Context-Dependent Social Comparison and Imposter Phenomenon: an Experimental Vignette Approach

• Kate E. Snyder ^[1] ; Maxwell I Bartley ^[1] ; Allison Fowler ^[2]
  1. [1] Bates College

     Bates College

     City of Lewiston, Estados Unidos

     
  2. [2] Spalding University

     Spalding University

     Estados Unidos

     
• Localización: Gifted child quarterly, ISSN-e 1934-9041, ISSN 0016-9862, Vol. 68, Nº 4, 2024, págs. 264-278
• Idioma: inglés
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• Resumen

  • Recent research into imposter phenomenon, or internal feelings of questioning competence, has shifted away from conceptualizing the feeling as an individual characteristic that requires an individual solution toward instead examining the role of context. We used a 2 (Generational Status: First Generation vs. Continuing Generation) × 3 (Environment: Classroom vs. Peer vs. Administration) × 2 (Social Comparison: Present vs. Absent) experimental vignette design. Overall, we found that, for both first- and continuing-generation students, social comparison messages differentially impacted imposter feelings depending on context, with the most elevated levels in social comparison messages from administrators and peers. Findings contribute to a better understanding of structural conditions that exacerbate or lessen imposter feelings at highly selective post-secondary institutions.