Does academic performance influence personal growth initiative? An institutional-based study among undergraduate dental students
| Autor: | Suhas Kulkarni, Dolar Doshi, Padma Reddy, Srilatha Adepu, Shiva Kumar Patanapu, Srikanth Reddy |
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| Rok vydání: | 2018 |
| Předmět: |
intentional change
lcsh:LC8-6691 lcsh:Special aspects of education business.industry lcsh:Public aspects of medicine 05 social sciences Significant difference dental students Medicine (miscellaneous) lcsh:RA1-1270 050109 social psychology Academic performance Education Personal development Test (assessment) 050106 general psychology & cognitive sciences Intentional behavior personal growth initiative Scale (social sciences) Original Article 0501 psychology and cognitive sciences Psychology business Clinical psychology |
| Zdroj: | Journal of Education and Health Promotion, Vol 7, Iss 1, Pp 83-83 (2018) Journal of Education and Health Promotion |
| ISSN: | 2277-9531 |
| DOI: | 10.4103/jehp.jehp_204_17 |
| Popis: | INTRODUCTION: Personal growth initiative (PGI) is an “intentional involvement in changing and developing as a person.” A student who has higher level of PGI is said to show higher academic performance because higher level of PGI might increase the student's contribution and achievement in life. AIM: This study aimed to explore the association between academic performance and PGI among undergraduate dental students. METHODS: A cross-sectional study was carried out among 287 2nd, 3rd, 4th year dental students and interns of Panineeya Institute of Dental Sciences, Dilsukhnagar, Hyderabad. Personal growth was evaluated by Personal Growth Initiative Scale-II (PGIS-II) along with their university academic performance in the last year. SPSS package version 21.0, Kruskal–Wallis test, and Mann–Whitney U-test were used for comparison among variables. RESULTS: A significant difference (P = 0.05) was observed for PGIS subscale “readiness for change,” with a higher mean score among 4th-year students (3.59 ± 1.07). However, females showed higher mean score for all subscales of PGIS except “Using resources” and total PGIS, but there is no significant gender difference. While higher mean scores for all subscales and total PGIS were observed among students who attained > 75% in their last year university examination, significant difference was observed for subscale “Intentional behavior” (P = 0.02) only. CONCLUSION: PGI scale plays a crucial role among students to experience increased levels of well-being, develop them positively, and adapt to adverse situations. |
| Databáze: | OpenAIRE |
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