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Exploring Perceived Mattering in Physical Education Teacher Education Doctoral Students

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Title: Exploring Perceived Mattering in Physical Education Teacher Education Doctoral Students
Language: English
Authors: Denis Schulz (ORCID 0000-0001-9361-0788), Karen Lux Gaudreault (ORCID 0000-0001-6016-9914), Kevin Andrew Richards (ORCID 0000-0003-3045-6001), Victoria N. Shiver (ORCID 0000-0001-9362-2738), Kelly L. Simonton (ORCID 0000-0001-7261-2047)
Source: Journal of Teaching in Physical Education. 2026 45(1):32-40.
Availability: Human Kinetics, Inc. 1607 North Market Street, Champaign, IL 61820. Tel: 800-474-4457; Fax: 217-351-1549; e-mail: info@hkusa.com; Web site: http://journals.humankinetics.com/journal/jtpe
Peer Reviewed: Y
Page Count: 9
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Physical Education Teachers, Doctoral Students, Teacher Education Programs, Interpersonal Relationship, Social Networks, Educational Experience, Student Attitudes, Doctoral Programs, Influences
DOI: 10.1123/jtpe.2024-0131
ISSN: 0273-5024
1543-2769
Abstract: Background: Physical Education Teacher Education (PETE) doctoral programs lay the foundation for training PETE doctoral students to become PETE faculty members. Limited knowledge is available on how PETE doctoral students experience and navigate their educational doctoral programs. Purpose: This study explored PETE doctoral students' perceptions of mattering within their doctoral programs. Methods: Data were collected through an online questionnaire and semistructured interviews with 16 doctoral students nationwide. Findings: Qualitative data analysis revealed four distinct themes: (a) faculty members can induce feelings of mattering, (b) importance grows over time, (c) peer support matters, and (d) gender and race influence perceptions of mattering. Discussion: As time passes, doctoral students' feelings of importance grow as they take on more responsibilities. The level of support provided by faculty members and peers can strongly impact doctoral students' perceptions of mattering. Celebrating achievements with peers can serve as a way for students to extend their self-worth. Females and historically marginalized groups may experience increased feelings of self-doubt and marginalization. Conclusion: Intentionally cultivating perceptions of mattering and acknowledging the diverse backgrounds of each student can improve the quality of a doctoral program.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1493262
Database: ERIC
FullText Text:
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  Data: Exploring Perceived Mattering in Physical Education Teacher Education Doctoral Students
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  Data: <searchLink fieldCode="AR" term="%22Denis+Schulz%22">Denis Schulz</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-9361-0788">0000-0001-9361-0788</externalLink>)<br /><searchLink fieldCode="AR" term="%22Karen+Lux+Gaudreault%22">Karen Lux Gaudreault</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-6016-9914">0000-0001-6016-9914</externalLink>)<br /><searchLink fieldCode="AR" term="%22Kevin+Andrew+Richards%22">Kevin Andrew Richards</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-3045-6001">0000-0003-3045-6001</externalLink>)<br /><searchLink fieldCode="AR" term="%22Victoria+N%2E+Shiver%22">Victoria N. Shiver</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-9362-2738">0000-0001-9362-2738</externalLink>)<br /><searchLink fieldCode="AR" term="%22Kelly+L%2E+Simonton%22">Kelly L. Simonton</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-7261-2047">0000-0001-7261-2047</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Teaching+in+Physical+Education%22"><i>Journal of Teaching in Physical Education</i></searchLink>. 2026 45(1):32-40.
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  Data: Human Kinetics, Inc. 1607 North Market Street, Champaign, IL 61820. Tel: 800-474-4457; Fax: 217-351-1549; e-mail: info@hkusa.com; Web site: http://journals.humankinetics.com/journal/jtpe
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  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Physical+Education+Teachers%22">Physical Education Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Doctoral+Students%22">Doctoral Students</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Education+Programs%22">Teacher Education Programs</searchLink><br /><searchLink fieldCode="DE" term="%22Interpersonal+Relationship%22">Interpersonal Relationship</searchLink><br /><searchLink fieldCode="DE" term="%22Social+Networks%22">Social Networks</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Experience%22">Educational Experience</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Attitudes%22">Student Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Doctoral+Programs%22">Doctoral Programs</searchLink><br /><searchLink fieldCode="DE" term="%22Influences%22">Influences</searchLink>
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  Data: 10.1123/jtpe.2024-0131
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  Data: 0273-5024<br />1543-2769
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  Label: Abstract
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  Data: Background: Physical Education Teacher Education (PETE) doctoral programs lay the foundation for training PETE doctoral students to become PETE faculty members. Limited knowledge is available on how PETE doctoral students experience and navigate their educational doctoral programs. Purpose: This study explored PETE doctoral students' perceptions of mattering within their doctoral programs. Methods: Data were collected through an online questionnaire and semistructured interviews with 16 doctoral students nationwide. Findings: Qualitative data analysis revealed four distinct themes: (a) faculty members can induce feelings of mattering, (b) importance grows over time, (c) peer support matters, and (d) gender and race influence perceptions of mattering. Discussion: As time passes, doctoral students' feelings of importance grow as they take on more responsibilities. The level of support provided by faculty members and peers can strongly impact doctoral students' perceptions of mattering. Celebrating achievements with peers can serve as a way for students to extend their self-worth. Females and historically marginalized groups may experience increased feelings of self-doubt and marginalization. Conclusion: Intentionally cultivating perceptions of mattering and acknowledging the diverse backgrounds of each student can improve the quality of a doctoral program.
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  Data: 2026
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        Value: 10.1123/jtpe.2024-0131
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      – Text: English
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      – SubjectFull: Physical Education Teachers
        Type: general
      – SubjectFull: Doctoral Students
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      – SubjectFull: Teacher Education Programs
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      – SubjectFull: Influences
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