Abstract
AbstractIndividuals who experience the imposter phenomenon (IP) have feelings of self-doubt and are concerned that they will be exposed as frauds. Previous research has indicated that IP is associated with anxiety, depression and low self-esteem, and university students are thought to be particularly susceptible to IP. This study investigated the relationship between IP and self-efficacy, maladaptive perfectionism and happiness in university students, and examined whether these variables differ between females and males. The study also examined whether IP was associated with belonging and perceived levels of academic competition. Participants (N = 261) completed the Clance Imposter Phenomenon Scale (CIPS), New General Self-Efficacy (NGSE), Big Three Perfectionism Scale – Short Form (BTPS-SF), Oxford Happiness Questionnaire (OHQ), plus measures of belonging and perceived competition. As predicted, CIPS scores correlated negatively with NGSE and OHQ and positively with BTPS-SF in both sexes. Females scored higher, on average, than males on CIPS and BTPS-SF, and the gender difference in CIPS remained after indirect effects of perfectionism were removed. Neither belonging nor competition correlated with CIPS scores. The negative relationship between perfectionism and happiness was fully mediated by imposterism, which suggests that designing interventions that reduce IP could positively enhance student wellbeing.
Publisher
Springer Science and Business Media LLC
Reference42 articles.
1. Abdollahi, A., Hosseinian, S., Panahipour, H., Najafi, M., & Soheili, F. (2019). Emotional intelligence as a moderator between perfectionism and happiness. School Psychology International, 40(1), 88–103. https://doi.org/10.1177/01430343188079
2. Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84(1), 191–215. https://doi.org/10.1037/0033-295X.84.2.191
3. Bandura, A. (2006). Guide for constructing self-efficacy scales. In F. Pajares & T. Urdan (Eds.), Self-efficacy beliefs of adolescents (Vol. Volume 5, pp. 307–337). Information Age Publishing.
4. Bernard, D., & Neblett, E. (2018). A culturally informed model of the development of the impostor phenomenon among African American youth. Adolescent Research Review, 3(3), 279–300. https://doi.org/10.1007/s40894-017-0073-0
5. Boulton, C. A., Hughes, E., Kent, C., Smith, J. R., & Williams, H. T. P. (2019). Student engagement and wellbeing over time at a higher education institution. PLoS One, 14(11), e0225770. https://doi.org/10.1371/journal.pone.0225770
Cited by
6 articles.
订阅此论文施引文献
订阅此论文施引文献，注册后可以免费订阅5篇论文的施引文献，订阅后可以查看论文全部施引文献