Mattering, defined as feeling valued and adding value, is a basic psychological need with significant explanatory power. Although several specific measures have been introduced to assess the construct, no integrated, multidimensional measure exists. This limits the ability of researchers to investigate mattering in ecological contexts. This paper seeks to address this gap by introducing the Mattering in Domains of Life Scale (MIDLS) and evaluating its internal structure and convergent validity. Using data from a single, large US representative sample, the analysis validated the overall hypothesized factor structure, consisting of feeling valued and adding value across the personal, interpersonal, occupational, and community domains, as well as overall mattering. Convergent validity was assessed by comparing the various MIDLS subscales to eight established scales. Overall results provide evidence that the MIDLS is a valid scale measuring an essentially unidimensional construct composed of eight subdomains.

Assessing multidimensional mattering: Development and exploratory validation of the Mattering in Domains of Life Scale (MIDLS)

Mattering is defined as experiences of feeling valued and adding value in different domains of life: self, relationships, work, and community. Mattering is a construct with great relevance across psychological and social issues. Research has suggested there may be value in understanding group differences in mattering. Following the recent validation of a scale which measures mattering across multiple domains of life (MIDLS), the present study analyzed a representative US sample to identify demographic group differences in domain-specific mattering. Despite the presence of few differences in Overall Mattering, significant differences were found among all domains and between groups for each demographic variable. Overall, high incomes, advanced degrees, and employment were most consistently associated with higher mattering across domains. In addition, individuals across demographic groups and domains were more likely to report adding value than feeling valued. Age, gender, ethnicity, and marital status correlations were found in certain domains. These results demonstrate the value of a multidimensional conception of mattering and provide initial insight into demographic differences in mattering in a United States, English-speaking sample.

Mattering in the community: Domain and demographic differences in a US sample.

Research concerning the link between morality and education-related variables is scarce. Thus, the present study addressed this issue by focusing on the connection between moral disengagement and academic engagement and the moderating roles of educational anti-mattering and psychological distress. Our sample comprised 363 university students aged 18 to 29 (M = 20.86, SD = 1.57) from Bachelor’s and Master’s programs. Correlation analysis suggested that academic engagement was negatively associated with psychological distress and educational anti-mattering. Moderation analyses suggested that moral disengagement predicted academic engagement only at high levels of psychological distress (i.e. depression, anxiety, and stress). Educational anti-mattering, however, did not significantly moderate the link between moral disengagement and academic engagement. We discuss the theoretical and practical implications of the results in addressing students’ academic engagement. 

Moral Disengagement and Academic Engagement: The Moderating Roles of Educational Anti-Mattering and Psychological Distress

Aim/Purpose: The purpose of this study was to examine the factor structure of a newly developed Culture of Mattering survey (CoM) that evaluates mattering in the context of relationships with supervisors, colleagues, and the organization as a whole.

Background: Mattering can be defined as the experience of feeling valued and adding value. Despite the importance of mattering in personal and occupational domains, there is very little research on organizational cultures that promote mattering. As far as we know, there is no research on the measurement and promotion of a culture of mattering in higher education settings. 

Methodology: Data were collected from 4,264 university employees across 469 work units using web-based surveys. CoM scores were aggregated into unit-level average scores, which were the focus of all analyses.

Contribution: This study is the first to examine the measurement of a CoM in a higher education context. The specific context consists of a set of principles and behaviors enacted in relationship with supervisors, colleagues, and the organization as a whole.

Findings: Factor analysis of the CoM resulted in one general factor (α = .90), and three sub-factors dealing with supervisors (α = .95), colleagues (α = .92), and the organization as a whole (α = .86).

Recommendations for Practitioners: When trying to improve organizational culture, attention must be paid to how employees feel at all these levels.

Recommendation for Researchers: This study shows that it is important to pay attention to three contextual levels when assessing mattering among faculty and staff: interactions with supervisors, colleagues, and the entire organization.

Impact on Society: Mattering is a crucial aspect of organizational health and well-being.

Future Research: It is important to study how mattering in higher education impacts the well-being of faculty, staff, and students.



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Christopher M. Hartnett

Papers

Assessing a Culture of Mattering in a Higher Education Context