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期刊目錄列表 - 70卷(2025) - 【教育科學研究期刊】70(4)十二月刊（本期專題：高齡教育）
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（專題）高齡學習，從心而動？從情感事件理論探討高齡情感對學習參與之影響：跨層次觀點
作者:
國立暨南國際大學諮商心理與人力資源發展學系蕭婉鎔

卷期：70卷第4期
日期：2025年12月
頁碼：121-156
DOI：https://doi.org/10.6209/JORIES.202512_70(4).0005

摘要：

　　本研究以情感事件理論觀點探討高齡情感對其每日學習行為之影響，並以跨層次概念分析高齡個體間與個體內情感變化的影響。為達此研究目的，本研究採經驗取樣法之設計，針對高齡者進行連續10天的日記式追蹤調查，以釐清高齡每日情緒變化對其學習行為的影響。研究期間共接觸180位退休高齡者，扣除中途退出三位以及填答未達5日之四位受測者，最終蒐集173位有效樣本，共1,722筆每日紀錄。因資料涉及個人內與個體間之跨層次資料，且資料蒐集為重複量測之跨時資料，故以階層線性模式進行資料處理及假設驗證。研究結果發現，高齡每日初始正向情緒會影響其當日的學習參與；高齡心理幸福感會跨層次影響高齡日正向情緒以及每日學習參與。根據上述結果，提出理論與實務建議。

關鍵詞：正向情緒、負向情緒、高齡學習、情感、情感事件理論

《詳全文》 檔名

參考文獻：
丁文祺、鄭建民（2015）。養生運動與音樂對高齡者智能、情緒與睡眠的影響之研究。高應科大體育，14，136-146。
【Di, W.-C., & Chi, G.-M. (2015). The impact of elderly’s cognitive, mood and sleep by qigong exercises and music stimulating. National Kaohsiung University of Science and Technology Sports, 14, 136-146.】
內政部（2023）。全國人口資料庫統計地圖—人口數按三階段年齡及性別。https://gis.ris.gov.tw/ dashboard.html?key=B02
【Ministry of Interior. (2023) National population database statistical map– Population by age and gender in three stages. https://gis.ris.gov.tw/dashboard.html?key=B02】
王等元（2018）。我國高齡教育基本權的憲法基礎探究：終身學習權保障觀點。教育科學研究期刊，63（2），1-24。https://doi.org/10.6209/JORIES.201806_63(2).0001
【Wang, D.-Y. (2018). Study of the constitutional foundations of the right to senior education in Taiwan: A lifelong-learning-right perspective. Journal of Research in Education Sciences, 63(2), 1-24. https://doi.org/ 10.6209/JORIES.201806_63(2).0001】
余民寧（2015）。幸福心理學－從幽谷邁向巔峰之路。心理。
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李淳廉（2022， 3月26日）。優雅的老去，在變老的過程中慢慢變好。李淳廉的淳華主義。https://nicolee.tw/four-conditions-for-aging-gracefully/
【Li, C.-L. (2022, March 26). Aging gracefully, getting better as You age. Li Chunlian’s Chunhuaism. https:// nicolee.tw/four-conditions-for-aging-gracefully/】
» 展開更多
中文APA引文格式
蕭婉鎔（2025）。高齡學習，從心而動？從情感事件理論探討高齡情感對學習參與之影響：跨層次觀點。教育科學研究期刊，70（4），121-156。
https://doi.org/10.6209/JORIES.202512_70(4).0005
APA Format
Hsiao, W.-J. (2025). Learn From the Heart? A Cross-Level Analysis of the Impact of Affect on Older Adult Learning From the Perspective of Affective Event Theory: Cross Level Analysis. Journal of Research in Education Sciences, 70(4), 121-156. 
https://doi.org/10.6209/JORIES.202512_70(4).0005

Journal directory listing - Volume 70 (2025) - Journal of Research in Education Sciences【70(4)】December(Special Issue: Older Adult Education)
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(Special Issue) Learn From the Heart? A Cross-Level Analysis of the Impact of Affect on Older Adult Learning From the Perspective of Affective Event Theory: Cross Level Analysis
Author:
Wan-Jung Hsiao (Department of Counseling Psychology and Human Resource Development, National Chi Nan University)

Vol.&No.：Vol. 70, No. 4
Date：December 2025
Pages：121-156
DOI：https://doi.org/10.6209/JORIES.202512_70(4).0005

Abstract：

Research Motivation and Objectives
　　With the accelerating pace of global population aging, Taiwan is projected to become a super-aged society by 2025, with more than a quarter of its citizens aged 65 or older. The quality of life and social participation of older adults have thus become crucial issues for national development. In this social context, how to sustain older adults’ motivation for lifelong learning and enhance their psychological well-being and life satisfaction has become a shared concern among scholars and policymakers. However, prior research on older adult learning has mostly focused on structural factors such as curriculum design, learning motivation, and the provision of learning resources. Comparatively little attention has been paid to the learners’ internal psychological processes and emotional fluctuations. In practice, the learning behavior of older adults is often influenced by subjective factors such as emotional states and psychological well-being. Therefore, this study aims to explore how emotional experiences affect learning participation among older adults. Drawing on the Affective Events Theory (AET), the study seeks to analyze how both positive and negative emotions, along with well-being, influence daily learning behaviors, thereby addressing a gap in the existing literature.
　　This study has three main objectives: First, it seeks to explore the relationship between daily emotional states– both positive and negative– and learning participation among older adults. Second, it aims to examine whether psychological well-being mediates the effect of emotional fluctuations on learning behavior. Third, it employs multilevel statistical models to analyze within-person and between-person variation, thereby uncovering the psychological mechanisms underlying older adult learning behavior in greater detail.
Literature Review
　　AET posits that individuals’ behaviors and attitudes are shaped by emotional events encountered in daily life. These emotional events may arise from interpersonal interactions, physical conditions, environmental stimuli, and more. The theory suggests that positive emotions can motivate individuals to engage in more meaningful activities, while negative emotions may inhibit behavior or lead to avoidance tendencies. Although AET has been widely applied in the field of organizational behavior to explore issues such as employee performance, engagement, and turnover intention, its application in the context of older adult learning remains in an exploratory stage.
　　Moreover, emotions are not static but dynamic psychological phenomena that fluctuate over time. Contemporary psychological research indicates that emotional states change in response to daily life events and can be captured in real time through the Experience Sampling Method (ESM). This method allows researchers to observe individuals’ psychological responses in natural settings while minimizing the recall bias and subjectivity often associated with retrospective self-reports.
　　In contrast, psychological well-being is regarded as a relatively stable psychological trait. It encompasses both cognitive evaluations of life satisfaction and the experience of enduring positive emotions. Individuals with high levels of well-being often possess greater psychological capital, demonstrate active coping strategies, maintain proactive life attitudes, and participate more fully in social activities. Among older adults, psychological well-being is not only associated with quality of life and mental health but is also strongly correlated with their willingness to learn and their persistence in lifelong learning.
　　In summary, integrating AET with the concept of psychological well-being provides a comprehensive framework for understanding the psychological foundations of older adult learning behavior. This theoretical integration forms the basis for the research model developed in this study.
Research Method
　　This study employed the Experience Sampling Method (ESM) to conduct an empirical investigation. A total of 173 retired older adults aged 60 and above were recruited as participants. Over a consecutive ten-day period, data were collected twice daily to capture each participant’s initial emotional state in the morning and their learning participation in the evening. Morning reports assessed both positive and negative emotional states, while evening reports documented the frequency and type of learning activities engaged in that day, including community-based courses, online learning, and volunteer service.
　　Emotional states were measured using the Positive and Negative Affect Schedule (PANAS), which assesses ten positive and ten negative emotions. Psychological well-being was evaluated using a scale specifically developed for Chinese populations. Learning participation was quantified through five self-reported items. To analyze the repeated- measure data, hierarchical linear modeling (HLM) was adopted to distinguish within-person (level 1) and between-person (level 2) variance. Control variables, including age and gender, were also included in the model.
Research Findings and Discussion
　　The analysis revealed that older adults’ positive emotional states experienced in the morning significantly enhanced their learning participation later in the day. When individuals felt hopeful, happy, or energetic, they were more likely to engage proactively in courses, activities, or social interactions, reflecting an elevated motivation for learning. This aligns with the predictions of the Affective Events Theory, confirming that the psychological drive for learning is not solely rooted in long-term motivations or structural incentives, but can also be stimulated by short-term emotional fluctuations. Conversely, negative emotions did not exhibit a significant inhibitory effect on learning participation. This may be related to older adults’ emotional regulation capabilities and the level of social support they receive. Future research could further investigate the moderating mechanisms underlying this phenomenon.
　　In the multilevel analysis, psychological well-being exhibited a dual pathway of influence: on the one hand, it directly promoted learning participation– individuals with higher well-being were more likely to persist in learning behavior; on the other hand, it indirectly facilitated learning by increasing daily positive emotions and reducing negative emotions. This result suggests that well-being is not only an outcome of learning, but also an important antecedent, supporting the view that “psychological capital drives action.”
　　Moreover, the study found significant variability in both emotional states and behavior at the intra-individual and inter-individual levels. This indicates that each older adult not only differs in general emotional tendencies, but also experiences emotional fluctuations day to day in response to life events. Therefore, understanding learning behavior through a static lens may fail to capture the dynamic reality of older adults’ lives. These findings underscore the importance of real-time, dynamic data collection and provides a methodological reference for future research.
Recommendation
　　This study provides recommendations at three levels to promote older adult learning and enhance psychological well-being.
　　First, at the individual level, older adults are encouraged to maintain positive emotional states through practices such as mindfulness, self-affirmation, and interpersonal engagement. These strategies can help echance daily motivation to participate in learning. For those with low well-being or emotional instability, tailored workshops on emotional awareness and regulation may help strengthen psychological resilience.
　　Second, at the family and community level, family members, caregivers, and community volunteers are advised to assist older adults in developing a structured learning routine while providing emotional support and resource access. Establishing a warm and interactive learning environment can help stabilize emotional states, reduce avoidance behaviors, and reinforce the willingness to sustain learning participation.
　　Third, at the policy and institutional level, the government is encouraged to integrate mental health considerations into policies promoting older adult education, combining social-psychological services with lifelong learning initiatives. Interdepartmental collaborations– for example, between the Ministry of Education and the Ministry of Health and Welfare– could be established to develop “psychologically oriented senior learning programs” that enhance the overall well-being of older adults.
　　Furthermore, future research is recommended to employ longer-term longitudinal designs to examine the interactive processes between emotion and learning behavior. Comparative studies across different cultural, gender, and educational backgrounds can also uncover the diversity in emotional regulation and learning participation among older adults. Such investigations would not only enrich the theoretical discourse on aging psychology and lifelong learning but also provide practical, context-specific insights for localized implementation.

Keywords：positive emotions, negative emotions, older adult learning, affect, affect event theory