LaPalme Matthew, Luo Peihao, Cipriano Christina, Brackett Marc
Yale Center for Emotional Intelligence, Yale University, New Haven, CT, United States.
Front Psychol. 2022 Jun 30;13:838575. doi: 10.3389/fpsyg.2022.838575. eCollection 2022.
This study examined the prevalence and impact of imposter syndrome (IS) on a sample of pre-service educators. We report a majority of pre-service educators experience IS; 93% experience moderate levels and 54% had frequent or severe levels of imposter thoughts, and further that IS was negatively associated with educator well-being. We also investigated the effects of minority group membership on experiences of IS, and found that IS was more severe for women and queer minorities, but less severe for racial minorities. Lastly, we investigated the potential for healthy emotion regulation to mitigate the effects of IS on pre-service educator well-being and found that adaptive emotion regulation strategy use mitigates the effects of IS, which may provide a viable means for addressing this pervasive issue among educators, and specifically among those with minoritized identities. We discuss the implications of our findings for educational training and improving the experiences of pre-service educators.
本研究调查了冒名顶替综合症（IS）在职前教育工作者样本中的患病率及其影响。我们报告称，大多数职前教育工作者都经历过IS；93%的人经历中等程度的IS，54%的人有频繁或严重程度的冒名顶替想法，并且IS与教育工作者的幸福感呈负相关。我们还研究了少数群体成员身份对IS体验的影响，发现女性和同性恋少数群体的IS更为严重，而种族少数群体的IS则较轻。最后，我们研究了健康情绪调节减轻IS对职前教育工作者幸福感影响的可能性，发现采用适应性情绪调节策略可以减轻IS的影响，这可能为解决教育工作者中，特别是那些具有少数群体身份的教育工作者中普遍存在的这个问题提供一种可行的方法。我们讨论了研究结果对教育培训以及改善职前教育工作者体验的意义。
