“I wasn’t that good at it but I pretended to be”: Students’ Experiences of the Impostor Phenomenon in Academic Settings

Authors

  • Amy Menard University of Windsor
  • Michelle Bondy University of Windsor
  • Madison Jones University of Windsor
  • Lauren Desjardins University of Windsor
  • Lana Milidrag University of Ottawa
  • Alanna Foulon Michigan State University
  • Laura Chittle University of Windsor

DOI:

https://doi.org/10.11575/ajer.v69i3.76167

Abstract

The impostor phenomenon (IP) is an internalized feeling of fraudulence characterized by beliefs that one’s personal successes are due to external factors (e.g., luck) rather than internal attributes. Individuals who suffer from impostor feelings may feel that they are not really intelligent or capable but have instead fooled others. Written descriptions of IP experiences were provided by 879 graduate and undergraduate students and submitted to content analysis. Nine major themes were identified across three categories: causes (i.e., novel experiences, challenges, everyday academic interactions, and high expectations), feelings and impact (i.e., negative psychophysiological symptoms and negative thoughts and emotions), and management (i.e., negative, neutral, and positive). Implications for addressing these feelings in post-secondary settings are considered.

Keywords: higher education; individual differences; stress/coping; content analysis; qualitative research

Le phénomène de l'imposteur (PI) est un sentiment de fraude intériorisé, caractérisé par la conviction que les succès personnels sont dus à des facteurs externes (par exemple, la chance) plutôt qu'à des attributs internes. Les personnes qui souffrent du sentiment d'imposture peuvent avoir l'impression qu'elles ne sont pas vraiment intelligentes ou capables, mais qu'elles ont plutôt trompé les autres. Des descriptions écrites d'expériences de PI ont été fournies par 879 étudiants de premier et deuxième cycles et ont été soumises à une analyse de contenu. Neuf thèmes principaux ont été identifiés dans trois catégories : les causes (expériences nouvelles, défis, interactions académiques quotidiennes et attentes élevées), les sentiments et l'impact (symptômes psychophysiologiques négatifs, pensées et émotions négatives) et la gestion (négative, neutre et positive). Les implications de la prise en compte de ces sentiments dans le cadre de l'enseignement post-secondaire sont examinées.

Mots clés : enseignement supérieur ; différences individuelles ; stress/capacités d’adaptation ; analyse de contenu ; recherche qualitative

Author Biographies

Amy Menard, University of Windsor

A. Dana Ménard is an Assistant Professor in the Department of Psychology at the University of Windsor. Her research interests include student mental health, wellbeing, and resilience.

Michelle Bondy, University of Windsor

Michelle Bondy is a Learning Specialist in the School of Environment, Faculty of Science, at the University of Windsor. Her work focuses on experiential learning, undergraduate student engagement, and science outreach and education.

Madison Jones, University of Windsor

Madison Jones is a Master of Social Work student at the University of Windsor. Her research interests include youth mental health and psychotherapeutic rehabilitation.

Lauren Desjardins, University of Windsor

Lauren Desjardins is a fourth year Behaviour, Cognition, and Neuroscience student at the University of Windsor, currently working towards an undergraduate thesis in psychology.

Lana Milidrag, University of Ottawa

Lana Milidrag is currently a MD candidate at the University of Ottawa, Faculty of Medicine. During her time as an undergraduate student at the University of Windsor, her research interests included clinical science and behavioural psychology.

Alanna Foulon, Michigan State University

Alanna Foulon is a research assistant and graduate student in clinical social work at Michigan State University. Her research interests include reproductive health and justice, trauma and PTSD, substance abuse, and the psychological impact and treatment of sexual assault/sex trafficking.

Laura Chittle, University of Windsor

Laura Chittle is a Learning Specialist at the University of Windsor where she contributes to research, programs, and curricula that support teaching and learning.

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Published

2023-09-25

How to Cite

Menard, A., Bondy, M., Jones, M., Desjardins, L., Milidrag, L., Foulon, A., & Chittle, L. (2023). “I wasn’t that good at it but I pretended to be”: Students’ Experiences of the Impostor Phenomenon in Academic Settings. Alberta Journal of Educational Research, 69(3), 363–383. https://doi.org/10.11575/ajer.v69i3.76167

Issue

Vol. 69 No. 3 (2023): Fall

Section

ARTICLES

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