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Objectives: The current study examined the association between the possession of personal growth initiative (PGI) skills and symptoms of mental illness (i.e., depression, anxiety, and stress) and the potential mediating role of daily engagement of PGI skills during the COVID‐19 pandemic. Methods: The participants consisted of 73 individuals (Mage = 41.62, SDage = 12.44) who were recruited from Amazon's Mechanical Turk (MTurk). Data for possessed PGI was collected in April 2020, and the daily survey started approximately 1 month later at the beginning of May 2020 for 29 days. Results: Controlling for demographic variables, multilevel mediation models revealed significant association between PGI skills and PGI engagement. However, our hypothesized indirect effects were not found. When inspecting the direct effects controlling for the effect of PGI engagement and demographic variables, the paths between PGI skills and both depression and anxiety were negatively associated. When examining the effect of time, there were no significant changes during the period of 29 days in the levels of PGI skills among individuals. However, a significant fluctuation within individuals in how much participants have utilized PGI skills during the study period was found. Conclusion: The current study highlights the influence of PGI skills at both the between‐individual as well as within‐individual levels in predicting symptoms of mental illness, and it also uncovers the role of PGI skills by separating into general PGI skills and individual's daily engagement in utilizing the PGI skills in predicting symptoms of mental illness. [ABSTRACT FROM AUTHOR]

Meaning in life is the process in which individuals make sense of their lived experiences and the world around them. In adolescence, youth face developmental challenges and stressors that can threaten their well-being. Knowledge of the mechanisms and contributors to protective factors, such as meaning in life, can enhance counselors' and school counselors' delivery of services to adolescents and support their optimal growth. In this study, we conducted multiple regression analyses to examine the relationship between participants' meaning in life, emotional intelligence, and personal growth initiative in a youth sample (n = 203). Our findings indicated that meaning in life was related to students' personal growth initiative and emotional intelligence. Specifically, we identified that meaning in life predicted personal growth initiative and emotional intelligence for participants in this study. Based on our findings, we offer practical implications for school counselors and counselors working with youth. Implications for research are also provided. [ABSTRACT FROM AUTHOR]

This study aims determine the relationship between personal growth initiative and hope with career adaptability in vocational students in Indonesia. The participants in this study are vocational students in Indonesia. The data collection technique used in this study is a simple random sampling technique with data collection instruments including career adaptability scales, personal growth initiative scales, and hope scales The result of this study showed a correlation coefficient of 0.769 with a p of 0.000 (p0.01) which showed a very significant relationship between personal growth initiative and hope with career adaptability in vocational students, with an effective contribution of 59.1%, thus the major hypothesis in this study was accepted. The result of the correlation coefficient between personal growth initiative and career adaptability were obtained 0.734 with a p of 0.000 (p0.01), which shows that there is a very significant positive relationship between personal growth initiative and career adaptability, thus the first minor hypothesis proposed in this study accepted. While the correlation coefficient between hope and career adaptability shows an r value of 0.581 with a p of 0.000 (p0.01), this shows that there is a very significant positive relationship between hope and career adaptability, thus the second minor hypothesis in this study accepted. Penelitian ini bertujuan untuk mengetahui hubungan personal growth initiative dan harapan dengan adaptabilitas karir pada mahasiswa vokasi di Indonesia. Partisipan dalam penelitian ini merupakan mahasiswa vokasi di Indonesia. Teknik pengambilan data yang digunakan dalam penelitian ini adalah teknik simple random sampling dengan instrumen pengumpulan data meliputi skala adaptabilitas karir, personal growth initiative, dan juga harapan. Hasil penelitian ini menunjukkan koefisien korelasi sebesar 0,769 dengan p sebesar 0,000 (p 0,01) yang menunjukkan adanya hubungan yang sangat signifikan antara personal growth initaitive dan harapan dengan adaptabilitas karir pada mahasiswa vokasi, dengan sumbangan efektif 59,1%, dengan demikian hipotesis mayor dalam penelitian ini diterima. Hasil koefisien korelasi antara personal growth initiative dengan adaptabilitas karir diperoleh sebesar 0,734 dengan p sebesar 0,000 (p 0,01), hal ini menunjukkan adanya hubungan positif yang sangat signifikan antara personal growth initiative dengan adaptabilitas karir, dengan demikian hipotesis minor pertama yang diajukan dalam penelitian ini diterima. Sementara itu koefisien korelasi antara harapan dengan adaptabilitas karir menunjukkan nilai r sebesar 0,581 dengan p sebesar 0,000 (p 0,01), hal ini menunjukkan adanya hubungan positif yang sangat signifikan antara harapan dengan adaptabilitas karir, dengan demikian hipotesis minor kedua dalam penelitian ini diterima.

Introduction: Numerous studies have focused on the mental and behavioral problems or negative emotions of adolescents when examining the impact of parental control. However, limited research has explored the relationship between parental control and adolescents' future planning, neglecting the distinctions between parental psychological and behavioral control, as well as the significant roles of personal growth initiative and meaning in life. The present study aims to investigate the differential effects of parental psychological control and behavioral control on the future planning of rural adolescents in China. Methods: A sample of 909 individuals (13.60±0.93 years old, 470 boys and 439 girls) completed a self-report questionnaire anonymously. The study utilized the Adolescent Future Orientation Questionnaire, Parental Control Questionnaire, Adolescents' Personal Growth Initiative Scale, and Meaning in Life Questionnaire. Results: The findings revealed that parental control significantly influenced the future planning of Chinese rural adolescents, with psychological control and behavioral control exerting distinct impacts in this process. Specifically, parental psychological control was found to have a direct negative effect on adolescents' future planning, while also exhibiting a positive influence due to the masking effect of meaning in life; it did not negatively affect adolescents' future planning through their personal growth initiative. On the other hand, parental behavioral control was observed to directly and positively impact adolescents' future planning, as well as positively influence it through the mediating role of personal growth initiative and the chain mediating role of personal growth initiative and meaning in life. Discussion: These results suggest that the influence of parental control on adolescents' future planning is not a simple, singular mechanism, but rather a multi-layered and complex process, yielding mixed outcomes as a result of psychological control, behavioral control, and other factors. This complexity should be taken into consideration in educational practices and future research endeavors. [ABSTRACT FROM AUTHOR]

Personal growth initiative (PGI) refers to active and intentional participation in the growth process. PGI includes behavioral and cognitive skills and attitudes that are captured by four factors: Readiness for Change, Planfulness, Using Resources, and Intentional Behavior. There is substantial evidence supporting the positive relations between PGI and various domains of well-being. However, a lack of nuance regarding how the four facets of PGI differentially relate to other aspects of optimal functioning, such as coping, persists. Additionally, PGI has been theoretically tied to coping, but there is limited empirical evidence substantiating this link. Thus, the current study examined the relations between PGI and coping styles, strategies, and self-efficacy in a sample of 789 college students through a series of three canonical correlations. The findings indicated different combinations of the four aspects of PGI related significantly to 13 coping styles, three coping strategies, and three forms of coping self-efficacy. These findings have implications for both the theory and operationalization of PGI, such as the viability of the four separate aspects of PGI, as well as for the application of PGI and coping in college settings, including the development of trainings to increase PGI and adaptive aspects of coping. [ABSTRACT FROM AUTHOR]

Based on Berry's theoretical framework for acculturation and prior literature on how minority-related stress limits resources and opportunities for personal growth, this study investigated three growth-related mediators for the positive association between acculturative stress and lower psychological well-being. Participants were 263 East Asian international students from two midwestern universities in the U.S. Results using latent variable modeling supported two of the three mediation hypotheses: acculturative stress indirectly associated psychological well-being through its effect on engagement with new possibilities and optimism. In particular, the results suggested that as the level of East Asian international students' acculturative stress increased, their engagement with new possibilities and optimism decreased, leading to decreased psychological well-being. Approximately 55% of the variance in lower psychological well-being was accounted for by acculturative stress and the three growth- and resource-related mediators. Multiple group analyses showed that this model could be equally applied to both undergraduate and graduate students, as well as to men and women. The current study offers insights into the mechanism of how acculturative stress may affect the psychological well-being of East Asian international students. [ABSTRACT FROM AUTHOR]

Abstract Background Personal Growth Initiative (PGI) a multi-dimensional construct, conceptualised as a skill set that helps individuals to intentionally grow is considered an important construct throughout the life span. Coping with the challenges, transitions, experiences and stressors of life requires an active growth orientation. In previous empirical research, the construct has been measured by either the PGIS-I or PGIS-II, of which only the latter takes account of the theoretically established multi-dimensionality of the construct. This paper describes the protocol for conducting a systematic review of published peer-reviewed empirical research articles on the multi-dimensional construct of PGI. The aim of this review is threefold: (1) to better understand the multi-dimensional construct PGI in different contexts and populations, (2) to improve our understanding of the reliability and validity of the PGIS-II in various research populations and (3) to obtain an overview of its associations with relevant psychosocial factors. Methods For the development of this protocol, the Preferred Reporting Items for Systematic Reviews and Meta-Analyses Protocols (PRISMA-P) reporting guidelines were used. Four databases and one registry will be searched using a predetermined search strategy for relevant studies. Studies will be screened, by two reviewers independently, against the established inclusion criteria. During the data extraction process, the quality of the included studies will be assessed using the Quality Assessment for Survey Studies in Psychology (Q-SSP). The collected data will then be analysed and reported in both narrative and tabular form according to the PRISMA 2020 statement guidelines and flow diagram. Discussion The findings of this study will increase our understanding of the dynamics of PGI throughout the lifespan, its associations with other psychosocial factors and the psychometric properties of the PGIS-II. It will also clarify where additional research is needed. The objectives of the proposed review can provide a basis for the development of practical applications and interventions. Systematic review registration PROSPERO CRD42022377342.

Abstract Backgrounds Personal growth initiative (PGI) is regarded as a meaningful concept with potential value at both the individual and organizational levels, but little is known about the factors that contribute to nurses’ PGI. This study aimed to explore how proactive personality and hospital work environment affect PGI of clinical nurses. Methods A cross-sectional study was conducted between September and October 2022 among 4414 nurses from 10 tertiary general hospitals in 10 cities in Sichuan, China, using a two-stage sampling method. Self-reported anonymous online questionnaires, such as sociodemographic information survey, personal growth initiative scale II, the 10-item proactive personality scale, and practice environment scale-nursing work index were used to collect data. Multiple hierarchical regression analyses were performed to examine research hypotheses. Results Among the control variables in this study, nurses’ self-perceptions of general health status and professional title positively predicted PGI (β = 0.462, 95%CI = 0.272–0.653; β = 1.078, 95%CI = 0.508–1.648). After adding control variables, both proactive personality (β = 1.143, 95%CI = 1.096–1.190) and work environment (β = 3.391, 95%CI = 2.904–3.879) positively predicted PGI. The work environment positively moderated the association between proactive personality and PGI (β = 0.108, 95%CI = 0.025–0.191). These predictors jointly explained 50.3% of the variance in PGI. Conclusions Nurses with a greater tendency to have a typical proactive personality have higher levels of personal growth initiative, and this positive effect will be better highlighted in a healthier work environment. Nursing managers should prioritize the employment of people with proactive personality traits, focus on the development and stimulation of proactive personality traits in nurses, and establish a supportive work environment to maximize the personal growth initiative of nurses.

Backgrounds: Personal growth initiative (PGI) is regarded as a meaningful concept with potential value at both the individual and organizational levels, but little is known about the factors that contribute to nurses' PGI. This study aimed to explore how proactive personality and hospital work environment affect PGI of clinical nurses. Methods: A cross-sectional study was conducted between September and October 2022 among 4414 nurses from 10 tertiary general hospitals in 10 cities in Sichuan, China, using a two-stage sampling method. Self-reported anonymous online questionnaires, such as sociodemographic information survey, personal growth initiative scale II, the 10-item proactive personality scale, and practice environment scale-nursing work index were used to collect data. Multiple hierarchical regression analyses were performed to examine research hypotheses. Results: Among the control variables in this study, nurses' self-perceptions of general health status and professional title positively predicted PGI (β = 0.462, 95%CI = 0.272–0.653; β = 1.078, 95%CI = 0.508–1.648). After adding control variables, both proactive personality (β = 1.143, 95%CI = 1.096–1.190) and work environment (β = 3.391, 95%CI = 2.904–3.879) positively predicted PGI. The work environment positively moderated the association between proactive personality and PGI (β = 0.108, 95%CI = 0.025–0.191). These predictors jointly explained 50.3% of the variance in PGI. Conclusions: Nurses with a greater tendency to have a typical proactive personality have higher levels of personal growth initiative, and this positive effect will be better highlighted in a healthier work environment. Nursing managers should prioritize the employment of people with proactive personality traits, focus on the development and stimulation of proactive personality traits in nurses, and establish a supportive work environment to maximize the personal growth initiative of nurses. [ABSTRACT FROM AUTHOR]

Background: Personal Growth Initiative (PGI) a multi-dimensional construct, conceptualised as a skill set that helps individuals to intentionally grow is considered an important construct throughout the life span. Coping with the challenges, transitions, experiences and stressors of life requires an active growth orientation. In previous empirical research, the construct has been measured by either the PGIS-I or PGIS-II, of which only the latter takes account of the theoretically established multi-dimensionality of the construct. This paper describes the protocol for conducting a systematic review of published peer-reviewed empirical research articles on the multi-dimensional construct of PGI. The aim of this review is threefold: (1) to better understand the multi-dimensional construct PGI in different contexts and populations, (2) to improve our understanding of the reliability and validity of the PGIS-II in various research populations and (3) to obtain an overview of its associations with relevant psychosocial factors. Methods: For the development of this protocol, the Preferred Reporting Items for Systematic Reviews and Meta-Analyses Protocols (PRISMA-P) reporting guidelines were used. Four databases and one registry will be searched using a predetermined search strategy for relevant studies. Studies will be screened, by two reviewers independently, against the established inclusion criteria. During the data extraction process, the quality of the included studies will be assessed using the Quality Assessment for Survey Studies in Psychology (Q-SSP). The collected data will then be analysed and reported in both narrative and tabular form according to the PRISMA 2020 statement guidelines and flow diagram. Discussion: The findings of this study will increase our understanding of the dynamics of PGI throughout the lifespan, its associations with other psychosocial factors and the psychometric properties of the PGIS-II. It will also clarify where additional research is needed. The objectives of the proposed review can provide a basis for the development of practical applications and interventions. Systematic review registration: PROSPERO CRD42022377342. [ABSTRACT FROM AUTHOR]

Objective: This study explored perfectionism, self‐compassion and personal growth initiative in clinical dental hygienists. Methods: Cross‐sectional survey research was conducted with a non‐probability sample of clinical dental hygienists (n = 877). The survey had 55 items and consisted of three validated instruments: Frost's Multidimensional Perfectionism Scale—Brief (including evaluative concerns and perfectionistic striving subscales), Neff's Self‐Compassion Scale and Robitschek's Personal Growth Initiative Scale. Descriptive, correlation, t‐test, ANOVA and logistic regression analyses were used to evaluate the relationships among variables. Mediation analysis was conducted to determine the presence of a mediated moderation effect of self‐compassion on perfectionism and personal growth initiative. Results: The completion rate for the survey was 89% (n = 788). Evaluative concerns (M = 11.83) and perfectionistic strivings (M = 15.44) among dental hygienists were high, levels of self‐compassion (SC) were moderate (M = 2.87) and levels of personal growth initiative (PGI) were low (M = 38.07) compared to others not in the dental field. The mediation analysis found that SC mediates the relationship between perfectionistic evaluative concerns and PGI. It was also determined that SC mediates the relationship between perfectionistic strivings and PGI. Conclusion: Dental hygienists have high levels of perfectionism and may lack necessary levels of self‐compassion to counteract those perfectionistic tendencies resulting in a decrease in taking the initiative to engage in opportunities for growth. This suggests the importance of dental hygienists developing a more adaptive perfectionism to balance self‐criticism along with not having unrealistic expectations for perfection while engaging in self‐compassion that includes self‐kindness and mindfulness to support their continued growth. [ABSTRACT FROM AUTHOR]

The present study examined the relationship between academic satisfaction and meaning in life. To further explain the relationship between these factors, we examined personal growth initiative and career adaptability as mediator variables. A total of 691 undergraduate students were invited as participants. They completed the following four inventories: the Meaning in Life Scale, the Academic Satisfaction Scale, the Career Adaptability Scale, and the Personal Growth Initiative Scale. The results indicated the following: (a) Chinese undergraduate students' academic satisfaction could positively predict their presence of meaning in life and search for meaning in life. (b) The relationship between academic satisfaction and presence of meaning in life among Chinese undergraduate students was mediated by personal growth initiative and career adaptability, but the relationship between academic satisfaction and searching for meaning in life among Chinese undergraduate students was only mediated by personal growth initiative. This study demonstrated that academic satisfaction promoted meaning in life not only directly but also indirectly through the mediating effect of personal growth initiative and career adaptability. [ABSTRACT FROM AUTHOR]

Adolescence is a potential period in preparing for better future results. At this time, adolescents also have potential for development that is able to repair decline, which is called Personal Growth Initiative, which will help a series of steps that continues to grow throughout their journey of life. However, the facts show that many adolescents experience psychological difficulties. Data proves that adolescents experience mental health problems and mental disorders. This data explains that they will tend to feel fall down, despair, don’t want to try, give up easily, engage in risky behavior, and have the desire to end their life which becomes real problems in their Personal Growth Initiative. It certainly affects and hinders adolescents from developing into better individuals. One of the factors that can influence individuals to change in a positive direction is Perceived Social Support. Using resources in Personal Growth Initiative can be the main aspect that can be accessed by individuals in utilizing social support that is felt by individuals (Perceived Social Support). The subjects of this study were 392 high school students aged 15–18 years, both boys and girls. The measuring tool used is a Likert scale for both variables. The sampling technique uses probability sampling with simple random sampling. The results of this study indicate that there is a significant positive (R² = 0.120) effect between the variable Perceived Social Support (x) and Personal Growth Initiative variable (y), F = 17.714 (P 0.05). With the equation of the multiple linear regression line Y = 40.226 + 0.312*X1 + 0.107*X2 + 0.040*X3. [ABSTRACT FROM AUTHOR]

Students are the generation who can be said to be national assets because students are an educated group of people who are expected to be able to face various changes and existing problems. However, the facts show that various obstacles can be experienced by students when studying at university which can trigger student delays in completing their education or not graduating on time which will lead to academic procrastination. One of the factors that influence the level of academic procrastination in students is personal growth initiative. This is because personal growth initiative are closely related to efforts to develop someone in a positive direction by deliberately optimizing someone's potential to change to become a better person. Therefore, this study aims to test whether personal growth initiatives have a role so that they can be used as a solution to overcome the problems of academic procrastination experienced by students. The subjects of this were 334 male and female students who experienced academic procrastination. The measuring tool for both variables uses a Likert scale. The sampling technique used purposive sampling. The results of this study indicate that there is a negative influence between the personal growth initiative variable (x) and the academic procrastination variable (y) with the simple linear regression equation Y = 56,548 + (- 0,283)*X. Berbagai kendala bisa saja dialami oleh mahasiswa ketika menempuh pendidikan di perguruan tinggi, yang akhirnya menjadi pemicu keterlambatan penyelesaian pendidikan mahasiswa, salah satu faktor penyebabnya adalah prokrastinasi akademik yaitu menunda-nunda pekerjaan. Demikian juga prokrastinasi akademik dapat dipengaruhi oleh personal growth initiative yang berkaitan erat dengan usaha-usaha untuk mengembangkan diri ke arah yang positif dengan mengoptimalkan potensi dirinya secara sengaja untuk terus berubah menjadi pribadi yang lebih baik. Oleh karenanya, penelitian ini bertujuan untuk menguji apakah personal growth initiative memiliki peran sehingga dapat dijadikan sebagai solusi untuk mengatasi permasalahan prokrastinasi akademik yang dialami oleh mahasiswa. Teknik pengambilan sampel dengan purposive sampling, maka sebanyak 334 mahasiswa yang teridentifikasi mengalami prokrastinasi akademik terlibat dalam penelitian ini. Instrumen yang digunakan adalah skala personal growth initiative dan skala prokrastinasi akademik. Analisis data menggunakan Jamovi. Hasilnya menunjukkan bahwa terdapat pengaruh negatif antara variabel personal growth initiative (x) dengan variabel prokrastinasi akademik (y) dengan persamaan regresi linier sederhana Y = 56.548 + (- 0.283)*X.

Abstract Background Attachment theory proposes that attachment security facilitates personal growth. However, attachment security origins in relationship history, and thus, how people treat their experiences may influence the outcomes of attachment security. People differ in the degree in believing that human beings have free will, and belief in free will may influence the relationship between experiences and outcomes. The present cross-sectional study investigated the relationships between attachment security, belief in free will, and personal growth initiative. Methods We used the cross-sectional data of 346 Chinese college students for data analysis, including correlational analyses, regression, and moderation analyses. The nine-item Chinese version of the Experiences in Close Relationships-Relationship Structures Scale, the sixteen-item Chinese version of the Personal Growth Initiative Scale-II, and the seven-item Free Will subscale of the Chinese version of the Free Will and Determinism Plus Scale were utilized. Results Results showed attachment avoidance and belief in free will, not attachment anxiety, was associated with personal growth initiative. Belief in free will moderated the association between attachment avoidance and personal growth initiative. When the centered score of belief in free will was higher than 0.64, attachment avoidance was no longer associated with personal growth initiative. 85.84% of our data were below this Johnson-Neyman significance region, and 14.16% were above. In other words, only those who scored higher than 0.64 on free will beliefs were able to pursue personal growth despite their high attachment avoidance. Conclusions These findings suggest that when believing in free will, avoidantly attached people may believe in their ability to pursue personal growth and think their future has more possibilities, not influenced by other factors like social support, which they think they lack.

Personal growth initiative has been regarded as a protective factor for depression, but until now, the mediating mechanism is not precise. The present study investigated the role of need for cognition (NFC) and need for affect (NFA) (i.e., approach and avoidance) in the relationship between personal growth initiative and depression. We investigated 1652 senior school students (aged 14 to 18) to construct structural equation models. We uncovered two key findings. First of all, the NFA approach and the need for cognition mediated the effect of personal growth initiative on depression independently. More importantly, personal growth initiative influenced depression through the chain mediating effect of "NFA approach-NFC" and "NFC-NFA approach". These findings contribute to a deeper understanding of the links between these factors and suggest that high personal growth initiative may reduce depression from the need perspective. [ABSTRACT FROM AUTHOR]

Introduction: Parenting and peer victimization (PV) are crucial for adolescent drinking. To further explore the cause of adolescent drinking, the present study investigated the role of PV and personal growth initiative (PGI) in the relationship between parental corporal punishment (PCP) and adolescent drinking. Methods: Present study build moderated mediation models to test the hypothesis, and detailed analysis of gender differences was conducted on the models. The data were collected in a cross-sectional questionnaire study with n = 1,007 adolescents (mean age = 13.16 years, 51.84% girls, n = 522). Results: Model analysis showed that: (1) PV totally mediated the relationship between PCP and adolescent girls' drinking behavior; (2) The positive association between PV and drinking was only significant for girls with low PGI. Discussion: These findings underscore the importance of the protective effect of a personality trait characterized by spontaneous self-promotion on adolescent girls' drinking. [ABSTRACT FROM AUTHOR]

Background: Providing a favourable practice environment has been regarded as an essential to improve the job outcomes of newly graduated nurses (NGNs). However, little is known about how and when NGNs can best utilize their practice environment to produce optimal job outcomes. Aim: The aim of this study, which is based on the Conservation of Resources Theory and the Social Cognitive Model of Career Self‐Management, is to investigate whether NGNs who have a higher level of personal growth initiative are more likely to benefit from their practice environment and achieve better job outcomes by increasing their occupational self‐efficacy. Design: A cross‐sectional study. Methods: From 1 September 2022, to 30 September 2022, 279 NGNs from five Chinese state‐owned hospitals were recruited for this study. The participants completed measures of practice environment, personal growth initiative, occupational self‐efficacy, job stress, job satisfaction, turnover intention and quality of care. A descriptive analysis and a moderated mediation model were computed. Reporting adhered to the STROBE statement. Results: The influence of the practice environment on job outcomes was significantly mediated by occupational self‐efficacy, with personal growth initiative acting as a moderator of this mediation effect. Conclusions: NGNs who exhibited a higher degree of personal growth initiative were more likely to derive benefits from their practice environment and attain positive job outcomes by enhancing their occupational self‐efficacy. To boost NGNs' occupational self‐efficacy and achieve optimal job outcomes, hospital administrators may not only provide a supportive practice environment for them but also conduct interventions that promote their personal growth initiative. No Patient or Public Contribution: This study was designed to examine the psychosocial factors associated with NGNs' job outcomes. The study was not conducted using suggestions from the patient groups or the public. Impacts: Our findings indicate that favourable practise contexts may not always benefit the nursing job outcome if NGNs do not exhibit a high level of personal growth initiative and produce increased occupational self‐efficacy. Therefore, hospital administrators should consider implementing an intervention to improve the personal growth initiative of NGNs so that they can take full advantage of the practice environment and gain resources at work to create optimal job outcomes. [ABSTRACT FROM AUTHOR]

Academic grit is a core quality that has a beneficial effect on students' academic adaptation and development. In the current study, both environmental and personal factors were incorporated into an exploration of the aspects affecting academic grit. A total of 4,034 Chinese adolescents completed the Academic Grit, Positive Parenting Style, Personal Growth Initiative, and Conscientiousness Scales. The results show that there was a positive association between a positive parenting style and adolescents' academic girt. The total effect of a positive parenting style on academic grit was 0.41. The mediating effect of conscientiousness and personal growth initiative accounted for 37% and 51% of the total effect, respectively. This study examined the influences and mechanisms of academic grit, providing a theoretical basis and directional reference for future intervention studies. [ABSTRACT FROM AUTHOR]

Personal growth is at the core of an individual’s development in any domain of human life. The investigations of abilities and skills needed in the labor market are abundant. The article explores the classifications of ‘21st Century Skills’, which presents a group of personal skills, consisting of self-development and autonomy skills, creativity, problem-solving, critical thinking skills, as well as skills of presence in the global environment (Chalkiadaki, 2018). A type of qualitative exploration has been conducted using the method of in-depth interviews with semi-structured questions to excavate the personal perceptions of the participants on personal skills development initiatives to be ready for a business career. The originality of the research comes from the focus on particularly personal skills, presenting the qualitative insights of undergraduate students into their personal skills development related to current business needs. The research unveils the perceptions of undergraduate business students on the most important personal skills to be confident in business and provides the characteristics they possess or feel gapping. The conclusions reflect the planning behavior and perceived growth perspectives, recognizing the tools and support to be taken for further personal growth. [ABSTRACT FROM AUTHOR]

Abstract Objective: Stress stemming from practical or financial obstacles is among the top sources of stress for college students. The current study examined if one new positive psychological strength factor, personal growth initiative, functioned as a buffer to protect young adults’ life satisfaction, anxiety, and depression from practical stress. Participants: Undergraduate students (N = 353, age range 18–23, 73.9% female) at a public university. Method: Participants were recruited through classes and on campus via flyers and completed self-report surveys online. Results: Personal growth initiative significantly moderated the relation between practical stressors and life satisfaction. Specifically, the negative effect of practical stressors on life satisfaction decreased as personal growth initiative levels increased. Practical stress significantly predicted anxiety and depression, though no significant interactions were identified in this model. Conclusion: Overall, results highlighted the protective function of personal growth initiative for life satisfaction in the context of practical stressors faced by young adults in college. Implications and future directions for research are discussed. [ABSTRACT FROM AUTHOR]

Personal Growth Initiative (PGI) refers to the change process done on purpose and reflects how a person changes and develops himself throughout his life span. University students, who are in the phase of emerging adulthood, will face many demanding and challenging events, so this is inevitably an opportunity for them to develop their potential to become fully functioning people. Various factors can encourage personal growth, namely optimism, internal locus of control, and general self-efficacy; besides, socio-demographic factors such as age, birth order in the family, parent's education, parent's occupation, and the semesters already attended at university. The instrument used is the Personal Growth Initiative Scale, the Life Orientation Test-Revised (LOT-R) to measure optimism, the Internal Locus of Control scale, and the New General Self-Efficacy Scale (NGSE). Through hierarchical regression analysis, the research findings show that general self-efficacy is the strongest predictor of personal growth initiatives, followed by locus of control and optimism. In addition, the socio-demographic data that consistently shows the role of personal growth initiatives is the participants' attended semesters with a negative orientation. The participants' decreasing motivation likely caused the finding due to the increasing number of attended semesters.

Quarter-life crisis is a psychosocial crisis in which individuals are vulnerable to experiencing psychological distress. One contributor to such distress is uncertainty intolerance, while personal growth initiative is a factor that can reduce it. This study examines Personal Growth Initiative (PGI) in determining the effect of uncertainty intolerance on psychological distress in individuals experiencing a quarter-life crisis. A total of 309 participants were selected through a screening process using the Quarter-life Crisis Questionnaire. The participants completed the Intolerance of Uncertainty Scale, General Health Questionnaire-12, and Personal Growth Initiative Scale. Moderation regression analysis was performed using the Hayes PROCESS Macro. The results indicate that personal growth initiative buffers the effect of uncertainty intolerance on psychological distress in individuals experiencing a quarter-life crisis (B = -0.193, p = .003, R2 = .117), but with differences shown based on age and gender categories. Based on the findings, it is necessary to build personal growth initiative skills, which will assist individuals in achieving and maximizing their potential and adapting well when faced with conditions of uncertainty.

This study examines the mediating role of personal growth initiative in the relationship between academic self‐efficacy and engagement by examining gender differences. The novelty of this study lies in its focus on the mediating role of personal growth initiative and its examination of gender differences in the relationship between academic self‐efficacy and engagement. By examining if there are any differences in the links between the variables based on gender, this research gives important insight into how these factors influence academic life for different student groups. The data was collected from 607 (333 female and 274 male) full‐time undergraduate students. LISREL was used to test the structural model. We tested the hypotheses that academic self‐efficacy is positively associated with student engagement, personal growth initiative mediates the relationship between academic self‐efficacy and student engagement, and whether there is a gender difference in this mediation model. The findings show that personal growth initiative has a partial mediating role in the relationship between academic self‐efficacy and engagement. In addition, there is no difference between gender‐based groups, and the bootstrap analyses support these findings. Gender does not make a difference in the model because college students may evaluate higher education as increasing their future employment opportunities. Practitioner points: Personal growth initiative (PGI) mediated the relationship between academic self‐efficacy (ASE) and student engagement among undergraduates.Gender does not make a difference in this model.Practitioners should focus to enhancing students' PGI along with ASE levels to increase their engagement. [ABSTRACT FROM AUTHOR]

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Background: Teachers' instructional quality is critical to student learning and development. However, the affordance of different aspects of instructional quality remains underexplored. Aims: This study explores the relationship between teachers' personal growth initiative (PGI) and teacher engagement and instructional quality. Sample: The data were collected from 998 teachers (82.9% female, average years of teaching experience = 15.25, SD = 10.29) from China. Methods: The participants completed an anonymous online survey questionnaire that examined their PGI, work engagement and self‐reported instructional quality. Structural equation modelling and bootstrapping were performed to determine the differentiated associations between PGI and each aspect of the teachers' self‐reported instructional quality. Results: The results confirmed the critical role of PGI in teacher engagement and self‐reported instructional quality. To varying degrees, the dimensions of teacher engagement, except for cognitive engagement, mediated the association between PGI and self‐reported instructional quality. Conclusions: The teachers' self‐reported data showed that their motivation for personal growth played an important role in improving their instructional quality. The teachers' emotional engagement and social engagement with colleagues were positively related to classroom management, and their social engagement with students was associated with a supportive climate. [ABSTRACT FROM AUTHOR]

Background: Attachment theory proposes that attachment security facilitates personal growth. However, attachment security origins in relationship history, and thus, how people treat their experiences may influence the outcomes of attachment security. People differ in the degree in believing that human beings have free will, and belief in free will may influence the relationship between experiences and outcomes. The present cross-sectional study investigated the relationships between attachment security, belief in free will, and personal growth initiative. Methods: We used the cross-sectional data of 346 Chinese college students for data analysis, including correlational analyses, regression, and moderation analyses. The nine-item Chinese version of the Experiences in Close Relationships-Relationship Structures Scale, the sixteen-item Chinese version of the Personal Growth Initiative Scale-II, and the seven-item Free Will subscale of the Chinese version of the Free Will and Determinism Plus Scale were utilized. Results: Results showed attachment avoidance and belief in free will, not attachment anxiety, was associated with personal growth initiative. Belief in free will moderated the association between attachment avoidance and personal growth initiative. When the centered score of belief in free will was higher than 0.64, attachment avoidance was no longer associated with personal growth initiative. 85.84% of our data were below this Johnson-Neyman significance region, and 14.16% were above. In other words, only those who scored higher than 0.64 on free will beliefs were able to pursue personal growth despite their high attachment avoidance. Conclusions: These findings suggest that when believing in free will, avoidantly attached people may believe in their ability to pursue personal growth and think their future has more possibilities, not influenced by other factors like social support, which they think they lack. [ABSTRACT FROM AUTHOR]

This study aims to determine the role of personal growth initiatives (PGI) in psychological distress among undergraduate students during the COVID-19 pandemic. This study hypothesizes that there is a role of PGI in psychological distress among undergraduate students during the COVID-19 pandemic. Respondents in this study were 200 active undergraduate students in Indonesia. The sampling technique used was purposive sampling. The measuring instruments were the General Health Questionnaire-12 (GHQ-12) and the PGI scale. The results show that PGI had a significant role in psychological distress, with F(1.198) = 13.784, p= 0.000, R2 = 0.065, and R2 adjusted = 0.060. The regression coefficient (β = -0.175) indicated that an increase in PGI, on average, could decrease the psychological distress score by 0.175. Thus, the hypothesis proposed in this study can be accepted.

To explore the influence and mechanism of parent-child relationship on adolescents' problematic smartphone use, a sample of 3355 Chinese adolescents (Mage=16.93, SD = 0.49, range: 14–19 years old; 48% boys) is recruited to measure parent-child relationship, problematic smartphone use, personal growth initiative, and school belonging. The results are as follows. (1) After controlling for gender, age and time spent online per day, parent-child relationship is negatively correlated with problematic smartphone use, and the negative association between parent-child relationship and problematic smartphone use is mediated by the personal growth initiative. (2) The association between parent-child relationship and problematic smartphone use, the association between parent-child relationship and personal growth initiative, and the association between personal growth initiative and problematic smartphone use are all moderated by school belonging and are stronger in adolescents with a high level of school belonging. The present study highlights the mediating role of personal growth initiative and the moderating role of school belonging in the association between parent-child relationship and problematic smartphone use. This study also contributes to a better understanding of the effects, paths, and conditions of parent-child relationship on the problematic smartphone use of adolescents and provides constructive suggestions for preventing adolescents' problematic smartphone use in the mobile Internet era. [ABSTRACT FROM AUTHOR]

Cultural norms and their regulation in society account for individual behaviour and related psychological processes. This study investigated if and how cultural norm regulation mediated the relationship between identity processing styles and intentional personal growth. A sample of 613 students (mean age = 19.72 years, SD = 1.67 years; female = 454, 74.1%) completed the Revised Identity Styles Inventory-5; the Personal Growth Initiative Scale-2; and the Cultural Tightness– Looseness Scale. To investigate the hypothesised mediation, we tested direct and indirect effects models in Mplus. Of the 14 possible direct effects between the two viable identity styles (informational and diffuse-avoidant) and four dimensions of personal growth initiative (readiness for change, planfulness, using resources, and intentional behaviour), 12 were significant. And of the 12 pathways, only three were mediated by cultural tightness, namely informational style to readiness for change, planfulness, and intentional behaviour. The findings demonstrate the value of strict cultural norm regulation in facilitating intentional personal growth in this group. [ABSTRACT FROM AUTHOR]

Does personal growth initiative (PGI)—the tendency to be proactive about one's personal development—impact adaptive beliefs about life quality among survivors of mass violence, such as ethnopolitical warfare or genocidal violence? One‐hundred‐and‐twenty‐three survivors of the 1994 genocide against the Tutsi in Rwanda and 179 Tamil individuals affected by the civil war in Sri Lanka completed assessments of PGI, satisfaction with one's past life, current life satisfaction, and anticipated future life satisfaction. High levels of PGI were associated with an adaptive inclining trajectory of life satisfaction (Past < Present < Future) in both samples. These results indicate that PGI is associated with adaptive beliefs about one's identity and well‐being among war‐affected populations, and supports future interventions targeting PGI among those communities. [ABSTRACT FROM AUTHOR]

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The present study examined the relationship between academic satisfaction and meaning in life. To further explain the relationship between these factors, we examined personal growth initiative and career adaptability as mediator variables. A total of 691 undergraduate students were invited as participants. They completed the following four inventories: the Meaning in Life Scale, the Academic Satisfaction Scale, the Career Adaptability Scale, and the Personal Growth Initiative Scale. The results indicated the following: (a) Chinese undergraduate students’ academic satisfaction could positively predict their presence of meaning in life and search for meaning in life. (b) The relationship between academic satisfaction and presence of meaning in life among Chinese undergraduate students was mediated by personal growth initiative and career adaptability, but the relationship between academic satisfaction and searching for meaning in life among Chinese undergraduate students was only mediated by personal growth initiative. This study demonstrated that academic satisfaction promoted meaning in life not only directly but also indirectly through the mediating effect of personal growth initiative and career adaptability.

The aim of this study was to investigate the effectiveness of women's psychological empowerment package on personal growth initiative and marital boredom in divorce-asking women. The research design was quasi-experimental and pre-test-post-test with a control group. The population of the present study was women applying for divorce who referred to the Dispute Resolution Council in 2020. Participants were 30 women who were selected by purposive sampling method and randomly assigned to experimental groups (psychological empowerment, 15 people) and control group (15 people). Data were collected using marital boredom and personal growth initiative questionnaires in pre-test and post-test. Participants in the experimental group received 10 sessions of psychological empowerment training intervention, while participants in the control group did not receive the training program. Multivariate analysis of covariance revealed that psychological empowerment training has increased personal growth initiative and reduced marital boredom in divorce-asking women. Accordingly, the use of this intervention is recommended to couples therapists and family therapists to reduce marital problems.

Background: Action for personal growth is a complex structure that consists of various dimensions and due to the multidimensional nature of peace education, examining its impact on increasing action for personal growth is the main issue of the present study that no research has been done in this field. Aims: The aim of this study was to determine the effectiveness of peace education on the Personal Growth Initiative of junior middle school students. Methods: The method of the present study was quasi-experimental with a pretest-posttest design with a control group. To conduct the research, among all the male middle school students in District 3 of Tehran who were studying in the academic year 2009-2010; 60 people were selected as a sample through multi-stage random sampling and They were randomly divided into experimental (n = 30) and control (n = 30) groups. The students in the experimental group were then trained in peace in 8 sessions of 2 hours in 8 weeks. The instrument used in the study was the Personal Growth Initiative Questionnaire (PGIQ) Which were performed in three stages of pre-test, post-test and follow-up (two months) in both experimental and control groups and were analyzed using mixed design analysis method in SPSS software. Results: In the developed model, the implementation of peace education in comparison with the control group, the components of action for personal growth were significant at the level of 0.01%.Due to the significant impact of peace education on action for students' personal growth, this method can be used in their academic success. Conclusion: Due to the significant effect of peace education on students' Personal Growth Initiative, this method can be used in their academic success.

The present study primarily aims to examine the mediating role of core self-evaluation and the moderating role of personal growth initiative (PGI) in the relationship between upward social comparison and senior high school students' depression and to explore the gender difference in this association. A total of 721 Chinese senior high school students (61.16% boys; M = 16.21 years, SD = 1.07) completed measures of upward social comparison, core self-evaluation, personal growth initiative, and depression. Results showed a significant positive correlation between upward social comparison and depression. Core self-evaluation partially mediated this association, and a gender difference in the indirect effect was revealed; that is, the effect was shown to be stronger for girls than for boys. Moreover, for boys, the mediating effect of core self-evaluation was moderated by PGI, and the effect was more potent for individuals with high PGI than for those with low PGI. However, no moderating effect of PGI on the indirect effect was found for girls. These findings suggest that prevention and interventions focusing on reducing upward social comparison and enhancing core self-evaluation may alleviate adolescents' depression symptoms and that more attention should be given to girls with low core self-evaluation and boys with high PGI. [ABSTRACT FROM AUTHOR]

In recent years, the international social context has become increasingly volatile, uncertain, complex, ambiguous (VUCA), and college students need a high level of long-term occupational engagement to cope with the unpredictability of the current employment environment. In this context, this study used a longitudinal design to explore the relationship between personal growth initiative and occupational engagement among college students and, based on this, further explored the role of vocational identity and Big Five personality traits in it. This study used a questionnaire survey method and the study participants were 700 college students in Shandong, China. And the time interval between the two questionnaire measurements was 4 months, with 559 final valid participants (182 males and 377 females). The following results were found in this study: (1) The cross-lagged model found that personal growth initiative was a significant positive predictor of occupational engagement. (2) The moderated mediation model found that vocational identity mediated the relationship between personal growth initiative and occupational engagement, and that neuroticism among the Big Five personality traits played a moderating role, i.e., individuals with higher level of neuroticism personality trait had a relatively weaker positive predictive effect of vocational identity on occupational engagement. This study concludes that colleges and universities need to understand students' interests and personality traits and provide more targeted career education (e.g., intentional growth training and cognitive behavioral therapy) to promote their personal growth initiatives, reduce their neuroticism levels and in turn enhance their vocational identity in order to help college students achieve long-term sustainable occupational engagement in the uncertain social context. [ABSTRACT FROM AUTHOR]

Objective: Many people who die by suicide experience major depressive disorder (MDD), but most people with MDD do not die by suicide and many do not report thoughts of death or suicide. This cross‐sectional study examined the potential of personal growth initiative (PGI) skills to protect against suicide ideation among adult psychotherapy outpatients. Method: Adult outpatients (N = 178) completed measures of suicide ideation severity (SI), depressive symptom severity (DEP), and PGI skills (PGI) at intake. Results: Although higher DEP significantly correlated with higher suicide ideation, a significant DEP × PGI interaction, indicated significant positive relations between DEP and SI only when PGI was at or below the mean for this sample. Conclusions: PGI skills may function as a protective factor against the development of suicide ideation even in the presence of severe depressive symptoms. This suggests that training PGI skills might prevent or reduce suicide ideation among depressed patients. [ABSTRACT FROM AUTHOR]

Relapse is an inevitable part of recovery from substance use such that polysubstance users have high chances of relapse (Andreas et al., 2015). In Pakistan, approximately 70% of people with substance use have history of relapse (Masood & Sahar, 2014). Actively changing substance use behavior have a protective effect against relapse (Hartney, 2020) which is basic component of personal growth initiative (Robitschek, 1998). The overall personal growth initiative however has not yet studied in this context. The present study thus aimed to assess relationship of personal growth initiative and chances of relapse along with the moderating role of polysubstance use for this relationship. Personal Growth and Initiative Scale-II-Urdu (Zaman & Naqvi, 2020) and Advance Warning of Relapse (AWARE-Urdu) Questionnaire (Sahar & Naqvi, 2021) were administered on sample of people with substance use (N = 240) ranging in age from 20-60 years. The sample was recruited from rehabilitation centers within Islamabad and Rawalpindi. Findings demonstrate that personal growth initiative negatively associates and explains 15% variance in chances of relapse. Results from moderation analysis suggest that the interaction effect for polysubstance use and personal growth initiative explains about 5% of variance in chances of relapse (?R2 = .05) such that, significant decrease in chances of relapse is observed with increasing personal growth initiative among the drug addicts with lower polysubstance use. It was found that the most commonly used drugs among the sample were cannabis (n = 109), cocaine (n = 74), and alcohol (n = 67). These findings could help address relapse among drug addicts. [ABSTRACT FROM AUTHOR]

Today's youth face multifaceted challenges in a time when society is more aware of the consequences of unhealthy decision-making. In this study, we tested the effectiveness of an emerging intervention, GPS for SUCCESS, a classroom-based 5-week program that helps students build their purpose in life while securing a commitment to achieve it. We employed a quasi-experimental study that included a nonrandom assignment to a treatment and comparison group. Findings indicated that the treatment group had statistically significant higher posttest scores on measures of meaning in life and personal growth initiative when compared to the comparison group and while controlling for their pretest scores. We discuss these findings and their implications for theory, practice, and future research. [ABSTRACT FROM AUTHOR]