The current study examined the feasibility of adapting an existing measure to create a brief mattering measure suitable for use with adolescents. We then evaluated this brief measure by testing the hypothesis that mattering in adolescents is associated broadly with positive achievement outcomes and associated motivational orientations and behavioral tendencies. A sample of 206 high school students completed a slightly modified version of the Mattering Index, the Pattern of Adaptive Learning Scales, and a measure of executive function. School grades, school risk behavior, and social risk behavior were also assessed. Participants also completed measures of hope and loneliness. Psychometric analyses resulted in two brief four-item mattering subscales tapping a) general mattering and b) mattering by giving value to others. Correlational and regression analyses established that both mattering factors were associated with a positive academic orientation and higher grades. Mattering was also associated with less risk behavior, lower levels of loneliness, and higher levels of hope. Gender differences were found in terms of levels of mattering and the correlates of mattering. The findings are discussed in terms of how a focus on the promotion of mattering should contribute to an adaptive academic orientation, enhanced self-regulation, and the capacity to be adaptable and resilient.

当前的研究审查了调整现有措施以创建适用于青少年的简短重要措施的可行性。然后，我们通过测试以下假设来评估这个简短的衡量标准：青少年的重要性与积极的成就结果以及相关的动机取向和行为倾向广泛相关。一个由 206 名高中生组成的样本完成了对物质指数、适应性学习量表模式和执行功能测量的略微修改版本。还评估了学校成绩、学校风险行为和社会风险行为。参与者还完成了希望和孤独的测量。心理测量分析产生了两个简短的四项重要分量表，它们分别是 a) 一般重要性和 b) 通过赋予他人价值而变得重要。相关性和回归分析表明，这两个重要因素都与积极的学术取向和更高的成绩有关。物质也与较低的风险行为、较低的孤独感和较高的希望有关。在重要程度和重要的相关性方面发现了性别差异。研究结果讨论了关注促进重要性应该如何有助于适应学术方向、加强自我调节以及适应和弹性的能力。在重要程度和重要的相关性方面发现了性别差异。研究结果讨论了关注促进重要性应该如何有助于适应学术方向、加强自我调节以及适应和弹性的能力。在重要程度和重要的相关性方面发现了性别差异。研究结果讨论了关注促进重要性应该如何有助于适应学术方向、加强自我调节以及适应和弹性的能力。