We summarize qualitative research conducted on the mattering construct and then describe a qualitative investigation focused on mattering as a key aspect of the relational factors which influence the learning and development of students. Semi-structured interviews were conducted with 12 professors recognized for their teaching excellence. Specifically, we assessed professors’ attitudes towards student perceptions of mattering and awareness of mattering in terms of their own self-reported beliefs, attitudes, and teaching practices that convey to students that they matter. Thematic analysis confirmed that almost all the award-winning professors interviewed recognized students’ need to matter and found effective ways to convey to students that they matter. These professors tended to be more similar than different in their approaches and attitudes. Key themes included the need for professors to show students they care about them as students and as people, seeing and treating students as individuals who are collaborators in the learning process, and the need to avoid anti-mattering micro-practices that can result in students becoming disengaged and disillusioned. We discuss these findings in terms of how an explicit focus on mattering promotion is warranted as a central attribute of effective teaching and learning, how the current findings enhance understanding of the mattering construct and how it should be assessed.

我们总结了对物质结构进行的定性研究，然后描述了一项定性调查，该研究将物质作为影响学生学习和发展的相关因素的一个关键方面。对 12 位因教学卓越而获得认可的教授进行了半结构化访谈。具体而言，我们根据教授向学生传达他们重要的自我报告的信念、态度和教学实践，评估了教授对学生对事物的看法和对事物的认识的态度。主题分析证实，几乎所有接受采访的获奖教授都认识到学生的重要性，并找到了有效的方式向学生传达他们的重要性。这些教授的方法和态度往往相似多于不同。关键主题包括教授需要向学生展示他们作为学生和人关心他们，将学生视为学习过程中的合作者，以及需要避免可能导致学生学习的反物质微观实践变得疏远和幻灭。我们讨论了这些发现，讨论如何明确关注重要促进作为有效教学和学习的核心属性，当前的发现如何增强对重要结构的理解以及如何对其进行评估。并且需要避免可能导致学生脱离和幻灭的反物质微观实践。我们讨论了这些发现，讨论如何明确关注重要促进作为有效教学和学习的核心属性，当前的发现如何增强对重要结构的理解以及如何对其进行评估。并且需要避免可能导致学生脱离和幻灭的反物质微观实践。我们讨论了这些发现，讨论如何明确关注重要促进作为有效教学和学习的核心属性，当前的发现如何增强对重要结构的理解以及如何对其进行评估。