Self-report survey-based data collection is increasingly carried out using the Internet, as opposed to the traditional paper-and-pencil method. However, previous research on the equivalence of these methods has yielded inconsistent findings. This may be due to methodological and statistical issues present in much of the literature, such as nonequivalent samples in different conditions due to recruitment, participant self-selection to conditions, and data collection procedures, as well as incomplete or inappropriate statistical procedures for examining equivalence. We conducted 2 studies examining the equivalence of paper-and-pencil and Internet data collection that accounted for these issues. In both studies, we used measures of personality, social desirability, and computer self-efficacy, and, in Study 2, we used personal growth initiative to assess quantitative equivalence (i.e., mean equivalence), qualitative equivalence (i.e., internal consistency and intercorrelations), and auxiliary equivalence (i.e., response rates, missing data, completion time, and comfort completing questionnaires using paper-and-pencil and the Internet). Study 1 investigated the effects of completing surveys via paper-and-pencil or the Internet in both traditional (i.e., lab) and natural (i.e., take-home) settings. Results indicated equivalence across conditions, except for auxiliary equivalence aspects of missing data and completion time. Study 2 examined mailed paper-and-pencil and Internet surveys without contact between experimenter and participants. Results indicated equivalence between conditions, except for auxiliary equivalence aspects of response rate for providing an address and completion time. Overall, the findings show that paper-and-pencil and Internet data collection methods are generally equivalent, particularly for quantitative and qualitative equivalence, with nonequivalence only for some aspects of auxiliary equivalence.

Personal growth initiative refers to the conscious pursuit of individual growth across multiple life domains. The construct was recently reconceptualized as a multidimensional trait and has attracted attention from researchers outside the United States. The present study sought to extend this literature by examining personal growth initiative in relation to international student adjustment and as a possible buffer of acculturative stress. We collected data from 386 international students studying in the United States. Confirmatory factor analyses (CFA) indicated adequate fit for the four-factor model, yielding similar results to studies involving primarily European American college students. Regression analyses indicated that the Planfulness dimension of personal growth initiative accounted for significant variance in adjustment, even with relevant demographic and cultural factors included. In addition, we found indications of a moderation effect, whereby higher levels of the Using Resources dimension of personal growth initiative seemed to buffer the effect of acculturative stress on adjustment.

International students are often encouraged to cope with acculturative stress by relying on personal and multicultural strengths. The authors explored this assumption by testing personal growth initiative, hardiness, and universal‐diverse orientation as predictors of international students’ acculturative stress and adjustment. Data from 336 international students supported a partially mediated model, such that greater levels of personal and multicultural strengths predicted less acculturative problems, thus leading to better adjustment.

One promising antecedent of optimal functioning is personal growth initiative (PGI), which is the active and intentional desire to grow as a person. PGI theory and its measure, the Personal Growth Initiative Scale, have consistently shown positive relations with optimal functioning and growth. Recently, the PGI theory and its measure have been revised to account for theoretical advances. Consequently, testing of the revised theory and measure is needed to assess their capacity to predict psychological functioning and growth. The current study examined 2 tenets of PGI theory in a sample of college students. Results indicated that 3 of the 4 factors of PGI were positively related to psychological well-being and negatively related to aspects of psychological distress. In addition, the same 3 factors were related to growth in a salient domain (vocational identity development) and explained variance beyond that accounted for by more stable personality traits.

Personal growth initiative (PGI), an individual's active and intentional desire to engage in the growth process, has been an important construct in studies of physical and mental health around the world. However, there is a dearth of research examining this construct in African American samples. In addition, PGI has recently undergone a revision of both its theory and measure; the resulting Personal Growth Initiative Scale-II (PGIS-II) has been validated for use only with European American and international college student samples. The current study examined the psychometric properties of the PGIS-II in a sample of African American college students. Confirmatory factor analyses yielded results consistent with previous studies, and the PGIS-II showed evidence of convergent and discriminant validity for three of its four factors. In addition, the PGIS-II was significantly related to aspects of Black racial identity, suggesting that it is a viable construct in this population.

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The development of procedural knowledge in students, i.e., the ability to effectively solve domain problems, is the goal of many instructional initiatives in engineering education. The present study examined learning in a rich learning environment in which students read text, listened to narrations, interacted with simulations, and solved problems using instructional software for thermodynamics. Twenty‐three engineering and science majors who had not taken a thermodynamics course provided verbal protocol data as they used this software. The data were analyzed for cognitive processes. There were three major findings: (1) students expressed significantly more cognitive activity on computer screens requiring interaction compared to text‐based screens; (2) there were striking individual differences in the extent to which students employed the materials; and (3) verbalizations revealed that students applied predominantly lower‐level cognitive processes when engaging these materials, and they failed to connect the conceptual and procedural knowledge in ways that would lead to deeper understanding. The results provide a baseline for additional studies of more advanced students in order to gain insight into how students develop skill in engineering.

Personal growth initiative (PGI), an individual's active and intentional engagement in the growth process, was originally developed as a potentially useful construct in therapy. Although it has repeatedly been related to psychological well-being and distress, few studies have examined PGI in clinical samples. The current study investigated the role of PGI in a sample of 295 clients at a community-serving training clinic. Data were collected at two time points. Confirmatory factor analyses supported a second-order model with four first-order PGI factors: Readiness for Change, Planfulness, Using Resources, and Intentional Behavior. Using cross-lagged panel analysis, PGI at Time 1 was found to predict psychological distress endorsed at Time 2 after accounting for distress at Time 1.