This research examines about the relationship between parenting style and self-esteem among students in a faculty at a Public University in Malaysia. The study involved 120 students and was analysed by using the descriptive and inferential statistics. Parenting styles was measured by "Parental Authority Questionnaire" (PAQ) instrument while the self-esteem was measured by "Rosenberg Self-Esteem Inventory" (RSES). The data were analyzed by using the "Statistical Package for Social Science" version 18.0. All of the data were analyzed using Pearson correlation and descriptive statistics. As a conclusion, the results show that permissive parenting style is the dominant parenting style used by the parents of university students. In addition, most of the university students have high level of self-esteem. Besides this, it is also found that there is a significant relationship between parenting style and self-esteem among university students. The study is also found that there is a positive relationship between authoritative and permissive parenting style with self-esteem. Meanwhile, the study found that the authoritarian parenting style has a negative relationship with students' self-esteem

Based on current literature review, there is no clear definition of positive relationships. A wide variety of concepts are used interchangeably in the literature to describe positive relationships. There are still debates as to what represent positive aspects of relationships, especially in the context of online interactions such as Facebook. As an attempt to further understand about what elements comprise positive relationships, particularly in the context of online relationships, this study examines responses from 800 participants on positive aspects of their relationships in Facebook. Participants were university students from a northern Malaysian public university (178 males; 622 females) an the age range were from 19 to 39 years old. The study was conducted online using Google Form online survey. The online survey was posted in e-learning for three months in order for students to participate in this research. From the qualitative analysis, responses can be divided into eight major themes including social support, trust, interaction, positive emotion, motivation, closeness, understanding and others. The findings shed some lights on elements of positive relationships especially in online context. It also highlights similarities between online and offline relationships. The study increases understanding on how positive aspects of relationships can be conceptualised and measured and further extend theories of positive relationships across online relationships.