The Relationship Between Possible Selves Balance and Lifelong Learning With the Mediating Role of Mindfulness in Middle-Aged Adults

This study aimed to examine the relationship between possible selves balance and lifelong learning, considering the mediating role of mindfulness among middle-aged employees in Eslamshahr, Tehran. A descriptive-correlational design using structural equation modeling was employed. The statistical population included all middle-aged employees in Eslamshahr, from which 527 individuals were randomly selected. Data were collected using the Possible Selves Balance Questionnaire (Zadsheer et al., 2019), the Five Facet Mindfulness Questionnaire (Baer et al., 2006), and the Lifelong Learning Scale (Kirby et al., 2010). Reliability and validity were confirmed through confirmatory factor analysis and Cronbach’s alpha. Data were analyzed using AMOS software and structural equation modeling Results revealed that possible selves balance had a positive and significant effect on mindfulness (β=0.54, t=9.898, p<0.001) and lifelong learning (β=0.30, t=5.918, p<0.001). Mindfulness also showed a positive and significant effect on lifelong learning (β=0.48, t=9.003, p<0.001). Indirect effects analysis indicated that mindfulness played a positive and significant mediating role in the relationship between possible selves balance and lifelong learning (β=0.26, t=6.66, p<0.01). The proposed model explained 47% of the variance in lifelong learning and 29% of the variance in mindfulness, with all model fit indices falling within acceptable ranges (GFI=0.93, CFI=0.94, RMSEA=0.059). The findings suggest that possible selves balance can enhance lifelong learning in middle-aged adults through the promotion of mindfulness. These results underscore the importance of designing educational programs aimed at strengthening possible selves balance and mindfulness to foster lifelong learning abilities during midlife.