The metric level of invariance offers the possibility of comparing correlates and predictors of positive mental functioning across countries; however, the comparison of the levels of mental health across countries is not possible due to lack of scalar invariance. Our study has preliminary character and could serve as an initial assessment of the structure of the MHC-SF across different cultural settings. Further studies on general populations are required for extending our findings.

This article presents the cross-cultural validation of the Entitlement Attitudes Questionnaire, a tool designed to measure three facets of psychological entitlement: active, passive and revenge entitlement. Active entitlement was defined as the tendency to protect individual rights based on self-worthiness. Passive entitlement was defined as the belief in obligations to and expectations toward other people and institutions for the fulfillment of the individual's needs. Revenge entitlement was defined as the tendency to protect one's individual rights when violated by others and the tendency to reciprocate insults. The 15-item EAQ was validated in a series of three studies: the first one on a general Polish sample (N = 1,900), the second one on a sample of Polish students (N = 199) and the third one on student samples from 28 countries (N = 5,979). A three-factor solution was confirmed across all samples. Examination of measurement equivalence indicated partial metric invariance of EAQ for all national samples. Discriminant and convergent validity of the EAQ was also confirmed.

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Purpose-Building upon attachment theory and emerging theory, the current study was aimed at examining the effect of peer attachment in predicting adjustment to life in university among freshmen in a public unirvsity in East Malaysia. Furthermore, it sought to examine the influence of gender and perceived-adult status as moderators of the relationship between student attachment and student adjustment. Methodology-Data was collected from 557 freshmen in one of the public universities in East Malaysia. Two questionnaires, namely The Inventory of Parent and Peers Attachment (IPPA) and The Student Adaptation to College Questionnaire (SACQ) were used in this study. Partial Least Square (PLS) analysis was employed to examine the hypothesized relationships. Findings-The findings of the study showed that peer trust positively influenced academic and social adjustment. Meanwhile, peer communication positively influenced social adjustment, but negatively influenced personal-emotional adjustment. Lastly, peer alienation negatively influenced personal-emotional adjustment, but positively influenced institutional attachment. The Partial Least