Relationship between motivation and impostor syndrome in female graduate students

• In Event: Student-faculty experiences, student motivation, mentorship and PK16 issues

Abstract

This study examined the relationship between impostor syndrome (IS) and motivation in graduate student women. While ubiquitous within academia, impostor syndrome tends to be most severe and prevalent amongst women. These highly successful academics often express feelings of self-doubt, lack of belongingness, being lucky, and lacking real competence; ideas echoed within the motivation theories of self-determination theory, expectancy-value theory, and attribution theory. The project established the prevalence and extent of IS within 546 self-identified graduate student women and examined the relationship between impostor syndrome and motivation. Findings show characteristics of IS are pervasive amongst academic women; a statistically significant relationship between IS and attributions of success and failure; task values; and autonomy, competence, and relatedness. Finally, findings indicate a relationship between academic position, experience, academic identity, and motivation with IS sum score. Implications for graduate and early career supports, as well as systemic and cultural changes are discussed.

Authors

• Ashley Vaughn, University of Cincinnati

• Marcus Lee Johnson, University of Cincinnati

• Gita Taasoobshirazi, Kennesaw State University