Promoting mental health in higher education: towards a model of well-being factors in emerging adulthood
Purpose This study aims to contribute to the development of a theoretical model that is useful for enhancing well-being/positive mental health with pedagogical resources that enable the acquisition of skills and knowledge, particularly during Emerging Adulthood. Methods This paper enquires into the...
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| Format: | Article |
| Language: | English |
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Taylor & Francis Group
2024-12-01
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| Series: | International Journal of Qualitative Studies on Health & Well-Being |
| Subjects: | |
| Online Access: | http://dx.doi.org/10.1080/17482631.2024.2408831 |
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| _version_ | 1850106459165032448 |
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| author | Ariadna Martínez-García Susana Valverde-Montesino Mercedes García-García |
| author_facet | Ariadna Martínez-García Susana Valverde-Montesino Mercedes García-García |
| author_sort | Ariadna Martínez-García |
| collection | DOAJ |
| description | Purpose This study aims to contribute to the development of a theoretical model that is useful for enhancing well-being/positive mental health with pedagogical resources that enable the acquisition of skills and knowledge, particularly during Emerging Adulthood. Methods This paper enquires into the role of well-being promotion in higher education following the dual-factor model of mental health difficulties and wellbeing. The study narratively reviews the main well-being models and presents a compared theoretical synthesis examining the dimensions that promote or facilitate the presence of well-being using a promotion approach. Results The study identifies 14 dimensions involved in wellbeing—emotional, psychological and social factors—that can be potentially improved through learning processes. Drawing on empirical and theoretical studies on emerging adult population, a factorial model is proposed. Preliminary factor interactions are examined paying close attention to the cognitive processes that explain or affect their relationship with well-being, the possible correlations between them and particularities of emerging adults. Conclusion Wellbeing factors can be particularly targeted by educational promotion, as they can be developed through learning processes. An integrative model that provides a broad perspective can assist in pedagogical design and defining educational goals for these learning processes involved in wellbeing promotion. |
| format | Article |
| id | doaj-art-2a245d9a307d4faa84dbc80e4b2a713b |
| institution | OA Journals |
| issn | 1748-2623 1748-2631 |
| language | English |
| publishDate | 2024-12-01 |
| publisher | Taylor & Francis Group |
| record_format | Article |
| series | International Journal of Qualitative Studies on Health & Well-Being |
| spelling | doaj-art-2a245d9a307d4faa84dbc80e4b2a713b2025-08-20T02:38:49ZengTaylor & Francis GroupInternational Journal of Qualitative Studies on Health & Well-Being1748-26231748-26312024-12-0119110.1080/17482631.2024.24088312408831Promoting mental health in higher education: towards a model of well-being factors in emerging adulthoodAriadna Martínez-García0Susana Valverde-Montesino1Mercedes García-García2Complutense University of MadridComplutense University of MadridComplutense University of MadridPurpose This study aims to contribute to the development of a theoretical model that is useful for enhancing well-being/positive mental health with pedagogical resources that enable the acquisition of skills and knowledge, particularly during Emerging Adulthood. Methods This paper enquires into the role of well-being promotion in higher education following the dual-factor model of mental health difficulties and wellbeing. The study narratively reviews the main well-being models and presents a compared theoretical synthesis examining the dimensions that promote or facilitate the presence of well-being using a promotion approach. Results The study identifies 14 dimensions involved in wellbeing—emotional, psychological and social factors—that can be potentially improved through learning processes. Drawing on empirical and theoretical studies on emerging adult population, a factorial model is proposed. Preliminary factor interactions are examined paying close attention to the cognitive processes that explain or affect their relationship with well-being, the possible correlations between them and particularities of emerging adults. Conclusion Wellbeing factors can be particularly targeted by educational promotion, as they can be developed through learning processes. An integrative model that provides a broad perspective can assist in pedagogical design and defining educational goals for these learning processes involved in wellbeing promotion.http://dx.doi.org/10.1080/17482631.2024.2408831well-beingmental healthmental health promotionemerging adulthoodstudent wellbeinghigher educationuniversity |
| spellingShingle | Ariadna Martínez-García Susana Valverde-Montesino Mercedes García-García Promoting mental health in higher education: towards a model of well-being factors in emerging adulthood International Journal of Qualitative Studies on Health & Well-Being well-being mental health mental health promotion emerging adulthood student wellbeing higher education university |
| title | Promoting mental health in higher education: towards a model of well-being factors in emerging adulthood |
| title_full | Promoting mental health in higher education: towards a model of well-being factors in emerging adulthood |
| title_fullStr | Promoting mental health in higher education: towards a model of well-being factors in emerging adulthood |
| title_full_unstemmed | Promoting mental health in higher education: towards a model of well-being factors in emerging adulthood |
| title_short | Promoting mental health in higher education: towards a model of well-being factors in emerging adulthood |
| title_sort | promoting mental health in higher education towards a model of well being factors in emerging adulthood |
| topic | well-being mental health mental health promotion emerging adulthood student wellbeing higher education university |
| url | http://dx.doi.org/10.1080/17482631.2024.2408831 |
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