Task Relevance Over Emotional Factors in Older Adults’ Non-Formal Learning

Sep 29, 2026

Despite the widespread use of non-formal learning among older adults, research on its mechanisms remains limited. This study analyzes older adults’ non-formal learning processes, emphasizing continuance intention, and compares the effects of task relevance versus emotional factors. Experiment 1 uses lab-based emotion manipulations across young and older adults, while Experiment 2 applies a real-world six-day intensive tracking of high- versus low-relevance courses. Measures include continuance intention, learning performance, subjective effort, and objective pupil-based effort.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages2

Reading Time5 min

AccessFree to download

Abstract

Study Aim

Experiments and Participants

Measures

Key Findings

Implications

Innovation in Aging, 2025, Vol. 9, No. S2 873 Abstract citation ID: igaf122.2955 TASK RELEVANCE OVER EMOTIONAL FACTORS IN OLDER ADULTS’ NON-FORMAL LEARNING Yang Wang, Heng Zhao, and Huamao Peng, Beijing Normal University Institute of Developmental Psychology, Beijing, Beijing, China (People’s Republic) Despite the prevalence of non-formal learning among older adults, research in this area remains limited. Therefore, this study aims to analyze older adults’ non-formal learning processes, with a particular focus on continuance intention of learning, and to compare the distinct effects of task relevance and emotional factors. Experiment 1 was conducted in a laboratory setting, involving 77 young adults (Mage = 22.49, 18-30 years) and 80 older 874 Innovation in Aging, 2025, Vol. 9, No. S2 adults (Mage = 68.41, 61-81 years), randomly assigned to three groups: positive emotion, negative emotion, and control, each receiving different manipulations of learning-related emotion. Participants completed both high-relevance and low-relevance learning tasks. Experiment 2 was conducted in a real-world context, involving 44 older adults (Mage = 69.43, 63-78 years) who were randomly assigned to two groups, with one group completing high-relevance courses and the other group completing low-relevance courses during a six-day intensive tracking study. Both experiments measured participants’ continuance intention of learning, learning performance, and subjective mental effort. Additionally, experiment 1 assessed objective mental effort through changes in pupil diameter. The results proved that increased task relevance significantly enhanced older adults’ continuance intention of learning, mental effort, and learning performance in non-formal learning contexts, while its impact on young adults was negligible. Meanwhile, positive emotion was a significant predictor of older adults’ continuance intention of learning, but only under low-task-relevance conditions. Our study confirms the crucial role of task relevance in non-formal learning for older adults, surpassing the impact of emotional factors, providing clear guidance for curriculum design and educational practices.

FAQs

What is the main goal of the study?

To analyze older adults’ non-formal learning processes and compare how task relevance and emotional factors influence continuance intention of learning.

How were task relevance and emotional factors tested?

Experiment 1 manipulated learning-related emotions in a lab and compared high- versus low-relevance tasks, while Experiment 2 tracked older adults in a real-world setting using high- versus low-relevance courses over six days.

What did the results show about task relevance and emotions?

Increased task relevance significantly improved older adults’ continuance intention, mental effort, and learning performance, while emotional factors (positive emotion) predicted continuance intention only under low task-relevance conditions.

Sep 29, 2026

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