Objectives: The Dark Triad traits (i.e., narcissism, psychopathy, Machiavellianism) capture individual differences in aversive personality to complement work on other taxonomies, such as the Big Five traits. However, the literature on the Dark Triad traits relies mostly on samples from English-speaking (i.e., Westernized) countries. We broadened the scope of this literature by sampling from a wider array of countries. Method: We drew on data from 49 countries (N = 11,723; 65.8% female; Age Mean = 21.53) to examine how an extensive net of country-level variables in economic status (e.g., Human Development Index), social relations (e.g., gender equality), political orientations (e.g., democracy), and cultural values (e.g., embeddedness) relate to country-level rates of the Dark Triad traits, as well as variance in the magnitude of sex differences in them.

Coronavirus disease (COVID-19) has been a source of fear around the world. We asked whether the measurement of this fear is trustworthy and comparable across countries. In particular, we explored the measurement invariance and cross-cultural replicability of the widely used Fear of COVID-19 scale (FCV-19S), testing community samples from 48 countries (N = 14,558). The findings indicate that the FCV-19S has a somewhat problematic structure, yet the one-factor solution is replicable across cultural contexts and could be used in studies that compare people who vary on gender and educational level. The validity of the scale is supported by a consistent pattern of positive correlations with perceived stress and general anxiety. However, given the unclear structure of the FCV-19S, we recommend using latent factor scores, instead of raw scores, especially in cross-cultural comparisons.

The Dark Triad (i.e., narcissism, psychopathy, Machiavellianism) has garnered intense attention over the past 15 years. We examined the structure of these traits’ measure—the Dark Triad Dirty Dozen (DTDD)—in a sample of 11,488 participants from three W.E.I.R.D. (i.e., North America, Oceania, Western Europe) and five non-W.E.I.R.D. (i.e., Asia, Middle East, non-Western Europe, South America, sub-Saharan Africa) world regions. The results confirmed the measurement invariance of the DTDD across participants’ sex in all world regions, with men scoring higher than women on all traits (except for psychopathy in Asia, where the difference was not significant). We found evidence for metric (and partial scalar) measurement invariance within and between W.E.I.R.D. and non-W.E.I.R.D. world regions. The results generally support the structure of the DTDD.

Personality plays a significant role in influencing motivation for choosing a perspective profession. As empirical evidence confirmed, personality traits conscientiousness, openness to experience, extraversion are in positive correlation with intrinsic motives for choosing teaching as a profession (in negative with personality trait neuroticism), and in negative correlation with extrinsic motivation and fallback career (in positive with personality trait neuroticism). The primary aim of research is to point out the importance of personality traits in career choices via detecting which personality traits are predictors of fallback career. In the research first grade university students (teacher trainees; N = 402) completed the Five Factor Inventory and SMVUP-4-S scale. As results show, Big Five personality traits are in correlation with fallback career and are a significant predictor of fallback career. The Big Five model together explained 17.4% of the variance in fallback career, where personality traits agreeableness, conscientiousness, openness to experience and neuroticism has been shown as a statistically significant predictor of fallback career of teacher trainees. Keywords: Big Five, career choice, fallback career, personality traits.

The present research aims to establish which motives are important for choosing the teaching profession and points out the satisfaction with the choice of the profession. Moreover, the present research stresses the importance of motivational factors. A research sample consisted of 159 first grade bachelor degree teacher trainees from Prešov University and University of Constantine the Philosopher in Nitra, Slovak Republic. In order to determine the types of motivation for choosing teaching profession, a SMVUP II scale was used. The satisfaction with the choice of profession was assessed using the one-question indicator of satisfaction. The research results showed that the most important factors of choosing teaching profession are: the interest to work with children and adolescents, the intrinsic value of teaching as well as competence and previous teaching experience. The least frequent motives are labor mobility, salary, and other benefits of teaching profession. Furthermore, the research stressed the differences in the level of satisfaction with the choice of the profession. The research also showed a significant correlation of some of the motivational types (work with children, perception of own competence, prosociality) with the choosing teaching as a profession, which supported the hypothesis about the relationship between specific types of motivation and satisfaction with the choice of teaching profession.Key words choice of occupation, teacher, teacher profession, motivation of choosing profession, motivation, SMVUP II Abstrakt Tento výskum zisťuje, ktoré motívy sú dôležité pre výber učiteľskej profesie a poukazuje na spokojnosť s voľbou povolania, rovnako ako aj na význam motivačných faktorov. Do štúdie bolo zahrnutých 159 študentov učiteľstva prvých ročníkov bakalárskeho stupňa Prešovskej univerzity a Univerzity Konštantína Filozofa v Nitre. Typy motivácie voľby učiteľského povolania boli zisťované pomocou SMVUP II Škály voľby výkonu učiteľského povolania, kým spokojnosť s výberom tejto profesie bola zisťovaná pomocou jednopoložkového ukazovateľa spokojnosti. Výsledky výskumu ukázali, že najdôležitejšími faktormi voľby učiteľskej