ESPLAT 2025 conference: Scientific thinking in challenging times

Introduction: While there has been increasing attention to methodological rigour in disciplinary research in psychology, it is important that this same focus is extended to pedagogical research. Specifically, the clarity of constructs in pedagogical research should be continually assessed. One such construct that is increasingly studied in psychology pedagogy is imposter syndrome (or imposter phenomenon). Imposter syndrome is characterised by the belief that one’s success is due to luck rather than skill or effort. Although pedagogical studies frequently explore the prevalence of imposter syndrome, the conceptual robustness of the construct itself has received little scrutiny. Studies typically differ in their definition and measurement of it, and it is regularly conflated with related concepts, such as belonging. This study aimed to explore the conceptual clarity of imposter syndrome.

Methods: We conducted a survey study with 434 undergraduate students, who completed validated scales measuring sense of belonging, self-efficacy, perfectionism, self-esteem, and imposter syndrome using the Clance Imposter Phenomenon Scale.

Results: Correlational analysis revealed high correlations between imposter syndrome and other measured constructs, particularly perfectionism. factor analysis indicated significant conceptual overlap between imposter syndrome and perfectionism, challenging the notion of imposter syndrome as a distinct construct. This overlap suggests that what is labelled as imposter syndrome may reflect broader dimensions of perfectionism and related psychological phenomena.

Discussion: The findings have significant implications for student support and educational practice in psychology. Misconceptions about imposter syndrome as a unique construct may lead to interventions that fail to address the underlying psychological factors, such as perfectionism. Furthermore, labelling experiences related to belonging, self-esteem, and perfectionism as imposter syndrome may inadvertently pathologise normal student experiences, emphasising the need for precise terminology and nuanced interventions. We, therefore, encourage educators and researchers in psychology to adopt a more critical approach to defining and measuring constructs within Higher Education contexts.