College as a Growth Opportunity: Assessing Personal Growth Initiative and Self-determination Theory

Weigold, Ingrid K.; Weigold, Arne; Shu, Ling; Jang, Migyeong

doi:10.1007/s10902-020-00312-x

Cited by 27 publications

(23 citation statements)

References 54 publications

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“…Data were gathered as part of larger studies examining the relation of well-being to positive outcomes in college environments (see Gregor et al, 2020; Weigold et al, 2020). Each of the studies were approved by the appropriate institution’s Institutional Review Board prior to data collection.…”

Section: Methodsmentioning

confidence: 99%

“…Ages ranged from 18 to 66 ( M = 20.10, SD = 4.24, Mdn = 19.00). Participants indicated their year in school as Freshman ( n = 458, 53.4%), Sophomore ( n = 143, 16.7%), Junior ( n = 86, 10.0%), Senior ( n = 129, 15.1%), or Other ( n = 36, 4.2%; Weigold et al, 2020).…”

Section: Methodsmentioning

confidence: 99%

“…University sample. University participants consisted of 857 students in psychology courses providing complete and usable data from a large, public, Midwestern, primarily White university (see Weigold et al, 2020). Participants were recruited online through the human subjects' pool in their Department of Psychology.…”

Section: Participants and Proceduresmentioning

confidence: 99%

“…Liberal arts sample. One hundred ninety-six students in psychology courses at a small, private, Midwestern, minority-majority, liberal arts college provided usable data (see Weigold et al, 2020). Participants were recruited in-person through the human subjects' pool in their Department of Psychology.…”

Section: Participants and Proceduresmentioning

confidence: 99%

See 3 more Smart Citations

Factor Structure of the Vocational Identity Status Assessment (VISA) in University, Liberal Arts, and Community College Students

Weigold

Gregor

et al. 2020

Journal of Career Assessment

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The Vocational Identity Status Assessment (VISA) measures vocational identity development in adolescents and emerging adults. Although the initial six-factor structure has been confirmed, there have not yet been studies assessing other plausible factor structures. Additionally, the VISA has not previously been examined in some major types of institutions of higher education in the United States. The current study assessed five potential factor structures for the VISA in three college student samples: 857 from a large public university, 196 from a small, private, minority-majority liberal arts college, and 320 from a community college. The six-factor structure was the best-fitting model of the ones examined and showed evidence of multigroup invariance up to the strict level. There were notable latent mean differences across samples, as well as frequency differences for vocational identity statuses. These findings have implications for the appropriate modeling of the VISA and its use within diverse college student samples.

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Section: Methodsmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

Section: Participants and Proceduresmentioning

confidence: 99%

Section: Participants and Proceduresmentioning

confidence: 99%

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Factor Structure of the Vocational Identity Status Assessment (VISA) in University, Liberal Arts, and Community College Students

Weigold

Gregor

et al. 2020

Journal of Career Assessment

Self Cite

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“…PGI is conceptually unique in its focus on the intentional use of skills for self‐change or personal growth and is distinguished from other constructs, such as intrinsic tendencies or goal‐setting behaviors (Robitschek et al, 2012; Thoen & Robitschek, 2013). Prior studies have found that PGI enhances a wide range of positive outcomes involving well‐being, growth and vocational development and decreases distress and depression (e.g., Hardin et al, 2007; Robitschek & Cook, 1999; Shigemoto et al, 2017; Weigold et al, 2013; Weigold, Weigold, Ling, et al, 2020; Weigold, Weigold, Russell, et al, 2020). Research suggests that PGI is imperative for adapting to a dynamic work environment (Robitschek & Cook, 1999; van Woerkom & Meyers, 2019).…”

Section: Introductionmentioning

confidence: 99%

Promoting employee’s self‐change skills: The role of job characteristics, goal clarity and learning goals

Matsuo

2021

Int J Training Development

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Personal growth initiative (PGI), i.e., self‐change skills, is necessary for employees to adapt to changing environments, but research examining the antecedents of PGI in an organizational context is limited. The present research investigated the antecedents of PGI in the workplace. Using a two‐wave questionnaire survey, data were collected from 204 employees, including nurses, medical technicians and administrative staff, at six healthcare organizations in Japan. The results of hierarchical regression analyses showed that goal clarity and learning goal orientation were positively related to PGI, whereas autonomy, skill variety and job complexity were not significantly related to PGI. The results also showed that goal clarity positively moderated the effect of skill variety on PGI, yet, negatively moderated the effect of job complexity on PGI. This study contributes to the existing literature by demonstrating how personal and situational factors influence employees’ self‐change skills in the workplace.

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Personal Growth Initiative: Relation to Coping Styles, Strategies, and Self-Efficacy

Weigold,

Dykema

et al. 2024

J Happiness Stud

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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.

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College as a Growth Opportunity: Assessing Personal Growth Initiative and Self-determination Theory

Cited by 27 publications

References 54 publications

Factor Structure of the Vocational Identity Status Assessment (VISA) in University, Liberal Arts, and Community College Students

Factor Structure of the Vocational Identity Status Assessment (VISA) in University, Liberal Arts, and Community College Students

Promoting employee’s self‐change skills: The role of job characteristics, goal clarity and learning goals

Personal Growth Initiative: Relation to Coping Styles, Strategies, and Self-Efficacy

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