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In addition, several scholars have emphasized the importance of perceived mattering in the work context.
Despite being raised as a theoretically important construct among career researchers and counselors, in general, mattering has received relatively limited attention in the career and work literature (e.g., Blustein, 2011; Connolly & Myers, 2003; Rayle, 2006a; Schultheiss, 2009).
Before I introduce the current literature on work mattering, it is important to define the major construct used throughout this article.
Religious ideologies are best understood as crude, fanciful mattering maps--well intentioned but clumsy attempts to afford a stable sense of meaning and shared sense of purpose.
The concept of mattering maps sheds a penetrating light on some of the most striking features of monotheistic religions.
Thus, pretense-based mattering maps must take unusual steps to protect themselves against reality-based degradation.
Mattering to others complements what we know about the childhood and adolescent periods of the lifespan, rife with rapidly changing emotions and frequent questioning of self (Kroger, 1999).
In other words, mattering to another person most often occurs between two people and belonging is conceptualized as belonging to larger groups of individuals (Baumeister & Leary, 1995; Dixon Rayle, 2005).
Mattering is a foundational relationship concept that can bring individuals within a school together, and as a potential addition to the Foundation element of the ASCA National Model[R] (American School Counselor Association, 2005), mattering can be integrated into a school counseling program's philosophy and mission.
(2004) emphasized Rosenberg's initial point: To fully comprehend mattering, there must be a focus on the individual's perceived sense of mattering as considered separately from the actions of others toward that individual.
The experience of not mattering to others allows for a deeper understanding of just how important mattering to others may be.
Although mattering to others may vary in degree and form, Elliott et al.
The present study was undertaken to address a gap in the literature, specifically an understanding of the relationships among ethnic identity, acculturation, mattering, and wellness among adolescents in the schools.
These included: the Multigroup Ethnic Identity Measure (MEIM; Phinney, 1992), the Stephenson Multigroup Acculturation Scale (SMAS; Stephenson, 2000), the General Mattering Scale (GMS; Marcus, 1991), the Mattering to Others Questionnaire (MTOQ; Marshall, 1998), the Wellness Evaluation of Lifestyle-Teenage version (WEL-T; Myers & Sweeney, 2001), and a demographic questionnaire that assessed a variety of descriptors including ethnicity, length of time participants had lived in the United States, and average time spent with family and friends.
The GMS and the MTOQ were combined to create one indicator of mattering. Structural equation modeling (SEM) was used to test the proposed structural model and examine the influence of the exogenous variables on the endogenous wellness variable (LISREL Student Version 8.51, Joreskog & Sorbom, 2001).