Impostor Feelings Research Articles

Correlates of the impostor phenomenon among undergraduate entrepreneurs.

The impostor phenomenon describes the self-attribution of success to luck and interpersonal skills rather than to intelligence and ability, despite external validation to the contrary. Evidence suggests the presence of impostor characteristics among a group of 63 undergraduate entrepreneurs. More intense impostor feelings were associated with an external locus of control and a stronger perceived effect of work on family life. Implications for entrepreneurial performance are discussed and questions for research are presented.

The Relation Between Well-Being, Impostor Feelings, and Gender Role Orientation Among Canadian University Students

A theoretical model of well-being identifies 6 key components that have been examined primarily in older adults (e.g., C. D. Ryff, 1989c, 1991): self-acceptance, positive relations with others, autonomy, environmental mastery, purpose in life, and personal growth (C. D. Ryff, 1995; C. D. Ryff & C. L. M. Keyes, 1995; C. D. Ryff & B. Singer, 1996). The authors examined them in a sample of 379 Canadian university students to determine how well-being was correlated with endorsement of stereotypic gender roles and with the impostor phenomenon. The participants completed Ryff's Scales of Psychological Well-Being (Ryff, personal communication, March 1996), the Clance Impostor Phenomenon Scale (P. R. Clance & M. A. O'Toole, 1988), and the Extended Personal Attributes Questionnaire (J. T. Spence, R. L. Helmreich, & C. K. Holahan, 1979). The results supported the hypotheses that (a) people with higher scores for expressive traits score higher for well-being stemming from positive relations with others, (b) people with higher scores for instrumental traits score higher for well-being related to feelings of autonomy, (c) people with higher scores for impostor feelings (and lower scores for ability confidence) score lower for self-acceptance and (d) for environmental mastery.

Perfectionism, the imposter phenomenon and psychological adjustment in medical, dental, nursing and pharmacy students.

Extensive attention has been paid over the past three decades to the stressors involved in training in the health professions. Although empirical studies have identified demographic subgroups of students most likely to become distressed during training, less research has been carried out to evaluate the impact of students' personality characteristics on their adjustment. Severe perfectionism is one such personality trait that has been shown to increase the risk for anxiety and depressive disorders in other populations. Another set of personality traits linked to increased psychological problems has been labelled the 'impostor phenomenon', which occurs when high achieving individuals chronically question their abilities and fear that others will discover them to be intellectual frauds. Both perfectionism and the impostor phenomenon would seem to be pertinent factors in the adjustment of health professional students; however, these character traits have not been empirically examined in this population. In the present study psychological distress, perfectionism and impostor feelings were assessed in 477 medical, dental, nursing and pharmacy students. Consistent with previous reports, the results showed that a higher than expected percentage of students (27.5%) were currently experiencing psychiatric levels of distress. Strong associations were found between current psychological distress, perfectionism and impostor feelings within each programme and these character traits were stronger predictors of psychological adjustment than most of the demographic variables associated previously with distress in health professional students. Implications for future research, limitations of this study and clinical recommendations are discussed.

The Relationship between Racial Identity Attitudes, Worldview, and African American Graduate Students' Experience of the Imposter Phenomenon

The present study examined the relationships between African American graduate students' experience of the imposter phenomenon and their racial identity attitudes, worldview perspectives, academic self-concept, background characteristics, and graduate school environment. It was hypothesized that racial identity, Afrocentricity, academic self-concept, and certain demographic characteristics would differentially predict imposter feelings. The results of multiple regression analyses revealed support for some but not all of the hypotheses.

The imposter phenomenon in teachers and accountants.

In a sample of 30 accountants and 30 teachers, those believing more strongly in an external locus of control felt stronger imposter feelings.

Selected Social Networks of African American Professional Women

The imposter phenomenon is considered in relation to origins in interpersonal and social contexts. Specifically, messages given in the family and in society via gender-role socialization are examined as catalysts for imposter feelings. Imposter feelings in relation to success and social mobility in women also are addressed. Given this interpersonal/social context, the authors suggest that the most efficacious treatment modality for the imposter phenomenon is a feminist-oriented women's group. The phases of women's imposter groups are outlined and general group discussions are noted.

Impostor Feelings in Disturbed Adolescents

21 disturbed adolescents in a supervised day-care program had higher imposter scale scores than regular high school students. Imposter scores were associated with scores on a measure of general irrational thinking.

The Imposter Syndrome as Related to Teaching Evaluations and Advising Relationships of University Faculty Members

Teaching excellence and good advising relationships have long been of concern t academicians, administrators, and students |for example, 5, 10~. In this regard numerous personality variables have been explored to assess whether they characterize better teachers. A concept that has emerged as particularly important in this respect is that of vitality. This trait, which has been shown to relate to good teaching and positive student-instructor relationships |cf. 1~, encompasses an instructor's willingness to challenge and engage students and herself or himself intellectually, to expand personal skills, to strive for effectiveness in numerous roles, and to contribute to student development |1~. Further, the vital instructor is enthusiastic, flexible, caring, dedicated, and vigorous |2~. Such a faculty member is also likely to enjoy student contact, a feature that has been shown to reduce studen burn-out (17~. Vitality thus defined and related to teaching effectiveness appears to be closely tied to level of self-development |15~ and the absence of an imposter as defined by Clance |6~. syndrome refers to individuals' feelings of not being as capable or adequate as others perceive or evaluate the to be |6~. Common symptoms of the imposter phenomenon include feelings of phoniness |7~, self-doubt, and inability to take credit for one's accomplishments |12~. The literature has shown that such imposter feelings influence a person's self-esteem, professional goal-directedness, locus of control, mood, and relationships with others |for example, 3, 8, 11, 19~. Individuals with the imposter are often intelligent and high achievers |7, 12~, and hence some university faculty may show symptoms of the syndrome. Given the interpersonal impact of imposter feelings, their presence may affect how faculty interact with students; how available faculty make themselves to students for advising, supervision, and research activities; and how faculty ar rated by students on teaching effectiveness. Imposter feelings and faculty vitality as defined by Bardwick |2~ and Baldwin |1~ appear to be inversely related, suggesting that the presence of imposter feelings may be related to lo effectiveness of instructors |cf. 4~. Symptoms of the imposter are also common to individuals whose self is not fully or healthily developed as defined by self-psychology |15~. Specifically, self-psychologists propose that a healthy adult is capable of realistic self-appraisal and has healthy, but realistic self-esteem. Furthermore, this person has a clear direction for her or his life, and has values and beliefs that guide her or his behavior and lend strength for supportive and guiding relationships with others. These two aspects of the self can be measured by the Superiority and Goal Instability Scale developed by Robbins and Patton |18~, and, as with imposter feelings, may be related to an instructor's teaching ability and advising effectiveness. Specifically, an instructor with realistic self-appraisal and clear professional goals and confidence may be more likely to make herself or himself available to students for mentoring and advising relationships |cf. 13~. This individual is likely to be perceived more positively by her or his students than an instructor who is unable to focus on courses taught and to direct her or his own professional life. Such a self-confident instructor is likely to reach her or his students emotionally and tends to be more skillful at teaching a given subject in a manner understandable to most students |cf. 4, 16~. In other words, instructors whose selves are well developed are vital and willing to be available for student contact, the two very features that have been identified as important t students' academic success. This study explores the possible relationships among imposter feelings, level o self-development, advising relationships, and teaching evaluations. Faculty responded to the Imposter Phenomenon Questionnaire, the Goal Stability Scale, and a brief questionnaire about advising relationships with students. …

Treatment of the Impostor Phenomenon in Psychotherapy Clients

Despite their actual achievements, some successful people believe their abilities have been overestimated and that they will eventually be unmasked as impostors. This paper focuses on the phenomenon as a useful concept guiding clinical research and practice. Factors which foster and hinder the development and maintenance of impostor feelings are discussed, along with strategies for psychotherapeutic intervention.

The imposter phenomenon in high achieving women: Dynamics and therapeutic intervention.

The term impostor phenomenon is used to designate an int ernal experience of intellectual phonies, which appears to be particularly prevalent and intense among a select sample of high achieving women. Certain early family dynamics and later introjection of societal sex-role stereotyping appear to contribute significantly to the development of the impostor phenomenon. Despite outstanding academic and professional accomplishments, women who experience the imposter phenomenon persists in believing that they are really not bright and have fooled anyone who thinks otherwise. Numerous achievements, which one might expect to provide ample object evidence of superior intellectual functioning, do not appear to affect the impostor belief. Four factors, which contribute to the maintenance of impostor feelings over time, are explored. Therapeutic approaches found to be effective in helping women change the impostor self-concept are described.