| Abstract | Research has found that a sense of mattering, the perception that one is recognized and valued by other people and/or society, contributes to mental health and well-being (e.g., reduced burnout & stress). Although research has been done in undergraduate samples, little work has explored the psychological benefits of mattering in graduate students and faculty. Two studies examined the relation between mattering and mental health outcomes (e.g., satisfaction, stress, burnout) among graduate students (Study 1) and faculty (Study 2) at Texas Christian University (TCU). Results found that a sense of mattering was positively related to school/job satisfaction and negatively related to stress, burnout, depression, and quitting intentions in both samples. Additionally, research has shown that there may be some demographic differences on mattering. For example, women in male-dominated fields such as STEM (i.e., Science, Technology, Engineering, & Math) receive less recognition and credit for their work, which may contribute to a lower sense of mattering. The current research thus explored whether there was (a) a gender difference in the level of mattering between women and men for graduate students and faculty (separately), and (b) how area focus (i.e., STEM vs. non-STEM-related majors/careers) moderated potential gender differences. No significant effects emerged across the two studies. Implications of the current research is discussed in terms of the mental health and well-being of TCU graduate students and faculty. |
