Mattering: Empirical Validation of a Social-Psychological Concept

Elliott, Gregory C.; Kao, Suzanne; Grant, Ann-Marie

doi:10.1080/13576500444000119

Cited by 227 publications

(313 citation statements)

References 15 publications

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“…Mattering has also been described as being part of the self-concept and that it exercises an influence on our psychological well-being (Dixon-Rayle, 2006;Dixon-Rayle & Chung, 2007;Dixon-Rayle & Myers, 2004;Dixon & Kurpius, 2008;Elliott, 2009;Elliott et al, 2005;Elliott, Kao, & Grant, 2004;Josselson, 1998;Rosenberg, 1985;Rosenberg & McCullough, 1981), especially during the period of adolescence, young adulthood, and senescence. As will be noted below, a low self-concept and a low sense of interpersonal and societal mattering has been associated with depressive symptoms, anxiety, low self-esteem, suicide ideation, and generalized psychological distress.…”

Section: Mattering and The Self-conceptmentioning

confidence: 99%

“…Moreover, the number of attempts devoted to the development and validation of mattering-related measures have been few (Elliott et al, 2004;Marcus, 1991;Marshall, 2001;Rosenberg & McCullough, 1981), including those devoted to assessing the unique experiences of college student populations (France, 2011;Schlossberg, LaSalle, & Golec, 1990;Tovar et al, 2009). Additionally, with the exception of mattering measures introduced within the last 10 years, the construct validity of the earlier works has been questioned, especially in light of scant supportive evidence on their development (Elliott et al, 2004;France, 2011;Tovar et al, 2009). …”

Section: The Study Of Matteringmentioning

confidence: 99%

“…The study of mattering has primarily focused on aspects of psychological and physical wellness (e.g., Corbière & Amundson, 2007;DeForge, Belcher, O'Rourke, & Lindsey, 2008;Elliott et al, 2005;Elliott et al, 2004;Josselson, 1998;Lewis & Taylor, 2009;Marcus, 1991;Powers, Myers, Tingle, & Powers, 2004;Raque-Bogdan, Ericson, Jackson, Martin, & Bryan, 2011;Schieman & Taylor, 2001;Taylor & Turner, 2001), life and job satisfaction (e.g., Connolly & Myers, 2003;Corbière & Amundson, 2007;Goodman, Schlossberg, & Anderson, 2006), the adolescent experience (e.g., Dixon-Rayle, 2005;Dixon-Rayle & Myers, 2004;Dixon, Scheidegger, & McWhirter, 2009;Dixon & Tucker, 2008;Elliott, 2009;Mak & Marshall, 2004;Marshall, 2001Marshall, , 2004Marshall & Lambert, 2006;Rosenberg & McCullough, 1981), and to a lesser degree on 46 college students and student outcomes (e.g., Butcher, 1997;Dixon-Rayle & Chung, 2007;Dixon & Kurpius, 2008;France, 2011;Gibson & Myers, 2006;Gonzalez, 1989;Gruber, Kilcullen, & Iso-Ahola, 2009;Hawk & Lyons, 2008;Isaacson, 2009;Kodama, 2002;Marshall, Liu, Wu, Berzonsky, & Adams, 2010;Myers & Bech...…”

Section: The Study Of Matteringmentioning

confidence: 99%

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A Conceptual Model on the Impact of Mattering, Sense of Belonging, Engagement/Involvement, and Socio-Academic Integrative Experiences on Community College Students’ Intent to Persist

Tovar¹

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Community colleges continue to experience high levels of student attrition and low degree/certificate completion rates. Given extant literature, there appears to be a need to reexamine how interactions between students and the institution, and students and institutional agents are taking place, with the aim of identifying institutional practices that deleteriously or positively impact degree completion and thus guide colleges to develop action plans to improve conditions for student success.This study examined how factors such as institutional commitment to students, mattering, sense of belonging, interactions with diverse peers, perceptions of the campus climate, engagement/involvement, socio-academic integrative experiences, and goal commitment collectively affected community college students' intent to persist to degree completion. The proposed model tested the tenability of seven propositions examining how the above constructs interact to influence intent to persist.The sample consisted of 2,088 multiply diverse community college students. The conceptual model was grounded on Astin's (1991) Input-Environment-Outcome model and was tested in the context of structural equation modeling. Multiple group invariance analyses for race/ethnicity were conducted. The conceptual model explained 28% of the variance on intent to persist for Asian students, 21% for White students, and 19% for Latino/a students.Results indicated that transition support from family/friends exerted the highest effect on intent to persist across all racial/ethnic groups, followed by engagement/involvement, perceptions of mattering, interactions with diverse peers, GPA, goal commitment, and socioacademic integrative experiences, albeit varying by group. This study was the first in the literature to empirically demonstrate a causal effect between institutional commitment to students and perceptions of mattering. Mattering, in turn, exerted a moderate to strong influence on engagement/involvement, socio-academic integrative experiences, sense of belonging, and indirectly on intent to persist. Evidence in support of an omnibus "student development and success" construct, as alluded to by Wolf-Wendel, et al. (2009) is also presented. Of import to these findings is that while this construct explained a significant proportion of the variance for engagement/involvement, belonging, mattering, and interactions with diverse peers, the individual factors exerted an independent effect on intent to persist. Implications for theory, research, and practice are also discussed.v Dedication To the institutional agents (instructors and counselors) who made a difference in my life.Thank you for making me feel like I mattered! vi Acknowledgements

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Section: Mattering and The Self-conceptmentioning

confidence: 99%

Section: The Study Of Matteringmentioning

confidence: 99%

Section: The Study Of Matteringmentioning

confidence: 99%

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A Conceptual Model on the Impact of Mattering, Sense of Belonging, Engagement/Involvement, and Socio-Academic Integrative Experiences on Community College Students’ Intent to Persist

Tovar¹

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“…Her feelings here can also be related to a sense of belonging and mattering (G. C. Elliott et al, 2004;May, 2011), which will be explored in the next section.…”

Section: Interviewer: To a Lot Of Students? Liz: Sixty-odd Es So Esmentioning

confidence: 99%

“…As described above, the interviews were designed in such a way as to encourage people to reflect on particular professional episodes (pre-course, first half of the course, period of undertaking the course), using ideas from Flick (2000) as a development of the 'critical incident' reflection method from Flanagan (Flanagan, 1954 (Blumer, 1954) identified from the literature were included as prompts to encourage reflection on the influences of different aspects of academic life on academic identity, in particular disciplinary / academic cultures (Becher & Trowler, 2001); and in later interviews, ideas about 'belongingness' or 'mattering' (G. C. Elliott, Kao, & Grant, 2004;Schlossberg, 1989), and perceptions of external factors such as league tables.…”

Section: Interviewer: I Am Getting a Very Strong Sense Of Your Teachimentioning

confidence: 99%

New lecturers' journeys : the formation of 'the academic' in Higher Education

Hodgson¹

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Stress, Mattering, and Health

Fazio

Nguyen

2014

The Wiley Blackwell Encyclopedia of Health, Illness, Behavior, and Society

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A central concern of social stress research is to understand the diverse psychosocial resources that condition the influence of stress exposure on health and well‐being. As articulated in the stress process, positive self‐conceptions are thought to act as mediators and moderators of stress, which in turn diminish the deleterious impact of stress on mental and physical health. In this regard, self‐concepts such as mastery and self‐esteem have consistently emerged in the literature as playing significant and powerful buffering roles against stressors. Mattering, on the other hand, despite its demonstrated efficacy in protecting against manifestations of stress, has received far less attention as a critical intervening link in the stress–health relationship. This entry provides an overview of the conceptual and methodological issues that have guided research on mattering before elaborating on findings related to mattering's role in the connection between social stress and health‐related outcomes.

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Mattering: Empirical Validation of a Social-Psychological Concept

Cited by 227 publications

References 15 publications

A Conceptual Model on the Impact of Mattering, Sense of Belonging, Engagement/Involvement, and Socio-Academic Integrative Experiences on Community College Students’ Intent to Persist

A Conceptual Model on the Impact of Mattering, Sense of Belonging, Engagement/Involvement, and Socio-Academic Integrative Experiences on Community College Students’ Intent to Persist

New lecturers' journeys : the formation of 'the academic' in Higher Education

Stress, Mattering, and Health

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