This N = 173,426 social science dataset was collected through the collaborative COVIDiSTRESS Global Survey – an open science effort to improve understanding of the human experiences of the 2020 COVID-19 pandemic between 30th March and 30th May, 2020. The dataset allows a cross-cultural study of psychological and behavioural responses to the Coronavirus pandemic and associated government measures like cancellation of public functions and stay at home orders implemented in many countries. The dataset contains demographic background variables as well as measures of Asian Disease Problem, perceived stress (PSS-10), availability of social provisions (SPS-10), trust in various authorities, trust in governmental measures to contain the virus (OECD trust), personality traits (BFF-15), information behaviours, agreement with the level of government intervention, and compliance with preventive measures, along with a rich pool of exploratory variables and written experiences. A global consortium from 39 countries and regions worked together to build and translate a survey with variables of shared interests, and recruited participants in 47 languages and dialects. Raw plus cleaned data and dynamic visualizations are available.

During the onset of the COVID-19 pandemic, the COVIDiSTRESS Consortium launched an open-access global survey to understand and improve individuals’ experiences related to the crisis. A year later, we extended this line of research by launching a new survey to address the dynamic landscape of the pandemic. This survey was released with the goal of addressing diversity, equity, and inclusion by working with over 150 researchers across the globe who collected data in 48 languages and dialects across 137 countries. The resulting cleaned dataset described here includes 15,740 of over 20,000 responses. The dataset allows cross-cultural study of psychological wellbeing and behaviours a year into the pandemic. It includes measures of stress, resilience, vaccine attitudes, trust in government and scientists, compliance, and information acquisition and misperceptions regarding COVID-19. Open-access raw and cleaned datasets with computed scores are available. Just as our initial COVIDiSTRESS dataset has facilitated government policy decisions regarding health crises, this dataset can be used by researchers and policy makers to inform research, decisions, and policy.

The positive youth development approach (PYD) is widely used as a meaningful framework to guide research, policy, and intervention, to support young people to develop their full potential. Psychotherapy, on the other hand, is a verbal and psychological procedure that can be a suitable solution to mental health concerns, which are prevalent among youth. This study aimed to explore the potential role of developmental assets in treating clients with depression and anxiety disorders using Internal Cohesion Psychotherapy (ICP). In total, 10 young people who took at least five sessions of ICP were part of this study. In-depth semi-structured interviews were conducted to gather information about clients’ experiences with ICP and their perception/opinions on the presence of developmental assets in their lives. The results confirm the effectiveness of ICP in treating depression and anxiety, while clients acknowledge the role of developmental assets in their psychotherapeutic process. The current study has important theoretical, practical, and research implications. It provides evidence on how clients use their developmental assets in maximizing the effectiveness of the ICP process. The usage of developmental assets to enhance the effectiveness of psychotherapy opens a new path for further research and can serve as a foundation ground for intervention on mental health among youth.

A lot of research has been done on the effects of music and sounds on performance in many areas of study. However, there have been mixed results about what kind of effects music can have. Musical pleasure was able to influence task performance, and the shape of this effect depended on group and individual factor (Gold B., et al. 2013). According to Fassbender (2012), music does have an effect on memory, music during a study or learning phase hindered memory but increased mood and sports performance. The objective of this experiment is to find if music can help memorize different tests like nonsense syllables, numbers and poems with rhyme. Students were from different faculties, N=74 (75% females) between age 17-22, participating in this experiment. Experiment had 4 different tests, self-created according to the experiment of nonsense syllables from (Ebinghaus 1885). First test had 50 nonsense syllables to lead to the next phase of experiment. Students were separated in 3 groups with almost the same numbers of correct nonsense syllables from the first test. First group was taking the tests without music at all and in silent, second group was doing the test with lyrics music and the third group with relaxing music. All three groups had 5 minutes for each 3 different tests to memorize 50 other nonsense syllables (including 3 same syllables), 12 lines from poems and 50 different order of numbers, then to write down how much they memorized. The music was the same during memorizing phase and was repeated during writing phase with same volume and with headphones on. Result showed that there are significant differences memorizing lines from poems and the same syllables between students without music and them with music. T-test for each group also showed the significant differences between these two groups. Regression analyses explain 33% of variance factors for memorizing the lines and 50% of variance factors for memorizing the same syllables, groups have the most impact on regression. Conclusions of this research are that music affects memory negatively resulting that students are able to memorize better without music. This research also concludes that silent is a key factor to recognize the same nonsense syllables. When it comes to memorizing better keep the music down!

The topic of teacher emotions has gained increasing research attention over the past years. Initial predominantly qualitative inquiry methods have been complemented by quantitative ones, and different instruments to measure teacher emotions have been developed. These instruments mainly stem from Western, educated, industrialized, rich, and democratic (WEIRD) countries, and yet it is still unknown if these instruments are of universal cultural functionality. The current study aimed to validate the Teacher Emotions Scale (TES) in the low-to-middle income, Southeastern European country of Kosovo. Findings from N = 258 teachers in Kosovo provide evidence that TES-Albanian operates equivalently in terms of factor structure as the original German version of TES and the English version. Supporting the external validity of the scale, we found consistent low-to-medium relationships between the three emotions measured with the TES (enjoyment, anger, and anxiety) with other teachers’ experiential and behavioral constructs such as positive and negative affect, job satisfaction, burnout, self-efficacy, and the teacher–student relationship. Overall, we conclude that TES can effectively be translated into different languages to measure teacher emotions also in non-WEIRD cultural contexts.