Children’s proficient reading performance is not merely an academic skill; it is a fundamental cornerstone of a child’s cognitive development, academic success, and long-term life outcomes. As a primary role model, parental reading attitudes will most likely influence the home literacy environment and children’s reading performance. Parents’ reading habits and experiences may provide the necessary knowledge to assist children’s reading development. Currently, no Malay language instruments are available to assess parents’ attitudes towards reading. Thus, this study aimed to translate the English version of the Parent Reading Beliefs Survey (PRBS) into Malay language and evaluate its validity and reliability. PRBS was chosen because it can measure how parents’ reading attitudes align with current at-home literacy practices and literacy development. The Malay-translated questionnaire was content validated through content validity ratio (CVR), content validity index-relevance (CVI-Relevance), and content validity index-clarity (CVI-Clarity) methods by eight expert panels (professionals that having expertise related to early literacy), and finally reliability tested using Cronbach’s alpha with 50 participants (preschool children’s parents). The results showed that all items’ CVR values were at least 0.75, and all items’ CVI-Relevance and CVI-Clarity values were higher than 0.83, indicating satisfactory validity. As for each subscale, Cronbach’s alpha value ranges from 0.71 to 0.97, indicating acceptable and good internal consistency. Overall, the Malaytranslated version of the PRBS was found to be valid and reliable for use in future studies. The findings of this study can pave the way for more research efforts in the field of reading in Malaysia. The questionnaire can also assist speech therapists and educators in assessing the attitudes that parents have in reading to come up with better designs for parent-child reading intervention

Being a university student can be challenging. As such, it is imperative to gain insight into the positive psychology of university students. In this paper, happiness and life satisfaction among university students in Malaysia are reviewed accordingly. Two research questions were highlighted, that is, (i) factors affecting happiness and (ii) factors affecting life satisfaction. The review was conducted using a framework suggested by Arksey and O’Maley (2005). EBSCOhost, ScienceDirect, and Scopus electronic databases were searched for published articles from 2000 to 2021. A total of 588 titles were extracted from electronic databases. After considering inclusion criteria and research questions, 19 articles were selected for review. Happiness was found to have positive relations with social skills, psychological well-being attributes, problem-solving skills, parental home involvement, religious commitment, and religiosity. Factors such as positive religious coping, self-confidence, being an extrovert, and resiliency are found to correlate with life satisfaction. Those with suicidal attitudes, loneliness, shyness, and poorer health displayed lower life satisfaction. Students’ life satisfaction is also associated with happiness, intrapreneurial self-capital, intercultural sensitivity, flourishing, spiritual well-being, and spiritual involvement. The review assists the university authorities and student management unit in planning effective curricula and programs for students’ psychological well-being.