Abstract
High anxiety levels have been associated with high levels of the imposter phenomenon (IP), a negative experience of feeling like a fraud. This study was designed to explore IP among graduate students and to determine whether a difference exists between online graduate students and traditional graduate students. The theoretical foundation of this study was social influence, which holds that students may feel pressured in a traditional setting because of the social cues of peers and instructors, as well as institutional norms. This quantitative study used a between-subjects design to compare 2 independent samples (115 online students & 105 traditional students). The study used a cross-sectional survey design, with 4 different measures: the Clance Imposter Phenomenon Scale, the Zung Self-Rating Anxiety Scale, the Perfectionistic Self-Presentation Scale, and a basic demographic survey. Results indicated that traditional graduate students had significantly higher IP scores than online graduate students. Results also indicated a significant, positive relationship between IP scores and anxiety scores. Regression analysis indicated that perfectionism was the most influential predictor of IP scores, followed by anxiety and program type. Because the scale used in this study explored socially prescribed perfectionism, the results appear to suggest an underlying social component to IP.
Highlights
The invention of the Internet has changed how individuals interact with one another on a daily basis
Research Question 1 Research question 1 asked if there was a significant difference in imposter phenomenon (IP) scores, as measured by the Clance Imposter Phenomenon Scale (CIPS), between online graduate students and traditional students
These results indicate that graduate students, whether they are enrolled in online programs or traditional programs, are dealing with anxiety and IP
Summary
The invention of the Internet has changed how individuals interact with one another on a daily basis. The advent of the Internet has paved the way for online educational programs Many of these programs utilize e-mail and asynchronous discussions to submit work and interact with peers and instructors. This type of interaction, typically referred to as computer-mediated communication (CMC), has changed the college classroom. In this setting, many of the social cues that may influence individuals are lost, such as body language. Interaction allows students to develop their own opinions over time rather than quickly responding to questions in a physical classroom For those individuals who experience high levels of anxiety, the absence of these cues and pressures to respond may provide a level of comfort
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