英文摘要 |
The chief goal of this study was to gain an understanding of how elder learners' self-regulated learning mediates the relationship between social support and successful ageing. To obtain the necessary data, 947 questionnaires were issued. Of the 947 questionnaires issued, 907 were valid and 40 were classified as invalid, for a recovery rate of 96%. 140 of the questionnaires obtained by random sampling were employed in exploratory factor analysis, and the remaining 767 questionnaires were used to test our mediation model. Our results indicated that the overall fit of social support, self-regulated learning, and successful ageing reach fit standards for the various indices in most cases, and self-regulated learning is a mediator of the effect of social support on successful ageing, with a β coefficient falling from .68 to .08, and p > 0.05. Statistical analysis employing the bootstrap method further revealed that the mediating effect has a value of 0.613, and is uniformly positive. All of the hypotheses in this study were confirmed, and these results provided empirical support for our supposition that self-regulated learning has a full mediating effect between social support and successful ageing. We provide recommendations concerning elder learners and older adult education institutions based on our research results. |