[Abstract] In China, developing senior education is an important measure to actively cope with aging and promoting both physical and mental health of older adults. The current study systematically reviewed the influences of senior education on mental health (e. g., emotional function, cognitive function and social function) and individual differences ((e. g., demographic and socioeconomic status, close relationships and participation in senior education) in these influences. Furthermore, this study attempted to explain the mechanisms underlying the effects of senior education on mental health from perspectives of capabilities, compensation, and PERMA model. Based on the arguments of a in attitude and basic psychological needs, we proposed the mechanisms underlying the influence of senior education on mental health. Future research can investigate the effects of senior education on mental health and their mechanisms from the aspects of theoretical construction, diverse char acteristics, cultural differences and diversity of teaching models and educational needs.

我国将发展老年教育作为积极应对老龄化、改善老年生活质量和身心健康的重要举措。本文梳理了老年教育对心理健康（情绪情感、认知功能和社会功能）的影响和个体差异（人口学和社会经济状况、亲密关系和老年教育参与情况），并尝试通过能力视角、补偿视角以及PERMA模型解释老年教育对心理健康的影响。同时，本文依据老化态度、基本心理需求阐述了老年教育影响心理健康的内在机制。未来研究可从老年教育的理论建构、多元特征、文化差异、教育模式与教育需求多样化等方面考察老年教育对心理健康的影响和机制。

国家自然科学基金项目“老年社群组织参与和生活质量一基于网络一行为动力学的实证和干预研究”(基金号:71774157);中国科学院心理研究所行为科学院重点实验室重点项目“积极老龄化背景下老年人社区组织参与与生活质量:基于自我决定视角”(基金号:YSCX052003)