The current study explored first-year student experience in receiving social support and its relation to their ability to adapt with university ethos. It also explored how social support on academic adjustment, social adjustment and emotional adjustment among students were significantly associated with student well-being. This qualitative research utilized individual semi-structured interview protocols to gather narrative data from 16 university students. All students were interviewed twice in order to see changes and developments in receiving social support from university community, peers and family members. Data were tape-recorded, transcribed and analyzed by using thematic approach. It was then coded by independent coders. It has been found in this study that academic adjustments, social adjustment and emotional among new students are dependent on their abilities in receiving socio-educational support from friends (supportive friendship) and families. Results also revealed the powerful influence of parents and the importance of socio-relationship for student wellbeing. This study suggests that the concept of social support should go further than simply identifying it within the context of a university. Findings of this study also indicate the importance of student community, senior students and family-networks in adapting to a new learning environment. There are cumulative evidences from this research to suggest different types of networks in a multicultural university. Students' self-management skills are found to be vital for smoothness of transition to universities.

This paper analyses the concept of positive behavior and strategies for promoting positive behavior in a country that has a centralized educational system, namely Malaysia. The analysis covers 91 circulars (official government documents) that were distributed to schools over a period of 40 years (from 1969 to 2011). The analysis uses a content analysis approach. The results suggest that the concept of positive behavior revolves around discipline and obedience. The term 'good discipline' is frequently used referring to the concept of positive behavior. Perpetration, aggressive and gang behavior are considered to be negative. The Government has tended to emphasize in promoting discipline and positive behavior: (1) strategies for bonding social capital and bridging social capital, and (2) discouraging negative behaviors using punitive approach, positive and negative reinforcement. This paper proposes the framework for promoting positive behavior and the implications for classroom management.

This study aimed at investigating the enhancement of motivation among low achievement students in the History lesson, after the multiple intelligence theory was integrated in teachers' teaching practices. The teachers were expected to apply a new approach with various teaching activities to motivate students to learn. The sample consisted of 68 low achievement students, who were then divided into two groups: 34 students were treated in the treatment group, while another 34 students were put in the control group. This is a quasi-experiment of non equivalent control group design. The questionnaire was distributed to students of both groups, to test the effectiveness of the integration approach. Analysis of the mean and standard deviation was conducted for both groups, while the null hypothesis was tested by the t-test. Based on the pre-test, there was no significant difference between the two groups. The post-test recorded significant motivational differences between the two groups studied. It was determined that the integrated History lesson with multiple intelligences had increased the level of motivation among students in the treatment group. This shows that diversity of methods and activities undertaken were able to change students' perception about the History subject and had increased their interests to learn History. Hence, it can be concluded that integrated multiple intelligence activities are able to increase students' motivation to learn History.

Getting pupils' attention as a way to engage them in learning activities

This review aims to examine the discrimination and prejudices toward the accent of non-native English speakers and cyberbullying as the ripple effect of these negative consequences. Following Arksey and O’Malley’s framework of conducting a scoping review, 60 studies from 2012 to 2021 were retrieved from the ERIC and Google Scholar databases. The studies were reviewed from two aspects: (1) psychological impact on speakers with a non-native English accent, (2) attitudes toward non-native English accents from the victim’s and perpetrator’s perspectives. The findings suggested that speaking with a non-native English accent drew negative cognitive, affective, and behavioral experiences. Biases toward non-native English accents were due to the general derogatory perception of an accent and the comprehensibility of speakers’ accent and pronunciation. “Accent acceptability” can be inculcated at all levels of education, not only through multicultural education but also through the concerted effort of policy makers and practitioners to seriously address this social issue. Accent awareness can dispel unwarranted and undesirable judgements of non-native English accent speakers. Future studies should be conducted on the effects of social and mental health experiences, particularly of non-native ESL and EFL teachers, given that this may be the only profession required to teach “live” during the pandemic and thus be subjected to public praise or ridicule.