Abstract：
Lifelong learning and volunteering contribute to not only health and well-being, but also social inclusion and cohesion among older adults. However, less is known about whether lifelong learning and volunteering promote each other. This study examined the reciprocal relationship between older adults\' lifelong learning and volunteering and whether the relationship varied by the purpose of lifelong learning.
Cross-lagged panel models were applied to data on 2,608 older adults, aged 60 years and older, from 2 waves of a national longitudinal study from Singapore.
We found a bidirectional relationship between lifelong learning and volunteering. However, when job-related and nonjob-related lifelong learning were considered separately, only nonjob-related lifelong learning predicted volunteering. On the other hand, volunteering predicted both job-related and nonjob-related lifelong learning.
Lifelong learning leads to volunteering, and vice versa, creating a virtuous circle of productive social engagement in later life. Programs or initiatives engaging older adults in either productive activity should promote and provide opportunities for participation in the other activity.
Cross-lagged panel models were applied to data on 2,608 older adults, aged 60 years and older, from 2 waves of a national longitudinal study from Singapore.
We found a bidirectional relationship between lifelong learning and volunteering. However, when job-related and nonjob-related lifelong learning were considered separately, only nonjob-related lifelong learning predicted volunteering. On the other hand, volunteering predicted both job-related and nonjob-related lifelong learning.
Lifelong learning leads to volunteering, and vice versa, creating a virtuous circle of productive social engagement in later life. Programs or initiatives engaging older adults in either productive activity should promote and provide opportunities for participation in the other activity.
摘要：
目标：终身学习和志愿服务不仅有助于健康和福祉，还有老年人的社会包容和凝聚力。然而,人们对终身学习和志愿服务是否相互促进知之甚少。这项研究调查了老年人终身学习和志愿服务之间的相互关系，以及这种关系是否因终身学习的目的而变化。
方法：将交叉滞后面板模型应用于2,608名老年人的数据，60岁及以上，来自新加坡的两次国家纵向研究。
结果：我们发现了终身学习和志愿服务之间的双向关系。然而,当工作相关和非工作相关的终身学习被单独考虑时，只有非工作相关的终身学习预测志愿服务。另一方面,志愿服务预测了与工作相关和与工作无关的终身学习。
结论：终身学习导致志愿服务，反之亦然,在以后的生活中创造一个富有成效的社会参与的良性循环。使老年人参与任何一项生产活动的计划或举措都应促进并提供参与其他活动的机会。
方法：将交叉滞后面板模型应用于2,608名老年人的数据，60岁及以上，来自新加坡的两次国家纵向研究。
结果：我们发现了终身学习和志愿服务之间的双向关系。然而,当工作相关和非工作相关的终身学习被单独考虑时，只有非工作相关的终身学习预测志愿服务。另一方面,志愿服务预测了与工作相关和与工作无关的终身学习。
结论：终身学习导致志愿服务，反之亦然,在以后的生活中创造一个富有成效的社会参与的良性循环。使老年人参与任何一项生产活动的计划或举措都应促进并提供参与其他活动的机会。
