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.

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The importance of History in fostering effective citizenship is beyond question. Hard as students study History, some of them fail to achieve higher grades. Hence, History seems to create problems for many students. The current research is a minor case study aimed to examine the causal factors that induce to a poor achievement in History and provide study strategies accordingly to enhance students' achievement in the subject. The sample consisted of 2 participants from government secondary schools. The participants obtained poor grades in History. After interviewing the participants, the findings shows that: (i) pay less attention, (ii) poor study skills, and (iii) poor time management were the causal factors of poor performance in History. Therefore, five learning strategies -(i) paying attention, (ii) rehearsal (revision), (iii) elaboration-based learning techniques, (iv) mnemonics, and (v) comprehensive approach -are recommended as remedies for the low History achievement. The applications of the above-mentioned remedies are discussed across a variety of History topics.

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