The associations between three mattering measures and exhaustion, loneliness, self-esteem, and hope across different educational levels: insights from primary, middle, high school, and university students
Bibliographic record
Abstract
General mattering (GM), anti-mattering (AM), and fear of not mattering (FNM) are three critical mattering constructs that significantly impact students’ mental health. Previous studies have explored the associations between these constructs and variables such as exhaustion, loneliness, self-esteem, and hope among primary, middle school, high school, or university student samples. However, no single study has compared the three mattering constructs across different educational levels or investigated their varying associations with the aforementioned variables. To address these research gaps, the current study employed a convenience sampling to recruit 2034 primary school students, 1680 middle school students, 1862 high school students, and 3594 university students. The data were analyzed using multiple regression analyses and network analysis. The findings revealed that the disparities in the three mattering constructs were more pronounced between different educational stages than within specific grade levels of the same stage. GM was found to be positively associated with self-esteem and hope, and negatively associated with exhaustion and loneliness. Conversely, AM and FNM exhibited the opposite relationships with these variables. Furthermore, the strength of these associations varied across the different educational levels. This study examines mattering constructs and their associations across four educational levels, emphasizing the need for tailored interventions to enhance student well-being at different stages.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.007 | 0.001 |
| Scholarly communication | 0.001 | 0.000 |
| Open science | 0.000 | 0.001 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".