儘管研究指出學習對老人有多重益處且有助提高其生活滿意度，但缺乏比較的重要變項，以進一步瞭解老人的生活滿意度有多少來自學習者本身社經資源與特徵？又有多少來自學習所帶來的益處？本研究目的在探討自評參與學習獲得之學習益處對高齡者生活滿意度的增益解釋力，在分析2,124份有效問卷後發現：一、「減緩老化相關衰退」及「資源運用與問題解決」為高齡學習者感受最高與最低之學習益處；二、階層迴歸分析顯示：高中職者之生活滿意度比大專及國小差；三、健康、經濟與親友相處三項自評對生活滿意度皆有正向解釋力；四、控制背景特徵變項後，學習益處對高齡學習者的生活滿意度仍具顯著解釋力；五、從標準化迴歸係數及相關係數來看，相較於非獨居者，學習對獨居者更為重要。本研究結果有助鼓勵老人積極參與學習，並建議實務上需針對不同背景與學習益處面向規劃學習機會，以強化其生活滿意度。

Although many studies have indicated that learning benefits the elderly in many ways and enhance life satisfaction, only a few studies have closely scrutinized how much life satisfaction of the elderly comes from the learners’ own social and economic resources or how much comes from the learning process. The purpose of this study was to investigate an incremental explanation concerning learning benefi ts on life satisfaction for older learners. By analyzing 2,124 effective questionnaires, we found that “reducing age-related declines” and “resource-utilization and problem-solving” were respectively highest and lowest amongst the learning benefits perceived by the elderly learners. Hierarchical regression analysis showed that people who had only high school degrees had worse life satisfaction than those who graduated only from elementary schools or colleges. Self-rated health, economic resources, and relationships with friends and relatives provided positive explanations to the life satisfaction. However, perceived benefits of learning still had a positive effect on life satisfaction after demographic and the self-rated variables were controlled. According to standardized regression coeffi cients and other factors, when compared to those people who live with other family members, learning was more important for seniors who lived alone. These fi ndings support seniors’ actively participating in learning. This study also suggests more specific learning program planning in accordance with the heterogeneity of the elderly and dimensions of learning benefi ts in order to enhance their life satisfaction.