Martínez-García Ariadna, Valverde-Montesino Susana, García-García Mercedes
Department of Research and Psychology in Education, Faculty of Education, Complutense University of Madrid, Madrid, Spain.
Int J Qual Stud Health Well-being. 2024 Dec;19(1):2408831. doi: 10.1080/17482631.2024.2408831. Epub 2024 Oct 2.
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.
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.
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.
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.
本研究旨在推动一个理论模型的发展，该模型有助于利用能促进技能和知识获取的教学资源提升幸福感/积极心理健康，尤其是在成年初期。
本文依据心理健康问题与幸福感的双因素模型，探究幸福感提升在高等教育中的作用。该研究对主要的幸福感模型进行了叙述性综述，并提出了一个对比性的理论综合分析，采用促进法审视促进或推动幸福感存在的维度。
该研究确定了与幸福感相关的14个维度——情感、心理和社会因素——这些维度可通过学习过程得到潜在改善。借鉴对成年初期人群的实证和理论研究，提出了一个因子模型。对初步的因子相互作用进行了考察，密切关注解释或影响它们与幸福感关系的认知过程、它们之间可能的相关性以及成年初期的特殊性。
幸福感因素可通过教育促进得到特别关注，因为它们可通过学习过程得到发展。一个能提供广泛视角的综合模型有助于教学设计，并为这些与幸福感提升相关的学习过程确定教育目标。
