The degree of educational participation in later life and subjective well-being in China: Based on attitudes to self-aging perspective

Zhen Zhang (), Yilin Zhao, Huanlian Du and Maierwana Adelijiang
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Zhen Zhang: State Key Laboratory of Cognitive Science and Mental Health, Institute of Psychology, Chinese Academy of Sciences
Yilin Zhao: State Key Laboratory of Cognitive Science and Mental Health, Institute of Psychology, Chinese Academy of Sciences
Huanlian Du: State Key Laboratory of Cognitive Science and Mental Health, Institute of Psychology, Chinese Academy of Sciences
Maierwana Adelijiang: State Key Laboratory of Cognitive Science and Mental Health, Institute of Psychology, Chinese Academy of Sciences

Humanities and Social Sciences Communications, 2025, vol. 12, issue 1, 1-12

Abstract: Abstract With the rapid development of education for older adults in China, the link between education participation and mental health/subjective well-being (SWB) among older adults has received increasing attention. Rather than merely considering whether older adults participate in late-life learning or attend educational institutions, the extent of their engagement in educational activities may be more influential in determining SWB. The current study aims to examine the association between the degree of educational participation (DEP) for older adults and SWB and related mechanisms in China. Using a nationally representative sample of the University of the Third Age (U3A), this study explored the association between DEP and SWB indicated by life satisfaction, positive affect, negative affect, and depression; and further examined the mediating roles of attitudes to aging and moderating roles of family intimacy. Results indicated that DEP in the U3A predicted students’ SWB, indicated by all four indicators; attitudes to aging, including psychosocial loss (PL), physical change (PC), and psychological growth (PG), mediated the association between DEP and SWB; and family relationships moderated the direct and indirect associations, to some extent. These findings offer a novel perspective for exploring the mechanisms through which lifelong education affects mental health and provide insights for policymakers and governments to actively address issues of aging.

Date: 2025
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DOI: 10.1057/s41599-025-06023-z

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