Capturing Mattering in the Elementary School Classroom: A Rasch Modeling Study of the Mattering to Teachers Scale

• In Event: Early Learning and Development: Tools, Contexts, and Outcomes

Abstract

Mattering is a person’s belief that they are seen, valued, and significant, and it is fundamental to students’ well-being and long-term academic success. However, while much is known about how adults and adolescents perceive mattering, less is known about how elementary-aged children experience mattering in the classroom. This study addresses that gap by introducing a mattering to teachers scale, which measures elementary students’ perceptions of interpersonal mattering to their classroom teacher. Rasch modeling was used to evaluate the scale’s properties, with results demonstrating strong reliability and construct validity. Findings suggest that the survey could be a promising tool for supporting student-teacher relationships at a fundamental stage in students’ development.

Authors

• Camila Polanco, University of Delaware

• Roderick L. Carey, University of Delaware

• Tracy Waasdorp, Children's Hospital of Philadelphia

• Nicholas S. Bell, University of Connecticut

• Valerie Earnshaw, University of Delaware

• Tia Navelene Barnes, University of Delaware