Beyond formal education, continuing adult learning and education (ALE) is considered as successful means for supporting immigrants’ integration into the receiving society. Although recently, subjective parameters of immigrants’ integration (e.g., life satisfaction) have received increasing academic attention, research on the impact of education on subjective integration indicators is still rare. To address this, the present study contributes to the literature by investigating the effect of ALE participation on life satisfaction in a longitudinal design. The study compares the effect for the group of immigrants with the group of natives in order to estimate whether the potential education effect on life satisfaction is equally strong for both groups or stronger for the group of immigrants (interaction effect). For this, the study uses seven waves of panel data from the German National Educational Panel Study (NEPS) with N = 6386 individuals, of which N = 1002 individuals have a migration background. Methodologically, a Random Intercepts Cross-Lagged Panel Model is applied. This allows distinguishing within-person fluctuations from trait-like between-person differences. On the between-person level, we find a significant link between ALE participation and life satisfaction for both immigrants and natives. However, on the within-person level, no significant cross-lagged effects are observed. Moreover, we find no support for an immigrant-native gap in life satisfaction.

除了正规教育，成人继续学习和教育（ALE）被认为是支持移民融入接收社会的成功手段。尽管最近，移民融合的主观参数（例如生活满意度）受到了越来越多的学术关注，但是关于教育对主观融合指标影响的研究仍然很少。为了解决这个问题，本研究通过调查纵向设计中ALE参与对生活满意度的影响，为文献做出了贡献。该研究将移民群体与本地人群体的影响进行了比较，以评估潜在的教育效果两组的生活满意度都一样强，或者移民群体的生活满意度都更高（互动效应）。为此，该研究使用了来自德国国家教育小组研究（NEPS）的7组小组数据，其中N  = 6386个人，其中N  = 1002个人具有移民背景。从方法上讲，应用了随机拦截交叉滞后面板模型。这允许将人际波动与特质样人际差异区分开。在人与人之间，我们发现ALE的参与与移民和当地人的生活满意度之间有着重要的联系。但是，在人内层面上，没有观察到明显的交叉滞后效应。此外，我们发现没有任何移民对生活满意度方面的差距的支持。