A new scale to measure core social motives was developed based on the BUC(K)ET framework (Belong, Understand, Control, Esteem, and Trust). The scale was completed by 1,516 university students from seven countries: Australia, the United States, New Zealand, the Philippines, Malaysia, China (Macao), and Austria. Multigroup confirmatory factor analysis supported the scale's full scalar invariance between Australia and the United States and between Australia and Austria. Partial scalar invariance was established for all countries after omitting the Understand motive, suggesting that the remaining four subscales can be used to compare levels of social motives across diverse cultural groups with caution. We further established the scale's construct validity by examining its correlations in the nomological networks involving several individual difference variables. The profile of social motives was remarkably similar across countries and gender groups, although three Asian groups showed higher motives to belong than non‐Asian groups, and women showed generally stronger core social motives than men, especially the Belong motive. Implications and possible directions of research are discussed.

"Youths with happy emotions and strong religious faith, it can be assumed, experience increased resiliency when dealing with unexpected and challenging events, such as the COVID-19 pandemic. To examine this assumption, a study involving 229 Christian youths, all students at public and private universities in Sabah, Malaysia, was conducted. Participants had a mean age of 22.09 years (SD = 4.34) and were predominantly female (179; male = 49; undisclosed = 1). The study found that happiness contributed 4.7% of the variance of the participant’s resilience, while their religious faith contributed 4.1%. Furthermore, the Christian faith showed a moderation effect on the effect of happiness on resiliency. To wit, youths with high levels of happiness and strong Christian faith demonstrated high resiliency, and this finding supports the abovementioned research assumption. Therefore, it is suggested that when facing life challenges, including the COVID-19 pandemic, young adults ought to create a positive ambience, e.g., promoting happiness, enhancing religious faith via daily prayer, perceiving faith as a source of comfort and life’s purpose, and engaging in faith-based/church activities as a way to strengthen resiliency."

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University life is always colorful, filled with a plethora of memorable moments, both academic and non-academic. Amid the COVID-19 pandemic, however, first-year university students’ academic experiences might be slightly different from their expectations due to being fully conducted in online learning. The COVID-19 pandemic denied first year students the opportunity to join the face-to-face classes and become involved in university’s activities in the real setting. All activities were replaced with virtual setting and they could only contact their course mates and lecturers via social media platforms. This derailment of their expectation to experience real-life university settings may dampen their enthusiasm and impact their motivational and happiness levels. To explore the phenomenon, a study was conducted with 143 first-year psychology students to examine their self-reported motivational and happiness levels before and after seven-week of online classes. This study included 113 females (79%) and 30 males (21%) with a mean age of 20.68 (SD=1.88). Data collected revealed that students’ motivation and happiness levels declined significantly after their online classes. According to their extent of agreement with the single statement ‘Overall, I am happy with my university life’, 48 (33.60%) students agreed, 76 (53.10%) were neutral, and 19 (13.30%) indicated dissatisfaction. This study may assist the university and relevant authorities in understanding students’ perceptions of dealing with academic and life challenges through online classes amid the COVID-19 pandemic. Therefore, psychological strategies should be considered to enhance first-year students’ motivation and happiness levels when faced with online classes in their new first semester.

Societal threats that face the world today seem overpowering, especially for young generations who will need to develop creative solutions. The present study examined the relationships between societal threats and social motives. Social motives function to orient individuals toward the social world and prepare them to engage socially. This adaptive function of social motives may be particularly useful when threats are looming in the environment. We thus expected that perceived societal threats would correlate positively with activation of social motives, especially among individuals with lower self-esteem, who tend to show higher interdependency when threatened. Our cross-cultural samples from Australia, the United States, New Zealand, the Philippines, China (Macao), Malaysia (Sabah), and Austria (N = 1,269) showed evidence to support these expectations. Perceived societal threats correlated positively with all social motives (Belong, Understand, Control, Esteem, and Trust); however, the link was most vital for the Control motive, and especially in the United States and China.In line with our expectations, higher perceived societal threats were associated with more robust social motives, especially among those with low self-esteem. Potential mechanisms through which social motives assist adaptation to societal threats and country-specific contents of threats are discussed.