The Relationships Among Achievement Goal Orientations, Imposter Syndrome, and Psychological Distress for Women in STEM

• In Event: How Do We Get Girls in STEM?

Abstract

We examined the causal relationships between achievement goal orientations, imposter
syndrome, and psychological distress among female college students in STEM and their
equivalence of the relationship by racial/ethnic minority or first-generation status. A total of 395
female college students from STEM disciplines, including 37.72% of minoritized students and
44.05% of first-generation students, in a research-based Midwestern university in the U.S.,
completed a self-reported online survey. Analyses with structural equation modeling suggested
that performance-and mastery-avoidance goals influenced students’ psychological distress
through imposter syndrome positively. Multi-group analyses indicated that this pattern worked
equally across groups regardless of being minoritized or first-generation college students or not. Findings provide insights into how higher education could better meet the psychological needs of female college students.

Authors

• Yao Yang, Yale University
  Presenting Author

• Chunyu Xu, Purdue University
  Presenting Author

• Tugce Karatas, Purdue University
  Presenting Author

• Ty'Bresha Glass, Purdue University
  Presenting Author

• Yukiko Maeda, Purdue University
  Presenting Author