REVISITING FIRST-YEAR COLLEGE STUDENTS' MATTERING: SOCIAL SUPPORT, ACADEMIC STRESS, AND THE MATTERING EXPERIENCE

In this study, Nancy Schlossberg's (1989) theory of college students' mattering to others was revisited. Mattering is the experience of others depending on us, being interested in us, and being concerned with our fate. The relationships of gender, mattering to college friends and the college environment, and friend and family social support with academic stress of 533 first-year undergraduates were examined. Female students reported higher levels of family support, mattering to friends, mattering to their college, and academic stress. Regardless of gender, college friend social support was the most powerful predictor of mattering; mattering to the college was the most powerful predictor of academic stress levels. Research-informed implications for reducing first-year students' academic stress and enforcing their social support and experiences of mattering are discussed.