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All Journal International Journal of Evaluation and Research in Education (IJERE)
Yang, Xiaohan
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Education

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A systematic review of impostor syndrome in higher education Yang, Xiaohan; Yeo, Kee Jiar; Lee, Shih-Hui; Handayani, Lina
International Journal of Evaluation and Research in Education (IJERE) Vol 13, No 6: December 2024
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v13i6.30726

Abstract

Impostor syndrome is a psychological phenomenon characterized by persistent feelings of inadequacy and self-doubt despite evidence of competence and success. This systematic review aims to explore the prevalence, impact, and factors associated with impostor syndrome among individuals in higher education settings based on recent 6 years’ publication in journals (from 2019 to 2024). A comprehensive search of electronic databases was conducted, yielding a total of 37 relevant studies that met the inclusion criteria. The findings suggest that impostor syndrome is a prevalent issue among students and faculty academic staff in higher education, with varying degrees of severity. The syndrome can negatively impact academic performance, career development, and overall well-being. Several factors contribute to the development of impostor syndrome, including gender, minority status, high achievement orientation, and perfectionism. However, further research is needed to better understand the underlying mechanisms and effective strategies for addressing impostor syndrome in higher education.
Development and validation of doctoral student social support perception scale Yang, Xiaohan; Yeo, Kee Jiar; Lee, Shih-Hui; Wong, Boon Yew; Handayani, Lina
International Journal of Evaluation and Research in Education (IJERE) Vol 14, No 1: February 2025
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v14i1.30920

Abstract

The perception of social support is crucial for doctoral students' academic careers, yet there is a notable absence of scales specifically designed to measure the social support that doctoral students receive. Consequently, there is a clear need for an effective tool to assess the level and nature of support perceived by these students. The Doctoral Students Social Support Perception Scale (DSSPS) is a multidimensional instrument developed to evaluate social support received by doctoral students from supervisors, family, and peers/friends. This scale operates in two phases: the first phase uses exploratory factor analysis to identify three potential dimensions of perceived social support: resource provision, emotional inspiration, and appropriate attention. The second phase employs confirmatory factor analysis to demonstrate the scale's robust overall fit. The results also indicate high internal consistency as well as convergent and discriminant validity. These findings suggest that the DSSPS is both an effective and reliable measure to assess the extent and nature of social support perceived by doctoral students.
Co-Authors Lee, Shih-Hui Lina Handayani Wong, Boon Yew Yeo, Kee Jiar