Thesis (MPsy(Specialisation))--University of South Australia, 2003.

The impostor phenomenon (IP) refers to a feeling of intellectual inadequacy which is especially prevalent in university contexts and leads to high attrition rates (Parkman & Beard, 2009), depression (McGregor, Gee, & Posey, 2008), and anxiety (Fraenza, 2016) among students. The impostor phenomenon is negatively related to career development, as sufferers may fail to plan for their careers or to create appropriate strategies to reach their goals (Neureiter & Traut-Mattausch, 2016). The primary purpose of this study was to determine whether participants enrolled in a university course which is dominated by the opposite gender are more likely to experience the impostor phenomenon. This study specifically looked at engineering and nursing undergraduate students. The objectives of this study included exploring the relationship between the impostor phenomenon and self-efficacy, as well as exploring the occurrence thereof among participants in either traditional or non-traditional university courses. This quantitative study (N = 214) made use of a factorial design and data were collected through the use of the Clance Impostor Phenomenon Scale (Clance, 1985) and the Career-Decision Self-Efficacy Scale, short form (Betz, Klein, & Taylor, 1996). Results indicated that, as expected, women who are enrolled in male-dominated engineering courses do score higher on the Impostor Phenomenon Scale than both men and women in traditional courses. However, this study did not find differences in the level of career-decisions self-efficacy between the male and female samples, regardless of the gender composition of their specific courses. The researcher postulates that this may be due to the sheer determination of the women in atypical courses to succeed and persist in their studies. The researcher also found a negative relationship between IP and self-efficacy. / Mini Dissertation (MA (Research Psychology))--University of Pretoria, 2020. / Psychology / MA (Research Psychology) / Unrestricted

Since the imposter phenomenon was first identified, much research has been conducted on its occurrence in different populations and its impact on functioning. This study investigated the influence of the imposter phenomenon on counseling selfefficacy among graduate level counseling and counseling psychology trainees. A structural equation model was developed and tested to determine the relationships between counseling experience, the imposter phenomenon, and counseling selfefficacy. The model indicated that the imposter phenomenon had a negative relationship with counseling self-efficacy. It also revealed the influence of prior experience, months in practicum, and number of counseling hours on counseling selfefficacy. Additionally, the lack of relationship between experience and the imposter phenomenon suggested that imposter feelings persist beyond the early levels of trainees’ development. The imposter phenomenon, however, moderated the relationships between two experience variables, months in practicum and number of counseling hours, and counseling self-efficacy. The results did not reveal a mediating effect of the imposter phenomenon on the relationship between experience and counseling self-efficacy. Supplementary analysis using a MIMIC model indicated no significant relationship between gender and imposter feelings. Strengths, limitations, directions for future research, and implications for practice and training counselors and counseling psychologists were presented. / Department of Counseling Psychology and Guidance Services

[pt] Projetos recentes de Estruturas Offshore criaram a necessidade de prototipação virtual de modelos de CAD massivos. Esses modelos tipicamente têm centenas de milhões de triângulos e, por essa razão, não podem ser enviados diretamente para as placas gráficas atuais que podem renderizar interativamente apenas alguns milhões de triângulos. Existem várias abordagens para lidar com esse problema incluindo uma nova estratégia de uso de impostores baseada na visualização de Voxels. Essa estratégia é promissora, já que lida bem com níveis de detalhe, oclusão e armazenamento em memória secundária. Esta dissertação apresenta uma variação do algoritmo de Voxels Distantes (Far Voxels), que é implementada e testada sobre modelos de CAD típicos. Finalmente, a partir desses testes, a dissertação apresenta algumas conclusões e sugestões para trabalhos futuros. / [en] Current projects of Offshore Structures require virtual prototyping of huge CAD models. These models usually have hundreds of millions of triangles and for this reason they cannot be sent directly to current graphical boards that can render interactively only a few millions of triangles. There are many different approaches to deal with this problem including a new impostor strategy based on Voxel visualization. This strategy is promising because it deals well with level of detail, occlusion and out of core model storage. This dissertation presents a variant of the Far Voxels algorithm. This variant is implemented and tested against typical CAD models. Finally, from these tests, the dissertation presents some conclusions and suggestions for future work.

O Brasil é comumente associado ao país da diversidade. Seja ela de cunho cultural, histórico, racial ou social, fato é que a diversidade existe em larga extensão no país, inclusive nos meios acadêmicos. Na academia, tal como na sociedade, a inserção de indivíduos diferentes desemboca no estranhamento e nas atitudes preconceituosas. Este preconceito, por sua vez, influencia o desempenho acadêmico do estudante, pois a literatura revela que quanto maiores o preconceito e a discriminação do corpo docente da escola, menores são as notas do aluno. Alguns outros estudos têm procurado identificar a relação entre o desempenho acadêmico e a crença de auto-eficácia. A auto-eficácia pode ser definida como a crença do indivíduo sobre a sua capacidade de desempenho em atividades específicas. São quatro as fontes de desenvolvimento da auto-eficácia: experiências positivas; experiências vicárias; estados fisiológicos e emocionais das pessoas; e persuasão verbal. Das quatro fontes, as experiências positivas são, segundo a literatura, a mais importante e impactante no desenvolvimento e manutenção da auto-eficácia. A Síndrome do Impostor, também chamada de Fenômeno Impostor, tem sido exaustivamente estudada no cenário internacional sob os mais diversos aspectos - educacionais, emocionais, profissionais, etc. Os impostores, assim chamados os portadores da síndrome do impostor, não acreditam que são inteligentes, acreditam que as outras pessoas superestimam suas capacidades, mesmo que as evidências apontem que sejam altamente capazes, e atribuem as suas realizações à sorte ou esforço demasiado. Uma vez que as pessoas são influenciadas mais pela forma como elas lêem suas performances de sucesso, do que pelo sucesso, por si só, as teorias da auto-eficácia e a síndrome do impostor convergem na medida em que a teoria da auto-eficácia apresenta relação com a avaliação dos resultados das ações e a síndrome do impostor, na atribuição do sucesso ou fracasso à capacidade ou ao esforço. Esta pesquisa investigou a influência do fenômeno impostor e da auto-eficácia no desempenho acadêmico dos alunos minoritários, assim entendidos os estudantes bolsistas, principalmente do ProUni e ENADE, dos cursos de Ciências Contábeis e Administração de Empresas. Os instrumentos de pesquisa consistiram em um questionário composto pelas escalas CIPS - Clance Impostor Phenomenon Scale - desenvolvida por Clance (1985) e pela Escala de auto-eficácia na formação superior (Polydoro & Guerreiro-Casanova, 2010). A população estudada era composta por 492 alunos dos cursos de Ciências Contábeis e Administração de quatro instituições de ensino privadas, todas estabelecidas no Estado de São Paulo, sendo duas da região metropolitana e duas de cidades do interior. Os estudantes pesquisados revelaram graus substanciais da síndrome do impostor. O teste do Qui-quadrado foi utilizado para determinar não só as relações entre a síndrome do impostor, a auto-eficácia e o desempenho acadêmico, como também suas relações com as demais variáveis sócio-demográficas. Crenças mais robustas de auto-eficácia impactaram em melhores desempenhos acadêmicos, enquanto que maiores níveis de SI desembocaram em desempenhos menos satisfatórios. A correlação de Pearson indicou que a síndrome do impostor apresentou uma relação negativa com a crença de auto-eficácia. Estes resultados sugerem que possivelmente os aspectos culturais do país influenciam o desenvolvimento e a relação entre a síndrome do impostor, a auto-eficácia e o desempenho acadêmico, o que faz jus a novos estudos futuros. / Brazil is usually known as a country of diversity. This diversity can be cultural, historical, racial or social, whatever, diversity exist in a huge part of the country, as well as between academicians. In Academy, like in the society, the input of different people creates a wave toward to conflicts and preconceptions. Furthermore, this preconception acts directly over the student academic performance, so, some studies indicate how much higher the preconception level, lowest is student performance. The focus of some studies is the identification of the relation between the academic performance and the belief of self-efficacy. The self-efficacy is defined as individual belief about the self-performance capability in specifics activities. There are four sources of development of self-efficacy: positive experiences, vicarious experiences, physiological and emotional comportment of people; and verbal persuasion. Positive experiences are the most important sources in development and maintenance of the self-efficacy. The impostor syndrome, known as impostor phenomenon, has been exhaustively studied by the international community under different point of views - educational, emotional, professional etc. The impostors, as are named the people with the symptom of the impostor syndrome, believe they are not intelligent enough. They believe that the other people overestimate their abilities despite the fact the evidences demonstrate that they are absolutely capable, connecting their achievements only with lucky or efforts. In a situation that the people are more influenced by the focus that they see their performance of success, than the real success, the self-efficacy theory and the impostor syndrome converge in the same point that the self-efficacy presents relation with the analysis of results of the actions and the impostor syndrome, in the attribution of success or failure to the capability or effort. This study has investigated the influence of the impostor phenomenon and the self-efficacy effect over the academic performance of scholarship students, mainly the students sponsored by ProUni and ENADE, members of Class of Accounting and Business Management. The instruments of the survey were both a range of questions composed by CIPS scales - Clance Impostor Phenomenon Scale - developed by Clance (1985) and the Scale of self-efficacy in higher education (Polydoro & Guerreiro-Casanova, 2010). The population submitted to the study was composed by 492 students of Accountant and Business Management of four universities located in São Paulo State. The study has shown important degrees of the impostor syndrome, the self-efficacy and the academic performance, as well as their relations with the socio-demographic variants. Stronger self-efficacy belief impact in better academic performance, whereas higher levels of Impostor Syndrome creates not so satisfactory performances. The correlation of Pearson has indicated that the impostor syndrome has presented a negative relation with the self-efficacy belief. These results suggest that possibly the cultural aspects influence in the development and in the relations between impostor syndrome, the self-efficacy and the academic performance, that requires new future studies.

O Brasil é comumente associado ao país da diversidade. Seja ela de cunho cultural, histórico, racial ou social, fato é que a diversidade existe em larga extensão no país, inclusive nos meios acadêmicos. Na academia, tal como na sociedade, a inserção de indivíduos diferentes desemboca no estranhamento e nas atitudes preconceituosas. Este preconceito, por sua vez, influencia o desempenho acadêmico do estudante, pois a literatura revela que quanto maiores o preconceito e a discriminação do corpo docente da escola, menores são as notas do aluno. Alguns outros estudos têm procurado identificar a relação entre o desempenho acadêmico e a crença de auto-eficácia. A auto-eficácia pode ser definida como a crença do indivíduo sobre a sua capacidade de desempenho em atividades específicas. São quatro as fontes de desenvolvimento da auto-eficácia: experiências positivas; experiências vicárias; estados fisiológicos e emocionais das pessoas; e persuasão verbal. Das quatro fontes, as experiências positivas são, segundo a literatura, a mais importante e impactante no desenvolvimento e manutenção da auto-eficácia. A Síndrome do Impostor, também chamada de Fenômeno Impostor, tem sido exaustivamente estudada no cenário internacional sob os mais diversos aspectos - educacionais, emocionais, profissionais, etc. Os impostores, assim chamados os portadores da síndrome do impostor, não acreditam que são inteligentes, acreditam que as outras pessoas superestimam suas capacidades, mesmo que as evidências apontem que sejam altamente capazes, e atribuem as suas realizações à sorte ou esforço demasiado. Uma vez que as pessoas são influenciadas mais pela forma como elas lêem suas performances de sucesso, do que pelo sucesso, por si só, as teorias da auto-eficácia e a síndrome do impostor convergem na medida em que a teoria da auto-eficácia apresenta relação com a avaliação dos resultados das ações e a síndrome do impostor, na atribuição do sucesso ou fracasso à capacidade ou ao esforço. Esta pesquisa investigou a influência do fenômeno impostor e da auto-eficácia no desempenho acadêmico dos alunos minoritários, assim entendidos os estudantes bolsistas, principalmente do ProUni e ENADE, dos cursos de Ciências Contábeis e Administração de Empresas. Os instrumentos de pesquisa consistiram em um questionário composto pelas escalas CIPS - Clance Impostor Phenomenon Scale - desenvolvida por Clance (1985) e pela Escala de auto-eficácia na formação superior (Polydoro & Guerreiro-Casanova, 2010). A população estudada era composta por 492 alunos dos cursos de Ciências Contábeis e Administração de quatro instituições de ensino privadas, todas estabelecidas no Estado de São Paulo, sendo duas da região metropolitana e duas de cidades do interior. Os estudantes pesquisados revelaram graus substanciais da síndrome do impostor. O teste do Qui-quadrado foi utilizado para determinar não só as relações entre a síndrome do impostor, a auto-eficácia e o desempenho acadêmico, como também suas relações com as demais variáveis sócio-demográficas. Crenças mais robustas de auto-eficácia impactaram em melhores desempenhos acadêmicos, enquanto que maiores níveis de SI desembocaram em desempenhos menos satisfatórios. A correlação de Pearson indicou que a síndrome do impostor apresentou uma relação negativa com a crença de auto-eficácia. Estes resultados sugerem que possivelmente os aspectos culturais do país influenciam o desenvolvimento e a relação entre a síndrome do impostor, a auto-eficácia e o desempenho acadêmico, o que faz jus a novos estudos futuros. / Brazil is usually known as a country of diversity. This diversity can be cultural, historical, racial or social, whatever, diversity exist in a huge part of the country, as well as between academicians. In Academy, like in the society, the input of different people creates a wave toward to conflicts and preconceptions. Furthermore, this preconception acts directly over the student academic performance, so, some studies indicate how much higher the preconception level, lowest is student performance. The focus of some studies is the identification of the relation between the academic performance and the belief of self-efficacy. The self-efficacy is defined as individual belief about the self-performance capability in specifics activities. There are four sources of development of self-efficacy: positive experiences, vicarious experiences, physiological and emotional comportment of people; and verbal persuasion. Positive experiences are the most important sources in development and maintenance of the self-efficacy. The impostor syndrome, known as impostor phenomenon, has been exhaustively studied by the international community under different point of views - educational, emotional, professional etc. The impostors, as are named the people with the symptom of the impostor syndrome, believe they are not intelligent enough. They believe that the other people overestimate their abilities despite the fact the evidences demonstrate that they are absolutely capable, connecting their achievements only with lucky or efforts. In a situation that the people are more influenced by the focus that they see their performance of success, than the real success, the self-efficacy theory and the impostor syndrome converge in the same point that the self-efficacy presents relation with the analysis of results of the actions and the impostor syndrome, in the attribution of success or failure to the capability or effort. This study has investigated the influence of the impostor phenomenon and the self-efficacy effect over the academic performance of scholarship students, mainly the students sponsored by ProUni and ENADE, members of Class of Accounting and Business Management. The instruments of the survey were both a range of questions composed by CIPS scales - Clance Impostor Phenomenon Scale - developed by Clance (1985) and the Scale of self-efficacy in higher education (Polydoro & Guerreiro-Casanova, 2010). The population submitted to the study was composed by 492 students of Accountant and Business Management of four universities located in São Paulo State. The study has shown important degrees of the impostor syndrome, the self-efficacy and the academic performance, as well as their relations with the socio-demographic variants. Stronger self-efficacy belief impact in better academic performance, whereas higher levels of Impostor Syndrome creates not so satisfactory performances. The correlation of Pearson has indicated that the impostor syndrome has presented a negative relation with the self-efficacy belief. These results suggest that possibly the cultural aspects influence in the development and in the relations between impostor syndrome, the self-efficacy and the academic performance, that requires new future studies.

Bluffenomenet är en inre upplevelse av att känna sig som en bedragare och en rädsla att bli avslöjad som otillräcklig i sociala sammanhang. Personer som upplever bluffenomenet tror sig ha övertygat sin omgivning om att de besitter mer kunskap och mer kompetens än de verkligen har och känner en rädsla för att deras brist på förmåga ska avslöjas av omgivningen. Syftet med uppsatsen var att undersöka på vilket sätt och i vilka sammanhang bluffenomenet påverkar socionomen i sin professionella yrkesroll i socialt arbete. Uppsatsens syfte har undersökts genom fyra intervjuer med yrkesverksamma socionomer genom en metodtriangulering där en kvantitativ enkät kombinerades med kvalitativa djupintervjuer. Innehållet i uppsatsen har utgångspunkt i symbolisk interaktionism som vetenskapsteoretisk tradition och den insamlade datan har analyserats utifrån teoretiska begrepp bestående av Bluffenomenet och Yrkesroll samt ett teoretiskt perspektiv i form av det dramaturgiska perspektivet. Uppsatsens huvudsakliga resultat visar att bluffenomenet framförallt uppkommer hos socionomer som är nya i sin yrkesroll eller befinner sig i ett nytt sammanhang arbetsmässigt. Bluffenomenet påverkar informanternas yrkesroll genom att arbetsuppgifter skjuts upp, osäkerhet gentemot klienter och en ödmjukhet inför den egna prestationen i arbetet. Uppsatsens diskussion lyfter bland annat komplexiteten i socionomens yrkesroll i form av andras och egna förväntningar. Uppsatsen kan genom de upplevelser som informanterna delat med sig av användas för att sprida kunskap om bluffenomenets uppkomst och sammanhang hos yrkesverksamma socionomer. / The impostor phenomenon is an inner experience of feeling like a fraud and a fear of being revealed as inadequate in social contexts. People who experience the impostor phenomenon believe they have convinced their surroundings to possess more knowledge and more skills than they really have and fear that their lack of ability will be revealed by the environment. The purpose of the essay was to investigate in what way and in what context the impostor phenomenon affects the social worker in its profession in social work. The purpose of the essay has been answered through four interviews with professional social workers in the form of a method triangulation where a quantitative form was combined with qualitative deep interviews. The content of the essay has been interpreted by symbolic interactionism as a science-theoretic tradition, and the collected data has been analyzed from the theoretical concepts consisting of Impostor phenomenon and Profession and a theoretical perspective in the form of the dramaturgical perspective. The main findings of the essay show that the impostor phenomenon occurs primarily in social workers who are new in their occupational role or in a new context in work. The impostor phenomenon affects the informants in their profession in the way by postponing some duties, insecurity in client meetings and humility for their own performance at work. The discussion discusses the complexity of social workers professional role in the form of others and their own expectations. Through the experiences that the informants shared, the essay can be used to disseminate knowledge about the conception of the impostor phenomenon and context in professional social workers.

The purpose of this qualitative research was to acknowledge the gap in literature concerning the relationship between female leadership in a Swedish context with impostor syndrome. The focus was on analyzing whether impostor syndrome has an impact on the career progression of female leaders and how organizations can either exacerbate or mitigate the effects of suffering from impostor syndrome in the workplace.  In order to reach a conclusion aligned with the purpose and to respond to the conducted research questions, six semi-structured interviews were conducted with women in different leadership positions, operating within different companies and industries in Sweden. The interviews along with the theoretical framework allowed the authors to perform a thematic analysis in order to structure and analyze the gathered information.  The empirical data that was collected provided sufficient evidence for the authors to draw conclusions with regards to the posed research questions. It was concluded that impostor syndrome is a phenomenon that was frequently experienced among the female leaders, which could be confirmed in the literature. It could also be concluded that this was not a factor that had hindered them in their career progression. Moreover, the organizational support systems could be concluded to have a great impact in how the effects of impostor syndrome could be mitigated or further exacerbated.

This study explored the impostor phenomenon (IP) experiences of secondary public school music students by addressing three primary research questions. The first question investigated the frequency and severity of impostor feelings using both the Clance Impostor Phenomenon Scale (CIPS) and the newly developed Music Student Impostor Phenomenon Scale (MSIPS). Results revealed high levels of impostor feelings among participants (N = 824) with the original CIPS generating higher scores (M = 74.02, SD = 15.19) compared to the MSIPS (M = 69.66, SD = 10.85). Subsequent analysis categorized participants into Few, Moderate, Frequent, and Intense response levels, indicating a substantial number experiencing frequent or intense impostor feelings. The second research question explored correlations between demographic variables and reported IP scores. Gender, age, NAfME region, race/ethnicity, school music experience, parent ensemble participation, and ensemble type were analyzed for potential associations with impostor feelings. While some weak correlations emerged, the overall trend indicated universality in impostor experiences across demographic categories. Notably, the MSIPS generated lower overall scores, prompting considerations on the scale’s domain-specificity. The third research question evaluated the MSIPS’s validity and reliability. The study affirmed the scale’s reliability with Cronbach’s alpha of .876, while the content validity index (CVI) suggested its adequacy for measuring impostor feelings in a public school music context. However, challenges arose during factor analysis revealing an excessive number of factors, complicating interpretation. This study argues for reconsidering the necessity of domain-specific scales, advocating for a broader focus on universal self-perceptions contributing to the impostor phenomenon. In conclusion, this study contributes insights into the impostor phenomenon among public school music students and emphasizes the widespread occurrence of IP, advocating for a broader approach to understanding and addressing impostor feelings. The findings invite further exploration into psychotherapeutic interventions and broader considerations of the self-perceptions contributing to the impostor phenomenon. / Music Education

<p>The present dissertation takes the multi-faceted phenomenon of deception as its point of departure. The aim is to make a case for deception as a social phenomenon, and to frame theoretically and define the skills and abilities that make deception possible.</p><p>A theoretical model based on a number of ideal types is constructed. The purpose of the model is to differentiate particular aspects of deception, and the model is illustrated with examples of actions of more or less well-known impostors. The examples were collected from a variety of sources, such as autobiographies and television programs.</p><p>As a first step, the legal definition of deception, i.e. fraud, and statistics on crimes of deception in Sweden are presented. Different theoretical approaches are also discussed; deception as a personality trait, and deception as communication and interaction.</p><p>In order to illuminate the social dimensions, it is emphasized that deception constitutes a particular type of relationship between deceiver and deceivee. This particular form of interaction exploits elementary forms, and it is also asymmetrical in terms of the intentions of the parties involved.</p><p>The concept of social competence is used to describe the skills and abilities required for successful acts of deception. It is argued that the social competence of deceivers consists of three types: strategic, normative, and dramaturgic competencies. The strategic competency involves being goal-rational and strategic, for example, the ability to predict the actions of the potential addressee. In the normative competency, norms and reference to norms are used strategically. The dramaturgic competency represents an operationalization and enactment of the two other competencies, and resembles the preparation and performance of an actor.</p><p>The different contexts in which deception can occur are also discussed. A preliminary typology is presented, with the aim of demonstrating the difficulties in drawing clear lines between various types of deception. The extended approach to deception also means that it can be viewed as a part of everyday social interaction.</p><p>Finally, some thoughts on deception in the light of societal changes are presented. It is argued that the increasing demands on people to promote themselves in various ways in today’s society can be perceived as an invitation to deception and fabrication. These demands can generate feelings of inferiority and a fear of eventually being unmasked as an impostor, or a phony.</p>