Learning Interest and Social-Emotional Competence in Older Adults: A Moderated Mediation Model

Learning Interest and Social-Emotional Competence in Older Adults: A Moderated Mediation Model | Research Square window.SnipcartSettings = { analytics: { enabled: false } }; (function() { var accessVector = localStorage.getItem('access_vector') || ''; window.dataLayer = window.dataLayer || []; if (accessVector) { window.dataLayer.push({ user: { profile: { profileInfo: { snid: accessVector } } } }); } })(); (function(w,d,s,l,i){w[l]=w[l]||[];w[l].push({'gtm.start':new Date().getTime(),event:'gtm.js'});var f=d.getElementsByTagName(s)[0],j=d.createElement(s),dl=l!='dataLayer'?'&l='+l:'';j.async=true;j.src='https://www.googletagmanager.com/gtm.js?id='+i+dl;f.parentNode.insertBefore(j,f);})(window,document,'script','dataLayer','GTM-K279D39R'); Browse Preprints In Review Journals COVID-19 Preprints AJE Video Bytes Research Tools Research Promotion AJE Professional Editing AJE Rubriq About Preprint Platform In Review Editorial Policies Our Team Advisory Board Help Center Sign In Submit a Preprint Cite Share Download PDF Research Article Learning Interest and Social-Emotional Competence in Older Adults: A Moderated Mediation Model Jinyi Wu, Yanqing Ding, Huiqi Wu, Ruirang Zeng, Lixin Sun This is a preprint; it has not been peer reviewed by a journal. https://doi.org/ 10.21203/rs.3.rs-9122720/v1 This work is licensed under a CC BY 4.0 License Status: Under Review Version 1 posted 10 You are reading this latest preprint version Abstract This study investigates how learning interest influences the social-emotional competence (SEC) of older adults by proposing a moderated mediation model. Self-identity acts as a mediator between learning interest and SEC, while peer relationships serve as a potential moderator. This approach enhances understanding of the link between learning interest and SEC 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 SEC. Results showed: (1) learning interest significantly predicts SEC (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 SEC, with stronger peer relationships enhancing these positive influences. learning interest social-emotional competence self-identity peer relationships older adults Figures Figure 1 Figure 2 Figure 3 Figure 4 1 Introduction As global populations age, the mental health and social adaptability of older adults have become critical concerns. Social-emotional competence (SEC), which refers to the skills and qualities individuals exhibit in social interactions (Zhu, 2024 ), promotes mental well-being, helping older adults adapt to societal changes. However, deficits in SEC, exacerbated by shifting social roles and loneliness, negatively impact cognitive function, life satisfaction, and overall health (Collie, 2020 ). Therefore, strengthening SEC to support older adults’ social integration is an issue that deserves our attention. 2 Literature Review 2.1 Learning interest and SEC Learning interest is a psychological inclination to seek knowledge and enhance understanding (Renninger & Hidi, 2016 ), reflecting the intrinsic motivation that drives learning autonomy and strategy implementation (Boekaerts & Boscolo, 2002 ). Learning interest maximizes the initiative and autonomy of learning while regulating an individual’ s learning motivation and strategy implementation. When individuals complete tasks they find uninteresting, they actively adjust their motivation levels and adopt appropriate strategies to stimulate their interest, leading to positive learning outcomes. These positive outcomes, in turn, contribute to the further promotion of learning interest (Hidi & Renninger, 2019 ). SEC, as defined by CASEL (1994), refers to the capacity to develop and apply understanding, attitudes, and competencies to identify and regulate emotions, show empathy, make responsible decisions, build relationships, and handle problems flexibly (Zhu, 2021 ). This study adopts the CASEL framework and references Javier et al.’ s perspective on the social-emotional competencies of older adults, defining SEC as skills crucial for social adaptation and personal development. These include self-awareness, emotional regulation, social awareness, and interpersonal skills. SEC helps older adults achieve positive cognitive and behavioral outcomes, improving their quality of life (Charles & Carstensen, 2014 ). Research indicates a significant correlation between learning motivation and SEC (Ryan & Deci, 2000 ), with learning interest, as the most dynamic component of learning motivation (Sun, 2006 ), being closely related to SEC. 2.2 Self-identity as a mediator Self-identity refers to the procedure in which a person integrates beliefs and values into their personality during interactions with others and evaluates their self-worth (Erikson, 2018 ). Self-identity is influenced by various factors, including personality traits (Soto & John, 2017 ), parenting styles (Pinquart, 2017 ), school environment (Umaña-Taylor et al., 2014 ), peer relationships (Wang, 2011 ), learning motivation (Xu & Gao, 2011 ). Among these, learning motivation is a significant influencing factor on self-identity. Existing research emphasizes the mutual connection between learning motivation and self-identity. This relationship manifests as students experiencing changes in self-identity driven by motivation, and these changes, in turn, either directly or indirectly strengthen or weaken learning motivation (Xu & Gao, 2011 ). In the context of learning activities, internal psychological factors that can be transformed into learning motivation include learning interest, which can be directly converted into learning motivation (Bu, 2008 ). Therefore, this study hypothesizes that learning interest may affect a person’s self-identity. Furthermore, according to the emotional intelligence theories proposed by Goleman and Bar-On, there is a certain correlation between the development of self-identity and emotional intelligence. Research indicates that individuals who possess a stronger sense of self-identity are more likely to demonstrate better emotional intelligence (Xu et al., 2015 ). SEC is an acquired ability based on emotional intelligence but not entirely equivalent to it (Petrides et al., 2016 ), encompassing a broader range of dimensions (Yang et al., 2016 ). This study hypothesizes that self-identity influences SEC and serves as a significant mediator between learning interest and SEC. 2.3 Peer relationships as a moderator Bronfenbrenner’s ecological systems theory proposes that individuals develop within a hierarchy of interrelated environmental systems, with these systems dynamically interacting and shaping the course of personal growth (Bronfenbrenner, 1992 ). SEC is a crucial composite of emotional, cognitive, and behavioral skills (Jones & Kahn, 2017). Based on Self-Determination Theory (SDT), individuals develop different motivations and subsequently produce varied outcomes—emotionally, cognitively, and behaviorally—when social conditions and environments support the three basic psychological needs: autonomy, competence, and relatedness (Ryan & Deci, 2017 ). Among these, the need for relatedness refers to an individual’s desire to establish close relationships, feel accepted by others, and express care toward others (i.e., experiencing closeness and intimate interpersonal relationships) (Liu et al., 2013 ). In social environments where the need for relatedness is met, different types of learning motivations emerge and influence SEC. For older adults engaged in learning, their need for relatedness is primarily reflected in the need for peer relationships. Learning interest is the deepening of learning motivation and emerges alongside it (Ding, 2012 ). Therefore, peer relationships are crucial in stimulating learning interest, thereby influencing emotional, cognitive, and behavioral aspects. On the one hand, self-identity involves the individual’s affirmation of themselves and their reflection and decisions on major aspects of self-development (Jing & Wang, 2008 ). The subjective inquiry into self-identity inevitably involves responses to the “recognition” issue, which carries an intersubjective nature. “Recognition” holds constructive significance for “identity” to some extent. It can be argued that individuals require the gaze and care of others; their self-awareness depends on both external “recognition” and self-affirmation (Wu & Gao, 2023 ). Specifically, study reveals that positive peer relationships contribute to the development of a stable and secure social support system, which is crucial for the formation of self-identity (Paricio et al., 2020 ). On the other hand, peer relationships are also important for enhancing SEC. Peers can help individuals, especially adolescents, regulate their emotions, provide emotional support, enhance self-confidence, and offer recognition. They also facilitate self-expression and self-exploration (Ji, 2024 ). Frequent interactions offer children opportunities to learn social skills, communicate, cooperate, and exercise self-control, serving as a foundation for emotional experiences and cognitive development. Thus, peer relationships are vital for developing SEC. Extensive studies has emphasized the significance of cultivating SEC in children and adolescents (Xu et al., 2024 ). In the context of an aging population, increasing evidence shows that peer relationships are equally significant for older adults. They are an important indicator of overall health for older adults (Holt-Lunstad et al., 2010 ), helping them experience positive cognitive and behavioral outcomes during the aging process, thereby improving their quality of life (Haslam et al., 2014 ). For older adults engaged in learning, peer relationships in school or classroom settings provide strong support for participation in leisure and volunteer activities (Shen & Yuan, 2022 ). Thus, peer relationships are particularly important and may act as a moderating factor that could enhance learning interest and, consequently, SEC. Although the importance of peer relationships has been widely recognized, we still know little about how they specifically moderate the connection between learning interest, self-identity, and SEC, as well as the circumstances under which this moderation is most significant. 2.4 The present study This study delves into the mechanisms through which learning interest influences the SEC of older adults, aiming to uncover its underlying pathways. Through a questionnaire survey, we measured older adults’ learning interest, self-identity, peer relationships, and SEC. Centered on the research objectives, the study puts forward the following hypotheses: Hypothesis 1 Older adults’ learning interest has a significant positive predictive effect on their SEC. Hypothesis 2 Self-identity mediates the relationship between older adults’ learning interest and their SEC. Hypothesis 3 Peer relationships moderate the relationship between older adults’ learning interest and self-identity. Hypothesis 4 Peer relationships moderate the relationship between older adults’ learning interest and SEC. Based on these hypotheses, the study develops a moderated mediation model, offering important theoretical foundations and practical insights for preventing and addressing mental health issues among older adults (see Fig. 1 ). 3 Methods 3.1 Participants and procedures This cross-sectional study was conducted among older adults in southeastern China from October to November 2023 using a self-report questionnaire. Cluster random sampling was employed to select representative senior universities, and eligible participants were invited to join. Inclusion criteria included the ability to read and comprehend, the capacity to complete the questionnaire independently, and providing complete responses without significant logical errors. Exclusion criteria for invalid surveys included false or incomplete information, missing three or more answers, patterned responses, or illogical answers. Data collection was carried out through face-to-face anonymous testing, with participants providing informed consent. Out of 500 questionnaires distributed, 472 valid responses were collected, yielding a response rate of 94.4%. The study was approved by The Institutional Review Board of Ningbo University and conducted in accordance with the approved guidelines. 4 Measures 4.1 Socio-demographic characteristics The demographic characteristics of the study members included gender, age, type of household registration, education level, living conditions, physical health condition, monthly income and length of study. 4.2 Learning Interest Scale The Learning Interest Scale developed by Zhao Lanlan (2006) measures learning interest from both cognitive and affective dimensions, with a total of 20 items on a five-point Likert scale (1=‘completely disagree’, 5=‘completely agree’). Higher scores indicate greater interest, with a Cronbach’ s alpha of 0.96. 4.3 Self-Identity Scale The Self-Identity Scale developed by Campbell et al. (1996) assesses the clarity and consistency of self-concept through 12 items on a 5-point scale, with higher scores indicating stronger self-identity, with a Cronbach’ s alpha of 0.89. 4.4 Peer Relationship Scale The Peer Relationships Scale, developed by Furman and Buhrmester (1985), was appropriately adapted for older adults. This scale measures relationship quality on a 5-point scale, with higher scores indicating better relationships. The Cronbach’ s alpha for this scale was 0.83. 4.5 Social-Emotional Competence Scale The Social-Emotional Competence Scale, adapted from Wang Shuqin (2021) and Bell (2016), consists of 12 items rated on a 5-point scale. Higher mean scores indicate greater social-emotional competence, and the scale demonstrated a Cronbach’s alpha of 0.94. 4.6 Data analyses In this study, SPSS 26.0 was utilized for data analysis. In this study, the dataset initially included responses that were preprocessed to ensure data quality. During the preprocessing phase, the boxplot method was employed to identify and address errors caused by outliers. Data points exceeding 1.5 times the interquartile range were flagged as anomalies, and these outliers accounted for 2.3% of the total data. After removing the outliers, the cleaned dataset consisted of 461 responses, which were used for subsequent analyses. The assessment of demographic variables included independent samples t-tests and one-way ANOVA. To examine the relationships among the key study variables, Pearson correlation coefficients were computed. Moderated mediation analyses were performed using Hayes’ Statistical Models 4 and 8. Following the guidelines provided by Wen and Ye ( 2014a , 2014b ), the bootstrap method was applied to test the significance of regression coefficients. Specifically, 5000 bias-corrected bootstrap samples were generated to compute 95% confidence intervals. Finally, simple slope analyses were conducted to explore significant interaction effects. 5 Result 5.1 Descriptive statistics and socio-demographic characteristics Table 1 presents the demographic characteristics of the 461 participants, including means, standard deviations, and possible ranges for key variables. The data reveal significant differences among income levels in learning interest, self-identity, and peer relationships. Older adults with incomes between 1,000 and 2,000 yuan showed higher learning interest, while those with incomes above 4,000 yuan exhibited better self-identity and peer relationships. Additionally, longer length of study were associated with stronger learning interest, higher self-identity, more harmonious peer relationships, and greater SEC. Table 1 Descriptive statistics of demographic variables of older adults ( N = 461 ) Variables Socio-Demographic Characteristics N (%) Learning Interest Self-identity Peer Relationships Social-emotional Competence Mean ± SD Mean ± SD Mean ± SD Mean ± SD Gender Male 143(31.0) 4.23 ± 0.62 4.26 ± 0.70 4.29 ± 0.68 4.15 ± 0.67 Female 318(69.0) 4.29 ± 0.67 4.25 ± 0.75 4.38 ± 0.68 4.16 ± 0.62 t −0.841 0.054 −1.415 −0.266 p value 0.401 0.957 0.158 0.790 Age 50–59 204(44.3) 4.21 ± 0.66 4.26 ± 0.68 4.29 ± 0.71 4.16 ± 0.61 60–69 186(40.3) 4.32 ± 0.59 4.24 ± 0.75 4.39 ± 0.64 4.16 ± 0.64 70–79 68(14.8) 4.34 ± 0.77 4.26 ± 0.84 4.46 ± 0.68 4.13 ± 0.70 Over 80 3(0.7) 3.89 ± 0.51 4.33 ± 0.58 4.00 ± 1.00 4.33 ± 0.51 F 1.479 0.025 1.454 0.139 p value 0.220 0.995 0.227 0.937 Type of household registration Rural 90(19.5) 4.36 ± 0.74 4.32 ± 0.78 4.34 ± 0.75 4.23 ± 0.64 Urban 371(80.5) 4.25 ± 0.63 4.24 ± 0.72 4.36 ± 0.66 4.14 ± 0.63 t 1.522 0.955 −0.142 1.180 p value 0.129 0.340 0.887 0.238 Education level Less than junior middle school 15(3.3) 4.29 ± 0.92 4.33 ± 1.05 4.27 ± 0.59 4.28 ± 0.57 Junior middle school 123(26.7) 4.30 ± 0.74 4.28 ± 0.75 4.32 ± 0.75 4.19 ± 0.64 High school or technical secondary school 163(35.4) 4.25 ± 0.62 4.21 ± 0.73 4.31 ± 0.69 4.16 ± 0.64 Junior college 82(17.8) 4.28 ± 0.59 4.24 ± 0.68 4.43 ± 0.59 4.09 ± 0.57 Bachelor' s degree or above 78(16.9) 4.25 ± 0.60 4.29 ± 0.70 4.44 ± 0.66 4.14 ± 0.68 F 0.141 0.276 0.816 0.444 p value 0.967 0.894 0.516 0.778 Living conditions Living alone 28(6.1) 4.38 ± 0.59 4.36 ± 0.68 4.39 ± 0.74 4.20 ± 0.60 Living with partner only 232(50.3) 4.25 ± 0.67 4.19 ± 0.77 4.37 ± 0.65 4.12 ± 0.65 Living with children 43(9.3) 4.15 ± 0.81 4.44 ± 0.67 4.28 ± 0.83 4.23 ± 0.55 Living with a partner and children 157(34.1) 4.30 ± 0.58 4.28 ± 0.70 4.34 ± 0.68 4.19 ± 0.63 Living in a residential care facility 1(0.2) 5.00 ± 0.00 5.00 ± 0.00 5.00 ± 0.00 4.92 ± 0.00 F 1.042 1.604 0.403 0.843 p value 0.385 0.172 0.806 0.498 Physical health condition Very good 129(28) 4.34 ± 0.68 4.36 ± 0.66 4.43 ± 0.69 4.27 ± 0.62 Comparatively good 169(36.7) 4.24 ± 0.58 4.21 ± 0.70 4.29 ± 0.66 4.11 ± 0.64 Average 151(32.8) 4.26 ± 0.71 4.24 ± 0.81 4.36 ± 0.70 4.13 ± 0.63 Not so good 10(2.2) 3.87 ± 0.59 3.80 ± 0.79 4.30 ± 0.67 3.84 ± 0.75 Very bad 2(0.4) 4.50 ± 0.71 4.50 ± 0.71 4.50 ± 0.71 4.46 ± 0.65 F 1.452 1.904 0.784 2.054 p value 0.216 0.109 0.536 0.086 Monthly income Under ¥1,000 17(3.7) 3.84 ± 1.25 3.88 ± 1.11 4.06 ± 1.03 4.04 ± 0.72 ¥1,000-¥2,000 62(13.4) 4.32 ± 0.57 4.26 ± 0.70 4.29 ± 0.66 4.11 ± 0.55 ¥2,000-¥4,000 144(31.2) 4.25 ± 0.67 4.17 ± 0.76 4.29 ± 0.66 4.15 ± 0.62 Over ¥4,000 238(51.6) 4.30 ± 0.60 4.31 ± 0.68 4.43 ± 0.66 4.16 ± 0.66 F 2.690 2.813 2.626 0.275 p value 0.046 0.039 0.050 0.844 Length of study Less than a year 180(39.0) 4.04 ± 0.72 4.09 ± 0.80 4.14 ± 0.75 4.06 ± 0.66 1–3 Years 127(27.5) 4.36 ± 0.57 4.30 ± 0.69 4.43 ± 0.61 4.16 ± 0.60 3–5 Years 84(18.2) 4.45 ± 0.57 4.42 ± 0.62 4.57 ± 0.59 4.27 ± 0.59 Over 5 Years 70(15.2) 4.47 ± 0.52 4.40 ± 0.67 4.51 ± 0.56 4.28 ± 0.62 F 13.740 5.447 11.306 3.261 p value < 0.000 0.001 < 0.000 0.021 5.2 Correlation analysis Table 2 describes the interrelationships between the main variables of the survey. Learning interest was found to be significantly positively associated with SEC (r = 0.55, p < 0.01). Similarly, SEC was significantly positively associated with self-identity (r = 0.69, p < 0.01) and peer relationships (r = 0.43, p < 0.01). Additionally, significant positive correlations were found between learning interest and self-identity (r = 0.58, p < 0.01), learning interest and peer relationships (r = 0.60, p < 0.01), as well as between self-identity and peer relationships (r = 0.46, p < 0.01). Table 2 Means, standard deviations, and correlation matrix for four main variables Variables 1 2 3 4 1.Learning Interest 1 2.Self-identity 0.58** 1 3.Peer Relationship 0.60** 0.46** 1 4.SEC 0.55** 0.69** 0.43** 1 M ± SD 4.28 ± 0.70 4.23 ± 0.76 4.35 ± 0.69 4.11 ± 0.61 Note. **p < 0.01 5.3 Moderated mediation analysis First, Hayes’ (2012) SPSS macro (Model 4, a simple mediation model) was used for data analysis to examine the mediating effect of self-identity on the relationship between learning interest and SEC, controlling for demographic variables such as gender, age, and household registration (Table 3 ). The results indicated that learning interest significantly predicted SEC (B = 0.42, t = 8.59, p < 0.001). Furthermore, after introducing the mediating variable, the direct predictive effect of learning interest on SEC remained significant (B = 0.20, t = 4.83, p < 0.001), supporting Hypothesis 1 . Learning interest was a significant positive predictor of self-identity (B = 0.53, t = 8.86, p < 0.001) and self-identity was also a significant positive predictor of SEC (B = 0.45, t = 11.81, p < 0.001), supporting Hypothesis 2 . Additionally, the bootstrap 95% confidence intervals for both the direct effect of learning interest on SEC and the indirect effect through self-identity did not contain zero (Table 4 ). This indicates that learning interest not only directly predicts SEC but also predicts it through the mediating role of self-identity. Specifically, the direct effect (0.20) and the indirect (mediated) effect (0.28) accounted for 41.67% and 58.33% of the total effect (0.48), respectively. Table 3 The results of the regression analysis: Examining self-identity as a mediator and peer relationships as a moderator in the relation between learning interest and SEC Predictor Variables Equation 1 Equation 2 Equation 3 Variable (SEC) Variable (Self-identity) Variable (SEC) β t β t β t Learning interest 0.42 8.59*** 0.53 8.86*** 0.20 4.83*** Peer relationships 0.21 4.13*** 0.22 3.65*** 0.11 2.58** Learning interest×Peer relationships 0.17 4.48*** 0.10 2.21* 0.13 3.86*** Self-identity 0.45 11.81*** Self-identity×Peer relationships 0.07 0.13 R² 0.37 0.38 0.53 F 17.97*** 19.31*** 32.48*** Note. *p < 0.05,**p < 0.01,***p < 0.001 Table 4 Bootstrap test of the mediating effects of self-identity Effect β SE LLCI ULCI Relative Effect Value Total effects 0.48 0.04 0.40 0.57 Direct effect 0.20 0.04 0.12 0.29 41.67% Indirect effect 0.28 0.04 0.21 0.36 58.33% Note N = 461 . The variables of age, gender, type of household registration、education level、living conditions、physical health condition、monthly income and length of study were controlled. Additionally, Model 8 from the SPSS macro developed by Hayes (2012) was employed to test the moderated mediation model. This model adjusts for the first half and direct path of the mediation process, aligning with the theoretical framework of the current study. Demographic variables such as gender, age, household registration and other demographic variables were controlled for in the analysis, as presented in Table 3 . The results of Eq. 2 and Eq. 3 indicate that, after incorporating peer relationships into the model, the interaction term between learning interest and peer relationships significantly predicted both self-identity (B = 0.10, t = 2.21, p < 0.05) and SEC (B = 0.13, t = 3.86, p < 0.001), thereby confirming Hypotheses 3 and 4. This suggests that peer relationships not only moderate the effect of learning interest on self-identity, but also play a moderating role in the direct prediction of learning interest on SEC. The moderated mediation model is illustrated in Fig. 2 . Further simple slope analysis reveals that for participants with lower peer relationship levels (M-1SD), learning interest significantly predicted self-identity(see Fig. 3 ), but the effect was relatively small (simple slope = 0.46, t = 7.21, p < 0.01). Conversely, for participants with higher peer relationship levels (M+1SD), learning interest exhibited a stronger predictive effect on self-identity (simple slope = 0.60, t = 8.44, p < 0.01). This indicates that as the quality of peer relationships increases, the predictive power of learning interest on self-identity also increases. Similarly, as shown in Fig. 4 , for participants with lower peer relationship levels (M-1SD), learning interest significantly predicted SEC (simple slope = 0.11, t = 2.30, p < 0.05), while for those with higher peer relationship levels (M+1SD), the effect was stronger (simple slope = 0.28, t = 5.13, p < 0.01). These findings further suggest that as peer relationship levels improve, the predictive effect of learning interest on SEC strengthens. When learning interest is at a low level, regardless of the level of peer relationships, their self-identity remains negative and their level of SEC is very close to each other. 6 Discussion This study built a moderated mediation model examining how learning interest affects older adults’ SEC. Results showed direct and indirect (via self-identity) effects of learning interest, with peer relationships moderating both pathways. These findings support our hypotheses and provide effective intervention strategies for enhancing SEC. 6.1 Learning interest and SEC In this study, learning interest demonstrated a significant positive predictive effect on SEC, indicating that learning interest can promote the enhancement of SEC. Older adults with strong learning interest exhibited significantly higher levels of SEC compared to those with weaker learning interest. Specifically, a strong learning interest motivates older adults to engage consistently in learning activities. This sustained learning behavior not only helps them acquire new knowledge and skills but also encourages them to reevaluate their abilities, interests, and values, thereby comprehensively improving their self-awareness (Kim & Merriam, 2004 ). Simultaneously, the sense of achievement and increased confidence gained through learning enable older adults to better regulate their emotions, alleviate anxiety and loneliness, and enhance their emotional management skills. Furthermore, learning activities provide opportunities for older adults to encounter new ideas and social dynamics, helping them better understand societal changes and multiculturalism, thereby strengthening their social awareness and fostering more active social integration and responsibility. During the learning process, interactions with peers and instructors continuously improve their interpersonal skills and adaptability to the social environment (Boulton-Lewis, 2012 ). Long-term learning experiences positively impact older adults across multiple dimensions—including self-awareness, social awareness, emotional management, and interpersonal skills—ultimately leading to a significant overall improvement in their SEC. Therefore, it is essential to encourage older adults to actively participate in long-term learning activities, such as senior universities, community education, or online courses, and to provide them with more social support resources to help them better integrate into society, enhance their SEC, and achieve a high quality of life in their later years. 6.2 The mediating role of self-identity Mediating variables help to illuminate the mechanism by which learning interest influences SEC in older adults. As hypothesized, the results of the current research indicate that self-identity partially mediates the connection between learning interest and SEC in the elderly. Learning interest predicts older adults’ SEC through the mediating role of self-identity. Driven by learning interest, individuals develop a positive self-identity, enhancing social adaptability and life purpose, which further boosts the likelihood of their SEC. Specifically, individuals actively engaged in interests, needs, and values typically establish a stable sense of self-identity (Crocetti et al., 2008 ). Better-developed self-identity is associated with greater willingness and confidence in social interactions, increased tolerance, and the ability to empathize with others, thereby enhancing interpersonal skills (Meeus et al., 2012 ). Additionally, individuals with well-developed self-identity are better equipped to manage negative emotions such as depression, anxiety, and stress (Gu et al., 2022 ), demonstrating stronger emotional regulation. They also possess clear self-awareness, enabling them to make rational and self-aligned decisions (Erikson, 1968 ). Thus, self-identity levels are significantly correlated with the four dimensions of SEC—self-awareness, emotion regulation, social awareness, and interpersonal skills—ultimately influencing overall SEC. The positive influence of learning interest on self-identity can be understood as follows: A strong learning interest enables individuals to focus on their studies, dedicating time and energy to learning. When students develop an interest in learning, they proactively allocate more time to studying, thereby increasing their learning engagement (Zhang, 2022 ). Students with higher levels of learning engagement exhibit greater changes in self-identity (Li et al., 2003 ). Moreover, previous research has confirmed the significant link between self-identity and SEC. Specifically, individuals who have a well-established sense of self-identity are generally more adept at handling life changes and stress compared to those with a weaker self-identity (Schwartz et al., 2013 ). With increasing stress, individuals’ SEC tends to decline (Chen & Huang, 2010 ). Older adults are often in a period of psychological and lifestyle adjustment, particularly after retirement. They frequently face a shift in social roles, and many elderly individuals struggle to adapt psychologically. A significant number of retirees report feeling worse in areas such as health, mood, social status, and interpersonal relationships compared to their pre-retirement state (Sun & Luo, 2014 ). And old age is sometimes perceived as a period of helplessness, uselessness, and dependency, often associated with a weakening of self-identity (Chen & Huang, 2008 ). During this period, the relatively weak self-identity of older adults makes it difficult for them to effectively alleviate life stress, thereby hindering the development of their SEC. In contrast, individuals who have a well-established sense of self-identity are more effective at managing stress in their lives and promoting the development of their SEC. Consequently, learning interest can enhance the self-identity of older adults, which in turn improves their SEC. When older adults engage in daily learning activities, instructors in elder education should pay special attention to their level of self-identity. By enhancing learning interest, instructors can encourage deeper engagement in learning. This active involvement helps gradually improve older adults’ self-identity, alleviating psychological stress and challenges in later life, thereby significantly boosting their SEC. 6.3 The moderating role of peer relationships Consistent with existing research findings, peer relationships are crucial for the development of an individual’s SEC. The Theory of Group Socialization Development emphasizes that, during the process of socialization, the influence of family on individuals gradually diminishes, while peer groups shape their future development (Harris, 1995 ). In this theory, peers serve as a crucial safeguard for an individual’s future development, providing essential support. Peer interaction is a key factor influencing the physical and mental health of older adults. Engagement with peer groups promotes their well-being, enhancing their quality of life and sense of purpose (Liu, 2022 ). Older adults experience physiological decline while also undergoing changes due to accumulated life experiences, shifting living conditions, and evolving social roles. In this final stage of individual development, they require emotional exchange to navigate their emotional experiences (Xie & Fu, 2014 ).. Our study found that peer relationships significantly moderate both the direct pathway of “learning interest→SEC” and the initial segment of the mediating chain, “learning interest→self-identity→SEC.” The nature of this moderating effect is particularly unique. Although peer relationships influence the relationships between learning interest and self-identity, as well as between learning interest and SEC, the moderating effects on both paths are not significant when older adults have low levels of learning interest. In light of this, we analyzed the two moderating paths of peer relationships separately. Specifically, compared to individuals with low peer relationships, individuals with stronger peer relationships experience a more pronounced positive effect of learning interest on self-identity, which in turn more effectively facilitates the enhancement of SEC. These results suggest that peer relationships, as a form of social support, serve a moderating role in how other factors influence a person’s cognitive development. Previous studies have found that an increase in learning interest contributes to greater learning engagement, which subsequently facilitates changes in self-identity (Zhang, 2022 ). Peer relationships can influence students’ level of learning engagement (Wang & Eccles, 2012 ). Increased peer support leads to enhanced engagement in learning (Tang, 2019 ), which, in turn, supports the development of a positive self-identity. Additionally, the research found that the moderating effect of peer relationships is limited, particularly when learning interest is low. Even with strong peer relationships, individuals with low learning interest still exhibit relatively low levels of self-identity. Only when learning interest is high does self-identity improve with increasing levels of peer relationship. This finding supports the “peer relationship-perceived basic psychological need support-learning motivation” model. When learning motivation is controlled (i.e., external motivation), peer relationships have no significant impact on learning motivation. However, when learning motivation is autonomous (i.e., intrinsic motivation), peer relationships positively influence autonomous learning motivation by fulfilling basic psychological needs (Wang, 2019 ). The insignificant moderating effect of peer relationships suggests that older adults with low learning interest may primarily be driven by controlled motivation, engaging in learning activities out of guilt or external pressure. This finding supports Bourdieu’s theory, which posits that adult education participation motivation can be divided into two categories: deficiency motivation and growth motivation. Individuals driven by deficiency motivation participate in educational activities due to external or environmental pressures, seeking to fulfill unmet needs. In contrast, those driven by growth motivation engage in education not to address immediate life challenges but to expand their horizons and achieve self-actualization (Tan, 2019 ). Individuals with deficiency motivation often experience “internal self-inconsistency”, reflecting lower self-identity, while those with growth motivation exhibit higher self-consistency, indicating stronger self-identity (Deci & Ryan, 2012 ). When older adults are driven by controlled or deficiency motivation, their self-identity remains weak even if peer relationships improve. Furthermore, compared to individuals with lower peer relationships, the direct predictive effect of learning interest on SEC is more pronounced in individuals with stronger peer relationships. Learning interest emerges as a psychological state resulting from the interaction between individual interests and environmental characteristics (Renninger & Hidi, 2016 ). Both psychological states and coping strategies serve as key indicators of SEC (Buettner et al., 2016 ) and can exert a significant influence on its development. Positive peer relationships are more likely to foster favorable psychological states, leading to greater peer acceptance and better adaptation to the social group (Zhu, 2023 ). Thus, strong peer relationships play a critical role in enhancing individuals’ psychological states, which in turn contributes to the improvement of their SEC. Simultaneously, it is essential to acknowledge that the moderating role of peer relationships has its limitations. Specifically, when learning interest is low, SEC levels remain similar regardless of peer relationship quality, suggesting that older adults with low learning interest may be driven by controlled motivation.. Research has shown that two key mechanisms—individuals’ social-emotional perception and motivation—serve as intrinsic psychological drivers supporting the development of SEC (Rose-Krasnor & Denham, 2009 ). The development of SEC is positively correlated with autonomous and introspective motivation but unrelated to external motivation (Collie, 2022 ). Thus, when older adults’ learning motivation stems from intrinsic drivers, such as autonomous and introspective motivation, it influences the development of SEC, thereby altering its level. Therefore, while peer relationships play a moderating role to some extent, the significant influence of learning interest on their moderating effects on self-identity and SEC cannot be overlooked. When older adults exhibit low learning interest, instructors in elder education should promptly assess their motivation type and tailor strategies accordingly, prioritizing the enhancement of their interest and enthusiasm. Additionally, instructors should address the impact of peer relationships by organizing activities to foster positive social connections, thereby effectively improving their SEC. 7 Limitations and Future Directions The current analysis and findings should also take into account certain limitations in the interpretation of our results. First, the sample is limited to elderly individuals from more developed southeastern coastal regions, where educational development is relatively advanced. Therefore, the extent to which the data can be generalized may be somewhat constrained. Future studies should aim to include a more diverse range of elderly populations from various geographic regions to enhance the generalizability of the results. Second, this study relied on self-reported data from elderly participants. Self-reports may be influenced by participants’ tendencies to present themselves in an idealized manner. To address this, future research could incorporate additional assessment models and employ diverse measurement tools and data sources, thereby improving the robustness and consistency of the results through triangulation. 8 Conclusions (1)Learning interest significantly and positively predicts SEC in older adults. (2)Learning interest not only directly predicts SEC but also indirectly influences it through self-identity, which plays a partial mediating role. (3)Peer relationships moderate the relationship between learning interest and both self-identity and SEC in older adults. When peer relationships are stronger, the positive correlations between learning interest and self-identity, as well as between learning interest and SEC, are significantly enhanced. Declarations Consent to Participate Statement Informed consent was obtained from all individual participants included in the study. Data availability statement The original contributions presented in the study are included in the article, further inquiries can be directed to the corresponding authors. Conflict of Interest The authors declare that the research was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest. Funding This work was funded by General Project on Pedagogy of the National Social Science Foundation Study on the Spatial Distribution and Optimisation Path of Elderly Education Resources in China (BJA240163) Author Contributions All authors listed have made a substantial, direct, and intellectual contribution to the work and have approved it for publication. This study was collaboratively completed by all authors. Jinyi Wu, Yanqing Ding, Huiqi Wu (first author) contributed to the research design, data collection and analysis, and manuscript drafting. 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A study on the relationship between body self-esteem, interpersonal communication efficacy and peer relationship among junior high school students (master’s thesis). Yangzhou University. Additional Declarations No competing interests reported. Cite Share Download PDF Status: Under Review Version 1 posted Editorial decision: Revision requested 12 Apr, 2026 Reviews received at journal 08 Apr, 2026 Reviews received at journal 08 Apr, 2026 Reviewers agreed at journal 08 Apr, 2026 Reviewers agreed at journal 08 Apr, 2026 Reviewers invited by journal 02 Apr, 2026 Editor invited by journal 19 Mar, 2026 Editor assigned by journal 18 Mar, 2026 Submission checks completed at journal 18 Mar, 2026 First submitted to journal 14 Mar, 2026 You are reading this latest preprint version Research Square lets you share your work early, gain feedback from the community, and start making changes to your manuscript prior to peer review in a journal. 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Also discoverable on Platform About Our Team In Review Editorial Policies Advisory Board Help Center Resources Author Services Accessibility API Access RSS feed Manage Cookie Preferences © Research Square 2026 | ISSN 2693-5015 (online) Privacy Policy Terms of Service Do Not Sell My Personal Information {"props":{"pageProps":{"initialData":{"identity":"rs-9122720","acceptedTermsAndConditions":true,"allowDirectSubmit":false,"archivedVersions":[],"articleType":"Research Article","associatedPublications":[],"authors":[{"id":616405112,"identity":"b0491d68-7272-4eb8-8ff4-6f79dc7c76de","order_by":0,"name":"Jinyi Wu","email":"","orcid":"","institution":"Ningbo University","correspondingAuthor":false,"prefix":"","firstName":"Jinyi","middleName":"","lastName":"Wu","suffix":""},{"id":616405113,"identity":"cf3b15a0-208a-4de5-8bca-4322706b1eb6","order_by":1,"name":"Yanqing Ding","email":"","orcid":"","institution":"Ningbo University","correspondingAuthor":false,"prefix":"","firstName":"Yanqing","middleName":"","lastName":"Ding","suffix":""},{"id":616405114,"identity":"9af4ce0b-f858-45e9-9bef-20a840ad78d7","order_by":2,"name":"Huiqi Wu","email":"","orcid":"","institution":"Ningbo University","correspondingAuthor":false,"prefix":"","firstName":"Huiqi","middleName":"","lastName":"Wu","suffix":""},{"id":616405115,"identity":"b618c40a-3faa-4807-ac6d-9b624f72bae0","order_by":3,"name":"Ruirang Zeng","email":"","orcid":"","institution":"Ningbo University","correspondingAuthor":false,"prefix":"","firstName":"Ruirang","middleName":"","lastName":"Zeng","suffix":""},{"id":616405116,"identity":"d7d4c5ce-9097-4a51-8ab3-3d276bf7c80a","order_by":4,"name":"Lixin Sun","email":"data:image/png;base64,iVBORw0KGgoAAAANSUhEUgAAAZAAAAAyAQMAAABI0h/eAAAABlBMVEX///8AAABVwtN+AAAACXBIWXMAAA7EAAAOxAGVKw4bAAAAzUlEQVRIie3QMQrCMBSA4SeF4lDoJikOuULEpYOHSfa2CC5OjukiuCZ4iR7hSdYcoOBicXXoWDdbcRKxcXPIP2R6H8kLgM/3n02QA4E4CBDbztE8SVJKcdJ7VzIczNqlmYYO41TliI1Mi0RlrYEIaDzD74TVBUduySYmeWXWKSz0kY8QkjHkWyK06omKgLPzCKFqIIyIqs4uJgodCNSvWyprwY0we2PDLkKXkvWfTMZ3oWW2aO5yJw5BcG3bbkXj+djD3iK/jft8Pp/vcw8iAEuRbMJ2vQAAAABJRU5ErkJggg==","orcid":"","institution":"Taizhou University","correspondingAuthor":true,"prefix":"","firstName":"Lixin","middleName":"","lastName":"Sun","suffix":""}],"badges":[],"createdAt":"2026-03-14 13:08:14","currentVersionCode":1,"declarations":"","doi":"10.21203/rs.3.rs-9122720/v1","doiUrl":"https://doi.org/10.21203/rs.3.rs-9122720/v1","draftVersion":[],"editorialEvents":[],"editorialNote":"","failedWorkflow":false,"files":[{"id":106442976,"identity":"b64b8ca3-0cee-4fef-8a6f-aa268ee45c41","added_by":"auto","created_at":"2026-04-08 15:07:16","extension":"jpg","order_by":1,"title":"Figure 1","display":"","copyAsset":false,"role":"figure","size":13449,"visible":true,"origin":"","legend":"\u003cp\u003eConceptual framework\u003c/p\u003e","description":"","filename":"1.jpg","url":"https://assets-eu.researchsquare.com/files/rs-9122720/v1/281ec8e7662bd43da71c7f9c.jpg"},{"id":106724100,"identity":"05feab61-8e72-4fc9-a607-02fe459cf130","added_by":"auto","created_at":"2026-04-12 18:25:51","extension":"jpg","order_by":2,"title":"Figure 2","display":"","copyAsset":false,"role":"figure","size":25693,"visible":true,"origin":"","legend":"\u003cp\u003eThe moderated mediation model of learning interest, self-identity, peer relationships, and SEC. Note.***p\u0026lt;0.001\u003c/p\u003e","description":"","filename":"2.jpg","url":"https://assets-eu.researchsquare.com/files/rs-9122720/v1/af471bd731eb654045645b5b.jpg"},{"id":106442978,"identity":"ad9445bc-0305-4c47-84e5-6a959d5e3b7a","added_by":"auto","created_at":"2026-04-08 15:07:16","extension":"jpg","order_by":3,"title":"Figure 3","display":"","copyAsset":false,"role":"figure","size":27058,"visible":true,"origin":"","legend":"\u003cp\u003eModerating effects of peer relationships on the relationship between learning interest and self-identity\u003c/p\u003e","description":"","filename":"3.jpg","url":"https://assets-eu.researchsquare.com/files/rs-9122720/v1/e438ae6f9c24216da3e3b614.jpg"},{"id":106442979,"identity":"b4bb47c0-6f1a-4493-95b4-1d12b3744601","added_by":"auto","created_at":"2026-04-08 15:07:16","extension":"jpg","order_by":4,"title":"Figure 4","display":"","copyAsset":false,"role":"figure","size":25261,"visible":true,"origin":"","legend":"\u003cp\u003eModerating effects of peer relationships on the relationship between learning interest and SEC\u003c/p\u003e","description":"","filename":"4.jpg","url":"https://assets-eu.researchsquare.com/files/rs-9122720/v1/5a7650a6d0eb0c19edf31c78.jpg"},{"id":106725994,"identity":"80ea581c-5d7f-442b-ac90-90fa4fc2eceb","added_by":"auto","created_at":"2026-04-12 18:34:49","extension":"pdf","order_by":0,"title":"","display":"","copyAsset":false,"role":"manuscript-pdf","size":1176208,"visible":true,"origin":"","legend":"","description":"","filename":"manuscript.pdf","url":"https://assets-eu.researchsquare.com/files/rs-9122720/v1/60baa45d-58e7-4544-8044-3a105474f847.pdf"}],"financialInterests":"No competing interests reported.","formattedTitle":"Learning Interest and Social-Emotional Competence in Older Adults: A Moderated Mediation Model","fulltext":[{"header":"1 Introduction","content":"\u003cp\u003eAs global populations age, the mental health and social adaptability of older adults have become critical concerns. Social-emotional competence (SEC), which refers to the skills and qualities individuals exhibit in social interactions (Zhu, \u003cspan citationid=\"CR56\" class=\"CitationRef\"\u003e2024\u003c/span\u003e), promotes mental well-being, helping older adults adapt to societal changes. However, deficits in SEC, exacerbated by shifting social roles and loneliness, negatively impact cognitive function, life satisfaction, and overall health (Collie, \u003cspan citationid=\"CR9\" class=\"CitationRef\"\u003e2020\u003c/span\u003e). Therefore, strengthening SEC to support older adults\u0026rsquo; social integration is an issue that deserves our attention.\u003c/p\u003e"},{"header":"2 Literature Review","content":"\u003cdiv id=\"Sec3\" class=\"Section2\"\u003e \u003ch2\u003e2.1 Learning interest and SEC\u003c/h2\u003e \u003cp\u003eLearning interest is a psychological inclination to seek knowledge and enhance understanding (Renninger \u0026amp; Hidi, \u003cspan citationid=\"CR32\" class=\"CitationRef\"\u003e2016\u003c/span\u003e), reflecting the intrinsic motivation that drives learning autonomy and strategy implementation (Boekaerts \u0026amp; Boscolo, \u003cspan citationid=\"CR1\" class=\"CitationRef\"\u003e2002\u003c/span\u003e). Learning interest maximizes the initiative and autonomy of learning while regulating an individual\u0026rsquo; s learning motivation and strategy implementation. When individuals complete tasks they find uninteresting, they actively adjust their motivation levels and adopt appropriate strategies to stimulate their interest, leading to positive learning outcomes. These positive outcomes, in turn, contribute to the further promotion of learning interest (Hidi \u0026amp; Renninger, \u003cspan citationid=\"CR19\" class=\"CitationRef\"\u003e2019\u003c/span\u003e). SEC, as defined by CASEL (1994), refers to the capacity to develop and apply understanding, attitudes, and competencies to identify and regulate emotions, show empathy, make responsible decisions, build relationships, and handle problems flexibly (Zhu, \u003cspan citationid=\"CR57\" class=\"CitationRef\"\u003e2021\u003c/span\u003e). This study adopts the CASEL framework and references Javier et al.\u0026rsquo; s perspective on the social-emotional competencies of older adults, defining SEC as skills crucial for social adaptation and personal development. These include self-awareness, emotional regulation, social awareness, and interpersonal skills. SEC helps older adults achieve positive cognitive and behavioral outcomes, improving their quality of life (Charles \u0026amp; Carstensen, \u003cspan citationid=\"CR6\" class=\"CitationRef\"\u003e2014\u003c/span\u003e). Research indicates a significant correlation between learning motivation and SEC (Ryan \u0026amp; Deci, \u003cspan citationid=\"CR34\" class=\"CitationRef\"\u003e2000\u003c/span\u003e), with learning interest, as the most dynamic component of learning motivation (Sun, \u003cspan citationid=\"CR39\" class=\"CitationRef\"\u003e2006\u003c/span\u003e), being closely related to SEC.\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec4\" class=\"Section2\"\u003e \u003ch2\u003e2.2 Self-identity as a mediator\u003c/h2\u003e \u003cp\u003eSelf-identity refers to the procedure in which a person integrates beliefs and values into their personality during interactions with others and evaluates their self-worth (Erikson, \u003cspan citationid=\"CR15\" class=\"CitationRef\"\u003e2018\u003c/span\u003e). Self-identity is influenced by various factors, including personality traits (Soto \u0026amp; John, \u003cspan citationid=\"CR38\" class=\"CitationRef\"\u003e2017\u003c/span\u003e), parenting styles (Pinquart, \u003cspan citationid=\"CR31\" class=\"CitationRef\"\u003e2017\u003c/span\u003e), school environment (Uma\u0026ntilde;a-Taylor et al., \u003cspan citationid=\"CR43\" class=\"CitationRef\"\u003e2014\u003c/span\u003e), peer relationships (Wang, \u003cspan citationid=\"CR44\" class=\"CitationRef\"\u003e2011\u003c/span\u003e), learning motivation (Xu \u0026amp; Gao, \u003cspan citationid=\"CR52\" class=\"CitationRef\"\u003e2011\u003c/span\u003e). Among these, learning motivation is a significant influencing factor on self-identity. Existing research emphasizes the mutual connection between learning motivation and self-identity. This relationship manifests as students experiencing changes in self-identity driven by motivation, and these changes, in turn, either directly or indirectly strengthen or weaken learning motivation (Xu \u0026amp; Gao, \u003cspan citationid=\"CR52\" class=\"CitationRef\"\u003e2011\u003c/span\u003e). In the context of learning activities, internal psychological factors that can be transformed into learning motivation include learning interest, which can be directly converted into learning motivation (Bu, \u003cspan citationid=\"CR4\" class=\"CitationRef\"\u003e2008\u003c/span\u003e). Therefore, this study hypothesizes that learning interest may affect a person\u0026rsquo;s self-identity.\u003c/p\u003e \u003cp\u003eFurthermore, according to the emotional intelligence theories proposed by Goleman and Bar-On, there is a certain correlation between the development of self-identity and emotional intelligence. Research indicates that individuals who possess a stronger sense of self-identity are more likely to demonstrate better emotional intelligence (Xu et al., \u003cspan citationid=\"CR51\" class=\"CitationRef\"\u003e2015\u003c/span\u003e). SEC is an acquired ability based on emotional intelligence but not entirely equivalent to it (Petrides et al., \u003cspan citationid=\"CR30\" class=\"CitationRef\"\u003e2016\u003c/span\u003e), encompassing a broader range of dimensions (Yang et al., \u003cspan citationid=\"CR54\" class=\"CitationRef\"\u003e2016\u003c/span\u003e). This study hypothesizes that self-identity influences SEC and serves as a significant mediator between learning interest and SEC.\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec5\" class=\"Section2\"\u003e \u003ch2\u003e2.3 Peer relationships as a moderator\u003c/h2\u003e \u003cp\u003eBronfenbrenner\u0026rsquo;s ecological systems theory proposes that individuals develop within a hierarchy of interrelated environmental systems, with these systems dynamically interacting and shaping the course of personal growth (Bronfenbrenner, \u003cspan citationid=\"CR3\" class=\"CitationRef\"\u003e1992\u003c/span\u003e). SEC is a crucial composite of emotional, cognitive, and behavioral skills (Jones \u0026amp; Kahn, 2017). Based on Self-Determination Theory (SDT), individuals develop different motivations and subsequently produce varied outcomes\u0026mdash;emotionally, cognitively, and behaviorally\u0026mdash;when social conditions and environments support the three basic psychological needs: autonomy, competence, and relatedness (Ryan \u0026amp; Deci, \u003cspan citationid=\"CR35\" class=\"CitationRef\"\u003e2017\u003c/span\u003e). Among these, the need for relatedness refers to an individual\u0026rsquo;s desire to establish close relationships, feel accepted by others, and express care toward others (i.e., experiencing closeness and intimate interpersonal relationships) (Liu et al., \u003cspan citationid=\"CR26\" class=\"CitationRef\"\u003e2013\u003c/span\u003e). In social environments where the need for relatedness is met, different types of learning motivations emerge and influence SEC. For older adults engaged in learning, their need for relatedness is primarily reflected in the need for peer relationships. Learning interest is the deepening of learning motivation and emerges alongside it (Ding, \u003cspan citationid=\"CR13\" class=\"CitationRef\"\u003e2012\u003c/span\u003e). Therefore, peer relationships are crucial in stimulating learning interest, thereby influencing emotional, cognitive, and behavioral aspects.\u003c/p\u003e \u003cp\u003eOn the one hand, self-identity involves the individual\u0026rsquo;s affirmation of themselves and their reflection and decisions on major aspects of self-development (Jing \u0026amp; Wang, \u003cspan citationid=\"CR22\" class=\"CitationRef\"\u003e2008\u003c/span\u003e). The subjective inquiry into self-identity inevitably involves responses to the \u0026ldquo;recognition\u0026rdquo; issue, which carries an intersubjective nature. \u0026ldquo;Recognition\u0026rdquo; holds constructive significance for \u0026ldquo;identity\u0026rdquo; to some extent. It can be argued that individuals require the gaze and care of others; their self-awareness depends on both external \u0026ldquo;recognition\u0026rdquo; and self-affirmation (Wu \u0026amp; Gao, \u003cspan citationid=\"CR49\" class=\"CitationRef\"\u003e2023\u003c/span\u003e). Specifically, study reveals that positive peer relationships contribute to the development of a stable and secure social support system, which is crucial for the formation of self-identity (Paricio et al., \u003cspan citationid=\"CR29\" class=\"CitationRef\"\u003e2020\u003c/span\u003e).\u003c/p\u003e \u003cp\u003eOn the other hand, peer relationships are also important for enhancing SEC. Peers can help individuals, especially adolescents, regulate their emotions, provide emotional support, enhance self-confidence, and offer recognition. They also facilitate self-expression and self-exploration (Ji, \u003cspan citationid=\"CR21\" class=\"CitationRef\"\u003e2024\u003c/span\u003e). Frequent interactions offer children opportunities to learn social skills, communicate, cooperate, and exercise self-control, serving as a foundation for emotional experiences and cognitive development. Thus, peer relationships are vital for developing SEC. Extensive studies has emphasized the significance of cultivating SEC in children and adolescents (Xu et al., \u003cspan citationid=\"CR53\" class=\"CitationRef\"\u003e2024\u003c/span\u003e). In the context of an aging population, increasing evidence shows that peer relationships are equally significant for older adults. They are an important indicator of overall health for older adults (Holt-Lunstad et al., \u003cspan citationid=\"CR20\" class=\"CitationRef\"\u003e2010\u003c/span\u003e), helping them experience positive cognitive and behavioral outcomes during the aging process, thereby improving their quality of life (Haslam et al., \u003cspan citationid=\"CR18\" class=\"CitationRef\"\u003e2014\u003c/span\u003e). For older adults engaged in learning, peer relationships in school or classroom settings provide strong support for participation in leisure and volunteer activities (Shen \u0026amp; Yuan, \u003cspan citationid=\"CR37\" class=\"CitationRef\"\u003e2022\u003c/span\u003e). Thus, peer relationships are particularly important and may act as a moderating factor that could enhance learning interest and, consequently, SEC.\u003c/p\u003e \u003cp\u003eAlthough the importance of peer relationships has been widely recognized, we still know little about how they specifically moderate the connection between learning interest, self-identity, and SEC, as well as the circumstances under which this moderation is most significant.\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec6\" class=\"Section2\"\u003e \u003ch2\u003e2.4 The present study\u003c/h2\u003e \u003cp\u003eThis study delves into the mechanisms through which learning interest influences the SEC of older adults, aiming to uncover its underlying pathways. Through a questionnaire survey, we measured older adults\u0026rsquo; learning interest, self-identity, peer relationships, and SEC. Centered on the research objectives, the study puts forward the following hypotheses:\u003c/p\u003e \u003cp\u003e \u003cstrong\u003eHypothesis 1\u003c/strong\u003e \u003cp\u003eOlder adults\u0026rsquo; learning interest has a significant positive predictive effect on their SEC.\u003c/p\u003e \u003c/p\u003e \u003cp\u003e \u003cstrong\u003eHypothesis 2\u003c/strong\u003e \u003cp\u003eSelf-identity mediates the relationship between older adults\u0026rsquo; learning interest and their SEC.\u003c/p\u003e \u003c/p\u003e \u003cp\u003e \u003cstrong\u003eHypothesis 3\u003c/strong\u003e \u003cp\u003ePeer relationships moderate the relationship between older adults\u0026rsquo; learning interest and self-identity.\u003c/p\u003e \u003c/p\u003e \u003cp\u003e \u003cstrong\u003eHypothesis 4\u003c/strong\u003e \u003cp\u003ePeer relationships moderate the relationship between older adults\u0026rsquo; learning interest and SEC.\u003c/p\u003e \u003c/p\u003e \u003cp\u003eBased on these hypotheses, the study develops a moderated mediation model, offering important theoretical foundations and practical insights for preventing and addressing mental health issues among older adults (see Fig.\u0026nbsp;\u003cspan refid=\"Fig1\" class=\"InternalRef\"\u003e1\u003c/span\u003e).\u003c/p\u003e \u003cp\u003e \u003c/p\u003e \u003c/div\u003e"},{"header":"3 Methods","content":"\u003cdiv id=\"Sec8\" class=\"Section2\"\u003e \u003ch2\u003e3.1 Participants and procedures\u003c/h2\u003e \u003cp\u003eThis cross-sectional study was conducted among older adults in southeastern China from October to November 2023 using a self-report questionnaire. Cluster random sampling was employed to select representative senior universities, and eligible participants were invited to join. Inclusion criteria included the ability to read and comprehend, the capacity to complete the questionnaire independently, and providing complete responses without significant logical errors. Exclusion criteria for invalid surveys included false or incomplete information, missing three or more answers, patterned responses, or illogical answers. Data collection was carried out through face-to-face anonymous testing, with participants providing informed consent. Out of 500 questionnaires distributed, 472 valid responses were collected, yielding a response rate of 94.4%. The study was approved by The Institutional Review Board of Ningbo University and conducted in accordance with the approved guidelines.\u003c/p\u003e \u003c/div\u003e"},{"header":"4 Measures","content":"\u003cdiv id=\"Sec10\" class=\"Section2\"\u003e \u003ch2\u003e4.1 Socio-demographic characteristics\u003c/h2\u003e \u003cp\u003eThe demographic characteristics of the study members included gender, age, type of household registration, education level, living conditions, physical health condition, monthly income and length of study.\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec11\" class=\"Section2\"\u003e \u003ch2\u003e4.2 Learning Interest Scale\u003c/h2\u003e \u003cp\u003eThe Learning Interest Scale developed by Zhao Lanlan (2006) measures learning interest from both cognitive and affective dimensions, with a total of 20 items on a five-point Likert scale (1=\u0026lsquo;completely disagree\u0026rsquo;, 5=\u0026lsquo;completely agree\u0026rsquo;). Higher scores indicate greater interest, with a Cronbach\u0026rsquo; s alpha of 0.96.\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec12\" class=\"Section2\"\u003e \u003ch2\u003e4.3 Self-Identity Scale\u003c/h2\u003e \u003cp\u003eThe Self-Identity Scale developed by Campbell et al. (1996) assesses the clarity and consistency of self-concept through 12 items on a 5-point scale, with higher scores indicating stronger self-identity, with a Cronbach\u0026rsquo; s alpha of 0.89.\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec13\" class=\"Section2\"\u003e \u003ch2\u003e4.4 Peer Relationship Scale\u003c/h2\u003e \u003cp\u003eThe Peer Relationships Scale, developed by Furman and Buhrmester (1985), was appropriately adapted for older adults. This scale measures relationship quality on a 5-point scale, with higher scores indicating better relationships. The Cronbach\u0026rsquo; s alpha for this scale was 0.83.\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec14\" class=\"Section2\"\u003e \u003ch2\u003e4.5 Social-Emotional Competence Scale\u003c/h2\u003e \u003cp\u003eThe Social-Emotional Competence Scale, adapted from Wang Shuqin (2021) and Bell (2016), consists of 12 items rated on a 5-point scale. Higher mean scores indicate greater social-emotional competence, and the scale demonstrated a Cronbach\u0026rsquo;s alpha of 0.94.\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec15\" class=\"Section2\"\u003e \u003ch2\u003e4.6 Data analyses\u003c/h2\u003e \u003cp\u003eIn this study, SPSS 26.0 was utilized for data analysis. In this study, the dataset initially included responses that were preprocessed to ensure data quality. During the preprocessing phase, the boxplot method was employed to identify and address errors caused by outliers. Data points exceeding 1.5 times the interquartile range were flagged as anomalies, and these outliers accounted for 2.3% of the total data. After removing the outliers, the cleaned dataset consisted of 461 responses, which were used for subsequent analyses. The assessment of demographic variables included independent samples t-tests and one-way ANOVA. To examine the relationships among the key study variables, Pearson correlation coefficients were computed. Moderated mediation analyses were performed using Hayes\u0026rsquo; Statistical Models 4 and 8. Following the guidelines provided by Wen and Ye (\u003cspan citationid=\"CR47\" class=\"CitationRef\"\u003e2014a\u003c/span\u003e, \u003cspan citationid=\"CR48\" class=\"CitationRef\"\u003e2014b\u003c/span\u003e), the bootstrap method was applied to test the significance of regression coefficients. Specifically, 5000 bias-corrected bootstrap samples were generated to compute 95% confidence intervals. Finally, simple slope analyses were conducted to explore significant interaction effects.\u003c/p\u003e \u003c/div\u003e"},{"header":"5 Result","content":"\u003cdiv id=\"Sec17\" class=\"Section2\"\u003e \u003ch2\u003e5.1 Descriptive statistics and socio-demographic characteristics\u003c/h2\u003e \u003cp\u003eTable\u0026nbsp;\u003cspan refid=\"Tab1\" class=\"InternalRef\"\u003e1\u003c/span\u003e presents the demographic characteristics of the 461 participants, including means, standard deviations, and possible ranges for key variables. The data reveal significant differences among income levels in learning interest, self-identity, and peer relationships. Older adults with incomes between 1,000 and 2,000 yuan showed higher learning interest, while those with incomes above 4,000 yuan exhibited better self-identity and peer relationships. Additionally, longer length of study were associated with stronger learning interest, higher self-identity, more harmonious peer relationships, and greater SEC.\u003c/p\u003e \u003cp\u003e \u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab1\" border=\"1\"\u003e \u003ccaption language=\"En\"\u003e \u003cdiv class=\"CaptionNumber\"\u003eTable 1\u003c/div\u003e \u003cdiv class=\"CaptionContent\"\u003e \u003cp\u003eDescriptive statistics of demographic variables of older adults (\u003cem\u003eN\u0026thinsp;=\u0026thinsp;461\u003c/em\u003e)\u003c/p\u003e \u003c/div\u003e \u003c/caption\u003e \u003ccolgroup cols=\"7\"\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c5\" colnum=\"5\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c6\" colnum=\"6\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c7\" colnum=\"7\"\u003e\u003c/div\u003e \u003ctbody\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eVariables\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\" morerows=\"1\" rowspan=\"2\"\u003e \u003cp\u003eSocio-Demographic Characteristics\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\" morerows=\"1\" rowspan=\"2\"\u003e \u003cp\u003e\u003cem\u003eN\u003c/em\u003e(%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eLearning Interest\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003eSelf-identity\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003ePeer Relationships\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003eSocial-emotional Competence\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e\u003cem\u003eMean\u0026thinsp;\u0026plusmn;\u0026thinsp;SD\u003c/em\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e\u003cem\u003eMean\u0026thinsp;\u0026plusmn;\u0026thinsp;SD\u003c/em\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e\u003cem\u003eMean\u0026thinsp;\u0026plusmn;\u0026thinsp;SD\u003c/em\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e\u003cem\u003eMean\u0026thinsp;\u0026plusmn;\u0026thinsp;SD\u003c/em\u003e\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\" morerows=\"3\" rowspan=\"4\"\u003e \u003cp\u003eGender\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eMale\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e143(31.0)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e4.23\u0026thinsp;\u0026plusmn;\u0026thinsp;0.62\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e4.26\u0026thinsp;\u0026plusmn;\u0026thinsp;0.70\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e4.29\u0026thinsp;\u0026plusmn;\u0026thinsp;0.68\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e4.15\u0026thinsp;\u0026plusmn;\u0026thinsp;0.67\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eFemale\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e318(69.0)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e4.29\u0026thinsp;\u003cem\u003e\u0026plusmn;\u003c/em\u003e\u0026thinsp;0.67\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e4.25\u0026thinsp;\u0026plusmn;\u0026thinsp;0.75\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e4.38\u0026thinsp;\u0026plusmn;\u0026thinsp;0.68\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e4.16\u0026thinsp;\u0026plusmn;\u0026thinsp;0.62\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e\u003cem\u003et\u003c/em\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e\u0026minus;0.841\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e0.054\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e\u0026minus;1.415\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e\u0026minus;0.266\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e\u003cem\u003ep\u003c/em\u003e value\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e0.401\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e0.957\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e0.158\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e0.790\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\" morerows=\"5\" rowspan=\"6\"\u003e \u003cp\u003eAge\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e50\u0026ndash;59\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e204(44.3)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e4.21\u0026thinsp;\u003cem\u003e\u0026plusmn;\u003c/em\u003e\u0026thinsp;0.66\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e4.26\u0026thinsp;\u0026plusmn;\u0026thinsp;0.68\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e4.29\u0026thinsp;\u0026plusmn;\u0026thinsp;0.71\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e4.16\u0026thinsp;\u0026plusmn;\u0026thinsp;0.61\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e60\u0026ndash;69\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e186(40.3)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e4.32\u0026thinsp;\u003cem\u003e\u0026plusmn;\u003c/em\u003e\u0026thinsp;0.59\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e4.24\u0026thinsp;\u0026plusmn;\u0026thinsp;0.75\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e4.39\u0026thinsp;\u0026plusmn;\u0026thinsp;0.64\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e4.16\u0026thinsp;\u0026plusmn;\u0026thinsp;0.64\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e70\u0026ndash;79\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e68(14.8)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e4.34\u0026thinsp;\u003cem\u003e\u0026plusmn;\u003c/em\u003e\u0026thinsp;0.77\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e4.26\u0026thinsp;\u0026plusmn;\u0026thinsp;0.84\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e4.46\u0026thinsp;\u0026plusmn;\u0026thinsp;0.68\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e4.13\u0026thinsp;\u0026plusmn;\u0026thinsp;0.70\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eOver 80\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e3(0.7)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e\u003cem\u003e3.89\u0026thinsp;\u0026plusmn;\u0026thinsp;0.51\u003c/em\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e4.33\u0026thinsp;\u0026plusmn;\u0026thinsp;0.58\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e4.00\u0026thinsp;\u0026plusmn;\u0026thinsp;1.00\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e4.33\u0026thinsp;\u0026plusmn;\u0026thinsp;0.51\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e\u003cem\u003eF\u003c/em\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e1.479\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e0.025\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e1.454\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e0.139\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e\u003cem\u003ep\u003c/em\u003e value\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e0.220\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e0.995\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e0.227\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e0.937\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\" morerows=\"3\" rowspan=\"4\"\u003e \u003cp\u003eType of household registration\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eRural\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e90(19.5)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e4.36\u0026thinsp;\u0026plusmn;\u0026thinsp;0.74\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e4.32\u0026thinsp;\u0026plusmn;\u0026thinsp;0.78\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e4.34\u0026thinsp;\u0026plusmn;\u0026thinsp;0.75\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e4.23\u0026thinsp;\u0026plusmn;\u0026thinsp;0.64\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eUrban\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e371(80.5)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e4.25\u0026thinsp;\u0026plusmn;\u0026thinsp;0.63\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e4.24\u0026thinsp;\u0026plusmn;\u0026thinsp;0.72\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e4.36\u0026thinsp;\u0026plusmn;\u0026thinsp;0.66\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e4.14\u0026thinsp;\u0026plusmn;\u0026thinsp;0.63\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e\u003cem\u003et\u003c/em\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e1.522\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e0.955\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e\u0026minus;0.142\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e1.180\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e\u003cem\u003ep\u003c/em\u003e value\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e0.129\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e0.340\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e0.887\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e0.238\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\" morerows=\"6\" rowspan=\"7\"\u003e \u003cp\u003eEducation level\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eLess than junior middle school\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e15(3.3)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e4.29\u0026thinsp;\u0026plusmn;\u0026thinsp;0.92\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e4.33\u0026thinsp;\u0026plusmn;\u0026thinsp;1.05\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e4.27\u0026thinsp;\u0026plusmn;\u0026thinsp;0.59\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e4.28\u0026thinsp;\u0026plusmn;\u0026thinsp;0.57\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eJunior middle school\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e123(26.7)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e4.30\u0026thinsp;\u0026plusmn;\u0026thinsp;0.74\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e4.28\u0026thinsp;\u0026plusmn;\u0026thinsp;0.75\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e4.32\u0026thinsp;\u0026plusmn;\u0026thinsp;0.75\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e4.19\u0026thinsp;\u0026plusmn;\u0026thinsp;0.64\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eHigh school or technical secondary school\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e163(35.4)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e4.25\u0026thinsp;\u0026plusmn;\u0026thinsp;0.62\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e4.21\u0026thinsp;\u0026plusmn;\u0026thinsp;0.73\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e4.31\u0026thinsp;\u0026plusmn;\u0026thinsp;0.69\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e4.16\u0026thinsp;\u0026plusmn;\u0026thinsp;0.64\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eJunior college\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e82(17.8)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e4.28\u0026thinsp;\u0026plusmn;\u0026thinsp;0.59\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e4.24\u0026thinsp;\u0026plusmn;\u0026thinsp;0.68\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e4.43\u0026thinsp;\u0026plusmn;\u0026thinsp;0.59\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e4.09\u0026thinsp;\u0026plusmn;\u0026thinsp;0.57\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eBachelor' s degree or above\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e78(16.9)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e4.25\u0026thinsp;\u0026plusmn;\u0026thinsp;0.60\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e4.29\u0026thinsp;\u0026plusmn;\u0026thinsp;0.70\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e4.44\u0026thinsp;\u0026plusmn;\u0026thinsp;0.66\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e4.14\u0026thinsp;\u0026plusmn;\u0026thinsp;0.68\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e\u003cem\u003eF\u003c/em\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e0.141\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e0.276\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e0.816\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e0.444\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e\u003cem\u003ep\u003c/em\u003e value\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e0.967\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e0.894\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e0.516\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e0.778\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\" morerows=\"6\" rowspan=\"7\"\u003e \u003cp\u003eLiving conditions\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eLiving alone\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e28(6.1)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e4.38\u0026thinsp;\u0026plusmn;\u0026thinsp;0.59\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e4.36\u0026thinsp;\u0026plusmn;\u0026thinsp;0.68\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e4.39\u0026thinsp;\u0026plusmn;\u0026thinsp;0.74\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e4.20\u0026thinsp;\u0026plusmn;\u0026thinsp;0.60\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eLiving with partner only\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e232(50.3)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e4.25\u0026thinsp;\u0026plusmn;\u0026thinsp;0.67\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e4.19\u0026thinsp;\u0026plusmn;\u0026thinsp;0.77\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e4.37\u0026thinsp;\u0026plusmn;\u0026thinsp;0.65\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e4.12\u0026thinsp;\u0026plusmn;\u0026thinsp;0.65\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eLiving with children\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e43(9.3)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e4.15\u0026thinsp;\u0026plusmn;\u0026thinsp;0.81\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e4.44\u0026thinsp;\u0026plusmn;\u0026thinsp;0.67\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e4.28\u0026thinsp;\u0026plusmn;\u0026thinsp;0.83\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e4.23\u0026thinsp;\u0026plusmn;\u0026thinsp;0.55\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eLiving with a partner and children\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e157(34.1)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e4.30\u0026thinsp;\u0026plusmn;\u0026thinsp;0.58\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e4.28\u0026thinsp;\u0026plusmn;\u0026thinsp;0.70\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e4.34\u0026thinsp;\u0026plusmn;\u0026thinsp;0.68\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e4.19\u0026thinsp;\u0026plusmn;\u0026thinsp;0.63\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eLiving in a residential care facility\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e1(0.2)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e5.00\u0026thinsp;\u0026plusmn;\u0026thinsp;0.00\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e5.00\u0026thinsp;\u0026plusmn;\u0026thinsp;0.00\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e5.00\u0026thinsp;\u0026plusmn;\u0026thinsp;0.00\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e4.92\u0026thinsp;\u0026plusmn;\u0026thinsp;0.00\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e\u003cem\u003eF\u003c/em\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e1.042\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e1.604\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e0.403\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e0.843\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e\u003cem\u003ep\u003c/em\u003e value\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e0.385\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e0.172\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e0.806\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e0.498\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\" morerows=\"6\" rowspan=\"7\"\u003e \u003cp\u003ePhysical health condition\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eVery good\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e129(28)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e4.34\u0026thinsp;\u0026plusmn;\u0026thinsp;0.68\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e4.36\u0026thinsp;\u0026plusmn;\u0026thinsp;0.66\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e4.43\u0026thinsp;\u0026plusmn;\u0026thinsp;0.69\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e4.27\u0026thinsp;\u0026plusmn;\u0026thinsp;0.62\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eComparatively good\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e169(36.7)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e4.24\u0026thinsp;\u0026plusmn;\u0026thinsp;0.58\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e4.21\u0026thinsp;\u0026plusmn;\u0026thinsp;0.70\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e4.29\u0026thinsp;\u0026plusmn;\u0026thinsp;0.66\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e4.11\u0026thinsp;\u0026plusmn;\u0026thinsp;0.64\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eAverage\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e151(32.8)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e4.26\u0026thinsp;\u0026plusmn;\u0026thinsp;0.71\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e4.24\u0026thinsp;\u0026plusmn;\u0026thinsp;0.81\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e4.36\u0026thinsp;\u0026plusmn;\u0026thinsp;0.70\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e4.13\u0026thinsp;\u0026plusmn;\u0026thinsp;0.63\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eNot so good\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e10(2.2)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e3.87\u0026thinsp;\u0026plusmn;\u0026thinsp;0.59\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e3.80\u0026thinsp;\u0026plusmn;\u0026thinsp;0.79\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e4.30\u0026thinsp;\u0026plusmn;\u0026thinsp;0.67\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e3.84\u0026thinsp;\u0026plusmn;\u0026thinsp;0.75\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eVery bad\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e2(0.4)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e4.50\u0026thinsp;\u0026plusmn;\u0026thinsp;0.71\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e4.50\u0026thinsp;\u0026plusmn;\u0026thinsp;0.71\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e4.50\u0026thinsp;\u0026plusmn;\u0026thinsp;0.71\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e4.46\u0026thinsp;\u0026plusmn;\u0026thinsp;0.65\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e\u003cem\u003eF\u003c/em\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e1.452\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e1.904\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e0.784\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e2.054\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e\u003cem\u003ep\u003c/em\u003e value\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e0.216\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e0.109\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e0.536\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e0.086\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\" morerows=\"5\" rowspan=\"6\"\u003e \u003cp\u003eMonthly income\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eUnder \u0026yen;1,000\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e17(3.7)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e3.84\u0026thinsp;\u0026plusmn;\u0026thinsp;1.25\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e3.88\u0026thinsp;\u0026plusmn;\u0026thinsp;1.11\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e4.06\u0026thinsp;\u0026plusmn;\u0026thinsp;1.03\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e4.04\u0026thinsp;\u0026plusmn;\u0026thinsp;0.72\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e\u0026yen;1,000-\u0026yen;2,000\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e62(13.4)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e4.32\u0026thinsp;\u0026plusmn;\u0026thinsp;0.57\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e4.26\u0026thinsp;\u0026plusmn;\u0026thinsp;0.70\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e4.29\u0026thinsp;\u0026plusmn;\u0026thinsp;0.66\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e4.11\u0026thinsp;\u0026plusmn;\u0026thinsp;0.55\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e\u0026yen;2,000-\u0026yen;4,000\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e144(31.2)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e4.25\u0026thinsp;\u0026plusmn;\u0026thinsp;0.67\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e4.17\u0026thinsp;\u0026plusmn;\u0026thinsp;0.76\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e4.29\u0026thinsp;\u0026plusmn;\u0026thinsp;0.66\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e4.15\u0026thinsp;\u0026plusmn;\u0026thinsp;0.62\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eOver \u0026yen;4,000\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e238(51.6)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e4.30\u0026thinsp;\u0026plusmn;\u0026thinsp;0.60\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e4.31\u0026thinsp;\u0026plusmn;\u0026thinsp;0.68\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e4.43\u0026thinsp;\u0026plusmn;\u0026thinsp;0.66\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e4.16\u0026thinsp;\u0026plusmn;\u0026thinsp;0.66\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e\u003cem\u003eF\u003c/em\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e2.690\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e2.813\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e2.626\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e0.275\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e\u003cem\u003ep\u003c/em\u003e value\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e0.046\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e0.039\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e0.050\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e0.844\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\" morerows=\"5\" rowspan=\"6\"\u003e \u003cp\u003eLength of study\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eLess than a year\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e180(39.0)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e4.04\u0026thinsp;\u0026plusmn;\u0026thinsp;0.72\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e4.09\u0026thinsp;\u0026plusmn;\u0026thinsp;0.80\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e4.14\u0026thinsp;\u0026plusmn;\u0026thinsp;0.75\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e4.06\u0026thinsp;\u0026plusmn;\u0026thinsp;0.66\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e1\u0026ndash;3 Years\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e127(27.5)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e4.36\u0026thinsp;\u0026plusmn;\u0026thinsp;0.57\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e4.30\u0026thinsp;\u0026plusmn;\u0026thinsp;0.69\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e4.43\u0026thinsp;\u0026plusmn;\u0026thinsp;0.61\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e4.16\u0026thinsp;\u0026plusmn;\u0026thinsp;0.60\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e3\u0026ndash;5 Years\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e84(18.2)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e4.45\u0026thinsp;\u0026plusmn;\u0026thinsp;0.57\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e4.42\u0026thinsp;\u0026plusmn;\u0026thinsp;0.62\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e4.57\u0026thinsp;\u0026plusmn;\u0026thinsp;0.59\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e4.27\u0026thinsp;\u0026plusmn;\u0026thinsp;0.59\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eOver 5 Years\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e70(15.2)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e4.47\u0026thinsp;\u0026plusmn;\u0026thinsp;0.52\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e4.40\u0026thinsp;\u0026plusmn;\u0026thinsp;0.67\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e4.51\u0026thinsp;\u0026plusmn;\u0026thinsp;0.56\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e4.28\u0026thinsp;\u0026plusmn;\u0026thinsp;0.62\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e\u003cem\u003eF\u003c/em\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e13.740\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e5.447\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e11.306\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e3.261\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e\u003cem\u003ep\u003c/em\u003e value\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e\u0026lt;\u0026thinsp;0.000\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e0.001\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e\u0026lt;\u0026thinsp;0.000\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e0.021\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003c/tbody\u003e \u003c/colgroup\u003e \u003c/table\u003e\u003c/div\u003e \u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec18\" class=\"Section2\"\u003e \u003ch2\u003e5.2 Correlation analysis\u003c/h2\u003e \u003cp\u003eTable\u0026nbsp;\u003cspan refid=\"Tab2\" class=\"InternalRef\"\u003e2\u003c/span\u003e describes the interrelationships between the main variables of the survey. Learning interest was found to be significantly positively associated with SEC (r\u0026thinsp;=\u0026thinsp;0.55, p\u0026thinsp;\u0026lt;\u0026thinsp;0.01). Similarly, SEC was significantly positively associated with self-identity (r\u0026thinsp;=\u0026thinsp;0.69, p\u0026thinsp;\u0026lt;\u0026thinsp;0.01) and peer relationships (r\u0026thinsp;=\u0026thinsp;0.43, p\u0026thinsp;\u0026lt;\u0026thinsp;0.01). Additionally, significant positive correlations were found between learning interest and self-identity (r\u0026thinsp;=\u0026thinsp;0.58, p\u0026thinsp;\u0026lt;\u0026thinsp;0.01), learning interest and peer relationships (r\u0026thinsp;=\u0026thinsp;0.60, p\u0026thinsp;\u0026lt;\u0026thinsp;0.01), as well as between self-identity and peer relationships (r\u0026thinsp;=\u0026thinsp;0.46, p\u0026thinsp;\u0026lt;\u0026thinsp;0.01).\u003c/p\u003e \u003cp\u003e \u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab2\" border=\"1\"\u003e \u003ccaption language=\"En\"\u003e \u003cdiv class=\"CaptionNumber\"\u003eTable 2\u003c/div\u003e \u003cdiv class=\"CaptionContent\"\u003e \u003cp\u003eMeans, standard deviations, and correlation matrix for four main variables\u003c/p\u003e \u003c/div\u003e \u003c/caption\u003e \u003ccolgroup cols=\"5\"\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c5\" colnum=\"5\"\u003e\u003c/div\u003e \u003cthead\u003e \u003ctr\u003e \u003cth align=\"left\" colname=\"c1\"\u003e \u003cp\u003eVariables\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c2\"\u003e \u003cp\u003e1\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c3\"\u003e \u003cp\u003e2\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c4\"\u003e \u003cp\u003e3\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c5\"\u003e \u003cp\u003e4\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003c/thead\u003e \u003ctbody\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e1.Learning Interest\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e1\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e2.Self-identity\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e0.58**\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e1\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e3.Peer Relationship\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e0.60**\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e0.46**\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e1\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e4.SEC\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e0.55**\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e0.69**\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e0.43**\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e1\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e\u003cem\u003eM\u0026thinsp;\u0026plusmn;\u0026thinsp;SD\u003c/em\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e4.28\u0026thinsp;\u0026plusmn;\u0026thinsp;0.70\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e4.23\u0026thinsp;\u0026plusmn;\u0026thinsp;0.76\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e4.35\u0026thinsp;\u0026plusmn;\u0026thinsp;0.69\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e4.11\u0026thinsp;\u0026plusmn;\u0026thinsp;0.61\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003c/tbody\u003e \u003c/colgroup\u003e \u003ctfoot\u003e \u003ctr\u003e\u003ctd colspan=\"5\"\u003e\u003cem\u003eNote. **p\u0026thinsp;\u0026lt;\u0026thinsp;0.01\u003c/em\u003e\u003c/td\u003e\u003c/tr\u003e \u003c/tfoot\u003e \u003c/table\u003e\u003c/div\u003e \u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec19\" class=\"Section2\"\u003e \u003ch2\u003e5.3 Moderated mediation analysis\u003c/h2\u003e \u003cp\u003eFirst, Hayes\u0026rsquo; (2012) SPSS macro (Model 4, a simple mediation model) was used for data analysis to examine the mediating effect of self-identity on the relationship between learning interest and SEC, controlling for demographic variables such as gender, age, and household registration (Table\u0026nbsp;\u003cspan refid=\"Tab3\" class=\"InternalRef\"\u003e3\u003c/span\u003e). The results indicated that learning interest significantly predicted SEC (B\u0026thinsp;=\u0026thinsp;0.42, t\u0026thinsp;=\u0026thinsp;8.59, p\u0026thinsp;\u0026lt;\u0026thinsp;0.001). Furthermore, after introducing the mediating variable, the direct predictive effect of learning interest on SEC remained significant (B\u0026thinsp;=\u0026thinsp;0.20, t\u0026thinsp;=\u0026thinsp;4.83, p\u0026thinsp;\u0026lt;\u0026thinsp;0.001), supporting Hypothesis \u003cspan refid=\"FPar1\" class=\"InternalRef\"\u003e1\u003c/span\u003e. Learning interest was a significant positive predictor of self-identity (B\u0026thinsp;=\u0026thinsp;0.53, t\u0026thinsp;=\u0026thinsp;8.86, p\u0026thinsp;\u0026lt;\u0026thinsp;0.001) and self-identity was also a significant positive predictor of SEC (B\u0026thinsp;=\u0026thinsp;0.45, t\u0026thinsp;=\u0026thinsp;11.81, p\u0026thinsp;\u0026lt;\u0026thinsp;0.001), supporting Hypothesis \u003cspan refid=\"FPar2\" class=\"InternalRef\"\u003e2\u003c/span\u003e. Additionally, the bootstrap 95% confidence intervals for both the direct effect of learning interest on SEC and the indirect effect through self-identity did not contain zero (Table\u0026nbsp;\u003cspan refid=\"Tab4\" class=\"InternalRef\"\u003e4\u003c/span\u003e). This indicates that learning interest not only directly predicts SEC but also predicts it through the mediating role of self-identity. Specifically, the direct effect (0.20) and the indirect (mediated) effect (0.28) accounted for 41.67% and 58.33% of the total effect (0.48), respectively.\u003c/p\u003e \u003cp\u003e \u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab3\" border=\"1\"\u003e \u003ccaption language=\"En\"\u003e \u003cdiv class=\"CaptionNumber\"\u003eTable 3\u003c/div\u003e \u003cdiv class=\"CaptionContent\"\u003e \u003cp\u003eThe results of the regression analysis: Examining self-identity as a mediator and peer relationships as a moderator in the relation between learning interest and SEC\u003c/p\u003e \u003c/div\u003e \u003c/caption\u003e \u003ccolgroup cols=\"7\"\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c5\" colnum=\"5\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c6\" colnum=\"6\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c7\" colnum=\"7\"\u003e\u003c/div\u003e \u003cthead\u003e \u003ctr\u003e \u003cth align=\"left\" colname=\"c1\" morerows=\"1\" rowspan=\"2\"\u003e \u003cp\u003ePredictor Variables\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colspan=\"2\" nameend=\"c3\" namest=\"c2\"\u003e \u003cp\u003eEquation 1\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colspan=\"2\" nameend=\"c5\" namest=\"c4\"\u003e \u003cp\u003eEquation 2\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colspan=\"2\" nameend=\"c7\" namest=\"c6\"\u003e \u003cp\u003eEquation 3\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003ctr\u003e \u003cth align=\"left\" colspan=\"2\" nameend=\"c3\" namest=\"c2\"\u003e \u003cp\u003eVariable (SEC)\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colspan=\"2\" nameend=\"c5\" namest=\"c4\"\u003e \u003cp\u003eVariable (Self-identity)\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colspan=\"2\" nameend=\"c7\" namest=\"c6\"\u003e \u003cp\u003eVariable (SEC)\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003ctr\u003e \u003cth align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/th\u003e \u003cth align=\"left\" colname=\"c2\"\u003e \u003cp\u003eβ\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c3\"\u003e \u003cp\u003et\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c4\"\u003e \u003cp\u003eβ\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c5\"\u003e \u003cp\u003et\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c6\"\u003e \u003cp\u003eβ\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c7\"\u003e \u003cp\u003et\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003c/thead\u003e \u003ctbody\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eLearning interest\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e0.42\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e8.59***\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e0.53\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e8.86***\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e \u003cp\u003e0.20\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c7\"\u003e \u003cp\u003e4.83***\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003ePeer relationships\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e0.21\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e4.13***\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e0.22\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e3.65***\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e \u003cp\u003e0.11\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c7\"\u003e \u003cp\u003e2.58**\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eLearning interest\u0026times;Peer relationships\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e0.17\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e4.48***\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e0.10\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e2.21*\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e \u003cp\u003e0.13\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c7\"\u003e \u003cp\u003e3.86***\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eSelf-identity\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e \u003cp\u003e0.45\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c7\"\u003e \u003cp\u003e11.81***\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eSelf-identity\u0026times;Peer relationships\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e \u003cp\u003e0.07\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c7\"\u003e \u003cp\u003e0.13\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e\u003cem\u003eR\u0026sup2;\u003c/em\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e0.37\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e0.38\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c7\"\u003e \u003cp\u003e0.53\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e\u003cem\u003eF\u003c/em\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e17.97***\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e19.31***\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c7\"\u003e \u003cp\u003e32.48***\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003c/tbody\u003e \u003c/colgroup\u003e \u003ctfoot\u003e \u003ctr\u003e\u003ctd colspan=\"7\"\u003eNote. *p\u0026thinsp;\u0026lt;\u0026thinsp;0.05,**p\u0026thinsp;\u0026lt;\u0026thinsp;0.01,***p\u0026thinsp;\u0026lt;\u0026thinsp;0.001\u003c/td\u003e\u003c/tr\u003e \u003c/tfoot\u003e \u003c/table\u003e\u003c/div\u003e \u003c/p\u003e \u003cp\u003e \u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab4\" border=\"1\"\u003e \u003ccaption language=\"En\"\u003e \u003cdiv class=\"CaptionNumber\"\u003eTable 4\u003c/div\u003e \u003cdiv class=\"CaptionContent\"\u003e \u003cp\u003eBootstrap test of the mediating effects of self-identity\u003c/p\u003e \u003c/div\u003e \u003c/caption\u003e \u003ccolgroup cols=\"6\"\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c5\" colnum=\"5\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c6\" colnum=\"6\"\u003e\u003c/div\u003e \u003cthead\u003e \u003ctr\u003e \u003cth align=\"left\" colname=\"c1\"\u003e \u003cp\u003eEffect\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c2\"\u003e \u003cp\u003eβ\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c3\"\u003e \u003cp\u003eSE\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c4\"\u003e \u003cp\u003eLLCI\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c5\"\u003e \u003cp\u003eULCI\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c6\"\u003e \u003cp\u003eRelative Effect Value\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003c/thead\u003e \u003ctbody\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eTotal effects\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e0.48\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e0.04\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e0.40\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e0.57\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eDirect effect\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e0.20\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e0.04\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e0.12\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e0.29\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e \u003cp\u003e41.67%\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eIndirect effect\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e0.28\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e0.04\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e0.21\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e0.36\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e \u003cp\u003e58.33%\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003c/tbody\u003e \u003c/colgroup\u003e \u003ctfoot\u003e \u003ctr\u003e\u003ctd colspan=\"6\"\u003e\u003cem\u003eNote N\u0026thinsp;=\u0026thinsp;461\u003c/em\u003e. The variables of age, gender, type of household registration、education level、living conditions、physical health condition、monthly income and length of study were controlled.\u003c/td\u003e\u003c/tr\u003e \u003c/tfoot\u003e \u003c/table\u003e\u003c/div\u003e \u003c/p\u003e \u003cp\u003eAdditionally, Model 8 from the SPSS macro developed by Hayes (2012) was employed to test the moderated mediation model. This model adjusts for the first half and direct path of the mediation process, aligning with the theoretical framework of the current study. Demographic variables such as gender, age, household registration and other demographic variables were controlled for in the analysis, as presented in Table\u0026nbsp;\u003cspan refid=\"Tab3\" class=\"InternalRef\"\u003e3\u003c/span\u003e. The results of Eq.\u0026nbsp;2 and Eq.\u0026nbsp;3 indicate that, after incorporating peer relationships into the model, the interaction term between learning interest and peer relationships significantly predicted both self-identity (B\u0026thinsp;=\u0026thinsp;0.10, t\u0026thinsp;=\u0026thinsp;2.21, p\u0026thinsp;\u0026lt;\u0026thinsp;0.05) and SEC (B\u0026thinsp;=\u0026thinsp;0.13, t\u0026thinsp;=\u0026thinsp;3.86, p\u0026thinsp;\u0026lt;\u0026thinsp;0.001), thereby confirming Hypotheses 3 and 4. This suggests that peer relationships not only moderate the effect of learning interest on self-identity, but also play a moderating role in the direct prediction of learning interest on SEC. The moderated mediation model is illustrated in Fig.\u0026nbsp;\u003cspan refid=\"Fig2\" class=\"InternalRef\"\u003e2\u003c/span\u003e. Further simple slope analysis reveals that for participants with lower peer relationship levels (M-1SD), learning interest significantly predicted self-identity(see Fig.\u0026nbsp;\u003cspan refid=\"Fig3\" class=\"InternalRef\"\u003e3\u003c/span\u003e), but the effect was relatively small (simple slope\u0026thinsp;=\u0026thinsp;0.46, t\u0026thinsp;=\u0026thinsp;7.21, p\u0026thinsp;\u0026lt;\u0026thinsp;0.01). Conversely, for participants with higher peer relationship levels (M+1SD), learning interest exhibited a stronger predictive effect on self-identity (simple slope\u0026thinsp;=\u0026thinsp;0.60, t\u0026thinsp;=\u0026thinsp;8.44, p\u0026thinsp;\u0026lt;\u0026thinsp;0.01). This indicates that as the quality of peer relationships increases, the predictive power of learning interest on self-identity also increases. Similarly, as shown in Fig.\u0026nbsp;\u003cspan refid=\"Fig4\" class=\"InternalRef\"\u003e4\u003c/span\u003e, for participants with lower peer relationship levels (M-1SD), learning interest significantly predicted SEC (simple slope\u0026thinsp;=\u0026thinsp;0.11, t\u0026thinsp;=\u0026thinsp;2.30, p\u0026thinsp;\u0026lt;\u0026thinsp;0.05), while for those with higher peer relationship levels (M+1SD), the effect was stronger (simple slope\u0026thinsp;=\u0026thinsp;0.28, t\u0026thinsp;=\u0026thinsp;5.13, p\u0026thinsp;\u0026lt;\u0026thinsp;0.01). These findings further suggest that as peer relationship levels improve, the predictive effect of learning interest on SEC strengthens. When learning interest is at a low level, regardless of the level of peer relationships, their self-identity remains negative and their level of SEC is very close to each other.\u003c/p\u003e \u003cp\u003e \u003c/p\u003e \u003cp\u003e \u003c/p\u003e \u003cp\u003e \u003c/p\u003e \u003c/div\u003e"},{"header":"6 Discussion","content":"\u003cp\u003eThis study built a moderated mediation model examining how learning interest affects older adults\u0026rsquo; SEC. Results showed direct and indirect (via self-identity) effects of learning interest, with peer relationships moderating both pathways. These findings support our hypotheses and provide effective intervention strategies for enhancing SEC.\u003c/p\u003e \u003cdiv id=\"Sec21\" class=\"Section2\"\u003e \u003ch2\u003e6.1 Learning interest and SEC\u003c/h2\u003e \u003cp\u003eIn this study, learning interest demonstrated a significant positive predictive effect on SEC, indicating that learning interest can promote the enhancement of SEC. Older adults with strong learning interest exhibited significantly higher levels of SEC compared to those with weaker learning interest. Specifically, a strong learning interest motivates older adults to engage consistently in learning activities. This sustained learning behavior not only helps them acquire new knowledge and skills but also encourages them to reevaluate their abilities, interests, and values, thereby comprehensively improving their self-awareness (Kim \u0026amp; Merriam, \u003cspan citationid=\"CR24\" class=\"CitationRef\"\u003e2004\u003c/span\u003e). Simultaneously, the sense of achievement and increased confidence gained through learning enable older adults to better regulate their emotions, alleviate anxiety and loneliness, and enhance their emotional management skills. Furthermore, learning activities provide opportunities for older adults to encounter new ideas and social dynamics, helping them better understand societal changes and multiculturalism, thereby strengthening their social awareness and fostering more active social integration and responsibility. During the learning process, interactions with peers and instructors continuously improve their interpersonal skills and adaptability to the social environment (Boulton-Lewis, \u003cspan citationid=\"CR2\" class=\"CitationRef\"\u003e2012\u003c/span\u003e). Long-term learning experiences positively impact older adults across multiple dimensions\u0026mdash;including self-awareness, social awareness, emotional management, and interpersonal skills\u0026mdash;ultimately leading to a significant overall improvement in their SEC. Therefore, it is essential to encourage older adults to actively participate in long-term learning activities, such as senior universities, community education, or online courses, and to provide them with more social support resources to help them better integrate into society, enhance their SEC, and achieve a high quality of life in their later years.\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec22\" class=\"Section2\"\u003e \u003ch2\u003e6.2 The mediating role of self-identity\u003c/h2\u003e \u003cp\u003eMediating variables help to illuminate the mechanism by which learning interest influences SEC in older adults. As hypothesized, the results of the current research indicate that self-identity partially mediates the connection between learning interest and SEC in the elderly. Learning interest predicts older adults\u0026rsquo; SEC through the mediating role of self-identity. Driven by learning interest, individuals develop a positive self-identity, enhancing social adaptability and life purpose, which further boosts the likelihood of their SEC. Specifically, individuals actively engaged in interests, needs, and values typically establish a stable sense of self-identity (Crocetti et al., \u003cspan citationid=\"CR11\" class=\"CitationRef\"\u003e2008\u003c/span\u003e). Better-developed self-identity is associated with greater willingness and confidence in social interactions, increased tolerance, and the ability to empathize with others, thereby enhancing interpersonal skills (Meeus et al., \u003cspan citationid=\"CR28\" class=\"CitationRef\"\u003e2012\u003c/span\u003e). Additionally, individuals with well-developed self-identity are better equipped to manage negative emotions such as depression, anxiety, and stress (Gu et al., \u003cspan citationid=\"CR16\" class=\"CitationRef\"\u003e2022\u003c/span\u003e), demonstrating stronger emotional regulation. They also possess clear self-awareness, enabling them to make rational and self-aligned decisions (Erikson, \u003cspan citationid=\"CR14\" class=\"CitationRef\"\u003e1968\u003c/span\u003e). Thus, self-identity levels are significantly correlated with the four dimensions of SEC\u0026mdash;self-awareness, emotion regulation, social awareness, and interpersonal skills\u0026mdash;ultimately influencing overall SEC.\u003c/p\u003e \u003cp\u003eThe positive influence of learning interest on self-identity can be understood as follows: A strong learning interest enables individuals to focus on their studies, dedicating time and energy to learning. When students develop an interest in learning, they proactively allocate more time to studying, thereby increasing their learning engagement (Zhang, \u003cspan citationid=\"CR55\" class=\"CitationRef\"\u003e2022\u003c/span\u003e). Students with higher levels of learning engagement exhibit greater changes in self-identity (Li et al., \u003cspan citationid=\"CR25\" class=\"CitationRef\"\u003e2003\u003c/span\u003e). Moreover, previous research has confirmed the significant link between self-identity and SEC. Specifically, individuals who have a well-established sense of self-identity are generally more adept at handling life changes and stress compared to those with a weaker self-identity (Schwartz et al., \u003cspan citationid=\"CR36\" class=\"CitationRef\"\u003e2013\u003c/span\u003e). With increasing stress, individuals\u0026rsquo; SEC tends to decline (Chen \u0026amp; Huang, \u003cspan citationid=\"CR8\" class=\"CitationRef\"\u003e2010\u003c/span\u003e). Older adults are often in a period of psychological and lifestyle adjustment, particularly after retirement. They frequently face a shift in social roles, and many elderly individuals struggle to adapt psychologically. A significant number of retirees report feeling worse in areas such as health, mood, social status, and interpersonal relationships compared to their pre-retirement state (Sun \u0026amp; Luo, \u003cspan citationid=\"CR40\" class=\"CitationRef\"\u003e2014\u003c/span\u003e). And old age is sometimes perceived as a period of helplessness, uselessness, and dependency, often associated with a weakening of self-identity (Chen \u0026amp; Huang, \u003cspan citationid=\"CR7\" class=\"CitationRef\"\u003e2008\u003c/span\u003e). During this period, the relatively weak self-identity of older adults makes it difficult for them to effectively alleviate life stress, thereby hindering the development of their SEC. In contrast, individuals who have a well-established sense of self-identity are more effective at managing stress in their lives and promoting the development of their SEC. Consequently, learning interest can enhance the self-identity of older adults, which in turn improves their SEC. When older adults engage in daily learning activities, instructors in elder education should pay special attention to their level of self-identity. By enhancing learning interest, instructors can encourage deeper engagement in learning. This active involvement helps gradually improve older adults\u0026rsquo; self-identity, alleviating psychological stress and challenges in later life, thereby significantly boosting their SEC.\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec23\" class=\"Section2\"\u003e \u003ch2\u003e6.3 The moderating role of peer relationships\u003c/h2\u003e \u003cp\u003eConsistent with existing research findings, peer relationships are crucial for the development of an individual\u0026rsquo;s SEC. The Theory of Group Socialization Development emphasizes that, during the process of socialization, the influence of family on individuals gradually diminishes, while peer groups shape their future development (Harris, \u003cspan citationid=\"CR17\" class=\"CitationRef\"\u003e1995\u003c/span\u003e). In this theory, peers serve as a crucial safeguard for an individual\u0026rsquo;s future development, providing essential support. Peer interaction is a key factor influencing the physical and mental health of older adults. Engagement with peer groups promotes their well-being, enhancing their quality of life and sense of purpose (Liu, \u003cspan citationid=\"CR27\" class=\"CitationRef\"\u003e2022\u003c/span\u003e). Older adults experience physiological decline while also undergoing changes due to accumulated life experiences, shifting living conditions, and evolving social roles. In this final stage of individual development, they require emotional exchange to navigate their emotional experiences (Xie \u0026amp; Fu, \u003cspan citationid=\"CR50\" class=\"CitationRef\"\u003e2014\u003c/span\u003e)..\u003c/p\u003e \u003cp\u003eOur study found that peer relationships significantly moderate both the direct pathway of \u0026ldquo;learning interest\u0026rarr;SEC\u0026rdquo; and the initial segment of the mediating chain, \u0026ldquo;learning interest\u0026rarr;self-identity\u0026rarr;SEC.\u0026rdquo; The nature of this moderating effect is particularly unique. Although peer relationships influence the relationships between learning interest and self-identity, as well as between learning interest and SEC, the moderating effects on both paths are not significant when older adults have low levels of learning interest. In light of this, we analyzed the two moderating paths of peer relationships separately.\u003c/p\u003e \u003cp\u003eSpecifically, compared to individuals with low peer relationships, individuals with stronger peer relationships experience a more pronounced positive effect of learning interest on self-identity, which in turn more effectively facilitates the enhancement of SEC. These results suggest that peer relationships, as a form of social support, serve a moderating role in how other factors influence a person\u0026rsquo;s cognitive development. Previous studies have found that an increase in learning interest contributes to greater learning engagement, which subsequently facilitates changes in self-identity (Zhang, \u003cspan citationid=\"CR55\" class=\"CitationRef\"\u003e2022\u003c/span\u003e). Peer relationships can influence students\u0026rsquo; level of learning engagement (Wang \u0026amp; Eccles, \u003cspan citationid=\"CR45\" class=\"CitationRef\"\u003e2012\u003c/span\u003e). Increased peer support leads to enhanced engagement in learning (Tang, \u003cspan citationid=\"CR42\" class=\"CitationRef\"\u003e2019\u003c/span\u003e), which, in turn, supports the development of a positive self-identity. Additionally, the research found that the moderating effect of peer relationships is limited, particularly when learning interest is low. Even with strong peer relationships, individuals with low learning interest still exhibit relatively low levels of self-identity. Only when learning interest is high does self-identity improve with increasing levels of peer relationship. This finding supports the \u0026ldquo;peer relationship-perceived basic psychological need support-learning motivation\u0026rdquo; model. When learning motivation is controlled (i.e., external motivation), peer relationships have no significant impact on learning motivation. However, when learning motivation is autonomous (i.e., intrinsic motivation), peer relationships positively influence autonomous learning motivation by fulfilling basic psychological needs (Wang, \u003cspan citationid=\"CR46\" class=\"CitationRef\"\u003e2019\u003c/span\u003e). The insignificant moderating effect of peer relationships suggests that older adults with low learning interest may primarily be driven by controlled motivation, engaging in learning activities out of guilt or external pressure. This finding supports Bourdieu\u0026rsquo;s theory, which posits that adult education participation motivation can be divided into two categories: deficiency motivation and growth motivation. Individuals driven by deficiency motivation participate in educational activities due to external or environmental pressures, seeking to fulfill unmet needs. In contrast, those driven by growth motivation engage in education not to address immediate life challenges but to expand their horizons and achieve self-actualization (Tan, \u003cspan citationid=\"CR41\" class=\"CitationRef\"\u003e2019\u003c/span\u003e). Individuals with deficiency motivation often experience \u0026ldquo;internal self-inconsistency\u0026rdquo;, reflecting lower self-identity, while those with growth motivation exhibit higher self-consistency, indicating stronger self-identity (Deci \u0026amp; Ryan, \u003cspan citationid=\"CR12\" class=\"CitationRef\"\u003e2012\u003c/span\u003e). When older adults are driven by controlled or deficiency motivation, their self-identity remains weak even if peer relationships improve.\u003c/p\u003e \u003cp\u003eFurthermore, compared to individuals with lower peer relationships, the direct predictive effect of learning interest on SEC is more pronounced in individuals with stronger peer relationships. Learning interest emerges as a psychological state resulting from the interaction between individual interests and environmental characteristics (Renninger \u0026amp; Hidi, \u003cspan citationid=\"CR32\" class=\"CitationRef\"\u003e2016\u003c/span\u003e). Both psychological states and coping strategies serve as key indicators of SEC (Buettner et al., \u003cspan citationid=\"CR5\" class=\"CitationRef\"\u003e2016\u003c/span\u003e) and can exert a significant influence on its development. Positive peer relationships are more likely to foster favorable psychological states, leading to greater peer acceptance and better adaptation to the social group (Zhu, \u003cspan citationid=\"CR58\" class=\"CitationRef\"\u003e2023\u003c/span\u003e). Thus, strong peer relationships play a critical role in enhancing individuals\u0026rsquo; psychological states, which in turn contributes to the improvement of their SEC. Simultaneously, it is essential to acknowledge that the moderating role of peer relationships has its limitations. Specifically, when learning interest is low, SEC levels remain similar regardless of peer relationship quality, suggesting that older adults with low learning interest may be driven by controlled motivation.. Research has shown that two key mechanisms\u0026mdash;individuals\u0026rsquo; social-emotional perception and motivation\u0026mdash;serve as intrinsic psychological drivers supporting the development of SEC (Rose-Krasnor \u0026amp; Denham, \u003cspan citationid=\"CR33\" class=\"CitationRef\"\u003e2009\u003c/span\u003e). The development of SEC is positively correlated with autonomous and introspective motivation but unrelated to external motivation (Collie, \u003cspan citationid=\"CR10\" class=\"CitationRef\"\u003e2022\u003c/span\u003e). Thus, when older adults\u0026rsquo; learning motivation stems from intrinsic drivers, such as autonomous and introspective motivation, it influences the development of SEC, thereby altering its level.\u003c/p\u003e \u003cp\u003eTherefore, while peer relationships play a moderating role to some extent, the significant influence of learning interest on their moderating effects on self-identity and SEC cannot be overlooked. When older adults exhibit low learning interest, instructors in elder education should promptly assess their motivation type and tailor strategies accordingly, prioritizing the enhancement of their interest and enthusiasm. Additionally, instructors should address the impact of peer relationships by organizing activities to foster positive social connections, thereby effectively improving their SEC.\u003c/p\u003e \u003c/div\u003e"},{"header":"7 Limitations and Future Directions","content":"\u003cp\u003eThe current analysis and findings should also take into account certain limitations in the interpretation of our results. First, the sample is limited to elderly individuals from more developed southeastern coastal regions, where educational development is relatively advanced. Therefore, the extent to which the data can be generalized may be somewhat constrained. Future studies should aim to include a more diverse range of elderly populations from various geographic regions to enhance the generalizability of the results. Second, this study relied on self-reported data from elderly participants. Self-reports may be influenced by participants\u0026rsquo; tendencies to present themselves in an idealized manner. To address this, future research could incorporate additional assessment models and employ diverse measurement tools and data sources, thereby improving the robustness and consistency of the results through triangulation.\u003c/p\u003e"},{"header":"8 Conclusions","content":"\u003cp\u003e \u003cul\u003e \u003cli\u003e \u003cp\u003e(1)Learning interest significantly and positively predicts SEC in older adults. (2)Learning interest not only directly predicts SEC but also indirectly influences it through self-identity, which plays a partial mediating role. (3)Peer relationships moderate the relationship between learning interest and both self-identity and SEC in older adults. When peer relationships are stronger, the positive correlations between learning interest and self-identity, as well as between learning interest and SEC, are significantly enhanced.\u003c/p\u003e \u003c/li\u003e \u003c/ul\u003e \u003c/p\u003e"},{"header":"Declarations","content":"\u003cp\u003e\u003cstrong\u003eConsent to Participate Statement\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eInformed consent was obtained from all individual participants included in the study.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eData availability statement\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe original contributions presented in the study are included in the article, further inquiries can be directed to the corresponding authors.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eConflict of Interest\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe authors declare that the research was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eFunding\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThis work was funded by General Project on Pedagogy of the National Social Science Foundation Study on the Spatial Distribution and Optimisation Path of Elderly Education Resources in China (BJA240163)\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eAuthor Contributions\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eAll authors listed have made a substantial, direct, and intellectual contribution to the work and have approved it for publication.\u003c/p\u003e\u003cp\u003eThis study was collaboratively completed by all authors. Jinyi Wu, Yanqing Ding, Huiqi Wu (first author) contributed to the research design, data collection and analysis, and manuscript drafting. Ruirang Zeng (co-authors) participated in data collection, analysis, and manuscript revision. Lixin Sun (corresponding author) supervised the entire study, provided critical revisions, and finalized the manuscript for submission.\u003c/p\u003e"},{"header":"References","content":"\u003col\u003e\n\u003cli\u003eBoekaerts, M., \u0026amp; Boscolo, P. (2002). Interest in learning, learning to be interested. Learning and Instruction, 12(4), 375-382. https://doi.org/10.1016/S0959-4752(01)00007-X\u003c/li\u003e\n\u003cli\u003eBoulton-Lewis, G. M. (2012). Issues in learning and education for the ageing. In G. M. Boulton-Lewis, \u0026amp; M. Tam (Eds.), \u003cem\u003eActive Ageing, Active Learning\u003c/em\u003e (pp. 21-33). Springer. https://doi.org/10.1007/978-94-007-2111-1_3\u003c/li\u003e\n\u003cli\u003eBronfenbrenner, U. (1992). 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Yangzhou University.\u003c/li\u003e\n\u003c/ol\u003e"}],"fulltextSource":"","fullText":"","funders":[],"hasAdminPriorityOnWorkflow":false,"hasManuscriptDocX":true,"hasOptedInToPreprint":true,"hasPassedJournalQc":"","hasAnyPriority":false,"hideJournal":false,"highlight":"","institution":"","isAcceptedByJournal":true,"isAuthorSuppliedPdf":false,"isDeskRejected":"","isHiddenFromSearch":false,"isInQc":false,"isInWorkflow":false,"isPdf":false,"isPdfUpToDate":true,"isWithdrawnOrRetracted":false,"journal":{"display":true,"email":"[email protected]","identity":"bmc-psychology","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":false,"externalIdentity":"psyo","sideBox":"Learn more about [BMC Psychology](http://bmcpsychology.biomedcentral.com/)","snPcode":"","submissionUrl":"","title":"BMC Psychology","twitterHandle":"BMC_series","acdcEnabled":true,"dfaEnabled":true,"editorialSystem":"stoa","reportingPortfolio":"BMC Series","inReviewEnabled":true,"inReviewRevisionsEnabled":true},"keywords":"learning interest, social-emotional competence, self-identity, peer relationships, older adults","lastPublishedDoi":"10.21203/rs.3.rs-9122720/v1","lastPublishedDoiUrl":"https://doi.org/10.21203/rs.3.rs-9122720/v1","license":{"name":"CC BY 4.0","url":"https://creativecommons.org/licenses/by/4.0/"},"manuscriptAbstract":"\u003cp\u003eThis study investigates how learning interest influences the social-emotional competence (SEC) of older adults by proposing a moderated mediation model. Self-identity acts as a mediator between learning interest and SEC, while peer relationships serve as a potential moderator. This approach enhances understanding of the link between learning interest and SEC 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 SEC. Results showed: (1) learning interest significantly predicts SEC (β = 0.42, p \u0026lt; 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 SEC, with stronger peer relationships enhancing these positive influences.\u003c/p\u003e","manuscriptTitle":"Learning Interest and Social-Emotional Competence in Older Adults: A Moderated Mediation Model","msid":"","msnumber":"","nonDraftVersions":[{"code":1,"date":"2026-04-08 15:07:12","doi":"10.21203/rs.3.rs-9122720/v1","editorialEvents":[{"type":"communityComments","content":0},{"type":"decision","content":"Revision requested","date":"2026-04-12T04:11:39+00:00","index":"","fulltext":""},{"type":"editorInvitedReview","content":"","date":"2026-04-08T14:27:03+00:00","index":"hide","fulltext":""},{"type":"editorInvitedReview","content":"","date":"2026-04-08T14:13:08+00:00","index":"hide","fulltext":""},{"type":"reviewerAgreed","content":"85422881658899558852329622291799713384","date":"2026-04-08T13:54:33+00:00","index":"hide","fulltext":""},{"type":"reviewerAgreed","content":"67820248403706162850325892067422297197","date":"2026-04-08T13:41:10+00:00","index":"hide","fulltext":""},{"type":"reviewersInvited","content":"","date":"2026-04-02T07:17:28+00:00","index":"","fulltext":""},{"type":"editorInvited","content":"","date":"2026-03-19T06:40:58+00:00","index":"","fulltext":""},{"type":"editorAssigned","content":"","date":"2026-03-18T09:45:46+00:00","index":"","fulltext":""},{"type":"checksComplete","content":"","date":"2026-03-18T09:45:28+00:00","index":"","fulltext":""},{"type":"submitted","content":"BMC Psychology","date":"2026-03-14T12:51:50+00:00","index":"","fulltext":""}],"status":"published","journal":{"display":true,"email":"[email protected]","identity":"bmc-psychology","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":false,"externalIdentity":"psyo","sideBox":"Learn more about [BMC Psychology](http://bmcpsychology.biomedcentral.com/)","snPcode":"","submissionUrl":"","title":"BMC Psychology","twitterHandle":"BMC_series","acdcEnabled":true,"dfaEnabled":true,"editorialSystem":"stoa","reportingPortfolio":"BMC Series","inReviewEnabled":true,"inReviewRevisionsEnabled":true}}],"origin":"","ownerIdentity":"2ff2b824-08b9-4796-b993-a0ac98a15fa9","owner":[],"postedDate":"April 8th, 2026","published":true,"recentEditorialEvents":[],"rejectedJournal":[],"revision":"","amendment":"","status":"under-review","subjectAreas":[],"tags":[],"updatedAt":"2026-05-13T06:12:28+00:00","versionOfRecord":[],"versionCreatedAt":"2026-04-08 15:07:12","video":"","vorDoi":"","vorDoiUrl":"","workflowStages":[]},"version":"v1","identity":"rs-9122720","journalConfig":"researchsquare"},"__N_SSP":true},"page":"/article/[identity]/[[...version]]","query":{"redirect":"/article/rs-9122720","identity":"rs-9122720","version":["v1"]},"buildId":"XKTyCvWXoU3ODBz1xrDgd","isFallback":false,"isExperimentalCompile":false,"dynamicIds":[84888],"gssp":true,"scriptLoader":[]}