Learning experiences, social engagement, and aging anxiety: Evidence from Taiwan
Journal
Educational Gerontology
Start Page
1-13
ISSN
0360-1277
1521-0472
Date Issued
2026-04-14
Author(s)
Wu, Mei-Hua
Abstract
Aging anxiety is a growing mental health concern in aging societies. This study examines the relationships between learning experiences, social engagement, and aging anxiety, with a focus on potential pathways for alleviating aging anxiety. This cross-sectional study analyzed data from 992 community-dwelling middle-aged and older adults in Taiwan. The Anxiety About Aging Scale was adopted. Hayes’s PROCESS Model was used to examine the relationships. Both the number of learning programs and the length of participation were significantly associated with lower levels of aging anxiety, whereas the cost of learning courses was not. Social engagement partially mediated the relationship between learning experiences–specifically, the number of learning programs (indirect effect β = −0.07, 95% CI [−0.11, −0.03]) and learning duration (indirect effect β = −0.05, 95% CI [−0.09, −0.02])–and the fear-of-old-people dimension, suggesting that greater and more sustained involvement in learning is associated with lower levels of aging anxiety, partly through enhanced social engagement rather than through financial investment alone. These findings underscore the psychosocial benefits of sustained education and active social interactions. Policies that promote accessible, diverse learning opportunities integrated with community-based activities can bolster mental health among aging populations.
Publisher
Informa UK Limited
Type
journal article