Using Motivational Theories to Study Imposter Phenomenon Among Academics
DOI:
https://doi.org/10.46328/ijonses.489Keywords:
Imposter phenomenon, Imposter syndrome, Gender differences, Expectancy-value, Attributions, Self-determination, Higher educationAbstract
The present study analyzes Imposter Phenomenon (IP) through the lens of three different motivational frameworks. Expectancy Value Theory, Attribution Theory, and Self-Determination Theory were used to study IP among academics. With 72% of participants experiencing frequent or intense IP levels, IP was prevalent among those sampled. Females experienced higher IP than males, although race and first-generation status did not significantly impact IP levels. Post docs had higher IP scores than tenured faculty and full-time non-tenured faculty had higher IP scores than tenured faculty. Younger academics had higher IP scores. Analyses of the motivational frameworks showed significant differences by IP level.
References
Taasoobshirazi, G., Hord, A., Vaughn, A., Treadaway, H., & Johnson, M. (2023). Using motivational theories to study Imposter Phenomenon among academics. International Journal on Social and Education Sciences (IJonSES), 5(2), 167-189. https://doi.org/10.46328/ijonses.489
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