From Digital Anxiety to Empowerment in Older Adults: Cross-Sectional Survey Study on Psychosocial Drivers of Digital Literacy.

Background: Amid the convergence of global population aging and accelerating digital transformation, older adults' digital adaptability has emerged as a critical indicator of their quality of life, autonomy, and capacity for successful aging. However, digital disparities, technology-related anxiety, and insufficient support systems continue to hinder older individuals from fully participating in digital society. Particularly in modern family structures-where children often live apart from aging parents-the diminishing role of family support further underscores the importance of broader social influences. Objective: This study aims to examine how environmental factors (family support and social influence) and psychological factors (digital anxiety and sense of achievement) are associated with older adults' intention to use Assistive Digital Tools and Services (ADTS), and how these relationships contribute to the development of digital literacy. Drawing upon an integrative framework that combines constructs from the Technology Acceptance Model, the Unified Theory of Acceptance and Use of Technology, and social cognitive theory, the study also investigates the mediating and moderating mechanisms underlying these effects, offering strategic insights to support older adults in moving from social isolation to digital empowerment. Methods: A structured questionnaire survey was conducted using a convenience sampling method among adults aged 55 years and older in Shenyang, Liaoning Province, China, yielding 480 valid responses. Structural equation modeling, bootstrapping, and moderation analysis were used to test the proposed integrative framework. Results: For both family support and social influence, their associations with digital literacy were fully mediated by ADTS. Higher family support was associated with lower digital anxiety, which in turn correlated with greater intention, while stronger social influence was directly associated with higher intention. Digital anxiety showed a strong negative association with intention; however, this relationship was significantly weaker among those reporting a higher sense of achievement. These findings highlight usage intention as a central pathway through which environmental and psychological conditions are related to digital competence. Conclusions: Digital literacy in later life is more than a technical skill set-it represents a vital form of psychological and social capital that empowers autonomy, well-being, and social integration. Strengthening older adults' intention to engage with digital tools through emotional reinforcement, achievement-oriented experiences, and supportive social environments is key to narrowing the digital divide. Beyond its personal benefits, fostering digital competence contributes to successful aging, which in turn brings profound advantages for families, strengthens community cohesion, and supports national goals in public health, economic participation, and social sustainability. Intergenerational learning initiatives, community-based engagement programs, and leveraging social influence to offset weakened family support can create a more inclusive, resilient, and age-friendly digital ecosystem-one that benefits not only older individuals but society at large.