Abstract
This study explored the relationship between subjective well-being (SWB) and learning motivation (LM) among older Chinese adults, focusing on the mediating role of self-efficacy (SE) and differences by age and education level. A total of 481 Beijing residents aged 60 and above participated in a questionnaire survey, which included LM, SWB, and SE scales. Confirmatory factor analysis and reliability tests verified the instruments' validity and reliability (Cronbach's α > 0.80). Structural equation modeling showed LM had a significant positive effect on SWB (β = 0.40, p < 0.001), while SE partially mediated this relationship (indirect effect β = 0.38, p < 0.01). Significant age differences existed in LM and SE (F = 14.36 and F = 7.75, p < 0.01), with participants aged 60–69 scoring higher than those aged 70+, though no significant SWB difference was found. Education level correlated significantly with LM, SWB, and SE (F values: 6.85–18.33, p < 0.01), with higher academic qualifications linked to consistently higher scores. The findings suggest that elderly education institutions should adopt targeted strategies considering age and educational background to enhance LM and thereby promote older adults’ SWB.