积极老龄化下老年教育参与的“意愿驱动–条件保障–价值反馈”机制研究

Research on the “Motivation-Driven, Condition-Guaranteed, Value-Feedback” Mechanism of Elderly Education Participation under the Active Aging Framework

摘要: 随着人口老龄化持续深化，老年教育作为积极老龄化的核心实践路径，在维护认知功能、延缓心理老化、拓展社会关系方面具有多重价值。然而我国老年教育参与率总体偏低，参与行为的内在机制缺乏系统理论阐释。本文在积极老龄化理论框架下，融合自我决定理论与人力资本理论，构建“意愿驱动–条件保障–价值反馈”三维分析框架，揭示老年教育参与从意愿唤醒、行为保障到效益巩固的内在逻辑，并提出以意愿驱动强度、条件保障水平和价值反馈效度为核心变量的参与效能乘积模型。以济南市为案例背景的示范性测算表明，三要素均对参与综合效能具有正向推动作用，且存在明显的短板约束效应。当三要素由(0.60, 0.65, 0.63)协同提升至(0.74, 0.76, 0.71)时，综合效能由0.626增至0.707，增幅约12.9%，初步揭示了三维协同改善相较单一要素孤立优化的增益价值。需指出的是，本研究属于以济南市为对象的案例性探索，其结论的外部有效性有待更大样本的实证研究进一步检验，为推动老年教育高质量发展提供理论参考。

Abstract: As population aging continues to deepen, elderly education has emerged as a core practical pathway for active aging, playing a multifaceted role in maintaining cognitive function, delaying psychological aging, and expanding social networks. However, the overall participation rate in elderly education in China remains low, and the underlying mechanisms of participation behavior lack systematic theoretical explanation. Drawing on the active aging framework and integrating Self-Determination Theory with Human Capital Theory, this study constructs a tripartite analytical framework of “Willingness-Driven, Condition-Guaranteed, Value-Feedback” to reveal the internal logic of elderly educational participation across three stages: willingness activation, behavioral support, and benefit consolidation. A multiplicative participation efficacy model is further proposed, with willingness-driven intensity, condition guarantee level, and value feedback effectiveness as core variables. The exemplary calculation based on the case of Jinan City shows that all three elements have a positive promoting effect on the comprehensive efficacy of participation, and there is a significant constraint effect of shortcomings. When the three elements are jointly improved from (0.60, 0.65, 0.63) to (0.74, 0.76, 0.71), the comprehensive efficacy increases from 0.626 to 0.707, an increase of about 12.9%, initially revealing the gain value of three-dimensional collaborative improvement compared to isolated optimization of a single element. It should be noted that this research is a case study based on Jinan City, and the external validity of its conclusions needs to be further verified by empirical research with a larger sample, providing theoretical references for promoting the high-quality development of elderly education.