The Appreciative Inquiry (AI) approach has proven effective in facilitating positive change in both organizational and human systems. By engaging stakeholders to create a shared vision for future learning experiences, AI can improve student outcomes, particularly in assignment completion. Our study demonstrates the connection between students' locus of control and preferred learning methods, and how AI can influence academic performance, motivation, and task completion.
Locus of control is a psychological concept referring to the degree to which individuals believe they have control over the outcomes of events in their lives. This belief impacts their approach to motivation, performance, and satisfaction. In an academic context, students' perception of their locus of control can affect their effort, motivation, and sense of accomplishment when completing assignments, especially when juggling multiple responsibilities (e.g., academics, personal life, or stress during challenging circumstances like a pandemic).
Students with a strong internal locus of control tend to take responsibility for their actions, are more optimistic, experience less stress, and achieve higher academic success. They are proactive in seeking help, using resources, and managing their time effectively. They tend to:
Research by Heinstrom and Sormunen (2016) highlights that students who have a sense of control over their learning—by choosing educational methods, interventions, and resources—are more likely to take ownership of their academic success.
AI is a powerful tool for facilitating positive change in academic settings by helping students recognize their values and strengths through appreciative dialogue. The core principle of AI is to guide students to identify what is working well in their academic lives, focus on these strengths, and build on them for continuous improvement.
According to Cooperrider and Srivasta (1987), AI is a process that fosters positive change through appreciative conversations. It encourages reflection, collaboration, and the application of existing strengths to achieve new goals.
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The AI process typically follows a 4D cycle, which includes:
This iterative cycle can be applied to both individuals and groups, and is flexible enough to be used in various educational settings.
AI is grounded in five key principles that guide its application:
AI can be applied in various settings, including one-on-one interactions, small groups, or large-scale organizational initiatives. It can be implemented both in-person and online, making it versatile for educational environments.
AI encourages positive psychology by focusing on strengths and potential rather than weaknesses and past failures. It restores locus of control to the individual, empowering them to reframe their narrative and grow through challenges.
By integrating Appreciative Inquiry into educational practices, educators can help students develop a stronger locus of control, enhance their motivation, and improve their academic performance. Through a focus on strengths, positive reflection, and co-created action plans, AI offers a powerful tool for transforming students' academic experiences, fostering continuous growth, and ensuring that they approach their challenges with confidence and optimism.
Having a locus of control is by and large something positive. The people who report an inside locus of control are bound to be in better wellbeing, show lower levels of mental pressure, and have more prominent trust in their capacity to impact results in their lives.
A common model of Appreciative Inquiry is a supermarket could zero in on the scope of nearby items on the rack or the nature of client care.
AI centres just around the qualities and positive parts of a local area, individual or association so it might settle on choices in view of a lopsided comprehension of the issues. Individuals might feel that their concerns and issues are being limited.