The Impostor Phenomenon Revisited: Examining the Relationship between Workplace Impostor Thoughts and Interpersonal Effectiveness at Work

2021 ◽  
Author(s):  
Basima A. Tewfik
Keyword(s):  
Impostor Phenomenon ◽  
Interpersonal Effectiveness ◽  
The Relationship

The impostor phenomenon and work–family conflict: An assessment of higher education

2020 ◽  
pp. 089202062095974
Author(s):  
Megan B Shreffler ◽  
Jessica R Murfree ◽  
Martin R Huecker ◽  
Jacob R Shreffler
Keyword(s):  
Higher Education ◽  
Gender Differences ◽  
Family Conflict ◽  
Significant Positive Correlation ◽  
Impostor Phenomenon ◽  
Tenure Track ◽  
Work Family Conflict ◽  
Years Of Service ◽  
Work Family ◽  
The Relationship

Top faculty are often at risk for experiencing the impostor phenomenon (IP) in the competitive landscape of higher education. Similarly, work–family conflict (WFC) impacts many individuals who work in higher education. The present study aimed to examine the relationship between the IP and WFC in higher education using a sample of university faculty in North America ( N = 197). Data were analysed based on faculty ranking, years of service to the profession and reported gender identity. Findings indicated a significantly higher presence of impostor experiences among tenure-track faculty, varying levels of impostor experiences based on years of service to the profession and no gender differences in IP levels. Finally, findings showed a significant positive correlation between the IP and WFC. Given the prevalence of the IP and WFC in higher education, we conclude with recommendations for administrators to implement programming to recognize and address the presence and consequences of the IP and WFC in higher education.

Sexual Revictimization and Interpersonal Effectiveness

2010 ◽  
Vol 25 (4) ◽  
pp. 504-517 ◽  
Author(s):  
Megan C. Kearns ◽  
Karen S. Calhoun
Keyword(s):  
Sexual Assault ◽  
Social Perception ◽  
Self Efficacy ◽  
Interpersonal Functioning ◽  
Group Differences ◽  
Cross Sectional ◽  
Sexual Revictimization ◽  
Interpersonal Effectiveness ◽  
Cross Sectional Design ◽  
The Relationship

This study utilized a cross-sectional design in order to explore the relationship between interpersonal effectiveness, defined as level of assertiveness, social perception, and perceived self-efficacy, and repeated sexual victimization in adolescence and adulthood. In addition, we compared global versus situation-specific measures of interpersonal effectiveness. Results indicated that global measures of interpersonal effectiveness failed to differentiate victim groups, and there were also no group differences in social perception. However, on situation-specific measures, revictimized women were significantly lower than nonvictims on sexual assertiveness and sexual self-efficacy. These results support the hypothesis that interpersonal functioning is related to sexual revictimization and highlight the need to measure interpersonal functioning specifically in sexual situations as it relates to women’s sexual assault history.

scholarly journals Behold the best and worst of me: the impostor phenomenon and academic behavior in the business area,

2020 ◽  
Vol 31 (83) ◽  
pp. 348-363
Author(s):  
Alison Martins Meurer ◽  
Flaviano Costa
Keyword(s):  
Impostor Phenomenon ◽  
Academic Behavior ◽  
Psychological Variables ◽  
Academic Behaviors ◽  
Postgraduate Students ◽  
Professional Careers ◽  
Business Area ◽  
Impostor Feelings ◽  
The Relationship ◽  
Spearman’S Correlation

ABSTRACT The aim of this study was to analyze the relationship between the impostor phenomenon (IP) and the academic behavior of stricto sensu postgraduate students in business area courses. Discussing the relationship between psychological variables and student academic behavior is a topic of interest as empirical evidence indicates that these variables affect the environment in which scientific research is developed. It is important to look for elements that help in understanding the IP in order to reduce its impacts on the performance, behavior, and feelings of students. Postgraduate students enrolled in stricto sensu courses may be refusing opportunities to advance in their professional careers and adopting behaviors that are discordant with those desired by universities because they feel like impostors in terms of their abilities. Besides the relevance of the relationships analyzed, this research also uses the Meurer and Costa Scale of Academic Behaviors - Stricto Sensu (MCSAB-SS), which can measure academic behaviors displayed in Brazilian postgraduate courses, enabling the development of new investigations into the topic. The population includes postgraduates enrolled in 2018 in academic master’s, professional master’s, and academic doctorate courses in administration, accounting, and economics, known as the business area. The data collection was operationalized via a survey carried out online, which obtained 1,816 valid participations. The data were analyzed using descriptive statistics, exploratory factor analysis, and the Spearman’s correlation. Higher levels of impostor feelings are positively associated with displays of counterproductive academic behaviors and are mostly negatively associated with academic citizenship behaviors. After identifying the IP in students, actions to minimize these feelings can be implemented, given that postgraduate students with the IP may not be engaging in the activities that permeate stricto sensu, thus damaging the climate and culture of cooperation needed in academia.

Racial Identity, Self-Esteem, and the Impostor Phenomenon Among African American College Students

2016 ◽  
Vol 43 (4) ◽  
pp. 345-357 ◽  
Author(s):  
Quiera M. Lige ◽  
Bridgette J. Peteet ◽  
Carrie M. Brown
Keyword(s):  
College Students ◽  
African American ◽  
Racial Identity ◽  
African Americans ◽  
Undergraduate Students ◽  
Self Esteem ◽  
Impostor Phenomenon ◽  
African American College Students ◽  
Inverse Association ◽  
The Relationship

The Impostor Phenomenon (IP) is marked by an individual’s persistent perception of incompetency despite contrary evidence. The presence of IP has been found to negatively affect many college students, but literature on IP among African American college students, specifically, is limited. Previous literature has emphasized a positive association between racial identity and self-esteem for African Americans, and an inverse association between self-esteem and IP among non-African American samples. However, few studies have examined these variables in African American undergraduate samples. Objectives: The current study examined the relationships between racial identity, self-esteem, and IP among African American undergraduate students. It was hypothesized that self-esteem would mediate the relationship between racial identity and IP. Method: The participants were 112 (74% female) self-identified African American undergraduate students who completed an online survey. Results: Mediation testing via bootstrapping revealed support for the hypothesis—self-esteem mediated the relationship between racial identity and IP. Conclusion: University initiatives should focus on creating inclusive environments that foster racial identity development and self-esteem for African Americans to reduce experiences of IP.

Self‐Esteem and Ethics: A Phenomenological View

Hypatia ◽  
2018 ◽  
Vol 33 (1) ◽  
pp. 56-72 ◽  
Author(s):  
Anna Bortolan
Keyword(s):  
Gender Roles ◽  
Self Esteem ◽  
Abusive Relationships ◽  
Moral Experience ◽  
Impostor Phenomenon ◽  
Primary Role ◽  
The Relationship ◽  
Phenomenological View ◽  
Dynamics Characteristic

This paper aims to provide an account of the relationship between self‐esteem and moral experience. In particular, drawing on feminist and phenomenological accounts of affectivity and ethics, I argue that self‐esteem has a primary role in moral epistemology and moral action. I start by providing a characterization of self‐esteem, suggesting in particular that it can be best understood through the phenomenological notion of “existential feeling.” Examining the dynamics characteristic of the so‐called “impostor phenomenon” and the experience of women who are involved in abusive relationships, I then claim that self‐esteem fundamentally shapes the way in which self and others are conceived, and the ethical demands and obligations to which they are considered to be subjected. More specifically, I argue that low self‐esteem—which in the experience of women may be rooted in particular assumptions regarding gender roles and stereotyping—can hinder autonomy, make it difficult to question other people's evaluative perspectives and behaviors, and attribute to others responsibility for their actions.

scholarly journals Connecting the Dots Between Mindset and Impostor Phenomenon, via Fear of Failure and Goal Orientation, in Working Adults

2021 ◽  
Vol 12 ◽  
Author(s):  
Rebecca Noskeau ◽  
Angeli Santos ◽  
Weiwei Wang
Keyword(s):  
Goal Orientation ◽  
Implicit Theories ◽  
Fear Of Failure ◽  
Equation Modeling ◽  
Impostor Phenomenon ◽  
Female Ratio ◽  
Working Adults ◽  
Fixed Mindset ◽  
The Relationship ◽  
Work Domain

This study aims to investigate the relationship between mindset and impostor phenomenon, via the explanatory role of fear of failure and goal orientation in the work domain. Only one known study has previously connected mindset and impostor phenomenon in the scientific literature among females in a university setting. Data was collected from 201 working adults, with a roughly equal male-female ratio, from a range of sectors in the United Kingdom, Ireland, and United States. Participants completed an online survey comprising the Implicit Theories of Intelligence Scale, the Performance Failure Appraisal Inventory, Work Domain Goal Orientation Instrument, and the Clance Impostor Phenomenon Scale (CIPS). We tested a serial-parallel mediation model using structural equation modeling. The results suggest that people with a fixed mindset tend to experience more impostor phenomenon at work and this relationship is predominantly explained by their fear of failure. Further, when employees are also motivated by a performance avoid goal orientation, the relationship increases in strength. This indirect relationship suggests that staff training, and coaching interventions designed to increase people’s belief that they can develop their abilities results in a reduction of their fear of failure and in their motivation to want to avoid showing their inability at work. The results also suggest cultivating environments that promote a growth mindset and learning goal orientation, alongside the safety to fail, could lessen the negative effects of having a fixed mindset, reduce fear of failure, and alleviate impostor phenomenon’s negative impact on employee career development and wellbeing.

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