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.6,
N
o.3,
S
eptem
b
er
2
01
7
,
pp. 189~
1
9
7
IS
S
N
: 2252-
88
22
189
Jou
rn
a
l
h
o
me
pa
ge
:
ht
tp:
//i
a
e
sj
ourn
a
l.
com
/
on
line
/
in
dex.
p
h
p
/
I
J
ERE
Work
i
n
g Memory and Behaviour
al Proble
m
s in Relation to
Malay W
r
iting of Prima
ry School Child
ren
Sieak
Ling-
T
e
o
, Kee Jiar-
Yeo
F
acul
t
y
o
f
E
du
c
a
ti
on
,
Univ
ersi
ti
Tek
nol
ogi M
a
l
ays
i
a, M
al
aysia
Art
i
cl
e In
fo
ABSTRACT
A
r
tic
le hist
o
r
y
:
Re
ce
i
v
e
d
Ju
l
3
1,
201
7
Re
vise
d A
ug
20,
201
7
Ac
ce
p
t
ed
Au
g
2
9
,
2
017
Defi
cit
i
n
w
o
r
kin
g
m
e
m
ory
is
c
om
m
o
n
a
m
o
n
g
y
oun
g
chi
l
d
r
en
across
m
u
lti
p
le
a
bili
ti
es
.
Teachers
h
a
ve
p
oi
nted
t
o
po
or
m
em
o
r
y
as
o
ne
c
on
tr
i
b
u
t
in
g
f
acto
r
t
o
inatte
n
t
i
v
enes
s
and
s
h
o
r
t
a
tten
t
i
on
s
p
ans
as
w
ell
as
so
me
beh
a
vi
oural
p
ro
blem
s
amo
n
g
st
ud
e
n
ts.
This
s
tud
y
a
im
ed
t
o
ex
pl
or
e
th
e
relat
i
onship
a
mong
work
ing
me
mo
r
y
,
e
x
te
r
n
a
l
izing
and
i
n
ternaliz
i
ng
beh
a
vi
oural
p
rob
l
em
s
an
d
M
a
la
y
l
a
ng
uag
e
(
w
r
iti
n
g
)
.
A
total
of
4
69
c
h
i
ld
re
n
(a
g
e
d
8
a
n
d
11
y
e
a
r-o
ld
)
a
n
d
17
s
c
h
oo
l
te
a
c
h
e
r
s
we
re
i
n
v
o
l
v
e
d
i
n
t
h
e
current
st
ud
y
.
I
t
was
f
o
u
n
d
t
h
at
w
orki
ng
m
e
m
o
ry,
ex
ternal
izi
ng
beh
a
vi
ou
ral
pro
b
l
e
ms
a
nd
int
e
rn
ali
z
in
g
behavio
u
ral
p
r
ob
le
m
s
p
layed
critical
r
o
l
e
s
i
n
af
f
ecti
ng
th
e
scores
o
f
M
a
l
a
y
l
a
n
g
uag
e
(
wri
tin
g)
a
t
s
c
ho
ol
.
S
p
e
cifical
ly,
t
h
ere
were
f
ive
predictor
variables
be
ing
f
oun
d
i
n
t
h
e
r
eg
ress
io
n
mod
e
l
n
am
ely
verbal
s
hort-t
er
m
m
e
m
o
ry,
inatte
n
t
i
o
n
,
s
o
m
atic
c
om
pl
aints,
v
is
u
osp
a
tia
l
wo
rki
ng
m
e
m
o
ry
a
n
d
a
g
g
res
s
io
n.
A
s
a
wh
ol
e,
t
he
c
orrelat
i
o
n
f
or
the
f
i
ve-
f
acto
r
m
od
el y
ie
ld
ed
a
g
reat
r
esu
l
t
o
f
0.98
7
.
K
eyw
ord
:
S
hort-
t
e
rm
m
e
m
ory
V
e
r
b
al shor
t-te
r
m
m
emor
y
V
e
r
b
al w
or
k
i
n
g
m
em
ory
V
i
suos
pa
tia
l
sh
or
t
-
t
e
rm
memor
y
V
i
suos
pa
tia
l
w
o
rk
in
g m
e
m
o
ry
Wor
k
i
n
g
m
e
m
o
r
y
Co
pyri
gh
t © 2
017 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:
Teo
S
i
ea
k Li
n
g
,
F
a
cult
y
o
f
E
duc
ati
o
n,
Un
iv
e
r
sit
i
Tekn
o
lo
gi
M
al
ay
sia
,
8
131
0
Sk
ud
a
i
,
Jo
ho
r, M
a
l
ay
sia
.
Em
ail:
sh
irle
en
teo
@
ho
tma
il.
com
1.
I
N
TR
OD
U
C
TI
O
N
M
a
n
y
p
e
opl
e
ac
ro
ss
t
h
e
g
lo
be
t
a
k
e
in
t
e
l
l
i
g
e
nce
q
uot
i
e
nt
(
IQ
)
t
e
st
a
nd use the
scor
e as the
ir ac
a
dem
i
c
ac
hi
e
v
em
en
t
a
n
d
jo
b
per
f
or
m
a
nce
.
T
he
e
m
p
i
r
i
c
a
l
s
t
u
die
s
r
epea
t
e
d
ly
s
how
t
ha
t
pe
rfo
rm
a
n
c
e
on
i
n
t
e
lli
gen
c
e
tes
t
s
is
a
ss
oc
ia
t
e
d
w
i
t
h
s
t
u
de
nt
e
du
cat
i
ona
l
a
c
hie
v
em
en
t.
I
n
Je
nc
k
s
e
t
al.’s
(197
9)
[
1]
s
t
u
d
y
,
e
i
g
h
t
s
a
m
ple
s
from
s
i
x
l
on
g
itud
i
nal
s
t
u
d
ie
s
de
mon
s
trate
d
t
he
c
orre
l
a
t
i
ons
r
a
n
gi
ng
f
r
o
m
0.40
t
o
0.6
3
b
e
t
w
e
en
c
o
g
n
i
tiv
e
t
e
st
score
s
a
nd
a
m
o
u
n
t
o
f
s
t
u
d
e
n
t’s
a
tta
inm
e
n
t
.
A
p
art
fr
om
t
ha
t,
t
he
re
w
e
r
e
othe
r
a
u
th
ors
w
h
o
ha
d
a
l
s
o
o
b
t
ai
ne
d
the s
i
m
i
lar conclusions [2],[3]
.
A
ppa
ren
t
ly,
th
ese
fin
d
i
ng
s
m
a
nifes
t
c
h
i
ldr
e
n
w
i
th
h
i
g
h
e
r
I
Q
s
co
r
e
s
do
b
e
t
ter
o
n
sta
ndard
is
e
d
ac
hi
e
v
em
en
t
te
st
s.
T
he
y
ha
ve
h
i
gher
sc
h
ool
g
ra
des
an
d
ar
e
able
t
o
c
o
m
p
l
e
t
e
m
o
r
e
y
e
a
r
s
o
f
e
d
u
c
a
t
i
o
n
H
o
w
e
ve
r,
i
n
rec
e
nt
s
t
u
d
y
,
it
s
how
ed
t
ha
t
a
n
i
mpr
o
vem
e
nt
i
n
s
t
a
n
d
a
r
d
i
s
e
d
t
e
s
t
s
c
o
r
e
s
o
f
s
t
u
d
e
n
t
s
d
o
n
o
t
ac
t
u
a
l
l
y
s
how
a
n
impr
o
v
em
ent
i
n
s
t
ude
n
t
s’
I
Q
.
I
n
ot
her
w
o
rds,
s
t
a
n
d
a
r
d
i
s
e
d
t
e
s
t
s
c
o
r
e
m
a
y
n
o
t
c
o
r
r
e
l
a
t
e
t
o
hi
ghe
r
IQ
[
4]
.
Th
is
s
i
t
u
at
ion
l
e
a
v
es
m
a
ny
qu
e
s
tio
ns
una
nsw
e
re
d
a
s
,
i
n
p
a
r
t
i
c
u
l
a
r
,
a
n
I
Q
s
c
o
r
e
f
a
i
l
s
t
o
e
x
p
l
a
i
n
rea
s
ons
b
e
h
in
d
stu
d
en
ts w
it
h norm
a
l i
n
te
l
lig
e
n
ce
bu
t ha
ve
extre
me d
if
fi
cul
t
i
e
s in
l
ea
rning
.
I
n
2
0
05,
T
rac
y
A
llow
a
y
di
sc
overe
d
w
o
rk
in
g
m
e
m
o
ry
(
W
M
)
t
o
b
e
a
b
et
te
r
t
e
st
o
f
abi
l
ity
t
han
IQ
a
s
WM
m
e
a
sure
s
w
h
at
t
he
a
bi
li
t
y
o
f
a
n
i
n
d
i
v
i
d
ua
l
t
o
l
e
a
rn
b
u
t
n
ot
w
h
a
t
one
s
ha
ve
l
e
a
rne
d
[
5]
.
It
w
as
f
ou
n
d
t
ha
t
WM
i
s
h
i
g
h
l
y
pr
ed
ict
i
v
e
i
n
l
e
a
r
ni
ng
o
u
tc
om
e,
t
he
s
core
s
in
s
tan
dard
iz
e
d
t
e
s
t
s
o
f
r
ead
i
n
g
and
m
a
t
h
,
si
x
ye
ars
later
[6].
T
hus,
e
m
e
r
genc
e
of
W
M
ha
s
bec
o
me
one
o
f
t
h
e
m
o
st
i
n
f
lu
en
ti
a
l
c
on
st
ru
ct
i
n
le
arn
i
n
g
at
t
h
e
l
at
e
r
date.
D
e
fic
it
i
n
W
M
doe
s
n
o
t
on
ly
p
ro
d
u
ce
l
i
f
e
l
ong
prob
le
m
s
but
a
l
s
o
affec
t
s
o
t
her
a
s
pe
cts
of
b
e
h
a
v
i
o
ur
a
nd
memo
ry
s
ig
ni
fi
c
a
n
tl
y
[7
].
I
t
sh
ou
l
d
b
e
n
o
t
e
d
th
at
d
e
f
i
c
i
t
i
n
t
h
e
c
e
n
t
ra
l
e
x
ec
u
t
iv
e
co
mpo
n
e
n
t
of
W
M
may
l
ead
to
a
t
t
e
n
t
i
o
n
pr
o
b
lem
s
t
hat d
i
r
ectl
y
i
nfl
u
enc
e
s
on
stu
de
nts’ le
a
r
n
ing an
d be
h
a
vi
o
u
r. A
cc
ordin
g
t
o
G
a
the
r
cole
e
t
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SSN: 2252-
8822
IJERE
V
ol
.
6,
N
o.
3,
S
eptem
b
er
20
17 :
1
8
9
– 197
19
0
al.
(20
08),
st
u
d
en
ts
w
ith
poo
r
WM
t
e
n
d
t
o
h
ave
p
oor
a
c
a
dem
i
c
pr
og
re
ss
[8
].
T
h
e
y
fi
nd
i
t
di
ffi
c
u
lt
t
o
f
o
l
l
ow
mult
i-ste
p
i
nst
r
uc
tio
ns
t
h
a
t
a
r
e
give
n
by
t
h
eir
teac
hers
a
n
d
t
h
e
y
m
ay
f
a
i
l
t
o
c
om
p
l
e
t
e
com
m
on
c
l
a
ssr
oom
ac
t
i
v
i
ti
e
s
t
ha
t
r
e
q
u
ire
l
a
rge
a
m
oun
ts
o
f
i
n
fo
rm
atio
n
t
o
b
e
he
ld
i
n
mi
n
d
.
A
d
d
i
t
i
ona
ll
y,
t
hese
s
t
u
den
t
s
a
l
so
t
en
d
to ex
h
i
b
i
t
h
i
gh
leve
ls o
f ina
t
te
nt
ive
and
d
i
str
a
cti
b
le
be
h
a
v
io
u
r
[
9
].
A
d
d
i
t
i
ona
l
l
y
em
pirica
l
rese
arc
h
h
a
s
a
lso
s
h
o
w
n
hig
h
c
or
rel
a
ti
o
n
b
e
t
w
e
en inte
r
nal
i
z
i
n
g
,
exter
n
a
liz
in
g
beha
v
i
o
u
ra
l
pr
ob
lem
s
(
EBP
&
I
B
P
)
a
n
d
a
c
a
dem
i
c
per
f
o
r
m
a
nce
[1
0],
[11].
A
c
cord
in
g
to
S
imps
on
e
t
a
l
.
(20
11),
em
oti
o
nal
an
d
be
ha
v
i
our
al
p
ro
b
l
em
s
(BP
)
s
pec
i
f
i
c
a
ll
y
an
x
i
et
y
and
ag
gre
ssive
e
m
o
t
i
o
n
a
l
w
e
r
e
the
fa
ct
ors
tha
t
l
ea
d
to
i
mp
o
v
er
i
s
he
d
sc
hola
s
ti
c
per
f
orm
a
nc
e
a
n
d
t
h
us
t
hese
a
lw
a
y
s
c
r
ea
te
d
the
m
a
i
n
p
ro
ble
m
s
t
o
no
t
o
n
l
y
s
t
ude
nt
s
b
u
t
a
l
s
o
ed
uc
at
ors
[1
2].
S
t
ude
nts
w
i
th
i
n
t
er
n
a
l
i
z
ing
a
n
d
e
x
te
rna
liz
i
n
g
BP
a
re
f
ou
nd
t
o
hav
e
less
focus
an
d
lac
k
o
f
at
te
n
t
i
on
in
c
la
ssr
oom
s
[13].
If
t
he
se
p
ro
blem
s
a
r
e
le
ft
u
ndi
a
g
n
o
se
d,
a
c
a
d
e
m
i
c
perform
ance
,
s
o
c
i
a
l
i
n
t
e
r
ac
t
i
o
n
s,
s
elf-esteem
,
a
nd
lif
e
skills
o
f
t
he
s
t
u
den
t
s
w
i
l
l
d
ire
c
t
l
y
be
i
n
f
lue
n
c
e
d
[
14]
.
Subseq
ue
n
t
l
y
,
t
h
e
s
e
st
u
d
en
t
s
w
ill
fa
i
l
t
o
m
e
e
t
t
he
ir
s
ucc
e
ss
in
t
h
e
i
r
a
c
a
de
mic
an
d
eve
n
t
u
a
lly
i
n
t
h
e
i
r
occ
upa
tio
na
l
l
i
fe
[1
5
]
.
Wri
t
i
n
g
c
a
n
b
e
c
ons
i
d
ere
d
a
s
a
com
p
l
i
c
a
te
d
c
o
gn
iti
ve
a
c
t
i
v
i
t
y
t
ha
t
r
e
q
u
es
ts
t
he
i
nt
eg
ra
t
i
on
of
a
numbe
r
of
c
o
g
n
i
t
i
ve
p
roce
s
s
e
s
a
n
d
m
e
m
ory
com
p
one
n
t
s.
W
r
i
t
i
n
g
t
a
k
e
s
pl
ac
e
wit
h
a
p
l
a
nni
ng
s
t
a
ge
,
t
h
e
w
r
iter
w
o
u
l
d
c
o
m
e
o
u
t
w
i
t
h
t
he
i
dea
s
a
nd
c
onstruc
t
s
a
p
re
verba
l
m
e
s
sa
g
e
t
ha
t
is
i
n
ac
c
o
rda
n
ce
to
t
he
i
dea
s
tha
t
t
he
w
ri
te
r
w
a
nts
t
o
c
onve
y.
T
he
n,
t
he
c
omp
o
ser
has
to
c
on
v
er
t
the
idea
s
i
n
t
o
w
ords
a
n
d
e
r
ect
gram
m
a
tical
ly
r
ig
ht
s
e
n
te
nce
s
t
h
a
t
requ
ire
retrie
val
of
t
he
s
e
m
a
n
t
i
c,
s
yn
t
a
ctic,
an
d
m
o
rp
ho
log
i
ca
l
pro
p
e
rties
of
w
or
ds.
A
p
a
r
t
from
r
el
yi
n
g
on
t
h
e
exe
c
u
t
ive
,
t
he
p
la
nn
i
ng
p
h
a
se
i
nv
o
l
v
e
s
the
V
S
c
om
po
ne
nt
a
s
t
h
e
w
r
iters
vi
sua
liz
e im
ag
es
a
nd t
h
e
tran
sla
t
i
n
g phase
e
nta
i
ls t
he
v
erba
l
c
om
po
ne
n
t
[1
6
],
[17].
W
M
and B
P
play a vital
ro
l
e i
n
st
u
den
t
s’ aca
dem
i
c suc
cess, neve
rth
e
l
e
ss no
t
mu
ch
c
on
c
e
rn
i
s
pl
ac
ed
on
th
is
f
ac
tor
in
M
a
l
a
y
s
i
a
.
I
t
is
r
e
a
sona
ble
to
h
y
p
o
t
h
esize
t
h
a
t
st
u
d
en
t
s
’
ac
a
d
emi
c
p
erf
o
rma
n
ce
sh
ou
ld
there
f
ore
be
e
n
h
ance
d
a
n
d
im
pro
v
ed
i
f
sc
h
o
o
ls
o
r
educa
t
ors
a
r
e
able
t
o
de
fi
ne
W
M
ca
pa
cit
y
a
s
w
e
l
l
a
s
BP
o
f
stude
n
t
s
i
n
t
he
e
arly
s
ta
ge
.
I
n
a
dd
i
t
i
on,
n
o
adeq
ua
te
i
nform
a
ti
o
n
o
r
sta
t
i
s
t
i
c
on
W
M
a
n
d
BP
i
n
Mala
ys
ia
i
s
w
e
ll-for
m
e
d
.
Thus,
a
n
i
n
v
es
t
i
ga
ti
on
o
n
w
h
a
t
a
re
t
he
v
aria
ble
s
o
f
W
M
a
nd
B
P
w
h
ic
h
ma
y
h
a
ve
i
nfl
u
e
n
c
e
d
o
n
M
a
l
a
y
l
a
ngu
a
g
e
(wri
t
i
ng
)
sh
ou
ld
b
e
c
o
ndu
cte
d
h
en
c
e
t
o
e
n
li
ght
en
t
he
e
du
cators
an
d
re
se
arc
h
ers
in
M
a
l
a
y
s
i
a
.
P
a
rallel
t
o
t
he
e
xp
la
na
ti
o
n
a
b
ove
,
th
e
pur
po
se
o
f
t
h
is
s
tu
d
y
i
s
t
o
id
en
t
i
fy
t
he
r
ela
t
i
o
ns
h
i
p
am
o
n
g
WM,
EBP
,
IBP
and Ma
l
a
y
lang
ua
ge
(w
r
i
tin
g)
acr
oss
t
h
e
a
g
e gr
o
u
p
s
o
f 8
and
11
yea
r-ol
d
2.
RESEARCH
M
ETH
O
D
2.1.
Partic
i
p
ants
A
to
t
a
l of 46
9
prim
a
ry sch
oo
l
c
h
il
dre
n
f
r
o
m fo
ur N
ati
o
nal S
c
hoo
l
s
i
n
a
n
i
n
n
e
r
c
i
t
y
o
f
W
e
s
t
M
a
l
a
y
s
i
a
w
e
r
e
i
n
vol
ved
i
n
t
h
is
s
tu
dy
(
8
ye
ar-ol
d
=
2
37
;
1
1
y
e
a
r-
old
=
2
32).
At
t
he
s
am
e
t
i
m
e
,
17
te
ache
r
s
(m
ale
=
1
;
fe
ma
l
e
=
16)
from
these
sc
ho
ol
s
w
e
r
e
a
l
s
o
i
n
v
o
l
ve
d
i
n
t
h
i
s
stud
y.
A
ll
th
e
chi
l
dre
n
w
e
r
e
sha
r
in
g
the
s
i
m
ilar
env
i
ro
nm
en
t,
g
eogr
a
p
h
i
c,
s
oc
ia
l
,
c
ul
t
u
ral,
d
e
m
ogr
ap
hic,
s
o
c
i
o
e
c
o
nom
i
c
,
eth
n
i
ci
t
y
a
n
d
h
o
u
se
ho
l
d
r
isk
fa
ctors
as the
se
f
o
u
r
scho
o
l
s we
re
l
ocated
i
n t
h
e sa
me
neig
h
b
o
u
rh
o
od.
2.2.
Pe
rfo
r
m
a
nc
e Mea
s
ur
es
The
fo
l
l
ow
ing
me
asure
s
w
er
e
e
x
ec
ut
ed
a
n
d
p
i
l
ot
e
d
b
y
t
h
e
rese
arc
her
w
i
t
h
a
no
the
r
g
r
oup
o
f
17
prima
r
y
sc
h
o
o
l
stude
nts
w
i
t
h
s
im
ila
r
ba
c
kgr
ou
n
d
.
Con
t
e
n
t
va
li
di
ty
h
as
b
e
e
n
e
s
t
a
b
lis
hed
by
a
n
e
x
p
er
t
p
a
nel
w
h
ic
h
c
o
m
p
ri
se
s
thre
e
E
d
u
c
a
t
i
o
na
l
P
s
yc
h
o
l
o
gy
l
e
c
t
urer
s,
a
M
a
l
ay
L
ang
u
a
g
e
t
e
ac
he
r
and
a
n
E
n
g
l
i
s
h
Lan
gua
ge
tea
c
h
er
.
R
e
l
i
a
b
il
i
t
i
e
s
were e
st
im
ated
b
y tes
t
-re
t
e
st
r
elia
bi
l
ity
s
tr
a
t
eg
y a
n
d Cro
n
b
ach
a
l
p
ha.
2.
2.1.
Aut
o
mated
W
o
r
k
in
g
Memory Assessment (
A
WM
A)
Th
e
AWM
A
w
as
u
se
d
to
m
e
a
su
re
t
h
e
W
M
cap
a
c
i
t
y
of
c
h
i
l
d
ren
.
I
t
co
n
s
i
s
ts
o
f
fo
u
r
s
ub
scal
es
n
amel
y
verba
l
w
orki
n
g
m
e
m
ory
(
V
-W
M
)
,
visu
o-sp
atia
l
w
o
rk
i
ng
me
mory
(
V
S
-
WM),
v
erba
l
s
hor
t-te
rm
m
emor
y
(V
-
STM)
a
nd
v
is
uo-s
p
at
ia
l
s
h
ort-te
rm
m
e
m
or
y
(V
S-S
T
M).
Three
tes
t
s
we
re
u
se
d
to
t
es
t
o
n
eac
h
s
ubs
cal
e
an
d
the
y
a
re
s
how
n
in
2.
2.2.
Ext
ern
alisin
g
Be
h
a
vi
ou
r
a
l
Prob
l
e
ms C
h
eck
l
i
s
t
(EBPC
)
To
a
ssess
ch
i
l
d
r
en’s
e
xter
na
liz
in
g
be
ha
vi
o
u
r
a
l
pro
b
l
e
m
s
,
a
que
s
t
i
onna
ire
w
h
ic
h
co
nsi
s
t
s
o
f
2
2
i
t
e
m
s
w
a
s
deve
lope
d
.
T
his
que
s
t
i
o
n
n
aire
c
on
ta
i
n
s
of
f
o
u
r
s
ubsca
l
e
s
na
me
ly
a
gg
r
e
ssi
o
n
,
de
li
nq
ue
n
t
,
ina
t
t
e
n
t
i
o
n
a
n
d
soc
i
al
s
k
i
lls.
I
t
w
a
s
a
t
ea
ch
er-
r
ated
que
st
i
onna
ire
w
h
ic
h
t
h
e
a
vera
ge
t
ime
ta
ken
f
o
r
adm
i
nis
t
rat
i
n
g
s
uc
h
que
st
ion
n
a
i
r
e
w
as a
round 7
m
i
nu
tes.
2.
2.3.
Ext
ern
alisin
g
Be
h
a
vi
ou
r
a
l
Prob
l
e
ms C
h
eck
l
i
s
t
(EBPC
)
To
a
ss
ess
chi
l
d
r
en
’s
i
nt
ern
a
l
i
z
i
ng
b
eh
avio
u
r
a
l
p
ro
bl
e
m
s,
a
q
u
e
s
ti
on
na
ire
w
h
i
c
h
co
ns
i
s
ts
o
f
1
7
ite
ms
w
a
s
deve
l
o
pe
d.
T
his
q
u
es
ti
on
na
ire
co
nta
i
ns
o
f
thr
ee
su
bsca
l
e
s
n
amel
y
an
xi
et
y
,
s
oma
t
i
c
c
o
m
pl
ain
t
s
and
Evaluation Warning : The document was created with Spire.PDF for Python.
IJERE
I
S
S
N
:
2252-
88
22
Work
in
g Me
m
o
ry
and
Beh
a
v
i
our
a
l
Pro
b
l
e
m
s in Re
l
a
t
i
o
n
to
M
a
lay
Wri
tin
g
of
Pri
m
ary
....
(
S
i
e
ak L
i
ng T
e
o)
19
1
withdr
awal.
It
w
as
a
l
s
o
a
teac
her-rated
que
s
tionnaire
w
hich
t
he
a
ve
rage
time
ta
ke
n
fo
r
adm
i
n
i
stra
ti
n
g
s
u
c
h
que
st
ion
n
a
i
r
e
w
as a
round 3
m
i
nu
tes.
2.
2.4.
Mal
ay Wr
itin
g S
c
ore
s
Ma
la
y
w
r
i
tin
g
score
s
o
f
st
u
d
en
ts
w
ill
be
o
b
t
a
i
ne
d
b
y
c
ol
lec
t
in
g
t
he
y
ea
r-e
n
d
e
x
amin
a
tio
n
re
sult
s
from
the
conc
e
r
ne
d sch
o
o
l
s.
2.3.
Proced
ures
D
u
e
to
t
ime
cons
trai
n
t
s,
t
he
w
orki
ng
m
e
m
o
ry
c
apac
i
t
y
of
t
he
s
tu
dents
were
a
ssessed
in
g
r
o
ups
in
ste
a
d
o
f
on
a
n
i
n
d
i
vi
dua
l
b
a
si
s
t
hus
c
e
r
ta
i
n
m
o
d
if
i
c
at
i
ons
o
n
t
he
A
WMA
w
e
re
c
o
n
duc
te
d.
T
he
r
ese
a
rc
h
e
r
in
itia
l
l
y
d
i
v
ide
d
t
he
1
2
the
t
e
sts
i
n
t
o
t
w
o
cate
gor
i
e
s
na
m
e
l
y
‘
pa
pe
r-a
nd-
penc
i
l
t
e
s
t’
a
n
d
‘
l
i
ste
n
in
g
t
e
st’.
S
t
ude
n
t
s
of
t
he
s
am
e
age
gr
oup,
a
ppro
x
i
ma
te
ly
o
f
25
st
ude
n
t
s,
w
o
u
l
d
s
i
t
f
o
r
t
h
e
f
o
r
m
e
r
t
e
s
t
t
o
g
e
t
h
e
r
h
o
w
e
v
e
r
in
t
he
n
e
x
t
se
ssi
on
e
a
c
h
o
f
the
st
u
d
en
ts
w
a
s
r
equeste
d
t
o
ta
ke
u
p
t
he
‘
lis
te
ni
n
g
t
est’
i
n
a
q
u
i
e
t
r
oom
in
div
i
dua
l
l
y
.
F
o
r t
h
e
‘pa
p
er-
a
nd-
pe
n
c
i
l
test
’
, th
e
r
e we
re alto
ge
ther 9 tes
ts
t
h
at st
u
den
t
s n
e
ed t
o c
o
m
p
l
e
te
o
n pa
per
.
S
t
ude
n
t
s
w
e
re
g
at
her
e
d in a c
om
pu
t
e
r
r
o
om and sa
t i
n
f
r
o
n
t
of t
he
s
m
a
rt
b
oard.
Each of
th
e
st
ud
e
n
t
s
w
ou
l
d
be
gi
ve
n
a
set
of
a
nsw
e
r
she
e
t
tha
t
t
he
y
ne
e
d
t
o
fil
l
i
n
a
f
ter
t
h
e
y
had
re
ad
t
he
q
uest
ion
s
o
f
the
A
W
MA
f
r
o
m
th
e
sma
r
t
boa
r
d
.
Be
fore
t
he
test
w
a
s
co
nd
uc
t
e
d
,
r
ules
a
nd
r
eg
ula
t
i
o
ns
o
f
th
e tes
t
w
e
r
e
ex
p
l
a
i
ne
d t
hor
ou
g
h
ly to
t
h
e
stude
n
t
s.
A
d
d
iti
o
n
al
l
y
,
pra
c
t
i
ce
t
r
ai
l
s
from
eac
h
of
t
he
t
e
s
ts
w
o
u
l
d
be
p
re
sen
t
ed
t
o
t
h
e
s
t
ude
n
t
s
he
nce
to
ens
u
re
t
hey
tr
u
l
y
u
n
d
er
st
oo
d
a
bou
t
the
t
e
st
.
In
o
rder
t
o
preve
n
t
c
h
e
a
t
i
n
g
i
n
t
h
e
t
e
s
t
,
t
h
e
r
e
s
e
a
r
c
h
e
r
c
a
m
e
u
p
wi
t
h
a
r
ul
e
o
f
‘
h
a
nd
s-up
,
p
e
nc
i
l
-
o
f
f
’
t
h
a
t
s
t
ud
e
n
t
s
w
ere
re
qu
e
s
ted
t
o
p
u
t
t
he
i
r
h
an
ds
u
p
and
le
ft
t
he
ir
p
e
n
ci
ls
on
ta
ble
w
h
e
n
t
he q
uest
ion
w
a
s
sho
w
n
o
n
t
h
e
s
m
a
rt
board.
The
y
w
e
r
e
all
o
w
e
d
to
w
rite
d
ow
n
the
a
n
sw
e
r
o
n
l
y
aft
e
r
t
h
e
q
u
e
s
ti
on
h
a
d
f
i
n
ishe
d
bee
n
s
h
o
w
n
o
n
t
h
e
sm
art
b
o
ard.
By
p
ra
ct
isin
g
th
is
m
e
t
ho
d
,
t
h
e
r
e
s
ea
rc
h
e
r
wa
s
able
to re
d
u
c
e
the
time
take
n from
45 m
i
n
u
t
e
s
per stu
de
nt
to
1
5
0
mi
nut
e
s
pe
r
c
l
a
ss o
f
2
5
st
ud
en
ts. It
is
n
eed
e
d
to re
m
a
r
k that
s
t
ude
n
t
s w
e
re gi
v
e
n
a
short b
r
eak
i
n
be
tw
ee
n the
t
es
t
.
A
s
f
or
t
h
e
‘
l
i
s
t
eni
n
g
tes
t
’,
3
t
ests
w
ere
fa
l
l
e
n
i
n
th
is
t
es
t.
Ea
ch
o
f
t
h
e
st
ud
en
t
s
w
ou
ld
b
e
in
vit
e
d
t
o
a
qu
ie
t
r
o
om
a
n
d
be
s
e
a
t
e
d
i
n
fron
t
o
f
t
h
e
re
se
ar
cher
.
Again,
p
r
a
ct
ice
tra
ils
f
or
e
ach
t
es
t
w
o
uld
be
e
xp
l
a
i
n
e
d
t
o
the
st
ude
n
t
b
efor
e
t
h
e
te
st
w
a
s
b
eg
un.
I
n
t
h
is
t
est,
t
he
r
esea
r
che
r
w
ould
re
ad
t
he
q
ue
sti
o
n
ou
t
an
d
st
ude
nt
w
as
reque
s
t
e
d
t
o
h
e
ar
t
he
q
uest
io
n
a
n
d
rec
a
ll
i
t
v
er
ba
ll
y
in
t
he
c
o
rre
ct
o
rder
t
o
the
rese
arc
h
er.
N
o
r
e
p
e
titi
o
n
w
as
all
o
w
e
d
i
n
t
h
i
s
tes
t
.
The
r
e
sul
t
s
w
o
uld
the
n
b
e
rec
o
rd
ed
by
th
e
r
ese
a
r
c
h
o
n
t
h
e
an
swer
s
h
e
et
.
Th
is
t
est
con
s
um
ed
a
p
p
rox
i
ma
t
e
ly 5
m
i
n
u
t
e
s
per
s
t
u
de
nt i
n a
n
sw
erin
g al
l
t
he que
s
t
i
ons. O
n
ce
t
he s
t
u
de
n
t
s ha
d fin
i
s
h
ed
the
i
r
ta
sks,
t
he
y
w
e
r
e
r
ew
ard
e
d
a
b
o
okm
ar
k
as
a
t
oke
n
of
a
ppre
c
iat
i
on
fo
r
jo
i
n
i
ng
the
as
sessme
n
t.
A
s
for
t
h
e
que
st
ion
n
a
i
r
e
s,
t
he
y w
e
re
r
ate
d
by t
h
e
form
t
e
ache
r
s of
t
he c
hi
l
d
re
n w
ho
w
e
re
invo
lve
d
i
n t
h
is st
udy.
Table 1.
The
Tests of
t
he AW
M
A
V
e
rb
a
l
s
hort-te
r
m
m
em
ory
(
V
-ST
M
)
a.
Digit Re
ca
ll
b.
Word R
eca
l
l
c.
N
on-
w
o
rd
R
ec
all
V
i
suospa
t
i
a
l
s
hort-
te
r
m
m
e
m
ory
(V
S-
ST
M
)
a.
Dot Ma
trix
b.
M
a
zes
M
em
o
r
y
c.
Bl
o
c
k
R
e
call
V
e
rb
a
l
w
orking m
e
m
o
ry
(
V-WM
)
a.
L
i
st
e
n
ing
Rec
a
l
l
b.
C
ounting
R
e
c
a
l
l
c.
Ba
c
k
wa
rds Digit Re
ca
ll
V
i
suospa
t
i
a
l
w
orking
m
e
m
o
ry
(
V
S
-
W
M
)
a.
O
dd O
n
e
Out
b.
Mist
e
r
X
c.
S
p
a
t
ia
l R
e
c
a
l
l
3.
RESULT
S
A
N
D
ANALY
S
IS
S
t
andar
d
M
u
lti
ple
Re
gr
ess
i
o
n
w
ith
s
te
pw
i
s
e
m
e
th
od
w
a
s
e
m
plo
y
e
d
w
i
t
h
t
he
p
urp
o
se
t
o
de
term
in
e
the
fa
c
t
ors
tha
t
c
on
tri
b
u
t
e
d
t
o
M
a
la
y
l
a
n
g
u
a
ge
(
w
r
itin
g)
acr
oss
t
he
a
ge
8
a
n
d
11
ye
a
r-old.
A
c
c
o
rd
ing
t
o
D
i
ek
ho
ff
(
1
9
9
2
),
‘
st
e
p
w
i
se
m
ult
i
ple
regr
e
ssion’
i
s
t
h
e
r
i
ght
c
h
o
i
c
e
t
o
be
u
se
d
in
a
nsw
e
ring
t
h
i
s
r
e
sea
r
ch
que
st
ion
bec
a
u
s
e
on
ly
t
he
s
i
g
ni
fican
t
pre
d
i
c
tor
va
riab
les
w
o
u
l
d
b
e
se
l
ecte
d
i
n
the
regr
ession
[1
8].
Moreove
r,
pro
b
lem
o
f
m
ul
t
i
c
o
l
l
i
ne
arit
y
c
o
u
l
d
be
a
vo
i
d
e
d
a
s
the
str
o
n
g
l
y
c
or
relate
d
v
a
riab
les
(r
>
0
.
90)
w
o
u
l
d
b
e
t
a
ke
n
out f
r
om
t
he regression.
I
t
i
s
nece
ssa
r
y
to
e
ns
ure
al
l
the
va
r
i
ab
les
a
r
e
n
o
r
m
a
lly
d
is
tri
bu
t
e
d
as
nor
ma
li
t
y
o
f
al
l
t
h
e
var
i
ab
les
has
bec
o
m
e
t
he
p
r
e
re
qu
i
s
i
t
e
o
f
m
u
l
tip
le
r
egr
e
ssi
o
n
s.
T
he
refor
e
,
r
e
s
ear
cher
e
xam
i
ne
d
the
n
o
rmalit
y
assum
p
ti
o
n
f
o
r
t
he
v
aria
bles
t
hro
u
g
h
s
ke
w
n
ess
an
d
kur
tos
i
s
te
st
.
To
r
e
m
a
r
k,
a
l
l
t
he
Z
v
a
l
ues
f
o
r
bo
th
skew
ness
a
nd
kur
tos
i
s sh
o
u
ld
f
all w
i
th
i
n
the
r
ange
f
rom
-
2
to 2
[
19
]
.
Tabl
e
2
re
v
eale
d
t
h
e
r
es
ult
s
o
f
sk
e
w
n
e
ss
an
d
ku
rto
s
i
s
t
est
f
o
r
a
l
l
the
v
a
riab
les
to
b
e
i
n
c
l
ude
d
i
n
mu
l
tip
l
e
r
eg
re
ssio
n
s
. Th
e
o
utpu
t
ind
i
cat
ed
t
he
Z
v
alu
e
s fo
r sk
e
w
n
e
ss w
e
r
e
range
d
from
-1.60
2 t
o
0
.01
7
. A
part
from
t
hat,
t
he
Z
v
a
l
ues
for
k
u
rt
osi
s
h
ave
fa
lle
n
w
i
t
h
in
t
he
a
c
c
e
p
t
a
bl
e
re
gi
on
.
Th
ere
f
o
r
e
,
i
t
can
b
e
co
n
c
l
u
d
e
d
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SSN: 2252-
8822
IJERE
V
ol
.
6,
N
o.
3,
S
eptem
b
er
20
17 :
1
8
9
– 197
19
2
t
h
at
a
l
l
th
e
v
a
ri
a
b
l
e
s
we
re
n
ormal
l
y
di
st
ri
but
e
d
a
nd
thu
s
r
e
s
e
a
rche
r
i
s
a
l
l
ow
e
d
t
o
u
s
e
t
h
em
i
n
the
m
u
lti
ple
regr
ession
ana
l
ys
is.
Tab
l
e 2.
S
kewne
s
s
an
d K
u
r
t
osis for t
he
V
ar
i
a
bl
e
s
in M
u
lti
p
l
e
Re
gressi
on
Subsca
l
e
s
N
S
k
ewn
e
s
s
Z
-
v
al
u
e
fo
r Ske
w
n
e
ss
Kurtosis
Z
-va
l
u
e
f
o
r
K
u
rt
o
s
i
s
Sta
t
.
Sta
t
.
Std.
E
rr
or
S
ta
t.
S
td.
E
r
r
or
V-
WM
VS-
W
M
V-
S
T
M
VS-
S
T
M
EB1
EB2
EB3
EB4
IB
1
IB
2
IB
3
Va
lid N (
li
stwis
e
)
469
469
469
469
469
469
469
469
469
469
469
469
0.
005
0.
101
-
0
.0
42
0.
002
-
0
.0
73
-
0
.1
81
-
0
.1
04
-
0
.1
16
-
0
.0
54
-
0
.0
59
-
0
.1
00
0.
113
0.
113
0.
113
0.
113
0.
113
0.
113
0.
113
0.
113
0.
113
0.
113
0.
113
0.
044
0.
893
-
0
.3
72
0.
017
-
0
.6
46
-
1
.6
02
-
0
.9
20
-
1
.0
27
-
0
.4
78
-
0
.5
22
-
0
.8
85
-
0
.2
78
-
0
.3
05
-
0
.3
52
-
0
.3
99
-
0
.2
68
-
0
.1
29
-
0
.4
41
-
0
.3
78
-
0
.4
07
-
0
.4
16
-
0
.3
42
0.
225
0.
225
0.
225
0.
225
0.
225
0.
225
0.
225
0.
225
0.
225
0.
225
0.
225
-
1
.2
36
-
1
.3
56
-
1
.5
64
-
1
.7
73
-
1
.1
91
-
0
.5
73
-
1
.9
60
-
1
.6
80
-
1
.8
09
-
1
.8
49
-
1
.5
20
N
o
te
:
V
-
WM
=
v
er
b
a
l
w
o
rk
i
ng
me
mory,
VS-
W
M
=
vis
u
o
-
spat
ial
w
o
r
k
i
n
g
m
e
m
or
y,
V
-S
TM
=
v
e
r
bal
shor
t-
term
m
em
ory,
V
S
-
S
T
M
=
v
i
s
uo-sp
at
ia
l
s
hor
t
-
t
e
rm
m
e
m
ory,
E
B1
=
a
g
g
r
e
ssion
,
EB2=
i
n
a
tt
ent
i
on
,
EB3
=
d
e
lin
qu
en
c
y
,
E
B
4
=
s
o
ci
a
l
s
k
i
l
l
,
I
B
1
=
a
nxi
ety
,
I
B
2
=
w
i
t
h
d
ra
w
a
l,
an
d
I
B3 = som
atic complain.
To
d
efi
n
e
th
e
si
gni
fi
c
a
n
t
p
red
i
cto
r
v
a
r
i
a
bl
es
a
mo
ng
t
h
e
f
a
c
to
r
sub
s
c
a
l
e
s
of
w
o
r
king
m
emo
r
y
,
exter
n
al
i
z
i
n
g
b
e
ha
v
i
our
a
l
p
r
oble
m
s
a
nd
inte
rnal
izi
n
g
be
ha
vi
our
a
l
prob
l
e
ms
t
ow
ards
c
r
iter
i
on
var
i
a
b
l
e
,
Ma
la
y
l
a
ngu
a
g
e
(wri
ti
ng
),
s
t
e
p
w
i
s
e
mu
l
t
i
p
le
r
e
g
re
ssi
o
n
wa
s
c
ondu
c
t
ed
.
I
n
t
h
is
a
nal
y
s
i
s,
t
he
i
nde
pe
nde
n
t
v
a
r
iab
l
e
s
inc
l
ude
d
V
-
WM,
V
S
-WM,
V
-S
TM,
and
V
S
-
S
TM
a
nd
Ma
l
a
y
lan
g
u
a
g
e
(
w
ri
ting)
b
ec
am
e
the
de
pen
d
e
n
t
varia
b
l
e
.
Refer
to
T
a
b
le
3
,
in
M
a
l
a
y
l
ang
u
a
g
e
(w
riting)
,
t
h
e
r
e
w
e
r
e
f
i
v
e
predictor
variabl
e
s
(V
-
S
TM,
EB2,
IB3,
V
S
-
WM,
a
nd
E
B
1)
b
e
i
ng
fo
u
nd
i
n
t
he
r
egr
e
ssio
n
m
ode
l
a
t
p
<
0
.05.
V
-S
TM
w
as
t
he
s
i
n
g
l
e
be
st
pred
ic
tor,
E
B2
w
a
s
t
he
n
e
x
t
be
s
t
p
re
d
i
c
t
or,
a
n
d
s
u
bseq
ue
n
t
l
y
i
t
w
a
s
f
o
l
l
o
w
e
d
by
IB
3,
V
S
-
S
T
M
,
a
nd
EB
1.
I
n
ot
her
w
o
rds,
t
h
e
se
f
i
v
e
var
i
a
b
l
e
s
w
e
re
t
he
t
o
p
f
i
v
e
pre
d
ic
to
rs
tha
t
c
o
n
t
r
i
bu
ted
t
h
e
mos
t
t
o
the
st
u
d
en
ts’
Ma
lay
l
a
ngu
a
g
e (wri
tin
g
)
sco
re
.
Tab
l
e
3. Variable
s
E
nt
e
r
e
d
/
Rem
o
v
ed o
f Ste
p
wi
se
M
u
lti
pl
e Regr
e
ssi
on
on
M
a
l
a
y
La
ngua
g
e
(Wri
t
i
n
g
)
M
ode
Va
r
i
a
b
l
e
s
En
t
e
r
e
d
Va
ria
b
le
s
R
e
m
o
ve
d
Me
thod
1.
2.
3.
4.
5.
V-
S
T
M
EB2
IB
3
VS
-
W
M
EB1
S
t
e
p
w
i
s
e
(
C
r
ite
ri
a
:
Proba
bilit
y
-
of
-
F
-t
o-
e
n
te
r <=
.
050, Pr
oba
bil
i
t
y
-
of-F
-to
r
e
m
o
ve
>
=
.
1
00
)
.
S
t
e
p
w
i
s
e
(
C
r
i
t
e
r
ia
:
Proba
bil
ity
-of
-
F
-
to-e
nte
r
<
=
.
050,
P
roba
bil
it
y-
o
f
-
F
-
to-re
m
o
v
e
>=
.
100).
S
t
e
p
w
i
s
e
(
C
r
i
t
e
r
ia
:
Proba
bil
ity
-of
-
F
-
to-e
nte
r
<
=
.
050,
P
roba
bil
it
y-
o
f
-
F
-
to-re
m
o
v
e
>=
.
100).
S
t
e
p
w
i
s
e
(
C
r
i
t
e
r
ia
:
Proba
bil
ity
-of
-
F
-
to-e
nte
r
<
=
.
050,
P
roba
bil
it
y-
o
f
-
F
-
to-re
m
o
v
e
>=
.
100).
S
t
e
p
w
i
s
e
(
C
r
i
t
e
r
ia
:
Proba
bil
ity
-of
-
F
-
to-e
nte
r
<
=
.
050,
P
roba
bil
it
y-
o
f
-
F
-
to-re
m
o
v
e
>=
.
100).
a.
D
e
p
ende
n
t
V
a
r
iable
:
M
a
l
a
y
La
ngua
ge (
Wri
t
i
ng)
Note:
V-STM
=
verbal
s
hort-term
m
e
m
o
ry,
EB
2
=
i
nat
t
e
n
t
i
on,
I
B3
=
s
o
m
atic
c
om
pl
a
i
n,
V
S
-
WM
=
v
i
s
u
o
-
spa
tia
l w
o
rki
n
g m
e
m
o
ry
,
a
n
d
E
B
1
=
a
gg
r
e
s
s
i
on
.
The
e
x
c
l
ude
d
pr
ed
ict
o
r
varia
b
le
s
in
t
he
m
ode
l
w
e
r
e
s
ho
w
n
i
n
Ta
b
le
4
.
A
ppa
ren
t
l
y
,
i
n
t
he
l
a
s
t
col
u
m
n
o
f
t
h
e
e
x
cl
u
d
ed
v
ar
ia
b
l
e
s
t
ab
le
s
h
o
w
n
t
h
a
t
t
he
v
ar
iab
l
es
t
ha
t
fa
i
l
e
d
to
e
n
t
er
t
he
m
odel
ha
ve
p
>
0
.
0
5.
In
a
d
d
i
t
i
on,
t
h
e
v
a
l
u
e
s
for
pa
rtia
l
c
o
rr
elat
i
on
(
<
0
.90)
a
nd
c
o
ll
ine
a
r
ity
t
o
l
e
r
anc
e
(
<
2.0
0
)
r
e
v
e
a
le
d
the
data
d
o
no
t ha
ve
any
mul
t
i
-co
l
l
i
ne
ari
t
y
pro
blem
.
Evaluation Warning : The document was created with Spire.PDF for Python.
IJERE
I
S
S
N
:
2252-
88
22
Work
in
g Me
m
o
ry
and
Beh
a
v
i
our
a
l
Pro
b
l
e
m
s in Re
l
a
t
i
o
n
to
M
a
lay
Wri
tin
g
of
Pri
m
ary
....
(
S
i
e
ak L
i
ng T
e
o)
19
3
Ta
ble
4.
E
xcl
u
ded
V
a
riab
le
s
of S
tepw
ise
Mul
t
i
p
le
Re
g
re
ss
io
n o
n
Ma
la
y
W
r
i
t
i
n
g
Mode
l
Be
ta In
t
Sig.
P
a
r
tia
l C
o
rre
l
a
tion
C
o
llin
e
a
r
ity
Statistic
s
Tol
e
r
a
n
c
e
1
V-WM
-
.
505
a
-
22.
705
.
000
-
.
725
.254
VS
-
W
M
-.
109
a
-
5.
4
4
7
.
000
-
.
245
.619
VS
-
S
T
M
-
.
290
a
-
14.
153
.
000
-
.
548
.442
E
B
1
-.
218
a
-
8.
0
7
3
.
000
-
.
350
.318
E
B
2
-.
316
a
-
30.
466
.
000
-
.
816
.824
E
B
3
-.
192
a
-
8.
1
1
8
.
000
-
.
352
.415
E
B
4
-.
141
a
-
5.
9
1
0
.
000
-
.
264
.433
I
B
1
-.
192
a
-
8.
6
1
7
.
000
-
.
371
.460
I
B
2
-.
194
a
-
8.
7
1
0
.
000
-
.
374
.459
I
B
3
-.
214
a
-
8.
4
2
4
.
000
-
.
364
.356
2
V-WM
-
.225
b
-
9.
8
3
3
.
000
-
.
415
.140
VS
-
W
M
-.117
b
-
10.
952
.
000
-
.
453
.618
VS
-
S
T
M
-
.138
b
-
9.
7
2
2
.
000
-
.
411
.369
E
B
1
.
245
b
12.
281
.
000
.
495
.169
E
B
3
.
182
b
10.
352
.
000
.
433
.233
E
B
4
.
103
b
6
.
518
.
000
.
289
.324
I
B
1
.
148
b
8
.
678
.
000
.
373
.263
I
B
2
.
147
b
8
.
566
.
000
.
369
.262
I
B
3
.
305
b
16.
422
.
000
.
606
.163
3
V-WM
.
027
c
.
944
.
346
.
044
.067
VS
-
W
M
-.
043
c
-
3.
8
0
4
.
000
-
.
174
.426
VS
-
S
T
M
-
.
011
c
-
.
6
6
8
.
504
-
.
031
.214
E
B
1
-.
051
c
-
1.
4
1
4
.
158
-
.
066
.044
E
B
3
-.
040
c
-
1.
6
1
6
.
107
-
.
075
.093
E
B
4
-.
007
c
-
.
4
6
7
.
641
-
.
022
.242
I
B
1
-.
018
c
-
.
9
2
3
.
356
-
.
043
.149
I
B
2
-.
019
c
-
.
9
7
1
.
332
-
.
045
.150
4
V-WM
.
039
d
1
.
371
.
171
.
064
.066
VS
-
S
T
M
.
026
d
1
.
403
.
161
.
065
.161
E
B
1
-.073
d
-
2.
0
3
7
.
042
-
.
094
.043
E
B
3
-.027
d
-
1.
0
9
9
.
272
-
.
051
.091
E
B
4
-.020
d
-
1.
2
7
7
.
202
-
.
059
.232
I
B
1
-.011
d
-
.
5
9
1
.
555
-
.
027
.148
I
B
2
-.012
d
-
.
6
1
2
.
541
-
.
028
.148
5
V-WM
.
035
e
1
.
198
.
231
.
056
.065
VS
-
S
T
M
.
027
e
1
.
497
.
135
.
069
.161
E
B
3
-.
015
e
-
.
6
1
0
.
542
-
.
028
.085
E
B
4
-.
007
e
-
.
4
1
3
.
680
-
.
019
.186
I
B
1
-.
005
e
-
.
2
7
0
.
787
-
.
013
.144
I
B
2
-.
006
e
-
.
2
9
5
.
768
-
.
014
.144
a.
P
redictors
in
t
he
M
ode
l
:
(Cons
ta
n
t
), V
.S
TM
b.
P
re
dict
ors in
the
M
ode
l
:
(
Consta
n
t
),
V
.S
TM,
EB2
c.
P
redictors
in
t
he
M
ode
l
:
(Cons
ta
n
t
), V
.S
TM,
EB2,
IB3
d.
P
re
dict
ors in
the
M
ode
l
:
(
Consta
n
t
),
V
.S
TM,
EB2,
I
B3,
V
S
.WM
e.
P
redictors
in
t
he
M
ode
l
:
(Cons
ta
n
t
), V
.S
TM,
EB2,
IB3,
V
S
.
W
M,
E
B
1
f.
D
epe
nde
nt V
a
r
iab
l
e: M
a
l
a
y
Lan
gua
ge (
Wri
t
i
ng)
N
o
te
:
V
-
WM
=
v
er
b
a
l
w
o
rk
i
ng
me
mory,
VS-
W
M
=
vis
u
o
-
spat
ial
w
o
r
k
i
n
g
m
e
m
or
y,
V
-S
TM
=
v
e
r
bal
shor
t-
term
m
e
m
or
y,
V
S
-
S
T
M
=
v
i
s
uo-sp
at
i
a
l
s
h
ort-ter
m
m
emory,
E
B
1
=
a
g
gre
s
si
o
n
,
EB
2
=
i
n
at
t
e
nti
on,
E
B
3
=
d
e
lin
qu
en
c
y
,
E
B
4
=
s
o
ci
a
l
s
k
i
l
l
,
I
B
1
=
a
nxi
ety
,
I
B
2
=
w
i
t
h
d
ra
w
a
l,
an
d
I
B3 = som
atic complain.
Bes
i
de
s,
acc
ordi
ng
t
o
T
a
b
ac
hn
ic
k
a
n
d
F
i
d
e
ll
(1
9
96),
it
w
a
s
sug
g
e
s
t
e
d
t
h
a
t
t
h
e
v
a
l
u
e
o
f
s
t
a
n
d
a
r
d
resid
u
al
s
h
o
u
l
d
fa
ll
w
ith
in
±
3
h
ence
t
o
av
o
i
d
an
y
ex
tre
m
e
va
lu
e
o
r
o
u
t
l
i
e
r
[
2
0
]
.
R
e
f
e
r
t
o
T
a
b
l
e
5
,
i
t
r
e
v
e
a
l
e
d
tha
t
sta
n
d
ar
d re
si
dua
l
of t
he
d
ata
w
a
s 0.
995 t
hus
it ha
d
fu
l
f
i
l
le
d t
h
e
criter
i
a.
Tab
l
e
5
.
Resi
d
ual S
t
at
i
s
t
i
cs o
f S
t
e
p
wise
M
u
l
t
i
p
l
e
R
e
gressi
on
on
Ma
l
ay
La
n
gu
ag
e (Wri
ti
ng
)
M
i
n
i
m
u
m
M
a
x
im
u
m
M
e
a
n
S
td. De
v
ia
tion
N
P
r
e
d
i
c
te
d
Va
lu
e
11.
958
6
9
6
.
327
3
55.
430
7
18.
36004
469
S
t
d.
P
re
di
c
t
e
d
V
a
l
ue
-
2.
368
2
.
227
0
.
000
1
.
000
469
R
e
sidu
a
l
-
2.
78
428E
1
1
6
.
439
93
.
00000
2
.
94696
469
S
t
d.
R
e
s
idua
l
-9.
397
5
.
549
0
.
000
0
.
995
469
a.
D
e
p
ende
n
t
V
a
r
iable
:
M
a
l
a
y
La
ngua
ge
(
Wri
t
i
n
g
)
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SSN: 2252-
8822
IJERE
V
ol
.
6,
N
o.
3,
S
eptem
b
er
20
17 :
1
8
9
– 197
19
4
Tabl
e
6
d
e
monst
r
a
t
e
s
t
h
e
c
o
rrel
a
ti
o
n
a
mo
ng
c
ri
t
e
rio
n
v
ari
a
b
l
e
a
n
d
i
nc
lu
d
e
d
pre
d
ic
t
o
r
va
riab
les.
A
s
a
w
h
o
l
e
,
t
h
e
c
o
r
r
e
l
a
t
i
o
n
f
o
r
t
h
e
f
i
v
e
-
f
a
c
t
o
r
m
o
d
e
l
w
a
s
a
t
0
.
9
8
7
.
M
o
re
s
pe
ci
fical
l
y
,
V-S
T
M
was
the
ma
i
n
f
a
c
t
o
r
tha
t
c
on
t
r
ib
ute
d
8
7.6%
v
ar
i
a
n
ce
of
t
he
m
o
d
e
l
.
I
n
m
odel
2,
w
ith
b
o
t
h
V
-
S
T
M
a
nd
E
B
2,
95.9
%
o
f
t
h
e
v
a
rianc
e
w
a
s
ac
coun
te
d
for
.
A
s
for
mode
l
3,
V
-
S
TM,
EB2
a
nd
IB
3,
97.4%
o
f
t
he
v
aria
nc
e
was
a
ccou
n
t
ed
f
or
.
In
mode
l
4,
V
-
S
TM,
EB
2,
I
B3
a
nd
V
S
-WM,
9
7.5%
o
f
t
h
e
va
ria
n
c
e
w
as
a
c
c
o
u
n
t
ed
f
or.
F
i
na
l
l
y,
t
he
c
om
bi
nat
i
o
n
of
V
-S
TM
,
E
B
2,
I
B3,
V
S
-WM
a
n
d
E
B
1
ha
s
co
n
t
r
i
bu
te
d
9
7
.5%
var
i
a
n
c
e
of
m
ode
l
5
t
o
w
a
rds
Mala
y
l
a
n
gua
ge
(w
ritin
g).
Tab
l
e
6
.
Mode
l
S
u
mma
ry of S
t
e
p
w
i
se
M
ul
tip
le
R
e
g
ressi
on
on M
a
la
y
L
anguage (Writi
ng)
M
ode
l
R
R
S
q
u
a
re
Adjus
t
e
d
R
Squa
re
Std
. E
rro
r
of th
e
Es
t
i
ma
t
e
Durbin
-Wa
t
son
1
0.
936
a
0
.
876
0.
8
7
6
6.
5423
0
2
0.
979
b
0
.
959
0.
9
5
9
3.
7864
6
3
0.
987
c
0
.
974
0.
9
7
4
3.
0156
1
4
0.
987
d
0
.
975
0.
9
7
4
2.
9728
7
5
0.
987
e
0
.
975
0.
9
7
5
2.
9628
3
1.
814
a.
P
redictors
:
(Cons
ta
nt),
V
.S
TM
b.
P
re
dict
ors: (C
onsta
nt
)
, V
.S
TM
,
EB2
c.
P
redictors
:
(Cons
ta
nt),
V
.S
TM,
EB2,
IB3
d.
P
re
dict
ors: (C
onsta
nt
)
, V
.S
TM
,
EB2,
I
B3, V
S
.
WM
e.
P
redictors
:
(Cons
ta
nt),
V
.S
TM,
EB2,
IB3,
VS
.
W
M,
E
B1
f.
D
epe
nde
nt V
a
r
iab
l
e: M
a
l
a
y
Lan
gua
ge (
Wri
t
i
ng)
Refer
to
T
a
b
le
7
,
it
ca
n
be
c
onc
l
ude
d
tha
t
a
ll
t
he
f
i
v
e
predic
t
or
v
aria
ble
s
(
V
-
S
T
M,
E
B2,
IB3,
V
S
-
W
M
a
n
d
E
B
1
)
w
e
r
e
t
h
e
s
i
g
n
i
f
i
c
a
n
t
f
a
c
t
o
r
s
t
o
w
a
r
d
s
t
h
e
c
r
i
t
e
r
i
o
n
va
r
i
ab
le
(
Mala
y
lan
g
u
a
g
e
w
r
it
ing)
w
he
re
[
F
(5,
463)
=
359
4,
p
<
0
.05].
Tab
l
e
7.
A
NOV
A
of S
tepw
is
e
M
u
lt
i
p
le
R
eg
re
ssio
n o
n
M
a
l
ay La
n
gua
g
e
(W
r
iting)
M
ode
l
S
u
m
of
S
qua
r
e
s
d
f
M
ea
n
Squ
a
r
e
F
S
ig.
1
Re
gre
s
sion
1418
34.
61
3
1
1418
3
4
.
6
1
3
3314
.
000
a
Re
si
du
a
l
1998
8.
385
467
42.802
T
o
t
a
l
1618
22.
99
8
468
2
Re
gre
s
sion
1551
41.
82
6
2
77570.
913
5410
.
000
b
Re
si
du
a
l
6681.
1
7
2
466
14.337
T
o
t
a
l
1618
22.
99
8
468
3
Re
gre
s
sion
1575
94.
32
7
3
52531.
442
5777
.
000
c
Re
si
du
a
l
4228.
6
7
1
465
9.
0
9
4
T
o
t
a
l
1618
22.
99
8
468
4
Re
gre
s
sion
1577
22.
18
6
4
39430.
546
4461
.
000
d
Re
si
du
a
l
4100.
8
1
2
464
8.
8
3
8
T
o
t
a
l
1618
22.
99
8
468
5
Re
gre
s
sion
1577
58.
60
7
5
31551.
721
3594
.
000
e
Re
si
du
a
l
4064.
3
9
1
463
8.
7
7
8
T
o
t
a
l
1618
22.
99
8
468
a.
P
redictors
:
(Cons
ta
nt),
V
.S
TM
b.
P
re
dict
ors: (C
onsta
nt
)
, V
.S
TM
,
EB2
c.
P
redictors
:
(Cons
ta
nt),
V
.S
TM,
EB2,
IB3
d.
P
re
dict
ors: (C
onsta
nt
)
, V
.S
TM
,
EB2,
I
B3, V
S
.
WM
e.
P
redictors
:
(Cons
ta
nt),
V
.S
TM,
EB2,
IB3,
VS
.
W
M,
EB1
f.
D
epe
nde
nt V
a
r
iab
l
e: M
a
l
a
y
Lan
gua
ge (
Wri
t
i
ng)
The
s
i
gn
ific
a
n
t
resu
l
t
s
fr
om
t
h
e
a
b
ove
i
n
d
i
c
a
t
e
d
t
ha
t
t
h
e
fi
ve-
fact
or
r
egre
ssi
on
m
ode
l
ca
n
be
g
e
n
e
ral
i
s
ed
t
o
t
h
e
re
l
a
t
e
d
popu
l
a
ti
on
.
B
a
se
d
o
n
Ta
b
l
e
8
,
a
n
e
q
u
a
t
io
n
w
a
s
form
ed
f
rom
t
h
e
i
n
for
m
a
t
i
o
n
give
n.
Mo
de
l
5
:
M
a
l
a
y
l
a
n
g
u
a
g
e
w
r
it
i
n
g
=
-5
3.84
0
+
1.2
09
(
V
-S
TM)
-5.2
2
9
(
I
nat
t
e
n
t
i
o
n
)
+
6.
5
70
(S
om
ati
c
Com
p
la
i
n
)
-
0.
05
8
(V
S
-
WM)
-1.
566
(A
g
g
re
ssion).
The
fi
v
e
p
re
dic
t
o
r
f
a
c
t
o
r
s
i
n
t
h
e
r
e
g
r
e
s
s
i
o
n
m
o
d
e
l
w
e
r
e
ide
n
tif
i
e
d
s
i
g
n
i
fica
nt
w
here
β
=
0
.
9
7
6
,
t
=
68.
05
2,
p
<
0
.05
(V
-S
TM);
β
=
-
0
.
4
4
0
,
t
=
-
33.0
1
0
,
p
<
0.0
5
(
E
B
2
)
;
β
=
0
.
3
1
8
,
t
=
8
.
6
7
4
,
p
<
0
.
0
5
(
I
B
3
)
;
β
=
-
0
.
0
4
7
,
t
=
-
4
.
0
8
0
,
p
<
0
.
0
5
(
V
S
-
W
M
)
;
β
=
-
0
.
0
7
3
,
t
=
-
2.03
7,
p < 0.
0
5
(EB1).
Evaluation Warning : The document was created with Spire.PDF for Python.
IJERE
I
S
S
N
:
2252-
88
22
Work
in
g Me
m
o
ry
and
Beh
a
v
i
our
a
l
Pro
b
l
e
m
s in Re
l
a
t
i
o
n
to
M
a
lay
Wri
tin
g
of
Pri
m
ary
....
(
S
i
e
ak L
i
ng T
e
o)
19
5
Tab
l
e
8. Coef
f
i
c
ien
t
o
f S
t
e
p
w
i
se
Mu
lti
ple
Re
gr
essio
n
on M
a
lay
L
a
n
g
u
a
g
e
(Writin
g)
M
ode
l
U
n
s
t
an
d
a
r
d
i
zed
C
o
e
f
f
i
c
i
en
t
s
St
an
d
.
C
o
e
f
f
i
c
i
e
n
t
s
T
Sig.
B
S
t
d
. Er
r
o
r
Bet
a
1
(C
onsta
nt)
-60.
6
2
8
2
.
039
-
29.
7
4
0
.
000
V
-
ST
M
1.
161
0.
020
0
.
936
57.
565
.
000
2
(C
onsta
nt)
-29.
0
0
8
1
.
571
-
18.
4
5
9
.
000
V
-
ST
M
0.
996
0.
013
0
.
804
77.
481
.
000
E
B
2
-3.
7
5
8
0.
123
-.
316
-
30.
4
6
6
.
000
3
(C
onsta
nt)
-63.
8
2
0
2
.
462
-
25.
9
2
5
.
000
V
-
ST
M
1.
223
0.
017
0
.
986
71.
143
.
000
E
B
2
-5.
5
1
2
0.
145
-0.
4
6
3
-
37.
9
8
1
.
000
IB
3
6.
303
0.
384
0
.
305
16.
422
.
000
4
(C
onsta
nt)
-56.
3
5
6
3
.
121
-
18.
0
5
7
.
000
V
-
ST
M
1.
221
0.
017
0
.
985
71.
990
.
000
E
B
2
-5.
2
5
2
0.
159
-0.
4
4
2
-
33.
1
2
3
.
000
IB
3
5.
336
0.
456
0
.
258
11.
703
.
000
V
S
-WM
-.
053
0
0.
014
-0.
0
4
3
-
3
.
8
0
4
.
000
5
(C
onsta
nt)
-53.
8
4
0
3
.
347
-
16.
0
8
7
.
000
V
-
ST
M
1.
209
0.
018
0
.
976
68.
052
.
000
E
B
2
-5.
2
2
9
0.
158
-0.
4
4
0
-
33.
0
1
0
.
000
IB
3
6.
570
0.
757
0
.
318
8.
674
.
000
V
S
-WM
-.
058
0
0.
014
-0.
0
4
7
-
4
.
0
8
0
.
000
EB1
-
1
.5
66
0
.
7
6
9
-
0
.0
73
-
2
.0
37
.0
4
2
a.
D
e
p
ende
n
t
V
a
r
iable
:
M
a
l
a
y
La
ngua
ge (
Wri
t
i
ng)
N
o
te
: V
-
STM = ve
rba
l
s
h
o
rt-
t
e
r
m
me
mo
r
y
,
VS
-W
M
=
vi
su
o
-
sp
a
t
i
a
l
w
or
kin
g
m
e
m
ory, EB
1
= a
g
g
ressi
on,
EB2
=
ina
t
t
e
n
t
i
on,
a
nd IB
3 =
som
a
t
i
c
com
p
la
i
n
.
4.
DISC
USSION
F
r
o
m
t
h
e
f
in
di
ng
s,
t
h
e
p
redi
cto
r
s
f
o
r
M
a
la
y
l
a
ngu
ag
e
(wri
t
i
ng
)
inc
l
u
d
e
d
V
-S
TM,
i
n
a
tten
t
i
on,
soma
tic
c
om
pl
ain
s
, V
S
-WM, and
a
g
g
ressi
o
n
.
The
c
o
mb
i
n
at
io
n of t
h
ese fiv
e
pred
i
c
t
ors ha
s
c
o
nt
r
i
b
u
t
ed
9
7.5%
varia
n
ce
o
f
t
he
r
egre
ssi
o
n
p
a
t
hs
s
t
r
uct
u
re.
AN
O
V
A
of
S
tepw
ise
M
u
l
t
i
pl
e
Re
g
r
essi
on
o
n
M
a
l
a
y
wri
tin
g
h
a
s
e
v
id
en
ce
d
a
l
l
t
h
e f
i
v
e
p
red
i
c
t
o
r
v
a
r
i
a
bl
es were
s
i
g
n
i
f
i
c
a
n
t
i
n
the f
i
na
l m
ode
l.
T
he
r
ole
s
o
f
W
M
i
n
w
r
it
t
e
n
la
ng
ua
ge
p
r
o
d
u
c
t
i
o
n
are
a
m
big
u
o
u
s
.
N
e
ver
t
he
les
s
,
i
t
w
as
bel
i
e
v
ed
t
ha
t
a
ll
t
h
e
s
t
ep
s
i
n
v
o
lve
d
i
n
w
r
i
t
in
g
a
la
n
gua
ge
p
lac
e
v
e
ry
h
ea
vy
d
ema
n
d
s
o
n
WM
,
e
s
p
e
ci
al
ly
on
the
e
x
ec
u
t
i
v
e
and
verba
l
c
o
m
pone
n
t
s
[16]
,
[
17].
S
p
ec
i
f
i
c
all
y
,
V
-
WM
a
nd
V
-
S
T
M
co
ntr
i
b
u
te
s
t
o
w
r
i
t
i
ng
b
y
briefl
y stori
ng
pho
no
l
o
g
i
ca
l repr
e
s
en
tat
i
ons of the
w
o
rds
or se
nt
e
n
ces u
n
d
e
r
const
r
uct
i
on
[21].
A
s
for the
V
S
-
WM
,
i
t
i
s
i
nv
ol
v
e
d
mu
ch
i
n
th
e
pl
an
ning
p
h
a
se
o
f
w
r
i
t
t
e
n
l
a
ng
u
a
ge
p
rodu
ct
io
n
a
n
d
du
ri
ng
r
eca
l
l
i
n
g
d
e
fin
iti
on
s
o
f
c
o
n
c
ret
e
noun
s
[22
]
.
In
o
th
er
w
o
r
d
s
,
it
i
s
hypo
t
hes
i
ze
d
t
h
a
t
V
-WM
supports
necessary
proce
s
se
s
i
n
w
rit
t
en
l
a
n
gua
ge
p
ro
duc
tio
n
w
h
ere
a
s
V
S
-
W
M
sup
p
o
rts
o
pti
o
nal
ass
o
cia
t
e
d
w
it
h
t
h
e
pla
nni
ng
o
f
i
m
ag
e
-
b
a
s
e
d
co
n
c
ept
u
al
cont
en
t
.
A
s
d
escrip
te
d
i
n
o
the
r
s
t
u
d
i
e
s
,
t
h
e
fi
n
d
i
n
gs
i
n
t
h
is
s
t
u
dy
w
e
re
c
onsiste
nt
w
i
t
h
the
ab
o
v
e
m
e
n
ti
on
ed
f
i
n
d
i
n
g
s
w
h
e
r
e
V
-
S
T
M
p
l
a
y
a
c
r
i
t
i
c
a
l
r
o
l
e
i
n
w
r
i
t
t
e
n
l
a
n
g
u
a
g
e
p
r
o
d
u
c
t
i
o
n
how
e
v
e
r
t
he
r
e
s
ul
ts
o
n
the
r
o
le
o
f
V
-
WM
i
n
pre
s
en
t
fin
d
i
ng
a
r
e
inc
o
ns
is
ten
t
w
i
t
h
se
ve
ral
s
t
ud
i
e
s
t
ha
t
fou
nd
V
-
WM
i
s
a
c
r
ucia
l
e
l
e
m
e
n
t
in
influencing
the
wr
i
tte
n
language
p
r
o
ductio
n
[
2
3]-[25].
It
m
ay
b
e
the
c
a
se
t
ha
t
t
h
e
de
fi
n
i
t
i
o
n
t
a
s
k
st
u
d
ie
d
he
r
e
ma
kes
li
t
tle
d
em
ands
o
n
V
-
WM
a
s
a
sta
n
dard
ize
d
t
ime
w
a
s
give
n
t
o
the
c
h
ildr
e
n
i
n
a
ccom
p
l
i
s
h
i
ng
t
h
e
w
r
itin
g
tas
k
.
Thi
s
t
e
n
ta
t
i
ve
c
o
n
cl
us
ion is
c
on
ti
n
g
en
t
o
n
f
urt
h
e
r
stu
d
y
w
it
h
w
r
it
i
n
g
t
a
s
k
s
t
h
at
s
pa
re
l
o
n
ge
r
t
i
m
e
to
f
inis
h.
J
us
t
i
n
l
i
n
e
w
i
t
h
t
he
p
as
t
fi
nd
ings,
t
h
e
res
u
lts
o
n
V
S
-WM
a
dd
sup
p
o
rt
t
o
t
h
e
d
u
al
c
o
d
i
n
g
t
he
ory
of
lan
g
u
age
prod
uc
ti
on
a
nd
m
em
ory
pro
p
o
se
d
by
S
a
d
o
sk
i
a
nd
P
a
i
v
i
o
(
2
001)
,
[26].
In
a
n
utshe
ll,
t
he
c
urren
t
fi
n
d
in
gs
f
urt
h
e
r
e
nsure
the
i
m
por
tanc
e o
f
ver
bal a
n
d v
i
sua
l
W
M
in
l
a
n
guage
p
roduction.
C
h
i
l
dr
en
w
it
h
em
ot
i
o
na
l
a
n
d
beha
vio
u
ra
l
pro
b
l
em
s
t
e
n
d
t
o
u
n
d
erp
erf
o
rm
i
n
t
h
ei
r
st
ud
i
e
s
a
s
com
p
are
d
t
o
th
eir
t
ypic
a
l
l
y
d
e
v
e
l
o
p
i
n
g
peer
s.
A
s
e
x
pecte
d
,
in
t
he
c
ur
ren
t
s
t
u
d
y
,
i
n
a
tte
n
t
i
on
has
dem
o
n
s
tr
ate
d
as
one
o
f
the
m
o
st
i
n
f
lue
n
tia
l
pre
d
i
c
to
r
s
o
f
M
a
lay
w
r
i
tin
g
in
t
h
e
m
ode
l.
T
h
i
s
i
s
b
ec
au
s
e
t
her
e
a
r
e
a
bu
nda
nc
e
of
l
i
t
era
t
u
r
e
e
v
i
d
e
n
ce
d
tha
t
c
hil
d
re
n
w
i
t
h
a
tte
n
t
io
n
pro
b
l
em
s
a
r
e
m
ore
l
i
k
el
y
t
o
h
a
v
e
w
r
itten
e
xpr
e
s
si
on
di
ffic
ul
t
i
e
s
t
ha
n
c
h
il
dre
n
w
it
ho
u
t
a
t
t
e
n
tio
n
pro
b
lem
s
a
s
th
e
y
h
a
v
e
w
e
a
k
e
xec
u
tiv
e
f
unc
tio
n
(EF
)
a
nd
W
M
[2
7]-
[
2
9
].
T
o
rem
a
r
k
,
writt
e
n
l
a
n
g
u
a
g
e
prod
uc
ti
on
re
qu
ir
es
h
ig
h
l
e
v
e
l
s
of
a
t
t
e
n
t
i
on
a
p
art
from
m
e
m
ory
resour
ces,
ling
u
i
s
t
i
c
a
nd
tra
n
scr
i
p
t
i
o
n
sk
i
l
l
s
i
n
or
der
to
h
o
l
d
t
h
oug
h
t
s
o
f
c
on
te
nt
i
n
min
d
,
as
t
he
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am
e
t
i
m
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rem
e
mbe
r
ing
and
w
r
it
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le
tter
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s,
i
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nt
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i
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c
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ect
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pe
ll
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h
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n
k
i
ng
o
f
su
it
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b
l
e
w
or
d
s
a
n
d
phrase
s
[
30].
F
r
om
t
he
a
c
a
d
e
m
i
c
perspe
c
t
ive
,
r
ese
a
rc
h
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e
m
ons
trates
t
h
a
t
c
h
il
d
re
n
w
i
t
h
h
i
g
her
le
ve
l
s
o
f
som
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c
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p
laint
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re
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correl
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ted
wit
h
p
o
o
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schoo
l
at
t
e
nd
ance
a
n
d
sc
ho
ol
r
ef
usal
b
e
h
a
v
i
o
ur
[
3
1
].
I
n
order
to
avo
i
d
cla
s
sr
oo
m
a
c
tivi
ties,
c
hi
ldr
e
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th
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ty
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he
ir
s
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h
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l
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se
frequen
t
ly
w
it
h
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varie
t
y of som
atic c
om
p
l
a
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nts
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e
v
e
n
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s
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tte
nd sc
h
o
o
l
due
t
o
s
o
m
a
tic c
omp
l
a
i
n
t
[3
2
],[3
3
]
. There
f
ore
,
wi
t
h
t
he
h
ig
h
ra
t
e
o
f
a
b
sent
eei
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sp
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ndi
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mo
re
t
i
m
e
in
t
h
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n
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rse’s
pl
ac
e,
a
n
d
f
ai
l
t
o
p
a
y
a
t
t
e
n
t
i
on
d
u
r
in
g
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SSN: 2252-
8822
IJERE
V
ol
.
6,
N
o.
3,
S
eptem
b
er
20
17 :
1
8
9
– 197
19
6
the
less
o
n
,
it
i
s
bel
i
e
v
ed
t
hat
chi
l
dren
w
i
t
h
s
oma
t
ic
d
is
orde
r
s
p
e
r
for
m
p
o
o
r
ly
i
n
t
h
e
i
r
aca
dem
i
c
ac
hie
v
e
m
ent.
In
t
h
e
p
re
sent
s
t
udy
,
so
mat
i
c
co
mp
l
a
in
t
s
h
av
e
b
e
co
me
t
h
e
p
re
d
i
c
t
o
r of Mal
ay w
ritin
g w
h
e
r
e
it
is
b
e
lie
ve
d
t
h
a
t
chi
l
d
ren
w
ith
m
ore
som
a
tic c
ompla
i
nt
s try
to
a
vo
i
d
w
r
i
ti
n
g
task
s.
A
p
a
r
t
from
t
h
at,
from
t
he
c
ur
rent
s
t
u
dy,
i
t
w
a
s
al
so
f
o
u
n
d
t
ha
t
a
g
g
r
e
s
s
i
o
n
h
a
d
b
e
c
o
m
e
o
n
e
o
f
t
h
e
pred
ic
tor
va
ria
b
le
s
t
h
a
t
i
n
f
lue
n
c
e
t
he
p
er
form
ance
o
f
ch
i
l
d
r
en
i
n
t
h
e
i
r
w
r
i
t
i
n
g
t
a
s
k
s
.
J
u
s
t
i
n
l
i
n
e
w
i
t
h
t
h
e
p
a
s
t
fi
n
d
in
gs,
t
h
e
st
ron
g
a
ss
oc
iat
i
o
n
be
tw
ee
n
ac
a
d
em
ic
f
ai
lur
e
a
n
d
a
g
g
r
e
s
si
on
wa
s
foun
d
[34],[3
5
]
.
H
o
we
ve
r,
n
o
direc
t
r
ela
tio
ns
hip
w
a
s
fou
n
d
betw
e
e
n
a
ggre
ssi
on an
d
w
r
it
te
n la
n
g
u
age
pr
od
uc
t
i
o
n
in
the
past l
itera
t
u
r
e
.
5.
CON
C
LUS
I
ON
I
n
c
o
n
c
l
u
s
i
o
n
,
t
h
i
s
s
t
u
d
y
p
r
o
v
i
d
e
s
a
n
i
m
p
o
r
t
a
n
t
g
l
i
m
p
s
e
o
f
t
h
e
r
o
le
s
of
w
o
r
k
i
ng
m
e
m
o
ry
a
nd
beha
v
i
o
u
ra
l
prob
l
e
m
s
i
n
r
e
la
ti
o
n
t
o
w
r
it
t
e
n
lan
g
u
age
pro
duc
t
i
o
n
.
The
f
i
nd
in
gs
o
f
th
is
s
t
u
d
y
h
a
v
e
f
u
rt
her
sup
por
t
e
d
t
h
a
t
W
M
i
s
h
i
g
hl
y
pre
d
i
c
ti
ve
i
n
l
ear
n
i
ng
ou
tc
o
m
e
as
c
ompared
t
o
I
Q
scor
es.
Be
si
des,
t
he
r
esul
ts
have
a
lso
suc
c
e
ssfu
l
l
y
i
de
nt
ified
t
h
e
fac
t
ors
of
E
BP
a
nd
I
B
P
th
a
t
i
n
f
lue
n
ce
t
h
e
le
ar
ni
ng
a
b
ili
ty
o
f
Ma
la
y
lan
g
u
age
(w
rit
i
n
g
).
I
n
a
nut
s
h
el
l,
t
he
f
i
v
e
pred
ict
o
rs
b
e
i
ng
fo
u
nd
in
t
hi
s
st
ud
y
i
n
c
l
ude
v
er
ba
l
sh
ort-ter
m
me
mor
y
(
V-S
T
M),
i
n
a
tte
nt
i
on
(E
B
2
),
s
om
atic
c
om
pla
i
nt
s
(IB3),
vi
s
u
osp
a
t
i
a
l
w
ork
i
ng
me
mor
y
(
V
S
-
W
M)
a
n
d
a
g
g
r
ess
i
on
(EB1
).
T
o
re
ma
rk
,
t
e
a
c
h
e
rs
a
n
d
e
du
c
a
t
o
rs
s
h
ould
pa
y
m
o
re
a
tte
n
t
i
o
n
o
n
t
he
se
v
ar
i
a
b
l
e
s
h
e
n
c
e
to he
l
p the
i
r
ch
il
dren
i
n
o
b
ta
i
n
in
g
be
tt
e
r
gr
a
d
e
i
n w
r
itte
n la
n
gua
ge pr
o
duc
t
i
on.
ACKNOW
LEDG
E
MEN
T
S
We
w
o
u
l
d
l
i
k
e
to
e
xt
e
n
d
o
u
r
a
p
p
r
ec
ia
ti
on
t
o
t
he
p
r
i
m
a
r
y
s
cho
o
l
s
t
eac
her
s
f
or
t
he
ir
r
espons
e
t
o
t
he
que
st
ion
n
a
i
r
e
s.
W
e
w
ould
als
o
l
i
k
e
t
o
t
ha
nk
a
l
l
t
he
s
t
ude
n
t
s
w
h
o
ha
ve
p
a
r
tic
ipa
t
e
d
i
n
the
w
o
rkin
g
m
e
m
o
ry
tes
t
s.
REFE
RENCES
[1]
C. J
encks
,
“
W
h
o
get
s
ah
ead
?
:
Th
e
det
ermi
nan
t
s
of
eco
no
mic s
u
c
c
ess
in Ameri
ca,” New
Yo
rk
,
N
Y
,
19
79.
[2]
M.
B
artels,
et al
.
,
“
Heri
t
a
bility
o
f
educ
at
ional
achievement
i
n
12-year-olds
and
t
he
o
verlap
w
i
t
h
cognitive
ability.
Twin Research
, 5
,
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44–
55
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2
0
0
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Sternb
erg
,
R
.
J
.,
Gri
g
oren
k
o
,
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.
L
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an
d
Bu
nd
y,
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.
A.
,
“The
p
red
ict
i
ve
v
a
l
ue
o
f
I
Q
,
”
Merr
ill-P
a
l
m
e
r
Quarterl
y
,
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.
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[4]
R. N
auert,
“
Stand
a
rdi
zed T
est S
c
ore M
a
y
Not Corre
l
a
te t
o
H
i
g
h
er
IQ,”
P
s
ych Cen
t
r
a
l
,
2
015.
[5]
T.
P
.
Alloway
a
n
d
R
.
G
.
All
o
way,
“
Investigating
the
predictive
ro
les
of
w
orking
m
em
o
r
y
and
IQ
i
n
aca
d
e
m
i
c
att
a
inmen
t
,
”
Jour
na
l
o
f
Experim
e
nta
l
Ch
il
d
Psych
ol
og
y
,
vol.
10
6, p
p.
2
0
-
29,
2
0
1
0
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[6]
T.
P
.
Alloway,
et
a
l
.
,
“
Work
in
g
me
mo
ry
a
nd
o
th
e
r
c
og
nitive
s
k
i
ll
s
a
s
p
re
d
i
c
t
o
r
s
of
progress
towar
d
s
early
l
e
a
rning
go
als
at s
cho
o
l e
n
t
r
y,”
B
r
itish Jo
urnal
of Developm
e
nt
al P
s
ychol
o
g
y
,
v
ol.
23,
p
p
.
417
–
4
2
6
,
2
005.
[7]
J.
D
.
Milt
on,
“Working
M
em
ory
and
Academ
ic
L
earning:
Assess
m
e
nt
a
nd
Interv
ent
i
on
.
(1st
e
d.
),
”
Can
a
da,
J
o
h
n
Wile
y
&
So
ns,
2
0
08
.
[8]
S
.
E
.
Gat
h
erco
le,
et a
l
.,
“W
o
r
ki
ng
m
em
ory
a
b
ilit
i
es
a
n
d
c
hi
ld
ren’s
p
e
rfo
rm
ance
in
l
abo
ratory
a
nalogues
o
f
clas
sroo
m acti
v
iti
e
s,”
App
l
i
e
d Cogn
iti
ve Ps
ycho
l
o
g
y
, vo
l
. 22
, pp
.
1
01
9–
1
0
3
7
, 20
0
8
.
[9]
S
.
E
.
Gat
h
erco
le,
et
a
l
.
,
“
Worki
n
g
memory
i
n
chil
dren
w
it
h
rea
d
ing
disab
i
l
ities,
”
Jo
ur
na
l o
f
E
x
per
i
men
t
al Ch
ild
Ps
ychol
og
y
,
v
o
l
.
93
,
p
p
.
265
–2
81,
2
0
0
6
.
[10]
D.
H
.
Arnold,
“
Co
-occurren
ce
o
f
e
xtern
a
lisin
g
b
e
h
a
vio
u
r
prob
lem
s
and
em
ergent
academi
c
d
iffi
culties
in
y
oung
hi
gh
-risk
b
o
y
s:
A
p
relim
i
nary
e
valu
ati
on
o
f
p
att
e
rns
and
mec
h
an
is
ms
,”
Jo
u
r
na
l of
Appli
e
d D
evelo
p
men
t
a
l
ps
ycho
l
og
y
,
v
ol.
18
,
p
p.
317
-33
0
,
199
7.
[11]
S
.
H
i
n
s
h
aw,
“Ex
t
ernal
i
zi
ng
b
e
h
a
v
i
o
r
p
rob
l
em
s
an
d
ac
adem
i
c
u
n
d
er
achi
e
v
e
m
e
nt
i
n
chil
dh
oo
d
and
ado
l
escen
c
e
:
Caus
al
r
el
a
tio
nshi
ps
a
nd
u
n
d
erlyin
g m
ech
ani
s
ms,
”
Psy
c
hol
ogical B
u
llet
i
n
,
vol.
11
1
,
p
p.
127
-15
5
,
19
92.
[12]
R.
L
.
Simpson,
et al
.
,
“
Critical
e
du
cati
onal
p
r
ogram
c
o
m
po
nent
s
f
o
r
s
t
u
d
ents
w
i
t
h
e
m
o
t
i
on
a
l
a
nd
b
e
h
a
vio
r
al
di
so
rders
:
S
c
i
en
ce, p
oli
c
y
,
a
nd
p
r
acti
ce,”
R
e
medial
an
d
S
p
eci
al Ed
uca
tio
n
,
vol.
3
2
,
pp
.
2
30-2
4
2
,
2011
.
[13]
K.
L
.
L
a
ne,
“
I
dent
if
yin
g
a
nd
su
p
p
ort
i
ng
stu
d
en
ts
a
t
risk
f
or
e
m
o
t
i
o
nal
and
behavioural
disorders
within
m
ul
ti
-
l
evel
m
o
d
e
ls
:
D
a
ta d
riv
e
n ap
proach
es to cond
uct
i
n
g
s
econ
d
ary int
e
rven
ti
ons
w
ith an
aca
dem
i
c emp
h
asis,”
E
duca
t
i
o
n
an
d
Treatment of
Ch
il
d
r
en
,
vol.
3
0
,
p
p
.
1
3
5
–
1
6
4
,
2007.
[14]
W.
G
oldm
an
,
“Dep
ress
io
n i
n
c
hil
d
ren,
”
20
09.
[15]
M
.
K
h
a
li
d,
“
T
h
e
rel
a
ti
ons
h
i
p
o
f
p
ers
onalit
y
f
a
ct
ors
an
d
acad
e
m
i
c
achi
e
vem
e
nt
i
n
P
a
k
i
stan
(
Un
pu
blish
e
d
P
h
D
Di
ss
ertati
on
),
”
Ins
t
i
t
ute
of
P
ro
f
e
s
s
io
na
l
P
s
y
c
ho
logy,
B
ahri
a
Un
iv
ers
i
t
y
, Karachi
,
P
aki
s
t
a
n,
200
3
.
[16]
R.
T
.
Kellogg,
“A
m
ode
l
o
f
wor
k
ing
memory
i
n
wri
t
ing
,
”
Ma
hw
a
h
, N
J,
Er
l
ba
u
m
,
19
96
.
[17]
T.
O
live,
“
W
o
rking
me
mor
y
i
n
writi
ng
:
E
m
p
i
ric
a
l
evi
d
enc
e
f
rom
t
h
e
d
u
a
l-t
a
sk
t
ech
ni
que,
”
Europ
e
an Psychol
ogis
t
,
v
o
l.
9
,
pp
. 3
2–
42
, 20
0
4
.
[18]
G.
D
i
e
k
hoff
,
“
S
t
a
t
isti
cs f
o
r
th
e
Soci
a
l
an
d
Beh
a
vioral
S
c
i
ences
,”
D
ub
uq
ue
:
Wm
.
C.,
Brown
Pu
bl
ish
e
rs, 19
9
2
.
[19]
P. R
. Hin
ton
,
et a
l
.
,
“
S
PSS
E
xp
la
i
n
ed. (2n
d
ed
.),” Ho
v
e: Rou
t
l
edg
e
, 20
1
4
.
[20]
B. G.
Tabach
nick
a
n
d
L
. S
. F
idel
l
,
“Using
Mu
l
t
i
v
a
riate S
t
at
i
s
t
i
c
s
(
3
r
d e
d
.),
”
N
e
w
York
:
Ha
r
p
e
rc
ollin
s
,
19
96
.
Evaluation Warning : The document was created with Spire.PDF for Python.
IJERE
I
S
S
N
:
2252-
88
22
Work
in
g Me
m
o
ry
and
Beh
a
v
i
our
a
l
Pro
b
l
e
m
s in Re
l
a
t
i
o
n
to
M
a
lay
Wri
tin
g
of
Pri
m
ary
....
(
S
i
e
ak L
i
ng T
e
o)
19
7
[21]
S
.
E
.
G
a
t
h
e
r
c
o
l
e
a
n
d
A
.
D
.
B
a
d
d
e
l
e
y
,
“
W
o
r
k
i
n
g
m
e
m
o
r
y
a
n
d
l
a
n
g
u
a
g
e
,”
L
awrence
Erl
b
au
m
A
s
s
o
ciat
es,
Hill
sd
ale,
NJ
,
1
993
.
[22]
R.
T
.
K
e
ll
og
g,
et
al
.
,
“
V
erb
a
l,
v
isu
a
l,
a
nd
s
p
at
ial
w
o
rkin
g
m
e
m
o
ry
i
n
w
r
it
ten
l
a
ng
u
age
p
r
od
ucti
on
,
”
Acta
Ps
ychol
og
ica
,
vol.
1
2
4
,
pp.
3
8
2–29
7,
2
00
7.
[23]
N.
A
.
Chen
ow
eth
and
J
.
R
.
H
a
y
e
s,
“
Th
e
i
n
n
e
r
v
o
ice
in
w
riti
ng,”
Writ
t
e
n Communication
,
vol.
2
0
,
pp
.
9
9
–
118,
20
03
.
[24]
R.
T
.
Kell
og
g,
“
W
o
rki
n
g
m
e
mo
ry
c
o
m
pon
ent
s
i
n
writt
en
s
en
ten
ce
p
rod
u
ct
io
n,”
Ameri
c
an
Jour
na
l o
f
Ps
ycho
l
og
y
,
vo
l.
117
,
p
p
.
34
1
–
3
6
1
,
2
004
.
[25]
S
.
R
an
sd
ell,
et
a
l
.,
“
EV
e
c
t
s
o
f
secon
d
ary
t
a
s
k
d
em
and
s
o
n
writi
ng.
L
-1
,”
Ed
uc
at
io
nal
S
t
u
d
i
e
s in
L
a
n
g
u
age
an
d
L
i
te
r
a
tu
re
, vo
l
.
2
, p
p.
14
1
–
1
6
3
,
2
00
2.
[26]
M
.
S
a
d
o
s
k
i
a
n
d
A
.
P
a
i
v
i
o
,
“
I
m
a
g
e
r
y
a
n
d
t
e
x
t
:
A
d
u
a
l
c
o
d
i
n
g
t
h
e
o
ry
o
f
read
in
g
a
n
d
w
r
iti
ng,
”
L
a
wr
ence E
r
lb
au
m
Assoc
i
at
es
,
M
a
hwah
,
NJ,
200
1.
[27]
S
.
G
at
hercol
e,
et
a
l
.
,
“
A
tt
e
n
ti
onal
and
exe
c
ut
ive
fu
nct
i
o
n
b
eh
avi
ours
in
c
hil
d
ren
w
it
h
po
or
w
o
r
ki
ng
m
em
o
r
y
,
”
L
e
ar
nin
g
and
Indivi
du
a
l
Diff
ere
n
ces
, vo
l
. 1
8
, pp
.
2
1
4
-2
23
,
2
0
0
8
.
[28]
M
.
L
ui
a
nd
R
.
Tan
n
o
c
k
,
“
W
o
rk
in
g
m
e
m
o
ry
a
n
d
i
nat
t
enti
ve
b
ehav
io
u
r
i
n
a
c
om
m
unit
y
s
ampl
e
o
f
c
h
i
ld
ren,”
Be
ha
v
i
oral
an
d Bra
i
n
Fu
nc
t
i
o
n
s
,
vo
l. 3
, p
p
. 1-1
1
,
20
0
7
.
[29]
M.
S
a
d
oski
a
nd
A
.
Pa
iv
io
,
“
I
m
a
ge
ry
a
nd
t
e
x
t:
A
d
u
a
l
c
o
d
i
n
g
t
h
e
o
ry
o
f
readi
n
g
and
w
r
it
in
g
,
”
M
ahwa
h
,
N
.
J
.
,
Law
r
ence Erl
b
a
u
m
A
s
so
c
i
a
t
es
, 200
1.
[30]
R.
M
art
i
nuss
e
n
and
R.
T
ann
o
ck
,
“W
o
r
k
i
ng
m
e
m
ory
im
p
a
irm
e
nt
s
in
c
hild
ren
wit
h
a
tt
enti
on
d
ef
icit
h
yp
erac
t
i
vit
y
di
so
rder
w
i
t
h
and
wit
h
o
u
t
com
o
rb
id
l
an
guag
e
l
ea
rn
ing
diso
rders,
”
Jou
r
na
l of Cl
inical
an
d Neur
opsych
ol
ogy
,
vol.
28
,
p
p.
1
07
3-1
0
9
4
,
2
00
6.
[31]
C
.
G
.
L
a
st
,
“
S
om
a
t
i
c
c
o
m
p
l
a
i
nt
s
in
a
nxiety
d
i
s
o
r
dered
children,
”
Jour
na
l of
An
xiety Dis
o
r
d
er
s
,
v
o
l.
5
,
p
p
.
12
5–
138,
19
91
.
[32]
S.
H
o
n
jo
,
et
a
l
.,
“
S
c
ho
ol
r
ef
usal
a
nd
d
epress
io
n
with
s
ch
ool
i
n
a
tten
d
an
c
e
i
n
c
h
i
l
d
ren
and
ad
ol
esce
nt
s:
C
omp
a
rati
v
e
ass
e
ssm
ent
b
e
tw
ee
n
th
e
Chi
l
dren
’s
D
epress
io
n
In
vent
ory
an
d
som
a
tic
c
om
pla
i
n
t
s,”
Psychiat
r
y and C
l
inic
al
Neur
osci
ence
,
vol
.
5
5
,
pp
.
62
9-634
,
2
0
0
1
.
[33]
P. C
. Ken
dall,
et
a
l
.,
“Gen
e
rali
zed
An
x
ie
ty
D
i
s
or
d
e
r,
”
Need
ham Hei
g
h
t
s, MA
, Al
l
y
n
a
nd
B
acon
,
1999
.
[34]
D.
F
.
Con
n
o
r
,
“
A
gg
ress
ion
an
d
ant
i
s
o
c
i
al
b
eh
a
v
io
r
i
n
c
hild
ren
a
nd
a
d
o
l
e
scent
s
:
Res
earch
a
nd
treat
m
e
n
t
,”
N
e
w
York
, Th
e
G
u
i
l
f
ord
Press
, 20
0
4
.
[35]
C.
L.
F.
J
oh
ns
on,
“Lo
w
a
cad
em
ic
p
erf
o
rm
ance an
d s
p
eci
fic l
earni
n
g
dis
abili
t
i
e
s: Det
erm
i
n
i
ng
t
h
e
bet
ter p
r
edi
c
tor o
f
agg
r
essi
ve b
ehav
io
r at s
cho
o
l,”
Lynchbur
g,
L
ibe
r
ty
U
niversit
y
,
20
0
9
.
B
I
OGRAPHIES
O
F AUTHO
RS
T
e
o
S
i
eak
L
in
g
is
a
t
ut
or.
S
h
e
attai
n
ed
h
er
f
irst
d
egree
in
U
K
BS
c.
(
H
o
n
s
)
Degree
in
B
us
in
ess
&
M
a
n
a
g
e
m
e
n
t
f
r
o
m
U
n
i
v
e
r
s
i
t
y
o
f
B
r
a
d
f
o
r
d
a
n
d
M
.
E
d
.
(
E
d
u
c
a
t
i
o
n
a
l
P
sy
c
h
olog
y)
from
T
echno
lo
gy
U
niv
e
rsi
t
y
of
M
alay
si
a.
S
h
e
w
as
a
warded
a
s
t
h
e
b
e
s
t
st
uden
t
s
i
n
h
er
m
aster
st
udies.
Cu
rre
n
t
l
y
,
s
h
e
i
s
a
P
hD
c
an
di
dat
e
i
n
T
echn
o
lo
gy
U
ni
vers
it
y
of
M
al
aysi
a.
H
er
r
es
earch
f
ocu
s
i
s
m
a
inly
on
ed
uca
t
i
o
n
a
l
p
s
y
c
ho
l
ogy,
w
orkin
g
m
emo
r
y,
b
ehav
io
ural
p
rob
l
em
s and
s
t
ress
.
Y
e
o
K
ee
Ji
ar
i
s
an
Ass
oci
a
te
P
ro
f
e
sso
r
in
F
ac
ul
ty
o
f
Ed
ucation
,
U
n
i
ve
rs
ity
Te
c
h
n
o
lo
gy
o
f
M
a
lay
s
i
a
.
S
h
e
att
a
i
n
ed
h
er
B
.
E
d
(H
ons
.)
i
n
Lin
guistic
f
rom
U
n
iv
e
r
sity
S
ci
ence
of
M
alays
i
a
and
m
a
st
er
a
n
d
P
h
D
i
n
Edu
cati
onal
Ps
ych
o
l
ogy
f
ro
m
U
n
i
v
ersity
T
echn
o
logy
o
f
Malaysi
a
.
Her
res
earch
a
n
d
pub
li
cati
ons
a
re
r
elat
ed
t
o
her
interest
i
n
educat
io
nal
ps
ych
o
l
ogy,
r
e
a
din
g
r
eadi
n
ess
an
d s
p
ecial
edu
cati
o
n
.
Evaluation Warning : The document was created with Spire.PDF for Python.