Conceptualization and Utility of University Mattering: A Construct Validity Study

Abstract

The purpose of this study was to gather validity evidence for the University Mattering Scale. Theoretically based factor structures were tested, resulting in the four-factor conceptualization of mattering being championed. As predicted, university mattering related positively to academic motivational and relatedness constructs and negatively to maladaptive help seeking and social adequacy concern.

• university mattering
• confirmatory factor analysis
• construct validity
• instrument

1. 1. Rosenberg and McCullough (1981) used the terms attention, importance, and dependence. Elliott, Kao, and Grant (2004) recently adopted the same conceptualization of mattering, but they used the terms awareness instead of attention and reliance instead of dependence. To be consistent, we use Elliott et al.’s terms throughout this article.

2. 2. The correlation matrix, means, and standard deviations are available on request from the first author.

Additional information

Notes on contributors

Megan K. France

Megan K. France is a doctoral student in the Assessment and Measurement program at James Madison University. Her research interests involve applications of structural equation modeling, validity studies, and college student development. Megan is also interested in the study of noncognitive constructs, such as student attachment, belonging, and students’ feelings of mattering to their university.

Sara J. Finney

Sara J. Finney is an associate professor in the Department of Graduate Psychology at James Madison University. The majority of her research involves the use of structural equation modeling to gather construct validity evidence for various selfreport measures. Her other research interests include mixture modeling and practical issues in the application of structural equation models.