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Adapting Educational and Psychological Tests for Cross-Cultural Assessment critically examines and advances new methods and practices for adapting tests for cross-cultural assessment and research. The International Test Commission (ITC) guidelines for test adaptation and conceptual and methodological issues in test adaptation are described in detail, and questions of ethics and concern for validity of test scores in cross-cultural contexts are carefully examined. Advances in test translation and adaptation methodology, including statistical identification of flawed test items, establishing equivalence of different language versions of a test, and methodologies for comparing tests in multiple languages, are reviewed and evaluated. The book also focuses on adapting ability, achievement, and personality tests for cross-cultural assessment in educational, industrial, and clinical settings. This book furthers the ITC's mission of stimulating research on timely topics associated with assessment. It provides an excellent resource for courses in psychometric methods, test construction, and educational and/or psychological assessment, testing, and measurement. Written by internationally known scholars in psychometric methods and cross-cultural psychology, the collection of chapters should also provide essential information for educators and psychologists involved in cross-cultural assessment, as well as students aspiring to such careers. Contents: Preface. Part I: Cross-Cultural Adaptation of Educational and Psychological Tests: Theoretical and Methodological Issues. R.K. Hambleton, Issues, Designs, and Technical Guidelines for Adapting Tests Into Multiple Languages and Cultures. F.J.R. van de Vijver, Y.H. Poortinga, Conceptual and Methodological Issues in Adapting Tests. T. Oakland, Selected Ethical Issues Relevant to Test Adaptations. S.G. Sireci, L. Patsula, R.K. Hambleton, Statistical Methods for Identifying Flaws in the Test Adaptation Process. S.G. Sireci, Using Bilinguals to Evaluate the Comparability of Different Language Versions of a Test. L.L. Cook, A.P. Schmitt-Cascallar, Establishing Score Comparability for Tests Given in Different Languages. L.L. Cook, A.P. Schmitt-Cascallar, C. Brown, Adapting Achievement and Aptitude Tests: A Review of Methodological Issues. Part II: Cross-Cultural Adaptation of Educational and Psychological Tests: Applications to Achievement, Aptitude, and Personality Tests. C.T. Fitzgerald, Test Adaptation in a Large-Scale Certification Program. C.Y. Maldonado, K.F. Geisinger, Conversion of the Wechsler Adult Intelligence Scale Into Spanish: An Early Test Adaption Effort of Considerable Consequence. N.K. Tanzer, Developing Tests for Use in Multiple Languages and Cultures: A Plea for Simultaneous Development. F. Drasgow, T.M. Probst, The Psychometrics of Adaptation: Evaluating Measurement Equivalence Across Languages and Cultures. M. Beller, N. Gafni, P. Hanani, Constructing, Adapting, and Validating Admissions Tests in Multiple Languages: The Israeli Case. P.F. Merenda, Cross-Cultural Adaptation of Educational and Psychological Testing. C.D. Spielberger, M.S. Moscoso, T.M. Brunner, Cross-Cultural Assessment of Emotional States and Personality Traits.

The Difficulties in Emotion Regulation Scale (DERS) is a widely-used, theoretically-driven, and psychometrically-sound self-report measure of emotion regulation difficulties. However, at 36-items, the DERS may be challenging to administer in some situations or settings (e.g., in the course of patient care or large-scale epidemiological studies). Consequently, there is a need for a briefer version of the DERS. The goal of the present studies was to develop and evaluate a 16-item version of the DERS – the DERS-16. The reliability and validity of the DERS-16 were examined in a clinical sample (N = 96) and two large community samples (Ns = 102 and 482). The validity of the DERS-16 was evaluated comparing the relative strength of the association of the two versions of the DERS with measures of emotion regulation and related constructs, psychopathology, and clinically-relevant behaviors theorized to stem from emotion regulation deficits. Results demonstrate that the DERS-16 has retained excellent internal consistency, good test-retest reliability, and good convergent and discriminant validity. Further, the DERS-16 showed minimal differences in its convergent and discriminant validity with relevant measures when compared to the original DERS. In conclusion, the DERS-16 offers a valid and brief method for the assessment of overall emotion regulation difficulties.

The ability to flexibly plan for events outside of the current sensory scope is at the core of being human and is crucial to our everyday lives and society. Studies on apes have shaped a belief that this ability evolved within the hominid lineage. Corvids, however, have shown evidence of planning their food hoarding, although this has been suggested to reflect a specific caching adaptation rather than domain-general planning. Here, we show that ravens plan for events unrelated to caching—tool-use and bartering—with delays of up to 17 hours, exert self-control, and consider temporal distance to future events. Their performance parallels that seen in apes and suggests that planning evolved independently in corvids, which opens new avenues for the study of cognitive evolution.

This study examined the longitudinal associations between non-suicidal self-injury (NSSI) in early adolescence and various positive and negative aspects of mental health in young adulthood. The participants were a cohort of regular school students (n = 1064) in grades 7–8 from a Swedish municipality. Nine hundred and ninety-one of these completed an 11-page questionnaire (T1: Mage = 13.7; 50.3% girls); 1 year later, 984 students completed the questionnaire again (T2: Mage = 14.8; 51.1% girls); and 10 years later, 557 took part (T3: Mage = 25.3; 59.2% women). The prevalence of any NSSI (≥ 1 instance) decreased from about 40% in adolescence to 18.7% in young adulthood, while the prevalence of repetitive NSSI (≥ 5 instances) decreased from about 18 to 10%. Compared to individuals who reported no NSSI as adolescents, and controlling for gender and psychological difficulties in adolescence, adolescents with stable repetitive NSSI (i.e., repetitive NSSI at both T1 and T2) showed significantly higher levels of stress, anxiety, NSSI, and difficulties in emotion regulation 10 years later. Even infrequent and unstable repetitive NSSI in adolescence was associated with negative outcomes in young adulthood. These results suggest that stable repetitive NSSI in adolescence is a strong risk factor for mental health problems in young adulthood and that occasional engagement in NSSI in adolescence is an indicator of vulnerability for poorer mental health in young adulthood.

Many individuals experience recurring or anticipated difficulties in meeting essential financial obligations, such as paying bills. Financial difficulties are associated with a range of adverse outcomes and are influenced not only by objective economic conditions but also by psychological factors, including psychological distress, loneliness, coping strategies, and financial literacy, which may shape how individuals perceive, manage, and respond to their financial situation. Against this background, it is important to further examine the economic and psychological factors associated with financial difficulties. The present cross-sectional study examined whether financial literacy, psychological distress, loneliness, and coping were associated with financial difficulties, operationalised as recurring difficulties paying bills during the past 12 months and expected difficulties paying bills in the upcoming two months. Data was collected through an online questionnaire completed by 2,035 adults aged 18-96 during the autumn of 2024. Logistic regression analyses were conducted to identify variables independently associated with financial difficulties when considered simultaneously. The analyses showed that financial literacy, psychological distress, loneliness, and avoidant coping were independently associated with both outcomes. This study examines contemporaneous associations between economic and psychological variables and self-reported financial difficulties. The cross-sectional design precludes conclusions regarding causality. Further longitudinal research is needed to clarify the direction and nature of these relationships.

Eye tracking technology has become increasingly prevalent in scientific research, offering unique insights into oculomotor and cognitive processes. The present article explores the relationship between scientific theory, the research question, and the use of eye-tracking technology. It aims to guide readers in determining if eye tracking is suitable for their studies and how to formulate relevant research questions. Examples from research on oculomotor control, reading, scene perception, task execution, visual expertise, and instructional design are used to illustrate the connection between theory and eye-tracking data. These examples may serve as inspiration to researchers new to eye tracking. In summarizing the examples, three important considerations emerge: (1) whether the study focuses on describing eye movements or uses them as a proxy for e.g., perceptual, or cognitive processes, (2) the logical chain from theory to predictions, and (3) whether the study is of an observational or idea-testing nature. We provide a generic scheme and a set of specific questions that may help researchers formulate and explicate their research question using eye tracking.

A number of virtual reality head-mounted displays (HMDs) with integrated eye trackers have recently become commercially available. If their eye tracking latency is low and reliable enough for gaze-contingent rendering, this may open up many interesting opportunities for researchers. We measured eye tracking latencies for the Fove-0, the Varjo VR-1, and the High Tech Computer Corporation (HTC) Vive Pro Eye using simultaneous electrooculography measurements. We determined the time from the occurrence of an eye position change to its availability as a data sample from the eye tracker (delay) and the time from an eye position change to the earliest possible change of the display content (latency). For each test and each device, participants performed 60 saccades between two targets 20° of visual angle apart. The targets were continuously visible in the HMD, and the saccades were instructed by an auditory cue. Data collection and eye tracking calibration were done using the recommended scripts for each device in Unity3D. The Vive Pro Eye was recorded twice, once using the SteamVR SDK and once using the Tobii XR SDK. Our results show clear differences between the HMDs. Delays ranged from 15 ms to 52 ms, and the latencies ranged from 45 ms to 81 ms. The Fove-0 appears to be the fastest device and best suited for gaze-contingent rendering.

Researchers using eye tracking are heavily dependent on software and hardware tools to perform their studies, from recording eye tracking data and visualizing it, to processing and analyzing it. This article provides an overview of available tools for research using eye trackers and discusses considerations to make when choosing which tools to adopt for one’s study.