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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Recent studies show that stress levels are higher among teachers than in many other occupational groups. Semi-structured interviews with 14 teachers from various regions of Russia were conducted to investigate the characteristics of psychological stress and coping strategies in the context of the abrupt transition to distance learning imposed by the COVID-19 pandemic. In remote schooling, teachers have to implement education programs despite their own pandemic anxiety, provide emotional support to students, and stimulate their motivation for learning. It appears from the interview data that teacher stress is elevated by the absence or lack of support from school administrators and a substantial increase in teacher workload, caused by the need to search for new techniques of teaching and preparing for classes from a distance, intensified communication with students and their parents, and the growing amount of homework assignments to review. The stress factors specific to the pandemic include the new work-from-home setup and changes in the work-life balance. The most common strategies of coping with stress and reducing its consequences include an effort to search for the silver lining and/or new opportunities, seeking social and emotional support, physical exercise, and hobby activities. psychological stress, coping strategies, teachers, COVID-19.

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