To enhance the teaching-learning process and protect all concerned during COVID-19, a blended learning approach—comprising online learning as well as offline personal and collaborative learning—was used to impart a strengths intervention to foster personal growth initiative (PGI) among Pakistan’s university students. The sample comprised 176 students randomly allocated to a treatment ( = 88) and a wait-list control ( = 88) group. Growth curve modeling analyzed the developmental changes in participants’ PGI scores over time. PGI increased to a greater extent in the treatment group than in the control group immediately after the intervention as well as four and eight months later. There were also significant changes in students’ initial status (intercepts) and rates of changes over time (slopes). Moreover, students with high initial PGI scores had a slower linear increase, whereas those with low initial PGI scores had a faster increase in linear growth over time.

中文翻译：

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通过混合学习方法进行优势干预，以促进 COVID-19 期间巴基斯坦大学生的个人成长主动性

为了在 COVID-19 期间加强教学过程并保护所有相关人员，采用了混合学习方法（包括在线学习以及线下个人和协作学习）来传授优势干预措施，以促进巴基斯坦学生中的个人成长主动性 (PGI)大学生。样本由 176 名学生组成，随机分配到治疗组 (= 88) 和候补对照组 (= 88)。生长曲线模型分析了参与者 PGI 分数随时间的发展变化。干预后以及四个月和八个月后，治疗组的 PGI 比对照组的升高幅度更大。学生的初始状态（截距）和随时间变化的速率（斜率）也发生了显着变化。此外，初始 PGI 分数高的学生线性增长较慢，而初始 PGI 分数低的学生随着时间的推移线性增长较快。