Imposters have goals too: The imposter phenomenon and its relationship to achievement goal theory

By Shamala Kumar, C. M. Jagacinski. 2006

198 citations recorded by the source corpus.

Subfields: Clinical Psychology, Experimental and Cognitive Psychology

View Paper: https://www.semanticscholar.org/paper/94d62d8e6bdfb6e63507a36c5f19fa51d20bc42a

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In Clinical Psychology

In Experimental and Cognitive Psychology

Citations in the corpus

Achievement Goals and Achievement Emotions: Testing a Model of Their Joint Relations with Academic Performance. (2009, unknown): “…goals have been shown to be positively related to test anxiety (Cury, Elliot, Sarrazin, Da Fonseca, & Rufo, 2002; Elliot & McGregor, 1999; Kumar & Jagacinski, 2006; McGregor & Elliot, 2002; Middleton & Midgley , 1997; Pajares & Cheong, 2004; Sideridis, 2005a; Skaalvik, 1997; Tanaka et…”
Predictors of Imposter Phenomenon among Talented Ethnic Minority Undergraduate Students (2015, unknown): “High-achieving URMs also report increased test anxiety, reduced confidence in their own intelligence, and negative psychological outcomes such as depression (Kumar & Jagacinski, 2006; McGregor, Gee, & Posey, 2008).”
The Strength of the Relation Between Performance-Approach and Performance-Avoidance Goal Orientations: Theoretical, Methodological, and Instructional Implications (2012, unknown): “…1997; Elliot & McGregor, 1999, 2001; Elliot et al., 1999; Heimbeck, Frese, Sonnentag, & Keith, 2003; Kaplan et al., 2002; Kozlowski & Bell, 2006; Kumar & Jagacinski, 2006; McGregor & Elliot, 2002; Pajares et al., 2000; Pajares & Cheong, 2003; Pastor et al., 2007; Seegers, van Putten, & Vermeer,…”
Ingroup Experts and Peers as Social Vaccines Who Inoculate the Self-Concept: The Stereotype Inoculation Model (2011, background): “For example, high-achieving women who are a small numeric minority in their profession are more likely to feel imposter fears than equivalent men (e.g., King & Cooley, 1995; Kumar & Jagacinski, 2006; Legassie, Zibrowksi, & Goldszmidt, 2008; but see Fried-Buchalter, 1997; Topping & Kimmel, 1985).”
Impostor phenomenon and motivation: women in higher education (2020, background): “We consider SDT’s basic psychological needs, attributions, and EVT’s task values because they are theoretically tied to features of IP, such as attributions to luck, feeling incompetent, not fitting in, placing greater value on achievement (attainment), and negative feelings towards the workplace (H”
Feeling Like an Imposter: The Effect of Perceived Classroom Competition on the Daily Psychological Experiences of First-Generation College Students (2019, methodology): “Such beliefs stoke anxiety, self-doubt, and fear of failure (Cokley, McClain, Enciso, & Martinez, 2013; Cozzarelli & Major, 1990; Kumar & Jagacinski, 2006; Leary et al., 2000), which in turn undermines motivation (Kumar & Jagacinski, 2006; Vaughn, Taasoobshirazi, & Johnson, 2019).”
The Relationship between Self-Confidence, Self-Efficacy, Grit, Usefulness, and Ease of Use of eLearning Platforms in Corporate Training during the COVID-19 Pandemic (2021, methodology): “The educational arena uses self-confidence n the realm of acad mic success or f ilure [19,20 Psychological literature ses psychological trait comprehension [21,22] and male-vers sfemale confidence [23,24].”
Faculty of Color in Higher Education: Exploring the Intersections of Identity, Impostorship, and Internalized Racism (2014, background): “Scholars found the presence of impostor syndrome or intellectual phoniness among faculty of color (Brookfield, 1993; Clance & Imes, 1978; Cozzarelli & Major, 1990; Ewing, Richardson, James-Myers, & Russell, 1996; Fried-Buchalter, 1997; Kumar & Jagacinski, 2006; Rothblum, 1988).”