Revisiting First-Year College Students' Mattering: Social Support, Academic Stress, and the Mattering Experience

By Andrea Dixon Rayle, K. Chung. 2007

318 citations recorded by the source corpus.

Subfields: Education, General Health Professions, Social Psychology

View Paper: https://www.semanticscholar.org/paper/e64bd8445bfdd4f59a9c9ec4f39a8fa8c71aa64f

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Education

1. Esau Tovar
2. Gordon L. Flett
3. Chang Su
4. Attia Khan
5. M. Simon

In General Health Professions

1. M. Simon
2. Esau Tovar
3. Gordon L. Flett
4. Zhiming Cheng
5. Howard B. Lee

In Social Psychology

1. Esau Tovar
2. Gordon L. Flett
3. Chang Su
4. Attia Khan
5. M. Simon
6. Zhiming Cheng
7. Howard B. Lee

Citations in the corpus

• How social support influences university students' academic achievement and emotional exhaustion: the mediating role of self-esteem (2018, background): “Those with stronger social support are better embedded in a supportive network and are more socially integrated in their university academic environments, thus they are better positioned to improve their academic achievements (Rayle & Chung, 2007).”
• University Students’ Subjective Well-being: The Role of Autonomy Support from Parents, Friends, and the Romantic Partner (2012, unknown): “Friends, who are perceived by young adults as the most important relationship outside the family (Brown 2004), contribute to students’ adjustment during the transition to university (Dixon Rayle and Chung 2007; Shaver et al. 1985) and to well-being in general (Argyle 2001).”
• Mattering and Psychological Well-being in College and University Students: Review and Recommendations for Campus-Based Initiatives (2019, background): “Other research with university students has associated deficits in mattering with higher levels of academic stress (Rayle and Chung 2007).”
• Development and Validation of the College Mattering Inventory With Diverse Urban College Students (2009, background): “In the college setting, lower levels of perceived mattering resulted in increased levels of academic stress for students (Dixon Rayle & Chung, 2007– 2008), negatively associated with alienation but positively related to self-esteem, selfmonitoring, and social support (Elliot et al., 2004).”
• The Gendered Effect of Cooperative Education, Contextual Support, and Self‐Efficacy on Undergraduate Retention (2014, unknown): “The remaining support variables were drawn from the college students’ mattering (Schlossberg, 1989; Rayle & Chung, 2007) and from the retention literatures (Tinto, 1999; Habley & McClanahan, 2004; Nicpon et al., 2006; Ziskin, Hossler, & Kim, 2009).”