Over past decades, grounded theory is increasingly popular in a broad range of research primarily in educational research. The current paper aims to provide useful information for the new-comers and fit them well in grounded theory research. This paper starts with definitions, origin and applications of grounded theory, followed by types of grounded theory research designs and the key characteristics of grounded theory. Other aspects covered include data collection and data analysis, general steps, and ethical issues in grounded theory. Discussions on the strengths and limitations of grounded theory, as well as evaluation aspects, are found in the last part of this paper.

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Students with Autism Spectrum Disorder (ASD) who lack of social skills have been hindered from being included in IE classrooms. The purpose of this study was to identify the most frequently occurring social skills deficits area among students with ASD in IE classrooms so that the mainstream teachers will be ready and well prepared to cater to their special educational needs (SEN) accordingly in order to yield more effective educational outcomes. A total of 34 teachers in three schools with inclusive classrooms in Johor state, Malaysia were involved in this study. The instrument used in the current study was adapted from TRIAD Social Skills Assessment (TSSA) by Vanderbilt Kennedy Center. The instrument was adapted and consisting of a 41-items survey form which assess the knowledge and skills of students with ASD in three areas, namely cognitive, behavioral and affective. The findings showed the most observed social skills deficits fall under behavioral and affective areas. Comparison of the three areas in social skills using repeated measures analyses indicated that there was a significant difference among the scores of three areas among the students with ASD. The implications of practice were discussed.

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<span>The aim of this review was to identify the motivational constructs which were mostly associated with self-regulated learning and how these motivational constructs were related to self-regulated learning. There were 20 studies (N=8,759) met inclusion criteria for this review. In overall, the evidence of the included studies showed that motivational constructs such as self-efficacy, intrinsic goal orientation, task value, and control of learning beliefs were positively and significantly related to and in predicting self-regulated learning; test anxiety was negatively and insignificantly related to and in predicting self-regulated learning; inconsistent results were observed for extrinsic goal orientation as it could be positively or negatively related to and in predicting self-regulated learning.</span>

The potential impacts of corporal punishment continue to be debated among scholars and policy makers, yet no clear picture has emerged. This study examined the relationship between parental corporal punishment and psychological adjustment among young adults (n = 271) aged 19 to 25 years at a Malaysian public university. Participants completed measures of the ADULT PPQ: Physical Punishment Questionnaire and the ADULT PAQ: Personality Assessment Questionnaire. The findings revealed that parental corporal punishment is a prevalent phenomenon in Malaysia. All parental punishment variables, that is, harshness, justness, and forms of punishment, correlate significantly with the psychological adjustment. The study also showed that perceived parental harshness and maternal justness were found to be the strongest predictors of one's psychological adjustment for each parent. Paternal and maternal punishment, however, do not differ significantly in predicting young adults' psychological development. Besides that, the parental prediction model only accounted for 13% to 15% of the variance in psychological adjustment, suggesting that not every child perceived corporal punishment as parental rejection. The results showed that remembered corporal punishment is associated with greater or lesser psychosocial adjustment, depending on whether that corporal punishment was perceived as harsh or just.

This quantitative study investigates acceptance towards implementation of telecardiology inMalaysia. The purpose of this study is to explore and understand the potential factors that could be the key elements in cultivating positive behaviour towards telecardiology adoption in Malaysia. Data was gathered by using survey method from 149 patients and publics who use internet service in their daily lives. The questionnaire was developed by integrating Technology Readiness Index (TRI), Technology Acceptance Model (TAM) and Theory of Planned Behaviour (TPB) which consists of 42 items. Descriptive statistics, factor analysis and one-way ANOVA were conducted to analyse the data. The analysis reveals that Malaysians generally hold a positive perception towards implementation of telecardiology with some reservations. Besides that, gender and income of the respondents were found to influence the variables in telecardiology readiness, hence suggesting these two variables be taken into considerations in the adoption of telecardiology. It is our hope that the result of this study provides some useful information for the policy makers and implementers to develop effective implementation strategies that could reduce users' resistance and adoption barriers in telecardiology adoption.