Fueling growth: Exploring personal growth initiative among college students

This study aimed to explore the Personal Growth Initiative (PGI) among college students by examining their readiness for change, planfulness, resource utilization, and intentional behavior. Using a quantitative approach with a descriptive correlation design, the study gathered data from 249 randomly selected college students. The Personal Growth Initiative Scale-II served as the primary research instrument, while the data were analyzed using descriptive statistics and Spearman’s rho to determine interrelationships among PGI dimensions. Findings revealed moderate levels of PGI across all dimensions, with significant positive correlations observed between planfulness, resource utilization, and intentional behavior. However, no significant relationship was observed between readiness for change and the other PGI components. These results suggest that while students possess a foundational orientation toward growth, they may lack structured strategies to translate this into actionable goals effectively. The implication is that institutions must recognize the value of promoting personal development as a multidimensional process, not merely focusing on individual traits, but also enhancing interconnected practices such as strategic planning and purposeful behavior. Furthermore, these findings contribute to the academic discourse on student development by reinforcing the idea that personal growth is both self-driven and supported by institutional structures. The study concludes that fostering intentional personal development initiatives within higher education settings can better equip students for both academic success and long-term personal fulfillment. This research offers valuable insights for educators, administrators, and policymakers seeking to foster environments that promote holistic student development, grounded in personal growth initiatives.