Post-Traditional Students’ Perceptions of Mattering: The Role of Faculty and Student Interaction

Abstract

A post-traditional learner is a student who has at least one of the following characteristics: is financially independent, delayed enrollment, employed full-time, enrolled part-time, has children, obtained a GED or high school certificate, and/or is a single parent. This study addresses how faculty-student interactions influence post-traditional students’ perceptions of mattering. The purpose of this study was to explore the student’s perceptions of mattering within faculty and post-traditional students’ relationships. In addition, this research used existing characteristics to describe students on a post-traditional spectrum as minimally, moderately, or highly post-traditional. This study seeks to discover the relationship between post-traditional learners and interactions with faculty members. Mattering is a feeling that one matters to another individual or that one is concerned with another’s well-being. This study found that post-traditional students rated their perceptions of mattering as moderately high regarding faculty-student relationships. Additionally, post-traditional students did not differ in their perceptions of mattering based on the amount of post-traditional characteristics they possessed.

Keywords:

• Post-traditional student
• mattering
• non-traditional student
• faculty-student interactions

Disclosure Statement

No potential conflict of interest was reported by the author.

Additional information

Notes on contributors

Annelise Ewing Goodman

Annelise Ewing Goodman, EdD, is an Education Technology Specialist at Instructure. Additionally, she is an adjunct instructor for Creighton University and Black Hills State University.