HRPYC81 Project 1 Assignment 3 (RESEARCH PROPOSAL) 2026 - The Psychology of Mattering

This document provides detailed workings, clear explanations, and well-structured solutions for the HRPYC81 Project 1 Assignment 3 (RESEARCH PROPOSAL) 2026 - For assistance call or Whats-App us on 0.8.1..2.7.8..3.3.7.2.. Research Project The Psychology of Mattering Research Area Positive and Community Psychology Number of Students Limited to 400 students Project Description Imagine Siphokazi, a junior lecturer at a psychology department. She works very hard, but her contributions go unnoticed. She starts to feel like her work in the department doesn't matter. Now, suppose that the Head of the Department acknowledges Siphokazi’s academic efforts in a departmental meeting by praising her for publishing in high-impact journals, and asks for her input on how to improve the quality of published research in the department. Suddenly, Siphokazi feels noticed, valued, and needed. Siphokazi psychologically experiences that she matters. Or remember when you were a teenager, and your parents sought your opinion on a family decision. For sure, you felt that you mattered. Or listen to the song “You are loved (Don’t give up) by Josh Groban and ask yourself, why you might like it? Perhaps, because the song assures us that we are important, loved, and matter? If you are a fan of the late Michael Jackson, listen to the song “Man in the Mirror”. After listing, you might be actually motivated to matter. Mattering, the psychological need to both feel valued and add value to others (Prilleltensky, 2020), has been argued to be fundamental to our judgments of the meaning of life (Costin & Vignoles, 2020). More specifically, research has shown that individuals’ perceptions of being important to others enhance their sense of well-being (Oyserman et al., 2007; Giangrasso et al., 2022; Matera et al., 2021; Paradisi et al., 2024; Scarpa et al., 2021), and self-esteem (Matera et al., 2020), and can reduce anti-social behaviours (Schmidt, 2018) and depression and anxiety (Dixon et al., 2009). Mattering, grounded in various psychological theoretical foundations (e.g., self-determination theory, social identity theory) and related to concepts such as belonging, self-esteem, and social support, is often described as comprising different interrelated dimensions (e.g., awareness, importance, reliance). Recent research suggests that the experience of mattering is related to various factors, including social support from family, peers, and the community, stable relationships with family, peers, and the community, relationship satisfaction, purpose in life, feelings of belonging, happiness, self-esteem, mental health, prosocial orientation and behaviour, and resilience, among others. The proposed research project will examine the relationship between these listed factors and individuals’ sense of mattering (and anti-mattering). In addition, sociodemographic 2 variables such as age, gender, relationship status, ethnicity, and socioeconomic status will be included as potential control variables. The listed factors define the scope of the individual research projects that students will conduct within this research project, culminating in their research report. Specifically, each student is required to select at least two of the listed factors to formulate their individual research problem and research hypotheses for their research project on the psychological experience of mattering. References and additional sources Costin, V., & Vignoles, V. L. (2020). Meaning is about mattering: Evaluating coherence, purpose, and existential mattering as precursors of meaning in life judgments. Journal of Personality and Social Psychology, 118(4), 864 Demir, M., Özen, A., Doğan, A., Bilyk, N. A., & Tyrell, F. A. (2011). I matter to my friend, therefore I am happy: Friendship, mattering, and happiness. Journal of Happiness Studies, 12(6), 983-1005. Di Napoli, I., Agueli, B., Arcidiacono, C., Alfieri, S., & Esposito, C. (2024). Family relationships and young Italian adults’ well-being: The mediation role of mattering. Journal of Family Issues, 45(12), 3034–3060. Dixon, A. L., Scheidegger, C., & McWhirter, J. J. (2009). The adolescent mattering experience: Gender variations in perceived mattering, anxiety, and depression. Journal of Counseling & Development, 87(3), 302–310. Elliott, G. C., Colangelo, M. F., & Gelles, R. J. (2005). Mattering and suicide ideation: Establishing and elaborating a relationship. Social Psychology Quarterly, 68(3), 223–238. Flett, G. L. (2022). An introduction, review, and conceptual analysis of mattering as an essential construct and an essential way of life. Journal of Psychoeducational Assessment, 40(1), 3–36. Flett, G., Khan, A., & Su, C. (2019). Mattering and psychological well-being in college and university students: Review and recommendations for campus-based initiatives. International Journal of Mental Health and Addiction, 17(3), 667-680. Giangrasso, B., Casale, S., Fioravanti, G., Flett, G. L., & Nepon, T. (2022). Mattering and anti-mattering in emotion regulation and life satisfaction: A mediational analysis of stress and distress during the COVID-19 pandemic. Journal of Psychoeducational Assessment, 40(1), 125–141. 3 Matera, C., Bosco, N., & Meringolo, P. (2020). Perceived mattering to family and friends, self-esteem, and well-being. Psychology, Health & Medicine, 25(5), 550–558. Matera, C., Meringolo, P., & Reino, M. (2021). Metastereotypes, perceived mattering, and well-being among minority groups. Psychology, Health & Medicine, 26(10), 1274–1281. Matera, C., Paradisi, M., Boin, J., & Nerini, A. (2022). Perceived mattering in the face of COVID-19: Links with emotion regulation and psychological well-being. Psychology & Health, 37(12), 1471–1491. Oyserman, D., Fryberg, S. A., & Yoder, N. (2007). Identity-based motivation and health. Journal of Personality and Social Psychology, 93(6), 1011. Paradisi, M., Matera, C., & Nerini, A. (2024). Feeling important, feeling well. The association between mattering and well-being: A meta-analysis study. Journal of Happiness Studies, 25(1-2), article number 4. Prilleltensky, I. (2020). Mattering at the intersection of psychology, philosophy, and politics. American Journal of Community Psychology, 65(1-2), 16–34. Rayle, A. D. (2006). Mattering to others: Implications for the counseling relationship. Journal of Counseling & Development, 84(4), 483–487. Scarpa, M. P., Di Martino, S., & Prilleltensky, I. (2021). Mattering mediates between fairness and well-being. Frontiers in Psychology, 12, 744201. Scarpa, M. P., Zopluoglu, C., & Prilleltensky, I. (2022). Assessing multidimensional mattering: Development and exploratory validation of the Mattering in Domains of Life Scale (MIDLS). Journal of Community Psychology, 50(3), . Scarpa, M. P., Zopluoglu, C., & Prilleltensky, I. (2022). Mattering in the community: Domain and demographic differences in a US sample. Journal of Community Psychology, 50(3), . Taylor, J., & Turner, R. J. (2001). A longitudinal study of the role and significance of mattering to others for depressive symptoms. Journal of Health and Social Behaviour, 42(3), 310–325. Tonini, B., Benucci, S. B., Flett, G., Fioravanti, G., & Casale, S. (2025). General mattering, anti-mattering, and depressive symptoms: A meta-analysis. Clinical Psychology Review, 102626. 4 Zhou, X. H., Flett, G. L., Liao, X. L., Jiang, X. Y., Yang, X. F., Chen, I. H., & Malas, O. (2025). Longitudinal Dynamics of Mattering Constructs in Chinese Adolescents: Gender Differences in Patterns of Stability and Change. Journal of Personality Assessment, 1–15. Contact person Name Prof Kitty B Dumont E-mail Telephone Supervision Support Prof Kitty B Dumont IMPORTANT INFORMATION CURRICULUM Please note that HRPYC81 is a 36-credit module and therefore requires a minimum commitment of 10 hours of study per week over a 36-week period. By the end of this module, you are expected to be able to formulate a research problem, select an appropriate research method to address the problem, conduct a research study, and report your findings in accordance with the Standards in Psychology as set out in the 7th Edition of the Publication Manual of the American Psychological Association (APA). To develop these competencies, you are required to complete three formative assignments. Each assignment includes detailed instructions and feedback to support your learning and skill development. The final research report will require you to apply the knowledge and skills developed through these three assignments. STUDY GUIDE AND ADDITIONAL SUPPORT The HRPYC81 MyUnisa website provides a comprehensive study guide, offering access to online lectures that cover essential topics, including library usage, understanding the scientific research process, defining research problems, conducting literature reviews, data collection and analysis, and reporting and discussing scientific results. Additional reading materials are also available. The Study Guide is structured to provide weekly activities that we strongly recommend you complete, as they are designed to support your successful completion of this module. Online consultation sessions will also be held to address any questions related to lecture content and materials. Additionally, dedicated consultation sessions will be offered, focusing on specific aspects of this research project. For the study guide, course materials, consultation 5 dates, and other important announcements, please visit the HRPYC81 MyUnisa website. It is your responsibility as a student to engage with the information we provide and to attend the consultation sessions we offer. ASSESSMENTS Students registered for the module HRPYC81-26-Y are required to conduct research and compile a Research Report as their final portfolio submission. During the academic year, students must complete and submit three formative assignments related to their selected research project. To qualify for submission of the final Research Report, students must achieve a minimum average of 40% across these three assignments (i.e., a year mark of at least 40%; see Tutorial Letter 101, p. 17). Submission of all three formative assignments is a requirement. DUE DATES/ EXTENSION Due dates for the formative and summative assignments will be available on the landing page of HRPYC81 MyUnisa. Most importantly, read the Unisa policy on due dates (deadlines) carefully, as the following rules will be applied: Responsibility: It is the student's responsibility to ensure that assignments are submitted to Unisa on or before the due date. Consequences of Late Submission: Failure to submit the formative assignments on time may result in being ineligible to submit the research report, as you might not achieve the required year mark. Extension Requests: If you are unable to submit a formative assignment on time, you must request an extension before the due date/deadline of the assignment. Extensions will only be granted in exceptional circumstances, such as illness or death in the family. As you have two months to submit your assignments, an extension of a maximum of three (3) days will be given. Supporting Documentation: You will need to provide documentation (e.g., a sick note, death certificate, or affidavit) to support your extension request. An email (including supporting documents) must be sent to Prof K Dumont at before the due date/deadline of the assignment. YEAR AND FINAL MARK COMPOSITION Module Pass Requirements: 6 Admission to submit the Research Report: To qualify for submission of the final Research Report, students must achieve a minimum average of 40% across these three assignments (i.e., a year mark of at least 40%). Research Report Requirement: To pass the research report, you must achieve a mark of at least 40%. Final Mark Composition: The year mark (average of the three formative assignments) accounts for 20% of the final mark. The examination (research report) accounts for 80% of the final mark. Final Mark: To pass the module, you need a final mark of at least 50%. How to Plan for Passing this Module or Achieving a Distinction: If you score 40 on the research report (which contributes 80% of the final mark, giving 32 points), you will need a year mark of 90 (which contributes 20% of the final mark, giving 18 points) to reach a final mark of 50. Alternatively, if you achieve the minimum required year mark of 40 (which contributes 20% of the final mark, giving 8 points), you will need a research report mark of 52.5 (which contributes 80% of the final mark, giving 42 points) to reach a final mark of 50. This breakdown helps you understand what grades you need in each component to pass the module or aim for a higher grade. UNIQUE ASSESSMENT NUMBERS When you submit your assignments for this research project, ensure that you submit them using the correct assessment number (including the unique number). They are reported in red for each assignment below. OVERVIEW ASSIGNMENTS FIRST ASSIGNMENT ASSESSMENT NUMBER 1 UNIQUE NUMBER 600020 First Assignment Overview: Task: You will be provided with a reference for a paper. Your first task is to locate the paper in the Unisa library (using the bibliographic information in the reference) and download it from the Unisa library. Secondly, you will need to read this scientific paper and answer multiple-choice questions based on its content. Support: Go to the Study Guide and watch the video on how to locate and download a paper from the Unisa library. 7 Purpose: This assignment assesses your ability to comprehend scientifically written material. Feedback: You will receive valuable feedback on your current research skills. This feedback should inform your study approach to address any knowledge gaps, particularly in research methodology. This assignment will help you identify areas for improvement in your understanding of the research process, its methods and components. Focus on reading the paper carefully and thoroughly to prepare for the MCQ questions. SECOND ASSIGNMENT ASSESSMENT NUMBER 2 UNIQUE NUMBER 600035 Second Assignment Overview: Task: You are required to write the first draft of a literature review based on your selected research project. Support and Resources: The Study Guide offers lectures that explain the purpose of a literature review, its methodology, and how to structure it effectively. Also, attend the consultation sessions on the literature review. You will be provided with clear instructions and a structured outline to help you organise your literature review and ensure a logical flow. Length: The essay should be at most five (5) pages, excluding the front page and references. This assignment focuses on developing your ability to write a structured and coherent literature review, a key part of research projects. Ensure you utilise the resources provided to guide you through the process. THIRD ASSIGNMENT ASSESSMENT NUMBER 3 UNIQUE NUMBER 600037 Third Assignment Overview: Task: You are required to write a Research Proposal. Key Elements: Revise your literature review based on feedback from the second assignment and adjust it to the required structure of the third assignment. Do not simply copy and paste your Literature Review draft from the second to the third assignment. Rather, follow the structure and instructions as outlined under “How to prepare, structure and complete the assignments in HRPYC81? Derive at least two research hypotheses from your literature review. 8 Outline in detail how you will test your research hypotheses, including: ▪ The research method you will use. ▪ Participants you plan to approach for the study. ▪ Procedure for conducting the research, including how you will adhere to APA ethical principles of psychological research. ▪ Measurements you will apply. ▪ Data Analysis you will apply. Length: The proposal should not exceed ten (10) pages, excluding the title page, table of contents, and references. This assignment will allow you to apply your knowledge from the literature review and define your research plan. Make sure to incorporate the feedback from your second assignment to improve the quality and adhere to the required structure of the literature review. FOURTH ASSIGNMENT ASSESSMENT NUMBER 4 UNIQUE NUMBER 600122 Fourth Assignment Overview: Task: You are required to write your research report, which will serve as your examination for the module (see Tutorial Letter 101, p. 18). Key Elements: Present an advanced literature review. Clearly state two research hypotheses that are logically derived from the literature review. Provide detailed information about the proposed study, including the research method, participants, procedure, and measurements. Report on the results of your research. Remember, these results must be based on the pooled data from this research project. The results will be made available to you. Discuss the findings in relation to previously conducted research, outline limitations of your research project, and implications for future research and society. Important Note: The results you report must align with the results generated by the pooled data in the research project. If there are discrepancies, it will be considered as data/result fabrication, violating the Ethical Principles of Psychological Research (see the Ethical Principles of 9 Psychologists and Code of Conduct by the APA, Section 8, “Research and Publication”) and Unisa Ethics Policy. Length: The research report should not exceed twenty (20) pages, excluding the title page, table of contents, references, and appendix (if applicable). This assignment will test your abilities to conduct research, analyse data, read statistical results, and present your findings scientifically and rigorously. Ensure the accuracy and integrity of your results. Submission Requirements/ Plagiarism Declaration EULA (End User License Agreement): By submitting your written assessments, you agree to have your work checked for plagiarism and AI use. This means a Turnitin report will be generated to detect any issues with your submission. Note: Lecturers will not provide feedback or grade any written assignment without a Turnitin report. Honesty Declaration: You must acknowledge that you did not plagiarise or use any AI tools while preparing your written work. Consequences of Discrepancies: Any discrepancies (such as detected plagiarism or AI-generated content, fabricated data or results) will be followed up on. NOTE: Lecturers will not provide feedback or grade any text that is found to be plagiarised or AI-generated. This is a crucial step to maintain academic integrity in your work. Be sure to submit original content and abstain from using AI tools or plagiarising. 10 INFORMATION ABOUT THE STUDY In this research project, we will assess the relationships between the experiences of mattering and the following factors: social support from family, peers, and the community, stable relationships with family, peers, and the community, relationship satisfaction, purpose in life, feelings of belonging, happiness, self-esteem, mental health, prosocial orientation and behaviour, and resilience. In addition, sociodemographic variables such as age, gender, relationship status, ethnicity, and socioeconomic status will be included as potential control variables. Students select at least two of the listed factors that are assumed to relate to mattering to define their individual research problems and propose their research hypotheses within this research project. The various factors and their relationships with the experiences of mattering will be examined using a cross-sectional online survey, hosted on the research platform Qualtrics. Method Cross-Sectional Survey Design Participants 18 years and older Ethics Declaration Since all students are required to collect data for their chosen research projects, which must receive ethical clearance from the Ethics Committee of the College of Human Sciences, all students are required to read and confirm that they have understood the Unisa Ethics Policy, the Unisa Intellectual Property (IP) Policy, and the Standard Operating Procedure for Risk Assessment by 15 April 2026. These policies, along with the ethical declaration form, will be made available in the Study Guide and Announcements. The submission of this Ethics Declaration is one of the preconditions, besides achieving a minimum year mark of 40%, for you to gain admission to submit your research report. Therefore, ensure that you submit your ethical declaration before the closing date, as no extensions will be granted. Procedure Students of this research project will approach potential participants. Only those of you who submitted their ethics declaration will receive a link to the online survey hosted on Qualtrics. Upon opening the link, potential participants will be directed to an information page that provides details about the study's purpose, the nature of participation, the voluntary nature of participation, the right to withdraw at any stage, benefits to participants, potential risks, confidentiality, and data protection. Potential participants will be required to confirm that they have read all information and either 11 consent to or decline participation in the study. Only participants who provide consent will be directed to the measurements. Measurements Mattering will be assessed as both mattering and anti-mattering (Ding et al., 2025). Social support will be measured using the Multidimensional Perceived Social Support Scale by Zimet et al. (1988), which has been validated for different cultural contexts (e.g., Dambi et al., 2018). Stability and relationship satisfaction will be measured by adopting the items from the commitment and satisfaction subscales of Rusbult et al. (1998). Purpose in life will be assessed with the Life Engagement Test (Scheier et al., 2006). Feeling of belonging will be assessed using a pictorial measure originally introduced to measure “self-other overlap” (Aron et al., 1992) and further developed to assess Overlap of Self, Ingroup, and Outgroup (Schubert et al., 2002). We will utilise this pictorial measure to assess the degree to which people feel they belong to their family, friends, and community. Happiness will be assessed as subjective well-being using the Satisfaction With Life Scale (SWLS; Diener et al., 1985). Self-esteem will be assessed using the Rosenberg Self-Esteem Scale (Rosenberg, 1965), which has been validated for the South African context (e.g., Makhubela & Mashegoane, 2017; Westaway et al., 2025). Mental health will be assessed using the non-clinical Mental Health Continuum-Short Form (MHC-SF), introduced by Keyes (2009) and validated by Lamers et al. (2011). Additionally, we will also assess depression and anxiety using the non-clinical Depression Anxiety Stress Scales (Lovibond & Lovibond, 1995). Prosocial orientation will be assessed as social value orientation (Murphy et al., 2011; Van Lange et al., 2013) and as pro-socialness (Caparara et al., 2005). Resilience will be measured using the Brief Resilience Scale (Smith et al., 2008). Sociodemographic variables, including age, gender, relationship status, ethnicity, and socioeconomic status, will also be assessed. References Aron, A., Aron, E. N., & Smollan, D. (1992). Inclusion of other in the self scale and the structure of interpersonal closeness. Journal of Personality and Social Psychology, 63(4), 596. 12 Caprara, G. V., Steca, P., Zelli, A., & Capanna, C. (2005). A new scale for measuring adults' prosocialness. European Journal of Psychological Assessment, 21(2), 77–89. Dambi, J. M., Corten, L., Chiwaridzo, M., Jack, H., Mlambo, T., & Jelsma, J. (2018). A systematic review of the psychometric properties of the cross-cultural translations and adaptations of the Multidimensional Perceived Social Support Scale (MSPSS). Health and Quality of Life Outcomes, 16(1), 80. Diener, E. D., Emmons, R. A., Larsen, R. J., & Griffin, S. (1985). The satisfaction with life scale. Journal of Personality Assessment, 49(1), 71–75. Ding, J. L., Zheng, X., Flett, G. L., Cao, C. H., Gamble, J. H., Jiang, X. Y., ... & Chen, I. H. (2025). Psychometric analyses of the general mattering scale, anti-mattering scale, and the fear of not mattering inventory in Chinese youth. Scientific Reports, 15(1), 33224. Keyes, C. L. M. (2009). Promoting and protecting mental health as flourishing: A complementary strategy for improving national mental health. American Psychologist, 64(2), 143–156. Lamers, S. M. A., Westerhof, G. J., Bohlmeijer, E. T., ten Klooster, P. M., & Keyes, C. L. M. (2011). Evaluating the psychometric properties of the Mental Health Continuum-Short Form (MHC-SF). Journal of Clinical Psychology, 67(1), 99–110. Lamers, S. M., Westerhof, G. J., Bohlmeijer, E. T., ten Klooster, P. M., & Keyes, C. L. (2011). Evaluating the psychometric properties of the mental health continuum‐short form (MHC‐SF). Journal of Clinical Psychology, 67(1), 99–110. Lovibond, P. F., & Lovibond, S. H. (1995). The structure of negative emotional states: Comparison of the Depression Anxiety Stress Scales (DASS) with the Beck Depression and Anxiety Inventories. Behaviour research and therapy, 33(3), 335–343. Makhubela, M. & Mashegoane, S. (2017). Psychological validation of the Rosenberg Self-Esteem Scale (RSES) in South Africa: Method effects and dimensionality in black African and white university students. Journal of Psychology in Africa, 27(3), 277–281. Rosenberg, M. (1965). Society and the adolescent self-image. Princeton University Press. Rusbult, C. E., Martz, J. M., & Agnew, C. R. (1998). The investment model scale: Measuring commitment level, satisfaction level, quality of alternatives, and investment size. Personal relationships, 5(4), 357–387. 13 Scheier, Michael F., et al. "The life engagement test: Assessing purpose in life." Journal of Behavioural Medicine, 29(3), 291–298. Schubert, T. W., & Otten, S. (2002). Overlap of self, ingroup, and outgroup: Pictorial measures of self-categorization. Self and identity, 1(4), 353–376. Smith, B. W., Dalen, J., Wiggins, K., Tooley, E., Christopher, P., & Bernard, J. (2008). The brief resilience scale: assessing the ability to bounce back. International Journal of Behavioural Medicine, 15(3), 194–200. Westaway, M.S., Jordaan, E. & Tsai, J. (2015). Investigating the psychometric properties of the Rosenberg Self-Esteem Scale for South African residents of greater Pretoria. Evaluation and the Health Professions, 38(2), 181–199. Zimet, G. D., Dahlem, N. W., Zimet, S. G., & Farley, G. K. (1988). The multidimensional scale of perceived social support. Journal of Personality Assessment, 52(1), 30–41. Data Collection Please note that only those who have submitted their ethics declaration will receive a link to the online survey, hosted on Qualtrics. Identify and approach at least ten (10) potential research participants (i.e., individuals older than 18 years and NOT Unisa students) and provide them with the link to the study and your identification code (your student number). The data collection will open at the end of June and close in mid-July 2026. It is, therefore, recommended that data collection be initiated as soon as possible. Any form of data fabrication will result in disciplinary action, as it violates the Ethical Principles of Psychological Research (see the Ethical Principles of Psychologists and Code of Conduct by the APA, Section 8, “Research and Publication”) and Unisa Ethics Policy. Data Analysis The data collected by the students will be pooled into a single, consolidated database. During consultation sessions, you will be shown how the pooled data are prepared and analysed, including reliability analysis of measurements and creating of variables, preliminary analysis (means, standard deviations, intercorrelations of principal variables), interpretation of SPSS outputs, and reporting of statistical results following APA standards. You will be provided with the SPSS outputs of data analyses. In addition, in the Study Guide, you will have access to the statistical software SPSS and Andy Field’s book Discovering Statistics Using SPSS to support the development of your knowledge and skills in statistics. 14 IMPORTANT INFORMATION ON HOW TO PREPARE, STRUCTURE AND COMPLETE THE ASSIGNMENTS IN HRPYC81 Further information on preparing, structuring, and completing the assignments for this research project is provided below. The information concerning the assessment criteria is also provided. FIRST ASSIGNMENT (ASSESSMENT NUMBER 1) OPENING OF ASSIGNMENT: 12 FEBRUARY 2026 CLOSING OF ASSIGNMENT: 15 APRIL 2026, AT 13h00. Task of your FIRST ASSIGNMENT? Your task for your first assignment is two-fold: Your first task is to locate a paper in the Unisa library (using the reference information) and to download the paper from the Unisa library. Secondly, you will need to read this scientific paper and answer multiple-choice questions based on its content. How to access the paper for your FIRST ASSIGNMENT? As part of your first assignment, you will be provided with a reference (i.e., bibliographic information) to a paper that reports on multi-study research. A reference to a paper is a full bibliographic description of a source, allowing researchers to identify, locate, and verify the original work. Please go to the Study Guide and watch the video on How to locate a paper using the Unisa library. Locate the paper for your first assessment in the Unisa library and download it. How do you prepare for your FIRST ASSIGNMENT? Before answering the MCQ questions, read the paper carefully by adhering to the following logic: When reading the paper, it is essential to approach it with a critical mindset. Begin by identifying the key variables in the reported studies. The dependent variable (DV) is the outcome that researchers measure or test in the study. The independent variable (IV) is the variable that is manipulated or categorised to observe its effect on the dependent variable. Additionally, there may be covariates or other variables (e.g., mediators, moderators) that could influence the relationship between the IV and DV, which should be carefully considered. As you read the paper, ask yourself what relationships between the variables the study is testing. Understanding the nature of these relationships is crucial. The authors will likely provide theoretical arguments to justify why they hypothesise these relationships. Pay attention to the background theories and/or prior research they 15 reference, as this will help you understand the rationale for how they derived the research hypotheses from it and the selected research method to test the hypotheses. Next, consider the research method(s) and measurements used to explore or test the relationships between the variables. Research method(s) could involve experiments, surveys, or other methodologies. Measurements could involve existing scales. It is essential to assess the strengths and limitations of the methods/measurements employed, as this will provide insight into the validity and reliability of their research. After examining the research method(s), turn your attention to the study's findings. What did the researchers discover? How do they interpret these findings in relation to their research hypotheses, existing theories, and existing studies? Were their predictions confirmed, or did they find unexpected results? This will give you an understanding of whether and how the study contributes to the field of study. Finally, the limitations of the study should be taken into consideration. No research is without its constraints, and the authors will likely discuss factors such as sample size, methodology, internal validity, measurement validity, or external validity that might limit the application of their findings. Also, consider the conclusions the authors draw from their research. What do they suggest for future studies in this area, and how do they believe their work contributes to a broader understanding of the topic? Reflecting on these aspects as you read the paper will help you develop a deeper understanding of the research and prepare you to answer questions in your assignment. Multiple-Choice Questions You are required to answer 40 multiple-choice questions that assess different skills you need to develop when reading research papers. Some questions assess your ability to correctly read theoretical information, accurately extrapolate the research method and measurements used in the studies, their psychometric quality, accurately interpret the results presented for the studies, compare the results across studies, and accurately read the limitations and conclusions concerning the studies. How do you submit the FIRST ASSIGNMENT? Please go to MyModule and select the assignment. Take note that you have several weeks to complete this assignment. Do not submit the assignment until you have answered all questions. Once you submit the assignment, you cannot make any changes. Also, submit the assignment before the due date/time. 16 Assessment criteria for the FIRST ASSIGNMENT The first assignment is a multiple-choice questionnaire (MCQ) that will be automatically marked. After the assignment is closed, feedback on the correct answers, along with explanations, will be provided under Announcements on the HRPYC81 MyUnisa website. Recommendation The first assessment is crucial, as it will offer valuable feedback on your research skills. It serves as an opportunity to assess how well you can process information related to psychological concepts and theoretical arguments. Additionally, it will help gauge your understanding of psychological research methods and measurements. One key area of focus will be your ability to read and interpret basic statistical findings, which is an essential skill for conducting and understanding psychological research. The feedback you receive from this assessment will provide insights into areas where you may have gaps in knowledge. Identifying these gaps is important, as it should motivate you to take action to improve and strengthen your understanding of the relevant topics. Taking the assessment seriously will help you refine your current competencies and ensure you are well-prepared for future assignments. SECOND ASSIGNMENT (ASSESSMENT NUMBER 2) OPENING OF ASSIGNMENT: 05 MARCH 2026 CLOSING OF ASSIGNMENT: 05 MAY 2026, AT 13h00 Task of your SECOND ASSIGNMENT You are required to write the first draft of a literature review on mattering. When writing a literature review, we first engage with the concept we aim to study in relation to other related concepts. Therefore, a literature review typically begins by outlining the concept in question, including its historical roots, the similarities and differences of various definitions, and its theoretical relationships to existing concepts. After that, the literature review dives into the questions: what is already known and demonstrated empirically about the relationships between the concept we focus on and related concepts. This analysis provides valid information about what can be expected, such as the nature of the relationships (are they positive or negative?). Is there evidence that indirect relationships exist (through 17 a mediator) or that the relationships are conditional (because of a moderator)? To prepare for developing a literature review, follow the outlined steps below. How do you prepare for your SECOND ASSIGNMENT? Read the papers listed as resources below. In addition to the papers provided, be proactive in seeking additional papers that enrich your understanding of the topic. You can look for recent studies, reviews, or meta-analyses in reputable psychological journals to broaden your perspective and deepen your knowledge. When reading the papers (on mattering), it is important to engage with them critically. As you go through each paper, ask yourself a series of guiding questions to deepen your understanding and analysis. First, identify how the concept (of mattering) is defined and used in the papers. Secondly, identify the psychological or social factors that the concept (of mattering) is associated with. Understanding these concepts and their relationship to the concept (of mattering) is fundamental to grasping the broader implications of this psychological phenomenon. Next, consider the theoretical arguments presented in the paper. What is the underlying theory or framework the authors are drawing on to define the concept (of mattering) and the relationships with other concepts? This could include established psychological theories or new theoretical perspectives they are proposing. Inquiring about how these theories inform the research will help you connect theoretical and empirical evidence with broader psychological discourse. As you continue reading, pay close attention to how empirical evidence is generated. How did the researchers design their study? What research methodology (including design and measurements) did they use to collect and analyse data? Understanding the methodology will allow you to assess the validity and reliability of the findings. Look at how the results are reported - what data is reported and how the findings are interpreted. Finally, reflect on whether the results support the research hypotheses or assumptions proposed in the reported studies. Did the results confirm the researchers’ predictions or reveal something unexpected? Evaluating the alignment between the results and the initial hypotheses is crucial for assessing the study’s contribution to the field and its broader implications. Consult the Study Guide, as it provides you with exercises and recommendations to document the findings of reading the papers/literature in preparation for your literature review. 18 How do you complete the SECOND ASSIGNMENT? When completing this assignment, follow the instructions by addressing the proposed five (5) issues while providing evidence from the literature: 1. Conceptualise Mattering as a psychological experience The psychological concept of mattering has been extensively explored by various researchers. Researchers have conceptualised mattering in various ways in the past and at present, often breaking it down into distinct dimensions. Based on your literature review, outline the commonalities and differences in conceptualising mattering. Also, address the question: What differentiates the different dimensions of mattering? Present a workable definition informed by the literature. 2. Psychological Factors Influencing the Experience of Mattering What are the factors that influence the experience of mattering, and how? Identify, introduce and discuss at least four (4) factors that have been shown to influence the experience of mattering. Specify the relationships. 3. Psychological Factors Influenced by the Experience of Mattering What are the factors that are influenced by the experience of mattering, and how? Identify, introduce and discuss at least four (4) factors that are influenced by the experience of mattering. Specify the relationships. 4. What factors, you identified, are both influenced and do influence the Experience of Mattering? Human behaviour is complex. Consequently, relationships between the experience of mattering and related factors are not only one-directional but also sometimes bidirectional. What do we mean by that? In psychology, a bidirectional relationship refers to a situation in which two (psychological) factors influence each other in both directions, rather than one factor causing or affecting the other in only one way (i.e., one-directional). Identify at least two (2) factors that share a bidirectional relationship with the experience of mattering and provide sufficient evidence. 5. Importance of Studying the Experience of Mattering within the South African context Why is it important to study the experience of mattering within the South African context? Formulate at least two (2) reasons that justify studying the experience of mattering in South Africa. These reasons have to be supported by evidence from existing research. The answers to this question will lay the foundations for the Introduction of your 19 next assignment (Research Proposal), as it frames the research within a broader context. Important note: When addressing these five issues, remember to consistently in-text reference evidence from the literature to support your claims and synthesise rather than list the findings to address the assignment questions comprehensively. Consult the Study Guide on how to synthesise information. When writing your literature review, adhere to the following structure: Structure of the SECOND ASSIGNMENT Frontpage The front page is expected to include the following information: Module code: HRPYC81, research project number, assignment number, your surname and student number. DO NOT use any pictures or designs on any page of this assignment. Content Use the instructions/issues listed above to structure your assignment. Use the instructions/issues as headings for this assignment. Remember, addressing these issues should be the result of a thorough LITERATURE REVIEW. Therefore, do not just list what researchers are saying to address the issues, but synthesise the existing literature by identifying commonalities and differences in the conceptualisations, arguments, or empirical findings. Ask yourself what the arguments, concepts and studies have in common and where they differ. Remember to provide evidence (i.e., in-text references) for your arguments, claims, and conclusions. References List the references you use alphabetically (see Tutorial Letter 103 under References or see the Study Guide). Ensure that all in-text references are included and that you apply APA standards when you report your references. Format and Layout Headings The two main headings are: Literature Review and References. Under Literature Review, use as subheadings the stated issues you are expected to address. You can rephrase them. Under References, report in APA style the bibliographic information of the sources you referenced in your Literature Review (i.e., in-text references). Font and Spacing 20 Use Times New Roman, Size: 12, use a Line Spacing Multiple of 1.10 (at least), number the pages, and use indentation when starting a new paragraph. In APA style, indent the first line of every paragraph by 1.27 cm (0.5 inches) using the paragraph format settings. Remember, we use indentation for the first line of each new paragraph by moving it slightly to the right, indicating that a new idea or section is beginning. Resources These resources can be considered as starting points. Costin, V., & Vignoles, V. L. (2020). Meaning is about mattering: Evaluating coherence, purpose, and existential mattering as precursors of meaning in life judgments. Journal of Personality and Social Psychology, 118(4), 864 Demir, M., Özen, A., Doğan, A., Bilyk, N. A., & Tyrell, F. A. (2011). I matter to my friend, therefore I am happy: Friendship, mattering, and happiness. Journal of Happiness Studies, 12(6), 983-1005. Di Napoli, I., Agueli, B., Arcidiacono, C., Alfieri, S., & Esposito, C. (2024). Family relationships and young Italian adults’ well-being: The mediation role of mattering. Journal of Family Issues, 45(12), 3034–3060. Dixon, A. L., Scheidegger, C., & McWhirter, J. J. (2009). The adolescent mattering experience: Gender variations in perceived mattering, anxiety, and depression. Journal of Counseling & Development, 87(3), 302–310. Elliott, G. C., Colangelo, M. F., & Gelles, R. J. (2005). Mattering and suicide ideation: Establishing and elaborating a relationship. Social Psychology Quarterly, 68(3), 223–238. Flett, G. L. (2022). An introduction, review, and conceptual analysis of mattering as an essential construct and an essential way of life. Journal of Psychoeducational Assessment, 40(1), 3–36. Flett, G., Khan, A., & Su, C. (2019). Mattering and psychological well-being in college and university students: Review and recommendations for campus-based initiatives. International Journal of Mental Health and Addiction, 17(3), 667–680. 21 Giangrasso, B., Casale, S., Fioravanti, G., Flett, G. L., & Nepon, T. (2022). Mattering and anti-mattering in emotion regulation and life satisfaction: A mediational analysis of stress and distress during the COVID-19 pandemic. Journal of Psychoeducational Assessment, 40(1), 125–141. Matera, C., Bosco, N., & Meringolo, P. (2020). Perceived mattering to family and friends, self-esteem, and well-being. Psychology, Health & Medicine, 25(5), 550–558. Matera, C., Meringolo, P., & Reino, M. (2021). Metastereotypes, perceived mattering, and well-being among minority groups. Psychology, Health & Medicine, 26(10), 1274–1281. Matera, C., Paradisi, M., Boin, J., & Nerini, A. (2022). Perceived mattering in the face of COVID-19: Links with emotion regulation and psychological well-being. Psychology & Health, 37(12), 1471–1491. Oyserman, D., Fryberg, S. A., & Yoder, N. (2007). Identity-based motivation and health. Journal of Personality and Social Psychology, 93(6), 1011. Paradisi, M., Matera, C., & Nerini, A. (2024). Feeling important, feeling well. The association between mattering and well-being: A meta-analysis study. Journal of Happiness Studies, 25(1-2), article number 4. Prilleltensky, I. (2020). Mattering at the intersection of psychology, philosophy, and politics. American Journal of Community Psychology, 65(1-2), 16–34. Rayle, A. D. (2006). Mattering to others: Implications for the counseling relationship. Journal of Counseling & Development, 84(4), 483–487. Scarpa, M. P., Di Martino, S., & Prilleltensky, I. (2021). Mattering mediates between fairness and well-being. Frontiers in Psychology, 12, 744201. Scarpa, M. P., Zopluoglu, C., & Prilleltensky, I. (2022). Assessing multidimensional mattering: Development and exploratory validation of the Mattering in Domains of Life Scale (MIDLS). Journal of Community Psychology, 50(3), 1430–1453. Scarpa, M. P., Zopluoglu, C., & Prilleltensky, I. (2022). Mattering in the community: Domain and demographic differences in a US sample. Journal of Community Psychology, 50(3), 1481–1502. 22 Taylor, J., & Turner, R. J. (2001). A longitudinal study of the role and significance of mattering to others for depressive symptoms. Journal of Health and Social Behaviour, 42(3), 310–325. Tonini, B., Benucci, S. B., Flett, G., Fioravanti, G., & Casale, S. (2025). General mattering, anti-mattering, and depressive symptoms: A meta-analysis. Clinical Psychology Review, 102626. Zhou, X. H., Flett, G. L., Liao, X. L., Jiang, X. Y., Yang, X. F., Chen, I. H., & Malas, O. (2025). Longitudinal Dynamics of Mattering Constructs in Chinese Adolescents: Gender Differences in Patterns of Stability and Change. Journal of Personality Assessment, 1–15. Assessment criteria for the SECOND ASSIGNMENT The literature review addressing each issue receives a maximum score of 80% (Issue 1: 20%, Issue 2: 17.5%, Issue 3: 17.5%, Issue 4: 10%, Issue 5: 5%). The score depends on the logic, correctness, and accuracy of your arguments/information in addressing each issue, the quality of evidence provided, and your academic writing skills. Presentation of the assignment (i.e., following the structure correctly) (5%), in-text references (5%) and references at the end of the document are correct and reported in accordance with APA standards (10%). Recommendation The feedback you receive on your second assignment is guided by the above-outlined assessment criteria. Take the feedback seriously to extend and improve your literature review for your research proposal, which is your third assignment. Note that the literature review for your next assignment needs to be restructured. Please read carefully what the literature review for your research proposal (third assignment) should include! You will find the information below. THIRD ASSIGNMENT (ASSESSMENT NUMBER 3) OPENING OF ASSIGNMENT: 23 APRIL 2026 CLOSING OF ASSIGNMENT: 23 JUNE 2026, AT 13h00 23 Task of your THIRD ASSIGNMENT For your third assignment, which involves writing a research proposal, you will need to adjust based on the feedback you received for your first literature review draft (second assignment). It is important to carefully consider this feedback and incorporate the suggestions as you refine your work. The literature review in your research proposal will have a different structure from the one you submitted for the second assignment (see below). The research proposal starts with an Introduction. This section should frame your proposed research project. When we frame our research, we provide reasons that justify the research on the experience of mattering. What possible issues could be addressed if we had more knowledge about this psychological experience and its related factors, and how could this knowledge contribute to solving current problems faced in South Africa? What are these problems? The introduction should also briefly outline the main concepts involved in your study and their relationships, setting the stage for the detailed research proposal to follow. Draw upon your arguments on the fifth issue of the second assignment (regarding the reasons for studying the experience of mattering within the South African context). The second section of your research proposal is the Literature Review, which consists of three parts. Start your Literature Review by introducing the main concept, outlining how it has been conceptualised by various researchers, and highlighting the similarities and differences among their various conceptualisations. This part of your literature review should conclude with a workable definition of mattering based on the literature. The second part of your Literature Review should provide an overview of the factors that influence, and are influenced by, the experience of mattering, and factors that share bidirectional relations with the experience of mattering. Draw upon your previous assignment by combining your literature review addressing issues 2 to 4. The third part of your literature review focuses on at least two (2) factors (from the list of factors selected for this research project) that your research project will examine in relation to the experience of mattering. Remember, this part is the most crucial part of your literature review, as it informs your research hypotheses. Here, you need to demonstrate that you have read extensively and studied various sources, which will allow you to synthesise information, such 24 as consistent or inconsistent empirical findings, concerning the relationships between your selected factors and the experience of mattering. Ensure that these different parts are distinguishable by both subheadings AND introductory sentences to each part. From the literature review, particularly the third part, you should be able to logically derive at least TWO research hypotheses. The research hypotheses must be testable using the measurements employed in this research project (see above under Measurements). Make sure to incorporate any new insights from the feedback you receive on your literature review draft and the continued reading expected from you to strengthen your arguments and the overall quality of your work. Revising and aligning your previous work with the new assignment's structure will create a more coherent and focused literature review. In a Research Proposal, the literature review and proposed research hypotheses are followed by the Research Method section, which includes information about the proposed research method, participants, procedure, measurements and data analysis. Note that the research method and measurements have already been selected for the research project you selected. Thus, the research method for your research proposal must be the same as outlined for the research project you selected. Important Note: The Research Method section in a Research Proposal is written in Future Tense as you describe what you plan to do in your study (e.g., "The participants will be recruited..." or "The data will be analysed using..."). This reflects the proposed nature of the research. How do you complete the THIRD ASSIGNMENT? You are required to follow the structure below. When writing your research proposal, start by revising your literature review and adjust it to the three-part structure outlined above. After you have completed your literature review, formulate at least TWO testable research hypotheses. Then continue with the research method section of your research proposal, which needs to be written in Future Tense as you propose your individual research project within the scope of the research project you selected. After providing the information on the research method section, start writing your introduction and come up with a title for your research proposal, which should be guided by the research hypotheses you propose. Ensure that all in-text references appear under references, and that both in-text referencing and the 25 bibliographic information of your sources (references) are reported according to APA standards. Structure of the THIRD ASSIGNMENT Frontpage Module code: HRPYC81, research project number, assignment number, your surname and student number. Title Provide a title that captures your research focus in the research project. A title indicates what your research project is about. The title should be clear, concise, and include all relevant concepts. Introduction The introduction typically begins by framing your proposed research project. When we frame our research, we provide reasons that justify the research, for instance, on the experience of mattering. What possible issues could be addressed if we had more knowledge about this psychological experience and its related factors, and how could this knowledge contribute to solving current problems faced in South Africa? What are such problems? A proper framing of your research project helps set the readers’ expectations for what the research project will and will not include. Thus, outline what your study will address. Introduce the psychological constructs and their relationships, and state how they will be scientifically explored. The introduction is usually one paragraph and never exceeds one page. Literature Review Start your literature review by introducing the main concept, by outlining how it has been conceptualised by various researchers, and by highlighting the similarities and differences among their various conceptualisations. This part of your literature review should conclude with a workable definition of mattering based on the literature. The second part of your literature review provides an overview of at least four (4) factors that influence, at least four (4) factors that are influenced, by the experience of mattering, and at least two (2) factors that share bidirectional relations with the experience of mattering. These factors must be derived from the list of preselected factors for this research project. Provide various sources for the relationships you outline. The third part of your literature review focuses on at least two (2) factors that your research project will examine in relation to the 26 experience of mattering. Select these two factors from the preselected factors for this research project. Remember, this part is the most crucial part of your literature review, as it informs your research hypotheses. Here, you need to demonstrate that you have read extensively and studied various sources, which will allow you to synthesise information, such as consistent or inconsistent empirical findings, concerning the relationships between your selected predictor/outcome variable and the main concept of your research project, the experience of mattering. The literature review should logically lead to the research hypotheses you propose for your research project. Research Hypotheses State at least TWO research hypotheses you propose testing. A research hypothesis is a tentative answer to the research question concerning the relationship between psychological phenomena. Ensure that the research hypotheses are testable by the measurements applied in this research project (check under Measurements above). The Proposed Study Research Method Outline the research method that will be used to test your hypotheses in your proposed study. Remember, the research project you selected has been pre-defined, including the research method that will be applied. Thus, the research method you state must be the same as outlined for the overall research project. Justify why the selected research method is appropriate to test your research hypotheses. Participants Describe the participants you will approach (i.e., sample size, sampling technique, inclusion and exclusion criteria). When you select the sample size, sampling technique, inclusion and exclusion criteria, ensure that this information corresponds with the research project you selected. Procedure/Ethical Considerations Outline how the data will be collected, including how potential participants will be approached, what information they will receive, and how ethical principles will be adhered to. Remember, we inform about the procedure so any other researcher can replicate the study you propose or report on. Outline the basic ethical considerations considered relevant by the APA for Research and Publication (see available Ethical Principles of Psychologists and Code of Conduct by APA, Section 8 “Research and Publication”), and outline how they will be guaranteed in the study you propose. 27 Measurements Outline the measurements that will be used to test your proposed hypotheses. Outline each measurement you propose to use to test your research hypotheses by stating its name, source(s), and number of items, an example item, the response format, the meaning of the scores, and information available about the validity and reliability of the measurement. It is sufficient that you report only those measurements relevant to your research hypotheses. However, the measurements must be the same as those used in the research project. Also, do not forget to outline the demographic information that will be assessed. Data Analysis and Expected Results Outline which statistical test you propose applying to test your research hypotheses. Also, outline how your results of the statistical analysis should look so that they confirm your research hypotheses. References List the references you use alphabetically (see Tutorial Letter 103 under References or see the Study Guide). Ensure that all in-text references are included and that you apply APA standards when you report your references. Format and Layout Headings The four main headings are: Introduction, Literature Review, The Proposed Study, and References Under Literature Review, use subheadings to distinguish between the three parts of your literature review and research hypotheses. Under Proposed Study, use the subheadings Research Method, Participants, Procedure, Measurements, and Data Analysis/Expected results. Under References, report all sources you used in developing your research proposal. List the references you report alphabetically (see Tutorial Letter 103 under References or see the Study Guide). Ensure that all in-text references are included and that you apply APA standards when you report your references. Font and Spacing Use Times New Roman, Size: 12, use a Line Spacing Multiple of 1.10 (at least), number the pages, and use indentation when starting a new paragraph. In APA style, indent the first line of every paragraph by 1.27 cm (0.5 inches) using the paragraph format settings. Remember, 28 we use indentation for the first line of each new paragraph by moving it slightly to the right, indicating that a new idea or section is beginning. Resources These resources can be considered as starting points. Concept and Empirical Studies Costin, V., & Vignoles, V. L. (2020). Meaning is about mattering: Evaluating coherence, purpose, and existential mattering as precursors of meaning in life judgments. Journal of Personality and Social Psychology, 118(4), 864 Demir, M., Özen, A., Doğan, A., Bilyk, N. A., & Tyrell, F. A. (2011). I matter to my friend, therefore I am happy: Friendship, mattering, and happiness. Journal of Happiness Studies, 12(6), 983-1005. Di Napoli, I., Agueli, B., Arcidiacono, C., Alfieri, S., & Esposito, C. (2024). Family relationships and young Italian adults’ well-being: The mediation role of mattering. Journal of Family Issues, 45(12), 3034–3060. Dixon, A. L., Scheidegger, C., & McWhirter, J. J. (2009). The adolescent mattering experience: Gender variations in perceived mattering, anxiety, and depression. Journal of Counseling & Development, 87(3), 302–310. Elliott, G. C., Colangelo, M. F., & Gelles, R. J. (2005). Mattering and suicide ideation: Establishing and elaborating a relationship. Social Psychology Quarterly, 68(3), 223–238. Flett, G. L. (2022). An introduction, review, and conceptual analysis of mattering as an essential construct and an essential way of life. Journal of Psychoeducational Assessment, 40(1), 3–36. Flett, G., Khan, A., & Su, C. (2019). Mattering and psychological well-being in college and university students: Review and recommendations for campus-based initiatives. International Journal of Mental Health and Addiction, 17(3), 667–680. Giangrasso, B., Casale, S., Fioravanti, G., Flett, G. L., & Nepon, T. (2022). Mattering and anti-mattering in emotion regulation and life satisfaction: A mediational analysis of stress and distress during the COVID-19 pandemic. Journal of Psychoeducational Assessment, 40(1), 125–141. 29 Matera, C., Bosco, N., & Meringolo, P. (2020). Perceived mattering to family and friends, self-esteem, and well-being. Psychology, Health & Medicine, 25(5), 550–558. Matera, C., Meringolo, P., & Reino, M. (2021). Metastereotypes, perceived mattering, and well-being among minority groups. Psychology, Health & Medicine, 26(10), 1274–1281. Matera, C., Paradisi, M., Boin, J., & Nerini, A. (2022). Perceived mattering in the face of COVID-19: Links with emotion regulation and psychological well-being. Psychology & Health, 37(12), 1471–1491. Oyserman, D., Fryberg, S. A., & Yoder, N. (2007). Identity-based motivation and health. Journal of Personality and Social Psychology, 93(6), 1011. Paradisi, M., Matera, C., & Nerini, A. (2024). Feeling important, feeling well. The association between mattering and well-being: A meta-analysis study. Journal of Happiness Studies, 25(1-2), article number 4. Prilleltensky, I. (2020). Mattering at the intersection of psychology, philosophy, and politics. American Journal of Community Psychology, 65(1-2), 16-34. Rayle, A. D. (2006). Mattering to others: Implications for the counseling relationship. Journal of Counseling & Development, 84(4), 483–487. Scarpa, M. P., Di Martino, S., & Prilleltensky, I. (2021). Mattering mediates between fairness and well-being. Frontiers in Psychology, 12, 744201. Scarpa, M. P., Zopluoglu, C., & Prilleltensky, I. (2022). Assessing multidimensional mattering: Development and exploratory validation of the Mattering in Domains of Life Scale (MIDLS). Journal of Community Psychology, 50(3), 1430–1453. Scarpa, M. P., Zopluoglu, C., & Prilleltensky, I. (2022). Mattering in the community: Domain and demographic differences in a US sample. Journal of Community Psychology, 50(3), 1481–1502. Taylor, J., & Turner, R. J. (2001). A longitudinal study of the role and significance of mattering to others for depressive symptoms. Journal of Health and Social Behaviour, 42(3), 310–325. Tonini, B., Benucci, S. B., Flett, G., Fioravanti, G., & Casale, S. (2025). General mattering, anti-mattering, and depressive 30 symptoms: A meta-analysis. Clinical Psychology Review, 102626. Zhou, X. H., Flett, G. L., Liao, X. L., Jiang, X. Y., Yang, X. F., Chen, I. H., & Malas, O. (2025). Longitudinal Dynamics of Mattering Constructs in Chinese Adolescents: Gender Differences in Patterns of Stability and Change. Journal of Personality Assessment, 1–15. Measurements Aron, A., Aron, E. N., & Smollan, D. (1992). Inclusion of other in the self scale and the structure of interpersonal closeness. Journal of Personality and Social Psychology, 63(4), 596. Caprara, G. V., Steca, P., Zelli, A., & Capanna, C. (2005). A new scale for measuring adults' prosocialness. European Journal of psychological assessment, 21(2), 77–89. Dambi, J. M., Corten, L., Chiwaridzo, M., Jack, H., Mlambo, T., & Jelsma, J. (2018). A systematic review of the psychometric properties of the cross-cultural translations and adaptations of the Multidimensional Perceived Social Support Scale (MSPSS). Health and Quality of Life Outcomes, 16(1), 80.