The Reading the Mind in the Eyes Test is a popular measure of individual differences in Theory of Mind that is often applied in the assessment of particular clinical populations (primarily, individuals on the autism spectrum). However, little is known about the test's psychometric properties, including factor structure, internal consistency, and convergent validity evidence. We present a psychometric analysis of the test followed by an evaluation of other empirically proposed and statistically identified structures. We identified, and cross-validated in a second sample, an adequate short-form solution that is homogeneous with adequate internal consistency, and is moderately related to Cognitive Empathy, Emotion Perception, and strongly related to Vocabulary. We recommend the use of this short-form solution in normal adults as a more precise measure over the original version. Future revisions of the test should seek to reduce the test's reliance on one's vocabulary and evaluate the short-form structure in clinical populations.

Abstract. Although vaccines are among the most effective interventions used in fighting diseases, vaccination readiness varies substantially among individuals. Vaccination readiness is defined as a set of components that increase or decrease AN individual’s likelihood of getting vaccinated. Building on earlier work that distinguished five components of vaccination readiness (confidence, complacency, constraints, calculation, and collective responsibility), we revised the questionnaire used to measure these components to improve its psychometric properties, specifically criterion validity. In doing so, we also developed two new components of vaccination readiness: compliance and conspiracy. Compliance is the tendency to support monitoring to control adherence to regulations; conspiracy is the tendency to endorse conspiratorial beliefs about vaccination. The newly introduced 7C scale was initially piloted in a cascade of serial cross-sectional studies and then validated with N = 681 participants from the COVID-19 Snapshot Monitoring in Denmark. We report a bifactor measurement model, convergent validity with other questionnaires, and an explanation of 85% variance in the willingness to vaccinate against COVID-19. We also present a 7-item short version of the scale. The instrument is publicly available in several languages ( www.vaccination-readiness.com ), and we seek collaboration to provide translations of our instrument into other languages.

Research on self-compassion, which is defined as being understanding and kind to oneself when confronted with negative experiences, has produced an impressive number of articles in recent years. This research shows that individual differences in self-compassion, as measured by the Self-Compassion Scale (SCS), are positively related to life satisfaction, health and social functioning. However, a critical and systematic test of self-compassion from a personality perspective has not yet conducted so far. In the present study (N = 576), we (i) tested the factor structure of the SCS, (ii) examined the distinctiveness of self-compassion with regard to the five-factor model of personality, focusing on neuroticism, and (iii) tested the incremental predictive power of self-compassion beyond the five-factor model in the context of life satisfaction. Confirmatory factor analyses supported a two-factor plus six facets solution of self-compassion (a positive factor and a negative factor). Additional analyses revealed that the negative factor was redundant with facets of neuroticism (rs ≥ .85), whereas the positive factor had some unique variance left. However, neither the negative factor nor the positive factor could explain substantial incremental variance in life satisfaction beyond neuroticism. Recommendations for how to use the SCS are provided, and the future of research on selfcompassion is discussed.

Environmental knowledge has been established as a behavior-distal, but necessary antecedent of pro-environmental behavior. The magnitude of its effect is difficult to estimate due to methodological deficits and variability of measures proposed in the literature. This paper addresses these methodological issues with an updated, comprehensive and objective test of environmental knowledge spanning a broad variety of current environment related topics. In a multivariate study ( n = 214), latent data modeling was employed to explore the internal factor structure of environmental knowledge, its relationship with general knowledge and explanatory power on pro-environmental behavior. We tested competing factor models and uncovered a general factor of environmental knowledge. The main novel finding of the study concerns its relationship with general knowledge. Employing an established test of general knowledge to measure crystallized intelligence revealed a near perfect relationship between environmental and general knowledge. This general knowledge (including the environmental domain) accounted for 7% of the variance in environmentally significant behavior. Age, additionally to acquired education, emerged as a common predictor for both general knowledge and environmentally significant behavior. We discuss the consequences of the strong relation between general and environmental knowledge and provide a possible explanation for the positive age-environmental conservation relationship reported in the literature.

Self-report ratings of emotional intelligence (EI) can be faked in high-stakes situations. Although forced-choice administration can prevent response distortion, it produces ipsative scores when scored conventionally. This study (n = 486) develops an 18-item EI rating scale assessing emotion perception, understanding, and management. We compare validity evidence for: (a) a singlestimulus rating scale; and (b) a forced-choice assessment scored with conventional methods versus item response theory (IRT) methods. The single-stimulus items showed acceptable fit to a three-factor solution, and the forced-choice items showed acceptable fit to the IRT solution. Correlations with criterion variables (ability and self-reported EI, Big Five personality, loneliness, life satisfaction, and GPA) were obtained for 283 participants. Correlations were in the expected direction for the single-stimulus and the IRT-based forced-choice scores. In contrast, the conventionally scored forced-choice test showed the expected correlations for emotion management, but not for emotion perception nor understanding. Results suggest that IRT-based methods for scoring forced-choice assessments produce equivalent validity to singlestimulus rating scales. As such, IRT-based scores on forced-choice assessments may allow EI tests to be used for high-stakes applications, where faking is a concern. Keywordsitem response theory (IRT), emotional intelligence, forced-choice assessment, Thurstone's law of comparative judgment There are two ways that emotional intelligence (EI) can be measured. First, rating scales, associated with typical performance, require participants to rate their agreement with items such as "I know why my emotions change." Second, ability scales, associated with maximum performance, require participants to process emotion-related stimuli and make a judgment (e.g., the extent of emotion expressed in a particular facial expression; Mayer, Roberts, & Barsade, 2008). One