Abstract
The present study examined the relationship between personal growth initiative (PGI), family growth initiative (FGI), and study engagement in a sample of 379 Chinese and 351 American college students. Consistent with expectations, PGI was found to predict different facets of study engagement in both cultural groups. When FGI was included, a consistent difference between Chinese and American students emerged. Specifically, FGI was found to account for additional amounts of variance in study engagement in Chinese students, but not in American students. Overall, our findings support the cross-cultural relevance of PGI in predicting studying engagement across college students from the East and West, and also point to the value of considering additional sources of growth for students that come from cultures that traditionally place a strong focus on the group.
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