TINJAUAN LITERATUR
2.4 Teori-teori dan Model Berkaitan
2.5.1 Tahap Malu dan Instrumen Mengukur Tahap Malu
2.5 Kajian-kajian Lepas
2.5.1 Tahap Malu dan Instrumen Mengukur Tahap Malu
Sebanyak 13.3 peratus kanak-kanak prasekolah di Haryana, India menunjukkan tahap malu yang ekstrem ketika sesi pengajaran dan pembelajaran (Balda dan Duhan, 2010) dan Rubin (1993) dalam kajiannya mendapati sebanyak 14.4 peratus kanak-kanak berumur lima tahun di Kanada adalah pemalu di dalam kelas. Kajian yang dijalankan terhadap pelajar tahun pertama jurusan Sains Komputer di University of Sussex mendapati sebanyak 27 peratus pelajar malu untuk melibatkan diri dalam PdP seperti bertanya dan menjawab soalan atau menunjukkan kemahiran di hadapan rakan-rakan dan guru (Rimmer, Good, Harris dan Balaam, 2011).
Terdapat banyak kajian yang mengukur tahap malu dengan menggunakan soal selidik yang berbeza. Menurut Friedman (1980), kebanyakan pembelajaran di dalam kelas sama ada teori atau pembelajaran kemahiran adalah menggunakan percakapan di mana guru memindahkan arahan, informasi, dan soalan secara oral. Proses ini dianggap tidak sempurna selagi murid tidak memberi respon yang memadai seperti bertanyakan soalan yang tidak difahami atau memastikan perkara yang mereka keliru untuk mencapai tahap pembelajaran maksima. Namun, kajian ini mendapati bahawa sebanyak 28 peratus murid tidak memberi respon yang diharapkan ketika sesi PdPkerana faktor malu di mana murid kelihatan tidak faham akan penerangan yang diberikan, tetapi tidak mahu bertanya dan kelihatan takut-takut untuk cuba melakukan aktiviti kemahiran yang diajar. Dalam kajian ini, Friedman mendapati bahawa sebanyak 80 peratus murid mengalami malu pada waktu tertentu, 25 peratus mengalami malu yang kronik, 4 peratus murid mengalami malu sepanjang masa dan kebanyakan murid mengalami malu ketika disuruh bercakap atau membentangkan hasil kerja mereka. Untuk kajian ini, pengkaji menggunakan soal selidik yang dibina sendiri untuk pelajar sekolah menengah dan pelajar kolej mengesan tahap malu mereka di dalam kelas.Soal selidik yang dibina ini dinamakan Personel Report Communication Fear (PRCF) dan
instrumen dalam kajian ini ialah item yang digunakan tidak banyak dan memudahkan pelajar mengira skor mereka sendiri berdasarkan panduan yang diberi.
Dengan menggunakan persampelan mudah, Sim (2009) mengkaji tentang pembawaan sifat malu murid prasekolah dalam konteks kemahiran muzik mendapati bahawa 24 orang daripada 39 orang murid memberi respon terhadap guru seperti memainkan instrumen mengikut arahan, sementara 16 orang murid hanya memerhati, duduk diam dan kelihatan malu. Dalam kajian ini, pengkaji menggunakan dua set instrumen iaitu The Carey Temperament Scale (CTS) untuk mengukur tahap malu murid yang diisi oleh ibu bapa dan Child Social Emotional Development Checklist yang digunakan di dalam kelas sebulan selepas cerapan untuk mengukur perkembangan sosio emosi murid. Kajian ini mendapati tiada perbezaan yang signifikan di antara perkembangan sosio emosi murid dan pembawaan sifat malu.Dapatan ini adalah mungkin disebabkan bilangan sampel yang terlalu kecil. Pengkaji mencadangkan agar sampel yang lebih besar digunakan untuk kajian-kajian akan datang.
Balda dan Duhan (2010) telah menjalankan kajian ke atas 45 orang kanak-kanak prasekolah yang pemalu di Haryana, India untuk mengetahui tahap malu murid, kesan daripada sifat malu mereka serta strategi yang dilakukan oleh ibu untuk mengatasi murid pemalu. Guru dan ibu menilai tahap malu murid melalui soal selidik yang dibina sendiri oleh penyelidik. Dapatan kajian ini mendapati bahawa kanak-kanak perempuan lebih pemalu dari kanak-kanak lelaki.Dapatan dibahagikan kepada tiga kategori tahap malu, iaitu rendah, sederhana dan tinggi.Kebanyakan kanak-kanak dalam kajian ini didapati tergolong dalam kategori malu yang sederhana dan hanya enam orang murid tergolong dalam tahap malu yang tinggi ataupun dikenali sebagai malu yang ekstrem.Murid-murid dalam kategori ini disimpulkan mempunyai masalah tingkah laku yang perlu diatasi segera.Namun, kajian in hanya menumpukan pada strategi yang dilakukan oleh ibu dalam menangani kanak-kanak pemalu tanpa melibatkan pendekatan yang dilakukan oleh guru.
Arpana dan D‟Souza (2012) mengkaji tentang keberkesanan latihan kemahiran hidup berkumpulan dan individu terhadap orang yang pemalu.Melalui Ujian Penilaian Malu (Shyness Assessment Test) yang dibina oleh D‟Souza (2006).Penyelidik mengkategorikan malu kepada tiga domain atau tahap, iaitu kognitif/ afektif,
RUJUKAN
Ahad, N. A., Yin, T. S., Othman, A. R., &Yaacob, C. R. (2011). Sensitivity of normality tests to non-normal data. SainsMalaysiana, 40(6), 637-641.
Ali, Z. W. (2000). Memahamipembelajaran.Kuala Lumpur: Utusan Pub. & Dist. Anderson, F. (1993). The enigma of the college classroom: nails that don’t stick up. In
Wadden, P. (ed.) AHandbook for Teaching English at Japanese Colleges and
Universities. New York: Oxford University Press, 101-110.
Arbeau, K. A., Coplan, R. J., & Matheson, A. (2012). Someone to lean on: Assessment and implications of social surrogate use in childhood. Social
Development, 21(2), 254-272.
Ariffin, Z., Noor, H. (2014). PenyelidikandalamPendidikan: MetodedanParadigmaBaru.Kuala Lumpur: SynergyMedia.
Arpana, S., & D'Souza, L. (2012).Effectiveness of Individual and Group Life Skills Training on Shyness among Adolescents.Journal of Psychosocial Research,
7(2), 249.
Arroyo, A., & Harwood, J. (2011). Communication competence mediates the link between shyness and relational quality. Personality and individual
differences, 50(2), 264-267.
Asendorf, C. (1993). Batteries of life: On the history of things and their perception in
modernity .Vol. 4. California: Univ of California Press.
Asmadi, T. (2007).MotivasiAlihanPelajar. Selangor: PTS LiteraUtama.
Balda, S., &Duhan, K. (2010). Social Inhibition in Preschool Children: Causes and Coping Strategies.J Psychology, 1 (2): 79-83 (2010)
Baldwin, D. A., Baird, J. A., Saylor, M. M., & Clark, M. A. (2001). Infants parse dynamic action. Child development, 708-717.
Baranek, G. T., David, F. J., Poe, M. D., Stone, W. L., & Watson, L. R. (2006). Sensory Experiences Questionnaire: Discriminating sensory features in young children with autism, developmental delays, and typical development. Journal
of Child Psychology and Psychiatry, 47(6), 591-601.
Bosacki, S. L., Coplan, R. J., Rose-Krasnor, L., & Hughes, K. (2011).Elementary school teachers’ reflections on shy children in the classroom.Alberta Journal
of Educational Research, 57(3), 273-287.
Brooke, J. (1996). SUS-A quick and dirty usability scale. Usability evaluation in
industry, 189(194), 4-7.
Bulotsky‐Shearer, R. J., Manz, P. H., Mendez, J. L., McWayne, C. M., Sekino, Y., &Fantuzzo, J. W. (2012). Peer Play Interactions and Readiness to Learn: A Protective Influence for African American Preschool Children From Low‐Income Households. Child Development Perspectives, 6(3), 225-231. Buhs, E. S., Ladd, G. W., & Herald, S. L. (2006). Peer exclusion and victimization:
Processes that mediate the relation between peer group rejection and children's classroom engagement and achievement?.Journal of educational psychology,
98(1), 1.
Carducci, B. (2008). Are We Born Shy? Genetics, environment and bashfullnes.PsycologyToday. DicapaipadaSeptember 20, 2015, darihttps://www.psychologytoday.com/blog/breaking-the-ice/200806/are-we-born-shy.
Cassidy, J., & Asher, S. R. (1992).Loneliness and peer relations in young children.Child development, 350-365.
Chen, X., Wang, L., & Cao, R. (2011). Shyness‐sensitivity and unsociability in rural Chinese children: Relations with social, school, and psychological adjustment.
Child development, 82(5), 1531-1543.
Chua, Y. P. (2011). Kaedahdanstatistikpenyelidikan: Kaedahpenyelidikan. Selangor: Mcgraw-Hill Education.
Coates, H. (2007). Developing generalisable measures of knowledge and skill outcomes inhigher education.Proceedings of AUQF 2007: Evolution and
86 Coplan, R. J., &Arbeau, K. A. (2008). The stresses of a “brave new world”: Shyness and school adjustment in kindergarten. Journal of Research in Childhood
Education, 22(4), 377-389.
Coplan, R. J., DeBow, A., Schneider, B. H., & Graham, A. A. (2009). The social behaviours of inhibited children in and out of preschool.British Journal of
Developmental Psychology, 27(4), 891-905.
Coplan, R. J., Hughes, K., Bosacki, S., & Rose-Krasnor, L. (2011). Is silence golden? Elementary school teachers' strategies and beliefs regarding hypothetical shy/quiet and exuberant/talkative children.Journal of Educational Psychology,
103(4), 939.
Coplan, R. J., Prakash, K., O'Neil, K., &Armer, M. (2004).Do you" want" to play?Distinguishing between conflicted shyness and social disinterest in early childhood.Developmental psychology, 40(2), 244.
Cowden, P. (2009). Communication and conflict: Social anxiety and learning. In the proceedings of Academy of Organizational Culture: Communications and
Conflict, 14(2), 16-19
Creswell, J. W. (2009). Research design: Qualitative, quantitative, and mixed methods
approaches. California: SAGE Publications, Incorporated.
Crozier, W. R. (1995).Shyness and self-esteem in middle childhood.British Journal of
Educational Psychology, 65, 85-85.
Crozier, W. R. (2001).Shyness, self-perception, and reticence.Self-perception:
International perspectives on individual differences, 2, 53-76.
Crozier, W.R. (2004) Shyness and Students' Perceptions of Seminars.Psychology
Learning &Teaching, 4(1), 27-34
Crozier, W., &Badawood, A. (2009).Shyness, vocabulary and children's reticence in Saudi Arabian preschools.Infant and Child Development, 18(3), 255-270.
Daud, M., &Nurul, A.
(2006).KebimbanganSosialdalamKalanganPelajarSekolahMenengah di sekitar Daerah Perak Tengah.UniversitiPendidikan Sultan Idris: Laporanpenyelidikan.
Dębiec, J. (2014). The matter of emotions: Toward the brain-based theory of emotions. The emotional brain revisited, 145-161.
D'Souza, L. (2003). Influence of Shyness on Anxiety and Academic achievement in High School students. Pakistan Journal of Psychological Research, 18(3-4). D’Souza, L. (2006). Shyness assessment test.Mysore: University of Mysore.
Durmuş, E. (2007). Utangaçolanveolmayanöğrencilerinalgıları *Perceptions of shy and non-shy students].Ankara ÜniversitesiEğitimBilimleriFakültesiDergisi,
40(1), 243-268.
Eisenberg, N., Fabes, R. A., &Spinrad, T. L. (2006).Handbook of child psychology Vol. 3, pp. 646-718. Hoboken, NJ: John Wiley & Sons.
Friedman, P. G. (1980). Shyness and Reticence in Students: Washington D.C: National Education Association. Stock No. 1675-0-00.ED 181 520.
Gay, L. R., &Airasian, P. (2003).Education research.Competencies for Analysis and
Application.New Jersey: Merrill.
Gazelle, H. (2006). Class climate moderates peer relations and emotional adjustment in children with an early history of anxious solitude: A child× environment model. Developmental psychology, 42(6), 1179.
Gillet, C. (2012). The Shyness Solution: Easy Instructions for Overcoming Shyness
and Social Anxiety. AvonMA: Adams Media.
Gökhan, B. (2010). An investigation of the relationship between shyness and loneliness levels of elementary students in a Turkish sample. International
Online Journal of Educational Sciences, 2, 419-440.
Goodman, R. (1997). The strengths and difficulties questionnaire: A research note.
Journal of Child Psychology and Psy-chiatry,38, 581–586.
Goulet, J. (2009). Developing A Teacher Rating Scale to Identify Shy and Anxious
Children aged Five to Seven Years.UniversityofManitoba:
Doctoraldissertation.
Graham, A. A., &Coplan, R. J. (2012).Shyness, sibling relationships, and young children's socioemotional adjustment at preschool.Journal of Research in
88 Green, S. B., Salkind, N. J., &Akey, T. M. (2000).Using Spssfor Windows: Analyzing
and understanding data. New Jersey. Prentice Hall.
Gudiño, O. G., & Lau, A. S. (2010). Parental cultural orientation, shyness, and anxiety in Hispanic children: An exploratory study. Journal of Applied
Developmental Psychology, 31(3), 202-210.
Hasan, M. F., Kadir, S. A., &Asimiran, S. (2013). Hubunganpersekitaransekolahdenganpenglibatanpelajardalamaktivitikokurikul um di SekolahMenengah.JurnalPendidikan Malaysia, 38(2), 1-9.
Henderson, L., Zimbardo, P., & Carducci, B. (2010).Shyness.Corsini Encyclopedia
ofPsychology.DicapaipadaDisember 15, 2015, dari
DOI: 10.1002/9780470479216.corpsy0870.
Henn, F., Sartorius, N., Helmchen, H., &Lauter, H. (Eds.).(2013). Contemporary
psychiatry.NewYork: Springer Science & Business Media.
Holbrook, H. T. (1987). Communication Apprehension: The Quiet Student in Your
Classroom. ERIC Digest.DicapaipadaFebruari 20,
2015,darihttp://www.ericdigests.org/pre-926/quiet.htm
Hope, T. L., &Bierman, K. L. (1998).Patterns of home and school behavior problems in rural and urban settings.Journal of school psychology, 36(1), 45-58.
Hyson, M. C., & Van Trieste, K. (1987).The shy child.ERIC Digest, ED295741. Unpublished.
Idris, N. (2010), PenyelidikanDalamPendidikan. Kuala Lumpur: McGraw-Hill(Malaysian) Sdn. Bhd.
John, O. P., &Srivastava, S. (1999). The Big Five trait taxonomy: History, measurement, and theoretical perspectives. Handbook of personality: Theory
and research, 2(1999), 102-138.
Jones, W. H., & Carpenter, B. N. (1986).Shyness, social behavior, and relationships.In
Shyness.NewYork: PlenumPress. pp. 227-238.
Karim, J. A., &Rezo, K. A. (2012).PembentukanSkalaPengukuranNilaiMelayu: SatuKajianPerintis. Akademika, 82(1), 113-123.
Kessler, R. C. (2003). The impairments caused by social phobia in the general population: implications for intervention. ActaPsychiatricaScandinavica,
108(s417), 19-27.
Krejcie, R. V. morgan, D. w.(1970). Determining Sample Size for Research Activities, 607-610.
Kurniawan, Y., Abdullah, T., Zakaria, K., & Abdullah, W. M. W. (2012).Mengapapelajartakutbertanyadalamkuliah?:sebuahkajian di Universiti Malaysia Kelantan. JurnalPesonaliaPelajar, 15, 13-22.
Ladd, G. W., &Profilet, S. M. (1996). The Child Behavior Scale: A teacher-report measure of young children's aggressive, withdrawn, and prosocial behaviors.
Developmental psychology, 32(6), 1008.
Lang, P. J. (1994). The varieties of emotional experience: a meditation on James-Lange theory. Psychological review, 101(2), 211.
Lao, M. G., Akseer, T., Bosacki, S., &Coplan, R. J. (2013). Self-Identified Childhood Shyness and Perceptions of Shy Children: Voices of Elementary School Teachers. International Electronic Journal of Elementary Education, 5(3). Likert, R. (1932). A technique for the measurement of attitudes.Archives of
psychology, 22 (140), 55.
Liu, J., Coplan, R. J., Chen, X., Li, D., Ding, X., & Zhou, Y. (2014). Unsociability and shyness in Chinese children: Concurrent and predictive relations with indices of adjustment. Social Development, 23(1), 119-136.
Majzub, R. M. (2003). Pendidikanprasekolah: Cabarankualiti. Selangor: UniversitiKebangsaan Malaysia.
Malaysia, K. P. (2010). Dokumen Standard KurikulumPrasekolah.Putrajaya:Bahagian Pembangunan Kurikulum.
Mann, P.S. (2001).Introductory Statistic 4th ed. New York: John Wiley & Sons. Martens, B.K., (1992).InEleventh Mental Measurements Yearbook. Lincoln:
Buros Institute of Mental Measurements.
Masek, A., Yamin, S., &Aris, R. (2013).Student Participation and Facilitation in PBL Tutorial Session.The 4thInternational Research Symposium on Problem-Based Learning (IRSPBL) 2013: Aalborg University.pp.385-388.
90 Masri, S. (2005).Kaedahpenyelidikandanpanduanpenulisan: esei, proposal, tesis.
Kuala Lumpur: Utusan Publications.
Mastor, K. A. (2006). Personalitimaludanpsikologimembuatkeputusan di kalanganpelajarmelayu.MALIM: JurnalPengajianUmum Asia Tenggara, 7, 67-80.
Maswan, S. (2006).Malu (Shyness).DicapaipadaSeptember 9, 2015, darisajadstudio.info/articale/malu2.pdf
Matell, M. S., & Jacoby, J. (1972).Is there an optimal number of alternatives for Likert-scale items? Effects of testing time and scale properties.Journal of
Applied Psychology, 56(6), 506.
McCroskey, J. C. (1983). The communication apprehension perspective.Communication, 12 (1), 1-25.
McDougall, A. (2008). Models and practices in teacher education programs for teaching with and about IT. In International handbook of information
technology in primary and secondary education.NewYork: Springer US.pp.
461-474
McKenna, Á. E., Cassidy, T., & Giles, M. (2014). Prospective evaluation of the pyramid plus psychosocial intervention for shy withdrawn children: an assessment of efficacy in 7‐to 8‐year‐old school children in Northern Ireland.
Child and Adolescent Mental Health, 19(1), 9-15.
Mohamad, N. (2014).
PenglibatandalamaktivitikitarsemulakertasterpakaidalamkalanganpelajarFak ultiPendidikanTeknikaldanVokasional, UniversitiTun Hussein Onn Malaysia.UniversitiTun Hussein Onn Malaysia: Doctoral dissertation.
Mohamed, A. R &Hamzah, M. D.
(2005).KajianKorelasiEmosiMaludenganPencapaianAkademik di kalanganMahasiswaMelayu.JurnalPendidikdanPendidikan, Jil. 20, 153–167,
2005
MohdYunus, K. R., Razali, M., Jantan.,Ramlah. (2007). HBE2103 PsikologiPendidikan.Kuala Lumpur:Universiti Terbuka Malaysia.
Morgan, V., & Dunn, S. (1988). Chameleons in the classroom: Visible and invisible children in nursery and infant classrooms. Educational Review, 40(1), 3-12. Najman, J. M., Williams, G. M., Nikles, J., Spence, S., Bor, W., O'Callaghan, M.,
...&Shuttlewood, G. J. (2001). Bias influencing maternal reports of child behaviour and emotional state.Social psychiatry and psychiatric epidemiology,
36(4), 186-194.
Osman, K., Iksan, Z. H., &Halim, L. (2007).Sikapterhadapsainsdansikapsaintifik di kalanganpelajarsains.JurnalPendidikan, 32, 39-60.
Pallant, J. (2007). SPSS survival manual: A step-by-step guide to data analysis using SPSS version 15. Nova Iorque: McGraw Hill.
Portal RasmiKementerianKesihatanMalaysia
(2010).KenyataanAkhbarMajlisPenasihatPromosiKesihatan
Mental.DicapaipadaJanuari 26, 2015, dari
http://www2.moh.gov.my/press_releases/45
Rahman, A., Anuar, M., & Abdul Hamid, N. (2011).KesanPersekitaranTerhadap Pembangunan EmosiPelajar Di FakultiPendidikan, UTM. Journal of
Education Psychology & Counseling, 1(8), 141-161.
Rimmer, J., Good, J., Harris, E., & Balaam, M. (2011).Class participation and shyness: affect and learning to program.In The 23rd Annual Workshop of
Psychology of Programmers Interest Group (PPIG).Heslington,
York:UniversityofYork.
Ross, H., Woody, E., Smith, M., &Lollis, S. (2000). Young children's appraisals of their sibling relationships.Merrill-Palmer Quarterly (1982-), 441-464.
Rothbart, M. K., Ahadi, S. A., Hershey, K. L., & Fisher, P. (2001). Investigations of temperament at three to seven years: The Children's Behavior Questionnaire.
Child development, 72(5), 1394-1408.
Rubin, K. H. (1993). The Waterloo Longitudinal Project: Correlates and consequences of social withdrawal from childhood to adolescence.Infancia y Aprendizaje,
92 Rubin, K. H., Burgess, K. B., &Coplan, R. J. (2002).Social withdrawal and shyness.In P. K. Smith, & C. H. Hart (Eds.), Blackwell handbook of childhood socialdevelopment. Malden, MA: Blackwell.pp. 329−352.
Rubin, K. H., Bukowski, W. M., & Parker, J. G. (2006). Peer interactions, relationships, andgroups. Handbook of child psychology.NewJersey: JohnWileyandSons, Inc. pp.571-631.
Rubin, K. H., &Coplan, R. J. (2004). Paying attention to and not neglecting social withdrawal and social isolation. Merrill-Palmer Quarterly, 50(4), 506-534. Rubin, K. H., Coplan, R. J., &Bowker, J. (2009).Social withdrawal in
childhood.AnnualReview of Psychology, 60, 11.1–11.31.
Rudasill, K. M., &Kalutskaya, I. (2014).Being shy at school.Sex roles, 70(7-8), 267-273.
Rudasill, K. M., Prokasky, A., Tu, X., Frohn, S., Sirota, K., &Molfese, V. J. (2014).Parent vs. teacher ratings of children's shyness as predictors of language and attention skills.Learning and Individual Differences, 34, 57-62. Santrock, J. W. (1972). Relation of type and onset of father absence to cognitive
development.Child Development, 455-469.
Sarwono, J. (2013). MetodeSkrip via PendekatanKuantitatif SPSS.Bangsar: SynergyMedia.
Sayadi, Z. A. (2007). An investigation into first year engineering students’ oral
classroom participation.A Case Study.UniversitiTeknologi Malaysia: Unpublished Masters Dissertation
Schachter, S., & Singer, J. (1962).Cognitive, social, and physiological determinants of emotional state.Psychological review, 69(5), 379.
Schlenker, B. R., & Leary, M. R. (1982). Social anxiety and self-presentation: A conceptualization model. Psychological bulletin, 92(3), 641.
Sim, T. (2009).Social Emotional Development and Temperament among
Preschoolers.Universiti Putra Malaysia: Doctoral dissertation.
Talib, O. (2014). TulisTesisCepat. EdisiKedua: MPWS Rich Resources.
Triandis, H. C. (1996). The psychological measurement of cultural syndromes.American Psychologist, 51(4), 407.
Valiente, C., Swanson, J., &Lemery‐Chalfant, K. (2012). Kindergartners' temperament, classroom engagement, and student–teacher relationship: Moderation by effortful control. Social Development, 21(3), 558-576.
Wadman, R., Durkin, K., & Conti-Ramsden, G. (2008).Self-esteem, shyness, and sociability in adolescents with specific language impairment (SLI).Journal of
Speech, Language, and Hearing Research, 51(4), 938-952.
Wilson, M.J., & Bullock, L.M. (1989). Psychometric characteristics of behavior rating scales: Definition, problems and solutions. Behavioral Disorders, 14,186-200. Wittchen, H. U., &Fehm, L. (2001). Epidemiology, patterns of comorbidity, and
associated disabilities of social phobia. Psychiatric Clinics of North America,
24(4), 617-641.
Yahaya, A. (1999). KeberkesananPelaksanaan Program KemahiranHidup di
Sekolah-SekolahMenengah di Malaysia Berdasarkan Model PenilaianKonteks, Input, Proses danProduk.Universiti Putra Malaysia: Doctoral dissertation.
Yahaya, A. dan Ahmad, N. (2010).Teori-teoriKonsepKendiri.FakultiPendidikan, UTM.Unpublished.
Yahaya, A., &Gan, L. N. (2010).PendekatanTeoriTerhadapGejalaLepak. Dicapaipada20 Januari 2015
darihttp://eprints.utm.my/10376/1/28.9_PENDEKATAN_TEORI_TERHADA P_GEJALA_LEPAK.pdf.
Yahaya, A., Yahaya, N., &Zakariya, Z. (2005).Psikologikognitif.UniversitiTeknologi Malaysia: UTM Press.
Yeo, K. J., &Muhamad, Z. (2010).HubunganAntaraHargaDiriDenganPencapaian
Mata PelajaranKemahiranHidupPelajarSekolahMenengah. ms.1-7. Unpublished.
Zimbardo, P. G., Pilkonis, P. & Norwood, R. (1975, May). The silent prison of shyness.Psychology Today, pp. 69-70, 72.