Bondi, Cheryl2024-11-142024-11-142024-02Bondi, Cheryl . (2024). Appreciative Inquiry in the Context of Student Wellbeing [Master’s dissertation, University of the Witwatersrand, Johannesburg].https://hdl.handle.net/10539/42533A research report submitted in partial fulfilment of the requirements for the degree of Masters (Organisational Psychology) to the Faculty of Humanities, University of the Witwatersrand, Johannesburg, 2024This study investigated the value of an Appreciative Inquiry intervention for enhancing the wellbeing of a sample of 46 first-year psychology students at a higher education institution. This is particularly important considering first-year students’ experience high levels of anxiety caused by this major transitionary phase which impacts their academic performance and overall wellbeing. Wellbeing was defined according to Seligman’s (2011) PERMA framework, including the elements of positive emotions, engagement, relationships, meaning and accomplishment. The investigation followed a mixed-methods approach by considering three distinct angles. Firstly, it considered students’ positive-orientated wellbeing perspectives and the promotion of their wellbeing at university. To achieve this, workshops were conducted, following the methodology of the first three phases of Appreciative Inquiry (Discover, Dream, Design). The workshops generated six overarching themes, which corroborate with previous research, namely: lecturers; small learning environments; support; identity and belonging; aesthetics; and personal growth. Secondly, it analysed students’ experiences of an Appreciative Inquiry workshop and their perspectives of the utility of the methodology. Students completed Appreciative Inquiry Assessment Questionnaires, immediately after attending the workshops. These questionnaires were analysed according to four key topics: students’ reflections of Appreciative Inquiry; students’ reflections of the value of positivity; whether and how Appreciative Inquiry inspired them; whether students would consider using the Appreciative Inquiry methodology in the future and in what context. Thirdly, it determined if an Appreciative Inquiry intervention can be considered a positive psychological intervention (PPI). Students completed the Scale of Positive and Negative Experience (SPANE) before and immediately after the workshop to test the hypothesis that students would experience an increase in positive emotions. Results from the paired-samples t-test indicated a statistically significant mean increase (µ = 5.18, t(43) = -6.384, p < .001), and a large effect size (d= -.962). These results support the hypothesis, however, considering the design limitations, they do not indicate causality. Future research, with a more rigorous design approach, is required. Overall, the research suggests the positive value of Appreciative Inquiry in enhancing student wellbeing, even in contexts of high levels of stress. Additionally, it underscores the value of following a recognised wellbeing framework, such as PERMA, in this regarden© 2024 University of the Witwatersrand, Johannesburg. All rights reserved. The copyright in this work vests in the University of the Witwatersrand, Johannesburg. No part of this work may be reproduced or transmitted in any form or by any means, without the prior written permission of University of the Witwatersrand, Johannesburg.Appreciative Inquiry, PERMA, Wellbeing, Positive Psychological Intervention (PPI), University StudentsSDG-3: Good health and well-beingDissertationUniversity of the Witwatersrand, Johannesburg