The Utility of Brief Mattering Subscales for Adolescents: Associations with Learning Motivations, Achievement, Executive Function, Hope, Loneliness, and Risk Behavior

Abstract

The current study examined the feasibility of adapting an existing measure to create a brief mattering measure suitable for use with adolescents. We then evaluated this brief measure by testing the hypothesis that mattering in adolescents is associated broadly with positive achievement outcomes and associated motivational orientations and behavioral tendencies. A sample of 206 high school students completed a slightly modified version of the Mattering Index, the Pattern of Adaptive Learning Scales, and a measure of executive function. School grades, school risk behavior, and social risk behavior were also assessed. Participants also completed measures of hope and loneliness. Psychometric analyses resulted in two brief four-item mattering subscales tapping a) general mattering and b) mattering by giving value to others. Correlational and regression analyses established that both mattering factors were associated with a positive academic orientation and higher grades. Mattering was also associated with less risk behavior, lower levels of loneliness, and higher levels of hope. Gender differences were found in terms of levels of mattering and the correlates of mattering. The findings are discussed in terms of how a focus on the promotion of mattering should contribute to an adaptive academic orientation, enhanced self-regulation, and the capacity to be adaptable and resilient.

The General Mattering Scale, the Anti-Mattering Scale, and the Fear of Not Mattering Inventory: Psychometric Properties and Links with Distress and Hope Among Chinese University Students

“…The pattern of correlations indicated that anti-mattering had the strongest association with the distress measure, and this further attests to how emotional upset is often underscored by feelings of being unvalued, unheard, and invisible to other people. The associations with hope are consistent with previous research, 37 but with the caveat that this is one of the few investigations to simultaneously consider general mattering, anti-mattering, and fear of not mattering within the same study. These findings indicate excellent concurrent validity of the scales and highlight the dual nature of mattering, where it can have a highly protective effect (ie, hope) while feeling of not mattering can be detrimental (ie, psychological distress).…”

“…We felt it was essential to include an explicit focus on hope given that hope has been shown in previous research to have a robust link with mattering. 37 More generally, as conceptualized by Snyder et al 38 hope is a personal resource that is defined as a cognitive set that involves both a positive sense of “successful determination in meeting goals in the past, present, and future” (p. 570), along with “a sense of being able to generate successful plans to meet goals” (p. 570). While hope is linked closely with a highly positive motivational orientation, the absence of hope is regarded as a key aspect of poor psychological adjustment.…”

The Dynamics of Mastery Motivation and Its Relationship with Self-Concept in Music Education

“…These findings suggest that gender-related factors may influence students’ motivation levels and their perception of musical abilities. Societal expectations, cultural norms, and individual differences could all contribute to these disparities [ 67 , 68 ]. The results highlight the significance of considering gender differences when designing music education programs and strategies to foster motivation and SC in students [ 15 , 35 ].…”

Mattering, wellness, and fairness: Psychosocial goods for the common good.

“…The presence or absence of mattering has been connected to numerous outcomes, including suicidal behaviors (Elliot et al, 2005); mental health and distress (Batchelder & Hagan, 2022;Flett, 2018;Taylor & Turner, 2001); resilience and adjustment during life transitions (Flett & Zangeneh, 2020;Froidevaux et al, 2016;Schlossberg, 1989); and persistence, empowerment, and belonging for marginalized groups (Huerta & Fishman, 2014;Palmer & Maramba, 2012). This explanatory power has been demonstrated among adolescents as well as adults, with links to violence (Elliot et al, 2011), hope, and academic selfefficacy (Somers et al, 2022). Under ideal circumstances, feeling valued and adding value form a virtuous cycle.…”