Using Motivational Theories to Study Imposter Phenomenon among Academics

Autor/inn/en	Taasoobshirazi, Gita; Hord, Amy; Vaughn, Ashley; Treadaway, Hailey; Johnson, Marcus Lee
Titel	Using Motivational Theories to Study Imposter Phenomenon among Academics
Quelle	In: International Journal on Social and Education Sciences, 5 (2023) 2, S.167-189 (24 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Taasoobshirazi, Gita) ORCID (Hord, Amy) ORCID (Vaughn, Ashley) ORCID (Treadaway, Hailey) ORCID (Johnson, Marcus Lee)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Faculty; Self Concept; Motivation; Theories; Gender Differences; Tenure; Age Differences; Self Determination; Expectation; Attribution Theory; Graduate Students; Administrators + Suchen Sie Ihr Suchwort? Academic Staff; Lehrkörper; Selbstkonzept; psychologische; Motivation (psychologisch); Theory; Theorie; Geschlechterkonflikt; Amtszeit; Beschäftigungsdauer; Age; Difference; Age difference; Altersunterschied; Selbstbestimmung; Expectancy; Erwartung; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin
Abstract	The present study analyzes Imposter Phenomenon (IP) through the lens of three different motivational frameworks. Expectancy Value Theory, Attribution Theory, and Self-Determination Theory were used to study IP among academics. With 72% of participants experiencing frequent or intense IP levels, IP was prevalent among those sampled. Females experienced higher IP than males, although race and first-generation status did not significantly impact IP levels. Post docs had higher IP scores than tenured faculty and full-time non-tenured faculty had higher IP scores than tenured faculty. Younger academics had higher IP scores. Analyses of the motivational frameworks showed significant differences by IP level. (As Provided).
Anmerkungen	International Society for Technology, Education, and Science. ISTES Organization, Monument, CO 80132. e-mail: istesorganization@gmail.com; e-mail: ijonsesoffice@gmail.com; Web site: https://www.ijonses.net/index.php/ijonses
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01