Adolescents in vocational education often experience elevated risks of depression and anxiety, alongside lower wellbeing and weaker developmental support compared to their academic-track peers. Personal Growth Initiative (PGI)—defined as proactive and intentional efforts toward self-improvement—has emerged as a promising protective factor, yet intervention studies targeting PGI in vocational contexts are rare. This study presents a quasi-experimental school-based intervention designed to enhance PGI and promote mental health among secondary vocational students.


Two vocational schools with distinct campus climates participated in the program. A total of 412 students were assigned to intervention and control groups, with PGI, depression, anxiety, and subjective well-being assessed at pre- and post-test. The intervention combined workshops, group reflection, and teacher-facilitated practice to cultivate self-awareness, goal setting, and adaptive coping.


Results demonstrated significant improvements in PGI in the intervention group compared to controls (p < .01), accompanied by reductions in depression and anxiety symptoms and increases in subjective well-being. Multilevel analyses further showed that intervention effects were stronger in schools with a more positive climate, suggesting a synergistic role of contextual resources. These findings provide empirical evidence that PGI can be effectively cultivated in applied settings and that enhancing growth-oriented mindsets may yield broad psychological benefits.


This research advances new directions in applied psychology by integrating intervention science, positive psychology, and educational practice. It highlights how cultivating personal growth initiative empowers vocational students to recognize their strengths, pursue meaningful goals, and build resilience. The findings demonstrate psychology's societal applications in promoting well-being, flourishing, and adaptive coping among youth, while emphasizing the role of supportive school environments in fostering trust, responsibility, and collective growth. By addressing the developmental potential of vocational students, this study illustrates how applied psychology can contribute to sustainable well-being and inspire hope for the future of education.