Students' recollections of parenting styles and impostor phenomenon: The mediating role of social anxiety

The Role of Emotion Dysregulation and Self-Esteem in the Relationships Between Parenting Styles and Adolescents' Impostor Feelings: A Multiple Mediation Model by Parent and Child Gender

The study probes the relationship between parenting styles and three adolescents' psychological outcome variables: impostor phenomenon, self-esteem, and emotion dysregulation. Using path analysis, it aimed at testing the mediating role played by the latter two variables in the association between parenting and adolescents' impostor feelings, while differentiating between maternal and paternal parenting effect in the context of the child's gender. The sample consisted of 103 adolescent males and 117 females whose mean age was 14.10 ± 1.53. The participants took part in an online survey, where they reported their parents' parenting styles and their psychological variables using battery of instruments. For mothers, authoritative parenting was directly associated among male adolescents and indirectly associated (via higher self-esteem) among female adolescents with lower impostor feelings. For fathers, a similar an indirect association via self-esteem was recorded solely among male adolescents. Emotion dysregulation was found to be uniquely related to authoritarian parenting among adolescent females and to permissive parenting among adolescent males. Respectively, these psychological variables mediated the relationships between parenting styles and adolescents' impostor feelings. The study contributes unique evidence for the role played by emotion dysregulation and self-esteem in explaining adolescents' impostor feelings, while considering the importance of parenting styles and parent-child gender.

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.

General Self-Esteem as the Mechanism Through Which Early-Childhood Parental Trust and Support Affect Adolescents' Learning Behavior: A Moderated Mediation Model

Parental trust and support are machineries for children's cognitive growth and behaviors exhibited at a later age. Their influence on students' learning engagement at school has been reported, but little is known about the mechanisms through which such a proposed causal effect occurs. This study tested 2 major proposed hypotheses; (1) general self-esteem (GSE) mediates the causal relationship between parents' trust and support (PTS) and Learning engagement (LE). (2) The mediation effect is further moderated by students' college grade level. Data was collected from 1139 college students in Tanzania (M_age = 22.5, SD_age = 0.681) who filled out an online-designed questionnaire. SPSS (Statistical Package for Social Science), PROCESS macro of SPSS, and JASP (Jeffrey's Amazing Statistical Program) were used for analyzing data. The results indicated that GSE had a mediating effect (β = .0912, SE = 0.0134, P < .001) on the causal relationship between PTS and LE. The unmediated (direct) effect of PTS on LE (β = .2125, SE = 0.0419, P < .001) was lower than the total effect (β = .3037, SE = 0.0553, P < .001) after the mediation. The interaction effects of PTS (β = .0463, P < .001) and GSE (β = .0495, P < .001) on students' college grades were statistically significant, indicating that the mediation effect of GSE on the causal relationship between PTS and LE was moderated by college grades. Parental trust and support enhance students' behavioral learning at school through their general self-esteem, built from the family level (parenting).

Maternal and Paternal Authoritarian Parenting and Adolescents' Impostor Feelings: The Mediating Role of Parental Psychological Control and the Moderating Role of Child's Gender

INTRODUCTION

Recent systematic reviews about the impostor phenomenon unveil a severe shortage of research data on adolescents. The present study aimed at reducing this gap in the literature by investigating the association between maternal and paternal authoritarian parenting and impostor feelings among adolescents, while testing the mediating role played by parental psychological control and the moderating role of the child's gender in this context.

METHODS

Three hundred and eight adolescents took part in an online survey, in which they reported anonymously on their impostor feelings and their parents' parenting styles via several valid psychological questionnaires. The sample consisted of 143 boys and 165 girls, whose age ranged from 12 to 17 (M = 14.67, SD = 1.64).

RESULTS

Of the sample's participants, over 35% reported frequent to intense impostor feelings, with girls scoring significantly higher than boys on this scale. In general, the maternal and paternal parenting variables explained 15.2% and 13.3% (respectively) of the variance in the adolescents' impostor scores. Parental psychological control fully mediated (for fathers) and partially mediated (for mothers) the association between parental authoritarian parenting and the adolescents' impostor feelings. The child's gender moderated solely the maternal direct effect of authoritarian parenting on impostor feelings (this association was significant for boys alone), but not the mediating effect via psychological control.

CONCLUSIONS

The current study introduces a specific explanation for the possible mechanism describing the early emergence of impostor feelings in adolescents based on parenting styles and behaviors.

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

The learned helplessness model of the Impostor Phenomenon is an exploratory approach to explain the Impostor Phenomenon by linking the constructs of growth mindset, learned helplessness, grit, thought-action fusion, and defensive pessimism. In this study, we (a) confirmatorily tested the factor structure of the English IPP30, (b) examined the instrument's nomological validity, and (c) exploratorily formulated a path model to explain the effects of learned helplessness on the Impostor Phenomenon. The sample consisted of n = 376 persons (46% female). The CFI indicated the bifactorial model of the English IPP30 as best-fitting, while the subscale correlations suggested the instrument's nomological validity. The exploratory path model showed sufficient goodness of fit. It proclaims a labeling as talented that decreases the growth mindset expression, which negatively correlates with learned helplessness. In addition, the model states learned helplessness as a central model component associated with grit, thought-action fusion, and finally, the Impostor Phenomenon.

"Early Negative Memories, Humiliation and Defectiveness/Shame Schema: An Emotion-Focused Therapeutic Approach to Social Anxiety"

"Introduction: Recently emotion-focused therapy has developed as an additional approach and considers the role of primary emotions such as shame in the formation and persistence of SAD. Objectives: The purpose of this study was to investigate the theoretical model of emotion-focused therapy for SAD by considering the role of early negative memories, humiliation and the mediating role of self-defectiveness/shame schema in the etiology of SAD. Method: This cross-sectional descriptive study recruited a sample of 105 students, 44 males (41.9%) 61 females (58.1%), diagnosed with SAD by psychologists from Shahid Beheshti University Counseling Center. Participants ranging in age from 18 to 34 with a mean age of 23.1 years (SD=3.5) completed the Social Phobia Inventory, Humiliation Inventory, Early Life Experiences Scale, Defectiveness /Shame Schema subscale of the Young Schema Questionnaire-Short Form. Results: Data were analyzed using SmartPLS-SEM. The results showed that early childhood experiences and humiliation significantly predict SAD. Also, the indirect effects of the independent variables through defectiveness/shame schema on SAD were significant. Conclusions: Consistent with the assumptions of the emotion-focused approach to SAD, these results confirm that early life experiences and humiliation with the development of shame schemes play an important role in the etiology of SAD and must be considered for therapy to be effective. The results of this study suggest that the components of the emotion-focused model can have therapeutic value as targets of intervention in randomized clinical trials."