Students’ experiences of mattering in academic advising settings

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dc.contributor Garvey, Jason C.
dc.contributor Guyotte, Kelly W.
dc.contributor Heggem, David J.
dc.contributor Holley, Karri A.
dc.contributor.advisor Major, Claire Howell Latopolski, Keely Sember 2018-12-14T18:12:08Z 2018-12-14T18:12:08Z 2018
dc.identifier.other u0015_0000001_0003114
dc.identifier.other Latopolski_alatus_0004D_13602
dc.description Electronic Thesis or Dissertation
dc.description.abstract Mattering is defined as feelings of significance and importance (Rosenberg & McCullough, 1981). Mattering can be enacted through feeling dependent on others and sharing in celebrations of achievement or periods of frustration. Moments of mattering can mediate the complex challenges that college students face through the duration of their academic career. Academic advisors act as facilitators of these moments of mattering for students; especially at institutions where students are required to meet with advisors prior to course registration. As undergraduate students are confronted with academic, social, and personal stressors that require assistance, they can turn to academic advisors for trusted support as they navigate through their academic and personal journeys. The purpose of this qualitative study was to explore how students experience moments of mattering in academic advising settings. Using a constructivist post-phenomenological approach, I interviewed 15 participants, three times each, for a total of 45 interviews. Data was analyzed through a post-phenomenological lens and a priori theme development. The findings suggest that students experienced moments of mattering in small nuanced interactions with their academic advisor. More specifically, spoke to the individualized attention, recognition, and affirmation academic advisors provided them with during meetings together. Taken together, these concepts generated feelings of mattering for the students who participated in this study. Further, students’ felt that mattering to themselves, first, was an important factor in how they described mattering to others.
dc.format.extent 159 p.
dc.format.medium electronic
dc.format.mimetype application/pdf
dc.language English
dc.language.iso en_US
dc.publisher University of Alabama Libraries
dc.relation.ispartof The University of Alabama Electronic Theses and Dissertations
dc.relation.ispartof The University of Alabama Libraries Digital Collections
dc.relation.haspart Supplementary material includes the IRB approval letter.
dc.relation.hasversion born digital
dc.rights All rights reserved by the author unless otherwise indicated.
dc.subject.other Higher education
dc.subject.other Higher education administration
dc.subject.other Education
dc.title Students’ experiences of mattering in academic advising settings
dc.type thesis
dc.type text University of Alabama. Department of Educational Leadership, Policy, and Technology Studies Educational Leadership, Policy, and Technology Studies The University of Alabama doctoral Ph.D.

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