Revisiting the MHE: Measuring Adult Learners’ Experience of Mattering at Higher Learning Institutions

The Theory of Mattering and Marginality was introduced in the higher learning institution landscape by Nancy Schlossberg in 1989. The first three constructs of mattering were initially constructed by Rosenberg and McCullough in 1981 and later extended to five constructs by Rosenberg (1985). Mattering highlights the feeling of being significant, indispensable, and valued by other individuals. Schlossberg introduced Mattering at higher learning institutions with a specific focus on non-traditional learners, also known as adult learners. The theory consists of five dimensions: awareness, ego-extension, importance, reliance, and appreciation. One of the well-established instruments to measure non-traditional learners’ experience of mattering is the use of the Mattering Scales for Adult Students in Higher Education. This conceptual paper stems from a study conducted on distance learners’ experience of mattering at a public higher learning institution. One of the significant findings is the additional aspects that could enhance the current instrument, which will be further discussed in this paper.

Mattering, Distance learners, Adult learners

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