Doctoral Students’ Perceptions of Mattering

Abstract

The key to doctoral student persistence lies in the relationship between the student and their advisor. This study aimed to investigate doctoral students’ perceptions of mattering to their advisors within the context of their college and to determine how these perceptions influenced their commitment to degree completion, employing a qualitative multiple-case study design. Through the use of semi-structured interviews and observations, ten doctoral student participants across two academic colleges at a doctoral-granting research university in the western United States was obtained to understand their perceptions of mattering, using the three dimensions of attention, importance, and dependence. This study found that students who had more interactions and stronger relationships with their advisor also had a heightened perception of mattering, thus resulting in a stronger commitment to degree completion.