Sharing Student Projects

This dissertation aimed to explore how imposter syndrome (IS), which is the feeling of being a fake, despite evidence of success, impacts university students’ wellbeing and their self-worth in higher education. This project focussed on the concept that students who feel they are not good enough are likely to compare their abilities to others who they may view as more academically capable and successful than them. This leads students to tie their self-worth to their academic performance, having important consequences on their psychological wellbeing depending on whether they achieve or fail academically. The main research question asked whether imposter syndrome predicts lower psychological wellbeing, and if this relationship is explained (mediated) by academic contingencies of self-worth. This research was carried out with a sample of 97 university students, which were from UK universities, predominantly based in the Northwest of England. Students completed an online survey which took around 15 minutes to complete. Participants were asked to complete three self-report questionnaires. One measured level of imposter syndrome, another measured the extent to which they based their self-worth on their academic achievements, and another measured their psychological wellbeing. Demographic questions such as age, ethnicity and gender were also included. Analysis used statistical models (a multiple regression mediation analysis) to explore whether imposter syndrome predicted psychological wellbeing and if academic contingencies of self-worth explained this relationship.

This research found that students with higher levels of imposter syndrome reported lower wellbeing, supporting existing research that imposter feelings can be damaging for mental health, contributing to anxiety, stress and lower life satisfaction. The results also showed imposter feelings were associated with a reliance on academic performance for self esteem. This aligns with previous research and theory suggesting that individuals with imposter feelings may base their self-worth on external factors. Interestingly, the relationship between academic self-worth and wellbeing was not significant. This contrasts with previous literature indicating that relying on academic achievement for self-worth can lead to poorer wellbeing. An explanation for this could be that imposter syndrome, rather than academic self-worth has a more direct impact on wellbeing. Students could compare themselves to peers who they believe are ‘better’ than them, leading to feelings of inadequacy, therefore impacting mental health and wellbeing outcomes. Though academic-self worth was related to imposter feelings, it may not directly determine wellbeing. Instead, other factors associated with imposter syndrome such as perfectionism or fears of failure could be more detrimental to student wellbeing. Findings suggest that although imposter feelings are related to academic self-worth and wellbeing, negative impacts of imposter syndrome on wellbeing may occur through mechanisms which are distinct and beyond the degree to which students ground their self-worth in academic performance. The results underline the importance of recognition of imposter syndrome to student wellbeing and overall academic experiences. It appears that imposter feelings may impact several areas of student wellbeing, meaning it could be detrimental to student’s mental health. Based on these findings, policy makers and universities should consider ways that imposter feelings can be addressed within student support services. Raising awareness of imposter syndrome is important for higher education institutions to understand negative impacts of these feelings and experiences on students’ wellbeing. Future research could explore these relationships further, as well as examine interventions which may help to reduce imposter feelings and improve student well-being. To summarise, this dissertation contributes to growing evidence that imposter syndrome is not just an academic challenge but a serious mental health concern for students. If it is directly addressed, it could contribute to a healthier learning environment in universities.