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

2026-06Imagem animada Acesso aberto
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datacite.subject.fosCiências Sociais::Ciências da Educação
datacite.subject.sdg04:Educação de Qualidade
dc.contributor.authorVital, Ana Paula
dc.contributor.authorLopes, Carlos
dc.contributor.authorMoniz, Maria João Vargas
dc.contributor.authorAntunes, Maria Luz
dc.contributor.editorInternational Conference on Motivation 2026
dc.date.accessioned2026-06-24T14:55:48Z
dc.date.available2026-06-24T14:55:48Z
dc.date.issued2026-06
dc.description.abstractBackground: 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.”por
dc.identifier.citationVital, A. P., Lopes, C. Moniz, M. J. V., & Antunes, M. L. (2026, Jun.) Language of flourishing: Wellbeing literacy for motivation and emotion in higher education. Presentation of International Conference on Motivation 2026. Lisboa, Ispa - Instituto Superior
dc.identifier.urihttp://hdl.handle.net/10400.12/14009
dc.language.isopor
dc.peerreviewedyes
dc.publisherInternational Conference on Motivation 2026
dc.rights.urihttp://creativecommons.org/licenses/by/4.0/
dc.subjectWellbeing literacy
dc.subjectScoping review
dc.subjectMotivation
dc.subjectHigher education
dc.subjectEmotion
dc.subjectStudents
dc.titleLanguage of flourishing: Wellbeing literacy for motivation and emotion in higher education.eng
dc.typemoving image
dspace.entity.typePublication
oaire.versionhttp://purl.org/coar/version/c_970fb48d4fbd8a85

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