Impostor Phenomenon Research Articles

Impostor Phenomenon Among Recently Graduated General Surgeons.

Imposter phenomenon can occur in highly competitive fields causing internal feelings of fraud and self-doubt. Significant imposterism has been recently reported amongst general surgery residents. We hypothesized that attending surgeons, navigating the transition into independent practice, would report a similar experience. We surveyed and collected Clance Imposter Phenomenon Scale (CIPS) scores from 24 Army general surgeons within 4years of graduation. Nearly all exhibited at least moderate imposterism, and over half reported significant or intense imposterism. Women reported statistically higher scores than men. Surgeons who engaged in off-duty employment or participated in mentorship were less likely to have significant or intense imposterism. Transition to practice is a challenging and highly variable time for new surgeons. Identifying factors that attenuate these feelings could help with early career advancement.

Transformational learning and professional identity formation in postgraduate competency-based medical education.

Residency programmes are in transition to a framework for competency-based medical education (CBME). The intersection of CBME with transformational learning (TL) experiences and professional identity formation (PIF) - particularly within senior learners in transitional states - is unknown but important to understand in order to develop and implement strategies to support trainees' professional development. Through inductive qualitative methods, we conducted semi-structured interviews (n= 22) of current trainees and recent graduates from adult cardiology residency training programmes within Canada to explore the impact of TL experiences on residents' professional growth and identity formation. Interviews were analysed using thematic analysis informed by TL theory. CBME did not appear to influence trainees' experiences of disorienting dilemmas and TL. Important clinical encounters and interpersonal relationships - in particular, those between mentor and mentee - shaped trainees' professional development as cardiologists ('enabling factors' for TL and PIF). 'Imposter phenomenon' was widely prevalent in our sample study population even among graduates who had already completed their training. Requisite elements for transformation (disorienting dilemmas, critical reflection, discourse and action) also contributed to PIF. TL experiences influenced PIF in senior learners but infrequently intersected with CBME; these experiences were more commonly prompted by disorienting dilemmas relating to clinical outcomes or interpersonal interactions independent of CBME-specific architecture.

Which Attributes Explain Gender Differences in Impostor Syndrome Scores in Medicine and Health Sciences Students: A Secondary Multivariate Analysis

Impostor Syndrome (IS) is a psychological pattern where individuals doubt their accomplishments and fear being exposed as frauds, despite evidence of success. This study investigates gender differences in IS among 753 medical and health sciences students and graduates, using the Clance Impostor Phenomenon Scale. We aim to discern item-specific gender disparities in IS manifestations and develop a canonical variable that encapsulates these differences. Our findings reveal significant disparities: women display higher scores related to self-doubt and fear of failure, while specific IS aspects in men are associated with overcompensation. These insights suggest the need for gender-specific educational and clinical strategies to address IS in medicine and health sciences. By employing a multivariate analysis of variance, this study refines our understanding of how IS differently affects genders, aiding in the design of targeted interventions that can enhance well-being and professional efficacy among future healthcare professionals. Such strategies are crucial, emphasizing the importance of creating supportive environments to foster resilience in these high-stakes fields.

Assessment of imposter syndrome among postgraduate residents using Clance imposter phenomenon scale: a multicentric, cross-sectional study.

Imposter syndrome develops when high-achieving individuals, despite external measurements of achievement, have a chronic sense of self-doubt paired with a fear of being exposed as a hoax. This endangers one's mental health and well-being. The objective of the study was to determine the prevalence and severity of imposter syndrome among postgraduate residents and to identify the risk factors associated with imposter syndrome. This is a cross-sectional study conducted among the postgraduate trainees working in four different training hospitals in Pakistan. Imposter syndrome was assessed using the Clance Imposter Phenomenon Scale. A total of 146 postgraduate residents participated in this study. The majority had significant imposter syndrome, with females more suffered than males. Trainees of the pediatrics department were affected the most while of the dentistry were least to be affected. Multiple factors including marital status, number of children, working hours, extracurricular activities, and private practice have been shown to affect the prevalence of imposter syndrome. Imposter syndrome is a prevalent phenomenon among the residents of Pakistan. Efforts to identify and establish a proper relationship between general demographics and imposter syndrome are required for the healthy work experience of the trainees.

Mediating Role of Test Anxiety in Association Between Imposter Phenomenon and Perfectionism among High-Achieving Students

numerous stressors, such as test anxiety, imposter phenomenon, and perfectionism. The association between the imposter phenomenon and perfectionism is well-studied, but test anxiety as a mediator of this association is not examined. The present study aimed to explore the mediating role of test anxiety on the imposter phenomenon and perfectionism among Pakistani high-achieving students. Additionally, we investigated gender and grade differences for junior and senior high school students. In the present cross-sectional survey study, participants ( n = 250) aged 15–18 years responded to the Clance Imposter Phenomenon Scale, Frost Multidimensional Perfectionism Scale, and Westside Test Anxiety Scale. Findings showed that perfectionism increased by 39% with a one-unit increase in the imposter phenomenon. Test anxiety was a significant positive mediator of the association between imposter phenomenon and perfectionism. T-test showed girls had higher scores on the imposter phenomenon and test anxiety than boys. One-way ANOVA revealed significant educational grade differences with small effect sizes, and junior high school students scored higher than senior high school students on study variables. About 44% and 48% of 250 participants reported having moderate and frequent imposter symptoms, respectively. Almost 36.5% of high-achievers had low test anxiety, and 50% of high-achievers had normal test anxiety. The study presents a discussion of the merits and demerits.

Organizational Impostor Phenomenon: Theoretical Foundations and Practical Implications

This article develops a new application of the concept of Impostor Phenomenon (IP) to entire organizations, as opposed to individuals, and outlines the ways in which library environments may be particularly susceptible to experiencing IP. Considering organizational challenges through the lens of IP may help libraries to overcome perceived obstacles and better celebrate collective successes. The authors use the mechanism of Organizational Anthropomorphism (OA) alongside sensemaking and systems thinking to develop the concept of Organizational Impostor Phenomenon (OIP), and then provide a practical guide for identifying possible signs of OIP and introduce strategies to address OIP in the library setting.

Workplace Impostor Thoughts, Impostor Feelings, and Impostorism: An Integrative, Multidisciplinary Review of Research on the Impostor Phenomenon

Workplace Impostor Thoughts, Impostor Feelings, and Impostorism: An Integrative, Multidisciplinary Review of Research on the Impostor Phenomenon

The relationships between discrimination and academic help-seeking: the indirect effects of the impostor phenomenon among undergraduates students

AbstractAcademic help-seeking behaviors, such as asking peers or instructors to clarify academic topics, are important behaviors contributing to the academic success of college students. However, environmental factors such as experiences of discrimination (e.g., exclusion, being subjected to negative stereotypes) and individual psychological factors, such as the impostor phenomenon or feelings of intellectual incompetence, may dissuade students from seeking academic help. The current study utilized social cognitive theory as a guide to investigate the relationship between perceived discrimination and academic help-seeking attitudes, as well as the indirect role of the impostor phenomenon. Survey responses from 460 racially diverse undergraduates were analyzed using confirmatory factor analyses and structural equation modeling. Results indicated that perceptions of discrimination directly and indirectly – via the impostor phenomenon – influenced academic help-seeking. Specifically, greater experiences of discrimination contributed to higher levels of the impostor phenomenon, which predicted more positive attitudes toward academic help-seeking. These findings demonstrate the influence of discrimination on academic help-seeking among a diverse sample of learners. Particularly, increased academic help-seeking may serve as a compensatory reaction to experiencing discrimination in an educational context. Implications for how institutions can better promote more equitable learning environments and theory-based interpretations of findings are discussed.

Impostor Phenomenon, Group Stereotype Endorsement, and Black College Women’s Mental Health

The present research expands on impostor phenomenon (IP) literature by highlighting the role of susceptibility to group stereotype endorsement and IP on the mental health experiences of Black college women attending predominantly White institutions (PWIs). Specifically, the following study seeks to determine if there is an indirect effect between susceptibility to group stereotype endorsement and depression and anxiety via IP for these students. A sample of 414 Black college women attending PWIs completed an online survey including a demographic questionnaire, the Clance Impostor Phenomenon Scale (Clance, 1985), a modified version of Shapiro’s Multi-Threat Framework Scale (Shapiro, 2011), and the Mental Health Inventory-18 (Veit & Ware, 1983; Weinstein et al., 1989). The findings of the data analyses indicated that there is an indirect effect on susceptibility to group stereotype endorsement and depression and anxiety via IP. These findings highlight the need to examine contextual factors on IP and mental health outcomes for Black women students. The discussion section offers recommendations for preventing and responding to IP with this population.

The Relation Between Impostorism and Attitudes Toward Help-Seeking in Undergraduate Students

Navigating academia poses significant challenges for undergraduate students, particularly in the transition from secondary education, where self-regulation and help-seeking are crucial. This study investigates the relationship between feelings of impostorism and attitudes toward help-seeking among undergraduate students. Previous research highlights that while help-seeking can enhance learning and professional development, students may avoid it due to fear of perceived incompetence or burdening others. The impostor phenomenon, characterized by doubts about one’s competence, further complicates this dynamic, with higher impostor feelings correlating with greater reluctance to seek help. This study involved 336 undergraduate students, who completed measures on help-seeking attitudes and feelings of impostorism; data was collected between Fall 2021 and Fall 2023. Results indicated that higher impostor feelings were associated with expectations of undesirable outcomes from help-seeking, though they did not devalue its potential benefits. The findings suggest that students experiencing impostor syndrome might avoid help-seeking as a self-protective measure, potentially hindering their academic progress. Educators can mitigate this by reframing help-seeking as positive academic behavior and fostering environments that encourage anonymous help-seeking. Future research should explore these dynamics in diverse student populations and examine help-seeking behaviors to enhance the generalizability and practical application of these findings.

Role of Academic Integrity in the Relationship between Imposter Phenomenon and Mental Health among University Students

Role of Academic Integrity in the Relationship between Imposter Phenomenon and Mental Health among University Students

Imposter phenomenon & belonging in master of public administration students in the US context

ABSTRACT Imposter Phenomenon (IP) is feelings of inadequacy and inauthenticity in settings where achievement is emphasized and valued. This exploratory study employs a survey to investigate the prevalence and underlying factors of IP among Master of Public Administration (MPA) students at seven US universities with varying institutional characteristics. The results show that over 1 in 10 MPA students report experiencing IP and feeling excluded by their peers and faculty. Our findings show that feelings of belongingness are negatively associated with experiences of IP. These findings contribute to the growing scholarship that emphasizes the role of oppressive systems in feelings of belonging and inadequacy. This article offers insight to better support MPA students in navigating their studies in the context of oppressive social systems. By understanding IP’s dynamics and the role of belonging in the context of PA education, this study hopes to foster a more inclusive academic environment.

METACOGNITIVE BELIEFS AS DETERMINANT OF IMPOSTOR PHENOMENON AMONG UNIVERSITY STUDENTS IN KARACHI, PAKISTAN

OBJECTIVE: The purpose of current research is to explore the association between metacognitive skills and impostor phenomenon in University students. BACKGROUND: Dysfunctional metacognitions include in the etiological factor of mental health problems[1]. Metacognitions have importance to maintain and increases worry and anxiety[2]. Likewise, same approach plays important role in the development of impostor phenomenon which also involves anxiety and worries related to self-doubt, and leading an individual mental health difficulties and maladaptive coping mechanisms. STUDY DESIGN Quantitative Survey design PLACE AND DURATION OF STUDY Present study was conducted in Karachi, Pakistan from July- September, 2016. SAMPLE AND METHOD: The convenient sampling was employed to recruit the sample of 199 (85 males and 114 females) university students, age ranging from 18 to 25 years (Mean=20.52, SD=1.52) from different Universities of Karachi, Pakistan. MEASURES: To assess the variables Well’s Metacognitive Beliefs Questionnaire[3] and Clance Impostor Phenomenon Scale [4] were used. RESULTS: The findings indicated that metacognitive beliefs significantly predict impostor phenomenon (R2= .283, F=15.316, p<.01) particularly “negative beliefs about uncontrollability and danger of worry” (t= 2.60, P <0.05), “Cognitive Control” (t= 2.19, P <0.05), and “need for control” (t= 1.99, P< 0.05) significantly associated with impostor phenomenon. CONCLUSION: It is summarize that metacognitive skills play significant role in the development of fear related to success and impostor syndrome which can further lead to towards psychological distress and maladaptive coping mechanisms. Considering the findings implications and future directions have been suggested. KEYWORDS Metacognitive skills, impostor phenomenon, mental health problems.

Perceived Success and Entrepreneurial Identity in West Africa

This research aims to understand the Fake It Until You Make It (FIUYMI) culture and its impact on entrepreneurial identity in the West African startup ecosystem. Self-presentation is important for entrepreneurs and often they tend to exaggerate their success. In West Africa, this is usually the case for entrepreneurs that want to gain social acceptance among their peers and to secure funding. It is represented by a desire of belonging and is amplified with digital social platforms and peer pressure. This study aims to evaluate the impact of perceived success using mixed methods research with both qualitative and quantitative data. The qualitative phase consists of semi-structured interviews with 20 startup founders from West Africa. The initial objective is to understand the motivations behind employing FIUYMI behaviour and its effect on the entrepreneurial identity and sense of success. A structured survey is then conveyed to 50 startup founders across the same region. The second objective is to quantitatively assess the prevalence of this behaviour and its impact on self-perception, and psychological well-being. Results suggest that FIUYMI is at first a good strategy for entrepreneurs to enhance perceived credibility and attract support and can be a positive tool for entrepreneurs to some extent as it boosts their confidence and network. It may later lead to psychological stress and has a perverse effect on entrepreneurs of not belonging to their community: Even when they achieve their desired outcome, they may consider their achievements to be fraudulent which is linked to a sense of imposter phenomenon. The research goal is to understand the complexities of perceived success and the ‘Fake it Until You Make it’ attitude in the West African context informing effective interventions in entrepreneurial behaviour. By showing its negative impact on an entrepreneur's journey, the research also aims to enhance accurate self-presentation and contribute to a more trustworthy entrepreneurial ecosystem in West Africa for entrepreneurs and investors.

Investigating feelings of imposterism in first-year medical student narratives.

Imposter phenomenon (IP), feeling as if a person does not belong, has been reported in medical students at various rates. In medical literature, this phenomenon has often been defined as a 'syndrome', but other studies have described it as a dynamic experience that can have various impacts on different people at different time points. Although studies have linked IP with other phenomena such as burnout in residents and physicians, no studies have examined its aetiology nor how these feelings are experienced by medical students. With the use of social identity theory as a framework, the authors analysed 233 reflective essays for elements of IP across eight cohorts of medical students from two institutions. Students responded to a prompt that asked: 'What was one part of your identity that you thought you would have to change in order to become a physician?' Included reflections were analysed using the framework method. Elements of IP were identified in 121 reflections (52%) and were categorised into three major themes: (1) Comparing oneself to an idealised image of a medical student, (2) Comparing oneself to an idealised image of a physician and (3) Concerns about presentation of self to others. Each theme contained two or more sub-themes. Commonly, students discussed how their own personality traits, experiences, backgrounds and identities cast doubt on their sense of belonging in medicine. The results of this study were consistent across both institutions, suggesting that imposter feelings are common among all first-year medical students. However, the extent of the impact of these feelings on their identity formation depends on the individual lived experiences of students and the context in which these feelings arise. Encouraging reflective journaling and sharing of stories from all stages of education can normalise imposter feelings during the development of the professional identity as a physician.

Imposter phenomenon and depression on a global level: exploring professional identity formation in health professional students

Background and relevance: The imposter phenomenon (IP) is characterized by high achieving individuals experiencing “chronic feelings of self-doubt, the fear of being discovered as an intellectual fraud, and a perception of being less intelligent or competent than peers.”1 Limited data exist on how feelings of imposter syndrome may affect aspects of one’s mental health. In the current climate of healthcare worker burnout, it is important to consider factors that may predispose individuals pursuing a career in healthcare to mental and emotional disengagement to assist in amelioration. This study aims to investigate the association between the occurrence of the imposter phenomenon and the frequency of depressed mood among students of the health professions on a global scale. Design and Methods: Student members of The Network: Towards Unity for Health responded to the Clance IP Scale and the PHQ-2 questionnaire. The analysis correlates indicators of (1) Region of study; (2) Area of study; (3) Year of study; (4) Preclinical vs. clinical stage of training; (5) Imposter Scale Score; and (6) Depression Score. We used Wilcoxon Rank Sum tests and linear regression to assess statistical significance. Results: More than three-quarters (89%) of respondents hadIP scores indicating moderate imposter feelings. A total of 68% of respondents had a PHQ-2 score indicating higher frequency of depressed mood. We found a significantly positive association between IP and depression scores. Conclusion: It is important to consider imposter syndrome as a potential risk factor for psychological distress among students in healthcare. Early identification is necessary as the presence of IP was shown to have a significantly positive relationship with the frequency of depressed mood. Familiarizing institutions with this relationship allows for early intervention.

Ukrainian adaptation of the Clance Impostor Phenomenon Scale (CIPS)

Expanding the methodological toolkit of research, particularly through adapting foreign psychometric tools, is crucial for Ukrainian psychology. This allows for conducting new research and comparing its results. One promising direction is studying the impostor phenomenon, manifested in an individual’s doubts about their achievements. The Clance Impostor Phenomenon Scale, developed by foreign researchers, is used for this purpose. This study aimed to adapt the Clance Impostor Phenomenon Scale into Ukrainian. The Clance Impostor Phenomenon Scale was translated into Ukrainian by two psychologists using the back-translation method. The research sample consisted of 297 students aged 18 to 22 (M = 20.4, SD = 1.49), including 82 males and 215 females. Descriptive statistics, reliability analysis of scales, correlation analysis (Spearman’s coefficient), and confirmatory factor analysis were used. The results of the study indicate a considerable degree of consistency between the obtained data and the foundational theoretical model. The assessment of content validity revealed a significant number of statistically significant correlations. A high level of test-retest reliability was identified for the adapted methodology. The resulting factor model is conceptually similar to the original; however, it is not identical. Other studies have also noted the emergence of new factor models, suggesting the potential for refinement of this methodology or reflecting age, temporal, and cross-cultural differences among the subjects studied. The evaluation of the psychometric characteristics of the Ukrainian version of the Clance Impostor Phenomenon Scale demonstrated high internal validity and reliability for the adapted tool. The Ukrainian version of the Clance Impostor Phenomenon Scale may be valuable for the psychodiagnosis of impostor syndrome manifestations and further standardisation and application in comparative research. The findings could contribute to optimising psychological support by taking into account the specific characteristics of impostor syndrome in the course of psychological work

Online Social Comparison and Impostor Phenomenon Among Music Education Undergraduates

The purpose of this study was to investigate online social comparison and impostor phenomenon (IP) in undergraduate music education students. In Phase 1, participants provided demographic information and completed measures of online social comparison, Facebook use, and the Clance Impostor Phenomenon Scale (CIPS). Facebook social comparison emerged as the only significant predictor of IP in participants accounting for 13.3% of the variance in CIPS scores. In Phase 2, I conducted focus groups to investigate participants’ perceptions of how they engaged in online social comparison. I identified four themes in the data: (a) comparing to peers online, (b) using Facebook for professional purposes, (c) psychological effects of online comparison, and (d) withdrawing from social media to avoid adverse effects. The findings provide insight for music teacher educators into how online social interactions among students may influence music educator identity and well-being during the undergraduate degree.

Systematic Literature Review of Impostor Phenomenon in Management

Sindrom penipu adalah suatu kondisi di mana seseorang merasa tidak percaya pada kemampuannya sendiri. Ia merasa kesuksesan yang pernah diraihnya bukan karena kemampuannya yang hebat. Kondisi ini umumnya dialami oleh mereka yang berprestasi. Sindrom impostor telah banyak diteliti dalam konteks akademis terhadap anak-anak yang berprestasi. Penelitian ini bertujuan untuk melihat kemungkinan terjadinya impostor syndrome dalam konteks manajemen. Penelitian dilakukan dengan menggunakan metode tinjauan literatur sistematis dengan mengkaji jurnal-jurnal yang membahas konteks impostor syndrome dalam kaitannya dengan bidang manajemen. Hasil penelitian menunjukkan bahwa seorang pemimpin memiliki kecenderungan untuk mengembangkan impostor syndrome dengan beberapa kondisi, seperti konflik keluarga.

Advancing doctoral student professional development through a strengths-based cohort program

Purpose Strengths-based professional development has been associated with positive outcomes in academia and in the organizational workplace. Students pursuing their doctoral degrees in the biomedical sciences in the US are often on graduate assistantships, where they experience an academic component to their training integrated with an employee-like existence. The individual who serves as their academic and research advisor is often their supervisor, who pays their stipend. The traditional training structure poses unique challenges and may be accompanied by stress, burnout and imposter phenomenon. The purpose of this study is to utilize a strengths-based approach to equip students with essential personal and professional skills that build self-awareness and self-confidence further preparing them for their future in the scientific workforce. Design/methodology/approach The authors developed and implemented a novel strengths-based professional development cohort program for doctoral students in the biomedical sciences at a research-intensive (R1) institution. The program was designed to create a supportive and inclusive space for participants (n = 18) to explore their identity as a student and scientists and to develop and leverage their talents for more effective and strategic use. Program outcomes were evaluated through a mixed methods case study design using a post-program Likert-based survey (n = 10 participants) and participant interviews (n = 13). Explanatory sequential design was used in the interpretation of the findings. Findings The results show that the program had a positive impact on students’ perceptions of themselves as scientists, as well as on their self-efficacy, self-confidence and interpersonal interactions in the research setting. Practical implications This strengths-based professional development program demonstrates immense potential as a model to equip students with self-awareness and a new foundation of essential skills needed to supplement their technical and scientific training for their future careers in the team-based workplace. Originality/value This study demonstrates how professional development programming can complement scientific training by equipping students with self-awareness and other lifelong skills to navigate feelings of imposter phenomenon and interpersonal relationships in the team-based workplace.