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<p>This study investigates how learning interest influences the social-emotional competence of older adults by proposing a moderated mediation model. Self-identity acts as a mediator between learning interest and social-emotional competence, while peer relationships serve as a potential moderator. This approach enhances understanding of the link between learning interest and social-emotional competence and offers insights for promoting social-emotional development in older adults, aiding their social integration. Using a questionnaire method, 461 older adults (69% female, 31% male; aged 50–80+) were surveyed on learning interest, self-identity, peer relationships, and social-emotional competence. Results showed: (1) learning interest significantly predicts social-emotional competence (β = 0.42, <i>p</i> &lt; 0.001); (2) self-identity mediates the relationship, with a mediation effect of 58.33%; (3) peer relationships moderate the impacts of learning interest on self-identity and social-emotional competence, with stronger peer relationships enhancing these positive influences.</p>

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Learning interest and social-emotional competence in older adults: a moderated mediation model

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2026年5月22日

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  • Jinyi Wu,
  • Yanqing Ding,
  • Huiqi Wu,
  • Ruirang Zeng,
  • Lixin Sun

摘要

This study investigates how learning interest influences the social-emotional competence of older adults by proposing a moderated mediation model. Self-identity acts as a mediator between learning interest and social-emotional competence, while peer relationships serve as a potential moderator. This approach enhances understanding of the link between learning interest and social-emotional competence and offers insights for promoting social-emotional development in older adults, aiding their social integration. Using a questionnaire method, 461 older adults (69% female, 31% male; aged 50–80+) were surveyed on learning interest, self-identity, peer relationships, and social-emotional competence. Results showed: (1) learning interest significantly predicts social-emotional competence (β = 0.42, p < 0.001); (2) self-identity mediates the relationship, with a mediation effect of 58.33%; (3) peer relationships moderate the impacts of learning interest on self-identity and social-emotional competence, with stronger peer relationships enhancing these positive influences.