Abstract:
Impostor Syndrome has received growing attention in recent years because of its universality and maladaptive association with wellbeing and performance outcomes, recognised in professional and academic settings. Researchers have grappled with measurement issues in the quest for a gold standard. Our initial pursuit was to develop a measure that would capture students’ approaches to their studies in the context of impostor perceptions. Issues emerging from our literature review covered fear of evaluation, fear of being discovered, impression management, feelings of not belonging and unfavourable comparisons with others. We confirmed that these were commonly reported in students from 2 UK universities (N = 332), and in presenting our findings to international audiences, academic colleagues also reported impostor intrusions that impaired their wellbeing and debilitated their confidence. We therefore worked on strategies to counter each of the 10 domains and empower students and academics to navigate their way to confident control.
Biography:
Jennifer Coleman, Ph.D., is professor of psychology at Western New Mexico University. She is a representative for the Council of Undergraduate Research, is on the editorial board of Scholarship and Practice of Undergraduate Research, and co-edited Undergraduate Research in Online, Virtual, and Hybrid Courses: Proactive Practices for Distant Students (2022).
Dr Valerie Todd is the Director of Learning and Teaching within the Psychology Department at Aberystwyth University in Wales. She has extensive experience of teaching Psychology, and her research interests include factors that influence student progression and attainment in Higher Education.
Sara Kien, Associate Teaching Professor at Northern Arizona University, holds a Ph.D. in Cognitive Psychology (Northwestern) and a Masters in Data Science (UC Berkeley). An award-winning educator with 20+ years of experience, she uses neural networks to study social media discourse and investigates best teaching practices through SoTL research.
Dr David Mcilroy is a Reader and Principal Lecturer in the School of Psychology at Liverpool John Moores University. He has been an IFNTF member since its inception and an NTF since 2010, and his research focuses on the applications of psychology to pedagogy in Secondary and Higher Education. Ivette Merced is a school psychologist (NCSP), a Ph.D. Candidate and graduate student fellow at the University of Arizona. For the last five years she has worked as a psychology professor at Irvine Valley College. She currently serves as a member of the American Psychological Association Division 16 Ethics Committee.
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