ReviewInternational journal of qualitative studies on health and well-being2024
Promoting mental health in higher education: towards a model of well-being factors in emerging adulthood.
Review in International journal of qualitative studies on health and well-being, 2024. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 4 papers.
What it found
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Who cites it
4 citing papers in PubMed.
- The hidden curriculum of endurance: how students' psychosocial stress becomes normalised in arts higher education.International journal of qualitative studies on health and well-being · 2026Article
- Understanding University Students' Experiences of Engaging With AI and Apps for Their Mental Health and Well-Being: Qualitative Study.Journal of medical Internet research · 2026Article
- Effects of a Nomadic Lifestyle, Gender, and Education on Attitudes of Chinese People Towards Animal Welfare.Animals : an open access journal from MDPI · 2026Article
- Motivation for physical activity participation and mindful eating in university students: a cross-sectional study using variable-centered regression and latent profile analysis.Frontiers in psychology · 2026Article
Corrections and comments
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Authors and funding
3 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
purposeThis 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.
methodsThis 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.
resultsThe 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.
conclusionWellbeing 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.
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Registered trials
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