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

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Previous research has demonstrated that students in university honors programs may be distinct from their non-honors counterparts. To further examine these differences and the overall experiences of honors students, this thesis utilized a Study 1/Study 2 mixed methodology design to examine the experiences of honors students within East Tennessee State University’s University Honors Scholars program. Study One quantitatively examined the differences between honors and non-honors students’ levels of perfectionism, imposter syndrome, and academic and social competitiveness. Findings from Study One inspired Study Two, which qualitatively examined honors students’ experiences with perfectionism, uncovering the sources and effects of their perfectionistic behaviors. Combined, these findings indicate that not only do honors students experience higher levels of perfectionism than non-honors students, likely stemming from the expectations and standards held by the honors program, but also that their perfectionistic behaviors are overall maladaptive and are used to avoid failure rather than in the pursuit of success.

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The managerial role is affected by how society develops and is a versatile role. This often requires an academic background, but despite this is not something you are educated for, but rather advance and qualify for. The competence requirements in applications have increased in recent years and Sweden today has the lowest proportion of young managers in Europe. This means that recruiters have an important role in admitting younger candidates. Young graduates end up in a so-called "Catch 22" as they often lack experience. Therefore they apply to the labor market to acquire experience, but the roles require experience for employment. The question is whether this paradoxical situation leads to Imposter Syndrome in young people. The syndrome is a global problem and approximately 70% of the population has at some point experienced the feeling. Imposter Syndrome, is believed to appear in school, is more common among young people and especially college and university students and academics who have advanced in their career. The syndrome's symptoms promote self-doubt and can lead to psychological effects, people who experience it tend to withdraw from pursuing new jobs or getting promoted, which can inhibit career development. The social construction of a manager is a person with experience. This image risks influencing people who recruit to exclude young people in recruitment processes. 100% of respondents doubt themselves and whether the education was preparatory for the labour market. This self-doubt gives the young candidates a poor self-image that hinders them in their careers. / Chefsrollen påverkas av hur samhället utvecklas och är en allsidig roll. Denna kräver ofta en akademisk bakgrund men är trots detta inget man utbildar sig till, utan snarare avancerar och kvalificerar sig till. Kompetenskraven i ansökningar har ökat de senaste åren och Sverige har idag lägst andel unga chefer i Europa. Detta innebär att personer som rekryterar har en viktig roll i att släppa in yngre kandidater. Då de ofta saknar erfarenhet hamnar nyutexaminerade unga i ett så kallat ”Moment 22” där de söker sig till arbetsmarknaden för att få erfarenhet, men där jobbet kräver erfarenhet för anställning. Frågan är om denna paradoxala situation leder till Imposter Syndrome hos unga. Syndromet är ett globalt problem och cirka 70% av befolkningen har någon gång upplevt känslan. Imposter Syndrome tros grunda sig i skolan, är vanligare bland unga och särskilt högskole- och universitetsstudenter samt akademiker som gjort karriär. Syndromets symptom orsakar självtvivel och kan leda till psykologiska effekter samt att personer som upplever det har en tendens att dra sig från att söka nya jobb eller bli befordrade, vilket kan hämma karriärutvecklingen. Den sociala konstruktionen av en chef är en person med erfarenhet. Denna bild riskerar påverka personer som rekryterar att utesluta unga i rekryteringsprocesser. 100% av respondenterna tvivlar på sig själva och om utbildningen varit förberedande för arbetslivet. Denna självtvivel ger de unga kandidaterna en sämre självbild som hindrar dem i karriären.

Adverse Childhood Experiences (ACEs) are events that occur during a person’s childhood that can affect their physical, mental, and social health later in life. Abuse, neglect or household disfunction are common events labeled as ACEs to study the effects of childhood trauma. ACEs have been linked to several negative physical and mental health outcomes, such as substance abuse, heart and lung diseases, anxiety and depression. Furthermore, several studies have shown that emotion dysregulation and attachment anxiety mediate the relationships between ACEs and negative health outcomes. Emotion dysregulation and attachment anxiety can also be linked to a commonly studied social aliment, imposter phenomenon. Individuals experiencing imposter phenomenon may feel as though they are undeserving of their personal accomplishments or have achieved them by luck or chance. Emotion dysregulation can lead to a lack of control, or perceived control, over one’s emotions. This lack of control could theoretically lead to feelings of inadequacy and fakeness experienced by those suffering from imposter phenomenon. Likewise, attachment anxiety can lead to fear of abandonment in relationships caused by the similar feelings of inadequacy. The aim of the present research was to therefore determine whether ACEs may predict greater feelings of the imposter phenomenon through emotion dysregulation and attachment anxiety. A total of 464 participants completed measures of ACEs, emotion dysregulation, attachment anxiety, and the imposter phenomenon online in REDCap. A bootstrap (5000 repetitions) mediation analysis conducted in JASP indicated that although ACEs do not directly predict the imposter phenomenon, greater ACEs indirectly predicted greater feelings of being an imposter through both emotion dysregulation and attachment anxiety. That is, the more ACEs one experiences theoretically leads to greater emotion dysregulation and higher attachment anxiety, both of which predict greater feelings of being an imposter. These results suggest that ACEs may disrupt the development of healthy coping mechanisms and regulation strategies that could feed into an inability to recognize one’s abilities and successes. Furthermore, experiencing negative mental and physical outcomes due to ACEs could produce a negative self-worth, leading to feelings of being an imposter. Likewise, anxiety in other aspects of life, such as relationships, could lead to these same feelings. Although the present research suggests that ACEs indirectly predict the imposter phenomenon, future research may show numerous factors impacting the imposter phenomenon with multiple interacting variables. Future research should aim to examine these factors prospectively and in different populations other than the one studied here. As with any self-report research, there could be discrepancies in data reported due to recall and impression management, especially when participants are asked about sensitive subjects, such as ACEs and intimate relationships. Despite these limitations, these results help provide a greater understanding of the effect ACEs and childhood trauma can have on social well-being and can also lead to a better understanding of development of and treatments for the imposter phenomenon.

No description available.

Att tvivla på sin kompetens och känna sig som en bluff är ett välstuderat psykologiskt fenomen och benämns som imposter syndrome. Syndromet tenderar att vara vanligare hos vissa grupper i samhället, däribland universitetsstudenter. Studiens syfte var därför att undersöka sistaårsstudenters upplevelse av fenomenet imposter syndrome, dess konsekvenser samt eventuella strategier som används för att hantera upplevelsen. Semistrukturerade intervjuer genomfördes med tio studenter, varav sju kvinnor och tre män. Intervjuerna bearbetades genom tematisk analysmetod. De teman som presenteras i resultatdelen var rädsla för att misslyckas, förnekande av förmåga, bedömd av omgivning, rädsla för att uppfattas som inkompetent, självtvivel, självpresentation, självsabotage och söka socialt stöd. Resultatet visade bland annat att studenter genomgående under studietiden upplevde en rädsla för att misslyckas vilket resulterade i ett självtvivel och oro för omgivningens åsikter. Avslutningsvis diskuterades att studenterna uppvisade varierande personlighetsdrag och tendenser, som genom stöd av tidigare forskning kan kopplas till upplevelser av imposter syndrome.

The recruitment and retention for underrepresented minority (URM) students in agriculture and natural resources have been minimal. The importance of elucidating the lack of representation of students of color and underrepresented minority (URM) students in these fields suggests that appropriate actions at the secondary school and collegiate level need consideration. According to Silas (2016, p.iii), "students of color are currently underrepresented in agricultural disciplines when examining the increasingly diverse make-up of the United States." Examining the recruitment and retention strategies institutions are currently implementing is critical because of the narrative of these particular fields in the treatment of students of color and URM students over time. Many students of color and URM students that are currently matriculating a degree or currently in a career in these respective areas have possibly experienced the imposter phenomenon and imposter syndrome. People may feel like an imposter regarding accomplishments they believe they do not deserve or questioning their ability to receive such accolades. When an individual inhibits these feelings, this is an example of the imposter phenomenon or imposter syndrome. The imposter phenomenon, first recognized by Clance and O'Toole (1988), is a motivational disposition in which persons who have achieved some level of success feel like fakes or imposters. Individuals likely experiencing these imposter feelings during a period were examined using a lens based on the Critical Race Theory (Bell; 1987, Crenshaw, 1989; Delagado andStefancic, 2012) and Racial Identity Development Theory (Helms, 1990; Helms, 1993). The phenomenological study examines the effects of IP/IS in URM graduate students in agricultural and natural resource-related majors and fields. This method focuses on the participants' lived experiences regarding this phenomenon. The study itself examined how URM graduate students dealt with these particular feelings in their respective environments and what solutions were suggested or needed. The researcher interviewed ten participants regarding their perceptions of diversity and inclusion in agriculture, natural resources, and STEM-related fields. / Doctor of Philosophy / The need for diversity and inclusion within agriculture, natural resources, and STEM-related fields is critical and imperative as the demographics of the United States are changing. The shortage of minority individuals within agriculture, natural resources, and STEM-based fields impede the ultimate success and potential within these areas. The utilization of underrepresented minority (URM) individuals within these spaces ensure proper diversity and inclusion methods within these environments. The minimal efforts of diversity and inclusion within these environments are likely to promote feelings of an imposter within these URM individuals which would likely hinder success and motivation. The imposter phenomenon and imposter syndrome are particular feelings in which persons who have achieved some level of success possibly feel like fakes or imposters. This study examines the perceptions of URM students that have perhaps experienced feelings related to this phenomenon in less diverse and inclusive settings. The researcher examines critical race theory and racial identity development by interviewing ten participants about their perceptions of diversity and inclusion and the imposter phenomenon and imposter syndrome within the agricultural, natural resource, and STEM-related majors and fields.

Sweden faces a recruitment problem in the fields of science, technology, engineering, and mathematics (STEM). It has been suggested that imposter phenomenon, a feeling of fraudulence and inability to internalize success, may be the reason why many individuals, especially women, leave STEM fields. Fear of failure is theorized to be the main motive underlying imposter phenomenon. In Sweden, students are asked to choose a direction of study already when entering upper secondary school. In the current study, a survey of 1045 ninth grade students from 27 schools throughout Sweden aimed to answer five research questions: (1) How prevalent is fear of failure in grade 9 students in Sweden, (2) How does the prevalence of fear of failure differ between male and female students, (3) and between students with differing levels of achievement, (4) How do students’ fear of failure differ in relation to STEM subjects and other subjects, and (5) Are students with a higher fear of failure less likely to pick a STEM program for their continued education? The results showed that the average Swedish grade 9 student did not experience a high fear of failure, but over one fourth of the students surveyed at least partially agreed with the statements in the Performance Failure Appraisal Inventory, which puts them at risk for suffering negative mental health effects. Females experienced a significantly higher fear of failure, which may be rooted in gender stereotype consciousness. Perceived risk of failure in STEM programs was not a significant predictor for whether students picked STEM programs, and surprisingly, fear of failure was significantly higher in those that would choose to study STEM. It seems that interest in a program and future career opportunities outweighs any potential risks of failure. If students with a high fear of failure are choosing STEM programs, it is important for educators to break them out of the “imposter cycle” of overpreparing and then being unable to internalize their successes. One way to do this is to teach students about the early struggles that famous scientists faced in producing the information they are learning, in order to teach them that failure, or hard work and effort, does not signal a lack of intelligence. The best predictor for students that would choose STEM programs was whether they found mathematics and science classes easy, so sparking interest and demystifying these subjects is one of the keys to the STEM recruitment problem.