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Language of flourishing: Wellbeing literacy for motivation and emotion in higher education.

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Resumo:Background: Wellbeing literacy, defined as the capability to comprehend and compose wellbeing language across contexts with intentionality, has emerged as a foundational capability for sustaining wellbeing, mental health, motivation, and academic success in higher education. Drawing on Oades’ five-component capability model - vocabulary and knowledge, multimodal comprehension, multimodal composition, context sensitivity, and intentionality—wellbeing literacy is considered as a mediator between internal–external environments and students’ subjective wellbeing, resilience, and academic engagement. Objective: This scoping review maps on how wellbeing literacy, including emergent forms such as digital wellbeing literacy and meliotropic mindsets, relates to motivation, emotion regulation, and flourishing among university students in diverse cultural and institutional settings. Method: Following PRISMA-ScR and JBI guidelines, a three-phase literature search was conducted from 2016 to 2025 in ERIC, PsycINFO, Scopus, PubMed, Web of Science, and SciELO, complemented by grey literature sources (e.g., ProQuest, OSF, RCAAP). Eligible studies focused on higher education students and conceptual or empirical work on wellbeing literacy and related literacies. Results: Higher wellbeing literacy consistently predicts greater life satisfaction, positive affect, and academic engagement, while relating to lower depression, anxiety, and stress. These associations are mediated by self-esteem and resilience. Evidence highlights pedagogy of belonging, multimodal communication, and salutogenic programs (e.g., laughter-based interventions) as promising contexts for cultivating relational and culturally responsive wellbeing literacy. Conclusion: Wellbeing literacy acts as a systemic lever for proactive, capability-focused approaches to student motivation and emotion. It supports the shift from deficit-based mental health responses to a whole-university, context-sensitive “languages of flourishing.”
Autores principais:Vital, Ana Paula
Outros Autores:Lopes, Carlos; Moniz, Maria João Vargas; Antunes, Maria Luz
Assunto:Wellbeing literacy Scoping review Motivation Higher education Emotion Students
Ano:2026
País:Portugal
Tipo de documento:imagem animada
Tipo de acesso:acesso aberto
Instituição associada:Ispa-Instituto Universitário
Idioma:português
Origem:Repositório do Ispa - Instituto Universitário

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