Table 1
Participant Descriptives for 105 Student Service Members/Veterans.
| DESCRIPTIVE CATEGORY | N | % |
|---|---|---|
| Military Status | ||
| Active duty | 5 | 4.8 |
| Reserve | 6 | 5.8 |
| National Guard | 47 | 45.2 |
| Veteran | 42 | 40.4 |
| Other | 4 | 3.8 |
| Military branch | ||
| Air Force | 7 | 6.7 |
| Air Force National Guard | 9 | 8.7 |
| Army | 32 | 30.8 |
| Army National Guard | 30 | 28.9 |
| Army and Army National Guard | 2 | 2.0 |
| Army Reserve | 5 | 4.8 |
| Army National Guard and Army Reserve | 1 | 1.0 |
| Marine Corps | 11 | 10.6 |
| Marine Corps Reserve | 1 | 1.0 |
| Navy | 6 | 5.8 |
| Rank | ||
| E-2 | 1 | 1.0 |
| E-3 | 14 | 13.5 |
| E-4 | 35 | 33.6 |
| E-5 | 31 | 29.8 |
| E-6 | 9 | 8.7 |
| E-7 | 2 | 1.9 |
| E-8 | 2 | 1.9 |
| E-9 | 2 | 1.9 |
| O-1 | 1 | 1.0 |
| O-3 | 6 | 5.7 |
| O-5 | 1 | 1.0 |
| Race and ethnicity | ||
| American Indian or Alsakan Native | 1 | 1.0 |
| Asian American | 7 | 6.7 |
| Black or African American | 2 | 2.0 |
| Latino or Hispanic | 4 | 3.8 |
| White | 90 | 86.5 |
| Self-identified gender | ||
| Female | 43 | 41.3 |
| Male | 60 | 57.7 |
| Non-binary | 1 | 1.0 |
| Class standing | ||
| Undergraduate | 79 | 75.0 |
| Graduate | 25 | 24.0 |
| Transfer status | ||
| Yes | 41 | 39.4 |
| No | 60 | 57.7 |
| Other | 3 | 2.9 |
| Generation to college | ||
| First | 41 | 39.4 |
| Continuing | 63 | 60.6 |
| Current employment status | ||
| Part-time work | 58 | 55.8 |
| Full-time work | 20 | 19.2 |
| Not currently employed | 26 | 25.0 |
| University SSM/V dedicated space | ||
| Yes | 67 | 63.8 |
| No | 9 | 8.6 |
| Not sure | 28 | 26.7 |
| Did not indicate | 1 | 1.0 |
| Use of university SSM/V dedicated space | ||
| Yes | 27 | 25.7 |
| No | 39 | 37.1 |
| Did not indicate | 39 | 37.1 |
| Available SSM/V dedicated space (n = 67) | ||
| Use of space | ||
| Yes | 27 | 40.3 |
| No | 39 | 58.2 |
| Did not respond | 1 | 1.5 |
| Reasons for using space | ||
| Social interactions with other SSM/V | 18 | 17.3 |
| Studying | 18 | 17.3 |
| Quiet/peace | 17 | 16.3 |
| Rest | 7 | 6.3 |
| Reasons for not using space | ||
| Not interested | 15 | 14.4 |
| Not enough time | 15 | 14.4 |
| Not ideal location | 13 | 12.5 |
| SSM/V dedicated space influence on educational experience | ||
| Positive influence | 28 | 41.8 |
| Negative influence | 1 | 1.5 |
| No influence | 29 | 43.3 |
| Uncertain influence | 9 | 13.4 |
| No or uncertain about available SSM/V dedicated space (n = 36) | ||
| If space were available, would they use | ||
| Would use | 18 | 54.3 |
| Would not use | 5 | 14.3 |
| Unsure of use | 11 | 31.4 |
| Reasons for using space if available | ||
| Studying | 29 | 27.9 |
| Social interactions with other SSM/V | 23 | 22.1 |
| Quiet/peace | 23 | 22.1 |
| Rest | 13 | 12.5 |
| Reasons for not using space if available | ||
| Not interested | 7 | 6.7 |
| Not enough time | 3 | 2.9 |
| Not ideal location | 3 | 2.9 |
| No SSM/V dedicated space influence on educational experience | ||
| Positive influence | 1 | 3.0 |
| Negative influence | 6 | 18.2 |
| No influence | 15 | 45.5 |
| Uncertain influence | 11 | 33.3 |
[i] Notes. Numbers in the reasons for use of available dedicated SSM/V space do not add up to the respective amounts because participants were instructed to select all that apply.
Table 2
Scale Measurement, Descriptives, and Correlations Among Study Variables.
| VARIABLE WITH DIMENSION | # | SCALE RANGE WITH ANCHORS | α | M (SD) | 2 | 3 | 4 | 5 | 6 |
|---|---|---|---|---|---|---|---|---|---|
| Mattering to instructors (P) | 4 | 1 (not at all) to 5 (all the time) | .86 | 5.53 (.95) | .01 | .43*** | .21* | –.36*** | .47 *** |
| Mattering to students (P) | 3 | 1 (not at all) to 5 (all the time) | .81 | 4.22 (.99) | .13 | .10 | –.21* | –.03 | |
| Connectedness (S) | 20 | 1 (strongly disagree) to 6 (strongly agree) | .89 | 4.97 (.99) | .18 | –.52*** | .66 *** | ||
| Positive view of self (C) | 10 | 1 (strongly disagree) to 7 (strongly agree) | .94 | 5.74 (.99) | –.18 | .28 ** | |||
| Negative view of self (C) | 10 | 1 (strongly disagree) to 7 (strongly agree) | .90 | 2.69 (.99) | –.31 ** | ||||
| Well-being (DV) | 16 | 0 (not at all, never) to 10 (completely, always) | .90 | 2.33 (.98) | -- |
[i] Notes. P = psychological dimension; S = social dimension; C = cultural dimension; and # = number of scale items. *p < .05, **p < .01, ***p < .001.
Table 3
Hierarchical Regression Predicting SSM/V Well-Being.
| VARIABLE SET | B | 95% CI for B | SE B | β | R2 | ΔR2 | |
|---|---|---|---|---|---|---|---|
| LL | UL | ||||||
| Step 1 | |||||||
| Mattering to instructors | 1.14 | .65 | 1.63 | .25 | .46* | .217 | .217 |
| Mattering to students | –.08 | –.49 | .34 | .21 | –.04 | ||
| Step 2 | |||||||
| Connectedness | 1.10 | .74 | 1.45 | .17 | .58 * | .484 | .267 |
| Step 3 | |||||||
| Positive view of self | .31 | –.04 | .65 | .17 | .15 | .523 | .039 |
| Negative view of self | .24 | –.02 | .51 | .13 | .18 | ||
[i] Notes. CI = confidence interval; LL = lower limit; and UL = upper limit. Only the newly added variables are shown for each step. *p ≤ .001.