We know that there are cross-cultural differences in psychological variables, such as individualism/collectivism. But it has not been clear which of these variables show relatively the greatest differences. The Survey of World Views project operated from the premise that such issues are best addressed in a diverse sampling of countries representing a majority of the world’s population, with a very large range of item-content. Data were collected online from 8,883 individuals (almost entirely college students based on local publicizing efforts) in 33 countries that constitute more than two third of the world’s population, using items drawn from measures of nearly 50 variables. This report focuses on the broadest patterns evident in item data. The largest differences were not in those contents most frequently emphasized in cross-cultural psychology (e.g., values, social axioms, cultural tightness), but instead in contents involving religion, regularity-norm behaviors, family roles and living arrangements, and ethnonationalism. Content not often studied cross-culturally (e.g., materialism, Machiavellianism, isms dimensions, moral foundations) demonstrated moderate-magnitude differences. Further studies are needed to refine such conclusions, but indications are that cross-cultural psychology may benefit from casting a wider net in terms of the psychological variables of focus.

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The relationships between the five-factor model of personality, subjective well-being, and social adaptation were examined in two Spanish groups, one of 112 undergraduate students and one of 177 participants from the general population. Analyses showed a clear pattern of low but positive associations among scores on well-being, social adaptation, and four of the five factors of personality (Extraversion, Agreeableness, Conscientiousness, and Emotional Stability), very similar to those obtained by previous research in the American context.

Résumé de l'articleLa traduction de tests psychologiques ne cesse de se développer, étant donné que la mondialisation favorise assez facilement l'application d'outils conçus pour un pays donné dans un autre. Il est également moins cher et plus rapide d'adapter un instrument déjà existant que d'en créer un nouveau. Afin de produire une version d'un test pleinement fonctionnelle dans une autre langue et une autre culture, le contexte culturel dans lequel il sera utilisé doit être pris en considération, ce qui n'a pas toujours été le cas. Cet article de revue a pour objectif d'expliquer les particularités des tests psychologiques en tant que genre textuel et de décrire le processus de traduction traditionnellement utilisé. Nous y tentons de démontrer que, bien que les psychologues soient de plus en plus conscients du rôle du contexte culturel, ils l'ont malheureusement trop souvent mis à l'écart du processus même de traduction. Or, les théories modernes de la traduction et la pratique sont la preuve que cette préoccupation pour le contexte culturel fait partie intégrante dudit processus.Ce document est protégé par la loi sur le droit d'auteur. L'utilisation des services d'Érudit (y compris la reproduction) est assujettie à sa politique d'utilisation que vous pouvez consulter en ligne. RÉSUMÉLa traduction de tests psychologiques ne cesse de se développer, étant donné que la mondialisation favorise assez facilement l'application d'outils conçus pour un pays donné dans un autre. Il est également moins cher et plus rapide d'adapter un instrument déjà existant que d'en créer un nouveau. Afin de produire une version d'un test pleinement fonctionnelle dans une autre langue et une autre culture, le contexte culturel dans lequel il sera utilisé doit être pris en considération, ce qui n'a pas toujours été le cas. Cet article de revue a pour objectif d'expliquer les particularités des tests psychologiques en tant que genre textuel et de décrire le processus de traduction traditionnellement utilisé. Nous y tentons de démontrer que, bien que les psychologues soient de plus en plus conscients du rôle du contexte culturel, ils l'ont malheureusement trop souvent mis à l'écart du processus même de traduction. Or, les théories modernes de la traduction et la pratique sont la preuve que cette préoccupation pour le contexte culturel fait partie intégrante dudit processus. ABSTRACTThe translation of psychological tests has become widespread as the globalization process has led to testing instruments designed in one country being applied in a different one relatively quickly, since it is less expensive and faster to adapt an existing instrument than to devise a new one in another culture. In order to provide a fully functional version of a test in a different language and culture, the whole cultural context within which a particular test is to be used must be considered, and it is not certain that this has always been the case. This review article explains the peculiarities of psychological tests as a genre and documents the process of...

This study represents the first attempt to examine the validity of scores on the Student Adaptation to College Questionnaire (SACQ) in a sample of European university students. Concurrent validity was established through significant correlations in the expected direction with alternative measures of student adjustment (academic motivation, loneliness, depression, and general adjustment to university). Further concurrent validity evidence for selected subscales was provided through moderate associations with students' engagement in social activities and their self-reported use of psychological services provided on campus. Findings regarding predictive validity, as assessed through correlations with student attrition and academic results, went in the expected direction but were somewhat less convincing. The latter results are explained in terms of differences between European and North American systems of higher education. With some reservations regarding the Academic Adjustment subscale, then, the SACQ seems to be a useful tool for research on university life among college students in Europe.The Student Adaptation to College Questionnaire (SACQ) is a self-report instrument designed by Siryk (1984, 1989) to assess students' adjustment to college. Baker and Siryk (1984) assumed that adjustment to university is multifaceted in that it requires adjustment to a variety of demands. Four aspects of adjustment to college or university are measured. Academic Adjustment measures how well the adolescent manages the educational de-The authors are greatly indebted to the students who participated in the study, to Alfons Marcoen for his help in translating the SACQ, to Griet Van Roosmalen and Ben Van Calster for their assistance in back translation, and to the dean of the faculty, Roland Vandenberghe, and the registrar, Pol Pierlet, for their permission to inspect students' academic transcripts. Correspondence concerning this article should be sent to Wim Beyers,