The Children’s Interpersonal Mattering at School Scale: A Psychometric Exploration (Stage 3, 12:26PM)

• In Event: Promising Scholarship in Education Research Ed-Talk (Stage 3)

Abstract

Mattering is fundamental to well-being, yet little is known about how elementary-aged children experience mattering within school contexts. To address this gap, this study developed and piloted the Children’s Interpersonal Mattering at School Scale, which captures students’ perceptions of mattering to teachers and friends. Data were collected from 447 students in Grades 3-5 attending four schools. Rasch analyses indicated strong psychometric properties for subscales assessing mattering to teachers and friends. Building on the conceptual work linking mattering to the self-concept, structural equation modeling showed that mattering to teachers and mattering to friends were related but distinct constructs, each uniquely and positively associated with self-esteem. Together, these findings highlight mattering as a meaningful, measurable experience in elementary school settings.

Author

• Camila Polanco, University of Delaware