r
e
c
o
mm
ende
d
is
3
0
[2
9].
The
sam
p
l
e
c
h
ara
c
t
er
i
s
tic
s
for
eac
h
gro
u
p
a
re
s
how
n
in Table 1.
T
a
b
l
e 1.
D
istri
b
u
tio
n o
f
par
ti
cipa
nts
acc
ord
i
ng
t
o
age
gro
u
p
,
g
ende
r a
n
d ra
ce
A
g
e
group
Nu
m
b
er
o
f
pa
rtic
ipa
n
ts
Gen
d
e
r
Ra
ce
5
y
ear
s
6
y
ear
s
Ma
le
Fe
mal
e
17
32
49
18
31
Ma
lay
s
An
i
n
i
tia
l
po
o
l
o
f
5
0
i
te
ms
w
as
g
ene
r
ate
d
b
a
s
ed
on
t
h
e
o
r
i
es
o
f
ch
i
l
d
de
ve
l
opme
n
t
,
S
EC,
S
o
cial-
Em
o
t
io
na
l
Lea
r
ning
(S
EL)
a
nd
e
m
o
t
i
o
nal
i
n
te
l
lige
n
ce.
P
-S
ECI
w
a
s
a
dop
te
d
a
nd
ada
p
te
d
from
ins
t
r
u
me
nt
s
use
d
b
y
US
r
e
s
ear
cher
s;
D
eve
r
eux
St
u
d
en
t
S
t
ren
g
t
h
s
Asse
s
s
m
e
nt
(
D
E
S
S
A
),
A
ge
s
an
d S
t
age
s
Q
ue
sti
o
nna
ire
s
:
So
ci
al
-Emo
ti
on
a
l
(
ASQ:
S
E),
St
ren
g
t
h
s
an
d
Di
ffi
cu
lti
e
s
Ques
ti
on
naire
(S
D
Q
)
t
o
m
a
ke
i
t
m
o
re
r
eleva
n
t
to
t
he
M
a
l
a
y
s
i
a
n
c
ont
e
x
t
.
P
-SECI
c
o
nt
ai
ns
p
o
o
l
of
5
0
it
e
m
s
re
prese
n
ti
n
g
e
i
g
h
t
c
l
us
ter
s
o
f
S
E
C
w
h
ic
h
a
r
e
se
lf-
awa
r
ene
s
s
(S
FA),
s
oc
i
a
l
aw
a
r
ene
s
s
(S
OA),
s
elf-
ma
nage
m
e
nt
(
SF
M),
r
ela
tio
ns
hip
m
a
nage
me
n
t
(
R
M
T)
,
attac
h
m
e
n
t
(
A
T
M),
c
o
mm
uni
cati
o
n
(
C
O
M
),
p
r
o
-soc
ial
sk
il
ls
(
P
R
S
)
and
r
e
spo
n
s
i
ble dec
i
s
i
o
n
m
a
k
in
g
(R
D
M
)
.
These
i
t
e
m
s
w
e
re
s
ub
j
e
cte
d
t
o
c
o
n
t
e
n
t
va
l
i
da
ted
b
y
a
g
ro
u
p
o
f
6
e
xper
t
s
fr
om
v
a
r
io
us
f
iel
d
s
of
e
duca
tio
na
l
psy
c
h
o
l
og
y,
p
re
scho
ol
e
duc
ati
o
n,
l
a
n
gua
g
e
a
nd
ps
ych
o
m
etrics.
a
s
r
ecom
m
e
nded
b
y
t
h
e
S
ta
ndar
d
s
for
Ed
uca
t
i
ona
l
a
n
d
P
s
yc
ho
l
o
gic
a
l
Tes
t
ing
(
A
me
rican
E
duca
t
i
o
nal
Res
ea
rch
A
s
s
o
cia
t
io
n
)
.
A
four
p
oi
n
t
L
i
k
ert
scale
was
use
d
t
o
chec
k
o
n
t
h
e
u
ser
’
s
spec
i
f
ic
r
esp
o
n
se
(
1
-
Neve
r,
2
-Ra
r
ely,
3
-
O
c
casio
nal
l
y
,
4-
F
r
e
quent
ly)
.
The
fina
l
ver
s
i
on
of
P
-
S
ECI
w
a
s
able
t
o
repr
esen
t
a
ll
t
h
e
clu
s
t
e
r
s
o
f
S
E
C
a
s
s
h
o
w
n
i
n
T
a
b
l
e
2
w
i
t
h
a
l
l
t
h
e
it
e
m
s
rand
om
l
y
p
lace
d i
n
t
he
i
nve
ntor
y.
Ta
b
l
e 2.
D
istri
b
u
tio
n o
f
item
s
a
c
c
ordi
ng t
o
8
S
EC c
l
u
ster
s
i
n
t
he P
-S
ECI
C
oding
S
E
C
Clu
s
t
e
r
Item
N
o.
T
o
ta
l
SFA
S
e
l
f
-
A
w
a
r
e
n
e
s
s
1,
20,
21,
22
,
34,
40
5
S
O
A
S
o
cial
Aw
a
r
e
n
e
ss
4
, 7
, 8
, 2
4
,
2
7
6
S
F
M
S
e
l
f
-
M
a
n
a
g
e
m
e
n
t
3
, 6
, 1
1
, 1
3
, 2
3
, 3
1
, 4
8
, 4
9
8
R
M
T
Re
la
tionshi
p
Ma
n
a
gem
e
n
t
25,
26,
30,
36,
42,
43,
5
0
7
C
O
M
C
o
mmuni
c
a
t
i
on Skills
2
, 15, 28, 2
9, 45
5
PR
S
Prosoc
ia
l
Ski
lls
10,
14,
16,
18,
38,
3
9
6
AT
M
At
t
a
c
h
m
e
nt
5
,
33,
35,
4
1,
44,
47
5
R
D
M
Re
la
tionshi
p
D
e
c
i
sion
M
a
king
9,
12,
17,
1
9,
32,
37,
46
8
To
tal
I
t
ems
5
0
A
g
r
ou
p
ap
po
i
n
t
m
en
t
w
a
s
se
t
w
i
th
t
ea
c
h
er
s
and
pare
n
t
s
d
u
r
i
n
g
t
h
e
pr
esch
oo
ls’
Open
D
a
y
t
o
g
i
ve
a
brief
e
x
pla
n
a
t
ion
o
f
t
he
pur
p
o
ses
a
nd
a
i
ms
o
f
t
h
e
re
se
arc
h
,
fol
l
o
w
e
d
by
a
discus
si
o
n
o
n
the
c
l
ar
it
y,
r
elevanc
e
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SSN: 2252-
8822
Int.
J
. E
v
a
l
. & Re
s
. Educ
.
V
o
l.
8, N
o. 1, Marc
h
20
1
9
:
158
-
16
4
16
2
and
word
i
n
g
of
t
he
i
n
v
en
t
o
ry
.
The
y
w
e
r
e
t
h
en
a
s
k
e
d
t
o
fi
l
l
t
he
inve
n
t
or
y
a
nd
t
o
h
a
n
d
i
n
once
t
h
e
y
c
om
ple
t
e
d
the ta
sk.
The
d
a
ta
c
ol
lec
t
e
d
w
er
e r
un us
in
g S
P
SS
a
nd ana
l
y
s
e
d
u
s
i
ng
descr
i
p
t
ive
sta
tis
t
i
c
s
.
3.
RESULT
S
A
N
D
DISCU
SSIO
N
Re
lia
b
i
l
ity
i
s
e
s
ta
bl
ishe
d
t
h
ro
ug
h
the
da
ta
c
ollec
t
e
d
a
n
d
a
nal
y
ze
d
us
ing
SPSS
(Statis
ti
c
a
l
P
acka
g
e
f
o
r
So
c
i
a
l
S
ci
en
c
e
s
).
T
h
e
r
el
ia
b
ili
t
y
c
oe
ff
i
c
ie
n
t
(
al
ph
a
C
r
on
b
a
ch
)
r
v
a
l
ue
s
range
d
betw
ee
n
.
9
8
for
Teac
hers
and
.
95
f
o
r
Pa
rent
s.
D
i
f
fer
e
nc
e
s
b
e
t
w
een
T
e
ache
r
s
an
d
P
a
re
nts
r
eli
a
bi
li
ty
i
ndi
c
e
s
sho
w
ed
a
v
e
r
y
s
m
al
l
v
a
lu
e
of
.
03.
T
able
3
a
nd
Ta
ble
4 sh
ow
the
ana
l
y
si
s of
m
e
a
n
of P
-S
ECI
a
c
c
ordin
g
to a
g
e
an
d ge
nder
respec
t
i
ve
l
y
.
Tab
l
e
3.
M
ean
o
f P
-
S
E
C
I
on age
Ag
e
N
Te
ac
he
rs
Pa
r
e
nts
Mea
n
Sta
n
d
a
rd
De
via
tion
M
ean
Sta
n
d
a
rd
De
via
tion
5
ye
a
r
s
17
2
.
98
.
20
3.
15
.
34
6
ye
a
r
s
32
3
.
36
.
54
3.
13
.
43
T
o
ta
l
49
3
.
27
.
51
3.
13
.
41
Ta
b
l
e 4.
Mea
n of
P
-
S
ECI on
gender
Ge
nd
e
r
N
T
e
ach
e
r
s
Pa
r
e
nts
Mea
n
Sta
n
d
a
rd
De
via
tion
Mea
n
St
a
n
d
a
r
d
De
via
t
i
o
n
Ma
l
e
1
8
3.
16
.
53
3.
18
.
40
Fem
a
l
e
3
1
3.
33
.
49
3.
11
.
41
T
o
ta
l
4
9
3
.
2
7
.
51
3.
13
.
41
I
n
itia
l
fin
d
i
n
gs
s
h
o
w
e
d
t
h
at
t
ea
che
r
s
a
nd
pa
re
nts
d
i
ffe
r
i
n
t
h
e
i
r
e
v
a
l
u
a
tio
n
of
t
he
i
r
c
h
i
l
d
re
n
’
s
S
E
C
ac
cord
in
g
to
a
ge
a
n
d
g
e
n
der
bu
t
for
age
,
t
he
m
e
a
n
d
i
ffe
r
i
s
sl
i
gh
tly
l
a
r
ger
c
o
mpa
r
ed
t
o
ge
nder.
F
urther
rese
arc
h
car
ried
o
u
t
o
n
resu
l
t
s
o
f
d
iffer
e
nc
e
s
i
n
a
g
e
a
nd
ge
nde
r.
I
ni
t
i
a
l
f
i
n
d
i
ng
s
i
n
dic
a
t
e
d
t
ha
t
P
-
S
E
CI
i
s
rele
va
nt
i
n
pre
d
ic
tin
g
ch
i
l
dr
e
n
’s
m
en
tal
he
a
l
t
h
,
sc
ho
o
l
r
ea
di
ne
s
s
a
n
d
a
c
a
d
e
m
i
c
s
u
c
c
e
s
s
t
h
r
o
u
g
h
a
n
a
l
y
z
i
n
g
t
h
e
resul
t
s
o
f
t
he
ir
s
o
c
ia
l
em
ot
io
na
l
c
o
m
p
e
t
enc
i
e
s
.
Res
u
l
t
s
fr
o
m
t
h
e
st
ud
y
al
so
s
h
o
w
e
d
tha
t
t
he
i
n
v
e
n
tor
y
h
o
l
ds
p
r
o
m
i
s
e
a
s
a
r
el
i
a
b
l
e
an
d
va
l
i
d
m
ea
su
re
o
f
so
ci
al
e
mot
i
o
n
a
l
co
m
pe
t
e
ncie
s
in
y
ou
ng
c
h
ildr
e
n
f
o
r
the
Ma
lays
ia
n c
o
n
t
e
x
t.
P
-
S
E
C
I
h
as
a
n
u
m
ber
o
f
p
o
t
ent
i
a
l
u
ses
in
p
rac
tica
l
s
itua
tio
ns.
It
w
as
not
d
e
s
ig
ne
d
as
a
d
i
a
g
nost
i
c
in
strum
e
n
t
i
n
t
h
e
sense
of
f
it
tin
g
me
dica
l
s
e
t
t
i
n
g
s
b
ut
i
t
c
a
n
pro
v
i
de
i
n
f
orm
a
ti
on
tha
t
m
any
prac
ti
ti
o
n
ers
in
e
a
rl
y
c
h
il
dho
od
s
ett
i
ng
s,
s
c
h
o
o
l
s
a
nd
ho
me
o
r
c
l
i
n
i
cal
e
n
v
iro
n
m
en
ts
m
ay
fi
n
d
use
f
u
l
a
s
i
t
is
ea
sy
a
nd
q
uic
k
t
o
a
d
mi
ni
st
e
r
.
K
n
o
w
l
e
dg
e
of
t
h
e
c
hi
ld
’s
l
e
v
e
l
o
f
so
ci
al
-emo
t
i
on
a
l
d
e
v
e
l
o
p
m
e
n
t
and
co
mp
et
e
n
ci
e
s
m
ay
a
i
d
pare
n
t
s,
t
ea
ch
e
r
s
a
nd
day-c
a
re
p
er
sonne
l
i
n
u
n
d
e
r
sta
n
di
ng
t
h
e
c
h
i
l
d
’s
b
e
h
avi
o
r
w
ith
o
th
er
c
hi
ld
r
e
n
or
a
du
l
t
s
and
a
l
so
t
o
fi
nd
t
he
w
a
y
s
t
o
h
el
p
the
m
t
hro
u
g
h
s
ha
pi
n
g
a
nd
e
a
r
l
y
i
n
ter
v
e
n
t
i
on.
I
t
als
o
h
el
ps
p
ar
ent
s
a
n
d
teac
hers
i
n
un
d
e
r
s
ta
ndi
n
g
c
hi
ldr
e
n
a
t
r
isk
for
fu
t
u
re
a
da
p
tiv
e
an
d
a
cad
emic
p
robl
e
m
s
and
t
o
p
l
a
n
p
r
og
rams
o
f
in
t
e
rve
n
ti
o
n
to
pre
v
e
n
t fut
u
re
beha
v
i
o
ur
al pr
o
b
l
em
s in sc
h
ool
o
r in lat
er life.
H
o
w
e
ver,
t
her
e
i
s
a
nee
d
t
o
fur
t
he
r
eval
ua
t
e
t
h
i
s
instr
u
m
e
n
t
w
i
th
f
ur
t
h
e
r
v
al
i
d
at
io
n
st
ud
i
e
s
a
s
t
h
i
s
is
on
ly
a
f
e
a
s
i
bi
l
ity
s
t
u
dy.
A
n
o
t
her
sh
or
t
c
omi
n
g
o
f
t
h
i
s
rese
a
r
ch
i
s
t
he
f
ac
t
tha
t
d
a
t
a
on
o
n
l
y
one
r
ace
w
as
ava
ila
b
l
e
b
u
t
i
n
f
ut
ure
st
u
d
ie
s
ot
her
rac
e
s
c
o
u
l
d
be
i
ncl
u
d
e
d,
a
s
w
ell
a
s
d
i
ffe
re
nt
t
ypes
of
p
re
sch
o
o
l
s
us
in
g
di
ffe
re
nt
m
edi
u
m
of
i
ns
truc
tio
n
a
n
d
pr
i
v
a
t
e
l
y
or
p
u
b
l
ic
ly
r
u
n
.
F
u
ture
s
t
udie
s
on
P
-
S
E
CI
c
a
n
b
e
m
a
de
i
n
ano
t
her
possi
b
l
e
a
r
ea
o
f
rese
arc
h
on
c
h
a
r
ac
teris
t
i
c
s
of
t
he
s
o
c
ia
l-em
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io
na
l
deve
l
o
pm
ent
of
t
he
c
hi
l
d
a
t
a
g
e
fi
ve
a
s
a
pre
d
i
c
t
o
r
of
l
a
t
er
d
e
v
el
o
p
me
nt
o
u
t
com
e
s
an
d
to
w
hat
e
x
t
en
t
p
r
esch
oo
l
me
asu
r
em
ents
o
f
SE
C
dur
i
n
g
the la
st
y
ear
i
n pre
s
ch
oo
l
ar
e pr
edic
ti
v
e
o
f the
c
h
ildr
e
n’s sc
h
o
o
l
perfor
m
ance
in the
P
rim
a
r
y
1
.
4.
CONCL
U
S
ION
Th
is
i
s
a
first
attem
p
t
to
d
e
v
el
o
p
a
s
cre
e
nin
g
i
nstrum
en
t
a
ccor
din
g
t
o
t
h
e
Ma
lays
ia
n
c
onte
x
t
to
p
r
e
d
i
c
t
SEC
a
n
d
me
nt
a
l
h
ealt
h
p
ro
bl
e
m
s i
n
y
oun
g
chi
l
d
re
n
wh
i
c
h
may
j
e
op
a
r
di
se t
h
e
i
r
a
cad
e
m
i
c
ach
i
e
ve
me
n
t
and
sc
ho
o
l
r
ea
dine
ss.
A
c
o
ns
iste
n
t
l
on
g
itu
d
i
na
l
eva
l
ua
ti
on
o
f
y
o
u
n
g
c
h
i
l
dr
en
i
s
ne
e
d
e
d
t
o
preve
n
t
m
e
nta
l
hea
l
t
h
p
ro
blem
s
an
d
sch
o
o
l
m
a
la
dj
us
tme
n
t
w
h
ic
h
m
a
y
lea
d
t
o
m
o
re
s
erious
s
o
c
i
a
l
p
r
obl
ems
i
n
l
at
er
y
e
a
rs.
It
must
b
e
sta
t
e
d
t
ha
t
the
a
i
m
of
s
cre
e
n
i
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g
is
n
o
t
s
im
p
l
y
la
be
l
lin
g
c
h
il
d
r
en
a
s
de
fi
c
i
ent
i
n
acq
ui
rin
g
c
e
rt
ain
abi
l
i
t
i
es,
b
u
t
r
a
t
he
r
prom
o
t
i
n
g
an
e
ar
ly
d
e
t
ecti
o
n
an
d
i
n
te
rven
ti
o
n
p
r
o
gr
am
t
o
e
n
sur
e
c
hi
l
d
ren’
s
w
e
l
l
be
in
g
and
success.
Evaluation Warning : The document was created with Spire.PDF for Python.
Int J
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es E
d
u
c
.
IS
S
N
:
2252-
88
22
D
e
ve
l
o
pm
e
n
t
o
f
presc
h
o
o
l
soc
i
a
l
e
m
oti
o
n
a
l
i
n
ve
n
t
ory f
o
r pr
esch
oo
lers: a
p
r
el
im
inary
s
t
ud
y
(G
o
h
Wah
I
m
)
16
3
ACKNOW
LEDG
E
MEN
T
S
We
w
o
u
l
d
l
i
k
e
to
t
ha
n
k
t
he
h
e
a
dm
asters,
presch
oo
l
te
a
c
he
r
s
a
nd
pa
re
nts
for
the
i
r
ki
nd
coo
p
era
t
ion
and ass
i
s
t
a
n
c
e
i
n t
h
i
s
rese
a
rc
h.
W
e w
ould a
l
s
o
l
i
k
e to sh
o
w
our
gra
t
i
t
ude to t
h
e Mi
n
i
str
y
of E
d
ucat
i
on
a
nd t
h
e
Joh
o
r
Bahru
D
i
st
r
i
c
t
E
d
u
c
a
t
i
o
n
O
f
fice
f
or
g
ra
nti
ng
us
p
erm
i
ssio
n
t
o
c
arry
o
u
r
r
ese
a
r
c
h
i
n
t
h
e
2
pu
b
l
ic
pre
sc
ho
ols.
REFE
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cce
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n
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o
cial
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n
d
e
moti
on
a
l
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i
ng
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h
at d
o
e
s
the
res
earch s
ay?
,
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c
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i
a
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em
o
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nal
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mpeten
ce-pr
edi
c
to
rs
o
f
s
c
ho
ol
a
d
j
ustm
ent,
"
Proc
edi
a
-Social and
Be
ha
v
i
oral
Sc
ie
nc
e
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urc
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l
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pp
m
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Ea
rly
c
h
ildh
o
o
d
soc
i
a
l
a
n
d
e
m
ot
io
n
a
l
de
v
e
lo
pm
e
n
t
:
A
d
v
a
n
c
i
ng
t
he
f
ie
ld
o
f
m
easu
r
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en
t,"
Jo
urn
a
l of A
p
p
lied
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op
ment
al Ps
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.,
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h
a
t
w
o
rks
i
n
d
ev
elo
p
ing
chi
l
d
r
en'
s
e
m
o
ti
on
al
a
nd
s
o
c
i
a
l
com
p
et
ence
and
w
e
ll
bein
g?,"
Department f
o
r Educat
i
o
n
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on
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i
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ig
n
an
d
an
al
ys
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ilot
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reco
m
m
e
n
d
at
io
ns
f
or
g
oo
d
pract
ice,"
Jou
r
n
a
l
o
f
eval
uatio
n
in
cli
n
i
c
a
l
pra
c
tice
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i
stry
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f
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c
a
t
io
n,
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Quic
k
F
a
c
t
s
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17
:
Ma
la
ysia
E
d
u
c
a
tion
a
l
Statist
i
cs,"
Ku
ala L
u
mp
ur
:
E
duca
t
i
o
n
a
l
Res
e
ar
c
h
an
d Pla
nnin
g
D
i
vi
si
on
,
MOE,
[
O
n
l
i
ne
]
Availabe:
h
t
t
ps
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o
e.gov.m
y
/
i
m
a
ges/T
e
rbit
an/
B
u
k
u-
inf
o
rm
asi/Q
UICK-F
A
C
TS
-20
17/2
0
1
708
09
_Q
UICK-F
A
C
T
S
_2
0
1
7_F
IN
AL
5_i
n
t
eracti
v
e.
p
d
f,
2
017
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Den
h
am
,
S.
A
.,
"
S
o
cial-em
o
ti
on
al
c
om
p
e
tence
as
s
u
p
p
o
rt
f
or
s
c
h
o
ol
r
ead
in
ess
:
W
hat
is
i
t
and
h
o
w
do
w
e
a
s
ses
s
it
?
,
"
Ea
r
l
y
edu
c
a
t
i
on an
d d
evelo
p
men
t
, v
ol
. 17
(
1)
,
pp
. 57
-
89
, Jan
2
00
6
.
[8]
Camp
b
e
l
l
,
S.
B
.,
Denh
am,
S. A
.,
Howarth,
G
.
Z,
J
on
es,
S. M
.
,
W
h
i
t
taker,
J
.
V.,
Wi
l
l
i
f
ord
,
A
.
P.,
Wi
l
l
o
u
g
h
b
y
,
M
.
T.
,
Yud
r
on
,
M
.,
D
a
rl
ing
-
Ch
urch
ill
,
K.
,
"C
ommen
t
ar
y
o
n
t
h
e
rev
i
e
w
o
f
m
eas
ures
o
f
earl
y
c
h
i
ldhoo
d
so
cial
a
nd
em
otion
a
l
d
e
velo
pm
en
t:
C
o
n
cept
u
alizat
ion,
c
rit
i
q
u
e,
a
n
d
r
ecom
m
e
nd
ati
o
n
s
,
"
Jour
na
l
of Ap
p
l
ie
d
D
evelo
p
men
t
al
Ps
ychol
og
y
, vo
l
.
4
5
, pp
.
1
9
-
41
,
J
u
l 20
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[9]
Agu
i
a
r
,
R.,
S
á
nch
ez,
P
.,
Sat
t
er
l
y
,
D.,
"A
S
ocial
Dev
e
lop
m
ent
As
sessm
ent
S
c
a
l
e
fo
r
Mex
i
can
c
h
i
l
d
ren
.
R
ev
ista
El
ectrónica
d
e
I
nv
est
i
g
a
c
i
ón
Educat
iv
a,
"
vol
.
7
(
1),
pp.
1
-2
7,
2
005.
[10]
Co
ll
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a
gn
uson
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,
"
T
he
p
sy
c
h
o
l
og
ic
a
l
e
x
p
e
rie
n
ce
o
f
im
m
ig
ra
ti
on
:
A
d
e
ve
lo
pme
n
ta
l
pe
rspe
c
t
ive
.
Im
migratio
n
an
d
t
h
e
family
:
Res
e
arch
a
n
d
p
oli
c
y
on
US
i
mmi
grant
s,
"
pp
.
9
1
-
13
1
,
1
9
97.
[11]
M
a
yer,
J
.
D
.
,
Ciarro
c
h
i,
J
.,
"
Cl
arif
y
i
ng
concep
ts
r
el
ated
t
o
em
otion
a
l
intelli
gence:
A
p
rop
o
s
e
d
gloss
a
ry.
E
m
oti
onal
in
te
l
l
ig
ence an
d ev
eryd
ay l
if
e
,
" p
p
. 2
61
-7,
200
6.
[12]
D
e
n
h
a
m
,
S
.
A
.
,
B
a
s
s
e
t
t
,
H
.
H
.
,
Z
i
n
s
s
e
r
,
K
.
,
W
y
a
t
t
,
T
.
M
.
,
"
H
o
w
presch
oo
lers'
s
o
cial
–em
o
tio
na
l
learn
i
n
g
p
red
i
c
t
s
th
eir
early
s
ch
oo
l
s
u
ccess
:
D
e
v
el
opi
ng
t
h
e
ory‐prom
o
t
i
ng,
c
o
m
p
e
t
ency
‐based
a
ss
ess
m
e
n
ts
,"
Inf
ant
an
d Child
Devel
opm
ent
, v
o
l
. 2
3(4
)
,
pp
. 4
26
-54
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l
2
01
4.
[13]
Ra
v
e
r,
C
.,
"
Y
o
u
ng
c
hild
re
n
’
s
e
m
o
tion
a
l
d
e
ve
lo
pme
n
t
a
n
d
sc
ho
ol
r
ead
in
ess
,
"
So
cial
p
o
licy r
e
por
t
,
v
o
l.
1
6(
3)
,
p
p
. 3-1
9
, 2
00
3.
[14]
Denh
am,
S.
A
.,
W
yatt,
T
.
M
.,
B
a
sse
t
t
,
H
.
H
.
,
Echev
e
rria,
D
.,
K
n
ox
,
S
.
S.
,
"As
s
essi
ng so
cia
l
-em
o
ti
on
a
l
d
evelo
p
m
e
n
t
in
c
h
i
l
d
ren
f
r
o
m
a
l
on
gitu
d
i
nal
pers
pect
ive,
"
Journal of
E
p
idemiolo
gy
& Community H
e
al
th
,
vo
l
.
6
3
(
1),
pp
.
3
7-52
,
J
a
n
200
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[15]
M
i
k
u
li
ncer,
M
.,
S
h
av
er,
P
.
R
.
,
"
A
n
a
ttach
m
e
nt
p
erspect
iv
e
o
n
p
s
ycho
pat
h
o
l
ogy,
"
World
Psy
c
hiat
ry
,
vol.
11
(1),
p
p
. 11
-
5
, Feb
20
1
2
.
[16]
Ai
n
swo
rt
h
, M.
S
.,
"
I
n
f
an
t–
mo
t
h
e
r
at
t
ach
ment
,"
Amer
ican
ps
ycho
l
o
g
ist
, v
ol
.
3
4
(
10
),
p
p
. 9
32
,
Oct 1
9
7
9
.
[17]
W
a
t
e
r
s
,
E
.
,
Wippman,
J.
,
Sroufe,
L
.
A.
,
"Att
achment
,
pos
itive
a
f
f
e
ct,
and
c
o
m
p
et
ence
in
t
he
p
eer
g
ro
up
:
Tw
o
st
udies
i
n
con
s
t
r
uct
vali
datio
n,
"
Ch
ild devel
op
ment
,
p
p
.
82
1-9,
S
e
p
1
97
9.
[18]
Li
eberm
a
n,
M
.,
D
oy
le,
A.
B
.
,
M
arki
ewicz,
D
.,
"
Devel
o
p
m
e
n
tal
pat
tern
s
i
n
s
ecuri
ty
o
f
a
t
tach
m
e
n
t
t
o
m
o
t
h
er
a
n
d
f
a
th
er
i
n
lat
e
c
h
i
ld
ho
od
and
early
a
do
les
cence:
Ass
oci
a
ti
ons
w
i
th
p
eer
r
elat
ion
s
,"
Chil
d d
evelo
p
m
e
nt
,
vol.
70
(1),
p
p
. 20
2
-
13
, Jan
1
99
9.
[19]
Coh
n
,
D.
A
.,
"
Chi
l
d‐m
o
th
er
a
t
t
ach
m
e
n
t
o
f
six
‐
year‐ol
d
s
an
d
so
ci
al
c
o
m
pet
e
nce
at
s
ch
oo
l,"
Chil
d devel
op
ment
,
v
o
l.
6
1
(
1),
pp
.
1
5
2-6
2
, Fe
b
1
99
0
.
[20]
Test
,
J.
E
.,
Cun
n
ing
h
a
m,
D
.
D.,
Lee,
A
.
C.
,
"
T
alk
i
n
g
w
ith
Y
ou
n
g
C
h
i
l
d
ren:
H
ow
T
eachers
En
courag
e
Learn
i
ng
.
Dim
e
nsi
ons
o
f
early
c
hild
ho
od,
"
v
ol
.
3
8
(3),
p
p
.
3
-1
4,
2
0
10.
[21]
McLau
g
h
l
in
,
T
.
,
Asp
d
en
,
K
.
,
C
l
a
r
ke,
L.
,
P
i
erce,
G
.,
C
l
a
rk
in-
P
h
i
l
lips
,
J
.
,
H
ed
g
e
s,
H
.,
W
e
i
s
z-Kov
e
s,
T
.,
Co
op
er,
M
.,
Lovatt,
D
.
,
M
c
C
hesney,
J.,
Mitche
ll
,
L.
,
"
H
o
w
d
o
te
a
c
he
rs
s
up
p
o
rt
c
h
i
ld
re
n
’
s
soc
i
a
l
–e
mo
ti
on
a
l
c
o
m
pe
te
n
c
e?
S
t
rat
e
gies
f
or teachers
,
"
Early Ch
il
dhood
F
o
lio
,
v
o
l. 2
1(2
)
,
pp
. 2
1-2
7
,
2
01
7.
[22]
Gag
n
o
n
,
S.
G
.,
N
ag
le,
R.
J
.,
"Relat
io
nsh
i
ps
b
et
ween
p
eer
i
ntera
ct
iv
e
p
l
ay
a
nd
s
oci
a
l
comp
e
t
ence
in
a
t
‐risk
pres
choo
l
c
h
il
dren
.
P
sy
cholo
gy
in
t
h
e
S
cho
o
ls,
"
v
o
l
.
4
1
(
2),
p
p
.
173-8
9
,
F
eb
2
0
04.
[23]
Denn
is,
T.
A
.,
B
r
o
t
ma
n,
L
.
M
.,
Hu
ang
,
K
.
Y.
,
G
o
u
l
ey
,
K.
K
.,
"
E
f
f
o
rt
f
u
l
con
t
rol,
s
o
c
ial
com
p
eten
ce,
a
nd
a
d
j
u
s
tm
en
t
pro
b
l
e
ms
i
n
chil
dren
a
t
ri
sk
f
or
p
sy
cho
p
at
holog
y,
"
J
o
u
r
n
a
l
of Clin
ic
al Ch
i
l
d
an
d Ado
l
e
s
c
e
n
t
Psy
c
h
olog
y
,
vo
l.
36(3
)
,
p
p
.
4
4
2-54
,
J
u
l
2
0
07.
[24]
Rub
i
n,
K
.
H
.,
Co
pl
an,
R.,
Ch
en,
X
.
,
Bo
wk
er,
J.
C
.,
M
cDo
n
ald,
K
.
a
n
d
H
ev
erly
-Fitt,
S
.,
"
P
e
er
r
elat
io
ns
h
i
ps
i
n
chi
l
d
hoo
d,
"
In
M
.
H.
B
orn
s
t
e
i
n
a
nd
M
.
E
.
L
a
m
b
(et
al.
)
,
D
evelop
men
t
a
l
Scie
n
ce: A
n
Ad
vanced
T
ext
bo
ok. (
7
th
e
d
it
io
n
)
,
Ps
ycho
l
og
y Pr
ess
,
p
p
.
591
-64
9
,
N
ew
Y
o
r
k
,
J
an
2
015.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
S
S
N: 2
2
5
2
-
88
22
In
t
.
J
.
E
v
a
l
.
&
R
e
s
.
E
d
u
c
.
V
o
l.
8
,
N
o
.
1
,
M
ar
c
h
2
0
1
9
:
1
5
8
-
1
6
4
16
4
[25]
W
a
rn
es
,
E. D
.,
S
h
e
ri
d
a
n
,
S
.
M.
,
Gesk
e,
J
.,
W
a
rn
es,
W
.
A
.
,
"
A
co
n
t
e
x
tu
al ap
p
ro
ach
t
o t
h
e as
ses
s
m
e
nt
o
f so
cia
l
sk
i
lls:
Id
ent
i
f
y
i
ng
m
e
an
in
gf
u
l
b
ehav
io
rs
f
or
s
o
c
ia
l
co
mp
eten
ce,"
Psy
c
h
olog
y
in
th
e
S
c
ho
ol
s
,
vo
l.
4
2
(
2),
pp
.
1
7
3
-8
7,
Fe
b
2
00
5.
[26]
S
e
b
a
nc,
A.
M
.
,
"
Th
e
fri
end
s
hip
f
eat
ures
o
f
p
r
e
s
ch
ool
c
hil
d
ren
:
Li
nk
s
w
ith
p
ro
s
o
ci
al
b
eh
avio
r
and
ag
gress
i
o
n
,"
S
o
ci
al Develo
p
m
e
nt
, v
o
l
. 1
2 (2
)
, p
p. 2
49
-68
,
M
ay
20
0
3
.
[27]
F
l
oo
k
,
L
.
,
G
o
l
dberg,
S
.
B
.,
P
in
ge
r,
L
.
,
Davi
d
s
on
,
R.
J
.,
"
P
r
om
o
ting
prosocial
behavior
a
nd
s
el
f-regul
atory
skills
i
n
p
r
esch
ool
c
h
ild
ren
thro
ug
h
a
m
i
n
d
f
u
l
n
ess-b
a
sed
ki
ndn
ess
curri
cu
lu
m
,
"
D
evelop
men
t
al
Psycho
l
o
g
y
,
v
o
l.
5
1(
1),
pp
.
4
4
, Jan 2
01
5
.
[28]
S
t
rayer,
J
.
,
Roberts,
W
.
,
"Child
ren
'
s
ang
e
r,
e
mo
ti
on
al
e
xp
ress
i
ven
e
ss
,
and
e
m
p
a
th
y
:
R
el
ati
o
n
s
w
ith
p
arent
s
’
em
p
a
thy
,
e
m
o
tio
na
l
exp
r
ess
i
v
e
ness
,
an
d
p
a
rent
in
g
p
r
actices
,"
So
cia
l
d
evelo
p
men
t
,
vol.
13(2
)
,
pp
.
2
2
9
-5
4,
May
2
00
4
.
[29]
L
a
ncast
e
r,
G
.
A.,
D
odd,
S
.
,
William
s
on
,
P
.
R
.,
"
Desi
gn
a
nd
a
nal
ys
is
o
f
pil
o
t
st
u
d
ies
:
r
eco
mm
endat
i
o
n
s
f
o
r
g
o
o
d
p
r
acti
c
e,
"
Jo
ur
na
l of eva
lu
a
t
ion
in cl
inical p
r
actice
,
vo
l.
10(2
)
,
pp.
307
-12
,
M
ay
2
0
04.
BIOGRAPHI
E
S
OF
AUT
HORS
Go
h
W
a
h
Im
is
a
s
eni
o
r
lectu
r
er
a
t
t
ach
ed
t
o
t
h
e
Dep
a
rtm
e
n
t
o
f
Ed
ucat
ion
,
I
nsti
tut
P
e
ndi
d
i
kan
Gu
ru
K
am
pu
s
Tem
e
ng
go
ng
I
b
r
a
h
im,
J
oho
r,
M
alays
i
a.
H
er
e
xp
e
r
tise
is
i
n
the
fie
l
d
of
early
chi
l
dh
oo
d
e
d
uca
t
io
n
(E
CE)
an
d
h
a
s
lectu
r
ed
a
n
u
m
ber
o
f
c
ou
rses
in
t
he
v
arious
e
ducational
fiel
ds
t
o
t
eacher
t
rai
n
ees
i
n
b
o
t
h
t
h
e
l
o
cal
d
eg
re
e
and
o
v
e
rs
ea
s
t
w
in
n
i
ng
p
r
og
ram
m
e.
S
he
h
as
vas
t
e
x
p
erien
c
e
and
wi
de
i
nvolv
e
m
e
nt
i
n
th
e
fiel
d
of
E
CE,
wo
rki
ng
w
ith
t
he
C
urriculum
De
ve
lo
pme
n
t
Ce
ntre
i
n
the
M
i
n
i
s
t
ry
o
f
Educati
on
(MO
E
)
in
d
ra
fti
ng
a
nd
r
evising
the
nat
i
ona
l
pres
c
h
oo
l
curri
culu
m,
s
p
e
ak
er
a
n
d
f
acilitat
o
r
f
o
r
th
e
M
O
E’s
E
C
E
U
n
i
t
on
earl
y
c
hi
ldh
o
o
d
a
nd
pres
c
h
oo
l
edu
c
a
tio
n
and
cu
rricul
u
m.
S
he
w
as
a
l
s
o
i
nvolv
e
d
in
w
r
i
tin
g
MOE’s
pre
s
c
h
oo
l
teachi
n
g
m
o
d
u
l
e
s an
d g
u
i
d
eb
ook
s.
P
r
of
ess
o
r
Dr.
Y
e
o
Kee
Jiar
i
s
a
l
ectu
r
er
a
tt
ached
t
o
t
h
e
Schoo
l
o
f
Ed
uc
a
t
io
n,
U
n
i
ve
rsit
i
Tek
nol
ogi Ma
l
ays
i
a, Jo
hor,
M
a
lay
s
i
a
.
With
h
er
v
as
t
ex
peri
ence
a
n
d
i
nv
ol
ve
m
e
nt
i
n
t
h
e
field
of
edu
catio
n,
h
er
e
x
p
erti
se
a
nd
i
n
t
erest
co
vers
a
w
ide
s
c
ope
w
h
i
ch
i
ncl
u
des
educational
ps
ycho
lo
gy
,
early
c
h
i
l
d
h
ood
e
d
u
cati
o
n
,
a
n
d
s
peci
al
e
ducat
io
n
an
d
M
a
l
a
y
lan
guag
e
.
A
m
ong
h
er
no
tabl
e
i
n
v
o
l
v
em
ent
i
n
c
l
udes
a
f
e
w
nati
on
al
l
evel
p
roj
ects
f
o
r
research
a
nd
c
o
n
su
lt
ati
o
n
,
a
s
M
uns
yi
D
ew
an
u
nd
er
D
ew
a
n
B
ahas
a
dan
P
u
s
t
ak
a
(Mal
ay
f
o
r
T
h
e
I
ns
t
itute
o
f
L
a
nguage
a
nd
Literature),
p
ubl
i
cation
s
i
n
inde
x
e
d
jo
urn
a
ls
a
s
we
ll
a
s
b
oo
ks,
b
o
o
k
chap
ters
,
an
d
mo
no
grap
hs.
S
h
e
h
a
s
been
a
s
peaker and
f
acil
i
tat
o
r
in
m
any
w
o
rks
h
o
p
s
and
co
nf
erences
cent
r
e
d
o
n
her
f
i
eld
of
s
peci
a
lis
ati
o
n
and
in
terest
Dr.
Roh
a
ya
T
al
ib
i
s
a
seni
or
l
ect
urer
i
n
t
h
e
Dep
a
rtm
e
n
t
o
f
Edu
c
ati
o
n
a
l
F
o
u
ndat
i
on
and
So
cial
Sc
ie
n
c
e
,
F
a
c
u
lty
o
f
E
d
u
c
a
t
io
n,
U
n
i
ve
rs
it
i
Te
kn
olog
i
Ma
la
ys
ia
,
J
o
h
o
r
,
M
a
l
a
ysi
a
.
A
resp
ected
acad
em
ici
a
n
with
o
v
e
r
21
y
e
a
rs
o
f
teach
in
g
an
d
research exp
e
r
i
e
n
ce.H
e
r
are
a
s
of
e
x
p
ert
i
s
e
a
nd
in
terest
a
re
m
eas
urem
ent
and
ev
aluatio
n
i
n
edu
catio
n,
s
cal
ing
a
nd
i
nstrumen
tat
i
on
,
quantitative
st
atisti
cal
a
n
a
ly
si
s,
s
u
p
erv
i
si
on
i
n
ed
ucati
o
n
and
research
m
et
h
o
d
o
l
ogy
.
S
h
e
hold
s
s
everal
acad
em
ic
a
nd
a
dm
i
n
i
s
t
r
ativ
e
p
o
s
i
t
i
o
n
s
in
t
he
univ
e
rsity.
S
h
e
is
i
nv
ol
ved
i
n
s
everal
r
es
ea
rc
h
pro
j
ects
an
d
in
n
o
vat
i
on
s
in
e
d
u
cat
io
n.
S
he
i
s
also
a
s
o
u
g
h
t
a
f
t
e
r
s
peaker
a
nd
f
aci
litator
f
o
r
wo
rksh
op
s
and
cou
r
ses
i
n
h
er
f
iel
d
o
f
s
p
eci
aliza
t
io
n
in
m
easure
m
e
n
t
a
nd
e
valu
tion
.
C
urrent
ly
sh
e
is
t
he
c
oo
rd
in
ato
r
o
f
th
e
m
easu
r
em
ent
and
ev
alu
a
tio
n
pro
g
ra
m
m
e
f
o
r
the
F
acu
lty
o
f
Ed
ucati
on.
Evaluation Warning : The document was created with Spire.PDF for Python.