Exploring the Impact of Imposter Phenomenon on Academic Achievement: The Moderating Role of Self-Efficacy

A common occurrence among high-achieving students is the impostor phenomenon, which can adversely affect learning achievement, mental health, and overall wellness. This study quantitatively examines the connection between the feeling of Imposter Phenomenon and academic success, focusing on potential moderating factors like self-efficacy. A sample of students, aged 16 to 30, with no psychological disorders, participated in the study. Validated items, including the feeling of unworthy of success, Academic Performance, and General Self-belief were employed to ensure data reliability and validity. Purposive convenience sampling was used for participant selection. Outcomes show an adverse connection between Imposter Phenomenon and academic performance, emphasising the damaging impact of self-doubt on educational outcomes. However, self-efficacy did not serve as a moderating factor in this relationship. These findings suggest that while self-efficacy is critical, addressing subjective feelings of inadequacy is crucial for fostering academic success and overall mental wellness. This research underlines the significance of interventions targeting the Imposter Phenomenon to enhance student performance and overall resilience.