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A systematic review of impostor syndrome in higher education

International Journal of Evaluation and Research in Education (IJERE) · Vol. 13 No. 6 (2024) · hlm. 3884–3892

DOI
10.11591/ijere.v13i6.30726
ISSN
2620-5440, 2252-8822
Terbit
2024-12-01
Penerbit
Institute of Advanced Engineering and Science
Bahasa
eng
Lisensi
creativecommons.org/licenses/by-nc/4.0

Abstrak

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.

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40 penulis · 101 tautan kepenulisan bersama · 45 lintas organisasi · menampilkan 40 yang paling banyak terhubung

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  • University of Technology Malaysia
  • Universitas Ahmad Dahlan
  • University of Leeds
  • Chulalongkorn University
  • Universiti Teknikal Malaysia Melaka
  • Sriwijaya University
  • Diponegoro University
  • Organisasi lain
  • Afiliasi tidak diketahui
  • Organisasi berbeda
  • Organisasi sama
  • Afiliasi tidak diketahui
  • Garis lebih tebal = lebih banyak artikel bersama · lingkaran lebih besar = lebih banyak artikel
Tampilkan sebagai tabel
Rekan penulisOrganisasiArtikel bersama
Boon Yew WongUniversity of Technology Malaysia9
Tole SutiknoUniversitas Ahmad Dahlan8
Azlina Mohd KosninUniversity of Technology Malaysia5
Wai Wai LimUniversity of Technology Malaysia4
Sii Jiing ChanUniversity of Technology Malaysia4
Asa Ismia Bunga AisyahraniUniversity of Leeds3
Maya Kusuma DewiUniversitas Ahmad Dahlan3
Lafi MuniraChulalongkorn University3
Aiman Zakwan JidinUniversiti Teknikal Malaysia Melaka3
Munawar Agus RiyadiDiponegoro University2
Deris StiawanSriwijaya University2
Imam Much Ibnu SubrotoSultan Agung Islamic University2
Shahreen binti KasimTun Hussein Onn University of Malaysia2
Hendril Satrian PurnamaAfiliasi tidak diketahui2
Rochana RuliyandariUniversitas Ahmad Dahlan2
Watra ArsadiandoAfiliasi tidak diketahui2
Chinghao ChuaUniversity of Technology Malaysia2
Isah FitrianiUniversitas Ahmad Dahlan2
Beddu HafidzKhon Kaen University2
Sitti Nur DjannahUniversitas Ahmad Dahlan2
Intan Wahyuni TukiyoUniversitas Ahmad Dahlan2
Haikal SatriaUniversity of Technology Malaysia2
Shih-Hui LeeUniversity of Technology Malaysia2
Chia Keat YapUniversity of Technology Malaysia2
Yeo Kee JiarUniversity of Technology Malaysia2
Nur Shamsiah Abdul RahmanUniversiti Malaysia Pahang Al-Sultan Abdullah1
Mohd Shahizan OthmanUniversity of Technology Malaysia1
Waleed Mugahed Al-RahmiUniversity of Technology Malaysia1
Anggit PamungkasAfiliasi tidak diketahui1
Oktomi WijayaUniversitas Ahmad Dahlan1
Norazwa Yeop KamarudinUniversity of Technology Malaysia1
Che Rozid MamatUniversity of Technology Malaysia1
Sar Ee NgUniversity of Technology Malaysia1
Rihul Husnul JuliyatmiUniversitas Ahmad Dahlan1
Sook Ling LimUniversity of Technology Malaysia1
Riduwan RiduwanUniversitas Ahmad Dahlan1

Afiliasi berasal dari OpenAlex; metadata OAI-PMH jurnal tidak memuatnya. Penulis tanpa ID OpenAlex dicocokkan berdasarkan nama, sehingga dua orang bisa tergabung atau satu orang bisa terpisah.

Sumber metadata: OAI-PMH (metadata jurnal) http://ijere.iaescore.com/index.php/IJERE/oai, pertama di-harvest 8 Nov 2026, terakhir terlihat 8 Nov 2026.
Metadata asli (oai_dc) 
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	<dc:title xml:lang="en-US">A systematic review of impostor syndrome in higher education</dc:title>
	<dc:creator>Yang, Xiaohan</dc:creator>
	<dc:creator>Yeo, Kee Jiar</dc:creator>
	<dc:creator>Lee, Shih-Hui</dc:creator>
	<dc:creator>Handayani, Lina</dc:creator>
	<dc:subject xml:lang="en-US">Academic performance; Career development; Higher education; Impostor syndrome; Systematic review</dc:subject>
	<dc:description xml:lang="en-US">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.</dc:description>
	<dc:publisher xml:lang="en-US">Institute of Advanced Engineering and Science</dc:publisher>
	<dc:contributor xml:lang="en-US"></dc:contributor>
	<dc:date>2024-12-01</dc:date>
	<dc:type>info:eu-repo/semantics/article</dc:type>
	<dc:type>info:eu-repo/semantics/publishedVersion</dc:type>
	<dc:type xml:lang="en-US"></dc:type>
	<dc:format>application/pdf</dc:format>
	<dc:identifier>https://ijere.iaescore.com/index.php/IJERE/article/view/30726</dc:identifier>
	<dc:identifier>10.11591/ijere.v13i6.30726</dc:identifier>
	<dc:source xml:lang="en-US">International Journal of Evaluation and Research in Education (IJERE); Vol 13, No 6: December 2024; 3884-3892</dc:source>
	<dc:source>2620-5440</dc:source>
	<dc:source>2252-8822</dc:source>
	<dc:source>10.11591/ijere.v13i6</dc:source>
	<dc:language>eng</dc:language>
	<dc:relation>https://ijere.iaescore.com/index.php/IJERE/article/view/30726/14148</dc:relation>
	<dc:rights xml:lang="en-US">Copyright (c) 2024 Institute of Advanced Engineering and Science</dc:rights>
	<dc:rights xml:lang="en-US">http://creativecommons.org/licenses/by-nc/4.0</dc:rights>
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