Using the Assessment Process to Overcome Imposter Syndrome in Mature Students

Autor/in	Chapman, Amanda
Titel	Using the Assessment Process to Overcome Imposter Syndrome in Mature Students
Quelle	In: Journal of Further and Higher Education, 41 (2017) 2, S.112-119 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0309-877X
DOI	10.1080/0309877X.2015.1062851
Schlagwörter	Nontraditional Students; College Freshmen; Adult Students; Student Experience; Student Adjustment; Self Esteem; Semi Structured Interviews; Student Attitudes; Feedback (Response); Identification (Psychology); Student Evaluation; Resilience (Psychology) + Suchen Sie Ihr Suchwort? Studienanfänger; Adult; Adults; Student; Students; Erwachsenenalter; Studentin; Schüler; Schülerin; Studienerfahrung; Adjustment; Adaptation; Self-esteem; Selbstaufmerksamkeit; Schülerverhalten; Schulnote; Studentische Bewertung
Abstract	This research draws on the experience of a group of mature students' studies during their first year at university. All experienced varying degrees of Imposter Syndrome, feelings of fraudulence and a lack of confidence in their ability. The process of "becoming" a mature student is one of identity change and risk. Gaining a sense of belonging to the institution and academia is an important part of the transition year, but the assimilation into the culture of university life can be problematic. The first assessment for all students can be seen as a "rite of passage" on the journey of "belonging". So for mature students who may have had a substantial gap in their education, this can be a critical moment in their progression through the transition year. Negotiation through the culture and language of academia can lead to misunderstanding and self-doubt, and the process of assessment can be an emotional journey for some students. In this article the students describe their experiences of the assessment process and their need for feedback. Facing the judgement of their peer group and the academic staff was a particular fear of most of the students, as was the difficulty in both "getting started" on and "letting go" of their written work. The article concludes with a discussion of the role of assessment in relation to confidence building and to overcoming Imposter Syndrome. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01