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

significant findings is the additional aspects that could enhance the current instrument, which will be further

discussed in this paper.

Studies on mattering in the Western higher education landscape have gained prominence over the years. Flett

(2022) highlighted that students who feel that they matter to their higher learning institutions performed better

in their academics and achieved better results in their exams. These students were seen as more resilient,

instrument to collect data for the qualitative part of the study. A detailed explanation of this mixed methods

study is presented under the discussion section. One of the significant recommendations of the study is the

potential to extend existing measures to capture aspects that may be overlooked in the current instrument. The

current instrument, which was developed in 1989, consisted of five different aspects, as mentioned earlier.

However, an insightful finding based on a study conducted discovered three aspects that were deemed to be

necessary to be added to the instrument. The three aspects warrant inclusion are mental health, technology, and

online learning.

not feeling that one matters can lead to negative effects.

Three constructs of mattering were first established by Rosenberg and McCullough in 1981, and they are

awareness, importance, and reliance. Awareness is when other people realize our existence. We feel seen and

recognizable. Importance, on the other hand, is where one feels the object of interest or concern by a group of

people or an individual. People would invest their time and energy in us. Last but not least is reliance. Reliance

is where one feels indispensable as others depend on them. The feeling of being needed shows that one

matters. In 1985, Rosenberg expanded this conceptualization by adding two constructs. Ego extension and

appreciation were added to the three earlier-mentioned constructs. Ego extension is when a person feels that

other people or an individual experiences similar emotions and reactions to them. This could be the feeling of

happiness or sadness, for instance (Flett, 2022). Appreciation is when an individual feels that his or her

In 1989, Schlossberg introduced mattering in higher learning institutions with a specific focus on non-

traditional learners. She felt that non-traditional learners need as much attention as traditional learners do, since

these

learners transition themselves into the learning environment differently compared to the traditionally aged

learners (Lyness, 2003). It is from the establishment of the transition theory that she then introduced the theory

of mattering and marginality at higher learning institutions.

In Malaysia, the number of studies on mattering is still scarce. However, research on mattering in the higher

their learning institution experienced better well-being. This means that learning can still take place even

though the learners were in isolation, as long as they feel that they matter. A similar finding was also

discovered in a study conducted by Kam and Prihadi (2021), where students who felt that they mattered to

others were less likely to compare themselves to others and would accept themselves unconditionally.

In another study, Foo and Prihadi (2021) investigated how mattering contributes to happiness through the

mediating roles of social support and optimism. It was found that students with greater overall well-being felt

valued, and this in turn gave them stronger social support. Due to the feeling of mattering, these individuals

performed better in their academics and achieved personal success. Findings from Yeo and Lau (2020)

concurred with Foo and Prihadi (2021).

A more recent study by Lin (2023), discovered that feeling mattered brought about positive outcomes.

scarcity of studies conducted on mattering in higher learning institutions. Some of the earlier mentioned

studies pointed out that more studies need to be conducted on mattering among university students (Lin, 2023

& Yeo and Lau, 2020).

The earlier sections of this conceptual paper have focused on the five constructs of mattering and the past

studies that have applied the theory of mattering at higher learning institutions in Malaysia. These two sections

have provided the foundation to understand better studies on mattering in Malaysia. This section focuses on the

Mattering Scales for Adult Students in Higher Education (MHE). The MHE was developed by Schlossberg et

al. (1989) with a focus on non-traditional learners. The purpose of the instrument is to look into non-traditional

learners’ experience of mattering at their higher learning institutions. The five scales in the instrument are

Their interactions include those during online and face-to-face learning sessions. The administration scale

not least, there is the multiple roles scale. Since non-traditional learners hold many responsibilities, this scale is

to see how the university as a learning institution understands them as learners juggling multiple

responsibilities. However, based on a study conducted by Lin (2023), investigating the experience of mattering

among online distance learners at a higher learning institution, it was discovered that the three additional scales

should be added to the instrument by Schlossberg (1989). This will be discussed in the following section.

loneliness, having no one to communicate and isolation were among the most frequently mentioned aspects.

Hence, understanding their feelings and emotions as adult learners is important and can be useful, as it could

influence their learning experience

updated with today’s online adult learners. It is hoped that studies will be conducted with the new scales, as an

learning institutions.