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

Autor/inn/en	Somers, Cheryl L.; Gill-Scalcucci, Stefanie; Flett, Gordon L.; Nepon, Taryn
Titel	The Utility of Brief Mattering Subscales for Adolescents: Associations with Learning Motivations, Achievement, Executive Function, Hope, Loneliness, and Risk Behavior
Quelle	In: Journal of Psychoeducational Assessment, 40 (2022) 1, S.108-124 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Somers, Cheryl L.) ORCID (Flett, Gordon L.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0734-2829
DOI	10.1177/07342829211055342
Schlagwörter	Affective Measures; Adolescents; Learning Motivation; Academic Achievement; Executive Function; Psychological Patterns; Risk; High School Students; Gender Differences; Michigan; Patterns of Adaptive Learning Survey + Suchen Sie Ihr Suchwort? Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Motivation for studies; Lernmotivation; Schulleistung; Risiko; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Geschlechterkonflikt
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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01