The original Personal Growth Initiative Scale (PGIS; Robitschek, 1998) was unidimensional, despite theory identifying multiple components (e.g., cognition and behavior) of personal growth initiative (PGI). The present research developed a multidimensional measure of the complex process of PGI, while retaining the brief and psychometrically sound properties of the original scale. Study 1 focused on scale development, including theoretical derivation of items, assessing factor structure, reducing number of items, and refining the scale length using samples of college students. Study 2 consisted of confirmatory factor analysis with 3 independent samples of college students and community members. Lastly, Study 3 assessed test-retest reliability over 1-, 2-, 4-, and 6-week periods and tests of concurrent and discriminant validity using samples of college students. The final measure, the Personal Growth Initiative Scale-II (PGIS-II), includes 4 subscales: Readiness for Change, Planfulness, Using Resources, and Intentional Behavior. These studies provide exploratory and confirmatory evidence for the 4-factor structure, strong internal consistency for the subscales and overall score across samples, acceptable temporal stability at all assessed intervals, and concurrent and discriminant validity of the PGIS-II. Future directions for research and clinical practice are discussed.

Despite the importance of interpersonal public communication about climate change, most citizens rarely discuss the topic. In two studies, we find that inaccurate perceptions of others' opinions (i.e. pluralistic ignorance) contribute to self-silencing among those concerned about climate change. Study 1 illustrates that those who are aware of others' concern about climate change report greater willingness to discuss the issue than those with inaccurate perceptions of others' opinions. Study 2 demonstrates that correcting pluralistic ignorance increases concerned participants' willingness to discuss climate change. In both studies, pluralistic ignorance leads to self-silencing because perceptions that others do not share one's opinion are associated with expecting to be perceived as less competent in a conversation about climate change. In contrast to previous research on confronting prejudice, in the present research expectations about being disliked did not explain self-silencing. We discuss the implications for self-silencing and promoting interpersonal communication about climate change.

Interpersonal discussions about climate change among the public are important for creating positive social change to addressing the issue, yet a majority of the public does not regularly discuss the topic. Previous correlational research connects avoidance of climate change discussions to low efficacy about these discussions. The present research tests whether a knowledge-based intervention which 1) uses evidence-based communication techniques to increase science knowledge and 2) highlights community-level solutions can promote public discussion through improving efficacy beliefs. A lab experiment (N=173) with university students and a field quasi-experiment with two nationally representative samples of visitors to informal science learning centers (e.g., aquariums, N a =1068, N b =907) demonstrates that those that received a knowledge-based intervention (vs. those who do not receive this intervention) report higher efficacy beliefs, which subsequently enhance engagement in climate change discussion. Our results suggest the potential for national-level knowledge-based interventions which improve efficacy beliefs to catalyze public engagement.

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