I
nte
rna
t
io
na
l J
o
urna
l o
f
E
v
a
lua
t
io
n a
nd
Resea
rc
h in E
du
ca
t
io
n (
I
J
E
RE
)
Vo
l.
15
,
No
.
1
,
Feb
r
u
ar
y
2
0
2
6
,
p
p
.
1
02
~
1
11
I
SS
N:
2
2
5
2
-
8
8
2
2
,
DOI
: 1
0
.
1
1
5
9
1
/
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e
.
v
1
5
i
1
.
3
5
5
6
8
102
J
o
ur
na
l ho
m
ep
a
g
e
:
h
ttp
:
//ij
ere.
ia
esco
r
e.
co
m
Scho
o
l stress a
mo
ng
Ma
la
y
sia
n sec
o
nda
ry
scho
o
l student
s:
prev
a
lence and d
emo
g
ra
phic corre
la
tes
T
ie
-
Seng
T
e
1
,
H
utk
em
ri
Z
ul
na
idi
2
,
No
rf
a
ez
a
h M
d K
ha
li
d
1
1
D
e
p
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t
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o
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P
sy
c
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C
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a
c
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c
a
t
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o
n
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U
n
i
v
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M
a
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y
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K
u
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Lu
mp
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p
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me
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o
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F
a
c
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c
a
t
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o
n
,
U
n
i
v
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si
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i
M
a
l
a
y
a
,
K
u
a
l
a
L
u
mp
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r
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M
a
l
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y
si
a
Art
icle
I
nfo
AB
S
T
RAC
T
A
r
ticle
his
to
r
y:
R
ec
eiv
ed
Ap
r
22
,
2
0
2
5
R
ev
is
ed
Oct
17
,
2
0
2
5
Acc
ep
ted
No
v
16
,
2
0
2
5
Un
d
e
rsta
n
d
i
n
g
sc
h
o
o
l
stre
ss
is
e
s
se
n
ti
a
l,
g
i
v
e
n
th
e
si
g
n
ifi
c
a
n
t
ti
m
e
stu
d
e
n
ts
sp
e
n
d
i
n
sc
h
o
o
l
a
n
d
it
s
im
p
a
c
t
o
n
we
ll
-
b
e
in
g
.
Ac
k
n
o
wl
e
d
g
in
g
it
s
imp
o
rtan
c
e
,
th
is
stu
d
y
a
ime
d
to
a
ss
e
s
s
th
e
lev
e
l
o
f
sc
h
o
o
l
stre
ss
a
m
o
n
g
M
a
lay
sia
n
se
c
o
n
d
a
ry
sc
h
o
o
l
s
tu
d
e
n
ts.
T
h
e
re
sp
o
n
d
e
n
ts
in
t
h
is
st
u
d
y
c
o
n
siste
d
o
f
4
8
5
M
a
lay
sia
n
se
c
o
n
d
a
r
y
sc
h
o
o
l
st
u
d
e
n
ts,
se
lec
ted
th
r
o
u
g
h
m
u
lt
istag
e
sa
m
p
li
n
g
tec
h
n
i
q
u
e
s
t
o
e
n
su
re
n
a
ti
o
n
a
l
re
p
re
se
n
tativ
e
n
e
ss
.
Da
ta
we
re
c
o
ll
e
c
ted
u
si
n
g
a
sc
h
o
o
l
-
re
l
a
ted
stre
ss
q
u
e
stio
n
n
a
ire
a
d
a
p
ted
fro
m
t
h
e
sh
o
rten
e
d
v
e
rsio
n
o
f
th
e
a
d
o
les
c
e
n
t
stre
ss
q
u
e
stio
n
n
a
ire
(ASQ
-
S
).
Da
ta
we
re
a
n
a
ly
z
e
d
u
si
n
g
d
e
sc
rip
ti
v
e
sta
ti
s
ti
c
s,
Ra
sc
h
Wr
ig
h
t
m
a
p
p
in
g
,
i
n
d
e
p
e
n
d
e
n
t
sa
m
p
les
t
-
tes
ts
fo
r
g
e
n
d
e
r
d
iffere
n
c
e
s,
a
n
d
o
n
e
-
wa
y
AN
OV
A
fo
r
g
ra
d
e
a
n
d
re
g
io
n
a
l
c
o
m
p
a
ris
o
n
s.
T
h
e
re
su
lt
s
i
n
d
ica
ted
t
h
a
t,
o
v
e
ra
ll
,
M
a
lay
sia
n
se
c
o
n
d
a
ry
sc
h
o
o
l
st
u
d
e
n
ts
e
x
p
e
rien
c
e
lo
w
lev
e
ls
o
f
sc
h
o
o
l
stre
ss
.
De
sc
rip
ti
v
e
ly
,
fe
m
a
le
stu
d
e
n
ts
re
p
o
rted
h
ig
h
e
r
lev
e
ls
o
f
sc
h
o
o
l
st
re
ss
th
a
n
th
e
ir
m
a
le
c
o
u
n
terp
a
rts.
Am
o
n
g
d
iffere
n
t
fo
rm
s,
F
o
rm
4
stu
d
e
n
ts
re
p
o
rted
th
e
h
ig
h
e
st
lev
e
l
o
f
sc
h
o
o
l
stre
ss
,
fo
ll
o
we
d
b
y
F
o
rm
1
st
u
d
e
n
ts
.
Re
g
io
n
a
ll
y
,
stu
d
e
n
ts
fro
m
th
e
c
e
n
tral
a
n
d
so
u
th
e
rn
z
o
n
e
s
e
x
h
i
b
it
e
d
t
h
e
h
ig
h
e
st
lev
e
ls
o
f
sc
h
o
o
l
stre
ss
.
Th
is
stu
d
y
c
o
n
tri
b
u
tes
to
a
b
e
tt
e
r
u
n
d
e
rsta
n
d
i
n
g
o
f
sc
h
o
o
l
stre
ss
a
m
o
n
g
M
a
lay
sia
n
se
c
o
n
d
a
ry
sc
h
o
o
l
stu
d
e
n
ts,
p
ro
v
id
i
n
g
i
n
sig
h
ts
fo
r
d
e
v
e
lo
p
in
g
stra
teg
ies
t
o
re
d
u
c
e
stre
ss
in
sc
h
o
o
ls.
K
ey
w
o
r
d
s
:
Me
asu
r
em
en
t
Sch
o
o
l p
s
y
ch
o
lo
g
y
Sch
o
o
l stre
s
s
Seco
n
d
ar
y
s
ch
o
o
l
Stu
d
en
ts
’
well
-
b
ein
g
T
h
is i
s
a
n
o
p
e
n
a
c
c
e
ss
a
rticle
u
n
d
e
r th
e
CC B
Y
-
SA
li
c
e
n
se
.
C
o
r
r
e
s
p
o
nd
ing
A
uth
o
r
:
Hu
tk
em
r
i Z
u
ln
ai
d
i
Dep
ar
tm
en
t
o
f
Ma
th
em
atics a
n
d
Scien
ce
E
d
u
ca
tio
n
,
Facu
lty
o
f
E
d
u
ca
tio
n
,
U
n
iv
er
s
iti Ma
lay
a
5
0
6
0
3
Ku
ala
L
u
m
p
u
r
,
Ma
lay
s
ia
E
m
ail:
h
u
tk
em
r
i@
u
m
.
ed
u
.
m
y
1.
I
NT
RO
D
UCT
I
O
N
Ad
o
lescen
ce
is
a
life
s
tag
e
c
h
ar
ac
ter
ized
b
y
n
u
m
er
o
u
s
tr
a
n
s
itio
n
al
ch
allen
g
es,
s
u
ch
as
d
etac
h
m
en
t
f
r
o
m
p
ar
e
n
ts
,
tr
an
s
itio
n
in
g
to
ter
tiar
y
ed
u
ca
tio
n
,
o
r
in
teg
r
ati
n
g
in
to
a
wid
er
r
an
g
e
o
f
s
o
ci
al
in
ter
ac
tio
n
s
[
1
]
,
[
2
]
.
T
h
ese
tr
an
s
itio
n
s
o
f
ten
le
ad
to
h
eig
h
ten
e
d
lev
els
o
f
s
tr
ess
[
3
]
.
T
h
o
s
e
wh
o
h
av
e
h
ig
h
lev
els
o
f
s
tr
ess
ar
e
lik
ely
to
ex
p
er
ien
ce
p
s
y
c
h
o
s
o
m
atic
p
r
o
b
lem
s
,
em
o
tio
n
al
d
is
o
r
d
er
s
,
an
d
o
th
e
r
illn
ess
es
[
4
]
,
[
5
]
,
wh
ich
ca
n
s
u
b
s
eq
u
en
tly
af
f
ec
t th
eir
o
v
er
all
life
s
atis
f
ac
tio
n
[
6
]
.
Fo
r
s
ch
o
o
l
-
ag
e
d
ad
o
lescen
ts
,
u
n
d
er
s
tan
d
i
n
g
th
eir
s
tr
ess
ex
p
er
ien
ce
in
s
ch
o
o
l
is
p
ar
ticu
lar
ly
im
p
o
r
tan
t
d
u
e
to
th
e
lar
g
e
p
o
r
tio
n
o
f
tim
e
th
ey
s
p
en
d
in
s
ch
o
o
l
[
7
]
.
Sch
o
o
l
s
tr
ess
ca
n
n
eg
ativ
ely
im
p
ac
t
s
tu
d
en
ts
’
m
en
tal
h
ea
lth
,
co
n
t
r
ib
u
tin
g
to
is
s
u
es
s
u
ch
as
b
u
r
n
o
u
t,
d
e
p
r
ess
io
n
,
a
n
d
a
n
x
iet
y
[
8
]
–
[
1
2
]
.
I
t
also
co
n
tr
ib
u
tes
to
p
o
o
r
p
h
y
s
ical
h
ea
lth
,
s
u
ch
as
o
b
esit
y
[
1
0
]
,
[
1
1
]
.
Mo
r
eo
v
er
,
it
co
u
ld
r
e
s
u
lt
in
p
r
o
b
lem
atic
b
eh
av
io
r
s
,
s
u
c
h
as sch
o
o
l r
e
f
u
s
al
an
d
s
u
b
s
tan
ce
u
s
e
[
9
]
,
[
1
1
]
.
Ack
n
o
wled
g
in
g
th
e
n
e
g
ativ
e
co
n
s
eq
u
en
ce
s
o
f
s
ch
o
o
l
s
tr
ess
,
th
e
Min
is
tr
y
o
f
E
d
u
ca
tio
n
M
alay
s
ia
h
as
im
p
lem
en
ted
v
a
r
io
u
s
p
o
licies
an
d
p
r
o
g
r
a
m
s
to
en
h
a
n
ce
t
h
e
well
-
b
ein
g
o
f
s
tu
d
en
ts
at
s
ch
o
o
l.
On
e
s
u
ch
in
itiativ
e
is
th
e
im
p
lem
en
tatio
n
o
f
s
ch
o
o
l
-
b
ased
ass
ess
m
en
t
(
P
en
ta
ksir
a
n
B
era
s
a
s
ka
n
S
ek
o
la
h
o
r
PB
S)
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t
J
E
v
al
&
R
es E
d
u
c
I
SS
N:
2252
-
8
8
2
2
S
ch
o
o
l str
ess
a
mo
n
g
Ma
la
ysia
n
s
ec
o
n
d
a
r
y
s
ch
o
o
l stu
d
en
ts
:
p
r
ev
a
len
ce
a
n
d
d
emo
g
r
a
p
h
ic
… (
Tie
-
S
en
g
Te
)
103
s
in
ce
2
0
1
1
,
with
th
e
aim
o
f
r
ed
u
cin
g
o
v
er
e
m
p
h
asis
o
n
ex
am
in
atio
n
s
an
d
u
n
h
ea
lth
y
co
m
p
etitio
n
[
1
3
]
,
[
1
4
]
.
T
o
en
s
u
r
e
PB
S c
an
b
e
im
p
lem
en
ted
ef
f
ec
tiv
ely
an
d
to
en
s
u
r
e
m
o
r
e
en
jo
y
a
b
le
lea
r
n
in
g
,
th
e
Prim
a
r
y
Sch
o
o
l
Ach
iev
em
e
n
t
T
est
(
U
jia
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P
en
ca
p
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ia
n
S
ek
o
la
h
R
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n
d
a
h
or
UPSR
)
an
d
th
e
Fo
r
m
T
h
r
ee
Ass
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m
en
t
(
P
en
ta
ksir
a
n
Tin
g
ka
ta
n
3
or
PT3
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wer
e
th
en
ab
o
lis
h
ed
in
2
0
2
1
.
A
d
d
itio
n
ally
,
th
e
Hea
lt
h
y
Min
d
Pro
g
r
am
(
P
r
o
g
r
a
m
Min
d
a
S
ih
a
t
)
h
as
b
ee
n
im
p
lem
en
ted
in
all
s
ec
o
n
d
ar
y
s
ch
o
o
ls
s
in
ce
2
0
1
4
t
o
p
r
o
m
o
te
s
tu
d
en
ts
’
m
en
tal
h
ea
lth
[
1
5
]
.
Desp
ite
th
ese
in
itiativ
es,
co
m
p
r
eh
en
s
iv
e
an
d
u
p
-
to
-
d
ate
ev
id
en
ce
o
n
s
ch
o
o
l
s
tr
ess
am
o
n
g
Ma
lay
s
ian
s
ec
o
n
d
ar
y
s
ch
o
o
l
s
tu
d
en
ts
r
e
m
ain
s
lim
ited
.
Pas
t
s
tu
d
ies
h
a
v
e
p
r
im
ar
ily
f
o
cu
s
ed
o
n
s
m
all
,
n
o
n
-
r
ep
r
esen
tativ
e
s
am
p
les
[
1
6
]
,
[
1
7
]
,
lim
itin
g
t
h
e
g
e
n
er
aliza
b
ilit
y
o
f
th
ei
r
f
i
n
d
in
g
s
.
Fu
r
th
er
m
o
r
e,
m
o
s
t
o
f
th
ese
s
tu
d
ies
wer
e
co
n
d
u
cte
d
p
r
i
o
r
to
th
e
C
OVI
D
-
1
9
p
a
n
d
em
ic,
with
o
u
t
ac
c
o
u
n
tin
g
f
o
r
th
e
s
u
b
s
tan
tial
ch
an
g
es
in
s
ch
o
o
lin
g
p
r
ac
tices,
in
clu
d
in
g
p
r
o
tectiv
e
m
ea
s
u
r
es,
alter
ed
cu
r
r
icu
lu
m
d
eliv
er
y
[
5
]
,
an
d
th
e
in
cr
e
ased
u
s
e
o
f
d
i
g
ital
lear
n
in
g
in
s
ch
o
o
ls
[
1
8
]
.
T
h
is
s
tu
d
y
s
ee
k
s
to
ad
d
r
ess
th
ese
g
ap
s
b
y
p
r
o
v
i
d
in
g
a
p
o
s
t
-
p
an
d
em
ic,
n
atio
n
wid
e
ass
es
s
m
en
t
o
f
s
ch
o
o
l
s
tr
ess
am
o
n
g
Ma
lay
s
ian
s
ec
o
n
d
ar
y
s
ch
o
o
l
s
tu
d
en
ts
.
I
t
e
x
am
in
es
c
u
r
r
en
t
s
tr
ess
lev
els
ac
r
o
s
s
k
ey
d
e
m
o
g
r
a
p
h
ic
v
ar
i
ab
les,
p
r
o
v
i
d
in
g
a
co
m
p
r
eh
e
n
s
iv
e
u
n
d
er
s
tan
d
i
n
g
o
f
s
tu
d
e
n
t
well
-
b
ein
g
with
in
Ma
lay
s
ia’
s
ev
o
lv
in
g
ed
u
ca
tio
n
al
lan
d
s
ca
p
e.
2.
L
I
T
E
R
AT
U
RE
R
E
VI
E
W
Un
d
er
s
tan
d
in
g
s
tu
d
en
ts
’
s
ch
o
o
l
s
tr
ess
r
eq
u
ir
es
ex
am
in
in
g
b
o
th
th
e
ex
ter
n
al
s
tr
ess
o
r
s
p
r
esen
t
in
th
e
s
ch
o
o
l
en
v
ir
o
n
m
en
t
an
d
h
o
w
s
tu
d
en
ts
co
g
n
itiv
ely
an
d
em
o
t
io
n
ally
r
esp
o
n
d
to
th
em
.
T
o
g
u
id
e
th
e
r
ev
iew
an
d
s
y
n
th
esis
o
f
th
e
liter
atu
r
e,
th
e
tr
an
s
ac
tio
n
al
m
o
d
el
o
f
s
tr
ess
an
d
co
p
in
g
[
1
9
]
was
ad
o
p
ted
.
T
h
is
m
o
d
el
co
n
ce
p
tu
alize
s
s
tr
ess
as
a
d
y
n
am
ic
p
r
o
ce
s
s
r
esu
ltin
g
f
r
o
m
s
tu
d
en
ts
’
p
er
ce
p
tio
n
s
o
f
th
e
d
em
an
d
s
with
in
th
e
s
ch
o
o
l
en
v
ir
o
n
m
en
t
in
r
elatio
n
to
th
eir
co
p
in
g
r
eso
u
r
ce
s
.
I
n
ad
d
itio
n
,
in
s
ig
h
ts
f
r
o
m
s
elf
-
d
eter
m
in
atio
n
th
eo
r
y
(
SDT)
[
2
0
]
ar
e
in
c
o
r
p
o
r
ated
t
o
h
ig
h
lig
h
t
h
o
w
t
h
e
s
atis
f
ac
tio
n
o
r
f
r
u
s
tr
atio
n
o
f
s
tu
d
e
n
ts
’
b
asic
p
s
y
ch
o
lo
g
ical
n
ee
d
s
,
n
am
ely
a
u
to
n
o
m
y
,
c
o
m
p
eten
ce
,
an
d
r
elate
d
n
ess
,
ca
n
f
u
r
th
er
s
h
ap
e
t
h
eir
ex
p
er
ien
ce
s
o
f
s
tr
ess
in
s
ch
o
o
l
s
ettin
g
s
.
W
ith
r
eg
ar
d
t
o
t
h
e
p
e
r
c
ei
v
e
d
d
e
m
a
n
d
s
i
n
t
h
e
s
c
h
o
o
l
e
n
v
i
r
o
n
m
e
n
t,
f
ac
to
r
s
r
ela
te
d
t
o
a
ca
d
em
i
cs
ar
e
o
f
te
n
r
e
g
ar
d
e
d
as
t
h
e
m
o
s
t
c
o
m
m
o
n
co
n
t
r
i
b
u
ti
n
g
s
tr
ess
o
r
[
1
0
]
,
[
1
6
]
,
[
1
7
]
,
[
2
1
]
,
[
2
2
]
.
T
h
es
e
i
n
c
lu
d
e
ele
m
e
n
ts
s
u
c
h
as
d
e
m
a
n
d
i
n
g
le
ar
n
in
g
c
o
n
te
n
t
,
s
ch
o
o
l
wo
r
k
,
e
x
a
m
i
n
a
t
io
n
s
,
a
n
d
a
tte
n
d
a
n
c
e
at
s
ch
o
o
l
[
1
7
]
,
[
2
3
]
.
No
ta
b
l
y
,
ex
ce
s
s
i
v
e
h
o
m
e
wo
r
k
is
f
r
e
q
u
en
t
ly
ci
te
d
as
a
p
r
i
m
a
r
y
s
o
u
r
ce
o
f
s
t
r
ess
,
ev
e
n
a
m
o
n
g
s
tu
d
en
ts
w
h
o
o
t
h
e
r
wis
e
r
e
p
o
r
t
l
o
w
er
o
v
er
all
s
t
r
ess
le
v
els
[
2
4
]
.
F
r
o
m
th
e
p
er
s
p
e
cti
v
e
o
f
SDT
[
2
0
]
,
a
ca
d
e
m
i
c
o
v
er
l
o
ad
a
n
d
co
n
s
t
a
n
t
p
e
r
f
o
r
m
a
n
c
e
m
o
n
it
o
r
i
n
g
m
a
y
t
h
r
ea
te
n
s
t
u
d
e
n
ts
’
s
en
s
e
o
f
a
u
t
o
n
o
m
y
an
d
c
o
m
p
e
te
n
c
e,
t
h
e
r
e
b
y
r
e
d
u
ci
n
g
i
n
t
r
i
n
s
i
c
m
o
ti
v
at
io
n
a
n
d
i
n
cr
ea
s
i
n
g
s
tr
e
s
s
.
C
o
ll
ec
t
iv
el
y
,
a
ca
d
e
m
i
c
p
r
e
s
s
u
r
es
h
av
e
b
e
e
n
co
n
s
is
te
n
tl
y
lin
k
e
d
t
o
d
ec
r
ea
s
e
d
s
ch
o
o
l
e
n
j
o
y
m
e
n
t
a
n
d
s
e
r
i
o
u
s
co
n
s
e
q
u
e
n
c
es
f
o
r
s
t
u
d
e
n
ts
’
m
e
n
ta
l
h
e
alt
h
a
n
d
o
v
e
r
a
ll
wel
l
-
b
e
i
n
g
[
1
0
]
,
[
1
1
]
,
[
2
5
]
.
R
elatio
n
s
h
ip
s
with
in
th
e
s
ch
o
o
l
co
n
tex
t
r
ep
r
esen
t
an
o
th
er
s
ig
n
if
ican
t
s
o
u
r
ce
o
f
s
tr
ess
f
o
r
s
tu
d
en
ts
[
2
1
]
,
[
2
3
]
,
[
2
6
]
.
Peer
-
r
elate
d
s
tr
ess
o
f
ten
ar
is
es
f
r
o
m
s
o
cial
co
n
f
licts
,
b
u
lly
in
g
,
o
r
f
ea
r
o
f
n
eg
ativ
e
ju
d
g
m
en
t
[
1
2
]
,
[
2
3
]
,
[
2
7
]
,
[
2
8
]
.
T
h
ese
e
x
p
er
ien
ce
s
m
a
y
t
h
r
ea
ten
th
e
p
s
y
ch
o
lo
g
ical
n
ee
d
f
o
r
r
elate
d
n
ess
,
wh
ich
r
ef
e
r
s
to
f
ee
lin
g
s
o
cially
co
n
n
ec
ted
a
n
d
ac
ce
p
ted
[
2
0
]
.
Ad
d
itio
n
ally
,
teac
h
er
-
s
tu
d
en
t
in
ter
ac
tio
n
s
c
an
also
b
e
a
s
o
u
r
ce
o
f
s
tr
ess
[
1
2
]
,
[
2
1
]
,
[
2
3
]
,
[
2
7
]
,
[
2
8
]
.
Stu
d
e
n
ts
m
ay
f
ee
l
s
tr
ess
ed
wh
en
th
ey
p
er
ce
iv
e
u
n
f
air
t
r
ea
tm
en
t
o
r
ex
p
er
ien
ce
a
lac
k
o
f
a
u
to
n
o
m
y
s
u
p
p
o
r
t,
esp
ec
ially
wh
en
th
er
e
is
a
m
is
m
atch
b
etwe
en
th
eir
d
esire
f
o
r
in
d
ep
en
d
en
ce
an
d
th
e
lev
el
o
f
co
n
tr
o
l e
x
e
r
ted
b
y
teac
h
er
s
[
2
6
]
,
[
2
7
]
.
I
n
ad
d
itio
n
to
ac
a
d
em
ic
an
d
r
elatio
n
al
f
ac
to
r
s
,
th
e
p
h
y
s
ical
s
ch
o
o
l
en
v
ir
o
n
m
e
n
t
also
co
n
tr
ib
u
tes
to
s
tu
d
en
t
s
tr
ess
[
1
7
]
,
[
2
9
]
.
T
h
e
co
n
d
itio
n
o
f
th
e
s
ch
o
o
l
en
v
ir
o
n
m
en
t
p
lay
s
a
cr
u
cial
r
o
le
in
s
u
p
p
o
r
tin
g
s
tu
d
en
ts
’
co
m
f
o
r
t
an
d
o
v
e
r
all
well
-
b
ein
g
.
I
t
in
clu
d
es
asp
ec
ts
s
u
ch
as
g
o
o
d
in
f
r
astru
ctu
r
e
a
n
d
co
n
d
u
civ
e
lear
n
in
g
s
p
ac
es
[
3
0
]
.
O
v
er
cr
o
w
d
ed
class
r
o
o
m
s
an
d
in
ad
eq
u
ate
in
f
r
astru
ct
u
r
e
cr
ea
te
p
h
y
s
ically
u
n
co
m
f
o
r
t
ab
le
co
n
d
itio
n
s
th
at
ca
n
elev
ate
s
tu
d
e
n
ts
’
s
tr
ess
lev
els,
co
n
tr
ib
u
te
to
b
eh
av
i
o
r
al
is
s
u
es,
an
d
u
ltima
tely
i
n
cr
ea
s
e
ten
s
io
n
b
etwe
en
s
tu
d
en
ts
an
d
teac
h
er
s
[
2
6
]
,
[
2
9
]
,
[
3
1
]
,
[
3
2
]
.
Acc
o
r
d
in
g
to
th
e
tr
an
s
ac
tio
n
a
l
m
o
d
el
o
f
s
tr
ess
an
d
co
p
i
n
g
[
1
9
]
,
t
h
e
s
tr
ess
ex
p
er
ien
ce
is
s
h
ap
ed
b
y
th
e
in
d
iv
id
u
al’
s
co
p
in
g
r
eso
u
r
ce
s
an
d
p
er
s
o
n
al
ch
ar
ac
ter
is
tics
.
Ag
e
i
s
a
k
ey
f
ac
to
r
,
with
o
ld
er
s
tu
d
en
ts
g
en
er
ally
r
ep
o
r
tin
g
h
ig
h
er
s
tr
ess
lev
els
[
9
]
,
[
1
0
]
,
[
1
6
]
,
[
2
7
]
,
[
3
3
]
.
T
h
is
is
lar
g
ely
d
u
e
to
in
cr
ea
s
in
g
ac
ad
em
ic
d
em
an
d
s
as
th
ey
p
r
o
g
r
ess
to
h
ig
h
er
g
r
a
d
es,
f
ac
in
g
m
o
r
e
co
m
p
lex
c
u
r
r
icu
la
an
d
f
r
eq
u
e
n
t
f
o
r
m
al
ass
ess
m
en
ts
[
3
3
]
–
[
3
6
]
.
Old
er
s
tu
d
en
ts
also
f
ac
e
g
r
ea
ter
p
er
f
o
r
m
a
n
ce
ex
p
ec
tatio
n
s
an
d
p
r
ess
u
r
e
to
s
u
cc
ee
d
[
8
]
,
[
1
0
]
,
wh
ich
ca
n
u
n
d
er
m
in
e
p
er
ce
iv
e
d
co
m
p
eten
ce
an
d
au
to
n
o
m
y
if
n
o
t
p
air
ed
with
ad
eq
u
ate
s
u
p
p
o
r
t.
Mo
r
eo
v
er
,
teac
h
in
g
ap
p
r
o
ac
h
es
ten
d
to
b
ec
o
m
e
m
o
r
e
s
er
io
u
s
an
d
less
s
tu
d
en
t
-
c
en
ter
ed
in
u
p
p
er
f
o
r
m
s
[
2
5
]
,
wh
ile
p
s
y
ch
o
lo
g
ical
an
d
s
o
cial
s
u
p
p
o
r
t
o
f
ten
d
im
in
is
h
es
[
3
7
]
.
T
h
ese
f
ac
to
r
s
co
lle
ctiv
ely
co
n
tr
ib
u
te
to
ele
v
ated
s
tr
ess
lev
els
am
o
n
g
o
ld
er
s
tu
d
en
ts
.
Yo
u
n
g
er
s
tu
d
en
ts
,
p
a
r
ticu
lar
l
y
th
o
s
e
in
lo
wer
s
ec
o
n
d
ar
y
s
ch
o
o
l,
also
e
x
p
er
ie
n
ce
s
ig
n
if
i
ca
n
t
s
tr
ess
,
esp
ec
ially
d
u
r
i
n
g
t
h
e
t
r
a
n
s
i
t
i
o
n
i
n
t
o
h
i
g
h
s
c
h
o
o
l
[
3
3
]
,
[
3
8
]
,
[
3
9
]
.
T
h
i
s
t
r
a
n
s
it
i
o
n
p
e
r
i
o
d
i
s
m
ar
k
e
d
b
y
ch
allen
g
es
s
u
ch
as
lim
ited
s
elf
-
r
eg
u
latio
n
,
s
o
cial
a
d
ju
s
tm
en
t
d
if
f
icu
lt
ies,
an
d
a
lack
o
f
lear
n
in
g
i
n
d
ep
en
d
en
ce
[
3
9
]
.
Stre
s
s
m
ay
b
e
in
ten
s
if
ied
b
y
s
ig
n
if
ican
t
ch
a
n
g
es
in
s
ch
o
o
l
s
tr
u
ctu
r
e,
as
s
ee
n
in
co
u
n
tr
ies
lik
e
No
r
th
Am
er
ic
a
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2
2
5
2
-
8
8
2
2
I
n
t
J
E
v
al
&
R
es E
d
u
c
,
Vo
l
.
15
,
No
.
1
,
Feb
r
u
a
r
y
20
26
:
1
02
-
1
11
104
an
d
th
e
Un
ited
Kin
g
d
o
m
,
wh
er
e
s
tu
d
en
ts
s
h
if
t
f
r
o
m
h
av
in
g
a
s
in
g
le
p
r
im
ar
y
teac
h
e
r
to
n
av
ig
atin
g
m
u
ltip
le
s
u
b
jects,
class
r
o
o
m
s
,
an
d
tea
ch
er
s
in
s
ec
o
n
d
ar
y
s
ch
o
o
l
[
3
3
]
.
T
h
ese
s
h
if
ts
o
f
ten
c
r
ea
te
an
x
iety
an
d
u
n
m
et
ex
p
ec
tatio
n
s
,
lead
in
g
to
n
e
g
ativ
e
em
o
tio
n
al
r
esp
o
n
s
es to
war
d
s
ch
o
o
l
[
3
8
]
.
I
n
ter
m
s
o
f
g
en
d
e
r
,
c
o
n
s
is
ten
t
f
in
d
i
n
g
s
in
d
icate
th
at
f
em
ale
s
tu
d
en
ts
ex
p
e
r
ien
ce
h
i
g
h
e
r
lev
els
o
f
s
ch
o
o
l
s
tr
ess
[
9
]
,
[
1
6
]
,
[
2
1
]
,
[
2
7
]
,
[
2
8
]
,
[
3
3
]
,
[
4
0
]
.
O
n
e
p
o
s
s
ib
le
ex
p
lan
ati
o
n
is
t
h
at
g
ir
ls
a
r
e
u
s
u
ally
ex
p
ec
te
d
to
p
er
f
o
r
m
well
ac
ad
em
ically
[
8
]
,
[
1
0
]
,
[
2
1
]
.
T
h
e
y
also
ten
d
to
in
ter
n
alize
th
ese
ex
p
ec
tatio
n
s
,
lead
in
g
to
g
r
ea
ter
s
elf
-
im
p
o
s
ed
p
r
ess
u
r
e
[
2
1
]
,
[
2
2
]
.
T
h
is
d
y
n
am
ic
m
ay
cr
ea
te
a
m
o
tiv
atio
n
al
clim
ate
wh
er
e
s
tu
d
en
ts
f
ee
l
co
n
tr
o
lled
r
ath
er
th
a
n
au
to
n
o
m
o
u
s
,
co
n
tr
i
b
u
tin
g
to
f
r
u
s
tr
atio
n
an
d
em
o
tio
n
al
ex
h
a
u
s
tio
n
[
2
0
]
.
L
o
ca
tio
n
a
n
d
s
ch
o
o
l
t
y
p
e
also
in
f
lu
en
ce
s
tr
ess
lev
els.
Stu
d
e
n
ts
in
h
ig
h
-
in
c
o
m
e
o
r
c
o
m
p
eti
tiv
e
u
r
b
a
n
ar
ea
s
o
f
ten
f
ac
e
m
o
r
e
in
ten
s
e
ac
ad
em
ic
p
r
ess
u
r
e
[
8
]
,
[
4
1
]
,
[
4
2
]
.
I
n
h
ig
h
-
p
er
f
o
r
m
i
n
g
o
r
elite
s
ch
o
o
ls
,
s
tu
d
e
n
ts
m
ay
ex
p
er
ien
ce
a
co
m
p
etitiv
e
clim
ate
th
at
em
p
h
asizes
r
a
n
k
in
g
s
a
n
d
c
o
m
p
ar
is
o
n
s
[
8
]
,
[
1
6
]
,
[
4
3
]
.
Su
ch
en
v
ir
o
n
m
en
ts
m
ay
u
n
d
er
m
i
n
e
au
to
n
o
m
y
an
d
r
elate
d
n
e
s
s
,
esp
ec
ially
wh
en
s
tu
d
en
t
v
alu
e
is
tied
to
p
er
f
o
r
m
an
ce
o
u
tc
o
m
es
r
ath
er
th
an
p
er
s
o
n
al
g
r
o
wth
.
T
h
e
e
x
ter
n
al
p
r
ess
u
r
e
to
ac
h
iev
e
m
ay
f
u
r
th
er
s
u
p
p
r
ess
in
tr
in
s
ic
m
o
tiv
atio
n
an
d
am
p
li
f
y
s
ch
o
o
l stre
s
s
[
8
]
,
[
2
0
]
,
[
2
2
]
.
W
h
en
s
tu
d
en
t
s
a
p
p
r
a
i
s
e
s
ch
o
o
l
d
em
an
d
s
a
s
ex
c
ee
d
in
g
th
e
ir
co
p
i
n
g
r
es
o
u
r
c
es
,
th
e
r
e
s
u
lt
in
g
s
t
r
e
s
s
m
ay
a
d
v
er
s
e
ly
af
f
e
ct
th
e
ir
m
en
ta
l
h
e
al
th
,
a
c
ad
em
ic
en
g
a
g
em
en
t,
an
d
o
v
er
a
ll
w
el
l
-
b
e
in
g
[
6
]
,
[
1
0
]
,
[
1
1
]
,
[
2
3
]
,
[
3
6
]
,
[
4
4
]
.
R
e
co
g
n
iz
in
g
an
d
ad
d
r
e
s
s
in
g
th
es
e
f
ac
to
r
s
i
s
cr
u
c
ia
l.
S
ch
o
o
l
s
m
u
s
t
p
r
o
v
id
e
s
t
r
u
c
tu
r
a
l
an
d
em
o
tio
n
al
s
u
p
p
o
r
t,
s
u
ch
a
s
f
o
s
t
er
in
g
p
o
s
it
iv
e
t
ea
c
h
er
-
s
tu
d
en
t
r
e
la
tio
n
s
h
ip
s
an
d
c
r
ea
t
in
g
p
s
y
c
h
o
lo
g
ic
al
ly
s
a
f
e
en
v
i
r
o
n
m
en
t
s
,
to
b
u
f
f
er
s
t
r
e
s
s
an
d
p
r
o
m
o
te
ad
ap
t
iv
e
co
p
in
g
[
6
]
,
[
1
1
]
.
A
s
p
r
o
p
o
s
ed
b
y
SD
T
,
s
u
p
p
o
r
tin
g
s
tu
d
e
n
t
s
’
p
s
y
ch
o
lo
g
ic
al
n
ee
d
s
f
o
r
au
t
o
n
o
m
y
,
co
m
p
et
en
c
e,
an
d
r
el
at
ed
n
es
s
i
s
e
s
s
en
ti
al
f
o
r
r
ed
u
c
in
g
s
tr
e
s
s
an
d
en
h
an
c
in
g
m
o
t
iv
a
tio
n
[
2
0
]
.
B
y
ap
p
ly
in
g
th
e
tr
an
s
ac
tio
n
al
m
o
d
el
o
f
s
tr
ess
an
d
co
p
in
g
[
1
9
]
,
th
is
r
ev
iew
in
teg
r
ates
th
e
d
iv
er
s
e
s
o
u
r
ce
s
o
f
s
ch
o
o
l
s
tr
ess
in
to
a
u
n
if
ied
f
r
am
ew
o
r
k
.
W
h
en
in
ter
p
r
ete
d
alo
n
g
s
id
e
SDT
[
2
0
]
,
th
ese
f
in
d
in
g
s
r
ev
ea
l
h
o
w
s
tr
ess
is
s
h
ap
ed
n
o
t
o
n
ly
b
y
p
e
r
ce
iv
ed
d
e
m
an
d
s
an
d
co
p
in
g
r
eso
u
r
ce
s
,
b
u
t
also
b
y
th
e
ex
ten
t
to
wh
ich
th
e
s
ch
o
o
l
en
v
ir
o
n
m
en
t
s
u
p
p
o
r
ts
o
r
u
n
d
er
m
in
es
s
tu
d
en
ts
’
b
asic
p
s
y
ch
o
lo
g
ical
n
ee
d
s
.
I
n
teg
r
atin
g
b
o
th
co
g
n
itiv
e
-
ap
p
r
aisal
an
d
m
o
tiv
atio
n
al
p
er
s
p
ec
tiv
es
o
f
f
er
s
a
r
ich
er
f
o
u
n
d
atio
n
f
o
r
u
n
d
e
r
s
tan
d
in
g
s
ch
o
o
l
s
tr
ess
an
d
g
u
i
d
in
g
e
d
u
ca
tio
n
al
p
o
lici
es a
im
ed
at
p
r
o
m
o
tin
g
s
tu
d
e
n
ts
’
well
-
b
ein
g
.
3.
M
E
T
H
O
D
3
.
1
.
Sa
m
ples
a
nd
s
a
m
pli
ng
T
h
e
p
o
p
u
latio
n
o
f
t
h
is
s
tu
d
y
was
1
,
5
7
7
,
1
3
5
s
ec
o
n
d
a
r
y
s
tu
d
en
ts
f
r
o
m
s
ch
o
o
ls
u
n
d
er
th
e
ad
m
in
is
tr
atio
n
o
f
th
e
Min
is
tr
y
o
f
E
d
u
ca
tio
n
[
4
5
]
.
B
ased
o
n
C
o
ch
r
an
[
4
6
]
,
s
am
p
le
s
ize
ca
l
cu
latio
n
with
9
5
%
co
n
f
id
en
ce
lev
el,
a
s
am
p
le
s
ize
o
f
3
8
4
s
tu
d
en
ts
was
id
en
tifie
d
f
o
r
th
is
s
tu
d
y
.
T
o
ad
d
r
es
s
th
e
p
o
s
s
ib
ilit
y
o
f
n
o
n
r
esp
o
n
s
e,
th
e
s
am
p
le
s
ize
was
in
cr
ea
s
ed
b
y
3
0
%,
r
esu
ltin
g
in
a
to
tal
o
f
4
9
9
s
tu
d
en
ts
.
A
m
u
ltis
tag
e
s
am
p
lin
g
ap
p
r
o
ac
h
was
em
p
l
o
y
ed
t
o
e
n
s
u
r
e
r
ep
r
esen
tativ
en
ess
ac
r
o
s
s
Ma
lay
s
ia’
s
g
eo
g
r
ap
h
ic
r
eg
io
n
s
.
First,
th
e
p
o
p
u
latio
n
was
d
iv
id
ed
i
n
to
f
iv
e
zo
n
es:
th
e
n
o
r
th
er
n
zo
n
e
(
3
2
6
,
0
8
2
;
2
0
.
6
8
%),
ce
n
tr
al
zo
n
e
(
3
7
7
,
8
1
5
;
2
3
.
9
6
%),
s
o
u
th
er
n
zo
n
e
(
3
0
2
,
6
0
5
;
1
9
.
1
9
%),
ea
s
t
co
ast
zo
n
e
(
2
5
0
,
5
9
1
;
1
5
.
8
9
%),
an
d
E
ast
Ma
lay
s
ia
(
3
2
0
,
0
4
2
;
2
0
.
2
9
%).
Pr
o
p
o
r
ti
o
n
al
s
am
p
l
i
n
g
was
u
s
e
d
t
o
a
ll
o
c
ate
r
esp
o
n
d
e
n
ts
ac
c
o
r
d
i
n
g
ly
,
r
es
u
l
ti
n
g
i
n
1
0
3
s
tu
d
en
ts
f
r
o
m
th
e
n
o
r
t
h
e
r
n
z
o
n
e,
1
2
0
f
r
o
m
th
e
ce
n
t
r
a
l
z
o
n
e
,
9
6
f
r
o
m
t
h
e
s
o
u
t
h
e
r
n
z
o
n
e
,
7
9
f
r
o
m
t
h
e
ea
s
t
co
ast
z
o
n
e
,
a
n
d
1
0
1
f
r
o
m
E
ast
M
al
ay
s
ia
.
F
o
l
lo
wi
n
g
th
is
,
a
s
i
m
p
le
r
a
n
d
o
m
s
am
p
l
i
n
g
t
ec
h
n
i
q
u
e
was
a
d
o
p
te
d
t
o
s
ele
ct
o
n
e
s
t
ate
f
r
o
m
ea
ch
zo
n
e,
an
d
with
in
th
o
s
e
s
tates,
s
ch
o
o
ls
an
d
s
tu
d
en
ts
wer
e
also
s
elec
ted
u
s
in
g
s
im
p
le
r
a
n
d
o
m
s
am
p
lin
g
.
3
.
2
.
I
ns
t
rum
ent
T
o
m
ea
s
u
r
e
s
tu
d
en
ts
’
s
ch
o
o
l
s
tr
ess
,
th
e
item
s
r
elate
d
to
s
ch
o
o
l
in
th
e
s
h
o
r
ten
ed
v
e
r
s
io
n
o
f
th
e
ad
o
lescen
t
s
tr
ess
q
u
esti
o
n
n
ai
r
e
(
ASQ
-
S)
[
2
8
]
wer
e
ad
a
p
ted
.
Per
m
is
s
io
n
to
u
s
e
an
d
a
d
ap
t
th
e
s
ca
le
was
o
b
tain
ed
b
ef
o
r
e
th
e
r
esear
ch
was
ca
r
r
ied
o
u
t.
T
h
e
o
r
ig
in
al
item
s
wer
e
tr
an
s
lated
in
to
th
e
Ma
lay
lan
g
u
ag
e
f
o
r
b
etter
u
n
d
er
s
tan
d
in
g
o
f
t
h
e
s
u
b
jects.
T
o
en
s
u
r
e
th
e
item
s
wer
e
co
m
p
r
eh
en
s
ib
le,
two
e
x
p
er
ien
ce
d
lan
g
u
ag
e
teac
h
er
s
r
ev
iewe
d
th
e
tr
an
s
latio
n
an
d
th
e
lan
g
u
ag
e
u
s
ed
in
th
e
q
u
esti
o
n
n
air
e.
I
n
to
tal,
th
er
e
wer
e
eig
h
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k
f
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etr
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ev
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[
4
7
]
–
[
4
9
]
.
Ad
v
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tag
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R
asch
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r
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u
m
b
er
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f
r
esp
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n
s
e
ca
teg
o
r
ies
[
4
8
]
,
[
5
0
]
,
[
5
1
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.
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tr
es
s
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Ou
tf
it
m
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s
q
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ar
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(
MN
SQ)
v
alu
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all
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elo
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0
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ly
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is
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g
u
is
h
b
etwe
en
ad
jace
n
t c
ateg
o
r
ies
[
5
1
]
.
T
ab
le
1
.
Sch
o
o
l stre
s
s
item
s
I
t
e
m
l
a
b
e
l
I
t
e
ms
En
g
l
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sh
v
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si
o
n
M
a
l
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a
n
g
u
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si
on
S
T1
H
a
v
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g
t
o
st
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t
h
i
n
g
s
I
d
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n
o
t
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d
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r
st
a
n
d
T
e
rp
a
k
s
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b
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r
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y
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T2
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Me
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h
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T3
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H
a
d
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r k
e
s
e
k
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l
a
h
S
T4
La
c
k
o
f
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p
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t
f
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m
t
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a
c
h
e
r
s
K
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r
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n
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ra
s
a
h
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rm
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t
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p
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d
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g
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r
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S
T5
La
c
k
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p
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t
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m s
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h
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l
m
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t
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K
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s
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h
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t
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p
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d
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r
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k
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n
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l
a
h
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T6
G
e
t
t
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l
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w
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t
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m
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t
e
a
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h
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s
Be
ri
n
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ra
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si
d
e
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g
a
n
g
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r
u
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g
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r
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s
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y
a
S
T7
G
e
t
t
i
n
g
a
l
o
n
g
w
i
t
h
m
y
sc
h
o
o
l
mat
e
s
Be
rg
a
u
l
d
e
n
g
a
n
ra
k
a
n
s
e
k
o
l
a
h
s
a
y
a
S
T8
H
a
v
i
n
g
t
o
o
m
u
c
h
h
o
mew
o
r
k
Me
m
p
u
n
y
a
i
t
e
rl
a
m
p
a
u
b
a
n
y
a
k
k
e
rj
a
r
u
m
a
h
T
ab
le
2
.
R
atin
g
s
ca
le
ef
f
ec
tiv
e
n
ess
C
a
t
e
g
o
r
y
l
a
b
e
l
O
b
serv
e
d
c
o
u
n
t
A
v
e
r
a
g
e
mea
su
r
e
O
u
t
f
i
t
M
N
S
Q
Th
r
e
s
h
o
l
d
c
a
l
i
b
r
a
t
i
o
n
1
3
5
4
-
2
.
6
6
0
.
9
8
N
o
n
e
2
2
0
3
-
1
.
4
5
0
.
7
8
-
1
.
5
6
3
1
3
0
-
0
.
4
6
1
.
0
6
-
0
.
6
0
4
81
0
.
3
5
1
.
3
5
0
.
3
6
5
32
1
.
1
7
1
.
3
1
1
.
8
1
3
.
3
.
Da
t
a
a
na
ly
s
is
T
o
id
en
tify
th
e
lev
el
o
f
s
ch
o
o
l
s
tr
ess
am
o
n
g
Ma
lay
s
ian
s
ec
o
n
d
ar
y
s
ch
o
o
l
s
tu
d
e
n
ts
,
a
d
escr
ip
tiv
e
an
aly
s
is
was
p
er
f
o
r
m
ed
.
T
h
e
m
ea
n
s
co
r
e
o
f
s
tu
d
e
n
ts
’
s
ch
o
o
l
s
tr
ess
wa
s
in
ter
p
r
eted
u
s
in
g
th
e
ca
teg
o
r
izatio
n
p
r
o
p
o
s
ed
b
y
Nu
n
n
ally
[
5
3
]
,
wh
ich
in
clu
d
es
f
iv
e
lev
els:
v
er
y
lo
w
(
1
.
0
0
–
1
.
4
9
)
,
lo
w
(
1
.
5
0
–
2
.
4
9
)
,
m
o
d
er
ate
(
2
.
5
0
–
3
.
4
9
)
,
h
ig
h
(
3
.
5
0
–
4
.
4
9
)
,
an
d
v
er
y
h
ig
h
(
4
.
5
0
–
5
.
0
0
)
.
I
n
a
d
d
itio
n
,
th
e
W
r
ig
h
t
m
a
p
f
r
o
m
th
e
R
asch
an
aly
s
is
was
u
s
ed
to
o
b
tain
a
v
is
u
al
r
ep
r
esen
tatio
n
o
f
th
e
d
if
f
icu
lty
lev
el
o
f
ea
ch
item
.
I
tem
s
lo
ca
ted
at
th
e
b
o
tto
m
o
f
t
h
e
m
ap
in
d
icate
d
th
o
s
e
th
at
wer
e
ea
s
iest
f
o
r
r
esp
o
n
d
en
ts
to
en
d
o
r
s
e,
wh
il
e
item
s
at
th
e
to
p
r
ep
r
esen
ted
th
e
m
o
s
t
d
if
f
icu
lt
to
en
d
o
r
s
e
[
4
8
]
.
I
n
f
er
e
n
tial
s
tatis
t
ics
wer
e
th
en
co
n
d
u
cte
d
to
d
eter
m
in
e
th
e
d
if
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ce
s
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s
tu
d
en
ts
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o
l
s
tr
ess
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ased
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n
d
er
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g
r
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e
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m
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g
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g
r
a
p
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z
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n
es.
Sp
ec
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ically
,
an
in
d
ep
en
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en
t
s
am
p
les
t
-
test
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s
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s
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en
d
er
-
b
ased
d
if
f
e
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ile
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n
e
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way
ANOV
A
was e
m
p
lo
y
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p
lo
r
e
d
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er
en
ce
s
ac
r
o
s
s
f
o
r
m
s
an
d
zo
n
es.
4.
RE
SU
L
T
S AN
D
D
I
SCU
SS
I
O
N
I
n
to
tal,
4
9
5
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u
t
o
f
4
9
9
d
is
tr
i
b
u
ted
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u
r
v
e
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r
etu
r
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ed
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r
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ltin
g
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a
r
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o
n
s
e
r
ate
o
f
9
9
.
4
8
%.
A
to
ta
l
o
f
1
0
o
u
tlier
r
esp
o
n
s
es
with
all
m
ax
im
u
m
o
r
m
in
im
u
m
r
a
tin
g
s
wer
e
f
ir
s
t
r
em
o
v
ed
.
Fin
ally
,
4
8
5
s
tu
d
e
n
ts
’
r
esp
o
n
s
es
wer
e
an
aly
ze
d
.
O
u
t
o
f
th
e
4
8
5
r
esp
o
n
d
en
ts
,
9
9
(
2
0
.
4
1
%)
wer
e
f
r
o
m
th
e
n
o
r
th
e
r
n
zo
n
e,
1
1
8
(
2
4
.
3
3
%)
f
r
o
m
t
h
e
ce
n
t
r
al
zo
n
e,
9
2
(
1
8
.
9
7
%)
f
r
o
m
th
e
s
o
u
th
er
n
zo
n
e,
7
7
(
1
5
.
8
8
%)
f
r
o
m
t
h
e
ea
s
t
co
ast
zo
n
e,
an
d
9
9
(
2
0
.
4
1
%)
f
r
o
m
E
ast
Ma
lay
s
ia.
I
n
ter
m
s
o
f
g
en
d
er
,
2
2
2
(
4
5
.
7
7
%)
wer
e
m
ale
an
d
2
6
3
(
5
4
.
2
3
%)
wer
e
f
em
ale.
I
n
ter
m
s
o
f
f
o
r
m
,
1
2
4
(
2
5
.
5
7
%)
wer
e
Fo
r
m
1
s
tu
d
en
ts
,
1
1
6
(
2
3
.
9
2
%)
wer
e
Fo
r
m
2
s
tu
d
en
ts
,
1
2
2
(
2
5
.
1
5
%)
wer
e
Fo
r
m
3
s
tu
d
en
t
s
,
an
d
1
2
3
(
2
5
.
3
6
%)
wer
e
Fo
r
m
4
s
tu
d
en
ts
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2
2
5
2
-
8
8
2
2
I
n
t
J
E
v
al
&
R
es E
d
u
c
,
Vo
l
.
15
,
No
.
1
,
Feb
r
u
a
r
y
20
26
:
1
02
-
1
11
106
4
.
1
.
T
he
lev
el
o
f
s
cho
o
l st
re
s
s
Descr
ip
tiv
e
an
aly
s
is
r
ev
ea
led
th
at
Ma
lay
s
ian
s
ec
o
n
d
ar
y
s
ch
o
o
l
s
tu
d
en
ts
g
en
er
ally
h
av
e
a
lo
w
lev
el
o
f
s
ch
o
o
l
s
tr
ess
(
M=
2
.
0
0
;
SD
=0
.
6
7
)
.
Nex
t,
th
e
ca
teg
o
r
izatio
n
o
f
s
tu
d
en
ts
b
ased
o
n
th
e
in
ter
p
r
etatio
n
o
f
m
ea
n
s
co
r
es
b
y
Nu
n
n
ally
[
5
3
]
s
h
o
ws
th
at
2
6
5
(
5
4
.
6
4
%)
s
tu
d
e
n
t
s
h
av
e
a
lo
w
lev
el
o
f
s
ch
o
o
l
s
tr
ess
,
1
0
6
(
2
1
.
8
6
%)
h
av
e
a
v
e
r
y
lo
w
lev
el
o
f
s
ch
o
o
l
s
tr
ess
,
9
3
(
1
9
.
1
8
%)
h
a
v
e
a
m
o
d
er
ate
lev
el
o
f
s
ch
o
o
l
s
tr
ess
,
an
d
2
1
(
4
.
3
3
%)
h
av
e
a
h
ig
h
lev
el
o
f
s
ch
o
o
l
s
tr
ess
.
No
n
e
o
f
th
e
s
tu
d
en
ts
d
is
p
lay
s
a
v
er
y
h
ig
h
lev
el
o
f
s
ch
o
o
l
s
tr
ess
.
T
h
e
lo
w
lev
el
o
f
s
ch
o
o
l
s
tr
ess
am
o
n
g
t
h
e
s
tu
d
en
ts
co
u
ld
lik
ely
b
e
d
u
e
to
th
e
p
o
licies
an
d
p
r
o
g
r
a
m
s
im
p
lem
en
ted
b
y
th
e
Mo
E
to
p
r
o
m
o
te
s
tu
d
e
n
ts
’
well
-
b
ein
g
in
r
ec
en
t
y
ea
r
s
,
wh
ich
in
clu
d
e
ab
o
lis
h
in
g
m
ajo
r
p
u
b
lic
ex
am
in
atio
n
s
s
in
ce
2
0
1
1
an
d
im
p
lem
en
tin
g
th
e
“
Hea
lth
y
Mi
n
d
Pro
g
r
am
”
s
in
ce
2
0
1
4
[
1
3
]
–
[
1
5
]
.
E
v
en
th
o
u
g
h
th
is
s
tu
d
y
s
h
o
ws
th
at,
g
en
er
ally
,
th
e
s
tu
d
en
ts
h
av
e
a
lo
w
lev
el
o
f
s
ch
o
o
l
s
tr
ess
,
it
is
im
p
o
r
tan
t
to
ac
k
n
o
wled
g
e
th
at
ab
o
u
t 2
0
% o
f
th
e
s
tu
d
en
ts
d
is
p
lay
a
m
o
d
er
ate
t
o
h
ig
h
le
v
el
o
f
s
ch
o
o
l stre
s
s
.
T
h
is
s
u
b
g
r
o
u
p
’
s
s
ch
o
o
l stre
s
s
s
h
o
u
ld
n
o
t
b
e
u
n
d
er
esti
m
ated
,
as
it
ca
n
s
ig
n
if
ican
tly
co
m
p
r
o
m
is
e
th
eir
o
v
e
r
all
s
ch
o
o
l
well
-
b
ein
g
[
6
]
,
[
1
0
]
,
[
1
1
]
,
[
2
3
]
,
[
3
6
]
,
[
4
4
]
.
Nex
t,
th
e
W
r
ig
h
t
m
ap
f
r
o
m
R
asch
an
aly
s
is
,
as
in
Fig
u
r
e
1
,
was
g
en
er
ated
t
o
v
is
u
ally
d
ep
ict
th
e
in
te
n
s
ity
o
f
s
ch
o
o
l
-
r
elate
d
s
tr
ess
o
r
s
b
ased
o
n
item
d
if
f
icu
lty
lev
els.
Fig
u
r
e
1
.
T
h
e
W
r
ig
h
t m
ap
As
illu
s
tr
ated
in
th
e
W
r
ig
h
t
m
ap
,
item
ST8
,
“
h
av
in
g
to
o
m
u
ch
h
o
m
ew
o
r
k
,
”
wh
ich
is
p
o
s
itio
n
ed
at
th
e
b
o
tto
m
,
is
th
e
ea
s
iest
to
b
e
en
d
o
r
s
ed
b
y
th
e
s
tu
d
en
ts
,
f
o
llo
wed
b
y
ST1
,
“
h
av
in
g
to
s
tu
d
y
t
h
in
g
s
I
d
o
n
o
t
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t
J
E
v
al
&
R
es E
d
u
c
I
SS
N:
2252
-
8
8
2
2
S
ch
o
o
l str
ess
a
mo
n
g
Ma
la
ysia
n
s
ec
o
n
d
a
r
y
s
ch
o
o
l stu
d
en
ts
:
p
r
ev
a
len
ce
a
n
d
d
emo
g
r
a
p
h
ic
… (
Tie
-
S
en
g
Te
)
107
u
n
d
er
s
tan
d
,
”
an
d
ST2
,
“
k
ee
p
i
n
g
u
p
with
s
ch
o
o
l
wo
r
k
.
”
T
h
is
f
in
d
in
g
i
n
d
icate
s
th
at,
g
en
e
r
ally
,
th
e
s
tu
d
e
n
ts
r
eg
ar
d
h
av
in
g
to
o
m
u
ch
h
o
m
e
wo
r
k
an
d
d
ea
lin
g
with
s
ch
o
o
l
-
r
elate
d
task
s
as
th
e
m
ain
s
o
u
r
ce
s
o
f
s
ch
o
o
l
s
tr
ess
f
o
r
t
h
em
.
T
h
is
is
in
lin
e
with
p
ast
s
tu
d
ies
wh
ich
in
d
icate
d
th
a
t
ac
ad
em
ic
-
r
elate
d
m
atter
s
ar
e
th
e
m
o
s
t
co
m
m
o
n
co
n
tr
ib
u
tin
g
s
tr
ess
o
r
[
1
0
]
,
[
1
6
]
,
[
1
7
]
,
[
2
1
]
–
[
2
3
]
.
C
o
n
v
er
s
ely
,
item
ST6
,
“
g
ettin
g
alo
n
g
with
m
y
teac
h
er
s
,
”
w
h
ich
is
p
o
s
itio
n
ed
at
th
e
to
p
m
o
s
t
o
f
th
e
m
ap
,
is
th
e
m
o
s
t
d
if
f
icu
lt
item
to
b
e
en
d
o
r
s
ed
b
y
th
e
s
tu
d
en
ts
.
T
h
is
f
in
d
in
g
s
u
g
g
ests
th
at,
g
en
er
ally
,
th
e
s
tu
d
en
ts
d
o
n
o
t
r
e
g
ar
d
in
te
r
ac
tin
g
with
teac
h
er
s
as
s
tr
ess
f
u
l
f
o
r
th
em
.
I
t
is
in
ter
esti
n
g
to
n
o
te
th
at
t
h
e
item
“
g
ettin
g
alo
n
g
with
m
y
s
ch
o
o
l
m
ates”
is
r
elativ
ely
ea
s
ier
to
b
e
en
d
o
r
s
ed
b
y
s
tu
d
en
ts
as
s
tr
e
s
s
f
u
l,
co
m
p
ar
e
d
to
“
g
ettin
g
alo
n
g
with
teac
h
er
s
.
”
Mo
r
eo
v
er
,
th
e
item
“
l
ac
k
o
f
r
e
s
p
ec
t
f
r
o
m
s
ch
o
o
lm
ates”
is
co
m
p
ar
ativ
ely
ea
s
ier
to
b
e
en
d
o
r
s
ed
b
y
s
tu
d
en
ts
as
s
tr
ess
f
u
l,
co
m
p
ar
ed
to
“
lack
o
f
r
esp
ec
t
f
r
o
m
teac
h
er
s
.
”
T
h
es
e
f
in
d
in
g
s
s
u
g
g
est
th
at
s
tu
d
en
ts
f
in
d
in
ter
ac
tio
n
s
with
s
ch
o
o
lm
ates
m
o
r
e
s
tr
ess
f
u
l,
p
o
ten
tially
d
u
e
to
d
i
s
ag
r
ee
m
en
ts
,
p
ee
r
ju
d
g
m
en
ts
,
o
r
d
is
r
esp
ec
tf
u
l
b
e
h
av
io
r
s
f
r
o
m
s
ch
o
o
lm
ates
[
1
2
]
,
[
2
3
]
,
[
2
7
]
,
[
2
8
]
.
Su
ch
e
x
p
er
ien
ce
s
ca
n
th
r
ea
ten
th
e
p
s
y
ch
o
lo
g
ical
n
ee
d
f
o
r
r
el
ated
n
ess
,
wh
ich
r
ef
er
s
to
s
tu
d
en
ts
’
d
esire
to
f
ee
l
s
af
e,
co
n
n
ec
ted
,
an
d
ac
ce
p
ted
b
y
o
th
e
r
s
at
s
ch
o
o
l
[
2
0
]
.
Mo
r
eo
v
er
,
th
e
W
r
ig
h
t
m
ap
il
lu
s
tr
ates
a
clea
r
s
tr
atif
icatio
n
in
s
tu
d
en
t
ex
p
e
r
ien
ce
s
,
wh
er
e
s
tu
d
en
ts
with
h
ig
h
er
o
v
e
r
all
s
ch
o
o
l
s
tr
ess
lev
els
ten
d
to
e
n
d
o
r
s
e
a
lm
o
s
t
all
item
s
.
T
h
is
f
in
d
in
g
s
u
g
g
ests
th
at
b
o
t
h
ac
ad
em
ic
an
d
s
o
cial
ex
p
er
ien
ce
s
ar
e
p
er
ce
iv
ed
as
s
tr
ess
f
u
l
b
y
th
is
g
r
o
u
p
o
f
s
tu
d
e
n
ts
.
I
n
co
n
tr
ast,
s
tu
d
en
ts
with
lo
w
s
tr
ess
lev
el
s
r
ar
ely
en
d
o
r
s
e
th
ese
item
s
,
with
th
e
n
o
tab
le
e
x
ce
p
tio
n
o
f
item
“
h
av
in
g
t
o
o
m
u
c
h
h
o
m
ewo
r
k
,
”
w
h
ich
a
p
p
ea
r
s
t
o
b
e
a
n
ea
r
ly
u
n
iv
er
s
al
co
n
ce
r
n
.
T
h
is
is
co
n
s
is
ten
t
with
r
esear
ch
s
h
o
win
g
t
h
at
ac
ad
em
ic
wo
r
k
lo
a
d
,
p
ar
ticu
lar
ly
ex
ce
s
s
iv
e
h
o
m
ewo
r
k
,
is
co
m
m
o
n
ly
cited
as
a
s
tr
ess
o
r
ev
en
am
o
n
g
s
tu
d
e
n
ts
wh
o
o
th
er
wis
e
r
ep
o
r
t
lo
wer
s
tr
ess
lev
els
[
2
4
]
.
T
h
e
s
tr
atif
ica
tio
n
alig
n
s
with
th
e
tr
an
s
ac
tio
n
al
m
o
d
el
o
f
s
tr
ess
an
d
co
p
in
g
[
1
9
]
,
wh
er
e
s
tu
d
e
n
ts
’
s
tr
ess
r
esp
o
n
s
es
d
ep
en
d
o
n
h
o
w
th
ey
ev
alu
ate
m
u
ltip
le
s
tr
ess
o
r
s
in
lig
h
t
o
f
th
eir
co
p
in
g
ca
p
ac
ity
.
Hig
h
-
s
tr
ess
s
tu
d
en
ts
lik
ely
p
er
ce
iv
e
a
g
r
ea
ter
m
is
m
atch
b
et
wee
n
d
em
an
d
s
an
d
r
eso
u
r
ce
s
,
r
esu
ltin
g
in
a
g
e
n
er
alize
d
s
tr
ess
r
esp
o
n
s
e
ac
r
o
s
s
d
o
m
ain
s
.
I
n
co
n
tr
ast,
lo
w
-
s
tr
ess
s
tu
d
en
ts
ar
e
lar
g
ely
r
esil
ien
t e
x
ce
p
t in
th
e
f
ac
e
o
f
an
o
v
er
w
h
elm
in
g
ac
a
d
e
m
ic
wo
r
k
lo
ad
.
4
.
2
.
Dif
f
er
ence
s
in s
cho
o
l st
r
ess
ba
s
ed
o
n g
en
der,
f
o
rm
s
,
a
nd
zo
nes
4
.
2
.
1
.
G
ender
I
n
d
ep
e
n
d
en
t
s
am
p
les
t
-
test
was
co
n
d
u
cted
to
d
eter
m
in
e
th
e
d
if
f
er
en
ce
s
in
s
ch
o
o
l
s
tr
ess
b
etwe
en
m
ales
an
d
f
em
ales.
As
s
h
o
w
n
in
T
ab
le
3
,
t
h
e
m
ea
n
s
ch
o
o
l
s
tr
es
s
s
co
r
e
f
o
r
m
ales
(
M=
1
.
9
8
,
SD=0
.
6
8
)
was
lo
wer
th
an
f
em
ales
(
M=
2
.
0
1
,
SD=0
.
6
7
)
.
Ho
wev
er
,
t
h
e
d
if
f
er
en
ce
was
n
o
t
s
tatis
tically
s
ig
n
if
ican
t
[
t
(
4
8
3
)
=
-
0
.
4
5
1
,
p
>0
.
0
5
]
.
Desp
ite
no
s
ig
n
if
ican
t
d
if
f
er
en
ce
s
b
ein
g
o
b
s
er
v
e
d
,
f
em
al
e
s
tu
d
en
ts
ex
p
er
ien
ce
a
h
ig
h
er
lev
el
o
f
s
ch
o
o
l
s
tr
ess
th
an
th
eir
m
ale
co
u
n
ter
p
a
r
ts
.
T
h
is
f
in
d
in
g
c
o
r
r
o
b
o
r
ates
p
r
ev
i
o
u
s
s
tu
d
ies
th
at
r
ep
o
r
te
d
h
ig
h
e
r
s
ch
o
o
l
s
tr
ess
am
o
n
g
f
em
ale
s
tu
d
en
ts
[
9
]
,
[
1
6
]
,
[
2
1
]
,
[
2
7
]
,
[
2
8
]
,
[
3
3
]
,
[
4
0
]
.
Sev
er
al
f
ac
t
o
r
s
m
ay
co
n
tr
ib
u
te
to
th
is
p
atter
n
.
Fem
ale
s
tu
d
en
ts
ar
e
o
f
ten
s
u
b
ject
to
s
o
cieta
l
a
n
d
ac
ad
em
ic
ex
p
ec
tatio
n
s
to
p
er
f
o
r
m
well,
wh
ich
ca
n
in
cr
ea
s
e
p
r
ess
u
r
e
a
n
d
s
tr
e
s
s
[
8
]
,
[
1
0
]
,
[
2
1
]
.
Mo
r
e
o
v
er
,
r
esear
ch
s
u
g
g
ests
th
at
f
em
ale
s
tu
d
en
ts
o
f
ten
p
lace
h
ig
h
er
ac
a
d
em
ic
d
e
m
an
d
s
o
n
th
em
s
elv
es
an
d
d
em
o
n
s
tr
ate
g
r
ea
ter
c
o
n
s
cien
tio
u
s
n
ess
in
s
ch
o
o
l
task
s
[
2
1
]
,
[
2
2
]
.
Fro
m
th
e
p
er
s
p
ec
ti
v
e
o
f
SDT
[
2
0
]
,
b
o
th
ex
ter
n
al
an
d
in
ter
n
al
p
r
ess
u
r
es
m
ay
u
n
d
er
m
in
e
s
tu
d
e
n
ts
’
n
ee
d
f
o
r
au
to
n
o
m
y
,
as th
eir
m
o
tiv
atio
n
m
ay
f
ee
l e
x
ter
n
ally
c
o
n
tr
o
lled
r
ath
er
th
a
n
s
elf
-
d
ir
ec
ted
.
T
ab
le
3
.
I
n
d
ep
e
n
d
en
t sam
p
les
t
-
test
o
f
s
ch
o
o
l stre
s
s
b
y
g
en
d
er
G
e
n
d
e
r
n
M
e
a
n
SD
t
df
p
M
a
l
e
s
2
2
2
1
.
9
8
0
.
6
8
-
0
.
4
5
1
4
8
3
0
.
6
5
F
e
mal
e
s
2
6
3
2
.
0
1
0
.
6
7
4
.
2
.
2
.
F
o
r
m
s
On
e
-
way
ANOV
A
was
co
n
d
u
cted
to
d
eter
m
in
e
th
e
d
if
f
er
en
ce
s
in
s
ch
o
o
l
s
tr
ess
b
ased
o
n
f
o
r
m
s
.
As p
r
esen
ted
in
T
ab
le
4
,
Fo
r
m
4
s
tu
d
en
ts
(
M=
2
.
0
9
; SD=
0
.
6
9
)
ex
h
ib
ited
th
e
h
ig
h
est s
ch
o
o
l
s
tr
ess
,
f
o
llo
wed
b
y
Fo
r
m
1
s
tu
d
en
ts
(
M=
2
.
0
5
;
SD=0
.
7
5
)
,
Fo
r
m
3
s
tu
d
en
ts
(
M
=1
.
9
3
;
SD=0
.
5
9
)
an
d
Fo
r
m
2
s
tu
d
en
ts
(
M=
1
.
9
3
;
SD=0
.
6
4
)
.
Ho
wev
er
,
th
e
d
if
f
e
r
en
ce
s
wer
e
n
o
t statis
tically
s
i
g
n
if
ican
t [
F
(
3
,
4
8
1
)
=
1
.
9
5
1
,
p
>0
.
0
5
]
.
T
ab
le
4
.
On
e
-
way
ANOV
A
co
m
p
ar
in
g
s
ch
o
o
l stre
s
s
ac
r
o
s
s
f
o
u
r
f
o
r
m
s
F
o
r
ms
n
M
e
a
n
SD
df
F
p
1
1
2
4
2
.
0
5
0
.
7
5
(
3,
4
8
1
)
1
.
9
5
1
0
.
1
2
2
1
1
6
1
.
9
3
0
.
6
4
3
1
2
2
1
.
9
3
0
.
5
9
4
1
2
3
2
.
0
9
0
.
6
9
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2
2
5
2
-
8
8
2
2
I
n
t
J
E
v
al
&
R
es E
d
u
c
,
Vo
l
.
15
,
No
.
1
,
Feb
r
u
a
r
y
20
26
:
1
02
-
1
11
108
Alth
o
u
g
h
t
h
e
d
if
f
e
r
en
ce
s
wer
e
n
o
t
s
ig
n
if
ican
t,
Fo
r
m
4
s
tu
d
en
ts
ap
p
ea
r
ed
t
o
ex
p
er
ien
ce
t
h
e
h
ig
h
est
lev
el
o
f
s
tr
ess
.
T
h
is
m
ay
b
e
attr
ib
u
ted
to
th
e
tr
an
s
itio
n
p
h
ase
th
ey
u
n
d
er
g
o
,
wh
er
e
t
h
ey
ar
e
p
lace
d
in
t
o
d
if
f
er
en
t
ac
a
d
em
ic
s
tr
ea
m
s
(
s
u
ch
as
s
cien
ce
,
ar
ts
,
o
r
v
o
ca
tio
n
al)
b
ased
o
n
th
eir
r
es
u
lts
an
d
in
ter
ests
.
T
h
is
ex
p
er
ien
ce
co
n
tr
asts
with
th
at
o
f
lo
wer
-
f
o
r
m
s
tu
d
en
ts
,
wh
o
f
o
llo
w
a
c
o
m
m
o
n
co
r
e
cu
r
r
icu
lu
m
with
o
u
t
s
p
ec
ialized
s
u
b
jects.
Ad
d
itio
n
ally
,
th
ey
f
ac
e
in
cr
ea
s
in
g
a
ca
d
em
ic
p
r
ess
u
r
e
d
u
e
to
th
e
h
ig
h
er
c
u
r
r
icu
l
u
m
s
tan
d
ar
d
s
.
T
h
ey
also
h
av
e
to
s
tar
t
p
r
ep
ar
in
g
f
o
r
th
e
Ma
l
ay
s
ian
C
er
tific
ate
o
f
E
d
u
ca
tio
n
(
S
ijil
P
ela
ja
r
a
n
Ma
la
ysia
o
r
SP
M)
ex
am
in
atio
n
,
wh
ich
is
th
e
n
atio
n
al
e
x
am
i
n
atio
n
tak
en
b
y
all
Fo
r
m
5
s
tu
d
en
ts
in
Ma
lay
s
ia.
As
a
r
esu
lt,
th
e
s
tu
d
en
ts
ex
p
er
ien
ce
g
r
ea
ter
ac
ad
em
ic
p
r
e
s
s
u
r
e
f
r
o
m
b
o
th
t
h
e
h
ig
h
er
s
tan
d
ar
d
s
an
d
m
o
r
e
f
r
eq
u
e
n
t
f
o
r
m
al
ass
ess
m
en
ts
[
3
3
]
–
[
3
6
]
.
Fu
r
th
e
r
m
o
r
e
,
th
eir
lear
n
in
g
e
n
jo
y
m
e
n
t
an
d
o
t
h
er
p
s
y
ch
o
lo
g
ical
n
ee
d
s
m
ig
h
t a
ls
o
b
e
n
e
g
lecte
d
d
u
r
in
g
th
is
p
er
io
d
[
2
5
]
,
[
3
7
]
.
Mo
r
eo
v
er
,
it
s
h
o
u
ld
b
e
n
o
ted
th
at
Fo
r
m
1
s
tu
d
en
ts
also
ex
p
er
ien
ce
a
r
elativ
ely
h
ig
h
er
lev
el
o
f
s
tr
es
s
as
co
m
p
ar
ed
to
Fo
r
m
2
a
n
d
Fo
r
m
3
s
tu
d
en
ts
.
T
h
is
m
ay
s
tem
f
r
o
m
th
e
tr
an
s
itio
n
al
ch
alle
n
g
es
ass
o
ciate
d
with
en
ter
in
g
s
ec
o
n
d
a
r
y
s
ch
o
o
l,
s
u
ch
as
ad
ap
tin
g
to
n
ew
ac
ad
em
ic
ex
p
ec
tatio
n
s
,
in
cr
ea
s
ed
in
d
ep
en
d
en
ce
,
an
d
u
n
f
am
iliar
s
o
cial
en
v
ir
o
n
m
en
t
s
[
3
3
]
,
[
3
8
]
,
[
3
9
]
.
T
h
ese
f
in
d
in
g
s
s
u
g
g
est
th
at
b
o
th
Fo
r
m
1
a
n
d
Fo
r
m
4
s
tu
d
en
ts
ar
e
n
a
v
ig
atin
g
s
ig
n
if
ican
t
tr
an
s
itio
n
p
h
ases
th
at
ca
n
h
eig
h
te
n
s
tr
ess
lev
els.
T
h
e
ad
ju
s
tm
en
t
p
er
io
d
f
o
r
s
tu
d
en
ts
f
r
o
m
t
h
ese
two
f
o
r
m
s
m
ay
ch
allen
g
e
th
eir
s
en
s
e
o
f
co
m
p
ete
n
ce
in
n
av
ig
atin
g
n
ew
c
u
r
r
icu
lu
m
d
em
a
n
d
s
,
th
eir
au
to
n
o
m
y
in
m
an
ag
i
n
g
r
esp
o
n
s
ib
ilit
ies,
an
d
th
eir
r
elate
d
n
ess
in
f
o
r
m
in
g
n
ew
p
ee
r
r
elatio
n
s
h
ip
s
[
2
0
]
.
W
h
e
n
th
ese
n
ee
d
s
ar
e
u
n
m
et,
s
ch
o
o
l
ca
n
b
ec
o
m
e
a
s
o
u
r
ce
o
f
p
s
y
c
h
o
lo
g
ical
s
tr
ess
.
4
.
2
.
3
.
Z
o
nes
On
e
-
way
ANOV
A
was
co
n
d
u
cted
to
d
eter
m
i
n
e
th
e
d
if
f
er
en
ce
s
in
s
ch
o
o
l
s
tr
ess
ac
r
o
s
s
d
if
f
er
en
t
zo
n
es.
As
s
h
o
wn
in
T
ab
le
5
,
s
tu
d
en
ts
f
r
o
m
th
e
ce
n
tr
al
zo
n
e
(
M=
2
.
0
7
;
SD=0
.
7
3
)
an
d
s
o
u
t
h
er
n
zo
n
e
(
M=
2
.
0
7
;
SD=0
.
6
7
)
r
ec
o
r
d
e
d
th
e
h
ig
h
es
t
s
ch
o
o
l
s
tr
ess
,
f
o
llo
wed
b
y
s
tu
d
en
ts
f
r
o
m
E
ast
Ma
lay
s
ia
(
M=
2
.
0
1
;
SD=0
.
6
9
)
,
th
e
ea
s
t
co
ast
(
M=
2
.
0
0
;
SD=0
.
6
9
)
,
a
n
d
th
e
n
o
r
t
h
er
n
z
o
n
e
(
M=
1
.
8
3
;
SD=0
.
5
5
)
.
Ho
we
v
er
,
th
e
d
if
f
er
e
n
ce
s
wer
e
n
o
t statis
tically
s
ig
n
if
ican
t [
F
(
4
,
4
8
0
)
=2
.
3
0
3
,
p
>0
.
0
5
]
.
T
ab
le
5
.
On
e
-
way
ANOV
A
co
m
p
ar
in
g
s
ch
o
o
l stre
s
s
ac
r
o
s
s
f
iv
e
zo
n
es
Zo
n
e
s
n
M
e
a
n
SD
df
F
p
N
o
r
t
h
e
r
n
99
1
.
8
3
0
.
5
5
(
4,
4
8
0
)
2
.
3
0
3
0
.
0
6
C
e
n
t
r
a
l
1
1
8
2
.
0
7
0
.
7
3
S
o
u
t
h
e
r
n
92
2
.
0
7
0
.
6
7
Ea
st
c
o
a
s
t
77
2
.
0
0
0
.
6
9
Ea
st
M
a
l
a
y
s
i
a
99
2
.
0
1
0
.
6
9
Alth
o
u
g
h
n
o
s
ig
n
if
ican
t
d
if
f
e
r
en
ce
s
wer
e
o
b
s
er
v
ed
,
s
tu
d
en
ts
f
r
o
m
t
h
e
ce
n
t
r
al
an
d
s
o
u
th
er
n
zo
n
es
ap
p
ea
r
ed
to
e
x
p
er
ien
ce
r
elativ
ely
h
ig
h
er
s
tr
ess
lev
els.
T
h
is
p
atter
n
m
ay
b
e
attr
ib
u
ted
to
t
h
e
m
o
r
e
d
e
v
elo
p
ed
an
d
u
r
b
a
n
ized
n
atu
r
e
o
f
th
ese
r
eg
io
n
s
,
wh
er
e
s
ch
o
o
ls
ten
d
to
h
av
e
g
r
ea
ter
ac
ad
em
ic
co
m
p
e
titi
v
en
ess
[
8
]
,
[
4
2
]
.
T
h
e
co
m
p
etitiv
e
atm
o
s
p
h
er
e,
s
u
ch
as
k
ee
p
in
g
u
p
with
p
ee
r
s
’
ac
h
iev
em
en
ts
an
d
m
ee
t
in
g
tar
g
ets
s
et
b
y
s
ch
o
o
ls
,
m
ay
f
r
u
s
tr
ate
s
tu
d
en
t
s
’
b
asic
p
s
y
ch
o
lo
g
ical
n
ee
d
s
[
2
0
]
.
W
h
en
th
ese
n
ee
d
s
ar
e
u
n
m
et,
s
tu
d
en
ts
m
ay
ex
p
er
ien
ce
r
e
d
u
ce
d
s
ch
o
o
l
en
jo
y
m
en
t
an
d
o
v
e
r
all
well
-
b
ein
g
[
8
]
,
[
1
0
]
,
[
1
1
]
,
[
2
5
]
,
[
4
3
]
.
Ad
d
itio
n
ally
,
m
an
y
s
ch
o
o
ls
in
th
ese
zo
n
es
ar
e
o
v
er
cr
o
wd
e
d
,
wh
ich
m
ay
co
n
tr
ib
u
te
to
s
tu
d
en
ts
’
s
tr
ess
d
u
e
to
u
n
co
m
f
o
r
tab
le
class
r
o
o
m
co
n
d
itio
n
s
[
2
9
]
,
[
3
1
]
,
[
3
2
]
.
5.
CO
NCLU
SI
O
N
T
h
is
s
tu
d
y
p
r
o
v
id
es
o
n
e
o
f
t
h
e
f
ir
s
t
p
o
s
t
-
C
OVI
D,
n
atio
n
a
lly
r
ep
r
esen
tativ
e
ass
ess
m
en
ts
o
f
s
ch
o
o
l
s
tr
ess
am
o
n
g
Ma
lay
s
ian
s
ec
o
n
d
ar
y
s
ch
o
o
l
s
tu
d
en
ts
.
B
y
i
n
co
r
p
o
r
atin
g
R
asch
an
aly
s
is
,
s
p
ec
i
f
ically
th
r
o
u
g
h
th
e
u
s
e
o
f
th
e
W
r
ig
h
t
m
a
p
,
th
e
s
tu
d
y
o
f
f
er
s
a
n
u
an
ce
d
v
is
u
aliza
tio
n
o
f
th
e
alig
n
m
en
t
b
etwe
en
s
tu
d
en
ts
’
s
tr
ess
lev
els
an
d
th
e
r
elativ
e
in
ten
s
it
y
o
f
s
p
ec
if
ic
s
tr
ess
o
r
s
,
th
er
eb
y
en
h
an
cin
g
th
e
clar
ity
an
d
in
ter
p
r
etab
ilit
y
o
f
th
e
f
in
d
in
g
s
.
Ov
e
r
all,
th
e
r
esu
lts
in
d
icate
th
at
Ma
lay
s
ian
s
ec
o
n
d
ar
y
s
ch
o
o
l
s
tu
d
e
n
ts
g
en
er
a
lly
ex
p
er
ien
ce
lo
w
lev
els
o
f
s
ch
o
o
l
s
tr
ess
,
with
h
o
m
ewo
r
k
a
n
d
s
ch
o
o
l
task
s
em
er
g
in
g
as
th
e
p
r
im
ar
y
s
tr
ess
o
r
s
.
Fem
ale
s
tu
d
en
ts
r
ep
o
r
ted
h
ig
h
er
s
tr
ess
lev
els
th
an
m
ales,
a
n
d
s
tu
d
e
n
ts
in
Fo
r
m
1
an
d
Fo
r
m
4
ex
p
er
i
en
ce
d
m
o
r
e
s
tr
ess
co
m
p
ar
ed
to
o
th
er
g
r
ad
e
le
v
e
ls
.
R
eg
io
n
ally
,
s
tu
d
en
ts
f
r
o
m
th
e
ce
n
tr
al
an
d
s
o
u
th
er
n
z
o
n
e
s
ex
h
ib
ited
h
ig
h
e
r
s
tr
ess
lev
els.
T
h
ese
f
in
d
in
g
s
h
ig
h
lig
h
t
th
e
n
ee
d
f
o
r
s
ch
o
o
l
-
lev
el
p
o
licies
th
at
in
co
r
p
o
r
ate
r
eg
u
lar
m
en
tal
h
ea
lth
s
cr
ee
n
in
g
s
an
d
s
tr
ess
ass
es
s
m
en
ts
,
p
ar
ticu
lar
ly
f
o
r
h
ig
h
-
r
is
k
g
r
o
u
p
s
s
u
ch
as
u
p
p
er
s
ec
o
n
d
ar
y
s
tu
d
en
ts
an
d
th
o
s
e
in
u
r
b
an
ized
ar
ea
s
.
T
h
e
r
esu
lts
ca
n
also
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f
o
r
m
th
e
d
ev
el
o
p
m
en
t
o
f
ta
r
g
et
ed
,
ev
id
e
n
ce
-
b
ased
in
ter
v
en
tio
n
s
.
T
h
ese
m
ay
in
cl
u
d
e
p
ee
r
s
u
p
p
o
r
t
in
itiativ
es
an
d
teac
h
e
r
-
led
s
tr
ess
m
an
ag
e
m
en
t
p
r
o
g
r
am
s
t
h
at
ar
e
tailo
r
ed
to
t
h
e
s
p
ec
if
ic
n
ee
d
s
an
d
co
n
tex
ts
o
f
Ma
lay
s
ian
s
tu
d
en
ts
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t
J
E
v
al
&
R
es E
d
u
c
I
SS
N:
2252
-
8
8
2
2
S
ch
o
o
l str
ess
a
mo
n
g
Ma
la
ysia
n
s
ec
o
n
d
a
r
y
s
ch
o
o
l stu
d
en
ts
:
p
r
ev
a
len
ce
a
n
d
d
emo
g
r
a
p
h
ic
… (
Tie
-
S
en
g
Te
)
109
T
h
is
s
tu
d
y
is
n
o
t
with
o
u
t
l
im
itatio
n
s
.
Firstl
y
,
th
e
d
ata
co
llectio
n
r
elied
s
o
lely
o
n
s
elf
-
r
ep
o
r
t
q
u
esti
o
n
n
air
e,
wh
ich
is
s
u
s
ce
p
tib
le
to
s
o
cial
d
esira
b
ilit
y
b
ias
.
T
o
o
b
tain
a
m
o
r
e
co
m
p
r
eh
en
s
iv
e
u
n
d
er
s
tan
d
in
g
o
f
s
ch
o
o
l
s
tr
ess
am
o
n
g
Ma
la
y
s
ian
s
ec
o
n
d
ar
y
s
ch
o
o
l
s
tu
d
e
n
ts
,
f
u
tu
r
e
r
esear
ch
s
h
o
u
ld
al
s
o
in
co
r
p
o
r
ate
o
th
er
d
ata
co
llectio
n
m
eth
o
d
s
,
s
u
ch
as
in
ter
v
iews.
Fu
r
th
e
r
m
o
r
e
,
t
h
e
s
tu
d
y
o
n
l
y
co
m
p
ar
ed
s
ch
o
o
l
s
tr
ess
d
if
f
er
en
ce
s
b
ased
o
n
g
en
d
er
,
f
o
r
m
s
,
an
d
zo
n
es.
C
o
n
s
id
er
i
n
g
Ma
lay
s
i
a
’
s
d
iv
er
s
e
s
tu
d
en
t
p
o
p
u
latio
n
an
d
s
ch
o
o
l
ty
p
es,
f
u
tu
r
e
r
esear
ch
s
h
o
u
ld
also
ex
p
lo
r
e
o
th
e
r
d
em
o
g
r
ap
h
ic
f
ac
to
r
s
,
s
u
ch
as
eth
n
icity
an
d
s
ch
o
o
l
ty
p
e,
to
p
r
o
v
i
d
e
a
m
o
r
e
co
m
p
r
e
h
en
s
iv
e
u
n
d
er
s
tan
d
in
g
o
f
s
ch
o
o
l stre
s
s
in
th
e
Ma
lay
s
ian
co
n
tex
t.
F
UNDING
I
NF
O
R
M
A
T
I
O
N
T
h
e
au
th
o
r
s
r
ec
eiv
e
d
n
o
f
i
n
a
n
cial
s
u
p
p
o
r
t
f
o
r
th
e
r
esear
ch
,
au
th
o
r
s
h
ip
,
a
n
d
/o
r
p
u
b
licatio
n
o
f
th
is
ar
ticle.
AUTHO
R
CO
NT
RI
B
UT
I
O
NS ST
A
T
E
M
E
N
T
T
h
is
jo
u
r
n
al
u
s
es
th
e
C
o
n
tr
ib
u
to
r
R
o
les
T
ax
o
n
o
m
y
(
C
R
ed
iT)
to
r
ec
o
g
n
ize
in
d
iv
id
u
al
au
th
o
r
co
n
tr
ib
u
tio
n
s
,
r
ed
u
ce
au
th
o
r
s
h
ip
d
is
p
u
tes,
an
d
f
ac
ilit
ate
co
llab
o
r
atio
n
.
Na
m
e
o
f
Aut
ho
r
C
M
So
Va
Fo
I
R
D
O
E
Vi
Su
P
Fu
T
ie
-
Sen
g
T
e
✓
✓
✓
✓
✓
✓
✓
✓
✓
Hu
tk
em
r
i Z
u
ln
ai
d
i
✓
✓
✓
✓
✓
✓
✓
✓
No
r
f
ae
za
h
Md
Kh
alid
✓
✓
✓
✓
✓
✓
✓
✓
C
:
C
o
n
c
e
p
t
u
a
l
i
z
a
t
i
o
n
M
:
M
e
t
h
o
d
o
l
o
g
y
So
:
So
f
t
w
a
r
e
Va
:
Va
l
i
d
a
t
i
o
n
Fo
:
Fo
r
mal
a
n
a
l
y
s
i
s
I
:
I
n
v
e
s
t
i
g
a
t
i
o
n
R
:
R
e
so
u
r
c
e
s
D
:
D
a
t
a
C
u
r
a
t
i
o
n
O
:
W
r
i
t
i
n
g
-
O
r
i
g
i
n
a
l
D
r
a
f
t
E
:
W
r
i
t
i
n
g
-
R
e
v
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e
w
&
E
d
i
t
i
n
g
Vi
:
Vi
su
a
l
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z
a
t
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o
n
Su
:
Su
p
e
r
v
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s
i
o
n
P
:
P
r
o
j
e
c
t
a
d
mi
n
i
st
r
a
t
i
o
n
Fu
:
Fu
n
d
i
n
g
a
c
q
u
i
si
t
i
o
n
CO
NF
L
I
C
T
O
F
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N
T
E
R
E
S
T
ST
A
T
E
M
E
NT
T
h
e
au
th
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r
s
d
ec
lar
ed
n
o
p
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ten
tial c
o
n
f
licts
o
f
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ter
est.
I
NF
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RM
E
D
CO
NS
E
N
T
W
e
h
av
e
o
b
tain
ed
in
f
o
r
m
ed
c
o
n
s
en
t f
r
o
m
all
in
d
iv
id
u
als in
c
lu
d
ed
in
t
h
is
s
tu
d
y
.
E
T
H
I
CAL AP
P
RO
V
AL
T
h
is
s
tu
d
y
r
e
ce
iv
ed
eth
ical
clea
r
an
ce
b
y
th
e
Un
i
v
er
s
iti
Ma
lay
a
R
esear
ch
E
th
ics
C
o
m
m
ittee
(
UM
R
E
C
)
with
r
ef
er
en
ce
n
u
m
b
er
: U
M.
T
NC
2
/UMREC_
2
5
9
8
.
DATA AV
AI
L
AB
I
L
I
T
Y
T
h
e
d
ata
t
h
at
s
u
p
p
o
r
t
t
h
e
f
in
d
in
g
s
o
f
th
is
s
tu
d
y
a
r
e
av
ailab
l
e
f
r
o
m
th
e
co
r
r
esp
o
n
d
in
g
a
u
th
o
r
,
[
HZ
]
,
u
p
o
n
r
ea
s
o
n
ab
le
r
eq
u
est.
RE
F
E
R
E
NC
E
S
[
1
]
G
.
B
h
a
r
a
r
a
a
n
d
S
.
D
u
n
c
a
n
,
“
P
r
e
l
i
m
i
n
a
r
y
d
e
v
e
l
o
p
m
e
n
t
a
n
d
v
a
l
i
d
a
t
i
o
n
o
f
t
h
e
p
o
si
t
i
v
e
sc
h
o
o
l
t
r
a
n
si
t
i
o
n
r
e
a
d
i
n
e
ss
s
u
r
v
e
y
(
P
S
TR
S
)
,
”
Psy
c
h
o
l
o
g
y
i
n
t
h
e
S
c
h
o
o
l
s
,
v
o
l
.
6
1
,
n
o
.
3
,
p
p
.
1
2
1
7
–
1
2
3
7
,
2
0
2
4
,
d
o
i
:
1
0
.
1
0
0
2
/
p
i
t
s.
2
3
1
0
8
.
[
2
]
U
N
I
C
EF
,
“
C
o
n
c
e
p
t
u
a
l
f
r
a
m
e
w
o
r
k
f
o
r
m
e
a
s
u
r
i
n
g
o
u
t
c
o
mes
o
f
a
d
o
l
e
sce
n
t
p
a
r
t
i
c
i
p
a
t
i
o
n
,
”
2
0
1
8
.
[
O
n
l
i
n
e
]
.
A
v
a
i
l
a
b
l
e
:
h
t
t
p
s
:
/
/
w
w
w
.
u
n
i
c
e
f
.
o
r
g
/
m
e
d
i
a
/
5
9
0
0
6
/
f
i
l
e
[
3
]
E.
A
.
S
k
i
n
n
e
r
a
n
d
M
.
J
.
Zi
mm
e
r
-
G
e
mb
e
c
k
,
“
A
g
e
d
i
f
f
e
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[
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6
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2
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.
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[
2
9
]
J.
P
.
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.
C
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J.
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[
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C
.
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s b
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