The validation of the English Impostor-Profile 30 and the exploratory formulation of the learned helplessness model of the impostor phenomenon

Associations between stress, perfectionism, and imposter phenomenon among dental hygiene students

PURPOSE/OBJECTIVE

Imposter phenomenon (IP) depicts the feeling of being a fraud. Stress and perfection are associated with IP, impairing professional and academic performance and negatively impacting mental health. The purpose of this study was to explore the prevalence of IP and perfectionism in dental hygiene students and the relationship with stress.

METHODS

This study used cross-sectional survey research with a nonprobability sampling of dental hygiene students (n = 258). The study used three validated instruments: the Imposter Profile (IPP30) with six subscales, the Frost Multidimensional Perfectionism Scale Brief with two subscales, and the Perceived Stress Scale (PSS10). Descriptive, correlation, and linear regression were used for analysis.

RESULTS

The completion rate was 74.8% (n = 193). Linear regression analysis found the competence doubt (CD) subscale of the Imposter-Profile and perfectionistic striving (PS) were the only statistically significant predictors of stress (F = 10.01, p < .001, R2 = .16). CD (b = 0.36, p < 0.001) was twice as strong as PS (b = 0.15, p < 0.05) in predicting stress in dental hygiene students.

CONCLUSION

In this sample of dental hygiene students, the doubt about competence aspect of imposter phenomenon increased stress more than the striving for perfectionism. Faculty may minimize stress and support students by identifying the feelings associated with imposter phenomenon and highlighting student achievements to build confidence and feelings of self-efficacy.

The relationship between impostor phenomenon and career decision-making difficulties among nursing interns: the mediating role of psychological resilience

Background

In the face of a global nursing shortage, nursing interns are crucial to sustaining the healthcare workforce. However, these interns encounter significant challenges in career decision-making, often exacerbated by the impostor phenomenon, which impedes their capacity to make informed choices. Despite its importance, little research has been reported on the specific conditions and contributing factors that affect nursing interns' career decision-making processes.

Objective

To understand the current status of nursing interns' impostor phenomenon, psychological resilience, and career decision-making difficulties, and to validate the mediating role of psychological resilience between impostor phenomenon and career decision-making difficulties using structural equation modeling.

Methods

Five hundred eighty-two nursing interns from four tertiary hospitals in Wuhan City, Hubei Province of China were selected by stratified random sampling. Data were collected with the Clance Impostor Phenomenon Scale, Career Decision-Making Difficulties Questionnaire, and the 10-item Connor-Davidson Resilience Scale through an online survey. Mediation effect tests were conducted using SPSS 26.0 and PROCESS software.

Results

(1) The score for career decision-making difficulties was 99.34 (SD = 21.78), the score for impostor phenomenon was 57.58 (SD = 12.13), and the score of psychological resilience was 32.11 (SD = 8.50); (2) Psychological resilience had a significant negative correlation with career decision-making difficulties (r = -0.724, p < 0.01), and impostor phenomenon had a significant negative correlation with psychological resilience (r = -0.608, p < 0.01), and had a significant positive correlation with career decision-making difficulties (r = 0.700, p < 0.01). Psychological resilience played a partial mediating role between impostor phenomenon and career decision-making difficulties (p < 0.01), with the mediating effect (Effect Value = 0.518, Bootstrap 95% CI: 0.430, 0.610) accounting for 41.27% of the total effect.

Conclusion

Career decision-making difficulties are common among nursing interns. Effective strategies should address the impostor phenomenon and promote psychological resilience to enhance self-awareness and create a supportive environment.

Impostor phenomenon short scale (IPSS-3): a novel measure to capture impostor feelings in large-scale and longitudinal surveys

The Imposter Phenomenon (IP) is gaining increasing attention in academia, not only as an overall attractive research topic but also as a concern that especially affects members of minority groups. Nevertheless, there is little evidence for the occurrence and socio-structural correlates of the IP. Against the backdrop of a pressing need to contextualize the IP, this paper provides (1) an overview of the existing empirical evidence on the IP from a perspective that incorporates the role of social contexts, (2) highlights shortcomings in both existing theoretical approaches and methodological tools, (3) introduces the Impostor Phenomenon Short Scale (IPSS-3) as a novel, time-efficient and universally applicable IP measure, and (4) underscores that the IP, in fact, does not occur in a social vacuum but is closely intertwined with socio-structural characteristics. To this end, the paper draws on three distinct data sets gathered among German adolescents and adults for the development of the IPSS-3 (Study 1: n = 271), its validation (Study 2: n = 427), and to assess the IP's socio-structural correlates (Study 3: n = 865). The findings demonstrate that the IPSS-3 represents the first time-efficient and universally applicable instrument suitable for capturing the IP in large-scale and longitudinal research designs, e.g., initiated in adolescence. Thus, the IPSS-3 can address key open questions related to age effects, the role of transitions in the life course, and systematic variations in IP intensity among different social groups.

Navigating virtual selves: validation of the German version of the presentation of online self scale

The Presentation of Online Self Scale for Adults (POSSA), originally developed by Strimbu et al. is a well-regarded instrument for assessing online self-presentation. This study evaluated the factorial structure, reliability, and validity of the German adaptation of POSSA. A CFA analysis confirmed a satisfactory fit for the proposed three-factor model, as evidenced by a CFI of 0.919, a TLI of 0.902 and a RSMEA of 0.075. The subscales of the German POSSA demonstrated high internal consistency. Additionally, convergent validity was established through significant correlations with the Impostor-Profile 30 (IPP), affirming the interpretive accuracy of the subscale scores. Specifically, the Adaptable Self and Freedom of Self Online subscales positively correlated with IPP measures of Alienation and Other-Self-Divergence, whereas the Authentic Self subscale inversely correlated with these measures. Moreover, the German POSSA scores accounted for variance in the number of Instagram followers, surpassing the predictive power of self-esteem alone. Notably, the Adaptable Self factor was positively associated with the follower count, while the Freedom of Self Online factor displayed a negative association. Collectively, these findings underscore the DE-POSSA as a robust tool for assessing self-presentation behaviors in German-speaking populations and highlight its potential for cross-cultural research in online interpersonal interactions.

Feeling phony online - The impostor phenomenon's link to online self-presentation, self-esteem, and social network site use

This study examined the relationship between the impostor phenomenon, self-esteem, online self-presentation, and social network site usage across Instagram, Facebook, TikTok, LinkedIn, and Tinder. The sample consisted of n = 541 individuals (46 % men; Mage = 27, SDage = 8.5). In addition to demographics, quantitative social network site use metrics, and self-esteem, the impostor expression emerged as an incremental predictor for the online self-presentation facets adaptable self (β = 0.26, p < .001), authentic self (β = -0.29, p < .001) and freedom of self online (β = 0.25, p < .001). Self-esteem partially mediated the impostor expression's effect on the authentic self. Findings suggest that a high impostor expression links to lower online authenticity, higher online self-adaption, and a preference for online communication and self-presentation.

Exploring Impostor Phenomenon During Onboarding Into a Military Medical School

INTRODUCTION

Impostor phenomenon (IP) is an experience where an individual believes that their success was because of chance or luck and was not associated with the mastery of skills. There is a gap in the literature in understanding what role, if any, onboarding (e.g., orientation weeks) into a military medical school plays into student experiences with IP. For many, onboarding serves as the first exposure to the climate, culture, and learning environment of both medical school and the military. Prevention, or early intervention, of IP may reduce potential effects on a medical trainee's confidence and competence in their profession, which may ultimately enhance health care team performance and impact patient outcomes. This study explores if and why military medical students experience IP during a 2-week-long orientation into a military medical school.

MATERIALS AND METHODS

The study participants were medical students at a military medical school. Researchers conducted semi-structured interviews in August 2022 to explore if and why students experienced IP and deployed the Clance IP Scale as a measure with validity evidence for ascertaining the presence and magnitude of IP. Researchers calculated total scores from the Clance IP Scale and thematically analyzed interview transcripts.

RESULTS

Researchers interviewed 29 matriculating military medical students. Twenty-one (75%) students reported frequent or intense IP experiences on the Clance IP Scale indicating that IP was present in our study sample. Thematic analysis identified six themes that drove one's experience with IP: reevaluation of merit, individualized diversity and inclusion experiences, administrative and financial support, preconceived expectations, building relationships, and new community roles.

CONCLUSIONS

Our identified themes provide us with a better understanding of if and why military medical students experience IP during onboarding. Our findings are also consistent with the situated learning theory, which places emphasis on the sense of belonging and may provide a unique and insightful lens through which IP can be further explored and studied, particularly at a military medical school where various identities, dynamics, and aspirations can converge simultaneously. Additionally, our findings suggest that existing practices may benefit from a number of improvements including, but not limited to, tailoring onboarding activities to entail more reflective discussion using small groups, especially for topics related to diversity and inclusion, revisiting areas where students may feel inadequately prepared to transition and perform well in a medical school, reevaluating administrative and financial support that can be roadblocks to a student's transition into the new environment and removing these barriers, and ensuring cultural coherence (organizational alignment of vision and mission) among faculty, staff, and upperclassmen. Future research directions include better understanding how developing single or multiple, identities can impact a medical students' experience with IP during onboarding, pre-clerkship, clerkship, or post-clerkship period, if at all.

Impostor leader and knowledge hiding: Attachment avoidance as underlying mechanism

Impostorism and knowledge-hiding behaviors negatively impact employees and organizational performance. This study examines the association between impostor leaders and knowledge hiding (evasive hiding, playing dumb, and rationalized hiding). Attachment avoidance is discussed as a mediator between impostor leaders and knowledge-hiding. For quantitative analyses, this study collected the data from 429 individuals with two time lags by sharing the survey instrument link on different organizations' randomly selected official media pages. After obtaining approval from the administrators of these pages, leaders and subordinates from these organizations were asked to participate in the study. The partial least squares structural equation modeling method is employed with Smartpls-4 software for data analyses. The findings indicate that impostor leaders promote knowledge hiding in subordinates. However, impostor leaders highly promote rationalized hiding behavior in subordinates. Attachment avoidance mediates the relationship between the impostor leader and knowledge-hiding behaviors. However, the highest mediation relationship exists between an impostor leader and playing dumb behavior in subordinates. This study strengthens the generalizability of the social exchange theory. The implications mentioned in this study are beneficial in understanding and dealing with the Impostorism and knowledge-hiding phenomena.

Evaluating the psychometric properties of the Swedish version of the Impostor Profile scale (IPP30)

The Impostor Profile scale (IPP30) is a recently developed tool designed to delve into the nuanced aspects of the Impostor Phenomenon (IP), a psychological phenomenon where individuals wrongly attribute their successes to external factors, discounting their own abilities and often feeling like frauds. This study aimed to assess the psychometric properties, including factor structure, internal consistency, and nomological validity, of the Swedish version of IPP30 (S-IPP30). In a sample of Swedish students (N = 1,010; 76.7% women; Mage = 25.65, SDage = 6.43), Exploratory and Confirmatory Factor Analyses were conducted to scrutinize S-IPP30's structure. The analyses supported a bifactor model with six specific factors and one overarching factor. However, two items in the scale displayed poor alignment with their intended subscales, adversely affecting the internal consistency of the two subscales. Consequently, a rephrasing of these items was suggested. The remaining four S-IPP30 subscales exhibited good internal consistency (Cronbach's α = 0.76-0.90, McDonald's ω = 0.77-0.91). Convergent validity was confirmed by largely replicating correlations among various S-IPP30 facets, the unidimensional IP measure, personality variables, and self-esteem, thereby accomplishing the goal of validating S-IPP30. This proposed modification of the two items requires further validation using a new sample to ensure its appropriateness and effectiveness in measuring the intended constructs.

The impostor phenomenon in the eye of knowledgeable others: the association of the impostor phenomenon with the judge's accuracy

This study examines whether a heightened impostor expression is associated with a judge's assessment. The sample comprised n = 155 triads (target, mother, and a friend). Results indicated a slightly higher profile agreement between the target and mother (rraw = 0.47; rdistinct = 0.33) than a friend (rraw = 0.41; rdistinct = 0.23). The profile agreement was inversely correlated with the IPP total score, Competence Doubt, Alienation, and Other-Self Divergence (r = ≤ -0.29, p < 0.001), indicating reduced accuracy among judges when confronted with a heightened impostor expression. However, these relationships disappear once controlling for stereotype effects. Overall, this study reveals a negative association between the impostor expression and the other-self agreement, supporting the biasing self-presentation of impostors in the eye of others.

Impostor Phenomenon and Grit as Predictors of Job Satisfaction in Female Pharmacy Faculty

INTRODUCTION

Impostor phenomenon (IP), grit, and other factors impact job satisfaction for faculty, particularly female faculty.

METHODS

The Impostor Phenomenon Research Collaborative (IPRC) evaluated IP, grit, and job satisfaction in pharmacy faculty. A cross-sectional study was conducted with a convenience sample of faculty using a survey, which included demographic questions and validated instruments: Clance Impostor Phenomenon (CIPS), Short GRIT Scale, and Overall Job Satisfaction Questionnaire. Differences between groups, relationships, and prediction were evaluated using independent t-tests, ANOVA, Pearson correlation, and regression analyses.

RESULTS

A total of 436 participants completed the survey; 380 self-identified as pharmacy faculty. Two hundred and one (54%) reported intense or frequent feelings of IP. The mean CIPS score was above 60, indicating a risk of negative outcomes related to IP. There were no differences in the prevalence of IP or job satisfaction levels when female and male faculty were compared. Female faculty had higher GRIT-S scores. Faculty reporting more IP had lower grit and lower job satisfaction. Job satisfaction in faculty was predicted by IP and grit; however, grit did not provide a unique prediction when combined with IP for male faculty.

CONCLUSION

IP was not more prevalent in female faculty. Female faculty were grittier than male faculty. Higher grit was associated with less IP and higher job satisfaction. IP and grit predicted job satisfaction for female and male pharmacy faculty. Our findings suggest that improving grit may help mitigate IP and impact job satisfaction. Further research on evidence-based IP interventions is needed.

Impostor Phenomenon and L2 willingness to communicate: Testing communication anxiety and perceived L2 competence as mediators

The Impostor Phenomenon (IP) describes experiences of perceived intellectual fraudulence despite the existence of objectively good performances, and it is a robust predictor of experiences and outcomes in higher education. We examined the role of the IP in the domain of second language (L2) acquisition by testing its relations with a robust predictor of L2 use, willingness to communicate (WTC). We collected self-reports of 400 adult Iranian L2 learners and tested the associations between the IP and WTC. As expected, we found a negative association between IP and WTC (r = -0.13). When testing a mediation model with perceived competence and communication anxiety as parallel mediators, we found evidence for full mediation via perceived competence. Our findings show the importance of considering self-evaluations in the domain of L2 acquisition. Further implications and limitations are discussed.