Associations among physical literacy, physical activity, and well-being in South Korean university students: a structural equation modeling study

Background: Physical literacy has been increasingly recognized as a foundational capability that supports lifelong engagement in physical activity and positive health outcomes. However, the structural relationships among PL, PA, and well-being remain insufficiently examined in university populations. This study investigated the direct and indirect associations among physical literacy, physical activity, and well-being in South Korean university students. Methods: A cross-sectional survey was conducted with 361 undergraduate students. Physical literacy was measured using the Perceived Physical Literacy Instrument, physical activity was assessed using the International Physical Activity Questionnaire-Short Form, and well-being was measured using the Mental Health Continuum-Short Form. Confirmatory factor analysis and structural equation modeling were performed to examine the hypothesized relationships. Indirect effects were tested using bootstrapping procedures. Results: = 0.655). Conclusions: Physical literacy appears to function not only as a correlate of physical activity but also as a psychosocial resource associated with well-being among university students. Promoting physical literacy in higher education settings may support students' psychological health and active lifestyles.